NATIONAL EDUCATIONAL ASSOCIATION 
 
 Fiftieth 
 Anniversary Volume 
 
 i85'7-i9o6 
 
 je^ 
 
 publl0hc^ \>si the HflBOCiatlcn 
 
 SKCKKTAkv's ()l I ICK, WINONA, MINN.
 
 l.ft-> 
 
 Printed By 
 The University of Chicago Press 
 Chicago, Illinois, U. S. A.
 
 13 
 
 ^./;2.V■ 
 
 i4-U<J 
 
 UNIVERSITY OF CALIFORNIA 
 SA>JTA BARBARA COLLEGE LIBRARY 
 
 CONTENTS 
 
 e ? — Harris 
 
 Constitution 
 
 By-Laws 
 
 Calendar of Meetings 
 
 Officers 1905-6 and 1906-7 
 
 Report of Treasurer 
 
 Report of Board of Trustees 
 
 Memorandum Concerning Reincorporation 
 
 Act to Incorporate National Education Association 
 
 Proposed By-Laws ..... 
 
 DEPARTMENT OF SUPERINTENDENCE 
 
 (Louisville Meeting) 
 
 Secretary's Minutes ........... 
 
 Means Afforded by the Public Schools for Moral and Religious Training — AIoU . 
 Effect of Moral Education in the Public Schools upon the Civic Life of the Com- 
 munity — Thompson ...... 
 
 Woman's Part in Public Education — Mrs. Hyre 
 
 What Kind of Education Is Best Suited to Boys ? — Halleck 
 
 What Kind of Education Is Best Suited for Girls ? — Hamilton 
 
 What Kind of Language-Study Aids in the Mastery of Natural Scienci 
 
 The Superintendent's Authority and the Teacher's Freedom — Corson 
 
 The Teaching of Arithmetic — Newcomb ..... 
 
 Suggestions for the Improvement of the Study Period — McMurry 
 
 Means of Improving the Efficiency of the Grammar School — Brumbaugh 
 
 How Can the Supervising Influence of Grammar-School Principals Be Improved ? — 
 
 Jones ............ 
 
 ROUND TABLES 
 
 A. Round Table of City Superintendents of Larger Cities — 
 
 Interrelation of Functions in a City-School System: 
 
 Influence of the Supervisor — Miss Harris ...... 
 
 Influence of the City Normal School or Training-School — Mrs. Young . 
 
 B. Round Table of Superintendents of Smaller Cities — 
 
 The Local Training-School as an Agency for the Preparation of Teachers 
 — Gordy .......... 
 
 The Best Means and Methods of Improving Teachers Already in the Ser- 
 vice — Vance .......... 
 
 C. Rcjund Table of State and County Superintendents — 
 
 Teachers' Salaries and How Affected by the Operation of the Mininium- 
 .Salary Law — Cotton ........ 
 
 Rural-School Architecture — Olsen ....... 
 
 I). Round-TaVjlc Conference on Simplified Spelling — 
 
 Simpler Spelling: What Can Be Most Wisely Done to Hasten It ? — Andrncs 
 
 What Can Most Wisely Be Done to Hasten Sinii)ler Spelling ? — Grddrs . 
 The Incorrigible Child — Miss Rithman ........ 
 
 The Flxamination of the Eyas of Schf>ol ChWArcn—Ebcrhardt .... 
 
 What Shf)uld Be the Basis for the Promotion (A Teachers and the Im rcasc of 
 Teachers' .Salaries ? — Van Sickle ........ 
 
 PAGE 
 
 I 
 
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 15 
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 I.S2 
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 148 
 
 • s,s 
 
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 '77 
 
 111
 
 IV 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 The Next Step in the Salary Campaign — Felmley ..... 
 
 The New Phonetic Alphabet — Hempl . . . 
 
 What Form of Industrial Training Is Most Practical and Best Suited to the Country 
 
 ChM?—Kern 
 
 Forms of Industrial Education Best Adapted to City Children — Keyes 
 
 Art as Related to Manual Training — Addicott ...... 
 
 Report of Joint Committee on Instruction in Library Administration — Miss Baldwin 
 
 I. School Libraries ......... 
 
 II. The Public Library and the Public School ..... 
 
 III. How to Use a Library . 
 
 IV. The School Library Room 
 
 V. Selecting and Ordering Books ....... 
 
 VI. Children's Reading ........ 
 
 VII. Incoming Books ......... 
 
 VIII. Cataloging and Classification ....... 
 
 IX. Call Numbers, Shelf-List, Loan System . ' . 
 X. Binding . . . . . . . . . . ' 
 
 XI. Library Associations ........ 
 
 Appendix .......... 
 
 Memorial Addresses — 
 
 John Eaton — Jackson ......... 
 
 William Rainey Harper — Judson ....... 
 
 Mrs. Mary H. Hunt — Winship 
 
 Albert Grannis Lane — Cook . . . . . _. 
 
 Charles Duncan Mclver — Alderman ...... 
 
 Thomas Blanchard Stockwell — Hoyt ...... 
 
 Albert Prescott Marble — Meleney ....... 
 
 183 
 192 
 
 198 
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 224 
 
 228 
 
 234 
 
 239 
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 249 
 
 251 
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 266 
 
 271 
 
 275 
 
 283 
 
 293 
 
 296 
 
 297 
 3" 
 318 
 322 
 
 ANNIVERSARY PAPERS 
 
 Fifty Years of American Education — Brown .... 
 
 How the Superintendent May Correct Defective Classwork — Harris 
 
 Recent International Congress at Liege — Monroe 
 
 The Teacher and the Librarian — Schaejfer .... 
 
 The Educational Awakening in England — Sadler 
 The Teaching of Modern Languages in England — Brereton 
 Secondary Education of Girls during the Past Fifty Years in England — Miss Beale 
 The Secondary Education of Girls in France — See 
 The Modern System of Higher Education for Women in Prussia — Paulsen 
 On the Developments and Changes in Primary Teaching in France during the 
 Third Republic — Levasseur ....... 
 
 What France Owes to America in the Matter of Education — Compayre 
 The Rehabilitation of Philosophy in Germany — Schwartz . 
 The Past and Future of German Education — Paulsen 
 Agricultural Instruction in the Kingdom of Hungary — De Tormay 
 
 HISTORICAL CHAPTER 
 
 I. Educational Associations — 
 
 Origin of Free Schools in the American Colonies — Barnard 
 Home and School Training in New England in the Colonial Period — 
 Brainerd .......... 
 
 Home and School Training in the South During the Colonial Period — 
 Werlenbaker ......... 
 
 327 
 341 
 
 351 
 355 
 361 
 
 366 
 
 377 
 386 
 
 395 
 
 408 
 
 417 
 420 
 
 430 
 445 
 
 453 
 454 
 455
 
 CONTENTS 
 
 II. The Earliest Educational Associations in the United States — 
 The American Institute of Instruction — Winship 
 Western Literary Institute and College of Professional Teachers- 
 Monroe ......... 
 
 American Lyceum Association — Monroe .*.... 
 
 School Teachers and Superintendents — Mann .... 
 
 American Association for the Advancement of Education — Monroe 
 
 III. Other Educational Associations — 
 
 The American Association for the Advancement of Science — Howard 
 American Library Association — Dewey ..... 
 
 General Education Board — Buttrick ..... 
 
 The Southern Education Board — Murphy .... 
 
 The Southern Educational Association — Tighe 
 
 The Carnegie Association for the Advancement of Teaching — Pritchett 
 
 Educational Journalism — Bardeen ...... 
 
 State Teachers' Associations Organized Before 1857 — Monroe 
 
 IV. The National Teachers' Association — Russell .... 
 V. The National Educational Association — Hagar, Hancock, Harris 
 
 \T. The Constitution ......... 
 
 \TI . List of Executive Officers with Calendar of Meetings 
 
 VIII. Board of Trustees 
 
 IX. List of Vice-Presidents with Terms of Service from 1857 to 1907 
 X. List of State Directors by Election, 1857 to 1907 .... 
 XI. List of Perpetual Directors, Life Directors, and Life Members 
 
 457 
 
 463 
 465 
 467 
 
 471 
 
 475 
 479 
 490 
 
 495 
 499 
 504 
 506 
 
 514 
 516 
 
 521 
 534 
 541 
 
 543 
 544 
 547 
 558 
 
 TITLES OF PAPERS AND DISCUSSIONS FROM 1857 TO 1906, ARRANGED 
 
 BY YEARS AND DEPARTMENTS 
 General Sessions ............ 561 
 
 Department of School Superintendence . . • 57^ 
 
 Department of Normal Schools ......... 589 
 
 Department of Higher Education . . . . 595 
 
 Department of Elementary Education ........ 599 
 
 Department of Manual Training . . . 603 
 
 The National Council of Education ........ 607 
 
 Department of Art Education ......... 623 
 
 Department of Kindergarten Education ........ 626 
 
 Department of Music Education 
 Dci>artment of Secondary Educatiijn 
 Department of Business Education 
 Department of Child-Study . 
 Department of Physical Training 
 Department of Science Instruction . 
 Department of School Administrati«»ii 
 Library Department 
 
 Department of Special Kcluration 
 Department (A Indian Education 
 
 Titles of Papers Read before the Interna 
 
 1893 
 
 HIHLIOGRAI'HV OF 'I 
 
 Table of ('la.s.sifK ation 
 
 I. Agri< ultural E(iu( ation 
 
 630 
 
 637 
 639 
 641 
 
 643 
 
 645 
 646 
 
 648 
 
 050 
 
 ional Congresses of Education, Chicago, 
 
 OI'ICS FROM 1S57 TO 1906 
 
 652 
 
 ^>59 
 06 1
 
 VI 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 2. 
 
 3- 
 
 4. 
 
 5- 
 6. 
 
 7- 
 8. 
 
 9- 
 
 10. 
 
 II. 
 12. 
 
 13- 
 14. 
 
 15- 
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 17- 
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 19. 
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 23- 
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 25- 
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 27. 
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 2,2,- 
 34- 
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 39- 
 
 40. 
 
 41. 
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 43- 
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 45- 
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 47- 
 48. 
 49. 
 
 SO- 
 51- 
 52- 
 53- 
 
 American Public Education 
 Architecture ..... 
 Art Education .... 
 
 Biography ..... 
 Biological Sciences .... 
 Education of the Blind 
 
 Child-Study 
 
 City-School Systems 
 
 Classical Education .... 
 
 Coeducation ..... 
 
 College-Entrance Requirements 
 Commercial Education 
 Compulsory Education 
 Curriculum ..... 
 
 Defectives and Delinquents (Other than Blind), Education o 
 Educational Literature 
 
 Education: Theory, Philosophy, Nature, and Meaning 
 Elective Studies . . . . 
 
 Elementary Education 
 
 English Language and Literature as Subjects of Study 
 
 Examinations ..... 
 
 Exhibitions and Museums 
 
 Finances and Taxation 
 
 Geography as a Subject of Study 
 
 Government and Discipline of Schools 
 
 Higher Education — Colleges and Universitie 
 
 History of Education 
 
 History Teaching .... 
 
 Indian Education and Other Minor Alien Races 
 
 Industrial Education 
 
 Kindergarten ..... 
 
 Library and School .... 
 
 Manual Training 
 
 Mathematics as a Subject of Study 
 
 Music in Schools .... 
 
 Nature-Study . . . . 
 
 Negro Education .... 
 
 Normal Schools and Training of Teachers 
 
 Pensions for Teachers 
 
 Physical Education .... 
 
 Physical Sciences .... 
 
 Psychology and Education 
 Religious and Moral Education 
 Rural Schools ..... 
 
 Salaries of Teachers 
 
 School Hygiene .... 
 
 School Laws ..... 
 
 Science Teaching .... 
 
 Secondary Education — High Schools . 
 Spelling ...... 
 
 State and Education 
 
 Supervision, Organization, and Administration 
 
 661 
 663 
 664 
 666 
 667 
 668 
 668 
 670 
 671 
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 672 
 
 673 
 674 
 
 67s 
 677 
 
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 69s 
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 711 
 
 713 
 
 713 
 
 715 
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 717 
 
 718 
 
 719 
 
 719 
 
 720 
 
 721 
 
 722 
 
 723
 
 CONTENTS 
 
 Vll 
 
 54. Teachers ...... 
 
 55. Teaching — Principles and Methods 
 
 56. Technical Education .... 
 
 57. Textbooks ...... 
 
 58. Woman's Education and Work . 
 
 59. Writing 
 
 Review of Secretary's Report, 1S93 to 1906 
 
 Necrology List, January i, 1906 to May i, 1907 
 
 .\ctive Membership List and Index 
 
 Educational Institutions and Libraries Enrolled as Active Members 
 
 Statistical Table of Active Members for 1906 . 
 
 Statistical Table of Active Members, 1895 to 1906 inclusive 
 
 Statistical Table of Attendance from 1857 to 1906 
 
 Chart of Total Attendance for Fifty Years 
 
 Price List of Publications ..... 
 
 Index ......... 
 
 726 
 727 
 727 
 729 
 729 
 730 
 731 
 741 
 743 
 925 
 930 
 931 
 932 
 934 
 936 
 939
 
 CONSTITUTION 
 
 OF TUE 
 
 NATIONAL HDUCATIONAL ASSOCIATION 
 
 PREAMBLE 
 
 To elevate the character and advance the interests of the profession of 
 teaching, and to promote the cause of popular education in the United States, 
 we, whose names are subjoined, agree to adopt the following • 
 
 CONSTITUTION 
 
 ARTICLE I— NAME 
 This Association shall be styled the National Educational Association. 
 
 ARTICLE II— DEPARTMENTS 
 
 Section x. It shall consist of eighteen departments: first, of School Superinten- 
 dence; second, of Normal Schools; third, of Elementary Schools; fourth, of Higher 
 Education; fifth, of Manual Training; sixth, of Art Education; seventh, of Kinder- 
 garten Education; eighth, of Music Education; ninth, of Secondary Education; tenth, 
 of Business Education; eleventh, of Child Study; twelfth, of Physical Education; 
 thirteenth, of Natural Science Instruction; fourteenth, of School Administration; fifteenth, 
 the Library Department; sixteenth, of Special Education; seventeenth, of Indian Edu- 
 cation; and eighteenth, a National Council of Education. 
 
 Sec. 2. Other departments may be organized in the manner prescribed in this 
 constitution. 
 
 ARTICLE III— MEMBERSHIP 
 
 Section i. Tlurc shall he tlirce classes of members, namely, active, associate, and 
 corresponding. 
 
 Sec 2. Teachers and all who are actively associated with the management of edu- 
 cational institutions, inc luding libraries and periodicals, may become active members. All 
 others who pay an annual mcmljership fee of two dollars may become associate members. 
 
 Eminent educators not residing in America may be elected by the Directory to be 
 corresponding members. The number of corresponding members shall at no time exceed 
 fifty. 
 
 Sec. 3. Any person eligible may become an active memlx:r upon application indorsed 
 by two active meml)crs, and the payment of an enrollment fee of two dollars and the 
 annual dues for the current year. 
 
 Active memlK:rs only have the right to vote and to hf)ld ofTii o in the general Associa- 
 tion or in the several departments. 
 
 All active mcmlxirs must pay annual dues of two dollars, ami will l)c entitled to the 
 volume of Proceedings without "coup<m" or other contlitions. The annual active mcm- 
 lH'r'>hip fee shall Ik- [)ayable at the time of the annual ((invention, or by remittance to the
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Secretary before September i of each year. Any active member may discontinue mem- 
 bership by giving written notice to the Secretary before September i, and may restore 
 the same only on payment of the enrollment fee and the annual dues for the current year. 
 
 All life members and life directors shall be denominated active members, and shall 
 enjoy all the powers and privileges of such members without the payment of annual dues. 
 
 Associate members may receive the volume of Proceedings in accordance with the 
 usual "coupon" conditions, as printed on the membership certificate. 
 
 Corresponding members will be entitled to the volume of Proceedings without the 
 payment of fees or other conditions. 
 
 Sec. 4. The names of active and corresponding members only will be printed in the 
 volume of Proceedings, with their respective educational titles, offices, and addresses, to 
 be revised annually by the Secretary of the Association. 
 
 ARTICLE IV— OFFICERS 
 
 Section i. The officers of this Association shall consist of a President, twelve Vice- 
 Presidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees, and an 
 Executive Committee, as hereinafter provided. 
 
 Sec. 2. The Board of Directors shall consist of the President of the National Edu- 
 cational Association, First Vice-President, Secretary, Treasurer, chairman of the Board 
 of Trustees, and one additional member from each state, territory, or district, to be elected 
 by the Association for the term of one year, or until their successors are chosen, and of 
 such life directors as are now (July 10, 1895) in office. 
 
 All past Presidents of the Association now living (July 10, 1895), and all future 
 Presidents at the close of their respective terms of office, and the United States Commis- 
 sioner of Education, shall be life directors of the Association. 
 
 The President of the National Educational Association, First Vice-President, Treas- 
 urer, chairman of the Board of Trustees, and a member of the Association to be chosen 
 annually by the Board of Directors, which member shall hold office for one year, shall 
 constitute the Executive Committee. 
 
 Sec. 3. The elective officers of the Association, with the exception of the Secretary; 
 shall be chosen by the active members of the Association by ballot, unless otherwise 
 ordered, on the third day of each annual session, a majority of the votes cast being 
 necessary for a choice. The officers so chosen shall continue in office until the close 
 of the annual session subsequent to their election, and until their successors are chosen, 
 except as hereinafter provided. 
 
 Sec. 4. Each department shall be administered by a president, vice-president' 
 secretary, and such other officers as it shall deem necessary to conduct its affairs; but 
 no person shall be elected to any office or of any department of the Association, who is 
 not, at the time of election, an active member of the Association. 
 
 Sec. 5. The President shall preside at all meetings of the Association and of the 
 Board of Directors, and shall perform the duties usually devolving upon a presiding 
 officer. In his absence, the First Vice-President in order, who is present, shall preside; 
 and in the absence of all Vice-Presidents, a pro-tempore chairman shall be appointed on 
 nomination, the Secretary putting the question. 
 
 Sec. 6. The Secretary shall keep a full and accurate report of the proceedings of 
 the general meetings of the Association and all meetings of the Board of Directors, and 
 shall conduct such correspondence as the directors may assign, and shall have his records 
 present at all meetings of the Association and of the Board of Directors. The secretary 
 of each department shall, in addition to performing the duties usually pertaining to his 
 office, keep a list of the members of his department. 
 
 Sec. 7. The Treasurer shall receive, and under the direction of the Board of Trustees 
 hold in safe-keeping, all moneys paid to the Association; shall expend the same only<
 
 CONSTITUTION 
 
 upon the order of said board; shall keep an exact account of his receipts and expendi- 
 tures, with vouchers for the latter, which accounts, ending the first day of July each year, 
 he shall render to the Board of Trustees and, when approved by said board, he shall 
 report the same to the Board of Directors. The Treasurer shall give such bond for the 
 faithful discharge of his duties as may be required by the Board of Trustees; and he 
 shall continue in office until the first meeting of the Board of Directors held prior to the 
 annual meeting of the Association next succeeding that for which he is elected. 
 
 Sec. 8. The Board of Directors shall have power to fill all vacancies in their own 
 body; shall have in charge the general interests of the Association, excepting those herein 
 intrusted to the Board of Trustees; shall make all necessary arrangements for its meet- 
 ings, and shall do all in its power to make it a useful and honorable institution. Upon 
 the written application of twenty active members of the Association for permission to 
 establish a new department, it may grant such permission. Such new department shall 
 in all respects be entitled to the same rights and privileges as the others. The formation 
 of such department shall in effect be a sufficient amendment to this constitution for 
 the insertion of its name in Art. II, and the Secretary shall make the necessary 
 alterations. 
 
 Sec. 9. The Board of Trustees shall consist of four members, elected by the Board 
 of Directors for the term of four years, and the President of the Association, who shall be 
 a member ex officio during his term of office. At the election of the trustees in 1886, one 
 trustee shall be elected for one year, one for two years, one for three years, and one for 
 four years; and annually thereafter, at the first meeting of the Board of Directors held 
 prior to the annual meeting of the Association, one trustee shall be elected for the term 
 of foiu" years. All vacancies occurring in said Board of Trustees, whether by resignation 
 or otherwise, shall be filled by the Board of Directors for the unexpired term; and the 
 absence of a trustee from two successive annual meetings of the board shall forfeit his 
 membership therein. The Board of Trustees thus elected shall constitute the body 
 corporate of the Association, as provided in the certificate of incorporation under the pro- 
 visions of the Act of General Incorporation, Class Third, of the Revised Statutes of the 
 District of Columbia, dated the 24th day of February, 1886, at Washington, D. C, and 
 recorded in Liber No. 4, "Acts of Incorporation for the District of Columbia." 
 
 Sec. 10. It shall be the duty of the Board of Trustees to provide for safe-keeping 
 and investment of all funds which the Association may receive from donations; and 
 the income of such invested funds shall be used exclusively in paying the cost of pub- 
 lishing the annual volume of Proceedings of the Association, excepting when donors shall 
 specify otherwise. It shall also be the duty of the board to issue orders on the Treasurer 
 for the payment of all bills approved by the Board of Directors, or by the President and 
 Secretary of the Association acting under the authority of the Board of Directors; andi 
 when practicable, the trustees shall invest all surjilus funds exceeding one hundred dollars 
 that shall remain in the hands of the Treasurer after paying the expenses of the Association 
 for the previous year. 
 
 Sec. II. The Board of Trustees shall elect the Secretary of the Association, who 
 shall al.sfj Ix; secretary of the I-'xecutive Committee, and shall fix his comi)oiisation and 
 his term of office for a period not to exceed four years. 
 
 ARTICLE V— MEETINGS 
 
 Section i. 'i'he annual meeting of the Association shall In- hcM at sik li lime and 
 place as shall be determined by the Board of Directors. 
 
 Sec. 2. Special meetings may be called by the President at the request of five 
 directors. 
 
 Sec. 3. Any deparlmint of the Assoc iation may hold a special meeting at su( h lime 
 and place as by its f)wn regulations it shall ajjpoint.
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Sec. 4. The Board of Directors shall hold its regular meetings at the place and 
 not less than two hours before the assembling of the Association. 
 
 Sec. 5. Special meetings may be held at such other times and places as the board 
 or the President shall determine. 
 
 Sec. 6. Each new board shall organize at the session of its election. At its first 
 meeting a committee on publication shall be appointed, which shall consist of the Presi- 
 dent and the Secretary of the Association for the previous year, and one member from 
 each department. 
 
 ARTICLE VI— BY-LAWS 
 By-laws not inconsistent with this constitution may be adopted by a two-thirds vote 
 of the Association. 
 
 ARTICLE VII— AMENDMENTS 
 This constitution may be altered or amended at a regular meeting by the unanimous 
 vote of the members present; or by a two-thirds vote of the members present, provided 
 that the alteration or amendment has been substantially proposed in writing at a previous 
 meeting. 
 
 BY-LAWS 
 
 1. At the first session of each annual meeting of the Association there shall be 
 appointed by the President a committee on resolutions; and at the third session of such 
 meeting there shall be appointed a committee on nominations, consisting of one member 
 from each state and territory represented, the same to be appointed by the President on 
 the nomination of a majority of the active members from such state or territory present 
 at the meeting called for the purpose of making such nomination; provided, however, 
 that such appointment shall be made by the President without such nomination, when the 
 active members in attendance from any state or territory shall fail to make a nomination. 
 
 The meetings of active members to nominate members of the nominating committee 
 shall be held at 5:30 p. m. on the first day of the annual meeting of the Association, at 
 such places as shall be announced in the general program. 
 
 2. The President and Secretary shall certify to the Board of Trustees all bills 
 approved by the Board of Directors. 
 
 3. Each paying member of the Association shall be entitled to a copy of its Pro- 
 ceedings. 
 
 4. No paper, lecture, or address shall be read before the Association or any of its 
 departments in the absence of its author, nor shall any such paper, lecture, or address 
 be published in the volume of Proceedings, without the consent of the Association, upon 
 approval of the Executive Committee. 
 
 5. It shall be the duty of the President, Secretary, and Treasurer of the Association 
 to appoint annually some competent person to examine the securities of the Permanent 
 Fund held by the Board of Trustees, and his certificate, showing the condition of the 
 said fund, shall be attached to the report of the Board of Trustees. 
 
 ACT OF INCORPORATION 
 
 At a meeting of the Board of Directors of the National Educational Asso- 
 ciation, held at Saratoga Springs, N. Y., July 14, 1885, the following reso- 
 lution was passed. 
 
 Resolved, That a committee of three be appointed to secure articles of incorporation 
 for the National Educational Association, under United States or state laws, as speedily 
 as may be.
 
 ACT OF INCORPORATION 
 
 N. A. Calkins, of New York; Thomas W. Bicknell, of Massachusetts, 
 anci EH T. Tappan, of Ohio, were appointed such committee. 
 
 Under the authority of the resolution quoted above, and with the approval 
 of the committee, and by competent legal advice, the chairman obtained a 
 
 CERTIFICATE OF INCORPORATION 
 
 We, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens 
 of the United States, and two of them citizens of the District of Columbia, do hereby 
 associate ourselves together, pursuant to the provisions of the Act of General Incorpora- 
 tion, Class Third, of the Revised Statutes of the District of Columbia, under the name of 
 the "National Educational Association," for the full period of twenty years, the purpose 
 and objects of which are to elevate the character and advance the interests of the profes- 
 sion of teaching and to promote the cause of popular education in the United States 
 
 To secure the full benefit of said act we do here execute this our certificate of incorporation 
 as said act provides. 
 
 In witness whereof, we severally set our hands and seals this 24th day of February, 
 1886, at Washington, D. C. 
 
 Norman A. Calkins. [l. s.] 
 John Eaton. [l. s.] 
 
 Zalmon Richards. [l. s.] 
 
 Duly acknowledged before Michael P. Callan, Notary Public in and for the District 
 of Columbia, and recorded in Libei No. 4, Acts of Incorporation for the District of 
 Columbia. 
 
 CERTIFICATE OF EXTENSION 
 
 Office of the Recorder 0} Deeds 
 
 Washington, D. C. 
 To All Whom It May Concern: 
 
 This is to certify that February 21, 1906, there was filed for record in this office 
 a certificate of extension and of the corporate existence of the National Educational Asso- 
 ciation, incorporated in the District of Columbia, February 24, 1886, for a term of twenty 
 (20) years, said extension being for a period of two (2) years from and including the 
 24th day of February, 1906. 
 
 In testimony whereof, I have hereunto set my hand and affixed the seal of this office 
 this 2ist day of February, A. D. 1906. 
 
 (Signed) ' R. W. Dutton, 
 Deputy Recorder oj Deeds, D. C. 
 (Seal)
 
 CALENDAR OF MEETINGS 
 
 NATIONAL TEACHERS' ASSOCIATION 
 i8s7— PHILADELPHIA, PA. (Organized.) 1864— OGDENSBURG, N. Y. 
 
 James L. Enos, Chairman. 
 W. E. Sheldon, Secretary. 
 
 1858- 
 
 -CINCINNATI, OHIO. 
 
 Z. Richards, President. 
 J. W. BuLKLEY, Secretary. 
 A. J. RiCKOFF, Treasurer 
 
 i8s9— WASHINGTON, D. C. 
 
 A. J. RiCKOFF, President. 
 J. W. Buckley, Secretary. 
 C. S. Pennell, Treasurer. 
 
 i860— BUFFALO, N. Y. 
 
 J. W. Bulkley, President. 
 
 Z. Richards, Secretary. 
 
 O. C. Wight, Treasurer. 
 1861, 1862 — No session. 
 
 1863— CHICAGO, ILL. 
 
 John D. Philbrick, President. 
 James Crdikshank, Secretary. 
 O. C. Wight, Treasurer. 
 
 W. H. Wells, President. 
 David N. Camp, Secretary. 
 Z. Richards, Treasurer. 
 
 186s— HARRISBURG, PA. 
 
 S. S. Greene, President., 
 W. E. Sheldon, Secretary. 
 Z. Richards, Treasurer. 
 
 1866— INDIANAPOLIS, IND. 
 
 J. P. Wickersham, President. 
 S. H. White, Secretary. 
 S. P. Bates, Treasurer. 
 
 1867 — No session. 
 
 1868— NASHVILLE, TENN. 
 
 J. M. Gregory, President. 
 L. Van Bokkelen, Secretary 
 James Cruikshank, Treasurer. 
 
 1869— TRENTON, N. J. 
 
 L. Van Bokkelen, President 
 W. E. Crosby, Secretary. 
 A. L. Barber, Treasurer. 
 
 1870— CLEVELAND, OHIO. 
 
 Daniel B. Hagar, President. 
 A. P. Marble, Secretary. 
 W. E. Crosby, Treasurer. 
 
 NAME CHANGED TO 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 1871— ST. LOUIS, MO. 
 
 J. L. Pickard, President. 
 W. E. Crosby, Secretary. 
 John Hancock, Treasurer. 
 
 1872— BOSTON, MASS. 
 
 E. E. White, President. 
 S. H. White, Secretary. 
 John Hancock, Treasurer. 
 
 1873— ELMIRA, N. Y. 
 
 B. G. Northrop, President. 
 S. H. White, Secretary. 
 John Hancock, Treasurer. 
 
 1874— DETROIT, MICH. 
 
 S. H. White, President. 
 A. P. Marble, Secretary. 
 John Hancock, Treasurer. 
 
 1875— MINNEAPOLIS, MINN. 
 
 W. T. Harris, President. 
 M. R. Abbott, Secretary. 
 A. P. Marble, Treasurer. 
 
 1876— BALTIMORE, MD. 
 
 W. F. Phelps, President. 
 W. D. Henkle, Secretary. 
 A. P. Marble, Treasurer. 
 
 1877— LOUISVILLE, KY. 
 
 M. A. Newell, President. 
 W. D. Henkle, Secretary. 
 J. Ormond Wilson Treasurer. 
 
 1878 — No session. 
 
 1879— PHILADELPHIA, PA. 
 
 John Hancock, President. 
 
 W. D. Henkle, Secretary. 
 
 J. Ormond Wilson, Treasurer. 
 1880— CHAUTAUQUA, N. Y. 
 
 J. Ormond Wilson, President. 
 
 W. D. Henkle, Secretary. 
 
 E. T. Tappan, Treasurer. 
 
 1881— ATLANTA, GA. 
 
 James H. Smart, President. 
 W. D. Henkle, Secretary. 
 E. T. Tappan, Treasurer. 
 
 1882— SARATOGA SPRINGS, N. Y 
 G. J. Orr, President. 
 W. E. Sheldon, Secretary. 
 H. S. Tarbell, Treasurer.
 
 CALENDAR OF MEETINGS 
 
 1883— SARATOGA SPRINGS, N. Y. 
 
 E. T. Tappan, President. 
 W. E. Sheldon, Secretary. 
 N. A. Calkins, Treasurer. 
 
 1884— MADISON, WIS. 
 
 Thomas W. Bicknell, President. 
 H. S. TAR3ELL, Secretary. 
 N. A. Calkins, Treasurer. 
 
 1885— SARATOGA SPRINGS, N. Y. 
 
 F. Louis Soldan, President. 
 W. E. Sheldon, Secretary. 
 N. A. Calkiks, Treasurer. 
 
 1886— TOPEKA, KANS. 
 
 N. A. Calkins, President. 
 W. E. Sheldon, Secretary. 
 E. C. Hewett, Treasurer. 
 
 1887— CHICAGO. ILL. 
 
 W. E. Sheldon, President. 
 J. H. Canfield, Secretary. 
 E. C. Hewett, Treasurer. 
 
 1888— SAN FRANCISCO, CAL. 
 
 Aaron Gove, President. 
 
 J. H. Canfield, Secretary. 
 
 E. C. Hewett, Treasurer. 
 1889— NASHVILLE, TENN. 
 
 Albert P. Marble, President. 
 
 J. H. Canfield, Secretary. 
 
 E. C. Hewett, Treasurer. 
 
 1890— ST. PAUL, MINN. 
 
 J. H. Canfield, President. 
 W. R. Garrett, Secretary. 
 E. C. Hewett, Treasurer. 
 
 1891— TORONTO. ONT. 
 
 W. R. Garrett, President. 
 
 E. H. Cook, Secretary. 
 
 J. M. Greenwood, Treasurer. 
 
 1892— SARATOGA SPRINGS, N. Y. 
 E. H. Cook, President. 
 R. W. Stevenson, Secretary. 
 J. M. Greenwood. Treasurer. 
 
 1893— CHICAGO, ILL. 
 
 (International Congress of Education.) 
 Albert G. Lane, President. 
 Irwin Shepard, Secretary. 
 
 1894— ASBURY PARK, N. J. 
 
 Albert G. Lane. President. 
 Irwin Shepard. Secretary. 
 J. M. Greenwood, Treasurer. 
 
 189s— DENVER, COLO. 
 
 Nicholas Murray Butler, President. 
 Irwin Shepard, Secretary. 
 I. C. McNeill, Treasurer. 
 
 1896— BUFFALO. N. Y. 
 
 Newton C. Dougherty, President. 
 
 Irwin Shepard, Secretary. 
 
 I. C. McNeill, Treasurer. 
 1897— MILWAUKEE, WIS. 
 
 Charles R. Skinner, President. 
 
 Irwin Shepard, Secretary. 
 
 I. C. McNeill, Treasurer. 
 
 1898— WASHINGTON, D. C. 
 
 J. M. Greenwood, President. 
 Irwin Shepard, Secretary. 
 I. C. McNeill, Treasurer. 
 
 1899— LOS ANGELES, CAL. 
 
 E. Oram Lyte. President. 
 Irwin Shepard, Secretary. 
 I. C. McNeill, Treasurer. 
 
 1900— CHARLESTON, S. C. 
 
 Oscar T. Corson, President. 
 Irwin Shepard, Secretary. 
 Carroll G. Pearse, Treasurer. 
 
 -DETROIT, MICH. 
 
 James M. Green, President. 
 Irwin Shepard, Secretary. 
 L. C. Greenlee, Treasurer. 
 
 -MINNEAPOLIS, MINN. 
 
 William M. Beardshear, President. 
 Irwin Shepard, Secretary. 
 Charles H. Keyes, Treasurer. 
 
 1903— BOSTON, MASS. 
 
 Charles W. Eliot, President. 
 Irwin Shepard, Secretary. 
 W. M. Davidson, Treasurer. 
 
 1904— ST. LOUIS, MO. 
 
 John W. Cook, President. 
 Irwin Shepard, Secretary. 
 McHenrv Rhoads, Treasurer. 
 
 1901- 
 
 1902- 
 
 J. M. Greenwood, Treasurer. 
 
 1905— ASBURY PARK AND OCEAN GROVE. N. J. 
 William H. Maxwell, President. 
 Irwin Shepard, Secretary. 
 James W. Crabtkee, Treasurer. 
 
 1906 — No session
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 OFFICERS FOR 1905-1906 
 
 ALSO FOR I 906-1 907 
 
 GENERAL ASSOCIATION 
 
 NATHAN C. SCHAEFFER President Harrisburg, Pa. 
 
 IRWIN SHEPARD Secretary Winona, Minn. 
 
 JASPER N. WILKINSON Treasurer Emporia, Kans. 
 
 VICE-PRESIDENTS 
 
 William H. Maxwell, New York, N. Y. D. B. Johnson, Rock Hill, S. C. 
 
 Miss N. Cropsey, Indianapolis, Ind. J. A. Shawan, Columbus, Ohio. 
 
 J. H. HiNEMON, Little Rock, Ark. H. O. Wheeler, BurUngton, Vt. 
 
 Ed. S. Vaught, Oklahoma City, Okla. J. Y. Joyner, Raleigh, N. C. 
 
 John F. Riggs, Des Moines, Iowa. John W. Spindler, Winfield, Kans. 
 
 Joseph O'Connor, San Francisco, Cal. J. Stanley Brown, Joliet, 111. 
 
 BOARD OF TRUSTEES 
 
 (See Art. IV, sec. q, of the Constitution.') 
 
 Nicholas Murray Butler, CJtairman — New York, N. Y Term expires July, 1906 
 
 ♦Albert G. Lane Chicago, lU Term expires July, 1907 
 
 James M. Greenwood Kansas City, Mo Term expires July, 1909 
 
 Nathan C. Sch aeffer Harrisburg, Pa Ex officio 
 
 EXECUTIVE COMMITTEE 
 
 (See Art. IV, sees, z and Ji, 0/ the Constitution.) 
 
 Nathan C. Schaeffer President Harrisburg, Pa. 
 
 William H. Maxwell First Vice-President New York, N. Y. 
 
 Jasper N. Wilkinson Treasurer \ Emporia, Kans. 
 
 ♦Albert G. Lane Chairman of Board of Trustees Chicago, lU. 
 
 Nicholas Murray Bdtler Chairman of Trustees from Oct. 8, IQ06. . New York City 
 
 W. T. Harris Member by election Washington, D. C. 
 
 Irwin Shepard Secretary Winona, Minn. 
 
 BOARD OF DIRECTORS 
 Directors ex officio 
 
 (See Art. IV, sec. 2, of the Constitution.) 
 Nathan C. Schaeffer, Harrisburg, Pa. Jasper N Wilkinson, Emporia, Kans. 
 
 William H. Maxwell, New York, N. Y. *Albert G. Lane, Chicago, 111. 
 
 Nicholas Murray Butler, New York, N. Y. Irwin Shepard, Winona, Minn. 
 
 Life Directors 
 
 (See Art. IV. sec. 2, of the Constitution.) 
 BiCKNELL, Thomas W., Providence, R.l. *Lane, Albert G., Chicago, 111. 
 
 Board of Education, Nashville, Tenn. Lyte, Eliphalet Oram, MiUersville, Pa. 
 
 Butler, Nicholas Murray, New York, N. Y. tMARBLE, Albert P., New York, N. Y. 
 
 Canfield, James H., New York, N. Y. Marshall, T. Marcellus, Stouts Mills, W. Va. 
 
 Cook, E. H., Philadelphia, Pa. Maxwell, Willlam H., New York, N. Y. 
 
 Cook, John W., DeKalb, 111. Parker, Charles I., Chicago, 111. 
 
 Corson, Oscar T., Columbus, Ohio. Phelps, W. F., St. Paul, Minn. 
 
 Eliot, Charles W., Cambridge, Mass. Pickard, Josiah, L., Cupertino, Cal. 
 
 Gove, Aaron, Denver, Colo. Pike, Joshua, Jerseyville, 111. 
 
 Graham, H. A., Mt. Pleasant, Mich. Skinner, Charles R., Watertown, N. Y. 
 
 ♦Died August 22, 1896 tDied March 25, 1906
 
 DIRECTORS 
 
 Life DiTectOTS— continued 
 
 Green, J. M., Trenton. N. J. 
 Greenwood. J. M., Kan.sis City, Mo. 
 H.\RRis, W. T., W.ishington, D. C. 
 ♦Hunt. Mrs. Mary H.. Boston, Mass. 
 Jewett, a. v., Abilene. Kans. 
 SoLD.\N, F. Louis, St. Louis, Mo. 
 
 Stratton, C. C, St. Johns, Oregon. 
 Taylor, A. R.. Decatur, 111. 
 Teachers' Institute. Philadelphia. Pa. 
 White, Charles G.. Lake Linden, Mich. 
 Wilson, J, Ormond, Washington, D. C. 
 
 Directors by Election 
 North Atla)Uu: Division 
 
 Maine John S. Locke Saco 
 
 New Hampshire James E. Klock Plymouth 
 
 Vermont Isaac Thomas Burlington 
 
 Massachusetts Henry T. Bailey North Scituate 
 
 Rhode Island Walter Ballou Jacobs Providence 
 
 Connecticut Charles H. Keyes Hartford 
 
 New York James C. Byrnes New York 
 
 New Jersey John Enright Freehold 
 
 Pennsylvania John W. Lansinger Millersville 
 
 South Atlantic Dii-ision 
 
 Delaware George W. Tvvitmyer Wilmington 
 
 Maryland M. Bates Stephens Annapolis 
 
 District of Columbia Alexander T, Stuart Washington 
 
 Virginia Joseph L. Jarman Farm villa 
 
 West \irginia Miss Lucy Robinson Wheeling 
 
 North Carolina J. I. Foust Greensboro 
 
 South Carolina Robert P. Pell Spartanburg 
 
 Georgia William M. Slaton Atlanta 
 
 Florida Miss Clem Hampton Tallahassee 
 
 South Central Division 
 
 Kentucky W. H. Bartholomew Louisville 
 
 Tennessee Eugene F. Turner Nashville 
 
 Alabama Isaac W. Hill Montgomery 
 
 Mississippi Robert B. Fulton (for 1905-6) University 
 
 E. F. Bass (for 1906-7) Greenville 
 
 Louisana Warren Easton New Orleans 
 
 Texas L. E. Wolfe San .(Vntonio 
 
 Arkansas George B. Cook Hot Springs 
 
 Oklahoma Andrew R. Hickam (for 1905-6) Oklahoma City 
 
 Richard V. Temming (for 1906-7) F.dmond 
 
 Indian Territory John D. Benedict Muskogee 
 
 North Central Division 
 
 Ohio Wells L. Griswold Young.stown 
 
 Indiana T. A, Mott Richmond 
 
 Illinois J. A. Mercer Peoria 
 
 Michigan William H. Elson (for 1905-6) Grand Rapids 
 
 Wales C. Martindale (for 1906-7) ... Detroit 
 
 Wiscon.sin L. D. Harvey Mcnomonie 
 
 Iowa A. V. Storm Iowa City 
 
 Minnesota John A. Cransto.v (for 1905-6) St. Cloud 
 
 A. W. Rankin (for 1906-7) Minneapolis 
 
 MLssouri W. J. Hawkins Warrcnsburg 
 
 North Dakota P. G. Knowlton Fargo 
 
 South Dakota M. A. Lance Millbank 
 
 Nebraska George L. Towne Lincoln 
 
 Kansas L, D. WiiinKuoKK Toix-ka 
 
 Western Division 
 
 Montana Oscar J. Craio Mis-soula 
 
 Wyoming T. T. Tynan ('Iicyennc 
 
 Colorado.. . L. C. Greenlee Denver 
 
 New Mexico CM. Light Silver City 
 
 ♦.Died April »6, 1906.
 
 lO 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Directors by Election — continued 
 
 Arizona A. J. Matthews Tempe 
 
 Utah D. H. Christenson Salt Lake City 
 
 Nevada J. E. Stubbs Reno 
 
 Idaho A. G. Sears Idaho Falls 
 
 Washington EdwARD T. Mathes Bellingham 
 
 Oregon E. D. Ressler Monmouth 
 
 California Arthur H. Chamberlain Pasadena 
 
 Dependencies 
 
 Alaska Miss Cassia Patton Sitka 
 
 Porto Rico Frank H. Ball San Juan 
 
 Hawaii Arthur F. Griffiths Honolulu 
 
 Philippine Islands E. A. Coddington Capiz, Panay 
 
 DEPARTMENT OFFICERS 
 
 National Council 
 
 President Washington. D. C. 
 
 Vice-President Albany, N. Y . 
 
 Secretary Dayton, Ohio 
 
 . . . Executive Committee Washington, D. C. 
 
 ELMER E. BROWN 
 
 AUGUSTUS E. DOWNING 
 
 J. W. CARR 
 
 Miss ANNA TOLMAN SMITH 
 
 HOWARD J. ROGERS Executive Committee Albany, N. Y. 
 
 JAMES M. GREENWOOD Executive Committee Kansas City, Mo. 
 
 Miss MARY C. MAY... 
 
 ELMER E. BROWN 
 
 Miss MAY E. MURRAY. 
 
 Kindergarten 
 
 .President Salt Lake City, Utah 
 
 . Vice-President Washington, D. C. 
 
 , Secretary Springfield, Mass. 
 
 Elementary 
 
 Mrs. ALICE WOOD WORTH COOLEY President Grand Forks, N. D. 
 
 CLARENCE F. CARROLL Vice-President Rochester, N. Y. 
 
 Mrs. JOSEPHINE HEERMANS Secretary Kansas City. Mo. 
 
 EUGENE W. LYTTLE. 
 WILSON FARRAND... 
 EDWIN TWITMYER. . , 
 PHILO M. BUCK 
 
 WM. L. BRYAN 
 
 C. ALPHONSO SMITH. 
 OSCAR J. CRAIG 
 
 JOHN R. KIRK 
 
 D. B. JOHNSON 
 
 Miss MARY ALICE WHITNEY. 
 
 Secondary 
 
 President Albany, N. Y. 
 
 First Vice-President Newark, N. J. 
 
 Second Vice-President Bellingham, Wash. 
 
 Secretary St. Louis, Mo. 
 
 Higher 
 
 President Bloomington. Ind. 
 
 Vice-President Chapel Hill, N. C. 
 
 Secretary Missoula, Mont. 
 
 Normal 
 
 President KirksviUe, Mo. 
 
 Vice-President Rock Hill, S. C. 
 
 Secretary Emporia. Kans. 
 
 Superintendence 
 
 W. W. STETSON President Augusta, Maine. 
 
 H. H. SEERLEY First Vice-President Cedar Falls, Iowa 
 
 R. J. TIGHE Second Vice-President Asheville, N. C. 
 
 J. H. HARRIS Secretary MinneapoUs, Minn. 
 
 Manual 
 
 President Roxbury, Mass. 
 
 Vice-President Port Deposit, Md. 
 
 Secretary Chicago, 111. 
 
 FRANK M. LEAVITT. 
 CHARLES R. BATES.. 
 OSCAR L. McMURRY. 
 
 EUGENE C. COLBY 
 
 Miss CLARA A. WILSON. 
 Miss HELEN E. LUCAS.. 
 
 Art 
 
 President Albany, N. Y. 
 
 Vice-President Davenport. Iowa 
 
 Secretary Rochester, N. Y.
 
 DEPARTMENT OFFICERS 
 
 II 
 
 Music 
 
 HAMLIX E. COGSWELL PresidetU Indiana, Pa. 
 
 Mrs. FR.\NCES E. CLARK Vice-Preside/it Milwaukee, Wis. 
 
 P. C. HAYDEN Secretary Keokuk, Iowa 
 
 Business 
 
 President Baltimore, Md. 
 
 First Vice-President Philadelphia, Pa. 
 
 Secretary Brooklyn, N. Y. 
 
 H. M. ROWE 
 
 JAMES T. YOUNG.... 
 HORACE G. HE.\LEY. 
 
 EDWIN G. DEXTER... 
 HENRY G. GODD.\RD.. 
 CH.\RLES W. W.\DDLE. 
 
 Child Study 
 
 Presidetit Urbana, 111. 
 
 Vice-President X'incland, N. J. 
 
 Secretary Greeley, Colo. 
 
 Science 
 
 H. A. SENTER President Omaha. Neb. 
 
 IRVING O. PALMER Vice-Prendent Newtonville, Mass. 
 
 E. R. WHITNEY Secretary Binghamton, N. Y. 
 
 E. HERMANN ARNOLD 
 
 Miss REBECCA STONERO.\D. 
 Miss MAY G. LONG 
 
 Physical 
 
 Presidetit New Haven. Conn. 
 
 Vice-President Washington, D. C. 
 
 Secretary Mason City, Iowa 
 
 School Administration 
 
 President '. Sacramento, Cal. 
 
 Vice-President Boston, Mass. 
 
 Secretary Milwaukee, Wis. 
 
 THOS. J. KIRK 
 
 GRAFTON D. GUSHING 
 
 \MLLI.\M GEORGE BRUCE 
 
 HARLAN P. FRENCH Chairman. Executive Committee Albany. N. Y. 
 
 J. N. WILKINSON 
 
 EDWIN WHITE GAILLARD. 
 Miss GR.\CE SALISBURY... 
 
 Library 
 
 President Emporia. Kans. 
 
 Vice-President New Y'ork, N. Y. 
 
 Secretary Whitewater. Wis. 
 
 Miss ANNA E. SCHAFFER. 
 
 S. M. GREEN 
 
 E. R. JOHNSTONE 
 
 HARWOOD HALL.... 
 
 H. F. LISTON 
 
 Miss ESTELLE REEL. 
 
 Special Education 
 
 . . . President Madison, Wis. 
 
 . . . Vice-President St. Louis, Mo. 
 
 . . . Secretary Vineland. N. J. 
 
 Indian Education 
 
 . . . President. Riverside, Cal. 
 
 . . . Vice-President Tacoma. Wash. 
 
 . . Secretary Washington. D. C.
 
 TREASURER'S REPORT 
 
 TO THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 July i, 1905, to June 30, 1906, 
 MEETING AT ASBURY PARK, N. J., 1905 
 
 J. W. "Wilkinson, Treasurer, in Account with the National Educational Association 
 
 BALANCE ON HAND JULY i, 1905 
 
 Cash received from Treasurer J. W. Crabtree, as per last annual 
 
 reprart S3 .493   72 
 
 RECEIPTS 
 
 From transportation lines: 
 
 Account of Boston meeting: 
 
 New York Central & Hudson River Railroad $ 62.00 
 
 Boston & Maine Railroad 37- 00 
 
 New York, New Haven & Hartford Railroad 26.00 
 
 Merchants & Miners Transportation Co 22.00 
 
 Eastern Steamship Co 122 .00 
 
 $269 . 00 
 
 Account of Asbury Park and Ocean Grc^e meeting: 
 
 Clyde Steamship Co S 25.00 
 
 New York, New Haven & Hartford Railroad 170.00 
 
 New England Navigation Co 8 . 00 
 
 Ocean Steamship Co 238.00 
 
 Pennsylvania Railroad Co 7,823.00 
 
 Delaware. Lackawanna & Western Railroad 844. 00 
 
 New York Central & Hudson River Railroad 7,527.00 
 
 Erie Railroad 585.00 
 
 Central Railroad of New Jersey 2,645.00 
 
 Lehigh Valley Railroad 1 .501 . 00 
 
 $21,366.00 
 
 Total from transportation lines $21,635.00 
 
 From Board of Trustees: 
 
 Interest on Permanent Fund 6,552 . 44 
 
 From annual meeting at Asbury Park and Ocean Grove: 
 
 Advance associate memberships, New York City $12,724.00 
 
 Advance associate memberships. New Jersey i 904.00 
 
 Advance associate memberships, Philadelphia 230.00 
 
 $14,858.00 
 
 Registration bureau: 
 
 Former active memberships 666 . 00 
 
 New active memberships 1 .256 . 00 
 
 Associate membershifB i .878 . 00 
 
 $3 800 . 00 
 
 Less: Refunds for duplicate payments 68 . 00 
 
 $3,732.00 
 
 Total from annual meeting $18590.00 
 
 From memberships, Louisville meeting, Department of Superinten- 
 dence 839.00 
 
 From Secretary's office during the year: 
 
 Memberships $6 634.00 
 
 Enrollments 556.00 
 
 Exchange 13 -35 
 
 Sale of back volumes 661 .30 
 
 Sale of special reports 313.07 
 
 Miscellaneous 6.51 
 
 $8,184.20 
 
 From royalty, sale of reports of Committees of Ten and Fifteen 58.46 
 
 From interest on deposits in First National Bank of Chicago 270. 70 
 
 Refund from C. A. Murdock & Co 22.53 
 
 Total receipts for the year $59,646 . 05 
 
 12
 
 TREASURER'S REPORT 13 
 
 DISBURSEME>rrS 
 Board of Trustees: 
 
 For investment $10,250.00 
 
 For expenses 3go. 72 
 
 $10640.72 
 
 Executive Committee expenses: 
 
 President $385 . 52 
 
 First Vice-President 45 .00 
 
 Treiisurer 244 . 1 5 
 
 Chairman Board of Trustees iop.36 
 
 Member by election 18.85 
 
 $802.88 
 
 General Secretary's office: , 
 
 Salary of Secretary $4,000.00 
 
 Poft^ge 1,523.25 
 
 Telegrams 97.34 
 
 Freight and express 47. 88 
 
 Clerical services 1,738.23 
 
 Exchange n.6o 
 
 Stationery and office supplies 129 65 
 
 Traveling 398.45 
 
 Kent 600 . 00 
 
 Miscellaneous (refunds, etc.) 35. 00 
 
 $8,581.40 
 
 Printing: • 
 
 Volumes of Proceedings (11,500 volumes) $6,977.83 
 
 Yearbooks (5.500 copies) 890. 78 
 
 Reprints from volumes 35-05 
 
 Special reports 4,788^42 
 
 Executive Committee bulletins 765 . 96 
 
 Miscellaneous 691 . 70 
 
 $14,149.74 
 
 Express and freight: 
 
 Distribution of volumes and reports 83.596. 34 
 
 Miscellaneous 152.72 
 
 $3,749.06 
 
 Special appropriations: 
 
 Committee on Agriculture in Rural Schools $204. 11 
 
 Committee on Phonetic Alphabet 90. 31 
 
 $294.42 
 
 Annual Convention: 
 
 Department expenses $583.07 
 
 State directors and managers 829.34 
 
 Clerical services: 
 
 Registration $739.48 
 
 Stenographers, typewriting, and assistants 533-45 
 
 1,272.93 
 
 Badges 944.60 
 
 Printing: 
 
 Programs 658.67 
 
 Miscellaneous 245-45 
 
 904.12 
 
 Express and freight 2 1 . g8 
 
 Stationery 52 94 
 
 Telegrams 23 . 56 
 
 Miscellaneous: 
 
 Constructing platform, auditorium, and expenses $100.00 
 
 Music for convention 375 00 
 
 Press bureau 42 .60 
 
 Transportation and expenses (President Roosevelt's visit) 548.32 
 
 Expenses of speakers 142.00 
 
 Expenses conference of Department Presidents, Chicago 795-86 
 
 Miscellaneous expenses 102-75 
 
 $2,106.53 
 
 $6,739.70 
 
 Unclassified cxpcasos: 
 
 Examination of securities % 7.00 
 
 Typewriter rci>airs 35 -oo 
 
 Auditing Ixxiks of Secretary and Treasurer 30. oo 
 
 OflTicc fumimrc 15.00 
 
 Sccrct.iry'j Ixtnd 35.00 
 
 Services of John B. Pine aa counsel 554 , 57 
 
 Treasurer's bond. 27.08 
 
 Letter files 16.50 
 
 Clerical services (advance mcmtwrships) 131.61 
 
 H.I I 76 
 
 Total (ILshurKments for the year $45,799 05
 
 14 NATIONAL EDUCATIONAL ASSOCIATION 
 
 SUMMARY 
 Receipts 
 
 Received from Treasurer Crabtree, balance for 1904-5 $ 3 493 • 72 
 
 Receipts for year July i, 1905, to June 30, 1906 56,152-33 
 
 Total receipts for the year $59,646.05 
 
 Disbursements 
 
 Amount transferred to Permanent Fund as per voucher No. 133 $10,250.00 
 
 Total expenses for year 35,549 . 05 
 
 S4S-7990S 
 
 Balatice in treasury, June 30, IQ06 $13,847.00 
 
 T. N. Wilkinson, Treasurer. 
 
 Emporia, Kans., June 30, 1906. 
 
 The undersigned, trustees of the National Educational Association, have this day examined and 
 
 approved the accounts of Mr. J. N. Wilkinson, Treasurer, with all statements of receipts and vouchers 
 
 for disbursements. 
 
 ( Nicholas Murray Butler, Chairman, 
 
 (Signed) < Nathan C. Schaeffer, 
 
 ( J. M. Greenwood. 
 
 Chicago, October 3, 1006. 
 
 Executive Committee, National Educational Association of the United States: 
 
 Gentlemen: We have audited the books and accounts of the National Educational Association of 
 the United States, as kept by the Secretary, Irvfin Shepard, and the Treasurer, J. N. Wilkinson, for 
 the year 1905-6, and compared them with the relative vouchers, cheques, and other instructions, and find 
 the books to be correct. 
 
 We annex hereto a copy of the treasurer's report for the year under review, which we have checked 
 in detail, and we certify it to be correct and in accordance with the books. 
 
 Yours respectfully, 
 
 The International Audit Company, 
 Robert Nelson, By John McLaren, President. 
 
 Certified Public Accountant, Manager. 
 
 TWENTIETH ANNUAL REPORT OF THE BOARD OF 
 TRUSTEES OF THE NATIONAL EDUCA- 
 TIONAL ASSOCIATION 
 
 To the Board oj Directors oj the National Educational Association: 
 
 It is the sad duty of the Board of Trustees to make official report of the death on 
 August 23, 1906, of their chairman and colleague, Albert G. Lane, of Chicago, Illinois. 
 Mr. Lane's ten years of service as chairman of the Board closed and crowned a long 
 period of usefulness to the National Educational Association. To him more than to 
 anyone else is due the credit of the present admirable condition of the permanent fund of 
 the Association. His unbending integrity, his unselfishness, and his generous spirit of 
 service remain an example and an inspiration, not only to his colleagues but to the entire 
 membership of the Association, of which he was so distinguished an ornament. 
 
 An itemized report upon the condition of the permanent funds, which has been pre- 
 pared by Mr. Louis Boisot, trust officer of the First Trust and Savings Bank of Chicago, 
 Illinois, is presented as the report of the Trustees upon the financial operations of the 
 period under review, and of the present condition of the investments. 
 
 In view of the fact that no meeting of the Association was held in July, 1906, as well 
 as in view of Mr. Lane's death, the Trustees have thought it desirable to depart from 
 precedent and to bring the figures of the present report down to December i, 1906, instead
 
 REPORT OF THE BOARD OF TRUSTEES 15 
 
 of, as has heretofore been usual, down to June 30, in order that the Board of Directors 
 may have before them the latest possible information as to the state of the permanent 
 fund. 
 
 The last annual report of the Trustees showed that the permanent fund on July i, 
 1905, amounted to $147,000, of which amount $139,200 was represented by cash or securi- 
 ties in the hands of the First Trust and Savings Bank of Chicago, Illinois, and $7,800 
 was represented by certain Kansas county, municipal and school bonds in the hands of 
 Trustee Lane for settlement, in accordance with the following resolution adopted by the 
 Trustees on July 6, 1903: 
 
 Resolved, That the chairman be requested to place in the hands of a competent 
 attorney for collection or settlement, either by agreement or legal process, all of the Kan- 
 sas securities now in default either for principal or interest. 
 
 In accordance with the terms of this resolution, Chairman Lane had conducted long and 
 patient negotiations with the proper school, municipal, and county authorities in Kansas 
 with a view to securing the best possible terms of settlement. These bonds represented 
 investments made many years ago, and it had been the express desire and intention oi 
 the Tmsteeb for some years past to change these investments as rapidly as possible. 
 
 During the >ear 1905-6, Chairman Lane was able to secure final settlement on fiC( ount 
 of each of these securities, and the terms of the settlement are set forth in detail in the 
 accompanying statement. As a result, the Trustees no longer hold any of the Kansas 
 county, municipal, or school bonds, which have heretofore figured in the annual reports. 
 
 On December i, 1906, the total amount of the permanent fund is $155,100, of which 
 $6,100 is cash on hand for investment. The securities, representing an mvestment of 
 $149,000, have been examined by Mr. H. H. Seerley, of Cedar Falls, Iowa, and his certi- 
 ficate is appt-nded to this rejrort. 
 
 (Signed) Nicholas Murray Butler, Chairman 
 James M. Greenwood 
 Nathan C. Schaeffer 
 
 REPORT OF THE FUNDS OF THE NATIONAL EDUCATIONAL ASSOCIA- 
 TION FROM JULY I, 1905, TO NOVEMBER 30, 1906 
 
 PERMANENT FUND 
 
 COLLECTIONS 
 
 Cash on hand July i , 1905 $ 3 .500 
 
 Mortgages collected as follows: 
 
 SSa6 Jeflcrson Avenue (Wallace) i 000 
 
 31a LaSalle Street (Leonard) S.ooo 
 
 1919 Wabash Avenue (Thomas) s°°o 
 
 1201 Irving Park boulevard (Wadhams) 3 000 
 
 6i6-8 West Adams Street (Harker) 9,000 
 
 Bonds collected as follows: 
 
 City of South Hutchinson 1,000 
 
 Hodgeman County 1 ,000 
 
 Ness Ccjunty 500 
 
 Eudora City 700 
 
 Lcmont School District i ,000 
 
 Bonds compromised as follows: 
 
 Lane County Ixinds (face value $3,000) a.7S0 
 
 Garfield County, .School District No. 14 (faic value $800) 100 
 
 Grant County (face value S3 ,000) 1,000 
 
 Seward County (face value Si .000) 700 
 
 Cach deposited by Treasurer 10.350 
 
 $45500
 
 i6 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 INVESTMENTS 
 
 Pittsburg, Lake Erie & West Virginia bonds (face value $20,000) 
 
 Herd mortgage certificate 
 
 West Chicago Park bonds (face value $19,000) 
 
 Balance on hand 
 
 M 
 
 CONDITION OF FUND JULY I, I905 
 
 Securities in the hands of the First Trust and Savings Bank: 
 
 Mortgages on real estate 
 
 Kansas school and municipal bonds 
 
 Illinois school and municipal bonds 
 
 Terminal Railroad Association bonds 
 
 Cash on hand for investment 
 
 Securities in the hands of Albert G. Lane, Chairman: 
 
 Kansas county, municipal, and school bonds, as per report of June 30, 1905 
 
 CONDITION OF FUND DECEMBER I, I906 
 
 Mortgages on real estate 
 
 Illinois municipal and school bonds 
 
 Railroad bonds 
 
 Certificate of master's sale 
 
 Cash on hand for investment 
 
 Si9,90o 
 
 500 
 
 19,000 
 
 6,ioo 
 
 $61 soo 
 
 2,200 
 
 57,000 
 
 15,000 
 
 3,Soo 
 
 $33,500 
 7S,ooo 
 
 3S.OOO 
 5. soo 
 6,100 
 
 STATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND 
 
 JULY 1, 1905, TO JULY I, 1906 
 
 RECEIPTS 
 
 Interest on real estate mortgages $2,960.66 
 
 Interest on Kansas bonds 105 . 70 
 
 Interest on Illinois bonds 2,320.00 
 
 Interest on railroad bonds 1,000.00 
 
 Interest on bank balances 166.08 
 
 DISBURSEMENTS 
 
 Treasurer of Association 
 
 INTEREST RECEIPTS IN DETAIL 
 
 Terminal Railroad Association bonds $ 600.00 
 
 Hodgeman County bonds 49.00 
 
 Village of Morgan Park bonds i.S7-So 
 
 Eudora City bonds 27 . 30 
 
 Chicago Drainage bonds 2 ,000 . 00 
 
 Lemont, Illinois, bonds 162 . 50 
 
 Ness County bonds 29 . 40 
 
 Pittsburg, Lake Erie & West Virginia bonds 400.00 
 
 First mortgage, 1201 Irving Park Boulevard 150.00 
 
 First mortgage, 5239 Cornell Avenue 495.00 
 
 First mortgage, 5603 Madison Avenue 250.00 
 
 First mortgage, 626 West Adams Street 405.00 
 
 First mortgage, 312 LaSalle Street 290. 25 
 
 First mortgage, 5136 Hibbard Avenue 250.00 
 
 First mortgage, 2268 Kenmore Avenue 125.00 
 
 First mortgage, 5526 Jefferson Avenue 840. 75 
 
 First mortgage, 1919 Wabash Avenue 154.66 
 
 First Trust and Savings Bank 166 . 08 
 
 STATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND 
 JULY I, 1906, TO NOVEMBER 30, 1906 
 
 RECEIPTS 
 
 Interest on real estate mortgages $1 ,277 . 70 
 
 Interest on Kansas bonds 4- 50 
 
 Interest on Illinois bonds i ,533 . 75 
 
 Interest on raiboad bonds 700 . 00 
 
 Interest on bank balances 62 . 23 
 
 $45,500 
 
 S139 200 
 
 7,800 
 I147 000 
 
 $155,100 
 FROM 
 
 $6,552.44 
 $6>S52.44 
 
 $6,552-44 
 FROM 
 
 $3,578.18 
 
 I
 
 REPORT OF THE BOARD OF TRUSTEES 
 
 17 
 
 DISBURSEMENTS 
 
 Premium on West Chicago Park bonds bought S 120.00 
 
 Accrued interest on West Chicago Park bonds bought 253-33 
 
 Elxpress charges on Kansas bond sold .45 
 
 Balance on hand 3,204.40 
 
 INTEREST RECEIPTS IN DETAIL 
 
 TerminaJ Raihx)ad Association bonds S300 . 00 
 
 Village of Morgan Park bonds 78.75 
 
 Chicago Drainage bonds 1,000.00 
 
 Lament. Illinois, school bonds 75- 00 
 
 Ness County bonds 4- 50 
 
 Pittsburg Lake Erie & West Virginia Raih-oad bonds 400.00 
 
 West Chicago Park bonds 380.00 
 
 First mortgage. 1201 Irving Park Boulevard 7Soo 
 
 First mortgage. 5239 Cornell .Avenue 247.50 
 
 First mortgage. 5603 Madison Avenue 125.00 
 
 First mortgage. 626 West Adams Street 202 . 50 
 
 First mortgage. 626 West Adams Street, J% prem 22 . 50 
 
 First mortgage, 5136 Hibbard Avenue 125.00 
 
 First mortgage, 2268 Kenmore Avenue 62. 50 
 
 First mortgage, 5526 Jefferson .Avenue 250.00 
 
 First mortgage, 1919 Wabash Avenue 167. 70 
 
 First Trust and Savings Bank 62 . 23 
 
 83.578.18 
 
 ?3S78.i8 
 
 STATEMENT OF SECURITIES BELONGING TO THE PERMANENT FUND OF THE NATIONAL 
 
 EDUCATIONAL ASSOCI.\TION, DECEMBER i 1906, IN CUSTODY OF 
 
 FIRST TRUST AND SAVINGS B.ANK, CHICAGO 
 
 ILLINOIS NTONICIPAL AND SCHOOL BONDS 
 
 Bonds 
 
 Village of Morgan Park, 111 
 
 Village of Morgan Park, 111 
 
 Lemont. III., School, Nos. 20, 22, 24, 30, 32... 
 
 Chicago Drainage bonds. Nos. 24516 to 24525. 
 Chicago Drainage'bonds, Nos. 24591 to 24625 
 
 and 24636 to 24640 
 
 West Chicago Park bonds. Nos. iioi to 1109. 
 WestChicago Park bonds, Nos. 615, 620, 630 
 
 631, and 1243 to 1248 
 
 Amount 
 
 S 2.500 
 1,000 
 2,500 
 
 10,000 
 
 40,000 
 9 000 
 
 10,000 
 
 $75000 
 
 Rate of 
 Interest 
 
 4i% 
 44% 
 5% 
 
 4 % 
 
 4 % 
 4% 
 
 4% 
 
 Interest Payable 
 
 May and Nov. 
 Jan, and July 
 June and Dec. 
 
 Dec. and June 
 
 Dec. and June 
 April and Oct. 
 
 April and Oct. 
 
 Maturity 
 
 Nov. T, 191 1 
 July I, 1913 
 Jsoo vearly 
 
 Dec. I. 
 Dec. 1916 
 
 Dec. 1917 
 April 1 91 8 
 
 April, 1919 
 
 RAILROAD BONDS 
 
 Bonds 
 
 A-ount fZ!L 
 
 Interest Payable 
 
 Maturity 
 
 Terminal R. R. Association of St. Louis. Nos. 
 
 $15000 
 20,000 
 
 4% 
 
 4% 
 
 Jan. and July 
 May and Nov. 
 
 January, io5'i 
 
 Pilt-iburg, Lake Erie & West Virginia txinds 
 Nos. 13496 to 13500 and 21236 to 21250 .... 
 
 November 1, 1941 
 
 
 $35,000 
 
 
 
 riBBT MORTOAOES ON CBICAOO RZAL ESTATE 
 
 First Mortgages 
 
 Amount 
 
 Rale of 
 Interest 
 
 Interest Payable 
 
 Maturity 
 
 
 $ S*oo 
 SJOoo 
 
 10 000 
 2.500 
 
 IIAOO 
 
 4i% 
 
 May and Nov. 1 
 July and Jan. 
 April and Oct. 
 May and N<iv. 
 Jan. and July 
 
 November 1, 1908 
 
 
 July 1 , 1909 
 
 tttft—iL Trffprvin Avfniir fVVall.iCc) 
 
 Octolwr 1 , 1907 
 
 •i-yftK Krnmnrr Avrnnc M.)f»*!ffc) 
 
 Ni)vfnil)'r 1 s 1907 
 
 c^ifv— a 1 CVimrll Avenue (iJickinVin) 
 
 January, 1909 
 
 
 
 1 
 
 $33500 

 
 i8 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 CERTIFICATE OF master's SALE 
 
 First Mortgages 
 
 Amount 
 
 Rate of 
 Interest 
 
 
 Maturity 
 
 
 S-Soo 
 
 S% 
 
 
 April 1907 
 
 
 To the Officers and Members of the National Educational Association: 
 
 I have this day, December 8, 1906, inspected and checked up the securities of the National Edu- 
 cational Association, consisting of municipal and school bonds, face value $75,000.00; railroad bonds, 
 face value, $35,000.00; first mortgages on Chicago real estate, face value, $33,500.00; certificate of mas- 
 ter's sale, face value, $5 500.00; cash on hand for investment, $6,100.00; cash on hand subject to order, 
 $3,204.40, which securities are in the possession of the First Trust and Savings Bank, of Chicago. 
 
 I certify that all of said securities I find to be correct according to the listing given me by the trust 
 fiicer of said corporation. 
 
 Respectfully submitted, 
 
 Homer H. Seerley.
 
 MEMORANDUM 
 
 CONCERNING THE REINCORPORATION OF THE NATIONAL EDUCATIONAL 
 
 ASSOCIATION 
 
 At the annual meeting of active members held at Asbury Park, July 6, 1905 (see 
 Minutes, pp. 23-40, Annual Volume for 1905), the Board of Trustees, in accordance with 
 instructions given at the annual meeting held the year previous, presented a report recom- 
 mending the incorporation of the Association by act of Congress. This report was accom- 
 panied by a Proposed Bill to incorporate the National Education Association. After full 
 consideration and amendment pf the report the following resolution was adopted: 
 
 Resolved, That this Association authorizes and requests the Board of Trustees to 
 make application to Congress for a special act, in the following form, to incorporate an 
 association to be known as the "National Education Association of the United States," 
 to succeed and continue the National Educational Association. 
 
 The proposed bill as finally adopted by the active members may be found on pp. 34 
 to 36, Volume of Proceedings for 1905. 
 
 Proposed by-laws which had been drafted by the Board of Trustees, to supplement 
 the proposed bill of incorporation, were also presented and proposed for adoption at the 
 ne.xt annual meeting, provided the proposed bill for reincorporation should be passed by 
 Congress. These proposed by-laws may be found on pp. 24-28 of this volume. 
 
 Supplementing this action, the Board of Directors at its meeting held July 6, 1905, 
 passed the following resolution (see Minutes, p. 52, Annual volume of Proceedings, 1905) : 
 
 Whereas, By a resolution of the Association, adopted at the annual meeting of active 
 members, held on July 6, 1905, the Board of Trustees was authorized and requested to 
 make application to Congress for a special act to incorporate an association to be known as 
 the "National Education Association of the United States," to succeed and 
 continue the "National Educational Association," in a form approved by the Asso- 
 ciation; and 
 
 Whereas, It may prove impracticable for the trustees to secure the passage of such 
 special act before the date of the e.xpiration of the present charter of the Association, 
 namely, February 24, 1906; 
 
 Resolved, Providing it shall prove impracticable for the trustees to procure the passage 
 of such special act before the date mentioned, or, if for any reason it shall seem t<i the 
 trustees necessary to protect the interests of the Association: 
 
 First, That the President and Secretary be, and they hereby are, authorized, upon 
 the request of the trustees, to execute a certificate, under the general incorporation law 
 of the district of Columljia, as amended March 3, 1905, extending llie corporate existence 
 of the Asstjciation, and making the same perpetual, or to continue until the passage of a 
 special act incorj^orating the National Association of the United Stales. 
 
 Second, That the Board of Directors consent that the corporate existence of the Asso- 
 ciation be continued and made perpetual. 
 
 In afcordance with this resolution, appli(ation w;is duly made for tlie extcMsioii of 
 the (ertificate of incorporation under the laws of the District (»f Columljia, said extension 
 to lie for the period of two years, from and including the 24th day of February, 1906. 
 This certificate of extension may Ije found attached to the cerlificatc of incorixmilion 
 following the constitution of the Asso< iation as jirintcd on page 5 of tliis volume. 
 
 The proj)o.se<l bill for itn or|joralion was irUroduct-d in the House of Ki presenlatives 
 at Washington and passed April 2, 1905, having been previously recommended for passage, 
 with certain amendments, by a unanimous vote of the lIou.sc Committee on Ivluc ation. 
 This bill was pa.sscd by the Senate on June 29, an<i was signed by the President June 30, 
 1906, A copy of the bill as ena< led by Congress is a|)pended herewith. 
 
 19
 
 20 NATIONAL EDUCATIONAL ASSOCIATION 
 
 It will be seen by the provisions of the bill that this Act of Incorporation, to become 
 operative, must be accepted by the active members of the National Educational Association 
 at a regular annual meeting. 
 
 It is also provided in the bill that the active members shall adopt by-laws and elect 
 officers to succeed those whose terms have expired, or are about to expire, at the same 
 meeting at which they accept the congressional charter. It is therefore expected that 
 this question will come before the active members at their next annual meeting.
 
 [PUBLIC— No. 39S] 
 
 AN ACT TO INCORPORATE THE NATIONAL 
 EDUCATION ASSOCIATION OF THE 
 UNITED STATES 
 
 Be it enacted by the Senate and House 0} Representatives 0} the United States of America 
 in Congress assembled: 
 
 Section i. That the following named persons, who are now the ofTicers and directors 
 and trustees of the National Educational Association, a corporation organized in the 
 year eighteen hundred and eighty-six, under the Act of General Incorporation of 
 the Revised Statutes of the District of Columbia, \\z.: Nathan C. Schaeffer, Eliphalet 
 Oram Lyte, John \V. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur 
 J. Matthews, of Arizona; John H. Hinemon, George B. Cook, of Arkansas; Joseph 
 O'Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron Gove, 
 Ezekiel H. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of Connecticut; 
 George W. Twitmyer, of Delaware; J. Ormond Wilson, William T. Harris, Alexander 
 T. Stuart, of the District of Columbia; Clem Hampton, of Florida; William M. Slaton, 
 of Georgia; Frances Mann, of Idaho; J. Stanley Brown, Albert G. Lane, Charles I. 
 Parker, John W. Cook, Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois; 
 Nebraska Cropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory; 
 John F. Riggs, Ashley V. Storm, of Iowa; John W. Spindlcr, Jasper N. Wilkinson, 
 A. V. Jewett, Luther D. Whittemore, of Kansas; William Henry Bartholomew, of 
 Kentucky; Warren Easton, of Louisiana; John S. Locke, of Maine; M. Bates 
 Stephens, of Maryland; Charles W. Eliot, Mary H. Hunt, Henry T. Bailey, of Massa- 
 chusetts; Hugh A. Graham, Charles G. White, William H. Elson, of Michigan; WilHam 
 F. Phelps, Irwin Shcpard, John A. Cranston, of Minnesota; Robert B. Fulton, of 
 Mississippi; F. Louis Soldan, James M. Greenwood, William J. Hawkins, of Missouri; 
 Oscar J. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of 
 Nevada; James E. Klock, of New Hampshire; James M. Green, John Enright, of 
 New Jersey; Charles M. Light, of New Mexico; James H. Canfield, Nicholas Murray 
 Butler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C. Byrnes, 
 of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina; Pitt Gordon 
 Knowjton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of 
 Ohio; Edgar S. Vaught, Andrew R. Hickam, of Oklahoma; Charles Carroll Stratton, 
 Edwin D. Rcssler, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode 
 Island; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adilbcrt Lange, 
 of S<juth Dakota; Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of Texas; David 
 H. Christcnsen, of Utah; Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L. 
 Jarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall, 
 Lucy Robinsfjn, of West Virginia; Lorenzo D. Harvey, of Wisconsin; Thomas T. 
 Tynan, of Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur 
 F. (iriffiths, of Hawaii; C. H. Maxs<jn, of the Philippine Islands, and such other persons 
 as now arc or may hereafter be associated with them as oflicers or members of said 
 Association, arc hereby in<ori)orate<! and dec larcd to be a body corporate of the District 
 of Columbia by the name of the "National lului alion Association of the United Stales," 
 and by that name shall Ijc known and have perpetual succession with the powers, limita- 
 tions, and restrictions herein contained.
 
 22 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Sec. 2. That the purpose and object of the said corporation shall be to elevate the 
 character and advance the interests of the profession of teaching, and to promote the 
 cause of education, in the United States. This corporation shall include the National 
 Council of Education and the following departments, and such others as may hereafter 
 be created by organization or consolidation, to wit: the Departments, first, of Super- 
 intendence; second, of Normal Schools; third, of Elementary Education; fourth, of Higher 
 Education; fifth, of Manual Training; sixth, of Art Education; seventh, of Kinder- 
 garten Education; eighth, of Music Education; ninth, of Secondary Education; tenth, 
 of Business Education; eleventh, of Child Study; twelfth, of Physical Education; thir- 
 teenth, of Natural Science Instruction; fourteenth, of School Administration; fifteenth, 
 the Library Department; sixteenth, of Special Education; seventeenth, of Indian Educa- 
 tion; the powers and duties and the number and names of these departments and of the 
 National Council of Education may be changed or abolished at the pleasure of the 
 corporation, as provided in its By-Laws. 
 
 Sec. 3. That the said corporation shall further have power to have and to use a 
 common seal, and to alter and change the same at its pleasure; to sue or to be sued in 
 any court of the United States, or other court of competent jurisdiction; to make by-laws 
 not inconsistent with the provisions of this act or of the constitution of the United States; 
 to take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal 
 estate, and to hold, grant, convey, hire, or lease the same for the purposes of its incorpora- 
 tion; and to accept and administer any trust of real or personal estate for any educational 
 purpose within the objects of the corporation. 
 
 Sec. 4. That all real property of the corporation within the District of Columbia, 
 which shall be used by the corporation for the educational or other purposes of the cor- 
 poration as aforesaid, other than the purposes of producing income, and all personal 
 property and funds of the corporation held, used, or invested for educational purposes 
 aforesaid, or to produce income to be used for such purposes, shall be exempt from taxa- 
 tion; provided, however, that this exemption shall not apply to any property of the cor- 
 poration which shall not be used for, or the income of which shall not be appHed to, the 
 educational purposes of the corporation; and, provided further, that the corporation 
 shall annually file, with the Commissioner of Education of the United States, a report 
 in writing, stating in detail the property, real and personal, held by the corporation, and 
 the expenditure or other use or disposition of the same, or the income thereof, during 
 the preceding year. 
 
 Sec. 5. That the membership of the said corporation shall consist of three classes 
 of members — viz., active, associate, and corresponding — whose qualifications, terms of 
 membership, rights, and obligations shall be prescribed by the By-Laws of the corporation. 
 
 Sec. 6. That the ofi&cers of the said corporation shall be a President, twelve Vice- 
 Presidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee, 
 and a Board of Trustees. 
 
 The Board of Directors shall consist of a President, the First Vice-President, the 
 Secretary, the Treasurer, the chairman of the Board of Trustees, and one additional 
 member from each state, territory, or district, to be elected by the active members for 
 the term of one year, or until their successors are chosen, and of all life directors of the 
 National Educational Association. The United States Commissioner of Education, and 
 all former Presidents of the said Association now living, and all future Presidents of the 
 Association hereby incorporated, at the close of their respective terms of office, shall be 
 members of the Board of Directors for life. The Board of Directors shall have power 
 to fill all vacancies in their own body; shall have in charge the general interests of the 
 corporation, excepting those herein intrusted to the Board of Trustees; and shall possess 
 such other powers as shall be conferred upon them by the By-Laws of the corporation. 
 
 The Executive Committee shall consist of five members, as follows: the President of
 
 ACT OF INCORPORATION 23 
 
 the Association, the First \'ice-President, the Treasurer, the Chairman of the Board 
 of Trustees, and a member of the Association, to be chosen annually by the Board of 
 Directors, to serve one year. The said committee shall have authority to represent, 
 and to act for, the Board of Directors in the intervals between the meetings of that body, 
 to the extent of carrying out the legislation adopted by the Board of Directors under 
 general directions as may be given by said board. 
 
 The Board of Trustees shall consist of four members, elected by the Board of Directors 
 for the term of four years, and the President of the Association, who shall be a member 
 ex officio, during his term of ofBce. At the first meeting of the Board of Directors, held 
 during the annual meeting of the Association at which they were elected, they shall elect 
 one trustee for the term of four years. All vacancies occurring in said Board of Trustees, 
 whether by resignation or otherwise, shall be filled by the Board of Directors for the 
 unexpired term; and the absence of a trustee from two successive annual meetings of 
 the board shall forfeit his membership. 
 
 Sec. 7. That the invested fund now known as the " Permanent Fund of the National 
 Educational Association," when transferred to the corporation hereby created, shall be 
 held by such corporation as a Permanent Fund and shall be in charge of the Board of 
 Trustees, who shall provide for the safe-keeping and investment of such fund, and of 
 all other funds which the corporation may receive by donation, bequest, or devise. No 
 part of the principal of such Permanent Fund or its accretions shall be expended, except 
 by a two-thirds vote of the active members of the Association present at any annual 
 meeting, upon the recommendation of the Board of Trustees, after such recommendation 
 has been approved by vote of the Board of Directors, and after printed notice of the 
 proposed expenditure has been mailed to all active members of the Association. The 
 income of the Permanent Fund shall be used only to meet the cost of maintaining the 
 organization of the .Association and of publishing its annual volume of Proceedings, unless 
 the terms of the donation, bequest, or devise shall otherwise specify, or the Board of 
 Directors shall otherwise order. It shall also be the duty of the Board of Trustees to 
 issue orders on the Treasurer for the payment of all bills approved by the Board of 
 Directors, or by the President and Secretary of the Association acting under the authoiity 
 of the Board of Directors. When practicable, the Board of Trustees shall invest, as part of 
 the Permanent Fund all surplus funds exceeding five hundred dollars that shall remain in 
 the hands of the Treasurer after paying the expenses of the Association for the previous 
 vear, and providing for the fixed expenses and for all api)ropriations made by the Board 
 of Directors for the ensuing year. 
 
 The Board of Trustees shall elect the Secretary of the Association, who shall also 
 be secretary of the Executive Committee, and shall fix the compensation and the term 
 of his office for a perif)d not to exceed four years. 
 
 Sec. 8. That the principal office of the said corporation shall be in the city of Wa.sh- 
 ington. District of Columbia, provided that the meetings of the corporation, its officers, 
 committees, and departments, may be held, and that its business may be transacted, 
 and an office or offices may be maintained, elsewhere, within the United States, as 
 may be determined by the Board of Directors, or otherwise in accordance with the 
 By-Laws. 
 
 Sec. 9. That the Charter, Constitution, and By-Laws of the National Educational 
 Ass'K iation shall continue in full force and effect until the charter granted by this act 
 shall be accepted by such Association at the next annual meeting of the Association, and 
 until new By-Laws shall be adopted; and that thr present officers, directors, and trus- 
 tees of said Association shall continue to hold office and perform their respective duties 
 as surh, until the expiration of the terms for which they were .severally elected or appointed, 
 and until their sue cess<jrs arc elected. That at su( h annual meeting the ac tive members 
 of the National Educational Ass<jcialion, then present, may organize and proceed to accept
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 the charter granted by this Act and adopt By-Laws, to elect officers to succeed those whose 
 terms have expired or are about to expire, and generally to organize the "National Educa- 
 tion Association of the United States;" and that the Board of Trustees of the corporation 
 hereby incorporated shall thereupon, if the charter granted by this act be accepted, receive, 
 take over, and enter into possession, custody, and management of all property, real and 
 personal, of the corporation heretofore known as the National Educational Association, 
 incorporated as aforesaid, under the Revised Statutes of the District of Columbia, and 
 all its rights, contracts, claims, and property of every kind and nature whatsoever; and 
 the several officers, directors and trustees of such last-named Association, or any other 
 person having charge of any of the securities, funds, books, or property thereof, real or 
 personal, shall on demand deliver the same to the proper officers, directors, or trustees 
 of the corporation hereby created. Provided, That a verified certificate executed by the pre- 
 siding officer and secretary of such annual meeting, showing the acceptance of the charter 
 granted by this act by the National Educational Association shall be legal evidence of 
 the fact, when filed with the recorder of deeds of the District of Columbia: and, pro- 
 vided further, That in the event of the failure of the Association to accept the charter 
 granted by this act at said annual meeting, then the charter of the National Educational 
 Association and its corporate existence shall be, and are hereby extended until the thirty- 
 first day of July, nineteen hundred and eight, and at any time before said date its charter 
 may be extended in the manner and form provided by the general corporation law of 
 the District of Columbia. 
 
 Sec. io. That the rights of creditors of the said existing corporation, known as the 
 National Educational Association, shall not in any manner be impaired by the passage 
 of this act, or the transfer of the property heretofore mentioned, nor shall any liabihty or 
 obligation, or the payment of any sum due or to become due, or any claim or demand, 
 in any manner, or for any cause existing against the said existing corporation, be released 
 or impaired; and the corporation hereby incorporated is declared to succeed to the obli- 
 gations and liabilities, and to be held liable to pay and discharge all of the debts, liabili- 
 ties, and contracts, of the said corporation so existing, to the same effect as if such new 
 corporation had itself incurred the obligation or liability to pay such debt or damages, 
 and no action or proceeding before any court or tribunal shall be deemed to have abated 
 or been discontinued by reason of this act. 
 
 Sec. II. That Congress may from time to time alter, repeal, or modify this act of 
 incorporation, but no contract or individual right made or acquired shall thereby be 
 divested or impaired. 
 
 At the meeting of the Active Members at Asbury Park, N. J., July 6, Albert G. 
 Lane, of Chicago, Chairman of Board of Trustees, submitted a copy of the following 
 Proposed By-Laws and gave notice as required by the Constitution for their considera- 
 tion for adoption at the next annual meeting. 
 
 PROPOSED BY-LAWS 
 
 ARTICLE I— MEMBERSHIP 
 ACTIVE MEMBERS 
 
 Section i. Teachers and all who are actively associated with the management of 
 educational institutions, including libraries and educational publications, may become 
 active members. 
 
 Sec. 2. Any eligible person may become an active member upon application indorsed 
 by two active members, and the payment of an enrollment fee of two dollars and the 
 annual dues for the current year. 
 
 Sec. 3. Active members only shall have the right to vote and to hold office in the 
 Association, in the National Council of Education, or in the several departments.
 
 PROPOSED BY-LAWS 25 
 
 Sec. 4. All active members shall pay annual dues of two dollars, and shall be entitled 
 to the volume of Proceedings without "coupon" or other conditions. 
 
 Sec. 5. The annual membership fee shall be payable at the time of the annual 
 convention, or by remittance to the Secretary before September i of each year. 
 
 Sec. 6. Any active member may discontinue membership by giving written notice 
 to the Secretarv' before September i in any year, and may restore the same only on pay- 
 ment of the enrollment fee of two dollars and the annual dues for the current year. A 
 written application for active membership shall constitute an agreement to continue such 
 membership and pay annual dues, unless written notice of discontinuance is sent to the Sec- 
 retary before September i of the fiscal year for which such discontinuance shall apply. 
 
 CORRESPONDING MEMBERS 
 
 Sec. 7. Eminent educators not residing in America may be elected by the Board 
 of Directors to be corresponding members. The number of corresponding members 
 shall at no time exceed fifty. 
 
 Sec. 8. Corresponding members shall be entitled to the volume of Proceedings 
 without the payment of fees or other conditions. 
 
 associate members 
 
 Sec. 9. Any person on paying an annual membership fee of two dollars may become 
 an associate member. 
 
 Sec. 10. Associate members may receive the volume of Proceedings in accordance 
 with the usual "coupon" conditions, as printed on the membership tcrtificate. 
 
 LIFE MEMBERS 
 
 Sec. II. All life members and life directors shall be denominated active members 
 and shall enjoy all the powers and privileges of such members without the payment of 
 annual dues. 
 
 roll of members 
 
 Sec. 12. The names of active, life, and corresponding members only shall be printed 
 in the annual Yearbook, with their respective educational titles, offices, and addresses 
 and the list shall be re\'ised annually by the Secretary of the Association. 
 
 ARTICLE II— OFFICERS AND COMMITTEES 
 
 Section r. The President, Vice-Presidents, directors, and Treasurer shall be chosen 
 by the active members of the A.ssociation l)y ballot, unless otherwise ordered, on the third 
 day of each annual session, a majority of the votes cast being necessary to a choice. They 
 shall continue in office until the close of the annual session subsequent to their election 
 and until their successors are chosen, except as hereinafter provided. 
 
 committee on resolutions 
 
 Sec. 2. .'Vt the finst session of each annual meeting of the Association the President 
 shall appoint a Committee on Resolutions. 
 
 committee on nominations 
 
 Sec. 3. At the third session of each annual meeting of the Association there shall 
 be appointed by the President a Committee on Nominations, consisting of one member 
 from each state and territory represented. Such a committee shall be appointed by the 
 President on the nomination of a majority of the active members from sui h state or ter- 
 ritory present at the mei-ting (ailed for the purpose of making such nomination; prcn'idrd, 
 however, that .such appointment shall be made i)y the President without such nomination, 
 when the active members in attendance from any state or territory shall fail to make a 
 nomination. 
 
 Skc. 4. The meetings of the active members of the several states to nominate mem- 
 bers of the nominating (ommittee shall be heUi at ^:},o v. m. on the first day of the aniui.il 
 meeting of the A.s.sorialion, at sU( h places as shall be announced in the general program. 
 
 ARTICLE III— DUTIES OF OFFICERS 
 
 the president 
 
 Section i. The President shall preside at all meetings of the Association and of 
 the Board of Direr tors, anfl shall [)erform the duties usually devolving u|ion a i)resi(ling 
 fifTicer. In his ab.s<-nr(; the first V'i( e-Presi<ieiit in order, who is |)resei)t, shall preside; 
 and in the absence of all the Vice-Presidents, a pro tempore chairman shall !«■ a|)pf)inted 
 on nominaticm, the Secretary putting the question.
 
 2 6 NATIONAL EDUCATIONAL ASSOCIATION 
 
 THE SECRETARY 
 
 Sec. 2. The Secretary shall keep a full and accurate report of the proceedings of 
 the general meetings of the Association and of all meetings of the Board of Directors, and 
 shall conduct such correspondence and transact such other business of the Association 
 as the directors or Executive Committee may assign, and shall have his records present 
 at all meetings of the Association an,d the Board of Directors. 
 
 THE TREASURER 
 
 Sec. 3. The Treasurer shall receive, and under the direction of the Board of Trustees 
 hold in safekeeping, the current income of the Association; shall expend the same only 
 upon order of said board; shall keep an exact account of his receipts and expenditures, 
 with vouchers for the latter; which accounts, ending the first day of July in each year, he 
 shall render to the Board of Trustees and, when approved by said board, he shall report 
 to the Board of Directors. The Treasurer shall give such bond for the faithful discharge 
 of his duties as may be required by the Board of Trustees; and he shall continue in office 
 until the first meeting of the Board of Directors held prior to the annual meeting of the 
 Association next succeeding that at which he is elected, and until his successor has been 
 elected and has qualified. 
 
 AUDITOR OF ACCOUNTS 
 
 Sec. 4. It shall be the duty of the President, Secretary, and Treasurer of the Asso- 
 ciation to appoint annually some competent person to examine the securities of the Perma- 
 nent Fund held by the Board of Trustees, and his certificate, showing the condition of 
 the said fund, shall be attached to the annual report of the Board of Trustees. 
 
 certification of bills 
 
 Sec. 5. The President and Secretary shall certify to the Board of Trustees all bills 
 approved by the Board of Directors. 
 
 ARTICLE IV— THE BOARD OF DIRECTORS 
 
 Section i. The Board of Directors shall hold its regular annual meeting at the 
 place of the annual convention, and not less than two hours before the assembling of the 
 Association. 
 
 Sec. 2. Special meetings may be held at such other times and places as the board 
 or the President shall determine. 
 
 Sec. 3. Each new board shall organize at the session of its election. 
 
 ARTICLE V— THE NATIONAL COUNCIL OF EDUCATION 
 objects and duties 
 
 Section i. The National Council of Education shall have for its object the con 
 sideration and discussion of educational questions of public and professional interest; 
 the proposal to the Board of Directors, from time to time, of suitable subjects for investi- 
 gation and research, and the recommendation of the amount of appropriations that should 
 be made for such purposes; the appointment and general supervision of such special 
 committees of investigation and research as may be provided for and authorized by the 
 Board of Directors of the Association; the consideration, discussion, and recommendation 
 to the Board of Directors for disposition of all reports by such special committees of 
 research as may have been appointed on its recommendation or by its authority; the 
 annual preparation and presentation to the Association at its annual convention of a 
 report on "Educational Progress during the Past Year;" and in other ways shall use its 
 best efforts to further the objects of the Association and to promote the cause of education 
 in general. 
 
 membership of the council 
 
 Sec. 2. The Council shall consist of sixty members, selected from the membership 
 of the Association. Any member of the Association identified with educational work is 
 eligible to membership in the Council. 
 
 Sec. 3. The Board of Directors shall annually elect five members, and the Council 
 shall elect five members, each member to serve for six years, or until his successor is elected. 
 
 Sec. 4. The annual election of members of the Council shall be held in connection 
 with the annual meetings of the Association. If the Board of Directors shall fail, for any
 
 PROPOSED BY-LAWS 27 
 
 reason, to fill its quota of members annually, the vacancy or vacancies shall be filled by 
 the Council. 
 
 Sec. 5. The absence of a member from two consecutive annual meetings of the 
 Council shall be considered equivalent to resignation of membership, and the Council 
 shall fill vacancies caused by absence from the Council as herein defined, as well as vacan- 
 cies caused by death or resignation, for the unexpired term. All persons who have belonged 
 to the Council shall, on the expiration of their membership, become honorary members, 
 with the privilege of attending its regular sessions and participating in its discussions. . 
 No state shall be represented in the Council by more than eight members. 
 
 BY-LAWS OF THE COUNCIL 
 
 Sec. 6. The Council may establish by-laws for its government not inconsistent 
 with the Act of Incorporation or of the By-Laws of the Association, provided such by-laws 
 shall be submitted to and approved by the Board of Directors of the Association before 
 they shall become operative. 
 
 ARTICLE VI— DEPARTMENTS 
 
 Section i. A department shall consist of those members of the Association who 
 are especially interested in the consideration of a particular group of educational problems. 
 Each department shall be administered by a president, vice-president, secretary, and 
 such other officers as it shall deem necessary to conduct its alTairs. 
 
 Sec. 2. Each department shall hold its annual meeting at the time of the annual 
 convention of the Association, except the Department of Superintendence, which may 
 hold its annual meeting in February of each year, or at such other time as may be deter- 
 mined by the officers of said department. 
 
 Sec. 3. The objects of the annual department meetings shall be the discussion of 
 questions pertaining to their respective fields of educational work. The programs of 
 these meetings shall be organized and conducted by the respective presidents, in conference 
 with, and under the general direction of, the President of the Association. Each depart- 
 ment shall be limited to two sessions, with formal programs, at the time of the annual 
 convention, except that a third session for business or informal round-table conference 
 may be held at the discretion of the department officers. 
 
 ' Sec. 4. Upon the written request of twenty active members of the Association for 
 permission to establish a new department, the Board of Directors may grant such per- 
 mission. Such new department shall in all respects be entitled to the same rights and 
 privileges as the departments named in the Act of Incorporation. 
 
 ARTICLE VII— MEETINGS 
 
 Section r. The annual meeting of the Association shall be held at such time and 
 place as shall be determined by the Board of Directors. 
 
 Sec. 2. Special meetings may be called by the President at the request of five 
 directors. 
 
 Sec. 3. Any department of the Association may hold a sjjecial meeting at such time 
 and place as by its own regulations it shall appoint. 
 
 Sec. 4. No paper, lecture, or address shall be read before the Association or any 
 of its departments, in the absence of its author, nor shall any such pa]>er, lecture »)r 
 addrc-ss be published in the volume of Proceedint^x, without the consent of the Associa- 
 tion, upon the approval of the E.\ecutive Committee. 
 
 ARTICLE VIII— AMENDMENTS 
 
 Section i. These by-laws may be altered or amentled at any annual meeting by the 
 unanimous vote of the members present; or by a twu-lhirds vote of the members present, 
 provide*! that the substance of the alteration or amendment has been proposed in writing 
 at a previous annual meeting. 
 
 At the same meeting Silas Y. Gillan, of Wisconsin, proposed and gave nut lie of the 
 following amendment to the Constitution to be con.sidered for adoption at the next annua] 
 meeting: 
 
 Resolved, That sec. 2, .\rt. IV of the Constitution be amended by adding the following 
 words to the first |)aragra|>h: 
 
 The active members frim any state, territory, or district, in atlcndanc e ;it the meeting
 
 28 NATIONAL EDUCATIONAL ASSOCIATION 
 
 for electing a member of the Committee on Nominations, may elect the additional member 
 of the Board of Directors for such state, territory, or district. 
 
 Resolved, That the By-Laws be amended by inserting the following paragraphs 
 immediately after the first paragraph of By-Law No. i: 
 
 "The Committee on Nominations shall meet on the second day of each annual session 
 and nominate candidates for President, Treasurer, and a director for each state, territory, 
 or district whose members shall not have reported the election of a director as provided 
 in sec. 2, Art. IV, of the Constitution; and the Committee on Nominations shall report 
 to the active members at their meeting the following day a list of the nominatioAs. 
 
 " When the vote is taken by the Committee on Nominations for candidates for President 
 and Treasurer, the committee shall report the persons having the highest number of 
 votes, not exceeding two persons, as candidates for each office. But if, after two formal 
 ballots, any person shall receive a two-thirds majority of the votes cast by the Committee 
 on Nominations for any one of the aforesaid offices, then the person receiving such two- 
 thirds majority shall be reported as the only candidate for such office."
 
 DEPARTMENT OF SUPERINTENDENCE 
 
 LOUISVILLE MEETING, 1906 
 
 SECRETARY'S MINUTES 
 
 FIRST DAY 
 
 MORNING SESSION.— Tuesday, February 27, 1906 
 
 The Department of Superintendence was called to order in Warren Memorial Church, 
 Louisville, Ky., at 9:30 A. m., President John W. Carr, superintendent of schools, Dayton, 
 Ohio, in the chair. 
 
 A chorus of fifth-grade girls from the John H. Heywood School of Louisville opened 
 the meeting with song. Prayer was offered by Rev. Peyton H. Hoge, pastor of the church. 
 Superintendent E. H. Mark, chairman of the Louisville Local Committee, announced 
 that Hon. J. W. C. Beckham, governor of Kentucky, was prevented by a meeting of the 
 legislature from being present. His representative, Hon. James H. Fuqua, state super- 
 intendent of public instruction, extended a welcome on behalf of the state. Hon. Paul 
 Barth, mayor of Louisville, extended greetings on behalf of the city of Louisville. Bishop 
 Charles E. Woodcock, of the Episcopal Diocese of Kentucky, welcomed tlie superintend- 
 ents on behalf of the schools. 
 
 A response on behalf of the department was made by President John W. Carr. 
 
 Two papers on "Moral and Religious Education in the PubUc Schools" were read, 
 the subtitles being as follows: 
 
 a) "Means Afforded by the Public Schools for Moral and Religious Training": 
 Thomas A. Mott, superintendent of schools, Richmond, Ind. 
 
 b) "The Effect of Moral Education in the Public Schools upon the Civic Life of the 
 Community": William O. Thompson, president of the Ohio State University, Columbus, 
 Ohio. 
 
 The discussion was led by William J. Shearer, superintendent of schools, Elizabeth, 
 N. J. Others who participated in the discussion were M. M. Ramer, superintendent of 
 public instruction of South Dakota; James M. Greenwood, superintendent of schools, 
 Kansas City, Mo.; Henry Sabin, cx-superintcnclcnt of public instruction, Des Moines, 
 Iowa; J. D. Simkins, superintendent of schools, Newark, Ohio; John W. Cook, president. 
 Northern Illinois State Normal School, DeKalb, 111.; Silas Y. Gillan, editor of the Western 
 Teacher, Milwaukee, Wis.; James L. Hughes, inspector of schools, Toronto, Canada; 
 Frank B. Cooper, superintendent of schools, Seattle, Wash.; F. Louis Soldan, superin- 
 tendent of instruction, public schools, St. Louis, Mo. 
 
 Superintendent E. H. Mark, chairman of the Louisville Local Committee, announced 
 a reception to the department by the various woman 's club organizations at the Woman's 
 Club. 
 
 The department then adjourned until 2 P. M. 
 
 AFTERNOON SESSION 
 
 The afternoon sc3.sion opened at 2:30, with President Carr in the chair. 
 Mrs Sarah E. Hyre, mcml.>cr of the Board of Education, Cleveland, Ohio, addressed 
 the department on the subject, " Woman's Part in Public-School Education." 
 
 39
 
 30 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 Reuben Post Halleck, principal of Boys' High School, Louisville, Ky., read a paper 
 on "What Kind of Education is Best Suited to Boys?" 
 
 "What Kind of Education is Best Suited to Girls ?" was the subject of a paper given 
 by Miss Anna T. Hamilton, principal of Semple Collegiate School, Louisville, Ky. 
 
 The papers were discussed by F. Louis Soldan, superintendent of instruction, public 
 schools, St. Louis, Mo., and Charles D. Lowry, district superintendent of schools, Chicago, 
 111. 
 
 W. T. Harris, United States Commissioner of Education, Washington, D. C, was 
 introduced by the chair, and read a paper on "What Kind of Language Study Aids in 
 the Mastery of Natural Science?" 
 
 The president announced the following committees: 
 
 COMMITTEE ON NOMINATIONS 
 
 C. M. Jordan, Minneapolis, Minn. W. F. Gordy, Springfield, Mass. 
 W. A. Millis, Crawfordsville, Ind. George R. Glenn, Atlanta, Ga. 
 
 Oscar T. Corson, Columbus, Ohio. 
 
 COMMITTEE ON RESOLUTIONS 
 
 E .G. Cooley, Chicago, 111. J. H. Hinemon, Little Rock, Ark. 
 
 J. W. Swartz, Parkersburg, W. Va. C. F. Carroll, Rochester, N. Y. 
 
 Thomas J. Kirk, Sacramento, Cal. J. L. McBrien, Lincoln, Nebr. 
 
 Charles S. Foos, Reading, Pa. 
 
 On motion, the meeting adjourned. 
 
 EVENING SESSION 
 
 The program for the evening consisted of an address by Hon. Oscar T. Corson, ex- 
 state school commissioner of Ohio and Editor of the Ohio Educational Monthly, Columbus 
 Ohio, on "The Superintendent's Authority and the Teacher's Freedom;" and an address 
 "The Teaching of Arithmetic in the American Schools," by Professor Simon Newcomb, 
 Washington, D. C. 
 
 SECOND DAY 
 
 MORNING SESSION.— Wednesday, February 28 
 
 The department convened at 9 : 30 A. M., with President Carr in the chair. 
 The topic "Means of Improving the Efficiency of the Grammar School" was dis- 
 cussed as follows: 
 
 a) " Suggestions for the Improvement of the Study Period": Frank M. McMurry, 
 professor of theory and practice of teaching, Teachers College, Columbia University, 
 New York City. 
 
 b) "Ehminations and Modifications in the Course of Study": Martin G. Brum- 
 baugh, professor of pedagogy. University of Pennsylvania, Philadelphia, Pa. 
 
 c) "How Can the Supervising Influence of Grammar-School Principals be Im- 
 proved?": Lewis H. Jones, president of State Normal College, Ypsilanti, Mich. 
 
 Then followed the discussion of Professor Newcomb's address by Robert J. Aley, 
 professor of mathematics, Indiana University, Bloomington, Ind. 
 
 The topic of the morning was discussed by Charles M. Jordan, superintendent of 
 schools, MinneapoUs, Minn., and Calvin N. Kendall, superintendent of schools, Indiana- 
 polis, Ind. 
 
 BUSINESS SESSION 
 
 The Committee on Nominations submitted the following nominations: 
 
 For President — W. W. Stetson, Maine. 
 
 For First Vice-President — H. H. Seerley, Iowa. 
 
 For Second Vice-President — R. J. Tighe, North Carolina. 
 
 For Secretary — J. H. Harris, Michigan.
 
 Superintendence] SECRETARY'S MINUTES 31 
 
 The report was unanimously adopted. 
 
 The following report on behalf of the Committee on Simplified Spelling was made 
 thru its chairman, Edwin B. Cox, of Xenia, Ohio: 
 
 REPORT OF THE COMMITTEE ON SIMPLIFICATION OF SPELLING 
 
 To the Department of Superintendence of the National Educational Association: 
 
 Gentlemen': \\Tien our report was rendered one year ago, the question of the appoint- 
 ment, by the Board of Directors of the National Educational Association, of a commission 
 to head the simplified-spelling movement and of giving such a commission funds to work 
 with, was under consideration by the special committee of five to whom it had been referred 
 for advice by the Committee on Investigations and Appropriations of the National Council. 
 
 The Committee of Advice reported to the National Council at Asbury Park that 
 it was unanimous in the opinion that the simplification of our spelling is an object worthy 
 of hearty support by the National Educational Association. But on the points of creating 
 a commission, and of providing it with money, the committee was divided and submitted 
 two reports. The minority, consisting of Superintendent William H. Maxwell and Pro- 
 fessor Calvin Thomas, advised against the course advocated by a majority of your com- 
 mittee in confomiity with your petition. The majority, consisting of President H. H. 
 Seerley, Superintendent C. M. Jordan, and Professor George Hempl, reported in favor 
 of the course recommended by this department. 
 
 A square deal would have taken this report under consideration before the session 
 closed. But this was prevented by circumstances which bore the mark of design, and 
 the report still awaits due attention. It is not the only instance in which this matter, 
 altho indorsed by so decided a majority of this department and of the active members of 
 the National Educational Association, lias been embarrassed and hindered by the manage- 
 ment of some who assume the role of an over-ruling providence in the affairs of the National 
 Educational .\ssociation. 
 
 Should your committee persist in its effort to give effect to the will of the majority in 
 this matter, our experience during the past three years shows that the final outcome would 
 be doubtful. This circumstance, in connection with developments in this cause which 
 are taking place in another field, satisfies us that it is best to abandon the object for which 
 this committee was created and to discharge the committee. 
 
 But so important is the rationalizing of our spelling, and so closely is it related to 
 the work and success of our teachers and schools, that it seems to your committee that 
 the department would do injustice to itself and to the cause of education if it should fail 
 to keep in close touch with this movement as it progresses, and at every turn to give it 
 the utmost assistance in its power. 
 
 Therefore, we recommend: 
 
 1. That the specific purpose for which your committee was appointed be abandoned 
 and the committee discharged. 
 
 2. That a committee of five, to continue five years and with power to fill its own 
 vacancies, be appointed by the chair, to report at our annual meetings such matters relating 
 to this movement as it deems worthy of consideration by the department. 
 
 Respectfully submitted, 
 
 Edwin B. Cox, Chairman, Xenia, Ohio; 
 C. N. Kendall, Indianapolis, Ind.; 
 A. W. Rankin, Minneapolis, Minn.; 
 H. M. Slauson, Ann Arbor, Mich.; 
 
 Committee. 
 
 The following motion was then adopted: 
 
 Resolved, That the specific purpose for which the committee was appointed be aban- 
 doned and the committee be discharged. 
 
 The department voted that the following resolution be referred to the rommiltec 
 
 on Res^jlutions. 
 
 Resolved, That a committee of five, to continue five years and with power to fill its 
 own vacancies, be appf)inted by the chair to report at our annual meetings such matters 
 relating to this movement as it deems worthy of consideration by the department. 
 
 The .selection of a place for the next meeting of the department was declared the 
 next order of business. Chicago, 111.; St. Paul, Minn.; Hot Si)rings, Ark.; and Washing- 
 ton, D. C, were proposed. A vote was taken, and Chicago was decided upon as the i)Ia{ c 
 for the next meeting.
 
 32 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 Carroll G. Pearse, superintendent of schools, Milwaukee, Wis., made the following 
 motion: 
 
 Resolved, That the meeting of this department for 1907 be held in the city of St. Paul, 
 Minn., or wherever this department shall at this time determine, and that each fourth 
 year thereafter the meeting be held in such place as the department shall determine; that 
 in 1908, and each second year thereafter, this Department meet in the city of Chicago, 
 III.; that in 1909, and each fourth year thereafter, this department meet in the city of 
 Washington, D. C. 
 
 The department voted that the motion be laid on the table. 
 The meeting then adjourned. 
 
 AFTERNOON SESSION 
 
 ROUND TABLE SESSIONS 
 
 A. ROUND TABLE OF CITY SUPERINTENDENTS OF LARGER CITIES 
 
 The round-table conference was held in Warren Memorial Church; leader, Miss Ida 
 C. Bender, supervisor of primary grades, Buffalo, N. Y.; secretary, Franklin S. Hoyt, 
 assistant superintendent of schools, Indianapolis, Ind. 
 
 Topic — "Interrelation of Functions in a City School System." 
 
 The following papers were read: 
 
 a) "Relation of the Superintendent to the City School System": F. Louis Soldan, 
 superintendent of instruction, public schools, St. Louis, Mo. 
 
 h) "Relation of the Supervisor to the City School System": Miss Ada Van Stone 
 Harris, supervisor of kindergartens and primary schools, Rochester, N. Y. 
 
 c) "Relations of the City Normal and Training School to the City School System": 
 Mrs. Ella Flagg Young, principal of the Chicago Normal School, Chicago, 111. 
 
 B. ROUND TABLE OF CITY SUPERINTENDENTS OF SMALLER CITIES 
 
 The round table was held in the Auditorium of the Walnut Street Church; leader, 
 John H. PhilHps, superintendent of schools, Birmingham, Ala.; secretary, M. E. Pearson, 
 superintendent of schools, Kansas City, Kans. 
 
 "The Local Training School as an Agency in the Preparation of Teachers" was 
 discussed by James M. Greenwood, superintendent of schools of Kansas City, Mo.; 
 W. F. Gordy, superintendent of schools of Springfield, Mass.; and others. 
 
 A paper was read by William McKendree Vance, superintendent of schools, Miamis- 
 burg, Ohio, on "The Best Means and Methods of Improving Teachers Already in Service." 
 
 The discussion was led by Edwin L. Holton, superintendent of schools of Holton, Kans. 
 
 W. M. Davidson, superintendent of schools, Omaha, Nebr., spoke on "The Advan 
 tages and Limitations of Pupil Government in the High School." 
 
 C. ROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS 
 
 The round table was called to order in the lecture-room of the Walnut Street Church 
 at 2 : 30 p. M. by Superintendent C. P. Cary, of Wisconsin. H. A. Dean, superintendent 
 of schools of Kane County, Geneva, 111., was appointed secretary. 
 
 State Superintendent Fassett A. Cotton, of Indiana, read a paper on "The Minimum- 
 Salary Law and How it Operates." This paper was discussed by State Superintendents 
 Nathan C. Schaeffer, of Pennsylvania; Thomas C. Miller, of West Virginia; W. L. Stock- 
 well, of North Dakota; W. T. Carrington, of Missouri; and James B. Aswell, of Louisiana. 
 
 State Superintendent J. W. Olsen, of Minnesota, read a paper on "Rural School 
 Architecture." Mr. Olsen had plans for a one-room and a two-room schoolhouse in a 
 pamphlet prepared for the occasion. John R. Kirk, president of the State Normal School, 
 Kirksville, Mo., discussed the subject, showing plans of a model rural school building to 
 be erected on the normal-school grounds. 
 
 On motion, a committee, consisting of John R. Kirk, J. W. Olsen, and C. P. Cary, 
 was instructed to devise means for furnishing the plans and specifications of rural school 
 buildings to members of the round table who might wish to use them.
 
 Superintendence] SECRETARY'S MINUTES 33 
 
 D. ROXJND TABLE CONFERENCE ON SIMPLIFIED SPELLING 
 
 The conference met in the First Christian Church; leader, William H. Elson, super- 
 intendent of schools, Grand Rapids, Mich.; secretary, H. M. Slauson, superintendent of 
 schools, Ann Arbor, Mich. 
 
 The leading paper was read by Chancellor E. Benjamin Andrews, of the University 
 of Nebraska, who was followed by Professor George Hempl, of the University of Michigan; 
 J. Geddes, Jr., professor of Romance languages, Boston University, and others. 
 
 At the close of the discussion, the following resolution was offered by President David 
 Felmley, of Normal, 111., and unanimously adopted: 
 
 Resolved, That we urge the Department of Superintendence to ask the National 
 Educational Association to appoint a commission to prepare a spelling primer containing 
 a number of the most easy and obviously desirable improved spellings recommended by 
 the London Philological Society and the American Philological Association; that the 
 National Educational Association approve the use of these words and the introduction 
 of this primer as an alternative. We further recommend this preface to the proposed 
 primer: "The improved spellings in this little book are not yet customary, but it is desir- 
 able that they become customary. They have the approval of the very best authorities 
 in the English-speaking world. Teachers who choose to teach them may do so with the 
 feeling that they are performing an important social service. Pupils who choose to use 
 them may do so without thereby incurring the odium of illiteracy." 
 
 EVENING SESSION 
 
 The program for the evening was as follows: 
 
 An address, "The Incorrigible Child," by Miss Juha Richman, district superintendent 
 of schools. New York City. 
 
 An address, "The School Court," by Ben N. Lindsey, judge of the Juvenile Court, 
 Denver, Colo. 
 
 THIRD DAY 
 
 MORNING SESSION.— Thursday, March t 
 
 The meeting was called to order by President Carr at 9 : 30 o'clock. 
 
 The chair introduced John C Eberhardt, ex-president of the American Association 
 of Opticians, and member of the Board of Education, Dayton, Ohio, who read a paoer 
 on "The Examination of the Eyes of School Children." 
 
 Jame- H. Van Sioklc addressed the Tweeting on "What Should Be the Basi." for the 
 Promotion of Teachers and the Increase of Teachers' Salaries?" 
 
 The third paper on the program, "The Next Step in the Salary Campaign," was 
 given by David Felmley, president of Illinois State Normal University, Normal, 111. 
 
 The papers of the morning were discussed by Miss Adelaide S. Baylor, superintendent 
 of schools, Wabash, Ind. 
 
 The next topic, "Phonetic Key Notation," was presented by George Hempl, pro- 
 fessor of English philology and general linguistics. University of Michigan, Ann Arbor, 
 Mich. 
 
 The department adjourned to meet at 2:30 p. m. 
 
 AFTERNOON SESSION 
 
 The meeting convened at 2:30 ?. M.; President (^irr in the ( h.iir. 
 The topic "Industrial Training in the Public Schools" was discussed in the follow- 
 ing order: 
 
 a) "What Form of Industrial Training is Most Practical and Best Suited to the 
 Country Child?": (J. J. Kern, supi-rintindcnt of schools of Winneljago County, Roi k- 
 ford. III. 
 
 b) "What Form of Industrial Training is Most Practical and Best Suited to the City 
 Child?": Charles H. Kcyes, superintendent of .schools. South District, Hartford, Conn.
 
 34 
 
 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 c) "Art as Related to Manual Training": James Edwin Addicott, principal of 
 Newman Manual Training School, New Orleans, La. 
 
 The Committee on Resolutions then offered thru its chairman, Superintendent E. G. 
 Cooley, of Chicago, 111., the following report, which, upon motion, was unanimously 
 adopted: 
 
 Resolved, That the thanks of the department are hereby tendered to Superintendent 
 E. H. Mark, the Local Committee, and the subcommittees thereof, for their untiring 
 efforts to secure adequate arrangements' for the success of this meeting; to the Affiliated 
 Women's Clubs, the Girls' High School, and others for their efforts to make our stay in 
 Louisville pleasant; to the Press of Louisville, for the prominence given to the reports of 
 our meetings; to the citizens, and to the teachers and pupils of the Louisville schools, 
 for the generous reception given to our members; to the railroads, which have treated 
 the membership generously in the matter of rates; to the president and other members 
 of the department, for the excellent program prepared for our meeting. 
 
 Resolved, That this department approves of the bill now before Congress extending 
 the franking privilege to the state educational departments, covering the mailing of reports 
 and other official documents, and urges the passage of the same. 
 
 Resolved, That we beHeve that the interests of educational progress and of this depart- 
 ment require specialization, with its resultant definite attention to particular problems 
 and conditions. We therefore recommend that the programs of this department be 
 devoted to a discussion of the duties and responsibilities of school administration, manage 
 ment, supervision, and organization. 
 
 Resolved, That this department is in hearty accord with that part of the recent report 
 of Hon. James Wilson, secretary of agriculture of the United States, in which he encour- 
 ages the teaching of elementary agriculture, and we respectfully request Congress to grant 
 the appropriation of $13,620 which he has asked for, to enable him to investigate and 
 report upon the present condition and progress of agricultural instruction in institutions 
 in this and foreign countries. 
 
 Resolved, That, since it is essential to the successful teaching of industrial subjects 
 in the pubHc schools that teachers shall first be trained for this work, we urge the state 
 normal schools to give special attention to instruction in elementary agriculture, manual 
 training, and domestic science. 
 
 Resolved, That, in order to enable the normal schools to meet the extraordinary 
 expense of properly equipping themselves for instruction in elementary agriculture and 
 manual training, we urge upon Congress the adoption of the Burkett-Pollard Bill, now 
 before that body, making appropriation to the several states for this purpose. 
 
 Resolved, That this department takes this occasion to express its sympathy with the 
 efforts now being made in various parts of our country to combat the pernicious influence 
 upon our youth of the fraternities and sororities now found in some of our secondary 
 schools. The recent decision of the superior court of Washington assuring the boards 
 of education of that state of their right to fix reasonable regulations, and to attach reason- 
 able penalties to enforce the regulations, necessary to control these fraternities and sorori- 
 ties, is a cause of heartfelt congratulation to all friends of the common schools. These 
 undemocratic organizations threaten to change the entire character of the public high 
 school, and must be controlled or abolished. 
 
 Resolved, That the efforts made by many committees of our country to secure more 
 adequate salaries for the teachers in the public schools give great hope for their increased 
 efficiency in the future. We wish also to express the belief that the efforts now made by 
 many of our cities to discriminate in schedules of salarii's between the more and the less 
 efficient teacher, and to recognize efficiency as well as time in fixing the position of the 
 teacher on the schedule, is a distinct recognition that the child, as well as the teacher, is 
 entitled to consideration in fixing the position of a teacher upon the salary schedule. 
 
 E. G. Cooley, of lUinois. Chairman. 
 Charles S. Foos, of Pennsylvania. 
 Thos. J. Kirk, of California. 
 J. W. Svv^ARTZ, of West Virginia. 
 John H. Hinemon, of Arkansas. 
 C. F. Carroll, of New York. 
 J. L. McBrien, of Nebraska. 
 
 President Carr then took occasion to thank the men and women who were on the 
 program for their promptness and efficiency in discharging their duty.
 
 Superintendence] MORAL AND RELIGIOUS TRAINING 35 
 
 He also extended thanks to the oflScers of the association for their courtesy and co- 
 operation in making the meeting a success. 
 On motion, the department adjourned. 
 
 Ella C. Sullivan, Secretary. 
 
 PAPERS AND DISCUSSIONS 
 
 THE MEANS AFFORDED BY THE PUBLIC SCHOOLS FOR 
 MORAL AND RELIGIOUS TRAINING 
 
 THOM.'\S A. MOTT, SUPERINTENDENT OF SCHOOLS, RICHMOND, IND. 
 
 The appreciation of the meaning and scope of education is the greatest 
 problem before mankind. The supreme center in all education is the child 
 in its relation to its environments. What is the child, its development, the 
 end in view, the means to be employed, its relation to nature, to society, to 
 divinity, are all questions which demand our attention in considering the 
 subject of the method and scope in education. 
 
 No scheme of education has any claim upon our consideration unless 
 it is founded upon some true view of the proper conduct and outcome of 
 life. The problems of religious and moral education are a part of the prob- 
 lem of education as a whole. True education is a unitary process. It is 
 a life-process. In a large sense, we are wrong when we think of religious 
 education, moral education, intellectual education, and physical education 
 as distinct processes. 
 
 "Civilization, man's spiritual environment, is made uj) of man's art, 
 his science, his literature, his religious beliefs, and his institutional life." 
 Into one of these divisions we may put each of the results of human aspiration 
 and human achievement. Real education for any normal child must include 
 a knowledge of each of these elements of the social activity of the race, as 
 well as an insight into them all, and ;i sympathy with them all. 
 
 We cannot think of the end of education being citizenship, parenthood, 
 economics, industrialism, trade, or language. We mu.st look upon man 
 in the full roundness of character, in all beauty of body, of intellect, of heart, 
 of will, beneficent and strong as a worker, as the ideal product of the highest 
 educational process. The end must ever be cluiradcr, based upon true 
 habits of moral conduct, and a strong religious faith. 
 
 The place and importance of religion as an element in human life hardly 
 need di.scus.sion. 'I'lie fad is that there has not been a single tribe or people 
 known to history which has been shown to be destitute nf religious thought 
 of some form. Religion is a part of man's p.sychical being. In the nature 
 and laws of the human mind, in the intellect, emotions, sympathies, and 
 passions, lie the well-springs of all religion, modern or ancient. Christian 
 f)r heathen. To these we must refer, and by these we must ex])Iain, whatever
 
 36 NATIONAL EDUCATIONAL ASSOCIATION rLouisviUe 
 
 errors, falsehoods, bigotry, or cruelty have sustained man's creeds; to these 
 
 we must credit whatever truth, beauty, piety, and love have glorified and 
 
 hallowed his long search for the perfect and the eternal. 
 
 There seems to be a general response from the human heart, as well 
 
 as from history, to that clear statement of Hegel's when he says: 
 
 Religion is for our consciousness that region in which all enigmas are solved, all the 
 contradictions of deep-reaching thought have their meanings unveiled, and where the voice 
 of the heart's pain is silenced — the region of eternal truth, of eternal rest, of eternal peace. 
 
 We believe that the field for moral and civic instruction is quite distinct 
 from religious training. The moral phases of life are closely related to reli- 
 gious hfe, but the two are quite separate. Dr. Butler calls attention to the 
 fact that religion has not infrequently in the history of the world been immoral 
 in its influences and tendencies, and insists that to confuse religion with 
 ethics is to obscure both. Religion must be apprehended as something 
 distinct from ethics and morality, if apprehended at all. If the history of 
 civilization bears unerring testimony to any one proposition, it is that moral- 
 ity for its highest efhciency requires some kind of religious basis. And the 
 truest and highest forms of religious life demand a perfect code of moral life. 
 
 A system of morality based upon mere expediency, solely deductions 
 from human experience, or upon utilitarian grounds, can never produce 
 the highest moral life. Some kind of rehgious beHef, sanction, aspiration, 
 lies at the foundation and root of every system of morality that has borne 
 noble fruit in the world. In the conflict of life, when in the midst of 
 success or failure, temptation, despair, or sorrow; when the battle of life 
 is strong between the forces of good and evil, the human heart finds little 
 aid in questions of expediency, utility, or custom, but intuitively reaches 
 upward in hope of aid and inspiration from an infinite and all-loving, all- 
 powerful God and Father. 
 
 It is significant that religious and moral instruction should be so often 
 joined together in our thought of educational processes. In the very nature 
 of the development of personal character, they are necessarily involved. 
 But for the sake of clear thinking, and for the purpose of this paper, I shall 
 consider them separately, first dealing with the opportunities afforded in 
 the common school for efficient moral training. 
 
 The cry of the times is for more effective moral instruction in the schools. 
 The demand is becoming more and more insistent that the output of the 
 schools shall have a higher moral basis. Some are declaring that the public 
 schools are immoral, and that character-training is not the high aim of their 
 work. 
 
 Show me a school in which the standard of disciphne is low; in which 
 the incentives to work and duty are based upon fear, pride, or selfishness; 
 where the demand upon pupils is not for exact results; where the teacher's 
 character is unchristian or immoral, and I will show a school that is immoral 
 in its tendencies. But the well-ordered school, under the direction of the
 
 Superintendence] M0R.4L AND RELIGIOUS TRAINING 37 
 
 teacher with strong character, is, next to the true home, the best place known 
 
 to man for the development of character. 
 
 The Syllabus on Ethics issued in New York City begins with the sentences: 
 
 The personality of the teacher is at the root of all moral education in the school. 
 The teacher's ideals, sincerity, poise, self-control, courtesy, voice, manner of dress, and 
 attitude toward life, are potent forces for character-building. 
 
 The government and discipline of the school afford tlie best of oppor- 
 tunities for character-training. In fact, the fundamental function of school 
 government is the training of the pupils in habits of self-control and self- 
 direction. Moral training consists primarily in the practicing of the moral 
 virtues and the development of rich moral habits. Every power of the soul 
 is developed by appropriate moral activity. 
 
 Low standards of discipline and conduct, and low incentives to moral 
 action, if continued thru the formative years of life, usually result in weak 
 character. The foundations of immoral character are usually laid during 
 childhood, resulting from lack of proper control, or control thru a low order 
 of incentives. The first step in a Hfe of intemperance is not usually the 
 first drink, but is to be found back in childhood, when indulgence resulted 
 in the failure to form the habit of self-control and self-mastery. 
 
 In the best-governed school or home the lower incentives to action, such 
 as fear and motives based upon selfishness, are seldom, if ever, appealed 
 to. It is all-important in every well-ordered school, where the development 
 of character is the first aim, that the child shall be prompted to right action 
 by true and unselfish incentives. Dr. E. E. White named nine royal motives 
 to action: desire of good standing, desire of approbation, desire for knowledge, 
 desire for efficiency, desire for self-control, desire for future good, sense of 
 honor, sense of right, sen.se of duty. In the school where these incentives 
 are uppermost, and right standards of conduct are insisted upon, there should 
 come into the life of the child many fixed habits which will form the founda- 
 tion of true moral character. Dr. White also names ten habits or virtues 
 which should be secured in every good school, and the practice of wliich 
 forms the basis of moral training. These are: regularity, punctuality, neatness, 
 accuracy, .silence, indu.stry, obedience to authority, truthfulness, kindness, 
 justice to associates. 
 
 'J'hc life of the school as a little community forms ihc l)asis for early train- 
 ing in civic morality. The .school is the first institution outside of tiie homo 
 with which the child comes into intimate relation. The conditions \vlii( li 
 first cau.sed the ri.se of morality in the race are here rej)roduced, in a nuaMuc, 
 as he becomes a factor in the school community. Here to his own will are 
 imposed the wills of others, and he must respect tiie rights of his a.s.sociatcs 
 as equal to his own. 
 
 The first moral effect of the school life, as representing the child's first 
 contact with institutional life outside the home, is best attained when tlie 
 teacher, in direc ting and governing the sdiool, subdues the personal element
 
 38 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 in himself, and bases all rules of conduct on the duty of each child to respect 
 the rights of others and the good of the school. Rightly understood, the 
 organization and government of a school are a constant and highly important 
 factor in moral education of children. 
 
 The regular work of the schoolroom may be to the child an element of 
 moral strength, or it may have its immoral tendency according to the way 
 in which it is done. The habit of doing each day the duties assigned in the 
 school in a successful manner brings to the pupil a long training in the habits 
 of industry, and builds into his character the feeling of personal power and 
 self-reliance thru the discipline of accomplishment that comes from continued 
 success; while, on the other hand, the habit of failure, or of leaving work 
 partly done, is weakening in its tendency, and often immoral. 
 
 The spirit of the school in which the child lives has at all times a strong 
 bearing on the inner life of the child. By "spirit of the school" we mean 
 the general tone or atmosphere, the silent influence springing from the activi- 
 ties of the room and life of the teacher and pupil. The school may, thru 
 these silent phases, be uplifting, cheering, and pure, tending to encourage 
 children to higher aims and purposes, more refined sentiments and ideas, 
 and love for the beautiful and true; or it may, on the other hand, seem to 
 the pupils to be a drive or a grind — encouraging in them only that which 
 is commonplace and distasteful. 
 
 The playground and the gymnasium should be made strong and moral 
 influences in every system of schools. This can easily be done if the proper 
 games are provided for the children, and their play is supervised in such a 
 manner as to develop a spirit of fairness and generosity, and habits of co-opera- 
 tion and mutual trust between pupils. Many of our best systems of schools 
 are spending large sums of money on this line of work, the one aim of which 
 is the moral uphft of the children. 
 
 With the coming of manual-training courses into the curriculum of the 
 common schools, we have greatly added to the efficiency of the schools along 
 the lines of moral education. It is now admitted that the public school 
 should provide the most salutary physical environment for the pupil, and 
 promote his normal physical development thru appropriate training in the 
 workshop, as well as upon the playground. In the workshop of the manual- 
 training school we are finding one of the great factors of character-building. 
 It appears Dr. Hailmann says: 
 
 that the efforts of the mind to control the hand in well-directed manual work are repaid 
 a hundred fold, not only in clearer insight into details of form and composition, of proper- 
 ties and relationships, of materials used and of objects turned out; but also in nobler 
 aspirations, higher hopes, greater firmness of purpose, calmer self-reliance, and a nearer 
 approach to an all-sided freedom. 
 
 The kindergarten's place in the curriculum of the school is agreed to 
 by all. No department of the school emphasizes the moral side of the child 's 
 life more than this. The Froebel kindergarten furnishes the most perfect.
 
 Superintendence] MORAL AND RELIGIOUS TRAINING 39 
 
 all-round training for the little child known to the school world. Besides 
 its great work in developing the physical and intellectual phases of life, its 
 force and importance in the field of morals are always admitted. The child 
 comes under the influence of a true school, whose moral code is the highest, 
 at an early age, before evil habits have become fixed. Here the pupil is 
 inspired by a spirit of order; patience is cultivated, and habits of persistence 
 are acquired; he learns to be diligent in business, and mindful of the rights 
 of others; he is all the while gaining power to apprehend and appreciate 
 the true, the beautiful, and the good. 
 
 The new education, with character-building as its first aim, seeks the 
 cultivation of the appreciation of the beautiful in music, poetry, sculpture, 
 painting, and architecture — in all art, as well as in nature. This love of 
 the beautiful, or for the beautiful, as an abiding element in Hfe, is, perhaps, 
 second only to rehgion as a protection against the grosser forms of indulgence 
 and sin. By means of beautiful school buildings and grounds, neat and 
 artistically arranged schoolrooms, the study of works of art and the beauties 
 of nature, the children become familiar with that which is elevating and 
 ennobhng in character, truth, and beauty. In Richmond the pupils and 
 citizens have placed in the schools during the past ten years seven or cigh'. 
 thousand dollars' worth of pictures and sculpture. The board of education 
 has expended over forty thousand dollars beautifying and remodeling old 
 buildings, that they may be artistic, clean, healthy, and convenient. All 
 this, first and foremost, for the sake of the moral life and the character of 
 the children. 
 
 From the standpoint of the moral training of the child, as well as that 
 of his general development, we lose a great opportunity by placing pupils 
 of the seventh and eighth grades in buildings with the younger children. 
 While the child is in the two upper grades of the usual grammar-school course, 
 he usually enters the adolescent period. His training and Wiv during this 
 period present new and vital problems. Now, more than at any other time 
 of life, he is susceptible to real culture. It is the waking time of Wiv in both 
 mind and body. This age, ranging from eleven to fifteen, is the time when 
 the powers of self-control and self-direction make rapid growth. It is the 
 time that opportunity should be given the child to take the initiative in many 
 matters, and his powers of self-direction be given a chance for exercise. Par- 
 ticular psychological jjroblems now begin to present them.selves, which, 
 if understood and solved, yield rich results in the cliaractcr of tlie diild. 
 The |)re.sence of lower grades in the same building and umler the same man 
 agement necessitates the management of these older grades in (Diiforniity 
 with the needs of the whole buihhng. A similar disadvantage results when 
 the seventh and eighth grades are made a \rdrl of the high .school, for the reason 
 that these grafies have not the power of selfhood, individuality, or self direc- 
 tion possessed by high-school jjupils. If we believe that in a well rounded 
 character the seat of authority is transferred from without to within, that
 
 40 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 a moral man obeys himself, and that each child, as he grows in moral power, 
 should be steadily helped toward self-direction and self-mastery, we shall 
 see the importance of the separation of pupils eleven to fifteen years of age 
 from those younger and those older. 
 
 Ten years ago the board of education in Richmond built a central build- 
 ing for the use of the seventh and eighth grades. A strong corps of teachers 
 was placed in charge, and the work was managed on the departmental plan. 
 At present we have, as teachers in this building, five men and five women, 
 all well-equipped for their work. The building is furnished with a gymna- 
 sium and manual-training rooms. For the past eight years the pupils have 
 been given the opportunity to begin their high-school Latin or German in 
 the middle of the seventh grade, and their algebra in the eighth. A school 
 council, chosen by election has taken a large part in the management of the 
 school, and in many other ways are the pupils asked to share in the manage- 
 ment of various functions of the school. All outdoor plays and gymnasium 
 work are under the supervision of a director. The teachers are free to solve 
 the problems presented by the needs of the pupils of these grades, to the 
 best of their knowledge. The results of the work in this central grammar 
 school have been more than satisfactory. The pupils are happy in their 
 work. In power of self-control and self-direction they are developed in a 
 marked degree, and from the standpoint of strength of character, as well 
 as general abihty, they are much better equipped for the high school than 
 they were under the room-teacher plan in the ward schools. 
 
 We may grant that any true definition of education will require the school 
 to provide for the religious training of the child, but we are brought face to 
 face with the fact that the American public school is a common school — 
 common to all the people; that, owing to denominational teaching, no creed, 
 and but few religious doctrines, are common among the people. 
 
 I believe it is a common belief in this country that reHgious training is 
 essential to the development of true character. It is also true of most Ameri- 
 can children that the school is the most uphfting force that comes into their 
 lives between the ages of six and eighteen. The best period of human life 
 is childhood. It is the richest and largest. It has the most sympathies, the 
 most capacity, the most pleasure, of any time between birth and old age. 
 If the principles of Christian ethics are to take root in the life of our people, 
 the work must, much of it, be done in our schools. The warp and woof 
 of Christian character and faith are necessarily wrought out in the school 
 period of Hfe, if at all. All know that ideas cannot become the permanent 
 possession of the world unless they enter thru the door of childhood. 
 
 Altho we think that the formal teaching of religion, or any form of sec- 
 tarian teaching of rehgious doctrine, is impossible in the common schools 
 of America, yet we know that the pervading spirit of the schools may be 
 made religious. The schools are not to be considered godless nor irreli- 
 gious. In many ways the highest and purest reHgious influences pervade
 
 Superintendence] MORAL AND RELIGIOUS TRAINING 41 
 
 the spirit of many schools. When children are brought face to face with 
 truth of any kind, if the subject be rightly appreciated by the teacher, there 
 is a strong tendency to fill the heart of the boy or girl with admiration, with 
 wonder, and with awe. This influence is, in a high sense, religious in its 
 nature. 
 
 Reverence is vital to religion as well as to morality. Whatever quickens 
 in children the feeling of dependence on a higher power, whatever leads 
 them devoutly to wonder at the order, beauty, or mystery of the universe, 
 whatever arouses in them the sentiment of worship, or fills them with admira- 
 tion of true greatness, promotes reverence. Everywhere God touches man 
 thru the earth — by means of the outward life of the star, of mountain, or 
 storm. When Jesus told men to consider the lily, how it grows, he was 
 telling them that they could find in unfolding Hfe something to fill their 
 lives with richer sacredness and power. 
 
 Briefly, we consider a few of the specific means by which the school may 
 plant in the child's mind and heart the fundamental rehgious conceptions 
 which shall arouse his aspiring religious nature and control to some extent 
 his outward life. 
 
 In the study of nature and science the school finds a rich source for the 
 development of fundamental religious thought. A great leader in the educa- 
 tional world has recently said: 
 
 Show me a man who can teach astronomy, geology, biology, or history, without 
 teaching religion, and I will show you a man who can paint the pictures of George Inness 
 without being an artist, or one who can write the verses of Browning without being a poet. 
 
 And, in speaking of an old teacher of science, he said: 
 
 That to hear him speak in inspired and trembling tones of the wonders of the human 
 body, or of the sideral universe, without a thrill of wonder, love, and praise, was as imi)os- 
 siblc as for a musician to hear the playing of Ole Bull without some trembling of the heart. 
 
 In the study of history there is a rich field for the development of reli- 
 gious thought and feeling. To leave religious thought and influence out of 
 the history of the world would leave most of its events without explanation. 
 
 In literature the true teachers have an agency that, rightly u.sed, leads 
 to the richest development of religious thought. The h()]ie, the sacrifice, 
 the heroisms and fidelities, that literature has enshrined in its most perfect 
 art, form the subject-matter for religious inspiration to every earnest student. 
 
 In the teaching of all branches of study the school may give the pupil a 
 consciousness of his own limitations as set over against the great world of 
 thought and reality, and the al>i(ling consciousness of an ever living, ever- 
 I)resent God. 
 
 The school organization itself should imj)rcss the child witli the sacred- 
 ness of human life and the dignity of every day's duty. It should instill 
 into the child's mind and heart the common virtues of human life, and a 
 permanent respect for all tlie higher .sanctities of life. 
 
 Another means of religious education in the school is music. Aside
 
 42 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 from its great value in general culture, no other instrumentality is more 
 useful in arousing and stimulating religious emotion and aspiration. Simple 
 sacred music speaks to the heart a universal language, and there are few- 
 children who do not respond to its influence. 
 
 The Bible, that richest religious and ethical heritage that has come to 
 man, should have some place in every school. Not until the spirit of unity 
 among the churches has fully ripened can it be used in any large sense as 
 a text-book in the American schools. Many portions will have to be excluded. 
 But with judicious care the most beautiful portions of this book of books 
 may have a large place in the schools of the people. It is the foundation 
 of the world's best religious thought, and is the highest and noblest expres- 
 sion of the deepest ethical and religious conceptions of the race. 
 
 In the primary grades, besides the daily reading of selections from the 
 Bible, there should be taught many of the best biographical stories of the 
 Old Testament, and a few of the best psalms. In the grammar grades and 
 in the high school many beautiful Hterary selections from the Bible may 
 be studied in the literary classes. 
 
 Thruout the course the school should seek to develop in the minds and 
 hearts of the children a belief in a divine being and in God as the Father 
 and Creator of us all. It should inculcate in the mind of all a spritual con- 
 ception of life, a Christian spirit, and a rehgious attitude of mind, and seek 
 to arouse in all an abiding conviction of the universal brotherhood of men 
 as children of a common father. 
 
 Yet, after all has been said, the most potent and far-reaching of all moral 
 and religious forces at work in the school is the life of the teacher. If our 
 schools are taught by men and women of sound ethical and spiritual lives, 
 devoted in the most conscientious way to the work of developing in the chil- 
 dren of the state the highest elements of worthy manhood and noble womanly 
 character, we shall have met the most important conditions for moral and 
 religious training in the schools. More than that, if the teachers are right, 
 there will be no doubt as to the influence of the common schools on the future 
 religious and moral hfe of our people. 
 
 THE EFFECT OF MORAL EDUCATION IN THE PUBLIC 
 SCHOOLS UPON THE CIVIC LIFE OF THE COMMUNITY 
 
 W. O. THOMPSON, PRESIDENT OF THE OHIO STATE UNIVERSITY 
 
 This theme upon which I am asked to express myself assumes that school 
 life does affect the civic Ufe of the community. The question is then 
 as to the quality and quantity of that effect. I assume, by way of defini- 
 tion, that by the term "moral education" we understand education in 
 morals thru the use of the truth as expressed in our commonly accepted ethics. 
 The problem here suggested might be estimated practically by a compari-
 
 Superintendence] MOILAL EDUCATION IN PUBLIC SCHOOLS 43 
 
 son of the moral ideals of the school and of the home and community, to- 
 gether with our investigations into the continuity of the school's ideals in 
 the later hfe of the pupil. The topic suggests inquiry whether the moral 
 education of the school operates to prevent immorality in the later pubhc 
 and civic life of the pupil; whether also this education is responsible for 
 any of the criminality appearing in the life of former public-school pupils, 
 and, if so, how far it is responsible ; and, further, whether there are any positive 
 results of a favorable character coming from the ideals and the teachings 
 of the school. In short, the question develops the problem of the extent 
 of the responsibility of the school for civic hfe and morality. 
 
 In general, I think wc may say that very few of the ideals upon moral 
 questions originate in the schools. They usually start in the community 
 and the home, and are taken up by the school, emphasized, put in didactic 
 form in such a way as to become a part of the mental furnishing of the pupil. 
 In a sense, then, the school represents the community. It goes farther and 
 often makes clear and definite what is more or less indefinite and cloudy 
 in the community. This process of clarifying thru didactic methods comes 
 at a time when impressions are valuable and teaching endures. The best 
 among all the ideals of the community are culled out and emphasized, so 
 that in later years these earlier teachings and convictions remain as a per- 
 manent force in life. This is the truth to which von Humboldt gave ex- 
 pression when he said: "Whatever we wish to see introduced into the life 
 of a nation must be first introduced into the schools." The relationship 
 here suggested between the home, the school, and public morals makes the 
 school a sort of clearing-house with reference to the current ideals in the 
 American home. We recognize that the majority of our teachers come 
 from the so-called middle class. The wealthy classes and the extremely 
 poor cla.sses furnish a very small percentage of the teaching body. The 
 result is that thru the teachers there is carried into the school the ideals of 
 the great body of our democracy. We are prone to regard as a decided ad- 
 vantage the normal schools, colleges, and universities in which these teachers 
 are trained to rcfiresent our highest ideals in morals. The natural result 
 is, therefore, that the teaching body of the country brings to the school- 
 room, directly and indirectly, our best ideas upon civic morality. This 
 can be afTirmed without fear, notwithstanding the fact that thr teachers in 
 our schools represent a great variety of religious experience and ecclesia.s- 
 tical affiliations. Of necessity, therefore, our .schools will dilTer from .some 
 homes very radically as to their ideas of morality. 'I'luy may not rcac h 
 the intensity, or even the level of .some of our choicest homes, but bcxDiid 
 f|Ucstion will be in advance of the great majority of the American homes, 
 and will stand forth oftentimes in contrast with the tiirrent morals of a 
 (ommunity. 
 
 2. There are certain characteristic features of the sdiool tliat bring em- 
 phasis upon what has been .said. ;\ few of these may l)e suggested.
 
 44 NATIONAL EDUCATIONAL ASSOCIATION [Louis\'ille 
 
 Primarily, truth is the basis of all education. The schoolroom puts 
 its emphasis here and brings allegiance to what is true. It cuts away the 
 notion that error or falsehood or untruth in any form can have an abiding 
 place in education. Love of the truth therefore becomes fundamental in 
 every degree of scholarship, and increases as scholarship advances. Ac- 
 cordingly, honesty of method is insisted upon. Every process in the school- 
 room, however unimportant, must be an honest process. Deception of any 
 sort tends to the destruction of all real education. No teacher conscious of 
 having deceived a pupil can ever rejoice in that deception. Sooner or later 
 the pupil himself detects any departure from honesty in the schoolroom, 
 and altho he may be unable to formulate the reason for it, he recognizes 
 that it is ahen and hostile. By easy gradation, therefore, the question of 
 honor as between teacher and pupil, and eventually as between pupil and 
 pupil, cannot be escaped. Before a definition of honor could be appre- 
 ciated, the pupil recognizes the substance of it, so that we may affirm that 
 the relation of honor is both fundamental and vital in every school. This 
 principle appUes equally to the requirements of scholarship. A teacher 
 conscious of deficient scholarship will recognize the imperfection of his 
 work, and in some degree that he is assuming what he does not have. 
 That produces a fatal weakness in method to an honest mind. It puts an 
 atmosphere of dishonesty in the schoolroom, for which but lame apology 
 can be made. In education there are times when appeal must be made to 
 authority. The teacher who is not able to speak with authority and ac- 
 curacy cannot escape embarrassment by evasion. 
 
 Recognition of authority is essential in education. It is universal in 
 the schoolroom. Any departure from this is a partial defeat of the 
 process of education. The teacher is the personal representative of authority. 
 Sooner or later this situation analyzes itself, and both teacher and pupil 
 alike recognize that authority is inherent in the truth, and only so far as the 
 teacher is the incarnation of truth and truthfulness is his authority final 
 and complete. It is needless to yield to the temptation to assert that this 
 reverence for the truth and this recognition of rightful authority are funda- 
 mental in both the moral and the civic progress of the race. Proceeding 
 from this relation of authority, there comes to be a formal introduction of 
 law, as a necessary part of the school organization. The conception of law, 
 however, is not that of arbitrary authority; it is that of formulated truth which 
 is supreme and equally binding upon all. This high but true conception of 
 what the law of the school is, has revolutionized our ideas of school ad- 
 ministration; it has opened the door thru which the teacher has become 
 the inspiring presence rather than the dreaded driver. This conception 
 of the relation of both teacher and pupil to law and rightful authority 
 emphasizes truth, honesty, and honor, and prepares the way for a full 
 recognition of the rights of others, and eventually to a kindly consideration. 
 Nothing is more important in the everyday life of the school than that pupils
 
 Superintendence] MORAL EDUCATION IN PUBLIC SCHOOLS 45 
 
 shall learn to recognize the rights of others and to give a just consideration 
 to other people. This is what makes democracy possible in its best sense, 
 and thoroly enjoyable in its realization. The beginning of these things 
 in the public schools has laid the foundation upon which our colleges and 
 universities have been building. The full fruit of these principles is seen 
 in the fact that the modern high school and university are much more demo- 
 cratic than any school could have been two generations ago. 
 
 There are other quaUties in the schoolroom worthy of mention that bring 
 the satne results. I refer to the habit of accuracy, the uncompromising 
 attitude toward error, the insistence upon exactness, neatness, cleanliness> 
 and a score of others famihar to every teacher in the land. These are 
 the positive qualities that build up the pupil, construct his habits, and 
 make the atmosphere in which he Uves. The modern theory and practice 
 of education proceed along these positive lines. We reach the negative 
 virtues thru the inculcation of positive ones. A long protest has been heard 
 against undue emphasis upon the negatives. We are not disposed to look 
 with favor upon the teaching that constantly cries out "don't." The con- 
 stant reiteration of prohibitions has been replaced by a larger emphasis upon 
 the positive achievement. The schoolroom is not bringing emphasis upon 
 vice by constantly caUing attention to it thru warnings. We are disposed 
 to magnify the importance of the truth and of virtue, and to bring the pupil 
 to a love of what is true and what is right by an enthusiasm for the construc- 
 tive processes of education. The psalmist said: "Thy word have I hid 
 in mine heart that I might not sin against Thee." Modern education 
 believes that a mind filled with the truth will escape the penalties of error. 
 Positive instruction is therefore the keynote in modern education. This prin- 
 ciple is what has given enthusiastic interest in the educational problems and 
 in the investigation of the child. The abiding interest of scholarship is in 
 this fundamental question at the very beginning of our educational processes. 
 
 I recognize, however, that the negative form of instruction has a correc- 
 tive value and cannot be wholly neglected. This is due to the fact that the 
 habit oi error is practically universal. This habit must be corrected ; but 
 unfortunately we have not always seen the corrective power of truth itself. 
 Too much emphasis, therefore, has sometimes been given to tlie negative, 
 with apparent oversight of the importance of the positive. 'Vhv well-known 
 tendency in the average healthy boy to want to do things ])r()hibite(i, or to 
 enjoy the hidden treasures, is not only proof of ;iii investigating mind, but 
 better proof of a certain ciuahty in boys that needs to be reckom-d with in 
 their education. There is danger in the e.xce.ssive u.se of the ncgati\e. 'J'he 
 bands of restraint may be broken suddenly and the boy plunged into the 
 worst of excesses. The only freedom that is safe is the freedom thru the 
 truth. Here modern education properly puts its emphasis. In doing 
 so it has laid in the chihl's mind a most important princ i|)le that cannot 
 fail to influence powerfully the subsequent life.
 
 46 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 3 . It is important now to notice that morals should not be confounded 
 with mere external conformity. There is a tendency for the schoolroom — • 
 and for Hfe in general, for that matter — to be satisfied with an external 
 form as a substitute for the substance of morality. Now, morality is the 
 result of choice. The ideal must be re-enacted by each individual; the 
 law must be personally accepted; self-legislation must be provided; every 
 individual in that sense must make his own law and determine his own 
 character. The statute, "Thou shalt not steal," doubtless has the intellec- 
 tual assent of the multitudes. That is a good form of sound words. It 
 becomes vital in life only when each individual makes it the law for him- 
 self. Personal choice must therefore become a factor in every educational 
 process that looks toward education in morals. The schoolroom cannot 
 be satisfied with a mere exhibition of mottoes. It may not rest with the 
 intellectual assent of the pupil to the truth. These methods and these 
 principles must be re-enacted into the Hfe of every pupil before education 
 in morals makes any great progress. Just here is where we succeed or fail. 
 The fact that a boy has been educated in a school where highest ideals 
 were cherished, where the best precepts were taught, proves only that he 
 was educated in a good environment. In order that he may be benefited 
 by such an opportunity, he must be trained to make his own choice, to reach 
 his own decisions, to enforce self-legislation, to determine his own conduct. 
 We cannot force this upon him. We may urge it, we may argue it, but 
 we come to the simple conclusion that we cannot force a man or boy to be 
 moral. He becomes so only when he chooses to become so. This reveals 
 the fundamental reason for giving a pupil and the advanced student more 
 and more an opportunity to select his own course of study. No greater force 
 in the development of the character of the modern university student has 
 appeared than the responsibility put upon him of doing something. The 
 old theory of authority in education, coupled with minute direction, left 
 a minimum opportunity for choice on the part of the students, and in so far 
 left the whole question of character out of consideration. At any rate, it 
 was an education in which persons were trained into certain prescribed views, 
 rather than an education in which persons were developed and prepared 
 to choose freely and wisely whatever commended itself to a rational judg- 
 ment. The modern view is that the child at the earliest possible moment 
 should be given the opportunity for intelhgent choosing. There should 
 be wise direction, helpful counsel, but less of external force and more of 
 personal choice. I am aware of the difficulty in this whole subject. The 
 old folly was that by some means the mere passing of the years would bring 
 the ability to choose ; the newer wisdom is that the power to choose wisely 
 is acquired by the constant exercise of the will. We are disposed, there- 
 fore, not only to educate the intellect, but to train the will and to cultivate 
 the emotions, to bring into our educational processes an opportunity for 
 a rational choice, and to bring to the younger pupils such opportunities as
 
 Superintendence] MORAL EDUCATION IN PUBLIC SCHOOLS 47 
 
 they are capable of using. It may be urged that with younger pupils the 
 course is entirely prescribed. It does not follow, however, that there is 
 not a large opportunity for the exercise of choice and for the development 
 of wisdom in making choices. This question resolves itself into the prob- 
 lem of individual initiative. I believe that every teacher should wisely urge 
 upon every pupil the importance of this individual initiative. The training 
 in the use of the initiative should be wisely directed. The wisdom of right 
 initiative, with a proper regard for the rewards in such cases, should be 
 constantly in view. By this method we not only gain strength, but prove 
 .the value of experience, and inculcate the most fundamental ideas in 
 morality. It is in this field that manual training has won some of its 
 most valuable victories, by aflfording an opportunity for initiative and 
 choice. It has cultivated an appreciation of the true and the beautiful; it 
 has developed self-reUance and put emphasis upon the qualities so 
 important in our civic life. 
 
 Moreover, it is to be observed that in this self-legislation now emphasized 
 we have the most fundamental principle in the determination of character. 
 We also have a characteristic feature of modern education. The public 
 school has thus from the very outset put appropriate emphasis upon the 
 pupil in the matter of his choices. More than we have estimated, we are 
 teaching self-reliance, self-direction, self-determination. The fact that 
 the school holds up the highest ideals toward which the student's choice 
 is directed makes it a great power in determination of character and in the 
 fixing of moral ideals. 
 
 4. We now come naturally to the specific question as to the effect of this 
 kind of education in the public schools upon the civic life of the community. 
 Here I remark first of all that this principle of self-legislation is fundamental 
 in morals and essential to the development of democracy. Self-government 
 is the common phrase. There can be no such thing as self-government 
 until people have been trained in decisions and choices. The public school 
 means therefore the perpetuity of democracy. Modern education ])roposcs 
 a free individual capable of making decisions, of self-direction, and trained 
 with a charitable frame of mind toward others. This kind of citizenship 
 makes democracy pcjssible and enduraljle; the lack of it would turn a democ- 
 racy into an aristocracy or an autocracy. The ( ivic life, therefore, of our 
 community is determined largely by the character produced thru our edu- 
 cation. It happens that our puljlic schools are the largest and most effective 
 organization exclusively devoted to the training of our citizenshij). For 
 this rea.son the school is manifestly the most potent inlluence in determining 
 our (ivic life. 
 
 A second remark is that tliis inlluence of (ivic life is intensified thru 
 the (|uality of our teaching. .Attention has Ijeen directed to the element 
 of choice insisted upon in our modern edu( ation, and attention is now direc ted 
 to the fjuality of tho.se choices. It may be agreed that all .schools arc not
 
 48 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 equal in this particular, but it will also be agreed that every school is looking 
 upward and not downward ; that every school is looking toward better things, 
 with a determination to use its power to direct pupils in their choices. No 
 school ends its effort with the proclamation of an ideal; it seeks the approval 
 of that ideal from the pupil and its reahzation in his daily life. The quality 
 of these choices appears further when we remember the uncompromising 
 attitude taken by the school. The school never seeks to revise an ideal because 
 it is true but unattained. The right and the true, as against the wrong and 
 the false, are sure of maintenance in the schoolroom. If in later years men 
 and women come to compromise the truth, they also recognize that they, 
 do it in spite of the teaching of the school, and in response to motives never 
 approved by the teacher. 
 
 A third remark may now be offered, to the effect that instruction in 
 formal ethics is a small part of the work of the public schools. In the debates 
 upon this question an undue emphasis has been put, in my judgment, upon 
 the importance of formal instruction in morals and rehgion. There are 
 times and places where such formal instruction is of the highest importance. 
 I believe that the home and the church should recognize their opportunity 
 in this regard. The public school, however, does its most effective work 
 by its persistent and patient insisting, thru its ordinary exercises, upon the 
 qualities so fundamental in civic morality. What it teaches has practically 
 unanimous support. There can be no valid objection to the ethical atmos- 
 phere of a schoolroom in which a boy breathes a spirit of loyalty to the truth, 
 of honorable dealing with all associates, of respect for rightful authority, 
 of obedience to well-established law, and of proper regard for others than 
 himself. The criticism of incompleteness that might be brought against 
 such principles would be offset by such objection or enforcement of the par- 
 ticular views sanctioned only by particular classes of the people. It is well 
 to recognize that the public school serves all the people, and serves the state 
 most efficiently by bringing to all people the right ideals of citizenship along 
 with the other processes of education. The most enduring effects upon 
 our civic life will be found, not in any formal declaration of principles, 
 or in the formal teaching upon questions of personal habits or civic morality, 
 but in the inculcation of ideals; in the cultivation of choice, and in that 
 normal and sane attitude of mind cherished in our best schools. 
 
 It is possible, therefore, to make a definite or complete reply to the ques- 
 tion proposed in this topic. We cannot demonstrate it as we demonstrate 
 a proposition in geometry; nevertheless, we are not uncertain as to the far- 
 reaching effects of our public school upon our civic life. The most funda- 
 mental ideas in our public schools are equally important in our civic life. 
 If these things be neglected, neither school nor civic life can be what they 
 now are or should be. In the schoolroom more than elsewhere, as modern 
 conditions now are, these ideals are encouraged. The school with practical 
 uniformity and agreement brings to the millions these ideals accepted and
 
 Superintendence] MOIL-IL EDUCATION IN PUBLIC SCHOOLS 49 
 
 approved by our teachers. As things are, neither the home nor the com- 
 munity can present these things so persistently and so universally as the 
 school. Manifestly, then, a great duty is laid upon the teachers and the 
 schools of the country to be true to the interests of the pupil now, that he 
 may be true to himself and false to none when mature years bring the oppor- 
 tunities of life and citizenship. 
 
 DISCUSSION 
 
 William J. Shearer, superintendent of schools, Elizabeth, N. J. — I cannot see in 
 the papers any points on which any of us should differ. The most important duty of the 
 school and the home is the fixing of right principles of duty and conduct. We all must 
 agree, first, that acts involving moral questions are the most important acts; second, that 
 they are the most frequent acts in school. We cannot continue to rely on the unconscious 
 influence of the teacher for the teaching of morals. The results of this kind of teaching 
 have not been satisfactorj'. The teacher must explain to the child what is right, before 
 the child can decide to do right. Without knowledge, can there be any moral act ? Is 
 it not, then, our duty as superintendents and principals to see that the teacher gives to 
 the child knowledge, in order that the child may choose ? It was emphasized in one of 
 the papers that the basis of the moral sentiment is a sense of obligation. Each imposes 
 the moral law on himself. The moral law deals with motives, while the civil law deals 
 with actions. Without raising the question whether it is right to do as Romans do when 
 in Rome, we all agree that the standards differ in different sections. In one section it is 
 considered right that the children should support and reverence their aged parents, and 
 in another that they should kill them when they get old. We must find the origin of the 
 moral sentiment in the family. 
 
 I noted that nothing was said in the papers as to the difference between the teaching 
 of morals and what should be called moral education. The latter comes from every 
 experience of life; the former, from the precepts of the school. If there is no sense in 
 giving instruction in these subjects, why should there be churches or teachers ? 
 
 I do not think that the papers emphasized as strongly as they should the importance 
 of moral training, in whatever way it may be given. The definite aim in moral training 
 may be stated as, first, the subjection of the lower feelings to the higher feelings; second, 
 the improving of the moral judgment; third, leading the children to observe the mural 
 law, fourth, the strengthening of the sense of moral oliligation. This can be done, it 
 seems to me, only by leading the child to will to do the right. It is conscience, it seems 
 to me, that should be emphasized. The moral idea is primary, in every one of the 
 languages and dialects. There is not one that does not have a word for right. The 
 whole sjx ial life is rooted in ccmscicncc. The laws arc not sujjpnsed to be for any but 
 the lawless. The great majority arc not influenced by fear of the law. but by the con- 
 sciousness, of what is the right thing to do. Character depends more upon con.'^cience than 
 upfjn anything else. Thru fhc feelings we may reach the will. It is of vital importance 
 that the course of study shouM suggest to the teacher work that can be done to train the 
 conscience; to choose properly; and to strengthen the will to carry the dcci.sion of con- 
 science into effect. 
 
 M. M. Ramer, slate superintendent of public instruction, Pierre, S. Dak.- This 
 topic is under <liscus.sif)n in my state in a very [)ron<)unred way. It has been said that the 
 home and the church should create character. Hut the fact is that they arc not doing 
 it. A speaker at an N. E. A. meeting, not long since, said that the absence of religious 
 teaching in the public schfxjl is the suggestion that religious training is not needed. I
 
 50 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 believe that the public school must instill a certain religious culture, probably chiefly in 
 the kindergarten and primary schools. At the last meeting of the State Teachers' Asso- 
 ciation in South Dakota we provided for a committee of fifteen from the educators 
 fairly representative of the various shades of religious thought, and they are to report to 
 us what common religious ground they can find, and then to report what they aU agree 
 should be done in the giving of religious instruction in the schools. They are also to sub- 
 mit a course of study in ethics on a basis of Scripture. 
 
 James M. Greenwood, superintendent of schools, Kansas City, Mo. — We should 
 discuss this question from the standpoint of the child, and not from the standpoint of 
 those who have studied the philosophy of this subject. It is not worth while to talk to 
 children about high ideals if they are not well fed at home. You should keep a child 
 clean; soap and water are good civiUzers. The child should be a good sleeper. We 
 should develop in the child, by a process with which teachers are familiar, the habit of 
 right feeling. Then he should get into the habit of right thinking. With this comes right 
 acting; then the right attitude toward those near to him, and eventually toward those a 
 little farther away. By degrees he comes to a period when we can correct him so he 
 can govern himself. Under such instruction we can probably get a better crop of men 
 and women than we now have. If we will work along lines of common-sense, we 
 shall start from the platform where children are now. I have asked school children fre- 
 quently what they would do with the boy who gets sulky, and they say: "Lick him!" 
 In a colored school some of the pupils suggested that the yardstick should be taken to a 
 sulky boy. In another school the advice given was to shake hhn. The children think 
 they know what should be done to a child to lead him to choose properly. Their 
 notions are those of quick and prompt obedience. 
 
 Henry Sabin, Des Moines, Iowa. — I rejoice to hear Mr. Greenwood advocate the 
 old-fashioned doctrine of compelUng obedience, when compulsion is necessary. I said 
 in the National Council once, when I had a little support, that the authority of the teacher 
 must be enforced; I am glad to see now that the old-fashioned doctrine is approved. Can 
 we rear a good race of men and women if we leave out all idea of responsibility, all idea of 
 God ? Our pubhc schools never received such a blow as when some one promulgated an 
 idea that the teaching must all be secular. I bless God, this morning, that that day has 
 gone by. We are coming back to discover that the teaching of the doctrine of responsi- 
 bility is the foundation of all moral training. This new doctrine that has been going 
 into our schools for the last twenty-five years has not brought up a race of which we can 
 be proud. We want to get back to the old foundations, and get back right speedily. 
 
 J. D. SiMKiNS, superintendent of schools, Newark, Ohio. — I believe that we all agree 
 that we should compel obedience when necessary, but we may make mistakes. When 
 you compel a boy, and he obeys thru fear, you have not changed him. If you can get 
 him to change himself, he is changed by the only one that can truly change him. You 
 punish the boy, and he feels that he has not a friend on earth. The thing to do is really 
 to beheve that there is something good in every boy. We are not going back to the old 
 way. 
 
 John W. Cook, president of State Normal School, DeKalb, 111. — It is a matter of 
 satisfaction to find that we are coming to some well-defined theory. I wish to express 
 my great obligation to President Thompson for the way in which he has cleared the atmos- 
 phere by giving us a series of propositions, every one of which is clear as a bell. 
 
 S. Y. GiLLAN, Milwaukee, Wis. — I desire to enter a dissent to the argument of the 
 first paper. It has the statement that no tribe or people yet has been found destitute 
 of religious instinct. This either proves too little or too much. We know that there are 
 many good citizens that believe there is no need of war, and yet war has been a universal 
 practice. There are people who beheve that the vermiform appendix is unnecessary, 
 even tho its possession is general. I am impressed with the suggestion that we should
 
 Superintendence] WOMAN'S PART IN PUBLIC-SCHOOL EDUCATION 51 
 
 recommend the teaching of science. Now, are not many of the greatest scientists irre- 
 ligious, or at least careful not to get their science and their religion mixed ? The nearest 
 approach made here to dc6ne religion is that it consists of what is agreed upon among 
 the sects. Now, that is so far off or so attenuated as to be reduced to naught. Why 
 does the gentleman from South Dakota leave out the Hebrew and the agnostic ? Is it 
 for the reason of the man who, when asked why he was in the asylum, answered: "It is 
 because we are in the minority" ? I am pleased with the second paper, in its discussion 
 of this subject without reference to religion. 
 
 James L. Hughes, inspector of schools, Toronto, Can. — I wish to say that those two 
 papers were the best papers I ever heard at a single session of an Association meeting. I 
 rejoice that this Association has had the pleasure of hearing such papers. I feel disposed, 
 however, to add a word. We are not beUeving in all the old things. We want obedience; 
 but I am not going to ask any boy in the world to give obedience to me alone. I am not 
 going to ask him to obey me alone, for he stands as my partner; I am going to be partner 
 with him in his duty of hfting every part of his being into power. This is not obedience 
 to me, but to the law of his life. You cannot do that by merely keeping him under. When 
 any soul becomes conscious of subordination to another soul, power is lost. Reverence 
 for the Ufe of the individual is what we want. I never met a boy of the slums who did 
 not give me as much reverence as I gave him, and I give to his personaUty as much rever- 
 ence as I give to any human being. 
 
 Frank C. Cooper, superintendent of schools, Seattle, Wash. — I visited a night school 
 last night where the new boys arc learning something besides reading and spelling. When 
 it was proposed to do away with this school on a certain occasion, young men who had 
 gone thru it said it should not be done away with for lack of money for its expenses. That 
 school is raising boys to a higher standard. Such higher standards mean growth in moral 
 training. 
 
 WOMAN'S PART IN PUBLIC-SCHOOL EDUCATION 
 
 MRS. SARAH E. HYRE, MEMBER OF BOARD OF EDUCATION, CLEVELAND, OHIO 
 
 The thought of the day seems to be that a child shall be educated in a 
 way that will enable him to live a worthy life; that less stress shall be placed 
 Ujjon the development of his intellectual powers, and more upon his qual- 
 ities of character; that the school life shall be a continuation and enlarge- 
 ment upon the true home life, and not a training sei)arate and apart. 
 
 In the light of these views, the question of "Woman's Part in Public- 
 Scho(jl Education" is of more than ordinary interest and deserves the thought- 
 ful consideration of everyone who is interested in .school affairs. The 
 work that woman has done, and the .success that she has obtained along 
 humane, philanthropic, and educational lines, in the past twenty-five years, 
 indicate that she has a sympathy and j)atience with children, and an under- 
 stanfling of them, that (it her to take an import.mt part in public-school 
 education. 
 
 I believe that woman has a part in jjublic education, because .she pos- 
 ses.ses certain natural qualities pec uliar to her sex, that arc cs.sential elements 
 in the rounded-up education of a boy or girl. 
 
 I shall not take your time to discuss the |)oliticaI or legal right of woman
 
 52 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 to a part in public education, but desire to simply call your attention to the 
 moral duty and inherent right of woman to live out her own individuahty 
 and up to the best talent within her. Because of this, woman finds her 
 work where children's interests are. 
 
 It is not a trade or a business that woman has learned. It is the intuitive 
 insight into child-life and child-nature that God Almighty has given her. 
 Woman knows a hundred ways to reach a child. It may be thru his pride, 
 his reason, his intellect, or his affection, or by means of her individual tact; 
 but, whatever method is used, there is always back of it the patience and 
 interest of woman in youth. And so wherever children are concerned, 
 wherever their safeguards or development are involved, the woman view- 
 point should have expression. It is not only in a general and abstract way 
 that woman should enter into the public education of our youth, but in a 
 material and practical way. 
 
 Woman has a part in public education as a student, as a teacher, as a 
 patron, and as a member of boards of education. Love and understanding 
 of children are natural instincts that exist in the most primitive and ignorant 
 woman; but if we would have the larger benefits of that knowledge in our 
 citizenship, we must educate the possessor to use it in an intelligent manner. 
 The evolution of woman has been and is wonderful. Every year large num- 
 bers who are to be the mothers of the coming generation are filling our educa- 
 tional institutions. Half of our public-school population are girls, while 
 women constitute nearly 30 per cent, of all college students. 
 
 Occasionally someone will denounce the higher education of women. 
 Recently a woman physician said that the mental development of woman 
 is destroying her ability to carry out her proper functions. In answer to 
 this, let me quote Dr. J. M. Taylor, dean of Vassar College, who has made 
 careful study of this subject: 
 
 The bearing of the higher education of women on the heaUh of women and their 
 attitude toward the home is of perennial interest. It has been abundantly shown, over 
 and over again, by the most careful investigation that the health of college women improves 
 during the four years' college course. While that is not true in all cases, it is certainly 
 not true in the cases of all men. Only three of 153 graduates of 1903 of Vassar did not 
 improve in general health after entering college. The first ten years' history of Vassar 
 shows that half the total number of graduates married, and that the proportion of children 
 to each was from three to four. There is nothing in the college training of American 
 women to contribute to abnormal results. A healthy mind, a natural body, and abso- 
 lutely healthy and natural sentiments toward life are the general product. No work in 
 America promises more for its future than the thorough education of its girls. 
 
 But woman's part in public-school education has its greatest manifesta- 
 tion, at the present time, in the large number of women teachers in the public 
 schools. In 1880 the percentage of women teachers was 57. In 1903 it 
 had increased to 74; and we naturally ask why this has come about. I 
 venture one suggestion. At one time in the history of teachers the only 
 equipment necessary was a certificate. If an applicant before a board of
 
 Superintendence] WOMAN'S PART IX PUBLIC-SCHOOL EDUCATION 53 
 
 examiners maintained an average of 70 per cent., he was a teacher, and 
 nothing could prevent him if he could delude some weak board of education 
 into giving him a school. The time is not so far distant when physical strength 
 was of greater value to the schoolmaster than intellectual po^-er. It was 
 necessar)' for him to control and break the spirit of the biggest boy in his 
 room, or else he had not been a success. Experience has taught us that 
 this influence did not stimulate the pupil's respect for law and order, but 
 destroyed it. But there came a change in the sentiment of the public; they 
 began to wonder if there was not some other way to reach children. Here 
 and there a slight little woman would succeed in a school where a strong 
 man had been employed and failed. By moral suasion, by studying the boy, 
 by giving her woman-nature full sway, she would capture the boy's heart, 
 perhaps touch his pride, secure his co-operation, stimulate his gallantry — 
 in a word, win him. Educators and the thinking public at last reahzed 
 that woman's way was the best way of reaching children. 
 
 At this period moral suasion supplanted the birch whip. The sentiment 
 of the pubUc became so strong against physical punishment that laws prohib- 
 iting it were placed upon the statute-books of a number of states. The 
 teacher, in preparing for his calling today, does not have to measure his 
 professional value by his ability to administer corporal punishment. The 
 teacher of the present, who makes a success of his work, loves it. He studies 
 and trusts his pupils, and by that very faith wins their love and confidence. 
 He has an understanding of and sympathy with child-life, and he has tact 
 to manage it. 
 
 The teacher must also have the ability to discriminate. The doctor, 
 as he goes about his practice, cannot send out a general prescription to apply 
 to all cases; he must have the skill to discriminate. The commercial man 
 who is a successful one must study his men; he must approach them in as 
 many different ways as there are minds; he cannot commit a speech and 
 repeat it to every business man he may approach; he must have the acutc- 
 ness to discriminate. The nurse who goes into a sickroom fully determined 
 to put into effect the theories she has learned, without considering whether 
 the case is one of tyjjhoid fever or a critical operation, will soon find out 
 that .she has mistaken her calling; she, too, must have the quality of dis- 
 crimination. The teacher is no exception to the general rule, lie must 
 surpass the others in tact; he must have the ability to I'iihI out cadi diild's 
 individual make-up and temperament; he must discover tlie avniiie thru 
 which he may influence him; he mu.st reach down and interest tlir (hiM 
 mind; he (an lift it up to his own mentality only as he leads it on, year after 
 year. This requires a comprehension of childhood; and woman's naliue 
 fits her peculiarly to enter into a sympathetic relationship with ( hildren 
 and to teach them proj)erly. 
 
 Hut the business man complains of lack of confideiue and individuality 
 in our city-taught bcjys. Educators themselves arc somewhat disturbed
 
 54 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 over the apparent shortcomings. Some of them give as a reason that there 
 are too many women teachers in the city schools, and that boys, as they enter 
 the adolescent age, need, in greater degree, mascuUne influences. I believe 
 this is true ; but that does not prove anything, because the average boy at 
 that age is in the high-school work and comes under the direct influence of 
 both men and women. In substantiation of this it is a fact, interesting to 
 note, that out of a canvass of the 60 grammar buildings in Cleveland, the 
 average age of the graduating classes of 1905, or 3,222 grammar pupils, 
 was found to be 14 .03 years. There was only one building where the average 
 age of the class was 15 years. In 23 buildings the average age was 13 +, 
 and in the other 36 buildings the class age average was 14 + . 
 
 It is in the cities that there is complaint of a lack of individuality among 
 pupils; but I beheve this is not because there are so many women teachers, 
 but on account of the close organization and the lack of freedom for each 
 teacher to work out his own problems. Technical training is the foundation 
 of a teacher's work, but it depends upon his individual interpretation and 
 application of that training whether or not he shall succeed. I believe that 
 it is the teacher, irrespective of sex, who goes on, year after year, surrounded 
 by limitations and restrictions, that makes him little more than a machine 
 to grind out so much work per day, that fails to create individuality in pupils 
 or instill into boys any vigorous manhood. 
 
 But it is not only as a student and teacher that woman has a part in 
 public education, but as a patron also. We cannot get far in advance of the 
 people in any movement; and so, if we would secure the best equipment 
 for our public schools and the greatest benefits for the youth who attend 
 them, we must keep the patrons alive to their needs. 
 
 It is the duty and mission of the school to develop a child, but the greatest 
 work lies in bringing him into harmony with the community interests in 
 which he lives; and I believe this can be done by correlating the work of 
 the home and the school. No teacher can do this, however, unless she has 
 the cordial interest and support of the parent. It is to be regretted that 
 so few fathers have an opportunity to familiarize themselves with the daily 
 working conditions of the schoolroom. The average father is absent from 
 home during the hours that the school is in session ; he is usually so engrossed 
 in the efforts of securing ways and means that the work of straightening 
 out the "tangles" fafls to the mother. This fact brings her into close touch 
 with the teacher and the schools, and makes the mother a factor as a patron. 
 
 Realizing the benefits, to their children, to be derived from this contact 
 of mother and teacher, "mothers' clubs" exist in almost every school district 
 in many cities. These clubs study and discuss many questions pertaining 
 to children, and co-operate with and support the teachers in carrying out 
 their plans for better and broader results. 
 
 In our own city of Cleveland the women are thoroly alive to the interests 
 of the schools. Besides mothers' clubs, there are other organizations of
 
 Superintendence] WOMAN'S PART IN PUBLIC-SCHOOL EDUCATION 55 
 
 women that contribute to their welfare. The Needle Work Guild, thru 
 information obtained from the principals of some of the poor districts, each 
 fall furnishes a change of underwear, stockings, and other necessaries to 
 needy children, so that they may come to school in a presentable and cleanly 
 manner. The Denison Patrons' League is an organization composed of 
 the patrons of the school. Its officers are the leading citizens of the commu- 
 nity. The league furnishes four free entertainments or lectures each year 
 in the auditorium of the school building to the parents of the district, at 
 which are discussed the relationship of the home and the school. The Free 
 Day Nursery and Kindergarten Association supports four summer yacation 
 schools, and by their interest and effort stimulate the carrying-out and enlarge- 
 ment of the work. The Daughters of the American Reyolution appropri- 
 ated a sum of money the past winter and gaye, in conjunction with the school 
 authorities, a series of patriotic lectures in the school auditoriums, where 
 the population was largely foreign. The title of the series was "The Story 
 of America." It was giyen in simple English, and supplemented with stere- 
 optican slides and patriotic music. This work was a grand success from 
 eyer>^ standpoint. These are only a part of the numerous efforts of Cleye- 
 land women in the interest of good schools. Other cities are working along 
 similar Hnes, and it will only be a matter of time when the work of woman 
 as a patron will be considered an essential part of eyery successful school. 
 
 But it is equally important that woman should have representation in the 
 administratiye department of our public schools as in the educational. Far 
 be it from me to say that all women are fitted for school-board members, 
 or that a woman should be upon every board for the sake of haying a worran. 
 But I do belieye that the right woman should be upon every board, whether 
 in a large or small system, because broader results will be obtained by adding 
 the wf)man view-point of school administration; because the right woman, 
 when it comes to children, is unselfish and has no interests which supersede 
 those of the child ; because the interest of the teacher and patron can always 
 have expression with a woman representative upon the administrative board. 
 
 Two of the distinctive features that mark the services of women upon 
 school boards are their close attention to detail and their willingness to hear 
 the patron's side of the question. The j)ublic schools are the closest to 
 the people of all public institutions; and thru the members of its .school 
 board only can the people have representation. I therefore consider this 
 public .service and clo.se attention to detail splendid (jualiluations for any 
 member of a school board, and especial qualiluations fi)r wt)men. The 
 public has poor service from a member of a i)ul)lic board who, willing to 
 sacrifice himself for the dear |)ublic before eledion, after election places 
 him.self upon a pedestal and draws the "awful (in le" about himself .so tliat 
 no one can approach him. Women members are interested in the cjuestions 
 of hygiene and sanitation, and especially in tho.se (juestions of education 
 which carry with them moral influences which go to make better boys and
 
 56 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 girls. The married women serving on school boards, as far as I have been 
 able to learn, are women who have had years of contact with children. The 
 one experience which makes a mother valuable is that she has gone thru 
 that period of rearing her children, studying their natures, sympathizing 
 with their weaknesses, and realizing their worth. By this time what she 
 knows about children is not "theory," but experience; and if she is an edu- 
 cated, broad-minded woman, she can do much good in addition to being 
 a fond mother and grandmother. The unmarried women who have been 
 upon school boards are those who have dealt with children in a large way, 
 and on account of that experience are quite as valuable. 
 
 In order that I might not discuss this part of my subject from a theoretical 
 standpoint, I have written to prominent citizens in several cities where women 
 are serving upon boards of education, and asked for opinions in reference 
 to the value of their services. The answers received show not only that 
 these women are acceptable members of their respective boards, but that 
 they are rendering special, and almost invaluable, service to the schools 
 because they are women. I give a few extracts : 
 
 In speaking of the woman who is a member of the board of education, 
 the commissioner of schools at Rochester, N. Y., says: 
 
 She has made a constant contribution of suggestions and intelligent discussion equal 
 to that of any other member; she has done more visiting than all the other members 
 together. She has interested herself in the music, decoration, and sanitation of the schools, 
 and has brought to these subjects an experience, good taste, and special knowledge which 
 are quite exceptional. She has been greatly interested in all that concerns the teacher, 
 and by her remarkable gift as a public speaker she has been a force in the discussion of 
 school questions at meetings of parents — a work of education of public sentiment which 
 has made the progress of our schools possible through steadfast popular support. I 
 doubt if her knowledge in the matter of selecting supplementary reading for children is 
 surpassed by that of any other woman in the country. 
 
 Another writes as follows: 
 
 Of the two women members at Warren, Ohio, one has been for a number of years 
 at the head of the building committee, with excellent results, and the other has been chair- 
 man of the teachers' and text-book committee. The first work they did was to renovate 
 the schoolrooms. At the end of the first year that these women were on the board the 
 city board of health, in making its report to the state, spoke of the splendid sanitary con- 
 dition of the school houses and gave the women of the board the credit. 
 
 The member at Grand Rapids, Mich, is serving her tenth year upon 
 the board. In these years she agitated for manual training until it was 
 established in the grammar grades. She has been chairman of summer- 
 school work, and it is considered a success from every standpoint. She 
 was a teacher, is a mother of children now in school, and is thoroly in sym- 
 pathy with the work of keeping the patron interested in the school. She 
 is independent in her thought and action, and I should say, from the splendid 
 commendation of her I have received, that the public of Grand Rapids feel 
 that she is one of the most valuable members of the board.
 
 Superintendence] WOMAN'S PART IX PUBLIC-SCHOOL EDUCATION 57 
 
 Toledo, Ohio, boasts for the first time of a woman upon its board, and 
 the following are extracts concerning her work: 
 
 She has brought about a better feeling between teacher and parent by giving one after- 
 noon a week to hear the patron's side of the question. She is more earnest and conscien- 
 tious than most of the members of the board, inasmuch as she has "no ax to grind." 
 She is conscientious and independent in her action, as has been demonstrated in several 
 instances, but always yields gracefully when defeated. She is doing fine work, and has 
 the admiration of the board and community for her splendid poise and tact. 
 
 Cleveland has had a woman on the school board for ten years. The 
 first one found the board renting rooms over saloons to reheve the over- 
 crowded condition of the public schools. She protested; they insisted. 
 She threatened to call to her aid the pubHc press; and never since then has 
 such a thing been proposed. These women advocated and advanced the 
 departments of kindergarten, manual training, and domestic science, and 
 were the ardent .supporters of the present-day Deaf School. They also did 
 much toward abolishing the use of basement rooms. 
 
 The member who served upon the board from 1901 to 1903 was a success- 
 ful business woman, having large business interests of her own. These 
 women, who were upon the Cleveland board from 1894 to 1904, were women 
 of education and had had an experience with children, either as mothers 
 or as teachers. They were conscientious and enthusiastic, and always for 
 whatever seemed to be for the best interests of the children. So efficiently 
 have these women served the public that I believe it to be the fixed policy 
 of the people of my own city to keep at least one woman on the board of 
 education. 
 
 This question of woman's part in puljlic education is no longer unsettled. 
 It has been demonstrated in many cities that she has a part in the admini- 
 strative department as well as in the educational. It is only a matter of 
 lime when every community will realize its importance, and when every 
 superintendent will urge that he be given this aid. When this time comes, 
 one woman — the right woman — will be a member of every board of 
 education, whether in a large or small city. 
 
 In a little drawer in my desk is a daguerreotype picture of a woman. 
 It is an old picture, taken [)erha[)s in the forties. The shawl that covers 
 the shoulders of the subject is an old-style Paisley and the bonnet would 
 be an heirhjom today. The hair — jet-black — is parted in the middle and 
 is carefully smoothed upon the forehead. It is a |)Iain face, but to me beau- 
 tiful — beautiful to me because it is the face of my mother. As I sit and look 
 at that picture it recalls to me the influence that has come down the years 
 and molded my life. But the devotion, the patience, the sacrifice, that shine 
 ffjrth from the fare of that daguerreotype picture are as old as woman herself. 
 It is this spirit f»f love and unselfishness that is needed everywhere today. 
 It shoulfl permeate our commercial and business life, and should enter into 
 the public education of every (hild, to flu- end that he may become a better 
 citizen ancl a more lovable neighbor.
 
 58 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 When this moral element shall become a permanent influence in our 
 pubUc schools, health will supersede discipline; the heart will lead the will; 
 knowledge for knowledge' sake will give place to knowledge of life and its 
 human relations; and industrial and political strife will be gradually elimi- 
 nated by the brotherhood of man. For, after all, what is the purpose of 
 education ? Is this life a wager to see how much information can be accu- 
 mulated and stored in the human brain; or, rather, is it a grand privilege 
 to study and understand our relations to God, to nature, and to our fellow- 
 man ? To set a lower or a narrower standard for the public schools of our 
 country is to deprive our youth of the best elements of good citizenship and 
 to lessen their opportunities for a higher life. 
 
 WHAT KIND OF EDUCATION IS BEST SUITED TO BOYS? 
 
 REUBEN POST HALLECK, PRINCIPAL OF BOYS' HIGH SCHOOL, LOUISVILLE, KY. 
 
 I hope to see an end to debates on the question whether one sex is superior 
 to the other. One might as well debate whether the existence of the lungs 
 or of the heart is the more necessary to life. We do, however, feel that our 
 mothers differ from our fathers, not as two individuals of the same sex, but 
 that there are striking intellectual and emotional differences. We feel glad 
 instead of sorry that our mothers differ from our fathers; but if anyone 
 dared raise the question of the inferiority of our mothers, the first impulse 
 of American manhood would be to answer that question with a blow, and 
 the more our mothers differ from our fathers, the harder would probably 
 be that blow. 
 
 Some have said that there can be no more "male" or "female" education 
 than "male" or "female" literature. Ask any intelhgent hbrarian, who 
 selects reading for adolescents, if he does not recognize differences of sex 
 in making up his reading-lists, and if he might not call books on big-game 
 hunting and adventure "male" literature. Some objectors frankly grant 
 that there is a difference, but they say: "Educate both in precisely the same 
 way, and you will find that they will assimilate only what their difl"erent 
 natures and instincts prompt, just as two vegetables growing side by side 
 will absorb only the elements which each needs." Would any agriculturist 
 claim that it would be wise to give different vegetables exactly the same 
 fertihzer ? Could he not rightly claim that one might need more potash, 
 the other more ammonia ? Suppose ammonia was used on potatoes, and 
 they absorbed no more of it than their nature permitted, would there be as 
 many and as large potatoes as if the necessary potash had been provided ? 
 Might not also a certain amount of the ammonia be wasted ? 
 
 If the two sexes differ emotionally, intellectually, and physically, it can 
 hardly be unwise or unscientific for education to recognize whatever differ- 
 ences exist. Boys will never receive the best education, so long as they
 
 Superintendence] KIND OF EDUCATION BEST SUITED TO BOYS? 59 
 
 » 
 
 are taught chiefly by the opposite sex. The majority of the members of 
 the Moseley English Educational Commission, who inspected American 
 schools, said there was occasion to view with alarm the growing preponder- 
 ance of women teachers. Professor Henry E. Armstrong, F.R.S., says in 
 their report: 
 
 To put the matter in very simple terms, it seemed to me on the occasion of my former 
 visit — and the impression was confirmed during my recent visit — that the boy in America 
 is not brought up to punch another boy's head, or to stand having his own punched, in 
 a healthy and proper manner; that there is a strange and indefinable feminine air coming 
 over the men; a tendency toward a common — if I may so call it, a sexless — mode of 
 thought. 
 
 Some of the members of this commission said there was a marked contra- 
 diction in the liberality of Americans in erecting and equipping magnificent 
 school buildings, and their parsimony in refusing to pay good men teachers 
 enough to instruct their children. Some say that it is better to employ first- 
 rate women than third-rate men. The only possible answer to that reply 
 is that it is better to employ first-rate men as well as first-rate women and 
 to pay a first-rate price for all who train American manhood. Our pco[)lc 
 are slower in educational reform than in getting improved machinery, but 
 when we once do reahze the importance of the highest type of men teachers, 
 the money will be forthcoming. One boy, as a result of better teaching, 
 may, thru his inventiveness and superior grasp of a business, give employ- 
 ment to thousands of people and make the money spent for high-grade mascu- 
 line teachers the best possible investment for the commonwealth. Of course, 
 it goes without saying that we should have just as many women teachers, 
 and of an equally high grade. At present there is not much but the mis- 
 sionary spirit that will impel our best young men to become and remain 
 secondary teachers. There are now many such missionaries among our 
 high-school instructors, but many years' experience leads me to express 
 the opinion that only third-rate men, if influenced by strictly utilitarian 
 inducements, can aff^ord to remain teachers in the overwhelming majority 
 of our high schools. 
 
 In the name of the boy, I protest against the tendency to discourage 
 honest rivalry in the school. I doulH whether too much rivalry is necessary 
 or desirable for girls. This question, however, is one for women and evolution 
 to answer. With men, life is a contest; and fortunately most boys love a 
 contest. Tho.se who do not must drop to the rear in tlic struggle for exist- 
 ence. That tremendous struggle, which results in the survi\al of the fittest, 
 and the con.sequent improvement of plant and animal ;iih1 thought product, 
 must continue if life is to progress. It is not the true masculine s|)irit which 
 says: "Never have honors in a .school. Never |)it two individuals t)r sides 
 against each other. Never inquire whether John can do better work than 
 William, but only whether John's pre.sent record shows any improvement 
 over his past." If a school for boys is to be condu(te<l on this basis, it will
 
 6o NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 be run out of harmony with the laws of Hfe. If a member of your family 
 had to undergo a grave surgical operation, would you employ Dr. Brown 
 because his record of fatalities was decreasing, or would you ask for the 
 services of Dr. Robinson who had only half as great a death record ? I 
 know the manager of a manufacturing plant who in two years lost 12 per 
 cent, on the capital stock. Altho his second year was slightly better than 
 his first, the directors said to him when he argued this improvement : 
 
 You forget that we are in competition with other factories in this country and 
 
 abroad. You forget that these losses will force us to close the factory, throw our 
 
 workmen out of employment, and cause their children to cry for bread. We shall 
 look for a better manager. 
 
 The advocate of a less masculine type of education says: "Contests 
 develop an unsocial spirit and cause hard feelings. For this reason, if for 
 no other, we must avoid them." So Governor Folk was wrong in developing 
 unsocial feelings among the St. Louis grafters ! So WiUiam Travers Jerome 
 must be asked not to twist the tail of the Tammany tiger! So even our 
 own David fighting the Gohath of trust and railroad discriminations must 
 be ordered to take the stone out of his sling! So contests are unsocial and 
 must be avoided! Shades of our Puritan and Virginian ancestors! Who 
 wants to be social with the devil ? So long as evil exists in its myriad forms, 
 we must develop fighters. The trouble with America today is not that there 
 are too many fighters, but that there are too few Folks and Jeromes and Roose- 
 velts. A keen German critic says: 
 
 Their amiable good nature is, in a certain sense, the great virtue of the Americans; 
 in another sense, their great faih'ng. It is actually his good nature which permits him 
 everywhere to overlook carelessness and crookedness, and so opposes with latent resist- 
 ance all efforts at reform. 
 
 Modern psychology has taught educators to build on the instincts of the 
 young. A strong instinct of boyhood, as well as a prime requirement of 
 manhood, is this joy in honest rivalry. A boy's nature responds quickly to all 
 contests which determine the best fellow, whether in running, jumping, shoot- 
 ing, speaking, computing, or in any branch of physical or intellectual achieve- 
 ment where a boy cares to excel. One of the most valuable parts of the 
 curriculum in our high school is the reading-aloud each morning for fifteen 
 or twenty minutes to the assembled school. In order that the tastes of the 
 teachers may not be too strongly superimposed upon the boys, we some- 
 times allow them to choose what they will hear. They almost unanimously 
 prefer a bull-fight to a love-story, a Kipling poem of blood to a Tennysonian 
 idyll, a wild tale of war and trial to one full of sentiment and analysis. Some 
 people not only think that such a choice proves the total depravity of boys, 
 but even sigh that the boys are not all girls, and then go to work to make 
 them girls as fast as possible. Now I, for my part, think that if the boys 
 had decided differently, there would have been need of a doctor. It is use- 
 less to bewail Huxley's dictum that what has been decided among prehistoric
 
 Superintendence] iT/ATZ? OF EDUCATION BEST SUITED TO BOYS? 6l 
 
 protozoa cannot be annulled by act of Parliament, or to grow impatient 
 because we must start from a boy's present self and from the dominant inter- 
 ests of boyhood to climb to the heights of courageous and altruistic manhood. 
 It is only by appealing to the naturally strong instincts of the boy that he 
 can be truly led to nobler instincts by the only sure tether of the heart-strings. 
 I shall never forget the morning that one of our instructors — a manly, athletic 
 fellow, admired by all the school — read aloud Davis' "Bar Sinister." The 
 dog-fights won the hearts of the boys. Their interest was alive, their emotions 
 were mobile, so that when the moment came for the strong, clean prize dog 
 either to desert his old mother, dirty and only a cur of the streets, or to save 
 her by a fight to the death, the boys, one and all, were moved to pity, love, 
 tenderness, and even heroic impulse, by the brave fight of that dog hero. 
 
 A study of heredity and evolution reminds us of the savage methods 
 adopted by nature to achieve her ends. To improve a species, all weak 
 members must go. To make sure that one individual may survive, a milHon 
 are born and perhaps sacrificed. There is no compromise, no consideration 
 for the unfit in the biological world. The Spartan abandoned his weak 
 child on the mountain side. For the last nineteen hundred years the indi- 
 vidual has been slowly rising, until today his rights are sacred. Sometimes 
 the most fit in our homes are physically the weakest, those who stand most 
 in need of our protection. In the education of boys, therefore, along with 
 masculine aggressiveness and initiative should be developed a spirit of tender- 
 ness and a desire to protect the weak. The successful protector must be 
 strong and resolute, and not easily intimidated; hence courage, strength, 
 and the power to fight must be present in the protector. It is today the 
 strongest nations that are kindest. If a stop is to be put to the mutilation 
 and enslavement of those wretched natives of western Africa by Portugal 
 and Belgium, the interference must come from a nation at once strong and 
 aggressive and tender-hearted. 
 
 One of the great influences which for thousands of years have heli)cd 
 to develop sympathy and tenderness in the Aryan race is being rapidly lost 
 to this generation. I think that over 60 per cent, of the members of this 
 Association who are now over forty and who have achieved the most, have 
 had some training on a farm, and have consequently come into close contact 
 with domestic animals. These poor creatures must be numbered among 
 the greatest teachers that have hel[)ed to raise humanity to a fully civilized 
 state. If one of our early Aryan |)r()genitors treated his domestic animals 
 brutally or even carelessly, he could not succtiii l)('>idr his more compas- 
 sionate neighbor, who watched them as if they were his diildren, and who 
 (arried the helpless lamb home in his arms. The.se domestic animals have 
 helped to give woman her [)eculiar (jualities, becau.se it was she who first 
 atta( hed them to her home, trained them, and cared for their helpless young. 
 In return for this service, the domestic animals have given to woman a patience 
 and a tenderness half divine.
 
 62 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 We must not today lose the services of these animals as teachers in any 
 case where they can be retained. The trolley is making suburban and country 
 life easier, and it will give us back some of our lost teachers. It would 
 be a partial education for every boy to own at least one domestic animal, 
 and to care for it entirely, at first under proper supervision. I remember 
 when as a young boy I learned one of the greatest lessons of my life. I found 
 one of my own little chickens beaten down by a hard rainstorm and feebly 
 gasping for breath. I took that chick in my hands, ran with him to the house, 
 wrapped him in flannel, and laid him by the hearth-fire. In about half 
 an hour, which seemed an age to me, I heard the little fellow say, "Peep, 
 peep." I gave him some warm food, and as the helpless fellow nestled 
 against my hand, I realized that I had saved him, and I felt the absolute 
 luxury of protecting the weak. I doubt if any man who suddenly made a 
 million dollars ever felt the thrill of a keener pleasure than I then knew. 
 Today I thank every domestic animal that taught me in my boyhood days — 
 every chick, kitten, dog, calf, or colt, that needed my care and protection, 
 that shared my companionship, and that gave me ghmpses of that ineffable 
 beatitude which has come to me only when I have protected the weak and 
 helped to raise the fallen. 
 
 To guard against a purely pedagogical treatment of the education of 
 
 boys, I recently wrote a large number of letters to business men in various 
 
 parts of the United States, asking what education should be given to the 
 
 rank and file of boys, preparatory to successful business of any kind. The 
 
 rephes laid the most emphasis on the abihty to write, speak, and spell the 
 
 English language correctly. One large corporation said: 
 
 We notice that slovenly penmen are usually lacking in system, accuracy, and careful 
 
 methods generally Public speaking and debating ought to be a prominent part 
 
 of the course in every high school for boys. 
 
 Arithmetic was next stressed. A Louisville corporation informed me that 
 a graduate of my school was refused an excellent place because he did not 
 make well-formed, legible figures. Geography, manual . training, and 
 history were declared important subjects. Some manufacturers said that 
 every boy who expected to be promoted should also know something 
 of physics and chemistry. Another insisted on adding geometry, which 
 he said should come before algebra. The majority emphasized the im- 
 portance of the high-school course. "It enables boys to grasp more 
 quickly the problems which confront them." The following expression 
 of opinion would represent not unfairly the attitude of the leading men of 
 affairs thruout the United States: 
 
 The more education a boy gets, the more apt is he <•: discover short-cuts and avenues 
 of saving that an ordinary mind simply will not address itself to. 
 
 The most interesting feature of these rephes was the emphatic expression 
 of opinion by certain great business corporations that culture studies are 
 of vast importance for boys. This changing opinion deserves attention at
 
 Superintendence] AV7VZ? OF EDUCATION BEST SUITED FOR BOYS? 6 
 
 v) 
 
 the beginning of the twentieth century. I wrote the Baldwin Locomotive 
 Works, a corporation which has about 20,000 employees, to learn its position 
 in regard to culture studies, and I received the following reply under date 
 of January 17, 1906: 
 
 Our ideas in general are that, no matter what may be his subsequent career, it is 
 important for a boy to quaUfy himself with the broadest and most thorough education 
 possible within the time at his command. The more thorough his mental discipline, the 
 more complete his kn.>wledge of mathematics, the classics, natural philosophy, and other 
 general branches, the better is the foundation on which to build the special knowledge 
 requisite for the specific field which he may decide to enter. 
 
 It is in accordance with this view that we do not recommend manual 
 training as an education for a boy intending to choose mechanical pursuits 
 for his hfe-work. We feel that the time which manual training takes from 
 study of the broad foundation branches above mentioned cannot, except 
 at greater labor and cost, be regained later in hfe. When he enters the mechani- 
 cal pursuit, his whole mind is concentrated upon it, and he can then 
 achieve in a few weeks or a few months progress that which is more 
 practical and more valuable than the smattering of mechanical knowledge 
 obtained in a training school. 
 
 Following the same principle, we should perhaps take a directly contrary view, were 
 the boy to adopt a career outside of mechanics, because then the mechanical training 
 would tend to broaden his faculties and increase his powers of observation, constituting 
 a form of education not likely to be obtained during his later career. 
 
 For one of the greatest of the so-called soulless corporations of the world 
 to insist on the value of culture studies for its ordinary apprentices marks, 
 let us hope, the beginning of a new epoch. Let us remember that we shall 
 have to search longer than Diogenes to find a middle-aged man who will 
 bless the parent, teacher, or school official who, by argument or otherwise, 
 deprived him of the chance of taking culture studies and of receiving enjoy- 
 ment therefrom. Certainly those who have experienced the quality of enjoy- 
 ment that can come only from culture would be the la.st to exchange it for 
 a few more dollars and cents. If by a study of astronomy the boy can get 
 more pleasure from looking at the heavens, then let him study a.stronomy. 
 Even the average workman does not limit his purchases to what is strictly 
 I)ra( ti<ai. lie demands wall-jiaper and pictures for his home. 
 
 .Ml that we can give boys advantageou.sly is such general training in the 
 foundation subjects, such power of initiative, such general culture and moral 
 development, that they can face and solve the most varied ])roblems. A 
 boy almost always finds that his arithmetic never (luitc fits the s|)ecial busi- 
 ness that he enters. Wholesale dealers wrote letters to me complaining 
 that boys do not at first (juickly know "the equivalent in units of 3/144 of 
 a gross, 5/12 of a dozen, 3/20 of a thousand," and that they are j)U//Ied 
 "in figuring discounts based on percentages." Business men have no right 
 to c.\pe( I tliat boys will ( ome to them adepts in such s|)ccial lines of figuring, 
 but Ihcy may ju^tly demand that the boys shall have had .sufficient mental
 
 64 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 training to learn how to do quickly what is required. A young tanner, who 
 took chemistry in college, told me that he wished he had studied a different 
 kind of chemistry for his business. Most of us have made the discovery 
 that college did not fit us exactly for anything. I think school and college 
 did a large part of their duty if they enabled us to fit ourselves. We are at 
 last slowly learning the truth that special mastery in any business must come 
 largely thru one's own moral and intellectual power to acquire the needed 
 knowledge in connection with experience. Josh Billings was correct in saying: 
 "Success don't consist in never makin' blunders, but in never makin' the 
 same one twict." 
 
 We could so train a boy that he would be as accurate as an almanac 
 along given lines, but he would soon be a last year 's almanac. Our national 
 census shows that large numbers are forced to change their occupation. 
 Business men say that you cannot run a business today as it was conducted 
 five years ago. I think that men of affairs will gradually agree with the 
 opinion that education should not early in life cut too deep and unalterable 
 a channel for the stream of thought and action, but should enrich and increase 
 the volume of the stream, leaving the exigency of business life to direct 
 the course. 
 
 Foreigners say that of Americans of the generation now passing, those 
 brought up on the farm, have led the world in three respects — ^in the power 
 of initiative, in the habit of relying on themselves, and in will-power. I 
 believe that a dechne in the initiative and self-reliance of our boys has already 
 set in, and that it is the duty of every superintendent and principal to ask: 
 "How can my school be so conducted as to increase the spirit of initiative 
 and self-reliance ?" I believe that every one of our schools can be improved 
 in this respect. 
 
 My experience with the boys of my own school leads me to believe that 
 under present conditions the open-air playground is one of the very best 
 agents to develop initiative, self-reliance, and the social side which makes 
 these quaUties valuable. My boys thru their own exertions secured an 
 entire square of land four blocks from their school in the heart of the city. 
 They fenced this in, laid out a running-track, tennis courts, baseball diamond, 
 and football gridiron, and also built a clubhouse. Almost everything con- 
 nected with this park seems to develop self-reliance and social qualities as 
 well as initiative. Since the dechne of agriculture and of Ehzabethan vari- 
 ety in England, the Enghsh have rehed largely on their playgrounds to keep 
 the peculiarly Anglo-Saxon qualities from atrophying. Wellington said that 
 he won Waterloo on the playgrounds at Eton. A member of the Moseley 
 Commission expresses surprise that the Americans "are not yet alive to the 
 excellent opportunities for work which the playing fields afford," and he 
 adds that no amount of physical training under cover can "ever be a 
 satisfactory substitute for free spontaneous play." 
 
 I have heard educators wrangle by the hour over the question whether
 
 Superintendence] X/7VZ? OF EDUCATION BEST SUITED FOR GIRLS? 65 
 
 knowledge of one subject confers any power to deal with subjects outside 
 of its immediate domain. There is one kind of training, however, which 
 fits every business of life equally well. Moral power can be used to attack 
 any of the duties of life, no matter how dissimilar. The United States sen- 
 ator, the life-insurance president, and the plumber ahke need moral training; 
 but this is precisely the training which lags farthest behind. Intellectual 
 culture has substituted more refined and intricate ways of wrong-doing for 
 the clumsy, repellent methods of a thousand years ago. Robbers once 
 held the feet of their victim to the fire to make him give up his property. 
 Now we have the intellectual adroitness necessary to plan stock reorgani- 
 zations, to juggle expense accounts, and to bribe commonwealths. Great 
 corporations have said, in reply to my questions, that they are now more 
 than ever before demanding that everyone who is placed in line for promo- 
 tion shall have character and moral backbone. If they temporarily waive 
 this requirement, they say that experience has taught them that they are 
 providing future trouble for themselves. 
 
 Boys will show the most rapid moral improvement only under the inspir- 
 ing influence of the best teachers, who keep them marching forward to the 
 music of noble ideals, until that way of marching has become a habit, and 
 a change would cause, not only inconvenience, but positive sutTering. To 
 his dying day, George Washington said: "The mystery of my life is how 
 Benedict Arnold, American born and bred, could have become a traitor." 
 Let us educators stress the moral side of our work, until we can say: "Our 
 boys may go wrong, but we have trained them so that the first start in that 
 direction will be as unnatural as the love of death." 
 
 WHAT KIND OF EDUCATION IS BEST SUITED FOR UIKLS? 
 
 MI.SS ANNA J. HAMILTON, PRINCIPAL OF SEMPLE COLLEGIATE 
 SCHOOL, LOUISVILLE, KY. 
 
 The answer to the cjue.stion, "What kind of education is best suited for* 
 girls?" caonot be the .same in detail for two successive generations; yet 
 the work of each generation is a movement toward the fultinment of a higher 
 civilization. 
 
 Each age carries its own demands, and in order to live successfully the 
 life of the day in which one finds one's self, it is ncces.sary to ri.se to these 
 demands. Conditions of life for women have changed so rapidly that it 
 has been a flifficult task to keep pace with the.se conditions in tlic preparation 
 for life. So long as woman was held as a .slave, valued for her lal)or or for 
 pleasure, all the education she needed was .such as rendered her a strong 
 and healthy animal, capable of manual labor, or such as fitted her to l)ecome 
 a graceful and fascinating plaything. 
 
 When she took her rightful place as wife and mother, her vahialion was
 
 66 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 much the same as in the earlier period, according to her physical fitness for 
 these duties, different races having slightly varying ideas of fitness. What- 
 ever these ideas, however, it behooved the relatives of the girl to see to it 
 that she answered the requirements. This was her education, for it was 
 her preparation for Hfe. 
 
 With advancing civihzation, woman rose to an honored place in the 
 family life. She became the genius of the home, the guide and teacher of 
 her children, the true helpmeet of her husband. Still her life was compara- 
 tively simple. She was supposed to know by instinct how to meet these 
 obligations. Given a certain amount of natural intelligence, mixed with 
 womanly sweetness and devotion, and it was expected that time and expe- 
 rience would enable her to discharge successively all duties devolving upon 
 her. Except as a mother trained and prepared her daughter, there was 
 nothing that could be called education. All that the schools gave was a 
 much-diluted compound of the matter given to her brothers, plus a little 
 music, a Httle painting, and a little needlework — these last acquired by special 
 study with special teachers. 
 
 In the present day life is so complex, the demands upon women have 
 become so varied, that we certainly cannot, with any show of justice or 
 reason, suppose that natural instinct is sufficient to prepare her for her place 
 in Hfe. We expect that she shall retain the same power and sway in her 
 own particular field, with the added charm of a deeper intellectual and 
 spiritual development. We expect that she shall be the same loving and 
 devoted and self-sacrificing wife and mother, and fulfill these obhgations 
 more intelligently than did our grandmothers. In addition, her own intel- 
 lectual development brings to her a reahzation that she is not merely a woman, 
 but an economic factor in the onward movement and development of the 
 race. 
 
 To the ordinary duties, then, of wife and mother and housekeeper, she 
 must add those into which the exigencies of the times are pushing her — 
 namely, the duties of the wage-earner in the industrial and commercial world, 
 "and the coming duties of citizenship, a few of which she has already under- 
 taken. Here, then, is the call for an adjustment to a different and broader 
 life, tho still within the realm of the feminine and womanly. 
 
 Should we, as educators, fall in with this tendency, which turns the girl 
 away from home and toward the outer world ; or should we combat or coun- 
 teract this influence by making possible and desirable for her the more 
 distinctly feminine role; or should we, instead, recognize the age itself and 
 its need for the girl of today, and lend every effort to assist her in adapting 
 herself to it ? 
 
 According to economic values, our answer lies in this last thought — 
 that girl is best educated who is best able to meet along all lines the demands 
 of the age and country in which she lives. 
 
 America grew from a certain value, just as did the girl. It has passed
 
 Superintendence] JT/AAD OF EDUCATION BEST SUITED FOR GIRLS? 67 
 
 thru its struggle for freedom, into a nation-building era, thru this into a 
 period of literary' culture, and then into the stronger, wide-awake, indus- 
 trial-commercial era of the present time, which is not only bringing it enor- 
 mous wealth, but is making it recognized as a great factor with its neighbor- 
 nations. But, like the girl, it has yet another step to take. Some of this vast 
 wealth must be used for culture. It must have a general culture before 
 it can be called great, and this greatness can be reached only thru the indi- 
 vidual members of its commonwealths. So that, with all it has accomplished 
 in the buoyant temperament and aspiration of its youth, it must turn its 
 ambitions beyond the poHtical and industrial record of which it may well 
 be proud, and bend every energy to the culture period it must attain before 
 it can claim the highest admiration of the nations of the world. 
 
 This is the age, then, in which we must place our young womanhood — 
 a womanhood that draws its spirit from the same conditions as its country; 
 one that feels that it has the ability to train for the higher intellectual life, 
 for the industries and arts which will develop its powers and equip it more 
 thoroly for the duties of modern Hfe. It is a womanhood that wishes to 
 hold itself independent, so that it may preserve itself as sacred for the purpose 
 for which it was created, the right to hold itself as did Portia — "queen o'er 
 herself." Further, it is not a womanhood that offers competition to man, 
 but one that would assist man; one that asks of man his better manhood, 
 and a gentler courtesy that shall be instinct with the feeling that woman 
 is a peer, a comrade, a friend, a fellow-worker, a fellow-citizen; and with 
 the recognition that each is the complement of the other, working together 
 to fulfill the destiny of life. Such, then, is the spirit of the modern girl, and 
 such is the spirit of the time; and such must be the understanding of those 
 who have charge of the girl in the school of the present and tlic future. 
 
 This brings us to the question: How is the school of today prepared 
 to carry its obligation to the time and the training of the girl in such manner 
 as will fit her for the age? 
 
 The school has had its own life to live, and has had also its stages of 
 growth. From the log school of our earlier pioneer days to our graded 
 school (jf the present, our high schools, colleges and universities, our normal 
 schools, show something of the progress of its onward stride. In the estab- 
 lishment of international chairs in the United States, France, Germany, 
 and Italy the school may be .said to he entering upon its period of culliirc, 
 tho it has not yet fully adjusted itself to the ia|»i(l manh of .society. The 
 rea.son has been that it has been handicapjjcd by this very .society, by lack 
 of revenue, by its governing boards, and .sometimes even by its siii)erin- 
 Icndcnts, its f)rinri[)als, and its teachers; and it has often been its own worst 
 enemy in thrusting its internal troubles from one dejiartment of its own 
 .system to another, hoping thus to economize in point of time. In addition, 
 it has been made the burden-bearer of the home, and to some extent it must 
 carry part of the |)roblems of the church, ljccau.se of its better ()|)i)ortunity
 
 68 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 for contact with the child in point of time and influence. In spite of this, 
 it has waxed stronger and stronger with the years, and has filled a notable 
 part in the life of the nation. It has until recent years carried the one-type 
 school — ^the academic — one that confined its education entirely to the head. 
 Then came the time calling for an education of the hand as well, and 
 recognition was given to the extent of estabhshing commercial and manual 
 schools. 
 
 Now public opinion is trying to awaken school authorities to the fact 
 that their powers and their school funds are not being used to the best advan - 
 tage economically, and that our schools are not adjusting their work closely 
 enough to the trend of the time, and that there is a further need of school 
 division along the technical lines, and of a reshaping to meet the culture 
 problems which society is bringing to the door of the school for solution. 
 
 In a closer study of the school, we find evidences on every hand that 
 educators are coming to a realization that there must be a differentiation 
 at some point in the training given to boys and to girls. The question, how- 
 ever, as to the point at which the differentiation should begin, and to what 
 extent it should be carried, will depend upon the results of the investigations, 
 observations, and experiments that are already being inaugurated by our 
 educational scientists. In the meantime, however, the girl will continue 
 to meet the one standard in existence, and will take whatever she may need 
 to satisfy her present desires. 
 
 Woman has demonstrated her ability to take the standard of education 
 provided for the masculine mind, to complete with credit to herself the most 
 exacting university course. But, having done this, has she developed in 
 herself what was highest and best ? Is there not another self which cries 
 out for stimulus and direction ? Let the girl take as much of the intellectual 
 life as she will and as she is fitted for, but she yet needs some quarter of a 
 century's training along lines that are essentially her own. 
 
 The characteristic faults and weaknesses of girls are the results of woman 's 
 history, and that education which does not plan for the character-building 
 of our girls leaves out the keystone to the structure. If girls are disposed 
 more than boys to win their ends by artifices, it is because in the past that 
 was the only means at their command; if they are deceitful, it is because 
 deceit in the past was their only weapon of defense; if they are vain, it is 
 because man's homage put the highest premium upon physical beauty; if 
 they are too emotional, it is because in the past the woman who wept oceans 
 of tears over her small woes and fell into a swoon on the slightest pretext 
 was the type of heroine most admired. These faults have been ehminated, 
 to a great extent, by the slow process of evolution, but we can hasten the 
 end by encouraging ideas of straightforwardness, honesty, self-forgetfulness, 
 and courage, and, further, by building up ideals of strength and beauty as 
 found in the examples of feminine characters of the world who have stood 
 for the height of glorious womanhood.
 
 Superintendence] /r/iVZ) OF EDUCATION BEST SUITED FOR GIRLS? 69 
 
 An interesting study which Earl Barnes has made with regard to the 
 ideals of a large number of girls and boys shows a great dearth of womanly 
 ideals. Out of a group of Boston girls, when asked whom they would like 
 to resemble when women, 68 per cent, chose male ideals for emulation. Hardly 
 a woman in public life was mentioned, except Clara Barton and Helen Gould. 
 The reason for this is plainly to be seen. Our histories are full of the exploits 
 of men characters which arouse admiration and a desire for emulation, 
 and are lacking in the record of the lives of noble and courageous women. 
 We should endeavor in every way possible to supply this lack. Prowess 
 shown in war and conquest has appealed to our writers of history so much 
 more than the less ostentatious part which noble and self-sacrificing women 
 have played, that the Hmc-Hght has been thrown almost entirely u])on the 
 dramatic figure of the male hero. 
 
 Through Hterature we can do much to build up the right ideals, and 
 in the study of the great heroines of fiction we may beget in future years 
 the heroines of real Hfe. Classified courses in morals and ethics for our 
 elementary and secondary schools would do much to raise the quality of 
 the feminine mind. 
 
 That this mind may be able to do its best and most vigorous work, it 
 must have a body trained likewise. The pressure of our rushing nervous 
 life makes it more necessarv than ever before that the girl should have every 
 possible aid toward building up a strong body. Women naturally husband 
 and conserve their strength more than men, yet they do not systematize as 
 do men. We can raise the average health of the race only by raising the 
 health of the individual, and i)articularly that of the prospective mothers. 
 The schools can do much to encourage and provide conditions for healthful 
 activities in the way of play and manual exercise, as well as providing definite 
 instruction in physical culture. This is being done in many of our schools, 
 but it should be more generally and systematically done, as our indoor life 
 today makes our strength dependent upon artificial means. Ample gym- 
 nasiums and competent instructors should find a place in every school. 
 
 The f)|)portunity for out-of-door life ceases for thousands of girls at twelve 
 or fourteen years. Let them have as much air and ha{)])y outdoor activity 
 as pcssible in the grades. Much of this can be done in school gardens, in 
 park and field excursions, and |)ublic playgrounds. Tlic energy thus accu- 
 mulated will do much to develop resistive power when their lines of life fall 
 in shop or factory; and it will do much also to develoj) a clean, wholesome, 
 sane emotional nature, which is even more imj)ortant. 
 
 The instruction, now being given in many |jlaccs, in hygiene, diet, and 
 food values is a step in the right direc tion, and must in a generation have 
 an ap|)reciable e(Tc( t upon the tone of lu'alth of the masses. 
 
 By training along domestic lines in all the phases of tooking, sewing, 
 and housekee[)ing, might we not .somewhat check the tendency toward shop 
 and factory by giving the girl a scn.sc of power and capability in thi- home
 
 70 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 arts ? We love to do the things we feel ourselves capable of doing. Might 
 not the girl follow the line of least resistance and take up more easily the 
 distinctly feminine role ? At least, she will be the better prepared when 
 she is ready to undertake it. 
 
 Woman's reaction against limitation, and her eagerness to see and be 
 a part of life, are natural. Again, it is a part of her history, and is the result 
 of her repression period. Since the girl must have a part in the larger social 
 life, she must have a training for citizenship. There never has been a time 
 in the history of civilization that woman has not wielded a powerful influence 
 in matters of state. In the past, however, this influence was largely one of 
 intrigue and a dominance obtained over man, not so much by right and 
 reason as by the magic of personal charm, whereby she has many times in 
 history been the power behind the throne and caused a radical change of 
 administration. Again, witness the influence of the unquenchable fires of 
 passion as displayed in the part women have played in revolutions. Observe 
 the untamable spirit of revolt in the women of Russia at present, and how 
 woman's natural gift of silent, secret persistence in the direction prompted 
 by her heart has made her an element absolutely unimpressed by the iron 
 hand of despotism. Recall how in England, and in many places in America, 
 women have already become powerful allies in matters of state. Women 
 are by nature partisans, because they are led largely by their emotions; and 
 it is this very disposition to espouse a cause and to adhere to it, with or with- 
 out reason, which is her strength and her weakness; her strength, in that 
 it gives ardor and enthusiasm; her weakness, in that she is frequently led 
 by unreasoning impulse in directions which a more judicial view of the ques- 
 tion would forbid. All this shows the necessity of careful training for citi- 
 zenship, that the girl may not use lightly and carelessly this influence which 
 all must acknowledge. 
 
 An easy and interesting approach to the subject, and an adjunct to the 
 usually rather dry and uninteresting subject of civil government, can be 
 given in weekly or monthly discussion of current events — not merely local 
 questions, but international ones also being considered, since the tendency 
 of our time is toward internationalism. Enlist her interest in all civic ques- 
 tions; lead her to espouse the cause of right and justice, and to become the 
 champion of the weak and helpless ; to assert her prerogative of home-maker, 
 care-taker, and peace-maker; to realize that, while her chief responsibility 
 is toward the small circle immediately about her, she owes something to her 
 fellows; and thus develop in her a larger sympathy which will tend to develop 
 in her the impersonal side. 
 
 As woman has set the standard for beauty, she may also be said to be 
 most deeply appreciative of it. So we would have our girls trained in aesthetic 
 studies. Art and beauty are the outgrowth of surplus energy — energy that 
 has not been required to subdue material things, and hence can expend 
 tself in pure enjoyment. In our country the leisure class — that is, the class
 
 Superintendence] KIND OF EDUCATION BEST SUITED FOR GIRLS f 7 1 
 
 which will have the most surplus energy to expend in this direction — is not 
 a social class, but a sex class. It is the great body of women of the well- 
 to-do, tho not embarrassingly wealthy, class who are the leaders in art, music, 
 and general culture. 
 
 Art and music have been introduced into the school to increase the capacity 
 for enjoyment, and for higher thinking and living, and to give poise and 
 grace and content to the lives of our girls. In addition to the enjoyment 
 and culture derived from the study, it teaches the girl how to appreciate 
 the beautiful in foreign art, and to value whatever beginnings there may be 
 in her own country; and finally, in its general study and appreciation, thru- 
 out the country it fosters a taste which may lead later to distinctive art or 
 music creation, and which will develop the culture lacking at present in the 
 United States. 
 
 As woman enjoys hfe largely thru the emotional and personal side; and 
 as the social circle is her largest field of influence, we should give the girl 
 something of this atmosphere also. We can do this by creating a miniature 
 social world in school club or school society. Here she can measure herself 
 with her comrades, and find her strength and weakness. It teaches her 
 law and order and subordination of self, since caprice and self-assertion 
 can have no place when the good is not for the few, but for the greatest num- 
 ber. The club program offers an opportunity to use the studies of the school 
 in a new and larger relation, and from a closer and more individual view- 
 point. The responsibility necessary for the proper management of the 
 exercises of the hour will do much to train her for the later responsibility 
 which are sure to be her portion. 
 
 In following the girl thru the evolution of self in her relation to society 
 and school, we have found that she is just as womanly, just as feminine, 
 as the older type, yet in advance of that type in that her education and train- 
 ing have fitted her for the larger service of humanity. Nothing is more 
 beautiful than a refined, educated, cultured, sensil)lc, practical woman, 
 full of a great mother-heart for home and its problems, and for humanity 
 and its problems. It is in our power as educators to develop from the raw 
 material in our schools a product that will have in embryo this motlicr-cle- 
 mcnt, which in the following of its natural in.stinct will create a higher type 
 of home and society. 
 
 DISCUSSION 
 
 F. Louis Soldan, superintendent of inslrucliun, public schools, St. Louis, Mo. — 
 There are certainly sex ( liar.u teristics in education. Tlic ^irl baby learns speech 
 earlier than docs the Ixjy. The girls and the Ixjys show dilTerent lines of evolution. 
 Do you infer, for this reason, that separate education must be given to the two 
 sexes — separate in Knglish, physics, and so on ? To admit that wouM be to take 
 a wrong view of education, a view which we discarded long ago. Does it follow 
 that, because the two arc different, we must establish different types of education for the
 
 72 NA TIONA L ED UCA TIONA L A SSOCIA TION iLouisville 
 
 two sexes? Education is what you seek in response to your teaching; it is that reaction 
 on the part of the child which comes from contact with truth. Let me say that a girl will 
 react to the same teaching as will a boy, but the girl will react in a girl's way and the boy 
 in a boy's way. The Hght which passes thru those windows is of clear color, yet to you 
 and me it appears red or yellow; so the light of good teaching will break in the soul of 
 a boy into a product that seems different from that in the soul of a girl; but in both cases 
 it prepares for hfe. My friend says school is life. Then since Hfe brings the sexes together, 
 I think that the greatest good is secured in the schoolroom when both sexes are sitting 
 under the same teaching. If I wanted to know all about man and what he is needing 
 in education, I would invite a good woman to talk; and if I wanted to know something 
 about the girls' education, I would not hear from a woman alone. I would ask some 
 good father who has grown daughters to tell me what he thinks the education of a girl 
 shovild be. 
 
 Charles D. Lowry, district superintendent of schools, Chicago, 111. — The topic is 
 a large one, since it includes the whole subject of "education" of children. It is an 
 appropriate topic for us to discuss, since our standing problem is so to adjust the teaching 
 of different subjects as to form a well-balanced course of instruction. The division of 
 the subject and the choice of speakers indicate that prominence should be given in the 
 discussion to the difference between the instruction that should be given to boys and that 
 which should be given to girls. Both phases of the subject have been discussed in the two 
 papers. It is interesting to notice, however, that, while it is shown clearly that girls and 
 boys do need different instruction, yet these differences are not so great as to necessitate 
 the maintenance of separate elementary or high schools. Only when technical education 
 is begun is the separation of the sexes imperative. All of our education, if it is to fit the 
 boys and girls for life, must be of the kind that gives opportunity for the development of 
 the individuaUty and training in the art of working together. The education which 
 children give one another is one of the chief advantages of the public school. 
 
 The pupil comes to school with only a vague and superficial knowledge of the things 
 about him. It is the business of the school to show to him the deeper meanings of the 
 processes of nature, industry, and society. For instance, it is the function of history- 
 teaching to make the child feel the movement from the past to the present; to show, for 
 example, how transportation has developed from the canoe and the covered wagon to the 
 steamship and the railroad train. 
 
 The child is in the schoolhouse only a part of his life, and we should be very careful 
 to give him such habits of study as will assist him to carry on his education thru life — 
 habits which will prepare him to attack new situations and solve new problems. " Cul- 
 ture" studies should not be separated too widely from "practical" studies. That was 
 the mistake of the manufacturer quoted in Mr. Halleck's paper, when he said he would 
 prefer, if the boy is going into a shop, that he should not have had manual training. Such 
 a boy is in special need pf manual training, in order that he may have the abiUty to grasp 
 the full meaning of the processes with which he is to deal, and to make his day's work 
 a means of culture. 
 
 The point Mr. Halleck makes in reference to the care of domestic animals is inter- 
 esting. Pupils in school are apt to think that mistakes are of little importance. If the 
 pupil can have impressed upon his mind the close relation between cause and effect, the 
 instinct for accuracy and carefulness will be estabhshed. My son had a lesson of that 
 sort when he found that poor care of his chickens reduced the output of eggs. The same 
 lesson is well taught by manual training. 
 
 As a final result, the pupil should come to such a knowledge of his tastes and capaci- 
 ties that he can go into technical work and know his place without making numerous 
 failures.
 
 Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 73 
 
 WHAT KIXD OF LANGUAGE STUDY AIDS IX THE MASTERY 
 
 OF NATURAL SCIENCE? 
 
 \V. T. H.ARRIS, UNITED STATES COMMISSIONER OF EDUCATION 
 
 My thoughts have lately been directed toward the relation in which the 
 advanced specialized higher studies stand to the body of preparatory branches. 
 Some weeks ago I had the honor of addressing the members of the National 
 Association of Faculties of the Agricultural and Mechanical Colleges (usually 
 called the "land grant" colleges), endowed by Congress in 1862 and twice 
 subsequently. The latest grant provides that the $25,000 annually paid 
 to each one of these colleges shall none of it be expended for foreign lan- 
 guages. It had happened before in the state institutions which arose on the 
 foundation of the endowment of 1862 for the establishment of colleges for the 
 benefit of agriculture and mechanic arts, that older institutions, modeled on 
 the basis of the college or university for general culture, had obtained the advan- 
 tages of said endowment, and, not being limited in their appHcation of the fund, 
 had used it for the most part in strengthening what I have called the vesti- 
 bule to education — the general preparation for higher studies. Inasmuch 
 as the students seeking general culture were far more numerous than those 
 who had marked out for themselves careers in special industrial studies, 
 it had come to pass that nearly all of the benefits of the agricultural and 
 mechanical endowment had been applied to the branches which underlie 
 common culture — namely, foreign languages, and especially the so-called 
 dead languages, Latin and Greek. The new endowment of August, 1890, 
 therefore provided in a careful manner that its proceeds should not go toward 
 strengthening the vestibule of education, but should be applied entirely to 
 the superstructure of the special education intended for agriculture and 
 mechanic arts. It could be said at this point that application of the earlier 
 endowment, that of 1862, in such lines as had already been fixed in the older 
 college education was necessary partly because there had as yet not been 
 formulated, or at least not yet published, any systematic and well-graded 
 course of instruction in agriculture or the mechanic arts. There being com- 
 paratively little experience in this field, and only feeble attempts li^reduce it 
 to a course of study, the directors of higher institutions found themselves 
 in the jjresence of a formidable difficulty in carrying out the obvious inten- 
 tions of the first endowment, that of 1862. In the meantime nearly thirty 
 years had ela[)sed of ex[)eriments in collecting and systematizing a body of 
 doctrine relating to agriculture as it is found in the United States and 
 elsewhere. The time had arrived, therefore, when a new endowment could 
 l>c guardefl in its ai)plicali()n, and directed toward the specialties of agri- 
 culture and the mechanic arts, and its application to instruc lion in ancient 
 and modern languages entirely |)rcventecl. Nothing of this new endowment 
 should go to the tradiliotial foundation studies of higher education, with the 
 exception of mathematics. The history of the apj)lication of the first endow-
 
 74 NATIONAL EDUCATIONAL ASSOCIATION [LouisvUle 
 
 ment, that of 1862, had shown conclusively that no superstructure would 
 arise on its foundation, and that the endowment for agriculture and the 
 mechanic arts would only go so far as to furnish a vestibule to all kinds of 
 higher education, and especially to education for the learned professions. 
 This incident led me to some new reflections (new only to me, perhaps) on 
 the relation of preparatory studies to the advanced studies in science. 
 
 In what way are all those early studies in the high schools and in the fresh- 
 man classes of colleges and universities related to progress in the mastery of 
 science, and to the original investigations which advance science itself and 
 make possible its applications to industry? 
 
 The interesting and suggestive course of study in the agricultural depart- 
 ment which is published in the catalogs of our state universities supplies 
 me a text. I notice the words agronomy, zootechny, agrotechny, rural econ- 
 omy, rural engineering, apiculture, viticulture, botany, zoology, pomology, 
 olericulture, floriculture, horticulture, meteorology, mathematics, geology, 
 physiography, biology, bacteriology, entomology, veterinary science, agros- 
 tology, embryology, cryptogamic botany, vegetable cytology. This course 
 of study, bristling with Greek and Latin technical terms — there are in this 
 list of words seventeen Greek derivatives and ten Latin — goes to prove that 
 Latin and Greek are not dead languages, as they were supposed to be a few 
 years ago, but are languages that are quite alive in science and the arts. Even 
 in agriculture the sciences have borrowed words both from the Latin and 
 from the Greek, in order to arrive at a perfect accuracy of expression. Col- 
 loquial words of Anglo-Saxon roots are well enough to express ordinary 
 experience, but not at all adapted to the expression of the results of precise 
 and systematic investigation. There are two vocabularies in a language —   
 the colloquial vocabulary and the vocabulary for science, literature, and 
 philosophy. Everybody uses the colloquial vocabulary for the expression 
 of the daily needs of common life, but only those who are specially taught 
 in the branches of a higher education can use intelligently the second vocab- 
 ulary. Ordinary colloquial discourse is well enough in its way, but is only 
 a beginning of language. Its objects are simple and undefined, and on 
 the whojg shallow as to thought. The word "knowledge," for instance, 
 expresses in one word all sorts of information and reflection. It is a great, 
 undifferentiated heap of results of acts of knowing; while "science" expresses 
 a systematic organization of facts in such a way that each fact throws light 
 on all the others. Knowledge is for the most part a heap of isolated, undi- 
 gested particulars of perception and reflection — mere shallow facts mixed 
 with more or less profound observations of all kinds. Science, in the first 
 place, classifies the facts and brings together those which throw light on 
 each other into one branch of science. Then it connects these systemati- 
 cally so as to show their order of genesis from the first to the last, and how 
 the causal action of one fact affects other facts, and how it itself is derived 
 from the causal action of states and conditions preceding it. The difference
 
 Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 75 
 
 between a dumping heap, where all sorts of things that are of no use are 
 piled in confusion, and a regular and symmetrical piece of architecture is 
 something like the difference between knowledge and science. 
 
 By causahty one sees the multipUcity of facts in their unity. The tech- 
 nique itself indicates the place of the fact or event in the causal chain that 
 produces it. 
 
 This reminder of the difference between science and mere knowledge 
 has to be kept in mind, and is preliminary to the answer of the question: 
 What kind of language study aids in the mastery of natural science ? One 
 cannot help thinking, as he looks over the names of the divisions in the scien- 
 tific course of agriculture, or in mathematics, or physics and chemistry, 
 or geology and geography, that the pupil's time must be taken up in the 
 higher special courses of study, in memorizing technical words of many syl- 
 lables, unless the pupil has in his earHer preparation made the elements 
 of those words significant. If the student has learned Greek in his prepar- 
 atory years, the word "agronomy" divides out for him at first sight into the 
 roots of the word agros, a "field," and novios, signifying a usage or prin- 
 ciple of management; "agriculture" suggests the Latin word ager, "a field," 
 and ctdttis from colere, "to sow or plant. " We shall see that a knowledge 
 of the meaning of the parts of a word is a powerful aid to the understanding 
 of the meaning of the whole word, and to the retaining of the same in the 
 memory. Thousands and thousands of technical terms occur in botany, 
 all founded on Latin words. A superficial study of Latin will increase the 
 power of comprehending the scientific technique of botany. As long as 
 one does not know the language from which the technical terms are derived, 
 he is forced to make a greater effort to remember them. Compare the differ- 
 ence to the ordinary college-educated man between a term derived from the 
 Sanskrit and a term derived from the Latin. "Magnanimous" can easily 
 be unrlerstood by the Latin student who recalls the word maguus, "great," 
 and animus, "the soul or mind ;" the word used in the Bhagavad Gita, mahatma, 
 frequently used by students of the so-called esoteric Buddhism, is diflkult 
 to remember unless one has the same elementary knowledge of Sanskrit 
 in which case he recognizes the first part maha as meaning "great" and 
 equivalent to magniis, and atuin, "the soul." 
 
 Take, also, the geograj)hical name f)f the country at the mouth of the 
 Indus river in India; the territory is called Punjab — a jargon word at first 
 to the Englishman. The person .superficially acquainted willi Sanskrit 
 recf)gnizcs the first part of the word, Puuj, as meaning "five," and ah as 
 meaning "river." The Punjab is the delta land between tlie \\\c rivers or 
 Ijranches of the Indus at its moulh. An elementary knowledge of Latin 
 anri Greek gives one the power of retaining and of (onqjrehending technical 
 terms with a fine .sense as to the shades of meaning. It is a matter of every- 
 day experience to see stuflents not ac(|uainted witli Latin make a mistake 
 in spelling or in identifying the parts of a long, te(hni<al word, and, what
 
 76 NATIONAL EDUCATIONAL ASSOCIATION f Louisville 
 
 is worse, a mistake in getting hold of the shade of meaning indicated. Shake- 
 speare 's plays are full of puns and of blunders founded on the mistakes of 
 the illiterate people who do not understand the Latin part of the English 
 language. 
 
 This brings us to the insight that Latin and Greek are very far from 
 being "dead languages." No longer used colloquially for simple conver- 
 sational speech, the classic languages, Latin and Greek, are all the more 
 used for preserving the results of scientific observation, and for literary expres- 
 sion of fine shades of feeling and distinctions of thought ; and it is very neces- 
 sary to get the elementary sensuous significations of the Latin and Greek 
 roots, which one does in his three years' high-school study of Latin, in order 
 to acquire a fine sense of the use of these words in scientific technique. It 
 also makes the technical vocabulary as easy to remember as the colloquial 
 vocabulary. The word "carnivorous," for instance, has the root cam and 
 the root vor, carnis meaning "flesh," and the root vor, "to eat or devour;" 
 The whole word meaning "flesh-eating. " The lack of a feeling of the original 
 meaning of these words produces the ludicrous use of language caricatured 
 by Shillaber in his Sayings of Mrs. Partington. Mrs. Partington is a type 
 of the person who has no adequate sense of the original meaning of the clas- 
 sical derivatives which she uses. Uneducated colored people often furnish 
 examples of speech of this kind. One of them, for instance, goes to a drug 
 store and asks for a "nanny-goat" for a particular poison, meaning anti- 
 dote." And Mrs. Partington said that "total depravity was a very good 
 doctrine if you could only live up to it." The Greek meaning of the word 
 "antidote" is just as easy to remember as the name of the domestic animal 
 to a person with a smattering of Greek, and the Latin meanings to total and 
 depravity are equally easy to the one who has given some study to Latin. 
 
 The fact that what is called a complete English dictionary contains three 
 Latin or Greek derivatives to one word from a Saxon or any other Gothic 
 source shows us that to the educated man the livest part of his language, 
 so far as science and literature and the higher order of thoughts are concerned, 
 is the Latin and Greek contingent. Any person who had to learn botany 
 or chemistry would find it worth his while to begin by a three-year study 
 of Latin and Greek, just for the benefit of these languages in his scientific 
 education. So, too, for history or for poetry, and, by far more essential, 
 for medicine, the law, and divinity. 
 
 I admit that there is abuse of time and energy in studying Latin according 
 to the favorite methods pursued in preparatory schools and colleges. I 
 had a poet friend — a chum of mine at Phillips Academy, Andover, in the 
 time of Samuel H. Taylor, the Greek scholar. Meeting him at a reunion 
 of our class, after many years (a thirty-fifth anniversary), I asked him: "What 
 did you learn at Andover, and what did our class learn?" He replied: 
 "We learned the exceptions. To be sure, we learned the paradigms, but 
 that did not take much of our time." It was the committing to memory
 
 Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 77 
 
 of lists of unfamiliar words which were said to be exceptions to the regular 
 declensions and conjugations. The memorizing of these exceptions, how- 
 ever, is not a serious matter as compared with the time spent in classical 
 schools in learning the quantities of vowels in Latin words. In the EngHsh 
 universities, Oxford and Cambridge, and at the Enghsh preparatory schools, 
 they learn not only the laws for quantity, but they learn the numerous excep- 
 tions and the innumerable cases of vowels which are long or short only "by 
 usage." They learn these with such painstaking as would be required 
 to make Latin poets, and they test the quality of their scholarship by actually 
 composing written verses in Latin. This is all the more astonishing because 
 no person knows precisely how the quantity of Latin vowels affected their 
 pronunciation. There may be some shrewd guesses on this point, but there 
 is little real knowledge on it and no complete theory. 
 
 One is led to suppose that the English gentleman desires to celebrate 
 his contempt for what is useful, not only in the Hne of bread-and-butter 
 studies, but even in the Hne of producing science and literature. He studies 
 the quantities of Latin vowels to show his contempt for utilities either in 
 the conquest of nature or in the combination of men into social wholes for 
 business or pohtics. I admit that in some cases, especially in those of Ten- 
 nyson and Milton, the study of Latin quantities may possibly have quickened 
 the ear to the melodies in the English tongue, and that we owe in the case of 
 Tennyson and Milton much to their work in the preparatory school in the 
 way of learning Latin quantities. But if "Shakespeare had little Latin 
 and less Greek," he certainly excelled both Tennyson and Milton in his 
 discovery of the capacity of his native tongue for a greater compass of music 
 than the classic tongues ever possessed. However this may be, I for one 
 am glad that American preparatory schools, especially the public high schools, 
 waste very little time in the learning of Latin c^uantities. For those who 
 claim conser\'atism in this matter, and insist with great stress on the 
 study of quantity as the real key to the benefits of Latin and Greek, 
 there is very little defense since the studies of comparative phonology and 
 other branches of classical philology reached their height in the last gener- 
 ation. 
 
 It remains true, and will remain true, that for us Latin and Greek must 
 he studied because they are still living in the English language, and are not 
 dead languages; because they are living languages, not of tiie colloquial 
 vocabulary of common sensuous experience, but of the scientific vocabulary; 
 not only of the strict sciences, like mathematics and logic and physics, but 
 of the exjjerimental and historical sciences, one and all; ami because the 
 characteristic vocabularies and styles of the great literary writers of English 
 are to be identified thru the po.sse.ssion which they show of the fine shades of 
 meaning, as well as the ])osscssion of newly attained jiowcrs to cxjircss 
 moods of the .soul. Their refinements of taste, their lofty aspirations and
 
 78 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 subtle thoughts, are all made possible of expression by skill in using the 
 Latin and Greek derivatives vi^hich reenforce the Anglo-Saxon vocabulary 
 by a wealth of words three times as numerous as that derived from the 
 old English. 
 
 To prove that my sweeping statements with regard to the use of the 
 Latin vocabulary of the English language are not exaggerated, I will quote 
 a further list of the sciences, and sometimes go into their technique. There 
 are, for instance, physiology and anatomy, anthropology, ethnology, archae- 
 ology, philosophy (with such branches as cosmology, psychology, ontology, 
 metaphysics, epistemology), geology, paleontology, zoology, entomology, 
 ichthyology, biology, bacteriology; astronomy, constellations: Ursa Major 
 and Minor, Canis Major and Minor, Bootes, Auriga, Cassiopeia, Cygnus, 
 Orion, etc.; the zodiac: Aries, Taurus, Gemini, Cancer, Leo, etc. The 
 great stars are, many of them, named with Arabic names: Aldebaran, Rigel, 
 Merak, Dubhe, Deneb, Vega, and are not significant to mere Latin scholars, 
 as are the names of the constellations to which they belong. But, on the 
 whole, astronomy has a Latin technique. Meteorology uses Greek and 
 Latin terminology. Medicine sets forth its doctrines in Latin and Greek, 
 using Greek for processes and general departments: allopathy, homeo- 
 pathy, diagnosis, nosology, therapeutics, neurology, ophthalmology, and 
 the like; and Latin for dentistry, osteology, craniology, vertebral, cervical, 
 cardial, arterial, labial, lingual; and so on to hundreds of technically 
 precise terms. 
 
 Botany also has a greater preference for Greek words in its technique 
 for the larger classes or departments and the general processes. Its four 
 general divisions as a science — structural, morphological, physiological, 
 and systematic botany — use three Greek derivatives and one Latin. It 
 divides plants into orders, suborders, tribes, genera, subgenera, sections, 
 species, subspecies, varieties; paleontological, exogenous, and endogenous. 
 
 Its special subkingdoms are named from the Greek words thallos, "a 
 shoot;" bryon, "a moss;" pteris, "a fern." Most of us have read some 
 time ago a charming piece of Herbartian writing which illustrated the mean- 
 ing of the technical word "apperception." The book was called A Pot of 
 Green Feathers, and it told of an object-lesson in a London school in which 
 the children studied a flower-pot full of ferns brought in for the purpose 
 from a neighboring hothouse. It seems that the children had not seen 
 ferns before, or at least had not learned the special name for them, and when 
 questioned on it one of the children volunteered her statement as to the 
 new plant by saying that it was a pot of green feathers. Now, it is inter- 
 esting that the child came upon the same idea that the Greek mind had in 
 naming a fern, for it called a fern pteris, or "feather." I continue my list 
 of botanical terms,, v.'hich calls the fourth subkingdom of plants phaneros, 
 or "showy." They are called showy because they celebrate their maturity
 
 Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 79 
 
 and reproduction by showy blossoms and fruit. We have four subkingdoms 
 of plants: thallophyta, having blades or shoots; br3'ophyta (moss); 
 pteridophyta (ferns, feather-plants) ; phanerogamia. 
 
 Hundreds of names of functions and processes, thousands and thousands 
 of names of classes, are found in botany. These names cannot be retained 
 in the memory without long study and great effort, but the botanist who 
 does not know Latin and Greek finds the polysyllabic names a jargon of 
 meaningless syllables and sees that he will save time by taking up the classic 
 languages and continuing his study of them for three years and longer. 
 When the parts of the long word begin each to have a meaning, and a 
 meaning which relates to the function or process of the plant, and makes 
 the whole word significant, the memory is relieved of a dead weight, and it 
 hands over the larger part of its burden to the judgment and understanding. 
 
 Mathematics sticks closer to the Greek than the other sciences, because 
 it is the oldest science. The student who wishes to aid his memory by the 
 sensuous meaning of the parts of the words that form the strict and severe 
 technique of mathematics must take his Greek course for two years or so, 
 mastering his paradigms, and reading simple descriptive Greek prose until 
 the colloquial words become familiar to eye and ear. Then he will ha\e no 
 difficulty in memorizing the various -metrics and -gons and -hedrons or the 
 other categories of geometry. Latin will afford similar help to him in th? 
 analytical branches of mathematics. 
 
 The memory, as I have said, has little to do where the causal connection 
 is indicated in the meaning of the names and where sensuous experience 
 is brought to mind. The constructive process, pictured by us in imagina- 
 tion, lifts the memory on its wings, so to speak, up to intellect and reason. 
 
 All these necessary requirements are provided now by the high schools, 
 which are becoming so numerous as to be found in every small city and 
 large village. The number for the present year is 7,500 high schools. In 
 the public high schools in 1890 less than 35 per cent, were studying Latin, the 
 total number being 70,411; but the 35 per cent, had risen to 51 per cent, 
 in 1904, and the total number studying Latin had increased from 70,000 
 to 323,000. So the private schools, in 1890, enrolling 145,000 in all, had 
 31 per cent, of their pupils studying Latin. But the percentage studying Latin 
 in 1904 in the private .secondary schools had increased to 45 per cent., and 
 the total number of secondary students in ])rivate institutions had in- 
 creased from 145,000 to 169,000, so that in these two classes of institutions 
 the number studying Latin amounts to 369,329 pupils. It may be assumed 
 that nine-tenths of all of the students enrolled study Latin at suine time in 
 the course, and thus prepare themselves for the study of science and liter- 
 ature. The high-school graduates who do not subsecjuently lake up science 
 or literature in college work will be able to nad a higher order of literature 
 in books anfl magazines, and understand a great deal of science.
 
 8o NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 THE SUPERINTENDENTS AUTHORITY AND THE 
 
 TEACHER'S FREEDOM 
 
 OSCAR T. CORSON, FORMER COMMISSIONER OF SCHOOLS FOR OHIO, 
 
 COLUMBUS, OHIO 
 
 [stenographer's report] 
 Mr. Chairman, Members of the Department, Ladies and Gentlemen: 
 
 Some time ago in the state of Indiana, where the president of this department 
 Hved before he moved to the state of presidents and sons-in-law of presidents, 
 the children were taking advantage of a recess period to engage in a game of 
 playing school. As is always the case on such occasions, they were representing, 
 as their conception of a school, the worst conditions they had ever met with. 
 The boys and girls were all rebellious, indolent, and lazy. The teacher belonged 
 to that peculiar class who are afraid their rights will not be recognized, and, like 
 other heathen, she used a great many vain repetitions, evidently hoping to be 
 heard for her much speaking. With that class of pupils and that type of teacher, 
 you can easily imagine the school. Several older people were spectators of 
 the scene, and, as they cast their eyes over the school, they noticed one boy who 
 seemed to be taking no account of the proceedings in particular, except to walk 
 up and down the aisle occasionally, once in a while resting his hand upon the 
 head of some boy, again going up to the teacher's desk and looking thru copy- 
 JDOoks, examining the crayon used, and so on. Finally some one suggested: 
 "This boy seems to have nothing to do." Immediately came the answer: "He 
 is not expected to do anything; he is the superintendent." 
 
 That perhaps may represent the idea some people have of a school super- 
 intendent, and yet it is no flattery to the school superintendents assembled 
 here or elsewhere, to say that such a superintendent is exceedingly rare. 
 I think more and more, as the years go by, the superintendent is expected in 
 the community — and meets the expectation, as a rule — to stand for something 
 very definite. He represents the authority of the school. 
 
 My own personal conviction is that this authority should originate with a 
 board of education and be kept as close as possible to the people. I firmly 
 believe that the superintendent's authority should give him the initiative in the 
 employment of every teacher, and in directing the general educational policy 
 of the community that he serves. Whatever our ideas may be on that, I think 
 we will admit that there is a place in the educational system for authority, and 
 that that authority should in no way, and will in no way, interfere with freedom 
 properly understood and properly used. 
 
 We find these two factors in everything. If we look about the universe, and 
 go back to our first lessons in geography, we recall that there is one force that 
 holds things stable, and another force that keeps things in motion. In nature 
 these forces are always so delicately adjusted that no one can find any criticism 
 of the results that follow the actions of both. 
 
 We find these same two factors in the poHtical world. Nobody but an unrea- 
 sonable partisan fails today to see good in the political creed of both Alexander
 
 Superintendence] SUPERINTENDENT AND TEACHER'S FREEDOM 8 1 
 
 Hamilton and Thomas Jefferson. A few times in the history of this nation 
 we have reached high tide under the administration of a great soul, who was 
 competent to appreciate and recognize fully the good in both schools of politics. 
 
 Under the immortal Lincoln a terrible strife of four years in this nation was so 
 guided and controlled that, when the end finally came, the world recognized, 
 as never before, the majesty and authority of our government; and yet at the 
 same time a new emphasis was placed upon its being a government of the people, 
 by the people, and for the people. 
 
 No one doubts for a moment that our chief magistrate, Theodore Roosevelt, 
 will exercise every particle of authority vested in him, in his holy warfare 
 against organized robbery, existing either as corporate greed or political graft; 
 and yet at the same time everybody is absolutely certain that the freedom of 
 the humblest individual in this nation is, after all, the dearest idol of our great 
 president's heart. 
 
 It makes no difference where you go — into theology (I feel free to discuss 
 that, because I know j-ou all know as little of that as I do), if you please, and 
 we hear there of the conilict between God's sovereignty and man's free will; 
 when you come to the realm of the school, there is certainly a place for authority 
 represented by the superintendent who gets his authority from the people thru 
 the board of education, and also a definite place for the freedom of every sane 
 teacher. But while this is true, I think it is very important that this relation 
 be thoroly understood. 
 
 Occasionally we hear nowadays — not from the old guard, as it were, but 
 from the supposed advance agents of the new education — that there is no longer 
 any need of authority in educational affairs. This last summer I sat for an hour 
 on a platform in this country and listened to a man who was introduced as an 
 authority on elementary education, and that entire hour was taken up by him 
 in telling the teachers that in the school he was connected with, every teacher 
 and every pupil had absolute freedom. Why, there is no such thing as absohite 
 freedom in this world! There is not a man in this audience tonight, however 
 well-l)ehaved he may be when away from home, who is not subject to law; and 
 I have always noticed that the man who obeys the law is the one who complains 
 the lea.st about it; on the other hand, the man who is talking most of freedom is 
 frequently the anarchi.st who ought to be in jail. I am inclined to think today 
 that the teacher who is worthy of freedom in the true sense is the one who rarely 
 mentions it. while the one who is eternally talking about her individual rights 
 is the one who is not prepared to exercise rights of any kind. 
 
 I am perfectly free to admit that authority may be carried to extremes in the 
 schoolroom; possibly in the past that has been the tendency. 1 know I have 
 heard a great deal of criticism of public schools in this country, nnuh of whi(h 
   seemed to mc unfounded, which indicated that the organization of the school 
 
 wa.s looked after at the expense of the individual child. That may be true, but 
 i.sn't it possible, my fricnfls, that under the j)lca of recognizing the individu.ility 
 of some teacher who has no inriividualily, who has simply mist.'ikcn a bundle
 
 82 NATIONAL EDUCATIONAL ASSOCIATION [LxjuisviUe 
 
 of peculiarities for that article — isn't it possible that the child may suffer from 
 too much of that kind of freedom? 
 
 "WTien we come to the organization of the school, I take it that no sane indi- 
 vidual doubts for a moment that we need classification. I suppose the educa- 
 tional crime for the past twenty years in this country has perhaps been the crowd- 
 ing of too many boys and girls into classes taught by one teacher. This depart- 
 ment a few years ago applauded a statement that no teacher ought to have over 
 five pupils under her control. I don't know how many of you were there, but I 
 think nearly everyone present applauded that statement; and I commenced 
 thinking it over. I don't know how many teachers there are in Louisville, but 
 I do know that, if this system of education provided a teacher for every five chil- 
 dren the city would be bankrupt in a very short time. Such a statement as that 
 argues for the financially impossible, and also for the educationally undesirable. 
 
 You will pardon me if I am personal tonight, and say I think I have 
 done my share of teaching poor schools; but the poorest school was one that 
 I taught in the country, having twenty-five boys and girls enrolled. I took 
 the measles from some unknown source, was out two weeks, went back, and 
 found that I had distributed them to nineteen of the twenty-five. I then 
 taught school three weeks with the six children. I am absolutely certain 
 that was the poorest school I ever taught. I could not help being amused 
 when I heard the utterance attacking organizations of schools and saying 
 that there should be a teacher for every five children. I could not help 
 remembering that the man who made it had given his unqualified approval 
 to that report, which said that the small school is necessarily a poor school; 
 and, because a small school is necessarily a poor school, we have been talking 
 of centralization of rural schools all over this country in order that we may 
 get enough of boys and girls together under one teacher to give them some- 
 thing of the inspiration that comes from class spirit. We must never lose 
 sight of that while we are thinking of this educational problem. Too many 
 boys and girls under one teacher is an organization that is faulty; but we 
 need not to go to the opposite extreme to correct it. We are in danger educa- 
 tionally from too much specialization in the public schools ? Please do not 
 think I am attacking the specialist. The specialist in his scholarship is an 
 absolute necessity in this country, but his tendency to be narrow, and see 
 only one little fraction of the educational problem, is a danger to any school 
 system. I do not refer to the specialist in the college or in the high school, 
 but to teachers whose idea of freedom is that they shall think only of the 
 educational problem in the one little grade or group they teach, and never 
 have any concern for the school as a whole. 
 
 You know the criticism of education all along the line. It begins with 
 the college. Did you ever sit in a college association and listen to the criticism 
 of the public schools ? What is the burden of it ? The poorly prepared 
 freshman that comes from the high school. Well, now, I have no suggestion 
 to make to the college professors other than this, that it would be good for
 
 SMpennieadence] SUPERINTENDENT AND TEACHER'S FREEDOAf 83 
 
 them to take a vacation once a year — and I w isli it came oftener than that — 
 and spend a good part of it in visiting some good primary school, and there 
 sit at the feet of some woman who knows how to teach, and learn something 
 of the sympathy that actuates the heart of a great teacher. Again, I have 
 often thought that, if some of our college friends would look at some of the 
 seniors they graduate, they would complain less about the freshmen that 
 come up from the high school. I believe that the troul)le is that the average 
 college man is thinking only of college education, and forgets the rest of the 
 educational problem. 
 
 Now, we pubhc-school teachers are just as big sinners as they are. Go 
 into the high school when it opens in September, and what is the burden of 
 the complaint ? Oh, the poorly prepared boys and girls that come from 
 the grammar school ! And yet there is not a high-school teacher that does 
 not know that the year before he has urged the promotion of boys and girls 
 that were not any better prepared for promotion than those that come from the 
 grammar school. If we are honest with ourselves, we will all admit that we 
 have to push along these boys and girls in the different grades. If we did 
 not, they would all get in one place, and form a sort of educational drift- 
 wood that would dam up the whole educational stream, and there would be 
 absolutely no hope of any progress. I don't care how much you superinten- 
 dents talk about your systems of promotion; I know what you do. You have 
 a boy in school that can't make his grade or group. If he is reasonably 
 faithful, and you think he will hold out to the end, you simply keep him two 
 years in a place, and then push him on for somebody else to work with him 
 two years longer. Now, be honest with yourselves and tell the truth about 
 this problem. That is what you do. It is done in all the schools all over 
 this country. We have to do it. 
 
 Have you ever heard the grammar-school teacher talk ? The school 
 opens in the fall; the boy comes home from a happy vacation; frequently 
 he has forgotten a great deal of what has been taught previously; and he finds 
 himself in the presence of some unsympathetic teacher who prides herself on 
 her individuality, who begins to comjjlain of the i)0()rly j)rcparcd boys and 
 girls that come uj) from the intermediate grades. If any of you arc here 
 that have ever done that, just think of the sins you commilted last sjiring 
 when you recommended a half-dozen boys to the high school who you knew 
 were not ready for promotion. The fact is, we have to meet these problems 
 and deal honestly with them, and do the best we can. 
 
 And then the intermediate teacher complains of tlif |irimary. A lioy 
 has been promoted who can't read. Well, suppose he can't. \'ou can teach 
 him to read in half the time you are complaining about it. I always feel .so 
 Mjrry for the primary teacher. She has nolnxly to complain about, unless 
 it be the parents or Deity; and neither one will pay any attention to the- com- 
 plaint. 
 
 I like U) .see a college prcjfes>or, of course, who knows more about
 
 84 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 college work than anything else; but I want to see a college professor 
 who has heart enough to think of some of the problems that the public schools 
 have to deal with. I like to see a high-school teacher, teaching Latin, and 
 knowing more of Latin than he knows of anything else; but I want him to 
 remember there is some difficulty in teaching fractions down along the line. 
 I want to see a primary teacher who is heart and soul a primary teacher, 
 but also broad enough in her sympathy and interest to see the child not only 
 in the primary room, but as he goes up thru the intermediate and grammar 
 grades, high school, and college. Every teacher should be interested in the 
 work of every other teacher; and to my mind what the graded schools of this 
 country need today more than any other one thing is teachers who shall be free 
 to do all they possibly can for the boys and girls in their special grades and 
 departments, but who will never forget that other teachers besides them- 
 selves have difficulties to meet, and all be interested in this great problem. 
 
 I think we need some authority relative to a course of study. I 
 honestly believe that. I do not mean that the superintendent shall be an 
 autocrat in the making of a course of study, and say: "This shall ye teach 
 and nothing more." I mean that teachers ought to be consulted, and when 
 a school faculty made up of teachers of all grades, and supervisors, and the 
 superintendent himself, unite upon what they believe is a good course of train- 
 ing for the boys and girls, then I believe there ought to be some authority 
 that shall say that that course of study shall be taught, and that discipline, 
 whatever it may be, shall be exercised. There is a place for such authority; 
 but, of course, we should not go to the extreme. I know it is possible to 
 adhere so closely to a text-book that we may destroy the intellectual life of 
 any child. It may be possible for a boy to go thru a school and actually 
 think there is nothing in the universe worth knowing outside of the leaves 
 of the text-book. 
 
 The following incident will make plain my meaning: A few years ago 
 our good friend, William Hawley Smith, gave one of his stirring lectures in 
 the state of Michigan. In his audience was a young principal of a village 
 school, who was much impressed with the appeal of the lecturer for a broader 
 recognition of the varied capacities of children. About a year afterward 
 this young man introduced himself to Mr. Smith, as they were traveling on 
 a train, and related the following experience: 
 
 After hearing your lecture I returned to my school work determined to reform some 
 of my methods of teaching. I lived in a Michigan village, located in a farming community 
 whose chief product is corn, hundreds of thousands of bushels of which were stored in 
 elevators not far from the schoolhouse. This corn naturally brought rats in great num- 
 bers, and I thought that, if there were any object in the world that the children knew 
 something about, that object was a rat. One morning I closed the recitation in the text- 
 book sooner than usual, and proceeded to begin my reform. I asked the boys and girls 
 how many of them had ever seen a rat. Of course, all could answer this question, I then 
 asked them a second question, which I assured them all could not answer, as the reply 
 would require a close observation, which I feared they were not all in the habit of making.
 
 Superintendence] SUPERINTENDENT AND TEACHER'S FREEDOM 85 
 
 This second question called for definite information relative to the length of hair on a 
 rat's tail. The answers furnished various lengths, from a small fraction of an inch to 
 several inches. The "psychological moment" had arrived. I was about to give my first 
 lesson in the reform rnqj-enient which was being initiated. I called attention to the differ- 
 ence in the answers, and asked how the question could be correctly settled. One boy 
 signified, by his uplifted hand, a willingness to respond. I called upon him to do so. 
 He rephed: "Look it up in the dictionary!" 
 
 I presume that you will agree that the directing authority of that school 
 had insisted up to that time on having teachers adhere a little too closely 
 to te.xt-books and works of reference, and that as a result those boys and girls 
 had gained that false idea that we want to keep away from — that books are 
 the only source of information. And yet, why is it that, when we try to correct 
 a wrong, we are so apt to go to the other extreme ? Becau.se some other 
 teacher has made a mere machine of herself and her school by such rigid 
 adherence to a course of study and text-books is no reason why we shall go to 
 the other extreme and say that the text-book has no place in education. If I 
 had to choose between two evils I should take the teacher who could teach a 
 text-book well, rather than one who imagined that a text-book had no place 
 in education, and that she could teach everything on what she called the 
 lecture plan. But there is time in this country, my friends, for a teacher, 
 and a place for a teacher who can teach a boy that exceedingly important 
 lesson that will help him to gain that power which will enable him when he 
 gets out of school, to go off, if you please, by himself and take a book and get 
 the meat out of it. I believe in reasonable freedom of the teacher in carry- 
 ing out the course of study, but I do not believe a teacher should be so free 
 that she can use her own sweet will absolutely to ignore all directions of the 
 central authority in education, which says there are certain things that 
 must be taught and taught thoroly. 
 
 Now, this authority in education should be combined willi sympathy. 
 Here, sometimes is the trouble. We do not object to authority, if it is .sym- 
 pathetic authority; and for that rea.son I have always had a firm conviction in 
 my own heart that no one is fitted to superintend a school — perhaps there are 
 exce[)tions, and the exceptions may be here — who has not come up thru the 
 ranks and who does not know by experience something of the dinkully of 
 the individual teacher. I care not how much .scholarship a man may have; 
 he may have been educated by all the universities in this country and the 
 other; and yet put that man in authority over teachers, who knows nothing of 
 thcflifiiculticsof the individual teacher, and he never can havt- that sympa- 
 thy which will make Iiim a leader rather than a mere director of educational 
 affairs. 
 
 And then may I .say, on the other hand, that the freedom of the teacher 
 should be thoroly mingled with loyalty to the superintendent ? Ju>t as we nee 
 a sujjerintendent who is in .symi)athy with his teachers in tlie execution of his 
 authority, so we need teachers all over this country who are absolutely loyal 
 to the superintendent as the directing authority of u .school .system. There
 
 86 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 is only one person in the world for whom I have a deeper sympathy than I 
 have for the teacher. I think I know something of what it is to have to struggle 
 along and teach. Some one has said : ' ' Teaching school is hard work ; teaching 
 forty boys and girls — not forty acting like one, but each one acting like forty." 
 I think the man who uttered that had taught school. I say there is onlv one 
 person I sympathize with more than I do with the teacher. That person is 
 the superintendent. I may be talking to teachers here tonight. I judge there 
 are some present, and I wonder if they have any idea of the battles that the 
 superintendent has to fight that they never know anything of. I have abso- 
 lutely no respect for a superintendent who will in any way speak an ill word 
 of a teacher unless that teacher is in a position to answer the criticism and 
 defend herself; and I have, if possible, still less respect for the teacher who 
 will, in the absence of the superintendent, speak a disrespectful word of his 
 authority and his place in the educational system. 
 
 It is only when we have this authority, properly constituted, mingled 
 with the sympathy of which I have tried to speak, and this freedom of the 
 teacher to work out her own salvation, and yet with the will of the superin- 
 tendent working thru her that we can hope, as the result of the combination, 
 to have authority in education and freedom in education to train a class of 
 boys and girls who will go out into practical life as citizens of a free country, 
 ready at the proper time to recognize the majesty of the law, to be obedient 
 to the call of the government when it comes, and yet at the same time ever 
 jealous of that freedom which that government bequeathes to all. 
 
 THE TEACHING OF ARITHMETIC 
 
 PROFESSOR SIMON NEWCOMB, WASHINGTON, D. C. 
 
 The first question to arise in the minds of this honored assemblage on 
 the present occasion may well be how it happens that one not supposed to 
 have been professionally engaged in the instruction of youth should ask a 
 hearing from a body of teachers of such wide experience as that here present. 
 The answer is that during almost my entire adult life I have had occasion 
 to employ and train young men in numerical computations pertaining to 
 astronomy. When candidates presented themselves for employment in this 
 presumably abstruse work, it was naturally supposed that great stress would 
 be laid on the mathematical course they had taken in school or college. 
 After a few years of experience the general reply which I had to make to all 
 questions of qualifications was that proficiency in arithmetic came first in 
 importance, and the first rule, simple addition, was the most important of all. 
 Subtraction was scarcely below it, and multiplication and division were desir- 
 able. Next in order came general ideas of quantity, which one could scarcely 
 be expected to acquire without some training in the higher mathematics 
 and yet which evaded exact definition. This standard of qualification was
 
 Superintendence] THE TEACHING OF ARITHMETIC .87 
 
 emphasized because the general rule was found to be that the candidate had 
 learned his arithmetic by methods inherited generation after generation from 
 the colonial schoolmaster, without infiltration from those professionally 
 engaged in ajiplying arithmetic to practical purposes. In the case of more 
 advanced mathematical subjects the main object in view had been mental 
 discipline; and the idea of implanting mathematical conceptions that the 
 student should be able to see and apply in daily work had never entered into 
 the plan. It was therefore often necessary to begin by showing a beginner 
 in my work how to add and subtract. 
 
 Another noticeable circumstance was that the deficiency in arithmetic was 
 more marked in American youth than in foreigners, especially Germans. I 
 found that, however little education a German applicant might have had, 
 he was at least as good an arithmetician as the best American. In view of 
 the excellence of our common-school system, the question could not but sug- 
 gest itself whether there might not be some trait of the American mind 
 unfavorable to the development of arithmetical capacity. But experience has 
 led me to the conclusion that it is more in our methods of teaching than in the 
 want of capacity that the difference is to be sought. When my children 
 went to school, I found that their little brains were being painfully exercised 
 in commercial arithmetic, custom-house business, and other exercises no more 
 conducive to mental efficiency than an hour or two spent in trying to lift a 
 house would have been to the health of their muscular system. 
 
 It is one thing to see a defect, and quite another thing to devise a remedy. 
 I have from time to time tried to gain what light I could on the points in 
 which the common-school education in Germany dilTercd from our own. 
 A ver}' little incjuiry in this direction, added to what I knew from experience, 
 showed that the German system was broader and more practical in its aims 
 than our own ; but I saw no rea.son to suppose it the ideal one of which I was 
 in .search. I therefore tried to reach conclusions of my own as to methods 
 of mathematical teaching, in at least the elementary branches, especially 
 arithmetic. One point was clear; our teaching was too abstract and too much 
 dissociated from objects of sen.se. In 1892 I published in the Eduailiomil 
 Review a paper on the teaching of mathematics, in which I emphasized this 
 view, and suggested methods by which elementary arithmetical ideas could 
 be gained and enforced thru the senses. It was discouraging never to k-ani 
 that this paper .seemed to excite attention. But when I returned to tlic sub 
 ject during the past twelve months, I was mu(h pleased to find that the very 
 ideas which I had then set forth, not only as to general principles, but in detail, 
 are now features of the latest arithmetics that have been written. Whether 
 my j)a|)er was or was not a fac tor in this change I cannot say. Perhaps the 
 ca.se will be a little more encouraging if it was not. The main point is that if, 
 as the facts .seem to indit ate, ideas which I then set forth arc now found worthy 
 of acce|)tance by i)ractical teachers, the .same may be true of the results of 
 further studies in the same direction, to which I now invite your attention.
 
 88 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 In any branch of human endeavor the first requirement is a clear con- 
 ception of the purpose in view. Our first question must therefore be that of 
 the object aimed at in the teaching of arithmetic. 
 
 It is now universally admitted that the main purpose of education is the 
 building-up of the mind and training of the faculties, rather than the acquisi- 
 tion of knowledge or the mastery of details set forth in text-books. " Disciphne" 
 and "culture" are terms often used to express this purpose. In the case of 
 mathematics, discipline is commonly considered to be the main object. But 
 it seems to me that a precise definition of what we mean by discipline is want- 
 ing. In its most acceptable form, I should define it as the development of 
 the power of co-ordinating the action of the various faculties, and directing 
 it toward a definite end. Granting this, it is, above the kindergarten stage, 
 rather a corollary than an object to be kept primarily in view. I shall there- 
 fore pass it over and try to state the purpose in a more definite form. 
 
 Without going into details, a very little thought will, I think, make it 
 clear that the main end of mathematical teaching — we might say of teaching 
 generally — is to store the mind with clear conceptions of things and their 
 relations. In the case of elementary arithmetic the things we first deal with 
 are numbers. It follows that a clear conception of numbers and their rela- 
 tions is the end toward which our teaching should be directed. I think every 
 teacher who has carefully studied the mind of the apparently dull pupil will 
 agree that the real difficulty is to give him an insight into the nature of the 
 problem he is to solve. He may be able to repeat the words; but you find that 
 these words do not make a sufficiently definite impression on his mind. Clear 
 and accurate conceptions of the relations of number are therefore to be gen- 
 erated. 
 
 To show what we mean by clear conceptions of number, we must stray 
 into the field of psychology. We may conceive of the brain of man as a micro- 
 cosm, containing within its narrow limits all that the individual knows of any 
 and every subject. There are two universes, the microcosm within us and the 
 macrocosm without us. The success of the individual, not only in all the appli- 
 cations of science, but in every branch of endeavor, depends on the accu- 
 racy and completeness with which processes at play in the subject with which 
 he is dealing are represented by corresponding processes in his own micro- 
 cosm. 
 
 Admitting that everything known of external nature has its image in the 
 mind of the man who knows it, I cannot but regard it as a defect in psychologi- 
 cal nomenclature that there is no one general term used to express this mental 
 image of an external object and nothing else. To take a familiar example, 
 we all have an idea of the house in which we live. We can think of the build- 
 ing, of the arrangement of its rooms, when it is out of sight, as if we had a 
 picture of it in our mind's eye. This picture is not a flat plan, but rather 
 a model embodying the arrangement of all the rooms in the house. What 
 is true of the house is true of all human knowledge and of its applications.
 
 Suptrintendence] THE TEACHING OF ARITHMETIC 89 
 
 The engineer can in his mind erect bridges in which the actions of stress and 
 strain shall correspond to those in the actual bridge; in the mind of the chemist, 
 compounds react as in the laboratory; and so thru every branch of knowledge. 
 
 One moment may here be devoted to avoiding a possible stumbling-block. 
 The question may be asked whether it is quite correct to speak of the mental 
 images which I have described as if they were permanent existences in the mind, 
 and whether it is not more correct to speak of them as something which the 
 mind forms for itself when necessary, but which cease to exist when we do 
 not think of them. I reply that my argument will be the same whether we 
 take one of these views or the other. If I speak in accordance with the first view, 
 it is because I find it more convenient to think and speak of such an idea as 
 that of the house in which we live, or of a figure in geometry, as if it were a 
 permanent e.xistence in the mind, brought into use whenever we need it, rather 
 than as something to be constructed de novo every time we have occasion to 
 recall it. But if one prefers this latter view, he is quite free to adopt it. The 
 main point is that, when we think clearly about any object, we have an image 
 of it in the mind's eye. 
 
 From this point of view my main contention is that the first and great ob- 
 ject in training the growing child in arithmetic is to store his mind with clear 
 and accurate conceptions of numbers, magnitudes, and their mutual relations 
 which he shall be able to apply with readiness in any actual case that may 
 arise. That I have elaborated this point so fully is due to the fact th:it it 
 should never be allowed to drop out of sight in our teaching. The latter must 
 be arranged from the beginning with this one end in view. Granting this, 
 the next question in order is that of method. Here psychology can supply 
 us with a guiding rule. However abstract may be the ideas which we wish 
 to plant, they must originate in sensible objects. But they must not stop there 
 because, after all, generalization — conscious or unconscious — is to be aimed 
 at from the beginning. Let me illustrate my meaning by taking the number 
 10 as an e.xample. I think psychologists will agree that there is no such thing 
 in the human mind as a conception of the numljcr 10 otherwise than as a 
 quality characterizing 10 distinct objects. A written or a verbal .symbol 
 may be used for the number, but this is not a conception of it. 'I'hc |)oint is 
 that the word or .symbol being pronounced or .shown, the pu|)il ^houkl at 
 once conceive of 10 objects as distinct from either g or 1 1 ; and should be able 
 to handle that conception in all the ways in which it can be handled. 
 
 Here there is an obvicjus advantage in .selecting such objects as have the 
 least number of qualities to distract the attention from llic fundamental idea 
 of number. Hcik c I prefer lliat the counting should be made upun small 
 dots, circles, or other objects with few qualities, rather than ujxin more inter- 
 esting objects which are met with in everyday life. In this suggestion I may 
 seem to run counter to views which are entertained by very high autlioritics 
 in eduration. There is, I admit, a very strong argument in favor of the view 
 that the priiu i[)les of arithmetic arc best mastered when the child is taught
 
 90 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 to consider them as growing out of the problems that actually confront him in 
 his daily walks. I fully agree that the practice thus suggested is one that 
 should be carried out, but we must not depend wholly upon it. Perhaps I 
 am a little old-fashioned, but I would not abandon the idea of applying the 
 pupil's nose to the grindstone. I have no objection to the grindstone being 
 interesting, and certainly do not wish to make it painful; but I want some 
 drill in thinking of numbers and their relations as dissociated from the actual 
 objects concerned. Just as rapidly as this power is attained in each and 
 every branch, lam willing to see the interesting substituted for the instructive. 
 
 We now pass from this general view of the object, and method of obtaining 
 it, to the discussion of details. As my views on some points are radical to 
 the point of being revolutionary, I wish to borrow a suggestion from universal 
 experience. We all know that the acquisition of a new language is one of the 
 most difficult tasks which a youth has to undertake during the period of his 
 school life. Our best colleges make a knowledge of French and German one 
 of the requisites necessary to graduation. To one or both of these languages 
 painful attention is devoted thruout a period of one or more years. In former 
 times — to a great extent even today — several years of study are devoted to 
 Latin, instruction in which is, in regular course, continued in the college or 
 university. And yet it is exceptional to find a college graduate who can fluently 
 read at sight a Latin author whose work he takes up for the first time; who can 
 conduct an easy conversation in French, or can write in idiomatic German 
 an account of his day's doings. 
 
 In contrast to this result is the fact that every child not a mental degen- 
 erate, during the first few years of life, learns to use a language with an ease 
 and fluency which a course of school instruction never supplies. What is more 
 curious yet, there is no striking difference among children in their faculty 
 of acquiring their own tongue. At school we have dull pupils whom it seems 
 a waste of energy to try to educate, and bright boys, who learn more in a 
 month than dull boys do in a year, and learn it better. But no one ever heard 
 of a child especially bright or dull in learning to speak. Differences there 
 undoubtedly are, but they do not compare with those shown under our system 
 of school instruction. 
 
 I consider this well-known fact to be instructive in showing that we have at 
 least one branch of education which we find to be toilsome or difficult when the 
 traditional method is followed, and yet so simple and easy by other methods 
 that no special ability is required in the teacher, and no mental strain suffered 
 by the learner. The question I submit to your consideration is: If this 
 is true of one branch of education, may it not be true of other branches, and 
 especially arithemetic ? I shall briefly mention the lessons which it seems to 
 me we may gather from this fact. 
 
 The idea of arranging subjects in order, and completing one before pas- 
 sing to another, is plausible; but experience- shows that it has its limitations. 
 The great principle which the experience alluded to especially enforces is
 
 Superintendence] THE TEACHING OF ARITHMETIC 9 1 
 
 the educational value of frequent reiteration of very short and easy lessons. 
 This is one of the main features of the system I am trying to develop. 
 
 Now, as my object is a purely practical one, it is necessary to have some idea, 
 however brief, of the method by which the purpose in view can be most readily 
 attained. The system I advocate may be called visible arithmetic. Taking 
 up subjects much in the order of the traditional arithmetic, the first would be 
 numeration. \"isible numeration consists in counting and arranging objects 
 in tens and in powders of ten. At the earliest age when simple arithmetic can 
 be commenced, I should teach the child to count and arrange things in lo's; 
 then to arrange real or imaginary lo's into loo's, and so on. In accordance 
 with the general principle which I have laid down, I would begin with rows 
 of 10 dots each, and teach the counting thru 10 such rows, making 100 in all. 
 We could then imagine the results of laying successive loo's in flat layers on 
 top of each other, thus getting the idea of multiples of 100 up to 1,000. 
 
 It would be psychologically interesting to see whether in this way we could 
 plant in the mind what the psychologists call a number form in a more rational 
 shape than it commonly takes. I suppose we all have vaguely in mind from 
 infancy a certain arrangement in series of small numbers up, say, to 100. It 
 would be interesting to know whether a more rational arrangement would 
 be gained by this process; but this is not important for mathematical 
 purposes. 
 
 Next would come the process of adding and subtracting grains of corn, 
 or dots, or little o's made on the slate. Methods of doing this are so familiar 
 that I need not dwell upon them. The practice of multiplication and division 
 in this way does not seem to need much exposition. We can repeat a row of 
 any number of dots as often as we please, and count the product. We can 
 divide any number into groups of any smaller number, and find the quotient 
 and remainder. All these exercises on the four rules of arithmetic need not 
 take much time. My impression is that you will find, after a very little 
 showing, that the child is able to perform the fundamental rules upon collec- 
 tions of grains of corn or dots, without devoting much or long-continued 
 effort to the process. 
 
 The next step would be to extend the operations to continuous (|uantity as 
 represented by lines and areas on i)apcr or on the blackboard. The addition of 
 lines consiNts in placing them, or lines equal to them, cnfl to end, thus oi)tain- 
 ing a line equal to their sum. Subtraction consists in culling olT frt)m the 
 longer line a length cvjual to tlie shorter one. Multiplication ])y a factor con- 
 si.sts in adding together ec|ual lines to a number represented by the factor. 
 Division lakes a twofold form. We may cither divide a line into a given num- 
 ber of etjual parts, thus obtaining a certain length as the cjuoticnt; or we 
 may find how many times one line is contained in another, thus obtaining 
 a pure number or ratio as the fjuoticnt. 
 
 I'iea^e unclcrstaiul that this sy.stem (»f visible- .uitlinulic is not a substitute 
 for ordinary arithmetic, but an auxiliary to it. Whether it is advi.sable to
 
 92 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 master it before beginning regular work with figures, or to carry on the two 
 simuhaneously, only experience can tell. 
 
 However this may be, in teaching written arithmetic I would have the 
 pupil make his own addition, subtraction, and multiplication tables by the 
 aid of countable things. Taking groups of six things — dots or grains of corn 
 — the pupil finds the successive products of six by different factors, and writes 
 them down in order for himself. He thus knows exactly what the multiplica- 
 tion table means. On the subject of using it I shall presently have more to 
 say. The treatment of fractions in a visible way by dividing lines up into 
 parts is simply an extension of multiplication and division, and is too obvious 
 to need development. I therefore pass on to a further e.\tension of the method. 
 
 The next subject in order would be ratio and proportion. On my plan 
 the pupil reaches the first conception of this subject thru the eye by drawing 
 a pair of lines of unequal length, and then other pairs, shorter or longer, in 
 the same ratio to each other. In this way the pupil will see the equality of 
 ratios, independent of the special lengths of the lines. He can then be 
 gradually exercised in forming for himself an idea of what a ratio means, 
 or how equality of ratios is to be determined by multiplication or division. 
 I would not have measurement with a rule appUed, but only eye-estimates. 
 This, I may remark, is the general system by which I think we should begin 
 in all cases. The reason for it is that in making eye-estimates we depend 
 more completely upon the eye-conception than when we measure; but, as 
 soon as the conception is gained, we may proceed to measurement. Having 
 got the idea of a proportion of lines, we next pass to areas, including the 
 idea of the duplicate proportion and the geometric mean. All this can be 
 done without using figures or numbers. Wlien the conception is well 
 implanted, then proceed to numbers. 
 
 In connection with proportion would come geometrical representation 
 of all the quantities which enter into arithmetical problems. Take as an 
 example questions in day's work in plowing a field. We draw a short vertica 
 line to represent a man or his power. On this line as a base we draw a hori- 
 zontal rectangle to represent the amount of land which the one man can plow 
 in a day of ten hours. If we have several men, we add into one the lines rep- 
 resenting them, and combine all the rectangles into one. Then we extend 
 these rectangles to represent the days. To introduce the idea of compound 
 proportion, we suppose the results of a day of eight hours by making a rec- 
 tangle shorter in proportion. I consider any problem in compound proportion 
 solved when, and only when, the pupil is able to represent it graphically on 
 this system. I am sure this process would be more interesting than the use 
 of figures. 
 
 The precise purpose of this course in visible arithmetic is so far from 
 familiar that further enforcement of it may be necessary to its complete 
 apprehension. It must be especially understood that exercises in formal 
 reasoning do not enter into the plan. A power of visualization and of giving
 
 Superintendence] THE TEACHING OF ARITHMETIC 93 
 
 a concrete embodiment to the abstract ideas is the fundamental point aimed 
 at. If I should express the desire to have a pupil trained from the beginning 
 in the mode of thought of the professional mathematician, I might meet the 
 reply that this was expecting too much of the childish mind. Allow me, 
 therefore, to put the requirement into a slightly different form. I wish the 
 pupil trained from the beginning in the use of those helps to thought which 
 the advanced mathematician finds necessary to his conception of the relations 
 of quantities. If a mathematician has no clear conception of an abstract 
 quantity, how can we expect a child to have it ? The mathematician 
 expresses quantities by geometrical forms and the movements of imaginary 
 visible points. Let us, then, train the child to represent the simple quan- 
 tities with which he deals by simple auxiliaries of the same kind, adapted 
 to the state of his mind and to his special problems. What I wish him to 
 use is not merely a tool, but a necessary help to thought. The visible 
 arithmetic which I advocate bears the same relation to ordinary arithmetic 
 that the geometric construction of complex variables does to the algebra of 
 the mathematician. 
 
 Altho I have spoken of these graphic constructions as merely an auxiliary, 
 I would, after denominate numbers are disposed of, be satisfied with the 
 graphic representation of all solutions required. After this point I would 
 require very httle mathematical solution of problems, being satisfied when the 
 pupil is able to construct a graphic representation of the solution. When 
 he can draw proportional Hnes, explain discount by cutting off and adding 
 fractions of a hne to the line itself, and in general show that he can form a 
 clear conception of the practical problems of arithmetic, I should consider 
 that he knew enough about it, so far as the mere numbers are concerned. 
 Everything beyond this should be treated by algebraic methods. 
 
 Thus far I have treated of only one main object of arithmetical teaching. 
 But there is another purpose of a different kind, and that is facility in the 
 use of numbers. The pupils must not only know the meaning of multiplica- 
 tion and division, and understand when each is required, but he must be 
 able to cipher rapidly and correctly. My views of the best method of attain- 
 ing this end are perhaps even more radical than those I have already set forth. 
 I think it can best be gained by .short and frequent daily ])ractice in the routine 
 operations of the four fundamental rules, quite apart from the solution of 
 problems. I would have something analogous to a daily five minute run in 
 the open air. The reiteration of simple problems, after the pupil sees dearly 
 how to conceive them, is a waste of time. Hut this is not .so with cxcrci.ses 
 designed to .secure facility. Leaving details to the teacher, I would outline 
 some such plan as the following: 
 
 Let an entire class devote a few minutes every morning cither to reading 
 or re|)eating aloud in ( horus the addition, subtrac tion, or multiplication tables, 
 until it is ascertaincfl that the large majority of the class has them well by 
 heart. I should not make it a point to have them repeal the tables from
 
 94 
 
 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 memory alone, because I think the result is equally well attained by simply 
 reading aloud. Another exercise would be that of adding columns of figures, 
 following the method of the bank clerk or of the astronomical computer. It 
 would facilitate this to have the exercise printed on sheets beforehand. 
 Twelve lines of figures would be a good number. The earlier exercises may 
 begin with three in a line ; when these are easily done, add a column of thou- 
 sands, then the tens of thousands, and so on. Do the same thing with exercises 
 in multiplication and division. 
 
 These may, seem rather dull exercises, but we can easily add an element 
 of interest by choosing some condiment of which a very little will suffice to 
 flavor an otherwise long and tedious course. The mere act of repeating in 
 chorus will give interest to the exercises. In addition an element of interest 
 will be given by noting from day to day the gradually diminishing time in 
 which each pupil can complete his exercise and prove its correctness. 
 
 Thus far I have spoken only of methods of teaching. But I believe that, 
 if the system which I advocate is intelhgently pursued, it will be found prac- 
 ticable to curtail greatly the time spent in simple arithmetic, and thus rear- 
 range the curriculum with the view of disposing of the subject of arithmetic, 
 and passing on to algebraic and geometric methods, at a much earlier age 
 than at present. In this connection attention may be invited to the report 
 of the Committee of Ten, made in 1892, in which important changes in this 
 direction were proposed. It must be admitted that in making such changes 
 we shall be running counter to the ideas of the general public. When it is 
 proposed to omit commercial and so-called advanced arithmetic from the 
 school course, the reply is likely to be that we are considering only the require- 
 ments of pupils preparing for a college course; and that business and com- 
 mercial arithmetic is a prime necessity with the masses. There being in our 
 country no body of men more influential than that here assembled in wisely 
 directing pubhc opinion on this subject, I beg leave to point out the fallacy 
 in this plausible view. The experience of directors in our great enterprises 
 shows that the best business mathematician is not the one who has taken a 
 course in commercial arithmetic, but who has the best understanding of 
 numbers and quantity in general, obtained by the more advanced course of 
 a mathematical character. A problem of practical business is best taken 
 up by one who understands it. On the purely practical side, that under- 
 standing can be better gained in one day by actual experience than by any 
 amount of arithmetic in a course subject to all the drawbacks of being treated 
 as an abstraction. 
 
 I once saw an interesting example of this. It was in connection with a 
 building association on an old-fashioned plan, which, I fear, has gone out 
 of vogue. It was a mutual-benefit association in which accumulating results 
 of monthly payments thru a term of years were to be equitably divided month 
 by month among the members desiring advances. The mathematical prin- 
 ciples involved, if investigated in detail, were so complex that only a professed
 
 Superintendence] THE TEACHING OF ARITHMETIC 95 
 
 mathematician would be able to construct or apprehend their theory. Yet, 
 when the problem was faced as an actual one, the whole process was gone 
 thru with by everyday business men and laborers without the slightest diffi- 
 culty. Not one of these could have explained the process to a learner, but he 
 went thru each step correctly when the concrete problem was before him. 
 
 We should also try to dispel the current notion that the use of algebraic sym- 
 bols belongs to a more advanced stage of study than arithmetic. We have ad- 
 vanced a little in the right direction since the time when the signs -1- and — were 
 considered as belonging only to algebra, and therefore were not used in arith- 
 metic. If my contentions are well grounded, the application of algebraic 
 methods may be commenced as an auxiliary to arithmetic at a much earlier 
 stage in the course than at present. In connection with the graphic con- 
 struction of problems which I have suggested may come their solution in the 
 form of an algebraic expression. If this seems too much to expect from the 
 young mind, I think that itnjjression will disappear on closely looking into 
 the case. Let us grapple with the subject by taking it up as it really is. What 
 will 13 pounds of tea cost at 55 cents a pound? Before the arithmetical 
 solution can be begun, the pujMl must understand that the cost is equal 
 to the product of 55 cents into 13. It follows that, if he sees this, 
 he can write on his slate as thcanswer 13X55. If a given sum of money is 
 to be equally divided among 11 people, what will be the share of each ? The 
 answer is to be found by dividing by 11. If the pupil knows this, he can 
 write a fraction, with the sum to be divided as the numerator and 11 as the 
 denominator, more easily than he can perform the division. It follows that 
 by the combination of the two i)roblems he can express the result of dividing 
 the price of the tea among 11 persons. The same thing holds true in all tlie 
 prf)blems of arithmetic, after the first four rules are disposed of. Not only 
 will no greater difficulty be encountered in expressing the solution in this way 
 than in j^erforming it, but, since the idea to be expressed must be in the mind 
 before the arithmetical solution is commenced, it will he a help to express the 
 result in what we call the algebraic form. 
 
 We shall also fmd that the u.se of algebraic symbols of c|uaiility is much 
 simpler than is commonly su|)i)oscd. If we have four v's, it is simpler to call 
 their sum 4.Y than to call it .v multi|jlic(i by 4. This suggests the idea, which 
 I think is correct, that it is simpler and more natural to consiiler the figures 
 6 and 7 together to mean 6 multiplied by 7 than to have it mean, as we actu- 
 ally do, sixty-seven, which latter means 6 multiplied by 10 plus 7. (1 ranting 
 this, the exjjression of simple arithmetical problems in tlic fmni of i(|uations 
 will be easy, and I should su|)pose more interesting and more improving than 
 requiring the pupil to work at the .solution without using algebraic processes. 
 It goes without saying that this use of algebraic methods in elementary prob- 
 lems does not imply the manii»ulalion of algebraic expressions, inc hiding their 
 fa< toring and flivision, whi( h forms so |)romiiienl a feature of the usual elemen- 
 tary course in algebra.
 
 96 NATIONAL EDUCATIONAL ASSOCIATION rixiuisviUe 
 
 Having suggested all these innovations, allow me to sum up in briefest 
 compass the practical conclusions which I draw from a survey of the field. 
 
 I. I do not propose that we shall train a pupil in abstract mathematical 
 reasoning until he reaches the stage where pure geometry can be advantage- 
 ously taken up. But, from the very beginning, he should be trained in the 
 faculty of mental insight. This can be done by problems like this, to be 
 answered by thought without making a drawing. Of three houses. A, B, 
 and C, B is loo meters north of A, and C is loo meters west of B. What is 
 the direction of C from A, and about what would you suppose its distance 
 to be? 
 
 II. I regard time spent in the schoolroom poring over problems and trying, 
 perhaps vainly, to see how they are solved, as time wasted. Much waste in 
 this way is indeed unavoidable; but our policy should be to reduce it to a 
 minimum by explaining the problem whenever the pupil does not readily 
 see into it for himself. 
 
 III. Of course, we should train the mind in seeing how to attack a prob- 
 lem. The objection may be made that whenever we help the pupil in this 
 respect, we diminish his power of helping himself. I admit this to a certain 
 extent; but my solution is that we should devise such problems that the course 
 of thought they require can be seen without spending time in vain efforts. 
 Please let me cite once more the analogy to outdoor exercise. We should all 
 agree that, if we coupled the exercise of taking an outdoor run with the require- 
 ment of finding out at every few steps what path was to be followed, and put an 
 end to the exercise if this right path could not be found, it would materially 
 detract from the good of the exercise. Let us, then, in our exercises try to 
 promote facility of calculation by exercising the pupil in purely straight- 
 ahead work, without requiring him to stop and think what is to be done 
 next. 
 
 IV. I have found in my own experience that words are as well and more 
 easily memorized by repeated reading than by the same amount of repetition 
 from memory. If this principle is correct, then we never lose anything by 
 having the multiplication table before the pupil every time he repeats it, 
 so that he shall read instead of memorizing it. I do not present this view as 
 a demonstrated fact, but as one well worthy of being tested. 
 
 V. The plausible system of learning one thing thoroly before proceeding 
 to another, and taking things up in their logical order, should be abandoned. 
 Let us train the pupil as rapidly as is advantageous in the higher forms of 
 thought, and never be afraid of his having a little smattering of advance sub- 
 jects before they are reached in the regular course. Let us remember that 
 thoroness of understanding is a slow growth, in which unconscious cerebration 
 plays an important part, and leave it to be slowly acquired. A teacher aiming 
 at thoroness might have kept Cayley or Sylvester working half his life in 
 problems of advanced arithmetic without reaching the standard of thoro- 
 ness. Let us rather promote the development of higher methods in the earlier
 
 Superintendence] THE TEACHING OF ARITHMETIC 97 
 
 stages by introducing algebraic operations immediately after the four funda- 
 mental rules. 
 
 VI. Separate the actual exercises for acquiring facility in arithmetical 
 operations from the solving of arithmetical probL ms. If I am right, it will 
 be more conducive to progress to be satisfied with the graphic representations 
 of problems, without the arithmetical operations of solution, than by actually 
 going over the solution itself. 
 
 VII. If I am not straying too wide from my theme, I may devote one 
 moment to the extension of the ideas I have advocated to the mensurational 
 side of geometry and physics. As a part of the arithmetical course let us teach 
 geometrical conceptions, the aim being a correct apprehension of Hnes, lengths, 
 angles, areas, and volumes, as they actually exist in the objects around us, 
 and are to be conceived in thought when these objects are out of sight. Valu- 
 able exercises in this repect will be endeavors to estimate a result in advance 
 of calculating it. If a freight car is the subject of measurement, either in 
 thought or by a picture, let the pupils form the best judgment they can as to the 
 number of cubic meters or the tons of water the car w'ill hold, before making 
 the computation. Practice in estimating length and angles by the eye, and, 
 in fact, in estimating magnitudes generally, should be a part of che elementary 
 course. 
 
 I conclude with some thoughts on what is, after all, the great question 
 involved. What are we to expect from the introduction of such a system as 
 I have outUned, and how far shall it be carried ? On ground which is, so 
 far as my knowledge extends, as new as this, it would be hazardous to reach 
 a decided conclusion in advance of trial. Here again the difficulty arises 
 that a really decisive trial must be guided by clear apprehension of the purpose 
 in view, which may essentially differ from that with whicli arithmetic is 
 generally taught. Suitable exercises must be constructed ; and this cannot be 
 done until their purpose is fully seen. If I should express the hope that, 
 thru the proposed sy.stem, the average boy of ten might be as well qualified 
 to begin algebra as he is at the standard age of, I believe, thirteen or fourteen, 
 I should not be interjjreted as meaning that the mathematical faculty would be 
 as well developed in one case as in the other. As I have already jioinlcd out, 
 develojjment of the mind is a slow growth. The cxjjectation would then-fore 
 not merely be an acceleration of the mental growth, but a development of the 
 faculty of using powers which may be awakened at an age earlier than is 
 commonly sui)posed. I may make this clear by referring to the fact, already 
 pointed out, that a language is so easily and rai)idly acquired by the nat- 
 ural process, when the acquisition would be slow and difficult by the pro- 
 cess of teaching. If we could imagine a child ten years old who had been 
 taught to speak only by rule and grammar, learning first nouns and then 
 verbs, and cf)m[)are him with one seven years old who was without theoretical 
 instruction, but had learned to talk in the usual way, we niiglit i)erhaps 
 find that the older bov was l)efter developed, had a much belter theoretical
 
 gS NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 understanding of words and their meaning than the younger would have. 
 But the younger would be far ahead in the facihty with which he could use 
 language, and apply what he knew in promoting his further intellectual 
 advancement. Something like this I should expect from instruction and 
 practice in visible and graphic arithmetic. 
 
 Of course, it should always be understood that the process niust begin by 
 being a tentative one, appHed step by step. I therefore earnestly hope that 
 some teacher will prepare, and some publisher be willing to bring out, a 
 series of exercises of the kind I have described, to be tried on a small scale 
 at first, and expanded as far as found successful in results. I certainly can- 
 not conceive that the time spent in a few such trials would prove to be thrown 
 away, even if the results did not come up to expectation. 
 
 This is my first and, perhaps, my last appearance before a body of eminent 
 educators. While I fear that the possibilities I see before me may seem to 
 be the ideas of an enthusiast, I trust that careful thought and experience will 
 lessen the impression. I therefore make bold to say that it seems to me 
 quite within the power of education to make as great a revolution in the 
 intellectual powers of the masses of our population as science has made in 
 the powers of the few thinkers who pursue it. The scientific investigator 
 has been aptly described as a new species of the human race ; a species so rare 
 that it might well be considered an abnormal one. This species made its 
 first appearance only four centuries ago, yet, it has revolutionized the con- 
 ditions which surround humanity. I think it is possible that a similar revolu- 
 tion may be brought about in the intellectual power of the masses to judge 
 of and grapple with the great social questions that confront them. I see in 
 imagination a great nation the millions of 'whose citizens shall each have clear 
 conceptions of the nature and causes of the natural phenomena presented to 
 him at every turn ; such an application of the forces which move both himself 
 and his fellow-citizens that no unwise law can be enacted ; such understanding 
 of financial problems that the public of which he is a part shall be quite secure 
 against becoming the victim of rapacity; and such training of the reasoning 
 faculty that the masses shall never be moved to action except by sound reason- 
 ing, the force of which they shall be able correctly to judge. This end is not to 
 be attained without many trials, and perhaps many failures in experiment. 
 But every trial, whether a failure or a success, must be intelligently discussed. 
 In all our discussions the end aimed at must be kept constantly in view. We 
 do not propose to form a nation every citizen of which shall be a learned man, 
 or even a well-read man; but it is necessary that every citizen shall become a 
 careful and correct observer of all that he sees in his daily life, and so good a 
 reasoner, that, however unable he may be to trace out the more difficult prob- 
 lems of life, he shall at least be able to analyze his own modes of reasoning, 
 and thus be secure against the acceptance of fallacious conclusions. This 
 end will never be gained so long as we regard correct observation and correct 
 reasoning as subjects for the college and university alone, to be taken up at
 
 Superintendence] THE TEACHING OF ARITHMETIC 99 
 
 Stated times in a course of education. I therefore hope that the thoughts I 
 have ventured to submit to your courteous consideration will not be applied 
 to mathematical development alone, but to the mental training of the masses 
 in an enlarged sphere of intellectual activity. 
 
 DISCUSSION 
 
 Robert J. Aley, professor of mathematics, University of Indiana, Bloomington, 
 Ind. — The address of Professor Newcomb is so good that it is unnecessary to praise it, 
 and it touches the vital points so deeply that it seems almost presumptuous to undertake 
 to discuss it. 
 
 One of the points made emphatic by Dr. Newcomb is the necessity of frequent repeti- 
 tion in a variety of ways of the things of fundamental importance in the subject taught. 
 I urge this in justification of my own repetition of a few things which I regard as of 
 great value. 
 
 It is a trite, but true, saying that to teach any subject well, one must fully understand 
 its nature. Arithmetic, like most other subjects, is dual in character. There is a pure 
 arithmetic and an applied arithmetic; a theoretical arithmetic and a practical arithmetic. 
 A ver)' common mistake is the attempt to master the practical without an adequate under- 
 standing of the theoretical. In this intensely practical age many people have been misled. 
 Schools almost without number flaunt their advertisements in our faces, promising to 
 prepare men and women for the highly paid practical positions in life in from ten to twenty 
 weeks. An occasional millionaire goes into print and tells the worshiping public that 
 time spent in studying the foundations of things is worse than lost. What is needed is 
 a little study in the practical affairs of life. Our millionaire friend doubts the need of 
 much school time devoted even to practical affairs. His advice is: "Get into the thick of 
 the fight as early as possible." He points to himself with much pride, as the man who 
 has learned to do by doing. 
 
 It surely requires but little argument to convince thinking people that the best prac- 
 tice the world kncnvs always rests upon a sane theoretical basis. 
 
 The great bridge that spans the river out yonder was a theoretical bridge, a pure 
 structure if you please, with the strain and stress computed for every part of it, long before 
 it stood there a concrete embodiment in stone and steel and cement. It stands there 
 today a monument of strength and utility, because it first stood a completed theoretical 
 structure within the brain of the engineer who planned it. The attempt to Ijuild the 
 practical bridge independent of theoretical considerations has usually resulted in disaster. 
 
 The technical school, that school that is supposed to be intensely practical, is ever)-- 
 whcre increasing the amount of time devoted to theor}'. It is doing this because it has 
 found in its own experience that practice alone dcjes not prepare one to meet the varying 
 conditions of life. The engineer whose sole preparation for bridge building has been the 
 construction of a bridge cn)ssing a stream at right angles, and of another bridge crossing 
 at an angle of 30°, i.s generally [Kjwericss to construct a bridge which must cn)ss at an 
 angle of 23j° or on a curve. Hut the engineer whose preparation has been very largely 
 a study of the general principles of bridge-building is able to inrcl all sorts of conditions, 
 and to build structures involving new or improved j)rin( i|)l(s. 
 
 In the normal s<hf>ols of a generation ago mui h more time was given to practice 
 than is the cusc today. Kx|)crience ha.s taught the normal schiMil that practice, to l)e 
 fruitful, must be intelligent, and that it can lie intelligent only by resting \x\wn .sane theory. 
 As a result, much time is now given to the study (A the principles of general and special 
 method.
 
 lOO NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 "Arithmetic is the science of numbers and the art of computing by them." No 
 better definition has been made. It emphasizes the pure or theoretical nature of the sub- 
 ject. When this science is taken out into the affairs of hfe and made to answer questions 
 in experience, it becomes applied or practical arithmetic. Pure arithmetic might exist in 
 all its completeness without ever being apphed to a single practical purpose. Practical 
 arithmetic could not exist for a moment without the principles of the pure science. Pure 
 arithmetic is the tool that does much of the quantitative work of the world. For this work 
 to be done well, it is necessary that the tool be thoroly mastered. 
 
 The most fundamental thing in arithmetic is number, for it is in munber that the 
 science itself is found. The number-idea is universal. The organization of number- 
 ideas into a system by means of scientific grouping is also universal. All people, however 
 meager their number-notions, have arranged these ideas scientifically about some elemen- 
 tary group. In most cases that group has been ten. Thoro acquaintance with the num- 
 ber system can be obtained in but one way — by counting. 
 
 Counting is, therefore, the most fundamentally important thing for the beginner in 
 arithmetic. Counting at first is necessarily concrete; that is, counting is a form of quan- 
 titating material things. Perhaps at a very early stage of counting it may be advisable 
 to have the objects counted essentially alike; but experience teaches that this necessity, if 
 it exists at all, is very temporary. The child soon feels that number is a quality apart from 
 size, shape, color, or any other physical property. From this, the step to abstract counting 
 is very short. Indeed, but few of us can remember back to the time when objects were 
 necessary in our counting. 
 
 There is something in the rhythm and swing of counting that is especially pleasing 
 to the child's mind. It is a rare child, indeed, that does not enjoy it. 
 
 It is through counting that the fundamental facts of numbers are fixed in the mind. 
 We know that 37 is more than 34, not by visualizing the two numbers, but because in our 
 counting 37 comes after 34. All the basal facts of the fundamental operations in arith- 
 metic are established by counting. The commutative, associative, and distributive laws, 
 as well as the tables of the four rules, are all established by this means. 
 
 Since counting is of such great importance, since it delights and interests the child, 
 and since it requires but Httle time and no apparatus, it should certainly take a large 
 place in the number work of the first three or four years. 
 
 This counting should be by I's, 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, and lo's, both for- 
 ward and backward, and involve every possible order. Such counting insures a complete 
 mastery of all the addition and subtraction tables the world knows. It also insures the 
 fixing in the mind of all the multiplication-table products. 
 
 Counting is not the only number exercise for the elementary school. It is an impor- 
 tant one, but with it there should go the formal development of the four rules. Of course, 
 much of this must necessarily be enforced by application to concrete things within the 
 familiar experience of the child. 
 
 The development of the processes of addition, subtraction, multiplication, and 
 division, and their extension into the special fields of factors, fractions, multiples, powers, 
 and single roots, cover the ordinary field of pure arithmetic. 
 
 This development should be thoro enough to establish clearly the principles of the 
 various operations and the interrelations between them. The inverse relations between 
 addition and subtraction, and multiplication and division, are so simple that children of 
 the second and third grades can understand and appreciate them. These relations are 
 capable of clear and interesting concrete illustrations, and also lend themselves to easy 
 graphical representation. They should be taught so thoroly that their simple applica- 
 tion would give no trouble whatever. 
 
 Accuracy and reasonable speed are two most desirable ends in elementary arithmetic. 
 Arithmetic lends itself more readily to the training in accuracy than any other common-
 
 Superintendence] THE TEACHING OF ARITHMETIC lOI 
 
 school subject. In arithmetical calculations the results are right or wrong. The calcu- 
 lator himself, without much trouble, can usually determine the accuracy of his results. 
 In no other subject can he do this with the same facility as in arithmetic. 
 
 Many pupils leave our schools without any just appreciation of the value of accuracy, 
 and without ever getting out of the spelling stage of calculation. Both of these conditions 
 are deplorable, easily explained, and curable. Arithmetic as a tool is almost useless unless 
 it has an edge keen enough to do its work with considerable speed and absolute accuracy. 
 The lack of speed is due to inadequate training in counting, and to insufficient drill upon 
 the simple combinations that make the tables of the jour rules. Another thing contri- 
 buting to slow work is the very common practice of having pupils deal with concrete 
 problems, involving complex reasoning, before they understand the pure arithmetic. 
 Speed is attained by dealing with things so simple that practically all the attention can 
 be given to the speed itself. 
 
 The woeful lack of accuracy is due wholly to the attitude of the teachers. Teachers 
 permit and sometimes encourage inaccuracy. If the process of solution is right, the pupil 
 is praised, even tho his answer may be utterly and absurdly wrong. Until a few years 
 ago the State Board of Education in Indiana instructed the examiners of apphcants for 
 license to teach, to mark the papers in arithmetic upon the basis of one-half for process 
 and one-half for answer. For the past half-dozen years the instructions have been 
 to mark the arithmetic papers by the absolute standard of accuracy. The first plan 
 developed slovenly habits in the teachers, and gave us a generation of graduates from 
 our common schools that could not be trusted to add a grocery bill. The second plan 
 convinced the teachers of the state that the habit of accuracy is an asset worth having. 
 Their only chance of getting even was to pass the absolute standard on to their pupils. 
 They have done this. The result is that the pupils today in Indiana have an apprecia- 
 tion of the value and desirability of accuracy not dreamed of by their predecessors of ten 
 years ago. Pupils soon form the habit of accuracy when they find that inaccurate results 
 are uniformly marked zero. 
 
 Accuracy, speed, and understanding of the principles of pure arithmetic are best 
 attained by centering attention upon these things, rather than by attempting to accom- 
 pUsh them thru complicated applications to concrete affairs. In multiplication by 2, 
 after the table has been learned, more desirable results in speed, accuracy, and under- 
 standing are obtained by multiplying large numbers by 2 than by often repeated little 
 multij)lications. The multipliration of a number of twenty figures by 2 has all the merits 
 found in the multiplication of twenty single digits by 2, plus the chance for speed, the drill 
 in carrying, and the enormous impetus given to the child in the idea that he is doing 
 something big. The purpose of this work is to learn to multiply, and with it to attain 
 to speed and accuracy. The same is true of work with large numbers in the other opera- 
 tions. 
 
 Speed, accuracy, and understanding are all greatly helped by the early teaching of 
 contracted methods and short-cuts. Many persons think that the immature mind is 
 unable to grasp short, direct methods. Nothing is farther from the truth. No one more 
 readily grasps, or more highly a|)preciates, masterly ways of doing things than a child. 
 Much of the arithmetic -teaching of today puts a premium on the long-drawn-out way nf 
 doing things. In many .schools the .solution is best which covers the greatest number of 
 square fret of blai k1x)ard or square inc hcs of notel)ook. This is all wrong. The tcai hing 
 should face aljoul and dcveloj) mental alertness that will go to the heart of things and g<t 
 results in the most direct way possible. 
 
 I have tried to emphasize two of the many important |xiints made by Dr. Newcomb. 
 
 I. The nrressity of a clearer understanding of the i)rin( ipk-s of pure arithmetic. 
 Thi.s may lie attained l)y giving more attention to the relations of number thru counting 
 and thru a dcc[K:r study of the relations in the jour rules. 
 
 UNIVFRSITY OF CALIFORNIA 
 SANTA BARBARA C:OLLEOE LIBRARY
 
 I02 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 2. The desirability of better results in speed and accuracy. These may be attained 
 by much drill, by the use of direct methods, and by the teacher maintaining an absolute 
 standard of accuracy. 
 
 SUGGESTIONS FOR THE IMPROVEMENT OF THE STUDY 
 
 PERIOD 
 
 F. M. McMURRY, PROFESSOR OF ELEMENTARY EDUCATION, TEACHERS 
 COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY 
 
 Last spring I took charge of a fifth-year class of twenty children in his- 
 tory and geography, with the object of investigating and, if possible, improv- 
 ing their method of study. After spending perhaps sixty minutes with them, 
 I assigned one day a paragraph of map questions which they were to dispose 
 of in class, without help. I was to do nothing more than to call upon someone 
 now and then to "go on," or to "do what ought to be done next." 
 
 A girl read the first question: "Here is a relief map of the continent on 
 which we live. What great highland do you find in the west ? In the east ?" 
 Then she stood silent, staring at the book. She might have inquired the 
 meaning of "relief;" or have turned to the relief map opposite — which was 
 small; or to the better map two pages further over; or to the wall map hang- 
 ing, rolled up, in front of the class. But, altho she was not embarrassed, she 
 did nothing. She was waiting to be directed just what to do, and she waited 
 until aid arrived from me. 
 
 In response to the next question, "In what direction does each (highland) 
 extend?" the two great highlands, the Rockies and the Appalachians, were 
 described as parallel; and the pupil was passing to the next question without 
 objections from any source. Again I had to interfere. 
 
 "Which is the broader and higher?" was the third question. A' boy 
 stepped to the wall map and pointed out the Rockies. But, as no one asked 
 why they were supposed to be broader and higher, I suggested that question 
 myself. Someone gave the correct reason for considering them the broader. 
 But, by that time, the entire class had forgotten that there was a second part 
 to the question, and were passing on. I then reminded them of the omitted 
 part. 
 
 The fourth question called for the location of the lowest land between 
 these two highlands. Four or five stepped to the board in succession, showing 
 wide disagreement. Yet no one asked anyone why, or proposed any way of 
 settUng the dispute, or even evinced any responsibility for finding one. They 
 would have taken the next question, had I not objected. 
 
 "Trace the Mississippi River," was the fifth question. Only about one- 
 half of it was pointed out — i. e., from Cairo southward. But no one entered 
 complaint, and the next question was read before I requested more accurate 
 work. 
 
 The girl who read the next direction — i. e., "Name some of its largest
 
 Superintendence] IMPROVEMENT OF THE STUDY PERIOD 
 
 103 
 
 tributaries" — stood silent. The word "tributaries "was probably new; but 
 she apparently lacked the force to request help. As nearly as I could judge, 
 she was waiting for me to ask her if she didn't need to ask someone for the 
 definition. So I complied, and the definition was given. 
 
 Then all failed, for a time, to answer the original question, apparently 
 because they could not break it into its two parts, first tracing the principal 
 tributaries on the map, then finding the names attached to them. 
 
 These responses are representative of my earher experience with these 
 ten-to-twelve-year-old children. In spite of the fact that they were not 
 frightened, and plainly understood that they were to go anywhere in the room, 
 and do or say anything that was necessary, frequently someone stood ten to 
 fifteen feet from the wall map, straining his eyes to read it, until invited to 
 step forward. And even after answering the single question that was assigned 
 to each during a portion of the time, they often remained standing at their 
 seats, or holding a pointer before the map until directed to sit. They seemed 
 to be wanting in energy to move about freely, to determine when answers 
 were correct and complete, and even to lay aside the pointer and sit down, 
 without assistance. 
 
 Yet they were normal children, were up to grade, and had even enjoyed 
 rare school advantages. Nine out of the twenty had attended this school — 
 the Practice Department of Teachers College — from the beginning, and 
 every one of the five teachers that they had had, had been a graduate of a 
 state normal school or of a college, or both, and had been especially trained 
 for teaching. How, then, can their failure to master such a simple lesson 
 as map questions be explained ? 
 
 The explanation, I think, is found in the pecuHar difficulties of studying 
 alone; for I was almost requiring them to get their lesson without the aid of a 
 teacher. Let us consider those difficulties. 
 
 When a pupil studies a lesson with a teacher, it is a question of how much 
 two persons can accomplish together, the one Ijeing immature, and only under 
 favorable circumstances fully willing to receive and be guided; while the other 
 is much better informed in general, more or less versed in the prin(i])les of 
 presentation, and more or less skilled in their application. 
 
 In the mastery of text together, the teacher asks c|ueslions, pushes the 
 pupil against difficulties, points out crucial thoughts, calls a halt here and 
 there for review and drill, furnishes niolivc by praising or ri'|)riman(iing or 
 pummcling, as the case requires, and not seldom grows red in the faie from 
 exertion. 
 
 Likewise, in the case of developing instruction, the teacher chooses the 
 general topic, breaks it into [)arts, and then concentrates her ability on her 
 (jueslions, endeavoring to have them short, simj)lc, and attractive enough 
 to make sure bait. An<l if she is very skillful, her predigested mor.scls of 
 knowle<lgc may be sw.ilJDWcd ;uvl as-,imilatcd without p.iiti or conscious 
 elTort.
 
 I04 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 In both cases the teacher is the acknowledged leader. It is she who takes 
 the initiative in determining how the lesson shall be attacked ; who exercises 
 resourcefulness in meeting unexpected obstacles; who assumes responsibility 
 for deciding what the crucial questions are, and when the answers are right 
 and complete, and who supplies the energy that makes things go. If she is 
 accounted a good teacher, she is fully as active as her pupils, and probably 
 grows tired first; she is the one who does the work. 
 
 Now, eUminate the teacher, and let the pupil attempt to get his 
 lesson alone. It is no longer a question of how much two persons can 
 accompUsh together, but how much the weaker of the two can and will do 
 alone. 
 
 The work to be accomplished is the same, however, as before — i. e., the 
 assimilation of the topic by the pupil. The means, then, must be substanti- 
 ally the same — i. e., a careful division of the subject into parts, and the 
 putting and answering of questions touching the meaning, relative values, 
 organization, and bearing on life. Therefore, what the two accomplished 
 before — with the more capable one working the harder and doing the greater 
 part — must now be performed by the weaker one alone. He must now 
 duplicate the teacher's task by teaching himself. How different the two 
 situations ! 
 
 Here is the explanation of the failure of the class mentioned, in spite of 
 the fact that they were fairly endowed and responsive children, and this was 
 their fifth year of superior instruction. For nearly five years they had been 
 estabHshing the habit of waiting to be told when to step to the board, when 
 to lay aside the pointer, what questions to consider, when an answer was wrong, 
 when something had been overlooked or forgotten, and when they were thru 
 with a task. They were strong as followers, as would quickly have been 
 proved if I had been willing to play the customary part of leader. But they 
 were untrained for such leadership of themselves as is necessary in study, 
 because they had not been learning to take the initiative, carry responsibility, 
 exercise resourcefulness, and find motive for effort, by having someone else 
 perform these duties for them. Indeed, such help from a teacher as is custom- 
 ary undermines self-reliance and unfits for independent study, altho it may 
 and often does result in a good fund of knowledge. 
 
 This class, I think, is typical of others. The first change, therefore, for 
 the improvement of study periods must be effected within the recitation itself. 
 That period must accustom children to taking the initiative in the mastery 
 of thought. Outside of school — as in games and conversation — they do this 
 constantly, and always have done it; it is in the school, the special institution 
 for education, where it is wanting. When instructing a fourth-year class in 
 Hterature one day, I suddenly inquired: "Do you ever stop to talk over what 
 you read?" "No," replied several. "Yes," said a few, " sometimes we do." 
 "All right," said I to the latter. "Let us stop here and talk a few minutes. 
 Eddie, what have you to say?" "O, we don't talk; the teacher does the
 
 SupcrinlendeaceJ IMPROVEMENT OF THE STUDY PERIOD 
 
 105 
 
 talking," remarked Eddie, with a most nonchalant air. How typical of the 
 school! And how lamentable! 
 
 To secure this initiative from children, radical reform in the conduct of 
 recitations is necessary in two respects. First, there must be an ability on 
 the part of teachers to keep still more of the time. The teacher is too promi- 
 nent in the class. And, strange to say, in development work — which seems 
 to be regarded as our highest type of instruction — she is most prominent. One 
 great object of a good teacher should be to show children how to get along 
 without her; and the longer she keeps a class, the less talking and other work 
 she should do, because under her guidance they have learned to do it them- 
 selves. How otherwise can they be improving in power to study alone? 
 Second, initiative on the part of the pupils in the mastery of lessons must take 
 the place of knowledge of subject-matter as the primary object of many recita- 
 tions. It is well enough to recite to a teacher a portion of the time, in order 
 to prove one's possession of facts. But reciting does not usually reveal 
 one's way of getting the facts; it merely tests results. And it is partly because 
 -SO much time has been occupied in reciting that so little attention has been 
 given to children's method of study. Many recitations — po.^sibly most of 
 them in the elementary school — should be spent by the children in mastering 
 lessons in the teacher's presence, with the aid of her suggestions — not primarily 
 for increase in knowledge, but for increase in intelligence and independence 
 in study. This change of aim might make it advisable to call the periods in 
 general "study periods," rather than "recitation periods" — there is so much 
 that is reprehensible in the latter name. Children would probably know as 
 much in the end — but they would also have far better methods of working. 
 
 Now, what are the facts about method of study whose mastery demands 
 so much time ? Teachers may be willing to practice silence in class, and to 
 accept initiative on the part of ])upils as their primary aim; but until children 
 are very clear in regard to the directions in which initiative is to he cxerci.'^ed, 
 they are likely themselves to be provokingly silent. Tlii^ problem, touching 
 the principal factors in proper study, is one of the greatest that now confront 
 the teacher. 
 
 Both children and college students generally recognize two main factors 
 in study — i. e., memorizing and thinking. And which of the.se .should come 
 fir.^t is the first important (juestion to be met. Cu.stom .says, "memorizing." 
 '"Tix the facts or thoughts in memory, then rellection ujjon them can follow 
 at leisure," is the common thought. But there arc always more duties in life 
 than time allows us to perform, so that rellection is habitually postponed 
 until it is omitted. In con.sequcncc, to the great majority of persons, study- 
 ing signifies mainly the stultifying work of memorizing. Suppose, now, this 
 order were inverted, and young i)e()|)le were taught to undertake tlie first 
 thing whatever thinking was expected of them in each lesson. They would 
 ihen at least make sure of the more interesting |)art. But, more than that, 
 thinking thoughts thru, in the various ways reqnired in good study, is the very
 
 io6 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 best method of memorizing them, and psychologists recommend this method 
 even in the case of verbatim memoriter work. Conscious effort to memorize 
 would then be largely or wholly unnecessary, because the memorizing would 
 become a by-product of thinking instead of a substitute for it. Here is the 
 first great fact to be taught to young people about how to study. And if it 
 were applied, there would need to be less of dull drill in school; one reason 
 for so much of it now is that there is so Httle thinking. 
 
 What kinds of thinking are to be expected is the next great question. The 
 chief factors in reflection must be carefully taught. Let us very briefly sug- 
 gest a few. 
 
 1. In the reproduction of stories by six-year-old children, teachers affect 
 to make the response easy by mentioning definite points to tell about. Chil- 
 dren in the second and third years of school easily detect the substance of 
 scoldings received, of conversations, and of paragraphs in their readers, and 
 they determine the substance of paragraphs for short compositions. In de- 
 velopment work thruout the primary they are reasonably successful in com- 
 prehending the question under consideration, and in holding to the point as 
 the discussion advances. Here there are the beginnings of the ability- to 
 group facts into points, or to think by points. This is one of the first requisites 
 for the organization of knowledge, but the extent to which it is lacking in adults 
 is suggested by the tendency of teachers to offer scattered or isolated facts in 
 the studies, and to wander from the point in their conferences. This ability, 
 then, needs to be highly valued and developed. Lessons should often be as- 
 signed, or at least recited, by points rather than by pages. Marginal headings 
 should be prepared by children, and they should learn to put their fingers 
 on the spots in the text where the treatment of a certain point begins and 
 ends, thus determining the places where the thought turns, and where pauses 
 might ]je suitable, for reflection. Also they should verify and improve the 
 paragrajAing of the text; should assume responsibility for detecting beginning 
 wanderings of thought in discussion or in text; should receive practice in 
 taking notes, by points, when the teacher reads or talks to them; and should 
 learn so to group their ideas that they could easily number the points that 
 they themselves make, in reciting or in writing. 
 
 2. Children somewhat easily detect the main points in a story; they often 
 recognize trivial facts as such in development work; they are keen critics of 
 the value of words in comparison with deeds in the conduct of their teachers 
 and parents; and they are often distinguished for their good sense in their 
 judgment of rekitive values, just as adults are. Here are the beginnings of a 
 .second mental ability of vital worth in study; and it is all the more important 
 that it be developed, since the facts in the three R's and spelUng are so nearly 
 on a dead level, and the prevailing conception of thoroness so magnifies 
 trilles, that the ajjpreciation of relative worths is in peculiar danger of atrophy 
 in the primary school. 
 
 Whole recitation periods might well be spent primarily in the cultivation
 
 Superintendence] IMPROVEMENT OF THE STUDY PERIOD 107 
 
 of this ability. To that end children might be encouraged to mark their 
 texts, indicating the relative value of different passages by their system of 
 markings. Reciting usually with their books open, in history or geography, 
 as in Hterature, they should often be asked to begin with the largest thought 
 in the entire lesson, no matter where it might be found; and, if disagreements 
 are noted, the period might be spent in the attempts of various pupils to defend 
 their estimates. They should practice putting large questions, as well as 
 answering them, and should develop skill in selecting the details necessary 
 to the support of a large thought thereby learning to slight insignificant facts. 
 If they are not allowed to mark up their books, how are they to review them 
 without loss of time ? And if they do not learn to neglect mucli of what is 
 in a text, how are they to learn that wise selection of facts which will allow 
 them to make profitable use of reference-books, newspapers, and magazine i? 
 
 3. Children have such vivid imaginations that they are capable of becom- 
 ing frightened by their own pictures. When they become interested in a story, 
 it is difficult, even in the kindergarten, to check their expression of suggested 
 ideas; conversations among them are as natural as among adults; develop- 
 ing instruction is based on the assumption that their experiences are rich 
 enough to allow contributions of thought, and fables, calling for interpreta- 
 tion, are especially written for them. Here, then, are the beginnings of a 
 third ability of great importance in study — i. e., the power to supplement an 
 author's thought. The best of authors fail to put most of their ideas into 
 print. Or, as Ruskin declares, all literature — hke the story of the Prodigal 
 Son — appears practically in the form of parables, requiring much supplement- 
 ing to be properly pictured and interpreted. The words in a minister's text 
 in comparison with those in his sermon are perhaps as one to one hundred. 
 The statements in any text should bear a somewhat similar ratio to the thoughts 
 that they suggest in the reader's mind. Accordingly, much time should be 
 occupied by children in school in visualizing in greater detail the scenes in 
 geography, hi>tory, and other studies; the bearings of facts upon human life 
 should often be traced out with care; and comparisons of many kinds should 
 be instituted. To this end fact questions, testing mainly memory, are out of 
 I»lace; questions involving reflection should be common, if wc (ksire young 
 j)Cople to become reflective. And the initiative, it mu^t be rcnicmbcred. 
 should come from the children. A very common remark from the teacher in 
 the treatment of text might well be: "Do we need to stoj) here to talk over any 
 matter?" The (hildren should even learn to call a halt themselves, at fitting 
 places, and to offer the supplemental thought without even a suggestion from 
 the teacher. Thus they might be taught how to read books. 
 
 Want of time fijrbids my doing m«jre than merely indicating a few other 
 l)romincnt factors in jjroper study, by means of (|ueslions. 
 
 Is it one's duty, in reading an author, to try to agree with him; or may one 
 di.sagree, and thus set himself up as a judge? Even .six year-old children 
 are allowed to praise fairy-tales that they like; have they the right of condemna-
 
 jog NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 tion also ? I find many college students uncertain about this whole question. 
 
 Should a scholar aim at firmly fixed opinions ? Or is it his duty to remain 
 somewhat uncertain, and therefore flexible, in his views ? 
 
 Again, how is a student to know when he properly knows a thing ? Or 
 is he expected to feel very uncertain until the examination returns are seen ? 
 
 In mastering a lesson or reading a book, should one study primarily for 
 the sake of understanding what is presented? Or primarily to meet the 
 teacher's probable requirements? Or primarily for personal profit? 
 
 These are all questions of vital importance in study for all ages of students. 
 And until they have been properly answered, and young people have been 
 properly instructed in regard to them, home study will continue to be a bug- 
 bear, and complaints of teachers about pupils not knowing how to study will 
 continue to be common. We have been on the right track in the past, when 
 we have emphasized the need of careful directions in the assignment of les- 
 sons, so that children would know how to go to work. But we were ignorant 
 of the magnitude of the difficulty involved. How to study is very different 
 from how to teach, and even a broader question, I think. And we might as 
 well expect to train persons to teach merely by giving them occasional sugges- 
 tions about teaching, as to expect to train them to study by giving occasional 
 suggestions about study. Therefore, my main proposition for improvement in 
 study periods is that we begin to take the problem seriously, and go to work upon 
 it. It involves more knowledge about how adults should study than is now 
 easily attainable ; it raises the question of the extent to which children can be 
 expected to study; it favors radical reform in the conception of the class period 
 — i. e., as a meeting time for the exchange and correction of ideas rather than 
 as a time for reciting to a teacher; and it requires cultivation of initiative on 
 the part of children to an extent that is now almost unknown. 
 
 MEANS OF I IMPROVING THE EFFICIENCY OF THE GRAM- 
 MAR SCHOOL— ELIMINATIONS AND MODIFICA- 
 TIONS IN THE COURSE OF STUDY 
 
 MARTIN G. BRUMBAUGH, PROFESSOR OF PEDAGOGY, UNIVERSITY OF PENN- 
 SYLVANIA, PHILADELPHIA, PA. 
 
 The keynote of American public education is democracy. We proceed upon 
 the theory that the school that is best is none too good for all. We have no 
 special types of school for the different classes in the social order. Every 
 child must pass thru the same educational evolution required of any child. 
 Just how far the state should carry this system is as yet an unsettled question. 
 That it should cover the periods of childhood and of youth is already assumed, 
 and types of public schools, called primary and grammar and high schools, are 
 everywhere accepted as part of the business of the state in education. These 
 are evidences that this state support may yet include the college. Were it not 
 for the fact that religion and private philanthropy have already entered upon
 
 Superintendence] IMPROVING EFFICIENCY OF GRAMMAR SCHOOL 109 
 
 this higher education, doubtless the state would long since have taken this 
 also under its support and supervision. It may yet do so, just as it has 
 supplanted the private secondary school in the great centers of population. 
 
 No one questions the right of the state to provide an adequate system of 
 education ; for everywhere a complete system of elementary schools, in which 
 is included that type of school called the grammar school, is now under state 
 control and state support. 
 
 Child-labor laws in almost all the great states of the Union prohibit the 
 employment of children under thirteen or fourteen years of age. Com- 
 pulsory educational laws require attendance at school to the same period. 
 But this period rightly figures the period of elementary education. It is thus 
 seen that the theory of the state is that every child must attend the grammar 
 school. Beyond this the state does not as yet assume to dictate to the home 
 what education the child must receive. 
 
 It is significant, therefore, that the state expects and demands the pres- 
 ence of every child in the grammar school. It also virtually announces that 
 this same grammar school is the highest type of universal education imposed 
 by law upon the child. All secondary and higher education is optional. Gram- 
 mar-school education is compulsory. 
 
 From the point of view of the state, then, it is fair to assume that the gram- 
 mar school is unique, and, if for no other reason, should, perhaps under some 
 more fehcitous name, retain its integrity and individuality as such. More- 
 over, certain considerations arise from its unique character as thus defined. 
 
 In an illuminating address before this Association at its Atlanta meeting 
 in 1904, Dr. Frank M. McMurry set up the criteria for testing the course 
 of study in elementary and secondary schools. Before these standards he 
 caused the detailed data of our curricula to pass. Witli wise discrimination 
 he rejected the less worthful and retained the more essential elements of the 
 materials with which to build the real — called content or knowledge in educa- 
 tion. This work was so well done that no restatement of that i)hase of our 
 pnjblem is needed. Within the scope of that analysis fall the materials thai 
 should be used in the grammar school. I shall, therefore accept that state- 
 ment as a satisfactory dictum relative to the materials of the grammar-school 
 curriculum, and discuss only such additional means of improving the effi- 
 ciency of the grammar school as seem significant. 
 
 Not all our ills are in tlu.' curriculum. Not all our reforms are to be 
 achieved in recasting the quality (jr the amount of material to be u.sed in the 
 educaticjnal process. The course of study is not llie only field of struggle 
 ui)on which to win pedagogic triumphs. Kchication is not alone a process 
 of informing the mind; it is a process of enriching the soul. It is more than 
 filling the mind with useful facts, valuable as this may be; it is the cultivation 
 of all the powers of the soul, the complete equijmienl of the individual for 
 service. It thus includes, in addition to the informing of llie mind, the form- 
 ing of the mind. It has a culture aspect, as well as a knowledge as|)cct, and
 
 no 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 it is quite conceivable that the educational process may be so directed by 
 the teacher as to produce a minimum of cuhure with a maximum of knowl- 
 edge. The reverse is also true. But the better teaching is that which lays 
 emphasis upon the cultural, not the informational aspect of the teaching. 
 
 We cherish a fact as if it were a sacred thing. We neglect development of 
 power as if it were an incidental thing. Even in the grammar school we 
 are too much given to the worship of the things in the curriculum. We are 
 intoxicated with the alluring wine of "education for practical life." We are 
 not educated by the mere possession of facts. When these facts are secured 
 at the cost of the physical ill-health or mental enervation or moral blight, 
 we pay for the facts more than they are worth. There are thus three means of 
 possible improvement in the efficiency of the grammar school: (i) increased 
 concern for the physical well-being, (2) increased concern for the training of 
 the powers of the mind ; (3) increased culture of the moral quaUties of the soul. 
 
 The physical well-being of the child in school is so important that it seems 
 unnecessary to do more than refer to it. Good health is requisite to good 
 living, to efficient service, and no school has the least justification for com- 
 pelling a child to attend its sessions and providing no adequate care for his 
 health. 
 
 The culture of the mental powers is of vastly more significance than the 
 meager scraps of knowledge too frequently forced unrelatedly into memory. 
 The function of the grammar school is to create in the pupil an appetite for 
 more knowledge, not to fill him with masses of preselected data which some 
 self-satisfied official has ordained to be the pupil's meat and drink. True, 
 indeed, these facts of the curriculum do have value both for what they are 
 and for what they may occasion. But the practical judgment of the school 
 community will always prevent these from losing their place in the processes 
 of educating the masses. We deplore the great loss of pupils in the gram- 
 mar grades. We regret that so few of all that should and could enter the 
 secondary school really do so. Is not the reason in part due to the sated 
 appetite and the quenched thirst produced by wrong nutrition in the element- 
 ary school ? 
 
 Of the need of the culture of the moral qualities, the translation of clear 
 thought into efficient and sufficient action is confessedly the greatest aim of 
 the school. Since "conduct is three-fourths of Hfe," its achievement becomes 
 the first office of the school. No school is efficient that fails to stimulate 
 right conduct, set in the currents of the soul right habits, the issue of which 
 is character. Not what one knows, but what one is, is the goal. To say 
 it cannot be achieved is to confess the school a failure. To neglect its achieve- 
 ment is treason to the child and to the state. I do not mean to imply that 
 these great issues are wholly neglected in our schools. I know they are not. 
 But I am constrained to say that they should have vastly more conscious 
 attention; that, in short, they should be viewed by the teacher, not as matters 
 to be attained incidentally, but consciously and dehberately, with the same
 
 Superintendence] 7MPi?0F/A^G EFFICIENCY OF GRAMMAR SCHOOL iii 
 
 care and concern that now is shown for the ordinary things of the course of 
 study. 
 
 Perhaps in no one way may these ends be so economically and so wisely 
 attained as thru such a reorganization of our procedure as will secure to the 
 child less facts in the curriculum, and a vastly wider identification and rela- 
 tion of each new fact with all that has already found place in consciousness. 
 Not more facts, but more relations for each fact, most surely promotes 
 efficiency. This modification of the curriculum is everywhere needed. 
 
 We should always distinguish between clear knowing, which sees the thing 
 and not some other thing in its stead, and distinct knowing, which sees the 
 thing in all its relations to other things in the mind. Thus we rise from teach- 
 ing that is content with perception, to teaching that carries the act of percep- 
 tion on to its fulfillment in the act of apperception. With a crowding of 
 facts into consciousness there is left no time to relate these facts each to the 
 other; and yti a perceived relation is usually a more essential element in 
 learning than a perceived fact. A poor teacher may present facts to the mind ; 
 only a good teacher knows the more delicate and essential art of building 
 relations in the mind. 
 
 Viewed, then, from its several aspects, the problem of efficiency seems 
 to resolve itself into a problem of simpHfication. This simplification may 
 be viewed from three aspects: (i) simplification by elimination; (2) sim- 
 plification by enrichment of the materials of instruction; (3) simplification 
 by enrichment of the teaching process. 
 
 These three methods of simplification arc radically different. The first 
 assumes that the materials of the curriculum in the grammar school are too 
 great quantitatively to be mastered by the pupil. The second assumes that 
 the amount is not too great, but that the materials are not wisely organized 
 and that there is a consequent waste of effort, which may be corrected by a 
 recasting of the data used in the grammar school. The third assumes that 
 the materials of the curriculum, as to both quantity and quality, are not so 
 much in need of reorganization as is the teacher of the grammar scIkk)]. 
 
 With the first of these Dr. McMurry has dealt adeciualely. W ilh the 
 second much is being done. There are yet other needed reforms. The 
 attempt to secure a closer articulation between grammar .school and secondary 
 school, by adding to the curriculum of the former some language element 
 or mathematical element, which was until lately IkM t(t be peculiarly aiul 
 exclusively the materials of secondary schools, has done some good. W C 
 have not yet learned the whole significance of this, esj)ccially in the sphere 
 of languages. Experience has forced me to believe that prac tically thru the 
 grammar .school two languages can be learned in the time given to one, antl 
 that c.-uh language will be more ihoroly mastered by reason of the other. 
 Here at least one may predict gain of knowledge and of (li>(ipliiie witirmii 
 inircase of elTorl by the j)upil. It may be well to ask whelluT a more vital 
 articulation would not result if in some way we could overcome the great 
 
 i
 
 112 
 
 NATIONAL EDUCATIONAL ASSOCIATION fLouisviUe 
 
 crisis in a child's life when he is jumped in a moment, in the twinkling of 
 an eye, from instruction under one teacher in the grammar school to depart- 
 mental teaching in the secondary school. And in overcoming this irrational 
 procedure at the very age when the tension of compulsory attendance is 
 removed, let us not forget that the welfare of the many in the grammar 
 school is of more moment to the state than the welfare of the relative few in 
 the secondary school. 
 
 The third method of securing efl&ciency — by enrichment of the teaching 
 process — is comparatively the most significant. In the last analysis, the 
 teacher is the course of study. No mechanism can be devised that will in 
 any adequate way compensate for the absence of a thoroly trained and widely 
 informed teacher. And this teacher must be more than a scholar. He must 
 understand the whole round of youth's activities, and enter heartily and 
 sympathetically into all that the pupil rightfully should know, do, and be. 
 He must be a superb teacher, whose presence and process alike challenge 
 the pupil to his best efforts, and whose systematic training in the principles 
 and methods of teaching dispose him to discipline as well as to inform the 
 expanding powers of the soul. Such a teacher is the best enrichment the 
 school may hope for, the best enrichment it can command. 
 
 HOW CAN THE SUPERVISING INFLUENCE OF GRAMMAR- 
 SCHOOL PRINCIPALS BE IMPROVED? 
 
 LEWIS H. JONES, PRESIDENT OF STATE NORMAL COLLEGE, 
 
 YPSILANTI, MICH. 
 
 The statement of my theme implies the feasibihty of the organization of 
 the agencies employed in public education into some unity of purpose, to 
 the end that each of those agencies may have its indi\'idual efficiency increased, 
 and that there may be a definite increase of the collective result. This possi- 
 bihty of the improvement of the agencies at work in the school is based upon 
 a fundamental fact in human nature — namely, that there are large 
 classes of people engaged in every vocation, in every province of human effort, 
 who have not the training which enables them to transmute into valuable 
 experience the life-occurrences in the midst of which they move and work; 
 so there must be some means taken to develop in these people that alertness 
 of mind which makes them sensitive to their surroundings, which brings to 
 the forefront of their consciousness their entire past history and achievement, 
 their complete set of mental possessions, so that these shall be the means of 
 the interpretation of the circumstances in which they live and work. The 
 entire situation is typified to my mind by an occurrence that took place some 
 yea'rs ago. I am the owner of a little farm in the neighborhood of Indiana- 
 polis. In the early eighties, during two successive summers, I moved from 
 Indianapolis to this farm, and drove back and forth to my teaching each
 
 Superintendence] SUPERVISING INFLUENCE OF SCHOOL PRINCIPALS 113 
 
 day. \Mien on the farm I assisted somewhat during evenings and Saturdays 
 in the work, and specit^cally I helped in both years in the planting of potatoes. 
 An aged patriarch, hving on the farm just across the road, seeing the young 
 city farmer at work, came and climbed on the top rail of my fence, and dis- 
 covered that I was planting potatoes in the Hght of the moon. He proceeded 
 to show that potatoes so planted, in the light of the moon, would grow into 
 foliage, but would not produce tubers; while those planted in the dark of 
 the moon would produce large tubers and Httle foHage. I went ahead, how- 
 ever, and planted my potatoes in the light of the moon. I cultivated them 
 carefully, and used paris green to save their ample foliage from the bugs. 
 He planted his potatoes in the field just across the way in the dark of the 
 moon; but he forgot to till them, and the bugs held riot on the few leaves 
 that came above the ground. He did not even try to dig his potatoes, so 
 poor was his crop; but when I had dug mine, I had more than I needed. 
 I generously supplied his table with potatoes from my cellar. What surprised 
 me was that the next spring, when the time came again to plant potatoes, 
 that man, with the strength in him born from eating my potatoes which had been 
 planted in the light of the moon, came across that same road, climbed that 
 same fence, sat on the same top rail, and told me that same story; and said 
 that during a long and useful life, devoted to piety, patriotism, and potatoes, 
 he had never known his rule to fail. I give this as a samjile of failure to 
 learn from experience. We as teachers live daily in the midst of a set of 
 facts which might become the inspiration of our lives in our chosen work, 
 and from which we might learn how to correct our errors. In many cases, 
 however, the effect is to deaden us to all helpful influences, so that each year 
 of so-called experience makes us poorer teachers than before. Sometimes, 
 when a candidate files witli me the statement that he has liad (en or fifteen 
 years of experience, I say: "How sad! It almost precludes the possibility 
 that you can grow into a good teacher, because the probability is that you 
 have hardened yourself into habits that cannot ])e broken." 
 
 This whole theory of improving the teacher is based on our ability to get 
 spiritual stimulus and })rofessional help out of the ordinary occurrences of 
 everyday life. The solution of the question, "How can the supervising 
 influence of the grammar-school prin(i|)als be imj)rove<l?" depends upon 
 three elements: the room-teacher, the building i)rincij)al, and some super- 
 vising power that shall lead these two forces into effective co-operation. Some 
 means must be founfl whereby the i)rin(ii)al and the room-teacher can he 
 made to co-operate in the direction of greater efficiency. It is the business 
 of the superintendent to j)roject the theory of this im])rovcment and to assist 
 in carrying it into execution. The very fir.^t thing that the superintendent 
 must do in this (onnec lion i^ to lead the tea( her liim>elf or herself to desire 
 to be a better teac her. .Ml those outside or e.xternal inducements — such as 
 the offer of |)romotion, the increase of salary, the i hoiie of |)osition — are 
 each and all legitimate in their place. Hut none of them can take the plac e
 
 114 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 of a desire to increase one's efficiency. I believe that it is just as necessary to 
 teach the teacher to ideahze the reals of her work as it is to ask her to attempt to 
 realize the ideals of teaching. The greatest power that culture gives to a human 
 being is the power to look an imperfect thing squarely in the face, and see with 
 the mind's eye the perfect thing that should be in its place. Soon the interest 
 of the teacher will center in the possibly perfect thing. The superintendent 
 must begin by teaching the principals of the buildings how. to deal with their 
 teachers, and stimulate them to desire improvement in teaching for improve- 
 ment's sake. The very first thought is that the principal and the teacher 
 must work together in the schoolroom with the children. Of course, the 
 principal should have an office for some phases of his work; but when he 
 becomes chiefly an office-holder, his value as a supervisor is largely lost. 
 The principal must go into the schoolroom, sharing responsibilities there, 
 developing sympathies, measuring successes, detecting failures, and always 
 eulogizing the best things found, criticising adversely as seldom as may be. 
 The superintendent himself should often go with the principal, in this way 
 criticising the work of the room. In this way must be developed a profes- 
 sional comradeship, for the improving of the efficiency of the schools thru 
 the improving of the efficiency of the teacher; and this comradeship will grow 
 eventually into a feeling of perfect confidence and sympathy, until, when 
 principal and teacher meet to talk over the experiences of the day, there will 
 be absolute freedom. It is impossible to develop the highest efficiency in a 
 teaching force by cynical criticism. It must be done by stimulating the highest 
 powers. There must be all the time developing in the mind of each teacher a 
 growing ideal of what efficiency consists in, and all else must be subordinate 
 to a desire for growth. The essence of the whole matter is developed in 
 this comradeship in effort. A principal of a school building who cannot 
 share the teaching work of the day with the room-teacher ought to fit himself 
 for such supervision by practical teaching. Instead of having charge of 
 some special subject or special grade, the principal should put himself into 
 sympathy with all the teachers ; until at last he shall be considered as a helper — 
 one to whom the teacher can go for comfort in her struggles and help in her 
 difficulties. Soon there will come a sense of growth, and that greatest reward 
 that the teacher can have — namely, the feeUng that all the agencies are work- 
 ing in harmony toward the increasing of the efficiency of all, and that all are 
 working in harmony with the great Creator in the redemption of the world. 
 
 DISCUSSION 
 
 C. M. Jordan, superintendent of schools, Minneapolis, Minn. — I have been asked 
 to speak particulariy of the seventh and eighth grades, and I feel impelled to say that, 
 in my judgment, neither paper has touched the vital point as to improving the efl&ciency 
 of these grades. The papers have gone upon the assumption, altho it has not been boldly 
 Stated, that the purpose of the grammar school is to fit pupils for the high school. I con-
 
 Supeiimendence] SUPERVISING INFLUENCE OF SCHOOL PRINCIPALS I15 
 
 tend that this is only part of its purpose, and the smallest part, and that its real purpose 
 is to fit the pupil for life. 
 
 It is a fact without question that a large percentage of the boys and girls in the high 
 schools of this country are not getting enough out of the high-school course to pay for the 
 time and money which it is costing them and their parents. The first thing to do, then, is 
 to fit the seventh and eighth grades to the demands of those pupils, as well as to the demands 
 of those who will go forward into the high school. I feel that it is our duly, in these higher 
 grades, to make the pupils acquainted, as far as possible, with the demands of life. I 
 would say to the boy of these grades: "You may go to school in the morning and study 
 the regular subjects of the curriculum; and at two o'clock in the afternoon you may 
 return, and we will give you a thoro course in manual training." The reply at once is 
 that such a course would not fit a boy properly for the high school. My answer would 
 be to make the kind of a high school that such a boy will fit. I do not understand that 
 boys are made for the high schools, but that the liigh schools are made for the tx)ys. I 
 often ask myself if it is not possible that the more system we have, the less true education 
 we are giving the children. 
 
 I am not extremely particular about the course of study. There is not a man within 
 the sound of my voice who has a course of study in his schools which he would select for 
 his own children to follow. 
 
 What I want is what Dr. Brumbaugh demanded. I want the teacher. Especially 
 for the seventh- and eighth-grade teacher I would rather have the reformed sinner than 
 the plaster-of-Paris saint. I want a woman who knows something of Ufe; who knows 
 something of boys and girls; who knows the conditions into which they are going; and 
 who knows the temptations against which they should be warned. I care httle whether 
 the teacher is a man or a woman. The question of sex does not trouble me in this par- 
 ticular. But I want the teacher. And when I have the right teacher, I want her to stay 
 with the boys and girls long enough so that she can impress upon them her personality. 
 I have often thought that it would be a wise plan to arrange a system of rotation for teachers 
 — a system by which the first grade teacher could retain her pupils for two years, and 
 then put them into the hands of another teacher who would retain them for two years, 
 and so on thru the gramntar-school course. Under the present arrangement, in most 
 graded schools, the teacher is with the children so short a time that she hardly makes 
 their acquaintance. The objection to this is at once suggested by the question: "Sup- 
 po.sc you were to have a poor teacher?" The answer to that objection is obvious. 
 How long would the people tolerate a poor teacher, if they understood that she was to 
 remain with the children for two years ? Many teachers are retained in the public schools 
 today whose equipment and success are not what they should be, because of the dilliculty 
 of dismissing them, and Ixcause the parents feel that the children will not sutler materially 
 by being in their rooms one term. 
 
 Give the boys and girls something to do, so that they can sec there is some relation 
 Ijctwc-cn schixjl and life. Get the teacher who is in sympathy with the children. .And 
 many of the diflkullies that trouble us of llie upper grades will disajjpear. 
 
 C. N. Kendall, superintendent of schools, Indianapolis, Ind.— Pupils in the gram- 
 mar schooLs, near the beginning of the adolescent period, are at an age when they re(|uire 
 teachers of strong pcrsfjnality. Is it generally advisable to ])lare such pu|)ils under the 
 charge of a young woman just out of the normal school and with no experience in leaching? 
 
 We need more men teachers, of course, but we arc not likely to gel the right sort t)f 
 men in the grammar schfxjis unless greater inducements are held out. Greater can- in 
 ihe transfer — I do not like to say jironiotion— of teachers in jirimary .s< IukiIs to |M)silions in 
 grammar schools will make Ixtter graininar stho<}ls. Th<- truth is not generally ncog- 
 njzedlhat an cflcctivc teacher for the higher grammar »< hools is not so a-ailily found as 
 an eflectivc teacher for .second, third, and fourth grad<-». The age of the grammar-school
 
 jj5 national educational association [Louisville 
 
 pupil is such that it is imperative that he shall have a teacher who shall really be "captain 
 of his soul," as Dr. Hall has put it. A great waste is going on in some sixth, seventh, 
 and eighth grades because the teacher cannot command the situation. I am not referring 
 to school discipline, for that has generally taken care of itself in the better school cities 
 of the country; but I mean the teaching or training situation. We are likely, however, to 
 have some unsatisfactory teachers in these grades so long as teachers' salaries remain 
 where they were before the present era of high prices set in; so long, too, as we must 
 await, not one Horace Mann, but a dozen Horace Manns, to go up and down certain 
 parts of the country preaching wath convincing eloquence that people in this time of over- 
 alx)unding prosperity can spend more money for really good schools than they are doing. 
 
 Under the present conditions, with some unsatisfactory teachers in the grammar 
 schools, these schools should be systematically, courageously, and intelligently supervised. 
 Supervision, to increase the efficiency of the school, should aim in the large to make better 
 teachers. Every school, in a sense, should be a training-school. Every small school 
 system is a real training-school for teachers, if it be capably superintended. Every school 
 building in a large city school system is a training-school for teachers, if the man or woman 
 in charge of it be an intelligent leader of teachers, with sound convictions about educa- 
 tion and with abiUty to carry these convictions into practice in the operation of his school. 
 Such a superintendent or principal earns his salary half a dozen times over. In such a 
 school the fundamental truth in school administration is realized, that the growth of the 
 pupil cannot go on apart from the growth of the teacher. 
 
 Supervision should include testing the skill or power of the pupils. How many 
 pupils in the sixth year cannot read, judged by reasonable standards ? Principals should 
 know who such pupils are, and the reasons why they are deficient. These tests, while 
 unscientific and crude, are valuable in revealing the deficiency of pupils and promoting 
 efficiency. Some time we may have an accepted standard of what pupils may be expected 
 to do and know at a given age or grade. Until then, each must in a measure estabHsh 
 his own standard, and each, however good his schools or proficient his pupils, may be 
 open to the charge of failure to train in the so-called fundamental branches. Not the 
 least useful result of the testing is the interest it should arouse in pupils. Every principal 
 or superintendent with not more than fifteen hundred pupils should, thru his teachers 
 or otherwise, know all those children who are abnormally bright or abnormally deficient. 
 
 The efiiciency of the grammar school would be promoted by judicious eUminations 
 from the course of study. Dr. McMurry pointed out two years ago at the Atlanta meeting 
 what some of these eliminations might be. I can only add here that my experience has 
 taught me that mere gcncrahties to teachers about eliminations will not suffice. Many 
 teachers require a bill of particulars. 
 
 There should be some substitutions as well as eUminations. The city grammar school 
 has been somewhat tardy in responding to the needs of the times. Better civic govern- 
 ment is widely recognized as one of these needs. What is the average grammar school 
 doing to interest its pupils in city government by concrete examples of the way a city is 
 governed or the way it ought to be governed? The appUcation of science to domestic 
 and industrial life is familiar to everybody. What is the grammar school doing to acquaint 
 its pupils with some of the simple applications of science, to be found perhaps within a 
 square of the school building ? 
 
 Bearing in mind the manifest imperfections of the grammar schools and the high 
 schools, the fact remains that these schools are a great effective force for righteousness 
 and for the promotion of right ideals. Never so much need as now for the grammar 
 school to hold up ideals of life by means of large reading of the best in literature; of his- 
 tory, foreign as well as our own; and also by means of instruction in art and in music. 
 
 A grammar school is not a good school in proportion to the number of facts it gives 
 to its pupils. It certainly is not a good school unless it gives to its pupils power to get
 
 Superintendence] CITY SUPERINTENDENTS OF LARGE CITIES 11 J 
 
 facts intelUgently and in a self-reliant way. As Dr. McMurry has pointed out, the 
 informational ideal must give way to the ideal of power — power to use books, to study 
 from books after the teacher has disappeared. 
 
 Under the stress of new subjects in the grammar schools, there must, first, be more 
 intelligence on the part of teachers; second, elimination of subjects, much talked about, 
 but not always practiced; third, increasing attention to teaching pupils how to study; 
 fourth, a greater purpose to give pupils the power to use books. 
 
 ROUND TABLES 
 
 A. ROUND TABLE OF CITY SUPERINTENDENTS OF 
 
 LARGER CITIES 
 
 TOPIC— INTERRELATION OF FUNCTIONS IN A CITY 
 
 SCHOOL SYSTEM 
 
 INFLUENCE OF THE SUPERVISOR 
 
 ADA VAN STON'E HARRIS, SUPERVISOR OF SCHOOLS, ROCHESTER, NEW YORK. 
 
 The term "supervisor" is misleading, as it is used to cover varied responsibilities. 
 In some school systems the supervisor is in reality, an assistant superintendent — doing 
 general super\'isory work, and sharing in the executive functions of the superintendent. 
 In other systems the work is that of a special and minute supervisor of the individual 
 teacher — in reaUty an extension and reinforcement of the work of the school principal. 
 It would conscr\'e clearness of thought if this difference in functions were recognized 
 in the title used. To those who are doing general supervisory work the title of assist- 
 ant might be given; to those who are doing special supervisory work, the title of director 
 
 I shall have in mind in this discussion the general supervisor or assistant superin- 
 tendent, who is responsible for the entire field of work for a given number of grades, 
 or for all grades in co-operation with the superintendent, or for a given district. 
 
 The duties of a general supervisor are, from the educational side, identical with 
 those of the superintendent, in a more limited sphere. The need in many cities, however, 
 is to make the school system feel this. The teaching ( orps, the principal included, should 
 be led to understand that the supervisor on visiting the school is an autiiority recognized 
 as a representative of the superintendent; that when the supervisor or assistant super- 
 intendent speaks, it is as if the superintendent were speaking. 
 
 The relation of the super\isor to the superintendent should always be tliat of a co- 
 worker, subordinate, but sharing etjuaiiy ail duties and responsibililiis, failures and 
 successes. A supervisor who cannot go into the schools in harmony with the sjjirit of 
 the school policy, as laid down by the superintendent, has no moral right to retain tlie 
 position. 
 
 Two of the absolutely necessary attributes of a suiKTvist)r in his relations to the 
 8up«-rintcndent are unqualified loyally and candid frankness. There should be no hesi- 
 tancy to exj)ress a conviction regarding the policy in vogue. He should at all limes set 
 before the su[)crintendent his plans and methods of in.stru( lion, so thai all instruction 
 given or changes in plan may go lo the teaching corps, first having received the njiprovnl 
 of the suiK-rintendent. 
 
 It is the supervi.vjr who givts aid arid adviie to the t<a< hers whom lli<- su|h riiitend- 
 cnt a[)[)oint3. His duty is lo make the teachers better, lo aid in rai.sing the educational 
 standards. He is nut to sit in judgment, or to act as a disciplinarian; but he must
 
 J J g MA TIONA L ED UCA TIONA L A SSOCIA TION [LouisviUe 
 
 be a sympathetic counselor who will guide the young teacher into right ways of teaching, 
 and the older teachers, who do not understand the meaning of the course of study, to 
 a wise and clear interpretation of the same. It is the supervisor who discovers and can 
 point out to the superintendent sources of strength and weakness in the schools as a whole, 
 who knows where questionable practices are existing which should be modified; and, 
 if he is equal to the position he occupies, he should be able to offer suggestions which 
 will rectify all these defects. 
 
 It should be the business of the supervisor, as of the superintendent, when visiting 
 a school, to talk very candidly with the principal about the work of the school. He should 
 state definitely what suggestions he has given to teachers, and point out where the weak 
 points of the school are, as viewed from the standpoint of one who sees the system as a 
 whole. If orders be necessary, or advice regarding the general policy of the school; 
 if any new instruction of consequence is to be given; any new policy outlined, it should 
 be made plain to the principal, and, if possible, the hearty co-operation of the principal 
 should be secured. The supervisor should always recognize the principal as the head 
 of his school, and by wise, tactful, and sympathetic counsel assure him that he is there 
 to construct, to help him to build up a stronger school. By establishing a spirit of co-opera- 
 tion, lending a helping hand in every direction, the principal is led to feel that he is 
 responsible for his school, and will be held so. He should also be held responsible for 
 his attitude toward the supervisor. The individuality and personality of a school should 
 not in any way be interfered with — so long as the best efforts are put forth by the teachers 
 and principals, prompted by a spirit of loyalty and co-operation to the system as a whole. 
 
 One of the most vital problems which confront those in supervision is, how best 
 to make the teachers with whom we are associated more efficient. Teachers may be 
 made more efficient thru school visitation, teachers' meetings, institutes, study cla.sses, 
 and personal conferences. The measure of success attained in this work depends largely 
 upon the tact and personal qualities of the supervisor. The function of the supervisor 
 is not that of a police officer, nor of a detective to spy out weak teachers, nor even that 
 of a critic; but primarily that of a helper and guide. 
 
 The supervisor who is required by a code of rules, adopted by the board and author- 
 ized by the superintendent, to go from school to school, and from class-room to class- 
 room, and simply pass upon a teacher by the answering of a series of specific questions 
 regarding the teaching power of each one, can never realize the best possibilities and 
 opportunities of his position; he becomes a mere critic. He soon comes to be looked 
 upon with suspicion by the teachers, and on his visits he is rarely, if ever, met with a 
 cordial welcome. 
 
 The business of the supervisor is to help the teachers to teach, and to teach well; to 
 make it easier for them; to guide them; and to stimulate them to higher ideals of 
 efficiency by bringing to them the best possible helps in the way of suggestive outlines, 
 bibliographies, and materials; by directing them to visit places where the most effective 
 and efficient work is being done; and thus to inspire them to a greater joy and larger 
 beauty in their chosen profession. 
 
 It is unfortunate that the word "criticism" plays so large a part in our educational 
 work — "Criticism destroys genius, dulls brightness, enervates power, and saps all Ufe. 
 Criticism is too often destructive and discouraging, leaving the teacher without clearer 
 views of what should be done, and too frequently without inspiration to seek a better 
 way. Creative and stimulative suggestion is far more effective." 
 
 The great danger in all supervision is in emphasizing the negative side. By holding 
 before us positive ideals, seeking only for the good, the work of supervision becomes 
 an inspiration to both the supervisor and the supervised. The hearty approval of some 
 one thing si^en or heard in a class-room arouses the cordiality and gratitude of the teacher 
 to whom it is given. It establishes a feehng of professional kinship, and sets the teacher
 
 Superintendence] CITY SUPERINTENDENTS OF LARGER CITIES 
 
 119 
 
 to analyze her o\\ii work; to seek for opportunities to improve in other directions, in 
 order that other words of approval may be spoken. A feeling of confidence and sympathy 
 has grown up, and the teachers no longer dread the supervisor's visits or hesitate to go 
 to him for ad\-ice. He is a proven friend, helper, and guide. All sorts of difficulties 
 come to be laid before him to be solved. Office hours arc filled to the limit, in advising 
 with teachers over problems, not simply with reference to the details of methods or class- 
 room work, but with reference to the handling of peculiar and difficult children. Per- 
 sonal matters also frequently are laid before him for advice. 
 
 When obser\-ing a class, effort should always be put forth to discover the teacher's 
 reason for using the method that she does. I often find the means used is justified in 
 the end attained. We have no right on any occasion to object to what wc find, or to 
 say to the struggling soul, "That is wrong," unless we can concretely put before her 
 some better way, which leads us to say: "Try this; I think you will find this an easier 
 way, and you will attain better results." 
 
 This personal conference with teachers, if properly managed, may prove a source 
 of reciprocal training. The best sort of pedagogical schooling comes by being compelled 
 to find a vaUd educational reason for every method of teaching and every problem of 
 discipline. Many of my own pet theories have been exploded during such conferences. 
 
 The supcr\'isor needs to carry into every class-room: one measure of abilitj' to put 
 himself in the teacher's place and stand the fire of inspection; two measures of the saving 
 sense of humor; three measures of appreciation for the effort put forth; four of timely 
 suggestion; and five of stimulating words of encouragement and commendation. If to 
 these you add a very large measure of tact and sympathy, the prescription left will 
 prove a never-failing remedy for all errors, and sunshine will come into the life of 
 many an overburdened teacher thereby. 
 
 As year after year he goes the round of the city, visiting classes and counseling with 
 teachers and principals, he comes to have a bird's-eye view of the whole. He knows 
 and has advised with the teachers who are taking special courses, because they are ambi- 
 tious to succeed and desire promotion. He knows those of marked and exceptional 
 ability, who possess the keenest and most sympathetic grasp of the fundamental prin- 
 ciples as laid down by the policy of the system, and hence may be ready for promotion 
 as critics or model teachers in the city training-school, or for promotion to a principal- 
 ship. 
 
 When modifications are necessary in the course of study for the best development 
 of the children of a given community it is the supervisor who can touch the vital point. 
 Why ? Because he has watched the development of the work with the children, and 
 has counseled with the teachers regarding the practicability of the method used. He sees 
 where, if certain transfers were effected, the work would be strengthened. He knows 
 and can point to the overcrowded class-rooms, where teachers arc struggling to meet 
 the demands of the work as laid down by the authorities. He can point out where the 
 strong and skillful work may be found; where the specific defects of tin- incompetent 
 are. He finds the young teacher who is fresh from the normal school, who is struggling 
 with a class of irrepressible youngsters, in a new world under new conditions; helpless, 
 but not hopeless. He detects crying evils which exist in certain buiMings by the mass 
 of belated pupils, and counsels with the superintendent that these evils may be rectified 
 at once. Conditions of all sorts and kinds which need to Ix- modified come to his atten- 
 tion; even to pleas for more cupboarrl room, new blacklx)ards, new window-shades, etc. 
 
 Complaints arising fn^ni the exactions of the special supervi.sors, which are making 
 grievous inroads upon time, strength," and energy, reach his ears. Here his work is most 
 effective, in that he is able to assist in organizing the work of the spec iai supervisors so 
 as to unify the whole. From the point of vi«w of a well-rounded scheme of educ ation 
 he is able to jxjinl out most definit«ly where drawing, manual training, and domestic
 
 I20 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 arts may be coK)rdinated with the other subjects of the school curriculum. This uni- 
 h-ing pnjcess can be accomplished only where the super^asor has gained the confidence 
 of the special teachers thru helpful suggestions, candid criticism, and frequent confer- 
 ences which will help them to see the system as a unified whole. 
 
 With this general view of the situation, seeing and realizing the needs, the super- 
 visor brings to the superintendent invaluable assistance. The hour for the discussion 
 of these problems from the field, of ways and means for bettering conditions, proves of 
 mutual benefit to all when brought out thru the superintendent's round table of assistants 
 or co-workers. 
 
 Teachers' meetings hold an important position in harmonizing and unifying the 
 work of a city system. Just how to conduct and make these meetings most effective 
 is often a problem not easy to solve, especially when there are a number of special super- 
 visors, each eager to develop his own subject to the highest point. 
 
 If I may be pardoned a personal reference, I will outline a system used in my own 
 city that has proved exceedingly valuable. In accordance with the provisions of the 
 state law which allows to each teacher five days of institute work during the school year, 
 there has been developed a system of grade institutes. The institute is held on Friday 
 of each week, with morning and afternoon sessions, the pupils of the particular grade 
 being dismissed for the day. \\'e have held each year for the past five years an average 
 of over thirty institutes, thus bringing together the teachers of each grade at least three 
 times during the year. 
 
 Teachers' meetings after school should be reduced to the minimum. In thus devoting 
 three days of regular school time to the institute, the number of grade meetings that would 
 have otherwise been essential has materially been reduced. The coming-together of 
 the teachers of any grade for the day, when they are fresh and rested, develops a spirit 
 of interest, open-mindedness, sympathy, co-operation, and sociability on the part of 
 all, which cannot be obtained at a grade meeting after the fatigue of a day's work. The 
 aim in all these institutes has been to bring to the teachers good cheer thru helpful sugges- 
 tion and inspiration. 
 
 In the beginning illustrative lessons were taught in all grades by the general super 
 visor. Ways and means for the development of the course of study for the particular 
 grade have been considered and discussed, an effort always being made to meet the needs 
 of the teachers of the children of aU locaHties. In many instances suggestive outlines 
 for the illumination of a subject have been given, these outlines often coming from the 
 teachers themselves. Specimens of class work of all kinds from various schools are always 
 displayed for study, suggestion, and comparison. The special supervisors are in attend- 
 ance for the entire day and here outhne their work. The teachers themselves have come 
 to contribute largely to the success of these institutes by the skillful conducting of class 
 exercises. This feature of the work has been full of suggestion and inspiration. We 
 have had from time to time class exercises in all of the branches of the school curriculum, 
 and have aimed to make the conditions surrounding such exercises as nearly those of 
 the schoolroom as possible. 
 
 To the superintendent and the supervisor possibly the most gratifying results from 
 these institutes were shown in the last series held, when each teacher was asked to bring 
 a Umited number of specimens of her class work in all subjects — these to represent the 
 best, medium, and poorest in each group — and to place them on the wall for study. 
 
 Subjects were assigned to each grade for a free and open discussion. The aim and 
 purpose of the leader of these conferences, whether superintendent or supervisor, was 
 to bring out the best from each individual; to mold all diverse opinions into a harmonious 
 whole; in short, to arrive at the truth by comparison of views and suggestions from one 
 another. In every instance the discussion extended beyond the allotted time, and was full 
 of valuable suggestion, both for teachers and supervisors.
 
 Superintendence] CITY SUPERINTENDENTS OF LARGER CITIES 121 
 
 Through these institute conferences we have come to know our teachers more inti- 
 mately. We discover often that someone who is retiring in disposition, and whom we 
 have not considered especially strong, is, when once brought out, a teacher of exceptional 
 ability. 
 
 I believe that meetings, the character of which I have described, whether held all 
 day, a half-day, or after school hours, will secure the confidence of teachers, and will 
 aid the supervisor to impress himself upon them, not as a dictator, but as a counselor, 
 gxiidc, and friend, working with them in full accord and for a common end. 
 
 In meetings, of whatever character, the supervisor should make clear his ideals, 
 views, and aspirations, and with such a spirit of frank open-mindedness as to impart 
 enthusiasm to his teachers. 
 
 The work cannot rise much above the level of the supcr^isor, and its progress may 
 be fairly measured by the character, energy, skill, and personal attainments which he 
 possesses, and the zeal with which the teachers co-operate with him. The head and 
 heart and soul of the supervisor must be great enough to check when necessary, to direct 
 definitely, to encourage on every possible occasion, to stimulate to the highest ideals, 
 and in all things to prove himself worthy of being a leader. 
 
 THE INFLUENCE OF THE CITY NORMAL SCHOOL OR TRAINING- 
 SCHOOL 
 
 ELLA FL.\GG YOUNG, PRINCIP.A.L OF CHICAGO NORM.\L SCHOOL, CHICAGO, ILL. 
 
 The problem, stated definitely in its bearing on the di%ision of the forces mentioned 
 in the topic, is sometliing like this: The city normal school should be a recognized power 
 in the system of which it is a part; and if it does not command the respect and co-operation 
 of the high-school faculties, and of all the elementary-school principals and teachers, 
 why ? 
 
 Graduation from a city normal school; service at the head of a practice school, 
 and in the academic department of a normal school; and membership in a state board of 
 education whose interest lies primarily in the state normal university, make it possible 
 for me to discuss the weakness of the normal school without creating the suspicion of hos- 
 tility to that school which, notwithstanding its weakness, represents the best efforts making 
 for the advancement of the elcmentarj* schools. Some day the high school will be included 
 in those to be aided by the normal school. 
 
 The function of the normal school, whether exercised within the limits of a state 
 or of a city, would be generalized in the same terms: It is to maintian a high standard 
 of life in the school system. The normal school fails of its purpose if it does not nourish 
 the entire school system, making the reality of life more definitive and the charm more 
 genuine. 
 
 There are two groups of persons whom the normal school aims to influiiui- dini tly: 
 those preparing to teach, and those engaged in teaching. 
 
 Difference in the extent of territory of which the training-school or college is the 
 center does not affect the generalization of the fun( tion of a state or a city normal school. 
 In questions of detail, however, there are modifications, arising iK-cause of the close proxim- 
 ity of the schools with which the city normal is identified; modifications that arc not 
 apparent in the state school. The rapid increase in the membership of the lowest primary- 
 grades, especially in the crowded districts peopled with immigrants from the continent 
 of Kurope, made it evident to city superintendents at an early elate that cheap .service 
 quickly prepared was eminently desirable. Because of the cmpha.sis thrown on the 
 desirability of cheap lalx)r, the city normal school was founded on that practice which, 
 under the fuculiar title of "s<-greRati<)n," has Ixen exploited in the Mis-sissippi Valley 
 in very recent lime, as new and experimmlal.
 
 122 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 Young women, and young women only, were admitted to classes preparing to teach 
 in city schools. As a result of this plan, the city normal schools have always been given 
 over to young women students, who are valued very largely as prospective teachers in 
 the most poorly paid part of the service, altho superintendents of schools and principals 
 of normal schools are loath to state the matter so baldly. Yet such is the condition, and 
 because of it the quaUty of the work has been materially lowered. 
 
 To plan a course of study that shall ostensibly fit students to instruct in any grade 
 of the elementary school, and then to administer it with the consciousness that an over- 
 whelming majority of the class will be fitted to teach in the first two or three grades only, 
 must influence the genuineness of the instruction. In course of time some of the grad- 
 uates arc transferred to the higher grades; but so insincere has been their preparation for 
 advanced teaching that they influence almost not at all the scholarship or method of 
 the upper grades by means of the theory and practice of the normal school. They repro- 
 duce very largely the methods and point of view of the teachers who taught them when 
 they were pupils in the upper grades of the elementary school, and so it comes about 
 that the normal school is not felt to any appreciable extent thruout the entire city school 
 system. 
 
 Efforts made in recent years to draw young men into the city normal school have 
 not had a marked effect on the situation. Of course, the same conditions, commercial 
 and professional, have been operative thruout the country, have been effective in the 
 large cities; but the taint of "segregation" is on the city training-school for teachers. 
 
 The standard of admission has been raised thru the efforts of progressive superin- 
 tendents. This has not affected the personnel of the student body, altho it has increased 
 the average scholarship. Much of the woik attempted in the upper grammar and high- 
 school grades bears evidence of haste and superficiality. The high school meets the 
 evidence with the assertion that its best graduates rarely enter a normal school. This 
 is a foolish subterfuge. The high-school student carries too many subjects. 
 
 Every city normal school has manv students who are endowed with fine minds and 
 have strong characters. The difficulty there is in the failure of the school to develop 
 talents. The old, narrow plan is still in force for students who are not fitting to take a 
 spcciaUst's diploma. Those who are intending to enter the grade- or class-rooms as 
 teachers arc not given opportunity to develop their powers as in colleges and polytechnic 
 schools. The all-around fallacy still has sway in one school beyond the liigh school — 
 the normal school. The lack of initiative in original work is generally admitted to be 
 a weakness common to city normal-school graduates. Why not develop the strength of 
 the student body ? 
 
 In turning to the second group, we find that the state training-school for teachers 
 has always had a large clientele of experienced teachers, who take vacations from teach- 
 ing in order that they may return to complete a course of study begun years before. This 
 explains the early appreciation of the whole situation by the state school, before the city 
 school realized that it should stand in direct relation to teachers in active service. Today, 
 however, the conception of a city normal school is not limited to an activity that influences 
 the school system thru the young teachers only; it is expanded to a form and quality of 
 life that pervade the whole teaching corps, energizing the system thru its many members. 
 
 But the members forming the group of experienced teachers do not present the 
 same conditions to the faculty which desires to influence them. There are those who 
 early in their professional career abandoned all efforts in lines of advanced study. Often 
 this was the result of assignment to a school not enveloped in an atmosphere of invigor- 
 ating work; to a school whose principal was not a leader. But, in the large cities, the 
 number lost to all interest in higher pursuits is less than the number endeavoring to keep 
 up some line of advancement. It is a revelation to many a stay-at-home bookworm 
 to hear the descriptions of travel, the discussions of art or music, the accounts of club
 
 Superintendence] CITY SUPERINTENDENTS OF LARGER CITIES 123 
 
 work, entertainingly given by city teachers. It goes without saying that the large cities, 
 with their restless, seething thousands of human beings, develop an elasticity of mind 
 and a poise of judgment in teachers that make discriminating and appreciative workers 
 of a large part of the second group which the faculty of the city normal school aims to 
 influence directly. 
 
 The means of approach to this .service are thru instruction in the principles, history, 
 and practice of education; thru instruction in advanced academic subjects; thru lab- 
 oratory work in the method of the arts and the sciences. This instruction and work, 
 to be valuable, must keep active in the consciousness of the students and the teaching 
 body, not only those knowledges which are the conservators of the best which the race 
 has done, but also those forces which purposely develop the originality of the individual. 
 It is a dehcate task to discuss the method of instruction in the normal school. With a 
 few conspicuous exceptions, instruction in the various topics under education might 
 be described as philosophizing in the shallows. As a rule, educational psycholog}' and 
 the philo'tophy of education are presented before the students have a basis in psychology 
 and philosophy from which to develop the applications; before they have even a httle 
 experience in that sort of thinking. 
 
 Educational psycholog)', which is the application of psychology to teaching, is taught 
 before the students have acquired the power to analyze their own consciousness. The 
 history of education is discussed from a philosophical standpoint before the students 
 have a bowing acquaintance with a single system of philosophy. A few words and phrases 
 are associated with the names of Plato, Aristotle, Kant, and Hegel, and used as satis- 
 fying substitutes for great theories of life. The application of psychologic terms before 
 the principles for which they stand have been thought out, and the phrasing of philo- 
 sophic truths before the generalizations which they represent have been grasped, give a 
 fictitious command of a technical vocabulary, develop a language technique, which mis- 
 leads the student, who acquires facility in juggling with the strange terminology. 
 
 The result of this method is apparent. On every hand complaint is made that normal- 
 school graduates are too vague and indefinite in their educational comprehension of problems 
 in a strange environment; that they do not get close to the actual conditions in the problems 
 of the schoolroom, and in those arising out of the social relations of the childr.n. 
 
 Experienced teachers often discover in this kind of teaching a new way on the part of 
 the instructor of stating a merely personal opinion that differs from their own. Observers 
 sometimes say that they can see no difference between the methods of teachers who have 
 studied psychology and those who have not. Both the discovery and the observation 
 may be due to the inability of the listeners and the observers to understand all that is 
 bc-fore them; or contrariwise, they may be correct. 
 
 There is a study of psychology that develops power in observing and interpreting 
 mental activity, but it docs not begin witli the enunciation of the applications. There 
 arc truths about life that are intelligible to all students and teachers, but they should 
 not be conveyed in the peculiar terminology of an unfamiliar school of philosophy. Under 
 such conditions their meaning is hidden. It is not only permissible that they be incor- 
 porated in the talks and lectures on education and life; it is obligatory u|X)n the teacher 
 of the theory of educaticjn to bring great truths into the pedagogic consciousness; but 
 they should l>e clothed in choice English undefiled. 
 
 Because of the limitcfl range of subject-matter presented to students pre|)aring to 
 teach, the instruction in academic subjects is devoted to gentle assumptions as to the 
 manner in which the pedagogic al child would a|)|)r()ach a givi-n bit of subjcc t-matter. 
 Tfxj few have an understanding of .scientific mtlhod in teaching. ICvery graduate of 
 a normal .schwjl should acquire the jxjwer to feel the method of mind in the .sul)jecl studied; 
 should recognize her own mental activity in getting at the secret of the subject-matter 
 which embodies the exi)cricnce of the race and is int»rpr(ted by her own exjxTience.
 
 124 
 
 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 Attempts to do the interpreting for children not present, and to decide how to teach 
 that whose method is a mystery to the class, wearies the best minds, dulls the faithful 
 who do not know that they don't know, and graduates many an incompetent one into 
 the teaching corps. The idea that a teacher learns in a different way from that in which 
 other people learn is pernicious. The teacher acquires knowledge as other human beings 
 acqtiire it; and then goes on to organize the material so that he may set a problem, or 
 make plain the conditions of a problem, for the pupils. 
 
 The deepest convictions of the normal school should be a belief in the subtlety and 
 effectiveness of thought, and a belief in development thru the achievement of the indi 
 vidual. With these convictions incarnate in its workings, the city normal school will 
 command the respect and co-operation of the elementary and the high school. Thru 
 its young graduates it will give added vigor and fulness of life to the system. By means 
 of its work in classes of experienced teachers it will break up the tendency to ossification 
 in the system. 
 
 Everywhere the evolution of the pubhc school system as an organic part of the life 
 of the city has been singularly uneven and inadequate. The city normal school should 
 function more positively in supplying the system with the means of life, not the means 
 of repetition merely; it should anticipate a progress that proceeds spontaneously and 
 constructively toward an end which is within the activity of the school itself. 
 
 B. ROUND TABLE OF SUPERINTENDENTS OF SMALLER 
 
 CITIES 
 
 TOPIC— THE LOCAL TRAINING-SCHOOL AS AN AGENCY 
 FOR THE PREPARATION OF TEACHERS 
 
 WILBtJR F. GORDY, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD 
 In discussing this subject it is well to bear in mind that the point of view will greatly 
 depend upon the conditions under which the superintendent finds that he must work. 
 In Springfield, for instance, it is easy to reach many towns and cities in a densely popu- 
 lated state like Massachusetts. But in other places, where the population is not so dense, 
 of course the difficulties of securing teachers are much greater. 
 
 There are manifest advantages in having a local training-school as an agency for the 
 preparation of teachers. Such a school offers an opportunity for specific training in 
 response to local needs and ideals, it insures a plentiful supply of teachers to meet every 
 emergency, and in some cities and under existing conditions it enables the school authoi 
 ities to maintain a higher standard of teaching efficiency. 
 
 But there are disadvantages. In the first place, small cities are not likely to spend 
 enough money upon a local training-school to give the broad, thoro training which the 
 present complex educational situation demands. The taxpayers are not willing to 
 vote a sufficient sum of money to train teachers in a broad way. State normal schools 
 can get large enough appropriations to do the work as broadly as the importance of the 
 training demands, and state institutions will, therefore, better serve the interests of the 
 teaching profession than the local training-school is likely to do. Never before have the 
 schools so greatly needed teachers of accurate scholarship, pedagogical insight, and 
 teaching skill. We often speak of an enriched and broadened course of study, but it is 
 well to keep constantly before us the important fact that there arc in reality two courses 
 of study; one of these is that outhned and existing on paper, and the other is the one 
 which is actually carried out in the everyday work of the schools. After all, the course of 
 study will be no broader than the teacher's power of interpretation. If the teacher is
 
 Superintendence] SUPERINTENDENTS OF SMALLER CITIES 
 
 125 
 
 narrow, the course of study vdW be narrow in its operation, no matter how broad it mav 
 be as outlined by pedagogical experts. There is not so much lack of ingenuity in the 
 use of devices and methods as in the ability on the part of the teacher to select those ped- 
 agogical facts that best illustrate the vital forces and truths which should be taught. 
 
 It has often been said, but it needs to be repeated, that quality rather than quantity 
 should be the key-word in the schoolroom. One reason why the curriculum is so over 
 crowded is because, thru a lack of perspective, the selective principle is not properly 
 applied. Therefore we need a larger number of well-equipped normal schools under 
 the control of the state. 
 
 But not only will the state normal school be likely to do a broader work than the 
 local training-school, it will also be much freer from the baneful influence of local politics. 
 Many a local training-school is an open door to inefficiency, and furnishes the petty poli- 
 tician an opportunity for putting into practice his pet theory of doing the thing that bene- 
 fits the community. \\'hat he really docs is to benefit a class at the expense of the entire 
 community. The interest of the community is served by getting the most efficient teachers 
 possible, wherever they may be secured, and the politician would benefit the class by 
 selecting from that class people to do the work of the schools, whether they do it effi- 
 ciently or inefficiently. If there is a local training-school, the pressure of local politics 
 is likely to be so strong that a very large percentage of local people who wish to teach 
 will be admitted to the school, and will be allowed to remain until they graduate, and 
 then secure positions, irrespective of their ability to do the highest grade of work. This 
 condition of afl'airs is true in many cities in various parts of the United States today. 
 The local training-school is easily accessible to the people who are not by nature fitted to 
 become teachers, and who would not go to the expense and trouble of attending a normal 
 school that is not within easy reach. Many such people had better go into other occupa- 
 tions, and are likely to go into other occupations if a local training-school is not near at 
 hand. The result is that the selections are made without any reference whatever to the 
 ability of the teacher to do the work. The selection is made on the basis of favoring 
 those people who desire to get something to do; therefore a small class in the community 
 gets the advantage, while the community at large sufl'ers. Higher professional standards 
 must be insisted upon before the American people can get the best returns for the money 
 they are investing in education. We need scholarship and professional training; but, 
 most of all, we need \'irility and vitality of a high order behind the teacher's desk. Let 
 us as professional educators make a courageous stand for these things, and we shall find 
 public sentiment rallying to our support. 
 
 DISCUSSION 
 
 Superintendent J. M. Greenwood, of Kansas City, Mo., said that he had not 
 recommended training-schools and did not have for them the highest admiration. He 
 entered upon a very critical analysis of the qualifi( ations of good li achers. 
 
 Superintendent J. N. Study, of Fort Wayne, Ind., briefly discus-sed the (juestion. 
 Hi- founrl it necessary to have a training-school, as the sujjply of normal-school graduates 
 was not sufficient to meet the demantl. 
 
 Superintendent A. B. Bi.odgktt. of Syracuse, N. Y., lunl a hx al trainingscluM>l 
 in successful ojieration, for normal-sthool graduates arc not in as close touch with local 
 needs and local methods as the home-trained Icarher. 
 
 .Superintk.vdent R . E. I)knkf.i,d, of Duluth, Minn., in disrussing the iraiiiing- 
 schofjl, said that Duluth had Ix-en forced to alx>lish its training school IxcauM- ttac hers 
 trained in the local training-school had not Ix-en able to conijH-te with graduates of the 
 state normal schorjis.
 
 126 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 Superintendent A. K. Whitcomb, of Lowell, Mass., spoke for a training-school 
 of a different kind. He advocated a training-school for normal graduates without expe- 
 rience, thus enabling them to become acquainted with local needs and conditions. 
 
 Assistant CoMmssiONER A. S. Downing, of Albany, N. Y., said that experience 
 has proven the desirability of training-schools in small cities. He said that all objections 
 against local training-schools could be met by keeping poor material out of them. 
 
 Superintendent Martin G. Benedict, of Utica, N. Y., said that he had sus- 
 pended his local training-school for the following reasons: 
 
 1. A small city in New York cannot duplicate the opportunities which the state 
 is offering in its various normal schools, without quite unnecessary expense. 
 
 2. Those who have grown up thru the public schools of a small city "greatly need the 
 broadening influences of surroundings entirely different from those of their own city, 
 before they setUe down for teaching at home in life-positions. 
 
 3. In order that the teaching staff may be kept at as high a standard of efficiency 
 as possible, it is desirable that there should be quite a variety in the training which new 
 teachers receive. It is impossible to secure an adequate variety of this sort where a large 
 number of' the teachers come from a home training-school in a small city. 
 
 4. Many unpleasant experiences in the way of solicitation on the part of parents, 
 friends, and interested pohticians are avoided when a state institution at a distance is 
 responsible for the training rather than the local authorities. 
 
 5. A training-school is objectionable when, either thru board regulations or thru 
 pressure of outside influences in the community, the good, bad, and indifferent are given 
 places, the only limit being the number of vacancies. In such cases a local training- 
 school becomes a menace to the pupil and an effective agency for preventing the schools 
 from rising above the dead level of mediocrity. 
 
 6. A training-school limits the selection of teachers to a few, and does not permit 
 the taking of the best from many. 
 
 7. A training-school greatly increases the problem of school administration, and is 
 liable to decrease the effective service of the superintendent and school authorities. 
 
 8. Under the pohcy of a training-school, as found in some cities, free education is 
 furnished for others than its own citizens, and gives them positions in preference to those 
 of their own city who by their determination and ability have extended their prepara- 
 tion and increased their mental capacity by attending a state normal school. 
 
 9. In most cities there is an imperative demand for additional supervision — a demand 
 which should take precedence to the establishment of a training-school, as such super- 
 vision will bring greater return to the children of the city. 
 
 THE BEST MEANS AND METHODS OF IMPROVING TEACHERS 
 
 ALREADY IN THE SERVICE 
 
 WILLIAM MCKENDREE VANCE, SUPERINTENDENT OF PUBLIC SCHOOLS, MIAMISBURG, OHIO 
 
 It is probably safe to say that most teachers are made, not born; else most of us 
 would have to be born again; and regeneration for some people is an impossible thing, 
 as Mrs. Poyser, in Adam Bede, realized when she said it was a pity that Mr. Craig, the 
 gardener, "could-na be hatched o'er again, and hatched different." The born teacher 
 is not an extinct species, and happy is he whose commission is heaven-attested and heaven- 
 sent; but the born teacher is so rare that, while he is not yet classed with the dodo and 
 the apteryx, he is as seldom seen as those other rarae aves — the born orator, the born 
 musician, and the born painter. Whatever debt of gratitude and admiration we may owe 
 those souls that burn with Promethean fire, the fact remains that the world's work is 
 not now being done by geniuses, but it is being done by ordinary people who have devoted 
 a fair degree of intelligence and a high degree of conscience, and such humbler virtues 
 as courage and persistence, to rendering themselves efficient. Indeed, the born teacher 
 who does not exhibit in his work the evidence of complete mastery of the technique 
 of his art will hardly succeed in getting it to be known that he ever was born. And the 
 mastery of technique, whether of the piano or of preaching, of pugilism or of teaching,
 
 Superintendence] SUPERINTENDENTS OF SMALLER CITIES 127 
 
 is not a matter of long hair, nor of voice, nor of muscle, nor of mcmor)', nor even of so- 
 called aptitude, nor of any other accident of heredity; but it is a matter — and the truth, 
 tho a platitude, needs an occasional restatement — it is a matter of practice. The mastery 
 of the working details of any art can be gained only in this way. 
 
 The statement of the topic implies two things: first, that many of our teachers are 
 a more or less inefficient lot; and, second, that their improvement is conditioned on a 
 set of reactions due to external stimuli. 
 
 In this discussion I shall take for granti-d that the teacher already in service was 
 possessed at the beginning of her career of average capacity and attainments. Of course, 
 the teacher who has passed the period of probation without exhibiting promise, who has 
 shown that she is possessed of a positive genius for missing the point, is impossible, and 
 ought to be cut ofiF without benefit of clergy. To be sure, her official translation should be 
 done with a due regard for the dictates of humanity, and the executive intrusted with 
 this sad duty may well — I think he usually does — pay to the memory of her well-inten- 
 tioned but misapplied efforts the tribute of a sigh, if not a tear. This discussion is not 
 for her. But it is for her who is capable of good work, against whom is brought the 
 indictment of unrealized or lessened efficiency. 
 
 Upon the superintendent more than upon any other agency depends the improve- 
 ment of teachers after they have become members of his corps. And to this work he 
 may well devote his supreme powers; for, next to the selection of teachers in the first 
 place, no function of his office is of higher concern than the training of his corps to higher 
 efficiency. On these two things, the selection and the training of teachers, hang all 
 the law (and the prophets) of school progress. There are no good schools where there 
 are no good teachers, and the presence of even one or two poor teachers in a building 
 greatly reduces the quality of the school's educational output. 
 
 In a small city the superintendent finds it feasible to meet his teachers with such 
 frequency, and to know them so well, that he may become a real minister, pedagogically 
 speaking, to their spiritual needs. The first condition of helpfulness to his corps is the 
 establishing of cordial relations on the basis of mutual respect and appreciation. When a 
 superintendent loses the regard of his teachers for any cause whatsoever, just or unjust, 
 tho he be an educational expert of the first rank, he loses likewise the opportunity and 
 power to help them. In order that he may have this power, he must needs be a man 
 of broad and generous scholarship, of clear insight and wide vision, of technical profi- 
 ciency in the teaching art, of abounding but well-tempered enthusiasm, of genuine sym- 
 pathy, of transparent honesty, of a certain degree of personal magnetism, of a culture 
 which "is to mere knowledge what manners are to a gentleman," and of a character 
 like that of the Chevalier Bayard. 
 
 His teachers' meetings will be frequent and of many kinds. Sometimes the meet- 
 ing will be a table-round, where each shall take his part and none shall be heart-sore 
 because of precedency; sometimes it will be the lists, where he who will may shiver a 
 lance; Sfjmetimcs, a forum for the full and formal discussion of educational creeds and 
 doctrines; sometimes, a field of tactical review and maneuver; at other times, anfl oftencst, 
 it will \k- the olive grove of Academus where all, superintendent and principals and teachers, 
 go to schfX)l together. 
 
 However, this ought not to be the jdac e, in spite of my figure, where things academic 
 arc learned. Not infrequently superintentlents, either from a sprit of mistaken altruism, 
 or because they are unable to conduct a b<tter kind of teachers' m<(ting, form cla.sses 
 for the review of common branches to enable their teachi-rs to pa.ss forthcoming exami- 
 nations, or to win certificates of a higher grade. If this Ik- not an actual p<r\ersion of 
 the superintendent's office, it i.s, in my judgment, a work of supererogation. 
 
 The same objection, however, cannot Ijc urged against his con»lucting < la.s.s<-s of 
 teachers in profes.sional study, psychology, perlagf)gy. anfl history of etiucation. Indeed,
 
 J 2 8 NA TIONA L ED UCA TIONA L A SSOCIA TION [LouisviUe 
 
 such classes are, without doubt, one of the best means at his command, not only for the 
 mental enrichment of his teachers in educational theory and history, but also for training 
 in sound thinking. Certain teachers there are in every corps who lack the scientific 
 spirit. This spirit signifies the capacity for investigation, the love of truth for its own 
 sake, its acceptance vnih. joy and thanksgiving when found, and its immediate adoption 
 as a rule of action. Now, a teacher of this sort is usually willing enough to accept truth when 
 she sees it, but usually it must be labeled and countersigned by her superintendent, who, 
 in her estimation perchance, is its very apotheosis; or, she must find it in the columns 
 of the monthly device instructor for which she subscribed at the annual institute; or, 
 possibly, she may stumble across it in a book. She has also been ready, even eager, to 
 adopt what she conceives to be truth as a rule of action, and her efforts to present it unal- 
 loyed and unabridged to her pupils in the shuttle-like rush of the daily program frequently 
 results in pedagogical strabismus. Her sense of values is imperfect; perspective is 
 wanting; her whole picture of educational work lacks depth. The training class affords 
 opportunity to the superintendent to pursue with his teachers lines of investigation which 
 vn\\ develop in them the power of constructive thinking. He may develop in them an 
 unwillingness to accept the dicta of their calling from superintendent, or principal, or 
 critic-teacher, in any merely docile, unreasoning, or unreflective way; and this he can 
 do without risk to the loyalty of his corps to their supervisors, for the last thing that any 
 truth-loving superintendent wants is allegiance based on a czar-like domination. To 
 us who are engaged in elementary and secondary education the word of all words should 
 be the same word that is the open sesame of the higher education, and that word is " truth. " 
 Veritas is the motto of Harvard; Lux et Veritas is the motto of Yale. On one of the Har- 
 vard gates is inscribed the command from the song of Isaiah: "Open ye the gates that 
 the righteous nation which keepeth the truth may enter in;" and no better text can be 
 taken by superintendent and teachers, as they study educational problems together, 
 than, "Ye shall know the truth, and the truth shall make you free." 
 
 In this connection due acknowledgment should be made of the great value of the 
 state teachers' reading-circles in the preparation and improvement of teachers. Altho 
 these courses offer at times pretty strong meat for the babes in our calling, and, at other 
 times, only a gruel-like decoction for those who have cut a full set of eye-teeth and molars; 
 and, altho the suspicion is not wanting that occasionally certain books have gotten on 
 the list in queer fashion ; yet the movement as a whole has resulted in conspicuous benefit 
 to teachers generally. It is worthy of confidence and acceptation. Superintendents 
 commonly welcome it, wholly or in part, as a ready and valuable adjunct of teacher- 
 training. 
 
 Usually the superintendent's best work is done in meetings where the teachers of 
 a single grade only are present; or, at most, the teachers of three consecutive grades, 
 when the special object is to have the teachers of one grade come into a fuller appreci- 
 ation of the setting and sequence of their own work as related to the work of the grade 
 above and the grade below. The grade meeting will be in the nature of a conference, 
 marked by free interchange of thought, by recital of experience, and by courteous sugges- 
 tion of better plans and methods. Here the superintendent correlates educational doc- 
 trine with educational practice. Here he grants the largest liberty consistent with a 
 logical plan of work; and thus, from a considerable number of teachers, temperamen- 
 tally different, and hence differing in plans and methods, he secures, not over-exact, 
 but essential uniformity. Here the course of study is discussed, and teachers are encour- 
 aged to make their contributions thereto; for a course of study is a composite thing, 
 which should be built up according to the principle of eclecticism from the best things 
 which superintendent anrl jjrincipals and teachers alike may have to offer. A course 
 of study thus constructed is a human document which may be inscribed with the utterance 
 of Ulysses, as put in Tennyson's verse: "I am a part of all that I have met. " The teacher
 
 Superintendence) SUPERINTENDENTS OF SMALLER CITIES 129 
 
 who feels a kinship to this human document, because of her own contribution to its exist- 
 ence, v.'Hl experience a man'elously vitalizing influence in her own efforts to interpret 
 it into the life of the schoolroom. 
 
 The superintendent may be of very great aid to his teachers by class visitation and 
 inspection. The negative of this proposition is also true. It is largely a matter of man- 
 ner. It has been said that an e.xperienccd obser%^er could tell in Parliament which way 
 the ministerial wind blew by noticing how Sir Robert Peel threw open the collar of his 
 coat. A teacher need not be very old or very experienced to tell which way the execu- 
 tive wind is blownng when the superintendent visits her school. Woe betide her if it 
 blows strongly and continuously from the east! 
 
 In a small city the superintendent is able to observe class-room work so frequently 
 as to gather an intimate knowledge of the scholarship and working power of his teachers; 
 here he notes those personal traits and habits which are the unerring indices of char- 
 acter; he discovers in the management of the school the presence or absence of right 
 ideals and of correct educational philosophy; he makes a mental record of economic 
 and of wasteful methods. And, in conference with the teacher afterward, with patience 
 and tactfulness he endeavors to correct whatever of faulty manner or method he may 
 have observed. Of course, he never criticises her before the school; but the meed of 
 praise which is her due he may once in a while very properly utter in the presence of 
 her pupils. His approval of good work is a powerful stimulus both to teacher and school. 
 Often such a word of praise has created for the teacher a favorable sentiment when some 
 antagonisms have arisen, and has enabled her to regain her lost hold. Often, by a judi- 
 cious setting forth of her good quaUties, he is able to turn from her the fire of adverse 
 criticism from a hostile patron. But, whatever the nature of the superintendent's com- 
 ment, if his praise be without fulsomeness and his criticism without carping, the teacher 
 will respond with cordiality and gratitude. 
 
 The private interview, the so-called heart-to-heart talk, usually is a means of help- 
 fulness to the perplexed or unenlightened teacher. Sometimes it isn't. Sometimes 
 she is past help; sometimes she is helplessly inept; and sometimes the superintendent 
 is incapable of giving the help needed. But where normal conditions of stimulus and 
 reaction exist, the applicant for counsel and guidance ordinarily leaves the office with 
 clearer vision, stronger purpose, renewed courage, and increased devotion. Here the 
 superintendent, oftener than anywhere else, reveals himself to his teachers as guide, 
 philosopher, and friend. Once in a while there is a bit of pedagogical surgery to do. 
 The wise superintendent renders all the conditions beforehand as aseptic as possible, 
 and then performs the operation with neatness and dispatch. Despite careful treatment 
 afterward, the unofficial records show that the fatalities are somewhat in excess of the 
 survivals. 
 
 There are other ways in which the superintendent may help his teachers to a large) 
 and more effective exfK-rience. Illustrative teaching is one — done either by himst-lf, or 
 by some skillful teacher before her associates of the same grade. The visiting of .schcwis 
 is another. Occa.sionally the princijjal of the building may take her rcKjm f(jr an hour, 
 and allow her to slip into a room presided over by one of real teaching power. Once 
 or twice a year, perhaps oftener in sjiecial instances, the superintendent ought to give 
 her and her as.sociates the opportunity to visit high-grade .schools in other cities; and 
 this should Ix: done without loss of pay. In Ohio it is no infrequtnt otcurreme for a 
 superintendinl to take his entire corps to Chicago for a two or three <lays' visit to the 
 best schools of that city. Within recent years the Central Ohio Teailurs' Asmm iation, 
 having a memlK-rship of almost three thousand, has held three annual meetings out.sidc 
 of its own Ixjundarics for the ex]jress purjMJse of enalding the teachers of central Ohio, 
 particularly the rank and file, to visit the schools of Cincinnati, IndianajHjIis, and ('levc- 
 land. The cxjK-rience is heartening. Teachers gain new i»leal» by seeing Uiem aj)plied.
 
 130 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 They come home after such a pilgrimage with something of the exaltation of a returned 
 worshiper from a shrine. They may be slightly poorer in purse, but they are immeas- 
 urably richer in the things of the spirit. 
 
 The community also has its part in increasing the efl&ciency of its teachers. The 
 methods which it may employ are, chiefly, two: First, the community may stand posi- 
 tively and aggressively for the highest ideals of education, and it may demand that those 
 ideals be worked out in a highly efifective way. It will insist upon competency in the teach- 
 ing force, and, to this end, it will intrust to the educational expert at the head of the sys- 
 tem all needed powers of appointment and removal. Teachers must grow; else they 
 will not be tolerated. This is a fine example of the argtimentum ad hominem. Second, 
 the community should put a higher premium upon the life and service of the true teacher 
 — the generous award of profound appreciation. Teaching needs more of abounding 
 enthusiasm and more of the joy of living. But enthusiasm and joy are not engendered 
 by the fear of dismissal, the apprehension of poverty, nor the consciousness of social 
 inferiority. The marvel is that so much of sweetness and light are found in our schools 
 at forty dollars a month, and that so many teachers keep .sunny-tempered all their lives. 
 
 Of course, the measure of a teacher's service cannot be made in dollars and cents; 
 it transcends ordinary considerations of recompense. Teaching is indeed "the poorest 
 of vocations, but the noblest of arts;" and it is the nobleness of our calHng that dignifies 
 the contumely, the drudgery, and the sacrifice, and draws to it many of the finest natures 
 that dwell below the skies. But it is also true that, if the wage were less meager, the 
 tenure more certain, and the social position of greater prestige, the new dignity, and 
 the new joy, and the new opportunities which would be experienced by every teacher, 
 would be speedily transmuted into superior service. The policy of the community toward 
 its teachers ought to be one of such hberality as to encourage them to improve them- 
 selves in a broad way. There is no class of workers who can turn to such good account 
 the results of travel and good books, and lectures, and concerts, as does the teacher; 
 because everything which she assimilates in this way she transmits to her pupils. A 
 generous policy would also save her from the nervous strain due to overcrowded rooms, 
 and from the brain-fag of countless reports and papers. 
 
 But, after all is said and done, the final agency to be brought to bear on the teacher's 
 improvement, is the teacher herself. The superintendent has rendered his best service 
 to her when he has helped her find herself. He may disclose to her sources of power, 
 but she must appropriate them; he may reveal to her the majesty of the child, but she 
 must bow to it; he may inspire her with a love of truth, but she must enter upon its quest. 
 Then, after she has come into a consciousness of larger life and power, when teaching 
 has become an abiding joy, vastly different from the sputtering enthusiasm of earlier 
 years, she, with every other sincere worker in whatever field of human endeavor, may 
 find in Henry Van Dyke's lines a voice of yearning and content: 
 
 Let mc but do my work from day to day 
 
 In ficlfl or forest, at the desk or loom, 
 
 In roaring market-place or tranquil room; 
 Let me but find it in my heart to say. 
 When vagrant wishes beckon me astray: 
 
 "This is my work; my blessing, not my doom. 
 Of all who live, I am the only one by whom 
 This work can best be done in the right way." 
 
 Then shall I sec it not too great, nor small, 
 
 To suit my spirit and to prove my powers; 
 
 Then shall I cheerful greet the laboring hours, 
 And cheerful turn, when the long shadows fall 
 At eventide, to play and love and rest, 
 Because I know for me my work is best.
 
 Superintendence] SUPERINTENDENTS OF SMALLER CITIES 13 T 
 
 DISCUSSION 
 Superintendent Edwin L. Holton, of Holton, Kans. — I desire to emphasize 
 a few points already made by Superintendent Vance, and perhaps add some personal 
 experience. 
 
 1. The superintendent should visit his teachers as often as possible. In our smaller 
 cities, wdth from four to si.x schools, it is possible to visit each teacher from two to five 
 times a week. He should always leave a message of sunshine and encouragement. Do 
 not be afraid to be on speaking terms with your teachers on entering their rooms. Make 
 them feel that you are their helpful friend. If you arc troubled over some unsolved, per- 
 ple.xing problem, and feel physically e.xhausted, better not visit schools. You will do more 
 harm than good. 
 
 2. Make your teachers' meetings helpful and interesting, and adapted to your own 
 local conditions. If your teachers feel that the teachers' meetings are an extra burden 
 placed upon them, you may be sure there is something wrong with the meetings or the 
 superintendent. If the teacher feels that the meetings are helpful, she will gladly attend. 
 Should there be an exception to this, I should quietly remove the cause, if possible; if 
 not, the teacher. 
 
 3. I heartily agree with what was said concerning teachers visiting other teachers 
 in the same system of schools, and especially the entire corps, led by the superintendent, 
 visiting the best schools of other cities. The teachers always return with renewed enthu- 
 siasm and determination to do better work. We annually renew our supply of enthu- 
 siasm by visiting the schools of Kansas City and Topcka. 
 
 But we may do all that is possible to be done by personal supervision ; we may have 
 helpful and interesting meetings; we may take the teachers to see expert teaching; we 
 may be quite efficient in oiling and running the machinery', and still fail to render our 
 greatest ser\-ice to the teachers, and thru the teachers to the boys and girls for whom 
 the school, with all its machinery, exists. 
 
 The statement was made at the last N. E. A. meeting by Superintendent Greenwood, 
 of Kansas City, that aboQt 80 per cent, of the teachers ceased to read systematically after 
 they have once been thoroly installed as teachers. If this be true — and I do not question 
 it — the problem of finding the best means and methods for improving teachers already 
 in the service is an urgent one. " How can the teachers be induced to fall into studious 
 habits of reading, and investigating educational problems?" is the problem which 
 must be solved. But for the superintendent of a system of schools which has from 
 fifty to sixty, or, as it sometimes happens, seventy, pupils in each room, this is not 
 his most serious problem. His problem is how to get more teachers into the service, 
 and how to supply more schoolrooms. I speak of this because I know these conditions 
 do exist in many smaller and some larger cities — and they are not all in Kansas, either. 
 We can expect teachers to make but little, if any, professional improvement under such 
 conditions. 
 
 Therefore, I would say, the first thing to do in order to improve teachers already in 
 the service is to give them a chance to grow, (live thiin time to read and to investigate 
 educational problems. If the teacher is overloaded with regular .si hool work during 
 the day, and burdened with examination papers and re[K)rts during the evening, until 
 her energy is all drained away, in the name of justice, what can we expect but that she 
 will "cease to strive after higher ideals in self-improvement" and move, "with an accel- 
 erated velocity down an intellectual incline"? Teachers are human, ami their supply 
 of reserve energy can Ix: exhausted. If .she spends six hours a day in teaching her one 
 section of thirty-six jjupils, an«l one hour in jjrejjaring the work for the next day, she 
 should Ix- able to leave her schoolroom not later than five o'clcKk, with all her sch(K)I 
 work completed for the day. Her evenings must be kept sacredly free from daily school 
 work, and the drudgiry of looking over examination pajx-rs, and making endless, and
 
 132 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 many times needless, reports. Save the teacher's energy for work which will bring 
 larger returns for the energy expended. Every ounce of teacher's energy should bring 
 its pound of character, of life if you please, and not stacks of reports for the superintend- 
 ent 's office. 
 
 In our little city of Holton we have a permanent organization of teachers called 
 the Teachers' Club. The membership in this club is wholly voluntary, but at present 
 it contains 100 per cent, of our teachers. We read the best books on educational and 
 related subjects, and investigate educational problems. For this year our general subject 
 is religious education. At this time we are reading and discussing Coe's Education in 
 Religion and Morals. We have for references Hall's Adolescence, James' Varieties 
 of Religious Experiences, Starbuck's Psychology of Religion, Coe's Spiritual Life, and 
 a few other such books. Along with this work we are investigating the workings of the 
 juvenile court. 
 
 Early in the year we decide upon the general subject for the year or part of the year 
 and each member investigates for the best material in the way of books, magazine 
 articles, papers, reports, etc., on the subject, and reports the results of his investigation 
 to, the club. From these reports the material is selected. It is our aim to read and dis- 
 cuss the latest and best books on the subject. We find Commissioner Harris' reports 
 an invaluable storehouse of material. 
 
 I find that the teachers are deeply interested in the work; and, as I said before, it 
 is wholly voluntary. The work of the organization is purposely not mentioned in the 
 printed rules and regulations of the board of education. It is our opinion that the work 
 must be entirely elective. It is my firm conviction that teachers will read and investi- 
 gate, if they are given a chance, and if the superintendent or principal will take the initi- 
 ative. I have unbounded faith in the teachers of this country. They are willing to, 
 and do, drain life's energy, until it ceases to flow, for their boys and girls. 
 
 The direct good resulting from such an organization cannot be estimated in commer- 
 cial values, but I am thoroly convinced that it is giving our teachers a broader view of 
 educational problems and a deeper interest in the teaching profession, and therefore 
 they are better prepared to lead the boys and girls into the larger life all about them. 
 
 To summarize: In such an organization, I think, the following points are essential: 
 
 1. Give the teachers time to read and investigate. 
 
 2. The membership must be voluntary. No success grade, tenure of office, or salary 
 proposition should be used as a pedagogical whip to force the teachers into line. 
 
 3. Only the best material should be used, and live questions discussed. 
 
 4. The superintendent or principal must take the initiative. 
 
 With conditions approaching what I have mentioned, the teachers will gladly take 
 advantage of the opportunities for broader culture. Whatever else may be said for or 
 against this plan, I know it to be workable, because it is working. 
 
 ROUND TABLE OF STATE AND COUNTY SUPERIN- 
 TENDENTS 
 
 TEACHERS' SALARIES AND IIOW AFFECTED BY THE OPERATION 
 OF THE MINIMUM-SALARY LAW 
 
 FASSETT A. COTTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, INDIANAPOLIS, IND. 
 It is conceded that the pay of teachers is not commensurate with the dignity of the 
 profession and the work required. While the professional teacher chooses his calling 
 and works in it from motives higher than those of material gain, it is true that in order 
 to do his best work this teacher must have money and the things that money will buy. 
 There has been a slow and steady growth in salaries, but they are still very meager
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 
 
 133 
 
 and unsatisfactory. One of the first essentials for substantial progress is an intelligent 
 understanding of the actual conditions by the teachers themselves. 
 
 Here arc a few statistics on salaries of teachers in Indiana for the years ending July 
 31, 1904, and July 31, 1905: 
 
 Total paid teachers for the year ending — 
 
 July 31, 1904 $6,832,321.70 
 
 July 31, 1905 7,356,056.31 
 
 Increase 523,734.61 
 
 Pay to teachers per day — 
 
 1004 1 90s Diff. 
 
 In townships, men $2. 57 $2.75 $0.18 
 
 women 2.37 2.53 .16 
 
 In towns, men 3-45 3-44 -oi 
 
 " " women 2.59 2.53 .06 
 
 In cities, men 4.52 4.74 .22 
 
 women 2.75 2.89 .14 
 
 It wall be noted that men and women in the rural schools received an increase of 
 18 and 16 cents per day, respectively; in towns, a decrease of i and 6 cents respectively; 
 and in cities, an increase of 22 and 14 cents per day, respectively. 
 
 Commissioned high schools — I^tr Year 
 
 July 31, 1904 S806.50 
 
 July 31, 1905 818.37 
 
 Increase 11.87 
 
 Non-commissioned high schools — 
 
 July 31, 1904 S500.04 
 
 July 31, 1905 525-30 
 
 Increase 25 . 26 
 
 General average annual pay for all high schools for year ending — 
 
 July 31, 1904 $684.81 
 
 July 31, 1905 708.91 
 
 Increase 24.10 
 
 Average annual salary of all teachers for year ending — 
 
 July 31, 1904 ($2.56 per day) $440.20 
 
 July 31, 1905 ($2.65 per day) 472 27 
 
 Increase 32.07 
 
 Cost of living. — The United States Bureau of La1x)r gives the average expenditures 
 per family in the North Central States as $785.95 for all purposes, and as $321.60 for 
 fofjd alone. From this it will be seen that teachers are not making average living wages. 
 
 This growth in salaries in the rural and small town schools is the result of the mini- 
 mum-wage law and the campaign for better salaries. The growth in the cities and high 
 schools in particular is the result of the genera! movement in the intcnst of better salaries. 
 The reports that we have just compiled from the city schools indicate that there has Ix^cn 
 a large increase in payments for high-school positions the current year over last, which 
 is the direct result of the agitation that has been going on for two or three years. We 
 have no figures on the salaries paid cli.s(ri( t and grade teachers for this year. These can 
 not be secured until the end of the year, July 31, 1906. I am sure, however, the.se reports 
 will show a very marked increase over last year. 
 
 State aid to poor corporations. — The law which provides for the assistance of j>oorer 
 towaships and towns has enabled many of these corporations to have .school si.x months 
 this year, the- first time in their history. This will add very materially to the average 
 salary of teachers in the townships thruout the state. This same law has enabled srhcwl 
 boards in many small towns to em|)loy a .sufTirient number of teachers to do the work 
 well, thus increasing the tea( hing force in the state more than the usual yearly increa.se. 
 
 There are many evidences cf interest in the question of raising the salaries of teachers. 
 Notable among the cities that have increa.sed the salaries recently is Richmond. The 
 following from SujK-rintcndent Mott is of interest:
 
 j^^ NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 Our rule regulating the minimum wages in the grades is as follows: A young teacher 
 or a new teacher, unless otherwise agreed to, is paid the legal rate in the state for five 
 years. After five years' teaching no teacher is paid less than $55 a month; and after 
 eight vcars' teaching no teacher is paid less than $60 a month. In the first grades we 
 pay at least S65 a month, four teachers getting more. In the seventh and eighth grades 
 no teacher gets less than $65 a month; five in the seventh and eighth grades are getting 
 $70 or S75 a month. 
 
 Our ward principals, in eight- and ten-room buildings, get $80 a month. In the 
 high-school teachers begin work at a price agreed upon, depending upon preparation 
 and experience. Their wage is increased $50 a year until $800 is reached in case of 
 women and $900 a year in case of men, those acting as heads of departments in high 
 school receiving $1,000 a year. 
 
 The above statement shows the regular wages paid. A few receive more, but none 
 less. Our supervisors receive $1,100 a year after they have been with us for long enough 
 time. 
 
 The new country lije. — These statements show improvement in salaries, but it is 
 a very small percentage of what it ought to be. Then, too, the increase has occurred 
 mainly in the cities and wealthy townships and towns, and particularly among the high- 
 school teachers. The lower grades, tlie rural and small town schools, which serve the 
 great masses of people, must be improved also. Tremendous advancement in all phases 
 61 country Ufe is now being made, and the betterment in our schools must be in propor- 
 tion to this. It might almost be said that a new era has dawned in country life. The 
 past quarter of a century has marked a steady advancement in all things relating to 
 the farm. Hand labor has given way almost altogether to more efficient, as well as 
 more expeditious, machine labor; new inventions have helped and relieved the farmer 
 every year in all of his work. Fertilizing has grown to be generally employed all over 
 the country; and fruit-grafting is no longer a matter of wonder. More and more atten- 
 tion has been paid to breeding; in everything has the farm and its work been bettered. 
 Can we say that in the last decade or two our rural and village schools have been corres- 
 pondingly improved ? 
 
 Conditions for living on the farm have also improved at an almost marvelous rate. 
 Where the farmer used to spend half a week hunting helpers and arranging for the "swap- 
 ping" of work, so common during the harvest time, he now spends a few moments at 
 his telephone to accomplish the same purpose. He employs the same telephone to send 
 to the near-by town, or possibly to some distant manufacturing city, for supplies needed 
 at once, and in many instances the cross-country interurban brings the articles the next 
 morning. He hauls his heavily loaded wagons about now during rainy weather on a 
 firm gravel road, instead of being obliged to wait for dry weather. 
 
 Again, if the farmer of twenty-five years ago received his mail every Saturday, he 
 felt satisfied. But if he lived near enough to the office to receive his mail twice each 
 week, he considered himself fortunate indeed. Now the same man is given free delivery 
 of mail by the government. His letters, his daily city paper containing the latest market 
 values, are brought to his door by ten o'clock every day. Perhaps he opposed the move- 
 ment in favor of establishing rural routes and free delivery, on the plea that it would 
 increase the taxes. But now he is not satisfied with news a week old, or quotations long 
 since changed; he must know within a few hours after its happening any event of impor- 
 tance, any change made in prices. So everything relative to the farm and farm life has 
 been improved in the past few years, and will continue to improve; and the up-to-date 
 farmer takes advantage of all these, because it pays to do so. 
 
 Have our country schools kept pace with this marvelous march forward? Have 
 schoolhouses been remodeled and refitted proportionately to the remodeling and refitting 
 of the farms and farm-houses? Have the country teachers received larger salaries, 
 and become more and more efficient as the years have passed ? All the benefits of which 
 the farmer has taken advantage have tended to make better his financial standing and 
 interests, his social standing and interests. Will it not pay as an investment alone to
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 135 
 
 keep the school up to the standard of improvement enjoyed by the farm ? Is it not neces- 
 sar)- that the farmer's children be educated in harmony with these many improvements? 
 Is it not necessary to his future standing financially and socially to keep up with modern 
 advancement at school as well as at home ? 
 
 Cause oj low salaries. — It should not be forgotten that tlie salary the teacher receives 
 represents the community's estimate of the value of the school to the community. The 
 people exalt material things and depreciate the spiritual things. They generally use 
 good judgment in their business transactions; they want tlie best lawyer to look after 
 their business interests; they choose the best physician for their families; but, somehow, 
 they continue in the notion that anybody can teach school. But it is fair to say that 
 lack of preparation on the part of the teacher is partly responsible for the estimate the 
 public places upon his work. Just as soon as the people learn the difference between 
 good and poor teaching, and just as soon as they learn that a good school, as well as scien- 
 tific farming, pays, then will they demand good teachers regardless of the cost. 
 
 Again, the proper relation does not always exist between teacher and patron. The 
 teacher does not know the people, and hence is not the power he should be in the commu- 
 nit)'. For this condition the teacher is responsible. Sometimes he does not even 
 live in the community, and of course can take no interest in it. Sometimes, when he 
 does live in the community, he acts as if he were merely a transient sojourner, and does 
 not enter into its life. Sometimes he is pedantic, narrow, and not well enough informed 
 to be socially agreeable. He does not consult with the leading men and women with 
 regard to the needs of the community. He does not invite the patrons to his school and 
 confer with them in regard to his work and that of their children. On the other hand, 
 the patron is responsible, too. He is not informed on schools and is not interested. He 
 does not cultivate the acquaintance of the teacher. Sometimes he stands in awe of the 
 teacher's superior learning, and there is a kind of a restraint like that which sometimes 
 exists between pastor and church member. He thinks the teacher doesn't know any- 
 thing but books anyhow, and that he is incapable of unbending. The fact is that, if 
 patron and teacher would only take the trouble to get acquainted, each would be sur- 
 prised to find what a good fellow the other is, and that humanity is pretty much the same 
 the world over. 
 
 Lack 0} rcz'enue. — It is often said that salaries of teachers are as high as the revenues 
 will permit. But why are the revenues so limited ? The answer is that men are not 
 convinced of the large merits of education — they do not see that it pays. As soon as 
 they understand that it will piy large returns, they will be willing to tax themselves for 
 gfx)d schools. All men should pay school taxes willingly. The man with children, 
 that his children may be educated; the man with no children, that the children of his 
 poorer neighbor Inay be educated, his property protected, and peace preserved. The 
 man of wealth often docs not seem to appreciate the close relation existing between free- 
 dom and free schools; between the safety of his projierly and education. lie does not 
 sec that the more school tax he pays, the less he will be taxed for i)ri.sons, courts, \h)ot- 
 houscs, and tramps, to say nothing of graft. 
 
 The demands 0} the twentieth century are large. — Our s( hools must really educate the 
 children — tiach them to do things, and to <lo them well anrl skillfully. More than that, 
 they must leach them to want to do things. Thiy must ti ai h llum to work, and to 
 want to work, for tlu'ir salvation. A system of education th;it haves one without the 
 power to undertake and accomplish things in life is worse than worthless. The school 
 must Ix- brought closer to the home, to industr>', to out-<jf-cI(>ors, to life. The average 
 farmer and business man will Ix- qui< k to take advanlagi- of this -iort of .s« hiM)l work, 
 because it will soon help their childn-n to do more skillfully thi* daily work they are called 
 upon to do, and more naturally and successfully the work of life; in other words, it will 
 pay, and they will Ik- willing to pay for it.
 
 136 NATIONAL EDUCATIONAL ASSOCIATION ' [Louisville 
 
 Men and women as teachers. — The fact that men are leaving the profession, and that 
 it is becoming a woman's calling, has something to do with the salaries. It is not a ques- 
 tion of whether the pay of women should equal that of men. For equal service, of course 
 it should. But public opinion, the law of supply and demand, and other economic prob- 
 lems have entered this question of teachers' salaries. It is true that the more men that 
 are retained and the higher salaries paid to them, the better are the salaries of both men 
 and women. It is true that in systems where few men are employed the salaries of women 
 are perceptibly lower than the salaries of women where men are more numerous. Dr. E. B. 
 Andrews, while superintendent of the Chicago schools, tried for some time to teach the 
 women teachers of that city this lesson in school economy, and some of them at least 
 refused steadfastly to comprehend it. 
 
 Teaching not yet a profession. — After all, one of the greatest causes of poor pay to 
 teachers is the fact that the vast majority of teachers are not professional educators. The 
 caUing is still a stepping-stone to other professions, and will continue to be so as long as pres- 
 ent conditions exist. The prospective lawyer, doctor, and minister, are willing to take 
 temporary employment as a teacher at a lower salary than a professional educator can 
 afford to take it. There is a great deal in the attitude of consciousness with which one 
 comes to a calling. Men enter law and medicine for life. The average Hfe of the teacher 
 is four years. It is safe to say that a large percentage of those who teach on and on do 
 so in yearly anticipation of some change for the better that may come to their relief. Many 
 are teaching because they had not the courage to starve till a competence might come 
 in the profession of their choice. Many others are teaching because they had not the 
 means to go into business. Poverty makes teachers subservient to society. They get 
 used to small means and small ways, and for this reason are incapacitated for the big 
 things in life. 
 
 Reasons for better salaries. — The professional teacher must make long, careful prepara- 
 tion before entering his life-work. In order to do this, he must receive such compensation 
 as will enable him to give his best thought to his work. He must have the opportu- 
 nity to make constant daily preparation after he has taken up his life-work. Under 
 present conditions, he is often compelled to do other work "on the side," to assist him 
 in earning a living for his family. His hours are long and his work hard. He must 
 work in the presence of people, often under the criticism of people in other callings, and 
 too often under unsympathetic supervisors — mechanical taskmasters instead of the pro- 
 fessional artists they should be. This is a severe strain on the nervous system. 
 
 Just recompense. — To begin with, every teacher should have comfortable living 
 expenses. In addition he should have enough to reimburse his expenditures in prepara- 
 tion. There should be sufficient salary to enable him to buy the books and apparatus 
 necessary to carry on his work. It should be possible for him to put by a small sum, 
 at least, every year for the time when he can no longer teach. He should receive full pay 
 while off duty on account of sickness. If any abuse this just privilege, it is better to rid 
 the calling of such offenders than to make the innocent suffer. The teacher should have 
 his annual vacation, and every few years should have a year off on half-pay for rest, 
 recreation, investigation, and added preparation. 
 
 In our rural schools the minimum salary should be $600. From this there should 
 be rapid increase for increased efficiency and new preparation. Under such conditions 
 good professional teachers could afford to become residents of rural communities, and 
 would be willing to attempt a solution of their problems. 
 
 OUR MINIMUM SALARY LAW 
 
 An act to amend an act approved March 12, 1901, entitied "An act regulating the 
 minimum wages of teachers in the public schools and fixing a penalty for violation of 
 the same," being sees, i and 2 of the acts of 1901. (H. B. 81; approved March 11, 
 1903-)
 
 Superintendence] STATE AND COUXTY SUPERINTENDENTS 137 
 
 Sec. I. Be it enacted by the General Assembly of the state of Indiana that the daily 
 wages of teachers for teaching in the public schools of the state shall not l>e liss in the case 
 of beginning teachers than an amount determined by multiplying 2} cents by thi- scholar- 
 ship given said teacher on his highest grade of license at the time of contracting; and 
 after the first school term of any teacher, said teacher's daily wages shall not be less than 
 an amount determined by multiplying 2^ cents by the general average of scholarship 
 and success given the teacher on his highest grade of license at the time of contracting; 
 and after three years of teaching, said wages shall not be less than an amount determined 
 by multiplying 2J cents by the general average of scholarship and success at the time of 
 contracting; provided that 2 per cent, shall be added to a teacher's general average of 
 scholarship and success for attending the county institute the full number of days, and 
 tliat said 2 per cent, shall be added to the average scholarship of beginning teachers. 
 
 Sec. 2. All teachers now exempt, or hereafter exemi)t, from examinations shall be 
 paid as daily wages for teaching in the public schools of the state not less than an amount 
 determined by multiplying 2J cents by the general average of scholarshiji and success 
 given said teachers; provided that the grade of scholarship counted in each case be that 
 given at the teacher's last examination, and that the grade of success counted be that 
 of the teacher's term last preceding the date of contracting. 
 
 Sec. 3. All school officers shall comply with the provisions of this act, and shall pay 
 the teachers employed by them no less than such an amount as shall be determined bv 
 sees. I and 2 of this act. School officers who shall be adjudged guilty of violating any 
 of the provisions of this act shall be fined in any amount not exceeding Sioo for such 
 offense. The state superintendent of public instruction is hereby authorized to bring 
 action against any school officer violating any of the provisions of this act. 
 
 HOW THE LAW OPERATES 
 
 I. In poor townships and towns. 
 
 1. Encourages — 
 
 a) Poor scholarship. 
 
 b) Indifference as to high success grade as result of school-room work. 
 
 c) The employment by school officials of poor teachers, and young teachers with 
 low grade of scholarship. Teachers with high grade of scholarship are entitled 
 to larger salaries than those fixed by the law. Many teachers request county 
 superintendents to lower grades of licenses so the trustees will give them 
 employment. 
 
 2. On the whole, the law increases daily salaries in the poor townships and towns, 
 but it shortens the term of school. 
 
 a)*But our last legislature remedied this by the enactment of the " deficiency 
 law." In future best teachers will be employed. 
 
 II. In wealthy townships and towns. 
 
 1. The law has little flirect effect on salaries in such corporations, as salaries here 
 are larger than tho.se fixed by law. 
 
 2. But the moral effect of the law stimulates the school officials to pay bettir 
 salaries. 
 
 III. The law should be framed in the interest of the teachers who make preparation 
 for the work and remain in the profession. But this cannot be done until — 
 
 1. Number of teachers is reduced. 
 
 2. The standard raised, when the corporations that are able will rai.se the tax 
 levies to meet requirements of a better wage law.' 
 
 The ideal for country schools. — In our state, with the township as the unit of our 
 schfjol system, the logical thing is a complete central school in each township to which 
 all the chilflrcn shall go. It should have a kindergarten, the eight grades, and .1 liigli 
 schcKjl with a four-year course. It should have wcllcquipped morlcrn buildings. Here 
 should be located the townshij) library, whic li should contain Ixniks sdccti-d with the view 
 of meeting the demands of the community, and which sliould have arrangements for ilis- 
 Iributing Ixxjks by means of transportation hacks and the free delivery mail system. The 
 s<hfKjI center easily Ixcomis the center of all (ommunily interests, an<l all meetings of the 
 
 •See ".State Aid to Poor CoriKjrulicinii," .tIxivc. 
 
 » In Indiiina we have 16,495 teachers, wherttt*«on tlic btuin of 40 jmiiilii lo ihr ic.iihcr, wr iirrd mily 
 «3.7So; lomethinK like 3.00J teacher* more ihiin nrccMsry. Three thntiiand teacher*, at averaKe annual 
 •alary of $173, draw $1,416,000. Thin, aiMcii to »alnry of the 1.1,750 nctetiary, would rni»e avrr.iKe annual 
 talary from $472 lo $S7S> "f *" imreaac of $103 for each teacher.
 
 J *g NA TIONA L ED UCA TIONA L A SSOCIA TION [Louisville 
 
 people should be held there. The school hall should be the public hall for township 
 meetings of the people, and there everything pertaining to the public welfare should be 
 considered. It should have a small farm, equipped for scientific elementary nature study 
 or agriculture. It should have manual-training departments for boys and girls. It should 
 be in session at least eight months in the year. Finally, it should have for teachers the 
 best-prepared men and women, who have chosen teaching as their life-work, who shall 
 live in the community, and who shall be paid respectable salaries. 
 
 Such a svstem would reduce the number of teachers and encourage better preparation. 
 
 CONSOLIDATION OF SCHOOLS IN INDIANA 
 In the matter of consohdation substantial progress has been made. The following 
 statistics recently collected will show the actual status of this problem better than any 
 discussion: 
 
 The Small School 
 
 1. Number of schools with 5 pupils or fewer 49 
 
 2. Number of schools between 5 and 10 pupils 286 
 
 3. Number of schools between 10 and 15 pupils 1,090 
 
 4. Number of schools between 15 and 20 pupils i>932 
 
 Consolidation 
 
 1. Number of schools abandoned 699 
 
 2. Number of consolidated schools 280 
 
 3. Number of wagons used in transporting children 484 
 
 4. Number of children transported 8,312 
 
 5. Cost of transportation per day $824.85 
 
 6. Average cost of wagons per day $1 . 70 
 
 7. Number of townships in which roads are suitable for transportation. . . . 659 
 
 8. After a fair trial, are the people in favor of transportations. Forty-three counties 
 answer "Yes;" nine counties answer "No;" forty counties answer, "Not sufficiently 
 tried to determine." 
 
 THE NEXT STEPS IN EFFORT TO SECURE BETTER SALARIES 
 
 In these days of great prosperity, Hving expenses are perceptibly higher than they 
 were in less prosperous times. Under such conditions many of our best teachers leave 
 the profession. Something must be done to attract the best men and women to teaching, 
 and make it worth while for them to undertake it as their life-work. All are agreed that 
 something must be done, but it is difficult to name the next most important steps. In 
 my judgment they are as follows: 
 
 The people must he aroused. — First, the public must be awakened to an appreciation 
 of good teaching. The people are always wiUing to pay for good school advantages. 
 The one thing that most parents are striving for is the happiness and welfare of their 
 children, and there is no sacrifice they will not make for this purpose. Looked at from 
 tills point of view, the welfare of teachers lies ahnost wholly in their own hands. Better 
 preparation, more professional zeal, larger interest in the children, closer study of the 
 needs of the community, will bring immediate returns and a large promise for the future. 
 
 Mure adequate facilities jor training teachers. — Second, the state must raise its standard 
 to make large requirements in scholarship and professional training on the part of 
 teachers. The standard must be raised to eliminate those who are poorly prepared 
 and those who are "makeshifts" in the calling. When the supply is less than the demand, 
 sufficient funds will be provided to induce the best young men and women to prepare 
 for the work. This can be brought about very easily. The school authorities can set 
 a date for better conditions, and everybody will work toward their accomplishment. 
 Suppose it should be agreed that after September, 191 1, no teacher wdll be employed 
 who docs not have certain qualifications; there would be five years and more for prepa- 
 ration. I do not know just what the qualifications ought to be, but surely something 
 like this: (i) Teachers in the rural schools, and in the grades of towns and cities, should
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 139 
 
 have scholarship equivalent to that of a graduate of a commissioned high school with 
 one or two years of professional training. (2) Teachers in high schools should have a 
 scholarship equivalent to that of a college graduate with one year of professional train- 
 ing- (3) These would certainly require more adequate facilities for training teachers. 
 These might easily be pro\-idcd in a system of training-schools over the state which would 
 sustain short courses, graduation from which would entitle to teach in the district and 
 grades three or four years without examination. Then those who remain in the pro- 
 fession might be required to pursue their work in the central graduate school. 
 Such a system of preparation would certainly raise the standard of teaching 
 and do much toward making the calling the profession it ought to be. 
 
 A commissMn appointed by the governor. — Third, the whole question needs the care- 
 ful study of experienced educators. At our last state teachers' association the writer 
 suggested that a strong forward movement can be best determined by a commission, 
 composed of our best students of the problem, to be appointed by the governor. By 
 unanimous vote the association requested the appointment of such a commission. 
 
 The teachers must organize. — Fourth, finally, there should be a perfect organiza- 
 tion of the teachers themselves to aid in bringing the recommendations of this commis- 
 sion before the next general assembly. This organization should be undertaken by the 
 state teachers' association, which should appoint and pay some competent man to take 
 charge of the work. This chief should call to his aid a number of men and women, who 
 shall constitute the state advisory board. This board might be composed of one person 
 from each congressional district. This member from the congressional district should 
 in turn have a board made up of members chosen from the counties in the district, one 
 from each county. The members of the congressional district board should in turn be 
 the head of a county board made up of members chosen from each township in the countv. 
 Then each township should have an organization of the teachers of the districts. With 
 such an organization the teachers could make an intelligent, aggressive, educational cam- 
 paign, and could secure recognition at the hands of the legislature. 
 
 Can we afford to pay larger salaries? — Here are some actual figures of American 
 expenditures : 
 
 .Annual national government expenditures S 600,000,000 
 
 .Ml other government expenditures 2,000,000,000 
 
 .\nnual national pensions to old soldiers 141^,000,000 
 
 Annual drink expenditures 1,4:50,000,000 
 
 Annual expenditures for beer alone 700,000,000 
 
 Annual expenditures for tobacco 750,000,000 
 
 Annual expenditures for education 275,000,000 
 
 The annual per capita expenditure for alcohol and tobacco is $29, and for all fomis 
 of education $3. 50. Our national wealth and annual business arc each rated at nearly 
 one hundred billion dollars. We do not begin to compn-hend our stupendous resources. 
 We simply do not know what possibilities are within our reach. 
 
 The outlook etuouraging. — ^With all our difl'uulties, we are making progress. The 
 oullfxjk was never more hopeful. The calling was never more respected. The people 
 never showed a more willing spirit toward educational work. They were never more willing 
 to pay teachers res[)ectabl(; salaries. And teachers have never realiz<'(l more fully than 
 they do now that something depends upon them. Patrons and teachers are awake to 
 the importance of the problem, and both sides have determined on Ixtter things. 
 
 No more s|)lendid army ever manhiri t<j vit tor)' than the mighty army of .s< IkmiI- 
 teachers who have their fac«s s<t against ignorance and idleness in the land. Oiut- 
 aroused and every man to his duly, sue h a public sintiment will Ik- cn-atecl in the inlen-st 
 of better .salaries for teachers that "we the jn-ople" will take hold of townships, and 
 munif ipalitiis, arnl slates, and the nation, an<l will sweej) away lh<- ihiTigs th.it make for 
 ignorance an<l idleness, and will enthrone llu- forn-s ttui miki- fur i-nli('liiinmi ni and 
 personal righteousness.
 
 I40 NATIONAL EDUCATIONAL ASSOCIATION iLouisviUe 
 
 DISCUSSION 
 
 Nathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa.-- 
 I have been asked to tell how Pennsylvania got its law fixing a minimum salary for teach- 
 ers, and the effect of this legislation upon the school system. The story sounds Hke a 
 romance. I used to lie awake at night, scheming how to secure an increase in teachers ' 
 salaries. Finally a woman and a newspaper reporter came to the rescue. The woman 
 had been a teacher and was married to a lawyer, who was elected to the legislature. When 
 he bade her good-by to go to Harrisburg, she said: "Do something to improve the com* 
 pcnsation of teachers." The reporter was a representative of the Philadelphia Press. 
 
 At dinner he asked whether there was anything new in school matters. "Nothing 
 new," I rephed; "but the thing that keeps me awake at night is the low compensation 
 which many teachers get." "Tell me about that," was his next remark. Before long 
 Representative Snyder, whose wife had been a teacher, introduced a minimum salary act, 
 and the Philadelphia Press began a campaign, during which the school department became 
 the storm center. Maps were printed showing the "black belt" in which the teachers got 
 the lowest wages. The friends of better salaries finally compromised on thirty-five dollars 
 per month. This had its effect outside the so-called black belt. When the compensation 
 of substitute teachers was raised in the cities, there became necessary an advance along the 
 whole hne. In Philadelphia the agitation filled the largest assembly hall in the city, and 
 resulted in an increase of the salaries of all teachers below the high school. In Pittsburg 
 the agitation brought about a classification of teachers on the basis of efficiency. This 
 caused an awakening never dreamed of by those who inaugurated the movement. The 
 Carnegie Library suddenly discovered that alcoves devoted to pedagogy did not contain 
 enoiigh books to supply the demand. The university-extension lecturers had to seek 
 larger assembly rooms in order to seat their audiences. 
 
 So far as I have been able to learn, it has not led the school boards to hire the cheap 
 teacher in preference to the teacher with the better grade of certificate. Fortunately, we 
 have had no uniform examination law to deprive the superintendents of their power to 
 grant certificates to the best qualified teachers, and to make it impossible for others to teach 
 by refusing them hcenses or certificates of scholarship. Uniform examinations level from 
 above as well as from below, and sometimes prevent the best districts from demanding 
 the qualifications which they could secure under a system of examinations based, not upon 
 the average standard, but upon superior excellence. Moreover, the state superintendent 
 can withhold a district's share of the five and a half million dollars' state appropriation, 
 if the school directors fail to comply with the law. The experience which we have had 
 with the minimum-salary law convinces me that this legislation has benefited the schools 
 in every section of the state. 
 
 Thomas C. Miller, state superintendent of free schools, Charieston, W. Va. — 
 West Virginia can justly claim the place of pioneer in the matter of fixing minimum sala- 
 ries for teachers. By reference to the code, I find that on March 15, 1882, a bill was 
 passed by the legislature as follows: 
 
 Teachers having certificates of the grade of No. i shall be paid not less than twenty- 
 five dollars per month; those holding certificates of the grade of No. 2, not less than twenty- 
 two dollars jwr month; those holding certificates of the grade of No. 3, not less than eight- 
 een dollars per month. 
 
 Since that enactment this provision has been amended twice, and salaries, as now 
 fixed, are $35, $30, and $25, respectively, for No. i. No. 2, and No. 3 certificates. While, 
 of course, this provision applies to the entire state, it dcjes not affect more than 20 per cent, 
 of the school districts, and the measure was first enacted to protect the school interests of 
 communities where the idea of economy seemed to be too dominant. In these places the 
 law has had a good effect, and, in fact, its influence has been a helpful one thruout the 
 state, even tho the minimum has been low.
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 141 
 
 At the last session of the legislature a bill was proposed fixing the minimum salary for 
 a No. I certificate at S40 per month, but the delegates from a few portions of the state showed 
 that such a measure would lead to burdensome local taxation, and this led to the framing 
 of a bill providing for additional financial aid for such districts. Unfortunately, this meas- 
 ure failed, but I confidently believe that our next legislature will pronde some means for 
 aiding school districts having a scant school population and small material development. 
 When this is done, the provisions of the minimum-salary law will be more readily carried 
 out, and I think the amount will be fixed at S40 per month. I am glad to report, however, 
 that the average salary thruout the state in country districts is considerably above that fixed 
 by this minimum law. For No. i certificates the general average is $39.70; for No. 2, 
 $31.66; for No. 3, a little above S25 The average salary in the state for all grades of cer- 
 tificates, based on the length of term, is S34.58. 
 
 The conditions of material development in West Virginia are so varied that there will 
 necessarily be a great deal of difTerence in carrying out the provisions of any measure. 
 When we note that in two adjoining districts one may have an eight-months' term on 
 a 25 cents (or 2 J mill) levy, while the other can only scantily support a five-months' term 
 on a 50 cents (or 5 mill) levy, it will be seen under what disadvantage some districts labor. 
 These conditions arc made possible by the larger industrial development in some sections, 
 whereas in others the material progress is slow and valuations of property low in the 
 aggregate. 
 
 Of course, teachers \vill go where they can secure the longest terms and the best salaries, 
 and this for a time left some of these remote sections of the state with the teachers holding 
 the lower-grade certificates, and in some sections there was a shortage of teachers. But 
 the law of supply and demand has worked very well even here, and I can say that the 
 minimum-salary requirement has worked well. 
 
 But a more potent influence in behalf of salaries for teachers is the uniform examina- 
 tion system provided for early in 1903. Like a thunderclap came this new law, and at 
 first there was almost consternation in the teaching ranks; but now the new svstem is 
 viewed as ha\ang wrought the greatest amount of good in the shortest period of time that 
 any educational measure has ever produced in the state. The certificates issued by the 
 state superintendent are valid in any county, and this new measure has, without doubt, 
 had more effect in increasing salaries than the minimum law itself. Boards of education, 
 in order to retain their best teachers, have been compelled to advance salaries, and there 
 is considerable competition, not only between counties, but between magisterial distrii ts 
 in the same county, for the services of the more competent instrictors. It is true that dis- 
 tri( ts with less material development and scant financial resouro,-s may for a time seem to 
 IjL- at a disadvantage, but the effect of the uniform examination system h;is been to increase 
 teachers' salaries very materially, and it is now almost universally commended. Of course, 
 there arc many other features of this new system that arc recognized as having wrought 
 mu( h for our educational upbuilding, but we do not underestimate the influence of the 
 uniform examinations in advancing teachers' wages. 
 
 Under our new revenue system we confidently expect to have a much larger school 
 funrl, and this will, no doubt, extend our term and give teachers fairer remunerati(jn. 
 
 RURAL SCHOOL ARCHITECTURE 
 
 J. W. OLSEN, STATIC SUPERINTENDK.NT OF PUBLIC I.MSTRUCTION, ST. I'AUI., MINN. 
 
 Your pnsiding ofllrrr has rcqucstefl me to "present some rural school plans (floor 
 plans at lca.st) whic h shall differ in elalxirateness and b*- prepared in such a way that they 
 will give valuable suggestions to builders, as well as to slate nn<l county suiwrintendints, 
 with estimates of cost, plans, cuts, etc." 
 
 In endeavoring to comply with the rt<|Uisl, while 1 have confined lliis |),i|)ir to the 
 vj<alled "material" benefits to be dcrivecl from the building of scho<jU modern and sani-
 
 1^2 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 tary, I would say that the writer has had always in mind such schools as may furnish to 
 the growing and coming generations a more pleasing picture than "the little red school- 
 house" brings before the retrospective vision of the older generations. It is only to the 
 narrow mind of a Gradgrind that the beautiful and the useful are incompatible. 
 
 The school site should be selected with as much regard to its natural surroundings 
 and its scenic possibilities as the hmitations of district distances will admit. Those in- 
 trusted with the choosing of it should see that it affords ample scope for playgrounds 
 deserving of the name. The school should not, for penny-wise economy, be relegated to 
 some lonely, isolated spot that makes drainage impracticable and miniature farming and 
 landscape gardening a chimera. It should fitly crown some elevation near main traveled 
 roads— a beacon light of prosperity and culture to the wayfarer, an abiding joy and pride 
 to its district, the real ethical schoolhouse. The structure itself should be an expression, 
 in stone or brick or wood, of the best in modern architectural thought. It is not 
 necessary that it be costly, but it should be true in proportion, graceful in line, harmonious 
 and restful in coloring, simple and dignified — architecture humanized; a building that is 
 at once an invitation, an inspiration, and a fadeless memory, free from obtrusive gaudi- 
 ness, rich in essentials. 
 
 In 1901 the National Educational Association declared itself as follows: 
 
 We believe that the standards for school architecture, including the proper seating, 
 heating, lighting, ventilation, and ornamentation of school buildings, should be as definite 
 as the standards for teaching. The law should fix the dimensions and all other require- 
 ments for school buildings, as well as the size and character of the school grounds. 
 
 On p. 54 of the Virginia School Laws (edition of i892)we find that "no public school 
 shall be allowed in any building which is not in such a condition, and provided with such 
 conveniences, as are required by a due regard to decency and health," and that it shall 
 be the duty of the county superintendent to condemn unfit schoolhouses. Legisla- 
 tion should be enacted giving independent central authority, under safe restrictions, power 
 to condemn unsuitable buildings and sites. Massachusetts, New York, and Pennsylvania, 
 have realized the importance of more adequate ventilation of public buildings than now 
 exists, and have passed laws, calling for the proper heating and ventilation of public -school 
 builflings. Massachusetts has a state inspector to whom drawings may be submitted with 
 a view to determining whether or not the plans meet the requirements of law and can be 
 approved; while par. 6, art. 4, p. 556, Vol. II, Laws of New York (1894) reads as follows: 
 
 No schoolhouse shall be built in any union free school district until the plans for the 
 ventihition, heating, and lighting of such schoolhouse shall be approved in writing by the 
 school commissioners or commissioner of the district in which said schoolhouse is to be 
 built. 
 
 Many states have laws adequately protecting the inmates of almshouses, jails, prisons, 
 and other charitable and penal institutions, providing them with fresh air, and other means 
 for comfort and the preservation of health. Too often the poorest, most unsightly, and 
 worst-adapted building in a whole neighborhood is the schoolhouse, frequently insanitary 
 and endangering the health of the pupils, who can do their best work only in the most health- 
 ful and comfortable environment. No wonder that country children seek the city with its 
 attractive school surroundings! The time has come when educators should have the 
 courage to make themselves heard in behalf of our school children, that at least the same 
 protection be afforded them as is thrown about our paupers and criminals. Not only 
 should the central authority have power to condemn unsuitable buildings and sites, but, 
 when buildings are to be constructed, the plans should be subject to its approval. This 
 does not necessarily mean added cost for construction; but experience has shown that 
 many of those who plan school buildings, even with the best of intentions, do not under- 
 stand how to provide proper heating, lighting, and ventilation, nor how to arrange the black- 
 boards, cloakrooms, and seats so as to secure the greatest convenience and economy of 
 space.
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 143 
 
 The material most suitable for schoolhouso construction di-ponds upon climate and 
 other local conditions. Architects who can plan a harmonious and well-appearing exterior, 
 and who can give directions as to the most suitable building material, can everj'where 
 be consulted; engineers can plan and install heaUng and ventilating plants; but not one 
 architect in a hundred can plan a schoolhouse, especially a small one, so that its in- 
 terior arrangement "will aid modern methods of school work and facilitate discipline." 
 I shall, therefore, devote most of the time allotted me to a discussion of the schoolhouse 
 from the teacher's point of view. 
 
 The schoolhouse should be situated on a dry hill, so that the ground slopes away from 
 it on all sides. If the locality is flat, the basement should be well set up, without much 
 excavation, and the ground should then be graded up about the outside, so that the hill to 
 some extent will be made where the building stands. 
 
 It should not be situated near stagnant pools, as dangers are often associated with 
 the putrefaction of organic matter. It is not desirable to place the schoolhouse on or 
 below the north slope of a steep hillside, because this will prevent the free access of sunlight 
 during the winter months. Where a basement is not provided, the grgund under the 
 schoolhouse should be as free as possible from dampness. If necessary, a drain should be 
 built from under the building. The site most suitable will depend in a measure upon the 
 climate. In a warmer climate, the advantages of placing an attractive schoolhouse upon 
 the highest hilltop seem manifest. On the other hand, in a severe climate it is better to 
 build in a less exposed place. It should have some trees about it — natural timber pre- 
 ferred — to form a setting, and to afford .shade and protection; but not so many as to shut 
 out the light, to make it damp and unhcalthful, nor to close out altogether the view. The 
 soil should be porous, making drainage easy. 
 
 In my judgment, the following are desirable features to combine in every school- 
 house, and in the plans submitted it is aimed to combine them: 
 
 1. A large porch, protected by a roof, in which the pupils may exercise in damp weather 
 and be benefited by the fresh air, instead of suffering from undue exposure. 
 
 2. Well-lighted, long cloakrooms, in which the pupils may keep their wraps, and thru 
 which they may pass in and out in regular order. It is very desirable that these should 
 open in plain view of the teacher's desk. 
 
 3. Sanitary lighting. — The light should come in at the left side of the pupils and, on 
 dark days, from the top of rear windows near the ceiling. (I think we have about come to 
 the conclusion that Ught should be brought in over the left shoulder of the pupil.) The 
 windows at the pupils' left side should reach to within a few inches of the ceiling, and 
 should Ix- grouped with as little space as possible between them. The Ix'st light comi-s in 
 from the highest point. Blinds or dark shades should not be used. The narrow stnaks 
 of light admitted thru blinds are injurious to the eyes. The shades should roll upward 
 from the bottom, and should be made of light-colored, translucent material. The wintlows 
 in the rear of the room should not be more than a third thi- length of thosr at the side, 
 should l>e placed as close as jxjssible to the ceiling, and should Ix- protected by 1 uttaiiis (»f 
 light material that can be drawn aside on cloudy days as necessity demands. 
 
 4 Pupils should be sealed jacing the main entrance. — This will deter them from 
 involuntarily turning around every time tin- front door opens, and has the added advantage 
 of having the teacher near at hand when a visitc^r calls. 
 
 5. A long, unbroken wall space, giving the teacher and pupils plenty of blacklxxird for 
 continued work. How fref|uenlly an otherwise well-ap|)ointed sch(M)lriK»m ha.s Ix-en 
 s{>oiled by tutting uj) the walls s<j that the bhu klK)ard is all in patches! Long compact 
 bLicklx)ards fcjr class drill are inilisjjensabli- for tlie brsl work. 
 
 6. A library and teacher's room directly connected with the schoolroom, where lxH>ks 
 and charts can Ix- kejjt clean, and not be sulijected to unusual wear and teur. This nxim, 
 if needed, can Ix- us<d for special study and as a rec itation nxm\.
 
 144 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Louisville 
 
 0//^ /fOO/V C>C/iOOL SU/LD/A'^ 
 
 .#■3 - V Jv- — 
 
 H -35'6"
 
 Superintendence] STATE AND COUNTY SUPERINTENDENTS 
 
 145 
 
 0/y^ /foOM <5c/'/0OL Bu//^o//y^. 
 
 I 
 
 ' 1 1 i 1 1 1 
 
 lO' 
 
 /^
 
 [46 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 7. An exterior plan so arranged that three sides appear to be fronts. — This adds to the 
 beauty of the building and helps to prevent any controversy as to which way it should face, 
 if situated where the roads cross. 
 
 8. Sanitary heating and ventilation. — The heating and ventilation system should fur- 
 nish ample heat, evenly distributed thruout the schoolroom, should introduce fresh air in 
 proportion to the actual needs of the pupils, and should draw off the foul air from near the 
 floor thru a shaft or shafts properly heated for the purpose. There are two means of venti- 
 lation: (i) mechanical power applied to the forcing of air by fans; (2) the gravity system- 
 ventilation by motion of air resulting from the difference in the specific gravity between the 
 hot air and the cold. For our rural schools it is useless to consider the elaborate machinery 
 of the fan system. We must content ourselves with the less scientific gravity system which, 
 if properly installed and used, will greatly improve conditions for physical and mental 
 development. In Massachusetts the law provides that schoolhouses shall be so constructed 
 as to supply each pupil with 1,800 cubic feet of fresh air an hour. To comply with this 
 law, the air of a schoolroom (30X24, with a 12-foot ceiling) must be changed every Qi^j 
 minutes, or six times every hour. Special provision should be made for drawing off the 
 foul air from the cloakrooms, to prevent its contaminating the schoolroom. Every school- 
 room should be provided with a fireplace, not only to add beauty and homelikeness to the 
 room, but to take ofif the chill and dampness on those days when furnace heat is unneces- 
 sary, and in warmer weather to provide ventilation, which may be secured by heating the 
 fireplace shaft with a lamp. Burrage and Bailey, in their work. School Sanitation and Dec- 
 oration, in discussing this subject say: 
 
 Each school building requires a special study by itself. Two buildings constructed 
 on exactly the same architectural plan might require entirely different heating and ventilat- 
 ing systems because of slightly different orientation or exposure. 
 
 This is true; but, as a general rule, I beUeve it advisable to have the fresh hot air 
 introduced for the entire schoolroom from one place about eight feet from the floor near the 
 center of the end wall that is least exposed. Let it sweep thru the schoolroom and return, 
 to be drawn off from near the floor thru a foul-air exit under the hot-air intake. In a one- 
 room country schoolhouse, where a responsible janitor cannot be in constant attendance, 
 and where the fires must be looked after by the teacher, furnace heat from the basement is 
 considered by some a doubtful good; it is maintained by them that more satisfactory 
 results can be had from the right kind of stove with a proper ventilating system attached. 
 (It is, however, to be borne in mind that provision must be made in any event for the admis- 
 sion of fresh air from without in such a way that it can be thoroly heated before it is thrown 
 into circulation in the room, and for drawing ofl the foul air from near the floor thru a prop- 
 erly heated shaft.) In case the plans here submitted are followed (except that no base- 
 ment be made), another room on the same side as the library and shop should be added for 
 the fuel, and should be connected with the schoolroom proper by a door. 
 
 9. The water-closets for the boys and girls should be separated, should be of ample 
 size, andshould have'each apartment divided into stalls. "In no case should the boys be 
 exposed to one another when standing at the urinals." The passageway from the rear 
 doors of the schoolhouse to the closets should be inclosed for the girls, so that they may 
 not be unnecessarily exposed to the weather. 
 
 The cost of this building will depend upon local conditions. Some years ago when 
 material was cheap, a building practically the same as this one, except that the porch was 
 not provided (the inside measurements of the schoolroom being 23X33 feet, with a 12-foot 
 ceiling; the Hbrary and teacher's office, 8X10; a fuel-room instead of the shop, 12X8; a 
 6-foot hall running across the front end of the building; no fireplace) cost for timber of 
 good quality, carpenter's work, and everything complete above the foundation, except 
 blackboards and furniture, $765, not including the hauHng of the lumber from the station 
 to the schoolhouse, which labor was contributed by the patrons of the district.
 
 Superiniendentc] STATE AND COUNTY SUPERINTENDENTS 
 
 1^' X lO' 
 
 3o' A I, S' 
 
 
 -Tt ACnl R3 
 
 : 3 »7' 
 
 CLASS TJOOM 
 
 i 
 
 
 JBors 
 
 
 5 M 10' 
 
 ■\ 
 
 CtRL d 
 
 wA'ni>«oOc 
 5" xiO 
 
 MALl- 
 4; WV I O K. 
 
 ^ 
 
 m: 
 
 o 
 
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 riRST TLOOR FLA/S 
 
 HERMj!ki^i;s KREXZ. ARCHITECT. 
 3T.-RAUI- . M I y^ n 
 
 /^SwZ^ 
 
 j:^ 
 
 an 
 
 3II3E •ELEVATIO/S 
 
 HErR;»^A/1^ KRETZT.ARCH.
 
 148 NATIONAL EDUCATIONAL ASSOCIATION iLouisviUe 
 
 It will be seen that the essential features of the building may be retained, even if it be 
 necessary to reduce its size and eliminate some of its conveniences. 
 
 I submit herewith plans also for a two-room building, in which I have tried to keep 
 the advantages described, with the added one of throwing both schoolrooms into an 
 auditorium. As the school should be a social center, it is well to have such a place where 
 lectures, concerts, and other entertainments may be held. 
 
 The partition between the two schoolrooms is provided with counter-weights, so that 
 it can be raised when necessary. This building also has a library and teachers' room 
 directly connected with both rooms. As you will see from the elevation, the purpose is to 
 locate it on a hillside, to make excavation and drainage easy. This, too, will make it com- 
 paratively easy for the building committee to have the basement as small or as large as funds 
 will permit. The halls are light, and when the cloakroom doors are opened, the teachers 
 can see practically clear thru them; while a stairway leads directly from the hall into the 
 basement, thru which the girls may pass to the closets without undue exposure in severe 
 weather. This is a modified form of a building put up in a rural district in Dakota County 
 near the city of St. Paul, in 1899. It cost as follows: 
 
 Contract price $2,285.26 
 
 Furnace 150.00 
 
 Slate blackboards 115.00 
 
 Desks and window shades 263.78 
 
 Total $2,814.04 
 
 I trust that these plans may furnish suggestions or points for criticism that will enable 
 the combined wisdom of this body to submit to the public better plans for rural school- 
 houses than have hitherto been devised. 
 
 D. ROUND TABLE CONFERENCE ON SIMPLIFIED 
 
 SPELLING 
 
 SIMPLER SPELLING: WHAT CAN BE MOST WISELY DONE TO 
 
 HASTEN IT? 
 
 E. BENJAMIN ANDREWS, CHANCELLOR OF THE UNIVERSITY OF NEBRASKA, LINCOLN, NEBR 
 
 We shall help spelling reform much by clearly explaining what it is not. 
 
 Unfortunately, reform spelling is often straightway identified vnth phonetic spelling. 
 No alphabet ever popularly employed is complete. Till such is invented and introduced, 
 silent letters must often be used. A letter itself silent may be needed to tell the sound of a 
 neighboring letter. Instance the a in the present tense of read. A letter otherwise idle may 
 be of value in distinguishing one sense of a word from another, like the u in Saviour, more 
 specific than savior. The late Professor Whitney's retention of the u in Saviour in editing 
 the Century Dictionary was wholly consistent with his position as a devotee of reform 
 spelling. 
 
 Progress in orthography is hindered by what is understood as the "immediate eman- 
 cipation " program. Many changes in the word-forms are desirable and ultimately possible 
 which you cannot bring about today or this year. Crudities in spelling must be laid aside 
 a few at a time. The late Francis A. Walker, an enthusiastic tariff reformer, lamented 
 that the Wilson tariff bill attacked any other duty than that on wool. Introduce the wedge 
 by its bit, he said. Many people quite willing to spell reasonably recoil before the philo- 
 logical societies' "Ten Rules." 
 
 Not a few find the reform ridiculous because of the assumption, which some of its 
 champions appear to make, that if all crooked spelling were today straightened, characters 
 perfectly representing sounds, reform would thus be achieved fully and forever. That 
 woyld, of course, not follow. Human nature being what it is, the devil of bad spelling is
 
 Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 
 
 149 
 
 not cast out so easily. WTicrcas the sounds of words, being liquid, ever tend to change, the 
 script forms of words, not being liquid, ever tend to fixity. But the fact that many reform 
 spellings, if adopted, would in time themselves have to be reformed is no argument against 
 endeavor to introduce them. If script can never be made perfectly to imitate sound, let 
 not the gap between them widen to a chasm. 
 
 The cause is aided also by showing that the slowness of its progress is naught against 
 it, but rather precisely what we ought to expect. 
 
 Follies in spelling take their own time in passing away. You cannot hurry them with 
 the lash. No step in the progress of orthography is made possible or easier bv efforts at 
 coercion or dictation. The movement has always been spontaneous and will continue so- 
 You cannot hasten it by edict any more than you can stay it by jest. If a man wishes to 
 write though for iho, using just 100 per cent, more time, work, paper, and ink than neces- 
 sar}', it is of no use to flay him; better humor him. 
 
 \Visdom is justified of her children. Thoughtful men and women become impressed 
 with the unreason of such spelling, and httle by little change their practice. Others follow, 
 influenced by example. All is voluntary. Innovators and laggards alike are derided, 
 The first spelling reformer who wrote music for musick was pronounced a crank. After a 
 time any who added the k were considered cranks. And so the reform has spread, never 
 swiftly enough to pacify faddists, laughed at by the thoughtless, but not materially retarded 
 by any of its opponents. 
 
 Ardent reformers fail to appreciate the difficulty which one wishing to spell well en- 
 counters in writing for different sets of readers. In making manuscript for one's own eyes, 
 or to be read by a spelling reformer, one can with impunity spell well. Not so in working 
 for the press or in miscellaneous correspondence. One rule in an exceedingly useful style- 
 book for proofreaders lying on my table bids: "Unless otherwise instructed, follow in spell 
 ing the authority in use in the office." People not proofreaders often, in effect, have to 
 ''follow authority" in spelling. Even if not bound to do this, you may have drilled your- 
 self to certain forms so as to vary with difficulty. Then sometimes you fail to varv when 
 you would have liked to, and find you have offended a friend or lost a market for a 
 manuscript. .Stenography adds its plague. Stenographers, of course, employ common- 
 law spelling. If you use a stenographer, you must follow custom in spelling, or else be 
 incessantly revising his work — a frightful task. These practical difl'iculties discourage 
 many proselytes, who, tho .sighting a better life, continue in their sins. 
 
 Were one with a sense for sane spclhng to write without reference to his readers, his 
 spelling program would be simple enough. Remembering that a letter may be silent 
 and vet of use to tell the sound of a near letter or to distinguish one sense of a word from 
 another, he would proceed according to precepts somewhat like these: 
 
 1. When a letter or combination of letters is in no sense helpful or necessary, leave 
 it out. 
 
 2. When a letter or lombination differing from the usual om- renders the sound belter 
 than the usual one, substitute it for the usual one. 
 
 But such a ijrogram, simple as it is, would, if carrit d out all at om r, produc f odd and 
 surprising changes, whic h, as so many of us write for non reformers and Philistines, would 
 give much offense and hinder progress in spelling instead of speeding it. Real refornt 
 must, therefore, perforce, be moderate, not atlem|)ting t<xi mu( h at once. Advocacy of 
 the usr, forlliwith, of many new sitillings, or of spellings over which men pans*- to ascertain 
 their meanings, is the sign of the doi trinaire. A speller who, as a gooil Ixginning, sim|)ly 
 writes tho, and keeps the ue off prolog and its cognates, hel|)s the cause mu( h more. 
 
 To make the two rules workable, real nu-jusures of reform, I therefore saddle each 
 with the i)rf)viso that the new spi-lling must not in a context necessitate study or o< r.ision 
 doubt, uncertainty, or ambiguity ris]w< ting the word it denotes. 
 
 To determine whether a new sinlling should be u.sed in place of the old we .should nsk:
 
 1-0 NA TIONA L ED UCA TIONA L A SSO CIA TION [Louisville 
 
 1. Is it more economical either (a) in the learning of it, or {b) in the using of it ? 
 
 2. Would it, if employed in a context, involve ambiguity or occasion hesitation or 
 study in respect to its meaning ? If ambiguity is going to result, the spelling is not to be 
 recommended, as it cannot prove a step in reform. 
 
 In spite of all vicissitudes, revision of EngUsh orthography has gone far of late and is 
 progressing with rapidity. The most rabid foes of reform spelling use reform spellings. 
 
 Professor Peck himself writes music and almanac, never musick or almanack. Nearly 
 ail nice spellers, however conservative, have for years followed Soule and Wheeler's Manual 
 instead of Webster. Few Americans longer tolerate labour or honour. Yet no raticnal 
 argument can be adduced for printing music, almanac, labor, or honor in lieu of the older 
 forms, which is not equally cogent for a thousand other improved spellings. Considera- 
 tions of this nature affect scholarly and thoughtful men more and more. Manifestos by 
 the Philological Society of England, the American Philological Association, and the Modern 
 Language Association of America have also told. 
 
 The great influence of the National Educational Association of the United States is now 
 cast in the same direction. We are no longer shocked to read tho, altho, demagog, prolog, 
 (and so all the compounds of logos), thoro (and its compounds), thru, thruout, and program. 
 The non-use of final e in words Hke hav, giv, ar where it is not needed to lengthen the pre- 
 ceding vowel; the use of / for ph, as in geography; the omission of every silent gh, as in 
 bou{gh) and m{gh); and the spellings coud, sovrein, {w)hole. Hand, and gastly, will, most 
 of them, be equally familiar. Most of these proposed innovations will be approved, and 
 they will be gradually followed by others. 
 
 The study of great poets helps this movement, for, from Homer down, great poets 
 have with much boldness trimmed the dress of words to suit sound and sense. 
 
 Any man with a voluminous correspondence is aware how widely these influences 
 have wrought. Unless compelled by employers to do otherwise, the best proofreaders now 
 spell tho, altho, decalog, etc., with the National Educational Association. They also say 
 controller, draft, drouth, or drout, dtdness, fulness, skiljul, wiljul, and bazar. They use 
 simple e for ^e and oe ligatures in all fully Anglicized words, even proper names (as Cesar), 
 and follow good usage against the dictionaries when the two are at variance. Remember- 
 ing the via dolorosa of reforms in general, and the rough riding which this reform in 
 particular has had to encounter, one must pronounce its victories in recent years fairly 
 satisfactory. 
 
 We can gain much by pointing out on proper occasions how vapid the logic of our 
 opponent is. 
 
 Arguments against reform in spelling, as distinguished from arguments against a 
 special spelling, or against this or that effort to introduce the reform, are ridiculously weak. 
 One editor solemnly warns booksellers that, were the new spelling to prevail, all present 
 literature would have to be reprinted. Could extant books be buried so easily, all being 
 disused which could not get themselves reprinted, such a chance of doing good would 
 swell spelling-reformers'^ ranks by a host. But all who know how easy it is to read 
 Chaucer see at once that the assumption is idle. 
 
 Anti-reformers appeal to the sacredness of usage. " Spare the spelling of the fathers ! " 
 But not a man who pleads thus uses the spelling of the fathers. To do that you would be 
 compelled to put down ayre for air, cuppe for cup, jysche for fish, sunne for sun, howse for 
 house, trewe for true, and so on. The spellings urged in opposition to proposed revisions 
 arc usually not old or reversed at all, but hail from yesterday. Says Max MuUer: 
 
 We have only to go back a very short way in order to see the modern upstart charac- 
 ter of what is called historical spelling. We now write pleasure, measure, and feather, but 
 not very long ago, in Spenser's time, those words were spelled plesure, mesure, f ether. Again, 
 lung (AS. tunge, German Zunge) and yung (AS. jung, geong, German jung), as spelled by 
 
 Spenser, have a more historical aspect than tongue and young The two strongest 
 
 arguments, therefore, against phonetic sjjelling, that it would destroy the historical and 
 etymological character of the English language, are, after all, but very partially true and
 
 Superinlendence] CONFERENCE ON SIMPLIFIED SPELLING 
 
 151 
 
 I believe that, takeo as a whole, the loss occasioned by consistent phonetic spelling woukl 
 hardly be greater than the gain. 
 
 Professor Skeat is "convinced that the chief argument in favor of present spelling, viz., 
 'that it preserves the etymology,' woefully breaks down when carefully examined." He 
 adds: "In the interest of etymology- alone, I wish that the present spelling might be utterly 
 smasht It is impossible to enumerate all the numerous anomalies which the disas- 
 trous attempt to make etymology visible has intr'-drcc d." 
 
 Language exists not for etymologists' sake, but to aid communication. It is. how- 
 ever, pertinent to notice that the origin, historj-, and real meanings of words are in most 
 cases far clearer when their useless letters are laid aside. Program, labor, prolog, and 
 colleag are examples. 
 
 What anti-reformers usually have in mind as etymology is something far dilTerent. 
 Th_' burdening, for instanc, of humor with a supernumerary u is no etymological affair. 
 Originating as a Gallicism, it is now in clTect a freak of ignorance, like the "Linkun" 
 for Lincoln written by some of President Lincoln's ancestors, simply because they did not 
 know any better. It cannot be denied that freak spellings possess a certain sort of histori- 
 cal value, showing how funnily ignorance and conceit may manifest themselves, as the 
 highfalutin rhetoric and false historical references of old writers do. But this is surely no 
 reason why hunchback and varicose forms of words should be continued. As well per- 
 petuate in use antique firearms, clothing, tools, wagons, and ships! Abhominable would 
 certainly teach a little etymolog)', but who would put in the h on that account ? It would 
 be abominable. 
 
 Sam Walter Foss' poem entitled "The Calf-Path" has already been cited against 
 anti-reformers, but will bear repeating in the same interest. 
 
 One day thru the primeval wood 
 
 .\ calf walked home, as good calves should. 
 
 But made a trail all bent askew, 
 A crooked trail, as all calves do. 
 
 Since then two hundred years have fled, 
 And I, infer, the calf is dead. 
 
 But still he left behind his trail. 
 And thereby hangs my moral talc. 
 
 The trail was taken up next day 
 By a lone dog that passed that way; 
 
 And then a %vise bell-wether sheep 
 Pursued the trail o'er vale and steep, 
 
 .And drew the flock behind him, too. 
 As good bc-11-wethers always do. 
 
 And from that day, o'er hill anfl glade, 
 Thru those old woods a path was made, 
 
 .\nd many men wounfi in and out. 
 And dodgL-d and turned and bent alj<^ut, 
 
 And uttered words of righteous wrath. 
 Because 'twas such a crooked path. 
 
 But still they ff)llowed —do not laugh — 
 The first migrations of that calf, 
 
 And thru this winding wood-way stalked 
 Bccau.se he wobbled when he walked. 
 
 This forist path 1m( ame a lane, 
 
 That Ixnt and turm-d and turned again; 
 
 This crocjkcd lane became a njad. 
 Where many a poor horse, with hi.*" load, 
 
 Toiled on beneath the burning sun, 
 And traveled some three miles in one. 
 
 And thus a century and a half 
 They trod the footsteps of that caif. 
 
 The years passed on in swiftness fleet, 
 The road became a village street. 
 
 And this, before men were aware, 
 A city's crowded thorofare, ' 
 
 And soon the central street was this 
 Of a renowned metropolis. 
 
 And men two centuries and a half 
 Trod in the footsteps of that calf. 
 
 Each day a hundred thousand njut 
 Followed the zigzag calf alx)Ut, 
 
 And o'er his crooked journey went 
 The traffic of a continent. 
 
 ,\ hundred thousand men were led 
 By one calf m ar three centuries dead. 
 
 They foUowefi still his cnxjked way, 
 And lost one hundred years a day. 
 
 For thus such nvcnnce is lent 
 To well esta!)lishcd precetlent. 
 
 A moral les.son this might teai h. 
 Were I ordained and called to pri*ach. 
 
 For men an* prone to go it blind 
 Along the calf paths of the miml, 
 
 And work away fnim .sun to sun 
 To rio what other men have done.
 
 J ^2 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 They follow in the beaten track. But how the wise old wood-gods laugh, 
 
 And out and in, and forth and back, Who first saw the primeval calf: 
 
 And still their devious course pursue, Ah! many things this tale might teach- 
 
 To keep the path that others do. But I am not ordained to preach. 
 
 Of course, reformers' last and chief resort is the positive argument in favor of simpler 
 
 spelling. 
 
 If spelling reform be understood as a sober propaganda to effect in time, by those 
 gradual changes which alone can be expected, the closest desirable parallelism between 
 the correct sounds of words and their written and printed forms, the argument for the 
 reform is imposingly strong. Serious people, who can be induced really to consider it, 
 will not dismiss it as a fad fussed into notice by the idle, the thoughtless, and the queer. 
 
 Why do men write or print at all ? Is it not that they may communicate thought ? 
 This is the final cause of all speech. Whatever on the whole ministers to this end is 
 good, and ought to be encouraged. Any method of writing, on the other hand, which 
 hinders communication, puts friction into it, makes it awkward, cumbrous, needlessly 
 consumptive of time, or in any way detracts from its efficiency, is an evil to be abated. 
 We do not write to preserve the history of speech, still less to publish the whims or igno- 
 rance of obtuse printers in past ages, but to be understood here and now. To say the 
 reverse or to go upon any other principle is pedantry. Turgid spelling, the weighting 
 of words with idle letters, is no more justifiable than pleonasm, verbiage, or tautology in 
 rhetoric. 
 
 THE EVILS OF TRADITIONAL SPELLING 
 
 Nothing is more certain than that the current spelling of our tongue needlessly clogs 
 communication, needlessly interrupts the flow of thought between human beings. It 
 renders writing and printing lo per cent, unnecessarily slow, laborious, and expensive, 
 inevitably lessening to a great extent the use of these invaluable devices. It obstructs 
 reading, prolongs the time necessary for a given amount thereof, and wastes eyesight 
 power. In this way again the usefulness of reading is seriously restricted in scope. The 
 force of this point may be easily tested. Let a person acquainted wdth English and 
 equally so with Italian (whose spelling closely follows sound) try the two languages, 
 printed in type of a given size, in a very dim light. He will find the Italian a great deal 
 the easier to make out. 
 
 A consideration of moment quite independent of the above is the waste of time 
 involved in learning the traditional speUing. The estimate that this amounts to two 
 years in educated persons' average school life seems to me within bounds. Here is the 
 chief reason why American youth of eighteen, constantly in school since they were six, 
 average to be in studies two years behind German and French students of the same age 
 likewise in school since six. The foreign boy, that is, has learned in ten years as much 
 as the American in twelve. French print, too, has its useless letters, but they occur 
 according to a method which keeps them from balking the learner as ours do. 
 
 Spelling is not alone at fault in the above matter, for there are other particulars 
 wherein our pedagogy is behind Europe's best. But the defect is mainly due, directly 
 or indirectly, to our difficult spelling. The evil reaches the latest school years, inferior 
 composition being among its baneful sequels. Every teacher charged with the correction 
 of juveniles' manuscripts bewails the precious hours he must spend in amending orthog- 
 raphy, which, were this unnecessary, he might devote to promoting literary power. 
 
 I reckon that thoro spelling reform would each year save about lo per cent, of the 
 English-speaking worid's printing bill. The work of proofreading would be reduced 
 more than this. I think half of it would be saved. The cost of composition, ink, paper, 
 press-work and power therefor, electrotyping and the interest of capital invested in print- 
 ing would each be extensively lessened. I have at hand no means of computing the
 
 Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 
 
 153 
 
 aggregate which useful economy in spelling would thus yearly add to the world's wealth, 
 but it would clearly reach millions. 
 
 A needless drain would be stopped in the schooling of the young. One of the two 
 school years above described as practically sacrificed to bad spelling between the ages 
 of six and eighteen is lost in the first eight years of this time. \\'ith amended spelling 
 the eighth year the entire cost of the eighth grade could be eliminated, pupils learning 
 as much in seven years as now in eight. Upon a rough computation, in which the cost 
 of land and build'ngs is ignored, I make out that by carrying its elementary schooling 
 thru seven grades only, and canceling the eighth, Chicago could save not less than 4 per 
 cent, of what the present eight-grade system costs. The lessened amount necessary for 
 land, buildings, and high-school expenses would certainly swell the saving to 5 per rent. 
 
 This percentage might be expected to amount to a considerably higher figure but 
 for the following reason, which shows that it is impossible to separate this economic 
 consideration from the pedagogical one. Sane spelling, by cutting off a year from the 
 elementary-school course, would very considerably increase the proportion of the pupils 
 who complete that course and the proportion who press on into and thru the high school, 
 thus enabUng the school system to accomplish its end much more completely than now. 
 
 Suppose the percentage of reduction by this means suggested to be but 5 per cent., 
 the yearly saving effected by Chicago, with a population of, say, two million, would approxi- 
 mate three hundred thousand dollars — enough to make a sensible addition to teachers' 
 wages. At the same rate a nation of eighty million would save yearly twelve million 
 dollars. This figure relates only to the public or common schools. • For all the schools, 
 academies, colleges, and universities of every kind in a nation of eighty million it would 
 probably rise to fifteen million dollars or more. 
 
 To make the above remarks practical, I beg leave to move as follows: 
 
 Resolved, That the Department of Superintendence be recommended to overture 
 the National Educational Association to order the twelve forms "bizness, " "enuf, " 
 "fethcr," "mesure," "plcsure," "red" (past tense of read), "ruf," "trawf," "tru," 
 "tuf, " "tung, " "yung, " used hereafter in all its publications instead of the longer forms 
 now used. 
 
 Resolved, That the Department of Superintendence be recommended to urge that 
 superintendents advise their teachers that in appraising pupils' work words spelled after 
 the styles of the National Educational Association be not considered misspelled. 
 
 WHAT CAN MOST WISELY BE DONE TO HASTEN SIMPLER SPELLING? 
 
 J. GEDDES, JR., DEPARTMENT OF ROMANCE LANGUAGES, BOSTON UNIVERSITY, BOSTON, MASS. 
 
 A brief answer to this question may safely be offered in the reply: At tlic outset, it 
 were certainly most wise to endeavor to profit by the hard experience of the past. Inas- 
 much as this problem has presented itself for generations in many countries, notably in 
 England, France, and Germany, there is considerable experience to draw from. More- 
 over, the present moment appears particularly opportune for continuing to enlist public 
 interest, for the subject has received of late an unusual amount of ntl<ntii)n at home and 
 abroad. Japan is on the eve of adopting a phonetic alphabet of Roman letters. In 
 (iermany the university men and the magazine writers are bringing strong influence in 
 the direction of common-sense to bear upon the written language. This is seen particu- 
 larly in the aflojjtion inore anrl more of Roman type instead f)f the ficrman in printing, 
 and in the sujipression of cajjital letters in the spelling of common nouns. Useless letters 
 are being gradually driven out; for examiile, the words for animal, worth, and red 
 are no longer spelled with an h a.s formerly, but, respectively, Iter, wert, rot. Tradition, 
 prejudice, and ronscrvatism offer formiilalile opi>osition to such innovations; y<t, not- 
 withstanding, sfjmething in the way of simplification is gradually being ace omplished. 
 
 France has been aroused as never before by the re|K)rt of the learned commission
 
 154 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 appointed by the minister of public instruction. This commission was intrusted with 
 the duty of presenting suggestions for the simplification of spelling. The report was 
 presented in July, 1904, and created a sensation. Nevertheless, according to M. Paul 
 Meyer, the well-known professor at the Ecole des Chartes, the reforms recommended 
 were not revolutionary, merely aiming to preserve the spelling that corresponds to the 
 true pronunciation as well as to logic and common-sense. The principle seems to have 
 been to suppress useless letters, and, in a certain number of words, to adapt the spelling 
 to the pronunciation. The arguments for so doing were based on logic or common-sense. 
 The opposition was violent. It came largely from artists, poets, or prose-writers, to 
 whom words mean more than mere stenographic signs. They cannot bear to see the poems 
 of their favorite authors, and especially their own productions, appear in a form which 
 renders them monstrous or comical. To them such simplifications are sacrilegious and 
 the reformers are hateful iconoclasts. The report of the French Academy accepted 
 changes in 150 words only, for which two spellings will be tolerated, one the proposed 
 rational, the other the traditional. This result shows the force of the resistance that 
 any similar proposition is bound to encounter. 
 
 Here in our own country there are several quite well defined movements aiming in 
 the same general direction, that is, toward the simplification of complex conditions — the 
 - Ben Pitman, the Carnegie, the Phonetic English Alphabet recently prepared by a joint 
 committee representing the National Educational Association, the American Philological 
 Association, and the Modern Language Association of America, and lastly the Boston 
 University movement. All of these efforts deserve the cordial support of those who desire 
 to see something accomplished in the direction of indicating pronunciation phonetically. 
 The principle involved is absolutely right. As a matter of fact, the progress that any 
 of these efforts makes in bringing to pass the object aimed at is almost infinitesimal — cer- 
 tainly out of all proportion to the time, labor, and money expended. Tradition, force of 
 habit, conservatism, and indifference are some of the immediate obstacles that have 
 proved practically insuperable — not to mention direct opposition. It is obviously easy 
 to criticise each of the above plans for bringing about ultimately the object sought— 
 simplicity of sound-notation. Pitman's dot, for instance, making the vowel long, occur- 
 ring rather frequently, is nothing other than a diacritic, the absence of which, inadvertently 
 or otherwise, works complete disaster. Of the twelve words — program, catalog, etc., 
 proposed for simplification by the promoters of the Carnegie movement, the two just 
 cited are those that have had some measure of success. The serious obstacle encountered 
 here is that, even tho you write these words as suggested, the publishers will rarely 
 print them so. This method has been compared to trying to shave one's self by pluck- 
 ing out each individual hair. The growing keeps pace with the plucking. The time, 
 effort, and money expended is out of all proportion to the tangible results. 
 
 As regards the Joint Committee's Phonetic English Alphabet, it simply takes its stand 
 with the series of other phonetic alphabets awaiting recognition. Moreover, prepared 
 by American scholars, without the participation of English scholars, it is questionable 
 whether the latter will use it. This effort, then, simply continues existing conditions, 
 and adds one more key to the numerous dictionary keys already in existence. Besides, 
 inasmuch as the Joint Commis.sion decided to adopt the system of the International Pho- 
 netic Association to indicate the pronunciation of French words used in English, we have 
 here two keys in one dictionary. As the foreign words are those most likely to be looked 
 up for pronunciation, the chances are that the foreign key will become the more familiar 
 of the two. 
 
 These remarks are in no wise intended to disparage the above laudable efforts, but 
 to show the nature of the criticism upon them. 
 
 Lastly, the Boston University movement, aiming primarily to secure uniformity 
 in indicating pronunciation in all dictionaries and standard works of reference; and, sec- 
 
 I
 
 Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 155 
 
 ondarily, by so doing, accomplishing something in the direction of simpHtication of 
 spelling. On August 26, I904, Boston University, complying with a request indorsed by 
 some 120 prominent men, issued a preliminary circular inviting opinions on the proposal to 
 hold an international phonetic conference for the purpose of adopting a universal alphabet 
 to serve as a key to pronunciation in dictionaries and standard works of reference. 
 Briefly summarized, the need of such an alphabet was explained as follows: As a matter 
 of necessity, ever}' important dictionary uses a key to pronunciation, but, owing to the 
 multiplicity of keys, not one of them becomes famiUar to the public; on the contrary, 
 the number and divergence of these keys render them for the majority of students prac- 
 tically useless. There is no satisfactory reason why Murray's English Dictioiiiiry should 
 use one system for indicating pronunciation, the Century Didiotiary another, and Web- 
 ster and Worcester still another. That is, there is no good reason why all these dictionaries 
 should not use the same key to pronunciation. Moreover, there is no adequate reason why 
 the letters comprising that key should not have such form as would be convenient also for 
 ordinary writing and printing. Such a universal key to pronunciation would at once estab- 
 lish a universally recognized phonetic spelling. Students of foreign languages would find 
 it convenient to have the pronunciation indicated to them by letters with which they were 
 already familiar. The system once introduced in all dictionaries would soon be used in 
 manuals, primers, and in all books in which it is desirable to indicate pronunciation. 
 
 The criticisms to the movement for a universal alphabet, together with the replies 
 thereto, will be found in the Circular Inviting Opinions issued in 1905 by the Boston Univer- 
 sity. Let it suffice here to say, in reply to the objection that the scheme is impractical: Look 
 at the extensive use to which the alphabet of the International Association is already put for 
 ever}' kind of purpose here and abroad. The reply to the objection that such an alphabet, in 
 the nature of the ca«e, must be cumbersome is that the average student has no occasion to 
 use all the signs, and generally uses but a few more than he is obliged to in transcribing 
 his native tongue. Practically, instead of being applied to all languages, as the name " uni- 
 versal" would imply, the alphabet would largely serve its purpose in its application to Eng- 
 lish, French, German, Italian, and Spanish. The three last-named tongues being written 
 far more phonetically than cither English or French, the alphabet would have its greatest 
 practical bearing upon these two unphonetic tongues. A uniform system once generally 
 recognized for indicating the pronunciation of these five world-languages would make its 
 influence felt upon other languages in the direction of their conformity to the universal, 
 or world alphabet. 
 
 Thousands of children who are now growing up and receiving a good education are 
 taught not only the essentials of one foreign language, but of two, or even threi — Latin, 
 French, and German. Phonetics is not a fad in language studv; it has conn- to stay. The 
 priticiplcs involved in acquiring the sounds of any language are the same. 
 
 In Nor\vay, Sweden, Denmark, Germany, France, and England, jjhonetic transcrip- 
 tion in acquiring the sounds of language is being used more widely than ever. Modern 
 civilization is rendering us every day more cosmopolitan, more international. Why, then, 
 should a child first learn a phonetic spelling for English, another for Latin, a third for 
 French, and still another for German ? Such a method is confusing, and leads lo the same 
 senseless result obtained by the divergent dii lionary keys -each one serving to elTaee the 
 other. In a word, what is most wanted is not a particular system a<lapted to spet iai meds, 
 but a uniform phonetic transcription that scholars everywhere will use for |Mjpular s( ientilic 
 purixj.scs. Such a universal system will not only accomplish its object, but will in so doing 
 illustrate as never before the value of the science of |)honetics. 
 
 Introduced into geographical, s( ientilic, and l.mguage works, in whi( h |>ronunica(ion 
 i-s usually indicated, the rising generation, continually in touch with the system thru primers 
 and manuals, will get into the habit of using that alphalxt whenever tluy have «Kca.sion 
 to indicate pronunciation. They will Ixc oine familiar with the phonetii sp<lling as w«ll 
 an with the traditional.
 
 1^6 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 The main object desired, then, is not merely an alphabet — because there are scores of 
 them and good ones — but an alphabet that will be used. The stress is emphatically upon 
 the will be used. For the past four centuries, alphabets have been invented and treatises 
 written in the orthography of the inventor. These alphabets have been singularly unsuc- 
 cessful in gaining the attention of the pubhc. Nevertheless, the ardor of inventors who 
 continue to offer phonetic alphabets has in no wise diminished. The stress has always 
 been placed on perfection instead of utility. In the nature of the case, perfection is an 
 impossibility. What alphabet, however restricted, is perfect ? In the solution of this prob- 
 lem, perfection is a relative factor, whose importance has been so magnified as to nulhfy 
 almost completely, up to the present time, the end in view. In a certain sense, it may be 
 said, the more perfect the alphabet, the less its utility. Consequently, alphabets for specific 
 needs have but few who use them. The cHmax of the quest for absolute accuracy is 
 reached when each dictionary employs a key of its own. 
 
 In this country there are three main objects for which a phonetic alphabet is useful: 
 (i) as a key in dictionaries; (2) in dialect research; (3) in class work in languages, parti- 
 cularly French. 
 
 The first use of a phonetic alphabet, as a key to pronunciation, in dictionaries, is so 
 obvious that it is needless here to say more. Let it suffice to say, in regard to the second 
 use, that of dialect research, that there is sufficient work of that character done in tliis country 
 to justify the existence of the American Dialect Society. It is in the third use, that of lan- 
 guage work in classes, that the use of a phonetic alphabet is most clearly shown. It is here, 
 too, that its ultimate influence in hastening simplicity in spelling is likely to make itself most 
 felt. At the present time, for example, a certain French grammar indicating the pronuncia- 
 tion by means of the symbols of the International Phonetic Association is very widely used 
 thruout the United States and Canada. The meaning of this statement is that now thou- 
 sands of children are familiarizing themselves with this system of indicating pronunciation. 
 Moreover, a whole series of international dictionaries with this same system of figured 
 pronunciation is in process of publication. The volume French-English and English- 
 French has already appeared, and is being much used in school, college, and library work. 
 This statement, like the preceding, is significant. 
 
 Aware of what has been done in the past, as well as of what is now taking place, it is 
 the belief of the promoters of the Boston University movement that what can most wisely 
 be done to hasten simpler speUing is, first and foremost, the avoidance of the repetition of 
 the experience of the past. Instead, then, of adding to the numerous phonetic alphabets 
 already in existence by inventing a new one, take the one already most widely used thruout 
 the world for the purposes just enumerated, and use it for just such purposes. The ex- 
 perience of four centuries shows that any new system, be it ideal if you will, simply has to 
 take its chances with all the others already awaiting recognition and go thru precisely the 
 same vicissitudes. 
 
 Of the scores of existing phonetic alphabets, there is one that is decidedly in the van. 
 This well-known method is being used more widely than ever, not only on the continent 
 and in England, but in this country. It employs the phonetic transcription of the Inter- 
 national Association. At present, in different countries, there are published more than one 
 hundred books in which this uniform alphabet is used. Some of these works have had a 
 very large sale, spreading the system far and wide: the Passy-Rambeau Chrestomathie 
 Frangaise, the best-known book of the kind in this country, and the most generally used 
 of the works on French phonetics; Miss Soames's book in England; the Passy books in 
 France; Rossmann and Schmidt in Germany; the Eraser and Squair French Grammar in 
 this country; and also a set of international dictionaries of foreign languages published by 
 Hinds, Noble & Eldrcdge in New York. The Eraser and Squair Grammar has been widely 
 used thruout the United States and Canada, and is today the most effective means of intro- 
 ducing the system of the International Association to the rising generation.
 
 Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 157 
 
 The Hinds, Noble & Eldrcdgc dictionary enterprise bids fair to eclipse in magnitude 
 all similar ventures, and to spread far and wide this useful phonetic system, which is com- 
 ing of itself, and which can easily be promoted and hastened. It must be obvious that in 
 any attempt to adopt universal alphabet the International System will have to be reck 
 oned with. 
 
 Meantime, the question is: What can most wisely be done to hasten the coming of 
 simpler spelling ? The reply is: Using the moSt widely used phonetic alphabet. That 
 will hasten what, as just pointed out, is already coming of itself. The principle involved 
 is that a system that is uniform, tlio far from adequate, if it comes into general use renders 
 incomparably better service than the countless individual systems employed only by their 
 inventors. 
 
 In order the sooner to secure an alphabet that will be generally used, all of those inter- 
 ested in the simplification of spelling, in uniform keys for dictionaries, in dialect research, 
 and in language instruction in class work should get together in a solid phalanx and use for 
 their particular purpose one uniform system. In reply to an inquiry, the editors and pub- 
 lishers of the leading American dictionaries have declared, with practical unanimity, that if 
 phonetists would agree on a uniform scientific alphabet, that alphabet would of necessity 
 be used as a key to pronunciation in future editions of dictionaries. The importance of this 
 statement can hardly be overestimated. It has been truly said: "Agree on a uniform 
 alphabet and fold your arms, the spelling reform will come of itself." 
 
 Out of some eight hundred replies received by the promoters of the Boston Univcrsit} 
 movement for securing uniformity in indicating pronunciation, comprising many from the 
 most qualified experts at home and abroad, only three per cent, were opposed to the project. 
 The ninety-seven per cent, composing the majority declared a conference to be the only 
 satisfactory means to arrive at any agreement. Without an agreement, reform cannot be 
 hastened. Reform, in fact, means agreement. The problem is then reduced to a question 
 of money. The foremost authorities in phonetics are well known. Even tho all the results 
 hoped for thru such a commission might not be realized, yet many points upon which 
 agreement is possible and desirable could be settled. For instance, the marking of 
 stress, quantity, nasality, voice, voiceless, word-division, etc. Tliis result in itself, small 
 as it may seem, would make a conference worth while, and hasten the ultimate object. 
 
 Besides the efforts of Boston University for the cause. New York University, Leland 
 Stanford, the University of Wisconsin, and the I'niversity of Maine arc acting as receivers 
 of funds which, in small sums, are constantly coming in. Moreover, pledges to contribute 
 certain sums have been received from representatives of many colleges and universities, 
 not only in this country, but all over the world, as well as from private individuals desirous 
 of promoting the cause. Educational institutions and men of science are, however, 
 proverbially poor in material resources, yet thus far they have furnished not only their 
 powerful moral support, but what they could financially for the cause. 
 
 It has been estimated that the sum of $10,000 would be sulTicient to realize such a con- 
 ference as contemplated. In view of the fact that donations for public purposes in the 
 United States have recently averaged $100,000,000 a year, it ought not to be difficult for 
 the friends of the present movement to obtain the small sum needed for a work of such 
 manifest necessity and such far-reaching importance. 
 
 By abandoning the attempt to insist on the form, and by putting the stress on unity, 
 you are likely to get, in the first place, results; secondly, you can improve (jn them later. 
 
 DISCUSSION 
 
 President David Felmlkv, of the Normal University, Normal, III.— English sinlling 
 lends to .shatter a child's belief in the dcKtrine that this is n worhl of law. What ought to be 
 done ? The N. E. A. list is Icx) short. President FelmUy then read extracts from a letter
 
 158 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 from Professor Calvin Thomas suggesting that the National Educational Association cause 
 a spelling primer to be made and offered to primary schools with its sanction. 
 
 President Charles McKinney, of the State Normal School, Milwaukee, Wis., re- 
 ported on some investigations made for the purpose of learning to what extent the educa- 
 tional journals of the country are using the N. E. A. simplified spelling Hst, and whether 
 they would agree to use a more extended list if it were offered. Somewhat more than a 
 fourth of all such journals now use all of the list, about one-half use only a portion of it, and 
 a fourth say that they are opposed to it. He suggested that persons present might aid the 
 cause by efforts to induce their state educational journals to use the N. E. A. list. 
 
 W. T. Harris, U. S. Commissioner of Education, commended Chancellor Andrews' 
 paper and Professor Hempl's remarks, and cautioned against too much haste in the cause. 
 He said that real advance in the cause will be made only when the children in some school 
 begin to use the hst, and when a pronouncing alphabet has been made and accepted. 
 
 THE INCORRIGIBLE CHILD 
 
 MISS JULIA RICHMAN, DISTRICT SUPERINTENDENT OF SCHOOLS, 
 
 NEW YORK CITY 
 
 The incorrigible child makes me think of the story of a band of street 
 boys, one of whom had a big apple and was eating it alone. Six pairs of 
 eyes, hungry and envious, watched him sadly. One lad, at last, could con- 
 tain himself no longer: "Say, Dick," he burst out, "will yer gimme de core ?" 
 Between bites, Dick replied: "Dere ain't goin' ter be no core." 
 
 "Dere ain't goin' ter be no incorrigible child," ladies and gentlemen, 
 when we shall have come to see that every child, properly understood and 
 properly trained, is "good to the core." I need not define the incorrigible 
 child. We all know him as the child that hates school, torments the teacher, 
 demoralizes the class, disobeys the rules, and defies authority — even the laws 
 of the state. He is present in every school, and, if reports may be relied 
 upon, is present in ever-increasing numbers. He it is who is responsible for 
 the nervousness and breakdown of many a teacher who succumbs to his tor- 
 ments. He it is who burdens and weights down the best of teachers by his 
 presence in the class. He it is who robs the rest of the class of time and 
 instruction by his drafts upon the energy and patience of the teacher. But 
 "with all his faults, I love him still." 
 
 I have seen and am seeing the incorrigible boy at his worst — in a section 
 of the congested East Side of New York City, where over twenty-five thousand 
 school children, of both sexes, are housed within an area of less than half a 
 .square mile. For many years school accommodations in this section of the 
 great metropolis have been inadequate. Even now, after eight years of con- 
 .stant effort on the part of recent boards of education, the number of schools is 
 not equal to the needs of the district. For many years children had been kept 
 upon a waiting list, or sent away from school, because there was "no room." 
 The compulsory-education law could not be enforced, because there was no 
 school place for the non-attendant. Have you any idea of what happens to 
 the boy of the tenements, if he is left on the .streets for a year or two ? Take
 
 Superintendence] THE INCORRIGIBLE CHILD 1 59 
 
 the history of the boys committed to city or penal institutions during thr last 
 ten years, and you will learn. Read the biography of the city's professional 
 loafer, and you will find out. The boy kept out of school gets his education 
 on the streets, and graduates in loaferism, gambling, and burglary by the 
 time he is fourteen. This has been the fate of many hundreds of boys, ruined 
 for life because of administrative niggardliness, or because of the official 
 wickedness of those teachers and principals who attempt to maintain disci- 
 pline by driving the troublesome boys out of school. But this condition has 
 gone by in New York. "Compulsory truancy" is a thing of the past, becau.se 
 every child must now attend school, even tho for the younger children in some 
 sections, owing to the lack of accommodations, only part-time instruction can 
 be afforded. In consequence of better administrative methods, hundreds of 
 children, mainly boys, have been brought into the schools, lawless, undisci- 
 plined, untutored; fitted by age and size for the middle and upper grammar 
 grades, unfitted in book-learning for any but the lowest primary classes; 
 ignorant as new-born babes of all that the course of study demands; wise as 
 veterans in all street shrewdness and knowledge of the seamy side of life. 
 Introduce five or six of these street arabs into any class, and can you not 
 foresee the result? Tired, discouraged teachers must refer extreme cases of 
 discipline to the principal; tired, discouraged principals must give valuable 
 time and their best energies to the investigation and treatment of the acts of 
 delinfjuents. Add to these internal burdens the additional one of the boy 
 paroled by the children's court; the boy known to be a thief; the boy known 
 by his classmates to have been arrested; the boy known In- his confederates 
 to have been sent back to school unpunished; the boy whose answer to the 
 question, "What did they do to you in court?" is, "Oh, nuttin'; de judge 
 jest talked soft ter me" — and the result is disheartening. 
 
 The incorrigible child, now counted by the .score, mu.st soon be counted 
 by the hundred, unless, remedial and preventive measures can be immediately 
 applied. On the one hand, there are the boys already bad, who must be 
 reclaimed; on the other hand, there are the boys not yet corrupted, who 
 must be saved. In every cla>s there are children several years beyond the 
 age for which the regular grade work is designed. Think of the effect upon the 
 boy of twelve or fourteen who, having spent years u|)on the street peddling, 
 gambling, and often stealing, is forced to attend school with forty, or lifty, 
 or sixtv little fellows of six or seven, and compelled to rei)eat with tlu-ni, 
 "One apple and two apples are three apples!" Think, too, of the effec t U|)on 
 these six- or seven-year old babes of as.scuiating with the boy who swears, 
 gambles, and smokes, and who has eaten of the fruit of the tree of knowl- 
 edge, of less good than evil. Let me say right here that the fir>l year classes 
 are meant for the babes, anrl the second year cla.s.ses for those a liit older; and 
 the ( hild f)f ten or eleven or twelve or oI<ler has no place in the regular classes 
 of the first three years, no matter how ignorant he may be of reading, writing, 
 or arithmetic . Such a classification of the oMer boy h.is a liad suUjective
 
 j6o national educational association [Louis^iUe 
 
 influence upon him, and a correspondingly bad objective influence upon the 
 child for whom the grade work was planned. 
 
 ISIy first recommendation, therefore, to meet the>e conditions, is the forma- 
 tion of special classes for the children over age. It will be found that, with 
 few exceptions— so few as to be almost a negHgible quantity— the incorrigible 
 child \^-ill find his way into the special class, which at once relieves the regular 
 classes of the most objectionable material. The teachers for special classes 
 must ob\-iously be selected \Adth great care, in order to secure for these back- 
 ward children the teaching power and the sympathy and the encouragement 
 necessary to bring them forward more rapidly than is possible in the regular 
 classes. The so-called non-essential studies should be taken from the course, 
 and the teacher's whole energy devoted to carrying the children on to meet 
 the academic requirements of the child-labor law. Much attention, too, 
 should be given to physical training. Promotion from group to group and 
 from class to class should be promised, and given at any time that progress 
 is evident, and each child should be made to understand that this special 
 grading is solely for his benefit. In New York this experiment showed 
 good results from the beginning. Many a boy, responding for the first time 
 to a real interest in his welfare, began to realize the importance of trying to 
 please his teacher; and later not only showed interest in his work, but a real 
 desire to learn. Many of these boys, who had been, or were destined to 
 become, incorrigible under the old classification, were saved by being placed 
 where work was provided suited to their years and ability, and where an 
 earnest teacher was willing and able to give them the individual help and 
 encouragement they needed. 
 
 The formation of special classes helped much, but it did not solve all 
 the diflflculties. The incorrigible child and the chronic truant were still too 
 much in evidence. The former, after having had a fair trial under at least 
 two teachers, was officially suspended by the principal. To have returned 
 to his old school, a suspended boy, whether sinned against or sinning, would 
 not only have had a bad effect upon other children, but it would have made 
 it difficult for the delinquent to do his best. -There is much truth in the old 
 adage: "Give a dog a bad name and hang him." The transfer to another 
 school was accompanied by a warning that a second suspension would result 
 in commitment to the truant or parental school^ — a threat invariably executed. 
 The principal of the school whither the boy was transferred, was made 
 acquainted with the circumstances, and the boy placed, if possible, in the 
 class of a good teacher. He was also placed on parole to the district superin- 
 tendent, at whose office he was compelled to report every Saturday, bringing 
 with him a record of daily attendance and conduct. In Uke manner, all 
 chronic truants, and all children placed on probation by the children's court, 
 -were compelled to report to the district superintendent. A word of praise, a 
 word of admonishment, a moment's friendly conversation, the loan or gift of 
 a book, a ticket to a ball game or some good entertainment — these things
 
 Superintendence] THE INCORRIGIBLE CHILD l6l 
 
 give the superintendent a hold upon paroled boys, and a claim which most 
 of them will recognize. In my experience, several got to a point where they 
 would poUsh their shoes, smooth their hair, and wear collars, when they 
 came to see me. I did not always talk "soft." When a boy deserved a 
 scolding, he got it; and he respected me all the more for it, so long as I "played 
 fair." It is "playing fair" that wins a boy's heart. On one occasion I gave 
 a letter to a paroled boy who had removed. In this letter I asked the 
 principal of an up-town school to place Harry in the class of a teacher who 
 would encourage him when he tried to do what was right. I read the letter 
 to the boy and asked : "Do you know what I mean by that, Harry ? " "Yes, 
 you mean a teacher who won't holler at me for every little thing." It is the 
 ^teacher who "hollers" at a boy or class "for every little thing" that helps 
 to make the incorrigible child. If only all teachers could be taught to "play 
 fair"! 
 
 The chronic truant gives much trouble. There are many causes which 
 lead to truancy, and scientific treatment will eradicate much of the evil. The 
 subject, however, merits a chapter of its own. "The call of the street" is 
 irresistible to some boys. After two or three attempts on the part of 
 the attendance officers to keep a truant at school, the parent and child 
 are summoned to appear before the district superintendent. If upon inves- 
 tigation it appears that the parent is to blame, the case is dismissed upon the 
 understanding that following the ne.xt offense the matter will be taken 
 before a magistrate, with a request that he impose a fine upon the parent. 
 If, owing to lack of parental control, the blame rests solely upon the boy, 
 he is warned, placed upon parole, and upon a repetition of the truancy is 
 committed to the truant school. 
 
 Unfortunately, the capacity of the two truant schools in New York is only 
 about one hundred and eighty. With a school population of over half a 
 million, such an equipment is absurdly inadequate. Better accommodations 
 are under way, but some of our troubles past and present are tluc to this 
 inadequacy. It takes but a few weeks after the opening of the fall term to 
 fill the truant schocjls; then follow other trials and commitments. In order 
 to accommodate the newer commitments, vacancies in the truant school must 
 be created, either by returning a good boy to his home or by .sending an exceed- 
 ingly troublesome one to some reformatory institution. This is the weakest 
 and wickedest part of the truancy system. The boy sent home too .soon 
 invariably has a relapse. The boy .sent to a correctional institution, after 
 some months usually comes back wholly corrujded. Intimate assoiiation 
 with boys wor>e than himself corrupts the individual Ijoy to a j)()int almost 
 beyond redemption. Last spring tlie removal from our dty of one great 
 institution sent ab(»ut a thousand children back to their homes. .\ll under 
 fourteen were ordered to attend school. Many of these became tlie most 
 demoralizing element in the schools, and within two months the majority of 
 tho.se sent to my district had to be recommitted, either thru the children's
 
 l62 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 court or thru my office. Unfortunately, however, before their recommitment 
 they had organized their own Httle gangs, and had started other lads on the 
 evil road. Many of my paroled boys, perhaps more weak than wicked, 
 attracted by the strong personality of one or another of these young law- 
 breakers, drifted into evil ways, and arrest often followed. For a time last 
 spring it seeemd as tho all our efforts, which for many months had been 
 unremitting, had proved futile; complaints from the schools became more 
 frequent; discouragement met us at every turn. The heaviest burdens were 
 directly traceable to the " ticket-of-leave " boys from correctional institutions. 
 With this absolute knowledge in my possession, there came a determination 
 to keep my boys, even my " incorrigibles, " out of all institutions if possible, 
 and to try to bring about reform in some other way. It was easy to determine 
 that I should recommend no more for commitment; but what could I do 
 with" the bad boy ? To turn him adrift was out of the question; to keep him 
 in the regular school was equally out of the question; I would not send him 
 to the truant school ; consequently a special school was needed. 
 
 Our school board authorized the establishment of a special school for 
 truant and incorrigible boys, using for the purpose a small, old-fashioned 
 school building in my district. (The bad girl must be differently dealt with, 
 and before long something definite, I trust, may be undertaken for her recla- 
 mation.) Altho this special school was designed solely for the most unde- 
 sirable material in the regular schools, it was deemed ill-advised to stigmatize 
 it by giving it a name which might carry with it offense either to the children 
 enrolled or to their parents. Therefore it goes by its old name. Public School 
 1 20, under the same general management and supervision as the regular 
 elementary schools. 
 
 It was, of course, essential that no mistake be made in the choice of a 
 principal. Not only was it necessary to find some one fitted to do this delicate 
 and important work; it was quite as necessary that he or she should be will- 
 ing to undertake a task so beset with trials and opportunities for discourage- 
 ment. Thank God that among the men and women in our profession there 
 are not a few of the class whom Matthew Arnold characterizes as "divinely 
 touched," and a more capable, patient, earnest, loyal, God-serving group of 
 men and women than forms the teaching force of Public School No. 120 it 
 would be hard to find. The school was organized about the middle of last 
 October. The pupils were taken from a new and novel kind of eHgible Hst. 
 Every principal within my districts was directed to make a list of the most 
 serious discipline cases among the boys in his or her school, writing out a 
 short history of each case, and arranging the list in the order of demerit — the 
 worst boy at the top. I shall never forget the impression made upon me upon 
 my first visit to that school. About sixty boys, every one of them with a history; 
 hardness, miitrust, ugliness, written on almost every face; a latent desire to 
 resist authority in every heart — it seemed to me as tho I had done a cruel 
 thing in loading such a responsibility upon the principal and her teachers.
 
 Superintendence] THE IXCORRIGIBLE CHILD l6^ 
 
 That was four months ago. Today those same boys, and others of tlicir kind, 
 who have since been sent to the school, are growing more and more suscep- 
 tible to good influences; and I believe that from their ranks there will come 
 boys so clearly and definitely started in the right way that many of them 
 will develop into respectable citizens, if not even successful men. The 
 majority of the boys, altho averaging thirteen years of age, were absolutely 
 unfitted for intellectual work of any kind. Some could not write their names; 
 some could not work the simplest examples; most were chronic truants; 
 almost all were cigarette-smokers and crap-shooters; most were liars; many 
 were known to be thieves; profanity rolled from almost every pair of lijis. 
 One feehng, however, was strong within me: that whatever might be the 
 effect upon the boys, the teachers, or the principal of this school, the effect 
 upon the regular schools, brought about by the removal of this element, 
 must be tremendously helpful. 
 
 Every incentive was offered to make the school attractive. Academic 
 requirements were kej)! in the background, until respect for the teacher) 
 respect for authority, and self-respect had been, in part at least, developed. 
 The school was a boon to those bo3^s: boys who had been driven from pillar 
 to post; boys who had been the disturbing influence in their classes; boys 
 who had been beaten by their parents with or without cause; boys who had 
 been run down by the police — the veritable pariahs of school life. Have 
 you any idea what it means to such a boy suddenly to find himself under an 
 influence so directed that he discovers that he is of interest to .somebody; 
 that someone cares for him; that when he tries, .someone is plea.sed; that 
 when he backslides, someone is grieved. This is what many of those boys 
 found for the first time; and, under the sunshine of friendly interest and 
 thoughtful care, some of the hardness that had grown about the tender spot 
 which can be found in almost every boy's heart began to .soften and to melt; 
 as the soft spot showed its pre.sence, the skillful teacher, tenderly, carefully, 
 prayerfully, kept on melting the hard outer crust and giving the warm spot 
 encouragement to develop; and as the heart grew warm, .something in the 
 face changed. The hard, sullen, rebellious look disappears at times; occa- 
 sionally there is the light of hope on the face; in a few cases the old look has 
 entirely disappeared. Some flay .some of these boys, who but for thi> inllu 
 enr (■ in tlicir lives would have found their way into the House of Refuge, and 
 into other hotbeds of vi«e and ini(|uity, will be al)lc to hold up tluir heads 
 as honest, decent, law-abiding citizens. Can any greater reward cctme to 
 the teacher than the kn<nvledgc that he or she has achieved this? 
 
 Success has not come in every case. One boy has already had to be 
 given up as hoJ)eless. not only because he would not lend himself to any of 
 the good influences at work, but because his influence over the other boys 
 was so terribly demoralizing that for their sakes he had to be removed. I lis 
 case was rcferrcl to ilu- Children's Society. .Another boy iiad to be- xni to 
 an asvlum for mental defectives. Five or si,\ have bc-cn lo^t t<t us becau.se
 
 J 54 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 of criminal conduct outside of school, which led to their arrest and commit- 
 ment by the court. Some were sent back to the regular schools at the begin- 
 ning of the February term, pronounced absolutely cured by their teachers 
 and principal. Several were carefully prepared to meet the academic require- 
 ments of the child-labor law, and they have gone out to work now properly 
 quahiied and properly certificated. In some of these cases the boys were 
 carried forward thru the essentials of three or four regular grades. Many 
 of them had keen minds and needed merely to be shown how, and to be 
 encouraged, to enable them to make astonishing progress. The boys are 
 proud of their school, and in most cases a class pride has enabled them to 
 make effort that was impossible to the individual child. 
 
 Considerable attention has been given to physical training and athletic 
 development. One of the most astonishing phases of this work was disclosed 
 when these boys, who had Hved their lives on the street, were found to be 
 absolutely unable to do regular physical exercises. They seemed to be utterly 
 without muscular development; the simplest physical tasks seemed beyond 
 them. They were awkward, unwieldy, and heavy-footed. The change in 
 this direction has been marked. A basket-ball team was organized soon 
 after the opening of the school, and the boys have learned how to do creditable 
 team work. Their team had been practicing less than six weeks when they 
 asked permission to compete in an interschool contest in the district. They 
 were of course beaten, because the other teams had been in practice for many 
 months. They took their defeat amiably, but demanded that they should 
 be taught a school cry of their own, because the winning team had its school 
 cry. 
 
 Many incidents might be here recorded, but for lack of time I shall narrate 
 only one. 
 
 Philip, thirteen years of age, was placed high upon the eligible list at the time that 
 the school was opened. He was a chronic truant, and at the time of his transfer was 
 a vagrant, not having slept at home for some time. It took two attendance officers and 
 two teachers three weeks to find the boy and bring him into school. He remained about 
 two hours and then ran out, and was gone for another week. Finally he was brought 
 back again, and this time he remained. About four weeks later, during which time 
 he had not once played truant, and in several other ways had shown a desire to do well, 
 he went into the principal's office, where the following conversation took place: 
 
 Boy: Say, Miss Jones, there's two fellers on my street what don't go tcr school. 
 If I make 'cm come, will yer take 'em in ? 
 
 Principal: Why don't they go to school ? 
 
 Boy: They ain't been in no school for a long while. 
 
 Principal: Where did they use to go to school? 
 
 Boy: They didn't go tcr no public, they went ter de Brudder's. Say, Miss Jones, 
 won't yer take 'em in if I make 'em come ? 
 
 Principal: You can't make them come. 
 
 Boy: Now, never yer mind what I can do. Will yer take 'em in if I make 'em come ? 
 
 Principal: I'll take them. 
 
 And he went off. Next morning he came into Miss Jones' office and literally threw 
 two boys at her, having brought them into the school holding each by the collar. Their
 
 Superintendence] THE INCORRIGIBLE CHILD 165 
 
 home was fully half a mile from the school. "Here's them two fellers. Didn't I tell ycr 
 I could bring 'cm?" And he had. The two boys in question, upon investigation, were 
 found to have been away from school for seven months, spending their entire time upon 
 the street. They were at first irregular in attendance, but two or three visits to the home 
 of the grandmother, with whom they lived, and a rather sharp letter to the father, brought 
 about reform in this direction, and they are now attending regularly. 
 
 I leave it to the psychologist to discover what was Philip's motive in 
 bringing these two boys into the fold. In my optimistic moods I like to 
 believe that, having felt the good influence of the school, he wished his friends 
 to share that influence; but there are other times when I think a feeling of 
 envy that these boys couKl be on the street while he was at work mav have 
 been the dominating force. However, this is not the time to analyze motives. 
 Three chronic truants are now attending regularly, and that in itself is justi- 
 fication enough for the existence of such a school as the one I have described. 
 
 One of the teachers in this special school told me that he never hesitated 
 to talk to the boys about their bad reputation: 
 
 They knew that they were bad boys, and they knew that I kni-AV it. By comparing 
 the results of honest life and earnest work with the results of dishonesty and idleness, I 
 aroused a sUght spirit of shame and hurt pride, and, I believe, created a little desire to 
 do right. I appealed at first to the material side of evcrj' question of right and wrong. 
 I talked dollars and cents as the result of work, and the lack of them as a consequence 
 of neglect. The response was astonishing. Later, after I had gained a fair control of 
 the class and developed some spirit of right-doing by simple talks, I tried to get the boys 
 to do right because they wished to do so. Having grown up in New York streets myself, 
 I am "wise" to ever}thing they do. I astonish them a little by a few stories about the 
 street, and make them understand that they are wasting time when they try to lie to mc. 
 In consequence they have stopped lying, and now only exaggerate. The gymnasium 
 and shop raised high hopes of having a fine time. These hopL-s wen.' turned to use, and 
 the boys were Ld to accomplishing set tasks. Their predominating characteristics arc 
 personal pride and a supersensitive feeling of injustice to themselves. By appealing 
 to class pride I have had an almost perfect attendance for many weeks. A boy played 
 truant one morning; aVwrnt half-past ten he came in, confessed he had Ix-en "on the 
 hfxjk," felt ashamed of having spoiled \hi: class record, and .so came in willing to aceejjt 
 his punishment. I have appealed to individual pride, wherever possible, by praising 
 every time I could find the slightest chance. Praising one boy publicly for something 
 that others had failed to flo has a good effect ujjon the Ixn's who fail. They recognize 
 the |«)int quickly, and a rivalry for obtaining this praise is ea.sily arou.sed. One U)y 
 punched another in the eye, because that other had received from me more praise than 
 the puncher thought he deserved. Among these boys the will is exceedingly strong. In 
 most cases it is perverted. The great dilTiculty is to overcome this perversion. The only 
 way clear to me is to develop feeling instead. Sympathy toward lluin is an absolute 
 necessity. They are quick as Top.sy to nr)lice any aversion. The teacher's reward for 
 effort comes mainly from their ready res[>onsc to personal kindness. The leaching of 
 lj<x)k knowledge is a difTicult matter. The Ixjys have a strong aversion to work at set 
 tasks. To overcome this, all [xissible interest must be aroused. Here, also, the material 
 side of life mast be used as an argument. I reminded them of g<K)d jolis, fine |K>silions, 
 lilM-ral .salaries obtained by others liei ause they ci)uld do just sui h wurk as I was attempt- 
 ing to teach. The PS|K)ns;- w.us astonishing. In dealing with these Ijoys the teacher's 
 patience mu.st be inexhaustiljle. La( k of attention and lack of applicatiim are very 
 strong habits in the bad Ixjy. The hoi)e of rewar<! proves a stronger incentive than to
 
 1 56 NATIONAL EDUCATIONAL ASSOCIATION rLouisviUe 
 
 ordinary boys. They arc born "grafters," and will work for prizes or pay, when work 
 for work's sake is impossible. Because of the hope of reward and some form of praise, 
 I have seen my class, as a whole, steadily working at one set task for a full hour. That 
 alone, in my opinion, was a victory over them; that alone showed the worth of just such 
 special treatment as we are now giving them. It is possible to make these boys worth 
 much, altho the process is long, tedious, and at times very discouraging. They do not 
 retain well anything that is taught them, except possibly arithmetic. This, however, 
 should not prove discouraging, because there is enough victory for the teacher if these 
 boys can be induced to attend regularly, obey wilhngly, and apply themselves to work. 
 A premium should be placed upon effort, not knowledge. This causes the boy to try. 
 Our work here has been difficult; but all of us feel that the school has met a great neighbor- 
 hood need, and that it is achieving an immeasurable amount of good. 
 
 From all the teachers I have reports on individual progress. Every case 
 is worthv of record. The limitations of a single address make it impossible 
 to do more than quote one typical case. 
 
 S., age fourteen, was both a truant and incorrigible. For the first few weeks he 
 persisted in leaving his seat, walking about the room, and talking every minute of the 
 time except when fighting his neighbor. His main purpose seemed to be saucy to his 
 teacher and to let everybody know he had no fear of punishment. He knew absolutely 
 nothing. He could not read and would not attempt to read. He would grow ugly if 
 I made the mistake of asking him to do so. I found out that he Hked arithmetic because 
 he knew a little more about such work. I gave him twice as many examples as the others, 
 assuring him that I knew he could do double the work that any other boy could do in the 
 same time. Later I informed him that, if he could read as well as he could cipher, he 
 might stand highest in the class. He waited after school every day for private help. I 
 began with the blackboard and a first reader; later a second reader. Tn six or seven 
 weeks he had mastered the subject. Today he will read any book he can lay a hand 
 on. I consider this boy one of the best cases of reform in the school. The other day he 
 handed me an old blankbook and said: "Please write in here the things you said about 
 me. My father doesn't think it's true that T am a good boy." Recently he changed 
 his seat to get next to a friend. Foreseeing the result, I said: "S., you may, if you wish 
 to, sit there; but I should like to see you sitting just where I can look at you and where 
 I always know I can find you." A smile came over that face, and the reply was: "I 
 don't rare much for myself; it is just as you want me." Within a month this boy will 
 be able to take out his employment certificate, and will carry with him into life respect 
 for every individual in authority. How can I help calling this a case of complete reform ? 
 
 The following table is a fair, accurate statement of the condition of the 
 special school on February i : 
 
 Total number admitted to date 140 
 
 Sent back to regular schools cured 5 
 
 Received employment certificates (3 more to go soon) 4 
 
 Went to work at sixteenth birthday 6 
 
 Mentally not responsible *i2 
 
 Mentally lacking (not so pronounced as fonner) *6 
 
 Arrested and committed by court since admitted to Public School No. 120 . ... 6 
 
 Arrested and paroled — ditto ' 7 
 
 Chronic truants before attending Public School No. 120 118 
 
 Number of these absolutely cured of truancy 100 
 
 (Those not yet reformed are mainly pupils lately admitted) 
 
 Number thoroly reformed on all charges 33 
 
 (Of these 5 will always need special care) 
 
 Number improving steadily 42 
 
 * Soon to Ix; placed in a special class for defectives.
 
 Superintendence! THE INCORRIGIBLE CHILD 1 67 
 
 Number improving spasmodically 32 
 
 Number improving but verj- slightly 10 
 
 Number showing no improvement at all 20 
 
 (This last item includes 6 arrested and committed, and 6 not yet attending a month) 
 
 Surely, no further evidence is needed to convince even the most skeptical 
 that a school of this kind would be a benefit to any community. But such 
 schools would not be so imperatively needed, had jjropcr measures always 
 been applied in our regular schools and classes. If the true history of each 
 one of these boys were written, it would be shown that many sins of conmiis- 
 sion, as well as of omission, on the part of teachers, principals, and superin- 
 tendents, helped to make these delinquents what they were. 
 
 I referred some time ago to the special classes for children over age. This 
 question needs attention. The special class appeals strongly to the backward 
 child, who has often been troublesome because he was not interested in the 
 work of his class. An appeal to his good sense brings about a co-operation 
 with the teacher in her efforts to carry him thru two or more grades of school 
 work in one term. I have on hand many records which read as follows: 
 
 L v., age twelve, went from iB to 4A in five months. Extreme discipline problem 
 before being put into special class; now an earnest worker. 
 
 L. R., age fifteen, from 2A to 4B in five months. Bad Ixiy before being placed in 
 special class; now good and industrious. 
 
 J. S., age thirteen, from t,.\ through 5A in seven months. Had been very trouble- 
 some; now obedient and industrious. 
 
 H. S., age twelve, 3A to 5A in seven months. Very disorderly before being placed 
 in special class; thoroly reformed. 
 
 The foregoing were all boys. 
 
 L. S., a girl, age twelve, from iB to 3B in five months. Previously known as a 
 bad girl. 
 
 S. K., age eleven, iB to 3B in two months. Previously known as a bad girl. 
 
 R. F., age twelve, from 2B to 4.\ in seven month.s. Troublesome and (lillRuU to 
 handle Ix-fore being placed in special class; now gives no trouble. 
 
 And so the records run. 
 
 Is there anything that can he done for the incorrigible child, wliere con- 
 ditions are not favorable for organized reform along the lines of special classes 
 or .special schools? Have you ever .seen a number of diildren jilaying the 
 game called "Follow Master"? The leader is cho.scn, or < lioo>c'> liim^eif, 
 and the laws of the game rcvjuire all that follow him to imitate e.xai tly what 
 ever he does or .says. No matter how absurd, no matter how ridic uloiis, no 
 matter how foolish, no matter how dangerous his movements may be, the game 
 demands from all the others blind, unthinking imitation. We, at the top of 
 our profession, are leading our ])rin(ipals an<l teaihers in a great game of 
 " follow master. " Are we possibly leading our followers to do what is absurd, 
 or ridi(ul<jus, or foolish, or even dangerous? There is sometliing pathetic 
 in the way principals and teachers try to do lliosc things which they believe 
 the suj>erintendent desires them to do. .Are we superintendents always 
 leading wisely in this great game ? Is it not possible that while we have* been
 
 J 58 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 leading toward penmanship of a certain character and style; reading accord- 
 inff to this, that, or the other method; brilHant, immediate results in arith- 
 metic or technical grammar; marvels in the production of juvenile composi- 
 tions; wonderful exhibits of manual and constructive work; high averages 
 for promotion or graduation; or the other details which to us seem pedagogi- 
 cally important, we may have forgotten to lead along those lines which 
 would have helped the incorrigible child and prevented some others from 
 joining the ranks of the incorrigible ? Do you not feel, in this blessed privi- 
 lege of leadership that has been given to us, that if we had made it clear to 
 those who follow that character means more than knowledge; that effort 
 in the right direction means more than tabulated results; that the rescue 
 of the soul of one child is a greater achievement for any teacher than the 
 promotion or graduation of 90 per cent, of his class, possibly more might 
 have been done for the incorrigible child ? Is it not time that all superin- 
 tendents should declare: "It is not what your children do, but what they 
 are, that is the measure of your success; it is not the number of questions 
 your children can successfully answer, but it is the number of temptations 
 that they can successfully resist, that proves you to have been a successful or 
 an unsuccessful teacher"? 
 
 Our poor teachers! They work so hard; they work so incessantly; 
 and the pity of it is that so much of their energy is misdirected. Why ? 
 Chiefly because from time immemorial we have placed the shadow above 
 the substance. We have prided ourselves on what has been done for the 
 child who survives. We have never recorded what has become of the child 
 who fell by the way. Is it not time that a higher standard be imposed ? 
 Does not this country need character more than it needs knowledge of facts ? 
 Understand, I know full well that all good teachers and good principals 
 constantly hold before the children standards of right living and of true worth, 
 and that many a child is benefited thereby; but this has not prevented thou- 
 sands of children from going thru school and out into life with a lack of 
 character that is a reflection upon any school system, and that tends to lower 
 the standards of citizenship thruout our land. We are expected, in com- 
 munities largely made up of foreigners, to give correct American standards 
 of living to the children of the alien. Are the standards of living in American 
 communities wholly creditable ? Would the general corruption in municipal 
 government, would the general unethical basis of the commercial world, be 
 possible, if correct ethical standards had been given to the men who control 
 the affairs of the world today, at the time we had them as little boys in school ? 
 But, as Kipling says, "that is another story;" so let us get back to the incor- 
 rigible child. 
 
 There are home conditions of poverty and of degradation, or of indulgence 
 and bad judgment, which .send even the Httle child to us, morally, if not 
 intellectually handicapped. It is the sacred obhgation of the teacher in whose 
 class this child is first placed to find out something of his home conditions,
 
 Superintendence] THE INCORRIGIBLE CHILD 1 69 
 
 and by a deeper interest, a sweeter patience, an infniite tact, to make good 
 to that child what it failed to get by the accident of birth. Uiulcr such treat- 
 ment, what do you think would be the response from the child ? Do you 
 think that the baby under this special sympathetic treatment would develop 
 the germs of incorrigibility ? Pass him on to the next class, and let the teacher 
 who sends him on pass on a word of enlightenment to the next teacher, so 
 that she too may take the Httle fellow into her heart and smooth out the path 
 for him; and so on term after term. Is this Utopian? I think not. But 
 it is impossible when the teacher lacks tact, patience, and warmth of sym- 
 pathy. "The teacher who hollers at you for every little thing" is the dis- 
 penser of as much poison as is the hospital nurse who mistakes a bottle of 
 carboHc for a sedative! We have reached that stage of civilization and 
 enlightenment in municipal affairs where the first indication of contagious 
 physical disea.se is detected, and the patient is removed for the protection of 
 the rest and for the improvement of its own condition. Is it not time then 
 for us to begin to train teachers to look for and detect the first symptoms of 
 contagious discipline disease, and to compel them to take proper means to 
 insure, not only the safety of others, but the improvement of the child in whom 
 these symptoms have been detected ? The first symptoms of contagious 
 discipline disease — what are they ? Were one to a.sk our teachers to answer 
 that question honestly, I believe that a majority of the replies would give 
 evidence that they are laying too much stress upon unimportant things. To 
 require children to sit perfectly still, in furniture often physically uncomfort- 
 able, is, I think, the root of many of our discipline problems. To keep them 
 at tasks lacking every element of interest increases the evil. The energy, 
 the time, and the nervous strain expended to make children do what is not 
 worth the doing is appalling. I remember well in my early teaching days 
 when, in every penmanship lesson, tremendous emphasis was laid u|)on the 
 proper crossing of the / and the accurate dotting of the /. Most of us have 
 repented in sackcloth and ashes for our folly in this direction, and realize now 
 that, if penmanship be free, rapid, and legible, it makes no diflerence where 
 the / is cros.sed or where the i is dotted; but in those days we made so much 
 of the cros.-,ing of the / and the dotting of the / that we K).st sight of the impor- 
 tance of freedom and speed. Are we not living thru a similar crisis in our 
 di.scijjline problems ? Do not .some of the things that teachers demand (and, 
 remember, teachers and principals are playing the game of "Follow Master," 
 and, as a rule, demand what they think the superintendent desires)— do not 
 some of the.se things bear the same relation to true discipline that the crossing 
 of the / and (he dotting of the / l.cir lo real i)enmanship? What we need 
 is dearer vision f<jr ourselves. A vibrating enthusiasm for any great move 
 can be aroused in any teaching body, provided enough enthusiasm goes 
 out from the leader to .set in motion the vil^rations in the ma.ss. If we feel 
 this to be true and translate our feeling into our utterances, both spoken 
 and written, can wc not thereby create a i)ul)li( opinion that will force its way
 
 jyo NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 thru our utterances to the attention of the living, acting community? If, 
 on the other hand, we feel that our official duty is discharged by the occasional 
 commitment of an incorrigible child, instead of tracing incorrigibility to its 
 causes, and trying to remove those causes, do we not show ourselves unfit 
 for the responsibility of leadership ? It is too late to solve discipline prob- 
 lems when the extreme case is brought to official notice. We must begin 
 lower down, and we must begin at once. For a time the present trouble 
 must last, because lawlessness has been so steadily on the increase among 
 our boys that remedial measures will be required for some time; but this 
 same lawlessness will increase at an appalling rate unless we capture the 
 little ones now and remove from their fives those influences which have made 
 the bad boy of today what he is. Boys already so defiant of all authority, 
 so willful and disrespectful, as was the material out of which my special 
 school was constructed, must be removed and placed in small classes under 
 specially chosen teachers. 
 
 But that is not enough. Permanent preventive work can come only 
 from taking measures to change the standards of discipline in the entire 
 teaching body. We must watch closely every teacher in whose class truancy 
 and other violations of the law are most frequent; and if lack of sympathy, 
 lack of tact, or bad temper on the part of the individual teacher is found to 
 be responsible, in whole or in part, for these troubles, we must have the courage 
 to prefer charges against such a teacher, and remove him or her before further 
 damage results. Drastic measures in removing two or three of the worst 
 offenders would insure an improvement on the part of others who by their 
 harshness, injustice, and unkindness are helping to embitter the school life 
 of many a child. Emmy Lou's "Ogress" must disappear from our schools; 
 Emmy Lou's "Dear Teacher" is needed in every room. We hear very 
 little about the incorrigible child from "Dear Teacher." If, however, the 
 fault does not lie with the teacher, there must be something inherently wrong 
 in the troublesome child, or something in his environment that tends to mili- 
 tate against the best influences of the school. Some plan must be devised 
 to make special provision for the proper training of such children. Children 
 who cannot, or will not, obey the laws of a school, as administered by a sane, 
 tactful, sympathetic teacher, must be treated as diseased, and must be iso- 
 lated for their own good and for the protection of others. We dare not wait 
 until the child infected has advanced in years, with ever-increasing disrespect 
 for authority. The disease must be treated in its incipiency. Physicians 
 have proved beyond question that a cure is possible in every case of incipient 
 tuberculosis, if properly treated. Beyond the incipient stage recovery is 
 less frequent, and the danger of infection to others immeasurably greater. 
 So, too, with our discipHne problems. In the incipient stage, under proper 
 treatment, all, or practically all, can be cured. Once allow a child to get 
 well beyond the incipient stage of lawlessness, and recovery is not only doubt- 
 ful, but the spread of the disease is a natural sequence.
 
 Superintendence] THE INCORRIGIBLE CHILD 171 
 
 It has taken years to educate the public to a proper conception of the 
 duty of every individual toward checking the spread of the white plague. It 
 must now become our duty to educate teachers, parents, and public opinion 
 generally to the fact that defiance to authority presents a greater menace to 
 our country than does tuberculosis. The spread of moral disease is infinitely 
 more far-reaching in its influence for evil than the spread of physical disease. 
 If, then, it be essential for the public to help physicians stamp out incijiient 
 tuberculosis, how much more necessary is it that the same puljlic should 
 be appealed to, to help teachers stamp out incipient lawlessness ? Let me 
 continue the comparison. What would be thought in medical circles of 
 physicians and nurses, charged with the care of tuberculous patients, who 
 recklessly scatter the germs of disease instead of carefully destroying the 
 same ? What, then, must be thought of the teacher or principal whose prime 
 function is to train the child of today for future citizensliij), if he recklessly 
 scatters the germs of incipient lawlessness so that the spread of the evil is 
 bound to follow? Such germs must he. exterminated; proper preventive 
 measures must be ajiplicd to the control of the contagion. The teacher, 
 under the influence of nervous excitement and irritabihty, due to conflict 
 with the troublesome child, is recklessly scattering these germs, .so that 
 others in her class not yet contaminated are in the greatest danger. Tact, 
 courage, sympathy, and infinite patience on the part of the teacher arc the 
 only remedies for incipient lawlessness. Teachers must learn that, if the 
 strong will of a child is set up in opposition to the teacher's mandate, insist- 
 ence upon immediate surrender to the teacher's will is bound to carry with 
 it humiliating consequences. It is far better to ignore such an outbreak, to 
 take no notice of the child at that partiiular moment, and to wait for tlic right 
 opportunity in which to gain the disputed point. This point is rarely gained 
 by forcing the issue at the moment that the child is controlled by stubbornne.ss, 
 and the teacher by temper. Many a boy has grown liartl and ugly as a result 
 of battles of this kind, when at the moment of rebellion the display of sym- 
 pathy, tact, and judgment on the teacher's ])art would have resulted in future 
 control, not only of the teacher over the child, Ijut possibly of Uic child o\cr 
 himself. 
 
 Here, then, is one line of thought for the teat lur who i> tormented by an 
 unruly boy. Po.s.sess your soul in patience and await your o|)portunity. 
 How can you expect to tea( h a willful diild self-control, when you tannot 
 control your own mood under provocation ? A lontest with an angry cliilil, 
 or with a sullen diild, is bound to spread the germs of disease. Treat tiie 
 case .scientifically, and remember that even germs (ainiot alway.s Ije destroyed 
 on the spot. (Jne mu.st carefully gather them together, and carry them, as 
 opportunity offers, to those phues where their destrudion is a.ssured. H 
 only we could learn to treat lawlessness as we treat tuben ulosisl 
 
 Our poor teachers I The whole world .sympathizes with their struggles. 
 Paradoxical tho it may .seem, I reserve the term "poor teat her" for oifly the
 
 172 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 good teacher. The really poor teacher does not deserve much sympathy. 
 If the recording angel is doing his duty, there will be a long account for the 
 poor teacher to settle, some day; and when that day comes, may God help 
 her! Fifty years hence what difference will it make if the present official 
 school record of any teacher be good or poor ? But think of the difference 
 if the record in the Great Beyond be a poor one! Some day each of us will 
 stand before the Great Judge. How shall we then answer such questions as 
 these: "What did you do with all those little children intrusted to your 
 guidance ? How many young, erring souls did you save from destruction ?" 
 These are serious thoughts; but does not the very sacredness of our work 
 make it necessary for us to think seriously ? Is there not something more to 
 teaching than the mere assigning of tasks, the hearing of lessons, the making 
 of records, the promoting of children, and the doing of the thousand and one 
 things that now seem of such great importance ? Is there not something 
 higher to be aimed for ? Cannot teachers be led to feel that the final aim 
 in teaching is the directing and organizing of the entire educational process, 
 so that every child shall find self-realization in a happy and useful manhood 
 or womanhood ? Is a happy and useful manhood or womanhood possible 
 for the incorrigible child? Yes, but on one condition only: all traces of 
 incorrigibihty must be removed from his character before the influence of the 
 school is taken out of his life. This can be done; this must be done. "If 
 it were well done when 'tis done, then 'twere well it were done quickly." 
 
 We who are in the official position to change or dictate school policies, 
 to shape school legislation, to guide and direct teachers, must assume our 
 share of the responsibility, and assume it quickly. It is we who must see that 
 every child gets tasks according to his age and needs. It is we who must see 
 that special schools or special classes, under most carefully chosen teachers, 
 are provided for all children who are defiant toward authority. It is we who 
 must train teachers to give to all cases of incipient lawlessness the scientific 
 treatment accorded to physical disease. It is we who must, if necessary, 
 remove, or cause to have removed, all teachers who, because of tempera- 
 mental defects, by their impatience and unreasonableness, are driving chil- 
 dren into truancy and defiance. It is we who must lead all teachers to see 
 that the development of proper character in the child transcends all else in 
 importance, and that a teacher's highest duty lies in saving the soul of the 
 child who otherwise might fall by the way. 
 
 There must be a change in the special attitude of the teacher toward 
 misdemeanors and misdemeanants. On the teacher's part there must be the 
 yearning and eager activity to save and redeem. This activity is bound to 
 react upon the child until it is fair to expect him to repent, or to cause him 
 to feel the need of repentance. The child who repents can easily be saved. 
 The proper attitude toward the misdemeanant demands that the teacher 
 consider his obligation as a labor of pity and love. Instead of threats and 
 condemnation, the teacher must give the chance for hope, admiration, and
 
 Superintendence] EXAMINATION OF EYES OF SCHOOL CHILDREN 
 
 173 
 
 love to work their wonders. Even in a hardened sinner a part of the soul 
 often remains untainted. Think, then, what evil must result when a teacher 
 refuses to look for and nourish the untainted part of the soul of a child. No 
 labor of love and pity is ever wasted. 
 
 "Talk not of wasted afifection, affection never was wasted; 
 If it enrich not the heart of another, its waters, returning 
 Back to their springs, Uke the rain, shall fill them full of refreshment." 
 
 It is this refreshment that will be the salvation of the teacher and of the 
 incorrigible child. Afifection and not condemnation must be the teacher's 
 attitude. No child is so hardened that it will not respond to so gentle an 
 emotion; no child's Hfe so spoiled that the untainted part is beyond redemp- 
 tion; no child's habits so formed that a change in aim and achievement 
 cannot be brought about. Teach every child that success cannot come to 
 all; but that, if he cannot reach success, he may still win life's first prize — 
 character. Some day, perhaps, every teacher may learn that his or her truest 
 mission lies in giving to the child inspiration and stimulus for right hving 
 and for the formation of true character; some day, perhaps, every child may 
 learn that no success, that no achievement, can be compared in worth to 
 true character, ^^^len that day comes, there will be few or no discipline 
 problems; when that day comes, pessimism will give way to optimism; when 
 that day comes, the teacher's heaviest burden will disappear; when that day 
 comes, there will be no incorrigible child. 
 
 THE EXAMINATION OF THE EYES OF SCHOOL CHILDREN 
 
 JOHN C. EBERHARDT, DAYTON, OHIO 
 
 The development of the mental faculties depends largely, if not entirely, 
 upon the functions of perception, and these should therefore receive critical 
 attention during childhood. Professor Tait, of the University of Edinburgh, 
 Scotlanrl, in his treatise on light says: "All our other senses together, except 
 under very special conditions, do not give us one tithe of the information ob- 
 tained at a single glance, and sight is also that one of our senses which we are 
 able most effectively and e.xtensively to assist by ])ropcr apparatus. 
 
 The phonograph, reproducing the falsely pitched voice and ncT\c- racking 
 di.scords of a distempered })iano, graphically demonstrates tlic undiilatory 
 theory of sound; nor can we critic i>e the faitliful reproductions of these 
 sound photographs. 
 
 Sight is purely a menial phenomenon, for the image of e.xternal objects 
 reflectecl u[jon the inner wall of the eye is transmitted over the million nerve 
 fibers ccjmjjosing this wall to tlie innermost reiesses of the brain, where con- 
 .sciousness of visir^i is born and wiiere also, phonograph like, mental im|)res- 
 sions are recorded, which, even after the lapse of years, will enable the mind's 
 eye to pass in review that which caused them. 
 
 In the phonograph we kncnv the accuracy of construction and delicac y of
 
 1^4 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 adjustment essential to its satisfactory operation. We should certainly be 
 equally critical in dealing with that choicest of possessions — the eye. 
 
 Environment largely influences the mind for good or evil. The deformed 
 eye therefore, which constantly transmits to the brain distorted images, must 
 undoubtedly have a demorahzing influence upon the mentality. That this is 
 true is evidenced by the statistics of our reformatories, homes for the feeble, 
 minded, inebriate retreats, and insane asylums, showing, as they invariably do- 
 large percentages of visual defects in the inmates. 
 
 Allen Greenwood, M.D., in an address before the Boston Medical Society, 
 recently urged that municipalities take up the investigation of the eyes of schcol 
 children, emphasizing the fact that alarmingly large percentages of backward 
 and feeble-minded children examined had been found to be aflElicted with de- 
 formities of the eyes impairing vision, all of whom evidenced marked improve- 
 ment mentally and physically when defects of sight had been corrected. 
 
 The Medical Review of Reviews quotes the results of investigations con- 
 ducted by Dr. Theodor Gelpe, of Vienna, in which he states that 72 per cent, 
 of feeble-minded children examined had been found possessed of extremely 
 defective eyes, largely of a congenital character, capable of marked improve- 
 ment by properly adapted glasses. 
 
 Dr. John J. Cronin, chief of division of school inspectors of New York City, 
 reports that out of 7,166 pupils examined 33 per cent, were found to have defec- 
 tive sight; whereas in Philadelphia the health board recently recommended that 
 the authorities provide funds for supplying suitable examinations and glasses 
 to the large numbers of poor school children in need of them. 
 
 One of the frequently encountered defects is a marked deformity or sub- 
 development of one eye, which, owing to the resultant low vision and conse- 
 quent non-use, leads either to its total loss, a condition of cross-eye, or the 
 various phases of nerve-suffering and mental degeneration herein referred to. 
 
 During childhood, when development is as yet incomplete, nature sends to 
 each function blood and nerve supply, not only for the purpose of enabhng it to 
 perform its work, but also to contribute to its growth. If, therefore, owing to a 
 deformity or faulty development, an excessive activity is involved, a correspond- 
 ingly excessive expenditure of nutrition and energy will result, depleting the 
 part and interfering with its development. 
 
 The question presenting itself is, therefore: Can an effective and feasible 
 means be i)rovided by which these cases can be discovered ? It has been found 
 impracticable to accomphsh this by means of speciaUsts, as the task, owing to 
 the large numbers involved, is a difficult, if not an impossible, one. Several 
 years ago the speaker suggested a plan which, if carried into effect, would result 
 in the discovery of at least many such afflicted pupils. 
 
 For this purpose the regular wall test-chart is used. As many pupils as 
 possible are seated in two rows facing the wall, and about twenty feet away. 
 The rest of the pupils leave the room. Each of these pupils is provided with a 
 sheet of paper on which to write his name.
 
 Superintendence] EXAMINATION OF EYES OF SCHOOL CHILDREN 175 
 
 The pupils are now requested to cover one eye with a handkerchief (or 
 strips of muslin can be used), the teacher displays the test-chart on the wall, and 
 the pujiils are instructed to copy the test-letters thereon, holding up their hands 
 when connilcted. Some will accomphsh this task quickly, while others will 
 hesitate, and after considerable effort abandon the attempt. (The teacher can 
 here obtain considerable information of their acuteness of vision.) When 
 sufficient time has been allowed, the chart is removed, and the pupils are re- 
 quired to cover the other eye, when the reverse side of the chart, containing 
 other letters, is displayed and copied in a similar manner. These papers will 
 at once indicate the acuteness and accuracy of vision of each eye, those showing 
 unsatisfactory results being later again submitted to the test. 
 
 Where one or the other eye is very deficient, the result will at once indicate 
 it, and parents can be notified. The principal should always have this chart 
 at hand for the purpose of investigating the eyes of the dull, non-studious, un- 
 ruly, or truant scholar, which may frequently furnish evidence of inestimable 
 value. 
 
 Experience has demonstrated that marked deformities of the eye are fre- 
 quently due to malformations of the skull, which the analytical observer readilv 
 learns to recognize, whereas those pupils having deeply wrinkled foreheads, or 
 those complaining of periodical headaches, should always be suspected as being 
 possessed of eye-defects, and be subjected to examination. 
 
 The following cases are typical and demonstrate possibiHties: Two years 
 ago a boy thirteen years of age was brought to me. His vision was stated to 
 be .satisfactory, but nerve disturbances, which had evidenced them.selves since 
 his first school year, had gradually become more marked, until they had devel- 
 oped into a well-defined condition of ei)ilepsy, the boy having had .several 
 attacks of falling fits monthly. He had been under treatment for four 
 years, without relief, whereas recently attacks had become more severe and 
 frequent. Examination revealed an extreme distortion of the left eyeball, 
 with vi>ion in this eye very imperfect and accomi)lished at the cost of great 
 strain, leading to acute headaches if the eyes were u.sed for any length of time. 
 The correction of the defect by the requisite glass, and the enforced activity of 
 the defective eye, gradually not only brought vision in this eye up t(t the nor- 
 mal, but has contributed to such an extent to iniproxed physical conditions 
 that for the past eighteen months he has attended school regularly, whic h he 
 had not been able to do for several years j)rior to this time, and nerve disturb- 
 ances have entirely disappeared, the boy not having had an atta( k in over a 
 year, whereas his school percentages show a marked advam e. 
 
 The second case was that of a boy of twelve brought me by one df our 
 prin( ipals. He was the son of extremely jxior parents, who ridiculed the idea 
 of gla.sses. He was given to truancy, was diflu nil to ( ontml, was non studious, 
 and apparently was mentally defii ieiit. The (orreclion of an cxlrcme ana 
 tomi(al deformity of both eyeballs by suitable glasses not only developed 
 vision where he had been to all intents blind, so far as objec ts beyeuid ten fed
 
 176 
 
 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 were concerned, but his vicious tendencies disappeared, and he became fond 
 of his studies as evidenced by the marked change in his percentages. He is 
 now working after school hours, and his employers commend him and are 
 interested in him, and I am firmly convinced that the boy's future has been 
 largely influenced for good. 
 
 The third case was that of a young girl, age sixteen, who since her eighth 
 year had suffered from periodical attacks of headache, which in recent years 
 had been accompanied by digestive disturbances, evidencing themselves by 
 acute nausea, which had defied medical treatment. An examination revealed 
 the fact that, while the left eye was normal, the right was so defective in 
 formation that well-defined vision was an impossibihty. Upon being ques- 
 tioned, she insisted that her vision was perfect, she being able to see test-let- 
 ters either on the wall chart or at reading distance. Upon being requested to 
 hold her hand over the left eye, she for the first time reaHzed that she had no 
 vision in the right beyond the ability to perceive light. With the proper glass 
 before this eye she could with difficulty vaguely discern letters one-half inch 
 in size when brought to within six inches of the eye, and these for only a 
 minute, when they became blurred and then faded away. Why ? Because, 
 owing to the existing deformity and consequent non-use, the visual func- 
 tions in this eye had not developed. Spectacles containing an opaque glass 
 before the normal eye, and the corrective lens before the deformed eye, were 
 prescribed for exercise use. By this means the dormant eye was forced into 
 activity for short periods at first, as exhaustion speedily evidenced itself. 
 After the first week improvement was marked, and the eye could now read 
 headlines in a paper for ten minutes. At the end of the second month the eye 
 was able to read regular newspaper print for half an hour. At this time clear 
 glass was placed before the good eye, and glasses have since been worn 
 constantly. Recent examinations reveal vision to be normal in the deformed 
 eye thru the corrective lens, but, what is most significant, headaches, and 
 nerve and stomach disturbances, have disappeared, and the general health is 
 vastly improved. 
 
 This case would undoubtedly have been discovered by the test suggested, 
 because the girl coulcf not see even the largest letters on the test-chart with the 
 defective eye, whereas a study of facial proportions at once revealed a marked 
 distortion of the right side of the face, due to a cranial deformity. 
 
 The query constantly propounded by the pubUc is: "What has caused 
 conditions necessitating tlie extensive use of glasses by the young?" Sta- 
 tistics dating back to the early part of the last century show that in the uni- 
 versity centers of the Old World the percentage of defective sight among 
 students was very large, and scientists now generally concede that, at least so 
 far as that condition known as myopia or near-sightedness is concerned, defi- 
 cient Hght, and the consequent tendency on the part of the pupil to approach 
 abnormally close to his books, is, in a manner, responsible; whereas many 
 maintain that, in view of the fact that the human eye in early childhood is mark-
 
 Superintendence] PROMOTION AND INCREASE OF SALARIES 
 
 177 
 
 edly subnormal in development, whereas the demands upon it are constantly 
 increasing, every effort should be made to assist it by proper app^iratus during 
 this period, wherever such are found acceptable. But, what of the conditions 
 here so briefly described ? Anatomists are agreed that the violation of nature's 
 laws, attending the demands of modern fashion, has to such an extent modified 
 certain portions of the female anatomy as to make motherhood extremely dif- 
 ficult, necessitating in a constantly increasing percentage of cases the aid of 
 mechanical adjuncts, to the use of which the cranial deformities referred to 
 can, in a large measure, be traced. 
 
 Can we contemplate these possibihties unmoved ? How many children 
 may be struggling on under your very eyes, condemned to live within a circum- 
 scribed mental as well as visual horizon, to whom science might give invaluable 
 service were she but appealed to ? 
 
 Cultivate the ability to read aright the hieroglyphics graven by suffering 
 upon the faces of the young. Note the faulty position assumed by some 
 students, the extreme tilting to one side of the head, a disposition to squint 
 until the eye is scarcely visible. Add to this the simple visual test suggested, 
 and you will encounter, where you least suspect them, visual deficiencies, the 
 correction of which will not only be of great value to the ones afflicted, but 
 will jjrove a fascinating and grateful field of research, and lead to the discovery 
 of new truths. 
 
 WHAT SHOULD BE THE BASIS FOR THE PROMOTION 
 
 OF TEACHERS AND THE INCREASE OF 
 
 TEA CHERS ' SA LA RIES ? 
 
 JAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, BALTIMORE, MD. 
 
 By "promotion of teachers" I understand advance to positions of greater 
 re.sponsibility or authority, as, for example, head of department, first assist- 
 ant, vice-principal — positions in which a higher order of executive ability is 
 required than is essential in work limited to a single class-room. The kind of 
 executive ability required in a given jjosition nuist be di.scovered chiefly 
 by observing the individual's way of doing things, his judgment displayed 
 in meeting difllcult .situations, and his skill and tact in preventing difluulties 
 from arising. An examination serves this purpose but little, excej)! in so 
 far as it widens the area of choice of candidates by inviting competition 
 from beyond the h(jmc locality. An examination may, however, serve to 
 di.sclose weaknesses that were not even suspected; and, when this i> llic case, 
 its negative value is very great. 
 
 In the twenty minute.-, allotted to iiic I |. refer to lonsidcr the second part 
 of the topic, "the basis for increase of teachers' salaries," as I believe this to 
 be the more vital of the two |»hases of the .subject at the pre>eiit linie. 
 
 Salary .should not depend upon grade taught. 
 
 I do not here refer to extra ( f)mpensatioii gi\cn in (crlain grades for
 
 178 
 
 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 teaching special subjects, as Latin or a modern language; nor to the higher 
 salary which in some places is given to male assistants, teachers of ungraded 
 classes, or such special positions; but to regular salary schedules. To make 
 increase in salary depend upon assignment to a higher grade is to cause 
 teachers to regard their present work as temporary and of relatively small im- 
 portance, and to divert their attention from the finer problems of the work 
 with the group of children immediately in their charge. This poHcy in school 
 management tends to lessen the efficiency of service in the grades from which 
 transfer is sought. For the sake of the children for whom the schools exist, 
 therefore, teachers should be able to secure advance of salary in present work, 
 not exclusively away from it ; at least they should not be forced by considera- 
 tions of salary to bend their efforts toward getting away from present work- 
 Taste and aptitude should govern in such adjustments. To place a higher 
 money value on teaching in the upper grades would imply that these grades 
 require more of the teacher in education, training, skill, and effort than is 
 required for thoroly good work in lower and intermediate grades. Really 
 jiood work anvwhere costs effort. Poor work is no more to be tolerated in 
 the intermediate grades than in those above. If the authorities fix a higher 
 salary for upper-grade work, teachers not well adapted to it will seek it solely 
 on account of the financial inducement offered. It is to be expected that 
 they will magnify the value of the work that carries the higher salary, and to 
 a proportionate extent belittle the value of service in lower grades. 
 
 Teachers whose powers and aptitudes point to seventh- and eighth-grade 
 assignment as most appropriate are not, as a rule, found averse to taking 
 such assignments even where no salary inducement exists; furthermore, 
 when a mistake is made in assigning a teacher, it is much easier to correct 
 that mistake when such correction involves no loss of salary. From various 
 points of view, therefore, it seems to me unnecessary and unwise to offer 
 financial inducement to teachers to take upper-grade work. It may immedi- 
 ately be asked, then: Why pay high-school teachers more than elementary- 
 school teachers? We demand of all who teach in elementary schools the 
 academic attainments evidenced by the high-school diploma; from those 
 who are to teach in our high schools, the attainments evidenced by the col- 
 lege diploma or its equivalent. At the point where we estabhsh the higher 
 educational requirement we may admit the force of the argument for a differ- 
 ent schedule of salaries based on the added cost of collegiate education. 
 
 Even tho we grant that a teacher can do business after a fashion in the 
 lower grades on a smaller capital of knowledge than would be required to 
 avert failure in the upper grades of the elementary school, we find that our 
 recognized national standards do not set up a lower educational demand for 
 lower-grade work. For the elementary-school teacher, both in primary and 
 grammar grades, the recognized standard on the academic side is high-school 
 graduation. We do not willingly accept less even from those who are to 
 teach in our kindergartens.
 
 Superiniendcnce] PROMOTIOX AND INCREASE OF SALARIES 179 
 
 When advance in salary comes from good work in an\- grade, teachers 
 seek assignment to the grade for which they are best fitted by disposition and 
 attainments, whether that grade be high or low; not so when increase in 
 salary depends upon transfer to a higher grade. For the sake of teachers 
 and children, the superintendent should have the greatest possible freedom 
 in fixing and changing grade assignment. This can be had only by elimi- 
 nating grade taught as a factor in salary advance. The .same i)rinciple .should 
 hold also in the high schools: highest salaries should not be given exclusively 
 to teachers conducting the most advanced work; first-year pupils should 
 share with advanced pupils the best instruction tliat the school affords. 
 
 Salary advance beyond a certain i)oint .should not be based on years of 
 service. 
 
 For a time, the period differing in individual cases, there comes increased 
 efficiency with increa.sed experience. This is likely, however, after the first 
 few years to be limited to ease of control, with small increase in teaching 
 skill. There is a tendency — a very strong one, too — to fall into a lifeless 
 routine; to lose the early interest in the work itself; to perform the daily duties 
 as a task rather than as a vitally interesting piece of the world's work. Tho 
 this tendency may not appear in the "born teacher," yet the great arniv of 
 teachers, like the great army of people earning their daily bread in other 
 occupations, begin their work without any heaven-sent call. They must 
 be trained. In the.se days, when salary advance is in the air, we owe it to 
 our calling — which we hope, if not now, then at an early day, to call a pro- 
 fession — we owe it to our profession to see to it that, in the words of the Com- 
 mittee on Taxation of our A.s.sociation, "we can point to a dollar of value 
 in .service for every dollar added to the tax budget;" or, as I prefer to say, 
 we can point to the best possible teaching that the money of the taxpayers 
 will .secure. 
 
 This has .seemed to me to be the consideration that would guide the owner 
 of a large private business in emi)Ioying the members of his force and in 
 fixing their salaries. To test this, I addressed ten letters of inquiry to as 
 many repre.sentative men in my ( ity, each interested in the management of 
 a business involving large ca|)ital, and emj)loying in;m\ subordinates. The 
 questions were as follows: 
 
 1. Do you pay level salaries in a givin <lipartmcnl ? 
 
 2. To what extent, if any, do years of service count in fixinK salaries or in making 
 |)romolions ? 
 
 3. To what extent ability shown or (juaiily of service rendenil ? 
 
 4. What provision is made for the aged employee the value of whose s«rvice is dinun- 
 ishing year by year ? 
 
 One writes: 
 
 1. Wc do not pay Ifvel salaries in any department, altho we are paying skilled lalM)r 
 a minimum rate fixed by iaixjr union.s, as we employ all union lalxir. (The more (a|>able 
 workmen receive more than the minimum rate.) 
 
 2. Years of s<-rvice do not count in fixing sal.iries or making promotion.s.
 
 jgQ NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 3. Ability and quality of service only are recognized in fixing salaries. 
 
 4. To the extent of our ability, we find sinecure positions for aged employees who 
 have been in our service for a number of years, but, as we have an average of a couple 
 of thousand employees, we cannot make an arbitrary application of this rule.- 
 
 Another writes: 
 
 In response to your favor, I think the question of merit prevails almost universally 
 in all commercial houses, promotion of employees being dependent upon their usefulness 
 and ability, and it is frequently the case that employees are promoted above those who 
 have been very much longer in service. 
 
 We do not pay level salaries in a given department, but there are some positions 
 that would naturally carry a maximum salary, and the maximum salary is obtained and 
 retained by those showing efficiency, while inefficient persons do not retain those posi- 
 tions for any long period. 
 
 From our experience^ it is the exception and not the rule to pension employees who 
 have been long in service, but in sprcial cases this is done. 
 
 In closing one makes this remark: 
 
 Permit me to say that I fully agree with your idea that the same considerations should 
 obtain in the management of public business and public money as in private, and I hope 
 the time will come when Baltimore will be managed as economically and efficiently as 
 are the cities of Great Britain and Germany, and especially that our schools may be con- 
 ducted on broaJ lines solely for the greatest good to our children. 
 
 These letters are typical of all. No employer pays level salaries. No 
 employer makes salary dependent chiefly on years of service. All make the 
 chief consideration ability shown and quality of service rendered. 
 
 Why do not such considerations prevail more generally in public-school 
 work ? Are public funds to be used with less regard to returns than private 
 funds ? The business man does not hesitate to estimate the value of service 
 and arrange his salary schedule accordingly. He has standards of efficiency, 
 and he applies them. We may differ as to the particular merit plan we adopt; 
 but as professional men and women it seems to me that we cannot stand for 
 level salaries regardless of the value of the service rendered, so long as it 
 ranks above failure. I beheve, further, that the merit system is full of encour- 
 agement to those who expect to become teachers. Under such a system 
 trained and efficient teachers are not put at a disadvantage in competition 
 with those poorly prepared for their work. 
 
 In speaking of the considerations that should govern in salary increase, 
 I quote with full approval a paragraph from the last report of the superin- 
 tendent of schools of Chicago. 
 
 If the welfare of the children in the schools is the fundamental consideration, we 
 must be governed in fixing teachers' salaries by an estimate of the value of the services 
 rendered by the teacher. Any consideration is invalid, except in so far as it affects effi- 
 ciency. Any increase of salary based upon length of service can be defended only in so 
 far as it can be shown that length of service conduces to greater efficiency in the work of 
 the schoolroom. Difference of salary based upon sex can be defended only by showing 
 that sex is a factor that must be considered in estimating the efficiency of the teacher. 
 Increase of salary based upon zeal, student-like habits, and scholarship must alike be 
 tested by this criterion of efficiency.
 
 Superintendence] PROMOTION AND INCREASE OF SALARIES l8l 
 
 By way of illustrating the application of these principles to actual prac- 
 tice, I may be permitted to tell of what we are now doing in Baltimore, (^n 
 the first of January, igo6, rules went into operation in our city that will in 
 the near future raise the salary level in the elementary schools 40 per cent. 
 The immediate increase amounts to fully 20 per cent. These rules represent 
 the outgrowth and completion of a promotion plan inaugurated on a small 
 scale three years ago. The operation of the plan requires an estimate of 
 each teacher's efficiency in the terms "excellent," "good," "fair," or "poor." 
 The estimate is made by the principal, hut is subject to correction b\- the 
 superintendent, and the superintendent undertakes personally to investigate 
 doubtful cases. Appointment to the service is for one year on trial after 
 one year or more spent in substitute work. Prior to this the candidate must 
 have completed a high-school course and have spent two years at our teachers' 
 training school. During the trial year the young teacher is supervised bv 
 the training-school teacher known as the director of practice. 
 
 The trial year over, advance in salary is automatic for three years, when 
 to secure further increase the record of efficiency must be at or above the 
 point denominated "good." This record having been secured, an advance 
 in salary of $200 in installments averaging $40 a year may be secured by 
 passing a promotional examination which includes the record mentioned 
 above. 
 
 The examination is in two parts. The first part may be taken during 
 the third year of service, and the second part two years later. In our book 
 of rules the promotional examination is thus defined: 
 
 The Promotional E.xamination, Part I, shall consist of: (a) the teacher's efficiency 
 record, which must not be lower than "good," as determined by inspection of regular 
 class work by the respective principals and the superintendent; together with (b) an 
 impersonal test of the correct and effective u«e and interjjretation of English. 
 
 The Promotional E.xamination, Part II, shall consist of: (a) a written report of the 
 working-out of some problem of teaching, or of the study of a particular group of children ; 
 (b) such a defense of the report as will evince familiarity with educational literature Ix'ar- 
 ing on the problem or study; and when required (c) a class-room demonstration. 
 
 These tests are not necessarily difficult, but they will readily lend them- 
 .selves to gradually advancing standards. Take the test in Knglish, for 
 instance: mere correctness may go along with woodenness or emptiness; 
 for this reason the word "elTective" is added. The wriUr nnist have some- 
 thing to .say, and then say it in such a way as to make a lU-fmite impression. 
 Furthermore, to interpret to a child is one thing, to an a<hih another thing. 
 KlTective interpretation must regard the audience as well as ilic pieti- of 
 literature to be inter[»reted. We .select ICnglish for this examination becau.se 
 it is the universal subjec t. It odiipies ap|)roxinKitely one third of each 
 day on our school programs in one form or another, be.sides being the vehicle 
 of instru( ti<jn in all other subjec Is. if, then, any one study should engage 
 the attenti(Mi of a young teadier on her way up to the first regular .salary 
 level, that study is Knglish. It is a good thing for the teadier during her
 
 1 82 NATIONAL EDUCATIONAL ASSOCIATION fLouisville 
 
 first three years of service to be preparing to meet the EngHsh test — a good 
 thing for the teacher, and a good thing for the children she teaches. Study 
 carried on with a view to such an examination in English will be directed 
 along Hues helpful to the schools. This is our purpose — to strengthen the 
 language side of our work. 
 
 As to Part II of the promotional examination, a teacher may take it after 
 the fifth year of service, if she has been promoted under the rules governing 
 Part I. By this time she should have developed some independence and 
 considerable professional skill. The test imposed for eligibility to the maxi- 
 mum salary is one in the power to discover problems in the daily class work. 
 It is a test in thoughtfulness- — ^not in memory. It is a highly professional 
 test. Its tendency cannot fail to be toward greater sympathy with children, 
 closer observation of their individual characteristics, their home environment, 
 and the many things which the true teacher needs to take into consideration, 
 if she would reach a high level of efficiency. 
 
 It may be objected that the so-called cultural studies are too little in 
 evidence in this examination. This will hardly be charged of Part I, the 
 test in Enghsh. As to Part II (the discovery of a problem and the prepara- 
 tion of a report upon it), such a defense of the report is required as will evince 
 familiarity with the educational literature bearing on the problem studied. 
 To some extent, surely, this is cultural; if not sufficiently so, we can easily 
 improve it in this respect when we are able to add another $ioo to the annual 
 salary, not now very high. The two tests have the merit of being progressive. 
 The second is in no particular a repetition of the first, either in substance or 
 method of management. An examination conducted on the plan of the 
 thesis and its defense attains a dignity that the ordinary examination lacks, 
 and it affords the examiners an opportunity to know more fully the profes- 
 sional equipment of a teacher than it would be possible to learn by the obser- 
 vation of schoolroom work alone or by the ordinary written examination. 
 Each teacher who submits a report must be able to explain it fully, and defend 
 it by reference to recognized authorities and to actual conditions in her own 
 schoolroom. In order to do this well, it is necessary to make thoro prepara- 
 tion. To one well prepared the ordeal seems easy enough, and so it should 
 be; but to one who so underestimates its searching character as to sHght 
 in any way the preliminary work, or to adopt any fine-sounding pedagogical 
 phrases not clearly understood, the examination seems, as it should, severe 
 indeed. Both parts of the examination — Part I and Part II— have the merit 
 of directing the attention of the teacher to the regular daily work, and to the 
 children she is to teach. 
 
 In order to retain the maximum salary, a teacher must continue to render 
 acceptable service; the advance is not, therefore, to be regarded as neces- 
 sarily permanent. 
 
 Altho it does not come exactly under the topic of this paper, I venture 
 to mention another problem taken up by the Baltimore board — it is the problem
 
 Superintendence] NEXT STEP IN THE SALARY CAMPAIGN 183 
 
 of the teacher who has served the city many years, but who, thru advancing 
 age or other causes, is no longer efficient. A school system as extensive as 
 ours requires a large number of substitute teachers to take temporarily the 
 classes of regular teachers who are visiting other schools or are absent on 
 account of illness. It is the opinion of the board that teachers no longer 
 fully efficient, but who have given their best days to the schools at a salary 
 out of which they have been able to lay up little or nothing, may, with entire 
 justice to the taxpayers, be allowed to do as much of this occasional substi- 
 tute work as they are able to do, and such clerical work as all large schools 
 aflford. For three years a rule has been in existence which allows such 
 teachers, upon their appHcation, to be placed upon a list of special substitutes 
 at a salary of $360 per year. Our city has as yet no fund for pensioning 
 teachers. The state pension is only S200 per year. Our special substitute 
 list is, therefore, a welcome half-way station for worthy teachers who can 
 no longer do full work. 
 
 It is not difficult to estabUsh new rules for new teachers; but when the 
 new rules operate to stop the unconditional advance of the less meritorious 
 teachers of the regular force along the new salary schedule, a situation arises 
 that must be met with firmness, and yet with kindness and consideration. 
 
 The care now exercised in training our teachers, the freedom from inter- 
 ference which we enjoy in sifting out the unpromising, and the encourage- 
 ment offered to teachers while in service to become highly efficient, should 
 in future enable us to eHminate to a great extent the problem of the inefficient 
 teacher. 
 
 THE NEXT STEP IN THE SALARY CAMPAIGN 
 
 DAVID FELMLEY, PRESIDENT OF STATE NORMAL UNIVERSITY, NORMAL, ILL. 
 
 The discussion of this topic as a question of national scope is rendered .some- 
 what difficult by the fact that teachers are selected and their salaries deter- 
 mined by local authorities, limited only by state regulations regarding rcviMuie 
 and teachers' qualifications. In some communities in every state an inul- 
 ligent and insistent public opinion dcniands that salaries be high enough to 
 secure and retain teachers of personal worth and adetjuate training. In .some 
 states where the educational forces have been so fortunate as to secure wise 
 and capable leadershij), ample revenue, a high >tan(iar<l of (lualifuations, and 
 a living salary have been .secured Ijy legislation. The splendid advance in 
 the neighboring state of Indiana made during the last four years, under the 
 leadership of your |)resident is a case in point. 
 
 Hence any detailed discussion of this topic must dial with the conditions 
 in particular slates; the conclu.sions reached may be of interest so far as like 
 conditions are found elsewhere. I offer this a|)ol«»gy for my frecjuent refer- 
 ence to conditions in Illinois. A further justifualion may be found in the fact 
 that the Illinois school .system is almost com|)letely deicntrali/.ed, permissive
 
 j84 national educational association [Louisville 
 
 ra 
 
 ther than mandatory in its legislative provisions; hence, in spite of the effec- 
 tive work done in Chicago and a few other communities, it stands well to the 
 rear in organized effort to better the salary situation thruout the entire state. 
 
 The statement of the question by your president assumes that at least one 
 substantial step has already been taken. He, doubtless, has in mind the ex- 
 haustive investigation of teachers' salaries made during the past two years by 
 a committee of the National Educational Association, under the chairmanship 
 of Carroll D. Wright. The report of this committee, along with the authorita- 
 tive data collected under state auspices, makes clearthat, while in many of 
 our larger cities teachers are fairly well paid, yet in the majority of our 
 smaller cities and villages, and almost everywhere in rural districts, the scale 
 of wages is entirely too low to maintain the schools even at their present level 
 of efficiency. 
 
 It is not necessary to marshal statistics to demonstrate this proposition. 
 It is proved by the prevailing scarcity of teachers. I assume that this scarcity 
 is a matter of common knowledge. It is certainly known to superintendents 
 charged with the selection of teachers. In more than one county in every 
 state in the Middle West schoolhouses are standing empty because a suitable 
 teacher cannot be found. County superintendents and boards of examiners 
 have been obHged to lower their standard of requirements for admission to the 
 profession, to reject fewer applications for certificates. One county super- 
 intendent reports that last year he rejected only two, while two years before he 
 turned away forty-three. Under such conditions the children must suffer. 
 The schools must be supplied with teachers. All who can pass muster with 
 the county superintendent are reasonably sure of employment, while he in turn 
 must level his requirements to the ability of the available candidates. 
 
 An examination of the roll in any particular county will show that many o^^ 
 the best teachers are leaving the work; the men to farm, to study law or medi- 
 cine, to become insurance agents and traveling salesmen, or to enter the gov- 
 ernment service ; the women to marry, to become trained nurses, stenographers' 
 responsible bookkeepers, and saleswomen. There has always been this out- 
 flow from the profession ; but just now it is greater than before ; fewer young 
 people are ready to fill the vacant places; and I think we must all agree that) 
 in view of the needs and responsibilities of modern education, too few are look- 
 ing seriously to a career in this profession and making adecjuate preparation 
 for it. 
 
 Why are teachers scarce ? The economic law is that labor drifts from one 
 occupation to another according to the relative inducements offered in each. 
 At all times teachers have been drawn to their vocation by a variety of consid- 
 erations. The social position and public respect accorded to worthy teachers 
 are no mean inducement. People who love knowledge for its own sake, not 
 merely for the uses to which it may be put, usually find delight in sharing their 
 treasures with others. Many, too, are attracted to the schoolroom by a genuine 
 love of children. To most of us, I take it, teaching is more than an occupation ;
 
 Superintendence] NEXT STEP IN THE SALARY CAMPAIGN 185 
 
 it is a veritable calling; there has been something of a spiritual summons; an 
 ideal of bettering the world thru the ministrations of the school. Along with 
 these inducements has been the salary, which we have valued nearly as much 
 as a mark of the public respect accorded us as for the material comforts that it 
 commands. 
 
 Now, as compared with other occupations, it seems to me that the moral or 
 spiritual inducements to become a teacher are as potent as ever. liut the ques- 
 tion of .salary is becoming in every sphere of activity a larger consideration 
 than it has been in the past. The cause is fundamentally in the industrial 
 changes that have removed the domestic industries from home and farm to 
 factory and .shop. Our pioneer forefathers produced with their own hands 
 nearly everything in and about their homes. They saw little of the wares of the 
 merchant. Their luxuries and personal adornments were largely the product 
 of their own taste and skill. Now the w^orld buys and sells relatively five times 
 as much as a century ago. We serve others, and are served by them in turn. 
 The measure of comforts that we shall enjoy depends very largely ui)on our 
 command of the market. The standard of living is determined l)y these 
 changed conditions. In s])ite of all the morali.sts may say in ]>r;iisc of the 
 sim])le life, teachers know that, to retain a due measure of respect in the eyes 
 of the public, if not in their own, they must in dress, in style of living, pay 
 some regard to prevailing standards. The teacher, therefore, is not to be 
 upbraided because he sometimes turns from his work to con.sider the question 
 of pay. It is true that, whether his .salary be great or small, he owes all that 
 he can give to the children under his care; but when the day for signing a 
 contract has arrived, it is his privilege to make the best possible bargain. 
 
 Teachers' salaries, as a whole, have undoubtedly made a great gain in the 
 last thirty years. Thus in Illinois the average for men has ri.sen from S48.19 
 to $67.33 P^r m^^nth- Women's average monthly wages have risen from 
 $33.46 to $57.95. This is for the entire state. The increase, however has 
 been mainly in Cook County, employing one-fourth of the teachers, and in a 
 few large cities outside. In 62 counties out of the 102 the average salary of 
 women teachers is less than $40 per month; in 4 it is less than S30. In 10, 
 men are paid an average salary of less than S40 per month. The 10,000 teach- 
 ers in our rural schools average less than $300 per year. From the report of 
 your committee it is evident that similar conditions exi.st in every northern 
 state east of the Missouri River, witii the exception of Massachu.sctts, Rhode 
 Island, New Jersey, and Indiana. In 36 Illinois counties the average monthly 
 wages of men teachers arc lower than thirty years ago. In iS, women arc paid 
 less. 
 
 In the meantime llic |)oi)uhitioM of the lountry has doubled; it> weallh 
 has trebled. Land and all products of the land iiave risen in value. Wages 
 for every other species of service demanding skill and lidelity have risen. 
 Even where teachers are mo>t liberally paiil, all skilled mechanics- brick- 
 layers, machinists, molders — enjoy a larger annual income, while the common
 
 i86 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 laborers on the streets and sewers are better paid than the lowest teacher in 
 these same cities. 
 
 In 1902, the last year for which we have complete statistics, the average 
 annual earnings of all the workers — men, women, and children — in fifty-five 
 leading manufacturing industries in IlUnois was $502.92. The average annual 
 earnings of men teachers the same year was only $490.69. 
 
 It is not necessary to multiply evidence upon this point. It is a matter of 
 common knowledge that the country schoolmaster is fortunate whose net earn- 
 ings are better than those of a good farm hand. Many good teachers earn less 
 than stenographers, seamstresses, and cooks. Our wages have remained prac- 
 tically stationary, while the cost of living has advanced nearly 20 per cent. 
 Moreover, the demands upon teachers have multiplied. Institutes, books, 
 periodicals, and summer schools have brought home to them the need of pro- 
 fesssional preparation. When this need is realized, the conscientious teacher 
 feels that he must obtain the preparation or quit the ranks. I believe today 
 that the demand for this preparation is stronger among teachers than among 
 employers. I have personally known several promising teachers who have 
 left the work because they keenly felt this need, but could not realize from 
 present salaries enough to make the necessary expenditure. 
 
 The inadequate compensation is not because our people as a whole do not 
 believe in education, nor spend money generously for its support. During the 
 past twenty-five years the cost of public education in lUinois has increased 175 
 per cent., while the population has increased only 70 per cent. ; but the enlarged 
 expenditures have been for fine buildings, for equipment, apparatus, libraries, 
 and especially for developing the somewhat expensive high schools in our cities 
 and towns. Salaries in the elementary schools have seen the least advance. 
 
 A fine school building especially appeals to the American spirit. It is the 
 pride of the town to be exhibited to the prospective investor. It is regarded 
 as a wise expenditure for advertising purposes. But teachers' wages are largely 
 determined by custom. No organization or trades-union methods have been 
 operative to force them up. Competition has been unrestricted. With unre- 
 stricted competition, wages are bound to sink to the lowest level at which 
 laborers will consent to live. This level is reached in that large class- of 
 young women, fresh graduates from the public school, who, while living with 
 their parents, are willing to accept any small salary sufl&cient for their per- 
 sonal expenses. Wherever school boards are willing to employ teachers with 
 this standard of preparation, all discussion of the salary question is useless. 
 
 What wages should teachers receive ? What wages should be paid for any 
 service ? The answer is: Society should provide for all its servants charged 
 with any vital function the conditions and means essential to effective service. 
 Teachers should be free to teach. The citizen teacher of the early days could 
 teach in winter and farm in summer. Few teachers are content with the 
 standard of excellence then possible. Excellence in the calling now involves 
 professional training, books, magazines, summer schools and institutes, travel,
 
 Superintendence] NEXT STEP IN THE SALARY CAMPAIGN 187 
 
 lectures, and concerts. A vacation outing is no extravagance if it buys vigor 
 and inspiration for the schoolroom. The teacher's salary should be sufficient 
 to reimburse him for his outlay for professional training, to maintain his pro- 
 fessional growth, to enable him to live in the part t)f the town and dress in tho 
 style which the community demands, to bring up and educate his familv, and 
 lay by something for old age. 
 
 In the Indiana Report on Taxation and Teachers' Salaries the following 
 recommendations are made: 
 
 For the rural schools, S400 to S600 per year. 
 
 For grade teachers in towns and villages, $480 to $650. 
 
 For grade teachers in cities of 25,000 inhabitants, $600 to $Soo. 
 
 For grade teachers in cities like Indianapolis, $750 to $1,000. 
 
 For principals of elementary schools in smaller cities, $900 to $1,000. 
 
 For such principals in larger cities, $1,200 to $1,800. 
 
 For high-school teachers, the same salaries as for ward principals. 
 
 For high-school principals salaries should be about 50 per cent, greater. 
 
 County superintendents should be put on a par with other county officers. 
 City superintendents should be paid as well as the postmasters of the same 
 cities. In Chicago and a few of its suburbs the superintendent of schools is 
 better paid than tliat official. In tlic 220 Illinois cities paying their school 
 superintendent Si, 000 or more the postmaster's salary averages one-third 
 larger. His responsibilities are surely no greater; the required standard of 
 character, ability, knowledge, and culture, no higher. 
 
 Three remedies are proposed for the existing salary situation. The tirst is 
 
 a .sort of laisser-jaire policy that would rely upon the methods that have 
 
 hitherto bettered conditions in our progressive communities. It would say to 
 
 teachers, in the words of Newton Bateman :_ 
 
 The higher law by which teachers' salaries are graduated by the quality of service 
 rendered, and the law of supply and demand, will not be set aside for their benefit; that 
 law is unchangeable and inexorable; it is a cold, relentless, emotionless principle of jjolili- 
 cal economy which has controlled the whole question of wages with a pitiless and des- 
 potic sway for centuries past. Hence the thing to do is to quit weeping and wailing over 
 low wages and the non-recognition of the teachers' profession, so long the twin themes 
 of unmanly lamentation, and go to work. There is plenty of room higher up. If you are 
 willing to spend the time, thought, energy, perseverance, and money vital to the lj<sl 
 preparation and service, the world will recognize you, appreciate you, reward you. 
 
 The trouble with this jjolicy is that it presumes a larger measure of interest 
 in education and knowledge of good teaching than s( hool boards yet pos.sess, 
 or are likely to possess for a long time to come. Teaching is harder to judge 
 than any other form of expert .service. In most .services ri'(|uiriiig s])i'iial 
 knowledge or skill, if we (annot judge of the work wliile in i)r()gre.ss, we can 
 judge of the results. If the blacksmith is unskillful, the horse goes lame. If 
 the builder is a botcher, his roof leaks, his doors sag, his paint scales, or iii> 
 plaster falls. The pcjor lawyer loses his case; the physician, his patient. lUil 
 for poor teaching there is no jirompt or ready test. In fact, most otherwise 
 intelligent people have very lia/.y notions of what the school ought to bring to
 
 1 88 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 pass. Our people believe in "education," without knowing exactly what the 
 
 word means. 
 
 Suffice it to say that from a good school the youth should come forth with 
 a body sound, healthy, graceful; with a mind furnished with a goodly stock of 
 knowledge of the sciences that underlie our civilization, and of the best litera- 
 ture in which its ideals and spirit are expressed. It will have trained his powers 
 of perception and reasoning; it will have estabhshed that scientific spirit that 
 does not believe and take for granted, but weighs and considers; it will have 
 secured reasonable proficiency in reading, writing, drawing, computing, sing- 
 ing, speaking, and the art of good behavior. 
 
 The daily administration of the school will have established habits of 
 punctuality, order, industry, courtesy, and self-control, of fidehty to obliga- 
 tions, and a due sense of responsibihty. It will have implanted high ideals of 
 life, the love of excellence, a passion for justice, a chivalrous sense of honor. 
 In brief, the school should turn out — to adapt the words of Milton — honest, 
 honorable, high-minded men and women able to discharge justly, skillfully, 
 and magnanimously all the duties of public and private life. 
 
 Now, the best teaching will not always bring this to pass. It may be nulH- 
 fied by the influence of home and street, of press and stage. The point is that 
 few employers know what to expect from the schools ; fewer still can separate 
 the mingled currents in adult knowledge and character, and trace each to its 
 source. In any case, to judge of today's schools by results, we must 
 wait a generation. Evidently, then, those charged with the employment 
 and supervision of teachers must be able to know good teaching when they 
 see it. 
 
 Now, the average layman asks only two questions: "Do the children like 
 the teacher?" " Does he keep order ? " Both are good tests, as far as they 
 go; yet this audience knows that the affection of children is easily won— quite 
 as easily by him who entertains as by him who instructs. The value of order 
 in the schoolroom depends very much upon whether it is secured by threats 
 and bribes, by appeals to fear or selfishness, or whether it is secured thru the 
 preoccupation of the children in interesting and profitable work. What we 
 call the atmosphere of the schoolroom is not a decisive test. Often school 
 exercises that seem skillful or even beautiful are, when judged by standards of 
 ultimate educational value, useless or worse. 
 
 I cannot argue this point further. I submit the proposition to your serious 
 judgment that in no other form of service is the difference between true excel- 
 lence and mediocrity harder to detect. This fact puts trained and worthy 
 teachers at a serious disadvantage in competition with relatives of the board, 
 with "deserving girls" from the "home school," and the general pressure of 
 "economy." So long as teachers are everywhere employed by local boards, 
 and are licensed by a county superintendent elected by popular vote, the silent 
 plea of effective service will not alone bring the salary deserved. 
 
 The second remedy is the policy that has been .so effective in raising wages
 
 Superintendence] NEXT STEP IN THE SALARY CAMPAIGN 189 
 
 in the skilled trades and in enhancing the prices of hundreds of staple com- 
 modities of commerce organization. 
 
 In the country where I live a lawyer in good standing must have his $25 to 
 handle the most trivial case before the circuit court; the physician, $2 per visit; 
 the plumber, 60 cents an hour. These prices are fixed by "an understanding 
 among gentlemen," by a resolution of the county medical society, or by the 
 union scale. The person employed fixes the price for his services; if I need 
 the service, I must pay the price or go without the service. But teachers' 
 salaries are usually fixed by employers. Yet under our school laws, especially 
 where the bulk, of teachers' licenses are issued by the county superintendents, 
 teachers may, with the help of that official, obtain almost any reasonable in- 
 crease in salary. This has been effectively demonstrated by the teachers of 
 one Illinois county. In February, 1904, the Saline County Teachers' Asso- 
 ciation appointed a committee on the state of teachers' salaries. The com- 
 mittee examined the assessment records in the office of the county clerk, con- 
 sidered the number of pupils enrolled in the various schools, and prepared a 
 schedule of minimum salaries carrying from $25 to $100 per month for the 
 various positions in the county. This schedule was mailed to every teacher 
 in the county, with a request that he stand by the committee's schedule. Many 
 of the directors complained bitterly of the proposed increase, when they found 
 that every appHcant for a particular school demanded the same salary; but the 
 best sentiment of the county supported the teachers. Only fifteen of the 125 
 teachers accepted positions at less than the scheduled rate, while some boards 
 paid Sio or $15 above the scheduled minimum. Several superior teachers 
 were attracted from neighboring counties. There has been a revival of educa- 
 tional sentiment in the community, and of professional spirit among the teach- 
 ers. The average monthly salary of men is now $45; of women, $40. The 
 average three years ago was for men, $34.77; for women, $28.87. 
 
 Teachers know that, when they go into the market with their earnings to 
 buy the services of others or the goods of manufacturers, they find in nearly 
 every case the price of such services or goods enhanced by ct)mbinati(>ns 
 formed to resist or control competition; they know that in all other callings de- 
 manding special knowledge or skill, organization may goon unrestrained, while 
 their own salaries are subject to the free ])Iay of competition: The temptation 
 to use the weapon to secure just comi)elilioii is very great; yet most of us do 
 not lake kindly to this idea of organization to enforce ounlemands. ( )urr(>al 
 industry now presents the spectacle of two ariiuil i amps— one of stoi kholders 
 and investors, the otiicr of wage earners -whose t>fficcrs occasi(»nally meet 
 under a (lag of truce to settle the terms upon whith the armislite may con- 
 tinue for another year. Under modern industrial conditions has almost en 
 lircly disappeared the human sympathy that under an earlier system bound 
 together master and man in a ( ommon inleresl. \\ ho would teac h if the same 
 .spirit of antagonism is to reign in the relations of teac hers and the ((immunity 
 which they .serve? So, I lake it, we shall resort to no {r,uW> iinittn methods.
 
 ipo NATIONAL EDUCATIONAL ASSOCIATION [l.ouisville 
 
 We shall continue to present our claims with dignity and moderation, confi- 
 dent that the sense of justice and the generous disposition of the American 
 people will give them due recognition. 
 
 The third remedy is legislative action prescribing the minimum salary that 
 may be paid. Five states have recently enacted such laws. Pennsylvania 
 makes the minimum salary $35 for at least seven months. Maryland makes 
 it $300 for the year. West Virginia provides minimum monthly salaries 
 of $40, $35, $28, respectively, for the three grades of teachers' licenses. 
 South Dakota provides a minimum of $45 for the better grade teachers. The 
 Indiana law enacted in 1903 provides that in the case of beginning teachers 
 the daily wages shall not be less than 2\ cents multiplied by the scholarship 
 grade on his Hcense. After the first term of teaching the multipHcand is 2^ 
 cents; after three years, 2f cents. The multipher is increased for attendance 
 upon the annual institute and for professional ability or schoolroom 
 success. 
 
 The examinations for teachers licenses are uniform thruout the state; 85 
 per cent, is the minimum grade upon which a license can be issued. Under 
 the provision of this law, the poorest teacher in Indiana cannot be paid so little 
 as $40 per month. In three years the law has effected an average rise in teach- 
 ers' wages of 36 per cent. The increase has been all along the line, but great- 
 est in the salaries of women teachers in rural schools, who now receive in 
 Indiana an average monthly salary of $49.77, while in sixty- two counties in 
 Illinois the average salary of all women teachers is less than $40 per month 
 of twenty-one days teaching. 
 
 There can be, I think, no valid objection to such legislation. Teachers 
 are public employees. The salaries and fees of many public officers in minor 
 political divisions are prescribed by statute. In most of the states the legisla- 
 ture has made only general provisions for schools, leaving to the discretion of 
 the various districts the amount of money to be raised, the salaries paid, the 
 length of the term, the branches to be taught, and the selection of the teacher. 
 In experience it has been found that the inteUigence and pubhc spirit of some 
 communities are not sufficient adequately to execute the educational purpose 
 of the state. The legislature has been obHged to play the schoolmaster by 
 requiring a certain length of school year and prescribing the quahfications of 
 teachers. A minimum-salary law is only another step in the same direction. 
 It recognizes that the education of the children of the state is the concern of 
 the entire state, and not merely of families or neighborhoods. It brings the 
 intelHgence and the authority of the commonwealth to the support and 
 assistance of localities where educational sentiment is weak. 
 
 The fear is sometimes expressed that the passage of such a law tends to 
 create the sentiment that the prescribed minimum salary is sufficient. I have 
 yet to learn of any such law's working that way. 
 
 Prior to 1884 the salaries of county superintendents of schools in Illinois 
 were fixed by county boards. Thirty-eight of them in that year received $400
 
 Superintendence] NEXT STEP IX THE SALARY CAMPAIGN igi 
 
 or less; only i6 received as much as $i,ooo. The next year the legislature 
 established minimum salaries of $600, $800, and Si, 000, according to the num- 
 ber of schools in the county, and a maximum of $1,252. After twentv years 
 these results appear: 
 
 The maximum salary is paid in 84 counties, altho rciiuireii by law in but 
 60 counties. 
 
 The limitation, while possible in 42 counties, is applied in only 18. 
 
 In no county is the salary held down to the hmit permitted to the county 
 board. 
 
 At a convention of school officers I heard one say: "I believe we arc all 
 agreed that salaries in this county ought to run ten dollars a month higher than 
 they do; and I believe we are also agreed that the present teachers are not 
 worth more than they are getting." For such a condition a law providing a 
 decent minimum is a remedy. Surely better teachers will not appear until 
 salaries are improved. High salaries attract and retain superior teachers, 
 and make it possible to raise the standard of (qualifications. If paid 
 for a year or two to the present poorly cjualified force, they are enabled to 
 qualify themselves by further schooling for meeting the advancing require- 
 ments. 
 
 In many .states a minimum-salary law will not be effective unless supj)le- 
 mented by suitable means for securing a high standard of qualifications. This 
 will not always result automatically from better pay. Some rural districts 
 and most villages are scarcely able to raise revenue enough to ])ay liberal 
 salaries under the revenue laws of many .states. The number of such rural 
 districts is not great. A minimum-salary law might impel small and weak 
 districts to consolidate. In the states where schools are supported mainly by 
 local taxation, there should be provided a state school tax supplying one-third 
 of the total school revenue, to be distributed in such a manner as .^hall espe- 
 cially encourage backward districts. In dur great cities the wtallh 011 ilu' 
 avenues helps to educate the children in the slums. No argument is needed 
 here for the wisdom of such i)olicy. In the same way the wealth of all the 
 state should stand plerlged for the .schooling of all the children in the state, 
 no matter where the children may happen to reside. T\h- bulk of the 
 funds .should .still be raised by local taxation to stimulate in the people 
 local i)ride in Iheir .school, and at the .same time i)r()m()te a due economy in 
 exj)enditure. 
 
 I believe, .Mr. President, that the next step in the salary campaigu .should 
 be to secure the cnac tment of minimum-salary laws in tin- various stales, sup- 
 plementerl by such other legislation as may be iu-c<|((| to make tlu-m effective. 
 There seems to be no way to overcome the inertia of our \ illagc and rural lom- 
 munities. As a great body of public servants diarged with a fum tion most 
 vital to the prosperity and perpetuity of (he (ommoiiwealth, we may with 
 fligiiity and self respect ask from our legislatures suth compensation as will 
 enable us to do the work whereunto we arc called.
 
 JQ2 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 DISCUSSION 
 
 Miss Adelaide S. Baylor, superintendent of schools, Wabash, Ind. — I agree with 
 all that President Felmley has said concerning legislation. But it seems to me that the 
 next step is to find what can be done to raise the standard of teaching. With the 
 question of salaries, let us also consider what are the requirements for admitting people to 
 the profession of teaching, and what we are doing for the growth of those already in the 
 profession. I ask this with the greatest respect for those who are teaching. I know 
 however, that there are those in the profession thoroly incompetent both by nature and 
 by training. About three weeks ago a young lady in my own city came to me and said: 
 "I should like to enter the training school." I remembered her as a young girl in the 
 high school, being without any special qualifications for teaching — sensitive, not self- 
 assertive, not especially popular among the students, and not very sympathetic. I had a 
 long and earnest talk with her, and she left saying she would consider it. I asked her 
 mother a few days later as to her daughter's plans, and was told that she had plenty to 
 do at home, but the folks at home thought that it would be a nice little experience for 
 her to teach a year or two. I wondered what would be the experience of the children 
 for the year or two under her teaching. 
 
 Three years ago a principal was taking me past one of the rooms, and when I proposed 
 to go in, she said: "We do not often take visitors in there." Recently I asked that prin- 
 cipal how the teacher of that room was getting along. The report was that she was still 
 doing poor work. I have wondered whether it would not be wise to appoint a committee 
 to investigate these conditions and make such report as would aid school boards in dealing 
 with such concHtions. Our courses of study have been revised thru the recommendations 
 of N. E. A. committees of investigation. We ask a teacher: "What are you doing in 
 history or in English?" and the reply is: "I am following out the recommendation of 
 the Committee of the National Educational Association. ' ' Book-publishers are preparing 
 books in accordance with the recommendations of the Committee of Ten. We hear 
 constantly of the Committee of Ten, or Committee of Twelve, or Committee of Fifteen. 
 If these reports can produce results so general, if a Report on Taxation is helpful in 
 shaping plans for taxation, I think a report on standards of teac4iing would be advisable. 
 The work of such a committee should consist of a systematic investigation of standards 
 thruout the country. In at least ten large cities in the country, standards have been 
 estabHshed for the placing and promotion of teachers, and in many smaller cities there 
 are such merit systems. Such systems of promotion for teachers should be known thru- 
 out the country. I think, therefore that the next step in the salary campaign should be 
 in this direction, and recommendations resulting from such investigation will put back- 
 bone into school boards and superintendents in the selection of teachers, and when 
 proper efl&ciency is secured much of the salary problem will be solved. 
 
 THE NEW PHONETIC ALPHABET 
 
 GEORGE HEMPL, PROFESSOR OF ENGLISH PHILOLOGY AND GENERAL LINGUIS- 
 TICS, UNIVERSITY OF MICHIGAN, ANN ARBOR, MICH. 
 
 There are three movements on foot at present, which are more or less 
 related, and therefore likely to be confounded. These are: (i) the move- 
 ment for the reform, or at lea.st the simplification, of English spelHng;* (2) 
 the movement aiming at the establishment of a uniform phonetic alphabet 
 designed to indicate English pronunciation in dictionaries, spellers, readers, 
 etc.; (3) the movement that looks to the establishment of such a uniform 
 
 ' Address for information : The Simplified Spelling Board, i Madison Avenue, New York City.
 
 Superintendence] THE NEW PHONETIC ALPHABET 
 
 193 
 
 phonetic alphabet, not only for English, l)ul for all the most important 
 modern languages.' 
 
 Whatever the interrelations of these movements, no one of them is depen- 
 dent upon the other two; and any man may favor and advocate one and 
 be indilTerent or hostile to the others. It is therefore necessary to be care- 
 ful not to transfer thoughtlessly to the others such unfriendly feeling as one 
 may chance to entertain for one of them. For example, many a person who 
 is averse to spelling reform will, on consideration, find much to enUst his 
 sympathies for the movement that aims to furnish a uniform system of repre- 
 senting Enghsh sounds and groups of sounds. It is this latter movement 
 about which I wish to say a few words this morning. I shall limit myself to 
 stating what is aimed at, and to pointing out the chief advantages of the project. 
 
 The movement originated in the minds of members of this Association 
 and in response to a great need felt by practical teachers. No one or two 
 dictionaries now hold the field and wield authority. The growtli of scholar- 
 ship and the development of the EngHsh-speaking world have demanded and 
 made possible the preparation and sale of many good dictionaries. These 
 have different .systems of indicating pronunciation. When it is necessary to 
 look up a word and compare authorities, the searcher is at once confronted 
 by the task of deciphering and interpreting the various letters and diacritic 
 marks employed, and these are so different and so differently used in the various 
 dictionaries that it is often almost impossible to find out and remember what 
 the authorities have to say on the subject. If teachers and other adult users 
 of dictionaries find this proce'ss beset witli tlifficulty, what must it be to the 
 children in our schools ? How serious this matter is and how real the trouble, 
 one may estimate when he learns that practical dictionary workers, the men 
 who make dictionaries and are daily employed upon them, and who are sup- 
 posed to know the different systems thoroly, constantly find themselves mis- 
 interjjreting and confusing the signs employed. 
 
 I may cite one or two cases in illustration of the dilliculty that coiitroiils 
 the users of our dictionaries. The pronunciation of cillicr is given in most 
 dictionaries as e or i, in the Oxford dictionary as i or si, in the Standard as I. 
 Now, all these mean the same, e.xcept that tlie Standard does not care to ret og- 
 nize the younger pronunciation. But wiio will blanu' tlu- boy who comes 
 back fnjm a search of the dictionaries and .says that tin- Oxford I)irtiunar\ 
 favors the pronunciation with ei sounded like eye and that the Standard 
 allows only this? When one finds the pronunciation of tmistiiilir, or tiious 
 tachc, given as follows, what is lie to make out of it ? Cassell ua, (Viilury ;/ <;, 
 Imperial 11 a, Student's Im|)erial, do a. International do <}, Standard u a. 
 Shormonth (w d, Webster's Collegiate m ii. The markings represent five (hf 
 fercnt pronunc iations, but, of course, it will not do to associate these with 
 the differences in marking, for the .same .sound has one sign in one dit tionary 
 and another in another, and the same sign has different values in different 
 
 • For information a<l<ircM: Pr<i{e»iior J. Gcdilc!i, Jr., Honlon Inivrriiily. l«o»iun. Mnu.
 
 Internationa] 
 
 Standard 
 
 Cassell 
 
 Century, etc 
 
 bring 
 
 bring 
 
 bring 
 
 bring 
 
 brink 
 
 brink 
 
 brink 
 
 bringk 
 
 ig4 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 dictionaries. Indeed, the same dictionary often uses different signs for the 
 same sound. Thus Webster's Collegiate and the International respell soon 
 with 00, and true with u, and Cassell's prints 06 in soon and He in true. The 
 pronunciation of the two last letters in bring and brink is represented as follows : 
 
 Oxford 
 bri-q 
 bri-nk 
 
 All these markings mean exactly the same thing, but what child could be 
 expected to find that out ? Further examples would make the absurdity of 
 the usual systems even more evident, but this is unnecessary.' 
 
 It is clear that we must do one of three things: (i) Let the matter go, 
 and permit our pupils to continue to wander in a maze of confusion and 
 uncertainty. (2) Banish all but one dictionary from the school-room, and suffer 
 the consequent limitation of knowledge. (3) EstabHsh a uniform phonetic 
 alphabet. Fortunately, it was the last of these that was decided upon. The 
 initiative was taken at the meeting of the Department of Superintendence in 
 February, 1903, when a committee representing the National Educational 
 Association was appointed to confer with like committees of the Modern Lan- 
 guage Association and the American Philological Association, and recommend 
 a universal system of notation for indicating pronunciation, or at least a 
 simple practical phonetic alphabet.^ 
 
 At the conference held in Boston (July 9, 1903), Professor Calvin Thomas 
 was made chairman and was instructed to appoint a joint committee of five, 
 of which he should be chairman, to prepare a report to be submitted at a 
 subsequent meeting of the joint conference. The other members of the Joint 
 Committee were Professor O. F. Emerson, of Western Reserve University; 
 Dr. C. P. G. Scott, of the Century Dictionary; Mr. E. O. Vail, then editor 
 of Intelligence; and myself. This committee made a tentative report in the 
 summer of 1904 and pubhshed it in the form of a pamphlet. 3 At the request 
 of the representative of the National Educational Association, in order to 
 facilitate progress, this report was presented by the representatives of the 
 American Philological Association and the Modern Language Association 
 directly to these associations at their next meetings. 
 
 At the meeting of the American Philological Association (St. Louis, 
 September, 1904) it was voted"* that the association entertained a serious interest 
 in the deliberations and recommendations of the Joint Committee and requested 
 those members of the committee that represented the association to continue 
 in that capacity and to submit their final report when ready. 
 
 At the meeting of the Modern Language Association (Providence, Deccm- 
 
 ' A comparative table of the vowel-notations used in the more important dictionaries will be found in 
 the Report of the Joint Committee. See p. 131, footnote, below. 
 
 ' See the Proceedings of the National Educational Association for 1903, p. 140. 
 
 3 Report of a Joint Committee . ... on the Subject oj a Phonetic English Alphabet, to be had of Pro- 
 fessor Calvin Thomas, Columbia University, New York. 
 
 * Proceedings lor September, 1904, p. xxvii.
 
 Superintendence] THE NEW PHONETIC ALPHA BE! 
 
 19s 
 
 her, 1904) the report was presented by Professor Thomas, on whose motion 
 the association resolved that the president of the association appoint a com- 
 mittee of five to examine the report and suggest what, if any, amendments 
 are desirable before the alphabet proposed by the Joint Committee should 
 be submitted to the association for final action.' This Revising Committee 
 of the Modern Language Association consisted nf Professor E. S. Shcklon, 
 of Harvard, chairman; Professor James W. Bright, of the Johns Hopkins 
 University; Professor C. H. Grandgent, of Harvard; Professor Raymond 
 \\'eeks, of the University of ]Missouri; and myself. Its report^ was pre- 
 sented to the Modern Language Association at its meeting at Havcrford last 
 December, and was unanimously adopted and ordered printed. The same 
 report was presented to the American Philological Association at its meeting 
 in Ithaca a day or two later, and was also unanimously adopted, the associa- 
 tion voting that it sanction the alphabet and recommend its use to the makers 
 of dictionaries, and that the report of the committee be printed in the Pro- 
 ceedings. 
 
 The phonetic alphabet that has thus received the sanction of these two 
 national philological bodies is not a new invention. It is based upon the 
 phonetic alphabets already in wide use in j)hilological books in Europe and 
 America, notably the alphabet of the International Phonetic Association .^ 
 the alphabet employed in the great Oxford English Dictionary,-* and the 
 alphabet sanctioned by the American Philological Association in 1877.5 In 
 many respects these alphabets are alike. Where they ditTer, choice was 
 determined by certain important considerations. In general, the simplicity 
 of the alphabet of the International Phonetic Association was aimed at. In 
 the selection and the employment of individual characters, tho.se of the Oxford 
 Dictionary were, in most cases, preferred, that thus there might be no unneces- 
 .sary deviation from the practice of what will for a long time remain the greatest 
 English dictionary. But the two haj)py forms employed in the old alphabet 
 of the American Philological A.s.sociation for the vowels in or and hut were 
 |)referred to the less suggestive and more awkward forms employed in the 
 other alphabets. 
 
 It may be asked: What is the common basis of all thoc ali)habets? It 
 is the Roman, as adapted to English phonology by Henry Sweet.'* For the 
 English .sounds that do not occur in Latin, variant forms of Latin and ()1<I 
 English letters are made use of. (I'or (Jctailcd information, >ee tlie Keporl of 
 
   J'roceeiJings (or 1004, p. xii. 
 
 • Report ol Ihf Commillee 0/ Ihr Slailcrn l.nnguagf Afsncialum »« llir Proposed Phtinelic Alphabel, n 
 immphlrt lo l>c h.'iil of I'rofewior K. S. Sheldon, Cumhridge, Mom. 
 
 'Sec Aims anil Prineipln of Ihf Inlrrnalional I'honelif A'Si'<i'ilu>ii, n p.imptilcl to Ik- liitil o( rrofciuKir 
 I'aul 1'a.viy, liourff-laKcinc, .Seine, France. 
 
 *A New English Dirlionary on llislorital Principles (Oxford UniitrsUy Press, New York). 
 
 ' .A modified form of thi» is employed in the SUndard Duti'inilry. 
 
 *\n hi% 11 antlliook 0/ Phunrlit s {nut I d print) and his Primer 0/ Phonelitt (t)x(ord I'nivrrMty I'reM, 
 New York).
 
 ig6 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 the Committee of the Modern Language Association, p. 131.) No other 
 basis has half the claim that the Roman has. The adoption of it simply 
 means a return to what was the foundation of all western alphabets, our own 
 included. Most European languages have departed but little from the Roman, 
 hence a return to the general virtues of the original is not only natural and 
 simple, but by far the most scientific and the most practical procedure. The 
 inadequacy of the system now employed in most English dictionaries is 
 betrayed by the many strange and inconsistent diacritic marks that must be 
 used to eke them ovit. The new alphabet limits the use of diacritic marks 
 to a minimum; and when it employs such a mark, it does so consistently — 
 that is, the mark has the same value or meaning with whatever letter it is 
 used. 
 
 A child that has learned the new phonetic alphabet in the primary school 
 would require less than an hour's instruction in the pronunciation of Latin, 
 while the task of learning the pronunciation of German and most other Euro- 
 pean languages would be reduced to a minimum. Instead of almost invari- 
 ably doing the wrong thing when confronting a foreign word or name, the 
 average English-speaking person would instinctively hit it right nine cases 
 out of ten. What an immense gain this would be for the now isolated Enghsh- 
 speaking peoples, it is easy to see. Of even greater importance is the immense 
 saving of time, referred to above, for all those engaged in learning and teach- 
 ing Latin, German, and other foreign languages. 
 
 But both of these may be regarded as minor matters compared with instruc- 
 tion in English itself. With the so-called Enghsh values of the letters, it is 
 impossible to teach the truth as to Enghsh sounds. This is due in part to 
 the great revolutions that have taken place in the English vowel system. 
 The Old English long vowels have changed immensely while the short vowels 
 have shifted but little, or not at all. In this way the former have long since 
 parted company with the corresponding shorts, and the continued association 
 is not only absurd, but very misleading. What we call "long e" now has 
 nothing to do with what we call "short e, " and so on thruout the list. Arran- 
 ging the Enghsh vowels physiologically with our current spelling, in the most 
 consistent form, we have: 
 
 fool 
 
 
 
 feet 
 
 fwll 
 
 
 
 fit 
 
 no 
 
 
 
 fate 
 
 obey 
 
 
 
 met 
 
 all 
 
 mil 
 
 iiir 
 
 there 
 
 or 
 
 far 
 
 past 
 
 fat 
 
 There could hardly be a greater mix-up of letters, and any attempt to com- 
 prehend the sounds and their relations on such a basis of representation is 
 futile. 
 
 The various systems of phonetic representation current in most of our
 
 Superinlendence] THE NEW PHONETIC ALPHABET 
 
 197 
 
 dictionaries and school books are particularly defective in that they do not 
 provide signs enough for the different sounds. They are thus forced to add 
 letters — not to represent the sound they nominally stand for, but to indicate 
 that an adjoining letter has a different sound from what it usually has! It 
 is as the a new settlement in the West, instead of getting a new name, should 
 take the name Chicago and then attempt to indicate by the addition of the 
 name Detroit that it was not Chicago that was meant, but a new place that 
 hadn't any name of its own. Certainly as perverse a method of doing things 
 as one can imagine. This is what we do when w-e write th or dh, sh or zh, 
 ch, ng, etc. Such a sj)elling as ch gives no idea whatever of the sounds it 
 represents. There are two sounds and two letters, but neither letter repre- 
 sents either sound ! The first sound in the group is /, the second is the sound 
 usually spelled sh. Thus catch and chip differ from cash and ship in having 
 a / before the sibilant. This makes it very clear how nature has got its present 
 sound. The first element of the group that we call "long w" has, under the 
 influence of the preceding /, become the sibilant usually spelled sh — that is 
 all. When we attempt to use ch as a phonetic spelling, the phonetic facts 
 are concealed. Indeed, it is difficult to persuade most people that chip begins 
 with /, tho they will admit it in catch because it is written there. Similarly) 
 in the case of ng in bring above, and in long, etc. In brink and longer we 
 observe that we have a pure k and a pure g, each preceded by a nasal that 
 is not the n heard in in, which is made by raising the tip of the tongue, but 
 a similar sound made by raising the back of the tongue. In phonetic spelling 
 this sound is represented by an n with an extended leg, namely r]. Now, 
 longer still has this 7? + .?, but long, while it still has rj, has lost the g. But 
 the spelling ng so takes possession of the mind that it is very hard to make 
 most people realize that there is no g at all in long, or that when a man .says 
 walkin for walking he is simply raising the tip of his tongue instead of the 
 back of it, that is, using n for r;— and not "drojiping the ,(^," which was droj)|)ed 
 long, long ago. If we use ng as a phonetic si)elling for -q, we arc foned to 
 the absurdity of using ngg and ngk to re])resent -qg and -qk. Comjiare the 
 spelling of bring and brink above. 
 
 We have considered the advantages of a j)honetic sjjelling basctl on the 
 Rcjman values of the letters (1) in the study of foreign languages and the 
 learning of foreign i)roj)er names, and (2) in the .study of English itself. There 
 is still another situation in which it has imijortancc. English is now .spreading 
 as no other language is. It is studied everywhere, and in many places it is 
 crowding out the native language. In this we are all nun h interested, and we 
 surely should do all we can to promote it. Hy jiresenling to these foreigners, 
 if not a reformed English s|)elling, at least a j.honelic re.spelling that will give 
 them (|ui(kly and e.xactly the information they desire, we shall do iioi a little 
 to teach good English to the inhabitants of our de|»enden( ies ami to .spread 
 our mother-tongue thruout the worlil.
 
 fgS NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 WHAT FORM OF INDUSTRIAL TRAINING IS MOST PRACTI- 
 CAL AND BEST SUITED TO THE COUNTRY CHILD? 
 
 O. J. KERN, SUPERINTENDENT OF SCHOOLS FOR WINNEBAGO COUNTY, 
 
 ROCKFORD, ILL. 
 
 It is to be regretted, perhaps, that we do not have a better term to express 
 the thought of this afternoon's program. For a great many most excellent 
 people today, moving along Educational Avenue leading up to the public 
 school, shy and stop still at the sight of the word "industrial" as appHed 
 to the work of the school. Any attempt to lead them closer for a more careful 
 inspection of this word proves unavailing. To their thinking industrial 
 training means the eUmination of "culture," whatever that may mean, and 
 the substitution of the reform school or the trade school. For them the 
 thought has not yet come that education should be for service as well as for 
 sweetness and light; that the children in our schools should be able to do 
 things as well as to know about things. And in the doing of things there is 
 as great opportunity for culture as there is in studying about what men have 
 said and done, as revealed by the printed page. 
 
 The distinction between higher education and industrial education has 
 no real foundation upon which to rest. It is a survival of the aristocratic 
 ideas of the Middle Ages. "The thought is not original with the writer to 
 claim that farming and blacksmithing are just as high as law and theology. 
 Whether it is better to be a blacksmith than a minister depends. As has 
 been well said recently: "It is better to pound an anvil and make a good 
 horseshoe than to pound a pulpit and make a poor sermon." 
 
 Quoting further from this same writer: 
 
 There is a real distinction between education for self-support and education for self- 
 development; l)et\vecn culture and what the Germans call the bread-and-butter sciences. 
 In order, if not in importance, the bread-and-butter sciences come first. The first duty 
 every man owes to society is to support himself; therefore the first office of education is to 
 enable the pupil to support himself. 
 
 And, as has been said above, industrial education, if carried on aright, con- 
 tributes to self-culture as well as to self-support. 
 
 It is taken for granted that everyone present this afternoon believes that 
 this body of superintendents and the National Educational Association stand 
 for educational leadership. Their deliberations and printed reports should 
 give the trend and tone to educational progress in our country. A student 
 of industrial education for the country child cannot fail to express his deep 
 obligation to one printed report which is in trend with this afternoon's con- 
 sideration. This is the 1905 report of the National Educational Association 
 on "Industrial Education in Schools for Country Communities." The 
 committee which formulated that report was composed of expert students 
 of this particular field, and there is no one better qualified to speak with 
 authority than its chairman. Superintendent L. D. Harvey, of Wisconsin.
 
 Superintendence] INDUSTRIAL TRAINING FOR THE COUNTRY CHILD i 
 
 99 
 
 In view of its importance, it is not claiming too much to say that this 
 report should be studied by every country-school teacher and school officer 
 who has to do with the administration of the country school svstem. Some 
 way should be provided to create a demand for this document. No better 
 use can be made of a part of the surplus of the funds of the National Educa- 
 tional Association than to send a number of copies of this report to county 
 superintendents, to distribute to thinking teachers, school officers, and patrons 
 of country schools. Not all county boards are as liberal as the one which 
 permitted its county superintendent to purchase 300 copies for distribution 
 in his county. A free distribution of this report will tend to increase the 
 prestige of the National Educational Association as respects leadership, 
 and at the same time remove part of the nervousness on the part of its mem- 
 bership as to the safety of its ever-increasing surplus funds. 
 
 This paper will enter into no argument with respect to the why and how 
 of industrial training for the country child. The report referred to does 
 this in a most logical and admirable manner. A twenty-minute discussion 
 will permit only an emphasis to be placed on a few practical and suitable 
 things that can and should enter into the all-around symmetrical development 
 of the country child in his training for service in the new age of country life. 
 
 My discussion calls for a consideration only of "What Eorm of Industrial 
 Training is More Practical and Best Suited to the Country Child." 
 
 All tho.se interests and activities that relate to agriculture in an elementary 
 way — quite elementary for a while — are practical and .suited for the training 
 of the country child. The prosperity of this nation in its last analysis rests 
 upon agriculture. A very great majority of the children enrolled in the 
 countr)' schools will remain on the farm, and the country .school should helj) 
 them to a better understanding of the new phases of agriculture. The number 
 remaining on the farm will increa.se when right ideals prevail in the instruction 
 with reference to the dignity, worth, and financial jiossibilitics of the kind of 
 farming that is "higher education." 
 
 To be specific, a study of .soil by means of the school garden i.-> practical 
 to a certain extent in every country school. To be sure, a live teacher will 
 get more out of it than a dead one who does not yet even know .she is dead. 
 But something is done and can be done. A start is being made. To wait 
 till all the teaching force is ready is to do nothing. 
 
 La.st year the Department of .\gricullure at Washington surveyed oxer 
 fifteen million acres of farm land. The state of Illinois is spending $25,000 
 annually in its .soil .survey and .soil e.xperimeiits. Thus far si.xteen counties 
 have been surveyed, and the expectation is to (ontinue till the entire 102 
 counties are surveyed. Every type of soil as small as ten ac re lots is mapped 
 and de.scribed. A varion^ < olnred ni.ip is piil>lished and put in bulletin 
 form. 
 
 Here is a maj> of one county [showing] whii h gives you an idea of the work 
 of the soil bureau. \<>u see the different types of .soil for this partit ular
 
 200 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 county represented by different colors. The printed matter in connection 
 with this map gives an accurate account of the early settlement, chniate, 
 physiography and geology, description of the types of soil, agricultural con- 
 ditions, markets, transportation facilities, etc. Laying aside all thought 
 of industrial training, and the so-called eHmination of "culture," and the 
 alleged "making farmers" of our country children by "putting agriculture" 
 into the country school, just think how valuable this bulletin is simply for 
 the study of home geography! Surely there is time for the study of geog- 
 raphy in the average country school. A copy of this map and bulletin was 
 put into the library of every country school of this county. The expense 
 was nothing. And this map, so far as it goes, is far more valuable for the 
 teaching of agriculture than the so-called agricultural charts for $40 which 
 some school officers are buying of agents who are posing as apostles of agri- 
 cultural instruction for the country school. 
 
 We are not quite accurate when we speak of "putting agriculture into 
 the country school." Rather let us attempt to put the school into agriculture 
 — into right relation to its environment. 
 
 A school garden is practical. True, it is in its experimental stage as yet. 
 So was manual training for the city child, and is so to a certain extent today. 
 But no one would ehminate manual training because teachers do not yet 
 know all about matter and method. We do not know all about the school 
 garden as a means of giving instruction with reference to soil and plant life- 
 We can learn, however, and learn by doing, even if the doing is crude for a 
 few years. The best way to have a garden in the country school is to have 
 it, even if it is not larger than four feet square. A start can be made, and 
 that is a great deal. To sit down and contemplate the difficulties is to remain 
 seated. 
 
 School-garden work, manual training, and domestic arts for the country 
 school will be put on a more intelligent and permanent basis when there 
 can be trained supervisors for this work, such as many city schools now have. 
 This will come when the county superintendent can change the ideals of 
 the country people so that they will regard the office for educational leader- 
 ship, and not subject to the exigencies of party politics. The job of changing 
 the ideal in this respect is a fairly big one. 
 
 True, if we could have such gardens as the Macdonald gardens of Canada, 
 better results would be obtained. If millionaires of this country would find 
 it possible to do as this man is doing — doing something for the country child — 
 a great educational uplift would come to all phases of country life. Here 
 [showing] is a most interesting pamphlet describing the Macdonald gardens- 
 There are special traveling instructors for these gardens, which are two acres 
 in extent. One or two quotations are sufficient to reveal their character. 
 
 With reference to the place of the garden in school work: 
 
 The work of the garden is recognized as a legitimate part of the school program, 
 and is already interwoven with a consicierable part of the other studies. The garden is
 
 Superintendence] IXDUSTRIAL EDUCATION FOR CITY CHILDREN 2CI 
 
 becoming the outer class room of the school, and the plots arc its blackboards. The gar- 
 den is not an innovation, or an cxcrescnce, or an addendum, or a diversion. It is a happv 
 field of expression, an organic part of the school in which boys and girls work among 
 growing things, and grow themselves in body and mind and spiritual outlook. 
 
 Of the advantages the following summary only is given here: 
 
 1. Educationally it affords a release from the dull routiiio of tlie school- 
 room and puts the pupil out into the fresh air and sunlight. It is a means of 
 help by affording scope for motor activities that are natural to growing chil- 
 dren. The garden work is correlated with much of the formal work of the 
 school, as arithmetic, reading, composition, drawing, etc. It serves as an 
 introduction to the development of literary appreciation, as the "ability to 
 appreciate the charm of many of the best poems depends not a little on ability 
 to form visual images of natural objects." In this respect, if the teacher in 
 the country school is alert, the country child has the advantage over llic city 
 child. For "the urban eye of the town-bred child, who has never been inter- 
 ested in garden or field, must fail to catch the imagery of our best nature 
 poems. " 
 
 2. Economically the school garden teaches the composition and care of 
 the .soil, best conditions for plant life, value of fertilizers, .seed selection. 
 
 3. Nationally the school garden develops an interest in the fundamental 
 industry of the country. There develop the sense of ownership and respect 
 for property. 
 
 In the care of their own plots the pupils fight common enemies, and learn that a bad 
 weed in a neglected plot may make trouble for many others. The garden is a pleasant 
 avenue of communication between the school and the home, relating them in a m-w 
 and living way, and thereby strengthening the public interest in the school as a national 
 institution. 
 
 A Study of the development of plant life is practical and suited for the 
 country child. For years we have had the thorobred horse, tlic ]uirc l>rc(l 
 cow, and now comes the high-bred corn. Here is an ear [.showing] of high- 
 Ijred com rai.sed by the president of the Illinois Corn-Growers' Association. 
 This was taken from a field that easily made one hundred bu.shcls per ac re. 
 To be sure, to rai.se hundred-bu.shel corn there must not only be one-hundrcd- 
 Imshel .seed, but also hundred-bu.shel .soil and a hundred-bushel man. Our 
 industrial training .should teach the children in the country schools to strive 
 for these three things, viz.: better seed, increasingly fertile .soil, and more 
 intelligent methods of operation. Here is an opportunity for the .school to 
 co-operate with the home and train the children to study corn on experimental 
 plats at home. 
 
 Likewi.se some training with reference to farm animal life and a con- 
 sideration of .some of the elementary principles of the business nid of farming 
 is practi(al and suitable. Farm economics is practical arithmetic, and 
 ( ould well take the place of mu( h le.xt-book matter that is "taught at. " Surely, 
 the average country school has time to tcadi the arithmetic that tlie pupils 
 must u.se after leaving school.
 
 202 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 With the country high schools — that is, the village high schools — and 
 the country consolidated school as centers, manual training for the country 
 child should begin. From these schools this educational activity will spread 
 into a large number of one-room country schools. This will be slow; for 
 the average farmer does not yet distinguish between manual training and 
 manual labor. If all the data could be collected, it would appear that quite 
 a considerable amount of manual training, elementary in form, is now being 
 carried on in the country schools. 
 
 Here is a great opportunity for the school to co-operate with the country 
 home; and thru the inspiration and help of a live teacher a work-bench can 
 be installed in the home workshop, if it seems impracticable to install one 
 in the country schoolhouse. The boy at home, and the girl too, along home 
 economy, can make a small collection of simple tools, and from the teacher 
 receive instruction as to processes of work, etc. The country school and the 
 country home should come closer together. The lines of industrial work 
 suited to the farm and farm home offer an exceptionally fine opportunity 
 for this closer union for a common purpose. Most of the old farm home 
 activities have gone since the introduction of farm machinery of improved 
 make. With this change have gone some elements in the training for the 
 country child that must be supplied by the new country school and the new 
 farm home, to meet the new conditions of country Hfe in the age of telephones, 
 trolley cars, daily delivery of mail, improved farm machinery, discoveries 
 relating to the science of agriculture, and improved methods of farm 
 operations. 
 
 For the boy this manual training will consist in a working knowledge of 
 the care and use of simple tools for repair work on the farm, the elements of 
 simple carpentry, farm mechanics, etc. With this will go a practical knowl- 
 edge of materials. 
 
 For the girl there will be instruction in household economy and manage- 
 ment, food materials and the preparation oi food, sewing and a study of 
 textiles, etc. 
 
 There need be no alarm that the country child will not receive culture 
 along these Hnes. As has been well said: 
 
 To teach a boy the mechanics of homekeeping, to teach a girl the chemistry of 
 homekeeping, is as much self-culture as to teach either what kinds of homes the ancient 
 Greeks and Romans possessed. Our present self development is too narrow. We need to 
 broaden it. Manual training is necessary to make the "all-round" man. 
 
 We can take this culture to the country child, and in addition take to the 
 country school good books, art, and music, and we need no longer be under 
 the necessity of tearing up the farm home by its roots and taking the children 
 to the city in order to secure the country child's right to partake of the best 
 educational opportunities that the age has to offer.
 
 Superintendence] IXDUSTRIAL EDUCATIOX FOR CITY CHILDREN 203 
 
 FORMS OF IXDUSTRIAL EDUCATIOX BEST ADAPTED TO 
 
 CITY CIIILDREX 
 
 CHARLES H. KEYES, SUPERINTENDENT OF SCHOOLS, SOUTH DLSTRICT, 
 
 HARTFORD, CONN. 
 
 The traditional subjects of the school curriculum aim to train the child 
 thru exercises whose perception basis is either visual or auditorv, or both. 
 The child's seeing and hearing alone, condition all his learning within the 
 scope of the time-honored subjects. But manual training aims at the devel- 
 opment of the individual thru the introduction of e.xperiences based on other 
 sense-perceptions than those of sight and hearing. Touch and muscular 
 resistance are called into play because they furnish, independently and in con- 
 junction with the other sense-avenues, experiences which react in the devel- 
 opment of nervous centers and forces otherwise left practically impotent, so 
 far as the training of the schools is concerned. In deciding what forms of 
 manual training are especially valuable for the child of any determined envi- 
 ronment, certain governing principles must be kept clearly in mind: 
 
 I. This training must develop capacity which is a new, additional positive 
 contribution to the child's unconscious endeavor at self-realization, and the 
 school's conscious endeavor to transform his possibiHties into powers. 
 
 2. This training should furnish him experience which enlarges his capacity 
 to adapt himself more easily and efficiently to his life-work and environment 
 when school days are finished. He should begin to learn as a boy things 
 he must do as a man. 
 
 3. This training should not neglect to furnish him some experiences 
 lying entirely outside the field of his prospective life-activity, and especially 
 .some of that class of experiences which will enal)le him to understand and 
 sympathize with the endeavor and aim of large groups of his fellow-men 
 whose surroundings and occupations are decidedly unlike his own. He 
 should begin to get the view-point as a boy of a position he will not occupy 
 as a man, but which will be occujjied by thousands of his fellow men with 
 whom the good of the commonwealth and the nation demands that he shall 
 have intelligent sym[)athy. 
 
 4. This training is the resultant of exercises in which the |)upil is making 
 high endeavors at self-expression. His ideals of strength, utility, beauty, 
 and honesty are modeled in tlic (lay, ( ut and (arvcil in tlic wood, bint ami 
 forged in llu- iron, braided and woven into the rallia and reeds which he 
 manipulate>. 
 
 With these |)rinciples in mind, and a recognition of the fad that the inuiie- 
 diate direc tion of the manual training work of the great majority of t ity 
 < hildren must be in the hands of the regular grade leather, we may proieetl 
 to make some sjjecint answers to the (jiicstion: "What forms of industrial 
 training are best suited to the diild of any determined environmetit ?" 
 
 Obedience to the first and fourth of these principles will eliminate some
 
 204 NATIONAL EDUCATIONAL ASSOCIATION [LouisvUle 
 
 of the common forms of manual training frequently used as pedagogical 
 soothing syrup, under the name of "busy work," in many primary schools. 
 It will do away with much of the work on hard and fast models, in which 
 the pupil has little or no choice or initiative, and which admit of only a com- 
 paratively low order of self-expression. 
 
 So far as the life of any particular city or class of cities is distinctive, its 
 conditions must guide us in applying the second and third principles, which 
 chiefly determine the forms proposed for our discussion. 
 
 Recognition of the principle that in manual training and industrial educa- 
 tion the pupil should be taught to know and do, as a boy, things which he 
 will have to do as a man, is now widespread. We have ceased to apologize 
 for any special form of manual training having educational value, because it 
 gives a boy the skill of a craft in which he may later earn his living. We are 
 no longer ashamed to acknowledge that many of our pupils are taught in 
 our schools the very art or arts whose exercise in the business world gives 
 them their support. This conclusion is the only justification for the large 
 place that cooking and sewing have long enjoyed in the schools of our most 
 progressive cities. Call it trade-school work if you will, but remember that 
 all our girls must be trained for the vocation of homemaker, and be skilled 
 either in practising these two arts or in the direction, supervision, and training 
 of others in their exercise. 
 
 I may probably best indicate by illustration what I deem to be wise opera- 
 tion of the law that the special character of the business Hfe of a city should 
 affect the forms of industrial education in its schools. My own city (Hart- 
 ford) is known thruout the business world as a banking, insurance, and 
 manufacturing center. We employ thousands of clerks, accountants, copy- 
 ists, bookkeepers, typists, and stenographers in these offices of our banks, 
 insurance companies, and factories. The factories are devoted largely to 
 the production of high-grade metal manufactures. Our guns and auto- 
 mobiles, our tires and bicycles, our typewriters and automatic machinery, 
 go into every quarter of the world where efficiency is prized. In their pro- 
 duction we employ thousands of machinists, pattern-makers, draftsmen, 
 smiths, and other high-grade mechanics. The ranks of all these must be 
 annually recruited from the boys trained in our public schools. 
 
 We recognize, accordingly, that penmanship has in our schools a place 
 which it is not generally accorded or entitled to in many other cities. We 
 deliberately teach it as an important manual art all thru the nine grades of 
 the grammar schools, and in the high school as well. Similarly, work in 
 wood and iron is begun as low as the fifth grade of the grammar schools and 
 carried thru the high school. Drawing and design begin in the kindergarten) 
 and are available thru every year to the end of the high-school course. Type- 
 writing, stenography, and bookkeeping are taught in our high school. Our 
 work in pattern-making, mechanical drawing, and machine-shop practice is 
 more extended than might be justified in a city of different commercial life. 
 
 l\
 
 Superintendence] INDUSTRIAL EDUCATION FOR CITY CHILDREN 
 
 205 
 
 Our evening high school has not hesitated to undertake the training in its 
 shops and drafting-rooms of ambitious young men from the factories. With- 
 out conscious formulation of the doctrine that the schools of the community 
 should teach whatever the business of the community demands in a larjie 
 way, we have accepted it in our practice. 
 
 Because of recognition of the principle that every man's vocation, as well 
 as his location, puts limitations upon his life and thought, we have always 
 deemed it necessary to teach pupils many things in history, literature, and 
 language, largely for the purpose of enabling them to understand people 
 far removed from them in time or territory. We know the moral value of 
 the suggestion, "Put yourself in his place;" but we have not fully learned 
 that due appreciation of the dignity of manual labor, and its possible intel- 
 ligence and self-respect cannot be gained without doing this in some practieal 
 way. No amount of reading and study will do this for most of us as effi- 
 ciently as a little experience with the life work of the class we would under- 
 stand. How else can we account for the general attitude of the public toward 
 manual and industrial education ? We hear enough of its virtue, we read 
 enough of the value of its contribution to the efficiency of the social and 
 poUtical life. But so long as only the neglected negro, the abu.sed Indian, 
 and the inmates of our reformatories and penitentiaries are made its chief 
 beneficiaries, how can we avoid the conclusion that it is not truly understood ? 
 
 Now no one will deny that it is highly important that the city boy, who 
 as a man is to live in the city, help form public opinion of the city, and express 
 that in his vote, should have a sympathetic interest in the work of the farmer, 
 the horticulturist, and the gardener. The good of the commonwealth 
 demands it. In my own state the gravest hindrance to progress in helpful 
 legislation for both city and country is mutual misunderstanding of the city 
 vicw-jK)int anrl the country viewpoint. We in the city think the .^^hort- 
 (oming and the duty of our farmer fellow-citizen are manifest; but is it not 
 our duty to give our children, not only tuition, but industrial experience that 
 will make it easier for them to co-operate mt)re intelligently and .sympa- 
 thetically with the great agricultural class? 
 
 .\nd not alone in manufacturing states like Connecticut, but thruout 
 the Union, the city children need this opportunity to gain at least an elemen- 
 tary acfjuaintance with the life-endeavor of the great farming class. The 
 best place to train our city boys and girls to this open-eyed and open-hearted 
 (o operation with the millions of their farmer fellow-citizens is in the school 
 garden. The school garden as an institution has, of course, large value as 
 a nature-study laboratory. It may also prove a st)lution of the vexed problem 
 lying between too many hours in school and too many hours on the street. 
 Hut its chief value lies in the fact that it gives ihru its ex|)eriencc the oral 
 and intellectual sympathy whii li I liave urged is .so needed in the livic and 
 political life. 
 
 It may be urged that the garden on any adecjuatc .scale is not available
 
 2o6 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 in the city. It is not and will not be in the city on the day in which we do 
 not insist on the minimum land interests of children. No man would under- 
 take to rear a score of good Kentucky colts without ample grounds in which 
 thev might get their play and their training. To limit these would be to 
 insure failure with the noblest quadruped the world has produced. But 
 dozens of communities are essaying to rear a thousand American boys and 
 train them on a school site but little larger than the building — a school site 
 covered with a brick house, a concrete walk, and the grave of man-making 
 play, above which rises the mournful epitaph: "Keep off the grass." Have 
 we not reached the time when we know that blooming girls and bouncing 
 boys are worth more than springing grass and budding bush ? Whenever 
 and wherever the physical rights of our youth are properly understood by 
 the managers of our schools, we can trust the solution of the land question 
 to the American father, whose prayer today is still that of the Grecian hero 
 before the walls of Troy : " May this, my son, be greater than his father." 
 Again, let me illustrate by the example with which I came to be most 
 familiar, and which involved all the type difhculties besetting the develop- 
 ment of a city school garden. The Wadsworth Street School — the central 
 school of the system for which- 1 am responsible — is situated in the heart of 
 a thickly populated district of our city. To it 1800 boys and girls went daily. 
 The unoccupied portions of the site were barely adequate to the play purposes 
 of the school. The proper appeal to the school committee in the name of 
 the open-air rights of the children resulted in the purchase of the needed 
 land contiguous to the school site. All was uninclosed, and to the com- 
 mittee it seemed desirable to keep open to the public certain walks thru 
 the property by which thousands of citizens daily traveled to and from 
 their homes. The land secured was enough to furnish garden opportunity 
 for from 300 to 400 children in one year. It seemed desirable, then, to give 
 the garden opportunity to the children of the youngest grades. The first year 
 the gardens were given up exclusively to the children of six kindergartens, 
 under the leadership of an enthusiastic kindergarten supervisor of limitless 
 industry. Nearly all of the kindergartners and the great mass of their chil- 
 dren caught the spirit of the work, and the gardens were a great success. 
 The boys and girls of the neighborhood, without any invitation, took upon 
 themselves, out of school hours and during vacation, the duty of protecting 
 from trespassers and marauders. Remember the tract was unfenced and 
 that from 5 p. M. to 6 A. m. no teacher or school official, not even a janitor, 
 was on the premises. The morals of young and old in the neighborhood 
 were equal to withstanding all, or nearly all, temptation. Remember too, that 
 there were scores of children living within a few blocks of this garden who 
 were pupils in private schools and had possibly never attended public schools. 
 Bear in mind, further, that there was no special police protection given to 
 this block more than to any others in the vicinity. When the watermelons 
 approached maturity, and before the frost was on the pumpkins, the watering
 
 Superintendence] ART AS RELATED TO MANUAL TR.IINING 
 
 >07 
 
 of some juvenile mouths and the longini:; for Jack-o'-lanterns became too 
 powerful, and we lost a good portion of these two crops. Otherwise flowers 
 and vegetables were practically unmolested. 
 
 The next season four first primary grades were added to the garden squad. 
 Their teachers brought added enthusiasm, energy, and thoughtful considera- 
 tion to the managing and directing forces. We were fortunate in having in 
 these departments teachers able to take up new problems intelligently, and 
 ready to follow them up persistently. The gardens were now a pronounced 
 success. The work was practically all done by the children and their teachers. 
 The highly efficient teacher or kindergartner could be picked out as readily 
 in the garden as in the school. We had answered the question: "Are the 
 school hours too "long for the primary children?" Too long always for the 
 wrong kind of work; never too long in the school that has the intelligence 
 to recognize, the courage to stand for, and the freedom to serve the true 
 interests of the growing child. 
 
 Other cities of varying industrial life and environment may furnish varying 
 specifications in their answer to the cjuestion we have discussed. The princi- 
 ples which we have endeavored to enunciate must, however, be followed by 
 all. The best forms of industrial education for the children of any given 
 city must result in the development of power not adequately developed in 
 the traditional curriculum, must train for industrial efficiency in the city, 
 and must give sympathetic understanding and respect for the life-work of 
 the millions in the country. 
 
 ART AS RELATED TO MANUAL TRAINING 
 
 JAMES EDWIN ADDICOTT, PRINCIPAL OF ISIDORE NEWMAN MANUAL-TRAINING 
 
 SCHOOL, NEW ORLEANS, LA. 
 
 It is my purpose today to make clear two points: first, that art and manual 
 training, as expressed in private, municij)al, and national life, are one and in- 
 separable, and consequently should be so presented in the industrial-arts 
 courses for our public schools; second, I shall attempt to show specifically 
 what phases of art and manual training may be correlated naturally and 
 advantageously. 
 
 This pafjer assumes that both art and manual training cun.stilutc essential 
 branches in the courses of .study of our elementary and secondary schools. 
 The direct (question before us is: Are they distinct branches having few points 
 of contact, or arc they fundamentally related ? 
 
 The answer cannot be safely settled by referring to texts on the subject; 
 neither should opinions of successful teachers of tlir indi\i<Uiai subjects be 
 wholly relied ujkju, unless jterchance they aim far beyond the techiiiciuf and 
 organization of .school work. Rather let us look out broadly upon the neces- 
 sities of the industrial world an<l feel the pulsing need of .\nicri(an institu 
 tional life, if we would answer the (juestion rationally. 
 
 To be m(irc specific, it mu^i I"- ailmiiird that, on ilu kwc h.iiul, there may
 
 2o8 NATIONAL EDUCATIONAL ASSOCIATION ILouisviUe 
 
 be a few individualistic artists whose work is so highly specialized as to go 
 wholly unrelated to structural elements; and, on the other hand, there may be 
 mechanics whose work does not and need not partake of any artistic feeling. 
 It seems to me, however, that such speciaHsts have no more right to expect 
 that a technical preparation for their caUings be given in the elementary schools 
 than the lawyer has to expect a training sufficient to plead a case of criminality 
 in the courts, or the surgeon that all pupils be qualified to treat a case of ap- 
 pendicitis, or the clergyman to request that each child be able to expound the 
 doctrine of the Trinity. 
 
 In the past the manual-training movement in this country emphasized highly 
 specialized technical and accuracy features as essentials of a preparation for 
 a few specific forms of handicraft. Likewise much of art in the schools has 
 been and still is a series of drawings arranged in such sequence as eventually 
 after many years of effort to prepare the pupil for some specific phase of so- 
 called "refined art." The teacher who hopes to guide educational thought 
 today must feel the relation of his specific branch to the world's work. Ad- 
 mitting the narrow specializing aims of art and manual training in the past, it 
 is but just to say that they approached the educational ideal as closely as other 
 school branches: for we not only claimed, and could prove by the theories of 
 the pioneer psychologists, that manual training and art trained all the facul- 
 ties at one sweep, but we invented some new, artistic, and mechanical facul- 
 ties which were developed simultaneously with the commonly accepted list. 
 
 With such narrow and undemocratic ideals, and with such an inadequate 
 theory of the aim of education, it was impossible fully to comprehend the 
 fundamental relations which naturally combined the arts and crafts into a 
 broad and unifying educational movement. 
 
 Today the educational ideal has shifted. We look not so much to text- 
 books, not to the teacher, not to the rich heritage of the past; rather, we look 
 to society, and to the great industrial and commercial enterprises, if we would 
 know just what is best to teach. 
 
 The thoughts contained in texts, the ideas of the pedagog, and the ideals 
 of past generations are to be accepted only as they serve to fulfill society's 
 present plans for physical, intellectual, and religious attainments and needs. 
 
 From this broad social standpoint let us first consider the arts, then the 
 crafts, and then their union as expressed in private and public needs; and 
 lastly the relations of the two in school as a preparation for, and as a participa- 
 tion in, this private and public life. 
 
 In the past there has been an almost superstitious reverence for the highly 
 specialized talents of the artist. Someone has described the artist as "heaven- 
 taught;" for it is he that has led us to see and appreciate the beauties of ocean, 
 of mountain, and of God's grandest works. 
 
 When the artist really does lead us thru his work to a nearer view, and a 
 higher appreciation of the exquisite harmonies and beauties of nature, his work 
 may indeed be styled heaven-taught, and even heavenly; and he may be given
 
 Superintendence! ART AS RELATED TO MANUAL TRAINING 209 
 
 credit for living up to his highest reHgious and educational ideals. Too often 
 however, we see the painter of the picture glorified, rather than the works of 
 the Creator which inspired the artist and thus made the painting possible. We 
 have a suggestion here of the true nature and mission of art. Art fulfills its 
 highest mission only when it leads us to a higher apj^reciation of the beauties 
 of nature, whether they be inanimate, animate, or human. A taste for things 
 beautiful in nature, a refined and delicate feeling of pleasure in the sunset, the 
 woods, the mountain streams, and a sympathy for nature's creatures, are 
 among the highest ideals of art instruction. 
 
 When fine art becomes separated from all other arts, when fine art ceases 
 to be an integral part of the thoughts, actions, and inner being of the individual, 
 its grace, charm, and effectiveness are lost. 
 
 Instruction in fine art is the creation of an atmosphere in which the student 
 breathes, moves, and performs every detail of his life's work. Fine arts 
 should affect our taste for nature, for literature, for music, for high com- 
 panionship, and, in fact, for everything lovely and holy. 
 
 Art is not a subject to be isolated from all other subjects, and then sub- 
 divided into its various parts for special study and arrangement; but rather 
 a charming appreciation of all things beautiful, at all times and in all places. 
 Consider for a moment the broad influence of art in the modern home. Notice 
 the simplicity of lines in the woodw^ork and furniture; notice the color scheme 
 of carpets, rugs, tapestry, wall-paper, and decorations. While there are many 
 things in one room, the harmonious blending of colors and of simple decora- 
 tions impresses one with a unity and simplicity that are exquisitely plcasur- 
 al)le. The darker tones of the floor gradually lighten to the soft tints of the 
 ceiling, producing a quietude in the individual similar to that felt when nature 
 supplies the restful dark-green beneath, the woods and mountains in the fore- 
 ground, and the light-blue sky above. 
 
 An attempt to separate clearly the arts from the crafts in such a home 
 would mean annihilation to both. Without the delicate artistic touches to the 
 structural and ornamental elements, there would be little need or a])preciation 
 for much of the craftsman's work. Reciprocally, without the constructions 
 of manufacturer or craftsman, how and where may the artist express his 
 feelings or flisplay his talents ? 
 
 'I'he union of arts and crafts is dis])laycd in over) (JciiarlnR-nt <>f a modem 
 home; from the drawing-room to the kitchen, the |)rinciples of harmony, sim- 
 pli( ity, and beauty are expressed by the correlated work of tin- :irtist and the 
 artisan. 
 
 This correlation is strikingly manifested also in private, municipal, and 
 national enterprises, tho what has been accomjilished is a very small part of 
 what is to be. Elaborate preparations are on fool in many of our cities to 
 adopt a style of an hite( ture adafitetl to the climate and most fitting the natural 
 environment; also to give such cities an arrangement of jiublic buildings that 
 will add architectural beauty, and at the same lime suit the convenience of the
 
 2IO NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 public. The conception of artistic civic centers, with landscape gardening, 
 boulevards, and parks, is growing in popularity every day, and evidences in 
 a profound way the increasing public appreciation and demand for the union 
 of arts and handicrafts. In many of our American cities the union of the 
 beautiful and the useful is being expressed in every detail coming under 
 municipal control. We find artistic feeling expressed even in the poles and 
 fixtures for electric and gas Hghts, in bill-boards, shop fronts, fire-alarm 
 boxes, plates naming the streets, letter-boxes, electric-light signs, pavements, 
 fountains, monuments, and the arrangement of steps, flowers, shrubs, trees, 
 and lawns. 
 
 Striking examples of this harmonious blending of the arts and crafts may 
 be found in public buildings, such as the Boston PubHc Library and the South- 
 ern Pacific Railroad Depot at San Antonio, Tex. The latter has an entran- 
 cing architectural charm, and seems to bespeak the climate, history, and char- 
 acter of the Texan people. The simpHcity, beauty, and unity expressed by 
 the Boston Public Library are beyond description. One can simply breathe the 
 atmosphere and receive the inspiration. Every minute spent within its walls 
 only enhances the ennobling influences which administer to the spiritual 
 emotions. 
 
 In government buildings such as the Congressional Library and the new 
 San Francisco Post-Ofiice we see indications of a growing national desire for 
 the correlation of handcrafts and arts. Tho these national buildings may not 
 fully satisfy our ideals for unity and simplicity, nevertheless, when viewing 
 them, the aesthetic element dominates one's feelings. 
 
 At the Louisiana Exposition much of the so-called arts and crafts was ex- 
 hibited in the Palace of Fine Arts. Porcelain, glass, and metal-work, textiles, 
 and household furnishings, were awarded honors and prizes on equal terms 
 with paintings and sculpture. It is gratifying to note this national approval 
 of the art-craft movement. It would seem in place now to ask the following 
 questions: 
 
 Should teachers of art or of manual training ignore the official position of 
 the government in this matter ? Should they ignore the desires and needs of 
 society? Should they be taught largely for art's sake, and manual training; 
 or should they both be taught wholly for the pupil's sake, and for the sake of 
 society whom we serve ? 
 
 It is unfortunate that teachers of art and manual training have been so 
 slow to recognize each other's virtues; for the work of either is essential to 
 the welfare of the other. If the fault lies unevenly, it would seem to rest on 
 the side of those who are mechanically inclined. The all-important thing at 
 present is to harmonize these elements, and thus secure a reciprocal influence 
 between art and construction. The most useful things are artistic, and the 
 most artistic things are in the highest sense useful. 
 
 The artistic project is becoming the ideal of the artisan, while usefulness 
 and fitness are being recognized by artists as concomitants of the beautiful.
 
 Superintendence] ART AS RELATED TO MANUAL TRAINING 21 1 
 
 This meeting upon common ground of art and industry is due in no small 
 measure to our changed and changing notions of education, thoroness, and 
 specialization. The specialist of today is not that person who knows one 
 thing and only one thing, but rather that person who knows one thing in re- 
 lation to all other things to which it is in some way related. 
 
 There is no adverse criticism of the artist who makes a shelf, or plants and 
 cares for a flower garden; on the contrary, we credit him with being an artist 
 of the broader sort. The artisan in the same way is considered a more pro- 
 ficient man if he gives a touch of beauty to the form and color of his work. 
 
 The present tendency to introduce art and manual training into the already 
 crowded curriculum of our public schools is due to this broader view of edu- 
 cation, thoroness, and culture. Both these subjects touch in a vital wav 
 the very heartstrings of every boy, girl, man, and woman. Each of the.se 
 branches is related in some way to every other subject in the curriculum, and 
 by denying either of them a place in the course of study we only weaken that 
 course, and consequently the pupil; for we are thereby cutting off the full 
 supply of experiences which give life and motive to the thoughts and actions 
 of normal children. 
 
 The school-teacher who objects to art and manual training on the ground 
 that there is not even time to teach reading, writing, and arithmetic thoroly, is 
 like the farmer who spent all his time plowing, harrowing, irrigating, and fer- 
 tilizing; but, as he never found time to do these things thoroly and perfectly, 
 he therefore objected to planting any seeds. 
 
 This school work that is always gelling ready for life and forever says to 
 the child, "Don't touch life till you are thoroly prepared by studying text- 
 bcjoks," is like the experience of the farmer who refused to plant .seeds until 
 the propitious time had passed, or like the boy who was trying to swim before 
 venturing into the water. 
 
 I have little {jatience with that form of education which is ba.scd wholly 
 ujjon a preparation for life; if the school work isn't life, and life-work, it isn't 
 worthy the name of education. Education means life. "I am come tliat 
 they might have life, and that they might have it more abundantly." The 
 life of every boy and every girl is an unfolding, a growth, a participation in 
 some form of life's duties; and the process is internal ai)plicati()n, not external. 
 We have looked up(m the child too much as we would a watch with all its 
 wheels, springs, screws, and cogs, thinking that, as the watchmaker may adjust 
 and lubricate till the perfect time|)ie(e is produced, just .so the teacher may 
 force his ideas and imjjressions upon the child, regardless of the c hild's a|)ti- 
 tudes, previous experiences, or attainments. If this theory were true, we 
 should have found the perfect man long ago. We shall make educational 
 |»rogress faster and more naturally by thinking of the i liiid rather as a |)lant 
 which floes and must develop largely according to ii> natural inc linations. 
 Wc- can nourish, protect, and guide; but we cannot safely force either the 
 growth of the |)lant or the de\elopmcnt of tin- c hild.
 
 212 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 
 
 As a means of natural unfolding and self-expression, we find both art and 
 manual training to be safe and reliable agents. 
 
 The correlation of these two subjects is the great need of each. This can- 
 not be done by discussing the relative merits of each, nor by emphasizing the 
 strong characteristic features of one for the purpose of improving the other. 
 What we must do is to seek common ground, and work together along the line 
 of least resistance for common ideals. We have already shown that there are 
 certain fields of educational work and of industrial enterprises and of prac- 
 tical everyday affairs which look to both art and mechanical skill for their 
 highest and richest realization of success. Speaking broadly, we find that 
 even remote and apparently unrelated branches, such as music, poetry, and 
 literature, are dependent in no small way upon the fine arts for a full and 
 complete interpretation; the mechanical element, likewise, is necessary for 
 any expression of cadence and rhythm in either poetry or music. 
 
 It is in the field of industrial arts that hand-skill and fine arts are obviously 
 related and interdependent. In the preparation and serving of foods, in the 
 planning and making of clothing, in the construction of homes, business 
 houses, means of transportation, and in the various other conveniences serv- 
 ing the aesthetic and practical needs of man, we find the common ground 
 referred to — the workable field for both fine arts and manual training. 
 
 In considering the various subtopics coming under the general heading of 
 industrial arts, we find some Unes, such as pottery, basketry, and metal-work, 
 lending themselves most naturally to the artistic designer; there are other 
 lines, such as textiles, cardboard, and wood-work, offering many limitations; 
 while still other lines, such as joinery and machine-shop work, admit of very 
 little art expression. 
 
 Let us now consider what phases of art are best suited to manual-training 
 courses. Both applied design and art interpretation may well serve the man- 
 ual-training teacher; for the former deals with the size, form, and color of 
 construction, and the latter allows a universal application of art principles. 
 
 It is evident that other important lines of art, such as a study of pictures, 
 and the Ufe and works of artists, of historical and inspirational master- 
 pieces, as well as the production of pure or modified representation, are less 
 intimately related to structural work. 
 
 That branch of art known as design seems, then, to be most vitally related 
 to hand- work; indeed, it is an essential part of that work; for it deals not only 
 with decoration, but also with construction and arrangement of parts. 
 
 By design I mean the "conception and expression of form and color ideas, 
 including all kinds of construction, arrangement, and decoration." The main 
 purposes of design are to secure unity, simplicity, and beauty; the specific 
 principles of balance, rhythm, harmony, variation, etc., are also to be ever 
 kept in mind. 
 ^ Every design must be influenced by, and must conform to, the ideas of use to
 
 Superintendence) ART AS RELATED TO MANUAL TRAINING 213 
 
 which the thing is to be put, to the essential structure, to the materials of which 
 it is to be made, and to its surroundings. It is in these last ideas that the artist 
 finds his greatest difficulties when trying to assist the manual training work. 
 The art teacher who has never made a basket can hardly be expected to 
 direct the work in designing baskets. The same difliculites arise in designing 
 for sewing, bent-iron work, cabinet-making, or any other line of hand-work. 
 
 The question naturally arises: "Where may the teacher be found who 
 is at once artist and mechanic ? " One rarely finds an artist with the accurate 
 training of a mechanic; the artist rather deplores accuracy as being destruc- 
 tive to art. On the other hand, how few technological students find real 
 pleasure in fine arts; they rather look upon artists as visionary persons who 
 have a superstitious reverence for beautiful forms and color. 
 
 Occasionally we find an artist who sees how art may be applied to the work 
 of securing and making food, clothing, and shelter in such a way as to adminis- 
 ter to the aesthetic feelings as well as to the material comforts of man. 
 
 Occasionally, too, we see a manual-training teacher taking fine-arts courses, 
 and getting the appreciation and spirit of art, perhaps as a controlling influence 
 over all he sees and hears and thinks. 
 
 While we are e.xpressing our desires and ideals concerning the simultaneous 
 teaching of hand-work and art, the fact still remains that the artist-artisan who 
 is at once an artisan-artist is rarer than the four-leafed clover — I might say 
 after the frost. 
 
 What education needs today is men and w»)men who are well balanced in 
 these two related subjects, who appreciate both, and who can teach both with- 
 out under- or over-estimating either. 
 
 The teacher of design should fully understand the limitations of materials 
 to be used; such knowledge is impossible to one who has not had nuu h experi- 
 ence in the manipulation of substances involved in manual-training courses. 
 The teacher of hand-work has the limitations of material well defined; he 
 usually has his ideas of design well defined also — too well in fact, for the 
 straight edge and compasses are still used at the expense of free-hand designs, 
 and consequently the aesthetic element is not given its rightful place. 
 
 It is practically impossible for the art teacher and the manual training 
 teacher fully to agree upon the design and structure of a given project, and 
 this lack of agreement indicates the desirability of securing a teacher who is 
 well balanced in doigning and con.struction. Suih combined (jualifications, 
 as has been pointed out before, are rarely found in one teadur. And tins 
 indicates the crux of the whole matter. When our training .schools and col- 
 leges (an send out well l)alan( ed teachers of the arts and crafts, teachers who 
 understand both, and teachers wiio love to teach both, the cjuestion before us 
 n<nv will not be a diflic ult one to solve. This does not mean that teachers 
 without training in each line should be forced to teach both; for if the teacher 
 is an artist, it is futile to try to get an exact balance of the two. 1 1 ihc- U;u lur
 
 214 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe 
 
 is a mechanic, the same is true. Let the teacher teach that which he loves, 
 that which he feels and Hves in, that which he has the power to enthuse his 
 pupils with, and to give them a thirst for more. 
 To state briefly our conclusions: 
 
 1. Art and manual training are fundamentally related, and should be so 
 considered in elementary and secondary schools. 
 
 2. In all lines of industrial arts hand- work and design may be advanta- 
 geously correlated. 
 
 3. The double purpose of this correlation is to elevate and refine the work of 
 the artisan, and at the same time to make the artist's work practical and essential. 
 
 4. From the pupil's standpoint this correlation gives interest, reason, and 
 motive to both art and hand- work. 
 
 Lastly, the ideal is to make of every teacher artist an artisan-artist, and of 
 every teacher artisan an artist-artisan.
 
 REPORT OF THE JOINT COMMITTEE, REPRE- 
 SENTING THE AMERICAN LIBRARY ASSO- 
 CIATION AND THE NATIONAL EDUCA- 
 TIONAL ASSOCIATION, ON INSTRUCTION 
 IN LIBRARY ADMINISTRATION IN NORMAL 
 SCHOOLS 
 
 PREPARED BY ELIZABETH G. BALDWIN 
 
 LETTER OF TRANSMISSION 
 
 To the President and Members of the National Council of Education: 
 
 This report is made in accordance with the following resolution of the Ei- 
 brar)- Department of the National Educational Association, passed at St. Louis, 
 June30; 1904: 
 
 It is the sense of this department that greater uniformity in librarj' methods would 
 be effective in bringing the benefit of library work to all classes of schools, and it is there- 
 fore recommended that the Library Department be authorized to prepare a manual of 
 library methods, to be printed and distributed in the same manner as was, in 1897, the 
 " Report on the Relations of the Public Libraries to Public Schools. " 
 
 The National Educational Association has never felt it desirable to under- 
 take the publication of manuals or text-books. Accepting this policy as settled 
 and wise, this committee named by the Library Department (and confirmed 
 by your Council), and charged with the duty expressed in the above resolution, 
 entered into extended correspondence with the leading normal schools of the 
 country, and prepared a preliminary report, presented at the .\sbury Park 
 meeting, July, 1905. It was there ordered that the (Committee [)rocccd 
 to elaborate the report, and that when completed it should be printed for dis- 
 tribution to members of the Council and others; and the sum of three hundred 
 dollars was appropriated for the necessary expen.ses. 
 
 The committee exj)resses its great obligation to Miss Elizabeth G. lialdwin, 
 librarian of Teachers College, one of the several colleges of Columbia Univer- 
 sity, by whom the body of the report has been compiled. She is daily in con- 
 tact with the verv best forms of normal instruction and the very be^t ty|)es of 
 normal students, and therefore is doubly prepared for a satisfactory completion 
 of this genero\is undertaking. 
 
 The work has been done under the general supervision of the ( hairmaii of 
 the committee, aided by constant suggestions of other members. It has briii 
 difiicult, because of different ( onditions to be ( onsidered. Neither in (juantity 
 nor in (jualily is the instruction for students in high schools identii ;il with that 
 jx).ssible for those in normal s( hnols. Many normal graduates will have ( hargc 
 
 215
 
 2i6 NATIONAL EDUCATIONAL ASSOCIATION 
 
 of very small school libraries, and for these the simplest forms and methods are 
 quite sufficient. Others will become responsible for the larger and more highly 
 specialized libraries of well-equipped high schools. Man/ are to work in towns 
 which are fortunate enough to possess good public libraries, and therefore 
 ought to be well informed as to the administrative possibilities of these. All 
 ought to be sufficiently versed in library economy to be able to take an intelligent 
 and effective interest in the public library from the standpoint of good citizen- 
 ship. To suggest instruction covering the entire ground, without impossible 
 details or mere generalizations, is no easy task. That the result will be entirely 
 satisfactory cannot be expected. librarians themselves are not entirely 
 agreed upon the details of their profession. The report is not to be taken as 
 a text-book — rather as a book of texts; as suggestive, to be abridged or 
 enlarged as conditions and the experience of the instructor may determine. 
 
 The committee suggests that not less than ten lectures or class periods be 
 given to this work, with two hours' practice-work for each period — thirty hours 
 (minimum) in all. Double this time would be better. 
 
 It is presumed that a teacher, whether librarian or other, using this report 
 as a basis of instruction, will find helpful in preparation for the work of each 
 day the authors and texts referred to in the body of each section, as well as in 
 the bibliography given at the close of each. Students also will find these 
 references helpful in their study of the subjects presented. 
 
 The committee hopes that this report may serve as a daily guide for those 
 interested in this work, after their more personal and independent work as 
 teachers has begun; and that it may stimulate and render more efficient the 
 interest of school officers and r f the general public in the administration and 
 work of public Ubraries. 
 
 Respectfully submitted 
 
 James H. Canfield, Chairman 
 
 Melvil Dewey 
 
 Mary E. Ahern 
 
 Electka C Doren 
 
 Martin Hensel 
 January, 1905
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 21 7 
 
 REPORT 
 
 Public library grouiJi.— Step by step, slowly perhaps but certainly, the 
 pubUc hbrary is following the path already trodden by the public school. The 
 experience of the one is almost identical with that of the other. The succe.ss of 
 the one has been determined, and evidently will be determined, by the same 
 factors which solved the problems of the other. There has been the same indif- 
 ference on the part of the favored few, the few who seem entirely able to create 
 libraries of their own — whether they are able to enjoy them and appreciate 
 them or not; the same early and crude endeavor to meet a demand which was 
 itself immature and more or less unintelligent — the free schools and the free 
 library arise under similar educational and social conditions; the same spirit of 
 condescension and the same patronizing air, assumed by the so-called better 
 class, as though the free schools and the free libraries were philanthro])ies and 
 not necessities; the same blundering and short-sightednesss of some friends of 
 the public-library movement, the failure to ground the library on that .sure 
 foundation, public service; the .same complaint on the part of the taxpayers 
 about "useless expenditure" and "fads and frills;" the same meager pay 
 and inadequate recognition given to library workers; the same slow growth of 
 a true profe.s.sional spirit; and now there is coming, practically has come, the 
 same hearty recognition of a worthy place and of true value. This recognition 
 of the free public library was scarcely discernible even ten years ago. 
 
 Public library place. — The place now assigned the public library, by very 
 general con.sent, is that of an integral part of our system of public and free 
 education. On no other theory has it sure and lasting foundation; on no other 
 theory may it be supported by general taxation; on no other theory can it be 
 wisely and consistently administered. A public tax can be levied for the main- 
 tenance of a public library only upon the principle w hit h underlies all righteous 
 public taxation; not that the taxpayer wants something and will r('(cive it in 
 proportion to the amount of his contribution, but that the public wants some- 
 thing of such general interest and value that all property-owners may be asked 
 and ref|uired to contribute toward its cost. 
 
 Public library purpose. — In the particular case under (•()nsi<kTali()n, that 
 something is the general ri.se in the average line of life, of intelligent and there- 
 fore effective citizenry, an advance beyond that which the public schools arc 
 able to accomplish. The demand for this intelligent and tiTec live citizonshij) 
 is increasing daily, for two rca.sons. I-'ir^t, the problems of |)ulilir life and 
 <jf j)ubli( .service, of communal existence (local, state, an<l national), are daily 
 becoming more (()m[)lex, more diflu ult of satisfactory solution. Second, we are 
 recognizing more clearly than ever before that our present success and prestige
 
 2i8 NATIONAL EDUCATIONAL ASSOCIATION 
 
 are due (more than to any other cause) to the fact that more than any other 
 people in the world's history have we succeeded in securing the active partici- 
 pation and practical co-operation of the whole people in all public affairs. In 
 the whole people are we finding and are we to find wholesomeness and strength. 
 PuUic schools not enough. — But coincident with this discovery, this keen 
 realization of the place and value of all in advancing the common interests of 
 all, has come the feeling, first, that the common public schools must be made 
 good enough for all; and, second, that even at their best they are insufficient. 
 The five school years (average) of the American child constitutes a very narrow 
 portal thru which to enter upon the privileges and duties of life, as we desire 
 life to be to every child born under the flag. There is need of far more infor- 
 mation, instruction, inspiration, and uplift than can possibly be secured in that 
 limited time. 
 
 Libraries supplement schools. — Casting about for a satisfactory supplement 
 and complement for the public schools, we find the public library ready to 
 render exactly this service; to make it possible for the adult to continue thru 
 life the growth begun in childhood in the public school. Only in this way and 
 by this means can we hope to continue the common American people as 
 the most uncommon common people which the world has yet known. 
 
 Henceforth then, these two must go hand in hand, neither trenching upon 
 the field of the other, neither burdening or hampering the other, each helping 
 the other. The public school must take the initiative, determining lines of 
 thought and work, developing in each child the power to act and the tendency 
 to act, making full use of the public library as an effective ally in all its current 
 work, and making such use of it as to create in each pupil the library habit, to 
 last thru life. The public library must respond by every possible supple- 
 mentary effort, by most intelligent co-operation, by most sympathetic and effec- 
 tive assistance, and by giving the pupils a welcome which they will feel holds 
 good till waning physical powers make further use of the library impossible. 
 Teachers and libraries. — Those who are to enter upon the profession of 
 teaching will find themselves necessarily and gladly in this contact with the 
 public library. Often they themselves must add the duties of librarian to other 
 daily tasks. In some communities the school library is the only collection of 
 books available to pupils, or which find their way into homes. It is 
 exceedingly desirable, therefore, that teachers learn the elements at least 
 of library administration, and that there shall be more uniformity in school- 
 Hbrary methods. 
 
 Method oj instruction. — The ideal method of presenting this subject is by a 
 thoroly trained and experienced librarian and teacher. In larger normal 
 schools this demand ought to be met by their own librarians, who should inva- 
 riably be as well trained and as efficient as any member of the teaching 
 force. Wherever this is not feasible, the normals of a state, and even of adjoin- 
 ing states, may o-operate and secure a " traveling instructor. " When this 
 seems impracticable the school should do the best it can, with whatever assist-
 
 REPORT ON INSTRUCTION IN LIBR.ARY ADMINISTRATION 219 
 
 ance or instruction is possible. Under either method, and in any event, this 
 report proposes to be helpful to both instructors and teacher-students. 
 
 The proposed instruction covers scarcely more or other than anyone ought 
 to know if he is to gather wisely even a private library; surely not more than an 
 active citizen should know if he is to serve elTectively as a trustee of a public 
 library, and certainly not more than ought to be perfectly familiar to every 
 teacher from the standpoint of either her professional work or of general influ- 
 ence in the community in which her lot is cast. Indeed, there is little which 
 outruns what nowadays may be called common information. There would be 
 something rather pitiful in the position of one who hoped to be much of a force 
 in any segment of human society, yet was without at least this much knowledge 
 of these everyday matters. In a word, there seems every reason for ofTering 
 this instruction in normal schools, and possibly even in higli schools which are 
 preparing their graduates to teach; and no possible excuse for ignoring this. 
 
 Limits oj instruction. — The kind and extent of instruction in lijjrary economy 
 given in a normal school will be determined by the time secured for lec- 
 tures and practice-work. The following will be found suggestive: 
 
 The Indiana Public Library Commission has published a normal-school 
 course. The director of the library school of the Western Reserve University 
 has planned a course on reference and bibliographic work as subjects to be 
 taught in high schools and normal schools, based upon materials of instruction 
 found in school curricula. 
 
 The IlUnois Stale Normal University (at Normal) gives a course of six 
 weeks in formation and care of school libraries; including selection and pur- 
 chase of books, classification, cataloguing, care of school libraries, and treat- 
 ment of pictures, pamphlets, clippings, etc. 
 
 The State Normal School at Whitewater, Wis., has published a very helpful 
 outline of f|uite similar work. 
 
 A brief statement of the course given in the Cleveland Normal School, fur- 
 nished by Miss E. L. Power, is a type of this cla.ss of library instruc lit)ii: 
 
 The course ranks with other subjects in the curriculum. Tlirce hours a week for 
 two terms of thirteen weeks each are assigned. The jjublic library is used as a laboratory 
 for student jjractice-work. The first part of the course is the practical u.se of reference 
 books, and of the library facilities of Cleveland. 
 
 The work correlates with the school work in nature-study, history, gt'ography, etc., 
 so that real problems are solved by practice-work in the library. Visits are made 
 by groups of students to the public library, and a general idea is obtained of the location and 
 jiurjKjse of different departments and of the rules and regulations and s|KTial privileges. 
 
 This is followed by elementary instruction in the print ii)les (jf die lionary lataloguing 
 and of the de( imal classifiration. Practical problems in the use of the catalog are given, 
 and students are required to arrange IxKjks on tin- shelves of the normal school library. 
 
 After eighteen lectures, the detailed study of re fere nee -books is commenced, with 
 practical work in the public and school library. .After two weeks, students work without 
 sup<rvision. 
 
 Methods of presentation of the .subject to chiUiren in the elementary .schools an* 
 then discussed.
 
 2 20 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Selection and use of schoolroom libraries lead to the second part of the course, viz., 
 juvenile literature. The aim is (i) to gain a wider knowledge of children's literature; 
 (2) to study the best methods of presenting good literature to children (story-telling, 
 reading aloud, etc.)- 
 
 Public Libraries: 
 
 McNeil, A. H. What the normal school may do to provide for library work in 
 
 schools. 1901, 6:80-81. 
 Milner, A. V. Instruction in use of catalogues and reference books in normal 
 
 schools. 1899, 4:324-326. 
 Salisbury, G. E. Library work in a state normal school (Whitewater). 1903, 
 
 8:93-94. 
 Warren, Irene. Instruction in the use of books in a normal school. 1898, 3 : 15 1-153. 
 
 Library Journal: 
 
 Adams, E. L. Instruction in the use of reference books and libraries in normal and 
 
 preparatory schools. 1898, 23 :c 84-86. 
 Clatworthy, L. M. A hbrary course given to city normal school students. 1906, 
 
 31 : 160-163. 
 Cooper, T. B. Is there a need for instruction in library methods by the normal 
 
 schools and universities? 1906, 31: 157-160. 
 Mead, H. R. Training students in the use of books. 1905, 30 :c 82-84. (Intended 
 
 for college students.) 
 Vitahzing the relation between the library and the school, (i) The school, by 
 
 M. L. Prentice. 1901, 26:78-80. (An account of the iiistruction given in the 
 
 Cleveland Normal School.) 
 
 N. E. A. Proceedings: 
 
 Brett, W. H., and Ahern, M. E. Library instruction in the normal school. 1903: 
 
 971-981. 
 Noss, T. B. Library work in normal schools. 1904:912-917. 
 Salisljury, G. E. Discussion. 1904:917-918. 
 Schreiber, M. E. Training of teachers so that they may co-operate with librarians. 
 
 1897:1008-1014. 
 Warren, Irene. What the normal schools can do for teachers on the library side, 
 
 1901:841. 
 Wilkinson, J. N. Duty of the normal school in relation to district school libraries. 
 
 1904:919-923. 
 
 Your committee suggests that the instruction offered ought to cover the 
 following subjects: 
 
 School libraries : place and value both as general collections and for special instruc- 
 tion, types, how to organize. 
 
 The pubhc library and the public school: the field of each and general relations, 
 loans, bulletins, class-room libraries, museums. 
 
 How to use a hbrary: books as tools, care of books, book-making, reference-books. 
 
 The school library room: location, hght, heat and ventilation, equipment. 
 
 Selection and ordering of books: authority of librarian, sources of material, aid 
 in selection, sales catalogs, methods of ordering and accounting. 
 
 Children's reading: finding lists — for teachers, for children. 
 
 Incoming books: invoices, accessioning, marks of ownership. 
 
 Cataloguing and classification: systems of each, forms, preparation of cards. 
 
 Library routine: loan and charging system, call-numbers, shelf-list. 
 
 Binding: material, pamphlets, general care, repairs. 
 
 Library associations: national, state, local; hbrary schools. 4 
 
 State laws relating to school libraries.
 
 I 
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 221 
 
 I. SCHOOL LIBRARIES 
 
 Place and value. — Primarily^ the function of a school Hbrary is to furnish an 
 additional incentive for intelligent and independent work in the schoolroom; to 
 arouse interest in the unexplored field of knowledge outside the text-book; to 
 bring students into personal touch with the best writers on any given subject ; 
 and to insure some appreciation of high forms of literary production. 
 
 If used in the right way, a well-selected school library will prevent both 
 teacher and pupil from lapsing into those cut-and-dried methods which 
 invariably result in limiting all effort to the mere routine of recitation. 
 
 In addition to this function, which may be designated "first aid to the 
 schoolroom," it is desirable (but not necessary) that the school library shall 
 furnish, by means of suitable books, recreation for the pupil in school and 
 at home; and, by means of papers and magazines, shall stimulate a desire to 
 know what is going on in the world, an interest in everyday events both at 
 home and abroad. Like the school, the library is no respecter of persons, 
 but offers all pupils equal opportunities to derive either information or pleasure. 
 
 Reference libraries. — School libraries may be divided into two distinct 
 types. The first is a purely reference library, which in addition to the ordinary 
 collection of dictionaries, cyclopedias, etc., does not attempt to provide more 
 than the hterature relating directly to the subject-matter of the curriculum. In 
 a strict and technical sense, it "supplements" the more formal instruction of 
 the class-room, and must be regarded as an essential part of the school 
 equipment. 
 
 This type reaches its highest development in a closely organized school, 
 whose teachers have been trained in the more modern theories of pedagogy, 
 and who are ever on the alert for ways and means of awakening and holding 
 the pupils' interest in class-room work. 
 
 In a school of this type the teachers are all specialists, and usually take 
 entire charge of the children's reading; directing them not only to a particular 
 book or books, but to definite chapters and pages where the indicated references 
 may be found. Collateral reading is recommended and encouraged, but each 
 puvil is held responsible for the assigned reading only. 
 
 There is danger that this method of using a library, if rigidly followed, will 
 become mechanical, and will fail to develoj) either interest or indc'iK-ndciue of 
 thought in the pupil. Hut the saving of time, possible because of the training 
 and knowledge of the teacher, is perhaps justifiable where a crowded curriculum 
 necessitates the .strictest economy of the pupil's effort l.oth in ami out of .school. 
 
 For a library of this type perha|)s three thousand volumes (ma.ximuin) of 
 the best and most modern writers will meet all rca.sonable demands. .\n 
 occasional wecfling out of obsolete literature is necessary to maintain the limits 
 of a jjurely working collection. There should be a generous dujilication of 
 more important book.s, the extent depending upon the number of pupils using 
 the library.
 
 222 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Crunden, F. M. Books and textbooks: The library as a factor in education. (Second 
 
 International Library Conference, London, 1897, Transactions, 46-54-) 
 
 N. E. A. Proceedings: 
 
 Dewey, Melvii. Place of the library in education. 1901:858-864. ' 
 Millis, W. A. The library as an educator. 1902: 799-805. 
 
 Atlatitic Monthly: 
 
 Scudder, H. E. School libraries. 1893, 72:678-681. 
 
 Library Journal: 
 
 Sharp, K. L. Libraries in secondary schools. 1895, 2o:c5-ii. 
 
 Warren, Charles. Place of libraries in a system of education. 1881, 6:90-93. 
 
 General libraries. — The second type of school library is found in rural dis- 
 tricts, or in villages and towns which have no public library. They serve the 
 school, and generally the public as well, by combining the features of both 
 school and pubhc library. 
 
 The function of this type is not only to supplement instruction in the class- 
 room, to offer recreation to the children in and out of school, and to afford 
 pleasure to the family in the home, but also to promote general culture in the 
 community, and to guide and direct the public in the use of books ; so that 
 not only the reading habit may be acquired, but the habit of reading good 
 literature. To those who read good books this Hbrary will offer a wider range 
 of subjects and more extended choice of authors than is possible in the average 
 home. 
 
 This type, more than the first, needs a trained librarian who can give her 
 entire time to supervision and administration. 
 
 American Monthly Review of Reviews: 
 
 Poe, C. A. Rural school libraries in North Carolina. 1903, 28:338-339. 
 
 TV. E. A. Proceedings: 
 
 Robertson, Agnes. School Hbraries in rural districts. 1902:818-824. 
 Southern Education, 1903, i. No. 18, Rural libraries. (Published by the Southern 
 Education Board, Knoxville, Tenn.) 
 
 How to start a school library. — If a school has no funds for buying books 
 and depends entirely upon its own efforts for starting and maintaining a library, 
 the following suggestions may indicate ways and means of organizing this im- 
 portant department of pubhc education: 
 
 Exhibit a number of popular magazines. After looking these over, the 
 children will probably decide to contribute a few pennies each month and sub- 
 scribe for several, especially if they are told that the magazines can be taken 
 home. Encourage the circulation of these periodicals in the family circle, in 
 order to arouse the interest of parents. Collect pictures and photographs to 
 illustrate history, literature, and science. Perry and Cosmos pictures can be 
 obtained for one cent each. Pleasing and really artistic illustrations may be 
 cut from publishers' circulars, railway advertisements, magazines, worn-out 
 books, etc. The need of a good dictionary, gazetteer, and atlas will be appar- 
 ent to the most conservative and utilitarian trustee. This material is the 
 nucleus of the library. Attractive supplementary readers may be secured from 
 publishers, either as a gift or at a nominal price. Borrow or beg from other 
 libraries. Publish in the local paper a list of books needed for school use, and
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 223 
 
 ask parents and public-spirited citizens to furnish them. Avoid indiscrimi- 
 nate gifts of books, if possible. Raise money by entertainments given by 
 the children, garden parties, costume parties, barn dances, song festivals, 
 cake and candy sales, Mrs. Jarley's wax-works, and private theatricals. 
 The women's clubs, the village or town literary and debating societies, if any, 
 should be interested. In several states the Women's Federation of Clubs has 
 organized a system of traveling hbraries which circulate among the rural 
 schools. Normal schools, following the example of Hampton Institute, might 
 send out traveling libraries to public schools in which its graduates are teach- 
 ing. The state library commission, if any, will give valuable aid. 
 
 Give a Hbrary exhibit in the school, make the room attractive with picture 
 bulletins, serve tea, and invite trustees and parents. Keep the subject before 
 the public thru the local paper. 
 
 Relations with trustees.— Yr\ew()\y relations between teachers and trustees 
 are indispensable. In an informal talk before the board the better methods of 
 presenting a subject to a class with the aid of reference-books may be demon- 
 strated A teacher who has patience, tact, and enthusiasm can influence the 
 school board even to the point of levying a local tax for the school library. 
 
 The size of this combined school-public-library may vary from one thou- 
 sand to ten thousand volumes, depending upon local conditions. Parents and 
 the community at large should understand that the library is for their use, and 
 will be accessible during vacations, and on specific days after school hours. 
 Traveling libraries, if any exist in the state, may be called upon to furnish more 
 popular reading. An independent public library should be started as soon as 
 possible, and the greater part of the school library transferred to this. More 
 than one public library has had its origin in a small school lil)rary. 
 
 First arouse interest in the children, then in the parents, then in school olTi- 
 cials, then in the general public. 
 
 Public library a distinct organization. — The public library ought to be an 
 entirely distinct organization, under a separate board of trustees. The reasons 
 for this are thus summarized by W. R. Eastman, state inspector of libraries for 
 New York : 
 
 1. To command public attention. As a part of the school system, tlic library is 
 sure to take a subordinate place in the public mind, and to lose something of its iiidi 
 vidual appeal. 
 
 2. To secure the best management. The best lx)dy for any ])ublic service is one 
 especially selected because of fitness for that particular service. People whose interests 
 are divided between the library and schofjl will fail to give the best service to either. 
 
 .3. To .secure endowmint and gifts. Kxi)erien(e shows that the library is almost 
 never the recipient of gifts and brf|uests s<j long as it is regarded as a part of the .school 
 system . 
 
 4. For the sake of the work of the schf>ol it.self. ChiMn-n will Iw likely to get much 
 mrire out of the library to supplem<nt their school work, if it is dissociated in their minds 
 from the atmosphere of nstrii tion and com|)ulsion that obtains in the .sch(M)l. The .s< hool 
 represents the compulsory side of education; the lil)rary should re|)resent its voluntary, 
 free, and attractive side.
 
 224 NATIONAL EDUCATIONAL ASSOCIATION 
 
 In spite of the added cost of separate management, there are few librarians 
 
 today who dissent from these principles. 
 
 Bayliss, Alfred. Function of school superintendents in procuring libraries for public 
 schools. (N. E. A. Proceedings, 1899:1136-1142.) 
 
 Dana, J. C. Advertising a Hbrary. (Denver Public Library, Handbook, 1895:12- 
 15; out of print.) 
 
 Hutchins, F. A. Securing Hbraries for rural schools. (In Dana, etc., as below, 1899: 
 503-505.) 
 
 Dana, J. C, ed. Report of committee on the relations of public libraries to public schools. 
 (N. E. A. Proceedings, 1899:452-528.) 
 
 Mountjoy, J. C. Schools and libraries. (Public Libraries, 1897, 2:368.) 
 
 Southern Education, 1903, i. No. 18, Rural Hbraries. (PubUshed by Southern Educa- 
 tion Board, Knoxville, Tenn.) 
 
 Wire, G. E. How to start a public Hbrary, 1902. (A. L. A. Library Tracts, No. 2.) 
 Boston: A. L. A. Publishing Board. 5 cents. 
 
 II. THE PUBLIC LIBRARY AND THE PUBLIC SCHOOL 
 
 If the village or town has a public library, an independent school library is 
 of secondary importance, and usually an unnecessary feature of school organi- 
 zation. 
 
 Functions of public library. — If the public library is modern, and its admin- 
 istration liberal and up to date, the teacher will find her work simplified. It 
 will be simply a matter of co-operation with the librarian. If, however, the 
 opposite conditions exist, a radical change must be brought about; and this will 
 probably demand persistent effort and untiring vigilance on the part of the 
 teacher. 
 
 The public library should take charge of all but reference and other books, 
 needed for use in the school building. These bear the same relation to the 
 schoolroom that scientific apparatus bears to the laboratory. These are the 
 books which must be always at hand, ready for immediate use. 
 
 The public library should undertake the general supervision of the chil- 
 dren's reading. Because of daily contact with her pupils, the teacher is better 
 qualified to know and to understand their individual needs and inclinations, 
 but she is rarely as well acquainted as is the librarian with the entire field of 
 juvenile literature, nor has she time to acquire this knowledge. With the 
 books, the tools of her trade, at hand, because of her special training, the 
 librarian ought to be better prepared to advise and direct the children in their 
 general reading. 
 
 For their exclusive use, the library should provide a room with suitable 
 equipment, containing the best juvenile literature. A special room or alcove 
 should be assigned to teachers, where they may find at any time the best and 
 most recent literature relating to their profession, periodicals as well as books. 
 In one large city the public librarian places a set of books, known as the teach- 
 ers' reference collection, in each branch library. These books are not circulated 
 unless dupHcates are available. 
 
 Librarian's efforts repaid. — The librarian should understand that whatever 
 she does to help the schools will be repaid with compound interest. In most
 
 REPORT ON INSTRUCTION IN LIBR.\RY ADMINISTRATION 225 
 
 , 
 
 communities the public have at heart, more than anything else, the welfare of 
 
 the public school and all that it implies. When it is once understood that the 
 
 public library is an indispensable agent in advancing educational progress and 
 
 is far-reaching in its influence, the librarian may ask. and i)robably will obtain, 
 
 anything in rea.'^on, even from hitherto reluctant taxpavers. 
 
 Library loans. — Books, pictures, and photographs should be lent by the 
 
 library for class-room use, with necessary dupHcation. These may be circulated 
 
 in the various schools, remaining in each as long as wished. 
 
 Green, S. S. Use of pictures in libraries. (Free Public Library Commission of Massa- 
 chusetts, Eighth Report, 1898, 17-28.) 
 
 Visits to schools. — The librarian should be supplied with courses of study 
 
 and outlines of work, and should be invited to visit the school and speak cjuite 
 
 informally to the children and teachers about the library. 
 
 Library Joiirttal: 
 
 Moore, A. C. Library visits to public schools. 1902, 27:181-186. 
 
 Library bulletins in schools. — A special library bulletin-board should be in 
 
 each school building, and the librarian should be asked to furnish news items 
 
 about the library, its privileges, its rules, Usts of new books, lists of books on 
 
 special subjects, notices of special exhibits, material for the observance of 
 
 special days — such as Lincoln's birthday. Decoration Day, Flag Day, etc. 
 
 Library Journal: 
 
 Gaillard, E. W. An experiment in school library work (New York Public Library). 
 1904, 30:201-204. 
 
 Notices of class work. — Lists of subjects to be studied in the various cla.sses 
 should be sent to the Hbrary several days before the topics are to be taken up, 
 and the librarian should be asked to prepare for the children's use books, pic- 
 tures, and any other illustrative material relating to the specified themes. In 
 some libraries, illustrated talks are given to the children to induce tlicm to use 
 certain cla.sses of books. 
 
 Teachers .should be businesslike in their dealings with the library, and con- 
 siderate and reasonable under all circumstances and in all their demands. In- 
 deed, as in most pergonal relations, suggestions and re(iuests are generally more 
 cfTective than demands 
 
 References. —The following articles give information as lo how tiu- jiulilic 
 
 school is uaing the public library in .some cities: 
 
 Library Journal: 
 
 Bowerman, f J. T. School work of the District of Columbia Public Library. i()o6, 
 
 31 : 165-166. 
 Brett, \V. H. Use of the public library in the Cleveland schools. i8<;i, i6:c 30-31. 
 Bunlick, K. K. Educational work of the Jersey City I'ne Public Library. i8<;6, 
 
 Chicago Public Library. Pul)lic library and public schools. 18S3, 8: i8i. 
 Cragin, E. V. Work with the .s( luxWs at the New York Free Circulaling Library. 
 
 i8<;8, 23:194-195. 
 Ea-stman, L. .\. The library and the children (Cleveland Public Library). i8yS, 
 
 23:142-1.14. 
 Elmcndorf, II. L. Schrx)l department of the Buffalo Public Lilmiry. 1903, 28: 
 
 157-160. 
 Cil3<jn. M. L. Library and sclxxil work in Ni-wark, N. J. i(;o6, 31 : 167-168.
 
 226 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Library Journal, continued: 
 
 Green, S. S. Public library and the schools in Worcester. 1887, 12:119-121. 
 Hassler, H. E. Work with children and schools in the Portland (Oregon) Public 
 
 Library. 1905, 30:214-217. 
 Hewins, C. M. Relation of the Hartford Public Library to the public schools. 1894, 
 
 19:292-295. 
 Leland, C. G. Work with the schools in the Buffalo Public Library. 1899, 24: 
 
 150-151. 
 Milwaukee Public Library. Library and the schools in Milwaukee. 1890, 15: 
 
 21; also 1895, 20:123-124. 
 
 Public Libraries: 
 
 Crowell, Mary. The school Hbrary in the school room (Dayton Public Library) 
 
 1899, 4:51-53- 
 Denver School Library. 1896, 1:54. 
 Foster, W. E. Co-operation between the schools and libraries in Providence. 1898, 
 
 3:244. 
 
 N. E. A. Proceedings: 
 
 Elmendorf, H. L. The greater school (Buffalo Public Library). 1900: 643-647. 
 Jones, M. L. School reading thru the pubhc library (Los Angeles Public Library). 
 1899:1143-1148. 
 
 Educational Review: 
 
 Peckham, G. W. Public library and public schools (Milwaukee Public Library). 
 1894, 8:358-362. 
 
 The following articles treat of the relations between public libraries and 
 public schools in general : 
 
 Green, S. S., ed. Libraries and schools. 1883, o. p. (Chaps. 2, 3, and 6 are reprinted 
 from the Library Journal, V, 5, 7, and 8.) 
 
 N. E. A. Proceedings: 
 
 Bayliss, Alfred. Some co-operative suggestions. 1903:938-943. 
 
 Canfield, J. H. Public libraries and the pubhc schools. 1901:836-841. 
 
 Crunden, F. M. The school and the library. 1901:108-118. 
 
 Dana, J. C, ed. Report of the N. E. A. committee on the relations of libraries 
 
 and schools. 1899:452-529 (special report). 
 Doren, E. C. Public library work for schools. 1903:943-948. 
 Greenwood, J. M. What the school may properly demand of the library. 1902: 
 
 811-817. 
 Meleney, C. E. Place of the library in school instruction. 1904:924-930. 
 Wright, R. H. How to make the library useful to high-school pupils. 1905: 864- 
 
 867. 
 
 Library Journal: 
 
 Adams, C. F., Jr. The public library and the public schools. 1876, 1:437-441. 
 (Also in Green, S. S., libraries and schools.) 
 
 Clark, G. I. Methods of school circulation of hbrary books. 1906, 31: 155-157- 
 
 Doren, E. C. Library and the school work now done. 1904, 26: c 153-157. 
 
 Eastman, L. A. The child, the school and the library. 1896, 21:134-139. 
 
 Foster, W. E. The school and the hbrary: their mutual relation. 1879, 4:319-325. 
 
 Green, S. S. Relation of the public Hbrary to the public school. 1880, 5:235- 
 245. (Also in his Libraries and schools.) 
 
 Libraries and schools. 1891, i6:c 22-26. 
 
 James, H. P. Libraries in relation to schools. 1893, 18:213-214. 
 
 Utley, H. M. Relation of the public library to the pubhc school. 1886, 1 1 : 301-305. 
 Public Libraries: 
 
 Brett, W. H. The school and the library. 1905, 10:225-227. 
 
 Dewey, Mclvil. Relation of school libraries to the public library system. 1905, 
 10:224-225. 
 
 Helpful things done by librarians for teachers and children. 1903, 8:409. 
 
 Hutchins, F. A. School work of a librarian. 1905, 10:167-168. 
 American Monthly Review 0} Reviews: 
 
 Smith, K. L. Provision for children in public hbraries. 1900, 22:48-55. 
 Education: 
 
 Carpenter, F. O. The hbrary the center of the school. 1905, 26:110-114.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 227 
 
 U. S. Bureau of Educalion: 
 
 Commissioner's Report, 1892-93: 693-697. Correlation of public schools and 
 public libraries. 
 
 University Convocation (New York): 
 
 Peck, A. L., and Estee, J. E. Correlation of library and school. 1896:104-116. 
 Williams, Sherman, and Abrams, A. W. Libraries as a source of inspiration. 1900: 
 247-254. 
 
 Other references on this subject will be found in the appendi.x. 
 
 ScJiool museums. — A department closely allied to the library is the museum. 
 If possible, a separate room and a special custodian should be given this, hut 
 under the general supervision of the library as an integral part of its work. 
 Costly collections of gems, ivory, pottery, furniture, etc., which may be found, 
 very properly, in a large municipal museum, should not l)e acquired unless by 
 gift; but all illustrative material relating to school work can be cared for in a 
 library museum. 
 
 The collection should include photographs, pictures, casts, models, lantern- 
 slides, charts, stuffed birds, birds' eggs, insects, and other zoological objects; as 
 well as geologic, mineralogic, ethnologic, and agricultural specimens, and prod- 
 ucts of manufacture and industrial art. These should be loaned in the same 
 manner as books, and teachers should furni.sh lists of all material that the 
 school museum can reasonably be expected to furni.sh. The children's mu- 
 seum of Brooklyn began in igoo its pioneer work with children and teachers. 
 It is now a branch of the museum of the Brooklyn institute of .Vrts and Sciences, 
 and publishes The Children's Museum News. 
 
 The Webster branch of the New York Public Library has been \cry suc- 
 cessful and helpful in school-museum work, which is steadily growing in impor- 
 tance and in acceptance as a legitimate part of a well-organized and efficient 
 public library. 
 
 Public Libraries: 
 
 Gaillard, E. W. Beginning of museum work in libraries. 1903, 8:9-11. 
 
 Boggan, E. L. Side light on the museum dejjurtment of a library. 1903, 8: 11-12. 
 Library Journal: 
 
 Gaillard, E. \V. Outcome of the picture bulletin. 1901, 26: i()2-iq3. 
 
 An extension of the picture bulletin. 1901, 26:874-875. 
 
 Merrill, H. B. Work of the Milwaukee public schools at the public museum. Mil- 
 waukee Board of Education. 1904. 
 St. Nicholas: 
 
 Paine, A. B. The children's room at the Smithsonian. i()oi, 28' :964-<j73. 
 
 Class-room libraries. — The value of class-room libraries can hardly be over- 
 estimated. These collections vary in size from twelve to fifty vohmies, and 
 .should include books both for reference and lending. The piiblii library can- 
 not take the pku e of the class-room library. The five or ten miiuitcs whi( h a 
 child may have for reading at the dose of a study iH-riod or during recess on a 
 stormy day would be wasted in a journey to the general school library in another 
 part of the builfling, while a trip to tlie |)ubli( library would be out of the ques- 
 tion. 
 
 In the schoolroom the < liildren have an opportunity to talk over the books 
 with one another or with the teacher; and as the greater number of books
 
 228 NATIONAL EDUCATIONAL ASSOCIATION 
 
 should be lent over night only, the excuse so often heard, that a particular 
 book "was not in, "cannot be offered for a badly prepared lesson. 
 
 Children who carefully refrain from reading, apparently on "general princi- 
 ples, " in the schoolroom can be led to regard books in the light of a mild enter- 
 tainment, and will of their own accord apply for membership in the public 
 library. 
 
 As a rule, every child will feel responsible for the condition of books in the 
 schoolroom. This is specially true if each child is in turn appointed acting 
 librarian. 
 
 But the class-room library cannot take the place of the public library; where 
 the child comes in contact with a larger number of books, has the benefit of the 
 impression which massed books always make, and unconsciously learns cer- 
 tains facts thru picture bulletins, exhibits, etc. Here he meets other children 
 who are interested in some favorite author or some special topic, and he 
 enlarges his own range of knowledge by becoming acquainted with their 
 particular fads and fancies. 
 
 Class-room libraries may be provided by the school board or by the public 
 library. If under pubHc-hbrary control, funds should be furnished by the 
 school board to enable the library to care for this work intelligently and eco- 
 nomically by means of a traveling library department. 
 
 Public Libraries: 
 
 Berkey, M. L. Primary schoolroom libraries, igoi, 6:77-79. 
 
 Dodd, H. P. Schoolroom libraries in Newark, N. J. 1903, 8:317-318. 
 
 N. E. A. Proceedings: 
 
 Kaltenbach, Millicent. Room libraries. 1897:1021-1025. 
 Leland, C. G. Mission of the class library. 1903:953-956. 
 
 III. HOW TO USE A LIBRARY 
 
 Instruction in use. — Instruction in the most efficient use of a library should 
 form as important a part of the curriculum as instruction in language or in 
 history. It will exert more influence on the pupil's future career as a useful, 
 because an intelligent, citizen, than any two subjects in the course of study. 
 The library rather than the school makes possible and probable a continuation 
 of intellectual activity and progress after school life is finished. 
 
 Instruction in the use of libraries will be of service to the student who enters 
 college, and by encouraging individual investigation and research it will de- 
 velop a habit of reading good literature in the boy who leaves school to engage 
 in business, or in the girl who will be chiefly occupied with social matters. 
 
 Care of books. — Children should be taught how to care for books; how to 
 open and close them; how to place books upon a desk, table, or shelf ; the 
 objections to pencil marks, to turning down leaves and other injuries, to leaving 
 books out in the rain, or dropping them in the mud, to the unsanitary practice 
 of moistening the fingers before turning leaves; and above all they should 
 learn the necessity of clean hands.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 229 
 
 The Library League formed among child-readers of the Cleveland pubHc 
 Library has resulted in a marked improvement in their treatment of books. 
 
 Library Journal: 
 
 Eastman, L. A. The Cleveland Children's Library League. 1897, 22:151-153. 
 
 The library and the children. 1898, 23:142-144. 
 
 Dousinan, M. E. Methods of inducing care of books. 1900, 25:60-62. 
 
 Public Libraries: 
 
 Hammond, Miss. Library league. 1899, 4:32-34. 
 
 Dana, J. C. Care of books. (Library Primer, 1903:73-75.) 
 
 Making a bibliography. — Each student should be required to make 
 at least one brief subject-bibliography. After assigning the subject, which may 
 relate to school work or to some individual fad of the student, the mechanical 
 method of making a bibliography should be discussed: why cards are prefer- 
 able, information to be recorded on the card — the author of the book or arti- 
 cle, the title, where it may be found if an analytical or magazine article, .some 
 note or annotation as to its character or value. Arrangement of the cards 
 should be explained. If the subject is at all prolific, at least one hundred 
 cards ought to be accumulated during the school terms. 
 
 Book-making. — Almost at the opening of instruction in details some time 
 should be devoted to the general make-up of a book. A brief history of book- 
 making will serve as introduction. 
 
 Putnam, G. H. Books and their makers. 1896-97. New York: Putnam. S2.50. 
 
 Public Libraries: 
 
 Hoag, J. P. Co-operation of Public Library and Public School. 1904. 9:226. 
 
 Then the form and use of the title-page may be described, together with the 
 dedication, preface, introduction, table of contents, chapter headings, running- 
 title, and footnotes. The index, with its often comi)licatcd abbreviations, 
 should be carefully explained, with illustrations. 
 
 That a library may be used to the best advantage, some elementary instruc- 
 tion should be given as to the scope, character, and value of the dllTerent classes 
 of reference-books. 
 
 Reference-books.— T\\e: following brief enumeration of the more important t)f 
 these will indicate to both teacher and ])U[)il those general .sources of informa- 
 tion to be found in nearly all large libraries. Instructors should discu.ss each of 
 them with the cla.ss. 
 
 The catalog ought to .show what is in the library. Having found oiil 
 whether the books rlesired arc in the library, the next step is to .send for them 
 or go to the .shelves for examination. If the catalog or shelves do not furnish 
 the desired inf(jrmalion, consult the liljrarian, who will be ready to interpret 
 the catalog or rjther library aids. 
 
 The best-known of all reference books is the Knglish dictionary; but even 
 with daily handling there are always some pupils who do not know just how 
 much information a [)lain, unabridged dictionary can offer, with its various 
 api)endices and su[)plements.
 
 230 NATIONAL EDUCATIONAL ASSOCIATION 
 
 The merits and characteristics of the Century, Standard, International, and 
 Murray's EngUsh dictionaries should be discussed. 
 
 The next most useful book is a general cyclopedia. Explain the difference 
 between a dictionary and a cyclopedia; also why the Britannica is most useful 
 in certain investigations, why an American cyclopedia is better for general use, 
 and why mere compilations "made to sell " are dear at any price. Then there 
 are the special subject dictionaries and cyclopedias — those covering antiquities, 
 biography, botany, chemistry, education, fine arts, history, law, literature, 
 medicine, mythology, poHtical science, quotations, religion, etc. Biographies 
 of special countries — American, Enghsh, German; of special classes — artists, 
 authors, missionaries, musicians, saints, scientists, women. 
 
 Valuable also are gazetteers, atlases, (geographic and historic), guide-books 
 (Badeker and Murray), street directories; such annual publications as States- 
 man's Yearbook, almanacs (Whittaker, World, Tribune) ; such special works as 
 commentaries and concordances; special handbooks of information in litera- 
 ture and history, and other topics, as Brewer's Dictionary of Phrase and Fable, 
 The Reader^ s Handbooks, Wheeler's Familiar Allusions, Haydn's Dictionary 0} 
 Dates, Harper's Book of Facts; and such special bibliographies as Adams' 
 Manual of Historical Literature. Teachers should be interested in the special 
 bibliographies of education published annually, as the "Bibliography of Educa- 
 cation for the Year," published in the June number of the Educational Re- 
 view; the "Bibliography of Child Study," in the Pedagogical Seminary, and 
 the Psychological Index, published in April of each year. 
 
 The place and value of the following should receive careful consideration : 
 
 General indexes: Poole's Index to periodical literature, with its supplements, the 
 Annual Literary Index, Reader's Guide to Periodical Literature (Cumulative Index), 
 Library Index. 
 
 Catalogs: Important printed catalogs, as that of the British Museum, Astor, Boston 
 Athenaeum, Peabody Institute. 
 
 Public documents: These include national, state, and municipal publications. 
 Only a superficial knowledge can be obtained of government publications in this brief 
 examination, as they are numerous and complicated. The more important are: publi- 
 cations of Congress, the library of Congress and of the departments; of the more 
 important bureaus and commissions, such as Labor, Education, Census. Consular, and of 
 the National Museum, Smithsonian Institution. 
 
 Wycr, J. D. United States government documents (N. Y. State Library Bulletin No. 
 102). Albany, N. Y., 1906. 15 cents. 
 
 A list of public documents useful in a public hbrary is given in the A. L. A. Catalogue 
 r904, Part 1:367-372; also in Minnesota State Library Commission, Publication No. 2. 
 Public documents in the small public library, and in the Free Library of Philadelphia, 
 Bulletin No. 6, selected list oj United States public documents specially useful in a small 
 Hbrary. 1905. 
 
 The Catalogue of United States Public Documents, issued monthly by the superin- 
 tendent of documents, shows the nature and extent of the current federal publications. 
 The Index and Review (monthly), published by Young in Washington, D. C, also gives 
 a list of these publications as they are issued; American Catalogue, 1890-95, Appendix 
 "Government Publications."
 
 REPORT ON INSTRUCTION IN LIBR.4RV ADMINISTRATION 2?l 
 
 0' 
 
 State publications: The state departments which issue reports arc usually divided 
 as follows: executive, legislative, judiciary, inspection and regulation, institutions. 
 
 American Catalogue, 1890-95, Appendix, state publications. Bowker, R. R. State 
 publications, 1899, Parts 1-2. 
 
 Municipal reports: Ci\ac departments follow quite closely the administrative divi- 
 sion of the state; as, education, health, finance, etc. The organization of cities may 
 be found in any recent book on city government. 
 
 Brief mention should be made of the publications of important national and local 
 societies and associations — as the American Historical Association. 
 
 American catalogue, 1890-95, Appendix, Publications of societies. 
 
 General national and trade bibliographies: American Catalogue 0} Books, United 
 Stales Catalogue, Cumulative Book Index. Publisher's Weekly, Publishers' Trade List 
 Annual, Bookseller (English). 
 
 Kroeger, A. B. Guide to the study of reference books, 1902. (A. L. A. annotated 
 Hsts.) Supplement to the same: Recent reference books. Library Journal, 1903, 
 28:823-828; 1905, 30:5-10; 1906, 31:3-7. 
 Koopman, H. L. Reference books and catalogues. (In his Mastery of Books, 
 1896:48-62.) 
 
 Many of the preceding reference-books will not be found in a small public 
 or school library. But instruction need not be confined to books within reach. 
 Practical work, however, must be limited to these. Ordinarily the following 
 will be available: catalog of the library, dictionaries, cyclopedias, cla.ssical 
 dictionary, general biographical dictionary, gazetteer, almanac, atlases, hand- 
 books of information (such as Brewer's), the A. L. A. catalog, and periodicals, 
 the use of which for purposes other than recreation should be explained. 
 
 Library instruction in schools. — Normal students ought to know that 
 
 instruction, not too technical, in the use of the library may be given as early 
 
 as the fourth or fifth grade. The younger children can be taught how to use 
 
 the catalog, dictionaries, and cyclopedias, as well as the location of dilTcrcnt 
 
 classes of books in the library. With the children in lower grades informal 
 
 talks are better than formal lectures. 
 
 Public Libraries: 
 
 McCrory, H. L. Library work for children. 1901, 6:93-95. (Intended f(ir 
 sixth-grade children.) 
 
 High-school inslruction.—\j\hn\ry instruction in the high .<chool has been 
 systematized in a highly satisfactory manner in the Central High School of 
 Detroit." 
 
 Teachers of Engli.sh co-operating, library reference work is made i)ari of 
 the English courses. One lesson a term is devoted to llie study of lil)rary aids. 
 Eight library courses are correlated with the eight English courses iiu hided in 
 the four years of high-.school work. 
 
 Course i include.s the use of indexes, abbreviations, heavy type indicating importnni 
 page.s, index to a work in many volumes, atlas index, use of a concordance, a brief exi)ln 
 nation of Poole's Index. 
 
 Course 2 covers the use of a card ( ataiog and brief lalk.s on classification and general 
 reference-books, such as dictionaries, gazetteers, and cycIo|H-tlias, 
 
 'Compilcfl from the- N. P.. A. I'tocerdtngt, 1005. wilh prrmiuiun of Morcnrr M. Ilopkin!!.
 
 232 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Course 3 includes periodical indexes, Poole's Index more in detail, Reader's Guide, 
 Library Index, and the value to young people of the index to St. Nicholas. Preface, 
 publisher, and date of publication are explained. Such reference books as Harper's 
 Book of Facts and the Brewer series are discussed and compared. 
 
 Course 4 considers elementary bibliography, such as the bibliographic references 
 found in modem text- books and at the end of articles in modern cyclopedias. The A . 
 L. A. Index to General Literature is explained with particular reference to the method 
 of indexing reports of official institutions, and Baker's Guide to Best Fiction, Granger's 
 Index to Poetry, and special bibliographies like the Warner's Library, Larned'^ History 
 for Ready Reference, and Strong's Yearbook of Social Progress. 
 
 Course 5 covers annuals, almanacs. Statesman's Yearbook, biographic annuals, 
 Who's Who, annual literary index (supplement to Poole's Index and A. L. A. Index 
 to General Literature), reports of city officers, city and state manuals {Blue Books). 
 
 Course 6 takes up dictionaries, cyclopedias, special indexes, and cyclopedias or 
 dictionaries of special subjects. The Geneological Index, the A. L. A. Catalogue of 
 8,000 volumes, and the A. L. A. Guide to the Study and Use of Reference Books, are con- 
 sidered special indexes. Use of Publishers' Weekly, Trade List Annual, U. S. Cata- 
 logue of Books in Print, and the Cumulative Book Index. 
 
 Course 7 includes United States reference publications. Congressional Record, 
 Congressional Directory, Document Catalogue, Statistical Abstract, Census Abstract, 
 Statistical Atlas, Labor Bulletins, Consular Reports, and the more important publications 
 of the departments of state. 
 
 Course 8 is a review of the preceding courses, with practice work. 
 
 During instruction the books under discussion are used in a room outside of 
 the Hbrary. To save time, printed lists of the books are distributed. The 
 course is given in eight hours of the four years of high-school work, two hours 
 for each year. Sets of questions, requiring the use of the books explained, are 
 worked out in the librar}' by each student after each talk. The papers are 
 corrected by the English teachers, with usual credits. 
 
 By request, the publishers of Webster^ s Dictionary have prepared for this 
 English and Hbrary instruction a pamphlet for class drill in the proper use 
 of a dictionary and its appendix. Sample pages are given, illustrating the 
 important facts and the different kinds of information which may be found 
 in Webster's International Dictionary. These pamphlets are distributed 
 gratuitously. 
 
 The following illustrate questions given to students: 
 
 Nathaniel Hawthorne and His Wife, by Julian Hawthorne, is in two volumes. Con- 
 sult the index under "Brook Farm," and name the volume and page which give the 
 fullest account. 
 
 Who is the author of the following (give play, act, scene)? "Neither a borrower 
 nor a lender be." 
 
 Look up the seven wonders of the world in two different books. Name the books. 
 
 Name three important reference points covered by the Century Dictionary of names. 
 
 What is the "Reader's Guide" to a selected list of periodials, and what points does 
 it cover? 
 
 Name three good books in which you could find an allusion to the "Field of the 
 cloth of Gold." 
 
 Find a novel on the subject of chivalry. Give author and title.
 
 REPORT ON INSTRUCTION IN LIBR.iRY ADMINISTRATION 233 
 
 Name two sources by means of which you could be guided to material for an essay 
 on Easter. 
 
 Name five reference points indexed in the World Almanac. 
 
 Who is secretary of the Department of Commerce and Labor? Where was he 
 born ? 
 
 What classified catalog of books has been carefully prepared by the libraries of 
 America recommending good books on leading subjects ? 
 
 What cyclopedia would you consult for very full articles? What cyclopedia would 
 you consult for very brief articles ? What cyclopedia would you consult for medium 
 articles ? 
 
 What is the Document Catalogue ? How frequently is it pubhshed ? Examine the 
 volume for iSqq-iqoi and give a reference on the subject of insurance. 
 
 What is the Statistical Abstract? By means of it find the number of pounds 
 of cofiFee imported in 1890. What is the Congressional Record ? 
 
 Name the books or books in which you think the answers for the following ques- 
 tions will be found: 
 
 Kind of government, present officers, etc., of Denmark. 
 
 Translation of the phrase "Alia Zappa." 
 
 Brief biography of prominent men. 
 
 Leading athletic events of the past year. 
 
 Present secretary of the navy. 
 
 Bibliography of any subject in which you are interested. 
 
 Abbreviations. 
 
 Index to scattered selections of poetry. 
 
 Condensed report of the last census by col(jr. 
 
 Speeches in Congress. 
 
 For further details of this work see: 
 
 N. E. A. Proceedings: 
 
 Hopkins, F. M. Methods of instruction in the use of high school libraries. 1905: 
 858-864. 
 
 For Hbrary instruction in schools in general see: 
 
 Library Journal: 
 
 Ames, A. S., and Rathbone, J. A. Instruction in the use of reference books and 
 libraries in high schools. 1898, 23:86-91. 
 
 Doren, E. C. Library and the school work now done. 1904, 29 :c 153-157. (Sta- 
 tistical account of reference work and library instruction in schcx>ls.) 
 
 Fletcher, M. J. Instruction to high school students in use of libraries. 1904, 29: 
 481. 
 
 Mead, H. R. Training of students in the use of books. 1905, 30:0 82-84. 
 
 Quigky, M. O. Systematic in.struction in the use of the library at Grand Rapids. 
 1906, 31 : 166-167. 
 
 Sargent, A. L. Reference work among school children. 1895, 20:121-122. 
 
 Stanley, II. H. Reference work with children. Kjoi, 26:c 74-78. 
 
 Wait, M. F. Library work in a preparatory school. 1904, 29:182. 
 
 I'ulilic Libraries: 
 
 Ellis, Elizaljcth. Instruction of school childnn in the u.sc of library catalogs and 
 
 reference Ixx^ks. i8<jo, 4:311-314- 
 Finney, B. A. High school instruction in use of reference IxKiks. i8<>9, 4:3'S"3'7- 
 Manna, B. S. Reference work with children. 1004, 7:149151. 
 Hopkins, F". M. Library work in high s< hfMils (Ci-ntral High School of Detroit). 
 
 1005, 10: 170. 
 Hopkins, J, A. A lesson on the card catalog. 1903, 8:156-158. 
 Moore, E. L. Library work with children— prize contest. 1901, 6:418-419.
 
 234 NATIONAL EDUCATIONAL ASSOCIATION 
 
 IV. THE SCHOOL LIBRARY ROOM 
 
 Location.— Tht library of a school should be accessible, and yet remote 
 enough to escape the noise and confusion which prevail near the main stairway 
 or elevator, and should be out of the way of the casual visitor, who often regards 
 it as a convenient and attractive waiting-room. 
 
 If no provision has been made in the school building for a library, any large 
 room on the second or third floor will serve this purpose. 
 
 For all details of library construction see New International Encyclopedia or Ency- 
 clopedia Americana, article "Libraries." 
 
 For a new school building the architect should consult a library expert in 
 regard to location and every detail of interior finish and arrangement of the 
 librarv room. 
 
 Light. — If there are windows on one side of the room only, they should 
 extend from within three feet of the floor to the ceiling. Light is more important 
 than heat, and there is usually danger of too little rather than too much. If 
 there are windows on two sides of the room, they may come down only to the 
 top of the bookcases, in order to give wall room for shelving. Care should be 
 taken, however, to avoid, if possible, what is sometimes called the "dungeon" 
 effect of windows. Artificial light must be provided for short winter afternoons 
 or possible evening use; and whether oil, gas, or electricity is used, the Ught- 
 point should be properly shaded to prevent unpleasant glare or reflection. 
 
 The "Rochester" oil lamp, and other similar burners, give a soft and pleas- 
 ant light for reading. The best gas light is furnished by acetylene or by the 
 Welsbach burner. Each table should have one or two adjustable lights pro- 
 tected by a deep, cone-shaped, enameled tin or glass shade, green outside, 
 light polished lining inside, so arranged as to shield the eyes and throw the 
 light on the table. Portable lights, with a metal half-shade which throws the 
 light on the backs of the books and protects the eyes, are best for the shelves. 
 Very little general artificial lighting of the room as a whole is desirable. 
 
 Some architects advocate briUiant illumination of the room by means of 
 ceiling clusters. They argue that this secures a light more nearly resembling 
 that of the sun, and therefore is the natural method; but this is practically and 
 theoretically wrong. 
 
 Nothing relating to the education of the child is more important, and noth- 
 ing so universally neglected, as the right light for reading or study. Pupils 
 should never face a strong light, or read in insuflficient light, whether natural 
 or artificial. 
 
 Lleat and ventilation. — Heat should be so regulated as to secure a tempera- 
 ture of 68°. The room should be ventilated several times daily by lowering the 
 windows from the top, and should be well aired both before and after use. 
 Systems of indirect ventilation, by forcing fresh air thru registers, tho theoret- 
 ically perfect, are rarely quite as satisfactory as the air carefully taken directly 
 thru an open window.
 
 REPORT ON INSTRUCTION IN LIBIHRY ADMINISTRATION 235 
 
 Much of the restlessness and general perversity of children both in school- 
 room and library are due to the demorahzing effects of foul or over-dry air. 
 
 Library Journal: 
 
 Dewey, Melvil. Heating libraries. 1881, 6:93-96. 
 Lincoln, D. F. Ventilation of libraries. 1879, 4:254-257. 
 
 Patton. N. S. Heating, ventilation and lighting of libraries. (In U. S. Bureau 
 of Education Papers, prepared for the World's Library Congress held at the 
 Columbian E.xposition, 1896. 718-724.) 
 
 Shelving. — Shelves should extend along the sides of the room as far as the 
 wall space permits. The top shelf should be within reach of a child of fourteen 
 of average height — .say 64 inches from the floor. The top of the upright, exclu- 
 sive of molding, should be 74 inches from the floor, including a base of 4 inches 
 which will protect the books from a too vigorous broom or mop. The shelves 
 should be adjustable, i inch thick, 8 inches deep, not more than 3 feet long (30 
 inches would more surely prevent bending under the weight of books), and 
 placed between uprights at intervals of 9^ or 10 inches. Two large shelves 
 next the floor, 12 inches deep, 14 inches apart, will accommodate large books. 
 A ledge i inch thick and 3 or 4 inches wide, separating the upper and the 
 lower shelves, adds to the general appearance of the room and is a convenient 
 place for books ready to be returned to the shelves, but interferes .'somewhat 
 with the use of the lower shelves. If the lower shelves are not all needed for 
 larger books, they can be fitted with drawers or doors, and utilized for storing 
 pictures, photographs, and library .supplies. Backing for shelves is de.siral)le, 
 but not necessary. Moldings should be plain. Fancy beading or ornamenta- 
 tion of any kind collects dust. If finish is desirable for ends of cases where 
 the continuity is interrupted by door or window, inlaid panels look well and pre- 
 vent warping, especially if the material is oak; but are not necessary, and 
 increase expense. 
 
 When the wall shelves are filled, additional .shelving may be obtained by 
 forming alcoves with double-faced floor cases placed at right angles to the wall. 
 .•\ thin strip of wood two inches high placed between double shelves will prevent 
 books from slipping back, and is cheaper than full backing. 
 
 Quartered oak is the best material for wood work, but ])ine or whitcwood 
 make fairly satisfactory substitutes. Shelves can be made of pine with a one- 
 inch veneer of oak on the front edges. 
 
 If there are no funds for lliis style of shelving, jxuking boxes can be 
 fitted with .shelves. Discarded wardrobes serve the same i)ur|)o>e. 
 
 .Soule, C. C. Library rooms and buildings, 1902. (A. L. A. Lil)rary Tract, No. 4.) 
 Dana, J. C. Rooms, building, fi.xturcs, furniture, 1903. (In his Library Primer, 25-21).) 
 
 Tables and chairs. — Tables and chairs should be of dilTerent heights to 
 a( commodate children of difl'erent ages. Tables 5 feet long by 3 feet wide will 
 accommodate six [lersons, two at eac h side and one at eaih end. They .should 
 be plain anrl without drawers, slides, or foot rails. Henl-wood ihairs, with 
 rubber tips if the floor is bare, arc light, durable, and very .satisfactory.
 
 236 NATIONAL EDUCATIONAL ASSOCIATION 
 
 If windows are on one side only and come down near the floor (see sug- 
 gestion above), a bench can be built underneath each. These will prove popu- 
 lar seats on dark days. The objections are that they may tempt to lounging. 
 They should not occupy space available for shelving. 
 
 Librarian's desk. — The librarian's desk should be near the entrance, if this 
 position permits general supervision of the room. It should have a flat toj), for 
 nothing should obstruct the Hues of vision. A small table, or a- revolving case, 
 within easy reach is very convenient. 
 
 Floor-covering, and cleaning. — Linoleum or corticine is the best floor- 
 covering. These serve to deaden noise and can be washed like a wood floor. 
 
 The floor should be cleaned thoroly with soap and water each week; 
 oftener if necessary. The room should be swept and the furniture dusted every 
 morning. Two or three times yearly books should be removed from the 
 shelves and dusted, and the shelves cleaned with a damp cloth. Never use 
 feather dusters. 
 
 If possible, there should be a lavatory near the library. Children should be 
 taught that they must have clean hands before touching books or magazines. 
 
 A catalog case of six trays will hold nearly 6,000 cards, with guide cards. 
 The base for this case should be open and fitted with three or four shelves, for 
 atlases, portfolios, and all volumes too large for the regular shelves. The cata- 
 log case should be of the best make and bought from a reliable maker. It 
 cannot be imitated by the village carpenter. If it is too expensive for a small 
 library, catalog cards can be kept in tin or wood or even pasteboard boxes, cov- 
 ered, each holding about 800 cards with guides. 
 
 Racks. — A newspaper rack for daily and weekly papers is recommended, 
 but not necessary. A special rack with shelves at different angles is convenient 
 for periodicals. It is economical in floor and wall space. Periodicals may be 
 stored on bookshelves, divided by partitions into pigeonholes, 10^ inches wide 
 6 inches high, and labeled with name of publication. An alphabetical arrange- 
 ment is the best. A shelf deeper than the ordinary will be necessary, or maga- 
 zines will project and look disorderly. 
 
 Trucks. — A book-truck is costly, but very useful for holding books during 
 the various processes of preparation for the shelf and for moving books 
 from one part of the library or building to another. 
 
 Book supports.— There should be a good supply of book-supports, for use on 
 shelves which are not quite full; not only for the better appearance of the 
 .shelves, but because books wear much longer when standing upright. The 
 old Library Bureau support is the best and cheapest. 
 
 Shelf labels. — Plain cardboard, buff or light gray, neatly labeled, can be 
 fastened on the shelf with thumb-tacks; but as these are easily soiled and dis- 
 placed, tin shelf label-holders five inches long should be used. 
 
 Bidletin-boards. — If sufficient wall space is not available for bulletins, the 
 ends of bookcases may be used. Remnants of cork carpet are very satisfactory- 
 Cut to the desired size and frame with oak a half-inch wide. Old picture- 
 frames, to be found in many a garret, can be substituted. 
 
 11 
 V
 
 REPORT ON INSTRUCTION IN LIBR.ARY ADMINISTRATION 237 
 
 Ink. — Black, blue, and red inks are used in the library. Avoid pale, thin, 
 watery fluids, light green, or blue warranted to dry black. Ink should be of 
 standard make. Many library records are written for all time, and ink must 
 be permanent. The following makes have been tried and found satisfactory: 
 Carter's Black Letter Ink, City of Boston School Ink, Carter's Blue Writ- 
 ing Ink. Carter's Crimson Fluid, Carter's Fast Red Copying Fluid, Stafford's 
 Blue Writing Ink, Massachusetts Record Ink (made by Carter). 
 
 Pens. — Pens are a question of individual preference. For printing library 
 cards, King's Nonpareil No. 5 and Library Bureau No. 3 are much used. 
 
 Paste. — Binder's or flour paste is best for library use. As it spoils in a 
 short time, it is suitable for large libraries only, where large quantities are used. 
 A small librar}' should use some kind of photographer's paste. 
 
 Blotters. — For the desk, use blotters of dark gray or green. They are more 
 sen-iceable than the white, pink, or buff blotter. 
 
 Paper-cutter. — A plain, flat paper-cutter of celluloid or bone, with a slightly 
 sharp edge, is best. As a rule, any fancy "souvenir" variety is useless. 
 
 Chairs, tables, desks, cases, shelves, and other equipment should matcli, if 
 possible, in material and color. Quartered oak is the most satisfactory in gen- 
 eral effect, but is expensive. 
 
 Econoiny. — Economy may be practiced, without detriment, in part of 
 the library equipment. Cheap wood can be used in place of oak. Trucks, 
 racks, and special cases for photographs or folio volumes can be dispensed 
 with as luxuries. 
 
 The local carpenter, if furnished with the right dimensions, can make cases 
 to hold charging cards and other records; but the catalog case must be of 
 standard make. 
 
 Library .Supplies. — For all library supplies with prices, see Library Bureau 
 Catalogue, Boston; also their "Suggestive List 0} Supplies for a Library of 
 5,000 Volumes.'^ Clark & Baker, of New York, and the Globe- Wernicke Co., 
 of Chicago, also make a specialty of catalog cases and cards. 
 
 Stearns, L. E. Furniture and fittings. (In her Essentials in library administration, 
 1905:80-91.) 
 
 Decoration. — The library should be made as attractive as possible without 
 carrying the decorative idea to an extreme. Order and neatness are essential, 
 but highly colored pictures and tawdry ornamentations of any kind are inap|)ro. 
 priate and undesirable. 
 
 The ceiling and walls should be tinted with a warm .shade of terra colta 
 or olive green, the lighter tints being desirable. 
 
 A fern or palm on toj) of the catalog case gives a toui h of color to the 
 room. A few carefully .selected j)i( tures for the wall above the bookshelves, 
 ami one or two casts or bron/cs, will suflice for permanent decoration. Pic- 
 tures need not have an educational tendency; that is. the educational features 
 should not be visible. The children "get enough of that in .school, "
 
 238 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Braun's or other best photographic reproductions, while expensive, are 
 beautiful and always appropriate. A few of the many that are peculiarly 
 suitable for a library are: Cuyp's "Head of a Dutch Boy," Ruydael's "The 
 Mill," J. T. Millet's "Feeding Her Birds" or "The Gleaner," Corot's "Sun- 
 set," any of Troyon or Breton, one of Rosa Bonheur's pictures, Sir George and 
 the dragon, a mediaeval knight in armor, the Sistine Madonna. A beautiful 
 bronze, and a great favorite with children, is the "Flying Mercury." A cast 
 of Delia Robbia's "Singing Boys" is always acceptable. Pictures of favorite 
 authors may be hung on ends of book-stacks or between windows. 
 
 Picture bulletins. — Picture exhibits by means of bulletins are made to serve 
 some special purpose, to illustrate a topic under discussion in the schoolroom or 
 an event of general outside interest. Pictures can be fastened on bulletin 
 boards, together with a list of books relating to the topics illustrated, or they can 
 be mounted separately on gray cardboard, and hung by clips on wire or cord 
 stretched along the shelves. The picture bulletin is of temporary interest only 
 and should not be too elaborate, or it will tend to make the library look like a 
 museum. 
 
 A private school in New York City recently gave an exhibition of photo- 
 graphs taken during the summer vacation, developed and printed by the 
 children; and altho of amateur workmanship, they formed an interesting and 
 really artistic collection. 
 
 Milner, A. V. Pictures for reference use. (In her Formation and care of school libraries, 
 
 1903:9-10.) 
 Stearns, L. E. Illustrated bulletins. (In her Essentials in library administration, 1905: 
 
 22-24.) 
 
 Library Journal: 
 
 Gaillard, E. W. An extension of the picture bulletin. 1901, 26:874-875. 
 
 Moore, A. C. Picture work in children's libraries. 1900, 25:126-129. 
 
 Outcome of the picture bulletin. 1901, 26: 192-193. 
 
 —Place of pictures in library work for children. 1900, 25:159-162. 
 
 Root, M. E., and Maltby, A. B. Picture bulletins in the children's library. 1902, 
 27:191-194. 
 Public Libraries: Dousman, M. E. Pictures and how to use them. 1899, 4:399-400. 
 
 Freeman, M. W. Use of pictures in library work. 1900, 5:446-449. 
 
 Morton, Josephine. E.xhibits and special days. 1903, 8:464-465. 
 
 Librarian. — A collection of five hundred or more volumes needs a custodian. 
 The school law of several states specifies that the secretary of the school board 
 or a teacher shall act as librarian, make reports to the state superintendent, and 
 be responsible for the condition of the books. In such cases the office is 
 generally nominal. The teacher, or the secretary, who is probably a business 
 or professional man, cannot be e.xpected to give the necessary time for the 
 proper care of even a small library. 
 
 If a trained librarian is too great a luxury, a graduate of the school will 
 probably serve for reasonable pay. She should have good judgment and 
 common-sense, be accurate, and must have some instruction and experience in 
 library methods. Under these conditions, the teachers will be obliged to attend 
 to the reference side of the library work.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTILiTION 239 
 
 As the library increases in size, in order to increase al^o in efficiency a 
 trained librarian becomes necessary. She should give her entire time to the 
 hbrary, in and out of school hours, in order that she may apply the technical 
 knowledge gained thru her special training to the work of making the Hbrary 
 useful in the highest degree. 
 
 She must exphiin the card catalog to both teachers and pupils, and give 
 some instruction in the use of books. She will decide for both teachers and 
 pupils how and what to read, as well as the kind and quahty of books needed in 
 the class-room. 
 
 The library atmosphere should be different from that of the schoolroom. 
 
 The librarian can meet the children in a more faftiiliar, informal manner than 
 
 the teacher. 
 
 N. E. A. Proceedings: 
 
 Dana, J. C. The librarian and her equipment; the librarian and the teachers; 
 the librarian and the children. 1899:517-525. 
 
 Rules. — Rules relating to the privileges of the library and circulation of 
 books should be displayed in some conspicuous place in the library, and near 
 the main entrance. In formulating rules the librarian should omit everything 
 superfluous. She should say what she means and mean what she says. Rules 
 that are not enforced are worse than no rules. 
 
 School boards and superintendents of public instruction are sometimes 
 authorized by the school law to make rules and regulations governing the use of 
 school libraries. California and Wisconsin publish very specific directions of 
 this nature. 
 
 Discipline. — The question of discipHne is governed entirely by local con- 
 ditions, and no hard and fast rules can be laid down. Schoolroom discipline 
 is undesirable in a library, but in some localities it must be enforced. Chil- 
 dren should feel that the use of a library is a privilege, and not that they are con- 
 ferring a favor on the librarian by their mere presence — a spirit that is sometimes 
 manifested in the children's department of a public library. 
 
 Report. — The librarian .'^houl(i make a formal rej)ort each year to the hoard 
 of education, giving statistics of the circulation and other u.ses of the library, an 
 account of all money passing thru her hands, result of the annual inventory, 
 record of gifts, list of new books received, account of technical and routine work, 
 anrl other items of interest regarding any special work with the children and 
 teachers. The local paper will gladly print such a report. 
 
 V. SKLIXTING AND URUERING liOOKS 
 
 L.hrarian final authority.— The librarian, constantly advising with teachers 
 and with school authoritics,should be the final authority in sele( tingbooksforthc 
 school library. By keej)ingin touch with both teat hers and pu|)ils, .she i>> in a posi- 
 tion to know what books will be most useful in the library; and .she alone knows 
 the funds available, and how these may be distributed most wisely and cqui-
 
 240 NATIONAL EDUCATIONAL ASSOCIATION 
 
 tably. From time to time teachers should send to the librarian lists of books 
 needed for their work, indicating those which are wanted for immediate use, 
 that these may receive prompt attention. But teachers are not always infallible 
 in their judgment regarding books. They may be highly eflficient as teachers, 
 and yet know little about juvenile or even adult literature; and it is quite prob- 
 able also that they know comparatively little of the cost of books, and may ask 
 for expensive editions when something less costly would serve their purpose 
 quite as well. If the library is in a rural district, serving the neighborhood as 
 well as the school, the needs of the school must be met first, as the library is first 
 and last an educational institution, and the children have the first claim. 
 
 Judging from the results of an investigation made by W. H. Cheever in 
 Wisconsin, published in Public Libraries, 1897, 2:349, teachers are not always 
 given opportunity to say what kind of hterature they wish placed in the school 
 library. The county superintendents to whom inquiries were directed seemed 
 to think that this was because teachers are not considered competent to decide 
 what books should be bought for school use. In one district books were se- 
 lected and bought during the summer vacation when the teachers were away ! 
 
 The town clerk or some other public official may be authorized by law to 
 make contracts and pay bills, but final word in selecting books ought to lie with 
 the librarian. A county superintendent describes in a recent number of Public 
 Libraries the kind of school library which may result if the choice of books is 
 delegated to the wrong, incompetent official. The town clerk of a certain dis- 
 trict thought it desirable to make the school Hbrary popular. He therefore 
 bought books which the people would read; with the result that the girls 
 quarreled over Bertha M. Clay's novels, and the boys fought over biographies 
 of Frank and Jesse James. 
 
 Pupils should be encouraged to express opinions in regard to books read, 
 and, as far as may be reasonable and possible, their likes and dislikes should be 
 respected by the librarian. 
 
 If due allowance is made for personal or professional bias, the advice of 
 specialists is sometimes desirable, especially as to scientific books. 
 
 If the selection must be made from lists prepared by the state superin- 
 tendent the librarian should still make the final choice, and should be held 
 responsible for this. Such lists are usually revised from time to time and if 
 they do not at first include just what the librarian thinks necessary for her 
 library, by presenting her case to the proper authorities she may obtain the 
 literature from some future official list. 
 
 Principles of selection, and aids. — Certain fundamental principles should be 
 followed in selecting for purchase. It is useless to fill shelves with classics never 
 read, merely because they come under the head of good literature. 
 
 Publications containing notices of new books are usually issued weekly and 
 monthly. As a rule, reviews are written for the general reader rather than for 
 the student, more space being given to fiction and other literature which 
 appeals to the public.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 241 
 
 The librarian of the school library is more limited in her field than is the 
 public librarian, and a conscientious examination of these reviews will seem 
 at times to be without adequate results 
 
 For general text-books or works on education it is advisable to rely upon notices 
 published in such educational periodicals as the Pedagogical Seminary, Educational 
 Review, Journal of Pedagogy, etc. Unfortunately these periodicals do not give many 
 reWews, and frequently a book is on the market several months before they refer to it. 
 
 For scientific books, read reviews in Science, Nature, School Science, etc. 
 
 Books on kindergarten, manual training, and other special topics are reviewed in 
 Kindergarten, Manual Training, and other special periodicals. 
 
 The Dial (semi-monthly, Chicago, $2), Nation (weekly. New York, $i),Outlook 
 (weekly, New York, $3), are most reliable of the critical reviews. The Bookman (monthly. 
 New York, $2) is more popular and entertaining in stj'lc, giving chatty items about 
 authors as well as books, and does not treat of literary topics exclusively. The New 
 York Times Saturday Review has a wide circulation because it is inexpensive and up to 
 date, reviewing books almost as soon as they leave the press. 
 
 For a selected list of books consult the A. L. A. Book-List, published monthly except 
 during the summer. Publisher, price, and imprint are given, with annotations made 
 by librarians; also the bulletins of A. L. A. Committee on Book-Buying, and suggestions 
 and rules for the Library of Congress cards. The later numbers give the classification 
 of each book according to the decimal and expansive system, with suggested subject 
 headings. It is intended to aid those who are buying small libraries. 
 
 For a complete list of current publications consult Publishers' Weekly (New York, 
 $3) and Cumulative Book Index (monthly, Minneapolis, $5). Publisher, price, and 
 imprint are given, with annotations for more important works. The Publishers' Weekly 
 issues a special spring announcement number in March, a summer number in May, 
 an educational number in July, a fall announcement in September, a Christmas number 
 in December. The Cumulative Book Review Digest (monthly, Minneapolis, $5) gives 
 descriptive notes and a digest of reviews which have appeared in forty of the leading 
 periodicals in English. All large publishing-houses issue annotated lists monthly or 
 at longer intervals. A number of these make a specialty of schoolbooks and children's 
 literature. 
 
 American Catalogue (not necessary in a small library), 1875-1000, five volumes, 
 gives lists of books printed in the United States during these years, and includes some 
 importations; the information is very full, gives publisher and price of book, with date 
 of publication. Volumes 2, 3, and 4 give lists of United States government publications, 
 classified by departments; also publications of literary and scientific societies; also a 
 list of state publications. These lists were omitted in the last volume, as the .same 
 information appears in another publication. One of the most useful features of this 
 catalog is the subject-index which follows the author-index and forms Part 2 of each 
 volume. One is enabled to find out from this catalog what lK)oks on any subject have 
 been published in the United States during the period covered. This is too costly, 
 however, for most small libraries. The caHier volumes are out of print, and 1890-95 
 and 1895-1900 arc $15 each. 
 
 The Bookseller Cmonthly) and the English Calnlngue (annual), each 5.^., r<pns< nt 
 current Knglish publications, but would not be used lo aiiv gnat r.xtcnt in a small 
 library. 
 
 For standard lxx>ks still in print the most useful guide is the A. L. A. Catalogue oj 
 8,of)f) Volumes (1904, Washin^^lon, Sup* -rintcndint of Dorununts, 50 cents). This list 
 wa.s compiled by experts, and is an invaluable guidi- to librariis and irarhers. It is fully 
 classified and indexed, gives publisher and price, and comprehensive annotations.
 
 
 242 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Winser, Beatrice. Some of the recent and current aids to book selection. 1905, 
 Public Library Newark, N. J. 
 
 For prices and information concerning reference-books consult A. B. Kroeger, Guide 
 to the Study and Use of Reference Books with supplements published in the Library 
 Journal. Lists of books suitable for school libraries are mentioned under the topic of 
 "Books for Children and Teachers." 
 
 Ordering books. — After selections have been made, and contracts, if any, 
 have been closed, the librarian should be authorized to order books according 
 to the contracts and regulations made by the state or by the local school 
 authorities. If, however, the power to buy rests with the town clerk or some 
 school official, the librarian should have the privilege, approved by the school 
 board, of ordering books needed for immediate use. A book wanted for class- 
 room work at the beginning of the term may be quite useless a month or six 
 weeks later. 
 
 Records of orders. — A record of all orders sent out should be kept in the 
 library on orderslips, to be had of the Library Bureau, or made by the local 
 printer. Any blank cards of standard size will serve. Author's name, title, 
 edition (if known). pubHsher, date, and hst-price of the book are recorded on 
 the order-slip, with name of agent and date when ordered. Before the order is 
 sent, each entry should be compared with the library catalog and with the Hst 
 of outstanding orders, so that unnecessary duplicates will not be bought. 
 When the books are received, corresponding slips should be dated and cost- 
 price recorded. Slips for filled orders are then filed in a separate alphabet (see 
 details under topic "Checking Invoices"). The order sent to the agent should 
 contain the same information given on the order slips and may be copied 
 from these slips on a sheet of paper, and stamped with name of library and 
 date. Each order should expressly state, that, if not found within (say) thirty 
 days, it will be considered canceled. A small rubber stamp may be used to 
 print this condition. 
 
 Not all of these details are necessary in a small library, but records 
 should be accurate and complete. 
 
 Purchasing agents. — It is advisable to buy from one agent. By this method 
 accounts are simplified, mistakes are more easily rectified, more interest is 
 shown, and better discount is granted by the dealer. In choosing an agent, it will 
 prevent criticism if lists of the books to be bought are sent to several agents, 
 including the local dealer, with a request for lowest terms, keeping in mind 
 that the man who is the cheapest is not always most reliable. It is better to 
 pay a local or other agent a litde more, and secure convenience and good 
 service. When possible, an agreement or contract for the year should be made 
 with the agent. 
 
 Large publishing houses act as jobbers, selling publications of other firms as 
 well as their own. Because of greater facilities, they can give, perhaps, better 
 discounts than the home dealer, and can more readily obtain books out of print. 
 However, the question of express charges and possible delay, as well as of 
 friendly relations, must be considered.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTR.4TI0N 243 
 
 In case of large orders, a reduction of 30 or 33 J per cent, may be expected, 
 unless books are "net," when 5 or 10 per cent, or no discount is allowed. 
 Magazines also should be bought thru one agent. 
 
 Public Libraries: 
 
 Underhill, C. M. Book ordering and buying. 1903, 8:142-144. 
 
 Generally, avoid all dealings with itinerant book agents, buying neither 
 subscription books, nor on the installment plan. These methods are more 
 expensive than buying thru regular channels, and are undesirable in every 
 way. Most subscription books can be bought in open market for about half 
 price six months after the last part or volume is is.sued. 
 
 Foreign books intended for educational institutions may be imported free 
 of duty. 
 
 Editions. — Expensive editions, editions de luxe, have no place in a school 
 library, unless as gifts. If the print is good — that is, not fme or blurred — a 
 cheap edition is desirable, as it can be thrown away when soiled or worn out 
 and replaced by a new copy. Standard literature is issued in an attractive 
 form, at reasonable prices, by many publishers under some such title as 
 "School and Home Classics," "Classics for Children," "English Classics," 
 "Riverside Literature Series," "Temple Classics." These should be ordered 
 in cloth bindings, never in paper. 
 
 A really poor edition should not be placed on the shelf or accepted even as a 
 gift. If dealing with a reliable firm, the agent may be trusted to supply a good 
 working edition of any book. 
 
 Auction and second-hand catalogs. — Auction catalogs contain little to 
 interest school librarians. Bargains in standard literature or books out of print 
 are sometimes found at auction sales; but unle.ss books are examined personally 
 or thru an agent, poor editions and cheap bindings are frequently obtained in 
 this way. Catalogs of second-hand dealers offer the same class of material as 
 aucti6n catalogs, but are perhaps a little more satisfactory, as a fixed price is 
 quoted and books may be returned if found undesirable. 
 
 Regular book agents will advertise for any book out of j)rint, or ihc lil)rarian 
 may d(; so thru the Publishers' Weekly. 
 
 Regular trade-lists, catalogs, and <pe( ial advcrlir^cnicnt^ of leading jjublish- 
 ing houses are the most important and reliable channels for a knowledge of the 
 current literature issued. 
 
 Dana, J. C. Buying books. (In his Liljrary prinuT, 1903:63-68.) 
 
 Denver Public Library, Han<ilx>(>k. i8i;5: 29-33. 
 
 .Vfilncr, .\. V. Formalion and care of sch<Kj| libraries. 1902:^-4. 
 
 Library Journal: 
 
 How we ch(wse and buy new lx)oks. 1889, 14:336, 372. 
 Nelson, C. A. Ch<K.siiig and buyirig Uxjks. 1KH7, 12: 155-156.
 
 244 NATIONAL EDUCATIONAL ASSOCIATION 
 
 VI. CHILDREN'S READING 
 
 So much has been said and written on children's reading that it seems 
 superfluous to add anything to the abundant material already accessible to 
 those interested in this 'topic, so important to the school and pubHc library. 
 It will be sufficient, perhaps, to call attention to articles written and lists com- 
 piled by library and school experts. 
 
 It has been stated by authorities in literature and education that no list 
 of children's books having a literary and educational value in the highest sense 
 has yet been prepared. It is to be hoped that at some time in the near future 
 these critics will issue an ideal list, and thus for the first time meet all reason- 
 able requirement';. 
 
 Lists. — Lists of juvenile literature are of three classes: those intended for 
 use in the children's department of a public library, such as special lists of 
 the best books for boys and girls; or lists of fairy-tales, legends, travel, biog- 
 raphy, etc.; or lists of books, articles, poems, etc., relating to special days, as 
 Christmas, Lincoln's birthday, or Flag Day. 
 
 For use of both teachers and pupils lists of books suitable for a school 
 library have been compiled, or approved, and recommended by hbrarians. 
 teachers, and school superintendents. 
 
 Lists combining the features of both classes have also been compiled for 
 use of those in charge of rural libraries which supply reading for school use 
 and for recreation. 
 
 All lists available should be consulted in selecting or recommending books 
 for a school library, and no one list should be followed too closely. All con- 
 ditions of school work and library work differ in different communities. 
 Besides, in a certain sense any list is out of date as soon as issued, because 
 cf the flood of new books. 
 
 OFFICIAL LISTS 
 
 Wisconsin Department of Public Instruction. List of books for township libraries com- 
 piled under the direction of the state superintendent, iqoi, 1902, 1903, 1904, 4 vols. 
 
 List of books for high school hbraries. 1902. (Free to schools in Wisconsin; 
 
 outside of the state a charge of 25 cents is made.) 
 
 These lists are among the most useful issued by state departments of 
 public instruction. The first is intended for use in selecting books for school 
 district libraries, and is divided into primary and intermediate grades. Both 
 lists are classified by subjects, as biography, science, etc., and include reference- 
 books and periodicals. Full information is given in regard to author, title, 
 date, binding, pagination, illustrations, pubUsher, and list-price and discount- 
 price, with author, title, and subject indexes. The descriptive notes accom- 
 panying each book cited are comprehensive and helpful, and are written from 
 the teacher's standpoint. 
 
 In 1904 the Connecticut State Board of Education issued a list of books for schoo 
 libraries, classified by subjects; and in the same year the Connecticut Public Library
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 245 
 
 Committee issued a list of books in the traveling school libraries loaned by the Connecti- 
 cut Society of Colonial Dames of America. 
 
 Departments of public instruction sometimes print book-lists as part of their annual 
 reports or of some other official publication. In his annual report for 1902 the state 
 superintendent of New York published a book list under the title School Libraries and 
 Reading. 
 
 In 1905 the Illinois and Missouri Departments of Public Instruction issued courses 
 of study for rural, graded, and high schools; followed by a graded list of books for school 
 libraries, including reference-books. Illinois and Nebraska publish lists of books recom- 
 mended for teachers' reading-circles, with reviews of some more recent publications. 
 
 The Board of Education for New York City published in 1904 a Catalogue of Books 
 jor Public School Libraries, a list graded from the kindergarten to the eighth grade. This 
 gives publisher, price, illustrations (if any), descriptive note, and author index, followed 
 by a classified list of books for reference Ubrarics and for teachers' libraries. 
 
 In the annual report of the Columbus (Ohio) Public School library, for 1904-5, the 
 librarian publishes a list of books in that library for supplementary reading, arranged 
 by grades and subjects. 
 
 A List of books for supplementary reading for the Milwaukee public schools was 
 issued in 1904, graded and classified by subjects, and followed by a list of general refer- 
 ence-books. 
 
 The committee appointed by the National Educational Association on Lists of Books 
 for Reading and Reference in the Lower Grades of the Public Schools published in the 
 Journal of Proceedings for 1898, pp. 1016-22, graded lists of books suitable for a school 
 library. 
 
 The committee appointed by the National Education Association on Relations of 
 Public Libraries to Public Schools, in a special report for 1899, published under the 
 title The Relation of the School to Libraries, a "List of Books for the Grades," pre- 
 pared by Charles A. McMurry, and a "List of One Hundred Books for High Schools," 
 prepared by J. C. Hanna. 
 
 The same report contains a " List of Books to be Read in Grades I to XII Inclusive, 
 with Special Reference to the .\verage Country School and the Average Grade Teacher," 
 compiled by Sherman Williams. 
 
 The Southern Education Board in Southern Education, 1903, Vol. I, No. 18 ("Rural 
 Libraries"), publishes" A List of Books for a Rural School Library," classified by grades, 
 with unsually full descriptive notes. It is intended to be used as a guide in starting a 
 rural school library. 
 
 LISTS FOR SCHOOL LIBRARIES 
 
 Oregon Library Commission, List of books for school libraries, 1906. Part i, Books 
 for elementary schools; Part 2, Books for high schools. This list gives price, publislur, 
 and annotations, also directions for care and maintenance of school libraries in Oregon. 
 
 M. H. Prentice and E. L. Power have published a Children's Library, selected in 
 behalf of the Cleveland Normal School, and approved by the Cleveland Public Library 
 (second edition, 1904). The books on this list are recommended for "the children's own 
 voluntary reading" as well as for schoolroom use. They arc graded with helpful anno- 
 tations as to the character of the Ixxjks and the object to be gained by their use. 
 
 Under the title "SchfKjI Holiday .Series" thr- Cleveland public library i.ssues s|)(rial 
 reading-lists for Thanksgiving Day, Christmas, Abraham Lituoln, George \Vasliinf);lon. 
 Memorial Day, New Year's Day, Arljor Day. 
 
 The Budalo Public Library, U)02> Classroom Libraries for Public Schools. This 
 list is graded from the- first to the ninth grades, with a supplementary list of pieture-bcMiks 
 for first and second grades. A separate classified list is given of refirenee-l)ooks, iiiduding 
 books for teachers, on teaching, p»ycholf)gy, child-study, religion, ethics, etc.
 
 246 NATIONAL EDUCATIONAL ASSOCIATION 
 
 The Springfield (Mass.) City Libran', January, 1899: List of Books in the City 
 Library recommended for Outside Reading to the Pupils of the Springfield High School 
 by the Teachers. A classified list but without annotations. 
 
 The Evanston (111.) PubHc Library, 1902: A Graded and Annotated List of Five 
 Hundred Books in the School Library Department, with author and title index, and a 
 list of good stories for boys and girls. 
 
 New York State Library (Albany), 1901: Bulletin iVo. 65, " A $500 Library Recom- 
 mended for Schools" (15 cents). An annotated classified list, with the abridged decimal 
 classification nimaber for each book, and author index. 
 
 The New York State Library has issued a number of library bibliographies at prices 
 varying from 5 cents to 35 cents; such as Fairy-Tales, Froebel. Domestic Economy, 
 etc. It also issues annually a selection from the best books of that year, for children 
 and adults, classified by subject (10 cents). Altho the list is prepared for the use of 
 pubUc libraries, it includes many books useful in schools, and therefore is of interest 
 to teachers. The decimal classification number is given for each book. 
 
 The Department of Psycholog)' and Education of the University of Colorado pub- 
 lished in 1903 a Bibliography of High School Reference Books (50 cents). This is an 
 excellent list, classified by subjects, with full descriptive notes, and is useful for teachers 
 as well as students. 
 
 READING-LISTS FOR CHTLDRZN 
 
 Hardy, G. E. Five himdred books for the young: a graded and annotated list for schools. 
 
 1892. New York: Scribner. (A good list, but somewhat out of date.) 
 Sargent, J. F. Reading for the young: a classified and annotated catalog. 1890. Boston: 
 
 Librar}' Bureau. Si. 
 Supplement. 1896. $1. 
 
 These are most valuable guides to juvenile literature. The age of the children 
 for which the books are most suitable is indicated by letters, a, b, c. An author and 
 subject index follows. 
 
 Hewins, C. M. Books for boys and girls. 1904. (A. L. A. annotated lists.) 15 cents. 
 (Lists compiled by Miss Hewins are always safe and helpful guides.) 
 
 Carnegie Library of Pittsburg. Annotated catalog of books used in the home Libraries 
 and reading clubs conducted by the children's department. 1905. 25 cents. (This 
 is a carefully prepared Hst, di\^ded into "Books for younger children," "Books for 
 boys" "Books for girls," and an author and title index. The character of the 
 book is told in a brief statement, and the classification would at once attract the attention 
 of any child. Stories are grouped under such headings as "Detective stories," 
 "Sea stories," "Popular stories," "School stories," "American armv," "Indians," 
 etc.) 
 
 Iowa Library Commission. List of books recommended for a children's Ubrarj', com- 
 piled by A. C. Moore. (Classified by subjects, with a list of reference-books, pre- 
 ceded by suggestions for the selection and purchase of children 's books.) 
 
 Brooklyn Public Librar}-: Books for boys and girls, compiled by C. W. Hunt. (A clas- 
 sified list. Books that should be given first choice or duplicated are indicated by 
 a star. "Easy books" for first three school years are indicated by "c." Includes 
 a reference collection for a children's Hbrary.) 
 
 Leypoldt, A. H., and lies, George. List of books for girls and women. 1895. Boston: 
 Library Bureau. Si. (.^n exceUent guide for standard works. Twenty-one 
 hundred books on various subjects are recommended, accompanied by biographical 
 and critical notices of authors, and a brief description of works cited.) 
 
 Forbush, W. B., compiler. Books for boys. (How to help boys, April, 1903.) 14 
 Beacon St., Boston. 25 cents. (There are five divisions of this little manual and 
 guide: "Helpful lists from which to select books for boys," by W. B. Forbush; 
 " Lists of books for boys' reading," by C. M. Hewins; "List for a boy 's own library, " 
 by F. J, Olcott; "Natural science, electricity and useful arts," by E. S. Smith; 
 "Periodicals suitable for boys," by M. D. Crackel.) 
 
 Welsh, Charles. Right reading for children. 1902. Boston: Heath & Co. (A com- 
 pilation of what has been said on the subject by experts, followed by a graded and 
 annotated list of books for children.)
 
 REPORT OX INSTRUCTION IN LIBRARY ADMINISTR.ATION 247 
 
 READING-LISTS POR TEACHERS 
 
 Nearly all ofl&cial lists of books recommended for school libraries contain lists of 
 books for teadhers. The following also are suggestive: 
 Monroe, W. S. Bibliography of education. 1897. New York: Appleton. $1.50. 
 
 (Contains 3,200 titles, classified, with an author index and a few annotations.) 
 Columbia Universit>-. Books on education in the libraries of Columbia Lniversity. 
 
 1901. $1. (A classified list of about 14,000 titles, with author index. \'alue and 
 
 character of the books not indicated.) 
 Lord, I. E., and Wyer, J. I. Bibliography of education. (Published annually, since 
 
 1900, in the June number of the Edutatioruil Rez'if-j.\ Includes the most important 
 
 books, articles, periodicals, and sjaecial chapters in books published during the year 
 
 in England and America, with critical annotations.) 
 Wilson, L. N. Bibliography of child study. (Published annually, since 1898, in the 
 
 Pedagogical Semiuary; since 1005 published by Clark University Press. Includes 
 
 btKjks, periodicals, and articles in all languages, j 
 Bishop, W. W. Books for teachers in secondan.- schools. Educaiional Revirw, 1900, 
 
 10:177-186. {.\ helpful and suggestive list.) 
 Brooklyn Pubhc Librarv'. Books useful to teachers. (A compilation of books " from 
 
 which information can be obtained quickly," to be used in the class-room, with 
 
 reference to the course of study.) 
 
 REFERENCE-BOOKS 
 
 Krocger, A. B. Guide to reference books (A. L. A. annotated lists). 1902. Boston: 
 
 Houghton, Mifflin & Co. $1.25. {.\ very useful book in any librar>-.) 
 A. L. A. Catalogue: Eight thousand volumes for a popular librar\', with notes. 1904. 
 
 Washington: Superintendent of Documents. 50 cents. (A guide to standard 
 
 literature now in print.) 
 Abbott, E. L. Bibliography in a small library. Public Libraries, 1902, 7:8-13. 
 Baker, C. A. Reference books for a small library. (Dana, J. C., Library Primer, 
 
 1903:46-52.) 
 
 BOOKS ON children's READING 
 
 For teachers and librarians who wish to study the subject of children's reading, 
 how to read and what to read, the following books will be found to treat the matter exhaus- 
 tively from the standpoint of the teacher: 
 
 Chubb, Percival. Teaching of English in the elementary and secondary schools. 1903. 
 New York: Macmillan. $1. 
 
 Carpenter, G. R.: Baker. F. T.; Scott, F. N. Teaching of English in the elementary 
 and secondare' schools. 1903. New York: Longmans. $1.50. 
 
 McMurry, C. A. Special method in primary- reading. 1003. New York: Macmillan, 
 60 cents. (Includes lists of books for children in the first, second, and third grades, 
 and books of material for teachers.) 
 
 Special method in the reading of complete English classics in the grades of 
 
 the common school. New York: Macmillan. 75 cents. (.Appended arc lists 
 of books with brief notes, graded from fourth to eighth grade. I'ndcr each grade 
 lists are divided as follows: (i) books for regular reading lessons, (2) supplementary 
 and reference-books, (3) Teachers '-books.) , 
 
 Burt, M. E. Ut'^ran* landmarks: a guide to good reading for young people. 1893. 
 Boston: Houghton, Mifflin & Co. 75 cents. (Aims to show a profitable use of 
 books in the class-room, and is followed by a list of books mentioned in the text.) 
 
 Sfudder. H. E. Literature in .school. 1888. Boston Houghton, Mifflin & Co. 
 15 cents. rPlace of literature in common schools, nurser>' classics in school, Ameri- 
 can classics in school.) 
 
 ARTICLES ON CHILDREN'S READING 
 
 N. E. A. Proceedings: 
 
 Hardy. G. E. Literature for childrrn. 1802: 1^4-1 1;6. 
 
 Lawrence, Isabel. How shall children be led to love good books? 1901:850-858. 
 
 Metcalf, R. C. Suppl'-mcnfary fading. ^Report of the committee on the rela- 
 tions of public lil.raries to pub!i< >-( hooN. 1800:18-24.) 
 
 Schrriber, M. E. How to dinct rhildrrn in their reading. 1900: 636-^543. 
 
 Williams, Sherman. Reading lists for public schools, how prepared, how u.sed 
 effectively. 1898:1022-1038.
 
 248 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Public Libraries: 
 
 Conover, Mary. What can the Ubrary best do for children ? 1899, 4:317-320. 
 
 Crafts, L. M. Reading of our youth. 1902, 7: 117-119. 
 
 Galbreath. L. H. Books for various grades. 1897 2:304-310. 
 
 Klink, J. S. Use of libraries by school children. 1897, 2:16-19. 
 
 Nichols, F. W. How to induce school reading. 1897, 2:9-10. 
 
 Temple, Mabel. A selected hbrary for children. 1901, 6:406-408. 
 
 Upton, G. E. Best reading for the young. 1901, 6:88-91. 
 
 Library Journal: 
 
 Bean, M. A. Report on the reading for the young. 1883, 8:217-227. 
 Books for children: (i) Fiction, (2) Fairy tales, (3) Science. 1901, 26: 063-70. 
 Dana, J. C. Children's reading: what some of the teachers say. 1897, 22: 187-190. 
 Foster, W. E. Developing a taste for good literature. 1897, 22:245-251. 
 Hewins, C. M. Book reviews, book lists and articles on children's reading. 1901, 
 
 26: C57-62. 
 Olcott, F. J. Rational Hbrary work with children. 1905, 30:71-75. 
 Sickley, J. C. Plan for course of reading for pupils of the Poughkeepsie public 
 
 schools. 1887, 12:372-377. 
 Stearns, L. E. Report on reading for the young. 1894, 19: 081-87. 
 
 U. S. Bureau oj Education: 
 
 Fletcher, W. I. Pubhc Ubraries and the young. (In Public libraries in the U. S., 
 
 1876 : 412-418.) 
 Hewins, C. M. Reading of the young. (In Papers prepared for the World's 
 Library Congress, 1896:944-949.) 
 Atlantic Monthly: 
 
 Repplier, Agnes. What children read. 1887, 59:23. 
 
 Vn. INCOMING BOOKS 
 
 Checking invoices. — Check bills as books are unpacked. Take order-slip 
 for each book from file of unfilled orders. Compare author, title, and editor 
 with title-page of the book, and price with price on the bill. If mistakes 
 have been made in filling the order, or if any item charged on the bill is 
 missing from the package, notify dealer at once. Stamp order-slip with date 
 of receipt, record cost-price, and then file order-slip with orders filled. Source, 
 date, and cost-price are usually penciled on the left margin of the leaf 
 next after title page — a convenient but not necessary memorandum. The 
 book is now ready for accessioning. 
 
 It is again true that not all these details are necessary in a small library. 
 
 The accession-book. — The necessity of the accession-book is much disputed 
 among librarians. Some libraries, large and small, have either discarded the 
 accession-book or have never kept one. 
 
 It is for the use of the librarian mainly, and is a chronologic record of all 
 books added. If accurately kept, it gives the history of every volume in the 
 library. It tells how many volumes were in the library at any given time, 
 when each volume was added, accession number of last volume added, from 
 whom bought or by whom given, cost, call number, author, title, place of 
 publication, publisher, date, pages, size, binding, and any fact relating to its 
 loss, withdrawal, or rebinding. 
 
 It is a most useful record to consult in compiling an annual report, because 
 it gives statistics and information difiicult to obtain from any other source. 
 It is also a means of identifying lost books.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTR.ATION 249 
 
 It is the business record of the library, and, if kept in a safe place, may 
 be used as an inventory for insurance. 
 
 One record is more easily kept and used than several records. 
 
 Many substitutes have been tried by librarians who do not approve of the 
 nccession-book. The growth of the library is sometimes recorded on the book 
 invoices, which are filed alphabetically by dealer's name, and then arransred 
 chronologically, with a separate record for gifts. The Wisconsin Library 
 Commission recommends a printed form on separate sheets for keeping the 
 record of additions and withdrawals. 
 
 Price and source, with date of purchase, are sometimes noted on the shelf- 
 list. The order-slip and accession items are combined in some libraries. 
 
 The standard accession-book, however, has the great advantage of being 
 a plain record easily understood. Its use, and the method of keeping it, are 
 self-evident even to an untrained hbrarian. 
 
 For large libraries the standard accession-book, with printed headings at 
 the top of each column, consecutive numbering, and printed rules for entering 
 books, is furnished by the Library Bureau in different sizes, from 2,000 to 
 5.000 lines (entries), at a cost of from $4.35 to $8. For ordinary public, 
 school, or private libraries the condensed accession-book is more convenient 
 and less expensive, costing from $3 .60 to $5. A book containing 1,000 lines 
 (entries) in press-board covers is furnished at St .25. 
 
 Certain information for which space is provided in the accession-book is 
 not essential, and if the saving of time and effort is important the following 
 items may be omitted: class and book number, pages, size unless a quarto 
 or folio, and binding unless other than cloth. 
 
 The date should be written at the top of the left-hand page, if the entry 
 begins on a new page. If a new accession entry is made anywhere e.vcept on 
 the top line, the date should be written in the margin before the accession 
 number. Numbers run consecutively, and each entry has a separate line. 
 The same accession number should not be assigned to a second volume, or 
 to works or sets as a whole. The author's surname, with initials, and brief 
 title of the book, should be used. For volumes of pampli'.els give author and 
 title of first pamphlet only. For bound perioflicals leave author colunui 
 blank. Do not accession material such as periodicals or pamphlets until 
 bc^und. If a volume is withdrawn, lost, sold, rebound, etc., note the fact in the 
 " Remarks ■' column. 
 
 After the accession entry is made, the accession number assigned to a book 
 is written or stamped on the lower margin of the page following the title-page. 
 
 Because they are conci.se and save time and space, Arabic figures and 
 li!)rary abbreviations should be used on all lil)rary records. 
 
 Accession rules are printed in the accessicm-buok. with a li->t of library 
 abbreviations, and directions for use of capitals. 
 
 The following |»ul>li( ations will be found helpful:
 
 250 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Salisbury, G. E. Librarj' methods for school teachers. 1903:8-11. 
 Dewey, Melvil. Simplified library school rules. 1898. 
 
 Library Journal: 
 
 Bliss, H. E. Economy in accession records. 1903, 28:711-713. (Describes 
 
 a substitute for the accession-book.) 
 Dewey, Melvil. A model accession catalog. 1876,1:315-320. 
 
 Accession catalog. 1878, 3:336-338. 
 
 Fellows, J. D. Cataloguing, accessioning and shelf hsting for small libraries. 1899, 
 
 24 :c 68-70. 
 Hall, D. B. Classified and condensed accession record. 1903, 28:830-832. (A 
 
 substitute for the accession-book.) 
 Poole, W. F. Shelf lists vs. accession catalogues. 1878, 3:324-326. 
 Weitenkampf, Frank. The accession book — why? 1903, 28:295. 
 
 Public Libraries: 
 
 Fiske, A. J. Accessioning books. 1903, 8:146-147. 
 
 Tyler, Miss. Accessioning. 1899,4:383-384. 
 
 Underbill, C. M. Accessioning. 1903,8:147-148. 
 
 Jones, G. M. Accession department. (In U. S. Bureau of Education, Papers pre- 
 pared for the World's Library Congress, 1896:809-826.) (A selected bibUography 
 given on selection of books, duplicates (buying and disposal), specializing, buying, 
 gifts, collation, and accession-book.) t,..., .^ui 
 
 Opening a new book. — The following excellent directions have been given 
 by William Matthews, for opening a new book, to avoid injury to the binding: 
 "Place the book with its back on the table, let the front cover down, then the 
 other, holding the leaves in one hand while you open a few leaves at the back, 
 then a few at the front, and so on ; alternately opening back and front, gently 
 pressing open the sections till you reach the middle of the volume. " 
 
 Cutting leaves. — Care should be taken, in cutting the leaves, to avoid 
 tearing the paper. Never use a knife or other tool with a sharp edge, or a 
 hairpin. A flat bone or ivory cutter is the best, used evenly along the edges 
 and clear into the joint at the top. 
 
 Marks of ownership. — Several kinds of stamps are used in libraries as 
 marks of ownership. The perforating stamp is costly and mutilates title- 
 pages and plates, but it is most permanent. A book-thief can remove it only 
 by cutting it out. Rubber ink stamps are used more than any other because 
 inexpensive. They are ugly, and can be erased or removed with an ink eradi- 
 cator. An embossed stamp is least objectionable and can be removed only 
 by an adept. The lettering should be as plain as possible, and include the 
 name of the library, place, and state, without the oval lines usually inclosing 
 this kind of stamp, because such lines tend to cut thru the paper. Private 
 marks of ownership are sometimes used, such as a pinhole in the last figure 
 of the main pagination, but these are rarely worth their cost in time and 
 trouble. 
 
 Book-plates. — A book-plate lends a certain air of dignity to a book. Besides 
 denoting ownership, it is a convenient place for recording the class, book num- 
 ber, and name of giver if the book is a gift. A plain label of cream tinted 
 paper, 2X3 inches, bearing name and address of the Hbrary, is recommended. 
 A pictorial or armorial design should be engraved or etched in order to look 
 well, and this process and the entire cost of printing it are too costly for the 
 average library. The book-plate should be pasted inside the front cover. If
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 251 
 
 a plate, autograph, or any valuable printed matter is on this cover, the library 
 plate should be pasted above or below this, or be "tipped in " on edge of cover. 
 
 Library Jourmil: 
 
 Kent, H. \V. Librarj' book plates. 1902, 27:932-934. 
 
 Pockets. — The book is now ready for the pocket which serves to hold the 
 book-card. Pockets can be made of ordinary writing-paper, 4^X4^ inches. 
 Fold over the lower edge and sides of the book-card, crease down with a paper- 
 cutter, paste the inner edges, and then attach to the inside of the back cover. 
 The card, when in the pocket, should not project above the top of the book. 
 Another form for the pocket opens on the side toward the inner edge of the 
 book. It can be made from a manila envelope with the open side cut in a 
 curve, so that the card may be taken out more easily. 
 
 The pocket, like the Acme pocket, used in many libraries, may be used 
 as a book-plate if pasted on the inside of the front cover. Besides name and 
 address of the library, rules and regulations are often printed on the face of 
 the pocket. 
 
 In pasting plates, labels, and pockets, use paste sparingly, and with care 
 and neatness. After they are in place, rub over with a clean cloth to smooth 
 out wrinkles. The book should be left open until the paste is dry. 
 
 Vni. CATALOGUING AND CLASSIFICATION 
 
 The catalog. — The catalog is a record used by tlic librarian and by the 
 public. It is a list of the books in the library, giving author and title of each. 
 In addition, it ought to show the contents or subject of each (where the sub- 
 ject does not clearly appear by the title), and the location of each in the 
 library. 
 
 From the catalog the reader should be able to learn whether the works of 
 a certain author are in the library, by what books he is re[)rcsented, whether a 
 book with a certain title is in the library, and how much and what material 
 on a certain subject the library contains. In other words, the catalog should 
 show the resources of the library. 
 
 Different catalogs. — This is accomplished in a variety of ways. The public 
 Usually prefer a printed catalog, because it seems less formidaljle and is more 
 easily handled than a card catalog. It lias, however, two serious disad- 
 vantages for either large or small libraries: it (osls too nuuh, and it is out of 
 date the day after it leaves the prcs.s — becau.sc of incoming new books. 
 
 Any local newspaper will probably |)rint, on re(|ucsl, sjjccial lists of books: 
 as, on nature study or on biogra|)liy; or l)ook.s relating to some special country, 
 as Russia or Jajjan; or new books just received at the library; and clipi)e(l 
 copies of these can be u.sed in the library as bulletins. Hut to aHem|)t to print 
 a catalog of the entire library is not advisiiblc.
 
 2 52 NATIONAL EDUCATIONAL ASSOCIATION 
 
 The method of cataloguing books on sheets bound in book form is too 
 obsolete to need discussion. It will not be used in a library which is growing 
 or shows any other signs of life. 
 
 A card catalog is by far the most satisfactory form, when the prejudices of 
 the public are once overcome. It can be kept up to date without rewriting. 
 When a new book comes in, the cards are made for it, and then filed in the card 
 catalog without delay. The disadvantages of the card system are possible loss 
 or displacement of the cards, and they cannot be turned and examined quite 
 as quickly as the eye and the finger can run down a printed page. But there 
 is much less chance of missing a title — by oversight. 
 
 Having decided upon a card catalog, the technical preparation for it should 
 be considered. The style of writing most suitable for a card catalog has 
 been much discussed. It is really a matter of convenience to the users, 
 not of personal preference. 
 
 Typewritten cards are uniform in appearance, and can be written much 
 faster than by hand; therefore they are better and cheaper. The disadvan- 
 tages are that, unless the right kind of machine is used, and unless the operator 
 has had considerable experience, the ink on cards will be either thick and blur- 
 red or so faint as to be almost illegible. Alignment also sometimes becomes 
 faulty. A good typewriting machine is a luxury for a small library. The 
 visible writers, which are the best for library use, cost libraries about sixty- 
 five dollars. An expert operator is also expensive, but almost any librarian 
 can soon learn to run the machine faster and easier than she can write by 
 hand. The noise of a machine is a serious objection in a small library, 
 where the librarian usually constitutes the library staff and catalogs during 
 the leisure moments of library hours. If a machine is used, a separate room 
 and an extra assistant should be provided, or the cataloguing must be done 
 out of library hours. 
 
 Hand-printed cards. — Next to the typewritten, the disjoined printed hand 
 is most legible, uniform, and pleasing. It is easily acquired, being merely a 
 question of practice. The one disadvantage of this hand is that most people 
 write it slowly. 
 
 The library hand is more rapid than the disjoined, and has always been 
 popular. Its disadvantage is that it is difficult, and for some persons almost 
 impossible, to acquire. Copies of the standard library hand- writing, joined and 
 disjoined, may be had from the Library Bureau at a cost of five cents each. 
 
 Arrangement of cards. — The card catalog may be arranged by either of 
 several systems. Author- and title-cards may be arranged alphabetically in 
 one file, and the sul:)ject-cards arranged in a separate file, numerically accord- 
 ing to the Decimal classification, or on some other logical or systematic 
 plan ; authors, titles, and subjects may be arranged in a single file, alphabet- 
 ically from A to Z, as a dictionary catalog. This is usually recommended for a 
 school Hbrary, as it is very easily understood, and can be used by anyone who 
 "knows his alphabet."
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 253 
 
 Catalog cards. — The small card, approximately 2X5 inches (5X12.5 
 cm.), is less expensive than the large size, and is more economically stored. 
 The large size, appro.ximately 3X5 inches (7.5X12.5 cm.), is more generally 
 used because carrying more matter, and because the Library of Congress 
 uses that size. Nearly all catalog trays are made for this size. Heavy bristol 
 board is used in manv libraries. A medium weight, however, costs less, 
 occupies less space, and unless subjected to rough usage ought to be prac- 
 tically permanent. Use white cards, absolutely uniform in size, weight, and 
 ruling. If the tops are red, these will not present the dirty appearance fol- 
 lowing constant handling. 
 
 Elementary catalog rules. — Every book is represented in the catalog by an 
 author or main entry. The author is responsible for the publication, and 
 may be an individual, society, institution, or an official department of city, 
 state, or national government. 
 
 Make the author card first. Write the author's surname on top line, at 
 the right of the first red vertical line (standard ruled catalog card), followed 
 by the Christian name or initials. In case of two authors, follow the name 
 of first author, written as above, by the surname of second author, with initials, 
 and connect the two names by " &." Then write a separate card with name 
 of the second author first, followed by the name of the first author, reversing 
 the order of the first card, viz.: 
 
 1. Horton, Charles & Shaw, J. C. 
 
 2. Shaw, J. C. & Horton, Charles. 
 
 In case of three or more authors, write name of first only and add "& 
 others;" viz.: 
 
 Bronson, William, and others. 
 
 If an author is better known by a pseudonym than by his real name, or if 
 his real name is not known, use the pseudonym followed by the abbreviation 
 "pseud;" viz.: 
 
 Twain, Mark, pseud. 
 
 In case of an anonymous book, for which no author can be found, leave 
 the top line blank and enter the book under the title on the second line. 
 
 A government department, a society or an institution which i.ssues publica- 
 tions, is regarded as the author, and the entry corres|)onds to ih.it made for 
 a personal name, viz.: 
 
 U. S. — Geological Survey. 
 U. S. — Education, Bureau of. 
 Boston — SchfKjl committee. 
 New York Historical Society. 
 Smith.vjnian Institution. 
 Harvard University. 
 
 In case of a collection of jioi-try or essays by didcrnu authors, the .oinpilcr 
 or editor is regarded as the author, and his name is followed by the abbrevia- 
 tion "ed " or "comp."
 
 254 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Sacred or classic works of unknown or composite authorship are entered 
 under the name of the work, viz.: 
 
 Bible, Koran, Nibelungenlied, Arabian Nights. 
 
 Enter periodicals and cyclopedias under the title on the top line, usually 
 at the right of the second red vertical line. 
 
 Write the title of the book on line below author's name, beginning at the 
 second red vertical line and at the left margin of the card on the following 
 lines. 
 
 Omit the initial article, if English. Other omissions may be made to 
 shorten the title, provided they do not change the meaning; but no additions, 
 transpositions, or other alterations in the title should be made. 
 
 The imprint, if given, is divided into three groups: (i) edition, if more 
 than one has been published; (2) pages if a single volume, or number of 
 volumes if more than one, illustrations, maps if any, size of book; (3) place 
 and date of publication. Leave a space of i cm. after the title and between 
 each group of the imprint. 
 
 For the catalog of a small library, the author's name, brief title including 
 the editor's or translator's name, if any, with the date of publication, will be 
 sufficient. 
 
 In addition to the author-card, all novels, plays, poems, or books bearing 
 striking or unusual titles should be represented by a title-card. In a library 
 for children more title-cards are needed than in a library for adults only, as 
 children remember titles rather than authors. Books published anonymously 
 need title-cards. 
 
 The title-card consists of a brief title (omitting initial article if English and 
 not necessary to the sense) written on the top line at the right of second red 
 vertical Hne, with the word "see" written at the end of the Hne. The 
 author's name is on line below, beginning at the first red vertical line, as on 
 the author-card. 
 
 The subject-card ranks next to the author-card in importance. Fiction, 
 poetry, plays (unless historic or biographic in character), and books treat- 
 ing of no subject definitely, do not need subject-cards. Other books require 
 one or more subject-cards each, according to the charactei of the book. 
 
 Subject entries are more conspicuous and more easily distinguished from 
 title- and author-cards if they are made in red ink. Write the heading on the 
 top Hne, beginning at the second red vertical line, the rest of the card being a 
 copy of the author-card, except that contents, given for a collection on the 
 author-card, may be omitted. 
 
 Cross-references written like a title-card, in black ink, are made from one 
 or more forms of an author's name to the form selected for the main entry, viz. : 
 
 Thompson, Ernest Seton, see Seton, Ernest Thompson. 
 
 Write subject cross-references in red ink, viz. : 
 
 Hymenoptera, see Bees.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 255 
 
 Cataloguing. — Cataloguing is a science somewhat difficult for an untrained 
 librarian to master. One who understands the theory of the subject becomes 
 an expert only after much practice. 
 
 A catalog should be well made or it is worse than none, because it mis- 
 leads. The form adopted should be closely and consistently followed. In 
 choosing a form of entry for author or subject, the standpoint of the public 
 rather than of the librarian should be considered, and the simpler or better- 
 known form selected. George Eliot and Mark Twain are better known tlian 
 Marian Lewes Cross and Samuel Langhorne Clemens. "Birds" is a better 
 subject-heading than "Ornithology." But in all such cases there should be 
 at least one "cross-reference" card, bearing the less familiar name or title. 
 Entries should be uniform. Bulwer's works should not be entered under jjoth 
 Bulwer and Lytton. If "Insects" is chosen as a subject entry for one book, 
 the next one on the same subject should not be represented under the heading 
 "Entomology." Reference-cards should always be made from all probable 
 or possible entries to the one chosen. 
 
 The catalog should give information which cannot be obtained from any 
 other library record, but to what extent this information is carried depends 
 upon the size and kind of library. In the large library, author's full name is 
 de.^^irable if it can be obtained without too much effort. The form of the 
 name as it appears on the title-page cannot be accepted without question, as 
 the .same author sometimes prints his name differently on different title-pages. 
 A woman may write under her maiden name, and perhaps later under her 
 married name. 
 
 Choose specific rather than generic terms for subject headings. Enter a 
 book on trees under "Trees" and not under "Botany." Remember that the 
 title of a book does not always indicate its subject. 
 
 Mark all cards for a book, except a cross-reference which may stand for 
 any number of books, with the call -number of that work, ll is usually written 
 in the upper left corner of the carrl, in blue or black. 
 
 Certain information for the use of the librarian is recorded on the back 
 of the main entry or author-card; viz.: accession numbers, subject headings, 
 and the number of cards made for the book. 
 
 Analyze books containing es.says or chapters on specific topics, and repre- 
 sent the result by subject-cards in the catalog. Analytic work is peculiarly 
 imj)ortant in a small library, where every scrai) of information ought to be 
 made available. 
 
 A u.seful reference-book for subject analytics, especially if the s( hool is 
 near a large public library, is W. T Flctdur's .1. I.. .1. Judex to GcucrnI 
 Literature (second edition, Jioston, iqoo; Sio). This (ontains subject- 
 references to |)apers, monographs, and essays of value, with a list of (he works 
 indexcfl. Its continuation, the Auiiunl Literary Index, is pviblished yearly by 
 the Publishers' Weekly (S^So). These publications arc costly, and refer to 
 material probably not found in the average school library. The .same objec-
 
 256 NATIONAL EDUCATIONAL ASSOCIATION 
 
 tion holds good as to Poole's Index to periodical literature. A rural library, 
 then, dependent entirely upon its own resources, should make its own analytics 
 for books and periodicals. 
 
 Settle rules for punctuation, capitals, abbreviations, indentation, and 
 spacing in the beginning. Altho not of vital importance, the neatness of the 
 catalog depends upon uniformity in these matters. Capitals and punctuation 
 are used sparingly by the cataloguer. 
 
 Further discussion and amplification of these details, and lists of Hbrary 
 abbreviations illustrated by sample cards, will be found in the publications 
 referred to later. 
 
 Printed catalog cards. — The printed catalog cards issued by the Library 
 of Congress may be used, if preferred, for current publications. Order as 
 many cards as are needed for each book. The cost is two cents for the first 
 card and one-half cent for each additional card, for the same book. 
 An objection to these cards is that sometimes they give too much information. 
 It is apt to be confusing, especially to inexperienced readers, who do not 
 understand what it all means. 
 
 Periodicals. — Unbound periodicals need not be catalogued if an alphabetic 
 record of current numbers is kept in a book or on cards, with the name of 
 the giver if a gift, of the agent and price if bought. Check each number 
 under the date, as it is received. 
 
 Library Journal: 
 
 James, H. P. Current magazine checklist. 1889, 14:377-378. 
 
 Pamphlets. — Catalog pamphlets separately, even when bound together, 
 as if they were individual books, noting on each card: "No. — of a vol. 
 of pamphlets." If unbound, pamphlets may be catalogued as above, without 
 the note. Place several pamphlets relating to the same subject in a box, 
 label like a bound volume, and put on the proper shelf. 
 
 Alphabetizing. — After necessary cards are made for a book comes their 
 arrangement in the catalog. Alphabetizing is not as easy as it sounds. Just 
 how author (individual or official names), subject, title, series, periodical, editor, 
 and translator cards should be placed, and still retain an alphabetic relation 
 as a whole, requires judgment and experience. 
 
 If an author is represented by many cards, place the subject-cards, biog- 
 raphies, and criticisms first, arranged alphabetically by the author's name; 
 then the complete works, then partial collections, then single works arranged 
 alphabetically by titles. If an author has written a book with another author, 
 place the joint-author card after the single-author cards. Additional cards, 
 like editor, translator, or annotator, are placed last. 
 
 Alphabetize authors by the surname first, then by the Christian name or 
 initials. If the same word represents the name of a person, place, and title, 
 place the name of the person first, then the name of the place followed by the 
 title, viz.:
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTR.ATION 257 
 
 1. London, Jack 
 
 2. London, W. J. 
 
 3. London (Eng.) Gustoms (subject) 
 
 4. London (Eng.) Education Society (author) 
 
 5. London Pride (title) 
 
 File Christian names used alone in order of rank, monarchs of the same 
 name alphabetically by countries. These precede similar names representing 
 surnames^ viz.: 
 
 1. John, St. 6. John, J. D. 
 
 2. John v., Pope 7. John Rivcr (N. II.) 
 
 3. John II., King of France 8. John Bull 
 
 4. John II., King of Portugal 9. John Inglesant 
 
 5. John of Gaunt 
 
 Alphabetize abbreviations like Mc, St., as if spelled Mac, Saint, etc. 
 Arrangement of names beginning with a prefix: 
 
 De Coverley Papers Democracy 
 
 Deering, John Denmark 
 
 Defence of ignorance DeQuincey, Thomas 
 
 Defoe, Daniel Derby, E. G. 
 
 De Garmo, Charles De Vere, M. S. 
 
 Dekker, Thomas Dewey, John 
 
 De Mille, James 
 
 Disregard the initial article of titles of books in alphabetizing. 
 The following arrangement of entries will illustrate some of the principle' 
 of filing in an alphabetical order: 
 
 The book buyer New London 
 
 Book of commerce New Manual 
 
 Book of golden deeds New Mexico 
 
 The Book-lover New party 
 
 Book plates New South Wales 
 
 A day at Lagucrres New York (city) 
 
 Day dreams of a schoolmaster New York (state) 
 
 A day in ancient Rome New Zealand 
 
 Day of my life Newark 
 
 The day's work Newburgh 
 
 Days and hours in a garden Newcastle 
 
 New, Walter Newspapers 
 
 New .\merican Series Newton, J. K. 
 
 New Jersey 
 Guides. — Guides of heavy cardboard, cut in thirds, jjfoperly labeled, are 
 needed to complete the catalog {Library Biirrau Catalog). 
 
 Specific rules for different kinds of entries cited and for many others not 
 mentioned, such as series, secondary entries, editor, tran.slator, comitiler, and 
 the treatment of analytics, continuations, contents, notes, etc., have been 
 carefully com|)iIed by s[)ei ialists and arc in the following publications (given 
 in the order of their usefulness to the untrained librarian) -one or more of 
 which should be in every library, and within easy reach of every student of 
 library administration-
 
 2S8 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Salisbury, G. E. Library methods for school teachers. 1903: pp. 13-22. (See list 
 of works in Appendix.) (Simple cataloguing rules for the use of the inexperienced 
 librarian. Entries for societies, institutions, public docimients, etc., are discussed, 
 and illustrated by fac-simile cards.) 
 
 Hitchler, Therese. Cataloging for small libraries. 1905. (A. L. A Library Tract, 
 No. 7.) Boston: A. L. A. Publishing Board. 15 cents. (A useful guide for the 
 cataloguer, with fac-simile cards to illustrate different cases mentioned. Arrange- 
 ment of cards and alphabetizing are discussed, with examples of different methods. 
 The book contains a list of most essential reference-books for cataloguers, and a 
 list of definitions of bibliographic and typographic terms.) 
 
 Dewey, Melvil, ed. Simplified library school rules. 1898. Boston: Library 
 Bureau. $1.25. (Intended for use in a small library, applicable to both a 
 dictionary and classed catalog, illustrated with sample cards. Covers more ground 
 than the preceding, going farther into details. Indentation, spacing, call-numbers, 
 arrangement, capitals, punctuation, abbreviations are discussed, and library terms 
 defined.) 
 
 Cutter, C. A. Rules for a dictionary catalog. 4th ed., 1904. U. S. Bureau of Edu- 
 cation. Free. (The standard work, but rather abstruse for the uninitiated.) 
 
 Crawford, Esther. Cataloging. 1906. Chicago: Library Bureau. 25 cents. (A clear 
 and sensible exposition.) 
 
 A. L. A. List of subject headings. 1898. Boston: A. L. A. Publishing Board. $2. 
 
 Ames, Sadie. List of subject headings for use in dictionary catalogues of children's 
 books. 1903. Carnegie Library of Pittsburg. 
 
 New York State Library. A selection of cataloguer's reference books. .1903. Albany. 25 
 cents. 
 
 The A. L. A. Catalog will serve as a guide for form of entry of authors' 
 names, full names, and subject headings. 
 
 The following are useful in identifying authors, and will answer many 
 questions asked by the public: 
 
 Thomas, Joseph. Universal pronouncing dictionary of biography and mythology 
 
 3d ed., 1901. Philadelphia: Lippincott. $15. 
 Phillips, L. B. Dictionary of biographical reference. New ed., 1889. Philadelphia: 
 
 Gebbie. $2.25. 
 AUibone, S. A. Critical dictionary of EngHsh literature and British and American 
 
 authors. 5 vols. 1859-1902. Philadelphia: Lippincott. $17.50. 
 Who's Who. 1906. New York: Macmillan. $2. 
 Who's Who in America. 1906-1907. Chicago. Marquis. $3.50. 
 Century cyclopedia of names. 1901. New York: Century Co. $10. 
 Lippincott's Gazetteer of the world. New ed., 1905. Philadelphia: Lippincott. $8. 
 
 GENERAL ARTICLES ON CATALOGUING 
 Library Journal: 
 
 Fellows, J. D. Cataloging, accessioning, and shelf listing for small libraries. 1899. 
 24:c68-7o. 
 
 Lane, W. C. Cataloging. 1893, 18:238-240. 
 
 Van Dyke, J. C. Making of library catalogs. 1885, 10:126-127. Also in Inde- 
 pendent, April 16, 1885. 
 
 Whitney, J. L. Catalogues of town libraries. 1879, 4:268-275. 
 Public Libraries: 
 
 Benedict, L. E. W. Suggestions to beginners in cataloguing. 1896, 1:266-267. 
 
 Bullock, E. D. Practical cataloguing. 1901, 6:134-138. 
 
 Bushy, M. J. Cataloging. 1903,8:148-150. 
 
 Catalog Symposium. 1901, 6:150-154. 
 
 Clatworthy, L. M. Cataloging. 1904, 9:107-109. 
 
 Ganley, Marie. Some problems in cataloging. 1901, 6:139-143. 
 
 Jones, E. L. Making of a card catalog. 1904, 9:109-113. 
 
 Jordan, F. P. History of printed catalog cards. 1904, 9:318-321. 
 
 Reinick, W. R. Cataloging of government publications. 1900, 5:83-87. 
 
 Simpson, Frances. Some problems in cataloging a normal school library. 1901, 
 6:153-154- 
 
 Smith, F. E. Best catalog for a small library. 1901, 6:147-150. 
 
 Wellman, H. C. Cost of cataloging. 1902, 7:314-315.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 259 
 
 Barrett, F. T. Alphabetical and classified forms of catalogues compared. (Second 
 International Library Conference, 1897, Transactions, 67-71.) 
 
 Brown, J. D. Manual of library classification and shelf arrangement. 1898. London. 
 Librar}' Supply Co. 45. 
 
 Atlantic Monthly: 
 
 Fiskc, John. A librarian's work. 1876, 38:480-491. 
 
 Nation: 
 
 Hagen, H. A. The librarian's work. 1S77, 24:40-41. (On Dr. Fiske's article.) 
 Cutter, C. A. The cataloguer's work. 1877,24:86-88. (An answer to Dr. Hagen.) 
 
 Classification.— Like cataloguing, classification is a difficult process for the 
 untrained and inexperienced librarian. 
 
 The purpose of clas.sification is to bring together on the shelves the books 
 which treat of the same subject, and in this way to make the resources of the 
 library more readily accessible to both the librarian and the public (the "open 
 shelf system" is taken for granted). 
 
 Whatever system is adopted, it should be permanent, and should be elastic 
 enough to provide for growth without reclassifying every few years. 
 
 The usefulness and efficiency of a library depend more on its proper 
 cataloguing and classification than upon any other detail of administration. 
 Both require technical knowledge, and a large amoimt of common-sense and 
 good judgment. 
 
 No scheme of classification has yet been devised that is perfectly satis- 
 factory (e.xcept to the inventor), because authors will not write books from 
 the standpoint of the classifier, and it is sometimes diflicult to find ju.st the 
 right place in any scheme for a given book. 
 
 Certain rules and principles must be followed in cataloguing and classifi- 
 cation, yet it is necessary to recognize occasional exceptions or the system 
 breaks down. 
 
 The character of the library must be taken into consideration, and books 
 must be classified where they will be most naturally sought and will be most 
 useful. The use made of the books in a public ]il)rary is quite dilTercnt from 
 that in a school library. 
 
 Having decided upon a definite location for a book, the classification of 
 which seemed rather dubious, the next book like it should be classified in ilie 
 same place. The public naturally think the methods of the librarian radically 
 wrong if two books similar in character are so classified that they are found 
 on opposite sides of the room or in dilTcreiit rooms. 
 
 A book treating of two or more subjects should generally be classified 
 according to the one most important (o that particular library. 
 
 liooks .should not be classified simj)ly by title, which is sometimes mis- 
 leading. The t:djle of contents may not indicate sufliciently the charat (cr of 
 the book, and even the text may fail in this respect. The classifier sometimes 
 finds a clue in the preface, in which the author states his object. 
 
 The disadvantages (jf the "fixed location" used in older libraries need not 
 be di.scus.sed, a.s this classification has very generally been abandoned. .\ 
 book classified by this system always stands ab.solutely in tiu- .same phur, in
 
 26o NATIONAL EDUCATIONAL ASSOCIATION 
 
 respect to shelf, tier, and room, irrespective of its subject or relation to other 
 books. 
 
 Systems of classification. The two systems of classification most widely 
 known are the Dewey Decimal System and the Cutter Expansive System, 
 Both are used in modern libraries. The first, which this report recommends 
 for a school library, has the advantage of being better known because it has 
 been longer in use and has been adopted in a large number of libraries. 
 
 It is claimed for the Decimal System that it is more easily understood 
 than other systems, is adapted to small or large libraries, is flexible, admits 
 of broad or close classification, and may be elaborated without reclassifica- 
 tion as the library grows. 
 
 As the name implies, it is based upon the decimal system of notation, the 
 
 books so classified standing on the shelves in numerical order. 
 
 Dewey, Melvil. Abridged decimal classification and relative index. 1894. Boston: 
 Library Bureau. $1.50. 
 
 The Alphabetic Index of subjects (with references from synonyms) gives 
 the corresponding class number for each, and indicates its exact place in the 
 preceding tables. The preface fully explains its use, with practical suggestions 
 to beginners. 
 
 Inexperienced classifiers will be aided by the following: 
 
 A. L. A. Catalog: 
 
 Kroeger, A. B. Guide to the study of reference books. 
 
 N. Y. State Library. A $500 library recommended for schools. 
 
 Selection of best books (for the year). Published annually. 
 
 Note. — These three publications give the Decimal classification for each work. 
 Public Libraries: 
 
 Bullock, Edna. Problems in classification. 1900, 5:6-8. 
 
 Preparing books for the shelves. 1898, 3:117-118. 
 
 Tyler, A. S. Classification. 1899, 4:377-380. 
 
 Van Valkenburgh, Agnes. Classifying and cataloging a small library. 1898, 
 3:199-201. 
 
 Library Journal: 
 
 Fletcher, W. J. Library classification: theory and practice. 1889, 14:22, 77, 113. 
 Foster, W. E. Classification from the reader's point of view. 1890, i5:-c 6-9. 
 Gifford, W. L. R. Difficulties in the Dewey classification and their adjustment. 
 1896, 21:494-498. 
 
 Small libraries. — For a library of five hundred volumes or less, a list of 
 authors and titles on cards will serve the purpose of a more formal or sys- 
 tematic card catalog. The cards should be arranged alphabetically by 
 authors, and can be used in ])lace of the accession-book and for taking the 
 inventory. 
 
 OUTLINE OF A SCHEME ADAPTED FROM THE DECIMAL CLASSIFICATION 
 
 General works, cyclopedias, periodicals, etc. 
 
 1 Philosophy, ethics, logic, etc. 
 
 2 Religion, Christian and non-Christian. 
 
 3 Sociology, political economy, political science, law, education, commerce, customs, 
 
 folklore. 
 
 4 Philology, English, German, French, etc. 
 
 5 Natural science.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 261 
 
 6 Useful arts, medicine, engineering, agriculture, domestic economy, manufactures, etc- 
 
 7 Fine arts. 
 S Literature. 
 
 9 General history. 
 
 9. 1 Travel. 
 
 9 . 2 Biography. 
 
 9.3 Ancient histor}'. 
 
 9.4 European history. 
 
 9.5 Asian history. 
 
 9 . 6 African history. 
 
 9 . 7 North American and United States history. 
 
 9.8 South American history. 
 
 Book-shelving. — Arrange books on the shelves according to subject — 
 science, Hterature, history, etc. Arrange books belonging to the same class 
 alphabetically by the author's name, except in biography, where it is more 
 important to arrange them by the name of the person written about. 
 
 The first figure of the Decimal Classification indicating the class to which 
 the book belongs, with the initial letter of the author's surname below, can 
 be written on the inside cover and on a label pasted on the back of each volume. 
 
 Write the combination of cla.ss number and author's initial in the upper 
 left corner of the catalog card which represents the book, as it identifies the 
 book and locates it on the shelf. 
 
 Untrained librarians who feel unequal to cataloguing and cla.ssifying their 
 libraries may prepare for this work, to some extent, by a six-weeks' course in 
 one of the summer library schools; or may engage an expert cataloguer tem- 
 porarily, under whom the librarian can work as an apprentice until .she can 
 carrv on the work unaided. 
 
 IX. CALL NUMBERS, SHELF-LIST, LOAN SYSTEM 
 
 Book numbers. — After books have been assigned a class number, it is neces- 
 sary to distinguish those belonging to the same class by means of a book number 
 or author number. Many books may receive the same class mark, but the book 
 number belongs to one book only. It is as distinctly individual as a person's 
 name. If a work consi.sts of two or more volumes, the same book number is 
 assigned to each volume; but each volume must be distinguished from the n-A of 
 the set by its volume number — 1,2, 3, etc. 
 
 Cutter tables. — The orrier usually ado])ted for arranging hooks helongiim to 
 the same class is alphabetic, 'i'hc library may contain twenty- five books on 
 l)otany by lirown, Jones, Smith, etc Hy using the Cutter author tallies {Library 
 Bureau, $1.25) in assigning book numbers, these books will stand on the 
 shelf alphabetically by authors. The Cutter tabic consist.": of the initial letter of 
 the author's name, if a consonant, followed by two figures. If the initial Uttir 
 isa vowel, the table gives the two first letters followed by one figure. The hook 
 number for an author named Hrown is IJKr. A second edition of the same
 
 262 NATIONAL EDUCATIONAL ASSOCIATION 
 
 book receives the book number B8i i ; while a different book by Brown, on the 
 same subject, receives the book number B812. Books are arranged on the 
 shelves first by class number, then by book number; and under book number, 
 first by letter, then by figures. 
 
 For a small library the initial letter and one figure will give a shorter book 
 number. The second figure may be added to distinguish two authors of the 
 same name. 
 
 If the Cutter table is not accessible, the initial letter of the author's surname 
 may be used, adding i, 2, 3, etc., to indicate different books by the same author, 
 or books by different authors having the same initial letter. Names beginning 
 with the same letter can be kept together under one class by this method, but 
 not in a strict alphabetic order. 
 
 In biography the book number is for name of person written about and not 
 for name of author. It is more important to keep biographies of George Wash- 
 ington together on the shelf than to alphabetize them by author's name. 
 
 The letter Z is a convenient book number for a volume of pamphlets or for a 
 
 box of unbound pamphlets. Such a collection by various authors will stand on 
 
 the shelf at the end of their class. 
 
 For simplified book numbers, including special schemes for keeping books by the 
 same author (in literature) in an alphabetic arrangement, see Melvil Dewey, Simpli- 
 fied Library School Rules. 
 
 Shelf-list. — Having assigned a class number and book number, compare 
 this assignment with shelf-list, to be sure that it has not been used already for 
 another book. The combination of class number and book number together 
 is the call number (see below). 
 
 The shelf-list is a record which represents the books as arranged on the 
 shelves, first by classification, then by book or author numbers. Enter 
 every book on the shelf-list as soon as the book number is assigned. 
 
 The shelf-list has several important uses. It must be consulted in assigning 
 book numbers, as it is the only record which shows what call-numbers have been 
 used for other books. When the proper classification of a book is doubtful, the 
 shelf-list may be consulted for the classification of books of similar character. 
 If the card catalog does not include subject entries, the shelf-list may be used as 
 a subject catalog, but it will not (like the catalog) give subject analytics. The 
 shelf-list is also used in taking the inventory of the library, and is a source of 
 interesting statistical information. 
 
 Shelj-list sheets. — The shelf-hst may be kept on sheets laced in a binder. 
 Standard shelf-Hst sheets, with or without printed headings and binder, are 
 made by the Library Bureau. 
 
 If kept on sheets, the entries are made as follows: Write the class number on 
 the upper outside margin of the sheet, where pagination is printed in a book. 
 If the class is not likely to grow rapidly, two subjects may be entered on the 
 same sheet, the second being written half-way down on the outer margin. If 
 decimal classification is used, its numbers are arranged in numerical order, of
 
 REPORT ON INSTRUCTION IN LIBR.ARY ADMINISTRATION 263 
 
 course like the books on the shelves. Book numbers under each class are arranged 
 alphabetically, as far as possible, in book-number column, the accession number 
 (or numbers) is written next, followed by number of volumes if more than one, 
 author's surname, with initials and brief title. It is impossible to keep book 
 numbers in a strict alphabetical order as new books are entered. From time to 
 time the sheet must be copied and entries rearranged. 
 
 To avoid much of this copying, the New York State Library has adopted a 
 smaller shelf-hst sheet containing ten lines to the page instead of twenty-five, and 
 one subject only is put on a sheet. 
 
 Shelf-list cards. — Another method of keeping the shelf-list, one which is 
 used in several libraries, is on cards. These never need to be copied. A card 
 is made for each title and dropped in place as soon as made. Items on the shelf- 
 list card are copied from the catalog card, and consist of call number, author's 
 surname, brief title, and accession and volume numbers (if more than one 
 volume.) Cards are filed in boxes or drawers in the order in which the books 
 are arranged on the shelves. The cards may be thinner than catalog cards. 
 The objections to the card shelf-list are the same as those raised against the 
 card catalog. The cards may be lost, stolen, or displaced, and are not as easy 
 to consult as a page containing a number of entries over which the eye may 
 glance without the trouble or loss of time entailed in handling separate cards. 
 Many librarians consider these objections insurmountable. 
 
 Dewey, Melvil, ed. Simplified shelf list rules. (In his Simplified Library School 
 Rules, 1898.) 
 
 Public Libraries: 
 
 Crawford, Esther: The shelf list. 1899, 4:381-383. 
 
 Inventory. — The annual inventory is more quickly taken by two persons, 
 one reading numbers of books on shelves while the other checks numbers on 
 shelf-list. Note all missing books on a separate sheet, and look uj) afterward. 
 They may be charged f)ut to readers, at the binder's, or out of place in some 
 other [)art of the library. 
 
 The best time for the inventory of a .school library is during the long \aca- 
 tion, when most of the books are in. 
 
 Call-numbers. — After the call-number is assigned any book, record il in 
 upper left corner of all cards for that book, with class number on the top line, 
 the book number just below it; on >helf-list, on book-plate, on book-card, and 
 card-pocket — class number in the left corner, book number in the right corner. 
 It .should also appear ujjon the back of the book, and here a variety of methods 
 are in use in difTerent libraries. The number should be at the same distance 
 from the bottom of ea( h book, that the ba( ks may ap|)ear uniform on tlie 
 shelves. The number may be gilded on by a binder. This is very satisfactory, 
 especially to the eye, but it is too costly for a small library, from three to five 
 cents a volume. In many libraries Dennison gummed labels are used; but 
 unle.ss put on with great care, these drop off, are (|ui( kly .soiled, and wear mil 
 easily. The surface of the book where the label is pasted must be roughened
 
 264 NATIONAL EDUCATIONAL ASSOCIATION 
 
 and the glaze removed with sand-paper, a file, or with ammonia, taking care 
 not to injure or discolor the binding beyond the place covered by the label. 
 After the label is on the book, cover it with white shellac applied with a 
 camel's-hair brush. Old labels can be removed with wet blotting-paper. 
 The process of labeling is described minutely in Miss Stern's Essentials in 
 Library Administration. 
 
 The call number may be written directly on the back of the book itself with 
 a pen or brush, using David's white letterine for dark bindings, and Higgin's 
 waterproof ink for light bindings. Cover these also with shellac to prevent 
 rubbing off. 
 
 Library routine. — The ordinary routine followed in getting a book from 
 publisher to library shelf is: ordering (after comparing order-slips with catalog 
 and with unfilled and outstanding orders, to avoid buying unnecessary dupli- 
 cates), checking bill after book is received, dating order-slip, accessioning, 
 placing accession number in the book, embossing (if stamp is used to denote 
 ownership), plating, pocketing, cutting leaves, cataloguing, writing author, 
 subject, and other entry cards, making subject analytics if necessary, classify- 
 ing, assigning book number, shelf-listing, writing book-cards, writing in call 
 number, labeling back, placing book on shelf, and filing the cards in the 
 catalog. In a small library all of these steps need not be taken ; but whatever are 
 taken should be in this order. 
 
 The accession-book, card catalog, and shelf-list are the most important 
 library records. 
 
 The accession-book is numeric, by date of reception ; the catalog is alpha- 
 betic; the shelf-list is numeric by classification and then alphabetic by book 
 numbers. 
 
 Public Libraries: 
 
 Adams, Z. F. Practical hints on organization. 1898, 3:344-345; 1899, 4:58-59 
 143, and 198-199. Treats of accessioning, charging system, shelf-listing, classi- 
 fication, etc. 
 
 Loan-desk.- — The loan-desk is the business department of the Hbrary, and 
 often (e.'^pecially in small libraries) is the reference department as well. It is 
 the place where the public ask questions; and where, according to treatment 
 received, their impression of the library, favorable or otherwise, is formed. 
 This department should run very smoothly. The reader should find quickly 
 what he asks for or learn why he cannot get it. Loan-desk work demands 
 patience, courtesy, and the necessary firmness to enforce rules— but the great- 
 est of these is courtesy. 
 
 The records of the loan-desk should tell the whereabouts of a book that is 
 not on the shelves: who has it, how long it has been out, and when it is due. 
 Generally, one book may be borrowed for two weeks. This time may be ex- 
 tended on due notice, if wi.shed. In a public library more than one book should 
 be issued to a reader, if needed for study or other serious work. 
 
 Teachers should be permitted to take out as many books as they wish, and
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 265 
 
 keep them as long as their work demands, provided this does not interfere with 
 the rights of others. 
 
 In the charging system a book-card and a reader's card are used. A book- 
 card, appro.ximately 3X5 inches (7.5X12.1; cm.), of light cardboard, is made for 
 every volume. The class number is written on the top line at the left and book 
 number on the right, author's surname on the second line, and a l^rief title on 
 the third line. The book-card is kept in the card-pocket when the book is in 
 the library, and at the desk when the book is out. 
 
 The reader's card is usually light brown, of same size as book-card. The 
 reader keeps his card if he has a book out; if not. it is filed (alphabetically) in 
 the library for safekeeping. The name and address of the person holding the 
 card are written at top of reader's card, as well as his number, which is assigned 
 from the register, a blank-book recording by numbers the persons who use the 
 library, with names and addresses. 
 
 A box containing book-cards of all books out is kept on the desk. The.se 
 cards are arranged back of the dates upon which these books are due. When 
 a book is returned by the borrower, at the back of it will be found a slip pasted 
 on the fly-leaf — the time-slip — upon which is stamped the day when that book 
 becomes due. If July 27, look in the card-box, back of the twenty-seventh, for 
 the book-card corresponding in name to the book. When found, stamp in 
 right-hand column the date returned, and then put the card in the pocket of the 
 book. The book is then ready to return to the shelf. 
 
 A borrower chooses a book which he wishes to take out. The book-card is 
 then in the pocket. Take it out, stamp in left-hand column date on which the 
 book is drawn out — July 27 — write in the middle space the borrower's num- 
 ber, and place the card in the card-box, back of the date, two weeks later when 
 the book will be due; viz., August 10. Then on the time-slip cross off the date last 
 stamped on it, and stamp the date when that book becomes due, as, August 10. 
 Then the book is ready to be sent out. 
 
 When books go to the binder's, stamp or write "bindery " on the book-cards, 
 and file in the charging box. 
 
 Statistics of daily circulation may be kept in a blank book or on cards. In 
 a library of five hundred volumes or less, books can be charged by writing on a 
 slip of paper the author and title of the book, or class number and author's 
 initial, name of borrower, and date of issue. The.sc slips should be filed under 
 date of issue, and the charge canceled when book is returned. If statistics of cir- 
 culation are desired, preserve the slips. 
 
 Dana, J. C. Charging systc-m. (In his Lilirary primiT, 1903:116-121.) 
 
 I'lummrr, M. W. Charging systim. (In her Hints lo small lihrarit-.s, 1894:35-41.) 
 
 .Stearns, L. K. Loan system. (In her Ks.sential.s in hhrary achninislr.ilion, kjoj: 65-71.) 
 
 Public Libraries: 
 
 Dodge, Virginia. Ixan system. i8<;8, 3:359-361. 
 Miner, .S. H. Two lx>ok .system. i8<;7, 2:173-175. 
 Sharp, K. L. Loan systems. 1897, 2:295-298. 
 Wood Mi.ss. Charging systems. 1899, 4:375-377-
 
 266 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Library Journal: 
 
 Bolton, C. K. The "two-book" system. 1894, 19:161-162. 
 
 Carr, H. J. Report on charging systems. 1889, 14:203-214. (Contains a bibli- 
 ography of references with annotations.) 
 
 Hill, F. P.. Preparing a book for issue and charging systems. 1896, 21:51-56. 
 
 Jones, G. M. Cards for the "two-book" system. 1895, 20:168-172. 
 
 Sheldon, H. G. Elementary talk on charging systems. 1897, 22:63-64. (Fol- 
 lowed by a list of references on charging systems.) 
 
 Plummer, M. W. Loan systems. (In United States Bureau of Education, Papers 
 prepared for the World's Library Congress, 1896:898-906.) 
 
 X. BINDING 
 
 A problem. — The right kind of binding for Hbrary books at a minimum cost 
 is a problem which few Hbraries have solved. A large library, binding thou- 
 sands of volumes yearly, can get special prices under contracts, but the small 
 library must pay good prices to get good work. As a rule, cheap binding is not 
 good binding. 
 
 The modern book, as it comes from the publisher, is pleasing in appearance, 
 especially the book issued for popular reading. The cover design is u.sually 
 artistic and often ornate. However, sometimes it begins to fall to pieces before 
 it leaves the cataloguer's hands. 
 
 The man on the street who buys a book for a Christmas or birthday gift is 
 satisfied with a pretty cover. He passes it on while new, and its wearing quali- 
 ties do not concern him. But the librarian would be better satisfied with a 
 plainer cover and stronger binding. A new book should circulate many times 
 before it needs rebinding. A publisher who will spend less on exterior decora- 
 tion and more on the wearing qualities of the book will find favor with libraries. 
 
 A book rebound should last longer than a new book, because (presumably) 
 it is hand-sewed with linen thread, while (generally) the new book was machine- 
 sewed with cotton thread. As a matter of fact, a rebound book does not always 
 wear better than in its original form. Binders say this is because the paper 
 used for the modern book is made of wood pulp and is too rotten to hold the 
 thread ; the paper tears loose from the stitches, and leaves drop out. 
 
 Sewing. — Strength of the binding depends chiefly upon the sewing. After 
 the printed sheets have been folded, gathered, collated, and made compact by 
 pressure, they are ready for sewing. In flexible binding, cords are placed on 
 the back of the sheets forming raised bands, and the thread is passed around 
 the cord. Old books were sewed in this manner, and therefore lasted longer 
 than modern books, this being a much .stronger method of sewing. It is not 
 used now, because a cheaper process is easier for the sewer. The ordinary 
 method is to saw grooves on the backs of the sheets, usually three, deep enough 
 to hold the cords or bands; and the thread is then passed through the back of 
 each section (four pages) around the outside of each coru. The objection to 
 this method is that it weakens the back, and the book will not lie as flat as with a 
 flexible binding.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 267 
 
 Whipstitching or overcasting is used on worn-out or poor paper. The pages 
 are collated and pressed, then sewed, then the sheets separated into sections 
 are glued on the back, and then overcast along the back around the cords, the 
 stitches of each section passing through the preceding section. 
 
 For heavy or large books tapes, because much stronger, are substituted for 
 "cords, and are occasionally used for valuable books of ordinary size. 
 
 Leather binding. — After sewing, end papers or fly-leaves between the book 
 and the cover are pasted on, front and back, sheets are trimmed, the back 
 is made convex and the front concave by hammering (rounding and backing, 
 it is called), and the book is then ready for covers. 
 
 Mill-boards of the right size, a little narrower than the book, are then pre- 
 pared for covers. \\Tien morocco is used, these boards are "laced in. "' The 
 cords are drawn tight thru the boards, cut off, and the small projecting ends 
 unraveled or frayed out, and hammered down until quite smooth. The band 
 serves as a hinge connecting the book and cover. The weakness of the binding 
 is often in the hinge, the cords break, and the book drops out of the cover. 
 Binders sometimes put in an e.xtra cloth hinge, fastened to the book and cover. 
 In the Duro-flexile binding used by Cedric Chivers, one of the strips of linen 
 which connects the end papers is inserted between the boards, and one of the 
 end papers is pasted inside the cover; so that two thicknesses of cloth are be- 
 tween the cover and the book. 
 
 Head-bands are purely ornamental. They are bought in strips, which are 
 cut to the proper length and pasted on the back of the book, top and bottom. 
 
 Backs. — The book is then ready for the cover-back. The leather for the 
 cover-back is cut to the right size and drawn down on all edges. In a "tight " 
 back the leather is fastened to the back of the book and forms j)art of it. In a 
 "loose" or open back, "strips of j)aj)cr are glued to the back over which are 
 placed others free from the back; ]tart of the leather is turned in between these 
 so that the covering of the back only adheres to the Ioo.se paper."' The leather 
 in an open back connects the boards forming the sides, and is not attachetl to 
 the book. When a book with such a cover is opened, a hollow is formed bewecn 
 the leather and the back. The loose back is flexible, looks better, and is used 
 extensively on that account. The tight back wrinkles the leather, but i< nun h 
 stronger and lasts longer. " As a rule, old books have tight backs. 
 
 Casing. — For cheaj) doth or leather binding a case is made, somewhat as 
 follows: a piece of linen is i ut, about a lialf inch wider than the thickness of 
 the book, and j>asled on the back of the book. The board sides are prepared 
 as before, and the cords, instead of l)eing laced in the boards, are frayed out 
 at the ends and pasted down smooth together with the over edges of the linen 
 strip, which thus connects the cover boards and the bat ks. The «»»ver < loili 
 is then cut, enough larger than the cover boards and ba( k to allow it^ being 
 turneri over the edges arul j)aste(l down The in pa|)ers are then pa>^ted in, 
 and the cover is then ready for " finishing. " (lenerally the ( ase is made com 
 
 • W. J. Fv franc, Bookbindinf;.
 
 268 NATIONAL EDUCATIONAL ASSOCIATION 
 
 plete, with title and ornaments stamped on with a machine die, before the 
 book is glued into place. 
 
 Cover material. — The strongest and best material for covers is Turkey 
 morocco or goat, but it is too expensive for a small library. Persian 
 morocco is cheaper, but not as strong. Calf, Russia, and all grades of 
 sheepskin should not be used in a public library. Next to Turkey morocco, 
 American Russia or cowhide is the strongest leather. For library binding, 
 leather is used either on the back only, "half morocco, " or on the back and cor- 
 ners only, "three-fourths morocco. " The sides are covered with cloth or mar- 
 beled paper. Vellum corners, tho less common in America, are str(^nger than 
 leather. 
 
 Dampness, dryness, dust, gas, heat, sunlight, tobacco smoke, all deteriorate 
 leather. Heat dries the oil out of the skin and makes it harden and lose flexi- 
 bility; dampness causes mildew, while a strong light rots and fades. 
 
 Of cloth bindings, linen is most satisfactory, the Bancroft and Holliston 
 cloths being the best. Buckram is strong, but the rough surface is objectionable. 
 There is a very satisfactory smooth-finish buckram now on the market. Can- 
 vass is cheap and durable, but it has a rough soft finish that holds the dust. For 
 heavy books canvass is by far the best. 
 
 For a small book which is subjected to hard usage, one of the strongest and 
 cheapest bindings is half-buffing, or thin "split cowhide", with a tight back and 
 strong cloth hinge. A binding of this kind will sometimes outlast the book 
 itself, while the cost is about the same as cloth. 
 
 In selecting the color for binding, avoid light shades, as they soil easily. 
 Browns and maroon are very satisfactory. Red and green are the most durable 
 colors. Black is generally used to disguise imperfections in the skin. 
 
 Collating. — Every book should be collated before it is sent to the binder, and 
 all missing parts supplied if possible. The title-page, index, all pages, and all 
 illustrative material should be accounted for; and the binder should be held 
 responsible if any of these are missing when the bound volume is returned. 
 
 A slip giving directions as to style of binding, material, color, and lettering 
 should be sent, and a record kept of each volume, the author, title, accession 
 number, volume number, style of binding, and date when sent. This record is 
 checked when the books are returned, with date and price of binding. 
 
 If large numbers of books are to be bound, the binder should be asked for 
 lower prices. Sometimes it is best to send books away from home in order to 
 get better binding or lower prices. 
 
 If the price of rebinding nearly equals original cost of the book, it should be 
 thrown away and a new copy bought. 
 
 Pamphlets. — Pamphlets not often used may be stabbed with wire or sewed, 
 and fastened in board covers with plain cloth backs, costing from ten to fifteen 
 cents, according to size and quality. 
 
 In the St. Louis Pubhc Library a temporary binding is used for magazines 
 which could also be used for pamphlets, consisting of a portfolio with paste-
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 269 
 
 board sides covered with paper. At the top and bottom are eyelets throuj;h 
 which stitches are passed along the length of the paper. 
 
 Pasteboard boxes 9^X7X2 inches, for holding unbound pamphlets, can be 
 bought for five or six cents each. 
 
 Clippings may be mounted on sheets of manila paper, and filed in boxes 
 
 properly labeled. 
 
 Crane, W. J. E. Bookbinding for amateurs. Scribner. $1. 
 Cockerel], Douglas. Bookbinding and care of books. Appleton. $1.25. 
 Dana, J. C. Binding for Libraries. Library Bureau. 1906. 75c. 
 Home, Herbert P. The binding of books. 1894. Kcgan Paul, Trench, Trubner & 
 Co. $1 . 50. 
 
 Public Libraries: 
 
 Dana, J. C. Binding for a public library. 1902, 7: 147-148. 
 
 Crawford, W. R. The book when bound. 1904, 9:263-264. 
 
 Fergus, E. C. Clippings for the library. 1901, 6:329-331. 
 
 Hagey, Joanna. Binding. 1904, 9:268-272. 
 
 Hollands, W. C. Bookbinding. 1904, 9:260-262. 
 
 Soldan, F. J. Directions for binding. 1904, 9:259-260. 
 Library Journal: 
 
 Bliss, H. E. Better book binding for libraries. 1905, 30:849-857. 
 
 Dewey, Melvil. Colors in binding. 1885, 10:339-340. 
 
 Binding rules and specifications for New York State Library. 1899, 
 
 24:573- 
 Duro-fle.-dle bookbinding (Cedric Chivers). 1887, 12:70-71. 
 Hathaway, F. P. Binding for a public library. 1879, 4:245-250. 
 Poole, R. B. Elements of good binding. 1892, 17 :c 15-18. 
 Ranck, S. H. Leather for bookbinding. 1901, 26:681-684. 
 Report of Committee on Bookbinding. 1906, 31 : 130-139. 
 Woodard, G. E. Notes on bookbinding. 1898, 23:231-237. 
 Johnston, D. V. R. Elements of library binding. (In U. S. Bureau of Education, 
 
 Papers prepared for the World's Library Congress, 1896:907-916.) 
 Article on "Bookbinding" in New International Encyclopedia, 1902, Vol. 3. New York: 
 Dodd, Mead & Co. 
 
 Repairs, and general care. — Books can be kept in good condition for a long 
 time and the cost of binding saved by care, and by making repairs as soon a? 
 needed. Binder's thread and needles, cloth of different colors, paper, pa.ste, 
 glue, paraffin paper, transparent gummed paper, and "onion .skin" are the 
 necessary tools for mending books. Loose sheets can be sewed in, (loth hinges 
 pasted on covers, and cloth backs glued on. Tears can be mended wiili iiariiU'in 
 paper and white paste, or with "onion skin. " Colored leather can be washed 
 with alcohol ; white leather or cloth, with soap and water. Leather can be .softened 
 and cleaned with vaseline. Gasoline will clean any kind of binding. Books 
 in a white or light binding can be covered with white .shellac varnish when new, 
 and then wa.shed with imj)uiiity. Ink spots can be removed from paper with 
 H. H. Collins' Ink Eradicator (Union Sfjuarc, New York). Nothing will re- 
 move ink from book-covers, however, without disfiguring binding. Books re- 
 turned from the homes where there has lieen any serious contagious disea.se 
 should be burned at once, as there is no inexpensive process for the projier dis- 
 infection of books. To be clTectivc, disinfecting vapor must come in contac t 
 with every page. 
 
 Rats and mice gnaw the backs (jf books to get at the |)astc. Cockroaches 
 cat binriings. Bof)kworms (other than human) are not as common as (hev arc 
 supposcfl to 1)0. .'\ genuine bookworm is very rare.
 
 270 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Public Libraries: 
 
 Leighton, F. H. Preparing new books and restoring old. 1905,10:223-224. 
 Straight, M. W. Repairing of books. 1900, 5:88-89. 
 
 Library Journal: 
 
 Disinfection of books by vapor of formalin. 1895, 22:388. 
 Hagan, H. A. Insect pests in libraries. 1879, 4:251-254. 
 How to wash a book. 1885, 10:184-185. 
 
 Poole, W. F. Spread of contagious diseases by circulating libraries. 1879, 4: 
 258-262. 
 
 General care. — Books should not be packed closely on the shelves; the 
 friction wears out the binding, and tops are frequently broken or pulled off in 
 getting books from shelves. They should not be shelved so far apart that 
 they fall over, or stand so obliquely as to warp covers. If for any good 
 reason books only partly fill a shelf, they should be kept upright by means of 
 book supports. Folios may be shelved on their sides. Books should not be 
 left open, nor leaned on, nor placed face downward while open, nor stand on 
 their front edge. Nothing thicker than a sheet of paper should be left in a 
 closed book. Books should be kept away from heat and sunlight, and should 
 not be stored in a place badly ventilated. 
 
 In dusting a book, brush with a cloth away from the hinge without opening. 
 Slap two books together flatwise to jar dust out of the edges. 
 
 Paper covers are less and less popular, since such covers invite carelessness 
 and readers have more respect for art uncovered book. 
 
 Some public libraries use a book until it gets .soiled, and then cover it. If 
 covers are used, paper is better than cloth because cheaper, and can be thrown 
 away as soon as it becomes grimy. 
 
 Other suggestions on the care of books will be found under the topic "In- 
 struction to Children on the Care of Books." 
 
 Public Libraries: 
 
 Kroeger, A. B. Care of books. 1900, 8:319-320. 
 
 XI. LIBRARY ASSOCIATIONS 
 
 American Library Association. — The oldest library organization is the 
 American Library Association, generally called the A. L. A. The first con- 
 vention of librarians was held in New York City in 1853. At this, little more 
 than a preliminary meeting, the delegates decided to form a librarians' associa- 
 tion and to issue a library manual. Dr. R. H. Guild, of Brown University, 
 prepared The Librarian's Manual, which was published in 1858. The A L. A. 
 was not organized until 1876, in Philadelphia, during the Centennial Exposi- 
 tion. At the same time the Library Journal was founded as the official organ 
 of A. L. A. Complete files of this periodical and of Public Libraries (Chicago 
 — founded in 1896) constitute a history of the Ubrary movement in the United 
 States for the la.st thirty years. 
 
 The object of the A. L. A., as stated in the constitution, is to promote the 
 welfare of libraries in America. In addition, it aims to effect needed reforms
 
 RRPORT ON INSTRUCTION IN LIBKARY ADMINISTRATION 271 
 
 and improvements, to lessen the labor and expense of library administration, 
 to utilize the experiments and experience of the profession, to j^romote 
 acquaintance, and to advance librarianship as a profession. 
 
 Since 1876 annual meetings have been held in different sections of the 
 country. International conferences were held in London in 1877 and again in 
 1S97. In Chicago, 1893, and St. Louis, 190,1. the conferences were interna- 
 tional in character, and foreign delegates were present and on the program. .\t 
 the conferences papers are read, followed by formal and informal discussions. 
 The proceedings are printed in the Library Journal, and sent to all members of 
 the association. 
 
 Any person or institution engaged in Hbrary work may become a member 
 by paying the annual dues, $2 for individuals, $5 for institutions. At present 
 there are about 1,500 members. 
 
 The A. L. A. has the following sections: College and Reference, Trustees, 
 Catalog, Library Work with Children, and State Library commissions. These 
 sections hold separate meetings during the regular sessions of the A. L. A., to 
 discuss phases of the work in which they are particularly interested. 
 
 One of the pleasant and profitable features of each meeting is a post-confer- 
 ence trip taken by a limited number after the close of the regular business 
 sessions. Traveling together in this way increases personal and professional 
 acquaintance. 
 
 Important work has lieen accomplished by the A. L. A. Publishing Board. 
 This has been greatly aided thru the generosity of Mr. Andrew Carnegie, who 
 gave in 1902, $100,000, "the income of which is to be applied to the prepa- 
 ration and pubhcation of reading-Usts, indexes, and such other bibliographic 
 and library aids as will be specially useful in the circulating libraries of this 
 country." 
 
 LIST OF A. L. A. PUBLICATIONS, WITH ANNOTATIONS BY SPECIALISTS 
 
 Krocgcr, \. B. Guide to reference books. $125. 
 Larned, J. L., cd. Literature of American history. $6. 
 
 Supplement for 1 900-0 r. $1. 
 
 A. L. A. Inde,x to general literature. $10. 
 
 lies, (jeorge, ed. Bibliograi)hy of fine arts. 90 cents. 
 
 Books for girls and wc^men. 90 cents. 
 
 .Subjef t headings for use in dictionary catalogs. $2. 
 
 .Sargent, M. K. and A. L. Reading for tlu' young. Supplement (1890-95). 50 cents. 
 Cornu, Sophie, and Beer, William. List of French fiction. 5 cents. 
 Hewins, C. .M. Books for lj<jys and girls. 10 cents. 
 Swan, R. T. Paper and ink. Free. 
 Index to [jortraits. (In preparation.) 
 
 Lihriiry tracts: 
 
 Why do we need a public library ? 5 cents. 
 
 2. Wire, G. E. How to start a library. 5 cents. 
 
 3. Ilutchins, F. A. Traveling libraries. 5 cents. 
 
 4. Soulc, C. C. Library rooms and buildings. 5 cents. 
 
 5. Cutter, C. A. Notes from the art serliun of a library. 5 cents. 
 
 6. Sti-arns, L. K. Fswntials in library administration. 15 cents. 
 
 7. nit<hl«r, Theresa. Cataloging for small libraries. 15 ccnt.s. 
 
 8. TarJx.ll, M. A. A village library. $ itnt.s. 
 .\. L. A. Book list ^-ight months). 50 cents.
 
 272 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Printed catalog cards: 
 
 1. For current periodical publications. 
 
 2. Bibliographic serials. 
 
 3. For various periodical sets and for books of composite authorship. (Warner 
 library of the world's best literature.) 
 
 4. For current books on English and American history. 
 
 For information regarding these publications address the Secretary, 34 Newbury 
 St., Boston. 
 
 Probably the most useful single book ever published for librarians is the A. 
 L. A. Catalog. The preliminary edition, published by the United States 
 Bureau of Education, was prepared in the New York State Library, as the 
 catalog of the model library of 5,000 volumes in the library exhibit of the 
 Columbian Exposition in Chicago, iSq'?. 
 
 The annotated ^ . L. ^ . Catalog (revised edition of the above), published 
 by the Library of Congress, was prepared as part of the library exhibit at the 
 Louisiana Purchase exposition, in St. Louis, 1904. This is a classed catalog 
 of 8,000 volumes, the best in print for the average small library. It can be 
 had of the superintendent of documents, Washington, for 50 cents; bound. $t. 
 
 The A. L. A. thru its president, Melvil Dewey, also prepared for the Library 
 Congress a collection of "Papers on Library Economy," published by the 
 United States Bureau of Education for the Columbian Exposition. These 
 papers were printed and sent in advance to the members of the congress, and 
 discussed at the conference, and are still valuable to Ubrarians. 
 
 Fletcher. W. I. The American Library Association. (In his Public libraries in America 
 1894:85-92.) 
 
 Library Journal: 
 
 Dewey, Melvil. The American Library Association. 1876,1:245-247. 
 
 Harrison, J. L. A. L. A. exhibit at Paris exposition. 1900, 25 : 282-283. 
 
 Library exhibits at Louisiana Purchase Exposition (including A. L. A. collection). 
 
 1904, 29:423-424. 
 Poole, W. F. Conference of librarians, Milwaukee, 1886: address of the presi- 
 dent. 1886, 11:199-204. (A historical sketch of the A. L. A.) 
 Sharp, K. L. The A. L. A. library exhibit at the World's Fair. 1893, 18:280-284. 
 Woodworth, Florence. A. L. A. exhibit at Paris exposition of 1900, 25:116-119. 
 Work and Needs of the A. L. A. 1905, 30:858-860. 
 
 State library commissions. — A state library commission consists of five or 
 seven members, generally appointed by the governor, but sometimes by the 
 state board of education, and in some states are ex officio assignments. The 
 state librarian and the superintendent of public instruction are usually mem- 
 bers. With the exception of a paid secretary, all serve without salary. 
 
 The work of the commission is to promote the establishment of free public 
 libraries by means of state aid, to give information and advice to new libraries 
 in regard to selection and care of books and Hbrary administration, to increase 
 the efficiency of existing libraries by gifts of money or books, or by loan of 
 books and by personal visits to keep in touch with all Hbraries thruout the state. 
 By means of traveling libraries, in charge of the commissioners, rural districts 
 without libraries and small libraries in villages have been supplied with the 
 books which thev could not otherwise obtain.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 273 
 
 Massachusetts has the pioneer library commission. It was organized in 1890, and 
 has given advice on library matters in all parts of the state, and occasionally in answer 
 to inquiries from abroad. 
 
 New Hampshire organized a state commission in 1891; New York, in 1892;' Con- 
 necticut, in 1893; and Vermont, in 1894. 
 
 The New York department first established the travchng-library system, and has 
 specialized in library building and furnishing work for study clubs and Ubrary institutes. 
 Its publications are numerous and valuable, including bibliographies and reading-lists 
 on many subjects. 
 
 The Wisconsin commission is the pioneer in the West. It was organized in 1895 
 and makes special efforts in personal visitation and instruction, maintaining general and 
 special traveling libraries, a magazine clearing-house, and a state document department. 
 Without charge it helps to organize and classify new libraries, to reorganize old libraries 
 and to create a desire for libraries in towns which have none. It publishes library sta- 
 tistics, news of library progress, lists of books for small libraries, buying-lists of current 
 books, and lists on special subjects for special libraries. 
 
 The Wisconsin, Minnesota, Indiana, and Iowa State Library Commissions make 
 a specialty of library instruction by means of summer schools, library extension, institutes, 
 lectures, and correspondence. 
 
 Indiana has appointed a trained librarian and teacher to organize library work in 
 the schools of the state. 
 
 Public Librarias: 
 
 Tyler, A. S. Instructional work of library commissions. 1905, 10:60-61. (What 
 can be done.) 
 
 Michigan requires every commissioner of schools to make a report on library con- 
 ditions to the State Library Commission for every district school and public library in 
 his county. 
 
 Idaho sends books to lumber and mining camps. 
 
 Iowa has traveling libraries to lend to regular libraries and for general use, includ- 
 ing books for study clubs, for young people, specific books for individuals, and books 
 for the blind. It maintains a clearing-house for exchange of magazines, and assists 
 in organizing local library associations. 
 
 In 1902 the State Library Commission Section of the A. L. A. was created.' In 
 1905 an application made by the League of Library Commissions for affiliation with 
 the A. L. A. was granted. 
 
 At present (1905) twenty-three states have hbrary commissions. Their 
 activities have been given in tabulated form by the secretary of the league in a 
 paper read at the A. L. A. Portland conference in 1905. He divides the work 
 into the four groups of "Direct Aid," "Advisory," "Instruction," and "Docu- 
 ments; "and states that the league has [)lanned exten.sive undertakings in pul)li- 
 cations intended to help libraries by making accessible the result of the knowl- 
 edge and experience of specialists engaged in the work. 
 
 The character of the i)ublications of the state library commissions depends 
 somewhat upon the location of the state. Annual reports arc i.ssucd, lists of 
 books and circular letters are sent to farmers and to the newspapers in rural 
 districts. Bulletins and leaflets giving .statistics anrl information on library 
 progre.ss, and all kinrls of book-lists for school, public, and traveling libraries, 
 arc distriljuted witliout charge. 
 
 • lliis waa more than a rommlMion, really a diilinct ttale dr|)arttnrn(.
 
 2 74 NATIONAL EDUCATIONAL ASSOCIATION 
 
 For information on the history, organization, work, and pubhcations of 
 
 state library commissions, see — 
 
 Public Libraries: 
 
 Brigham, Johnson. . Synopsis of laws authorizing Hbrary commissions. 1905, 
 
 10:83-87. (Gives organization, purpose, and state appropriation.) 
 Reports from state library commissions. 1905, 10:62-67. 
 Stearns, L. E. TraveHng libraries. 1905,10:76-81. 
 
 Library Journal: 
 
 Brigham, Johnson. A model library commission law. 1905, 30:046-51. 
 Countryman, G. A. State aid to libraries. 1904, 29:0 148-152. 
 
 Traveling libraries. 1905, 30:056-58. 
 
 Hewins, C. M. The work of an eastern library commission. 1905, 30:051-55. 
 
 Legler, H. E. State library commissions. 1905, 30:0 40-45. 
 
 Thomson, John. How to secure a state library commission. 1901, 26:191-192. 
 
 State library associations. — The state Hbrary associations are unofficial in 
 character, and resemble the A. L. A. in scope and aim. Membership includes 
 those engaged or interested in literary work. 
 
 Special efforts are made to secure the attendance of library trustees, and 
 also of library assistants who are unable, on account of the time and expense 
 involved, to attend A. L. A. meetings. 
 
 Where no state library commission exists, the state association frequently 
 undertakes the work of the commission, securing the enactment of library laws, 
 circulating traveUng libraries, holding library institutes, encouraging co-opera- 
 tion, and in general promoting library interests thruout the state. 
 
 One or several meetings are held during the year, and handbooks and book- 
 lists are published. New York has the oldest state association. It was organ- 
 ized in 1890, and holds a largely attended "Library Week" each September at 
 Lake Placid, at which papers are read and addresses made, followed by infor- 
 mal discussions. Other states than New York are represented, and the meeting 
 is second only to the A. L. A. The association carries on institute work, pub- 
 lishes co-operative book-lists, watches library legislation, undertakes general 
 oversight of professional library training, and has a committee on publicity to 
 promote intelligent use of the local press for library advertising in small com- 
 munities. 
 
 Each state association, of which there are now thirty-one, has accomplished 
 similar work, modified by local conditions, and is planning to accomplish more 
 in the future. 
 
 Local library clubs. — The local library clubs, city and state, are like the 
 state associations, except that their interests are confined to a smaller territory. 
 Meetings, informal in character, are held several times during the year, and 
 .special efforts are made to promote acquaintance among librarians and to 
 advance library interests in that particular vicinity. The clubs usually pub- 
 lish a handbook or manual, and several have issued other pubhcations of local 
 importance. 
 
 New York is again the pioneer in this form of library organization. The 
 city founded the first library club in 1885, five years before the state a.ssociation 
 was formed. The New York Library Club published in 1887 a Union List of
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 275 
 
 Periodicals in New York libraries, and in 1902 Libraries of Greater New York, 
 in which are given the history, regulations, and resources of the New York 
 I)ublic and institutional libraries. 
 
 The Chicago Library Club issued in 1901 a list of periodicals in Chicago 
 libraries. Other clubs publish book-lists, bulletins, etc. There are at present 
 twenty-one local library clubs in the United States. 
 
 The proceedings of the state commissioners, associations, and clubs are 
 published in the Library Journal and Public Libraries during the vear. An 
 alphabetic list of these organizations with the name and address of the secre- 
 tary is given in the .1. L. A. Handbook. 
 
 Library Journal: 
 
 Green, H. E. Tabulated reports of state library associations. 1S91, i6::;2-56. 
 
 Dana, J. C. What state and local library associations can do for library interests. 
 1905, 30:017-26. (Followed by a list of associations and clubs, American and 
 foreign. For each association are given the name and address of the secretary, 
 date of establishment, amount of dues, number of members, and meetings during 
 the year, publications, and special work.) 
 
 Jones, G. M. State and other local clubs and meetings. 1898, 23:138-139. 
 
 Tillinghast, W. H. The field of work in state and local clubs. 1898, 23:519-521. 
 Public Libraries: 
 
 Farrar, I. F. How shall the program for a state library association be made up to 
 be of the most use to the librarians of small libraries? 1902, 7:363-365. 
 
 Library schools. — The first school for training of librarians was established 
 by Melvil Dewey in' 1887 at Columbia College. New York. Two years later it 
 was removed to .\lbany and became the New York State Library School, with 
 Mr. Dewey as director; which position he held until January, 1906. 
 
 Other library schools are: Pratt Institute Librar)' School, Brooklyn, N. V.; Mary 
 W. Plummer, director. University of Illinois Library School, Champaign, 111.; Kather- 
 ine L. Sharp, director. Drexel Institute Librar}' .School, Philadelphia, Pa.; .\. B. Kroeger, 
 director. Carnegie Library Training School for Children's Librarians, Pittsburg, Pa.; 
 Frances J. Olcott, director. Simmons College Library Training Course, Boston, Mass.; 
 Mar}' E. Robbins, instructor. Western Reserve University Library School, Cleveland, 
 Ohio; W. H. Brett, dean. Southern Library School, Atlanta, Ga.; Anne Wallace, 
 director. 
 
 Summer library schools are conducted by the Chautauqua .Assembly, Indiana Publii 
 Library Commission, New York State Library School, an<l the I'niversities of Wisconsin, 
 Iowa, and Minnesota. 
 
 Al'PKN'lJlX 
 USEFUL BOOKS ' 
 Sali.sbur}-, G. E. Library methods for school tea( hers. 1903. W liitcwalcr, Wis.: 
 
 Publishcfl by author. 25 cents. 
 
 Intcndrd to help Icarhcrs who have hnd no lil.rary IraininK. and who may I* faUcU uixin lo supcrviu- 
 *fli<Mjl liliraries. 
 Sttarn.s, L. E. E.s.'M-nlials in library administration. 11J05. (A. L. \. Library Tra« t, No. 
 
 6.) 10 J Bi-a<on St., Boston. 15 cents. 
 
 Covcru all <lelaiU of lilirnrv orKanizalion in a thoro ami ityMrinatii iiiannrr. A list ol nnc-Hsiiry lilirary 
 sujiplim in Kivrn, loKrlhrr with n<iilrcitte« of lil»rary lUpiJy firm», ami a li«l of lMX>kt on liltrary lilrruliirc 
 'I"he suKKenlioni are extremely helpful. 
 
 ' Reference l>ook» and arlirlc* on Sjirdfic Topic* have l»een (it*il under luih to|H(S
 
 276 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Milner, A. V. The formation and care of school Ubraries. Published by the Illinois 
 
 State Normal University, Normal, 111. 
 Baylor University (Waco, Tex.)- Public school libraries. 1905. (Bulletin 8, No. i.) 
 Dana, J. C. A Hbrary primer. 1903. Chicago Library Bureau. $1. 
 
 This book should be in every school or public library. 
 Plummer, M. W. Hints to small libraries. 1894. New York. Lane. 50 cents. 
 Denver Public Library Handbook. 1895. Carson-Harper Co. 65 cents. 
 Devs'cy, Melvil, ed. Simplified library school rules. 1898. Library Bureau. $1.25. 
 
 Includes definitions, abbreviations, card-catalog rules, accession and shelf-list rules, book numbersi 
 capitals, and punctuation. 
 Library Recipes (in Library Notes, 1895, Vol. IV, No. 15). Library Bureau. 50 cents. 
 
 Compilation of useful information in regard to mending, cleaning, pasting, etc. 
 
 U. S. Bureau of Education. Papers prepared for the World's Library Congress, held 
 at the Columbian Exposition, edited by Melvil Dewey. 1896. Free. 
 
 Each branch of library economy is discussed by an expert, followed by a selected bibliography. 
 
 Pratt Institute Library (Brooklyn). Reading Ust in library science. 1902. Boston 
 
 Book Co. ID cents. 
 Library Journal (monthly). New York; published since 1876. $4 a year. 
 Public Libraries (10 months). Chicago; published since 1896. $1 a year. 
 "Libraries." New Intetnational Encyclopedia, Vol. II, 1902. New York: Dodd, 
 
 Mead & Co. 
 Encyclopedia Americana, Vol. IX, 1904. New York: American Book Co. 
 
 ARTICLES IN PERIODICALS 
 
 Library Journal: 
 
 Adams, E. L. Library work with schools. 1898, 23:137. 
 
 Bolton, C. K. Library examinations in schools. 1895, 20:122. 
 
 Chamberlain, Mellen. Public libraries and public schools. 1880, 5 : 299. 
 
 Coe, E. M. Relation of libraries to public schools. 1892, 17: 193. 
 
 Cole, G. W. How teachers should co-operate with librarians. 1895, 20:115. 
 
 Comstock, M. E. The library as an educational factor. 1896, 21:147. 
 
 Crunden, F. M. Relation of libraries and schools. 1904, 29 :c 5. 
 
 Crunden, F. M., and Blanchard, C. A. Reading by school children and college 
 students. 1888, 13:89. 
 
 Cutter, C. A. Supervision of children's library use. 1898, 23:149. 
 
 Dana, J. C. Libraries and teachers. 1896, 21:133. 
 
 Davidson, Charles. Library work in schools. 1899, 24:150. 
 
 Doren, E. C. School libraries. 1897, 22:190. 
 
 Dousman, M. E. Cliildren's departments. 1896, 21:406. 
 
 Druar, Margaret. The public library as an aid in the school room. 1899, 24: 143. 
 
 Fairchild, E. M., and Adams, L, A. Methods of children's hbrary work as deter- 
 mined by the needs of the children. 1897, 22 :c 19. 
 
 Foerste, A. F. Public school and the public library. 1897, 22:341. 
 
 Foster, W. E. How to use the public library: suggestions for the use of pupils, 
 1879, 4:447- 
 
 Gilbert, C. B. The public library and the public school. 1904, 29:169. 
 
 Green, S. S. Library aids. 1881, 6:104. 
 
 — A bibliography of library science. 
 
 Aids and guides for readers. 1882, 7:145. 
 
 Report on Ubraries and schools. 1883, 8:229. 
 
 Hardy, G. E. The school library as a factor in education. 1889, 14:343. 
 Harris, W. T. Function of the library and the school in education. 1890, 15:27. 
 Hewins, C. M. Yearly report on boys' and girls' reading. 1882, 7:182. 
 Merington, Margaret. How may we make the guiding of pupils' reading a part 
 of the teacher's work? 1895, 20:119. 
 
 Public libraries and pubhc schools. 1887, 12:156. 
 
 New York Library Club. Relation of libraries to public schools. 1892, 17:204. 
 Olcott, F. J. Work with children at the Carnegie library of Pittsburg. 1900, 
 
 23: 166. 
 Plummer, M. W. The work for children in free public libraries. 1897, 22:697.
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 277 
 
 Library Journal (continued): 
 
 Pratt Institute (Brooklyn) Children's department. 1898, 23:579. 
 
 Reports upon lending books to schools. 1S91, 16.104. 
 
 Sanders, M. A. Relation of the public Hbrary to the school. 1889, 14:79. 
 
 Sawin, J. M. Some successful methods of developing children's interest in 
 
 good literature. 1895, 20:377. 
 Stimson, Rev. H. A. Boys and books. 1884,9:142. 
 
 Thurston, E. P. How can the character of the reading be improved ? 1891, 16:47. 
 Tripp, G. N. Can the pubhc hbrary and the public school be mutually helpful ? 
 
 1904, 29:173. 
 Van Sickle, J. H. Libraries in the school room. 1896, 21:152. 
 Work between libraries and schools. 1897, 22:181. 
 Young. The public library and the public school. 1896, 21:140. 
 
 Public Libraries: 
 
 Bishop, W. W. School hbraries and public Hbraries. 1S96, 1:94. 
 
 Cheener, W. H. Use and abuse of school libraries. 1897, 2:349. 
 
 Co-operation between schools and libraries. 1898, 3:154. 
 
 Dewey, Mehal. New library department of the N. E. A. 1896, 1:183. 
 
 Dodge, Virginia. The library and the school. 1898, 3:353. 
 
 Doring, F. W. How we use the library. 1903, 8:104. 
 
 Eastman, L. A. The children's room. 1898, 3:417. 
 
 Enghsh, M. F. Classification of school libraries. 1897, 2:351. 
 
 Folsom, Channing. How can and should the library assist the school ? 1898, 3:164. 
 
 Haney, J. D. How shall the public hbraries help the high school? 1902, 7:224. 
 
 Hoag, J. P. Co-operation of the public library and public school (Ontario). 1904, 
 
 9:225. 
 Lindsay, M. B. A children's corner in a small library. 1899, 4:142. 
 Lyman, Edna. Children's room at Scoville Institute. 1899, 4:9. 
 Mackenzie, Davis. The pubhc school and the public library. 1897, 2:423. 
 Mercer, Martha. Relation of school and library. 1898, 3:405. 
 Miller, Marie. Schools and libraries. 1896, 1:89. 
 Parsons, John. The hbrary and the school. 1896, 1:313. 
 Pratt, J. A. The library and the children. 1898, 3:77. 
 Schreiber, M. E. Co-operation between hbrarian and teacher. 1897, 2:2. 
 Steams, L. E. Educational force of children's reading. 1897, 2:6. 
 Williams, Sherman. In regard to reading. 1899, 4:57. 
 Wright, P. B. Relation of the Hbrary to the public school. 1899, 4:11. 
 Young people and the school. 1896, 1:81. 
 
 N. E. A. Proceedings: 
 
 Dana, J. C. The librarian and the teachers. 1899:519. 
 
 Holland, E. O. The library as an adjunct to the secondary school. 1903:961. 
 
 Outlook: 
 
 Bissell, F. S. What the libraries are doing for children. 1902, 72:420. 
 Crunden, F. M. The public library a paying investment. 1903, 73:494- 
 
 New Englafid Magazine: 
 
 Orr, William. Public school, library and museum. N. S. 1896. 15:245. 
 
 Atlantic Monthly: 
 
 Scudder, H. E. American classics in school. 18S7, 60:85. 
 
 Educational law of reading and writing. 1894, 73:252. 
 
 Warner, C. D. The novel and the common school. 1890, 65:721. 
 Tomlinson, E. T. Reading for boys and giris. 1900, 86:693. 
 
 Contemporary Review: 
 
 Weisse, H. V. Reading for the young. 1901, 79:829. 
 
 A merican Monthly Review 0} Revie^vs: 
 
 Elmendorf, \l, L. Some things a l)oy of seventeen shouM liave ha<l an opportunity 
 to read. 1903, 28:713. 
 
 SUMMARY OF STATE LAWS RELATING TO SCHOOL LIBKARIKS 
 Whenever available, the latest edition of the .school law has Urn con.sulted, generally 
 
 the statutes of 1902 or 1903. 
 
 For recent change.s sec Comparative Summary and Incjex f)f Legislation, published 
 
 annually by the New York State Library.
 
 278 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Alabama. — Has no school-library law. 
 
 Arkansas. — Has no school-library law. 
 
 Arizona. — Allows $50 a year to every school district, provided it contains 100 chil- 
 dren. The state superintendent (Report, 1902) deplores the fact that only $357.55 
 had been spent during the year for school libraries. The law specifies that the libraries 
 are to be kept in the schoolhouses when practicable, and may be used by residents of the 
 district upon payment of an annual or monthly fee. 
 
 California. — Grants to each rural district 10 per cent, of its share of the county 
 school fund, provided amount does not exceed $50. In cities, for every 1,000 children 
 $50 is allowed. Residents may use school library by payment of a life membership, 
 or an annual or monthly fee, amount not specified. A fee of $2 paid for a teacher's 
 certificate constitutes the teachers' institute and library fund. Fifty per cent, of this 
 may be spent for a teachers' library. In school districts from 5 to 10 per cent, of the 
 county school fund may be used for this purpose, provided the amount does not exceed 
 $50. In case there are five or more teachers in one school, $10 to $15 is allowed for each 
 teacher. The state superintendent is authorized to make lists of books suitable for school 
 libraries. The trustees or board of education make rules and regulations for the organ- 
 ization and administration of the libraries. 
 
 Colorado. — Grants an annual tax of one-tenth of a mill for the support of school 
 li braries, which are open to the public under regulations established by the district school 
 board. 
 
 Connecticut. — Grants $10 to every school district, and to every town maintaining 
 a high school, which raises by tax or otherwise a like sum to establish a school library; 
 also an additional $5 annually on same conditions, for maintaining and replenishing 
 such a library. If the number of pupils exceeds 100, the treasurer shall pay $10 in the 
 first instance, and $5 annually thereafter for every 100 or fractional part of 100 pupils 
 in excess of the first 100. The school board must approve selection of books and regu- 
 lations for use. The public -library committee (State Library Commission) shall advise 
 and assist in selection, purchase, and cataloguing of books, and in maintenance and 
 administration of school libraries, and shall lend them books and pictures. 
 
 Delaware. — Pays $100 annually to the chairman of the committee on traveling 
 libraries of the state Federation of Women's Clubs, to be used for buying books (and 
 cases) to circulate among public schools. 
 
 District of Columbia. — Provides a certain amount annually for contingent school 
 expenses, including books of reference, periodicals, etc. 
 
 Florida. — Authorizes the Board of Public Instruction to appoint a librarian to 
 have charge of the school library, to make it available to inhabitants of the neighborhood, 
 and to change books from one library to another. School trustees may spend for school 
 libraries or other educational purposes the fund raised by a tax of three mills on the 
 dollar annually. 
 
 Georgia. — Has no school-library law. Libraries have been started, however, 
 in different parts of the state thru efforts of teachers and women's clubs. Committees 
 have been appointed to select books suitable for rural school libraries, and efforts have 
 been made to pass a library bill which will give a permanent fund. 
 
 Idaho. — Imposes a tax, not exceeding one mill on the dollar, for establishing libra- 
 ries in connection with public schools. The State Library Commission gives advice 
 and counsel to all free libraries and public school libraries, to aid in organizing new 
 libraries or improving those already established. 
 
 Illinois. — Authorizes school directors to appropriate, for buying libraries, any 
 school funds remaining after all necessary school expenses are paid. 
 
 Indiana. — Authorizes establishment of free libraries in connection with the common 
 schools and permits a tax of one mill on the dollar. For establishing common-school
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 279 
 
 f 
 
 nbrarics in cities of 30,000 population a tax is jrrantcd of 25 rents on $100; in cities of 
 from 35,000 to 40,000, 5 cents on Si 00. 
 
 Iowa. — Grants from the school fund not less than 5 cents or more than 15 cents 
 for each person of school age in each school district. The State Board of Examiners 
 prepares lists of books, and rules for administration of school libraries. The secretarj" 
 of the board of education acts as librarian. 
 
 KANS.A.S. — Grants a tax, not exceeding two mills on the dollar, for library purposes. 
 WTiere taxable property is more than $20,000, the tax is one and one-half mills; where 
 more than $30,000, one mill; where more than $50,000, one-half mill. The board of 
 directors must buy books on history, biography, science, and travel. 
 
 Kentucky. — Grants power to the Board of Education to establish and maintain 
 a public library out of any funds except that received by taxation or from state funds. 
 The board will make all rules and regulations governing such libraries. 
 
 Lousi.\N.\. — Has no school-library law. 
 
 M.\iXE. — Has no school-library law. 
 
 Maryl.\nd. — Grants $10 to each school district annually, provided the people 
 in that district raise the same amount. The library must be in charge of a teacher, and 
 books must be selected from lists furnished by the State Board of Education. The State 
 Library Commission must give advice to public-school libraries as to selection, cataloguing, 
 and other details, and help in organising new or improving old libraries. It must organize 
 and conduct traveling libraries, and may borrow from state libraries. The commission 
 is allowed Si, 000 annually for such purposes. 
 
 Massachusetts. — Has no school law relating to school libraries. The Board 
 of Free Public Libran,' Commissioners may give $100 to a free public library in a town of 
 $600,000 valuation, if the trustees have rendered the library useful to the teachers and 
 scholars of the public schools in such town. Trustees are authorized to use 25 per cent, 
 of the school fund for buying books of reference, maps, and apparatus. 
 
 Michigan. — Grants the establishment of a district-school library which shall be 
 entitled to its just proportion of books from the township library, and also to its share 
 of library moneys; the school inspectors to have charge of the township Hbraries and of 
 all library moneys. The proceeds of all fines for any breach of the penal laws, for pen- 
 alties in criminal proceedings, and for exemption from militan,' duty must be apportioned 
 among the several townships according to the number of children, and applied to (own- 
 ship and district libraries. 
 
 Minnesota. — Empowers the state superintendent, and the presidents of the five state 
 normal schools, to prepare lists of books .suitable for school libraries; to include books 
 of reference, history, biography, literature, political economy, agriculture, travel and 
 natural science; and to make contracts for buying .such Ixioks. The law provides for 
 care of books, appointment of librarian, and for suitable rules. For one-half of the 
 amount .spent for such purposes each school district may make a requisition upon the 
 state auditor. No district must receive more than $20 on first statement, nor more than 
 $to on any subsequent statement. The fund is $10,000 annually, or so much thereof 
 as may be necessary to meet the provisions of this act. Any village may contribute to 
 the school library, or other .school purposes, all or a percentage of tli<- license- money 
 received from persons selling intoxicating liquors. 
 
 Mississippi. — Has no .school-library law. 
 
 Missouri. — Authorizes school boards to u.sc from .school funds not less than 5 
 nor more than 20 cents per pupil enumerated in the district each year, which shall Iw 
 spent for books selected from lists compiled by the State Library Board. 
 
 Montava. — Grants for a library funfl a tax of not less than 5 nor more than 10 per 
 cent, of the county school, fund, provifjefl that su( h percentage does not exceed $50. 
 In cities of 2,000 or more the library fund must not exceed $50 for every 500 children
 
 28o NATIONAL EDUCATIONAL ASSOCIATION 
 
 of school age. Books must be selected from lists made by superintendent of public instruc- 
 tion. School trustees make library rules and regulations. 
 
 Nebraska. — Has a public-library tax only, of two mills on the dollar. 
 
 Nevada. — Has no school-library law. School trustees may appropriate from school 
 funds for Hbrary books; but unfortunately, from motives of economy, have so far failed 
 to do this. The superintendent of public instruction, in his report for 1901-2, urges 
 the legislature to appropriate from $5 to $100 for each school for library purposes. 
 
 New Hampshire. — Has no school-library law. 
 
 New Jersey. — Grants $20 to any district which raises by tax, or in any other 
 way, a like sum, to establish a school library, and the further sum of $10 annually on 
 same condition. Books are to bs selected and approved as the State Board of Education 
 may direct. If there is more than one schoolhouse in a district, school libraries may 
 consolidate. One hundred dollars is granted to establish a pedagogic library for teachers, 
 if a like sum is raised, and not less than $50 nor more than $100 annually thereafter 
 on same conditions. The county superintendent and three teachers shall constitute 
 a county committee, to select and buy books and apparatus for such library, and to make 
 rules and regulations for use and management. 
 
 New York. — Grants to each school district an amount equal to that raised from 
 taxation or other sources for library purposes; and appropriates $100,000 annually under 
 this law, besides $50,000 for high-school libraries. The school library must not be used 
 as a circulating library except to teachers, school officers, and pupils. Any public library 
 may collect the books from any district library which has not been in charge of a libra- 
 rian within one year. New York is the pioneer state in establishing school libraries. 
 The first sum for this purpose was appropriated in 1838. 
 
 North Carolina. — Appropriates every two years $5,000 for establishing rural 
 school libraries and $2,500 for adding to libraries already established. For every $10 
 provided by the state the community must provide $10 and the county $10 in addition, 
 with which to start a library; and $15 may be secured, on similar terms, for an enlarge- 
 ment of this library. 
 
 North Dakota. — Appropriates $750 annually for district school libraries, to be 
 circulated as traveling libraries. The state superintendent prepares lists of suitable 
 books, with lowest prices indicated, and makes all rules and regulations. The district 
 school board may appropriate not less than $10 and not more than $25 for each schooj 
 library. 
 
 Ohio. — Authorizes establishment of public libraries in connection with public 
 schools, and buying books other than school (text) books for a school library. 
 
 Oklahoma. — Grants from the district school fund, for the use of a school library, 
 
 from $5 to $100, according to number of teachers employed. The county board of exam- 
 
 ners shall furnish each county superintendent a list of reference and literary books, 
 
 with list-price and cost-price of each, and the order of purchase designated. He shall 
 
 furnish additional lists at stated periods for future purchases. 
 
 Oregon. — Levies, for district school libraries, a tax of not less than 10 cents for each 
 child (in the county) between four and twenty years of age. Each district receives its 
 share according to number of children. The books bought are selected from lists pre 
 pared by the state Board of Education. The school library must be kept in the school 
 house, and the teachers are responsible for its proper care and protection. 
 
 Rhode Island. — Grants authority to towns and school districts to appropriate 
 such money for support of school libraries "as they shall judge necessary." 
 
 South Carolina. — Has no school-library law. 
 
 South Dakota. — Reserves from the school fund an amount equal to 10 cents for 
 each person of school age as a library fund. Books are selected from state superin" 
 tendents' lists. The clerk of the school district acts as librarian, with a teacher in each
 
 REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 281 
 
 school to represent him. The libraries "travel" in a circuit consisting of not more than 
 ten schools. 
 
 Tennessee. — Has no school-library law. 
 
 Tex.\s. — Has no school-library law. The school libraries, of which there are over 
 5,000 in the state, were started and maintained by local ta.xation or by funds realized 
 from entertainments. The State Library Association has been very active, and the 
 Women's Federation has established fifty-seven traveling libraries in rural districts. 
 
 Ut.^h. — Grants power to school boards to establish and support school libraries. 
 
 Vermont. — Has no school-library law, but the Board of Library Commissioners 
 maintains and circulates some traveling libraries selected for the use of schools. 
 
 Virginia. — Has no school-library law. 
 
 W.vsHiNGTON. — Grants a tax of one-tenth of a mill on one dollar for a school-library 
 fund. The State Board of Education recommends books suitable for a pupils' circulating 
 library and for a pupils' and teachers' reading-circle. Pupils of the eighth grade must 
 read at least one of the reading-circle books before graduating. 
 
 West Virginia. — Has no school-library law. 
 
 Wisconsin. — Grants from school funds an amount equal to 10 cents for each person 
 of school age, as a school-library fund. Books are selected from lists made by the state 
 superintendent. The law prescribes all rules and regulations for administration of 
 school libraries. 
 
 Wyoming. — Grants the establishment of public libraries in connection with schools. 
 The tax is not less than one-eighth of a mill nor more than one-half of a mill on the dollar. 
 A suitable place without rent must be furnished by the community. A schoolroom may 
 b3 used for the library, and it must be free to all residents of the county. 
 
 Patten, F. C. Library Legislation (in Dana, J. C, Library primer, 1903, 147-15 1). 
 {Relates to public libraries.) 
 
 I
 
 MEMORIAL ADDRESSES 
 
 JOHN EATON 
 
 BY REVEREND SHELDON JACKSON, WASHINGTON, D. C. 
 
 Among the prominent men of the United States, whose lives have touched 
 and elevated large masses of men and whose influence on humanity is world- 
 wide, is Rev. John Eaton, Ph.D., LL.D., clergyman, soldier, philanthropist, 
 journalist, educator, and statesman. 
 
 General Katon, as he was familiarly called, was horn in the township of 
 Sutton, Merimac County, New Hampshire, December 5, 1829. He was 
 the eldest of nine children of a |>rosperous farmer, John Eaton and his wife 
 Janet Andrews. One of his paternal ancestors. Lieutenant Nathaniel Eaton 
 (his superior officers ha\ing been killed or wounded), led his com|)any in a 
 charge at Bunker Hill. On his mother's side lie was (iescended from Scotch- 
 Iri>h stock. 
 
 He commenced attending school when a little over three years of age; 
 but the necessities of the family required that in his fifth year, when able to 
 ride a horse in ploughing, he should begin work. Thereafter, according to 
 the custom of the times, he worked on the farm from spring to fall and attended 
 school during a few weeks in winter. Encouraged by his mother he availed 
 himself of odd moments and evenings for study. He knew what it was to 
 walk eight miles on Sunday, when released from farm toil, to borrow a te.xt- 
 book. He mastered the elements of Latin and chemistry after hid time, 
 and commenced the study of the natural sciences while drawing wood to 
 market with an o.\ team. His physical development depnukd not upon 
 athletics but hard manual work to assist in getting an education. 
 
 At sixteen years of age, he himself became teacher of a district school 
 during the winter term, when he could be si)are(l from the farm. His mother 
 dying soon after, he was accustomed to spend his Sundays at home, helping 
 his sister in the care of the younger children. 
 
 Essaying to secure a college course, he worked his way, with limited helj) 
 from his father, thru Thetford Academy, \'ermont, then in » h.irge of Dr. 
 Hiram Orcutt; and thru l)arlnioulli ('<.llege, gradualirig in 1S54. with 
 onl\' three cent- in his pos.se.ssion. 
 
 He had already felt the (all to the gospel ministry, but delayed attendance 
 at a theological seminary until he could replenish his linances. 
 
 Securing the |)osition of principal of a ward s(h<t<»l in Clevelaml, ( )hio, 
 he spent from i<S54-50 in that ( ity. His success at Cleveland led to his 
 a|»i>oinlment as >uperintet>dent of the public schools of Toledo, Ohio, whii h 
 position he held from 1H56 59. This was his first indej>endent (onunand, 
 
 283
 
 284 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 and it gave him the opportunity to show his great executive abihty. He 
 impressed upon his teachers the need of the more exact classification of 
 studies and the importance of the more thoro mental training of their 
 pupils. At the same time he began to work out the sociological questions 
 of public instruction thru the collection and analysis of statistics. 
 
 In 1859 he resigned the superintendency of schools in Toledo to enter 
 Andover Theological Seminary as a candidate for the ministry. During 
 his three years at Toledo he employed all his spare time in the study of the- 
 ology. Accordingly, upon entering the seminary he was able to crowd the 
 usual three years' course into two. 
 
 In September 1861 he was ordained to the gospel ministry by the presby- 
 tery of Maumee, Ohio, but he never held a pastorate. The same fall he 
 enhsted in the army and was commissioned chaplain of the twenty-seventh 
 Ohio Volunteer Infantry. This regiment was recruited at Toledo and was 
 composed of many of the personal friends and former pupils of Chaplain 
 Eaton. 
 
 The regiment was sent to join General Fremont's command in Missouri. 
 While in Missouri Chaplain Eaton was twice taken prisoner. At Lexington, 
 Mo., he won the respect and friendship of his captors to such an extent that 
 upon their invitation he preached to the Confederate soldiers on the Sabbaths 
 he was with them. He was also under fire with General Pope at New Madrid. 
 From Missouri he was sent with his regiment to join General Grant in Ten- 
 nessee, and took part in the desperate battle at Corinth. 
 
 In Tennessee a brigade of Ohio and Missouri regiments was formed 
 with Colonel Fuller in command, and Rev. John Eaton, acting chaplain of 
 the brigade. He was also made sanitary inspector for the brigade. 
 
 In October, 1863, he was commissioned colonel of the Ninth Regiment 
 of U. S. Colored Volunteers of Louisiana (afterward reorganized as the 
 Sixty-third Regiment U. S. Colored Infantry), and at the close of the war, 
 upon the recommendation of General Grant, he was commissoned March 
 13, 1865, brigadier-general of volunteers by brevet for valuable services 
 during the war. 
 
 His devotion and zeal to his work, his strong common-sense, his tact in 
 dealing with all classes of men in and out of the army. Union and Confed- 
 erate, his wonderful power of organization, were attracting the attention of 
 his superior officers, and a career was opening to him that made his name 
 known in all lands as a philanthropist. 
 
 President Lincoln in his emancipation proclamation (1862) opened the 
 door to the slaves of the South, and a few months later in the providence of 
 God, Chaplain Eaton was selected by General Grant as the "Moses" who 
 should lead the negroes from the "house of bondage" to freedom. And 
 it was his work that was the beginning of the Freedmen's Bureau and gave form 
 to Congressional legislation for the negroes in their transition from slavery 
 to freedom, and from freedom to citizenship. It was the first official recog-
 
 Sketches] IN MEMORIAM. JOHN EATON 285 
 
 nition by the government of the United States of its responsibility for the 
 welfare of the escaped slaves and the negroes, who had deserted their planta- 
 tions, or had been abandoned by their owners upon the approach of the 
 Union forces. 
 
 In his Memoirs written just before his death, General Grant, referring 
 to General Eaton's organization of the Contrabands in connection with the 
 Army of the Tennessee in 1862-3 and 4, writes: "It was at this point, prob- 
 ably, where the first idea of a Freedmen's Bureau took its origin" (Vol. I, 
 p. 424).' 
 
 THE EDUCATOR 
 
 In November, 1862, General Eaton was placed in charge of three-quarters 
 of a million of helpless, ignorant, escaped slaves, and as fast as the Union 
 army extended its lines he established schools for them. The teachers were 
 largely devoted men and women, experienced and successful teachers from 
 the North. 
 
 In the winter of 1862-63, General Eaton provided a tent to be used as 
 a schoolhouse in the city of Memphis, Tenn., and employed a woman to 
 teach the negroes. 
 
 In 1863-64 he caused other schools to be opened in Vicksburg, Natchez, 
 Little Rock, Pine Bluff, and other places within the Union lines, having in 
 all 13,320 pupils. 
 
 With the opening of army schools for negroes, the leading Christian 
 denominations of the North commenced church schools among them. The 
 church schools also were supervised and systematized by General Eaton. 
 As the Union army advanced, the few public schools for white children came 
 under military control and were Hkewise directed by him. 
 
 This was the commencement of the American common-school system 
 in the South, which in succeeding years closed with tlie incorporation in the 
 revised constitution of every reconstructed southern slate, of a provision 
 for the establishment of public schools, and the education of all children, 
 without distinction of race or color. General Eaton lived to see the day when 
 six million, one hundred thousand, one hundred and twenty-nine white and 
 black children in the southern states were being educated at the expense of 
 the states themselves. 
 
 Slate superintendent. — In 1867 General Eaton was elected superintendent 
 of public instruction for the state of Tennessee. This gave him an oppor- 
 tunity of setting in operation and enforcing the new .school laws, which he 
 had largely been instrumental in pushing thru the stale legislature. These 
 laws were so far in advance of the j>ublic senliment of ihe times in lliat section, 
 that they encountered hitler oj)j)osilion. Tennessee with ils large body of 
 native loyalists became the strategic slate during reconslruction days, and 
 
   For lack of space it U found nrccMary lo omit k graphic account of General Ealon'i dUlinguiihed 
 erviccs in orgnnizing llic work of the I-'rcrdmrn'i Ilurcnu in the Soutliwcsl. Kor a full account tec Annual 
 Report of the U. S. C'ommisiioner of Iid%ual%on, iifao-ot, tliap. xi, pp. ^1^-i^.
 
 286 NATIONAL EDUCATIONAL ASSOCLATION [Memorial 
 
 the fighting ground for common schools in the South for both whites and blacks. 
 With society torn and separated into warring factions, with whole communi- 
 ties bitterly opposed to the education of the negroes, and without adequate 
 funds, General Eaton, with his indomitable push and rare constructive abil- 
 ities, organized and maintained during the two years of his superintendency 
 free pubUc schools in Tennessee with 185,000 white and black children in 
 attendance. When his dominating influence ceased at the close of his admin- 
 istration as superintendent, the "Eaton System," as it was called, was swept 
 out of existence by the state legislature repeahng the law of 1867. This 
 reaction had been anticipated by General Eaton, who in his annual report 
 for 1869 to the governor of Tennessee, writes: "No state in the Union is now 
 satisfied without an efficieht system of free public schools. If this one, which 
 has been inaugurated at such cost and with such care, is destroyed in Ten- 
 nessee, it will necessarily be revived. It must be. Nothing can prevent 
 it in any American state. " The prophecy was true. The system was tempo- 
 rarily checked, but with the advancement of an enlightened public sentiment 
 in the state it was in its essential features afterward readopted. 
 
 Dr. A. D. Mayo, LL.D., summing up the work of General Eaton in 
 education in the South, both as military commander of the freedmen, assistant 
 commissioner of the Freedmen's Bureau, as superintendent of instruction for 
 the state of Tennessee, and afterward as United States commissioner of educa- 
 tion, writes:^ 
 
 For more than twenty years, from 1862 to 1882, no man in the United States con- 
 tributed more to the final establishment and increasing importance of the common-school 
 system in the South than he. It would be difficult to name an important movement 
 affecting that section of the country in which he was not deeply interested, and, oftener 
 than was suspected, he was the most effectual personage in its direction and success. 
 .... In all legislation affecting the South he was afterward in frequent consultation 
 
 with the most influential public men Whatever may have come of his tremendous 
 
 labors and those of his faithful assistant* during these early years, working under a mili- 
 tary supervision, it can not be reasonably doubted that any competent reader of the edu- 
 cational literature thrown up in this period, with the commentary of subsequent events, 
 will be forced to acknowledge that then and there was laid a permanent foundation for 
 the new departure of a system of common schools in the South 
 
 Numbers of the best men and women who have honored the country by their great 
 labors in this field of Southern education were either "effectually called" or reliably 
 aided by the hearty co-operation and genuine interest of General Eaton. 
 
 United States Commissioner oj Education. — This brings General Eaton 
 to the great crowning work of his life. The work for which, all uncon- 
 sciously to himself, he had been in training for twenty-five years. 
 
 He had commenced in a small country school in New England, had 
 become principal of a large city school with its more complex problems, 
 then superintendent of city schools with greater problems, had then entered 
 upon the three years' life-and-death struggle as military commander of the 
 
 • "Common Schools in the South, 1861-76," Annual Report of the Commissioner of Education, 1900- 
 1901, chap, xi, pp. 424-34.
 
 Sketches] IN MEMORIAM JOHN EATON - 287 
 
 "Army of the Contrabands," had afterward served as assistant commissioner 
 of the Freedmen's Bureau, and finally as superintendent of public instruction 
 in a state still distracted by the desolate homes, ruined fortunes, and bitter 
 feuds of the Civil War. He had opened the door of the "little red school- 
 house" to hundreds of thousands of negroes just emerging from the ''house 
 of bondage" and ignorance, and to the millions of whites and blacks yet to 
 be born. He had been drilled in the practical work of school-keeping, super- 
 intendence, and organization. He had been led of God steadily forward 
 and upward thru a range of experiences that had never been given to any 
 other, until he was prepared to shoulder the educational affairs of a nation 
 and of the world. 
 
 On March 4, 1869, General Grant was inaugurated president of the 
 United States, and finding that Dr. Henry Barnard, commissioner of educa- 
 tion, desired to resign, the President availed himself of the opportunity of 
 bringing General Eaton to Washington, where he could confer with him from 
 time to time. Accordingly, on March 16, 1870, General Eaton was appointed 
 U. S. Commissioner of Education. 
 
 On March 2, 1867, Congress created the Department of Education, 
 and Dr. Henry Barnard was aj)pointed commissioner. Hut the fear of 
 dangerous centralization was so great in the i)ubh'c mind that in 1S70 the 
 office was changed from a department to a I)ureau and attached to the Dejxirt- 
 ment of the Interior. 
 
 The annual appropriation for its maintenance was reduced from $20,000 
 to S6,ooo, and the working force consisted of the commissioner with two 
 clerks of low grade. Its usefulness was still further curtailed by the failure 
 of Congress to print its reports. The very existence of the bureau itself was 
 threatened. 
 
 The possibility of being able to build uj) a National Hurcavi of Education 
 that should take the first rank as an educational force not only in the United 
 States but also in Europe and the world, with l)ut meager api)ropriations, 
 and with still less power to enforce its requests, was the problem to be solved 
 by the phenomenal power of organization and the indomitable energy of 
 General Eaton. He at once placed himself in sym|)alhetic relations with 
 the friends of the movement in Congress and the educational associations 
 of the country. Thru them he secured a larger ai)propriation from 
 Congress, more clerks, and of a higher grade. 
 
 He drew to the support of the oflu e the leading educators both North 
 and South, as well as successive generations of congressmen. I'.x-Senator 
 Blair of New Hamjjshire once said of him: "He was always seeking out 
 new men as they came Ui Washington and charging them with great ideas." 
 
 The school system of the country was in the hands of the stale authorities, 
 and in those days was managed with but little attention to system. There 
 was no ( oncert of action between the states, no uniformity of re|K)r(ing .sta- 
 tistics. His was the task of uniforming the diverse systems of thirty-three
 
 288 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 ft 
 
 States and a dozen territories and placing on record for the first time the 
 condition of American education. He prepared blanks for the collection of a 
 uniform system of school statistics from the thousands of town, county, city, 
 and state superintendents of instruction ; from colleges, technical and other 
 institutions of learning, public, private, and religious; from Hbraries and 
 museums. These statistical blanks were mailed, and in due time were filled 
 out and returned by thousands of correspondents who had caught the enthu- 
 siasm of the commissioner and freely gave their time without pay to furnishing 
 the statistics necessary for the accurate study of educational progress and 
 problems. 
 
 These statistics were tabulated in the Commissioner's Annual Report, to 
 the Secretary of the Interior, printed by Congress, and sent broadcast to 
 leading educators and educational circles. They were largely sought after 
 by the thinkers of the world. 
 
 With reference to the collecting and disseminating of authoritative facts 
 upon which important deductions can be based, Dr. William T. Harris, who 
 succeeded General Eaton as commissioner, has said: 
 
 General Eaton was the true founder of this Bureau, in the sense that he established 
 as the chief work of this Bureau, the annual collection of statistics by means of statistical 
 schedules, which were sent to all institutions and all general officers to be filled out and 
 returned to the Commissioner from year to year. In this way he trained educators to 
 keep original records of their operations and made these records available for analy- 
 sis and comparison. 
 
 From the first he sought to make the Bureau a great national "clearing- 
 house" of educational information. 
 
 But while thus diligent and untiring in disseminating information of the 
 work of the schools and higher institutions of learning, he was not willing to 
 confine the scope of his office to them exclusively. In his first annual report 
 he took the stand that education extended from birth to the grave. 
 
 In this ideal every educable force, whether affecting body or mind, in childhood or 
 age, of the individual or communities would have its appropriate place. Education must 
 lift this conception up before the people. 
 
 He always kept before him the fact that he was not dealing primarily 
 with abstract theories, but with men, women, and children, whom it was 
 his duty to help. He sought to bring the best standards into direct relations 
 with the existing daily needs of the people. Moving along these lines his 
 commissionership was crowded with successful enlargements of the educa- 
 tional field. 
 
 Space prevents the record of each of these extensions of educational work 
 in detail. Suffice it to mention that he early advocated and promoted with 
 all his energy the establishment of kindergarten; the introduction of domestic 
 science, industrial and manual training, into public schools; the creation of 
 commercial, agricultural, art, and nurse-training schools; the higher educa-
 
 Sketches] JM MEMORIAM J0HN['EAT0N 289 
 
 tion of women; schools for the blind and feeble-minded, and technical schools 
 of all kinds; free libraries, and school savings-banks. 
 
 He gave valuable aid and encouragement to General Samuel C. Arm- 
 strong in his school for Indians and negroes at Hampton, Va., to General 
 R. H. Pratt, U. S. A., in his Indian school at Carlisle, Pa., to Dr. Sheldon 
 Jackson in bringing before the public the importance of educating the Eskimo 
 and other natives of Alaska, and to many others engaged in similar work. 
 
 He was a pioneer in the now universal custom of utilizing the great national 
 and international expositions for the purpose of educating the public and 
 increasing the popular interests in education. He represented the Depart- 
 ment of the Interior at the Centennial Exposition in 1876, the educational 
 interests of the United States at the International Exposition at Vienna, 
 Austria, in 1873; he was prominent in connection with educational affairs 
 at the Louisville Exposition of 1883-84, was chief of the Department of 
 Education at the World's Cotton Exposition at New Orleans 1884-85, secured 
 educational representation of foreign countries and was president of the 
 International Congress of Education at the New Orleans Exposition. He 
 was also the representative of the Department of the Interior at the World's 
 Columbian Exposition in 1893. 
 
 Following along the lines indicated by Horace Mann in his fifth report 
 (1841), "Illiteracy and Crime," "Education and Industry," General Eaton 
 published a series of articles on the relation of education to industrial activities 
 and the general advancement of the wage earner. 
 
 Among the great efforts of his commissionership was unquestionably 
 the attempt to secure national aid to education. With President Grant, 
 Senator Hoar, and other far-seeing statesmen, he firmly believed "that only 
 an adequate provision for universal education by Congress could justify the 
 fifteenth amendment, or avert the menace from ignorance and greed which 
 demoralizes our political and social life today." Accordingly he supported, 
 with all his remarkable power, Senator Henry W. Blair of New Hampshire, 
 the leader of the bill during the ten years' struggle (1880-90) in Congress. 
 This is said to have been "one of the most brilliant legislative efforts ever 
 made in this country." Three times the measure successfully passed the 
 Senate, and would undoubtedly have passed the House of Representatives 
 if the opposition had not prevented its coming to a vote. A masterly array 
 of figures and statistical tables in its behalf was i)repari'd under General 
 Eaton's personal supervision. Altho the bill failed to become a law, yet 
 the debate profoundly stirred and enlightened the whole country and will yet 
 bear fruit. 
 
 But the sphere of General Eaton's inlluence on educatii)n was nnl lonrined 
 to the United States. It was world-wide. Foreigners who came from older 
 countries to study the marvelous growth of the United States rccogni/.ed that 
 one of the leading causes was its school system, and they eagerly sought 
 conferences with General Eaton. Education in every nation in I'Airo])e
 
 ago NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 was more or less influenced, changed and helped by the example and success 
 of American schools. The annual reports and bulletins issued by him, 
 were eagerly studied in foreign lands by leading educators who sought the 
 latest and best methods of education. 
 
 In recognition of his great service to the cause of public education General 
 Eaton was tendered an honorary membership in the French "Ministry of 
 Public Instruction, " which he dechned, as it was not then considered proper 
 for American officials to accept "decorations" from foreign governments. 
 At an "International Congress of Education" held at Havre, France, he 
 was elected and served as vice-president. The Department of Education of 
 England also sought his advice, and he had a personal conference with her 
 leading educational officers. Upon his two visits to Europe, as the repre- 
 sentative of the United States to various international conventions, crowned 
 heads, scientific and educational organizations gave him marked attention. 
 Visiting Rome, the king of Italy sent his royal carriage, and deputed his 
 minister of foreign affairs to meet General Eaton upon his arrival at the rail- 
 way depot, escort him to his hotel, and afterward show him the city. Royal 
 decorations were offered him, which he declined. His counsel was sought 
 not only by the most highly civilized nations of the world, but also by those 
 just emerging from barbarism. When the governments of Japan, South 
 Africa, Egypt, Bulgaria, Brazil,^ Columbia, Peru, Chili, and Argentina 
 awoke to the importance of educating the masses, they solicited General 
 Eaton to map out for them suitable school systems and assist them in finding 
 the agents and teachers, who should be selected to set these systems in opera- 
 tion. 
 
 These labors undermined his health, and in November, 1886, against the 
 wishes of the President, he felt compelled to resign his commissionership. 
 In 1870 the Bureau had two clerks of low grade, 100 volumes in its Hbrary, 
 $6,000 for its maintenance, and no reputation, being considered a failure. 
 In 1886 thru the labors of General Eaton it had 38 paid clerks in the 
 office and 9,000 unpaid volunteer assistants in the United States and foreign 
 lands collecting statistics; 18,000 volumes and 47,000 pamphlets in the 
 library, which is considered the most extensive and complete pedagogic 
 collection in existence; $102,284 for the maintenance of the Bureau, with 
 its reputation world-wide. It has been declared to be "the most influ- 
 ential educational office in the world." During the years from 1875 to 1886, 
 it is not too much to say that General Eaton wielded a larger influence in 
 educational affairs than any other person in America. 
 
 In anticipation of his resignation he was, in the fall of 1885, elected presi- 
 dent of Marietta College Ohio, which position he filled until 1891, the college 
 having then attained its largest attendance. After a season of rest and re- 
 
   In recognition of services in the organization of a school system for Brazil, the Emperor Dom 
 Pedro tendered General Eaton "The Order of the Commander of the Rose," which he declined as he 
 had done in similar cases. ^
 
 Sketches] IX MEMORIAM JOHN EATON 
 
 291 
 
 turned health, he was, in 1895. unanimously elected president of \\cstniinster 
 College, Salt Lake City, Utah. This position he held until 1S99, when he 
 resigned to accept a call of the government to organize the American school 
 system in Porto Rico. Owing to his large experience in shaping and organ- 
 izing the educational systems oi the several South American republics, as they 
 threw otT the Spanish yoke, thus mastering the various problems involved 
 in the change from a Sparrish to an American system of education, he was 
 selected, upon the American occupation of Porto Rico, to inaugurate Ameri- 
 can schools on that island. In this work he was superintendent of schot)ls, 
 director of public instruction, and chief of the bureau of education, under 
 mihtary rule. Having lhu-< the support of the military authorities he was 
 able successfully to change the old established customs and reform tlie 
 abuses that had grown up under Spanish rule, which, while profitable to 
 certain privileged classes, were injurious to the masses. He abolished the 
 "substitute system." whereby a person could draw the full salarv of a 
 teacher, and then employ a cheap and inefficient substitute to do the teaching. 
 He reformed the school curriculum, requiring more attention to regular 
 school studies and less to church catechisms. He abolished the "fee system" 
 which debarred the children of the poorer classes from school privileges, and 
 made the school free to all between the ages of six and eighteen years. 
 Where a district was able to jjrovidc but one school, that school was required 
 to receive girls as well as boys, thus greatly enlarging the opportunity of 
 educating the girls, especially in the rural districts. He changed an ancient 
 and effete school system into one up to date. In other words, he founded the 
 .\merican school system in Porto Rico, and opened the way for his successors 
 both under the military and civil government. 
 
 THK STATESMAN 
 
 While General Iviloii \v;is known in Washington as the able and success- 
 ful Commissioner of the Bureau of Education, it was not known, exi e|)t to a 
 \ery few, that he was a conrKJcntial a(l\i>cr of Presidents Lincoln. (Irani, 
 and Hayes on great national and international questions, and that he was 
 constantly consulted by leading men of the day both in and out of Congress. 
 During the Civil War he was sent by Cirant tf) Lincoln and by Lincoln to 
 (irant with communications too important to entrust in the mail or to the 
 c.irc of other agents, sometimes too coniidential to l)e placed on paper. 
 
 Near the close of Lincoln's first administration, when his candidacy for a 
 second term of office was being bitterly assailed in sonic of the pa|)ers, the 
 President .sent General I-^aton as his personal rejjresenlalive to (aiural (irant 
 to learn his views as to the expediency of ihc I'lcsidciit running for a second 
 term. General Grant sent back word tliat " .Mr. Liruoln's re-election was as 
 ncces.sary as that the army should be successful in the field." .Mr. Lincoln 
 frequently conferred with (Jeneral Kat(»n with regard to proposed important 
 movements, espe< iailv those roniun ted with the interests of the negroes.
 
 292 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 At the expiration of his office in the winter of 1869-70 as superintendent 
 of public instruction for the state of Tennessee, General Eaton visited Wash- 
 ington to ask from his friend, President Grant, an appointment as minister 
 to Turkey, in order that he might be in a position to be of service to the 
 American missionaries that were at work in that empire. President Grant, 
 wishing to keep him, where he could be of greater assistance to himself, 
 appointed him commissioner of education. General Eaton was probably 
 the closest and most influential of all President Grant's advisers during both 
 presidential terms. He was also closely associated with President Hayes. 
 Both Presidents Grant and Hayes consulted him freely in the preparation 
 of their messages, even occasionally calling at General Eaton's office to do so. 
 
 General Eaton was a member of various religious, philanthropic, and 
 scientific societies. He was one of the three incorporators of the National 
 Educational Association in 1886; one of the early members of the Public 
 Health Association of the United States and a member of its advisory board ; 
 vice-president of the American Association for the Advancement of Science; 
 twice president of the American Social Science Association; president of the 
 American Society for Religious Education; trustee of Lane Theological 
 Seminary, Cincinnati, of Howard University, of Columbian University, 
 Washington, and of Marietta College, Ohio. 
 
 He edited a History oj Thetjord Academy, was author of Mormons of 
 To-day; Freedmen in the War (report) ; Schools 0} Tennessee (report) ; Estab- 
 lishment of American Public Schools in Porto Rico (report); Reports of the 
 U. S. Bureau of Education, together with bulletins and circulars issued during 
 his sixteen years' administration of the office; also numerous addresses and 
 magazine articles. He left for publication the manuscript of a book entitled 
 Lincoln, Grant, and the Negro. 
 
 In recognition of his distinguished services Rutgers College conferred 
 upon him the degree of Ph.D., and his alma mater, Dartmouth, that of LL.D. 
 
 General Eaton possessed by nature a strong mind in a healthy body, 
 and grace gave him a strong, unwavering, religious faith in God as an over- 
 ruling Providence, in Jesus Christ as a personal Savior, and the Holy Spirit 
 as an ever-present daily helper. While firm in his own convictions, he had 
 a broad charity for those who differed from him. 
 
 He was endowed by nature with a marvelous faculty of organization 
 that enabled him, as if by intuition, to group and systematize his forces and 
 the essentials neccessary to success, and from his earliest years he possessed 
 the power of imparting his own enthusiasm to others. He had a keen diplo- 
 matic sense that enabled him oftentimes to accomplish a distant purpose by 
 using the opportunities that were at hand. 
 
 He was not more remarkable for his great gifts and phenomenal success 
 than for his humility. He was ever more anxious to serve than to record 
 his services; to set others to work along his lines of activity and give them 
 the credit of the results, than to receive the honor to himself. His constant
 
 Sketches] IN MEMORIAM WILLIAM RAINEY HARPER 293 
 
 unselfish, loving recognition of the good in others and the value of their work 
 was a prominent trait in his beautiful character. His indifference to record- 
 ing events connected with himself has made it very difficult to give a full and 
 adequate account of his great work, but it is a satisfaction to his friends to be 
 able to see the large fruitage. 
 
 Resourceful in expedients, unwearied and unflagging in work; with a 
 tenacity of purpose that never let go; enthusiastic in any cause that com- 
 mended itself to him; wonderful in his ability to present the best standards 
 of living in their direct relations to the existing needs of men; unblemished 
 in character; loyal to God, his country and his friends, with world-wide 
 sympathies, it is not strange that he excelled in every position in life to which 
 he was called. 
 
 In May, 1S99, while engaged in the establishment of American common 
 schools in Porto Rico, he was stricken with paralysis, which finally closed 
 his earthly life at Washington, D. C, February 9, 1906. His body was 
 reverently buried among his comrades of the Civil War, in the National 
 Cemetery at Arlington, Va. 
 
 With his departure, the United States, the Christian Church, and humanity 
 are poorer. 
 
 An educator, whose fame has gone into all lands, who enrolled nations 
 as pupils, has closed his school. 
 
 The adviser of presidents and statesmen has ceased his counsels. A 
 father in Israel has gone to join the long roll of prophets and teachers 
 around the throne of God. 
 
 WILLIAM RAINEY IIARrER 
 
 BY HARRY PRATT JUDSON, CHICAGO, ILL. 
 
 It is a significant fact in Dr. Harper's educational life that he was never 
 officially connected with public education in any form excepting only during 
 his three years' service as a member of the Board of Education in the City of 
 Chicago. His direct experience therefoie lay in institutions on j)rivatc endow- 
 ment. Notwithstanding that fact, he had a most enlightened and keen inierest 
 in all questions of public education, and came to [)roblems connected with 
 public schools rarely equii)ped to contribute toward a wise solution. Perhaps 
 fiom the fact of his ajjproaching these questions from the outs-di-, he was 
 able m some respects to get a pers|)ective even better anfl more advantageous 
 than had he been \n the thick of the contest. The report of the edui ational 
 commissif)n appointed by the mayor of Chicago, of whii h commission Dr. 
 Harper was an active member, and to which report he very largely contributed, 
 was in many ways a remarkable document. While there may be dilTerencc 
 of opinion among educators as to the merits f)f suggestions embodied in 
 it, there can be very little difference of opinion as to its great brtadth of view,
 
 2g4 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 its grasp of principles, and its intelligent adaptation of existing means to the 
 ends of public education. 
 
 As a student, Dr. Harper's work lay in a field remote from the ordinary 
 pursuits of active life. His scholarly research and his teaching belong to the 
 Semitic languages and literatures. The drift even in the Christian ministry 
 of late years had been decidedly away from Hebrew scholarship. It was 
 Dr. Harper's peculiar contribution to the world of thought that, on the one 
 hand, he was instrumental in bringing about a thoro revival of acquain- 
 tance with and interest in Hebrew, and that at the same time he v'talized not 
 merely the Hebrew scriptures but also English understanding of the Old 
 Testament in a way which was beyond the dreams of the generations past. 
 He made the life and thought of the Hebrews of old vivid and real. He was 
 not burrowing into dust heaps of forgotten and antiquated lore. On the 
 contrary he was bringing out from the storehouse of ancient thought treasures 
 of real value to the daily life and thought of our own age. In other words 
 he was a modern man in every sense of the term quite as much when studying 
 the Hebrew prophets as when engaged in the activities of university educa- 
 tion. This essentially modern character of the man, rare enough among 
 students of an ancient civilization, suffices to dignify every enterprise in which 
 he engaged and to give it an important practical bearing on life. 
 
 He was a great teacher. The history of colleges in this country records 
 not a few men among college presidents who were in the truest sense teachers 
 — Mark Hopkins, Wayland, Nott, Anderson. Dr. Harper was marvelously 
 different from anyone in this list. He had, however, first of all, the teacher's 
 enthusiasm. It was his delight to impart instruction, to invigorate the ambi- 
 tions of young men, to draw out their strong qualities, to surround his subject 
 with living interest. He had the teacher's faculty of winning young minds. 
 He never ceased to be in thoro sympathy with the thought and ideals of 
 youth. He could therefore fully understand how the mind of the young man 
 worked, how it made its approaches toward grasping a new knowledge, how 
 it grew and developed in many ways. He had the rare faculty of organizing 
 his material in a lucid and rational way. He was always an inspiration in 
 the classroom, and further he had also this very peculiar faculty of the true 
 teacher, that the classroom was always an inspiration to him. If fate had 
 cast his interest in the field of mathematics, of chemistry, of Latin, or political 
 economy, he would have been the same tireless and original scholar; he 
 would have left his mark in the same way on generations of young students. 
 
 He was a great educational administrator. His active mind was keenly 
 interested in all problems of adjustment connected with the organization and 
 administration of educational institutions. In his early experience he was 
 principal of an academy connected with Denison University. In this position 
 he showed the same versatility and knowledge which later was so conspicuous 
 in the organization of the University of Chicago. He was by no means narrow 
 in his conceptions of relative values in educational work. The organization
 
 Sketches] 77V MEMORIAM WILLIAM RAINEY HARPER 
 
 295 
 
 and \vt)rkingof an academy, of a high school, of an elementary school, appealed 
 to him with quite as keen zest as the organization of a college or a university 
 He recognized them all as parts of a common whole and felt that no one of 
 them could be considered by itself, but each had a bearing, and an important 
 bearing, on all the rest. For these reasons Dr. Harper was ljy no means 
 merely a college president. He was not merely a scholar, a teacher, and a 
 university administrator, but beyond all tliat he was a student of education in 
 its broadest and highest sense. 
 
 Another striking fact in the idiosyncrasies of Dr. Harper was his great 
 personal interest in people. He was concerned not with men and women in 
 the mass, but with individuals. He was eager to know them thru and 
 thru. He was interested in the development of character in all its varied 
 individual forms. He made very warm friendships among men of vcrv 
 ditTerent types. This fact was conspicuous at the time of his death. It 
 was a surprise to many to find the close attachment fell for him bv men of 
 all sorts — scholars, business men, teachers, nun engaged in politics, and 
 students. A perennial source of interest to hini was the forming of new 
 acquaintances and learning to appreciate some new kind of life or some 
 new phase of character. Those in the Association who knew him will remem- 
 ber that it was not merely a formal acfiuaintance; that there was a real jxt- 
 sonal relationship established in almost every case. In other words. Dr. 
 Harper was not merely an official, but he was to almost everyone he met a 
 personal friend. This fact was true even with those who strongly disagreed 
 with him in his policy. Disagreement on questions of ojMnion was by no 
 means inconsistent with the most cordial personal relations. He never 
 cherished any resentment against those who opposed him, even if they took 
 the strongest possible ground. He was catholic enough in his mind to realize 
 the wide range of thought and the wide range of oi)inion necessary in a large 
 community. As he .said to one of his administrative helpers in the university: 
 "This man whom we have been discussing you admit has many good points 
 and one or two very objectionable ones. \\ h)- not let liie objectionable 
 points go and draw upon the good side as .strongly as possible?" This was 
 in a way a key to his power in handling men and in getting from iliem tluir 
 best. 
 
 The National Educational As.sociation, comprising in its nu'mbershi|) those 
 interested in every form oi educational work, at once appealed to him as being 
 not merely a meeting place for educational e.\])erts from all |)arts of t)ur 
 country and fnmi all fields of educational activity, but also as being a powerful 
 agency for educational advance. He recognized the great potential fori e 
 of publi( opinion, and felt that the i)ul»li( opinion of teachers if brought 
 together and brought to bear on some good purposes could be made available 
 for most important edutational reforms. Kor these reasons Dr. Il,ii|i(r 
 became interested in tlic work of the Association and a regular attendant on 
 its meetings. H< \,iliii<l I lie |»ersonal associations thus formed very greatly,
 
 296 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 and took as keen an interest in the problems which the Association has been 
 trying to work out as in any of the questions more immediately concerning 
 him. He was therefore a loyal and faithful member of the Association; 
 and had his life been spared would have continued for many years a zealous 
 participant in its affairs. Indeed it was on the National Educational Associa- 
 tion that he based his newly projected Religious Education Association which 
 was just in working order at the time of his death. 
 
 Such a man can ill be spared. The cause of education in this country 
 needs unselfish effort and large intelligence without stint. These Dr. Harper 
 gave to the end of his life. 
 
 MRS. MARY H. HUNT 
 
 BY ALBERT E. WINSHIP, BOSTON, MASS. 
 
 Mary Hanchett Hunt born in South Canaan, Conn.. July 4, 1830, died in 
 Boston, April 26, 1906. Graduate of Patapsco Institute, Baltimore; teacher 
 of chemistry and physiology in the same institute. Married Leander B. Hunt 
 of East Douglass, Mass.. in 1852 ; life-director of N. E. A. since 1880; superin- 
 tendent of scientific temperance instruction for World's and National Woman's 
 Christian Temperance Union. This is the simple statement of the life of one of 
 the remarkable women of the nineteenth century. 
 
 Born on the fourth of July in the year in which Daniel Webster made the 
 great patriotic address of the century, Mary H. Hunt was entitled to lead the 
 world in the greatest law-making educational crusade for temperance in all 
 the ages. She drafted the law for compulsory scientific temperance education 
 passed by the Congress of the United States, by every state in the Union, by 
 several provinces of Canada, and some of the countries of South America, 
 and enlisted governmental interest in the cause in several European countries. 
 
 Mrs. Hunt also placed her personal impress on the textbooks in hygiene 
 used in, presumably, four-fifths of the schools of the United States during the 
 past quarter of a century. Thus in law-making and book-making, with one 
 idea ever in mind, she accomplished more than has often come to the privilege 
 of a man or woman to do. 
 
 Mrs. Hunt was not only born on Independence Day in the year of the 
 great Webster-Hayne debate, but she was descended from the celebrated 
 Reverend Thatcher, first pastor of the Old South Church of Boston, and her 
 father was an officer in the first temperance society in the United States. 
 From girlhood she purposed accomplishing something more efficient for 
 temperance reform than anything hitherto attempted. The ineffectual 
 attempts of the church and of specific organizations were early appreciated 
 by her, and she was the first to conceive the idea of using the public schools 
 intelligently and wisely for reducing the evil effect of the misuse of alcoholic " 
 liquors. 
 
 Mrs. Hunt's first great service was in emphasizing the fact that work
 
 Sketches] IN MEMORTAM ALBERT GRANNIS LANE 
 
 29; 
 
 against the saloon and the signing of the pledge were in no wise adequate for 
 an effectual campaign against the greatest material foe of humanity. "Pre- 
 vention is worth a thousand times as much as a cure," was the keynote of 
 her service in scientific temperance teaching in the schools. 
 
 With sublime courage she faced the Congress oi the United States, and, 
 one by one, the state legislatures, until she saw laws oi her drafting on every 
 statute book, national and state. Nor was the law all-sufficient. It could 
 not execute itself, and she conceived a scheme of moral support for the cause 
 which secured the specific introduction into all textbooks on physiology and 
 hygiene adequate and appropriate facts, theories, and illustrations as lo the 
 physiological effects of the use of stimulants and narcotics. 
 
 In this great crusade she organized movements that gave her the backing, 
 first of the Woman's Christian Temperance Union, then of the National 
 Educational Association, then of certain medical associations, then, one by 
 one, of the great religious denominations, then, little by little, of the political 
 forces of the country. Never has any other one mind of man or woman 
 planned and effectively executed so far-reaching a scheme for temperance 
 reform as hers. 
 
 It is needless to say that all this could be accomplished only by a woman 
 with a relentless purpose, with deep convictions, with a semi-medical training 
 with a legal cast of mind, with brilliant platform power, and keen skill in deal- 
 ing with men of affairs. Her great talent is best testified to by the achievements 
 which could only have come from the efforts of a person of keen and vigorous 
 intellect, of intense and well-directed activity, of noble inheritance projected 
 toward the coming generatit)n. Mrs. Mary Hanchett Hunt honored the 
 National Educational Association by serving as one of its life-directors for a 
 quarter of a century. 
 
 ALBERT GRANNIS lAXK 
 
 BY JOHN W. CUOK, DEKALB, ILL. 
 
 It is sometimes said that the- biographer is in danger of missing that sense 
 of balance that should characterize his estimate of his subjcc 1 if time lias not 
 lent its jK-rspectives and settings. Doubtless the suggestion has much of 
 value as a generalizaticjn. Ordinarily a life does not indicate its significance 
 until its work emerges from the social complex an<l isolates itself by its de- 
 structive or constructive inlluenie. There are lields of endeavor in which the 
 seas(jn is long between the jjlanting and the harvest. On the other hand, it 
 is often true that a career can be estimated justly only as it is seen at short 
 range, 'ilu- jjer^oiial e(juation may be the main factor afti-r all. The loin h 
 of u hand, the smile <jf encouragement, a word litly .s|)ok(ii, a luroit i\(i.^\ in 
 s«mc critical test of character may come to more of pith ami niomcnt in the 
 life of a community than ilie dramatic inovenieiils of 
 
 Great (.a|>lain.s willi tlicir ^juris .tiitl ilrimis.
 
 2C)8 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 While some men seem to effect their purposes in an impersonal way, others 
 fill whatever they touch with the genial warmth of a vivid and charming 
 personality. In contemplating them we change the sentiment of the oft 
 quoted verse and know instead that 
 
 Though we may forget the song 
 We shall not forget the singer. 
 
 So pervading and permanent is the influence of certain rare souls that they 
 and their cause are one. Such men can be understood as they deserve only 
 by those who not only touch elbows with them in the common work of life, but 
 sit with them as well in the scant spaces of blessed leisure, where heart speaks 
 to heart with no restraints of convention nor haunting fear of misconception. 
 
 Albert Grannis Lane should be seen from both of these points of view. 
 Perspective brings into finer relief what personal intimacy discovers, just as 
 familiarity with the springs that fed his life explains the deeper meaning of 
 his aims and achievements. 
 
 In attempting to understand such a character one naturally turns to his 
 family history and to the circumstances of his childhood and youth. His 
 father, Elisha B. Lane, was of New Hampshire birth and his mother, 
 Amanda Grannis, a native of New York. Both came of Revolutionary 
 ancestry, and both v/ere of good, sturdy stock. They located in Chicago in 
 1836, six years after the first plat of the village was filed for record. The 
 thriving settlement had already extended beyond the original town, which 
 was about equal in area to the territory now included within the "loop" of 
 the elevated railroad. The county of Cook was only five years old and 
 the city did not receive its first charter from the General Assembly until a 
 year later. They found a community of thirty-five hundred people, most of 
 whom, like themselves, belonged to the pioneer type, the most enterprising 
 element in any population. 
 
 The first home was not in the town but, instead, a few miles away on what 
 is still known as the Gale farm, near the present town of Oak Park. There 
 Albert, the eldest of the eight children, was born on the fifteenth of March, 
 1841. Shortly after the family removed to the town and occupied the one- 
 story wood cottage that had been prepared for their coming. It was located 
 on the northeast corner of State and VanBuren, the present site of Roth- 
 schild's department store. Not long since Mr. Lane indicated the exact 
 position of his childhood home for some deeply interested friends. With the 
 growth of the city the little dwelling was removed to West Monroe Street 
 where it continued for many years to be the home of the family. A half- 
 century later it again yielded to the encroachment of the town and on its 
 western journey stopped over Sunday directly before the residence of Mr. A. 
 G. Lane, superintendent of the city schools. 
 
 His intimate acquaintance with the city is thus explained. He was 
 Native here, and to the manner born.
 
 Sketches] IN MEMORIAM ALBERT GRANNIS LANE 
 
 299 
 
 i 
 
 It served him well in many of the situations of his busy life. He saw- 
 Chicago change from a town of less than six thousand to a city of two 
 millions. He was thoroly familiar with every aspect of its wonderful 
 growth. No one could be more at home in its cosmopolitan life. The 
 great problems of a metropolis developed under his eyes. It was indeed a 
 rare experience. 
 
 Albert was sent to school at an early age. His parents believed in educa- 
 tion, and the home atmosphere was very favorable to the development of 
 intelligence. But his father was dependent upon his trade — he was a car- 
 penter — for his income. The family was large, the wages were low, and there 
 were interruptions from bad weather and scant business and all of the inev- 
 itable misfortunes of life. A dollar and a half a day seems a pitiful allowance 
 for a family of eight or ten, even with no loss of time. In consequence there was 
 the most evident need of Albert's assistance in securing the ordinary necessi- 
 ties of life, as soon as he was old enough to find remunerative emjiloyment. 
 And this time arrived just as he was finishing the grammar school. But the 
 new high school was ready to open its doors to the boys and girls of the city, 
 and he could complete its course in two years because of the advanced work 
 of the elementary school. The ardent boy's desire for further education had 
 been fanned to a flame, and it seemed a cruel despoiling of his hopes for him 
 to be obliged to give up his cherished ambition. There was a family council, 
 and a conclusion was reached which declared his strength and intelligence to 
 have become a marketable commodity whose value was greatly needed 
 by the family. He accepted the situation, asked for an assessment of his 
 obligation, and entered into solemn league and covenant to turn into the 
 general treasury weekly the three or four dollars which his services were 
 assumed to be worth. Giving up his plans for an education was something 
 which he could not entertain. 
 
 Of course it was a trying time for the fifteen -year-old lad, I)ul lu- kept his 
 obligation. At three o'clock in the morning he went to the Tribune oflice and 
 folded his papers and tramped his round. He herded cows in the afternoon 
 on the prairies of the West Side where the jjopuiation is now the (k-nscsl He 
 picked up odd pennies at odd jobs, and he kept iu\ obligation. Who shall 
 tell h(nv many times, in the nineteen years that he was payiiig liis "national 
 debt," his mind reverted to the struggles of his boyhood to mei-t the wci-kly 
 assessment and remain in school. 
 
 He entered the high school 011 the first day of the lir>t term ;im(1 remained 
 there two years. He fell a liltic >li(>rl of attending until graduation, aliho 
 a few weeks more would have accomi)lished it; but he was after the substance 
 rather than the external show, and he acce[)le(l the situation without com- 
 plaint. It had been a great disci|)line for him, and it gave color to all of his 
 subsequent life. He could sympathize with jxiverty, for he had experienced 
 it. He (ould appreciate the inestimable worth of an edutalion, for he had 
 bought it with energy and ])rivation and self denial. He could meet the
 
 -OO NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 humblest laborer upon his own plane, for he too had been a toiler where the 
 wage was very small. It was worth all that it had cost. 
 
 He was no sooner out of school than he was elected to the principalship 
 of a grammar school — the old Franklin, now known as the Lyman Trumbull. 
 He could safely lay claim to the honor of being the youngest man ever elected 
 to such a position in the whole history of Chicago. He was barely seventeen 
 when he entered upon the discharge of his duties. The suggestion of such a 
 situation would now be regarded as preposterous. He retained this prin- 
 cipalship until 1869 when his larger career began. 
 
 In November of that year he was elected to the county superintendency 
 of schools of Cook County. He was then in his twenty-ninth year and in 
 the full, overflowing vigor of a splendid young manhood. He was good to 
 see. Tall, muscular, handsome, with a clear, ringing voice, a face that won 
 its way to the fullest confidence at the first meeting, and an unusually magnetic 
 manner. He lived in an atmosphere of perpetual sunshine and ardent enthu- 
 siasm. His sense of duty was exceptionally keen, and was grounded in a 
 deep religious conviction. Like Abou Ben Adhem, he loved his fellow-man. 
 Like Pestalozzi, he saw the cure of the greater part of our social woes not only 
 in an education of the head but, as well, of the hand and especially of the 
 heart. It was clear that his life had a deeper anchorage than that of most 
 men. This was an impression that he invariably gave to all who knew him 
 at all well. He seemed to draw his inspiration from unfailing hidden springs. 
 
 Think of such a man in conjunction with such an opportunity! How 
 beautiful it was to see him press himself against his task with all of the ardor 
 of a crusader. Ready for any drudgery yet idealist to the core! The best 
 schools were poor enough and the rural schools were worst of all. They were 
 held, ordinarily, in poor buildings, with little in the way of apparatus and 
 nothing in the way of libraries. Even blackboards were a novelty in many 
 localities. There was no definite course of study, no uniformity of textbooks, 
 and rarely a trained teacher. And the multiplicity of duties devolving upon 
 the superintendent was something appalling. He must be lawyer, man of 
 business, peace-maker, educational exhorter, inspirer of indift'erent commu- 
 nities, teacher, school examiner, and, most difficult of all, perhaps, licenser of 
 teacher. He was all of these and more. And best of all, he brought to the 
 discharge of his manifold duties a sympathetic personality that made him 
 not only a public official, entrenched behind the law and exercising his formal 
 authority, but a warm-hearted friend, as well, all full of gracious courtesies 
 to everyone. PoHteness has been defined as "the ceremonial form in which 
 we celebrate the equality of all men in the substance of their humanity, " 
 and it found a fine illustration in his attitude toward his fellow-men. He 
 unraveled legal tangles; examined accounts of trustees and treasurers; ad- 
 justed neighborhood quarrels; pleaded with parents for the inalienable 
 rights of their own children: urged more generous appropriations upon 
 penurious voters; encouraged over- worked and poorly appreciated teachers;
 
 Sketches] IN MEMORIAM ALBERT GRANNIS LANE 301 
 
 sympathetically eliminated the inefficient by tactful methods; organized insti- 
 tutes for the instruction and inspiration of all, and did it all with tireless 
 patience and abounding good nature. 
 
 Under his guidance the work which that faithful pioneer in education, 
 John F. Eberhart, had started, began to expand and develop. He was espe- 
 cially impressed with the superiority of the town schools over the country 
 schools. It was easy to see that the difference was due mainly to the better 
 organization of the former and, scarcely less, to their relation to the 
 secondary schools. He accordingly introduced into the country schools of 
 Cook County a uniform course of study. Thereafter the children w^ere 
 permitted to move from grade to grade until they had completed in a system- 
 atic way the rudiments of an English education. Before this had been accom- 
 plished the waste of time and effort was little short of tragic. The constant 
 change of teachers — a succession of three or four in a single year was not 
 unusual — involved constant interruption in the continuity of study. Each 
 teacher was of necessity left almost entirely to his own devices, and could not 
 be informed as to what his predecessor had done. Thus the children in 
 large numbers of schools w^alked a mechanical round of uninteresting and 
 unprofitable routine. No other one thing was in any way comparable to this 
 one reform. He had the gratification of seeing his plans put into execution 
 in many other localities, both in Illinois and in other states. This one prob- 
 lem put on the way to its solution, he attacked the second and was largely 
 instrumental in the multiplication of high schools, until the country child 
 had within his range the possibilities of a secondary education, and quite at 
 his own door. 
 
 In 1873 an event occurred to which an allusion has already been made. 
 Mr. Lane was loaded with a grievous burden which was to require almost a 
 score of years of unremitting self-denial upon his own part as well as upon that 
 of his family. He had in his possession an undistributed school fund amounting 
 to $33,000. The county commissioners approved the Franklin liank as a 
 depository, and there he deposited the money. With the coming of the panic 
 the bank fell to pieces like a house of cards. Nothing was saved from the 
 wreck, at least nothing of consequence. The deposit was a total loss. It is 
 pnjbable that the action of the commissioners relieved Mr. l-;iiu' from all 
 responsibility under the law. But Mr. Laiic lived uiulcr the higher law. 
 Nothing could persuade him that a legal technicality relic-ved him from a 
 moral responsibility, and that was enough to settle the mailer. The advice 
 «)f his friends was of no avail. It was all in vain ihal they declared his design 
 to be quixotic and sentimental. Since he was in no way to blame for the 
 disaster, why should he burden his life in an attempt to restore the fund ? 
 The commissioners had relieved his bondsmen as well as himself in approving 
 the dep»)sitory, and his friends would not be losers as they could not be com- 
 pelled to make good the deficit. Let the county do it; it would be but a 
 feather's weight for the whole community, while for one man it would be the
 
 302 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 severest task for a lifetime, if, indeed, he could ever hope to save so large a 
 sum from the comparatively small earnings of his profession. To make the 
 situation still more desperate Mr. Lane failed of re-election in the following 
 November. But he did not discuss the question. He called his bonds- 
 men together and told them that he expected them to make good what 
 they had assumed in becoming his sureties. He mortgaged all of the 
 property in his possession and thus raised ten thousand dollars. It was 
 immediately applied toward the payment of his debt. His bondsmen paid 
 the rest, and the county did not lose a penny of its fund. No teacher nor 
 child ever knew of the matter except as a news item, for there was no delay on 
 that account in the payment of a single salary, nor was there the interruption 
 of the schools for a single moment. He gave his notes, interest-bearing notes, 
 to his bondsmen for the amount which they had paid, and then he bent himself 
 to the task of redeeming the notes. And there was no complaining; there 
 was the same smile on his face and the same good cheer in his life. Having 
 lost his educational position, he went into business for the.next four years, but 
 returned to the work in which his heart delighted at the end of that time. 
 He was restored to his former position by the free choice of the people, and 
 there he remained until his resignation fifteen years later, when he was called 
 to a position of greater honor, responsibility, and financial reward. 
 
 It took him more than nineteen years to make himself square with the 
 world but he did it. He repaid to his bondsmen every dollar that he owed 
 them and with interest for every day. When the great task was completed 
 he had put forty-five thousand dollars of hard cash into the enterprise — a 
 snug little fortune for a man of modest desires. In a most touching tribute 
 to his memory Mr. O. T. Bright says: 
 
 It was my good fortune to call at his oii&ce at the consummation of this struggle. 
 I found him out of the office but he came in soon after, and I shall never forget the kind 
 of glory that enveloped him as, stretching to his full height, he brought his hand down 
 upon my shoulder and said with the utmost intensity, "Bright, I have paid the last dollar 
 of it." In the annals of Chicago can be found nothing more thrilling than this heroic 
 struggle of Albert Lane. His will be a name to conjure with in teaching civic virtue 
 when that of many a Chicago millionaire will have passed into oblivion. 
 
 My own experience is not unlike that of Mr. Bright's. We were coming 
 home together from a meeting of the State Teachers' Association and he 
 told me that his "national debt" was paid at last. I am sure that our hand 
 grasp was intelligible to us, whatever those who were seated near us may 
 have thought. 
 
 For nineteen years he directed the educational affairs of Cook County. 
 Colonel Parker came to the head of the county Normal School while he was 
 superintendent, and everyone knows now what that meant for education. 
 He always fought the battles of the Normal School, and there was no dearth 
 of them in those "good old times." Our militant friend, the colonel, never 
 could have survived the shock of the persistent assaults that were made upon
 
 Sketches] IN MEMORIAM ALBERT GRANNIS LANE 
 
 303 
 
 him but for the presence in the ranks behind him of the loyal county superin- 
 tendent. It was the very irony of fate that Richard Edwards should be 
 defeated for the state superintendency as the assumed father of the "Edwards 
 Bill" when it should have been called, in the interests of historic accuracy, the 
 "Lane Bill." The Saturday before the election he said to me, "Tomorrow 
 the great body of German Lutherans in Cook County will vote for me and 
 against Dr. Edwards, yet I am rather the one upon whom they should visit 
 their wrath. I cannot make them understand that he is not responsible for 
 the law. " 
 
 On the twenty-first day of March, 1891, the day on which he touched his 
 half-century mark, he was invited down to the Normal School. It was a 
 happy day for him and for the children, all of whom knew the familiar face 
 that had so often smiled upon them in their work. They brought him their 
 gifts, which they had made for him with joyful anticipations of the day, and 
 they sang him their songs, which they had prepared especially for him, and 
 Colonel Parker told him how they all loved him. His sterhng honesty, his 
 Christian virtues, his unwearying helpfulness to his teachers, his unobtrusive 
 devotion to the right, "as God gave him to see the right," were most inviting 
 themes, and the orator of the occasion did not spare him. Mr. Lane was 
 deeply moved. He expressed in faltering tones his keen appreciation of the 
 love that had prompted the children to prepare their beautiful souvenirs, and 
 he told them of the inspiration for the future which their touching tributes 
 brought him. 
 
 The children of the Sunday school of his church celebrated his fiftieth 
 birthday as the children at the Normal School had done. The pastor of the 
 church presented their offerings of flowers and conveyed their love and thank- 
 fulness in words that must have warmed his heart. The leading paper of his 
 denomination in the West published an account of his life and especially of 
 his services to the church of which he was a member. 
 
 But he was soon to receive a merited promotion. In the summer of 1891 
 George Howland retired from the superintendency of the city schools, and 
 that Albert Lane should succeed him was in the thought of almost everyone. 
 The action of the city board in selecting him for the place received the cordial 
 endorsement of the sincere friends of education everywhere. For the next 
 seven years he was to be in the thick of the fight against all of the evil forces 
 that were attempting to use the schools for the furthering of personal and 
 political interests and at the sacrifice of the rights of the children for whom 
 alone the schools exist. The howl of the "gray wolves" was a familiar sound 
 to all who were in any way connected with the dispensing of positions. The 
 savagery of the "gang" pa.sscs human belief. They were merciless in their 
 greed and conscienceless in its gratification. 'I'lie ra|)acity of the Huns and 
 Vandals was a mild exhil;ilion of ferocity when ( Dinpared uiili the methods 
 of the political ramp-followers of the modern American cily at its worst, 
 and it is hoped that there can be nothing worse than what Chicago has expe-
 
 304 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 rienced in some of the stages of her growth. Yet Mr. Lane never lost heart. 
 He forever bent himself to the task of betterment. 
 
 In a recent article, Mr. Henry Barrett Chamberlin declares that no period 
 of the school history was marked by so many innovations as his administration. 
 It "marked a new era in the development of educational thought and prac- 
 tice. " There are few features of the new education that were not introduced 
 into the schools at that time. It is not strange that so radical a departure 
 from the time-honored traditions of the city aroused a storm of opposition 
 from the conservatives. 
 
 The extension of the manual training into the grammar grades; the adoption of the 
 kindergartens as a part of the common-school system; the introduction of sewing and 
 cooking as a form of manual training; the added importance attached to drawing; the 
 change in the style of penmanship; original investigation on the part of the pupils in 
 laboratory work in high schools; new interest in the sub-normal pupils, resulting in 
 ungraded rooms for the defective pupils in the regular school buildings, in the erection 
 of the John Worthy school and, later, in the law authorizing the parental school; corre- 
 lation of the child's school life with his home life thru lecture courses and parents' 
 meetings; the vacation-school suggestion; the plan of commercial high schools and of a 
 course in civics; the law authorizing a pension for teachers and employees; simplifica~ 
 tion of the work in arithmetic; vitalization of the language work — all of these featured in 
 the administration of Mr. Lane and showed that the new education was abroad. 
 
 Here was material enough for the critics. The newspaper writers were 
 happy because of the abundance of educational schemes which misrepresenta- 
 tion could transform into startling novelties. The cartoonists sharpened 
 their pencils. Members of the Board of Education actually visited schools. 
 It was inevitable that much of the new work would be imperfectly done, for it 
 • was in the first stages of its development. The warfare resulted in the elimi- 
 nation of a portion of it, but its presence had changed the atmosphere, and 
 the schools could never go back to their old formalism after a glimpse of the 
 freer life. But such campaigning was heart-breaking work. The burdens 
 of those years of struggles were heavy enough to break the strongest and 
 most hopeful nature, and Mr. Lane never recovered from the disastrous 
 consequences of these years of storm and stress. 
 
 In 1898 he failed of re-election. It is probable that this was the severest 
 disappointment of his life. Many of his closest friends advised him to with- 
 draw from the schools. Business opportunities awaited him. In the pres- 
 ence of his ability and integrity and wide acquaintance doors opened all 
 about him. His faithful wife added her entreaties, but his answers were 
 always the same: "Why should I abandon the profession of my choice and 
 my love simply because I cannot have the highest place ? " He was succeeded 
 by Dr. E. Benjamin Andrews, late president of Brown University, and accepted 
 the lower honor of assistant superintendent. 
 
 There are few situations in life that try one's character so thoroly as that 
 which now confronted Mr. Lane. A deposed chief is in a way discredited. 
 A certain degree of humiliation quite unavoidably attends such an experience.
 
 Sketches] IN MEMORIAM ALBERT GRjINNJS LANE 
 
 305 
 
 Stripped of the supreme authority one often loses all authority. Those who 
 were formerly subaherns now found themselves equals. But it was Albert 
 G. Lane that was superintendent, and it was his intrinsic qualities and not 
 the accident of position that made men follow him gladly. In no other expe- 
 rience of his life did the dignity and sincerity and fidelity of his character have 
 so good an opportunity of displaying themselves. Those of us who knew 
 him thru it all have no words to tell how we honor him. It was beautiful 
 and yet it was all so simple and quiet. One cannot write about it with dry 
 eyes. Respecting his relations to his chief, President Andrews of the Univer- 
 sity of Nebraska writes me: 
 
 No report could be too glowing to set forth the excellence of his character or the 
 value of his services. He was among the very ablest and most extraordinary school men 
 whom I have known. His genius for detail approached the marvelous. He knew inti- 
 mately his principals and teachers with the peculiarities of each. A large number of the 
 patrons of every school in his charge were in his confidence. He had a kind but true 
 and objective judgment of teachers' characters and abilities, never making a mistake 
 in recommending for promotion. He loved the children and was loved by them in return 
 and he never for a moment fell into the error of forgetting that the schools exist for them. 
 Tho stronger in administration than in theory and not a professed expert in technical peda- 
 gog)', no points concerning his work, however far they might reach into theory, were ever 
 misajjprehended by him. Tho progressive, and never scorning a pedagogical innovation 
 because it was an innovation, he had a fine contempt for pedagogical claptrap and for 
 novelties that were retrogression in disguise. 
 
 He was absolutely just both to those under him and to the board employing him. 
 He worked incessantly; too hard and constantly for his health. Had he been less faith- 
 ful, as indolent as some of us are, he would have lived longer. 
 
 During my years with him in Chicago all my associates were kind and helpful, but 
 Lane was the man from whom I received most assistance. In serious matters I always 
 went to him. He never failed me. His death is an acute personal loss to me and, what 
 is far more, a calamity to the public schools of Chicago and the country. 
 
 In a similar vein Superintendent Cooley writes: 
 
 I have known Mr. Lane for many years, but never intimately until I became .super- 
 intendent of the schools. I came into office with some little prejudice — not of a serious 
 nature, but still a prejudice — which I have completely outgrown, and feel in losing Mr. 
 Lane I have lost my most valuable assistant. 
 
 He was loyal, honest, and devoted to his work. There was never a tiim- when he 
 was not willing to sink his own personality in the particular piece of work needed for the 
 schools of Chicago. He knew the conditions— the practical questions— in Chicago 
 lK;tler than any man I am acquainted with, and was simply invaluable. 
 
 He served as the president of the Board of District Sui.<-rink;ndonts and guid.-d and 
 directed their rf)un.sels in trying to bring aljout a more uniform condition in various parts 
 of the system. His special cniciency lay in his patience, indu.stry, and absolute devotion 
 to the interests of the public schools. The city of Chicago and the entire country have 
 suffered a great los.<» in his death. 
 
 Thus far I have been occupied with the i)uMi( life of Mr. T.,inc. Wli.ii I 
 have written was seen of all men. Hut men of his character perform a large 
 public service of which the many know n<tthing. Their broad exjurience 
 (|ua]ifies them for rare hclpfulnc'-s in those voluntary organizations that <|o
 
 3o6 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 so much for community and national life. Ordinarily these services are 
 without compensation, except of the kind that comes from the gratitude of 
 those who depend upon the quiet workers behind the scenes for the success 
 of the more public presentations. The National Educational Association 
 is one of the largest organizations of its kind in the world. With the single 
 exception of a similar Enghsh association it is without a rival. Any sketch 
 of the life and work of Mr. Lane would be lacking in completeness if it omitted 
 his relation to this educational institution, for such it is in its essential 
 nature. 
 
 He became a member of the Association in July, 1884, at the Madison 
 meeting, and his membership was continuous for the succeeding twenty-two 
 years. He served as state director for Illinois for the years 1888-89 ^^^ 
 1889-90. He was elected president of the N. E. A. at the Saratoga meeting 
 for the period of two years, an honor thus far conferred upon no other member. 
 In the first year of his incumbency there were held in Chicago, in connection 
 with the World's Columbian Exposition, the memorable Congresses of Educa- 
 tion, in which the most distinguished educators of all countries participated. 
 The volume of Proceedings for 1893 is the most celebrated of all the publica- 
 tions of the N. E. A. It is a treasure-house of contributions to the literature 
 of education, in which may be found the reflection of all modern peoples who 
 have given to the subject any serious consideration. 
 
 Mr. Lane served as ex-officio member of the Board of Trustees during the 
 two years of his administration. At the Denver meeting he was elected a 
 member of the board and was continued in that position until his death, 
 having served as president of the board since July, 1896. He was also a 
 member of the Executive Committee from July, 1892, until the time of his 
 death, with the exception of the year 1895-96. As president, as trustee, and 
 as chairman of the Board of Trustees and as a member of the Executive 
 Committee he held each of the offices for a longer period than any other 
 person in the history of the Association. 
 
 During his chairmanship of the Board of Trustees, the permanent fund 
 of the Association grew from $55,000 to $157,000. He had the personal 
 charge and responsibility for the safe-keeping of this fund and of its proper 
 investment for the ten years of his chairmanship, with the co-operation of the 
 other members of the Board of Trustees. Not a single dollar of either the 
 principal or the interest of any investment made by Mr. Lane was ever lost 
 to the Association. 
 
 There were certain Kansas school bonds, purchased for investment before 
 Mr. Lane became a member of the Board of Trustees, on which it was sup- 
 posed, at one time, that the Association would lose a considerable portion of 
 the amount invested thru default of principal and interest. Mr. Lane's 
 management of the negotiations for settlement of these bonds resulted in 
 recovering the principal of nearly all of them with very slight loss. 
 
 Secretary Shepard, to whom I am indebted for the foregoing facts, adds: 
 
 I
 
 Sketches] IN MEMORIAM ALBERT GRANNIS LANE -loi 
 
 Mr. Lane's annual reports of the Board of Trustees on the permanent funds were 
 models of clearness, accompanied by detailed explanations of the conditions and policies 
 of management adopted by the board. This great service to the Association was given 
 by Mr. Lane for ten years without remuneration of a single dollar, and often without 
 reimbursement of actual expenses. 
 
 Mr. Lane was a frequent and welcome speaker in the general sessions and in the 
 department meetings. Some of the more important of liis formal papers may be men 
 tioned, as: a paper read before the Department of Superintendence, in 1889, on "County 
 Institutes;" a paper on "Educational Systems," read before the General Sessions, in 
 1892, and a paper on "Taxatioii and Teachers' Salaries," read before the National Coun- 
 cil, in 1902. The discussion of this last paper led to the appointment of the Committee 
 of Investigation of Teachers' Salaries, Tenure of Office and Pensions, which resulted in 
 one of the most valuable reports published by the Association. 
 
 An important feature of Mr. Lane's services to the .\ssociation is Uttle known. Since 
 1887 the railroads have granted to the National Educational Association a concession, 
 not enjoyed by any other large convention body, in an agreement to collect the annual 
 membership fee in the purchase price of the ticket. In 1893 this concession was not 
 operative, and most members thought it would never be restored. Its restoration and 
 continuance from that date to the present are very largely due to Mr. Lane and his con- 
 nection with the Executive Committee for the past thirteen years. During his presidency 
 in 1893 and 1894, he formulated and declared a policy of fair dealing with the railroads 
 under which the many abuses of ticket privileges, so common in connection v>ith special 
 rates for conventions, were officially condemned and largely prevented as far as the N. 
 E. A. was concerned. Many of the railroad officers of the country, and particularly in 
 Chicago, knew him personally and had the highest respect for him and entire confidence 
 in his integrity and fair dealing. The care taken to protect the rights of the railroads 
 equally with the rights of the Association won the approval and the willing co-operation 
 of railroad officials in continuing this valuable concession. 
 
 His death is to me a very great personal loss. During the entire period of my service 
 as secretary of the Association he has been a member of the Executive Committee and 
 has been a constant and generous adviser and helper in all the changes and problems of 
 administration. 
 
 In this connection President Andrews writes: 
 
 His devotion to the N. E. A. you know as well as L He carried it upon his heart 
 and gave to it his best intelligence and effort. I suppose that no other man has done 
 more to shape its history thus far; few, certainly, have done half or a tenth ;is much. 
 I wish that the Association had funds for erecting a monument to the memory of so 
 deserving a public-school champion. 
 
 President Nicholas Murray Butler, who succeeds Mr. Lane as president of 
 the Hoard of Trustees, writes: "I have been deeply .saddened by the death 
 of .Mr. Lane and feel it as a personal loss." In the Edumtional Rci'iciv, for 
 October, he writes editorially: 
 
 The startling announcement, on August 23, of the death of All)crt G. Lane, district 
 supirinlcnilcnt of .s( hools in Chicago, brought with it a .sen.se of grief and jjersonal loss 
 to, literally, ihou.sands of persons. Jn Ciii( ago, in Illinois, ;m<l in the wider circle of the 
 National Educational A.ss<Kialion, Mr. Lane had Iwen for more than a gencrali<jn a cen- 
 tral figure. No one of her merchant princes or railway magnates ever began to do for 
 Chicago the great .service that Mr. Lane has done thru a life filled with patient, clevoted, 
 antl un.selfish service for the city's children and the city's citizenship Determiiud but 
 never aggressive, sincere without Ix-ing dogmatic, and persuasive with no trace of dcma
 
 3o8 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 gogery, Mr. Lane was a tower of strength. He was almost universally liked and uni- 
 versally trusted 
 
 For the National Educational Association, the loss of Mr. Lane is the most severe 
 with which it could meet. Since his retirement from the presidency in 1894 he has been 
 a member of the Board of Trustees, and the executive officer of the board during the 
 intervening years. To Mr. Lane, far more than to any other man or body of men, is due 
 the present most satisfactory state of the Association's permanent fund. The wise han- 
 dling of the unfortunate investments made in earlier years, and the admirable choice of new 
 securities, were both his personal doing. The Association repaid his loyal service with 
 its unfailing confidence and affection. 
 
 Not many months ago a well-known citizen of Chicago died, leaving a vast fortune 
 behind him. It was chiefly in money and in money-values. Mr. Lane leaves to the 
 city a far richer legacy — a pure and good life lived for his fellows, and an upright char- 
 acter tested and tried in every furnace that tempers the human heart. 
 
 The Board of Education of the city of Chicago adopted a memorial review- 
 ing his hfe and distinguished service to the schools of that city, closing with 
 the following: 
 
 The Board of Education, recognizing, appreciating, and acknowledging his valuable 
 services in the cause of public-school education, and especially regretting the loss to which 
 his demise has subjected the public schools of Chicago, 
 
 Resolves: That in all the public schools of the city, the last hour of the afternoon 
 session of Friday, October 5th [at meeting of Oct. 10, date was changed to Oct. 19], be 
 devoted to exercises commemorating the upright and honorable life and educational ser- 
 vices of Mr. Lane; 
 
 That on one of the public school buildings of the city, the name, Albert G. Lane, 
 be inscribed; 
 
 That this memorial and these resolutions be entered upon the records of the Board 
 and a copy thereof be transmitted to the family of the deceased. 
 
 On Sunday, November 4, a large company assembled at the Auditorium 
 theater to pay their tribute of respect and affection to their lamented friend 
 and fellow-worker. Superintendent Cooley presided and introduced the exer- 
 cises of the afternoon by a brief address that was full of appreciation and 
 tenderness. Fidelity, devotion to duty, loyalty and good cheer— these were the 
 keynotes of his eulogy. The chief address was delivered by President James, 
 of the University of Illinois. President James began his career as a teacher 
 in the schools of Evanston while Mr. Lane was county superintendent of 
 schools. His theme was a fitting one for the occasion— 
 
 The possibility of national advance depends after all upon the existence in the average 
 man of certain fundamental qualities; intelligence, industry, sobriety, economy, patience, 
 and, above all, a pervading, ever-present sense of duty. 
 
 His illustrations were mainly drawn from the German nation, the secret of 
 
 whose success 
 
 is not to be found in the transcendent ability of its leaders but in the extent to which 
 the simple sense of duty has been inbred and developed in the common man. Such a 
 sense as predominates and controls the entire life of the nation, so that the average work- 
 man plies his task to the best of his ability — not because his boss is eying him, but because 
 he would disdain to skimp his work, exactly as he would disdain to do any other dishonor- 
 able thing.
 
 Sketches] IN MEMORIAM ALBERT GRANNIS LANE 309 
 
 It is to this pervading quality of the German character tliat we may attribute 
 
 the superiority of that remarkalile people in so many departments of life. 
 
 All this I have said, because it seems to me that the most striking characteristic of 
 our departed friend was this very sense of duty, developed and given free rein, until 
 it became his guiding motive and principle of life. 
 
 Dr. James traced the manifestation of this qualitx in the faithful discharge 
 of all of the countless petty duties of a teacher's life, in the fuller deveUipment 
 of a higher sense of public duty, and in the consecration of his life to a noble 
 cause. He declared that such a s[)irit in the masses of men is the only possii)le 
 salvation of the state and the only hope of survival of the great principle of 
 democracy. In exemplification of this principle Mr. Lane has gi\en to his 
 time the richest contribution which it is possible for any man to make. 
 
 Dr. Gunsaulus followed in a similar vein, expressing his personal sorrow 
 that a life so sweet and uplifting should be taken away in the full f^ush of his 
 completest usefulness. The writer of this sketch gave a brief account of the 
 inestimable service which Mr. Lane has rendered to the Association. The 
 exercises were closed by Dr. Rufus White, of the Board of Education, who 
 characterized him as the man who loved children. This aspect of his gentle 
 nature was vividly portrayed with touching faithfulness and beauty. The 
 Chicago Imperial Quartette sang the songs that he loved, the pastor oi his 
 church pronounced a benediction, and the assembly went out into the autumn 
 afternoon, saddened by a sense of great loss yet thankful for the years of 
 companionship with a consecrated life. 
 
 Mr. Lane in his relations to the church in which he was a worker for many 
 years is a theme for others. I can easily imagine what he was in his long 
 service as class leader, and teacher, and superintendent of the Sunday school, 
 and in many kindred offices. He was deeply religious in his nature, and there 
 was about him an atmosphere that suggested constant communion with the 
 unseen, however humble the duty in which he was engaged. The fires were 
 always burning on his altars and their incense filled his being with its sweet- 
 ness. Yet there was never anything obtrusive about it; it was always health- 
 ful and human and inspiring. 
 
 The arduous cares and labors of his strenuous life began to tell upon his 
 vigorous constitution within the last few years. Occasionally he had been 
 obliged to drop his work for a season and seek a milder c iimate for recupera- 
 tion of which he stood in great need. There were haunting fears in the 
 hearts of some of his friends, yet they were unprepared for the Iragiral ending. 
 He was much run down at the close of the last school year, and went rehi. I- 
 antly across the lake in the ho|)e of a speedy recovery. His faithful wife had 
 pleaded with him to give up his work before it should be too late, but it was 
 very hard to induce him to yield until his increa.sing weakness made its neces- 
 sity apparent even to him. He did not gain as he had hoped, and returned 
 in the middle of August to linger only a few days in the home that his |)resence 
 had made beautiful for so many years.
 
 3IO NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 In "Morituri Salutamus, " one of the sweetest of our American singers 
 chants his valedictory to his surviving classmates of half a century before: 
 
 O ye familiar scenes, — ye groves of pine, 
 
 That once were mine and are no longer mine, — 
 
 .... we who are about to die 
 Salute you; earth and air and sea and sky, 
 And the Imperial Sun that scatters down 
 His sovereign splendors upon grove and town. 
 
 Ye do not answer us ! ye do not hear ! 
 We are forgotten; and in your austere 
 And calm indifference, ye little care 
 Whether we come or go, or whence or where. 
 
 And so thruout the larger part of this beautiful poem there is every- 
 where the haunting echo of a pensive melancholy. Yet the good poet was 
 not old. The love of his fellow-men had crowned him with unfading laurels. 
 He had not escaped sorrow, it is true; but it is the common lot of mortals, 
 and it had come to him as it comes soon or late to all. At last a more hope- 
 ful spirit inspires the theme, and the note of repining sinks to a minor under- 
 tone as he consoles himself with the reflection that 
 
 .... As the evening twilight fades away 
 The sky is filled with stars invisible by day. 
 
 Ulysses had a braver spirit. 
 
 Come, my friends 
 'Tis not too late to seek a newer world. 
 Push off, and sitting well in order, smite 
 The sounding furrows; for my purpose holds 
 To sail beyond the sunset, and the baths 
 Of all the western stars, until I die. 
 
 The Board of Managers of Lewis Institute, of which he was a member 
 from the time of its original organization, adopted resolutions on October 9 
 that only repeat the universal sentiment — thankfulness for such a life of 
 consecration to duty and sense of profound loss at his untimely death. 
 
 The City Normal School held a beautiful service in his memory, and 
 again the fine old theme of devotion, gladness, inspiration, touched the 
 hearts of the hsteners. 
 
 On Sunday, November 18, the Centenary Methodist Episcopal Church 
 devoted the morning and afternoon to Memorial Services. In the morning 
 the Sunday school, of which Mr. Lane had been a member for more than 
 sixty years, unveiled a bronze tablet which had been placed in the wall to 
 commemorate his worth. Addresses and music expressed the children's love 
 and their sorrow for his loss. In the afternoon a large gathering assembled 
 to do honor to his memory, Dr. Quayle gave the address. 
 
 Albert Grannis Lane was not old, yet the assaults of disease had made 
 him battle for his life more than once within the last few years. But it was
 
 Sketches] IN MEMORIAM CHARLES DUNCAN MCIVER tii 
 
 o' 
 
 ^ 
 
 the unconquerable spirit of Ulysses that inspired the heroic figure so familiar 
 to us all. The eyes lost none of their luster and the earnestness and fervor of 
 the uplifted face were undimmed. He was never younger in his sjiirit than 
 when he fell asleep. 
 
 Mr. Lane was married on July i8, 1878, to Frances Smalhvood. She had 
 taught ten years in the city, nine of which were in the old high school. She 
 stood by his side whether in sunshine or in shadow. They have two daughters : 
 Clara Lane Noble, and Harriet Lane. I would not invade the sanctuary 
 wherein they dwell with the radiant memory of their dead, but upon the 
 threshold of that inner chamber would lay a wreath of simple flowers, mule 
 messengers of the love we bear him. 
 
 CHARLES DUNCAN McIVER 
 
 BY EDWIN A. ALDEKMAN, CHARLOTTESVILLE, N. C. 
 
 At Lake George last summer in the home of a dear common friend, 
 looking out over a scene of peace and quiet beauty, Charles Mclver and I 
 were talking of life and death and the flight of time that had carried us so 
 swiftly past boyhood to middle life. Our moods alternated between boyish, 
 unrestrained merriment and a certain strain of premonition and sadness. 
 I recall saying, "Charles, you will outlive me and you will probably have to 
 write some resolutions or say something about me when I am gone. Make 
 it short. Just say that we had a good time together, pounding away at real 
 things." He answered quickly, "Ed. Alderman, tho I look stronger than 
 you, you may outlive me after all, and I will give you the same counsel." 
 We were talking like children in the dark, as all of us poor mortals must talk, 
 but I realize today how impossible it would be for me to speak of this strong 
 and faithful friend, whom I knew and loved so well, and with whom I worked 
 so intimately in the service of society, in any stately form of funeral eulogy. 
 My very nearness to him, the elemental and vital character of his personality, 
 make it most difiicult for me to set down even this brief appreciation of 
 him in formal sentences. 
 
 All of us who were close to him have the imi)ulse to say simply, "Here 
 was a great, strong, hopeful, buoyant, friendly soul who loved his fellows 
 and buildcd enduringly for their welfare, and should he fnrcvi-r honored by 
 them. " Further words seem vain. Certainly, I shall not seek to recount the 
 details of his career, nor to enumerate the positions he held, or could have 
 held; nor, in any fashion, to use this memorial hour in a formal l)iograi)hy 
 
 of him. 
 
 Charles Duncan Mclver was lj(;rn in a rural .Scotch home, in tlie simplest 
 part of the simplest democracy in America. This Scotch home was full of 
 cleanness and reverence and faith in the dignity of humanity and the power 
 of knowledge, and all of its ideals were ideals of self-respect and manly ambi- 
 tion. In the existence of a multitude of such homes lies the antidote for the
 
 312 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 dangers of our over-nourished civilisation and the safeguard of our repub- 
 lican ideals.^ 
 
 I saw him for the first time in the autumn of 1878 at the State University 
 of North Carohna at Chapel Hill, whither he had preceded me as a student by 
 one year. There was no mistaking the quality of this great big country boy, 
 eager, restless, purposeful, hopeful, with a face and an eye wherein humor 
 and sympathy and shrewd discernment struggled for the mastery. He had 
 already become a leader among his fellows. There was no better place, I 
 think, for the making of leaders in the world than Chapel Hill in the late 
 seventies. The note of life was simple, rugged — almost primitive. Our 
 young hearts, aflame with the impulses of youth, were quietly conscious of 
 the vicissitudes and sufferings thru which our fathers had just passed. 
 "The concjuered banner" and the mournful threnodies of Father Ryan 
 were yielding place to songs of hope. A heroic tradition pervaded the 
 place, while hope and struggle, rather than despair or repining, shone in 
 the purposes of the resolute men who were rebuilding the famous old 
 school. 
 
 All of us were poor boys. Those who came from the towns looked, 
 perhaps, a trifle more modish to the inexperienced eye, but they were just as 
 poor as their country fellows, and had come out of just such simple homes 
 of self-denial and self-sacrifice. The unconscious discipline and tutelage of 
 defeat and fortitude and self-restraint had cradled us all. We had all seen 
 in the faces of our patient mothers and grim fathers something that we knew, 
 if we could not express, was not despair, and, somehow, life seemed very 
 grand and duty easy and opportunity precious. 
 
 Reflect upon just a few of the names of the boys that were there then, and 
 perhaps you will agree with me: Aycock, Mclver, the Winstons, Doughton, 
 Strange, Phillips, Murphy, Gattis, Noble, Joyner, Thomas, Peel, Battle, 
 Dancy, Worth, McAllister, and many others high in industrial and commercial 
 life. Student ambitions in that day tended almost entirely to law, or politics, 
 or scholarship. The great industrial awakening, which has since beckoned, 
 and now beckons, to so many of our young men, to take a hand in transform- 
 
 iDr. Mclver was born Sept. 27, i860, on a farm near Sanford, Moore County, N. C. 
 His paternal ancestors were from the Highlands of Scotland while on his mother's side 
 he was a descendent of the McNeills of Scotland. His first seventeen years were spent 
 on his father's farm and in attendance on private schools of the neighborhood. He 
 entered the State University of North Carolina in 1877, graduating with high rank in 
 1881. In the following fall he became an assistant in a private school in Durham, N. C, 
 and within a few months was elected principal of the school. He served as principal of 
 the Durham public schools in 1883, and of the public schools of Winston in 1884 and 
 1885. In September, 1886, he was elected principal of the the literary department of 
 the Peace Institute at Raleigh, N. C, where he remained until June 1889. In 1891 he 
 assumed charge of the State Normal and Industrial College for Girls at Greensboro 
 which he had labored so earnestly and successfully to establish and in which the most 
 important part of his hfe work was done. — [Editor.]
 
 Sketches] IX MEMORIAM CHARLES DUNCAN MC IVER t.ix 
 
 ing our civilization from an agricultural into an induslrial democracy, had 
 not begun to make its appeal. 
 
 After four happy years of steady growth in scholarshij) and character, 
 Mclver passed from the university to the schoolroom in 1881. I followed 
 him into the schoolroom in 1882, and our intimacy as fellow-workers began 
 in 1886, lasting unbroken and curiously interwoven, until that quiet hour 
 at Lake George, and in a deep spiritual sense, forever. He did his dutv as 
 an undergraduate respecting his body and his spirit. He even won Greek 
 medals, but his thought was on men and student issues and college policies. 
 
 The story of his life from 1882 to 1896 is a clear, high story of human 
 idealism and human achievement, which every boy in North Carolina should 
 know and ponder, and which should cause the older men and women, who 
 listen to the strident voices of unrest and pessimism, to know that the heart 
 of this republic is true and sound, and that a heroic and noble simplicity lies 
 at the root of our life. It is not an eventful story. It is not a story of thrill- 
 ing vicissitude or startling change of circumstance. It is a story of earnestness 
 and insight, of faith and purpose. His marriage to a noble woman, who 
 sustained and strengthened him every day of his life; his clear sight of a great 
 institution for the education of women in North Carolina; his l^rief and 
 resistless battle for the attainment of that vision; a widening of that great 
 conception into a passionate and whole-hearted dedication of himself to the 
 education of all the people; the expansion of his nature under the spur of these 
 high ideals; a splendid, joyous growth of his powers as they faced and over- 
 came the difficulties that blocked his pathway; a serene and noble satisfac- 
 tion in beholding his youthful dreams embodied in the school which he founded 
 in forms of dignity and beauty and human training; the recognition of his 
 worth, and the deep national \alue of his services by the whole republic, and 
 a sort of unconscious apotheosis of him as the most useful 1 iii/cn of hi> iiative 
 state; the leader in all of its good causes. Is there not essential grandeur in 
 the unbroken unity of this upward-striving story ? 
 
 There are some scenes in our common experiences between 1SS6 and 
 1890 that my heart recalls, and that I shall mention even at the risk of bringing 
 myself into a picture, which I would fain fill with his own glory and his own 
 worth. The original idea of the establishment of the State Normal and 
 Industrial College in North Carolina was born in the l)rain of Charles Mclver. 
 He did not borrow the idea from Massachussetts or New York. Tin- whole 
 scheme forced itself uj)on him out of the dust of injustice and negligence right 
 under his eyes. I recall the da) at HIack Mountain in 1886, when he spoke 
 of it to me in his compelling way, and won my cjuick sympatiiy and interest 
 in the idea. His busy brain and unwearying energy rapidly drew friends to 
 the movement, for no one who met him failed to hear of it. Together we 
 drew uj) the first memorial to the legislature in its behalf, and I reinc-mbcr the 
 day in 1886 that he as chairman, and (ieorge T. Winston, Kdward I'. Moses 
 and myself as ass<xiatcs, |)resented this mattcrto the Committee on I-.ducation.
 
 314 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 We knew that it was doomed, but we came away elated and somewhat 
 e.xcited over our first contact with legislative responsibility and greatness. We 
 might not have been so elated, if we could have forseen how much contact 
 we should have in the years to come — tho, if he were here, I believe he 
 would agree with me in saying that the contact did us good, and surely he gave 
 back more than he received. 
 
 I recall Commencement night at Chapel Hill in the year 1889. We were 
 to start out in a few days on a new and untried experiment in North Carolina 
 or the South, a deliberate effort by unique campaign methods to create and 
 mold public opinion on the question of popular education, involving taxation 
 for the benefit of others. We were in the twenties, and there were young 
 wives and children at home, and the work we were undertaking was a tem- 
 porary creation, due to the suggestion of the State Superintendent of Public 
 Instruction and the good impulses of the legislature, which could not quite 
 make up its mind to have done with us once and for all. There was no 
 precedent for what we were trying to do, except Horace Mann, and he seemed 
 so far off and so great, that each one of us would have laughed at the other 
 for mentioning the comparison. I remember that we talked about our plans 
 and purposes and difficulties until the cocks began to crow. I told him to let 
 me say one more word and then let us both go to sleep. He replied, in his 
 hearty, wholesome way, that he did not propose to be put to sleep and let me 
 have the last word at the same time. We then decided to make a night of it, and 
 talked on until the sun arose. I am inclined to think it about the best night 
 I have ever spent, for an intelligent and unselfish idea held our youth under 
 its spell, and bound us for life to a service, which was not the service of self. 
 As T think of it today, the grim old room in the inn at Chapel Hill, and the 
 silent watches of that night are lit with the light that never was on land or 
 sea. 
 
 For three years, in every county of this state, we sought to mold public 
 sentiment and direct public opinion toward the development of an adequate 
 system of popular education and toward the establishment of a school for the 
 training of teachers. Some day I shall hope to tell in detail the story of this 
 crusade, for such it was in spirit and purpose. It had its discouragements 
 and its comedies and its mistakes; but it was a time of full-blooded enthu- 
 siasm, exaltation, and faith in the people, and the experience taught Mclver 
 and it taught me the essential lovableness and justice and dignity of character 
 and openmindedness of the average North Carolinian in a way we could 
 never have otherwise learned. And some good seeds were sown, I think, 
 which have increased some thirty, some sixty, and some an hundred fold. 
 Mclver was doubtful at first of his ability as a public speaker, but forgetting 
 self in his purpose, he achieved in an amazing way the very thing that he did 
 not think himself equal to, and quickly became the most effective speaker 
 for public education that I have known in America. It was a dull and sense- 
 less audience that did not respond to his earnestness, the breathless onrush
 
 f 
 
 Sketches] IN MEMORIAM CHARLES DUNCAN MCIVER 315 
 
 of his appeal, heated red hot in the glow of his personality, and lighted with 
 a homely humor and a shrewd adaptation of story and anecdote, unequalled 
 in North Carolina since young Zeb Vance won his triumphant way. His 
 task was to plead with an individualistic and conservative community, hating 
 overmuch by reason of robbery and suffering the very word tax, for a demo- 
 cratic and communal institution costing large sums of money and a world of 
 patience. His weapons were persuasion and charm and earnestness and 
 humor and pleading and sympathy. They seem feeble weapons as compared 
 to the money of the plutocrat or the force of the despot, but they found the 
 heart of this just and reasonable democracy, and seem to prove that the solu- 
 tion of our peculiar difficulties must come not by might or force but by the 
 spirit of love, justice, humanity, and progress. In company with ^Major 
 Sidney M. Finger we wrote the law now upon the statute books, creating the 
 State Normal and Industrial School of North Carolina at (jreensboro, and 
 selected the location for the building; and I should be false to justice and 
 generosity, if I did not here pay tribute to the earnestness and enthusiasm 
 and faithful support given to us during these days by Sidney JM. Finger. 
 
 An interesting characteristic of the inspiring career of Charles Alclver 
 was its large unity and freedom from complexity. In studying either the man 
 or his work, one does not meet with subtleties or whimsicalities or irritating 
 contradiction, but one beholds rather a large movement of beneficent purpose, 
 struggling onward to perfectly clear ends, and a big hearty nature ever "greet- 
 ing the unseen with a cheer." In a true sense, his earthly career began witli 
 his sight of the school, over which he presided to the day of his death, and 
 it ended where it began, but behold the all-embracing character of such 
 spacious singlcmindedness. As a consequence of this stimulating vision, 
 came increased interest for popular education; as a result of his philosophic 
 grasp of the meaning of popular education to a democracy, came a whole 
 great theory of civic service and community helpfulness, and common-sense 
 patriotism that tied him in closest sympathy to everything helpful, from hang- 
 ing pictures on the walls of dreary country schoolhouses, to large sentimental 
 schemes of relighting the fires of love for the homeland in the hearts of those 
 who had strayed away. A clear vision, therefore, and a clean consecration of 
 himself, in the generous ardor of youth, to the pursuit of that vision, wrought 
 and m(jlded him into a kind of perfection as an American citizen, exhibiting 
 all the moral persistence of the Puritan in a setting of sunshine and sympathy. 
 
 One who never -turned his batk, but marched breiuil f»)r\vard, 
 Never doubled clouds would Ijreak, 
 
 Never dreamed, though riglil were worsted, wrong would triumph, 
 Held we fall to rise, are baffled to fight Ix-tter, sleep to wake. 
 
 The personality of Charles Mclver interested and attracted men more 
 than any sum of his attainments. His scholarship was not the scholarship 
 of the schools, but rather a genius for sympathy with .scholarship. Life was 
 his thesis and men were his books and Love his method. The Scotch passion
 
 3i6 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 for metaphysics had passed him by, leaving in its stead, a certain large under- 
 standing and a hearty insight that revealed any matter to him whole and 
 entire. He gave the physical impression of being in a hurry, but he was 
 never in a hurry mentally. He was a wilful man in a good sense, and loved 
 to have his own way, but I have known no man with fewer blind prejudices 
 to obscure his vision. He was not the sort of man who wanted everything, 
 but the few fundamental things he sought, he kept a searchlight upon, and 
 his hurrying figure could be seen moving toward them with resolute purpose. 
 This freedom from hindering prejudices, and this singlemindedness, gave 
 him a fine genius for co-operation and made him a beautiful man to work 
 with, for you knew that his pride was not sticking out to get wounded, or 
 his feelings to get hurt, or his toes to be trod upon. You were dealing with 
 sanity and good will that knew when to compromise, when to surrender and 
 when to fight. Men called him a good politician and so he was, if you will 
 let me define a good politician as one who knows how to compel men to do 
 deeds of public service that they would not have otherwise thought of. He 
 was a royal good fighter, too, if you will let me define a fighter as a peaceful 
 man, who is clear as to his purpose, who will not be gainsaid, who will not be 
 set aside, who will not be cajoled, and who will come to his point. Besides, 
 he was a Scotchman and had to fight something, and ignorance was his natural 
 foe. Men of strong character are sometimes good haters. Mclver was a 
 very poor hater. He could not hate men and always exhibited a sort of pained 
 surprise, unaccompanied with any ill-will or mahgnancy when men despite- 
 fully used him. He simply could not waste his moral strength in that most 
 immoral of all passions, hatred. 
 
 If I were asked what was the greatest thing about Charles Mclver, I 
 should say that it was his interest and sympathy and love for men and women ; 
 not attractive men and women alone, or good men and women, or great 
 men and women, but men and women. To him had come perhaps dimly 
 the feeling that in rights and opportunities the final manhood of earth will 
 be "classless and tribeless and nationless." A crowd always interested him 
 and stirred his powers no matter how weary he was, and he moved about the 
 crowd with a vast human interest shining in his face. I have seen him stop 
 and speak to a young boy, half-formed and immature, with an interest 
 informing his countenance, like that which shines in the face of a natural- 
 history collector, who has just found a new object for his collection. The 
 story of the rise of man is full of men hke Thomas Jefferson, who loved human- 
 ity, and were willing to die for it, but often they were shy of the units in the 
 mass of men. Mclver loved men and women as he found them, and they 
 returned his love. Few men have worked thru so busy a life, with so 
 much sympathy and appreciation. He simply got what he gave. 
 
 Men who build or develop institutions, men v/ho strengthen or preserve 
 the social forces of their times, do so thru the exercise of faith and enthu- 
 siasm and patience and courage and energy, and these words might form a
 
 Sketches] IN MEMORIAM CHARLES DUNCAN MC TVER 317 
 
 brief biography of Charles IMcIver. As our revolutionary age demanded 
 the prophet of human freedom, and the civil war period demanded steadfast 
 courage, and the industrial period, the man of imagination and daring, so 
 the decades between 1880 and 1906 in southern history demanded men with 
 faith in education as a great agency for molding social and economic 
 forces, and witli power of personality and of brain to influence that most 
 majestic of all human agencies — public opinion. Our institutions needed to 
 be democratized; our thought to be nationalized; our life to be industrial- 
 ized, and the whole process was one of education. The school was the heart 
 of the South's problem and Mclver saw that truth, and he will live forever in 
 the history of this state as a great leader in this movement of transformation. 
 It was, besides, his unique distinction to build outright a great institution. 
 The State Normal and Industrial College, planted in the love and in the 
 hearts of the people, will grow fairer in outward form, and richer in inward 
 power, and as it grows the great traditions of his devotion \\\\\ grow with it. 
 In Emerson's fine phrase, this institution will be for all time the lengthened 
 shadow of one man's life. 
 
 It is the purpose of those who love him to erect a statue to his memory. 
 In so doing they will honor themselves and teach objectively a great lesson, 
 but his school is his real monument. An institution of learning is the best 
 earthly type of immortality. It is the only thing under the heavens that 
 grows younger and stronger with the years. It is a creature of deathless 
 function, of endless needs, of immortal youth. Great-grand-daughters will 
 journey to it as to a pilgrimage, while young children will be playing about 
 its knees, and the influence of all influences that will guide its life will be the 
 influence of Charles Duncan Mclver. 
 
 As for me, his death struck close at the foundations of my life. It was a 
 thing my mind had never contemplated; for a certain unconquerable boyish- 
 ness in him precluded the very thought of silence and the grave. I could 
 not think of death in connection with this happy-starred, full-blooded man, 
 in love with life and work. His passing closes for me a cycle in my hfc, a 
 companionship of dreaming and work, of ho|)e, and accomplishment, asso- 
 ciated with the morning of life. Such work as he did must always go on 
 and I would fain be in it ami of it, but his absence somehow gives it another 
 hue and qualify. After I left North Carolina, by a strange coincidence to 
 which he often alluded, we drew closer to each otlu-r in actual intimacy than 
 ever before. Benign fortune set us to doing over an area extending from the 
 Gulf to the P(jtomac, what we had once tried to do over the hills and valleys 
 (jf North Carolina. We met (jften each year, sleeping in the .same room, 
 and talking in the night. 1 saved my stories for him. and he saved his for 
 me. He incarnated North Carolina to me, suggesting its wholesomeness, 
 telling me its incidents, its ambitions, its progress, and bringing me news of our 
 olrj friends— those that had died and those that had married and tho^- that 
 were fighting the battles of ambition and life. Kai h meeting with him was
 
 3i8 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 a bath of youth and good feehng and courage, that left me cleaner and stronger 
 and fresher for my own tasks. I shall miss him sorely, in this breathing 
 world, tho he is not dead either to my sight or spirit. Not only is he alive 
 in the vague spiritual sense of the choir invisible molding the ideals and 
 purposes of men, but he is alive and vital somewhere upon some mount of 
 faith, and busy at work upon some good cause. 
 
 O strong soul, by what shore 
 Tarriest thou now ? For that force, 
 Surely, has not been left vain, 
 Somewhere surely, afar, 
 In the sounding labour-house vast 
 Of being, is practiced that strength, 
 Zealous, beneficent, firm. 
 
 THOMAS BLANCHARD STOCKWELL 
 
 BY DAVID W. HOYT, PRO\TDENCE, R. I. 
 
 Thomas Blanchard Stockwell, son of Amos W. and Susan Le Baron 
 (March) Stockwell, was born in Worcester, Mass., July 6, 1839. The 
 family removed to Chicopee, Mass., when Thomas was two years old, and 
 his early education was received in the public schools of that place. When 
 he was thirteen years of age, his father died, and he was thrown upon his own 
 resources, with his mother and a younger brother dependent upon him. He 
 provided a home for that mother many years, and tenderly cared for her as 
 long as she lived. 
 
 He fitted for college in the Chicopee High School, of which' George D. 
 Robinson, afterward governor of Massachusetts, was principal; and the 
 future career of Mr. Stockwell was to a great extent the result of Governor 
 Robinson's influence over him, in that school. Mr. Stockwell entered Brown 
 University in 1858, graduating in 1862, and receiving the degree of A.M. 
 three years later. Here he came under the influence of that noted teacher, 
 Professor S. S. Greene, for whom he was accustomed to express great respect 
 and admiration. 
 
 After graduation, he served a short time as submaster of the Eaton Gram- 
 mar School in New Haven, Conn., and then was appointed principal of the 
 high school in Holyoke, Mass. 
 
 In March, 1864, he became a teacher in the Boys' Department of the 
 Providence High School, and continued to serve in that capacity for eleven 
 years. From 1867 to 1875 he was also associate editor and manager of the 
 Rhode Island School-master. 
 
 In 1875 the monthly teachers' publications of the New England states 
 were merged in the weekly New England Journal oj Education, published in 
 Boston. Hon. Thomas W. Bicknell, then commissioner of public schools for 
 Rhode Island, resigned his position and became editor of the new periodical. 
 Mr. Stockwell, thru his association with Mr. Bicknell in the publication of
 
 
 Sketches] IN MEMORIAM THOMAS BLANCH ARD STOCKWELL 319 
 
 the School-master, was already somewhat familiar with the duties of the com- 
 missioner's office, and his experience as a teacher in different grades of schools 
 was an important qualification for the position. He was at once appointed 
 to the office of commissioner of public schools for Rhode Island, and contin- 
 ued to fill that ofiice till 1905, a period of thirty years of continuous service, 
 longer than that of any other official occupying a similar state position in this 
 country. He was also secretary of the State Board of Education and Board 
 of Trustees of the State Normal School. 
 
 Mr. Stockwell commenced at once to make himself acquainted with every 
 school district in the state. As a result of his travels and conferences thru 
 many years, he became more thoroly acquainted with the condition and the 
 people of the country towns than any other person has been, and this knowl- 
 edge added much to his influence in those towns and in the General Assembly, 
 His office was far from being that of a mere collector of statistics, tho that 
 received due attention. He was constantly striving to improve the methods 
 of instruction in the schools, and interest not only the teachers, but the parents, 
 in the cause of education. This he did by meeting the people in their own 
 towns, and by frequent conferences with them in his city office. The General 
 Assembly was accustomed annually to place at his disposal a sum of money 
 to be used for conducting institutes and obtaining lecturers for the purpose 
 of securing these results. He was, of course, as commissioner, the most 
 important member of the Rhode Island Institute of Instruction, whose annual 
 meetings in Providence have been so fully attended by the teachers of the 
 state. 
 
 The duties of his office were partly judicial. Many educational diffi- 
 culties and controversies were brought before him for settlement, and it is 
 much to his credit that so seldom was an appeal taken from his decisions to 
 the courts of law. 
 
 His ability to recall the names and faces of those whom he had not seen 
 for some time, and the hearty greeting with which he met them, added much 
 to his fitness for the office he held. The teachers, of both public and private 
 schools, regarded him as their personal friend, and often sought his counsel, 
 in personal as well as educational matters. 
 
 The members of the General Assembly looked to him for information 
 and advice, whenever a measure was projjosed which aiTec ted public educa- 
 tion. Notwithstanding the well-known disinclination of Rhode Islanders to 
 make changes, during his long term of service he was able to secure imjmrtant 
 reforms — like the free textbook law and the certification of teachers — by 
 quiet, patient, constant effort, year after year. The altolition of the school 
 district system and the adojjtion <>f the town system hi- had long labored for, 
 but hardly dared to hope that the c hange would be made during his lifetime. 
 However, some of the more |)opuIous towns, one after another, voluntarily 
 made the change, and at last, more than a year before the close of his admin- 
 istration, a law went into cflecl making the change binding upon the whole
 
 320 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 state. The erection of the splendid building for the Rhode Island Normal 
 School, the increase in the facilities for secondary education, the establish- 
 ment of a large number of public libraries, and many other improvements, 
 might be mentioned, were one to write a history of his administration. 
 
 He wrote Annual Reports, 1875-1905; also A History 0} Public Educa- 
 tion in the State of Rhode Island from 1636 to 1876, a volume of 458 pages, 
 published for the Centennial Exposition, now out of print, and highly valued 
 by educators. 
 
 He was an influential member of the Barnard Club, an organization com- 
 posed of male teachers of Rhode Island, of all grades, from university pro- 
 fessors to grammar-school teachers. He was its second president, after its 
 reorganization upon its present basis. He was for many years an active 
 member of the American Institute of Instruction, and, since 1891, of the 
 National Educational Association. 
 
 His efforts and influence were not confined to strictly educational circles, 
 but were extended to various moral and philanthropic organizations in Provi- 
 dence and vicinity. Especially was his influence felt in religious matters. 
 Soon after he became a permanent resident of Providence, he united with 
 the Central Congregational Church, where he was highly honored and 
 esteemed, and, for the last thirty years of his life, held the office of deacon. 
 
 His constant and conscientious devotion to the duties of his office after 
 he became commissioner of schools prevented his taking proper vacations. 
 Had he been more careful of himself, his life and usefulness might have been 
 prolonged. In September, 1902, he suffered a slight stroke of paralysis, 
 which was repeated two years later, in August, 1904. He soon after lost the 
 control of his voice, so that it was with difficulty he could make himself under- 
 stood, tho he retained, to a large extent, the use of his mental powers. Thru 
 his own desire and the kindly consideration of the State Board of Education, 
 he remained in office till the summer of 1905, thus retiring after thirty years 
 of service. 
 
 For the next six months, he was able to walk about the streets near his 
 home, but died very suddenly, in his own house, February 9, 1906, without 
 being confined to his bed. 
 
 Mr. Stockwell was married May 15, 1866, to Miss Harriet E. Davis, of 
 Westfield, Mass., who survives him, with their three sons: Rev. Frederick E. 
 Stockwell, of Beverly, N. J.; Arthur M. Stockwell, of Oil City, Pa.; and 
 Edward A. Stockwell, Esq., of Providence. 
 
 Soon after he was laid aside from active duties, the Barnard Club entered 
 
 upon their records, and sent to him, a minute in which the following language 
 
 was used: 
 
 Teachers will mis? his cordial greeting, his cheering presence, and wise counsel. 
 
 All citizens will appreciate the helpful visits he has made to the schools in all parts of the 
 
 state, his influence in securing wise and just laws for their guidance, his wise decisions 
 
 of legal questions submitted to him, his unremitting application to all his varied duties, 
 
 .nd his upright Christian character.
 
 Sketches] IN MEMORIAM THOMAS BLANCHARD STOCKWELL 321 
 
 The State Board of Education passed the following resolutions upon the 
 retirement of Mr. Stockwell: 
 
 In v-iew of the resignation of Hon. Thomas B. Stockwell, the Commissioner of 
 Public Srhools and the Secretary of this Board, who for nearly the period of a lifetime 
 has discharged the duties of the high office with great credit to himself and equal honor 
 to the State; 
 
 Resolved, That this Board in accepting his r.signation takes occasion to assure him 
 of its very high esteem and deep regret that impaired health and consequent disability 
 have rendered this act on his part necessary. In this connection the Board recalls with 
 deep sensibility its own indebtedness and that of the state to the singularly devoted and 
 efficient services by him continued with unflagging zeal thru thirty years. When the his- 
 tor)' of education in Rhode Island during these years shall be written, it will present 
 Mr. Stockwell a,s the foremost among many able men and women doing effective work 
 for the better education of all the children of the state. 
 
 A born teacher, i. e., having the ability and aptitudes for the nurture and training 
 of youth, and enthusiasm that was nothing else than a consecration to the cause as his 
 mission in life, ambitious for visible results, he welcomed the office he now retires from. 
 An impulse of new life and interest in education was soon felt in all parts of the state, 
 and it did not stop with the boundaries of Rhode Island. Teachers felt a new strength 
 as of a leader and helper come to their aid. Parents were awakened, and legislators 
 listened courteou.sly to calls for appropriations that the new possibilities might te realized. 
 In a word, the wheels of progress began to turn and the movement has gone grandly 
 forward to this day, when we can justly and proudly say Rhode Island is quite abreast 
 of the noblest states in our country in the matter of popular education. 
 
 Mr. Stockwell is an American of the best type, public-spirited, patriotic, with the 
 courage of his convictions, progressive, his whole character seasoned by liberal studies 
 and the spirit of a Christian gentleman. Quick to see opportunities of improvement, he 
 has been wise and prudent in creating the public sentiment necessary to the adoption 
 of new measures. Crotchets and fads have never beguiled him. With .singular discrimi- 
 nation he has followed the verifiable paths of real progress. Educational forces have 
 been concentrated, harmony promoted, a system estabhshed that has the prestige of the 
 world's approval. 
 
 In it all the place of Mr. Stockwell is unique, for it is largely his monument. The 
 Board congratulates him upon the fact that he retires from the field t)f his lalx)rs as the 
 vict<jrious soldier retires when the battle has been won and a grateful [jcople give him 
 joyful greeting. 
 
 This Board voices the general sentiment of this commonwealth when it wishes him 
 a glad future, sweet and inspiring, with the love of a generati'jn he has .served and blessed. 
 
 The following is from a minute adopted l)y the Ontral Congregational 
 Church of Providence. 
 
 On the ninth of February icjcft, Deacon Thomas B. Stockwell entered into rest. 
 Had another year been allotted to him, he would have compKletl forty years of member- 
 ship and thirty years in the office of flcacon in the Central Congregational Chup h. 
 
 During that long peri(jd of time his active cooperation has l)een constantly at the 
 service of the church in all its (,'hristian ai tivities, making him promin<nl in the «on- 
 ference meetings, in the Sumlay school, .ind in the social iiilertsts of tl»e iliunh. 
 
 His kind and cordial manner and hi.s open sincerity made his acquaintance a pleasure 
 to old and young; while his ready sympathy prompted him to minister as far ix:. |K)ssiblc 
 to the relief of the sii k and afllii ted by visits of condolence or other tokens of ititerest 
 and brotherly love. 
 
 Brother Strx kwell wan firmlv altai hrd U» the ol<l standards of Christian U-lief. Amid
 
 322 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 all assaults upon the credibility and authority of the Sacred Scriptures, he remained 
 unmoved in his adherence to them as the only safe guide, and in loyalty to "the faith 
 once delivered to the saints." 
 
 This church desires to place on record the esteem with which it regards the character 
 of our departed brother, and its sorrow for his loss. His best memorial will be the recol- 
 lection of his many valuable services to his fellow-men in public and private. 
 
 ALBERT PRESCOTT MARBLE 
 
 BY CLARENCE E. MELENEY, NEW YORK CITY 
 
 Albert Prescott Marble was born in Vassalboro, Maine, May 21, 1836, 
 and died in New York City March 25, 1906. He was a son of John and 
 Emeline Prescott Marble, of old New England stock. His early life was 
 spent on the ancestral farm where he developed a robustness and vigor which 
 laid the foundation of a well-developed physical and mental force that carried 
 him thru a long and active career. By his own industry he laid up a 
 small sum, sufficient to enable him to attend the academies at Yarmouth 
 and at Waterville, and to begin his college course. He was over twenty-one 
 years of age when he entered Colby University, then old Waterville College. 
 It was the practice of students in that institution in those early days to earn 
 their way thru college by teaching school during a winter vacation, and 
 to pursue their studies thruout the rest of the year, except three or four weeks 
 in summer. This short vacation was spent in the hay fields upon the home 
 farm. Mr. Marble inherited not only a strong physique but marked intellec- 
 tual ability and the moral qualities that characterized the men and women 
 of New England communities. In college he was a diligent student and, 
 having acquired more than the average of maturity thru years of labor and 
 application to his books, he was able to excel in scholarship and to take high 
 rank in his class. He won prizes in oratory and carried off many honors 
 during his course. He graduated in 1861, and when later the Phi Beta Kappa 
 was established he was enrolled as one of the early members of the chapter. 
 In 1864 he received his master's degree, and later was honored with a docto- 
 rate. Dr. Marble had already begun his long life work as a teacher in elemen- 
 tary and high schools. He was principal of the Boynton High School in 
 Eastport, Maine, of the Berkshire Family School in Stockbridge, Mass. In 
 1862 he went to Wisconsin, as professor of mathematics in Wayland University 
 at Beaver Dam. Returning east, Dr. Marble became principal of Worcester 
 Academy. At this time the academy was in the depths, both financially and 
 educationally, and the trustees decided to give up the undertaking and turn 
 over what funds there were to Newton Theological Institution. Power was 
 asked from the legislature to do this, but Dr. Marble had the wisdom and 
 courage to oppose the proposition, and his opposition was so effective that 
 the power was not granted for the transfer. Thus a useful and worthy insti- 
 tution was saved for general education, which became under his management 
 and during recent years one of the most important and successful secondary
 
 Sketches] IN MEMORIAM ALBERT PRESCOTT MARBLE 323 
 
 schools in the country. His success in this institution led to his election as 
 superintendent of schools in Worcester in 1868, which position he held till 1894. 
 During these twenty-six years Dr. Marble became one of the most active and 
 prominent superintendents in the country and a leader not only in his own 
 state but in the nation. He took charge of the schools in Worcester when 
 there was practically no organization, and built up an effective city school 
 system. He gathered around him a group of masters and a corps of teachers 
 that worked in the greatest harmony with him during his incumbency of this 
 responsible position. He w^as an administrator of tact, discretion, and power. 
 He showed remarkable wisdom and foresight in w-hat he did and a construc- 
 tive force of the highest order. He anticipated what the requirements of 
 the future would be, and fitted the present needs to these conditions. 
 He was able to win to his support rival elements in his school committee, to 
 conciliate opposition, and to direct and control both radical and conservative 
 forces. He gave much attention to the proper construction and equipment 
 of schoolhouses, realizing the importance of modern sanitary and hygienic 
 conditions. For many years the school buildings in Worcester were regarded 
 as the best models in the state, and his leadership in this work had a great 
 influence in establishing in Massachussetts the system of schoolhouse sani- 
 tation which has made the state famous. Dr. Marble was the author of a 
 work on School-House Construction and Sanitation published by the U. S. 
 Commissioner of Education. In the administration of the schools of Wor- 
 cester, Mr. Marble recognized the ability, the resourcefulness, the integrity 
 and the loyalty to the system of the principals of his schools and the directors 
 of the special branches. He had absolute confidence in them and they 
 believed in him. He realized that they were able to work out the details of 
 instruction, and to put into that effort their individuality, their enthusiasm, 
 and their professional spirit. He never hampered or retarded progress by 
 petty criticism, too close oversight, or the obtrusion of his own theories. He 
 was recognized as a friend of the teachers, observant, sympathetic, ajiprc- 
 ciativc. He never occasioned fear in the breast of the timid or inexperienced 
 teacher, nor did he worry the moderate or anxious seeker after truth. He 
 realized the limitations of human effort, and accejKcd the results of faithful 
 and con.scientious service. The State Normal School in thai t ity supplied 
 the schools with many of the teachers, an<l they found under his supervision 
 the necessary opportunity for apprenticeship and for the development of 
 efli( iency. 
 
 In those years Worcester like many other cities in the country proved to 
 be a field where it was always necessary steadfastly to maintain tlie |)ositi()n, 
 the rights, and the prerogative of the superintendent. There were earnest 
 and well-meaning people who were impatient of delays and eager for the 
 afloption of the most advanced ideas on school work. To lliem Dr. Marl)le 
 ai)peared to stand in the way ^>i |»rogress. Nevertheless the elementary 
 schools maintained a high standard and the high schools became models of
 
 324 
 
 NA TIONA L ED UCA TIONA L A SSOCIA TION [Memorial 
 
 efficiency. Dr. Marble was one of the first superintendents to recognize the 
 importance of the Enghsh high school as differentiated from the old-time 
 classical school, and he had the honor of founding an institution of that kind 
 that had the effect of raising the standard of secondary education along all 
 lines of training and culture. When the advocates of manual training became 
 active and proclaimed this feature of school work as the measure of educational 
 progress, Dr. Marble was not carried away with it, nor did he join in the 
 procession. He had little respect for "newness," and placed his confidence 
 in the "presumption of brains. " He was wise enough to recognize the value 
 of a system which could be worked out by a conservative study of all the 
 elements that contribute to a complete education. In his mature experience 
 as an educator he came to realize the broader means of training of the young, 
 and contributed his strength to the establishment of all-round courses of 
 instruction. 
 
 From Worcester Dr. Marble went to Omaha as superintendent of schools, 
 but remained only about a year in that city. In 1896 the school system of 
 New York City was revolutionized by an act of the legislature which author- 
 ized the appointment of a new board of education and provided for a board 
 of superintendents which should institute all educational measures, examine 
 candidates for principals and teachers, and establish eligible lists, make all 
 nominations, recommend the establishment of schools, the courses of studies 
 and textbooks, and administer and manage the schools. In June the new 
 Board of Education elected several men who had acquired experience in 
 other states to membership in the Board of Superintendents, one of whom 
 was Dr. Marble. This was a field in which he was qualified by years of 
 persistent and energetic work to undertake great responsibility. His knowl- 
 edge and ability was soon recognized and he was made chairman of the Com- 
 mittee on High Schools. In this position Dr. Marble achieved a success 
 which was the crowning work of his long career. It made him the leader in 
 the organization of the three first high schools established in the city of New 
 York, the preparation of courses of study, and the selection of principals and 
 teachers. To support him in the Board of Education in all legislation and 
 in financial matters necessary for the erection and equipment of new build- 
 ings, he had a committee headed by Hon. Henry W. Taft whose wisdom, 
 foresight, and energy were essential to ensure the success of so great an under- 
 taking. When the new charter of the greater city was put into operation, by 
 which the schools of all the boroughs were placed under one management. 
 Dr. Marble was elected to the new Board of Superintendents and appointed 
 chairman of the new committee on high schools. His knowledge of high- 
 school work and his wide acquaintance with high-school principals and 
 teachers qualified him in an eminent degree to undertake the work of organ- 
 izing and extending this department of the school system. He retained this 
 position until his impaired health and declining powers made it necessary 
 for him to be relieved. He also retained his intereest in and relations to the
 
 Sketches] 7.V MEMORIAM ALBERT PRESCOTT MARBLE 
 
 325 
 
 elementary schools. He was an intelligent and sympathetic advocate of the 
 progressive yet conservative development of the school system in all its varied 
 activities. He encouraged the development and extension of kindergartens, 
 manual and industrial education, and the vacation schools. He took a large 
 view of the important educational problems being worked out in the metrop- 
 olis, realizing the breadth and comprehensiveness of all their relations. He 
 was not easily disturbed by the slow development of great undertakings and 
 seldom ruffled by opposition or criticism. He always had absolute confidence 
 in his associates, respected the opinion of others, and co-operated unhesi- 
 tatingly in every undertaking of importance. He made friends among the 
 teachers by his genial and sympathizing interest in their work and was 
 always welcome in the classroom. 
 
 In New York, Dr. Marble was identified with many organizations of 
 school men, including those engaged in public and private institutions. He 
 contributed from his wide experience to their deliberations and discussions 
 of live subjects. He was warmly greeted in social circles, and his ready wit 
 and good common-sense always contributed to social enjoyment. He was 
 blessed with an even temper, an open-hearted generosity and a cheerful 
 disposition. He was always approachable, courteous, dignified. He com- 
 manded respect at all times and was admired for his courteous and gentle- 
 manly qualities. 
 
 During the last quarter of the century Dr. Marble has been recognized 
 as one of the prominent educators of the country. He was active in state 
 and national gatherings of teachers, contributing by service and by his papers 
 to the success of the organizations. He was one of the founders of the N. E. 
 A. and held the office of secretary and president. He was the president of 
 the Department of Superintendence of the N. E. A. in 1S69. In those years 
 he was a fluent and engaging speaker, winning his points l)y his practical 
 and common-sense views. He contributed much to educational discussions 
 by his addresses, his school reports, and his articles in educational periodicals. 
 Dr. Marble did not confine his interests and his activity to the public schools. 
 His counsel was sought by other educational bodies, he having been a member 
 of the Ijoards of trustees of several of the higher institutions of learning. .\ii 
 editf)rial estimate of Dr. Marble in a New York paper was expressed, perhaj)? 
 justly, as follows: 
 
 He was an (julgn.wtli <>i llic iiulipcndint, silf-rcspccling New Kngland school of edu- 
 cators, who have taken a leading share in establishinR the standards of public education 
 in the country. He was j)erhaps not in close touch with many of the extreme ideas that 
 liecame ( urrent and popular during the List dn a<lc, l)Ut he lived to see a tendenc y to reac- 
 tion towards his own view^. He did ncjl take cduialion.ii progress too seriously, recog- 
 nizing that there was always a dividing line of experiment. He wjis in harmony with the 
 lx;st human methods. He was a trained teacher in all brandies of schtK)l work, more 
 partifUJarly in high-school stu<lics, and if he came to the schcnils of this city [New York] 
 somewhat late in life to enter fully into the- deeper interest and detail, he never failed 
 to Drcscnt a broad, pleasant, and congenial attitude- to that work. He- would contribute
 
 326 NATIONAL EDUCATIONAL ASSOCIATION [Memorial 
 
 a cheerful and timely word or thought to aid teachers in their efforts at progress, and his 
 kindly presence will be often and tenderly recalled. 
 
 In closing this brief sketch of the career of Dr. Albert Prescott Marble, I 
 can employ no language more fitting than the following paragraphs taken 
 from the resolutions adopted by the Board of Superintendents of this city 
 which appears in the minutes of March, 29, 1906: 
 
 Among the educators of the United States he was a leader, and among the school 
 superintendents at large he was eminent. He brought to the work upon which he entered 
 in the city of New York a ripe scholarship, a broad experience, a knowledge of educa- 
 tional problems, and a capacity for administration that have been exhibited by few of 
 his contemporaries. In the organizaiton of the great high-school system which is now found 
 in the boroughs of Manhattan and The Bronx, and also in the work of the Board of 
 Superintendents during the past four years, he took a leading and active part. His coun- 
 sel was always sound and his judgment could safely be followed. 
 
 Those qualities which most endeared Dr. Marble to his associates and to all who 
 came in contact with him were a rare sweetness of temper, a courtesy that never failed, 
 a geniality that knew no difference of rank or station, an unswerving steadfastness of 
 purpose, an unconscious dignity of bearing that marked him as distinguished, and a 
 high and noble conception of duty and honor. His circle of friends was as wide as his 
 acquaintance. 
 
 To his associates in the Board of Superintendents the news of Dr. Marble's serious 
 illness came with deep regret, and the tidings of his death brought the keenest sorrow. 
 The loss is not only that of an associate, but of a friend and comrade. It is the loss of 
 one whose knowledge wa.- at our service, whose advice or assistance was ever at our 
 command, whose sympathetic interest was always alive, whose fellowship we prized.
 
 PAPERS COiNTRlBUTED FOR THE ANNl 
 
 VERS ARY VO LUME 
 
 BY MEMBERS IN THE UNITED STATES 
 
 FIFTY YEARS OF AMERICAN EDUCATION 
 
 ELMER ELLSWORTH BROWN, COMMISSIONER OF EDUCATION OF THE 
 
 UNITED STATES 
 
 The National Educational Association, in its inception, was one of the 
 earnest endeavors to arrive at a national view of the common interests of all 
 sections of this country, which marked the third quarter of the nineteenth 
 century, both before and after the Civil War. It followed after the great 
 educational revival of the second quarter of that century, which was in fact 
 a revival, if not a new creation, of public conscience in the matter of the educa- 
 tion of the whole people. In the year 1857 that revival had passed its first 
 enthusiasm, but it had already carried the American people forward to an 
 educational position far in advance of any which they had previously attained, 
 a position from which they have never receded and are not likely ever to recede. 
 The tangible results of the revival were seen in the spread and the strength- 
 ening of school supervision in state and city and county; in the growth of 
 state school funds and local taxation for schools; in the organization of schools 
 in a well-graded system; in the earlier provision for compulsory education; 
 and in the rapid growth of public high schools and of state normal schools. 
 
 The revival had to do primarily with education of an elementary grade, 
 but its influence spread slowly upward and was felt in the highest institutions. 
 In spite of the rapid growth of public high schools, the standard agency for 
 secondary education was still the privately managed academy. Between the 
 public high school and the college there was still a wide gaj), and the thought 
 that this gap ever would or ever could be bridged by the high school was not a 
 widespread convicti(jn. The colleges were pursuing in the main tluir old 
 traditional course of classical training. Some faint jjeginnings had been made 
 in the difi"erentiation of their courses, but the estabhshed tradition was hardly 
 shaken as yet. It was only a very brittle and hardly recogni/cd bond whii h 
 joined them with the schools (jf the jieople. Some of ihi-m had contributftl 
 mightily U) the development of elementary school systems, but it was by way 
 of a missionary pnjpaganda and not by way of an identification of interests. 
 The earlier stale universities had already come into being, but they had not 
 yet been able to emancipate themselves from the current tradition of higher 
 education. They, too, were old-Iiiu- classical colleges, only holding in their 
 form of organization an unrealized capacity for responding to the still imfoiincd 
 aspirations of new commonwealths. 
 
 327
 
 328 NATIONAL EDUCATIONAL ASSOCLiTION [Anniversary 
 
 The tendencies of naturalism in education had not yet come to their full 
 influence. The first Pestalozzian wave in this country was past, and the 
 second wave had not yet culminated. Across the seas, Darwin and Spencer 
 and Huxley and Helmholtz had begun their great work, and the soil of America 
 was already prepared for the seeds of their sowing. Agassiz was at Harvard 
 and Arnold Guyot at Princeton, and American natural science, still drawing 
 some of its inspiration from Benjamin Franklin and from the group of scien- 
 tists gathered at Yale by the first Timothy Dwight, was preparing to utilize, 
 to the full, the forces which Europe had set in motion. American invention 
 was already in full swing. A population of twenty-three millions in 1850, 
 and thirty-one millions in i860, was annually taking out in the intervening 
 decade two thousand patents for their inventions; yet American technical 
 instruction, the training of hand and eye to follow the guidance of constructive 
 imagination in the field of material things, had made only the smallest begin- 
 nings. The national government had its schools of war at West Point and 
 Annapolis, and their influence was felt in the training of engineers; the Rens- 
 selaer Polytechnic Institute and one or two other institutions were doing 
 pioneer work in the technological field; agricultural education was much talked 
 about, and was actually attempted here and there, but had not yet found itself; 
 the first kindergarten had been established in Germany less than twenty 
 years before this time, and the few kindergartens opened in America before 
 the Civil War were educational curiosities; manual training in the schools 
 was hardly a dream as yet, and drawing for technical ends and the whole range 
 of training for the fine arts existed only in a crude and provisional way. 
 
 If this were a review of the fifty years preceding the eighteen-hundred- 
 fifties, it would be easy to show that the time had been one of very great improve- 
 ment. But the really glorious advance of that period had still left a greater 
 work undone. The task which faced the men of the fifties was truly formid- 
 able, and it called for a closer co-operation of educational forces thruout 
 the land. 
 
 Shortly after the founding of this National Educational Association, the 
 continued existence of the nation in its entirety was threatened, and civil war 
 was the result. The re-established unity was in many respects a different 
 nation from that which had been, a nation equipped for greater undertakings, 
 and in the course of time bound together by stronger ties than anyone in that 
 time of strife could have hoped to see. The thirty-three states of i860 had 
 increased to forty-five in 1900. The population of thirty-one millions in i860 
 had increased at the end of the century to seventy-six millions, and is now 
 fast approaching ninety milHons. In addition to the natural increase of a 
 flourishing people, there has been a tremendous increase by immigration 
 from all parts of the world, of people representing all manner of national 
 and racial history, an immigration which has never in any one year of 
 that period fallen below 72,183, the number for the year 1862, and which 
 rose in the year 1906 to 1,100,735. The 387 daily newspapers of i860
 
 Papers] FIFTY YEARS OF AMERICAN EDUCATION 329 
 
 had risen in 1900 to 2,226, and the circulation of weekly journals and 
 monthly magazines had increased enormously. The number of volumes in 
 public libraries increased from eleven and one-half millions in 1875 to fifty- 
 four and one-half millions in 1903. The whole industrial system of the South 
 has been changed by the abolition of slavery. The accumulation of large 
 capital and the growth of gigantic industrial operations have introduced new 
 forms of organization of both capital and labor, and have brought to the front 
 the weightiest problems of industrial administration that any people have ever 
 faced. The morals of a crude, young society, a large part of whose inhabited 
 territory was on or near the frontier of civilization, have had to undergo read- 
 justment to new conditions of public and private life. Where 16 per cent, 
 of the population lived in cities in the year i860, t^t, per cent, lived in cities in 
 the year 1900, and the ideals and usages of urban life have been so spread 
 abroad by improved means of travel and communication that already the city 
 is dominant thruout our civilization. The increase of urbanity in American 
 life has already affected the American character most profoundly. With this 
 urbanity has come a cosmopolitan tendency and interest in the affairs of the 
 world. As our nation has come to take a new place among the nations of the 
 earth, our people have shown a readiness to interest themselves in the larger 
 interests of mankind. 
 
 All of these various movements and tendencies have been interwoven in 
 the most intricate and interesting relationships. The realistic movement in 
 the several arts, the ethical trend in religion, the economic influence in political 
 life, all of these things have entered most intimately into the tremendous 
 complication. We are to see, in the rudest outline, how American education 
 has engaged in the movement of these fifty years, and, with more or less of 
 inspiration and guidance from the National Educational Association, has 
 played its part therein. Here as everywhere the educational movement has 
 been both cause and effect of the large development of our civilization. 
 
 Few people understand how great is the first, elemental rcsj)onsibiHty of 
 educational institutions, that of holding successive generations u]) to the culture 
 level of their {predecessors. This alone is a tremendous task, whicli the schools 
 are not always able to discharge in the face of adverse circumstances. The 
 difficulty of that task is vastly increased when the people to be educated are 
 spreading out into new territories and are taking into themselves large elements 
 of population from foreign civilizations. Add to this the respoiisiI)ihty which 
 modern and democratic aspirations impose, of echicating each generation 
 better than its predeces.sors, more extensively and more variously, and tlu- 
 task with which our schools have wrestled during these I'ifty years is seen to br 
 one of almost f)verwhciming ditVuulty. 
 
 (Jnly a few of the countless aspects of mir edutational life during thi> 
 half-century can be mentioned here, and they can be nunii<ini<i only with the 
 utmost brcvilv.
 
 330 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 1. The enormous growth of public high schools in this period has fre- 
 quently been mentioned. It is not only the numerical increase of such schools 
 and of their attendance of students which is notable, but the fact that in this 
 period the public high school, occupying a central position in our series of 
 educational institutions, has come to exercise a most significant influence upon 
 the whole educational system. Closing up, by an irresistible growth, that 
 great gulf between the schools of the whole people and the institutions of higher 
 education, the high school and its problems have come to constitute a very 
 center of interest in all American education, an interest shared by schools both 
 above and below the high-school grade. 
 
 The historical table carefully prepared by Dr. Harris shows that there 
 were in existence in the year i860 only 69 high schools having a well-defined 
 high-school course of study. The number of incomplete high schools at that 
 date was much larger; but the standard American institution of that period, 
 for secondary education, was still the privately managed academy. With the 
 increase of population in the decades following the Civil War, the attendance 
 on both public and private schools of secondary grade steadily increased, but 
 the public high schools grew more rapidly than their competitors. In the 
 decade between 1880 and 1890 the center of gravity of our secondary education, 
 as shown by the attendance of students, shifted from the side of the private 
 academy to the side of the public high school. Since that time the privately 
 managed institutions have continued their steady growth, but the growth of 
 public high schools has been so great as to constitute one of the most striking 
 features in our educational history. The 202,963 students in attendance on 
 these high schools in the year 1890 had increased in the year 1905 to 679,702 
 students. In the same time there had appeared many of the most notable 
 publications yet issued in this country relating to the problems of secondary 
 education; and the influence of schools of this grade, and of various bodies of 
 teachers representing the schools of this grade, had grown enormously. 
 
 2. The period last referred to might indeed be designated as the age of the 
 high school, were it not that with even more reason it may be called the uni- 
 versity age of our history. Indeed, the last half-century has been a time of 
 remaking of our higher education. Practically the whole history of the Ameri- 
 can university falls within that period. It is a most significant fact in our 
 American life that the university, which has come into being so rapidly, yet 
 so largely without observation, has come to exercise so powerful an influ- 
 ence in the higher life of the nation. 
 
 Before the time of our Civil War there had, to be sure, been foreshadowings 
 of the American university. Harvard, bearing the university name, had 
 already begun to experiment in the elective system. Francis Wayland, one 
 of the seers among our college presidents, had dared propose radical changes 
 in the college system of his time. Scientific courses had begun to appear in the 
 colleges side by side with the ancient course leading to the degree of Bachelor 
 of Arts. President Tappan, of the University of Michigan, had received a
 
 Papers] FIFTY YEARS OF AMERICAN EDUCATION 
 
 33^ 
 
 profound impress from the university system of Germany, and had pubh'shcd 
 large plans for the development of the institution over which he presided. But 
 the real university movement in this country followed the Civil War. Some 
 of its characteristic signs were private endowments of university instruction, 
 the upbuilding of instruction in natural science, the introduction and spread 
 of laboratory methods of teaching and of the modified German Seminar, the 
 rapid extension of technological training, the development of graduate schools, 
 and the spread of the conception of independent research. Among the land- 
 marks in this movement may be mentioned the establishment of Cornell Uni- 
 versity in 1868, with the purpose that it should be an institution where any man 
 may receive instruction in any subject, and the direction given to the first 
 embodiment of that purpose by President Andrew Dickson White; the presi- 
 dency of Charles W. Eliot at Harvard, beginning in 1869, and extending over 
 three-fourths of the period represented by the history of this Association — a 
 presidency marked by positive leadership in the making of many-sided aca- 
 demic freedom, in the advancement of American standards of professional 
 training, and in the vital co-ordination of elementary and higher education; 
 the long leadership of Michigan University among the state universities of this 
 country, under the presidency of James B. Angell, Ijcginning only two years 
 later than that of President Eliot, which in large measure fulfilled and in many 
 respects surpassed the vision of President Tappan, and contributed greatly 
 to the unification of public education in our state systems of schools; the 
 opening of Johns Hopkins University in 1876, and its early organization under 
 Daniel C. Gilman, as the first American institution to give precedence to the 
 advanced study and research distinctive of the modern university; the decisive 
 emphasis upon the idea of graduate work in the establishment of Clark Uni- 
 versity in the year 1889, and its organization by President G. Stanley Hall as 
 an institution definitely raised above the baccalaureate rank ; the long develop- 
 ment and all-round organization of the various elements that go to make an 
 American university in the history of Columbia College, later Columbia 
 University, under President Barnard and his illustrious successors; later 
 endowments of great magnitude, such as those of the University of Chicago and 
 the Lcland Stanford Junior University, together witli new endowments of 
 older institutions. It is a ret ord of vast significance, and this brief enumera- 
 tion has only begun to mention the names of tlKisc wlio ha\c l)oriu- large 
 responsibilities in its making, the foundations thru which it has been |)ro- 
 moted, and the intellectual and spiritual achievements with whi( h it has been 
 attended. The 225 colleges and universities of 1860 had risen to 7,\-] in 1S70, 
 and to 512 in 1905; the 2.3, .^92 college and university students in 1872 had 
 increased to 126,404 in 1905; while the 198 graduate students of 1870 had 
 increased to 6,829 '" '905- 'I'li^^t-' figures, however, give no adiciualr indica- 
 tion of the growth of the university sj)irii in .\merican affairs. The viry idea 
 of free .scientific research, as it has gained ground with ihe Anurii an public . 
 has helped in a remarkable degree to educate and mold the Ameri< an < harac ter.
 
 332 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 The university extension movement in its various forms, and to a vastly greater 
 degree the organic integration of American educational systems, from the 
 lov^est schools to the highest, has given a general currency to university con- 
 ceptions, which had probably never been reached before over so wide a terri- 
 tory and among so numerous a people. The university insistence upon pure 
 competence, impartially determined, and upon the willingness to wait, in 
 any controversy, for the word of the man who knows — a spirit which is 
 none too widely spread abroad even at the present day — has, I think, gone 
 further in the thought of our American people than was ever known in any 
 preceding age. 
 
 3. It is in these fifty years that the constructive side of education has fairly 
 begun to assert itself — -that side of education which represents the skilled hand, 
 under the control of a disciplined imagination, and guided by knowledge of the 
 physical world and of the products of human history. Here, as in the teaching 
 of natural science, there: have been movements from the side of both the highest 
 and the lowest in our educational systems, which have met and mingled in the 
 intervening grades to make some semblance of a continuous education of a 
 constructive sort. The kindergarten has played its large part in this movement. 
 That brilliant invention of the pure-minded German enthusiast has indeed 
 aimed at other and larger things than merely intelligent work of hand, but in 
 no one direction has its influence been more discernible than in that of making 
 the hand the ally of the spirit in the process of education. The growth of 
 schools of technology has given new dignity to the higher constructive activities, 
 and the intermediate development of manual training, through many mal- 
 adjustments to the philosophic purpose of the kindergarten and to the profes- 
 sional purpose of the school of technology, has been finding its place and 
 doing its work, till it has come to be a marked feature of our American 
 systems of education. 
 
 There were 42 kindergartens in this country in the year 1873. This number 
 had grown in the year 1902 to 3,244, of which 2,202 were connected with public- 
 school systems, and 1,042 were private institutions. The earliest report of 
 manual-training schools, that of the year 1890, shows that such training was 
 given in 37 cities of this country. The number had increased in the year 1905 
 to 420 cities. These figures do not take account of the considerable work 
 which has been done in the establishment of manual-training schools under 
 private auspices, and privately managed trade schools. Some very small 
 beginnings have even been made in the introduction of regular trade schools 
 into public-school systems, and it is not unlikely that this movement may go 
 to great lengths in the coming years. 
 
 Since the close of the Civil War the establishment of technological schools 
 and of technological courses in universities has been very rapid, there being 
 now more than one hundred institutions offering courses in civil engineering 
 and almost as many offering electrical and mechanical engineering courses.
 
 Papers] FIFTY YEARS OF AMERICAN EDUCATION 
 
 ZiZ 
 
 There are enrolled at the present time 29,200 students in engineering and other 
 technical courses of college grade. 
 
 4. In connection with the development of higher technical instruction in 
 this country, special attention should be paid to the great national system of 
 agricultural and mechanical colleges, which was inaugurated by the IMorrill 
 Act of July 2, 1862, and has been greatly furthered by later acts of Congress 
 and by legislation in the several states. The initial act of this series constitutes 
 the great contribution of the war period to the development of a national 
 system of education, and is in some sense the crowning educational service of 
 President Lincoln. The deep devotion with which Justin S. Morrill fathered 
 this measure and labored for the improvement of the schools which he had 
 helped to call into existence, forms one of the finest passages in our educational 
 history. It was a matter of the utmost difficulty to bring into being, at that 
 period, efficient institutions for instruction in agriculture and technology. 
 Without the encouragement of the national government, and the painstaking 
 labors of educational pioneers in the several states, the great results which the 
 Morrill Act sought to accomplish could hardly have been attained. It may be 
 doubted whether the nation fully appreciates to this day the magnitude of the 
 resulting system of technical institutions. Fifty state colleges and universities 
 have either sprung directly from this national endowment, or have received 
 from it new direction and encouragement, in addition to sixteen schools specifi- 
 cally for colored students in the southern states. The terms of the national 
 endowment, as embodied in the first Morrill Act, were so liberal as to enable 
 the institutions founded thereon to be comprehensive universities of the 
 American type; they must lay due emphasis on instruction in agriculture and 
 the mechanic arts, but are enabled to bring such instruction into organic inte- 
 gration with a well-rounded system of higher education. Here is already 
 a national university, in sixty-six free and independent schools. The secondary 
 influences which have flowed from this foundation are already of very great 
 importance, and promise to be still more largely influential and useful in tin- 
 future. Particularly in those states in which the benefits of the Morrill Act 
 have been concentrated in the state university, as in Wisconsin, Illinois, and 
 California, there has come into being a remarkable type of higlu-r education. 
 We see here a whole people engaged most intimately in the conduct of a 
 higher institution of learning, which at the same time is educating tlie wliole 
 people. 
 
 5. The mcn'cment toward a more effective supervision of tiic public scliools, 
 which was greatly furthered by the educational revival, has gone steadily 
 forward during the j)eri(jd now under consideration. In every om- of the 
 states is now found a regularly organized slate tlepartmcnt of t-ducation, 
 Delaware, the last of the older states to organize such a di-partment, having 
 taken that step in the year 1875. In rt-cc-nt years the tendency to centralizii- 
 tion of educational control \n ihese stale departments of education has con-
 
 334 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 stituted a well-defined movement, some of the states, as New York, Wisconsin, 
 and Minnesota, having taken very long strides in this direction. By town 
 and county organization, the country schools of all of the states are brought 
 under some form of inspection and guidance. Supervision has, however, 
 reached its most complete development in a number of our larger cities. In 
 fact the whole movement in the organization of city school systems, which has 
 gone over into a distinctly new stage in the past ten or twelve years, is one of 
 the most marked changes which this half -century has brought about. It is a 
 change which, along with the other urbanizing tendencies of this modern age, 
 is spreading its influence to the remotest school districts of our land. One 
 could hardly begin to set forth the characteristics of this recent movement in 
 such a paper as this, nor is it necessary, in view of the fact that the movement 
 has been widely discussed in books and monographs and articles in our maga- 
 zines. The careful separation of the business side of school supervision from 
 the pedagogic side, the constitution of boards of education with a view to a fair 
 representation of the educational purposes of the community and the suppres- 
 sion of political partisanship in their affairs, the organization of such boards 
 in efficient working committees, the provision for systems of school finance 
 intended to secure adequate funds and to accomplish a wise distribution and 
 expenditure of such funds, the organization of large supervising bodies, with 
 deputy and district superintendents, supervisors of special subjects, and 
 principals of separate schools ; and all manner of special provision for different 
 subjects of instruction and for the training of different classes of pupils, for 
 hygienic management, for school extension of many kinds — all of these things 
 have combined to render the educational systems of our large cities among 
 the most interesting social engineries of modern times. 
 
 6. This movement in school supervision in state and city and far-outlying 
 country community has taken on the greater part of its active efficiency during 
 the lifetime of this Association. In accordance with the early historical 
 character of our government, we have no centralized national system of educa- 
 tion. But while the supervision of our state school systems does not devolve 
 upon the national government, the fact was early recognized that a great work 
 was needed in the form of a wide dissemination of such information as makes 
 for educational progress, and that this work and many incidental services 
 connected therewith could be adequately performed only by a national, govern- 
 mental institution. At an early stage in its history the National -Educational 
 Association called public attention to the urgency of this need, and out of its 
 agitation emerged the Bureau of Education of the United States. This educa- 
 tion office, ten years younger than the Association, has, in the first thirty-nine 
 years of its existence, been under the administration of only four commissioners, 
 the present incumbent being the fifth in the hne. Without attempting any 
 summary of its history I may mention the following facts with reference to 
 these four administrations: 
 
 The office was first organized by Henry Barnard, who was already, and had
 
 Papers] FIFTY YEARS OF AMERICA?'! EDUCATION 
 
 335 
 
 been for many years, in his individual capacity, a national collector and dis- 
 tributor of educational information. Under General John Eaton, who presided 
 over its activities for the term of sixteen years, the system of annual reports 
 took definite form, together with the publication of circulars of information and 
 miscellaneous educational bulletins. In his administration, the conduct of 
 education in Alaska was placed under the direction of this office. The three 
 years' commissionership of Colonel N. H. R. Dawson is remembered especially 
 for the inauguration of that comprehensive series of state educational histories 
 the publication of which was extended over many years of the administra- 
 tion following his own. That fourth administration, of Dr. William T. Harris, 
 marked in many ways a great advance in the history of this office as regards 
 its educational dignity, its reputation, national and international, and its 
 personal influence in our American civilization. The course of Dr. Harris' 
 administration was signalized by the more thoro organization of the statistical 
 work of the bureau, by a great increase in the volume of its publications, by the 
 extension of its special activities to include the supervision of the allotment of 
 the national appropriation for agricultural and mechanical colleges under the 
 second Morrill Act, of August 30, 1890, and by the addition to its other educa- 
 tional service in Alaska of the introduction of domestic reindeer and of indus- 
 trial training in connection therewith. In the prosecution of these various 
 educational activities, this education office, this foster child of the National 
 Educational Association, has collected a truly national library of educational 
 documents, and has brought into being a system of practical relationships 
 with educational movements thruout this country, which have enabled it to 
 share in one way or another in a large part of the distinct educational achieve- 
 ments of this past half-century. 
 
 7. The period under review has been characterized by an enormous increase 
 in the funds made available for education in the several states and territories 
 of our Union. In the year 1870, with a population of thirty-eight millions, 
 the expenditures for education in the several states aggregated sixty-three 
 milii(ms of dollars; in the year 1905, with a population estimated at eighty-two 
 millions, the expenditures for education in the several states aggregated two 
 hunflred eighty-eight millions of dollars. That is, an expenditure per cajjita, 
 f<jr education in the public schools in the year 1870, of $1 .64, had increased 
 in the year 1905 to an expenditure per capita of $3.49, while an expenditure 
 of $2 . lo in the year 1870 for each $1,000 of estimated true value of property 
 had increased to $2 . 70 for each Si, 000 in the year 1905. These figures relate 
 to public systems of education alone, and do ii< .t iiulude ex[)enditures for state 
 universities. The expenditures for higher education, ])ublic and private, 
 within that same period of thirty-five years, have advanced from seven mil- 
 lions (jf d<;llars in 1873 to forty-two millions of dollars in 1905. It is estimated 
 that the total ex[>en<lilure for all forms of education in tiiis country, pul)lic 
 and private, in the year 1905 had reached the truly colossal sum of $376,996,- 
 472. This amount equals 26 per cent, of all expenditures for governmental
 
 336 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 purposes in this country, national, state, and local; while the expenditures 
 in all of the states for publicly supported education constituted in the same 
 year 22 per cent, of the total public expenditure of all the states, counties, and 
 lesser political units for all purposes whatsoever. 
 
 8. In no other direction has this enormous expenditure of funds for public 
 education produced such conspicuous and tangible results as in the erection of 
 buildings for educational purposes, and the furnishing and adornment of those 
 buildings, together with provision of laboratories for teaching purposes, and 
 other appliances. This is one of the first aspects of American education to 
 strike the attention of our visitors from abroad. It may be said that in the 
 main these expenditures for the material equipment of our schools have been 
 justified, and the results have been such as may rightly arouse our national 
 pride. Especially is this the case where adequate care has been taken to 
 secure in our school structures not only suitable proportions and well-considered 
 lines of architectural beauty, but more particularly where care and expense 
 and inventive genius have combined to produce structures which are hygienic 
 in plan and construction; where such buildings have been provided with 
 gymnasiums, playgrounds, baths, and other appliances for promoting the 
 health of pupils ; and where these appliances in turn have been supplemented 
 by instruction, medical inspection, and personal oversight, directed to the 
 making of sound health in our school population. 
 
 9. When we come to consider dominant tendencies in our ordinary school 
 education, in city and country alike, we are met with a fact which is strongly 
 emphasized by foreign critics of American schools, a fact, too, which we may 
 easily recognize here at home. I refer to the great regard which is paid in 
 American education to the characteristics and inclinations of individual pupils 
 — to what one of our recent foreign visitors calls our American respect for 
 "the right of personality." There is no doubt that we have gone further than 
 most of the nations of the earth in our deference to the leadings of nature, 
 as shown in the varying bent and tendency of childhood. We pay respect to 
 the leadings of personality and of individuality in our education of every grade, 
 looking upon these things as the very data from which our educational doctrine 
 and method are to be constructed. The elective system in our colleges is of a 
 piece with this regard for the leadings of child nature in our elementary schools. 
 We have here a well-defined tendency in our American democracy. It has 
 been made in part and in part discovered by some of our best-known leaders 
 of educational thought and practice. In some sense, this tendency all goes 
 back to the Pestalozzian movement, back to Rousseau and the Emile. It 
 received vigorous emphasis at the hands of Francis W. Parker, whose virile 
 leadership and whole-souled devotion to his ideal were at once intensely Pesta- 
 lozzian and intensely American. A new direction of a most significant sort 
 has been given to this tendency by the philosophic insight of John Dewey. 
 And with it all, a veritable fire mist, which may be for the making of new
 
 Papere] FIFTY YEARS OF AMERICAN EDUCATION 
 
 337 
 
 worlds, psychological and educational, has spread abroad from that central 
 glow at Clark University. 
 
 This is all very democratic and very American. In our democracy we 
 have had many leaders of public thought who in large measure were men 
 self-educated. We know something of the weakness of self-education but 
 we know also very much of its strength; and it is hardly too much to say that 
 our American educational ideal has come to be the ideal of organized self- 
 education. We would make of every school a favoring environment, in which 
 each pupil shall find his own opportunity and stimulus, and shall begin the 
 working out of his own true destiny. 
 
 This is well-nigh an impossible undertaking — to present in a few pa<^es 
 even a bare hint of the movement of American education in the fifty years 
 which are under review. Nothing has yet been said of the slow development 
 of our commercial education, which has taken on new promise within the past 
 few years ; of the movement in coeducation and the higher education of women, 
 in which the first difficult problems have already been solved, and others 
 equally difficult and important are immediately before us; of the new educa- 
 tion in physiology and hygiene, with its regard for both hygienic and moral 
 values ; of the peculiar and noteworthy development of school svstems in the 
 southern states since the close of the Civil War; of provision which has been 
 made for the education of the negro and the Indian in our states and terri- 
 tories, and of peoples both of our own race and of alien races in our more 
 recently acquired dependencies; of the special education of members of both 
 defective and delinquent classes; of the great development of public libraries, 
 those indispensable adjuncts of a highly developed educational system; of 
 summer-school instruction and university extension in all of their numerous 
 forms ; of movements for making a more varied use of both the public school 
 "plant" and of systems of public parks for manifold purposes of public educa- 
 tion ; of the remarkable growth of the text-book business and the varied business 
 of school supply, which have been an essential clement in the making of Ameri- 
 can education, while new evils and new problems have grown up with their 
 growth. And nothing has been said of the integration in single institutions of 
 many diverse intellectual and spiritual interests, touching the fine arts, tech- 
 nology, commerce, journalism, and others without limit, which has become a 
 characteristic of the American type of university; of the transformation of our 
 professional schools, particularly those of law and medicine; of the development 
 of learned societies and the increase of productive scholarship in the higher 
 fields of learning, which made possible, on American soil, the Congress of 
 Arts and Science at Saint Lcjuis in the year 1904; of princely benefactions for 
 education of every grade— ten millions for the endowment of research, a like 
 amount for the endowment of college teaching, again a like amount for the 
 furtherance of general education, and otiur gifi> that arc comparahlc with 
 these; nor of the significant advance of that international spirit which is
 
 338 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 binding the schools of all civilized nations into one great world-institution — a 
 new world-power which transcends even national lines. All of these matters 
 and many others call for extended and careful consideration, which they cannot 
 receive in this paper. 
 
 While there is much in the history we have been considering that adds of 
 right to our national pride, we must not overlook the fact that even now we are 
 only at the beginning of things. The end of this fifty-year period finds us on 
 the threshold of a new age, with new problems before us and difficulties greater 
 than those we have surmounted. Some of these unfinished ends of the work 
 of the years now past have already been referred to above. Our secondary 
 schools must become better differentiated to meet the needs of our people, and 
 more widely extended to meet the needs of all. Their adjustments to schools 
 above and below must be made closer and more vital. Our universities have 
 only begun to deal with the problem of educating vast bodies of immature 
 students in single institutions, and their problems of professional and graduate 
 study are numerous and are pressing for early solution. The great unsettled 
 question, too, of the new place and purpose of our old national type of higher 
 education, the American college, is one that cannot be ignored. Our schools 
 and colleges for trade and technical instruction have not yet come into their 
 full adjustment to either our educational or our industrial system. We can 
 not doubt that these institutions are to see a very large development in the 
 near future, and with that development will come new and difiicult and often 
 extremely delicate readjustments between our education and our national life. 
 The external organization of our school systems and our systems of inspection 
 and supervision still calls for great improvement, particularly at that weakest 
 point of all, the county superintendency and the supervision of country schools. 
 Here very great improvements are urgently required. Here, too, important 
 beginnings have already been made, in the consolidation of rural schools, in 
 township supervision, and in the establishment of educational requirements 
 for the county superintendency. But it is clear enough that much remains to 
 be done. 
 
 Thru all of these fifty years the country has been endeavoring to bring 
 its population of school age into the schools. Compulsory education laws have 
 been adopted and are now in force in 36 states. Such laws are now supple- 
 mented with their natural and necessary accompaniment, that is, with laws 
 restricting the employment of children, in 32 of these 36 states, while in 11 
 other states there are child-labor laws unaccompanied by laws for compulsory 
 education. Vigorous organized efforts are making to improve the operation 
 of these laws and secure their adoption in states in which they are not now in 
 force. By truant schools and truant officers and children's courts, this move- 
 ment is, in various parts of the country, receiving added reinforcement. In 
 spite, however, of all these efforts, our school attendance still falls far below 
 that which we ought to have if we are to be a thoroly educated people. In 
 the year 1870, there were 57 per cent, of the children of school age in this
 
 Papers] FIFTY YEARS OF AMERICAN EDUCATION 
 
 339 
 
 I 
 
 country enrolled in public schools. In the year 1905 this proportion had risen 
 to 70 per cent. Another hard campaign is before us, to bring this very moderate 
 percentage up to what may be regarded as a normal standard. Even of the 
 children enrolled in the schools, only 70 per cent, are in average daily attend- 
 ance during the school year; and that school year, on an average, is only 150 
 days in length, instead of 200 days, which may be regarded as normal for our 
 more favored American conditions. If we should take only that part of our 
 school population which is actually enrolled in the schools, with its irregular 
 attendance for a short school year, and bring it up to regular attendance for a 
 school year of reasonable length, we should thereby increase by over 90 per 
 cent, the amount of education enjoyed by our American children. 
 
 But modern education calls for schooling for those who are no longer in 
 school. By means of evening classes and correspondence courses and various 
 other provision, the range of schooling is indefinitely increased. Such increase 
 must be regarded as extremely desirable and worthy of being regarded as 
 among the first things to be considered in our next educational advance. 
 
 That all of these various improvements may be made, the central and vital 
 need is that the schools be provided with an adequate supply of adequately 
 trained teachers. When this Association came into existence, there were, all 
 told, 10 state normal schools in the United States. This number has now been 
 increased to 130. Near the middle of this fifty-year period there began a 
 definite movement for the higher training of teachers at the colleges and uni- 
 versities of the land, with particular reference to the needs of secondary schools. 
 Early experiments in this field had been made at the University of the City of 
 New York (now New York University), at Brown University and the Uni- 
 versity of Iowa, when in 1879 ^^^ University of Michigan established its chair 
 of the Science and the Art of Teaching, which has had a highly inlluential 
 history. The University of Wisconsin and other institutions followed in the 
 eighteen-hundred-eighties, the movement reaching at length the large develop- 
 ment seen in the professional schools of university grade at Columl)ia and 
 Chicago universities, the University of Missouri, and several other institutions. 
 Yet the proportion of teachers whose training is fairly well suited to the grade 
 of school in which they teach is still relatively small. Siu h figures as are 
 obtainable show that in Massachusetts 61 [)er cAt. of the teachers in the 
 common schools are normal schcjol or college graduates. In Maine 24 per 
 cent, are graduates of normal schools. In many of the stales the proportion 
 is undoubtedly much lower than these figures indii ate. 
 
 With such advance as has been made in tlic training of teachers, there lias 
 been an etjually marked advance in tin- jiroduclion of an .\iniri( an pedagogical 
 literature. EsjK'cially as regards tlic literature of secondary education, we 
 may .say that it has grown from prac ti( ally nil to its jjreseiU proportions within 
 the past twelve or fifteen years. The National l-Mucational A.ssot iation has 
 had a direct and lifjnorable part in this movement, in that the report of its 
 Conimittcc of Ten and the later report of its Committee on College Entrance
 
 340 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Requirements have been two of the most notable landmarks in this advance. 
 Yet with all that has been done, our pedagogical literature is not yet up to 
 the standard of the literature of the older professions, and the work that still 
 remains to be accomplished in this field is very great indeed. 
 
 If our teacher-training and literature of teaching are still relatively back- 
 ward, it will not be questioned that the actual teaching in our schools and 
 colleges still leaves much to be desired. Some of the best teaching in the world 
 is unquestionably done in America, and our average has probably advanced 
 by many stages within these fifty years. But it is easier than many suppose to 
 gain a reputation for excellence in this field without the substance of excel- 
 lence; and a really high standard of sound instruction and thoro intellectual 
 achievement is hard to attain and hard to maintain. As a people we still need 
 to go on for many years learning to discriminate between positive excellence in 
 teaching and in all forms of intellectual and spiritual productivity, and the 
 superficial show that so easily may take its place. 
 
 It remains to speak of two of the highest aspects of educational achievement 
 in which extensive beginnings have been made, but beginnings which never- 
 theless must be regarded as wholly inadequate. Our instruction in the fine 
 arts, whether regarded on the side of production or on the side of appreciation, 
 has made very great advance within the past half-century. Particularly 
 within the past ten or fifteen years the effective teaching of music in the public 
 schools has made gratifying progress, and much has been done in the higher 
 teaching of music in special schools of that art. In painting and the plastic 
 arts, too, both as regards the pubhc schools and as regards the more advanced 
 institutions, usually under private control, the repeated stimulus of interna- 
 tional expositions, of varied contact with the art of more artistic peoples, and 
 of the more enlightened call for the exercise of good taste and artistic invention 
 in our public buildings, have all had a beneficial effect. Yet so far as the 
 CQuntry at large is concerned, we must believe that our development in music 
 and the other arts belongs mainly to the future, and that with that development 
 there will come some of the finest things that may be hoped for by our 
 democracy. 
 
 Secondly, and finally, there is that most subtle and baffling, and yet that 
 finest and most indispensaole portion of all educational endeavor, the fostering 
 of moral character and the furthering of religious development. The non- 
 sectarian character of our public schools has become firmly established within 
 this half-century, and that is a great and lasting gain. The exclusion of 
 instruction in any distinct system of rehgion from the public schools throws 
 definitely a large responsibility for religious instruction on private schools and 
 ecclesiastical institutions. There remains to the public schools a weighty 
 responsibility for instruction and training in the field of morals. No one 
 can reasonably doubt that these schools, even where they have been most 
 cautious and reticent in all that pertains to rehgious belief, have exercised an 
 influence which has made for righteousness. Yet the present situation is
 
 Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 341 
 
 beyond question still unsatisfactory. The fact that our people are not 
 fully satisfied with what has thus far been accomplished is shown in the 
 earnest activities of such organizations as the Religious Education Associa- 
 tion; and another indication, which cannot be disregarded, is the growth, 
 along with our public-school system, of great systems of denominational 
 and parochial schools, the schools of that religious denomination alone which 
 is foremost in this movement having enrolled in the year 1905 over one 
 million pupils, or 6 per cent, as many pupils as the public schools. While 
 the problem of religious education and moral education are interwoven in 
 many ways, experience shows that where occasion demands, the problem of 
 moral education can be sufficiently isolated for large treatment in such an 
 institution as the pubhc school. But it is also clear that effective training in 
 morals involves approach from many sides by a great variety of agencies and 
 methods. Definite instruction in morals is not sufficient of itself, yet such 
 definite instruction seems clearly needed as one of many ways of making for 
 the growth of moral character. Here is a problem thickly set with difiiculties; 
 and we know that in this very field we must do a work and reach results which 
 to the present day would appear almost impossible. 
 
 Yet, after all, taking all sides of our education into tlie account, the attain- 
 ments of the past half -century must be regarded as colossal in their extent, and 
 tremendously vital in their quality. We go forth to the work of the new age 
 well aware that it will bring new and larger needs, to be met by new- means and 
 efforts more effective than those of the past. But the period we have been 
 considering showed at the outset its new and greater needs as compared with 
 those of the age preceding; and its large demands have been met with such 
 fertility of resource, with such energy and self-sacrifice, with such command of 
 material means and spiritual power, as shall give us ground for hope and 
 confidence in all that the future may unfold. 
 
 HOW THE SUPERINTENDENT MAY CORRECT DEFECTIVE 
 CLASSWORK AND MAKE THE WORK OF THE RECITA- 
 TION TEACH THE PUPIL HOW TO PREPARE HIS LESSON 
 PROPERLY 
 
 BY W. T. HARRIS, WASHINGTON, D. C. 
 
 In the American school, to a greater extent, perhaps, than in the schools 
 of other countries, the recitation is the important means of teaching the \m\n\ 
 how to study the book and get information and insight for himself. Tlu- 
 American teacher relies on the use of the textl)o()k more than the teaclur of 
 England, France, or Germany does, and exi)ects more of self-preparation on 
 the part of the pui)il than is expected there. Our greatest danger, therefore, 
 lies in the tendency to permit the mechanical haljit of memorizing the text- 
 book, instead of requiring the pu|)il to master its thoughts. Each recitation 
 ought to dcveloj) in the pupil a greater jxjwer of self-helj). 'I'lure mu>t be
 
 342 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 individual work on the part of the pupil — the work of preparation of the 
 lesson; then there must be the examination on the results of his study, con- 
 ducted by the teacher. The examination is conducted in the presence of 
 a class; it does not take each pupil, one by one, by himself. For the chief 
 point in the recitation is to ascertain the degree of understanding which the 
 pupil has attained, and correct and enlarge it so that he shall come to the study 
 of the next lesson with more care and attention. Each pupil learns most 
 from his fellow pupils. 
 
 While the poor teacher labors with pupils individually, dividing up his 
 time into small portions, and is obliged to flit from one subject to another 
 with such precipitation as to preclude the possibility of doing justice to the 
 subject, the good teacher knows how to manipulate his class as a whole. He 
 knows how to bring every part of it to the support of every other part; how 
 to help each individual by means of the insights of his fellows. 
 
 He thereby gains time to consider each subject thoroly. But not only 
 this; he manages the class in such a way as to bring out the details of the 
 lesson in a variety of different aspects, each pupil giving the results of his own 
 study, and learning from the others their results. This kaleidoscope view of 
 a subject as reflected from the minds of a whole class, when sifting and criti- 
 cizing are carried on under the teacher's direction, is of far greater benefit to 
 each and every pupil of the class than a private recitation of the same lesson 
 could have been, even with the teacher's whole time devoted to the one pupil. 
 This will appear from the following consideration : 
 
 The immature mind of the pupil does not know how to study the printed 
 page— it reads the words, but thinks under the words only its small mouthfuls 
 of meaning, seeing only a very little of the precise import, and missing the 
 generalizations altogether. The object of the study of the book — the chief 
 object of the modern school — is to learn how to get out of the printed book 
 the wisdom that is expressed there. The race ought to reinforce the individual. 
 The pupil comes to his task with a small stock of words and a few narrow 
 ideas. Yet he must, by means of the little that he has, unlock the great world 
 of thought that is spread out before him in books. 
 
 The first object of his recitation is to draw out each pupil's own view of 
 the subject-matter of the lesson. Accordingly, as one after another recites, 
 our teacher probes beneath the mere first statements for the more compre- 
 hensive phase which should lie in the pupil's mind if he understands what 
 he is reciting. By a few searching questions the pupil is brought up against 
 some phase of his lesson that his thoughts had not reached. Now begins the 
 real work of the recitation; this pupil shall now supplement or perfect his 
 own views by those of others. The teacher rapidly calls out from a dozen 
 other members of the class, all eager to add their statements, just what is 
 needed to correct the one-sided character of the recitation of the first pupil. 
 It will always happen, in getting at this result, that several new views not
 
 Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 343 
 
 even in the mind of the teacher at the moment arc elicited, all lending to 
 clear up and amplify the exposition. 
 
 The teacher is well aware that by drawing out from the different members 
 of the class before him these statements and corrections, he is accomplishing 
 far more for them than his own statements or corrections could do. Not 
 what he does directly, but what he gets his pupil to do, is of value. There 
 are two aspects of this which deserve special note: 
 
 1. The statement of an idea in a pupil's own words is apt to be better 
 fitted to the capacity of comprehension which his fellows possess, and there- 
 fore to arouse more vivid ideas in their minds. The necessary crudeness and 
 narrowness of such ideas get corrected by the variation of statement which 
 is obtained from different members of tlie class. Each pupil sees several 
 phases that entirely escaped him in the course of his own investigation, and 
 even the particular view that he himself seized is made clearer by the discussion. 
 
 2. The pupil is aroused and stimulated to a new method of study on the 
 next lesson. He has obtained a peep thru the lenses of other minds, and 
 cannot fail to remember these different points of view in preparing a new 
 lesson. It is, moreover, a practical collison of one intellect with another, 
 and acumen is sharpened and habits of the closest attention are engendered. 
 
 The pupil in the recitation is to be taught how to study the book properly. 
 He is to be shown what his fellow-pupils have got out of the words of the lesson. 
 Each fellow-pupil is an immature individual like himself. But partial views 
 differ one from another, and only agree by luck and eliance; only whole 
 views agree with each other. The ideas of his fellow-pupils are different 
 from his own — not contradicting his own, but supplementing them. The 
 go(jd teacher takes pains to develop, one after another, these partial views, 
 and complete them into whole views. All come to agreement when the 
 whole is before them. Disagreement exists as long as the views are partial. 
 The pupil must paraphrase any words and sentences that he quotes from the 
 book lest he shall hide his ignorance behind the mere words. Again, if he 
 gives the thought entirely in his own words, there will be occasion for dis- 
 cussion of the merits and demerits of the mode of expression used in tlie Ijook ; 
 and this is the best possible form of what we call "language lessons." One 
 increases rapidly in the command of language when he is required to para- 
 I)hrase and to discover the advantages and disadvantages of the modes of 
 expressicm employed by himself and others. 
 
 The pupil is perpetually discovering how nuiih is imi)lie(l in language; 
 that is to say, he is finding the ideas ihat belong to the words that he sees. 
 The language has been made, not by individuals in their private capacity, but 
 acting together as a social whole. For eac h word is su( h because it is a 
 conventional expression for some thought. The individual cannot make a 
 word. If he calls a thought by some vocal .sound, that sound will not become 
 a word until his fellow-men accept the sound as expressing that thought.
 
 344 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Thru this it is that the immature mind may be helped by others, for the 
 words used are problems to him the solution of which helps him into new 
 thoughts discovered by his fellows. Given the word, he must discover its 
 meaning by the context and by the explanation of others. 
 
 In the other form of recitation, that of the private pupil to his tutor, all 
 these advantages are lacking. By what means can the teacher make up for 
 the want of that powerful stimulus to activity which the presence of enthusiastic 
 classmates gives to the pupil ? How can the teacher so adapt his own expla- 
 nations and corrections to the mind of his pupil as to produce the same enlight- 
 ening results as the restatements of his classmates do ? Finally, by what 
 means can the teacher arouse himself to that height of thought which the 
 presence of a class of eager pupils excites in him ? One pupil looking one 
 way is nothing to a score or more with different points of view; they take in 
 the whole horizon, and the teacher must ascend to the most comprehensive 
 platform in order to be equal to the occasion. 
 
 Those educators who would look for superior instruction from the private 
 individual tuition of the teacher certainly mistake the nature of true educa- 
 cation. Self-activity, power of independent research, acute, critical insight — 
 how can these be obtained apart from contact with one's fellow-men striving 
 toward the same goal ? There can be no doubt that such people are misled 
 into the belief that cramming or one-sided, capricious insights are better than 
 these quahties. 
 
 Many educational reformers fall into the error of supposing that the busi- 
 ness of a school is not, primarily, for the purpose of training the pupil to learn 
 from books; they would teach the pupil to observe nature directly. It is 
 surprising to discover, upon careful examination, how little one can get from 
 his own unaided observation of nature, even under the most favorable circum- 
 stances. Humboldt learned to know nature wonderfully, but he arrived at 
 this knowledge mostly thru reading the results of observations made by 
 others. Each observer contributed only his mite to the aggregate of knowl- 
 edge, and it took the collected insights to make up what would be worthy 
 to be called knowledge. If Humboldt made more original discoveries than 
 anyone else in his time, yet even in his case his original observation constituted 
 only one part in one hundred of his knowledge. The individual apart from 
 the social whole is a weak, puny affair. The social whole of humanity is 
 something very powerful. The individual reinforced by the whole is elevated 
 to a potence far above his simple, natural self; he becomes a spiritual self 
 thru sharing in the labors of his race. 
 
 We must never lose sight of this relation of the individual to the social 
 whole if we are to judge rightly in affairs of education. That which gives the 
 pupil only special skill, and no power to participate in the labors of others, is 
 not of the highest value. 
 
 The educator who has looked widely over the field does not need to be 
 told that just here lies the most important point in pedagogy. The initiation
 
 Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 
 
 345 
 
 of the youth into the great secret of combination with his fellow-men— where 
 can it be done so well as in the school ? The school should help each strug- 
 gling boy or girl to ascend above his idiosyncrasy and achieve the universal 
 forms of activity which will make the free man or free woman. It is clear 
 that, with the close, personal relation of the private tutor, the chances are 
 against that emancipation of individuality which the school secures. The 
 privately educated youth is apt to be non-sympathetic, and to be uncertain 
 and hesitating in his dealing with men. He has not learned by early contact 
 with youth of his own age how to suppress what is merely subjective and 
 peculiar to himself, and how to square his views with what is objective and 
 universal. Hence he lacks directive power among his fellow-men, and this 
 is the most serious defect in the culture of life. He must borrow^ directive 
 power from others. Such an education is a preparation for a misanthropic, 
 unhappy life, and only the force of circumstances can overcome its damaging 
 defects. 
 
 There goes on necessarily with the learning to understand the lesson a 
 process of verification on the part of the pupil. The assimilation of the new 
 thoughts is principally this. In case it is the report of facts in nature, the 
 pupil must verify them by comparison with what he has previously learned, 
 and with what others know about the matter. Only in a narrow field of 
 study can he verify the facts by going over all the original observations. 
 In natural philosophy and chemistry this is very important. He should 
 see everything verified by actual experiment there. In botany and in 
 geology this is not possible to nearly so great an e.xtent. In physical geog- 
 raphy and meteorology and zoology to a much less extent. But most of the 
 studies of school are studies that chiefly demand reflection on the material 
 furnished in the lesson, and do not require great addition of illustrative mat- 
 ter from outside. Mathematics, for example, requires the reflecting mind to 
 discover the links of necessity that connect one formula with another. Lan- 
 guage lessons require reflection on what is given, and it is not .sense-perception 
 that is needed there to any great extent. History is assimilated by recurrence 
 to the i)ui)irs experience with people, and not by an object lesson on a speci- 
 men brought in for the occasion. Literature, again, makes the same appeal, 
 for its understanding, to the child's experience, sentiments, and convictions. 
 
 Is it not clear how far the memoriter recitation is from the recitation con- 
 ducted by a good teacher? The teacher who allows ]xirn)t-like repetition of 
 the words in the book to pass unquestionefl is not a teacher who deserves to 
 have charge of a class at all. He has not learned to manipulate the instru- 
 ment placed in his hands, and would accomplish ju.st as much wiiii pupils 
 taken individually as in classes. 
 
 While the good oral teacher secures many of these advantages, he is not 
 able to secure all. The pupils come before him to receive information on 
 the day's lesson, and not to be critically tested on what they have done, and 
 on the mcthofls whic h they have used. It is true ihat they can be tested on
 
 346 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 the previous lesson, but it would be better to have them responsible, also, for 
 a definite amount of labor on the lesson of today. Meanwhile, if the oral 
 instructor is comparatively no better than a majority of teachers in schools as 
 they are, it is evident that the pupils will not be powerfully aroused to self- 
 activity of any sort except play. Yet even memorizing the words of the book 
 is self -activity, altho of a low order; it is certainly a higher activity than 
 the process of repeating statements after the dictation of the teacher. 
 
 But the good teachers will strive by all means to develop in his pupil the 
 most rapid growth of mental independence. He will teach him how to pursue 
 his investigations on any topic by sifting to the very bottom the statements 
 made in the book. Under the good teacher a pupil will learn to compare one 
 assertion with another, and one man's view with another; to verify his ideas 
 by consulting different authorities, and to gain a comprehensive insight by 
 exhausting the sources of information on a given subject. Original investi- 
 gation should not so much precede as follow a mastery of what has already 
 been accomplished. No one in his senses would recommend a young man 
 to spend his time endeavoring to make discoveries in electricity or chemistry 
 before he had made himself acquainted with the present developments in 
 those provinces. 
 
 Let us pause here to consider the bearing of this work of the class in reci- 
 tation upon the training of the pupil's will-power. 
 
 No matter what the lesson is, whether language,, mathematics, history, 
 geography, grammar, manual training, cooking lessons — all these require two 
 kinds of industry, the private individual industry and the social industry or 
 class work. These involve two applications of will-power. Let me discuss 
 this more at length. 
 
 School industry.- — Industry may be of various kinds, but the industry of 
 the school is essentially the study of books. The pupil, as we have shown, 
 is to add to his own feeble and undeveloped powers of thought and observa- 
 tion these faculties of thought and observation as exhibited in the strongest 
 of his race. The printed page is the chief means by which he adds to his 
 own observation and reflection what has been observed and thought out by 
 fellow-men especially gifted in these things. The pupil shall learn by master- 
 ing his textbook how to master all books — how to use that greatest of all 
 instruments of culture, the library. He shall emancipate himself by this 
 means from mere hearsay. information. 
 
 In the case of oral information the pupil must wait upon the leisure of his 
 good-natured neighbor or gossiping friend, trusting to his memory for the 
 words told him, and pondering them on some future occasion. In the pres- 
 ence of the book he can take the sentences one by one and reflect carefully 
 upon the meaning of each word and each sentence. The book waits upon 
 his leisure. The book contains the most systematic presentation of its author's 
 ideas. Thru the book the observers and thinkers of the past become present. 
 Those of distant and inaccessible countries come to his side.
 
 Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 
 
 347 
 
 This shows us the significance of the kind of labor which the pupil per- 
 forms in his school industry. In the schoolroom industry — let us repeat the 
 assertion — there are two kinds of attention which the pupil must cultivate 
 and exercise. There is, first, the attention already discussed at length — the 
 attention which the class must give collectively to the recitation and to the 
 teacher who conducts it; and there is, second, the individual industry of 
 the pupil working by himself in the preparation of his lessons. But it is in 
 the development of these two kinds of attention that the chief value of school- 
 room industry consists. In the recitation the teacher examines the work of 
 his pupils, criticizes it, and discusses its methods and results. 
 
 The pupils in the class, we have said, all give attention to the questions 
 of the teacher and to the answers of their fellow-pupils. Each one learns 
 b(jth positive and negative things regarding the results of his own studies of 
 the lessons. He finds some of his fellow-pupils less able than himself to grasp 
 certain points in the subject of study. He finds others who are more able than 
 himself — pupils who have seen farther than himself, and developed new phases 
 that had escaped his attention. He is surprised, too, at sides and points of 
 view which the teacher has pointed out; items of information or critical 
 points of view that had escaped his own attention and the attention of his 
 fellow-pupils in the class. 
 
 The pupil gains an insight into human nature such as he never had before. 
 He sees the weaknesses and the strength of his fellows; he sees the superiority 
 manifested by the teacher who is maturer than he, and who has reinforced 
 his own observation and insight by the observation and insight of observers 
 and thinkers as recorded in books. The pupil measures himself by these 
 standards and comes to that most important of all knowledge — self-knowledge. 
 
 This kind of attention which he exercises in recitations or class exercises 
 is a kind of attention which I have called critical alertness directed outward 
 to the expression of other minds, namely of his fel]ow-])upils and teacher. 
 Step by step he watches carefully the unfolding of the lesson, comparing what is 
 said with what he has already learned by his own efi'ort. 
 
 After the recitation is over, he takes up the work of individual preparatJDn 
 of another lesson, but he has improved in some respect his method, because 
 he is now alert in some new direction. He has an intellectual curiosity in 
 some new field that he had not before studied; wliat the teacher has said t)r 
 what some bright pupil has said gives him a hint of ;i new fine of incpiiry 
 which he ought to have carried on in his minil when lie was jjreparing his 
 lesson of the day before. Ncnv he is consciously akrt in this mw dini tion, 
 and he reaps a harvest of new ideas that would have been pas^ell over in 
 neglect had he not received the benefits of the kind t)f attention which I call 
 "critical alertness" in the w(jrk of the recitation or lesson. 
 
 This kind of attention is .something that cannot be develoited liy the uu\n[ 
 in any other way so well as in that .school device called the "recitation" or 
 "lesson."
 
 348 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Let us now consider the other kind of attention which the pupil cultivates 
 and exercises in school. While pupils of one class are reciting, the pupils 
 of the other class (I assume that there are two classes in a room) are preparing 
 their lesson. Each individual is or should be absorbed in the work of prepara- 
 tion, not jointly with his fellows, questioning them or answering them, but 
 by absorption on the part of each in his own work, having no communication 
 with the other pupils in the room or with the teacher; each one must be able 
 to study his own book and resist the tendency to distraction which comes 
 from the recitation that is going on with the other class. 
 
 To shut out from one's mind all objects that do not concern it and con- 
 centrate one's thought and observation upon a special given subject, whether 
 it be a scientific presentation of the textbook, or whether it be the investiga- 
 tion of some subject by means of objects themselves, or by the use of many 
 books — this kind of attention is of the utmost importance. It is that of indi- 
 dividual industry, or absorption, while the other kind is that of critical alert- 
 ness. 
 
 Critical alertness follows the thoughts of others; takes an active part in 
 the dialogue which is going on. The ancients called this business of questions 
 and answers and critical alertness the dialectic, and this kind of attention is 
 that which is trained in the old dialectic. But the attention which is absorbed 
 upon its object is a different matter, altho of equal importance. 
 
 The pupil should learn how to neglect the distracting circumstances of the 
 schoolroom, the movements of pupils in the tactics of the class, the dialectic 
 of question and answer going on with illustration and points of interest, and 
 equally the work of his fellow-pupils in the class preparing themselves by 
 absorbing study like his own. He lets these all slip by him, disciplining him- 
 self to abstract his attention from them and to hold himself in utter indiffer- 
 ence to these outside events. He brings to bear his best intellect upon the 
 problems of his task, critically questions the meaning of his author, and 
 applies himself to the work of veryifying by his own observation and reflection 
 what is compiled for him by the author. He is learning by this private 
 industry how to reinforce himself by the work of his fellow-men; he cannot 
 help himself thru the help of others unless he verify their results. Verifi- 
 cation is always an act of self-activity. Memorizing the text of the book, 
 committing to memory what has been told one, this is not self-help until the 
 internal work of verification has been accomplished. 
 
 The second kind of attention that we are here considering has therefore 
 its most important feature in verification. What someone else has seen and 
 recorded the pupil must see for himself if possible. What someone else has 
 reasoned out by inference he must reason out for himself, and test the result 
 by the activity of his own intellect. 
 
 At first the pupil finds himself with feeble will-power and unable to absorb 
 himself in his own task. He is easily distracted by what is going on around 
 him. By using his moral will in self-control he gains strength from day to
 
 Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 349 
 
 day in concentrating his attention and neglecting all that is not essential in 
 his individual industry. 
 
 The two kinds of industry, the recitation and the preparation of the lesson, 
 form the work of the school and furnish a ready test to the principal of the 
 school, or to the superintendent, of the quality of teaching. Upon entrance 
 into the room the supervisor notices the two kinds of industry going on without 
 interference with one another. The pupils in the class are alert, paying 
 critical attention to the teacher and to the answers of the pupil reciting. The 
 pupils not reciting are concentrating each his attention upon his own task, 
 apparently oblivious of all else in the schoolroom. 
 
 The superintendent knows by this that the teaching is good. The pupils 
 have acquired the essential methods of school industry and will become stronger 
 from day to day. 
 
 The teacher cannot produoe this condition in his room as an empty show. 
 If his pupils are careless and do not pay real attention in the recitation, or 
 do not acquire the habit of genuine absorption in their work of preparation, 
 they cannot simulate it upon occasion to deceive the supervisor or the visiting 
 examiner. Listlessness will show itself in the faces and attitudes of those 
 affecting to study; those in the class will lose the thread of the recitation and 
 the teacher will not be able to draw out their knowledge to correct the mis- 
 takes or supplement the deficiencies of the pupil reciting. One or both of 
 these kinds of attention will be found wanting and the teacher's work will 
 be noted as failing in the essential purpose of the school. 
 
 I Have tried to set down some of the features of the true method of con- 
 ducting a class recitation, and to point out their advantages over the teaching 
 of a private tutor or over the old memoriter system supposed to be still in 
 vogue in many schools in this country. I have also i^)wn how ilic industry 
 of tlie school, its essential purpose, consists in the two kinds of attention, one 
 of which is developed in the well-conducted recitation. The sujjcrvisor can 
 judge of the efficiency of the work of the teacher by a brief inspection of these 
 two kinds of industry in his school. I sum up the conclusions of my thesis 
 as follows: 
 
 SUMMARY 
 
 In the ungraded schools the naturally bright |)upils accomplish a fair 
 amount of work if they happen to have good textbooks. They are able to 
 teach themselves from the books, liut the rank and file of the school learn 
 a little reading, writing, and arithmetic, and i)robably study the same book 
 for several winters, begiiuiiiig at the first i)age on the first day of school cadi 
 year. Those who need no iidp from the teacher learn to helj) lluinselves 
 and enjoy a delightful freedom. 'Jhose who are slow and dull do not get 
 much aid from the teacher. Their industry may have been in earlier times 
 stimulated by fear of the rod, which was <»flen used in cases of real t)r sup- 
 posed indolence. Harsh measures may succeed in forcing jjupils to do mechani-
 
 350 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 cal work, but they cannot secure much development of the power of thought. 
 Hence the resources of the so-called "strict" teacher of our childhood were 
 to compel the memorizing of the words of the book. 
 
 With the growth from the rural to the urban condition of population, the 
 method of "individual instruction," as it is called, giving it a fine name, has 
 been supplanted by class instruction, which prevails in village and city schools. 
 The individual did not get much from individual instruction, for the simple 
 reason that his teacher had only five or ten minutes to examine him on his 
 daily work. In the properly graded school each teacher has two classes, and 
 hears one recite while the other learns a new lesson. Each class is composed 
 of twenty to thirty pupils of nearly the same qualifications as regards the 
 degree of progress made in their studies, but the first class is from ten to thirty 
 weeks in advance of the second class. The teacher has thirty minutes for a 
 recitation (or "lesson," as it is called in England), and can go into the merits 
 of the subject and discuss the real thoughts that it involves. The meaning 
 of the words in the book is probed, and the pupil made to explain it in his 
 own language. But besides this, all pupils learn more by a class recitation 
 than by an individual recitation to a tutor. For in the class each can see 
 the lesson reflected in the minds of his fellow pupils, and understand his 
 teacher's views much better when drawn out in the form of a running commen- 
 tary on the mistakes of the duller or more indolent pupils. The dull ones 
 are encouraged and awakened to effort by finding themselves able to see the 
 errors and absurdities of fellow-pupils. For no two minds take precisely the 
 same view of a textbook exposition of a topic. One child is impressed by 
 one phase of it, and another by a dillerent phase. In the class recitation each 
 one has his crude and one-sided views corrected more or less by his fellows, 
 some of whom have a better comprehension of this point, and some of that 
 point, in the lesson. fJHe himself has some glimpses of the subject that are 
 more adequate than those of his fellows. 
 
 The possibilities of a class recitation are, therefore, very great for efficient 
 instruction in the hands of a teacher who understands his business. For 
 he can marshal the crude notions of the members of the class one after another, 
 and turn on them the light of all the critical acumen of the class as a whole, 
 supplemented by his own knowledge and experience. From beginning to end, 
 for thirty minutes, the class recitation is a vigorous training in critical alert- 
 ness. The pupil afterward commences the preparation of his next lesson 
 from the book with what I have called new "apperceptive" powers, for he 
 finds himself noticing and comprehending many statements and a still greater 
 number of implications of meaning in his lesson, meanings that before had 
 not been seen or even suspected. He is armed with a better power of analysis, 
 and can "apperceive," or recognize and identify, more of the items of informa- 
 tion, and especially more of the thoughts and reflections, than he was able to 
 see before the discussions that took place in the recitation. He has in a sense 
 gained the points of view of fellow-pupils and teacher, in addition to his own.
 
 Papers] INTERNATIONAL CONGRESS AT LlkCE 351 
 
 The good school continually develops in its pupils two kinds of attention, 
 and its success in this constitutes the surest indication to the supervisor of 
 the value of the teacher's work. 
 
 RECENT INTERNATIONAL CONGRESS AT LIEGE' 
 
 WILL S. MONROE, DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY STATE NORMAL 
 
 SCHOOL, WESTFIELD, M.\SS. 
 
 In recent times the kingdom of Belgium has taken an active part in the 
 educational affairs of the world. At the international expositions and con- 
 gresses held at Paris in 1889 and 1900, and at our recent exposition held at 
 St. Louis, she was creditably represented. Three times during the past 
 quarter of a century she has herself held expositions and congresses that have 
 been more or less international in scope — at Brussels in 1880, at Antwerp 
 in 1894, and at Liege in 1905. 
 
 The educational congress held at Libge in 1905 was in all respects inter- 
 national. Germany, France, Spain, Russia, Portugal, Servia, Switzerland, 
 Holland, Great Britain, the United States, Mexico, Bolivia, Argentine Repub- 
 lic, and Japan co-operated with a representative committee of Belgian edu- 
 cators in the direction of the international congress held at Liege September 
 18, 19, and 20, 1905. 
 
 The organization of the congress included three honorary presidents — 
 M. Jules van den Heuvel, minister of justice in the Belgian cabinet, Emile 
 Dupont, vice-president of the Belgian senate, and Henry Delvaux, member of 
 the Belgian chamber of deputies; the officers of the four departments of the 
 congresses; and national committees appointed by the sixteen foreign coun- 
 tries participating in the congress. The committee appointed for the United 
 States, by the Honorable the Secretary of State, included: Chairman, M. V. 
 O'Shea, professor in the University of Wisconsin, Madison, Wis.; secretary, 
 Will S. Monroe, professor in the State Normal School, Wcstficld, Afass.; 
 Alfred Bayliss, state superintendent of public instruction of Illinois, Spring- 
 field, 111.; Charles F. Birtwcll, superintendent of the Children's Aid Society, 
 Boston, Mass.; William H. iiurnham, professor in Clark University, Wor- 
 cester, Mass.; A. Caswell Ellis, professor in the University of Texas, Austin, 
 Tex.; Mrs. Ellen M. Henrotin, Chicago, III.; E. G. Lancaster, president of 
 Olivet College, Olivet, Mich.; William H. Tolman, director of the American 
 Institute of Social Service, New York; and Rii hard II. Tuthill, judge in Cook 
 County, Chicago, 111. 
 
 Twelve hundred individuals and institutions were mcmliers of the congress, 
 the leading countries being France, 469 members; Belgium, 460; Holland, 
 112; Unitcfl Slates, 70; Germany, 20; England, 12; Russia 12, and Italy 
 10. Three medical societies and thirty educational associations (in twelve 
 
   For additional acrounU of the congress sec an article by Miss Anna nurkbcc in ihc Prnnsylvania School 
 Journnl, Srplrmfjcr, i(/--/r, also artif les by the wriirr in the School Journal (Nrw Vurk). Novrmlirr 4. tgos, 
 and the Pedagogical Seminary, Dccrnilicr, 1005. 'Ihc procrnliiiKs nf thr cnnurrM liolh p.T|>rni and dis- 
 cussions — have been published in French in eight volumes.
 
 352 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 different countries) were represented in the congress. Among American 
 organizations represented were the National Educational Association and 
 the National Congress of Mothers. 
 
 The congress was organized in four departments or sections. The first 
 section had for its central theme of discussion the study of children; the 
 second section, the care and training of children in the family; the third 
 section, the education of defective children; and the fourth section, agencies 
 for the protection of childhood and youth. The second section, which was 
 the largest of the congress, was again subdivided into four subsections — 
 (i) general problems touching family education; (2) education in the family 
 before the school age; (3) education in the family during the school age; 
 (4) family education after the school age. 
 
 Professor J. J. Van Biervliet, of the University of Ghent, presided over 
 the first department; and sixteen papers on various aspects of child-study 
 were presented by representatives from France, Belgium, the United States, 
 and Holland. Professor Alfred Binet, director of the psychological laboratory 
 of the University of Paris, gave two papers. In his first paper he suggested 
 a plan of co-operation among the scattered fields of genetic psychology, and 
 he asked the congress to name an international committee to co-ordinate 
 and unify the labors of the numerous workers represented at Liege. Such 
 a committee was subsequently appointed, including Binet of France, Schreu- 
 der of Holland, Ufer of Germany, Diess of Austria, Popovisch of Hungary, 
 Pereira of Spain, Van Biervliet of Belgium, Monroe of the United States, 
 Mme. Koschkine of Russia, and Miss Pycroft of England. In his second 
 paper Professor Binet pointed out the need of definite studies on the aesthetic 
 reactions of children. 
 
 The problem of mental fatigue, and its relation to mental work and school 
 life, was presented in two papers — one by Professor P. Malapert, of the 
 Lycee Louis le Grand in Paris, and the other by Professor Van Biervliet, of 
 the University of Ghent. The question of school hygiene was discussed by 
 Professor William H. Burnham, of Clark University, Worcester, Mass.; and 
 Mr. L. Laberthonnifere, editor of Annates de philosophie chretienne, pointed 
 out the relation of the results of experimental and genetic psychology to 
 pedagogy and education. 
 
 Methods of studying children were discussed in a half-dozen papers. 
 Professor Anna Buckbee, of the State Normal School at California, Pa., 
 gave an outline of the methods of studying children in American normal 
 schools; Principal J. Klootsema, of the Reform School at Alkmaar, Holland, 
 pointed out the scientific value of current child-study methods; M. Marius 
 Dupont, of the National School for the Deaf at Paris, suggested the needs 
 and methods of studies in anthropometry; and Will S. Monroe, of the State 
 Normal School at Westfield, Mass., traced the development of child-study 
 methods in the United States. The subject of child-study in clubs composed
 
 Papers] INTERNATIONAL CONGRESS AT LlkCE 
 
 353 
 
 of parents was discussed by Miss Harriet A. Marsh, principal of the Han- 
 cock School, at Detroit, Mich. 
 
 The second section of the congress — education of the child in the family — 
 appealed to a wide range of interests; and, because of the large membership 
 and the numerous papers presented, the department met in four subsections. 
 Mmc. Lucie Felix-Faure Goyare presided over the subdivision devoted to 
 the education of the child in the home, and forty papers were read. Among 
 the notable papers were the following: Family Instruction Concerning Sex, 
 by Dr. F. L. Blanchard, of Grenoble, France; Study of the Child in the 
 Home, by Mme. Nadine Koschkine, of St. Petersburg, Russia; The Art in 
 the Home, by Dr. Ernst Buss, of Glarus, Germany, and An Appeal to Work- 
 ingmen and the Clergy for Co-operation in Family Education, by the Abbd 
 Simon, of Namur, Belgium. 
 
 The second subdivision of the department, which considered family 
 education, had as its special theme the care of the child in the home before 
 the school age. The Baronne de Pilteurs de Budingen, of Liege, presided, 
 and thirteen papers were read and discussed. The topics discussed included: 
 Personality of the Child, by Dr. Frederick Eby of the United States; Rela- 
 tion of Play and Education, by Leo Claretie; Value of Kindergarten Train- 
 ing, by Maurice Wolff; Spinal Troubles of Young Children, by Dr. A. Kai- 
 sin; and The Training of the Child's Senses, by Mme. Gest. 
 
 Education in the family during the school age was the general topic of 
 the third section of family education. Thirty-three papers were presented 
 for discussion. The following titles will give a notion of the range of tlie 
 papers: Collaboration of the Family with the School, by Eugrajjh de Kova- 
 levsky, of the Russian ministry of public instruction; The Reailing of Chil- 
 dren, by Mrs. Heller, of Omaha, Neb.; The Influence of the Weather on 
 Children, by Professor Edwin Grant Dexter, of the University of Illinois; 
 Pedolcjgy, the Science of the Study of the Child, by George Walforce, of Liege; 
 The Utility of Parents' Clubs for Child-Study, by C. Laclial, of (,)uincie, 
 France. A notable speaker before this section of the congress was the emi- 
 nent French historian. Professor Ernest Lavisse, of the University of I'aris, 
 who made an earnest i)lea for inculcating in children a genuine love of nature. 
 
 The fcjurlh section of family education discussed the child ajicr the school 
 age, and some of the problems of adolescence. Hon. M. Priim, of the Duchy 
 of Lu.\emburg, presided. Twenty-four papers were presented, including: 
 Training for Social Service, by Mile. S. Lefebvre, of Amsterdam; Aids in 
 the Choice of Careers, by Ci. BilK-, of l'(.ntaine-rEve(iue; The Protection of 
 V'oung Girls, by Mme. de Montenaek; Instruction of Girls for Motherhood, 
 by Dr. v.. Cordier, of Bru.ssels; Domestic Instruction of Girls, by Mme. 
 Gautier-Laca/.e; Training in .Social Purity, by J. Renault, of Namur; In>truc- 
 tion in Sexual Hygiene, by ProfisMT F. Gache, of Alais; InlUuMue of Military 
 Training on Young .Men, by Alice .May Douglass, of Maine; and The Rein-
 
 354 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 stallalion and Revivification of the Hearth-Side as a Factor in the Education 
 of the Adolescent, by Pastor Charles Wagner, of France. 
 
 The third section of the congress was composed very largely of medical 
 men and directors of institutions for defective, dependent, and delinquent 
 children. The general topic of the section was the care and training of the 
 defective child. Professor Jean Demoor, of the University of Brussels, 
 presided, and thirty-nine specialists presented addresses and papers. Dr. 
 Bourneville, the distinguished director of the Bicetre in Paris, opened the 
 congress with a comprehensive address on the problems touching abnormal 
 children. Dr. Decroly, of the policlinique of the medical faculty of the Uni- 
 versity of Brussels, suggested a scheme for the classification of abnormal chil- 
 dren. Professor Alfred Binet, of the University of Paris, and Dr. Simon, of 
 the Hospital of Sainte-Anne, discussed the mental training of backward 
 children. Dr. Guillaume, of Berne, traced the forces which had decreased 
 cretinism in Switzerland during recent years. Dr. George E. Shuttleworth, 
 the most distinguished English authority on the education of feeble-minded 
 children, told the congress what was being done in England for feeble-minded 
 and other mentally defective children by voluntary and state appointed 
 agencies. Dr. Fletcher Beach, also a well-known English alienist, discussed 
 the care of mentally and physically abnormal children and epileptics in 
 England and Scotland. 
 
 The juvenile delinquents and incorrigibles were discussed by Professor 
 Jean Demoor, of Brussels, Mile. Muller, of Rouen, Charles L. Brace, of 
 New York, and Miss Anna Garaewell, of Glen Mills, Pa. Orphans, ille- 
 gitimate and abandoned children were treated by Director Dario Trentini, 
 of Matarello, Tyrol. Speech instruction for the deaf was the subject of a 
 valuable paper by Miss Mary S. Garrett, of Philadelphia. Professor Edou- 
 ard Drouot, of Paris, also discussed the family training of deaf children. 
 The education of the blind was presented in papers by Michael Anagnos 
 (since deceased), of the Perkins Institution for the Blind, Boston, and by J. 
 Sternheim, of the National Institution at Paris. * 
 
 Speech defects, aphasia, and kindred disturbances were discussed by 
 Drs. Jean Gresslar, M. Dufour, and Georges Rouma; and Dr. Bourrillon, 
 of St. Maurice (France), gave an account of educational establishments for 
 crippled and deformed children. The nature of the care and training of 
 epileptic children was presented by Dr. Alexandre Paris, of Nancy, Dr. 
 KoUe, of Zurich, and Dr. Fletcher Beach, of London. 
 
 The fourth section of the congress concerned itself with associations and 
 other agencies for the protection of youth. Professor Dejace, of the Univer- 
 sity of Liege, presided and thirty-eight papers were presented. Eight papers 
 discussed the alcohol problem and the nature of temperance instruction and 
 societies. Two papers dealt with the tobacco habit and its effect on the 
 development of youth. Moral purity was presented by several speakers. 
 School excursions and vacation colonies, school and postal savings banks
 
 Papers] THE TEACHER AND THE LIBRARIAN 
 
 355 
 
 and other thrift agencies, literary societies for young people, and a dozen 
 other topics of a like nature were discussed. Two important papers before 
 this section were: The Juvenile Courts of the United States, by Richard S. 
 Tuthill of Chicago, and Benevolent Agencies for diildren in the United 
 States, by Professor Charles R. Henderson, of the University of Chicago. 
 
 THE TEACHER AND THE LIBRARIAN' 
 
 NATHAN C. SCHAEFFER, PRESIDENT OF THE NATIONAL EDUCATIONAL ASSOCI- 
 ATION, HARRISBURO, PA. 
 
 \\'hen I accepted the invilaliun tt) meet the American Lil^rary Association 
 on this day I made up my mind that I would resist the masculine tendency to 
 give advice. The proverb, 'tis more blessed to give than to receive, must 
 have been wTitten of advice. I am here rather for the purpose of glorifying 
 the vocation of the teacher and the librarian, and of uttering a sort of Mace- 
 donian cry, "Come over to us and help us;" for the National Educational 
 Association — especially the library section — needs very much the help and 
 co-operation of the American Library Association. We need that hrlji 
 quite as much as the teacher needs the help of the librarian, and I might 
 announce my point of view as being strictly in accord with the sentiment 
 expressed in this report, namely, that the library as well as the public school 
 forms an integral part of a system of free and public education. 
 
 We who teach and supervise schools need your help, for the sake of uplift- 
 ing the industrial classes. \\'ill you look at this matter for a few minutes 
 from my point of view ? I live in the richest agricultural county in the United 
 States, a county that has more money deposited in its national banks than 
 any one of seven southern states that might be named, and the wealth of that 
 county is due to the fact that it is a great tobacco county. There is jht- 
 pctual warfare between the school and the tobacco factory. The hoy aii<l 
 the girl leave the school just as soon as the law allows them to go to work, 
 in very many cases, and the owner of one of those industrial establishments 
 assures me that during the noon hour the telephone is kept in constant use 
 by the young people who are engaging scats upon tin- roof garden for the 
 evening. I confess to you I have sym[)athy for those young people. I have 
 heard of industrial establishments where it takes 22 persons to make a pin; 
 where the leather passes thru 64 hands before the shoe is ready for the 
 market. I have never been able to ascertain thru how many hands the 
 t(»bacco j)asses until it ends in smoke and ashes. Hut think of a human 
 being s])ending his time on every working day from the first of January until 
 the last day of December making the twenty-second part of a pin, ti>e sixty- 
 fourth part of a shoe, the infinitesimal part of a cigar, and y«»u (an reali/.e 
 for yourself the monolonctus drudgery of that sort of lifi- and tiie innate 
 
 • An a/lclrrs* More ihc AmrriLnn IJbr«ry AMotiation, al im Annu«l CoinTnlion nl NarrBKnn«cl I'irr, 
 R I . July, igo6, by Prrsicknt Sthacdcr at ihc oiritkl rcprmrntnlivc c.( ihf Naliimul liduiaticmal AMorialion-
 
 356 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 impulse driving those operatives to seek recreation. Now, how much better 
 would it be if these workers in the tobacco factory and in other industrial 
 establishments could at the close of the day go to the public library and there 
 find the recreation which their nature craves, instead of seeking that recrea- 
 tion in the saloon and upon the roof garden. So long as our workers, our 
 industrial classes, do not frequent the library, there to associate with the 
 choice spirits of all the ages, but seek recreation in lower forms of enjoyment, 
 so long, I claim, there is important work to be done by the teacher and by the 
 librarian. 
 
 I am not willing to accept for the teacher all the blame for this state 
 of affairs among our industrial classes. I find that when anything goes wrong 
 in the public life of the American people, people always look to the school 
 for a remedy and the teacher is blamed for what is wrong, or at least she is 
 expected to correct it. See what the teachers are expected to do. If, for 
 instance, someone is found cruel to an animal, straightway there is legisla- 
 tion that teachers must give instruction upon the humane treatment of the 
 brute creation; if it is found that cigarettes and stimulants sap the life of the 
 nation, straightway we have legislation that in every school we must teach 
 physiology with special reference to the effect of narcotics and stimulants 
 upon the human system; if too many boys leave the farm to go to the city, 
 the school is expected to give instruction in agriculture in order to revive an 
 interest in country life; if there is danger that our forests will be all cut down 
 and reach extinction, straightway there is legislation for Arbor Days, in order 
 that the children may know how to plant trees and take care of them; if there 
 is trouble in learning a trade, straightway we must have manual training, in 
 order that the boys, and the girls even, may learn how to use the tools that 
 lie at the basis of all the different handicrafts; and if there is trouble in getting 
 domestic help, straightway we must have the introduction of domestic science 
 into the school curriculum. Indeed, no prophet can tell what problems will 
 be shied at the school in the next fifty years. We are now to celebrate the 
 eighteenth of May in order to prepare the world for international arbitration, 
 and somebody out in the state of Ohio, which is prolific in new ideas, recently 
 proposed that the school children of this country, thru their teachers, 
 shall raise $400,000 to build a bronze ship in memory of those who died in 
 the explosion of the "Maine." 
 
 Now I am prepared to say that the school can, of course, help to solve 
 some of these problems; but here is the difficulty, and it should come very 
 near to the hearts of you Hbrarians: the things which did not originally 
 belong to the school curriculum have been emphasized to such an extent that 
 many teachers have a bad conscience with regard to their legitimate school 
 work. Many teachers feel conscience-stricken if somebody catclies them 
 teaching the three R's; and I have found it absolutely necessary to show 
 the fundamental relation of that which called the school into existence to the 
 preservation of our modern civilization. There are many people who think
 
 Papers! THE TEACHER AND THE LIBRARIAN 357 
 
 that the library and the school are a burden which our modern civilization 
 must carry. I claim, on the other hand, that modern civilization is a burden 
 which the school and the library must carry. Once a good woman who, in 
 preparing herself for the duties of the schoolroom, goes to summer schools 
 and annual gatherings of teachers, came to me and in a tone of despair said, 
 "I would like to know what we are to teach ? " " Well, " said I, "what makes 
 you ask that question ?" "Why," she answered, "the editor of the Ladies' 
 Home Journal says that a crime is being committed before the eyes of Ameri- 
 can parents thru the overcrowding of the school curriculum, whilst Presi- 
 dent Eliot says that the school curriculum must be enriched." Said she, 
 "I have listened to a professor from Chicago who advocated that no child 
 should be taught to read until it reaches the ninth year; and another professor 
 gave us an interesting lecture on a whale, and another lecture on a butterfly, 
 and still another lecture on a Baltimore oriole, and he made us feel that this 
 is the kind of information that we should give in the schoolroom." 
 
 I saw that this woman's notions of the original purpose of the school 
 needed clarifying before she could again be happy in her school work, and I 
 said to her: "You know as well as I do that Pennsylvania has been made 
 the dumping-ground for the illiterate populations of southern Europe. Let 
 us watch one of these men who cannot read and write, let us see his experi- 
 ences during a day. I saw one of them get on the train in the vicinity of 
 Pittsburg not long ago to go to some point where he was sent by the firm 
 that employed him. Every now and then he asked the brakeman the name 
 of the next station for fear he might be carried beyond his destination; he 
 couldn't read the names that have been put upon tablets on each side of the 
 station. When the noon hour came he was sent to a hotel to get his dinner, 
 and there he was confronted by the hotel register. He made some excuse 
 about his name and got the clerk to write it. When he entered the dining- 
 r(K)m he was confronted by the bill of fare, but he couldn't read a word of it. 
 In despair he asked for something to eat. That evening he got a letter from 
 his daughter who was attending the public schools. The child thought 
 this was a fine opjjortunity to show papa she could write a letter. Ihit he 
 couldn't read a word of it. There were ink and writing material in tli.it 
 hotel, free to everybody, but he could not do what he wanted to do, write a 
 letter to the dear ones at home. Somebody handed him a newspaper. Not 
 willing to acknowledge his illiteracy, he held it in the customary position, 
 but soon there was a laugh, for someone saw that he was holding the i)ai)er 
 ujjside down. i\<jw what was it that this man needed all day long? Was 
 it knf)wledgc of a whale, of a butterlly, of a Baltimore oriole, or was it the 
 ability to read and to write?" 
 
 The good woman said, "Hereafter I shall teac^i reading and writing as 
 tho the fate of the nation dejjended upon it." 
 
 The illiterate man is not afljuslerl to our modern c()mi»lex civilization, 
 and no matter what the st hool teaches, the school is a failure if it does not
 
 358 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 develop ability to read and, in addition to that, the jeading habit and the 
 library habit. 
 
 Look at this whole question from the point of view of John Fiske and 
 Lewis Morgan and other scholars who hold their views with regard to the 
 development of ancient culture. I believe that if you look at your own work 
 for a few moments from that point of view every one of you will go home an 
 inch taller, glorifying your work as librarians in a way that you never magni- 
 fied that work before. According to this theory, you will recall there were 
 three great epochs in the development of ancient culture. The lowest, the 
 stage of the savage, had in it three upward steps: first, man lived on nuts 
 and fruits, then man learned to fish and how to build a fire, finally man learned 
 to hunt with bow and arrow. Did any one of those occupations call the 
 school and the vocation of the schoolmaster into existence ? Far from it. 
 And the next stage came when man stepped from the savage to the barbarian 
 plane of life. And there I would like to make my bow to a woman. Did it 
 ever occur to you that whenever the average girl begins to study a history she 
 wishes she were a boy ? And why ? Because our textbooks on history devote 
 about 499 pages to the achievements of men, and if women get half a page in 
 the ordinary textbook on history the sex is fortunate. The average girl is 
 made to think that everything heroic in the world — yes, everything worth 
 doing — belongs to the other sex. Now I want to say that I had a good deal 
 of sympathy for that New England woman who, when an assembly glorified 
 the Pilgrim fathers and talked of the hardships that the Pilgrim fathers 
 endured, rose and proposed a toast to the Pilgrim mothers, who endured all 
 the hardships of the Pilgrim fathers and then had to endure the Pilgrim 
 fathers besides. 
 
 Three epochs man passes thru before he reaches civilization. First, 
 his life is nomadic and his wealth consists in cattle grazing on the adjacent 
 hills. But does that call the school and the library into existence ? Far 
 from it. The teacher and the librarian come later. The next upward step 
 is made when man learns how to till the soil, to practice the art of the hus- 
 bandman. But does that call the school and the library into existence ? 
 Altho the school makes the farmer a better farmer, still farming did not call 
 the school nor the library into existence. The next great upward step was 
 made when man learned to work in iron, in metals. But that did not call 
 the school into existence. According to John Fiske and Lewis Morgan, 
 civilization dawned when man learned how to record his thoughts and how 
 to transmit them to distant peoples and to future generations. It is in the 
 need of recording man's thoughts and achievements and of preserving them 
 for future generations that you have the origin of the school and the origin 
 of the library. So that the vocation of the schoolmaster and of the librarian 
 lies at the l^asis of our modern civilized life. And civilization, I repeat, is 
 the burden which the school and the library must carry and preserve. 
 
 Now, from that point of view we can well glorify these two vocations.
 
 Papers] THE TEACHER AND THE LIBRARIAN 
 
 359 
 
 The library is of course useless if the teacher fails to teach the children how 
 to read and write. On the other hand, as this report points out, the school 
 life of the average child in this country is five years, and the rest of life bek)ngs 
 to the librarian and to the library, if the reading habit and the library habit 
 have been developed in these five years. Undoubtedly, even during the short 
 period of the school life of the child it is possible not only to teach the child 
 how to read — and she is the best teacher who with the least expenditure of 
 time and energ)^ makes the child an independent reader — but it is also possible 
 during that school period, if the librarian and the teacher work together to 
 develop in the child a love of good books, to develop the power to use books 
 aright; and in spite of all the talk we have had about things against words, 
 the school is a failure if it does not teach the right use of books. And it is 
 at that point that the teacher needs the help of the librarian. 
 
 To ray mind the vocation of the librarian has the earmarks of a profession. 
 What are they ? Well, in the first place, every profession has its own esprit 
 de corps, and the first thing I heard when I got into this building was talk 
 about "the library spirit." There is a professional spirit springing up in 
 this organization that will finally pervade the entire vocation in this country. 
 Then, in the next place, every profession requires technical training, and you 
 have your library schools fulfilling that function. More than that, every 
 profession presupposes a liberal or a general education, and the day has come 
 when the brightest of those who graduate from our schools do not hesitate 
 to use their learning, their training, their liberal culture, as a basis upon 
 which to build the vocation of the librarian. In addition, I notice that every 
 profession has certain operations that are not merely mechanical but that are 
 based upon science. Anybody can chop off an arm, but it takes a skilled 
 surgeon to amputate an arm. There is science at the basis of that professional 
 operation. You throw a man, however learned, into a modern library and 
 let him manage it, and he will find how little he has of the technical training 
 and the science that underlie the work in our libraries. And then, last of all, 
 I find that every profession has a noble aim. The theologian seeks to save 
 souls, the physician seeks to save life — and the librarian has a noble aim. 
 It is to fit men and women, not only to get knowledge from the bookshelves 
 or the books on the shelves, not merely to get recreation, but it is to enalile 
 men and women to live the higher life of thought. So many of our industrial 
 classes are dissatisfied because they think money makes life worth living and 
 because they think the millionaire has that which they themselves cannot 
 get. Now, monev stands for food and drink, ior the garments we wear and 
 the houses we live in and things of that sort; but let it never be forgotten 
 that money cannot make life worth living. If you have plenty of money you 
 can buy a fine house, but you cannot buy a happy home; that must be made 
 by you, and by her who (xcupies it with you. If you are rich you may buy 
 a fuie copy of Shakespeare, but you cannot buy the ability lo apj)reciale a 
 play of Shakespeare.
 
 360 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Plato wrote above the door of his academy, "Let no one enter here who 
 is destitute of geometry. " Why did he vakie geometry so highly ? Not 
 merely because he thought it was the best introduction to the study of phi- 
 losophy, but Plato had still another idea, and he expressed it when he says, 
 "God geometrizes. " Plato had an idea that when a youth learns to think 
 the thought of geometry, he is thinking God's thoughts and he is tasting the 
 pleasures of a life that does not turn upon what we eat and drink and upon 
 the things that the almighty dollar will buy. When Kepler discovered the 
 laws of planetary motion he exclaimed in ecstasy, " O God, I think thy thoughts 
 after thee!" And when the youth at school learns to think the thoughts 
 that God has put into the starry heavens above and into all nature around us, 
 that youth is learning to think God's thoughts and is enjoying the pleasures of 
 the higher life of thought. 
 
 Here is where I glorify the library and the vocation of the librarian. No 
 human being can expect to discover for himself all the thoughts that God 
 has put into the starry heavens above and into all nature around us, but if 
 he has acquired the library habit he will find upon the shelves of the library 
 the books that give what man has discovered of the thoughts that God has 
 put into the heavens above and into nature around us ; he will learn that the 
 books upon the shelves of the library enable him to associate with the ch ice 
 spirits of all the ages and to think the best thoughts of the best men whenever 
 he enters that library and makes a right use of books. 
 
 For that reason I believe that all over this land teachers and librarians 
 should emphasize as one of their chief functions the acquisition of the power 
 to make the right use of books, the development of ability to enjoy a good 
 book. And it is there that the library must help the teacher, for few teachers 
 have leisure enough to select the best books upon the shelves of the library. 
 It is there that the librarian must act as a guide to both teacher and pupil. 
 
 Now one word about the National Educational .'Association. We have a 
 library department of the National Educational Association, as you have 
 been told, and when I was president of the department, about 600 special 
 letters of invitation to the meeting of that department were sent to people 
 in different parts of the country. What response did we get ? I think we 
 had present at St. Louis, if my memory serves me right, four librarians and 
 less than a score of teachers. The National Educational Association has 
 money; it has an invested fund now of about $150,000, and some of its finances 
 have been used to print this library report, which has come into being largely 
 thru a committee of the American Library Association. I am not here to 
 advocate either organic or federal union between these two organizations, 
 but I wish to raise in your minds the question whether it is not possible to 
 have a closer affiliation between the librarians and the teachers, especially 
 between the National Educational Association and the American Library 
 Association.
 
 Papers] EDUCATIONAL AWAKENING IN ENGLAND 361 
 
 I rejoice in this opportunity to bring to you the greetings of the National 
 Educational Association, and I shall never miss an opportunity to glorify the 
 work which you librarians are doing for humanity and for civilization. 
 
 BY CORRESPONDING MEMBERS IN OTHER COUNTRIES 
 
 THE EDUCATIONAL AWAKENING IN ENGLAND 
 
 MICHAEL ERNEST SADLER, MEMBER OF ROYAL COMMISSION ON SECONDARY 
 EDUCATION, EASTWOOD, WEYBRIDGE, ENGLAND 
 
 During the last ten years more thought has been given to educational 
 questions in England than during any earlier half-ccnturv in our national 
 history. 
 
 Changes of great significance and magnitude have been made in the 
 machinery of educational administration. The central authority has been 
 unified and reorganized. It now deals with primary, secondary, and technolo- 
 gical education, as well as with the administration of educational endowments. 
 In some respects these separate branches of its work are still unnecessarily 
 divided from one another, but year by year they become more closely adjusted, 
 and we can see signs of more complete fusion in the future. At tlie other 
 end of the administrative chain the local educational authorities have been 
 entirely remodeled. New blood has been brought into the local offices: new 
 forms of experience into the committee rooms. But we have not yet reached 
 a lasting settlement as to the form of local authority for educational govern- 
 ment. So far as one can discern the future, we are likely to have some diver- 
 sity in the mode of election of the local educational authority in different 
 districts according to the magnitude of the task devolving upon it. Tlu' 
 old school-board system with its cumulative vote has probably gone forever. 
 We have derived much benefit from the new county administration, and yet 
 that system, too, has its drawbacks and the new administrative model, 
 which owed much to Fabian inspiration, is already beginning to show some 
 weak places. In London esj)ecially there are some signs of a reaction (not 
 wholly justified) against the County Council administration, and it is possible 
 that there may be a return in ])ublic thought to the conception of a semi- 
 independent local public authorit\ for c(kicational purposes. Thus, on the 
 administrative side, Enghsh education wears today a vtiy dilTerent dress 
 from that of ten years ago. The whcjle drift of tilings is toward greater public 
 ccjntrol in educational matters. Hul wlic-tlier that (ontrol i> to ((tint- from a 
 government office in London, or from tlu- oIVkcs "f liKal aulliorilies scattered 
 all about the country, is still far from ( ertain. The ceiitrali/.ing and the can- 
 tonal princijjles are struggling with one another for the mastery. Hire the 
 one sc<»res a point, and here the other. I'rat tiial lonvenierue rather than 
 political theory is settling this new balanie of powers: the probability i> that
 
 362 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 we shall have a composite system of educational government in which the 
 central power of the state and the decentralized power of the local authority 
 will play the part of the different metals in a compensating pendulum. 
 
 Modern administrative education is dogged by one great danger. It is 
 very costly. If the new educational movement in England breaks down on 
 any one point other than dissidence in social ideals, it will be upon the question 
 of expenditure from national and local funds. We have much leeway to 
 make up in educational provision, according to modern standards. A great 
 deal has had to he done very quickly to overtake arrears. And modern 
 elective bodies seem to delight in bricks and mortar. The result is that the 
 mass of local indebtedness in Great Britain is already considerable. Yet 
 very much of it represents expenditure which is directly remunerative. Much 
 that is not directly remunerative has been indirectly beneficial. But the 
 aggregate of indebtedness is none the less serious. According to the last 
 published returns (those for 1903-4) the local debt of Great Britain is £,'\()<),- 
 231,417. Twenty-five years ago it was less than ;^ 100,000,000. The dift'er- 
 ence marks the change in our conception of the functions of local government. 
 Educational expenditure will steadily become a more important fraction of 
 the whole. The local rate-payer already raises cries of distress. Govern- 
 ments take a popular step when they shift the financial burden from local 
 rates to the central treasury. And the result of this tendency is that the 
 expenditure from the imperial exchequer upon education in the United 
 Kingdom is advancing by leaps and ])ounds. Last August, on the motion 
 of Mr. Thomas O'Donnell, the government issued returns relating to the 
 cost and to other statistics of education. All statistics are a dangerous ground 
 on which to tread. Educational statistics are particularly full of traps for 
 the unwary. These government returns,^ the first of their kind and interesting 
 from many points of view, show that the total expenditure from the imperial 
 exchequer on primary, secondary, technical, and university education in 
 England, Wales, and Scotland in the year 1904-5 was ;^i4,985,i35. This 
 means that, apart from the cost of central administration, the amount paid in 
 grants from the imperial exchequer for the difterent forms of state-aided 
 education was 6 s. 11 d. per head in England and Whales. By a curious coin- 
 cidence, exactly the same contribution per head was made in Scotland. But 
 when we come to add together the educational expenditure from national 
 taxes and from local taxes, we find that England and Whales run ahead of 
 Scotland. Out of local taxes every man, woman, and child in England and 
 Wales paid, in 1904-5, 5 s. <^\ d. for education. The corresponding figure 
 in Scotland was only 4 s. 10^ d. The total expenditure on education from 
 the imperial exchequer and from local rates in 1904-5 for the whole United 
 Kingdom was ;^26,9i3,364. Of this amount, England and Wales were respon- 
 sible for ;^22,303,i56. 
 
 But changes in the form of educational administration and the rapid 
 
 » House of Commons Return, No. 305 (1906). Price 1} d.
 
 Papers] EDUCATIONAL AWAKENING IN ENGLAND 363 
 
 increase in the cost of educational supply are only symptoms of a much deeper 
 change in public opinion. It is not too much to say that the last ten years have 
 worked a revolution in the standpoint from which the more thoughtful of 
 English citizens view the problem of how best to train boys and girls for 
 social efficiency and for the duties of citizenship. Educational thought is 
 broadening. The old bad habit of speaking of education as if it were simjjly 
 a matter of school-teaching is losing its hold. It is now coming to be more 
 clearly understood that the physical side of education is not less important 
 than the intellectual. Ever since the time of Locke, English people have been 
 predisposed to take this view. But modern science has emphasized the 
 importance of physical training, of proper and sufficient food, of adc(|uale 
 sleep, of pure air, of wise limitations of labor. England too, especially since 
 the time of Dr. Arnold, has always laid stress on the moral side of education 
 as at least equal in importance to the intellectual. But it is now being dimly 
 perceived that this requirement of right physical, intellectual, and moral 
 conditions in training really involves the provision of a suitable social envi- 
 ronment for young people from their earliest years. And thus there is break- 
 ing in upon our thoughts the view that all education worthy of the name is 
 but one aspect of the social question. The shrewder sort of English thinkers 
 on education have always seen this. Robert Owen saw it; Carlyle saw it; 
 Ruskin saw it; and the teaching of these three men is part of the intellectual 
 and moral influence which lies behind the rise of the new Labor Party. We 
 in England, however, are not agreed about our social ideal. The result is 
 that there is opening uj) a new field of educational controversy which really 
 turns upon an ideal of social envinMimcnt. lla]ii)ily there is a large field of 
 agreement in which common action will be possible. 
 
 The educational awakening in England, witli its broadening of view 
 and new complexity of varied pur|)ose, is the result of niaii\ intluences, social, 
 economic, ethical, and scientific. Always in the wchcr "i our educational 
 thought, influences from abroad have played their j)art. ilie .social organi- 
 zation of the German empire, tho clearly unsuited in many respects to 
 the temperament oi the Englishman, has never before had so powerful a 
 influence upon English politiial thought. And not less pciu-traling have 
 been the influences from beyond the .\ilantic. American zeal for cduc atioiKil 
 reform, American faith in free i)ui)lic education as a factor in tli«' well being 
 of the modern state, have had ;i profound iiilhiciKc u|)on English opinion. 
 And may I, without doing inju^ti( e lo the work of otliers, mention i\\v names 
 among great American educators, wlii( ii are of espet ial signihcaiK e to Engli>h 
 workers in the educational field ? Dr. W illiam T. Harri"^, late I'. S. Commis- 
 sioner of Education, has won an abiding |)lace in the alTections of every 
 I-nglish teacher and student who has had the honor of becoming personally 
 acquainted with him. And the Reports from tin- Bureau of Education 
 issuefl under his direction are among the best-used books of educational 
 reference on an English educational worker's shelves. President Eliot, of
 
 364 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Harvard University, is another household name in this country, and some of 
 his inspiring addresses, notably that on Education for Efficiency, have been 
 very widely read among all branches of the teaching profession. President 
 Butler, of Columbia University, by his unfailing helpfulness to English 
 students and his unsurpassed knowledge of the various departments of edu- 
 cational work, has become as it were a proxenos for English students of educa- 
 tion. The influence of President Stanley Hall has also been penetrating and 
 far-reaching. The child-study movement, which also owes very much in 
 Great Britain to the insight and originality of Professor Earl Barnes, looks 
 to Dr. Hall for much of its inspiration; and it is not too much to say that 
 numbers of English teachers think of the educational bearing of the problems 
 of adolescence from a different point of view in consequence of Dr. Hall's 
 teaching. Fifthly, in its power of challenge and in its freshness of disinte- 
 grating criticism, the writing of Professor John Dewey is potent in English 
 educational thought. I am not sure that it may not turn out that conclu- 
 sions indirectly drawn from Professor Dewey's suggestions may divert from 
 its old channels much of the traditional democratic thought on educational 
 problems. But, tho I have mentioned my five names, there are others 
 which cannot be omitted. Dr. Maxwell, of New York, and President Hadley, 
 of Yale, come at once into the thoughts of any one who would attempt the 
 briefest catalogue of American influences in English educational thought. 
 Nor should the influence of American schoolbooks and theoretical writings 
 on education be forgotten. You can hardly find an English teacher's room 
 without well-used American textbooks upon the shelves. And yet more 
 important than all these influences, personal and otherwise, are the great 
 streams of experience and of comment and the friendly interchange of view 
 which are the outcome of the increasingly frequent visits of Americans to 
 the United Kingdom and of travelers from here to America. For their 
 encouragement of travel in America with a view to the study of educational 
 methods and institutions, the efforts of Mr. Alfred Mosely are held in high 
 and deserved honor. 
 
 It is important that the distant student should not forget that there are 
 virtually four separate educational systems ifi the United Kingdom. Eng- 
 land and Wales, Scotland and Ireland have each of them their own educa- 
 tional legislation and government. But there is much reciprocal influence 
 between the educational ideals and the educational experience of the four 
 countries. The Scottish system is the most homogeneous, the Irish is the 
 most divided, the Welsh the most emotional and enthusiastic, the English the 
 most complicated and various. For historical reasons, we are not at one in 
 our thoughts about social organization. Regarded as a composite figure, 
 the Englishman may seem to some to be a Mr. Facing-Both-Ways. But the 
 real truth is that at his best a sober-minded Englishman has the candor and 
 good sense to look at both sides of the case. He likes what in the intellectual 
 sphere is, in Pascal's words, the combination of opposite truths, and what in
 
 Papers] EDUCATIONAL AWAKENING IN ENGLAND 365 
 
 the practical sphere is workable compromise. One of his best qualities is a 
 certain temperateness of judgment. He feels sympathy with what is true 
 in opposite theories. The better educated he is, the more distrustful he is 
 of abstract formulas. Like Richard Baxter, he thinks that "more light and 
 greater truth are with the reconcilers than with either of the two contending 
 parties." But looked at from a distance, he must sometimes appear to 
 stagger about in muddle-headed inefficiency. ?Ie is always maintaining what 
 must look to the distant observer to be quite unnecessarily duplicated institu- 
 tions. He is prone to compromise; he seems to set no store by lucidity of 
 thought. His acts of Parliament are a marvel of obscurity. He has no 
 written constitution. Daily, when he dares to do so, he thanks Heaven that 
 he has not. In the armory of his ancient precedents he always keeps ready 
 for use some justification of whatever political revolution he has next a mind 
 for. Everything is loose and free and easy-fitting, like an old coat or a well- 
 worn shoe. He admires the German spick-and-spanness, but, after inspecting 
 its results, he walks away witli his mind set upon his own way of doing things 
 and upon his own comfortable habits. He likes to hear himself scolded, 
 because he knows it is good for him to have the discipline of abuse, especially 
 when he is aware that at bottom he is right. And this state of mind, this 
 habit of thought, reflect themselves in his education. He has not one system, 
 but a score of systems. His educational organization is a conglomerate. 
 It works behind the scenes a good deal better than one would think. It has 
 its compensations, its private balances, its tacit checks, and it is in an incessant 
 state of change, buzzing at present in all directions with new and unregarded 
 experiments. 
 
 But, after all, the great question remains unsolved. How will this mixture 
 of bold novelty and venerable tradition bear the strain of the new forces, 
 first of democracy, secondly of scientific competition.^ We feel ourselves, 
 at any rate in England, in the power of a new current: we are passing rapidly 
 forward to fresh issues and to unexpected change. But nothing will help 
 us more in the difficult times which are upon us than a certain out-of-door 
 sanity of view which the best kind of Englishman never quite loses and which 
 indisposes him to take up with the intellectual fasliion of llic moment. So 
 long as he can, he walks in the old w.iys. He d(jes not like to cast aside 
 people and institutions which have served him well. He is not very hopeful 
 of any rapid changes in human nature. Most of all he distrusts the ven- 
 dors of educational panaceas: he thinks them (juacks. But now he finds 
 himself compelled to make trial of general education on a much more seri<)us 
 scale than ever bef(jre. He C(jmes to the new task with very little experi- 
 ence. Fie has crude ideas about it. Perhaps what will .serve him best 
 is a certain shrewdness of temj)erament which makes no pretense to clever- 
 no^, but sometimes hits a truth which cleverness docs not observe. .And 
 
 ' 'rhc fait th.it in some imiuittrial dislriits the population in incrcaainK mmh less rapiilly than heretofore 
 ha.1 vicial anii educational licaringsof deep significance
 
 366 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 among the truths to which the wiser English statesman attaches especial 
 importance is the wisdom of not pressing social reform to the point at which 
 it unnecessarily estranges one class of the community from another. 
 
 THE TEACHING OF MODERN LANGUAGES IN ENGLAND 
 
 CLOUDESEY BRERETON, DIVISIONAL INSPECTOR TO THE LONDON COUNTY 
 COUNCIL, BRININGHAM HOUSE, MELTON CONSTABLE, ENGLAND 
 
 The reorganization and rearrangement by the local authorities thruout 
 England of our whole system of education, and especially of that branch of 
 it known as secondary, offers us a unique opportunity for putting the teaching 
 of modern languages on a sound basis. Now or never we have to bring home 
 to the powers that be the importance of due recognition and support for 
 French or German, or both, in any curriculum that professes to provide a 
 liberal education. Moreover, with the supremacy of Greek being challenged 
 in our larger schools and that of Latin in the smaller, it is essential that those 
 who believe that every well-balanced curriculum should contain a certain 
 minimum of literary elements should develop and strengthen the teaching of 
 the mother-tongue and of modern languages in order to provide an adequate 
 alternative for the classics which it will otherwise be difficult to replace. Our 
 task is therefore twofold, to convince not only the head-master who controls 
 the hours of study, but also the local authority who provides so largely the 
 ways and means. But this implies the necessity of sketching out as far as 
 possible a modern-language course in its fullest and completest form, indi- 
 cating en passant where it must be curtailed and abridged in those cases in 
 which it only occupies a prominent in place of a predominant position in the 
 cycle of studies. Our task would be far easier were the subjects as yet un- 
 taught in English schools. We should merely have to outline new methods 
 and indicate the qualifications requisite in those who should apply them. 
 As it is, the field is largely occupied by teachers employing an almost infinite 
 variety of methods, some good, others the reverse, some well applied, others 
 spoilt in the application. In framing the grandes lignes of a complete course, 
 the wisest way seems to be to make a rough analysis of existing methods with 
 a view to selecting among the different types the strands of teaching likely 
 to form a sound staple of instruction. By thus indicating how the new and 
 old are combined, we shall make the transition easier for existing teachers by 
 suggesting to them how they may readjust their teaching, instead of asking 
 them to "scrap" all their existing experience — a proposal that none can 
 regard with complacency, and few with equanimity. 
 
 Amid the infinite variety of methods at present in vogue, we may distin- 
 guish three main tendencies which for the sake of convenience may be labeled 
 the Right, the Left, and the Center. The first group is composed of old- 
 fashioned orthodox teachers, who, reared in the atmosphere of classical 
 traditions, believe that the aim of their teaching is to give a mental discipHne
 
 Papers] TEACHING OF MODERN LANGUAGES 367 
 
 of the best possible kind, to teach the language in a scholarly fashion, and to 
 utilize the foreign tongue as a means of teaching the king's English. They 
 are thorogoing believers in a liberal application of grammar, translation, 
 and composition. The foreign language is treated perinde ac cadaver. The 
 ear is quite untrained, accent is largely neglected, conversation is practically 
 ignored. 
 
 The aim of the Left is to enable the pupil to understand, speak, and 
 later on to write the language. They point out that excessive grammatical 
 analysis defeats its own object; they ridicule the employment of methods 
 suitable for the mature scholar for teaching the language to the small boy 
 of nine; they insist on the role of imitation. They put in the front of their 
 program the education of the ear and tongue. So far from using the 
 mother-tongue as a medium for learning the foreign language, they insist 
 that the two should be kept as far apart as possible, while so far from neglect- 
 ing the mother-tongue, they consider it should be the subject of independent 
 study. If rather careless of the Hterary side, they give concreteness to their 
 teaching by a liberal use of Realien, and by affording the pupil an insight 
 into the country itself, its institutions and inhabitants. They thus give 
 background to their teaching, as well as infusing it with a moral aim. The 
 pupil involuntarily acquires a better appreciation of his neighbors across the 
 water, and this makes for international good-will. 
 
 Between these two extremes come the Center, who steer a middle course 
 between the two extremes. Thus ihey believe in training the ear and tongue, 
 and they likewise believe in the usefulness of grammar. Unsuccessful com- 
 promise naturally ends in a jumble, but skilful compromise combines the best 
 forms of opposing schools. The future does not appear to lie with the extrem- 
 ists of cither party, but rather with those who are keen on new experiments, 
 while refusing to throw over what has proved of value in the past, with, in 
 fact, that section which, being nearer the Left, than the Right, I would call 
 the Left Center. The fault of the conservatives seems largely to lie in the 
 apj)lication of methods at the outset which have their place to a certain extent 
 later on ; the weakness or rather incompleteness of the reformers seems to 
 be their apparently tacit assumption of llie adequacy of certain methods 
 which produce excellent results in the debutant, yet are of themselves insufli- 
 cient to cultivate the finer literary and critical instincts of the maturer pupils. 
 
 What then would be the program of the Left Center? At the beginning 
 they wrjuld decidedly incline to the Left. They would insist that the younger 
 the child, the more oral the teaching should be. In fact, with young children 
 lliey would probably iiold that what with pictures and pantomime they could 
 largely dispense with a textbook. Such kindergarten French involves the 
 emjjloyment of all sorts of concerted movements and games, w liii li may be 
 judiciously varied by the introduction of songs and simj)le dialogues. Under 
 cover of these excrci.ses the simple elements of grammar may be taught, l)ul 
 always incidentally, and never in a formal abstract fashion. Not merely
 
 368 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 correct accent but correct articulation must be insisted on from the start; 
 clearness and distinctness of speech are far too often ignored in English 
 schools. There is no harm in beginning a foreign language early, provided 
 the mother-tongue is not neglected. 
 
 With pupils of nine and older the teaching may be much more formal. 
 Such pupils will already have learned the art of reading and writing. The 
 phonetic script may be used and phonetic drill practiced by means of Laiitta- 
 jeln. If the pupil is not allowed to write the script, it does not apparently 
 upset his acquisition of the ordinary spelling later on. Songs and dialogues 
 have here their place. A reading-book should be introduced early, but it 
 must not be composed of disconnected sentences, but of short stories. Nothing 
 is more fatal to the sentiment of interest than a succession of sentences which 
 have no connection with one another. Great stress should be laid on class 
 reading, both singly and in chorus. In all oral exercises all mumbling and 
 gabbling must be strictly forbidden. Grammar should be learned inductively, 
 especially syntax. But the grammatical knowledge thus amassed should 
 from time to time be classified — supplemented if necessary — by the learning 
 by heart of kindred forms in simple accidence, and reduced to a logical shape 
 in the pupil's mind by means of a small grammar. The ordinary class direc- 
 tions should be given in French, but care must be taken that the French is 
 beyond reproach. The mother-tongue should not be excluded, but when 
 employed should^ be used as sparingly as possible, as a sort of temporary 
 scaffolding to be taken down at the earliest possible moment. If the teacher 
 attempts to dispense altogether with it, it is almost impossible to guard against 
 vagueness or even positive misconception. Besides, to explain everything 
 in the foreign tongue is very laborious for the teacher, and undoubtedly 
 tiresome for the more quick-witted boys in the class. The home work in the 
 opening stage should mainly consist of recapitulation and revision of what 
 has already been done in school. In this way alone is it possible to keep down 
 the percentage of mistakes to a reasonable figure. A good proportion of the 
 work should be oral, whether it be poetry to commit to memory, or a page 
 of French to read over aloud. 
 
 So far the teaching is mainly based on the theory of the Left, but when 
 we come to the question of reading versus translation, we find expert opinion 
 deeply divided. The advocates of reading only insist that the exclusion of 
 the mother-tongue enormously strengthens the Sprachgejuhl. The partisans 
 of translation admit the contention to a certain extent, but point out how 
 they are able to cover a vast deal more ground, and can certainly teach con- 
 versation from the reading-book in a more rapid fashion. The "new method- 
 ist" can and does practice conversation in a similar way, but he cannot go 
 the same pace, because he is not certain that his class understand the meaning 
 of the words. As conversation taught off the reading-book is one of the chief 
 aids to the practice of oral composition, which in its turn should form the 
 stepping-stone to written composition, the question of the rapid acquisition of
 
 Papers] TEACHING OF MODERN LANGUAGES 369 
 
 vocabulary is obviously of great importance. It is in fact one of the three 
 capital problems which confront the learner, the other two being the acquisi- 
 tion of accent and grammar. He who has not mastered all three has not 
 mastered the language. Moreover there are two kinds of vocabulary to 
 acquire. One which consists of words the pupil uses and the other, a far 
 larger one, of words which he understands when he hears them or meets with 
 them in print, but rarely if ever uses. If an adequate speaking vocabulary 
 consists of (say) some five thousand words, the other amounts to at least tt-n 
 or fifteen thousand. Translation, therefore, is one of the best ways and 
 means for acquiring this second vocabulary, tho later on, when a good 
 vocabulary has been got together, the use of a second reading text, exclusively 
 reserved for rapid reading without translation, is also of consideral)le assist- 
 ance in strengthening and adding to the pupil's vocabulary. 
 
 So far we have assumed that French should be the first foreign language 
 to be studied. Most persons will agree with this conclusion. There is, 
 however, a minority who contend that we should rather begin with German. 
 Such people argue that owing to its accent, intonation, and spelling, which is 
 largely phonetic, as well as to its closer kinship with English, it is the more 
 suitable language for beginners. As regards accent and intonation they are 
 probably right, tho these are not such formidable obstacles with younger 
 as with older children. In respect to word-relationships, everything depends 
 on the age of the learner. If he is already able to read fairly fluently, he 
 comes across quite as many words of Latin origin in English to which French 
 is generally a trustworthy key. On the other hand, German, with its more 
 abundant inflexions, its numerous inversions, its complicated word order 
 and involved sentences, not to mention the difficulties connected with the 
 genders and prepositions, far more intricate than similar problems in French, 
 appears to become the harder of the two as the pupils go farther into the 
 language. German, no doubt, is the language of research, yet it is often 
 forgotten how much the French have done in these matters, especially in 
 the way of putting into shape the disconnected investigations of others. 
 Again, as far as commerce is concerned, French is certainly the more useful 
 language. Most German merchants know English, a large percentage of 
 French do not. Our traders can therefc^re far more easily do without German 
 than without French. Where, however, French as a school subject .seems 
 .so immeasurably superior to German is that, as the direct descendant of 
 Latin, it is a better stepping-stone to the study of that language th;m German. 
 But its chiefest claim to the premiership seems to be in its unrivaled hu idity 
 and its cult of form. If there are any qualities which we as a nation specially 
 lack, they arc the habit of lucid and logical thought, and the art I0 express 
 ourselves in a clear and concise fashion. 
 
 0[ course, while German should in most cases l)i- llie second laIl^uage, 
 it does not mean that Spanish, or even Italian should never be taken up. In 
 some towns, notably Liverpool and Swansea, Spanish might well be the
 
 370 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 second string. In such cases, it is worth considering whether German 
 should not be made the first, for such boys as take it up, to prevent their 
 studying two languages of the same group. But the question which modern 
 language should be studied first is bound up with the much larger ones of 
 the relation of classics to modern languages in classical and semi-classical 
 schools, of the general order in which languages should be taught, and indeed 
 of linguistic teaching as a whole. At present the several languages as a rule 
 are taught on exclusively analytic lines, or else as diversely as possible. The 
 study of two, or even more, is commenced almost simultaneously. Classics 
 are begun at so early an age that many get disgusted with the subject, either 
 because they began too young or ought never to have studied the subject at 
 all. What is wanted is, as far as practical, similarity of method in linguistic 
 attack. Each language has, of course, its own idiosyncrasies, and there are 
 certain common features, certain general grammatical notions common to 
 all. Again, in language teaching, as in everything else, we must start with the 
 easy and proceed to the less easy. Hence the mother-tongue must be the 
 basis of linguistic study. And finally, we must make certain of one language 
 before we open accounts with another, otherwise our mental book-keeping 
 is apt to get mixed, and we shall be liable to form cross-entries between the 
 different languages, like the school-boy who wrote "Nous avons duos jrbres. " 
 These conditions appear to be largely satisfied by the so-called Frankfort 
 method, which bids fair to become the normal system of language-teaching 
 in Germany in the near future. The mother-tongue is made the basis of 
 instruction. French is begun at nine and studied intensively for three years. 
 Then comes a parting of the ways. The absolutely modern boy can now 
 take up a second modern language, English, while those classically inclined 
 study Latin intensively for two years. And finally, there is a second bifur- 
 cation between the full classical section, in which Greek is taken up and 
 studied intensively, and a Latin-modern languages section. Further, the 
 work is so arranged that a boy who leaves at sixteen has received a complete 
 education of a kind, tho the full course is for pupils of eighteen to nine- 
 teen. Could such a system be adopted in English schools, the gain would be 
 very great. The choice between Latin or no Latin could be postponed to a 
 more reasonable age, and the classical side less blocked with hopeless duffers 
 whose metier is really elsewhere. The problem of Greek would be solved 
 in the same fashion. One can hardly expect the big public schools at 
 once to reverse their methods, but we may reasonably expect the new local 
 authorities to require the introduction of the experiment in the schools 
 under their authority or patronage. 
 
 But we have not as yet come to the end of the list of obstacles to the forma- 
 tion of an ideal curriculum. The present widespread system of external 
 examinations is still a serious hindrance to the evolution of a proper course 
 of study in individual schools. Plappily, there are abundant signs of improve- 
 ment in the near future. That thing of shreds and patches, the grammar
 
 Papers] TEACHING OF MODERN LANGUAGES ^ji 
 
 paper, which formerly bristled with all the hisiis naturae in the language, 
 looks like being replaced shortly by a questionnaire of sentences and phrases 
 to turn into French. The introduction of oral examinations on a large scale, 
 tho still only optional, is a move in the right direction, for which the 
 Caml)ridge University Syndicate may take much credit. The attempt to 
 combine inspection with examination on the lines suggested by London Uni- 
 versity is equally promising, especially as e.xamination is treated as a bnuuii 
 of inspection, or one of the ways, and not the sole and unique way as hereto- 
 fore, for testing the work of the school. No one can at present forecast the 
 future of the Leaving Certificate, which has been exposed by the Board of 
 Education on the Educational Taygetus on the chance of the various author- 
 ities rescuing it from destruction. But one thing is plain enough. \\ iih 
 the spread of the direct method, the difficulty of examining the lower classes 
 of a large number of schools by means of written papers will increase, and the 
 case for individual inspection and examination will grow. It will be a mercy 
 if we can get some of the cup-tie spirit out of our schools, and replace it by 
 higher ideals. 
 
 But there yet remains a final question. What ought the curriculum in 
 our higher classes to be, supposing that the Frankfort method be adoj^ted 
 and the disturbance produced by external examinations be reduced to a 
 minimum ? This is a point that has not received the attention it deserves 
 in England. Historically, the explanation is easy. The reformers wlio have 
 been fighting the battle of oral French have had no time to consider the 
 sec<jnd stage. Still, it is clear our aim must be something more than lo turn 
 out animated phonographs, if indeed from the point of view of literature and 
 culture we are to produce persons of something like the same intellectual 
 caliber as the scholars who owe their training to a classical discipline. Prob- 
 ably a study of the curricula of the German schools would supply us with 
 many abundant hints. What we need is a regular catalogue raisonnS, not a 
 mere alphabetical bibliography, of textbooks as short notes to say for what 
 classes they would be suitable, and above all, we want set out a clear and 
 definite idea of the aim that each school — whether classical, scientific, or 
 literary — should adopt, with suggestions as to the best methods for its attain- 
 ment. As before, the reading-book should i^e the center of instruction, but, 
 as the pupils proceed, the bias given to the teaching should be more and 
 more literary in the true sense of the word. Thus, with jjupils of sixteen and 
 u[>war(i, Racine and Corneille, so out of |)lace in the lower classes, should 
 now be studied rather than .second-rate modern ncnels. Such pupils should 
 be able to apprec iate the fine literary llavor of these classic aullinrs, having 
 by this time beiome possessed of a standard of comparison, thru their 
 acquisition of the modern idiom. 'J lu- reading of .selections and snii)i)ets 
 should be reduced to a mininnim. Authors should be read in l.irge (juan- 
 tities or in works complete in themselves, such as poems and plays. The 
 teaching should as far as possible be condu( ted in the foreign medium, (iram-
 
 372 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 mar should not be pushed to excess, nor its modern supplanter, philology, 
 tho a little handbook on historical grammar would not be out of place. 
 But the instruction should be, above all, literary and critical. It should include 
 discussions on the subject-matter of, say, the play the class was studying, 
 with an analysis of the plot, of the principal characters, and of the stage- 
 craft displayed by the writer, dealing with such questions as why such and 
 such a person or incident is introduced. These matters might also be uti- 
 lized as materials for original composition. That parasite of modern 
 education, the annotated edition, should as far as possible be dispensed 
 with. Instead of studying a poem or play as an artistic or literary whole, 
 the pupil has his attention perpetually called off and distracted by some 
 footnote of fifth-rate importance, while his taste and judgment are formed in 
 advance for him by the critical appreciation prefixed to the text. What 
 external information is required should be supplied by the teacher or 
 hunted up by the pupils themselves in the reference library of the school. 
 Alongside of the comparatively careful study of some classical masterpiece, 
 the pupils should employ for rapid reading a play by the same writer, or by 
 one of the same or even a later epoch, which would afford scope and subject- 
 matter for comparison and contrast, while the writings of some great French 
 critic on the author in question might be simultaneously studied. At the 
 same time, certain modern standard authors could be recommended for 
 home reading. In the highest class an introduction might be made to the 
 study of philosophy by reading in class Descartes' Discours de la methode, 
 or some of Pascal's works. 
 
 Such, then, is a very rough sketch of a full curriculum. 
 
 It will doubtless have been noted that no attempt has been made to draw 
 a line between the teaching of modern languages in secondary and primary 
 schools. The reason is simple. Granted that the teachers are capable, the 
 beginning stage should always be the same, tho the scale on which the 
 methods are applied must naturally depend on the time allotted. Even in 
 evening schools, wherever the teaching of modern languages is properly 
 organized, it would probably be better to make accent and pronunciation the 
 pihce de resistance of the first year's course, translation of the second, leaving 
 the commercial study of the language to the third year. In the same way, 
 in those schools whose pupils go into business, the teaching of commercial 
 French and German should be postponed till the last year of the school 
 course. The pupils will pick up the technical side all the quicker, the better 
 the foundation they have laid in the general knowledge of the language. 
 
 The successful realization of any curriculum, however complete in theory, 
 demands in practice the elimination of certain all-too-prevalent disabilities 
 and the fulfilment of certain indispensable desiderata. Some of these have 
 been more or less touched on already. They deserve, however, separate 
 treatment in order to give them their proper focus and proportion. 
 
 I. Allusion has already been made to the need of treating the mother-
 
 Papers] TEACHING OF MODERN LANGUAGES 373 
 
 longue as the basis of all linguistic instruction. This means that the teaching 
 must be l)rought into line with that of French and German, and the old 
 classical methods abandoned. The reading-book must be made the center 
 of instruction. Great stress should be laid on reading aloud and rccitatii)n 
 as a means not merely of teaching simple elocution but of encouraging lite- 
 rary appreciation. Questions should be employed to kad up to the prac lice 
 of oral narration based on the reading-book, and this in its {urn should prove 
 a stepping-stone to written composition, which at the start should also be 
 largely reproductive. Grammar should be principally taught inductively from 
 the reading-book. A simple grammar might be used for reference or revision, 
 but the bulk of the work should consist of botanizing in the text itself. Liter- 
 ature, again, should be studied for the sake of the subject-matter and thought- 
 content, not merely for the grammatical constructions it contains; above all, 
 pupils should be encouraged to find out what the author aimed at, and how 
 he tried to accomplish his aims. They must, in fact, unravel the author's 
 ])lot, his characters, the precise reason of their exits and entrances, the nature 
 of their motives, the effect of their actions on one another and on the general 
 trend of the story. We want an analysis of his purposes and processes, 
 not a lifeless grammatical dissection of the result. We want to study, in 
 fact, the dynamic element in his work — a study which conlincs itself to col- 
 lecting the various flowers of rhetoric is but a study in gargoyles. We want 
 to reconstitute, if we can, the master-builder's plan of the whole, in which, 
 howe\er much we study the architectural details, we must not forget they 
 are parts of a single entity. 
 
 This is but a thumb-nail sketch of what the teaching should be, but enough 
 has probably been said to show that our chief aim is to standardize our 
 methods of teaching dilTerent languages as far as possible. A boy trained 
 on the above-mentioned lines should bring to the study of French certain 
 valuable tools and instruments which have already been forged b_\ his expe- 
 rience of the first language. He will know how to look out for parts of speech, 
 or make simple distinctions between subject and object. Having learned to 
 speak clearly in his own language, he will not mumble his French and Ger- 
 man. He will readily take to the method of oral narratidii, and as he advances 
 in the foreign tongue he will be more ready to recognize literature as literature, 
 and less likely to regard it as gibberish to be turned into dog-Fnglish. 
 
 2. Reference has already been maile to the need of a graduated list of 
 authors for the different classes. It is equally im|)ortant that the number 
 of grammar and exercise books in any one school should be reiluced tn a 
 minimum. \ot infrequently one finds in many of the classes a >eparali' 
 grammar and exercise book, fossil relics of dilTerent epochs in niddeni lan- 
 guage teaching. What is wanted in mii(Krn schools is a sinipli' grammar 
 ill IreiK h written for Fngli^li bo\>, or a skeleton one in F.nglisli in those 
 schools in which only two hours a week are given In ilu- subjinl. Larger 
 grammars, if in use, should be employed mainly for reference.
 
 374 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 3. Co-ordination between the work of class and class is absolutely essential 
 if one class is to serve as a stepping-stone to the next. It is especially neces- 
 sary in the case of teaching conversation on common topics. Unless certain 
 topics are duly allotted to certain forms, overlapping or omissions are sure to 
 occur. To insure co-ordination it is imperative that one of the staff should be 
 made responsible for the organization of the modern-language teaching, a 
 principle that has recently been largely adopted in London schools. 
 
 4. But co-ordination between subject and subject is equally essential to 
 a well-balanced curriculum, especially in the matter of the setting of home 
 work. Hence the need for a thoro understanding between the specialists 
 on the different subjects, with the head-master acting as honest broker to 
 see that each gets fair play. 
 
 5. But good teaching on modern lines requires good classroom accomoda- 
 tion. How can we get clear enunciation in a crowded schoolroom ? Science, 
 thanks in part to its effect on the olfactory nerves, has conquered for itself 
 classrooms of its own; let us hope that modern language teaching will work 
 such havoc with the auditory nerves of the neighboring classes, that it will 
 make good its claim to separate accommodation. 
 
 6. Assuming it does so, care should be taken to inake the French class- 
 room as much a part of France as the French embassy in London is really a 
 French enclave on British soil. All notices should be in French. There 
 might be French maps and pictures on the walls, with illustrations in natural 
 size of the French weights and measures, coins, etc. What we want to create 
 is a regular French atmosphere. The pupil should feel the change on enter- 
 ing it, just as he feels a change on entering a church. 
 
 7. Such a room should contain a French library, with three sections, for 
 beginners, juniors, and seniors. The books should be light reading, and all 
 should be encouraged to take out a volume. A preference should be shown 
 for illustrated books and weekly or monthly illustrated magazines. Such 
 publications are not unlikely to tempt an inquisitive Alfred to study the text 
 for the sake of understanding the pictures. 
 
 8. All these arrangements are of little effect if the pupils leave too early. 
 This is a very common defect in middle-class schools, especially when they 
 are in good odor with the business world. A paUiative would be the granting 
 of a leaving letter to those boys only who have been three years at the school, 
 while the business men should be publicly acquainted, either thru the 
 local Chamber of Commerce or otherwise, with the fact that all other boys 
 who claim the hallmark of membership do so S. G. D. G., as the French say. 
 
 9. Still more injurious to the proper working of a curriculum based on 
 the usual method is the irregular ages and seasons at which the new recruits 
 enter. Sets, however, may do a great deal, and even extra classes something 
 for bringing these modern-language " ineffectives " up to the mark. It is 
 certainly a pity we cannot demand of the parents that these "specials" receive 
 extra coaching at home as they do in Germany. Personally, one would like
 
 Papers] TEACHING OF MODERN LANGUAGES 375 
 
 to see a hidier fee charged in the case of a bov who was over thii-teen at 
 entrance unless he came on from an accredited school, while boys who did 
 not join at the beginning o{ the school year might be made to pay on a 
 higher scale for the odd term or two preceding the next financial year. 
 
 10. Another factor to be reckoned with is the question of classes of man- 
 ageable size. The point is so well known, there is no need to elaborate it 
 here. It is worth noting, however, that the French ofikial program looks 
 on twenty-five as a maximum, and indicates that even this number should 
 be avoided if possible. 
 
 11. Teachers under the new method suffer from a (loubk' disadvantage. 
 Their work needs more i)rei)arati<in, it is also far more exhaustive. German 
 statistics prove that modern-language teaching on modern lines is rapidly 
 becoming a dangerous trade. The Xcuphilolog has four years less expecta- 
 tion of life than his colleagues. Yet the German teacher has only about 
 20-18 hours net per week in school. Obviously, if the reform is perma- 
 nently to prosper in England, we must cut down radically the number of 
 leaching hours for the modern language master. This again has been done 
 in many London schools. 
 
 12. If the staff are not all equally competent, the best teachers must be 
 put on at the bottom and the top of the school. It is everything to get the 
 foundations in properly. Even if the teaching falls off in the middle, the 
 boys who have been well grounded can be pulled together again in the upper 
 classes. 
 
 13. Hut the teaching in any one form should never be divided up if pos- 
 sible. To give one man the translation and the other the comjwsition is to 
 cut the latter off his legitimate source of supplies. Only when there is a 
 foreigner on the staff is it advisable to give the translation to an Englishman. 
 But in that case the pupils ought to read with the foreigner. The use of a 
 young Frenchman in this respect as an assistant has much to comnK'iul it. 
 He can take the upper Ijoys not only in reading but also in conxersatiDn and 
 occasionally in free composition, while his presence on the staff gives the 
 teachers a chance of keeping up their French. 
 
 14. Altho we have a certain number of very capable foreign teachers, 
 the experience of France and Germany is overwhelmingly in fa\or of the 
 efficient home-bred teacher. lie probably does not know the language so 
 well, but he knows its diflkulties better. And in teaching it is not enough to 
 know; one must also be able to locate the pufjil's standpoint in okU r lo throw 
 him a rof)e across the unknown. Moreover, the liomc-bred teac Ik r knows 
 the temper and temi)erament of his own < ountryincn as ilu' foreigner never 
 can. 
 
 15. All thc-e questions of smaller classes, reduce<l hours of teadiing, 
 and competent teachers are at bottom purely financial (|ueslit)ns. They 
 mean more teachers and lieller rates of pay. No modern teacher ought lo 
 start on less than ^^150, when one considers what his (raining has cost him.
 
 376 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Our one hope of the estabhshment of modern languages on a sound basis 
 must, in the face of the niggardly doles of the Board of Education, rest with 
 the new local authorities as far as the aided schools are concerned, one of 
 which has recently solved the financial problem at least. The London 
 County Council instituted last July a new scheme of salaries for teachers in 
 its secondary schools. Men assistants can under certain circumstances rise 
 to a salary of £,2)$o a year, and women teachers are correspondingly liberally 
 treated. 
 
 1 6. But if these bodies come to the rescue, it is sincerely to be hoped they 
 will in return demand that the schools they aid offer a complete and well- 
 organized course of study in modern languages. This does not mean the 
 infliction on these schools of a rigid curriculum, but only the observance of 
 certain definite principles in the teaching of the subject, while at the same 
 time allowing a wide latitude in the degree in which they are enforced. Such 
 principles would involve, for instance, an oral treatment of the language at 
 the start, recognition of conversation as a branch of the subject, the mother- 
 tongue being made the basis of linguistic instruction, and languages being 
 taken up in their proper order of study. 
 
 17. In order to hasten the adoption of these principles, the local authori- 
 ties would have to take steps to improve the existing teachers and secure a 
 supply of properly trained and qualified teachers in the future. To effect the 
 former object, assistants might freely be introduced into the schools. In 
 university towns the lectors who ought to be attached to every chair of lan- 
 guage might conduct conversation classes for teachers and give them lectures 
 on French life. The local teachers' guild might start a French club, and this 
 might find premises in the teachers' institute, which every large town should 
 possess. Again, in university towns the universities might so organize their 
 courses as to allow for graduate or post-graduate study in the evenings. 
 Local authorities might offer to pay fees at such courses anci also at holiday 
 courses abroad. And lastly, after seven years' service, every teacher should 
 have a right to claim a year's furlough on full pa}' with a view to visiting 
 other schools and getting out of the rut into which the best of us are liable 
 to fall. As for the training of secondary teachers, the whole thing is so much 
 in the making one can only throw out a hint or two. Local authorities might 
 ofi:er scholarships at the local university in modern languages; they might 
 also encourage students already in residence to spend their vacations abroad ; 
 and lastly, they might copy the example of certain German towns and give 
 traveling scholarships to those who have already taken a degree. 
 
 In conclusion, I would wish to emphasize two points. One is the need 
 of establishing certain principles at the very start. If this is done, we shall 
 be saved from the danger of adopting en bloc any stereotyped curriculum and 
 refusing to alter any jot or tittle in it; on the other hand, if we always have 
 these principles in view when building up a curriculum, we shall be saved 
 from incorporating in it practices which are really incompatible with sound
 
 Papers] SECONDARY EDUCATION OF GIRLS ^-j-j 
 
 educational theory. And lastly, I would once more emphasize the fact that 
 the ultimate solution of the problem is very largely a solution of £. s. d. 
 It is money that makes the mare go, and it is money that alone can make 
 the best of schemes work. 
 
 SECONDARY EDUCATION OF GIRLS DURING THE PAST 
 
 FIFTY YEARS 
 
 I. IN ENGLAND 
 
 BY DOROTHEA BEALE, PEINCIP.^L OF THE CHELTENHAM LADIES' COLLEGE, 
 
 ENGLAND ^ 
 
 I propose to give some account of the marvelous change that has taken 
 place during the last half-century in the education of girls. I shall speak 
 only of secondary and higher education, and of the great enlargement con- 
 sequent thereupon of the sphere of women's work. 
 
 Fifty years ago, " society" excluded from its ranks any who earned 
 money. A "lady," if she could by small economies manage to live, was 
 expected, on pain of losing caste, to do nothing to increase her income. The 
 "old maid's " was a pitiable lot for most, and it was so proclaimed. I have had 
 to listen to a clergyman, a teacher of girls, saying that a woman who did not 
 marry was a "social failure," and another advised a father not to allow his 
 five girls to teach because their "prospects would be injured." 
 
 Those to whom a substantial mental diet was as necessary as food for the 
 body were fain to take it in secret, with blinds drawn down, lest Mrs Grundy 
 should espy them. It was under protest that Elizabeth Barrett learned Greek 
 — her grandmother wanted to keep her to needlework; and Mary Somcrville 
 anxiously enquired if it was "wrong for girls to learn Latin." The excellent 
 classical scholar, Caroline Cornwallis, wrote on philosophy under the title of a 
 Pariah; her books were much read, but she preserved her incognito as scrupu- 
 lously as Junius, until her death. Her mother was a good Hcbrcv; scholar, 
 and a cousin was well versed in tlie three classical languages and in mathe- 
 matics. The^e and a few like-minded, as Mi'^s Swanwick, the author of 
 translations of Aeschylus, obeyed the inward imjjulse to unfold to the light the 
 intellect which God had given them. By tluir faitli, mountains of prejudice 
 have indeed been removed and cast into the sea. W i- haxe lived to see the 
 
 ' It becomes a sad duty to announce the death of Miss Doroiiika Kkale on November 9, 1906, in her 
 Mvcniy fifth year. This article which she, as a corresponding member, had consented to prepare for the 
 Anniversary Volume was the last paper wTitten by her, and is a review of the Krowth of the great work of 
 which she wa.s the distinguished leader in Kngland for half a century. After serving several years with dis- 
 tinction as a mathematical and claiisical tutor in Queen's College, and for one year as head tutor in the CIt-rgy 
 I laughters' Sfhofjl at Castcrton — Charlotte Bronte's" I-owood" — Miss Healc was appointed in ifisS head 
 mistress of the famous Ladies' College of Cheltenham, in the fourth year of its existence, which ixisilion 
 ■he held continuously to the time of her death. 
 
 She was the virtual founder and creator of this great sduxil for girls. It is impossible here to review her 
 services as (nincipal of this school for nearly fifty years and her efforts in every part of the United Kingdom 
 in l>chalf of eduoilif<n for girls; a work whidi plaics lirr liesidc Mrs. William Grey, the pioneer of the 
 modem education for girls in Kngland. One of her former pupils closes a touc hing " Appreciation" with 
 the worcLs, ".She has been, and still is, to those who knew her, tt true Dorothea— the gift of God." — [Editor.]
 
 378 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 daughters of prime ministers and bishops not ashamed to become paid workers 
 like their brothers and fathers. 
 
 Half a century ago certain subjects were considered masculine and others 
 feminine, and the general opinion regarding the right and the duty of women 
 to use their intellect is perhaps made more evident by such protests as Mrs. 
 Jameson's in her beautiful lectures on the Commimion of Labor, than by any 
 direct attack — even as the Apologies of the early church show the existing 
 ideas of the heathen world. 
 
 We are told [she writes], practically to seek the shade till morally we fear the light. 
 Why cannot we walk bravely, honestly, serenely, yet simply, along the path to which 
 it hath pleased God to call us, instead of creeping about in a spirit of fear ? There are 
 men manly and far-sighted, eager to instruct us, eager to recognize in us companions by 
 the grace of God. 
 
 She enlarges on what was "surprising and delightful, that there were found 
 
 eleven distinguished professional men, ready and willing to deliver lectures to 
 
 ladies on practical subjects." She adds — 
 
 it is not anywhere indicated that weakness and ignorance are to be accounted as charms in 
 women by which they are to recommend themselves to intellectual men; or that it is 
 unfeminine to study the conditions of health; or that the desire to know something of those 
 divine laws through which she lives, and moves and has her being, is the result of a "de- 
 praved imagination." 
 
 She gives the astounding fact that out of nearly 80,000 women who married 
 in 1854, 68,000 could not write their names. "Morally," she writes, "a 
 woman has a right to the free and entire development of every faculty God has 
 given her." 
 
 One was ever hearing that women were made to be wives and mothers, 
 and it was not apparently evident that they could be neither in the fullest 
 sense, unless they were "beings breathing thoughtful breath." Bishop 
 Dupanloup in his Femmes savantes, modestly suggested that the parable of 
 the talents applied to women as well as men. 
 
 I might also refer to Miss Davies on Higher Education, to Miss Shirreff 's 
 book, to Miss Parke's Essays, and to an article of mine in Eraser's Magazine 
 for 1 866. 
 
 Mrs. Gamp ruled in the hospital; soldiers died on the battlefield without 
 educated nurses; the poor were untaught; the middle classes learned in the 
 schools "words and facts;"' science was studied unscientifically, drawing was 
 copying other drawings, music, playing pieces. There were no schools in 
 London corresponding with the grammar and public schools, which daughters 
 of well-to-do people could attend; the middle classes were taught by resident 
 governesses and perhaps sent for a short time to boarding schools. In the 
 fashionable boarding school, "accomplishments," as they were called, were 
 the chief occupation, and the committing to memory of words, empirical 
 unconnected facts, and rules of grammar prevailed. 
 
 ' Report 0} the Schools' Inquiry Commission (1868). A few copies remain and will be sent to those mem- 
 bers of the National Educational Association who ask me for them.
 
 I 
 
 Papers] SECONDARY EDUCATION OF GIRLS 
 
 379 
 
 The first detinite movement for the higher education of women may be 
 traced perhaps to the foundation of the Governesses' Benevolent Society in 
 1843. A registry was opened by the society, but it was found almost impos- 
 sible to distinguish real governesses from mere pretenders. There was abso- 
 lutely no test. To those who can read between the lines, the following sen- 
 tences, in the report for 1846, speak of vain efforts to found a college, to get 
 an examining board recognized, and to obtain government grants; there was 
 opposition from some subscribers, whose idea of charity was the giving of 
 money. 
 
 The Committee expressed their disappointment. They were not prepared to find 
 the higher authorities of the country unawakcned to the importance of female education in 
 its bearing upon national character, and thus upon national prosperity, nor to find that 
 those legislative favours which have been lavished so freely upon the Endowed Schools 
 and Universities for the one sex, should be withheld from the first effort ever made to place 
 female education upon a proper basis. 
 
 In the Report for 1847, ^^'^ read: The College has commenced its operations 
 this year. Her Majesty has permitted the use of the " Royal name for Queen's 
 College." Some of the professors of King's College in October, 1847, began 
 to examine gratuitously and to grant certiticates to governesses, and the pro- 
 fessors of King's College kindly opened free evening lectures for ladies engaged 
 in teaching. Miss Buss writes, "Queen's College opened a new life to me 
 intellectually; to come in contact with the minds of such men was a new 
 experience to me and to most woinen. I was a member of the evening lectures 
 at the outset." Early in 1848 a series of opening lectures were given which 
 were afterwards published in a volume, and helped much to modify public 
 opinion. Mr. Llewellyn Davies has rightly called the establishment of Queen's 
 College an epoch in female education. Some of the first teachers were Fred- 
 erick Denison Maurice, E. Hayes rium[)tre (afterward Dean of Wells), 
 Richard Chevenix Trench (afterward Arclibishop of Dublin), Dr. Brewer, the 
 historian, and other leading men. Lady Stanley, of Alderley, Lady Monteagle, 
 Lady Canning, Mrs. Wedgwood, and many others became lady visitors. 
 The queen founded scholarships. It is strange from the vantage ground of 
 the present to read the aj^ologetic tone of these early i)apers: the i)rophecy 
 of the founders of Queen's College has indeed been fulfilled. They write, 
 "When the whole class look back at some future time upon the operations of 
 the Society, the Committee are sanguine that this will be the branch from 
 which has resulted the largest amount oi permanent and general advantage." 
 
 A simultaneous nKJvement was begun by teachers themselves. In 1845, 
 the College of Precejjtors was ffjrmed; it was at first rather a benefit society; 
 then the necessity aro.sc of testing the (jualifications of those who had no 
 university degree. Examinations were oj)ened f<jr nun and women alike. 
 
 The success of Queen's College led to the establishment in iS.(9 of Bedford 
 College upon an undenominational basis, following the lines of University 
 College, as opposed to King's. I'Vancis Newman, Dr. .Morgan, and Dr.
 
 380 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Carpenter were among its first teachers. Erasmus Darwin, Thomas Farrar, 
 and Hensleigh Wedgwood became trustees; Miss Jane Martineau was 
 secretary. 
 
 Then Miss Buss, who had been carrying on a private school determined to 
 develop it on the lines of a public endowed school. 
 
 In 1854, the Cheltenham Ladies' College, the first proprietary school for 
 girls, was established on the model of the Cheltenham College. Some good 
 private schools were opened, but it was more than ten years from this time ere 
 any great public movement was made. 
 
 The astonishing ignorance disclosed by examinations opened to governesses 
 caused some ladies, under the leadership of Miss Emily Davies, to press upon 
 the Schools' Enquiry Commission to get if possible some insight into girls' 
 schools above the elementary. Miss Davies, Miss Buss, myself, and other 
 ladies gave evidence ; the portion belonging to girls' schools was by permission 
 of the commissioners afterward condensed by me into a handy volume and 
 reprinted with an introduction. I quote here a few passages from reports of 
 some of the Assistant Commissioners. 
 
 The noxious brood of catechisms [exclaims Mr. Bryce]. These books teach facts, 
 
 such facts for example as the number of houses burnt in the fire of London Such 
 
 knowledge is fragmentary, known, not scientifically as a subject, but merely as so much 
 information, and hence, like a wall of stones without mortar, it readily falls to pieces. ' 
 
 Mr. Fitch writes : 
 
 I have seen girls learning by heart the terminology of the Linnaean system, to whom 
 the very elements of vegetable physiology were unknown. They learn from a catechism 
 the meaning of such words as divisibility, inertia, who know nothing of the physical facts 
 of which these words are the representatives. 
 
 We find [writes Mr. Norris], as a rule, a very small amount of professional skill, an 
 inferior set of school books, a vast deal of dry uninteresting rules put into the memory 
 with no explanation worthy of the name, a very false estimate of the relative value of the 
 several kinds of acquirement, a reference to effect rather than to solid worth, a tendency to 
 fill or adorn rather than to strengthen the mind. 
 
 Mr. Fitch also dwells on the wasteful expenditure in small schools. 
 
 Of nearly 80, whose statistics I obtained, only 5 contained more than 4c scholars, 
 including both boarders and day pupils. Nothing can well be more extravagant than the 
 waste of money, and of educational resources in these small schools. There is Httle life, 
 no collective instruction, and nothing to call forth the best powers of either teacher or 
 learner, in a school where each class consists of two or three pupils only. 
 
 As we talk of pre-Raphaelite painting, we might speak of pre-Victorian 
 education, so great has been the change. There are evils now, but those who 
 have read the Reports of the Royal Commission of 40 years ago must acknowl- 
 edge that the improvement in the education of girls is something to I^e thankful 
 for. Thackeray's description of the past is scarcely overdrawn. This is the 
 condition of a young lady's existence. She breakfasts at 8 ; she does MagnaWs 
 Questions till 10; she practices till one; she walks in the square with bars 
 
 ' Report ol the Schools' Inquiry Commission (1868).
 
 Papers] SECONDARY EDUCATION OF GIRLS 381 
 
 round her till two; then she practices again; then she sews or reads French or 
 Hume's History; then she comes down to play to papa, because he likes 
 music, whilst he is asleep after dinner. 
 
 The evidence collected by the commission made a great impression, espe- 
 cially on Mrs. Grey and Miss Shirreff, the daughters of Admiral ShirretT, and 
 under their able leadership, the National Union for Improving the Education 
 of Women was founded. They worked on in faith, and gradually the mountain 
 of prejudice yielded: their high intellectual endowment, their power of expres- 
 sion, their gentleness and strength, above all their lofty and unselfish character 
 lifted the workers into a region too high for the ignorant and worldly to climb 
 or for the arrows of ridicule to touch them. Whilst their work was chiefly to 
 address meetings, Miss Davies set herself chiefly to collect facts. She and 
 the ladies acting with her prevailed on the University of Cambridge to allow 
 girls to take informally the papers set in the "local examinations" for boys. 
 Many evils were predicted, especially the ruin of girls' health. The fight in 
 which our American sisters, under the leadership of Miss Brackett, contended 
 so bravely will not be forgotten. Miss Buss and I led the forces in England. 
 It is now, I believe, universally admitted that the intellectual development 
 has coincided with bodily development, and a higher standard of health. 
 
 In 1869 girls were regularly admitted to local examinations and later a 
 higher examination was opened by Cambridge University and Miss Davies 
 established at Hitchin, near Cambridge, a college for women, in which the 
 course of study and examination was made as nearly as possible identical with 
 those of the university. 
 
 The London University in 1869 opened a special examination for women ; 
 it was almost identical with the matriculation. Very few w-omen came forward. 
 In nine years only 139 passed; more than half of these w-ere pupils of two 
 schools, 44 were from the Cheltenham Ladies' College, 28 were from that 
 founded by Miss Buss; the first to take a certificate in mathematics was from 
 Cheltenham. Professor Smith used to tell how the beadle came to him on 
 seeing this solitary examinee, and in a loud whisper told him that "if anything 
 should occur there was a female attendant in the next room." 
 
 In 1870, josiah Mason by a deed of foundation gave to Birmingham a 
 
 Science College open to men and women. 
 
 Its object was to create a sounder public opinion with regard to tdiuatioM itsi-lf and 
 the national imiwrtance of the education of women, and thus to remove the gnat hin- 
 drance to its im[)rovement, the indilTerencc with which it is regarded by the public. 
 
 In 1872 Miss Buss, giving up her ])rivate property in lier school, madi' it a 
 public school by placing it in trust. Meanwhile ladies' associations were 
 formed in vari<jus large towns, and a very important movement began. Lec- 
 turers chosen by Cambridge were sent to give courses of systematic instruction. 
 This has since developed into the great university extension nio\ enuiit. 
 
 (jirton had insisted rather on the importance of conforming its course and 
 examinations U) tliose instituted for men. Many wonu 11 dcsind univirsity
 
 382 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 culture, without being prepared to go thru the regular studies which were 
 familiar to boys, but difficult for those who had taken other lines. To meet 
 their wishes, Merton Hall had been opened in 1871 by a committee of which 
 Professor Sidgwick was the leading spirit, and Miss Clough (sister of the poet), 
 who was full of devotion to the cause, was appointed head. It was removed 
 later to Newnham, 
 
 The Girls' Public Day School Company was founded in 1873, and the 
 Froebel Society, the outcome of the efforts of Mrs. Grey and Miss Shirreff. 
 
 Meanwhile opportunities for obtaining higher education were extended. 
 A university college was opened at Aberystwith, where education was offered 
 on equal terms to men and women. Subsequently similar colleges were 
 added at Cardiff and Bangor. The small Women's College at Hitchin was 
 removed to Girton, and it has never ceased to grow. 
 
 A most important movement had been going on in which again our American 
 sisters took the lead. In 1858 Dr. Elizabeth Blackwell had taken her 
 M. D. in Switzerland. Soon after Miss Garrett began to seek medical educa- 
 tion in London. In 1S66 she became a qualified practitioner, but the door 
 thru which she had entered was immediately closed, and then began a 
 desperate struggle against women doctors on the part of the less enlightened 
 of the profession. It culminated in 1873 when the women students of medicine 
 were driven from Edinburgh to London. Not until 1882 were English medical 
 degrees opened to women. 
 
 In 1866, by the energy of Mrs. Jellicoe, supported as she was by Arch- 
 bishop Trench and the provost and fellows of Trinity College, Alexandra 
 College, Dublin, was founded. Also existing colleges continued to grow. 
 The Ladies' College at Cheltenham, once a school, had developed into a real 
 college; and in 1872 it was removed from a private house into a beautiful 
 college designed for 250 pupils; it now numbers about 1,000. In 1874 Bedford 
 College moved to York Place and a medical college for women was founded 
 in London. 
 
 Miss Buss formed in 1874 an Association of the Head Mistresses of 
 Endowed and Proprietary Schools. There were only eight present at the first 
 meeting. It now numbers a membership of 230. 
 
 In 1875 an endowment of ;i^2o,ooo was assigned to the Camden schools 
 by the Charity Commissioners, and the Clothworkers added ;£3,ooo in 1878. 
 Miss Ewart had already in 1872 given ;^i,ooo to the lower school. In 1879 
 the handsome buildings of the North London Collegiate School were opened 
 by the Prince of Wales. Mrs. Bryant, D. Sc, London, a woman of quite 
 exceptional talent and distinguished equally in mathematics and mental 
 science, became the able vice-principal. 
 
 An important step was taken in 1877 by the establishment of training col- 
 leges for teachers in high schools. Miss Newman (sister of Mr. William 
 Newman, the distinguished fellow of Balliol, and recent editor of Aristotle), 
 opened a small house in connection with the Cheltenham Ladies' College. At
 
 Papers] SECONDARY EDUCATION OF GIRLS 383 
 
 her death, money was collected, and the College of St. Hilda's, Cheltenham, 
 now accommodates 50 students. 
 
 The following year, 1878, the Maria Gray Training College was estab- 
 lished in London, and King's College again took the lead in a movement for the 
 extension of women's education. 
 
 The year 1879 was a memorable one in many ways; the London Uni- 
 versity having given up its cry of tion possumus, had obtained a supplemental 
 charter, and for the first time admitted women on the same terms as men; 
 but the medical faculty was strong enough to exclude them from medical 
 degrees, and it was not until three years later that this citadel was carried. 
 
 \\'hile Cambridge was ever offering fresh advantages to women and London 
 was giving degrees, Oxford reluctantly offered its local examinations; and it 
 was not until ten years after the Hitchin College had been opened, ten years 
 after the London University had examined women, that the Ladies' Association 
 was formed, and two colleges were founded — Somerville and Lady Margaret. 
 
 In 18S0, Owen's College, Manchester (founded in 1852), became the 
 Victoria University, and received power "to bestow degrees on all persons, 
 who shall have pursued a regular course of study in a University College, 
 and shall submit themselves for examination." The Liverpool and Yorkshire 
 College at Leeds now formed part of the Victoria University. The association 
 has however been since dissolved, and all our principal towns are now asking 
 that university colleges should become universities. These all admit women 
 to classes and grant them degrees. 
 
 In 1882, the Cambridge tripos examination was opened to women. After 
 a desperate fight at Oxford, the honors examination was also opened, but 
 the degree was still refused. 
 
 Meanwhile there had been growing up all over the country large and 
 efficient schools for girls; also the endowments, which had been diverted to 
 boys alone, were now being restored to girls, and a number of old foundations 
 were revived. Five of the most important were the Blue-Coat, the Grey-Coat, 
 Westminster, the Bedford, the Askc and Mary Datchelor Schools. 
 
 In 1883 another important movement began. The idea originated with 
 Miss Buss of uniting into one great body teachers whether men or women, 
 forming a body of great weight and importance, and thus the Teachers' Guild 
 was established. 
 
 In 1884 Miss Prideaux obtained brilliant honors in the medical examina- 
 ti(jns of the London University. She died the follow jng year of diphtheria, 
 caught in the discharge of her duties. Her intellectual superiority and the 
 beauty ui her character helped iu break down the remaining prejudices felt 
 for women doctors; the last vestiges disa|)peared when the suffirings of the 
 Indian women were brought i)cfore the Liiglish community by the Marchioness 
 of Dufferin and Avu, and a national association formed to supply female 
 medical aid. 
 
 The Juijilccyear was signalized by the opening of the magnificeiil Holloway
 
 384 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 College. At Cambridge women won special distinction, Miss Ramsey being 
 Senior Classic, and having the whole class to herself; Miss Harvey occupying 
 a similar position in the mediaeval languages tripos; and in 1890 Miss Philippa 
 Fawcett was placed above the senior wrangler. 
 
 At length Oxford opened the Honour Schools in Lit. Humaniores, but 
 refused to permit women to enter for the pass examination. Women gained 
 special distinction this year in the examinations of the London University, 
 one took the gold medal, being the highest in classics at the final M.A. In 
 the B.A. classical honors. Miss Richardson of Cheltenham was bracketed 
 equal second. Dr. Sophia Jex-Blake was appointed extra-mural lecturer on 
 midwifery. This is the first instance of the official recognition of a woman as 
 a lecturer in a public medical school in this country, and it is of particular 
 significance as representing the progress of opinion in Scotland where with 
 much difficulty the lady students, excluded from the university, obtained their 
 education in the Extra-Mural School of Edinburgh. Another step toward 
 breaking down the intellectual barriers which separate men and women, was 
 taken in the summer meeting for Oxford extension students at Oxford in 1S88. 
 From all parts came men and women, brothers and sisters, fathers and 
 daughters, heads of schools, teachers and senior pupils, workingmen and 
 people of high position, social and intellectual. The large rooms in the new 
 schools were crowded every morning with eager listeners ; afternoon or even- 
 ing lectures were also given. Meetings were held for the discussion of educa- 
 tional subjects, and a great stimulus given to university extension work. 
 Schemes were discussed for bringing the university into still closer relations 
 with students in large towns, by the forming of reading circles, the granting 
 of certificates, etc. The subsequent meetings have been very numerously 
 attended and the 1889 and 1890 meetings, which have combined a month of 
 quiet study after for a select number, have been much appreciated. 
 
 In 1893 I opened St. Hilda's Hall at Oxford, a beautiful house built by 
 Sir Benjamin Brodie, looking down on Christchurch Meadows and Magdalen 
 College. It accommodates 30 students. It has been several times enlarged, 
 and I have now given it to the association of St. Hilda's Incorporated College, 
 and thus connected it with the Cheltenham College of St. Hilda's which 
 takes 58. 
 
 Let me try to sum up the chief changes : 
 
 There was until forty years ago no college where women could receive 
 anything corresponding to a university education. There are now large and 
 important colleges in London, Cambridge, Oxford, Edinburgh, Dublin, and 
 Glasgow. All the universities existing in Scotland and Wales and all in Eng- 
 land except Oxford and Cambridge are open to women, besides many uni- 
 versity colleges. Women are admitted to the tripos and honor examinations 
 at Oxford and Cambridge, tho they have no degree: several have been 
 appointed extension lecturers. University local examinations were first opened 
 to girls in 1868, now all the universities admit boys and girls to the local exami-
 
 Papers] SECONDARY EDUCATION OF GIRLS 385 
 
 nations on the same conditions, and the Oxford and Cambridge Schools' 
 Examination Board grant certificates to both. Thus education of the best 
 and highest kind in all departments is now open to girls and women. Women 
 hold leading positions in numerous hospitals for women and children in Eng- 
 land, and in India, and no hospital is complete without its highly educted 
 sisters and thorolv well-taught trained nurses. Now that women have 
 shown themselves capaljle of doing good work they are employed not only by 
 private associations but by the state in the post-office, and women have become 
 clerks on the Labor Commission ; they are poor-law and factory inspectors. 
 
 All has been done quietly, gradually. The old idea of a "lady " being one 
 who came to be ministered unto is gone — to render service is felt to be the 
 highest privilege. The desire to serve has made women contend for the 
 means of education and training. The passion for service, as Ruskin has 
 taught, stimulates every faculty, glorifies and gives insight into nature, and 
 hallows all art. This, as our great musicians have shown, ennobles the emo- 
 tional nature, and exalts its expression. But as women have come to feel 
 more and more that culture is a good for the human being, they have longed 
 to lift up those who had not their advantages to a higher level; the many 
 unmarried women have become working bees in the social hive. Everywhere 
 ladies have been found ready to leave a home of comfort and even of luxury to 
 become national school-mistresses, to minister to the poor in hospitals and 
 workhouses, in asylums for the insane, and in the homes of the sick poor. 
 They are working in prisons and penitentiaries; they have been elected guard- 
 ians of ihc poor, and county councilors; in the Salvation Army as in the 
 Society of Friends they hold equal rank with men. Large organizations have 
 been formed and managed by women, notably the Girls' Friendly Society, the 
 Metr()[)olitan Association for Befriending Young Servant Girls, the Christian 
 Young Women's Association, the Young Women's Help Society, the Girls' 
 Club Union, and the College for Working Women. The Oxford and Cam- 
 bridge colleges and Cheltenham Ladies' College have established settlements 
 of their own in the poor part of London. Many outcasts ttu) Ikux- been gath- 
 ered in ]jy the Church Penitentiary and similar societies, and women have been 
 leaders in the great crusade against tlit- most terrible evils which afflict hiiinan- 
 ily. Women entirely manage the /enana,an(l lake active part in foreign and 
 home missions as accredited agents of the great societies. They have become 
 lecturers and writers on social topics, forming societies for enn'gration, for 
 sanilar)' science, and giving lectures on tem|)erance, dress, cooking, liome arts 
 and industries, jilain and art needlework, slojd, etc. Some take up k-ituring 
 as a profession, and are employed by the Palestine and Egyptian Exploration 
 Societies. Others have taken up physical culture, regarding it as a nialtt r of 
 national imjjortance. The old prejudice that for a woman lo earn ni()ney 
 was to lose caste is a thing of the past: those who are admitted to the highest 
 circles of .society have accepted headships of women's colleges : Ik ad- mistresses 
 rank with head-masters. Lady physicians aii<l other professional women
 
 386 NATIONAL EDUCATIONAL ASSOCIATION . [Anniversary 
 
 now take the place to which they are entitled, women medical officers have 
 even been appointed to government service, and it is not thought unwomanly 
 to lecture and address large audiences. Women are carrying on business as 
 printers, lithographers, law-copyists, photographers, architects, etc. ; they are 
 found in insurance and other large offices, to say nothing of the ever womanly 
 callings in the management of the home. 
 
 It is a cheering sight when the National Union of Women Workers holds 
 its annual congress. Here assemble most of those engaged in some important 
 philantliropic work — able to write and speak clearly, to organize and direct; 
 and the last development of a world-wide intellectual organization for women 
 — by means of the Lyceum Club — has brought together a large number of 
 the leading writers and workers of Europe. 
 
 It is true that still women pass the same examinations with men at the 
 old universities, but are denied the title which has been won; but these anom- 
 alies must surely vanish before long, and may we not hope that some day 
 the iron age will end, that some crying wrongs will be redressed and our 
 hearts cease to bleed for those who are now trampled in the dust and who 
 exact a terrible revenge ? It seems as if again a voice had gone forth as to 
 the daughter of Jairus to the women of England — "I say unto thee, arise." 
 
 It is true that they have been deprived of the seat to which they were 
 entitled as members of school boards and not allowed to be elected to county 
 councils; it is true that they pay rates and taxes but have no voice in an expen- 
 diture ; but when we consider what has been done during the last fifty years, 
 we thank God and take courage. Especially do we feel strengthened as we 
 see the good work being done in all countries by our American sisters. They 
 were the pioneers in the most beneficent reform, the opening of medical edu- 
 cation to women, in missionary work, and in many of the reformatory experi- 
 ments of our time. But I must not encroach on the space in which the great 
 achievements in behalf of education for girls will be recorded. 
 
 THE SECONDARY EDUCATION OF GIRLS IN FRANCE 
 
 CAMILLE Sf E, COUNSELOR OF STATE, PARIS, FRANCE 
 
 The secondary education of girls is entirely the work of the Third Republic. 
 "It alone of all our institutions of public instruction owes its initiative to 
 Parliament" as Mr. Gabriel Compayr^,^ one of our most eminent university 
 men, remarks. 
 
 The education of women under the old regime was confined to the mon- 
 asteries. As Mr. Gabriel Compayre says:' "Women were trained up only 
 for heaven or for the religious life ; spiritual exercises formed the sole occupa- 
 tion of the pupils, and study was hardly thought of. " This was the position 
 
 ' Repertoire du droit administratif, T. XIX, part 4, " Enseignement secondaire des jeunes filles," p. 
 180, col. 2, by Mr. Gabriel Compayrfi, Inspector-General of Public Instruction, formerly Deputy, formerly 
 Provost of the Academy of Lyons. 
 
 » Histoire de la pidagogie, p. 177.
 
 Papert] SECONDARY EDUCATION OF GIRLS IN FRANCE 387 
 
 of affairs in the middle of the seventeenth century. Even at Port Royal the 
 Jacqueline Pascal scheme of education was limited to instruction in cate- 
 chism, reading, and writing, and there was an hour's arithmetic on holidays. 
 ^jUe. (je Scudery in 1750 writes: "I am astonished to see so many women of 
 quality with an ignorance so gross that they dishonor one's sex. " "Nothing 
 is more neglected," said Fenelon in 1687, "than the education of girls." 
 This was at the time of the foundation of St. Cyr. There Madame de Main- 
 tenon tried to train up young girls for the convent. In reality from the outset, 
 when "Esther" and "Athalie" were performed, the syllabus was limited to 
 reading (which never included the profane authors), writing, and music, with 
 a little orthography and some very summary notions of the history of France, 
 "comprising the knowledge of the national princes and a sufficient cognisance 
 of them to prevent the confusion of our kings and their courts with the princes 
 of other nations .... but all this without rule or method. " This syllabus 
 concerned the young girls of noble families alone. "-For the girls of the 
 middle classes all this is useless, " said M""^ de Maintenon. "It is sufficient 
 to teach them to recite the catechism and to read and write. " As for the edu- 
 cation of girls of the lower class it was not even thought of. When in 1697 
 M™^ de Maintenon turned St. Cyr into a monastery, even the girls belonging 
 to the nobility were taught only reading, writing, and arithmetic. 
 
 The education at girls' convents in the eighteenth century was the same. 
 The assemblies of the Revolution took an interest in the education of women, 
 but they opened to them only the primary schools. Talleyrand, the reporter 
 of the Assemhlee Consliiuanle, opened the public schools for boys to girls 
 under the age of 8 years. The reporter of the Assemblee Legislative, Con- 
 dorcet, arranged that, when there was only one primary school in a locality, 
 the boys and girls should be educated together under the same instructor and 
 given the same instruction. The reporter of the Convention, Lakanal, put 
 boys and girls on a level as regards primary teaching. However, for the girls 
 he substituted visits to manufactories for military drill, and needlework for 
 apprenticeship to a trade. Daunou, who succeeded Lakanal, passed girls 
 over in silence. Fourcroy spoke of them only to say that his scheme (May, 
 1802) did not concern them. And this observation applies also both to the 
 P'irst Emj)ire and to the Restoration. 
 
 Under the monarchy of July, Guizot's scheme (1833) of j)rimary instruc- 
 tion contained a section on the instruction of girls. The minister, at the 
 request of his friends, left this part of the scheme in abeyance. 
 
 Uncler the Re]>ubli( , in 184S, Monsieur Ilippolytc Carnot, in his schenie 
 of-[)rimary education, revived the (juestion of the education of girls. The 
 reporter of the scheme, Mr. Harthdlemy Saint Ililaire, asked that every town- 
 ship with more than 800 inhabitants shoiiltl hi' compelled lo have a girls' 
 school, and that in other towns the girls should be received into the boy's 
 schools. This scheme was not debated. It was repl;i( id l)y the scheme 
 which became law in 1850, tlie lot I-'alloux. Every town containing more
 
 388 NATIONAL EDUCATIONAL ASSOCIATION [Anaiversary 
 
 than 800 inhabitants was compelled to have a primary school for girls, but on 
 the condition that it defrayed the expenses out of its "own resources. " The 
 effect was to leave the primary education of girls to the initiative of individuals 
 and particularly of religious associations. 
 
 Victor Duruy, under the Second Empire, remedied this state of things in 
 the law of 1867, by calling upon the department and the state to contribute to 
 the expense of the foundation and upkeep of primary schools for girls. Every 
 town with more than 500 inhabitants was again compelled to maintain a 
 public school for girls. But in this law as far as girls were concerned it was 
 only a question of primary elementary teaching, that is to say of instruction 
 given up to the age of 12 years. This was what Jules Simon stated on the 
 platform of the corps legislatij in 1867, when he said: " Girls, even in the most 
 advanced boarding-schools, receive a futile education, wholly lacking in 
 accompKshments." And the bishop of Orleans, Mr. Dupanloup, confirmed 
 this opinion several months after when he wrote: "The instruction of girls 
 is scanty, trivial, and superficial, even when it is not factitious."^ 
 
 It was under these circumstances that, in 1867, the minister of public 
 instruction, Victor Duruy, asked the provosts to invite the municipalities to 
 open to girls courses of lectures in literature, modern languages, science, 
 and drawing. These courses were to extend over a period of six months, 
 and the staffs of the boys' schools were to be called in to undertake them. 
 Some municipalities endeavored to carry out the desire of the ministry. In 
 Paris at the Sorbonne an association was actually formed, which included 
 116 girls in 1868-69, ^-nd 162 in 1869-70. All or almost all the courses dis- 
 appeared with Mr. Duruy. 
 
 Manifestly, they were not destined to live. They had no organization, 
 no management, no staff, no buildings. Each town had opened courses of 
 lectures as it wished. In one place they were elementary in preparation 
 for the brevet simple. In another place they were intended for those pre- 
 paring for a commercial or professional career. In some places they were 
 of the nature of lectures tentatively established for the daughters of university 
 men. There were towns which had two or three courses on literature, history, 
 and science; or on science; or on modern languages; or again on history, 
 geography, and literature. The law was not posted up in the town. Further, 
 these courses lasted for a few weeks only. Hygiene, domestic economy, and 
 pedagogy were everywhere passed over in silence. These courses had no 
 common program. There was absolutely no connection between them. 
 They were open by chance, if the municipalities were willing; there were 
 no professors with degrees, no directresses, no listeners, far less pupils. These 
 courses, in reality, were more in the nature of a diversion or passe-temps 
 than of actual instruction. No conditions of age or ability were required of 
 the girls. The professors did not know them. There were no exercises and 
 no questions. It was even the same at the Sorbonne, where it was the excep- 
 
 « "Femmes savantes et femmes studieuses " Le correspondant 1867, Vol. LXX p. 765.
 
 Papers] SECONDARY EDUCATION OE GIRLS IN FRANCE 389 
 
 tion for any notes taken by the pupils to be corrected by the mistresses. 
 Finally there was no place for these lectures to be held in, and the Hotel de 
 Ville offered the hospitality of one of its rooms. 
 
 To sum up, there only existed for girls the public schools, which offered 
 primary elementary teaching; private schools which added to this instruction 
 some accomplishments; and the convent. 
 
 Such was the sad position of women with regard to education. The task 
 presented itself of making the general culture, which secondary education 
 offers, accessible to them. It was only justice to assure this right to woman, 
 as long as she existed with her personality and her responsibilities. It was 
 a social obligation of the first magnitude to undertake the education, moral 
 and civic, of the wife and mother of tomorrow, "so that all the children of 
 the same family, who are often alienated by different influences, might be 
 brought up in accordance with the same principles and endowed with the 
 same spirit."^ 
 
 All of these reasons made it imperative to establish secondary education 
 for girls, suitable to their vocations and future careers. This was the work 
 of the law of December 21, 1880.^ The law was vigorously attacked by 
 the partisans of religious teaching; they fought it with the greater energy 
 because, until that time, the clergy had had, as it were, the monopoly of the 
 education of women. We have seen that this education had been reduced to 
 primar}^ education, and that it was a question of establishing secondary 
 education for girls and leaving it to the initiative and sole charge of the state. 
 The supporters of the convents disputed the right of the state to teach. They 
 maintained that to establish schools for the secondary education of girls in 
 the name of the state, would be an infringement of liberty. They knew, 
 however, that it had not even been suggested that this education should be 
 obligatory, and that the father of a family would be free to send his daughters 
 to a convent as before, or to have recourse to state establishments. They 
 went farther; they pretended that not only was liberty menaced, but, what is 
 still more serious, that liberty of conscience, that most precious of all liberties, 
 was violated, notwithstanding that in the law scrupulous care had been taken 
 to respect it. However, to \ iolate freedom of conscience means, for some 
 persons, not to make Catholic religious teaching in the classes obligatory 
 for those pupils who are not Catholics. 
 
 The proposals of the bill submitted for deliljcration to the Chamlx-r of 
 Deputies concluded with the establishment by the state, with the co-operation 
 of the departments and towns, of secondary education for girls analogous to 
 that which is given in the boys' high schools. ^ The bill proposed that the 
 
   Rfport 0/ the Miniiler of Public Instriulion, M. Armand Falliircs, to the President of the Republic, 
 1889. T. l,p. xi. 
 
 • Propoficd by Camillc S^c, Chamber of Dcpiilirs. 1878; reporter to the Chamber of Deputies, C.imillc 
 .Se<; reporter to the Senate. .Mr. Brora, afterward Henri Martin. 
 
 > It in the hi({h s<hiKil, indeed, that ihe law nu-an.s. In fart it (rented also miiiiii ip;il rcilleKe.s. It even 
 favored the ojiening rjf courscH of Iciture.n by the munii ipaiitie.s, in the ln-licf. whidi is far from l>cin({ juslilied, 
 that they would be a help in the application of the law.
 
 39© NATIONAL EDUCATIONAL ASSOCIATION . [Anniversary 
 
 establishments should be at one and the same time day schools and boarding- 
 schools. For the establishment of secondary education for girls without 
 boarding-houses in connection with the schools . would have been utterly 
 useless. It is due to the residential system that in the case of the secondary 
 education of boys, the ecclesiastical establishments have overthrown the 
 private establishments conducted by laymen, and at the same time have held 
 in check public establishments. 
 
 Resident schools are necessary in France. If the opening of establish- 
 ments for girls had been limited to simple day schools, families in the country 
 and those in towns not possessed of a high school would have been deprived 
 of the proposed education. Indeed, it is not the custom in France to send 
 young girls away from home and to intrust them to families living in towns 
 where there is a school. It is as rare to meet parents willing to trust their 
 daughters to strange families, as to meet families prepared to accept the 
 responsibility. Without boarding-houses in connection with the schools the 
 benefits of the high school would have been reaped only by girls in towns 
 where they had been opened. Even in towns it would not have satisfied 
 parents who are obliged, on account of their occupations, family ties, or 
 social duties, to have recourse to boarding-schools. It may be added that it 
 is of equal, if not of greater importance, to give, in addition to instruction, the 
 education which residence alone can assure. Boarding-schools are necessary 
 so that the horizon of the young girl may not be limited to her family. She 
 ought to see something of the society in the midst of which she is going to 
 pass her life. It is a good thing for her, before she leaves her parents to 
 share the life of her husband, to serve the apprenticeship in life, in however 
 slight a degree, and to this end she should share for some time in the common 
 life of a high school. The residential system suits the French character. 
 The law then would have failed in its task, if it had not taken cognizance 
 of this. Its clear duty was to estabhsh high schools provided with boarding- 
 houses, where the regime of the convent would be avoided and the organization 
 would be on the model of family life. 
 
 The state could have made model establishments. The high school 
 might have been built in the middle of a large park, and around it might have 
 been grouped small boarding-houses placed each one under the superintend- 
 ence of an experienced lady, who would have taken the place of the absent 
 mother and would bave been specially intrusted with the education of the 
 girls. It would have been her duty to prepare them for their future role as 
 wife, mistress of the house, and instructress of children. In these boarding- 
 houses also girls would have been able to converse with foreign mistresses, 
 and in a short time would have accustomed themselves without difficulty to 
 speak fluently in three or four languages. These boarding-houses would have 
 been, as it were, a continuation of the home life. They would have had all 
 the advantages without any of the inconveniences of the boys' boarding- 
 houses.
 
 Papas] SECONDARY EDUCATION OF GIRLS IN FRANCE 
 
 391 
 
 This is the sort of resident school which should have been estabHshed and 
 organized under the control of the state. This was the system to which the 
 commission of the Chamber of Deputies gave its support, but on the instance 
 of the minister of public instruction they abandoned it, in full sitting, in favor 
 of the establishment of non-resident schools, to which boarding-houses might 
 be attached on the request of the municipalities. In vain the reporter took 
 up in his own name as an amendment and defended with tenacity the first 
 wording of the commission, which made resident schools obligatory. He 
 was defeated: the amendment was thrown out by 453 to 12 votes. 
 
 The opponents of the law considered it lost. They did not attemjH to 
 conceal their joy. One of their most important organs speaking ne.xt day of 
 the voting, said: "It (the Chamber of Deputies) has retained the system of 
 boarding-houses under certain special conditions which make the law illusory." 
 
 To his praise be it said that Jules Ferry, the minister, brought the question 
 up again before the Senate, and spoke most eloquently of the necessity of the 
 boarding-house system. But the resolution of the Chamber, of which the 
 object was to throw the moral and financial responsibility of the boarding- 
 houses on the municipalities instead of on the state, was emphasized to a 
 still greater extent in the Senate. When it was a question of putting the law 
 into practice, it was recognized that to apply it strictly, as it stood, would be 
 to restrict the benefits conferred by it to a few privileged towns which were 
 in possession of a high school. It was decided then to support the boarding- 
 house system, which system alone made it possible for the whole of France to 
 benefit by the law. 
 
 The director of secondary education to the ministry of public instruction, 
 Charles Ldvort, with his never-failing shrewdness, recognized that there was 
 "an irresistible trend of opinion" in favor of the boarding-house system, 
 and he exerted all his elTorts to get it established. To this end he trod the 
 farthest limits of legality. He even contributed to bring about the decision 
 that the state should contribute half the sum required for the establishment 
 of secondary schools for girls, without distinguishing between the day schools 
 and boarding-schools. 
 
 More and more was it recognized in practice that the key to the success 
 of the law was the boarding-house system. And this is an opinion which, 
 as the law was carried into force, made it.self fi It in both chamlxTS. 
 
 It is, indeed, as Gabriel Compayrd' notices, the opinion that since 1880 
 we have found expressed in many reports on the Ijudgct of the minister of 
 public instruction, and notably in that of Antonin Dubost, now president of 
 the Senate, who in 1884 said: "The boanhng-iiouse system is a practical 
 necessity which it is not possible to overlook without dei)riving an im|)ortanl 
 part of the poi)ulalion of the advantages of secondary education, and thus 
 establishing a deploralile iiu'(|uality in the education of women." Thus 
 the opinion of those who supported the estal)lishment of resident schools 
 
 • Reprrloirt du droil adminislrali/. Vol. XI.\. Tart 4. p i8j.
 
 392 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 step by step, and who, at the Chamber of Deputies, recorded only 12 votes, 
 was entirely justified. Edgar Levort, provost of the Caen academy, mentions 
 this in his History of the Third Republic. He says:" "We must recognize, 
 now that we have learnt it by experience, that the 12 were right against the 
 
 453-" 
 
 The thought which has dominated the legislature in drawing vip the scheme 
 
 for teaching has been above all the scrupulous assurance of respect for liberty 
 of conscience. Teaching establishments, under the direction of the state and 
 addressing themselves to all families alike, ought to safeguard all opinions, 
 all beliefs. It would not have been possible, as Condorcet says, to infringe 
 the liberty of conscience by attaching weight to particular dogmas.^ Moral 
 teaching, that is to say, the teaching of that lasting morality which is common 
 to all beliefs and to all good people, can alone form part of a code of instruc- 
 tion given to all in common. Religious teaching cannot form part of an 
 instruction common to all, seeing that it must be the choice of each individual 
 conscience, and therefore no authority has the right to prefer one religion to 
 another. 3 It was then the bounden duty of the legislature to draw a clear line 
 of demarkation between the moral law, which is common to all, and the 
 religious law, which belongs exclusively to the individual conscience, and 
 consequently to reserve the teaching of morality for the state and religious 
 instruction for the ministers of the diilerent denominations. This is a prin- 
 ciple which the law with regard to the secondary education of girls has scru- 
 pulously respected. Moral teaching is given in common in the classes to all 
 the girls. Religious instruction, in conformity with the wishes of the parents, 
 is given outside the classes by the ministers of the different denominations. 
 
 After moral teaching the following subjects figure: French language; 
 reading aloud, and at least one modern language; Hterature, ancient and 
 modern; geography and cosmography; French history and a slight sketch 
 of general history; arithmetic, the elements of geometry and chemistry, 
 physics, and natural history; hygiene; domestic economy; needlework; ele- 
 mentary law; drawing; music; gymnastics. 
 
 Further, the teaching of pedagogy may be organized. The teaching thus 
 established was intended by the law to correspond in scope and duration 
 to that given in the boys' high school. In the secondary education of boys 
 and girls there should be equality, but, as Ernest Lejouve remarked, "Equality 
 in difference." The teaching ought to be "feminine," i. e., appropriate to 
 the career and vocation of women. For example, girls should not be taught 
 history like the cadets at the Military School of St. Cyr, or science and mathe- 
 matics, like the pupils at the Polytechnic School. At the same time, to secure 
 the proper teaching, great caution is necessary and a steady insistence on the 
 parts of the syllabus which are particularly interesting to women. 
 
 ' Vol. Ill, p. 113. 
 
 ' Condorcet, Report to AssembUe des slatuts. 
 
 3 Condorcet, Vol. VII, p. 104.
 
 t 
 
 Papers] SECONDARY EDUCATION OF GIRLS IN FRANCE 393 
 
 Finally, and above all, an important place had to be given to hygiene as 
 well as to domestic economy, theoretical and practical, which are as it were 
 leading examples of the kind of teaching required. They are, above all, the 
 sciences which give the scope for the preparation of girls for their future 
 careers as wives and mothers, and which helj) them in a worthy manner to 
 occupy their place at the domestic hearth and vigilantly to watch over the 
 well-being of their families and homes. Those wlio have been charged with 
 the practical working of the law have nt)t entirely conformed to its tenets, 
 when it was a question of regulating the extent and duration of studies. They 
 did not suthciently regulate tne preparatory classes. They reduced the 
 duration of real secondary teaching to five years, w^hen si.\ or seven years 
 should have been devoted to it. They set aside completely the enactments 
 of the law when, in revising the syllabi in 1797, they limited the time 
 devoted to hygiene and domestic economy in a way which showed that they 
 were bent on its suppression. 
 
 We have had to limit ourselves in this short account to the main outlines 
 of the law. W^e have passed over the details of the measures taken by the 
 minister of public instruction to assure its being carried out. Thus we have 
 passed over all that concerns scholarship, for secondary education is not 
 gratuitous like primary education. The number of scholarships is fixed in 
 the agreement between the minister of public instruction, the department, 
 and the township where the school is established. At the same time we have 
 (emitted university abatements or exemptions, which benefit the children of 
 professors at secondary schools for boys and girls as well as those of the 
 functionaries of primary education. We have at the same time passed over 
 everything concerning the conditions of establishment, of upkeep, and of the 
 financial regime of the schools. We have also taken no account of all the 
 regulations relating to the duration, division, distriljution of teaching, etc., 
 and aLso those relating to entrance examinations, examinations during the 
 course, leaving diplomas, etc. Readers who wish information on these points 
 will find it in the (jlficial article pul^lished by Gabriel Compayre.' We refer 
 them also to this article for all that concerns the stafT (conditions of nomina- 
 tion, i)rivilcges, salaries, jiensions). Finally, we will speak of the training- 
 college for .secondary teachers at Sevres, established to form this staff. 
 
 The result of the law with regard to the secondary education of girls and 
 of llie prejKiratory work to whit h ji lias given rise, is that each estal)lishment 
 is placed under the authority of a directress, anil lliat the teaching is given 
 by lady professors furnished with recogni/cd (li|)loni is. This class of teachers 
 did not exist. It had to be created, instru( led, and trained for teaching. 
 
 This waN the work of th(; law of July 2.S, iSSi, which, like the law of 
 December 21, 1880, on the .second iry education of girls, was i)nipose(l and 
 
 ' Rfpertiiire du droit adminittrttii/, Vul. Xl.\. " I'ulilir Iiitliuc linn." p.irt iv, "Si'cuiidary TcailiiiiK fur 
 Girls."
 
 394 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 carried through by ParUament.^ A boarding-school, according to the word- 
 ing of the law, is a school to which girls obtain entrance by competition and 
 are supported free. All that concerns the syllabi, the duration of the course 
 of study, the staff, the conditions of admission, and the leaving examinations, 
 was referred back by the law to a regulation debated in the conseil superieur 
 of public instruction. The school is composed of two sections, viz., arts 
 and science. The length of the course of study is three years. At the end 
 of the second year the girls compete for the certificate of ability to teach in 
 secondary schools for girls {certijicat d'aptitiide a I'enseignement secondaire 
 des jeunes filles). The examination for this certificate comprises arts and 
 science, including written tests, followed by oral tests, if the candidate has 
 passed the written examination.^ At the end of the third year, which only 
 girls who have obtained the above-mentioned certificate can enter upon, is 
 the competition for a higher certificate of ability to teach in secondary schools 
 for girls {agre gallon de V enseignement secondaire des jeunes filles). The exami- 
 nation for this certificate includes arts, subdivided into two sections, literature 
 and history, and science, subdivided into mathematics and physical and 
 natural science. 3 The schemes of study and the syllabi are arranged by the 
 professors of the school. These professors have the title of charges des con- 
 ferences. They are borrowed from the faculties and the boys' high schools 
 in Paris, and are paid an cachet 70 francs a lesson. There are some lady 
 professors with degrees, for elocution, drawing, English, German, and dress- 
 making. There are besides four assistant mistresses, two for arts, two for 
 science, as well as two for supervision work. 
 
 Among other conditions with regard to the reception of girls at the school, 
 it is necessary for them to be not less than 18 and not more than 24 years of 
 age. 4 All expenses, except for dress, are borne by the state. But the young 
 girl must undertake to teach for ten years in the public schools. If the engage- 
 ment is not kept, she is obliged to refund ;^40 for each year passed in the school. 
 
 Such is, in brief, the reform by which France has profited for more than 
 a quarter of a century, and which will not, we trust, be without its influence 
 on her destiny. 
 
 BIBLIOGRAPHY 
 
 Louis Baugon, La loi Camille See, i volume, Paris, 1881. 
 
 Gabriel Compayre, Histoire critique des doctrines de I'education en France, depuis le 
 
 seizieme siecle (prix de rAcademie des sciences morales et politiqucs, en 1877), 
 
 Paris, 1879. 
 Gabriel Compayre: Histoire de la pedagogic, Paris, 1884. 
 Camille See, Lycees des colleges de jeunes filles, 7th edition. 
 A. Villcmot, Etude siir I' organisation, le jonctiontxement et les progrhs de l' enseignement 
 
 secondaire des jeunes filles en France de 1879 a 1887, i volume, Paris, 1888. 
 
 ' Proposed in the Chamber of Deputies by Camille S6e; reporter to the Chamber of Deputies, Camille 
 S^e; reporter to the Senate, Mr. Ferrouillat. 
 
 ' For all these regulations see the article of Gabriel Corapayr^. 
 
 3 See Gabriel Compayr6, Repertoire, loc. cil. < Ibid. 
 
 -i
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 395 
 
 O. Grcard, Education, Instruction, T. I, Paris, 1887. 
 
 Henri Marion (Professor in the Faculty of Arts in Paris), Ueducation des jeicnes filles, 
 
 Paris, 1902. 
 E. Levort, Histaire de la troisihme republique, Paris, T. III. 
 Gabriel Compayre, Repertoire du droit administraHf, Tomt; XIX; Part iv"Enscignement 
 
 sccondaire des jcunes filles." 
 . " L'enscignement secondaire des jeunes filles. " Review founded and organized by 
 
 Camilla S6e (50 volumes). 
 
 THE MODERN SYSTEM OF HIGHER EDUCA TION FOR WOMEN 
 
 IN PRUSSIA' 
 
 FRIEDRICH PAULSEN, STEGLITZ (bERLIn) 
 
 I. It seems now as if higher education for women is at lust on the point 
 of emerging from the period of fluctuating discussion and groping experiment, 
 and that it is about to find itself settled on lasting and enduring foundations. 
 Far-reaching plans on the part of the minister of public instruction, which 
 were furthered by a conference called for the purpose, have led to the adop- 
 iUm of a scheme of a joint organization which, it is hoped, may at no distant 
 day find its development in a well-considered curriculum and in other well- 
 ordered arrangements. 
 
 The determination that was apparent, thruout all (he deliberations 
 over the proposed law, as submitted, was, to provide for two independent 
 and comi)lcte systems of higher education for girls, each of which had to work 
 out its own minor details, as based on the accepted plan. First, a school was 
 planned whose ten-year course was designed to end concurrently with about 
 the sixteenth year of the pupil's age, and which undertakes to give a general 
 [^reparation for the duties of life and for the activities of woman's existence, 
 and which, on the whole, embraces the course followed in the so-called Rcal- 
 schiilen for boys. The second is a school offering a preparatory course for 
 the scientific studies of the high school, corresponding to the course in the 
 higher grade of our Gymmisirn. For the first, the name LyzniDi and for (he 
 second, Oberlyzeiim, has been proposed. 
 
 The ruling idea in the elaboration of tin- plans ami (lie ( urii( uhiin for 
 both scho<jls will be t(j lead the scholars to earnest mental emlravor and to an 
 independence of thought and act which in its turn will result in the molding 
 of character by bringing the will and tlic inctital fac ullil•^ under full coiUrol. 
 
 Hitherto, girls' schools, more |)arlirul,irl\ jirivate schools, liaxc been ( on- 
 si)icuously weak in one direction- i. c, in la\ingloo nnu h stress on incidental, 
 showy accomplishments, and (00 liiilc on serious work. Litcraliirc and lan- 
 guages, and, in particular, conversation and aesthetics, were emphasized as 
 the (hicf ornament of the "higher education;" while, in the acciuisilion of 
 the really important branches, i. e., ciphering, mathematics, natural s( iemc, 
 geography, history, there was too often much left to be wished ft)r. In this 
 direction the s< hool had accommodated itself to the opinions of society. The 
 
 ■Translated at the Univcrdty o( Chicago PrcM, Chicago, III.
 
 396 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 social idea of "culture," of "higher education," particularly as regards 
 women, admits of but one point of view, i.e., that "culture" consists, above 
 all, in the ability and the readiness to carry on conversation and to express an 
 opinion, even in foreign languages. That the acceptance of such an ideal 
 produced such resultant fruits is not surprising; the "finished" daughter, 
 the natural product of the "finishing-school for girls," was a being who was- 
 partly ridiculous, partly to be pitied, with a nature that neither took itself 
 seriously nor was taken seriously by anyone else; and who, when life finally 
 presented itself as a serious affair, was dazed and lost in the face of her respon- 
 sibilities: she had thought to be able to settle everything with "conversation " 
 and chatter. On the other hand, those girls who had attended the public 
 schools were far better off. They had been seriously instructed in serious 
 subjects with the boys, often in close association with them ; they had learned 
 arithmetic and had read the Bible; it had never been suggested to them, 
 either at home or in school, that the ability to "engage in conversation" was 
 such an especially important affair. And so, from the outset they bore them- 
 selves toward life as toward a serious thing; they regarded the home as a 
 scene of work and of duty, not as a doll's house for the exhibition of affectation 
 and for indulgence in gluttony. True, the "cultivated" family did not, in every 
 case, measure up — or down — to this standard ; but it can no more be denied 
 that the model woman of "good" society thoroly approved of this standard, 
 than it can that the higher "finishing-schools" had grown to be altogether 
 too complacent toward the dictates of this class. It will be admitted that 
 society molds the school — not the school, society. 
 
 In the meantime views have changed to some extent, as have the circum- 
 stances themselves. However perplexing, unusual, fantastic, and even impos- 
 sible, the "woman's movement" may have appeared to many, it is, on the 
 whole, actuated by a consistent purpose: the determination to achieve a 
 definite object in life, and, above all, to elevate the "polished" woman above 
 the insignificance of society's pursuits of the doll's-house variety, and to lead 
 her to substitute for the latter a serious purpose and an honorable occupa- 
 tion. A new ideal for the education of women is in process of development — 
 an ideal which contemplates more earnest, perhaps even more austere aims, 
 than the old order of things: the production of an independent, industrious 
 woman, able to stand alone and to demand her rights; in other words, a 
 more virile woman. In the one case the result is that the woman of the 
 working and middle classes is becoming, in an ever-increasing measure, a 
 factor of importance as a self-supporting worker in the trades and professions. 
 This transformation has become both possible and desirable thru the 
 development of modern methods of household management which have 
 made it easy to break away from the old preconceived notion that woman 
 must confine her activities to domestic affairs: the demands of business are 
 ever more and more circumscribing the claims of mere household manage- 
 ment. In the other case, it is apparent that, among those of the educated
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 397 
 
 classes, the failure to marry is becoming more frequent ; the absence of skill 
 in household management and the increase of social demands and activities 
 even among the bourgeois classes, combine to render a man more and more 
 cautious in taking upon himself the burden of a family. For this very reason, 
 the girls in this class of society are finding themselves in increasing numbers 
 forced to seek an independent means of livelihood; their dependence on a 
 support from their family constantly becomes more and more an uncertainty, 
 and the necessity more and more pressing of establishing for themselves a 
 position in business life, if they would avoid the alternative of becoming a 
 mere dependent. 
 
 2. The Lyzeiim. — This great change in attitude and outlook must, gener- 
 ally speaking, stamp itself on the new higher schools for girls. And this 
 will be the case, not only in the Oberlyzeum, where the preparation for really 
 scientific studies to which matriculation is a condition precedent will naturally 
 entail serious and constant application and study, but in the Lyzeiim likewise. 
 The hitherto vapid and light-minded "finishing-school" will give place to 
 one with more earnest aims. The prospect of a possible future activity in 
 mercantile business, in manufactures, in traffic, will make itself felt as a 
 stimulus. Commercial arithmetic and mathematics which, until recently, 
 many girls' schools seemed to consider as superfluous for women — possibly, 
 also, as being beyond the capacity of the feminine intellect (tho with 
 what slight justification!) — will now be seriously taken up; the natural 
 sciences will follow, and will coincidently attract an eager following; the 
 teaching of languages will then be taken up with more thoroness and 
 persistency. And so, in every direction, the girls' curriculum will be estab- 
 lished on a plane more nearly approaching the more difficult courses that 
 obtain in the boys' schools — to the advantage of the individual and of the 
 movement itself. It is as true in the case of the woman as it is in that of the 
 man that 
 
 Wcr mit dcin Lcbcn spiclt, 
 Kommt nic zurccht; 
 Wcr sich nicht sclbst bcfichlt, 
 BIcibt immer Knccht.' 
 
 In the original jjlan to place the Lyzeum on a jxirily with the si.x-graded 
 Realschule, and which served as a basis for all ihe discussions of the Confer- 
 ence which foUfjwed, it was pointedly insisted llial "the Lyzeum shall olTer a 
 course which shall be, at the very least, the cciuivaKiit <if that foiUjwed in the 
 six grades of the boys' schools." "JMiuivalent," it may be explained, means 
 "uniform with;" and thus the special br,in<lus of instruction as well as the 
 
 ' The tr.inslator of this p.iiicr h.w ihouKhl it to l>c in l>rltcr taste to Irt the almvc slan/a, as qiiolcd liy 
 Mr. I'aulscn, rcm:un in iu oriKiiul German in the text, and tu ofTcr the fulluwinK tran.shition. (or wliat it is 
 worth, l>y means o( a footnote : 
 
 Who spnrts willi life as somctliinK liKht 
 
 Will ne'er aihicvc tlic Roal; 
 
 Who is not master of liitnself 
 
 ^fuat nil a menial rAle.
 
 398 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 details of their delivery, will bring the curriculum provided for the girls closer 
 and closer to that followed in the case of the boys. 
 
 Clearly, however, it must not be supposed that all the scholars from the 
 new Lyzeum enter a business avocation, as in the case of the graduates of the 
 Realschule, even tho they do not take the full course at the Oberrealschule. 
 The role of wife and mother will ever, as heretofore, remain as the primary 
 vocation of woman. The Lyzeum would be false to its mission if the results 
 of the education it offers tended to unfit a girl for this r61e, or even to divert 
 her from its contemplation. The general proposition is laid down, however, 
 that a thoro school course is of great advantage even to that end. For 
 not only will the habit of close and minute attention to duty, which is incul- 
 cated by such a course, prove to be of value in the performance of every act 
 of service; but the actual knowledge and well-balanced control of the mental 
 faculties which result therefrom will find ample opportunity for their use 
 and application, both in the management of a household and in the rearing 
 of children. This will be apparent, for example, in the fact that such a 
 mother will be better qualified to give stimulating and helpful guidance to 
 her sons on up thru their school course — a situation that will serve mate- 
 rially to broaden the scope of her relation toward them. And finally, it may 
 be said, the measure of respect accorded to the woman corresponds invariably 
 to the measure of her force of mind and her ability. 
 
 Ten years have been contemplated as the proper term to cover the curricu- 
 lum of the Lyzeum — or seven years, if the three-year elementary curriculum 
 is left out of consideration — while the order of instruction from the year 
 1894 establishes a nine-year curriculum as the norm, corresponding to the 
 nine-year course at the Realschule. The ten years of school life are meeting 
 with universal approval. The term corresponds to what used to be con- 
 sidered the rule in the displaced "higher schools for girls." To leave school 
 at 15 years of age is too early, and places the child in an anomalous position. 
 With the increased maturity apparent at 16 years of age comes greater adapta- 
 bility to the exigencies of a home— either one's own or that of others; and, 
 likewise, greater strength and decision of character can be brought to bear 
 on taking up the ensuing preparatory course for a life-calling. 
 
 And for the curriculum itself the additional year is also a distinct gain. 
 It can be arranged somewhat more easily; the hours of study are not neces- 
 sarily so crowded; as it is, the contemplated course demands from twenty- 
 four to twenty-six hours a week, independently of athletics, singing, and 
 manual training. That the course for boys in the Realschule covers but 
 six years is no argument against it; for, as a rule, as regards mental effort, 
 the constitution of woman is endowed with a somewhat slighter power of 
 resistance, as compared with that of man, and should be spared some of the 
 strain during the critical years of early fife. And it has been urged with 
 some show of reason that the six-graded Realschule subjects the pupil to a 
 good deal of mental forcing. In particular, it is scarcely possible to reach
 
 Papas] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 399 
 
 the prescribed proficiency in the two foreign languages in six years; and the 
 result is that, in practice, the course is often extended to cover seven years 
 and even longer, and results in denying the contemplated advance in grade — 
 to the great distress of scholar, parents, and teacher. In any case, the average 
 age at which the Realschule is left behind is considerably beyond 15 years. 
 From every point of view, therefore, it was considered wiser to make the 
 path of learning, which, for boys, is already somewhat too steep, somewhat 
 less so for girls. 
 
 In any event, there is no fear that complaint will ever be made that the 
 several stages embrace too few subjects of instruction. It is more likely that 
 here and there it will be charged that not enough time is given for thoro 
 practice in the details of a subject. Thus, I am not thoroly convinced 
 whether it will be possible to adhere to the three hours a week allotted in the 
 plan to accounts and mathematics. If absolute correctness in results is to 
 be attained, it will be admitted that constant and many-sided practice is of 
 the first importance. If the necessary time for this cannot be found in the 
 schedule as arranged, it must be taken from the time allotted to housework. 
 .\nd if this suggestion is worth considering, we are confronted with the fact 
 that most girls, when they leave school, have "gone thru" most branches 
 of arithmetic, but are well grounded in none. So, too, the provision of two 
 hours for instruction in natural sciences is in scarcely the needed proportion, 
 the more so from the fact that, in these subjects, everything must of necessity 
 be done in the regular school hours themselves. And a thoro grounding in 
 natural sciences is, for girls, of an importance that cannot be overestimated. 
 It is of equal importance, alike in the departments of housekeeping and 
 child-rearing, and in the ordinary business avocations. Indeed, we might 
 say that it forms the indispensable foundation for all the courses which are 
 imperative later on in a training-school. I am persuaded that in this direction 
 an increase in the contemplated hours of study (fifteen) will be conceded as 
 necessary. Possibly instruction in German, to which thirty-four week-hours 
 (almost five in each week thruout the course) have been allotted, may be 
 made io yield some of the time. More hours are perhaps accorded to 
 literature than is altogether to be commended. Tho this study may pos- 
 sibly lead to a broader outlook, it may easily be made to produce a certain 
 mental nausea. Thus it should be easy at first to deduct a few hours from 
 this branch in favor of domestic subjects. Most of tlu' i)upils tome from a 
 circle in life in which some reading is done, anyway. 
 
 Possibly we shall even come to the point of seriously (juestioning whether 
 a knowledge of two foreign languages forms an indispensable element in the 
 training oi Oerman boys and girls. The western nations simplify llie (|ues- 
 tion for themselves, or for their youths: they make two modern languages 
 optional. They have the advantage of an older and more in(lei)eiulent 
 (ulture. In Germany the feeling that rooted itself in the national mind at 
 the time of the greatest degradation of our national life, still exists, thai to
 
 400 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 attain culture, or even to the true dignity of manhood, the acquisition of 
 foreign languages was indispensable. He who knew no language but German 
 was classed as one of the vulgar rabble, with whom it was in no sense profitable 
 to converse. It may be that some day the German people will grow brave 
 enough to regard foreign languages more in the light of an accessory, rather 
 than as the actual substitute, of culture. If, as is the proper way of viewing 
 the matter, foreign languages come to be valued merely as a means to an end, 
 rather than as a criterion and token of culture, we shall, I fancy, be ready to 
 declare that, as a rule, a young girl has, provisionally, acquired enough in 
 acquiring one foreign language, both in respect to Hnguistic and grammatical 
 knowledge, as well as every practical need. If, later, the necessity of learning 
 another arises — well, the possibility of learning it does not cease when school 
 is left behind. And for all the purposes of the school itself, a tolerable pro- 
 ficiency in the use of one foreign language would prove in the end of far greater 
 value than the doubtful advantage of having "taken" two. There can be no 
 doubt that, some day, the death-knell will sound for the compulsory learning 
 of two foreign languages, in favor of the more thoro acquisition of the 
 really material subjects in the curriculum. There is weary sighing now to 
 be heard in all the higher schools, without exception, under the present heavy 
 burden of the requirements in languages. 
 
 3. The Oherlyzeum. — The proposed regulations for the Lyzeum encoun- 
 tered at no time any basic criticism or opposition in the Conference. The 
 debate was limited almost exclusively to a discussion of the grammar-school 
 curriculum for girls. So much stress was laid, by the advocates of higher 
 study for women, on the question as to the relation of the curriculum of the 
 Oherlyzeum to the preceding curriculum of the Lyzeum, that it seemed to be 
 the main question at issue. It is noteworthy that no one seemed for a moment 
 to draw in question the necessity of according to women the right to pursue 
 the studies conducted in the colleges, and to accord them untrammeled access 
 to the preparatory courses of the Gynmasien; so thoroly has the "woman's 
 movement" triumphed in these days over the old-time prejudices and obses- 
 sions. The only question that was raised was: How shall we arrange the 
 curriculum of the Gymnasium for girls, and, in particular, how are the stages 
 leading to the higher schools for girls to be worked out ? 
 
 The discussion proceeded on the assumption that the Oherlyzeum was to 
 be established as an educational institution entirely independent and com- 
 plete in itself. Of course, it takes for granted that a suitable preliminary 
 education has been obtained; but its course is not confined to being a direct 
 continuation of that of the Lyzeum. Just as the latter has an independent 
 standing and position of its own, so has the Oherlyzeum. It can maintain 
 relations with a Lyzeum, and can, nevertheless, exist as a thoroly inde- 
 pendently organized institution^very much as is the case with the "college" 
 in England and America. And on this basis the internal government of the 
 institution has been established: there is no hard-and-fast, unchangeable
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 401 
 
 curriculum which is forced on all alike; but a variety of courses with optional 
 subjects in each. The course customarily followed resembles that of the 
 Oberrealschulen, with sciences and modern languages as the principal sub- 
 jects. A second course closely follows that given in the classical Gymna- 
 sium, with the dead languages as the prominent feature. And, finally, there 
 is the course occupying a position midway of the two others, patterned largely 
 after the plan of the Real gymnasium , with Latin, but not Greek. As a rule 
 the ultimate object is matriculation preparatory to entering college; yet even 
 so, the training obtainable in the Oherlyzeum is of distinct value. This is 
 apparent, also, in the permission which it is contemplated extending to girls 
 to attend lectures, in cases where they are following a limited number of 
 distinctly optional subjects. The normal length of this course will be four 
 years. 
 
 At this point arose the opposition, whose principal mouthpiece was Miss 
 Hclcne Lange. This opposition was based on the following contentions: 
 that in the usual course of events preparation for the Oberlyzeum naturally 
 succeeds the Lyzeum itself, that is, in a ten-year course. Add to this the four 
 years of the Oberlyzeum course itself, and you have an aggregate of fourteen 
 years' preparation for college: two years longer than the corresponding 
 course for boys. Thus girl students would reach the university at twenty 
 years of age instead of at eighteen, as in the case of the young men, and they 
 are therefore proportionately delayed in their preparation for embarking on 
 their life-work. This results in a heavy burden being imposed on the indi- 
 viduals and on their families, since, as a rule, the women pursuing higher 
 studies are not to be found among the well-to-do classes. And this imposi- 
 tion is the more unfair since it will be conceded that it is only girls earnest 
 and gifted above the average who devote themselves to scientific .studies. 
 For this reason, it was declared, the demand that girls be enabled to reach 
 the university thru a twelve-year course is reasonable. And it was urged 
 that to this end the Lyzeum curriculum should be bifurcated, so to speak, 
 after the pupil is twelve years old; that the course of the general higher girls' 
 school should branch off at this point with Latin, which thus would lead to 
 the final examination in six years. 
 
 In spite of the most brilliant and importunate advocacy, tlic demand 
 failed of approval; a large majority of the memliers of the Conference held 
 fa^t to the outlines of the original plan. I believe they were right. The 
 following reasons seem, in the main, to be the ones to be taken inti) account. 
 
 Under the constitution of the higher-girls'-.school system, it is impossible 
 to make provision for the smoothest pcssiblc road to the university by means 
 of a uniform short cut thru the curriculum. Under the enactment of the 
 boys'-school system, the situation is somewhat different. With them the 
 matriculation examination and the succeeding ata<iemic studies must l)e 
 consistently planned for with a more or less defniiteness of aim. And in 
 practice the higher boys' .school is regarded as a (ollege. in carliii times the
 
 402 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 higher middle-class school achieved for itself some sort of independence of 
 the college under the guise of the so-called Realschiile. What, however, 
 seems contradictory is the fact that even among those who need and desire 
 a higher middle-class-school course to follow after they have reached their 
 sixteenth year, the practice is, nevertheless, to complete their studies in the 
 lower and middle classes of the Gymnasium and the college — a situation that 
 results in serious regrettable interruption and drawbacks. 
 
 In the school system for girls there is no necessity whatever for duplicating 
 this intrinsically objectionable combination of college and higher middle- 
 class school. Under this system, matriculation and college studies will 
 always be regarded as the exception. And, owing to the lengthening of the 
 general course, this exception will come to be all but overlooked. The higher 
 girls' school, from now on, will have to develop its own curriculum entirely 
 with reference to its own needs and conditions, without taking into considera- 
 tion a possible scientific course to follow. If the proposed bifurcation of 
 the course were to be inaugurated, and thus provide a special course after 
 the twelfth year of age for those who contemplated a university course later 
 on, it would result in a deep-seated disturbance in the curriculum planned 
 for them after they have attained their sixteenth year. Parents and young 
 girls would then be confronted with the question, — a question it would be far 
 too early to be able to settle properly: Shall it be college or higher girls' 
 school ? And the disquieting discussion would not only result in unnecessary 
 heat, but would probably often lead to far-reaching dissension. Parents' 
 pride and daughters' hastiness, ambition and jealousy, combined with the 
 reflection that it can always be tried, and, if it does not "go," can always be 
 abandoned, added to the fact of holding one's self free to make the choice 
 as is the case with the boys' school, would prove the death-blow to the college 
 course. And the result would then be just the same as in the case of the 
 boys' school: that after longer or shorter trial the experiment would have to 
 be abandoned, ending, after futile labor, in a bungling, half-acquired knowl- 
 edge of Latin. Or the result might be that, pride forbidding the admission 
 that one was mistaken concerning one's strength and talents, a determination 
 might be reached to follow to the end the course originally decided on, in 
 spite of all the handicap of nature. And we should then find the number of 
 unfit young men (of whom there are not a few at the universities) augmented 
 by the presence of unfit young women, with the sad prospect of the disillu- 
 sionment awaiting them. 
 
 But, passing from this extreme possibility, have we any real occasion, by 
 so arranging the curriculum, to attract the daughters of the leisure class, 
 and then to "crowd" them in their studies, as, it must be admitted, is done 
 with their sons at the Gymnasium? I think, on the contrary, it is desirable 
 rather that they should be held back, not to say, even deterred. It seems to 
 me wholly undesirable that we should follow America's example of making 
 the'learned professions more and more accessible to the female sex: (i) On
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 403 
 
 account of the thing itself; for we can scarcely believe that the professional 
 duties of the physician or of the teacher can be more elTectively undertaken 
 bv women than by men. However great may be the achievements of a few, 
 we shall, nevertheless, have no occasion to abandon the old conviction that 
 in general a man's" strength and skill in these callings are greater, more reli- 
 able, more lasting, and more persevering than a woman's. From the facts 
 alone that the woman ages earHer, and there always remains in tlic back- 
 ground the possibility of her marrying, it may be urged that licr training for 
 these professions, demanding so long a preparation as it does, is more un- 
 tlirifty than in the other case. Even the Americans are beginning to give 
 thcm-elves pause and to ask whether, in the highest sense, it is expedient 
 that their school matters should be so preponderatingly controlled by women; 
 whether in training boys to become men, it is not better to intrust their man- 
 agement to men. (2) On account of the individuals themselves: for the 
 woman scarcely ever finds the same satisfying gratification in such a calling 
 as does a man. The proof of this is seen in the readiness displayed by women 
 to embrace each offered opportunity to escape from their profession and to 
 enter the married state as the one true and satisfying vocation. (3) And, 
 lastly, not on account of the joint contact of the sexes involved. The crowd- 
 ing of women into the learned professions is followed by the immediate 
 result of a prejudicial effect on the establishment of famiHes; not so much, 
 perhaps, because it diverts the woman's thoughts from marriage — she will 
 cast furtive glances at it anyhow — as that by her presence she crowds out 
 from such positions the men who would be able to support a household if 
 they occupied them themselves. Ten thousand self-sustaining female 
 teachers — would it not be more desirable for the sake of the communit\- if 
 we had in their place ten thousand married male teachers? True, they 
 would co.st more; but would not ten thousand teachers' families with their 
 accretions more than recoup this expen.se ? Who shall say how weighty 
 is the influence which the teacher's house, serving, so to speak, as a gang- 
 plank between the lower and upper classes of society, has exerted and will 
 (ontinue to exert — the .school teacher's hou.sc, but, ecjually, the head-master's 
 family. These are all things whose value cannot be exactly computed in 
 figures; they touch us closely, liowever, and are not without weiglit. We 
 cannot — nor would we — altogether exclude women from llu- learned i)ro- 
 fessions; but, 011 the other hand, it is equally out of ihc <nu'stioii that we 
 slioiild, by means of an adjustment of tlie school lurriculum, jirescnt to ihcin, 
 as something necessary or natural, a i hoice of such a lareer. To stamj) the 
 higher si hools for girls with such characteristics as gradually to (ause the 
 well t(j-do families io regard it as a so( ial duty to cause their daughters to 
 study along the .siime lines as, unliappily, their sons now do — this 1 should 
 regard as disastrous; and the chronic crowding of the professions is the 
 inevitalile result. 
 
 Thus it will be necessary so to arrange the curriiuluiu tli;it it shall aim
 
 404 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 to terminate with the pupil's sixteenth year of age; that it shall necessitate a 
 distinct resolve — I could almost wish for a strain — to take up the curriculum 
 of the Gymnasium. Only unusual energy and talents together with other 
 favoring circumstances, should, as a rule, justify such a resolve. The more 
 emphatically the school will declare that it expects no such resolve on the part 
 of its pupils, the better. We should be starting ourselves on a fatal course 
 if we were to offer up the girls' school at the shrine of the girls' Gymnasium, 
 even as we have sacrificed the higher boys' school to the Gymnasium. 
 
 If this be insisted upon, it may well appear an open question whether the 
 proposed order of instruction does not make too much concession to the 
 opposite principle, in that it will provide for a collateral Latin course of six 
 hours weekly in the two upper classes of the Lyzeum, and in such a manner 
 that those who take this subject will be compelled to receive somewhat less 
 instruction in German and French. Perhaps it would have been more 
 suitable to leave a contingent Latin course wholly to the promptings of indi- 
 vidual diligence. The resultant necessary additional work 'would have been 
 a test of the student's capabilities; and to obtain a competent teacher for the 
 purpose would scarcely have resulted in appreciable difficulty anywhere. 
 Such a man is not seldom to be found in the house, or at least in the imme- 
 diate neighborhood. Thus something like the beforementioned "bifurcation" 
 forces itself in after all, which is closely related to the ambition to become 
 one of the "college students." It is thus clear that, apart from the possible 
 individual studying, provision for taking elementary Latin might be incor- 
 porated in the general scheme. I admit that I have not been able minutely 
 to figure out such a provision. In any case, the gratification of any such 
 ambition may well be left to individual enterprise. 
 
 Likewise, it would not seem to me as an impossible concession if, with a 
 view to the development of possible candidates for the Gymnasium, the course 
 for the upper classes of the higher girls' school should be kept, as far as pos- 
 sible, free of all new subjects, so as to make the graduation from such classes 
 easier for the aforementioned candidates. It is true that if the final class 
 were to cover merely a general review without covering material branches 
 which would lead to new levels, it would lose in prestige in the pupils' minds. 
 And the same objection would apply to a too comprehensive approach to the 
 Oberlyzeum. If it were attempted to convert the lowest grade into a sort of 
 reception-class, whose object would be to bring all its pupils who would, of 
 course, have come from all sorts of schools and private teachers to the same 
 level by means of review and complementary studies, the result would be not 
 only to rob the general course of a whole year which could ill be spared, but 
 it would tend to dull the zeal of those who brought ambition with them. 
 And likewise, it would serve to postpone, in the case of the "unfit," a recog- 
 nition of their mistake. 
 
 Some doubt might even be entertained as to the wisdom of the nomen- 
 clature of the different institutions. The terms Lyzeum and Oberlyzeum (as
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 405 
 
 in the case of the Reahchuh and Oberrealschule) give ri^e to the idea thai the 
 latter is a continuation and rounding-out of the former. Frankl}'- speaking, a 
 new characterization of the new arrangement is needed, as over against the 
 olil Tikhterschule and Mddcheugymnasium. 
 
 In the final discussion many secondary considerations may well Ijc in- 
 cluded. It might be urged that the nine-year Gymnasium course for boys 
 is all too short; since in actual practice it often extends over an appreciably 
 longer period with necessary class-review work. The average age of those 
 who matriculate is twenty years. And for our university requirements, this 
 is not too high. To leave school at an earlier age is not always an unmixed 
 blessing, however much it may be desired by parents. It would be quite 
 proper, therefore, if, for .the girls, with tlieir weaker constitution and more 
 timid dispositions, we were to endeavor to lay out a somewhat more level 
 path than the ail-too steep highway of the nine-year Gymnasium course. 
 If, at twenty years of age, they attain the point where they can enter college, 
 it would prove a more suitable age. And if, in reaching this goal by the longer 
 route, they have gained a mental and physical maturity, this will prove of 
 immen.se advantage in the later university course, and might even aid in 
 shortening the latter. The avoidance of the year of dienen and of strenuous 
 study which is so often undertaken by our students, will always assure them 
 the means of "catching-up" with their fellow male students. 
 
 Moreover, there would in no case be any compulsion to pursue the full 
 fourteen-year course thru Lyzcum and Oberlyzeum. No one would be 
 prevented from reaching the goal by passing-over certain classes. This was 
 not an unusual thing in colleges in earlier days, accomplished by means of 
 strenuous private tutoring, and, without doubt, was an advantage over the 
 present system of filling out the entire period allotted to each grade. Admis- 
 sion to the Oberlyzeum is by no means conditioned on com])leting the full 
 course of the Lyzeiim. It will eventually be necessary to determine the 
 candidate's attainments and general preparation by means of an entrance 
 examination, but no conditions will be imposed as to the manner in which 
 these were acquired. A good course of private tutoring — which is not to be 
 confounded with "cramming" — assuming the necessary capadly and (htn- 
 mination, can, without doubt, lead to the goal by a shorter route than the 
 schools afford. As a rule, of course, preference must lie given to the school, 
 and, in practice, jtrcparation for the university will generally be found to 
 require the stated term. 1 .siujuld not regret if a year were occasionally 
 inlerjetted between the Lyzcum and the Oberlyzeum for the I'lnishing touches 
 in household economics — if for no other reason than for the .sake of (he possible 
 marriage whiih might ensue. The "crowthng" incident to the (|uickest 
 I)o.ssible completion of the lourse is a.ssuredly tlie most unheaUhful condition 
 to which a young girl (an be sul)je( ted. 
 
 4. To go into ])articulars of the plan ami course of iiislruitioii of the two 
 institutions is not my intention. I liave but a few suggestions to add.
 
 4o6 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Collaterally to the Lyzeum course, which will assure a complete school 
 education, there should be established courses for a general rounding-out of 
 the education of adult girls, and for training in the various vocations of life. 
 
 Classes for a general finishing education would provide for those subjects 
 which are of highest importance to the mistress of the house and the mother ; 
 such as the economic sciences, with a theoretical foundation, the laws of 
 health, with the necessary details of anthropology and physiology, rules for 
 the care and upbringing of children, with training in nursing and kinder- 
 gartens. We have been reproached for not keeping these things in view; 
 but this is unfair. It was, from one point of view, unreasonable to overload 
 the course with too many subjects. Those selected were numerous and 
 burdensome enough. And, from another point of view, it is desirable that in 
 respect to such subjects a certain amount of liberty and individualization 
 should obtain, which is impossible in a minutely laid-out plan of studies; 
 and, for the rest, a certain private initiative, which is here attended with the 
 best results, must be given greater opportunity for its display. 
 
 As regards the Oberlyzeum, it was but right that the majority of the pupils 
 should be accorded the opportunity of following the path which leads to the 
 Oberrealschule. And so, also, in the case of those who have no intention of 
 following up their studies at the university. The same is true for those who 
 have in mind the study of mathematics and natural sciences. And if, as 
 seems probable, the medical departments shall next open their doors to 
 graduates from the Oberrealschule, such young women as intend to devote 
 themselves to the profession of medicine will likewise find that there is no 
 longer any need for any very extensive — I repeat, extensive — course in Latin. 
 For the future teachers of the humanistic sciences, theology, languages, his- 
 tory, a knowledge of Latin, and, in certain circumstances, of Greek also, will 
 always remain desirable, if not indispensable — for female and male teachers 
 alike. To permit entrance to the schools on equal terms will entail the neces- 
 sity of furnishing correspondingly equal instruction to the entrants. Possibly, 
 in other respects, the **' modern" curriculum of the Oberlyzeum will not strictly 
 correspond to that followed by the Oberrealschule; it will necessarily be 
 somewhat more "humanistic" in character, if only for the reason that the 
 technical colleges, for which the Oberrealschule was originally a preparatory 
 school, have made no provision for the entrance of women as scholars. For 
 those who would become teachers, even of mathematics and natural sciences, 
 as well as for female physicians, a thoro training in the humanistic sciences 
 will always be of extreme value. This was not overlooked in the establish- 
 ment of the general plan. But it is noteworthy that this same plan will be 
 found to have made one provision, also, for a philosophical course. In fact, 
 what would be otherwise a strongly "realistic" course will be found to 
 contain a noteworthy illustration of the fact that a comprehensive view of 
 things cannot be obtained from a knowledge of natural sciences alone. 
 
 A completion of the Oberlyzeum course with its concomitant ripening of
 
 Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 407 
 
 the mind, will thus guarantee to women the right to enter the university on 
 equal terms; and in any event, the right to matriculate can no longer be 
 denied them, as has hitherto been the case in Prussia. And, in like manner, 
 the right on the part of individual teachers to deny access to their lecture- 
 rooms will come to an end. For particular medical subjects, special courses 
 will undoubtedly have to be arranged. It goes without saying that equal 
 rights carry with them correspondingly equal duties. The academic as well 
 as the state examinations will establish uniform reciuirements of both sexes, 
 and, in particular, the would-be female principal must measure up to the 
 standard set for men. The natural result will be that both will enter life 
 with equal facilities — at least with respect to the higher girls' schools. Will 
 this be so with respect to the boys' schools also ? Thus, altho under 
 difficulties, the American plan of coeducation in the higher schools is finding 
 a foothold; small beginnings have already been made. In the meantime, 
 even from America, warnings against the overvaluation of the system reach 
 us, due to the cheapening of the privilege. The same appreciation and 
 recognition of its advantages are not accorded to the system by thoughtful 
 men that are urged by the average American, enveloped in an atmosphere 
 of democracy, radicalism, and general "up-to-dateness." 
 
 On the other hand, the fullest recognition cannot be refused the system 
 in the higher girls' schools; and the management of the institutions will be 
 subject to it. Passionate protests have been made against this. It is declared 
 that it is beneath the dignity of a man, as such, to submit, as a teacher, to 
 the direction of a woman. ' I cannot share this view. If a woman has execu- 
 tive ability — and this is certainly to be found in women — and inasmuch as 
 many private schools are managed by women with good results, it is not 
 easy to .see why a man's honor should be impugned if he should make his own 
 work fit in with .such an in.stitution. The guiding hand of a woman would 
 be of especial value in such Oherlyzeen as were devised on the plan of the 
 English-American colleges, with a complete "boarding-school" system of 
 their own. And I am ])ersuaded that it would be highl\' advantageous if at 
 least a few of the Oherlyzeen were so arranged; they possess advantages in 
 their influence on character-building, and in respect to the developnniit of 
 individuality which the family training does not exhibit in every case. It 
 remains to be .seen whether the time will come when wealth will be devoted 
 more than at present to the founding of such establishments. 
 
 Finally, girls' schools would progress to greater significance and ini|)(>r- 
 tance if qualified teachers did not consider themselves too good to remain 
 permanently on their stall. That (ould not be said nf iluin as long as the 
 higher girls' school was not regarded as belonging in llu- higher educational 
 circles, but was relegated to the class represented by the ])ul)lic s( IkioI. W ith 
 the establishment of the Lyzeiim as one of the higher schools, this oi)stacle 
 will dis.'ippear. Presumably male teachers will still continue to bend their 
 efforts toward obtaining positions in the Gyninnsiuin, as the older and more
 
 4o8 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 agreeable institution. On the other hand, the new Oberlyzeiim, with its new 
 practices, its greater adaptability of courses, and its highly quaHfied scholars, 
 offers an attractive prospect to which male teachers may well remain loyal. 
 
 The new arrangements for girls' schools, under the auspices of the state, 
 is practically little more than a plan, a plan which the state will not undertake 
 to carry out or develop, but which is turned over to the cities and to private 
 enterprise, even tho the establishment of a few such institutions by assist- 
 ance from the state is not altogether impossible. Such interest on the part 
 of the state might concern itself with institutions conducted on the plan of 
 boarding-schools resembling the ancient Filrstenschiilen, designed for the 
 benefit of indigent but talented daughters of officials, teachers, and ministers. 
 In the main, however, the benefit of this plan would consist in the fact that 
 gradually all the existing establishments, conducted by the city or private 
 enterprise, will develop into such schools. The resulting advantages would 
 suffice for external justification. A more intimate justification, however, 
 must lie in the conviction as to the applicabiHty of the plan. For my own 
 part, I believe it will bear honest and thoro examination. 
 
 ON THE DEVELOPMENTS AND CHANGES IN PRIMARY 
 
 TEACHING IN FRANCE DURING THE THIRD 
 
 REPUBLIC (1870-1906)^ 
 
 PIERRE EMILE LEVASSEUR, PROFESSOR AT THE COLLEGE OF 
 
 FRANCE, PARIS 
 
 Public instruction has been the object of very keen anxiety under the 
 Third Republic. It has had ample and varied development, it has aroused 
 long and ardent debates, and in its legal organization and in the constitution 
 of its schools, it has undergone very great changes, which have been imposed 
 upon it by republican policy. 
 
 Without too minutely recalling the system in vogue previous to 1870, it 
 will be useful, before speaking of the achievements of the Third Republic, to 
 divide the history of that system into five distinct periods. 
 
 1. During the great Revolution of 1789 to 1795, the subject of general edu- 
 cation had awakened an interest in the minds of the leading authorities, which 
 resulted in the formation of important bills followed by the enactment of some 
 into law; but the greater part of these laws had not been applied. 
 
 2. This education had been the subject of no special law during the First 
 Empire and the Restoration. Nevertheless, during the Restoration it had 
 been the object of numerous special endowments and was the cause of ardent 
 rivalry between the ecclesiastics who pursued the plan of teaching in classes, 
 and the liberals who argued in favor of teaching singly. 
 
 3. It was during the reign of Louis Phillippe that the first organic law 
 establishing primary teaching — the law of June 28, 1833, known as the Guizot 
 
 'Translated at the University of Chicago Press, Chicago, 111.
 
 Papers] PRIMARY TEACHING IN FR.INCE 409 
 
 law — was enacted. As a result, the establishment of numerous j)ublic schools 
 followed; while the number of pupils registered in primary schools, both 
 public and private, increased in 1847 ^^ 3'S30,ooo. 
 
 4. Under the Second Republic, the fear that socialistic ideas might be 
 promulgated by means of the school was mainly instrumental in bringing about 
 the passage of the law of March 15, 1850. On one hand, this rendered the 
 maintenance of girls' schools obligatory for townshii)S of more than 800 
 inhabitants; and on the other, it organized the administration in such a way 
 as to place the teachers under the influence of the clergy and to favor the 
 development of clerical schools. All lay teachers were regarded \vith suspicion 
 during the first ten years of the Empire. 
 
 5. With the new direction of imperial politics after the war with Italy, 
 the school situation changed during the latter half of the Empire. Under 
 \'ictor Duruy as minister, adult courses were greatly encouraged. The law of 
 April 10, 1867, made the maintenance of girls' schools mandatory for town- 
 ships of more than 500 inhabitants, and authorized each township to give 
 free primary tuition on condition that four centimes be added to the three 
 centimes by which the four direct tax-levies were increased, and which 
 already sufficed to pay part of the salary of the teachers and the expense of 
 maintaining the schools. 
 
 In 1850, under the Second Republic, there were to be found in I">ancc 
 60,579 primary schools, public or private, and 3,332,000 pupils enrolled in 
 these schools (a number inferior to that shown by the minister's rej)orl at the 
 end of the reign of Louis Phillippe). In 1872, after the fall of the Empire, there 
 were 70,179 schools and 4,722,000 pupils enrolled. During this time (1850- 
 72) the number of lay private schools had decreased, while the private clerical 
 .schools had increaserl. The number of public schools had also increased, 
 principally those belonging to the clericals, which had been augmented from 
 6,564 to 12,060 between the years 1850 and 1863. 
 
 This progress of the ecclestiastical schools, which was due to the law nt 
 1850 and to the policy of the government during the first years of the Empire, 
 had been momentarily checked during Duruy's ministry. 
 
 The first years of the Third Republic are chiefly noticeable on an ount <>f 
 the pedagogical organization which Grdard, director of primary teaching in 
 the de|)artment of the Seine, gave to the schools of the city of Paris and which 
 has served since as a type f(jr the general reorganization of public schools in 
 France. At this early period of the Third Republic there is but one law 
 deserving of mention: that of Mardi 19, 1875. This increased from three 
 centimes to four centimes the additional amount whii li the townships should 
 vote for the supp<jrl of their schools, and increased the minimum .salary for 
 men teachers to 1,200 francs and for women teachers, to 900 francs. It was 
 only after the flefeat of May 16, when the re])ubli( an |)arly came into power, 
 that the reforms so long considered by them began to be executed.
 
 41 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 The first and one of the most important reforms related to school buildings. 
 Many schools were still installed in rented houses very poorly adapted to the 
 needs of instruction and to the requirements of hygiene. The law of June i) 
 1878, compelled the townships to own their school buildings. It appropriated 
 a double fund, one of 60,000,000 francs intended for distribution among them 
 in the form of subsidies; the other, of 60,000,000 francs, intended to be lent 
 for the purpose of assisting in the cost of construction. Subsequent laws 
 have at various times augmented this fund, while the form of the loan and the 
 subsidy has varied. 
 
 In 1902 the budget set forth the fact that seven hundred and eighteen 
 millions had been distributed in subsidies and loans, and had served to con- 
 struct 37,908 schools, 182 normal schools, and to buy or improve 26,314 school 
 furnishings. These seven hundred and eighteen millions form only two- 
 thirds of the total sum spent; to this sum must be added about three hundred 
 millions for the account of the large cities which did not have recourse to the 
 state. This brings to about one billion francs the total sum devoted to the 
 work of school-building from 1878 to 1902. Parliament still votes every year 
 a large sum to aid in the constructions. 
 
 The reorganization of instruction upon the plan conceived by the republican 
 party commenced a short time after the promulgation of the law of June i, 
 1878, and continues to this day. As early as the year 1872 the French 
 League of Instruction had presented to the Bureau of the Chamber of 
 Deputies a petition bearing more than a million signatures asking that primary 
 education be made obligatory, free, civil. 
 
 This triple desire long cherished by the republican party was realized by 
 the laws of June 16, 1881, of March 28, 1882, and of October 30, 1886, and 
 was followed by other complementary laws. These, which aroused heated 
 debate in the press and whose elaboration and discussion in Parliament were 
 slowly and laboriously accomplished, are today the organic laws of education. 
 Three men have contributed much to the preparation of the bills and the 
 application of the laws: Jules Ferry, as minister of public instruction; 
 Paul Bert, as reporter in the Chamber of Deputies; M. Buisson, as director 
 of primary instruction. 
 
 1. The law of June 16, 18S1, abolished entirely all charges for primary, 
 elementary, and higher education in the public schools. 
 
 2. The law of March 28, 1882, inaugurated the principle of compulsory 
 education, requiring every child of from six to thirteen years of age, viz., during 
 a period of seven years, to attend a school, public or private, unless his educa- 
 tion at home were provided for. This law at the same time determined the 
 subject-matter of primary education. 
 
 3. The law of October 30, 1886, on the establishment of primary education, 
 followed by several explanatory enactments, provided for the classification 
 of schools into three grades: infant schools, formerly known under the name
 
 Papers] PRIMARY TEACHING IN FRANCE 411 
 
 of salles d^asile; elementary primary schools; and higher primary schools, 
 which had been omitted by the law of March 15, 1850. The infants' schools 
 which existed in 1886 had to be annexed, under the title of infants' classes, 
 to the several primary schools. Primary schools were al)le to add to their 
 elementary classes a course in higher primary instruction extending over one 
 or two years. The law provided that the instruction in all public schools 
 should henceforth be non-sectarian; that the la'icisation, that is to sa}-, the 
 substitution of non-sectarian for clerical schools should be completely accom- 
 plished within the space of five years for boys' schools, and without time 
 limit after the death or withdrawal of clerical instructresses for the girls' schools. 
 
 How are these laws applied ? 
 
 Free education led to a complete change in the linancial policy of primary 
 education. Formerly the budgets of primary instruction had been provided 
 (i) by township funds derived principally from the four additional centimes 
 in the direct tax-levy; (2) by an additional levy of four centimes for the benefit 
 of the departments and devoted chiefly to maintenance of the primary normal 
 schools; (3) by grants by the state which supplemented the scanty township 
 resources; (4) finally, by academic fees which parents who were not poor 
 paid fur the schooling of their children. 
 
 The townships furnished forty-one millions (all their expenses were not 
 then known): academic tuition-fees provided sixteen millions; the depart- 
 ments eight and one-half millions; the state, whose contribution had much 
 increased since Victor Duruy had been minister, twenty-three millions. 
 
 The law of July, 1889, made the public school teachers officers of the state 
 whose salary is paid out of the general budget of the ministry of public instruc- 
 tion. They no longer depend upon municipal councils, altho the town- 
 ships still vote them supplementary salaries, some determined by knv, others 
 optional. The tuition fees which the parents paid were entirely abolished. 
 The exj)ense which fell upon the departments for the support of the i)rimary 
 normal schools no longer exists, as the state maintains these schools with the 
 general funds of the budget. The contribution of the departments toward 
 the exi)enses of primary education is therefore today insignificant. The con- 
 triijution of the townships, which had sunk to thirty millions during the first 
 few years following the establishment of free education, has since increased, 
 and this is due t(j several causes, but principally to the p^iyment of llu- debts 
 incurred at the time of the erection of the schools. Tlu- amount was eighly- 
 one millions in 1902. 
 
 The contril>uli(jn of the stale is the one that has increased the most. From 
 thirty-three millions in 1886, it rose to one hunched and lifty-five millions 
 in 1902, increasing from year to year, owing to the application t)f llie new 
 system. While the t(jtal expense for public jjrimary education was two hun- 
 dred and thirty six millions in 1902, the last year for which the entire expendi- 
 tures are known, the sum payable to the stale was 65 per cent, of this. Its share
 
 412 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Anniversary 
 
 has almost quadrupled in 22 years. It is still increasing and will continue 
 to increase: primary education is allowed one hundred and seventy-two and 
 three-quarter millions, in the budget for igo6. 
 
 To the two hundred and thirty-six millions of the year 1902 there should 
 be added the expenses of private primary instruction ; but these are nowhere 
 obtainable. 
 
 The figures relating to the number of schools, public and private, and to 
 the number of teachers, male and female, are recorded every year in the report 
 called etats de sihiation which the primary inspectors send to the minister of 
 public instruction. Comparison of the year 1876-1877 which preceded the 
 reforms of the republican government and which is on the other hand the first 
 year of which the commission of statistics of primary instruction (established 
 in 1876) published the results in detail, with the year 1904-1905, the last for 
 which complete statistics have reached the minister, furnishes a statistical 
 measure of the progress accomplished. We give the figures (for France alone, 
 in 1876-1877, for France and Algeria together, in 1904-1905) grouped in two 
 ways: (i) in public schools and in private schools; (2) in non-sectarian 
 schools and in clerical schools. 
 
 Primary Schools 
 
 Public: boys' and mixed' 
 
 girls' 
 
 Private : boys' and mixedi 
 
 girls' 
 
 Public: non-sectarian 
 
 Private: non -sectarian 
 
 Public: clerical 
 
 Private: clerical 
 
 1876-77 
 
 1904-S 
 
 39.764 
 
 19.257 
 
 2.657 
 
 9.869 
 
 44,928 
 
 23.365 
 
 3.396 
 
 10,116 
 
 71.547 
 
 45.816 
 S.841 
 
 13.205 
 6,685 
 
 81,805 
 
 67,499 
 10,697 
 
 794 
 2,81s 
 
 81,805 
 
 ' Mixed schools, viz., those receiving boys and girls, are classed with the boys' schools because they 
 are most often taught by men teachers. 
 
 In the course of these twenty-eight years, the number of schools has 
 increased more than 10,000, especially in the direction of the public schools 
 which have increased more than 9,000; and among the public schools, the 
 non-sectarian schools have gained nearly 22,000 while more than 12,000 
 public ecclesiastical schools were closed. On the other hand, the figures 
 indicate that there has been a very slight increase in the number of private 
 schools (986) and that this increase is entirely to the advantage of the non- 
 sectarian schools, the clerical having diminished 3,870 in number. 
 
 It had been otherwise up to 1902-03. The number of the public clerical 
 schools had become in fact less from year to year; the diminution had been 
 11,000 in twenty-six years. But, in compensation, the ecclesiastics had 
 opened private schools, and the number of these new creations was 3,500.
 
 Papers] 
 
 PRIMARY TEACHING IN FRANCE 
 
 413 
 
 The suppression of clerical instruction, of which we will speak farther on, 
 produced a sudden change, and the schools reconstructed under non-sectarian 
 form by the Catholics have for two years been taking the place of the proscril)ed 
 clerical schools. 
 
 Naturally there are more teachers than schools, and the number of the 
 former has proportionally increased more than the latter because the number 
 of pupils in the city schools, especially in Paris, has increased, and because, in 
 general, for the rural as well as for the urban schools, the administration has 
 endeavored — without always succeeding — to give the instruction an assistant 
 when the number of pupils exceeded fifty. 
 
 School Teachers 
 
 Public: boys' and mixed schools. 
 
 girls' schools 
 
 Private: boys' and mixed 
 
 girls' 
 
 Non-sectarian, public . , 
 private . 
 
 Clerical, public 
 
 private 
 
 1876-77 
 
 110,709 
 
 1904-s 
 
 46,400 
 
 33.663 
 
 5.317 
 
 25.329 
 
 ' 57.331 
 54,817 
 
 9.003 
 29,716 
 
 110,709 
 
 53.240 
 10,785 
 26,823 
 
 19,861 
 
 150,867 
 
 110,757 
 
 27,002 
 
 1. 301 
 11,717 
 
 150,867 
 
 The public schools have gained 32,000 men and women teachers, and as 
 clerical instructors, male and female, have decreased by 25,532 in these schools, 
 it follows that there is an increase of 57,517 in the non-sectarian teachers. 
 In the private schools, on account of changes necessitated by the suppression 
 of clerical instruction, the teachers of this class have decreased about 8,000, 
 while statistics show an increase of more than 16,000 of the city. The number 
 of pupils has increased also; but not as much proportionally as that of the 
 teachers. Here are the figures given by the statistics. 
 
 Pupils of Primary Schools 
 
 Public: l»ys' and mixed 
 girl.s' 
 
 Private: boys' and mixed, 
 girls' 
 
 Non-scclarian : public. 
 
 private . 
 Clerical: public 
 
 private. 
 
 1876-77 
 
 2,197,632 
 
 1,625,696 
 
 203,230 
 
 690,357 
 
 4, 7 '6,935 
 2.337- 1'>3 
 
 i,62H,2«(; 
 440,084 
 
 1904-s 
 
 2,442,598 
 
 2,070,61 () 
 
 360,001 
 
 6<;4,8i5 
 
 4. 7 » 6,935 
 
 5,568,030 
 
 4,446,603 
 
 710,145 
 
 66,521 
 
 344,<J7i 
 
 5,568,030 
 
 During this i)eri()d of twenty-eight years, the nunilxr of primary schools 
 
 t 
 
 has increased 14 j)er (cut.; the number of men and women teachers 36 ptr
 
 414 _ NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 per cent.; the number of pupils 20 per cent. The increase has been greater 
 for girls than for boys because in 1877 there were still many girls who did not go 
 to school. The public schools which enrolled in round numbers 2,109,000 
 pupils more in the non-sectarian schools, and 1,562,000 pupils less in the 
 clerical schools, have gained a total of 548,000 pupils. The private schools 
 have gained about 303,000 entirely to the advantage, in the last two years, of 
 the so-called non-sectarian schools; total increase, 851,000. The total number 
 of the pupils enrolled in the primary schools, public and private, has increased 
 from year to year, from 1876-77 to 1888-89, when it reached the number of 
 5,623,401. This is the highest enrollment which has been reached up to this 
 time. The following years it dropped to 5,526,800 in 1900-1; from 1901 to 
 1904-5 it rose again slightly. 
 
 To what cause can this decrease, or at least this stationary condition extend- 
 ing over 15 years, be attributed ? The principal and most apparent cause is 
 assuredly the lowering of the birth-rate in France. In 1880 the state had 
 registered 920,000 births; in 1897, 859,000. The school children who were 
 nine years old after these two dates could not be, supposing that none of the 
 survivors failed to be enrolled, as numerous at the second date as at the first. 
 Other causes, such as irregularity of attendance, or even total withdrawal of a 
 certain number of children notwithstanding the compulsory education law, 
 and the confusion caused in certain families by the closing of the clerical 
 schools, have probably also influenced the enrollment. However these are 
 secondary causes; the birth-rate is the principal one. 
 
 The question of clerical instruction has been one of the gravest with which 
 Parliament and the minister of public instruction have had to deal for the 
 past twenty-five years. Between the republican party and the Catholic church 
 friction and political antagonism had existed for many years. When the 
 organic laws of 1881-86 entirely separated primary from rehgious instruction 
 the latter of which had henceforth to be given, not by the school teacher but 
 by the religious teacher and outside of the school — the Catholics manifested 
 the fear that this absolute separation might lead to the "school without God" 
 and from the school without God to the "school against God"; that is, that 
 it might inculcate materialistic ideas in the minds of the children. It was 
 then that they struggled to increase the clerical schools so as to compensate for 
 the successive closing of the public schools of this order that had been proscribed 
 by the law of 1886. Thus it was that the city of Paris having in three years 
 closed 136 public clerical schools containing 41,479 pupils, the diocesan board 
 of the Christian schools founded 291 Christian schools which received 54,280 
 pui)ils. Radical deputies often complained that the transformation took 
 place too slowly to suit them. 
 
 The law relating to articles of association, promulgated July i, 1901, 
 established in the first place freedom of association ; but it made an exception 
 of religious congregations which henceforth could be founded only after author-
 
 Paprre] PRIMARY TEACHING IN FRANCE 415 
 
 ity had been conferred to by law, and it specified that no person belonging to 
 an unauthorized congregation could give instruction. In virtue of this law, 
 the minister, during the years 1902-1903, closed 10,049 clerical schools or 
 classes. The Catholics for their part opened 5,839 new private schools directed 
 by ecclesiastics or by lay teachers. To put themselves in harmony with the 
 law, a large number of congregations addressed a request for the above-men- 
 tioned authority to the government. The government, thru the Chamber 
 of Deputies, rejected en masse aW these requests (March 18, 1903). 
 
 The law of July 7, 1904, definitely settled the question by prohibiting all 
 clerical instruction, by deciding that the suppression of this instruction should 
 be made completely within the space of ten years. More than 3,000 clerical 
 schools or classes have already been closed from 1904 to 1906. In this grave 
 matter, the government has been more desirous of getting rid of religious 
 instruction, which was contrary to republican policy, than of respecting liberty 
 of thought or education. This suppression of schools by authority explains why 
 for the last three years the number of clerical schools has considerably dimin- 
 ished, and how, altho in a much smaller ratio, the number of non-sectarian 
 schools, by which the Catholics have tried to replace them, has increased. 
 
 Statistics furnish only very insufiicient information about the results of 
 primary instruction. They show that in 1877, in round numbers, 85 recruits 
 out of 100 knew how to read, and 70 wives out of 100 had signed their own 
 marriage certificates; that in 1904 there were 96.5 per cent, of recruits know- 
 ing how to read, and that in 1901, 94.2 per cent, of wives were capable of 
 signing their names. 
 
 The census of 1872 enumerated in every 100 people of more than 6 years of 
 age 42 illiterates (not knowing how to read or write); that of 1901 enumerated 
 18 illiterates of more than 5 years of age (14 . 9 per cent, of males, 20 . 2 per cent, 
 of females), a proportion which is much less in the younger generations (5 
 illiterates out of 100 boys from 10 to 14 years; 4.9 out of 100 girls) than in the 
 generations of an advanced age. This testifies to the present progress of 
 primary education. In reality, primary education has gained much more 
 than the figures indicate. Teaching in the primary normal schools has been 
 transformed, and the teachers who are now obliged t«> procure teachers' 
 licenses, are in general better informed than their predecessors. The material 
 for instruction, books, maps, pictures, has been renovated ami improved. The 
 number of pu|)ils who obtain the certificate of primary studies on leaving 
 school has increased sixfold. 
 
 Au.xiliary institutions of primary edm ation have re((i\cd ample develop- 
 ment under the Third Re|)ul)lic. liefore the elementary primary school, the 
 child of from 2 to 6 years is received free in the kindergarten. In 1876-77 
 statistics showed 532,000 children in tlu' kindergartens; in 1 901-2, it showed 
 753,000. Above the elementary primary school which comprises 3 courses,
 
 41 6 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 elementary, intermediate, advanced (implying ordinarily six years of study), 
 is placed usually the higher primary school, or the complementary course 
 taught in the elementary primary school. The higher primary schools did 
 not appear in the statistics of 1877; they were then not very numerous. In 
 1901-2 these schools and the complementary courses comprised 66,600 pupils. 
 
 In the primary school, the treasury allowed grants to support school can- 
 teens furnishing luncheon to the children at a low price; or sometimes even 
 without charge; school libraries have been installed; pupils have received 
 practical ideas of economy by means of the school savings bank which receives 
 cent by cent their deposits, and more recently by means of school mutualities 
 operating as mutual-aid societies and retiring funds. Vacation colonies have 
 been organized, thanks to which poor children pass a fortnight in the country 
 or at the sea-shore. 
 
 The adult courses are a very useful complement of the primary school. 
 They were in high favor after the passage of the law in 1833 during the reign 
 of Louis Philippe, and then during the ministry of Victor Duruy under the 
 Second Empire. They had been very much neglected during the first twenty- 
 five years of the Third Republic. Since 1895 the minister of public instruction 
 has given them anew a vigorous impulse. In 1905 examination showed 47,330 
 adult courses, followed more or less regularly by about 400,000 pupils in the 
 public schools and, in addition, about 6,000 evening courses taught by societies 
 of public instruction, the principal ones located in Paris being: the Polytechnic 
 Association, the Philotechnic Association and the Young Peoples' Union; at 
 Lyons, the Professional Association of the Rhone; at Bordeaux, the Philo- 
 mathic Association, etc. These courses are also taught by extension schools, 
 syndicates, etc. 
 
 Several societies, particularly the French Educational League, have made 
 important contributions by congresses and by a resort to propaganda and 
 patronage, to the development of public instruction and to the republican edu- 
 cation of the French youth. The primary school, even if no child evaded the 
 compulsory law, would not comprise the total of the young generation of 6 to 
 13 years inclusive, for the pupils, provided with their certificate of primary 
 studies, can stop before attaining the age of 13. On the other hand, there is a 
 certain number of children who receive instruction at home, or partly at home 
 and partly in private courses (in some large cities only). There are several 
 thousand children who receive their instruction from the beginning in institu- 
 tions of secondary instruction. Upon leaving primary school, the great 
 majority of pupils enter the active life of labor as aids to their parents, as 
 apprentices, or as junior workmen; a certain number enter professional or 
 technical schools ; a certain number also begin their secondary studies. 
 
 A volume would be necessary to set forth the history of primary instruction 
 in France under the Third Republic. We have been obliged, in the space at 
 our disposal, to limit ourselves to sketching a few of the most characteristic
 
 Papers] FRANCE'SEDUCATIONAL DEBT TO AMERICA 417 
 
 traits of this history, mentioning the date of the laws and the statistical 
 t'lgures. 
 
 The subjects mentioned "suffice to make clear the fact that considerable 
 changes have been introduced into the system of primary education, and that 
 this period of thirty-five years has been one of the most active in the general 
 history of the education of the people in France; and that, if harmony has 
 been disturbed by religious and anti-religious antagonism whicli has reduced 
 the number of schools and increased the expenses of the state, very notable 
 progress has, nevertheless, been accomplished along several lines of pedagogical 
 work. 
 
 WHAT FRANCE OWES TO AMERICA IN THE MATTER OF 
 
 EDUCATION^ 
 
 J. J. GABRIEL COMPAYR^, RFXTOR OF THE ACADEMY AND UNIVERSITY OF 
 
 LYONS, FRANCE 
 
 The Atlantic Ocean separates us, Americans and French, but it does not 
 divide us. Between two peoples who have never made war upon each other — 
 a rare thing in the history of the world — there are affinities and sympathies 
 which have often already exhibited themselves in the past and which, as we 
 sincerely hope, will do nothing but develop in the future. In vain does the 
 ocean separate the two countries by its vastness of distance: it does not 
 prevent the same trees from growing, the same plants from flourishing, and 
 the same sentiments and passions from expanding and growing on the two 
 shores so widely divided in a geographical sense. • 
 
 It would be a promising and attractive field of study to investigate what are 
 the moral debts which our country has contracted toward yours in the course 
 of the past century, to be followed by an inquiry of how far the influence of 
 I he American democracy has made itself felt by the French democracy. I 
 am restricted, in this paper, to sketching rapidly a few traits of this absorb- 
 ing and important history. 
 
 In the first place we cannot forget that our Declaration of ilio Rights of 
 Nfan and the Charter of Republican Liberties is modeled ujjon lines of a 
 similar Declaration by means of whicli the United States of America, a few 
 years before our great Revolution, had defined the limits of the independence 
 which they had won. How dare one call in (juestion the influence whii h 
 your country has exercised upon ours in view of the fact that it was Lafayette 
 who, after having gloriously served your cause and ins|)ired with the friend 
 ship of Washington, was the first at the National Assembly of |ul\ 1 1, 17^9, 
 to j)ro|>ose the drawing uj) of a declaration ? How continue to doubt when 
 one compares the texts of the two documents, and reads, for instance, in the 
 Declaration of Independence, voted in July, 1775, by the Congress at Phila- 
 deljihia, pa.ssages such as these: "All men are created equal; they are en- 
 dowed by their Creator with inalienable rights, among which are to be ((umied 
 
 ■Translated at the Tnivcriiity of Chicago I'rru, Chirago, III.
 
 41 8 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 life, liberty and the pursuit of happiness." "When a government abuses 
 its power, it is the right and even the duty of men to throw off or to destroy 
 this government. " Is this not the same language which our ancestors of the 
 Revolution used when, "in the presence and under the auspices of the Supreme 
 Being, " they attested solemnly the "sacred and inalienable rights of equahty, 
 of liberty, .... of resistance to oppression. " The eminent philosopher 
 Paul Janet, who has closely studied the question in his History of Moral and 
 Political Philosophy, does not hesitate to conclude that the French declara- 
 tion is in great part the translation of the American declaration. "These 
 noble ideas," said a member of our Constituent Assembly, "conceived in 
 another hemisphere, should by preference transplant themselves first to the 
 land of France. " 
 
 Thus, since the end of the eighteenth century, there has been exchange 
 and intercommunication of social ideas between France and America, and 
 our growing democracy has found itself united to yours by a close community 
 of views. Since then, it is true, our destinies have been different. You have 
 marched in a straight line and without interruption in the path of democratic 
 progress. Our course, on the contrary, has led us in irregular directions, a 
 course often diverted from its goal. We have at times experienced backslid- 
 ings and retreats. It is none the less an unforgettable period in the history 
 of humanity when Lafayette and his companions went to place their swords 
 at the service of American independence and when, having returned from 
 the New World, they brought back to us the rights of men. 
 
 Of all these rights, not one is more precious than the right of instruction ; 
 and it is in this particular, especially, that the republic of the United States 
 has been our model and our guide. Doubtless our fathers of the Revolution 
 may be said to have beeen the first to conceive the true principles of public 
 education and to dream of the establishment of schools open to all the chil- 
 dren of the nation, free for all, and likewise compulsory for all. But they 
 did not have the time to apply their lofty ideas; it is you who, in advance of 
 us, have put them into practice. The reactionary governments which have 
 three times checked the progress of liberty, the first Empire, the Restoration 
 of the monarchy, the second Empire, have likewise considerably retarded 
 the establishment of a national system of education so that, you having antici- 
 pated us in theory, we have been, as a matter of fact, no more than your 
 imitators. We have had to wait for the actual advent of our third Republic 
 before being allowed to witness, after a delay of one hundred years, the dreams 
 and the ideal of the Revolution of 1789 becoming a reality on earth. 
 
 If, at the opening of the twentieth century, the United States of America 
 displays before an admiring world a marvelous ensemble of educational 
 institutions whose far-reaching influence no country can excel, nevertheless, 
 France, too, making up for lost time, has established upon an enduring 
 foundation a public-school system, free like yours, compulsory like yours. 
 The man who contributed most, under the ministries of Gambetta, Jules
 
 Papers] FRANCE'S EDUCATIONAL DEBT TO AMERICA 419 
 
 Ferry, and of Paul Bert, toward the inauguraticni of educational reform, 
 M. Ferdinand Buisson, was permeated with the American spirit which he 
 absorbed on the occasion of his visit to the great expositions at New Orleans 
 and . Philadelphia. Had your great school organizer, Horace Mann, lived 
 in our time and repeated his trip to Europe, he would not have brought back 
 from his visit such an unfavorable impression as the French school system 
 made upon him in 1843. He would gladly have admitted that we have made 
 progress and that we have followed the path blazed out by you. He wanted 
 suitable and comfortable, well-ventilated and spacious school buildings; and 
 we have built by thousands such buildings as have been called "educational 
 palaces." He attached the highest importance to normal schools where 
 instructors of both sexes are trained in approved methods, and we can count 
 more than two hundred of such. He desired no more of these paying schools 
 which he judged to be a blot on civilization. All of our primary, elementary 
 or superior schools are free. Even the lay nature of our neutral, non-sec- 
 tarian instruction which, with its free and obligatory character complete 
 the three terms of our educational motto, was in part inspired by Horace 
 Mann. Was it not he in fact who declared that direct religious instruction 
 had no place in the public schools, because the teaching of dogmas and tenets 
 of special religions is "despotism on the part of the teachers, and slavery 
 for the children ?" 
 
 Channing is a classic in our country, at least for the higher examinations 
 in primary schools, on whose educational programs he prominently figures; 
 and in many ways, especially thru his never-faltering belief in the necessity 
 of universal education in a democratic republic, Felix Picard, the most note- 
 worthy of our recent educators, appears to us as a French Channing. 
 
 But it is not alone our primary departments which have put the examples 
 from America to profitable use. The latest reform in our secondary instruc- 
 tion, occurring in 1902, also owes something to thi.' practices in vogue in your 
 colleges. The minister Mr. Alexandre Ribot, who presided over the great 
 public investigation into secondary instruction, recalled in his Report that 1 
 had visited the United States in 1893, and said: "Mr. Compayrd has brought 
 back from America interesting information as to the way in which American 
 educators came to moflify the rigidity of the class system and to avoid over- 
 burdening the students, while constantly increasing each year the variety of the 
 curricula. In all the schools there are certain required subjects and others 
 which arc unqualifiedly elective to the students. " Following these views the 
 U)ur sections of our secondary cducaticjii were estai>Iished four years ago, and 
 in the limits of these the students can choose what they believe to be best suited 
 to their aptitude and ambition. And when the j)arlisans of the old routine 
 opposed the establishment of the new rdgime, saying, "That is impracticable, " 
 they were told, " You sec very well that it is not, since that is done in America." 
 
 Our universities also sometimes take yours as examples. To l)e sure, they 
 do not receive gifts as munificent or as [)rincely as those madt- 1>\ !<(>( kcfcilcr or
 
 420 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Carnegie: everything in America is on a more liberal scale than in France. 
 However some public-spirited men have been found who have contributed 
 from one to two hundred thousand francs to the universities of Paris, Lyon, 
 Bordeaux, Nancy, etc. On the other hand, the work of higher education is 
 being more and more turned, as with you, toward scientific research and 
 laboratory experiments, we having lost our taste for the vain oratorical dis- 
 plays of former years. Again, it is in your schools that our psychologists have 
 learned to study the psychology of the child and to practice the methods 
 of the investigator and student of research, which, a few years ago, were 
 entirely unknown in France. 
 
 The little which we have here said is sufficient to illustrate. 
 
 THE REHABILITATION OF PHILOSOPHY IN GERMANY^ 
 
 HERMANN SCHWARTZ, HALLE AN DER SAALE 
 
 All of the individual sciences had their origin in philosophy. For that 
 reason it was at one time styled "the mother and queen of all the sciences." 
 But, in the opinion of some, this mother of the sciences bears a strong resem- 
 blance in certain particulars to a human mother. The band of children to 
 which she has given life grow up and develop, while she herself ages and 
 dies off. And thus philosophy has been, and still is, regarded by many as a 
 moribund discipline. Even in the days of Kant (about 1780) it was felt that 
 philosophy might be treated scornfully, like an antiquated matron. With 
 the aid of Kant and the great German idealists, Fichte, Schelling, and Hegel, 
 philosophy experienced a victorious renascence and ruled supreme for some 
 time. 
 
 After 1840, because of the rise of the natural sciences, philosophy again 
 began to sink in the estimation of the people, and its entire dissolution was 
 looked for. It was asserted that it should be distributed among the indi- 
 vidual sciences, without being permitted to retain even a remnant of its own 
 existence. This suggests the idea of the amoeba, the lowest form of life. 
 When an amoeba divides, a number of new amoebas remain : the mother has 
 ceased to exist, having disappeared. And thus in the sixties the individual 
 sciences felt called upon to enter completely into the inheritance of philosophy. 
 The claim was advanced that there were and could be only individual sciences, 
 psychology being considered the last branch separated from philosophy, and 
 the idea of recognizing a distinct science of philosophy, in addition to the 
 others, was declared foolish and antiquated. Many scholars, whose educa- 
 tion is rooted in that period of the absolute sway of the natural sciences, have 
 maintained this opinion down to the present day. 
 
 Philosophy, however, is not a moribund but an eternally young science, 
 and the fountain of youth for all the other sciences. Its relationship to the 
 
 individual sciences is not that of a declining human mother to her offspring, 
 
 'From the Illuslrirte Zeitung (August 23 1906). Translated bv Professor Rudolf Tombo, Jr., 
 Columbia University.
 
 Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 421 
 
 nor that of an amoeboid mother-cell to its divided parts, but rather that of 
 the sun to the planets. The sun has sent off one planet after another, yet it 
 has not lost its power to give forth light. And likewise it sends forth heat 
 to invigorate and strengthen its chiUhen, the planets. Life ujwn these 
 planets would cease, they would lose both light and heat, if the rays of the 
 central body did not shine continually. In the same way the individual 
 sciences must never lose touch with philosophy, the science from which they 
 have all sprung, if they would retain their scientific character. Only an 
 ever-watchful philosophic criticism of its foundations, methods, and limita- 
 tions can save it from degenerating into dogmatism. And nothing but the 
 general view-point of the philosopher can guard against the diffusion into 
 which individual investigation, with its ever-increasing specialization, is 
 threatening to draw the modern consciousness. 
 
 In recent times we have again become conscious of the fact that philosophy 
 is an indispensable discipline. The call to philosophy is today heard loudest 
 of all in the camps of the individual sciences. Historians and scientists 
 themselves are turning to philosophical investigation, either to clarify their 
 fundamental conceptions and to verify their methods, or to present a specu- 
 lative universal picture of the results of their investigations. Under these 
 circumstances it behooves us, in adopting the new, frequently one-sided and 
 premature tendencies of scientific research, not to forget the many old but 
 valuable ideas contained in the rich storehouse of the history of philosophy. 
 
 At one time the history of philosophy was regarded as a graveyard of dead 
 opinions. At the present day the significance of historical continuity in 
 philosophy, too, is recognized and honored. We know that it is a living 
 intellectual inheritance, which the great thinkers of earlier days have be- 
 queathed to us. All new philosophical creations must be imbued with this 
 life, in order that they may rise all the more calmly, clearly, and consciously 
 to new summits of knowledge. In the following paragraphs the reader may 
 make the acquaintance of a number of living German phil()soj)hers. In the 
 first place, I wish to mention some of the worthy men who arc endeavoring 
 to unlock the rich philosophic inheritance of the past. 
 
 Kutw Fisfhcr was born on July 23, 1824, at Sandewaldc in Silesia. From 
 1856 to 1872 he served as full professor at Jena, and he has been ;it Heidelberg 
 since the latter year. As a student of theology and philosoj)hy, he was at 
 first attracted by Hcgcl; later he was one of the lirst to point back to Kant, 
 and still later he was influenced by the phiIos()])hy of Goethe. He has thus 
 sought his ins[>iration on the summits of German thought, in order that he 
 might, from this high vantage-ground, lead us back to the realm of thought 
 of the earlier philosophers. His epoch-making life-work and masterpiece, 
 his Geschifhte der tiencrrn Philosophic, which first a|)peared in six volumes 
 from 1.S52 to 1H77, and \vlii( h was republished in nine volumes in iSg7, is 
 written from this standpoint. I'rominiiil among his other pnuiuc lions is iiis 
 Kritik drr Knntisfhrn Philosophic (1H83). His literary works, Uocthcs
 
 42 2 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 Faust (1878) and Shakespeares Hamlet (1896), are of profound interest also 
 to non-philosophic readers. 
 
 Max Heinze, who was born on December 13, 1835, at Priesznitz (Sachsen- 
 Meiningen), has likewise combined the study of philosophy with that of 
 theolog}\ He was full professor at Basel and Konigsberg from 1874 to 1875, 
 since when he has been at Leipzig. His excellent work, Die Lehre vom 
 Logos in der griechischen Philosophie (1872), had its origin in a union of both 
 subjects. Many of the other publications of Heinze are devoted to Greek 
 philosophy (for example, Erkenntnislehre der Stoa, 1880), but the modern 
 field has also benefited by his careful researches, as is evidenced by his Plat- 
 ner ah Gegner Kants, 1880; Vorlesungen Kants ilher Metaphysik aus drei 
 Semestern, 1894. From the fact that Heinze revised, enlarged, and con- 
 tinued Uberweg's Grundriss der Geschichte der Philosophie (now in its fifth 
 and ninth editions, respectively), his name has become known and honored 
 in wide circles. 
 
 Georg Freiherr von Hertling was born at Darmstadt on March 31, 1843. 
 He has held a full professorship at Munich since 1882. He is a member of 
 the Imperial Diet and one of the most prominent leaders of the Ultramontane 
 party. He has especially advanced most effectively the history of philosophy 
 in the Middle Ages, by publishing (with Klemens Baumker in Strassburg) 
 a periodical devoted exclusively to this phase of the subject, and by writing 
 valuable monographs, as Albertus Magnus (1850) and Augustin und der 
 Untergang der antiken Kultur (1902). He has appeared as an intelligent 
 representative of teleological philosophy in his Grenzen der mechanischen 
 Naturerkldrung (1875). His important political and social activity is re- 
 flected in his Naturrecht und Sozialpolitik (1892) and Das Prinzip des Katho- 
 lizismus und die Wissenschajt (1898). 
 
 Eduard Zeller, born at Kleinbottwar (Wlirtemberg) on January 22, 1814, 
 originally a theologian, has occupied chairs at Bern, Marburg, Heidelberg, 
 and Berlin (i872--94), but he is now living as an emeritus at Stuttgart. His 
 comprehensive work on Die Philosophie der Griechen (1879, ^ vols.; now 
 in its fifth edition) assures him for all time an honorable place in the history 
 of science. His Geschichte der deutschen Philosophie seit Leibnitz (2d edition? 
 1875) is also widely read, and justly so. Of his monographs, those on David 
 Friedrich Strauss (1874) and Friedrich der Grosse als Philosoph (1886) 
 deserve special mention. In the political field, too, Zeller is no stranger, as 
 is shown by his instructive volume on Staat und Kirch e (1873). Attention 
 should be called here above all to his treatise Uber Bedeutiing und Aujgabe 
 der Erkenntnistheorie (1862; enlarged edition 1877), which has directed the 
 attention of philosophers in a decidedly inspiring manner beyond the his- 
 torical field, and opened up one of the most significant realms of activity in 
 modern philosophy. 
 
 A comparison of modern philosophy with the earlier systems, at once 
 reveals a complete absence of system in the former. The layman can scarcely
 
 Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 423 
 
 conceive of a philosopher except as a man who, in a professional way, as it 
 were, has established a system of his own, that is, analyzed uniformly all 
 the problems of existence thru comprehensive speculation, and solved 
 them, at least to his own satisfaction. Such activity in speculation has become 
 rare at the present day. Another form of cnerg\' reigns supreme in the 
 philosophy of today, that of scientific self-knowledge. Taken as a whole, 
 modern philosophy ought to be regarded as a grand science of self-knowledge 
 rather than as the speculative development of systems, complete sketches of 
 a bold cosmology. 
 
 The modern force of philosophic self-knowledge has created three mighty 
 movements. One of these, which is devoted to the historical study of phi- 
 losophy, has just been described. The fundamental scientific value of the 
 great philosophical systems of earlier days is investigated, their ultimate 
 motives are examined, in order that we, more critical than our predecessors, 
 may realize the value and the validity of these motives. Among the important 
 organs for this phase of the subject are the Kant-Studien, published by Hans 
 Vaihinger, of the University of Halle. The second movement is known as 
 epistemolog}'. All philosophical epistemology signifies a self-consciousness, 
 not reflected backward into the past, but concerned with the present state 
 of the individual sciences. The various individual sciences are artificially 
 developed methods of acquiring knowledge. The individual investigator, 
 to be sure, handles the machinery of such a process in masterly fashion, but 
 is seldom clear as to the principles involved. In order to master the latter, 
 critical reflection is required, that is, a guiding back or turning back of one's 
 thought to the validity and the scientific value of one's own laws of thought. 
 Epistemology and philosophical criticism, which go back to Kant, represent 
 this reflection. It is the science of all the laws of thought characteristic of 
 the various sciences. As a theory of knowledge it investigates the validity 
 and the conditions; as a critique of knowledge it examines the limits of the 
 ajiijlication of these laws of thought. One of the most imimrtant results 
 which modern philosophical investigation has attained in this field is that tlie 
 methods and laws of thought of the natural sciences have a dilYerent logical 
 structure from those of the historical sciences. We should not, therefore, 
 attempt to confuse the two; there is many an historical investigator who 
 should take this fact to heart. Another important result is often forgotten 
 In' philosophical investigators in natural science, namely, that care must be 
 taken not to treat the said laws of thought without further ado as metaphysi- 
 cal realities. The counters of the intellect, atoms, for ex:imi)le, are by no 
 means keys to the universe. 
 
 Among the philosophers es|)ecially able in llic ( riti(iue of knowledge tiu' 
 fiillowing may be mentioned, without prejudice lo the services of not a few 
 others. 
 
 /'-//// Xdlorp, born at Diisseldorf on January 24, 1854, who h;is held a 
 chair at Marburg since 1H94, is a leader of Xeo-Kantism, especially in ihe
 
 424 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 field of the practical sciences. Since Kant not only raised the question of 
 the validity and the limits of the theoretical sciences, but also classified the 
 moral law under new points of view, it seems reasonable enough to make 
 Kant's critique more and more productive in the realms of ethics, pedagogy, 
 sociology, and religion. In addition to his interesting contributions to the 
 history of philosophy and his clear introductions to psychology and logic, 
 the following profound works of Natorp have been of value on this side of the 
 subject: Religion innerhalb der Grenzen der Humanitdt (1894), Pestalozzis 
 Ideen iiber Arbeiterbildiing und soziale Frage (1894), Sozialpddagogik (1898; 
 2d edition, 1904). His voice has also been heard in connection with contem- 
 porary educational legislation ; and it is hoped that his appeals may not fall 
 on deaf ears. 
 
 Alois Riehl, born at Bozen (Tyrol) on April 27, 1844, who has held chairs 
 at Graz (1878), Freiburg i. Br. (1882), Kiel (1896), Halle (1898), and Berlin 
 (1905-), has furnished excellent contributions to the history of philosophy, 
 as Giordano Bruno (1889), Friedrich Nietzsche, der Kilnstler und der Denker 
 (1897), Immanuel Kant (1904), and Helmholtz als Philosoph (1904). His 
 most important work, however, lies in the field of epistemological theory, 
 Der philosophische Kritizismiis und seine Bedeutung jiir die positive Wissen- 
 schajt (Vol. I: "Geschichte und Methode des philosophischen Kritizismus," 
 1876; Vol. 11a: "Die sinnlichen und logischen Grundlagen der Erkenntnis," 
 1879; Vol. lib: "Zur Wissenschaftstheorie und Metaphysik, 1887). Riehl 
 is opposed to regarding philosophy as the doctrine of the theory of the uni- 
 verse; according to him, it is the science and critique of knowledge. This, 
 he claims, is the Kantian conception, and the only one in accordance with 
 which it may be conceived of as a science. Then he presents another, a 
 Platonic conception of philosophy, as the art of mental conduct or of the 
 representation of values; as such it is not a science, he holds, but a form of 
 life, similar and equivalent to art and religion. Riehl has developed similar 
 ideas in his ^^ Zur EinjUhrung in die Philosophie der Gegenwart" (1902), 
 which, written in a clear and logical style, soon passed into a second edition 
 (1904). 
 
 Wilhelm Schuppe is another advocate of the movement toward episte- 
 mological theory, in support of which he has established an ingenious doc- 
 trine. He was born at Brieg on May 5, 1836, and has held a chair at the 
 University of Greifswald since 1873. He calls his doctrine the philosophy of 
 the immediately given or the "immanent philosophy," in the interests of 
 which he publishes a special periodical. According to Schuppe there is no 
 existence which is not consciousness or mental content of conscious egos. 
 These individual consciousnesses, the egos, do not stand side by side as sepa- 
 rated individuals, but they have one and the same "general consciousness" 
 for a common basis. Whenever we experience and come to an understanding 
 of a reality independent of ourselves, whenever we ascend to objective thought- 
 contents and objective values, the element of the "general consciousness"
 
 Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 425 
 
 contained in our individual consciousness becomes active. The disciplines 
 of logic, ethics, and jurisprudence embrace the things we experience by 
 means of this superindividual consciousness, while psychology examines the 
 individual moment in our conscious experience. Schuppe has written a 
 number of textbooks from his profound \ iew-point, among others Erkennt- 
 nisthcoretische Logik (1878), Grundziigc dcr Ethik mid Rechtsphilosophie 
 (iSSi), Der BcgrifJ des subjekiivcn Rechts (1887), and Dcr Ziisammenhang 
 von Leib und Seek (1902). 
 
 Wilhchn Windclband, born at Potsdam on May 11, 1848, has held chairs 
 since 1S75 at Zurich, Freiburg i. Br., and Strassburg, and is now at Heidel- 
 berg. He regards philosophy as the critical science of universal values: 
 truth in thinking, goodness in volition and action, beauty in feeling. The 
 manner in which W'indelband draws the line between history and natural 
 science is particularly significant. According to him tiie latter is a science 
 of law, the former of reality. I'A-erything real is individual and separate, 
 without admitting of repetition. The science of history, he holds, is con- 
 cerned expressly and exclusively with the conduct of these separate elements 
 in the course of events from the standpoint of values. In the natural sciences, 
 on the other hand, we are not concerned with individual experiences and their 
 concrete results, but rather with the selection of general laws, which, to be 
 sure, hold good for all real entities, but which are themselves indejjendent 
 of time and history. The significance of these view-points has been referred 
 t<j above. \\'indelband has expressed it frequently, as in his Frdliidien, 
 Aujsdtze iind Reden ziir RinleUung in die Philosophie (1884; 2d edition, 
 1903), in the Lehre vom Zujall (1870), and in the essay, Geschichle iind Naliir- 
 unssenschajl (inaugural address as rector, 1894). W'indelband has also done 
 excellent .service by publishing various general presentations of the history 
 of philosophy. They are planned on the princi])le of furnishing a summary 
 of the problems involved (Geschichle dcr Philosophic, 1893; 3d edition 1903). 
 Such a jjroblem W'indelband has recently treated in a systematic manner in 
 his work i/ber Willensjreihcit (1904). Finally, he i> publishing in co-opera- 
 lion with .several other scholars, an inijjortant scries, ^^ Die Philosophic ii)i 
 lieginn des zwanzigslen Jahrhundcrls. " 
 
 The third great stream of ])hil()so|)hic self-knowledge is formed by the 
 broadly specialized and fertile branch of stud) dexoted to the investigation 
 of our own p.sychic states. Not history of pliilo.sophy, not epistemology, but 
 psychology is the shibboleth that unites the reprc-entatives of this tliini party 
 of modern [)hilosophers. There is no al)S()lute agreement among tiiem as 
 to the object and the methods of p.sychologiial investigation. One investi- 
 gator is attracted more by the specific manife.'-tations of soul-lifc, another 
 by its ly|>ical traits. The methods em|)loyed are still more at variance. The 
 introspective j)sychologist regards inner toni ( plioii and immediate analy.sis 
 as the (hief source of [)sycliologi(al knowledge, while tiie experimental psy- 
 chologist lays the main stress on psychological tests. Not a fi-w of the (ier-
 
 426 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 man universities are supplied with psychological laboratories. Every other 
 year the experimental psychologists hold a convention in Germany, at which 
 the results of the numerous careful investigations are communicated and 
 examined, all bearing testimony to a diligently conducted, comprehensive, 
 and well-classified line of investigation, which has produced valuable results, 
 as, for example, the accurate and interesting analyses of memory, of atten- 
 tion, etc. A few of the contemporary German psychologists may be 
 mentioned here: 
 
 Franz Brentano, born at Marienberg, near Boppard on the Rhine, on 
 January i6, 1838, is a leader of the introspective school. He was consecrated 
 as a priest in 1864; eight years later he was appointed regular professor at 
 Wlirzburg, but resigned in 1873 as an opponent of the Vatican. From 1874 
 to 1880 he held a chair at the University of Vienna, but withdrew from his 
 academic position, this time in consequence of his marriage. He continued 
 to lecture as a Privatdozeni, and has been living in Florence since 1895 (vide 
 his Meine letzten Wiinsche jiir Osterreich (1895), ^^^'^ •^"'' eherechtlichen 
 Frage in Osterreich). His chief works are his Psychologie vom empirischen 
 Standpunkt (1874) and Vom Ursprung sittlicher Erkenntnis (1889), both con- 
 taining a wealth of keen and thoro investigation. Our moral judgment, 
 according to Brentano, does not depend upon arbitrary laws, but upon a pecu- 
 liar activity of the emotions, the love or hate, respectively — "characterized as 
 correct per ^e" — which all men possess by nature. Brentano possesses a 
 tremendous fnfluence because of his educational activity. Such leading 
 scholars as Alexius Meinong and Karl Stumpf belong to his school, altho, 
 to be sure, they have maintained their critical independence with reference 
 to Brentano's special theories. 
 
 Alexius Meinong von Handschuchsheim, born at Lemberg on July 17, 
 1853, has served as full professor at Graz since 1886. Among Meinong's 
 numerous publications there should be mentioned in the first place his splendid 
 investigations in the field of the psychology of knowledge; these are his 
 Hurne-Studien (Vol. I, "Zur Geschichte und Kritik des modernen Nominalis- 
 mus," 1877; Vol. II, "Zur Relationstheorie," 1882), Uber Gegenstdnde 
 hoherer Ordnung und deren Verhdltnis zur inneren Wahrnehmung (1899), 
 Uber Annahmen (1902), a work in which Meinong opens up and analyzes 
 an entirely new field of facts of immense importance for the understanding 
 of art and play; ^'Uber die Erjahrungsgrundlagen unseres Wissens'^ (1906) 
 in the Abhandlungen Uber Didaktik und Philosophie der Naturwissenschajt 
 (No. VI). His Psychologisch-ethische Untersuchungen zur Werttheorie (1894) 
 are devoted to the moral problem. The elementary moral functions he 
 regards as "conceptions of value," which are invariably based upon a knowl- 
 edge of the existence or non-existence of their object; for the expression of 
 the activity of these conceptions, Meinong employs mathematical terms in 
 an astonishing manner. 
 
 Karl Stunipj, born at Wiesentheid (Bavaria) on April 21, 1848, has occupied
 
 Papere] FIFTY YEARS OF PHILOSOPHY IX GERMANY 427 
 
 chairs at Wiirtzburg, Prague, Halle, and Munich, but has been connected 
 with the University of Berlin since i8q4. The accuracy and clearness of 
 his doctrines are reflected in his writings. He has given to psychology two 
 of its chief wi>rks: Uber den psyihologisclien Ursprung dcr RaiimvorstcUungcn 
 (1873) and Tonpsychologie (Vol. I, 1883; \'ol. H, 1890). H\' means of the 
 former he helped bring about the victory of psychological nalivism, the doc- 
 trine that in the visual sensation wc are immediately and originally conscious 
 of spacial differences. The second work ranks worihily beside the famous 
 writings of Helmholtz on our sense perceptions. 
 
 WiUielm Dilllicy, born at Biebrich on the Rhine on November 19, 1833, 
 has served as full ])rofessor at Basel, Kiel, and Breslau, and, since 1882, at 
 Berlin. Dilthey, like Windelband, emphasizes the peculiarity and indepen- 
 dence of the mental sciences in contradistinction to the natural sciences, but 
 he does it in a homewhat ditTerent manner. The basis of the mental sciences, 
 in his opinion, is psychology — not one that works with hypotheses and is on 
 the hunt for "explanations" of psychic life, but rather a descriptive and 
 analytic psychology; not an intellectualistic but a voluntaristic psychology, 
 in accordance with which, for instance, our con\iction of external reality 
 does not go back to logical operations, but to experiences of our volition 
 (impulse, intention, re^istance). He claims that the descri])tion and analy.is 
 of historical and social reality is no longer known as psychology, but that it 
 is psychology and that it takes place in the mental sciences. Dilthey's be.st- 
 known work is his Einleititng in die Geislesunssenschajten, Vcrsiich einer 
 Grundlegung jiir das Studium dcr Gesellschajl itiid der Geschichte (1883). 
 Hi- treatises in the reports of the sessions of the Bcrh'ii .\cademy of Sciences 
 are no less fertile in comj^rehensive and \alual)le suggestions. {Beitrdgc 
 zum Sludium der Individualildl, 1896; Beitrdge ziir Losnng dcr Fnige vom 
 Ursprung unseres Glaubens <iii die Realildl dcr Aiissenwell, 1894, etc.) Dil- 
 they also enjoys a well-deserved reputation as a historian. He is ech'ting the 
 first com|)letc edition of the writings of Kant, which is being publi.-hed under 
 the auspices of the Berlin Royal Aiaclemy of Sciences. .Among his own 
 historical works. sj)ecial attention is called to his bi()gra|)hy of Sihleiermacher 
 (1870). 
 
 '/'Iicodor fJpps, born at Walllialbcn (Palatinate) 011 July 2S, 1S51, full 
 |»rofessor at Hre-lau (1890-94) and Mui i( h (1894-), is in tiie tir t plai c an 
 intntspcctivc psychologist, who lias succeeded admirably in analyzing p>\i hi( 
 jjhenomena dearly and sharply. Su( h an anal\Hs of general psythic proces- 
 ses is given in his Grundtatsiu hen dcs Scclvnlclwns (1893) and in his I.ciljiidcn 
 der Psyrhnlogie (1903, and 1906). In the opinion of Lip|)s, |)sy(hology (on 
 stitutcs the starting |)oint abo for logii and ethiis, and in accordance with 
 this view he has written his Grnndziige der Logik (i8(;8), his striking I'.lhisehe 
 Griindjnigen (iHoo; 2d edition M>05) and numentus works on a-sthelics 
 {Dcr Streit iiher die '/'nigddie, (891; Komik inid Humor, i8(;8; Asl/ielisehe 
 I'liktorcn der RdumiinsehiiHung, 1891; Asllielik, \'ol. I, i<;03). Ilu- nutiiod.
 
 428 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 content, and comprehensiveness of these writings assure Lipps a place among 
 our leading aestheticians. 
 
 Wilhelm Wundt, born at Neckarau (Baden) on August i6, 1832, full 
 professor at Zurich in 1874, and at Leipzig since 1875, is — as the successor 
 of Fechner — the co-founder of experimental psychology. He has completed 
 and generalized the experimental methods of Fechner, which were confined 
 to the measuring of degrees of sensation, and applied them to the whole field 
 of psychic phenomena. For these studies he has arranged a laboratory at 
 Leipzig which is provided with ingenious instruments of extreme deUcacy, 
 and which has become the model for all similar laboratories in the world, 
 especially in the United States. The experimental method developed by 
 Wundt has given a great impetus to the study of psychology; many questions 
 have assumed an entirely new aspect; new disciplines of considerable prac- 
 tical value have been established, as experimental didactics and the psy- 
 chology of evidence, which have thrown new light on pedagogical methods 
 and legal proceedings, respectively. But Wundt has accompUshed wonders 
 not only in the psychology of the individual, to which his Grundzuge der 
 physiologischen Psychologic (3 vols., 1874; 5th edition, 1902) is devoted; 
 he has done pioneer work also in his Volkerpsychologie (Vol. I, "Die Sprache," 
 1900; 2d edition, 1904; Vol. II, "Der Mythos," 1905), in which he has 
 treated the psychology of language, of religious conceptions, etc. ; exhibiting 
 tremendous grasp of endless material. 
 
 Wundt's importance extends beyond the psychological field. In his 
 Logik (Vol. I, "Erkenntnislehre," 1880; Vol. II, " Methodenlehre, " 1883), 
 his Ethik (1886; 3d edition, 1903), and his System der Philosophie (1889; 
 2d edition, 1897), he advances step by step, always resting upon the founda- 
 tion of exact science, to a compact idealistic philosophy. In this respect he 
 appears at the same time as a representative of the fourth group of German 
 philosophers. 
 
 The scholars mentioned above all agree in rejecting metaphysical ten- 
 dencies. The antimetaphysical trend of Hume and Kant has not yet lost 
 its influence, a trend which regards all metaphysical problems as mere illusions 
 of human reasoning. In order, therefore, to escape the criticism of trans- 
 gressing the bounds of knowledge, many modern philosophers have turned 
 all the more eagerly to historical retrospect, epistemology, and psychological 
 investigations. But metaphysical problems cannot be rejected as pseudo- 
 problems; they possess an objective value which reacts upon the knowledge 
 struggling with them, dispensing light and power, in the same way that every 
 function develops thru employment and activity, whereas it languishes as 
 a result of disuse. The philosophers still to be named combine a compre- 
 hensive survey of empirical actuality with a bold courage in metaphysical 
 reasoning. 
 
 Thus the conception of will reigns supreme in Wilhelm Wundt's "actual- 
 istic" view of life. The will which, as apperception, acts also in all reasoning
 
 Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 429 
 
 and in feeling, is actuality, pure happening. To its pure causality, which is 
 bound to no substance and to no "soul," tlie law of the equivalence of cause 
 and effect, which is, in the material world, manifested in the law of the con- 
 servation of energy, does not ap])ly. Spiritual life possesses the attribute of 
 "creative synthesis" and continually increases in energy, in accordance with 
 a "heterogeneity of aims," which is the fundamental form of all spiritual 
 evolution. Whenever an aim is realized, unforeseen foundations and impulses 
 for new aims are thereby created, so that the success of every actual endeavor 
 is richer than the original motive. In the social communities of human 
 beings a new energy of volition is manifested, a true common will, which 
 unites all humanity in the conscious accomplishment of delinite endeavors. 
 All the wills of the entire world are united in the reaUty af a supreme common 
 will, namely God. 
 
 Rudolf Eucken, born at Aurich on January 5, 1846, who has filled a chair 
 at Jena since 1874, is a fervent supporter of an objective idealism. In his 
 writings he strives after life and spirituality, which we hope they will arouse. 
 Among his important works may be mentioned Die Einhcit des Geistcslehcns 
 (1888), Der Kampj urn einen geisligen LebensinhaU (1896), Der Wahrheits- 
 geJuill der Religion (1901; 2d edition, 1905). He has also published note- 
 worthy historical works: Geschichte der philosophischen Terminologie (1879), 
 Die Lebensanschauungen der grossen Denker (1890; 6th edition, 1905), 
 Thomas von Aquino und Kant, ein Kavipj zweier Wellen (1901). Of great 
 value, too, is his Grundbegrifje der Gegenwart (1878; 3d edition, 1904). 
 
 Eucken teaches that in all intellectual Hfe, uniform and supercosmic 
 associations are at work, which tend toward the formation of a "personal 
 world." He regards intellectual life as higher than dead mechanism, some- 
 thing higher, too, than mere psychic vitaUty, just as personaltiy is more than 
 individual existence or subjectivity. Pensonality, according to Eucken, is 
 spiritualized individuaUty, and it becomes so thru the process of the 
 "creation of entities." Whenever we become immersed in a spiritual content 
 and the latter reacts upon us, the formation of real nature takes place, in the 
 form of a double-sided development — of us thru spiritual content, and of 
 spiritual content thru us. liy means of the contact with the ideal object 
 .spiritual life arises within us, and thru the work of the soul the material is 
 disclosed and developed. Worlds of the good and the beautiful and the true 
 open up to sight and reveal to us supercosmic depths. This supercosmic 
 ( harattcr, however, can be maintained and carried out only if we connect 
 all real sf)iritual life with God. 
 
 Among the metaphysicians may be found also the most renowned of the 
 living non-academic i)hiloso|)hers of Germany, luigen Diihring. 
 
 Kugcn Diihring, born in Herlin on January 12, 1833, is a dear-sighled 
 [)hilo.s()pher and si)irite(l author, whose siid experiences embiltercii him against 
 all acarlcmic philosophy. Allho he had become blind, he began to lecture 
 with much .success at the University of Berlin in iS63,biit was de|)rivc(l of
 
 430 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 the privilege in 1877, because of the extravagant attacks upon Helmhohz 
 included in the second edition of his Kritische Geschichte der allgemeinen 
 Prinzipien der Mechanik (prize-essay, 1873; 3d edition, 1887). In this work 
 he emphasized the prior claim of Robert Mayer to the discovery of the law 
 of the conservation of energy, unjustly refusing to give Helmholtz any credit 
 whatsoever. He also honored the highly gifted Heilbronn physician in a 
 special work {Robert Mayer, der Galilei des 19. Jahrhunderts, Vol. I, 1880; 
 2d edition, 1903; Vol. II, 1895). Diihring is the author of mathematical, 
 economic, and pohtical (anti-Semitic) works; he has also labored in the field 
 of the history of literature, as well as in that of philosophy. His most note- 
 worthy philosophical pubhcations are the following: Naturliche Dialektik 
 (1865), Der Wert des Lebens (1865; 6th edition, 1902), Ersatz der Religion 
 (1882; 2d edition, 1897), Sache, Leben, und Feinde (1882; 2d edition, 1903). 
 Diihring attacks the criticism which denies the knowability of being. Our 
 understanding can grasp reality as it is, but in his opinion, it should rest 
 content with the apprehended facts. He considers it foolish to attempt to 
 "explain" them in the bargain. The perception of reahty culminates in 
 that of the all-embracing being, which in its self-sufficiency has nothing 
 beside or above itself, yet is not infinite, but Hmited. Philosophy, according 
 to Diihring, however, is not merely perception of reahty. He conceives of 
 it also as the representation of a sentiment directed toward a nobler humanity. 
 This sentiment repudiates pessimism — for men should become better, in order 
 to become happier — as well as egoism — for the happiness of the individual 
 should be incuded in and made subservient to the general good. 
 
 In the above paragraphs I have attempted to describe the different ten- 
 dencies of German philosophy by presenting the theories of a few, not all 
 of its prominent representatives. In all philosophy, in the words of Eucken, 
 there is a struggle for a spiritual life-content. It is a struggle against the naive 
 but bold dogmatism of materialism, which renders the spirit empty and the 
 heart poor. Yet it is also a struggle waged by philosophic ideas with and 
 against one another. Nietzsche once referred to the ideas that control man 
 as spirits more beautiful than himself, as "invisible heralds of things to come." 
 And similarly, another saying of Nietzsche may be applicable to our philos- 
 ophers: "Inventors of images and spirits shall they become in their enmities, 
 and with their images and spirits they shall some day fight the supreme fight 
 against one another." 
 
 THE PAST AND THE FUTURE OF GERMAN EDUCATION' 
 
 FRIEDRICH PAULSEN, UNIVERSITY OF BERLIN 
 
 It seems apjjropriate to conclude this historical survey with a prophecy 
 about the future. This must naturally be based upon a consideration of the 
 
 ' Book IV, chap, iii, of Das Deutsche Bildungswesen, by special permission of the author translated by 
 Professor Rudolf Tombo, Jr., Columbia University.
 
 Papers] PAST AND FUTURE OF GERMAN EDUCATION 431 
 
 previous course of development, and I shall therefore emphasize once more 
 the tendencies of the movement. I need scarcely point out that the element , 
 of absolute certainty will, as a matter of course, be absent from any predic- 
 tions I mav make: disturbing influences and destructive catastrophies are 
 likelv to occur and seriously obstruct or alter the path of development. Never- 
 theless it is true that the more universal tendencies of c i\ili/ati()n are scarcely 
 affected by the accidental interruptions of the external course of events. His- 
 torical progress, after all. is not determined by accidents, but rather I)\- the 
 conscit)Us operation of \ilal forces. The idea acts as a hidden power of 
 attraction and thus determines the direction of the development. 
 
 In looking back over the entire held, we observe that two general principles 
 stand <iut quite prominently: on one hand, the constant tendency to secularize 
 institutions of learning and to place them under the management of the state, 
 and on the other hand, the continuous dissemination of systematic school 
 training over ever-widening circles of the communii\ , or, if 1 ina\- use the term, 
 the "democratization" of education. 
 
 The tlrst of these tendencies, which we might call j)rogressive declericaliza- 
 tion, manifests itself first of :ill in external secularization, that is, the passing 
 of the control of education from the cluirch to the state. In the Middle Atjes 
 the entire educational system was vested in the church, while at the present 
 day the state has assumed control everywhere, merel} iiurusting to tlie church, 
 with a greater or ^mailer semblance of good-will, power of no definite extent, 
 especially in the field of public education. The universities set tlie ball roll- 
 ing in the Middle Ages, the higher schools followed their example after the 
 Reformation — at first in Protestant territory — and during the eighteenth and 
 nineteenth centuries the public scIkjoI has been passing more and more under 
 the control of the state. The cause of this inovc^nent evidenth' lies in the 
 general deterioration of the church, and in tlie advancement of llu' >lalr as 
 the ruling power in modern life. This circumstance again is iiuimaleU related 
 to the tendencies of the western peoples to ia\ greater and greater emphasis 
 in their mode of thtnight ancl feeling upon ihi- life ii|)on eartii; the roniepliim 
 of ilie life hereafter is continually losing its force and its power of moti\ation, 
 and as a result the inlluencc of the c hurch is waning. 
 
 The (jutwurd secularization of education has been accompanied 1)\ a trans- 
 fer of instruction from the clergy to laymen. Teachers, from the universitv 
 down to the common school, are no longer ecclesiastical ollicers. Se( ular 
 M ierues and arts constitute the major portion of the programs of stud\ . The 
 :irrangement of instruction according to the doctrines of the (hurch has dis- 
 ap|)eared. 'I'he universities were the first to discard the old svstem, the 
 process taking |)lace definitely and geiierall\ ihiring the ciglitccnili (cniiiis-; 
 prior to that lime, at least the faculty of philoso|)hy, in addition to ihc ilico|ou;i- 
 cal faculty, was elfectively controlled by the ecclesiastical system of iiislriH - 
 tion. At the present day, even theology has become a science llial incisures 
 truth l)V means of immanent stand;irds, at least that is the case in the v\;i\\-
 
 432 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 gelical church. Ecclesiastical organs are attempting to fetter investigation 
 with dogma, but on the whole these efforts have not been successful, altho 
 they have been effective now and then in specific instances. As far as the 
 school is concerned, rehgious instruction under the control of the church has 
 not been exterminated, to be sure, yet it has lost its power. Less than two 
 hundred years ago the entire school system, private as well as public, was 
 steeped in ecclesiastical matters and denominational instruction; since then, 
 how^ever, religion has come to be ranked with other subjects, no longer over- 
 shadowing them in importance. In many cases it is regarded as a subject in 
 a class by itself; indeed, it is occasionally looked Upon as an alien subject, 
 one which has outlived its usefulness, which is in reality no longer compatible 
 with the general structure, and the removal of which is accordingly only a 
 question of time. 
 
 Such has been the trend in the past, and there is no reason to suppose 
 that a retrograde movement will take place. Partial and temporary reactions 
 are of course possible. The church has by no means renounced its right to 
 control the schools; the Catholic church especially maintains its claims firmly, 
 and, as is well known, when a claim is once advanced by this church, it is 
 never receded from. As a matter of fact, we must confess that education 
 really belongs to the field which the church regards, and cannot but regard, 
 as its proper sphere, that is, to the field of the cura animarnin, the guidance of 
 the soul and of morals. It is, however, impossible to alter the received situa- 
 tion. The state will not surrender the right to regulate education after having 
 once attained this right, and we must not forget that the assumption of the 
 control of education by the state is largely due to the fault of the church, 
 which since the close of the Middle Ages has been almost entirely a retarding 
 factor in the development of culture. Besides, we cannot deny that educa- 
 tion is too intimately associated with the enlarged purposes and tasks of the 
 state for the latter to countenance a return from the new political to the old 
 ecclesiastical order. Every modern civilized nation conceives as its mission 
 the preservation and elevation of its people. From the political and eco- 
 nomic, the intellectual and moral standpoints, indeed, a nation is nothing more 
 than the organization of the people with this end in view. This being so, 
 the state cannot be indifferent to the education of the rising generation, upon 
 which the maintenance of all culture directly rests, nor can it assign the diffi- 
 cult task to a power not dependent upon it, in the belief and expectation that 
 this power will perform the task as the state desires and will serve the state's 
 ends. This is such a self-evident fact, that even the nations who had been 
 longest indifferent to this problem of the political community, like England, 
 for example, have begun during the generation just past to take a profound 
 interest in the regulation and advancement of public education. It is safe 
 to say that the recent successes of the German people have done much to 
 convince other nations how important is a national system of education 
 and training for the entire population, for the efficient self -development of the
 
 Papers] PAST AND FUTURE OF GERMAN EDUCATION 433 
 
 people from the military and economic standpoints as well. The careless- 
 ness with which many nations have in limes past intrusted education to the 
 church or to sc!f-rcgidati(jn according to the law of supply and demand has 
 been supplanted in all European countries and elsewhere by paternal 
 solicitude on the part of the state for educational efficiency. 
 
 This movement will proceed without interruption to its ultimate results. 
 Among these I may mention in the first place the absolute control of all 
 school inspection by the state. I am convinced that the heritage of the ancient 
 ecclesiastical authority in school affairs, in the form of clerical school inspec- 
 tion^ will disapi)ear before very long, since it is in all respects incompatible 
 with the organization of the modern educational system. District-school 
 inspection, especially, will soon pass out of the weak hands of the clergy. The 
 task has become a great and difficult one, which demands the entire strength 
 of competent professional officials. The teachers have been of this opinitm 
 for some time, and they regard the system of placing them under control of 
 an alien calling as a slight upon their profession and their standing, especially 
 in view of the fact that the clergy exercise this control, without any inherent 
 reason, primarily as subsidiary to their real vocation. Every advance in the 
 development of our educational system and our systems for the training of 
 teachers renders the old order more impossible, and at the same time more 
 unbearable from the personal standpoint. The clergy, too, have recently 
 called public attention more than once, and in emphatic fashion, to the dis- 
 advantages of this condition. The same process will take place in local school 
 inspection. There is no reason why a clergyman should not serve as local 
 school-inspector when he possesses the necessary qualifications and the inclina- 
 tion, and when the community desires it, but there is no reason whatsoever 
 why a clergyman not possessing the necessary qualifications should be called 
 upon to fill a position in which he is not wanted. A hundred years ago, to 
 be sure, there was some reason in appointing to the position of school- 
 inspector the only higlily educated person in the community, that is, the 
 clergyman, but this one-sided condition has since been remedied, especially 
 thru the development of the teaching profession itself. 
 
 I regard the separation of the ministry of education from the state adminis- 
 tration of ecclesiastical policy as another conserjuence of the development. 
 Tlie latter dejjartment, in case it is not estabh'shcd as a separate ministry, 
 might most aj^^ropriately be combined with the ministry of justice. If this 
 were done, it would at the same time be made evident that it was not a ques- 
 tion of church auth(jrity, of jus in sacra, but rather of tiu- maintenance of 
 the legal Ixjundaries between church and state. The old connection really 
 went back to the time of a national church. 
 
 The question may be asked: llow will rcligioKs itislnulion /arc— will it 
 too be e.xrluded from scho(»l in conse(juence of the new organization of edu- 
 cation ? The answer depends s«jmewhat upon what we mean when we speak 
 of religious instruction. If we ni'-nn instruction that aims to (oinince pupils
 
 434 NATIONAL EDUCATIONAL ASSOCIATION [Anniversa.y 
 
 of the necessity of the confession, then I should, indeed, be incHned to say 
 that it is just as incompatible with the character of the modern state as it is 
 with the new school organization. There can be no doubt that this was its 
 original intention, that this was the reason why the reformed churches, and 
 later on in the sixteenth century the Catholic church also, introduced reli- 
 gious instruction, and, as a matter of fact, the necessity of this instruction is 
 still maintained in some quarters. A half -century ago the teaching regula- 
 tions still expressly prescribed instruction of this nature, and the more recent 
 regulations nowhere disclaim it absolutely. Even at the present day it still 
 lies at the basis, formally at least, of actual instruction and of school inspec- 
 tion, altho it is no longer emphasized so strongly. Such religious instruction 
 undeniably belongs to the school of the past, to the school which attempted 
 to be naught else but a nursery of the church, and under such circumstances 
 a method of instruction which endeavored especially to establish the confes- 
 sion of the church as the absolute and exclusive truth was most appropriate. 
 On the other hand, it is obviously incompatible with the modern public-school 
 system, if for no other reason than the simple one that the state has no creed. 
 The individual subjects belong to denominations of various sorts, but the 
 modern state on general principles holds a neutral attitude toward them: it 
 tolerates all, but appropriates none. Under these circumstances it is obviously 
 paradoxical for the state to allow dogmatic religious instruction to be imparted 
 under state supervision by state officials in public schools upon which attend- 
 ance is compulsory. This leads to a rather curious condition, inasmuch as 
 in one school Catholic theology, with its doctrine of the infallibility of the 
 Pope, in another the Reformed or Lutheran catechism, with its absolute rejec- 
 tion of the papacy, is taught as the infallible truth, both under the same author- 
 ity. Force of habit and a general disinclination to take these matters seriously 
 have rendered us indifferent to the inherent contradiction. This comes to 
 the surface whenever the relations between church and state are strained, as 
 for example at the time of the KuUurkampf, when a bitter struggle took place 
 over the religious instruction imparted by state officials by order of the state, 
 but not approved by the church. The contradiction is felt on the other hand 
 by the dissenters, who are forced to permit their children to receive dogmatic 
 religious instruction opposed to their faith or their scientific convictions; and 
 the number of these dissenters is undoubtedly far in excess of the figure given 
 in the census statistics. Finally, the contradiction is felt most sharply by 
 teachers who are dissenters at heart but who are forced to give religious instruc- 
 tion along the lines of a creed that is not their own. Fervent expression to 
 this feeling is given in a memoir recently prepared by the teachers of Bremen 
 and submitted to the officials of that city (1905) . The contradiction is present ; 
 of that there is no doubt, and the time will come when it will no longer be 
 tolerated, when the public school in our country also will abolish dogmatic 
 denominational instruction, leaving the church to provide such instruction 
 wherever the demand exists.
 
 Papers] PAST AXD FUTURE OF UERMAiY EDUCATION 435 
 
 The above remarks do not, however, solve the problem of general religious 
 instruction, at least in Protestant territory. An individual may assume 
 whatever personal attitude he chooses toward religion, yet there is no denying 
 the fact that religii)n has played an important, perhaps the most important, 
 role in the historical development of mankind, and in spite of occasional reports 
 of the disappearance of religion, it >iill constitutes a very significant element 
 of our spiritual life. Its influence is visible at every stage: Chri.-tianily, 
 Christian faith, and Christian philosoj)hy penetrate all the \ilal interests of 
 the western world like an omnipresent element. In art and poetry, in archi- 
 tecture and music, in philosophy and science, at every point we encounter 
 Chri.->tianity as the great omnipresent vital force; even today every human 
 being is constrained to define his position toward it, be it positive or negative: 
 the very struggle waged against it is a tacit acknowledgment of its im})ortance. 
 And similarly, the poHtical history of the nations of Europe has been ii.llu- 
 enced at every point by the "religious cjuestion, from the conversion of the 
 fir.-t king of the Franks, and tlic crowning of Charles the Great as Roman 
 emperor, to the great conflicts between secular and deriial power that lill 
 the i)ages of mediaeval historx-; and again from the Reformation to the 
 Revolution and the Kulturkunipj, ihere is not a finger's breadth of hi-torital 
 soil that has not felt tlie intluence of Christianity and the church. If now 
 we admit that the .school must familiarize the youth with the environment 
 in which they are later to labor, and that man's most intimate and most real 
 environment is history, and not nature, then there cannot be the shadow 
 of a doubt that the school cannot and must not evade the task of familiarizing 
 the young with the importance and significance of Christianity as an historical 
 fact. A person wlio knows nothing of Christian faith and Cliri^lian ideals, 
 of biblical and ecclesiastical history, would appear in history even at the piv-int 
 dav like a deaf man at a concert; he would be without llic ki\ to the under- 
 standing of a very large share of thi' (oiiduit and action^, the emotions and 
 [jroductions of humanity. Thus we see that the school must needs consider 
 these things; it must consider them as facts, which, just like natural realit\-, 
 are not ])rimarily the subject of criticism, but rather of comi)rehension. it 
 will thus be an e.s.sential and ])ermanent task of the school — no matter whether 
 we call it instruction in religion, or history of Christianity, or what not — not 
 (»nlv casually to consider, .say in connection with inslruilioii in hi>(ory, llie 
 great historical factor whose origin we can ti;nc liac k k^og \ear> to the soil 
 of the Hebrew nation and which has gradually spreaci over all |)orlions of 
 the earth, but aUo to im|)art, >n far a^ po^ibli-, a lonnected inipre»ion of 
 the subjec t. 
 
 In reality our religious Instruilioii ha> long Ixen tending in the direition 
 of such treatmetU. .Ml we need do is to |)oiiit the moral, and we may .say 
 that, as matters stand at |)resenl, and in view of the character ol our teachers 
 and students, it is the task of the school to imparl an historical knowledge of 
 Christianity ar.d its faith, its literary monuments and its vital forms, its growth
 
 436 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 and its revolutions. To convince the young of the absolute truth of one 
 set of doctrines or another is a task which exceeds the capacity and the mis- 
 sion of the school. Were w^e only to adopt this conclusion, we should above 
 all attain one thing, namely, that our teachers could again discuss religious 
 matters with good conscience. No doubt many teachers suffer at present 
 under the burden of dogmatic religious instruction. This is especially true 
 of Protestant teachers, in whose case the matter is always ultimately left to 
 the individual conscience, whereas the Catholic teacher can find a way out 
 by explaining that it is the church that expounds the doctrines. I realize 
 that instruction shorn of all denominational tendencies would not lack internal 
 and external difl&culties, but it would serve as a great step away from a posi- 
 tion that has become intolerable. Perhaps the return of frankness and impar- 
 tiality in the treatment of religious material would bring with it a greater 
 willingness and desire to include the subject in the course of study. It goes 
 without saying that there is a wealth of wisdom and precept contained in the 
 writings of the Old and New Testaments; indeed, the Bible is a universal 
 book without compare in regard to content and form, and there is absolutely 
 no collection of writings that is as valuable to the teacher in initiating the 
 young into the understanding of moral and ethical questions. 
 
 I am quite certain that religious life will not suffer either when denomina- 
 tional instruction is abolished in the schools. Certain formulations of reli- 
 gious ideas as we find them in the large catechisms, as, for example, the doc- 
 trines of original sin and the forgiveness of sins, of God incarnate and the 
 crucifixion, of salvation and atonement, faith and justification, will then 
 be heard more seldom, but that would be no loss, since under the old scheme 
 pupils discuss problems and events which, as a matter of fact, are incompre- 
 hensible and meaningless to children of their age, and which only lead to 
 senseless repetitions — the death of religious sentiment. Religious living is 
 inspired by the contemplation of pious lives, especially of those with which 
 the young come into personal contact; and the instruction itself can be made 
 effective only by presenting illustrations of pious lives borrowed from history 
 and literature. For the moral training of youth, however, the effectiveness of 
 biblical \vritings would not be felt until they were freed from the strictures 
 of dogmatic interpretation, and treated as purely human records of human 
 events. None but a prejudiced person will fail to realize that we cannot dis- 
 pense with the Scriptures in the important branch of education which is con- 
 cerned with the formation of moral concepts and indirectly of moral volition, 
 nor can we substitute selections from the literatures of the world, as the 
 Bremen school demands. The absolute value of the Scriptures, as well as 
 their important historical continuity, will always retain for the Bible a unique 
 place in our world. 
 
 By means of such an inner development of religious instruction, we should 
 furthermore be preparing for the goal that seems to lie in the future of our 
 people, namely, a universal interdenominational public school. The univer-
 
 Papers] PAST AND FUTURE OF GERMAN EDUCATION 437 
 
 sal and systematic introduction of the so-called undenominational school 
 (Simultanschule), which political parties are at present ardently advocating, 
 I do not consider an ideal solution of the problem; at all events, it is an abso- 
 lute impossibility at the present day. If forced upon certain portions of the 
 community by law, it would lead to a bitter educational conflict, and a further 
 consequence would be, in case the law could be made operative, that denomi- 
 national private schools would arise beside the undenominational national 
 school, especially in Catholic, and presumably also in Protestant, territory. 
 And the ultimate consequence of such a movement, dictated, not by positive 
 necessity, but by political doctrinarianism, would be not the desired obhtera- 
 tion of denominational contradictions, but rather their intensification and 
 aggravation. On the other hand, if matters are allowed to develop in the 
 direction suggested, which is indicated by the great historical movements, if 
 biblical instruction is permitted to advance more and more at the cost of dog- 
 matic denominational instruction, for which no legal measures are required, 
 but merely a willingness on the part of the administrative authorities to 
 satisfy proper demands, then the time will come when the school will be 
 inwardly prepared for the final step, common biblical-historical instruction 
 in Christianity for all denominations, to which may be joined special instruc- 
 tion on the part of the churches as a preparation for admission to active 
 membership. 
 
 I realize fully that this prospect will be regarded by many as Utopian, by 
 opponents as well as by adherents of such a movement. Nevertheless, I 
 am firmly convinced that future developments will tend in this direction. The 
 ver)- blending of denominations among our people, which is becoming more 
 and more rapid, will help to accelerate the tendency; soon there will not be a 
 city in the empire nor a large rural district, where Protestants and Catholics 
 will not dwell >ide by side. The spread of interdenominational schools, at 
 least of the association of children of different denominations in the same 
 school, as well as the increase of mixed marriages, will inevital^ly result. 
 The more frequently the people of different denominations intermingle, the 
 more rapidly will the element of estrangement disappear; they will learn to 
 know and understand one another, for these two things are synonymous here. 
 And the development in this direction will be aided by another factor, namely, 
 the advancing nationalization of the German pe<)j)le. There is no doubt that 
 the national element, as oi)posed to the denominational, is gaining nn)rc and 
 more in importance in the life and .sentiments of tlie peo])Ie. \\'e must not 
 be deceived by the .seeming inten.sificati(»n of denominational contrasts in the 
 nineteenth century, thru the sudden violent tension of the culture-conflict; 
 that was nothing more than the final .spark of an old hostility, brought about 
 by clerical fear ior the control of .souls, and by political bungling. In reality 
 the Lutherans of Hanover or Schleswig-IIolstein and the Catholics of liavaria 
 were very much farther apart at the beginning of the nineteenth century, in 
 .spite of the peace in clerical circles, than they arc after the rehabilitation of
 
 438 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 the empire at the beginning of the twentieth century. And this development 
 will continue; should the love the different sections of the empire bear one 
 another not be strong enough to assure it, then the hatred of the surrounding 
 peoples will accomplish what remains to be done to weld the Germans into a 
 homogeneous nation. 
 
 Education, too, has long followed this course: the national element has 
 made constant progress at the expense of the denominational. Whereas in 
 the middle of the eighteenth century the old denominational school still 
 existed in all its onesidedness, especially in Catholic territories, since that 
 time the humanitarian influence, on one hand, and the national influence, 
 on the other, have become more and more powerful in Germany, as well as 
 in other covmtries. In the national schools of France the cult of the father- 
 land has to a certain extent replaced the clerical cult. Altho we have kept 
 aloof more from such exaggerations, we have nevertheless assigned a very 
 promising place to instruction in the language, literature, and history of our 
 country. Our common schools have long since ceased to be denominational 
 schools, so far as instruction is concerned; they are national schools, which, to 
 be sure, allow for denominational differences. The same trend is visible in 
 the position of our higher schools; while in the eighteenth century they were 
 still entirely under the influence of the international Latinity and the denomina- 
 tions, they have become in the course of the nineteenth century more and 
 more pronouncedly national schools, in which instruction in German forms 
 the focus of the course of study. They have cast off during the nineteenth 
 century, at least in all essentials, the formal denominational character, which 
 in the eighteenth century still adhered to them as a matter of course, and they 
 are now, for the most part, schools with religious equality, or interdenomina- 
 tional institutions. 
 
 It will, therefore, be perfectly safe for us to let the fruit mature; the ele- 
 mentary school will follow this course of its own accord. 
 
 To be sure, it will not follow the road of the "religionless" school, to which 
 not a few evidently believe they are leading it when they passionately advo 
 cate the undenominational school {Simiiltanschule). The only way in which 
 this could come about would be under the condition that the Christian peoples 
 inclined to it of their own accord. I believe, however, that those who foresee 
 this result are greatly mistaken. The human spirit will never find complete 
 satisfaction in science — not in this world. This fact will become all the more 
 pronounced as the attempts to force the mind toward faith and thoughts of 
 the hereafter will cease. But if religion continues to remain a manifestation 
 of the spiritual life of the great world, it will not disappear entirely from the 
 small world of education. There are countries in which no other way was 
 possible: in Catholic France, for example, governmental and national edu- 
 cation could be secured only at the expense of the exclusion of the religious 
 element. In Germany, however, I consider the step neither necessary nor 
 possible. I con.sider it a fortunate condition of our development that we do
 
 Papers] PAST AND FUTURE OF GERMAN EDUCATION 439 
 
 not have to pax- this price for our national education, that our teacher> may 
 continue to impart instruction in reh'i^ion and retain their hold upon the Bible: 
 it i.- thu> made possible for them to l)e •■niol(lcr> of xoulh " in the fullest sense 
 of the term. 
 
 There is another effect of the secularization of education \vhi( h I desire 
 to discuss briefly, and that is tlie ever-increasing strictness of regulation, 
 which has for some time been at work in the direction of a decrease in free- 
 dom and spontaneity. This results from the character of the state, which, 
 in its origin, is concerned with regulations for the maintenance of justice and 
 defen.se; in these fields strict and uniform law reigns suj^reme and l^chind it 
 stands force. In the >amc mea.-urc in whirh the state has assumed control 
 of the administration of culture, it has made itself felt in tiie field of education, 
 where law and force are no longer unknown. The churcii, from the verv 
 nature of the ca.se, founded as it is entirely upon faith, hope, and love, was 
 always somewhat more reluctant to em])loy force; and boides it (h'd not 
 possess the means. The last great advances in school regulation were made 
 in the nineteenth century. Prior to that time compulsion for the most j)art 
 was concerned only with externals, as with the foundation of schools and 
 attendance upon them, but during the last centur\, internal matters have 
 become subject to rigid control. Educational manifestos, ])romulgated with 
 legal .sanction from a central bureau, began to prescribe in detail for each 
 school the subjects of study and the course of instruction, the number of 
 hours and the ground to be covered in each field. Offices were establi.shed 
 for the specific purpo.se of enforcing the regulations by means of stated ins])ec- 
 tions and examinations. The control was gradually extended also to the 
 method of instruction, and even to prescribed sentiments among teachers and 
 pupils, especially as a consequence of jxirty sjMrit. In this wav a degree of 
 c(jn,-traint has made it.self felt in educational matters, wliich violentlv limits 
 the personal initiative of the teacher, who, in a ])articular case, acts not in 
 accordance with what is ])()s>ible and necessary, l)ut rather in accordance 
 with the regulations that hajjpen to be in fon e. And the^i- are not likelv to 
 be more acceptable because they change every ten or twenty years; on the 
 contrary, arrangements of a permanent character come in time to be regarded 
 as natural laws, whereas constant i hange is traced to nu-re iliame and arbi 
 trary substitution. There is no doubt of the fact that this restriction is in 
 niany cases felt as a heavy burden by teac hers, cspe( iallv bv the most power- 
 ful and independent natures. .And this burden is felt also b\ tlu' pupils, 
 especially in the highest gracles of the iiytiiiidsinni, in whit h tlu- |)Upils more 
 advanced in age resist the continuation of the regular s( liool disi ipline and 
 mode of instruction, with their daily assignments and lluir (onlrol in all 
 subjects. .Mu(li of the ruling dissatisfaction uilli present edut alional ( on- 
 ditions, which frer|uently linds voice in violent, unjustilieii, and i-\travagant 
 statements, may be traced back to these cau.ses. 
 
 Perhaps we may now add thai administrative auihorilics have never
 
 440 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 understood this dissatisfaction so thoroly, or shown such a desire to 
 remedy the evil, as the Prussian authorities do today. It is to be hoped that 
 their endeavor to remove the grievance will be successful, more successful, at 
 any rate, than L. Wiese's was fifty years ago, for he approached his task with 
 the same understanding. These efforts are certain to be crowned with success 
 if the energetic and consistent desires of the government are met half-way 
 by the good-will and proper understanding of the other side, above all and 
 primarily by the teachers — a desire for freedom united to self-discipline and 
 a feeling of responsibility are a sine qua non. Then, if the officials will learn 
 to respect every serious manifestation of good-will, and to treat it with care, 
 or correct it with gentle hand whenever it seems to be steering a questionable 
 or wrong course, we may be permitted to hope that bureaucratic methods 
 and reluctance on the part of the pupils will gradually disappear to make way 
 for joyous initiative on the part of both teacher and pupil. 
 
 To be sure, even then the school will not correspond to the ideal of the 
 most recent group in pedagogical literature, which we might call the anar- 
 chistic group ; it will never be able to satisfy the demand to abolish all com- 
 pulsion, and not only all compulsion, but also all strict order, and with it all 
 required studies, by rnaking instruction dependent upon the particular incli- 
 nation of the pupil. The preceptor and teacher should by all means listen 
 to the longings concealed in the breast of the child and pupil, and endeavor 
 to fathom his soul; but that is not synonymous with abandoning all firm guid- 
 ance ; indeed, we may say that the child and pupil thoroly appreciates a firm 
 guiding hand which teaches him gradually to become master of his vacil- 
 lating incHnations and impulses, to acquire a will, and to develop into a per- 
 sonality. A good regimen, for which we pray in Luther's fourth supplica- 
 tion, is what in youth we can spare least of all, and we are never more contented, 
 than when we are assured of strong guidance. A good regimen is of course not 
 a harsh and pedantic or even an ill-tempered and angry one, but one which 
 leads to the goal with strength and a firm will, to the goal which the one 
 governed really wishes to reach. The pedagogical anarchism to which I 
 referred above is nothing more than the natural reaction against exaggerated 
 bureaucracy; but the reactionary movement is itself unduly exaggerated, as 
 well as unsound. When in this age of neurasthenic authorship the move- 
 ment seeks expression in mad clamors, as has happened here and there, it 
 merely compromises, just as political anarchism does, efforts that are i;i 
 themselves sound and essential. Freedom has no worse enemy than anarch} 
 
 As a second tendency beside the continuous secularization of the school 
 and of education, we notice the unceasing advancement in the dissemination 
 of education over ever-widening circles of the population, what we might call 
 the continuous "democratization" of education, going hand in hand with an 
 increasing "socialization" of educational provisions. 
 
 This development may be traced as follows: During the Middle Ages 
 there were j)ublic institutions of learning only for the highest class, namely,
 
 Papeni] PAST AND FUTURE OF GERMAN EDUCATION 441 
 
 the clerical, and the prevalent educational ideal was accordingly a clerical 
 one. With the Renaissance and the Reformation, the lower classes began 
 to participate in the movement. After the universities had, even in the 
 second half of the Middle Ages, loosened the old constraint of purely clerical 
 education, r^obles and citizens began to an increasing extent to assume con- 
 trol of education and the means of education. First an aristocratic educa- 
 tional ideal, prepared for in the Renaissance, lent its character to the seven- 
 teenth and eighteenth centuries; the secular nobles 'determined the type of 
 aristocratic education. Since the age of enlightenment and neo-humanism, 
 toward the close of the eighteenth century, the citizen classes have assumed 
 control, and during the nineteenth century these determined the character of 
 the reigning educational ideal, namely, that of Hcllenizing humanism. In 
 addition, the masses had gradually begun to take an interest in education and 
 the means of education: reading and writing had l)econie more and more 
 common since the sixteenth century; during tlie nineteenth century the old 
 purely clerical character of the common school also was gradually tran.sformed 
 along the lines of the humanistic-civil ideal. If we pursue the lines of the 
 previous development farther, the twentieth century would l)ring a universal 
 education of the peoj)le, in which the lowest class, too, the great mass of 
 population, would have full share, thus realizing Fichte's ideal of a national 
 education which does not recognize any ol ttoXXol. The goal would not be 
 equality of education for all, but participation of all classes of the people, 
 each according to power and opportunity, in a uniform, poj)ular, intellectual 
 culture, accessible to all. 
 
 I wish to point out a few tendencies which aim at i)rogress along this 
 line. The last generation has brought us visibly nearer, not to the uniform 
 school, but to a uniform national-school system. The old dividing line between 
 the education of schcjlars and that of the ])eoi)lc is being eliminated from both 
 sides. The Gynuuisium has long since lost the characteristics of the old 
 Latin school, a school in which the Latin language was dominant from the 
 very beginning and the German language was proscribed. \\ iih tin- alioli- 
 tion of the Latin essay it has also abandoned the fiction, long extant, that 
 the w<jrld of scholarship writes and speaks a language ditTennt from that 
 of the people. The physician, the juror, the pastor, (he teacher, the scholar, 
 no longer affect a peculiar vehicle of expression, as was still the case a few 
 generations ago; all citizens speak and write the same language. Indeed, 
 students who do not know any Latin at all are beginning to attend liie uni- 
 versities. The advance of the new form of Rrjorntf^yniHdsiitui also tends in 
 this direction, inasmuch as Latin, whit h was formerly begun in the sixth 
 year, is now postponed to the twelfth, whereby much room is gained for a 
 common foundation. 
 
 From the other side, the ( ommon school is reaching out toward the higlur 
 school. The raising of the standard of the course fac ilitates advancement 
 to the intermediate school and the higher-grade school, and thru the Obcr-
 
 442 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 realschule to the university. The incorporation of a foreign language in the 
 course of study in the normal schools for public-school teachers shows that, 
 in view of the increasing intensity of trade, instruction in a foreign language 
 is considered a task also for the upper grades of the advanced public schools 
 of the large cities, especially the coast cities and commercial cities. We are 
 thus likewise approaching a more uniform class of teachers, as has already 
 been shown. While at the present time the difference between the teacher 
 who has received a normal education and the one who has received an academic 
 education is now and again emphasized with some degree of sharpness, there 
 is no doubt of the fact that, so far as preparation is concerned, the two classes 
 have approached each other considerably during the past century. The 
 teachers who graduate from the new normal schools of 1901 will possess 
 such a splendid scientific preparation, that no higher-grade school, even if it 
 takes to itself the title of Realschule as a part of the system of higher educa- 
 tion, need be ashamed of them. Thru an increase in university attendance, 
 by means of common courses and conferences, presumably at some time, 
 too, by means of the establishment of a uniform central school-board, we 
 shall further approach the goal of a uniform national teaching force, not 
 divided by all manner of rents and fissures. 
 
 There is another universal tendency working toward an internal assimi- 
 lation of the separate spheres of education which I wish to point out, and 
 that is the realistic feature that pervades the entire educational system of the 
 present, and that draws it to reality, to work, to action. In the upper spheres, 
 the old purely aesthetic-literary education, in vogue a century ago, which 
 entered the Gymnasium in the form of Hellenistic classicism, has been dying 
 out ; reality has progressed in the world of thought at the expense of the classi- 
 cal world of fancy. As a matter of fact, classical philology itself has become 
 more realistic: it seeks and observes in antiquity historical reality, with its 
 limitations and its shadows, in the place of the old ideal picture of humanity. 
 Mere appearance has lost in value everywhere, and nowhere, perhaps, is this 
 more strikingly evident than in the education of women. A different type 
 of woman is arising, whose characteristics are no longer aesthetic sentimen- 
 tality and beautiful Schwdrmerei, but clear, resolute bearing and serious pro- 
 fessional occupation. It has begun to transform the system of education for 
 women; in school the sciences are advancing at the expense of instruction 
 in languages and literatures, and to this is added a special preparation for 
 some future profession. The same tendency has for a long time been visible 
 in the development of boys' schools; a realistic educational system has come 
 to be recognized beside the old literary higher school, and there is no doubt 
 that in the coming years the former will develop at the expense of the latter. 
 In the same way the technological schools have become rivals of the univer- 
 sities, which have themselves, during the century just ended, passed thru a 
 tremendous change in favor of realism. And everywhere, from the univer- 
 sity down to the public school, a corresponding change is taking place in the
 
 Papers] PAST AXD FUTURE OF GERMAN EDUCATION 443 
 
 method of instruction, that is, a change from mere Hterar\- l)t)ok-learning to 
 the immediate comprehension and employment of reahty. Inde})endent 
 research and experimentation in the scientific and medical faculties of our 
 universities have gradually replaced the old type of teaching and learning by 
 means of textbooks and lectures. The same niovenieiit is going on in the 
 lower schools and will increase in force anil xolunie. The United States and 
 England have preceded us in the establi^hnieiu of school laboratories and 
 school workshops, and the jjupils, even in the public schools, are thus led to 
 independent observation and action. In consequence of this we exjicrience 
 a certain leveling o{ educational differences. There is no doubt of the fact 
 that these differences are less strongly accentuated in the case of a realistic- 
 technical course than in the case of an aesthetic-literary course. Educational 
 pride especiallv thrixes much better on the soil of a^stheticism, of ijook knowl- 
 edge and linguistic knowledge, than on the soil of the natural sciences and 
 technologv. People who never learn to understand and appreciate one another 
 thru the medium of mere conversation will do so when they work side by side. 
 Real educational snobbishness has been to this day the privilege of the philolo- 
 gists. The spread of gymnastics and sports is working toward the same goal. 
 When everv city and every village possesses an athletic I'lelil, where the young 
 can measure their strength, then this too will act as a common rallying point 
 for those who were sejnirated by the old system. 
 
 Einallv, I wish to call attention to an effort which has recently asserted 
 itself with some measure of success, namely, the striving once more to bring 
 the people and art together — for they belong together. Art is tiie universal 
 language of the soul, rather than science, which always becomes exclusive 
 at a certain point. Art itself is a.ssisting in the rapproclicmoil. If you !)lace 
 the work of two artists like Thorwaldsen and Constantin Meunier side liy 
 side, you will realize at once how even sculi)ture, tin- mo^t reser\ed ot all 
 arts, is getting closer to the people; in the works of Tlior\\al(i>en we ha\e a 
 representation of grace and of play based ujxju ( )lynipi( niylholog\-, while in 
 those of Meunier we get a rejjroduction of vigor and labor, growing from ihe 
 intimate life of the i>eople and readily intelligible to everybody. And so we 
 mav safelv say that everything which serves to encourage the artistic sense 
 and a.'.-.thetic appreciation among the great masses of ihe population, tends 
 at the same time to remove the differences in education. In this ( oniui tioii the 
 development of the natural impulse to reproduce the form of objects especially 
 deserves every encouragement. The old s( hematic geometric drawing sue 
 ceeded not seldom in dotroying this impulse instead of encouraging it; 
 whereas we may expe( I that the new method, whii h pn»ceeds from objects 
 actually seen, will maintain and encourage the joy in observation aiul repro- 
 du( tion. .\t the -.line time, sut h a s( hen\e of instruc tioii in drawing, whi( h of 
 course includes the study and use of < olor, will prove an ilfettivc aiil in llie 
 direc tion of the s.ime realism to whi< h reference has been made above. It 
 leads school and pupils from the book to the objects themselves, from book
 
 444 ^^ TIONA L ED UCA TIONAL A SSOCIA TION [Anniversary 
 
 knowledge, acquired by rule, to a sense of initiative in observation and execu- 
 tion. At the same time this method bears a direct relation to subsequent 
 practical employment in the solution of many vital problems in every trade 
 and every art; and continued thru all kinds of academies and extension 
 classes, there is no reason in the vi^orld why it should not become an important 
 life-interest for all classes of the population.^ 
 
 This movement from above is aided by an eager striving from below. 
 There has never been a time when the mass of the population has been imbued 
 with such a thirst for education as that shown at the present day. Connected 
 with this condition is the fact that there has never been a period in which the 
 individual has been offered better opportunities to rise to higher positions 
 and more extensive activities. The elasticity and optimism of the New World 
 beyond the ocean, which offers to everyone — irrespective of birth and origin — 
 who is willing and able to work, an opportunity to employ his powers, is 
 imparting an invigorating influence upon the Old World, since the way to 
 the new lies always open. And why should not a new world grow up also 
 on the soil of the old ? We may blame the workingmen's movement, which 
 is so powerful in these days, for many things; we may reproach it for the 
 indifferent attitude it maintains toward the nation — which, in my opinion, 
 would, if it ever came to the point, prove to be nothing more than a baseless 
 charge raised against it by hostile parties — for the bitterness of its polemics, 
 and for the carelessness of its dispositions for the future, but in spite of all 
 this, it signifies a great upward movement: the masses have been aroused 
 from their dull existence made up of work performed with apathy and mere 
 sensual enjoyment. An idea of the future has been awakened in them and 
 draws all powers into its service. A wealth of living interests has thereby 
 been liberated; nature and history speak to men who have a question — the 
 question of the future — to put to them. An extensive literature in the form 
 of books and magazines has arisen, which imbues all objects with this new 
 idea. This class of literature may stray very far from scientific accuracy 
 and critical refinement, even from the truth itself, but it possesses one advan- 
 tage: it is read, studied, imbibed with passionate eagerness; indeed, it is 
 this class of writings which has made readers of the masses. And further- 
 more, I am convinced that the new labor movement has also liberated moral 
 forces, forces of self-control and of self-discipline, of devotion and of personal 
 sacrifice for a cause. No matter whether the cause per se be good and pos- 
 sible, these moral forces will retain their value and will not be lost. Perhaps 
 here too we may have a repetition of the old experience: we go out to seek 
 a realm of dreams and find a real world. Perhaps the Utopia of the social 
 democrats may not be found in this world, but if the search for it furnish new 
 ideals and new powers to our society, which is apparently unable to emerge 
 from the baneful influence of mere tradition, it will have fulfilled its destiny. 
 
 ' I would refer the reader to the beautiful work of Kerschensteiner (of the Munich board of education), 
 Die Enlwickelung der zeichnerischen Begabung (1905). It shows how instruction in drawing may become an 
 important aid in leading children to the objects themselves, and in developing the productive faculties.
 
 Papers] AGRICULTURAL INSTRUCTION IN HUNGARY 445 
 
 To sum up: there is no phase of historical life more likely to make one 
 optimistic for the future than the history of education. Thru all the external 
 changes in the fates of nations, an idea seems to have been maintained and 
 preserved here which is closely bound up with the destiny of our race, the idea 
 of humanity, which in the course of time and in the multipHcity of nations is 
 developing more and more. In the field of education, peaceful emulation and 
 hospitable exchange are taking place among nations that compete with one 
 another for wealth and power and that wage war among themselves. The 
 right of hospitality of institutions of learning is as old as the nations them- 
 selves. Upon the same soil, too, harmony, understanding, and confidence 
 will thrive among social classes which are hostile to one another in their 
 I)olitical and social life. There is no more beautiful hope than that those 
 who have been estranged may be reunited thru mutual giving and taking. 
 
 And this would be the ideal of a truly national education: not equality in 
 the education of all, but — upon the basis of a uniform education of the people, 
 which itself would constitute a link in the chain of the education of human- 
 ity — a ma.ximum of individual accomplishment in the infinite variety of tasks, 
 powers, and endowments which creative nature brings forth. And the ideal 
 of a national system of education would be that every individual would lie 
 given an opportunity to develop himself to a maximum of personal culture 
 and social efficiency according to his gifts and his determination. 
 
 AGRICULTURAL INSTRUCTION IN THE KINGDOM OF 
 
 HUNGARY 
 
 b6lA DE TORMAY, counselor in the royal HUNGARIAN MINISTRY OF 
 AGRICULTURE, BUDAPEST, HUNGARY' 
 
 A century and a half ago agriculture in Hungary was in a primitive stage. 
 Pastural areas and plowed fields lay dormant. Cattle-raising was discon- 
 tinued in consequence of almost two hundred years of Turkish rule. Cen- 
 turies of war — the Hungarian nation being the bulTer state for the European 
 civilization — had depojnilated the country and impoverished the ])eopIe; 
 and the wounds inflicted healed very slowly. 
 
 The great stretches of pasture land made the raising of domestic animals 
 the (jnly j)rofitable branch of farming; and therefore the greatest attention 
 was paid to the incrca.se of live stock, both by the large land-owiur and the 
 farmer. I'or the raising of grain and of other commercial products l)Ul a 
 restricted area was available, and this only in the valleys in the neighborhood 
 of navigable streams, since in the remaining |)arts of the country the cost 
 of trans[)ortation to the centers of consuni|)lion ( onsiderably exceeded the 
 value of the field products. It followed thai their production was reslric led 
 to domestic needs. 
 
 I.^iter, two movements put an end to this condition of a flairs: the one was 
 the establishment of stud stables, for the improvement of the breed of horses, 
 
 ' Ann'rtjncemcnl nt the death o( Muntirur liila Tommy dc Niduvnr al Uudnpcsl on December iq, h)o6, 
 has tjecn reed vol. Miliior).
 
 446 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 under auspices at first military, later agricultural; the other was the intro- 
 duction of Merino sheep. 
 
 By means of the stables, the standard of horse-flesh was vastly improved. 
 Thru the rapid increase in Merino herds agricultural activity was forced 
 into certain new but highly profitable channels. Fodder-raising was inau- 
 gurated on the larger landed estates; and here and there the more intelligent 
 agricultural specialists found employment. In a few quarters a demand arose 
 for skilled sheep-raisers and overseers of farm hands. 
 
 It is noteworthy that the first efforts were not directed toward producing 
 trained specialists in agriculture, but Hungary's first concern was to elevate 
 and improve the condition of the rural population in the direction of devel- 
 oping good farm' overseers for the larger estates, and of instilling in the 
 minds of the serfs an ambition for better management of their holdings. 
 
 The cause for the slow development of agricultural schools whose curri- 
 culum embraced the application of science to agricultural methods was that 
 the land-owners did not yet comprehend the utility of this class of institutions, 
 and because the state, or the "Gubernium" of that time, encountered no 
 demand from any quarter for the founding of such expensive estab- 
 lishments. 
 
 The first agricultural school in Hungary was founded by a pastor, Samuel 
 Tessedik by name, in the year 1779, in Szarvas, which soon gained a high 
 reputation. Tessedik was also the one who introduced alfalfa into Hungary 
 and induced its adoption and cultivation thru his pupils. 
 
 In the last decade of the eighteenth century a new and energetic champion 
 appeared to advocate giving his country scientifically trained agriculturalists, 
 and thru them to bring about the cultivation of the spirit of investigation in 
 Hungarian agricultural life. This extensive and prominent land-owner and 
 patriot was the late Count George Festetics. 
 
 Count Festetics was the first to undertake the special training in agricul- 
 tural branches of men whom he had engaged on his teaching force, and who 
 had already acquired a reputation in their specialties. He sent them to 
 Italy to study irrigation; to France to study viticulture; to England to study 
 cattle-raising. He engaged the best obtainable botanist, a prominent zool- 
 ogist, etc. 
 
 After sending out the teaching force, he began the erection of the buildings 
 for an admirable agricultural school. The adjoining farm constituted a 
 supplement to the school buildings. Thus the first higher agricultural school 
 of Hungary was opened. 
 
 Count Festetics furnished his school in Keszthely, which was called the 
 Georgikon, with all necessary and obtainable appliances for instruction and 
 experiment, and combated with energy and success the many who opposed 
 his plans. He and his descendants defrayed all the expenses of this institution 
 up to the year 1848. 
 
 In that year began the struggle for liberty in Hungary. The entire youth
 
 Papers] AGRICULTURAL INSTRUCTION IN HUNGARY 447 
 
 of the Gcorgikon enlisted under the tricolor to stake blood and life pro palria. 
 The institutitin, from lack of pupils, had to be closed. 
 
 In the year 1799 the late Cristof \'alko erected on his hoauiilul estate in 
 Szent Xiklos a second agricultural school, with the sole purpose, originally, of 
 training skilled farm laborers for his own estate. r\)r fully nineteen years 
 after this no further steps were taken by anyone in this direction. Then, 
 in the year 1818, Archduke Albert Kasimir founded another agricultural 
 institution upon his large estate at Magyar Ovar, which exercised a wide- 
 spread and lasting intluence upon the development of agriculture in the 
 monarchy. 
 
 At the close of the great European wars, in the third decade of the nine- 
 teenth century, there began a greater activity in the industrial life of all of 
 western Europe, and more especially in that of Hungary. Foremost in all 
 this must be mentioned the labors of the great Stefan Szechenyi. He brought 
 life into the problem. He founded the Academy of Sciences at the cost of 
 great personal self-sacrifice; and later was the father of the first steamship 
 company which possessed itself of the control of the navigable waterways. 
 As a result of his efforts governmental regulation of rivers and streams fol- 
 lowed. He built the first steam mill, and thereby laid the foundation of the 
 present milling industry in Hungary. Thru his instrumentality dikes 
 were built, resulting in the reclamation of vast tracts of inundated land which 
 had hitherto been useless, and grazing came to be of secondary importance. 
 Grain-raising slowly became the j)rominent factor; and this, together with 
 the coincident construction of the fir-^t raih-oad, marked another epoch in the 
 agricultural history of Hungary. 
 
 Then came the struggle for freedom in 1848, already mentioned. .\t a 
 stroke the serf became a freeholder of his land. Comi)ulsory service and 
 titles ceased. The lord of the manor of his own volition gave up his rights, 
 and found himself no longer with serfs to work his estate. In order to make 
 a living it became imperative for him to abandon the old industrial methods; 
 and, because he possessed no capital with which to work "intensively." he 
 took up the then very profitable occupation of distilling grain and the maiui- 
 facture of wine, and carriefl on a temporarily ])rofitable retail li(iiior business. 
 Grazing was crowded out by wheat-raising, the cattle-raising industry again 
 shrank considerably, and the efjuilibrium of tlic industrial forces beiamc 
 again greatly disturbed. 
 
 A recovery in the si.xtie.s followed the depression consi(|uent on the reign 
 of terror which was maintained thruout ihe fifties. Manx agrit ulturisls 
 recognized that wine manufac lure and grain-raising alone would lead to no 
 very profitable or desirable results; there was a recognized need of intelligent 
 men thoroly trained in special lities of agriculture. The first step in this 
 revival was the founding of two agric ultural schools. And, first, in Keszthely, 
 a new school arc»se from the ashes of the Cicorgikon. These two new institu- 
 tions — the second located beyond Kocnigsteig -were very (|uickly succeeded
 
 448 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 
 
 by two others: one in the Hungarian lowlands, at Debreczen, the other in 
 the upper Hungarian mountain region, at Kassa. Further, in various sec- 
 tions of the country, nineteen schools of husbandry were shortly established. 
 
 At that time, then, there were to be found in Hungary (i) an academy in 
 Magyar Ovar; (2) four agricultural institutions; and (3) nineteen schools 
 of husbandry. Of these, thirteen were supported by the state, Count M. 
 Eszterhazy bore the total expenses of one, two^were aided by the state, and 
 three were communal, i. e., supported by their respective districts. 
 
 Later, it became more and more apparent that, in view of the subjects to 
 be mastered, the length of the course in the academy (two years) was too 
 short and that the preparation required in the common-school course for 
 admission to the agricultural institutions had been set too low. The academy 
 could not accommodate the great numbers who reported for admission, and 
 consequently students possessing the required maturity and preparation for 
 admission to the university were enrolled in increasingly large numbers in the 
 "agricultural institutions." These conditions induced the present minister 
 of agriculture, Daranyi, to remodel the higher courses of instruction. The 
 agricultural institutes were raised to the rank of academies. The length of 
 the course in all five was made three years, and admission to the academies 
 is now permitted only to those ready to enter the university. Well-to-do 
 agriculturists desiring to acquire scientific training in particular directions are 
 permitted to enter on payment of tuition fees. 
 
 Connected with three academies are dormitories in which students may 
 obtain room, board, heat, and light at a cost of forty kronen per month. 
 Tuition, matriculation fee, and use of library cost fifty kronen per semester. 
 Each academy has an experiment farm of 300 to 700 acres. On these experi- 
 ment farms tillage, all branches of cattle-raising, horticulture, and viticulture 
 are carried on. There is also a course in forestry. The method of instruc- 
 tion in all practical branches is concrete, and the lectures are always combined 
 with practical and experimental demonstrations. The quizzes are obligatory. 
 The final examinations are only on distinctly agricultural subjects. After 
 successfully passing the final examinations the student receives his diploma. 
 
 Two decades ago experimental methods were not much in vogue and 
 were subordinated to class instruction ; but step by step they pressed into the 
 foreground, becoming co-ordinated with class instruction, and now proceeding 
 hand in hand with it. With each academy experiment stations are now 
 established; there are likewise stations for plant culture, for agricultural 
 chemistry and seed development, as well as phyto-pathological stations. For 
 studying tobacco culture there is a separate large station connected with the 
 academy at Debreczen, with two substations. In the chemical-experiment 
 stations as well as the seed-development stations investigations, tests, and 
 experiments for farmers are made free of cost. In the laboratories the stu- 
 dents of the academies receive the necessary instruction. The results of 
 investigation are added to the material for instruction, and are also published
 
 Papers! AGRICULTURAL INSTRUCTION IN HUNGARY 44Q 
 
 in periodically printed pamphlets. With each of the five academies a "con- 
 sulting board" is connected. This board gives advice to farmers on request, 
 and works out or approves farming plans on any scale. The expense incurred 
 in this direction is met by the state. If journeys are necessary, the cost of 
 such is paid by the farmer benefited, who is instructed on the spot. 
 
 In connection with the agricultural instruction offered, there is also the 
 school of veterinary medicine in which the subject of cattle-raising is treated 
 on a broad basis: six semesters (of the prescribed eight semesters) are devoted 
 to zootechnique; and for the necessary practical training students spend a 
 considerable time at the state's expense at the large state farms on which the 
 state maintains stables in which all branches of breeding are carried on. 
 
 Classifying the foregoing statements, agricultural instruction in Hungary 
 may be summarized as follows: 
 
 The methods pursued in agricultural instruction may be divided into 
 the "direct" method and the "indirect" method. "Direct" instruction is 
 given at the five agricultural academies to young men ripe for the university, 
 along the lines of natural science and practical demonstration. 
 
 In the schools of husbandry the sons of small land-owners receive their 
 education. The schools of husbandry, altho they are of secondary rank, 
 are all supplied with suitable material for instruction. In these schools it is 
 intended to train small farm-owners and overseers for larger estates. The 
 primary object in view in these schools is thoroly to accustom the student to 
 the familiar use of farm implements and machinery; to show him the possi- 
 bilities of dairying; and to develop a skilful and practical applicability in 
 all farm work. The teaching is practical. The course in theory is restricted 
 principally to elementary subjects and to the elucidation of the tasks and 
 branches of production connected with a farm. The hours of theoretical 
 instruction come early in the morning and in the evening after completion of 
 the farm labors, and on days when the weather does not permit outdoor work. 
 
 To the schools of husbandry such young people (sons of farmers and of 
 agricultural laborers) are admitted as have completed tlir ckiiuntary brandies 
 of instruction in the people's schools (Volksschuleii), are at least sevciitieii 
 years of age, and have strong and healthy bodies. The course in these schools 
 extends over two years. All are supplied with dormitories in wliic h students 
 live at such a cost as to enable them to lay aside some part of their earnings 
 accruing to them from their labor. Tuition pupils are charged twenty five 
 kronen per mcmth as their total living ex|)enses. 
 
 For those desirous of taking up individual branches of agii( ullural prai - 
 lice, such as dairying, chicken-raising (both also for young women), l)ee 
 culture, horticulture, and viticulture, there exist separate schools maintained 
 by the state. Forestry is taught in llie academy at Selmec/.binya; there arc 
 also gamekeejjer's .schools. 
 
 In view of liic unmethodical methods of agriculture practici-d in many 
 parts of the counlrv bv the small I.md owner, and for many other important
 
 450 NATIONAL EDTJCATIONAL ASSOCIATION [Anniversary 
 
 reasons, "indirect" agricultural instruction is of far-reaching significance 
 and results. This form of instruction embraces first of all the normal schools 
 for teachers. At these schools there are able and cultured faculties who 
 train their pupils (the future common-school teachers) in the encyclopedia 
 of agriculture. Following these, indirect instruction extends to the people's 
 school teachers whose field of action is the graded schools of the villages. 
 For these teachers separate courses of instruction in the schools of husbandry 
 as well as in the horticultural schools are given annually, at which the teachers 
 are received upon the nomination of the minister of public instruction. They 
 live in the dormitories of the schools, and, in addition to theoretical instruc- 
 tion, they are drilled in practical exercises. The total expenses for board, 
 traveling, and excursions are met by the state. In these courses 400 to 500 
 village school teachers participate annually. 
 
 Still another method of instruction is carried on in the public schools, 
 and that largely by means of itinerant schools. This branch of the agricul- 
 tural educational field receives the most liberal support from the minister of 
 education. Agricultural societies and certain communities inaugurate the 
 instruction, in which the methods most suitable to the particular locality are 
 taught, and complete courses in agricultural domestic economy are also 
 offered. Those co-operating in the above instruction are traveling teachers 
 (institute conductors); teachers in the schools of husbandry; those who are 
 engaged in teaching in normal schools; teachers in the Volksschiilen who 
 are fitted for this work; veterinary surgeons; and specially trained agricul- 
 turists who are best able to meet the local needs. In the domestic industries 
 the teaching is done by skilled workmen. In these institutes instruction is 
 given during the winter months, and also by means of Sunday lectures in 
 summer, all of which may be attended by men and women alike. The 
 teachers of the Volksschiilen, as well as the students in normal schools, are 
 supplied with textbooks without charge by the ministry of agriculture. The 
 teachers who co-operate in the winter itinerant schools distribute printed 
 matter, written in a popular style, relating to various agricultural questions 
 which interest the locality. This instruction is either maintained entirely or 
 supported in part by the ministry of agriculture. 
 
 The members of the courses on domestic economy frequently combine to 
 
 form societies which, during the winter months, carry on studies of the subject 
 
 in which instruction has been given, in its application to trade or industry. 
 
 The attendance at the several schools is as follows: 
 
 Veterinary high school 389 
 
 Agricultural academies 316 
 
 Special higher schools 443 
 
 Total receiving higher instruction 1148 
 
 Special instruction in individual branches . . . .618 
 Schools of husbandry 510 
 
 Total in special schools 1128 
 
 Total receiving direct instruction . . . . 2276
 
 Papers) ACRICl' I.TLRA I IXSTRUCTIOX I\ HUNGARY 451 
 
 Indirect instruction: 
 
 Attending winter courses 2,676 
 
 Attending courses for domestic industry 6,002 
 
 Attending lectures of traveling teachers 126,420 
 
 Total receiving indirect instruction 135,098 
 
 The expenses which the state incurs for agricultural instrtiction (exclusive 
 of forestry instruction and training of "meadow masters") are as follows: 
 
 Expenses Incomes Excess of Expenses 
 
 For veterinaPk' high school 564,348 K. 55,200 K. 509,148 K. 
 
 For agricultural academies 1,501,524 K. 356,978 K. 1,144,546 K. 
 
 For schools of husbandry 1,607,225 K. 340,324 K. 1,266,901 K. 
 
 For indirect instruction 434,200 K. 9,200 K. 425,000 K. 
 
 4,107,297 K. 761,702 K. 3'345-595 K- 
 
 This, in brief, is a sketch of the system of agricultural in^lruclioIl in force 
 in Hungary, at the present time. In this chain, according to the view of 
 many agriculturists, there is still lacking one link, and that is the training 
 on a broad scientific basis, of the teaching force and the specialists who will 
 be called to work in the academies and experiment stations. Whether this 
 link should be supplied by an inde])endent school; whether it ^liould he added 
 to the university course; or whether an agricultural high school may be united 
 with the existing vctcrinar\' high school, are f|Ucstions for the future.
 
 HISTORICAL CHAPTER 
 
 I. EDUCATIONAL ASSOCIATIONS 
 
 ORIGIN OF FREE SCHOOLS IN THE AMERICAN COLONIES 
 
 The following account of associated effort in the establishment of free 
 schools is quoted from Barnard's American Journal of Education, Vol. XVI 
 (1866), pp. 311-12: 
 
 The history of associations for the establishment of schools and the advancement of 
 education in this country — or the assent of several persons to a common method of accom- 
 plishing a specific educational purpose — begins with a subscription commenced by the 
 Chaplain of the Royal James (Rev. M. Copeland), on her arrival from the East Indies, 
 in 1 62 1, towards the erection of a Free School — or an endowed Grammar School, in 
 Charles City, Va. The first school in New England was probably started in the same 
 way — that is, by a subscription by the "richer inhabitants of the town of Boston on the 
 22d of August, 1636," "towards the maintenance of a free schoolmaster for the youth 
 with us." The jree schools in Roxburie, designated by Cotton Mather as the Schola 
 illustris, was established by an agreement or association of a portion of the inhabitants 
 who joined in an act or agreement binding the subscribers and their estates to the extent 
 of their subscription, "to erect a free schoole" "for the education of their children in 
 Literature to fit them for the publicke service both in Churche and Commonwealthe in 
 succeeding ages." Nearly all that class of schools now known as Grammar Schools, 
 .\radcmics, and Seminaries, except the Town, or Public High Schools, were originally 
 established on the principle of association. So was it with nearly every College in the 
 country. The ten persons selected by the synod of the churches in Connecticut in 1698 
 from the principal ministers of the Colony to found, erect, and govern a "School of the 
 Church," met and formed themselves into a society and agreed to found a college in the 
 Cf)lony; and for this purpose each of the Trustees at a subsequent meeting brought a 
 number of lx>oks and presented them to the association, using words to this effect, as he 
 laid them on the table: "I give these books for founding a college in Connecticut," 
 "wherein," as afterwards declared, "youth shall be instructed in all parts of learning to 
 qualify them ff>r public employment in church and civil state." 
 
 Although the Common Scho(jl generally was established by act of legislation — as 
 in Qjnncclicut and Massachusetts — to exduflc from every family that "barbarism as 
 would allow in its mi<lst a single child unable to read the Holy Word of God and the 
 gw)d laws of the Colony," those of I'liiladilpliia and New York originated in vojunt.uy 
 ass^Knatif)n.s of Ixrncvolent and patriotic individuals. 
 
 All of those educational cnterpri.se.s, in which the religious element constitutes the 
 leading object, su( h as the Sunday-Si hool, the i)ul)li( ation and dissemination of the Bible 
 and religiou.s lj<K)k.s, have l>een carried on through voluntary associations. 
 
 The earliest movement for the advancement of education generally in the United 
 States, thru an a.s.socialion, originated in B<jston in 1826, but did not take shape till some 
 years later, although the obji( t was partially att.iined thru the agency of Lye eums, which 
 were cslabli.shcd for other jiurposes as w<ll, in the same year. In the lee tu res and (tther 
 exercises of the Lyceum, wherever estal)lishecl, the condition and improvc-menl of schools — 
 the school-house, studies, IxKiks, apparatus, methods of instruction and <lisiiplinc, tlie 
 
 453
 
 454 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 professional training of teachers, and the whole ticld of school legislation and adminis- 
 tration, were fully and widely discussed. 
 
 Out of the popular agitation already begun, but fostered by the Lyceum movement, 
 originated, about 1830, many special school conventions and associations for the advance- 
 ment of education, especially in public schools. Most of these associations, having 
 accomplished their purpose as a sort of scaffolding for the building-up of a better public 
 opinion, and of a better system of school legislation, have given way to new organizations 
 founded on the same principle of the assent of many individuals to a common method of 
 accomplishing special purposes. 
 
 The following descriptions of "Home and School Training" about 1776, 
 in two typical sections of the country, characterize the educational forces and 
 methods of that time before the school had become the leading factor in 
 education. 
 
 HOME AND SCHOOL TRAINING IN NEW ENGLAND IN THE 
 
 COLONIAL PERIOD 
 
 REVEREND DR. THOMAS BRAINERD, OLD HADDAM, CONN.' 
 
 A boy was early taught a profound respect for his parents, teachers, and guardians, 
 and implicit, prompt obedience. If he undertook to rebel, "his will was broken" by 
 persistent and adequate punishment. He was accustomed every morning and evening 
 to bow at the family altar; and the Bible was his ordinary reading-book in school. He 
 was never allowed to close his eyes in sleep without prayer on his pillow. At a sufficient 
 age, no caprice, slight illness, nor any condition of roads or weather, was allowed to detain 
 him from church. In the sanctuary he was required to be grave, strictly attentive, and 
 able on his return at least to give the text. From sundown Saturday evening until the 
 Sabbath sunset his sports were all suspended, and all secular reading laid aside; while the 
 Bible, New England Primer, Bunyan's Pilgrim's Progress, Ba.xter's Saints' Rest, etc., 
 were commended to his ready attention and cheerfully pored over. 
 
 He was taught that his blessings were abundant and undeserved, his evils relatively 
 few and merited, and that he was not only bound to contentment but gratitude. He was 
 taught that time was a talent always to be improved; that industry was a cardinal 
 virtue, and laziness the worst form of original sin. Hence he must rise early and make 
 himself useful before he went to school; must be diligent there in study, and be promptly 
 home to do "chores" at evening. His whole time out of school must be filled up by some 
 service, such as bringing in fuel for the day, cutting potatoes for the sheep, feeding the 
 swine, watering the horses, picking the berries, gathering the vegetables, spooling the 
 yarn. He was expected never to be reluctant, and not often tired. 
 
 He was taught that it was a sin to find fault with his meals, his aj^parcl, his tasks, or 
 his lot in life. Labor he was not allowed to regard as a burden, nor abstinence from any 
 improper indulgence as a hardship. 
 
 His clothes, woolen and linen, for summer and winter, were mostly spun, woven, and   
 made up by his mother and sisters at home; and as he saw the whole laborious process of 
 their fabrication, he was jubilant and grateful for two suits, with bright buttons, a year. 
 Rents were carefully closed and holes patched in the "every day" dress, and the Sabbath 
 dress always kept new and fresh. 
 
 He was expected early to have the "stops and marks," the "abbreviations," the 
 "multiplication table," the "Ten Commandments," the "Lord's Prayer," and the 
 "Shorter Catechism," at his tongue's end. 
 
   This sketch is quoted from Barnard's American Jourmil oj Education, Vol. XVI (1866), pp. 335-36.
 
 Chapter] FREE SCHOOLS IN THE AMERICAN COLONIES 455 
 
 Courtesy was enjoined as a duty, lie must be silent among his superiors. If addressed 
 by older persons, he must resptjnd with a bow. He was to bow as he entered and Ufl the 
 school, and bow to every man or woman, old or young, rich or poor, black or white, whom 
 he met on the road. Special punishment was visited on him if he failed to show respect 
 to the aged, the poor, the colored, or any persons whatever whom God had visited with 
 infirmities. He was thus taught to stand in awe of the rights of humanity. 
 
 Honesty was urged as a religious duty, and unpaid debts were represented as infamy. 
 He was allowed to be sharp at a bargain, to shudder at dependence, but still to prefer 
 poverty to deception or fraud. His industry was not urged by jioverty but by duty. 
 Those who imposed upon him early responsibility and restraint led the way l)y their 
 e.\ample, and commended this example by the prosperity of their fortunes and the respecta- 
 bility of their i)osition as the result of these virtues. He felt that they governed and 
 restrained him for his good, and not their own. 
 
 He learned to identify himself with the interests he was set to promote. He claimed 
 every acre of his father's ample farm, and every horse and ox and cow and sheep became 
 constructively his, and he had a name for each. The waving harvests, the garnered sheaves, 
 the gathered fruits, were all his own. And besides these, he had his individual treasures. 
 He knew every trout-hole in the streams; he was great in building dams, snaring rabbits, 
 trapping squirrels, and gathering chestnuts and walnuts for winter store. Days of elec- 
 tion, training, thanksgiving and school intermissions, were bright spots in his life. His 
 long winter evenings, made cheerful by sparkling tires within and cold, clear skies and 
 ice-crusted plains and frozen streams for his sled and skates, were full of em])l<)ymcnt. 
 And then he was loved by those whom he could respect, and cheered by that future for 
 which he was being prepared. Religion he was taught to regard as a necessity and luxury 
 as well as duty. He was daily Ijrought into contemplation of the Infinite, and made to 
 regard himself as ever on the brink of an endless being. With a deep sense of obligation, 
 a keen, sensitive conscience, and a tender heart, the great truths of religion appeared in his 
 eye as sublime, awful, practical realities, compared with which earth was nothing. Thus 
 he was made brave before men for the right, while he lay in the dust before God. 
 
 HOME AND SCHOOL TRAINING IN THE SOUTH IN THE COLONIAL 
 
 PF.RTOl^ 
 
 THOM.'VS JEFFERSON WERTENBAKER, GKAOUATK STUDENT, THE UNIVERSITY OF VIRGINIA, 
 
 CHAKI.OTTESVII.I.K. VA.' 
 
 It is to the home that one must look chielly for the training of tiic Snuliurn boy of 
 the Colonial period. Economic conditions were such as to render the building up of a 
 .serviceable scho<j| system impossible. The people lived almost exclusively on large 
 plantations and farms, and sue h towns as existed were scarcely worthy of the name, con- 
 si.sting usually of but a score or more of houses, and seldom boasting more than a few- 
 hundred inhabitants. As it was impossible to have more than one or two schools in each 
 pari.sh, it Ix-came necessary for many children to come miles to attend their lessons. 
 This difTHulty was made worse by the condition of the roads, and it would have been 
 insurmountable, had it not Ix-en f<jr the fact that horses were so plentiful that even the 
 |KK)rcst planter could furnish his chihiren with means of conveyani r In and from .s( hool. 
 
 But few r)f these .schools taught more than the most elementary subjec ts. All that 
 was exiie( led of them was tr) give the pupil a good knowledge of reafling, writing, and 
 arithmetic and to «lrill him thorolyin the Ten Commandments, the Lord's IVayer, and 
 the Catechism. If the |)arent rlesiri<l a higher eiiu( atioii th.in this for his ( hild, he had 
 either to s<-nd him to a high .sch<M)l at some distant iM)int, or to employ a private tutor. 
 
 ' Thin sikrtih waji wrilirn for llw Annivrruiry Vnlumr in January. Ktoy. by 'I'limnas JrlTcriion Wcrlcn 
 l>ake-r. a Rraflunte Mutlt-nt in llir l'iuvfr»ily of \irKinia, a» a lonipU-nii-nl of llic forcKoinK "kftch of I>r. 
 Thoma* liraincrd.
 
 456 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 There were several excellent high schools in Virginia at the outbreak of the Revolu- 
 tionary War, situated in the most populous districts. Some of the best known of these 
 were the schools of Thomas Martin, who prepared James Madison for Princeton; of 
 James Marye, the preceptor of Thomas Jefferson; of William Yates, which was attended by 
 John Page, Colonel Lewis Willis, Charles and Edward Carter, General Thomas Nelson, 
 John Fox, and Colonel Robert Tucker. The teachers were men of the highest char- 
 acter, and were usually graduates of either Oxford or Cambridge. They impressed upon 
 the minds of their pupils the principles of honor, of duty to God and man, of patriotism 
 and reverence for the king. They were taught that a chivalric nature was the highest 
 object to be obtained in this life, and respect for womanhood was placed next to the fear 
 of God. These schools were modeled after those of England, and were admirably 
 conducted. Latin, Greek, and Mathematics were the subjects held in highest esteem, 
 altho a thoro training in English language was usual. French and Italian were also 
 often taught. 
 
 Many families preferred to employ tutors for their children, and there were scores 
 of these in Virginia at the outbreak of the Revolution. Chief Justice Marshall was instructed 
 by tutors. A private tutor was employed to teach the four celebrated Lee brothers- 
 Arthur, Richard Henry, Francis, and William. Rev. William Douglas taught in the 
 family of Colonel Monroe. Not infrequently some young man was brought from Eng- 
 land as an indentured "servant," to act as tutor in some private family. Thus John 
 Carter, of Lancaster County, directed in his will in 1669 that his son Robert should have 
 a young servant bought for him, "to teach him his books in English and Latin." The 
 custom was continued until late in the eighteenth century. 
 
 But by far the most important influence in molding the mind and character of the 
 young southerner was his home life. First of all he was taught to command. He was 
 made to realize that some day he must take from his father's hand the charge of the vast 
 plantation with its thousand cares and responsibilities. Even as a boy he was given 
 authority over the slaves and made to direct them in their work. He had to accompany 
 the overseer in his rounds and to learn all the countless things that had to be done in con- 
 ducting the estate. He had to know how to farm, how to cultivate grapes, to plant corn, 
 how to raise tobacco, and how to cure it and prepare it for shipping; he had to know how 
 to build houses, for there was constant need of constructing and preparing barns, out- 
 houses, and the slaves' quarters; he had to be a stock raiser, for upon the plantation 
 were scores of horses; and finally he had to be a merchant, for he knew that some day 
 would fall upon his shoulders the responsibility of disposing of all the products of the 
 little world in which he lived. The plantation life gave him an intense love of out-of-door 
 sports. He delighted in horse-racing, in hunting, in fishing, and swimming. He loved 
 horses, and fox-hunting early became with him a favorite pastime. All this tended to 
 make him practical, self-reliant, intelligent, and robust. 
 
 He early learned from his father the duty of hospitality, and he looked upon the 
 guest as a privileged person. He was taught to love music and art, and there were few 
 colonial mansions that did not contain a violin or guitar, or were not decorated with such 
 paintings as their owners could procure from England. Usually a large and well-chosen 
 library was at his disposal so that he could atone for the limitations of his education by a 
 wide and helpful course of reading. 
 
 Lastly, he was made to feel that some day he was to take an active part in politics, and 
 his interest in public affairs was early awakened by the conversations of his father with 
 his guests. As a boy he was made to know the principles of the opposing parties, the 
 meaning of different bills, and all the details of the political system. His mind was thus 
 made enquiring, and his reasoning powers developed and sharpened. 
 
 When we contemplate the influences that acted upon the youth of the South in the 
 Colonial period, there can be no surprise that they produced that galaxy of great men that 
 came to the front in the Revolutionary War, and brought honor and success to their
 
 Chapter] AMERICAN INSTITUTE OF INSTRUCTION 457 
 
 country. Sound in mind and in body, well schooled in politics, practical yet forseeing, 
 habituated to command, they were well fitted to join hands with the best men of New 
 England to assume the lead in the great crisis, and to drive back from their native land 
 the English invaders. 
 
 II. THE EARLIEST EDUCATIONAL ASSOCIA- 
 TIONS IN THE UNITED STATES 
 
 It is difficult to determine exactly, the question of priority of organization 
 among several educational associations of a national or semi-national char- 
 acter in the United States. The period of earliest activity in the direction 
 of organization for the advancement of educational interests seems to 
 have been about 1830 and the following years. It appears, however, that the 
 position of seniority belongs to the American Institute of Instruction. This 
 association was organized in lioston, Mass., in August, 1830. The preface 
 of the volume of proceedings of this meeting (350 pp.) recites that a meeting 
 was held in Boston in March, 1830, for discussion of educational tjuestions 
 and remained in session four days. A committee was chosen to prepare a 
 constitution. Several meetings of this committee were held in May and June. 
 .\ meeting for organization was held on August 19, 1830, and following days. 
 The constitution was adopted and officers elected. The following historical 
 sketch of this association was prepared for the Anniversary Volume by Dr. 
 .\. \\. \\'in>hi]), editor of the Journal oj Education. 
 
 Till: AMERICAN INSTITUTE OF INSTRUCTION 
 
 ALBERT E. Wl.NSlIIP, EDITOR OF THE "JOURNAL OF EDUCATION," BOSTON, 
 
 MASS. 
 
 The American Institute of Instruction was well born in tlie Massachusetts 
 Stale Hou.se, August 19, 1830, with President Francis Wayland, of Brown 
 University, as president. 
 
 The changes in the educational world since then are incredible. Prior 
 to 1830 there had been no educational association, barring one or two tempor- 
 ary gatherings, notably one at Brooklyn, Conn., in 1827. Today there arc 
 ( ity organizations that will have an audience of 2,000, counties that can gather 
 3,000 teachers, sectional slate meetings with 4,000, state associations with 
 5,000, while the National Kducalional As.sociation has reached 40,000 |)aid 
 memberships in a year. There an- more than a third of a million teachers 
 gathered in tonventions annually, and yet there arc liun(lre<ls of members 
 of the National lulucalional Association who were born before there was any 
 fducalional association. It is well, therefore, to pau.se in our admiration of 
 the educational association spirit and graiuleur of today and worship at tlu' 
 shrine of the mother of them all. 
 
 In (trder to appreciate what il signified to have an association of educal«)rs 
 in llio.sc days we must consider ihc conditions. There was no |)ubli( -s( hool
 
 458 NATIONAL EDUCATIONAL ASSOCIATION [ffistorical 
 
 teaching force from which to draw. There was not a state, county, or city 
 superintendent in the country ; not a state or city normal school ; not six free 
 public high schools; no public libraries; no state university or state college; 
 no textbook publishing houses or agents; no makers of school furniture, of 
 school furnaces, of ventilating appliances, fire escapes, school apparatus, 
 lead pencils, steel pens, blackboards, crayons, maps, charts, of kindergarten 
 materials, or of teachers' books or teachers' journals. No one had ever earned 
 a dollar as an educational lecturer. Eliminate all the classes and interests 
 herein suggested, and who can conceive of an educational convention today ? 
 
 It is well, also, to consider the difficulties under which this first meeting 
 was held. There were no electric lines, no steamships, no railroads. Presi- 
 dent Wayland had to go forty miles by stage to reach the meetings, which 
 were held in Boston for the first seven years. It was the only place to which 
 all stage lines ran. William B. Calhoun, of Springfield, who was president 
 for six of the first nine years, made the stage ride of a hundred miles each way 
 to be at the meetings. The more one studies the conditions, the more he won- 
 ders at the achievements of those days. 
 
 And yet out of this wilderness of neglect, vmder inconceivable conditions, 
 there blossomed into full bloom a convention whose first meeting — whose 
 first seven meetings — have never been surpassed in significance. With no 
 railroad assistance those early meetings always paid all bills out of the mem- 
 bership fees. This included paying for a volume of Proceedings whose 
 addresses have never been exceeded in importance by any association since. 
 
 In the famous congressional library at W'ashington the names of the twelve 
 world educators are inlaid in the ceilings. Of these, three only are Americans — 
 Thomas H. Gallaudet, Samuel G. Howe, and Horace Mann; and these three 
 greatest of American educators were at the first meeting of the American 
 Institute of Instruction, and were frequently in attendance upon the meetings 
 for the first few years. 
 
 Great men stood forth with more grandeur in those days than at present. 
 Every man stood for something clear and distinct and was fighting for it in 
 a statesmanlike way. "Wire pulling" — I use the term with no disrespect — 
 was unthought of then. Opinion must be fortified with fact, philosophy, and 
 logic in order to win. This association furnished the forum for great exploita- 
 tion of schemes for public care of the insane and feeble-minded, and public 
 education of the deaf and blind. Here WiUiam B. Fowler exploited phrenology 
 for years; Dio Lewis, physical culture; Lewis B. Monroe demonstrated 
 elocutionary possibilities; and other men of historic importance pleaded 
 eloquently for various causes. Here may be said to have been born Green- 
 leaf's notable Arithmetics, Greene's famous Analysis, Harkness' Latin series, 
 Newman's Rhetoric, Fowler's textbooks, George S. Hillards' Readers, Mason's 
 Music Series, Wayland's Philosophies, Bradbury-Eaton's Arithmetic, and a 
 host of other books of high merit and great popularity. 
 
 Students of American education know full well the significance of the names
 
 Chapter] AMERICAN INSTITUTE OF INSTRUCTION 459 
 
 of men who were in frequent attendance: Mann, Howe, Theodore Parker, 
 Samuel J. May, Gallaudet, Henry Barnard, Ralph Waldo Emerson, Cyrus 
 Pierce, Asa Gray, Benjamin Grcenleaf, James G. Carter, David P. Page, 
 Gideon F. Thayer, Thomas Shcrwin, \Vm. C. Woodbridge, Barnas Sears, 
 George S. Boutwell, Charles Northend, William Russell, William H. Wells, 
 John D. Philbrick, George B. Emerson, Edward Beecher, William D.Ticknor, 
 W'm. C. Fowler, C. C. Fclton, Ariel Parish, Daniel Huntington, John Pierpont, 
 A. Bronson Alcott, and Elizabeth Peabody. 
 
 The American Institute of Instruction was largely responsible for giving 
 Horace Mann to the educational leadership of America. If it had done nothing 
 more, this alone is all-sufficient reward for its existence. Mr. Mann was in 
 the legislature, but his plans were political and his purposes philanthropic. 
 He was interested in the defective and dependent classes and was working 
 for the insane, the blind, the deaf, and the feeble-minded. He was a good 
 lawyer, a brilliant public speaker, and an inten.se leader of any conscience cause. 
 Even up to the moment when he accepted the secretaryship of the Massachu- 
 setts State Board of Education his closest friends never thought of him as an 
 educator. He was in 1830 a member of the Massachusetts legislature, and 
 Francis Wayland, president of his alma mater, was presiding over the American 
 Institute of Instruction in the Massachusetts State House. Of course, Mr. 
 Mann was there and was intensely interested in what was being planned, and 
 this inspiration was largely influential in leading him into educational work for 
 life. 
 
 The chief glory of the American Institute of Instruction is that it was a 
 cause and not an effect. Had it come ten years later we should have had 
 several causes to assign for its coming, but in 1830 there is really no adequate 
 .suggestion as to the cause, with many resultant effects apparent. 
 
 The year 1830 was notable in Massachusetts' history. Then it was that 
 iJanicI Webster made his famous "Rejjly to Hayne" in the United States 
 Senate. Colonel Hayne had made a bitter attack on Massachusetts while 
 lauding South Carolina. To this Mr. Webster rejilied by praising Soulii 
 Carolina mrire charmingly than had Hayne, but declined to jiraise Massachu- 
 setts farther than to say, "Massachusetts, there she stands!" 
 
 The effect of that oration was electrifying. The conditions in Massa- 
 < husetts helped to produce Webster's oration as surely as the oraliim tiuiiled 
 the peojile of the Old liay State, and something was surr to be dniu wlun a 
 great people was aroused by a nobli- purp<»c. 
 
 For seven years all the meetings were luld in Huston. They were always 
 well attended, the membership dues were promptly paid, and ;dl expenses 
 were readily met. 
 
 Local jealousy, or a missionary spirit, got in its work at llu' rnd of seven 
 years, and it began its migratory life. It would be interesting to know the 
 line of argument that controlled affairs in 1837. Perhaps President Calhoun 
 had wearied of that stage ride from SpringfieM ; but, be that as it may, M r
 
 460 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 Mann got the Massachusetts legislature to appropriate $300 a year toward the 
 expenses ; and the next seven meetings were held in Worcester, Lowell, Spring- 
 field, Providence, Boston, New Bedford, and Pittsfield. This appropriation, 
 increased in 1866 to $500, was continued until 1873. 
 
 Despite the legislative subsidy, the Institute was not in as good financial 
 condition for forty years after as it was in the first seven years. 
 
 The American Institute of Instruction fostered the public-school senti- 
 ment and developed it into a scheme which more nearly approximated a 
 "system" than was to be found elsewhere in the United States; but this 
 great service was not appreciated by the beneficiaries of its labors. No gram- 
 mar-school men took any part in its official life for sixteen years. The manage- 
 ment was in the hands of the classical men and educational statesmen. 
 
 While public-school positions were multiplied and salaries increased be- 
 cause of the association, the public-school people shunned the meetings, and 
 proceeded to organize state associations in Massachusetts (1845) '^^^ Connecti- 
 cut (1846) in which no one was admitted to membership who was not actually 
 engaged in teaching, and they had a teachers' program and published a 
 teachers' monthly. It is assumed that they meant well, that they sincerely 
 believed that professional class consciousness would be advantageous; but 
 this we do know, that they dealt a serious blow to the American Institute of 
 Instruction, and to the cause of education. 
 
 The men at whom the act of elimination was aimed were Horace Mann, 
 Dr. S. G. Howe, Gallaudet, Charles Sumner, Edward Everett, Josiah Quincy, 
 Edmund Dwight, Gardner Brewer, and their distinguished associates, who 
 proceeded to eliminate themselves from all responsibility, organized various 
 other associations for the exploitation of their philanthropic purposes, and 
 the pubhc school felt the loss of these influences. It is never an easy matter 
 to think in large units, or in extensive units, and these men surely failed, 
 so others have failed, in seeing the danger in the narrowing influence of pro- 
 fessional class consciousness. The state association took up its specific work, 
 and these same men came into control of the Institute of Instruction and ran 
 it along broader lines than the state association, l)ut on narrower lines than 
 those of its early years. 
 
 While the meetings were interesting and important the finances were a 
 constant source of trouble from 1845 to 1875, when a new order of things pre- 
 vailed. It is commonly spoken of as "the coming of the reign of Rhode Island." 
 For eight years thereafter there was not a Massachusetts man in the presidency, 
 and eight years out of ten there was no Massachusetts man in the secretary- 
 ship. Prior to that time there had never been a secretary who was not from 
 Massachusetts. This was in no sense intentional or the result of a conspiracy. 
 The Massachusetts men had wearied of the burden, and some of them desired 
 its abandonment for the advantage they thought would come to the state 
 association. It is a sad fact, that, left to the Bay State men, the historic and 
 glorious American Institute of Instruction would probably have departed
 
 Chapter] AMERICAN INSTITUTE OF INSTRUCTION 461 
 
 this life before it was fifty years old. T*) Rhode Islanders is largely due its 
 new life and prosperity. True, they conimerciali/xd it, but the stimulant was 
 indispensable to its life. These men put the American Institute of Instruction 
 on a new tack, leading the world in the idea of making the reduced raiboad rate 
 dependent upon membership in the association. Since then the income has 
 been much larger, but unfortunately the style of expenses increased as well 
 as the income, and for twenty years after the notable meeting at Fabyan's, 
 presided over by T. W. Bicknell, there was frequent anxiety as to the meeting 
 of expenses; but in 1897, at Montreal, there was not only a larger enrollment 
 than ever before, but the expenses were radically and permanently reduced 
 so that since then the treasury has always had several thousand dollars at com- 
 mand. Therefore the last ten years have been the most prosperous, financially, 
 since the first seven years. Of course, it all looks small beside the N. E. A. 
 membership and fund, but its prosperity, in view of all the facts, is highly 
 gratifying. 
 
 The meetings have not been large as compared with some state and county 
 associations. The largest enrollment was at Montreal in 1897, when there 
 were 2,234, which was nearly 200 above the meeting at Fabyan's, which was 
 next largest; but the program has always been of the highest order of talent, 
 of the best of spirit, and has had a noble purpose. 
 
 PL.\CES OF MEETING 
 
 The first seven meetings were held in Boston, while only one meeting has 
 been held there in the last forty years, and in the last thirty years but one has 
 been held within forty miles of Boston. The original idea was to save as 
 much travel as possible, but for forty years it has been to get as much as 
 possible. Then they dodged travel ; now we seek it. They sought places with 
 the most people; we seek places with the fewest. 
 
 In the seventy-six years two meetings liavc hctn held oul^idr llu' United 
 States, at Montreal and Halifax; four in Saratoga; and one at Troy; so that 
 a tenth of the meetings have been held out of New England. One-third of 
 the meetings have been held in Massachusetts; but of the twenty-four meetings 
 fifteen were j)rior to 1855 and but one since 1875. New Ham])shirc has had 
 a fourth of all the meetings, but of seventeen twelve have l)een since 1875, 
 and but two bef(jre 1855. The White Mountains have been the greatest 
 permanent attraction. 
 
 OF'FICIAI. I.KADKRS 
 
 Inevilaljly there has always been a group of men (lire( ling the affairs of 
 the American Institute of Instruction. In the first sixteen years these men were 
 educational statesmen, and their programs and pur|)oses were broad but 
 (liNtinclly educational. There were few actual teachers in the ranks of the 
 a.ssociation. For the next thirty years the nun wire all teai hers or practical 
 school men, mostly from near Boston. The last thirty years have largely 
 eliminated the tea( her from the oflu ial life, and enthroned the "administrator."
 
 462 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 In the first forty-five years there was never a superintendent of any kind in 
 the presidency, while in the last thirty years there have been five state superin- 
 tendents, two assistant state superintendents, and two city superintendents. 
 There has been no normal-school man in the presidency, but one college presi- 
 dent, and one professor. Two-thirds of the presidents have been Massachu- 
 setts men — one-half of these from Boston. In the first forty-five years three- 
 fourths were from Massachusetts, and in the last thirty years only a third have 
 been from that state. 
 
 The executive board has always consisted of the president, secretary, 
 and treasurer, making in the executive board, for the seventy-six years, eighty- 
 one men. Of these men more than fifty have lived in Boston, or in its immedi- 
 ate vicinity. 
 
 In the last fifty years six presidents and two-thirds of the secretaries have 
 been grammar-school principals. In this regard the American Institute of 
 Instruction is in a class by itself. Almost nowhere else, even in state asso- 
 ciations, has the grammar-school principal been largely in evidence officially. 
 The same is true as to high-school principals. There have been ten high- 
 school principals in the presidency, which is highly significant. In other words, 
 for the past half-century it has been, very largely; distinctly a teachers' organi- 
 zation officially, tho its program has been exceedingly broad in its personnel. 
 I recall the meeting of 1894, in the White Mountains, at which there were 
 five New England college presidents on the program. These men, with 
 their wives in most cases, were present for several days; and at table, in the 
 parlors, on tramps and drives, they were hearty in their comradeship with 
 any grade of teachers who chanced to be thrown in their way. 
 
 THE SOCIAL FEATURES 
 
 In forty years of attendance upon the leading educational meetings of all 
 parts of the country the one distinctive feature of the Institute of Instruction 
 has been the uniform accessibihty of the eminent men to the humblest members. 
 There has never been anything of the professional caste spirit. This, together 
 with the fact that the offices are open to high-school and grammar-school 
 men, has made these meetings of inestimable benefit to the rank and file of 
 the men. 
 
 Personally, I have known the American Institute of Instruction for forty 
 years, attending the meeting at Burlington, Vt., in 1866; and three years 
 later, at Trenton, N. J., I began my attendance upon the National Educational 
 Association; so that I have known both associations, and have loyally enjoyed 
 both these many years. Of course it is impossible to compare them, tho the 
 personality of each is as fascinating as it is distinct. The quiet, peaceful, 
 cozy comradeship of the older has never lost any of is charm when contrasted 
 with the magnificence of the larger. 
 
 The American Institute of Instruction is today in better condition in every 
 way than it has been for seventy years. Its treasury was never more satis-
 
 Chapter] WESTERN LITERARY INSTITUTE 463 
 
 factory, and it never presented a better program than for the past few years. 
 At New Haven last July there were addresses by men who were in attendance 
 in 1846 and 1851, and in the counsels of the oHicial board these men were 
 ardent champions of the most progressive policy. 
 
 The intiuence of the grammar-school principals and of the high-school 
 men, is, unfortunately, less and less in evidence. The program is broad and 
 noble, but the attendance is now due almost exclusively to excursion attractions. 
 The rank and file do not go unless there is ample reward in sight-seeing at 
 the lowest available rates. But in this feature the American Institute of 
 Instruction is not alone. 
 
 In age it is peerless, in historic educational prominence it is unsurpassed, 
 in delightful professional comradeship it is in a class by itself, and the present 
 prosperity is adequate for all of its necessities. The past is glorious, the 
 present gratifying, and there is no reason why the future should not bear out 
 its early prophecy of service to the public. 
 
 The Western Literary Institute and College of Professional Teachers 
 came second in order of organization, altho by some it is claimed to be the 
 oldest educational association in America. This may be true if we consider 
 that its existence dates from 1829, when the Western Academic Institute and 
 Board of Education was organized in Cincinnati in 1829 thru the exertions 
 of Albert Picket and Alexander Kinmont, both teachers in Cincinnati. At 
 the first annual meeting of this institute the name Western Institute and College 
 of Professional Teachers was chosen. A constitution was adopted with the 
 following preamble: 
 
 Whereas, The convention of teachers assembled in Cincinnati, deeply impressed 
 with the importance of organizing their profession in the valley of the Mississippi by a 
 permanent association, in order to [)romotc the sacred interests of education so far as may 
 \>c confided to their care, by collecting the distant members, advancing their mutual 
 improvement, and elevating the profession to its just and intellectual and moral influence 
 on the community, do hereby resolve ourselves into a permanent body, to be governed 
 by the following Constitution : 
 
 The folhnving sketches of several early associations were prepared for the 
 Anniversary Volume by Will S. Monroe, of the State Normal School at West- 
 field, Mass. 
 
 WESTKRX LITERARY INSTITUTE AND COLLEGE OE TROEES- 
 SIONAL TEACHERS (1831-1845) 
 
 WILL S. MON'ROK, STATIC NORMAL SCHOOL, WliSTFIKLI), MASS. 
 
 The \\ e>.lcrn literary In^litute and (itllcgc nf Professional Teachers 
 was in existence from 1831 to 1845. It held I'lfleen annual sessions and several 
 extra meetings and its ofTicers and speakers were of (he first order among the 
 rank> of educational workers in llic country at thai lime. Tlu' l.itc Henry 
 Barnard very prf)perly .says of this as.sociation:
 
 464 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 It was not only one of the earliest educational associations of our country, but also 
 proved itself one of the best, one of the most active, energetic, and laborious, and one of 
 the most practical and widely influential. Started by practical teachers, it early enlisted 
 in its cause the aid and co-operation of the most prominent professors and teachers in the 
 numerous colleges and high schools of the West, and through them acting with that freedom 
 and energy of will and soundness of judgment which characterize a new country, and the 
 West especially, it exerted a beneficial influence upon teachers and schools generally, and 
 somewhat more indirectly upon public opinion, legislative action, and public-school systems. 
 
 Among the early workers — speakers and officers — of the association may 
 be found such well-known names as Lyman Beecher (17 75-1863), Alexander 
 Campbell (i 786-1866), Thomas S. Grimke (i 786-1834), William S. Johnson 
 (1796-1855), Samuel Lewis (1799-1854), Benjamin O. Peers (1800-1842), 
 Calvin E. Stowe (1802-86), Edward D. Mansfield (1801-80), William H. 
 McGuffey (1800-73), Joseph Ray (1807-57), Henry Barnard (1811-1900), 
 Samuel Galloway (181 1-72), and Elias Loomis (181 1-89). Nor were women 
 denied participation in its proceedings, as in most of the similar later associa- 
 tions organized in the eastern section of the United States. The names of 
 a large number of women appear in the proceedings of the association, includ- 
 ing such well-known women educational leaders as Mrs. Emma Willard (1787- 
 1870), Mrs. Lydia H. Sigourney (1791-1865), Mrs Almira H. L. Phelps (1793- 
 1884), and Miss Catherine E. Beecher (1800-78). 
 
 While largely represented by the four states of Ohio, Indiana, Illinois, and 
 Kentucky, the association had a scattered membership in many other states 
 in the Union. Active members paid an annual fee of one doller. The first 
 eleven sessions of the institute (183 1 to 1841, inclusive) and the last (1845) 
 were held at Cincinnati, and the other meetings (excepting an extra session 
 in 1842) were held at Louisville, Ky. Three sessions were held each day, 
 and the annual gatherings were of five days duration. The association pub- 
 lished Proceedings of the first ten meetings. 
 
 The program of the fourth annual meeting may be summarized as typical 
 of the association. This meeting was held at Cincinnati October 6 to 11, 
 1834, with Albert Picket, Sr., as president. Among the notable addresses — 
 more than twenty in all — the following may be enumerated: "Need of Higher 
 Standards of Professional Requirement," by Albert Picket; " Philosophy of 
 Family, School, and College Disciphne," by Daniel Drake; "Study of the 
 Greek and Latin Languages as a Part in the Course of a Liberal Education," 
 by T. M. Post; "Neither the Classics nor Mathematics Should Form a Part 
 of a Scheme of General Education in Our Country," by Thomas Smith Grimke; 
 "Utility of Mathematics," by Edward D. Mansfield; "Ought the Classics to 
 Constitute a Part of Education ?" by Alexander Kinmont; "Physical Sciences," 
 by Elijah Slack; "Government of Public Literary Institutions," by M. A. H. 
 Niles; "Moral Influence of Music," by William Nixon; "Best Methods of 
 Teaching Languages," by William Hopwood; "Emulation as "a Motive in 
 Education," by Thomas H. Quinan and Thomas J. Matthews. The Pro- 
 ceedings for 1834 cover 324 pages.
 
 Chapter] AMERICAN LYCEUM ASSOCIATION 465 
 
 AMERICAN LYCEUM ASSOCIATION (1831-1839) 
 
 WILL S. MONROE, STATE NORMAL SCHOOL, WESTFIELD, 4L\SS. 
 
 After the Western Literary Institute, the next earHest educational associa- 
 tion of a national character was the American Lyceum Association. State meet- 
 ings were held as early as 1826, but the organization did not assume national 
 dimensions until 1831. Josiah Holbrook (1788-1854), who organized the 
 first industrial school in the United States after the model of Fellenberg at 
 Hofwyl, was the moving spirit in the new movement. 
 
 The purpose of the American Lyceum Association was, (i) to secure 
 better legislative provisions for schools; (2) to improve the qualifications 
 of teachers; (3) to secure closer relationship between common schools and 
 colleges; (4) to improve methods of school instruction and school disciphne; 
 (5) to introduce the natural sciences into the course of study; (6) to provide 
 schools with books, apparatus, and teaching appliances; and (7) to arouse 
 an interest in the education of girls and women. Clearly, a broad program! 
 
 The list of officers and speakers who participated in the nine annual 
 meetings includes most of the men and women prominently identified with 
 American education during the first half of the last century — Stephen Van 
 Rensselaer (1765-1839), Alexander Proudfit (1768-1843), Henry Davis 
 (1772-1852), John Griscom (1774-1852), Amos Eaton (1777-1842), William 
 Alexander Duer (1780-1858), Thomas Smith Grimke (1786-1834), Theodore 
 Frelinghuysen (1787-1861), Josiah Holbrook (1788-1854), Lydia Huntley 
 Sigourney (1791-1865), Denison Olmsted (1791-1859), Goold Brown (1791- 
 1857), William Channing Woodbridge (i 794-1845), James Walker (1794- 
 1874), Ebenezer Bailey (1795-1839), Theodore Dwight (i 796-1860), Samuel 
 Joseph May (1797-1871), Benjamin Orr Peers (1800-42), and Catherine 
 Esther Beecher (1800-78). 
 
 At the first national convention held in New York City in May, 1831, 
 President Henry Davis, of Hamilton College, presided and three topics were 
 discussed: "The Teaching of Natural Science in the Schools;" "The Use 
 to Be Made of the Bible in School Instruction;" and "The Qualifications of 
 Teachers." 
 
 The program of the second annual convention included addresses and 
 discussions on the folhnving tojjics: "School Discipline;" "Im])ortan( c of 
 Making the Constitution and Political Institutions of the United States the 
 Subject of Study in Schools;" "Primary Education in Sj)ain;" "Introduction 
 of the Natural Sciences into Common Schools;" "Learning to Read and 
 Write the English Language;" "Infant Education ;" "F.xtcnt to Whidi ihc 
 Monitorial System is Advisable and Practicable in tdnuiion Schools;" and 
 "Ajipropriatc Use of the Bible in Schools." Besides Griscom, Grimke, and 
 Frelinghuysen, who had participated in (lie first ( onNciition, Ihe new sj)eakers 
 were Walter Rogers Johnson (1794-1852), Chester Dewey (1784-1867), 
 John M. Keagy (> 795-1837), and Professor Pizarro, of S|)ain.
 
 466 ' NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 At the third meeting of the association the papers and discussions included 
 "The Study of Physiology;" ."Vocal Music;" "Geology;" "Education of 
 the Blind;" "Manual-Training Schools;" "Principles of Education," and 
 "The Schools of Mexico." Mr. Woodbridge, William A. Alcott (1798-1859), 
 and Juan Rodriquez, of Mexico, were among the speakers. 
 
 At the fourth meeting of the association the four leading topics discussed 
 were, "The Grading of Schools;" "The Merits and Defects of the Monitorial 
 System;" "Female Education;" and "Education in Foreign Countries — 
 Poland, Mexico, Cuba, and New Granada." Besides Mrs. Sigourney and 
 Henry Rowe Schoolcraft (i 793-1864), the other leading speakers were: 
 Augustus Yakonbusky, of Poland, Juan Rodriquez, of Mexico, Justo Velor, 
 of Havana, and Joaquin Mosquera, of New Granada. This meeting appointed 
 a committee "to collect imformation and otherwise to promote the establish- 
 ment of a central seminary for the education of common-school teachers." 
 The American Indian was the subject of several papers at the fifth conven- 
 tion; also papers were read on: "Education in Armenia;" "Schools for the 
 BHnd;" and "Female Education." The paper on the latter subject by Miss 
 Catherine E. Beecher called forth extended discussion and it was the sense of 
 the convention 
 
 that the subject of female education deserves more attention than it has yet received ; 
 that the establishment and liberal endowment of female seminaries of a high order, espe- 
 cially for the education of female teachers, is highly deserving of the benefactions of the 
 wealthy and intelligent of the community, as well as of legislative patronage. 
 
 "School Funds;" "Mutual Instruction;" "Emulation as a Motive to 
 Study;" "The Education of the BHnd;" and "Co-operation in Common- 
 School Education" were the principal topics at the sixth convention and 
 Samuel Gridley Howe (1801-76) and Harvey Prindle Peet (1794-1873) 
 are the new names on the program. The monitorial system, then a live 
 question, reappears at the seventh and the subsequent meetings of the associa- 
 tion. Other topics at the seventh meeting were, "The Study of Meteorology;" 
 "Education of the Deaf;" "The use of Questions in Teaching;" and "The 
 Cure of Stammering." 
 
 At the eighth meeting there were papers upon, "The Embellishment and 
 Improvement of Towns;" "Rehgious Instruction in Common Schools;" 
 "The Primary Schools of Boston;" "Need of an International Copyright;" 
 and "Eye-training." Thomas Hopkins Gallaudet (1787-1851) was one of 
 the leading personages at this meeting. 
 
 The ninth and last annual meeting of the association was held in Philadel- 
 phia in November, 1839. ^^ was well attended and it memorialized Congress to 
 devote the funds received from the sale of public lands to education. Among 
 the noted names in the proceedings of the final convention are Charles Brooks 
 (1795-1872), Alexander Dallas Bache (1806-67), ^^^^ Enoch Cobb Wines 
 (1806-79). 
 
 Practically all the educational interests of the United States were represented
 
 Chapter] SCHOOL TEACHERS AND SUPERINTENDENTS 467 
 
 in the American Lyceum Association during its nine years existence as a 
 national organization. Out of the movement grew many library and lecture 
 associations; keener interest in the education of girls; and the introduction 
 of science studies into American courses of instruction. 
 
 Ten years after the last meeting of the American L\ceum Association, 
 which occured in 1839, and four years after the last meeting of the Western 
 Literary Institute and College of Professional Teachers in 1845, a new effort 
 was made ior the organization of a national association of teachers. The 
 following account of this movement appears in Barnard's American Journal 
 oj Education, \'ol. XXIV (1873), pp. 330-336. Extracts from the opening 
 and closing addresses at this meeting by the president, Hon. Horace Mann, 
 at that time a member of Congress, are quoted here as setting forth the high 
 aims of the leaders of this movement which was destined to be continued thru 
 the National Teachers' Association and, later, the National Educational 
 Association. 
 
 It would not really be far amiss to date the history of the National Educa- 
 tional Association from this meeting in Philadelphia in 1849 ii^^'lt'ad of from 
 the meeting in Philadelphia in 1857, when the National Teachers' Association 
 was actually organized. 
 
 SCHOOL TEACHERS AND SUPERINTENDENTS 
 
 CONVENTION OF TEACHERS AND SUPERINTENDENTS OF PUBLIC SCHOOLS, HELD 
 AT PHILADELPHIA, OCTOBER 1 7, 18, AND 19, 1849 
 
 A national convention of teachers, superintendents of ])ublic schools, anti 
 friends of education generally, assembled at Philadelphia, in ihi' hall of the 
 comptroller of public schools, on Oclober 17, 1849, and coiitiniud in daily 
 and evening sessions until the close of thr evening of the 19th — under the 
 presidency of Hon. Horace Mann, meml)cr of Congress, and late .secretary of 
 the lioard of Education for the state of Massachusetts. 
 
 OPKXING ADDRESS OF THE PRESIDENT, HORACE MANN 
 
 Gentlemen oj the Convention: — Tlic duty of sellinf;; f(irll) tliL- s|)cciric purposes of this 
 rriffting docs not devolve ujkjr me; l)Ul llu-rc are some iKTiefits to Ik* derived fnun it, .so 
 signal and |)rominent, as to desirve a |iassing notic e. 
 
 I sU|»|xjsc the great pnjjMjrlion of the gentlemen will III) I ^cc- around nie, and whose 
 j»rescnce on this occasion I mo.st cordially welcome, t<> he |ir,ii lii a! teachers — men whose 
 daily occupation is in the .schoolroom. But from the fifteen states which are represented 
 here, there are men of another class — men who fill high and responsible oflu es in the 
 great w<jrk of j)uhli( inslruc tion — secretaries of slal<-, who are < liarged with the interest 
 of public education in their respective states, sui)erintendents of schools, secretaries of 
 U»ards of education, and others, to whose hands vast and j)re» ious interests have l« in 1 mi- 
 fided, u|>on wh<»m the must weighty res|)onsibilities have In-en cast; and from whose 
 administration, the matured fruits of wisdom are «x|»e( ted. Now all teai hers have fell the 
 genial and upholding influent es of .sympathy, in disc harging the duties of the schoolroom.
 
 468 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 All have grown wiser while listening to the counsels of experience. The teacher who has 
 met a hundred of his fellow-teachers in a public assembly, and communed with them for 
 days, enlightening his own judgment by the results' of their experience, and kindling 
 his own enthusiasm by their fires, goes back to his schoolroom with the light of a hundred 
 minds in his head, and with the zeal of a hundred bosoms burning in his heart. 
 
 Now, if school teachers need this encouragement and assistance in their labors, and 
 can be profited by them, how much more do those high officers need encouragement and 
 assistance upon whom rests the responsibility, not of one school only, but of all the schools 
 in a state. If the vision of the one, in his narrow sphere, needs enlightenment, how much 
 illumination ought to be poured over the vast fields of the other. I see those around me 
 who have been engaged in the great work of organizing systems of education for a state; 
 I see those on whom has devolved the statesman -like duty of projecting plans of improve- 
 ment for a whole people around them, and for generations after them, where a mistake 
 would bring calamity to the most precious and enduring interests of mankind, and where 
 wisdom and genius would throw forward their light and happiness into coming centuries; 
 and I know I shall have their assent when I say that no position in human life could impose 
 more anxiety and solicitude and toil upon its possessor than the perilous position they have 
 occupied. Without guide, without precedent, without counsel, they have had no helpers 
 but in their own forethought, fidelity, and devotion. How cheering and sustaining to 
 them must be such opportunities as the present, where the errors of others may become 
 admonitions to them, and the successes of others may be used for their guidance. 
 
 Still better is it, when the teachers of schools and the superintendents of schools can 
 meet together, as on the present occasion, and render reciprocal aid in the discharge of 
 their respective duties. At meetings like this, whatever wisdom the country possesses on 
 the subject of education may be brought into common stock, and, by self-multiplying 
 process, the whole of it may be carried away by each individual. At least, so much of 
 the whole may be carried away by each as he has capacity to receive. 
 
 By a national organization of teachers, great and comprehensive plans may be devised, 
 to whose standard each state may be gradually brought into conformity: for instance, 
 such as relate to the organization of territory into school districts; to the proper age at 
 which children should go to school; or, as the Germans so beautifully express it, when a 
 child is " due to the school." 
 
 These advantages pertain to the head, to our ability to conduct the great work of 
 education, in the wisest manner and with the most beneficial results. But the heart may 
 be as much warmed as the head is instructed. By the communion and the sympathy of 
 assemblies like this we can hot only enlighten the guiding forces of the mind, but we can 
 generate the impulsive forces of the heart. We can not only diffuse new intelligence, but 
 we can excite new enthusiasm. Throughout the whole country the machinery of education 
 needs to be increased in strength, and worked by a mightier power. In all material inter- 
 ests we are proverbial as a people for our enterprise. Let us seek for our country the 
 higher honor of becoming proverbial in our regard for moral and spiritual interests. Let 
 us devise systems of education that shall reach every child that is born in the land; and, 
 wherever political privileges exist, let the intelligence be imparted and the virtues incul- 
 cated, which alone can make those privileges a blessing 
 
 Look, too, at the condition of our country, and see what need there is of comprehen- 
 siveness in our plans and of energy in their administration. We have a higher object 
 than to prepare a system of education for any one locality, or for any one party. To the 
 West a region spreads out almost interminably — a region to be soon filled, not with savages, 
 but either with Christians, or with men as much worse than savages as Christians are 
 better. On the East, there comes pouring in upon us a new population, not of our own 
 production, not of American parentage nor the growth of American institutions. Owing 
 to the marvelous improvements in the art of transportation, the Atlantic Ocean has been
 
 Chapter] SCHOOL TEACHERS AND SUPERINTENDENTS 469 
 
 narrowed almost to a river's breadth. The western and the eastern continent l)y the power 
 of these improvements lie side by side of each other. Their shores, for thousands of 
 miles, lie like two ships, broadside and broadside; and from stem to stern the cmif^rant 
 population of Europe is boarding us, ti-ns of thousands in a day. \\'e must jirovide for 
 them, or we will all sink together. 
 
 .\nd what are we doing to prepare for the great e.xigencies of the future, which the 
 providence of God seems to have placed in our hands; and, I speak it with reverence, 
 to have left to our disposal ? A responsibility is upon us that we cannot shake olT. Wc 
 cannot escape with the Mng plea of Cain, "Am I my brother's keeper ?" Let us then be 
 aroused by every consideration that can act upon the mind of a patriot, a philanthropist, 
 or a Christian; and let us give our hands, our heads, and our hearts to the great work of 
 human improvement, through the instrumentality of free, common schools. As far as in 
 us Ues, let us save from ruin, physical, intellectual, and moral, llic tlmusands and hundreds 
 of thousands, aye, the millions and hundreds of millions of the human race, to whom we 
 are bound by the ties of a common nature and of kindred blood, and who, without our 
 assistance, will miserably perish, but with our assistance, may be saved to usefulness 
 and honor, and immortal glory. 
 
 The discussions of the convention were confined closely tt) the following 
 topics, relating to the organization and administration t)f a system of public 
 instruction adapted to the different sections of the United States, introduced by 
 the business committee, of whicli Henry Barnard, of Connecticut, was chair- 
 man. 
 
 1. Territorial, or civil subdivision o) the state: — Involving the extent to which the 
 district system, should be carried, and the modifications of which the same is susceptible; 
 and the official superintendence required for each subdivision, state, county, town, and 
 neighlx)rhood. 
 
 2. School architecture: — Including the location, size, modes of ventilation, warming, 
 seating, etc., of buildings intended for educational purposes. 
 
 3. School attendance. — Including the school age of children, and the best modes of 
 securing the regular and punctual attendance of children at school. 
 
 4. Grades oj schools. — The number and character of each grade. 
 
 5. Course oj in.Uruction. — Physical, intellectual, moral, and religious; esthctical; 
 industrial. Studies: Ijooks, apjxiratus, methods. 
 
 6. Teachers. — Their qualifications; their examination and compensation; normal 
 schools, teachers' institutes, lx)oks on the theory and practice of teaching. 
 
 7. Support. — Tax on property, tax on parents, schoijl funds — local and state. 
 
 8. Parental and public interest. 
 
 9. Supplementary means. — Library, lyccum, lectures. 
 
 CLOSING ADDRESS, 
 
 In rising to adjourn the convention, as the clock struck ten, the hour 
 fixed on for closing its proceedings, the president (Horace M;iiin) remarked 
 as follows: 
 
 Centlemrn oj the convention: — The clock is now striking the hour — the air is now 
 waving with its vibrations— at whi( h it has been de< ideil to bring the lalM)rs of this con- 
 vention l(j a cl.j.se. Wc have been looking for the la.st three days upon the bright side of the 
 tajK-.slry; the dark side is now turned toward us. The pleasing acquaintances whi( h 
 have iK-en formed, and whi< h can have Ix^en to none more jileasing than to my.self, must 
 Ik- broken, anfl we must go away, carrying sui h good as we can, from the deliberations of 
 this a.ssembly. In parting from you, I ( annot forbear to express my warmest acknowl- 
 edgments for the continual kindness with which you have been plea.sed to regard the 
 performance of the duties of the chair. Vou have made all its lalxirs light, and all its 
 difficulties nominal. In parting from you, gentlemen, it is impo.ssible for me to express
 
 47© NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 the feelings of hope, mingled with anxiety, with which I look forward to the consequences 
 of this meeting. We shall separate. We shall go away to move in different and distant 
 spheres. From these narrow walls which now inclose us, we shall find ourselves, at the 
 end of the week, in a dozen different states, east, vest, north, and south. Shall the influ- 
 ences which have been here concentrated and brought to a focus be dissipated and lost, 
 when our local proximity to each other is gone; or shall the moral influences, which have 
 been here generated, expand themselves over the vast spaces where we shall soon be 
 found, keep themselves vivid and animate, and make the common air electric with their 
 fulness of life ? I trust the latter, and our zeal will not be of the flashy kind, that will 
 evaporate as soon as the exciting cause is withdrawn, but that it will be like the heat of 
 the sun, which, being once kindled, glows on forever. 
 
 Gentlemen, this occasion has brought together two classes of men, sufficiently dis- 
 tinguished from each other to be the subjects of a division. May I be permitted to address 
 a few words to each ? We have before us the practical teachers; men who have devoted 
 themselves to the business of the schoolroom, who do not exercise a very diffusive influ- 
 ence in a broad sphere, but an intense influence in a narrow sphere — points of strong 
 light thrown upon a small space, rather than wider radiations of a flame that is weakened 
 by its expansion. What are the duties of the school teacher ? I have not time to enu- 
 merate or define them. I can not even mention the names of the long catalogue; but I will 
 call your attention to one which comes very near to embracing all. By this one I mean 
 thoroughness in everything you teach. Thoroughness — thoroughness — and again I say 
 Thoroughness is the secret of success. You heard some admirable remarks this morn- 
 ing from a gentleman from Massachusetts (Mr. Sears), in which he told us that a child, in 
 learning a single lesson, might get not only an idea of the subject-matter of that lesson, 
 but an idea how all lessons should be learned; a general idea, not only how that subject 
 should be studied, but how all subjects should be studied. A child in compassing the 
 simple subject, may get an idea of perfectness, which is the type, or archetype of all excel- 
 lence, and this idea may modify the action of his mind through his whole course of life. 
 
 Be thorough, therefore, be complete in everything you do; leave no enemy in ambush 
 behind you, as 3'ou march on, to rise up in your rear to assail you. Leave no broken link 
 in the chain you are daily forging. Perfect your work so that when it is subjected to the 
 trials and experiences of life, it will not be found wanting 
 
 So, in the after periods of your existence, whether it be in this world, or another 
 world from which you may be permitted to look back, you may see the consequences of 
 your instruction upon the children whom you have trained. In the crises of business 
 life, where intellectual accuracy leads to immense good, and intellectual mistakes to 
 immense loss, you may see your pupils distinguishing between error and truth, between 
 false reasoning and sound reasoning, leading all who may rely upon them to correct results, 
 establishing the highest reputation for themselves, and for you as well as for themselves, 
 and conferring incalculable good upon the community. So, if you have been wise and 
 successful in your moral training, you will have prepared them to stand unshaken and 
 unseduced amidst temptations, firm when others are swept away, uncorrupt where others 
 are depraved, unconsumed where others are blasted and perish. You may be able to 
 say that, by the blessing of God, you have helped to do this thing 
 
 There is another class of men in this meeting — those who hold important ofl!icial 
 situations under the state governments, and who are charged with the superintendence 
 of public instruction. Peculiar duties devolve upon them. They, in common with the 
 teachers, have taken upon themselves a great responsibility. When in the course of 
 yesterday's proceedings, a resolution was introduced, proposing to make this a national 
 convention, with a permanent organization, I confess that, as I sat here in my chair, I 
 felt my joints trembling with emotion, at the idea of the responsibility you were about to 
 assume. Shall this body establish itself as a national convention ? Shall we hold our- 
 selves out to this great country as a source of information and a center of influence on
 
 Chaptw) ASSOCIATION FOR ADVANCEMENT OF EDUCATION 471 
 
 one of the most important subjccu that can be submitted to the human faculties ? Shall 
 we hold ourselves up here in full su-ilight, and virtually say to ihi- whole country, come 
 here and fill your urns from our fountains of wisdom ? Those views came over me with 
 such force, as almost to make me forget where I was, and the duties I had to discharge; 
 for experience has led me to know something of the dilTu ulties of the work. Yet it was 
 the pleasure of the convention to adopt the resolution; and through the signatures of your 
 officers you will severally subscribe to that conclusion. You have already authorized 
 a committee to send out this determination, and to proclaim it to the world. Now, by 
 these acts you have signed and sealed a bond. You have obligated yourselves to perform 
 great duties, and you cannot deny or elude this obligation, without a forfeiture of honor 
 and character. If we fulfill the duties we have assumed, this meeting will prove one of 
 the most important meetings ever held in this country. If we fail in our respective spheres 
 of action to fulfill these duties, this meeting will be the ridicule and shame of us all. By 
 itself it is a small movement, but we can make it the first in a series that shall move the 
 whole country. It begins here upon the margin of the sea, but we can expand it until 
 it shall cover the continent. However insignificant in itself, it is great by its possibilities. 
 To the eye of the superficial observer beginnings are always unimportant; but whoever 
 understands the great law of cause and effect, knows that without the feeble beginnings 
 the grandest results could never have been evolved. He who now visits the northwestern 
 part of the state of New York, to see one of the wonders of the world — the Falls of Niagara 
 — may see also a wonder of art not unworthy to be compared with this wonder of nature. 
 He may see a vast iron bridge spanning one of the greatest rivers in the world, affording 
 the means of safe transit for any number of men or any weight of merchandise, and poised 
 high up in the serene air hundreds of feet above the maddened waters below. How was 
 this ponderous structure stretched from abutment to abutment across the raging flood ? 
 How was it made so strong as to bear the tread of an army, or the moiiuntuiii of the rush- 
 ing steam car? Its beginning was as simple as its termination is grand. A boy's play- 
 thing, a kite, was first sent into the air; to this kite was attached a silken thread, to the 
 thread a cord; to the cord, a rope; to the rope, a cable. When the toy fell upon the 
 opposite side, the silken thread drew over the cord, and the cord the rope, and the rope 
 the cable, and the cable, one after another, great bundles or fascia of iron wire; and these 
 hKjing arranged, side by side, and layer upon layer now constitute a bridge of such massive- 
 ness and cohesion, that the mighty genius of the cataract would spend his strength upon 
 it in vain. 
 
 Thus, my friends, may great results be educed from small beginnings. Let this 
 first meeting of the National Association of the Friends of Fducalion be like the safe and 
 successful sending of an aerial messenger across the abyss of ignorance and superstition 
 and crime, so that those who come after us may lay the abutments and complete the moral 
 arrh that shall carry thou.sands and millions of our fellow-beings in safety and peace alxive 
 the gulf of perflition, into whose seething floods they would otherwise have fallen and 
 perished ! 
 
 The suh>equfnt hi^tDPy of this mnvcmcnt so :uis|>iiioiislv Ix'^un i> si-t 
 forth in the following sketch by Profes.sor Monroe. 
 
 .i.i/AA'/r.i.v .i.v.SY)rY i77r).v for 'I'm-: \n\- \.\('r.\n:.\T or 
 
 KPUCAJ JO\ 
 
 WII.I. S. MONROE, STATK NORMAL SCHOOL, WKSTFIKLH, MASS. 
 
 The Americiin Association for the Advancement of Kducation, the parent 
 of the National Teachers' A.ssociation and the grandparent of the National 
 Educatif)nal Asso( iation, originated in a meeting held in I'hil.ulcjphia in 1849.
 
 / 
 
 472 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 The first meeting was in response to a call for a '* National Convention of the 
 Friends of Common Schools and of Universal Education," and was signed 
 by thirty-seven representative schoolmen, twelve of whom were state superin- 
 tendents of public instruction and several were presidents of colleges. The 
 purpose of the convention, as stated in the preliminary call, was "that the 
 great cause of popular education in che United States may be advanced and 
 the exertions of its friends strengthened and systematized by mutual consulta- 
 tion and deliberation." 
 
 Two meetings were held in Philadelphia; the first, October 17, 18, and 19, 
 1849, and the second, August 28, 29, and 30, 1850, under the auspices of the 
 convention of the Friends of Common Schools and of Universal Education. 
 Horace Mann (i 796-1859), then secretary of the State Board of Education 
 of Massachusetts, presided at the first meeting, and Ehphalet Nott (1773-1866), 
 president of Union College, presided at the second meeting. The printed 
 Proceedings of the first meeting cover 40 pages, and of the second meeting, 
 175 pages. Among the topics discussed were : "School Organization and 
 Supervision;" "Normal Schools and Teachers' Institutes;" "Moral and Reli- 
 gious Instruction;" "Evening Schools;" "School Architecture;" "The Grad- 
 ing of Schools;" "The Teaching of Phonetics;" "School Funds;" "The 
 Smithsonian Institution;" "Plan of a National Teachers' Organization," 
 etc. Among those who participated in the proceedings were Henry Barnard, 
 John Griscom, Joseph Henry, Alonzo Potter, Gideon F. Thayer, John S. 
 Hart, Nathan Bishop, and John Kingsbury. 
 
 At the second Philadelphia meeting (1850) it was resolved to adopt a 
 permanent constitution and to take the name of the American Association 
 for the Advancement of Education. Alonzo Potter was chairman of the 
 committee on a constitution for the organization of the new association. The 
 membership fee was fixed at two dollars, and it was provided that annual 
 sessions, of not less than four days, should be held during the month of August. 
 
 The third meeting (first under the new organization) was held at Cleveland, 
 August 19, 20, 21, and 22, 1851. Alonzo Potter (1800-65), then a bishop in 
 Philadelphia, presided. The topics discussed included "Influence of the 
 Spirit of the Age upon Education," by Samuel P. Bates (1827- ), super- 
 intendent of schools in Crawford County, Penn ; "The Use of School Libraries," 
 by Professor Daniel B. Reid (1805-63), of the University of Indiana; "The 
 Office and Influence of Women in Education," by Professor Agnew of the 
 University of Michigan. Among others who participated in the proceedings 
 were: James Johonnot, Samuel S. Greene, Loren Andrews, Asa D. Lord, 
 Ira Mayhew, and Samuel Galloway. The Proceedings and Journal of this 
 meeting were printed in a pamphlet of 146 pages. Bishop Alonzo Potter also 
 presided at the fourth meeting held at Newark, N. J., August 10 to 13, 1852. 
 Among the notable papers and addresses were the following: "Value of 
 Educational Periodicals," by Thomas Henry Burrows (1805-71), superin- 
 tendent of public instruction in Pennsylvania; "The True Function of Text-
 
 Chapter] ASSOCIATION FOR ADVANCEMENT OF EDUCATION 473 
 
 books," by George Barrel! llmerson (1797-1S81), principal of a girls' school 
 in Boston; "School Discipline," bv Asa D. Lord (1816-75), superintendent 
 of schools at Columbus, Ohio; "Cultivation of Taste and Imagination," by 
 Barnas Sears (1802-80), secretary of the State Board of Education of Massa- 
 chusetts; "Etymology," by Professor Samuel Stehman Haldeman (1812-80), 
 of the University of Pennsylvania, and ''School Architecture," by William D. 
 Swan (1809-64), principal of a grammar school in Boston. 
 
 The fifth meeting was held at Pittsburg from August 9 to 12, 1853. Joseph 
 Henry (i 797-1878), the director of the Smithsonian Institutic^i at Washington, 
 presided, and his presidential address on the "Objects of the Smithsonian 
 Institution" was a notable paper. Several Englishmen were in attendance, 
 and C. Wentworth Dilke of London spoke on "Agricultural Education in 
 England" and "The School of Arts in London." "The Care and Training of 
 Backward Children" was discussed by James B. Richards (1817-86) of the 
 Pennsylvania school for feeble-minded; and there were papers and addresses 
 on: "The Teaching of Drawing;" "The Use of Museums in Science Work;" 
 and "The Education of Girls." 
 
 The sixth session of the association was held at Washington, December 
 26 to 29, 1854, with Alexander Dallas Bache (1806-67), president of Girard 
 College, as president. John S. Hart (1810-77), principal of the Philadelphia 
 high school, read a paper on "The Study of the Anglo-Saxon Languages;" 
 Henry Barnard (1811-1900) gave an account of the educational congress and 
 exhibit held that year in London; Zalmon Richards (181 1-99), of Washing- 
 ton, discussed "Mental and Moral Discipline;" and W. P. Ross gave a paper 
 on "The State of Education among the Cherokee Indians." 
 
 The seventh meeting was held in New York City, August 28 to 31, 1855, 
 with Henry Barnard (1811-1900), commissioner of common schools in Con- 
 necticut, as president. This was in some respects the most important session 
 thus far held. The late Bishop Frederic Dan Huntington (1819-1905), then 
 a prcjfessor in Harvard College, gave his classic, "Unconscious Tuition," at 
 this meeting. 
 
 The subject of "A National University" was discussed by .Alexander 
 Dallas Bache (1806-67), Professor Samuel S. Haldeman (1812-80), Charles 
 Brooks (i 795-1872) and Professor Benjamin Peirce (1809-80). President 
 Henry Phillip Tap|)an (1805-81), of the University of Mi( higan, gave an ac- 
 count of the recent educational movements in Euro|)e. Profes.sor Denison 
 Olmsted (i 791-1859), of Yale College, discussed "Democratic Tendencies 
 in S(ience." Charles Bro(»ks (1795-1H72), a leader in tin New Ijigland 
 normal-s( hool movement, gave a (omi^rehensive paper on " Moral ICducation." 
 President Frederic k A. P. Barnard (1H09 89), of the University of Mississipjji 
 (and later of Columbia Cniversity), outlined needed improvements in Ameri- 
 can colU-ges. John (ic-orgc Ifodgins (1H21- ), de|)Uty superintendent of 
 education in Ontario, reviewed educational (onditions in Canada. The 
 subject of (ompulsory religious instruction in the si hool oc( upied three ses-
 
 474 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 sions and called forth the keenest discussion in the history of the association. 
 Professor Charles Davies (i 798-1876), of the Albany Normal School, intro- 
 duced the resolution, which, after a vigorous discussion by Superintendent 
 Samuel S. Randall (1809-81), of New York City, Principal William Harvey 
 Wells (1812-85), of the Westfield Normal School, Ethan A. Andrews 
 (1787-1858), Gorham D. Abbott (1807-74), of New York, Bishop Potter, 
 Professor Huntington and others, was (with the amendments) laid upon the 
 table. 
 
 The eighth meeting was held at Detroit, August 12 to 15, 1856, with Chan- 
 cellor Henry P. Tappan (1805-81), of the University of Michigan, as president. 
 Henry Barnard (1811-1900), the retiring president, gave three addresses: 
 (i) "Magnitude of the Educational Interests of the United States;" (2) 
 "Extension of the System and Agencies of Public Instruction in the Several 
 States;" and, (3) "Reformatory Education." President Charles White of 
 Wabash College, Indiana, presented a paper on "The Relation of Education 
 and Religion." Professor A. S. Welch (1821-89), of the Michigan Normal 
 School, made a plea for "A Higher Order of Instruction," and President 
 Tappan gave a paper on "The Educational Views of John Milton." This 
 was the last meeting of the association concerning which I have been able to 
 get detailed information. In the educational journals of the day I find announce- 
 ments of a ninth meeting held in New York City in 1857, and a tenth at 
 Albany in 1858; but I have been unable to obtain records of either of these 
 meetings. The National Teachers' Association, discussed elsewhere in this 
 volume, was organized in 1857 and naturally absorbed the American Associa- 
 tion for the Advancement of Education. 
 
 III. OTHER EDUCATIONAL ASSOCIATIONS 
 
 The logical order of development would require that the history of the 
 National Educational Association follow the historical sketch of the American 
 Association for the Advancement of Education, but it is deemed best to insert 
 here sketches of other associations and agencies, national and semi-national, 
 which during the past fifty years or more have contributed to national educa- 
 tional progress. 
 
 The oldest of these associations, the American Association for the Advance- 
 ment of Science, is the successor of the Association of American Geologists 
 which was organized in Philadelphia in 1840, and reorganized as the A. A. 
 A. S. in the same city in 1848. It has held annual sessions from 1840 to this 
 date, 1907, except during the five years of the Civil War, from 1861 to 1866. 
 
 The following historical sketch was prepared for this volume by Dr. L. O. 
 Howard, the permanent secretary:
 
 Chapter] ASSOCIATION FOR ADVANCEMENT OF SCIENCE 475 
 
 THE AM ERICA X ASSOCIATION FOR THE ADVANCEMENT 
 
 OF SCIENCE (1838- ) 
 
 L. O. HOWARD, PERMANENT SECRETARY, WASHINGTON, D. C. 
 
 This organization, which represents for America the field covered by the 
 British Association for the Advancement of Science and the French and 
 German associations of similar character, is at the present time composed of 
 some four thtnisand two hundred members and fellows, representing all sections 
 of the United States and including many Canadian mcm])crs, some Central 
 American members, and many Americans resident in dilTerent parts oi the 
 world. The fellows of the Association comprise, in ilie words of the con- 
 stitution, "such of the members as are professionally engaged in science, or 
 have, by their labors, aided in advancing science." There are at the present 
 time 1,864 fellows. The field covered by the Association is a very large one 
 and its component sections are as follows: (a) Mathematics and astronomy; 
 (b) Physics; (c) Chemistry; (d) Mechanical science and engineering; (e) 
 Geology and geography; (/) Zoology; (g) Botany; (//) Anthropology; (i) 
 Social and economic science; (k) Physiolog)- and experimental medicine. 
 The Association, moreover, has under consideration at the present time the 
 addition of psychology to section h, making it "Anthropology and psychology," 
 and the formation of an additional section, namely (/) Education. 
 
 The Association had its beginnings in 1838 in a correspondence between 
 certain leading geologists among whom were Professor Edward Hitchcock, 
 of Amherst, Henry Darwin Rogers, of Philadelphia, and the four New York 
 geologists, W. W. Mather, Ebenezer Emmons, Lardner \'anuxem. and James 
 Hall, and the paleontologist, T. A. Conrad. The latter five gentlemen held 
 a meeting in 1838 at the house of Dr. Emmons in Albany, and agreed to bring 
 together an organization of scientific men by means of correspondence. In 
 1840 the Association was founded at Philadelj)hia on April 2, in the rooms of 
 Eranklin Institute, and the name adopted was "The Association of .\merican 
 Geologists." With the adoption of a constitution at the third annual meeting 
 the title was changed to "The American Geologists and Naturalists," indicat- 
 ing a desire for a broader scope. The annual meetings continued under this 
 title until 1848 when on account of the increased interest in certain branches 
 of science, notably mathematics, astronomy, physics, chemistry, ethnology, 
 /.oology, and botany, a widening of the scoj)e of the Association seemed tn be 
 neces.sary and witli it a ( hange of name. At the Boston meeting of the .Asso- 
 ciation of American Geologists and Naturalists, in 1847, it was resolvi<l to 
 enlarge the scope of the e.visling society and (levelo|> its organization so llial 
 other workers might be iiu luded, and the machinery was put in operation to 
 effect the transformation. 'J'herefore, in 1848, the first meeting of the Ameri- 
 can Association for tin- Advancement of Science, as su( h, was held, on Sep- 
 teml>er 20, in Philadelphia, with a iiuniber>lii|) of .\(>\. .Annual nuctings 
 were held until 1861. The meeting in i860 had been held at j\ew|)oit, K. I.,
 
 476 NATIONAL EDUCATIONAL ASSOCLiTION [Historical 
 
 with 135 members in attendance and a membership of 644. The meeting 
 for 1 86 1 had been planned for Nashville, Tenn., but owing to the breaking-out 
 of the Civil War this plan was abandoned, and on account of the unfortunate 
 condition of the country for the next five years no meetings were held. In 
 1866, however, sessions were resumed on August 15, at Buffalo, with an attend- 
 ance of 79 and a listed membership of 637. Since that date there has been 
 at least one meeting a year down to the present time. 
 
 The objects of the Association, as set forth in the constitution, are "by 
 periodical and migratory meetings, to promote intercourse between those 
 who are cultivating science in different parts of America, to give a stronger 
 and more general impulse and more systematic direction to scientific research, 
 and to procure for the labors of scientific men, increased facilities and a wider 
 usefulness." For a few years the greatest possible simplicity was maintained 
 in the organization, the ofhcers being president, secretary, and treasurer. In 
 1872 two sections were established, a and b, with a vice-president for each 
 section. These sections were (a) Mathematics, physics, and chemistry, and, 
 (b) Natural history. In 1882 nine sections were established, which correspond 
 with those listed above, from a to //, with the exception that instead of (g) 
 Botany, there was (g) Microscopy. In 1886 the section of microscopy was 
 given up and botany was split off from Section /, which, up to that time, had 
 been a section of biology. There is now a vice-president for each of the sections 
 and a secretary also for each section. The vice-president is elected annually 
 and delivers an address on retiring from office. The secretaries of the sections 
 are elected for terms of five years each. The permanent secretary and the 
 treasurer are elected also for terms of five years each. All of the formal legis- 
 lation of the Association is enacted by its Council, which is composed only of 
 fellows, and on the Council a certain degree of permanence is assured by the 
 election of the fellows from each section and of fellows also by the Council 
 itself for terms of three years. 
 
 Of late years the interest of scientific specialists in the Association has 
 been divided by the founding of many national scientific societies of specific 
 and restricted scope, such as the great engineering societies, the American 
 Chemical Society, the American Physical Society, the Society of American 
 Geologists, and others. It has resulted from this that interest in the work 
 of the sections has fallen off to some extent, but the desire on the part of mem- 
 bers not only to associate with speciahsts in their particular department of 
 work but to affiliate with specialists in other branches of scientific investiga- 
 tion has rendered the meetings of the Association even more numerously 
 attended than before. The founding of these societies has also brought about 
 another condition of affairs which has resulted in the establishment of many 
 of these organizations as societies affiliated with the American Association. 
 A specific society of sufficiently high aim may be made an affiliated society 
 on vote of the Council of the American Association and is then entitled to 
 epresentation on the Council of the A. A. A. S., so that this Council as at
 
 Chapter] ASSOCIATION FOR ADVANCEMENT OF SCIENCE 477 
 
 present constituted is the broadest and most representative body of active 
 scientific workers in existence in the United States. 
 
 The publications of the Association consist of an annual volume of Pro- 
 ceedings, and the weekly journal Scieuce has since 1900 been the official organ 
 of the Association and publishes all its reports and notices. It is sent free to all 
 members of the Association. The fees are: life membership, $50; entrance 
 fee, $5; and annual dues $3. The meetings of the Association are migratory 
 and the more recent ones have been held in the following cities; 1894, Brook- 
 lyn; 1S95, Springfield; 1896, Buffalo; 1897, Detroit; 1898, Boston; 1899, 
 Columbus; 1900, New York; 1901, Denver; 1902, Pittsburg; 1903, Washing- 
 ton; 1904, St. Louis; 1905, Philadelphia; 1906, New Orleans; 1906 (summer) 
 Ithaca. 
 
 Down to the time of the Pittsburg meeting (June, 1902) the Association 
 met in the summer, but, beginning with the Washington meeting, the so-called 
 "convocation week" was established, viz., the week in which the first day of 
 January falls, and the annual meetings have since been held during that week. 
 An occasional extra summer meeting like that held June 27-July 3, 1906, at 
 Ithaca, may be held. 
 
 Considering the Association of American Geologists and Naturalists as 
 essentially the same organization as the American Association for the Advance- 
 ment of Science, there is then a history of 66 years to cover in any account of 
 the activities of the Association. It is safe to say that all American scientific 
 men of prominence have been connected with it, and it is also safe to say that 
 nearly all of the great scientific discoveries during that period have been an- 
 nounced at its meetings. Its position at the present time is a strong one, and 
 its influence toward the advancement of science is greater than ever before. 
 
 The present officers are: 
 
 President 
 W. H. Welch, Johns Hopkins University, Baltimore, Md. 
 
 Vice-Presidents 
 /I .—Mathematics and Astronomy— Edward Kasner, Columbia University, New "\'ork, 
 
 N. Y. 
 B— Physics — \V. C. Sabine, Harvard University, Cambridge, Mass. 
 C — Chemistry— Clifford Richardson, 122 E. 34lh St., New York, N. Y. 
 £»— Mechanical Science and Engineering— W. R. Warner, 1722 Euclid Ave., Cleveland, 
 
 Ohio. 
 £— Geology and Geography— A. C:. Lane, Stale (Jeologist, Lansing, Mich. 
 /•— Z<i6logy— E. G. Conkmn, University of Pennsylvania, Philadelphia, Pa. 
 (;— Botany— D. T. MacDougall, Carnegie Institution, Washington, D. C. 
 //- Anthropolog) — HudO Mt)NSTKl<IiEK<;, Harvard University, Canil)ritlge, Mass. 
 /— Sotial and E( onomit Scieme - ("has. A. Conant, Morton Trust Co., New York, N. Y. 
 /i:_l>hysiology and Exi)erimental Medicine— SiMoN Flexner, Rockefeller In.stitute, 
 
 New York, N. Y. 
 
 Permanent Secketary 
 L. (). Howard, Cosmos Club, Washington, T). C.
 
 478 NATIONAL EDUCATIONAL ASSOCIATION [ffistorkal 
 
 General Secretary 
 John F. Hayford, U. S. Coast and Geodetic Survey, Washington, D. C. 
 
 Secretary of the Council 
 F. W. McNair, Michigan School of Mines, Houghton, Mich. 
 
 Secretaries of the Sections 
 A — Mathematics and Astronomy — L. G. Weld, University of Iowa, Iowa City, Iowa. 
 B — Physics — Dayton C. Mileer, Case School, Cleveland, Ohio. 
 C — Chemistry — Charles L. Parsons, New Hampshire College, Durham, N. H. 
 D — Mechanical Science and Engineering — Wm. T. Magruder, Ohio State University, 
 
 Columbus, Ohio. 
 ■E — Geology and Geography — Edmund O. Hovey, American Museum of Natural 
 
 History, New York, N. Y. 
 F — Zoology — C. Judson Herrick, Denison University, Granville, Ohio. 
 G — Botany — Francis E. Lloyd, Department of Botanical Research of the Carnegie 
 
 Institution of Washington, Tucson, Arizona. 
 H — Anthropology — George H. I*epper, American Museum of Natural History, New 
 
 York, N. Y. 
 I — Social and Economic Science — John Franklin Crowell, The Wall Street Journal, 
 
 New York, N. Y. 
 K — Physiology and Experimental Medicine — Wm. J. GiES, Columbia University, New 
 
 York, N. Y. 
 
 Treasurer 
 
 R. S. Woodward, Carnegie Institution, Washington, D. C. 
 The present constitution of the Council is as follows: 
 
 The Council shall consist of the past presidents, and the vice-presidents of the last 
 two meetings, together with the president, the vice-presidents, the permanent secretary, 
 the general secretary, the secretary of the Council, the secretaries of the sections, and the 
 treasurer of the current meeting, of one fellow elected from each section by ballot on the 
 first day of its meeting, of one fellow elected by each affiliated society, and one additional 
 fellow from each affiliated society having more than twenty-five members who are fellows 
 of the Association, and of nine fellows elected by the Council, three being annually elected 
 for a term of three years. The members present at any regularly called meeting of the 
 Council, provided there are at least five, shall form a quorum for the transaction of busi- 
 ness. The Council shall meet on the day preceding each annual meeting of the Associa- 
 tion, and arrange the program for the first day of the sessions. The time and place of 
 this first meeting shall be designated by the permanent secretary. Unless otherwise agreed 
 upon, regular meetings of the Council shall be held in the Council room at 9 o'clock A. M., 
 on each day of the meeting of the Association. Special meetings of the Council may be 
 called at any time by the president. The Council shall be the board of supervision of 
 the Association, and no business shall be transacted by the Association that has not first 
 been referred to, or originated with, the Council. The Council shall decide which papers, 
 discussions, and other proceedings shall be published, and have the general direction of the 
 publications of the Association; manage the financial affairs of the Association; arrange 
 the business and programs for general sessions; suggest subjects for discussion, investiga- 
 tion or reports; elect members and fellows; and receive and act upon all invitations 
 extended to the Association and report the same at a general session of the Association. 
 The Council shall receive all reports of special committees and decide upon them, and 
 only such shall be read in general session as the Council shall direct. The Council shall 
 appoint at each meeting the following subcommittees who shall act, subject to appeal 
 to the whole Council, until their successors are appointed at the following meeting: i, on 
 Papers and Reports; 2, on Members; 3, on Fellows.
 
 Chapter] AMERICAN LIBRARY ASSOCIATION 479 
 
 The relation of public libraries to public education has long been regarded 
 as one of the most important problems of national education. The following 
 sketch by Melvil Dewey, of the American Library Association, sets forth the 
 origin and progress for thirty years of an important new movement in educa- 
 tion. 
 
 AM ERICA X LIBRARY ASSOCIATION: ORGANIZED 1876, IN- 
 CORPORATED 1879 
 
 MELVIL DEWEY, LAKE PLACID CLUB, ESSEX CO., N. Y. 
 
 The A. L. A. is the organized expression of the conviction that education 
 is in two distinct parts of equal importance. Attention has been focused on 
 schools from kindergarten to university, and pedagogs, parents, press, and 
 public have thought of them as a complete system, but for most citizens the 
 schools can do pathetically little. The industrial masses have an average of 
 only four or five years of schooling; perhaps five in one hundred get secondary 
 training, and possibly one in one hundred, higher education. The masses 
 are taught at best only to read, many merely like parrots, never acquiring 
 the art of drinking the author's ideas from the printed page, tho they may pass 
 tests for illiteracy. They go out as breadwinners, and their education, if they 
 get anything beyond the pitiful smattering of these four or five years, must be 
 gained from the library and its close allies, museums, study clubs, extension 
 teaching, with tests and credentials for home work, all of which the new move- 
 ment more and more treats as integral parts of the library system. 
 
 Never has there been such a demand for education from adults who have 
 long been out of school, as evidenced by full pages of high-priced magazine 
 advertising of correspondence and other home education schemes. Hun- 
 dreds of thousands are not only working hard evenings and holidays, but also 
 paying from meager earnings tuition enough to meet all exjjenses and yield, 
 in some cases, enormous profits, while our schools receive countless millions 
 in endowments and from taxes before they are able barely to meet expenses. 
 Existence of the need is proved, experience shows also that this second half 
 of education can be given effectively and at practicable cost only tliru a general 
 system of libraries, receiving as unquestioned a suj)p<)rt from public funds as 
 is given now to .schools. 
 
 In fart the liijrary movement is repeating in a marvelous way, step by 
 step, the exact history of the public-school movement: foundation and sup- 
 port by individuals, cordial recognition as a j)ublic necessity, favoring laws, 
 establishment of .state de|)artments, library apjiropriations, training-schools 
 for librarians as for teachers, state aid, reports, and inspection. As it is 
 studied closely the |)arallcl is astonishing. Kxperietice thus confirms the 
 theory that schools and libraries are the two halves of public education. 'I'luu 
 them the state must protect itself against its deadlie.sl foe, ignorance. The 
 puljlic library has the same sanction as the public schf)ol. There is the same 
 necessity to foster and liberally sui)j)orl the one as the oiIk r. The state raises,
 
 48o NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 as its chief crop, men. Knowledge is power. Ignorance is poverty. To 
 have its citizens stand on the shoulders of all their predecessors and utilize 
 the wisdom and experience of all the ages, means more than successful armies 
 or inexhaustible mines. Books and brains are better than battleships and 
 big battalions. 
 
 A total readjustment of point of view is necessary for most people. When 
 one says that the Hbrary is a valuable and useful adjunct to the school, putting 
 it on the same plane as laboratory or gymnasium, he wholly lacks that broad 
 conception of education in which the library is recognized, not as something 
 desirable, but as an absolutely necessary complement to the schools in any 
 satisfactory educational system. 
 
 "School education" is carried on by elementary and high schools, colleges, 
 professional and technical schools, and universities, all assuming that attend- 
 ance on their courses is the student's main business. " Home education " 
 involves no change of residence or interruption of regular vocations, but centers 
 round the library, no longer limited to its etymologic meaning, for it now 
 includes not only books but also museums, study clubs, extension teaching, 
 tests, and credentials. Using these words in their broad senses, libraries 
 furnish the education that comes from reading, museums what comes from 
 seeing, clubs what comes from mutual help. Schools work with those in 
 attendance. Libraries work with those at home. Schools are chiefly for 
 the young. Libraries are for adults as well, including all from cradle to 
 grave. Schools are for a limited course. Libraries are for all of life. School 
 work is compulsory, at least in the lower grades, and is duty under a master. 
 Library work is optional, and is pleasure under a friend. It calls for joyous 
 exercise of the intellectual powers, which always gives most rapid and satis- 
 factory development. 
 
 The great function of the teacher, to which he should bend every energy, 
 is to give his pupils a strong taste for reading. Much of the best will follow. 
 Huxley wisely said that to teach boys and girls to read without provision for 
 what that reading shall be is as senseless as to teach them the expert use of 
 knife, fork, and spoon with no provision for their physical food. 
 
 The eye rather than the ear is the great gate to the human soul. Most 
 ideas and ideals are chiefly drawn from reading. Books, magazines, and 
 papers more than sermons, addresses, or conversation, set in motion the effec- 
 tive currents. Investigations by educational experts as to what most influ- 
 enced the lives of children showed that it was neither father nor mother nor 
 school, but their reading. By common consent the supreme thing in educa- 
 tion is character building; but character grows out of habits, habits are based 
 on actions, actions on motives, and motives on reflection. But it is reading 
 that makes most people reflect and that is therefore most influential in build- 
 ing that supreme thing, character. A competent and enthusiastic librarian 
 may largely shape the reading, and thru it the thought, with its incalculable 
 influence on character, of his whole community. The old library was a
 
 Chapter] AMERICAN LIBILARV ASSOCIATION 481 
 
 reservoir concerned chiefly with gathering material. In our generation the 
 reservoir has been changed into a fountain. With every generation the 
 comparative importance of reading increases. Many delegates to meetings 
 and conventions, even when deeply interested, seldom listen to papers and 
 addresses, because they can get the ideas so much more quickly and clearly 
 later from print. The eye can sweep rapidly over matters of little interest, 
 dwell on points of importance, go back to verify preceding statements; so 
 that in much less time much more is gained. 
 
 On the material side evidence is just as conclusive. The book is the chief 
 factor in the marvelous evolution of the race. The brute has not the divine 
 gift of speech. We admire the wonderful instincts of bird, or fox, or squirrel, 
 but with minor variations they are the same that their ancestors have had for 
 a thousand generations. The savage with speech and without books passes 
 on something of his acquired knowledge from father to son, bul the develop- 
 ment is slow. Civilized man has become as a god in what he dares and does, 
 because he stands on the shoulders of all his predecessors and utilizes the 
 work of millions of men in thousands of years. 
 
 For a dwarf on a dead giant's shoulders sees more 
 Than the live giant's eyesight availed to explore. 
 
 The Indian stripped the birch and built his bark canoe in a day. He 
 felled a tree across the stream and his bridge was done. But our sons have 
 taken the skill and knowledge of their fathers and increased it, each beginning 
 where the other left off. They build a Brt)oklyn bridge or a ship, either of 
 which costs as much as the land, houses, and furniture of fifty average villages. 
 All this has been possible because the accumulated skill and knowledge has 
 been preserved in print and passed on from generation to generation, so that 
 we may fairly say that the lofty pedestal of our civilization is built up of 
 printed sheets of paj)er. 
 
 It is a sujjreme concern to provide for our peojjle the best of the literature 
 of jxiwer, which insj)ires and builds character, and of the literature of 
 knowledge, which informs and builds prosperity. This can be tione effec- 
 tively and economically only thru free public libraries. A limited number 
 can buy or hire their books, but experience has j)roved that knowledge must 
 be as free as air or water, or it is fearfully handicaj)pe(l; and the state cannot 
 afTord to allow any obstacle to remain liclwien a ( itizeii and his desire for 
 either inspiration or infcjrniation. 
 
 Supremely im|)ortant is the selection and sii|)(rvision of reading. Willi 
 a half-dozen nations produting 60,000 to 70,000 new volumes each year, 
 besides the millions already |)ul»lished, it is |)ossible even in a great library, 
 with trained bibliographers and ( areful study an<l organization, only to approxi- 
 mate in the effort to supply eat h reader with what is then and there anil to 
 him most valuable. It is the chief work of the American Library Associa- 
 tion to help its members with such facilities as they can command to get each 
 year nearer this ever-remote ideal.
 
 482 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 ORIGIN 
 
 Early in 1876 a firm believer in the great work just opening before libraries 
 as an educational force, and demanding organization and active co-operation, 
 laid out a definite campaign on a plan steadily followed for thirty years. The 
 public was to be educated to the superlative importance of the library, the 
 longest lever with which human hands have ever pried. There was needed 
 at once 
 
 1. A monthly journal to focus and interchange results of experiment and experience, 
 to record progress in the whole library field, and to keep all earnest workers in constant 
 touch with the leaders. 
 
 2. A national, and, later, state and local organizations. 
 
 3. A professional training-school for librarians and assistants. 
 
 4. A library bureau as a business supplement to the purely educational agencies. 
 
 In carrying out this comprehensive plan, the American Library Journal 
 issued its first number September, 1876, having as its board of associate 
 editors twenty recognized leaders in American librarianship. 
 
 A year later at the International Library Congress in London, it was 
 made the official journal for the United Kingdom, and the word American 
 was dropped from its title. This library journal, now in its thirty-second 
 year of monthly publication, like each of the other agencies has done well the 
 great work for which it was planned. Its subscription price of $5 never 
 fully met its expenses, but was prohibitive to many, so that in 1896 to meet 
 the demand for an inexpensive periodical Public Libraries was started as 
 a monthly at $1 a year. With its resulting much larger circulation, it has 
 done a great work, especially for smaller libraries. 
 
 Another pressing need was organization of those interested. The founders 
 of the journal therefore called a library conference in connection with the 
 Philadelphia Centennial Exposition. Hearty responses from prominent 
 librarians led to press announcements and special invitations, thru the U. S. 
 Bureau of Education, to American and leading foreign librarians. October 
 4, 1876, 103 enthusiastic librarians met in Philadelphia and spent three days 
 comparing methods and actively interchanging views and experience. 
 
 The great practical benefits derived and the possibilities of progress and 
 influence suggested by this first meeting convinced the most skeptical, and 
 October 6, 1876, the American Library Association was permanently organ- 
 ized. 
 
 GROWTH 
 
 A. L. A. influence for some years extended little beyond its own active 
 members. Except for the devotion and self-sacrifice of individuals the A. L. 
 A. and Library Journal would have been abandoned in the first half-decade. 
 Then the leaven that had been quietly working began to show itself in im- 
 proved library methods. Similar plans were adopted for conducting work 
 in many libraries. Co-operative work in many lines was started. Library 
 clubs were formed in various cities. Library associations were organized for
 
 Chapter] 
 
 AMERICAN LIBRARY ASSOCIATION 
 
 483 
 
 many states. All this, however, was done by those directly connected with 
 libraries. When a Hbrary commission was formed by legislative action, it 
 was the first formal state recognition of the library as a necessary ])art of the 
 educational system. At last the American Library Association, now thirty 
 years old, is generally recognized as one of the great educational forces of 
 our country. 
 
 Thus the national organization of 1876 has been supplemented by state 
 associations for more specific work pertaining to single commonwealths, and 
 these in turn are supplemented by organized efforts of local clubs devoted to 
 the general library interests of a single vicinity. 
 
 OBJECT OF A. L. A. 
 
 The A. L. A. and its supplementary organizations aim to promote the 
 welfare of libraries: 
 
 1. By organization and force of numbers to effect needed legislation and other reforms 
 and improvements most of which could not be brought about by individual effort. 
 
 2. By co-operation, to improve results and to lessen labor and expense of library 
 administration. 
 
 3. By discussion and comparison, to utilize the combined experiments and experi- 
 ence of the profession in perfecting plans and methods and in solving difTiculties. 
 
 4. By meetings and correspondence, to promote acquaintance and esprit de corps, 
 and to advance the common interests of librarians, trustees, and others engaged in library 
 or allied educational work. 
 
 Condensed papers and practical discussions occupy the whole time of 
 
 its meetings, and the A. L. A. is widely known as perhaps the hardest working 
 
 of annual conventions. 
 
 RECENT MEETINGS 
 
 Date 
 
 i8g6. 
 1897. 
 
 1898. 
 1890. 
 
 IQOO. 
 
 1901, 
 
 IQ03. 
 
 1903. 
 1904. 
 
 IQOS. 
 
 1906, 
 
 Sept. 1-8... 
 5 Tune 21-25 
 I July 13-16 
 July s-9 ■• 
 .May 9-'3.- 
 
 June 6-12. . 
 uly 3-10. . . 
 June 14-20. . 
 June 22-27. . 
 Oct. 17-22... 
 
 July 4-8 
 
 June29-Ju].6 
 
 President 
 
 John Cotton Dann 
 
 Wm. Howanl Hrctt 
 
 Justin Winsor 
 
 Herlx-Tt I'utnam 
 
 Wm. C<x)li(Jgc Lane 
 
 Reuben Ooid Thwaitcs.. 
 
 Henry Tames Cirr 
 
 John Shaw IJillinxs 
 
 James Kendall Ilosmcr.. 
 
 Herbert Putnam 
 
 Ernest Cu.shman Richardson 
 Frank Pierce Hill 
 
 Held at 
 
 Cleveland 
 
 Philadelphia 
 
 I»ndon (international) 
 
 I^ikewood-on-Chautauqua, N. Y 
 
 Atlanta, Ga 
 
 Montreal 
 
 Waukesha. Wis 
 
 Boston and MaKnolia, Mass.... 
 
 Niagara I'alls, N. Y 
 
 .St. Louis 
 
 Portlanil. Ore 
 
 Niirragansctt Pier, R. I 
 
 Total 
 Attend- 
 ance 
 
 363 
 3»S 
 94 
 494 
 aiS 
 AS' 
 460 
 1018 
 684 
 577 
 3 SO 
 801 
 
 Mem- 
 bers 
 Added 
 
 173 
 134 
 
 141 
 83 
 208 
 274 
 34S 
 240 
 264 
 >74 
 
 Thirty-one have been held from 1S76 to 1906. Meetings in 187S and i.SKo 
 were omitted and the international meetings of 1877 and 1897 at London 
 were extras. The whole tountry has been covered from Hoston to .Saii I'ran- 
 cisco and Portland; from .\Ioiitrtal to .Atlanta and .New ()il(aiis. The 
 .\. L. .\. has met twice in riiiladeiphia, London, Hoslon, Washington, and St. 
 I><)uis. Its central location has given New York state eiglil of the twenty-nine 
 American meetings. K.xperience shows June to be the best month, and 
 meetings usually alternate between West and i-.ast with an occasional trij) to
 
 484 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 the South. Those held at summer resorts where nearly all members can be 
 together at one hotel prove more profitable and enjoyable than those in cities 
 where delegates are scattered, and where social attentions break into the time 
 needed for constant business meetings and informal conferences. Intense inter- 
 est makes most attendants greatly prefer professional to the most attractive 
 social opportunities. 
 
 CONSTITUTION 
 
 The constitution adopted in 1900 inc hides these provisions: 
 
 The object is to promote the welfare of libraries in America. 
 
 Any person or institution engaged in library work may become a member 
 or fellow by paying the annual dues, $2 for individuals and $5 for libraries, 
 and others, after election. Any individual member may become a life member, 
 exempt from dues, by paying $25. For $100 any individual member may 
 become a life fellow, and any institution a perpetual member. 
 
 All receipts from life and perpetual memberships and life fellowships, and 
 all gifts for endowment purposes, constitute an endowment fund, invested, 
 and kept forever inviolate, the income only being spent as the council directs, 
 usually thru the publishing board. 
 
 All business is entrusted to the board and council, but the association may, 
 by a three-fourths vote of those present and voting, take direct action, or 
 revise the action of the board or council, or give them mandatory instructions. 
 
 The president, first and second vice-presidents, secretary, recorder, and 
 treasurer, with the president for the preceding term, constitute this executive 
 board and also serve as officers of board and council. 
 
 The president is the representative head of the association, but the secretary 
 is the active executive officer, elected first for one year, and on re-election for 
 three years. He has a salary fixed by the council. The executive officers, 
 president, secretary, treasurer, and recorder, are chosen solely with reference 
 to their abihty and willingness to serve the association. 
 
 The board administers all business except that intrusted to the council; 
 and, in intervals between meetings of association or council, may act on all 
 matters on which it is unanimously agreed. 
 
 Approval in writing by every member of council, board, or committee has 
 the force of a vote. The president and secretary, with one other member 
 arrange the program for meetings and designate persons to prepare papers, 
 open discussions, etc., and decide whether any paper shall be accepted or re- 
 jected, and if accepted, whether it shall be read entire, by abstract, or by title. 
 They recommend printing accepted papers entire or to any desirable extent. 
 
 The board annually appoints committees of five on library training to 
 investigate the whole subject of library schools and course of study, and report 
 results with recommendations; of three on library administration to consider 
 and report improvements and recommend co-operative plans for greater 
 harmony, uniformity, and economy in administration.
 
 Chapter] AMERICAN LIBRARY ASSOCIATION 485 
 
 The council consists of the executive board and twenty-five members 
 elected, five each year, to hold office five years. It adopts by-laws and nomi- 
 nates officers for the association, and, may, by two-thirds vote, establish sections 
 or promulgate recommendations; and no resolutions except votes of thanks 
 and on local arrangements can be otherwise promulgated. Nine are a council 
 quorum for routine business, but no section can be established and no recom- 
 mendation promulgated unless seventeen are present. Council records, so 
 far as of general interest, are printed with association proceedings. 
 
 The publishing board of five is appointed by the executive board for 
 terms of three years, to secure preparation and publication of such catalogs, 
 indexes, and other bibliographic and library aids as it mav a])provc. Its 
 treasury is entirely distinct from that of the association, which is not liable 
 for any debts incurred by the board, but money may be appropriated from the 
 association treasury for the board's running expenses. 
 
 Sections are established by the council for discussion, comparison of views, 
 and investigations on subjects of special interest to a limited number. No 
 authority is granted any section to incur expense on account of the A. L. A., 
 or to commit it by any declaration of policy. Any A. L. A. member cligiljle 
 under section rules may join by registering his name. 
 
 Provision is made for sessions of the various sections at annual association 
 meetings, and programs are prepared by section officers in consultatit)n with 
 the program committee. No person may vote in any section unless registered 
 as a member. 
 
 The section meetings, open to all, provide specially for each class of 
 workers, and afford more opportunity for discussion of details, leaving the 
 regular, or undivided, sessions free for subjects of general interest con- 
 cerning the entire association. 
 
 \'ari(jus sections have been formally organized: 
 
 r. The college and reference section (since 1889). 
 
 2. The catalog section (since 1900). 
 
 3. Library work with children (since 1900). 
 
 4. State library commissions section (since 1902), now merged in the 
 league of library commissions which continues its program and work. 
 
 5. Tru.stees' section (since 1890). More trustees each year recogni/.e the 
 practical value of having their librarians attend the A. L. A., allowing not 
 only their time, but also necessary expenses. Many trustees find llial it pays 
 them also to attend the \. L. A. meetings ea( h year. My i <)m|)aring views, and 
 advising with each other on their |)e<uliar duties, mutual aid is reiidi nd to- 
 ward efficient discharge of their public trust. Sonic meetings of trustees are 
 held jointly with librarians interested in su|)ervisory problems; others wiiii 
 only trustees present, thus favoring joint and separate discussion of salaries, 
 laws, vacations, rules for staff, and other cjueslions in which librarians have a 
 j)ers()nal interest th.il niiglit modify llicir judgment.
 
 486 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 AFFILIATED BODIES 
 
 These former sections have grown to an organization of their own, with 
 kindred aims, meeting with the A. L. A. with which they are formally affiliated. 
 
 NATIONAL ASSOCIATION OF STATE LIBRARIES 
 
 This was started at the A. L. A. St. Louis meeting of 1899, and deals with 
 all matters pertaining to state libraries. 
 
 LEAGUE OF LIBRARY COMMISSIONS 
 
 This concerns itself chiefly with the problems of small libraries. 
 
 Both these organizations deal with the most important library problem 
 now before the country, the relation of the state to libraries. This includes 
 legislation, subsidies, state aid, exemption from taxation, public documents 
 and their distribution, library commissions, traveling libraries, public libraries 
 departments, annotated lists of best books prepared and distributed by state 
 authorities, and similar questions. 
 
 The results already obtained thru library commissions now established in 
 most states indicate that state recognition and organization are the greatest 
 agents of library advancement in the immediate future. 
 
 A. L. A. PUBLISHING BOARD 
 
 This was a section started in 1886 to secure preparation and publication 
 of catalogs, indexes, and other bibliographic and library aids. At first an 
 annual fee of $10 was charged as in a pubhshing society. Later it had the 
 income of an embryo endowment fund, and in 1902 Andrew Carnegie started 
 an adequate endowment by giving it $100,000. The board of five give their 
 services outright. It issues books greatly needed, but which a publisher 
 would decline as likely to be commercially unprofitable. To have brought out 
 these valuable aids by co-operative effort and made them self-supporting 
 reflects great credit on the board. The list of publications and extent of 
 sale and usefulness steadily increases. These monthly bulletins guide libra- 
 rians in spending their public money to the best advantage, both in books and 
 administration. 
 
 The growing work of the A. L. A. publishing board at headquarters 
 promises to be the most potent force in increasing the practical efficiency of 
 the modern library movement. 
 
 AMERICAN LIBRARY INSTITUTE 
 
 The latest outgrowth of the A. L. A. is a library senate, for consideration 
 by the best authorities of the larger questions of librarianship which cannot 
 have adequate treatment in general meetings where programs must regard 
 locality and the many young librarians who come for information and inspira- 
 tion. The new institute is a kind of library French academy. Election to 
 it is the highest honor the profession can show its recognized leaders. 
 
 Its recently adopted constitution (to be had from its president, Melvil
 
 Chapter] AMERICAN LIBRARY ASSOCIATION 487 
 
 Dewey, Lake Placid Club, Essex Co., N. Y.) gives as its object "to provide 
 for study and discussion of library problems by a representative body chosen 
 from English-speaking America, regardless of residence or olBcial position." 
 There are not to exceed 100 fellows. Recognized library thinkers and workers 
 in other countries, whose co-operation is wished, may be elected corresponding 
 members by unanimous vote of the board or a three-fourths vote of the institute. 
 All ex-presidents of the A. L. A., and, during their terms of oflicc, members 
 of its executive board and council, have seats in all meetings, of which there 
 are to be at least two annually. All formal votes are by correspondence. 
 On request of five fellows any proposition may be submitted to vote with 
 summaries of the arguments for and against. No conclusion can be pro- 
 mulgated as an expression of the institute till it has been approved by a three- 
 fourths vote of all the fellows. 
 
 The secretary records those present at each meeting; the number and, on 
 request, the names voting for and against any proposition. This extreme 
 care to protect against hasty or ill-advised promulgation of conclusions, is 
 designed to give the institution's decisions unquestioned authciritv. 
 
 A. L. A. CATALOG 
 
 In 1879 the A. L. A. enthusiastically adopted its secretary's proposal to 
 prepare and publish, with the co-operation of the most experienced librarians 
 and specialists, a list of 5,000 of the best books, with compact notes indicating 
 scope, character, and value, to be known as the A. L. A. catalog and to serve: 
 
 1. As a guide to bookbuycrs whether for private or public Hbraries. 
 
 2. As a guide to readers in choosing what books they might best take from the hbrary 
 or from their own shelves. 
 
 3. As a manual to teach younger and prompt older librarians or booksellers in answer- 
 ing most wisely the constant inquiry for the best book on a given subject. 
 
 4. To take the place of the printed catalog in small public libraries. The call num- 
 ber of all lx>oks in the library could be written in the margin, thus showing at once that the 
 library had the book and where it could be found, while unmarked titles would be the best 
 list to buy first. 
 
 5. As a most convenient catalog for private liliraries, by checking in the margin all 
 b<x>ks owned. 
 
 6. As a check list of books read, personal notes being added in margins. 
 
 For the World's Columbian Exposition of 1893 an edition without notes 
 was issued, called Catalog oj A . L. A. Library. 
 
 Tlie classified and annotated .1. /.. .1. Catalog of 1904, prejjared for the 
 .St. L<juis Exposition, inc ludes 7,520 volumes best a(la|)ti'(l to small libraries 
 and those just starting, but suitable also for any public librarv. 
 
 I.IIIKAKY .SCHOOLS 
 
 The public-school system amounted to liiili-, even with great ai)pro|)ria- 
 tions, till normal schools and academic training classes were established to 
 prepare teachers for their work. The founders of the \. E. .A. insisted tliat 
 it> (orner stone was professional training of librarians and assistants from the
 
 488 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 best men and women who could be enlisted in the new work. While collec- 
 tions of books called libraries were as old as Nineveh and Babylon, the mis- 
 sionary spirit which makes the modern library movement was new. May 7, 
 1883, the A. L. A. secretary, then chief librarian of Columbia University, urged 
 its trustees to found the first library school. This he opened January 5, 1887, 
 and continued as director for nineteen years. April i, 1889, it was transferred 
 to the state when its head became director of N. Y. state library interests. 
 Several other schools conducted by its graduates have been started; the first 
 three at Pratt Institute (Brooklyn), University of Illinois, and Drexel Institute 
 (Philadelphia). These were followed by Western Reserve University of 
 Cleveland, Syracuse University, and Simmons College, Boston. The Pitts- 
 burg Carnegie Library has a training-school for children's librarians, and the 
 Atlanta Carnegie Library has a Southern Library School to meet their special 
 needs. Summer schools are regularly conducted by New York State, by 
 Chautauqua, Wisconsin, Iowa, Minnesota, and McGill Universities, and by 
 several state library commissions. Librarianship is now firmly established 
 as a distinct profession. Its best schools are growing more efficient, and 
 poor ones will be crowded out or improved, as has been the case with training 
 for teachers. 
 
 RESULTS OF LIBRARY DEVELOPMENT 
 
 In 1896, twenty years after the A. L. A. was founded, the N. E. A. created 
 a library department. Before the unanimous vote, it was made clear that 
 it meant more than had the establishment of other departments for various 
 sections of school work; that it would be official recognition of the validity 
 of the strong A. L. A. claim that education was in two great parts: (i) the 
 schools; (2) the library, and like agencies of home education equally deserving 
 public interest and financial support. 
 
 While America is recognized thruout the world as the pioneer and leader 
 in this modern library movement, other nations have not been idle. Inter- 
 national library congresses were held in London in 1877; at Chicago in 1893; 
 in London again in 1897, when delegates from some thirty nations were present, 
 and at St. Louis in 1904. The time has now come for international library 
 organizations, and committees are now doing the preliminary work. 
 
 This recognition of the power and interest of library and reading has broad- 
 ened, deepened, and grown steadily, rapidly, and irresistibly. It appeals 
 almost invariably to the good judgment of all classes. No movement has had 
 so little opposition and so general support, so much favorable legislation, so 
 large appropriation of public funds, so munificent gifts from private sources. 
 
 Historians already tell us that the future will record this marvelous growth 
 and improvement in libraries as distinctively the library age, as we now 
 recognize as the "cathedral age" the period when so many of the world's 
 greatest churches were built. 
 
 The library campaign of the last thirty years has produced many obvious 
 results. Buildings, books, and facilities have grown almost incredibly. Every
 
 Chapter] AMERICAN LIBRARY ASSOCIATION 489 
 
 self-respecting community, even tho very small, recognizes the library as a 
 necessity and would feel insulted to be asked, "Have you a library?" just 
 as it would to be asked "Have you a school, or a church, or a post-office?" 
 Branches and deliveries have sprung up in the larger places. Open shelves 
 where readers may handle books freely for themselves are common. Special 
 rooms, furniture, books, and librarians are provided for little children. Pic- 
 tures, music, and museum specimens are treated as a legitimate part of the 
 library, not only for reference, but for circulation and as part of that modern 
 agent of wonderful utility, the traveling library (public, home, and house) that 
 lends collections of books more freely than we used to lend single volumes. 
 Schools have bulletin notices from the nearest library of new books most 
 likely to interest and profit pupils. Teachers take their classes to the local 
 library where they receive the warmest welcome and every help that special 
 training, skill, and earnestness can give. The leading state libraries are waking 
 to new life and responsibility and taking on a part at least of their natural 
 functions as book centers for the whole state. At last we have a national 
 library at Washington of which every American is justly proud. Its books, 
 services, and publications are no longer merely for Congress and the capital, 
 but for every citizen who really needs them in any part of the United States. 
 Bibliographies and other aids of the greatest practical value from the govern- 
 ment printing office are sent free, or at nominal cost, to all our public libraries. 
 The more progressive cities appoint experts at high salaries whose sole duty 
 is to help public-school pupils utilize more fully their library privileges. 
 
 WTiile all experience proves that the best results can be obtained only 
 when libraries and schools are under independent governing boards, cordial 
 co-operation between school and library officials is the rule. The school 
 in the few early years gives the tools with which children acquire their educa- 
 tion; the library thru the rest of life gives the material without wliich these 
 tools are useless. 
 
 The successful modern librarian is an altruist and an optimist. Library 
 meetings are famous for their many and long sessions and hard and enthusiastic 
 work. The A. L. A. from its inception has been singularly free from the self- 
 seeking, personal politics and other elements which so often cripple large 
 organizations. 
 
 To meet the growing demand the A. L. A. in 1906 oj)ened permanent 
 headquarters at 34 Newberry St., Boston, and expects within a few years to 
 have similar offices in New York, Chicago, and possibly other great centers, 
 more efTectively to help libraries in each section acconijjlish the greatest good 
 p<jssible with the means at their (lis|)osal. This provides for the first time 
 a j)crmanent central home for tlie great colUc tion of lil>rary blanks, forms, 
 pictures, models, and appliances collected by the various officers and commit- 
 tees since 1876, and deposited with the Library .School, bccausi' llu- A. L. A. 
 had not yet a place of its own for exhibiting them. 
 
 In these days of rapid library progress every librarian who wishes to keep
 
 49© NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 abreast of his profession must keep in close touch with this representative 
 national body. In it are enrolled from all parts of the country, not only libra- 
 rians, but also many others interested in libraries as an educational agency. 
 To its leaders libraries everywhere turn for advice as to buildings, adminis- 
 tration, and employees; and from its ranks nearly all important library posi- 
 tions in the country are filled. A recognized authority says: 
 
 This national body has already accomplished a great and steadily growing educa- 
 tional work. It is not merely a union of professional librarians, but includes many who 
 appreciate that the greatest educational problem is development of public libraries as a 
 supplement to public schools, and who recognize in this association the organized forces 
 now shaping the modern library movement in America. 
 
 The time was when a library was a museum, where visitors looked with 
 curious eyes at ancient tomes and manuscripts, and the librarian was a mouser 
 in musty books. The time now is when a library is a school, and the libra- 
 rian in the highest sense a teacher. 
 
 Two recently organized boards for the advancement of public education 
 in those sections most needing aid are here presented in sketches by the re- 
 spective secretaries of these boards. 
 
 GENERAL EDUCATION BOARD 
 
 WALLACE BUTTRICK, SECRETARY, NEW YORK CITY 
 
 The General Education Board is an organization chartered by Congress, 
 with offices at No. 2 Rector Street, New York City. It employs a force of 
 experts in the continuous and systematic study of educational conditions in 
 all of the states of the Union, and the intelligent promotion of education, by 
 means of gifts and otherwise, in the discretion of the Board of Trustees. 
 The scheme originated with Mr. John D. Rockefeller's Committee on Benevo- 
 lence, and was under advisement in his othce from time to time for several 
 years before the organization was finally effected. The plan of such an organi- 
 zation was designed and adapted to assist Mr. Rockefeller in distributing his 
 gifts to education ; but it was not the purpose to confine the work of the organi- 
 zation to the administration of funds given by Mr. Rockefeller. It was de- 
 signed to meet a wider need and to afford a medium thru which other 
 men of means, who desire to promote education in its various forms in the 
 United States, could do so in a systematic, intelligent, and effective way. 
 
 The gentlemen forming the first board were the late William H. Baldwin, 
 Jr., Wallace Buttrick, the late Hon. J. L. M. Curry, Frederick T. Gates, 
 Daniel C. Gilman, Morris K. Jessup, Robert C. Ogden, Walter H. Page, 
 George Foster Peabody, John D. Rockefeller, Jr., and Albert Shaw. These 
 gentlemen were all chosen for their knowledge of educational conditions and 
 their experience in educational benefaction. They were already members 
 either of the Peabody Board, or the Slater Board, or the Southern Education 
 Board, or other organizations aiming to foster education in the United States.
 
 Chapter] GEXER.-IL EDUCATION BOARD 491 
 
 The board in its make-up was thus representative of all educational interests 
 and of all sections of the country. 
 
 These gentlemen met at the invitation of Mr. Joim D. Rockefeller, Jr., 
 at his home in New York, on February 27, 1902, Mr. Edward M. Shepard 
 being present also as counsel. A temporary organization was there formed 
 pending the securing of a charter by act of Congress. 
 
 A few days later Mr. John D. Rockefeller pledged a million dollars to the 
 work of the board, confining its use particularly to the study of education in 
 the southern states and the promotion of the same — a contribution which 
 he had long had in mind to make so soon as a suitable organization could be 
 prepared for the proper administration of the fund. 
 
 A broad and generous charter, prepared by Mr. Edward M. Shepard, was 
 jxissed by Congress and signed by President Roosevelt on the 12th day of 
 January, 1903. 
 
 The permanent organization of the board was completed at a meeting 
 in the City of Washington on the 29th day of January, 1903, when formal 
 by-laws were adopted. Mr. W. H. Baldwin, Jr., was chosen chairman, Mr. 
 George Foster Peabody, treasurer, and Mr. Wallace Buttrick, secretary and 
 executive officer. 
 
 Subsequently the membership of the board was enlarged by the addition 
 of Mr. Hugh H. Hanna, of Indianapolis, Mr. Starr J. Murjihy, of New York, 
 the late President William R. Hari)er, of the University of Chicago, Chancellor 
 E. Benjamin Andrews, of the University of Nebraska, President Edwin A. 
 Alderman, of the University of \'irginia. Acting President Harry Pratt Judson, 
 of the University of Chicago, and Principal H. B. Frissell, of Hampton Institute, 
 The board has been depleted by the death of Mr. W . H. Baldwin, jr., lloii. 
 J. L. M. Curry, and President W. R. Harper. 
 
 SURVEY or TIIK FIELD 
 
 The board opened an office in New York City on .\|iiil 1, i()02, and form- 
 ally began its work. Its first attention was given to a careful Mir\ey and 
 study of educational conditions and needs in the southern states. Thru (he 
 courtesy of state officers conferences were held with state and county super- 
 intendents and leading educators in eight of the >oiith(rn states, iilanks were 
 prepared and sent to incorporated schooi.s <if ;ill grades in the southern states 
 and to county su|)erintendents of schooU. Agi'uls of the hoard traveled 
 extensively in all of the states of the South, ((inferring with ,m hool authorities 
 and (Jther citizens interested in education. Calalon^ of (oileges and schools, 
 and other |)ublished material, were gathered, studied, liicd and cataloged 
 in the office of the board. .Monograph studies of the several states were pre- 
 pared for the use of the offi( e and for tlic nicinbcrs of the board. 
 
 ELEMENTARY SCHOOLS 
 As one result of its studies the board decidrd that it (ould Itcsl aid in the 
 promotion of elementary schools in the southern stales by seeking to increase
 
 492 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 productive efi&ciency of rural life. The board was led to this conclusion by 
 the following considerations: 
 
 (i) The elementary school cannot be given to a community, but must 
 represent community ideals, community initiative, and community achieve- 
 ment. 
 
 (2) The South is rural; 85 per cent, of the people of the southern states 
 live in the country and are engaged in agriculture. With the exception of 
 certain favored localities, farming is not sufficiently profitable to support 
 elementary schools of high grade and full term; schools are poor, homes are 
 poor, farms are isolated, and the community spirit does not prevail. 
 
 (3) There is a large body of agricultural knowledge which has not been 
 put to practical use. 
 
 (4) The best way to improve elementary schools in the South, therefore, 
 is to train present farmers in scientific farming so that thru the renovation 
 and renewal of soils, the rotation of crops, the choice of selected seeds, and 
 thoro cultivation, more money can be made by farming. It is, of course, 
 not possible to teach the science of farming in elementary schools that do not 
 exist, nor is it sound pedagogy to expect that science, properly so called, 
 can ever be taught in schools of elementary grade, much less so taught as to 
 materially influence the methods of present farmers. It is also true that the 
 bulletins put forth by departments of agriculture have not given the farmer 
 the definite information needed to improve his agricultural processes. The 
 average man is not trained to interpret scientific documents. The only place 
 to write this information is on the soil. When written there it will be read 
 and intelligently understood by farmers. 
 
 Learning of the demonstration fields and farms established in Texas by 
 the United States Department of Agriculture vnider Dr. S. A. Knapp, special 
 agent of the department, the board sent its representative to look into this 
 work. It was found that by demonstration fields and farms Dr. Knapp 
 and his assistants had not only been able to overcome the ill effects of the 
 boll weevil, but had so taught scientific farming as greatly to increase the 
 agricultural output of Texas, to enhance the value of land, and to create a 
 condition of hope and general prosperity among the farmers of the state. 
 
 In conferring with the Secretary of Agriculture it was learned that the 
 department could co-operate M'ith the General Education Board in promot- 
 ing this work in other states of the South. The board has therefore entered 
 into such an agreement with the Department of Agriculture for the promotion 
 of this work in Alabama and Mississippi and expects to extend the work to other 
 states in the South as rapidly as trained men for supervision can be found. 
 The work is extending as rapidly as facilities of administration will permit. 
 It is the conviction of the board that the prosecution of this form of work 
 thru a period of years will so increase the productive efficiency of rural 
 life as to make it possible for rural communities to support an efficient system 
 of elementary schools.
 
 Chapter] GENER.AL EDUCATION BOARD 493 
 
 SECONDARY EDUCATION 
 
 A further result of the studies of the board was the conviction that one of 
 the special educational needs of the South is that of an efficient system of 
 public high schools. In the past the "preparatory" schools of the South were 
 among the best in the country. In the cities of the South excellent high schools 
 have been established, and many graded schools have added from one to three 
 high-school grades. But for its population the South has but a limited number 
 of standard public high schools. 
 
   The board decided that it could best promote the founding of high schools 
 by co-operation with state universities. It therefore made appropriations 
 to several state universities for the salaries and traveling expenses of "pro- 
 fessors of secondary education" who are regular members of the university 
 faculties and whose "main and principal work shall be to ascertain where the 
 conditions are favorable for the establishment of public high schools not now 
 in existence; they shall visit such places and shall endeavor to organize in such 
 places public high schools in accordance with the laws of the state, shall 
 endeavor to create in such community a public sentiment that shall perma- 
 nently sustain such high schools, and shall endeavor to place the high schools 
 under such local leadership as shall give them intelligent and wise direction, 
 and they and the university shall exercise a fostering care over such institu- 
 tions. " 
 
 Professors of secondary education, under the above plan of co-operation, 
 have been appointed in the state universities of Virginia, North Carolina, 
 South Carolina, Georgia, Alabama, and Tennessee. The monthly reports 
 of these men are manifolded, bound together, and sent to the several pro- 
 fessors of secondary education, the presidents of the universities, and to the 
 members of the General Education Board. In November, 1906, a conference 
 of these professors together with university presidents and state superintendents 
 of education was held at Charlottesville, Va. The work has now been thor- 
 oly defined and organized, and more than two hundred new lu'gh schools have 
 been established during the past year. 
 
 A LARGER GIFT TO HIGHER EDUCATION 
 
 On June 30, 1905, the board received the following communication: 
 
 I am authorized by Mr. John D. Rockefeller to say that he will contribute to the Gen- 
 eral Education Board the sum of ten million dcjllars ($10,000,000) to be paid October i, 
 next, in cash, or, at his option, in income-producing securities, at their market value, the 
 principal to Ik- held in perj^ctuity as a foundation for education, the- income alx)ve expenses 
 of administration to Ix; distributed to, or used for, the benefit of such institutions of learn- 
 ing, at such times, in such amounts, for such purposes, and under such conditions, or 
 employed in such other ways, as the board may deem best adapted to promote a com- 
 prehensive system of higher education in the United States. 
 
 Yours very truly, 
 (signed) F. T. Gates. 
 
 This large gift Mr. R(k kefclk-r paid in cash, and the board, in accepting
 
 494 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 it, designated it as "The John D. Rockefeller Foundation for Higher 
 Education." 
 
 The income of this large foundation for higher education enabled the 
 board to extend its work thruout the whole country, as contemplated in 
 its charter. Studies had already been made of the colleges in the sovithern 
 states and such studies were at once made of the colleges in other parts of 
 the United States. After such comprehensive study and the careful considera- 
 tion of how best to aid in the development of an adequate system of colleges 
 in all of the states of the Union, the board adopted the following principles 
 as defining its general policy: To co-operate sympathetically and helpjuUy 
 with the religious denominations; to choose the centers oj wealth and population 
 as the permanent pivots of an educational system; to mass its funds on endow- 
 ments, securing in this work the largest possible local co-operation. 
 
 Conditional appropriations have been made, from the income of the John 
 D. Rockefeller Foundation, to colleges in the states of Iowa, Kansas, Wiscon- 
 sin, Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, 
 Louisiana, Tennessee, Missouri, Colorado, Indiana, Ohio, Maine, Con- 
 necticut, New Jersey, and Pennsylvania. Applications from all the remaining 
 states and territories of the Union are now under consideration. The total 
 amount conditionally appropriated by the board up to March 26, 1907, 
 was $1,702,500. When this sum has been paid and the conditions fulfilled 
 more than $9,215,000 will have been added to the endowment of the colleges 
 of these nineteen states. 
 
 From the original one million dollar gift to the board by Mr. Rockefeller, 
 appropriations have been made to schools in the South amounting to $416,000, 
 one-half of which has gone to schools for the colored people. 
 
 On February 7, 1907, at a special meeting of our Board, the following 
 communication was received: 
 
 General Education Board, 
 
 54 Williams Street, New York City. 
 Gentlemen: 
 
 My father authorizes me to say that on or before April i, 1907, he will give to the 
 General Education Board income bearing securities, the present market value of which is 
 3,bout Thirty-two million dollars ($32,000,000.), one-third to be added to the permanent 
 endowment of the Board; two-thirds to be applied to such specific objects within the 
 corporate purposes of the Board as either he or I may from time to time direct, any 
 remainder not so designated at the death of the survivor, to be added also to the perma- 
 nent endowment of the Board. 
 
 Very truly, 
 (signed) John D. Rockefeller, Jr. 
 
 This fund has also been turned over to the custody of our Board. 
 
 On April 4, 1905, Miss Anna T. Jeanes of Philadelphia, Pa., gave to the 
 board in trust the sum of $200,000, the income of which is to be used for the 
 "assistance of the negro rural schools in the South." The board accepted 
 this gift and named it "The Anna T. Jeanes Fund for the Assistance of Negro
 
 Chapter] SOUTHERN EDUCATION BOARD 495 
 
 Rural Schools in the South." By request of Miss Jeanes the income of this 
 fund is appropriated for the present on the joint recommendation of the Prin- 
 cipals of Hampton Institute and Tuskegee Institute, subject to the approval 
 of the board. 
 
 From the foregoing it will be seen that in the northern states the board 
 devotes itself exclusively to the promotion of collegiate education, having 
 always in view the desirability of aiding such institutions as taken together 
 will constitute an adequate system of higher education for each of the several 
 states, thus seeking to correct and prevent duplication and waste and securing 
 the highest efficiency. 
 
 In the southern states its work for colleges is similar to that done in the 
 North, and in addition it seeks to promote public high schools thru the 
 state universities and the state departments of education, and to promote 
 elementary education (or common schools) by increasing the productive 
 efficiency of rural life. 
 
 The officers of the board for 1907 are Frederick T. Gates, chairman, 
 George Foster Peabody, treasurer, Wallace Buttrick, secretary. 
 
 THE SOUTHERN EDUCATION BOARD 
 
 EDGAR GARDNER MURPHY, SIXRETARY, MONTGOMERY, ALA. 
 
 Present organization. — President, Robert C. Ogden, 784 Broadway, New 
 York City; vice-president and treasurer, George Foster Peabody, 54 ^^'illiam 
 St., New York City; secretary, Edgar Gardner Murphy, P. O. Box 347, 
 Montgomery, Alabama; associate secretary, George S. Dickerman, 140 
 Cottage St., New Haven, Conn.; chairman of the campaign committee, 
 Edwin Anderson Alderman, president of the University of Virginia, Charlottes- 
 ville, \'irginia. Additional members of the board, Albert Shaw, Wallace 
 Buttrick, Walter H. Page, F. R. Chambers, New York City; Chas. W. 
 I)abney, president of the University of Cincinnati, Cincinnati, Ohio; H. H. 
 Hanna, Indianapolis, Ind.; H. B. Frissell, princii)al of nami)t()n Institute, 
 Hampton, N'irginia; I). F. Houston, president of the University of Texas, 
 Austin, Texus; S. C. Mitchell, professor in Richmond College, Richmond, 
 Virginia; Henry E. Fries, Raleigh, N. C; P. P. Claxton, professor in the 
 University (jf Tennessee, Knoxville, Tenn.; Sydney J. Bowie, Birmingham, 
 Alabama. Members deceased, J. L. M. Curry, late agent of the Peabody 
 and Slater Boards; William H. Baldwin, Jr., late president of the Long Island 
 k. R.; Walter H. Hill, late chancellor of the University of (ieorgia ; Ciiarles 
 I>. Ml her, late jjresident of the State Xorinal and Industrial College of 
 Xorlli Carolina. 
 
 1 1 istory.On the evening of June 29, 1S9S, a small but earnest group 
 gathered in the chajK'l of the Capon Springs Hotel at Ca|)on Springs, West 
 Virginia, for the consideration of educational conditions in the South. The 
 members of this grouj), representing elements in the "unollicial statesmanship"
 
 496 NATIONAL EDUCATIONAL ASSOCIATION [ffistorical 
 
 of both sections of the country, were united by a desire to understand more 
 fully and to serve more broadly the needs of the overburdened South. The 
 second conference met at Capon Springs on June 20, 1899; and the third 
 on June 27, 1900. The presidents of these successive gatherings were, respec- 
 tively, Rt. Rev. T. U. Dudley, D. D., bishop of Kentucky; Hon. J. L. M. 
 Curry, agent of the Peabody and Slater Boards; and Mr. Robert C. Ogden, 
 of New York City. The secretary and treasurer was Rev. A. B. Hunter, 
 of Raleigh, N. C. The continuous life of the conference was made possible 
 largely thru the wise and efficient activities of HoUis Burke Frissell, D.D., 
 principal of Hampton Institute. 
 
 The death of Captain W. H. Sale who, as proprietor of the hotel at Capon 
 Springs, had acted as the host of the gathering, suggested the advisability of 
 holding the conference at other points within the South. The fourth con- 
 ference met, therefore, at Winston-Salem, N. C, on April 18, 1901, under 
 the presidency of Mr. Robert C. Ogden. Since his first election in 1900, 
 Mr. Ogden, by the unanimous request of southern and northern members, 
 has acted as the presiding officer. At Winston-Salem the demand for more 
 positive and aggressive activity than could be expressed thru the influences 
 of an annual gathering resulted in resolutions looking toward the establish- 
 ment of an executive board. 
 
 The appointment of this body was intrusted to the president with the 
 understanding that he was to be included within the number. After extended 
 correspondence and mature consideration the Southern Education Board 
 was thus organized in the City of New York on November 3, 1901 : its earliest 
 members being Robert C. Ogden, president; J. L. M. Curry, supervising 
 director; George Foster Peabody, treasurer; Charles D. Mclver, secretary; 
 Chas. W. Dabney, Edwin Anderson Alderman, Wallace Buttrick, and Hollis 
 Burke Frissell. These gentlemen added to their number Messrs. Baldwin, 
 Shaw, Page, and Hanna, as indicated above. Mr. Edgar Gardner Murphy, 
 of Montgomery, Alabama, was named by Mr. Ogden as executive secretary, 
 associated with the president, was later added to the membership of the board, 
 and later still was elected as the board's secretary. Dr. George S. Dickerman 
 of New Haven was appointed a general field agent, and in 1906 was elected 
 a member of the board with the position of associate secretary. Dr. Booker 
 T. Washington, of Tuskegee, Alabama, while not a member of the organiza- 
 tion, was appointed a general field agent, and has been of special service in 
 relation to the various phases of negro education. Messrs. Houston, Mitchell, 
 Fries, Claxton, and Bowie were elected members of the board in the year 1906. 
 
 The conferences have not been abandoned with the creation of the board. 
 Its annual meetings have continued, and have served to give popular inter- 
 pretation to the policies of the board, to bring the scattered forces of the 
 southern educational movement into closer personal association, to awaken 
 popular interest, and to give direction and efficiency to enthusiasms already 
 aroused. The meeting of 1902 was held at Athens, Ga. ; of 1903 at Richmond,
 
 Chapter] SOUTHERN EDUCATION BOARD 497 
 
 Va.; of 1904 at Birmingham, Alabama; of 1905 at Columbia, S. C; of 1906 
 at Lexington, Ky. In each instance the place of meeting was selected in 
 response to urgent local invitations usually representing the municipality, the 
 legislature, the governor, and the state department of education. The attend- 
 ance has been chiclly from the South, but there has been each year a notable 
 representation from the North as well. The center of the northern group has 
 been a party of distinguished educators, clergymen, publicists, and men of 
 affairs brought by special train thru the personal courtesy and generosity 
 of the president of the conference and of the Southern Education Board, Mr. 
 Robert C. Ogden. 
 
 Personnel. — One of the distinguishing marks of the movement represented 
 by the Conference for Education has been the varied character of its member- 
 ship. Public education has been conceived in its relation to citizenship, and 
 the active participants in these annual gatherings have not been limited to 
 teachers. In an effort of genuine civic consecration, men of alTairs from every 
 department of activity — merchants, members of Congress, journalists, gov- 
 ernors of states, bankers, and manufacturers have united with the educators of 
 the South in an effort to equip and extend the school as an institution of society 
 itself — not as a restricted interest of technical "education," but as a construc- 
 tive agency of the state. The same conception of educational service is 
 reflected in the personnel of the Southern Board. At its semi-annual meetings, 
 trained and professional educators arc found in administrative conference 
 with the lawyer, the merchant, the clergyman, the journalist, the manufacturer. 
 Principles and policies. — Within these meetings the reports from every 
 quarter of the South are presented and considered, and the broad outlines 
 of future policy are determined. The active work of the board is in the 
 hands of the "campaign committee," made up exclusively of the southern 
 members, namely, Edwin A. Alderman, chairman; with Messrs. Frissell, 
 Dabney, Murphy, Houston, Mitchell, Fries, Claxton, Bowie. The title of 
 the committee indicates the distinctive activity of the board. It is not a 
 body for the holding and disbursement of funds. It has no money to give 
 to educational institutions. Its resources and energies are expended in the 
 couduct of a practical "campaign" for the arousing and the wise direction 
 of educational sentiment. The administration of financial aid to educational 
 institutions and enterprises is the function of its allied organization, the Gen- 
 eral Education Board, to an account of which in this volume (p. 490) the reader 
 is referred. The Southern Education Board is solely the organization of the 
 I)ropiiganda, laboring at the South, in close and cordial co-operation with 
 the state departments of education, to increase the popular interest in the 
 public schools, to inaugurate or to support local movements for increased 
 taxation, the improvement of schoolhouses, the creation of school libraries, 
 and the general develojimcnt of all that makes for a just, wholesome, and 
 eflficient system of puljlic education. As the free education of both races at 
 the public cost is the established and official policy of each southern state, the
 
 498 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 board has stood for the right training of all the people, white and black, 
 accepting in the affairs of the South the initiative of its southern members 
 and working in conformity with the fixed conditions of the local educational 
 system. 
 
 Bvit the essential standpoint of the board is national rather than sectional. 
 The presence of its northern members has been vital to its most distinctive 
 work. The sympathetic co-operation of northern and southern men has helped 
 to bring into clearer relief the national phases of the whole southern situation — 
 the South with limited resources struggling with the double burden of the educa- 
 tion of two populations, the masses of the white population poor, the black 
 poorer still; the races estranged by the conditions which preceded war and 
 still further estranged by the conditions which followed ; inadequate resources 
 strained by that ineffective distribution of social forces which is usually 
 characteristic of sections preponderantly rural; and doubly strained by the 
 necessity for a dual system of schools, a separate housing of the races, 
 demanded alike by their interests and their aversions. The whole nation has 
 been so intimately involved in the creation of this problem in its earlier 
 stages, that the constructive leadership of the South has found both fellowship 
 and inspiration in the men of national temper who have recognized in our 
 southern difficulties a challenge to a national response. 
 
 Practical methods. — It is difficult within the brief space at command to 
 deal with the detail of a movement so inspirational and untechnical in its 
 character and so complex in its ramifications. 
 
 In order to provide a general as well as a statistical literature of the sub- 
 ject a bureau of publication was maintained for two years at Knoxville, Tenn., 
 under the oversight of Dr. Charles W. Dabney, then president of the University 
 of Tennessee. Its work was far-reaching in its interest and usefulness. 
 
 The chief function of the board, however, has been the winning of rural 
 communities to a larger policy of local taxation for school purposes. In 
 states where the unit of taxation has been the county, assistance has been 
 given to the "county campaign," the representatives of the board helping in 
 the organization of public meetings, defraying the actual expenses of effective 
 speakers, creating and circulating the literature of the subject, and co-operat- 
 ing generally with the local educational leaders in an efifort to secure an affirma- 
 tive popular vote on the question of a larger local tax for the benefit of the 
 schools. In one state more than forty counties have voted the additional 
 tax within a period of two years, adding over $350,000 per year to the public 
 education funds of the state. 
 
 Where the unit of taxation is the school district, the same methods are 
 employed; the board working here, as always, solely thru the authorized 
 and accepted agencies of the locality concerned. These local campaigns have 
 powerfully affected the general school legislation of the state. State funds — 
 heretofore the chief resource of the southern school system — have rapidly in- 
 creased, in a number of states, from 50 to 100 per cent, during the past five years.
 
 Chapter] SOUTHERN EDUCATIONAL ASSOCIATION 
 
 499 
 
 L(Kal organizations of women for the improvement of rural schoolhouses 
 have been established; or, in cases where such activities have already existed, 
 they have been strengthened and equipped for still larger work. The move- 
 ments for the formation of school libraries, for the development of high schools, 
 for agricultural education and manual training have all received recognition 
 and reinforcement. The board does not assume that the educational awaken- 
 ing of the South has been wholly due to its initiative, but its vital part in this 
 arousal of popular enthusiasm for the commt)n schools is generally recognized. 
 Its activities have been conspicuous and at many points decisive. 
 
 Bibliography. — See the Annual Reports of the Conference jor Education 
 in the South (Publication Committee, General Education Board, 54 William 
 St., New York City); also Bulletins and Publications 0} the Bureau oj the 
 Southern Education Board, Knoxville, Tenn. (many of which, however, are 
 now out of print) ; also chap, viii of the Report oj the U. S. Commissioner of 
 Education for IQO^; and Problems of the Present South, by Edgar Gardner 
 Murphy, Secretary of the Southern Education Board, Macmillan & Co., 
 New York and London, 1904. , 
 
 The special problems and needs of the South led tn ihe organization in 
 1888 of a Southern Educational Association which has uniformily co-operated 
 with the National Educational Association. The following historical sketch 
 was prepared for this volume by Superintendent Tighe of Asheville, N. C, who 
 has been the executive secretarv of the association for a number of vears. 
 
 THE SOUTHERN EDUCATIONAL ASSOCLATION 
 
 RICHARD J. TIGHE, SECRETARY OF THE SOUTHERN EDUCATIONAL ASSOCIATION, 
 SUPERINTENDENT OF SCHOOLS, ASHEVILLE, N. C. 
 
 The need of an educational association for ilu- tier of states south of the 
 
 Potomac and of the Ohio began to be seriously felt and discussed aI)out the year 
 
 1888, when several state educational journals gave expression to llial need in 
 
 edit(jrials and contributed articles. In June, 1889, the Educational Exchange, 
 
 j^ublished at Birmingham, contained a paper upon the subject written by 
 
 President K. N. Roark, of the Kentucky State Teachers' Association, together 
 
 with an edit(jrial by the editor, apjjroving the suggestion that such an organiza- 
 
 ti(jn .should be established at once. The June issue of the Georgia Educational 
 
 Journal contained the following: 
 
 The Journal sounds the call for a Southern ICduialional Association. ]ri 1878, a 
 convention of southern educators was held in Atlanta, and .several iiii|). >rlant (|ueslions 
 tonccrninK cducalion in the .South were discussed, hut no elTort was made to make the 
 organization permanent, and it adjourned "without day." We said then, and we repeat 
 it now, that there is great need for a Southern Kducational Association, and we appeal 
 to our leading men in the profession from \'irginia to Texiis to take the matter under 
 serious < onsidcralion. N'or do wc- mean that sU( h at) organi/.alion should in atu' way 
 antagonize the National i'.dui ational .Association. On the oilur hand, it would most 
 certainly prove au.xiliary in many ways to that lx)dy. And we unhesitatingly nominate
 
 500 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 Alabama as the state to take the lead in the movement. She is the key in the South 
 Atlantic Arch, and her teachers are thoroughly awake and inspiringly enthusiastic. Let 
 her able and progressive state superintendent, Hon. Solomon Palmer, lead off in the mat- 
 ter and issue a call for a meeting of southern educators, in Birmingham, Atlanta, or Col- 
 umbia, in December, to organize a Southern Educational Association. 
 
 At a meeting of the Alabama Educational Association held in Birming- 
 ham June 25-27, the same year, the following resolution, introduced by Pro- 
 fessor S. L. Robertson, was adopted: 
 
 Resolved, That the Alabama Educational Association favors the organization of a 
 Southern Teachers' League or Association, in the interest of our southern educational 
 system, and that the representatives of the southern states, at the Nashville meeting of 
 the N. E. A., in July, be requested to meet and discuss the advisability of such an organi- 
 zation. 
 
 This is the first official act, of which we have any record, with regard to 
 the association. A few days later a similar resolution was adopted by the 
 Kentucky State Teachers' Association. At the Nashville meeting, however, 
 it was not found convenient to hold the meeting advised by these resolutions. 
 
 The Educational Exchange, in December 1889, and in succeeding issues 
 published a large number of communications and editorial expressions with 
 regard to the purposes, time and place of holding such an association. The 
 general tenor of all the expressions was to the effect that the Southern Asso- 
 ciation was not intended as a substitute, but rather as a helpful assistant to 
 the National Association. 
 
 During the month of January, 1890, the following formal call was issued 
 
 from the office of State Superintendent Palmer of Montgomery: 
 
 The undersigned, feeling a lively interest in the educational progress of the whole 
 country, and especially of the South, and believing that this end can be best secured by 
 an organization composed of southern educators, who will meet at least annually, for the 
 purpose of discussing questions that now confront the South alone in her educational 
 advancement, and believing that such organization will not in the least detract from the 
 attendance of the southern school men upon the National Educational Association, but 
 will rather contribute to increase the interest in and attendance upon such meetings of the 
 National Educational Association, and believing that no city in the South is as favorably 
 located for such a meeting as Montgomery, Alabama, and no time so favorable as the 
 26th of June, 1890 — the time when the State Educational Association of Alabama meets 
 in Montgomery — we do respectfully and most cordially invite and urge the State Super- 
 intendents of Maryland, Virginia, West Virginia, North Carolina, South Carolina, Georgia, 
 Alabama, Tennessee, Kentucky, Florida, Mississippi, Louisiana, Texas, and Arkansas, 
 and all other school officers and teachers of the states named, and of other states, feeling 
 an interest in the progress of education in the South, to come together at Montgomery, 
 the capital city of Alabama, on Thursday, the 26th day of June next, for the purpose of 
 effecting the organization of an association that shall accomplish much good in advancing 
 the educational interests of the South. 
 
 Solomon Palmer, State Superintendent of Alabama 
 
 J. S. Hook, State School Commissioner of Georgia 
 
 J. R. Preston, State Superintendent of Mississippi 
 
 J. A. Breaux, State Superintendent of Louisiana 
 
 O. D. Smith, President Alabama Educational Association, Auburn Ala.
 
 CUpter] SOUTHERN EDUCATIONAL ASSOCIATION 501 
 
 W. F. Slaton, Superintendent of Schools, Atlanta, Ga. 
 
 J. H. Phillips, Superintendent of Schools, Birmingham, Ala. 
 
 L. B. Evans, Superintendent of Schools, Augusta, Ga. 
 
 E. C. Branson, Superintendent of Schools, .Athens, Ga. 
 
 W. Harper, Superintendent of Schools, Dalton, Ga. 
 
 Miss M. Rutherford, Pres. Lucy Cobb Institute, Athens, Ga. 
 
 W. A. Candler, President Emory College, Oxford, Ga. 
 
 J. C. Lyner, Pres. Military College, Milledgeville, Ga. 
 
 R. N. RoARK, President State Normal College, Lexington, Ky. 
 
 Jas. K. Powers, Pres. State Normal College, Florence, Ala. 
 
 In accordance with this call, the meeting was held and proved a great 
 success, both from the standpoint of interest and attendance. All the southern 
 states, except two — West \'irginia and North Carolina — were represented. 
 Important and interesting addresses were made by Captain W. R. Garrett, 
 of Tennessee, then secretary, and later president of the National Educational 
 Association; by Hon. John E. Massey, state superintendent of education, 
 Richmond, Va. ; Hon. J. R. Preston, state superintendent of education, Jackson, 
 Miss.; Superintendent Warren Easton, of New Orleans, and others. Hon. 
 Solomon Palmer, of Alabama, was elected president, and Professor Frank A. 
 Goodman, of Tennessee, was elected secretary. In\'itations were extended to 
 the association by Chattanooga, New Orleans, Atlanta, and Nashville, hut 
 the selection of the place for the next meeting was left to the executive commit- 
 tee, which later selected Chattanooga. 
 
 A circular letter dated January 30, 1890, was issued by Mr. E. G. Harrel, 
 Editor of the Norlh Carolina Teacher, calling for the organization of a Southern 
 Educational Association at a meeting of the North Carolina State Teachers' 
 Association at Morehead City. This organizatit)n was effected in July, 1890, 
 some time after the Montgomery Association had been organized. The 
 circular calling for the Morehead City organization was inspired by an unfor- 
 tunate incident, which occurred at the Nashville meeting of the N. E. A., 
 and separation from the National Association was one of its strongest pur- 
 poses. There was a strong desire, however, to unite the two organizations, 
 but the membership of the Montgomery Association could not indorse all 
 the ideas, for which the Morehead City branch stood. After some corre- 
 sp(jndcnce, President Palmer called a meeting of his executive committee at 
 Chattanooga, January 24, 1891, to consider a plan for the consolidation of the 
 two associations. Members of the executive committee were present from 
 Alabama, Georgia, South Carolina, Tennessee, Mississippi, Louisiana, and 
 Florida, while the .secretary, Mr. F. A. Goodman, luld jjroxies from all those 
 from other .southern states who were uiialilc to lie- pn-sent. After spending 
 the entire day in conference, resolutions were a(l<)|)k'(l, in wliii li a formal 
 proposition was made to the Morehead City As.sociation fur union, which was 
 accepted by its president, Mr. Josiah H. Shinn, of l.iiiic Rock, Arkansas. 
 
 The basis of union consisted of the following: 
 
 I. The con.solidatcd association shall in no way anlagoni/.c llu- National Educational 
 Association.
 
 502 NATIONAL EDUCATIONAL ASSOCIATION [Historicil 
 
 2. One-half the program of the next meeting shall be arranged by the executive 
 committee of each association. 
 
 3. The next meeting place to be Chattanooga, Tennessee. 
 
 4. That the officers elected at Morehead City shall continue as the officers of the 
 consolidated association. 
 
 In accordance with the foregoing, the Southern Educational Association 
 held its first regular session in Chattanooga, July 9, 10, and 11, 1891. Sub- 
 sequent meetings of the association have been held as follows: 
 
 July, 1892, Atlanta, President, Solomon Palmer 
 July, 1893, Louisville, President, W. F. Slaton 
 December, 1894, Galveston, President, W. H. Bartholomew 
 December, 1895, Hot Springs, President, J. R. Preston 
 December, 1896, Mobile, President, J. H. Phillips 
 December, 1898, New Orleans, President, Geo. J. Ramsey 
 December, 1899, Memphis, President, Junius Jordon 
 December, 1900, Richmond, President, R. B. Fulton 
 December, 1901, Columbia, President, G. R. Glenn 
 July, 1902, Chattanooga, President, W. N. Sheets 
 July, 1903, Asheville, President, J. W. Nicholson 
 December, 1904, Atlanta, President, F. P. Venable 
 November, 1905, Nashville, President, C. D. Mclver 
 December, 1906, Montgomery, President, J. W. Abercrombie 
 
 No meeting of the association was held in 1897, on account of the yellow 
 fever epidemic in New Orleans. 
 
 The change of the time of meeting from summer to winter was made in 
 the effort to find a time when the annual meetings would not conflict with 
 the various state meetings and with the national meeting, but this is still as 
 much a problem as ever. It is practically agreed, I think, that the asso- 
 ciation cannot, for some time to come, hold great popular meetings like 
 those of the National Educational Association or some of the larger state 
 meetings, because of distances in the South, the low salaries paid southern 
 teachers, and the conflicts in time with other meetings. It is rather a con- 
 vention for the meeting of the leaders of southern educational thought, and a 
 clearing-house for southern educational ideals. 
 
 Among the peculiar problems confronting the people of the South may be 
 mentioned those arising from the great social and economic changes of the 
 past generation, and the comparatively recent organization of public-school 
 systems for the education of both races ; a great paucity of educational means, 
 a scattered population in the rural districts, the enfranchisement of illiterate 
 voters, white and colored; and a great illiterate population. That these 
 conditions call for special study and particular remedies seems to be quite 
 evident. The Committee on Aims and Purposes which reported at the Jack- 
 sonville meeting stated clearly the position of the association with reference 
 to these matters in the following paragraph: 
 
 To study and discuss the problems and policies with which we who live and work 
 in the southern states are concerned, to compare the experiences of each so that they may
 
 Oiapter] SOUTHERN EDUCATIONAL ASSOCIATION 503 
 
 be profitable to all, to investigate conditions and needs peculiar to our own section, to 
 publish for the information of all the results of the study and work of those who can skill- 
 fully '.nvcstigate the problems which specially concern our section, and to encourage each 
 other in these efforts to which our highest duty calls us in the great work that is ours, are 
 the aims of the Southern Educational Association. 
 
 In the next paragraph the report iH)nlinues: 
 
 We understand fully that the educational needs of any section of our country must be 
 considered in their relation to those larger elements of nationality, to which they most 
 vitally contribute. Nationality is the unit of measurement witli which our diverse local 
 conditions and sectional needs must be compared. The Americ an ideal of democracy 
 embraces historical, political, economic, and ethical elements, which largely determine our 
 sectional requirements. However widely the educational needs of the South may differ 
 from those of other sections, they are still in an important sense national needs, and must 
 be considered in the light of national ideals, and in the spirit of that broad patriotism 
 which regards sectional problems as elements in the life of the nation. 
 
 So far as can be ascertained at this writing, the association has always 
 published its Proceedings and papers annually with the exception of those 
 of the Galveston, New Orleans, and Chattanooga meetings. In the first 
 two cases the funds in hand were not sufficient to pay for the i)ublication, and 
 in the latter case the Proceedings were allowed to go unpublished. With 
 the Chattanooga Proceedings perished the revised constitution. There are 
 on hand with the secretary at the present time a number of bound volumes of 
 the Proceedings of the meetings in Memphis, Richmond, Columbia, Asheville, 
 Atlanta, Jacksonville, and Nashville. The Montgomery volume will be 
 published about April, 1907. 
 
 The original constitution of the association provides that 
 
 The membershij) shall consist of white persons, divided into two classes, active and 
 honorary. The active membership shall consist solely of teachers and friends of educa- 
 tion engaged actively in j)romoting the cause of education in the South. Honorary mem- 
 bers may be elected from any part of the Union, and shall have all the privileges of active 
 members, except that of holding office and voting. 
 
 liut the membership clause of the new constitution ratified at Jacksonville 
 in 1904 reads as follows: 
 
 Teachers and friends of education may become members of this association entitled 
 to all rights and jjrivileges upcm the payment of the annual membership fee of two dollars. 
 
 The old constitution also provided for a membership fee of two dollars, 
 which is still the annual dues. 
 
 The original constitution did not i)ro\i(lc' for the orgaiii/.ation of depart- 
 ments, tho at the second annual meeting (Lookout Mountain) the Depart- 
 ment of Supervision and the Department of Textbooks and Journals held 
 afternoon sessions, the fcjrmer two and the latter one. Since then there have 
 been sessions of the following departments: Kindergarten, Superintendence, 
 Higher Kducatif)n, Secf)ndary Education, Elementary Education, Normal 
 Instruction, Inrjustrial Education, and Child Stufly. The last constitution 
 contains the following clause: "The I)cj)artments of the Association shall
 
 504 NATIONAL EDUCATIONAL ASSOCIATION [ffistoricil 
 
 be such as may be regularly admitted by the Board of Directors." From time 
 to time new departments have been added and others dropped, so that at the 
 present time the active departments are those of Superintendence, Adminis- 
 tration, Child-Study, Industrial and Manual Arts, and Normal Instruction. 
 
 Among the topics for discussion at the various meetings we find the following 
 to be typical: "Local Taxation;" "How to Improve Our Rural Schools;" 
 "What the South is Doing for Public Education;" "Education and Crime;" 
 "Education in the Old South and in the New;" "Industrial Training in 
 Public Schools;" "Education of Women in the South;" "Drawbacks to 
 Educational Organization in the South;" "Industrial Education in the New 
 South;" "Negro Education in the South;" "Textile Education;" "The 
 County Superintendent and His Mission;" "Relation of the Southern College 
 to the Public School;" "Manual Arts in Rural Schools;" "The Demands 
 for Science and Technology in the South." One of the most valuable features 
 of the general sessions, introduced at the Jacksonville meeting, is the report 
 of progress for the year by each of the state superintendents. These reports 
 are short, concise, and helpful as statements of the results of each year's work. 
 
 I think there is little doubt that the Southern Educational Association is 
 slowly but surely accomplishing the purposes of its founders. Especially 
 is this true since the regular publication of the annual volume of the Proceed- 
 ings and papers, which goes out to many who do not attend the meetings, 
 as well as public and college libraries. Besides this many of the papers and 
 addresses are published by the best educational journals of the South and 
 in this way the work of the association is popularized thruout the South and 
 the country. 
 
 I regret that the material at my command and the brief space and time 
 allowed for the production of this paper preclude a better statement of the 
 history and work of the Southern Educational Association. I am indebted 
 to Superintendent J. H. Phillips, of Birmingham, Ala., who was one of the 
 organizers of the Southern Educational Association, for that part of this paper 
 relating to the Montgomery and Moorehead City meetings and the consoli- 
 dations of the two branch organizations in the Chattanooga meeting. 
 
 The most recent organization for the aid of national education is The 
 Carnegie Foundation, whose aims and plans of organization are briefly set 
 forth by its president. Dr. Henry S. Pritchett: 
 
 THE CARNEGIE FOUNDATION FOR THE ADVANCE- . 
 MENT OF TEACHING 
 
 HENRY S. PRITCHETT, PRESIDENT, NEW YORK CITY 
 
 There has been quietly inaugurated within the last year an institution 
 whose influence in higher education is likely to be far-reaching. Incorporated 
 by Congress under the name, "The Carnegie Foundation for the Advance- 
 ment of Teaching," the institution had its origin in the generosity of Mr.
 
 Chapter] THE CARNEGIE FOUNDATION 505 
 
 Andrew Carnegie. In a letter acidressed to twenty-five trustees selected by 
 him, of date April 16, 1905, Mr. Carnegie transferred to them as trustees $10,- 
 000,000 of 5 per cent, first mortgage bonds of the United States Steel Corpora- 
 tion, the income of w hicli was to be used in establishing a system of retiring 
 allowances in the higher educational institutions of the United States, Canada, 
 and Newfoundland. 
 
 The trustees selected by Mr. Carnegie were twenty-five in number and 
 included twenty-two presidents of educational institutions and three business 
 men. Amongst the college presidents who were selected were representatives 
 of great universities, of colleges, and of technical schools, and they were 
 drawn from all sections of the country. They represent, therefore, the educa- 
 tional interests of the American continent. 
 
 Upon organization in the spring of 1906, President Henry S. Pritchett, 
 of the Massachusetts Institute of Technology, was selected as chief executive 
 of the trust, the officers of the board of trustees being President Charles W. 
 Eliot, chairman; President David Starr Jordan, vice-chairman; and President 
 Charles F. Thwing, secretary. 
 
 The institution has had so brief a history that its place in education can- 
 not yet be fixed. It has, however, thru its executive officers and particularly 
 thru its president formulated the general principles upon which it will be 
 administered. These principles are the following: 
 
 The purpose of this fund is the strengthening of the profession of the 
 teacher and the dignifying of that profession. To this end it is essential that 
 the endowment should be used to found a system of retiring allowances which 
 should come to the professor as a matter of right, not as a matter of charity. 
 To this end, therefore, it is essential that so far as possible the retiring allow- 
 ances should be conferred thru an institution and in accordance with fixed 
 rules. 
 
 Secondly, the gift is also one to higher education and such institutions 
 must therefore be selected with some regard to tlicir academic standing. 
 For this purpose, the board of trustees has adopted for the present a provi- 
 sional definition of a college, which is the same as that in use under the laws 
 of the state of New York. 
 
 In the third place, while the work of the Foundation will he doiu' in the 
 main thru institutions, its officers will seek to recognize cniiiunl teachers 
 in institutions not admitted to this list, but whose services have been excep- 
 tional either by reason of length or quality. 
 
 Under the conditions imposed by the founder and expressed in the act 
 of incor[)oration, institutions under the control of a denomination or which 
 require their trustees or officers to belong to a specified denomination arc 
 excluded. 
 
 It is the hope of the trustees and their wish to administer this fund in a 
 generous and wise sj)irit. The definite end which they expect to accomjjlish 
 is the establishment f)f the retiring allowance as a part of the American system
 
 5o6 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 of education, so that a teacher in an institution of higher learning may count 
 upon a retiring allowance in old age and upon a similar provision for his widow 
 as a regular part of the academic compensation, a part which may counter- 
 balance, in some respects at least, the modest pay which goes and which is 
 likely to go with the profession of the teacher. The board of trustees believe 
 that the income in their possession will establish a system of retiring allow- 
 ances in perhaps one hundred and fifty institutions thruout the United 
 States and Canada. When this shall have been done for so large a number 
 of institutions situated thruout the whole country, it would seem clear that 
 institutions which, for one reason or another, cannot share in the benefits 
 of this fund must provide retiring allowances from other sources. The 
 result would be, in any case, the establishment of the retiring allowance 
 system as a part of the academic life. 
 
 The first annual report of the president, which contains an account of 
 the proceedings for the first fiscal year as well as the rules established for the 
 awarding of retiring allowances, will be ready for distribution January i, 
 1907, and may be obtained by application at the offices of the Foundation, 
 542 Fifth Avenue, New York. 
 
 A historical review of agencies for the advancement of material educational 
 interests would be quite incomplete without a representation of the work 
 accomplished by the educational journals since the publication of the first 
 American educational journal. The Academician, in 1818. 
 
 ED UCA TIONA L JO URN A LISM 
 
 C. W. BARDEEN, EDITOR OF " SCHOOL BULLETIN," SYRACUSE, N. Y. 
 
 Several contributions to the history of educational journalism in this 
 country appear in the Proceedings of the N. E. A. for 1893, and I shall save 
 repetition and space by summarizing some of these, referring to them for 
 fuller detail under the letter "P." I shall make similar reference to two 
 published addresses of my own, "Educational Journalism," dehvered before 
 the New York State Teachers' Association in 1881, citations from which 
 will be marked "J;" and "The History of Educational Journalism in the 
 State of New York," prepared for the congress of 1893, and of which about a 
 thirtieth is given in the summary, P 826, 7. This will be cited as " Y." Both 
 these pamphlets are out of print, but as considerable editions of both were 
 printed and sold, they are likely to be found in some of the larger libraries. 
 The two addresses are also printed in The School Bulletin (Vol. VII, pp. 160- 
 67; and Vol. XIX, pp. 133-34, 141-44; Vol. XX, pp. 4-9, 20-22). 
 
 The first American educational journal. The Academician (P 811, 2; J 
 18, 19; Y 3-5), appeared February 7, 1818, a semi-weekly octavo (6x9^) 
 of 16 pages, at $3.00 a year. The editors were Albert Picket, president of 
 the Incorporated Society of Teachers, and John W. Picket, corresponding
 
 Chapter] EDUCATIONAL JOURNALISM 507 
 
 secretary of the same. We find a series of articles on the new Lancasterian 
 and Pestalozzian systems, and an essay on the evil tendency of theatrical 
 representations at school. On the whole The Academician is dry reading. 
 The full twenty-five numbers were published, with an index and a preface 
 which announced that the editors had completed their labors. 
 
 Russell's American Journal of Education (P 812; J 19-21) and the .1 unals 
 of Education (P 812; J 20, i) have been described at considerable length in 
 The School Bulletin (\'ol. XXVII, pp. 211-19). The transfer from one 
 title to the other was somewhat involved, but it may be assumed that the 
 Journal continued for five years, 1826-30, while the Annals was ])ublished 
 nine years longer, 1831-39. 
 
 In the first number, for January, 1826, tlie editors say that the leading 
 object of the Journal will be to furnish a record of facts, and the directors 
 will endeavor to aid in diffusing enlarged and liberal views of education. 
 Each number is to consist of 64 pages, at $4 a year. The title is spoken of 
 as changed, tho it is not said what title had been announced. The first 
 article is an account of the system of infant schools, with special reference 
 to the work of Mr. Wilderspin. 
 
 The volume altogether makes 763 pages. Most of the articles are long, 
 even the reviews reaching sometimes thru two or three numbers. 
 
 In the third volume is a quotation from the Journal d^Education of France, 
 No. 5. I happen to own the first four volumes of this interesting periodical, 
 which I suppose to be the earliest published among educational journals. 
 
 In place of the usual retrospect there is an advertisement dated December 
 22, 1828, in which Mr. William Russell for the first time writes over his own 
 name, saying that the work will be continued and the range of subjects widened, 
 especially by bringing in topics connected with practical science and useful 
 information. 
 
 The fourth and fifth volumes are smaller, containing but 572 and 500 pages 
 respectively, as against 768 pages of Vol. Ill; but the articles are by no means 
 shorter or of more general interest. On p. 53 is a review of Maternal Instruc- 
 tion in the Spirit oj Pestalozzi's Method, from the third London edition, Salem, 
 1825. 
 
 In the second number, p. 97, is the first of a series of articles on Pestalozzi's 
 jjrincijjlcs, compiled from llie Academician. It is a curious fait that llie 
 editors of The American Journal oj Education when they began (he journal 
 did not even know the The Academiciati had been i)ublislu'(l. 
 
 The fifth volume has neither taljle of contents nor title ])age, and as my 
 C(jpy is in the original b(nirds as issued by the publisher, I infer that none were 
 printed; nor is there anything to indicate the cl(»sing; i)Ut it is double-paged 
 from August to December, ]). 325-500 being also marked 1-176, and this 
 last part is commonly btjund in with the first volume of 'The American Annals 
 0} Education, which begins j)roperly uitli the year 1.S31. Tlii^ \\A. \' is 
 marked "Xew Series No. j." The title is now The .\»icrii<in .lournal oj
 
 5o8 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 Education and Monthly Lyceum. It is stated also that there will be a return 
 to the monthly form. It had been for some time published bi-monthly. 
 
 With the August number the title becomes American Journal and Annals 
 of Education and Instruction, "New Series, Vol. I, No. 6." The editor, 
 William A. Woodbridge, gives a long address in which he says that The 
 Journal 0} Education has, more than once, been on the point of dissolution for 
 want of patronage, and that it now barely pays the expense of printing and 
 circulation. 
 
 With 1830 ends The American Journal of Education. The title for Jan- 
 uary, 1 83 1, is The American Annals 0} Education and Journal of Literary 
 Institutions, Vol. I, Part 2, No. i. In Vol. I there is mention of The Quar- 
 terly Journal of Education, London, beginning in January, 1831, which reached 
 to ten volumes, being discontinued in 1835 for lack of support, as is here 
 afterward lamented in Vol. VI. The first volume makes altogether 600 pages, 
 in addition to the 176 from The American Journal of Education. It is much 
 more readable than its predecessor. The articles are as a rule shorter, and 
 much more practical; the descriptions are many and have permanent value 
 as pictures of contemporary schools. It is to be noted that thus far while 
 much space has been given to Fellenberg and to Jacotot, comparatively little 
 is said of Pestalozzi." 
 
 On p. 36 of Vol. II it is said that the first proposal made to the public 
 of the lyceum system was in the tenth number of The American Journal of 
 Education in 1826. It had now become a national institution, with 1,000 
 town lyceums, 60 county lyceums, several state lyceums, and a general and 
 national union of the whole. 
 
 On page 541 the editor addresses the friends of the Annals. He says that 
 the journal is being published at a loss, but that he is willing to go on if the 
 sets now on hand can be purchased, with a subscription of an equal number 
 for the following year. The four volumes from 1831 to 1834 are offered at 
 $12 a set. 
 
 At the beginning of Vol. V the editor treats of the prospects of the Annals. 
 He says : 
 
 After three years of unrewarded toil, and the expenditure of all his surplus means 
 to sustain the only periodical on education in our great and growing country, the editor 
 still found it involved, beyond his power to extricate it, without abandoning its future 
 publication. The friends of the cause came forward; they urged him to state the case 
 to the public, and they sustained his statement. The wealthy contributed liberally of 
 their wealth; those who earned their bread by their labor, gave of their poverty; and 
 those who could do neither, pleaded the cause with an energy, and efficiency, which were 
 not less cheering to our labors, than useful to the cause. The result has been that in a 
 year of uncommon pecuniary pressure, nearly two hundred sets of the Annals have been 
 sold, to be distributed to private families, or placed in the libraries of our colleges, or state 
 legislatures, or employed as a textbook in institutions where teachers are prepared for 
 their important task. 
 
 The plan for sustaining The Annals of Education which had proved so
 
 Chapter] EDUCATIONAL JOURXALISM 509 
 
 successful is published, with the signatures of such men as Daniel Webster, 
 William E. Channing, John Quincy Adams, Josiah Quincy, Edward Everett, 
 Aloses Stewart, William B. Calhoun, and George Ticknor. At the end of 
 every number is a piece of music by Lowell Mason, a feature that continues 
 for some years. The type is larger and the magazine is in every way more 
 attractive. 
 
 At the beginning of Vol. \T the editor says he looks with some degree of 
 surprise at the five volumes which lie before him, and wonders the journal 
 has not passed into the grave that has swallowed up every other journal of 
 its character established in the country. He is happy to inform those interested 
 that all the bound volumes are disposed of, and that by giving up the 
 greater part of the property of the work, it is entirely freed from embarrass- 
 ment. "The Confessions of a Schoolmaster," which begins on page 255 
 and is continued thru the volume, is manifestly by W. A. Alcott, and 
 forms the substance of a work afterward published by him as a book. 
 
 At the beginning of Vol. VII it is stated that the editor's stay in Europe 
 has been prolonged and that he has thought best to resign the immediate 
 charge of the Annuls to Mr. W. A. Alcott. The first article is on the Pesta- 
 lozzian system of education, and occupies ten pages. At the close of the 
 volume Mr. Woodbridge states that with the year 1837 his connection with the 
 Annals must close entirely, and on the eighth volume Mr. Alcott's name 
 appears alone as editor. On the title-page of Vol. VII, Mr. Woodbridge had 
 been spoken of as a foreign editor. On p. 285 it is said that common-school 
 papers are becoming quite numerous. Ohio has 3 and perhaps another, 
 Illinois I, Michigan i. New York i, and The Common School Journal is pro- 
 posed in Massachusetts. On p. 527 more periodicals on education are men- 
 tioned, among them The Education Reporter, by Rev. Asa Rand of Boston; 
 The Inciter, by a gentleman in Lancaster, Pa.; The Monthly Journal of 
 Education, by E. Wines; and The School Register, in Boston, all dis- 
 continued. Among those recently established are The Common School 
 Assistant of New York (P 826; J 21; Y 5); The Common School Advocate 
 (P 828), of Cincinnati; The Ohio Common School Director, of Columbus; 
 The Festalozzian (P 828), of Akron, (Jhio; The Journal oj Education (P 831), 
 Detroit, Mich.; The Educator, of Easton, Pa.; 'J'he Common School Advo- 
 cate (P 833), of Jacksonville, III.; and The Connecticut Common School Journal 
 
 (P 815). 
 
 On the title-page of \'(.l. IX appears "ICdited by M. 1'. Iliibhanl," I)iit 
 
 there is no introduction to indicate why the change is made. The page is 
 
 larger and the tyjje smaller than in the last volume. At tin- bottom of the 
 
 last page occurs this brief announcement: 
 
 Notice to our Subsrril)crs. 
 With this Number the publication of the Annals of liducalion will cease. 
 
 Dr. .\Iowry says of Mr. Hubbard (P 812): 
 
 A fatal mistake was made by the new editor, lit; turned the magazine away from
 
 5IO NATIONAL EDUCATIONAL ASSOCIATION [Historka 
 
 its former broad design and made it the advocate of high schools, academies, and colleges. 
 Horace Mann looked with regret upon the change in the magazine, and in November, 
 1838, issued the first number of The Common School Journal. 
 
 This was in its day a great power. It was the medium for the pubhca- 
 tion of Mr. Mann's reports, and was conducted as its title indicated especially 
 for the teachers of country schools. Mr. Mann conducted the journal for 
 ten years, and William B. Towle continued it four years longer, the last 
 volume being for 1852. 
 
 Meantime a similar work had been carried on in New York. On March 
 25 The District School Journal (P 827; J 3-8; Y 11-15) appeared in Geneva, 
 an eight-page quarto edited by Francis Dwight. The state superintendent 
 selected it as his medium of communication with the district officers, and 
 subscribed for 12,000 copies. Mr. Dwight died December 15, 1845, and Sam- 
 uel S. Randall, who had been assistant, became editor. At the close of Vol. 
 VII he retired, and Rev. Dr. Wm. Campbell succeeded him, who in March, 
 1848, gave place to Edward Cooper, who, thirty years before, had founded 
 The Teacher^s Advocate (J 8-10; Y 15-20). In April, 1849, ^^- Randall 
 again became editor, but in 1852 the legislature refused to continue the appro- 
 priation, and the Journal ceased with the April number. 
 
 The time was ripe for a periodical on a broader basis than the official 
 Common School Journal and District School Journal or than any of the vari- 
 ous journals established by teachers in several states, and a great man came 
 to the front to shoulder a responsibility too heavy for any one man's shoulders 
 and for which he sacrificed position and fortune and peace of mind. Henry 
 Barnard's name will go down to posterity among those of heroes who have 
 risked everything for an idea, but who have accomplished their purpose. 
 
 Barnard's American Journal of Education (P 816, 7; 822-24; J 23-29) 
 is a monument. Begun half a century ago, a large proportion of the most 
 important pedagogical standards can still be found in English only in its pages. 
 This generation will not see any other cyclopedia of education that can com- 
 pare with it ; indeed it is doubtful whether much of its translated material will 
 ever appear in other form. Its 32 volumes, each of 800 to 1,000 closely printed 
 pages, contain as much matter as 45,854 pages or 85 volumes of The Educa- 
 tional Review, so that no one is likely to do his work over again. But it is 
 unnecessary. The result of Dr. Barnard's life work is permanent. The 
 entire set of the Journal is in print, and any library may obtain it. No library 
 that is without it has the fundamental basis of a pedagogical collection. 
 
 When in 1878 he wrote to Robert Herbert Quick that he was discouraged 
 and thought of melting up his plates, Mr Quick replied (P 823), "I would as 
 soon hear that there was talk of pulling down one of our cathedrals and sell- 
 ing the stones for building material." Oscar Browning calls it, "By far the 
 most valuable work in our language on the history of education." President 
 Oilman said in The North American Review, "It is the best and the only
 
 Chapter] EDUCATIONAL JOURNALISM 511 
 
 general authority in respect to the progress of American education during 
 the past century." 
 
 In Will S. Monroe's The Educational Labors of Henry Barnard (Syracuse, 
 1893), a preparatory study for a biography which it is expected he will publish 
 later, a loving hand has recorded the life of Dr. Barnard, with his services as 
 state superintendent of Connecticut and of Rhode Island, as college presi- 
 dent, and as United States commissioner of education, all places of great use- 
 fulness that men have coveted, and that were worthily filled; but they seem 
 insignilicant beside this great work of editing the Journal. 
 
 He had already pubHshed llie Connecticut Common School Journal 
 (1838-42, 1850-54, P 815) and The Journal of the Rhode Island Institute 0} 
 Instruction (1846-49, P 813). The first number of The American Journal 
 appeared in August, 1855, and the first volume contained Bishop Hunting- 
 ton's "Unconscious Tuition," still regarded the best monograph upon the 
 teacher's influence. 
 
 WTien he died he left material for volumes numbered as high as XXXVUI. 
 It was thought best to gather all this into a single volume. Vol. XXXII, includ- 
 ing his "History of Education in the United States." The thirty-two volumes 
 therefore include not only all that he published but all that he had gathered. 
 
 In 1891 a corporation was formed with a capital of $25,000 known as 
 "The Henry Barnard Publishing Company," of which Dr. Wm. T. Harris 
 was president. Contract was made with C. W. Bardeen of Syracuse to take 
 over the plates and resume the publication. But when it came actually to 
 giving up the volumes that had cost him so much Dr. Barnard could not find 
 it in his heart to relinquish them, and the contract was suspended till after 
 his death, when the material, weighing 45 tons, was ship])ed to Syracuse, 
 assorted, rearranged, the missing plates supplied, and ilie Journal once more 
 put upon the market. References to the Journal arc frc([ucnt in the Pro- 
 ceedings of this Association {i8go, 51; i8gi:2g, 42, 390; 75p2: 564, etc.). 
 
 The only other educational journal that can be named with these is The 
 Educational Review (Y 45). This was founded in 1890, and has been edited 
 from the beginning by President Nicholas Murray Butler of Columbia Uni- 
 versity. Its purpose was high and has been consistently maintainetl; it is 
 for this period a repository and record of the best thoughts of the best teachers 
 of the country. It lias paid prompt l\ for every article jjublishcd, and the 
 articles have been worth paying for. 
 
 Education (P 820), founded in 1880, had a similar purpose but has been 
 conducted on a much lower plane. 
 
 'The School Rei'iew (Y 44) was started in January, 1893, by President 
 Schurman of (.'oriiell, but has for many years Ijeen one of the mediums of e.\j)res- 
 sion of the University of Chicago. It is the recognized and res])ected organ 
 of the secondary teachers of the ((tuntry, succeeding 'The Academy (1886- 
 92, Y 44), which George A. Bacon iiad made their worthy exponent. 
 
 'The Journal of Pednf^ngy (Y 39) is a quarterly, started at Athens, Ohio,
 
 512 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 in 1887 by Dr. J. P. Gordy, but of recent years published in Syracuse by Dr. 
 Albert Leonard. It has maintained a quiet dignity in appearance and in 
 contents, and has a recognized standing. 
 
 The Pedagogical Seminary was begun by Dr. G. Stanley Hall in January, 
 1 89 1, pubHshing three numbers a year. Its standard has been high, and it 
 is a recognized authority, every number of permanent value, especially for 
 records of original research, and for reviews of pedagogical books. 
 
 The New England Journal of Education (P 819) for a period dropped the 
 New England from its title, but unwisely, for its especial field and point of 
 view have been those of the New England states. It began January 2, 1875, 
 in the union of the state journals of that section, and has been successfully 
 owned and edited since 1886 by A. E. Winship. It has been the principal 
 educational weekly journal of the country, and has large circulation and 
 influence. 
 
 The New York School Journal (Y 33-35) began about the same time, and 
 has been printed in its present form since 1891. It was conducted for thirty 
 years by the Kelloggs, who in 1905 attempted to combine the paying educa- 
 tional journals of the country, but succeeded only in extinguishing Intelli- 
 gence. In 1905 The School Journal passed into the hands of a well-known 
 book-publishing house. 
 
 Of the state journals only a few can be named. Of the list published in 
 1881 (J 2) only six have survived the quarter-century. Of these the Ohio 
 Educational Monthly (P 828) and the Pennsylvania School Journal each 
 claim to be older than the other (see School Bulletin, Vol. XX, p. 14), and 
 both may be considered as beginning in January, 1852. The Indiana School 
 Journal began in 1856, and was in 1899 merged in The Educator- Journal. 
 The Wisconsin School Journal, started in 1871, has represented the teachers 
 of that state worthily. The School Bulletin (P 827), begun in 1874 and the 
 next year absorbing The New York State Educational Journal (P 827; J 15; 
 Y 30), is in its thirty-third year, unchanged in form, in editor, and in pub- 
 lisher. The Michigan School Moderator (P 832) has been sometimes a 
 weekly and sometimes a bi-weekly, but has reflected in every column the genial 
 personality of its editor, H. R. Pattengill. The Iowa journals (P 840) are 
 now represented by Midland Schools. 
 
 Of journals that had disappeared before 1881, the educational historian 
 will especially value the files of The Massachusetts Teacher (1848-74, P 813); 
 The Rhode Island Schoolmaster (1845-74, P 813); The New York Teacher 
 (1852-65, J 10-15; Y 20-26), nominally continued two or three years in The 
 American Educational Monthly (1864-76, J 14; Y 26-30), in its later years 
 known as Schermerhorn's Monthly; and The National Teachers' Monthly 
 (1874-80, J I ; Y 35-37), after two years withdrawn from the brilliant but 
 erratic Jeremiah Mahony (P 839), and named the last three years Barnes' 
 Teachers' Monthly. Anticipating an early demise the later editor queries 
 appealingly:
 
 Chapter] ' EDUCATIONAL JOURNALISM 513 
 
 DO EDUCATIONAL JOXJRNALS PAY ? 
 
 Theoretically always, practically seldom. Good journals pay a thousand fold, but 
 not often cash dividends. Educational journals do pay. The New York Bulletin pays. 
 The Pennsylvania School Journal pays. The New England Journal 0} Education pays. 
 Could not Bicknell, Wickersham, and Bardeen, be appointed a joint committee, and a 
 report be squeezed out of them in which they would tell — how ? It would be hailed with 
 joy by a hundred poor, struggling, philanthropic, self-sacrificing and non-sustaining 
 journals, now living in vain e.xpectation of striking a bonanza. 
 
 Of journals since started The Western School Journal (P 844) took that 
 name in 1885, succeeding various Kansas journals of different names. In 
 1888 it was purchased by John Macdonald, and has since been a recognized 
 influence. The Western Teacher, was begun in Milwaukee by Mr. S. Y. Gillan 
 in 1892. He has also purchased Colonel Merwin's American Journal of 
 Education (P 842) and published it as a special edition of the Teacher. 
 School and Home Education, published in its earlier years as The Public School 
 Journal, is a lineal descendant of The Illinois Teacher (1854-72, P 834) 
 and The Schoolmaster (1868-76, P 835); and has been since 1886 in charge 
 of George P. Brown. Its ability and influence have been marked. The 
 American School-board Journal has made more school buildings and school 
 men's faces familiar to the public than all the other journals together, and is a 
 monthly edition of George William Bruce himself. 
 
 The Missouri School Journal (P 842), begun in 1883; The School N'eu's, 
 appealing especially to the country-school teachers of Illinois; School Educa- 
 tion of Minnesota, by succession calling its present volume the twenty-fifth; 
 the Nebraska Teacher (1898); The Progressive Teacher of Tennessee (1894); 
 The Northwest Journal oj Education of Washington (1890); The West Vir- 
 ginia School Journal; The Texas School Journal; The Louisiana School 
 Review — these and many others of more recent birth deserve mention if only 
 space permitted. Nor does space permit reference to the special and method 
 journals, like The Elementary School Teacher {igoo), The Kindergarten 
 Magazine, The Kindergarten Review, The Kindergarten Magazine and Peda- 
 gogical Digest, and scores of journals that are doing excellent work in paili( ular 
 fields. 
 
 In general it may be said that the half-century lias j)lacctl educational 
 journalism upon a sound hnancial basis. The sacrifices of William Russell 
 and Henry Barnard are no longer necessary. There is a market for all llial 
 is worthy in pedagogical thought, and those who can furnish the hilj) that is 
 wanted by teachers may depend upon ami)]e remuneration. 
 
 There have been and still are many oilier organizations with similar 
 aims which have done important work for education. Those have been chosen 
 for historical sketches in this volume which seem to have been most imj)t)rt;int 
 in advancing common-school interests without reference to state or sectional 
 limits. This series of sketches will be closed with a brief sketch of state
 
 514 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 educational associations organized before 1857, i^ost of which have continued 
 uninterruptedly to the present time. 
 
 STATE TEACHERS' ASSOCIATIONS ORGANIZED BEFORE 1857 
 
 WILL S. MONROE, STATE NORMAL SCHOOL, WESTFIELD, MASS. 
 
 When the National Teachers' Association was organized fifty years ago 
 fourteen state teachers' associations were already in existence. The Rhode 
 Island Institute of Instruction is the oldest of the existing state associations. 
 It held its first regular meeting at Providence on January 28, 1845, "^'i^h John 
 Kingsbury (1801-74) as president. Among the other educational leaders 
 connected with the early history of the Rhode Island Institute of Instruction 
 may be named Henry Barnard (1811-1900), the moving spirit in the organiza- 
 tion of the association and state commissioner of education at the time ; Nathan 
 Bishop (1808-80), for many years superintendent of the schools of Providence; 
 Samuel S. Greene (1810-83), Bishop's successor; President Frances Wayland 
 (i 796-1865), of Brown University and Principal Dana Pond Colburn (1823- 
 59) of the Rhode Island Normal School. 
 
 The New York Teachers' Association was organized at Syracuse July 
 30, 1845, ^'^''th Superintendent John W. Bulkley (1802-88) of Brooklyn as 
 president. Among the early officers and speakers were David Perkins Page 
 (1810-48), principal of the Albany Normal School; Samuel B. Woolworth 
 (1800-80) of the same institution; Samuel S. Randall (1809-81), of the depart- 
 ment of public instruction; and Mrs. Emma Willard (i 787-1870) of the 
 Troy Institute. 
 
 The Massachusetts Teachers' Association held its first annual session on 
 November 25, 1845. Oliver Carlton, of Salem, presided at the first and the 
 two following meetings. Among the early leaders may be named Emerson 
 Davis (1798-1866) and William H. Wells (1812-85), of the Westfield Normal 
 School; John D. Philbrick (1818-86), George B. Emerson (1797-1881), 
 Gideon F. Thayer (1793-1863), and Thomas Sherwin (1799-1869) of Boston; 
 and Ariel Parish, D. B. Hagar, Thomas Gushing, and George A. Walton. 
 
 The Ohio State Teacher's Association dates from December 31, 1847. 
 Samuel Galloway (181 1-72), John Hancock (1825-91), Joseph Ray (1807- 
 57), Loren Andrews (1819-61), Andrew J. Rickoff (1824-99), and Emerson 
 E. White (1829-1902) were among the early presidents. 
 
 The Connecticut State Teachers' Association held its first meeting April 
 15, 1848. Among its early leaders were Henry Barnard (1811-1900), David 
 N. Camp (1820- ) and William S. Baker (1814-76). 
 
 The Vermont State Teachers' Association held its first meeting at Mont- 
 pelier October 16, 1850 with Hiram Orcutt (1815-99) as president. Samuel 
 R. Hall (1795-1877), Calvin Pease (1813-63), and Selim H. Peabody (1829- 
 1903) were among the early leaders. 
 
 The State Teachers' Association of Michigan was organized October 12,
 
 Chapter] STATE TEACHERS ASSOCIATION 515 
 
 1852, at Yp^ilanti. Adonijah S. Welch (1821-89) presided at the first and 
 second annual sessii)ns. Ira Mayhew (1814-?) and John M. Gregory (1822- 
 98) were early presidents. 
 
 Pennsylvania was the eighth state teachers' association to organize. Its 
 preliminary meeting was held at Harrisburg December 28, 1852, and the 
 first regular meeting of the association at Pittsburg August 5 to 8, 1853. 
 John Howard Brown (1802-58) was the president of the first and second 
 sessions. James Thompson (1814-?) was president of the third session and 
 John F. Stoddart (1825-73) the president of the fourth meeting. Thomas 
 H. Burrows (1805-71), for many years superintendent of public instruction, 
 and James P. Wickersham (1825-92), the founder of the Millersville Normal 
 School and afterwards superintendent of public instruction, were also active 
 in the early history of the Pennsylvania association. 
 
 Wisconsin followed, July 12 to 14, 1853, at Madison. The first presidents 
 were John G. McMynn (1824-1900), Josiah L. Pickard (1824, still living 
 in California), and Ambrose C. Spicer (1820-?). 
 
 The Illinois State Teachers' Association was organized at Bloomington 
 December 27, 1853. W. Goodfellow, W. H. Powell, Charles E. Hovey, 
 William H. Wells, Newton Bateman, and Richard Edwards were early presi- 
 dents. 
 
 The New Jersey State Teachers' Association organi/.eil a day later, De- 
 cember 28, 1853. Isaac Peckham, R. L. Cook, Nathan Hedges, W. F. 
 Phelps, David Cole, and Herman Kriisi were among its earliest officers and 
 speakers. 
 
 The Iowa State Teachers' Association was organized at Iowa City, May 
 10, 1854. David Franklin Wells was the first president. Jerome Allen, 
 Oran Faville, H. K. Edison, and Moses K. Cross were active in the organi- 
 zation of the association. 
 
 The New Hampshire State Teachers' Association was organized in June 
 and held its first regular session at Nashua November 27 and 28, 1854. Jona- 
 than Tenney, John S. Woodman, Edwin D. Sanborn, David Crosby, Henry 
 E. Sawyer, Cyrus S. Richards, Alphcus Crosby, and Benjamin Grccnleaf 
 were its earliest promoters. 
 
 The Indiana State Teachers' Association was organized December 25, 
 1854. Professor William M. Daily of the University of Indiana was presi- 
 dent of the first and second annual sessions. A. R. lienton, George W. 
 Hoss, Jcjsiah Hurty, Caleb Mills, and W. I). Iliiikic- wire proniiiunt in its 
 early history. 
 
 The Missouri State Teachers' Association dales froiji 1S5O, when it was 
 formally organized at St. Louis (May 22) with \\ . T. Luckey as president. 
 Horace .Mann was one of the speakers at the first meeting. William T. 
 Harris, J. L. 'IVacy, J. G. Iloyt, and C. S. I'ciiiicll were proiniiuiit workers 
 in its early history.
 
 5i6 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 IV. THE NATIONAL TEACHERS' ASSOCIATION 
 
 (1857-70) 
 
 The foregoing historical sketches furnish an introduction to the history 
 of the larger movement for the promotion of common-school education which 
 began with the organization of the National Teachers' Association at Phila- 
 delphia, Pa., August 26, 1857, and has, since 1870, continued under the name 
 of the National Educational Association. The spirit of voluntary organiza- 
 tion of teachers and citizens in behalf of educational progress is a distinguish- 
 ing characteristic of the United States, and is indeed essential under a govern- 
 ment which does not assume to direct educational effort but leaves this largely 
 to the voluntary initiative of the states, smaller political divisions, or individual 
 districts. Under such a system the need of conferences for discussion of 
 educational problems and methods has led to a remarkable development of 
 educational associations for this purpose. 
 
 WTiile it may be true that the educational system of the United States has 
 lacked something of the efficiency of administration and the completeness of 
 organization of governmental systems of education — like Germany — there 
 have been certain compensations in the education of the whole people in 
 bearing the responsibility for their schools and in the abundant opportunities 
 for the exercise of originality and initiative on the part of teachers and the 
 individual school boards. The spirit of all educational associations in the 
 United States is well expressed in the original call for a convention to organize 
 the National Teachers' Association inviting to conference 
 
 all practical teachers in the North, the South, the East, the West, who are willing to 
 unite in a general effort to promote the educational welfare of our country by concentrating 
 the wisdom and power of numerous minds and by distributing among all the accumulated 
 experiences of all. 
 
 This same spirit is fully set forth in the opening and closing addresses of 
 Horace Mann at the American Association for the Advancement of Education 
 (pp. 467-71) of this volume, and is apparent thruout the various historical 
 sketches of associations organized before the National Teachers' Association. 
 
 The "call" referred to above was first proposed by T. W. Valentine, then 
 president of the New York State Teachers' Association, and was written at 
 his suggestion by D. B. Hagar, president of the State Teachers' Association 
 of Massachusetts. It was signed by the presidents of ten state teachers' 
 associations, and was as follows: 
 To the Teachers of the United States: 
 
 The eminent success which has attended the establishment and operations of the 
 several teachers' associations in the states of this country is the source of mutual congratu- 
 lations among all friends of popular education. To the direct agency and the diffused 
 influence of these associations, more, perhaps, than to any other cause, are due the mani- 
 fest improvement of schools in all their relations, the rapid intellectual and social eleva- 
 tion of teachers as a class, and the vast development of public interest in all that concerns 
 the education of the young. 
 
 That the state associations have already accomplished great good, and that they are 
 destined to exert a still broader and more beneficent influence, no wise observer will deny.
 
 Chapter] NATIONAL TEACHERS' ASSOCIATION 517 
 
 Believing that what has been accomplished for the states by state associations may 
 be done for the whole country by a National Association, we, the undersigned, invite our 
 fellow-teachers throughout the United States to assemble in Philadelphia on the 26th 
 day of August next, for the purpose of organizing a National Teachers' Association. 
 
 We cordially extend this invitation to all practical teachers in the North, the South, 
 the East, and the West, who arc willing to unite in a general ciTort to promote the gen- 
 eral welfare of our country by concentrating the wisdom and power of numerous minds, 
 and by distributing among all the accumulated experiences of all; who are ready to devote 
 their energies and their means to advance the dignity, respectability, and usefulness of 
 their calling; and who, in fine, believe that the time has come when the teachers of the 
 nation should gather into one great educational brotherhood. 
 
 As the permanent success of any association depends very much upon the auspices 
 attending its establishment, and the character of the organic laws it adopts, it is hoped 
 that all parts of the Union will be largely represented at the inauguration of the proposed 
 enterprise. Signed by 
 
 T. W. Valentine, President of the New York Teachers' Association. 
 
 D. B. H.\GAR President of the Massachusetts Teachers' Association. 
 
 W. T. LuCKEY, President of the Missouri Teachers' Association. 
 
 J. Tenny, President of the New Hampshire Teachers' Association. 
 
 J. G. May, President of the Indiana Teachers' Association. 
 
 W. Roberts, President of the Pennsylvania Teachers' Association. 
 
 C. Pease, President of the Vermont Teachers' Association. 
 
 D. Franklin Wells, President of the Iowa Teachers' Association. 
 A. C. Spicer, President of the Wisconsin Teachers' Association. 
 
 S. Wright, President of the Illinois Teachers' Association. 
 
 In accordance with the above call, many teachers of the United States 
 assembled at the "Athenaeum Building," in Philadelphia, at ten o'clock a.m., 
 August 26, 1857. 
 
 The meeting was called to order by T. \V. Valentine, of New York, who 
 read the call and made the following statement, in substance: 
 
 We assemble here today under circumstances of more than ordinary interest. It is 
 true that our meeting is not large in numbers, as our coming together has not been pub- 
 licly announced in flaming advertisements. We have not expected that the quiet gather- 
 ing of a body of teachers in this great city would create such a sensation as a political or 
 commercial convention, representing merely material interests, might do, yet in its results 
 up<jn the great cause of education directly, and upon the well-being of the country ulti- 
 mately, this meeting may prove as important as many of those of a more pretentious 
 character. 
 
 Twelve years ago, in the Empire Stale, the first slate association of tca( hers in this 
 country was formed. Some of us now here, who were instrumental in its formation, can 
 well remember the fear and trembling with which that enterprise was commenced. Pre- 
 vious to this organization teachers everywhere were almost entirely unacquainted with 
 each fither. But what a mighty ( hange a few years have wrought ! Besides many minor 
 organizations, there are now not less than twenty-three state teachers' associations, each 
 doing gfxid work in its own sphere of labor, and today I trust we shall proceed to raise 
 the capstone which .shall bind all together in one solid, substantial structure. 
 
 In f)Ur [)ro|K>scd organization wr- shall have no antagonisms with any of the slate 
 a.ssociations, for they have their peculiar local work, nor with the venerable ",\meri( an 
 Institute of Instruction," for its field has always been New England, nor with the " Ameri- 
 can A.ssoriation for the Advancement of I'.ducation," whi( h was not designed to be sj>ecifi- 
 cally an assoc iation of teachers. 
 
 What we want is an asso( iation that shall (•nil)ra< c all the teachers of our whole 
 country, which shall hold its meetings at such (cntral points as shall accommodate all 
 sections and combine all interests. Anrj wi- need this not merely to promote the interests
 
 5i8 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 of our own profession, but to gather up and arrange the educational statistics of our 
 country, so that the people may know what is really being done for public education, and 
 what yet remains to be done. I trust the time will come when our government will have 
 its educational department just as it now has one for agriculture, for the interior, for the 
 navy, etc. 
 
 We need such an organization as shall bring the teachers of this country more together, 
 and disseminate as well as collect educational intelligence. 
 
 Such an effort is imperatively demanded of us; and I trust we shall now go forward 
 and devise measures to accomplish these great objects. 
 
 Following the statement of T. W. Valentine, James L. Enos of Iowa was 
 elected chairman. After prayer by Rev. Dr. Challen, of Philadelphia, D. B. 
 Hagar of Massachusetts offered the following resolution : 
 
 Resolved, That, in the opinion of the teachers now present as representatives of 
 various parts of the United States, it is expedient to organize a "National Teachers' 
 Association." 
 
 After a full and free discussion of the resolution it was adopted, and a 
 committee was appointed to prepare and report a constitution. At the after- 
 noon session of the same day a constitution was adopted. For the text of 
 the constitution as adopted see chapter on The Constitution, pp. 534-35. 
 
 At the evening session Mr. T. W. Valentine was called upon to read a 
 specially prepared address by Professor William Russell, of Massachussetts, 
 who was prevented by illness from attending the meeting. This address 
 set forth the importance of this convention to organize an association of pro- 
 fessional teachers that should be national in character and should secure a 
 wider and juster view of education and corresponding methods of instruction. 
 The first half of this address is quoted from Barnard's American Journal 
 of Education, Vol. IV, N. S. (1864), pp. 7-10. 
 
 I. NATIONAL ORGANIZATION OF TEACHERS 
 
 An address to the convention of teachers of the United States, held in Philadelphia, 
 August 27, 1857, for the purpose of forming a national organization of their profession. 
 
 By William Russell 
 Editor ol American Journal of Education, 1826-28 
 
 Felloiu Teachers: We are met on a great occasion. For the first time in the history 
 of our country, the teachers of youth have assembled as a distinct professional body, 
 representing its peculiar relations to all parts of our great national Union of States. The 
 event is a most auspicious one, as regards the intellectual and moral interests of the whole 
 community of which, as citizens, we are members; and, to ourselves, professionally and 
 individually, it opens a view of extended usefulness, in efficient action, such as never yet 
 has been disclosed to us. 
 
 We meet not as merely a company of friends and well-wishers to education, one of 
 the great common interests of humanity, in which we are happy to co-operate with phil- 
 anthropic minds and hearts of every class and calling; but we have at length recognized 
 our peculiar duty to come forward and take our own appropriate place as the immediate 
 agents and appointed organs of whatever measures are best adapted to promote the highest 
 interests of society, by the wider diffusion of whatever benefits are included in the whole 
 range of human culture. In stepping forward to take the professional position now uni- 
 versally accorded to us, we do so in no exclusive or selfish spirit. We are, in fact, only
 
 Chapter] NATIONAL TEACHEAS' ASSOCIATION 519 
 
 complying with the virtual invitation given us, by all who feel an interest in the advance- 
 ment of education, to assume, in regular form, the acknowledged responsibilities of our 
 oflBce, as guardians of the mental welfare of the youth of our country, responsible to the 
 whole community for the fidelity and eflkiency with which we discharge our trust. The 
 liberal measures recently adopted in so many of our states for the establishment of i>er- 
 manent systems of public education; the generous recognition, now so general, of the 
 value of the teacher's office and his daily labors; the warm reception offered to every 
 form of teachers' associations — from those which represent whole states down to the local 
 gatherings in our towns and villages — all intimate the universal readiness of society to 
 welcome the formation of a yet more extensive professional union of teachers — of one 
 coextensive with our national interests and relations. 
 
 \Vc meet the invitation, not as a mere professional recognition, entitling us to with- 
 draw from the ground which we have hitherto occujjied, in common with the friends of 
 education, whether of the learned professions or of other occupations, in the promotion of 
 its interests, and, by an exclusive organization, to cut ourselves off from all communication 
 beyond the limited sphere of a close corporation. It is in no such spirit that we would 
 act. But we do feel that there is a duty devolving on us, as teachers, which we desire to 
 fuUfil. We feel that, as a professional body, we are distinctly called on to form a national 
 organization, that we may be the better enabled to meet the continually enlarging demands 
 of our vocation for higher personal attainments in the individual, and for more ample 
 qualifications adequately to fill the daily widening sphere of professional action. 
 
 We wsh, as teachers, to reap whatever benefits our medical brethren derive from 
 their national associations, in opportunities of communication for mutual aid and counsel. 
 We desire to see annually a professional gathering, such as may fairly represent the instruc- 
 tors of every grade of schools and higher institutions, throughout the United Slates. We 
 hope to see the numerous delegation, at such meetings, from every educating state in the 
 Union, of the men who, in their respective state associations of teachers, are already 
 responding to the manifest demand for distinct appropriate professional action, on the part 
 of those on whom devolves the immediate practical business of instruction. 
 
 Teaching is, in our day, an occupation lacking neither honor nor emolument. Those 
 who pursue this employment are in duty bound to recognize the position which is so liber- 
 ally assigned them. The vocation is well entitled to all the aid and support which an 
 acknowledged professional rank can confer upon it. The personal interest of every indi- 
 vidual who pursues the calling, or who means to adopt it, is concerned in every measure 
 which tends to elevate its character or extend its usefulness. Every teacher who respects 
 himself, and whose heart is in his work, will respond, we think, with alacrity to the call 
 which the establishment of such an association as we propose makes upon him for his 
 best efforts in its aid. 
 
 From the formation of a National Association of Teachers, we expect great national 
 benefits. 
 
 I. As regards wider and juster views of education, and corrcsiwnding nuliiods of 
 instruction — 
 
 In a progressive community like ours, amid the vast and rapid developments of 
 science by which our times are charar lerized, and the universal craving for yet belter modes 
 c»f human < ulturc, to imagine that we have already attained to perfec lion in our modes of 
 cducati(jn, would Ix; alwurd. The stali.stics of society jiroclaiin the falsity <>f sui h an 
 opinion. The daily records of our race tell too plainly the sad slory of our defii iem ics 
 and our failures, in the prevalent feeble organizations of Ixxly, and ihe imperfect luallli, 
 which we slill owe to our culi»al)lc neglei I of i)ro|)er edut alional training, by wiiich physi- 
 cal vigor and efficiency might Ix-, in great measure, secured to every human being. The 
 lea( her, in our large < ities, at least, daily finds himself compelled to limit his intellectual 
 rei|uirements to the (ondition of many minds in( apalile of sustaining Uiigtluiied or vigor-
 
 520 
 
 NATIONAL EDUCATIONAL ASSOCIATION [ffistorical 
 
 ous application, or of retaining the rudimental germs which it is his desire to implant. 
 Of our acknowledged defective moral education, it is unnecessary to speak. Throughout 
 our country, the parent is appealing to the teacher, and the teacher to the parent, for 
 efficient efforts which may bring about a better state of things. Who will venture, in 
 such circumstances, the assertion that we are already perfect ? 
 
 The whole ground of education needs a thorough survey and revision, with a view 
 to much more extensive changes and reforms than have yet been attempted. The cry 
 for more healthful, more invigorating, more inspiring, more effective modes of culture, 
 comes up from all classes of society, on behalf of the young who are its treasured hope. 
 A truer and deeper investigation is everywhere needed in regard to the constitution, the 
 capabilities, and the wants of man, equally in his temporal and his eternal relations. 
 
 Adverting thus to the acknowledged need of a renovation in the form and character 
 of education, we would not be understood as desiring the indiscriminate subversion of 
 existing modes of culture, or of the institutions to which we have been so largely indebted 
 for whatever degree of mental attainment has characterized the past or benefits the pres- 
 ent. It belongs to others than teachers to propose those rash and headlong changes, 
 unsanctioned by true philosophy or stable theory, which have demolished without recon- 
 structing, and whose toppling fabrics have served the sole purpose of forming the sepul- 
 chral monuments of "zeal without knowledge." 
 
 No; one of the surest and best results of a great national association of teachers, will 
 be the careful retention of all unquestionable good residuum gained by the sure filtration 
 of experience; another will be the building-up, to yet nobler heights of beneficial influ- 
 ence, the high, places of all true learning. Room can be made for the cultivation of all 
 invigorating and purifying influences in human development, without the sacrifice of one 
 valuable acquisition; or, rather, with the addition of many, which a more genial nurture 
 will certainly introduce. But it is high time that the broad experience and observation of 
 teachers, the tried servants of humanity, in all the relations of culture, should unite to 
 claim a hearing on the great subject of their daily duties and endeavors; and that their 
 voice should have its weight in the adoption of the successive steps which the ceaseless 
 advances of knowledge will always require at the hands of education. A harmonious 
 co-operation of educational skill with scientific progress and parental interests, may thus 
 be fully secured for the enlargement and fertilizing of the whole field of mental and moral 
 culture. 
 
 A professional association, founded on the broad basis which we now contemplate, 
 will necessarily give unity and effect to communications expressing the views and bear- 
 ing the sanction of such a body; and instructors throughout our country will thus have 
 an opportunity of contributing more widely, and more effectively, to the furtherance of 
 whatever good is embraced in the whole range of education, whether in its immediate 
 or its remotest results. 
 
 After the reading of Professor Russell's address, the following officers 
 were elected: 
 
 President: Z. Richards, of Washington, D. C. 
 
 Vice-Presidents: T. W. Valentine, of New York; D. B. Hagar, of Massachusetts; 
 Wm. Roberts, of Pennsylvania; J. F. Cann, of Georgia; J. L. Enos, of Iowa; T. C. 
 Taylor, of Delaware; J. R. Challen, of Indiana; E. W. Whelan, of Missouri; P. F. 
 Smith, of South Carolina; D. Wilkins, of Illinois; T. Granger, of Indiana; and L. 
 Andrews, of Ohio. 
 
 Secretary: J. W. Bulklcy, of New York. 
 
 Treasurer: T. M. Cann, of Delaware. 
 
 Counselors: Wm. E. Sheldon, of Massachusetts; James Cruikshank, of New York;
 
 Chapter] 
 
 NA TIOXA L EDUCA TIOXA L A SSOCIA TION 
 
 521 
 
 P. A. Crcgar, of Pennsylvania; N. R. Lynch, of Delaware; Wm. Morrison, of Maryland; 
 O. C. Wight, of District of Columbia; Wm. S. Bogart, of Georgia; Wm. T. Luckcy, 
 of Missouri; A. J. Stevens, of Iowa; Wm. H. Wills, of Illinois. 
 
 Ai I Ik- meeting of the Hoard of rounseU)rs, it was decided to hold the first 
 annual meeting of the National Teachers' Association at Cincinnati, Ohio, 
 August 11-13, 1858. The following is a list of the original members who 
 signed the Constitution at Philadelphia, August 26, 1857: 
 
 List of Members 
 Original Members at Philadelphia, August 26, 1857 
 
 Name and Residence 
 Z. Richards, Washington, D. C. 
 T. W. N'alentine, Brooklvn, N. Y. 
 J. W. liulkk-y, Brooklyn^ N. Y. 
 Jaincs Cruikshank, .•\lbany, N. Y. 
 1). B. Ilagar, Jamaica Plain, Mass. 
 James L. Knos, Cedar Rapids, Iowa 
 William E. Sheldon, West Xewton, Mass. 
 William Roberts, Philadelphia, Pa. 
 James H. Sides, Philadeljjhia, I'a. 
 James R. Challen, Indiana 
 Thtimas M. Cann, Delaware 
 T. Clarkson Taylor, Delaware 
 J. F. Cann, Georgia 
 S. J. Wetherbee, Delaware 
 Paul Swift, Pennsylvania 
 William H. Batt, Penn.sylvania 
 William \'odges, Pennsylvania 
 H. C. Hickok, Pennsvlvania 
 J. P. Wickersham, Millersville, Pa. 
 lidward Brooks, Millersville, Pa. 
 A. II. Laidlaw, Millersville, Pa. 
 P. :\. Cregar, Millersville, Pa. 
 
 Name and Residence 
 N. R. Lynch, Delaware 
 Thomas Granger, Maryland 
 E. W. Whelan, Missouri 
 J. W. Barnctt, Illinois 
 .•\sa Jones, Pennsylvania 
 Wm. H. Hunter, Pennsylvania 
 James H. McBridc, Pennsylvania 
 William Watson, Pennsylvania 
 (jilbert Combs, Pennsylvania 
 H. D. Gregory, Pennsylvania 
 T. Saunderson, Pennsylvania 
 William Jones, Pennsylvania 
 W. \. Field, Pennsvlvania 
 J. D. (iiddings, Charleston, S. C. 
 Robert Campbell, Pennsylvania 
 Aaron E. Hunter, Pennsylvania 
 Lewis Heyl, Columbus, Ohio 
 V. L. Conrad, Dayton, Ohio 
 C. S. Pennell, St. Louis, Mo. 
 Mrs. H. D. Conrad, Dayton, Ohio 
 Miss A. W. Beecher, Dayton, Ohio 
 
 The subsequent history of the Association, the names of those who were 
 the leaders in this important movement, and the topics discussed at the annual 
 conventions are best .set forth in the record of officers, s])eakers, and the lists 
 of topics which will ajjpear on later Jjages. 
 
 On account of the disturbances of the Civil War no ( onviiilions were hcKl 
 in 1H61 and 1862. I'or other reasons whit h do not ( icarU appear no con- 
 vention was held in 1867. 
 
 \'. rilK NATIONAL KDLCW'I'IOXAL ASSOCIATKW 
 
 .\t the meeting in Cicvrland, ( )liio, .\ngi.i>t 15 19, 1870, I). 1!. llagar, 
 principal of the Stale Normal School al Sa'en, Mass, was the president of 
 the A.ssociatit*. . It will be rememl)errd llial Mr. Hagar drew up ihe tall 
 for ihe convention of teachers in i'liil.Mi(lplii;i in .\ugust, 1857, and was a 
 leader in the action which resulu-d in llic organization of the Xalional Teachers' 
 \>s(Kiati<)n. In his opening address at Cleveland, President Hagar spoke 
 a> follows:
 
 522 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 EXTRACTS FROM D. B. HAGAR'S PRESIDENTIAL ADDRESS 
 Cleveland, Ohio, August 15, 1870 
 
 It is now thirteen years since the National Teachers' Association was organized, its 
 avowed object being "to elevate the character and advance the interests of the profession 
 of teaching, and to promote the cause of popular education in the United States." It 
 may not be out of place to allude briefly to the origin of the Association, and to the more 
 important changes which its constitution has undergone, and to consider the advisability 
 of making such other changes as may promise to enhance the usefulness of the organization. 
 
 The teachers who in August, 1857, assembled at Philadelphia, in response to the call 
 which had been put forth by the presidents of the state associations, were few in number, 
 and, with rare exceptions, not overflowing with faith in the proposed enterprise. Some 
 men, of sanguine temperament, saw visions of a grand comprehensive association; some 
 talked of "castles in Spain," and here and there was one who solemnized the occasion 
 with his ominous silence, but who in after years was willing to assume the more cheerful 
 part of an "original founder." 
 
 The deliberations of that small meeting in Philadelphia culminated in a resolve to 
 establish an association comprehensive enough to include practical educators of every 
 sort, and in the adoption of a constitution supposed to be adapted to the accomplishment 
 of the important objects in view. The doubts which at the outset clouded the probable 
 success of the new enterprise were dispelled by the grand results of its first anniversary 
 meeting, held in Cincinnati in 1858. Regular meetings have subsequently been held 
 at Washington, D. C, in 1859; at Buffalo, N. Y., in i860; at Chicago, 111., in 1863; 
 at Harrisburg, Pa., in 1865; at Indianapolis, Ind., in 1866; at Nashville, Tenn., in 1868; 
 and at Trenton, N. J., in 1869. On account of the condition of the country, no meet- 
 ings were held in 1861 and 1862, and, on account of delay and difficulty in obtaining a 
 suitable place for meeting, none was held in 1867. 
 
 The large number of educators who have from year to year come up to the conven- 
 tions of this Association, representing nearly or quite every state in the Union, and includ- 
 ing a large part of the most eminent teachers of our country, have given ample testimony 
 in favor of the need and the usefulness of such an association as that to which it is our 
 privilege to belong. 
 
 While the general scope of the constitution under which we act is the same now as 
 it was at first, a few changes of importance have been made. It was originally provided 
 that the regular meetings should be held biennially; but the enthusiasm which character- 
 ized the meeting at Cincinnati demanded a like good time as often as once a year; and 
 hence the term "biennial" gave place to "annual." Six years later, at the meeting in 
 Ogdensburg, an earnest effort was made to restore the word "biennial," but, owing to 
 the zeal of the majority, the effort failed. Whether, in consequence of the increasing 
 number of state educational meetings now held in midsummer, it shall not be found 
 expedient to hold the national conventions less frequently than annually, future experi- 
 ence must determine. 
 
 At the meeting held in Indianapolis, in 1866, an important change was made in our 
 constitution by substituting, in the section which defines eligibility to membership, the word 
 "person" for the word "gentleman." The result of this change was the admission of 
 women to full membership on the same terms as granted to men; and a further result 
 was the election, at Trenton, of two women to aid thirty-three men in the executive man- 
 agement of the National Teachers' Association. When we consider the facts that a vast 
 majority of the teachers in our country are women; that several state and city normal 
 schools, and many training-schools, high schools, and seminaries, are conducted by 
 women; and that some of the ablest contributors to our educational literature are women 
 we must all admit that the change to which I refer was eminently just and proper. In
 
 Chapter] NATIONAL EDUCATIONAL ASSOCIATION 523 
 
 the broad field of education there is work for both men and women. Let both do the 
 best they can, and let both be paid and honored according to the quality and quantity 
 t)f their work. 
 
 The only other change in our constitution is the omission of a provision that when a 
 member abandons the business of education he shall cease to be a member of the associa- 
 tion. As the article now stands, a person who has once become a member, may retain 
 his membership, regardless of any change in his occupation. Whether this provision be 
 conducive to the best interests of a body designed to be strictly professional, is worthy of 
 consideration. 
 
 So much in regard to the past change. A few words now, suggestive of further 
 changes in, or additions to, our constitution. I'nder its provisions membership is open 
 to teachers of all kinds of schools, public and private, to school superintendents, and to 
 editors of all educational journals. We have in our association members who are engaged 
 in all the various departments of educational labor. Now while there are many subjects 
 relating to the theory and practice of education, and the organization and management 
 of schools, which are of common interest to all these members, it is unquestionably true 
 that there are many other subjects which are of special interest to each class of educators. 
 Thus the superintendents of schools have occasion to deal officially with numerous ques- 
 tions, which, although of great importance to them, are comparatively uninteresting to 
 most teachers. Normal-school instructors have peculiar duties to perform, requiring 
 special investigations which naturally attract their attention more than that of other 
 classes of teachers. In like manner, high-school education, grammar-school education, 
 and primary -school education, have severally their distinct wants and interests; and, 
 very properly, those persons, whose efforts are devoted to one of these fields of labor, arc 
 more concerned with that than with any other. 
 
 Now in order to accomplish the greatest possible good, our .\ssociation ought to hold 
 within its scope not only the wants of teachers in general, as far as practicable, but the 
 peculiar wants of each class of teachers. How to realize a view so comprehensive is a 
 question of serious importance. The needs of our own, and the experience of some other 
 associations, give me confidence to recommend for your consideration the organization 
 of this Association into .sections or departments, each of which shall have a special charge 
 of those subjects, whi(h are its chief concern. The main features of the plan suggested 
 are briefly these. At the meeting of the .Association, let a part of each day be a.ssigned 
 to the consideration of general edu( ational matters, in which all the members may par- 
 ticipate; and during the remainder of the time let the members meet in their several 
 sections for the fliscu.ssion of matters appropriate thereto. 
 
 The general .se.s.sion will serve to combine the .sympathies of all members in behalf 
 of tho.se things which present to them a common interest, and will give to all the enc our- 
 aging a.ssuran( e that whatever be their sphere of educational lalM)r, they are not working 
 alone, but are enjoying the good-will and co-ojieration of all classes of laljorers, looking 
 toward the same results. The .set t ion a I meetings will furnish just those things whi( h 
 the partiiular duties require. General [irinc iples of education ought, of course, to be 
 comprehended by every educator; beyond the.se there are not a few prai li( al mailers 
 ronncdcd with the afiministration <if c.k li of the various classes of si hoojs tli;ii (l(in:mil 
 the most lareful consideration. The.se matters, it is believed, < an be ilisi ussed in s(( tional 
 meetings more advantageously than in general convention. 
 
 Into how many and what sectif)ns it is In-st to organi/r ih<- .Association, if into any, 
 I will not presume to sj>eak jiosilively. Sui h thought as I have been able to give to this 
 |>oint leads me to suggest four sec tions, relating res|>e( lively to the supervision of si hools 
 to nf)rmal s< hixils, to higher instrut lion, and to primary instrut tion. Additioii.il sec lions 
 or subftcrtions can \k' formed at any time, as circumstances shall rec|uire. The details 
 of the plan I gladly leave to the wisdom of your excellent committee- upon the revision of 
 the constitution.
 
 524 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 The plan of working by sections is not new. The American Scientific Association has 
 always conducted its meetings upon the plan proposed, and to this is justly attributable 
 much of its great success. Four years ago the State Teachers' Association of Massachu- 
 setts was organized into three sections — high school, grammar school, and primary school. 
 Prior to that time the attendance at the annual meetings ranged from three hundred to 
 about six hundred. Since then the number of teachers present has in no case been less 
 than twenty-five hundred, and at one or two meetings it has gone as high as thirty-five 
 hundred. These numbers are given advisedly, are below rather than above the truth, 
 and they go to prove that the interest which teachers feel in an association depends largely 
 upon the amount of thought and information which they expect to get therefrom, applicable 
 to their individual wants. 
 
 To insure success in the proposed reorganization of the National Teachers' Associa- 
 tion, it will, of course, be necessary to secure the co-operation of the National Superin- 
 tendents' Association and the Normal School Association. Blending the three associa- 
 tions into one, we can preserve the advantages of each, and at the same time establish on 
 a broad foundation an organization grand in its proportions, comprehensive in its objects, 
 and powerful in its operations. With these observations, I commend the subject to your 
 careful consideration. 
 
 And, now, fellow members, without stopping to discuss any of the great educational 
 questions of the day, tempting as many of them are, I cordially invite you to the work and 
 pleasures of this convention. 
 
 At the close of President Hagar's address, S. H. White, of Peoria, 111., 
 who, with J. P. Wickersham, of Pennsylvania, and James Cruikshank, of 
 New York, had been appointed a committee at the annual meeting in 1869 
 on the revision of the constitution, reported a draft of a new constitution which 
 was adopted with slight amendment. This constitution will be found in 
 the chapter on The Constitution, pp. 536-41. 
 
 In accordance with the provisions of the new constitution, the following 
 Departments were created: 
 
 NEW DEPARTMENTS 
 
 The American Normal School Association which was organized at Nor- 
 wich, Conn., in August, 1858, and had met annually with the National Teachers' 
 Association since 1866, became by reorganization The Department of Nor- 
 mal Schools with officers as follows: 
 
 President: S. H. White, Peoria, 111. 
 Vice-President: C. C. Rounds, Farmington, Me. 
 Secretary: A. L. Barber, Washington, D. C. 
 
 The National Association of School Superintendents was organized dur- 
 ing the session of the National Teachers' Association at Harrisburg, Pa., 
 in August, 1865. The first regular meeting was held in Washington, D. C, 
 February 6, 7, 8, 1866; and the next meeting was held in August, 1866, at 
 Indianapolis, Ind., in connection with the National Teachers' Association. 
 Subsequent meetings were held both in midwinter and in August of each 
 year in connection with the annual convention of the National Teachers' 
 Association. The National Association of School Superintendents by reorgan-
 
 Chapter] NATIONAL EDUCATIONAL ASSOCIATION 525 
 
 iziition became The Department of School Superintendence, with 
 
 officers for the ensuing year as follows: 
 
 President: W. D. Henklc, Columbus, O. 
 Vke-Presidetil: W. M. Colby, Little Rock, Ark. 
 Secretary: Warren Johnson, Augusta, Me. 
 
 In accordance with the newly adopted constitution, the following new 
 departments were created: 
 
 The Dep.vrtment of Elementary Education 
 
 PresideiU: E. A. Sheldon, Oswego, N. Y. 
 Vice-Presidf)U: A. C. Shortridge, Indianapolis, Ind. 
 Secretary: W. E. Sheldon, Waltham, Mass. 
 
 The Department of Higher Education 
 
 President: Charles W. Eliot, Cambridge, Mass. 
 Vice-President: N. \. Coblcigh, Delaware, Ohio. 
 Secretary: S. G. Williams, Cleveland, Ohio. 
 
 At the close of the convention, President Hagar, in his closing address, 
 
 referred to the reorganization of the Association as follows: 
 
 In one respect our Association has taken a very important step. Heretofore, there 
 have been three different national associations: The National Teachers' Association, the 
 American Normal Association, and the National Superintendents' Association — three 
 organizations working side by .side, yet all independent. Now all are fused into one, and 
 to these have been added a department relating to primary instruction, and one relating 
 specially to higher education. When we meet again, it will be as those specially interested 
 in primary education, in one department; in another, those specially interested in high- 
 school and collegiate education; in another, those specially concerned in the modes of 
 training people to become teachers, and in another, those whose business it is to supervise 
 the work of education. We shall thus gather all classes of educators from the lowest to 
 the highest, colaborers in one broad field, and that fiild our (duntry. We shall have 
 exercises that will concern all educators, from the college president to the primary-school 
 teacher. I think the action that has been taken by our Association will reljound to the 
 great gcxjd of the cau.se of education in this country. I think we can hardly, at this 
 moment, appreciate the magnitude of the work we have accomplished. I rejoice that we 
 have been able to do so much. I congratulate you on our })right pros])ccts for the future. 
 I am very sure that our gathering together at this time will add to the impetus that has 
 already Ix-en given to the cau.se of education, and that what we have done here will not 
 Ik- for our own gcKid only, but for all teachers of our country who will have occa.sion to 
 rejoice lx;cau.se of our work. 
 
 Meetings of the National Educational A.ssociation have been held ainuially 
 until 1907, with the exception of the years 1878, 1893, and i()o6. 
 
 While the real history of the Association may he read in the l()i>ic.s dis- 
 cusscfl as shown in the lists which will appear later in the volume, it is deemed 
 advisable to add certain reviews and forecasts of the work of the .\sso( iation, 
 as they were given from time to lime. One of the most valuable of these 
 forecasts was made jjy I'resident John Hani oik, in lii^ iirc^idciitial ;i(i(iress 
 at the convention of ihc Ass<»c iation In Id in I'hiladdphia, I 'a., in iS~(;, i\vciil\ - 
 two years after its organiziition in that ( ity. The following extracts are taken
 
 526 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 from that address which appears in full on pp. 8-17, volume of Proceedings, 
 for 1879. 
 
 .... Having thus briefly glanced at the early history of the Association, and 
 more briefly to the work in which it has borne a part, the question, which bears itself home 
 upon us in this the completion of its twenty-first year, is: What enterprises shall it now 
 set before itself for future accomplishment ? Many of those who were active in its foun- 
 dation have laid down their burden of labor to take it up no more forever; and those 
 who remain of that early band have grown gray in service. We must then look to the 
 younger members, with their vigor and higher courage, to push forward to greater achieve- 
 ments. 
 
 A few years ago the public mind was more nearly a unit on some questions of gravest 
 import to our people than it seems to be now. One of these is the question whether the 
 high school ought to constitute a part of a system of free schools. This department of 
 the system has within a few years been violently assailed by an influential portion of the 
 public press, by politicians who would fain bear the name of statesmen, and by others in 
 high places; but as yet the people have not been among these assailants, and, if I mistake 
 not both their intelligence and their temper, they never will be. Our national progress 
 depends as much upon the diffusion of the higher learning as it does upon the universality 
 of the elementary; and if this Association has but the courage of its convictions, it will 
 oppose itself in the most aggressive way to every measure which shall tend to restrict this 
 higher learning to a favored class. That democracy is a vain pretense which does not do 
 what it lawfully may, and its means will allow, to give all its youth a fair start in life. 
 
 Another question which has lately assumed a prominent place in our discussions is 
 destined, I am sure, to occupy a place still more prominent; and that is the question how, 
 if at all, we are to unite in our public-school systems the training of brain and hand. Tech- 
 nical schools, whether to supplement the training of academic institutions, or whether as 
 a substitute for it, have secured a fixed place in our schemes of public education. But 
 this other question has a much wider sweep. Instead of reaching but a few, it proposes 
 to extend whatever advantages may accrue from the training of the hand to the mass of 
 youth in all schools above the most elementary. The theory of its advocates is that an 
 entirely worthy education is one which teaches to do as well as to think. Say these advo- 
 cates, "The scheme of manual training, aside from its practical value will prove an 
 important element in mental training, and those who take it will be possessed of as much 
 mind-power at the end of their course as they would be if they gave their whole time to 
 the usual course in book-learning." That the union of the two kinds of training is highly 
 desirable' is coming to be acknowledged with considerable unanimity; but there lie many 
 difficulties in the practical realization of the scheme in our schools. To determine the 
 limitations of the theory — for some of its advocates are already becoming extravagant in 
 their claims — and to overcome the practical difficulties referred to, is another important 
 work for the Association. 
 
 The emancipation of four million slaves, brought about by the late civil war, has 
 imposed upon the nation and upon every educational organization a burden and responsi- 
 bility not easily to be borne. Their education and that of the poor whites — who in this 
 regard are often but little better off — involves in it the perpetuity of the government. In 
 this vital matter this Association has been no idle looker-on. It has taken the ground 
 that this is a national question, in which every section has an interest, and that the general 
 government is morally bound, so far as the limitation of its powers will permit, to render 
 aid. The Association has many times declared that the proceeds of the sales of public 
 lands should be exclusively devoted to educational purposes. And as it has memorialized 
 Congress to distribute such proceeds among the several states on the basis of illiteracy, 
 with the intent that, as the South is poor and her needs great, she should, for many years 
 to come, receive the greater amount of aid. And no objectionable'partiality will be shown
 
 Chapter] NATIONAL EDUCATIONAL ASSOCIATION 527 
 
 in this course, for what strengthens her will strengthen all. I speak confidently when I 
 slate that the efforts of the Assotiation in this dircclion have been gratefully appreciated 
 by friends of the South; and I speak with contidencc in assuring those friends that the 
 Association will never relax its exertions until such a measure has become a law. Nor 
 will the Association stop there. It will join heart and hand with the people of the South 
 in support of any other practical measure for the establishing among them a great and 
 strong free-school system. By such mutual co-operation, and through the kind feelings 
 it will engender, we may expect to cement the different sections of our country into a 
 union strong, harmonious, and enduring. 
 
 It was one of the original purposes of this Association, as is witnessed by the call for 
 its creation, to elevate teaching into a noble profession. This cannot be done except by 
 the aid of professional schools. We may therefore expect it will continue to be, as it has 
 heretofore been, the bold and uncompromising defender of normal schools, and that it 
 will persistently labor to increase their numbers, and to make them a greater educational 
 force than they have ever been, by giving breadth and exaltation to their purposes. 
 
 It is a question worthy of serious consideratiim whether the Association should not 
 devote more of its effort toward influencing legislation. Our discussions on practical 
 themes too often come to nothing; because their conclusions are not embodied in laws, 
 which often might be effected if united exertions were made to that end. With most 
 legislative bodies the views of such an association as this on educational matters, if properly 
 presented, would, in the very nature of things, have great weight. 
 
 My immediate predecessor in the office I am now called upon to fill, in his inaugural 
 address, spoke with a charming eloquence of the value of books and the creation of a 
 general taste for good reading. The establishment of free libraries is scarcely less impor- 
 tant than the establishment of free schools. Few of our cities'and towns are provided 
 with these valuable adjuncts to a school education, but the mass of our po{)ulation is in 
 the country districts; and how to get into the hands of the children of these districts, aye, 
 of the men and women, too, good books, books which shall refine and ennoble, is a ques- 
 tion of the highest moment. To cultivate a taste for good reading is the most efficacious, 
 possibly the only, way of upUfting the great people. 
 
 In this connection, and believing it to be one of the attributes of this Association, both 
 in its organized and individual capacity, to encourage all worthy educational movements 
 wherever they may arise, I take yileasure in referring to the scheme of Rev. J. H. Vincent, 
 of the Chautauqua Reading and Scientific Circles, for carrying into homes in sequestered 
 country places as well as into the homes of the city and town, the best kind of reading on 
 the best topics. The scheme includes more than this. He sets the inmates of these 
 homes — old and ytjung — at work u[)on regular courses of study, bringing, in a sense, a 
 university to every man's door. He dcjes not claim that these courses can profitably be 
 substituted for the more thorough and systematic ones of the .schools; but I think he may 
 ju.stly claim that they will Ix: of inestimable value to those whose school privileges have 
 iKcn few, and even U) scholars who jKJSsess a desire to add to the store of their school 
 learning. To many minds whit h would otherwise have groped in darkness they bring 
 an enduring light. The whole country is now dotted with Dr. Vincent's reading and 
 .studying "circles," with a memlx-r.ship of nearly ten thou.sand, and the plan is capable of 
 infiefinitf expansion. Thus, in a( (ordancc with an idea whi( h seems almost an ins|jira- 
 tion, goes on in unounted homes the study of history, of general literature, of astronomy, 
 of the science of cvcry-day life, lifting the inmates of the.sc homes out of their life of daily 
 tfjil into a region of pure intellectual driighls. No one can have observed in his own 
 (Community the results of this s( hcnir without feeling ihal the work is worlhv the highest 
 commendaticjn. 
 
 The question as to whether kin<lergarten schools shall con.slitute an integral paii 
 of our common-school systems is one claiming more and more of the public ihouglii li 
 suth a measure shouhl Iw adopted, it wouM cxen Ise a most powerful indiietne 011 tiie
 
 528 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 whole scheme of pubHc instruction — an influence more powerful than has resulted from 
 any educational measure adopted within the last half-century. Its results would be even 
 more far-reaching, and, as I believe, more beneficial, than those wrought by the intro- 
 duction of the natural methods of instruction, grand as they have been. The subject has 
 already been discussed with some fulness in the Association, and has come before one of 
 the departments at the present session. When it has been discussed in all its bearings, 
 the conclusion reached by the Association should be expressed in that way that shall give 
 it greatest weight. 
 
 In what I have said in the foregoing pages, I have attempted to give voice to what I 
 conceived to be the general mind of the Association as to what its future work should be. 
 I now beg to express, in a word, views entertained probably by only a minority of the 
 Association, and certainly by only a minority of the people. Important as I deem the 
 different lines of work I have pointed out, I do not think them grand enough to call out 
 all the powers of the National Educational Association. I believe it ought to test its 
 strength on measures greater than the greatest of these. One of these measures^the 
 supreme one as I view it — is compulsory education. I weary of half-measures. If edu- 
 cation is what we profess to believe it — the one earthly good to be chosen before all others —   
 why should we hesitate to throw ourselves into the advocacy of a measure that will make 
 it universal ? To carry learning into all homes and to make it the possession of every 
 creature, so that there shall no more be a neglected class in this country of ours — that, 
 as it seems to me, is a work altogether worthy the full powers of this great organization. 
 
 The annual conventions of the Association for many years were not largely 
 attended, the attendance never reaching as many as 400 members, and it 
 was frequently impossible to print the papers and proceedings of these con- 
 ventions without soliciting special contributions from the members. The 
 first large meeting of the Association was held at Madison, Wis., in 1884. 
 The president for that year, Hon. Thos W. Bicknell, who had already shown 
 great ability as an organizer while president of the American Institute of 
 Instruction a few years before, set to work to place the Association on a higher 
 plain, by increasing its membership, and, correspondingly, its influence, and 
 by making the annual convention a great popular rally of teachers and citizens 
 interested in education. His success was phenomenal, and the year 1884 
 is usually referred to as the time of the revival of the National Educational 
 Association and the justification of its right to assume the leadership of 
 national educational interests. 
 
 The following resolution was passed unanimously by the convention in 
 recognition of President Bicknell's great service to the Association: 
 
 Resolved, That the unparalleled success of this meeting is chiefly due to the energy, 
 devotion, and organizing ability of Hon. T. W. Bicknell, the president of this Association, 
 whose wise and comprehensive plans, enthusiastic and self-sacrificing efforts, and directing 
 hand have inspired and guided the great undertaking from its inception to its present 
 triumphant close, and no formal words can properly expressfour thankful appreciation. 
 
 The enrollment at Madison reached 2,729. With the revenue from the 
 membership all debts of the Association were paid and a surplus was carried 
 over to form the nucleus of the Permanent Fund of the Association which 
 has grown to $155,000 in 1906, as shown elsewhere in the statistical table 
 of that fund.
 
 Chapter] NATIONAL EDUCATIONAL ASSOCIATION 529 
 
 The following year the Association was incorporated for 20 years on the 
 24th day of February, 1886, at Washington, D. C, under the Revised Statutes 
 of the District of Columbia. (See pp. 4-5 of this volume.) 
 
 The subsequent growth of the Association in numbers will aj)poar in the 
 , statistical table of membership. 
 
 Hon. \V. T. Harris, United States commissioner of education, who was 
 president of the Association in 1875 and had been a prominent leader in its 
 councils for nearly its entire existence, read before the meeting of the Depart- 
 ment of Superintendence, in Philadelphia, Pa., in February, 1891, a j)ai)er 
 on the organization and functions of the Association, which is reprinted here 
 with slight omissions. 
 
 ORG.\NIZ.'\TION AND FUNCTIONS OF THE N.\TIONAL EDUCATIONAL 
 
 ASSOCIATION 
 
 W. T. HARRIS, tJNITED STATES COMMISSIONER OF EDUCATION, WASHINGTON, D. C. 
 
 Thirty-three years ago last August there met in the city of Philadcli:)hia a handful 
 of men to organize a National Teachers' Association. The movement started in New 
 York and Massachusetts. A call had been issued and widely circulated the year before 
 (1856), inNiting "all practical teachers in the North, the South, the East, the West, who 
 are willing" — these are its significant words — "who are willing to unite in a general 
 effort to promote the general welfare of our country, by concentrating the wisdom 
 and power of numerous minds and by distributing among all the accumulated 
 experiences of all; who are ready to devote their energies and their means to advance 
 the dignity, respectability, and usefulness of their calling." A constitution was drafted 
 and adopted, and ofl'icers were elected for the following year. The dirci tory of the newly 
 formed association voted to meet in Cincinnati in August, 1858. 
 
 We may here properly inquire what the legitimate results are for which we should 
 l<K)k from this annual gathering of teachers from the length and breadth of the land. 
 The main answer to this is provided for us in the words of the original call issued in 1856. 
 In the language already quoted, the Association should "concentrate the wisdom and 
 f>ower of numerous minds, and distribute among all the experiences of all." This t all 
 was written by Dr. Daniel B. Hagar, then president of the Ma.ssachu.setts Teachers' As.so- 
 ciation. It was stated at the Philadelphia meeting in 1857 that there were already in 
 existence twenty-three state teachers' associations, besides larger and smaller associations 
 nf>t l)ounded by .state lines — such, for example, as the American Institute of Instrui tion 
 in New England, and the American A.ssorialion for the Advancement of Education, 
 whi(h had Ix-en formed in Philadelphia. These associations had demonstrated tin 
 value of general conferences in which educational topics were discussed. Tiic wisdom 
 and fK)wcr of many minds concentrated on the difTu ull |)r()bUms of the i)n)fession brought 
 light such as none had seen l)efore. The ac i umulated experience of all was thus dislrib- 
 uted to each. The individual teacher, in his uneven development, .strong in some fxnnts, 
 and weak in others, found complementary .strength in the cxjierience of his fellow-teac hers, 
 strong where he was weak, and perhaps weak where he was strong. 
 
 The divine princi|)le «)f vicariousness that jjrevails in the spiritual world, rendering 
 it possible for cac h man, woman, and t hild to participate profitably in the experience of 
 another human being— so that the spectade of a died and its conse(|Uen( es renders it 
 entirely unnecessary to jK-rform th<- rlccd itself in order to gel what of good ( ornes from 
 doing it as a life exjHTicncc this divine jtrim iple of vi( ariousness in the lif<- of Ininian 
 souU at once explains for us the true function of leathers' U!>s«k iation.s, and also the func-
 
 530 NATIOXAL EDUCATIONAL ASSOCIATION [Historical 
 
 tion of education itself in its entirety. WTiat, indeed, is all education except the re-enforce- 
 ment of the indi^■idual by the experience of the family, the community, the nation, the 
 race ? Education is, therefore, properly defined as the elevation of the indi\'idual into 
 participation in the Ufe of the species. 
 
 WTiile the brute inherits organically in his muscles and nerves and brain the experi- 
 ence of his progenitors in such a way that the life of his race appears as instinctive 
 impulse, man, on the other hand, not only inherits the results of the life of his ancestry in 
 the form of instincts and aspirations, but he can by language receive and communicate 
 the outcome of his life direct. Hence his ability to collect within himself the results of 
 others' lives is increased infinitely beyond that narrow line of hereditary descent; for he 
 can, through language, avail himself of the sense-perception of others far removed in 
 time and space, making himself thereby a sort of omnipresence in space and time. 
 Then, too, he can avail himself in like manner of the thoughts and reflections of his 
 fellow-men, especially the thoughts and reflections of those most gifted minds that have 
 done most to solve the problems of life and explain the anomalies of experience. ^lore 
 than this, too, he learns not only through their perceiving and by their thinking on 
 what they perceive, but he learns by seeing their doing, and by the story of their doing, 
 what to do himself and what to refrain from doing. Thus, by language, the indi^•idual 
 is enabled to live \-icariousl)" the Ufe of the race, and to live his own life Wcariously for 
 others. Whatever one does, goes into the reser\'oir of human experience as something 
 of value; if it is a negative deed, bringing with it its punishment, the knowledge of it 
 renders unnecessan.- the repetition of its like by others. If it is a positive deed, securing 
 for it the normal development of the soul, then it is a precious discovery, and it may 
 be adopted by all men as a new ethical form of moral law. 
 
 Thus the very principle of all education — the principle that makes possible what 
 we value as civiUzation in contrast to savage life — this principle is appealed to as explain- 
 ing and justifpng the existence of a national educational association. "Concentrate 
 the wisdom and power of numerous minds; distribute to each the accumulated experi- 
 ence of all." 
 
 ^^^lo can say, looking back down the ladder of thirty-three years, that this beneficent 
 process of gi^■ing and receiving has not characterized every stage of its assent ? Spiritual 
 giving, we are taught, is not a giving which diminishes the supply of the giver. In material 
 gi\dng, there is a transfer which makes him who gives poorer by the amount of his gift. 
 But he who imparts his experience to others, possesses all the more firmly all the fruits of 
 his own experience. Fvery teacher who has risen in this National Educational Associa- 
 tion to expoimd his owe observations or reflections, or to give the results of his experience, 
 has, in the act of doing it, helped himself first of all to see more clearly than before the 
 true lesson of his life. In spiritual participation, there is no di\-ision or loss. In material 
 things — in food, clothing, and shelter — to share is to divide and diminish the part that 
 goes to each. 
 
 We have not mentioned the advantage of personal contact of mind with mind. In 
 these gatherings the young teacher sees those who have grown old in the service and who 
 have acquired reputation for their work. He meets his equals and measures their ideals 
 by his own. He learns to see the details of his profession from many different points of 
 \-iew. The impression derived from the printed page differs from that derived from per- 
 sonal conversation. Each has its advantages. The personal impression is more stimu- 
 lating and provocative of imitation. The cool study of the printed paper leads to deeper 
 self-activity. Both are useful — nay, indispensable. 
 
 It is obWous that for this personal lesson upon the teacher our recent large associa- 
 tions are far more valuable than the small gatherings of the early date; where three 
 hundred met then, now we have three thousand. The visitor to the Association now
 
 Chapter] XATIOXAL EDUCATIONAL ASSOCIATION 531 
 
 sees ten times the number of eminent teachers, and rejoices in a tenfold opportunity for 
 profit. 
 
 I do not think that I overestimate the value of this feature of the National Educa- 
 tional .\ssociation when I call it one-half. On this basis I shall call the direct aid 
 received from the essays and papers read one-fourth; the direct aid from the debates and 
 discussions, one-fourth; the direct aid from personal conversation with and observation 
 of fellow-members of the convention, eminent persons, and othervvise, this — and the benefit 
 of observation of that section of the country into which the Association takes the visitor- 
 amounts to one-half the direct aid that he gets from the .\ssociation. 
 
 Since 1870 the .\ssociauon has been in process of forming departments for the 
 further specialization of work. It has done this partly by absorbing existing associations 
 devoted to special work, and partly by forming new departments direct. 
 
 It absorbed the normal-school and superintendents' associations, and in after years 
 successively the departments of (a) higher instruction, {b) elementary instruction, (c) in- 
 dustrial education, {d) the National Council of Education, (e) the kindergarten, (/) art 
 education, {g) music instruction, and (/i) secondary instruction; thus making ten depart- 
 ments in all.' 
 
 Since these departments provide for the much-needed specialization of work, and 
 furnish a counterpoise to the mighty swing of the general meetings of the .\ssociation, their 
 influence is salutary. There is no doubt that much more can be done in this direction. 
 There should be a department that unites those interested in the study of child life; another 
 that unites the specialists who are at work in the master)' of foreign systems of education , 
 one for students of the Herbartian educational e.xperiments — those that make so much of 
 Robinson Crusoe as a center of school work, and whose great word is "apperception." 
 Those who have read the educational essay that has made so much noise in England, and 
 which bears the absurd title of "A Pot of Green Feathers," I need not say, arc already inter- 
 ested in this question of apperception, as the very center of educational psychology. The 
 doctrine of apperception, briefly stated, is this: We not only perceive or see objects, but 
 we recognize or apperceive them. \\'hen we apperceive we relate what we see to what we 
 already knew before — we sometimes call this inward digestion of what we see. Now edu- 
 cation, it is evident enough, deals with this matter of recognizing or assimilating (apper- 
 ceiving) the new material learned by relating it to what we knew before. 
 
 If a department of psychology were formed that held two meetings at each annual 
 session, I doubt not that it would soon prepare some work which would gladly be given a 
 place on the program of the General Association, and certainly before it secured a place 
 on the general program it would get into the old departments of elementary instruction or 
 ncjrmal instruction, or into the superintendents' section or some other. 
 
 I w(ju1<1 lay emphasis on the sjx.-cializing of work indefinitely, .\part from the 
 National .\ss<jciation such specializing would have its danger; but in the Association it 
 at once adds strength and gains strength. There could be a department of statistical 
 study, wherein the few sf>ecialists who are interested in the science of statistics, in the 
 new .sense which is coming to be accentuated by socioltjgisls, could confer together rountl 
 a table. Round-table discussions over specialties is in my opinion what is needed to 
 inirodurc a new fountain of vitality into the .\sso(iation. Not that the .\ssotiation is 
 failing in vitality, for it never had s<j muc h at any former jn-riod as it has now. But this 
 new element of s[K'cialization is a new element of vitality which may make the annual 
 visit twice as valuable as it has bi-en hitherto. I have mentioned by way «)f ejcjimplos of 
 these round-table departments — tho.se that should study child life, foreign sy.slems of 
 edui ation (.say French, (jerman, Kngli.sh, ('hine.s<-, etc.), or jxchigogii al movements like 
 that of the Herlxirtians, or, again, educational |)syihology, or statistics. I would add other 
 examplc-s of specialization. Ix:t the s|mc iaii.sts in leac hing English literature have a round 
 
   'Ilii* numbrr ha> sinic \jctn inrrcaurd to nindrcn. — Koituk.
 
 532 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 table; the specialists in teaching ancient history or modern history or the philosophy of 
 history; the specialists in teaching French or any modern language; those specially inter- 
 ested in teaching fractions or any other part of arithmetic. These round-table discussions 
 could be called for any year. They could not be expected to discuss the same subject 
 for two consecutive years. Here is just the trouble with our present departments. They 
 have worked over the material ready to hand, and have no new material in the process 
 of making. The Council of Education has formed a list of committees on a variety of sub- 
 jects and stereotyped it once for all. The members of those cast-iron committees find 
 themselves appointed to report on some subject which has no new fresh interest for them, 
 and they do not see how to begin fresh work. We do not want any more reports on such 
 general topics as high schools, or private schools, or coeducation, or moral education, or 
 educational psychology, but we do want specialized reports which focus the whole mind 
 of the subcommittees on some special topic, within those more general topics such as 
 (in the domain of moral education) the freedom of the will in the light of Ribot's work 
 on The Diseases of tJie Will, or (in the domain of educational psychology) the effect of 
 committing to memory by the so-called aids or arts of memory; or on the formation of 
 logical habits of thinking; or the best method of cultivating a convenient memory for 
 names; the true remedy for duplicate registration of pupils attending both winter and 
 summer schools, a duplication which is common in most of the state school reports; on a 
 legitimate mode of interesting the people in electing good members to the school board; 
 on the proper manner of securing the interest of the public press in the good features of 
 the public schools; on the effect of the private schools in raising or lowering the standard 
 of respectability in the profession of teaching; on the best methods of securing literary 
 and scientific culture in a corps of teachers. No one of these topics would do for a second 
 report; no one of them would do for a first report made by members of the council not 
 interested in it. The volunteer system is the only system for round-table work. It would 
 be best generally to concentrate attention, and guide it by having a report made upon 
 some particular book like Lange's work on Apperception, or Mrs. Jacobi's book on Science 
 and Language-Study. 
 
 The general work of the Association, as a whole, should go on in deep ruts, but the 
 special work of the departments should be specialized and always fresh and new. This 
 will take care of itself if there be a sufficiency of these small groups encouraged. Perhaps 
 there are only four persons in the entire nation interested in some special topic. The 
 National Educational Association, with its facilities for cheap transportation and cheap 
 board, furnishes the best opportunity each year for the meeting of these four persons, or 
 any other similarly interested persons. Perhaps the attraction of the particular interest 
 would not be sufficient to draw together the four specialists. But the National Educa- 
 tional Association adds a host of other attractions, and in the aggregate these are strong 
 enough to prevail. 
 
 We wish to produce as many growing teachers as possible — as many as possible who 
 each year have found fresh leads and have distanced their former selves. 
 
 It seems to me, therefore, quite doubtful whether the division of the National Educa- 
 tional Association into sectional associations, with which it alternates biennially, would 
 not be rather a step backward. It would perhaps break the continuity which is essential 
 as a kind of background on which the specialization which we have discussed can best 
 take place. It will certainly make the familiar faces that meet us from year to year, com- 
 ing from a great distance — as in the present meeting, from Colorado and Texas— it will 
 make these faces less familiar to us, and different sections of the Union will be in less direct 
 sympathy than formerly. 
 
 If I have studied aright this problem, it is not the general association that is in need of 
 reform, but only the departments. These departments instead of breaking away from 
 the type of the general association, as they should do, are imitating its organization when
 
 Chapter] NATIONAL EDUCATIONAL ASSOCIATION 533 
 
 they ought to devote themselves to developing and fostering voluntary subcommittees or 
 round tables devoted to special work. 
 
 The general association, with its wide scope, its great masses, its distinguished person- 
 alities, its cheap fares, its entertaining tours, and its spectacle of great combination, and, 
 lastly, with the great interest and substantial tributes of respect which it elicits from the 
 business men of all parts of the country, and from the world in general outside the scho- 
 lastic field — the general association, with these reasons for being, should continue as it is. 
 
 THE ORC..\NIZ.\TION OF AN' .XCTIVE (pERM.ANENT) MEMBERSHIP 
 
 In 1S95, al iho i)cn\ci" niccling, llic con^lilulion \va^ aiiiondcd to proxide 
 for the reorganization of the membership of the Association. The provision 
 under which a Life Mcmbershij) could be ])uri ha>cd b\ the i)a\menl of $20 
 at one lime, and a Life Directorship by payment of Sioo, was abolished. 
 Instead a permanent active niembershij) class was created, providing that 
 such membership should continue and annual dues should l)e paid whether 
 the member attended the annual convention or not. It was provided that 
 presidents of the Association should become life directors at the close of their 
 respective terms of office. It was also provided that distinguished educators 
 residing outside of the United States might be elected by the board of directors 
 as corresponding members. The Active Membership list and the statistical 
 tables of membership published in this volume will show the growth and 
 present condition of the permanent supporting membership of the Association. 
 
 In 1898, at the Washington meeting, the constitution was amended so as 
 to provide for the election of a permanent secretary who should receive a 
 salary and should give his entire time to the service of the Association. The 
 board of trustees were authorized to elect the permanent secretary and to fix 
 his salarv and his term of office for a period not to exceed four years for each 
 term. 
 
 REINCORPORATION' 
 
 Al the annual convention held at St. Louis in 1904, action was taken to 
 secure a reincorporation of the Association whose certificate of incorj)oration 
 for twenty years from February 24, 1886, would c.\[)ire February 24, 1906. 
 The board of trustees were emj)()wered by resolution of the active members 
 passed at their annual meeting, June 50, 1904 (see p. 28, vol. of Proceedings 
 for 1904) to take steps to continue tlie corporate existence, and to pioiii I 
 the interests, of the Association and to \\\\> end rei ommend sU( h ( hani^es in 
 the constitution as they might deem advisajjie. 
 
 At the meeting of active members held in A>bury I'ark, July 6, 1905, the 
 board of trustees presented a report which had already been mailed to all 
 active members on May 25, prtneding. This report may be found in fidl 
 with the di.scussion and the action on the >ame on p|). 25-40 of the volume of 
 Proceedings for 1905. 
 
 In accordance with this action and the subse(|uent action of liie board nf 
 directors on the same date (>ee p. 52, volume of I'nurcdnigs for 11^05) tlu' 
 board of trustees securf(l the passage by the Senate and ih( ll«iu>>e of Rcpre
 
 534 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 sentatives of an act of Congress incorporating the National Education Asso- 
 ciation, providing such act should be accepted by the active members of the 
 next following annual meeting. This act was approved by the President of 
 the United States on June 30, 1906. The full text of the act may be found on 
 pp. 21-24 of this volume. 
 
 VI. THE CONSTITUTION 
 
 The following is the text of the Constitution, as adopted at the meeting 
 for organization in Philadelphia, Pa., August 26, 1857: 
 
 THE NATIONAL TEACHERS' ASSOCIATION 
 
 Preamble 
 
 To elevate the character and advance the interests of the profession of teaching, and 
 to promote the cause of popular education in the United States, we, whose names are 
 subjoined, agree to adopt the following 
 
 Constitution 
 
 article i. name 
 
 This association shall be styled "The National Teachers' Association." 
 
 ART. II. — members 
 
 Sec I. Any gentleman' who is regularly occupied in teaching in a public or private 
 elementary school, college, or university, or who is regularly employed as a private tutor, 
 as the editor of an educational journal, or as a superintendent of schools, shall be eligible 
 to membership. 
 
 Sec 2. Application for admission to membership shall be made or referred to the 
 Board of Directors, or to such a committee of their number as they shall appoint; and 
 all who may be recommended by them, 2 and accepted by a majority vote of the members 
 present, shall be entitled to the privileges of the association upon paying two dollars and 
 signing this constitution. 
 
 Sec. 3. Upon the recommendation of the Board of Directors, gentlemen may be 
 elected honorary members by a two-thirds vote of the members present, and as such shall 
 have all the rights of regular members, except those of voting and holding office. 
 
 Sec 4. Ladies engaged in teaching may, on the recommendation of the Board of 
 Directors, become honorary members, and shall thereby possess the right of presenting, 
 in the form of written essays (to be read by the Secretary, or any other member whom 
 they may select), their views upon the subject assigned for discussion. 
 
 Sec 5.3 Whenever a member of this Association shall abandon the profession of 
 teaching, or the business of editing an educational journal, or of superintending schools, 
 he shall cease to be a member. 
 
 Sec 6. If one member shall be charged by another with immoral or dishonorable 
 conduct, the charge shall be referred to the Board of Directors, or such committee as 
 they shall appoint; and if the charge shall be sustained by them, and afterwards by a 
 two-thirds vote of the members present, at a regular meeting of the Association, the 
 member so charged shall forfeit his membership. 
 
 Sec 7. There shall be an annual fee of one d<;llar. If any one shall omit ])a}'ing 
 his fee for four years his connection with the association shall cease. 
 
   1866: amended by striking out the word, "gentleman," and inserting the word, "person." 
 
 ' i865: amended by striking out the words, "and accepted by a majority vote of the members present." 
 
 3 1866: Art. II, Sec. s, was stricken from the constitution.
 
 Chapter] THE CONSTITUTION 535 
 
 Sec. 8. A person eligible to membership may become a life n)enil)er by jjaying, 
 at once, ten dollars. 
 
 .\RT. III. OFFICERS 
 
 Sec. r. The officers of this .\ssociation shall be a President, twelve Vice-Presidents, 
 a Secretary, a Treasurer, and one Counselor for each state, district, or territory repre- 
 sented in the association. These officers all of whom shall Ix? elected by ballot, a majority 
 of votes cast being necessary for a choice, shall constitute the Hciard of Directors, and 
 shall have power to appoint committees from their own number such as thc\' shall deem 
 expedient. 
 
 Sec. 2. The President shall preside at all meetings of the Association and of the 
 Board of Directors, and shall perform such other duties, and enjoy such pri\aleges, as 
 by custom devolve upon and are enjoyed by a presiding ofTicer. 
 
 In his absence the Vice-President, in order, who is present, shall preside; and in 
 the absence of all the Vice-Presidents a pro tempore chairman shall be appointed on 
 nomination — the Secretary putting the question. 
 
 Sec. 3. The Secret.xry shall keep a full and just record of the proceedings of 
 the Association and of the Board of Directors, shall notify each member of the Associa- 
 tion, or Board, shall conduct such correspondence as the Directors may assign, and shall 
 have his records present at all meetings of the Association and of the Board of Directors. 
 In his absence, a Secretary pro tern, may be appointed. 
 
 Sec. 4. The Treasurer shall receive and hold in safe-keeping all moneys paid 
 to the .Association; shall expend the same, in accordance with the vote of the Directors, 
 or of the Association; and shall keep an exact account of his receipts and expenditures, 
 with vouchers of the latter, which account he shall render to the Board of Directors prior 
 to each regular meeting of the Association; he shall also present an abstract thereof to 
 the Association. The Treasurer shall give such bonds for the faithful discharge of his 
 duties, as may be required by the Board of Directors. 
 
 Sec. 5. The Counselors shall have equal powers with the other Directors in 
 performing the duties belonging to the bnard. The Board of Directors shall have power 
 to fill vacancies in their own body, shall have in charge the general interests of the Associa- 
 tion, shall make all necessary arrangements for its meetings, and shall do all in their 
 power to render it a useful and honorable institution. 
 
 ART. IV. — meetings 
 
 A meeting shall he hehl in .August, 1858, after which the meetings shall i)c held 
 biennially. [Changed to annually at the meeting in 1858.] 
 
 The place and precise time of meeting shall be determined by the Board of Direc tors. 
 The Board of Directors shall hohl their regular meetings at the place and two hours 
 Ix-fore the time of the a.ssembling of the A.ssociation, and immetliately after the adjourn- 
 ment of the same. Special meetings may be held at such other times and phues as the 
 Board or the President may determine. 
 
 ART. V. — BY-LAWS 
 By-laws, not incon.sistent with this constitution, may be adopted by a two thir<Is vote 
 of the Association. 
 
 ART. VI. — AMKND.MENTS 
 
 This constitution may l>e altered or amended at a regular meeting by the unanimous 
 vole of the members present; or by a tw>-thirds v.)te of the members present, provided 
 the alteration or amendment has Ijeen presented, or sul)stantially projHKsed, at a previous 
 regular meeting. 
 
 The following Constitution was afloptcd at tin- time of the reorganization 
 ami ( han^^e of namr of the As'^otiation at tlir Cleveland meeting. August
 
 536 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 15, 1870. The various amendments made from time to time follow their 
 respective sections. 
 
 THE CONSTITUTION 
 
 OF THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Preamble 
 To elevate the character and advance the interests of the profession of teaching, and 
 to propiote the cause of popular education in the United States, we, whose names are 
 subjoined, agree to adopt the following 
 
 Constitution 
 
 article i. name 
 
 This Association shall be styled "The National Educational Association." 
 
 ARTICLE II. — departments 
 .Section i. It shall consist of four Departments: The first, of School Superintend- 
 ence; the second, of Normal Schools; the third, of Elementary Schools; the fourth, of 
 Higher Instruction. 
 
 [1875: Amended by adding, "the fifth, of Industrial Education." 
 1880: Amended by adding, "and a National Council of Education." 
 1883: Amended by adding, "the sixth, of Art Education." 
 1884: Amended by adding, "the seventh, of Kindergarten Instruction; the 
 
 eighth, of Music Education." 
 1886: Amended by adding, "the ninth, of Secondary Education." 
 1892: Amended by adding, "the tenth, of Business Education." 
 1894: Amended by adding, "the eleventh, of Child-Study." 
 1895: Amended by adding, "the twelfth, of Physical Education; the thir- 
 teenth, of Natural Science Instruction; the fourteenth, of School 
 Administration." 
 1896: Amended by adding: "the fifteenth, the Library Department." 
 1897: Amended by adding, "the sixteenth, for the Education of the Deaf, 
 Blind, and Feeble-minded;" changed in 1902 to the "Department 
 of Special Education." 
 1899: Amended by adding, "the seventeenth, of Indian Education." 
 1899: Amended by changing, "Industrial Education," to "Manual 
 
 Training." 
 1905: Amended by adding, "the eighteenth, of Technical Education."] 
 
 Sec. 2. Other departments may be organized in the manner prescribed in this 
 Constitution. 
 
 article III. — membership 
 
 Section i. Any person in any way connected with the work of education shall be 
 eligible to membership. Such person may become a member of this Association by pay- 
 ing two dollars and signing this Constitution; and he may continue a member by the 
 payment of an annual fee of one dollar. On his neglect to pay such fee, his member- 
 ship shall cease. 
 
 1875: Amended by changing "one dollar," to, "two dollars." 
 
 1885: Amended by inserting, after "education," "or any educational 
 
 association." 
 1895: Amended by replacing Sec. i by the following: 
 
 "Section i. There shall be three classes of members, namely, 
 active, associate, and corresponding. 
 
 Sec. 2. Teachers and all who are actively associated with the 
 management of educational institutions, including libraries and 
 periodicals, may become active members. All others who pay an 
 annual membership fee of two dollars may become associate mem- 
 bers. Eminent educators not residing in America may be elected by
 
 Chapter! THE CONSTITUTION 537 
 
 the Directory to be corresponding members. The number of cor- 
 responding members shall at no time exceed fifty. 
 Sec. 3. All persons who have been members of the Association for 
 any two years previous to or including 1895 may be admitted to active 
 membership without payment of the enrollment fee. Any person 
 eligible may become an active member upon application endorsed 
 by two active members and the payment of an enrollment fee of two 
 dollars. 
 
 .•Ml active members must pay annual dues of two dollars, antl will be 
 entitled to the volume of Proceeditigx without 'coupon' or other con- 
 ditions. If the annual dues are not paid within the fiscal year, mem- 
 bership will lapse, and may be restored only on payment of the enroll- 
 ment fee of two dollars. 
 
 Associate members may receive the volume of Proceedings in accord- 
 ance with the usual 'coupon' conditions, as printed on the member- 
 ship certificate. 
 
 Corresponding members will be entitled to the volume of Proceedings 
 without payment of fees, or other conditions. 
 
 Sec. 4. The names of active and corresponding members only will 
 be printed in the volume of Proceedings with their respective educ a- 
 lional titles, offices, and addresses, to be revised annually by the 
 Secretary of the .\ssociation." 
 
 1896: Amended by adding to paragraph 2 of Section 3, "All life members 
 and life directors shall be (lenominated active members, and shall 
 enjoy all the powers and privileges of such members without the 
 payment of annual dues.'" 
 
 1897: .Amended by striking out the first sentence of Section 3 to and in- 
 cluding the words, "enrollment fee," and by adding to the second 
 .sentence of Section 3, "and the annual dues for the current year." 
 
 1900: Amended by adding to the first paragraph of Section 3, "Active 
 members only have the right to vote and to hold olTice in the general 
 As.sociation or in the .several departments." 
 
 .\mended, in second sentence of second paragraph of Section 3, to 
 read, "The annual (active) membership fee shall be payable at the 
 time of the annual convention or by remittance to the Secretary 
 before Seirtembcr i of each year. Any active member may discon- 
 tinue membershij) l)y giving written notice to the Secretary before 
 .September i, and may restore the same only on the payment of the 
 enrollment fee and the annual dues for the current year." 
 
 Sec. 2. Each department may prescribe its own conditions of membershi]), pro- 
 vided that no person be admitted to such membership who is not a mcnihcr of the general 
 .Assc^ciation. 
 
 1895 : Amended by .striking out entire section. 
 
 Sec. 3. Any person eligible t<j membershiji may l)e<ome a life-member by paying 
 
 at once ten dollars. 
 
 1876: Amenrled by (hanging, "ten," to, "twenty." 
 1895: Amended by striking out entire .section. 
 
 article IV. — OFFICERS 
 Section i. The officers of this Association .shall be a President, twelve Vice-Presi- 
 dents, a Secretary, a Treasurer, one Counselor for each Stale, District, or Territory 
 represented in the Association, ancl the officers c harged with the administration of ilu-ir 
 rcsfjcctivc Departments. 
 
 1876: Amended by aclding, "Any friencl of cckKalion may In-come a life- 
 director by the donation of one hundred dollars to the Association 
 at cine time, either by himself or in his behalf." 
 
 1880: Amc-ndccl by aclding, "ancl any eclui ational assoc iation may scm ure 
 a ])erpc-tual clircc torshij) by a like clmiation of one hundrc-cl dollars, 
 the clirci tor to U- ajipointccl annually or for life." 
 
 18H5: .\menc|((| by adding, "Whenever a life-memlKT cicsires to become 
 a life-direc tor, he shall Im- < reclited with the amount he has jiaid for 
 lifc-mcmlxTshi[)."
 
 538 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 1886: Amended by changing, "oiBcers charged with the administration of 
 their respective departments," to, "presiding ofjScers of the several 
 departments and a Board of Trustees to be constituted as hereinafter 
 provided." 
 1887: Amended by changing, "Counselor" to "Director." 
 1895: Amended by substituting the following: 
 
 " Section i. The officers of this Association shall consist of a Presi- 
 dent, twelve Vice-Presidents, a Secretary, a Treasurer, a Board of 
 Directors, a Board of Trustees, and an Executive Committee, as 
 hereinafter provided. 
 
 "Sec. 2. The President, Vice-Presidents, Secretary, Treasurer, 
 Counselors, and presiding officers of their respective Departments 
 shall constitute the Board of Directors, and, as such, shall have 
 power to appoint such committees from their own number as they 
 shall deem expedient." 
 1876: Amended by adding, after "Counselors," "Life-Directors." 
 1884: Amended by adding, after "Life-Directors," "President of the 
 
 Council." 
 1887: Amended by changing "Counselors" to "Directors." 
 1895: Amended by substituting the following: 
 
 " Sec. 2. The Board of Directors shall consist of the President of the 
 National Educational Association, First Vice-President, Secretary, 
 Treasurer, chairman of the Board of Trustees, and one additional 
 member from each state, territory, or district, to be elected by the 
 Association for the term of one year, or until their successors are 
 chosen, and of such life-directors as are now (July 10, 1895) in office. 
 "The President of the National Educational Association, First Vice- 
 President, Secretary, Treasurer, and chairman of the Board of Trus- 
 tees shall constitute the Executive Committee." 
 1896: Amended by inserting after line 5, "All past presidents of the Associa- 
 tion now living, and all future presidents at the close of their respec- 
 tive terms of office, and the United States Commissioner of Educa- 
 tion shall become life-directors of the Association." 
 1898: Amended in last paragraph to read: 
 
 "The President of the National Educational Association, First Vice- 
 President, Treasurer, chairman of the Board of Trustees, and a mem- 
 ber of the Association to be chosen annually by the Board of Direc- 
 tors, which member shall hold office for one year, shall constitute 
 the Executive Committee. 
 
 "Sec. 3. The officers of the Association shall be chosen by ballot, 
 unless otherwise ordered, on the second day of each annual session, 
 a majority of the votes cast being necessary for a choice. They 
 shall continue in office until the close of the annual session subse- 
 quent to their election, and until their successors are chosen." 
 1876: Amended by inserting, "elective," before "officers." 
 1886: Amended by adding, "except as hereinafter provided." 
 1895: Amended by changing, "second," to, "third." 
 1896: Amended by inserting, after "chosen," "by the active members of 
 
 the Association." 
 1898: Amended by inserting, in line i, after "Association," "with the ex- 
 ception of the Secretary." 
 
 Amended by changing, in second sentence, "They," to, "The officers 
 so chosen." 
 
 "Sec. 4. Each department shall be administered by a President, 
 Vice-President, Secretary, and such other officers as it shall deem 
 necessary to conduct its affairs." 
 1886: Amended by adding, "but no person shall be elected to any office 
 of any department, or of the Association, who is not, at the time of 
 the election, a member of the Association." 
 1896: Amended by inserting, "active," before, "member." 
 
 "Sec. 5. The President shall preside at all meetings of the Associa- 
 tion and of the Board of Directors, and shall perform the duties 
 usually devolving upon a presiding officer. In his absence, the first 
 Vice-President in order, who is present, shall preside; and in the 
 absence of all Vice-Prcsirlcnts, a pro tempore chairman shall be ap- 
 pointed on nomination, the Secretary putting the question."
 
 Chapter) THE CONSTITUTION 539 
 
 "Sec. 6. The Secretary shall keep a full aiul accurate report of the 
 proceedings of the general meetings of the Association and all meet- 
 ings of the Board ol Directors, and shall conduct such corrcsj>ond- 
 ence as the Directors may assign, and shall have his records present 
 at all meetings of the .\ssociation and of the Board of Directors. 
 The Secretary of each department shall, in addition to performing 
 the duties usually pertaining to his ofTice, keep a list of the members 
 of his department." 
 
 "Sec. 7. The Treasurer shall receive and hold in safe-keeping all 
 moneys paid to the .Association, shall c.\i>ond the same only upon the 
 order of the Committee of Finance, shall keep an exact account of 
 his receipts and expenditures, with vouchers for the latter, which 
 accounts he shall render to the Board of Directors prior to each 
 regular meeting of the .Association, and shall al.so present an abstract 
 thereof to the Association. He shall give bonds for the faithful dis- 
 charge of his duties as may be required by the Board of Directors." 
 
 1884: Amended by adding, "The Treasurer's term of ofTice shall continue 
 till the settlement of the business of the session for which he is elected." 
 
 1886: Amended by substituting the following: 
 
 "Sec. 7. The Treasurer shall receive, and under the direction of 
 the Board of Trustees hold in safe-keeping, all moneys paid to the 
 Association; shall expend the same only upon the order of said 
 board; shall keep an exact account of his receipts and expenditures, 
 with vouchers for the latter, which accounts, ending the ist day of 
 July each year, he shall render to the Board of Trustees and, when 
 approved by said board, he shall report the same to the Board of 
 Directors. The Treasurer shall give such bond for the faithful dis- 
 charge of his duties as may be required by the Board of Trustees; 
 and he shall continue in oflice until the first meeting of the Board of 
 Directors held prior to the annual meeting of the Association next 
 succeeding that for which he is elected." 
 
 " Sec. 8. The Board of Directors shall have power to fill all vacancies 
 in their own body; shall have in charge the general interests of the 
 Association; shall make all necessary arrangements for its meetings; 
 and shall do all in its power to make it a useful and honorable insti- 
 tution. Upon the written application of twenty members of the 
 Association for permission to establish a new Department, they may 
 grant such permi.ssion. Such new Department shall in all respects 
 he entitled to the same rights and privileges as the others. The 
 formation of such Department shall in elTect be a suflkient amendment 
 to this Qjnstilution for the insertion of its name in Article II, ami the 
 Secretary shall make the necessary alterations." 
 
 1886: Amended by inserting, after "Association," in line 2, "e-xcejiling 
 those herein entrusted to the Board of Trustees." 
 
 i8f/i: .Amended by inserting, "active," between, " twenty" and " members." 
 
 1S7O: Added: 
 
 "Sec. q. The Board of Directcjrs shall a])|)oinl three trustees into 
 whose hands shall be placed for safe-keeping and investment all funds 
 which the A.s.sociation may receive from the creation of life-director- 
 ships or from donations, unless the donors shall sjiet ify other ]juri)oses 
 for whic h they may Ik- used. The income of sui h funds so invested 
 shall Ik; u.sefl exclusively in defraying the experise of publishing the 
 annual volume of the A.ssociation unless the donors shall si)ecify 
 otherwise. The Board of Directors shall require such trustees to 
 give to the A.s.so< iaiion their joint Ixmd in a sum efjual to twice the 
 amount cif sue h tru.st fund as may be in their hands." 
 
 r886: Amended by substituting the following: 
 
 "Si;c. g. The Board of Trustees shall consist cjf fuur members, 
 elec led by the Board of Diretlors for a term of four years, and the 
 President of the A.s.soc iaiion, who shall be a memlx-r ^'.v officio during 
 his term of ofl'ic e. At the election of the Trusties in iHSf), one 
 Tru.stee shall Ik* electee! for one- ye-ar, one for two years, one for three 
 years, and one for four years, anel annually thereafter, at the lirst 
 meeting of ihe Board of Directors held prior to ihc annual meeting 
 of ihc A.S.SOC iatie<n, one Trustee shall be elec ted for the term of four 
 years. All vacancies occurring in said Board of Trustees, whether
 
 540 NATIONAL EDUCATIONAL ASSOCIATION [Historical 
 
 by resignation or otherwise, shall be filled by the Board of Directors 
 . for the unexpired term; and the absence of a Trustee from two con- 
 secutive annual meetings of the Board shall forfeit his membership 
 therein. The Board of Trustees thus elected and constituted shall 
 be the executive financial officers of this Association, as a body cor- 
 porate, as conferred by the certificate of incorporation under the 
 provisions of the Act of General Incorporation, Class Third, of the 
 Revised Statutes of the District of Columbia, dated the twenty-fourth 
 day of February, 1886, at Washington, D. C, and recorded in Liber 
 No. 4, 'Acts of Incorporation for the District of Columbia.' " 
 "Sec. 10. It shall be the duty of the Board of Trustees to provide 
 for safe-keeping and investment of all funds which the Association 
 may receive from life- directorships, or from donations; and the 
 income of such invested funds shall be used exclusively in paying the 
 cost of publishing the annual volume of Proceedings of the Asso- 
 ciation, excepting when donors shall specify otherwise. It shall also 
 be the duty of the Board to issue orders on the Treasurer for the 
 payment of all bills approved by the Board of Directors, or by the 
 President and Secretary of the Association acting under the authority 
 of the Board of Directors; and, when practicable, the Trustees shall 
 invest all surplus funds exceeding one hundred dollars, that may 
 remain in the hands of the Treasurer after paying the e.xpenses of the 
 Association for the previous year." 
 
 1896: Amended by changing the last sentence of Section 9 to read: "The 
 Board of Trustees thus elected shall constitute the body corporate 
 of the Association, as provided in the certificate of incorporation, etc." 
 
 1898: Added: 
 
 "Sec. II. The Board of Trustees shall elect the Secretary of the 
 Association, who shall also be secretary of the Executive Committee, 
 and shall fix his compensation and his term of office for a period not 
 to exceed four years." 
 
 ARTICLE V. — MEETINGS 
 
 Section i. The Annual Meeting of the Association shall be held at such time and 
 place as shall be determined by the Board of Directors. 
 
 Sec. 2. Special meetings may be called by the President at the request of five 
 Directors. 
 
 Sec. 3. Any department of the Association may hold a special meeting at such 
 time and place as by its own regulations it shall appoint. 
 
 Sec. 4. The Board of Directors shall hold their regular meetings at the place of, 
 and not less than two hours before, the assembling of the Association. 
 
 Sec. 5. Special meetings may be held at such other times and places as the Board 
 or the President shall determine. 
 
 Sec. 6. Each new Board shall organize on the day of its election. At its first 
 meeting a Committee on Publication shall be appointed, which shall consist of the Secre- 
 tary of the Association for the previous year, and one member from each department. 
 
 1884: Amended by changing, "on the day," to, "at the session." 
 
 1886: Amended by inserting, after "shall consist of," "the President and." 
 
 article VI. — BY-LAWS 
 
 By-laws, not inconsistent with this Constitution, may be adopted by a two-thirds 
 vote of the Association. 
 
 ARTICLE VII. — amendments 
 
 This Constitution may be altered or amended at a regular meeting by the unani- 
 mous vote of the members present, or by a two-thirds vote of the members present, pro- 
 vided that the alteration or amendment has been substantially proposed in writing at a 
 previous meeting.
 
 Chapter] LIST OF EXECUTIVE OFFICERS 541 
 
 BY-LAWS 
 
 I. At each regular meeting of the Association there shall be appointed a Committee 
 on Nominations, one on Honorary Members, and one on Resolutions. 
 
 1897: Amended by substituting the following: 
 
 "1 . At the tirst session of each annual meeting of the Association there 
 shall be appointed by the President a committee on resolutions; and 
 at the third session of such meeting there shall be appointed a com- 
 mittee on nominations, consisting of one member from each state 
 represented, the same \.o be appointed by the President on the nomi- 
 nation of a majority of the active members in attendance from such 
 state; provided, however, that such appointment shall be made by 
 the President without such nomination when less than three active 
 members from a state are in attendance, and also when a majority 
 of the active members in attendance from any one state shall fail to 
 make a nomination. 
 
 "The meetings of active members to nominate members of the nomi- 
 nating committee shall be held at 2 P. M. on the second day of the 
 meeting, at such places as shall be announced in the general pro- 
 gram." 
 
 1899: Amended by inserting, after "state," "and territory." 
 
 Amended by changing "2 p. M. on the second day" to "5:30 v. .\i. 
 on the first day." 
 
 1903: Amended by changing, "in attendance from such state and terri- 
 tory," to, "from such state and territory jiresent at the meeting 
 called for the purpose of making such nomination." 
 Amended by striking out the words, "less than three active members 
 from a state are in attendance, and also when a majority of." 
 
 2. The President, First Vice-President, and Secretary shall constitute a Committee 
 on Finance. 
 
 1886: Amended by substituting the following: 
 
 " 2. The President and -Secretary shall certify to the Board of Trustees 
 all bills approved by the Board of Directors." 
 
 3. Each paying member of the .Association shall be entitled to a copy of its Proceedings. 
 
 iSj-j: Added. 
 
 "4. No paper, lecture, or address shall be read before the Associa- 
 tion or any of its departments in the absence of its author, nor shall 
 any such paper, lecture, or address be published in tlic volume of Fro- 
 ceediiigs without the consent of the Association." 
 
 1885: Amended by adding, "upon ap])roval of the E.xecutive Committee." 
 
 1889: Added: 
 
 "5. It shall be the duty of the President, Secretary, and Treasurer 
 of the Association, to appoint annually some competent person to 
 examine the securities of the permanent fund held by the Board of 
 Trustees, and his certificate showing the condition of the said fund 
 shall be attached to the report of the Board of Trustees." 
 
 \'ii. ijsT oi- i':xEcurivK oI'I'ICI-.rs wrm 
 
 C.Al.liNUAK OF M1{I-:'1'I\(;S 
 
 NATIONAL IKACUKKS' ASSOCIATION 
 
 1857 I'MILADKLI'MIA, I'A., August a6 1850 \VASIII\(;|( )\. DC, Au«u.st 10-12 
 
 (OkfiA.vizAiio.s) I>rts., A. J. Kk kokf, CiiKitinati, Ohio 
 
 Ch.iirman, Jamks L. Knos, Cedar Rapiiin, St-r.. J. W. Uiii.ki.ky. Brooklyn. N. Y. 
 
 '"*■' Trciw.. C. S. 1'KNNKi.i,. St. Louia, Mo. 
 
 Sccn-lary. \V. K. Suki.ijon. Boston. Mawi. 
 
 1858 CINCIN.NAII. OHIO. Ai)<;usT 11-13 iH^o UUITALO. N. Y.. August 8-10 
 Prc».. Z. KK'iiAkhH. WnshinKlon. IJ. C. I'r«-!t., J. W. Bui.ki.ky. BrtMikiyn, N. Y. 
 Sec, J. W. Bui.ki.ky. Bro<iklyii. N. Y. Sei., Z. Kiiiiakds, Wanhinitton, D. C. 
 Trca»., A. J. KicKorr, Cincinnati. Ohio Trca».. O. C. Wkjht. Wu.shington, D. C.
 
 54^ 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historica 1 
 
 1 86 1, 1862 No Meetings 
 
 1863 CHICAGO, ILL., Augusts-? 
 
 Pres., John D. Philbrick, Boston, Mass. 
 Sec, James Cruikshank, Albany, N. Y. 
 Treas., O. C. Wight, Washington, D. C. 
 
 1864 OGDENSBURG,N. Y., August 10-12 
 Pres., W. H. Wells, Chicago. 111. 
 
 Sec, David N. Camp, New Britain. Conn. 
 Treas., Z. Richards, Washington, D. C. 
 
 1865 HARRISBURG, PA., August 16-18 
 Pres., S. S. Greene, Providence, R. I. 
 Sec, W. E. Sheldon, Boston, Mass. 
 Treas., Z. Richards, Washington, D. C. 
 
 1866 INDIANAPOLIS, IND., August 15-17 
 Pres., J. P. WiCKERSHAM, Millersville, Pa. 
 
 Sec S. H. White, Chicago, 111. 
 Treas., S. P. Bates, Harrisburg, Pa. 
 
 No Meeting 
 
 NASHVILLE, TENN., August 19-21 
 Pres.. J. M. Gregory, Kalamazoo, Mich. 
 Sec, L Van Bokkelen, Baltimore, Md. 
 Treas., James Cruikshank, Brooklyn, N. 
 
 TRENTON. N. J., August 18-20 
 Pres., L. Van Bokkelen, Baltimore, Md. 
 Sec, W. E. Crosby, Cincinnati, Ohio 
 Treas., A. L. Barber, Washington, D. C. 
 
 1870 CLEVELAND, OHIO, August 15-19 
 Pres., Daniel B. Hagar, Salem, Mass. 
 Sec, A. P. Marble, Worcester, Mass. 
 Treas., W. E. Crosby, Davenport, la. 
 
 1867 
 1868 
 
 1869 
 
 Name Changed to 
 THE NATIONAL EDUCATIONAL ASSOCIATION 
 
 1871 
 
 1872 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 1881 
 
 1882 
 
 1883 
 
 1884 
 
 ST. LOUIS, MO., August 22-24 1885 
 
 Pres.. J. L. PiCKARD, Chicago, 111. 
 Sec, W. E. Crosby, Davenport, la. 
 Treas., John Hancock, Cincinnati, Ohio 
 
 BOSTON, MASS.. August 6-8 1886 
 
 Pres., E. E. White, Columbus, Ohio 
 
 Sec, S. H. White, Peoria, 111. 
 
 Treas., John Hancock, Cincinnati, Ohio 
 
 ELMIRA, N. Y., August 5-7 1887 
 
 Pres., B. G. Northrop. New Haven, Coon. 
 
 Sec, S. H. White, Peoria, 111. 
 
 Treas., John Hancock, Cincinnati, Ohio 
 
 DETROIT, MICH., August 4-6 i888 
 
 Pres., S. H. White, Peoria, 111. 
 
 Sec, A. P. Marble. Worcester, Mass. 
 
 Treas., John Hancock. Cincinnati, Ohio 
 
 MINNEAPOLIS, MINN., August 3-5 1889 
 
 Pres., W. T. Harris, St. Louis, Mo. 
 Sec, W. R. Abbott, Bellevue, Va. 
 Treas., A. P. Marble, Worcester, Mass. 
 
 BALTIMORE, MD., July 10-12 1890 
 
 Pres., W. F. Phelps, Winona, Minn. 
 Sec, W. D. Henkle, Salem, Ohio 
 Treas., A. P. Marble, Worcester, Mass. 
 
 LOUISVILLE, KY., August 14-16 1891 
 
 Pres., M. A. Newell, Baltimore, Md. — 
 Sec, W. D. Henkle, Salem, Oliio 
 Treas., J. O. Wilson, Washington, D. C. 
 
 No Meeting 1892 
 
 PHILADELPHIA, PA., July 29-31 
 
 Pres., John Hancock, Cincinnati, Ohio 
 
 Sec, W. D. Henkle, Salem, Ohio 
 
 Treas., J. O. Wilson, Washington, D. C. 1893 
 
 CHAUTAUQUA, N. Y., July 13-16 
 
 Pres., J. O. Wilson, Washington, D. C. 
 
 Sec, W. D. Henkle, Salem, Ohio 
 
 Treas., E. T. Tappan, Gambler, Ohio 
 
 ATLANTA, GA., July 19-22 1894 
 
 Pres., James H. Smart, Indianapolis, Ind. 
 
 Sec, W. D. Henkle, Salem, Ohio 
 
 Treas., E. T. Tappan, Gambler, Ohio 
 
 SARATOGA SPRINGS, N. Y., July 12-14 '^5»5 
 
 Pres., G. J. Orr, Atlanta, Ga. — 
 
 Sec, W. E. Sheldon, Boston, Mass. 
 
 Treas., H. S. Tarbell, Indianapolis, Ind. 
 
 SARATOGA SPRINGS, N. Y., July 9-1 i 1896 
 
 Pres., E. T. Tappan, Gambler, Ohio 
 
 Sec, W. E. Sheldon, Boston, Mass. 
 
 Treas., N. A. Calkins, New York, N. Y. 
 
 MADISON, WIS., July 15-18 1897 
 
 Pres., Thomas W. Bicknell, Boston, Mass. 
 
 Sec, H. S. Tarbell, Providence, R. I. 
 
 Treas., N. A. Calkins, New York, N. Y. 
 
 SARATOGA SPRINGS, N. Y., July 14-17 
 Pres., F. Louis Soldan, St. Louis, Mo. 
 Sec, W. E. Sheldon, Boston, Mass. 
 Treas., N. A. Calkins, New York, N. Y. 
 
 TOPEKA, IC-^NS.. Jqly 13-16 
 Pres., N. A. Calkins. New York, N. Y. 
 Sec, W. E. Sheldon, Boston, Mass. 
 Treas., E. C. Hewett, Normal, 111. 
 
 CHICAGO, ILL., July 12-15 
 Pres., W. E. Sheldon, Boston, Mass. 
 Sec, J. H. Canfield, Lawrence, Kans. 
 Treas., E. C. Hewett, Normal, 111. 
 
 SAN FRANCISCO, CAL., July 17-20 
 Pres., Aaron Gove, Denver, Colo. 
 Sec, J. H. Canfield, Lawrence, Kans. 
 Treas., E. C. Hewett, Normal, 111. 
 
 NASHVILLE, TENN.. July 16-19 
 Pres., A. P. Marble, Worcester, Mass. 
 Sec, J. H. Canfield, Lawrence, Kans. 
 Treas., E. C. Hewett Normal, 111. 
 
 ST. PAUL, MINN., July 8-1 i 
 Pres.. J. H. Canfield, Lawrence, Kans. 
 Sec, W. R. Garrett, Nashville, Tenn. 
 Treas, E. C. Hewett, Normal, 111. 
 
 TORONTO, ONT., July 14-17 
 
 Pres., W. R. Garrett. Nashville, Tenn. ■— 
 
 Sec, E. H. Cook, Flushing, N. Y. 
 
 Treas., J. M. Greenwood, Kansas City, Mo. 
 
 SARATOGA SPRINGS, N. Y., July 12-15 
 Pres., E. H. Cook, Boulder, Colo. 
 Sec, R. W. Stevenson, Wichita, Kans.*'"^ 
 Treas., J. M. Greenwood, Kansas City, Mo. 
 
 CHICAGO, ILL.JuLY 25-28 
 
 (International Congress of Education) 
 Pres., Albert G. Lane, Cliicago, 111. 
 Sec, Irwin Shepard, Winona, Minn. 
 Treas., J. M. Greenwood, Kansas City, Mo. 
 
 ASBURY park, N. J., July 10-13 
 Pres. Albert G. Lane. Chicago, 111. 
 Sec. Irwin Shepard, Winona, Minn. 
 Treas., J. M. Greenwood, Kansas City, Mo 
 
 DENVER, COLO., July 9-12 
 Pres., Nicholas Murray Butler, New York 
 Sec, Irwin Shepard, Winona, Minn. 
 Treas., I. C. McNeill, Kansas City, Mo. 
 
 BUFFALO, N. Y., July 7-10 
 Pres., N. C. Dougherty. Peoria, 111. 
 Sec, Irwin Shepard, Winona, Minn. 
 Treas., I. C. McNeill, West Superior, Wis. 
 
 MILWAUKEE, WIS., July 6-9 
 Pres., Charles R. Skinner, Albany, N. Y. 
 Sec, Irwin Shepard, Winona, Minn. 
 Treas., 1. C. McNeill, West Superior, Wis.
 
 Chapter] 
 
 BOARD OF TRUSTEES 
 
 543 
 
 1898 WASHINGTON. D. C. July 7-12 
 
 Pres.. J. M. Greenwood. Kansas City, Mo. 
 Sec, Irwin Shep.ard, Winona, Minn. 
 Treas., I. C. McNeill. West Superior, Wis. 
 
 1899 LOS ANGELES, C.\L.. July 11-14 
 
 Pros., E. Oram Lvte. Millers\ille. Pa. 
 Sec. Irwin Shepard, Winona, Minn. 
 Treas., I. C. McNeill. West Superior. Wis. 
 
 1900 CHARLESTON. S. C, July 7-13 
 Pres.. Oscar T. Corson. Columbus. Ohio 
 Sec. Irwin Shepard. Winona. Minn. 
 Treas.. Carroll G. Pearse, Omaha, Neb. 
 
 1901 DETROIT, MICH., Jlt,y 8-12 
 Pres.. Jajxes M. Green, Trenton. N. J. 
 Sec. Irwi.n Shepard. Winona, Minn. 
 'IVe.is.. L. C. Greeni.ee, Denver. Colo. 
 
 1903 
 
 MINNEAPOLIS. MINN., July 7-11 
 Pres.. Wm. M. Beardshear. Ames, In, 
 Sec. Irwin Shepard. Winona, Minn. 
 Treas., Charles H. Keyes, Hartford, Conn. 
 
 1903 BOSTON, M.A.SS., July 6-10 
 
 Pres.. Charles W. Eliot, Cambridge, Mass. 
 Sec, Irwin Shepard. Winona. Minn. 
 Treas., W. M. Davidson, Topeka, Kans. 
 
 1904 ST. LOUIS. MO.. June 27-JuLY i 
 Pres.. John W. Cook. DeK.olb, 111. 
 Sec, Irwin Shepard. Winona, Minn. 
 Trc;is , McHenry Rhoads, Owenslx)ro, Ky. 
 
 1905 ASBURY PARK AND OCEAN GROVE. 
 
 N. J., July 3-7 
 Pres,. Wm. H. Maxwell, New York, N. Y. 
 Sec. iRwrN Shepard, Winona, Minn. 
 Treas,, James W. Crabtree, Peru, Neb 
 
 1906 -No Meeting 
 
 1907 LOS ANGELES, CAL., Jui.v 8-12 
 Pres,, N. C, SciiAKFFER, Harrisburt;, Pa. 
 Sec, Irwin Shepard. Winona. Minn. 
 Treas.. J. N. Wilkinson, Emporia, Kans. 
 
 \'I11. BOARD OF TRUSTEES 
 
 Names of Members by Election, with Terms or Service of E.\ch from 1886 (Date of Organization) 
 
 TO 1907 
 
 (See Conslitulion. Art. IV, Sec. 9) 
 
 Elections were for the term of four years unless otherwise specified 
 
 total years 
 OF service 
 
 John Eaton, of District of Columbia; elected in 188& for one year; re-elected in 1887; term expired 
 
 in 1891 S 
 
 Zalmo.n Richards, of District of Columbia; elected in 1886 for two years; re-elected in 1888; 
 
 re-elected in 1892; term expired in 1896 10 
 
 Horace S. Tarbell. of Rhode Island; elected in 1886 for three years; re-elected in 1889; re- 
 elected in 1894; term expired in 1897 11 
 
 Norman A. Calkins, of New York; elected in 1886 for four years; re-elected in 1890; re-elected 
 
 in 1894; died in December. 1805 oj 
 
 Edwin C. Hewett, of Illinois; elected in 1801 ; term expired in 1805 4 
 
 .\i.BERT G. Lane, of Illinois; ex-o(Ticio mcmlxr for 1802-03. and 1893-94; elected in 1895; re- 
 elected in 1899; re-elected in 1903; died in .Vugust. 1906 13 
 
 J. Ormo.vd Wilson, of District of Columbia; elected in 1896; term expired in 1900 4 
 
 Nicholas Murray Butler, of New York; ex-officio member for 1894-95; elected in 1896 for 
 two years to fill unexpired term of N. A. Calkins deceased; re-elected in 1898; re-elected 
 in 1902 
 
 F. Louis Soldan. of Missouri; elected in 1897; re-elected in 1901; term expired in 1Q05 8 
 
 Newtos C. Dougherty, of Illinois; ex-officio member for 1895-96; elected in 1000; re-elected 
 
 in 1904; resigned in 1905 6 
 
 James M. Greenwood, of Missouri; ex-officio member for 1897-98; elected in 1905 
 
 OFFICERS 
 The officers of the Board of Trustees have been as follows: 
 
 Chairman — .Vohman A. Calkins, from 1886 to 1895 o* 
 
 Horace S. Tarbell, from December 22, 1895. to July i, i8q6 6 mos. 
 
 Albert G. Lane, from 1895 to 1906 11 
 
 Nicholas Murray Butler, from 1906 
 
 Secretary — Zalmon Richards, from 1886 to iSo^) 10 
 
 Nicholas Murray Butler, from 1896 to 1006 10 
 
 James M. Greenwood, from 1906 
 
 EX-OFFICIO ME.MBERS OF BOARD OF TRUSTEES 
 {^e Constitution, Art. IV. .See. 9) 
 Ex-oflicio service was for one year unless otherwise specified 
 1886-87 Wm. E. Sheldon, of Mas.<i:ichust-tis i897-<)« James M. Grkknwooi), of Missouri 
 
 1887-88 Aaron Gove, of Colorado 1898-00 E. (Jham Lvte. of Pennsylvania 
 
 1888 89 Albert P. NlAanLR. of M.-i.ss.'ichu.srtls 1800-1900 Oscar 'I'. Corson, of (Jhio 
 
 1889-90 jAMe.s H. Cam-iki.!). of Kan.sjiA 1900-1 James M. Gkef.n. of New Jersey 
 
 1800-91 W. R. (Jarrktt. of Tennessee 1901 2 Wm. .\I. Bkakdsiif.ak, of Iowa 
 
 1801-92 E. II. OxJK. of .N'cw York 1002 1 Cmaklks W. Eliot, of M.issachusetls 
 
 1802-93 Aldkct G. Lank, of Illinois 1903 4 John W. Cook, of Illinois 
 
 »>'03-94 Aiukbt G. Lane, of Illinnis 1004-5 Wm. II. Maxwell, nf New York 
 
 1K04-95 Nicholas Miikrav Hutlkh, of New York 1905-6 Nathan C. Scmaeffkr, of IVniusylvania 
 '805-96 Newton C. Dougherty, of Illinois i90<^7 Nathan C. S< hak ffkb, of I'( nn.sylvnni.i. 
 
 1896-97 Charle-s R. SKiNNrB.ol New York
 
 544 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 IX. LIST OF VICE-PRESIDENTS WITH TERMS 
 OF SERVICE FROM 1857 TO 1907 
 
 1857=58 
 
 T. W. Valentine, New York 
 D. P.. Hagar, Massachusetts 
 William Roberts, Pennsylvania 
 J. F. Cann, Georgia 
 James L. Enos, Iowa 
 T. C. Taylor, Delaware 
 J. R. Chullen, Indiana 
 II. W. Whelan, Missouri 
 P. F. Smith, South Carolina 
 D. WiUiins, Illinois 
 T. Granger, Indiana 
 L. Andrews, Ohio 
 
 1860-63" 
 
 William Roberts, Pennsylvania 
 G. F. Phelps, Connecticut 
 Isaac Stone, Illinois 
 C. S. Pennell, Missouri 
 C. H. Allen, Wisconsin 
 J. N. Mcjilton, Maryland 
 Wm. F. Phelps, New Jersey 
 
 C. C. Nestlerode. Iowa 
 Reuben McMillan. Ohio 
 Jas. G. Eliot, North Carolina 
 
 Z. Richards, District of Columbia 
 Chas. Ansorge, Massachusetts 
 
 1865-66 
 
 Richard Edwards, Illinois 
 T. W. Valentine, New York 
 W. F. Phelps, Minnesota 
 John S. Hart, New Jersey 
 
 D. Franklin Wells, Iowa 
 A. J. Rickoff. Ohio 
 
 C. S, Pennell, Missouri 
 G. W. Hoss, Indiana 
 
 J. W. Bulkley, New York 
 
 D. B. Hagar. Massachusetts 
 J. M. Gregory, Michigan 
 
 S. S. Greene, Rhode Island 
 
 1869-70 
 
 Emily A. Rice, Massachusetts 
 J. W. Bulkley. New York 
 M. H. Wygant, Arkansas 
 S. S. Greene, Rhode Island 
 W. Johnson, Maine 
 Geo. B. Sears, New Jersey 
 J. P. W'ickersham, Pennsylvania 
 W. R. Creery. Maryland 
 W. R. White, West Virginia 
 S. S. Ashley, North Carolina 
 M. Seaman, Louisiana 
 W. D. Henkle, Ohio 
 
 1872-73 
 
 Newton Bateman. Illinois 
 George P. Beard. Missouri 
 Abner J. Phipps, Massachusetts 
 Edward Brooks, Pennsylvania 
 James H. Binford. Virginia 
 John Swett, California 
 N. T. Lupton, Alabama 
 A. P. Stone, Maine 
 N. A. Calkins, New York 
 Miss D. A. Lathrop, Ohio 
 W. N. Kallmann, Kentucky 
 N. P. Gates. Arkansa.s 
 
   No meetings were held in 
 
 1858=59 
 
 T. W. Valentine. New York 
 D. B. Hagar, Massachusetts 
 B. M. Kerr, Pennsylvania 
 J. F. Cann, Georgia 
 J. S. Adams, Vermont 
 
 B. T. Hoyt, Iowa 
 
 C. E. Hovey, lUinois 
 I. W. Andrews, Ohio 
 A. Drury, Kentucky 
 Daniel Read, Wisconsin 
 J. N. Mcjilton, Maryland 
 Thomas C. Bragg, Alabama 
 
 1863-64 
 
 Richard Edwards, Illinois 
 William Roberts, Pennsylvania 
 G. F. Phelps. Connecticut 
 J. L. Pickard. Wisconsin 
 
 D. Franklin Wells. Iowa 
 
 A. J. Rickoff. Ohio 
 James G. Eliot. North Carolina 
 
 0. C. Wright, Dist. of Columbia 
 C. S. Pennell. Missouri 
 G. W. Hoss. Indiana 
 J. W. Bulkley, New York 
 J. D. Philbrick. Massachusetts 
 
 1866-68- 
 
 Daniel Stevenson. Kentucky 
 
 B. G. Northrop, Massachusetts 
 G. W. Hoss, Indiana 
 M, A. Newell. Maryland 
 Isaac T. Goodnow. Kansas 
 J. P. Wickersham. Pennsylvania 
 W. F. Phelps. Minnesota 
 
 1. W. Andrew.s, Ohio 
 W. R. Wliite. West Virginia 
 J. W. Bulkley. New York 
 
 C. D. Lawrence, Tennessee 
 Richard Edwards, Illinois 
 
 1870-71 
 
 E. E. White, Ohio 
 W. F. Phelps. Minnesota 
 Delia A. Lathrop. Ohio 
 
 A. D. Williams, West Virginia 
 N. E. Cobleigh. Tennessee 
 J. H. Hoose. New York 
 Mrs. M. A. Stone. Connecticut 
 E. A. Hubbard. Massachusetts 
 Daniel Read, Missouri 
 
 B. C. Hobbs, Indiana 
 M. A. Newell. Maryland 
 Kate S. French, New Jersey 
 
 1873-74 
 
 James McCosh. New Jersey 
 Geo. P. Hays. Pennsylvania 
 J. W. Dickinson, Massachusetts 
 J. H. Binford, Virginia 
 Miss D. A. Lathrop. Ohio 
 Mrs. M. A. Stone. Connecticut 
 W. F. Phelps. Minnesota 
 Daniel Read, Missouri 
 E. H. Fairchild. Kentucky 
 W. R. Creery. Maryland 
 John Swett, California 
 N. A. Calkins, New York 
 1861, 1862, i868; all officers holding 
 
 1859=60 
 
 T. W. Valentine, New York 
 William Roberts, Pennsylvania 
 Elbridge Smith, Connecticut 
 Isaac Stone, Illinois 
 
 C. S. Pennell, Missouri 
 Sylvester Scott, Virginia 
 
 D. B. Hagar, Massachusetts 
 T. C. Taylor. Delaware 
 Iianiel Read, Wisconsin 
 A. J. Rickoff, Ohio 
 J. N. Mcjilton, Maryland 
 
 C. C. Nestlerode Iowa 
 
 1864-65 
 
 Richard Edwards, lUinois 
 S. P. Bates'. Pennsylvania 
 G. F. Phelps, Connecticut 
 
 E. P. Wilhams. Wisconsin 
 
 D. Franklin Wells, Iowa 
 
 A. J. Rickoff, Ohio 
 
 C. S. Pennell, Missouri 
 G. W. Hoss. Indiana 
 J. W. Bulkley. New York 
 
 D. B. Hagar. Massachusetts 
 J. M. Gregory, Michigan 
 
 E. P. Weston, Maine 
 
 1868-69 
 
 J. W. Bulkley. New York 
 D. B. Hagar. Massachusetts 
 I. W. Andrews. Ohio 
 J. M. Gregory. Illinois 
 John Eaton. Tennessee 
 
 B. Mallon. Georgia 
 W. M. Colby, Arkansas 
 J. M. Olcott, Indiana 
 D. Franklin Wells, Iowa 
 J. W. Doud. Kentucky 
 
 C. W. Clark, Mississippi 
 
 1871-72 
 
 W. F. Phelps, Minnesota 
 W. T. Harris, Missouri 
 J. H. Jurey, Mississippi 
 J. M. McKenzie. Nebraska 
 H. C. Harden, Massachusetts 
 J. W. Bulkley. New York 
 Newton Bateman. Illinois 
 W. D. Williams. Georgia 
 W. H. McGuffey, Virginia 
 Otis Patten, Arkansas 
 WOliam Swinton, California 
 Alex. Martin, West Virginia 
 
 1874-75 
 
 C. S. Venable, Virginia 
 J. M. Fleming, Tennessee 
 George Thatcher, Iowa 
 Miss H. A. Keeler, Ohio 
 James Cruikshank. New York 
 A. C. Shortridge. Indiana 
 Mrs. A. R. Diehl. Pennsylvania 
 Mrs. M. A. Perkins. Michigan 
 Mrs. M. A. Stone. Connecticut 
 J. K. Jillson, South Carolina 
 T. W. Cordozo, Mississippi 
 Alex. Hogg, Alabama 
 over as per constitutional provision.
 
 Chapter] LIST OF VICE-PRESIDENTS WITH TERMS OF SERVICE 545 
 
 IX. LIST OF VICE-PRESIDENTS WITH TERMS OF SERVICE FROM 
 
 1857 TO 1907 — Continiud 
 
 1875-76 
 
 a. B. Hagur. Massachusetts 
 Jamw Cruikshank. New York 
 J. P. Wickersham. Pennsylvania 
 J. H. Binford. Nirginia 
 E. T. Tappan. Ohio 
 J. H. Smart, Indiana 
 M. A. Newell. Maryland 
 J. B. Mer\\in. Missouri 
 S. D. Beals. Nebraska 
 H. S. T;irbcll, Michigan 
 Alonzo Abemethy. Iowa 
 J. \V. Hoyt. Wisconsin 
 
 1879-80 
 
 J. H. Smart. Indiana 
 
 D. X. Camp, Connecticut 
 N. A. Calkins. New York 
 
 E. C. Hewett. Illinois 
 
 G. \V. Fetter, Pennsylvania 
 
 Grace C Biljb, Missouri 
 
 H. F. Harrington. Massachusetts 
 
 J. M. Gamett. Maryland 
 
 W. Colegrove, West \'irginia 
 
 J. C. Gilchrist. Iowa 
 
 1883-83 
 J. W. Dickinson. Ma.-;s;ichusetts 
 Samuel Barnett, Georgia 
 John Hanc(H k, (Jhio 
 W, W. Folwell. Minnesota 
 M. A. Xewell. Indiana 
 J. H. Carlisle. South Carolina 
 Julia S. Tutweiler, Alabama 
 H. J. Pierce. New Jersey 
 J. H. \'incent. Xcw York 
 A. P. Stone. Massachusetts 
 
 E. E. White. Indiana 
 
 F. I»uis Soldan. Mis.s<juri 
 
 1885 86 
 F. Louis Soldan. Miss<juri 
 S. T. iJutlon. ("onnecticut 
 James MacAlistcr. Pennsylvania 
 LeRoy D. Brown. Ohio 
 J. D. Dreher, Virginia 
 S. M, Finger. Xorth Carolina 
 E. E, Sheib. Louisiana 
 J. Baldwin. Texas 
 J. W. Sleam.^. Wisconsin 
 J. L. Pickard, Iowa 
 Ella C. Sabin. Oregon 
 Z. Richards, District of ('olumbia 
 
 1O88 89 
 Aaron Gove, Colorado 
 John W, Cook. UlinoLi 
 C. J. I'reJMoll, New Jersey 
 Alex, Hogg. 'l"cxa.>t 
 Ira G. Hoitt. California 
 W, E. Sheldon. Ma.v<i;i(hu!H'(lK 
 W. B. Garrett, 'I'enneiuicc 
 Henry A. Wise, Maryland 
 v.. E. Higlirr. Penn.tylvania 
 C, E, H'xigin. Xew .Mexico 
 Irwin Shepard, Minnefwila 
 T, J. Morgan, kho<lc Inland 
 
 1876 77 
 
 John Hancock. Ohio 
 
 C. C. Rounds. Maine 
 Edwards Brooks. Pennsylvania 
 E. S. Joynes. Tennessee 
 
 X. A. Calkins Xew York 
 
 J. W. Dickinson. Massachusetts 
 
 W. H. Ruffner. X'irginia 
 
 W. T. Luckey. California 
 
 J. H. Smart. Indiana 
 
 W. E. Crosby. Iowa 
 
 J. S. Rollins. Missouri 
 
 J. S. McGhee. Mississippi 
 
 1880-81 
 
 Gustavus J. Orr, Georgia 
 
 J. W, Dickin.son, Mas.sachuselts 
 
 James Johonnot, Xew York 
 
 J. D, Pickct(, Kentucky 
 
 W, T. Harris, Missouri 
 
 J, C. Gilchrist. Iowa 
 
 E. O. N'aiie. Illinois 
 
 H. S. Jones, Pennsylvania 
 
 I. W. Andrews. Ohio 
 
 J. R. Malone. Texas 
 
 T. M. Marshall. West \'irginia 
 
 Mrs. Louise Pollock. D. C. 
 
 1883-84 
 
 D. F. DeWolf. Ohio 
 J. Baldwin. Te.\as 
 
 B, 1", Wright, Minnesota 
 
 B. L, Butcher, West \'irginia 
 
 B. G, ,\"orlhrop, Connecticut 
 
 H. E, Six:ar, Kansas 
 
 Miss H, M. Morris. Xew York 
 
 J. W. Dickinson. Massachusetts 
 
 E. H. Long. Missouri 
 John Swett. California 
 
 (i, P. Beard. Pennsylvania 
 Mi.ss M. S. Cooper, Xew York 
 
 1886-87 
 
 Mrs. Delia L. Williams, Ohio 
 
 Henry Sabin. Iowa 
 
 A. G. Boyden, Mas-sachu.sc-lts 
 
 Mi.ss F. E. Holbr(K)k. Illinois 
 
 Aaron Gove, Colorado 
 
 Hattie i). Thorns, Wisconsin 
 
 Warren F^islon, Louisiana 
 
 W, R. Garrett. Tennessee 
 
 J. D. Dreher. Virginia 
 
 Mrs. M. A. Stone. Connecticut 
 
 Miss Ella Calkins, New York 
 
 18H9-90 
 A. P. Marble. .MiLSsaihusells 
 T. A. Fulrall, .Arkansa.s 
 W. F. Slaton. Georgia 
 W. S. Jones. Tennessee 
 E. H. C<Mik. .New Jersey 
 
 D. It. John>i<in, S<iulli Carolina 
 
 E. A Sleere. Montana 
 Alex, Hogg. Texas 
 .'\lon»i Hill, Alabama 
 C. A, S« haelTer. lowa 
 C. C. Davidscm. Ohio 
 E. B. M< EIroy. Oregon 
 
 1877-79' 
 
 H. \. M. Henderson, Kentucky 
 E. S. Joynes. Tennessee 
 Alex. Hogg. Texas 
 
 I. W. Andrews, Oliio 
 Edward Brooks. Pennsylvania 
 G. A. Chase, Kentucky 
 
 R. D. Shannon. Mo. 
 
 J. W. Hoyt. Wisconsin 
 
 S. S. Greene. Rhode Island 
 
 J. H, Smart, Indiana 
 
 James Cruikshank. New York 
 
 J. C. Corbin, Arkans;is 
 
 1881-8J 
 W. T. Harris, Missouri 
 T. C. H. Vance, Kentucky 
 E. K. Foster. Florida 
 W. O. Rogers. Louisiana 
 M. A. Xewell. Maryland 
 J. M. Fish. Arkansas 
 H. S. Jones, Pennsylvania 
 H. S. Thompson. South Carolina 
 J. L. Pickard. Iowa 
 J. B. Pe.-islee, Ohio 
 J. W. Dickinson. Massachusetts 
 Jerome Allen. Xew York 
 
 1884-85 
 T. W. BickncU. Massachusetts 
 
 B. L. Butcher. West Virginia 
 A. J. Russell. Florida 
 
 T. H. Payne, Tennessee 
 Ed. Willetts. Michigan 
 J. W. Holcoml)C. Indiana 
 J. H. Canlield, Kansas 
 Thomas Hunter. New York 
 W. H. Chandler. Wisconsin 
 
 E. E. Higbce. Pennsylvania 
 
 C. L. SamjKon, Ark;uisas 
 
 J. A. Smith. Mississippi • 
 
 1887-88 
 W. E, Sheldon, Massachusetts 
 J. W, Holcombe. Dist. of Columbia 
 Warren Easton. L)uisiana 
 Solomon I'almer. .\lal)ama 
 T. J. Morgan. Rhode Island 
 Rose C. Swart/. \Viscon.sin 
 W. R. (jarrelt, Tennessee 
 T. .\. I'utrall. .Arkansas 
 
 F. M. CampU-ll, California 
 Irwin .Shepard. .Minnesota 
 J. T. Buchanan. Mis.souri 
 A. R. Sabin. Illinois 
 
 1890-91 
 
 J. H, Caiil'ield. Kansas 
 
 W, H, H, Beadle. .South Dakota 
 
 Delia I.. Williams. Ohio 
 
 J, H, Baker. Colorado 
 
 T. A. I'ulrall, .Vrkans-is 
 
 J. T. Buihanan. .Missouri 
 
 II. S. Jones. Pennsylvania 
 Mary E. Niiholson, Indiana 
 J. R, Preston, Mississippi 
 E. B. McElroy, Oregon 
 
 M. C. Fcrnal<l. Maine 
 Solomon Palmer. Alabama 
 
 No meeting* in i«-.'( Ml ..fTin-rs hilil mir .is |«T < onsiliiitional provisiuti.
 
 546 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 IX. LIST OF VICE-PRESIDENTS WITH TERMS OF SERVICE FROM 
 
 1857 TO 1907 — Continued 
 
 1891-Q2 
 
 W. R. Garrett, Tennessee 
 C. H. Clemmer, North Dakota 
 T. A. Futrall, Arkansas 
 E. O. Lyte, Pennsylvania 
 G. L. Osborne, Missouri 
 J. R. Preston, Mississippi 
 E. B. McElroy, Oregon 
 E. H. Bartholomew, Kentucky 
 Miss N. Cropsey, Indiana 
 W. M. Beardshear. Iowa 
 Irwin Shepard, Minnesota 
 A. P. Marble, Massachusetts 
 
 •895-96 
 
 N. M. Butler, New York 
 Mrs. A. J. Peavey, Colorado 
 W. H. Bartholomew, Kentucky 
 N. C. Schaeffer, Pennsylvania 
 VV. N. Sheats, Florida 
 Henry Sabin, Iowa 
 E. B. McElroy, Oregon 
 C. G. Pearse, Nebraska 
 H. R. Pattengill, Michigan 
 R. H. Halsey, Wisconsin 
 T. B. Lewis, Utah 
 Estelle Reel, Wyoming 
 
 1898-09 
 
 J. M. Greenwood, Missouri 
 W. W. Stetson, Maine 
 E. B. Prettyman, Maryland 
 H. C. White, Georgia 
 Joseph Swain, Indiana 
 J. R. Rightsell, Arkansas 
 R. S. Bingham, Washingtcjn 
 Frank P. Smith. Kansas 
 E. B. McElroy, Oregon 
 McHenry Rhoads, Kentucky 
 J. Y. Joyner, North Carolina 
 S. N. Hopkins, Oklahoma 
 
 1901-02 
 
 J. M. Green, New Jersey 
 W. C. Martindale, Michigan 
 R. S. Bingham, Washington 
 W. W. Chalmers, Oliio 
 A. W. Norton, South Dakota 
 J. L. Holloway, Arkansas 
 McHenry Rhoads, Kentucky 
 Edmund Stanley, Kansas 
 H. S. Tarbell, Rhode Island 
 S. D. Largent, Montana 
 W. M. Slaton, Georgia 
 C. M. Woodward, Missouri 
 
 1892-94' 
 
 E. H. Cook, New York 
 
 W. H. Bartholomew, Kentucky 
 
 L. E. Wolfe, Missouri 
 
 M. C. Fernald, Maine 
 
 G. J. Ramsey, Louisiana 
 
 E. E. White, Ohio 
 
 J. W. Dickinson, Massachusetts 
 T. A. Futrall, Arkansas 
 
 F. A. Fitzpatrick, Nebraska 
 Edward Searing, Minnesota 
 C. P. Rogers. Iowa 
 
 N. C. Schaeflfer, Pennsylvania 
 
 1896-97 
 
 N. C. Dougherty, Illinois 
 
 W. H. Bartholomew, Kentucky 
 
 J. N. Wilkinson, Kansas 
 
 T. A. Futrall, .\rkansas 
 
 W. W. Stetson. Maine 
 
 Oscar H. Cooper, Texas 
 
 Emma F. Bates, North Dakota 
 
 James K. Powers,. \labama 
 
 C. G. Pearse, Nebraska 
 
 J. H. ColUns, Illinois 
 
 T. B. Stockwell, Rhode Island 
 
 J. T. Merrill, Iowa 
 
 1899-1900 
 
 E. O. Lyte, Pennsylvania 
 
 J. A. Foshay. CaUfornia 
 
 H. M. Slauson, Miclugan 
 
 E. B. McElroy, Oregon 
 
 J. P. Hendricks, Montana 
 
 J. M. Green, New Jersey 
 
 W. H. Bartholomew, Kentucky 
 
 W. A. Bell, Ohio 
 
 W. F. Slaton, Georgia 
 
 L. W. Buchholz, Florida 
 
 Mrs. Gaston Boyd, Kansas 
 
 George H. Conley, Massacuhsetts 
 
 1902-03 
 
 W. M. Beardshear, Iowa 
 Orville T. Bright, lUinois 
 Chas. F. Reeves, Washington 
 Joseph Kennedy, North Dakota 
 Chas. F. Thwing, Ohio 
 W. N. Sheats, Florida 
 Miss Marion Brown, Louisiana 
 J. B. Pearcy, Indiana 
 Mrs. H. L. Grenfell, Colorado 
 Henry R. Sanford. New York 
 J. H. Francis, California 
 Wallace G. Nye, Mirmesota 
 
 1894-95 
 
 A. G. Lane, Illinois 
 
 G. M. PhiUps, Pennsylvania 
 
 L. E. Wolfe. Missouri 
 
 W. H. Bartholomew, Kentucky 
 
 W. F. Slaton, Georgia 
 
 D. B. Johnson, South Carolina 
 
 H. A. Wise. Maryland 
 
 W. E. Sheldon. Massachusetts 
 
 S. S. Packard. New York 
 
 W. R. Malone, Utah 
 
 D. L. Kiehle, Minnesota 
 
 F. A. Fitzpatrick, Nebraska 
 
 1897-98 
 C. R. Skinner, New York 
 
 G. J. Ramsey, Louisiana 
 J. L. Holloway. Arkansas 
 
 E. O. Lyte, Pennsylvania 
 J. M. Ralston, New Jersey 
 Miss M. W. Sutherland, Ohio 
 L. D. Harvey. Wisconsin 
 
 W. W. Stetson, Maine 
 Hiram Hadley, New Mexico 
 W. H. H. Beadle. South Dakota 
 J. H. McCahan, Maryland 
 S. T. Black, CaUfornia 
 
 1900-01 
 
 Oscar T. Corson, Ohio 
 
 J. A. Foshay, CaUfornia 
 
 H. P. Archer. South Carolina 
 
 H. B. Brown, Indiana 
 
 Francis W. Parker. Illinois 
 
 L. W. Buchholz, Florida 
 
 W. H. Bartholomew, Kentucky 
 
 O. H. Cooper, Texas 
 
 W. M. Davidson, Kansas 
 
 R. B. Fulton, Mississippi 
 
 Gertrude Edmund, Massachusetts 
 
 H. E. Kratz, Iowa 
 
 1903-04 
 
 Chas. W. EUot, Massachusetts 
 E. A. Alderman. Louisiana 
 J. W. Searson, Nebraska 
 Wm. L. Prather, Texas 
 Geo. B. Cook. Arkansas 
 Henry R. Sanford, New York 
 Geo. M. Smith, South Dakota 
 H. Brewster Willis, New Jersey 
 J. A. Foshay, California 
 Frank B. Dyer, Ohio 
 Delos Fall, Michigan 
 Miss E. E. Carlisle, Massachusetts 
 
 1904-05 
 
 John W. Cook, Illinois 
 
 C. P. Cary, Wisconsin 
 
 Geo. B. Cook, Arkansas 
 
 J. N. Study, Indiana 
 
 J. M. H. Frederick, Ohio 
 
 Alice M. Robertson, Indian Ter. 
 
 E. H. Mark, Kentucky 
 
 Henry H. Swain, Montana 
 
 A. J. Matthews. Arizona 
 
 B. C. CaldweU. Louisiana 
 A. B. Poland. New Jersey 
 Chas. D. Mclver, North CaroUna 
 
 I90S-07' 
 
 Wm. H. Maxwell. New York 
 Miss N. Cropsey, Indiana 
 J. H. Hinemon, Arkansas 
 Ed. S. Vaught, Oklahoma 
 John I". Riggs, Iowa 
 Joseph O'Connor, California 
 D. B. Johnson, South CaroUna 
 J. A. Shawan, Ohio 
 H. O. Wheeler, Vermont 
 J. Y. Joyner, North Carolina 
 John W. Spindler, Kansas 
 J. Stanley Brown, Illinois 
 
 ' No meetings were held in 1893 and 1906. All officers held over as per constitutional provision.
 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 547 
 
 X. LIST OF STATK DIRFXTORS BY ELKCTION 
 
 
 •857-58 
 
 1858-59 
 
 1859-60 
 
 1860-63* 
 
 Alabama 
 
 
 S. J. C. Sweczey 
 
 S. J. C. Sweczey 
 
 
 Arizona 
 
 
 
 Arkansas 
 
 
 
 
 
 
 
 
 
 J. C. Pelton 
 
 Colorado . 
 
 
 
 
 
 
 
 J. W. Allen 
 
 David N. Camp 
 T. C. Taylor 
 
 Delaware 
 
 N. R. Lynch 
 0. C. Wright 
 
 
 DisT. OF Col. . 
 
 0. C. Wright 
 
 Wm. McCathran 
 D. McNeil Turner 
 
 
 D McNeil Turner 
 
 Georgia 
 
 VVm. S. Bogart 
 
 
 
 Idaho .... 
 
 
 
 
 Illinois 
 
 Indiana 
 
 Wm. H. WeUs 
 J. Hurley 
 
 Isaac Stone 
 E. P. Cole 
 
 
 
 Ashael Elmer 
 
 W. B. Smith 
 
 Wm. H. Wells 
 
 Indian Ter . . . 
 
 
 Iowa 
 
 A. J. Stevens 
 
 C. C. Nestlerode 
 
 
 D F. Wells 
 
 Kansas 
 
 
 
 Kentucky . . 
 
 
 J. B. Dodd 
 
 A. Dniry 
 
 
 
 
 
 Maine 
 
 
 
 
 E P Weston 
 
 Mar\xand.... 
 Mass 
 
 Wm. Morrison 
 Wm. E. Sheldon 
 
 J. L. Yeates 
 Wm. E. Sheldon 
 
 J. L. Yeates 
 Wm. E. Sheldon 
 
 J. Basil. Jr. 
 Wm E Sheldon 
 
 
 E Danforth 
 
 ^flNXESOTA 
 
 
 
 
 
 
 Mississippi 
 
 
 
 
 
 Missouri 
 
 Wm. T. Luckcy. 
 
 N. D. Terrell 
 
 Wm. B. Starke 
 
 Richard Edwards 
 
 Nebraska. . . 
 
 
 
 • 
 
 Nevada ... . 
 
 
 
 
 
 \^ HAlfPSHIBF 
 
 
 
 
 
 
 
 
 S. R. Gummere 
 
 
 
 
 
 
 
 New York.... 
 
 J. W. Bulkley 
 
 Jame<! Cruikshank 
 
 James Cruikshank 
 John G. Kliot 
 
 C. H. GiKierslceve 
 S. H. Wiley 
 
 No Dakota 
 
 
 
 
 Ohio 
 
 R. McMillan 
 
 R. McMillan 
 
 W. D. Henklc 
 
 (^K\ AnOMA 
 
 
 
 Oregon 
 
 
 
 
 
 pEVVSVrVAVIA 
 Khodf Isi avd 
 
 P. A. Cregar 
 
 H. C. Hickok 
 
 H. C. Hirkok 
 
 E. J. Brodie 
 
 So. Carolina 
 
 
 
 S. F:. Wright 
 
 F. A. Sawyer 
 
 5y) IJakota 
 
 
 
 
 Tknnkssee 
 
 
 
 
 
 Texas 
 
 
 
 
 
 Uuh 
 
 
 
 
 
 
 
 C. Pcaac 
 
 
 
 ViRr;rN'iA .-. . . 
 
 
 F. M. I>l wards 
 
 S. Scott 
 
 
 
 
 
 
 
 
 
 Wisconsin 
 
 L. C. Draper 
 
 L. C. Drai«r 
 
 
 WVOICINO 
 
 
 
 
 
 * No meetings in t86i and i85
 
 548 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 X. LIST OF STATE DIRECTORS BY "EUECTION— Continued 
 
 
 1863-64 
 
 1864-65 
 
 1865-66 
 
 1866-68* 
 
 Alabama . . . . 
 
 
 
 
 
 Arizona . . . . 
 
 
 
 
 
 Arkansas . . . 
 
 
 
 
 W. M. Colby 
 
 California . . . 
 
 
 Joseph Holden 
 
 
 Colorado 
 
 
 
 
 Connecticut 
 
 E. F. Strong 
 
 David N. Camp 
 
 David N. Camp 
 L. Coleman 
 Zalmon Richards 
 
 
 
 
 DiST of Col . 
 
 
 
 
 Florida 
 
 
 
 
 Georgia ... 
 
 
 
 
 
 Idaho 
 
 
 
 
 
 Illinois 
 
 Indiana 
 
 Indian Ter . . . 
 
 S. H. White 
 W. B. Smith 
 
 S. H. White 
 
 A. C. Shortridge 
 
 J. L. Pickard 
 A. C. Shortridge 
 
 J. L. Pickard 
 A. C. Shortridge 
 
 Iowa 
 
 A. S. Kissell 
 J. T. Goodnow 
 E. A. Grant 
 
 Wm. Brush 
 J. T. Goodnow 
 E. A. Grant 
 B. L. Brown 
 
 T. S. Par\'in 
 
 Faville 
 
 Kansas 
 
 H. D. McCarthy 
 
 Kentucky 
 
 Louisiana. . . . 
 
 W. N. Hailmann 
 
 W. N. Hailmann 
 
 Maine 
 
 E. P. Weston 
 
 J. N. Mcjilton 
 Abner J. Phipps 
 J. M. Gregory 
 J. D. Ford 
 
 
 
 Maryland... . 
 Mass 
 
 J. N. Mcjilton 
 Abner J. Phipps 
 
 L. Van Bokkelen 
 T. D. Adams 
 S. J. Flower 
 T. F. Thickstun 
 
 R. G. Chaney 
 D. B. Hagar 
 Hosford 
 
 
 Minnesota . . . 
 Mississippi 
 
 T. F. Thickstun 
 
 H. C. Rogers 
 
 Missouri 
 
 Montana .... 
 
 C. F. Childs 
 
 C. F. Childs 
 
 C. F. Childs 
 
 A. E. Holcomb 
 
 Nebraska .... 
 
 
 
 
 
 Nevada 
 
 
 
 
 
 N. Hampshire 
 
 A. J. Burbank 
 
 C. V. Otis 
 
 
 
 
 C. M. Harrison 
 
 H B Pierce 
 
 New Mexico 
 
 
 
 
 New York... 
 No. Carolina. 
 
 James Cruikshank 
 
 James Cruikshank 
 
 James Cruikshank 
 
 T. W. Valentine 
 
 No. Dakota. . . 
 
 
 
 
 
 Ohio 
 
 W. D. Henkle 
 
 E. E. White 
 
 E. E. White 
 
 W. D Henkle 
 
 Oklahoma . . . 
 
 
 
 
 
 Henry Cummins 
 F. A. Allen 
 Merrick Lyon 
 
 
 
 
 R. Cruikshank 
 Merrick Lyon 
 
 Wm H Parker 
 
 Rhode Island 
 
 S. S. Greene 
 
 
 So. Carolina 
 
 
 So. Dakota. . . 
 
 
 
 
 
 Tennessee ... 
 
 
 
 
 J. K. Paine 
 
 Texas 
 
 
 
 George Everett 
 
 Utah 
 
 
 
 
 Vermont 
 
 J. S. Adams 
 
 J. S. .\dams 
 
 
 
 VlRGINl.4 
 
 
 
 Washington . 
 
 
 
 
 
 W. Virginia... 
 
 
 
 
 
 Wisconsin 
 
 Wyoming 
 
 Isaac Stone. Jr. 
 
 J. G. McMynn 
 
 J. G. McMynn 
 
 C. H. Allen 
 
 
 
 
 
 
 No meeting in 1867.
 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 549 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— Continued 
 
 
 1868-69 
 
 1869-70 
 
 1870-71 
 
 1871-72 
 
 Alabama 
 
 
 
 Amelia A. Rockfellow 
 
 
 Arizona 
 
 
 
 
 Arkansas 
 
 Calitornia. . . 
 
 Thomas Smith 
 
 Thomas Smith 
 
 E. T. Dale 
 
 E. E. Henderson 
 W. T. Luckey 
 Mrs. J. M. Tousley 
 Mrs. M. A. Stone 
 
 Colorado 
 
 
 
 
 Connecticut 
 Delaware 
 
 B. G. Northrop 
 
 David N. Camp 
 
 B. G. Northrop 
 
 DisT. or Col.. 
 Florida 
 
 Zalraon Richards 
 
 Zaimon Richards 
 
 Zaimon Richards 
 
 James H. Holmes 
 
 Georgia .... 
 
 H. H. Tucker 
 E. L. Wells 
 
 
 
 B M.->llon 
 
 Id.^ho 
 
 
 
 
 Illinois 
 
 S. H. WTiite 
 B. C. Hobbs 
 
 J. E. Dow 
 
 A. C. Shortridge 
 
 
 Indiana 
 
 IvniAN Tfh 
 
 W. A. Bell 
 
 Miss N. Cropsey 
 
 
 
 
 A. Armstrong 
 E. T. Heisler 
 Mrs. M. WTiittington 
 
 A. S. Kissell 
 
 Kansas 
 
 
 
 J. Denison 
 
 Mrs. N. S. Roljcrts 
 
 Kentucky. . . . 
 
 S. Prettyman 
 
 
 Louisiana 
 
 M. Rogers 
 
 
 Maine 
 
 A. P. Stone 
 W. R. Creery 
 J. D. Philbrick 
 
 J. H. Hanson 
 W. R. Creery 
 Wm. E. Sheldon 
 J. W. E\nng 
 
 
 Maryland 
 
 Mass 
 
 Michigan.. .. 
 
 Thos. D. Baird 
 H. F. Harrington 
 
 J. T. McGlosie 
 Wm. E. Sheldon 
 Duane Dotv 
 
 \f IVVFSOTA 
 
 
 G. M. Gage 
 
 W. 0. Hiskey 
 J. W. Bishop 
 Lucy J. Maltby 
 
 
 H. R. Pease 
 
 
 Missouri 
 
 D. Ried 
 
 J. Baldwin 
 
 VfOVTAVA 
 
 
 
 
 
 
 
 Miss H. E. Cummings 
 
 
 
 
 
 
 
 
 J. S. Woodman 
 John S. Hiu-t 
 
 W. E. C. Rich 
 John S. Hart 
 
 
 \tw Jersey. . 
 
 
 John S. Hart 
 
 N^FW Vfpxiro 
 
 
 
 New York... 
 
 \'n Caboi in a 
 
 Edward North 
 
 W. T. Valentine 
 
 S. A. Ellis 
 
 N. A. Calkins 
 
 
 
 
 
 
 Ohio 
 
 (}vt Allow A 
 
 E. E. WTiitc 
 
 E. E. White 
 
 W. D. Henkic 
 
 H. H. R;ischig 
 
 Oregon 
 
 
 
 
 
 Pennsylvania 
 
 J. P. Wickcrsham 
 
 Edward Brooks 
 
 George Luckey 
 T. W. Hii knell 
 
 
 
 
 
 
 
 
 
 
 
 
 
 John Ogdcn 
 
 John Ogdcn 
 
 M. C. Wilcox 
 
 
 Texas 
 
 A. L. Hay 
 
 Utah 
 
 
 
 
 
 Vkruont 
 
 
 
 Judah Dana 
 R. .\I. Manley 
 
 E. Conant 
 
 VlRdlNIA 
 
 W. M. McGuffcy 
 
 
 
 WASHI.VflTO.V. 
 
 
 
 W. \'ii(r;iMA.. 
 
 
 
 S. R. Thcimiison 
 0. Arry 
 
 A. U Williams 
 
 Wlhconxin 
 
 Wvomino 
 
 C. II. Allin 
 
 J \\. Ilnyl 
 
 J. W. Hoyf 
 
 
 

 
 5SO 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— Co«//wMfci 
 
 
 •872-73 
 
 "873-74 
 
 1874-75 
 
 1875-76 
 
 
 Joseph Hodgson 
 
 
 
 
 
 
 
 
 Arkansas — 
 California . . 
 
 
 T. J. Mulvany 
 
 Miss M. R. Gorton 
 
 Mrs. Helen M. Nash 
 
 Colorado 
 
 
 
 
 H M Hale 
 
 Connecticut 
 Delaware. . . . 
 
 Mrs. M. a. Stone 
 
 H. E. Sawyer 
 
 B. G. Northrop 
 
 Mrs. M. A. Stone 
 
 DisT. OF. Col. 
 
 J. 0. Wilson 
 
 J. 0. Wilson 
 J. C. Gibbs 
 G. W. Walker 
 
 J. 0. Wilson 
 
 
 Florida 
 
 
 Georgia 
 
 W. H. Baker 
 
 
 
 Idaho 
 
 
 
 Illinois 
 
 Indiana 
 
 Indian Ter . . . 
 
 George Howland 
 J. Newby 
 
 E. C. Hewctt 
 A. C. Shortridge 
 
 J. L. Pickard 
 W. A. Bell 
 
 J. L. Pickard 
 W. A. BeU 
 
 low* 
 
 Mrs. A. S. KisseU 
 Miss E. D. Copley 
 
 A. Armstong 
 P. G. Williams 
 
 Shackelford 
 
 W. G. Brown 
 C. C. Rounds 
 M. A. NeweU 
 Joseph White 
 Rectina Woodford 
 
 A. Armstrong 
 H. D. McCarty 
 J. H. Patterson 
 
 W. E. Crosby 
 
 Kans \s 
 
 Kentucky 
 
 J. R. Buchanan 
 
 Louisiana . . . 
 
 
 Maine 
 
 Maryland . . . 
 
 Mass 
 
 Michigan 
 
 Minnesota. . . 
 
 Warren Johnson 
 M. A. NeweU 
 E. A. Hubbard 
 E. Olney 
 H. B. Wilson 
 
 R. Woodbury 
 Wm. R. Creery 
 A. P. Stone 
 D. Putnam 
 H. B. Wilson 
 
 Warren Johnson 
 H. E. Shepherd 
 H. F. Harrington 
 D. Putnam 
 0. \'. Tousley 
 
 Mississippi 
 
 Isabel Babcocic 
 0. Root, Jr. 
 
 Missouri 
 
 W. T. Harris 
 
 James Johonnot 
 
 Miss Grace C. Bibb 
 
 Nebraska .... 
 
 
 A. P. Benton 
 
 S. R. Thompson 
 
 S. R. Thompson 
 
 Nevada 
 
 
 N. Hampshirf 
 
 D. Crosby 
 Adolph Douai 
 
 Allen A. Bennett 
 H. B. Pierce 
 
 
 
 New Jersey. . 
 New Mexico 
 
 Marcius WiUson 
 
 
 
 New York... . 
 
 J. H. Hnose 
 Henry B. Blake 
 
 G. L. Farnham 
 Alex. Mclver 
 
 J. W. Armstrong 
 0. Hunter 
 
 J. W. Bulkley 
 
 No. Dakota . 
 
 
 Ohio .... 
 
 E. R. Stuntz 
 
 W. D. Henkle 
 
 John Hancock 
 
 John Hancock 
 
 Oklahoma . . 
 
 Oregon 
 
 
 
 
 
 Pennsylvania 
 
 Charles H. Verrill 
 J. C. Greenough 
 
 G. P. Beard 
 J. C. Greenough 
 J. K. Jillson 
 
 Henry S. Jones 
 J. C. Greenough 
 R. T. Greene 
 
 
 Rhode Island 
 
 
 So. Carolina 
 
 J. K. JiUson 
 
 So. Dakota 
 
 
 Tennessee . . . 
 
 Miss H. E. Hasslock 
 
 
 A. Pickett 
 
 
 Texas 
 
 
 
 Utah 
 
 
 
 0. H. Riggs 
 
 
 Vermont 
 
 Judah Dana 
 N. B. Webster 
 
 J. H. French 
 E. S. Joynes 
 
 J. H. French 
 
 Virginia 
 
 J. H. Binford. 
 
 
 
 
 A. E. Dolbear 
 J. W. Hoyt 
 
 
 
 Z. G. Bundy 
 0. R. Smith 
 
 Wisconsin 
 
 Wyoming 
 
 E. A. Charlton 
 
 Edward Searing 
 
 
 
 

 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 551 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— CoH//»:<^d 
 
 
 1876-77 
 
 1877-78 
 
 1879-80* 
 
 1880-81 
 
 
 
 
 
 Eugene R. Rivers 
 
 
 
 
 
 
 
 G \V Hill 
 
 G. W. Hill 
 
 
 
 
 Mrs E S Gut 
 
 
 
 
 rv>i ORAr>0 
 
 J. C. Dennett 
 Mrs, M A. Stone 
 
 
 
 
 Connecticut 
 
 Mrs. M. A. Stone 
 
 Mrs. M. A. Stone 
 
 David N. Camp 
 
 
 
 
 D. W. Harlan 
 Zcdmon l^chards 
 
 
 DisT. OF Col.. 
 
 
 Zalnion Richards 
 
 Zalmon Richards 
 
 
 
 
 W. P. Haisley 
 
 
 Georgia 
 
 E. M. Pendleton 
 
 
 Gustavus J. Orr 
 
 Charles E. Lambdin 
 
 
 
 
 
 
 Illinois 
 
 S. H. White 
 
 J. L. Pickard 
 
 S. H. White 
 
 John M. Gregory 
 
 Indiana 
 
 W. A. BeU 
 
 Lemuel Moss 
 
 E. E. White 
 
 John S. Ir\vin 
 
 TvniAN Tki* 
 
 
 J. M. Harley 
 A. .-Vrmstrong 
 
 
 
 Iowa 
 
 A. Abernethy 
 
 J. L. Pickard 
 
 J. L. Pickard 
 
 Kansas 
 
 
 
 Allen B. Lemmon 
 
 Kentdcky 
 
 H. X. M. Henderson 
 
 W. H. Bartholomew 
 
 W. H. Bartholomew 
 
 T. C. H. Vance 
 
 T-HITT^slAVA 
 
 
 
 
 
 \f ATVF 
 
 Warren Johnson 
 J. M. Gamett 
 
 C C Rounds 
 
 
 M C Femald 
 
 Maryland.... 
 
 C. K. Nelson 
 
 Henry E. Shepherd 
 
 M. A. Newell 
 
 Mass 
 
 A. P. Marble 
 
 D. B. Hagar 
 
 John D. Pliilbriik 
 
 Thos. W. Bickncll 
 
 Michigan 
 
 Edward Olaey 
 
 
 Ivcwis McLoulh 
 
 William H. Payne 
 
 MiNN-ESOTA. . . 
 
 C. Y. Lacy 
 
 C. Y. Lacy 
 
 W. F. Phelps 
 
 William W. Folwell 
 
 
 James G. Clark 
 J. Baldwin 
 
 J. A. Rainwater 
 S. S. Laws 
 
 
 
 Missouri 
 
 W. T. Harris 
 
 F. Louis Soldan 
 
 VfOSTANA 
 
 
 
 
 
 V't-no Acv A 
 
 S. R. Thompson 
 
 S. R. Thompson 
 
 
 S. R. Thompson 
 Charles S. Young 
 
 
 
 
 
 
 
 New Jersey.. 
 
 Randal Spalding 
 
 Miss G. Van Akin 
 
 W. N. Barringer 
 
 James McCosh 
 
 Nfw \f FXiro 
 
 
 
 
 
 New York.... 
 
 James H. Hoose 
 
 Mrs. E. W. Grain 
 
 Edward Danforth 
 
 Norman A. Calkins 
 
 No Caboiiva 
 
 J. R. Ulake 
 E. T. Tappan 
 
 John R. Samson 
 
 
 Amy .\L Bradley 
 
 No Dakota 
 
 
 Ohio 
 
 E. H. Cook 
 
 Mrs. R. D. RickofT 
 
 John B. Peaslee 
 
 OlCI AHOkf A 
 
 
 
 
 
 
 
 
 
 
 Pennsylvania 
 
 J. P. Witkcrsham 
 
 W. H. G. Adney 
 
 J. P. Wickcrsham 
 
 J. P. Wickersham 
 
 Rhode Island 
 
 
 
 A. M. Ganimell 
 
 
 So Carolina 
 
 
 
 
 
 
 
 
 
 
 TE.S'Nt:SSEE. ... 
 
 
 Wm. R. Garrett 
 Rufus C. Burleson 
 
 Helen Hoadlcy 
 Alex. Hogg 
 
 Will A. Cale 
 
 Texas 
 
 James R. Malonc 
 
 Alex. Hogg 
 
 Utah 
 
 0. H. RiKKS 
 
 
 
 
 Vermont 
 
 
 A. B. Corliss 
 J. 11. IVay 
 
 
 VlItCINIA 
 
 V. P. Dunninictun 
 
 ThoH R Price 
 
 
 WAmitvr.Tfiv 
 
 
 
 W. Virginia... 
 
 T. M. Marshall 
 
 W. K. Pendleton 
 
 T. M. Marshall 
 
 T. M. Marshall 
 
 
 W. C. .Sawyer 
 
 
 John P. Bird 
 
 
 
 
 
 
 
 
 
 • No meeting in 1878
 
 552 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— CoH^wMeff 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 California. . . 
 
 Colorado 
 
 Connecticut 
 Delaware .... 
 DisT. OF Col. . 
 
 Florida 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Indian Ter. . . 
 
 Iowa 
 
 Kansas 
 
 Kentucky. . . . 
 Louisiana. . . . 
 
 Maine 
 
 Maryland 
 
 Mass 
 
 Michigan 
 
 Minnesota. . . 
 Mississippi. . . 
 
 Missouri 
 
 Montana 
 
 Nebraska. . . . 
 
 Nevada 
 
 N. Hampshire 
 New Jersey . . 
 New Mexico 
 
 New York 
 
 No. Carolina 
 No. Dakota... 
 
 Ohio 
 
 Oklahoma . . . 
 
 Oregon 
 
 Penns\xvania 
 Rhode Island 
 So. Carolina. 
 So. Dakota. . 
 Tennessee . . . 
 
 Texas 
 
 Utah 
 
 Vermont 
 
 Virginia 
 
 Washington . 
 W. Virginia.., 
 
 Wisconsin 
 
 Wyoming 
 
 1881-82 
 
 H. C. Armstrong 
 
 O. F. Russell 
 
 J. O. Wilson 
 Albert J. Russell 
 Sterling G. Brinkley 
 
 James P. Slade 
 E. E. White 
 
 J. C. Gilchrist 
 H. C. Speer 
 J. D. Pickett 
 Edwin H. Fay 
 C. C. Rounds 
 Sarah E. Richmond 
 Thomas W. Bicknell 
 William H. PavTie 
 C. W. Smith 
 J. M. Barrow 
 Grace C. Bibb 
 
 W. W. W. Jones 
 Miss J. E. Hodgdon 
 
 Norman A. Calkins 
 
 John W. Dowd 
 
 J. P. Wickersham 
 W. A. Mo wry 
 W. M. Grier 
 
 H. D. Wyatt 
 
 William H. Ruffner 
 
 W. C. Whitford 
 
 1882-83 
 
 Miss N. C. Gibbs 
 
 David N. Camp 
 
 Zalmon Richards 
 
 J. W. Glenn 
 
 Edwin C. Hewett 
 Geo. P. Brown 
 
 J. L. Pickard 
 H. C. Speer 
 J. D. Pickett 
 
 C. C. Rounds 
 E. P. Seaver 
 
 J. Fairbanks 
 
 J. W. Patterson 
 W. N. Barringer 
 
 Thos. J. Morgan 
 
 R. W. Stevenson 
 
 E. T. Jeffers 
 S. S. Greene 
 W. M. Grier 
 
 H. D. Wyatt 
 
 J. L. M. Curry 
 
 Jas. MacAllister 
 
 1883-84 
 
 Julia S. Tutweiler 
 
 J. B. Casteriin 
 Aaron Gove 
 Mrs. M. A. Stone 
 
 Zalmon Richards 
 
 Mrs. F. C. Mallon 
 
 Henry ^aab 
 L. S. Thompson 
 
 Henry Sabin 
 A. R. Taylor 
 
 A. G. Boyden 
 C. W. Heywood 
 Irwin Shepard 
 Miss Ella Peques 
 C. M. Woodward 
 
 W. W. W. Jones 
 
 C. C. Rounds 
 W. N. Barringer 
 
 Mrs. R. D. RickofF 
 R. Bingham 
 
 R. W. Stevenson 
 
 E. A. Singer 
 Merrick Ljon 
 V. C. Dibble 
 
 Miss Clara Conway 
 Ale.x. Hogg 
 
 J. W. Phelps 
 
 John M. Birch 
 
 1884-85 
 
 B. T. Washington 
 G. C. Hall 
 
 O. V. Hayes 
 H. B. Norton 
 J. C. Shattuck 
 S. T. Dutton 
 
 Zalmon Richards 
 J. S. Cowdon 
 G. J. Orr 
 A. H. Seerley 
 Henry Raab 
 W. D. Hill 
 J. H. Covel 
 H. H. Seerley 
 G. T. Fairchild 
 R. D. .\llen 
 Wm. P. Johnson 
 W. J. Corthell 
 M. A. Newell 
 D. B. Hagar 
 W. S. Perry 
 D. H. Kiehle 
 Walter Hillmann 
 J. M. Greenwood 
 A. S. Nichols 
 G. S. Farnham 
 W. C. Young 
 
 C. C. Rounds 
 W. N. Barringer 
 
 S. A. Ellis 
 R. Bingham 
 
 John B. Peaslee 
 
 F. H. Crawford 
 H. S. Jones 
 T. B. Stock well 
 V. C. Dibble 
 W. H. Beadle 
 W. C. Karnes 
 J. Baldwin 
 J. M. Coyner 
 J. M. Hitt 
 S. C. Armstrong 
 
 F. A. Crago 
 W. D. Parker
 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 553 
 
 X. LIST OF STATE DIRECTORS BY ELECTION—Conlinued 
 
 1885-86 
 
 1886-87 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 California. . . 
 
 Colorado 
 
 Connecticut 
 Delaware... . 
 DiST. OF Col.. 
 
 Florida 
 
 Georgla 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Lndlan Ter.. . 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 Louisuna. . . . 
 
 Malne 
 
 Maryland 
 
 Mass 
 
 Michigan 
 
 Minnesota. . . 
 
 Mississippi 
 
 Missouri 
 
 Montana 
 
 Nebraska. . . . 
 
 Nevada 
 
 N. Hampshire 
 New Jersey. . 
 New Mexico 
 New York... 
 No. Carolina 
 No. Dakota... 
 
 Ohio 
 
 Oklahoma . . . 
 
 Osego.n 
 
 Pennsylvania 
 
 KlIODE ISI.ANIJ 
 
 So. Carolina.. 
 .So. Dakota.. . 
 Tennessee.... 
 
 I'tXAS 
 
 I'tah 
 
 \'krmont 
 
 \'|K(,INIA 
 
 Wa.shinoton . 
 W. Virginia... 
 Wlw.'onsi.v ... 
 Wyoming 
 
 Julia Tutwiler 
 G. C. Hall 
 O. \. Hayes 
 John Swett 
 Aaron Gove 
 Charles D. Hine 
 
 W. H. Council 
 
 John Hitt 
 J. S. Cowdon 
 J. M. F. lr\-ing 
 
 O. S. Westcolt 
 S. S. Parr 
 J. H. Covel 
 Henry Sabin 
 H. C. Specr 
 R. D. Allen 
 E. Nicholson 
 W. J. Corthell 
 G. Stanley Hall 
 Liirkin Dunton 
 W . H. Payne 
 Irwin Shepard 
 J. R. Preston 
 E. H. Long 
 A. S. Nichols 
 VV. W. W. Jones 
 Charles S. Young 
 C. C. Rounds 
 \V. N. Barringer 
 
 C. D. McLean 
 Charles E. Taylor 
 
 R. W. Stc\-cnson 
 
 F. H. Crawford 
 H. S. Jones 
 Sarah E. Doyle 
 V. C. Dibble 
 W. H. Beadle 
 Clara Conway 
 J. M. Fcndlcy 
 J. M. Coyncr 
 JuHlus Dart 
 S. C. Armxtrong 
 J. S. Incraham 
 S. B. Brown 
 W. D. Parker 
 
 1887-88 
 
 T. J. Mitchell 
 Chas. H. Strauss 
 
 G. D. Purinlon 
 
 Josiah II. Shinn 
 
 J. O'Connor 
 
 Ira G. Huitt 
 
 L. S. ComeU 
 
 James H. Baker 
 
 S. T. Dutton 
 
 Da\id N. Camp 
 
 Isaac T. Johnson 
 
 
 Zalmon Richards 
 
 Zalmon Richards 
 
 Gusta\'us J. Orr 
 
 W. R. Thigpen 
 
 N. C. Dougherty 
 
 A. G. Lane 
 
 W. A. BeU 
 
 W. A. Bell 
 
 T. H. McBride 
 
 R. G. Saunder.son 
 
 D. C. Tillotson 
 
 J. N. Wilkinson 
 
 W. H. Bartholomew 
 
 .W. H. Bartholomew 
 
 E. E. Sheib 
 
 Henry Chambers 
 
 L. H. Marve! 
 
 J. H. Hanson 
 
 Henry A. Wise 
 
 Henry A. Wise 
 
 I_-irkin Dunton 
 
 W. A. Mowry 
 
 D. S. Howell 
 
 J. M. B. Sill 
 
 D. I.. Kiehie 
 
 S. S. Taylor 
 
 J. R. Preston 
 
 M. A. Montgomery 
 
 S. S. Laws 
 
 S. S. Laws 
 
 
 Chas. L. Howard 
 
 Henry M. James 
 
 George M. Famham 
 
 Charles S. Young 
 
 T. B. McDonald 
 
 C. C. Rounds 
 
 C. C. Rounds 
 
 Joseph Clark 
 
 Joseph Clark 
 
 George A. Bacon 
 
 Jerome Allen 
 
 
 Robert Bingham 
 
 J. E. Monox 
 
 G. A. McFarland 
 
 Leroy D. Brown 
 
 C. C. Davidson 
 
 T. 0. Hutchinson 
 
 
 H. S. Jones 
 
 E. 0. Lytc 
 
 G. A. Littlefield 
 
 H. S. TarUII 
 
 J. H. Carlisle 
 
 M. Ford 
 
 T. C. Karns 
 
 Wharton S. Jones 
 
 Alex. Hogg 
 
 P. B. Pennybakcr 
 
 E. H. Anderson 
 
 W. M. Stewart 
 
 A. L. Hardy 
 
 
 J. L. Buihanan 
 
 J. L. Buchanan 
 
 S. B. Brown 
 
 S. B. Brown 
 
 W. D. Parker 
 
 T. C. ChamlKTlttin 
 
 
 J. 0. Chun hill 
 
 
 1888-89 
 
 J. A. B. Lovett 
 C. M. Strauss 
 Miss M. L. Foster 
 J VV. Anderson 
 J. S. Shattuck 
 George B. Hurd 
 
 Zalmon Richards 
 
 W. R. Thigpen 
 
 H. H. Belfield 
 C>Tus W. Hodgin 
 
 J. L. Pickard 
 Duncan Brown 
 W. H. Bartholomew 
 J. M. Ordway 
 M. C. Fernald 
 J. E. McCahan 
 Alonzo Meserve 
 I..M. Wellington 
 C. B. Gilbert 
 J. W. Johnson 
 C. H. Dutcher 
 £. A. Carleton 
 Henry M. James 
 W. C. Dovey 
 C. C. Rounds 
 Joseph Clark 
 Hugh A. Owen 
 Jerome Allen 
 S. M. Finger 
 G. B. McFarland 
 R. VV. Stevenson 
 
 E. B. McElroy 
 George Lutkey 
 W. N. Ackley 
 Hcnr)' P. Archer 
 
 Wharton S. Jones 
 A. Clark 
 J. F. Millspaugh 
 A. H. CampU-ll 
 Lyman B. IVlTt 
 
 F. B. Gault 
 W. K, White 
 J. B. Thayer 
 J. O. Churchill
 
 554 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historica 1 
 
 X. LIST OF STATE DIRECTORS BY BISECTION— Continmd 
 
 1889-90 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 Calit-ornia. . . 
 
 Colorado 
 
 Connecticut . 
 
 Delaware 
 
 DiST. OF Col. . 
 
 Florida 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 In-dian Ter. . . 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 Louisiana 
 
 Maine 
 
 Maryland 
 
 Mass 
 
 Michigan 
 
 Minnesota . . . 
 Mississippi — 
 
 Missouri 
 
 Montana 
 
 Nebraska .... 
 
 Nevada ...... 
 
 N. Hampshire 
 New Jersey . . 
 New Mexico 
 
 New York 
 
 No. Carolina 
 No. Dakota. . . 
 
 Ohio 
 
 Oklahoma... . 
 
 Oregon 
 
 Pennsylvania 
 Rhode Island 
 So. Carolina.. 
 So. Dakota. .. 
 Tennessee.... 
 
 Texas 
 
 Utah 
 
 Vermont 
 
 Virginia 
 
 Washington . 
 W. Virginia... 
 
 Wisconsin 
 
 Wyoming 
 
 J. K. Powers 
 
 J. C. Davidson 
 Nora A. Smith 
 J. C. Shattuck 
 S. T. Dutton 
 
 Zalmon Richards 
 F. L. Kern 
 W. R. Thigpen 
 
 A. G. Lane 
 
 W. A. BeU 
 
 J. T. Parks 
 
 W. M. Beardshear 
 
 J. M. Bloss 
 
 W. H. Bartholomew 
 
 G. J. Ramsey 
 
 1890-91 
 
 Henry A. Wise 
 Wm. E. Sheldon 
 I. M. Wellington 
 T. J. Gray 
 J. W. Johnson 
 R. C. Norton 
 J. R. Russell 
 H. M. James 
 LeRoy D. Brown 
 C. C. Rounds 
 C. J. Prescott 
 R. W. CoUman 
 J. H. Hoose 
 P. P. Claxton 
 
 C. W. Super 
 
 D. W. Jar\-is 
 
 E. O. Lyte 
 H. S. Tarbell 
 E. S. JojTies 
 
 Frank Goodman 
 Joseph Baldwin 
 
 W. F. Fox 
 
 F. B. Gault 
 
 A. Salisbury 
 J. O. Churchill 
 
 J. H. Phillips 
 
 Wood E. Thompson 
 Ira G. Hoitt 
 Fred Dick 
 George B. Hurd 
 
 Zalmon Richards 
 
 F. L. Kern 
 E. B. Smith 
 
 W. H. Hatch 
 W. A. Bell 
 
 W. M. Beardshear 
 H. G. Larimer 
 A. C. Goodwin 
 
 G. J. Ramsey 
 A. M. Thomas 
 M. A. Newell 
 Wm. E. Sheldon 
 C. N. Kendall 
 S. S. Parr 
 
 T. J. Woof ter 
 L. E. Wolfe 
 J. R. Russell 
 J. A. Hornberger 
 
 C. C. Rounds 
 A. S. Downing 
 Allen AUensworth 
 J. W. Chandler 
 LeRoy D. Brown 
 C. H. Clemmer 
 
 E. B. Cox 
 
 Frank Rigler 
 N. C. Schaeffer 
 W. E. Wilson 
 
 H. E. Kratz 
 Frank Goodman 
 W. S. Sutton 
 
 A. H. Campbell 
 
 F. B. Gault 
 
 W. H. Anderson 
 George S. Albee 
 
 1891-92 
 
 J. K. Powers 
 
 J. H. Shinn 
 Nora A. Smith 
 W. E. Knapp 
 \'irgil C. Curtis 
 
 Zalmon Richards 
 
 F. L. Kern 
 E. B. Smith 
 
 P. R. Walker 
 Mary E. Nicholson 
 
 C. P. Rogers 
 J. M. Bloss 
 W. O. Cross 
 
 G. J. Ramsey 
 M. C. Femald 
 Sarah E. Richmond 
 J. T. Prince 
 
 J. M. B. s!Il 
 John E. Bradley 
 T. J. Woofter 
 R. C. Norton 
 Thos. B. Miller 
 H. S. Jones 
 
 C. C. Rounds 
 N. M. Butler 
 Hiram Hadley 
 C. W. Bardeen 
 Robert Bingham 
 John Ogden 
 E. B. Cox 
 
 Mary E. McFadden 
 N. C. Schaeffer 
 T. B. Stock well 
 W. R. Atkinson 
 Louis McLouth 
 Frank Goodman 
 T. G. Harris 
 
 James M. Gamett 
 F. B. Gault 
 W. H. Anderson 
 S. y. Gillan 
 J. O. Churchill 
 
 i89a-93* 
 
 Solomon Palmer 
 
 Junius Jordan 
 Earl Barnes 
 R. H. Beggs 
 David N. Camp 
 A. N. Raub 
 Wm. T. Harris 
 Frederic Pasco 
 E. B. Smith 
 
 W. L. Steele 
 Jesse H. Brown 
 
 O. J. Laylander 
 J. N. WUkinson 
 McHenry Rhoades 
 A. A. Trenby 
 W. J. Corthell 
 John E. McCahan 
 W. E. Sheldon 
 E. A. Strong 
 Irwin Shepard 
 Dabney Lipscomb 
 J. T. Buchanan 
 R. G. Young 
 C. P. Carey 
 
 C. C. Rounds 
 N. M. Butler 
 T. M. Marshall 
 
 C. W. Bardeen 
 Robert Bingham 
 James McNaughton 
 J. A. Shawan 
 
 D. R. Boyd 
 
 E. B. McElroy 
 D. J. WaUer, Jr. 
 T. B. Stockwell 
 W. B. Lanier 
 
 J. D. Stay 
 Frank Goodman 
 H. C. Pritchett 
 J. F. Millspaugh 
 G. P. Beard 
 
 F. J. Barnard 
 W. H. Anderson 
 Albert Hardy 
 Wm. Marquardt 
 
 * No regular meeting in 1893.
 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 555 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— Co«//Hf<rrf 
 
 1894 95 
 
 Alab.uia 
 
 Arizona 
 
 Arkansas... 
 California. 
 Colorado — 
 connecticvt 
 
 DtL.\W.\RE.. . 
 
 DisT. of Col. 
 
 Florida 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Indian Ter.. 
 
 Iowa 
 
 Kansas 
 
 Kentucky. . . 
 Louisiana. . . 
 
 Maint 
 
 Maryland... 
 Mass 
 
 MirHIGAN.... 
 
 Minnesota. . 
 Mississippi... 
 
 Mlssovri 
 
 Montana 
 
 Nebraska. . . 
 
 .Vkvada 
 
 \. Hampshirf 
 New Jersey. . 
 New Mkxicx) 
 .\tw York. . . 
 .No. Carolina 
 No. Dakota... 
 
 Ohio 
 
 Oklahoma 
 
 < >REW)N 
 
 Pennsylvania 
 Khode Island 
 So. Carolina 
 So. Dakota.. 
 TeN'NCssKE... 
 
 'i'r.XAS 
 
 I'tah 
 
 Vermont. . . . 
 Virginia ... 
 wa.shington, 
 W. Virginia. 
 
 N\'l.VONSIN. . . 
 
 Wyoming.... 
 
 J. H. Phillips 
 F. J. Xetherton. 
 Junius Jordan 
 Earl Barnes 
 Warren E. Knapp 
 Virgil G. Curtis 
 A. N. Raub 
 Wm. T. Harris 
 W. N. Shcals 
 Otis Ashmorc 
 F. B. Gault 
 Onille T. Bright 
 Jesse H. Brown 
 
 J. T. Merrill 
 John MacDonald 
 C. H. Dietrick 
 G. J. Ramsey 
 W. J. CortheU 
 John E. McCahan 
 R. G. Huling 
 E. A. Strong 
 C. B. Gilbert 
 Dabney Lipscomb 
 J. T. Buchanan 
 R. G. Young 
 J. H. Canfield 
 Or\TS Ring 
 C. C. Rounds 
 A. B. Poland 
 Hiram Hadlcy 
 C. W. Bardccn 
 
 C. B. Denson 
 Lewis B. Avery 
 J. A. Shawan 
 
 D. R. Boyd 
 
 E. B. McElroy 
 
 E. O. Lyte 
 
 T. B. Stockwcll 
 P. T. Br.Klic 
 Mrs. K. P. Fan- 
 Frank (idodman 
 H. C. Prill hctt 
 Klla .M. Duki-s 
 G. P. Beard 
 John E. .V!a<w«-y 
 
 F. J. Barnard 
 W. H. Anderson 
 S. A. Hoojier 
 Wm. .Morquardt 
 
 1895-96 
 
 F. M. Roof 
 T. B. Comstock 
 Junius Jordan 
 Earl Barnes 
 J. H. Van Sickle 
 George B. Hurd 
 A. X. Raub 
 Zalmon Richards 
 Oscar Clute 
 Otis .\shmore 
 F. B. Gault 
 John \V. Cook 
 
 D. K. Goss 
 
 F. B. Coojjer 
 John MacDonald 
 James McGinniss 
 Warren Easton 
 F. C. Femald 
 
 E. B. PrettNTTian 
 R. G. Huling 
 
 S. E. Whitney 
 C. B. Gilbert 
 R. B. Fulton 
 John R. Kirk 
 J. M. Hamiltrm 
 W. H. Skinner 
 J. E. StubVjs 
 C. C. Rounds 
 J. M. Ralston 
 
 C. E. Hodgin 
 Chas. R. Skinner 
 B. Smedes 
 Emma F. Bates 
 W . J. While 
 
 D. R. Boyd 
 
 J. H. .\ckerman 
 Chas. DcGarmo 
 H. S. Tarliell 
 
 D. B. John.soii 
 GciirKc .M. Sniilli 
 Frank Goodman 
 !I. C. Priuhtit 
 W. k. .\Ialonc 
 Alfred Turner 
 
 E. C. GlaM 
 
 F. J. Barnard 
 
 R. A. Armstrong 
 D D. .Maync 
 A I.. I'uinam 
 
 1896 97 
 
 F. .^r. Roof 
 
 T. B. Comstock 
 J. H. Hinemon 
 Earl Barnes 
 J. H. Van Sickle 
 George B. Hurd 
 A. H. Berlin 
 John Eaton 
 W'. N. Sheats 
 
 E. B. Smith 
 
 F. B. Gault 
 
 F. D. Thompson 
 Mary E. Nicholson 
 
 F. B. Cooper 
 John MacDonald 
 McHenry Rhoads 
 Warren Easton 
 John S. Locke 
 Henry \. Wise 
 Chas. F. Carroll 
 S. E. Whitney 
 C. B. Gilbert 
 A. .\. Kincannon 
 John R. Kirk 
 J. M. Hamilton 
 
 F. A. Barton 
 J. E. Stubbs 
 C. C. Rounds 
 J. M. Ralston 
 Hiram Hadlcy 
 A. n. Blodgclt 
 
 C. D. Mclver 
 Emma F. Bales 
 J. J. Burns 
 
 D. R. Boyd 
 M. G. Royal 
 N. C. Schaeffer 
 
 G. C. Fisher 
 W. H. Hand 
 (jeorne M. Smith 
 Whiirton S. Jones 
 H. C. Pritthett 
 W. R. M alone 
 Moaon S. Stone 
 K. C. Gla.vi 
 
 M. W. Harrington 
 J. L. GfKMlknighl 
 L. D. Harvey 
 .\ L. Puln.im 
 
 1897-98 
 
 John T. Gregory 
 Miss Lydia L. Hunt 
 George B. Cook 
 Chas. H. Keyes 
 L. C. Greenlee 
 F. E. Howard 
 A. H. Beriin 
 W. B. Powell 
 Oscar Clute 
 W. M. Slaton 
 J. C. Black 
 J. H. Collins 
 Edward .\yres 
 
 W. M. Beardshear 
 John MacDonald 
 E. W. Weaver 
 Warren Easton 
 John S. Locke 
 Heiu-y .\. Wise 
 A. G. Boyden 
 H. R. Pattengill 
 C. M. Jordan 
 
 E. E. Bass 
 John R. Kirk 
 J. E. Klock 
 C. G. Pearse 
 J. E. Stubbs 
 J. A. Russell 
 J. M. Green 
 C. M. Light 
 A. S. Downing 
 
 C. D. Mclver 
 W. L. Slock well 
 
 F. B. Dyer 
 
 D. R. Boyd 
 
 E. B. McElroy 
 S. T. Skidmorc 
 
 G. C. Fisher 
 W.H.Hand 
 A. H. Avery 
 Wharton S. Jones 
 Geo. T. Win.sliin 
 J. M. Tanner 
 MaJion S. .Stone 
 E. C. Gla.ss 
 
 R. S. Bingham 
 W. H. .Vndcr'Kin 
 Mac K. Schreil>er 
 llslelle Keel
 
 556 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— Co«/zwMe<i 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 California . . . 
 
 Colorado 
 
 Connecticut 
 
 Delaware 
 
 DisT. OF Col. . 
 
 Florida 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Indian Ter. . . 
 
 Iowa 
 
 Kansas 
 
 Kentucky. . . . 
 
 Louisiana 
 
 Maine 
 
 Maryland 
 
 Mass 
 
 Michigan 
 
 Minnesota . . . 
 
 Mississippi 
 
 Missouri 
 
 Montana 
 
 Nebraska 
 
 Nevada 
 
 N. Hampshire 
 New Jersey. . 
 New Mexico 
 
 New York 
 
 No. Carolina 
 No. Dakota. . . 
 
 Ohio 
 
 Oklahoma 
 
 Oregon 
 
 Pennsylvania 
 Rhode Island 
 So. Carolina.. 
 So. Dakota... 
 
 Tennessee 
 
 Texas 
 
 Utah 
 
 Vermont 
 
 VlRGINLA 
 
 Washington 
 W. Virginia. . 
 
 Wisconsin 
 
 Wyoming 
 
 1898-99 
 
 John T. Gregory 
 F. S. Hafford 
 J. L. Holloway 
 Elmer E. Brown 
 L. C. Greenlee 
 
 F. E. Howard 
 A. H. BerHn 
 W. B. Powell 
 L. W. Buchholz 
 W. F. Slaton 
 
 J. C. Black 
 E. A. Gastman 
 David K. Goss 
 W. A. CaldweU 
 W. M. Beardshear 
 Frank R. Dyer 
 W. H. Bartholomew 
 Warren Easton 
 John S. Locke 
 J. D. Worthington 
 WiU S. Monroe 
 Henry R. Pattengill 
 George B. Alton 
 E. E. Bass 
 John R. Kirk 
 J. P. Hendricks 
 C. G. Pearse 
 J. E. Stubbs 
 Channing Folsom 
 J. M. Green 
 Mrs. E. R. Jackson 
 A. S. Downing 
 
 G. A. Grimsley 
 W. L. Stockwell 
 C. W. Bennett 
 Da\'id R. Boyd 
 J. H. Ackerman 
 George HoweU 
 H. S. Tarbell 
 Frank Crane 
 
 J. Frank Fooshc 
 W. R. Payne 
 O. H. Cooper 
 J. M. Tanner 
 Mason S. Stone 
 William F. Fox 
 O. C. Whitney 
 J. N. Deahl 
 L. D. Harvey 
 Estelle Reel 
 
 1899-1900 
 
 J. H. PhiUips 
 F. A. Cooley 
 J. R. Rightsell 
 John Swett 
 L. C. Greenlee 
 
 C. N. KendaU 
 A. H. Berlin 
 W. B. Powell 
 W. N. Sheats 
 W. M. Slaton 
 J. W. Daniels 
 J. H. Collins 
 J. W. Carr 
 
 W. A. CaldweU 
 W. M. Beardshear 
 Frank R. Dyer 
 McHenry Rhoads 
 Warren Easton 
 John S. Locke 
 
 E. B. Prettyman 
 Will S. Monroe 
 
 D. W. Springer 
 
 F. V. Hubbard 
 R. B. Fulton 
 
 W. T. Carrington 
 S. D. Largent 
 J. H. Miller 
 J. E. Stubbs 
 Channing Folsom 
 H. B. Willis 
 Mrs. E. R. Jackson 
 A. S. Downing 
 
 E. A. Alderman 
 W. E. Hoover 
 J. A. Shawan 
 David R. Boyd 
 
 E. D. Ressler 
 H. W. Fisher 
 George E. Church 
 
 F. C. Woodward 
 Frank Crane 
 
 H. C. Weber 
 Alex. Hogg 
 F. B. Cooper 
 Mason S. Stone 
 E. C. Glass 
 O. C. Whitney 
 J. N. Deahl 
 L. D. Harvey 
 Estelle Reel 
 
 1900-01 
 
 J. W. Abercrombie 
 M. J. Needham 
 J. R. Rightsell 
 Thos. J. Kirk 
 H. S. PhiUips 
 Chas. H. Keyes 
 A. H. Berhn 
 W. B. PoweU 
 Miss Clem Hampton 
 D. Q. Abbott 
 J. C. Black 
 J. H. ColUns 
 T. A. Mott 
 
 W. M. Beardshear 
 Frank R. Dyer 
 McHenry Rhoads 
 Warren Easton 
 John S. Locke 
 M. Bates Stephens 
 F. A. Fitzpatrick 
 
 D. W. Springer 
 C. M. Jordan 
 H. L. Whitfield 
 W. T. Carrington 
 
 E. A. Carletou 
 C. G. Pearse 
 J. E. Stubbs 
 James E. Klock 
 H. B. WiUis 
 
 Mrs. E. R. Jackson 
 A. S. Downing 
 W. T. Whitsett 
 W. E. Hoover 
 N. H. Chaney 
 David R. Boyd 
 E. B. McElroy 
 H. W. Fisher 
 George E. Church 
 W. K. Tate 
 
 E. E. Collins 
 M. M. Ro.ss 
 J. M. Fendley 
 
 F. B. Cooper 
 John L. Alger 
 
 G. J. Ramsey 
 O. C. WTutney 
 J. Walter Barnes 
 L. D. Harvey 
 Estelle Reel 
 
 1901-02 
 
 J. W. Abercrombie 
 
 F. Yale Adams 
 George B. Cook 
 James A. Foshay 
 H. S. Phihps 
 Wilbur F. Gordy 
 
 G. W. Twitmyer 
 H. M. Johnson 
 W. N. Sheats 
 M. L. Brittain 
 Permeal French 
 Alfred Bayliss 
 T. A. Mott 
 
 H. E. Kratz 
 Frank R. Dyer 
 W. H. Bartholomew 
 Warren Easton 
 John S. Locke 
 M. Bates Stephens 
 
 F. A. Fitzpatrick 
 
 D. W. Springer 
 C. M. Jordan 
 J. R. Preston 
 
 W. T. Carrington 
 W. W. Welch 
 
 C. G. Pearse 
 J. E. Stubbs 
 James E. Klock 
 H. B. WilUs 
 Hiram Hadley 
 A. S. Downing 
 Chas. D. Mclver 
 W. E. Hoover 
 
 J. M. H. Frederick 
 David R. Boyd 
 
 E. D. Ressler 
 Watson CorneU 
 W. B. Jacobs 
 
 D. B. Johnson 
 
 E. E. CoUins 
 M. M. Ross 
 J. M. Fendlry 
 W. J. Kerr 
 John L. Alger 
 
 G. J. Ramsey 
 Chas. M. Sherman 
 W. H. Anderson 
 L. D. Harvey 
 EsteUe Reel
 
 Chapter] 
 
 LIST OF STATE DIRECTORS BY ELECTION 
 
 557 
 
 X. LIST OF STATE DIRECTORS BY ELECTION— CotUinwrd 
 
 i9oa-o3 
 
 1903-04 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 California. . . 
 
 Colorado 
 
 Connecticut 
 
 Delaware 
 
 DisT. OF Col.. 
 
 Florida 
 
 CIkorcla 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 I. NT) IAN Ter. . . 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 locislvna 
 
 Maine 
 
 Maryland... . 
 
 Mass 
 
 Michigan . . . 
 Minnesota. . . 
 
 -Mississippi 
 
 .Missouri 
 
 .Monta.na 
 
 .Vkbraska 
 
 .Nevada 
 
 .v. Hampshire 
 .New Jkrsey. . 
 New Mexico 
 
 \kw York 
 
 No. Carolina 
 .No. Dakota... 
 
 Ohio 
 
 Oklahoma... j 
 
 Oregon 
 
 Pf.nnsvlvania 
 
 KlIODK IsI.A.S'I) 
 
 St). Carolina.. 
 .Sfj. Dakota... 
 
 '1'knsk.sskp. 
 
 Texas 
 
 Utah 
 
 Vr.RMONT 
 
 Virginia 
 
 Washington 
 
 W. VlI«.INIA... 
 
 Wisconsin.... 
 Wyovino 
 
 J. W. Abcrcrombie 
 
 F. Yale .Adams 
 George B. Cook 
 James A. Foshay 
 H. S. Philips 
 Chas. H. Keyes 
 
 G. W. Twitmycr 
 A. T. Stuart 
 
 W. N. Sheats 
 \V. F. Slaton 
 Walter R. Sidcrs 
 Catharine Goggin 
 T. A. Mott 
 John D. Benedict 
 A. V. Storm 
 J. W. Spindler 
 S. L. Frogge 
 Warren Fasten 
 John S. Locke 
 M. Bates Stephens 
 George H. Martin 
 
 D. W. Springer 
 C. M. Jordan 
 
 E. E. Bass 
 
 W. T. Carrington 
 J. M. Lewis 
 Edwin J. Bodwell 
 J. E. Stubbs 
 Henry C. Morrison 
 H. B. Willis 
 Edgar L. Hewett 
 A. S. Downing 
 G. C. Crowell 
 W. E. Hoover 
 J. K. Baxter 
 David R. Boyd 
 
 E. D. Rcssler 
 
 J. W. Lan.singcr 
 H. S. 'larUll 
 J. J. McMahan 
 C. M. Young 
 J. L. Wright 
 Aies. Hogg 
 W. J. Kerr 
 Waller E. Ranger 
 H. B. FriAsoll 
 
 F. B. Oopcr 
 M. M. K<M.<t 
 L. D. Harvey 
 Ettelle Reel 
 
 J. W. Abcrcrombie 
 A. J. Matthews 
 J. H. Hinemon 
 Thos. J. Kirk 
 L. C. Grccnlcc 
 Chas. H. Keyes 
 G. W. Twitmyer 
 
 A. T. Stuart 
 
 B. C. Graham 
 W. F. Slaton 
 Mary L. Scott 
 Catharine Goggin 
 T. A. Mott 
 
 A. V. Storm 
 J. W. Spindler 
 S. L. Frogge 
 Warren Easton 
 John S. Locke 
 M. Bates Stephens 
 Louis P. Nash 
 
 D. W. Springer 
 W. F". Kunze 
 
 E. E. Bass 
 Ben Blewctt 
 Oscar J. Craig 
 Exlwin J. Bodwoll 
 J. E. Stubbs 
 Channing I'olsom 
 John Enright 
 Hiram Hadloy 
 
 A S. Downing 
 Miss L. A. Yates 
 W. E. Hoover 
 W. H. Kirk 
 Andrew R. Hickam 
 
 E. D. Ressler 
 
 J. W. Lansinger 
 W. B. Jacoljs 
 W. K. Tate 
 
 C. M. Young 
 
 D. J. Johns, Jr. 
 A. Caswell Ellin 
 W. J. Ken- 
 Waller K. kanger 
 J. L. Jarman 
 
 F. B. OKtix-r 
 Lury Robinson 
 L. D. Harvey 
 EmcIJc Reel 
 
 1904-05 
 
 190S-07* 
 
 Isaac W. Hill 
 A. J. Matthews 
 J. H. Hinemon 
 A. H. Chamberlain 
 Jno. F. Keating 
 Chas. H. Kev-es 
 G. W. Twitmyer 
 A. T. Stuart 
 Miss Clem Hampton 
 W. F. Slaton 
 Mary L. Scott 
 J. A. Mercer 
 T. A. Mott 
 John D. Benedict 
 A. V. Storm 
 J. W. Spindler 
 S. L. Frogge 
 Warren Easton 
 John S. Locke 
 M. Bates Stephens 
 Will S. Monroe 
 Wm. H. Elson 
 W. F. Kunze 
 Robert B. Fulton 
 Ben Blewctt 
 Robert G. Young 
 Geo. L. Townc 
 J. E. Stubbs 
 James E. Klock 
 John Enright 
 Hugh A. Owen 
 A. S. Downing 
 Miss L. A. Yates 
 W. E. Hoover 
 Edmund D. Lyon 
 Andrew R. Hickam 
 
 E. D. Rcssler 
 
 J. W. Lansinger 
 W. B. Jacobs 
 W. K. Tate 
 Geo. W. Nash 
 D. J. John.s, Jr. 
 Alex. Hogg 
 A. C. Nelson 
 Walter E. Ranger 
 J. L. Jarman 
 
 F. B. CooiHT 
 Lucy Robiiiiuin 
 L. D. Harxry 
 
 . Estelle Reel 
 
 Isaac W. Hill 
 A. J. Matthews 
 George B. Cook 
 A. H. Chamberlain 
 L. C. Greenlee 
 Chas. H. Keyes 
 G. W. Twitmyer 
 A. T. Stuart 
 Miss Clem Hampton 
 W. M. Slaton 
 A. G. Sears 
 J. A. Mercer 
 T. A. Mott 
 John D. Benedict 
 A. V. Storm 
 C. D. Whittemore 
 W. H. Bartholomew 
 Warren Easton 
 John S. Locke 
 M. Bates Stephens 
 Henry T. Bailey 
 Wm. H. Elson 
 J. A. Cranston 
 Robert B. Fulton 
 W. J. Hawkins 
 Oscar J. Craig 
 Geo. L. Towne 
 J. E. Stubbs 
 James E. Klock 
 John ICnright 
 
 C. M. Light 
 James C. Byrnes 
 J. I. Foust 
 
 P. G. Knowlion 
 Wells L. Griswold 
 Andrew R. Hi>kani 
 i;. D. Ressler 
 J. W. Linsingcr 
 W. n. Jacol« 
 Ri>l*rt P. Pell 
 M. A. I..ange 
 Eugene F. Turner 
 L. E. Wolfe 
 
 D. H. Chrislensnn 
 Isaiic Thomius 
 
 J. L. Jarman 
 lulwanl T. Malheii 
 Lucy Robinson 
 L. D. Harvey 
 T. T. Tynan 
 
 * No meeting in 1906
 
 558 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 XI. LIST OF PERPETUAL DIRECTORS, LIFE 
 DIRECTORS, AND LIFE MEMBERS' 
 
 PERPETUAL DIRECTORS 
 (See Art. IV, Sec. i, of the Constitution previous to 1805) 
 
 1879 Philadelphia Teachers' Institute. 
 
 1889 Board of Education of Nashville, Tennessee. 
 
 1890 Illinois State Teachers' Association. 
 
 PERPETUAL MEMBERS 
 
 WISCONSIN 
 
 1884 
 
 AiuMNi Association. State Normal School 
 
 at Milwaukee. 
 Athenaeum Society of State Normal 
 
 School at Platteville. 
 Beloit City School Board. 
 Board of Education of the City of 
 
 Janesville. 
 Board of Education. La Crosse. 
 Board of Education. Oshkosh. 
 Board of Regents. State Normal Schools. 
 Board of School Directors, Milwaukee. 
 
 City Superintendents' and Supervising 
 Principals' Association of Wisconsin. 
 
 County Teachers' Association, Mil- 
 waukee County. 
 
 Milwaukee Principals' Association. 
 
 Philadelphian Society of State Normal 
 School at Platteville. 
 
 Public School Teachers of Janesville. 
 
 State Historical Society of Wisconsin. 
 
 State Normal School at Platteville. 
 
 Teachers' Association of Wisconsin. 
 
 1886 
 
 Board of Education, Abilene. 
 Board of Education, Dodge City. 
 Board of Education, City of Ottawa. 
 
 KANSAS 
 1886 
 
 Board of Education, Sedgwick. 
 
 Rn-EY County Educational .Association. 
 
 Teachers' Association of Cowley County. 
 
 MINNESOTA. 
 
 1890 Board of Education, Independent School District No. 3, Northfield. 
 
 LIFE DIRECTORS 
 
 (See Art. IV, Sec. i. of the Constitution as printed in any volume between the years 1870 and 1894.) 
 
 1888 *Brown LeRoy D., Ohio. 
 1888 *Day, L. W., Ohio. 
 1887 tI5ouGHERTY, N. C, Illinois. 
 1886 *FAiRCHn,D, Geo. T., Kansas. 
 1883 Gove. Aaron, Colorado. 
 1895 Graham, H. A., Michigan. 
 
 1886 Greenwood. J. M.. Missouri. 
 1885 *Hall. Caleb G., New York. 
 
 1887 *HuNT. Mary H., Mas.sachusetts. 
 18S6 Jewett, a. v., Kansas. 
 
 1881 Marshall, T. Marcellus, West Virginia. 
 
 1887 Parker, Chas. I., Illinois. 
 1891 Pike. Joshua, Illinois. 
 1881 *Rickoff, Andrew J.. Ohio. 
 
 1888 *Stanford, Leland, California. 
 
 1888 Stratton, Charles Carroll, California. 
 
 1886 Taylor, A. R., Kansas. 
 
 1870 *White, E. E., Ohio. 
 
 189s White, Charles G., Michigan. 
 
 LIFE DIRECTORS EX OFFICIO 
 (See Art. IV. Sec. 2, of the Constitution as revised in 1895.) 
 
 1902 
 
 1884 
 
 1895 
 1886 
 1890 
 1892 
 1904 
 1900 
 1896 
 1Q03 
 1891 
 1888 
 1 901 
 1898 
 
 ♦Beardshear. William M., Iowa. 
 
 Bicknell. Thomas W., Massachusetts. 
 
 Butler, Nicholas Murray, New York. 
 ♦Calkins, N. A., New York. 
 
 Canfield, James H., Kansas. 
 
 Cook, Ezekiel Hanson, New York. 
 
 Cook, John Williston, Illinois. 
 
 Corson, Oscar T. , Ohio. 
 fDouGHERTY, Newton C, Illinois. 
 
 Eliot, Charles W., Massachusetts. 
 ♦Garrett. W. R., Tennessee. 
 
 Gove, Aaron, Colorado. 
 
 Green, James M., New Jersey. 
 
 Greenwood, James M., Missouri. 
 
 187s Harris, William T., Di.strict of Columbia. 
 1893 *Lane, Albert G.. Illinois. 
 1899 Lyte, Eliphalet Oram, Pennsylvania. 
 1889 *Marble, Albert P., Massachusetts. 
 1905 Maxwell, William H., New York. 
 1873 ♦Northrop, Birdsey G., Connecticut. 
 1876 Phelps, William P., Wisconsin. 
 
 1871 Pickard, J. L., California. 
 
 1858 ♦Richards, Zalmon, District of Columbia. 
 1887 *Sheldon, W. E., Massachusetts. 
 1897 Skinner, Charles R., New York. 
 1885 SoLDAN, F. Louis, Missouri. 
 
 1872 ♦White, E. E., Ohio. 
 
 1880 Wilson, J. Ormond, District of Columbia. 
 
 " The marginal years indicate year of enrollment in this class. Some were previously enrolled in 
 another class. The name of the state indicates residence at time of enrollment. The present address 
 of those who are living may be found in the Active Membership List for the current year. 
 
   Deceased . t Resigned .
 
 Chapter] 
 
 LIFE DIRECTORS, AXD LIFE MEMBERS 
 
 559 
 
 LIFE MEMBERS 
 (See Art. III. Sec. 3 of the Constitution previous to 1805.) 
 
 1884 
 1870 
 1884 
 1871 
 1870 
 1876 
 1879 
 1884 
 1890 
 1864 
 1877 
 1884 
 1876 
 1884 
 1884 
 1876 
 1884 
 1880 
 1882 
 1881 
 1864 
 1876 
 1886 
 1880 
 1880 
 1877 
 1880 
 1879 
 1886 
 1884 
 1884 
 1884 
 1884 
 1886 
 1884 
 1889 
 1880 
 1870 
 1887 
 1886 
 1883 
 1883 
 1870 
 1864 
 1866 
 1884 
 1864 
 1880 
 1883 
 1881 
 1876 
 1880 
 1864 
 1884 
 1884 
 1889 
 1H86 
 1886 
 1884 
 1877 
 1876 
 
 ♦Albee, Geo. S., Wisconsin. 
 
 Allen. Ira Wilder. Illinois. 
 ♦.•\lly.\. Robkrt, Illinois. 
 ♦.\nde8SON, Joh.v J.. New York. 
 
 Arey. Oliver Cromwell. Ohio. 
 ♦Armstrong. Ailen. Iowa. 
 
 Avery. Mrs. R.^chel Foster, Pennsylvania. 
 
 .\vL\v.^RD. John .\rtuur. Wisconsin. 
 ♦Baker. W. H.. Georgia. 
 ♦Barnard. Henry. Connecticut. 
 
 Bartholomew, Wili.lui Henry, Kentucky. 
 
 Bascom. John. Wi-sconsin. 
 ♦Beals, S. D., Nebraska. 
 
 Beck. George, Wisconsin. 
 
 Bell. .\lex. Graham. District of Columbia. 
 ♦Bell, William Allen. Indiana. 
 
 Bennett. C. W., Ohio. 
 ♦Bennett, Hampton. Ohio. 
 
 Bicknell. Thos. W.. Massachusetts. 
 
 Bingham. Robert. North Carolina. 
 tBRADLEY, P.. New York. 
 
 Brooks, Edward, Pennsylvania. 
 tBROWN, Mrs. A. J. C.. Kansas. 
 
 Brow.n. Geo. P.. Indiana. 
 ♦Brown, LeRoy D., Ohio. 
 tBuRLESO.v. R. C, Texas. 
 
 Burns, James J., Ohio. 
 ♦Calkins, N. A., New York. 
 
 Campbell, A. G., Kansas. 
 
 Carpenter, James H., Wisconsin. 
 ♦Chandler. W. H.. Wisconsin. 
 ♦Charlton. E. A.. Wisconsin. 
 ♦Cheney, Augustus J., Illinois. 
 
 Clark. Frank Howard. Kansas. 
 
 Clark. Lewis, Herbert, Wisconsin. 
 
 Classen. Mrs. Augusta Hose, California. 
 
 CoE, Emily M., New York. 
 
 Cole, William H., Ohio. 
 ♦Conway, Clara, Tennessee. 
 
 Coover, Nathaniel, Kansas. 
 tCoREY, LuciEN B.. New York. 
 
 Coy, Eliab W., Ohio. 
 
 Crosby, W. E., Iowa. 
 
 Cruiksha.s'k. James, New York. 
 
 CuRRAN. Ulysses T., Ohio. 
 ♦CiKRY, Robkrt. .Ncbra.ska. 
 ♦iJAsroRTH. Edward, .New York. 
 
 Davidson, Charles C Ohio. 
 tDAY, Mrs. Albert. New York. 
 ♦DkWolf. Daniel F.. Ohio. 
 tDoRNA Gi N'iDELiA. .N'ew York. 
 
 DunoN. Bettik A.. (Jhio. 
 
 Ebkrhardt. J. F., Illinoi.s. 
 
 Eden, Philip, Wiscon.sin. 
 
 Emery. J. Q., Wistonsin. 
 
 English, Rkbecca F.. Culifornia. 
 
 Evans. Ciias. H.. .Mi.s-muri. 
 ♦Faihciiild, Edward T., Kan»a». 
 ♦Flavin. J. T.. Winconjiin. 
 tFl.sH. J. .Vf.. Arkansas. 
 
 Forbes, Alex., Illinois. 
 
   Deceased. 
 
 t Kcsidcnrr unknown, if living. 
 
 1877 ♦Franklin, M. B., Texas. 
 1880 ♦Gilchrist. J. C. Iowa. 
 
 1883 Gove, .\aron. Colorado. 
 
 1884 ♦Graham. Robert, Wisconsin. 
 
 1879 Gratz. Simon, Pennsylvania. 
 1685 ♦Greene, S. S., Rhode Island. 
 1864 ♦Hagar, Dakiel B.. Massachusetts. 
 1873 ♦Haines. Miss H. B., New York. 
 
 1876 ♦Hancock. John, Ohio. 
 
 1877 tHARLEY. J. M., Indian Territory. 
 1876 Harris, Wm. T., Massachusetts. 
 186s ♦Hartshorn, O. N.. Ohio. 
 
 1886 Harvey. G. I., Indian Territory. 
 1884 H.vrvev. Lorenzo Dow, Wisconsin. 
 
 1883 ♦Harvey. Thomas W.. Ohio. 
 
 1884 Hayward, Emily A., Illinois. 
 1876 ♦Henkle, W. D., Ohio. 
 
 1884 ♦Hewett, Edwin C, Illinois. 
 1870 tHEYWOon, C. W., Michigan. 
 
 1880 Hitz. John. District of Columbia. 
 1870 ♦Hobbs, B. C, Indiana. 
 
 1882 Hodgdon. Josephine E., New Hampshire. 
 1870 Holden. L. E., Ohio. 
 
 1879 HoosE. James H.. New York. 
 1884 ♦Howlanu. H. C. Wisconsin. 
 1870 Hovt, John Wesley, Wisconsin. 
 1891 Hull, John, Wisconsin. 
 
 188s Hunter, Thomas. New York. 
 
 1887 Hutton, a. j., Wisconsin. 
 i86s ♦Incr.\m. S. D., Pennsylvania. 
 
 1880 ♦Irwin, J. S., Indiana. 
 1884 ♦James, Henry M., Nebr.aska. 
 1886 ♦Jay, Walter M.. Kansas. 
 1870 ♦Jones, D. W., Massachusetts. 
 
 1889 Keane, John J., District of Columbia. 
 1886 Klock, James E.. Kans;is. 
 
 1879 ♦Kraus, John, New York. 
 18S6 Larimer. Henry G., Kansas. 
 1876 Laws, S. S., Missouri. 
 1886 Limerick, A. N., Kansas. 
 1886 MacDonald. John, Kansas. 
 
 1881 ♦Mallon. Mrs. Fra.nces C, Georgia. 
 1876 tMALONE, J. R., Texas. 
 
 1870 ♦Manlev. R. M.. Virginia. 
 
 i88o ♦Marble, Albert Prescott, Ma.ssachu.setls. 
 
 1876 Marshall. T. Makcki.lus. West Nirginia. 
 
 1880 ♦Mavhkw, Ira. .Michigan. 
 
 1870 ♦MctJuFFEY. W. H., \'irginia. 
 
 1879 ♦McMillan, Reuben, Ohio. 
 
 1880 McMillan, .Mrs. Reuben, (Jhio. 
 i8<)0 ♦.McRak, H. S.. Jniliana. 
 
 1880 ♦.Ml A'icAR. Peter, Kansas. 
 1886 Meade. Richard C, Kansas. 
 
 1871 Merwin, James B., Connecticut. 
 1886 Miller, J. M.. Kansas. 
 
 iHHo ♦.MiLLKR. Lewis, Ohio. 
 
 1879 ♦.Mills. Caleu. Indiana. 
 
 1H77 ♦MoNSARRAr, Mrs. L. L., Kentucky. 
 
 1882 Morris. HAHHitr .\., New York. 
 1886 MuWRV, William A., Ma.HsachuHrits. 
 1876 tN'KLSON, C. K., Maryland.
 
 56o 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Historical 
 
 1876 *Neweli„ M. a., Maryland. 1S80 
 
 1880 *NoRRis, J. A., Ohio. 1886 
 
 1884 *NoRTHROP, BiRDSEY G.. Connecticut. 1884 
 
 1884 Nye, Ch.\rles H., Wisconsin. 1884 
 
 1888 O'Connor, Joseph, California. 1883 
 
 1884 Parker, Warren D., Wisconsin. 1882 
 
 1884 Parkinson, John B., Wisconsin. 1876 
 
 1880 PATRrocE, Lelia E., Pennsylvania. 1880 
 
 1879 tPAxoN, Joseph A., Pennsylvania. 1884 
 
 1880 Peaslee, John Bradley, Ohio. 1884 
 1864 *Pennell, C. S., Missouri. 1872 
 1870 Phelps, Wm. F., Minnesota. 1870 
 1886 Pickard, J. L., Iowa. 1880 
 1884 *Raab, Henry, Illinois. 1882 
 1870 *Read, Daniel, Missouri. 1883 
 1864 *Richards, Zalmon, District of Columbia. 1884 
 1876 Richmond, Sarah E., Maryland. 1884 
 1870 *RicKOFF, Andrew J., New York. 1876 
 1880 *RiCKOFF, Mrs. R. D., New York. 1886 
 1886 Roach. T. W.. Kansas. 1886 
 1882 Robert, James A., Ohio. 1870 
 1876 *Rollins, James S., Missouri. 1884 
 1886 Roop, C. Y., Kansas. 1886 
 1886 Rose, George E., Kansas. 1884 
 1876 *RouNDS, C. C, New Hampshire. 1884 
 1884 *RusK, J. M., Wisconsin. 1864 
 1886 Sawhill, Thos. a., Kansas. 1870 
 
 1876 tScHMiTZ, J. Adolph, Illinois. 1864 
 1886 Schuyler, Aaron, Kansas. 1884 
 1891 Schofield, Miss Martha, South Carolina. 1865 
 1880 *Setzefaud, a., Georgia. 1880 
 1884 Shavi^. Samuel, Wisconsin. 1870 
 1894 Shawan, Jacob A., Ohio. 1870 
 i86s *Sheldon, Wm. E., Massachusetts. 1886 
 
 1879 *Shippen, Edward, Pennsylvania. 1884 
 
 1880 Singer Edgar A., Pennsylvania, 1880 
 
 1877 *Smart, James H., Indiana. 1881 
 1877 Soldan. F. Louis, Missouri. 1889 
 1884 Spencer. Robert Ci.osson, Wisconsin. 1891 
 1877 Spero, Anna Kalfus, Kentucky. 18S7 
 
 *Spring, E. a., New Jersey. 
 
 Stanley, Edmund, Kansas. 
 
 Stark, Joshua, Wisconsin. 
 
 Stearns, J. W., Wisconsin. 
 ♦Steele, J. Dorman, New York. 
 
 Stern, Menco, New York. 
 
 Stevens, Moses Cobb, Indiana. 
 ♦Stevenson. R. W., Ohio. 
 
 Stewart, Isaac Newton, Wisconsin. 
 
 Stewart, Sarah A., Wisconsin. 
 *Stone, E. M., Rhode Island. 
 *Stone, Mrs. M. A., Connecticut. 
 
 Sudborough, Mrs. Grace Bibb, Missouri. 
 *Tappan, Eli T., Ohio. 
 
 Taylor, A. R., Kansas. 
 fTAYLOR, Henry J., Iowa. 
 tTHAYER, J. B., Wisconsin. 
 
 Thompson, Langdon Shook, Indiana. 
 ♦Thompson, S. R., Nebraska. 
 
 TiLLOTSON, D. C, Kansas. 
 ♦TouRGEE. Eben, Massachusetts. 
 
 Twining. N. C. Wisconsin. 
 tVAiL, Thomas H., Kansas. 
 
 Van Aken, Mrs. G., New York. 
 
 Viebahn, Charles Frederick, Wisconsin. 
 *Wells, D. F., Iowa. 
 ♦White, Emerson E., Ohio. 
 ♦White, S. H., IlUnois. 
 fWHiTFORD, Wm. C, Wisconsin. 
 ♦Wickersham, James P., Pennsylvania. 
 
 Widner, Esther A., Ohio. 
 tWu-cox, M. C, Massachusetts. 
 
 Williams, Mrs Delia A. (Lathrop), Ohio, 
 
 Williams, Philo Jesse, Kansas. 
 
 Willis, William A., Iowa. 
 
 Wilson J. Ormond, District of Columbia. 
 tWooDWARD, G. A., Alabama. 
 
 Wright, Edmund W., Mis.sissippi. 
 
 Wylie, Mary J. B., Canada. 
 
 Young, Chas. S., Nevada. 
 
 I 
 
 * Deceased. 
 
 t Residence unknown, if living.
 
 TITLES OF PAPERS AND DISCUSSIONS FROM 
 
 1857 TO 1906 ARRANGED BY YEARS 
 
 AND DEPARTMENTS. 
 
 GENERAL SESSIONS 
 
 TOPICS 
 
 THE NATIONAL TEACHERS' ASSOCIATJON 
 
 1857 Organization, in Philadelphia, Pennsylvania. 
 
 The Objects and Demands of a National Teachers' Association. — Wm. Russell, 
 Massachusetts. 
 
 1858 President's Address — Mission of the Association. — Zalmon Richards, District 
 
 of Columbia. 
 The Educational Tendencies and Progress for the Past Thirty Years. — Daniel 
 
 Read, Wisconsin. 
 The Laws of Nature. — John Young, Indiana. 
 Moral Education. — J. D. Philbrick, Mas.sachusctts. 
 The Teacher's Motives. — Horace Mann, Massachusetts. 
 Parochial Schoob. — Discussion. 
 
 1859 President's Inaugural Address. — Andrew J. Rickoff, Ohio. 
 
 The Importance of Civil Polity as a Branch of Popular Education. — Daniel 
 
 Read, Wisconsin. 
 The Place Christianity Should Occupy in American Education. ^Elbridge 
 
 Smith, Connecticut. 
 Errors in the Agencies in the Pursuit of Knowledge. — Rev. J. N. McJilton, 
 
 Maryland. 
 Suggestions on Popular Education. — H. L. Stuart, New York. 
 Condition of Education in Mexico. — J. Escobar, Mexico. 
 The President's Inaugural Address — Objects and Mission of the National Teachers' 
 
 A.sso<iation. — J. W. Bulkley, New York. 
 The Scholarship of Shakespeare. — Edward North, Hamilton Col., New York. 
 Our Professional Ancestry. — Richard Edwards, Missouri. 
 The Philosophy of Education. — W. H. Wells, Illinois. 
 The Study of Matter and the Progress of Man. — Edward L. Youmans, New 
 
 Yr)rk. 
 The Teacher and Her Work. — John Knef.land, Massachusetts. 
 The Special Educational Wants of Our Country.— J. W. Hoyt, Wisconsin. 
 The National ImjKjrtanre of the Teacher's Profession.- Rev. J. N. McJiiton, 
 
 Baltimore, Maryland. 
 The Gods. A Poem. — Anson C Chester, New York. 
 RcfKirt of Committee— Sch(K)l Slatislics. — C. S. Pennkll, Marylan<l. 
 KciK.rt of Committee on a Phonetic Aliilialx-t.- '/. Kiciiauds, District nf 
 
 Columbia. 
 1 86 1 .iM'l 1862. — No meetings. 
 1863 President's Address — The Nature and Objects of this Association.- -J. D. 
 
 IMtlLBRICK. 
 
 The Bearings of Popular Education on ('ivilization. — T. D. Adams, Majwachu- 
 
 sett.s. 
 The Cau.scs of Failure and Success in the OfTice of Teacher. — E. A. Crant, 
 
 Kentucky. 
 Philosophy and Methods in Edu< ation. J. M. (Jricc.oRV, Michigan. 
 S« hool CJymnastics. — S. W. Mason, Massachusetts. 
 The Teacher as an Arti.st. — Z. Richards, Distric t of Cnluinliia.
 
 562 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 3 The Powers to be Educated. — Thomas Hill, Massachusetts. 
 Object-Teaching. — E. A. Sheldon, New York. 
 The Organization of Primary Schools. — Wm. E. Crosby, Ohio. 
 Competitive Examination for Admission to West Point. — Henry Barnard, Con- 
 necticut. 
 The Union of Labor and Thought. — J. L. Pickard, Wisconsin. 
 
 1864 President's Address — Educational Advancement. — ^Wm. H. Wells. 
 
 Should a Professor of Didactics Be Employed in Every Principal College ? — 
 
 Thomas Hill, Massachusetts. 
 Object-Teaching. — H. B. Wilbur, New York. 
 Teachers' Associations. — J. W. Bulkley, New York. 
 Liberal Education. — S. P. Bates, Pennsylvania. 
 National Bureau of Education. — S. H. White, Illinois. 
 Competitive Examination for Public Service. — H. Barnard, Connecticut. 
 
 1865 President's Address — The Educational Duties of the Hour: A National 
 
 System of Education. — S. S. Greene, Rhode Island. 
 On the Power of the Teacher. — W. N. Barringer, New Jersey. 
 Normal Schools of the United States. — Richard Edv^^ards, Illinois. 
 The Best Method of Teaching the Classics. — Albert Harkness, Rhode Island. 
 Commonplace Books. — James D. Butler, Wisconsin. 
 Object-Teaching. Report of a Committee. — S. S. Greene, Rhode Island. 
 A National Bureau of Education. — A. J. Rickoff, Ohio. 
 Education as an Element in the Reconstruction of the Union. — J. P. Wickersham, 
 
 Pennsylvania. 
 
 1866 President's Address — American Education for the American People. — James 
 
 P. Wickersham, Pennsylvania. 
 The Educational Needs of the Border States. — W. R. White, West Virginia. 
 The Relation of the National Government to Education. — O. Hosford, Michigan. 
 The Place of Classical Studies in an American System of Education. — W. P. 
 
 Atkinson, Massachusetts. 
 The Condition of the South as Respects Education. — Wm. Wines, Tennessee. 
 
 A resolution was adopted to appoint a committee of five, to co-operate with the 
 Committee of the National Superintendents, in urging upon the Senate of the 
 United States the passage of the bill of the House of Representatives, to 
 establish the Department of Education. The committee appointed consisted 
 of Messrs. Z. Richards, Jas. Cruikshank, A. C. Shortridge, J. S Hart, and 
 R. Coburn. 
 The Psychology of St. Paul, or a New Interpretation of the " Flesh and the 
 
 Spirit." — Rev. J. H. Jones, New York. 
 Is There Too Much Time Spent in the Study of the Classics at Our Colleges ? — 
 
 W. P. Atkinson, and many others. 
 
 1868 President's Address — Industrial Education. — J. M. Gregory, Michigan. 
 Classical Studies in American Education. — I. W. Andrews, Ohio. 
 
 The True Idea of a College. — P. A. Chadburne, Wisconsin. 
 
 Industrial Education. — J. M. Gregory, Michigan. 
 
 Education among the Freedman. — O. O. Howard, District of Columbia. 
 
 Normal Instruction in Colleges. — Edward North, New York. 
 
 The United States Department of Education. — Z. Richards, District of Columbia. 
 
 1869 President's Address. — L. VanBokkelen, Maryland. 
 
 Elementary Schools: Radical Faults and Radical Remedies. — Z. Richards, District 
 
 of Columbia. 
 Obligations of Christianity to Learning. — R. S. Field, New Jersey. 
 The State in Its Relation to Higher Education. — J. P. Wickersham, Pennsylvania. 
 Natural Reading. — Mrs Randall, New York. 
 The School and the Workshop. — J. D. Philbrick, Massachusetts. 
 Physiology. — Jas. McClintock, Pennsylvania. 
 
 Drawing as a Branch of Elementary Education. — J. S. Woodman, New Hampshire. 
 The Criterion of School Education.— E. E. White, Ohio. 
 Popular Science. — Mrs. Lincoln Phelps, Maryland. 
 The Work of Education in the South. — O. O. Howard, District of Columbia- 
 
 Francis T. King, Maryland; S. S. Ashley, North Carolina; M. H. Wygant, 
 
 Arkansas. 
 Christianity in the Public Schools. — Joseph White, Massachusetts. 
 Progress of University Education. — J. W. Hoyt, Wisconsin.
 
 Sessions] TITLES OF PAPERS AXD DISCUSSIONS 5O3 
 
 THE NATIONAL EDUCATIONAL ASSOCIATION 
 
 1870 President's Address — Importance of Co-operation with the Normal and 
 
 SuiKfintendents' Association. — D. B. Hagar, Massachusetts. 
 Preliminary Rejiort on a National L'nivcrsity. — J. W. Ht)VT, Wisconsin. 
 What Is the Proper Work, of a Primary School ?—E. A. SiiKi.noN, New York. 
 The Relation of the National (iovernment to Public Education. — John E.^TON, 
 
 District of Columbia. 
 .\ Plea for Vocal Music in Public Schools. — Eben Tourjee, Massachusetts. 
 Motives and Means to Be L'sed Prominently in School Discipline. — Discussion 
 
 opened by J. L. Pickaku, Illinois. 
 The Prussian School System. — J. W. Dickinson, Massachusetts. 
 Claims of English Grammar in Common Schools. — J. H. Blodgett, Illinois. 
 Theory of American Education. — W. T. Harris, Missouri. 
 What Free Common Schools Can Do for the State. — V. A. Sawyer, South 
 
 Carolina. 
 
 1 87 1 President's .Vddress. — J. L. Pickard, Illinois. 
 The \alue of Education. — Gov. Brown, Missouri. 
 
 .\ National System of Compulsory Education. — J. P. Wickersham, Pennsylvania. 
 Education of Children at Public Cost. — Newton Bate.m.vn, Illinois; W. T. Harris, 
 
 Missouri. 
 An .\merican University. — J. W. HovT, Wisconsin. 
 
 National .-Md for Education in the South. — John Eaton, District of Columbia. 
 Pedagogical Bibliography. — Thos. Davidson, Missouri. 
 Moral Uses a Recitation May Be Made to Subserve. — Alfred Kikk, Illinois. 
 Place and Use of Textbooks. — S. G. Williams, Ohio. 
 
 1872 President's .Address. — E. E. White, Ohio. 
 
 .Methods of Instruction in Common Schools. — A. D. Mayo, Ma.ssachusetts. 
 System <jf Normal Training-Schools Best Adajjted to the Wants of Our People — 
 
 W.\i. F. Phelps, Minnesota. 
 Educational Lessons of Statistics. — John Eaton, District of Columbia. 
 Compulsory Education. — ^Newton Bateman, Illinois. 
 E.xamination of Teachers. — John Swett, California. 
 Drawing in Graded Public Schools. ^Walter Smith, Massachusetts. 
 Educational Movement in Japan. — .-Xrinori Mori, Japan. 
 
 1873 President's .\ddress. — B. G. Northrop, Connecticut. 
 
 Release of the Jajjanese Indemnity by the U. S.— Edward Shippen, Pennsylvania. 
 .\ddre.ss in Mcmcjry of W. H. NicCJUFi'EY, LL.D. — Daniel Read, Missouri. 
 Upper Schools. — Rev. James McCosh, New Jersey. 
 How Much Culture Shall Be Imparted in Our Free Schools ?— Richard Edwards, 
 
 Illinois. 
 The Relation of the General GoverniiurU to Education. — G. W. Aiherton, New 
 
 Jersey. 
 Education in the Southern Slates. — J. C. Gibbs, Florida. 
 
 1874 Presiflent's .Address. — S. H. White, Illinois, 
 
 Intermediate, or Upper .Schools. (lEo. P. Il.xss, Pennsylvania. 
 
 The Profession of the Teacher.— Wm. R. .Abbott, Virginia. 
 
 Preparatory S(h)ols for (College and University I^ife. — Noah Poktek, Connecticut. 
 
 A .National University, — .Andrew D. White, New \'ork; W. '1". Hakkis, Missouri. 
 
 System of Public Instruition in Ontario. J, Geo, HoD(;ins, Ontario. 
 
 The Building of a Brain. IIdwakd H. Clakke, Massachusetts. 
 
 Four Years in Vassar College. — James Orton, New York. 
 
 C<K-duc ation of the Sexes in Universities. J. K. Hosmer, Missouri. 
 
 1875 President's .Address -Subjects Proper for the Consideration of the Association. — 
 
 W. T. Hakkis, .Missouri. 
 • The ("ountry-School Problem, W. I-, I'hii.i-s, .Minnesota, 
 Families, Past and Present.- Lewis Fei.meri, University of Hungary. 
 Caste- in F.cUic ation, ,A. P. Marble, Massac hu.setts, 
 'F'he delation of .Art to Education. Miss Grace C. BrBB, Missouri. 
 Full Orl)C(l Fducaiion. J, R. Hcchanan, Kentucky. 
 Public Instruction in .Minnesota. W. W. F<)LWKLI., Minnesota. 
 F.ducatinnal Necessities of the South, - I.EON Treusdalk, Tennes.see. 
 
 1876 I'rcsidc-nt's Address The- Distinctive Features of ( >ur I\cluc alional Syslc-m, 
 
 Wm. I- . I'Htii's, Miiincsoia.
 
 564 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 i876«The Demands^f the Coming Century on the American Common School. — A.D. 
 
 Mayo, Massachusetts. 
 The Country-School Problem. — Edward Olney, Michigan. 
 The Moral Element in Primary Education. — W. H. Ruffner, Virginia. 
 Education in Brazil. — -Philippe da Motta, Brazil. 
 Education in Sweden. — Dr. Mejerberg, Sweden. 
 The Normal Schools of the U. S.: Their Past, Present, and Future.- — Richard 
 
 Edwards, Illinois. 
 Report on the Course of Study from Primary School to University. — W. T. Harris, 
 
 Missouri. 
 Education in Japan. — David Murray, District of Columbia. 
 
 1877 President's Address — Universal Suffrage Must Be Accompanied by Universal 
 
 Intelligence. — M. A. Newell, Maryland. 
 Silent Forces in Education. — J. F. Blackinton, Massachusetts. 
 The Study of English as Introductory to the Study of Latin and Greek. — Thos. 
 
 R. Price, Virginia. 
 The Relation of the Preparatory, or Grammar School, to College and University. — 
 
 W. R. Webb, Tennessee. 
 The Place of English in the Higher Education. — A. B. Stark, Kentucky. 
 The Study of Economy (Social) in Pubhc Schools. — Maurice Kirby, Kentucky. 
 The Limits of Education. — W. R. Garrett, Tennessee. 
 Why Drawing Should Be Taught in Public Schools. — L. S. Thompson, Ohio. 
 Report of a Committee on the Bureau of Education. — Wm. F. Phelps, Wisconsin. 
 Report on the National Museum. — Wm. F. Phelps, Wisconsin. 
 Educational Interests of Texas. — R. C. Burleson, Texas. 
 Educated Mind: Its Mission and Responsibihty. — Geo. W. Hill, Arkansas. 
 
 1878 No meeting. 
 
 1879 President's Address — Review of Educational Associations. — John Hancock, Ohio. 
 The High-School Question. — J. W. Dickinson, Massachusetts. 
 
 The Neighborhood as a Starting-Point in Education. — RoBX. E. Thompson. 
 
 A Readjustment of Common-School Studies Necessary. — Andrew J. Rickoff, 
 
 Ohio. 
 Education, at Home and Abroad. — J. D. Philbrick, Massachusetts. 
 The New Teacher in New America. — Rev. A. D. Mayo, Massachusetts. 
 » Industrial Education; or the Equal Cultivation of the Head, the Heart, and the 
 Hand. — Alexander Hogg, Texas. 
 The Historical Method in Teaching English. — Jas. M. Garnett, Maryland. 
 
 1880 Object-Lessons in Moral Instruction in the Common School. — Rev. A. D. Mayo, 
 
 Massachusetts. 
 
 Normal Training for Girls' Industrial Schools in Switzerland. — John Hitz, Dis- 
 trict of Columbia. 
 
 The Unattainable in Pubhc School Education. — A. P. Marble, Massachusetts. 
 
 The Domain of Nature and Art in the Process of Instruction. — W. H. Payne, 
 Michigan. 
 
 Normal Departments in State Universities. — Miss Grace C. Bibb, Missouri. 
 
 The Development of the Superintendency. — Chas F. Adams, Massachusetts. 
 ~ The Education of the Negro: Its Rise, Progress, and Present Status. — Gustavus 
 J. Orr, Georgia. 
 
 1881 President's Address — The Purpose of the Pubhc School. — James H. Smart, 
 
 Indiana. 
 Lines of Advance. — C. C. Rounds, Maine. 
 The Common-School Studies. — A. J. Rickoff, Ohio. 
 
 Education and the Building of the State. — John Eaton, District of Columbia. 
 <f Education and Crime. — J. P. Wickersham, Pennsylvania. 
 .Some Essentials in the Development of a School System. — D. F. De Wolf, Ohio. 
 The Teacher's Work in the Development of Mental and Moral Power.— N. A. 
 
 Calkins, New York. 
 Revision of the Common-School Curriculum. — M. A. Newell, Maryland. 
 The Necessity for Spelling Reform. — T. R. Vickroy, Missouri. 
 The Leading Characteristics of American Systems of Public Education. — James 
 
 P. Wickersham, Pennsylvania. 
 Moral and Literary Training in Public Schools. — J. B. Peasley, Ohio. 
 The Effect of Student Life on the Eye-Sight. — A. W. Calhoun, Georgia.
 
 Sessions] TITLES OF PAPERS AND DISCUSSIONS 565 
 
 The Kindergarten. — Mrs. Louise Pollock, District of Columbia. 
 
 .\n Evening in Wonder-Land (Yellow Stone Park). — Wm. L. Marsh.^ll, 
 
 Massachusetts. 
 The Century and the School. — ^F. L. Soldax, Missouri. 
 The Lessons of the International Educalitinal Congress at Brussels. — \\ . T. 
 
 Harris, Missouri. 
 
 1882 President's .Address. — Gustavus J. Okr, Georgia. 
 
 The Universitv: Its Place and Work in the .Vnierican System of Education. — E. 
 
 T. Tappax,' Ohio. 
 Self-Consciousness in Education. — Rev. E. T. Jkffkrs, Pennsylvania. 
 Country Schools. — Jas. P. Slade, Illinois. 
 
 The Foundation Principles of Education by the State. — Sa.muel Barnett, Georgia. 
 Secularization of Education. — W. W. Folwei.l, Minnesota. 
 Is the Prize System, on the Whole the Best for Colleges? — J. 11. Carlisle, 
 
 South Carolina. 
 The Delsarte Philosophy of Expression. — Moses True Brovn^n, Massachusetts. 
 .\ Memorial Paper on the Deatli of Professor W. 1 ). Ilcnklc. — W. H. Venable, 
 
 Ohio. 
 Oral Instruction. — Larkin Dunton, Massachusetts. 
 Report on a National Council of Education.— Thos. W. Bicknell, Massachusetts. 
 
 1883 President's Address — Examination of Teachers. — E. T. Tappan, Ohio. 
 
 \\hat Has Been Done for Education by the Government of the United States ? — 
 
 John E.\ton, District of Columbia. 
 • City Systems of Management of Public Schools. — J. L. Pickard, Iowa. 
 Intellectual Growth and Its Relation to Methods of Instruction. — G. .Stanley 
 
 Hall, Maryland. 
 
 1884 President's Address — Review oi Educational Progress. — Thos. W. Bicknell, 
 
 Massachusetts. 
 
 Citizenship and Education. — J. L. M. Curry, Virginia. 
 
 Education in the Northwest. — \\'\i. F. Vilas, Wisconsin. 
 
 Education at the South. — Robert Bingham, North Carolina; Albert Salis- 
 bury, Georgia; Wm. H. Crogman, Georgia; Rev. A. D. Mayo, Massachusetts; 
 Booker T. Washington, Alabama. 
 
 Needs in .\mericah Educatit)n. — Miss Eva D. Kellogg, Massachusetts. 
 
 The Constant in Education. — B. A. Hinsdale, Ohio. 
 
 Woman's Work in Education. — Mrs. May Wright Sewall, Indiana.; Miss 
 Louisa Hopkins, Massachusetts; Miss Frances Willard, Illinois; Miss 
 Clara Conway, Tennessee. 
 
 E<lucation of the Indian. — S. C. Armstrong, Virginia; John Eaton, District 
 of Columbia. 
 
 Methrjd in Teaching. — J. W. Dickinson, Massachusetts. 
 
 Relation of the Art to the Science of Education. — W. T. Harris, Massachusetts. 
 
 What Children Know. — J. M. Greenwood, Missouri. 
 
 1885 President's .\ddress — Changes in Education. — F. Louis Soldan, Missouri. 
 The Ideal S( hool-Master. — Thomas J. Morgan, Rhode Island. 
 
 The Public S( hools and Morality. — J. W. Stearns, Wisconsin. 
 
 Psychological Inquiry. — W. T. Harris, Ma.ssat hu.setts. 
 
 How to I^arn. — Rev. A. D. Mayo, Ma.ssachusctts. 
 
 The Child's Environment. — Miss Clara Conway, Tennessee. 
 
 Physics in Common Schools. — Charles K. Wead, Michigan. 
 
 Civil Service Reform and the Public S( h(K)is. — H. Randall Waite, Ma.ssachu.setts. 
 
 'I'earhing as a Business for Men. C. M. Bardeen, New York. 
 
 The Apprenticeship System and the Public Schools. — Thos. Hampson, District 
 
 of Columbia. 
 Rejjort on the Higher Education of Women. — Mrs. May Wright Sewall; W . T. 
 
 Harris; W. E. Sheldon. 
 
 i886 I'rrsidcnl's Address — Our Educational Needs for tin- I'uture. — N. .\. Cai.kins, 
 
 New York. 
 S<icntific Temperance Instru( lion in the Public Sc hrxils. — Mrs. J. 1". I'osri-.R, 
 
 Iowa. 
 The l'".(Te< ts of .Ahohol on the Human System. -A. G. Boyden, Massai husetls. 
 'I he Ivlui ational Cure of Mormonisni. A. E. WlNSiin*, Mas.sachusetts. 
 Moral Training in the Public .S( hools. --E. E. White, Ohio. 
 Some Soriou.s Errors in Teaching. — L. R. Klemni, Ohio.
 
 566 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 Other Errors in Teaching. — J. M. Greenwood, Missouri. 
 
 Education in Louisiana. — Wm. Preston Johnston, Louisiana. 
 
 The Result of Education in the Indian Territory. — Robt. L. Owen, Indian Territory. 
 
 The Education of the Chinese. — Rev. S. L. Baldwin, late missionary in China. 
 
 Education of the Mexican. — W. H. Ashley, New Mexico. 
 
 Education amcmg the Colored People. — W. H. Bartholomew, Kentucky. 
 
 1887 The Problem of the Day. — Richard Edwards, lUinois. 
 
 The Psychological and Pedagogical Value of the Modern Methods of Elementary 
 Culture — 
 
 The Socratic Element. — J. W. Stearns, Wisconsin. 
 
 The Objective Element. — J. W. Dickinson, Massachusetts. 
 
 The Scientific Element. — F. L. Soldan, Missouri. 
 
 The Natural or Developing Element. — W. N. Hailmann, Indiana. 
 The Art and Method of Questioning Adapted to Ordinary School Work. — J. M. 
 
 Greenwood, Missouri. 
 Examinations as Tests for Promotion in Public Schools. — H. S. Tarbell, Rhode 
 
 Island. 
 Methods of Conducting Examinations in Ordinary School Work. — Aaron Gove, 
 
 Colorado. 
 Educational Influence and Results of the Ordinance of 1787. — Wm. E. Sheldon, 
 
 Massachusetts. 
 Historical Bearings of the Ordinance of 1787 upon the Problems of Social and 
 
 Political Life in the United States. — I. W. Andrews, Ohio. 
 Lessons of the Ordinance of 1787 as to the Future Educational Policy of Our 
 
 Government. — J. L. Pickard, Iowa. 
 General Influence and Results of Opening the Northwest Territory. — B. A. Hins- 
 dale, Ohio; Thos. A. Banning, Illinois. 
 Relation of the University to Public Education. — Rev. Jas. B. Angell, Michigan. 
 Relation of the Christian College. — J. W. Strong, Minnesota. 
 Relation of Technological Schools to Public Education. — 1. 1. Hopkins, Georgia. 
 Relation of University, College, and Higher Schools to Public Education. — T. H. 
 
 McBride, Iowa. 
 The Means and Ends of Culture to Be Provided for the American People beyond 
 
 the Ordinary School Period. — J. H. Vincent, New York. 
 Evening Schools. — A. P. Marble, Massachusetts. 
 The School and the Library. — T. J. Morgan, Rhode Island. 
 » Manual Education in Urban Communities. — Francis A. Walker, Massachusetts. 
 Kinds of Schools for Manual Training. — Miss L. A. Fay, Massachusetts. 
 The Function of the Public School. — C. M. Woodward, Missouri. 
 How to Spread True Information concerning School Education. — Henry Sabin, 
 
 Iowa. 
 How to Teach Parents to Discriminate between Good and Bad Teaching. — Mrs. 
 
 Ella F. Young, lUinois. 
 How to Awaken an Interest for Good Teachers. — W. W. Parsons, Indiana. 
 
 1888 Literature in the Reading Courses of the Public Schools. — 
 
 (i) The Place for Such Reading. — Horace E. Scudder, Massachusetts. 
 
 (2) Practical Methods of Using Literature. — LeRoy Halsey, Michigan. 
 
 (3) Value of a Taste for Good Literature. — Miss Mary L. Beecher, Tennessee. 
 Ought Young Girls to Read the Daily Newspapers ? — W. T. Harris, Mas- 
 sachusetts. 
 
 How Can Our Schools Best Prepare Law-abiding and Law-respecting Citizens ? 
 
 (i) The Most Valuable DiscipHne to This End. — Duncan Brown, Kansas. 
 
 (2) The Most Valuable Culture. — Joseph Baldwin, Texas; Geo. H. Atkin- 
 son, Oregon, and B. F. Tweed, Massachusetts. 
 The Schools Fail to Teach Morality or to Cultivate the Religious Sentiment. — 
 
 John W. Cook, Illinois, 
 The Schools Fail to Give a Reasonable Mastery of Subjects Studied. — Miss Lillie 
 
 J. Martin, Indiana. 
 The Schools Fail to Give a Proper Preparation for Active Life. — John O. Irish, 
 
 California; W. E. Sheldon, Massachusetts. 
 The Psychological View of Practical Education. — James H. Baker, Colorado. 
 The Popular View: Education as a Preparation to Earn a Living. — R.K.Buehrle, 
 
 Pennsylvania. 
 Where .Should General Education End, and Where Should Special Education 
 
 Begin ? — J. M. Greenwood, Mi.s.souri.
 
 Sessions] TITLES OF FAFLRS AXD DISCL'SSJOXS 567 
 
 1888 The General Function of the State, in Relation to School Books and Appliances. — 
 
 John Swett, California. 
 It There Sht)uld Be an Uniformity of Texthxjoks, Should It Be (a) by Slate Con- 
 tract, (b) State Publication, (f) or by State Decree ? — .\. P. Marble, Massachus- 
 
 setts. 
 Should the State Furnish Biwks and .\ppliances Free ? — K. W. Stevenson, Ohio. 
 Free Textbooks for Free Schools. — Thos. T.-\sh, Maine. 
 State I'niformity of Textbooks. — L. S. Cornell, Colorado; Homer B. Sprague, 
 
 Dakota. 
 The True American Idea of Labor. — \\'. X. .Vckli.v, Rhode Island. 
 What the Public School Should Teach the .American LalK)rcr. — Geo. II. IIowisox, 
 
 California. 
 Specl\l .Addresses, during the Meetings — 
 
 New Plan for Educating Hindoo Women. — The PuNniT.\ R.\M.\R.\T, India. 
 
 .•\ims of the Del Sartean I)is( i|)lcs. -F,i).\A Sxell Paulson, California. 
 
 The Working of a Teachers' .Aid Society. — -Miss Nellie E. 0\ven.s, California. 
 
 The First Free School in California.— J. D. Stevenson, California. 
 V 1889 RejK)rts on Educational Exhibits, San Francisco. — W. T. Harris and others. 
 General Subject — Manual Training. 
 
 (1) The Results of the St. I^uis Manual-Training School. — C. M. Woodward, 
 Missouri. 
 
 (2) The Intellectual \'alue of Tool Work.— W'. T. Harris, Mas.^^achusetts. 
 
 (3) The \'alue of Tool Instruction, as Related to the Active Pursuits in Which 
 Pupils May Subsequently Engage. — S. H. Peabody, Illinois. 
 
 (4) Manual Training in the Primary and Grammar Schools. — H. A. Wise, 
 Maryland. 
 
 Should .Americans Educate Their Children in Dcnoniinalional Schools? — 
 
 (1) Cardinal Gibbo.ns, Maryland. 
 
 (2) Bishop John J. Keank, District of Columbia. 
 
 (3) Has the Parochial School a Proper Place in .America? — Edwin D. Mead, 
 Massachusetts. 
 
 (4) Response to Mr. Mead, by Bishop John J. Keane, District of Columbia. 
 
 (5) Public and Panuhial Schools. — John Jay, New York. 
 
 (^6) The Legal Status of the Public Sch<K)ls. — A. S. Draper, New \<)rk. 
 A .\ational I'niversity. — Wm. A. Mowry, Massachusetts. 
 Educational Progress of the Colored People in the South. — John H. Hurrus, 
 
 Mississippi. 
 The Culture \'alue of the History of Education. — H. .\. Hinsdale, Miihigan. 
 The Prac ti( a! \'alue of the History of Education. — W. H. Payne, Tennessee. 
 \'alue to Teachers of the History of Education. — S. (j. Williams, New York. 
 First Schools in the Ohio Valley. — W. H. Venable, Ohio. 
 The Recitation. — Geo. Howland, Chicago, Illinois. 
 Literature for Children to the Front. — Miss Mary E. Burt, Illinois. 
 Literature in the High Schools. — Mi.ss MiNNiE C. Clark, Mi.s.souri. 
 Observation and I",x[)eriment in Pedagogical Incjuiry I-lsscntial. — E. K. Rissi-i i., 
 
 Ma.s.sachu.setts. 
 Sound Blindness. — Miss Sarah E. Wiltse, Mic higan. 
 
 H')norary Degrees, as Conferred in .American Colleges. — Chas. F. Smu 11, Tennes.see. 
 V The Problem of the Hour. —Alexander Hoc.c, Texas. 
 Edu(atif»n and the Republic. — A. S. Coi.y.vr, Tennessee. 
 Teaching of Patriotism in Public Sch<K)ls. — Geo. W. F. Price, Tennessee. 
 Histori-, a Patriotic Force in the School. — Henry B. Carrinc.ton, Massac husetls. 
 Educational I'rogrcss in the South since 1865. — W. A. Candler, Georgia. 
 
 i8qo I orms of Discipline, and Disciitline of Forms. — H. T.,. Wiooins, Tennes.see. 
 
 RcfKirt I'edagogical and Psychological Observation. — Geo. P. Brown, Illinois; 
 
 W. T. Harris, Massachusetts. 
 Relation cif Instruc lion to Will Training. Chari is DiGarmo, Illinois. 
 E.xaminalions as Tests for Promotion. W. H. .Maxwei !., New ^'ork. 
 The Mcjral \'alue of Art Educ.ition. .Miss .Ada .M. Lauc.H! in, Minnesota; Mi.ss 
 
 Flora Pennel, Illinois; Mrs. Hannah J. Carter, New ^■ork; Mi.ss Christine 
 
 Sullivan, Ohio; Miss Josephine C. Locke, lllinoi.s, ancl Mrs. Mary D. Hicks, 
 
 Massac hu.si'tts. 
 The- White Cros.s Movement in Education. — Miss Frances E. Wii.lard, Illinois. 
 Stiitc Schools and I'arish .Schools Is I'nion Intween Them lm])o.ssiblc ? — Bishop 
 
 John Ireland, Minnesota.
 
 568 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 1890 Compulsory Laws, and Their Enforcement. — Oscar H. Cooper, Texas. 
 
 The Correlation of Subjects in Elementary Programs. — J. W. Stearns, Wisconsin. 
 The Place and Function of the Agricultural College. — D. L. Kiehle, Minnesota; 
 
 Lewis McLouth, Dakota. 
 Organization and System against Originality and Individuality on the Part of 
 
 Teacher and Pupil. — Henry Sabin, Iowa. 
 University and School Extension. — W. T. Harris, District of Columbia. 
 A Problem in Civilization. — H. W. Blair, New Hampshire. 
 \The Race Problem. ^A. A. Gunby, Louisiana; Rev. J. C. Price, North Carolina. 
 
 1 89 1 The School of the Future. — -Francis W. Parker, Illinois. 
 Teaching Patriotism. — J. R. Preston, Mississippi. Discussion. 
 
 Historical Sketch of the National Education Association. — Z. Richards, District 
 of Columbia. 
 
 The Present Status of Education in the U. S. — W. T. Harris, District of 
 Columbia. 
 
 The Educational System of Ontario. — Geo. W. Ross, Minister of Education in 
 Ontario. 
 
 Spelling Reform. — H. W. Brewster, Minnesota. 
 
 Another paper on the same subject. T. R. Vickroy, Missouri. 
 
 A Year in a German Model School. — Miss Julia S. Tutwiler, Alabama. 
 
 A Basis for Ethical Training in Elementary Schools. — Chas. DeGarmo, Penn- 
 sylvania. 
 
 The Profession of Teaching for Light and Power. — M. E. Gates, Massachusetts. 
 
 Elementary Education in England. — Wm. Clark, Canada. 
 
 The Professional Training of Teachers. — D. J. Goggin, Manitoba. 
 
 Educational Propaganda. — A. J. Rickoff, New York. 
 
 The Independent District System. — John A. MacDonald, Kansas. 
 
 Military Education in the United States. — Allen Allensworth, New Mexico. 
 
 Indian Education. — Dr. Oronhyatekha, Canada. 
 
 In Search of an Education. — Momolu Massaquoy, Africa. 
 
 The Influence of the Public School, Nationally and Internationally.- — Rev. Geo. 
 M. Grant, Ontario. 
 
 Report of Committee on Exhibits. — John E. Bradley, Minnesota, Chairman. 
 
 1892 Address of Welcome to President Benjamin Harrison. 
 Response by President Harrison. 
 
 Greeting from Dominion Educational Association. — Dr. Inch, Canada. 
 Twenty Years' Progress in Education. — W. T. Harris, District of Columbia. 
 Americanism in the Public Schools. — Francis Bellamy, Massachusetts. 
 Relation of Undergraduate to Post-Graduate Curricula. — Dr. William Pepper 
 
 Pennsylvania. 
 Undesirable and Desirable Uniformity in Schools. — Charles W. Eliot, Massa 
 
 chusetts. 
 Ethical Culture in the Kindergarten. — Irwin Shepard, Minnesota. 
 Ethical Culture in Elementary and Secondary Schools. — Mrs. Delia Lathrop 
 
 Williams, Ohio. 
 Ethical Culture in the College and University. — James H. Canfield, Nebraska. 
 Report on the World's Educational Congress. — W. T. Harris, District of Columbia. 
 University Education. — Richard H. Jesse, Missouri. 
 Educational Equipoise. — Mrs. Frances W. Leiter, Ohio. 
 Teaching Current Events in School. — E. O. Vaile, Illinois. 
 Literature for Children.— George E. Hardy, New York. 
 Literature for Teachers.— Hamilton W, Mabie, New York. 
 Representation of Educational Systems at the World's Exposition. — Albert G. 
 
 Lane, Illinois. 
 The World's Congresses of 1893. — C. C. Bonney, Illinois. 
 
 The Duty of the State in Relation to the Kindergarten. — Andrew S. Draper, Ohio. 
 The Harmony between Control and Spontaneity. — James L. Hughes, Ontario. 
 To What Extent Can a Public-School System Be Improved by Legislation ? — 
 
 L. E. Wolfe, Missouri. 
 y The School and the Criminal. — L. H. Jones, Indiana. 
 
 The Organization of American Education. — William Dewitt Hyde, Maine. 
 Scientific Value of Physical Culture. — A. B. Poland, New Jersey. 
 
 1893 The Relation between Educational Methods and Educational Ends. — John J, 
 
 Keane, District of ^Columbia.
 
 Sessions] TITLES OF PAPERS AND DISCUSSIONS 569 
 
 1893 Legal Education in the United States. — L. Dimscha, Russia. 
 
 The I'resent Situation of Education in France. — M. G.^hrikl Compayre, France. 
 A Perfect Physical Education Is Indispx^nsable in Order to Produce an Ideal 
 
 Education. — ^L. M. Torngrex, Sweden. 
 Address. — M. Ergr^vff Kovalevsky, Russia. 
 Joseph Peter \'arela and the Progress of Education in I'ruguay. — Alberto Gomez 
 
 Rc\xo, Uruguay. 
 Present Condition of the PubUc Schools of Uruguay. — Alberto Gomez Ruano, 
 
 Uruguay. 
 Training of Teachers in High Schools in Sweden. — Edward Osterberg, Sweden. 
 
 1894 The Educational Exhibit at the Columbian Exposition. — Selim H. Peabody, 
 
 New York. 
 
 The Organizers of the Nation and Education. — Austin Scott, New Jersey. 
 
 The Ethical Element in Literature, and How to Make the Most of It in Teaching. — 
 J. A. McLellan, Ontario. 
 
 Rhythm in Education. — G. Stanley Hall, Massachusetts. 
 
 Professional Training of Teachers in Normal Schools. — John W. Cook, Illinois.. 
 
 Professional Training of Teachers in Colleges. — S. G. Williams, New York. 
 
 Professional Training of Teachers in Summer Schools. — E. E. White, Ohio. 
 
 Professional Training of Teachers by Educational Publications. — John A. Mac- 
 Donald, Kansas. 
 
 Improvement of City-School Systems. — Henry P. Emerson, New York. 
 
 The Influence of the Higher Education of a Country upon Its Elementary Schools. — 
 Wm. T. Harris, District of Columbia. 
 
 Practical Education. — C. K. Ad.\ms, Wisconsin. 
 
 What Makes — What Mars, the Teacher? — Corinne Harrison, \'irginia. 
 
 The Feasibility of Modifying the Programs of the Elementary and Secondary 
 Schools to Meet the Suggestions in the Report of tlic Committee of Ten. — 
 James C. Mackenzie, New Jersey. 
 
 Discussion of Reports of Committee of Ten — 
 Latin. — John T. Buchanan, Missouri. 
 English. — A. F. Nightingale, Illinois. 
 History. — Frank M. McMurry, Illinois. 
 
 Moral Training thru the Commcjn Branches. — Charles DkGarmo, Penn.syl- 
 vania. 
 
 Child-Study. — G. Stanley Hall, Massachusetts. 
 
 Education of Colored People in the South. — Richard R. Wright, Georgia. 
 
 Professional Obligations and Duties of the Teacher. — Edward Brooks, Penn- 
 sylvania. 
 
 Laixiratory Methods in Elementary Schools. — Charles B. Scott, Minnesota. 
 
 The Higher Use of Nature-Studies. — Miss N. Cropsey, Indiana. 
 ■X Horace Mann's Country School. — Henry Sarin, Iowa. 
 
 The Study of Literature. — Richard G. Moulton, Illinois. 
 
 Memorial Address — George Howland. — .\LnERT G. Lane, Illinois; J. L. Pickard, 
 California; John W. Cook, Illinois. 
 
 Memorial .Address — Elizabeth Palmer Pealx)dy. -Wm. E. Sheldon, Massachusetts. 
 
 Memorial Address — M. .Mcxanfkr Newell. — Sarah E. Richmond, Maryland. 
 
 Memorial Address — Lcland Stanford. — Will S. Monroe, California. 
 
 Memorial Addres.s — Emily Marwedel. — Elizabeth Harrison, Illinois. 
 
 Memorial Address — John S. Crombie— John E. BradUy. — Ray Greene Huling, 
 Massa( husctts. 
 
 Memorial .Xrldress — Robert Allyn.— Edwin C. Hewett, Illinois. 
 
 Memorial .\ddress — RoWrt Wallace Stevenson. — E. E. White, Ohio. 
 189s Physical Training.— Edward F. Hermanns, Colorado. 
 
 President's Address— What Knowleflge Is of .Most Worth? — Nicholas Murray 
 Butler, New York. 
 
 The Next Step in the Education of the Indian. -W. N. IIailmann, Distriit of 
 C'olumbia. 
 
 The Principles ui»on Whii h the Co-ordination of Studies Should Proceed. — 
 f'HARLES I)K(iAKMo, Pennsylvania. 
 
 What Has Bi-cn Accomplished in Co-ordination in the Field of Natural Science. — 
 Wn.iiUK S. Jackman, Illinois. 
 
 What Has Been .Ac<f)mplishe<l in Co-ordination in the Field of History and Litera- 
 ture. --flHAki.KS A. McMcuHY, Illinois. 
 
 E<luralion According to Nature. Wn.LlAM II. Payne, Tennessee.
 
 570 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 The Education of Public Opinion. — Charles R. Skinner, New York. 
 
 New Standards of Patriotic Citizenship. — George H. Martin, Massachusetts. 
 
 The Study of American History as a Training for Good Citizenship. — J. Baldwin, 
 
 Te.xas. 
 The Ethical Element in Patriotism. — A. P. Marble, Nebraska. 
 The Effect of the Theory of Evolution on Education. — Joseph LeConte, 
 
 California. 
 Science and Education. — Wm. L. Bryan, Indiana. 
 The Instruction and Improvement of Teachers Now at Work in the Schools. — 
 
 Arvin S. Olin, Kansas; Earl Barnes, California, and L. H. Jones, Ohio. 
 The Relation of Geography to History. — Edward Channing, Massachusetts. 
 Education Values. — James H. Baker, Colorado. 
 Report of the Committee on Necrology. — C. W. Bardeen, chairman. 
 
 1896 Horace Mann. — Wm. T. Harris, District of Columbia. 
 Horace Mann at Antioch College. — W. A. Bell, Indiana. 
 
 President's Address — ^Do Our Public Schools Meet Reasonable Expectations ? — 
 Newton C. Dougherty, Illinois. 
 
 Democracy and Education. — Nicholas Murray Butler, New York. 
 
 American Literature. — Brander Matthews, New York. 
 
 The Teaching of English Literature, with Special Reference to Secondary Schools. — 
 W. P. Trent, Tennessee. 
 
 Literature in Elementary Schools. — Mrs. Ella F. Young, Illinois. 
 
 School Out of School. — John H. Vincent, New York. 
 
 Nature-Study and Moral Culture. — David Starr Jordan, California. 
 
 Nature-Study. — O. S. Westcott, Illinois. 
 
 The Function of Nature in Elementary Education. — M. G. Brumbaugh, Penn- 
 sylvania. 
 
 The American Public School. — Stewart L. Woodford, New York. 
 
 The Teacher and the School. — John Lancaster, lUinois. 
 
 Demands of Sociology upon Pedagogy. — Albion W. Small, Illinois. 
 
 The Pupil as a Social Factor. — Earl Barnes, California. 
 
 Country Schools and Country Roads. — Roy Stone (United States Engineer). 
 
 The General Government and Popular Education. — Andrew S. Draper, Illinois. 
 
 The Influence of the Negroes' Citizenship. — Booker T. Washington, Alabama. 
 
 Memorial Addresses — Constituting the Report of the Committee on Necrology 
 for 1896. 
 Norman A. Calkins. — Horace H. Tarbell, Rhode Island; Edwin C. Hewett, 
 
 Illinois. 
 Daniel B. Hager. — William E. Sheldon, Massachusetts. 
 John Kraus. — Horace S. Tarbell, Rhode Island. 
 
 1897 President's Address— The Best Education for the Masses. — Charles R. Skinner, 
 
 New York. 
 
 The Study of History in Our Public Schools. — Newton C. Dougherty, Illinois. 
 
 Data of Method. — James M. Green, New Jersey. 
 
 The Co-operation of Women's Clubs in the Public Schools. — Mrs. Ellen M. 
 Henrotin, Illinois. 
 
 Education from a Pubhsher's Standpoint. — Oilman H. Tucker, New York. 
 
 Education of the Deaf. — Alexander Graham Bell, District of Columbia. 
 
 Foreign-born Children in the Primary Grades.- — Jane Addams, Illinois. 
 
 Tom and His Teachers. — Bishop John H. Vincent, New York. 
 
 The Need of Enhanced Material Support for the Rural Schools. — B. A. Hins- 
 dale, Michigan. 
 
 Classification and Instruction in Rural Schools. — W. T. Harris, District of Colum- 
 bia. 
 
 The Kind of Supervision Most Needed. — Henry Sabin, Iowa, chairman. 
 
 Intellectual Needs of Rural Schools. — D. L. Kiehle, Minnesota. 
 
 The March of the Ideal. — Clinton Scollard, New York. 
 
 Has the Heart of This People Changed towards Its Schools ? — Carroll C. 
 Pearse, Nebraska. 
 
 Educational Extremes. — O. T. Corson, Ohio. 
 
 What Not to Do. — Estelle Reel, Wyoming. 
 
 The Educational Outlook. — William B. Powell, District of Columbia. 
 
 Shall American History Be Taught in Cross-Sections or in Parallels ? — James M. 
 Greenwood, Missouri. 
 
 Some Tendencies of Modern Education. — James A. Foshay, California.
 
 Sessions) TITLES OF PAPERS AXD DISCUSSIONS 571 
 
 The Twcnlieth-Contury S( hool. — James L. Hughes, Ontario. 
 Winners of Men. — J.\.mes H. C.vnfield, Ohio. 
 Lines of Growth in Maturing. — Richard G. Boone, Michigan. 
 Higher Education in the South. — George T. Winston, Texas. 
 The Democracy of Learning. — Lym.\n .\bbott. New York. 
 
 1898 President's .\tldress — Educational Tendencies. — J. M. Greenwood, Missouri. 
 Life and Character of Edward .Austin Sheldon. — Charles R. Skinner, New York. 
 The Essentials in United States History to Be Taught in Elementary Schools. — 
 
 Wilbur E. Gordy, Connecticut. 
 The Essentials in United States History to Be Taught in Secondary Schools. — 
 
 Homer H. Seerley, Iowa. 
 The Essentials of English Composition for Elementary Schools. — Edw.\rd R. 
 
 Shaw, New York. 
 The Essentials of English Composition to Be Taught in Secondary Schools. — 
 
 C. C. Th.\ch, .\labama. 
 .American Universities and the National Life. — .Andrew S. Draper, Illinois. 
 Our Educational E.xhibit at the International Exposition in Paris in 1900. — W. 
 
 T. H.^RRis, District of Columbia. 
 The Educational Outlook. — W. W. Stetson, Maine. 
 Influence of Environment on the Development of United States History. — Jacques 
 
 W. Redway, New York. 
 The Geospheres. — W. J. McGee, District of Columbia. 
 Minor Mental Abnormalities in Children as Occasioned by Certain Erroneous 
 
 School Methods. — W. O. Krohn, Illinois. 
 The Latest Practical Discoveries in Biological Science and 'riicir Hearing on 
 
 Educati(jn. — N. .A. Har\"ev, Wisconsin. 
 The Culture \'alue of Higher Nhithematics. — W. B. Smith, Louisiana. 
 The Constants in Mathematics. — Edward Brooks, Pennsylvania. 
 Is the Science of Mathematics Qualitative as Well as Quantitative ? — Frank 
 
 H. Hall, Illinois. 
 The Educational Value of Geometry. — Kelly Miller, District oi Columbia. 
 The .Social Ba.MS of Conscience. — Josiah Royce, Massachusetts. 
 The Duty of the State in Education. — E. E. White, Ohio. 
 The Deaf and Their Possibilities. — E. M. Gallaudet, District of Columbia. 
 Education and Gold in .Alaska. — John Eaton, District of Columbia. 
 Lessons fr<jm .American Educational History. — A. D. Mayo, Massachusetts. 
 The Duties and Privileges of the Supervisor. — Sarah Louise .Arnold, Massa- 
 
 chu.setts. 
 Women's Clubs as an Educational Factor. — Margaret J. Evans, Minnesota. 
 The Child's Course of Study or the Teacher's— W^hich ?— Sarah J. Walter, 
 
 Connecticut. 
 The Teacher as a Traveler. — LiLLlE A. Williams, New Jersey. 
 Dem(x:racy and Education. — Edwin P. Seaver, Mas.sachusetts. 
 SfKiology's Demand upon the SchcK)ls.— J. F. Millspaugh, Utah. 
 Between Day S( hool and Reform SchfK)l. — Carroll G. Pearse, Nebraska. 
 The Pro|)er Edutation of an American Citizen. — G. N. Grisham, Missouri. 
 The School of the Future. — .A. E. Winship, Massachusetts. 
 The Larger University Idea. — Elmer E. Brown, California. 
 RefKirt of the Committee on Necrology for i8c;8. — Henry Saiun, Iowa, c hairman. 
 .Addresses of Welcome and Res|^>nses. 
 
 iSqq President's .Address — Work and Influence of the Association. — Eliphalet Oram 
 
 Lyte, Pennsylvania. 
 An Educational Policy for Our New Po.s.ses.sions.- W. T. Hakkis, Distriii of 
 
 Columbia. 
 The Educational Problem in Hawaii. — Henry S. Townsend, Hawaii. 
 The .Average- Scholarship of the Average Pupil. — Frank Rigi.eh, Oregon. 
 Fatigue among S( hool Children. — Will S. .\Icinroe, Ma.s.sachuselts. 
 Some Fundamentals in Teaching. — L. D. Harvey, Wi.sconsin. 
 Quo Vadimus ? Mrs. Helen L. Grenfeli, Colorado. 
 The Uniticl States Exhibit at Paris. Hciwakd J. Rogers, New York. 
 Art in Education. -Elmer K. Brown, C.ilifornia. 
 The Religious Element in the lormation of Character. (iEorcie .Monkiomerv, 
 
 Lf>s Angeles, Califcjrnia. 
 The Develoi)menl of Moral Character. G. W. .A. T.itckey, Nebraska. 
 Evolution and Ethics. Sviiney T. Skidmoke, IVnnsvlvania.
 
 572 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 The Scholar and the State. — R. H. \\i bst, r, California. 
 
 Growth of Confidence between High Schools and Colleges. — R. B. Fulton, Missis- 
 sippi. 
 
 The Spirit of the Classics. — Mrs. Josephine Heermans, Missouri. 
 
 Let Pupils Be so Classified as to Allow Unrestricted Progress or Unlimited Time, 
 according to Ability. — Frank J. Barnard, Washington. 
 
 The Outlook in Education. — Nicholas Murray Butler, New York. 
 
 The Progress in Public Education. — F. Louis Soldan, Missouri. 
 
 Usurpation of Home by School. — Aaron Gove, Colorado. 
 
 The Economic Interpretation of History. — E. A. Bryan, Washington. 
 
 Educational Journahsm — Its Tribulations and Triumphs. — John MacDonald, 
 Kansas. 
 
 The Function of the Educational Press. — George P. Brown, Illinois. 
 
 Are Educational Journals Educational ? — William George Bruce, Wisconsin. 
 
 Ideal and Practical Considerations in Educational Journalism. — Ossian H. Lang, 
 New York. 
 
 An Apology for the American University. — David Starr Jordon, California. 
 
 The School in Its Relation to the Higher Life. — Nathan C. Schaeffer, Penn- 
 sylvania. 
 
 Professional Sentiment. — A. E. Winship, Massachusetts. 
 
 Report of the Committee on Necrology. — Edwin C. Hewett, Illinois, chairman. 
 
 1900 President's Address — Educational Problems of the Day. — Oscar T. Corson, Ohio . 
 The Small College. — William Oxley Thompson, Ohio. 
 
 The Small College — Its Prospects. — William Rainey Harper, Illinois. 
 
 Contributions of Religious Organizations to the Cause of Education — By the 
 Baptist Church. — ^Oscar H. Cooper, Texas. 
 
 Contributions of Religious Organizations to the Cause of Education — By the 
 Catholic Church. — Conde B. Pallen, Missouri. 
 
 The State University. — Joseph Swain, Indiana. 
 
 The Problem of the South. — Booker T. Washington, Alabama. 
 
 The Problem of the Grades — Discipline. — Gertude Edmund, Massachusetts. 
 
 The Problem of the Grades — Classification and Promotion. — Elizabeth Bu- 
 chanan, Missouri. 
 
 The Problem of the Grades — Instruction. — Mrs. Alice Woodworth Cooley, 
 Minnesota. 
 
 The Influence of Music upon National Life. — Arnold J. Gantvoort, Ohio. 
 
 The Influence of Poetry in Education. — William M. Beardshear, Iowa. 
 
 The Value of English Literature in Ethical Training. — Reuben Post Halleck, 
 Kentucky. 
 
 Educational Principles AppHed to the Teaching of Literature. — Martin G. Brum- 
 baugh, Pennsvlvania. 
 
 "What Manner of Child Shall This Be?"— G. R. Glenn, Georgia. 
 
 Closing Address. — A. P. Montague, South Carolina. 
 
 1901 President's Address — The Duty of the National Educational Association in Shap- 
 
 ing Public Educational Opinion. — James M. Green, New Jersey. 
 Progress in Education. — J. Lancaster Spalding, Illinois. 
 What Is a Fad ? — F. Louis Sold,a,n, Missouri. 
 
 Is the Curriculum Overcrowded ? — James H. Van Sickle, Maryland. 
 How Early May Handwork Be a Part of School- Work ? — Charles R. Richards, 
 
 New York. 
 The School and the Library — The Value of Literature in Early Education. — 
 
 Frederick M. Crunden, Missouri. 
 Some of Our Mistakes. — G. M. Grant, Canada. 
 Social Science and the Curriculum. — George E. Vincent, Illinois. 
 Economics in the Public Schools. — George Gunton, New York. 
 Ideals and Methods of Economic Teaching. — Frederic W. Speirs, Pennsylvania. 
 The Teacher as a Social-economic Power. — Reuben Post Halleck, Kentucky. 
 Our National Floral Emblem. — Edna Dean Proctor, Massachusetts. 
 The Educational Crisis in England. — Cloudesley S. H. Brereton, England. 
 The Functions of a University in a Prosperous Democracy. — Charles F. Thwing, 
 
 Ohio. 
 Federal and State Interest in Higher Education. — Robert B. Fulton, Mississippi. 
 Recent Growth of Public High Schools in the U. S., as Affecting the Attendance 
 
 of Colleges. — W. T. Harris, District of Columbia. 
 The Relation of Music to Life. — Thomas Whitney Surette, New York.
 
 Sessionsl TITLES OF PAPERS AND DISCUSSIONS 573 
 
 1902 President's Address — The Three H's in Education. — W. M. Beardshear, 
 
 Iowa. 
 Some Pressing Problems. — Nicholas Murray Butler, New York. 
 The English Ideal of Education and Its Debt to America. — Michael Ernest 
 
 Sadler, England. 
 Devotion to Truth: The Chief Virtue of the Teacher. — John Ireland, Minnesota. 
 The Education of the .American Earmer.— J.xmes Wilson, District of Colunil)ia. 
 The Home and the Hit^lier Education. — Mrs. Cakkie Chapman Catt, New \(>rk. 
 Education in the Pliilippines. — Jacob Gould Schurman, New York. 
 How the School Strengthens the Individuality of the Pupils. — W. T. Harris, 
 
 District of Columbia. 
 The Simplilication of English Spelling a Present Duty. — Charles Payson Gurley 
 
 Scott, Pennsylvania. 
 Educational \'ajue of Training in Public Speaking. — Thomas C. Truebi.ood, 
 
 Michigan. 
 Educational Conditions and Progress in China. — C. M. Lacey Sites, China. 
 The Ideal Normal School. — William H. Payne, Michigan. 
 
 The Danger of Using Biological .\nalogics in Reasoning on Educational Subjects. — 
 W. T. Harris, District of Columbia. 
 
 A. Round Table of State and County Sujjcrintendents. 
 
 Topic I: Instruction in the Elements of .\griculturc in Rural Communities. — 
 
 L. D. Harvey, W^isconsin. 
 Topic II: The Financial Phase of the Consolidation of Rural Schools. — 
 
 Ch.\rles a. Van Mater, Indiana. 
 
 B. Round Table of City Superintendents. 
 
 Topic I: Four Minor Duties of a Superintendent. — I. C. McNeil, Wisconsin. 
 
 Topic II: Modernizing the Course of Study. — W. A. Hostkr, Indiana. 
 
 Topic III: How to Meet the People. — Louis P. Nash, Massachusetts. 
 C Round Table of Normal Schools and Training Teachers. 
 
 Conference A. — Normal Schools. 
 
 Topic I: What Aspects of Psychology and Child-Study Are Suitable Sub- 
 jects for Instruction in Normal Schools. — Daniel Putman, Michigan. 
 
 T(»pic II: Shall the Instruction in Psychology be Oral, or Shall a Textbook 
 Be Used? — Grant Karr, New York. 
 
 Conference — Training Teachers. 
 
 Topic: Criticism — What Shall It Be ? — James E. Russell, New York. 
 Progress of Education in Porto Rico. — M. G. Brumbaugh. 
 Altruism as a Law of Education. — Arnold Tompkins, Illinois. 
 The High School as the People's College. — G. Stanley HaLL, Massachusetts. 
 College Graduates in Elementary Schools.^ — ^Thoxlxs M. Balliet, Massachusetts. 
 The Psychology and Ethics of Fun. — Walter B. Hill, Georgia. 
 Round Table. Recipro( ity in Licensing Teachers. — Richard C. Barrett, Iowa. 
 
 1903 President's Address — The New Definition of the Cultivated Man.^ — Charles 
 
 W. Eliot, Massachusetts. 
 The Pre-sent Peril to Liberal Education. — Andrew F. West, New Jersey. 
 The Opportunity and Function of the Secondary Si hool. — Cai-VIN M. Woodward, 
 
 Mi.s.souri. 
 Manual, Trade, and Technical Education. — Thomas M. Balliet, Massachusetts. 
 The I'art of the Manual-training High School in .Ameriian Education. — Hknry 
 
 S. PHiTc:HETr, Mas.sa( hu.setts. 
 S( hool Gardens, City Sihool Yards, and ihe Surroundings of Rural Schools. — 
 
 Orville T. Bright, Illinois. 
 Schrxjl Gardens —Henry Lincoln Clapp, Ma.s.sachusetts. 
 Surroundings of Rural Si hools. — Chari.es R. Skinnkr, New ^'ork. 
 S( Ikk>1 Surroundings. -W. W. Stetson, Maine. 
 The Teaching of Civics and (iood ("iti/.enshi|) in the I'liblii .Schools. K. W. G. 
 
 Wkli.i.s'g, New York. 
 Justification of City Ex[K'ndilurc on Parks and I'arkways- Material for I'liblir 
 
 Edu( ation.- Nathan Matthews, Massachusetts. 
 The Nature Study .Movement.- L. H. Bam.ey, New York. 
 The Beginning anri Aims of the General Education Moard.- Wallace Butthick, 
 
 New York. 
 The Educational Needs of the- Sctulhern Negro. -Rev. ('marlks T. Wai ki:r. 
 
 New York. 
 The Schools of the I'copic-. — Eim;ar Gardner Murphy, .Mabania.
 
 574 NATIONAL EDUCATIONAL ASSOCIATION [General 
 
 1904 President's Address — The Need of a ^ew Individualism. — John W.Cook, Illinois. 
 The Relation of the Church to Higher Education in the United States. — Edmund 
 
 J. James, Illinois. 
 Popular Education in England. — Captain Percy Atkin, England. 
 Educational Possibilities for the Country Child in the L'nited States. — O. J. Kern,. 
 
 Illinois. 
 Educational Needs of the South. — J. H. Phillips, Alabama. 
 Education in the Philippines. — E. B. Bryan, Indiana. 
 Our Educational Creed. — Z. X. Snyder, Colorado. 
 
 The New Departure in Secondary Education. — J. J. Sheppard, New York. 
 Education in the American Navy. — Casper F. Goodrich, District of Columbia. 
 Education in Porto Rico. — Samuel McCune Lindsay, Porto Rico. 
 The Education of the Southern Negro. — Booker T. Washington, Alabama. 
 The Place of the Small College. — George A. Gates, California. 
 The Preparation of Teachers in Germany. — Leopold Bahlsen, Germany. 
 Why Teachers Should Organize. — Margaret A. Haley, Illinois. 
 Limitations of the Superintendent's Authority and of the Teacher's Independence. — 
 
 Aaron Gove, Colorado. 
 Addresses at the Vesper Meetings — Art Exhibits in the Exposition. — Halsey 
 
 C. Ives, Missouri. 
 Addresses at the Vesper Meetings — Sculpture and Decoration at the Exposition. — 
 
 George Julian Zolnay, Missouri. 
 Addresses at the Vesper Meetings — The Architecture of the Exposition. — George 
 
 Julian Zolnay, Missouri. 
 
 1905 President's Address — Education for Efficiency. — William H. M.axwell, New York. 
 The Future of Teachers' Salaries. — W. T. Harris, District of Columbia. 
 
 The Uses of Educational Museums. — Frederick J. V. Skiff, Illinois. 
 
 Standards of Local Administration. — George B. McClellan, New York. 
 
 The National Educational Purpose. — .\ndre\v S. Draper, New York. 
 
 Child Labor and Compulsory Education — The School Aspect. — George H. 
 Martin, Massachusetts. 
 
 The Social and Legal Aspect of Compulsory Education and Child Labor. — Frank- 
 lin H. Giddings, New York. 
 
 The Immigrant Child. — JuLiA Richman, New York. 
 
 Manual Training in the Grades. — Lorenzo D. Harvey, Wisconsin. 
 
 The Practical Utility of Manual and Technical Training. — William Barclay 
 Parsons, New York. 
 
 The Economic Importance of Trade Schools. — Frank A. Vanderlip, New York. 
 
 Address by President Theodore Roosevelt and Responses. 
 
 1906 Report of the Joint Committee, Representing the American Library Association 
 
 and the National Educational Association, on Instruction in Library Adminis- 
 tration in Normal Schools. — Prepared by Elizabeth G. Baldwin, New York; 
 Jamfs H. Canfield, New York, chairman. 
 I. School Libraries. 
 II. The Public Library and the Public School. 
 
 III. How to Use a Library. 
 
 IV. The School Library Room. 
 
 V. Selecting and Ordering Books. 
 
 VI. Children's Reading. 
 VII. Incoming Books. 
 VIII. Cataloguing and Classification. 
 
 IX. Call Numbers, Shelf-List, Loan System. 
 
 X. Binding. 
 
 XI. Library Associations. 
 Appendix 
 
 Useful Books. 
 
 Articles in Periodicals. 
 
 Summary of State Laws Relating to School Libraries. 
 Memorial Addresses. 
 
 John Eaton by Sheldon Jackson, District of Columbia. 
 
 William Rainey Harper by Harry Pratt Judson, Illinois. 
 
 Mary H. Hunt by Albert E. Winship, Massachu.setts. 
 
 Albert Grannis Lane by John W. Cook, Illinois. 
 
 Charles Duncan Mclver by Edwin .\. .\lderman, Virginia.
 
 Sessions] TITLES OF PAPERS AND DISCUSSIONS 575 
 
 1906 Thomas Blanrhard Stockwcll by n.wiD W. Hoyt, Rhode- Island. 
 
 Allxrt PrcscoU Marble by Ci.akknck E. Mei.kney, New York. 
 Fifty Years of .\mcrican Education. — Elmer Ellsworth Brown, District of 
 
 Columbia. 
 How the Superintendent May Correct Defective Classwork and Make the Work 
 
 of the Recitation Teach the Pupil How to Prepare His I^esson Properly. — \V. T. 
 
 Harris, District of Columbia. 
 Recent International Congress at Liege. — Will S. Monroe, Massachusetts. 
 The Teacher and the Librarian. — N.\than C. Sh.vekfer, Pennsylvania. 
 The Educational Awakening in England. — Michael Ernest Saddler, 
 
 England. — 
 
 The Teaching of Modern Languages in England. — Cloudesey S. H. Brereton, 
 
 England. 
 Secondary Education of Girls During the Past Fifty Years. 
 I. In England. — Dorothf:a Be.\le, England. 
 
 II. In France. — Camille See, France. 
 The Modern System of Higher Education for W'onuii in Prussia. — Frikdrich 
 
 P.-wlsen, Berlin. 
 On the Developments and Changes in Primary 'Feailiing in I-'raiue during the 
 
 Third Republic. — Pierre E.\iile Levasseur, France. 
 What France Owes to .America in the Matter of Education.- J. J. Gabriel Com- 
 
 PAYRE, France. 
 The Rehabilitation of Philosophy in (Germany. — Hermann Schwartz, 
 
 Germany. 
 The Past and the Future of German Education. Fkikdkich Paulsen, 
 
 Berlin. 
 .\gricultural Instruction in the Kingdom of Hungary. — Bela De Tormay, 
 
 Hungary. 
 
 HISTORRAL CHAPTER 
 
 Origin of Free Schools in the American Colonics. — Barnard's Journal. 
 
 Home anfl School Training in New England .About 1776. — Thomas Brainard, 
 
 Connecticut. 
 The .\merican Institute of Instru( lion. — .Albert E. Winship. 
 Western Literary Institute and College of Professional Teachers; 1.S31-1875. — 
 
 Will S. Monroe, Massachusetts. 
 .School Teachers and Superinl, ndeiits -( )p;iiing .Address of the President. — 
 
 Horace Mann. 
 Closing .Address. — Horace Mann. 
 .Ameri( an .As.sociation for the .Arlvancement of I'^duc ation. \\ ill .S. Monroe, 
 
 Ma.ssachu.setts. 
 The American A.s.socialion for the .Advancement of S( ience.— L. f). Howard, Dis- 
 
 tric t of Columbia. 
 .American Library A.ssoc iation. — Mklvil Dewey, New York, 
 (ieneral Education Bcjard. — Wallace Buttrick, New ^'ork. 
 The .Southern Education Board. — Edcar Gardner Murphy .Alabama. 
 The- .Southern Educ ational .Association. — Richard J. Tic.he, North Carolina. 
 TheCarnc gic- Foundation for the .Aclvanc ment of Tc ac hing. IIenky S. Pkitchett, 
 
 New ^cirk. 
 State Teachers' A.s.sc)ciations Org;;iii/. cl b. fore 1H57. Win S. Monkok, Massa- 
 chusetts. 
 Educational Journalism. — C. W. FiARDEEN, New York. 
 The- National Tcai lur's Association ( 1S57-70) — Historic al .Sketch. 
 National Organization of Tc-achrrs. Wiii.iam Ktssi i l. M.issac hu.selts. 
 The National Educational A.s.socialion, Historical Sketches, l%xlracts From |). R. 
 
 Hagar's Presidential Address — 1870; also From John Hancock's Presidential 
 
 .Acldrcss in iH7c>. 
 Organization anci Functions of the National lulucational A.s.sociatioii. W. T. 
 
 Hakkls, Di.strict of Columbia.
 
 576 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 
 
 LIST OF DEPARTMENTS 
 WITH PLACE AND YEAR OF ESTABLISHMENT OF EACH 
 
 NAME PLACE YEAR 
 
 Department OF School Superintendence Cleveland 1870 
 
 Department of Normal Schools Cleveland 1870 
 
 Department of Higher Education Cleveland 1870 
 
 Department of Elementary Education Cleveland 1870 
 
 Department of Manual Training Minneapolis 1875 
 
 The National Council of Education Chautauqua 1880 
 
 Department of Art Education Saratoga Springs 1883 
 
 Department of Kindergarten Education Saratoga Springs 1884 
 
 Department of Music Education Saratoga Springs 1884 
 
 Department of Secondary Education Topeka 1886 
 
 Department of Business Education Saratoga Springs 1892 
 
 Department of Child-Study Asbury Park 1894 
 
 Department of Physical Education Denver 1895 
 
 Department of Natural Science Instruction Denver 1895 
 
 Department of School Administration Denver 1895 
 
 The Library Department Buffalo 1896 
 
 Department of Special Education Milwaukee 1897 
 
 Department of Indian Education Los Angeles 1899 
 
 Department of Technical Education Asbury Park 1905 
 
 NATIONAL ASSOCIATION OF SCHOOL SUPERINTENDENTS 
 
 DEPARTMENT OF SCHOOL SUPERINTENDENCE 
 During the session of the National Teachers' Association at Harrisburg, Pa., in 1865, 
 a meeting of state and city superintendents there present was held, of which B. G. Northrop, 
 agent of the Massachusetts Board of Education, was chairman, and L. Van Bokkelen, 
 state superintendent of public schools of Maryland, was secretary. At this convention 
 it was decided to hold a meeting in February, 1866, at Washington, for the purpose of 
 forming a National Association of School Superintendents, to be composed of those devoted 
 to the supervision of schools in the several states and cities of the country, and for the 
 discussion of topics appropriate to such meeting. 
 
 A meeting was accordingly held on the 6th, 7th, and 8th of February, 1866, at which 
 nine states and twenty cities were represented. The mayor of the city of Washington gave 
 the Association a cordial welcome, and the President of the United States, on receiving 
 their call, expressed great interest in the objects of their organization and in the exten- 
 sion of school instruction to every child in the country. 
 Papers were read as follows: 
 
 School Statistics, by Charles R. Coburn, superintendent of common schools of 
 
 Pennsylvania 
 The Practicability of Greater Uniformity in the School System of Different 
 
 States, by L. Van Bokkelen, state superintendent of Maryland 
 Defects of Our State System of Schools, by C. M. Harrison, state superintendent 
 
 of New Jersey 
 Leading Features of a Model State School System, by Newton Bateman, state 
 
 superintendent of Illinois 
 A National Bureau of Education, by E. E. White, state commissioner of Ohio 
 
 These subjects were thoroughly discussed and resolutions pertinent to the same were 
 adopted, and several committees were appointed to report more in detail at the next 
 meeting. 
 
 A committee consisting of Messrs. Emerson E. White, of Ohio, Newton Bateman, of 
 Illinois, and J. K. Adams, of Vermont, was appointed to memorialize Congress on the 
 establishment of a National Bureau of Education.
 
 Department] 
 
 LIST OF OFFICERS 
 
 577 
 
 The importance of a National Bureau of Education had been presented to the National 
 Teachers' Association on several occasions, first in 1859, and at the Harrisburg meeting 
 it elicited very general interest, the establishment of such a bureau being advocated by 
 President Greene in his inaugural address; by J. P. Wickersham, of Pennsylvania, in a 
 paper on "Education and Reconstruction;'' and by .'Vndrew J. RickofT, of Ohio, in a paper 
 wholly devoted to the subject. Resolutions strongly favoring the movement were passed. 
 
 The memorial of the Association of School Superintendents praying iov the estab- 
 lishment of a National Bureau of Education, drawn up in behalf of the committee by E. 
 E. White of Ohio, was presented in the House of Representatives by Gen. James A. 
 Garfield of Ohio, who at the same time introduced a bill to establish the Bureau in the 
 Department of the Interior. The bill was read twice, referred to a select committee of 
 seven and, with the accompanying memorial, ordered to be printed. The committee, con- 
 sisting of Representatives Garfield of Ohio, Patterson of New Hampshire, Boutwell of 
 Massachusetts, Donnelly of Minnesota, Moulton of Illinois, Goodyear of New York, and 
 Randall of Pennsylvania, reported, instead of the bill referred to them creating a Bureau 
 of Educational statistics under the Secretary of the Interior, a bill creating a Department 
 of Education, the head of which, appointed by the President, should report directly to him. 
 
 The full text of the speech of General Garfield on the bill, and a copy of the act as 
 passed March i, 1867, may be found on pp. 426-35, volume of Proceedings for lyoi, 
 Detroit meeting. 
 
 The following officers were elected for 1866-67: Birdscy Grant Northrop, of Massa- 
 chusetts, president; Charles R. Coburn, of Pennsylvania, vice-president; G. H. Hoss, of 
 Indiana, corresponding secretary; L. \ an Bokkelen, of Maryland, recording secretary; 
 Duane Doty, of Michigan, treasurer. 
 
 Two valuable papers on the history of llie Department of Superintendence wi-re 
 read before the department at the meeting in Chicago February 26, 27, 28, 1901, as follows: 
 
 "Sketch of the Department of Stiperintendence," Emerson E. White, Columbus, 
 Ohio. 
 
 "The Past and Future Work of the Department of Superintendence," J. M. Green- 
 wo<jd, superintendent of schools, Kansas City, Missouri. 
 
 These sketches may be found on pp. 233-38, and pp. 227-32, respectively, in the 
 volutne of Proceedings for 1901, Detroit meeting. 
 
 OFFICERS 
 
 1866 I.VblANAPOLIS. INI).. \vv,vsT 
 
 I'rcs.. BiRDSEY G. NokTUKOP. Boston. Mass. 
 V.-Pres..CiiARi.i;s R.CoBUKNvHarrisliuTij.Pa. 
 Sec. L. Van Bokkelk.n, Bultirnore. Md. 
 
 1867 No Meeting 
 
 1868 .\'.\SHVn.LK. TEN.V. 
 
 I'ri-s Kmkhso.n E. White. Columbus, O. 
 V.-Prcs.. Daniel Stevenson, Frankfort. Ky. 
 Sec, L. Van Bokkelen. Baltimore. Md. 
 
 i86g TRENTON, N.J. 
 
 I'res, J. W. BuLKLEY, Brooklyn, N. V. 
 
 V.-Pres., E. E. White, Columbus, O. 
 
 Sec, L. Van Bokkelen, Baltimore. Md. 
 1870 W.VSIII.N'GTON, n. C, March 
 
 I'res., J. P. WicKKRSiiAM, Harrisburu, Pa. 
 
 V.-Pres., S. S. Ashley, RaleiKh. N. C. 
 
 Sec, W. R. Cheeky, Baltimore Md. 
 
 UKPARIWIK.WT OF SCHOOL SUI'KRl.V PEVDENCE 
 
 1871 ST. LOUIS. MO. 
 
 Pres. . W. D. Hknki.e, Columbus, (). 
 
 V.-Prc-s., W. .M. Colby, Little Rotk. Ark. 
 
 Sec, Wawhen Johnson, Augusta, Me. 
 187a BOSHjN, MA.SS. 
 
 Prrt., John Hancock. Cincinnati, O. 
 
 Sec, A. I'. .Mahblk, Woreentcr, Ma-ss. 
 
 1873 KL.MIRA X. V. 
 
 Pre*. W, T. Hakkis. St. Ixiuis, Mo. 
 V.-Pren. J. W I'AKJK. Frederick. Md. 
 .Ser., A. P, MAklii.K, Won ester. .Miuw, 
 
 1874 WASHING ION, D. C. Jan ; DIIROir. 
 
 MICH.. Auo. 
 
 1875 
 
 1876 
 
 1877 
 
 Pres.. J. II. BiNFOHi), Richmond, Va. 
 .Sec, Ai.i.KN Ahmstrono, Council BlufTs. la. 
 WASIII.NGroN. D. CJan. (?); MINNE- 
 APOLIS, MINN., Auo, 
 Pri-s. , J. Okmoni) Wilson 
 V.-Pres., A. Aiikhnkthv, Iowa 
 Sec. R. W. Stevenson, O. 
 
 No Meeting 
 
 WASI list; TON. D. C. Dec; LOUIS- 
 VILLE. KV., July 
 I'res., (tiaki.ks .S, Smart, Columbus, O. 
 V. -I'res., A. PiCKKrr, Memphis, Tenn. 
 Sec, H. S. Tarbkll, East Saginaw, Mii h.
 
 578 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 
 
 1878 No Meeting 
 
 1879 WASHINGTON, D. C . Feb.; PHILADEL- 
 
 PHIA, PA., July 
 Pres., J. P. WicKERSHAM, Harrisburg, Pa. 
 \'.-Pres., James H. Smart. Lafayette. Ind. 
 Sec, R. W. Stevenson. Columbus. O. 
 
 1880 WASHINGTON, D. C. Feb.; CHAUTAU- 
 
 QUA, N. Y., July 
 Pres.. M. A. Newell, Baltimore, Md. 
 V.-Pres., N. A. Calkins. New York. N. Y. 
 Sec, S. A. Baer, Berks Co., Pa. 
 
 1881 NEW YORK Feb.; ATLANTA. G A.. July 
 Pres.. A. P. Marble. Worcester. Mass. 
 V.-Pres., N. A. Calkins, New York, N. Y. 
 Sec, Samuel Findley, Akron, O. 
 
 1882 WASHINGTON D. C, March; SARA- 
 
 TOGA SPRINGS, N. Y., July 
 Pres., W. H. Ruffner, Richmond. Va. 
 V.-Pres. N. A. Calkins, New York, N. Y. 
 Sec, H. S. Jones. Erie, Pa. 
 
 1883 WASHINGTON D. C.Feb.; SARATOGA 
 
 SPRINGS N. Y., July 
 Pres., N. A. Calkins, New York, N. Y. 
 V.-Pres., H. S. Tarbell, Indianapolis, Ind. 
 Sec, Henry S. Jones, Erie, Pa. 
 
 1884 WASHINGTON, D. C. Feb.; MADISON, 
 
 WIS., July 
 Pres., B. L. Butcher, Wheeling, W. Va. 
 V.-Pres., D. F. DeWolf. Columbus. O. 
 Sec, H. R. S.-iNFORD, Middleton, N. Y. 
 
 1885 NEW ORLEANS, LA., Jan.; SARATOGA 
 
 SPRINGS, N. Y., July 
 Pres., LeRoy D. Brown, Columbus, O. 
 Sec, W. O. Rogers, New Orleans, La. 
 
 1886 WASHINGTON, D. C, Feb.; TOPEKA, 
 
 KANS., July 
 Pres., Warren Easton. Baton Rouge, La. 
 V.-Pres., A. P. Stone, Springfield. Mass. 
 Sec, C. C. Davidson. Alliance. O. 
 
 1887 WASHINGTON. D. C. March; CHICAGO, 
 
 ILL., July 
 
 Pres., Charles S. Young. Carson City, Nev. 
 V.-Pres., N. C. Dougherty. Peoria, 111. 
 Sec, C. C. Davidson, Alliance, O. 
 
 1888 WASHINGTON, D.C., Feb.; SAN FRAN- 
 
 CISCO, CAL., July 
 Pres., N. C. Dougherty, Peoria, III. 
 V.-Pres., Henry A. Wise, Baltimore, Md. 
 Sec, W. R. Thigpen, Savannah, Ga. 
 
 1889 WASHINGTON, D. C. Feb.; NASH- 
 
 VILLE, TENN., July 
 Pres., F. M. Campbell, Oakland, Cal. 
 V.-Pres.. C. C. Davidson, Alliance, O. 
 Sec, W. R. Thigpen, Savannah, Ga. 
 
 1890 NEW YORK, N. Y., Feb. 
 
 Pres., A. S. Draper, Albany, N. Y. 
 V.-Pres., J. A. B. Lovett, Hunlsville, Ala. 
 Sec, L. W. Day, Cleveland. O. 
 
 1891 PHILADELPHIA, PA.. Feb. 
 Pres., A. S. Draper, Albany, N. Y. 
 V.-Pres., J. A. B. Lovett, Huntsville, Ala, 
 Sec, L. W. Day, Cleveland, O. 
 
 1892 BROOKLYN, N. Y., Feb. 
 
 Pres.. Henry Sabin, Des Moines. la. 
 V.-Pres., V. G. Curtis. New Haven, Conn. 
 Sec, L. W. Day, Cleveland, O. 
 
 1893 BOSTON. MASS.. Feb. 
 
 Pres.. Edward Brooks, Philadelphia, Pa. 
 V.-Pres., J. E. Bradley, Minneapolis, Minn. 
 Sec, J. H. Phillips, Birmingham. Ala. 
 
 1894 RICHMOND, VA., Feb.; 
 
 Pres., D. L. Kiehle, Minneapolis. Minn. 
 V.-Pres., Warren E.\ston, New Orleans, La. 
 Sec, F. Treudley. Youngstown, O. 
 
 1895 CLEVELAND, O., Feb. 
 
 Pres., W. H. Maxwell. Brooklyn, N. Y. 
 V.-Pres.. O. T. Corson, Columbus, O. 
 Sec, James M. Carlisle, Austin. Tex. 
 
 1896 JACKSONVILLE, FLA.. Feb'. 
 Pres., L. H. Jones. Cleveland, O. 
 V'.-Pres., J. H. Phillips. Birmingham, .Ma. 
 Sec, R. E. Denfeld, Dulutlj, Minn. 
 
 1897 INDL\NAPOLIS, IND., Feb. 
 Pres.. C. B. Gilbert, St. Paul, Minn. 
 V.-Pres., A. B. Blodgett, Syracuse, N. Y. 
 Sec. Lawton B. Evans, Augusta, Ga. 
 
 1898 CHATTANOOGA, TENN., Feb. 
 Pres., N. C. Schaeffer, Harrisburg, Pa. 
 V.-Pres., F. B. Cooper, Des Moines, la. 
 Sec, W. L. Steele, Galesburg. 111. 
 
 1899 COLUMBUS. O., Feb. 
 
 Pres., E. H. Mar«. Ixjuisville, Ky. 
 V.-Pres.. G. H. Conley, Boston, Mass. 
 Sec, J. H. Van Sickle, Denver, Colo. 
 
 1900 CHICAGO, ILL., Feb. 
 
 Pres., A. S. Downing, New York, N. Y. 
 V.-Pres., G. R. Glenn Atlanta, Ga. 
 Sec, C. M. Jordan, Minneapolis, Minn. 
 I90J CHICAGO, ILL., Feb. 
 
 Pres., L. D. Harvey. Madison, Wis. 
 V.-Pres., A. K. Whitcomb, Lowell, Mass. 
 Sec. F. B. Cooper. Salt Lake City, Utah. 
 
 1902 CHICAGO, ILL.. Feb. 
 
 Pres., G. R. Glenn. Atlanta, Ga. 
 V.-Pres., H. P. Emerson. Buffalo, N. Y. 
 -Sec. J. W. Dietrich, Colo. Springs, Colo. 
 
 1903 CINCINNATI, O., Feb. 
 
 Pres., C. M. Jordan, Minneapolis, Minn. 
 V.-Pres., C. F. Carroll, Worcester, Mass. 
 Sec, J. N. Wilkinson, Emporia, Kans. 
 
 1904 ATLANTA, GA., Feb. 
 
 Pres., Henry P. Emerson, Buffalo, N. Y. 
 
 V.-Pres., Edwln B. Cox. Xenia, O. 
 
 .Sec. John H. Hinemon, Little Rock, Ark. 
 
 1905 MILWAUKEE, WIS., Feb. 
 Pres., E. G. Cooley, Chicago, III. 
 V.-Pres., Lawton B. Evans, Augusta, Ga. 
 Sec, Miss E. E. Whitney. New York, N. Y. 
 
 1906 LOUISVILLE, KY., Feb. 
 Pres., J. W. Carr, Dayton, O. 
 
 V.-Pres., J. H. Phillips, Birmingham. Ala. 
 Sec. Miss Ella C. Sullivan, Chicago, III. 
 
 1907 CHICAGO, ILL., Feb. 
 
 Pres., W. W. Stetson, Augusta, Me. 
 V.-Pres.. H. H. Seeley, Cedar Falls, la. 
 Sec, J. H. Harris, Minneip<jlis, Minn. 
 
 TOPICS 
 
 1866 
 
 Cost per Capita of Education in Different States. — J. W. Bulkley, New York. 
 
 Committee's Report on a National Bureau of Education. — E. E. White, chair- 
 man, Ohio. 
 
 Education in the Argentine Republic. — Senor .Sarmiento, Minister from Argen- 
 tine Republic to the United .States.
 
 Deuartmenil TITLES OF PAPERS AND DISCUSSIONS 579 
 
 1868 President's Opening Address. — E. E. Whitk, Ohio. 
 
 School Funds; How Best Raised and How Best Disbursed.' — John Eaton, Ten- 
 nessee. (Not published.) 
 School Supervision; State, County, and City; Discussion. 
 
 1869 The Origin and Work of the Department of Education.'— J. \V. Bulkley, New 
 
 York. 
 A National System of Free Schools.' — Rev. Chas. Brooks, Massachusetts. 
 Primary School Instruction. — E. Leigh, New York. 
 Primary Education.' — (^eo. B. Se.vrs, New Jersey. 
 The Rale Bill.' — B. G. Northrop, Connecticut. 
 The True Ideal of the American Public School.' — II. F. Harrington, Massa 
 
 chusetts. 
 E.xamining and Licensing Teachers' — Discussion. 
 School Statistics.' — Geo. B. Sears, New Jersey. 
 
 1870 School Supervision. — W. Johnson, Maine. 
 School Statistics. — W. D." Henki.e, Ohio. 
 
 National .\id to Schools in the South. — S. S. Ashley, North Carolina. 
 Consolidation of Department of Education and I->iu( ational Division of Freed 
 
 mcn"s Bureau. — O. O. How.vkd, District of Columbia. 
 The Department of Education. — Henry B.\rnard, District of Columbia. 
 Memorial to Congress on National .^id to Schools in the South. 
 
 1871 The Normal-School Problem.— J. D. Phii.brick, Massachusetts. 
 Compulson,' Education. — John Hancock, Ohio, and others. 
 School Statistics.— W. R. Creery, Maryland. 
 
 1872 The E.xtent, Methods, and Value of Supervision in a System of Schools. — H. F. 
 
 Farrington, Massachusetts. 
 The Early Withdrawal of Pupils from School; Causes and Remedies. — W. T. 
 
 Harris, Mi.ssouri. 
 Necessity for Public Instruction in the Gulf States. — James Hodson, Alabama. 
 Report on Basis of Percentage of School Attendance. — W. T. Harris, Missouri, 
 
 chairman. 
 
 1873 School-Hou.sc Plans. — .\. J. Rickoff, Ohio. 
 
 The Relation between School Boards and Superintendents. — John II. Binforu, 
 
 \'irginia. 
 Western University Education. — W. G. Eliot, Missouri. 
 Leigh's Method of Teaching Reading. — W. M. Bryant, Iowa. 
 
 1874 January Meeting: » 
 
 Report on Statistical Forms. — Geo. J. Luckey, Pennsylvania. 
 
 Sdentific and Industrial Education. — A. I). White, New York. 
 
 The Centennial — Discussion. 
 
 Systems of Public Instruction in I-.uroi)ean and Arncriiaii Cities Compared. — 
 
 J. D. Philhrick, Massachusetts. 
 .August Meeting: 
 
 RefK)rt of Committee on Statistic al Forms. — T. W. Harvey, Ohio. 
 Repf)rt of the Committee on Relation of the General (^fovernment to Edu( ation. 
 
 1875 Dkcemuer Meeting:^ 
 
 Ixgal Prevention of Illiteracy.— B. G. Northroi», Connectii ut. 
 
 Braffi Culture in Relation to the Schoolroom. — A. N. Bell, New York. 
 
 The (^)rigin of the ■Mi)habet. — Prof. Enthokfer, U. S. Coast Survey. 
 
 American Education at the Centennial E.\|>osition. — J. P. Wkkkksham. Pennsyl- 
 vania. 
 
 Can the Elements of Industrial Education Bc' Inlnxlincd into ()iir Coninion 
 SchcKtls? J. D. PliM.HKicK, Massac hu.setls. 
 
 1876 .\o Meeting. 
 
 1877 Dkcemukr .Meeting: 
 
 The- .S< hool f)rgani /ation cif a State Discussion. 
 National .AicI to Ivluc ation. JciirN Eaton, Distric t of Columbia. 
 .American Ivluc ation. ('•y.oUi.v B. Loking, Massac husc-tts. 
 Bniins versus Brie k and .Mortar. James A. Gahheld, ( )hio. 
 
 • Not publi^hrd. 
 
 • Papcm of thr Janu.nry meeting, 1874. |Hilili<>lii^l only in Hurntii of Educalion Circulnr No. 1 (1874). 
 > Papcm of the iJeccmtjer mrrting. 1875 iiulilitched only in lUtmui 0/ hluaUioii I'inuLir So. 1 (1875).
 
 580 NATIONAL EDUCATIONAL ASSOCIATION [Superinlendence 
 
 Defense of High Schools. — J. W. Dickinson, Massachusetts. 
 
 Reports of Committee: (a) National Museum; {b) United States Bureau of 
 
 Education; (c) National Aid to Education; (</) Public Lands to the District of 
 
 Columbia. — M. A. Newell, chairman. 
 The High-School Question. — C. S. Smart, Indiana. 
 
 1878 No Meeting. 
 
 1879 February Meeting: 
 
 Popular Education in Switzerland. — John Hitz, Consul General to Switzerland. 
 
 Popular Education in France. — E. C. Wines, New York. 
 
 Technical Education. — E. A. Apgar, New Jersey. 
 
 The Free Kindergarten and Kindergarten Training. — Mrs. Louise Pollock, 
 
 District of Columbia. 
 Needs of Education in the South. — G. J. Orr, Georgia. 
 Education and the Tenth Census. — W. T. Harris, Missouri. 
 The Needs of the United States Bureau of Education. — John Eaton, District of 
 
 Columbia. 
 Instruction in Governmental Ideas. — Justice Strong, U. S. Supreme Court. 
 Technical Education and Industrial Drawing. — Walter Smith, Massachusetts. 
 Education at the Paris Exposition. — J. D. Philbrick, Massachusetts. 
 
 1880 February Meeting: 
 
 Bell's System of Visible Speech. — L. A. Butterfield, Massachusetts. 
 
 Report on a National Council of Education — Discussion. — Thomas W. Bicknell, 
 
 Massachusetts. 
 Education of Dependent Children. — C. D. Randall, Michigan. 
 Best System of Schools for a State. — J. H. Smart, Indiana. 
 University Education. — D. C. Gilman, Maryland. 
 Juvet's Time Globe. — Russell A. Olin. 
 
 Technical Education in Its Relations to Elementary Schools. — J. D. Philbrick. 
 Value of Kindergarten Training to Primary Teachers. — Mrs. Louise Pollock. 
 The Tenth Census from an Educational Point of View. — W. T. Harris, Missouri. 
 Industrial School in the District of Columbia. — J. M. Wilson, District of Columbia. 
 Peabody Fund and Education of the South. — Barnas Sears. 
 High-School Question — Discussion. 
 
 Congress and the Education of the People. — W. H. Ruefer, Virginia. 
 Laws Relating to the State Public School for Dependent Children at Coldwatcr, 
 
 Michigan. 
 Outline of School Systems of the Various States. — Bureau of Education. 
 The Justification of the Public Schools. — A. P. Marble, Massachusetts. 
 
 1 88 1 February Meeting: 
 
 The Present Aspect of Education.' — W. T. Harris, Missouri. 
 Uniformity of School Statistics. — Andrew McMillan, New York. 
 Weak Places in Our Systems of Public Instruction. — J. P. Wickersham, Pennsyl- 
 vania. 
 The Conservation of Pedagogic Energy. — C. O. Thompson, Massachusetts. 
 Our Schools and Our Forests. — F. B. Hough, New York. 
 Museums Illustrative of Education. — John Eaton, District of Columbia. 
 National Aid to Education. — J. W. Patterson, New Hampshire. 
 
 1882 March Meeting: • 
 
 How to determine the Merits of the Heating and Ventilating of School Buildings. — 
 
 John S. Billings, U. S. Army. 
 The Chemical Examination of Air Applied to Questions of Ventilation. — Chas. 
 
 Smart, U. S. Army. 
 Obstacles in the Way of Primary Education. — H. S. Jones, Pennsylvania. 
 Chairs of Pedagogy in Our Higher Institutions of Learning. — G. Stanley Hall, 
 
 Massachusetts. 
 National Aid to Education. — Dr. A. D. Mayo, Massachusetts; Messrs. Dexter 
 
 A. Hawkins, New Jersey; J. L. M. Curry, Virginia. 
 Education in Alaska. — Rev. Sheldon Jackson, New York. 
 A Word with Teachers from My Standpfunt. — W. W. Godding, M. D., District 
 
 of Columbia. 
 Fundamental Inquiries concerning Common-.School Studies. — Rev. John M. 
 
 Gregory, Illinois. 
 How to Improve the Qualifications of Teachers. — W. T. Harris, Massachuselts. 
 
   Not published.
 
 Department] TITLES OF PAPERS AND DISCUSSIONS 58 1 
 
 1883 FKBRrARY Meeting: 
 
 Natural History in the Public Schools. — Albert S. Bickmore, New York. 
 
 Industrial Education in Boston. — James .\. P,\ge, Massachusetts. 
 
 Industrial Education in Philadelphia.— Charles G. Leland, Pennsylvania. 
 
 The Educational Lessons of the Census. — W. T. Harris, Massachusetts. 
 
 If Universal Suffrage, then Universal Education. — Rev. Atticus G. Haygood, 
 
 Georgia. 
 Constitutionality of National .\id to Education. — ^William Lawrence, District 
 
 of Columbia. 
 Indian Education. — B. G. Northrop, Connecticut, Gen. S. C. Armstrong, 
 
 Virginia, and Miss .\. C. Fletcher, Indian Territory. 
 How, and by ^^■honl, the Fitness of Pupils for Promotion Is Determined. — C. G. 
 
 Edwards, Maryland. 
 Practical Results of Compulsory Education. — Joseph White, Massachusetts. 
 Chief Obstacles to Successful Results in the Schools. — M. A. Newell, Maryland. 
 
 1884 P'ebruary Meeti.n'g:' 
 
 Supervision of Country Schools. — Johx W. Holcombk, Indiana. 
 Indian Education. — John M. Hayworth, District of Columbia. 
 Remarks on Indian Education.- — R. H. Pratt; Carlisle, Pennsylvania; S. C. 
 
 .\rmstrong, Virginia. 
 .\rbor Day in the Public Schools. — J. B. Peaslee, Ohio. 
 Recess. — \V. T. Harris, Missouri. 
 No Recess. — S. A. Ellis, Pcnnsvlvania. 
 How a State Superintendent Can Best Advance Popular Education. — E. E. HlG- 
 
 bee, Pennsylvania. 
 National .\\(\ for the Support of Public Schools. — J. W. Dickinson, Massachusetts. 
 The Educational Status and Needs of the New South. — Robert Bingham, North 
 
 Carolina. 
 Proposed Legislation Respecting National .\id to Education. — Thomas W. Bick- 
 
 xell, Massachusetts. 
 The New Bill for National .Xid to PubHc Schools. — B. G. Northrop, Connecticut. 
 Industrial Education. — John M. Ordway, Louisiana. 
 Public Education in Industrial Pursuits. — A. P. Marble, Massachusetts. 
 The New Order of Mercy; or Crime and Its Prevention. — George T. Angell, 
 
 Ma.ssachusctts. 
 The Education of the Normal Color Sense. — B. Joy Jeffries, Ma.ssachusctts. 
 Supplemenlar\' Reading. — Geo. T. Luckey, Pennsylvania; Chas. G. 
 
 Edwards, Maryland. 
 
 1884 July >rEETiNG: 
 
 City and Town Supervision of Schools. — R. \V. Stevenson, Ohio. 
 
 1885 February Meeting:' 
 
 School Economy. — A. J. Rickofk, New "S'ork. 
 
 The Inner Workings of the University of Virginia. — James M. Garnktt, Virginia. 
 
 .\ True C'oursc of Study for Elementary Sc hools. — ^^ E. White, Ohio. 
 
 Rise and Prf)gress f)f Puljlic Instructif)n in Texas.— W. C. Rote. 
 
 Co-ordination in Instru( tion and in I'>lucation. — Brother Noah, <if Brothers of 
 
 the ("hristian S( hooi, T^ouisiana. 
 Moral EducUion in the Common Schools. — \\' . T. IIarkts. 
 The Relation of the University to the Common Schools.— Wi 11,1 am P. Johnston, 
 
 lyiuisiana. 
 
 1885 July Mketi.vg: 
 
 Tile Couniy Su|i(rintendent y.--JoitM W. Holcomhk, Indiana. 
 High .S(ho«ils and the State.— J. .\. Skaman, Ix)uisiana. 
 English in Ameri( an Sch(K)ls. — E. S. Cox, Ohio. 
 
 1886 March Mkktinc, :' 
 
 S( hooi SuiH-rinlcnrlen( e a I'rofession. — M. A. Newell, Maryland. 
 The Duties of the County Superintendents. — D. L. KlKHl.K, Minnesota. 
 Rcatling-Cin les for Teachers. — Jerome Allen, New York. 
 Co-cdmation of the Ra< cs.— Chas. S. Young, Nevad.i. 
 Preliminary Rejtorl on Educational Stati.stit .s. — LeRov Brown, Ohio. 
 
 • Tlir |>;i|irni 'if thr I'dirii.iry mrrlinn i88.j fnihliMicil onlv in fiiirniu of Eiliualion Circular No. 4 (1884). 
 
 ' The [Kifirni for thr I-VIiruary mming 1KM5 imlili^lu-'l in (In- ftitrruu 0/ Eitiualion Cirruiir No. 1 (i88s). 
 
 ' 'ITjc paprin for the March mcftinR. 188/i, ptihliHhrd in tin- Hiirr,iu 0/ E^luralion ('inultir No. j (1886).
 
 582 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 
 
 National Aid to Education. — J. A. B. Lovett, Alabama. 
 
 The Educational and Religious Interests of the Colored People of the South. — 
 
 S. M. Finger, North Carolina. 
 Forestry in Education. — Warren Higly, Ohio. 
 Language Work. — N. C. Dougherty, Illinois. 
 
 Growth and Benefits of Reading Circles. — Hubert M. Skinner, Indiana. 
 City Superintendence. — J. W. Akers, Iowa. 
 
 1886 July Meeting: 
 
 County Superintendents: Their Relations and Duties to Teachers. — E. B. Mc- 
 
 Elroy, Oregon. 
 Teachers' Institutes. — D. C. Tillotson, Kansas. 
 
 1887 March Meeting :i 
 
 Opening Address. — The Work of the Bureau of Education. — N. H. R. Dawson, 
 U. S. Commissioner of Education. 
 
 Public Education on the Pacific Coast and State Textbooks. — Fred M. Camp- 
 bell, Colorado. 
 
 The Examination and Certification of Teachers. — A. J. Rickoff, New York. 
 
 A Civil Service and Public Schools. — LeRoy Brown, Ohio. 
 
 Powers and Duties of School Officers and Teachers — Absolute and Relative. — 
 A. P. Marble, Massachusetts; J. M. Green, New Jersey. 
 
 County and City Supervision. — E. E. Higbee, Pennsylvania. 
 
 Industrial Education in the Public Schools. — F. W. Parker, Illinois; W. B. 
 Powell, District of Columbia. 
 
 The Province of the Public Schools. — J. W. Dickinson, Massachusetts. 
 
 What a Small City is Doing in Industrial Education. — H. W. Compton, Ohio. 
 
 A System of Grading for Country Schools. — J. W. Holcombe, Indiana. 
 
 The Best System of State Supervision. — Warren Easton, Louisiana. 
 
 The Relation of Our Public Schools to Our General Government. — H. W. Blair, 
 United States Senate. 
 
 Education in Alaska.^ — Sheldon Jackson, District of Columbia. 
 
 1887 July Meeting: 
 
 School Supervision Compared. — John Hancock, Ohio. 
 
 The Superintendent and Good Literature in School. — O. H. Cooper, Texas. 
 
 1888 February Meeting:' 
 
 Manual Training in the Public Schools. — Charles H. Ham, Illinois. 
 
 County Institutes. — Jesse B. Thayer, Wisconsin. 
 
 Elocution: Its Place in Education. — Martha Fleming, Tennessee. 
 
 Qualifications of Teachers: How Shall the Qualifications Be Determined? — 
 A. S. Draper, New York. 
 
 Normal Schools. — J. P. Wickersham, Pennsylvania. 
 
 Moral Education in the Common Schools. — W. T. Harris, Massachusetts. 
 
 Can School Programs Be Shortened and Enriched ? — Chas. W. Eliot, Massa- 
 chusetts. 
 
 Alaska. — N. H. R. Dawson, U. S. Commissioner of Education. 
 
 Superintendents and Teachers. — J. E. Bradley, Minnesota. 
 
 The Relation of the Superintendent and Teacher to the School. — A. E. Winship, 
 Massachusetts. 
 
 National Aid to Education. — J. A. B. Lovett, Alabama. 
 
 The Blair Bill. — A. P. Marble, Massachusetts. 
 
 Federal Aid. — Alex. Hogg, Texas. 
 
 1888 July Meeting: 
 
 Efficient Supervision. — J. M. Greenwood, Missouri. 
 
 The Ethics of School Management. — C. B. Gilbert, Minnesota. 
 
 1889 March Meeting :3 
 
 Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New YorL 
 
 City Training- and Practice-Schools. — W. S. Jackman, Pennsylvania. 
 
 Training-Schools. — W. B. Powell, District of Columbia. 
 
 The Purpose and Means of City Training-Schools. — S. S. Parr, Minnesota. 
 
 County Institutes. — Albert G. Lane, Illinois. 
 
 State Teachers' Institutes. — John W. Dickinson, Massachusetts. 
 
   Papers for the meeting in March, 1887, published only in Bureau of Education Circular No. 3 (1887). 
 » Papers of the February meeting. 1888. published only in the Bureau 0/ Education Circular No. 6 (1888). 
 3 Papers of the meeting in March, 1899. published only in the Bureau oj EdiKalion Circular Nu. 2 (1889),
 
 Department] TITLES OF PAPERS AND DISCUSSIONS 583 
 
 Relation of Nfanual Training t<> Body and Mind. — C. ^r. Woodward, Missouri. 
 
 The Psychology of Manual Training. — \V. T. H.vrris, Mas.saihusetts. 
 
 Manual Training in L'ngraded Schools. — Jerome Allen, New York. 
 
 Kducational \'alue of ^Ianual Training. — Geo. P. Brown, Illinois. 
 
 Mechanic Arts High Schools. — Edwin P. Seaver, Massachusetts. 
 
 How Shall Manual Training Be Introduced into the Graded Schools? — John D. 
 Ford, U. S. X., Maryland. 
 
 How and to What Extent May Manual Training Be Introduced into City Schools ? — 
 H. M. CoMPTON, Ohio. 
 
 The Work of the City Superintendent. — T. M. Balliet, Massachusetts. 
 
 The School Principal. — Geo. Howland, Illinois. 
 
 Qualifications of Principals. — J. M. Greenwood, Missouri. 
 
 Teachers' Examinations.- M. A. Xewell, Maryland. 
 
 E.xamination for Promotion in the Public Schools. — Wm. DeWitt Hyde, Maine; 
 WxL M. Griffin, New Jersey. 
 
 The State and the Higher Education. — Fred. M. Campbell, California; Her- 
 bert B. Ada.ms, Maryland. 
 
 Education in the South. — W. R. G.^rrett, Tennessee. 
 
 National .-Md to Education. — W. H. Blair, U. S. S., New Hampshire. 
 
 1890 School Statistics as the Basis of Legislative Action. — Harvey M. LaFollette, 
 
 Indiana.' 
 The .\nierican Educational P^.xhibit at the Inlernalional Exposition of 1892. — 
 
 John E.^ton and others. 
 State Supervision: What Plan of Organization and .Xdniinistration is Most ElTect- 
 
 ive ? — J. W. P.\TTERSON, New Ham])shire. 
 City-School Systems. — W. H. Maxwell, New York. 
 Popular Criticisms and Their Proper Influence upon School Superintendence. — 
 
 Merrill Gates, New Jersey. 
 The General Government and Public Education. — W. T. H.vrris, District of 
 
 Columbia. 
 The Education of the Negro in the South. — J. A. B. LovETT, Alabama. 
 The Gap between the Elementary Schools and the Colleges. — Chas. \\'. Eliot, 
 
 Massachusetts. 
 
 1891 Recent Legislation upon Compulsory Education in Illinois and Wisconsin. — 
 
 N. C. Dougherty, Illinois. 
 Compulsory Pxiucation in Massachusetts. — Geo. H. Marti.m, Massachusetts. 
 Qualifications and Supply of Teachers for City Schools. — E. .Anderson, Wisconsin. 
 The National Educational Association; Its Organization and Functions. —   
 
 W. T. Harris, Di.strict of Columbia. 
 Art Education in the Public Schools. — James Macalister, Pennsylvania. 
 The Highest Oflue of Drawing. — Frank .Aborn, Ohio. 
 Education of the Indian \\)uth Generally. — R. H. Carlisle, Pennsylvania. 
 Education of the Negro. — General Anderson, Virginia. 
 
 The Public School and Civil Service Reform. — Geo. W. Curtis, New Wnk. 
 I'niversilies and Schools. — O. H. Cooi'ER, Texas. 
 Prejjaration of Teachers for Their Work. — Henry Sabin, Iowa. 
 
 1892 The Rural School Problem — Henry Raab, Illinois. 
 
 The Educational Exhibit of the World's Columbian Exposition. — Sei im 11. Pea- 
 body, Illinois. 
 
 The World's Educational Congress. — W. T. Harris, Distriil of Columbia. 
 
 /// Memoriam — Dr. James P. Wickersham. — P^dward Brooks, Pennsylvania. 
 
 In Memoriiitn -Thomas W. Harvey. — L. W. Day, Ohio. 
 
 In Memoriiim -John Hancock.— W. E. Sheldon, Massachu.setts. 
 
 History and Literature in Grammar Grades.— J. H. Pllli.Lll'S, Alabama. 
 
 Shortening and lOnrii hing the (i ram mar-School Course-. CnAS. W. Ei.iot, Massa- 
 chusetts. 
 
 What Shall the Stale Dc) toward the- liducalion of Children below the Sc hool .\ge, 
 Ixtwcen the Ages c)f Three and Six? Frank A. Fnzi'ATRltK, Nebraska. 
 
 What Can Be Dc>ne to Bring F'upils farther on in 'Iheir Studies Iwforc- They Leave 
 Sc hcK)l to Go to Work? Ciiaules \\ . HiLl,, .Vla.ssachuselts. 
 *i893 W(K)d-Work in (irammar Grades. — V. G. CuRTis, Connecticut. 
 
 The Study of English in the- I'ublic SchcM)ls. — A. P. Marhi.E, Massac hu.sells. 
 
 Organization for School I'uri)oses in Large (Mtics. — A. S. Draper, Ohio. 
 
 Su|)ervision of City Sehcwjls. W II Maxwell, New York. 
 
   Crintrcl in volumr Uir i8i>4.
 
 584 NATIONAL EDUCATIONAL ASSOCIATION I Superintendence 
 
 1893 The Reconstruction of the Grammar-Scho(jl Curriculum. — Chas. B. Gilbert, 
 
 Minnesota. 
 The Cambridge Experiment. — Francis Cogswell, Massachusetts. 
 School Statistics and Morals. — W. T. Harris, District of Columbia. 
 Grading the Country School. — Henry Sabin, Iowa. 
 
 The Graded System of the Rural Schools of New Jersey. — A. B. Poland, New 
 ^ Jersey. 
 
 Supervision of Country Schools. — D. J. Waller, Pennsylvania. 
 Sources of Supply of Teachers in City Schools. — A.\ron Gove, Colorado. 
 Increasing the Efiiciency of Teachers in Actual Service. — Thomas M. Balliet, 
 
 Massachusetts. 
 Non-Progressive and Retrogressive Teachers. — J. M. Greenwood, Missouri. 
 The Value of Literature in Moral Training. — Charles DeGarmo, Pennsylvania. 
 History as an Aid to Moral Culture. — Ch.\s. M. Andrews, Pennsylvania. 
 
 1894 Enriching the Course in the Elementary Schools — First to Fourth Grades. — Miss 
 
 Ellen G. Reveley, Ohio. 
 The Report of the Committee of Ten — Its Use for the Improvement of Teachers 
 
 Now at Work in the Schools. — Francis W. Parker, Illinois. 
 Some Phases of Present Educational Problems in Europe. — Nicholas Murray 
 
 Butler, New York. 
 German Methods of Using the Mother Tongue. — Richard Jones, Pennsylvania. 
 The Relation of the Kindergarten to the Public-School System. — James L. Hughes, 
 
 Ontario. 
 The Curriculum for Secondary Schools. — W. T. Harris, District of Columbia. 
 The Exhibit of Education at the Columbian Exposition. — John Eaton, District 
 
 of Columbia. 
 The Improvement of Rural Teachers. — S. S. Parr, Minnesota. 
 The Care of the Truants and Incorrigibles. — Edwin P. Seaver, Massachusetts. 
 The University in Its Relation to the Teaching Profession. — Charles DeGarmo, 
 
 Pennsvlvania. 
 The South and Its Problems. — Lawton B. Evans, Georgia. 
 Teaching Patriotism in Southern Schools. — J. M. Carlisle, Texas. 
 Closing Remarks of the President. — D. L. Kiehle, Minnesota. 
 
 1895 How to Test the Quality of a Teacher's Work. — W. C. Warfield, Kentucky; 
 
 Aaron Gove, Colorado. 
 Report of the Committee of Fifteen. — William H. Maxwell, chairman. 
 Report of the Sub-Committee on the Training of Teachers. — H. S. Tarbell, 
 
 chairman. 
 Changes — Wise and Unwise in Grammar and High Schools. — Orville T. 
 
 Bright, Illinois. 
 Recent Improvements in Primary-School Work. — Sarah L. Arnold, Minnesota. 
 Report of the Sub-Committee on the Correlation of Studies in Elementary Educa- 
 tion. — Wm. T. Harris, chairman. 
 Powers and Duties of State Superintendents. — N. C. Schaeffer, Pennsylvania. 
 History Teaching in Schools. — B. A. Hinsdale, Michigan. 
 The Teaching of Political Economv in Secondary Schools. — Charles F. Thwing, 
 
 Ohio. 
 The Teaching of Political Economy in Secondary Schools. — Charles F. Thwing, 
 
 Ohio. 
 Report of the Sub-Committee on the Orgajiization of City-School Systems. — 
 
 Andrew S. Draper, chairman. 
 Individualism in Mass Education. — P. W. Search, California. 
 Child-Study — Svstematic and Unsystematic. — Wm. L. Bryan, Indiana. 
 Application of Child-Study in the School. — Francis W. Parker, Illinois. 
 
 1896 What Is the True Function or Essence of, Supervision ? — C. A. Babcock, Pennsyl- 
 
 vania. 
 
 What Is the Best Use That Can Be Made of the Grade Meeting?— E. C. Delano, 
 Illinois. 
 
 Some Sociological Factors in Rural Education in the United States.— B. A. Hins- 
 dale, Michigan. 
 
 The University and the State in the South. — Edwin A. Alderman, North CaroHna. 
 
 The Necessity for Five Co-ordinate Groups of Studies in the Schools. — W. T. 
 Harris, District of Columbia. 
 
 What Correlations of Studies Seem Advisable and Possible. — C. B. Gilbert, 
 Minnesota.
 
 Department] TITLES OF PAPERS AXD DISCUSSIONS 58$ 
 
 1896 Concentration of Studies as a Means of Developing Character. — Charles De 
 
 Garmo, Pennsylvania. 
 Isolation and L'niQcation as Bases of Study. — E. E. White, Ohio. 
 Organic Relations of Studies in Human Development. — W. N. Hailmann, Dis- 
 trict of Columbia. 
 Courses of Pedagogical Study as Related to Professional Improvement in a Corps 
 
 of City Teachers. — W. S. Sutton, Te.xas. 
 What Should the Elementary School Do for the Child ? — Miss N. Cropsey, 
 
 Indiana. 
 \\'hat Should the High School Do for the Graduate of the Elementary School ? — 
 
 F. Louis Soldax, Missouri. 
 What Should the College and the University Do for the Graduate of the High 
 
 School ? — James H. Bakkk, Colorado. 
 Some Practical Results of Child-Study. — .\. S. Whitney, Michigan. 
 The Influence of the Kindergarten Spirit on Higher Education. — James L. Hughes, 
 
 Canada. 
 
 1897 Report on Plans to Collect Data concerning Methods and Courses of Work. 
 
 in Elementary Schools ? — W. N. Hailmann, District of Ct>lumbia, chair- 
 man. 
 
 Paper on the Report of the Committee. — N. C. Schaeffer, Pennsylvania. 
 
 The Province of the Supervisor. — L. H. Jones, Ohio. 
 
 Supervision as \'ie\ved by the Supervised. — Sarah L. Brooks, Minnesota. 
 
 The Correlation of Educational Forces in the Conmiunity. — S. T. Dutton, Massa- 
 chusev. . 
 
 Relations of Citizens and Teachers. — Ida C. Bender, New York. 
 
 The Proper Use of Schoolhouses. — Aaron Gove, Colorado. 
 
 Why Art and Literature Ought to Be Studied in Our Schools. — W. T. Harris, 
 District of Columbia. 
 
 Art Teaching in Schools. — Williah H. Maxwell, New York. 
 
 Round Table on Child-Study: — 
 
 (a) Hygiene of Motor Development. — Wm. L. Bryan, Indiana. 
 
 (b) Fatigue and Sense Defects. — H. E. Kratz, Iowa. 
 
 (c) Practical Results Obtained thru the Study of Children's Interests. — G. W. 
 A. LucKEV, Nebraska. 
 
 (d) How May the Results of Child-Study Best Be Embodied in Methods of 
 Teaching in Elementary Schools ? — James L. Hughes, Ontario. 
 
 (c) The Still Hunt. — Miss Sarah C. Brooks, Minnesota. 
 
 (/) Child-Study in Class Work. — L. H. G.m.bre.ath, Illinois. 
 
 (g) Child-Study with the Co-operation of Parents. — C. C. Van Liew, Illinois. 
 
 (A) Should Teachers in Preparation Have Instructions in Theoretical and 
 Practical Child-Study ? — Miss Mary E. Laing, New York. 
 Round Table on National Teachers' Certificates. — Ossian H. Lang, New York. 
 Round Table on Libraries. — J. H. Van Sickle, Colorado. 
 Round Table of State Su|)erintcndents: — 
 
 What Should the State Superintendents Do at the Summer Institutes ? — S. M. 
 Inglis, Illinois. 
 
 School .Architecture. — Jason E. Hammond, Michigan. 
 Round Table on College-Entrance Re(|uirements. — A. F. NIGHTINGALE, Illinois. 
 
 1898 The Township High Sc hool. — C. J. Ba.xter, New Jersey. 
 
 What Kind of Normal Training Does the Common-S( hool Teaclur of the South 
 Need? — E. C. Bra.nso.v, Georgia. 
 
 Bett<T Supervision of the Publii Si hools in the Soutli. (". ji. MclvEK, North 
 (Carolina. 
 
 What the .\cgro Gets from the Common -School Ivlucation, and What He Gives 
 to It. — G. R. Glknn, Georgia. 
 
 Rejxirt of the Committee «)n a Detailed I'l.iii for a k( pcirt on Flementary Educa- 
 tion. -John Diwiv, Illinois. 
 
 The Mission of the Ivlenicnlary School. Maktin G. Hiuimhaugm, Pennsyiv.mi.i. 
 
 What (JUi. Chiid-Studv Contribute to tiic .Science of Fduc ation ? ]. V. ("loidtv, 
 Ohio. 
 
 S<jmc Contribution.s of Child-Study to the Science of Kduc ation.--Ri;unEN PosT 
 Hallm K, Kcntui ky. 
 
 The Lighting anci Seating of Sch<K)lroonis. W. .\. MowKV, Mus.sachu.setts. 
 
 Ventilation of Sc hoolrcMims. A. P. Makui.k, N'c-w York. 
 
 Contagious Di.sea.ses in School.- T. A. .Men r, Indiana.
 
 586 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 
 
 1898 The Influence of Music and Music-Study upon Character. — A. J. Gantvoort, 
 
 Ohio. 
 Educational Value of the Tragic as Compared with the Comic in Literature and 
 
 Art. — W. T. Harris, District of Columbia. 
 Vacation Schools. — Richard Waterman, Illinois. 
 Continuous Sessions, with Special Application to Normal Schools. — IrwiN Shepard, 
 
 Minnesota. 
 Grading and Promotion with Reference to the Individual Needs of Pupils. — Edward 
 
 R. Shaw, New York. 
 Some New England Plans and Conclusions Drawn from a Study of Grading and 
 
 Promotion. — Dr. John T. Prince, Massachusetts. 
 Grading and Promotion with Reference to the Individual Needs of Pupils. — 
 
 James H. Van Sickle, Colorado. 
 The English Plan of Grading. — William J. Shearer, New Jersey. 
 Minimum Preparation for Teaching. — Price Thomas, Tennessee. 
 Reciprocal Recognition of State and Normal-School Diplomas by the States. ^ — • 
 
 Z. X. Snyder, Colorado. 
 Medical Inspection of Schools. — W. B. Powell, District of Columbia. 
 Realizing Our Final Aim in Education. — Sylvester F. Scovel, Ohio. 
 
 1899 The Public Lands and Public Education. — E. B. Prettyman, Maryland. 
 Relation of Public Libraries to Public Schools. — Sherman Williams, New York. 
 The Unseen Force in Character-Making. — George H. Martin, Massachusetts. 
 The Training of Teachers for Secondary Schools. — James E. Russell, New York. 
 Efficient and Inefficient Teachers. — F. Louis Soldan, Missouri. 
 
 What the Superintendent is Not. — A. E. Winship, Massachusetts. 
 
 How to Make Good Teachers Out of Poor Ones. — W. T. Harris, District of 
 Columbia. 
 
 Authority of the School Superintendent. — Emerson E. White, Ohio. 
 
 The Implications and Applications of the Principle of Self-Activity in Educaticm. 
 — Arnold Tompkins, lUinois. 
 
 To What Extent Should the High-School Pupil Be Permitted to Elect His Work ? — 
 W. L. Steele, Illinois. 
 
 The School Director as a Factor in Education. — Samuel Hamilton, Pennsylvania. 
 
 Report of Committee on Uniform Financial Reports. — C. G. Pearse, chairman. 
 
 Report of the Committee on Amended Spelling. — R. K. Buehrle, Pennsylvania, 
 chairman. 
 
 Some Neglected Factors and Forgotten Facts. — T. C. Mendenhall, Massachusetts. 
 
 Promotions and Grading. — W. W. Chalmers, Ohio; Paul A. Cowgill, Michi- 
 gan; H. E. Kratz, Iowa. 
 
 Course of Study for Pupils Who Cannot Complete High-School Work. — J. M. 
 Berkey, Pennsylvania; J. W. Carr, Indiana. 
 
 1900 Status of Education at the Close of the Century. — Nicholas Murray Butler, 
 
 New York. 
 Two Opportunities for Improvement in the Administration of Graded-School 
 
 Systems. — L. D. H.\rvey, Wisconsin. 
 The Trail of the City Superintendent. — Aaron Gove, Colorado. 
 The Superintendent in Small Cities. — Charles E. Gorton, New York. 
 Alcohol Physiology and Superintendence. — W. O. Atwater, Connecticut. 
 Obligations and Opportunities of Scholarship. — Edwin A. Alderman, North 
 
 Carolina. 
 How Can the Superintendent Improve the Efficiency of the Teachers under His 
 
 Charge. — John W. Cook, Ilhnois. 
 The Superintendent as an Organizer and an Executive. — Robert E. Denfeld, 
 
 Minnesota. 
 
 1901 The Gospel of Work. — Edwin G. Cooley, lUinois. 
 
 Education at the Paris Exposition. — Howard J. Rogers, New York. 
 
 Discussion — Subject: Simplified Spelling. — E. O. Vaile, lUinois. 
 
 The Past and the Future Work of the Department of Superintendence. — James 
 M. Greenwood, Missouri. 
 
 Department of Superintendence of the National Educational Association. — Emer- 
 son E. White, Ohio. 
 
 Medical Inspection in Public Schools. — W. S. Christopher, Illinois. 
 
 The Use and Control of Examinations. — Arthur T. Hadley, Connecticut. 
 
 A Report on Manual Training in the Detroit Elementary Schools.— J. H. Trybon, 
 Michigan.
 
 Department] TITLES OF PAPERS AND DISCUSSIONS 587 
 
 1 901 The Progress and Aims of Domestic Science in the Public Schools of Chicago. — 
 
 Henry S. Tibbits. Illinois. 
 Manual Training in the Mcnomonie Public Schools. — JUDSON E. Hoyt, Wisconsin. 
 Po.ssibilitics of Manual Training for Moral Ends. — R. Charles Bates, Maryland. 
 Organization of Inspection and Supervision of Grade Teachers — Discussion. 
 Developing Greater Efliciency in Teaching Forms — Discussion. 
 Grading in the Interests of the Pupils — Discussion. 
 Correlation of High-School and Grammar-Grade Work — Discussion. 
 Literature below the High School. — Miss Mae E. Schreiber, Wisconsin. 
 The Consolidation of Schools and Transportation of Pupils — Discussion. 
 Obser\-ance of Experts as a Means of Training — Discussion. 
 The Need of Individual Instruction. — Joh.v Kennedy, New York. 
 A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, Ohio. 
 Some -Aspects of Grammar-School Training. — L. B. R. Briggs, Connecticut. 
 The Situation as Regards the Course of Study. — John Dewey', Illinois. 
 
 1902 Obstacles to Educational Progress. — Paul H. Hanus, Massachusetts. 
 
 The \'alue of Examinations as Determining a Teacher's Fitness for \\'()rk. — Edwin 
 G. Cooley', Illinois. 
 
 The Practical Application of .Ml Learning to Better Living. — D. L. Kiehle, Min- 
 nesota. 
 
 Influences That Make for Good Citizenship. — Henry P. Emerson, New York. 
 
 1903 The Human Side of Geogra])hy. — Lloyd E. Wolfe, Texas. 
 
 The Best Methods of Electing School Boards. — Lewis H. Jones, Michigan. 
 
 The Freedom of the Teacher. — Charles B. Gilbert, New York. 
 
 A Readjustment of the High-School Curriculum. — E. W. CoY', Ohio. 
 
 Industrial Training in Rural Schools. — Alfred Bayliss, Illinois. 
 
 Literature in the Grades and How to Use It. — Mrs. Alice W. Cooley', North 
 
 Dakota. 
 To What Extent and in What Form Should the Manual-Training Idea Be Em- 
 
 lx)died in Public-School Work ?• — W. O. Thompson, Ohio. 
 Public Opinion and Good Schools. — J. K. Stableton, Illinois. 
 The Organization and Function of the Training .School in the State Normal 
 
 School. — Wilbur H. Be.nder, Iowa. 
 What Should Be the Features of a Modern Elementary-School Building. — C. F. 
 
 Carroll, Massachu.setts. 
 The Mf)st Effective I'se of a Superintendent's Time. — A. B. Blodgett, New York. 
 The Pull Utilization of a Public-School Plant. — Charles W. Eliot, Ma.ssachu.setts. 
 Scven-'S'ear Course of Study for Ward-School Pupils. — James M. Greenwood, 
 
 Missouri. 
 Oxforfl University and the Rhodes Scholarshij)s. W. T. Hakims, District of 
 
 Columbus. 
 .Some Practical Problem in Manual Training. — Charles K. Richards, New York. 
 Crj-education at the University of Chicago. — Albion W. Small, Illinois. 
 Co-cdu( ation in High Schools. — .\aron (iovE, Colorado. 
 
 1904 Education at the Universal Fxposilion, 1004 — PVom the \'iew-P(;int of the Chief 
 
 of the Department. — Howard J. Rogers, Missouri. 
 Edu( ation at the Universal Exposition, 1004 — Exhibit of the United Slates Bureau 
 
 of Efiuiation. — W. T. Harris, District of Columl)ia. 
 Education at the Universal ICxposilion, 1004 — Some City P>xhibits: Their Puri)o.se 
 
 and Plan A. St. I^ouis. — F. Lot'is Soi.da.n, Missouri; H. The City of New 
 
 \'ork. -,\ndkew W. Edso.n, N'ew York. 
 'I"he Sui>erintendent's Influenre on the Course of Study. — W. H. Kl.SON, Mi(higan. 
 What Omissions .Are .Advisable in the Present Course of Study and What SliouM 
 
 Be the Basis for the Same. — Frank M. McMurry, New ^'ork. 
 .Athletics and Collateral .Adivities in Seconflarv Schools. — F. D. Mdynton, New 
 
 York. 
 Hc-rlxTt S|)en(<T and His Influence on Education. \\ . 'V. I1\kkis, Dislritt nf 
 
 Columbia. 
 Hcrlwrt S|H'nccr's Four Famou.s Essays. — John W. Cook, Illinois. 
 HcrlHTl S|M'ncer's Individuality as Manifested in His Educational Thinking. — W. 
 
 S. Sutton, Texas. 
 HerlHTt S|K-n<er as an F.clu< ational Force. — A. E. Winsmip, Ma.s.sat husetts. 
 HerUrt SiK-ncer as a Philosopher. - W. Rose, Tennes.see. 
 Educational Princ ijilcs for the .South. Charles W. Dahnky, Tennessee; Charles 
 
 I). McIvER, North Carolina.
 
 588 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 
 
 The Factory Child. — Lawton B. Evans, Georgia. 
 
 The Ethical Element in Education. — Walter B. Hill, Georgia. 
 
 Administration and Supervision — The Superintendent as a Man of Affairs. — 
 
 William H. Maxwell, New York. 
 Administration and Super\'ision — The Assistant to the Superintendent— His 
 
 Functions and Methods of Work. — Miss Alice E. Reynolds, Connecticut. 
 Administration and Supervision — The Management of Special Departments. — 
 
 C. H. Kendall, Indiana. 
 The Extension of Public-School Privileges^— TJie Organization of a System of 
 
 Evening Schools. — Thomas M. B.alliet, Massachusetts. 
 Extension of Public-School Privileges — Adult Education. — Henry M. Leipziger, 
 
 New York. 
 Extension of Public-School Privileges — University Extension for Teachers in 
 
 Service. — R. H. Halsey, Wisconsin. 
 Extension of Public-School Privileges — Vacation Schools, Playgrounds, and Recre- 
 ation Centers. — Miss Evangeline E. Whitney, New York. 
 The Recognition of Certificates and Diplomas Granted (a) by State and County 
 
 Authorities, {b) by Schools of Education. — L. E. Wolfe, Texas. 
 Increasing the Efficiency of Rural Schools. — Arthur Lefevre, Texas. 
 ConsoHdation of Rural Schools. — J. Y. Joyner, North Carolina. 
 Improvements in Course of Study and System of Grading. — -Delos Fall, Michigan. 
 Higher Standards in the Employment of Teachers. — Francis P. Venable, North 
 
 Carolina; M. L. Brittain, Georgia. 
 Expert Supervision. — -Isaac W. Hill, Alabama. 
 The E.xpedjency of Importing Teachers of Approved Merit from without a Town 
 
 or City. — S.^muel T. Dutton, New York. 
   Should Teachers be Required to Present from Time to Time Evidences of Increased 
 
 Scholarship ? — Walter H. Small, Rhode Island. 
 
 1905 Review of the Educational Features of the Universal Exposition at St. Louis. — 
 
 (a) The Foreign Educational Exhibits.- — Howard J. Rogers, New York. 
 
 {h) The American Educational E.xhibits — Eliphalet Oram Lyte, Pennsyl- 
 vania. 
 
 (c) The United States Exhibit of Elementary Education. — Ben Blewett, 
 Missouri. 
 Means of Increasing the Efficiency of Our Public-School Work — Various Authors. 
 Some of the Conditions Which Cause Variation in the Rate of School Expenditures 
 
 in Different Localities. — W. T. Harris, District of Columbia. 
 The Group Morality of Children. — George E. Vincent, Illinois. 
 Charter Provisions as Related to the Organization of School Systems. — ^William 
 
 H. Maxwell, New York. 
 A Nonpartisan School Law. — Edward C. Eliot, Missouri. 
 Charter Provisions as Related to the Reorganization of School Systems. — F. Louis 
 
 Soldan, Missouri. 
 Report of Committee on Interstate Recognition of State Teachers' Certificates. 
 High-School Privileges for Country Pupils. — C. P. Cary, Wisconsin. 
 The Merit System of Appointing and Promoting Teachers. — Ben Blewett, 
 
 Missouri, and others. 
 Manual Training in the Elementary School. — James Parton Haney, New York. 
 Child-Labor. — Jane Addams, Illinois. 
 
 Manual Training in the Secondary Grades and in Colleges. — Calvin M. Wood- 
 ward, Missouri. 
 
 1906 The Means .Afforded by the Public Schools for Moral and Religious Training. — 
 
 Thomas A. Mott, Indiana. 
 
 The Effect of Moral Education in the Public Schools upon the Civic Life of the 
 Community. — W. O. Thompson, Ohio. 
 
 Woman's Part in Public-School Education. — Mrs. Sarah E. Hyre, Ohio. 
 
 What Kind of Education is Best Suited to Boys. — Reuben Post Halleck, Ken- 
 tucky. 
 
 What Kind of Education is Best Suited for Girls ?— Anna J. Hamilton, Ken- 
 tucky. 
 
 What kind of Language Study Aids in the Mastery of Natural Science ? — W. T. 
 Harris, District of Columbia. 
 
 The Superintendent's Authoritv and the Teacher's Freedom. — Oscar T. Corson, 
 Ohio. 
 
 The Teaching of Arithmetic. — Simon Newcomb, District of Columbia.
 
 Department] THE AMERICAN NORMAL SCHOOL ASSOCIATION 589 
 
 Suggestions for the Improvement of the Studv Period. — F. M. McMuRRY, New 
 
 York. 
 Means of Improving the Efficiency of the Grammar School — Ehminations and 
 
 Modifications in the Course of Study. — M.\rtin G. Brumb.augh, Pennsylvania. 
 How Can the Supervising Influence of Grammar-School Principals be Improved ? — 
 
 Lewis II. Jones, Michigan. 
 
 A. Round Table of City Superintendents of Larger Cities. 
 Topic — Interrelation of Functions in a City School System. 
 
 1. Influence of the Supervisor. — .\d.\ V.\x Stone Harris, New York. 
 
 2. The Influence of the City Normal School or Training School. — Ell.v 
 Flagg Young, Illinois. 
 
 B. Round Table of Superintendents of Smaller Cities. 
 
 Topic — The Local Training-School as an .\gency for the Preparation of 
 
 Teachers. — Wilbur F. Gordy, Illinois. 
 I. The Best Means and Methods of Improving Teachers .Already in the 
 Service. — Willi.\m McKendree Vance, Ohio. 
 
 C. Round Table of State and County .Superintendents. 
 
 1. Teachers' Salaries and How .Affected by the Operation of the Minimum- 
 Salary- Law. — Fassett .\. Cotton, Indiana. 
 
 2. Rural School .Architecture. — J. W. Olsen, Minnesota. 
 
 D. Round Table Conference on Simplified Spelling. 
 
 1. Simpler Spjlling: What Can b.- Most Wisely Done to Hasten It? — ¥.. 
 Benjamin Andrews, Nebraska. 
 
 2. What Can Most Wisely Be Done to Hasten Simpler Spelling ? — J. Geddes, 
 Jr., Massachusetts. 
 
 The Incorrigible Child. — Julia Richman, New York. 
 
 The E.xamination of the Eyes of School Children. — John C. Eberhardt, Ohio. 
 
 What Should Be the Basis for the Promotion of Teachers and the Increase of 
 
 Salaries ? — James H. \'an Sickle, Mar}land. 
 The Next Step in the Salary Campaign. — D.wid Felmlev, Illinois. 
 The New Phonetic .Alphabet. — George Hempl, Michigan. 
 What Form of Industrial Training is Most Practical and Best Suited to the Countrv 
 
 Child ?— O. J. Kern, Illinois. 
 Forms of Industrial Education Best Adapted to City Children. — Charles H. 
 
 Keyes, Connecticut. 
 Art as Related to Manual Training. — James Edwin Addicott, Ltiuisiana. 
 
 THI-; AMERTC.W XORM.XJ. SC^HOOT. .ASSOCIATION 
 
 THE DEPARTMENT OF NORMAL SCHOOLS 
 
 The first meeting of the representatives of normal schools in the country was held in 
 the city of New York, in 1855, at the time of the meeting of the American Association 
 for the Advancement of Education. The meeting was informal in its character, and was 
 devoted to a free interchange of views on subjects connected with the practical working 
 of normal schfXjLs. 
 
 Another informal meeting was held at Springfield, Ma.ss., in 1856, anrl a committee 
 was apjKiinted to submit a constitution and plans for a jiermanent organization. 
 
 The third meeting was held at Albany, N. Y., in 1857, but as few were present no 
 ble|*s were taken to form a permanent organization. 
 
 In 1858, a meeting was held in Norwich, Conn., and a constitution was adopted. 
 
 The first annual convention at Trenton, N. J., in 1850, was largely attende<l, and 
 the exeri ises were of the most jiradical character, but the proi cedings were mil published. 
 
 185Q TRr;\TO\ N. J. August ij-u). 
 
 Officers 
 I'midrut -Wii mam V. I'mklps, Trenton, N. J. 
 Secretary — Birusey G. Northrop, Boston, Ma.ss.
 
 590 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Normal 
 
 TOPICSi 
 
 In 1866 this Association met at Indianapolis, Ind., with the National Teachers' 
 Association. The proceedings and papers were published in connection with those 
 of the National Teachers' Association. There was no meeting of either association in 
 1867. Joint meetings were held in 1868 at Nashville, Tenn., at Trenton, N. J., in 1869, 
 and at Cleveland, Ohio, in 1870 when, on the reorganization of the National Educational 
 Association, the American Normal School Association became the Department of Normal 
 Schools of the N. E. A. 
 
 OFFICERS 
 
 1866 INDIANAPOLIS, IND. 
 
 Pres., Richard Edwards, St. Louis, Mo. 
 Sec, L. B. Kellogg, Emporia, Kans. 
 
 1867 No Meeting 
 
 1868 NASHVILLE, TENN. 
 
 Pres., D. B. Hagar, Salem, Mass. 
 V.-Pres., E. A. Shf.ldon Oswego, N. Y. 
 Sec, W. E. Crosby, Cincinnati, O. 
 
 1869 TRENTON, N. J. 
 
 Pres., M. A. Newell, Baltimore, Md. 
 V.-Pres., John Ogden, Nashville, Tenn. 
 Sec, A. S. Barbour, Washington, D. C. 
 
 1870 CLEVELAND, O. 
 
 Pres., John Ogden, Gambier, O. 
 
 V.-Pres., John M. Olcott, Terre Haute, Ind. 
 
 Sec, A. L. Barbour. Washington, D. C. 
 
 DEPARTMENT OF NORMAL SCHOOLS 
 
 1871 
 
 1872 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 1879 
 
 1880 
 
 1 881 
 
 ST. LOUIS. MO. 
 
 Pres., S. H. White, Peoria, 111. 
 
 V.-Pres., C. C. Rounds, Farmington. Me. 
 
 Sec, A. L. Barbour, Washington. D, C. 
 
 BOSTON. MASS. 
 
 Pres., C. C. Rounds, Farmington, Me. 
 
 V.-Pres.. Anna C. Br.^ckett, New York, N.Y. 
 
 Sec, Nathan Newby, Ind. 
 
 ELMIRA. N. Y. 
 
 Pres., A. G. Boyden, Bridgewater, Mass. 
 
 V. -Pres., Joseph Estabrook, Ypsilanti. Mich. 
 
 Sec, M. A. Newell, Baltimore, Md. 
 
 DETROIT, MICH. 
 
 Pres.. James H. Hoose, Cortland, N. Y. 
 
 V.-Pres., W. N. Hailmann, Louisville, Ky. 
 
 Sec, Mrs. S. A. Rulison, North Bend, O. 
 
 MINNEAPOLIS, MINN. 
 
 Pres., J. C. Greenough, Providence, R. I. 
 
 V.-Pres., Wm. A. Jones, Terre Haute, Ind. 
 
 Sec, C. F. R. Bellows, Ypsilanti, Mich. 
 
 Baltimore, Md. 
 
 Pres., Edward Brooks, Millersville, Pa. 
 
 V.-Pres. Delia A. Lathrop, Cincinnati, O. 
 
 Sec. Geo. S. Albee, Oshkosh, Wis. 
 
 LOUISVILLE, KY. 
 
 Pres., F. Louis Soldan, St. Louis, Mo. 
 
 V.-Pres., S. H. White. Peoria. 111. 
 
 Sec, Grace C. Bibb, St. Louis, Mo. 
 
 No Meeting 
 
 PHILADELPHIA. PA. 
 
 Pres., Wm. F. Phelps, Whitewater, Wis. 
 
 V.-Pres., T. Marcellus, Marshall, W. Va. 
 
 Sec, Grace C. Bibb, St. Louis, Mo. 
 
 CHAUTAUQUA, N. Y. 
 
 Pres., J. C. Gilchrist, Cedar Falls. la. 
 
 V.-Pres.. E. C. Hewett, Normal, 111. 
 
 Sec, G. W. Fetter, Philadelphia, Pa, 
 
 ATLANTA, GA. 
 
 Pres., Jerome Allen, Geneseo, N. Y. 
 
 V.-Pres., G. L. Osborne, Warrcnsburg, Mo. 
 
 Sec, G. P. Brown, Terre Haute, Ind. 
 
 1882 SARATOGA SPRINGS, N. Y. 
 Pres., C. C. Rounds, Farmington, Me. 
 V.-Pres., T. C. H. Vance, Lexington, Ky. 
 Sec, Jerome Allen, St, Cloud, Minn. 
 
 1883 SARATOGA SPRINGS, N. Y. 
 Pres., E. A. Ware, Atlanta, Ga. 
 V.-Pres., E. C. Hewett, Normal, 111. 
 Sec, G. P. Beard, California, Pa, 
 
 1884 MADISON, WIS. 
 
 Pres., E. C. Hewett, Normal, 111. 
 V.-Pres., J. Baldwin, Huntsville, Tex. 
 Sec, M. S. Cooper, Oswego, N. Y. 
 
 i88s SARATOGA SPRINGS, N. Y. 
 
 Pres., George P. Brown, Terre Haute, Ind. 
 V.-Pres., J. Baldwin, Huntsville, Tex, 
 Sec, Sarah E. Sprague, Winona, Minn. 
 
 1886 TOPEKA, KANS. 
 
 Pres., A. G. Boyden, Bridgewater, Mass. 
 V.-Pres., G. L. Osborne, Warrensburg, Mo. 
 Sec, E. H. Cook, Potsdam, N. Y. 
 
 1887 CHICAGO, ILL. 
 
 Pres., A. R. Taylor, Emporia, Kans. 
 V.-Pres., James H. Hoose, Cortland, N. Y. 
 Sec, Mary Nicholson, IndianapoUs, Ind. 
 
 1888 SAN FRANCISCO, CAL. 
 
 Pres., S. S. Parr, Greencastle, Ind. 
 V.-Pres., R. C. Norton, Cape Girardeau, Mo. 
 Sec, Rose C. Swart, Oshkosh, Wis. 
 
 1889 NASHVILLE, TENN. 
 
 Pres., Irwin Shepard, Winona, Minn. 
 V.-Pres., Lucy Washburn, San Jose, Cal. 
 Sec, Ellen A.Williams, Framingham, Mass. 
 
 1890 ST. PAUL, MINN. 
 
 Pres., W. W. Parsons, Terre Haute, Ind. 
 V.-Pres., James H. Hoose, Cortland, N. Y. 
 Sec, John L. Lampson, Nashville, Tenn. 
 
 1891 TORONTO, ONT. 
 
 Pres., B. A. Hinsdale, Ann Arbor, Mich. 
 V.-Pres., G. L. Osborne, Warrcnsburg, Mo. 
 Sec, Isabella Lawrence, .St. Cloud, Minn. 
 
 ' The papers read at this Session were printed in the Proceedings of the American Normal School Asso- 
 ciation, published by A. S. Barnes and Burr, New York, i860, and were as follows: 
 
 The Proper Sphere and Work of the Normal School. — Alpheus Crosby. Massachusetts. 
 
 To What Extent Can the Art of Teaching Be Taught in Normal Schools. — John Ogden. Ohio. 
 
 The Course of Study Be.st Suited to the Objects of American Normal Schools.^RlcHARD Edwards, 
 Missouri. , •
 
 Schools] 
 
 TITLES OF PAPERS AND DISCUSSIONS 
 
 591 
 
 1892 SARATOGA SPRINGS. N. Y. 
 
 Pres.. Charles DeGarmo, Swarthmore, Pa. 
 V.-Pres.. Larkin Dunton. Boston, Mass. 
 Sec. Marc.\ret E. Conkling. Milwaukee. 
 Wis. 
 
 1893 CHIC.-\GO. ILL. 
 
 Pres.. J. M. Milne, Oneonta, X. V. 
 \'.-Pres., J. W. Cook, Normal. III. 
 Sec , J. N. Wilkinson. Emporia, Kans. 
 
 1894 ASBURY PARK. N. J 
 
 Pres.. J. M. Milne. Oneonta, N. Y. 
 V.-Prcs., J. W. Cook. Normal, III. 
 Sec, J. N. Wilkinson. Emporia, Kans. 
 
 1895 DENVER. COLO. 
 
 Pres. J. M. Green, Trenton, N, J. 
 \'.-Pres.. Z. X. Snvder. Greeley, Colo. 
 Sec, C. C. \'an LiEW, Normal, 111. 
 
 1896 BLFFALO. N. Y. 
 
 Pres., John W. Cook. Normal, 111, 
 
 V.-Pres.. G. R. Kleeberger. St. Cloud, Minn. 
 
 Sec. A. G. BoYDEN. Bridgewater. Mass. 
 
 1897 MILWAUKEE, WIS. 
 
 Pres.. A. G, Boyden, Bridgewater, Mass. 
 \'.-Pres., Z. X. Snyder, Greeley. Colo. 
 Sec, E. A. Strong. Ypsilanti, Mich. 
 
 1898 WASHINGTON, D. C. 
 
 Pres.. H. H. Seerley, Cedar Falls, la. 
 \',-Pres., Rose C. Swart, Oshkosh. Wis. 
 Sec. F. B. Palmer. Fredonia. N. Y. 
 
 1899 LOS ANGELES, CAL, 
 
 Pres.. Theodore B. Noss, California, Pu. 
 V.-Prcs.. Marion Brown. New Orleans. La 
 Sec, J. N. Wilkinson, Emporia. Kans. 
 
 1900 CHARLESTON, S. C. 
 
 Pres.. James E. Russell, New York. N Y, 
 V.-Pres.. N. Cropsey, Indianapolis, Iml. 
 Sec. Charles B. Dyke, Hampton, Va. 
 
 190 1 DETROIT. MICH. 
 
 Pres., C. D. McIver, Greensboro, N. C. 
 V.-Pres., Z. X. Snyder, Greeley Colo. 
 Sec, Myron T. Scudder, New Paltz, N. Y. 
 
 igo2 MINNEAPOLIS, MINN. 
 
 Pres.. Jesse F. Millspaugh, Winona, Minn. 
 V.-Pres., Myron T. Scudder, New Platz, 
 
 N. Y. 
 Sec. John R. Kirk. KirksWUe, Mo. 
 
 1Q03 BOSTON, MASS. 
 
 Pres., Livingston C. Lord. Charleston. 111. 
 V.-Pres., .\. Salisbury, Whitewater, Wis. 
 Sec, Edgar L, Hewett, L.xs Veg.as, N. M. 
 
 1904 ST. LOUIS, MO. 
 
 Pres.. Lewis H. Jones, Ypsilanti, Mich. 
 V.-Pres., Grant Karr, Oswego. N. Y. 
 Sec, Mo.ntana Hasti.vgs, Kirksville, Mo. 
 
 1905 .\SBURY PARK and OCEAN GROVE, 
 
 N.J. 
 Pres.. C. C. Van Liew, Chico, Cal. 
 V.-Pres., Jesse D. Burks, Paterson, N. J. 
 Sec, Anna Buckbee, California, Pa, 
 
 1906 No Meeting 
 
 1907 LOS ANGELES. CAL. 
 
 Pres.. John R. Kirk, Kirksville, Mo. 
 V.-Prcs.. D. B. Johnson, Rock Hill, S. C. 
 Sec, Mary .Alice Whitney, Emporia, Kans. 
 
 TOPICS 
 
 1866 The Duties of an Anurican Slate in Respect to Higher I'Mucation. — William 
 
 F. Phelps, Minnesota. 
 Oral Instruction: Its Philosophy and Methods. — Mrs. Mary Howe Smith, New 
 
 York. 
 Oral Teaching. — Kdwin' C. Hkwett, Illinois. 
 Normal Education in Kansas. — L. M. Kellogc, Kansas. 
 Normal Schools: Their Organization and Course of Study.— William 1'. Phelps, 
 
 Minnesota. 
 
 1867 No Meeting. 
 
 1868 State Normal Schools, Are Es.sential lor tin- IllTu icnt OiK-ration of Puhlic Instruc- 
 
 tion — Discussion. 
 The Usefulness of Model Schools in Connection with Normal Schools, and the 
 
 Mode of Conducting Them — Discussion. 
 Textljooks.— M. A. Newell, Maryland. 
 
 1869 How Shall Pupils Be Taught to Teach ?— John Alden, New York. 
 Sch<)«il Architecture.— Wn.LlAM V. Phelps, Minnesota. 
 Kducalicjn as a Science. -John (.)(;uen, Ohio. 
 
 Ccjurse of Study f<jr a Normal School.— FoRUYCE Allen, Pennsylvania. 
 The Spiritual Flemenl of [education. -Edward Brooks, Penn.sylvania. 
 
 1870 President's Address -The Condition and Wants of Normal Schools. -John 
 
 Ogden, Ohio. 
 Course of Slu<ly for Normal Schools. Wh.i.lwi I'. I'hm.i-s, Minnesota. 
 The Means of Providing Professional Instruction.- S. 11. Whitk, Illinois. 
 'F'he Human Body: A Suhjet I of Study for Teai hers. J. E. PicKARD, Illinois. 
 OI>je<t-Ees.sons: Their Value and Place. Dkli.\ A. Eathrop, Ohio. 
 Viwal Music in Normal Schools. (Ieo. B. Eoonhs, Indiana. 
 The .Applic ation of Mc-ntal Sc ience toTeat hing. J. W. Dickin.son, Mas.sachusells. 
 
 The Department c>k Normal Schools 
 
 1871 Prc-sident's .Address -Slate Aid for Normal .Schools. — S. II WiirrE, Illinois. 
 .Model Schcwds in Connection with Normal Sc hcH)ls. R. V.dw nkds, Illinois
 
 592 NATIONAL EDUCATIONAL ASSOCIATION fNormal 
 
 1 871 The Normal School Its Own Model School. — Anna C. Brackett, Missouri. 
 Principles and Methods in a Normal Course. — J. W. Armstrong, New York. 
 
 1872 The Proper Work of Normal Schools. — J. C. Greenough, Rhode Island. 
 Normal-School Work among the Freedmen. — S. C. Armstrong, Virginia. 
 The American Normal School. — Anna C. Brackett, New York. 
 Professional Instruction in Normal Schools. — T. W. Harvey, Ohio. 
 Relation between Matter and Method in Normal Instruction. — Geo. P. Beard, 
 
 Missouri. 
 Practice Schools: Their Uses and Relation to Normal Training. — Miss J. H. 
 Stickney, Massachusetts. 
 
 1873 Duties and Dangers of Normal Schools. — Richard Edwards, Illinois. 
 Elementary and Scientific Knowledge. — J. W. Dickinson, Massachusetts. 
 Instruction in Natural Science in Normal Schools. — J. C. Greenough, Rhode 
 
 Island. 
 Training-Schools : Their Place in Normal-School Work. — Delia A. Lathrop, 
 
 Ohio. 
 Relative Contribution of Scholarship and Methods to the Power of the Teacher. — 
 
 H. B. Buckham, New York. 
 
 1874 What Constitutes a Consistent Course of Study for Normal Schools. — J. Ogden, 
 
 Ohio. 
 
 Training-Schools in Connection with Normal Schools. — J. C. Greenough, Rhode 
 Island. 
 
 What Must Be the Work of Normal Schools to Entitle Them to Be Called Pro- 
 fessional ? — Larkin Dunton, Massachusetts. 
 
 Method and Manner. — F. Louis Soldan, Missouri. 
 
 1875 The Professional Training of Teachers. — Delia A. Lathrop, Ohio. 
 
 1876 President's Address — Centennial Thoughts on Normal Schools. — Edward Brooks, 
 
 Pennsylvania. 
 What is a School, etc. ? — J. H. Hoose, New York. 
 What May Normal Schools Do to Furnish Right Habits of Thought and Study 
 
 in Their Pupils ? — C. A. Morey, Minnesota. 
 Personal and Acquired Gifts of Teaching. — H. B. Buckham, New York. 
 A Professional Course of Study for Normal Schools. — John Odgen, Ohio. 
 
 1877 Normal Schools. — F. Louis Soldan, Missouri. 
 
 Range and Limits of Normal-School Work. — E. C. Hewett, Illinois. 
 Common-School Studies in Normal Schools. — J. C. Greenough, Rhode Island. 
 Attacks on Normal Schools. — C. C. Rounds, Maine. 
 
 A Few Queries concerning Some of the Details of Normal-School Work. — S. H. 
 White, Illinois. 
 
 1878 No Meeting. 
 
 1879 Professional Degrees for Teachers. — J. C. Gilchrist, Iowa. 
 
 A Contribution to the Question of Professional Instruction in Normal Schools. — 
 Lewis McLouth, Michigan. 
 
 1880 Instruction in Subject-Matter a Legitimate Part of Normal-School Work. — 
 
 G. L. Osborne, Missouri. 
 Some of the Obstructions, Natural and Interposed, That Resist the Formation and 
 Growth of the Pedagogic Profession. — Geo. P. Brown, Indiana. 
 
 1 881 Tre-sident's Address — The Necessity of a Normal School in a Public System of 
 
 Instruction. — Jerome Allen, Minnesota. 
 What Constitutes a Normal School. — J. C. Gilchrist, Iowa. 
 The Best Normal Training for Country Teachers. — T. C. H. Vance, Kentucky. 
 
 1882 The True Place of a Normal School in the Educational System. — D. L. Kiehle. 
 
 1883 Normal Schools: Their Origin, Object, and Condition. — E. C. Hewett, lUinois. 
 Right Use of Memory against Cramming. — B. G. Northrop, Connecticut. 
 
 The Normal-School Problem, and the Problems of the Schools. — H. H. Straight, 
 
 New York. 
 The Place and Function of the Normal School.— Charles DeGarmo, Illinois. 
 
 1884 Necessity for Normal Schools. — E. C. Hewett, lUinois. 
 
 Normal Schools: Their Necessity and Growth. — Thomas Hunter, New York. 
 Some Applications of Psychology to the Art of Teaching. — W. H. Payne, Michigan. 
 
 1885 Educational Value of Each of the Common-School Studies. — J. H. Hoose, New 
 
 York. 
 The Function of the Normal School. — Edward E. Sheib, Louisiana.
 
 Schook] TITLES OF PAPERS AND DISCUSSIONS 
 
 593 
 
 1886 Distinctive Principles of Normal-School Work. — A. G. Boyden, Massachusetts. 
 Report on Organization, Courses of Study, and Methods of Instruction in Normal 
 
 Schools. — A. R. T.WLOR, Kansas. 
 Educational Value of Common -School Studies. — J. H. HoosE, New York; W. 
 H. P.WNE, Michigan; Edward Brooks, Pennsylvania. 
 
 1887 \'alue of Lessons from Educational History. — A. R. Taylor, Kansas. 
 Methods of Instruction in the Normal Schools of the United States. — Thus. J. 
 
 Gr.\y, Minnesota. 
 The General System of Normal Schools. — Charles DeGarmo, Illinois. 
 Conditions of Psychology in Normal Schools. — G. S. Albee, Wisconsin. 
 
 1888 The Normal-School Problem. — S. S. P.\rr, Indiana. 
 
 The Distinctive Work of the Normal School. — Joseph Baldwin, Texas. 
 
 The Subject-Matter Which Belongs Properly to the Normal School Curriculum. — 
 
 C. W. HoDGix, Indiana; W. T. Harris; Miss Lucy M. W.vshburn, California. 
 The Training-School as an Adjunct of the Normal School. — Chas. H. Ai.len, 
 
 California. 
 The Relation of the Normal to the Academic School. — Thos. H. Kirke, Wisconsin. 
 
 1889 Pedagogical Chairs in Colleges and Universities. — B. A. Hinsdale, Michigan. 
 . Report of Committee Appointed at Chicago, on Methods of Instruction and Course 
 
 of Studies in Normal Schools. — Thos. H. Gray, Minnesota; A. G. Boyden, 
 
 Massachusetts; C. C. Rounds, New Hampshire. 
 Normal-School Work among the Colored People. — A. J. Steele, Tennessee. 
 The Training of the Teacher in the South. — A. D. Mayo, Massachusetts. 
 
 1890 The Normal-School Curriculum. — W. W. Parsons, Indiana. 
 Educational Ideas in Dicken's Novels. — F. L. Soldan, Missouri. 
 Common-School Branches, from a Professional Point of View. — Isabel Lawrence, 
 
 Minnesota. 
 Recitation Estimates. — A. R. Taylor, Kansas. 
 Report of Committee; Criticism in Normal Schools: Its Value as an Element in 
 
 Training Teachers. — Thomas J. Gray, Minnesota. 
 Mental Effects of Form in Subject-Matter. — J. H. Hoose, New York. 
 
 1 89 1 The Teacher's Academical and Professional Preparation. — B. A. Hinsdale, 
 
 Michigan. 
 What Constitutes Professional Work in a Normal School ? — Chas. DeGarmo, 
 
 Pennsylvania. Discussion. 
 The Place of the City Training-.School. — Ellen G. Reveley, Ohio. 
 The Function of a Teacher's Training-College. — Walter L. Hervey, New York. 
 
 Discu.ssion. 
 
 1892 Co-fjrdination of the Nf)rmal School and the University in the Training of Teachers. 
 
 — Charles DeGarmo, Pennsylvania. 
 The Economic Cau.scs of Modern Progress. — SrMf)N N. Patten, Pennsylvania. 
 Value of Herbartian Pedagogy for Normal Schools. — F. M. McMuRRY, Illinois. 
 
 1893 No Meeting. 
 
 1894 Report f)f Committee on the Relation of Normal Schools to Universities. — Charles 
 
 DeGarmo, New York. 
 The Duty of the Normal School toward the Problem of School Literature. — C. C. 
 
 Van Liew, Illinois. 
 Recent Educational Theory. — F. M. McMuRRY, New York. 
 Scholarship in Normal Schools. — Livinhstone C. Lord, Minnesota. 
 The Academic Function of the Normal School.— James M. Green, .\rw Jersey. 
 The Teacher as an Expert. — R. G. Boone, Michigan. 
 
 1895 Psy( hology in Normal S( hools. — Z. X. Snyder, Colorado. 
 Psy< hology for Normal Schools. — M. V. O'Shea, Minnesota. 
 
 The Real Province of Method. — James M. Milne, New York; Howard Sandi- 
 
 son, Indiana. 
 Organization of Training-Schools and Practice-Teaching. — Kate D. Stout, New 
 
 Jersey. 
 The Organization of^I'ra< li(c-Tca<hing in Norma! Sdiools.— J. N. Wiiki.nsun, 
 
 Kansas. 
 The Correlation of Studies in a Normal Srhool.— N. C. Schaeffer, Pennsylvania. 
 Conrenlralion fir Co-ordination of Sluflies in the Normal Siliool.- John W.Cook, 
 
 Illinois.
 
 594 NATIONAL EDUCATIONAL ASSOCIATION [Normal 
 
 1896 Professor Rein's Practice-School at Jena and Its Lessons for American Normal 
 
 Schools. — John W. Hall, New York. 
 The Practice-School as a Public School. — E. A. Sheldon, New York. 
 
 1897 Report of Normal-School Committee. — Z. X. Snyder, Colorado, chairman. 
 How May the Normal School Best Accomplish Its Purpose ? — Richard G. Boone, 
 
 Michigan. 
 
 1898 Preliminary Report of Committee on the Formulation of a Course of Study. 
 The New England State Normal Schools. — A. G. Boyden, Massachusetts. 
 The Southern State Normal Schools. — Marion Brown, Louisiana. 
 
 Normal Schools West of the Mississippi River and East of the Rocky Mountains. — 
 
 Homer H. Seerley, Iowa. 
 The North Central State Normal Schools. — R. G. Boone, Michigan. 
 Report of Subcommittee on the State Normal Schools of the Pacific Coast. — 
 
 Edward T. Pierce, California. 
 The Middle State Normal Schools. — N. C. Schaeffer, Pennsylvania. 
 The "Training-School" in the United States. — Z. X. Snyder, Colorado. 
 
 1899 Report of the Committee on Normal Schools — 
 
 Function of the Normal School. 
 
 Training-Schools — ^Theses. 
 
 Geographical and Historical Variations That Exist in Normal Schools in the 
 
 United States. 
 The Inner Life of a Normal School. 
 Normal-School Administration. 
 State Normal Schools. 
 Appendix A. Professor Rein's Practice-School, Jena, Germany. — John W. 
 
 Hall, Colorado. 
 Appendix B. General View of the Work of the Normal School. — Albert G. 
 
 Boyden, Massachusetts. 
 Appendix C. A Typical English Training-CoUege.- — George Morris Philips, 
 
 Pennsylvania. 
 Appendix D. Continuous Sessions in Normal Schools. — Irwin Shepard, 
 
 Minnesota, 
 
 1900 Training of Teachers for White Schools. — Charles D. McIver, North Carolina. 
 The Training of Negro Teachers. — H. B. Frissell, Virginia. 
 
 1 901 The Training of Teachers for Secondary Schools. — James E. Russell, New York. 
 
 1902 The Relations of the Heads of Departments to the Training-School. — David 
 
 Felmley, Illinois. 
 Defects in the Normal Schools That Are Responsible for the Opposition and 
 Criticism Urged against Them in Many Parts of the United States. — Homer 
 H. Seerley, Iowa. 
 
 1903 The City Normal School of the Future. — Francis Burke Brandt, Pennsylvania. 
 Does the Teacher's Knowledge of a Subject Differ from the Scholar's Knowledge ? — 
 
 W. W. Parsons, Indiana, and Others. 
 
 Conditions of Admission to Normal Schools. — Walter P. Beckwith, Massachu- 
 setts, and Others. 
 
 The Academic Side of Normal-School Work. — Henry Johnson, lUinois. 
 
 To What Extent and in What Manner Can the Normal School Increase Its Scholar- 
 ship ? — James M. Green, New Jersey. 
 
 1904 In How Far May Child-Psychology Take the Place of Adult Psychology or Rational 
 
 Psychology in the Training of Teachers ? — G. Stanley Hall, Massachusetts. 
 What Is the Net Gain to Education of Recent Investigations in Physiological 
 
 Psychology ? — Charles C. Van Liew, California. 
 Out-of-Door Work in Geography. — Mark S. W. Jefferson, Michigan. 
 
 1905 A Statement of the Issues before the Department. — Charles C. Van Liew, 
 
 California. 
 The Modem High-School Curriculum as Preparation for a Two Year Normal 
 
 Course, and the Sort of Training Which Makes for the Best Normal-School 
 
 Preparation. — -David Felmley, Illinois. 
 How Can the Normal School Best Produce Efficient Teachers of the Elementary 
 
 Branches as Regards the Control of Both Subject-Ma tter and Method ? — 
 
 Grant Karr, New York.
 
 Schools] 
 
 DEPARTMENT OF HIGHER EDUCATION 
 
 595 
 
 1905 
 
 1906 
 
 The Co-operation of Universities and Normal Schools in the Training of Elementary 
 Teachers. — Frank M. McMukky, New York; Guy E. Maxwki.i., Minnesota. 
 
 The Co-operation of L'niversities and Normal Schools in the Training of Secondary 
 Teachers. — E. N. Henderson, New York; Z. K. Snyder, Colorado. 
 
 No Meeting. 
 
 THE DEPARTMENT OF IIIC.HKR FDlTATloX 
 The Central College Association held its second annual meeting in Oberlin, Ohio 
 the week following the reorganization of the National Educatinnal .Association and the 
 formal establishment of the Department of Higher Education. This Association voted 
 in somewhat cautious terms to approve the organization of a new department and to 
 in.struct its executive committee to co-operate "in such manner as will advance the interests 
 of this .Association." 
 
 The Papers and Proceedings of the Central College Association fcr the Oberlin 
 meeting were printed in the Proceedings of the N. E. A. for the Cleveland meeting. It 
 does not apj)ear that co-operation between the two organizations was carried further 
 e.xcepting that many of the members of the Central College Association became members 
 of the Higher Department of the N. E. A. 
 
 1871 ST. LOUIS. MO. 
 Prcs., Chas. W. Eliot. Cambridge. M;iss. 
 \'.-Pres., X. S. CoBLEiGH, Delaware, O. 
 Sec. S. G. Wn.LiAMS. Cleveland. O. 
 
 1872 BOSTON'. M.\SS. 
 
 I'ri-s.. Jamks McCosh. Princeton. X. J. 
 \'.-l'res. DAvro A. Wallace. Monmouth, III. 
 Sec. T. H. Safford, Chicago. III. 
 
 1873 EL.MIRA. X. Y. 
 
 I'res.. David -A. Wallace. Monmouth. III. 
 \'.-Pres.. J. D. RuNKLE, Boston. Mas-s. 
 Sec, W. D. Henkle. .Salem. O. 
 
 1874 DETk(JlT. MICH. 
 
 I'ri-s.. Da.siel Read. Columbia. Mo. 
 V.-Pres.. W. P. Atkinson. Boston. Ma.ss. 
 .Sec. Geo. P. Hays. WashinKton. Pa. 
 
 1875 .MINNEAPOLIS. MIXN. 
 
 Pres., Geo. P. Hws. WasliinKlon. Pa. 
 \'.-Prc-s.. I. W. Andrews, .Marietta. O. 
 S<-c.. C. S. Ven.\BLE, Charlottesville. Va. 
 
 1876 IIAI.I I.MORE, MD. 
 
 Prc-s.. .Noah Porter New Haven, ("onn. 
 \'.-Pre8.. C. S. Venable, Charlottesville. Va. 
 Sec. H. E. SllErilKRiJ. Baltimore. .Mil. 
 
 1877 LOUISVILLE, Ky. 
 
 Pri-s.. Daniel Gii man. Baltimore. Md. 
 \' Pre*. Eli T. Tai'I'as. Gambler, O. 
 Se< . Ki>WAKU S. JoYNKS. Nashville. Tenn 
 
 1878 .No MeelinK 
 
 i87<j I'lllLADELPHIA PA. 
 
 I'reb . Eli T Tm'I'an. (iambier, O. 
 V.-Pr«». E. I. JoYNES. Nashville. IVtm. 
 Sei . Ili'iiil BoviJ, Ml. Vernon, la. 
 
 1880 ( MAUTAUOUA.N. V. 
 
 Prcn., Eli T. Tappan Gambier, O. 
 V.-PrcK., Lkmi'FL Moss ItlrximinKtoti Iiid. 
 Sec. E. H. Biehuan .Annvillc, Pa. 
 
 1881 AILANTA.GA. 
 
 I'rc«., LeML'KI. .Moss. BloominKlon. Ind. 
 V.-Prw. J L. Pir KAHi). Iowa City. I.i 
 S«i John S Cliff llillwlale. Miih. 
 
 1882 .SAkAIOGA SPKLNGS. .\. Y. 
 Prm., I. NV AvKREWs Marietta. (). 
 V.-Prr»., H H Tim KER. Atlanta. <»a. 
 Sec. O. M. Stkaksh, Toiicku. Kami. 
 
 OFFICERS 
 1883 
 
 1884 
 
 1883 
 
 1886 
 
 1887 
 
 1888 
 
 i88g 
 
 i3>> 
 
 1801 
 
 |8U2 
 
 1803 
 1804 
 
 SARATOGA SPRI>JGS, N, Y. 
 
 Prcs., W. W. FoLWELL Minneapolis, .Minn. 
 
 V.-Pres., vacant 
 
 Sec, J. H. Wric.ht. Hanover. H. .V. 
 
 MADLSO.Nf, WIS. 
 
 Pres., J. L. Pickard, Iowa City. la. 
 
 V.-Pres., Lemuel Moss, Bloomington, Ind. 
 
 Sc-c. J. H. Wright. Hanover. X. H. 
 
 SARA roGA SPRIXGS, X. Y. 
 
 Pres.. Lemuel Moss, Bhxjmintjton, Ind. 
 
 V.-Pres., John Bascom. Madison, Wis. 
 Sec. W. G. Williams, Delaware, O. 
 TOPEKA, K.AXS. 
 
 Pres.. Jerome .\llen New York 
 
 \'.-Pres.. Eliab W. Coy. Cincinnati, O. 
 
 Sec, E. J. James, Philadelphia, Pa. 
 
 CHICAGO. ILL. 
 
 Pres.. W. A. Mowry. Boston, Mass. 
 
 V. -I'res.. Peter McVicar. Toix,-ka. Kans. 
 
 Sec. H. H. I'"reer. Ml. \'ernon, la. 
 
 SAN FRANCISCO, CAL. 
 
 Pres.. B. A. Hinsdale Cleveland. O. 
 
 V. -Prcs., Alice F. P.m.mer, Cambritlge, Ma.s3 
 
 Sec, T. C. McBkide. Iowa Cily, la. 
 
 NASHVILLE. TENN 
 
 I'res., S. n Pemiodv, ('hampaiKn, III, 
 
 V.-Pres., (i. H Hhwison. Berkeley, Cid. 
 
 Sec, T. H. McBridk, Iowa Cily, lu. 
 
 ST. PAUL, MIX.V, 
 
 I'res., G. Stanley Hall Worcester. Mass 
 
 V.-Prcs., E. S. JoYNES, Columbia. S. C. 
 
 Sec. G. R. Ci'lTiNii. I^ke Forest, HI. 
 
 lORONTO, ONF. 
 
 Prcs., J. J. Mills, Riihmoinl, Ind. 
 
 V.Prcs.. E. B. .Andki-ws. Providiii. c K. 1, 
 
 S<T., ('. .\. Blxnciiakd, Whealon, 111, 
 
 sarai(>(;a springs, x. v. 
 
 Pres., Mehhiii. E. Gates, .\mhrrsl, Ma"W 
 \' Pres.. II \V. KoiiKRS. Ev.instoii, III. 
 .Sec,. John M. Codi.tkk. BlcK>minKion Ind. 
 .No Meelinii 
 
 ASUURV PARK, V. J. 
 Pret,. Austin Scott. New Brunswiik. \, J. 
 V.Prcn. Kl.Rrv.J. J. KKANKWashinKton, D, C. 
 Sec, Mklvil Dewey, Albany,-.N. Y.
 
 596 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Higher 
 
 1895 DENVER. COLO. 
 
 Pres., J.-MIES H. Baker, Boulder, Colo. 
 V.-Pres., J. F. Crowell, New York, N. Y. 
 Sec, Horace Goodhue, Northfield, Minn. 
 
 1896 BUFFALO, N. Y. 
 
 Pres., James H. Baker, Boulder, Colo. 
 V.-Pres., Dabney Lipscomb, Agricultural Col 
 
 lege. Miss. 
 Sec. Joseph Swain, Bloomington, Ind. 
 
 1897 MILWAUKEE, WIS. 
 
 Pres., Joseph Swain, Bloomington, Ind. 
 V.-Pres.. J. G. Schurman, Ithaca, N. Y. 
 Sec, George P. Winship, Prowdence, R. I. 
 
 1898 W.ASHINGTON. D. C. 
 
 Pres., R. H. Jesse, Columbus, Mo. 
 V.-Pres.. A. T. Ormond, Princeton, N. J. 
 Sec, Henry Wade Rogers, Evanston, 111. 
 
 1899 LOS ANGELES, CAL. 
 
 Pres., Robert B. Fulton, University, 
 
 Miss. 
 V.-Pres., Elmer E. Brown, Berkeley, Cal. 
 Sec, G. A. Tawney, Beloit, Wis. 
 
 1900 CHARLESTON, S. C. 
 
 Pres. J. H. Raymond. Morgantown, W. Va. 
 V.-Pres., Wn.LiAM F. King, Mt. Vernon, la. 
 Sec, Oscar J. Craig, Missoula, Mont. 
 
 1901 DETROIT, MICH. 
 
 Pres., Charles F. Thwing, Cleveland, O. 
 V.-Pres., Wm. M. Beardshear, Ames, la. 
 Sec, Wm. H. Black, Marshall, Mo. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres., W. H. p. Faunce, Providence, R. I. 
 V.-Pres., C. W. Dabney, Knoxville, Tenn. 
 Sec, John W. Perrin, Cleveland, O. 
 
 1903 BOSTON, MASS. 
 
 Pres., Benj.\min Ide Wheeler, Berkeley, Cal. 
 V.-Pres., William H. Smiley, Denver, Colo. 
 Sec, John H. MacCracken, Fulton, Mo. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., Benjamin Ide Wheeler, Berkeley, Cal. 
 V.-Pres., George Harris, Amherst, Mass. 
 Sec, John H. MacCracken, New York, N.Y. 
 1 90s ASBURY PARK AND OCEAN GROVE, N.J. 
 Pres., Richard H. Jesse, Columbia, Mo., 
 V.-Pres., Willi AM L. Bryan, Bloomington, Ind 
 Sec, Joseph Swatn, Swarthmore, Pa. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Wm. L. Bryan, Bloomington, Ind. 
 V.-Pres., C. Alphonso Smith, Chapel Hill, 
 
 N. C. 
 Sec, Oscar J. Craig, Missoula, Mont. ' 
 
 TOPICS 
 
 1 871 Classical Study and the Means of Securing It in the West. — H. K. Edson, Iowa. 
 Superior Instruction as Related to LTniversal Education. — John Eaton, District 
 
 of Columbia. 
 Modern Mathematics in the College Course. — T. H. Safford, Illinois. 
 Pronunciation of Latin and Greek. — H. M. Tyler, Illinois. 
 Report — College Degrees. — Daniel Read, Missouri. 
 
 1872 Report — College Degrees. — D. A. Wallace, Illinois, President. 
 Report Greek and Latin Pronunciation. — H. M. Tyler, Illinois. 
 Natural-History Education. — N. S. Shaler, Massachusetts. 
 
 Methods of Teaching English in High Schools. — F. A. March, Pennsylvania. 
 
 1873 Report — National University. — Charles W. Eliot, Massachusetts. 
 Classical Studies. — Edward Jones, Virginia. 
 
 Liberal Education of the Nineteenth Century. — W^ P. Atkinson, Massachusetts. 
 
 1874 Reviews of the History of the Department. — Daniel Read, Missouri. 
 The Elective System in Colleges. — A. P. Peabody, Massachusetts. 
 The Plan of the University of Viginia. — C. S. Venable, Virginia. 
 
 A National University. — J. W. Hoyt, Wisconsin. 
 
 Defense of Classical Studies. How Dead Languages Make Live Men. — James 
 
 D. Butler, Wisconsin. 
 National Endowments for Schools for Scientific and Technical Training. — J. K. 
 
 Patterson, Kentucky. 
 
 1875 The Relations and Duties of Educators to Crime. — J. B. Bittinger, Pennsylvania. 
 Military Science and Tactics in Our Universities and Colleges. — A. D. Schenck, 
 
 Iowa. 
 Comparative Orthoepy. — W^. C. Sawyer, Wisconsin. 
 
 1876 The History of the South Carolina College. — W. J. Rivers, Maryland. 
 
 The Political Economy of Higher and Techincal Education. — H. A. M. Hender- 
 son, Kentucky. 
 
 Position of the Modern Languages in the Higher Education. — Edward S. Joynes, 
 Tennessee. 
 
 The Terms Anglo-Saxon and English. — Henry E. Shepherd, Maryland. 
 
 Position of the Modern Mathematical Theories in Our Higher Courses of Pure 
 Mathematics. — Wm. Thornton, Virginia. 
 
 Report on Orthoepy. — W. C. Sawyer, Wisconsin. 
 
 Phonetic Reform. — E. Jones, Liverpool, England. 
 
 The Study of Anglo-Saxon Language and Literature. — J. M. Garnett, Maryland.
 
 Departmem] TITLES OF PAPERS AND DISCUSSIONS 597 
 
 1877 The Elective System. — Wxi. LeRoy Brown, Tennessee. 
 The Class System.— Noah Porter, Connecticut. 
 
 American Revision and .\daptation of Foreign Te.\tbooks. — C.\SKIE Harrison, 
 Tennessee. 
 
 Report — Recommendation of the Berlin Conference Regarding German (Orthog- 
 raphy. — C. F. Radditz, Maryland. 
 
 1878 Xd Meeting. 
 
 1879 College Dormitories. — Ch.\rles K. Ad.\ms, Michigan. 
 
 Orthography in High Schools and Colleges. — Francis .\. March, Pennsylvania. 
 
 i88o Scholarships. — J. L. Pick.\rd, Iowa. 
 
 Comjilexity of Causes. — Eli T. Tappan, Ohio. 
 
 Equivalents in a Liberal Course of Study. — W. T. Harris, Missouri. 
 
 1 881 The Study of Political Science in Colleges. — I. W. Andrews, Ohio. 
 Advancement of Higher Education. — H. H. Tucker, Georgia. 
 
 1882 The Place of Original Research in a College Education. — J. H. Wright, New York. 
 Man the Machine, or Man the Inventor, Which ? — John W. Glenn, Georgia. 
 
 1 883 The University, How and \\hat ? — W. W. Folwell, Minnesota. 
 The Schools of Political Science. — C. K. Auams, Michigan. 
 
 1884 The Civic Education. — W. W. Folwell, Minnesota. 
 
 Study of Language in a Liberal Education. — John Bascom, Wisconsin. 
 
 1885 The Relation of Secondary Education to the American University Problem. — 
 
 Andrew F. West, New Jersey. 
 The Practical \'alue of College Education. — S. N. Fellows, Iowa. 
 
 1886 Methods in College Teaching. — Jerome Allen, New York. 
 The College Curriculum. — W.m. A. Mowry, Massachusetts. 
 Colleges North and Colleges South. — Julius D. Dreher, Virginia. 
 
 1887 The Place of Literature in the College Course. — Homer B. Sprague, California. 
 Requisites for .'\dmission to College and for College Degrees. — Reports of Com- 
 mittee. — H. \. Thompson, Ohio, chairman. 
 
 1888 Philosophy in Colleges and Universities. — W. T. Harris, Massachusetts. 
 Historical Sketch of Higher Education on the Pacific Coast. — W. Carv Jones, 
 
 Calif(jrnia. 
 Higher Education. — Horatio Stebbins, California. 
 
 The State University and Public High School. — A. L. Cook, California. 
 Needs and Prospects of Higher Education on the Pacific Coast. — C. C. Stratton, 
 
 California. 
 
 1889 An p}ducational Experiment. — Selim H. Peabody, Illinois. 
 
 The Higher Education of the Colored Race. — A. Owen, Tennessee; W. S. Scar- 
 borough, Ohio. 
 
 1890 What Have the People a Right to .Vsk from Colleges? — Chas. A. Blanchard, 
 
 Illintjis. 
 Shorter College Courses to Meet a Popular Demand. — H. L. Stetson, Iowa. 
 A Chair of Pedagogy. — R. G. Boone, Indiana; Levi Seelev, Illinois. 
 Defects in College Discipline. — RuFUS C. Burleson, Te.\as. 
 Co-operative Government. — W. C. Fernald, Maine. 
 The Relation of the College to the Morals of the Student. — M. 1). lIoRNBECK, 
 
 Illinois. 
 The Spiritual Element in Education. — E. F. Bartholomew, Illinois. 
 College Education and Professional Life. — J. C. Hutchinson, Illinois. 
 Uniform Requirements for Admissif)n. — H. A. Fischer, Illinois. 
 C<illcge Fraternities: Their Inlluence and Control. — J. T. McFari.AND, Iowa. 
 
 1 891 Should the College Course be Shortened? — John M. Coulter, Indiana. 
 
 The Importance of Pedagogical Training for College Professors. — H. V. I'isk, 
 Illinois. 
 
 1892 The World's Congresses of i8<;3. — Charles C. Bonnev, Illinf)is. 
 
 Khitori( anri Public S|>eaking in the American College. — Henry Ai lyn Fkink, 
 
 Ma.s.sa( husetts. 
 Education and Citizen.shij). — B. P. Raymond, Connecticut. 
 The University in Its Relation to ilie People, Elmer E. Brown, Michigan. 
 
 1893 No Meeting. 
 
 1894 The Future of the Smaller College. -John F. Crowell, North Carolina. 
 The (Irouj) System of College Stmlies. Adolimik Cohn, New York.
 
 598 NATIONAL EDUCATIONAL ASSOCIATION [Higher 
 
 1894 Faculty and Alumni Control of College Athletics. — George Wharton Pepper, ' 
 
 Pennsylvania. 
 Student Co-operation in College Government. — Ethelbeet D. Warfield, Penn- 
 sylvania. 
 
 1895 The Organization of the University of Toronto. — W. H. Fraser, Toronto. 
 The Future Organization of the Higher Education in the United States. — Richard 
 
 T. Ely, Wisconsin. 
 A Conservative View of College Electives — Discussion. 
 Standard of Admission to Professional Schools. — J. N. Hall, Colorado. 
 The Relation of a College Course to the Professional Schools. — T. R. Bacon, 
 
 California. 
 
 1896 How to Secure the Interest of the Colleges and Universities in the Department. — 
 
 James H. Baker, Colorado. 
 History in the Secondary Schools. — H. Morse Stephens, New York. 
 Entrance Requirements — The Chicago System. — William R. Harper, Illinois. 
 Entrance Requirements of Yale College. — Thomas Day Seymour, Connecticut. 
 
 1897 -State Supervision of Degree-Conferring Institutes. — Henry' Wade Rogers, 
 
 Illinois. 
 
 1898 Are There Studies That, as Contestants, Should Be Pursued in Every Course in 
 
 the Secondary Schools, and in the Freshman and Sophomore Years of the 
 
 College ? — James M. Green, New Jersey. 
 The Training of the High-School Teacher. — M. V. O'Shea, Wisconsin. 
 Should the Undergraduate Curriculum of Four Years in Colleges and Universities 
 
 Be Mentioned ? — Nicholas Murray Butler, New York. 
 Is It Possible and Desirable to Form a Federation of Colleges and Universities in 
 
 the United States ? — B. A. Hinsdale, Michigan. 
 
 1899 Continuous University Sessions. — Jerome H. Raymond, West Virginia. 
 The Study of Education in the University. — Elmer Ellsworth, California. 
 
 1900 The Satisfactions of Being a College President. — Charles F. Thwing, Ohio. 
 State Aid to Higher Education in Europe and America. — Joseph Swain, Indiana. 
 An Ethnic View of Higher Education. — I. W. Howerth, Illinois. 
 
 The Function of the Land-Grant College in American Education. — W. M. Beard- 
 SHEAR, Iowa. 
 
 1901 The Function of the State University. — Richard Henry Jesse, Missouri. 
 The Rise of National Education in the Sixteenth Centurv. — John William Perrin, 
 
 Ohio. 
 Education for Social Control. — William E. Chancellor, New Jersey. 
 The Moral Factor in Education. — Wm. H. P. Faunce, Rhode Island. 
 
 1902 Should Entrance to College Be thru the Examination of the School or of the Pupil ? 
 
 — Edwin Grant Dexter, lUinois. 
 Report of the Commission on Accredited Schools. — George N. Carman, Illinois. 
 Organization of Education in Brazil. — Horace M. Lane, South America. 
 The Future of Greek Studies. — J. Irving Manatt, Rhode Island. 
 Education in the Appreciation of Art. — William Bayard Craig, Iowa. 
 
 1903 The Length of the Baccalaureate Course and Preparation for the Professional 
 
 Schools — Sketch. — Elmer P]llsworth Brown, California, and Others. Shall 
 the University Concern Itself More Directly with the Morals and Manners of 
 Its Students ? — George Harris, Massachusetts, and Others. 
 
 1904 Coeducation. — G. Stanley Hall, Massachusetts. 
 
 Coeducation as It Has Been Tested in State Universities. — R. H. Jesse, Missouri. 
 The Advantage of Co-ordinate (Annex) Method in Education. — Charles F. 
 
 Thwing, Ohio. 
 Coeducation in Relation to Other Types of College Education For Women. — James 
 
 B. .A.NGELL, Michigan. 
 The General Tendency of College Athletics. — E. Benjamin Andrews, Nebraska. 
 Character in Athletics. — William H. P. Faunce, Rhode Island. 
 The Effects of Athletics on the Morals of the College. — Frank Strong, Kansas. 
 
 1905 President's Address — The Excessive Expansion of the Course of Study. — William 
 
 L. Bryan, Indiana. 
 Honor in Student Life in Colleges and Universities. — Charles Alphonso Smith, 
 North Carolina.
 
 Department] DEPARTMENT OE ELEMEXTARV EDUCATIOX 
 
 599 
 
 1905 Does Wide Election, and Do Minute Courses, Weaken l^ndergraduate Courses 
 
 in Universities? Arc Colleges More Fortunate in These Things? — James 
 H. Canfiei.d, New York. 
 
 Which Is Better: The Western Plan of Admitting Students to Colleges and I'ni- 
 versitics by Certificates, or the Eastern Method of Admitting Only by Examina- 
 tions ? — George E. MacLean, Iowa. 
 
 Should Chairs of Pedagogy Attached to College Departments of Universities Re 
 Developed into Professional Colleges for the Training of Teachers? — Albert 
 Ross Hill, Missouri. 
 
 1906 No Meeting. 
 
 DEPARTMENT OF ELEMENTARY EDUCATION 
 
 OFFICERS 
 
 1871 ST. LOflS. MO. 
 
 Prcs.. F.. .\. Sheldon, Oswego. X. V. 
 V.-Prcs.. .\. C. Shortridce. Indianajxjlis, 
 
 Ind. 
 Sec, \V. E. Sheldon. Walth.im, Mass. 
 
 1872 BOSTON. M.\SS. 
 
 Pres.. Delia A. Lathrop, Cincinnati. O. 
 V.-Pres., James Johonnot, New York. N. Y. 
 Sec, L. H. Cheney, St. Louis, Mo. 
 
 1873 FLMIRA. N. Y. 
 
 Prcs.. N. .\. Calkins. New York, N. Y. 
 V.-Pres., Harriet N. Morris, New York. 
 
 N. Y. 
 Sec. Acr.rsTA M. Hawley, Ohio. 
 
 1874 DETROIT, MICH. 
 
 Prcs.. H. F. Harri.noton, New Bedford. Mass. 
 \'.-Prcs.. Ha.vvah Cummings, Kirksvillc. Mo. 
 Sec. Geo. B. Sears. Newark, N. J. 
 
 1875 .MINNEAPOLIS. MINN. 
 
 Prcs.. Alfred Kirke, Chicago 111. 
 V.-Prcs., Miss H. Keeler, Cleveland. O. 
 Sec. Lucy J. Maltby, Warrensburg, Mo. 
 
 1876 BALTIMORE, MD. 
 
 Prcs.. -Mrs. .M. O. Stone. New Milford, Conn. 
 .See. O. V. TocsLEY. MinneapoHs Minn. 
 
 1877 LOUISVILLE. KY. 
 
 Prcs., James Cruikshank. Brooklyn. .\. ^'. 
 V.-Prcs., H. .\. M. Henderson. Frankfort, 
 
 Ky. 
 .Sec, Frank Aborn. Cleveland, O. 
 
 1878 .\(> .Meeting 
 
 187Q PHILADELPHIA. PA. 
 
 i'rcs., (lEo. P. Brown, Indianapolis. Ind. 
 \'.-Pres., Sarah E. Richmond, Baltimore 
 
 Md. 
 Sec. Wm. J. Davi.s, Lfmisvillc, Ky. 
 
 1880 CIIAL'IAUQUA, N. Y. 
 
 Pres., James H. Smart. Indianaix>lis, Ind. 
 V.-Prcs.. SesAN E. Blow, St. I»uis. ,Ni(). 
 Sec, Lelia E. Patriuge, Philadelphia, Pa. 
 
 1881 ATLA.NTA. GA. 
 
 Pre*., f ). V. TotJSLEV, Minnraixili.s, Minn. 
 \\-Prcs., R, W. Stevenson. Columhus, O. 
 .Sec, J. B. Roberts, Indianajxilis. Ind. 
 
 1882 SAKAT0(;A SPRINGS. N. Y. 
 I'rrs , J. .\I, Bloss. Indianapolis, In<l. 
 \'.Prc».. W. O, Rogers. New Orlcan.s, Li. 
 Sec, J. J. Burns. Chillicolhr. O. 
 
 1883 SARATOfJA SI'RINGS. N. Y. 
 Pres., John B. Pkasi.kk, Cincinnati, O, 
 V.-Prc«., W. N. Bakringkk, .Newark, N. 
 Se<., .Sterling G. Bhinklev, Quitman. 
 
 1884 .MADISON. WIS. 
 Prm.. V. JyOUiK .SoLDAN. St. I,fjuis. ,\lii 
 \'. Prcn.. W. N. lUKRiNCiKR, Newark, N, 
 Sec. Ella Calkins. New York. N. Y. 
 
 J. 
 Ga, 
 
 J 
 
 1 88s 
 
 1886 
 
 1887 
 
 1888 
 
 1889 
 
 i8qo 
 
 i8qi 
 
 1892 
 
 1893 
 1894 
 
 1895 
 
 1 8c>6 
 
 1897 
 
 1898 
 
 SARATOGA SPRINGS, N. Y. 
 
 Pres.. W. N. Barringer, Newark, N. J. 
 
 V.-Prcs., A. R. T.\yi.or. Emporia. Kans. 
 
 Sec, Ei.LA Calkins. New York. N. Y. 
 
 TOPEKA. KANS. 
 
 Prcs., John W, Hoi.combk, Indianapolis. Ind. 
 
 V.-Pres., L. R. Klemm. Hamilton, O. 
 
 Sec, Margaret W. Sutherland, Mans- 
 field, O. 
 
 CHICAGO. ILL. 
 
 Pres.. W. H. Bartholomew. Louisville, Ky. 
 
 V.-Pres. Miss E, Baumgartner, Springfield, 
 III. 
 
 Sec, M. W. Sutherland, Mansfield, O. 
 
 SAN FRANCISCO. CAL. 
 Pres., LeRoy D. Brown. Columbus, O. 
 V.-Pres., Ag.nes L. Roc.nds, Cambridge Mass. 
 Sec, J. L. Lamson, Nashville, Tenn. 
 
 .\.-vshville. tenn. 
 
 Pres.. Joseph O'Connor San Francisco, Cal. 
 
 V.-Prcs.. Bettie .\. Dutto.n, Cleveland, O. 
 
 Sec, R. K. Buehrle, Lancaster, Pa. 
 
 ST. PAUL, MINN. 
 
 Pres., Bettie .>\, Ddtton, Cleveland, O. 
 
 V.-Pres., D. L. Kiehle. St. Paul, Minn. 
 
 Sec, F. A. Chase, Nashville, Tenn. 
 
 TORONTO. ONT. 
 
 Prcs., H. S. Jones, Erie, Pa, 
 
 V.-Pres., JcLiA Ti.'TWiLER. Livingston. .Ma. 
 
 Sec, Ellen F. Wheaton, St. Paul, .Minn. 
 
 .SARATOGA SPRINGS, N, Y. 
 
 Pres., Julia Tutwiler, Livingston, Ala. 
 
 V.-Prcs., Frank B. Gault, Tacoma, Wash. 
 
 Sec, Lucia Stickney, Cincinnati, O, 
 
 No Mcetmg 
 
 ASBURY PARK N. J, 
 
 Pres., Mrs. R. D. Rk koff. New York, N, Y, 
 
 V.-Pres.. Aaron Gove. Denver. Colo. 
 
 Sec. F. Treudlev. Youngstown. O. 
 
 DENVER. COLO, 
 
 Pres,, F. TREttDLEY, Youngstown, O, 
 
 V.-I*res., Mi.s.s N. Cropsey, Indiana|xilis. 
 
 Ind 
 Sec, VV. C. VVarfiki.d, Covington. Ky. 
 
 Bl'FFALO. N. Y. 
 
 Pres.. S. T. DuTTON. lirooklinr. lAass. 
 V.-Pres.. J. K. Stauleton. I^xingtim. Neb. 
 Sec. Henrietta B. Avers. Denver, Colo. 
 
 MILWAUKEE. WIS, 
 
 Pres.. .Sarah C, Brooks. St. P.nil, Minn. 
 
 V.-Pres.. E. B. Cox. Xenia, O. 
 
 See.. Ida C. Bender, BufTalo. N. Y. 
 
 washi\(;ton. d. c. 
 
 I'ren,. W. N. Hailmann, Wa.shinglon. D. C. 
 V.-Prc8.. R. H. Halsky, Binghainpton, N. Y. 
 See. Harriet V.. SMrrii, Milw. inker. Wis.
 
 6oo 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Elementary 
 
 1899 LOS ANGELES. CAL. 
 
 Pres., W. N. Hailmann, Dayton, O. 
 
 V.-Pres., J. W. Carr, Anderson, Ind. 
 
 Sec, Miss E. V. Brown, Washington, D. C. 
 
 1900 CHARLESTON, S. C. 
 
 Pres., Miss N. Cropsey, Indianapolis, Ind. 
 V.-Pres., J. W. Dinsmore, Beatrice, Neb. 
 Sec, Bettie a. Button, Cleveland, O. 
 
 1901 DETROIT, MICH. 
 
 Pres., J. W. Carr, Anderson, Ind. 
 V.-Pres., J. C. Harris, Rome, Ga. 
 Sec, Mrs. Sara D. Jenkins, Ithaca, N. Y. 
 
 1902 MINNEAPOLIS, MINN. 
 Pres., R. A. Ogg, Kokomo, Ind. 
 V.-Pres., J. J. DoYNE, Little Rock, Ark. 
 Sec, Adda P. Wertz, Carbondale, 111. 
 
 1903 BOSTON, MASS. 
 
 Pres., Miss M. A. Holton, Minneapolis, Minn. 
 
 V.-Pres., Frederick Tredley, Athens, O. 
 Sec, Adda P. Wertz, Carbondale, 111. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., Ada Van Stone Harris, Rochester, 
 
 N. Y. 
 V.-Pres., C. N. Kendall. Indianapolis, Ind. 
 Sec, Emma G. Olmstead, Potsdam, N. Y. 
 
 1905 ASBURY iPARK and OCEAN GROVE, 
 
 N.J. 
 Pres., Miss N. Cropsey, Indianapolis, Ind. 
 V.-Pres., J. H. Van Sickle, Baltimore, 
 
 Md. 
 Sec, LiDA B. Earhart, \Vhitewater, Wis. 
 
 1906 No Meeting. 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Mrs. A. W. Cooley, Minneapolis, Minn. 
 V.-Pres., C. F. Carroll, Rochester, N. Y. 
 Sec, Mrs. J. Heermans, Kansas City, Mo. 
 
 TOPICS 
 
 1 871 First Steps in Teaching Reading [Abstract]. — E. E. White, Ohio. 
 Methods of Teaching Language [Abstract]. — D. H. Crittenden, New York. 
 Learning to Draw. — H. C. Harden, Massachusetts. 
 
 Philosophy of Methods. — J. W. Armstrong, New York. 
 
 How to Teach Geography. — Mary Howe Smith, Missouri. 
 
 What Constitutes a Good' Primary Teacher. — W. T. Harris and Others. 
 
 1872 Object-Teaching. — N. A. Calkins, New York. Discussion. — Z. Richards, Dis- 
 
 trict of Columbia; Bronson Alcott, Massachusetts. 
 English Grammar in Elementary Schools. — M. A. Newell, Maryland. 
 Adaptation of Froebel's Principles of Education to American Schools. — W. N. 
 
 Hailmann, Kentucky. 
 Scope and Method of Physical Science in the Common School. — C. O. Thompson, 
 
 Massachusetts. 
 English Literature and Its Place in Popular Education. — F. H. Underwood, 
 
 Massachusetts. 
 
 1873 Primary Reading: The Thought and Sentence Method. — Geo. L. Farnham, New 
 
 York. 
 
 Elementary Reading: The Phonetic Method. — E. Leigh, New York. 
 
 What Should Be the Leading Object of American Free Schools. — H. F. Harring- 
 ton, Massachusetts. 
 
 What Froebel's System of Education Is, and How It Can Be Introduced into Our 
 PubHc Schools. — J. W. Dickinson, Massachusetts. 
 
 School Hours for Children under Ten. — A. J. Rickoff, Ohio. 
 
 1874 Several Problems in Graded School Management. — E. E. White, Ohio. 
 Language Lessons in EJementary Schools. — Miss H. A. Keeler, Ohio. 
 Science in Common Schools. — J. W. Armstrong, New York. 
 
 What Shall We Attempt in Elementary Schools ? — Mrs. A. C. Martin, Massa- 
 chusetts. 
 
 1875 Language Teaching: Its Importance and Its Methods. — H. F. Harrington, 
 
 Massachusetts. 
 What Shall We Do with the Boys ? — J. L. Pickard, Illinois. 
 The Relation of the Teacher to the Reforms of the Day. — Frances E. Willard, 
 
 Illinois. 
 
 1876 Characteristics of Froebel's Method of Kindergarten Training. — Mrs. John 
 
 Kraus-Boelte, New York. 
 Aesthetics of Education. — Minnie Swayze, New Jersey. 
 
 1877 The English Language in Elementary Schools. — Zalmon Richards, District of 
 
 Columbia. 
 
 Moral Training in Schools. — R. H. Rivers, Tennessee. 
 
 The Kindergarten: Its Use and Abuse in America. — John Kraus; Mrs. Kraus- 
 Boelte, New York. 
 
 1878 No Meeting. 
 
 1879 Culture in Elementary Schools. — Geo. P. Brown, Indiana. 
 
 The Relation of the Kindergarten to the School. — W. T. Harris, Missouri.
 
 Department] TITLES OF PAPERS AND DISCUSSIONS 60 1 
 
 1879 A Graduating System for Country Schools. — A. L. Wade, West Virginia. 
 The First School Days. — Mrs. Rebecca D. Rickoff, Ohio. 
 
 Art and Drawing in Education. — Walter Smith, Massachusetts. 
 
 1880 The Practical Use of Reference Books. — Mary W. Hinman, Indiana. 
 
 What Should We Seek to .Accomplish in the Reading Exercise? — E. O. \'aile, 
 
 Illinois. 
 How Can Character Be Symetrically Developed ? — Ellen Hyde, Massachusetts. 
 
 1 881 The Philosophy of Illustration. — J. J. Burns, Ohio. 
 Education of the Sensibilities. — John W. Dowd, Ohio. 
 
 1882 On the Relation of the Processes of Acquisition and Memory to Elementary Teach- 
 
 ing. — George P. Brow'n, Indiana. 
 What, How, and How Better? — Miss Carrie B. Sharpk, Indiana. 
 
 1883 The Education of the Heart. — H. H. EiCK, Ohio. 
 
 Primary Education: What and How? — Henry Raab, Illinois. 
 
 1884 Trainfng Needed. — F. Louis Soldan, Missouri. 
 
 Form, Color, and Design. — F^vnnie S. Commings, New \\)rk. 
 Methods of Teaching Music. — H. E. Holt, Ma.ssachusetts. 
 English Instruction for Children. — O. T. Bright, Illinois. 
 
 1885 A Syllabus. — W. N. Barringer, New Jersey. 
 
 The True Object of Early School Training. — Clarence E. Meleny, New Jersey. 
 Language as an Educator. — Z. Richards, District of Columbia. 
 A New Departure in Teaching Geography. — L. R. Klemm, Ohio. 
 .Avenues to the Mind. — Wm. M. Giffin, New Jersey. 
 
 1886 -Application of Froebel's Principles (Educational) to ilic Primary School. — \\ . N. 
 
 Hailmann, Indiana. 
 Symposium: .A Survey of Common-School Education. 
 (a) Historical Sketch. — W. H. Bartholomew, Kentucky. 
 (/>) Necessary External Conditions. — Miss \'iN.\ Ware, Iowa. 
 
 (c) The Course of Study, Proper Limits, etc. — H. M. James, Nebraska. 
 
 (d) Order of Subjects. — Mary B. Phillips, Illinois. 
 
 (e) Principles of Method. — Agnes I. Rounds, New Hampshire. 
 
 (/) Country Schools, Suggestions for Improvement. — J. C. Mcpherson; (.'. J. 
 Felts, Indiana. 
 
 1887 The L'nion of Oral and Book Teaching. — Mrs. N. S. Williams, Kentucky. 
 Meaning of the Maxim, "We Learn to Do by Doing." — N. C. Schaeffkr, Penn- 
 sylvania. 
 
 The Importance of Religious Motives and Sanctions in Moral Training. — Robert 
 Ally.v, Illinois. 
 
 1888 Greek Philosojjhy and Modern F-ducation. — LeRoy D. Brown, Ohio. 
 
 Normal Training for Teachers of F'iemcntary Schools. — Miss K. N. T. Tuppi'.r. 
 
 Oregon. 
 The Application of .Arithmeli< to Physical Science. — W. McNab Miller, Nevada. 
 Scientific Methods in Teaching Gef>graphy. — C. F. Palmer, Ohio. 
 Short and Rational Method of Number Work. — F. B. Ginn, California. 
 
 1889 Di.s(ipline in Elementary Schools. — Bkttie A. Dutton, Ohio. 
 Individuality of Teachers. — J. M. Dewberry, Alabama. 
 
 1890 (ieology in Early Edutation. — Alexander Wincmell, Michigan. 
 
 Sficnte Training in Primary and Grammar Grades.— GUSTAVE Gl'TTENHERi;, 
 
 Pennsylvania. 
 Our Brother in Stripes, in the Schoolroom. — Julia S. Tutwilek, .Alabama. 
 Fairy Tales and Folk Ix)rc. — W. T. Harris, District of Columbia. 
 The Teacher and the Parent. -Mrs. Jennie S. McLauchlin, Illinois. 
 
 1891 Synthetic Sound System of Tea< hing Reading. !•". B. Gault, Washington. 
 .\atural S(ien(c for the Common .Schools.- -WlLiiUR S. Jackman, Illinois. 
 
 The Educational Burdens u|)on the I/iwer Grades.— Mi.ss .AnniE Low, Pennsyl- 
 vania. 
 
 Voice Culture in Primary and Elementary Schools. — Zalmon Kk iiakds, Dislriit 
 of (Columbia. 
 
 1892 Individualization by Grouping. — Julia S. Tutwiler, .Alabama. 
 IIistr»ry in Fllcmentary Ivluc ation. - M. A. Newki.I., Maryland. 
 
 Moral Training in Elementary Sch<K)ls. — Z. Richards, Washington, District of 
 
 Columbia. 
 The .Natural .Sciences in ElcmcnCarv Education. — S. G. Williams, New York.
 
 6o2 NATIONAL EDUCATIONAL ASSOCIATION [Elementary 
 
 1893 No Meeting. 
 
 1894 School Boards. — Charles E. Gaton, New York. 
 
 A Few Changes in Elementary School Instruction. — Edward G. WarcI, New York. 
 The Ideal Primary School Curriculum. — Miss Emma C. Davis, Ohio. 
 
 1895 Substitution of the Teacher for the Textbook. — J. M. Rice, New York. 
 Nature-Study and Literature. — Miss Sarah L. Arnold, Massachusetts. 
 Departmental Teaching in Grammar Grades. — J. M. Fendley, Texas. 
 
 1896 Opening Remarks, Improvements in Educational Methods. — S. T. Dutton, 
 
 Massachusetts. 
 The Place of Nature-Study in Primary Work. — Miss Flora J. Cook, lUinois. 
 Some Applications of Correlation. — Frank M. McMurry, New York. 
 Vertical Writing. — Miss Annie E. Hills, Massachusetts. 
 
 1897 What to Teach and What to Leave Out. — Wm. M. Giffin, Illinois. 
 Imagination in Arithmetic. — Frank H. Hall, Illinois. 
 
 The New Arithmetic. — John H. Tear, Illinois. 
 
 Elementary Mathematics and Education. — L. W. Colwell, Illinois. 
 
 1898 President's Address — Value of Froebel's Method in Elementary Education. — 
 
 William N. Hailmann, Ohio. 
 
 Play as a Means for Idealizing and Extending the Child's Experience. — Miss Allie 
 M. Felker, California. 
 
 Successive Differentiation of Subjects in the Elementary Schools. — Z. X. Snyder, 
 Colorado. 
 
 Value of the Hand in the Acquisition of Knowledge and Expression of Thought. — 
 Miss Mary F. Hall, Wisconsin. 
 
 The Function of Manual Training in the Elementary School. — Richard Water- 
 man, Illinois. 
 
 Social Co-operation. — B. C. Gregory, New Jersey. 
 
 1899 The Culture-Epoch Theory in Education. — Louise Morris Hannum, Colorado. 
 The Place and Development of Purpose in Education. — W. N. Hailmann, Ohio. 
 Vices of Childhood and Youth. — J. W. Dinsmore, Nebraska. 
 
 1900 Nature-Study in the Public Schools. — D. Lange, Minnesota. 
 
 Nature-Study in the Public Schools — The Geographical Phase. — Jacques W. 
 
 Redway, New York. 
 English in the Grades. — A. A. Reed, Nebraska. 
 The Elimination of the Grammar School. — Otis Ashmore, Georgia. 
 
 1901 The Church and the Public School. — T. A. Mott, Indiana. 
 
 The Economic Basis of Art: Cause and Cure of Art Unresponsiveness in Chil- 
 dren. — Charles DeGarmo, New York. 
 
 Educational Pioneering in the Southern Mountains. — William Goodell Frost, 
 Kentucky. 
 
 Education and Crime. — Amos W. Butler, Indiana. 
 
 1902 The Practical Value of Teaching Agriculture in the Public Schools. — Joseph 
 
 Carter, Illinois. 
 The L^se and Danger of Method. — W. A. Millis, Indiana. 
 Myth and History in the Elementary Schools; The Use and Limits of Each. — 
 
 Miss May H. Prentice, Ohio. 
 
 1903 The Lock-Step in the PubHc Schools. — Richard G. Boone, Massachusetts. 
 Nature-Study True to Life. — C. F. Hodge, Massachusetts. 
 
 The Child's Favorite Study in the Elementary Curriculum. — Earl Barnes, 
 Pennsylvania. 
 
 1904 The Natural Activities of Children as Determining the Industries in Early Educa- 
 
 tion. — Katharine E. Dopp, Illinois, and Other Authors. 
 Avenues of Language — Expression in the Elementary School. — Percival Chubb, 
 
 New York, and Others. 
 A Filipino's View of Education in the Philippines. — Senora Maria Del Pilar 
 
 Zamora, Philippine Islands. 
 
 1905 Review of the Educational Progress of the Year and a Discussion of Some Phases 
 
 of the Curriculum of the Elementary School. — Miss N. Cropsey, Indiana; 
 
 M. A. Bailey, New York. 
 Round Table — Conference A. 
 
 Hand-Work in Primary Schools. — Wilhelmina Seegmiller, Indiana, leader 
 Round Table — Conference B.
 
 Department] 
 
 DEPARTMENT OF MANUAL TItilNING 
 
 603 
 
 1905 Right Methods of Studying History and Geography by Children. — Frank M. 
 McMuRRY, New York, leader. 
 Round Table — Conference C. 
 
 Reading in the First School Year. — Mrs. Alice W. Cooley, North Dakota, 
 leader. 
 The Psychology of Reading and Writing. — Rohert M.vcDougall, New York. 
 The Study of English Composition as a Means of Acquiring Power. — Miss Georgia 
 
 Alex.-\nder, Indiana. 
 Teaching our Language to Non-English-Speaking Pupils. — Gustave Strauben- 
 .MUi.LER, New York. 
 
 THE DEPARTMENT OF MANUAL TRAINLMG 
 
 This department was organized as the Department of Industrial Education at the 
 meeting at Minneapolis, .\ugust 3-6, 1875. The name was changed in iSgo to the 
 Department of Industrial and Manual Training, and in iSgg to the Department of 
 Manual Training. 
 
 OFFICERS 
 
 1876 B.\LTIMORE. MD. 1888 
 Pres.. S. R. Thompson, Lincoln, Neb. 
 
 V.-Pres.. S. P. Roberts. Ithaca, N. Y. 
 Sec. Chas. G. Lacy. Minneapolis, Minn. 
 
 1877 LOUISVILLE. KY. 
 
 Pres., Manly Miles. Champaign. III. 1889 
 
 V.-Pres., E. M. Pendleton, Athens. Ga. 
 Sec. Chas. G. Lacy, Minneapolis. Minn. 
 
 1878 Xo Meeting 
 
 1879 PHILADELPHIA. PA. 1890 
 Pres., J. D. Runkle. Boston. Mass. 
 
 V.-Pres.. L. S. Thompso.n. Lafayette, Ind. 
 Sec, Chas. G. Lacy. Minneapolis, Minn. 
 
 1880 CHAUTAUQUA. N. Y. 
 
 Pres.. E. E. White. Lafayette, Ind. 1891 
 
 V.-Pres., Alex. Hogg, College Station. Tex. 
 Sec, H. B. Whittington, Philadelphia, Pa. 
 
 1881 ATLA.VTA. GA. 
 
 Pres.. E. E. White. Lafayette, Ind. 1892 
 
 V.-Pres., W. W. Folwell, Minneapolis, 
 
 Minn. 
 Sec, S. R. Thompson, Lincoln, Neb. 
 
 1882 SAR.VrOGA SPRINGS. N. Y. 1893 
 Pres.. C. O. Thompson. Worcester, Mass. 
 
 V.-Pres.. H. H. Fick. Cincinnati. O. 1894 
 
 Sec, S. R. Thompson, Lincoln, Neb. 
 
 1883 SAR.VrOGA SPRINGS, N. Y. 
 
 Pres.. C. M. Wooowakd. St. Louis. Mo, 
 
 V.-I'res.. W. W. Folwell, Minneapolis, 1895 
 
 Minn. 
 Sec. S. R. Thompson, Lincoln, Neb. 
 
 1884 MADISON. WIS. 
 
 Pres., C. M. WooDWAKU. St. Louis. Mo, 1896 
 
 V.-Pri-».. H. H. Belukli). Chicago. III. 
 Sec. E. A. Sincek. Philadelphia, Pa. 
 
 1885 SARATOGA SPRI.NGS. N. Y. 
 Pren., H. H. Helfielo. Chiiago, III. 
 
 V.-Pren., James MacAlistkk, I'hiladelphia 1897 
 
 Pa. 
 Sec, S. H. Thompson, Lincoln, Neb. 
 
 1886 KjPKKA. KANS. 
 
 Pres., James Ma<-Alistek. Philadelphia. 
 
 Pa. i8g8 
 
 V.-Prcn., J. M. Okuway, New (Jrlcans, La. 
 Sec, W. F. M. Goss, Lufaycllc, Ind. 
 
 1887 cniCA<;(J. ILL. 
 
 I're». J. M. OkUWAV, New Orleans, Iji. 189Q 
 
 V.-Pres., J. A. WlcKKHHHAU, Terfc Haute. 
 
 Ind. 
 Sec, J. D. Wai.tehs, .Manhattan. Kann. 
 
 SAN FRANCISCO, CAL. 
 
 Pres., G. T. Fairchild, Manhattan. Kans. 
 
 V.-Pres., H. M. Leipzujer. New York, 
 N. Y. 
 
 Sec, S. R. Thompson, New Wilmington, Pa. 
 
 NASHVILLE, TENN. 
 
 Pres., G. T. Fairchild, Manhattan, Kans. 
 
 V.-Pres., H. H. Belfield, Chicago, III. 
 
 Sec, A. J. RiCKOFF, New York. N. Y. 
 
 ST. PAUL. MINN. 
 (Industrial Education and Manual Training) 
 
 Pres., A. J. RiCKOFF. New York, N. Y. 
 
 V.-Pres., J. M. C)rd\vay. New Orleans. La. 
 
 Sec, Henry A. Wise, Ualliniore, Md. 
 
 TORONTO. ONT. 
 
 Pres., Lewis McLouth. Brookings. S. D. 
 
 V.-Pres. William Sayre, Philadelphia, Pa. 
 
 Sec, Geo. S. Mills, Toledo, O. 
 
 SARATOGA SPRINGS, N. Y. 
 
 Pres., H. M. Leipziger. New York, N. Y. 
 
 V.-Pres., W. M. Bearoshear, Ames. la. 
 
 Sec, E. R. Booth. Cincinnati. O. 
 
 No Meeting — Sec Inlernalional Congress of 
 Education. 
 
 ASBURY PARK, N. J. 
 
 Pres.. W. M. Beardshear. Ames, la. 
 
 V.-Pres., A. C. Gordon. Minnesota 
 
 Sec. W. B. Friedberg, New York, N. Y 
 
 DENVER. COLO. 
 
 Pres., E. R. Booth. Cincinnati. O. 
 
 V.-Pres., A. N. Ebaugh, Baltimore, Md. 
 
 Sec, Chas. D. Larkins, Brooklyn, N. Y. 
 
 BUFFALO, N. Y. 
 
 Pres., Chas. II. Keyf:s, Pasadena, Cal. 
 
 V.-Pres., W. H. Mai;ruder,. Agricultural Col- 
 lege, Mi.ss. 
 
 5h-c, Ahhy L. MarlatT, Providence, R. I. 
 
 .MILWAUKEE. WIS, 
 
 Pres., OscAK Clutk. Ltike City, Fla. 
 
 V.-l'res.. Mra. N. S. Kedzie, Manhattan. 
 Kans. 
 
 Sec, JuDsoN K. Hoyt, Menomonie, Wis. 
 
 WASHING roN. 1). C. 
 
 Pre*., Edward (). Sisson. Peoria, 111. 
 
 V.-Pre»., W. R. Lazendy, Columbus, O. 
 
 Sec, JuDsoN E. Hoyt. Menomonie, Wis 
 
 L(JS ANGELES. CAL. 
 
 PreH., JuDsoN E. Hoyt, Menomonie, WiH. 
 
 V.-I'rc«., Pehla G. Bowman. Columbus, O. 
 
 Sec. Charles A. Bennett, I'eoria, III.
 
 6o4 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Manual 
 
 igoo CHARLESTON, S. C. 
 
 Pres., Charles H. Keyes, Hartford, Conn. 
 V.-Pres., Charles A. Bennett, Peoria, 111. 
 Sec, L. A. BurHANAN, Stockton, Cal. 
 
 1901 DETROIT, MICH. 
 
 Pres., Charles A. Bennett, Peoria. 111. 
 V.-Pres., B. A. Lenfest. Waltham, Mass. 
 Sec, L. A. Buchanan, Stockton, Cal. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres., C. R. Richards, New York, N. Y. 
 V.-Pres., C. F. Warner, Springfield, Mass. 
 Sec, J. H. Trybom, Detroit, Mich. 
 
 1903 BOSTON, MASS. 
 
 Pres., C. F. Warner. Springfield, Mass. 
 V.-Pres., J. E. Painter, Minneapolis. Minn. 
 Sec, C. L. Kirschner, New Haven, Conn. 
 
 1904 
 
 1905 
 
 1906 
 1907 
 
 ST. LOUIS, MO. 
 
 Pres., A. H. Chamberlain, Pasadena, 
 
 Cal. 
 V.-Pres., C. L. Kirschner, New Haven, 
 
 Conn. 
 Sec, Frank M. Le.witt, Boston, Mass. 
 
 A.SBURY park anu OCEAN GROVE. 
 Pres., A. H. Chamberlain, Pasadena. Cal. 
 V.-Pres., C. L. Kirschner. New Haven, 
 
 Conn. 
 Sec, Frank M. Leavitt, Roxbury, Mass. 
 
 No Meeting. 
 
 LOS ANGELES, CAL. 
 
 Pres., Frank M. Leavitt, Roxbury, Mass. 
 
 V.-Pres., C. R. Bates, Port Deposit, Md. 
 
 Sec, Oscar L. McMurrv, Chicago, 111. 
 
 TOPICS 
 
 1876 President's Address — The Legitimate Field of the Industrial Department. — S. R. 
 
 Thompson. 
 
 The Industrial Education of Women. — Ezra S. Carr, CaHfornia. 
 
 Instruction in Manual Arts in Connection with Scientific Studies. — Manly Miles, 
 Illinois. 
 
 What Can Be Done to Secure a Larger Proportion of Educated Labor among 
 Our Producing and Manufacturing Classes ? — Wm. C. Russell, New York. 
 
 What Are the Legitimate Duties of an Agricultural Professor ? — 'E. M. Pendle- 
 ton, Georgia. 
 
 Drawing as an Element of Advanced Industrial Education. — C. B. Stetson, Massa- 
 chusetts. 
 
 Required Adjustments in Scientific Education; with Special Reference to Instru- 
 mental Drawing. — S. Edward Warren, New York. 
 
 1877 Relation of the Common School to Industrial Education. — S. R. Thompson, 
 
 Nebraska. 
 
 Systematic Manual Training or Labor in Industrial Education. — Geo. T. Fair- 
 child, Kansas. 
 
 The Russian System of Mechanical Art Education. — J. D. Runkle, Massachusetts. 
 
 The Relation of Manual Labor to Technological Training. — Chas. O. Thompson, 
 Massachusetts. 
 
 1878 No Meeting. 
 
 1879 Educated Labor. — L. S. Thompson. 
 
 The Beginning of Industrial Education. — M. A. Newell, Maryland. 
 
 Destitute Children. — John Hitz, District of Columbia. 
 
 The Use of Modeling in Education. — Edward A. Spring, New Jersey. 
 
 1880 Technical Training in American Schools. — E. E. White, Indiana. 
 Technical Instruction in the Land Grant Colleges. — J. M. Gregory, Illinois. 
 
 1 88 1 Industrial Education. — E. E. White, Ohio. 
 
 Annual Report of the Industrial Department. — S. R. Thompson, Nebraska. 
 The Decay of Apprenticeship. — L. S. Thompson, Indiana. 
 
 1882 The National Industrial College: Its History, Work, and Ethics.— E. E. White, 
 
 Purdue University. 
 The Function of an American Manual Training School. — C. M. Woodward, 
 
 Missouri. 
 Annual Report of the Secretary of the Industrial Department. — S. R. Thompson, 
 
 Nebraska. 
 Dexterity before Skill. — George T. Fairchild, Kansas. 
 
 1883 The Fruit of Manual Education. — C, M. Woodward, Missouri, president. 
 Moral Influence of Manual Training. — J. R. Buchanan, Massachusetts. 
 Drawing in Grammar Schools. — Walter S. Perry, Massachusetts. 
 
 1884 A Layman's Views of Manual Training. — Augustus Jacobson, lUinois. 
 Technical and Art Education in Public Schools, as Elements of Culture. — Felix 
 
 Adler, New York. 
 Hand Work in Public Schools. — John M. Ordway, Louisiana.
 
 Training] TITLES OF PAPERS AXD DISCUSSIONS 605 
 
 1885 Report of the Progress of Industrial Education During the Year.— S. R. Thomp- 
 
 son, Pennsylvania. 
 The Educational \alue of Manual Training. — Charles Ham, Illinois. 
 Outline of Work for a Manual Training School. — \Vm. F. M. Goss, Indiana. 
 
 1886 Manual Training from the Other Side. — Geo. F. M.vgoun, Iowa. 
 
 The Reports of this Department this year are meager and unsatisfactory. 
 
 1 887 No papers, but e.xtended discussions on various topics. - 
 
 1888 Si)me Limitations in Industrial Training. — Geo. T. Fair'child. 
 
 .\ Brief Summary of the Progress of Industrial Education during the Year. — S. R. 
 Thompson, Pennsylvania. 
 
 The Relation of Industrial and Moral Training in Our Schools. — Z. Richards, 
 District of Columbia. 
 
 The Power and Utility of Industrial Education in Our Grammar Schools. — T. O. 
 Crawford, California. 
 
 The Relation of Manual Training Schools to Technical Schools. — C. M. Wood- 
 ward, Missouri. 
 
 1889 Ways, Means, and Maxims in Manual Training. — J. D. Walter, Kansas. 
 Industrial Education in the South. — B. G. Northrop, Connecticut. 
 
 1890 Classification, Nomenclature, and Practical Details of Manual Training. — ^C. M. 
 
 WooDW.VRD, St. Louis, Missouri. 
 
 1 89 1 The President's Opening Address — Some Definitions. — Lewis M'Louth, South 
 
 Dakota. 
 The Teacher of Tool Work. — C. M. W'oodward, Missouri. 
 Manual Training, and Its Place in the Educational System of Ontario. — N. WoL- 
 
 VERTON, Ontario. 
 
 1892 Education as .\ffected by Manual Training. — Henry M. Leipziger, New 
 
 York. 
 The Relation of the Kindergarten to Manual Training. — Caroline T. Haven, 
 
 New York. 
 Manual Training from the Kindergarten to the High School. — Charles A. 
 
 Bennett, New York. 
 Sloyd as an Educational Subject. — J. M. Trybom, Massachusetts. 
 Business Education: Its Place in the American Curriculum. — S. S. Packard, 
 
 New York. 
 Manual Training in New York City Schools. — -Paul IIoffm.v.v, New York. 
 
 1893 No Meeting. 
 
 1894 Drawing — Its Relation to Manual Training and the Industrial Arts. — John C. 
 
 Miller, Illinois. 
 Organizations and Plans for Manual-Training Schools. — C. M. Woodward, 
 
 Missouri. 
 The Progress of Manual Training. — Henry M. Leipziger, New York. 
 The Hygienic Relation ni Dress to Induration. — R. Anna Morris, Iowa. 
 Manual-Training Methods in Philadelphia Public Schools. — J. Liberty Tadd, 
 
 Pennsylvania. 
 
 1895 President's .'\ddrcss — The Philo.so|)hy of Manual Training. — E. R. Booth, Ohio. 
 The Modifn ation of Secondary-School Courses Must Demanded by the Condi- 
 lions of Today, and Most Ignored l)y the Committee of 'Vvn. — Charles II. 
 Keyes, California. 
 
 Industrial Efluc ation a Necessity of the Times. — Albert R. Robinson, Illinois. 
 
 The EfTcc Is of Manual Tniining.^ — Charles D. Larkins, New York. 
 
 .'\ I'lea for the Systematic Extension of Industrial Training from the Kindergarten 
 
 to (irammar S< hools.— Miss Mary A. Pinney, Connectii ut. 
 Industrial Training as Aj)j)lied to Indian S( hools. — R. H. Pratt, Pennsylvania. 
 
 1896 The Need of Manual Training for Girls. — Mrs. Nellie S. Kedzie, Kansas. 
 Physii al Effcr ts of Sloyd. Flora J. White, .Mass.w husetts. 
 
 Manual Training in the Public Schools of the Smaller Cities. — Judsd.n I'.. Ilovr, 
 
 Wisconsin. 
 Manual Training and the Course of Study.- C. F. Carroll, Ma.ssarhusetts. 
 The .Aesthetic Principle in Manual Training, ("harles A. Bennktt, New York. 
 
 1897 I'rcsidcnI's .Addrc-ss The- Head and llie Hand. f)SCAR Cl.UTE, Florida. 
 .Mental Results from Manual Training. — Fciward O. SissoN, Illinois. 
 
 Scjmc Possible Relalion.s of Nonnal Si hools to Manual Training. — W. D. Parker, 
 Wi.sconsin.
 
 6o6 NATIONAL EDUCATIONAL ASSOCIATION [Manual 
 
 1898 Education for the Industrial Classes. — J. L. Snyder, Michigan. 
 
 Domestic Science as a Synthetic Study for Girls. — Mrs. Ellen H. Richards, 
 
 Massachusetts. 
 Manual Training in Horticulture. — A\illi.^m R. L.a.zenby, Ohio. 
 Report of Committee on Hindrances and Helps to Manual Training and Industrial 
 
 Education. — George A. Robbins, Illinois, chairman. 
 
 1899 The Teacher in the Manual-Training School. — Walter A. Edwards, California. 
 The Educational \'alue of Metal-Working. — Vinton S. P.a.essler, New York. 
 Constructive Work in the Elementar\- Schools. — Gertrude E. English, Illinois. 
 Correlation of Manual Training with Other Branches of Study. — James E. Addi- 
 
 cott, California. 
 The Manual-Training System of Los Angeles. — Annette Johnson, California. 
 
 1900 Teaching Trades in Connection with the Public Schools. — Ch.a.rles F. \\'arner, 
 
 Massachusetts. 
 Character, Content, and Purpose of High-School Courses in Manual Training. — 
 
 B. A. Lenfest, Massachusetts. 
 Manual Training for the Ordinary High School. — James H. Van Sickle, 
 
 Maryland. 
 
 1901 Te.xtile .Arts as Constructive Work in Elementary Schools. — Cl.\ra Isabel 
 
 Mitchell, Illinois. 
 Artistic Handicraft in Primary and Intermediate Grades. — Helen M. M.axwell, 
 
 Minnesota. 
 The Relation of Manual Training to Technical Education. — V. G. Cltrtis, Ohio. 
 Education for the Trades in America — What Can Technical High. Schools Do for 
 
 It. — Charles F. Warner, Massachusetts. 
 
 1902 From the Practical to the Intellectual in the Shop. — Arthur W. Richards, New 
 
 York. 
 The Field of Shop-Work in the Elementary School. — J. E. Painter, Minnesota. 
 Possibilities of Art Education in Relation to Manual Training. — Ernest F. 
 
 Fenellosa, Alabama. 
 Practical Co-operation between Art and Manual Training. — Harold Peyser, 
 
 New York. 
 
 1903 Education for the Trades: From the Standpoint of the Manufacturer. — Milton 
 
 P. HiGGlNS, Massachusetts. 
 
 The Demand for Trade Schools: From the Educator's Point of Mew. — Arthur 
 Henry Chamberlain, California. 
 
 The Organization of Trade Schools: From the Point of View of a School Superin- 
 tendent. — Thomas M. Balliet, Massachusetts. 
 
 The Organization of Trade Schools: From the Point of View of a Trade-School 
 Director. — Arthur L. Williston, New York. 
 
 The Attitude of Trade Unions toward Trade Schools. — William H. Sayward, 
 Massachusetts. 
 
 Craftsmanship in Education. — Leslie W. Miller, Pennsylvania. 
 
 Art Instruction as Related to Manual Work. — Alfred Vance Churchill, New 
 York. 
 
 Indian Basketn, — Its Poetry and Symbolism. — George Wharton James, Cali- 
 fornia. 
 
 Manual Training in the Elementary School. — Elizabeth Euphrosyne Langley, 
 Illinois. 
 
 The Boy and His Handicraft at Home. — George H. Bryant, Rhode Island. 
 
 Hand-Work for High-School Girls. — Abby L. Marlatt, Rhode Island. 
 
 Manual Training versus the Manual Arts. — James Parton H.aney, New York. 
 
 1904 The Constructive Idea in Education. — Wilbur S. J.\ckman, Illinois. 
 Manual Training in Sweden. — Carl Lidman, of the Swedish Commission. 
 Reports on Work as Shown by Exhibits. — Various Authors. 
 Manual-Training High Schools or Manual Training in High Schools. — Charles 
 
 B. Gilbert, New York. 
 What May Be Done for Manual Training in Country Schools ? — Alfred Bayliss, 
 
 Illinois. 
 Progress of the South, as Shown by E.xhibits. — Brown Ayres, Louisiana. 
 
 1905 President's Address — The Problems That Perplex. — .\rthur Henry Chamber- 
 
 L.AIN, California. 
 How Can Class Teachers Be Educated to the Value of Manual Training ? — F. M. 
 McMurry, New York.
 
 Training] THE NATIONAL COUNCIL OF EDUCATION 607 
 
 1906 Industrial Training in Public Evening Schools. — Charles F. Warner, Massa- 
 chusetts. 
 
 The Necessity for Special Manual-Training High Schools. — Charles H. Keyes, 
 Connecticut. 
 
 Forms and Limitations of Handwork for Girls in the High School. — Katharine 
 E. Dopp, Illinois. 
 
 1906 No Meeting. 
 
 THE NATIONAL COUNCIL OF EDUCATION 
 
 HISTORICAL SKETCH 
 
 The first recorded suggestion of a National Council of Pxlucation in this country is 
 to be found in the editorial columns of the National Journal 0/ Education, of Boston, in 
 the issue of July 24, 1879, from the pen of the founder and editor of that journal, Hon. 
 Thomas \V. Bicknell. In a column article, Mr. Bicknell set forth various reasons for the 
 formation of a Congress or Council of Education, outlined its constitution as a repre- 
 sentative body, holding annual or biennial meetings, discussing questions involving the 
 principles and philosophy of education, and sustaining an advisory relation to state and 
 national systems of education. In several subsequent issues of that journal, editorials 
 appeared, setting forth more fully the scope of the proposed Council and soliciting the 
 opinions of American educators. Articles also appeared from correspondents in different 
 parts of the country indorsing the proposed Council and offering valuable suggestions as 
 to its structure, purposes, and relations to the educational world. In the autumn of 1879 
 several state organizations passed resolutions in favor of a National Council. As time 
 passed, many prominent educators wrote and spoke favorably of the project — notably E. 
 E. White, of Ohio; W. F. Phelps, of Minnesota; Samuel Elliot, of Boston; W. T. Harris, 
 of St. Louis; John Hancock and .\. J. Rickoff, of Ohio; W. E. Sheldon, of Boston; 
 B. G. Northrop, of Connecticut; J. P. Wickersham of Pennsylvania, and others. 
 
 So much interest had been awakened in the matter of a Council, that Mr. Bicknell 
 was invited to read a paper before the Superintendents' Section of the National Educa- 
 tional Association at Washington, D. C, in February, 1880, on "A National Council of 
 Education." The report of that meeting states that Mr. Bicknell discussed the work 
 of existing organizations, urged the need of a more careful and deliberate examination 
 of educational questions by a body of experts in the science and art of education; quoted 
 the opinions of leading men in all parts of the country favoring such a body; showed 
 some of the advantages to be derived, and recommended the formation of such a Council 
 at Chautauqua, N. Y. at the next session of the National Educational .Association. The 
 features (A the work of the Council, he argued, would be instigational, scientific, and 
 delilx-rative; its prerogative, only advisory and recommendatory, bearing the weight of 
 the well-matured cf)nviclions of the best tea( hers and wisest educators. 
 
 The discussion whi( h followed was jjarticipated in by W. T. Harris, of Missouri; 
 J. P. Wickersham, of Pennsylvania; .'\. P. Marble and D. \\. Hagar, of Massachu.setts; 
 Aaron Gove, of Colorado; H. S. TarlK-il and J. H. Smart, cf Indiana; CJ. J. Orr, of 
 Getjrgia, and others, all of whom favored the formation cf a C< uncil and ])resented various 
 suggestions as to its formation and work. On motion, it was voterl that a (ommiltee Ix- 
 a[>{x}inted to prepare a plan of organization to Ix- rep<irted to ihc Ixiard of directors of 
 the N. E. A. at Chautauqua, N. Y., in July. 1880. 
 
 This committee consisted of Me.ssrs. Bicknell, of Massac hu.sett.s, chairman; Wilson, 
 of Washington; Wickersham, of Pennsylvania; Harris, cf Missouri; Hagar, of Ma.ssa- 
 chusetts; Tarbell, c)f Indiana; Pendleton, of Ohii ; Shepard, of Maryland; Gove, of 
 Colorado; Orr, c>f C.c-orgia; ancl Sm.irt of Indiana. This committee, after long and 
 careful discassion of varicjus methods of organizations, niacjc- a report, through its c hair- 
 man to the Dircctc^rs of the N. K. A. at Chaulauf|ua, N. Y., on July 14, i88o,_which,
 
 6o8 NATIONAL EDUCATIONAL ASSOCIATION [National 
 
 after discussion by the board, was unanimously approved and recommended to the N. E. 
 A. for adoption. This report is not presented here since its essential recommendations 
 were all embodied in the Constitution which follows. 
 
 The report of the Committee on a National Council of Education was received by 
 the Association from the board of directors, and adopted unanimously. Subsequently 
 members were elected in accordance with the recommendations of the report of the Com- 
 mittee on Organization. These members met and elected James McCosh, of New 
 Jersey, as temporary chairman, and Thomas W. Bicknell, of Massachusetts, as secretary. 
 The following constitution was then adopted: 
 
 CONSTITUTION AND BY-LAWS 
 
 Preamble. In order to consider educational questions of general interest and of 
 public importance, and to formulate such conclusions as may be reached, the National 
 Council of Education is organized within the National Educational Association, and 
 adopts the following constitution: 
 
 Article i. This organization shall be called the National Council of Education. 
 
 Art. 2. Any member of the Association identified with educational work is eligible 
 to membership in the Council, and after the first election such membership shall continue 
 for six years, except as hereinafter provided. 
 
 Art. 3. At the first election of members to this Council, the several departments, 
 namely, the Elementary, the Higher, the Normal, the Superintendents, and the Indus- 
 trial, shall elect three members each. The directors of the Association shall elect twelve 
 other members and the Council thus constituted of 27 members shall elect 24 additional 
 members, making the total number of the Council 5 1 persons. 
 
 Art. 4. The term of service of the several members of the Council chosen at the first 
 election shall be arranged by the executive committee of the Council. 
 
 Art. 5. At all subsequent elections each of the several departments shall elect bien- 
 nially one member. The directors shall elect annually two members, and the Council 
 shall elect annually four members, who shall hold office for six years, or until their suc- 
 cessors are appointed. 
 
 Art. 6. The annual election of members of the Council shall be held in connection 
 with the annual meetings of the Association. If any department of the Association or the 
 board of directors shall fail for any reason to fill its quota of members annually, the vacancy 
 or vacancies shall be filled by the Council. 
 
 Art. 7. The Council shall hold an annual meeting in connection with the meeting 
 of the Association, and such other meetings as may be provided for by vote of the Council. 
 
 Art. 8. If a member fail to attend the annual meetings of the Council for two consecu- 
 tive years, his place shall be considered vacant, unless he be excused by a two-thirds 
 vote of the Council. A vacancy caused by absence, by death, or for any other cause, 
 shall be filled by the Council. 
 
 Art. 9. No state shall be represented by more than eight members in the Council. 
 
 Art. 10. The officers of the Council shall be a President, a Vice-President, and a 
 Secretary. An executive committee, consisting of the three officers above named and 
 four other members, shall be appointed, and such other committees as may from time 
 to time be necessary. The three officers and the other members of the Executive Com- 
 mittee shall be elected annually, at the time and place of the annual meeting of the Asso- 
 ciation, and shall continue in office until their successors are chosen. It shall be one of 
 the duties of the Executive Committee to make an annual report of the doings of the 
 Association. 
 
 Art. II. This constitution may be altered or amended at a regular meeting, by the 
 unanimous consent of the members present, or by a two-thirds vote of the members 
 present, in case such alteration or amendment has been proposed in writing at a previous 
 regular meeting, and any provision may be waived, at any regular meeting, by unanimous 
 consent. 
 
 Art. 12. By-laws not in violation of this constitution may be adopted by a two- 
 thirds vote of the Council. 
 
 MEMBERS 
 
 Israel W. Andrews, Marietta, O. Anna C. Brackett, New York City. 
 
 Henry Barnard, Hartford, Conn. Edward Brooks, Millersville, Pa. 
 
 Newton Bateman, Galesburg. 111. N. A. Calkins, New York City. 
 
 Grace C. Bibb, Columbia. Mo. D. N. Camp New Britain, Conn. 
 
 Thomas W. Bicknell, Boston, Mass. A. L. Chapin, Beloit, Wis.
 
 Councill 
 
 THE NATIONAL COUNCIL OF EDUCATION 
 
 609 
 
 J. W. Dickinstin. Boston. Mass. 
 John Eaton. Washington. D. C. 
 W. W. Folwell. Minneapolis. Minn. 
 D. C. Giiman. Baltimore. Md. 
 .\aron Gove, Den\-er, Colo. 
 S. S. Greene, Providence, R. I. 
 J. M. Gregory, Urbana. 111. 
 W. T. Harris. St. Louis. Mo. 
 John Hancock. Dayton. O. 
 W. D. Henkle. Salem. O. 
 
 D. B. Hagar. Salem, Mass. 
 
 E. C. Hewett. Normal. 111. 
 Ellen Hyde. Framingham. Mass. 
 
 E. S. Joyncs. Knowille. Tenn. 
 
 F. A. March. Easton. Pa. 
 Lemuel Moss. Bloomington. Ind. 
 
 A. P. Marble. Worcester. Mass. 
 James McCosh. Princeton. N'. J. 
 W. A. Mowry. Providence. R. I. 
 M. A. Xcweli. Baltimore Md. 
 
 B. G. Northrop. Hartford. Conn. 
 
 Edward Olney, Ann Arbor, Mich. 
 G. J. Orr, Atlanta, Ga. 
 John E. Peaslee. Cincinnati. O. 
 W. F. Phelps. Winona. Minn. 
 John D. Philbrick. Boston. Mass. 
 J. L. Pickard, Iowa City, la. 
 A. J. Rickoff. Cleveland. O. 
 C. C. Rounds. Farmington. Me. 
 W. H. RutTner, Richmond. Va. 
 H. E. Shepard. Baltimore. Md. 
 J. H. Smart. IndianapoUs, Ind. 
 F. Louts Soldan. St. Louis. Mo. 
 E. T. Tappun, Gambler. O. 
 H. S. Tarbell, Indianapolis. Ind. 
 H. S. Thompson. Columbia. S. C. 
 C. O. Thompson. Worcester, Mass. 
 S. R. Thompson. Lincoln, Neb. 
 E. E. White, Lafayette, Ind. 
 J. P. Wickersham, Harrisburg. Pa. 
 J. O. Wilson. Washington, D. C. 
 
 At 11:00 A. M., on Friday, July 16, the Council met on the call of the president, 
 when the Committee on Nominations presented the folUnving names for officers for 1880, 
 and they were elected. 
 
 President. — Thomas W. Bicknell. Massachusetts. 
 
 Vice-President. — James McCosh. New Jersey. 
 
 Secretary. — F. Louis .Soldan, Missouri. 
 
 Elxecutive Committee (with the above). — J. P. Wickersham. Pennsylvania; 
 
 E. E. White. Indiana; .Anna C. Brackctt, New York; Wm. H. Ruffner, Virginia. 
 
 It was voted to publish a circular containing a statement of the purpo.ses of the 
 Council, the report of the committee, the constitution, and a list of members. It was 
 also voted to hold the first meeting in connection with, but prior to, the ne.xt annual meet- 
 ing of the National Educational Association. The Council of Education then adjourned. 
 
 The Constitution of the Council has been variously amended since organizalitim 
 as may be determined by reference to the annual voluincs of Proceedings since 18S0. 
 
 CONSTITUTION- 
 
 PREAMBLE 
 
 The National Council cjf Education shall have for its object the consideration and 
 discussion i>{ eflurational i|uestions of general interest and public im])ortan(e, and the 
 presentation, thru printed re])f)rts, of the substance of the discussions and the conclusions 
 formulated. It shall be its (jbjec t to reach and di.sseminate correct thinking on edu( a- 
 tional questions; and, for this ])urpf).se, it shall be the aim of the Council, in conducting 
 its di.sc u.ssicjns, to defme and stale with accuracy the different views and theories on the 
 subject under c onsidcration, and, secondly, to cliscover and represent fairly tlie grounds 
 and rea.sons for eac h theory or view, so far as to show, as c (>m])lelcly as jxhssible, the genesis 
 of ojunion on the subjec t. It shall be the duty of the Council, in pursuance of this object, 
 to encourage from all its mcmlx-rs the most t areful statement of cliiTerences in ojiinion, 
 together with the ( om|)letest statc-mcnt of grounds for the same. It shall further rc(|uire 
 the careful jire.servalion and presentation of the- individual clifferences of opinion, wlien- 
 ever grounds have been furnished for the same by members of the Council. It shall 
 invite the freest di.scu.ssion and emlxxly the- new suggestions developccl by sue h di.scu.ssions. 
 Any meml)cr making sue h suggestion or objection may put in writing his view, and the 
 grounds therefor, and furnish the same to the sec re-t;iry for the reeords of the- Council. 
 It shall prepare, thru its |)resiclc-nt, an annual report to the National Edue ational .Assoc ia- 
 ticjn, setting forth the cjueslions c onsiderecl by the Council during the- previous year, 
 and [)Iacing Iwfore the As.soe ialion, in succinct form, the work accomplished. It .shall 
 cmliody in this reixirt a survey of those edue ational topics which seem to call for any 
 ae tion on the part e)f the As.soeialion. The- Chuik il sli.ill .t|)poiiit, out of ils own iuiiid)er, 
 
   InrluilinK all amrndmrnlii to i(«07.
 
 6io NATIONAL EDUCATIONAL ASSOCIATION LNational 
 
 committees representing the several departments of education, and thereby facilitate the 
 exchange of opinion among its members on such special topics as demand the attention of 
 the profession or of the public. 
 
 \ 
 
 ARTICLE I — MEMBERSHIP 
 
 1. The National Council of Education shall consist of sixty members, selected from 
 the membership of the National Educational Association. Any member of the Associa- 
 tion identified with educational work is eligible to membership in the Council, and, after 
 the first election, such membership shall continue for si.x years, except as hereinafter 
 provided. 
 
 2. In the year 1885 the Board of Directors shall elect eight members — four members 
 for six years, two for four years, and two for two years, and the Council shall elect eight 
 members — five members for six years, two for four years, and one for two years; and 
 annually thereafter the Board of Directors shall elect five members and the Council five 
 members, each member, with the exception hereinafter provided for (sec. 5), to serve 
 six years, or until his successor is elected. 
 
 3. The annual election of members of the Council shall be held in connection with 
 the annual meetings of the Association. If the Board of Directors shall fail, for any 
 reason, to fill its quota of members annually, the vacancy or vacancies shall be filled by 
 the Council. 
 
 4. The term of service of the several members of the Council chosen at the first 
 election shall be arranged by the E.xecutive Committee of the Council. 
 
 5. The absence of a member from two consecutive annual meetings of the Council 
 shall be considered equivalent to resignation of membershiyj, and the Council shall fill 
 vacancies caused by absence from the Council as herein defined, as well as vacancies 
 caused by death or resignation, for the unexpired term. All persons who have belonged 
 to the Council shall, on the expiration of their membership, become honorary members, 
 with the privilege of attending its regular sessions and participating in its discussions. 
 No state shall be represented in the Council by more than eight members. 
 
 ARTICLE II — QUALIFICATION FOR MEMBERSHIP 
 
 All members of the Council shall be either life or active members of the National 
 Educational Association. 
 
 ARTICLE III MEETINGS 
 
 There shall be a regular annual meeting of the Council held at the same place as 
 the meeting of the National Educational Association, and at least two days previous to 
 this meeting. There may be special meetings of the Council, subject to the call of the 
 Executive Committee, but the attendance at these meetings shall be entirely voluntary. 
 A majority of the Council shall constitute a quorum for the transaction of business at 
 any meeting, whether regular or called; but any less number, exceeding eight members, 
 may constitute a quorum for the transaction of business at the regular annual meeting, as 
 defined in this article. 
 
 ARTICLE IV — THE WORK OF THE COUNCIL 
 
 The Council shall, from time to time, undertake to initiate, conduct, and guide the 
 thoro investigation of important educational questions originating in the Council; also 
 to conduct like investigations originating in the National Educational Association, or 
 any of its departments, and requiring the expenditure of funds. 
 
 ARTICLE V — THE APPOINTMENT OF SPECIAL COMMITTEES AND EXPERTS 
 
 In the appointment of special committees, and in the selection of writers and speakers, 
 it shall be the privilege of the Council to appoint such experts, whether members of the 
 Council or not, as are deemed best qualified to conduct investigations. 
 
 ARTICLE VI — OFFICERS 
 
 At the annual election of officers in 1Q04 the president of the Council shall be elected 
 for a term of three years, the vice-president for a term of two years, and the secretary 
 for a term of one year; and thereafter annually the vacancy caused by the outgoing officers 
 shall be filled by the election of one person for a term of three years. 
 
 It shall be the duty of the president of the Council to prepare, with the assistance and 
 approval of the Executive Committee, such a program for the annual meeting as shall 
 realize as fully as practicable the purposes for which the Council was organized and exists.
 
 Council] THE NATIONAL COUNCIL OF EDUCATION 61 1 
 
 ARTICLE VII — STANDING COMMITTEES 
 
 1. There shall he four standinp; committees: an Executive Committee, a Committee 
 on Memlx^rshij), a Committee on Educational Progress, and a Committee on Investiga- 
 tions and Appropriations. 
 
 2. The Executive Committee shall be composed of the jiresident of the Council and 
 of three other members, whose terms of ofl'ice shall be so arranged that one new member 
 may be chosen each year, beginning with the year iSi)(). 
 
 3. It shall be the duty of the Executive Committee to provide an annual program by 
 selecting, whenever feasible, subjects for investigation, and appointing committees to 
 conduct such investigations. It shall be the duty of the Executive Committee to carry 
 out the provisions contained in this constitution referring to volunteer and invited papers. 
 It shall be the duty of the Executive Committee to provide a place on the i)rograin for 
 the report on any investigatit)n which may be ordered by the National Educational Asso- 
 ciation or its departments. 
 
 4. The Committee on Mcmbershi]) shall be composed of the ])resident of the Council 
 and six other meml>ers, who.se terms of office shall be so arranged that two vacancies may 
 be filled every year, beginning with iSgc). 
 
 5. There shall be appointed annually a committee of one to submit, at the next 
 meeting, a report on "Educational Progress during the Past Year," in which a survey 
 of the important movements and events in education during the preceding year is given. 
 This committee need not be selected from the members of the Council. 
 
 6. The Committee on Investigations and A])])roprialions shall be composed of nine 
 members, whose terms of ofTice shall be so arranged that three vacancies may be filled each 
 year, beginning with 1903. No proposal to appoint a committee to undertake an educa- 
 tional investigation of an\' kind, and no proposal to ask the Board of Directors of the 
 Association for an appropriation for any purpose, shall be acted upon until such proposal 
 has been referred to this Committee on Investigations and Appropriations for report. 
 
 ARTICLE VIII — THE DUTIES OF THE COUNCIL 
 
 1. It shall be the duty of the Council to further the objects of tlie National l'",du( ational 
 Association, and to use its best efforts to promote the cause of education in general. 
 
 2. The meetings of the Council shall be, for the most i)art, of a "round table" 
 character. 
 
 ARTICLE IX — AMENDMENTS 
 
 This constitution may be altered or amended at a regular meeting of the Council, by 
 a two-thirds vote of the members present, and any provision may be waived at any regular 
 meeting by unanimous consent. 
 
 By-laws not in violation of the constitution may be adojjted by a two-thirds vote of 
 the Council. 
 
 KXF.CLTIVK OFFICKRS OF IHF .WIIONAr, COIJN'CII, FROM 1881-1007 
 
 1881 .\TLAVrA. OA. 1887 CMIC.VC.O, ILL. 
 
 Prcs.. T. W. BicKNEM., Boston, Mas.s. Prcs., Daniel B. Haoar. Salcni, ^fa.•vs. 
 
 V.-Prcs,, James MrCosn. Princclon, N. J. N'.-Prcs.. H. S. Jones. Eric, Pa. 
 
 Sec, F. LoL'is Soi.DAN. St. I>5uis, Mo. Sec, E. W. Coy, Cincinnati, O. 
 
 1882 .SAR.\TOGA SPRLVGS. .\. Y. 1888 SAN FRANCISCO. C.\L. 
 
 Prts.. T. \V. BicKNKi.L, Brjston, Ma.s.s. rrcs,. J. L. I'kkakd. Iowa City. la. 
 
 V.-Prts.. J. P. WicKEHSHAM, I^nca.sler. Pa. \'.-Prfs., C. C'. Roi'nds. Plyminith. \ H. 
 
 Sec. K. E. White, I-;ifayettc. Jnd. Sec. E. W. Coy. Ciniinnali. O. 
 
 1883 SARATOGA SPRI.NOS. N. V. 1889 NASHVILLE TE.V.N. 
 
 Pre*., Thomas \V. Hif tc.SEi.i., Boston. Ma.ss. Prcs., J. L. Pickard, Iowa City la. 
 
 V.-Prcs., E. li. WiMTE, I-ifayille, Iml. V.-Prcs., \V. T. Hakkis, Concord. M.iss 
 
 Sec, C. C. RouNKs. FarminKlon, .Me. .Sec. .M\ky E. Nic iicji.son. IndianajKilis. Ind. 
 
 1884 MAOISON, WIS i8qo ST. PAIL.-.MI.W. 
 
 Prcs.. E. E. White. I^ifayelle. Ind. Pres., Sei.im M. Pkahody. ChanipaiKn. III. • 
 
 V.-Pre«., T. W. Ukknei.i.. Boston. .M,-i.ss. V.-Prcs., (ikokce IIowi.and. ChicaKo, III. 
 
 Sec. A. G. BovnKN, Bridffcwatcr, Mass. S<t., I). L. Kieiii.k. .St. Paul, Minn. 
 
 .885 SARATOGA SPRINGS .V. Y. 1801 roRO.N'ItJ, ONP. 
 
 Pren., E. E. White Cincinnati, O. Prcs., Sei.im H. pEAnunv. CliampaiKn. III. 
 
 V.-Prc«., Daniki. B. Macah, Salem. Mniu. V.-Prcs.. (>K(i|(c;e IIowi.anh, CliiiaRo, III. 
 
 Sec. (iyoui.y. P. Bhown, Trrre Ilaule Ind S<-c., I). L. Kihii.k. .Si. Paul. Minn. 
 
 1886 TOPEKA KANS i8«a SAKAIOG.V SPRIN(;S. N. V. 
 
 Prcs.. IJaniei. B, Ha<;aii Sairm .Miuw. Prcs., James II. Mxkek. Denver. Colo. 
 
 V.-Prcs . II S. Jones, Eric. Pa V Prcs . E W. CoY. Ciniinnali. O. 
 
 .Sec and Trcas.. Or.nui.y V BuowN. 'lerrc Sec. N. C .Sc HA^EK^H. Kul/lowii. Piiin. 
 
 Haulc. Inrl. 1893 No Meeting
 
 6l2 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [National 
 
 1894 ASBURY PARK, N. J. 
 
 Pres.. E. W. Coy. Cincinnati, O. 
 V.-Pres., F. A. Fitzpatrick, Omaha, Neb. 
 Sec, Ch.as DeGarmo, Swarthmore, Pa. 
 
 1895 DEN\'ER, COLO. 
 
 Pres., C. C. Rounds, Plymouth. N. H. 
 V.-Pres.. E. Oram Lyte, Millers\'ille, Pa. 
 Sec, N. C. Dougherty Peoria, 111. 
 
 1896 BUFFALO, N. Y. 
 
 Pres.. H. S. Tarbell. Prov-idence, R. I. 
 V.-Pres., Earl Barnes, Stanford Univ., Cal. 
 Sec, Bettie a. Button. Cleveland, O. 
 
 1897 MILWAUKEE, WIS. 
 
 Pres., B. A. Hinsdale, Ann Arbor, Mich. 
 V.-Pres., Chas. DeGarmo, Swarthmore, Pa. 
 Sec, Bettie A. Dutton, Cleveland. O. 
 
 1898 WASHINGTON, D. C. 
 
 Pres., Chas. DeGarmo. Swarthmore, Pa. 
 V.-Pres., Wm. F. King. Mt. Vernon, la. 
 Sec, Bettie A. Dutton. Cleveland, O. 
 
 1899 LOS ANGELES, CAL. 
 
 Pres., A. R. Taylor. Emporia Kans. 
 V.-Pres., J. H. Van Sickle. Denver, Colo, 
 Sec, Bettie A, Dutton, Cleveland, O. 
 
 1900 CHARLESTON, S. C. 
 
 Pres., F. Louis Soldan. St. Louis, Mo. 
 V,-Pres., Elmer E. Brown. Berkeley, Cal. 
 Sec, Bettie A, Dutton, Cleveland, O. 
 
 1901 DETROIT, MICH. 
 
 Pres., C. M. Jordan. Minneapolis, Minn. 
 V.-Pres., Bettie A. Dutton, Cleveland, O. 
 Sec, J. H. Phillips, Birmingham, Ala. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres., J. H. Phillips, Birmingham, Ala. 
 V.-Pres., Mary E. Nicholson, Indianapolis, 
 
 Ind. 
 Sec, Jesse F, Millspaugh, Winona, Minn. 
 
 1903 BOSTON, MASS. 
 
 Pres., William R. Harper, Chicago, 111. 
 V.-Pres., W. H. Bartholomew Louisville, 
 
 Ky. 
 Sec, J. F. Millspaugh, Winona, Minn. 
 
 1904 ST. LOUIS. MO. 
 
 Pres.. Frank A. Fitzpatrick, Boston, Mass. 
 V.-Pres.. Joseph Swain, Swarthmore, Pa. 
 Sec, J. H. Van Sickle, Baltimore, Md. 
 
 1905 ASBURY PARK and OCEAN GROVE, 
 
 N.J. 
 Pres., Elmer E. Brown. Berkeley. Cal. 
 V.-Pres., N. C. Schaeffer, Harrisburg, Pa. 
 Sec, J. W. Carr, Anderson, Ind. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Elmer E. Brown. Berkeley, Cal, 
 V,-Pres., A. S. Downing, Albany, N. Y. 
 Sec, J. W. Carr, Dayton, O. 
 
 MEMBERSHIP IN THE NATIONAL COUNCIL FROM 1880-1907 
 
 years of 
 service 
 
 2 
 
 3 
 
 WITH TERMS OF SERVICE CLASSIFIED BY STATES 
 
 (A) indicates appointment by the Association; (C) indicates appointment by the Council; (see Con- 
 stitution of Council, Art. I). The intervals between the years named indicate the separate terms of service . 
 
 terms of 
 ALABAMA service 
 
 Julia S. Tutwiler (C) i883-i88i; 
 
 N. R. H. Dawson (C) 1888-1891 
 
 J. H. Philllps (A) 1894-1900-1906 
 
 CALIFORNIA 
 
 John Swett (C) 1883-1884; also 1888-1890 3 
 
 Ira G. Hoitt (C) 1888-1891 3 
 
 G. H. Howison (C) 1888-1889 I 
 
 LiLLiE J. Martin (A) 1889-1892 3' 
 
 Earl Barnes (A) 1894-1897-1898 4 
 
 Charles H. Keyes (C) 1895-1898 3' 
 
 Elmer E. Brown (C) 1896-1897-1 903-1909 
 
 Edward T. Pierce (C) 1899-1901 2 
 
 James A. Foshay (A) 1890-1900-1904 5 
 
 Jesse F. Millspaugh (A) 1904-1008 3 
 
 C. C. Van Liew (A) 1905-1906 
 
 COLORADO 
 
 Aaron Gove (C) 1880-1882-1888-1894-1900-1906 
 
 James H. Baker (C) 1886-1888-1894-1900-1906 
 
 James H. Van Sickle (C) 1896-1898-1901 S* 
 
 Lewis C. Greenlee (C) 1900-1905-1911 
 
 Z. X. Snyder (C) 1901-1905-1911 
 
 CONNECTICUT 
 
 David N. Camp (A) 1880-1890 10 
 
 B. G. Northrop (A) 1880-1882 2 
 
 Henry Barnard (C) 1880-1885 S 
 
 , Charles H. Keyes (C) 1889-1 901 -1907 s 
 
 DISTRICT OF COLUMBIA 
 
 John Eaton (A) 1880-1888; also 1892-1894 10^ 
 
 J. Ormond Wilson (A) 1880-1882 2 
 
 Zalmon Richards (C) 1885-1888-1894-1897 12 
 
 W. T. Harris (A) 1889-1891-1897-1903-1909 " 
 
 William B. Powell (C) 1900-1901 1 
 
 Anna Tolman Smith (C) 1902-1904-1910 
 
 Alexander Graham Bell (C) 1902-1903-1904 2 
 
 ' See Indiana. 
 
 ' See Massachusetts. 
 
 3 See Minnesota and Utah. 
 
 •• See Maryland. ' See Ohio and Tennessee. 
 
 5 See Massachusetts and Califorina. ' See Massachusetts and Missouri.
 
 Coundl] THE NATIONAL COUNCIL OF EDUCATION 613 
 
 GEORGIA 
 
 G. J. Orr (A) 1880-1882-1886 6 
 
 W. R. Thicpen (A) 1889-1890-J892 3 
 
 EvLF.R B. Smith...: (C) i8g2-i8o6-i8o8 6 
 
 ILLINOIS 
 
 J. M. Gregory (A) 1880-1882 2 
 
 E. C. Hewett (A) i88o-i8qo-i8()6-i899 19 
 
 Newton Batem.\n (C) 1880-1882 2 
 
 S. H. Peabody (C) 1884-1887-1893-1896 12 
 
 F. \V. Parker (C) 1882-1886; also 1900-1902 6 
 
 Robert .\llyn (A) 1885-1891 6 
 
 George Howland (C) 1887-1890-1892 S 
 
 Newton C. Dougherty (C^ 1888-1892-1898-1904-1905 17 
 
 George P. Brow.v (C) 1 887-1 8S9-1 895-1 901-1 902 15' 
 
 Ch.\rles DeGarmo (C) 1891-1892 i" 
 
 John W. Cook (C) 1892-1896-1900; also 1904-1910 
 
 Charles A. McMdrry (A) 1894-1896-1899 5 
 
 A. S. Draper ^ (C) 1894-1898-1900; also 1903-1904 f>' 
 
 John Dewey T (C) 1896-1899; also 1901-1904 6 
 
 .Albert G. Lane (A) 1S96-1902-1906 10 
 
 J. E. Br-adley (A) 1894-1897 3' 
 
 William R. Harper (A) 1897-1 903-1 906 9 
 
 .■\r.vold Tompkins (A) 1899-1900   i 
 
 O. S. Westcott (C) 1900-1902-1908 
 
 A. R. Taylor (A) 1901-1907 s 
 
 J. L. Spalding (C) 1902-1904 2 
 
 Ella F. Young (A) 1903-1905 2 
 
 L. C. Lord (A) 1903-1906 
 
 Edwin G. Cooley (A) 1905-1909 
 
 INT)IAyA 
 
 J. H. Smart (A) 1880-1885-1888 8 
 
 H. S. Tarbell (C) 1880-1884-1888 8<i 
 
 Lemuel Moss (C) 1880-1886 6 
 
 George P. Brown (C) 1882-1887 5' 
 
 C. O. Thompson (A) 1882-1885 (died 1885) 3' 
 
 W. N. Hailmann (C) 1885-1891-1894 9 
 
 L. S. Thompson (C) 1885-1889 4» 
 
 Mary A. Nicholson (C) 1886-1887-1893-1899 13 
 
 John S. Irwin (C) 1886-1890-1894 8 
 
 S. .S. Parr (C) 1888-1889 i"" 
 
 Lillie J. Martin (C) 1888-1889 i" 
 
 Lewis H. Jones (C) 1890-1891-1894 4" 
 
 W. W. Parsons (A) 1891-1892 1 
 
 R. G. Boone (A) 1892-1894 3" 
 
 William L. Bryan (C) 1895-1898; also 1905-1908 
 
 Joseph Swain (C) 1899-1903 4" 
 
 John W. Carr (C) 1900-1905 5's 
 
 Calvin N. Kendall (A) 1904-1906 
 
 Miss N. Cropsey (C) 1905-1909 
 
 IOWA • 
 
 J. L. Pk-kakd (C) 1880-1885-1891 II 
 
 W. F. King (C) 1886-1889-1895-1901-1904 18 
 
 Henry Sabin (A) 1889-1893-1899 10 
 
 H. H. Seebley (C) 1891-1894-1900 9 
 
 KANSAS 
 
 George T. FAiRfHiLD (A) 1885-1891-1894 g'* 
 
 Frank A. Fitzpatrick (C) 1886-1887-1892 6" 
 
 James H. Canfield (A) 1886-1891 5'» 
 
 A. R. Taylor (A) 1892-1895-1901 9" 
 
 W. M.Davidson (C) 1R99-1002-1904 5'' 
 
 J. N. Wilkinson (C) 1904-1906 
 
 KENTUCKY 
 
 W. H. Hartiioi.omkw (A) 1890-1893-1899-1905-1911 
 
 (fKOBI.K 'I'. FaIKC'IMLD (A) 1898-K/XJ 3'" 
 
 K. H. .Mark (A) 1903-1907 
 
 LOl'ISIA.N'A 
 
 FllWIN A. Al.llHKMAN (A) I9OO-I9O2-IOO4 4" 
 
 John .M. Ohdway (A) 1885-1889 4 
 
 MAINE 
 
 C C. Rounds (A) 1880 1882 a" 
 
 Wm. J. Cokthkll (C) 1886 1888 a 
 
 ' See Imlinna. » Sec New Jrrvy. •* Sec Krn(u«ky. 
 
 •Sec F'rnnsvjvanin. ■•Sec Minmsot.i. " S<-c NthnLska. 
 
 » Sec Nrw York ami (Jhio. " S«-c Calif'irnia. '■ .S<t N'l-hraska. Ohio, and New York. 
 
 • Sec .Ntinncvila. •• Scr Ohif> and .Miiliiuan. '" S<-e Illinois. 
 
 « See Kan.Han. 'J See .Miihiuan ami New York. •» S«-r Kansjis. 
 
 ' .S«T RIkmIi- IMaml. "Sec I'c-nnsylvania. ".Sec Nrirlh Carolina and VirKinia. 
 
 'See Illiri'il*. "See Ohio. " Sec New Hamimhirc and New York. 
 
 ' See .Ma.vvi<.huiiella.
 
 6i4 
 
 NATIONAL EDUCATIONAL ASSOCIATION [National 
 
 MARYLAND 
 
 M. A. Neweli (Q 1880-1883 3 
 
 Henry A. Shepherd (C) 1880-1882 2 
 
 Daniel C. Oilman (C) 1880-1884 '. 4 
 
 G. Stanley Hall (C) 1882-1888 6 
 
 James H. Van Sickle (C) 1901-1904-1910 ' 
 
 MASSACHUSETTS 
 
 Thomas \V. Bicknell (A) 1880-1887-1889 9 
 
 J. W. Dickinson (A) 1880-1886-1890; also 1891-1895 14 
 
 A. P. Marble (A) 1880-1884 ." 4 
 
 C. O. Thompson (A) 1880-1882 2» 
 
 J. D. Phu-brick (C) 1880-188S 5 
 
 Ellen Hyde (C) 1880-1882 2 
 
 D. B. Hagar (C) 1880-1884-1890-1891 II 
 
 W. T. Harris (A) 1885-1889 43 
 
 William E. Sheldon (C) 1883-1888-1894-1900 17 
 
 J. C. Greenough (C) 1882-1884-1885 3 
 
 A. G. Boyden (A) 1882-1889 7 
 
 Larkin Dunton (A) 1882-1884-1887 >; 
 
 W. A. Mowry (C) 1887-1893-1898 11^ 
 
 John T. Prince (A) 1891-1894 3 
 
 Charles W. Eliot (A) 1892-1895 3 
 
 Frank A. Fitzpatrick (A) 1895-1899-1905-1911 s 
 
 Paul H. Hanus (C) 1898-1899-1900 2 
 
 Charles H. Keyes (C) 1898-1899 i^ 
 
 Frank A. Hill (C) 1900-1903 3 
 
 William E. Hatch (C) 1 904-1907 
 
 George H. Martin (C) 1904-1906 
 
 MICHIGAN 
 
 W. H. Payne (C) 1882-1886-1888 6' 
 
 B. A. Hinsdale (C) 1888-1892-1898-1900 12 
 
 R. G. Boone (A) 1894-1898-1903 98 
 
 L. H. Jones (C) 1902-1903-1909 9 
 
 MINNESOTA 
 
 William F. Phelps (A) 1880-1882 2 
 
 W. W. FoLWELL (A) 1880-1886 6 
 
 D. L. Kiehle (C) 1885-1887-1893-1899-1900 15 
 
 J. E. Bradley (A) 1890-1891-1894 4"= 
 
 S. S. Parr (A) 1889-1891 2 
 
 Irwln Shepard (C) 1894-1900-1904 10 
 
 Charles B. Gilbert (A) 1894-1896 2" 
 
 Charles M. Jordan (C) 1896-1902-1905 9 
 
 J. F. Millspaugh (A) 1899-1902-1904 5'^ 
 
 R. E. Denfeld (A) 1902-1905 3 
 
 MISSISSIPPI 
 
 J. R. Preston (A) 1894-1899 S 
 
 R. B. Fulton (A) 1899-1901-1903 4 
 
 MISSOURI « 
 
 W. T. Harris (A) 1880-1885 S'J 
 
 Grace Bibb Sudborough (A) 1880-1882 2 
 
 F. Louis Soldan (A) 1880-1886-1892-1898-1904-1910 
 
 J. M. Greenwood (A) 1885-1887-1893-1899-1905-1911 
 
 C. M. Woodward (C) 1888-1891-1896 8 
 
 John T. Buchanan (C) 1895-1896 i 
 
 William H. Black (C) 1899-1903-1909 
 
 Mrs. Josephine Heermans (C) 1900-1904-19x0 
 
 A. Ross Hill (C) 1904-1910 
 
 John R. Klrk (A) 1905-1908 
 
 NEBRASKA 
 
 S. R. Thompson (C) 1880-1884-1886 6 
 
 H. M. James (C) 1884-1885-1889-1895 ir 
 
 J. H. Canfield (A) 1891-1892-1895 4'4 
 
 Frank A. Fitzpatrick (A) 1892-1893-1895 3" 5 
 
 H. S. Jones (A) 1890-1894 V<^ 
 
 H. K. Wolfe (A) 1894-1895 i 
 
 Carroll G. Pearse (A) 1900-1904 4"' 
 
 W. M. Davidson (C) 1904-1908 ■' 
 
 W. K. Fowler (C) 1904-1907 
 
 NEW HAMPSHIRE 
 
 C. C. Rounds (A) 1882-1888-1894-1897 15"' 
 
 ' See Colorado.   See New Jersey and New York. 
 
 = See Indiana. ■» See Utah and California. 
 
 3 See Missouri and District of Columbia. '^ See Massachusetts and District of Columbia. 
 
 ■t See Rhode Island. '^ See Kansas and Ohio and New York. 
 
 s See Nebraska and Kansas. 's See Kansas and Massachusetts. 
 
 '' See Connecticut and California. "i See Pennsylvania. 
 
 ' See Tennessee. '' See Wisconsin. 
 
 ' See Indiana and New York. ■* See Kan.sas. 
 
 ' See Ohio and Indiana 'p See Maine and New York. 
 
 '° See Illinois
 
 Council] 
 
 THE NATIOXAI. COUNCIL OF RDU CATION 
 
 6iq 
 
 NEW JERSEY 
 
 James McCosh (A' 
 
 \V. N". Barringer (A' 
 
 L. S. Thompson (A 
 
 Nicholas Murray Butler (C 
 
 James M. Green (A 
 
 Charles B. Gilbert (A 
 
 XEW YORK 
 
 N. A. Calkins (A 
 
 Anna C. Brackett (C 
 
 Matilda S. Cooper (A 
 
 J. H. Hoose (C 
 
 A. J. RiCKOFF (A 
 
 Thomas Hunter (C 
 
 A. S. Draper (C 
 
 William H. Maxwell (C 
 
 Henry M. Leipziger (A 
 
 S. G. Willl\ms (C 
 
 J. G. SCHURMAN (A 
 
 Augustus S. Downing (A 
 
 Walter L. Her\-ey (A 
 
 Edward R. Shaw (C 
 
 Charles R. Skinner (A 
 
 Nicholas Murray Butler (C 
 
 C. C. Rounds (A 
 
 James H. Canfield (A 
 
 James Y.. Russell (C 
 
 Charles B. Gilbert (A 
 
 Howard J. Rogers h . . . (A 
 
 R. G. Boone (A 
 
 NORTH CAROLINA 
 
 Edwin A. Alderman (A 
 
 Charles D. McIver (A 
 
 NORTH DAKOTA 
 
 Homer B. Sprague (C 
 
 OHIO 
 
 W. D. Henkle (A 
 
 John Hancock (A 
 
 I. W. Andrews (A 
 
 Eli T. Tappan (A 
 
 A. J. Rickokf (A 
 
 John B. Peaslee (C 
 
 Emerson E. White (A 
 
 R. W. Stevenson (A 
 
 E. W. Coy .' (C 
 
 B. A. Hinsdale (C 
 
 Dki.ia L. Williams (C 
 
 John Eaton (A 
 
 Bettie a. Dutton (C 
 
 Lucia Stickney (C 
 
 L. H. Jones (C 
 
 A. S. Draper (C 
 
 James H. Canfield (A 
 
 O. T. Corson (C 
 
 Charles F. Thwing (A 
 
 J. W. Carr (C 
 
 OREGON 
 
 Ella C. Sabin (C 
 
 Frank Rioler (A 
 
 PENNSYLVANIA 
 
 J. P. Wl( KKKSMAU (A 
 
 Edwakd Brooks (C 
 
 F. A, March (C 
 
 E. A. Singer (A 
 
 E.J.James (C 
 
 H. S. JosF_s (A 
 
 iAMKS MacAlISTEB (C 
 
 '.. E. HlOBKK (A 
 
 N. C. SciiAKfres (C 
 
 v.. Oram I.yte (A 
 
 Chart. F.s DkGakmo ((' 
 
 Lk.htnkk Witmkk (C 
 
 Jo-,KPH Swain (C 
 
 M. G. Bkumuaugh (C 
 
   See In/liana. 
 
 • Sec New York. 
 
 > Sec Minni-<«)ta and New York. 
 
 • Sec Ohio. 
 
 ' Sec ()\\\ii and Illinois. 
 
 • Soc New Irr-iev. 
 
 ' Sec New llaminliirc and Maine. 
 
 • Sec (i\\\i< Nrlira.Hka. and K.inHas. 
 
 • See Mingcvila and New Jersey. 
 " See Mirliii;an. 
 
 " Sec I>iui.tiana and \'irKini.i. 
 
 880-1882 2 
 
 884-1887-1889 5 
 
 889-1801 3' 
 
 891-1897 6' 
 
 894-1895-1901-1907 
 
 896-1897-1901 s-i 
 
 880-1886-1892-189S 15 
 
 880-1882 2 
 
 882-1888 6 
 
 882-1888-1894 • 12 
 
 884-1890-1896 12* 
 
 887-1888 1 
 
 889-1892; also 1904-1907 5 
 
 891-1892-1898-1900; also 1905-1909 
 
 894-J895 I 
 
 894-1897-1899 5 
 
 895-1897 2 
 
 895-1901-1907 
 
 896-1898 2 
 
 896-1900; also 1901-1903 6 
 
 897-1903-1905 8 
 
 897-1903-1909 " 
 
 897-1901 4' 
 
 899-1900 i' 
 
 900-1902-1908 
 
 901-1903 29 
 
 903-1909 , 
 
 903-1904 I "> 
 
 898-1900 2 " 
 
 900-1901-1906 6 
 
 888-1891 3 
 
 880-1882 2 
 
 880-1886-1891 II 
 
 880-1884-1888 8 
 
 880-1885-1888 8 
 
 880-1884 4" 
 
 880-1886-1889 9 
 
 880-1886-1892-1896; also 1897-1900-1902 21 
 
 882-1883-1889-1893 II 
 
 883-1884-1890-1896-1902-1905 22 
 
 885-1886-1888 3'^ 
 
 885-1889-1895 10 
 
 888-1889-1892 4" 
 
 891-1895-1901-1907 
 
 894-1900-1906 
 
 894-1897-1902 8's 
 
 892-1894 2" 
 
 895-1898-1890 4'' 
 
 899-1902-1904 5 
 
 900-1902-1908 
 
 905-1906 '" 
 
 890-1892 2'» 
 
 898-1901 3 
 
 880-1881 I 
 
 8H0-1882 2 
 
 880-1885 5 
 
 882-1886 4 
 
 884-1887; also 1891-1892 4 
 
 882-1888-1890 8"" 
 
 882-1884 2 
 
 885-1887-1K80 4 
 
 887-1893-1809-1905-1911 
 
 800-1803-1800-1905-1911 
 
 802-1897-1900 8" 
 
 808 -i(>oo a 
 
 903 -HJ05-101 1 " 
 
 905-1908 
 
 '» Sec New York. 
 
 " See MirluKan. 
 
 '• Sec Ti-nni-ssi-e ami District of Culumbia. 
 
 ■1 St'L- Imll.ina and .Mii liii{an. 
 
 "■ S«-c .New York anil Illinoi.s. 
 
 " See Neliraska, New York, and Kan.sius. 
 
 '" .Si-c Indian.i. 
 
 '« Sec Wisconsin. 
 
 »" See Nrliraska. 
 
 •' See Illinois. 
 
 •• Sec Indiana.
 
 6i6 NATIONAL EDUCATIONAL ASSOCIATION [National 
 
 RHODE ISLAND 
 
 S. S. Greene (C) 1880-1883 3 
 
 W. A. MowRY (C) 1880-1887 7' 
 
 Merrick Lyon (C) 1883-1885-1888 S 
 
 Thomas J. Morgan (Q 1882-1885; also 1888-1891 6 
 
 T. B. Stockweli, (A) 1884-1888 4 
 
 Sarah E. Doyle (A) 1885-1888 3 
 
 H. S. Tarbell (C) 1888-1890-1896-1899 ii» 
 
 SOUTH CAROLINA 
 
 H. S. Thompson (C) 1880-1883 3 
 
 V. C. Dibble (C) 1883-1886 3 
 
 TENNESSEE 
 
 Edward S. Joynes (C) 1880-1882 2 
 
 Clara Conway (C) 1888-1894 6 
 
 W. R. Garrett (A) 1889-1895 6 
 
 W. H. Payne (C) 1889-1891; also 1895-1897 4^ 
 
 TEXAS 
 
 Joseph Baldwin (A) 1886-1892-1898 12 
 
 Oscar H. Cooper (A) 1894-1900-1902 8 
 
 L. E. Wolfe (C) 1904-1910 
 
 UTAH 
 
 J. F. MrLLSPAUGH (A) 1895-1896-1899 4* 
 
 Vermont 
 
 M. H. BucKHAM (A) 1882-1884 2 
 
 VIRGINIA 
 
 William H. Ruffner (C) 1880-1882 2 
 
 George J. Ramsey (A) 1900-1903 3 
 
 H. B. Frissell (C) 1904-1905 I 
 
 Edwin A. Alderman (A) 1904-1905 is 
 
 J. L. M. Curry (C) 1882-1883 i 
 
 WASHINGTON 
 
 D. Bemis (A) 1891-1894 3 
 
 R. H. Bingham (C) 1900-1902 2 
 
 Frank B. Cooper (C) 1903-1905-1911 
 
 WISCONSIN 
 
 A. L. Chapin (C) 1880-1882-1888 8 
 
 J. W. Stearns (C) 1885-1890 5 
 
 Warren D. Parker (C) 1890-1892 2 
 
 Ellen C. Sabin (C) 1892-1896; also 1897-1900 7 
 
 L. D. Harvey (A) 1894-1898-1904-1910 
 
 I. C. McNeill (A) 1899-1905-1911 . 
 
 R. H. Halsey (A) 1901-1904-1910. 
 
 Carroll G. Pearse (A) 1904-1910 
 
 CANADA 
 
 James L. Hughes (A) 1891-1894 3 
 
 OFFICERS, STANDING COMMITTEES, MEMBERS 
 
 OFFICERS FOR 1906-1907 
 
 ELMER E. BROWN Washington, D. C President Term expires in 1907 
 
 AUGUSTUS S. DOWNING Albany, N. Y Vice-President Term expires in 1906 
 
 JOHN W. CARR Dayton, Ohio Secretary Term expires in 1908 
 
 EXECUTIVE COMMITTEE 
 The President, ex officio 
 
 Anna Tolman Smith Washington, D. C Term expires in 1906 
 
 Howard J. Rogers Albany, N. Y Term expires in 1907 
 
 James M. Greenwood Kansas City, Mo Term expires in 1908 
 
 COMMITTEE ON MEMBERSHIP 
 
 W. T. Harris Washington, D. C Term expires in 1906 
 
 ♦Albert G. Lane Chicago, 111 Term expires in 1906 
 
 tCHAS. D. McIver Greensboro, N. C Term expires in 1907 
 
 Livingston C. Lord Charleston, 111 Term expires in 1907 
 
 James M. Greenwood, chairman Kansas City, Mo Term expires in 1908 
 
 E. Oram Lyte Millersville, Pa Term expires in 1908 
 
 ' See Massachusetts. ■• See Minnesota and California. *Died August 26, 1906. 
 
 " See Indiana. 5 See Louisiana and Virginia. tDied September 17, 1906. 
 
 i See Michigan. ' See Nebraska.
 
 Co\incil] 
 
 THE NATIONAL COUNCIL OF EDUCATION 
 
 617 
 
 James M. 
 Frank A. 
 El.MER E. 
 
 Eowi.v A. 
 Augustus 
 Lorenzo 
 Nicholas 
 
 tN'KWTON 
 JWlLLIAM 
 
 OFFICERS. STAXDING COMMITTEES. MEMBERS— Con/twMfrf 
 
 COMMITTF.E OX INVESTIGATIONS AND APPROPRIATIONS 
 
 Greenwood, chairman Kansas City. Mo Term expires in 
 
 F'lTZPATRiCK Boston. Mass Term expires in 
 
 Brown Berkclev, Cai 
 
 Alderman Charlotlesville, Va Term expires in 
 
 S. Dow.viNG Albany. X. Y Term expires in 
 
 D. Harvey Menomonic. Wis Term expires in 
 
 NLurray Butler New York. N. Y Term expires in 1008 
 
 C. Dougherty Peoria. Ill Term expires in 1908 
 
 R. Harper Chicago, III Term expires in 1908 
 
 1906 
 1906 
 Term expires in 1906 
 1907 
 1907 
 1907 
 
 MEMBERS 
 
 Note. — The letter "A" following a name denotes that the mcmljcr is of the class elected by the Asso- 
 ciation; the letter "C." by the Council. 
 
 Term expires 
 
 Cahin \. Kendall. Indianapolis. Ind A 1906 
 
 ♦J. H. PhilHps. Birmingham. Ala A 1906 
 
 ♦Livingston C. Lord. Ch.-irleston. Ill A 1906 
 
 James H. Baker. Boulder. Colo A 1906 
 
 C. C. Van Licw, Chico. Cal A 1906 
 
 *Lu<.ia Slitkney. Cleveland, Ohio C 1906 
 
 *J. N. Wilkinson. Emporia. Kans C 1906 
 
 .■\aron Gove. Denver. Colo C 1906 
 
 *J. W. Carr. Daj-ton Ohio C 1906 
 
 ♦George H. Martin. West Lynn. Mass C 1906 
 
 ♦James M. Green, Trenton. N. J A 1907 
 
 ♦.VuRustus S. Downing. Albany, N. Y A 1907 
 
 .\. R. 'Faylor. Decatur. Ill A 1907 
 
 S*Chas. D. Mclver. Greenboro. N. C A 1907 
 
 *E. H. Mark. Louis\ille. Ky A 1907 
 
 ♦William E. Hatch. New Bedford, Mass C 1007 
 
 ♦Bellie .\. Dutton. Cleveland. Ohio C 1907 
 
 ♦Charles H. Keyes, Hartford, Conn C 1907 
 
 ♦.Andrew S. Draper. Albany. N. Y C 1907 
 
 Wm. K. Fowler. Lincoln. Neb C 1907 
 
 Charles F. Thwing. Cleveland, Ohio A igoS 
 
 '♦.\lbert G. I^ne. Chicago. Ill A 1908 
 
 John R. Kirk. Kirks\ille. Mo A 1908 
 
 William L. Bryan. BUximington. Ind A 1908 
 
 J. !•■. Millspaugh, T>os Angeles. Cal A 1908 
 
 ♦W. M. Dandsf.n. Omaha. -Neb C IQ08 
 
 Martin G. Brumbaugh. Phila<lelphia, Pa. . .C 1908 
 
 ♦L. E. Wolfe. San .\ntonio. Tex C 1908 
 
 ♦James E. Russell. New York. N. Y C 1908 
 
 ♦Oliver S. Wt-sKott. Chicago, III C 1908 
 
 Term expires 
 
 *W. T. Harris, Washington, D. C A 1909 
 
 ^♦William R. Harper, Chicago, III .\ 1909 
 
 William H. .Maxwell, New York, N. Y A 1909 
 
 E. G. Cooley. Chicago. Ill A 1909 
 
 ♦Howard J. Rogers, .\lbany, N. Y A 1909 
 
 N. Cropsey, Indianapolis, Ind C 1909 
 
 ♦Lewis H. Jones. Ypsilanti, Mich C 1909 
 
 Elmer E. Brown. Washington, D. C C 1909 
 
 ♦W. H. Black, Marshall, Mo C 1909 
 
 Nicholas Murray Butler, New York, N. Y. .C 1909 
 
 ♦John W. Cook. DeKalb, III A 1910 
 
 ♦F. Louis Soldan, St. Louis, Mo A 1910 
 
 ♦Lorenzo D. Harvey. Mcnomonie, Wis A 1910 
 
 ♦R. H. Halsey, Oshkosh. Wis A 1910 
 
 ♦Carroll G. Pearse. Milwaukee, Wis A 1910 
 
 ♦.'\nna Tolman Smith, Washington, D. C . .C 1910 
 ♦Josephine Heermans. Kans;is City, Mo. .-. . .C 1910 
 
 James H. Van Sickle, Baltimore, Md C 1910 
 
 ♦.\lbert Ross Hill, Columbia, Mo C 1910 
 
 t^Newton C. Dougherty, Peoria, III C 1910 
 
 ♦W. H. Bartholomew. Louisville, Ky. ...... .A 191 1 
 
 ♦Frank .V. Fitzpatrick. Boston, Mass A 191 1 
 
 ♦I. C. McNeill. Memphi,"!, Tenn A 19H 
 
 ♦E. Oram Lyte, Millersvillc, Pa A 1911 
 
 ♦J. M. Greenwood. Kansas Citv, Mo A 1911 
 
 Frank B. Cooper. Seattle. Wash C 1911 
 
 Joseph Swain. Swarthniore. Pa C 1911 
 
 ♦Nathan C. SchaetTer. Harrisburg. Pa C igii 
 
 ♦Lewis C. Greenlee, Denver, Colo C 191 1 
 
 ♦Z. X. Snyder, Greeley, Colo C 191 1 
 
 HONORARY MEMBERS 
 
 Edwin .\. .Alderman. Charlollesvillc, Va. 
 
 Earl Barnes Mnnlc l.iir. .V. J. 
 
 Alexanrler Graham Bell. Washingtun. I), ft. 
 
 D. BemLs. Sjxikane. Wa.sh. 
 
 Thoma-i W. Bi( knell. Pnnidenie. R. I. 
 Alljert G. Boyden. Bridgewaler. .Ma.ss. 
 Anna C. Urafketl. -New York. .N. V. 
 John E. Bradley. Randolph. Mass, 
 E<lward Br'x>ks Philadelphia. Pa. 
 Richard G. Bmine. Vunkers. .\, V. 
 (jjfjrge P. Bruwn, Bliximinglnn. Ill, 
 John T, Buchanan. New N'ork. .N. V. 
 Matthew II. Buckham Burlington. Vl. 
 David N. Camp, .Vew lirilain. Conn, 
 Jamen N, Canl'irld, .New York. .\. V. 
 Oscar H. Co«i)CT. Abilene. Tex. 
 Oiuar T. (Virion ColumbuH. Ohio. 
 William J. Corlhcll, Gorhnm, ^I.li^r, 
 
 E. W. Coy, Ciniinnali. (.)hio, 
 
   l'rc-!M-nt al ihe Council seiwions at .Xsliury Park 
 i Kesigned Scplcmlx;r. 1905. 
 li Dirt) Scptcmljcr 17. igo6. 
 
 Charles DeGarmo. Ilh.ica. N. Y. 
 RolxTl E Denfeld. Duluth. .Minn. 
 V. C. Dibble, Charleston, .S. C. 
 John Dewey, New York. .N.Y. 
 {'h.irles W, Ellol, Cambridge, Mass. 
 William W. l''olwell, Minne.iixjlis, .Minn. 
 James .A. Foshay. I>is .Angele.s, Cal. 
 H, B. Frissell. Hampton. Va. 
 R, B, l''ullon. University, Mis.s. 
 Charles B, GillM-rl. New York, N. Y. 
 Daniel C. (liliiian, Baltimort , Md. 
 James C, Greenciugli, Wesllield. .Mass. 
 W. N. Hailmann. (thiiago. 111. 
 G, Stanley Hall, Worcester, .Mass. 
 Paul II. Ilanus, Cambridge. Ma.ss, 
 Waller I. Ilervry, .New York, N. Y. 
 J George llodgins. Toronto, Can. 
 James H, lliMiHc, Pa.sadena, Cnl. 
 (ieorge II, IIowi,<ujn, Berkeley, Cal. 
 
 and Ocean Grove. \. J.. 1905. total forty-one. 
 1 Died January 10, iqo6. 
 ^ Died August jft. ifjof).
 
 6i8 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [National 
 
 OFFICERS, STANDING COMMITTEES, MEMBERS— Cow/wwei 
 
 James L. Hughes, Toronto, Can. 
 Thomas Hunter, New York, N. Y. 
 Ellen Hyde, Farmington, Mass. 
 Edmund J. James, Champaign, 111. 
 Charles M. Jordan, Minneapolis, Minn. 
 Edward S. Joynes, Columbia, S. C. 
 David L. Kiehle, Minneapolis, Minn. 
 WilUam F. King, Mt. Vernon, Iowa. 
 Henry M. Leipziger, New York, N. Y. 
 James MacAhster, Philadelphia, Pa. 
 Francis A. March, Easton, Pa. 
 Lillie J. Martin, Stanford Univ., Cal. 
 Charles A. McMurry, DeKalb, 111. 
 WilUam A. Mowry, Hyde Park, Mass. 
 Mary E. Nicholson. Indianapolis. Ind. 
 John M. Ordway, New Orleans. La. 
 Warren D. Parker, River Falls, Wis. 
 W. H. Payne, Ann Arbor, Mich. 
 John B. Peaslee. Cincinnati, Ohio. 
 William F. Phelps, St. Paul, Minn. 
 Josiah L. Pickard, Brunswick, Maine. 
 Edward T. Pierce, Los Angeles, Cal. 
 J. R. Preston, Jackson, Miss. 
 John T. Prince, West Newton, Mass. 
 George J. Ramsey, Lexington, Ky. 
 
 Frank Rigler, Portland, Oregon. 
 William H. Ruffner, Lexington, Va. 
 Ellen C. Sabin, Milwaukee, Wis. 
 Henry Sabin, Des Moines, Iowa. 
 J. G. Schurman, Ithaca, N. Y. 
 H. H. Seerley, Cedar Falls, Iowa. 
 H. E. Shepard, Baltimore, Md. 
 Irwin Shepard, Winona, Minn. 
 Edgar A. Singer, Philadelphia, Pa. 
 Charles R. Skinner, Watertown, N. Y. 
 Euler B. Smith, Athens, Ga. 
 J. L. Spalding, Peoria, III. 
 Homer B. Sprague, Newton, Mass. 
 J. W. Stearns, San Diego, Cal. 
 Grace Bibb Sudborough, Omaha, Neb. 
 John Swett, Martinez, Cal. 
 W. R. Thigpen, Savannah, Ga. 
 L. S. Thompson, Jersey City, N. J. 
 Julia S. Tutwiler, Livingstone, Ala. 
 Delia L. WiUiams, Delaware, Ohio. 
 J. Orniond Wilson, Washington, D. C. 
 Lightner Witmer, Philadelphia, Pa. 
 H. K. Wolfe, Lincoln, Neb. 
 C. M. Woodward, St. Louis, Mo. 
 Ella F. Young, Chicago, 111. 
 
 Robert AUyn 1894 
 
 Israel W. Andrews 1888 
 
 Jo.seph Baldwin 1899 
 
 Henry Barnard igoo 
 
 William N. Barringer 1807 
 
 Newton Bateman 1897 
 
 Reuben S. Bingham 1902 
 
 Norman A. Calkins 1895 
 
 Aaron L. Chapin 1892 
 
 Clara Conway 1904 
 
 J. L. M. Curry 1902 
 
 N. R. H. Dawson 1895 
 
 John W. Dickinson igoi 
 
 Larkin Dunton 1899 
 
 John Eaton 1906 
 
 W. R. Garrett 1903 
 
 Samuel S. Greene 1883 
 
 John M. Gregory 1898 
 
 George T. Fairchild 1901 
 
 Daniel B. Hagar 1896 
 
 John Hancock 1891 
 
 William R. Harper 1806 
 
 DECEASED MEMBERS 
 
 William D. Henkle 1882 
 
 Edwin C. Hewett 1905 
 
 Elnathan E. Higbee 1889 
 
 Frank A. Hill 1903 
 
 Burke A. Hinsdale 1900 
 
 Ira G. Hoitt 1905 
 
 George Howland 1892 
 
 John S. Irwin 1901 
 
 Henry M. James 1901 
 
 H. S. Jones 1900 
 
 Thomas Kirkland 1898 
 
 Albert G. Lane 1906 
 
 Merrick Lyon 1888 
 
 James McCosh 1894 
 
 Charles D. Mclver 1906 
 
 Albert P. Marble 1906 
 
 Thomas J. Morgan 1902 
 
 Lemuel Moss 1905 
 
 M. A. Newell 1893 
 
 Birdsey G. Northrop 189S 
 
 Edward Ohiey 1886 
 
 Gustavus J. Orr 1888 
 
 Francis W. Parker 1902 
 
 S. S. Parr igoo 
 
 Selim H. Peabody 1902 
 
 John D. Philbrick 1885 
 
 Matilda S. Cooper Poucher. . 1900 
 
 William B. Powell 1904 
 
 Zalmon Richards 1899 
 
 Andrew J. Rickoff 1899 
 
 Charles C. Rounds 1901 
 
 Edward R. Shaw 1903 
 
 William E. Sheldon 1900 
 
 James H. Smart 1900 
 
 R. W. Stevenson 1893 
 
 Thomas B. Stock well 1906 
 
 Eli T. Tappan 1888 
 
 Horace S. Tarbell 1904 
 
 Charles O. Thompson 1885 
 
 H. S. Thompson 1904 
 
 Arnold Tompkins 1905 
 
 Emerson E. White 1902 
 
 James P. Wickersham 1891 
 
 S. G. Williams 1900 
 
 TOPICS 
 
 1881 'Report on Industrial Education. — E. E. White, Ohio. 
 
 1882 'Report on Chairs of Pedagogy in Colleges and Universities. — W. T. Harris, 
 
 Massachusetts. 
 The High School: Its Necessity and Right to Exist as a Part of a True System 
 of Education. — J. L. Pickard, Iowa. 
 
 The High School: Its Relation to the Lower Grades of the Public Schools. — 
 
 John Hancock, Ohio. 
 The High School: Its Relation to Business Life with a True Course of Studies. — 
 
 William A. Mowry, Rhode Island. 
 The High School: Its Relation to Schools of Technology. — C. O. Thompson, 
 
 Indiana. 
 Report on Educational Unity: the Harmonizing of Elementary, Secondary, and 
 
 Collegiate Systems of Education. — Israel W. Andrews, Ohio, chairman. 
 Report on a Course of Study for Country Schools. — J. W. Dickinson, Massachusetts. 
 
 ' The papers read before the National Council were printed only in pamphlet form until 1884.
 
 Council] TITLES OF PAPERS AND DISCUSSIONS 619 
 
 1883 Report on Moral Education in Schools. — W. T. Harris, Massachusetts. 
 Report on Physical Exercises in Public Schools. — J. H. HooSE, New York. 
 Coeducation. — H. S. T.\rbei.i., Indiana. 
 
 Rep<irt on Academic and Professional Instruction in Xormal Schools. — D. B. 
 
 Haoar, Massachusetts, chairman. 
 Report on Oral Teaching. — John W. Dickinson, Massachussets, chairman. 
 
 1884 Report on Recess or No Recess. — J. L. Pickard, Iowa, chairman. 
 Report on Supervision of City Schools. — A. J. Rickoff, Ohio, chairman. 
 Duties of City Superintendents. — .^ARON Gove, Colorado. 
 
 Report on Preparation for College. — Lemuel Moss, Indiana. 
 
 Report on Pedagogics as a Science. — W. T. H.\rris, Massachusetts, chairman. 
 
 Is Pedagogics a Science ? — F. Louis Soldan, Missouri. 
 
 1885 Report on Hygiene in Education — Recess or No Recess in Schools. — J. H. ITooSE, 
 
 New York. 
 Report on Practice-Schools in Connection with Normal Schools. — C. C. Rounds, 
 
 New Hampshire. 
 Rejxirt on State Supervision. — J. H. Smart, Indiana, chairman. 
 Report on the Place and Function of the Academy. — -Wm. A. Mowry, Massa- 
 chusetts, chairman. 
 Report on Educational Literature — School Reports. — John D. Phii. brick. 
 Report on Educational Statistics. Some Reports Needed. — Thos. W. Bicknell, 
 
 Massachusetts. 
 Report on Method of Pedagogical Tni|uiry. — W. T. Harris, Massachusetts; 
 
 G. Stanley Hall, Maryland. 
 Report on Education at the World's Cotton Centennial E.xhibition at New Orleans. 
 
 — Thos. W. Bicknell, Massachusetts. 
 Report on Exhibit of the U. S. Bureau of Education at New Orleans. — John 
 
 Hancock, Ohio. 
 Report on Industrial Education. — J. M. Ordway, Loui-siana. 
 Report on the E.\hil)it of the St hool of the Christian Brothers at New Orleans. — 
 
 M. A. Newell, Maryland. 
 RejMjrt on the Educatif)n of the Colored People at New Orleans. 
 Reports on Exhibits at New Orleans. — A. T>. Mayo, Massachustts; \V. T. Harris, 
 
 Massachusetts; W. N. Hilman, Indiana. 
 
 1886 Rei)ort on Textbooks in Elementary Schools. — .Albert G. Boyden, Massachusetts. 
 Rejiort on School Systems, Pujjils, Classification, Examination and Promotion— 
 
 H. S. Jones, Pennsylvania. 
 Report on Higher Institutions Required. — A. L. Chapin, \\'isconsin. 
 Report on Technical Education for Girls. — H. M. James, Nebraska. 
 Report on the Pedagogical Value of the School Workshoj). S. 11. Peabody, 
 
 Illinois. 
 A Tribute to the Late John I). I'hilbrick. — I>arkin Dunton, Massachusetts. 
 
 1887 Re[K)rt on the Function of the- Public .School. — W. T. Harris, Ma.ssachusetts; 
 
 W. H. Payne, .Michigan; V. L. Soldan, Mi.ssouri; J. II. IIoose, New York. 
 RefK)rt on the Relation of High Schools to Colleges.— E. \V. CoY, Ohio. 
 Rejxjrt on Teachers' Institutes. — E. C. Hewett, Illinois. 
 RefXJrt on Relation of Mental Labor to Health. — \V. N. Hailmann, Indiana. 
 RefK)rl on Teachers' Tenure of OfTice. — E. E. Hicbee, Pennsylvania. 
 Rei)ort on Points for Constant Consideration in the Statistics of Education. — 
 
 J<))i.\ Eaton, District of Columbia. 
 
 1888 In Mrmoriam Israel Ward Andrews. — JoH.N Eato.n, Ohio. 
 
 Rc|K)rt on the Elective .Sy.stem in Colleges. — S. H. Peabody, Illinois, chairman; 
 
 W. T. Harris, Ma.ssac hu.setts. 
 R(|)ort on Books on Pedagogy. — Nathan C. Schaekker, Pennsylvania. 
 RejKjrl on .Agric ultural Sc hools: Their Objects, Their Mi iIkkIs, and l'.i|uipnicnts. 
 
 —Geo. T. Fairc iiili), Kan.sas. 
 RefK)rt on Waste in Elementary Education. -J. W. Stearns, Wi.sconsin, c hainnan. 
 Rc|Mirt on the Business Sicle of City-School Systcjms. -B. A. Hinsdale, Ohio. 
 
 1889 I-icc-nsurc- of Teachers Discussion. 
 
 Rc'iKirt cm the f^)|)portunitic-s of the- Rural Populatioti fur Higher Ivluc ation. — 
 
 James H. Cani-ield, Kansas. 
 Re|)ort on i'rofe.ssional and Ac adeniic Studies .in Normal Sch(K)ls.— Robert 
 
 .•\li.yn, Illinois, 
 Rc|)ort cm Hygiene- in Education, Harmonious Development. W. N. Hailmann, 
 
 Inrliana.
 
 620 NATIONAL EDUCATIONAL ASSOCIATION [National 
 
 1889 Report on the Educational Value of Manual Training. — W. T. Harris, Massa- 
 
 chusetts. 
 Report on What Statistics Should Be Collected by Superintendents ? — J. M. 
 
 Greenwood, Missouri. 
 City-School Systems. — W. T. Harris, Massachusetts. 
 
 1890 In Memoriam Elnathan EHsha Higbee. — Nathan C. Schaeffer, Pennsylvania. 
 Report on School Superintendence in Cities. — E. E. White, Ohio. 
 
 Report on Educational Literature. — W. E. Sheldon, Massachusetts, and Others. 
 Report on Coeducation of the Sexes. — John Hancock, Ohio, chairman. 
 Report on Essentials of Elementary Education. — N. A. Calkins, New York. 
 Supplementary Report of Committee on School Systems. — B. A. Hinsdale, 
 Michigan. 
 
 1891 In Memoriam John Hancock, LL.D., Ohio. — E. E. White, Ohio. 
 Report on Compulsory Education. — D. L. Kiehle, Iowa, chairman. 
 
 Report on Uniformity in Requirements for Admission to College. — J as. H. Baker, 
 
 Colorado, chairman. 
 Report on City Normal Schools. — L. H. Jones, Indiana, chairman. 
 Report on the Education of the Will. — George P. Brown, Illinois, chairman. 
 Report on Hygiene — Physical Education. — Miss Clara Conway, Tennessee. 
 Report on Educational Statistics. — W. T. Harris, District of Columbia. 
 The Education of Girls. — Robert Allyn, Illinois. 
 Report on the Reorganization of the National Council. — W. E. Sheldon, chair 
 
 man. 
 
 1892 Report on the Practical Culture of the Moral Virtues. — Joseph Baldwin, Texas. 
 Report on the Uses of Literature in Elementary Education. — L. H. Jones, Indi- 
 ana, chairman. 
 
 Report on the Scope and Character of Pedagogical Work in Universities. — Charles 
 DeGarmo, Pennsylvania, chairman. 
 
 Report on the Relation of the Normal School to Other Institutions of Learning. — • 
 C. C. Rounds, New Hampshire, chairman; N. C. Schaeffer, Pennsylvania. 
 
 Report on the Relation of Mnemonic Systems to the Cultivation of the Power of 
 Thought.— W. T. Harris, District of Columbia. 
 
 Report on the Grading in Country Schools. — George A. Walton, Massachusetts. 
 
 Report on Round-Table Discussion on Promotions in City Schools. — N. C. 
 Dougherty, Illinois. 
 
 Report of Round-Table Discussion on the Uses of Literature in Elementary Edu- 
 cation. — L. H. Jones, Indiana. 
 
 Report of Round-Table Discussion on Apperception. — Ch.'Vrles DeGarmo, 
 Pennsylvania. 
 
 1893 No meeting. 
 
 1894 Report on the Relation of Technical to Liljcral Education. — C. M. Woodward, 
 
 Missouri. 
 Report on Professional and Technical Instruction in the University. — Nicholas 
 
 Murray Butler, New York. 
 The Dogma of Formal Discipline. — B. A. Hinsd.'Vle, Michigan. 
 Report on The Psychology of the Imitative Functions in Childhood as Related to 
 
 the Process of Learning. — W. T. Harris, District of Columbia, chairman. 
 Review of the Report of the Committee of Ten. — James H. Baker, Colorado. 
 The Country-School Problem. — Emerson E. White, Ohio. 
 
 1895 Moral Instruction in the Elementary Schools. — JaMES H. Baker, Colorado. 
 
 Report on Economy in Elementary Education. — Bettie A. Dutton, Ohio. 
 
 .Report on Ungraded Schools. — Henry S.\bin, Iowa, chairman. 
 
 Round-Table Report to the National Council of the Influence of Herbart's Doc- 
 trine on the Course of Study in the Common Schools. — Charles A. McMuRRY, 
 Illinois. 
 
 Report on the Laws of Mental Congruence and Energy Applied to Some Peda- 
 gogical Problems. — B. A. Hinsdale, Michigan. 
 
 Report on the Kind and Amount of Practice-Work, and Its Place in the Normal- 
 School Course. — John W. Cook, Illinois. 
 
 1896 Report on Moral Instruction in Elementary Schools. — Emerson E. White, Ohio. 
 The Ethical Value of History in Elementary Schools. — J. F. Millspaugh, Utah. 
 The Incidental Method of Moral Instruction. — LuciA Stickney, Ohio. 
 Report on the Preparation of Manual and Industrial-Training Teachers a Function 
 
 of the Technical School. — Charles H. Keyes, California.
 
 Council] 
 
 TITLES OF PAPERS A.\D DISCLSSIOXS 
 
 621 
 
 1896 
 
 1897 
 
 Rej>t)rt on the Higher Lift of the College. — John E. Bradley, Illinois. 
 
 How the Will Combines with the Intellect in the Higher Orders of Knowing. — 
 W. T. Harris, District of Columbia. 
 
 Rejxirt on Hygiene and Physical Training. — Wii.i.iam .\. Mowry, Massa- 
 chusetts. 
 
 Report on the Business Side of City-School Systems. — Aaron Go\i;, 
 Colorado. 
 
 The Aesthetic Element in Education. — John Dewey, Illinois; W . T. Harris, 
 
 District of Columbia; Mary E. Nicholson, Indiana. 
 University Ideals at Princeton. — A. T. Ormond, New Jersey. 
 The State University. — James H. Baker, Colorado. 
 University Ideals at Stanford. — Joseph Swain, Indiana. 
 Ellection in General Education. — E. E. White, Ohio. 
 Report of the Committee of Twelve on Rural Schools. — Henry Sabin, Lnva, 
 
 chairman. 
 Rural Schools — Report of the Subcommittee on School Maintenance. — B. A. 
 
 Hinsdale, Michigan, chairman. 
 Rural Schools — Report of the Subcommittee on Supervision. — Lawton B. Evans, 
 
 Georgia, chairman. 
 Rural Schools — Report of the Subcommittee on Supply of Teachers. — C. C. 
 
 Rounds, New Hampshire, chairman. 
 Rural Schools — Report of the Suljcommittee on Instruction and Discipline. — W. T. 
 
 Harris, District of Columbia, chairman. 
 Rural Schools. Appendix A. Some Sociological Factors in Rural Education. — 
 
 1898 
 
 .Appendix C. 
 Appendix I). 
 Appendix E. 
 
 .•\ppendix F. 
 ,\ppendix G. 
 .Appendix H. 
 Appendix I. 
 .Ajjpendix J. 
 .Appendix K. 
 
 Permanent School Funds. 
 
 The California System of School 'Maintenance. 
 The County as the Unit of School Organization. 
 Comparative Cost of the Town.ship and District 
 
 Transportation of Pupils. 
 
 Enrichment of Rural-S(hf)ol Courses. 
 
 The Farm as the Center of Interest. 
 
 The Country-School Problem. 
 
 Negro Teachers for Negro Schools. 
 
 Teachers' Training School Estalilished b\- J. 
 
 Teachers' Seminary at Plymouth, New Hampshire. 
 Appendix L. New York State School Library. 
 .'\j)I)endix M. Hygiene and Health in Public Schools. 
 .Appendix N. School Systems. 
 Appendix O. E.xtcnsion Work in Rural S( hools. — L. H. 
 
 B. .\. Hinsdale, Michigan. 
 Rural Schools. Appendix H. 
 Rural Schools. 
 Rural Schools. 
 Rural Schools. 
 
 Systems. 
 Rural Schools. 
 Rural Schools. 
 Rural Scho(jls. 
 Rural Schools. 
 Rural Schools. 
 Rural .Schools. .AoDcndix K. Teachers' Training School Estal)lished bv [. W. 
 
 Bradl>ury. 
 Rural .Schools. 
 Rural Schools. 
 Rural .S( hools. 
 Rural S( hools. 
 Rural .Schools. Appendix O. E.xtcnsion Work in Rural S( hools. — L. H. Haii.ey, 
 
 New ^'ork. 
 Rural Schools. Aonendix P. Institutes in Pennsvlvania. — D. 1 Waller 
 
 Pennsylvania. 
 Rural Schf>ols. 
 
 Texas. 
 Rural Schfxjls. 
 Rural Schools. 
 
 Smei'ARD, Minnesota. 
 
 Sc h<K»l Hygiene — \\'hat 
 .Massac huselts. 
 
 Bibliography of School Hygiene-. Wiii.lAM II. Hi KMiAM, Ma.ssac hu.sc-lts. 
 
 School Arc hiteclure^Heating, Ventilation, Lighting, and Sanitary Arrangements. 
 — F. Loiis Soi.DAN, .Missouri, I). II. Bkkc-.ev, Pennsylvania. 
 
 SrhfMil Furniture- Seats, Baths, Blac klniards, Maps, c-tc .- ('. H. (lii.HKRT, New 
 Jersey. 
 
 SrhcKil Di.seases anci Medical Inspection. DeloS I'Ai.i, .Michigan. 
 
 Medical Ins|)ec lion of Sc hcM)l Children. — Severance Burkac.e, Indiana. 
 
 The Mvgiene of Instruc tic»n in Primary SchcM)ls.- (). W. I'rr/, Ma.ssachu.setts. 
 
 Fatigue-. F'.pWAkii R. Smaw, New York. 
 
 The- New Psychology and the Consulting Psychologist.- JosiAii Ruyce, Massa- 
 chusetts. 
 
 Rational Psychology for Teachers. W. T. IIakhis, District of Columbia. 
 
 Re|»ort c)n Rural Sc hcK)ls — School Maintc-nancc. — A. S. Dkai'I.k, Illinoi.>j. 
 
 Appendix I 
 
 Appendix Q. Thomas 
 
 Institutes in Pennsylvania. — D. 
 
 .\rnolcl (1795-1842).— \\'. S. Sutton, 
 
 Appendix R. 
 Appendix S. 
 
 Intellectual and Moral 
 Continuous Sessions in 
 
 Education. 
 Normal Sc IiocjIs.- Ikwin 
 
 It Is and Win Wc- Xcccl It.- Edward M. IIaimwkll,
 
 622 NATIONAL EDUCATIONAL ASSOCIATION [National 
 
 1898 Rural Schools — School Supervision. — N. C. Dougherty, IlUnois. 
 Rural Schools — Supply of Teachers. — John W. Cook, Illinois. 
 
 Rural Schools — Instruction and Discipline. — R. G. Boone, Michigan. 
 
 1899 The Homes of Our Down-Town Children. — LuciA Stickney, Ohio. 
 The Future of the Normal School. — W. T. Harris, District of Columbia. 
 Preliminary Report on School Hygiene. — W. T. Harris, chairman, District of 
 
 Columbia. 
 The Differentiation of the American Secondary School. — Charles H. Keyes, 
 
 Massachusetts. 
 Do We Need a University Trust ? — L. D. Harvey, Wisconsin. 
 Psychology for the Teacher. — E. C. Hewett, Illinois. 
 
 Educational Progress of the Year. — Nicholas Murray Butler, New York. 
 Report of Committee on Relations of Public Libraries to Public Schools — J. C. 
 
 Dana, Colorado, chairman. 
 Public Libraries and Public Schools. Prefatory Note. — James H. Van Sickle, 
 
 Colorado. 
 Public Libraries and Public Schools. Reading Lists. 
 Public Libraries and Public Schools. Supplementary Reading. — Robert C. 
 
 Metcalf, Massachusetts. 
 Public Libraries and Public Schools. The Relation of the School to Libraries. — 
 
 C. A. McMurry, Ilhnois. 
 Public Libraries and Public Schools — Report of the Subcommittee on Relation of 
 
 Libraries to Normal Schools. — M. Louise Jones. 
 PubHc Libraries and Public Schools. Establishing Libraries in Villages. — F. A. 
 
 Hutchins. 
 Public Libraries and Public Schools. Securing Libraries for Rural Schools. — F. 
 
 A. Hutchins. 
 Public Libraries and Public Schools — The Present Condition of School Libraries 
 
 in Rural Schools and Villages of Less than 2,500 Inhabitants. — F. A. Hutci'Ins. 
 Public Libraries and Public Schools. Improving Poorly Managed Public Libraries 
 
 in Small Communities. — F. A. Hutchins. 
 PuljJic Libraries and Public Schools. By-Laws Suggested for a Board of Library 
 
 Trustees. — W. R. Eastman, New York. 
 Public Libraries and Public Schools. Hints for Cataloging Small Libraries. — W. 
 
 R. Eastman, New York. 
 Public Libraries and Public Schools. Aids and Guides in Library Work. — F. A. 
 
 Hutchins. 
 Public Libraries and PubHc Schools. The Librarian's Spirit and Methods in 
 
 Working with the Schools. — J. C. Dana, Colorado. 
 Public Libraries and Public Schools. Work in Certain Typical Libraries. — J. C. 
 
 Dana, Colorado. 
 Public Libraries and Public Schools. Schoolroom Libraries. — Clarissa S. New- 
 comb, Colorado. 
 
 1900 PMucation in the Colonies. — Aaron Gove, Colorado. 
 
 Educational Progress during the Year iSgq-igoo. — B. A. Hinsdale, Michigan. 
 Class Intervals in Graded Schools. — William T. Harris, District of Columbia. 
 Report on High-School Statistics. — James M. Greenwood, Missouri. 
 General Culture as an Element in Professional Training. — Richard G. Boone, 
 Ohio. 
 
 1 901 Isolation in the School — How It Hinders and How It Helps. — W. T. Harris, 
 
 District of Columbia. 
 Educational Progress of the Year. — Elmer E. Brown, California. 
 Iti Memoriam Burke Aaron Hinsdale. — James B. Angell, Michigan. 
 In Memoriam Dr. Henry Barnard. — Eliphalet Oram Lyte, Pennsylvania; and 
 
 Others. 
 Educational Lessons of the Paris Exposition. — Anna Tolman Smith, District of 
 
 Columbia, 
 Lessons of the Educational Exhibits at Paris in 1900. — Howard J. Rogers, New 
 
 York. 
 Report of the Committee on a National University. — William R. Harper, Illinois. 
 
 chairman. 
 The Ideal School as Based on Child-Study. — G. Stanley Hall, Massachusetts. 
 High-School Statistical Information. — James M. Greenwood, Missouri. 
 
 1902 Ta.xation for School Purposes.- — Nathan C. Schaeffer, Pennsylvania. 
 Taxation and Teachers' Salaries. — A. G. LaNE, Illinois.
 
 Council] DEPARTMENT OF ART EDUCATION 623 
 
 1902 The Function of Knowledge in Education. — Chai^les B. Gilbert, New York. 
 The Differences between Efficient and Final Causes in Controlling Human Free- 
 dom. — W. T. H.\RRis, District of Columbia. 
 
 The Educational Progress of the Year 1Q01-2. — William R. Harper, Illinois. 
 
 The School as Social Center. — John' Dewey, IlHnois. 
 
 The Recent Reaction in France against Rousseau's Negation uf Society in Efluca- 
 
 lion. — Anxa Tolm.\x Smith, District of Columbia. 
 The Common-School Community. — OssiAN H. Lang, New York. 
 In Memoriam Charles Collins Rounds. — He.nry Sarin, Iowa. 
 In Memoriam Francis Wayland Parker. — Wilbur S. Jackman, Illinois. 
 
 1903 The Voluntary Fllemcnt in Education. — Charles DeGarmo, Illinois. 
 
 The Saving of Time in Elementary and Secondary Education. — Thomas M. Bal- 
 
 LiET, Massachusetts; Ella Fl.\gg Young, Illinois. 
 The Educational Progress of the Year 1902-3. — William Dewitt Hyde, Missouri. 
 Contribution of Modern Education to Religion. — George A. Coe, Illinois. 
 The Influence of Religious Education on the Motives of Conduct. — Edward A. 
 
 Pace, District of Columbia. 
 The Separation of the Church from the School Supported by Public Taxes. — W. 
 
 T. H.A.RRIS, District of Columbia. 
 In Memoriam J. L. M. Curry. — Edwin A. Alderman, Virginia. 
 In Memoriam William Miller Beardshear. — H. H. Seerly, Iowa. 
 In Memoriam Emerson E. White. — E. W. CoY, Ohio. 
 In Memoriam Edward R. Shaw. — J. F. Reigart, Ohio. 
 
 1904 The Lessons of the E.xposition. — Howard J- Rogers, Missouri. 
 
 The Swedish Educational E.xhibit and Its Relation to the Schools of Sweden. — 
 
 N. G. W. Lagerstedt. 
 The Japanese E.xhibit and Its Relation to Education in Japan. — Mosuke Mat- 
 
 sumura, secretary of the Japanese Commission to the Exposition. 
 In Memoriam William Bramwell Powell. — John W. Cook, Illinois. 
 In Memoriam Frank Alpine Hill. — William Edwin Hatch, Massachusetts. 
 In Memoriam Reuben S. Bingham. — Frank B. Cooper, Washington. 
 Preliminary Report of Committee on Salaries, Tenure, and Pensions of Teachers. 
 
 — Carroll D. Wright, Distr ct of Columbia, chairman. 
 
 1905 /;/ Memoriam Clara Conway. — W. T. Harris, District of Columbia. 
 /;/ Memoriam Edwin C. Hewett. — John W. Cook, Illinois. 
 
 Report of Committee on Simplification of Spelling. — William H. Maxwell, New 
 York, chairman. 
 
 Report on the Educational Progress of the Year. — Howard J. Rogers, New York. 
 
 Sym[>osium: What Are at Present the Most Promising Subjects for Such Investi- 
 gations as the National Council of Educati(jn ShouUl l^ndertake ?— George H. 
 Martin, Massachusetts; James ^f. Greenwood, Missouri. 
 
 In Memoriam Newton Bateman. —Newton C. Doughekt.y, Illinois. 
 
 In Memoriam Ira G. Hoitt. — Charles C. Van Liew, California. 
 
 /;/ Memoriam Horace Sumner Tarbcll.— ^Waltek Bai.LOU Jacohs, Rhode Island. 
 
 DEPARTMENT OF ART EDUCATION 
 
 OFFICERS 
 
 1884 MAI^ISO.V. WIS. 1888 SA\ FR.VNCISCO. CAL. 
 
 I'n-s.. L. S TiioMPso.s. I^ifaycttc, Ind. " I'rcs., Okohck M. lURTi.Krr, Boslon. Mass. 
 
 V-Prt-H.. W. S. I'KKBV. Worrcstcr. M:lss. V.-Prcs.. Joskpiiink I^)rKE. St. Louis, Mo. 
 
 Sec. Joskphi.sk C. I>j<KK. St. I»uis, Mo. Sec, KiiKN RosK. Roilustcr, N. V. 
 
 1885 s.\rato(;a spri.n'o. n. y. iRRo vasiivm.m;. ikmn. 
 
 Prt-s.. Otto Fi-ciis. Haltimorc, Mil. Pns . I.. S. Tikiiipsov, Jirscy t'ily. N. J. 
 
 V. Prt-s., WAt.TKR S. Pkrhv, WortcsliT. V -I'n-s , T J Rii'|iaki>s()N, Minneapolis, 
 
 .Ma.HS. .Minn. 
 
 Sec, JrjsKPiriNK C. I>CK'Ke, St. lyiuis, .Mn Sec, M. I-ouisk Fiki.d, Muslim. Ma-ss. 
 
 1886 TOPKKA. KA\S. i8go .SI' PAUL. MI.W. 
 
 Prrs.. Wai.tkk S. (Jooii.SKiJcii, Oj|unil»ii'*, Prrn.. Jkssk II. Huows, InilianajKiliH. Ind. 
 
 V.-Pre»., ("iiAHi.KS .M. Cahtkr. HoBlon. .Mass. V.Prrs., SAr.i.iK Thomas, Nafthville. 'IVnn, 
 
 Sec. ViKNNA I)oim;k, Winona, Minn. S<-(.. Ai>a M. I.ai'ohi.in, St. Paul, .Minn. 
 
 1887 CmC.W.O. ILL. 1801 lORONHJ, ON P. 
 
 Pre*.. Wai.tkr S. Pkkiiy. W<irrrsier, MnM. Pres.. IIannam J. ("artkr. \ew York, \. Y. 
 
 V.-Prcs.. Mrh. v.. F. L)iuuo<-k. Chiiaffo, III. V.-I'rex., Lilian Jacobv, Rockford. III. 
 
 Sec. Mr.s. L. F. Pickknh. Km(xiria, Kans. Sec, Frank II. Coi.mns, DcnveV, Colo,
 
 624 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Art 
 
 1892 SARATOGA SPRINGS, N Y. 
 
 Pres., Frank H. Collins, Denver, Colo. 
 V.-Pres., LuELLA E. Fay, Springfield, Mass. 
 Sec, Henry W. Poor, Lawrence, Mass. 
 
 1893 No Meeting 
 
 1894 ASBURY PARK, N. J. 
 
 Pres., Christine Sullivan, Cincinnati, O 
 V.-Pres., E. C. Colby, Rochester, N. Y. 
 Sec, Miss E. H. Perry, Bridgewater, Mass. 
 
 1895 DENVER, COLO. 
 
 Pres., Chas. M. Carter, Denver, Colo. 
 V.-Pres., Miss Sara Fawcett, Newark, N. J 
 Sec, Miss. Wilhelmina Seegmiller, 
 Allegheny, Pa. 
 
 1896 BUFFALO, N. Y. 
 
 Pres., W. S. GooDNOUGH Brooklyn, N. Y. 
 V.-Pres., Mrs. M. E. Riley, St. Louis, Mo. 
 Sec, Miss Myra Jones, Detroit. Mich. 
 
 1897 MILWAUKEE, WIS. 
 
 Pres., Mark Maycock, Buffalo, N. Y. 
 V.-Pres., L. S. Thompson, Jersey City, N. J. 
 Sec, D. R. Augsburg, Salt Lake City, Utah. 
 
 1898 WASHINGTON, D. C. 
 
 Pres., Harriet C. Magee, Oshkosh, Wis. 
 V.-Pres., D. R. Augsburg, Salt Lake City, 
 
 Utah. 
 Sec, Florence B. Himes, Albany, N. Y. 
 
 1899 LOS ANGELES, CAL. 
 
 Pres., William A M.-vson, Philadelphia, Pa. 
 V.-Pres., C. F. Wheelock, Albany, N. Y. 
 Sec, Miss M. A. Woodmansee, Dayton, O. 
 
 1900 Charleston. 5. C. 
 
 Pres., Miss F. E. Ransom, New York. N. Y 
 V.-Pres., Henry T. Ardley, Berkeley, Ca . 
 Sec, Miss M. A. Woodmansee, Dayton, O. 
 
 1901 DETROIT, MICH. 
 
 Pres., Miss B. E. Snow, Minneapolis, Minn , 
 V.-Pres.. Miss Myra Jones, Detroit, Mich. 
 Sec, Fred J. Orr, Athens, Ga. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres., Miss Myra Jones, Detroit, Mich. 
 V.-Pres., Miss R. Selleck, Indianapolis, Ind. 
 Sec, Miss Emily H. Miles, Denver, Colo, 
 
 1903 BOSTON, MASS. 
 
 Pres., Miss C. A. Wilson, Davenport, la. 
 V.-Pres., Miss Charlotte, W. Stoddard, 
 
 Rochester, N. Y. 
 Sec, William H. Vogel, Cincinnati, O. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., James F. Hopkins, Boston, Mass. 
 V.-Pres., Charles M. Carter, Denver, Colo 
 Sec, Miss L. S. Cushman, Chicago, 111. 
 
 1905 ASBURY PARK and OCEAN GROVE, 
 
 N. J. 
 Pres. , Mrs. Matilda E. Riley. St. Louis , Mo. 
 V.-Pres., F. H. Collins, New York, N. Y. 
 Sec, Miss Stella Trueblood, St. Louis, Mo. 
 
 1906 No Meeting. 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Eugene C. Colby, Albany, N. Y. 
 V.-Pres., Miss C. A. Wilson, Davenport, la. 
 Sec, Miss H. E. Lucas, Rochester, N Y. 
 
 TOPICS 
 
 1884 How Drawing Should Be Taught in Our Pubhc Schools. — President L. S. 
 
 Thompson, Indiana. 
 Report on the Course of Study in Industrial Drawing for Public Schools. — James 
 MacAlister, Pennsylvania. 
 
 1885 Art Education. — President Otto Fuchs, Maryland. 
 
 Drawing in Primary and Grammar Schools. — Mrs. E. F. Dimmock, Illinois. 
 
 Drawing in High Schools. — Walter S. Perry, Massachusetts. 
 
 Drawing in Normal Schools. — Miss Kate E. Shattuck, Missouri. 
 
 Industrial Drawing for Primary and Grammar Schools. — Chas. M. Carter, 
 
 Massachusetts. 
 Evening Industrial Drawing-Schools. — Otto Fuchs, Maryland. 
 
 1886 President's Address — Industrial Drawing. — President W. S. Goodnough, Ohio- 
 Report on the Relation of Drawing to Other Studies, and How Its Use as a Means 
 
 of Illustration Can Best Be Promoted. — Mrs. Mary D. Hicks, Massachusetts; 
 Walter S. Perry, Massachusetts. 
 Manual Training thru Industrial Drawing. — Chas. M. Carter, Massachusetts. 
 
 1887 Drawing in Primary and Grammar Schools. — Miss Elizabeth F. Dimmock, 
 
 Massachu.sctts. 
 Drawing in Ungraded Country Schools. — W. S. Goodnough, Ohio. 
 Drawing in High Schools. — W. S. Perry, Massachusetts. 
 Drawing in Normal Schools. — Miss M. L. Field, Massachusetts; Miss Harriet 
 
 B. Magee, Wisconsin. 
 Report of Committee on Drawing in Normal Schools. — Miss J. C. Locke, 
 
 Missouri, chairman. 
 Report of Committee on Drawing, Making and Color in Connection with Other 
 
 Studies. — Mary D. Hicks; Walter S. Perry, New York. 
 
 1888 The Educational Value of the Construction of Objects in Our Schools Overesti- 
 
 mated. — L. S. Thompson, Indiana. 
 Historic Ornament and Design in Grammar and High Schools. — H. T. Bailey, 
 
 Massachusetts. 
 Free Industrial Drawing Schools. — G. H. Bartlett. 
 Importance of High Aim in Art Education. — Albert Munsell, Massachusett.s.
 
 Department! TITLES OF PAPERS AND DISCUSSIONS 625 
 
 1889 Systems of Drawing in the United States. — L. S. Thompson, New Jersey. 
 
 .\rt Education the True Industrial Education. — A Cultivation of Aesthetic Taste 
 
 Is of Universal Utility. — W. T. Harris. 
 Form Study in .-Ml Grades below the High School with Applications. — Jesse H. 
 
 Browx, Indiana. 
 
 1890 High-School Work in Drawing. — Miss E. Selleck, Indiana. 
 The Mission of Color. — J. C. Lockk, Illinois. 
 
 Normal-School Work in Drawing. — Mrs. H. J. Carter, New York. 
 
 1 89 1 The Conditions Underlying Art Education in European and American Schools. — 
 
 \\'alter S. Pekrv, New York. 
 Supervision of Ft)rm Study and Drawing in Public Schools. — Walter S. Good- 
 
 NOUGH, New York. Discussion. — Sara A. Fawcett, New Jersey. 
 Color in Nature in Relation to Color in the Schoolroom. — W. A. Shkkwood, 
 
 Canada. 
 Should Instruction in Form Be Based upon Type Solids or upon Miscellaneous 
 
 Objects ? — Mrs. Mary D.vna Hicks, Massachusetts. 
 
 1892 President's Address — Vocal Music as a Training in Art. — Frank H. Collins, 
 
 New York. 
 Art Instruction in Normal Schools. — Elizabeth Perry, Massachusetts. 
 The Study of Drawing as Common-School Work. — .'\aron Gove, Colorado. 
 The .^im of .A.rt Instruction. — Christine Sullivan, Ohio. 
 
 1894 .^rt Education — Its Influence: Industrial, Educational, Ethical. — Christine Sul- 
 
 livan, Ohio. 
 Art Education and Manual Training. — J. Liberty Tadd, Pennsylvania. 
 Color in Public Schools. — Mrs. Mary Dana Hicks, Massachusetts. 
 Modeling in Public-School Work. — Mrs. E. M. Kent, Minnesota. 
 
 1895 President's Address — Extension of Art Education. — Charles M. Carter, Colo- 
 
 rado. 
 
 Art in Magazines. — J. C. D.\na, Colorado. 
 
 Pictorial Drawing in Primary and Grammar Grades: Should Light and Shade 
 Be Taught ? — Miss Wilhelmina Seegmiller, Pennsylvania. 
 
 The Place of Art Education in General Education. — John S. Clark, Massa- 
 chusetts. 
 
 The Round-Table Discussion — Methods of Teaching. — Mrs. Matilda E. Riley, 
 Missouri. 
 
 1896 President's Address — Requisites for Success in Teaching Act. — Walter S. Good- 
 
 XOUGH, New York. 
 
 .\rt for the Eye. — Mr. Ross Turner, Massachusetts. 
 
 Art in the Schoolroom, thru Decoration and Works of Art. — Langdon S. Thomp- 
 son, New Jersey; Miss Stella Skinner, Connecticut. 
 
 Art Education in Relation to Public Education. — Walter S. Perry, New York, 
 chairman. 
 
 Art Not the Servant of Science but Its Complement. — Miss Wilhelmina Seeg- 
 miller, Indiana. 
 
 1897 Shall Art Be the Servant of Science or Its Complement. — M. \'. O'Shea, New 
 
 York. 
 Drawing in Normal Sch(K)ls — Problems Sf)lvcd and Un.solvcd. — Harriet Cecil 
 
 Magee, Wisconsin. 
 The E.\prc.ssion of Lines.— D. R. .\ugsburg, Utah.. 
 What Do the Pcojjle Want in Drawing in the Public Schools ? — LiLLiK M. GonoEN, 
 
 Illinois. 
 J 898 Prcsiflent's Address. — Harriet Cecil Magee, Wisconsin. 
 
 The Su|M-rvi.sor of Drawing in Public Schools.- Fred 11. Daniels, New York. 
 Some Educational Principles Whit h Should (iovern the Teat hing i>f DiMwing.— 
 
 M. V. O.'Shea, Wi.sconsin. 
 Rc|K)rt of the Committee on the Relation of the Library to .\rt I'.ilu. iImhi. W . 
 
 M. R. French, Illinois. 
 The Fun(tion of Art in the Eduialion of the Anieridin Citizen. Wiiiiam Oru- 
 
 wav Parthioge, Ma.ssat hu.setts. 
 1899 Presiflent's Addrcs.s — Freehand Drawing. — William .\. Mason, Peiin.sylvania. 
 Problems in ,\rtislir Rendering. -Katiierine M. Hall, California. 
 Drawing in the Early Years. Dr. Herman T. Lukens, I'ennsylvaiiia. 
 Art Edu(aiic»n in High Schools and Normal Si ln.ols. — Mi.ss Josephine A. 
 
 Greene, N' w ^'<(rk.
 
 626 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Art 
 
 1899 Art Instruction in the University. — Professor Henry T. Ardley, California. 
 Preliminary Report of the Committee of Ten on Elementary Art Education. — 
 
 Langdon S. Thompson, New Jersey, chairman. 
 
 1900 Presidential Address. — Miss Frances E. Ransom, New York. 
 Art in Everything. — Francis W. Parker, Illinois. 
 
 Picture-Study — Its Relation to Culture and General Education. — Fred J. Orr, 
 
 Georgia. 
 The Relative Value of Brush and Pencil as Mediums in Expression. — Miss Bonnie 
 
 Snow, Minnesota. 
 The Relation of Nature-Study to Drawing in the Public Schools. — James M. 
 
 Stone, Massachusetts. 
 
 1901 The Economic Value of Art Education. — Frederick W. Coburn, New York. 
 Rhythm as an Art Principle. — Harriette Rice, Rhode Island. 
 
 The Study of Fine Art in American Colleges and Universities; Its Relation to the 
 Study in Public Schools. — Frank Forest Frederick, Illinois. 
 
 1902 Art as an Educational Factor. — James L. Hughes, Canada. 
 
 Elementary Preparation in Drawing for Secondary Schools — What May Reason- 
 ably be Expected. — Clarence Valentine Kirby, Colorado. 
 
 Report of the Committee of Ten on Elementary Art Education, with Dissenting 
 Opinions. — Langdon S. Thompson, New Jersey, chairman. 
 
 1903 The Teaching of Art. — Denman Waldo Ross, Massachusetts. 
 Consideration for a Practical Study of Drawing in Public Schools — Bonnie E. 
 
 Snow, Minnesota. 
 
 1904 President's Address — The Influence of a Great Exposition as an Art Educator — 
 
 A Word of Introduction. — James Frederick Hopkins, Massachusetts. 
 
 The Influence of the Art School and Art Museum on Civic Life. — Edmund H. 
 WuERPEL, Missouri. 
 
 The Republic of France — A Nation of Art. — Jean Marduel, France. 
 
 Art Education for the People in Germany. — Leopold Bahlsen, Germany. 
 
 Art Education for the People. — Mrs. Matilda Evans Riley, Missouri. 
 
 Organization for Art Education in England. — Percy Atkin, British Representative. 
 
 The Educational Influence of Public Outdoor Art. — George E. Gay, Missouri. 
 
 Education for Artistic Handicraft in Sweden.- — Carl Lidman, Swedish Com- 
 mission. 
 
 Art Education for the American People, as Shown at the Louisiana Purchase Exposi- 
 tion in Normal Schools, Art Schools, and Art Handicraft. — Miss Anna Vande- 
 laine Henkel, Missouri. 
 
 1.905 The Educational Value of Drawing. — F. Louis Soldan, Missouri. 
 
 Lessons to Be Drawn from the International Drawing Teachers' Congress at 
 
 Berne. — Charles M. Carter, Colorado. 
 Round-Table Conferences. — Various Papers by Various Authors. 
 
 DEPARTMENT OF KINDERGARTEN EDUCATION 
 
 OFFICERS 
 
 188s SARATOGA SPRINGS, N. Y. 
 
 Pres., W. N. Hailmann, La Porte, Ind. 
 V.-Pres., B. B. Huntoon, Louisville, Ky 
 Sec. S. A. Van Note, La Porte, Ind. 
 
 1886 TOPEKA, KANS. 
 
 Pres., W. N. Hailmann, La Porte, Ind. 
 V.-Pres., J. W. Dickinson, Boston, Mass. 
 Sec., Miss S. A. Van Note, La Porte, Ind. 
 
 1887 CHICAGO, ILL. 
 
 Pres., W. N. Hailmann, La Porte, Ind. 
 V.-Pres., J. W. Dickinson, Boston, Mass. 
 Sec., Miss S. A. Van Note, La Porte, Ind. 
 
 1888 SAN FRANCISCO, CAL. 
 
 Pres., EtrooRA Hailmann, La Porte, Ind. 
 V.-Pres., Eva B. Whitmore, Chicago, 111 
 Sec, Alpha A. Smith, Fayette, Iowa. 
 
 1889 NASHVILLE, TENN. 
 
 Pres., W. E. Sheldon, Boston, Mass. 
 V.-Pres., M. C. McCulloch, St. Louis, Mo. 
 Sec, Kate D. Wiggin, San Francisco, Cal. 
 
 1890 ST. PAUL, MINN. 
 
 Pres., EuDORA Hailmann, La Porte, Ind. 
 V.-Pres., Sarah Stewart, Philadelphia, Pa. 
 Sec, Mrs. E. G. Buford, Clarksville, 
 Tenn. 
 
 1891 TORONTO, ONT. 
 
 Pres., Eudora L. Hailmann, La Porte, Ind. 
 V.-Pres., Lucy J. Wheelock, Boston, Mass. 
 Sec, Eliza A. Blaker, Indianapolis, Ind. 
 
 1892 SARATOGA SPRINGS, N. Y. 
 
 Pres., Mrs. J. L. Hughes, Toronto, Ont. 
 V.-Pres., Nora Smith. San Francisco, Cal. 
 Sec, Miss A. E. Frederickson, La Porte, 
 Ind. 
 
 1893 No Meeting 
 
 1894 ASBURY PARK, N. J. 
 
 Pres., Susan E. Blow, St. Louis, Mo. 
 V.-Pres., Constance Mackenzie, Philadel- 
 phia, Pa. 
 Sec, Anna Stovall, San Francisco, CaU
 
 Department] 
 
 DEPARTMENT OF KINDERGARTEN 
 
 627 
 
 1895 DENVER. COLO. 
 
 Pres., Miss Lucy Wheelock. Boston, Mass. 
 \'.-Prcs., Miss M. C. McCuLLocii. St. Louis, 
 
 Mo. 
 Sec. Acnes ^LicKenzie, London, Ont. 
 
 1896 BUFFALO, N. Y. 
 
 Pres., Miss Amalie Hofer, Chicago. 111. 
 V.-Prcs., Mrs. S. S. H.^rriu.\n. Providence, 
 
 Rhode Island. 
 Sec., Miss \V. T. Caldwell, Denver, Colo. 
 
 1897 ADLWAUKEE, WIS. 
 
 Pres., Miss C. T. Have.n. New York, N. Y. 
 V.-Pres., Ella C. Elder, Buflfalo, N. Y. 
 Sec, Mrs. M. J. B. VVylie, Buffalo, N. Y. 
 
 1898 WASHLNGTON, D. C. 
 
 Pres. . Miss M. C. McCulloch, St. Louis, Mo. 
 V.-Pres., Mrs. Jenny B. Merrill, New York, 
 
 N. Y. 
 Sec, Miss Mary F. Hall, Milwaukee, Wis. 
 
 1899 LOS ANGELES, CAL. 
 
 Pres., Mrs. AL\ru Kraus-Boelte, New 
 
 York, N. Y. 
 V.-Pres., Miss F. Lawson, Los Angeles, Cal. 
 Sec, Miss Mary F. Hall, Spencer, N. Y. 
 
 1900 CHARLESTON, S. C. 
 
 Pres., Mrs. Kraus-Boelte, New York 
 
 N. V. 
 V.-Pres., Miss M. M\cfeat, Rock Hill, 
 
 S. C. 
 Sec, Miss E. Holmes. Charleston, S. C. 
 
 1 90 1 DETROIT, MICH. 
 
 Pres.. Miss Evelyn Holmes, Charleston, S.C. 
 
 \'.-Pros. Carolina Hart. Baltimore. Md. 
 
 Sec. A.\nie Laws, Cincinnati, O. 
 190J MLN'NEAPOLI S.MINN. 
 
 Pres., C, Geraldine O'Grady, New York 
 N. Y. 
 
 V.-Pres., Miss Clara W. Mingins, Detroit, 
 Mich. 
 
 Sec, Mary C. ^L^Y, Salt Lake City, Utah. 
 
 1903 BOSTON, MASS. 
 
 Pres., Mrs. P. A. Shaw. Boston, Mass. 
 V.-Pres., Miss S. L. Wood, Minneapolis, 
 
 Minn. 
 Sec, Miss C. Wheeler, Grand Rapids, Mich. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., Miss Jenny B. Merrill, New York, 
 
 N. Y. 
 V.-Pres., Mrs. M. J. Stannard, Boston, Mass. 
 Sec, Mrs. O. S. Chittenden, Omaha, Neb. 
 
 190S asbury park and ocean grove, 
 
 N.J. 
 Pres., Miss ^L J. Miller. Rochester, N. Y. 
 V.-Pres., Miss A. Harvey, Brooklyn, N. Y. 
 Sec, Miss A. £. Harbaugh, St. Louis, Mo. 
 1906 No meeting 
 
 igoy LOS ANGELES, CAL. 
 
 Pres., Miss M. C. May, Salt Lake City, Utah. 
 V.-Pres., Elmer E. Brown, Berkeley, Cal. 
 Sec, Miss M. £. Murray, Springfield, Mass 
 
 TOPICS 
 
 1885 President's Address — The Chief Kindergarten Problems. — W. N. Hailmann, 
 
 Indiana. 
 The Kindergarten in the Mother's Work. — Mrs. E. P. Bond, Massachusetts. 
 Relation of the Kindergarten to the Primary School. — John W. Dickinson, 
 
 Massachusetts. 
 Some Essentials of the Kindergarten. — Mrs. EuDORA Hailmann, Indiana. 
 
 1886 Joint Sessions with the Elementary Department, Which See. 
 
 1887 President's Address — W. N. Hailmann, Indiana. 
 
 Value of Kindergarten Training in Normal Schools. — Miss Clara A. BtiRR, New 
 
 York. 
 Application of Froebel's Principles to the Primary School. — Miss Kate L. Brown, 
 
 Massachusetts. 
 The Kindergarten in the Education of the Blind. — Miss Eleanor Beebe, Kentucky. 
 
 1888 Brief R&um(5 of Kindergarten Growth. — Mrs. S. B. Cooper, California. 
 The Educational Value of the Beautiful. — N. C. Schaeffer IVnnsylvania. 
 Pnjfessional Training-School for Kindergartens and Tea( hrrs. — C. H. McGrew, 
 
 California. 
 
 1889 Pre.sidenl's Opening Remarks. — Wm. V Slll I.DoN, Ma.ssachusetls. 
 
 'Ihe Kindergarten iMcthods Contrasted with the Methods of the American Primary 
 
 Sch<xjl. — VV. T. Hakkis, Ma.ssacliu.'^etls. 
 Story Tell'ng in the Kindergarten. — .Miss NoRA A. Smith, California. 
 The Principles and Methods of liducaling Our (Jirls for Parenthood. — Mrs. 
 
 KuuoBA L. Hailmann, Indi.ma. 
 The Kindergarten in Relation to Motlierh(K)d. — Mrs. Sarah B. Cooi'ER, California. 
 I-roelxl's Mes.sage to Parents. — Mrs. A. H. PUTNAM, Illinois. 
 The Child.— E. A.I'akkkk, liiin.iis. 
 
 1890 The Kindergarten Work and Mi.ssi«in from the Stand()oint of an ( )ulsidc Olwerver. 
 
 — Miss HnKS E. Starrett, Illinois. 
 The Effects of Kindergarten Training on the Primary Sch<K)l. — Irwin Shepard, 
 
 Minnes.»ta. 
 They Have Eyes anrl Ears. — Mi.ss Lucy F. Wheemk k, Massai husiiis. 
 .Scho<jlishncss in the Kindergarten. — W. N. Hailmann, hxliana. 
 The I.<tter Killeth. -Miss Anna E. Bryan, Kentui ky.
 
 628 NATIONAL EDUCATIONAL ASSOCIATION [Kindergarten 
 
 1 891 Kindergarten and the Primary School. — W. T. Harris, District of Columbia. 
 Kindergarten Methods in Intellectual Training. — Mrs. J. L. Hughes, Ontario. 
 The Organic Connection between the Kindergarten and the Primary School. — 
 
 Miss N. Cropsey, Indiana. 
 Theory Tested by Experience. — Miss Anna E. Frederickson, Indiana. 
 Magicians Tliat Make a Child's Life Happy or Miserable. — Mrs. Louise Pollock, 
 
 District of Columbia. 
 Some Things a Kindergartner Should Know. — Wm. E. Sheldon, Massachusetts. 
 
 1892 President's Address — Kindergarten Unity in Diversity. — Mrs. J. L. Hughes, 
 
 Ontario. 
 
 Symbolic Education as Illustrated in the Mutterund Kose Lieder. — Laura Fisher, 
 Missouri. 
 
 Professional Training of Teachers. — Mrs. Eudora L. Hailmann, Indiana. 
 
 The Artistic Simplicity of Child- Work. — Amalie Hofer, New York. 
 
 Practical Psychology in the Kindergarten. — Constance MacKenzie, Pennsyl- 
 vania. 
 
 Songs, Morning Talks, and Stories. — Emilie Poulsson, Massachusetts. 
 
 Influence of Expression on Thought. — Miss Guddings, Rhode Island. 
 
 1894 Letter of Greeting to Kindergartners Assembled at As bury Park. — Susan E. Blow, 
 
 Missouri. 
 
 President's Address. — Constance MacKenzie, Pennsylvania. 
 
 The Related Development of Morality and Intelligence in the Kindergarten Idea. — 
 Mrs. Leontine T. Newcomb, Ontario. 
 
 What Can the Kindergarten Do for History and Literature in the Higher Grades ? — 
 Sara E. Wiltse, Massachusetts. 
 
 Essential Principles of the Kindergarten System. — Angeline Brooks, Connecticut. 
 
 Ideal Relation of Kindergarten to Primary Schools. — Lucy Wheelock, Massachu- 
 setts. 
 
 1895 The Social Settlement and the Kindergarten. — Amalie Hofer, Illinois. 
 
 The Work of the Pestalozzi-Froebel Haus. — Mrs. S. H. Harriman, Rhode Island. 
 The Kindergarten and the Home. — Mrs. James L. Hughes, Canada. 
 Mothers' Meetings — How to Conduct Them. — Mary C. McCulloch, Missouri. 
 Mothers' Meetings — How to Conduct Them among the Poor. — Wilhelmina T. 
 
 Caldwell, Colorado. 
 Comparison of the Educational Theories of Froebel and Herbart. — James L. 
 
 Hughes, Canada. 
 The Faculty and Ministry of Song. — W. L. Tomlins, Illinois. 
 A Knowledge of the Kindergarten Indispensable in Primary Instruction. — Sarah 
 
 L. Arnold, Massachusetts. 
 
 1896 The Purpose of the Story in the Kindergarten. — Sara E. Wiltse, Massachusetts. 
 Child-Study for Fathers and Mothers. — M. V. O'Shea, New York. 
 
 The Children of Our Cities. — Mary E. McDowell, Illinois. 
 Psychology of Descriptive Gesture. — S. H. Clark, Illinois. 
 The Allies of the Kindergarten. — Caroline T. Haven, New York. 
 The Problem of the City Kindergarten. — Bertha Payne, lUinois. 
 
 1897 The Kindergarten and Child-Study. — John Dewey, IlHnois. 
 
 Has Child-Study Any Help for the Kindergarten ? — Bertha Payne, Illinois. 
 Froebel's U.se of Child-Study. — C. G. O'Grady, Pennsylvania. 
 Methods of Child-Study in the Kindergarten. — Jenny B. Merrill, New York. 
 The Kindergarten in the Public Schools. — C. B. Gilbert, New Jersey. 
 Kindergarten Work and Principles in the School. — Katherine Beebe, Illinois. 
 
 1 898 The Value of the Ideals Set Forth in the Mother-Play Book. — Elizabeth Harrison, 
 
 Illinois. 
 Children's Gardens. — Jenny B. Merrill, New York. 
 A Child's Song. — Maki Ruef Hofer, lUinois. 
 
 Ideal Play in the Kindergarten. — Susan Plessner Pollock, District of Columbia. 
 The Development of the Inner Life of the Child. — Mrs* Maria Kraus-Boelte, 
 
 New York. 
 A Kindergarten Message to Mothers. — Mrs. Ada Marean Hughes, Canada. 
 The Influence of the Kindergarten upon the Schools. — F. Louis Soldan, Missouri. 
 
 1899 Some Criticisms of the Kindergarten. — Nicholas Murray Butler, New York. 
 Character-Study in the Kindergarten. — Thomas P. Bailey, Jr., Cahfornia. 
 Relation of Imitation to Originality and Consequent Freedom.- — Mary F. Led- 
 
 yard, California.
 
 Deparimentl TITLES OF PAPERS AXD DISCUSSIONS 629 
 
 1899 Mental and Moral DcvclojHiicnt of llie Kindergarten Child. — C. C. \'ax Likw, 
 
 Califorina. 
 Music in the Kindergarten. — Anna M. Stov.all, California. 
 Naughty Children. — Elmer Ellsworth, California. 
 The Kindergarten Child Physically. — Fkkdkric Burk, California. 
 
 1900 President's .Address — How the Kindergarten Develops the Child's Power. — Mrs. 
 
 M.\RL\ Kr.\us-Boelte, New York. 
 .\ Mother's .Advice to Kindcrgartners. — Mrs. Cl.\rexce E. Meleney, New 
 
 York. 
 The Need of Kindergartens in the South. — Philander P. Claxton, North 
 
 Carolina. 
 The Kindergarten Gifts — .A Fragment. — Harriet Neil, District of Columbia. 
 The Kindergarten and the Primary School in Their Relation to the Child and to 
 
 Each Other. — Emma .A. Newman, New York. 
 The Educational Use of Music for Children I'nder the Age of Seven Years. — Mart 
 
 RuEF HoFER, Illinois. 
 
 1901 Work and Play in the Kindergarten. — Mrs. .Alice H. Putna.m, Illinois. 
 
 Work and Play in the Primary and Grammar Grades. — Charlotte M. Powe, 
 
 South Carolina. 
 Work and Play in Youth.— M. V. O'Shea, Wisconsin. 
 President's Address — Kindergarten Department. — Evelyn Holmes, South 
 
 Carolina. 
 Necessary Elements in Work and Play, and Some Practical Consequences. — C. 
 
 Geraldine O'Grady, New York. 
 Rhythm in the Kindergarten. — Ethel Roe Lindgren, Illinois. 
 
 1902 Hindrances to the Development of Language. — Cecilia Adams, Colorado. 
 
 How Froebel Planned to Foster the Child's Powers in Language. — Mrs. Alice 
 
 H. Putn.^m, Illinois. 
 The Need for English Studv bv Kindergarten Students. — Mary C. May, 
 
 Utah. 
 
 1903 Kindergarten Principles in Social Work. — Joseph Lee, Massachusetts. 
 
 The Kindergarten: An U])lifting Social Intluence in the Home and the District. — 
 
 Richard Watson Gilder, New York. 
 The Power of the Kindergarten Training ScIumjI in the Educatit)n of Young Women. 
 
 Caroline M. C. Hart, Maryland. 
 The .Scope and Results of Mothers' Classes. — Elizabeth Harrison, Illinois. 
 The International Kindergarten Union. — Stella L. Wood, Minnesota. 
 
 1904 The Kindergarten and the Elementary School as Illustrated in Their E.xhibits — 
 
 From the Kinflergarten Standpoint. — Patty S. Hill, Kintui ky. 
 The Kindergarten and the Elementary School as Illustrated in Their E.xhibits — 
 
 From the Standjjoint of the School. — C. B. Gilbert, New York. 
 The Philippine Teacher and the Philippine Educational Exhibit.- .Albert Ralmi 
 
 HAfiKK, Philippine E.xjjosilion Board. 
 The Kindergarten in Jajian. — .Annie L. Howe, Illinois. 
 The Frent h and German Elementary Schools.— Frederick ICrnest Farrington, 
 
 California. 
 The Kinfiergartens in the .Southern States, and in Some of the Countries South of 
 
 the United Stales. — ICvKLlNE .A. Waldo, l^)uisiaiia. 
 Address. — Madame ()ttm.L\ Bondy, .Austria. 
 The Hygiene of the Kindergarten Child.- William 11, IUkmiwi, Massa- 
 
 ( hu.s<-tts. 
 The Individual Child.— Bertha Payne, Illinois. 
 What Is Kindergarten I)is( ipline.^MAKY Jean Miller, Iowa. 
 Value of Animal Pels in the Kindergarten. — Annk Iv Harvey New N'ork. 
 
 IQ05 The keiognilion of the Physical Development of the Child in the Training of 
 
 Kindergartners. Nathan (Ji-penheim, New York. 
 How Docs the Routine of the Kindergarten Develoj) llie Child Physically? — Mrs. 
 
 •Ada Markan Hughes, Canada. 
 Melhmis of Supirvision of Public -.Sc h«K)l Kindergnrten.n.— Harkiette Melissa 
 
 Mills, N«w York. 
 Curri-nt friiic l-.tn nf ilic Kiiiciergarlcri. .\I. \'. ()'Siii\, Wisconsin.
 
 630 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Music 
 
 DEPARTMENT OF MUSIC EDUCATION 
 
 OFFICERS 
 
 1885 SARATOGA, SPRINGS, N. Y. 
 Pres., Daniel B. Hagar, Salem, Mass. 
 V.-Pres., O. S. Westcott, Chicago, 111. 
 Sec, T. H. Brand, Madison, Wis. 
 
 1886 TOPEKA, KANS. 
 
 Pres., G. Stanley Hall, Baltimore, Md. 
 V.-Pres., O. S. Westcott, Chicago, 111. 
 Sec, T. H. Brand, Madison, Wis. 
 
 1887 CHICAGO, ILL. 
 
 Pres., O. S. Westcott, Chicago, 111. 
 V.-Pres., N. C. Stewart, Cleveland, O. 
 Sec, Edgar O. Silver, Boston, Mass. 
 
 1888 SAN FRANCISCO, CAL. 
 
 Pres., N. CoE Stewart, Cleveland, O. 
 V.-Pres., H. L. Griggs, Denver, Colo. 
 Sec, Edgar O. Silver, Boston, Mass. 
 
 1889 NASHVILLE, TENN. 
 
 Pres., N. CoE Stewart, Cleveland, O. 
 V.-Pres., Herbert L. Griggs, Denver, Colo. 
 .Sec, Edgar O. Silver, Boston, Mass. 
 
 1890 ST. PAUL, MINN. 
 
 Pres., Herbert L. Griggs, Denver, Colo. 
 V.-Pres., N. L. Glover, Arkron, O. 
 Sec, F. E. Morse, Auburndale, Mass. 
 
 1 89 1 TORONTO, CAN. 
 
 Pres., Herbert L. Griggs, Denver, Colo. 
 V.-Pres., N. L. Glover, Akron, O. 
 Sec, F. E. Morse, Auburndale, Mass. 
 
 1892 SARATOGA SPRINGS, N. Y. 
 Pres., N. L. Glover, Akron, O. 
 V.-Pres., F. A. Fitzpatkick, Leavenworth, 
 
 Kans. 
 Sec, Clarence Birchard, Chicago, 111. 
 
 1893 No Meeting. See International Congresses 
 
 of Education 
 
 1894 ASBURY PARK, N. J. 
 
 Pres., N. L. Glover, Akron, O. 
 
 V.-Pres., Benjamin Jepson, New Haven 
 
 Conn. 
 Sec, George C. Young, Wichita, Kans. 
 
 1895 DENVER, COLO. 
 
 Pres., N. CoE Stewart, Cleveland, O. 
 V.-Pres., G. C. Young, Salt Lake City, Utah 
 Sec, Miss M. E. Grandy, Sioux City, la. 
 
 1896 BUFFALO, N. Y. 
 
 Pres., C. H. Congdon, St. Paul, Minn. 
 V.-Pres., P. C. Hayden, Quincy, 111. 
 Sec, Miss L. M. Hawn, East Saginaw, Mich. 
 
 1897 
 
 1898 
 
 1899 
 
 1900 
 
 1901 
 
 1902 
 
 1903 
 
 1904 
 
 1905 
 
 1906 
 1907 
 
 MILWAUKEE, WIS. 
 
 Pres., F. E. Howard, Bridgeport. Conn. 
 
 V.-Pres., Miss J. E. Crane, Potsdam. N. V. 
 
 Sec, C. W. Weeks. Ottawa, 111. 
 
 WASHINGTON, D. C. 
 
 Pres., O. E. McFadon, Minneapolis, Minn. 
 
 V.-Pres., Mrs. E. A. Thomas, Detroit, 
 
 Mich. 
 Sec, Miss S. L. Byington. MoHne, 111. 
 LOS ANGELES, CAL. 
 Pres., P. C. Hayden, Quincy, 111. 
 V.-Pres., Miss M. A. Grandy, Springfield, 
 
 Mass. 
 Sec, Miss E. M. Joy, Los Angeles, Cal. 
 CHARLESTON, S. C. 
 Pres., Herbert Griggs, Denver, Colo. 
 V.-Pres., Mrs. G. B. Parsons, Los Angeles, 
 
 Cal. 
 Sec, Mrs. C. B. Smith, Jacksonville, 111. 
 DETROIT, MICH. 
 Pres., A. J. Gantvoort, Cincinnati, O. 
 V.-Pres., Mrs. E. A. Thomas, Detroit, Mich. 
 Sec, H. W. Gray, New York, N. Y. 
 MINNEAPOLIS, MINN. 
 Pres., A. J. Gantvoort, Cincinnati, O. 
 V.-Pres., S. A. Weaver, Westfield, Mass. 
 Sec, Mrs. Gaston Boyd, Newton, Kans. 
 BOSTON, MASS. 
 
 Pres., S. A. Weaver, Westfield, Mass. 
 V.-Pres., W. A. Wetzell, Salt Lake City 
 
 Utah, 
 Sec, Miss Helen W. Trask, Minneapolis 
 
 Minn. 
 ST. LOUIS, MO. 
 
 Pres., S. A. Weaver, Westfield, Mass. 
 V.-Pres., W. A. Wetzell, Salt Lake City, 
 
 Utah. 
 Sec, P. C. Hayden, Keokuk, la. 
 ASBURY PARK and OCEAN GROVE, 
 
 N.J. 
 Pres., Wm. a. Wetzell, Salt Lake City, Utah 
 V.-Pres., Mrs. M. B. Parr, Cleveland, O. 
 Sec, P. C. Hayden, Keokuk, Iowa. 
 No Meeting 
 
 LOS ANGELES, CAL. 
 Pres.. H. E. Cogswell, Mansfield, Pa. 
 V.-Pres., Mrs. F. E. Clark, Milwaukee, Wis. 
 Sec, P. C. Hayden, Keokuk, la. 
 
 TOPICS 
 
 1885 President's Address — Music as a Means of Mental Culture. — D. B. Hagar, Massa- 
 
 chusetts. 
 
 Vocal Music in the Public Schools. — T. H. Brand, Wisconsin. 
 
 The Tonic-Sol-Fa System. — T. F. Seward, New York. 
 
 A Plea for the Elements of Music in Primary Grades. — B. Jepson, Connecticut. 
 
 Methods of Teaching Vocal Music. — H. E. Holt, Massachusetts. 
 
 The Relative Importance of Song-Singing and the Reading of Music. — O. Black- 
 man, Illinois. 
 
 1886 President's Address — Music in the Public High School. — O. S. Westcott. 
 What the Average Teacher Can Do in Musical Instruction. — Sara L. Dunning, 
 
 New York. 
 What Music Instruction in Public Schools Should Be. — N. Coe Stewart, Ohio. 
 Better Teaching or a New Notation — Which ? — H. E. Holt, Massachusetts. 
 Tonic-Sol-Fa Notation as a Factor in Musical Education. — T. F. Seward, New 
 
 Jersey.
 
 Department! TITLES OF PAPERS AND DISCUSSIONS 631 
 
 1887 President's Address — What Has Been Done in the Pubhc Schools for Music? — 
 
 O. S. Westcott. 
 
 Shall the State Teach Music ? — Thos. J. Morgan, Rhode Island. 
 
 Voice Training and Singing. — Frk.derick A. Root, Illinois. 
 
 Educational \'alue of tlie Tonic-Sol-Fa System. — Daniel Bachelor, Pennsyl- 
 vania. 
 
 Fervent Voice: Its Nature and Reflex Influence. — \\m. L. Tomlins, Illinois. 
 
 1888 President's Address — \'alue of Training in \'ocal Music. — N. COE Stewart. 
 The Tonic-Sol-Fa System. — S. McBurney, California. 
 
 Aids in Elementary Music Teaching. — W. F. Heath, Indiana. 
 Some Healthful Things Learned by Teaching Music. — Mrs. M. E. Br.\nd, Wis- 
 consin. 
 
 1889 President's .\ddress — Methods in Music Instruction. — N. CoE Stewart. 
 The Province of Music in Education. — Wm. A. Mowry, Massachu.sctts. 
 
 The Outside Musician's \'ie\vs of Music in the Public Schools. — Wm. H. Dana, 
 
 Ohio. 
 Special Report on the Condition of Music Instruction in Our Puliiic Sch<H)ls. — 
 
 Edg.\r O. Silver, Massachusetts. 
 The Relation of Music Instruction to Our Educational Systems. — Rev. A. ]\. 
 
 WiNSHiP, Massachusetts. 
 Music in Public Schools, from a Music Director's Standpoint. — O. E. McF'adon, 
 
 Minnesota. 
 
 1890 Mu.sic as a Factor in Education. — Miss Margaret Morris, Ohio. 
 
 Music as a Regular and Required Branch of Grade Work. — Aaron Gove, Colorado. 
 Value of the Tonic-Sol-Fa Notation. — Robert H. Beggs, California. 
 
 1 89 1 Growth of Music among the People. — Edgar O. Silver, Massachusetts. 
 Methods in Teaching Music. — A. T. Cringan, Canada. 
 
 The Study of Music in Its Relation to Mental Development. — S. H. Preston, 
 Canada. 
 
 1892 The \'aluc of Music in Public Education as a Means of Discipline and Culture. — 
 
 George C. Young, Kansas. 
 Music in the Public Schools— What It Is, and What It Ought to Be.— A. J. Gant- 
 
 voort, Ohio. 
 Music in Public Education, and Some Elements Essential to Its Success. — Philip 
 
 C. Hayden, Illinois. 
 Methods and Devices in Teaching Public -School Music. — B. Jepson, Connecticut. 
 
 1894 President's .Address — Certification of Music Teachers. — N. L. Glover, Ohio. 
 Music in the New Education. — David M. Kelsey, New York. 
 
 Is as Much Time Devoted to Instruction in Vocal Music in Our Public Schools 
 as Its Importance Demands. — F'rederick E. Chapman, Massachusetts. 
 
 Pupils' Defe( tive Hearing. — Epmraim Cutter, New York. 
 
 Some Helijful Things (oncerning Music in the Public Sc hools. — N. COE Stewart, 
 Ohio. 
 
 1895 The Purpose of Music Study in the Public Schools. — F. Treudley, Ohio. 
 
 I low Pupils Learn to Knf)w and Do in Music. — C. H. Congdon, Minnesota. 
 A Course of Music in Public .S( hools. — A. J. Gantvoort, Ohio. 
 Music in Relation to Other Studies. — Sarah L. Arnold, Ma.s.sachu.setts. 
 Children's Voices. — LiNN Marie Hawn, Michigan. 
 Songs for Children. — F'annie Arnold, Nebraska. 
 Mind and Music. — Tmko. H. Johnson, Ohio. 
 
 \'f)cal Harmony; or, A Plea for an Oral Language wit ii Which (o Ivxpress Our 
 Thoughts in Music. — H. E. Holt, Massachu.sctts. 
 
 1896 .Natural Methods in Teaching Music to Children. — F. K. Howard, Connecticut. 
 How Good Music Makes Good Citizens. — Frank Damrcisch, New York. 
 
 Our I%xpericncc in Introducing Music as a Study in Our Public Schools. — Joseph 
 
 MiscHKA, New York. 
 Music in Education. --Mrs. Emma A. Thomas, Michigan. 
 Thinking .Souncis Directly or Indirectly. — Samuel W. Cole, Ma.ssa( husetts. 
 The Development of Music Theory thru Prat ti( e. — O. E. McFadon, Minnesota. 
 
 1897 'fhe Development of Rhythm.- S. LiLLiAN Byington, Illinois. 
 
 Eye and Fvir Training as Rclatecl to Sight Singing. -Frederic At i.ison Lyman, 
 New York.
 
 632 NATIONAL EDUCATIONAL ASSOCIATION [Music 
 
 1897 The Child Voice. — F. E. Howard, Connecticut. 
 
 How to EstabHsh Good Musical Standards in Public-School Music. — Anna Bir- 
 CHARD, Indiana. 
 
 1898 What Is Music, and How Can We Help Children to Become Musical? — Mari 
 
 RuEF Hofer, Illinois. 
 Individual Singing. — C. H. Congdon, Minnesota. 
 School Music in Character-Making. — A. E. Winship, Massachusetts. 
 The Next Step — What Shall It Be ? — Mrs. Carrie B. Adams, Indiana. 
 
 1899 President's Address — The Ultimate Object of Music Study in the Schools. — 
 
 P. C. Hayden, Illinois. 
 
 Content and Extent of Music in Public Schools. — Herbert Griggs, Colorado. 
 
 What Power Does the Child Gain thru Music-Study ? — Thomas Tapper, Massa- 
 chusetts. 
 
 Methods of Teaching Music. — W. B. Powell, District of Columbia. 
 
 The Necessary Education of the Supervisor. — Mrs. Constance Barlow Smith, 
 Illinois. 
 
 What Should Constitute a Course of Music for County Institutes ? — Kathryn 
 E. Stone, California. 
 
 1900 Common-Sense as an Aid to the School-Music Supervisor. — Sterrie A. Weaver, 
 
 Massachusetts. 
 Should Music in the Public Schools Be Taught from the Song to the Exercise ? — 
 C. H. Congdon, lUinois. 
 
 1 90 1 President's Address. — Arnold J. Gantvoort, Ohio. 
 
 Music Teachers in Their Relation to the Schools. — Charles Haupert, Ohio. 
 The Supervisor from the Standpoint of the Regular Grade Teacher. — Nellie 
 
 G. Pettigrew, Ohio. 
 Supervisors and Supervision. — Walter H. Aiken, Ohio. 
 The Rights of Boys and Girls in Music Education. — N. Coe Stewart, Ohio. 
 
 1902 An Anomalous Situation, with Suggestions for Improvement. — Hollis E. Dann, 
 
 New York. 
 
 The Psychological and Ethical Value of Music. — Elizabeth K. Fairweather, 
 Ohio. 
 
 High-School Music. — Mrs. Frances Elliott Clark, Iowa. 
 
 The Future Development of School Music. — Thomas Tapper, Massachu- 
 setts. 
 
 Musical Qualifications Necessary for a Teacher of Music in the Public Schools. — 
 Frank L. Nagel, Iowa. 
 
 1903 The Training in Sight-Singing and Song Interpretation Which Normal-School 
 
 Students Should Receive. — C. A. Fullerton, Iowa, and Others. 
 The Real Purpose of Teaching Music in the Public Schools. — Samuel W. Cole, 
 
 Massachusetts, and Others. 
 School Music — Has It Made Music Readers ? — George W. Wilmot, New Jersey, 
 
 and Others. 
 Music as a Subject to Be Counted for Admission to College. — Eugene D. Russell, 
 
 Massachusetts. 
 Music as Part of Life. — Frank Damrosch, New York. 
 
 1904 Primary-Music Methods. — Mrs. Marie Burt Parr, Ohio. 
 
 Rote-Singing and Its Proper Place in the Public Schools — Practice versus Theory. — 
 W. A. Hodgson, Missouri. 
 
 Music in the Public Schools a Means of Culture in the Community. — Lucy Robin- 
 son, West Virginia. 
 
 Methods versus Results. — W. H. Pommer, Missouri. 
 
 The Public-School Music Supervisor in His Relation to the Professional Musi- 
 cians and the Professional Educators. — Frank Nagel, Iowa. 
 
 Conferences on a High-School Music Course. — H. C. MacDougall, chairman. 
 
 1905 The Mission of Music in the Public Schools. — A. E. Winship, Massachusetts. 
 Some Questions Involved in Making Music a Major Study. — W. Scott, Massachu- 
 setts. 
 
 Correlation of Music with Other Branches of the School Curriculum. — Mrs. Eliza- 
 beth Casterton, Michigan. 
 
 Music as a Factor in Culture. — Charles Edward Locke, New York. 
 
 Relation of the Grade Teacher to Music Instruction in the Public Schools. — C. A. 
 FuLMER, Nebraska.
 
 Department] 
 
 DEPARTM:qNT OF SECONDARY EDUCATION 
 
 (>2,Z 
 
 1905 Some Features of Music Instruction in the Schools of New Wwk ("ity. — Frank 
 
 R. Rix, Xew York. 
 Some Type-Forms That Have Been Found I'seful in the Teac hing of Music in tlie 
 
 Schools. — W.'VLTER H. Aiken, Ohio. 
 Report of Committee on What Results Should Be Obtained in the Study of Music 
 
 in the Eight Grades of the Public Schools. — Philip C. Hayuen, Iowa, chairman. 
 
 DEPARTMENT OF SECONDARY EDUCATION 
 
 OFFICERS 
 
 1887 CHIC.\GO .ILL. 
 
 Pros.. Geo. A. Bacon. Syracuse. N. V. 
 \'.-Pres.. H. L. Boltwoop. Evanston. 111. 
 Sec, P.\UL H. Hanus, West Denver. Colo. 
 
 1888 SAX FRANCISCO. CAL. 
 
 Prcs., Sami'ei, Thurber. Boston. Mass. 
 \".-Pres.. A. F. N'ichtinx.ale. Lake View. 111. 
 Sec. Paul H. Hanus Denver. Colo. 
 
 1889 N.\SHVILLE, TEXN, 
 
 Pres.. A. F. Nightingale, Lake View, III. 
 V.-Pres.. Abram Brown, Columbus. O. 
 Sec, L. J. Martin. San Francisco, Cal. 
 
 1890 ST. PAUL, MINN. 
 
 Pres.. H. E. Chambers. New Orleans, La, 
 V.-Pres. William Jenkins, Mendota, 111, 
 Sec. Mlnnie C. Clarke, Kansas City, Mo. 
 
 1891 TORONTO, ONT, 
 
 Pres.. F. E. Plummer, DesMoines, la, 
 \'.-Pres., S. W. Landon. Burlington. Vt. 
 Sec, W, T, White, Knoxville. Tcnn. 
 
 1892 SAR.\TOGA SPRINGS, N. V. 
 
 Pres., Frank E. Pi.ummer, Des Moines. la. 
 \'.-Prcs., J, A. HoRNBERGER. Norfolk, Neb, 
 Sec, W. T. White, Knoxville, Tenn. 
 
 1893 .No meeting. See International Congresses 
 
 of Education 
 
 1894 ASBURV PARK, N, J, 
 
 Pres.. J. S. Crombie, Brooklyn, X, V. 
 \'.-Pres., Amelia ¥-. Trant, Buffalo, N. V. 
 .Sec, W. H. Bartholomew, Louisville. Ky, 
 189s DENVER, COLO. 
 
 Pres., W. H. Smiley. Denver. Colo. 
 V.-Pres., Miss H, L. Keller, Cleveland, O. 
 Sec. C. H. Tucrber. Hamilton, N. V. 
 
 1896 BUFFALO, N. Y. 
 
 Pres., E, L, Harris, Cleveland. O. 
 V.-Pres., F. L. Bliss. Detroit, Mich. 
 Sec, C. H. Thcrber, Morgan Park, 111. 
 
 1897 MILWAUKEE, WIS, 
 
 I'res,, C, H. Thurber, Morgan Park. III. 
 V.-Prcs., F. L. FosDicK, Buffalo. N, V, 
 Sec, Miss Ida B, Haslup, Pueblo, Colo, 
 
 1898 
 
 1899 
 
 1900 
 
 1901 
 
 1902 
 
 1903 
 
 1904 
 
 1905 
 
 1006 
 1907 
 
 WASHINGTON, D, C. 
 
 Pres., Geo. B. Aiton, Minneapolis, .Minn. 
 
 V,-Pres., Mrs, M. W. Sewall, Indianapolis, 
 
 Ind, 
 Sec, E, G, Cooley, La Grange, 111. 
 LOS ANGELES. CAL. 
 
 Pres., Edward F, Herma.nns, Denver, Colo, 
 V.-Pres.. W. F. Webster, Mpls.. Minn. 
 Sec, F. H. Clark. San Francisco, Cal. 
 CHARLESTON, S. C. 
 Prcs., E. W. Coy. Cincinnati, O. 
 V.-Pres.. G. B. Morrison. Kansas City, Mo, 
 Sec, H. L. BoLTWOOD, Evanston, 111. 
 DETROIT. MICH. 
 Pros., W. J. S. Bryan, St. Louis, Mo. 
 V.-Pres., Miss N, Fillmore, Cincinnati, O, 
 Sec, C. A. Graeser, Charleston, S. C, 
 MINNEAPOLIS, MINN, 
 Pres., J. Remsen Bishop, Cincinnati. O. 
 V.-Pres., W. F. Webster, Minneapolis, 
 
 Minn. 
 Sec. Charles A, Smith, Duluth, Minn. 
 BOSTO.X. MASS. 
 
 Pres., C. F. Wheelock, Albany, N. V. 
 V.-Pres., Reuben P. Halleck, Ixjuisvillc , 
 
 Ky. 
 Sec. Wilbur F. Gordy, Hartford, Conn, 
 ST. LOUIS. MO. 
 
 Pres., Reuben P. Halleck, Louisville, Ky. 
 V.-Pres., Wilbur F. Gordy, Hartford, Conn, 
 Sec, William Schuyler, St, Louis, Mo, 
 .\SBURV PARK AM. OCEAN GROVE, 
 
 N, J, 
 Pres,, William Schuyler, St, Louis, .Mo, 
 V,-Pres,, J, H, Van Sickle, Baltimore, 
 
 Md, 
 Sec, Wilson Farrand, Newark, X. J, 
 .\o .Meeting 
 
 I.tJS AXGELKS, CAL. 
 I'res., Eugene W, Lyttle, .\lbany, N, Y. 
 V,-Pres,, Wilson Farrand, Newark, N, J 
 Sec, Philo M, Buck, St, Louis, Mo. 
 
 1887 
 
 1888 
 
 1889 
 
 TOPICS 
 
 The Claims of the Classics. — A, F, Nic.mtinoai.k, Illinois. 
 The .Ministration of Literature. — Minnie C. Clarke, Ma.ssa( hu.setls. 
 The Orflcr and Relation of Studies in the Hinh S( hool Course. — Samuel Tiiukhek, 
 
 Ma,s.sa( hu.setts. 
 Teaching English in Secondary Sch(K)ls,— J. B, Mt Ciiesney, California, 
 Kdu( ating the Whole Boy. — J. W. McDonai.d, Massachusetts. 
 Relation of the High S( hool to the Training-S( hool, — Oi.iVE A. EvEUS, Minnesota. 
 
 President's .Xddress The High S( hool. A. F. Niciitinoale, Illinois. 
 
 The High S< hool and the Citizen. H. C. Messimer, Pennsylvania; Mi.ss Laura 
 
 Donna.v, huliana. 
 Methods of Slurly in English. M. W. Smith, Ohio, 
 I'niform Course of Studies for High Sch«K)l.s. — E. W. CoY, ( Hiin,
 
 634 NATIONAL EDUCATIONAL ASSOCIATION [Secondary 
 
 1890 The High School as a Fitting-School. — A. F. Bechdolt, Minnesota. 
 
 Effect of the College Preparatory High School upon Attendance and Scholarship 
 
 in the Lower Grades. — C. W. Bardeen, New York. 
 The Demands of the High School for Severance from the College and University. — 
 
 J. W. Johnson, Mississippi. 
 The High School as a Finishing-School. — James H. Baker, Colorado. 
 Art Instruction in the High School: Its Utility and Value. — Miss Christine 
 
 Sullivan, Ohio. 
 The High School as a Factor in Mass Education. — E. A. Steere, Montana. 
 The Purpose and Scope of History in the High School. — W. M. West, Minnesota. 
 
 1891 President's Address — The Future High School. — Frank E. Plummer, Iowa. 
 How English Is Taught in One High School. — Ray Greene Huling, Massachu- 
 setts. 
 
 A Plea for State and National Aid in Industrial Education. — B. F. Hood, South 
 
 Dakota. 
 Geometry in Our Schools. — Miss Matilda T. Karnes, New York. 
 Aims in Teaching Civil Development. — Frank A. Hill, Massachusetts. 
 Necessity and Means of Developing Individuality. — Samuel B. Todd, 
 
 Kansas. 
 Methods of Teaching General History. — Mrs. Mary Sheldon Barnes, 
 
 Indiana. 
 The Province of the Western High School. — L. H. Austin, Nebraska. 
 
 1892 Discipline in High School. — R. E. Denfeld, Minnesota. 
 
 The Chief Aim in the Study of History .^ — Walter A. Edwards, Illinois. 
 
 What Should Secondary Schools Do to Promote Their Interests at the World's 
 
 Fair? — J. L. Halloway, Arkansas. 
 High-School Extension or Supplementary Work. — Frank E. Plummer, Iowa. 
 Usage the Authority in Language. — Brainard Kellogg, New York. 
 Physical Education in Our Schools. — R. Anna Morris, Iowa. 
 
 1894 Is It True That the Most Defective Part of Education in This Country Is in the 
 
 Secondary Schools ? — Charles P. Lynch, Ohio. 
 Shall Latin Be a Required Study ? — W. Wilberforce Smith, New Jersey. 
 How May a Professional Spirit Be Acquired by the Secondary Teachers of Ameri- 
 
 ica. — Ida B. Haslup, Colorado. 
 Discipline as the Result of Self-Govemment. — A. V. Storm, Iowa. 
 The Relation and the Possibilities of High-School Training in Relation to Public 
 
 Speaking. — Frank Sheldon Fosdick, New York. 
 The Training of the High-School Teacher. — Eoline Clark, Nebraska. 
 The Future of the American High School. ^ — J. Remsen Bishop, Ohio. 
 
 1895 President's Address — Ideals for Students in Secondary Schools.^ — Wm. H. 
 
 Smiley, Colorado. 
 
 Should Electives in the High Schools Be by Courses or by Subjects? — Oscar D. 
 Robinson, New York. 
 
 The Prospects for a Federal Educational Union. — William Carey Jones, Cali- 
 fornia. 
 
 Biology in the First Year of the Secondary Schools. — O. S. Westcott, Illinois. 
 
 Physical Geography — Its Possibilities and Difficulties. — Edward L. Harris, 
 Ohio. 
 
 Ethical Instruction thru Sociology.- — B. C. Mathews, New Jersey. 
 
 Address of the Committee of Twelve of the American Philological Association. — 
 William W. Goodwin, chairman. 
 
 1896 Round Table — Ancient Languages and English: 
 
 Translation from the Greek and Latin Classics as a Training in the l^se of 
 English.— I. B. Burgess, Illinois; William C. Collar, Massachusetts; 
 Frank A. Manny, Illinois. 
 Round Table — Modern Foreign Languages: 
 The Recent Changes in Methods of Teaching Foreign Languages. — Joseph 
 Krug, Ohio. 
 Round Table — History. — Ray Greene Huling, Massachusetts. 
 Round Table — Mathematics: 
 
 Economy in Mathematical Instruction. — James L. Patterson, New York. 
 Principals' Round Table.- — F. L. Bliss, Michigan. 
 Congressional Work for Youth. — W. H. Wickes, New York. 
 What Is a Secondary School ? — E. W. COY, Ohio.
 
 Department] TITLES OF PAPERS AXD DISCUSSIONS 635 
 
 1897 Report of the Chairman of the Joint Committee on College-Entrance Require- 
 
 ments. — A. F. Nightingale, Illinois. 
 Principals' Round Table: 
 Round Table in Latin and Greek. 
 
 Round Tabic in Hi.->tory. — C. \V. Frkxch, Illinois, leader. 
 Round Table in English. — H.arriet L. Keeler, Ohio, leader. 
 Round Table on the High School as a Social Factor. — Samuel T. Dutton, 
 
 Massachusetts, leader. 
 
 1898 I'.nglish the Core of a Secondary Course. — John Calvin Hanna, Ohio. 
 
 Some of the Main Principles of Secondary English Teaching. — Samuel Thurber, 
 
 Massachusetts. 
 A Proposed Four- Years' Course in English for Secondary Schools. — Charity 
 
 Dye, Indiana. 
 Syllabus of a Course in English, with a Defense of the Same. — W. F. Webster, 
 
 Minnesota. 
 The English Round Table — Essay-Correcting — Canit Be Made a Joy Forever ? — 
 
 F. N. Scott, Michigan. 
 What Proportion of Essay Subjects Shall Be Drawn from Literature ? — F. W N. 
 
 Pai.nter, \'irginia. 
 Subjects for Compositions: Shall We Draw Them from Literature or from Life ? — 
 
 Edwin L. Miller, Illinois. 
 
 1899 Do Our High Schools Prepare for College and for Life, in .Accordance wilh the 
 
 Present Retiuirements of Both? — Gilbert B. Morrison, Missouri. 
 Should Arithmetic, English Grammar, Geography, and the History of the United 
 
 States Be Reviewed in the High School ? — J. W. Crabtree, Nebraska. 
 In Fundamental Civics, What Shall We Teach as the .\merican Doctrine of Reli- 
 gion and the State ? — Sylvester F. Scovel, Ohio. 
 Joint Session of Secondary and Higher Departments — Presentation of the Report 
 of the Committee on College-Entrance Requirements. — A. F. Nightingale, 
 Illinois, chairman. 
 Report of the Committee of Twelve of the American Philological Association on 
 
 Courses of Study in Latin and Gteek for Secondary Schools. — A. F. Night- 
 
 IN'G.VLE, chairman. 
 Report of the Committee of Twelve of the Modern Language Association of 
 
 America. — Calvin Thomas, New York, chairman. 
 Report of the Committee of Seven of the American Flistorical Association. — 
 
 Andrew C. McLaughlin, Michigan, chairman. 
 Report of the Committee of the Chicago Section of the .'Vmerican Mallii-matiial 
 
 Society. — J. W. .\. You.ng, Illinois, chairman. 
 Report of the Committee on Physical Geography. — William North Rice, 
 
 acting chairman. 
 Sjjec ial Report of the Committee on Chemistry. — Alexander Smith, Illinoi.s, 
 
 chairman. 
 Report of the Committee on Botany. — Committee. 
 RejKirt of the Committee on Zoology. — Committee. 
 Rejiort of Committee on Physics. — E. H. Hall, Ma.ssachu.setts, chairman. 
 
 1900 To What Extent Should a Puj)il in the High School be .Allowed to Choose His 
 
 Studies ? — William J. S. Bryan, Mi-ssouri. 
 How Shall We Teach Our Pupils the Correct Use of the English Language? — 
 
 Oliver S. Westcott, Illinois. 
 Discussion of the RejKirt of the Committee on College Entninie Rfquirciiunts 
 
 in Joint Session (if Seioiwlary and Higher I)e|)arlnieiils. 
 
 1901 I'resiflcnt's Address — Growth of Secondary Sch(H)ls. — Will l\m J. S. Bryan, 
 
 .Missouri. 
 
 The Fun( tion of the High SchcKil of Today. — J. Remsen Bishop, Ohio. 
 
 kound-TabU: Conferences. The English Conference. — James II lIvwRis, 
 .Mi< higan. 
 
 Kound-Table Conference — Latin. — F. P. Moulton, Connecticut. 
 
 Round Table -Commercial Conferences. — Thomas H. H. Knight, Massa- 
 chusetts. 
 
 KouncI T.ibic- Conference Botany Conference.- Li- wis Muuiiach, Michigan. 
 
 Round 'I'alilc- /oology Conference. Franki.IN W. Bakrows, New York. 
 
 Round Tabic- Domestic Science Conference.— .Ahhy L. Mari.att, Rhode Island. 
 
 Round Tabic — .Algebra Conference. — Gkohgk W. Evans, Ma.s.sachu.setls. 
 
 Round Table —(ircek Conferenrp. — Isaac N. Judson, Mi.ssouri.
 
 636 NATIONAL EDUCATIONAL ASSOCIATION [Secondary 
 
 1901 Round Table — German Conference. — Joseph Krug, Ohio. 
 Round Table — Physics Conference. — Carl J. Ingerson, Missouri. 
 Round Table — Chemistry Conference. — C. E. Linebarger, Illinois. 
 Round Table — Geometry Conference. — Alan Sanders, Ohio. 
 Round Table — History Conference. — J. J. Sheppard, New York. 
 
 Round Table — Physiography Conference. — W. H. Snyder, Massachusetts. 
 Round Table — Physiology Conference. — Peter Cooper, New York. 
 
 1902 President's Address — Call Out the Leaders. — J. Remsen Bishop, Ohio. 
 The Social Side of High-School Life. — Retjben Post Halleck, Kentucky. 
 
 The Three Elements in the Cost of Education. — Charles D. McIver, North 
 
 Carolina. 
 Round-Table Conferences — Ancient Classics. — Laeayette Bliss, Minnesota. 
 Round-Table Conference — Biological Conference. — J. Remsen Bishop, Ohio. 
 Round Table — Physical-Science Conference. — W. A. Fiske, Indiana. 
 Round Table — History Conference. — Charles R. Frazier, Minnesota. 
 Round Table — English Conference. — Thomas C. Trueblood, Michigan. 
 Round Table — Principals' Conference. — W. J. S. Bryan, Missouri. 
 Round Table — Mathematical Conference. — Charles W. Newhall, Minnesota. 
 
 1903 Opening Remarks — Problems of Secondary Education. — Charles F. Wheelock, 
 
 New York. 
 
 Tendencies as to the Enlargement of the Seminary Field. — Reuben Post Hal- 
 leck, Kentucky. 
 
 Co-education in the High School. — G. Stanley Hall, Massachusetts. 
 
 The Teaching of Argumentative Discourse in High Schools. — George P. Baker, 
 Massachusetts; Ch.arles S. Hartwell, New York. 
 
 Round-Table Conference — 
 
 I. Classical Conference. — Henry White Callahan, Colorado. 
 Round-Table Conference — 
 
 II. Principals' Conference — The Formation of a Federation of Secondary School 
 Associations. — ^William J. S. Bryan, Missouri. 
 
 Round-Table Conference — 
 
 III. Mathematical Conference. — David Eugene Smith, New York. 
 Round-Table Conference — 
 
 IV. History Conference. — James Sullivan, New York. 
 
 1904 What May the Secondary Schools of the United States Learn from a Study of 
 
 French Secondary Education ? — E. W. Lyttle, New York. 
 
 What May the Secondary Schools of the United States Learn from a Study of 
 German Secondary Education ? — Frederick E. Bolton, Iowa. 
 
 Secret Fraternities in High Schools. — Gilbert B. Morrison, Missouri. 
 
 In What Respects Should the High School Be Modified to Meet Twentieth- 
 Century Demands ? — J. Stanley Brown, lUinois. 
 
 Round-Table Conferences — English Conference. — William Schuyler, Missouri. 
 
 Round-Table Conferences — Laboratory Method in English Composition.- — 
 Philo Melvyn Buck, Jr., Missouri. 
 
 Round-Table Conference — Mathematics. — JohnS. French, Maryland, and Others. 
 
 Round-Table Conference — Modern Language. — George Arthur Smith, New 
 York, and Others. 
 
 1905 President's Address — The Schoolmaster. — William Schuyler, Missouri. 
 Should the Twelve-Year Course of Study Be Ec|ually Divided between the Ele- 
 mentary School and the Secondary School ? — E. W. Lyttle, New York. 
 
 Why Do So Many First-Year Pupils Leave the High School ? How Can They 
 Be Induced to Remain ? — Reuben Post Halleck, Kentucky. 
 
 Report of the Committee on Secret Fraternities. — Gilbert B. Morrison, Mis- 
 souri, chairman. 
 
 Round-Table Conference — A. Principals' Conference. — Walter B. Gunnison, 
 New York. 
 
 Round-Table Conference — B. English Conference. — Philo M. Buck, Missouri. 
 
 Round-Table Conference — C. History Conference. — James Sullivan, New York, 
 leader. 
 
 Round-Table Conference — D. Conference on Mathematics. — Franklin Turner, 
 Jones, Ohio. 
 
 Round-Table Conference — E. Classics Conference. — John C. Kirtland, New 
 Hampshire. 
 
 Round-Table Conference — F. The Modern -Languages Conference. — Ernest 
 Wolf, Missouri.
 
 Department] 
 
 DEPARTMENT OF BUSINESS EDUCATION 
 
 637 
 
 DF.PARTMFXT OF BUSINESS KDITATTOX 
 OFFICERS 
 
 1894 ASBURY PARK. N. J. 
 
 Pres.. R. E. Gallac.her. Hamilton. Ont. 
 V.-Pres.. F. Goodman. Nashville, Tenn. 
 Sec. and Treas., W. E. McCord, Peoria, III. 
 
 1895 DENVER. COLO. 
 
 Pres.. J. M. Mehan. DesMoines. la. 
 \'.-Pres.. A. S. Osborn. Rochester, N. Y. 
 Sec. and Treas.. W. E. McCord, New York, 
 N. Y. 
 
 1896 BLFFALO. N. Y. 
 
 Pres., F. Goodman, NashWUe. Tenn. 
 V.-Pres.. D. W. Springer. Ann Artor, Miih. 
 Sec. and Treas.. J. W. Warr. Moline, 111. 
 
 1897 MILWAUKEE. WIS. 
 
 Pres.. A. N. Palmer, Cedar Rapids, la. 
 \'.-Pres.. J. E. Ki.vG. Rochester. N. Y. 
 Sec. Alla.v Davis, Washington, D. C. 
 
 1898 WASHINGTON, D. C. 
 
 Pres., D. W. Springer, Ann Arbor, Mich. 
 V.-Pres., A. N. Palmer. Cedar Rapids, la. 
 Sec. D. M. Willis, Morganiown, W. Va. 
 
 1899 LOS ANGELES, CAL. 
 
 Pres.. jVllan Davis, Washington, D. C. 
 V.-Pres., I. O. Crissy, Albany, N. Y. 
 Sec, W. C. Stevenson, Emporia, Kans. 
 
 1900 CHARLESTON, S. C. 
 
 Pres., C. C. Marshall, Battle Creek, Mich. 
 V.-Pres., M. B. Wicks, Philadelphia, Pa. 
 Sec. I. O. Crissy, Albany, N. Y. 
 
 1901 DETROIT. MICH. 
 
 Pres.. William E. Doggett. Brooklyn. N. Y. 
 \'.-Pres., W. J. Wheeler, Birmingham. 
 
 Ala. 
 Sec. Edward W. Stitt, New York, .\. Y. 
 
 1902 MINNEAPOLIS. MINN. 
 
 Pres.. I. O. Crissy, Albany, N. Y. 
 V.-Pres., J. H. Francis, Los Angeles, 
 
 Cal. 
 Sec, Templeton P. Twiggs, Detroit. 
 
 Mich. 
 
 1903 BOSTON. MASS. 
 
 Pres., J. H. Francis, Los Angeles. Cal. 
 V.-Prcs., T. P. Twiggs, Detroit, Mich. 
 Sec, C. E. Stevens, Cleveland, O. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., C. A. Herrick, Philadelphia, Pa. 
 V.-Pres., H. B. Brown, Valparaiso, Ind. 
 Sec, Thos. H. H. Knight, Boston, Mass. 
 
 1905 .\SBURY PARK and OCEAN GROVE. 
 
 N.J. 
 Pres., W. C. Stevenson, Decatur, 111. 
 \'.-Pres., H. B. Brown, Valparaiso, Ind. 
 Sec, John Alfred White, Moline, 111. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., H. M. RowE, Baltimore, Md. 
 V.-Pres., J. T. Young, Philadelphia, Pa. 
 Sec, H. G. Healey, Brooklyn, N. Y. 
 
 TOPICS 
 
 1894 President's Address — Work and Usefulness of the Business College. — R. F,. Gal- 
 
 lagher, Ontario. 
 The Religion of Morals as Applied to Business. — S. S. Packard, New York. 
 An Ideal Business College. — W'm. J. Amos, Connecticut. 
 Hand Writing of the Future. — D. T. Amks. 
 Business Training — (jood and Bad. — J. M. Mehan, Iowa. 
 The Teaching of Writing. — J. P. Byrne, Pennsylvania. 
 The Disciplinary Value of the Business Course of Study.— A. S. Osborn, New 
 
 York. 
 
 1895 President's Address — The Training of Teachers for Business Courses. — J. M. 
 
 Meiian, Iowa. 
 The Kxchangeablc Value of the Alliance of the Business Educators' As.sociation 
 
 with the National Educational Association. — Mrs. SARA A. Spencer, District of 
 
 Coiutnhia. 
 Guaranteeing Position.s, or Frauduh iil .\dvertising. — J. \\ . Warr, Illinois. 
 Shorthand and Typewriting. — W. A. WooDWoKTil, Colorado. 
 Ethical Side of Business Training. — D. W. Si'KINc.kr, Michigan. 
 
 1896 Correlation and Co-ordination of Business Branches. — J. M. Mi iian, Iowa. 
 
 A Course- of Study for Business High S( hools.-- Air. AN Davis, I )istri( t of Coluinhia. 
 
 \'alue <jf a Stantlard of .Attainment. \\ . T. IIakkis, Disirii I of Colunihia. 
 
 Rejjorl of Subcommittee <»f Committee of Nine on Bookkeei)ing- Theory and 
 
 Pra< ti( e oi A< < ounts an<l Inten ommunic .ition. — S. S. Packard, New York. 
 Pra( li< al Writing A Course for Colleges and Public S( hools to Answer the Needs 
 
 of the People— A. N. Pai.mkk, Iow.i. 
 High-(irade IJusiness Schools a Public Dein.ind. .\lii.vii, Di-.wi.v, New ^'ork. 
 
 1897 Pre.sidcnl's Address — EfTicicncy of Training in Bu.sine.ss Schools. — A. N. Palmer, 
 
 Iowa. 
 English in Bu.siness .S( IvmjIs.— Mrs. Saka A. SI'ENCek, Distiii 1 of Columbia. 
 Shorthand. — Isaac S. Dement. 
 Rapid Calculation, Business I'ractice, and Higher ,\i counting. Samii 1, II. 
 
 (looDYEAH.
 
 638 NATIONAL EDUCATIONAL ASSOCIATION [Business 
 
 1897 Is the Present High-School Course a Satisfactory Preparation for Business ? If 
 
 not, how Should It Be Modified ? — Charles H. Thurber, Illinois. 
 Laws and Ethics of Business, Duties of Citizenship, and Science of Wealth. — 
 H. M. RowE, Maryland. 
 
 1898 Business Education. — Durand W. Springer, Michigan. 
 
 Reasonable Expectations concerning Business Education. — Lyman J. Gage, Dis- 
 trict of Columbia. 
 
 Business Education in the High School. — Emory R. Johnson, Pennsylvania. 
 
 The Administration and Bookkeeping of a National Bank. — George M. Coffin, 
 District of Columbia. 
 
 The Bookkeeping and Accounting of the Periodical Publishing Business. — A. O. 
 
 Kittredge, New York. 
 Business Education in the State of New York. — I. O. Crissy, New York. 
 The Duties and Qualifications of the Congressional Reporter. — David Wolfe 
 
 Brown, District of Columbia. 
 
 1899 The Business-Course Problem. — Allan Davis, District of Columbia. 
 How I Conduct a Business-Community School. — C. E. Howard, California. 
 The Claims of Business Education to a Place in Our Public Schools. — J. H. Francis, 
 
 California. 
 The Evolution of Business Education. — I. O. Crissy, New York. 
 The Advent of the Commercial High School. — W. C. Stevenson, Kansas. 
 
 1900 Content and Educational Value of the Curriculum for a Secondary School of Com- 
 
 merce. — Cheesman a. Herrick, Pennsylvania. 
 Should Our Colleges and Universities Educate Men Specially for Business ? — 
 
 Woodford D. Anderson, South Dakota. 
 The Commercial High-School Course. — William E. Doggett, New York. 
 The Advantages and Difficulties of Introducing the Commercial Branches in 
 
 Grammar and High Schools. — H. M. RowE, Maryland. 
 School and Business Arithmetic — Limitations and Improvements. — Edward W. 
 
 Stitt, New York. 
 Profitable Publicity — A Study of Advertising as Applied to Business Colleges. — 
 
 WiLLARD J. Wheeler, Alabama. 
 Essentials of Modern Business Penmanship. — F. L. Haeberle, Minnesota. 
 
 1901 President's Address — The Policy of the Department of Business Education. — 
 
 W. E. Doggett, New York. 
 What Constitutes a Business Education ? — I. O. Crissy, New York. 
 The Education and Training of Commercial Teachers. — William A. Scott, 
 
 Wisconsin. 
 The Duty of the Public-School System with Respect to Business Training. — 
 
 Myron T. Scudder, New York. 
 Writing in the Grades below the High School When the Commercial Branches Are 
 
 Taught in the High School. — J. F. Barnhart, Ohio. 
 The Phonograph as an Aid in Teaching Shorthand. — Theodore F.Lake, New York. 
 
 1902 President's Address — Concerning Report of Committee of Nine on Business-Col- 
 
 lege Courses. — I. O. Crissy, New York. 
 
 Are Business Courses in Public Schools Inimical to Education ? — A. E. Winship, 
 Massachusetts. 
 
 What Shall the Public School Do for the Commercial Student and For the Busi- 
 ness-Man Wanting Help in His Office ? — H. M. Rowe, Maryland. 
 
 Length and Content of Commercial Courses. — William E. Doggett, New York. 
 
 The Preparation of Commercial Teachers for Work in the Public Schools. — B. H. 
 Meyer, Wisconsin. 
 
 Requirements for Actual Business. — George A. Booth, Connecticut. 
 
 Business Education. — J. M. Anderson, Minnesota. 
 
 A Practical Commercial Course for a Massachusetts High School. — E. E. Gay- 
 lord, Massachusetts. 
 
 The Education of the Amanuensis.- — Selby A. Moran, Michigan. 
 
 The Education of a Stenographer. — Mrs. M. L. Veenfliet, Michigan. 
 
 1903 History in the Curriculum of the Commercial High School. — Cheesman A. Her- 
 
 rick, Pennsylvania. 
 
 Mathematics in Commercial Work. — E. L. Thurston, District of Columbia. 
 
 Commercial Geography: The New Science.- — F. O. Carpenter, Massachusetts. 
 
 Science in Commercial Work: Its Practical Value, Character, and Place in High- 
 School Work. — Frank M. Gilley, Massachusetts.
 
 Department] 
 
 DEPARTMENT OF CHILD-STUDY 
 
 639 
 
 1903 
 
 1904 
 
 1905 
 
 Disciplinary \'aiuc of Bookkeeping as a Study. — Enos Spencer, Kentucky. 
 
 The Disciplinary \'alue of Stenography and Typewriting as Studies. — W. H. 
 
 \V.\GNER, California. 
 Report of Round-Table Conference. — D. W. Springer, chairman. 
 
 President's Address — Old Wine in New Bottles. — Cheesman A. Herrick, Penn- 
 sylvania. 
 
 The AAork of the Private Commercial Schools, as Illustrated in the Exhibits at the 
 St. Louis Exposition. — C.\RL C. Marshai.i., Iowa. 
 
 The Resources of the United States as Illustrated by the Louisiana Purchase E.xpo- 
 sition. — Minnie Bronson, Missouri. 
 
 Report of the Committee of Nine, Considered from the Standymint of the Inde- 
 pendent School of Commerce. — James J. Shepp.\rd, New York. 
 
 Report of the Committee of Nine, From the Standpoint of the General High School. 
 Bertr.\nd D. P.^rker, Illinois. 
 
 The Report of the Committee of Nine. — J. Remsen Bishop, Ohio. 
 
 Qualifications of Commercial Teachers. — William C. Stexenson, Illinois. 
 
 What Should Be the Education of a Business Man ? — John Brisben Walker, 
 New York. 
 
 The Science Work of a Four- Year Commcn ial Course. — Allan Davis, District of 
 Columbia. 
 
 The Study of Local Industry and Trade. — John L. Tildslky, New York. 
 
 The Essential Elements of .Study in a University Course in Commerce.— Edward 
 D. Jones, Michigan, and Others. 
 
 Results of the Organization of Higher Courses in Commerce. ^Harlow S. Person, 
 New Haven, and Others. 
 
 DEPARTMENT OF CHILD-STUDY 
 OFFICERS 
 
 189s DENVER. COLO. 
 
 Pres.. \Vm. L. Bryan. Bloomington. Ind. 
 V'.-Pres., Thomas P. Bailey. Berkeley. Cal 
 Sec. Miss Sara E. Wiltse. Boston. Mass. 
 
 1896 BUFFALO. N. Y. 
 
 Pres., Earl Barnes. Standford Univ.. Cal. 
 V.-Pres., O. T. Bright. Chicago, 111. 
 Sec. E. R. Shaw. New York. N. Y. 
 
 1897 MILWAUKEE. WIS. 
 
 Pres.. Francis W. Parker. Chicago. 111. 
 V'.-Pres.. H. E. Kratz, Sioux City. la. 
 Sec, Margaret Schallenberger, Stanford 
 Univ., Cal. 
 
 1898 WASHINGTON, D. C. 
 
 Pres., M. V. O'Shea, Madison, Wis. 
 V.-Pres., Mi.ss S. A. .Stewart, Milwaukee, 
 
 Wis. 
 Sec. G. W. A. LucKEY, Lincoln. N'eb. 
 
 1899 LOS ANGELES. CAL. 
 
 Pres., Will S. Monroe, Westficid, Ma.ss. 
 V.-Prcs.. Reuben P. Hallkck. Louisville- Ky. 
 Sec. Mrs. A. W. Cooi.ey. Mpls., Minn. 
 1000 rHARLKSIfJN, S. C. 
 
 Pres.. F. L. BuKK. Santa Barbara. Cal. 
 
 V. Prcji.. T. P. Bam.ev. Jr.. Berkeley. Cal. 
 
 Sec, Miss C. S. Pakbish, Lynchburg, Va. 
 
 1 90 1 DETROIT. MICH. 
 
 Pres., T. P. Bailky. Jr.. C'hicago, 111. 
 V.-Prcs.. Miss M. Brown. New Orleans. La 
 Sec. Manfrki) J. Holmks. Normal, 111. 
 
 1902 .MINNEAPOLIS. MINN. 
 Pres.. H. E. Kratz. Sioux City. la, 
 V.-Pres.. Miss J. W. Prentiss, Cleveland, O. 
 Sec, Miss Kate .'\. Hopper, Detroit, Mich. 
 
 1903 BOSTON. MASS, 
 
 Pres,. G. W. A. LrcKEY. Lincoln, Neb, 
 V.-Pres,, Stuart H,RowE, New Haven, Conn. 
 Sec, Miss S, F. Chase, Bufifalo. N. Y. 
 
 1904 ST, LOUIS, MO. 
 
 Pres., E. A, Kirkpatrick. Fitchburg, Mass. 
 V.-Pres.. Mi.ss J. B. Merrill. New York, N.Y. 
 Sec, A, H, Yoder, Seattle. Wash. 
 
 1905 ASBURY PARK and OCEAN GROVE, 
 
 N,J, 
 Pres., IC. G. Lanc aster. Olivet, Mich, 
 V.-Pres.. D. P. .MacMillan, Chicigo, 111. 
 S<T.. ,\liss T, L. Smith, Worcester, Mass. 
 
 1006 No Mciling 
 
 1007 LOS ANCKLKS, CAL. 
 
 I'res., Edwin G, Dexter, I'rbana. Ill, 
 
 V, Prrs, H. M. (ioDDAKO, West Chester, Pa. 
 
 Sec, Charles W. Wapole, Austin, Tex. 
 
 Tories 
 
 1894 RefK.rt of the Committee on the Study of Child DeveJopnunt, of the Association of 
 Collegiate .Alumnae. -^Mrs. Annik Howse Barus, chairman. 
 
 Kep<irls from Variou.s S(( tions f)f the .\ational Association fur Child-Study. — 
 Variou.s Authors. 
 
 The Motor Ability of Children \ Preliminary Study.- John A. Hancock, Ma.ssa- 
 chusetts. 
 
 (!hildren*.s I>ove of Nature. - W, A. Hoyt, Ma.ssat hu.sclts.
 
 640 NATIONAL EDUCATIONAL ASSOCIATION [Child-Study 
 
 1894 Children's Expression thru Drawing. — M. V. O'Shea, Minnesota. 
 Report on Child-Study in Iowa. — H. E. Kratz, Iowa. 
 
 Report of the Work in Child-Study in Minnesota. — M. V. O'Shea, Minnesota. 
 Report of the Committee for New York State on Child-Study. 
 The Study of Children on the Pacific Coast. — Earl Barnes, California. 
 The Study of Children at the University of California. — Elmer E. Brown, Cali- 
 fornia. 
 Report on Work in Child-Study in Indiana. — Wm. L. Bryan, Indiana. 
 Is Child-Study Practicable for the Teacher. — G. T. W^. Patrick, Iowa. 
 Punishment as Seen by Children. — Earl Barnes, California. 
 Method and Scope of Child-Study for Teachers-in-Service. — M. V. O'Shea, 
 
 Minnesota. 
 Child-Study with the Co-operation of the Parents. — C. C. Van Liew, Illinois. 
 Report on School Hygiene. — Edward M. Hartwell, 
 Report on the Ventilation and Heating of Schools. — D. F. Lincoln, 
 
 1896 Child-Study Up to Date. — Sara E. Wiltse, Massachusetts. 
 
 Work of the Illinois Society for Child-Study. — Francis W. Parker, Illinois. 
 Minnesota Child-Study Association. — L. H. Galbreath, Minnesota. 
 Child-Study in the Tompkins Observation School. — Elmer E. Brown, Cahfornia; 
 
 Thomas P. Bailey, California. 
 Scientific and Non-Scientific Methods of Child-Study. — William L. Bryan, 
 
 Indiana. 
 Some of the Methods and Results of Child-Study Work at Clark University. — 
 
 G. Stanley Hall, Massachusetts. 
 Child-Study a Part of the Teacher's Art. — C. C. Van Liew, Illinois. 
 Interests in Childhood. — M. V. O'Shea, New York. 
 Relation of Child-Study to the Work of a City Superintendent. — C. B. Gilbert, 
 
 Minnesota. 
 What Children Want to Do When They Are Men and Women. — Charles H. 
 
 Thurber, Illinois. 
 The Result of Child-Study in Country Schools. — Anna K. Eggleston, New York. 
 Some Musical Phases of Child-Study. — Florence Marsh, Michigan. 
 
 1897 Practical Lines of Child-Study for the Average Teacher. — G. W. A. Luckey, 
 
 Nebraska. 
 
 The Bearings of the Laws of Cerebral Development and Modification on Child- 
 Study. — -Reuben Post Halleck, Kentucky. 
 
 The Psychology of Puberty and Adolescence. — Colin A. Scott, lUinois. 
 
 MentalDifferences of School Children. — J. A. Hancock, Colorado. 
 
 Parents as Child Students. — Mary Codding Bourland, Illinois. 
 
 Criticisms Wise and Otherwise on Modern Child-Study. — John Dewey, Illinois. 
 
 A National Society for Child-Study. — C. C. Van Liew, Illinois. 
 
 1898 President's Address— The Status of Child-Study.— M. V. O'Shea, Wisconsin. 
 Some Cautions to Be Observed in Child-Study. — Ossian H. Lang, New York. 
 
 A Year's Study of the Entering Pupils of the Springfield, Massachusetts, High 
 
 School. — Fred W. Atkinson, Massachusetts. 
 Heredity and Environment — A Study in Adolescence. — Edgar James Swift, 
 
 Wisconsin. 
 Child-Study in the Training of Teachers. — John G. Thompson, Massachusetts. 
 Development of the Social Consciousness of Children. — Will S. Monroe, Massa- 
 
 chu.setts. 
 
 1899 Child-Study in Normal and Training Schools. — Gertrude Edmund, Massa- 
 
 chusetts. 
 The Adolescent at Home and in School. — E. G. Lancaster, Colorado. 
 Children's Interests in Literature. — Isabel Lawrence, Minnesota. 
 A Curriculum of Applied Child-Study for the Kindergarten and the Primary 
 
 School. — Frederic Burk, California. 
 Racial Traits in the Group Activity of Children.— C. C. Van Liew, California. 
 
 1900 Some Difficulties of Child-Study. — Thomas P. Bailey, California. 
 
 Is there a Nationality Problem in Our Schools ? — Marian Brow^, Iowa. 
 A Study in Musical Interpretation. — H. E. Kratz, Louisana. 
 
 1902 New Lines of Attack in Child-Study. — Frederick E. Bolton, Iowa. 
 
 The Child-Study Department of the Chicago Public Schools.— Angeline Loesch, 
 Illinois.
 
 Department! DEPARTMEXT OF PHYSICAL TRAINING 64 1 
 
 What Our Schools Owe to Child-Study. — Thk.o. B. Noss, Pennsylvania. 
 The Physiology of Childhood as .\p])licd to Education. — R. O. Be.-\kd, Minnesota. 
 How Far Does the Modern High School Fit the Nature and Needs of Adolescents ? — 
 Reube.v Post H.^lleck, Kentucky. 
 
 1903 A Study Based on the Children of a State. — F3arl B.arxes, Pennsylvania. 
 
 The Teacher's Practical Application of the Results of Child-Study.— F. E. Spauld- 
 ING, New Jersey. 
 
 Health and Growth of School Children. — William W. Hastings, Massachusetts. 
 
 School Hygiene in Its Bearing on Child-Life. — Tho.mas L). Wood, New York. 
 
 Se.x DitTereniiaiion in Relation to Secondary Education. — A. H. Voder, Wash- 
 ington. 
 
 The Percentage of Boys Who Leave the High School and the Reasons Therefor. — 
 A. Caswell Ellis, Te.xas. 
 
 How to Increase the Attendance of Boys at the High School. — J. K. Stableton, 
 Illinois, and Others. 
 
 Psychic Arrest in Adolescence. — G. Stanley Hall, Massachusetts. 
 
 1904 The Diagnosis of the Capaliilities of School Children. — D. P. MacMillan, Illinois- 
 Some Laboratory Investigations of Subnormal Children. -^M.vky R. C.vmpbelL' 
 
 Illinois. 
 
 To WTiat Extent May Atypical Children Be Successfully Educated in Our Public 
 Schools ? — Maximilliax P. E. Groszmaxx, New Jersey. 
 
 Typical Child-Study Methods at the St. L<juis Hxhibit. — Will S. Monroe, Massa- 
 chusetts. 
 
 Questionnaire Methods of Child-Study. — Will Grant Chambers, Minnesota. 
 
 Laljoratory Tests as a Means of Child-Study. — Mabel Clare Williams, Iowa. 
 
 The Contributions of Zoological Psychology to Child-Study. — LiNUS W. Kline, 
 Minnesota. 
 
 Unsolved Problems of Child-Study and the Method of Their .\ltack. — G. Stanley 
 Hall, Massachusetts. 
 
 Methods of Teaching Child-Study in Normal Schools. — .^nna Buckbee, Pennsyl- 
 vania. 
 
 Round-Table Conferences — Round-Table Conference on Child-Study in Kinder- 
 garten and Primary Grades. — Miss Myra H. Wi.nchester, Texas, chairman. 
 
 Round-Table Conference on Child-Study in Grammar and Secondary Grades. — 
 Charles W. Waddle, Massachusetts, and Others. 
 
 1905 President's .\ddres.s — Review of Progress in Child-Study. — E. G. Lanca.ster 
 
 Michigan. 
 
 Child-Study in the University and College. — G. Stanley Hall, Ma.s.sachusetts. 
 
 Child-Study in .N'ormal Schools. — Frank Webster Smith, Nebra.ska. 
 
 Chilfl-Study in Special Clubs. — Harriet A. Marsh, Mi( higan. 
 
 A Problem for Women's Clubs. — Isabel Lawrence, Minnesota. 
 
 F^lucation from the Genetic Point of View. — William H. Burnham, Ma.ssachusetls. 
 
 Relation of the Child's Development to Control of Him. — .\my E. Tanner, Penn- 
 sylvania. 
 
 The .School and the Child's Physic al Development. — Stuart H. Rowk. New Vork. 
 
 Notes on a Few Books in .Child-Studv. — Louis N. Wilson, Massai hu.setls. 
 
 DEPARTMENT OF PinsiCAL TkAINING 
 
 OFFICKRS 
 
 1806 HITJ'.M.O. M. Y. 1800 I.OS .Wr.KI.KS. r.VL. 
 
 I'rt-n.. .Miss R. A. Monkis, Clcvclaml, O. I'rcs.. (iKo. \V. I'"irz. CiimljridKe, Nfass. 
 
 V.-Prcs., Kl». F. IIkhmasns. Denver. Colo. V.I'res.. \V. O. Kriiiin. Mospilal. 111. 
 
 Scr.. Muw .V. D. KiWHKKi.is, Delroil, S«t.. Miss R. SiONKUOAr). Washinnton, D. C 
 
 N'i'l" lyoo CIlAKr.KSroM. S. C. 
 
 1807 MII.WArKKK.WIS. I'res., C.ko, W. Fitz. Caml.ri.lKe. .Mass. 
 rren., Miss R. A. .MoHUiH. Cleveland. O. V.-I'rc».. W. O. Kuoiin. Hospital, 111. 
 \'.-I're».. J. N'. Wilkinson. F.mporia, Kanii. S«t., Miss Maiiki. I,. I'kav. Toledo. ( >. 
 Sec. H. H Hoick Trenlon. \. J. ,,;()i DKTROir. MICH 
 
 i8fl8 WASHINGTON'. I). C. Pre*.. W. O. KkoiiN. CliiniKo, III. 
 
 I'res.. ('.. K. F.iiiNOKK. Went Chciilcr. I'a. V.-Prc«., Miss Rt-iiniA Stos'i;i«oai>. Wash- 
 
 V.-Pres.. .Miss R. A. Mourns. Cleveland, O. inRlon, 1). C. 
 
 Ser.. H. H. Hoick. Trenton. N. J. S<i.. Miss Maiiki. I,. PKAV,.roIe.lo, <)
 
 642 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Physical 
 
 1902 MINNEAPOLIS. MINN. 
 Pres., W. O. Krohn, Chicago, 111. 
 V.-Pres., Theodore Toepel, Atlanta, Ga. 
 Sec, Miss Mabel L. Pray, Toledo, O. 
 
 1903 BOSTON, MASS. 
 
 Pres., W. O. Krohn, Chicago, 111. 
 V.-Pres., Baroness Rose Posse, Boston. Mass. 
 Sec, Miss Alta Wiggins, Buffalo, N. Y. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., E. H. Arnold, New Haven, Conn 
 V.-Pres., Miss Rebecca Stoneroad, Wash- 
 ington, D. C. 
 Sec, Baroness Rose Posse, Boston, Mass. 
 
 1905 asbury park and ocean grove, 
 
 N.J. 
 Pres., E. H. Arnold, New Haven, Conn. 
 V.-Prcs., Rebecca Stoneroad, Washington 
 
 D. C. 
 Sec, G. B. Affleck, Cedar Falls, la. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., E. Herman Arnold, New Haven, 
 Conn. 
 
 V.-Pres., Miss Rebecca Stoneroad, Wash- 
 ington, D. C. 
 
 Sec, Miss May G. Long, Mason City, la. 
 
 TOPICS 
 
 1895 The Object of the New Department. — R. Anna Morris, Ohio. 
 Physical Training in Public Schools. — N. D. Kimberlin, Michigan. 
 The New Department. ^Francis W. Parker, Illinois. 
 
 Voice and Body. — Mrs. Gaston Boyd, Canada. 
 
 1896 President's Address — The Purpose of the Department and the Status of Physical 
 
 Training. — R. Anna Morris, Ohio. 
 Physical Deterioration Resulting from School Life; Cause; Remedy. — J. H. 
 
 Kellogg, Michigan. 
 Physical Training as a Factor in Character-Building. — James L. Hughes, Toronto. 
 Should We Have Military Training in the Schools ? — D. A. Sargent, Massachusetts. 
 The Nervous Force of the Teacher. — Mara L. Pratt, Massachusetts. 
 
 1897 The Appreciation and Development of the Individual. — R. Anna Morris, 
 
 Ohio. 
 The Development of the Will thru Physical Training. — William O. Krohn, 
 
 Illinois. 
 Delsarte and His Contribution to Physical Education. — Mrs. Anna P. Tucker, 
 
 Ohio. 
 The German System of Gymnastics. — Carl Kroh, Illinois. 
 Elementary Principles of School Hygiene. — Aaron Gove, Colorado. 
 The Normal Method of Introducing Physical Training. — J. M. Green, New Jersey. 
 Symposium on Physical Training in the Public Schools. — N. D. Kimberlin, 
 
 Michigan. 
 Physical Training in the Colleges. — Fred E. Leonard, Ohio. 
 
 1898 The Effect of Exercise on the Vital Organs. — Wm. T. Harris, District of Columbia. 
 Exercise and Vigor. — Henry Ling Taylor, New York. 
 
 Influence of School Life on Curvature of the Spine. — R. Tait McKenzie, McGill 
 
 University. 
 Play in Physical Education. — George E. Johnson, Massachusetts. 
 
 1899 President's Address— The Condition and Needs of Physical Education of To- 
 
 day. — G. W. Fitz, Massachusetts. 
 The Influence of Exercise upon Growth. — Frederic L. Burk, California. 
 Anthropometric Studies in Nebraska. — William W. Hastings, Nebraska. 
 Play Interests of Children. — Will S. Monroe, Massachusetts. 
 How May Fatigue in the Schoolroom Be Reduced to a Minimum ? — H. E. Kratz, 
 
 Iowa. 
 
 1900 How Can Advanced Science in the College and University and Nature Work in the 
 
 Graded Schools Be Rendered More Mutually Helpful ? — Charles B. Wilson, 
 Massachusetts. 
 Nature-Study for the Graded Schools. — Katherine E. Dolbear, Massachusetts. 
 
 1901 President's Address — Physical Training as Corrective of Brain-Disorderliness. — 
 
 William O. Krohn, Illinois. 
 Physical Education Legislation — Its Needs. — Mrs. Frances W. Leiter, Ohio. 
 The Ethical, Physiological, and Psychological Aspect of Physical Training. — 
 
 Hans Ballin, Arkansas. 
 
 1902 President's Address — "Educative" Physical Education. — Willi.\m O. Krohn, 
 
 Illinois. 
 Requirements for Physical Education in Our Public Schools. — Henry Hartung 
 Illinois.
 
 Training] 
 
 DEPARTMENT OF SCIENCE INSTRUCTION 
 
 643 
 
 1903 Physical Education and Brain-Building. — Wimiam O. Krohn, Illinois. 
 
 Place of Physical Education in the Curriculum — Should It Be Fundamentiil or 
 
 Incidental ? — ^E. W. Lytti.k, New York. 
 How to Improve Public-School Gymnastics. — Thommas D. Wood, New York. 
 Tests of the EtTiciency of a Normal School of Gymnastics. — B.\RONESS Rose 
 
 Posse, Massachusetts. 
 Physical Training for the Mass of Students. — \Villi.\m G. Anderson, Connecticut. 
 
 1904 The Importance of Walking as a School E.xercise. — E. Hermann Arnold, Connec- 
 
 ticut. 
 The Objects and Methods of Physical Training in Primary and Grammar Schools — 
 
 From the Standpoint of the General Teacher. — W. W. Chalmers, Ohio. 
 The Objects and Methods of Physical Training in Primary and Grammar Schools — 
 
 From the Standpoint of the Physical Training Teacher. — William A. Stecher, 
 
 Indiana. 
 Objects and Methods of Physical Training in Normal Schools. — G. B. Affleck, 
 
 Iowa. 
 Objects and Methods of Physical Training in Colleges and Universities. — R. H. 
 
 Jesse, Missouri. 
 Objects and Methods of Physical Training in High Schools — From the Stand- 
 point of the Specialist — Mrs. Mary H. Ludlum, Missouri. 
 Physical Training E.xhibits in the Physical Training Department of the Exposition. 
 
 — Elsa Pohl, Missouri. 
 Physical Training E.xhibits in the Education Building of the Exposition. — Mary 
 
 Ida Manx, Missouri. 
 
 1905 President's Address — The Importance of the School Yard for the Physical Well- 
 
 Bcing of School Children. — E. H. .-Vrnold, Connecticut. 
 Some Simple Methods of Recognizing Physical Fitness and I'nfilncss of School 
 
 Children for School Work. — E. A. Kirkp.vtrick, Massachusetts. 
 How Far Should Physical Training Be Educational and How Far Recreative in 
 
 Grammar Schools ? — Rebecca Stoxeroad, District of Columbia. 
 How Far Should Physical Training Be Educational and How Far Recreative in 
 
 High Schools ? — Clarence F. Carroll, New York. 
 How Far Should Physical Training Be Educational and How Far Recreative in 
 
 Colleges and Universities P^Carolixe Crawford, New York; R. Tait 
 
 McKexzie, Pennsylvania. 
 
 DEPARTMENT OF SCIENCE INSTRUCTION 
 
 OFFICERS 
 
 1896 BUFF.ALO, N. Y. 
 
 Prcs., CiiAS. E. Bessf.v, Lincoln. Neb. 
 V.-Prcs.. W. .S. Jackman, EnKlcwood. 111. 
 Sec. ClIAS. S. Palmfr, Boulder. Colo. 
 
 1897 MILWAUKEK. WIS. 
 
 Pres., CiiAKi.KS S. Pai.mkr. Boulder. Colo. 
 V.-Pres.. A. n. TuTTi-E. Chrirlottesville. Va. 
 .Sec. Ibwkn Leviston. Om.iha. Neb. 
 
 1898 WASHINCJTO.V. D. C. 
 
 Prca.. P. C. FuKKK. Ann Arlxir. Mich. 
 V.-Prcs.. C. N. ConB. Albany. N. Y. 
 Sec. C. J. Ling, Denver, Colo. 
 
 1899 LOS ANGELES. CAL. 
 
 Pres.. CriAKi.Ks N. Conn. Albany, N. Y. 
 V.-Pres.. A. H. TiTTTt.K, Ch.irloltesville, Va 
 5>ec.. CiiAKi.Ks J. Lino, Denver, C<»lo. 
 
 1900 CHARLESTON. S. C. 
 
 Pres.. (;. M. RiniAUDSON, Stanford Univ., 
 
 Cal. 
 V.-Pres.. C. W. Dabnkv. Knoxville. Tenn 
 See., and Treas.. CllAKi.KS B. Wilson, 
 
 w.Mri.i.i M.iHH. 
 
 10"! UETROrr. .MICIL 
 
 Pres.. N. .A IfAkVKV. Cliiciifo. III. 
 V.-Pres.. C. B. Wilson. Weslfield. Mas*. 
 Sec. CiiABLES N. Cobb, Albany, N. Y. 
 
 1002 
 
 1903 
 
 1904 
 
 1905 
 
 1006 
 I <)"7 
 
 MINNEAPOLIS. MINN. 
 
 Pres., W. H. Norton. Mt. Vernon, la. 
 
 V.-Pres.. vacant 
 
 Sec. Edward M. Lehnerts, Winona . 
 
 Minn. 
 BOSTO.N. MASS. 
 
 Pres.. C. W. Ham.. Minneapolis. Minn 
 V.-Pres.. W. A. Fiskk, Richnion<l. Ind 
 S<'<-.. Frank M. CiILI.kv, Chelsea, Mas.s. 
 ST. LOUIS, MO. 
 Pres., W. A. FiSKE, Richmond, Ind. 
 V.-Pres., Frank M. Oillky, Chelsea, 
 
 Moss, 
 Sec, A. S. Pkarsk, Omaha, Neb. 
 ASIUIRY PARK and OCEAN (;Ko\i;, 
 
 N. J. 
 Pres.. Frank M. Cii.i.ky, ( helsea . 
 
 Mass. 
 V.-Pres., A. (L Clkmknt, Albany, N. Y. 
 S<T., H. A. Skntkh. Omaha, Neb. 
 \o ineelinn 
 
 I.DS ANC. KI.ES.CAL. 
 Pres., H. A, Skntkr, Omaha. Neb. 
 V.-Pres.. 1. O. Palmkk. Newtonvillc, 
 
 Mass. 
 Sec E l< Wmitnkv, BinKhamlon, N. Y.
 
 644 NATIONAL EDUCATIONAL ASSOCIATION [Science 
 
 TOPICS 
 
 1896 President's Address — Science and Culture. — Charles E. Bessey, Nebraska. 
 The Humanistic Element in Science. — Henry S. Carhart, Michigan. 
 
 The Teaching of Beginning Chemistry. — Paul C. Freer, Michigan. 
 Zoology as a Factor in Mental Culture. — Simon H. Gage, New York. 
 
 1897 President's Address — The Preparatory Natural Science Curriculum. — Charles 
 
 Skeele Palmer, Colorado. 
 
 Physical Geography in Secondary Schools. — Albert Perry Brigham, Colgate 
 College. 
 
 Laboratory Work in Elementary Physiography. — R. H. Cornish, Illinois. 
 
 The Microscope in the Public Schools. — W. H. Skinner, Nebraska. 
 
 Physics as a Requirement for Admission to College. — Edwin H. Hall, Massa- 
 chusetts. 
 
 The Value of Chemistry as Part of a School or College Course. — Alexander 
 Smith, Illinois. 
 
 Zoology in the High-School Curriculum. — Henry Baldwin Ward, Nebraska. 
 
 1898 The Teaching of Biology in the High School. — W. P. Hay, District of Columbia. 
 Memorandum concerning Report of Committee of Si.xty. 
 
 Report of Subcommittee on Outline of Elementary Chemistry. — Alexander 
 
 Smith, Illinois. 
 Report of the Subcommittee on Botany in Secondary Schools. — John M. Coulter, 
 
 Illinois. 
 The Leaf a Light^Related Organ. — B. D. Halsted, New Jersey. 
 Preliminary Report of the Subcommittee on Physical Geography. — Albert Perry 
 
 Brigham, New York. 
 
 1899 President's Address — Thirty Years' Progress in Science Teaching. — Charles 
 
 Newell Cobb, New York. 
 The Relation of Physics to Other Subjects in the High-School Curriculum. — S. P. 
 
 Meads, CaHfornia. 
 The Pedagogical Content of Zoology. — N. A. Harvey, Wisconsin. 
 Science in the High School. — George Mann Richardson, California. 
 
 1900 How Can Advanced Science in the College and University and Nature- Work in 
 
 the Graded Schools Be Rendered More Mutually Helpful ? — Charles B. 
 Wilson, Massachusetts. 
 Nature-Study for the Graded Schools. — Katherine E. Dolbear, Massachusetts. 
 
 1 90 1 President's Address — A Plea for the Study of Educational Philosophy by Teachers 
 
 of Science. — N. A. Harvey, Illinois. 
 
 What the Teacher of Science Can Do to Make the Teaching of Science in Second- 
 ary Schools More Popular. — W. S. Blatchley, Indiana. 
 
 Agriculture as a Science for the Elementary Schools. — Joseph Carter, Illinois. 
 
 The vStatus of Science Instruction in the State of New York. — S. Dwight Arms, 
 New York. 
 
 The Relation of Physical Geography to Geology. — William Harmon Norton 
 Iowa. 
 
 1902 President's Address — The Teaching of Science. — William Harmon Norton, Iowa. 
 The Educational Value of Museums. — Oliver Cummings Farrington, Illinois. 
 The Projection Microscope — Its Possibilities and Value in Teaching Biology. — 
 
 Aaron H. Cole, Illinois. 
 High-School Instruction in Physics. — F. M. Gilley, Massachusetts. 
 Physiography in the Secondary Schools. — J. A. Merrill, Wisconsin. 
 
 1903 Practical Methods of Teaching Geology. — N. S. Shaler, Massachusetts. 
 
 The Proper Scope of Geological Teaching in the High School and Academy. — 
 William North Rice, Connecticut. 
 
 Out-of-Door Class Work in Geography. — F. P. Gltlliver, Massachusetts. 
 
 The Teaching of Biology in High Schools. — A. S. Pearse, Nebraska. 
 
 A New Method of Teaching Physiology. — William Townsend Porter, Massa- 
 chusetts. 
 
 Laboratory Work in High-School Physiology. — James E. Peabody, New York. * 
 
 College Chemistry, and Its Relation to Work Preparatory to It. — Ira Remsen, 
 Maryland. 
 
 High-School Chemistry in Its Relation to the Work of a College Course. — RuFUS 
 Phillips Williams, Massachusetts. 
 
 Discussions of High-School Chemistry, by Vari<jus Authors.
 
 Department] DEPARTMENT OF SCHOOL ADMINISTRATION 
 
 645 
 
 1903 Physics for the Boys and Girls: An Introductory Course. — John C. Packard, 
 
 ^lassachusetts. 
 
 Physics in the Secondary School. — Irving O. Pai.mf.r, Massachusetts. 
 
 The High-School Phase of Phvsics Teaching: Aims and Methods. — George R. 
 Twiss, Ohio. 
 
 A Course on Physics for Technical High Schools. — Charles F. Warner, Massa- 
 chusetts. 
 
 1904 A Comparative Study of the Methods of Science Instruction of the \'arious Countries 
 
 as Shown by Their E.xhibits. — W. J. S. Bryan, Missouri. 
 
 The Nature and Educational \'aluc of the Scientific Exhibits of High Schools and 
 Colleges of the United States. — George Pl.\tt Knox, Missouri. 
 
 Applied Geography, Illustrated from the Louisiana Purchase. — Arthur G. Clem- 
 ent, New York. 
 
 The Microscope in the Biological Laboratory of the High School. — John F. Thomp- 
 son, Indiana. 
 
 The Subject-Mattcr of High-School Physics. — Arthur L. Foley, Indiana. 
 
 The Value of Chemistry in Secondary Education. — William M. Blanchard, 
 Indiana. 
 
 The Teaching of the Scientific Method. — S. A. Forbes, Illinois. 
 
 Naturc-Studv as an Aid to Advanced Work in Science. — E. R. Whitney, New 
 York. 
 
 1 905 President's Address — Needs in Science Instruction in Secondary Schools. — Frank 
 
 M. GiLLKY, Massachusetts. 
 Correlation of Mathematics and Science. — Clarence E. Comstock, lUinois. 
 Science Teaching in Elementary Schools. — Hugo Newman, New York. 
 Some of the Common Insects, and How the Children Can Study Them. — John B. 
 
 Smith, New Jersey. 
 Teaching Biology from Living Plants and Animals with a Projection Microscope. — 
 
 .\aron Hodgman Cole, Illinois. 
 Report of Department Committee on Physics Courses. — Frank M. Gilley, 
 
 Massachusetts, chairman. 
 
 DEPARTMENT OF .SCHOOL ADMINISTRATION 
 
 1896 Hri-FALO. .N. Y. 
 Pres.. Gf.orce R. Fowler. Boston. Mass. 
 \'.-Prcs.. D. R. Cameron. ChicaRo. 111. 
 Sec. J. B. MoRETON. Salt Lake City. Utah. 
 
 1897 -MILWAUKF.K. WIS. 
 
 Pres.. H. I.. Getz, Marshalltown, la. 
 V.-Prcs.. L. .\. Sater. S>Tacuse, N. Y. 
 S<"c.. Wii.iiAM G. Bruce, Milwaukee, Wis. 
 
 1898 WASHI.\(rrf).\. D. C. 
 
 Pres.. JoHM F.. liRANnEOEE. Utica. N. Y. 
 V.-Prcs.. K. CmcKERiNO. Oil City, Pa. 
 Sec. Wii.iiAM G. Brwce, Milwaukee. Wis. 
 
 1800 I.OS AXGFLKS. CAL, 
 
 I'rcs.. v.. F. Ukadt. Isphcmini?, Mich. 
 
 V.-Prcs.. C. H. FIuBBELi.. .\cw York. N. Y. 
 
 Sec. Wii.i.iAU G. Bruce, Milwaukee. Wis. 
 igoo fIIARFJ:srO\. S. C. 
 
 I'rcs.. K. K. Hakthei,!.. Niushville, Tenn. 
 
 V.-Prcs,. 'I'. M. (iAK.HKV, Syradisc, N. Y. 
 
 .Sec. Wii.i.iAM Ci. Hri'ck. Milw;itikcc. Wis. 
 loor DKIROir. MICH. 
 
 I'rcs . W S. F.i.i.is. .Anderson. Ind. 
 
 V,-Pres.. Ihraki. M. Pkuks, Memphis, Tenn. 
 
 Sec, William G. Biii:ih. .Milwaukee, Wis. 
 
 OFFICERS 
 igo2 
 
 1903 
 
 1004 
 
 1005 
 
 1006 
 IQ07 
 
 MINNEAPOLIS, MINN. 
 
 Pres., Israel H, Peres, Memphis. Tenn. 
 
 V.-Prcs,. Mrs, Josephine A, Goss, Grand 
 
 Rapids, Mich. 
 Sec, William G. Bruce, Milwaukee. Wis. 
 BOSTON, MASS. 
 
 I'rcs., Harlan P. F'rench. Albany. N. Y. 
 V.-Prcs., J. F. Force. Minneapolis, Minn, 
 Sec, William G, Bruce, Milwaukee Wis. 
 ST. LOUIS, MO, 
 
 I'rcs,, H. F. IIuNsicKER. Reading, Pa. 
 V.-Pres.. G. D. CusiiiNC, Boston. Ma.ss. 
 5?cc., William G. Bruce, Milwaukee. Wis. 
 
 .\SBURY PARK and OCEAN GROVE, 
 
 N. J, 
 Pres,. B, F. Hunsicker. Readin>;. I'.i. 
 V,-Prcs.. G. D. Cl'.sni.vc. Boston. Ma.ss. 
 Sec, William G. Bruce, Milwaukee, Wis. 
 No meeting 
 
 LOS a\gi:lf-:s. cal. 
 
 Pres., B. F. Hunsicker. Keadini(. Pa. 
 V,-Prc«.. G, I>. CusiiiNc, Boston. 
 
 Sec. William 
 Wi«. 
 
 Mass. 
 IIruce, Milwaukee. 
 
 7V)/7r.S' 
 
 1896 The SchcM)l-noard Convention Men. VViii.iam (iKfiRc.l-; llRUrK., Wi.scon.sin, 
 S<h<M)l Boards. What anfl Why? K. I. Ykagek. Missouri. 
 The Relalion of a Hoard lu lis Su|Mrint(ndent.- Wii i iam S. Mack, lllincis. 
 Shall Teachent Be IVnsioned ?- John E. Ci.akk, Midiigan.
 
 646 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [School 
 
 1897 Hints on School Administration.— H. L. Getz, Iowa. 
 Reform in School Administration.— J. W. Errant, Illinois. 
 
 Relation of the School Board to the People. — Mrs. Alice Bradford Wiles, Illinois. 
 
 The True Function of the Public School. — R. E. Sears, Iowa. 
 
 Selection of School Boards — A Comparison of Methods in Operation. — T. H. 
 
 Watkins, Kentucky. 
 Schoolhouse Construction — The Important Ends to Be Attained in the Planning 
 
 and Building of Schoolhouses. — A. H. Kirchner, Missouri. 
 
 1898 What Kind of Centralization, if Any, Will Strengthen our Local School System ? — 
 
 Harvey H. Hubbert, Pennsylvania. 
 Manual Training — Its Purpose and Value. — Job Barnard, District of Columbia. 
 The Tenure of Office of the Teachers.— "B. W. Wright, Michigan. 
 The Professional and Non-Professional Bodies in Our School System, and the 
 
 Proper Function of Each.^ — A. Lawrence Lowell, Massachusetts. 
 
 1899 Employment and Dismissal of Teachers. — Eric Edward Rosling, Washington. 
 Quo Vadis, School Board ? — William George Bruce, Wisconsin. 
 
 The School Board and the Public Press. — Ella J. Fifield, Washington. 
 
 1900 Schoolhouse Architecture.— C. H. Parsons, Iowa. 
 
 School Administration Problems in the South. — Israel H. Peres, Tennessee. 
 The Relations of the School Board and the Teachers. — W. A. Hunt, Minnesota. 
 School-Board Organization. — W. S. Ellis, Indiana. 
 
 1901 The CentraHzation of Rural Schools. ^Lewis D. Bonebrake, Ohio. 
 Schoolroom Temperature and Humidity. — William George Bruce, Wisconsin. 
 Relation of State Legislation to Modern School Building.— C. H. Parsons, Iowa. 
 The Value of Truant Schools. — Mrs. Josephine Ahnefeldt Goss, Michigan. 
 What Constitutes an Efficient Superintendent ? — Israel H. Peres, Tennessee. 
 
 1902 President's Address. — Israel H. Peres, Tennessee. 
 
 Progress in Consolidation of Rural Schools.— J. W. Olson, Minnesota. 
 
 1903 School Boards — Number of Members, Terms of Service, and Mode of Selection. — 
 
 Calvin W. Edwards, New York, and Others. 
 School Boards— Their Functions: Legislative, Executive, and Judicial. — B. F. 
 
 Hunsicker, Pennsylvania. 
 New Departures in School Administration. — Charles Holden, Michigan. 
 Consolidation of Rural Schools. — ^William K. Fowler, Nebraska, and Others. 
 
 1904 Retrospective and Prospective School Administrations. — B. F. Hunsicker, Penn- 
 
 sylvania. 
 
 The School Architecture of St. Louis. — William B. Ittner, Missouri. 
 
 Lessons in School Administration to Be Gained at the Fair. — Calvin M. Wood- 
 ward, Missouri. 
 
 1905 Recent Progress in School Administration. — Wm. George Bruce, Wisconsin. 
 Shall the State Regulate Teachers' Salaries ?— Frank H. Sommer, New Jersey. 
 Recent Progress in School Architecture. — Seymour Davis, Pennsylvania. 
 Needed Legislation in School Architecture. — C. B. J. Snyder, New York. 
 
 LIBRARY DEPARTMENT 
 OFFICERS 
 
 1897 MILWAUKEE. WIS. 
 
 Pres., Mei.vil Dewey. Albany. N. Y. 
 
 V.-Pres., J. H. Van Sickle, Denver, Colo. 
 
 Sec, Mary Eileen Ahern, Chicago, 111. 
 i8g8 WASHINGTON, D. C. 
 
 Pres., L. D. Harvey, Milwaukee, Wis. 
 
 V.-Pres., J. H. Van Sickle. Denver, Colo. 
 
 Sec, Myrtilla Avery, Albany, N, Y. 
 
 1899 LOS ANGELES. CAL. 
 
 Pres., L. D. Harvey, Milwaukee, Wis. 
 V.-Pres., J. H. Van Sickle. Denver, Colo. 
 Sec, Myrtilla Avery, Albany, N. Y. 
 
 1900 CHARLESTON, S. C. 
 
 Pres., S. Williams, Glens Falls. N. Y. 
 V.-Pres., Mrs. Harriet Child Wadleigh, 
 
 Los Angeles, Cal. 
 Sec, Mary Eileen Ahern, Chicago, 111. 
 
 1901 DETROIT, MICH. 
 
 Pres., Robert C. Metcalf, Boston, Mass. 
 V.-Pres., J. H. Raymond, Morgantown, 
 
 W.Va. 
 Sec, Mary Eileen Ahern, Chicago, III. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres., J. H. Canfield, New York. N. Y. 
 V.-Pres., R. p. Halleck, Louisville, Ky. 
 Sec, Mary Eileen Ahern, Chicago, 111. 
 
 1903 BOSTON, MASS. 
 
 Pres., J. H. Canfield, New York, N. Y. 
 V.-Pres., R. P. Halleck, Louisville, Ky. 
 Sec, Mary Eileen Ahern, Chicago, 111. 
 
 1904 ST. LOUIS, MO. 
 
 Pres., N. C. ScHAEFFER, Harrisburg, Pa. 
 V.-Pres., R. P. Halleck, Louisville, Ky. 
 Sec, Mary Eileen .Ahern, Chicago, III.
 
 Administration] LIBRARY DEPARTMENT 647 
 
 1905 ASBURYPARKandOCEANGROVP:, \.J. 1907 I,OS ANGELES, CAL. 
 
 Pres.. C. P. Gary, Madison, Wis. Pres.. J. N. Wilkinson, Emporia, Kans. 
 
 \'.-Prcs.. J. N. Wilkinson, Emporia, Kans. V.-Pres., E. W. Gaillard, New York, 
 
 Sec, Mary En.EEN Ahern, Chicago, 111. N. Y. 
 
 1Q06 No meeting Sec, Grace Salisbury, Whitewater, Wis 
 
 TOPICS 
 
 1897 Children and Literature.— J. H. \'an Sicklk, Colorado. 
 
 The Training of Teachers so That They May Co-operate with Librarians. — M.-^E 
 
 E. ScHREiBER, Wisconsin. 
 Some Observations on Children's Reading. — Royal W. Bullock, Colorado. 
 Room Libraries. — Millicent Kaltenb.vch, Colorado. 
 The Moral and Literary Responsibility of Librarians in Selecting Books for a 
 
 Public Library. — Richard Jones, New York. 
 How to Make Sure of Good Books in Our Libraries. — W. R. E.^stman, 
 
 New York. 
 The Relation of the Library to Art Education in the Schools. — Wm. H. Smiley, 
 
 Colorado. 
 
 1898 The Use of the School Library. — Richard Hardy, Michigan. 
 
 Connection between Libraries and Schools. — S. S. Greene, Massachusetts. 
 (Choice of Reading for the Early Adolescent Years. — Susan F. Chase, New York. 
 Report of Committee on Lists of Books for Reading and Reference in the Lower 
 
 Grades of Public Schools.— F. A. Hutchins, chairman. 
 Reading Lists for Public Schools — How Prepared, How Used Effectively. — 
 
 Sherman Williams, New York. 
 
 1899 The Function of School Superintendents in Procuring Libraries and Their Proper 
 
 Use in the Public Schools. — Alfred Bayliss, Illinois. 
 .School Reading thru the Public Library. — Mary L. Jones, California. 
 How to Acquire a Taste for Good Reading. — Elizabeth Skinner, Colorado. 
 The Use of the Library. — C. C. Young, California. 
 
 1900 How to Direct Children in Their Reading. — Mae E. Schreiber, Wisconsin. 
 The Greater School; or, the School Plus the Library Greater than Either. — 
 
 H. L. Elmendorf, New York. 
 The Free Traveling Library: ."Vn .'Vid to Education .ind a Factor in the National 
 Life. — Mrs. Eugene B. Heard, Georgia. 
 
 1 90 1 President's Address — The Library Movement — What It Means and \\ hat It 
 
 Should Include. — R. C. Metcalf, Massachusetts. 
 Public Libraries and the Public Schools. — James H. Canfield, New York. 
 What the Normal Schools Can Do for Teachers on the Library Side. — Irene 
 
 Warren, Illinois. 
 The A B C of Reference Work. — W. I. Fletcher, Massachusetts. 
 How Shall Children Be Led to I^jve Good Books? — Isabel Lawrence, 
 
 Minnesota. 
 The Place of the Library in Education.— Mklvil Dewey, New York. 
 The Library and the School as Co-ordinate Forces in Education. — Livi.ngsto.ne 
 
 McCartney, Kentucky. 
 
 1902 'I'he Library as an Educator. — W. A. Mn.i.is, Indiana. 
 
 Libraries and Schools: A Twcj-Faced Prol)lem. -Em.ma J. Fordyce, Iowa. 
 Greeting from the American Lil)rary Association. — Anderson II. Hopkins, Illinois. 
 What the School May ProiK-riy Demand of the Lil)rary. — J. M. Greenwood, 
 
 Mi.ssouri. 
 School Libraries in the Rural Districts. — Ag.nes Robertson, Iowa. 
 
 1903 Some Co-operative Suggestions. — Alfrf:d Uayliss, lilintiis. 
 Public-Lil)rary Work for Puliiit Schools. — Electha Collins Doren, ( )hio. 
 The- Public Library ancl the Public School. — CnARLES B. Gll.HERT, New \i>vV.. 
 The .Mission c.f the Cla.ss Lil)rary. — C. G. Leland, New York. 
 
 Is the Public Library a Promjiluary for liic- I'uliiii Schcxils? — N. D. C. Hodges, 
 
 Ohio. 
 The Library as an Adjunc I to the Secondary School. — E. < ). Ilui 1 and, Kentucky. 
 .Some Library Kxperiincnts in Ncbrask.i. Clara B. Mason, Nebraska. 
 Library Instrucli<»n in the Normal School. William M. Brett, Ohio, ami 
 
 Others.
 
 648 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Special 
 
 1904 Library Work in Normal Schools. — Theodore N. Noss, Pennsylvania. 
 
 The Duty of the Normal Sciiool in Relation to District School Libraries. — Jasper 
 N. Wilkinson, Kansas. 
 
 The Place of the Library in School Instruction. — Clarence E. Meleney, New- 
 York. 
 
 1905 Libraries and Library Privileges for Villages and Rural Communities. — C. P. 
 
 Cary, Wisconsin. 
 Methods of Instruction in the Use of High-School Libraries. — Florence M. 
 
 Hopkins, Michigan. 
 How to Make the Library Useful to High-School Pupils. — Robert H. Wright, 
 
 Maryland. 
 What Children Do Read and What They Ought to Read.— G. Stanley Hall, 
 
 Massachusetts. 
 The Value and Place of Fairy Stories in the Education of Children. — Percival 
 
 Chubb, New York. 
 
 THE DEPARTMENT OF SPECIAL EDUCATION 
 
 This department was organized at the meeting in Milwaukee, Wis., in 1897, as the 
 Department for the Education of the Deaf, Blind, and Feeble-minded. This title was 
 not entirely satisfactory to those who were instrumental in organizing the department, 
 since the petition had suggested the name, Department for the Education of Classes 
 Requiring Special Methods of Instruction. The Department was, therefore, more 
 commonly known as Department Sixteen, that being the number of the department in 
 the order of organization. 
 
 At the Minneapolis meeting in 1902, on the application of the department thru its 
 president Dr. Alexander Graham Bell, the Board of Directors voted unanimously to 
 change the name to the Department of Special Education. 
 
 OFFICERS 
 
 1898 WASHINGTON, D. C. 
 
 Pres.. J. C. Gordon, Washington, D. C. 
 V.-Pres., Sarah Fuller, Boston, Mass. 
 Sec. and Treas., Mary McCowen, Chicago, 
 111. 
 i8q9 LOS ANGELES, CAL. 
 
 Pres., J. C. Gordon, Jacksonville, 111. 
 V.-Pres., Deaf, Mrs. Jennie B. Holden, San 
 
 Francisco, Cal. 
 V-P., Blind, F. H. Hall, Jacksonville, 111. 
 V.-P., Deaf, A. E. Osborne, Glen Ellen, 
 
 Cal. 
 Sec, Mary McCowen, Chicago, 111. 
 
 1900 CHARLESTOWN, S. C. 
 
 Pres., Warring Wilkinson, Berkeley, Cal. 
 V.-P., Deaf, Mary McCowen, Chicago, 111. 
 V.-P., Blind, E. E. Allen, Overbrook, Pa. 
 V.-P., Deaf, Margaret Bancroft, Had- 
 
 donfield, N. J. 
 Sec, Edward A. Fay, Washington, D. C. 
 
 1901 DETROIT, MICH. 
 
 Pres., Mary McCowen, Chicago. III. 
 V.-Pres., E. R. Johnstone, Vineland, N. J. 
 Sec, E. A. Gruver, New York, N. Y. 
 
 1902 MINNEAPOLIS, MINN. 
 
 Pres.. A. G. Bell, Washington, D. C. 
 V.-Pres., Edward E. Allen, Overbrook, Pa 
 Sec, E. A. Gruver, New York, N. Y. 
 
 1903 BOSTON, MASS. 
 
 (Special Education) 
 Pres., Edward E. Allen, Overbrook, Pa 
 V.-Pres., Mary McCowen, Chicago, 111 
 Sec, Sarah Fuller, Boston, Mass. 
 
 1904 ST. LOUIS, MO. 
 
 (Special) 
 Pres., J. W. Jones, Columbus, O. 
 V.-Pres., F. W. Booth, Philadelphia, Pa. 
 Sec, Elizabeth VanAdestine, Detroit, Mich, 
 
 1905 ASBURY park and ocean GROVE 
 
 N. J. 
 Pres., Miss M. Bancroft, Haddonfield, N. J 
 V.-Pres., J. H. Freeman, Jacksonville. 111. 
 Sec, Anna E. Schaffer, Madison, Wis. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Anna E. Schaffer, Madison, Wis. 
 V^-Pres., S. M. Green, St. Louis, Mo. 
 Sec, E. R. Johnstone, Vineland, N. J. 
 
 TOPICS 
 
 1898 The Duty of the Hour to Young Deaf Children. — Mary S. Garrett, Pennsylvania. 
 Pedagogical Lcs.sons from a Study of the Blind. — Frank H. Hall, Illinois. 
 The Relation of the Deaf to the Hearing World. — Isaac Gardner, Arkansas. 
 The Trend in the Training of Backward and Mentally Deficient Children. ^ — 
 
 Margaret Bancroft, New Jersey. 
 The Relation of Language Teaching to Mental Development. — S. G. Davidson, 
 
 Pennsylvania.
 
 Education] DEPARTMENT OF SPECIAL EDUCATION 649 
 
 1898 The How and the Why, of the Training of Feeble-minded Children. — Martin 
 
 W. Barr, Pennsylvania. 
 Brain-Building and Mind-Building, with Special Reference to Sense-training of 
 
 the Eye and Ear, and Teaching Mentally Defective Children. — Elmer Gates, 
 
 Maryland. 
 The Wisconsin Public Day Schools for the Deaf. — Robert C. Spencer, Wisconsin. 
 Progress in the Training of Deaf Children. — Alex.aj>jder Graha.m Bell, District 
 
 of Columbia. 
 
 1899 Time Allowed for the Public Schooling of Deaf as Compared with Hearing Children, 
 
 and How to Make the Most of It. — Charles S. Perry, California. 
 The Inifxirtance of Right Beginning. — Helen Taylor, California. 
 All Along the Line. — Mrs. K.\therine T. Bingham, California. 
 In What Respects Should the Education and Training of the Blind Differ from 
 
 the Education and Training of Normal Pupils ? — Warring Wilkinson, 
 
 California. 
 
 1900 The Growth and Development of Southern Schools for the Deaf. — J. R. Dobyns, 
 
 Mississippi. 
 The State of the Case. — Mary S. Garrett, Pennsylvania. 
 Changes of Method in the Pennsylvania Institution for the Deaf and Dumb. — 
 
 A. L. E. Crouter, Pennsylvania. 
 Statistics of Speech-Teaching in Schools for the Deaf in the U. S. — Frank W. 
 
 Booth, Pennsylvania. 
 The Higher Education of the Blind.— John E. Swearingen, South Carolina. 
 The Claims of the Feeble-minded. — M.^rgaret Bancroft, New Jersey. 
 On the Training of the Feeble-minded. — E. R. Johnstone, New Jersey. 
 
 1 90 1 The Law and the Day School for the Deaf. — S. Wesselius, Michigan. 
 
 The State in Its Relation to the Defective Child. — Francis Burke Brandt, 
 
 Pennsylvania. 
 Some Results of Hearing Tests of Chicago School Children. ^I). P. MacMillan, 
 
 Illinois. 
 The Public School as a Social Center. — Cora Stanton Brown, Indiana. 
 
 1902 President's Address — Education of Special Classes. — Alexander Graham Bell, 
 
 District of Columbia. 
 Response to the Address of Welcome at the Opening Session. — W. T. Harris, 
 
 District of Columbia, 
 lessons to Ije Learned by the General Teacher from Teaching Language to the 
 
 Deaf. — F. W. Booth, Penn.sylvania. 
 What Is Minnesota Doing for Her Deaf Children ? — J. N. Tate, Minnesota. 
 What Is Minnesota Doing for Her Blind Children ? — B. P. Chapple, Minnesota. 
 Whas Is Minnesota Doing for Her Feeble-minded and Ejjileptics. — A. C. Rogers, 
 
 Minnesota. 
 Schools for the Deaf in America Compared with Thusc in Italy. — G. Ferreri, 
 
 Italy. 
 The Organization of Associations of Parents of Deaf Children as an .Aid to Schools. — 
 
 Mrs. Hele.v M. Heffera.v, Illinois, 
 Necc.s.sary Evils. — James J. Dow, Minnesota. 
 
 1903 Influence f>f the Study of the Unusual Child upon the Teaching <if the Usual. — 
 
 Frank H. Hall, Illinois, anfi Others. 
 Should the S(ope of the Public -School System Be Broadened .so as to Take in All 
 
 Children of Ca|)able Education? If So, How Should This Be Done?- Mahy 
 
 C. Grke.n'e, England. 
 How Can the Term "('haritable" He Justly .Applied to llie Edui ation of Any 
 
 Children ?— Edward Allen Fay, District of Columbia. 
 What Tea< hers N'ccd to Know al)out Sense Defects and Imjx-diments. Ci.ARENCF. 
 
 JoH.N' Blake, Ma.ssac huseits, anci Others. 
 
 1904 Presiflential Address — The Education of Special Cla.s.ses. J. W. Jones, Ohio. 
 What Teachers May I^-arn from the Model ScIxm.I for the I)caf and Blind, and 
 
 Their Exhibits.- S. M. Ghki-.n, Missouri. 
 Sight an<l Hearing in Relation to Ecluc ation. Oscar Ciikismw, ( )hio. 
 Repftrt of the Committee on Statistics of Defective Sight and Hearing of I'ulilic 
 
 .School Children. — F. W. Booth, (hairnian. 
 The Chicago Hosfiital School for Nervous and I)«-licale Children Its Educ .itional 
 
 and Scientific Slethods. Mahy R. Ca-MI'Iii ii, Illinois.
 
 650 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Indian 
 
 1905 President's Address — Scientific Methods in Education of Special Classes. — 
 
 Margaret Bancroft, New Jersey. 
 The Physical Betterment of the Mentally Deficient. — J. H. McKee, Pennsylvania. 
 Concerning Our Limitations in Educating Mentally Deficient Children. — Mary 
 
 E. PoGUE, Wisconsin. 
 What Has Been Done with One Deaf Child in His Own Home.- — Anna C. Rein- 
 
 HARDT, Pennsylvania. 
 The Schools for the Feeble-minded. — E. R. Johnstone, New Jersey. 
 Extracts from a Recent Investigation in Sociology. — MaryR. Campbell, Maryland. 
 All Crime Is Disease. — Arthur B. Linsley, Pennsvlvania. 
 
 DEPARTMENT OF INDIAN EDUCATION 
 OFFICERS 
 
 1900 CHARLESTON, S. C. 
 
 Pres., Major R. H. Pratt, Carlisle, Pa. 
 
 V.-Pres., M. E. Gates, Washington, D. C. 
 
 Sec, Edgar A. Allen, Albuquerque, N. M. 
 
 DETROIT, MICH. 
 
 Pres., H. B. Frissell. Hampton, Va. 
 
 V.-Pres., EsTELLE Reel, Washington, D. C. 
 
 Sec, F. F. Avery, Miles, Wash. 
 
 MINNEAPOLIS, MINN. 
 
 Pres., S. M. McCowan, Phoenix, Ariz. 
 
 V.-Pres., H. B. Frissell, Hampton. Va. 
 
 Sec, Estelle Reel, Washington, D. C. 
 1903 BOSTON, MASS. 
 
 Pres., H. B. Peairs, Lawrence, Kans. 
 
 V.-Pres., S. M. McCowan, Chilocco, Okla. 
 
 Sec, Estelle Reel, Washington, D. C. 
 
 1901 
 
 1902 
 
 1904 ST. LOUIS, MO. 
 
 Pres., R. A. Cochran, Talklai. Ariz. 
 V.-Pres., H. B. Peairs, Lawrence, Kans . 
 Sec, Estelle Reel, Washington, D. C. 
 
 1905 ASBURY PARK and OCEAN GROVE, 
 
 N.J. 
 Pres., W. A. Mercer, Carlisle, Pa. 
 V.-Pres., R. A. Cochran, Talklai, Ariz. 
 Sec, Estelle Reel, Washington, D. C. 
 
 1906 No Meeting 
 
 1907 LOS ANGELES, CAL. 
 
 Pres., Harwood Hall, Riverside, Cal. 
 V.-Pres., R. A. Cochran, Mt. Pleasant, 
 
 Mich. 
 Sec, Estelle Reel, Washington, D. C. 
 
 TOPICS 
 
 1900 The Indian Problem. — -H. B. Frissell, Virginia. 
 
 The Proper Relation between Literary and Industrial Education in Indian Schools. 
 
 — A. J. Standing, Pennsylvania. 
 The Health of the Indian. — C. C. Wainwright, California. 
 The Training of Teachers for Indian Schools. — Charles Bartlett Dyke, 
 
 Virginia. 
 The Teaching of Trades to the Indian. — F. K. Rogers, Virginia. 
 The Training of the Indian Girl as the Uplifter of the Home. — Josephine E. 
 
 Richards, Virginia. 
 Kindergarten Work among the Indians. — Blanche Finley, Virginia. 
 Sanitary Conditions among the Indians. — J. G. Bulloch, South Dakota. 
 Practical Methods in Indian Education. ^John Seger, Oklahoma. 
 
 1901 President's Address — Learning by Doing in Indian Education. — H. B. Frissell, 
 
 Virginia. 
 Civilization and Higher Education. — W. T. Harris, District of Columbia. 
 The Reservation Day School Should Be the Prime Factor in Indian Education. — 
 
 C. C. Covey, South Dakota. 
 The Unification of Industrial and Academic Features of the Indian Schools. — 
 
 O. H. Bakeless, Pennsylvania. 
 What Shall Be Taught in an Indian School ? — Calvin W. Woodward, Missouri. 
 An All-round Mechanical Training for Indians. — Frank K. Rogers, Virginia. 
 Character-Building among Indian Children. — Cora M. Folsom, Virginia. 
 The Indian Day School the Gradual Uplifter of the Tribe. — Sister Macaria 
 
 Murphy, Wisconsin. 
 Introspection: A Study of Indian Schools. — E. A. Allen, Indian Territory. 
 Discussion: What Should Be the Percentage of Indian Blood to Entitle Pupils 
 
 to the Rights of Government Schools ? — H. B. Peairs, Kansas. 
 Discussion: How Can We Secure the Systematic Transfer of Pupils from Day to 
 
 Reservation Schools, and from Reservation to Non-Reservation Schools ? — 
 
 J. C. Hart, Wisconsin. 
 Discussion: Children Should at Least Be Able to Speak, Read, and Write the 
 
 English Language, before Being Placed in a Non-Reservation School. — C. F. 
 
 Pierce, South Dakota.
 
 Department] TITLES OF PAPERS AND DISCUSSIONS 651 
 
 1 90 1 Discussion: The Indian Employee. — C. J. Cran'dai.i., New Mexico. 
 Discussion: The Necessity of Teaching the Boy to Improve the Allotment the 
 
 Government Has Given Him. — F. F. Avkry, Washington. 
 Discussion: Practical Methods in Indian Education. — S. -M. McCowan, New 
 
 Me.xico. 
 Discussion: The Future of the Pueblo Indian. — Mary Disskttk, New Mexico. 
 Discussion: The Necessity for a Large Agricultural School in the Indian Service. — 
 
 C. W. GoODM.VN, Oklahoma. 
 Discussion: Compulsory Education. — H. B. Pp:airs, Kansas. 
 
 1902 The Teaching of Agriculture with Reference to Future Employment. ^L. M. Comp- 
 
 TON, Wisconsin. 
 Drawlxicks to Civilization and Citizenship. — H. G. Wii.sox, Arizona. 
 ^ How to Teach the Indian Boys and Girls to Become Homcmakers, especially 
 
 from an Agricultural Standjxnnt. — R. D. Shutt, Washington. 
 The Value of the Outing System for Girls. — L.\URA Jackson, Pennsylvania. 
 The Need of Home Societies for the Encouragement and Protection of Indian 
 
 Young Men and Women. — Joseph C. Hart, Wisconsin. 
 Tuberculosis — How Caused and How Prevented. — James S. Perkins, Arizona. 
 Opportunity and Judicious Direction for the Indian. — C. W. Crous?:, 
 
 Arizona. 
 The .Advantages to the Pupil of Classroom Work as Outlined in the Course of 
 
 Study. — Mrs. Lucy P. Hart, Wisconsin. 
 The Education of the Indian Should Be Adapted to His Needs. — Alice Robertson, 
 
 Indian Territory. 
 The \'alue of a Large Agricultural School in the Indian Service. — S. M. McCowan, 
 
 Oklahoma. 
 Correlation of the Schoolroom and Farm Work. — E. C. Nardin, Mi( higan. 
 What Is Our .Aim ? — E. A. Allen, Pennsylvania. 
 The Advisability of Having Schools of Moderate Size in Order That Pupils May 
 
 Receive More Individual Training. — H. M. Noble, North Dakota. 
 Needed Changes in Indian Schools. — A. C. Wright, District of C<)luml)ia. 
 Best Method of ElTecting Transfers of Pupils. — A. J. Standing, Pennsylvania. 
 
 To What Extent Do Agents and Superintendents Read the Rules and Regulations ? — 
 
 ThoM/\s W. Potter, Oregon. 
 The Value of Day Schools. -^James- J. Duncan, South Dakota. 
 The Necessity for Books, Especially Those .Adapted to Indian Children. — Claude 
 
 C. Covey, South Dakota. 
 Newspapers in Indian .Schof>ls. — W. T. Harris, District of Columbia. 
 
 1903 Resume of Progress in Indian Education. — Curtis Guild, Jr., Massachusetts. 
 President's .Address — Our Work: Its Progress and Needs. — H. B. Pr.AiRS, Kansas. 
 To What Degree Has the Present .System of Indian Sch<K>ls Been Suicessful in 
 
 Qualifying for Citizenship? -H. B. Prissell, Virginia. 
 Alaska's Start toward Citizenship. — Sheldon Jackson, District of Columbia. 
 The White Man's Burden versus Indigenous Development for the I^)wer Races. — 
 
 G. Stanley Hall, Mas.sachu.setts. 
 Heart Culture in Indian Eflucation. — Charles F. Meserve, North Carolina. 
 Tenure in the Civil .Service. — John T. Doyle, District of Columbia. 
 
 IQ04 F.fTu iency in the Indian Service. — John T. Doyle, District of Columl)ia. 
 Indian Music and Indian Education. — Natalie Curtis, New York. 
 
 1905 R»'-sum«' of Work in Indian S( hools. — John J. Fitzgerald anti Others. 
 Musir of the American Indian. — Natalie Curtis, New York. 
 Ethnological Studv of Our Indians in the Southwest. Mabi 1 1 K Bk.gart, New 
 
 York. 
 Teai hing Indian Pu[)ils to SiM-ak English. — Rechen Perry, Arizona. 
 Indian Chararirristiis.MARY C. Judd, Minnesota. 
 The Work of the Bureau of Plant Industry, in Its Relation to Agrii ullural Instrut - 
 
 tif)n in Indian Schools. Susan B. Sh'E, District of Columbia. 
 InfJian Education and Methods of Instruction. Mrs. Amelia S. (^)uinton, New 
 
 York. 
 The .Aflvisability «>f Con»lu<ting Normal Schools to Train Tc-.k lurs for Imli.in 
 
 SrhfKiLs.— John D. Benedict, Indian Territory. 
 The Nrrrvsity for More anrl Belter Ef|uipped Day Schools. J. J. Di.Nc an, 
 
 Sf)Uth Dakota.
 
 652 NATIONAL EDUCATIONAL ASSOCIATION (Special 
 
 SPECIAL TOPICS 
 
 PAPERS READ BEFORE THE INTERNATIONAL CONGRESSES OF EDUCATION HELD 
 
 UNDER THE AUSPICES OF THE NATIONAL EDUCATIONAL 
 
 ASSOCIATION AT CHICAGO, ILL., JULY, 1893' 
 
 GENERAL SESSION 
 
 1893 The Relation between Educational Methods and Educational Ends. — Rt. Rev. 
 John J. Keane, District of Columbia. 
 
 Legal Education in the United States. — L. Dimscha, Russia. 
 
 The Present Situation of Education in France. — Gabriel Compayre, France. 
 
 A Perfect Physical Education Is Indispensable in Order to Produce an Ideal Edu- 
 cation. — L. M. Torngren, Sweden. 
 
 Joseph Peter Varela and the Progress of Education in Uruguay.^ — Alberto Gomez 
 Ruano, Uruguay. 
 
 Present Condition of the Public Schools of Uruguay. — Alberto Gomez Ruano, 
 Uruguay. 
 
 Training of Teachers in High Schools in Sweden. — Edward Osterberg, Sweden. 
 
 CONGRESS OF SCHOOL SUPERVISION 
 
 How to Improve the Work of Inefficient Teachers. — Frank A. Fitzpatrick, 
 
 Nebraska. 
 Who Shall Appoint Teachers, and on Whose Nomination ? — H. S. Tarbell, 
 
 Rhode Island. 
 Grading and Classification of Pupils. — Mrs. Ella F. Young, Illinois. 
 
 THE CONGRESS OF HIGHER EDUCATION 
 
 Opening Address — The Organization and Functions of the American University. 
 
 — Daniel C. Oilman, Maryland. 
 How Far Is It Desirable that Universities Should Be of One Type ? — Martin 
 
 Kellogg, California. 
 The Division of Labor in the University. — Giuseppe Allievo, Italy. 
 Should an Antecedent Liberal Education Be Required of Students in Law, Medi- 
 cine, and Theology ? — Woodrow Wilson, New Jersey. 
 Should Greek Be Required for the Degree of Bachelor of Arts? — W. G. Hale, 
 
 Illinois. 
 What Signs of Improvement Are Visible in the Undergraduate Life of American 
 
 Students ? — Bradford Paul Raymond, Connecticut. 
 Relation of Professional Schools to the University. — Seth Low, New York. 
 The Evolution of Liberal Education. — Andrew F. West, New Jersey. 
 On What Conditions Should the Degree of Doctor of Philosophy Be Given ? — 
 
 William O. Sproull, Ohio. 
 The Relation of Our Colleges and Universities to the Advancement of Our 
 
 Civilization. — Rt. Rev. John J. Keane, District of Columbia. 
 The Study of English Literature in French Universities. — Andre L. Chevrillon, 
 
 France. 
 
 THE CONGRESS OF SECONDARY EDUCATION 
 
 Supervision of Private Schools by the State or Municipal Authorities. — James C. 
 
 Mackenzie, New Jersey. 
 The Course of Study in Secondary Schools. — G. N. Carman, Illinois. 
 Should the Amount of Time Given to Languages in Our Secondary Schools Be 
 
 Diminished in Order to Make Room for a More Extended Course in Physics, 
 
 Botany, and Chemistry ? — Cecil F. P. Bancroft, Massachusetts. 
 Should Language Studies Be Limited in Secondary Schools in the Interests of the 
 
 Sciences? — D. W. Abercrombie, Massachusetts. 
 The Secondary Education of Girls in France, — Mile. Marie Dugard, France. 
 The Professional Training of Teachers for Secondary Schools. — Miss E. P. 
 
 Hughes, England. 
 High School for Girls in England. — Mary Gurney; Rose Kingsley, England. 
 Which Should Come First, Latin, or Some Modern Language ? — ^W. Wilber- 
 
 force Smith, New Jersey. 
 
 'These papers were all printed in the volume of Proceedings for 1893, ^"^ ''re indexed in the General 
 Index.
 
 Topics] INTERXATIONAL CONGRESSES OF EDUCATION 653 
 
 THE CONGRESS OF ELEMENTARY EDUCATION 
 
 1893 Opening Address — The Importance of Elementary Education. — John Eaton, 
 
 District of Columbia. 
 Essentials in a Course of Study for Children. — Joseph L. Pickard, Iowa. 
 What Should Be the Curriculum in Public Schools ? — Some Aspects of the Question 
 
 in France. — M. B. BuissoN, France. 
 What Should Be Added to the Essential Branches of the Elementan,' Course of 
 
 Study to Meet the Industrial Needs of the Localities? — C. M. Woodward, 
 
 Missouri. 
 What Should Be .\dded to the Elementary Branches ? — Albert P. Marble, 
 
 Massachusetts. 
 What Special Work Should Be Undertaken in the Elementary' School to Prepare 
 
 the Pupils for the Duties of Citizenship ? — Wm. A. Mowry, Massachusetts. 
 The \'alue of the Elementary School for the Social \'irtu('s and for Training for 
 
 the Right Exercise of the Duties of Citizens. — C.\thakine H. Spence, South 
 
 Australia. 
 Methods of Teaching Historj' to Children. — Mrs. Mary H. Peabody, New York. 
 School Sa\-ings Banks in the United States. — J. H. Thiry, New York. 
 School Savings Banks in France. — Gust.we Serrurier, France. 
 The Public Educational System of Sweden. — N. G. W. Lagerstedt, Sweden. 
 Religion in the School. — Emerson E. White, Ohio. 
 
 Adaptation of Methods of Instruction to Special Conditions of the Child. — Alex- 
 ander Graham Bell, District of Columbia. 
 Should Rural Schools Introduce Agriculture, Chemistry, Agricultural Botany or 
 
 Arboriculture ? — Ergraff de Kovalevsky, Russia. 
 Confucius and His Educational Ideas. — Hidesaburo Eudo, Japan. 
 The Use of Magic Lanterns in Schools. — Gustave Serrurier, France. 
 Schools for Neglected Children. — James Stormont Small, New Zealand. 
 
 CONGRESS OF KINDERGARTEN EDUCATION 
 
 1893 Shall Reading and Writing Be Taught in the Kindergarten? — Mrs. Alice H. 
 
 PuTN.VM, Illinois. 
 Changes in Kindergarten Plays and Games. — Sarah A. Stewart, Pennsylvania. 
 The Song in the Kindergarten — Its Place, Value, and the Dramatic Element. — 
 
 Constance Mackenzie, Penn.sylvania. 
 The Organic Union of Kindergarten and Primary School. — Mrs. Sarah B. Cooper, 
 
 California. 
 Modification in the Primary School — Discussion. — B. Pick.m.\n Mann, District of 
 
 Columbia. 
 Preparation of the Kindergarten.— Mrs. Louisa Parsons Hopkins, Massachu.setts. 
 Kindergarten as a Basis for Life.— P'rau Henrietta Schrader, Berlin. 
 Stor)'-T<lh'ng in the Kindergarten.— Mary T. Hotchkiss, Wisconsin. 
 To What E.xtent Is the U.sc of Symbolism Justifiable in the Kindergarten ? — 
 
 Earl Barnes, Califf)rnia; Mrs. Eudora L. Hailmann, Indiana. 
 Froeln-l's Educational Principles in England. — Emily A. E. Shirrekf, London. 
 The Kindergarten in Austria.— Mrs. Ottilia Bondy, Vienna. 
 The Real Nature of Education. — Herman.v Poesche, Berlin. 
 Prevention of Criminal Idleness. — Emma Makwedel, California. 
 
 CONGRE.SS OF PROFESSIONAL TRAINING OF TEACIIKRS 
 
 1893 OiK-ning Afldre.ss— Distinctive Characteristics of Training-Schools. — E. A. Sin 1- 
 
 DON, New York. 
 The Value of Practice Work in Model and Training-Schools. — Miss Fannik 
 
 S. GUPTILL, Minnesota. 
 How ShouM Normal Scluml Pui)ils Acquire Methods of Teaching? — GlACOMO 
 
 Oi)i>o RoMAKf:i)E, Italy. 
 Methofl.s of Training Teachers at the Westminster Training College, England. — 
 
 Joseph H. Cowmam, England. 
 Im|K)rtant Necessities in Present Normal Schools. — Gkorce A. Walton, Mas.sa- 
 
 chusetts. 
 Gradation of Normal and Training-Schools. — Thomas Kirkland, Ontario. 
 Historical Development of Normal and Training-Schohls in France. — Euof.ne 
 
 Martin, France. 
 Normal SrhfK)ls in the State of New York. — Fkancis J. Chenky, New York.
 
 654 NATIONAL EDUCATIONAL ASSOCIATION [Special 
 
 1893 A Sociological Ideal View of Normal Schools.- — Daniel Fulcomer, Michigan. 
 Should the Course of Study in Normal Schools Be Wholly Professional ? — Francis 
 
 B. Palmer, New York. 
 How Normal-School Work Differs from the Work in Secondary and in Higher 
 
 Education. — Malcom MacVicar, New York. 
 Wha.t Should Be Required of and upon Whom Is to Be Conferred the Degree of 
 
 Doctor of Pedagogy ? — Jerome Allen, New York. 
 What Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ? 
 
 — Edward R. Shaw, New York. 
 Requirements for the Degree of Doctor of Pedagogy. — Charles A. McMuRRY, 
 
 Illinois. 
 Higher Academic Degrees in Pedagogy. — S. G. Williams, New York. 
 The Candidate for the Degree of Doctor of Pedagogy Should Be Able to Make 
 
 Original Investigations in Experimental Psychology. — Edgar Dubs Shimer, 
 
 New York. 
 Should Original Investigation Be Required in Some Branch of Child-Study for 
 
 the Doctor of Pedagogy Degree ? — -Earl Barnes, California. 
 Child-Study in Connection with Professional Training of Teachers. — Margaret 
 
 K. Smith, New York. 
 The Ideal Normal School. — Edward Brooks, Pennsylvania. 
 
 CONGRESS OF ART EDUCATION 
 
 1893 Drawing from the Flat to Learn the Technique of Representation. — Henry T. 
 Bailey, Massachusetts. 
 
 Importance of the Aesthetic Aim in Elementary Instruction in Drawing. — L. W. 
 Miller, Pennsylvania. 
 
 Development of Art Instinct. — J. Ward Stimson, New York. 
 
 How Pupils Should Study and Analyze Works from the Great Masters. — Alfred 
 Emerson, New York. 
 
 Methods of Art Education for the Cultivation of Artistic Taste. — J. M. Hoppin, 
 Massachusetts. 
 
 Does Art Study Concern the Public Schools ? — Mrs. Mary Dana Hicks, Massa- 
 chusetts. 
 
 With What Should Drawing Begin ? — Josephine C. Locke, Illinois; Mrs. Han- 
 nah Johnson Carter, Pennsylvania. 
 
 Painting and Sculpture — Discussion. — W. M. R. French, Illinois. 
 
 The Self-correcting System of Drawing. — Annie R. Osborne Moore, England. 
 
 Should Pupils Draw from the Flat ? — Helen Bondy, Austria. 
 
 CONGRESS OF MUSIC EDUCATION 
 
 1893 Learning to Read Musical Notation. — Charles H. Greene, Illinois. 
 
 Physiology and Hygiene of the Vocal Organs. — John Howard, New York. 
 The Functions of Teachers of Vocal Music. — J. E. Lightner, Pennsylvania. 
 
 CONGRESS OF TECHNOLOGICAL INSTRUCTION 
 
 1893 Opening Address — Organization and Aims of Technological Instruction. — Fran- 
 cis A. Walker, Massachusetts. 
 
 Technological Schools: Their Purpose and Its Accomplishment. — Robert H. 
 Thurston, New York. 
 
 Training for Scientific Professions. — John M. Ordway, Louisiana. 
 
 Educational Value of Exact Measurement.- — M. Mayer, New Jersey. 
 
 The Educational Value of Applied Mathematics, Including Engineering. — F. R. 
 Hutton, New York. 
 
 Shop-Work and Drawing as Means of Developing Slow Pupils. — R. H. Richards, 
 Massachusetts. 
 
 The Educational Process of Training an Engineer. — G. Lanza, Massachusetts. 
 
 Educational Value of Applied Mathematics and Engineering. — Henry T. Eddy, 
 Indiana. 
 
 CONGRESS OF INDUSTRIAL AND MANUAL INSTRUCTION 
 
 1893 Introductory Address — Modern Demands on Education. — John D. Runkle, 
 Massachusetts. 
 
 New Demands upon Schools by the World's Industries. — C. M. Woodward, 
 Missouri.
 
 Topics] INTERNATIONAL CONGRESSES OF EDUCATION 655 
 
 1893 Sloyd for Elementary Schools Contrasted with the Russian System of Manual 
 Training. — Gustaf Larsson, Massachusetts. 
 Manual Training in Russia. — E. Kovalevsky, Russia. 
 
 Industrial and ^Ianual Training in the School Course. — W. B. Powell, District 
 of Columbia. 
 
 PHYSICAL EDUCATION 
 
 1893 Opening Address — The Physical Education Movement. — Edward M. Hartwell, 
 
 Massachusetts. 
 Some Unsolved Problems in Physical Education.— T. D. Wood, California. 
 Training of the Human Body. — Angelo Mosso, Italy. 
 Psychological .\spect of Exercises with and without Apparatus. — G. W. FiTZ, 
 
 Massachusetts. 
 Physical Exercises for School Purposes — How Selected and Graded. — J. Gardner 
 
 Smith, New York. 
 The Regulation of Athletic Sports in Colleges. — R. Tait McKenzie, Montreal. 
 English Experience in Providing the Poor of Cities with Parks, Gardens, Gym- 
 nasia, and Playgrounds. — The Earl of Meath, London. 
 Physical Training of Criminals. — Hamilton D. Wey, New York. 
 The North American Turner-Bund — Its History, Aims, and Achievements. — 
 
 Hugo Muench, Missouri. 
 The Royal Central Institute of Gymnastics in Stockholm. — L. M. Torngren, 
 
 Sweden. 
 History of Physical Education in Denmark. — Joakim Larson, Copenhagen. 
 Gymnastics in the Kingdom of Saxony — A Historical Review. — Moritz Zettler, 
 
 Saxony. 
 Physical Education of the Deaf and Dumb. — Albert Gutzman, Prussia. 
 
 CONGRESS OF RATIONAL PSYCHOLOGY 
 
 1893 Reality — What Place It Should Hold in Philosophy. — James McCosh, New 
 Jersey. 
 
 Can Psychology Be Founded upon the Study of Consciousness Alone, or Is Physi- 
 ology Needed for the Purpose ? — Josiah Royce, Massachusetts. 
 
 The Soul as the Basal Concept of Rational Psychology. — G. T. Ormond, New 
 Jersey. 
 
 The Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics. 
 — Augustine F. Hewit, District of Columbia. 
 
 Self-Activity in Education. — J. G. Schurman, New York. 
 
 Wundt's Psychology of the Will. — E. B. Titchenek, New York. 
 
 CONGRESS OF EXPERIMENTAL PSYCHOLOGY 
 
 1893 Child-Study as a Basis for Psychology and Psychological Teaching. — G. Stanley 
 
 Hall, Massac liusetts. 
 Child-Study as the Basis of Pedagogy. — William 11. Bcknham, Massacliu.setls. 
 The Dominant Seventh in Education. — Hattie E. Hunt, Connecticut. 
 Mental Waste and Ei onomy. — G. T. W. Patkkk, Iowa. 
 Dreaming and Ptxlic Invention. — James Sully, England. 
 The Language of Children. — F. Tracy, Massai husetts. 
 .Application of the Laws of Physical Training for the Prevention and Cure of 
 
 Stuttering. — Edward Mussey Hartwell, Ma.ssachusetts. 
 (Jl)s<Tvalion and Study of Movement and Mental Status. — Francis Warner, 
 
 England. 
 Some .'\.s.so< iation Trades Involved in Reading and S|K'lling. — Thomas M H \i.- 
 
 LIKT, M.Lssac husetts. 
 Con.stitutional Bafl Spellers. — Adelaide E. Wyckofk, New York. 
 The Theological Life of a California Child.- Earl Barnes, California. 
 The First Two Years of the Child. MiLLicENT W. SinNN,'_(Jliio. 
 A Plea for S|m< iai Child-Study. W. L. Hhyan, Indiana. 
 Eye and Ear Mindedness. W. L. Bryan, Indiana. 
 The New Psychology in Normal Schools. — Ln.LiE A. Williams, New Jersey. 
 
 CONGRESS OF BUSINESS EDUCATION 
 
 1893 The Evolution of Business Colliges.— S. S. Packard. 
 
 Practical Advantages of a Commercial College- 'IVaining. — Georc.e Soui.ft, Louisi- 
 ana.
 
 656 NATIONAL EDUCATIONAL ASSOCIATION (Special 
 
 1893 The Relation of Business Instruction to Industrial, Commercial, and Financial 
 Interests. — A. D. Wilt, Ohio. 
 
 The Higher Aspects of Business Education. — R. E. Gallagher, Ontario. 
 
 Stenography and Typewriting as Branches of Business Education. — Isaac S. 
 Dement, Illinois. 
 
 The World's Need of Business Women. — Mrs. Sara A. Spencer, District of 
 Columbia. 
 
 Reciprocal Relations and Benefits of Business and Other Departments of Educa- 
 tion. — Ira Mayhew, Michigan. 
 
 A Business Man's Education — James MacAlister, Pennsylvania. 
 
 CONGRESS OF EDUCATIONAL JOURNALISM 
 
 1893 Present Ideals in Educational Journalism. — C. C. Rounds, New Hampshire. 
 Educational Journalism in New England. — W. A. Mowry, Massachusetts. 
 Dr. Barnard's American Journal of Education. — Will S. Monroe, California. 
 The Purpose and Reward of Educational Journals.— Amos M. Kellogg, New 
 
 York. 
 Educational Journals in New York. — C. W. Bardeen, New York. 
 Educational Journalism in Ohio. — Samuel Findley, Ohio. 
 Educational Journalism in Indiana. — George F. Bass, Indiana. 
 School Journahsm in Michigan. — Henry A. Ford, Michigan. 
 Educational Journals in Illinois. — John W. Cook, Illinois. 
 Educational Journalism in Iowa. — Henry Sabin. 
 The Educational Papers in Missouri. — H. A. Gass, Missouri. 
 Educational Journalism in Utah, Colorado, and Kansas. — John MacDonald, 
 
 Kansas. 
 Educational Journalism in France. — Gabriel CoMPAYRf, France. 
 
 APPENDIX 
 
 1893 University Education for Women in England. — Mrs. Henry Fawcett, England 
 A Few Words of Retrospect and Forecast. — Dorothea Beale, England. 
 University Association of Women Teachers. — Constance Elder, England. 
 Elementary Education in England. — Rosamond Davenport Hill, England. 
 National Education in Scotland. — Flora C. Stevenson, Scotland. 
 Women Students in the Scottish Universities. — Louisa Stevenson, England. 
 Convent Education. — F. M. L., Principal of a Training College, England. 
 Women's Education in New Zealand. — Mrs. Steadman Alois, England. 
 Educational Work for Women in Australia, Chiefly New South Wales. — Louisa 
 
 MacDonald, Australia. 
 Recent Developments of Education for the Women and Girls of India. — E. A. 
 
 Manning, India. 
 English Orphanage and Training School in Bosnia, 1869-1892.— Miss A. T. Irby. 
 Elementary and Secondary Education in Cape Colony, Africa. — Miss May Ben- 
 
 gough, South Africa. 
 Public Instruction in Italy. — Egisto Rossi, Rome. 
 Needlework in the Public Schools of Stockholm.— Mrs. Hulda Lundin, Sweden. 
 
 REPORT OF COMMITTEE OF TEN ON SECONDARY STUDIES' 
 
 1893 Report of Committee of Ten with Membership of Committee and of Nine Con- 
 ferences. — Chas. W. Eliot, president. 
 
 Report of Conference on Latin. — Wm. Gardner Hale, Illinois, chairman. 
 
 Report of Conference on Greek.- Martin L. D'Ooge, Michigan, chairman. 
 
 Report of Conference on English. — Samuel Thurber, Massachusetts, chairman. 
 
 Report of Conference on Other Modern Languages.— Chas. Grandgent, Massa- 
 chusetts, chairman. 
 
 Report of the Conference on Mathematics.— Simon Nevi^comb, Maryland, chair- 
 man. 
 
 Report of Conference on Physics, Chemistry, and Astronomy. — Ira Remson, 
 Maryland, chairman. 
 
 Report of Conference on Natural History. — W. B. Powell, District of Columbia, 
 chairman. 
 ■The following papers and reports were printed only in pamphlet form, and do not appear in any 
 volume of Proceedings; they are included in the General Index.
 
 Topics] REPORT ON INDUSTRIAL EDUCATION 657 
 
 1893 Report of Conference on History, Civil Government, and Political Economy. — 
 Ch.\s. Kendall Adams, Wisconsin, chairman. 
 Report of Conference on Geography. — T. C. Chamberlin, Illinois, Chairman. 
 
 REPORT OF COMMITTEE OX SAL.VRIES, TENURE OF OFFICE AND PEN- 
 SIONS OF TEACHERS' 
 
 1 905 Report of Committee on Salaries, Tenure of Office, and Pensions of Teachers. — 
 
 C.\RROLL D. Wright, chairman. 
 Percentage of Families Living on Farms in the ITnited States in 1900 by States. 
 Salaries of Teachers in Cities and Towns of 8,000 Population or Over. 
 Table A. Number and Average Yearly Salaries of Principals and Teachers, and 
 
 of Principals and Teachers Combined, in High and Elementary Schools, by 
 
 Groups of Cities. 
 Table B. Number of High-School Teachers (not Including Principals) in Receipt 
 
 of Each Classified Salarj", by Groups of Cities. 
 Table C. Per Cent, of High-School Teachers (not Including Principals) in Receipt 
 
 of Each Classified Salary. 
 Table D. Number of Principals of Elementary Schools in Receipt of Each Classi- 
 fied Salan,'. 
 Table E. Per cent, of Principals of Elementary Schools in Receipt of Each Classi- 
 fied Salar}'. 
 Table F. Number of Elementar}'-School Teachers (not Including Principals) in 
 
 Receipt of Each Classified Salary. 
 Table G. Per cent, of Elementarj'-School Teachers (not Including Principals) in 
 
 Receipt of Each Classified Salary. 
 Summary and Analysis of Salary Tables of Cities Classified by Size. 
 Salaries Summarized by States, with Various Tables. 
 The Sex of Teachers in High and Elementary Schools. 
 Salaries of Supervisors and S[)ecial Teachers. 
 
 Salar)' Schedules in Cities and Towns of 8,000 Population or Over. 
 Salaries of Teachers in Typical Towns of Less than 8,000 Population 
 Salaries of Teachers in Typical Ungraded Rural Schools. 
 Funds for Payment of Teachers' Salaries. 
 Minimum Salary Laws. 
 
 Earnings in Teaching and in Other Occupations Compared. 
 Purchasing Power of Salaries in Different Localities. 
 Tenure of Office of Teachers. 
 Pensions of Teachers. 
 General Tables of Salaries of Teachers in Cities ami Towns of 8,000 Population 
 
 or Over. 
 Table I. Number and Minimum, Maximum, and Average Yearly Salaries of 
 
 Principals and Teachers in High and Elementary Schools and Kindergartens. 
 Table II. Cla.ssified Yeariy Salaries of Teachers (not Including Prim i]>als) in 
 
 High Schools. 
 Table HI. Classified Yearly Salaries of PriiK ijiais of I'.Iemcntary .Schools. 
 Classified Yiariy Salaries of Teachers (not Including Principals) in Elementary 
 
 Schools. 
 
 REPORT OF COMMITTEE ON INDUSTRIAL EDUCATION IN SCHOOLS 
 
 FOR RURAL COMMUNITIES' 
 
 1905 Rr y>ort of Committee of Industrial Education in Rural Communities. — L. D. 
 Harvey, Wisionsin, chairman. 
 Arguments for Industrial Education in Schools for Rural Communities. 
 What Industrial Edu< ation Should He Unflirtaken in Rural S( h<H)ls. 
 Industrial Education in the f)n(-Rooin Rural .School; Courses of Stu<ly in Zoology 
 
 and Botany. 
 Agriculture in Schfxjl Years 6 to 8. 
 Indu.strial Education in the Con.solidated School. 
 5k'Condary Schools of Agric ulture and Dome.stic Ivonomy in Rural Communities. 
 
 • The following lopicji of thU rrpurt nre no! includrd in nny volume of Procctdingt, but were piiltlished 
 in a aeparalr pamphlet. Thry nre inrlurle<I in the Ocncr.il Imlcx. 
 
 •The following jfcTprrs and rei>orlii are no) incln'lr<l in nny volume nl Procrrdings, Imt wrro piililished 
 in a icparatc pamphlet, 'ricv irr jti, lu.l'-il in ili<- Cnw r il Iiwicx.
 
 658 NATIONAL EDUCATIONAL ASSOCIATION [Special 
 
 1905 Preparation of Teachers for Domestic Instruction in Rural Schools. 
 
 Agencies Available for Co-operation with the Schools in the Development of 
 
 Industrial Education. 
 Dunn County School of Agriculture and Domestic Economy. — Appendix A. 
 The Minnesota Agricultural High School. — Appendix B. 
 Industrial Courses in the Consolidated Rural School. 
 
 The Agricultural High School and the Agricultural College Articulated. — Willet 
 M. Hays, Minnesota. 
 
 REPORT OF COMMITTEE ON TAXATION AS RELATED TO PUBLIC 
 
 EDUCATION' 
 
 1905 Report of Committee of Taxation as Related to Public Education. — James M. 
 
 Greenwood, Missouri, chairman. 
 Table I. School Expenditures Classified. 
 
 Table II. Cost of Instruction as Compared with Other Expenditures. 
 Table III. Relation of Maintenance of Schools to Total City Operating Expenses. 
 Table IV. Classification of School Expenses in Cities by Groups. 
 Methods of School Taxation in New York City. — Wm. H. Maxwell, New York. 
 Taxation for School Purposes. — Nathan C. Schaeffer, Pennsylvania. 
 Twenty-five Years' Progress of Public Education in North Carolina, with Various 
 
 Tables. — Charles D. McIver, North Carolina; Charles L. Coon, North 
 
 Carolina. 
 Taxation for School Purposes in Pennsylvania. — N. C. Schaeffer, Pennsylvania. 
 Method of Taxation for School Purposes in Indiana. — John W. Carr, Indiana. 
 Table V. Cost of Maintenance of Schools Compared with Each of the Other 
 
 Municipal Departments in the 137 Cities of Largest Population. — Arranged by 
 
 W. T. Harris, District of Columbia. 
 Table VI. Value of Property, Comparative Cost of Schools, and Wages Earned 
 
 in the 137 Cities of Largest Population. 
 
 SPELLING-REFORM ASSOCIATION 
 
 1879 The Present State of the Spelling Reform in America. — F. A. March. 
 Spelling Reform in England. — E. Jones. 
 
 The Etymologic Objection to Spelling Reform. — S. S. Haldemann. 
 Spelling Reform in Journalism. — S. N. D. North. 
 The Potency of Caprice (Abstract). — W. T. Harris. 
 Remarks.— J. M. Gregory. 
 
 The Duty of Our Colleges Toward the Spelling Reform. — W. G. Ballantine. 
 Opening Remarks. — F. A. March. 
 Remarks by Tobias Wither. 
 
   The following papers and reports are not included in any volume of Proceedings, but were published 
 in a separate pamphlet. They are included in the General Index.
 
 BIBLIOGRAPHY OF TOPICS FROM 1857 TO 1907 
 
 CLASSIFICATION 
 
 1. AGRICULTURAL EDUCATION. 
 
 2. AMERICAN PUBLIC EDUCATION. 
 3- ARCHITECTrRE. 
 
 ARirHMETIC, see Matlumatics as a Subject of Study. 
 
 4. ART EDUCATION. 
 .\THLETICS, see Physical Education. 
 
 5. BIOGRAPHY. 
 
 b. BIOLOGICAL SCIENCES, see also Science Teaching. 
 
 7. BLIND, EDUCATION OF THE. 
 BlILDINGS, see .Architecture. 
 
 BUSINESS EDUCATION, see Commercial Education. 
 
 8. CHILD-STUDY. 
 
 9. CITY-SCHOOL SYSTEMS. 
 
 10. CL.\.SSIC.\L EDUCATION. 
 
 11. COEDUCATION. 
 
 12. COLLEGE ENTR.ANCE REQUIREMENTS, see also E.xaminations. 
 COLLEGES, see Higher Education. 
 
 13. COMMERCIAL EDUCATION. 
 
 14. COMPULSORY EDUCATION. 
 
 CORPOR.AL PUNISHMENT, see Government and Discipline of Schools. 
 COUNTRY SCHOOLS, see Rural Schools. 
 
 15. CURRICULUM, see also Elective Studies; Names of Separate Studies. 
 
 16. DEFECTIVES AND DELINQUENTS (other than blind), EDUCATION OF. 
 DRAWING, see Art Education. 
 
 17. EDUCATIONAL LITER.ATURE. 
 
 18. EDUCATION; THEORY, PHILOSOPHY, N.ATURE, AND MEANIN(i, see 
 
 also Psychology and Education. 
 K,. ELECTIVE STUDIES. 
 
 20. ELEME.NTARY EDUCATIO.X, see also Kindergartin. 
 
 21. ENGLISH LANGU.AGE AND LITER.ATURE .AS SUBJECTS OF .STUDY. 
 
 see also Spelling. 
 
 22. EXAMIN.ATIONS, see also College Entrance Retiuirenunts. 
 
 23. E.XHIBITIONS AND MUSEUMS. 
 
 24. FIN.ANCES AND TA.X.ATION, see also Pensions for Teachers; Salaries of 
 
 Teachers; Suin-rvision, Organization, and .Arhninislralion. 
 
 25. GEOf;RAPnY .AS A SUBJECT OF STUDY. 
 
 26. (;o\ EKN.MENT AND DIS( IPLINE OF SCHOOLS. 
 GK.ADING, see SujK-rvision, Organization, and Administration. 
 GK.AM.M.AR, see English Languagi' and Literature. 
 (ikl-.l-K, see Classical ICdu( alion. 
 
 (;YM.\ASTICS, see Physical Education. 
 
 HIGH SUHOfJLS, see Cily-Si IkmjI Systems; Se.nridary 1m1u( ation. 
 
 27. III(;HEK EDlCATiO.N C0LLE(;ES .AND INI VEKSni KS. sr*- <j/io ColKgp 
 
 Entrance Kequircmcnlu. 
 
 28. HISTORY OF EDUCATION. 
 2f;. HIS TORY TEACHIN(;. 
 
 HV(;iF.NE, see School Hygiene. 
 
 30. INDIAN EDUCATION; AND OTHER MINOR ALIEN RACES. 
 
 31. INDUSTRIAL EDUCATION, see aho Agricultural Eduialion-; Manujil Train- 
 
 ing; Te< hnii al ICdut alion. 
 
 659
 
 66o NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 32. KINDERGARTEN. 
 LATIN, see Classical Education. 
 LAWS, see School Laws. 
 
 33. LIBRARY AND SCHOOL. 
 
 34. MANUAL TRAINING, see also Industrial Education. 
 
 35. MATHEMATICS AS A SUBJECT OF STUDY, see also Science Teaching. 
 MODERN LANGUAGES, see Curriculum. 
 
 MORAL EDUCATION, see Religious and moral Education. 
 
 36. MUSIC IN SCHOOLS. 
 
 37. NATURE-STUDY, see also Science Teaching. 
 NECROLOGY, see Biography. 
 
 38. NEGRO EDUCATION. 
 
 39. NORMAL SCHOOLS AND TRAINING OF TEACHERS. 
 PEDAGOGY, see Child-Study; Education— Theory, Philosophy, Nature, and 
 
 Meaning; Psychology and Education; Teaching — Principles and Methods. 
 
 40. PENSIONS FOR TEACHERS. 
 
 41. PHYSICAL EDUCATION. 
 
 42. PHYSICAL SCIENCES, see also Science Teaching. 
 PRIMARY EDUCATION, see Elementary Education. 
 PROMOTIONS, see Supervision, Organization and Administration. 
 
 43. PSYCHOLOGY AND EDUCATION, see also Child-Study; Education— Theor>', 
 
 Philosophy, Nature, and Meaning. 
 PUBLIC SCHOOLS, see American Public Education; City-School Systems; 
 
 Rural Schools; Secondary Education — High Schools. 
 PUNISHMENT, see Government and Discipline of Schools. 
 RACE EDUCATION, see Indian Education; Negro Education. 
 READING, see Enghsh Language and Literature. 
 
 44. RELIGIOUS AND MORAL EDUCATION. 
 
 45. RURAL SCHOOLS. 
 
 46. SALARIES OF TEACHERS, see also Pensions for Teachers. 
 SCHOOL GARDENS, see Agricultural Education. 
 SCHOOL HOUSES, see Architecture. 
 
 47. SCHOOL HYGIENE. 
 
 48. SCHOOL LAWS. 
 
 49. SCIENCE TEACHING, ieea/^o Biological Sciences; Mathematics; Nature-Studyf 
 
 Physical Sciences. 
 
 50. SECONDARY EDUCATION— HIGH SCHOOLS, see also City-School Systems. 
 
 51. SPELLING. 
 
 52. STATE AND EDUCATION. 
 STATISTICS, see Supervision. 
 
 SUNDAY SCHOOLS, see Religious and Moral Education. 
 
 SUPERINTENDENT, see City-School Systems; Supervision, Organization and 
 Administration. 
 
 53. SUPERVISION, ORGANIZATION AND ADMINISTRATION, see also City- 
 
 School Systems; Finances and Taxation; Rural Schools. 
 
 54. TEACHERS, see also Normal Schools and Training of Teachers; Pensions for 
 
 Teachers; Salaries of Teachers. 
 
 55. TEACHING— PRINCIPLES AND METHODS, see also Education— Theory, 
 
 Philosophy, and Nature; Psychology and Education; and names of separate 
 studies. 
 
 56. TECHNICAL EDUCATION, see also Industrial Education; Manual Training. 
 
 57. TEXTBOOKS. 
 
 TRADE SCHOOLS, see Technical Education. 
 TRAINING OF TEACHERS, see Normal Schools. 
 TRUANCY, see Compulsory Education. 
 UNIVERSITIES, see Higher Education. 
 
 58. WOMAN'S EDUCATION AND WORK, see also Coeducation. 
 
 59. WRITING.
 
 of Topics! AMERICAX PUBLIC EDUCATION 66i 
 
 CLASSIFIED LISTS OF SUBJECTS 
 
 I. AGRICULTURAL EDUCATION 
 
 1876 What arc the Legitimate Duties of an Agricultural Professor? — E. M. Pkndi.kton, 
 
 Georgia. 
 1884 Arbor Day in the Public Schools. — B. G. Northrop, Connecticut. 
 
 Arbor Day in the Public Schools. — J. B. Pk.\slee, Ohio. 
 1886 Forestry in Education. — Warren Higley, Ohio. 
 1890 The Place and Function of the Agricultural College. — Lewis McLouth, South 
 
 Dakota. 
 The Place and Function of the Agricultural College. — D. L. Kiehlk, Minnesota. 
 1893 Should Rural Schools Introduce Agriculture, Chemistry, Agricultural Botany, or 
 
 Arboriculture ? — Ergraff De Kovalevsky, Russia. 
 
 1901 Agriculture as a Science for the Elementary Schools. — Joseph Carter, Illinois. 
 
 1902 The \'alue of a Large Agricultural School in the Indian Service. — S. M. McCowan, 
 
 Oklahoma. 
 Correlation of the Schoolroom and Farm Work. — E. C. Nardin, Michigan. 
 The Education of the American Farmer. — James Wilson, District of Columbia. 
 The Practical Value of Teaching Agriculture in the Public Schools. — Joseph 
 
 Carter, Illinois. 
 The Teaching of Agriculture with Reference to Future F^mployment. — L. M. 
 
 COMPTON, Wisconsin. 
 
 1903 School Gardens, City-School Yards, and the Surroundings of Rural Schools. — 
 
 Orville T. Bright, IlHnois. 
 School Gardens. — Henry Lincoln Clapp, Massachusetts. 
 
 1905 Report of Committee of Industrial Education in Rural Communities. — L. D. 
 
 Harvey, Wisconsin, Chairman. 
 Arguments for Industrial Education in Schools for Rural Communities. 
 WTiat Industrial Education Should Be Undertaken in Rural Schools. 
 Industrial Education in the One-Room Rural School; Courses of Study in Zoology 
 
 and Botany. 
 Agriculture in School Years 6 to 8. 
 Industrial Education in the Consolidated School. 
 
 Secondary Schools of Agriculture and Domestic Economy in Rural Conunuiiities. 
 Preparation of Teachers for Domestic Instruction in Rural Schools. 
 Agencies Available for Co-operation with the Schools in the Development of 
 
 Industrial Education. 
 Dunn County School of Agriculture and Domestic Economy. Ai)i)endi.\ A. 
 The Minnesota Agricultural High School. Ajipendi.x B. 
 Industrial Courses in the Consolidati-d Rural School. 
 The Agricultural High School and the Agricultural College Articulated. — Wn.LET 
 
 M. Hays, Minnesota. 
 
 1906 Agricultural Instruction in the Kingdom i)f Hungary. — BfiLA De Tormav, Hun- 
 
 gary. 
 What Form of Industrial Training is Most Pra tical and Best Suited to tiie Coun- 
 try Child?— O. J. Kern, Illinois. 
 
 2. AMKRICAN PUBLIC EDUCATION 
 
 1859 Suggistions on Popular Education. — H. L. Stuart, New York. 
 
 1863 The Bearings of Popular Education on Civilization. — T. D. Adams, Ma.ssai huselts. 
 
 1864 Educational Advancement — ^President's Address. 
 Lilxral Education. — S. P. Bates, Pennsylvania. 
 
 1866 The Condition of the South as Kcspcc ts Education. — Wm. Winks, Tennessee. 
 
 Amirican Education for the American People President's .Address. 
 1869 The Criterion of Sch(H)l Edui ation. — E. Iv Whitk, Ohio. 
 1870' Thiory of American Education. — W. T. Harris, Missouri. 
 
 1873 How Mu( h (Culture Shall Be Imparted in Our Free St h(K)ls. -Kk iiaiid l.nw akds, 
 Illinois. 
 W« stern University E<lu< ation. W. G. El.loT, Missouri. 
 
 What Should Be the Ixadlng Objet t of Anu rii an Free Schinils?— H. F. Harring- 
 ton, Ma.s.sachu.sclts. 
 1876 Dcniands of the Coming Century on the American Connnon S( hiK»l. A. 1). 
 .\I A V(J, Mas.sa( huselts.
 
 662 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1876 What Is a School, etc. — J. H. Hoose, New York. 
 
 1879 The New Teacher in New America. — A. D. Mayo, Massachusetts. 
 
 1880 The Importance of Harmonizing the Primary, Secondary, and Collegiate Systems 
 
 of Education. — James McCosh, New Jersey. 
 The Unattainable in Public-School Education. — A. P. Marble, Massachusetts. 
 
 1 881 Lines of Advance. — C. C. Rounds, New Hampshire. 
 
 Some Essentials in the Development of a School System. — D. F. De Wolf, Ohio. 
 The Leading Characteristics of American Systems of Public Education. — J. P. 
 WiCKERSHAM, Pennsylvania. 
 
 1882 The University — Its Place and Work in the American System of Education. — Eli 
 
 T. Tappan, Ohio. 
 
 1883 The Educational Lessons of the Census. — Wm. T. Harris, Massachusetts. 
 
 1884 How a State Superintendent Can Best Advance Popular Education. — E. E. HiG- 
 
 BEE, Pennsylvania. 
 Needs in American Education. — Mrs. Eva D. Kellogg, Massachusetts. 
 
 1886 Necessary External Conditions. — Vinna Warr, Iowa. 
 
 What Shall Education Do for the Future of the Country ? — President's Address. — 
 N. A. Calkins, New York. 
 
 1887 Educational Influences and Results of the Ordinance of 1887. Its Adoption. 
 Opening Address by the President. — ^W. E. Sheldon, Massachusetts. 
 History of the Ordinance. — Israel W. Andrews, Ohio. 
 
 Lessons Taught by the Ordinance in Regard to the Future Educational Policy of 
 
 Our Government. — J. L. Pickard, Iowa. 
 The Educational Influence and Results. — B. A. Hinsdale, Ohio. 
 The Influence of Its Operations. — Thos. A. Banning, Illinois. 
 Evening Schools. — A. P. Marble, Massachusetts. 
 Report on The Function of the Public School. — W. H. Payne, Michigan; W. T. 
 
 Harris, Massachusetts; F. Louis Sold an, Missouri. 
 
 1888 The Schools Fail to Give a Reasonable Mastery of the Subjects Studied. — Lillie 
 
 J. Martin, Indiana. 
 The Schools Fail to Give a Proper Preparation for Active Life. — John P. Irish, 
 
 California. 
 The True American Idea of Labor. — W. N. Ackley, Rhode Island. 
 What the Public Schools Should Teach the American Laborer.— Geo. H. Howi- 
 
 SON, California. 
 Where Should General Education End and Special Education Begin ? — J. M. 
 
 Greenwood, Missouri. 
 
 1889 The Legal Status of the Public Schools. — A. S. Draper, New York. 
 The Problem of the Hour for Schools. — Alex. Hogg, Texas. 
 
 1890 Supplementary Report on School Systems.- — B. A. Hinsdale, Michigan. 
 
 The General Government and Public Education Throughout the Country. — W. T. 
 Harris, District of Columbia. 
 
 1 89 1 Historical Sketch of the National Educational Association. — Z. Richards, District 
 
 of Columbia. 
 National Educational Association: Its Organization and Functions. — Wm. T. 
 Harris. 
 
 1892 Americanism in the Public Schools. — Francis Bellamy, Massachusetts. 
 The Organization of American Education. — William DeWitt Hyde, Maine. 
 Undesirable and Desirable Uniformity in Schools. — Charles W. Eliot, Massa- 
 chusetts. 
 
 1894 The Future of the American High School. — J. Remsen Bishop, Ohio. 
 
 1895 The Prospects for a Federal Educational Union. — Wm. Carey Jones, California. 
 
 1896 Presidential Address — Do Our Public Schools Meet Reasonable Expectations? 
 
 — Newton C. Dougherty, Illinois. 
 The American Public School. — Stewart L. Woodford, New York. 
 The Children of Our Cities. — Mary E. McDowell, IlHnois. 
 
 1897 Presidential Address — The Best Education for the Masses. — Charles R. Skinner, 
 
 New York. 
 Some Tendencies of Modern Education. — James A. Foshay, California. 
 Has the Heart of This People Changed Towards Its Schools? — Carroll G. 
 
 Pearse, Nebraska. 
 Educational Extremes. — O. T. Corson, Ohio. 
 What Not to Do. — Estelle Reel, Wyoming. 
 
 The Educational Outlook. — William B. Powell, District of Columbia. 
 The Democracy of Learning. — Lyman Abbott, New York. 
 The True Function of the PubHc School. — R. E. Sears, Iowa.
 
 ofTopiol ARCHITECTURE 663 
 
 1898 President's Address — Our Educational \'itality: Some Suggested Applications. — 
 
 J. M. Greenwood, Missouri. 
 The Proper Education of an .\merican Citizen. — G. N. Grisham, Missouri. 
 Vacation Schools. — Richard Waterman, Illinois. 
 
 American Universities and the National Life. — Andrew S. Draper, Illinois. 
 Lessons from American Flducational Histor}-. — A. D. Mayo, Massachusetts. 
 
 1899 President's Address — Some Unsolved Problems in Elementary' Education. — 
 
 Eliphalet Oram Lyte, Pennsylvania. 
 Quo \'adium ? — Mrs. Helen L. Grenfell, Colorado. 
 
 Some Neglected Factors and Forgotten Facts. — T. C. Mendenhai.l, Massachusetts. 
 The Differentiation of the American Secondarj' School. — Charles H. Keves, 
 
 Massachusetts. 
 The Outlook in Education. — Nicholas Murray Butler, New York. 
 The Progress in Public Education. — F. Louis Soldan, Missouri. 
 Usurpation of Home by School. — .\aron Gove, Colorado. 
 
 1900 Is There a Nationality Problem in Our Schools? — Marion Brown, Loui.siana. 
 President's .Address — Responsibilities of Educational Leadership. — Oscar T. 
 
 Corson, Ohio. 
 What Manner of Child Shall This Be ?— G. R. Glenn, Georgia. 
 
 1 901 President's .\ddress — The Duty of the National Educational Association in Shaping 
 
 Pubhc Educational Opinion. — James M. Green, New Jersey. 
 The Public School as a Social Center. — Cora Stanton Brown, Indiana. 
 
 1902 How the School Strengthens the Individuality of the Pupils. — W. T. Harris, 
 
 District of Columbia. 
 Some Pressing Problems. — NicHOLAS Murray Butler, New York. 
 The Common-School Community. — OssiAN H. Lang, New York. 
 President's Address — The Intrinsic Value of Education. — Israel H. Peres, 
 
 Tennessee. 
 
 1903 The Beginning and Aims of the General Education Board. — Wallace Buttrick, 
 
 New York. 
 
 1904 The Relation of the Church to Higher Education in the United States. — Edmund 
 
 J. James, Illinois. 
 
 \'acation Schools, Playgrounds, and Recreation Centers. — Evangeline E. Whii- 
 NEY, New York. 
 
 The Organization of a Sy.stem of Evening Schools. — Thomas M. Balliet, Massa- 
 chusetts. 
 
 Adult Education. — Henry M. Leipziger, New York. 
 
 1905 .Address by President Theodore Roosevelt and Responses. 
 The Immigrant Child. — Jui.iA Richman, New York. 
 
 The Nation's Educational Purpose. — Andrew S. Draper, New York. 
 
 1906 Fifty Years of American Education. — Elmer Ellsworth Brow.n. 
 
 3. ARCHITECTURE 
 
 1869 School Architecture. — Wm. F. Phelps, Minnesota. 
 
 1873 Srhoolhouse Plans. — A. J. Rickoff, Ohio. 
 
 1882 The Chemical E.vamination of Air as .A[)plied to Questions of Wntiiatinn. — 
 
 Charles Smart, U. S. A. 
 Determining the Merits of the Heating antl Ventilation of a S( hool Building. — 
 
 John S. Billings, U. S. A. 
 1892 The Health of School Children as Affected by School Buihlings. — G. Stanley 
 
 Hall, Massachus<tts. 
 1895 Rcjxjrt on the Vintilation and Heating of Schools. — D. F. Lincoln. 
 
 1897 The Pro[KT Use of .S( hf)f)lhouses. — Aaro.N Gove, Colorado. 
 Rounri Table of Slate Su|)crintcndents. 
 
 SchrK)l Architecture. — Jason E. Hammond, Michigan. 
 SchooIhous<- Construction. - .A. H. Kirchner, Missouri. 
 
 1898 The Lighting and Seating of Schoolnwims. — W. A. Mowrv, Massjichusetts. 
 \'<ntilation of SrhrK>lrfK)ms. - A. P. Mariu.k, Nrw N'ork. 
 
 1900 S( hfK)lhous<- Arfhitcciure.C. H. Parsons, Iowa. 
 
 1901 Rrlation of State- legislation to Modern SchcMil-Huilding. — C. H. Parsons, Iowa. 
 
 1903 Schfxil Surrf>unflings. -W. W. Stktso.n, Maine. 
 
 1904 The .SchfK)l Architecture of St. Ixiuis. — William B. Ittnkr, Mis.souri. 
 
 1905 Rcrcnt Progress in Srhrol An l)it<( lure. -Sevmour Davis, Pennsylvania. 
 Needefl I/« gi.slatif>n in S< hnol An hitit turr. — C. B. J. Snyder, New York. 
 
 1906 Rural .Scho<jl Architecture. — J. W. OLscn, Minnesota.
 
 664 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 4. ART EDUCATION 
 
 1869 Drawing as a Branch of Elementary Education. — Woodman, New Hampshire. 
 
 1 871 Learning to Draw. — Henry C. Harden, Massachusetts. 
 
 1872 Drawing in Graded Public Schools — -What, and How to Teach It.- — Walter 
 
 Smith, Massachusetts. 
 
 1875 The Relation of Art to Education. — Grace C. Bibb, Missouri. 
 Industrial Drawing in Public Schools. — Walter Smith, Massachusetts. 
 
 1876 Drawing as an Element in Advanced Industrial Education. — C. B. Stetson, Massa- 
 
 chusetts. 
 Required Adjustments in Scientific Education. — S. Edward Warren, New York. 
 
 1877 Some Reasons Why Drawing Should Be Taught in Our Public Schools. — L. S. 
 
 Thompson, Indiana. 
 1879 Art and Drawing in Education. — W.a^lter Smith, Massachusetts. 
 
 1883 The Teaching of Drawing in Grammar Schools. — Walter S. Perry. 
 
 1884 Technical and Art Education in Public Schools as Elements of Culture. — Felix 
 
 Adler, New York. 
 Education of the Normal Color Sense. — B. Joy Jeffries, Massachusetts. 
 
 1885 Industrial Drawing for Primary Schools. — Chas. M. Carter. 
 Evening Industrial Drawing Schools. — Otto Fuchs, Maryland. 
 Art Education.- — Otto Fuchs, Maryland. 
 
 Drawing in Primary and Grammar Schools. — Mrs. E. F. Dimmock, Illinois. 
 Drawing in High Schools. — Walter S. Perry. 
 
 1886 President's Address — Industrial Drawing. — W. S. Goodnough, Massachusetts. 
 Relations of Drawing to Other Studies. — Mrs. Mary D. Hicks, Massachusetts; 
 
 W. S. Perry, Anson R. Cross. 
 
 1887 President's Address — Drawing as a Mode of Expression. — Walter S. Perry, 
 
 Massachusetts. 
 Drawing in Primary and Grammar Schools. — Elizabeth F. Dimmock, lUinois. 
 Drawing in Country and Village Schools. — Walter S. Goodnough, Ohio. 
 Drawing in High Schools. — W. S. Perry, Massachusetts. 
 Drawing in the Normal Schools. — M. Louise Field, Massachusetts. 
 Drawing in Normal Schools. — Harriet Cecil Magee, Wisconsin. 
 Drawing in Ungraded or Village Schools. — Miss E. A. Hills, Minnesota. 
 Drawing in Normal Schools. — Report of Miss J. C. Locke, Missouri. 
 Drawing, Making, and Color, in Connection with Other Studies. — Mrs. Mary 
 
 Dana Hicks, Massachusetts; Walter S. Perry, Massachusetts. 
 
 1888 Educational Value of Object Work.— L. S. Thompson, Indiana. 
 
 Historic Ornament and Design in Grammar and High Schools. — Henry T.Bailey, 
 
 Massachusetts. 
 Free Industrial Evening Drawing-Schools. — G. H. Bartlett, Massachusetts. 
 Importance of High Aim in Art Education. — Albert H. Munsell, Massachusetts. 
 
 1889 Evolutions of Systems of Drawing in the United States. — L. S. Thompson, New 
 
 Jersey. 
 Art Education the True Industrial Education. — Wm. T. Harris, Massachusetts. 
 Form-Study, and Its Applications in the Grades. — Jesse H. Brown, Indiana. 
 
 1890 Art Instruction in the High School: Its Utility and Value. — Christine Sullivan, 
 
 Ohio. 
 High-School Work in Drawing. — Rhoda E. Selleck, Indiana. 
 Normal-School Work in Drawing. — Mrs. Hannah J. Carter, New York. 
 The Mission of Color.- — Josephine C. Locke, Illinois. 
 The Moral Value of Art Education. — Ada M. McLaughlin, Minnesota. 
 Drawing — a New Method. — Frank Aborn, Ohio. 
 
 1891 Art Education in the Public Schools. — James MacAlister, Pennsylvania. 
 The Highest Office of Drawing. — Frank Aborn, Ohio. 
 
 Address of the President of the Art Department. — Mrs. Hannah Johnson Carter, 
 New York. 
 
 Supervision of Form-Study and Drawing in Public Schools. — Walter S. Good- 
 nough, New York. (Discussion.) 
 
 Color in Nature in Relation to Color in the Schoolroom.- — W. A. Sherwood, 
 Ontario. 
 
 Should Instruction in Form Be Based upon Type Solids ? — Mrs. Mary Dana 
 Hicks, Massachusetts. 
 
 The Conditions Underlying Art Education in Europe and America. — Walter S. 
 Perry, New York.
 
 of Topics] ART EDUCATION 665 
 
 1892 Art Instruction in Normal Schools. — Elizabeth Perry, Massachusetts. 
 President's .\ddress — General Training Derived from .\rt Education. — Frank H. 
 
 Collins, New York. 
 The Aim of Art Instruction. — Christine Sullivan, Ohio. 
 The Study of Drawing as Common-School Work. — .^aron Gove, Colorado. 
 
 1893 Development of Art Instinct. — J. Ward Stimson, New York. 
 
 Drawing from the Flat to Learn the Technique of Representation. — Henry T. 
 B.\1LEY, Massachusetts. 
 
 Does Art-Study Concern the Public Schools ? — Mrs. Mary Dana Hicks, Massa- 
 chusetts. 
 
 With What Should Drawing Begin ? — Josephine C. Locke, Illinois. 
 
 Painting and Sculpture — Discussion. — W. M. R. French, Illinois. 
 
 The Self-correcting System of Drawing. — .\nnie R. Osborne Mooke, England. 
 
 Should Pupils Draw from the Flat ? — Helen Bondy, Austria. 
 
 How Pupils Should .\nalyze Works from the Great Masters. — Alfred Emerson, 
 New York. 
 
 Importance of the Aesthetic /Vim in Elementary Art Instruction. — L. W. Miller, 
 Pennsylvania. 
 
 The Cultivation of Artistic Taste. — J. M. Hoppin, Massachusetts. 
 
 1894 .\rt Education — Its Influence: Industrial, Educational, Ethical. — Christine Sul- 
 
 livan, Ohio. 
 Art Education and Manual Training.— J. Liberty Tadd, Pennsylvania. 
 Color in Public Schools. — Mrs. Mary Dana Hicks, Ma.ssachusetts. 
 Modeling in Public-School ^\■ork. — Mrs. E. M. Kent, Minnesota. 
 Drawing — Its Relation to Manual Training and the Industrial Arts. — John C. 
 
 Miller, Illinois. 
 
 1895 President's Address — E.xtension of Art Education. — Charles M. Carter, Colo- 
 
 rado. 
 
 Art in Magazines. — J. C. Dana, Colorado. 
 
 Pictorial Drawing in Primary and Grammar Grades. — Wilhelmina Seeg.miller, 
 Pennsylvania. 
 
 The Place of Art Education in General Education. — John S. Clark, Massa- 
 chusetts. 
 
 Methods of Teaching Drawing. — Round-Table Discussion — Mrs. Matilda E. 
 Riley, Mis.souri. 
 
 1896 President's Address — The Training of .\rt Teachers. — Walter S. Goodnough, 
 
 New York. 
 Art for the Eye. — Ross Turner, Massachusetts. 
 Art in the Schoolroom. — Langdon S. Thompson, New Jersey; Stella Skinner, 
 
 Connecticut. 
 Art Education in Relation to Public Education. — Walter S. Perry, New 
 
 York. 
 Art Not the Servant of Science but Its Complement.— Wilhelmina Seegmiller, 
 
 Indiana. 
 Shall Art Be the Servant of Science or Its Complement ?— M. \'. O'Shea, New 
 
 York. 
 
 1897 Problems in Drawing in Normal Schools. — Harriet Cec-il Macee, Wisconsin. 
 The Expression of I.ines. — D. R. .Vugsburo, lUah. 
 
 What Do the People Want in Drawing in the Public Schools?— Lillie M. Hod- 
 den, Illinois. 
 
 Why Art and Literature Ought to Be Studied in Our Schools.— W. T. Harris, 
 District of Columbia. 
 
 Art-Teaching in S( h<K)ls. — William H. Maxwell, New ^■(lrk. 
 1988 I'risident's Addn-ss— Nationality in Art Harrikt Ckii. Mac.ki:, Wisionsin. 
 
 The Su|XTvi.sor of Drawing in Pul)iic Sihouls. Fhkd II. Daniels, New York. 
 
 Some Educational Principles for the Tea< hing of Drawing.— M. V. O'Smea, Wi.s- 
 con.sin. 
 
 Report of the Committee on the Relation of the Library to Art Education.— W. M. 
 R. French. 
 
 The Function of Art in the Education of the American Ciliwn.— William Ordway 
 Partridge, Ma.s.sachu.s<'tt.s. 
 1899 ^rt in Education. — Elmer E. Brown, California. 
 
 President's Address Methods of Procedure in the Teaching of Art. — William A. 
 Mason, Pennsylvania. 
 
 Problems in Artistic Rcnflering. — Katmkrine M. Ball, (!alifornia. 
 
 Drawing in the Early Years. — Herman T. Lukens, Pennsylvania. .
 
 666 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1899 Art Education in High Schools and Normal Schools. — Miss Josephine A. Greene, 
 
 New York. 
 Art Instruction in the University. — Henry T. Ardley, California. 
 Preliminary Report of the Committee of Ten on Elementary Art Education. — 
 
 Langdon S. Thompson, New Jersey, Chairman. 
 
 1900 Presidential Address — Frances E. Ransom, New York. 
 Art in Everything. — Fr.^ncis W. Parker, Illinois. 
 
 Picture-Study — Its Relation to Culture and General Education. — Fred J. Orr, 
 
 Georgia. 
 The Relative Value of Brush and Pencil as Mediums in Expression. — Bonnie 
 
 Snow, Minnesota. 
 The Relation of Nature-Study to Drawing in the Public Schools. — James M. 
 
 Stone, Massachusetts. 
 
 1901 The Economic Basis of Art. — Charles DeGarmo, New York. 
 President's Address. — Bonnie E. Snow, Minnesota. 
 
 The Economic Value of Art Education. — Frederick W. Coburn, New York. 
 Rhythm as an Art Principle. — Harriette Rice, Rhode Island. 
 The Study of Fine Art in American Colleges and Universities. Frank Forest 
 Frederick, lUinois. 
 
 1902 Education in the Appreciation of Art. — William Bayard Craig, Iowa. 
 PossibiUties of Art Education in Relation to Manual Training. — Ernest F. Fenol- 
 
 LOSA, Alabama. 
 
 Practical Co-operation between Art and Manual Training. — Harold Peyser, 
 New York. 
 
 Art as an Educational Factor. — James L. Hughes, Canada. 
 
 Elementary Preparation in Drawing for Secondary Schools.- — Clarence Valen- 
 tine KiRBY, Colorado. 
 
 Report of the Committee of Ten on Elementary Art Education. — Langdon S. 
 Thompson, New Jersey, chairman. 
 
 1903 The Teaching of Art. — Denman Waldo Ross, Massachusetts. 
 Consideration for a Practical Study of Drawing in Public Schools. — Bonnie E. 
 
 Snow, Minnesota. 
 
 1904 Art Education for the American People. — Anna Vandalaine Henkel, Missouri. 
 The Influence of the Art School and Art Museum on Civic Life. — Edmund H. 
 
 Wuerpel, Missouri. 
 
 The RepubUc of France — A Nation of Art. — Jean Marduel, France. 
 
 Art Education for the People in Germany. — Leopold Bahlsen, Germany. 
 
 Art Education for the People. — Mrs. Matilda Evans Riley, Missouri. 
 
 Organization for Art Education in England. — Percy Atkin, British representa- 
 tive. 
 
 1905 The Educational Value of Drawing. — F. Louis Soldan, Missouri. 
 
 Lessons from the International Drawing Teachers' Congress at Berne. — Charles 
 
 M. Carter, Colorado. 
 Round-Table Conferences. — -Various papers by Various Authors. 
 
 1906 Art as Related to Manual Training. — James Edwin Addicott, Louisiana. 
 
 5. BIOGRAPHY 
 
 1892 In Memoriam — Thomas W. Harvey. — -W. L. Day, Ohio. 
 
 In Memoriam — John Hancock. — W. E. Sheldon, Massachusetts. 
 John Amos Comenius — 
 
 1. His Private Life and Personal Characteristics. — John Max Hark, Pennsyl- 
 vania. 
 
 2. The Textbooks of Comenius. — William H. Maxwell, New York. 
 
 3. The Place of Comenius in the History of Education. — Nicholas Murray 
 Butler, New York. 
 
 In Memoriam — Dr. John Wickersham. — Edward Brooks, Pennsylvania. 
 
 1893 Confucius and His Educational Ideas. — Hidesaburo Eudo, Japan. 
 
 Joseph Peter Varela and the Progress of Education in Uruguay. — Alberto Gomez 
 
 RuANO, Uruguay. 
 Memorial Address — Elizabeth Palmer Peabody. — Wm. E. Sheldon, Massachusetts. 
 Memorial Address — M. Alexander Newell. — Sarah E. Richmond, Maryland. 
 Memorial Address — Lcland Stanford. — Will S. Monroe, California. 
 Memorial Address — Emily Marwedel. — Elizabeth Harrison, Illinois. 
 Memorial Address — John S. Crombie. — John E. Bradley, Massachusetts; Ray 
 
 Greene Huling, Massachusetts.
 
 of Topics] BIOLOGICAL SCIENCES 667 
 
 1893 Memorial Address — George Howland. — Albert G. Lane, Illinois; J. L. Pickard, 
 California; John \V. Cook, Illinois. 
 Memorial Aiidress — Rolx-rt Allyn. — EnwiN C. Hewktt, Illinois. 
 Memorial Address — Rolxrt Wallace Stevenson. — E. E. White, Ohio. 
 
 1895 Report of the Committee on Necrology. — C. W. Bardeen, chairman. 
 
 1896 Horace Mann. — Wxi. T. Harris, District of Columbia. 
 Horace Mann at .\ntioch College. — W. A. Bell, Indiana. 
 
 Memorial Addresses — Constituting the Report of the Committee on Necrology 
 
 for 1896 — 
 Norman .\. Calkins. — Horace H. Tarbell, Rhode Island; Edwin C. Hewett, 
 
 Illinois. 
 Daniel B. Hagar. — William E. Sheldon, Massachusetts. 
 John Kraus. — HoR.\CE S. Tarbell, Rhode Island. 
 
 1897 Thomas .Arnold (1795-1842). Rural Schools. .\iJi)endi.\ Q. — W. S. Sutton, 
 
 Te.xas. 
 
 1898 Life and Character of Edward Austin Sheldon. — Charles R. Skinner, New York. 
 Memorial .\ddresses (Constituting the Report of the Committee on Necrology 
 
 for 1898). — Henry Sabin, chainnan. 
 Dr. Edward A. Sheldon. — W. E. Sheldon, Massachusetts. 
 Rev. Birdsey Grant Northrop. — E. E. White, Ohio. 
 Mrs. Rebecca D. Rickoff. — Bettie A. Dutton, Ohio. 
 Samuel M. Inglis. — Edwin C. Hewett, Illinois. 
 J. C. Gilchrist. — Henry Sabin, Iowa. 
 Mrs. Susan G. Patterson. — W. H. Bowers, Indiana. 
 C. P. Rogers. — Henry Sabin, Iowa. 
 
 1899 Report of the Committee on Necrology. — Edwin C. Hewett, Illinois, chairman. 
 
 1900 Report of the Committee on Necrology. 
 
 1 90 1 Report of the Committee on Necrology. 
 
 In Menioriam — Burke Aaron Hinsdale. — James B. Angell, Michigan. 
 
 In Memoriam — Henry Barnard. — Eliphalet Oram Lyte, Pennsylvania; New- 
 
 TO.N C. Dougherty, Illinois; Charles H. Keyes, Connecticut; Fra.n'cis W. 
 
 Parker, Illinois; W. T. Harris, District of Columbia. 
 
 1902 Memorial .\ddress — Dr. Charles Collins Rounds. — Henry Sabin, Iowa. 
 
 In Memoriiim — Col. Francis Wayland Parker. — Wilbur S. Jackma.v, Illinois. 
 
 1903 Memorial Address — J. L. M. Curry. — Edwin A. Alder.man, Virginia. 
 Memorial Address — William Miller Beardshcar. — H. H. Seekley, Iowa. 
 Memorial Address — Emerson E. White. — E. W. CoY, Ohio. 
 Memorial Address — Edward R. Shaw. — J. F. Reigart, Ohio. 
 
 IQ04 Memorial .Address — William Bramwell Powell. — John W. Cook, Illinois. 
 
 Memorial .Address — Frank .\li)ine Hill.— William Edwin Hatch, Massachusetts. 
 Memorial .Address — ReuUn S. Bingham. — Frank B. ("ooi'er, \\ashington. 
 Herlxrt SiK-ncer and His Influence on F^ducation. — W. T. Harris, Distrii t of 
 
 Columbia. 
 Herlx-rt Sixncer's Four Famous Essays. — John W. Cook, Illinois. 
 Hrrlxrt Spencer's Individuality as Manifested in His Educational Thinking. — 
 
 W. S. Sutton, Texas. 
 Herlxrt SjMncer as an Ivlucational Force. — A. IC. Winship, Massachusetts. 
 Herlxrt Sfxnccr a.s a Philosopher. — W. Rose, Tennissee. 
 Memorial Addre.ss — Clara Conway. — W. T. Harris, District of Columbia. 
 1905 Memfjrial A<ldress —Edwin C. Hewett. -John W. Cook, Illinois. 
 
 Memorial Address — Newton Bateman. -.\'i-.wroN C. DoUCHKKTV, Illinois. 
 Memorial Address - Ira G. Hoilt. — Chahi.es C. Van Eii;w, {"alifDrnia. 
 Memorial .Address— Horace Sumner Tarlxll. — Walter Bali.ou Jacoiis, Rhode 
 
 Island. 
 
 6. iiloLOOICAL SCIKNCKS 
 
 {See also Science Teaching) 
 
 1870 The Human Ufwly, a Subject of Study for the Tea( her. -J. L. Pickard, Illinois. 
 
 1886 i:ile< t.H (jf Aliohol on the Human System.— A. (!. HoYDKN, Massa< husetts. 
 
 1895 Hiolr)gy in thi- First Year of the .Secondary Schools.— (). S. WEST<()ir, Illinois. 
 
 1896 /xology as a Fa< lor in Mi-nial (!ultun-. -.Simon H. Gagk, New N'ork. 
 
 1897 The Nii<roMo|><- in the l*ubli< Si hools. W. H. Skinnkh, Nebraska. 
 /(Hilogy in the High-Sthool ('urriiulum. -Henhv Baldwin Ward, Nebr 4ia. 
 
 1898 R(|K)rt of the .SuU umniittee on Botany in Set orulary S( hools. John M. ( oultkh, 
 
 Illinois.
 
 668 NATIONAL EDUCATIONAL ASSOCIATION [BibHography 
 
 1898 The Leaf a Light-Related Organ. — B. D. Halsted, New Jersey. 
 
 The Teaching of Biology in the High School. — W. P. Hay, District of Columbia. 
 
 1899 The Pedagogical Content of Zoology. — N. A. Harvey, Wisconsin. 
 College-Entrance Requirements: Report of the Committee on Botany. — By a 
 
 Committee. 
 College-Entrance Requirements: Report of the Committee on Zoology. — By a 
 Committee. 
 
 1900 Alcohol Physiology and Superintendence. — W. O. At water, Connecticut. 
 
 1901 Round-Table Conference — Botany Conference. — Lewis Murbach, Michigan. 
 Round Table — Physiology Conference. — Peter Cooper, New York. 
 
 Round Table — Zoology Conference. — Franklin W. Barrows, New York. 
 
 1902 Round Table — Biological Conference. — J. Remsen Bishop, Ohio. 
 
 The Projection Microscope — Its Possibilities and Value in Teaching Biology. — 
 Aaron H. Cole, IlUnois. 
 
 1903 The Teaching of Biology in High Schools. — A. S. Pearse, Nebraska. 
 
 A New Method of Teaching Physiology. — William Townsend Porter, Massa- 
 chusetts. 
 Laboratory Work in High-School Physiology. — James E. Peabody, New York. 
 
 1904 The Microscope in the Biological Laboratory of the High School. — John F. 
 
 Thompson, Indiana. 
 
 1905 Teaching Biology from Living Plants and Animals. — Aaron Hodgman Cole, 
 
 Illinois. 
 
 7. EDUCATION OF THE BLIND 
 
 1898 Pedagogical Lessons from a Study of the Blind.- — Frank H. Hall, Illinois. 
 
 1899 In What Respects Should the Education and Training of the Blind Differ from 
 
 That of Normal Pupils ? — Warring Wilkinson, California. 
 
 1900 The Higher Education of the Blind. — John E. Swearingen, South Carolina. 
 1902 What is Minnesota Doing for Her Blind Children ? — B. P. Chapple, Minnesota. 
 
 Necessary Evils. — Tames T. Dow. Minnesota. 
 
 1906 The Examination of the Eyes of School Children. — John C. Eberhardt, Ohio. 
 
 8. CHILD-STUDY 
 
 1884 What Children Know. — -J. M. Greenwood, Missouri. 
 
 1 89 1 The Study of Children. — G. Stanley Hall, Massachusetts. 
 
 1893 Child-Study as a Basis for Psychology and Psychological Teaching. — G. Stanley 
 
 Hall, Massachusetts. 
 
 Child-Study as the Basis of Pedagogy. — William H. Burnham, Massachusetts. 
 
 Dreaming and Poetic Invention. — James Sully, England. 
 
 The Language of Children. — F. Tracy, Massachusetts. 
 
 The Theological Life of a California Child. — Earl Barnes, California. 
 
 The First Two Years of the Child. — Millicent W. Shinn, Ohio. 
 
 A Plea for Special Child-Study. — W. L. Bryan, Indiana. 
 
 Child-Study in Connection with the Professional Training of Teachers. — Mar- 
 garet K. Smith, New York. 
 
 1894 Report of Committee on Psychological Inquiry — The Psychology of the Imitative 
 
 Functions in Childhood as Related to the Process of Learning. — W. T. Harris, 
 
 District of Columbia, chairman. 
 Report of the Committee on the Study of Child Development, of the Association 
 
 of Collegiate Alumnae. — Mrs. Annie Howse Barus, chairman. 
 Reports from Various Sections of the National Association for Child-Study. — 
 
 Various Authors. 
 The Motor Ability of Children — A Preliminary Study. — John A. Hancock, Mass. 
 Children's Love of Nature. — W. A. Hoyt, Massachusetts. 
 Children's Expression thru Drawing. — M. V. O'Shea, Minnesota. 
 Child-Study. — G. Stanley Hall, Massachusetts. 
 
 1895 Child-Study — Systematic and Unsystematic. — Wm. L. Bryan, Indiana. 
 Application of Child-Study in the School. — Francis W. Parker, Illinois. 
 Report on Child-Study in Iowa. — H. E. Kratz, Iowa. 
 
 Report of the Work in Child-Study in Minnesota. — M. V. O'Shea, Minnesota. 
 Report of the Committee for New York State on Child-Study. — By the Committee. 
 The Study of Children on the Pacific Coast. — Earl Barnes, California. 
 The Study of Children at the University of California.— Elmer E. Brown, Cali- 
 fornia.
 
 ol Topics] CHILD-STUDY 669 
 
 1895 Report on Work in Child-Study in Indiana. — Wm. L. Bryan, Indiana. 
 Is Child-Study Practicable for the Teacher ? — G. T. W. Patrick, Iowa. 
 Method and Scope of Child-Study for Teachers-in-Service. — Al. V. O'Shea, 
 
 Minnesota. 
 Child-Study with the Co-operation of the Parents. — C. C. Van Liew, Illinois. 
 
 1896 Some Practical Results of Child-Study. — A. S. Whitney, Michigan. 
 The Pupil as a Social Factor. — E.-vrl Barnes, California. 
 Child-Study for Fathers and Mothers. — M. V. O'Shea, New York. 
 Child-Study Up to Date. — Sara E. Wiltse, Massachusetts. 
 
 Work of the Illinois Society for Child-Study. — Francis W. Parker, Illinois. 
 Minnesota Child-Study Association. — L. H. G.a.lbreath, Minnesota. 
 Child-Study in the Tompkins Observation School. — Elmer E. Brown, California; 
 
 Thomas P. Bailey, California. 
 Scientific and Non-Scientific Methods of Child-Study. — William L. Bryan, 
 
 Indiana. 
 Child-Study Work at Clark University. — G. Stanley Hall, Massachusetts. 
 Some Musical Phases of Child-Study. — Florence Marsh, Michigan. 
 Child-Study a Part of the Teacher's Art. — C. C. Van Liew, Illinois. 
 Interests in Childhood. — M. V. O'Shea, New York. 
 Relation of Child-Study to the Work of a City Superintendent. — C. B. Gilbert, 
 
 Minnesota. 
 What Children Want to Do When They Are Men and Women. — Charles H. 
 
 Thurber, Illinois. 
 The Result of Child-Study in Country Schools. — Anna K. Eggleston, New York. 
 
 1897 Has Child-Study Any Help for the Kindergarten? — Bertha Payne, Illinois. 
 Froebel's Use of Child-Study. — C. G. O'Grady, Pennsylvania. 
 
 Methods of Child-Study in the Kindergarten. — Jf.nny B. Merrill, New York. 
 Round Table on Child-Study — 
 
 Hygiene of Motor Development. — Wm. L. Bryan, Indiana. 
 
 Fatigue and Sense Defects. — H. E. Kratz, Iowa. 
 Practical Results Obtained thru the Study of Children's Interests. — G. W. A. 
 
 LucKEY, Nebraska. 
 How May the Results of Child-Study Be Best Embodied in Methods of Teaching 
 
 in Elementary Schools ? — James L. Hughes, Ontario. 
 The Still Hunt. — Sarah C. Brooks, Minnesota. 
 Child-Study in Class Work. — L. H. Galbreath, Illinois. 
 Child-Study with the Co-operation of Parents. — C. C. Van Liew, Illinois. 
 Should Teachers in Preparation Have Instruction in Theoretical and Practical 
 
 Child-Study ? — Mary E. Laing, New York. 
 Practical Lines of Child-Study for the Average Teacher. — G. W. A. Luckey, 
 
 Nebraska. 
 The Bearings of the Laws of Cerebral Development and Modification on Child- 
 Study. — Reuben Post Halleck, Kentucky. 
 The Psychology of Puberty and Adolescence. — Colin A. Scott, Illinois. 
 Mental Differences of School Children. — J. A. Hancock, Colorado. 
 Parents as Child Students. — Mary Codui.no Bourland, Illinois. 
 Critic isms Wise and Otherwise on Modern Child-Study. — John Dewey, Illinois. 
 A National Society for Child-Study. — C. C. Van Liew, Illinois. 
 
 1898 President's Address. — M. V. O'Shea, Wisconsin. 
 
 Some Cautions to Be Observed in Child-Study. — OssiAN II. Lang, New York. 
 A Year's Study of the Entering Pupils of the Springfu-ld, Mass., High School. — 
 
 Fheo W. Atkinson, Massachusetts. 
 Heredity and Environment — A Study in Ailolescence. — EuGAR James Swirr, 
 
 Wisconsin. 
 Child-Study in the Training of Teachers.— JouN G. TiioMi'So.s, Ma.s.sachusells. 
 Development of the .S<j< ial Consciousness of Chiiclnn. Wii i. S. Monroe, Ma.ssa- 
 
 chuselts. 
 What Can Child-Study Contrilmle to the S. itixe of I'.duc ation ? J. P. Gohdv, 
 
 (Jhio. 
 Some Contributions of Child-Study to the Science of Education. — Reuben Post 
 
 IlALLEfK, Kentucky. 
 Minor Mental Abnormalities Occa.sioned by Certain Erroneous SchcM)l Methods. — 
 
 W. O. Khoiin, Illinois. 
 
 1899 Vices of ChildhrKxl and Youth.- J. W. DiNSMOWE, Nebra.ska. 
 Naughty Children. — Ei.mek Ellsworth Hkown, California. 
 Relation of Imitation to Originality. ^ — Mahv I". Ledvahd, California.
 
 670 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1899 Child-Study in Normal and Training Schools. — Gertrude Edmund, Massachusetts. 
 The Adolescent at Home and in School. — E. G. Lancaster, Colorado.- 
 Children's Interests in Literature. — Isabel Lawrence, Minnesota. 
 
 Applied Child-Study for the Kindergarten and the Primary School. — -Frederic 
 
 BuRK, California. 
 Racial Traits in the Group Activity of Children. — C. C. Van Liew, California. 
 Play Interests of Children. — Will S. Monroe, Massachusetts. 
 
 1900 A Study in Musical Interpretation. — H. E. Kratz, Iowa. 
 
 Some Difl&culties of Child-Study. — Thomas P. Bailey, California. 
 
 1 901 The Ideal School as Based on Child-Study. — G. Stanley Hall, Massachusetts. 
 
 1902 New Lines of Attack in Child-Study. — Frederick E. Bolton, Iowa. 
 
 The Child-Study Department of the Chicago Public Schools. — Angeline Loesch, 
 
 Illinois. 
 What Our Schools Owe to Child-Study. — Theo. B. Noss, Pennsylvania. 
 The Physiology of Childhood as Applied to Education. — R. O. Beard, Minnesota. 
 The Psychology and Ethics of Fun. — Walter B. Hill, Georgia. 
 
 1903 A Study Based on the Children of a State. — Earl Barnes, Pennsylvania. 
 
 The Teacher's Practical Application of the Results of Child-Study. — F. E. Spauld- 
 
 ing. New Jersey. 
 Sex Differentiation in Relation to Secondary Education. — A. H. Yoder, Washing- 
 ton. 
 Psychic Arrest in Adolescence. — G. Stanley Hall, Massachusetts. 
 Influence of the Study of the Unusual Child upon the Teaching of the Usual. — • 
 
 Frank H. Hall, Illinois, and Others. 
 
 1904 In How Far May Child Psychology Take the Place of Adult Psychology in the 
 
 Training of Teachers ? — G. Stanley Hall, Massachusetts. 
 
 The Educational Influence of Public Outdoor Art. — George E. Gay, Missouri. 
 
 Education for Artistic Handicraft in Sweden. — Carl Lidman, Swedish Commission. 
 
 Round-Table Conference on Child-Study in Grammar and Secondary Grades. — 
 Charles W. Waddle, Massachusetts, and Others. 
 
 The Diagnosis of the Capabilities of School Children. — D. P. MacMillan, 
 Illinois. 
 
 Some Laboratory Investigations of Subnormal Children. — Mary R. Campbell, 
 Illinois. 
 
 To What Extent May Atypical Children Be Successfully Educated in Our Public 
 Schools ? — Maximillian P. E. Groszmann, New Jersey. 
 
 Typical Child-Study Methods at the St. Louis Exhibit. — Will S. Monroe, Massa- 
 chusetts. 
 
 Questionnaire Methods of Child-Study. — Will Grant Chambers, Minnesota. 
 
 Laboratory Tests as a Means of Child-Study.— Mabel Clare Williams, Iowa. 
 
 The Contributions of Zoological Psychology to Child-Study. — Linus W. Kline, 
 Minnesota. 
 
 Unsolved Problems of Child-Study. — G. Stanley Hall, Massachusetts. 
 
 Methods of Teaching Child-Study in Normal Schools. — Anna Buckbee, Penn- 
 sylvania. 
 
 Round-Table Conference on Child-Study in Kindergarten and Primary Grades. — 
 Myra H. Winchester, Texas, chairman, and Others. 
 
 1905 The Group Morality of Children. — George E. Vincent, Illinois. 
 President's Address. — E. G. Lancaster, Michigan. 
 
 Child-Study in the University and College. — G. Stanley Hall, Massachusetts. 
 
 Child-Study in Normal Schools. — Frank Webster Smith, Nebraska. 
 
 Child-Study in Special Clubs. — Harriet A. Marsh, Michigan. 
 
 A Problem for Women's Clubs. — Isabel Lawrence, Minnesota. 
 
 Education from the Genetic Point of View. — William H. Burnham, Massachu- 
 setts. 
 
 Relation of the Child's Development to Control of Him. — Amy E. Tanner, Penn- 
 sylvania. 
 
 The School and the Child's Physical Development. — Stuart H. Rowe, New 
 York. 
 
 Notes on a Few Books in Child-Study. — Louis N. Wilson, Massachusetts. 
 
 1906 Recent International Congress at Liege. — Will S. Monroe, Massachusetts. 
 
 9. CITY-SCHOOL SYSTEM 
 
 1874 Several Problems in Graded School Management. — E. E. White, Ohio. 
 1883 The City Systems of Management in Public Schools?^— J. L. Pickard, Iowa.
 
 of Topics] CLASSICAL EDUCATION 671 
 
 1886 City-School Systems — Pupils, Classification, Examination, and Promotion. — 
 
 Report of a Coxjncil Committee on City Schools. 
 
 1889 The School Principal. — George Ho\vl.\nd, Illinois. 
 
 The \A'ork of the City Superintendent. — T. M. B.\lliet, Massachusetts. 
 
 1890 City-School Systems. — W. H. M.a.xwell, New York. 
 School Superintendence in Cities. — E. E. White, Ohio. 
 
 1 89 1 Quahfications and Supply of Teachers for City Public Schools. — Wm. E. Ander- 
 
 son, Wisconsin. 
 
 1892 Report of Round-Table Discussion on "Promotions in City Schools." — N. C. 
 
 Dougherty, 111. 
 
 1894 Super\asion of City Schools. — W. H. Maxwell, New York. 
 
 Sources of Supply of Teachers in City Schools. — Aaron Gove, Colorado. 
 Improvement of City-School Systems. — Henry P. Emerson, New York. 
 Plans of Organization for School Purposes in Large Cities. — .\ndre\v S. Draper, 
 Ohio. 
 
 1895 Report of the Subcommittee on the Organization of City-School Systems. — Andrew 
 
 S. Draper, Chairman. 
 
 1896 Report of the Committee on City-School Systems. — Aaron Go\e, Colorado, 
 
 chairman. 
 1899 The Homes of Our Down-Town Children. — LuciA Stickney, Ohio. 
 Round Table of City Superintendents. — J. P. Sharkey, Ohio. 
 Promotions and Grading. — W. W. Chalmers, Ohio. 
 Paper by Paul A. Cowgill, Michigan. 
 Paper by H. E. Kr.\tz, Iowa. 
 
 Course of Study for Pupils Who Cannot Complete High-Sch<jol Work. — J. 
 M. Berkey, Pennsylvania; J. W. Carr, Indiana. 
 1 90 1 Round Tables — Round Table of Superintendents of Large Cities. — Leader, F. 
 Louis Soldan, Missouri. 
 Round Tables of Superintendents of Small Cities — 
 Section A. Leader, L. E. WoLFE, Kansas. 
 Section B. Leader, William J. Shearer, New Jersey. 
 Section C. Leader, T. A. Mott, Indiana. 
 Section D. Leader, Augustus S. Downing, New York. 
 1905 Charti-r Provisions as Related to the Organization of School Systems. — William 
 H. Maxwell, New York. 
 Charter Provisions as Related to the Reorganization of .School Systems. — F. Louis 
 Soldan, Missouri. 
 
 10. CLASSICAL EDUCATION 
 
 1865 The Best Method of Teaching the Classics. — Albert Harkness, Rhode Islanrl. 
 
 1866 Is There Too Much Time Spent in the .Study of the Cla.ssics at Our Colleges? — 
 
 W. P. Atkinson, Massachusetts, and many others. 
 Classical Studies in American Edutalion. — I. W. .Andrews, Ohio. 
 The Place of Classical Studies in an .\merican System of Education. ^ — \\ . 1'. .\rKi.N- 
 SON, Ma.ssachusetts. 
 1871 Pronunciation of Latin and Greek. — II. M. Tyler, Illinois. 
 
 Cla.s.sical Study, and the Means of Securing It in the West.- 11. K. l-DSON, Iowa. 
 
 1873 Cla.ssical Studies. — Edward S. Joynes, Virginia. 
 
 1874 The Defense of Classical Studies. — J. D. Butler, Wisconsin. 
 
 1887 The Claims of the Classics. — A. F. Nightingale, Illinois. 
 
 1893 R(j)ort of Conference on I.,atin.- — Wm. Gardner Hale, Illinois, chairman. 
 Ke(Kjrt of Confcrehrc on Greek. -Maktin L. D'Oogk, Mi( higan, ( hairnian. 
 Should Greek Be Required for the Degree of Bachelor of Arts? — W. G. IIai.k, 
 
 Illinois. 
 Which Should Come First, Latin or Some Mo<lern Language? — W. Wii.bek- 
 FORCE Smith, New Jersey. 
 
 1894 Discussion of Reports of Committee of Ten — 
 
 Latin. — John T. Buphanan, Missouri. 
 Shall Latin Be a Recjuired Study ? — W. Wll.BKRKORrE Smith, Now Jersey. 
 
 1895 Adflress of the Oimmiltec of Twi-lve of the American Philological As.sociation. — 
 
 William W. Goodwin, M;Lssachus<tts, chairman. 
 
 1897 Round 'F'abI*' in Latin and Gre<k. 
 
 1899 The Spirit of thf Classics. — Mrs. JosEi'HiNK Hi ikmans, Missouri. 
 
 Report of the Cf)mmitl(c of Twelve of the Ameri( .111 I'hilologiral Association on 
 Courses of Stufiy in Latin and Gr«( k for Se(f)ndHry Schools. — A. F. Nightin- 
 gale, Illinois, chairman.
 
 672 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1901 Round-Table Conference — Latin. — F. P. Moulton, Connecticut. 
 
 1902 Round-Table Conferences — 
 
 Ancient Classics. — Lafayette Bliss, Minnesota. 
 The Future of Greek Studies. — J. Irving Manatt, Rhode Island. 
 Round Table — Greek Conference. — Isaac N. Judson, Missouri. 
 
 1903 Round-Table Conferences — 
 
 Classical Conference. — Henry White Callahan, Colorado. 
 
 1905 Round-Table Conference — E. Classics Conference. — John C. Kirtland, New 
 
 Hampshire. 
 
 II. COEDUCATION 
 
 1874 Coeducation of the Sexes in Universities. — J. K. Hosmer, Missouri. 
 1890 Coeducation of the Sexes. — John Hancock, Ohio. 
 
 1903 Coeducation in the High School. — G. Stanley Hall, Massachusetts. 
 Coeducation at the University of Chicago. — Albion W. Small, Illinois. 
 Coeducation in High Schools. — Aaron Gove, Colorado. 
 
 1904 Coeducation. — G. Stanley Hall, Massachusetts. 
 
 Coeducation as It Has Been Tested in State Universities. — R. H. Jesse, Missouri. 
 The Advantage of Co-ordinate (Annex) Method in Education. — Charles F. 
 
 Thwing, Ohio. 
 Coeducation in Relation to Other Types of College Education for Women. — 
 
 James B. Angell, Michigan. 
 
 1906 What Kind of Education is Best Suited to Boys ? — Reuben Post Halleck, Ken- 
 
 tucky. 
 What Kind of Education is Best Suited for Girls? — Anna J. Hamilton, Ken- 
 tucky. 
 
 12. COLLEGE-ENTRANCE REQUIREMENTS 
 
 i^See also Examinations) 
 
 1890 Uniform Requirements for Admission. — H. A. Fischer, Illinois. 
 
 1 89 1 Uniformity in Requirements for Admission to College. (Discussion.) — Report of 
 
 Committee of National Council. 
 
 1896 Entrance Requirements — The Chicago System. — William R. Harper, Illinois. 
 Entrance Requirements of Yale College. — Thomas Day Seymour, Connecticut. 
 
 1897 Report of the Chairman of the Joint Committee on College-Entrance Require- 
 
 ments. — A. F. Nightingale, Illinois. 
 Round Table on College-Entrance Requirements. — A. F. Nightingale, Illinois. 
 
 1899 Growth of Confidence between High Schools and Colleges. — R. B. Fulton, Mis- 
 
 sissippi. 
 
 Presentation of the Report of the Committee on College-Entrance Requirements. 
 — A. F. Nightingale, IlHnois, chairman. 
 
 Report of the Committee of Twelve of the American Philological Association on 
 Courses of Study in Latin and Greek for Secondary Schools. — A. F. Nightin- 
 gale, Illinois, chairman. 
 
 Report of the Committee of Twelve of the Modern Language Association of Amer- 
 ica. — Calvin Thomas, New York, chairman. 
 
 Report of the Committee of Seven of the American Historical Association. — 
 ANDREVir C. McLaughlin, Michigan, chairman. 
 
 Report of the Committee of the Chicago Section of the American Mathematical 
 Society.^ — J. W. A. Young, Illinois, chairman. 
 
 Report of the Committee on Physical Geography. — William North Rice, Con- 
 necticut, acting chairman. 
 
 Special Report of the Committee on Chemistry.- — Alexander Smith, lUinois, 
 chairman. 
 
 Report of the Committee on Botany. — By a Committee. 
 
 Report of the Committee on Zoology. — By a Committee. 
 
 Report of Committee on Physics. — E. H. Hall, Massachusetts, chairman. 
 
 1900 Discussion of the Report of the Committee on College-Entrance Requirements. 
 1902 Report of the Commission on Accredited Schools.— George N. Carman, Illinois. 
 
 Should Entrance to College Be thru the Examination of the School or of the 
 Pupil ? — Edwin Grant Dexter, Illinois. 
 
 1905 Certificates vs. Examinations in Admitting Students to Colleges and Universities. — 
 
 George E. MacLean. Iowa.
 
 of Topics] COMMERCIAL EDUCATION 673 
 
 13. COMMERCIAL EDUCATION 
 
 1892 Business Education: Its Place in the American Curriculum. — S. S. Packard, New 
 
 York. 
 
 1893 The Evolution of Business Colleges. — S. S. Packard, New York. 
 
 Practical Advantages of a Commercial College Training. — George SoULf:, Loui- 
 siana. 
 
 The Relation of Business Instruction to Industrial, Commercial, and Financial 
 Interests. — A. D. Wilt, Ohio. 
 
 The Higher Aspects of Business Education. — R. E. Gallagher, Ontario. 
 
 Stenography and Typewriting as Branches of Business Education. — Isaac S. 
 Dement, Illinois. 
 
 The World's Need of Business Women. — Mrs. Sara A. Spencer, District of 
 Columbia. 
 
 Reciprocal Relations and Benefits of Business and Other Departments of Educa- 
 tion. — Ira Mayhew, Michigan. 
 
 1894 The Disciplinary Value of the Business Course of Study. — A. S. Osborn, New 
 
 York. 
 An Ideal Business College. — \\'.m. J. Aiios, Connecticut. 
 Business Training — Good and Bad. — J. M. Meh.an, Iowa. 
 President's Address. — R. E. Gall.^iGHER, Ontario. 
 
 1895 Guaranteeing Positions, or Fraudulent Advertising. — J. \\'. Warr, Illinois. 
 Shorthand and Typewriting. — W. A. Woodworth, Cokirado. 
 
 Ethical Side of Business Training. — D. W. Springer, Michigan. 
 President's Address. — J. M. Mehan, Iowa. 
 
 The Alliance of the Business Educators' Association with the National Educational 
 Association. — Mrs. S.\ra A. Spencer, District of Columbia. 
 
 1896 High-Grade Business Schools a Public Demand. — Mel\il Dewey, New York. 
 Correlation and Co-ordination of Business Branches — J. M. Mehan, Iowa. 
 
 A Course of Study for Business High Schools. — Allan Davis, District of Columbia. 
 Value of a Standard of Attainment. — W. T. Harris, District of Columbia. 
 Report of Subcommittee of Committee of Nine on Bookkeeping, etc. — S. S. Pack- 
 ard, New York. 
 
 1897 Shorthand. — Isaac S. Dement, Illinois. 
 
 Rapid Calculation, Business Practice, and Higher Accounting. — Samuel H. 
 
 Goodyear. 
 President's Address. — A. N. Palmer, Iowa. 
 Laws and Ethics of Business, Duties of Citizenship, and Science of Wealth. — H. 
 
 M. Rowe, Maryland. 
 
 1898 The Bookkeeping and Accounting of the Periodical Publishing Business. — A. O. 
 
 Kittredge, New York. 
 
 Business Education in the State of New York. — I. O. Crissv, New York. 
 
 The Duties and Qualifications of the Congressional Reporter. — David WdLFE 
 Brown, District of Columbia. 
 
 Business Education. — Durand W. Springer, Michigan. 
 
 Reasonable Expectations Concerning Business Education. — Lyman J. Gage, 
 District of Columbia. 
 
 Business Education in the High School. — Emoky R. Johnson, Pennsylvania. 
 
 Administration an<l Bookkeeping of a National Bank. — (Jeokc.e M. Coihn, Dis- 
 trict of Columbia. 
 
 1899 The Bu.siness-Course Problem. — ALLAN Davis, District of Columbia. 
 
 How I Con<lu( t a Business-Community School. — C. E. Howard, California. 
 The Claims of Business Education to a Plaic in Our I'ubli< Schools. — J. H. 
 
 Francis, California. 
 The Ev(»lution of Business Education. -I. ( ). Ckissy, New York. 
 The Arlvent of the Commeri ial High St hool. - W. C. Stevenson, Kansas. 
 
 1900 Content and Eflucational Value of the Curriculum for a Secondary Sch<M>l of 
 
 Cf)mmercc.— Chkesman A. Hi-.hru'K, Pennsylvania. 
 
 Should Our Colleges anrl I'liiversilies Educate Men Specially for Business? — 
 WooDKOKU D. Andkk.scjn, South Dakota. 
 
 The Commercial High-School Course.— Wm.liam E. Doggktt, New York. 
 
 The Advantages and Diflu ulties of Introduc ing the Commercial Branches in Gram- 
 mar and High SchcMils. -H. M. RowK, Maryland. 
 
 School anci Hu-.ini ss Arithmetic.— Edwakd W. Stitt, New York. 
 
 Profitable Publicity a.s Applied to Business Colleges. - Wii.lakd J. Wheeler, 
 Alabama.
 
 674 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1901 Round Table — Commercial-Studies Conference. — Thomas H. H. Knight, Massa- 
 
 chusetts. 
 The Phonograph as an Aid in Teaching Shorthand. — Theodore F. Lake, New 
 
 York. 
 President's Address. — W. E. Doggett, New York. 
 What Constitutes a Business Education ? — I. O. Crissy, New York. 
 The Education and Training of Commercial Teachers. — William A. Scott, 
 
 Wisconsin. 
 The Duty of the Public-School System with Respect to Business Training. — 
 
 Myron T. Scudder, New York. 
 
 1902 President's Address. — I. O. Crissy, New York. 
 
 Are Business Courses in Public Schools Inimical to Education ? — A. E. Winship, 
 Massachusetts. 
 
 What Shall the PubHc School Do for the Commercial Student and for the Busi- 
 ness-Man. — H. M. Rowe, Maryland. 
 
 Length and Content of Commercial Courses. — William E. Doggett, New York. 
 
 The Preparation of Commercial Teachers for Work in the Public Schools. — B. H. 
 Meyer, Wisconsin. 
 
 Requirements for Actual Business. — George A. Booth, Connecticut. 
 
 Business Education. — J. M. Anderson, Minnesota. 
 
 A Practical Commercial Course for a Massachusetts High School. — E. E. Gaylord, 
 Massachusetts. 
 
 The Education of the Amanuensis. — Selby A. Moran, Michigan. 
 
 The Education of a Stenographer. — Mrs. M. L. Veenfliet, Michigan. 
 
 1903 DiscipHnary Value of Bookkeeping as a Study. — Enos Spencer, Kentucky. 
 The Disciplinary Value of Stenography and Typewriting as Studies. — W. H. 
 
 Wagner, California. 
 Report of Round Table Conference. — D. W. Springer, Michigan, chairman. 
 
 1904 Report of the Committee of Nine, from the Standpoint of the General High School. 
 
 • — Bertrand D. Parker, Illinois. 
 
 The Report of the Committee of Nine. — J. Remsen Bishop, Ohio. 
 
 President's Address — Old Wine in New Bottles. — Cheesman A. Her rick, 
 Pennsylvania. 
 
 The Work of the Private Commercial Schools. — Carl C. Marshall, Iowa. 
 
 The Resources of the United States as Illustrated by the Louisiana Purchase 
 Exposition. — Minnie Bronson, Missouri. 
 
 Report of the Committee of Nine, Considered from the Standpoint of the Inde- 
 pendent School of Commerce. — James J. Sheppard, New York. 
 
 1905 Qualifications of Commercial Teachers.— William C. Stevenson, Illinois. 
 What Should Be the Education of a Business Man ? — John Brisben Walker, 
 
 New York. 
 The Science Work of a Four- Year Commercial Course. — Allan Davis, District of 
 
 Columbia. 
 The Study of Local Industry and Trade. — John L. Tildsley, New York. 
 The Essential Elements in a University Course in Commerce. — Edward D. Jones, 
 
 Michigan, and Others. 
 Results of the Organization of Higher Courses in Commerce. — Harlow S. Person, 
 
 New Hampshire, and Others. * 
 
 14. COMPULSORY EDUCATION 
 
 1 871 A National System of Compulsory Education. — J. P. Wickersham, Pennsylvania. 
 
 1872 Compulsory Education. — Newton Bateman, Illinois. 
 
 1875 The Legal Prevention of Illiteracy. — B. G. Northrop, Connecticut. 
 1 888 What Is the Purpose of County Institutes, and How Is It Best Secured ? — Jesse 
 B. Thayer, Wisconsin. 
 
 1890 Compulsory Laws and Their Enforcement. — Oscar H. Cooper, Texas. 
 Our Brother in Stripes, in the Schoolroom. — Julia S. Tutwiler, Alabama. 
 
 1 891 Compulsory Education. (Discussion.) — Report of Committee of National Council. 
 Recent Legislation upon Compulsory Education in Illinois and Wisconsin. — N. C. 
 
 Dougherty, Illinois. 
 Compulsory Education in Massachusetts. — Geo. H. Martin. (Discussion.) 
 
 1893 A Business Man's Education — Concluding Address. — James MacAlister, 
 
 Pennsylvania. 
 
 1894 The Care of Truants and Incorrigibles. — Edwin P. Seaver, Massachusetts. 
 
 1 90 1 The Value of Truant Schools. — Mrs. Josephine Ahnefeldt Goss, Michigan.
 
 of Topics] CURRICULUM 675 
 
 1904 The Factory Child. — Lawtox B. Evans, Georgia. 
 
 1905 Child Labor. — J.ane Addams, Illinois. 
 
 Child Labor and Compulson,- Education — The School Aspect. — George IL 
 
 M.ARTIN, Massachusetts. 
 The Social and Legal .\spcct of Compulsory Education and Child Labor. — 
 
 FR.A.NKLIN H. GiDDiNGS, New York. 
 
 15. CURRICULUM 
 {See also Elective Studies; Names of Separate Studies.) 
 
 1876 Position of Modern Languages in Higher Education. — Edw. S. Joynes, Tennessee. 
 
 1877 The Study of Social Economy in Public Schools. — Maurice Kirby, Kentucky. 
 
 1879 -^ Readjustment of Common-School Studies Necessar}'. — And. J. Rickoff, Ohio. 
 
 1880 What Constitutes a Practical Course of Study. — Edgar A. Singer, Pennsylvania. 
 
 1 88 1 The Study of Political Science in Colleges. — I. W. Andrews, Ohio. 
 Revision of the Common-School Curriculum. — M. \. Nkwell, Mar)'land. 
 Common-School Studies. — .Andrew J. Rickoff, New York. 
 
 1882 Some Fundamental Inquiries Concerning Common-School Studies. — John M. 
 
 Gregory, Illinois. 
 
 1885 Educational Value of Each of the Common-School Studies. — James H. Hoose, 
 
 New York. 
 
 1886 Course of Study: Proper Limits and Divisions. — H. M. James, Nebraska. 
 Course of Study: Order of Subjects. — Mary B. Phillips, Illinois. 
 
 The College Curriculum. — \Vm. A. Mowry, Massachusetts. 
 
 Educational Value of Common-School Studies. — J. H. HoosE, New York; W. II. 
 P.\YNE, Michigan; Ed\v.\rd Brooks, Pennsylvania. 
 
 1887 The Order and Relation of Studies in the High School Course. — Samuel Thurber, 
 
 Massachusetts. 
 What Shall Be Taught the Children? — Mrs Mary H. Hunt, Massachusetts. 
 
 1888 Can School Programs Be Shortened and Enriched? — Charles W. Eliot, Massa- 
 chusetts. 
 
 Philosophy in Colleges and Universities. — W. T. Harris, District of Columbia. 
 
 1889 Uniform Course of Study for High Schools. — E. W. Coy, Ohio; Henry C. King, 
 
 Ohio. 
 
 1890 The Correlation of Subjects in Elementary Programs. — J. W. Stearns, Wisconsin. 
 
 1892 Shortening and Enriching the Grammar-School Course. — Charles W. Eliot, 
 
 Massachusetts. 
 
 1893 What Should Be Added to the Elementary Branches? — Albert P. Marble, 
 
 Massachu.setts. 
 
 \\Tiat Should be the Curriculum in Public Schools ? — Some Aspects of the Question 
 in France. — B. BuissoN, France. 
 
 Report of Committee of Ten on Secondary Education with Membership of Com- 
 mittee and of Nine Conferences. — Chas. W. Eliot, Massachusetts, president. 
 
 Report of Conference on Latin. — Wm. Gardner Hale, Illinois, chairman. 
 
 Report of Conference on Greek. — Martin I.,. D'OoGE, Michigan, chairman. 
 
 Report of Conference on English. — Samuel Thurher, Ma.s.sachusi-tts, chairman. 
 
 Rejjort of Confenni e on Other Modern Languages. — Chas. Grandgknt, Ma.ssa- 
 chusctts, chairman. 
 
 Report of the Conference on Malhcmatics. — Simon Nkwcomh, Maryland, (hair- 
 man. 
 
 Re|X)rt of Conference on Physics, Chemi.stry, and Astronomy. — Ira Rkmson, 
 Slaryland, < hairman. 
 
 Re[K)rt of Conference on Natural History. — W. B. Powell, District of Columbia, 
 (hairman. 
 
 Report of Conference on History, Civil Government, an<l Politi< al ijononiy. 
 Chas. Kendall AnA.MS, Wi.sronsin, chairman. 
 
 RciKirt of Confircnf (• on Cicography. T. C. Ciiamiikhmn, Illinois, i hairman. 
 
 Essentials in a Cours<- of .Study for Chiliinn. — JoSKi'ii L. Pickahd, Iowa. 
 
 What Sh<juld He Added to the EUnunlary Course to Meet the Industrial Needs 
 of the I^xalilies? — C. M. Woodward, Missouri. 
 
 The Course of Stu«ly in Secondary Schocjls. — G. N. Carman, Illinois. 
 
 1894 The Curriiulum for Scccmdary S<h<M)ls.- W. T. Hakkis, District of Columbia. 
 Enrirhing the Course- in the Elementary Schwils— First to Fourth Grades. — Ellen 
 
 (;. Kevklkv, Ohio. 
 A Few Changes in Elementary School Instruc tion. — Edward G. Ward, New York.
 
 676 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1894 The Ideal Primary-School Curriculum. — Emma C. Davis, Ohio. 
 
 Review of the Report of the Committee of Ten. — James H. Baker, Colorado. 
 The Reconstruction, of the Grammar-School Curriculum. — Chas. B. Gilbert, 
 
 Minnesota. 
 The Cambridge Experiment. — Francis Cogswell, Massachusetts. 
 The Report of the Committee of Ten — Its Use for the Improvement of Teachers 
 
 Now at Work in the Schools. — Francis W. Parker, Illinois. 
 The Feasibility of Modifying the Programs of the Elementary and Secondary 
 
 Schools to Meet the Suggestions in the Report of the Committee of Ten. — 
 
 James C. Mackenzie, New Jersey. 
 
 1895 Report of the Subcommittee on the Correlation of Studies in Elementary Educa- 
 
 tion. — Wm. T. Harris, chairman. 
 The Modification of Secondary-School Courses Most Demanded by the Conditions 
 
 of Today, and Most Ignored by the Committee of Ten. — Charles H. Keyes, 
 
 California. 
 The Principles upon Which the Co-ordination Studies Should Proceed. — Charles 
 
 DeGarmo, Pennsylvania. 
 Round-Table Report to the National Council of the Influence of Herbart's Doctrine 
 
 on the Course of Study in the Common Schools. — Charles A. McMuRRY, 
 
 Illinois. 
 
 1896 Some Applications of Correlation.^FRANK M. McMurry, New York. 
 
 The Necessity for Five Co-ordinate Groups of Studies in the Schools. — Wm. T. 
 Harris, District of Columbia. 
 
 Round Table — Modern Foreign Languages — 
 
 The Recent Changes in Methods of Teaching Foreign Languages. — Joseph 
 Krug, Ohio. 
 
 What Correlations of Studies Seem Advisable and Possible at Present. — C. B. 
 Gilbert, Minnesota. 
 
 Concentration of Studies as a Means of Developing Character. — Charles De- 
 Garmo, Pennsylvania. 
 
 Isolation and Unification as Bases of Study. — E. E. White, Ohio. 
 
 Organic Relations of Studies in Human Development. — W. N. Hailmann, Dis- 
 trict of Columbia. 
 
 1897 Election in General Education. — E. E. White, Ohio. 
 
 Is the Present High-School Course a Satisfactory Preparation for Business ? — 
 
 Charles H. Thurber, Illinois. 
 Rural Schools. Appendix G. Enrichment of Rural School Courses. 
 
 1898 The Child's Course of Study or the Teacher's — Which ?— Sarah J. Walter, 
 
 Connecticut. 
 A Proposed Four- Years' Course in English for Secondary Schools. — Charity 
 
 Dye, Indiana. 
 Successive Differentiation of Subjects in the Elementary Schools. — Z. X. Snyder, 
 
 Colorado. 
 Are There Studies That Should Be Pursued in Every Course in the Secondary 
 
 Schools, and in the Freshman and Sophomore Years of the College ? — James 
 
 M. Green, New Jersey. 
 Preliminary Report of Committee in the Formulation of a Course of Study. The 
 
 New England State Normal Schools. — A. G. Boyden, Massachusetts. 
 
 1899 The Average Scholarship of the Average Pupil. — Frank Rigler, Oregon. 
 Should Arithmetic, English Grammar, Geography, and United States History 
 
 Be Reviewed in the High School ? — J. W. Crabtree, Nebraska. 
 
 1901 The Situation as Regards the Course of Study. — John Dewey, Illinois. 
 Is the Curriculum Overcrowded ? — James H. Van Sickle, Maryland. 
 Round Table — German Conference. — Joseph Krug, Ohio. 
 
 A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, 
 
 Ohio. 
 Social Science and the Curriculum. — George E. Vincent, lUinois. 
 Economics in the Public Schools. — George Gunton, New York. 
 Ideals and Methods of Economic Teaching. — Frederic W. Speirs, Pennsylvania. 
 
 1902 Round Table — 
 
 B. Round Table of City Superintendents. 
 
 Topic II. Modernizing the Course of Study. — W. A. Hester, Indiana. 
 Topic III. How to Meet the People. — Louis P. Nash, Massachusetts. 
 How the School Strengthens the Individuality of the Pupils. — Wm. T. Harris, 
 
 District of Columbia. 
 Obstacles to Educational Progress. — Paul H. Hanus, Massachusetts.
 
 ofTopicsl EDUCATION OF DEFECTIVES AND DELINQUENTS 677 
 
 1903 The Child's Favorite Study in the Elementary Curriculum. — Earl Barnes, 
 
 Pennsylvania. 
 Seven-Year Course of Study for Ward-School Pupils. — James M. Greenwood, 
 
 Missouri. 
 A Readjustment of the High-School Curriculum. — E. \V. Coy, Ohio. 
 The Saving of Time in Elementary and Secondarj' Education. — Tho.mas M. 
 
 Balliet, Massachusetts; Ella Flagg Young, Illinois. 
 
 1904 Round-Table Conference — Modem Language. — George Arthxjr Smith, New 
 
 York, and Others. 
 Round Table of State and County Superintendents — Improvements in Course 
 
 of Study and System of Grading. — Delos Fall, Michigan. 
 The Superintendent's Influence on the Course of Study in Elementary and Second- 
 
 ar\' Schools. — W. H. Elson, Michigan. 
 The Course of Study in Elementan,' and Secondary Schools — What Omissions arc 
 
 Advisable. — Frank M. McMurry, New York. 
 
 1905 Round-Table Conference — F. The Modern Languages Conference. — Ernest 
 
 Wolf, Missouri. 
 
 President's Address — The E.xcessive Expansion of the Course of Study. — Wil- 
 liam L. Bryan, Indiana. 
 
 The Modern High-School Curriculum as Preparation for a Two- Year Normal 
 Course. — David Felmley, Illinois. 
 
 Should the Twelve- Year Course Be Equally Divided Between the Elementary 
 and the Secondary School ? — E. W. Lyttle, New York. 
 
 1906 The Teaching of Modern Languages in England. — Cloudsev S. H. Brereton, 
 
 England. 
 Means of Improving the Efficiency of the Grammar School — Eliminations and 
 Modifications in the Course of Study. — Martin G. Brumbaugh, Pennsylvania. 
 
 16. DEFECTIVES AND DELINQUENTS (OTHER THAN 
 BLIND), EDUCATION OF 
 
 1879 Destitute Children. — John Hitz, District of Columbia. 
 1893 Schools for Neglected Children. — James Stormont S.mall, New Ziahuul. 
 Physical Education of the Deaf and Dumb. — Albert Gutzmann, Pru.ssia. 
 
 1897 Education of the Deaf. — Alexander Graham Bell, District of Columbia. 
 
 1898 The Deaf and Their Possibilities. — E. M. Gallaudet, District of Columbia. 
 President's Address. — Joseph C. Gordon, Illinois. 
 
 The Duty of the Hour to Young Deaf Children. — Mary S. Garrett, Pennsylvania. 
 
 The Relation of the Deaf to the Hearing \\'orld. — Isaac Gardner, Arkansas. 
 
 The Trend in the Training of Backward and Mentally Deficient Children. — 
 Margaret Bancroft, New Jersey. 
 
 The Relation of Language Teaching to Mental Deviloinncnt. — S. G. Davidson, 
 Pcnn.sylvania. 
 
 The How, the Why, and the Wherefore of the Training of Feeble-minded Cliil- 
 dren. — Martin W. Barr, Pennsylvania. 
 
 Brain Building and Mind Building, with Special Reference to Sense-training of 
 the Eye and Ear. — Elmer Gates, Maryland. 
 
 The Wisconsin Public Day Schools for the Deaf. — Robert C. Spencer, Wis- 
 consin. 
 
 Clo.sing Address. — ,\lexander Graham Bell, District of Cohimbia. 
 
 1899 Time Allowed for the Public S( hooling of Deaf as Compared with Hearing Chil- 
 
 dren. Charles S. I'ekry, California. 
 Thi- Importamc of Right Beginning. HELEN Taylor, California. 
 ;\ll .Mong the Line. — Mrs. Kathi.kine T. Bingham, California. 
 
 1900 The Claims of the Feeble-minded. — Margaret Bancroft, New Jersey. 
 On the Training of the Feeble-minded. ^ — E. R. JoHNSTONE, New Jersey. 
 
 The (irowth and Divelopment of Southern ScIkxiIs for the Diaf.— J. R. Dohvns, 
 
 Mississip|)i. 
 The State of the Ca.so. — Mary S. Garrett, Penn.sylvania. 
 Changes of Metliod in the Pennsylvania Institution for the Deaf and Dumb. — 
 
 A. L. E. Ckouter, Pennsylvania. 
 Statistics of S[K'e( h-Teac hing in Schools for the D( af in the U. S. — Frank W. 
 
 Booth, Pennsylvania. 
 
 1901 The Liw and the Day SrhrKiI for the Deaf. -S. We.ssei.HS, Mi< higan. 
 
 The State in Its Relation to the Defective fl'i'd Fwancis Bukke Bkandt, 
 Pennsylvania.
 
 678 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1901 Some Results of Hearing Tests of Chicago School Children.— D. P. MacMillan, 
 
 Illinois. 
 
 1902 What Is Minnesota Doing for Her Feeble-minded and Epileptics ? — A. C. Rogers, 
 
 Minnesota. 
 Victorious America! — G. Ferreri, Italy. 
 The Organization of Associations of Parents of Deaf Children as an Aid to Schools. — 
 
 Mrs. Helen M. Hefferan, Illinois. 
 President's Address. — Alexander Graham Bell, District of Columbia. 
 Response to the Address of Welcome at the Opening Session. — Wm. T. Harris, 
 
 District of Columbia. 
 Lessons to Be Learned by the General Teacher from Teaching Languages to the 
 
 Deaf. — F. W. Booth, Pennsylvania. 
 What Is Minnesota Doing for Her Deaf Children ?— J. N. Tate, Minnesota. 
 
 1903 Should the Scope of the Public-School System Be Broadened so as to Take in All 
 
 Children Capable of Education ? — Mary C. Greene, England. 
 How Can the Term "Charitable" Be Justly Applied to the Education of Any 
 Children ?— Edward Allen Fay, District of Columbia. 
 
 1904 Presidential Address. — J. W. Jones, Ohio. 
 
 WTiat Teachers May Learn from the Model School for the Deaf and BHnd, and 
 Their Exhibits. — S. M. Green, Missouri. 
 
 Sight and Hearing in Relation to Education. — Oscar Chrisman, Ohio. 
 
 Report of the Committee on Statistics of Defective Sight and Hearing of Public- 
 School Children. — F. W. Booth, chairman. 
 
 The Chicago Hospital School for Nervous and Delicate Children. — Mary R. 
 Campbell, Illinois. 
 
 1905 President's Address. — Margaret Bancroft, New Jersey. 
 
 The Physical Betterment of the Mentally Deficient.— J. H. McKee, Pennsyl- 
 vania. 
 
 Concerning Our Limitations in Educating Mentally Deficient Children. — Mary 
 E. PoGUE, Wisconsin. 
 
 What Has Been Done with One Deaf Child in His Own Home.— Anna C. Rein- 
 HARDT, Pennsylvania. 
 
 The Schools for the Feeble-Minded. — E. R. Johnstone, New Jersey. 
 
 Extracts From a Recent Investigation in Sociology. — Mary R. Campbell, Mary- 
 land. 
 
 1906 The Incorrigible Child. — Julia Richman, New York. 
 
 17. EDUCATIONAL LITERATURE 
 
 1 87 1 Pedagogical BibUography. — Thomas Davidson, Missouri. 
 
 1893 Educational Journalism' in France. — Gabriel Compayre, France. 
 
 Present Ideals in Educational Journalism. — C. C. Rounds, New Hampshire. 
 Educational Journalism in New England. — W. A. Mowry, Massachusetts. 
 Dr. Barnard's American Journal of Education. — Will S. Monroe, California. 
 The Purpose and Reward of Educational Journals. — Amos M. Kellogg, New 
 
 York. 
 Educational Journals in New York. — C. W. Bardeen, New York. 
 Educational Journalism in Ohio. — Samuel Findley, Ohio. 
 Educational Journalism in Indiana. — George F. Bass, Indiana. 
 School Journalism in Michigan. — Henry A. Ford, Michigan. 
 Educational Journals in Illinois. — John W. Cook, Illinois. 
 Educational Journalism in Iowa. — Henry Sabin, 
 The Educational Papers in Missouri. — H. A. Gass, Missouri. 
 Educational Journalism in Utah, Colorado and Kansas. — John MacDonald, 
 
 Kansas. 
 
 1894 Professional Training of Teachers by Educational Publications. — John A. Mac- 
 
 Donald, Kansas. 
 1897 Rural Schools. — Appendix L. — New York State School Library. 
 1899 Educational Journahsm. — Its Tribulations and Triumphs. — John MacDonald, 
 Kansas. 
 The Function of the Educational Press. — George P. Brown. Illinois. 
 Are Educational Journals Educational? — William George Bruce, Wis- 
 consin. 
 Ideal and Practical Considerations in Educational Journalism. — OssiAN H. 
 Lang, New York.
 
 of Topics] EDUCATION: THEORY, PHILOSOPHY, NATURE,MEANING 679 
 
 18. EDUCATION: THEORY, PHILOSOPHY, NATURE, 
 
 MEANING 
 
 {See also Psychologj' and Education.) 
 
 1859 Errors in the Agencies in the Pursuit of Knowledge. — J. N. McJiLTON, Maryland. 
 1863 The Powers to Be Educated. — Thom.\s Hill, Massachusetts. 
 
 Philosophy and Methods in Education. — J. M. Gregory, Michigan. 
 1873 Liberal Education of the Nineteenth Century. — \V. P. Atkinson, Massachusetts. 
 
 1875 Families — Past and Present. — Lewis Felmeri, Hungarj'. 
 
 1876 Aesthetics of Education. — Minnie Swayze. 
 
 1877 The Silent Forces of Education. — J. F. Blackinton, Massachusetts. 
 The Limit of Education. — W. R. G.vrrett, Tennessee. 
 
 1880 On the Complexity of Causes.— Eli T. Tappan, Ohio. 
 
 1 881 Education of the Sensibilities. — J. \V. Dowd, Ohio. 
 
 1882 Self-Consciousness in Education. — E. T. Jeffers. 
 
 What, How, and How Better. — Carrie B. Sharp, Indiana. 
 
 Chairs of Pedagogy in Our Higher Institutions of Learning. — G- Stanley Hall, 
 
 Mar}-land. 
 Man the Machine, or Man the Inventor; Which ? — John W. Glenn, Georgia. 
 1884 The Relation of the Art to the Science of Education. — Wm. T. Harris, District 
 
 of Columbia. 
 The Educational Status and Needs of the New South. — Robert Bingham, North 
 
 Carolina. 
 
 1887 The Problems of Today. — Richard Edwards, Illinois. 
 
 How to Spread Information Concerning the True Purposes and Methods of School 
 
 Education. — Henry Sabin, Iowa. 
 The Means and Ends of Culture to Be Provided for the American Public Beyond 
 
 the Ordinary School Period. — J. H. Vincent, New York. 
 Outhne of a Philosophy of Education. — F. L. Soldan, Missouri. 
 
 1888 Greek Philosophy and Modern Education. — Leroy D. Brown, Nevada. 
 Educating the Whole Boy. — J. W. MacDonald, Massachusetts. 
 
 1889 Pedagogical Chairs in Universities and Colleges. — B. A. Hinsdale, Michigan. 
 
 1890 Pedagogical Training in Colleges Where There Is no Chair of Pedagogy. — Levi 
 
 Seeley, Illinois. 
 .\ Chair of Pedagogy. — R. G. Boone, Indiana. 
 
 1 891 The Importance of Pedagogical Training for the College Professors.- 11. F. FiSK, 
 
 Illinois. 
 Necessity and Means of Developing Individuality. - Sam B. Todd, Kansas. 
 
 1892 Educational Equipoise. — Mrs. Frances W. Leitek, Ohio. 
 
 The Economic Cau.ses of Modern Progress. — Si.mon N. Patten, Pennsylvania. 
 
 1893 The Relation Between Educational Methods and Educational I'-nils. — John J. 
 
 Keane, Washington, District of Columbia. 
 The Evolution of Liberal E(lu( alion. .Xndkkw F. Wist, New Jersey. 
 The Real Nature of Education. Hkkmann Poksciii:, Berlin. 
 
 1894 Recent Edu( alional Theory. — Frank .\I. McMurkv, New York. 
 Schrxjl Statistics and Morals. — Wm. T. Hakkis, Di.strii t of Ct)lunibia. 
 Remarks on Practit a! Edu( ation. — C. K. Adams, Wisconsin. 
 
 1895 Ideals of Educational Work.— Wm. R. Haki'EK, Illinois. 
 Educational Pride and I'njudiie.- .\. F. WlNSiilP, Ma.viai hu.sclls. 
 Inrlividuaiism in Ma.ss Education. -P. W. Seakcii, California. 
 
 The EfTect of the- Theory c)f Evolution on Education.- Joseph Le C'ontk, Cali- 
 fornia. 
 
 Science and Education. — Wm. L. Bryan, Indiana. 
 
 Ivlurational Values. — James H. Bakkh, Colorado. 
 
 Education Ace circling to Nature. William II. Payne, Tennessee. 
 
 The Education of Public Opinion. Charles R. Skinnek. New York. 
 
 New Slandard.H cjf Patriotic Citizenship. (Ieokck II. Martin, Mu.s.sac husetts. 
 
 Presidential Address What Knowledge Is of Most Worth? Nicholas MURRAY 
 Butlek, New York. 
 
 1896 The Teacher ancj the- .Sc hc»ol. John Lancaster, Illinois. 
 School Out of Schfx.l. John II. Vincent, New York. 
 
 1897 The Twentieth-Century Schocjl. James L. Huc.hks, Ontario. 
 Lines of Growll) in Maturing. Richakd G. Boone, Michigan.
 
 68o NATIONAL EDUCATION A-L ASSOCIATION [Bibliography 
 
 1897 The Correlation of Educational Forces in the Community. — S. T. Button, Massa- 
 
 chusetts. 
 Relations of Citizens and Teachers. — Ida C. Bender, New York. 
 The Aesthetic Element in Education. — John Dewey, lUinois; Wm. T. Harris, 
 
 District of Columbia; Mary E. Nicholson, Indiana. 
 
 1898 The Latest Practical Discoveries in Biological Science and Their Bearing on 
 
 Education. — N. A. Harvey, Wisconsin. 
 The Educational Outlook. — W. W. Stetson, Maine. 
 The Social Basis of Conscience. — Josiah Royce, Massachusetts. 
 Democrary and Education. — Edwin P. Seaver, Massachusetts. 
 Sociology's Demand upon the Schools. — J. F. Millspaugh, Utah. 
 Realizing Our Final Aim in Education. — Sylvester F. Scovel, Ohio. 
 
 1899 The Implications and Applications of the Principle of Self- Activity in Education. — 
 
 Arnold Tompkins, Illinois. 
 
 The School in Its Relation to the Higher Life. — Nathan C. Schaeffer, Penn- 
 sylvania. 
 
 The Unseen Force in Character-Making. — George H. Martin, Massachusetts. 
 
 The Culture-Epoch Theory in Education. — Louise Morris Hannum, Colorado. 
 
 The Place and Development of Purpose in Education. — W. N. Hailmann, Ohio. 
 
 1901 Progress in Education. — J. Lancaster Spalding, Illinois. 
 Education and Crime. — Amos W. Butler, Indiana. 
 
 President's Address — A Plea for the Study of Educational Philosophy by Teachers 
 
 of Science. — N. A. Harvey, Illinois. 
 Isolation in the School — How It Hinders and How It Helps. — Wm. T. Harris, 
 
 District of Columbia. 
 The Gospel of Work. — Edwin Gi Cooley, Illinois. 
 
 1902 The Function of Knowledge in Education. — Charles B. Gilbert, New York. 
 The Three Elements in the Cost of Education. — Charles D. McIver, North 
 
 Carolina. 
 Altruism as a Law of Education. — Arnold Tompkins, Illinois. 
 The School as Social Center. — John Dewey, Illinois. 
 The Danger of Using Biological Analogies in Reasoning on Educational Subjects. — 
 
 Wm. T. Harris, District of Columbia. 
 The English Ideal of Education and Its Debt to America. — Michael Ernest 
 
 Sadler, England. 
 Presidential Address— The Three H's in Education. — W. M. Beardshear, Iowa. 
 The Practical Application of All Learning to Better Living. — D. L. Kiehle, 
 
 Minnesota. 
 Influences that Make for Good Citizenship. — Henry P. Emerson, New York. 
 
 1903 Presidential Address — The New Definition of the Cultivated Man. — Charles 
 
 W. Eliot, Massachusetts. 
 
 1904 Our Educational Creed. — Z. X. Snyder. Colorado. 
 
 The Need of a New Individualism. — John W. Cook, Illinois. 
 
 1905 Education for Efficiency. — William H. Maxwell, New York. 
 
 1906 The Rehabilitation of Philosophy in Germany. — Hermann Schwartz, Germany. 
 What Kind of Education is Best Suited to Boys? — Reuben Post Halleck, 
 
 Kentucky 
 What Kind of Education is Best Suited for Girls ? — Anna J. Hamilton, Kentucky 
 
 19. ELECTIVE STUDIES 
 
 1874 The Elective System in Colleges. — A. P. Peabody, Massachusetts. 
 1877 The Class System. — Noah Porter, Connecticut. 
 
 The Elective System. — Wm. Leroy Broun, Tennessee. 
 1880 Equivalents in a Liberal Course of Study. — Wm. T. Harris, District of Columbia. 
 1895 Should Electives in the High Schools Be by Courses or by Subjects? — Oscar D. 
 Robinson, New York. 
 
 A Conservative View of College Electives. (Discussion.) 
 
 1897 Election in General Education. — E. E. White, Ohio. 
 
 1898 Should the Undergraduate Curriculum of Four Years in Colleges and Universities 
 
 Be Shortened by Allowing Such Freedom of Electives in the Junior and Senior 
 Years That a Bachelor Degree and a Professional Degree May Be Obtained 
 in Six Years ? — Nicholas Murr.^y Butler, New York. 
 
 1899 To What Extent Should the High-School Pupil Be Permitted to Elect His Work ?— 
 
 W. L. Steele, Illinois.
 
 of Topics] ELEMENTARY EDUCATION 68 1 
 
 1900 To What Extent Should a Pupil in the High School Be Allowed to Choose his 
 
 Studies ? — William J. S. Bryan, Missouri. 
 1905 Docs Wide Election and Do Minute Courses Weaken Undergraduate Courses 
 
 in Universities ? Are Colleges More Fortunate in These Things ? — James H. 
 
 Canfield, New York. 
 
 20. ELEMENTARY EDUCATION 
 {See also Kindergarten.) 
 
 1863 Object Teacliing. — E. A. Sheldon, New York. 
 
 1864 Object Teaching. — H. B. Wilbur, New York. 
 
 1865 Object Teaching — Report of a Committee. — S. S. Greene, Rhode Island. 
 
 1869 Elementary Schools: Radical Faults and Radical Remedies. — Z. Richards, 
 
 District of Columbia. 
 
 1870 What is the Proper Work of a Primary School. — E. A. Sheldon, New York. 
 Object Lessons — Their Value and Place. — Delia A. L.\throp, Ohio. 
 
 1 87 1 Superior Education as Related to Universal Education. — John Eaton, District 
 
 of Columbia. 
 
 1872 Objective Teaching — Its Value and the Extent of Its Adaptation to School Instruc- 
 
 tion.— N. A. Calkins, New York. 
 1874 What Shall We Attempt in Elementary Schools ? — Mrs. A. C. Martin, New York. 
 1879 The First School Days. — Mrs. R. D. Rickoff, New York. 
 
 Culture in Elementary Schools. — Geo. P. Brown, Indiana. 
 
 1882 Obstacles in the Way of Better Primary Education. — H. S. Jones, Pennsylvania. 
 
 1 883 Primary Education — What and How ? — Henry A. R.\ab, Illinois. 
 
 1884 Form, Color and Design. — Fannie S. Comings, New York. 
 
 1 885 .\venues to the Mind. — Wm. M. Giffin, New Jersey. 
 
 The Child's Environment. — Clara Conway, Tennessee. 
 
 True Object of Early School Training. — C. E. Meleney, New Jersey. 
 1887 The Natural or Developing Elements in Modern Methods of Elementary Cul- 
 ture. — W. N. Hailmann, Indiana. 
 
 Meaning of the Maxim, "We Learn to Do by Doing," in Elementary Education. — 
 N. C. Schaeffer, Pennsylvania. 
 
 1890 Essentials in Elementary Education. — N. A. Calkins, New York. 
 
 The Correlation of Subjects in Elementary Programs. — J. W. Stearns, Wisconsin. 
 The Teacher and the Parent. — Mrs. Jennie S. M'Laughlan, Illinois. 
 
 1 89 1 Kindergarten and the Primar>' School. — Wm. T. Harris, District of Columbia. 
 Kindergarten Methods in Intellectual Training. — Mrs. J. L. Hughes, Ontario. 
 The Organic Connection between the Kindergarten and the Primary School. — 
 
 Mi.ss N. Cropsey, Indiana. 
 The Educational Burdens upon the Lower Grades. — Abbie Low, Pennsylvania. 
 
 1893 Elementary Education in England. — Rosamond Davenport-Hill, England. 
 Modification in the Primary School — Discussion. — B. Pic kman Mann, District 
 
 of Columbia. 
 Opening Address. — John Eaton, District of Columbia. 
 
 1894 ICnriching the C(jurse in the Elementary Schools. — Ellen G. Reveley, Ohio. 
 Laljoratory Methods in Elementary Schools. — Charles B. Scott, Minnesota. 
 The Idiai Primary School Curriculum. — Emma C. Davis, Ohio. 
 
 1 895 Progress in I'riniary Education. Mrs. Eva I). Kkllogo, Massai luisctts. 
 
 Ki [xirl of the Committee on IClementary Iviui alion Economy in I-Mementary 
 
 Education. — Bkttie A. Duttun, Ohio, chairman. 
 Rei»ort of the Sulxommiltee on the Correlation of Studies in Elementary l!ilura- 
 
 tion.— Wm. T. Harris, District of Columbia, ( hairnian. 
 R<((nt Im|>rovrmenls in Primary-S( hool Work. Sakaii L. Arnold, Minnesota. 
 
 1896 Opening Remarks.- S. T. DuttoN, .Mass.u husetts. 
 
 What Slioiilil the Elementary School i)o for the Child ? -MissN. Ckopsey, Indiana. 
 
 1897 Opening Address.- Saha C. Brooks, Minntsotn. 
 
 I-ori ign-ljorn Children in the Primary Grades. -Tank Addams, Illinois. 
 Ke|>ort on Plans to Collei t Data ('nncerning Melliods and Courses <if Work in 
 
 ICIeinentary S< hfK)l.s.— W. N. IIaii.MANN, Distritt of Culumbia, (liaiinian. 
 F'aper on the KejHjrt f>f the Coinmitlee, N. C. Sciiak.kkkk, Pennsylvania. 
 i8y8 Su<(e.s.sive DilTerentiation of Subjects in the Elementary Sci>iH>t- /. X. Snyder, 
 
 Colorado. 
 Presidenl'.s Acldrea.s. — Wim.iam X. Hailmann, Ohio.
 
 682 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1898 Report of the Committee on a Detailed Plan for a Report on Elementary Educa- 
 
 tion. — John Dewey, Illinois. 
 The Mission of the Elementary School. — Martin G. Brumbaugh, Pennsylvania. 
 
 1899 Naughty Children. — Elmer Ellsworth Brown, California. 
 
 1900 The Elimination of the Grammar School. — Otis Ashmore, Georgia. 
 
 1901 A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, 
 
 Ohio. 
 
 1902 College Graduates in Elementary Schools. — Thomas M. Balliet, Massachusetts. 
 
 1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits. 
 
 From the Kindergarten Standpoint. — Patty S. Hill, Kentucky. 
 
 The Kindergarten and the Elementary School as Illustrated in Their Exhibits- 
 From the Standpoint of the School. — C. B. Gilbert, New York. 
 
 The Natural Activities of Children as Determining the Industries in Early Educa- 
 tion. — Katharine E. Dopp, Illinois, and Other Authors. 
 
 1905 Review of the Educational Progress of the Year and a Discussion of Some Phases 
 
 of the Curriculum of the Elementary School. — Miss N. Cropsey, Indiana, and 
 M. A. Bailey, New York. 
 
 1906 On the Developments and Changes in Primary Teaching in France during the 
 
 Third Republic — Pierre Emile Levasseur, France. 
 The Educational Awakening in England. — Michael Ernest Saddler, England. 
 
 21. ENGLISH LANGUAGE AND LITERATURE AS SUBJECTS OF 
 
 STUDY 
 
 {See also Spelling.) 
 
 1869 Natural Reading. — Mrs. Randall, New York. 
 
 1870 Claims of English Grammar in Common Schools. — J. H. Blodgett, Illinois. 
 
 1871 First Steps in Teaching Reading. — E. E. White, Ohio. 
 
 1872 Methods of Teaching English in the High School. — F. A. March, Pennsylvania. 
 English Literature — Its Place in Popular Education. — F. H. Underwood, Massa- 
 chusetts. 
 
 English Grammar in Elementary Schools. — M. A. Newell, Maryland. 
 
 1873 Leigh's Method of Teaching Reading. — Wm. M. Bryant, Iowa. 
 Elementary Reading — the Phonetic Method, with Pronouncing Orthography, in 
 
 Its Relation to Other Methods. — Edwin Leigh, New York. 
 Primary Reading — The Thought and Sentence Method. — Geo. L. Farnham, 
 New York. 
 
 1874 Language Lessons in Elementary Schools. — Miss H. A. Keeler, Ohio. 
 
 1875 Comparative Orthoepy. — W. C. Sawyer, Wisconsin. 
 
 Language Teaching — Its Importance and Methods. — Henry F. Harrington, 
 Massachusetts. 
 
 1876 Report on Orthoepy. — W. C. Sawyer, Ohio. 
 
 The Study of Anglo-Saxon Language and Literature. — J. M. Garnett, Maryland. 
 
 1877 The English Language in Elementary Schools. — Zalmon Richards, District of 
 
 Columbia. 
 The Place of English in the Higher Education. — A. B. Stark, Kentucky. 
 The Study of English as Introductory to Latin and Greek. — Thos. R. Price, 
 
 Virginia. 
 
 1879 Orthography in High Schools, etc. — F. A. March, Pennsylvania. 
 
 The Historical Method in the Teaching of English. — James M. Garnett, Mary- 
 land. 
 
 1880 What We Should Seek to Accomplish in Reading Exercises.^ — E. O. Vaile, Illinois. 
 
 1884 Engli-sh Instruction for Children. — O. T. Bright, Illinois. 
 
 The Part WTiich the Study of Language Plays in a Liberal Education. — John 
 Bascom, Wisconsin. 
 
 1885 English in American Schools. — E. S. Cox, Ohio. 
 
 I>anguage as an Educator. — Z. Richards, District of Columbia. 
 
 1886 Language Work. — N. C. Dougherty, Illinois. 
 Reading-Circles for Teachers. — Jerome Allen, New York. 
 
 Growth and Benefits of Reading Circles. — Hubert M. Skinner, Indiana. 
 
 1887 The Place of Literature in the College Course. — Homer B. Sprague, California. 
 The Ministration of Literature. — Minnie C. Clarke, Missouri. 
 
 1888 Teaching English. — J. B. McChesney, California. 
 
 Elocution: Its Place in Education. — Martha Fleming, Tennessee.
 
 of Topics) EXGUSH LANGUAGE AND LITEFLATURE 683 
 
 1 833 The Place of Literature in Common-School Education. — Horace E. Scudder, 
 Massachusetts. 
 
 Practical Value in Life of a Taste for Good Literature. — I^LvRV L. Beecher, 
 Tennessee. 
 
 Practical Methods of Using Literature in Teaching Children to Read. — Leroy 
 H.\LSEY, Michigan. 
 
 Ought Young Girls to Read the Daily Newspapers? — Wm. T. Harris, Massa- 
 chusetts. 
 
 1889 Literature for High Schools. — Minnie C. Clark, Mis.souri. 
 Literature for Children to the Front. — Mary E. Burt, Illinois. 
 Methods of Study in English. — M. W. Smith, Ohio. 
 
 1890 Definition of Educational Literature. — \\. H. Payne, Tennessee. 
 
 Value of Educational Literature to Teacher and Student. — F. Louis Soi.dan, 
 
 Missouri. 
 The \'alue of Educational Literature to the Student and to the Professional Teacher. 
 
 — W. E. Sheldon, Massachusetts. 
 The Value of Educational Literature, and lis Direct and Indirect Influence upon 
 
 .\mcrican Systems of Education. — \V. R. Garrett, Tennessee. 
 The Teachers' Reading-Circle in Education. — Mrs. D. Lathrop Williams, Ohio. 
 Educational Ideas in Dickens' Novels. — F. Louis Soldan, Missouri. 
 
 1 89 1 Voice Culture in Primary and Elementary Schools. — Z. Richards, District of 
 
 Columbia. 
 
 How English Is Taught in One High School.— Ray Greene Huling, Massa- 
 chusetts. 
 
 The Synthetic Sound System of Teaching Reading. — F. B. Gault, Wa.shingt<>n. 
 
 1892 Usage the .\uthority in Language. — Brainerd Kellogg, New York. 
 Literature for Children. — George E. Hardy, New Wnk. 
 
 Report of the Committee on Elementary Education (The Isis of Literature in 
 Elementarj' Education). — L. H. Jones, Indiana, chairman. 
 
 Histon- and Literature in Grammar Grades. — J. H. Phillips, Alabama. 
 
 Report of Round-Table Discission on "The Uses of Literature in Elementary 
 Education." — L. H. Jones, Indiana. 
 
 1893 The Study of English Literature in French Universities. — Andre L. Chev- 
 
 RILLON France. 
 Re[x)rt of Conference on English. — Samuel Thurber, Ma.ssachusetts, chairman. 
 Shall Reading and Writing Be Taught in the Kindergarten ?— Mrs. Alice H. 
 
 Putnam, Illinois. 
 
 1894 The Ethical Element in Literature, and How to Make the Most of It in Teach- 
 
 ing. — J. A. McLellan, Ontario. 
 The Studv of English in the PuVilic Schools.— A. 1'. .Makule, Ma.ssai husetts. 
 German Slethods of Using the Mother Tongue.— RlCHARD JoNES, Pennsylvania. 
 The Studv of Literature.- Khhakd G. Moulton, Illinois. 
 DLscu.ssion of Reports of Committee of Ten : English.— A. F. Nightingale, Illinois. 
 
 1895 What Has Been Accomplished in Co-ordination in the Field of History and Lid ra- 
 
 ture. — Charles A. McMurry, Illinois. 
 
 1896 Thi- Tcai hing of English Literature, with Special Reference to Secondarj- Schoi>ls.— 
 
 W. P. Trent, Tinnessce. 
 Literature in Elementary Schrnils.- Mrs. Ella F. Young, Illinois. 
 Round Table — Ancient Languages ancl English - 
 
 Translation from the Greek and Latin Classics as a Training in the Use of 
 English. I. B. Burgess, Illinois; William C. Collar, Massachusetts; 
 Frank A. Manny, Illinois. 
 Amerir.in Literature. Bhandik Matthews, New N'ork. 
 
 1897 Round Table in English. HAKKiK.r L. Kkei.ik, Ohio, leader. 
 
 Why Art and Literalun- Ought to Be Studied in Our s, h(M)ls. W M. T. Harris, 
 
 Disirift of Columbia. 
 English in Business S( h<K.ls. Mrs. SABA A. Sri n< 1 k. District of Columbia. 
 
 1898 The Educational Value- of the Tragic as Comi)arccl with the Comii in Literature- 
 
 and Art. — Wm. T. Harris, Distric t c)f Columbia. 
 Subjects for Com|H)silicins: Shall Wc Draw Them from Literature- cir from Life ? 
 
 Edwin L. Miller, Illinois. 
 English the Core- of a Scronclary CounM-.- JoHN Cai.vin Hanna, Ohio. 
 Some of the- Main Princ iplcs of Sc-c ondary English Teac hing. Samuel Tiiuhukr, 
 
 Massac husetls. 
 A ProtK)secl I-'our-\'car-' f.nir^i- in I'.in'lish for Si < oncl.iry Sc hcKjIs. — ( iiakiiv 
 
 Dye, Indiana.
 
 684 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1898 Syllabus of a Course in English, with a Defense of the Same. — W. F. Webster, 
 
 Minnesota. 
 The English Round Table — Essay Correcting: Can It Be Made a Joy Forever ? — 
 
 F. N. Scott, Michigan. 
 The Essentials of English Composition for Elementary Schools. — Edward R. 
 
 Shaw, New York. 
 The Essentials of English Composition to Be Taught in Secondary Schools. — 
 
 C. C. Thach, Alabama. 
 What Proportion of Essay Subjects Shall Be Drawn from Literature ? — F. V. N. 
 
 Painter, Virginia. 
 
 1900 English in the Grades.— A. A. Reed, Nebraska. 
 
 How Shall We Teach Our Pupils the Correct Use of the English Language ? — 
 
 Oliver S. Westcott, lUinois. 
 The Influence of Poetry in Education. — William M. Beardshear, Iowa. 
 The Value of English Literature in Ethical Training. — Reuben Post Halleck, 
 
 Kentucky. 
 Educational Principles Applied to the Teaching of Literature. — Martin G. 
 
 Brumbaugh, Pennsylvania. 
 
 1901 Round-Table Conferences — The English Conference. — James H. Harris, Mich- 
 
 igan. 
 
 1902 Educational Value of Training in Public Speaking. — Thomas C. Trueblood, 
 
 Michigan. 
 Round Table— English Conference. — ^Thomas C. Trueblood, Michigan. 
 
 1903 The Teaching of Argumentative Discourse in High Schools.— George P. Baker, 
 
 Massachusetts; Charles S. Hartwell, New York. 
 Literature in the Grades and How to Use It. — Mrs. Alice W. Cooley, North 
 Dakota. 
 
 1904 Avenues of Lanugage: Expression in the Elementary School. — Percival Chubb, 
 
 New York, and Others. 
 Round-Table Conference — EngKsh Conference. — William Schuyler, Missouri. 
 Round-Table Conference — Laboratory Method in English Composition.- — Philo 
 
 Melvyn Buck, Jr., Missouri. 
 
 1905 Teaching Our Language to Non-English-Speaking Pupils. — Gustave Strauben- 
 
 muller. New York. 
 Round-Table Conference — B. English Conference. — Philo M. Buck, Missouri. 
 Round-Table Conference — C. Reading in the First .School Year. — Mrs. Alice 
 
 Cooley, North Dakota. 
 The Psychology of Reading and Writing. — Robert MacDougall, New 
 
 York. 
 The Study of English Composition as a Means of Acquiring Power. — Georgia 
 
 Alexander, Indiana. 
 
 1906 What Kind of Language Study Aids in the Mastery of Natural Science? — W. T. 
 
 Harris, District of Columbia. 
 
 22. EXAMINATIONS 
 
 {See also College-Entrance Requirements.) 
 
 1863 Competitive Examination for Admission to West Point. — H. Barnard, Con- 
 
 necticut. 
 
 1864 Competitive Examination for Public Service. — H. Barnard, Connecticut. 
 
 1887 Examinations as Tests for Promotion in Public Schools. — H. S. Tarbell, Rhode 
 
 Island. 
 Method of Conducting Examinations in Ordinary School Work by the Class 
 
 Teacher. — Aaron Gove, Colorado. 
 School E.xaminations. — George A. Littlefield, Rhode Island. 
 School Examinations. — C. C. Rounds, New Hampshire. 
 
 1889 Teachers' Examinations. — M. A. Newell, Maryland. 
 E.xaminations for Promotion. — William M. Giffin, New Jersey. 
 Examination for Promotion in the Public Schools. — William DeWitt Hyde, 
 
 Maine. 
 
 1890 Examinations as Tests for Promotion. — Wm. H. Maxwell, New York. 
 
 1901 The Use and Control of Examinations. — Arthur T. Hadley, Connecticut. 
 
 1902 The Value of Examinations as Determining a Teacher's Fitness for Work. — 
 
 EdwiN G. Cooley, Illinois. 
 President's Address — Call Out the Leaders. — J. Remsen Bishop, Ohio.
 
 of Topics] EXHIBITIONS AND MUSEUMS 685 
 
 23. EXHIBITIONS AND MUSEUMS 
 
 1875 American Education at the Centennial Exposition. — J. P. Wickersham, Pennsyl- 
 vania. 
 
 1884 Educational Exposition at Madison, Wis. General Report of Committees on 
 
 the Exhibition of: I. Industrial and Manual Training; II. Art; III. Kinder- 
 garten; IV. Special E.xhibits; V. State Exhibits. — Wm. T. Harris, District 
 of Columbia. 
 Report of Special Committees: On the Kindergarten Exhibit; on State Exhibits; 
 on Art and Industrial Education; on Special E.xhibits. 
 
 1885 Reports on Education at the World's Cotton E.xposilion, New Orleans, 1884-5. 
 Reports on Educational E.xhibits at the World's Cotton Centennial Exposition, 
 
 in New Orleans: U. S. Bureau of Education; Industrial Education; Schools 
 of Christian Brothers; Colored People; Foreign Educational Exhibit; Kinder- 
 garten E.xhibit; Educational. 
 
 1886 Report of the Art E.xhibition. 
 
 1887 Educational E.xposition, Chicago. — George P. Brown, Illinois. 
 
 1889 Report of Committee on Exhibits at the Meeting in Nashville, Tennessee. 
 
 1890 The American Educational Exhibit at the International Exposition of 1893. — 
 
 John Eaton, District of Columbia, and Others. 
 Report of the Committee on Exhibits at the Meeting in St. Paul, Minn.: School 
 Exhibits; Manual Training; Fomi and Color; Drawing; Kindergarten. 
 
 1 89 1 Reports of Committee on Exhibits at Toronto, Can.; Kindergarten; Catalogue 
 
 of E.xhibits; Drawing; Color. 
 
 1892 The World's Congresses of 1893. — C. C. BoNNEY, Illinois. 
 
 What Should Secondary Schools Do to Promote Their Interests at the World's 
 Fair ? — J. L. Hollo way, Arkansas. 
 
 The World's Educational Congress. — Wm. T. Harris, District of Columbia. 
 
 Report on the World's Educational Congress. — Wm. T. Harris, District of Colum- 
 bia, chairman. 
 
 The Educational E.xhibit of the World's Columbian Exposition. — Selim H. 
 Peabody, Illinois. 
 
 Representation of Educational Systems at the World's Exposition. — Albert 
 G. Lane, Illinois. 
 
 1893 The Use of Magic Lanterns in Schools. — Gustave Serrurier, France. 
 
 1894 The E.xhibit of Education at the Columbian Expasition. — John Eaton, District 
 
 of Columbia. 
 The Educational E.xhibit at the Columbian Exposition. — Selim H. Peabody, 
 New York. 
 
 1898 Our Educational E.xhibit at the International Exposition in Paris in kjoo. — Wm. T. 
 
 Harris, Di.strict of Columbia. 
 
 1899 The United States E.xhibit at Paris.— Howaro J. Rogers, New York. 
 
 1901 Eriucation at the Paris Exposition. — Howaro J. Rogers, New York. 
 Educational Lessons of the Paris Exposition. — Anna Tolman Smith, Dislriit 
 
 of Columbia. 
 Lessons of the Educational Exhibits at Paris in 1900. — Howard J. Rogers, New 
 York. 
 
 1902 The Educational Value of Museum.s. — Oliver Cummings Farrington, Illinois. 
 1904 The 1.^'ssons of the Exposition. — Howarp J. Rogers, Missouri. 
 
 Progress of the South, as Shown by E.xhil)ils. - Hkown Avrks, I^)uisiana. 
 
 ReiMirLs on Work as Shf)wn by Exhibits. — Various Authors. 
 
 Prisirlcnl's Arldrcss — TIk- Influence of a Great Kx|M)silion as an Art I'.dut alor. — 
 
 James Frederick Hoi-kins, Massachusetts. 
 Edui ation at the Universal l'^x|M).sition, \<)'i.\: I''rf)m the View-Point of tin- Chiif 
 
 of thi- Department.- Howard J. Rogers, Mis.souri. 
 Education at the Universal Exf>osilion, 1904: Exhibit of the United States Hunau 
 
 of E<luration. — Wm. T. Harris, District of Columbia. 
 Er!u< ation at the Universal I'.x|K)silion, H)0.\: Sonx- Cily I'.xhibils: Their PurjMvsr 
 
 an<l Plan. A. St. Louis.- F. Loi;is Soi.dan, Missouri. 
 
 H. Tin- Cily of New York.- Andrew W. F.dson, New York. 
 The Swcflish Ivlucational Exhibit and It.s Relation to the Schools of Sweden. — 
 
 N. G. W. Lagerstedt, Sweden. 
 The Japanew Exhibit and lis Relation to Education in Japan. — MosUKE Mat- 
 
 stTMtrRA, Serretary of the J;ip;iiies«- f "oinniission to the Ivxposition. 
 The Philijtpine Tea< her and the Philip|>iiie l".<lu( .iiionai Fvliibii Ai 111 lu Raii'ii 
 
 Hager, Philippine Expo.sition Hoard.
 
 686 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits: 
 
 From the Kindergarten Standpoint. — Patty S. Hill, Kentucky. 
 The Kindergarten and the Elementary School as Illustrated in Their Exhibits: 
 From the Standpoint of the School. — C. B. Gilbert, New York. 
 
 1905 Review of the Educational Features of the Universal Exposition at St. Louis. — - 
 
 Various Authors. 
 The Uses of Educational Museums. — Frederick J. V. Skiff, Illinois. 
 
 24. FINANCES AND TAXATION 
 
 (5ee a/w Pensions for Teachers ; Salaries of Teachers; Supervision, Organization, 
 
 and Administration.) 
 
 1866 Cost per Capita of Education in DiiJerent States. — J. W. Bulkley, New York. 
 
 School Funds: How Best Raised, and How Best Disbursed. — John Eaton, 
 Tennessee. 
 1884 The New Bill for National Aid to Public Schools. — B. G. Northrop, Connecticut. 
 National Aid for the Support of Public Schools. — J. W. Dickinson, Massachusetts. 
 1886 National Aid to Education. — J. A. B. Lovett, Alabama. 
 1888 Federal Aid. — J. A. B. Lovett, Alabama; Alexander Hogg, Tennessee. 
 1897 Rural Schools. Appendix B. — Permanent School Funds. 
 1899 Report of Committee on Uniform Financial Reports. — C. G. Pearse, Nebraska, 
 
 chairman. 
 1902 Taxation for School Purposes. — Nathan C. Schaeffer, Pennsylvania. 
 
 Taxation and Teachers' Salaries. — A. G. Lane, Illinois. 
 1905 Some of the Conditions Which Cause Variation in the Rate of School Expendi- 
 tures in Different Localities. — Wm. T. Harris, District of Columbia. 
 1 905 1 Report of Committee of Taxation as Related to Public Education. — James M. 
 Greenwood, Missouri, chairman. 
 Table I: School Expenditures Classified. 
 
 Table II: Cost of Instruction as Compared with Other Expenditures. 
 Table III: Relation of Maintenance of Schools to Total City Operating 
 
 Expenses. 
 Table IV: Classification of School Expenses in Cities, by Groups. 
 Methods of School Taxation in New York City. — Wm. H. Maxwell, New 
 
 York. 
 Taxation for School Purposes. — Nathan C. Sch.^effer, Pennsylvania. 
 Twenty-five Years Progress of Public Education in North Carolina, with Various 
 Tables. — Charles D. McIver, North Carolina; Charles L. Coon, North 
 Carolina. 
 Taxation for School Purposes in Pennsylvania. — Nathan C. Schaeffer, Penn- 
 sylvania. 
 Method of Taxation for School Purposes in Indiana. — John W. Carr, Indiana. 
 Table V: Cost of Maintenance of Schools Compared with Each of the Other 
 Municipal Departments in the 137 Cities of Largest Population. — Wm. T. 
 Harris, District of Columbia. 
 Table VI: Value of Property, Comparative Cost of Schools, and Wages Earned 
 in the 137 Cities of Largest Population. 
 
 25. GEOGRAPHY AS A SUBJECT OF STUDY 
 
 1 871 How to Teach Geography. — Mary Howe Smith, New York. 
 1 88 1 An Evening in Wonderland. — Wm. I. Marshall, Massachusetts. 
 1888 Scientific Methods in Teaching Geography. — C. F.- Palmer, Ohio. 
 1893 Report of Conference on Geography. — T. C. Chamberlin, Illinois, chairman. 
 1895 Physical Geography — Its Possibilities and Difficulties. — Edward L. Harris, 
 Ohio. 
 The Relation of Geography to History. — Edward Channing, Massachusetts. 
 
 1897 Physical Geography in Secondary Schools. — Albert Perry Brigham, New 
 
 York. 
 Laboratory Work in Elementary Physiography. — R. H. Cornish, Illinois. 
 
 1898 Influence of Environment on the Development of United States History. — Jacques 
 
 W. Redway, New York. 
 
   The Reports and Papers from this point to the end of the section were not printed in any volume-of 
 Proceedings, but were published in a separate pamphlet.
 
 of Topics] HIGHER EDUCATION— COLLEGES AND UNIVERSITIES 687 
 
 1898 The Geosphcres. — W. J. McGee, District of Columbia. 
 
 Pnliminan' Report of the Subcommittee on Physical Geography. — Albert 
 Perry Brigham, New York. 
 
 1 899 Report of the Committee on Physical Geography.— William North Rice, Con- 
 
 necticut, acting chairman. 
 
 1 90 1 The Relation of Physical Geography to Geology.— WILLIAM Harmon Norton, 
 
 Iowa. 
 Round Table — Physiography Conference. — W. H. S.vvder, Massachusetts. 
 
 1902 Physiography in the Secondary Schools. — J. A. Merrill, Wisconsin. 
 
 1903 The Human Side of Geography. — Lloyd E. Wolfe, Te.xas. 
 
 Commercial Geography: The New Science. — Frank O. Carpenter, Massachu- 
 setts. 
 Out-Of-Door Class Work in Geography. — F. P. Gulliver, Massachusetts. 
 
 1904 Out-Of-Door Work in Geography. — Mark S. W. Jefferson, Michigan. 
 Applied Geography, Illustrated from the Louisiana Purchase. — Arthur G. 
 
 Clement, New York. 
 
 1905 Right Methods of Studying History and Geography by Children. Round-Table 
 
 Conference — B. — Frank M. McMurry, New York. 
 
 26. GOVERNMENT AND DISCIPLINE OF SCHOOLS 
 
 1863 School Gymnastics. — S. W. Mason, Massachusetts. 
 
 1870 Motives and Means Which Should Be Made Prominent in School Discipline. 
 
 (Discussion.) 
 
 1889 Discipline in Elementary Schools. — Bettie A. Dutton, Ohio. 
 An Educational E.xpcrimcnt. — S. H. Peabody, Illinois. 
 
 1890 Co-operative Government. — M. C. Fernald, Maine. 
 
 Forms of Discipline and Discipline of Forms. — R. L. WiGGlNS, Tennessee. 
 1892 Discipline in High School. — R. E. Denfeld, Minnesota. 
 
 1894 Discipline as the Result of Self-Govcrnment. — A. V. Storm, Iowa. 
 The Dogma of Formal Discipline. — B. A. Hinsdale, Michigan. 
 
 1895 Punishment as Seen by Children. — Earl Barnes, California. 
 
 1896 Congressional Work for Youth. — W. K. Wickes, New York. 
 
 1900 The Problem of the Grades— Disiipline. — Gertude Edmund, Massachu- 
 
 setts. 
 
 27. HIGHER EDUCATION— COLLEGES AND UNIVERSITIES 
 
 1864 Should a Professor of Didactics Be Employed in Every Princi|)al College? — 
 
 Thomas Hill. Read by J. D. Puilbrick, Massachusetts. 
 1866 N'ormal Instruction in Colleges. — Edward Xokth, New York. 
 The True Idea of a College. — P. A. CiiadburNK, Wisconsin. 
 
 The Duties of an American State in Respect to Higher FIducation.— W. 1" IMiklps, 
 Minnesota. 
 1869 Pr<;gress of University Education. — J. W. HoYT, Wi-sconsin. 
 
 The State in Its Relation to Higher Education.— J. P. W'ickkrsuam, P. im- 
 sylvania. 
 
 1 87 1 Superior Education as Related to Universal Education. — John F:aton, District 
 
 of Columbia. 
 
 1873 Western University Education. — W. G. Eliot, Mi.ssouri. 
 U|»iKr S( IkkjIs. — Ja.mks McCcjsh, New Jersey. 
 
 1874 A National University. — J. W. Hoyt, Wisionsin. (Review nf a paper read at 
 
 Elmira, N. V., by Charles W. Eliot.) 
 Four Years in Va.ssar College.-^jAMKS (Jkton, New York. 
 .\ PajHT on a National University. — Wm. T. Hakkik, Mis.souri. 
 .\ National University.— An'okkw D. White, New York. 
 The Plan of the University of N'irginia. — C. S. Nenaiu.k, Virginia. 
 
 1875 Military Science and Tactics in Our Universities und Colleges. — A. I). St'UKNK, 
 
 Iowa. 
 
 1876 A Notice of the History of the .South Carolina College.- \\ | l< I VKRS, Mary- 
 
 land. 
 
 1877 The Relation of the Preparatory and Grammar S<h(K)ls to College and University. — 
 
 W. R. Wedh, Tenness«-e. 
 The (.'la.vi System. Noah Poktkr, Corinei tii ut. 
 1879 College Dormitories. — Chaklf„s Kendall, Michigan.
 
 688 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1880 Scholarships. — J. L. Pickard, Iowa. 
 
 1 881 The Advancement of Higher Education. — H. H. Tucker, Georgia. 
 
 1882 The Place of Original Research in College Education. — John H. Wright, New 
 
 Hampshire. 
 Chairs of Pedagogy in Our Higher Institutions of Learning. — G. Stanley Hall, 
 
 Maryland. 
 Is the Prize System, on the Whole, the Best for Colleges ? — J. H. Carlisle, South 
 
 Carolina. 
 The University — Its Place and Work in the American System of Education. — Eli 
 
 T. Tappan, Ohio. 
 
 1883 The University — How and What (abstract) ? — William W. Folwell, Minnesota. 
 
 1885 The Relation of Secondary Education to the American University Problem. — 
 
 Andrew F. West, New Jersey. 
 The Practical Value of a College Education. — S. N. Fellows, Iowa. 
 
 1886 Colleges North and South. — J. D. Dreher, Virginia. 
 
 The College Curriculum. — Wm. A. Mowry, Massachusetts. 
 
 1887 Relation of University, College, and Higher Schools to the Public System of Instruc- 
 
 tion. — T. H. McBride, Iowa. 
 The Relation of the Christian College. — James W. Strong, Minnesota. 
 Relations of the University to Public Education. — James B. Angell, Michigan. 
 Higher Instruction on the Pacific Coast. — C. C. Stratton, CaHfornia. 
 The State University and PubUc High Schools. — A. L. Cook, CaUfornia. 
 Higher Education. — Horatio Stebbins, California. 
 Historical Sketch of Higher Education on the Pacific Coast. — Wm. Carey Jones, 
 
 California. 
 
 1889 A National University. — William A. Mowry, Massachusetts. 
 The State and Higher Education. — H. B. Adams, Maryland. 
 A National University. — Wm. A. Mowry, Massachusetts. 
 
 The State and Higher Education. — Fred M. Campbell, California. 
 
 Honorary Degrees as Conferred by American Colleges. — Charles F. Smith, 
 Tennessee. 
 
 The Opportunities of the Rural Population for Higher Education. — J. H. Can- 
 field, Kansas. 
 
 An Educational Experiment. — S. H. Peabody, Illinois. 
 
 Pedagogical Chairs in Universities and Colleges. — B. A. Hinsdale, Michigan. 
 
 1890 University and School Extension. — Wm. T. Harris, District of Columbia. 
 College Education and Professional Life. — J. C. Hutchinson, Illinois. 
 
 The Relation of the College to the Morals of the Student.— M. D. Hornbeck, 
 
 Illinois. 
 What Have the People a Right to Ask from the Colleges ? — Charles A. Blanchard, 
 
 Illinois. 
 A Chair of Pedagogy. — R. G. Boone, Indiana. 
 Defects in College Discipline. — Rurus C. Burleson, Texas. 
 Shorter College Courses to Meet a Popular Demand.- — H. L. Stetson, Iowa. 
 College Fraternities: Their Influence and Control. — J. T. McFarland, Iowa. 
 
 1 89 1 MiHtary Education in the United States. — Allen Allensworth, New Mexico. 
 Should the College Course Be Shortened ? — John M. Coulter, Indiana. 
 
 The Organization of Higher Education. — Nicholas Murray Butler, New York. 
 Universities and Schools. — Oscar H. Cooper, Texas. (Discussion.) 
 
 1892 Ethical Culture in the College and University. ^James H. Canfield, Nebraska. 
 Relation of Undergraduate to Post-graduate Curricula. — William Pepper, Penn- 
 sylvania. 
 
 University Education. — Richard H. Jesse, Missouri. 
 
 The University in Its Relation to the People. — Elmer E. Brown, Michigan. 
 Rhetoric and Public Speaking in the American College. — Henry Allyn Frink, 
 Massachusetts. 
 
 1893 The Relation of Our Colleges and Universities to the Advancement of Our Civiliza- 
 
 tion. — John J. Keane, District of Columbia. 
 The Relation of Professional Schools to the University. — Seth Low, New York. 
 What Signs of Improvement Are Visible in the Undergraduate Life of American 
 
 Students ? — Bradford Paul Raymond, Connecticut. 
 Should Greek Be Required for the Degree of Bachelor of Arts ? — W. G. Hale, 
 
 Illinois. 
 On What Conditions Should the Degree of Doctor of Philosophy Be Given ? — 
 
 William O. Sproull, Ohio. 
 The Division of Labor in the University. — Giuseppe Allievo, Italy.
 
 of Topics] HIGHER EDUCATION— COLLEGES AND UNIVERSITIES 689 
 
 1893 Legal Education in the United States. — L. Dimscha, Russia. 
 Opening .•\ddrcss. — D.\niel C. Gilm.\n, Maryland. 
 
 Should an Antecedent Liberal Education Be Required of Students in Law, Medicine 
 
 and Theology. — Woodrow Wilson, New Jersey. 
 How Far Is It Desirable that Universities Should Be of one Type ? — Martin 
 
 Kellogg, California. 
 
 1894 The Influence of the Higher Education of a Country upon Its Elementary Schools. 
 
 — W.\i. T. Harris, District of Columbia. 
 
 The University in Its Relation to the Teaching Profession. — Charles DeGarmo, 
 Pennsylvania. 
 
 The Future of the Smaller College. — John F. Crowell, North Carolina. 
 
 Student Co-operation in College Government. — Ethelbert D. Warfield, Penn- 
 sylvania. 
 
 The Group System of College Studies. — Adolphe Cohn, New York. 
 
 1895 Higher Education in the South. — Edwin A. Alderman, North Carolina. 
 
 The Relation of a College Course to the Professional Schools. — T. R. Bacon, 
 
 California. 
 The Organization of the University of Toronto. — \V. H. Eraser, Ontario. 
 The Future Organization of the Higher Education in the United States. — Richard 
 
 T. Ely, Wisconsin. 
 Standard of Admission to Professional Schools. — J. N. Hall, Colorado. 
 
 1896 The University and the State in the South. — Edwin A. Alderman, North Carolina. 
 What Should the Colleges and the University Do for the Graduate of the High 
 
 School ? — James H. Baker, Colorado. 
 How to Secure the Interest of the Colleges and Universities in the Department. — 
 
 James H. Baker, Colorado. 
 Report of the Committee on Higher Education — The Higher Life of the College. — 
 
 John E. Bradley, Illinois. 
 
 1897 Higher Education in the South. — George T. Winston, Texas. 
 
 State Supervision of Degree-Conferring Institutes. — Henry Wade Rogers, 
 
 Illinois. 
 University Ideals at Princeton. — A. T. Ormond, New Jersey. 
 The State University. — James H. Baker, Colorado. 
 University Ideals at Stanford. — Joseph Swain, Indiana. 
 
 1898 .\merican Universities and National Life. — Andrew S. Draper, Illinois. 
 The Larger University Idea. — Elmer E. Brown, California. 
 
 The Formation of a Federation of Colleges and Universities in the United States 
 Similar to the Association of American Medical Colleges. — B. .\. Hinsdale, 
 Michigan. 
 
 Should the Undergraduate Curriculum of Four Years in Colleges and Universities 
 Be Shortened by Allowing Such Freedom of Electives in the Junior and Senior 
 Years that a Bachelor Degree and a Professional Degree May Be Obtained 
 in Six Years? — Nicholas Murray Butler, New York. 
 
 1899 Continuous University Sessions. — Jerome H. Raymond, West Virginia. 
 The Scholar and the State.— R. H. Webster, California. 
 
 An Ai)fjlogy for the American University. — David Starr Jordan, California. 
 Df) We Need a University Trust ? — L. D. Harvey, Wi.sconsin. 
 
 1900 The Satisfactions of Being a College President. — CHARLES F. TiiWlNO, Ohio. 
 State .\id to Higher Education in Europe and America.— Joseimi Swaim, Imliana. 
 An Ethnic View of Higher Education. — I. W. Howekth, Illinois. 
 
 The Small College.— William Oxley Thompson, Ohio. 
 The Small Colhgc — Its Pros|)ects. — William Rainey Harper, Illinois. 
 The State University. — Joseph Swaiv, Indiana. 
 
 The F'unction of the Land-Grant Collegi- in American Education. — W. M. Biard- 
 shear, Iowa. 
 
 1901 The Functions of a University in a Prosperous Democracy. — C'habi.es F.Tiiwinc, 
 
 Ohio. 
 Fefl.rai and State Inlepst in Minlirr F.dui ation.-- Rohkrt B. Fulton, Mi.ssissippi. 
 ReiKirt of the Committi-e on a National University. — Wii.i.iam R. Harper, Illinois, 
 
 ( hairman. 
 The Function of the State University. -Rkmakd Henky Jesse, Mi.ssouri. 
 1903 The Present P( rii to Lilxral Education.— Andrew F. West, New Jersiy. 
 
 The Ixngth of thr Ba< 1 alaureale Coursi- and Preparation for the Professional 
 
 Schools. — Klmkr Ellsworth Brown, California, and Various Other Authors. 
 Shall the University Contern Itself More Directly with the Morals and Manners 
 
 of Its Student-s? — George Harris, Mnssnrhus<tts, anci Others.
 
 690 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1904 The Relation of the Church to Higher Education in the United States. — Edmund 
 
 J. James, lUinois. 
 The Place of the Small College. — George A. G.a.tes, California. 
 IQ05 Should Chairs of Pedagogy Attached to College Departments of Universities Be 
 
 Developed into Professional Colleges for the Training of Teachers ? — Albert 
 
 Ross Hill, Missouri. 
 Does Wide Election and Do Minute Courses Weaken Undergraduate Courses in 
 
 Univer.'^ities ? — James H. Canfield, New York. 
 Honor in Student Life in Colleges and Universities. — Charles Alphonso Smith, 
 
 North Carolina. 
 
 28. HISTORY OF EDUCATION 
 
 1858 The Educational Tendencies and Progress for the Past Thirty Years. — Daniel 
 
 Read, Wisconsin. 
 1866 Education in the Argentine Republic. — Senor Sarmiento, Minister to the United 
 
 States. 
 
 1872 Necessities for PubHc Instruction in the Gulf States. — Joseph Hogdson, Alabama. 
 
 1873 Education in the Southern States. — J. C. Gibbs, Florida. 
 
 1874 System of Public Instruction in Ontario. — J. Geo. Hodgins, Ontario. 
 
 1875 Public Instruction in Minnesota. — W. W. Folwell, Minnesota. 
 Educational Necessities of the South. — Leon Trousdale, Tennessee. 
 
 1876 Education in Argentine Confederation. — Senor Dorna, Argentine Confederacy. 
 Education in Sweden. — Dr. Mejenberg, Sweden. 
 
 Newspapers in Japan. — Fujimaro Tanaka, Japan. 
 Education in Japan. — David Murray, Japan. 
 Education in Brazil. — Dr. Da Motta, Brazil. 
 
 The Tracks and Needs of the South Educationally — The Development of Her 
 Natural Resources — The Remedy. — Alexander Hogg, Texas. 
 
 1877 Educational Interests of Texas. — Rufus C. Burleson, Texas. 
 
 1 881 The Lessons of the International Educational Congress at Brussels. — Wm. T. 
 
 Harris, Missouri. 
 The Century and the School. — F. Louis Soldan, Missouri. 
 
 1882 Arnual Report of the National Educational Association. — Thomas W. Bicknell, 
 
 Massachusetts. 
 
 Education in Alaska. — Sheldon Jackson, District of Columbia. 
 
 Secularization of Education. — Wm. W. Folwell, Minnesota. 
 1884 Cast Words from the South. — A. D. Mayo, Massachusetts. 
 
 The Educational Outlook in the South. — Booker T. Washington, Alabama. 
 
 The Needs of Southern Women. — Clara Conway, Tennessee. 
 
 The Supplementing of the War. — Albert Salisbury, Wisconsin. 
 
 The New South. — Robert Bingham, North Carolina. 
 1886 Education in Louisiana. — W. P. Johnston, Louisiana. 
 
 Colleges North and South. — J. D. Dreher, Virginia. 
 
 1888 Historical Sketch of Higher Education on the Pacific Coast. — Wm. Carey Jones, 
 
 California. 
 Higher Instruction on the Pacific Coast. — C. C. Stratton, California. 
 
 1889 History of Education: Its Culture Value. — B. A. Hinsdale, Michigan. 
 History of Education: Its Value on Educational Legislation and Administration. — 
 
 W. H. Payne, Tennessee. 
 History of Education: Its Value to Teachers. — G. S. Williams, New York. 
 p]ducational History of the Ohio Valley. — W. H. Venable, Ohio. 
 The First Schools in the Ohio Valley. — W. H. Venable, Ohio. 
 Educational Progress in the South Since 1865. — W. A. Candler, Georgia. 
 
 1 89 1 The Educational System of Ontario. — Geo. W. Ross, Minister of Education. 
 A Year in a German Model School. — Julia S. Tutwiler, Alabama. 
 
 1892 Twenty Year's Progress in Education. — Wm. T. Harris, District of Columbia. 
 
 1893 National Education in Scotland. — Flora C. Stevenson, Scotland. 
 
 Present Condition of the Public Schools of Uruguay. — Alberto Gomez 
 
 RuANO, Uruguay. 
 The Present Situation of Education in France. — Gabriel Compayre, France. 
 Joseph Peter Varela and the Progress of Education in Uruguay. — Alberto Gomez 
 
 RuANo, Uruguay. 
 The Public Educational System of Sweden. — N. G. W. Lagerstedt, Sweden. 
 Elementary Education in England. — Rosamond Davenport-Hill, England. 
 The Secondary Education of Girls in France. — Mile. Marie Dugard, France. 
 
 I
 
 of Topics] HISTORY OF EDUCATION 691 
 
 i8q3 Tniining of Teachc-rs in High Schools in Swodcn. — Euwakd Osterberc, Sweden. 
 High School for Girls in England. — ^Mary Gurney and Rose Kingsley, England. 
 Elementary and Secondary Education in Cape Colony, Africa. — May Bengough, 
 
 Africa. 
 Public Instruction in Italy. — Egisto Rossi, Rome. 
 
 1894 The South and Its Problems. — Lawton B. Evans, Georgia. 
 
 Some Phases of Present Educational Problems in Europe. — Nicholas Murray 
 Butler, New York. 
 
 1895 Higher Education in the South. — Edwi.v A. .■\lderman, North ("arulina. 
 The .\dvancement o{ the South. — \V.\i. E. Boggs, Georgia. 
 
 What the South Is Doing for Education and What Education Is Doing U>r tiie 
 South.— Wm. T. H.\RRIS, District of Columbia. 
 
 1897 Higher Education in the South. — George T. Winston, Texas. 
 
 1898 Better Supervision of the Public Schools in the South. — Charles D. McIver, 
 
 North Carolina. 
 Education and Gold in .\laska. — John Eaton, District of Columbia. 
 Lessons from American Educational History. — A. D. Mj\yo, Massachusetts. 
 
 1899 .\n Educational Policy for Our New Possessions. — Wm. T. Harris, District of 
 
 Columbia. 
 The Educational Problem in Hawaii. — Henry S. Townsenu, Hawaii. 
 The Public Lands and Public Education. — E. B. Pretty.man, Maryland. 
 Educational Progress of the Year. — Nicholas Murray Butler, New York. 
 
 1900 Status of Education at the Close of the Century. — Nichol.\s Murray Butler, 
 
 New York. 
 Obligations and Opportunities of Scholarship. — Edwin A. Alderman, North 
 
 Carolina. 
 Education in the Colonies. — Aaron Gove, Colorado. 
 Educational Progress during the Year 1899-1900. — B. A. Hinsdale, Michigan. 
 
 1 901 Educational Progress of the Year. — Elmer E. Brown, California. 
 
 The I'Mucational Crisis in England. — Cloudesley S. H. Brereton, England. 
 Educational Pioneering in the Southern Mountains. — William Goodell Erost, 
 
 Kentucky. 
 The Rise of National Education in the Si.xteenth Centurv. — John William Perrin, 
 
 Ohio. 
 
 1902 Educational Conditions and Progress in China. — C. M. Lacey' Sites, China. 
 Education in the Phiiii)pines. — J.\coi3 Gould Scuurman, New York. 
 
 The Educational Progress of the Year 1901-2. — William R. Hari'EK, Illinois. 
 
 Organization of Education in Brazil. — Horace M. Lane, South America. 
 
 The Recent Reaction in France Against Rou.sseau's Negation of Society in I-'.duca- 
 
 tion. — .Xnna Tolman Smith, District of Columbia. 
 Progress of Education in Porto Riio. — M. (i. Bkumhaugh, Pennsylvania. 
 
 1903 The Beginning and Alms of the General Education Board. — Wallace Buttrick, 
 
 New York. 
 The Educational Progress of the Year 1902-3.— William Dewitt Hyde, Maine. 
 fJxford University and the Rhodes Scholarships.— Wm. T. Harris, Distriit of 
 
 C<jlumbia. 
 The Schools of the People.— Edgar CIardnkr Murphy, .Alabama. 
 
 1904 A Filipino's View of Education in the Philippines. — Senora Maria Dei, Pilar 
 
 Zamora, Philii)pine I.slands. 
 The Japanese Exhibit and lis Relation to Education in Japan.- MosUKE Mat- 
 
 SUMUKA, Secretary of the Jai>an s- CKiiMiiis- ion U> the Exposition. 
 The Swedish Edu< ational Exhibit and Its Ki lalion 1<> the Schools of Sweden. — 
 
 N. G W. La(;ekstkdt, Sweden. 
 The Phiiii|)pinc Teacher ami the Philii)iiine Educational Exhibit. Aj.hert 
 
 Ralph Haoak, Philippine Ex|K»siti()n Hoard. 
 The Kindergarten in Japan. ,\nnik L. Howk, Illinois. 
 The French an<l Ci.rman Elementary Schools.—FRKDEKICK Ehnk.st Farrinoton, 
 
 ('alif(»rnia. 
 What May the Secondary Sch<)f)ls of the I'niti-d Stali-s lA-arn front a Study of 
 
 Gtrman S (ondary E<lucation ? Fkkdf.rick E. Bch.toN, Iowa. 
 Edu< ati.mal Print ijiles for the South. Charles W. Dahney, T<-nnrssec; Charles 
 
 D. MrlvKK, North Carolina. 
 'Ihe French and German I.l.ni.ntary S< h«K)ls. Frkdkkick Krnkst Farring- 
 
 ton, California. 
 Efiucation in the Philipjiin. •,. 1,. M. Hkyan, Indiana. 
 Educational Needs of the South.— J. H. I'hii.i.ii'S, Alabama.
 
 6g2 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1904 Popular Education in England. — Percy Atkin, England. 
 Education in Porto Rico. — Samuel McCune Lindsay, Porto Rico. 
 
 What May the Secondary Schools of the United States Learn from a Study of 
 French Secondary Education ? — E. W. Lyttle, New York. 
 
 1905 Report on the Educational Progress of the Year. — Howard J. Rogers, New 
 
 York. 
 
 1906 Fifty Years of American Education. — Elmer Ellsworth Brown, District of 
 
 Columbia. 
 The Educational Awakening in England. — Michael Ernest Saddler, England. 
 The Past and Future of German Education. — Friedrich Paulsen, Berhn. 
 What France Owes to America in the Matter of Education. — J. J. Gabriel Com- 
 
 payre, France. 
 The Carnegie Foundation for the Advancement of Teaching. — Henry S. Pritch- 
 
 ETT, New York. 
 State Teachers' Associations Organized before 1857.^ — Will S. Monroe, Massa- 
 chusetts 
 History of Educational Journalism. — C. W. Bardeen, New York. 
 The National Teachers' Association (1857-70! — Historical Sketch. 
 National Organization of Teachers. — William Russell, Massachusetts. 
 The National Educational Association, Historical Sketches, Extracts from D. B. 
 
 Hagar's Presidential Address in 1870; also from John Hancock's Presidential 
 
 Address in 1879. 
 Organization and Functions of the National Educational Association. — W. T. 
 
 Harris, District of Columbia. 
 Origin of Free Schools in the American Colonies — Barnard's Journal. 
 Home and School Training in New England about 1776. — Thomas Br.\inard, 
 
 Connecticut. 
 The American Institute of Instruction. — Albert E. Winship. 
 Western Literary Institute and College of Professional Teachers: 1831-45 — Will 
 
 S. Monroe, Massachusetts. 
 School Teachers and Superintendents. — Opening Address of the President. — 
 
 Horace Mann. 
 Closing Address. — Horace Mann. 
 American Association for the Advancement of Education. — Will S. Monroe, 
 
 Massachusetts. 
 The American Association for the Advancement of Science. — L. O. Howard, 
 
 District of Columbia. 
 American Library Association. — Melvil Dewey, New York. 
 General Education Board. — Wallace Buttrick, New York. 
 The Southern Education Board. — Edgar Gardner Murphy, Alabama. 
 The Southern Educational Association. ^Richard J. Tighe, North Carolina. 
 
 29. HISTORY TEACHING 
 
 1889 The Teaching of Patriotism in the Public Schools and Everywhere.— G. W. F. 
 
 Price, Tennessee. 
 History a Patriotic Force in Schools. — H. B. Carrington, Massachusetts. 
 
 1890 The Purpose and Scope of History in the High School. — W. M. West, Minnesota. 
 
 1 891 Aims in Teaching Civil Government. — Frank A. Hill, Massachusetts. 
 Methods of Teaching General History. — Mrs. Mary Sheldon Barnes, Indiana. 
 
 1892 History and Literature in Grammar Grades. — J. H. Phillips, Alabama. 
 Teaching Current Events in School. — E. O. Vaile, Illinois. 
 
 History in Elementary Education. — M. A. Newell, Maryland. 
 
 The Chief Aim in the Study of History. — Walter A. Edwards, Illinois. 
 
 1893 Report of Conference on History, Civil Government, and Pohtical Economy. — 
 
 Chas. Kendall Adams, Wisconsin, chainnan. 
 
 1894 Discussion of Reports of Committee of Ten — History. — Frank M. McMurry, 
 
 Illinois. 
 History as an Aid to Moral Culture. — Chas. M. Andrews, Pennsylvania. 
 
 1895 The Relation of Geography to History. — Edward Channing, Massachusetts. 
 What Has Been Accomplished in Co-ordination in the Field of History and Litera 
 
 ture. — Charles A. McMurry, Illinois. 
 The Teaching of Political Economy in Secondary Schools. — Charles F. Thwing, 
 
 Ohio. 
 History Teaching in Schools.— B. A. Hinsdale, Michigan.
 
 of Topics] II^DIAN EDUCATION 693 
 
 1895 The Study of American History as a Training for Good Citizenship. — J. Baldwin, 
 
 Texas. 
 The Ethical Element in Patriotism.— A. P. M.vrble, Nebraska. 
 
 1896 Round Table — History. — R.\Y Greene Huling, Massachusetts. 
 History- in the Secondary Schools. — H. Morse Stephens, New York. 
 
 The Ethical \'alue of 'Historj- in Elementary Schools.— J. F. Millspaugh, 
 Utah. 
 
 1897 Round Table in History. — C. W. Frencu, Illinois, leader. 
 
 The Study of History in Our- Public Schools.— Newton C. Dougherty, 
 
 Illinois. 
 Shall American History Be Taught in Cross-Sections or in Parallels ?— James M. 
 
 Greenwood, Missouri. 
 
 1898 Influence of Environment on the Development of United Slates History. — Jacques 
 
 W. Redway, New York. 
 The Essentials in United States History to Be Taught in Elementary Schools. — 
 
 Wilbur F. Gordy, Connecticut. 
 The Essentials in United States History to Be Taught in Secondary Schools. — 
 
 Homer H. Seerley, Iowa. 
 
 1 899 College-Entrance Requirements — Report of the Committee of Seven of the Ameri- 
 
 can Historical Association. — Andrew C. McLaughlin, Michigan, chairman. 
 
 The Economic Interpretation of History. — E. A. Bryan, Wasliington. 
 
 In Fundamental Civics, What Shall We Teach as the American Doctrine of Reli- 
 gion and the State ? — Sylvester F. Scovel, Ohio. 
 
 1901 Round Table — History Conference. — J. J. Sheppard, New York. 
 
 1902 Myth and History in the Elementary Schools. The I'se and Limits of Each. — 
 
 May H. Prentice, Ohio. 
 Round Table — History Conference. — Charles R. Fkazikr, Minnesota. 
 
 1903 The Teaching of Civics and Good Citizenship in the Public .Scho(jls. — R. W. G. 
 
 Welling, New York. 
 Round-Table Conference— IV^. History Conference.— James Sullivan, New 
 
 York. 
 History in the Curriculum of the Commercial High School. — Cheesman A. Her- 
 
 rick, Pennsylvania. 
 1905 Round-Table Conference — V. Right Methods of Studying History and Geography 
 
 by Children. — Frank M. McMurry, New York. 
 Round-Table Conference— C. History Conference.— James Sullivan, New 
 
 York. 
 
 
 
 30. IXDLVN EDUCATION AND 0T111:R MINOR ALIKN RACKS 
 
 1884 Indian Education. — J. M. Haworth, District of Columbia. 
 
 Indian Education. — R. H. Pratt, Pennsylvania. 
 
 The Education of the Indian. — S. C. Armstrong, Virginia. 
 1886 Education of the Mexican. — W. H. Ashley, New Mexico. 
 
 The Education of the M(jngolian or Chinese. — S. L. Baldwin. 
 
 The Results of Edu< ation in the Indian Territory. -R. L. OwiiN, Indian Territory. 
 1888 Al.iska.— N. H. R. Dawson, Distri. t of Columbia. 
 1 891 Indian Education. — Oronhyatekiia, Ontario. 
 
 In Search of an Education. — Mo.molu Massaouoy, Prince of the Vey Nation, 
 Africa. 
 1895 Industrial Training as Aj. plied to Indian S(h<K)ls.— R. H. PRATT, Pennsylvania. 
 
 The Next Step in the Ivluciiion of the Indian.— W. N. Hailmann, Distri.lof 
 (Columbia. 
 
 1900 The Indian Problem. 11. U. Frissell, Virginia. 
 
 The Pro|K-r Relation Between Literary ami Iiulustrial F,du( ation in Indian Sdiools. 
 
 — A. J. Standing, Pennsylvania. 
 The Health of tlie Indian. —C. C. Wainwkujiit, Californiu. 
 The Training of Teachers for Indian Schools.— Ciiaklks Bartlett Dyke, 
 
 Virginia, 
 The Teaching of Trades to the Indian. F. K. Ro(;k.rs, Virginia. 
 The Training of the Indian Girl as the Ujilifter of the Home. Joskimiink F. 
 
 Richards, Virginia. 
 Kindergartin Work am<ing ihr Indians. Bi.anchi. Finli.y, Virginia.. 
 Sanitary Conditions among tin- Indians. J. G. Bullckii, South Dakota. 
 Practical Method.s in Indian Education.— John Srgek, Oklahoma.
 
 694 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1 90 1 Discussions: A. What Should Be the Percentage of Indian Blood to Entitle Pupils 
 
 to the Rights of Government Schools ? — H. B. Peairs, Kansas. 
 
 B. How Can We Secure the Systematic Transfer of Pupils from Day 
 to Reservation Schools. — J. C. Hart, Wisconsin. 
 
 C. Children Should at Least Be Able to Speak, Read, and Write 
 the English Language, Before Being Placed in a Non-Reserva- 
 tion School. — C. F. Pierce, South Dakota. 
 
 D. The Indian Employee. — C. J. Crandall, New Mexico. 
 
 E. The Necessity of Teaching the Boy to Improve the Allotment 
 the Government Has Given Him. — F. F. Avery, Washington. 
 
 F. Practical Methods in Indian Education. — S. M. McCowAN, 
 New Mexico. 
 
 G. The Future of the Pueblo Indian. — Mary Dissette, New Mexico. 
 H. The Necessity for a Large Agricultural School in the Indian 
 
 Service. — C. W. Goodman, Oklahoma. 
 I. Compulsory Education. — H. B. Peairs, Kansas. 
 Introspection. — E. A. Allen, Indian Territory. 
 The Reservation Day School Should Be the Prime Factor in Indian Education. — 
 
 C. C. Covey, South Dokota. 
 The Unification of Industrial and Academic Features of the Indian Schools. — 
 
 O. H. Bakeless, Pennsylvania. 
 What Shall Be Taught in an Indian School ? — Calvin W. Woodward, Missouri. 
 An All-Round Mechanical Training for Indians. — Frank K. Rogers, Virginia. 
 Character Building among Indian Children. — Cora M. Folsom, Virginia. 
 The Day School the Gradual Uphfter of the Tribe. — Sister Macaria Murphy, 
 
 Wisconsin. 
 President's Address — Learning by Doing. — H. B. Frissell, Virginia. 
 Civilization and Higher Education. — Wm. T. Harris, District of Columbia. 
 
 1902 Drawbacks to Civilization and Citizenship. — H. G. Wilson, Arizona. 
 
 How to Teach the Indian Boys and Girls to Become Homemakers, Especially 
 from an Agricultural Standpoint. — R. D. Shutt, Washington. 
 
 The Value of the Outing System for Girls. — Laura Jackson, Pennsylvania. 
 
 The Need of Home Societies for the Encouragement and Protection of Indian 
 Young Men and Women. — Joseph C. Hart, Wisconsin. 
 
 Tuberculosis — How Caused and How Prevented. — James S. Perkins, Arizona. 
 
 Opportunity and Judicious Direction for the Indian. — C. W. Crouse, Arizona. 
 
 The Advantages to the Pupil of Classroom Work as Outlined in the Course of 
 Study. — Mrs. Lucy P. Hart, Wisconsin. 
 
 The Education of the Indian Should Be Adapted to His Needs. — Alice Robert- 
 son, Indian Territory. 
 
 The Value of a Large Agricultural School in the Indian Service. — S. M. McCowAN, 
 Oklahoma. 
 
 President's Address. — S. M. McCowan_, Oklahoma. 
 
 What Is Our Aim ? — E. A. Allen, Pennsylvania. 
 
 The Advisability of Having Schools of Moderate Size. — H. M. Noble, North 
 Dakota. 
 
 Needed Changes in Indian Schools. — A. O. Wright, District of Columbia. 
 
 Best Method of Affecting Transfers of Pupils. — A. J. Standing, Pennsylvania. 
 
 To What Extent Do Agents and Superintendents Read the Rules and Regulations ? 
 — Thomas W. Potter, Oregon. 
 
 The Value of Day Schools. — -James J. Duncan, South Dakota. 
 
 The Necessity for Books, Especially Those Adapted to Indian Children. — Claude 
 C. Covey, South Dakota. 
 
 Newspapers in Indian Schools. — Wm. T. Harris, District of Columbia. 
 
 Abstracts of General Addresses — Various Authors. 
 
 Superintendents' Conference for Indian Schools. — Various Papers by Various 
 Authors. 
 
 Teachers' Conferences for Indian Schools. — Various papers by Various Authors. 
 
 Matrons' Conference for Indian Schools. — Various Papers by Various Authors. 
 
 1903 President's Address — Our Work: Its Progress and Needs. — H. B. Peairs, Kansas. 
 To What Degree Has the Present System of Indian Schools Been Successful in 
 
 Qualifying for Citizenship ? — H. B. Frissell, Virginia. 
 Alaska's Start toward Citizenship. — Sheldon Jackson, District of Columbia. 
 The White Man's Burden versus Indigenous Development for the Lower Races. — 
 
 G. Stanley Hall, Massachusetts. 
 Heart Culture in Indian Education. — Charles F. Meserve, North Carolina.
 
 of Topics) INDUSTRIAL EDUCATION 695 
 
 1904 Efficiency in the Indian Service. — John T. Doyle, District of Columbia. 
 Indian Slusic and Indian Education. — Xatai.ie Curtis, New York. 
 .\bstracts of .\ddrosscs and Discussions at Round-Table Conferences. 
 
 1905 Greetings and Resume of Work from Oflicials and Friends. — John J. Fitzgerald, 
 
 and Others. 
 
 Music of the American Indian. — Natalie Curtis, New York. 
 
 Ethnological Study of Our Indians in the Southwest. — Mabelle Biggart, New 
 York. 
 
 Teaching Indian Pupils to Speak English. — Reuben Perry, Arizona. 
 
 Indian Characteristics. — Mary C. Juud, Minnesota. 
 
 The Work of the Bureau of Plant Industry in Its Relation to Agricultural Instruc- 
 tion in Indian Schools.— Susan B. Sipe, District of Columbia. 
 
 Indian Education and Methods of Instruction. — Mrs. .\mk.lia S. Quinton, New 
 York. 
 
 The .\dvisability of Conducting Normal .Sihools to Train Teachers for Instruct- 
 ing Indian Children. — John D. Benedict, Indian Territory. 
 
 The Necessity for More and Better-Equipped Day Schools. — J. J. Duncan, South 
 Dakota. 
 
 
 
 I. INDUSTRIAL KDUCATION 
 
 (See also .\gricultural Education; Manual training; Technical Education.) 
 
 1863 The Union of Labor and Thought. — J. L. Pickard, Wisconsin. 
 1866 Industrial Education. — J. M. Gregory, Michigan. 
 
 1875 Industrial Drawing in Public Schools. — Walter Smith, Massachusetts. 
 
 Can the Elements of Industrial Education Be Introduced into Our Common 
 SchfX)ls ? — John D. Philbrick, Massachusetts. 
 
 1876 The Industrial Education of Women. — Ezra S. Cakk, California. 
 
 1877 Relations of the Common School to Industrial Education. — S. R. Thompson, 
 
 Nebraska. 
 Systematic Manual Lal>or in Industrial Schools. — George T. Fairciiild, Kansas. 
 
 1879 Beginning of Industrial Education. — M. A. Newell, Maryland. 
 
 Industrial Education, or the Equal Cultivation of the Head, the Heart, aiicl ilic 
 Hand. — .\lexanuer Hogg, Texas. 
 
 1880 Normal Training for the Girls' Industrial .Schools of the Canton of Argau, Swil/er- 
 
 land. — John Hitz, District of Columbia. 
 
 1 881 .Annual Re|K)rt of the Secretary of the Industrial Department. — S. R. Thompson. 
 Industrial Education. — E. E. White. 
 
 1882 .Annual Report of the Secretarj' of the Industrial Department.— S. R. Thompson. 
 Dexterity Ixfore Skill. ^Geo. T. Fairciiild, Kansas. 
 
 The National Industrial College — Its History, Worth, and Ethics. — E. E. White, 
 Ohio. 
 
 1884 Industrial Education. — John M. Ordway, Ixiuisiana. 
 
 Public Instruction in Industrial Pursuits. — A. P. Makiu.e, Ma.ssachusetts. 
 
 1885 The Apprenticeship Question and Indu.strial Schools. — Tiios. Hampson, Di.stritt 
 
 of Columbia- 
 
 1888 Educational Power of Indu.strial Training. — T. O. Crawford, California. 
 I'rogress of Industrial Training during the Year. - L. S. Thompson, Pennsylvania. 
 The R<lation of Industrial to Int< lice tual and Moral Training in Public SthiMtls. 
 
 Z. Richards, Distri( t of Columbia. 
 Some Limitations in Industrial Training. Geo. T. I"air( hii i>, Kans.is. 
 
 1889 Mechanic Arts High .Srhfxjls. — Edwin P. Skavkr, Ma.ssa< husetts 
 1891 Industrial Education.- Lewis McLoi'TH, South Dakota. 
 
 A Plea for State and National Aid in Industrial Edui alion.— B. F. HooD, South 
 Dakota. 
 1893 New Demands Upon Schools by the World's Industries. - C. M. Woodward, 
 
 MiiLHouri. 
 1895 A Plea for the Systematic Extension of Industrial Training from tin- Kindergarten 
 to Grammar Sfhmjls. Mary A. Pinnev, Connediiul. 
 Industrial Eduration a N<(issity of th'- Tim<s. -Al.HKHr R. RoiiiNSoS, Illinois. 
 In'luMrial Training as .\ppli<d to Imlian Schools. R. H. Pkait, Pennsylvania. 
 
 1897 President's Ad<lrrss The Ilead and the Hand. -Oscar Ci.utk, Flori<l.i. 
 
 1898 Eduration for the Industrial Cla.s.se.s. J. L. Snydek, Michigan. 
 
 Domestic 5>cicncr as a Synthetic Study for Girls. — Mrs. Ellen H. Richards, 
 Ma.ssachu.sctt.1.
 
 696 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1901 The Progress and Aims of Domestic Science in the Public Schools of Chicago. — 
 Henry S. Tibbits, IlHnois. 
 Round Table — Domestic Science Conference. — Abby L. Marlatt, Rhode Island. 
 1903 Industrial Training in Rural Schools. — Alfred Bayliss, Illinois. 
 
 1905 Industrial Training in Public Evening Schools. — Charles F. Warner, Massa- 
 
 chusetts. 
 Report of Committee of Industrial Education in Rural Communities.— L. D. 
 
 Harvey, Wisconsin, chairman. 
 Arguments for Industrial Education in Schools for Rural Communities. 
 What Industrial Education Should Be Undertaken in Rural Schools. 
 Industrial Education in the One-Room Rural School; Courses of Study in Zoology 
 
 and Botany. 
 Agriculture in School Years 6 to 8. 
 Industrial Education in the Consolidated School. 
 
 Secondary Schools of Agriculture and Domestic Economy in Rural Communities. 
 Preparation of Teachers for Domestic Instruction in Rural Schools. 
 Agencies Available for Co-operation with the Schools in the Development of 
 
 Industrial Education. 
 Dunn County School of Agriculture and Domestic Economy. — Appendix A. 
 The Minnesota Agricultural High School. ^ — Appendix B. 
 Industrial Courses in the Consolidated Rural School. 
 The Agricultural High School and the Agricultural College Articulated. — Willet 
 
 M. Hays, Minnesota. 
 
 1906 Forms of Industrial Education Best Adapted to City Children. — Charles H, 
 
 Kkyes, Connecticut. 
 What Form of Industrial Training is Most Practical and Best Suited to the 
 Country Child ? — O. J. Kern, Illinois. 
 
 32. KINDERGARTEN 
 
 1872 Adaption of Froebel's System of Education to American Institutions. — W. N. 
 
 Hailmann, Kentucky. 
 
 1873 Froebel's System of Education — What Is It — How It Can Be Introduced into 
 
 Public Schools. — J. W. Dickinson, Massachusetts. 
 
 1876 Characteristics of Froebel's Methods. — Mme. Kraus-Boelte, New York. 
 
 1877 The Kindergarten. — John Kraus. 
 
 The Kindergarten and the Mission of Women. — Mme. Kraus-Boelte. 
 
 1879 Relations of the Kindergarten to the School. — Wm. T. Harris, Missouri. 
 
 1880 From Pestalozzi to Froebel. — W. N. Hailmann, Michigan. 
 
 Modeling in Public Schools and in the Kindergarten. — Edward A. Spring, New 
 Jersey. 
 
 1 881 Kindergarten. — Mrs. Louisa Pollock, District of Columbia. 
 
 1885 Kindergarten in the Mother's Work. — Mrs. Elizabeth P. Bond, Massachusetts. 
 Relation of the Kindergarten to the Primary School. — John W. Dickinson, 
 
 Massachusetts. 
 Some Essentials of the Kindergarten. — -Mrs. Eudora Hailmann, Indiana. 
 
 1886 Application of Froebel's Educational Principles. — W. N. Hailmann, Kentucky. 
 
 1887 Value of Kindergarten Training in Normal Schools. — Clara A. Burr, New York. 
 Application of Froebel's Principles to the Primary Schools. — Kate L. Brown, 
 
 New York. 
 Kindergarten in the Education of the Blind. — Eleanor Beebe, Kentucky. 
 
 1888 Brief Resume of Kindergarten Growth. — Sarah B. Cooper, California. 
 Educational Value of the Beautiful. — N. C. Schaeffer, Pennsylvania. 
 
 An Ideal Professional Training School for Kindergartners. — C. H. McGrew, 
 California. 
 
 1889 The Kindergarten Methods Contrasted with the Methods of the American Primary 
 
 School. — -William T. Harris, Massachusetts. 
 The Relation of the Kindergarten to Motherhood. — Mrs. Sarah B. Cooper, 
 
 California. 
 Froebel's Message to Parents. — Mrs. Alice H. Putnam, Englewood, Illinois. 
 Story-Telling in the Kindergarten. — Nora A. Smith, California. 
 
 1890 The Effects of Kindergarten Training on the Primary School. — Irwin Shepard, 
 
 Minnesota. 
 The Kindergarten Work and Mission, from the Standpoint of an Outside Observer. 
 
 — Helen E. Starrett, Illinois. 
 Schoolishness in the Kindergarten. — W. N. Hailmann, Indiana.
 
 of Topics) KINDERGARTEN 6g7 
 
 1890 They Have Eyes and Ears. — Lucy F. Wheelock, Massachusetts. 
 The Letter Killcth. — .\nn.\ E. Bry.a.n, Kentucky. 
 
 1 89 1 Kindergarten and the Primary School. — \Vm. T. Harris, District of Columbia. 
 Kindergarten Methods in Intellectual Training. — Mrs. J. L. Hughes, Ontario. 
 The Organic Connection between the Kindergarten and the Primary School. — 
 
 Miss N. Cropsey, Indiana. 
 
 Theor}- Tested by E.xperience. — .\nn'a E. Frederick.son, Indiana. 
 
 Magicians That Make a Child's Life Happy or Miserable. — Mrs. Louise Pol- 
 lock, District of Columbia. 
 
 Some Things a Kindergartner Should Know. — W.\r. E. Sheldox, Massachusetts. 
 
 1892 The .\rtistic Simplicity of Child Work. — .\mai,ie Hofer, New York. 
 
 The Duty of the State in Relation to the Kindergarten. — Andrew S. Draper, 
 Ohio. 
 
 Ethical Culture in the Kindergarten. — Irwin Shepard, Minnesota. 
 
 Influence of Expression on Thought. — Miss Guddings, Rhode l.slanrl. 
 
 Practical Psychology in the Kindergarten. — Constance Mackenzie, Pennsyl- 
 vania. 
 
 President's Address. — Mrs. J. L. Hughes, Ontario. 
 
 The Relation of the Kindergarten to Manual Training. — Caroline T. Haven, 
 New York. ' 
 
 Songs, Morning Talks, and Stories. — Emilie Poulsson, Massarhu.setts. 
 
 SjTnbolic Education as Illustrated in the "Mutter und Kose Lieder." — Laura 
 Fisher, Missouri. 
 
 1893 Frocbel's Educational Principles in England. — E.mily A. E. Shirreff, London. 
 Kindergarten as a Basis for Life. — Frau Henrietta Schrader, Berlin. 
 Preparation of the Kindergartner. — Mrs. Parsons Hopkins, Ma.ssachusetts. 
 Introductory Address. — Mrs. \v>\ M. HuGHES, Ontario. 
 
 Changes in Kindergarten Plays and Games. — Sarah A. Stewart, Pennsylvania. 
 
 The Kindergarten in .\ustria. — Mrs. Ottilia Bondy, \'ienna. 
 
 The Organic Union of Kindergarten and Primary School. — Mrs. Sarah B. Cooper, 
 
 California. 
 Prevention of Criminal Idleness. — Emma Marwedei., California. 
 The Song in the Kindergarten — Its Place, \'alue, and the Dramatic Element. — 
 
 Constance Mackenzie, Pennsylvania. 
 Story-Telling in the Kindergarten. — Mary T. Hotciikiss, Wisconsin. 
 The Use of .Symbolism in the Kindergarten? — Earl Barnes, California; Mrs. 
 
 EuDORA L. Hah-MANN, Indiana. 
 
 1894 Letter of Greeting to Kindergartners Assembled at Asbury Park. — SusAN E. Bl.ow, 
 
 Missouri. 
 
 President's Address. — Mi.ss Constance MacKenzie, IVnn.sylvania. 
 
 The Related Development of Morality and Intelligence in the Kindergarten Idea. 
 — Mrs. Leontine T. Newcomb, Ontario. 
 
 What Can the Kindergarten Do for History and Literature in the Higher Grades ? — 
 Sara E. Wiltse, Ma.ssachusetts. 
 
 fissential Principles of the Kin<lergarten System.— Anceline Brooks, New York. 
 
 Ideal Relation of Kindergarten to Primary Schools. — Lucy Wheelock, Massa- 
 chusetts. 
 
 The Relation of the Kindergarten to the Public-School System.— James L. Hughes, 
 Ontario. 
 
 1895 Ofxning Address. — Lucy Whkeuh k, Ma.ssachu.setts. 
 
 Mothers' Meetings— How to Conduct Them. — Mary C. McCui.l.ocn, Mis.souri. 
 Mr)thers' Meetings— How to Conduct Them Among the Poor. Wii.HKLMiNA 
 
 T. Caldwell, Colorarlo. 
 Comparison of the Educational Theorieii <>f Fnxlxl and Herbart. — James L. 
 
 Hughes, Canada. 
 Thi- Kindergarten and the Home.— Mrs. Jamf.s L. Hughes, Cana«Ia. 
 A Knowlcflge of the Kindergarten Indisp<-nsable in Primar)' Instruction. — Sarah 
 
 L. ARNf)Li), Massai husrtls. 
 The Work of the Pestalozzi FnMlH-l Haws. Mrs. S. H. Hahkiman. Rhode Island. 
 The So<ial Settlement and the Kindergarten. Amai.IE Hukeh, Illinois. 
 
 1896 The Allies of the Kinrlergarten. — Caroline T. IIaven, New York. 
 Thi- Problem of the City Kindergarten. — F.LLISK Ukrtha Pavnk, Illinois. 
 Psychologv of I)( wriplivr (i<sture. — S. H. Clark, Illinois. 
 
 Tli'- Piiri^.sf of the Siftry in ihr- Kindergarten Saha K. Wii.TSE, Massachusetts. 
 The Infliieni eof the Kindergarten Spirit on Higher K<luration.— Jamks L. Hughes, 
 Canada.
 
 698 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1897 The Kindergarten and Child-Study. — John Dewey, lUinois. 
 
 The Kindergarten in the Public Schools. — C. B. Gilbert, New Jersey. 
 Kindergarten Work and. Principles in the School. — Katherine Beebe, Illinois 
 
 1898 The Development of the Inner Life of the Child. — ^Mrs. Maria Kraus-Boelte, 
 
 New York. 
 A Kindergarten Message to Mothers. — Mrs. Ada Marean Hughes, Canada. 
 The Influence of the Kindergarten upon the Schools. — F. Louis Soldan, Missouri. 
 The Value of the Ideals Set Forth in the "Mother-Play Book." — Elizabeth 
 
 Harrison, Illinois. 
 Children's Gardens. — Jenny B. Merr5LL, New York. 
 A Child's Song. — Mari Ruef Hofer, Illinois. 
 
 Ideal Play in the Kindergarten. — Susan Plessner Pollock, District of Columbia. 
 Play as a Means for IdcaUzing and Extending the Child's E.xperience. — Allie 
 
 M. Felker, California. 
 
 1899 President's Address. — Mrs. Marie Kraus-Boelte, New York. 
 
 Some Criticisms of the Kindergarten. — Nicholas Murray Butler, New York. 
 Character-Study in the Kindergarten. — Thomas P. Bailey, Jr., California. 
 Mental and Moral Development of the Kindergarten Child. — C. C. Van Liew, 
 
 California. 
 Music in the Kindergarten. — Anna M. Stovall, California. 
 The Kindergarten Child Physically. — Frederick L. Burk, California. 
 
 1900 President's Address. — Mrs. Maria Kr,\us-Boelte, New York. 
 
 A Mother's Advice to Kindcrgartners. — Mrs. Clarence E. Meleney, New 
 York. 
 
 Kindergarten Work Among the Indians.— Blanche Finley, Virginia. 
 
 The Need of Kindergartens in the South. — Philander P. Claxton, North Caro- 
 lina. 
 
 The Kindergarten Gifts — A Fragment. — Harriet Neil, District of Columbia. 
 
 The Kindergarten and the Primary School in Their Relation to the Child and 
 to Each Other. — Emma A. Newman, New York. 
 
 1901 Work and Play in the Kindergarten. — Mrs. Alice H. Putnam, Illinois. 
 
 Work and Play in the Primary and Grammar Grades. — Charlotte M. Powe, 
 South Carolina. 
 
 Work and Play in Youth. — M. V. O'Shea, Wisconsin. 
 
 President's Address — Kindergarten Department. — Evelyn Holmes, South Caro- 
 lina. 
 
 Necessary Elements in Work and Play, and Some Practical Consequences. — C. 
 Geraldine O' Grady, New York. 
 
 Rhythm in the Kindergarten. — Ethel Roe Lindgren, Illinois. 
 
 1902 President's Address. — C. Geraldine O'Grady, New York. 
 Hindrances to the Development of Language. — Cecelia Adams, Colorado. 
 How Froebel Planned to Foster the Child's Powers in Language. — Mrs. Alice 
 
 H. Putnam, Illinois. 
 The Need for English Study by Kindergarten Students. — Mary C. May, Utah. 
 
 1903 Kindergarten Principles in Social Work. — Joseph Lee, Massachusetts. 
 
 The Kindergarten: An Uplifting Social Influence in the Home and the District.— 
 , Richard Watson Gilder, New York. 
 
 The Power of the Kindergarten Training School in the Education of Young Women. 
 
 — Caroline M. C. Hart, Maryland. 
 The Scope and Results of Mothers' Classes. — Mrs. Elizabeth Harrison, Illinois. 
 The International Kindergarten Union. — Stella L. Wood, Minnesota. 
 
 1904 The Individual Child. — Bertha Payne, Illinois. 
 
 What Is Kindergarten Discipline ? — Mary Jean Miller, Iowa. 
 
 Value of Animal Pets in the Kindergarten. — Anne E. Harvey, New York. 
 
 The Kindergarten and the Elementary School as Illustrated in Their Exhibits. 
 
 From the Kindergarten Standpoint. — Pattty S. Hill, Kentucky. 
 The Kindergarten and the Elementary School as Illustrated in Their Exhibits. 
 
 From the Standpoint of the School. — C. B. Gilbert, New York. 
 The Kindergarten in Japan. — Annie L. Howe, Illinois. 
 The Kindergartens in the Southern States and Countries. — Eveline A. Waldo, 
 
 Louisiana. 
 
 1905 President's Address. — Mary Jean Miller, New York. 
 
 The Recognition of the Physical Development of the Child in the Training of 
 
 Kindergartners. — Nathan Oppenheim, New York. 
 How Does the Routine of the Kindergarten Develop the Child Physically ? — Mrs. 
 
 Ada Marean Hughes, Canada.
 
 of Topics] LIBRARY AND SCHOOL 699 
 
 1905 Methods of Supervision of Public-School Kindergartens. — Harriette Melissa 
 Mills, New York. 
 Current Criticism of the Kindergarten. — M. V. O'Shea, Wisconsin. 
 
 S3. LIBRARY AND SCHOOL 
 
 1880 Practical Use of Reference Books. — Mary \V. Hinman, Indiana. 
 
 1887 The School and the Library. — Thos. J. MoK(JAN, Rhode Island. 
 
 1892 The Relations of the Public Library to the Public Schools. — \V. II. Brett, Ohio. 
 
 1896 The New Library Department of the National Educational Association. — Melvil 
 
 Dewey. 
 
 1897 The Training of Teachers so That They May Co-operate with Librarians. — Mae 
 
 E. Schreiber, Wisconsin. 
 Some Observations on Children's Reading. — Royal -W . Bullock, Colorado. 
 Room Libraries. — Millicent Kaltenbach, Colorado. 
 The Moral and Literary Responsibility of Librarians in Selecting Books for a 
 
 Public Library. — Richard Jones, New York. 
 How to Make Sure of Good Books in Our Libraries. — W. R. Eastman, New York. 
 The Relation of the Library to .\rt Education in the Schools.— Wm. H. Smiley, 
 
 Colorado. 
 Round Table on Libraries. — J. H. Van Sickle, Colorado. 
 
 1898 Report of Committee on Relations of Public Libraries to Public Schools. — J. C. 
 
 Dana, chairman. 
 The Use of the School Library. — Richard Hardy, Michigan. 
 Connection between Libraries and Schools. — S. S. Green, Massachusetts. 
 Choice of Reading for the Early Adolescent Years. — Susan E. Chase, New \'ork. 
 RefKjrt of Committee on Lists of Books for Reading and Reference in the Lower 
 
 Grades of Public Schools. — E. A. HuTCUiNS, chairman. 
 Reading-Lists for Public Schools — How Prepared, How Used IJTeclively. — 
 
 Sherman Williams, New York. 
 Report of the Committee on the Relation of the Library to Art Education. — 
 
 W. M. R. Erench. 
 
 1899 The Eunction of School Suj)erinlindents in Procuring Libraries for, aiici Thiir 
 
 Proper Use in the Public Schools.— .\lfred Bavliss, Illinois. 
 School Reading thru the Public Library. — Mary L. Jones, California. 
 How to Acquire a Taste for Good Reatling. — Elizabeth Skinner, Colorado. 
 The Use of the Library. — C. C. Young, California. 
 
 Riiaiion of Public Libraries to Public Schools. — Sherman Williams, New York. 
 A'uls and Guides in Library Work. — E. A. Hutchins, Wisconsin. 
 The Librarian's Spirit and Methods in Working with the Schools. — J. C. Dana, 
 
 Ma.ssachusetts. 
 Work in Certain Typical LiVjraries. — J. C. Dana. 
 Sihoolnxnn Libraries. — CLARISSA S. Newcomb, Colorado. 
 Public Libraries and Public Schools. — Readinc. Lists. 
 Supplementary Reading. — Robert C. Metcalk, Massachusetts. 
 The Relation of the School to Libraries. — C. A. McMuRKV, Illinois. 
 Re|x)rt of the Sulx onnnitlee on Relation of Libraries to Normal .Schools. — M. 
 
 Louise Jcjnks. 
 Establishing Libraries in Villages. — F. A. Hutchins. 
 Securing Liljraries for Rural Schools. — E. A. Hutiiilns. 
 The Present Condition <jf S( IuhiI Libraries in Rural St hixils and Villages. — E. \. 
 
 Hutchins. 
 Im|>roving Poorly Managed Public Liljraries in Small Communities. — E. A. 
 
 Hutchins. 
 By-Laws .Suggested for a Hoard of Library Trustees. U . R. EasimaN, New 
 
 York. 
 Hints for Cataloging Small Librarii-.s. — W. K. Eastman, New York. 
 Rejuirt of Conuniltee on Relations of Public Librariis to Publii Schools. -J. C. 
 
 Dana. 
 PuIjHc Libraries and Publi< ScIukjI.s. Prefatory Note.— James H. VanSickle, 
 
 {,'olorado. 
 
 1900 How to Direct Children in Their Reading. Mae E. Schkeimek, Wisccjnsin. 
 The Sc h<j<il Plus the Lil)rary Greater than Either. — H. L. Elmenhokk, New York. 
 The Free Traveling Library: An Aid to Education and u Factor in "the National 
 
 Life— Mrs. EuoENE B. Hkakd, (ieorgia.
 
 70O NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1901 President's Address — The Library Movement. — R. C. Metcalf, Massachusetts. 
 Public Libraries and the PubUc Schools. — James H. Canfield, New York. 
 What the Nomial Schools Can do for Teachers on the Library Side. — Irene 
 
 Warren, Illinois. 
 The A B C of Reference Work. — W. I. Fletcher, Massachusetts. 
 How Shall Children Be Led to Love Good Books ? — Isabel Lawrence, Minnesota. 
 The Place of the Library in Education. — -Melvil Dewey, New York. 
 The Library and the School as Co-ordinate Forces in Education. — Livingstone 
 
 McCartney, Kentucky. 
 The School and the Library — The Value of Literature in Early Education. — 
 
 Frederick M. Crunden, Missouri. 
 
 1902 The Library as an Educator. — W. A. Millis, Indiana. 
 
 Libraries and Schools: A Two-Faced Problem. — Emma J. Fordyce, Iowa. 
 Greeting from the American Library Association. — Anderson H. Hopkins, 
 
 Illinois. 
 What the School May Properly Demand of the Library. — J. M. Greenwood, 
 
 Missouri. 
 School Libraries in the Rural Districts. — Agnes Robertson, Iowa. 
 
 1903 Some Co-operative Suggestions. — Alfred Bayliss, Illinois. 
 Public-Library Work for Public Schools. — Electra Collins Doren, Ohio. 
 The Public Library and the Public School. — Charles B. Gilbert, New York. 
 The Mission of the Class Library. — C. G. Leland, New York. 
 
 Is the Public Library a Promptuary for the Public Schools ? — N. D. C. Hodges, 
 
 Ohio. 
 The Library as an Adjunct to the Secondary School. — E. O. Holland, Kentucky. 
 Some Library Experiments in Nebraska. — Clara B. Mason, Nebraska. 
 Library Instruction in the Normal School. — William M. Brett, Ohio, and Others. 
 
 1904 Library Work in Normal Schools. — Theodore B. Noss, Pennsylvania. 
 
 The Duty of the Normal School in Relation to District-School Libraries. — Jasper 
 
 N. Wilkinson, Kansas. 
 The Place of the Library in School Instruction. — Clarence E. Meleney, New 
 
 York. 
 
 1905 Libraries and Library Privileges for Villages and Rural Communities. — C. P. Cary, 
 
 Wisconsin. 
 
 Methods of Instruction in the Use of High-School Libraries. — Florence M. Hop- 
 kins, Michigan. 
 
 How to Make the Library Useful to High-School Pupils. — Robert H. Wright, 
 Maryland. 
 
 What Children Do Read and What They Ought to Read. — G. Stanley Hall, 
 Massachusetts. 
 
 The Value and Place of Fairy Stories in the Education of Children. — Percival 
 Chubb, New York. 
 
 1906 The Teacher and the Librarian. — Nathan C. Shaeffer, Pennsylvania. 
 Report of the Joint Committee, Representing the American Library Association 
 
 and the National Educational Association, on Instruction in Library Adminis- 
 tration in Normal Schools. — James H. Canfield, New York, chairman. 
 
 34. MANUAL TRAINING 
 
 {See also Industrial Education.) 
 
 1869 The School and the Work Shop. — J. D. Philbrick, Massachusetts. 
 
 1877 The Russian System of Mechanical Art Education. — J. D. Runkle, Massachusetts. 
 
 1879 Educated Labor. — L. S. Thompson, Indiana. 
 
 1882 The Function of an American Manual-Training School. — C. M. Woodward, 
 
 Missouri. 
 
 1883 Manual Training. — C. M. Woodward, Missouri. 
 
 The Moral Influence of Manual Training. — J. R. Buchanan, Massachusetts. 
 
 1884 Handwork in the School. — -John M. Ordway, Louisiana. 
 
 A Layman's View of Manual Training. — Augustus Jacobson. 
 
 1885 Educational Value of Manual Training.— Chas. H. Hamm, Illinois. 
 
 Outline of Technical Work for a Manual-Training School.— William F. M. 
 Goss, Indiana. 
 1887 Kinds of Schools to be Introduced, and Practical Methods of Instruction. Dis- 
 cussion. — Miss L. A. Fay, Massachusetts. 
 
 Manual Education in Urban Communities. ^F. A. Walker, Massachusetts.
 
 of Topics] MANUAL TRAINING 7CI 
 
 1888 Relation of Manual Training to Technical. — C. M. Woodward, Missouri. 
 How and to What Extent Can Manual Training Be Ingrafted on Our System of 
 
 Public Schools ? — Charles II. Hau.\i, lUinoi.s. 
 
 1889 Manual Training. The Results in the St. Louis School. — C. M. Woodward, 
 
 Missouri. 
 To What E.xtent May Manual Training Be Introduced at This Time into the 
 
 Public Schools ? — Henry A. Wise, Maryland. 
 \alue of Tool-Work as Related to the Active Pursuits in Which Pupils May Sul)- 
 
 sequently Engage. — S. H. Peabody, Illinois. 
 Relation of Manual Training to Body and Mind. — C. M. Woodward, Missouri. 
 The Psychology' of Manual Training. — Wm. T. Harris, Massachusetts. 
 Mechanic Arts High Schools. — EuwiN P. Seaver, Massachusetts. 
 To What Extent and How Can Manual Training Be Introduced into Ungraded 
 
 Schools ? — jERONfE Allen, New York. 
 The Intellectual \'alue of Tool-Work. — Wm. T. Harris, Massachusetts. 
 Educational Value of Manual Training. — George P. Brown, Illinois. 
 The Effect of Tool-Work upon the Usefulness of the Schools.— E. E. White, Ohio. 
 
 1890 Manual Training in Primary Classes. — N. A. Calkins, New York. 
 Manual Training in the Elementary School. — W. N. Hailmann, Indiana. 
 Manual Training in Grammar Schools. — John E. Br.vdley, Minnesota. 
 Influence of Manual Training in Elementary Schools. — H. M. James, Nebraska. 
 Report upon Classification, Nomenclature, and Practical Details of Manual Train- 
 ing. — C. M. Woodward, Missouri. 
 
 1 891 Manual Training and Its Place in the Educational System of Ontario. — N. Wol- 
 
 VERTON, Ontario. 
 The Teacher of Tool-Work. — C. M. Woo: WARB, Missouri. 
 
 1892 Education as Affected by Manual Training. — Henry M. Leipziger, New York. 
 The Influence of Manual Training on Habits of Thought. — John E. Bradley, 
 
 Minnesota. 
 
 Manual Training Between the Employments of the Kindergarten and Those of 
 the Tool Lalxjratories of the Grammar Schools. — W. B. Powell, District of 
 Columbia. 
 
 Manual Training from the Kindergarten to the High School. — Charles A. Ben- 
 nett, New York. 
 
 Manual Training in New York City Schools. — Paul Hoff.man, New York. 
 
 The Relation of the Kindergarten to Manual Training. — Caroline T. Haven, 
 New York. 
 
 Sloyd as an Educational Subject. — J. H. Trybom, Massachusetts. 
 
 1893 Industrial and Manual Training in the School Course. — W. B. Powell, District 
 
 of Columbia. 
 Manual Training in Russia. — E. Kovalevsky, Russia. 
 
 Needlework in the Public Sch(jols of Stockholm.— Mrs. Hulda Lundin, Swetien. 
 Sloyd for Elementary Schools Contrasted with the Russian System of Manual 
 
 Training. — Gl'Staf Larsson, Massachusetts. 
 
 1894 Art Education and Manual Training. — J. Liberty 'Iadd, Pennsylvania. 
 Drawing — Its Relation to Manual Training and the Industrial Arts. — JoJJN C. 
 
 Miller, Illinois. 
 Manual-Training Methods in Philadelphia Public Schools.— J. Liberty Tadd, 
 
 IVnnsylvania. 
 Organization-s and Plans for Manual-Training Schools. — C. .M. \Vi«)i)WARi), 
 
 Mi.ssouri. 
 The Pr<»gnss of Manual Training.— Henry M. Leipzioer, New York. 
 Wixnl-Work in Grammar Ciradcs. —V. G. CURTIS, C'<inn(cti» ut. 
 
 1895 Pn-.sid<nt's Address The Piiilusophy of Manual Training. - K. R. Mooiir, ( )liio. 
 The Effects of Manual Training, -("hahles D. Lahkins, New York. 
 
 1896 The Need of Manual Training for Girls. -Mrs. Nellie S. Kkuzik, Kan.sus. 
 Physical Effects of Sloyd. I-'luka J. White, Ma.s.sachusetts. 
 
 Manual Trainingui the Publii S< hools of the Sn>aller Cities. -JuDSoN E. HovT, 
 
 Wise onsin. 
 Manual Training and the Course of Study. - C. !•'. Cakkull, Ma.s.sa« husetts. 
 'Ihc Aesthetic Principle in Manual Training.- CUAKLKS A. Bennett, New 
 
 York. 
 
 1897 Mental kesulu From Manual Training. — Edwaku O. Sisson, Illinois. 
 
 .Some Possibh- Relations of Nonnal .Schools to Manual Training.— W. D. Pakkkh, 
 Wi-Sf onsin. 
 
 1898 Manual Training in Hortii ulture. William K. Lazf.nby, Ohio.
 
 702 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1898 Report of Committee on Hindrances and Helps to Manual Training and Industrial 
 
 Education. — George A. Robbins, Illinois, chairman. 
 
 Value of the Hand in the Acquisition of Knowledge and Expression of Thought. — 
 Mary F. Hall, Wisconsin. 
 
 The Function of Manual Training in the Elementary School. — Richard Water- 
 man, Illinois. 
 
 Manual Training — Its Purpose and Value. — Job Barnard, District of Columbia. 
 
 1899 The Teacher in the Manual-Training School. — Walter A. Edwards, California. 
 The Educational Value of Metal-Working. — Vinton S. Paessler, New York. 
 Constructive Work in the Elementary Schools. — Gertrude E. English, Illinois. 
 Correlation of Manual Training With Other Branches of Study. — James E. Addi- 
 
 cott, California. 
 The Manual-Training System of Los Angeles. — Annette Johnson, California. 
 
 1900 Character, Content, and Purpose of High-School Courses in Manual Training. — 
 
 B. A. Lenfest, Massachusetts. 
 Manual Training for the Ordinary High School. — James H. VanSickle, Maryland. 
 
 1 901 Textile Arts as Constructive Work in Elementary Schools. — Clara Isabel 
 
 Mitchell, Illinois. 
 
 Artistic Handicraft in Primary and Intermediate Grades. — Helen M. Maxwell, 
 Minnesota. 
 
 The Relation of Manual Training to Technical Education. — V. G. Curtis, Ohio. 
 
 How Early May Handwork Be Made a Part of School Work ? — Charles R. Rich- 
 ards, New York. 
 
 A Report on Manual Training in the Detroit Elementary Schools. — J. H. Trybom 
 Michigan. 
 
 Manual Training in the Menominee Public Schools.- — Judson E. Hoyt, Wisconsin. 
 
 Possibihties of Manual Training for Moral Ends. — R. Charles Bates, Maryland. 
 
 1902 From the Practical to the Intellectual in the Shop. — Arthur W. Richards, New 
 
 York. 
 The Field of Shop-Work in the Elementary School. — J. E. Painter, Minnesota. 
 Practical Co-operation Between Art and Manual Training. — Harold Peyser, 
 
 New York. 
 
 1903 Art Instruction as Related to Manual Work. — Alfred Vance Churchill, New 
 
 York. 
 
 Indian Basketry — Its Poetry and Symbolism. — George Wharton James, Cali- 
 fornia. 
 
 Manual Training in the Elementary' School. — Elizabeth E. Langley, Illinois. 
 
 The Boy and His Handicraft at Home. — George H. Bryant, Rhode Island. 
 
 Hand-Work for High-School Girls. — Abby L. Marlett, Rhode Island. 
 
 Manual Training versus the Manual Arts. — James Parton Haney, New York. 
 
 Manual, Trade, and Technical Education. — Thomas M. Balliet, Massachusetts. 
 
 The Part of the Manual-Training High School in American Education. — Henry 
 S. Pritchett, Massachusetts. 
 
 Round-Table Papers and Discussions — - 
 
 A. Round Table of State and County Superintendents — To What Extent and 
 in What Form Should the Manual-Training Idea Be Embodied in Public- 
 School Work ?— W. O. Thompson, Ohio. 
 
 Some Practical Problems in Manual Training. — Charles R. Richards, New 
 York. 
 
 1904 The Constructive Idea in Education. — Wilbur S. Jackman, Illinois. 
 Manual Training in Sweden. — Carl Lidman, of the Swedish Commission. 
 Reports on Work as Shown by Exhibits. — Various Authors. 
 Manual-Training High Schools or Manual Training in High Schools. — Charles 
 
 B. Gilbert, New York. 
 
 What May Be Done for Manual Training in Country Schools ? — Alfred Bay- 
 
 Liss, Illinois. 
 Progress of the South, as Shown by Exhibits. — Brown Ayres, Louisiana. 
 
 1905 President's Address — The Problems That Perplex. — Arthur Henry Chamber- 
 
 lain, California. 
 How Can Class Teachers Be Educated to the Value of Manual Training ? — 
 
 F. M. McMuRRY, New York. 
 The Necessity for Special Manual-Training High Schools. — Charles H. Keyes, 
 B Connecticut. 
 Forms and Limitations of Handwork for Girls in the High School. — Katharine 
 
 E. Dopp, Illinois. 
 Manual Training in the Grades. — Lorenzo D. Harvey, Wisconsin.
 
 of Topics] MUSIC IN SCHOOLS 703 
 
 1905 The Practical Utility of Manual and Technical Training. — William Barclay 
 
 Parsons, New York. 
 Manual Training in the Elementary School. — James Parton Haney, New York. 
 Manual Training in the Secondary Grades and in Colleges. — Calvin M. Wood- 
 
 w.\rd, Missouri. 
 Round-Table Conference — A. Hand-Work in Primary Schools. — Wllhelmina 
 
 Seegmiller, Indiana, leader. 
 
 1906 Art as Related to Manual Training. — James Edwin Addicott, Louisiana, 
 
 35. MATHEMATICS AS A SUBJFXT OF STUDY 
 
 (_See also Science Teaching.) 
 
 1 87 1 Modern Mathematics in the College Course. — T. H. Safford, Illinois. 
 
 1876 Position of Modern Mathematical Theories in Our Higher Course of Mathematics. 
 — Wm. M. Thornton, Virginia. 
 
 1888 The Application of Arithmetic to Physical Science. — Walter McNab Miller, 
 Nevada. 
 A Short and Rational Method of Number-Work. — F. B. Ginn, California. 
 
 1 891 Geometr)- in Our Schools. — Matilda T. Karnes, New "^'ork. 
 
 1893 Report of the Conference on Mathematics. — Simon Newcomb, Manland, t hair- 
 man. 
 
 1896 Round Tabic — Mathematics: Economy in Mathematical Instruction. — James L. 
 
 Patterson, New York. 
 
 1897 Imagination in Arithmetic. — Frank H. Hall, Illinois. 
 The New Arithmetic. — John H. Tear, Illinois. 
 
 Elementary Mathematics and Education. — L. W. CoLWELL, Illinois. 
 
 1898 The Culture Value of Higher Mathematics. — W. B. Smith, Louisiana. 
 The Constants in Mathematics. — Edward Brooks, Pennsylvania. 
 
 Is the Science of Mathematics Qualitative as Well as Quantitative ? — Frank H. 
 
 Hall, Illinois. 
 The Educational Value of Geometry. — Kelly Miller, District of Columbia. 
 
 1899 College-Entrance Requirements — 
 
 Report of the Committee of the Chicago Section of the .American Mathematical 
 Society. — J. W. A. Young, Illinois, chairman. 
 
 1900 .School and Business Arithmetic — -Limitations and Improvements. — liuwARD W. 
 
 Stitt, New York. 
 
 1901 Round Table — Algebra Conference. — George W. Evans, Massachusetts. 
 Round Tabic — Geometry Conference. — Alan Sanders. Ohio. 
 
 1902 Round-Table Mathematical Conference. — Charles W. Newhall, Minnc.wta. 
 
 1903 Mathematics in Commercial Work. -Ernest Lawton Thurston, District of 
 
 Columbia. 
 
 Round-Table Conference — HI. Mathematical Conference. — Davui Eugene 
 Smith, New York. 
 
 1904 Round-Table Conference — Mathematics. — John S. French, Marvland, and 
 
 Others. 
 
 1905 Round-Table Conference — D. Conference on Mathematics. -Franklin Turner 
 
 JoNKS, Ohio. 
 Review of the Educational Progress of the Year and a Discussion of Some Pha.ses 
 of the Curriculum of the Elementary School. — ^Miss N. Cropsey, Indiana; 
 M. A. Bailey, New York. 
 
 1906 The Teaching of Arithmetic. — Simon Newcomb, Di.slri( t of Columbia. 
 
 36. MUSIC IN SCHOOLS 
 
 1870 A Plea for Vocal Music in Public .Sc hools. -Ehen Tourjee, Massachusetts. 
 \V«al Music in .Vormal Schools. — G. B. Loomis, Indi.ina. 
 
 1884 .Mflhods of Teaching Music. —H. E. Molt, Massac husi-il.s. 
 
 1885 President's Acjdn-.ss. — David B. Hagak, Massac husitts. 
 Vocal Music in the Public .SchcK)ls. -T. H. Bkand, Wisconsin. 
 Tonic .Sol-Fa .System. Theo. F. Skwakd, New York. 
 Elimentarv' \'o( al Music in Primary Grad s. M. Ji i-sov, Conni-i ti< ut. 
 Methods of Teaching Vocal Mu.sic H. E. Iloi.r, .\lassai huselts. 
 
 Relative Inipf)rtancc of Scjng-Singing and the Reading of Music. — O. Blackman, 
 Illinois. 
 1887 What Has Been Done in Public Schools for and with Voc al Mu.sic ?— O. S. West- 
 COTT, Illinois.
 
 704 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1887 Shall the State Teach Music ?— Thos. J. Morgan, Rhode Island. 
 Voice Training and Singing. — F. W. Root, Illinois. 
 
 Educational Value of the Tonic Sol-Fa Method. — D. Bachelor, Pennsylvania. 
 Fervent Voice — Its Nature and Reflex Influence. — Wm. L. Tomlins, Illinois. 
 
 1888 President's Address. — N. CoE Stewart, Ohio. 
 
 The Tonic Sol-Fa System. — S. McBurney, California. 
 
 Aids in Elementary Music Teaching. — W. F. Heath, Indiana. 
 
 Some Helpful Things I Have Learned from My Experience in Teaching Music. 
 
 — Mrs. M. E. Brand, Wisconsin. 
 The Use of Accent to Young People; and the Use of Time-Language. — Herbert 
 
 Griggs, Colorado. 
 Elementary Music in Public Schools. — J. H. Elwood, California. 
 What Can Superintendents Do to Advance Proper Musical Instruction. — L. W. 
 
 Day, Ohio. 
 
 1889 Department of Music. Address of the President. — N. CoE Stewart, Ohio. 
 The Province of Music in Education. — Wm. A. Mowry, Massachusetts. 
 
 The Relation of Music Instruction to Our Educational System. — A. E. Winship, 
 
 Massachusetts. 
 Music in the PubHc Schools, From the Music Director's Standpoint. — O. E. Mc- 
 
 Fadon, Minnesota. 
 
 1890 Old Methods of Teaching Music. — Herbert Griggs, Colorado. 
 Music as a Factor in Education. — Margaret Morris, Ohio. 
 Value of the Tonic Sol-Fa Notation. — Robert Beggs, Colorado. 
 
 1 891 Department of Music. — Address of the President. — Herbert Griggs, Colorado. 
 The Growth of Music among the People. — Edgar O. Silver, Massachusetts. 
 Methods of Teaching Music. — A. T. Cringan, Ontario. 
 
 The Study of Music in Its Relation to Mental Development. — S. H. Preston, 
 Ontario. 
 
 1892 President's Address. — Nathan L. Glover, Ohio. 
 
 Methods and Devices in Teaching Public-School Music— B. Jepson, Connecticut. 
 Music in Public Education, and Some Elements Essential to Its Success. — Philip 
 
 C. Hayden, Illinois. 
 Music in the Public Schools — What It Is, and What It Ought to Be.— A. J. Gant- 
 
 VOORT, Ohio. 
 The Value of Music in Public Education as a Means of Discipline and Culture. — 
 
 George C. Young, Kansas. 
 
 1893 Learning to Read Musical Notation. — Charles H. Greene, Illinois. 
 Physiology and Hygiene of the Vocal Organs. — John Howard, New York. 
 The Functions of Teachers of Vocal Music. — J. E. Lightner, Pennsylvania. 
 
 1894 Some Helpful Things Concerning Music in the Public Schools. — N. CoE Stewart, 
 
 Ohio. 
 Is as Much Time Devoted to Vocal Music in Our Public Schools as Its Importance 
 
 Demands ? — Frederick E. Chapman, Massachusetts. 
 President's Address. — N. L. Glover, Ohio. 
 Music in the New Education.- — David M. Kelsey, New York. 
 
 1895 President's Address. — N. Coe Stewart, Ohio. 
 
 The Purpose of Music Study in the Public Schools. — F. Treudley, Ohio. 
 
 How Pupils Learn to Know and Do in Music. — C. H. Congdon, Minnesota. 
 
 A Course of Music in Public Schools. — A. J. Gantvoort, Ohio. 
 
 Music in Relation to Other Studies. — Sarah L. Arnold, Massachusetts. 
 
 Children's Voices. — Linn Marie Hawn, Michigan. 
 
 Songs for Children. — Fannie Arnold, Nebraska. 
 
 Mind and Music. — Theo. H. Johnston, Ohio. 
 
 Vocal Harmony; or, A Plea for an Oral Language with Which to E.xpress Our 
 
 Thoughts in Music. — H. E. Holt, Massachusetts. 
 The Faculty and Ministry of Song. — W. L. Tomlins, Illinois. 
 
 1896 Natural Methods in Teaching Music to Children. — F. E. Howard, Connecticut. 
 How Good Music Makes Good Citizens. — Frank Damrosch, New York. 
 
 Our Experience in Introducing Music as a Study in Our Public Schools. — Joseph 
 
 Mischka, New York. 
 Music in Education. — Mrs. Emma A. Thomas, Michigan. 
 
 Thinking Sounds Directly or Indirectly. — Samuel W. Cole, Massachusetts. 
 The Development of Music Theory thru Practice. — O. E. McFadon, Minnesota. 
 
 1897 The Development of Rhythm. — S. Lillian Byington, Illinois. 
 
 Eye and Ear Training as Related to Sight-Singing. — Frederic Allison Lyman, 
 New York.
 
 ofTopicsJ MUSIC IN SCHOOLS 705 
 
 1897 The Cliild \'oicc. — F. E. Howard, Connecticut. 
 
 How to Establish Good Musical Standards in Public-School Music. — Anna Birch- 
 ARD, Indiana. 
 
 1898 The Influence of Music and Music-Study upon Character. — A. J. Gantvoort, 
 
 Oliio. 
 What Is Music, and How Can We Help Children to Become Musical ? — Mari 
 
 RuEF HoFER, Illinois. 
 Individual Singing. — C. H. CoNGDON, Minnesota. 
 School Music in Character-Making. — A. E. Winship, Massachusetts. 
 The Next Step— What Shall It Be ?— Mrs. Carrie B. Adams, Indiana. 
 
 1899 President's Address — The Ultimate Object of Music-Study in the Schools. — P. 
 
 C. H.WDEN, Illinois. 
 
 Content and E.xtent of Music in Public Schools. — Herbert Griggs, Colorado. 
 
 \\'hat Power Does the Child Gain thru Music-Study ? — Thomas Tapper Massa- 
 chusetts. 
 
 Methods of Teaching Music. — W. B. Powell, District of Columbia. 
 
 The Necessary Education of the Supervisor. — Mrs. Constance Barlow Smith, 
 Illinois. 
 
 ^\'hat Should Constitute A Course of Music for County Institutes ? — Kathryn 
 E. Stone, California. 
 
 1900 Common-Sense as an Aid to the School-Music Supervisor. — Sterrie A. Weaver, 
 
 Massachusetts. 
 The Educational Use of Music for Children Under the Age of Seven Years. — Marx 
 
 RuEF HoFER, Illinois. 
 The Influence of Music ujjon National Life. — Arnold J. Gantvoort, Ohio. 
 Should Music in the Public Schools Be Taught from the Song to the Exercise ? — 
 
 C. H. CoNGDON, Illinois. 
 
 1 90 1 President's Address. — Arnold J. Gantvoort, Ohio. 
 
 Music Teachers in Their Relation to the Schools.— Charles Haupert, Ohio. 
 The Supervisor from the Standpoint of the Regular Grade Teacher. — Nellie G. 
 
 Pettigrew, Ohio. 
 Supervisors and Supervision. — Walter H. Aiken, Ohio. 
 
 The Rights of Boys and Girls in Music Education. — N. CoE Stewart, Ohio. 
 The Relation of \Iusir to Life. — Thomas \\'hitney Surette, New York. 
 
 1902 .An Anomalous Situation, with Suggestions for Improvement. — Hollis E. D.\nn, 
 
 New York. 
 The Psychological and Ethical Value of Music. — Elizabeth K. Fairweather, 
 
 Ohio. 
 High-School Music. — Mrs. Frances Elliott Clark, Iowa. 
 The Future Development of School Music. — Thomas Tapper, Massachusetts. 
 Musical Qualifications Necessary for a Teacher of Music in the Public Schools. — 
 
 Frank L. Nagel, Iowa. 
 
 1903 The Training in Sight-Singing and Song Interpretation in Normal Schools. — C. A. 
 
 Fullerton, Iowa, and Others. 
 The Real Purpose of Teaching Music in the Public Schools. — Samuel W. Cole, 
 
 Ma.ssachusetts, and Others. 
 .School Music — Has It Made Music Readers ?— George W. Wilmot, New Jersey, 
 
 and Others. 
 Music as a Subject to Be Counted for Admission to College.— Eugene I). Russell, 
 
 Massachusetts. 
 Music as Part of Life. — Frank Damrosch, New York. 
 
 1904 President's Address. — William A. Wetzell, Utah. 
 Primary-Music Methods. — Mrs. Makie Burt Park, Ohio. 
 
 Kotc-Singing and Its ProjKT Place in the Pul)lic Schools.— W. .\. Hodgson, Miss- 
 ouri. 
 
 Music in the Public Schools a Means of Culture in the Communily. - Lucy Robin- 
 son, West Virginia. 
 
 Methods versus Results. — W. H. Pommer, Mi.s.'wjurj. 
 
 The I'ublic S( h'Kjl Music SuiK-rvisor in His Relation to the Piofi ^^illllal Music ians 
 and F.du( ators. — Frank Na(.el, Iowa. 
 
 f'onfentires on a High-School Music Course. — H. C. Macdougail, c haiiinaii. 
 
 1905 The Mission of Mu.sic in the Public .St h(X)ls. — A. E. WiNSUll', Massachusetts. 
 .Some Questions Involved in Making Music a Major Study. — W. Scott, Mas.sa- 
 
 chusclts. 
 Correlation cjf Music with Other Bran( hes of the School Curriculum. -^Mrs. Eliza- 
 beth Castekton, Michigan.
 
 7o6 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1905 Music as a Factor in Culture. — Charles Edward Locke, New York. 
 
 Relation of the Grade Teacher to Music Instruction in the Public Schools. — C. A. 
 
 Fuller, Nebraska. 
 Some Features of Music Instruction in the Schools of New York City. — Frank 
 
 R. Rix, New York. 
 Some Type-Forms That Have Been Found Useful in the Teaching of Music in the 
 
 Schools. — ^W ALTER H. AiKEN, Ohio. 
 Report of Committee on What Results Should Be Obtained in the Study of Music 
 
 in the Eight Grades of the PubUc Schools. — Philip C. Hayden, Iowa, chair- 
 man. 
 
 37. NATURE-STUDY 
 
 {See also Science Teaching.) 
 
 1858 The Laws of Nature. — John Young, Indiana. 
 
 1893 Report of Conference on Natural History. — W. B. Powell, District of Columbia, 
 
 chairman. 
 
 1894 The Higher Use of Nature-Studies. — Miss N. Cropsey, Indiana. 
 
 1895 Nature-Study and Literature. — Sarah L. Arnold, Massachusetts. 
 
 1896 Nature-Study and Moral Culture. — David Starr Jordan, California. 
 Nature-Study. — O. S. Westcott, Illinois. 
 
 The Function of Nature in Elementary Education. — -M. G. Brumbaugh, Pennsyl- 
 vania. 
 
 The Place of Nature-Study in Primary Work. — Flora J. Cook, Illinois. 
 1900 Nature-Study in the Public Schools. — D. Lange, Minnesota. 
 
 Nature-Study in the Public Schools — The Geographical Phase. — Jacques W. Red- 
 way, New York. 
 
 Nature-Study for. the Graded Schools. — Katherine E. Dolbear, Massachusetts. 
 
 The Relation of Nature-Study to Drawing in the Public Schools. — James M. Stone, 
 Massachusetts. 
 
 How Can Advanced Science and Nature Work Be Rendered More Mutually Help- 
 ful ? — Charles B. Wilson, Massachusetts. 
 
 1903 Justification of City E.xpenditure on Parks and Parkways. — Nathan Matthews, 
 
 Massachusetts. 
 The Nature-Study Movement. — L. H. Bailey, New York. 
 Nature-Study True to Life. — C. F. Hodge, Massachusetts. 
 
 1904 Nature-Study as an Aid to Advanced Work in Science. — E. R. Whitney, New 
 
 York. 
 
 1905 Some of the Common Insects. — John B. Smith, New Jersey. 
 
 38. NEGRO EDUCATION 
 
 1866 Education Among the Freednien. — O. O. Howard, District of Columbia. 
 1869 The Work of Education in the South. — O. O. Howard, District of Columbia. 
 1884 The Educational Status and Needs of the New South. — Robert Bingham, North 
 Carolina. 
 
 Negro Education — Its Helps and Hindrances. — W. H. Crogman, Georgia. 
 1886 The Coeducation of the Races. — Charles S. Young, Nevada. 
 
 Educational Work Among the Colored Race. — W. H. Bartholomew, Kentucky. 
 
 1889 Educational Progress of the Colored People in the South. — John H. Burrus, 
 
 Mississippi. 
 The Higher Education of the Colored Race — What Has Been Done — What Can 
 
 Be Done. — A. Owen, Tennessee; W. S. Scarborough, Ohio. 
 Normal School Work Among the Colored People. — B. T. Washington, Alabama. 
 
 1890 The General Statement of the Race Problem. — A. A. Gunby, Louisiana. 
 Education and the Race Problem. — J. C. Price, North Carolina. 
 The Education of the Negro in the South. — J. A. B. Lovett, Alabama. 
 The Race Problem in Civilization. — -Henry W. Blair, New Hampshire. 
 
 1894 Remarks on the Education of Colored People in the South. — Richard R. Wright, 
 Georgia. 
 
 1896 The Influence of the Negroes' Citizenship. — Booker T. Washington, Alabama. 
 
 1897 Rural Schools. Appendix J. Negro Teachers for Negro Schools. 
 
 1898 What the Negro Gets from the Common School Education, and What He Gives 
 
 to It. — G. R. Glenn, Georgia. 
 1900 The Problern of the South. — Booker T. Washington, Alabama. 
 
 1903 The Educational Needs of the Southern Negro. — Charles T. Walker, New York. 
 
 1904 The Education of the Southern Negro. — Booker T. Washington, Alabama. 
 
 I
 
 of Topics] NORMAL SCHOOLS AXD TRAIXIXG OF TEACHERS 707 
 
 39. NORMAL SCHOOLS AND TRALMXG OF TEACHERS 
 
 1864 Teacher's Associations. — J. W. Bulkley, New York. 
 
 1865 Distinctive Characteristics of Normal Schools. — Richard I''d\vards, Illinois. 
 
 1866 Normal Education in Kansas. — L. M. Kellogg, Kansas. 
 
 Normal Schools: Their Organization and Course of Study.— W. F. Phelps, 
 Minnesota. 
 
 1869 How Shall Pupils Be Taught to Teach? — John Alden, New York. 
 Education as a Science. — John Ogden, Ohio. 
 
 Course of Study for a Normal School. — Fordyce Allen', Pennsylvania. 
 
 1870 The Mi-ans of Providing the Mass of Teachers with Professional Instruction. — 
 
 S. H. White, Illinois. 
 Report on a Course of Study for Normal Schools. — W. F. Phelps, Minnesota. 
 
 1871 The Normal School Problem. — J. W. Philbrtck, Massachusetts. 
 
 Principles and Methods in a Normal Course. — John W. Armstrong, New 
 
 York. 
 Model Schools in Connection with Normal Schools. ^Richard Edwards, Illinois. 
 
 1872 System of Nomial Training Schools Best Adapted to the Wants of Our People. — 
 
 W. F. Phelps, Minnesota. 
 The Proper Work of Normal Schools. — J. C. Greenough, Rhode Island. 
 Practice Schools — Their Uses and Their Relation to Normal Training. — Miss 
 
 J. H. Stickney, Massachusetts. 
 The American Normal School. — Anna C. Brackett, New York. 
 Professional Instruction in Normal Schools. — T. W. Harvey, Ohio. 
 Relation Between Matter and Method in Normal Instruction. — Geo. P. Beard, 
 
 Missouri. 
 Normal School Work Among Frecdmen. — S. C. Armstrong, Virginia. 
 
 1873 Training Schools — Their Place in Normal -.School Work. — Delia A. Lathrop, 
 
 Ohio. 
 Duties and Dangers of Normal Schools. — Richard Edwards, Illinois. 
 
 1874 Training Schools in Connection with Normal Schools. — J. C. Greenough, Rhode 
 
 Island. 
 What Constitutes a Consistent Course of Study for Normal Schools ? — John Ogden 
 
 Ohio. 
 Special Work of Normal Schools to Entitle Them to Be Called Professional. — 
 
 Larkin Dunton, Massachusetts. 
 
 1875 I'rofe.ssional Training of Teachers. — Delia .\. Lathrop, Ohio. 
 
 1876 Normal Schools in the United States. — Richard Edwards, Illinois. 
 Centennial Thoughts on Normal Schools. — Edward Brooks, Pennsylvania. 
 A Professional Course of Study for Normal Si hools. — Jf)iiN Ogden, Ohio. 
 
 1877 Range and Limits of Normal-Si hooi Work. — E. C. Hewett, Illinois. 
 Common-School Studies in Normal Schools. — J. C. Greenough, Rhode Island. 
 Attacks on Normal Schools. — C. C. Rounds, New Hampshire. 
 
 Queries Concerning Details of Normal-.Sch(H)l Work. — S. H White, Illinois. 
 
 1879 F'rofcssional Degrees for Teachers. — J. C. Gu.rHiST, Iowa. 
 
 Professional Instrui lion in Normal St hools. — Lewis McLourii, Mii higan. 
 
 1880 .Normal Departments in State Universities. -Gk.xce C'. Binn, Mi.s.souri. 
 Instruction in Suhject-Matler a Legitimate Part of Normal-Sch<K)l Work.— G. L. 
 
 OsnoRNE, Missouri. 
 Some of the 01>stru( lions, Natural and Interpos<'d, That Resi.st the Formation ami 
 Growth of the Pedagogit Profession. G. I*. Brown, Indiana. 
 
 1881 i'he Ni(e.ssily of a Normal S(1kk)1 in a PuMii System of Inslrut tioii. Jerome 
 
 Allkn, Minnesota. 
 What Constitutes a Normal Sch<M>l ? J. C. (;iLcniST, Iowa. 
 The True .Normal Training for Country T<'a« hers. — T. C. II. Vance, Kenlu( ky. 
 
 1882 The Place of a Normal School in the Kduiational .System.— I). L. Kikhi.e, Minne- 
 
 v)ta. 
 
 1883 The Place and Fun« tion of the Model .S( h(K)l.— ('iiahles DeGahmo, Illinois. 
 The Normal Sj hfnil Prf)l)lem anri the Problem of the S< liools. IL H. Straight, 
 
 New York. 
 The Fundion of the Normal Sihool. E. C. Hewett, Illinois. 
 
 1884 Normal .Scluxils Their Nicessily and (Jrowlh. 'riU)S. HusrEK, New York. 
 
 1885 F'raelicc Schrx»l.s in Connection with Normal Si luxils. — C. C Rounds, New Ham]i- 
 
 shire. 
 Fun<tif)n of thr Normal School in Our E<lurnlional System. — EoWARt) E. Siieih, 
 I^fjuisiana.
 
 7o8 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1886 Distinctive Principles of Normal-School Work. — A. G. Boyden, Massachusetts. 
 Organization, Courses of Study and Methods of Instruction. — A. R. Taylor, 
 
 Kansas. 
 Teacher's Institutes. — D. C. Tillotson, Kansas. 
 
 1887 Method of Instruction in the Normal Schools of the United States — Thos. F. Gray, 
 
 Minnesota. 
 The German System of Normal Schools. — Chas. DeGarmo, Illinois. 
 Psychology in Normal Schools. — G. S. Albee, Wisconsin. 
 Teachers' Institutes. Report of Committee on Normal Schools. 
 
 1888 Normal Training for Teaching of Elementary Schools. — Kate N. T. Tupper, 
 
 Oregon. 
 Relation of the High School to the Training School. — Olive A. Evers, Minnesota. 
 The Normal-School Problem. — S. S. Parr, Indiana. 
 The Distinctive Work of the Normal School. — Joseph Baldwin, Texas. 
 The Subject-Matter for the Normal School. — Lucy M. Washburne, California; 
 
 Cyrus W. Hodgin, Indiana. 
 The Training-School as an Adjunct of the Normal School. — C. H. Allen, California. 
 The Relation of the Normal School to the Academic Schools. — Thos. H. Kirke, 
 
 Wisconsin. 
 Are the Normal Schools, as They Exist in Our Several States, Adequate to Accom- 
 
 pHsh the Work for Which They Were Established ? — James P. Wickersham, 
 
 Pennsylvania. 
 
 1889 The Qualifications of Principals. — J. M. Greenwood, Missouri. 
 Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New York. 
 City Training- and Practice-Schools. — W. S. Jackman, Pennsylvania. 
 
 County Institutes. — A. G. Lane, IlHnois. 
 
 Report of "Chicago Committee" on Methods of Instruction and Courses of Study 
 in Normal Schools. — T. J. Gray, Minnesota. 
 
 Normal-School Work among the Colored People. — B. T. Washington, Alabama; 
 Albert Salisbury, Wisconsin. 
 
 Academic and Professional Training in Normal Education. — D. B. Hagar, Massa- 
 chusetts. 
 
 The Training of the Teacher in the South. — A. D. Mayo, Massachusetts. 
 
 1890 Common-School Branches from a Professional Point of View. — Miss Isabel 
 
 Lawrence, Minnesota. 
 The Normal-School Curriculum. — William W. Parsons, Indiana. 
 Criticism in Normal Schools: Its Value as an Element in Training Teachers. — 
 
 Thomas J. Gray, Minnesota. 
 
 1891 A Year in a German Model School. — Julia S. Tutwiler, Alabama. 
 The Professional Training of Teachers.^D. J. Goggin, Manitoba. 
 
 City Normal Schools. (Discussion.) Report of Committee of National Council. 
 What Present Means Are Available for the Preparation of Teachers for Their 
 
 Work. — Henry S.^bin, Iowa. (Discussion.) 
 The Teacher's Academical and Professional Preparation.— B. A. Hinsdale, 
 
 Michigan. 
 What Constitutes Professional Work in a Normal School ? — Charles DeGarmo, 
 
 Pennsylvania. (Discussion.) 
 The Place of the City Training-School. — Ellen G. Reveley, Ohio. 
 The Function of a Teachers' Training College. — Walter L. Hervey, New York. 
 
 1892 Art Instruction in Normal Schools. — Elizabeth Perry, Massachusetts. 
 Co-ordination of the Normal School and the University in the Training of Teachers. 
 
 — Charles DeGarmo, Pennsylvania. 
 Professional Training of Teachers. — Mrs. Eudora L. Hailmann, Indiana. 
 Report of the Committee on Normal Education (The Relation of the Normal 
 
 School to Other Institutions of Learning.) — C, C. Rounds, New Hampshire, 
 
 chairman; N. C. Schaeffer, Pennsylvania. 
 Value of Herbartian Pedagogy for Normal Schools. — Frank McMurry, Illinois. 
 
 1 893 Child-Study in Connection with the Professional Training of Teachers. — Margaret 
 
 K. Smith, New York. 
 How Should Normal-School Pupils Acquire Methods of Teaching ? — Giacomo 
 
 Oddo Bomafeue, Italy. 
 Historical Development of Normal and Training-Schools in France. — Eugene 
 
 Martin, France. 
 The Ideal Normal School. — Edward Brooks, Pennsylvania. 
 What Should Be Required of and upon Whom Is to Be Conferred the Degree 
 
 of Doctor of Pedagogy ? — Jerome Allen, New York.
 
 of Topics] NORMAL SCHOOLS AND TRAINING OF TEACHERS 709 
 
 1893 Should the Course of Study in Normal Schools Be Wholly Professional ? — Francis 
 
 B. Palmer, New York. 
 The Professional Training of Teachers for Secondary Schools. — Miss E. P. Hughes, 
 
 England. 
 The Candidate for the Degree of Doctor of Pedagogy Should Be Able to Make 
 
 Original Investigations in E.xperimental Psyiholog}'. — Edgar Dubs Shimer, 
 
 New York. 
 How Normal-School Work Differs from the Work in Secondary and in Higher 
 
 Education. — Malcoxi Mac\'icar, New York. 
 Requirements for the Degree of Doctor of Pedagogy. — Charles A. Mc.Murry, 
 
 Illinois. 
 What Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ? — 
 
 Edward R. Shaw, New York. 
 Gradation of Normal and Training-Schools. — Thom.vs Kirklamd, Ontario. 
 Normal Schools in the State of New York. — Francis J. Che.vey, New York. 
 Important Necessities in Present Normal Schools. — George A. Walton, Massa- 
 chusetts. 
 Opening .Address. — E. A. Sheldon, New York. 
 Higher Academic Degrees in Pedagogy. — S. G. Willi.\ms, New York. 
 Should Original Investigation Be Required in Some Branch of Child-Study for 
 
 the Doctor of Pedagogy Degree ? — Earl Barnes, California. 
 The Value of Practice-Work in Model and Training-Schools. — Fannie S. Guptill, 
 
 Minnesota. 
 Methods of Training Teachers at the Westminster Training College, England. — 
 
 Joseph H. Cowham, England. 
 A Sociological, Ideal View of Normal Schools. — Daniel Fulcomer, Michigan. 
 Training of Teachers in High Schools in Sweden. — Edward Osterberg, Sweden. 
 
 1894 Scholarship in Normal Schools. — Livingstone C. Lord, Minnesota. 
 
 The Academic Function of the Normal School. — James M. Green, New Jersey. 
 
 The Teacher as an E.xpert. — R. G. Boone, Michigan. 
 
 Professional Training of Teachers in Normal Schools. — John W. Cook, 
 
 Illinois. 
 The Training of the High-School Teacher. — EoLiNE Clark, Nebraska. 
 Report of Committee on the Relation of Normal Schools to Universities. — Charles 
 
 DeGarmo, New York. 
 The Duty of the Normal School toward the Problem of School Literature. — C. C. 
 
 Van Liew, Illinois. 
 Professional Training of Teachers ia Colleges. — S. G. Williams, New York. 
 Professional Training of Teachers in Summer Schools. — E. E. White, Oliio. 
 
 1895 Organization of Training-Schools and Practice Teaching. — Katk D. Stout, New 
 
 York. 
 The Organization of Practice Teaching in Normal .Schools.— J. .\. Wilkinson, 
 
 Kansas. ' 
 
 The Correlation of Studies in a Normal .School. — N. C. Schaefkkr, Pmnsylvania. 
 Concentration or Co-ordination of Studies in the Normal Si liool. -John W. Cook, 
 
 Illinois. 
 ,Re[K)rt of the SulHommittee on the Training of Tea< hers. — II. S. Takhi-I.L, chair- 
 man. 
 R»7>ort of Committee on Normal Edui ation — The Kinfl and .Xniount of Praclice- 
 
 W<jrk, and Its Place in the Nornial-St hool Course. — J<iiin W. Cook, Illinois. 
 Report of ihr Committee of Fifteen. Wii.i.lAM H. Maxwel!,, ( hairman. 
 Relation of Normal S( IumiIs to l'ubli< Si IhkiIs. E. Oram Lvte, Pennsylvania. 
 The Training of T<-iichers.— Francis W. Parker, Illinois. 
 The Instruition and Tmproviment of Tea< hers. — Ahvin S. Olin, Kansas; Earl 
 
 Hahnks, California; L. II. Junes, Ohio. 
 i8q6 founds f)f Pedagogical Study as Related to Profes.sif)nal Im|)n)vement. \V. S. 
 
 Sutton, Texas. 
 Profes.v>r Rein'.s Practice School at Jena and lU Lfs.son.s fr)r American Normal 
 
 SrluKils.- John W. Hall, New York. 
 The Pracliri- Sc lifK)l as a I'ulili. S< h«K)l. -E. A. Shklih)N, New York. 
 1897 Kr|Kirt of .\ormal-.S< h<Hil (Nmiinittee. Z. X. Snvder, Colorado, thairm.in. 
 
 How May the Normal .SchcKjl Best Anomplish lis Pur]M>sc ? Rkiiaho (1. Hoonk, 
 
 Mi( higan. 
 Rural .Schools. Appendix S. Continuous SesHion.t in Normal S< hools. 
 S<^)me Pfwsible Relations of Normal Schools to Manual Training. W.'I). Pakkik, 
 
 Wi.<»con.Hin.
 
 yio NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1897 Round Table of State Superintendents. What Should the State Superintendents 
 
 Do at the Summer Institutes ? — S. M. Inglis, Illinois. 
 Rural Schools. Appendix K. — Teacher's Training-School Established by J. W. 
 Bradbxiry. 
 
 1898 The Southern State Normal Schools. — Marion Brown, Lousiana. 
 
 Normal Schools West of the Mississippi River and East of the Rocky Mountains. — 
 Homer H. Seerley, Iowa. 
 
 The North-Central State Normal Schools.— R. G. Boone, Michigan. 
 
 Report of Subcommittee on the State Normal Schools of the Pacific Coast. — Ed- 
 ward T. Pierce, CaHfornia. 
 
 The Middle-State Normal Schools. — N. C. Schaeffer, Pennsylvania. 
 
 Minimum Preparation for Teaching. — Price Thomas, Tennessee. 
 
 Reciprocal Recognition of State and Normal-School Diplomas by the States. — 
 Z. X. Snyder, Colorado. 
 
 The "Training School" in the United States. — Z. X. Snyder, Colorado. 
 
 The Training of the High-School Teacher.— M. V. O'Shea, Wisconsin. 
 
 What Kind of Normal Training Does the Common-School Teacher of the South 
 Need ? — E. C. Branson, Georgia. 
 
 Continuous Sessions, with Special Application to Normal Schools. — Irwin Shepard, 
 Minnesota. 
 
 1899 The Future of the Normal School. — Wm. T. Harris, District of Columbia. 
 
 The Training of Teachers for Secondary Schools. — James E. Russell, New York. 
 
 Report of the Committee on Normal Schools: Function of the Normal School. 
 
 Report of the Committee on Normal Schools: Training-Schools. — Theses. 
 
 Report of the Committee on Normal Schools: Geographical and Historical Varia- 
 tions That Exist in Normal Schools in the United States. 
 
 Report of the Committee on Nonnal Schools: The Inner Life of a Normal School. 
 
 Report of the Committee on Normal Schools: Normal-School Administration. 
 
 Report of the Committee on Normal School: State Normal Schools. 
 
 Report of the Committee on Normal Schools: Appendix A. Professor Rein's Prac- 
 tice School, Jena, Germany. — John W. Hall, Colorado. 
 
 Report of the Committee on Normal Schools: Appendix B. General View of the 
 Work of the Normal School. — Albert G. Boyden, Massachusetts. 
 
 Report of the Committee on Normal Schools: Appendix C. A Typical English 
 Training College. — George Morris Philips, Pennsylvania. 
 
 Report of the Committee on Normal Schools: Appendix D. Continuous Sessions 
 in Normal Schools. — Irwin Shepard, Minnesota. 
 
 The Study of Education in the University. — Elmer Ellsworth Brown, CaHfornia. 
 
 1900 Training of Teachers for White Schools. — Charles D. McIver, North Carolina. 
 The Training of Negro Teachers. — H. B. Frissell, Virginia. 
 
 Generar Culture as an Element in Professional Training. — Richard G. Boone, 
 Ohio. 
 
 1 901 Round Table of Training Teachers. — Isabel Lawrence, Minnesota. 
 
 The Training of Teachers for Secondary Schools. — James E. Russell, New York. 
 
 1902 Round Table — 
 
 •C. Round Tabic of Normal Schools and Training Teachers. 
 
 Conference A. Normal Schools. . 
 
 Topic I. What Aspects of Psychology and Child-Study are Suitable Subjects 
 
 jects for Instruction in Normal Schools. — Daniel Putnam, Michigan. 
 Topic II. Shall the Instruction in Psychology Be Oral, or Shall a Textboo kBe 
 Be Used ? — Grant Karr, New York. 
 Conference B. Training Teachers. 
 Topic: Criticism^What Shall It Be? — James E. Russell, New York. 
 The Ideal Normal School. — William H. Payne, Michigan. 
 The Relations of the Heads of Departments to the Training-School. — David 
 
 Felmley, Illinois. 
 Defects in the Normal Schools. — Homer H. Seerley, Iowa. 
 
 1903 Round Table — 
 
 B. Round Tabic of State Normal Schools and City Training-Schools.— Wilbur 
 H. Bender, Iowa. 
 
 Conditions of Admission to Normal Schools.^WALTER P. Beckwith, Massachu- 
 setts, and Others. 
 
 The Academic Side of Normal-School Work. — Henry Johnson, Illinois. 
 
 To What Extent and in What Manner Can the Normal School Increase Its Scholar- 
 ship ? — James M. Green, New Jersey. 
 
 The City Normal School of the Future. — Francis Burke Brandt, Pennsylvania.
 
 of Topics] PHYSICAL EDUCATION 711 
 
 1904 Extension of Public -School Privileges. — R. H. Halsey, Wisconsin. 
 
 The Preparation of Teachers in Germany. — Leopold Bahlsen, Gennany. 
 
 1905 President's Address — A Statement of the Issues before the Department. — Charles 
 
 C. \'ax Liew, California. 
 The Modern High-School Curriculum as Preparation for a Two-Year Normal 
 
 Course. — David Felmley, Illinois. 
 How Can the Normal School Best Produce Efficient Teachers of the Elementary 
 
 Branches? — Grant K.vrr, New York. 
 The Co-operation of Universities and Normal Schools in the Training of I'^lementary 
 
 Teachers. — Frank McMurry, New York; GuY E. Maxwell, Minnesota. 
 The Co-operation of Universities and Normal Schools in the Training of Secondary 
 
 Teachers. — E. N. Henderson, New York; Z. X. Snyder, Colorado. 
 Should Chairs of Pedagogy Attached to College Departments of Universities Be 
 
 Developed into Professional Colleges for the Training of Teachers ? — Albert 
 
 Ross Hill, Missouri. 
 
 1906 The Influence of City Normal School or Training School. — Ella Flagg Young, 
 
 Illinois. 
 The Local Training-School as an Agency for the Preparation of Teachers. — 
 
 Wilbur F. Gordy, Illinois. 
 The Best Means and Methods of Improving Teachers Already in the Service. — 
 
 William McKendree Vance, Ohio. 
 
 40. PENSIONS FOR TEACHERS 
 
 1896 Shall Teachers Be Pensioned ? — John E. Clark, Michigan. 
 
 1904 Preliminar}' Report of Committee on Salaries, Tenure, and Pi'nsions of Teachers. — 
 
 Carroll D. Wright, District of Columbia, chairman. 
 
 1905 Pensions of Teachers. — Howard J. Rogers, New York. 
 
 41. PHYSICAL EDUCATION 
 
 1869 Physiology. — Jas. McClintock, Pennsylvania. 
 
 1882 Delsarte Philosophy of E.xpression. — Moses True Brown, Massachusetts. 
 1884 Recess. — Wm. T. Harris, Missouri. 
 No Recess. — S. A. Ellis, New York. 
 1889 Relation of Manual Training to Body and Mind. — C. M. Woodward, Missouri. 
 
 1 891 Physical Education. (Discussion.) — Report of Committee of National Council. 
 
 1892 Scientific Value of Physical Culture. — A. B. Poland, New Jersey. 
 Physical Education in Our Schools. — R. Anna Morris, Iowa. 
 
 1893 Opening Address. — Edward M. Hartwell, Massachusetts. 
 
 .Some Un.solved Problems in Physical Education. — T. D. Wood, California. 
 
 Training of the Human Body. — Angelo Mosso, Italy. 
 
 Psychological Aspect of E.xercises with and without .Xjjparatus.- G. W. Fnz, 
 
 Massachusetts. 
 Physical Exercises for School Purposes — How Selected an<l Graded. J. Gardnkr 
 
 Smith, New York. 
 The Regulation of Athletic Sjjorts in Colleges. R. TAir McKenzik, Montreal. 
 I'lnglish Experience in Providing the Poor of Cities with Parks, Gardens, Gymnasia, 
 
 and Playgrounds. — The Right H<jnorable The Earl oi' Mkath, London. 
 Physical Training of Criminals.- Hamm.ton D. Wey, New York. 
 Physical Edu( ation of the Deaf and Dumb, .'\liiert Gutz.man, Prussia. 
 A Perfett Physi< al Edu( ation Is In<lispensable in Order to Produce an Idi al 
 
 E<lu(alion. — L. M. Tokngrk.n, Sweden. 
 Ajjpliiation of the Laws of Physical Training for the Prevention atid Cure of 
 
 Stuttering. — Edward Mussey Hartwell, .NIassai husetts. 
 The North .Xmerii an Turner-Bun<l- Its History, Aims, and .\( liii V( nicnts. Hugo 
 
 Muenc.h, Mis.souri. 
 The Royal Central Institute of Gymna.stiis in Sto<kholm. I,. .\l. T6kn(;ren, 
 
 Sweden. 
 History of Physi( al ICduc ation in Denmark. Joakim I.arskn, Copenhagen. 
 Gymn.'islii3 in the Kingdom of Saxony A Hi.stori(al Review. -MoRUZ Zkttlkk, 
 
 Saxony. 
 
 1894 Faiulty and Alumni C<jnlrol of College .'\thletirs. — CJeokgk Wharton Pei'PKR, 
 
 Pennsylvania. 
 
 1895 Physical Training. - Edward I. Hermanns, Colorado. 
 \'oi< (• and Body. —Mrs. Gaston lloVD, Kansas. 
 
 Phy.sjral Training in I'ulilit Schools. Miss N D. Kimhkklin, Michigan.
 
 712 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1896 President's Address — The Purpose of the Department and the Status of Physical 
 
 Training. — R. Anna Morris, Ohio. 
 Physical Deterioration Resulting from School Life; Cause; Remedy. — J. H. 
 
 Kellogg, Michigan. 
 Physical Training as a Factor in Character Building. — James L. Hughes, Toronto. 
 Should We Have Military Training in the Schools ? — D. A. Sargent, Massachusetts. 
 Report of the Committee on School Sanitation, Hygiene, and Physical Training. — 
 
 William A. Mowry, Massachusetts, chairman. 
 
 1897 The Appreciation and Development of the Individual. — R. Anna Morris, Ohio. 
 The Development of the Will thru Physical Training. — William O. Krohn, 
 
 Illinois. 
 Delsarte and His Contribution to Physical Education. — Mrs. Anna P. Tucker, 
 
 Ohio. 
 The German System of Gymnastics. — Carl Kroh, Illinois. 
 The Nonnal Method of Introducing Physical Training. — J. M. Green, New 
 
 Jersey. 
 Symposium on Physical Training in the Public Schools. — -Miss N. D. Kimberlin, 
 
 Michigan. 
 Physical Training in the Colleges. — Fred E. Leonard, Ohio. 
 
 1898 The Effect of Exercise on the Vital Organs. — Wm. T. Harris, District of Columbia. 
 Exercise and Vigor. — Henry Ling Taylor, New York. 
 
 Influence of School Life on Curvature of the Spine. — R. Tait McKenzie, Pennsyl- 
 vania. 
 Play in Physical Education. — George E. Johnson, Massachusetts. 
 
 1899 President's Address. — G. W. Fitz, Massachusetts. 
 
 The Influence of Exercise upon Growth. — Frederick L. Burk, California. 
 Anthropometric Studies in Nebraska. — William W. Hastings, Nebraska. 
 
 1 901 President's Address — Physical Training as Corrective of Brain-Disorderliness. — 
 
 W. O. Krohn, Illinois. 
 Physical-Education Legislation — Its Needs. — Mrs. Frances W. Leiter, Ohio. 
 The Ethical, Physiological, and Psychological Aspect of Physical Training. — Hans 
 
 Ballin, Arkansas. 
 
 1902 President's Address — "Educative" Physical Education. — William O. Krohn, 
 
 Illinois. 
 Requirements for Physical Education in Our Public Schools. — Henry Hartung, 
 Illinois. 
 
 1903 Tests of the Efficiency of a Normal School of Gymnastics. — Baroness Rose Posse, 
 
 Massachusetts. 
 Physical Training for the Mass of Students. — William G. Anderson, Connecticut, 
 
 and Others. 
 Physical Education and Brain-Building. — William O. Krohn, Illinois. 
 Place of Physical Education in the Curriculum. — E. W. Lyttle, New York. 
 How to Improve Public-School Gymnastics. — Thomas D. Wood, New York. 
 
 1904 Athletics and Collateral Activities in Secondary Schools. — F. D. Boynton, New 
 
 York. 
 The General Tendency of College Athletics. — E. Benjamin Andrews, Nebraska. 
 Character in Athletics. — William H. P. Faunce, Rhode Island. 
 The Effects of Athletics on the Morale of the College. — Frank Strong, 
 
 Kansas. 
 The Importance of Walking as a School Exercise.— E. Herhann Arnold, Con- 
 necticut. 
 The Objects and Methods of Physical Training in Primary and Grammar Schools 
 
 — From the Standpoint of the General Teacher. — W. W. Chalmers, Ohio. 
 The Objects and Methods of Physical Training in Primary and Grammar Schools 
 
 — From the Standpoint of the Physical-Training Teacher. — William A. Stecher, 
 
 Indiana. 
 Object and Methods of Physical Training in Normal Schools. — G. B. Affleck, 
 
 Iowa. 
 Objects and Methods of Physical Training in Colleges and Universities. — R. H. 
 
 Jesse, Missouri. 
 Objects and Methods of Physical Training in High Schools — From the Standpoint 
 
 of the Specialist. — Mrs. Mary H. Ludlum, Missouri. 
 Physical Training Exhibits in the Physical Training Department of the Exposition. 
 
 — Elsa Pohl, Missouri. 
 Physical Training Exhibits in the Education Building of the Exposition. — Mary 
 
 Ida Mann, Missouri.
 
 of Topics] PSYCHOLOGY AND EDUCATION 713 
 
 1905 President's Address — The Importance of the School -Yard for the Physical Well- 
 
 Bcing of School Childn-n. — E. H. Arnold, Connecticut. 
 Some Simple Methods of Recognizing Physical Fitness and Unfitness of School 
 
 Children for School-Work. — E. A. Kirkp.mrick, Massachusetts. 
 How Far Should Physical Training Be Educational and How Far Recreative in 
 
 Grammar School ? — Rebecc.\ Stonero.vd, District of Columbia. 
 How Far Should Physical Training be Educational and How Far Recreative in 
 
 High Schools ? — Clarence F. C.\rroll, New York. 
 How Far Should Physical Training Be Educational and How Far Recreative in 
 
 Colleges and Universities? — Caroline Cr.\wford, New York; R. Tait Mc- 
 
 Kenzie, Pennsylvania. 
 .\il Crime Is Disease. — Arthur B. Linsley, Pennsylvania. 
 
 42. PHYSICAL SCIENCES 
 {See also Science Teaching.) 
 
 1872 The Scope and Method of Physical Science in Common Schools. — C. O. Thompson, 
 
 Massachusetts. 
 1885 Physics in Common Schools. — Charles K. Wead, Michigan. 
 1888 The Application of Arithmetic to Physical Science. — Walter McNab Miller, 
 
 Nevada. 
 1893 Report of Conference on Physics, Chemistry, and Astronomy. — Ira Remsen, 
 
 Marj'land, chairman. 
 
 1896 The Teaching of Beginning Chemistry. — Paul C. Freer, Michigan. 
 
 1897 Physics as a Requirement for Admission to College. — Edwin H. Hall, Massa- 
 
 chusetts. 
 The Value of Chemistry as Part of a School or College Course. — Alexander 
 Smith, Illinois. 
 
 1898 Report of Subcommittee on Outline of Elementary Chemistry. — Alexander 
 
 .Smith, Illinois. 
 
 1899 The Relation of Physics to Other Subjects in the High-School Curriculum. — S. P. 
 
 Meads, California. 
 College-Entrance Ri ciuirements: Special Report of the Committee on Chemistry. — 
 
 Alexander S.mitu, Illinois, chairman. 
 College-Entrance Requirements: Report of Committee on Physics. — E. II. Hail, 
 
 Massachusetts, chairman. 
 
 1 90 1 Round Table — Physics Conference. — Carl J. Ingerson, Missouri. 
 Round Table — Chemistry Conference. — C. E. Linebarger, Illinois. 
 
 1902 High-School Instruction in Physics. — F. M. Gilley, Massachusetts. 
 Round Table: Physical-Science Conference. — W. A. Fiske, Indiana. 
 
 1903 College Chemistry, and Its Relation to Work Preparatory to It.— Ira Remsen, 
 
 Marsiand. 
 
 High .S'chool Chemistry in Its Relation to the Work of a College Course.— RuFUS 
 Phillips Willia.ms, Massachusetts. 
 
 Discussions of High-School Chemistry. — -Various Authors. 
 
 Phy.sics for the Boys and (}irls: An Introrluitory Course.— John C. PAfKAKU, 
 Massachusetts. 
 
 Physics in the .Secondary School. —Irvi.NG (.). Pai.mkk, Massac husetls. 
 
 The High-School Phase of Physics Teaching: Aims and Metii.jds. -George R. 
 Twiss, Ohio. 
 
 A Course in Physics for Tec hniml High Schools.— Charles F. Wak.nku, Massa- 
 chusetts. 
 
 1904 The Subjecl-Mattcr of High-Sc I10..I i'hysics. -Akthur L. Foley, Incli;ina. 
 
 The Value cjf Chemistry in Secondary Education. -William M. Ui.anchard, 
 Indiana. 
 
 1905 Kc|>ort of Department C'omniitlec- cjm Piiysics Courses. —Frank M. liii.i.KV, 
 
 Ma.ssachuselLs, chairman. 
 
 43. l'SV(:il()L()(iV A.NU LDUC'AIUJN 
 
 (S-c aiv) Child-Sludy; Education: Th. ory, I'liiiosoiihy, Xature, .Meaning.) 
 1874 Thr Huildiiig of a Brain. Ei>wari) H. Clarke, NI.I). 
 
 1884 The- New Order of .Mercy; or, Crime and Us Prevention.— Gkorgk T. Ancell, 
 Ma.s.sa( husetts. 
 Some Applications of Psychology to the Art of Teai hing. W . II. I' aynk, Michigan.
 
 714 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1885 Psychological Inquiry. — ^W. T. Harris, Missouri. 
 
 Principles and Methods — How to Learn.— A. D. Mayo, Massachusetts. 
 
 1886 Growth and Benefits of Reading-Circles. — Hubert M. Skinner, Indiana. 
 The Co-education of the Races. — Charles S. Young, Nevada. 
 
 The Educational and Religious Interests of the Colored People in the South. — S. M. 
 Finger, North Carolina. 
 1888 Practical Education — the Psychological View. — ^James H. Baker, Colorado. 
 i88g The Psychology of Manual Training. — W. T. Harris, Massachusetts. 
 
 Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New York. 
 
 Observation and Experiment Essential in Pedagogical Inquiry. — E. H. Russell, 
 
 . Massachusetts. 
 
 1890 A Specific Inquiry on the Relation of Instruction to Will-Training. — Charles 
 
 DeGarmo, Illinois. 
 Pedagogical and Psychological Observations. Report of Special Committee. — 
 Geo. p. Brown, Indiana; Wm. T. Harris, Massachusetts. 
 
 1 89 1 The Education of the Will. — Report of Committee of National Council. 
 Educational Psychology. — -Walter L. Hervey, New York. 
 
 1892 Cosmic Suicide. — Professor Sterrett, District of Columbia. 
 
 The Freedom of the Will — Does It Concern Spontaneity or Choice ? — Wm. M. 
 Bryant, Missouri. 
 
 The Harmony between Control and Spontaneity. — James L. Hughes, Ontario. 
 
 How Do Concepts Arise from Percepts ? — George S. Fullerton and G. H. 
 HowisoN, California. 
 
 Practical Psychology in the Kindergarten. — Constance MacKenzie, Pennsyl- 
 vania. 
 
 Report of Committee on Psychological Inquiry (The Relation of Mnemonic Systems 
 to the Cultivation of the Power of Thought). — Wm. T. Harris, District of 
 Columbia. 
 
 Report of Round-Table Discussion on "Apperception." — Charles DeGarmo, 
 Pennsylvania. 
 
 Value of Herbartian Pedagogy for Normal Schools. — Frank M. McMurry, lUinois. 
 
 1893 The Dominant Seventh in Education. — Hattie E. Hunt, Connecticut. 
 Eye-and-Ear Mindedness. — W. L. Bryan, Indiana. 
 
 The New Psychology in Normal Schools. — Lillie A. Williams, New Jersey. 
 Mental Waste and Economy. — G. T. W. P.a.trick, Iowa. 
 
 Reality — What Place It Should Hold in Philosophy. — James McCosh, New Jersey. 
 Can Psychology Be Founded upon the Study of Consciousness Alone. — JosiAH 
 
 Royce, Massachusetts. 
 The Soul as the Basal Concept of Rational Psychology.- — G. T. Ormond, New 
 
 Jersey. 
 The Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics. — 
 
 Augustine F. Hewit, District of Columbia. 
 Self-Activity in Education. — J. G. Schurman, New York. 
 Wundt's Psychology 0} the Will. — E. B. Titchener, New York. 
 Observation and Study of Movement and Mental Status. — Francis Warner, 
 
 England. 
 Some Association Tracks Involved in Reading and Spelling. — Thomas M. Balliet, 
 
 Massachusetts. 
 
 1894 Remarks on Rhythm in Education. — G. Stanley Hall, Massachusetts. 
 
 1895 Psychology in Normal Schools. — Z. X. Snyder, Colorado. 
 Psychology for Normal Schools. — M. V. O'Shea, Minnesota. 
 
 Report of the Committee on Pedagogics — The Laws of Mental Congruence and 
 Energy Applied to Some Pedagogical Problems. — B. A. Hinsdale, chairman. 
 
 Round-Table Report to the National Council of the Influence of Herbart's Doctrine 
 on the Course of Study in the Common Schools. — Charles A. McMurry, Illinois. 
 
 1896 How the Will Combines with the Intellect in the Higher Orders of Knowing. — Wm. 
 
 T. Harris, District of Columbia. 
 
 1898 The New Psychology and the Consulting Psychologist. — JosiAH Royce, Massachu- 
 
 setts. 
 Rational Psychology for Teachers. — Wm. T. Harris, District of Columbia. 
 
 1899 Psychology for the Teacher. — E. C. Hewett, Illinois. 
 
 1902 The Difference between Efficient and Final Causes in Controlling Human Free- 
 
 dom. — -Wm. T. Harris, District of Columbia. 
 
 1903 The Voluntary Element in Education. — Charles DeGarmo, Illinois. 
 
 1904 What Is the Net Gain to Education of Recent Investigations in Physiological 
 
 Psychology ? — Charles C. Van Liew, California.
 
 of Topics] RELIGIOUS AND MORAL EDUCATION 715 
 
 44. RELIGIOUS AND :M0RAL EDUCATION 
 
 1859 The Place Christianity Should Occupy in American Education. — Elbridge Smith, 
 
 Connecticut. 
 1865 On the Power of the Teacher. — W. N. Barringer, New Jersey. 
 1869 Obligations of Christianity to Learning. — R. S. Field, New Jersey. 
 
 Christianity in the Public Schools. — Joseph White, Ma.ssachusetts. 
 
 The Spiritual Element of Education. — Ed\v.\rd Brooks, Pennsylvania. 
 
 1871 What Moral Uses May a Recitation Be Made to Subserve?— .\.' Kirk, Illinuis. 
 
 1872 Methods of Moral Instruction in Common Schools. — A. D. Mayo, Ohio. 
 
 1875 lull-Orbed Education. — J. R. Buchax.vx, Kentucky. 
 What Shall We Do with the Boys?— J. L. Pickard,' Illinois, 
 
 The Relation of the Teacher to the Reforms of the Day. — Fr.\nces E. Wii.lard. 
 
 1876 Moral Elements in Primary Education. — W. H. Ruffner, Virginia. 
 
 1877 Moral Training. — R. H. Rivers, Tennessee. 
 
 1880 Object Lessons in Moral Instruction in the Common School. — A. D. Mayo, Ma.ssa- 
 
 chusetts. 
 How Can Character Be Symmetrically Developed ? — Ellen Hyde, Massachusetts. 
 
 1881 Moral and Literary Training in the Public Schools. — John B. Peaslee, Ohio. 
 
 1883 Education of the Heart. — Hexry H. Pick, Ohio. 
 
 1884 The New Order of Mercy; or. Crime and Its Prevention. — George T. Angell, 
 
 Massachusetts. 
 
 1885 The Public Schools and Morality. — J. W. Stearns, Wisconsin. 
 
 1886 Scientific Temperance Instruction. — Mrs. J. Ellen Foster, Iowa. 
 Educational Cure of Mormonism. — .■\. E. Wixship, Massachusetts. 
 Mora! Training in the Public Schools. — E. E. White, Ohio. 
 
 The Educational and Religious Interests of the Colored People in the South. — 
 S. M. Finger, North Carolina. 
 
 1887 Religious Motives and Sanctions in Moral Training. — Robert .Allyn, Illinois. 
 
 1888 -Moral Training to Be Combined with Industrial and Intellectual. — Z. Richakds, 
 
 District of Columl)ia. 
 Moral Education in the Common Schools. — William T. Harris, Massachusetts. 
 The Schools Fail to Teach Morality or to Cultivate the Religious Sentiment. — 
 
 John W. Cook, Illinois. 
 
 1889 Has the Denominational School a Proper Place in America? — Edwin D. Mead, 
 
 Massachusetts; John Jay, New York. 
 Should Americans Educate Their Children in Denominational Schools? — Cak- 
 Di.VAL Gibbons, Maryland; John J. Keane, District of Columbia. 
 
 1890 The State School and the Parish School — Is Union between Them Impossible? — 
 
 John Ireland, Minnesota. 
 The White Cross Movement in Education. — Frances E. Willakd, Illinois. 
 The Spiritual Element in Education. — E. F. Bartholomew, Illinois. 
 
 1891 ,\ Basis for Ethical Training in Elementary Schools. — Charles DeGarmo, Penn- 
 
 sylvania. 
 
 1892 Kthi( al Culture in the College and University. — James H. Canfield, Nebra.ska. 
 lOthiral Culture in Elementary and Secondary Schools. — Mrs. Delia Lathroi' 
 
 Williams, Ohio. 
 P^thiral Culture in the Kindergarten. — Irwin Shkpard, Minnesota. 
 Moral Training in Elementary S« hools. — Z. Richards, Distric I of Columbia. 
 Report of the Committee on Moral Education (Practical Culture of lh^ Moral 
 
 \'irtues). — Joseph Baldwin, Te.xas, chairman. 
 
 1893 Religion in the S<h<Kil. — E. K. White, Ohm. 
 
 1894 .Moral Training thru the Common Brandies.-- Charles DeGakmo, Pennsyl- 
 
 vania. 
 Th<- Religion of Morals as Applied to Busines.s. — S. S. Packard, New York. 
 The \'alue of Lilirature in Nloral Training. -Charles DECiAKMr*. Penn.sylvania. 
 
 1895 Moral Instruction in the Elenienlary .S( hiM)Is. - James H. Baker, Ohio. 
 l!thi< .il Iiistrurtion thru .So< iology. -B. C. .Matmews, New Jersey. 
 
 1896 Re|»<irt cjf the Committee on Moral Eilucalion -Moral Instruction in I-llemenl.irv 
 
 S( lvx)ls.~E. E. White, Ohio. 
 The Incidental Method of .Moral Instruction. Litcia Sticknev, Ohio. 
 
 1897 Rural SchfK)ls. .Apixntlix R. Intelhc lual and Moral !'Mu( ation. 
 
 1898 The .Social H.isis of Conscieni e. -josiAil Royce, M.issachusitts. 
 
 1899 The Rrjigious Element in the Formation of Character. -CjEOROE ,Miisi<;iimi in . 
 
 California. 
 The Development of Moral Character. — G. W. A. LucKKY, Nebraska.
 
 7i6 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1900 Contributions of Religious Organizations to the Cause of Education — By the Baptist 
 
 Church. — Oscar H. Cooper, Texas. 
 Contributions of Rehgious Organizations to the Cause of Education — By the 
 CathoHc Church. — Conde B. Fallen, Missouri. 
 
 1901 The Church and the Pubhc School. — T. A. Mott, Indiana. 
 
 The Moral Factor in Education. — Wm. H. P. Faunce, Rhode Island. 
 
 1903 Contributions of Modern Education to Religion. — George A. CoE, Illinois. 
 
 The Influence of Religious Education on the Motives of Conduct. — Edward A. 
 
 Pace, District of Columbia. 
 The Separation of the Church from the School Supported by Public Taxes. — Wm. 
 
 T. Harris, District of Columbia. 
 
 1904 The Ethical Element in Education. — Walter B. Hill, Georgia. 
 
 1906 The Means Afforded by the Public Schools for Moral and Religious Training. — 
 Thomas A. Mott, Indiana. 
 The Effect of Moral Education in the Public Schools upon the Civic Life of the 
 Community. — W. O. Thompson, Ohio. 
 
 45. RURAL SCHOOLS 
 
 1875 The Country-School Problem. — W. F. Phelps, Minnesota. 
 
 1876 The Country-School Problem. — Edward Olney, Michigan. 
 
 1879 A Graduating System of Country Schools. — A. L. Wade, West Virginia. 
 1882 Country Schools. — James P. Slade, Illinois. 
 
 1886 Country Schools — Suggestions for Their Improvement. — J. C. MacPherson 
 Indiana. 
 Country Schools — Special Conditions. — G. F. Felts, Indiana. 
 
 1 89 1 The Independent District System. — John A. McDonald, Kansas. 
 
 1892 The Rural-School Problem. — Henry Raab, Illinois. 
 
 Report of Committee on State Normal Systems (Grading in Country Schools). 
 — George A. Walton, Massachusetts. 
 
 1894 The Country -School Problems. — E. E. White, Ohio. 
 Grading the Country School. — Henry Sabin, Iowa. 
 
 The Graded System of the Rural Schools of New Jersey. — Addison B. Poland, 
 
 New Jersey. 
 Supervision of Country Schools. — D. J. Waller, Pennsylvania. 
 Horace Mann's Country School. — Henry Sabin, Iowa. 
 The Improvement of Rural Teachers. — S. S. Parr, Minnesota. 
 
 1895 Rural Schools. — Charles R. Skinner, New York. 
 
 Report of the Committee on State-School Systems — Ungraded Schools. — Henry 
 Sabin, Iowa, chairman. 
 
 1896 Country Schools and Country Roads. — Roy Stone (United States engineer). 
 Some Sociological Factors in Rural Education in the United States. — B. A. Hins- 
 dale, Michigan. 
 
 1897 Report of the Subcommittee on Su])ply of Teachers. — C. C. Rounds, New Hamp- 
 
 shire, chairman. 
 
 Report of the Subcommittee on Instruction and Discipline. — Wm. T. Harris, 
 District of Columbia, chairman. 
 
 Appendix A. Some Sociological Factors in Rural Education. — B. A. Hinsdale, 
 Michigan. 
 
 Appendix B. Permanent School Funds. 
 
 Appendix C. The California Systems of School Maintenance. 
 
 Appendix D. The County as the Unit of School Organization. 
 
 Appendix E. Comparative Cost of the Township and District Systems. 
 
 Appendix F. Transportation of Pupils. 
 
 Appendix G. Enrichment of Rural-School Courses. 
 
 Appendix H. The Farm as the Center of Interest. 
 
 Appendix I. The Country-School Problem. 
 
 Appendix N. School Systems. 
 
 Appendix O. Extension Work in Rural Schools. — L. H. Bailey, New York. 
 
 Appendix P. Institutes in Pennsylvania. — D. J. Waller, Pennsylvania. 
 
 Intellectual Needs of Rural Schools. — D. L. Kiehle, Minnesota. 
 
 Teachers' Seminary at Plymouth, New Hampshire. 
 
 Report of the Committee of Twelve on Rural Schools. — Henry Sabin, Iowa, chair- 
 man. 
 
 Report of the Subcommittee on School Maintenance. — B. A. Hinsdale, Michigan, 
 chairman.
 
 of Topics] SALARIES OF TEACHERS 717 
 
 i8g7 Report of the Subcommittee on Supennsion. — Lawton B. Evans, Georgia, chair- 
 man. 
 
 The Need of Enhanced Material Support for the Rural Schools. — B. A. Hinsdale, 
 Michigan. 
 
 Classification and Instruction in Rural Schools. — Wm. T. Harris, District of 
 Columbia. 
 1898 The Township High School. — C. J. Baxter, New Jersey. 
 
 Ref)ort on Rural Schools. School Maintenance. — A. S. Draper, Illinois. 
 
 School Supervision. — N. C. Dougherty, Illinois. 
 
 Supply of Teachers. — John W. Cook, Illinois. 
 
 Instruction and Discipline. — R. G. Boone, Michigan. 
 
 1 901 The Centralization of Rural Schools. — Lewis D. Bonebrake, Ohio. 
 
 1902 Progress in Consolidation of Rural Schools. — J. \V. Olsen, Minnesota. 
 Round Table — 
 
 A. First Topic. Round Table of State and County Superintendents. 
 
 Second Topic. The Financial Phase of the Consolidation of Rural Schools. 
 — Charles A. VanMatre, Indiana. 
 
 1903 Consolidation of Rural Schools.— William K. Fowxer, Nebraska, and Others. 
 Industrial Training in Rural Schools. — Alfred Bayliss, Illinois. 
 Surroundings of Rural Schools. — Ch.vrles R. Skinner, New York. 
 
 1904 Educational Possibilities for the Country Child in the United States. — O. J. Kern, 
 
 Illinois. 
 Round Tables of State and County Superintendents — Increasing the EflSciency of 
 
 Rural Schools. — .Arthur Lefevre, Te.xas. 
 Round Table of State and County Superintendents — Consolidation of Schools. — 
 
 J. Y. JoYNER, North Carolina. 
 
 1905 Report of Committee of Industrial Education in Rural Communities. — L. D. 
 
 Harvey, Wisconsin, chairman. 
 
 .\rguments for Industrial Education in Schools for Rural Communities. 
 
 What Industrial Education Should Be Undertaken in Rural Schools. 
 
 Industrial Education in the One-Room Rural School; Courses of Study in Zo- 
 ology and Botany. 
 
 Agriculture in School Years 6 to 8. 
 
 Industrial Education in the Consolidated School. 
 
 Secondary Schools of Agriculture and Domestic Economy in Rural Commu- 
 nities. 
 
 Preparation of Teachers for Domestic Instruction in Rural Schools. 
 
 Agencies Available for Co-operation with the Schools in the Devilo]inient of In- 
 dustrial I^ducation. 
 
 Dunn County School of .Agrinilture and Domestic Economy. Apjundix A. 
 
 The Minnesota Agricullund High School. .Appendix B. 
 
 Industrial Courses in the Consolidalefl Rural School. 
 
 The Agricultural High .School and the Agricultural College Artie ulatcd. — Willet 
 M. Hays, Minnesota. 
 
 46. SALARIES OF TEACHERS 
 
 (See also Pensions for Teachers.) 
 
 1902 Taxation and Tiathcrs' Salaries. — -A. G. Lane, Illinois. 
 
 1904 Preliminary R<|xjrt of Committee on .Salaries, Tenure, an<l Pensions of Teachers. — 
 
 Carroll D. Wriomt, District of Columbia, chairman. 
 
 1905 Shall the State Kegulale Teachers' Salarits ?- Frank M. Sommi.k, New Jersey. 
 Report of Committee on Salaries, Tenure of Ofl'icc, and Pensions of Teac hers. — 
 
 ('abroll D. WRif.HT, < hairman. 
 Percentage- of Familirs Living on Farms in the U. S. in iqco by States. 
 Salaries of T«a( hers in Cities and Towns of 8,000 Pojiulation or Over. 
 Tilili A, Numlxr and Average Yearly Salaries of Principals and Teachers, antl 
 
 of Principals and Teachers Combined, in High and Elementary Schcxils, 
 
 by (iroujw of Cities. 
 Table B. Numlw r of High-Sc h(K)l Teachers (not Including Principals) in Receipt 
 
 of Each C!lassifi( (I Salary, by {iroui)S of Cities. 
 Table C. Per Cent, of High Se hool Teachers (not Inc luding Princ ipnis) in Keieipt 
 
 of Each (Ma.ssific-d .Salary. 
 Table D. NumlM-r of Princi[>als of Elementary Schools in Receipt of Each Cla.ssi- 
 
 fied Salar)'.
 
 7i8 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1905 Table E. Per Cent, of Principals of Elementary Schools in Receipt of Each 
 
 Classified Salary. 
 
 Table F. Number of Elementary School Teachers (not Including Principals) 
 in Receipt of Each Classified Salary. 
 
 Table G. Per Cent, of Elementary School Teachers (not Including Principals) 
 in Receipt of Each Classified Salary. 
 
 Summary and Analysis of Salary Tables of Cities Classified by Size. 
 
 Salaries Summarized by States, with Various Tables. 
 
 The Sex of Teachers in High and Elementary Schools. 
 
 Salaries of Supervisors and Special Teachers. 
 
 Salary Schedules in Cities and Towns of 8,000 Population or Over. 
 
 Salaries of Teachers in Typical Towns of Less than 8,000 Population. 
 
 Salaries of Teachers in Typical Ungraded Rural Schools. 
 
 Funds for Payment of Teachers' Salaries. 
 
 Minimum Salary Laws. 
 
 Earnings in Teaching and in Other Occupations Compared. 
 
 Purchasing Power of Salaries in Different Localities. 
 
 Tenure of Office of Teachers. 
 
 Pensions of Teachers. 
 
 General Tables of Salaries of Teachers in Cities and Towns of 8,000 Population 
 or Over. 
 
 Table I. Number and Minimum, Maximum, and Average Yearly Salaries of 
 Principals and Teachers in High and Elementary Schools and Kinder- 
 gartens. 
 
 Table II. Classified Yearly Salaries of Teachers (not Including Principals) 
 in High Schools. 
 
 Table III. Classified Yearly Salaries of Principals of Elementary Schools. 
 
 Classified Yearly Salaries of Teachers (not Including Principals) in 
 Eleme ntary Schools . 
 
 The Future of Teachers' Salaries. — Wm. T. Harris, District of Columbia. 
 
 1906 The Next Step in the Salary Campaign. — David Felmley, Illinois. 
 
 What Should be the Basis for the Promotion of Teachers and the Increase of 
 
 Salaries ? — James H. Van Sickle, Maryland. 
 Teachers' Salaries and How Affected by the Operation of the Minimum-Salary 
 
 Law. — Fassett A. Cotton, Indiana. 
 
 47. SCHOOL HYGIENE 
 
 1881 Effect of Student Life on the Eyesight. — A. W. Calhoun, Georgia. 
 
 1882 The Chemical Examination of Air as Applied to Questions of Ventilation. — Charles 
 
 Smart, U. S. A. 
 Information Necessary to Determine the Merits of the Heating and Ventilation of 
 a School Building. — John S. Billings, U. S. A. 
 1884 Recess. — Wm. T. Harris, District of Columbia. 
 
 No Recess. — S. A. Ellis. 
 1889 Relation of Mental Labor to Physical Health. — ^W. N. Hailmann, Indiana. 
 Sound-Blindness. — Sarah E. Wiltse, Michigan. 
 
 1891 School Ventilation and Physical Education. Report of Committee of National 
 
 Council. (Discussion.) 
 
 1892 The Health of School Children as Affected by School Buildings. — G. Stanley 
 
 Hall, Massachusetts. 
 
 1894 The Hygienic Relation of Dress to Education. — R. Anna Morris, Iowa. 
 Pupils' Defective Hearing. — Ephraim Cutter, New York. 
 
 1895 Report on School Hygiene.- — Edward M. Hartwell, Massachusetts. 
 
 1896 Report of the Committee on School Sanitation, Hygiene, and Physical Training. — 
 
 William A. Mowry, Massachusetts, chairman. 
 
 1897 Elementary Principles of School Hygiene. — Aaron Gove, Colorado. 
 Rural Schools. Appendix M. Hygiene and Health in Public Schools. 
 
 1898 Contagious Diseases in School.— T. A. Mott, Indiana. 
 
 Medical Inspection of Schools. — W. B. Powell, District of Columbia. 
 
 School Hygiene — What It Is and Why We Need It. — Edward M. Hartwell, 
 
 Massachusetts. 
 Bibliography of School Hygiene. — William H. Burnham, Massachusetts. 
 School Architecture — Heating, Ventilation, Lighting, and Sanitary Arrangements. —   
 
 F. Louis Soldan, Missouri; D. H. Bergey, Pennsylvania.
 
 of Topics] SCIENCE TEACHING 719 
 
 1898 School Furniture — Seats, Baths, Blackboards, Maps, etc. — C. B. Gilbert, New 
 
 Jersey. 
 School Diseases and Medical Inspection. — Delos Fall, Michigan. 
 Medical Inspection of School Children. — Sever.a.nce Burrage, Indiana. 
 The Hygiene of Instruction in Primary Schools. — G. W. Fixz, Massachusetts. 
 Fatigue. — Edward R. Shaw, New York. 
 
 The Lighting and Seating of School Rooms. — W. A. MowRY, Massachusetts. 
 Ventilation of Schoolrooms. — A. P. Marble, New York. 
 
 1899 Fatigue among School Children. — \\'n.L S. Monroe, Massachusetts. 
 
 How May Fatigue in the Schoolroom be Reduced to a Minimum ? — H. E. Kratz, 
 
 Iowa. 
 Preliminar)' Report on School Hygiene. — Wm. T. Harris, District of Columbia, 
 chairman. 
 1901 Medical Inspection in Public Schools. — W. S. Christopher, Illinois. 
 
 Schoolroom Temperature and Humidity. — William George Bruce, Wisconsin. 
 
 1903 Health and Growth of School Children. — William W. Hastings, Massachusetts. 
 School Hygiene in Its Bearing on Child-Life. — Thomas D. Wood, New York. 
 \\'hat Teachers Need to Know about Sense Defects and Impediments. — Clarence 
 
 John Blake, Massachusetts, and Others. 
 
 1904 Tho Hygiene of the Kindergarten Child. — William H. Burnham, Massachusetts. 
 
 48. SCHOOL LAWS 
 
 1892 To What E.xtent Can a Public-School System Be Improved by Legislation ? — L. E. 
 \\'OLFE, Missouri. 
 
 1905 Charter provisions as Related to the Organization of School Systems. — William 
 
 H. Maxwell, New York. 
 A Nonpartisan School Law. — Edward C. Eliot, Missouri. 
 Charter Provisions as Related to the Reorganization of School .Systems. — F. LouiS 
 
 Soldan Missouri. 
 
 49. SCIENCE TEACHING 
 
 {See also Biological Sciences; Mathematics; Nature-Study; Physical Science.) 
 
 1 869 Popular Science. — Mrs. Lincoln Phelps, Maryland. 
 
 1872 Natural History in Education. — N. S. Shaler, Massachusetts. 
 
 1874 Science in Common Schools. — J. W. Armstrong, New York. 
 
 1 890 Geolog>' in Early Education. — Alexa.vder Wi.nchell, Michigan. 
 Science-Training in Primary and Grammar Grades. — Gustave Gutte.nbero, 
 
 Pennsylvania. 
 
 1 891 Natural Science for the Common Schools. — Wilbur S. Jack.man, Illinois. 
 
 1892 The Natural .Sciences in Elementary Education. — S. G. Williams, New York. 
 
 1893 Should the Amount of Time Given to Languages in Our Secondary Schools Be 
 
 Diminished ? — Cecil F. P. Bancroft, Massachusetts. 
 Should Language Studies Be Limited in Secondary S( hools in the Interests of the 
 Sciences? — D. W. .\bekcrombik, Massachusetts. 
 
 1895 What Has Been Accomplished in Co-ordination in the Field of Natural Science. — 
 
 Wilbur S. Jackman, Illinois. 
 
 1896 I'nsidential Address — Science and Culture. — Charles E. Bessky, Nebra.ska. 
 The Humanistic Element in Science. — Henry .S. Cakhart, Michigan. 
 
 1897 I'residential Address— The Preparatory Natural-Science Curriculum.— Charles 
 
 Skekle Palmer, Colorado. 
 
 1898 .Memorandum concerning Report of Committee of Sixty. 
 
 1899 Thirty Years' Progn-.ss in Science Teaching. -Chaim.es Newell Cohh, New York. 
 Sc ic-nce in the High Sc hool. - {;eorc;e .Mann Richardson, California. 
 
 1900 How C;in .Advanced Scic-ncc in the College and I'liiviTsily and .\ature Work in 
 
 the- (ir.ided .Schools Be Kciidencl Nlon- .Mutually Helpful? Ciiahlk.s H. 
 Wilson, Ma.ssac hus<!tLs. 
 
 1901 The Statu.s of .Science In.struction in the- Stale- of New York. -S. I)wic;i!T /\rms. 
 
 New York. 
 What the- Teac hcT c)f Scic-nce<'an Do to .Make the Teaching of Science in Second- 
 ary .Sc hcKils More- Popular. — W. S. Blatciilkv, Indiana. 
 
 1902 President's Acldress -The Tc-achingctf. Science. -William Harmon Norton, Iowa. 
 
 1903 Practical Mc-thods cif Teac hing Geology. — N. S. Siiai.kr, Ma.ssachusetls. 
 
 The Pro|)er Sccjpe fif Geological Teaching in the High Scho<»l ancl Academy. — 
 Wii.LiAU North Rice, Connecticut.
 
 720 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1903 Science in Commercial Work: Its Practical Value, Character, and Place in High- 
 
 School Work. — Frank M. Gilley, Massachusetts. 
 
 1904 A Comparative Study of the Methods of Science Instruction of the Various Countries 
 
 as Shown by Their Exhibits. — W. J. S. Bryan, Missouri. 
 The Nature and Educational Value of the Scientific Exhibits of High Schools and 
 
 Colleges of the United States. — George Platt Knox, Missouri. 
 The Teaching of the Scientific Method. — S. A. Forbes, Illinois. 
 
 1905 President's Address. — Frank M. Gilley, Massachusetts. 
 
 Correlation of Mathematics and Science. — Clarence E. Comstock, Illinois. 
 Science Teaching in Elementary Schools.^ — -Hugo Newman, New York. 
 
 1906 What Kind of Language Study Aids in the Mastery of Natural Science? — W. T. 
 
 Harris, District of Columbia. 
 
 50. SECONDARY EDUCATION— HIGH SCHOOLS 
 
 {See also City-School Systems.) 
 
 1873 Upper Schools. — James McCosh, New Jersey. 
 
 1874 Intermediate (or Upper) Schools. — Geo. P. Hays, Pennsylvania. 
 Preparatory Schools for College and University Life. — Noah Porter, Connecticut. 
 
 1 877 The Relation of the Preparatory and Grammar Schools to College and University. 
 
 — W. R. Webb, Tennessee. 
 1879 The High-School Question. — J. W. Dickinson, Massachusetts. 
 1885 The High Schools and the State. — J. E. Seaman, Louisiana. 
 
 The Place and Function of the Academy. — Report of Committee. 
 The Relation of Secondary Education to the American University Problem. — 
 Andrew F. West, New Jersey. 
 
 1888 The State University and PubHc High Schools. — A. L. Cook, Cahfornia. 
 
 1889 The High School.— A. F. Nightingale, Illinois. 
 
 The High School and the Citizen. — H. C. Missimer, Pennsylvania. 
 
 1 890 The Demands of the High Schools for Severance from the College and the University. 
 
 — J. W. Johnson, Mississippi. 
 
 The High School as a Finishing School. — James H. Baker, Colorado. 
 
 The Gap between Elementary Schools and the Colleges. — Chas. W. Eliot, Massa- 
 chusetts. 
 
 Effect of the College Preparatory High School upon Attendance and Scholarship 
 in the Lower Grades.^ — C. W. Bardeen, New York. 
 
 High School as a Fitting-School. — A. F. Bechdolt, Minnesota. 
 
 The High School as a Factor in Mass Education. — E. A. Steere, Montana. 
 
 1 891 The Future High School. — Frank E. Plummer, Iowa. 
 
 The Province of the Western High School. — L. H. Austin, Nebraska. 
 
 1892 High-School Extension or Supplementary Work. — Frank E. Plummer, Iowa. 
 What Should Secondary Schools Do to Promote Their Interests at the World's 
 
 Fair? — J. L. Hollo way, Arkansas. 
 
 1893 Report of Committee of Ten on Secondary Education, with Membership of Com- 
 
 mittee and of Nine Conferences. — Chas. W. Eliot, Massachusetts, president.' 
 Report of Conference on Latin. — Wm. Gardner Hale, Illinois, chaimian.i 
 Report of Conference on Greek. — Martin L. D'Ooge, Michigan, chairman. ' 
 Report of Conference on English. — Samuel Thurber, Massachusetts, chairman.' 
 Report of Conference on Other Modern Languages. — Chas. Grandgent, Massa- 
 chusetts, chairman.' 
 Report of the Conference on Mathematics. — Simon Newcomb, Maryland, chair- 
 man.' 
 Report of Conference on Physics, Chemistry and Astronomy. — Ira Remsen, 
 
 Maryland, chairman.' 
 Report of Conference on Natural History. — W. B. Powell, District of Columbia, 
 
 chairman.' 
 Report of Conference on History, Civil Government, and Political Economy. — 
 
 Chas. Kendall Adams, Wisconsin, chairman.' 
 Report of Conference on Geography. — T. C. Chamberlin, lUinois, chairman.' 
 
 1894 Is It True that the Most Defective Part of Education in This Country Is in the 
 
 Secondary Schools ? — Charles P. Lynch, Ohio. 
 The Curriculum for Secondary Schools. — Wm. T. Harris, District of Columbia. 
 The Future of the American High School. — J. Remsen Bishop, Ohio. 
 The Possibilities of High-School Training in Relation to Public Speaking. — 
 
 Frank Sheldon Fosdick, New York. 
 
 ' Not printed in any volume of Proceedings, but published in pamphlet form
 
 of Topics] SPEL LING 721 
 
 1895 President's Opening Address. — Wm. H. Smiley, Colorado. 
 
 1896 \\'hat Should the High School Do for the Graduate of the Elementary School ? 
 
 F. Louis Soldax, Missouri. 
 What Is a Sccondar)- School ?— E. W. Coy, Ohio. 
 
 1897 Round Tabic on the High School as a Social Factor. — Samuel T. Dutton, Massa- 
 
 chusetts, leader. 
 
 1898 Between Day School and Reform School. — C.VRROLL G. Pe.\rse, Nebraska. 
 
 1899 The Differentiation of the American Secondary School. — Charles H. Keyes, 
 
 Massachusetts. 
 Do Our High Schools Prepare for College and for Life? — Gilbert R. Morrison, 
 Missouri. 
 
 1900 The Problem of the Grades — Classification and Promotion. — Elizabeth Buchanan, 
 
 Missouri. 
 Report on High-School Statistics. — James M. GREEmvooD, Missouri. 
 
 1 90 1 Opening .Address of President. — William J. S. Bryan, Missouri. 
 
 The Function of the High School of Today. — J. Remsen Bishop, Ohio. 
 
 Recent Growth of Public High Schools in the U. S. as Affecting the Attendance 
 
 of Colleges. — Wm. T. Harris, District of Columbia. 
 High-School Statistical Information. — James M. Greenwood, Missouri. 
 Some Aspects of Grammar-School Training. — L. B. R. Briggs, Connecticut. 
 
 1902 How Far Does the Modern High School Fit the Nature and Needs of Adolescents ? — 
 
 Reuben Post Halleck, Kentucky. 
 The High School as the People's College. — G. Stanley Hall, Massachusetts. 
 Report of the Commission on Accredited Schools. — George N. Carman, Illinois. 
 The Social Side of High-School I>ifc. — Reuben Post Halleck, Kentucky. 
 
 1903 Opening Remarks.— Charles F. Wheelock, New York. 
 
 Tendencies as to the Enlargment of the Secondary Field. — Reuben Post Halleck, 
 
 Kentucky. 
 The Full Utilization of a Public-School Plant. — Charles W. Eliot, Massachusetts. 
 The Percentage of Boys Who Leave the High School and the Reasons Therefor. — 
 
 A. Caswell Ellis, Texas. 
 How to Increase the Attendance of Boys at the High School. — J. K. Stableton, 
 
 Illinois, and Others. 
 The Opportunity and Function of the Secondary School. — Calvin M. Woodward, 
 
 Missouri. 
 Round-Table Conference — 
 
 II. Principals' Conference. The Formation of a Federation of Secondary 
 School Associations. — William J. S. Bryan, Missouri. 
 
 1904 The New Departure in Secondary Education. — J. J. Sheppard, New York. 
 Secret Fraternities in High Schools. — Gilbert B. 5Iorrison, Mi.ssouri. 
 
 In What Respects Should the High School Be Modified to Meet Twentieth-Century 
 Demands? — J. Stanley Brow.v, Illinois. 
 
 1905 Means of Increasing the Efficiency of Our Public-School Work. — Various Authors. 
 \\ hy Do So Many First-Yeai Pupils Leave the High School ? — Reuben Post 
 
 Halleck, Kentucky. 
 Report of the Committee on Secret Fraternities. — Gilbert B. Morrison, Missouri, 
 chairman. 
 
 51. SPELLING 
 
 i860 Report of Committee on a "Phonetic Alphabet." — Z. Richards, District <if 
 
 C'oiumbia. 
 1875 The Origin of the Alphabet. — J. I^nthoffer, District of Columbia. 
 
 1879 The Potency of Caprice f Abstract). — Wm. T. Hakkis, Missouri. 
 
 The Present State of Spelling Reform As.sociation.-F. A. March, Pennsylvania. 
 Sp<*Iling Reform in England. — E. JONES, England. 
 
 The Etymologic Objection to Sp-lling Refomi. — S. S. Hai.deman, Penn.sylvania. 
 SiK'lling Reform in Journalism. — S. N. D. North, New York. 
 
 1880 The Rcl.ilion of Educators to the Spi Ming Riform.- F. A. MARfii, Pennsylvania. 
 The Duty of Om Colleges toward Spelling Reform. — W. (i. IUllantine, Ohio. 
 
 1 881 The Necessity for Sjx-lling Reform. — T. R. ViCKROV, St. Ixiuis, Mis.souri. 
 S[)rlling-ReformlMovem<nt. F. A. March, I'ennsylvania. 
 
 Benefits of IMionetit Spelling.- TniilAS Witmer, New York. 
 1891 Spelling Kefonn. - H. \V. Wf.hstek, Miiinesf)la. 
 
 Spelling Reform. T. E. Vickhov, .Missouri. 
 1893 Constitutional Bad Spellers. — Adelaide E. Wyckokk, New York.
 
 722 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1899 Report of the Committee on Amended Spelling. — R. K. Buehrle, Pennsylvania, 
 chairman. 
 
 1901 Simplified Spelling — Discussion. — E. O. Vaile, Illinois. 
 
 1902 The Simplification of English Spelling a Present Duty. — Charles Payson Gurley 
 
 Scott, Pennsylvania. 
 
 1905 Report of Committee on Simplification of Spelling. — William H. Maxwell, 
 
 New York, chairman. 
 
 1906 Simpler Spelling: What Can be Most Wisely Done to Hasten It? — E. Benjamin 
 
 Andrews, Nebraska. 
 What Can Most Wisely be Done to Hasten Simpler Spelling? — J. Geddes, Jr , 
 
 Massachussetts. 
 The New Phonetic Alphabet. — George Hempl, Michigan. 
 
 52. STATE AND EDUCATION 
 
 1859 The Importance of Civil Polity as a Branch of Popular Education. — Daniel 
 
 Read, Wisconsin. 
 i860 The Special Educational Wants of Our Country. — J. W. Hoyt, Wisconsin. 
 
 The National Importance of the Teacher's Profession. — J. N. McJilton, Maryland. 
 
 1864 National Bureau of Education. — S. H. White, Illinois. 
 
 1865 Education as an Element in the Reconstruction of the Union.^ — J. P. Wickersham, 
 
 Pennsylvania. 
 A National Bureau of Education.- — A. J. Rickoff, Ohio. 
 The President's Address — The Educational Duties of the Hour: a National System 
 
 of Education. — Samuel S. Greene, Rhode Island. 
 
 1866 The United States Department of Education. — Z. Richards, District of Columbia. 
 The Duties of an American State in Respect to Higher Education. — W. F. Phelps 
 
 Minnesota. 
 The Relation of the National Government to Education. — O. Hosford, Michigan. 
 
 1869 The State in its Relation to Higher Education. — J. P. Wickersham, Pennsylvania. 
 A National System of Free Schools. — Chas. Brooks, Massachusetts. 
 
 1870 Free Common Schools: What They Can Do for the State. — F. A. Sawyer, South 
 
 Carolina. 
 The Relation of the National Government to Public Education. — ^JOHN Eaton, 
 District of Columbia. 
 
 1871 How Far May the State Provide for the Education of her Children at Public 
 
 Cost?^NEWTON Bateman, Illinois. 
 National Aid to Education in the South. — John Eaton, District of Columbia. 
 
 1873 National University. — Charles W. Eliot, Massachusetts. 
 
 Relation of General Government to Education. — G. W. Atherton, New Jersey. 
 
 1874 A National University. — Andrew D. White, 
 
 A National University. — J. W. Hoyt, Wisconsin. (Review of a paper read at 
 
 Elmira, New York, by Charles W. Eliot.) 
 A Paper on a National University. — -Wm. T. Harris, Missouri. 
 National Endowments for Schools for Scientific and Technical Training. — J. K. 
 
 Patterson, Kentucky. 
 
 1875 Caste in Education. — A. P. Marble, Massachusetts. 
 
 Relation and Duties of Educators to Crime. — J. B. Bittinger, Pennsylvania. 
 
 1 881 Education and the Building of the State. — John Eaton, District of Columbia. 
 Education and Crime. — J. P. Wickersham, Pennsylvania. 
 
 1882 National Aid to Education, from a Northern Standpoint. — Dexter A. Hawkins, 
 
 New York. 
 National Aid to Education. — A. D. Mayo, Massachusetts. 
 National Aid to Education. — J. L. M. Curry, Virginia. 
 The State and School; the Foundation Principle of Education by the State. — 
 
 Samuel Barnet, Georgia. 
 
 1883 What Has Been Done for Education by the Government of the United States ? — 
 
 John Eaton, District of Columbia. 
 
 1884 Citizenship and Education. — J. L. M. CURRY, Virginia. 
 
 How a State Superintendent Can Best Advance Popular Education. — E. E. Higbee, 
 
 Pennsylvania. 
 The New Bill for National Aid to Public Schools. — B. G. Northrop, Connecticut. 
 National Aid for the Support of Public Schools. — J. W. Dickinson, Massachusetts. 
 Civic Education. — Wm. W. Folwell, Minnesota. 
 
 1885 The High Schools and the State. — J. E. Seaman, Louisiana.
 
 of Topics] SUPERVISIOX, ORGANIZATION. ADMINISTRATION 723 
 
 1886 School Superintendence a Profession. — M. A. Newell, Mar>'land. 
 Duties of County Superintendents. — D. L. Kieule, Minnesota. 
 City Superintendence. — J. W. Akers, Iowa. 
 
 1888 The Best Discipline to Prepare Law- Abiding Citizens. — DuNCAN Brown, Kansas. 
 The Cuhure Most Valuable to Prepare Law-Abiding and Law-Respecting Citizens. 
 
 — George H. Atkin'sox, Oregon. 
 
 The Culture Most Valuable for Educating Law-Abiding and Law-Respecting 
 Citizens. — Joseph Baldwin, Texas. 
 
 The Discipline Most Valuable as a Means of Preparing Law-Abiding, and Law- 
 Reverencing Citizens. — B. F. Tweed, Massachusetts. 
 
 The Blair Bill.— A. P. Marble, Massachusetts. 
 
 Federal Aid. — J A. B. Lovett, Alabama; Alexander Hogg, Texas. 
 
 1 889 State Teachers' Institutes. — John W. Dickinson, Massachusetts. 
 The State and Higher Education. — Fred M. C.\mpbell, California. 
 The State and Higher Education. — H. B. Adams, Maryland. 
 
 The High School and the Citizen. — H. C. Missi.mer, Pennsylvania. 
 Education and the Republic. — A. S. COLYAR, Tennessee. 
 A National University. — Wm. A. Mowry, Massachusetts. 
 
 1890 The General Government and Public Education throughout the Country. — Wm. 
 
 T. H.VRRis, District of Columbia. 
 
 1 891 .\ Plea for State and National .'Vid in Industrial Education. — B. F. Hood, South 
 
 Dakota. 
 
 1892 Education and Citizenship. — B. P. Raymond, Connecticut. 
 The School and the Criminal. — L. H. Jones, Indiana. 
 
 What Shall the State Do toward the Education of Children Below the School .■\ge, 
 b.-tween the Ages of Three and Six ?— Frank .\. Fitzpatrick, Nebraska. 
 
 1 893 Supervision of Private Schools by the State or Municipal Authorities. — James C. 
 
 Mackenzie, New Jersey. 
 The Value of the Elementary School for the Social Virtues and for the Duties of 
 
 Citizens. — Catharine H. Spexce, South .Australia. 
 What Special Work Should Be Undertaken in the Elementary School to Prepare 
 
 the Pupils for the Duties of Citizenship ? — Wm. A. Mowry, Massachusetts. 
 
 1894 The Organizers of the Nation and Education. — Austin Scott, New Jersey. 
 1896 Democracy and Education.— NiciiOL.vs Murr.vy Butler, New York. 
 
 The General Government and Popular Education.— Andrew S. Draper, 
 
 Illinois. 
 The University and the State in the South. — Edwin A. Alderman, North Carolina. 
 1898 Democracy and Education. — Edwin P. Seaver, Massachusetts. 
 The Duly of the State in Education.— E. E. White, Ohio. 
 
 1900 State Aid to Higher Education in Europe and .Xmerica. —Joseph Swain, Indiana. 
 
 1901 Education for Social Control.— William E. Chancellor, New Jersey. 
 Federal and State Interest in Higher Education.— Rohert B. Fulton, Mississii)].!. 
 Rejxjrt of the Committee on a National University.— William R. Harper, Illinois, 
 
 ( hairman. 
 
 53. SUPKRVISION, OR(;.\XIZ.\'ri()N, A.Nl) .\i)M IMS TK.V TK ).\ 
 {See also City School Systems; Finances and Taxation; Rural Sciiools.; 
 
 i860 Reix)rt of Committee on .Sch<K)l Statistics. (". S. Pknni.LI.. Mi.s.souri. 
 1866 School SuiH-rvi-sion: State-, County, and City; also School District Organization, 
 Tc rritorial UniLs, etc ., were fully disc ussed. 
 
 1872 Educational I><s.sons of Statistic s. -Jons Eaton, District of Columbia. 
 
 The Early Withdrawal cjf Pupils from School— It.s Cau.ses and lis Remedies. — 
 
 Wm. T. Harris, MisMiuri. 
 Ivxlcnt, Methods, and Value of Supervision in a Syslc-m of Sc hcM)ls. II. I'. I! \k- 
 
 msiytds, M.ussac husetts. 
 
 1873 .Schrx)! Boards and Stliool Sui)erinlcndenls Their Kclalion. J. 11. Minkokd, 
 
 N'irgiiiia. 
 1880 The Development of the .Superintendemy.- Chahi.es Fhancis Adams, Jk, 
 Massac huselts. 
 
 1884 Supervision of Public Sc h<K)ls. John W. Holcomiie, Indiina. 
 City and Town Supervision of .Sc hcK.ls.— R. W. Stkvi nson, Ohio. 
 
 1885 Inaugural Addres.s.— Lkroy D. Bh(»wn, Ohio. 
 Countv Su|>c rinlcndc-nc y. -John W. Holcomh, Indiana. 
 School Rejx.rtJi. Rkpokt of Committee on Education.
 
 724 
 
 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 
 
 1886 County Superintendents. — E. B. McElroy, Oregon. 
 
 1887 School Supervision in the United States and other countries compared. — John 
 
 Hancock, Ohio. 
 Points for Constant Consideration in the Statistics of Education. — -Tohn Eaton, 
 Ohio. 
 
 1888 The Relation of the Superintendent and Teacher to the School. — A. E. Winship, 
 
 Massachusetts. 
 The Superintendent and the Teacher. — John E. Bradley, Minnesota. 
 
 1889 What Statistics Are to Be Collected? — J. M. Greenwood, Missouri. 
 The School Principal. — George Rowland, Illinois. 
 
 The Work of the City Superintendent. — T. M. Balliet, Massachusetts. 
 
 1890 School Superintendence in Cities. — E. E. White, Ohio. 
 
 State Supervision: What Plan of Organization and Administration Is Most Effect- 
 ive ?— J. W. Patterson, New Hampshire. 
 
 Popular Criticisms and Their Proper Influence upon School Superintendence. — 
 Merrill Gates, New Jersey. 
 
 School Statistics as a Basis of Legislative or OfTicial Action — What Should Be 
 Collected and How ? — H. M. LaFollette, Indiana. 
 
 1891 School Statistics. (Discussion.) Report of Committee of National Council. 
 The Pubhc School and Civil Service Reform. — George William Curtis, New 
 
 York. 
 School Statistics. — Report of Committee of National Council. (Discussion.) 
 
 1892 What Can Be Done to Bring Pupils Farther on in Their Studies Before They 
 
 Leave School to Go to Work ? — Charles W. Hill, Massachusetts. 
 Report on School Statistics. — James McAlister, Pennsylvania; George P. 
 Brown, lUinois. 
 
 1893 School Savings Banks in the United States. — J. H. Thiry, New York. 
 School Savings Banks in France. — ^M. Gustave Serrurier, France. 
 
 Who Shall Appoint Teachers, and on Whose Nomination ? — H. S. Tarbell, 
 Rhode Island. 
 
 1894 School Boards. — Charles E. Gaton, New York. 
 
 1895 Changes — Wise and Unwise — in Grammar and High Schools. — Orville T. 
 
 Bright, Illinois. 
 How to Test the Quality of a Teacher's Work. — W. C. Warfield, Kentucky; 
 
 Aaron Gove, Colorado. 
 Individuahsm in Mass Education. — P. W. Search, California. 
 Powers and Duties of State Superintendents. — N. C. Schaeffer, Pennsylvania. 
 
 1896 The School-Board Convention Idea. — William George Bruce, Wisconsin. 
 School Boards, What and Why ? — R. I. Yeager, Missouri. 
 
 The Relation of a Board to Its Superintendent. — William S. Mack, Illinois. 
 
 Principals' Round Table. — F. L. Bliss, Michigan (in the chair). 
 
 What Is the Best Use That Can Be Made of the Grade Meeting ? — Edward C. 
 Delano, Illinois. 
 
 What Is the True Function or Essence of Supervision ? — C. A. Babcock, Pennsyl- 
 vania. 
 
 1897 Principals' Round Table. 
 
 The Province of the Supervisor.- — L. H. Jones, Ohio. 
 
 Supervision as Viewed by the Supervised. — Sarah L. Brooks, Minnesota. 
 
 Hints on School Administration. — H. L. Getz, Iowa. 
 
 Reform in School Administration. — J. W. Errant, Illinois. 
 
 The Relation of the School Board to the People.— Mrs. Alice Bradford Wiles, 
 
 Illinois. 
 The Kind of Supervision Most Needed. — Henry Sabin, Iowa, chairman. 
 Selection of School Boards — A Comparison of Methods in Operation. — T. H. 
 
 Watkins, Kentucky. 
 
 1898 What Kind of Centrahzation Will Strengthen Our Local School System ? — Har- 
 
 vey H. Bubbert, Pennsylvania. 
 
 The Professional and Non-Professional Bodies in Our School System. — A. Law- 
 rence Lowell, Massachusetts. 
 
 Some New England Plans and Conclusions Drawn from a Study of Grading and 
 Promotion. — John T. Prince, Massachusetts. 
 
 Grading and Promotion with Reference to the Individual Needs of Pupils. — 
 James H. Van Sickle, Colorado. 
 
 The Elizabeth Plan of Grading. — William J. Shearer, New Jersey. 
 
 Grading and Promotion with Reference to the Individual Needs of Pupils. — 
 Edward R. Shaw, New York.
 
 of Topics] SUPERVISION, ORG A NIZA TION, ADM IN 1ST RA TION 725 
 
 1898 TIh- Duties and Privileges of the Supervisor. — Sarah Louise Arnold, Massa- 
 
 chusetts. 
 
 1899 Authority of the School Superintendent. — Emerson E. White, Ohio. 
 
 Let Pupils Be So Classified as to Allow Unrestricted Progress or I'lilimited Time, 
 
 According to Ability.^ — Frank J. Barnard, Washington. 
 Quo Vadis, School Board ? — William George Bruce, Wisconsin. 
 The School Board and the Public Press. — Ella J. Fifield, Washington 
 Round Table of City Superintendents. — J. P. Sharkey, Ohio. 
 
 Promotions and Grading. — W. W. Ch.vlmers, Ohio. 
 
 Paper by Paul A. Cowgill, Michigan. 
 
 Pajxr by H. E. Kr.\tz, Iowa. 
 
 Course of Study for Pupils Who Cannot Complete High-School Work. — J. M. 
 Berkey, Pennsylvania. 
 
 Paper by J. W. C.vrr, Indiana. 
 The School Director as a Factor in Education. — Samuel Hamilton, Pennsylvania. 
 What the Superintendent Is Not. — A. E. Winship, Massachu.setts. 
 
 1900 Class Intervals in Graded Schools. — William T. Harris, District of Columbia. 
 The Problem of the Grades — Classification and Promotion. — Elizabeth Bich.\nan 
 
 Missouri. 
 School Administration Problems in the South. — Isr.vel H. Peres, Tennessee. 
 The Relations of the School Board and the Teachers. — W. A. Hunt, Minnesota. 
 School-Board Organization. — W. S. Ellis, Indiana. 
 Two Opportunities for Improvement in the Administration of ( 1 raded-.School 
 
 Systems. — L. D. Harvey^, Wisconsin. 
 The Trail of the City Superintendent. — Aaron Gove, Colorado. 
 The Superintendent in Small Cities. — Charles E. Gorton, New York. 
 How Can the Superintendent Improve the Efficiency of the Teachers under His 
 
 Charge ? — Jon.v W. Cook, Illinois. 
 The Superintendent as an Organizer and an E.xecutive. — Robert E. Denfeld, 
 
 Minnesota. 
 
 1 90 1 The Past and the Future Work of the Department of Superintendence. — James 
 
 M. Greenwood, Missouri. 
 Department of Superintendence of the National Educational Association. — 
 
 Emerson E. White, Ohio. 
 Round Tables — Round Table of Superintendents of Large Cities. — F. Louis 
 
 Soldan, Missouri. 
 Round Tables — Round Tables of Superintendents of Small Cities — 
 
 Section A. — L. E. Wolfe, Kansas. 
 
 Section B. — W^illiam J. Shearer, New Jersey. 
 
 Section C. — T. A. Mott, Indiana. 
 
 Section D. — Augustus S. Downing, New York. 
 Round Tables of State and County Superintendents. — L. D. Bonebrake, Ohio. 
 What Con.stitutes an EtTicient Superintendent ?— Israel H. Peres, Tennessee. 
 
 1902 Round Table — Principal.s' Conference. ^W. J. S. Bryan, Mis.souri. 
 Round Tabic — B. Round Table of City Su|)erintendents — 
 
 To[)ic I: Four Minor Duties of a Superintendent. — I. C. McNi ii.i., Wiscon.sin. 
 
 1903 The Best Methods of Electing S( hool Hoards. — Lewis H. Jones, Mi( higan. 
 Round TaVile — C. Rounfl 'I'able of City Superintendent.s^The Most ElTi( tive 
 
 U.SO of a Superintendent's Time. -.\. B. Bi.odgett, New York. 
 
 Various Other P.tpers by Various Authors. 
 Tenure in the Civil Service. — John T. Doyle, District of Columbia. 
 Srhfxjl Boards — Numlxr of Memlxrs, Terms of Service, antl Mode of .Selection. — 
 
 Calvin W. Edwards, New York, and Others. 
 SchfKjl Boards —'i'hiir Fumtions: Legislature, E.xecutive, and Judi< ial. H. F. 
 
 Hu.ssicKER, I'ennsylvania. 
 New Departures in Schfxjl A(hninistration.- Charles Huldkn, Mi( higan. 
 
 1904 RetrosiKctive and Prosjx-ctive Srh(xjl Administration.s.— B. F. UUNSU'KEK, Penn- 
 
 sylvania. 
 The Sujxrintendent a.s a Man of Affairs. — Wm.mam H. Maxwell, New York. 
 The A-ssistant to the SuiM-rintendint Mis Functions and Methotis of Work. - 
 
 Alice E. Reynoli>s, Conn<( ticut. 
 The Management of S|>ccial Departments. - C. H. Kendall, Indiana. 
 Lc.s-sons in School Admini.stration to He Gainefi at the Fair. Calvin .M. Wuod- 
 
 wakd, Missouri. 
 Limitations of the SuiMrintendenls' Authority and of the Teacher's IndeiM-ndente. 
 
 — .\AkoN Gove, Colorado.
 
 726 NATIONAL EDUCATIONAL ASSOCIATION [BibHography 
 
 1904 Round Table of State and County Superintendents — Expert Supervision. — Isaac 
 
 W. Hill, Alabama. 
 Round Table of City Superintendents — The Expediency of Importing Teachers 
 of Approved Merit from Without a Town or City. — Samuel T. Button, New 
 York. 
 
 1905 Recent Progress in School Administration. — Wm. George Bruce, Wisconsin. 
 Round Tables of State, County, and City Superintendents. 
 
 Round-Table Conference — A. Principals' Conference. — Walter B. Gunnison, 
 
 New York. 
 Standards of Local Administration. — George B. McClellan, New York. 
 Table I: School Expenditures Classified. i 
 
 Table II: Cost of Instruction as Compared with Other Expenditures. ' 
 Table III: Relation of Maintenance of Schools to Total City Operating Expenses.' 
 
 1906 How the Superintendent May Correct Defective Classwork and Make the Work of 
 
 the Recitation Teach the Pupil How to Prepare His Lesson Properly. — W. T. 
 
 Harris, District of Columbia. 
 What Should be the Basis for the Promotion of Teachers and the Increase of 
 
 Salaries ? — James H. Van Sickle, Maryland. 
 The Superintendent's Authority and the Teacher's Freedom. — Oscar T. Corson, 
 
 Ohio. 
 How can the Supervising Influence of Grammar-School Principals Be Improved ? — 
 
 Lewis H. Jones, Michigan. 
 Suggestions for the Improvement of the Study Period. — F. M. McMurry, New 
 
 York. 
 Influence of the Supervisor. — Ada Van Stone Harris, New York. 
 
 54. TEACHERS 
 
 {See also Normal Schools and Training of Teachers; Pensions for Teachers; Salaries of 
 
 Teachers.) 
 
 i860 Our Professional Ancestry.— Richard Edwards, Missouri. 
 
 1863 The Causes of Failure and Success in the Office of Teacher. — E. A. Grant, 
 
 Kentucky. 
 
 1872 Examination of Teachers. — John Swett, California. 
 
 1882 How to Improve the Qualifications of Teachers. — Wm. T. Harris, Missouri. 
 
 1883 Examination of Teachers. — Eli T. Tappan, Ohio. 
 1885 The Ideal Schoolmaster.— T. J. Morgan, Rhode Island. 
 
 Civil Service Reform and the Public Schools. — H. Rand.a.ll Waite, Massachusetts. 
 Teaching as a Business for Men. — C. W. Bardeen, New York. 
 
 1887 How to Awaken an Interest and Create a Demand for Professionally Trained and 
 
 Good Teachers. — W. W. Parsons, Indiana. 
 Teachers' Tenure of Office. — Report of Committee. (Discussion.) 
 
 1 888 How Shall the Qualifications of Teachers Be Determined ? — A. S. Draper, New 
 
 York. 
 
 1889 Licensure of Teachers. Discussion. 
 
 Individuality of the Teacher. — J. M. Dewberry, Alabama. 
 State Teachers' Institutes. — John W. Dickinson, Massachusetts. 
 City Training and Practice Schools. — W. S. Jackman, Pennsylvania. 
 County Institutes. — A. G. Lane, lUinois. 
 
 1891 Qualifications and Supply of Teachers for City Public Schools.-^WM. E. Anderson, 
 
 Wisconsin. (Discussion.) 
 
 1892 President's Opening Address. — Frank E. Plummer, Iowa. 
 Literature for Teachers. — Hamilton W. Mabie, New York. 
 
 1893 Grading and Cias.sification. — Mrs. Ella F. Young, Illinois. 
 
 Who Shall Appoint Teachers, and on Whose Nomination ? — H. S. Tarbell, 
 Rhode Island. 
 
 1894 The Improvement of Rural Teachers. — S. S. Parr, Minnesota. 
 
 How May a Professional Spirit Be Acquired by the Secondary Teachers of America ? 
 — Ida B. Haslop, Colorado. 
 
 Professional Obligations and Duties of the Teacher. — Edward Brooks, Pennsyl- 
 vania. 
 
 What Makes, What Mars, the Teacher ? — Corinne Harrison, Virginia. 
 
 1896 The Nervous Force of the Teacher.- — Mara L. Pratt, Massachusetts. 
 
 1897 Round Table on National Teachers' Certificaties. — Ossian H. Lang, New York. 
 Winners of Men. — James H. Canfield, Ohio.
 
 of Topics] TEACHING — PRINCIPLES AND METHODS 727 
 
 1898 The Teacher as a Traveler. — Lillie A. Williams, New Jersey. 
 The Tenure of Office of the Teachers. — B. W. Wright, Michigan. 
 
 1899 Efficient and Inefficient Teachers. — F. Louis Sold.\n, Missouri. 
 Employment and Dismissal of Teachers. — Eric Einv.\RD Rosling, Washington. 
 Evolution and Ethics. — Sydney T. Skidmore, Pennsylvania. 
 
 How to Make Good Teachers Out of Poor Ones. — Wm. T. Harris, District of 
 
 Columbia. 
 Professional Sentiment. — A. E. WiNSHiP, Massachusetts. 
 
 1901 Some of Our Mistakes.— G. M. Grant, Canada. 
 
 The Teacher as a Social-Economic Power. — Reuben Post Halleck, Kentucky. 
 
 1902 College Graduates in Elementary- Schools. — Thomas M. Balliet, Massachusetts. 
 Devotion to Truth: The Chief Virtue of the Teacher. — John Ireland, Minnesota. 
 Round Table— Reciprocity in Licensing Tiachers. — Richard C. Barrett, Iowa. 
 
 1903 The Freedom of the Teacher. — CHARLES B. Gilbert, New York. 
 
 1904 Preliminan.- Report of Committee on Salaries, Tenure, and Pensions of Teachers. 
 
 — Carroll D. Wright, District of Columbia, chairman. 
 
 Round Table of State and County Superintendents — Higher Standards in the 
 Employment of Teachers.— Francis P. Venable, North Carolina; M. L. Brit 
 T.UN, Georgia. 
 
 Round Table of City Superintendents — Should Teachers be Required to Present 
 Evidences of Increased Scholarship? If So, of What Nature? — Walter H. 
 Small, Rhode Island. 
 
 Round Tables of State and County Superintendents — The Recognition of Certifi- 
 cates and Diplomas Granted (a) by State and County Authorities, (b) by Schools 
 of Education. — L. E. Wolfe, Texas. 
 
 Why Teachers Should Organize. — Margaret A. Haley, Illinois. 
 
 1905 President's Address — The Schoolmaster. — William Schuyler, Missouri. 
 Symposium: What Are at Present the Most Promising Subjects for Such Investiga- 
 tions as the National Council of Education Should Undertake? — George H. 
 Martin, Massachusetts; James M. Greenwood, Missouri. 
 
 55. TEACHING— PRINCIPLES AND METHODS 
 
 (See also Education; Theory, Philosophy and Nature; Psychology and Education; 
 and the names of separate studies.) 
 
 1 860 The Teacher and Her Work. — John Kneeland, Ma.ssachusetts. 
 1863 The Teacher as an Arti.st. — Z. Richards, District of Columbia. 
 1866 Oral Teaching.— E. C. Hewett, Illinois. 
 
 Oral Instruction: Its Philosophy and Methods.— Mrs. Mary Howe Smith, 
 New York. 
 
 1 870 The Application of Mental Science to Teaching. — J. W. Dickinson, Massachusetts. 
 
 1 87 1 Philosophy of Methods.— John W. Armstrong, New York. 
 
 1873 Elementary and Scientific Knowlcflge.— J. W. Dickinson, Ma.ssachusetts. 
 Relative C:ontribution of Scholarship and Methods to the Power of the Teacher. — 
 
 H. B. Buckham, New York. 
 
 1874 Method and Manner. — F. L. SoLDAN, Mi.s.souri. 
 
 1876 What May Schocjls Do to Form Right Habits of Th<.ught and Study in Their 
 Pupils? — C. A. MoREY, Minnesota. 
 PerM)nal and Acquired (lifts of Tearhing.— H. B. Buckham, New York. 
 
 1879 The N(ighl>rjrho<jd, as a Starting-Point in Eflu(atif)n.- Robert E. Tmomi'soN. 
 
 1880 The Dominion of Nature and An in llie Process of Instruc tii)n.- Wm. H. Payne, 
 
 Michigan. 
 Results of Methods of Teaching.— J. W. Dickinson, Massachusetts. 
 
 1881 The Teather's Work in the Development of Mental and M(jral Power.— N. .\. 
 
 Calkins, New York. 
 'I'he Philosr>phy of Illustration.- J. J. BuKNS, Ohio. 
 
 1882 Oral Instruction.— Lahkin Dunton, Ma.ssai husetts. 
 
 1884 The Constant in E«luf aiion.— B. A. Hinsdale, Ohio. 
 Methfxl in Teaching. John W. Dickinson, Massac hus<-tts. 
 
 1885 Ml ihod of Pcfiagogii al Inquiry.- Wii I.IAM T. Hakkis, MH.<wachu.s»'lls. 
 Perlagogical Inquiry, (i. Stanley Hall, MassM< luis« its. 
 'Adju.stment of Mfxle.s of Instruriion. — F. Louis SfH.DAN, Missjmri. 
 
 1886 Some Serious Errors in Teaching.— L. R. Klkmm, Ohio. 
 Other Errors in Teaching. - J. M. Gkkenwood, Mis.v)uri. 
 Principles of Method.— Agn>:s I. Rounds, New Hampshire.
 
 728 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1887 How to Teach Parents to Discriminate between Good and Bad Teaching. — Mrs. 
 
 Ella F. Young, Illinois. 
 The Socratic Element in Elementary Culture. — J. W. Stearns, Wisconsin. 
 The Objective Element in Teaching. — John W. Dickinson, Massachusetts. 
 Union of Oral and Book Teaching in the Several Grades. — Mrs. S. N. Williams, 
 
 Kentucky. 
 
 1889 The Recitation. — George Rowland, Illinois. 
 
 1890 Mental Effects of Form in Subject-Matter. — J. H. HooSE, New York. 
 Organization and System versus Originality and Individuality on the Part of the 
 
 Teacher and Pupil. — Henry Sabin, Iowa. 
 Recitation Estimates. — A. R. Taylor, Kansas. 
 
 1892 Individualization by Grouping.— JxJLiA S. Tutwiller, Alabama. 
 
 Report of the Committee on Pedagogics (Scope and Character of Pedagogical Work 
 in Universities). — Charles DcGarmo, Pennsylvania, chairman. 
 
 1893 Adaptation of Methods of Instruction to Special Conditions of the Child. — 
 
 Graham Bell, District of Columbia. 
 How to Improve the Work of Inefficient Teachers. — Frank A. Fitzpatrick, 
 Nebraska. 
 
 1 894 What Can Be Done to Increase the Efficiency of Teachers in Actual Service ? — 
 
 Thomas M. Balliet, Massachusetts. 
 What Shall Be Done with Non-Progressive and Retrogressive Teachers ? — J. M. 
 Greenwood, Missouri. 
 
 1895 Departmental Teaching in Grammar Grades. — J. M. Fendley, Texas. 
 
 The Real Province of Method. — James M. Milne, New York; Howard Sandi- 
 
 SON, Indiana. 
 Substitution of the Teacher for the Textbook. — J. M. RiCE, New York. 
 
 1896 Demands of Sociology upon Pedagogy. — Albion W. Small, Illinois. 
 
 What is the Best Use That Can Be Made of the Grade Meeting ? — Edward C. 
 Dalano, lUinois. 
 
 1897 Data of Method. — James M. Green, New Jersey. 
 
 What to Teach and What to Leave Out. — Wm. M. Giffin, Illinois. 
 
 1898 Social Co-operation. — B. C. Gregory, New York. 
 
 1899 Some Fundamentals in Teaching. — L. D. Harvey, Wisconsin. 
 
 1900 The Problem of the Grades — Instruction. — Mrs. Alice Wood worth Cooley, 
 
 Minnesota. 
 
 1901 What Is a Fad ? — F. Louis Soldan, Missouri. 
 
 The Need of Individual Instruction. — John Kennedy, New York. 
 
 1902 The Use and Danger of Method. — W. A. Millis, Indiana. 
 
 1903 Does the Teacher's Knowledge of a Subject Differ from the Scholar's Knowledge ? 
 
 — W. W. Parsons, Indiana, and Others. 
 Influence of the Study of the Unusual Child Upon the Teaching of the Usual. — 
 
 Frank H. Hall, Illinois, and Others. 
 The Lock-Step in the Public Schools. — Richard G. Boone, Massachusetts. 
 
 56. TECHNICAL EDUCATION 
 
 {See also Industrial Education; Manual Training.) 
 
 1874 National Endowments for Schools for Scientific and Technical Training. — J. K. 
 Patterson, Kentucky. 
 
 1876 The Political Economy of Higher and Technical Education. — H. A. M. Hender- 
 
 son, Kentucky. 
 What Can' Be Done to Secure a Larger Proportion of Educated Labor among Our 
 Producing and Manufacturing Classes ? — William C. Russell, New York. 
 
 1877 The Relation of Manual Labor to Technological Training. — Charles O. Thomp- 
 
 son, Massachusetts. 
 
 1880 Technical Instruction in Land-Grant Colleges. — J. M. Gregory, Illinois. 
 Technical Training in American Schools. — E. E. White, Indiana. 
 
 1 881 Decay of Apprenticeship — Its Causes and Remedies. — L. S. Thompson. 
 
 1884 Technical and Art Education in Public Schools as Elements of Culture. — Felix 
 Adler, New York. 
 
 1886 Technical Education for Girls. Report. 
 Technological Education. Report. 
 
 1887 Relations of Higher Technological Schools to the Public System of Instruction. — 
 
 James L. Hopkins, Georgia. 
 1893 Opening Address. — Francis A. Walker, Massachusetts.
 
 of Topics! WOMAN'S EDUCATION AND WORK 729 
 
 1893 Technological Schools: Their Purpose and Its Accomplishment. — Robert H. 
 
 Thurston, New York. 
 Training for Scientific Professions. — John M. Ordw.w, Louisiana. 
 Educational Value of Exact Measurement. — M. Mayer, New Jersey. 
 The Educational Value of Applied Mathematics, Including Engineering. — V. R. 
 
 HuTTON, New York. 
 Shop-Work and Drawing as Means of Developing Slow Pupils. — R. H. Richards, 
 
 ^Iassachusetts. 
 The Educational Process of Training an Engineer. — G. Lanza, Massachu.setts. 
 Educational Value of Applied Mathematics and Engineering. — Henry T. Eddy, 
 
 Indiana. 
 
 1894 Report of Committee on Technological Education — The Relation of Technical 
 
 to Liberal ICducation. — C. M. Woodward, Mis.souri. 
 Report from Committee on Higher Education — Professional and Technical Instruc- 
 tion in the I'niversity. — Nicholas Murray Butler, New York. 
 
 1896 Congressional Work for Youth. — W. K. Wickes, New York. 
 
 Report of the Committee on Technological Education — The Preparation of Manu;d- 
 and Industrial-Training Teachers a Func tion of the Technical School. — Charles 
 H. Keyes, California. 
 
 1900 Teaching Trades in Connection wiih tlie Public Schools. — Charles V. Warner, 
 
 Massachusetts. 
 
 1 90 1 Education for the Trades in America — What Can Technical High Schools Do for 
 
 It ? — Charles F. Warner, Massachusetts. 
 
 1903 Manual, Trade, and Technical Education. — Thomas M. Balliet, Massachu.setts. 
 Education for the Trades: From the Standpoint of the Manufacturer. — Milton 
 
 P. HiGGiNS, Massachusetts. 
 
 The Demand for Trade Sch(X)ls: From the Educator's Point of \'iew. — Arthur 
 Henry Chamberlain, California. 
 
 The Organization of Trade Schools: From the Point of \'iew of a School Superin- 
 tendent. — Thomas M. Balliet, Massachusetts. 
 
 The Organization of Trade Schools: From the Point of \'iew of a Trade-School 
 Director. — .\rthur L. Williston, New York. 
 
 The Attitude of Trade Unions toward Trade Schools. — William H. Sayward, 
 Massachu.setts. 
 
 Craftsmanship in Education. — Leslie W. Miller, Pennsylvania. 
 
 1904 F>ducation in the American Navy. — Casper F. Goodrich, District of Columbia. 
 
 1905 The Economic Imf)ortance of Trade Schools. — Frank A. \'anderlip, New York. 
 
 57. TEXTBOOKS 
 
 1866 Textbooks. — M. A. Newell, Maryland. 
 1 871 Place and Use of Textbooks. — S. G. Williams, Ohio. 
 1880 Textlxx^ks and Their Uses. — W. T. Harris, Mis.souri. 
 1886 Textlx>oks in Elementary Schools. Report of Committer. 
 
 1 888 The General Functions of the State in Rtiation to S( h<M)l Books and Appliances. — 
 John Swett, California. 
 If There Should Be Uniformity in Texllxxjks, Should It Be by Stale Contract, l)y 
 
 Slate Publication, or by Slate Decree ? — Albert W. Marble, Ma.s.sachu.setts. 
 Should the Slate Furnish "B(K)ks and Applian((S Free ?— R. W. Stevenson, Ohio. 
 Free Texlljooks for Free .Sch(M)is.- Thomas Tash, Maine. 
 Slate Uniformity of Textlxxjks. — L. S. Cornell, ('(jlora«lo. 
 
 Arc the Normal Sc hrM)ls, as They Exist in Our Several Slates, Adefjuale to .\t torn- 
 pli.sh the Work for Which They Were Established ?—jAUl-:s P. Wickkrsham, 
 Pennsylvania. 
 The Function of the State in Relation to School Books and .\pplian(es. John 
 Swett, California. 
 
 1897 Kduiaiion from a Publisher's StandfKiint. Gn.MAN H. Tf<KKR. New York. 
 
 58. WOMAN'S EDUCATION AND WORK 
 (See also Cm-ducalion.) 
 
 1874 The Plan of the University of Virginia. — C. S. Venable. \'irginia. 
 
 1884 W«>man's Work in Education. -Mpi. Mary WHir;nT Skwki.l, Indiana. 
 Woman's Work in F^luralion. I.^)tMSA Hoi-kins, Ma.ssat hus<'lis. 
 Woman's Work in F,«lu< ation. Fhances F. Wii.i ard. Illinois. 
 
 1885 Th' Higher Ivlur nlion of Women.— CouMiTTEE Rei-okt.
 
 730 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 
 
 1889 The Principles and Methods of Educating Our Girls for Parenthood. — Mrs. 
 
 EuDORA L. Hailmann, Indiana. 
 1 89 1 The Education of Girls. — Robert Allyn, Illinois. 
 
 1893 Women Students in the Scottish Universities. — Louisa Stevenson, Scotland. 
 Convent Education. — F. M. L., Principal of a Training-CoUege. 
 Women's Education in New Zealand. — Mrs. Steadman Alois, New Zealand. 
 Educational Work for Women in Australia, Chiefly New South Wales. — Louisa 
 
 MacDonald, Australia. 
 Recent Developments of Education for the Women and Girls of India. — E. A. 
 
 Manning, India. 
 English Orphanage and Training-School in Bosnia, 1869-1892. — Miss A. T. 
 
 Irby, Bosnia. 
 The Secondary Education of Girls in France. — Mile. Marie Dugard, France. 
 High School for Girls in England. — MaryGurney and Rose Kingsley, England. 
 University Education for Women in England. — Mrs. Henry Fawcett, England. 
 A Few Words of Retrospect and Forecast. — Dorothea Beale, England. 
 University Association of Women Teachers. — Constance Elder, England. 
 
 1897 The Co-operation of Woman's Clubs in the Public Schools. — Mrs. Ellen M. 
 
 Henrotin, IlUnois. 
 
 1898 Women's Clubs as an Educational Factor.- — Margaret J. Evans, Minnesota. 
 1902 The Home and the Higher Education.— Mrs. Carrie Chapman Catt, New York. 
 1906 Secondary Education of Girls during the Past Fifty Years. 
 
 I. In England. — Dorothea Beale, England. 
 
 II. In France. — Camille See, France. 
 The Modern System of Higher Education for Women in Prussia. — Friedrich 
 
 Paulsen, Berlin. 
 Woman's Part in Public-School Education. — Mrs. Sarah E. Hyre, Ohio. 
 
 59. WRITING 
 
 1893 Shall Reading and Writing Be Taught in the Kindergarten? — Mrs. Alice H. 
 
 Putnam, Illinois. 
 
 1894 Hand-Writing of the Future. — D. T. Ames. 
 
 The Teaching of Writing. — J. P. Byrne, Pennsylvania. 
 1896 Practical Writing — A Course for Colleges and Public Schools to Answer the Needs 
 of the People. — A. N. Palmer, Iowa. 
 Vertical Writing. — Annie E. Hills, Massachusetts. 
 
 1900 Essentials of Modern Business Penmanship. — F. L. Haeberle, Minnesota. 
 
 1 901 Writing in the Grades Below the High School When the Commercial Branches Are 
 
 Taught in the High School. — -J. F. Barnhart, Ohio. 
 1905 Round Table Conference — C. Reading in the First School Year. — Mrs. Alice 
 W. CooLEY, North Dakota.
 
 REVIEW OF THE REPORTS OF THE 
 SECRETARY, 1893-I1)(I7 
 
 The historical matter of the foregoing pages includes the essential facts of the work 
 of the Association. A few summaries may be added concerning the special work of the 
 Secretary. Previuus to 1893 the Secretary had been annually elected by the .■Kssociation 
 and did not usually serve more than a single year, allho in several cases repeated re-elei tit)ns 
 occurred. 
 
 Previous to 1895 no provisions for compensation or for clerical aid to the secretary 
 were made. In this year, at the Denver meeting, the active membership of the .\ssocia- 
 tion was created as the permanent governing body uf members. An appropriation was 
 made for the compensation of the Secretary and for clerical assistance in his oflice. Under 
 this new plan, the active membership was organized. 
 
 In 1898 at the Washington meeting the Constitution was amended to provide for a 
 fjermanent Secretary to be elected by the Board of Trustees, who should receive a salary 
 and should devote his entire time to the work of the office. 
 
 ACTIVE MEMBERSHIP 
 
 The growth of the active membership of the Association since its organization is 
 shown by the following table: 
 
 TABLE SHOWING ACTIVE MEMBERSHIP ENROLLMENT SINCE 189S 
 
 Year 
 
 Meeting 
 
 Addi- 
 tions 
 
 1805-96 Buffalo 1.464 
 
 1896-07 Milwaukee 
 
 180708 Washington 
 
 1808-00 ! L"S .Anttcles 
 
 l890'~i9OO I Cliarleslun 
 
 1900-1001 Detroit 
 
 1001-1002 Minneapolis 
 
 1002-1003 Boston 
 
 IQ03-1004 St. Louis 
 
 1004-IQ05 Asbury I'ark and Ocean Grove 
 
 lOOS" 1906 No meeting 
 
 467 
 aoo 
 309 
 308 
 629 
 S6a 
 1.364 
 66s 
 
 Loss by 
 
 Death 
 
 18 
 30 
 a6 
 
 3» 
 18 
 
 33 
 17 
 30 
 as 
 46 
 
 Loss by 
 With- 
 drawal 
 
 S6 
 175 
 
 131 
 
 ISO 
 lai 
 134 
 
 374 
 381 
 300 
 644 
 
 Total 
 Loss 
 
 74 
 I9S 
 147 
 101 
 130 
 «S7 
 
 3QI 
 
 411 
 
 4«S 
 600 
 
 Net 
 
 Gain 
 
 or Loss 
 
 303 
 OS 
 
 »S3 
 
 117 
 489 
 40S 
 1.073 
 aS4 
 719 
 87 
 
 Total 
 Member- 
 ship 
 
 1.464 
 J.8S7 
 
 I.0S3 
 
 3.204 
 2,321 
 3,810 
 3.2 IS 
 4.288 
 4.S43 
 5.»6l 
 S.«74 
 
 The enrollment of educational institutions has increased V)y 230 since the la.st report; 
 
 they are ciistributed as follows: 
 
 Universities and colleges 161 
 
 Norin;il s( hfxtls 7*^ 
 
 Public libraries i<)4 
 
 State dcjiartmcnts of education 13 
 
 Publii .s< hfKfl.s 
 
 .\'ew York t ity 2<>i 
 (Jther cities 36 
 
 Boar<l.s of cdu( utioii 
 
 ( )thcr educatitmal institutions 
 
 Total . 
 
 .<27 
 
 18 
 40 
 
 801 
 
 RIX'KIPTS AND KXPKNSKS OF SKCRKTARYS OFFICE 
 While it is inlrndc<l that all revenues of the A.h.ho< iation shall Ik- |)aid dim I to tin- 
 Trca.surcr, the S<'cretary i.s ihargrd with the collet lion of annual dues of adive mcml)er8 
 
 73«
 
 732 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Secretary's 
 
 not attending the annual conventions; of new members enrolled at other times than during 
 the annual convention; of receipts from the sale of back volumes, reprints, committee 
 reports, etc. The revenue from these sources is reported by the Secretary to the Treasurer 
 monthly. 
 
 4 
 
 TABLE OF CASH RECEIPTS AT THE SECRETARY'S OFFICE SINCE 1 895 
 
 Year 
 
 Act. Mem. Dues 
 and Enroll, not 
 Received at An- 
 nual Meeting 
 
 Sales of Back 
 Volumes 
 
 Sales of Com- 
 mittee Reports, 
 etc. 
 
 Total 
 
 1895-96... 
 1896-97.., 
 1897-98... 
 1898-99. . , 
 1899-1900 
 1900-1901 
 1901-1902 
 1902-1903 
 1903-1904 
 1904-1905 
 1905-1906 
 
 $1,262.35 
 1,066.25 
 1,604.23 
 2,398.07 
 3,436.26 
 2,757.85 
 3,620.49 
 
 4,152.24 
 4,292.00 
 8,744.00 
 7,203.3s 
 
 $ 193.90 
 37.25 
 
 1,375.63 
 406 . 70 
 
 1,141.50 
 852.6s 
 963-15 
 830.25 
 831.62 
 480.85 
 661.30 
 
 $453.76 
 119.89 
 677.3s 
 478.69 
 202. 29 
 122.47 
 297.79 
 148.54 
 319.58 
 
 $1,456 
 1,103 
 3,433 
 2,924 
 
 5,255 
 5,089 
 4,785 
 5,404 
 5,421 
 9,373 
 8,184 
 
 25 
 50 
 62 
 66 
 II 
 19 
 93 
 96 
 41 
 39 
 23 
 
 The following table shows the expenses of the Secretary's ofhce since the estabhshment 
 of a permanent office in 1898. 
 
 TABLE OF CLASSIFIED EXPENSES AT 
 
 THE secretary's OFFICE SINCE 1 898 
 
 Year 
 
 Postage 
 
 Tele- 
 grams 
 
 Freight 
 
 and 
 Express 
 
 Clerical 
 Service 
 
 Station- 
 ery and 
 Office 
 Supplies 
 
 Travel- 
 ing 
 
 Miscel- 
 laneous 
 
 Rent 
 
 Salary 
 
 Total 
 
 1898-1899 
 1899-1900 
 1900-1901 
 1901-1902 
 1902-1903 
 1903-1904 
 1904.1905 
 1905-1906 
 
 $462.78 
 642.76 
 
 749.65 
 
 764 . 80 
 
 784.38 
 
 1,303.55 
 
 1,632.67 
 
 1,523.25 
 
 $134.97 
 
 it8.86 
 
 53.42 
 
 71.63 
 
 69.73 
 
 126.92 
 
 100.56 
 
 97-34 
 
 $21.53 
 55.44 
 21. 18 
 20.09 
 20.08 
 61.25 
 57.38 
 47.88 
 
 $525-45 
 
 464-33 
 
 563-70 
 
 689-25 
 
 792-15 
 
 1,485.41 
 
 1,509.85 
 
 1,738.23 
 
 $118.44 
 160.07 
 169.02 
 114-15 
 99-73 
 180.20 
 149.12 
 129.65 
 
 $275.21 
 398.63 
 139.25 
 148.40 
 298.30 
 267.57 
 6 I 2. 59 
 398.45 
 
 $ 49.75 
 
 45- 70 
 
 127.27 
 
 56.53 
 46.60 
 
 $5 so 
 600 
 600 
 600 
 
 $3,000 
 4,000 
 4,000 
 4,000 
 4,000 
 4,000 
 4,000 
 4,000 
 
 $4,538.38 
 5,840.09 
 5,696.12 
 5,858.07 
 6,660.07 
 8,152.17 
 8,718.70 
 8,581.40 
 
 THE FIXED REVENUE 
 
 The receipts from the Secretary's office and from interest on the permanent fund, 
 combined, constitute a fixed and growing revenue entirely independent of the receipts from 
 the annual convention, as follows: 
 
 TABLE SHOWING RECEIPTS FROM SECRETARY'S OFFICE AND FROM INTEREST ON THE 
 
 PERMANENT FUND SINCE 1 895 
 
 Year 
 
 1895-96.. 
 1896-97 . . 
 1897-98. . 
 1898-99. . 
 1899-1900 
 1900-1901 
 1901-1902 
 1902-1903 
 1903-1904 
 1904-1905 
 1905-1906 
 
 Receipts from 
 Secretary's Office 
 
 $1,456.25 
 1,103.50 
 3,433.62 
 2,924.66 
 S.25S.II 
 5,089.19 
 4,785.93 
 5,404.96 
 5,421.41 
 9,373.39 
 8,184.23 
 
 Receipts from 
 the Permanent Fund 
 
 $3,058.14 
 2,801.9s 
 2,268.47 
 3,164.13 
 3,447.12 
 3,883.03 
 3,841.22 
 4,715.10 
 6,573.98 
 5,534.90 
 6,552.44 
 
 Total 
 
 $ 4,514.39 
 
 3,905.4s 
 
 5,702.09 
 
 6,088.79 
 
 8,702.23 
 
 8,972.22 
 
 8,627.1s 
 
 10,120.06 
 
 11,995.39 
 
 14,908.29 
 
 14,736.67
 
 Reports] 
 
 REPORTS OF THE SECRETARY, 1893-1 QO^ 
 
 733 
 
 THE PERMANENT FUND 
 
 The follow-ing table shows the growth of the permanent fund, provided for by the 
 constitution, and the interest receipts from this fund, since its foundation in 1886, as 
 shown by the annual reports of the Board of Trustees. 
 
 The surplus from the meetings of 18S4 and 18S5 and from other sources was turned 
 over to the Board of Trustees at the time of the incorporation of the Association as the 
 first installment ($3,400) of the permanent fund. 
 
 TABLE SHOWING GROWTH OF THE PERMANENT FUND FROM 1886-I906 
 
 Year 
 
 1886-87... 
 1887-88... 
 1888-89. • . 
 1889-90. . . 
 1890-91. . . 
 1891-92... 
 1892-93... 
 1893-94... 
 1894-95... 
 1895-96.. . 
 1896-97. . . 
 1897-98... 
 1898-99. .. 
 1899-1900. 
 1900-1901. 
 1901-1902. 
 1902-1903. 
 1903-1904. 
 1904-190S. 
 1905-1906. 
 
 Meeting 
 
 Topeka 
 
 Chicago 
 
 San Francisco 
 
 Nashville 
 
 St. Paul 
 
 Toronto 
 
 Saratoga Springs 
 
 No meeting 
 
 Asbury Park 
 
 Denver 
 
 Buffalo 
 
 Milwaukee 
 
 W'asliington 
 
 Los Angeles 
 
 Charleston 
 
 Detroit 
 
 Minneapolis 
 
 Boston 
 
 St. Lx>uis 
 
 Asbury Park and Ocean Grove. 
 
 Additions to the 
 Permanent Fund 
 
 S 1,175.00 
 
 II.IOO.OO 
 
 9,325.00 
 
 4,000.00 
 
 7,400.00 
 
 3,600.00 
 
 No addition 
 
 No addition 
 
 5,000.00 
 
 9,961.75 
 
 4,300.00 
 
 4,738.2s 
 
 10,000.00 
 
 14,000.00 
 
 No addition 
 
 10,000.00 
 
 10,000.00 
 
 39,000.00 
 
 No addition 
 
 8,100.00 
 
 Total Amount of 
 Permanent Fund 
 
 * 4.575 
 15.675 
 25,000 
 29,000 
 36,400 
 40,000 
 40,000 
 40,000 
 4S,ooo. 
 54,961. 
 59.261. 
 64,000. 
 74,000. 
 88,000 . 
 88,000. 
 98,000. 
 
 108,000. 
 
 147.000. 
 
 147,000. 
 
 155.100. 
 
 .00* 
 .00 
 .00 
 .00 
 .00 
 .00 
 .00 
 .00 
 .00 
 75 
 75 
 ,00 
 00 
 00 
 00 
 00 
 00 
 00 
 00 
 00 
 
 Revenue from 
 Permanent Fund 
 
 S 204 . 00 
 
 31701 
 
 943-15 
 
 1.352-25 
 
 1,660.00 
 
 2.049.13 
 
 3.183-64 
 2,369. 16 
 2,058.96 
 
 3.058-14 
 2,801.95 
 2,568.47 
 3.164- 13 
 3.474-12 
 3.883.03 
 3,841.22 
 4.71S-10 
 6,573-98 
 S.S34 90 
 6,552.44 
 
 * 1S84 and 1885, Madison and Saratoga Springs, surplus $3,400. 
 
 COMPARATIVE SUMMARY OF FINANCIAL ST.VTISTICS COMPILED FROM THE TRE.\SURER'S 
 • REPORTS 
 
 Total number of members 
 
 Average annual membership , 
 
 Total receipts 
 
 Average annual receipts 
 
 Total cxjx-nscs 
 
 Average annual expenses 
 
 Relation of total expenses to total receipts. . 
 
 Total additions to permanent fund 
 
 Average annual addition to permanent fund 
 
 For Ten Years 
 1884-93 Inclu.sivc 
 
 For Six Years ' 
 1894-99 Inclusive 
 
 For Six Years 
 1900-05 Inclusive 
 
 39.754 
 3.975 
 
 $103,601. 19 
 10,360. 12 
 
 $63,620. 10 
 6,362.01 
 
 61 .40 per cent. 
 
 $40,000.00 
 4,000.00 
 
 57.584 
 9.597 
 
 $147,069. 17 
 24.5>"-S3 
 
 895.487-18 
 15.914-53 
 
 64.90 per cent. 
 
 $48,000.00 
 8,000.00 
 
 91,908 
 iS.3«8 
 
 $238,908.17 
 39,818.03 
 
 $159,607.84 
 26,601 .31 
 
 66.80 per cent. 
 
 $67,100.00 
 11,541.67 
 
 SPECIAL C()M.\inri:i:s ok i.nviis'Hca'Ho.n a.nd riii.ik kf.ports 
 
 The foregoing hiblory plainly .simw.s liial the annual (unvmlion at .Mailisoii, Wis., in 
 the year 1K84, under the i)resi<l(n( y (if linn. Thos. \V. Hii kmll of Boslmi, Ma.ss., was llie 
 Ixrginning of a new life .md a bniadcr wrirk f<<r the A.s.vx iatitui. 
 
 The annual convention for tin years previous to that nueting li.nl aviragctl only 
 284; the largest enrollntenl having Ucn 355 ;it the- Minnea|x>lis convention in 1875, and 
 354 at the Chatau(|ua convention in 1880. 
 
 The prcxeeds from the annual meinlx-rship were not suHuient to pay the f.xjK-nses of 
 publishing the volume of Proceedings, whii h wa.s usually met in p.irt by .sulmi ription from 
 the leading mcml>ers.
 
 734 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's 
 
 The enrollment at the Madison meeting in 1884 was 2,729. With the proceeds of 
 this meeting all debts of the Association were paid, the volume of annual Proceedings was 
 published and a small surplus carried over which became the nucleus of a permanent fund 
 whose growth is shown in a table elsewhere. 
 
 For the years from 1884 to 1895 inclusive the average annual enrollment was 4,881. 
 From 1896 to 1905 inclusive the average annual enrollment was 13,328. 
 
 Soon after the meeting in 1884 it became apparent to the leading members of the 
 Association that its resources were assured and plans were undertaken for the appoint- 
 ment and endowment of special committees of investigation who should carefully study 
 important educational problems and make reports to the Association at its annual 
 meetings. The following extract from the minutes of the National Council of Education 
 at its session July 9, 1892, at Saratoga, N. Y., sets forth the first movement of the Associa- 
 tion for the creation of special committees of investigation. 
 
 "The report of the Committee of Conference between Colleges and Secondary Schools 
 was read by Nicholas Murray Butler of New York, and, after discussion by the members, 
 was amended and adopted in the following form: 
 
 To the National Council of Education: 
 
 In the opinion of the Conference of Representatives of Colleges and Secondary Schools, 
 called by authority of the Council, certain conferences by departments of instruction, of 
 teachers in colleges and secondary schools are desirable. We, therefore, recommend to 
 the Council that the following ten persons, namely (See list of committee below) be desig- 
 nated as an Executive Committee, with full power to call and arrange for such conferences 
 during the academic year 1892-3; that the results of the conferences be reported to said 
 executive committee for such action as they may deem appropriate ; and that the executive 
 committee be requested to report fully concerning their action to the Council. 
 
 We recommend, further, that the Council ask the Directors of the National Educational 
 Association to authorize the payment of the necessary expenses of the conferences, and 
 that they set apart out of the income and current funds of the present year the sum of 
 twenty-five hundred dollars, which sum shall be available so far as may be necessary to 
 carry on the work of the committee, and shall be disbursed by the Trustees of the National 
 Educational Association on vouchers signed by the Chairman of the Executive Committee 
 herein recommended. 
 
 Respectfully submitted on behalf of the Conference, 
 
 Nicholas Murray Butler, 
 
 Chairman 0} Committee 
 
 July 9, 1892. 
 
 A committee of three, consisting of Messrs. Bulter, Baker, and Sheldon, was, by 
 motion, appointed to present and urge these recommendations before the Board of Directors 
 of the National Educational Association." 
 
 Subsequently at the meeting of the Board of Directors, July 12, 1892, the above 
 recommendation was presented to the Board of Directors and the following resolution 
 offered by Nicholas Murray Butler, chairman of the committee from the National Council 
 was adopted. 
 
 "Resolved, That the directors assent to the recommendation of the Council that a 
 series of investigations into the courses of study in secondary schools be undertaken by 
 specialists under the direction of the committee named for the purpose by the Council 
 and hereby confirmed by this Board, and that the Trustees be authorized to appropriate 
 therefor from the Emergency Fund $2,500, or so much thereof as may be necessary." 
 
 COMMITTEE OF TEN ON SECONDARY EDUCATION 
 
 Charles W. Eliot, president of Harvard University, Cambridge, Mass., chairman. 
 William T. Harris, United States Commissioner of Education, Washington, D. C. 
 James B. Angell, president of University of Michigan, Ann Arbor, Mich. 
 John Tetlow, head-master of the Girls' High School and the Girls' Latin Sc^^^ol, Boston, 
 
 Mass. 
 James M. Taylor, president of Vassar College, Poughkeepsie, N. Y. 
 Oscar D. Robinson, principal of High School, Albany, N. Y.
 
 Reports] REPORTS OF THE SECRETARY, iSgj-IQO^ 735 
 
 James H. Baker, president of University of Colorado, Boulder, Colo. 
 Richard H. Jesse, president of University of Missouri, Columbia, Mo. 
 jAifES C. Mackenzie, head-master Lawrenceville School, Lawrenceville, N. J. 
 Henry C. King, professor in Oberlin College, Oberlin, Ohio. 
 
 This committee organized at a meeting held at Columbia I'nivcrsity, New York 
 City, November 9 to 11, 1892, under the chairmanship of President Chas. W. Eliot, and 
 appointed nine committees of conference to consider separate divisions of the general 
 subject. The membership of these various conferences and a complete history of their 
 deliberations, and of the general committee, may be found emlK)died in the early pages of 
 the report of this Committee of Ten. The committee made its final rejxirt to the National 
 Council of Education in October 1893. The report was printed and distributed exten- 
 sively by the United States Bureau of Education. 
 
 The appropriation by the Board of Directors for the expenses of this committee was 
 $2,500 as noted alx)vc, but it has been understood that private contributions supplemented 
 this amount and enabled the committee to carry its work to successful issue. 
 
 Altho this is the first of the series of special reports which followed, it is still in extensive 
 demand by students of the problem, of secondary education. 
 
 THE COMMITTEE OF FIFTEEN ON ELEMENTARY EDUCATION 
 On February 22, 1893, the following resolution was adopted by the Department of 
 Superintendence, on motion of William H. Maxwell, Superintendent of City Schools, 
 Brooklyn. N. Y.: 
 
 "Resolved, That a Committee of Ten be appointed by the Committee on Nomina- 
 tions, to investigate the organization of school systems, the co-ordination of studies in 
 primary and grammar schools, and the training of teachers, with power to organize sub- 
 conferences on such subdivisions of these subjects as may seem approi)riate, and to report 
 the results of their investigations and deliberations at the next meeting of the Dejiart- 
 ment of Superintendence. 
 
 Resolved, That the officers of the Department of Superintendence lx>, and hereby 
 arc, directed to make application to the Board of Directors of the National Kducational 
 Association for an appropriation of twenty-five hundred dollars to defray the expenses of 
 the Committee of Ten and of the conferences which that committee is empowered to 
 appf)int." 
 
 On February 23 the following committee, increased to fifteen members, was ajipointed, 
 viz. — 
 
 William H. Maxwell, superintendent of city schools, Brooklyn, N. Y., chairman. 
 
 William T. Harris, United States f:ommissioner of Education, Wa.shington, I). C. 
 
 T. M. Balliet, superintendent of city schools, Si)ringfiel(l, Mass. 
 
 N. C. Dougherty, superintendent of city schools, IVoria, 111. 
 
 W. B. Powell, superintendent of city schools, Washington I). C. 
 
 H. S. Tarbell, su[)erintendent of city schools, Providen( e, R. I. 
 
 L. H. Jones, superintendent of city .schools, Indianapolis, Ind. 
 
 J. M. Greenwood, su|)erinten<lent of ( ily s( hools, Kansas City, Mo. 
 
 A. B. Poland, state sui)erintendent f>f public instruction Trenton, N. J. 
 
 Edward Brooks, superintendent of city .sduxils, Philadelphia, Pa. 
 
 Andrew S. Draper, president, University of Illinoi.s, C:hampaign, III. 
 
 E. P. Seaver, sufwrintendent of ( ily schools, Boston, Mass. 
 
 A. (j. Lane, sujK-rintendent of city .s< hools, Chirago.Ill. 
 
 C!haklks B. Cin.HKkT, su]HTintendcnl of (ilv st hools, St. Paul, Minn. 
 
 Oscar H. Cooper, sufwrintcndcnt of city .school.s, Oalvrston, Tex. 
 
 This committee made il.'J rejKjrl to the Department of SujH-rintcndcncc at its mcfling 
 in Cleveland, Ohio, February iR, 1^95. The n-jK.rl w.'is first published, in accordance 
 with a resolution of the Department, in the luiuratiotuil Krvinu of New York C'ily for the 
 month of March 1895. It was al.sr» published in the annual volume of Procredhigs for the 
 Denver meeting, 1895. 
 
 T.ike its prederes.v<r, the rrfK>rt of the Commitlec of Ten nn secondary e<lu( ation, this 
 rcjxirt is still mu< h in demand by students of lUiiunlary education.
 
 736 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's 
 
 REPORT OF THE COMMITTEE OF TWELVE ON RURAL SCHOOLS 
 
 Henry Sabin, state superintendent of public instruction, Des Moines, la. chairman. 
 
 B. A. Hinsdale, head of the department of education. University of Michigan, Ann Arbor 
 
 Mich. 
 D. L. KiEHLE, state superintendent of public instruction, St. Paul, Minn. 
 W. T. Harris, United States Commissioner of Education, Washington, D. C. 
 A. B. Poland, state superintendent of public instruction, Trenton, N. J. 
 
 C. C. Rounds, principal of State Normal School, Plymouth, N. H. 
 J. H. Phillips, superintendent of schools, Birmingham, Ala. 
 
 S. T. Black, state superintendent of pubHc instruction, Sacramento, Cal. 
 W. S. Sutton, state superintendent of public instruction, Houston, Tex. 
 C. R. Skinner, state superintendent of public instruction, Albany, N. Y. 
 Lawton B. Evans, superintendent of city schools, Augusta, Ga. 
 L. E. Wolfe, superintendent of schools, Kansas City, Kans. 
 
 At a meeting of the National Council of Education at Denver, July 9, 1895, the Com- 
 mittee on State School Systems made a report on the rural-school problem thru its chairman, 
 Henry Sabin of low^a. 
 
 On July 12 the Board of Directors in session adopted a resolution appropriating $2,500 
 for the expenses of the committee. At a meeting of the Board of Directors at Buffalo, 
 N. Y., in July, 1896, an additional $1,000 was appropriated for the use of the committee. 
 
 This committee rendered its report to the National Council of Education at its meeting 
 in Milwaukee, July, 1897. The report was at once issued as a special pamphlet publica- 
 tion of the Association and was widely distributed. It was also published in the volume 
 of Proceedings for 1897, Milwaukee meeting. Plates of this report were made and 
 loaned to the state departments of various states and large editions were published 
 for gratuitous distribution to the officers of rural schools in the respective states. Parts 
 of the report were reprinted in pamphlet form by various publishers for general distribu- 
 tion at small cost. The report is still in active demand, especially in those states most 
 prominently interested in the consolidation of rural schools; the supply of an efficient force 
 of teachers for rural schools; and in the improvement of rural schools thru agricultural 
 education. 
 
 COMMITTEE ON COLLEGE ENTRANCE REQUIREMENTS 
 
 A. F. Nightingale, superintendent of high schools, Chicago, 111., chairman. 
 William H. Smiley, principal high school, district No. i, Denver, Colo., secretary. 
 George B. Aiton, inspector of high schools state of Minnesota, Minneapolis. 
 
 J. Remsen Bishop, principal Walnut Hills High School, Cincinnati, O. 
 
 John T. Buchanan, principal of boys' high school, New York City, N. Y. 
 
 Paul H. Hanus, assistant professor of education. Harvard University, Cambridge, Mass. 
 
 B. A. Hinsdale, professor of education, Univ. of Mich., Ann Arbor, Mich. 
 Ray Green Huling, principal of English high school, Cambridge, Mass. 
 
 Edmund J. James, professor of public administration. University of Chicago, Chicago, 111. 
 William Carey Jones, professor of jurisprudence. University of California, Berkeley, Cal. 
 James E. Russell, dean of Teachers College, Columbia University, New York City. 
 Charles H. Thurber, associate professor of pedagogy. University of Chicago, Chicago. 
 
 At a meeting of the department of secondary education at the Denver convention in 
 1895 a paper was read by Professor William Carey Jones, of the University of California, 
 on the subject, "What Action Ought to Be Taken by Universities and Secondary Schools 
 to Promote the Introduction of the Programs Recommended by the Committee of Ten ?" 
 The discussion of this important paper led to joint action by the departments of secondary 
 education and of higher education recommending the appointment of the above committee 
 to investigate and report on the subject. 
 
 No appropriation by the Board of Directors was requested for the first year of the 
 work of the committee. No general conference was held, but members of the committee 
 as individuals acting in their official capacity sent out circulars, gathered statistics, and 
 in other ways prepared the way for subsequent conferences.
 
 Reports] REPORTS OF THE SECRETARY, iSgj-lQoy 737 
 
 At a meeting of the Board of Directors held in Washington, D. C, July n, 1898, 
 an appropriation of S500 was made to pay the necessary clerical expenses of this committee 
 in collecting its statistics and formulating its report. This report was completed and 
 presented to the joint departments of secondary and higher education at the Los Angeles 
 convention held in July, 1899. The report was published as a separate pamphlet and 
 widely distributed. It was also printed in the annual volume of Proceedings for the Los 
 Angeles meeting. 
 
 Like the reports of the Committee of Ten and Committee of Fifteen, it is still in 
 active demand by students of secondary and college education. 
 
 COMMITTEE ON NORMAL SCHOOLS 
 
 Z. X. Snyder, president of state normal school, Greeley, Colo , chairman. 
 
 R. G. Boone, president of state normal college, Ypsilanti, Mich. 
 
 A. G. Boyden, princijxil of state normal school, Bridgcwater, Mass. 
 
 Miss Marion Brown, vice-principal of McDonogh high school, New Orleans, L;i. 
 
 Frank M. McMurry, Teachers college, Columbia University, New York City, N. Y. 
 
 E. T. Pierce, president of state normal school, Los Angeles, Cal. 
 
 N. C. ScHAEFFER, state superintendent of pubHc instruction, Harrisburg, Pa. 
 
 U. H. Seerley, president of state normal school, Cedar Falls, la. 
 
 At the session of the National Educational Association held in Denver, 1895, the 
 Normal Department passed the following resolution, offered by President Z. X. Snyder, 
 of Colorado: 
 
 "Resolved, That a committee be appt>inled by the president of the department to 
 meet during the year and formulate a report to be presented at the next nuiling, ujHin 
 such educational topics as directly concern this department." 
 
 At the meeting of the lx)ard of directors in Washington, D. C, July, 1S98, an appni- 
 priation of $500 was made to meet the e.xpenses of this committee. 
 
 The Hnal rejMirt of the committee was made to the Departnitiil of Normal Silumls at 
 the L(js .'\ngeles convention in July, i8<;9. The rep<jrt was published in separate paiiipiilil 
 form and also in the volume of Proceedings for that year. 
 
 COMMITTEE ON THE RELATIONS UK I'UBLIC LIHRAKIKS To I'l'lUIC SCHOOLS 
 
 J. C. Da.na, librarian, public library, Denver, Colo. 
 
 F"kank a. Hutchins, 
 
 Chaklks a. McMckkv, print ijial of pra( tire scho<»I, DeKalb, III. 
 
 Sherman Wu.llams, state institute (onductor, (iKnn Falls, N. Y. 
 
 .\I. Louise Jone.s, head of English Dep't., State Normal .School, Em|x>ria, Kan. 
 
 On recommendation of the library department of the N. E. A. at the annual mrivin- 
 tion held in Washington, I). C, 1807, to the National Count il of Eduiation tin- a\h>vv 
 rommitttee was apjxiinteil to rejmrl on the relations of public libraries to public sih(Mils. 
 
 On the recommendation of the National Coum il the Ixtanl of Directors nwule an 
 appntpriation of $500 for carrying on the work of this (nmmitlee. The committee loin- 
 plited its work within <jne year and ina<lr its re|K)rt t<> the Natimial Coumil at the I-os 
 .Angeles (onvention in July i8yy. 'I'his re|Kirl was printed ami <li.slribul«<l in a .s«]i.ii.il<- 
 pamphlet and al.s<» in the volume of Proceedings of llie Iais Angeles convention. 
 
 (■f)MMITTEK ON SALAKIES, TKNUKK tlK itVyiCV. AND I'K.NSIoNS oK TKACIIKHS 
 
 ('akk<jll D. Wkkjht, U. S. Commiiwioner ctf I^ijjor, Wa.shington, D. C, chairman. 
 
 F.DWi.N G. CooLEV, sui)erinten«Ient of m HooI.h, Chit ago, III. 
 
 FkANKMN n. Gii>i»LS(.s, pr<)f(sv)r of (MM idogy, Columbia I'niversity, New York, N N 
 
 Miss CArMKRiNK (i(>(;(iiN, tr.K III r in < ity «n IkhiIs, Chiiago, III. 
 
 K. II. IIai.skv, prin<i|>al of State- .Normal S< hool, ( )slikosli, Wis. 
 
 William McAshrk.w, print iiKil of (iirl.s' Tr« hnii al High ScIumiI, New York, N. \. 
 
 Mi.Hs Anna Tolman Smith, V. S. Bureau of Education, WnHhington, 1). C.
 
 738 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's 
 
 This committee was appointed by the National Council on recommendation of the 
 Committee on Investigations and Appropriations, at its meeting July 6, 1903 (see Minutes 
 of the Council, Boston volume of Proceedings, pp. 307, 308). 
 
 The Board of Directors at its meeting July 9, 1903, appropriated $1,500 for the use 
 of the committee (see Minutes of the Board of Directors, Boston volume of Proceedings, 
 
 PP- 36. 37)- 
 
 A preliminary report of this committee was submitted to the Board of Directors, June 
 27, 1904, by the chairman, Carroll D. Wright, and referred to the National Council with 
 recommendation that it be printed in the annual volume of Proceedings (see Minutes of 
 Board of Directors, June 27, 1904, p. 33, St. Louis volume of Proceedings). 
 
 This report will be found among the papers of the Council published in the St. Louis 
 volume of Proceedings, pp. 370-377. The committee had expended but $390.71 of the 
 appropriation for its expenses. The balance, $1,109 .29, was reappropriated, together with 
 an additional $1,500 making a total of $2,609.29 available for the expenses of the committee 
 for the year 1904-5 and for the preparation of its report to be made to the Council at the 
 annual convention in 1905 (see Minutes of the Board of Directors, June 30, 1904, St. 
 Louis volume of Proceedings, p. 39.) 
 
 This committee thru its chairman Carroll D. Wright, made its final report in printed 
 form to the National Council at its meeting in Asbury Park and Ocean Grove N. J., 
 July, 1905. This report constituted a pamphlet of 458 pages, with 274 pages of important 
 statistical tables showing the salaries of teachers of various grades in all classes of schools 
 in the United States. 
 
 This report has been widely distributed and is in active demand from all sections of 
 the United States. 
 
 COMMITTEE ON TAXATION AS RELATED TO PUBLIC EDUCATION 
 
 James M. Greenwood, superintendent of schools, Kansas City, Mo., chairman. 
 
 Aaron Gove, ex-superintendent of schools, Denver, Colo. 
 
 W. T. Harris, Commissioner of Education of the United States, Washington, D. C. 
 
 J. W. Carr, superintendent of schools, Anderson, Ind. 
 
 Newton C. Dougherty, superintendent of schools, Peoria, 111. 
 
 Nathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa. 
 
 William H. Maxwell, superintendent of schools. New York, N. Y. 
 
 Carroll G. Pearse, superintendent of schools, Milwaukee, Wis. 
 
 Charles D. McIver, president of the Normal and Industrial College, Greensboro, N. C. 
 
 Frank A. Fitzpatrick, 93 Summer St., Boston, Mass. 
 
 This committee was appointed at the Minneapolis meeting in 1902 (see Minutes, 
 Minneapolis volume oi Proceedings, pp. 34, 311-13). The committee was under instructions 
 to make a printed report to the National Council not later than 1904, unless otherwise 
 directed, and the sum of $1,000, or so much thereof as might be necessary, was appropriated 
 for the expenses of the committee. 
 
 The committee expended $390 . 75 of the $1,000 appropriated for its expenses, 
 leaving an unexpended balance of $709 .25 which was reappropriated for the same purpose 
 by the Board of Directors at its meeting held June 30, 1904 (see Minutes of Board of 
 Directors, pp. 39, 40, St. Louis volume of Proceedings). 
 
 The report of this committee, ordered for 1904, was not made at the St. Louis meeting, 
 but the committee was continued with the expectaticjn that its report would be presented 
 to the Council at the annual convention in 1905. 
 
 The committee made its final report to the National Council at its meeting in Asbury 
 Park and Ocean Grove N. J., July, 1905. The report is published in pamphlet form and 
 consists of 86 pages with numerous valuable tables. 
 
 committee on industrial education in rural schools 
 
 L. D. Harvey, superintendent of schools, Menomonie, Wis., chairman. 
 
 L. H. Bailey, director of College of Agriculture, Cornell University, Ithaca N. Y.
 
 Reports] REPORTS OF THE SECRETARY, 189J-1907 739 
 
 Alfred Bayliss, state superintendent of public instruction, Springfield, 111. 
 \V. T. Carringtok, state superintendent of public instruction, JelTerson City, Mo. 
 WiLLETT M. H.ws, agriculturist at E.xperiment Station, rniwrsitv of Minnesota, Minneap- 
 olis, Minn. 
 
 This committee was appointed by the National Council, on recommendation of the 
 Committee on Investigation and Appropriations, at its meeting July 6, 1903, (see Minutes 
 of the Council, Boston volume of Proceedings, pp. 307, 308, 309). 
 
 The Board of Directors at its meeting July 9, 1903, appropriated S500, or so much 
 thereof as might be necessary, for the use of the committee (see Minutes of the Board of 
 Directors, Boston volume of Proceedings, pp. 36, 37). 
 
 At the meeting of the Council at the St. Louis meeting, L. D. Harvey, chairman, made 
 an oral rep<irt of progress and was asked to make a complete report to the Council at its 
 annual meeting in 1904. The committee had e.xpended but $187.95 o^ its appropriation 
 of $500, leaving an unexpended balance of S312.05 which was reappropriated, and an 
 additional appropriation of S500 was made, making a total of S812.05 available for the 
 expenses of the committee for the year 1904-5 and for the preparation of its report (see 
 minutes of the Board of Directors, St. Louis volume of Proceedings, p. 39.) 
 
 This committee thru its chairman, L. D. Harvey, presented to the National Council of 
 Education a printed report of 97 pages. This report was accepted as a report of progress, 
 at the meeting of the National Council in Asbury Park and Ocean Grove, N. J., July, 
 1905, and the committee was continued for the purpose of pursuing investigations still 
 further in accordance with the plans outlined by the chairman, L. D. Harvey, and set 
 forth in a communication to the Board of Directors (see p. 54 of the Yearbook for 1905). 
 An appropriation of S300 for the expenses of this committee for the current year was 
 recommended by the Committee on Investigations and Appropriations of the Council 
 and authorized by the Board of Directors at its meeting July 6, 1905. 
 
 COMMITTEE ON THE NATIONAL BUREAU OF EDUCATION 
 
 ♦fWiLLiAM R. Harper, president of the University of Chicago, chairman. 
 
 Newton C. Dougherty, .su[>crintendent of schools, Peoria, 111. 
 J.\ndrk\v S. Draper, commissioner of education of the state of New York, .Mlwiny, N. \. 
 
 Aaron Gove, ex-superintendent of schools, Denver, Colo. 
 
 G. R. Glen.v, cx-st'ite school commissioner of Georgia, Atlanta, Ga. 
 
 E. Oram Lyte, principal of the State Normal ScIkm)!, Miliersville, Pa. 
 §Ix)RENZO D. Harvey, sujicrintendent of schools, Menomonie, Wis. 
 
 This committee was first appointed by the Department of SuiK'rintendencc at it.s 
 annual meeting in Chicago in 1900, "to aid the Bureau of Education, in whatever way 
 they find it prac ticable, to accomplish its work" (see Minutes of Dep.irtnient of Suin-rin- 
 tendcncc, Charleston volume of Proceedings, p. 185). 
 
 At a meeting of the National Council July 6, 1003, the Committee on Investigations 
 and Apjtroprialions refjorted at length on the desirability of strengthening the Bureau of 
 Education, and of enlarging its organi/..-ition and fac ilities with the view of sec uring its 
 erection into a separate administrative department, and its adec|uate eciuijnnent and 
 financial .HUp|)ort (sec Minutes of Council, Boston volume of Proceedings, pp. 3o(), 30<)). 
 
 The committee already Hp(i<>in(ed by the |)ej)artinent of Su|H-rinlenclence, as iilK>vr 
 stated, was approved and continued by the Council; and nn aj)propriation of Si.cxx), or 
 »o much thereof a.s might l*c necc-wary for the ex|ien.s«'s c»f the committee, was nuthorirrd by 
 the Ii<fard of Directors at its meeting July 9, iqcx) (sec Minutes c.f Hoard of Direc tors, Boston 
 volume '»f Proceedings, pp. 36, 37, ^ii,). 
 
 • Apiwiinirfl July I, 1904. lo iuctecel NichoU* Murray llutlrr. rrM^:ir.| 
 
 t I>ic<l Jnnunry lo, looA. 
 
 $ Ap(<riinlr'l ih.iirtnan SrfHrnil/rr, ii/Vi. 
 
 t$ Apfir>intC(l July 1, li/o^. lo iuCfT'l W T It.irri* I'. S Coiiimiuiiinrr ii( Kiliirnliiin. rr»inncd.
 
 740 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's 
 
 At the meeting of the National Council at St. Louis, Mo., July i, 1904, the chairman. 
 President Nicholas Murray Butler, made an oral report of progress on behalf of the com- 
 mittee and tendered his resignation. The resignation of Chairman Butler was accepted 
 and President WiUiam R. Harper, of the University of Chicago, appointed to fill the vacancy 
 
 Dr. W. T. Harris, United States Commissioner of Education, also resigned as a mem- 
 ber of the committee and Lorenzo D. Harvey, superintendent of schools, Menomonie, 
 Wis., was appointed to fill the vacancy. 
 
 In the absence of any action by the Board of Directors at the St. Louis convention 
 re-appropriating the $1,000 for the expenses of this committee (no part of which had been 
 used), the same was covered into the treasury under the new rules governing appropriations. 
 
 COMMITTEE ON CONTEMPORARY EDUCATION DOCTRINE 
 
 Paul H. Hanus, Harvard University, Cambridge, Mass., chairman. 
 *Frank a. Hill, secretary of state board of education, Boston, Mass. 
 Lewis H. Jones, president of State Normal College, Ypsilanti, Mich. 
 Charles B. Gilbert, educational editor. New York, N. Y. 
 Charles H. Keyes, supervisor of schools, south district, Hartford, Conn. 
 George S. Locke, assistant professor of education, University of Chicago, Chicago, 111. 
 D. L. KiEHLE, ex-professor of pedagogy. University of Minnesota, Minneapolis, Minn. 
 Calvin N. Kendall, superintendent of schools, Indianapolis, Ind. 
 James H. Van Sickle, superintendent of schools, Baltimore, Md. 
 Elmer E. Brown, professor of theory and practice of education. University of California, 
 
 Berkeley, Cal. 
 W. T. Harris, Commissioner of Education of the United States, Washington, D. C. 
 
 This committee was originally appointed as a committee of nine by the Department 
 of Superintendence at its meeting in Chicago in 1902 (see Minutes of Department of Super- 
 intendence, Minneapolis volume of Proceedings, pp. 156, 157). At the meeting of the 
 Department of Superintendence in Cincinnati in 1903 it was increased to eleven members 
 (see Minutes of Department of Superintendence, Boston volume of Proceedings, p. 140). 
 
 At the meeting of the National Council July 9, 1903, the Committee on Investigations 
 and Appropriations recommended that this committee designate a subcommittee of three 
 of their own number to report to the Council in 1904 (a) a detailed and specific statement 
 of the field of proposed investigation, {b) a precise indication of the method or methods 
 to be pursued, (c) a careful estimate of the cost of the proposed investigation and the 
 time it will probably consume; and also recommended that an appropriation of $750 be 
 asked for the expenses of the subcommittee and to meet the expense of the work already 
 done by the full committee (see Minutes of the National Council, Boston volume of Pro- 
 ceedings, pp. 309). 
 
 The Board of Directors at its meeting July 9, 1903, authorized the appropriation of 
 $750 for the use of said committee (see Minutes of Board of Directors, Boston volume of 
 Proceedings, pp. 37, 38). 
 
 No meeting of this Committee was held during the year 1904-5 or in the year 1905-6. 
 
 committee on universal system of key notation 
 
 E. O. Vaile, editor of Intelligence, Oak Park, 111., chairman. 
 
 F. Louis Soldan, superintendent of instruction, public schools, St. Louis, Mo. 
 Thomas M. Balliet, dean of School of Pedagogy, New York University, New York City. 
 *WiLLiAM R. Harper, president of the University of Chicago. 
 
 Aaron Gove, ex-superintendent of schools, Denver, Colo. 
 •[•Melvil Dewey, Lake Placid Club, Essex Co., N. Y. 
 
 This committee was appointed by the Department of Superintendence at its meeting 
 
 in Cincinnati, O., in 1903 (see Minutes of Department of Superintendence, Boston volume 
 
 of Proceedings, p. 140). A report was made to the same department at its meeting at 
 
 Atlanta, Ga., in 1904 (see minutes of Department of Superintendence, St. Louis volume 
 
 of Proceedings, p. 175). 
 
 * Deceased. 
 
 t Appointed, May 10, to succeed William R. Harper.
 
 Reports! REPORTS OF THE SECRETARY, iSpJ-igoy 741 
 
 The Board of Directors, at its meeting June 30, 1904, granted an appropriation of 
 $200 as a contribution toward the expenses of this committee in conference with com- 
 mittees of the Modem Language .\ssociation and of the American Philological .\ssocialion 
 in regard to a universal system of key notation for indicating pnmunciation and to recom- 
 mend a Phonetic Alphabet (see Minutes of the Board of Directors, St. Louis volume of 
 Proceedings, p. 39). 
 
 This committee presented thru E. O. \'aile, chairman, a rejxjrt of the Committee on 
 Conference of the American Philological Association, the Modern Language Association, 
 and the National Educational Association at the Milwaukee Meeting of the Department 
 of Superintendence, March, i, 1905 (see p. 158 of the volume of Proceedings for 1905). 
 The report has not yet been printed by the National Educational Association. 
 
 COMSnTTEE ON INSTRUCTION IN NORMAL SCHOOLS IN LIBRARY ADMINISTRATION 
 
 James H. Canfield, Librarian, Columbia University, New York City, chairman. 
 Melvtil Dewey, state director of Libraries, Albany, Lake Placid Club, N. Y. 
 Mary E. Ahern, editor of Public Libraries, Chicago, 111. 
 
 Electra C. DoR/VN, Head Instructor in the Library School, Cleveland, Ohio. 
 Martin Hensall, librarian of Public School Library, Columbus, Ohio. 
 
 .\t the meeting of the Board of Directors at Asbury Park and Ocean Grove, July 6, 
 1905, James H. Canfield, chairman, reported that the above named committee was a 
 committee of co-operation between public schools and public libraries, representing the 
 American Library Association and the National Educational Association, and that the 
 committee was preparing a report on the subject of instruction in Normal Schools in Library 
 Administration. The Committee on Investigations and .Xppropriations of the National 
 Council recommended that an appropriation of $300.00 be made for the expense of this 
 committee in preparing the report. This recommendation was adopted by the Board of 
 Directors provided the report should Ix? formulated and prepared for pul)lication during 
 the current year. 
 
 This report was prepared by Miss Elizabeth G. Baldwin, librarian of the Teachers 
 College of Columbia University and was published in a sjx-cial pamphlet of seventy 
 pages and widely distributed to the school libraries, i)ubli( libraries, and .school authorities 
 throughout the country. It was al.so printed in the anniversary volume for 1906. 
 
 Respectfully submitted 
 
 Irwin Siieparo, Secretary.
 
 742 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's 
 
 NECROLOGY 
 
 From January 1906 to May 11)07 
 
 Reports of the death of the following named life and active members have been 
 received during the past year; the date of decease follows each name. 
 
 John Jacob Anderson (March 14, 1906) Brooklyn, N. Y. 
 
 William N. Barringer (February 4, 1907) Newark, N. J. 
 
 Miss Dorothea Beale (Movember 7, 1906) Cheltenham, England 
 
 William Allen Bell (December 10, 1906) ....... Indianapohs, Ind. 
 
 Henry L. Boltwood (January 23, 1906) Evanston, 111. 
 
 Ellis W. Brown (July 4, 1905) Washington, D. C. 
 
 Mary A. Cahalan (April 9, 1906) Birmingham, Ala. 
 
 B. H. Caldwell (August 3, 1906) Nashville, Tenn. 
 
 Augustus J. Cheney (February 27, 1907) Oak Park, 111. 
 
 Oliver D. Clark (July 28, 1906) Tompkinsville, L. I., N. Y. 
 
 Ruth Cohen (March 9, 1906) Quincy, 111. 
 
 George H. Conley (December 21, 1905) Boston, Mass. 
 
 Arthur Cooper (November 14, 1906) New York, N. Y. 
 
 Bela Tormay de Nadudvar, (December 29, 1906) .... Budapest, Hungary. 
 
 John Eaton (February 9, 1906) Washington, D. C. 
 
 Frances A. Elmer (January 5, 1906) Winona, Minn. 
 
 W. B. Ferguson ( ) Middletown, Conn. 
 
 A. H. Fletcher (June 16, 1906) River Falls, Wis. 
 
 Anna Foos (March 26, 1906) Omaha, Nebr. 
 
 Joseph K. Gotwals (October, 1905") Norristown, Pa. 
 
 Hiram D. Groves (November 16, 1905) . Fayette, Mo. 
 
 Nelson Haas (December, 1905) Hackensack, N. J. 
 
 William R. Harper (January 10, 1906) Chicago, III. 
 
 Walter B. Hill (December 28, 1905) Athens, Ga. 
 
 W. A. Hodgdon (June 14, 1906) St. Louis, Mo. 
 
 Francis E. Howard (January i, 1906) Bridgeport, Conn. 
 
 Mrs. Mary H. Hunt (April 24, 1906) Boston, Mass. 
 
 Charles Edward Hutton (October 4, 1906) . , Los Angeles, Cal. 
 
 Wilbur S. Jackman (January 28, 1907) Chicago, 111. 
 
 Clara E. Jennison (October 29, 1905) Minneapolis, Minn. 
 
 Albert G. Lane (August 26, 1906) Chicago, 111. 
 
 John S. Locke (December 5, 1906) Saco, Mo. 
 
 Albert Prescott Marble (March 25, 1906) New York, N. Y. 
 
 Kate L. McCoy (August 2, 1906) New Brunswick, N. J. 
 
 Frank McIntyre (July 24, 1906) Glenwood, Minn. 
 
 Charles D. McIver (September 17, 1906) Greensboro, N. C. 
 
 D. A. McMillan (March 4, 1906) Mexico, Mo. 
 
 Paul P. Peltier (November 17, 1905) St. Louis, Mo. 
 
 Harriet M. Scott (February, 1906) Pasadena, Cal. 
 
 Henry D. Shideler (February 15, 1906) Huntington, Ind. 
 
 Irving B. Smith (May 12, 1906) Warsaw, N. Y. 
 
 James H. Stine (October 10, 1906) Washington, D. C. 
 
 Thomas B. Stockwell (February 9, 1906) Providence, R. I. 
 
 James B. Upham (November 25, 1905) Maiden, Mass. 
 
 Albert J. Volland (December 29, 1906) Grand Rapids, Mich. 
 
 Andrew J. Whiteside (October, 1906) New York, N. Y. 
 
 Philo Jesse Williams (March 21, 1907) Everett, Mass. 
 
 Frederick C. Woodruff (May 16, 1906) St. Louis, Mo. 
 
 Charles F. A. Zimmerman (June 20, 1906) Milwaukee, Wis.
 
 LIST OF LIFE, ACTIVE, AND CORRESPONDING 
 
 MEMBERS 
 
 ARRANGED BY STATES, CLASSES, AND YEARS OF CONTINUOUS MEMBERSHIP 
 
 REVISED TO APRIL I, 1907 
 
 The marginal figures indicate the year oj enrolbnent as active members by 
 those \vhi)se names immediately follow. The indented figures indicate year 
 oj appointment to present educational position. The value of this list as an 
 educational directory depends upon its accuracy and completeness; all mem- 
 bers are invited to contribute to this end by furnishing corrections of errors, 
 however slight, and by supplying omitted data. 
 
 The institutions enrolled as members will be found grouped at the end of 
 the list for each state; the arrangement is alphabetical by years in the order 
 of enrollment. 
 
 CORRESPONDING MEMBERS 
 
 ENGLAND 
 
 i8g8 Michael Er.vf.st Sadler, A.M., Triniiy Coll. and Christ Church, Oxford; LL.D. (honorary). '01, 
 Columbia I'niv.; .\.M., '05. I'niv. of .Manchcsli-r. 
 
 Secretary of the Oxford L'nivcrsity Kxiension Delegacy, 1885-Q5; Student and Steward 
 of Chri.st Churih, Oxforil, 1800-05; Member of the Koyal Con)mis.si<in on Sec- 
 ondary Kcluialion, 1803-oS; Director of Six-cial Inciuirics and kcfxirts in the 
 E<lucalion DfiKirtmi-nt. iSos-ioo.r. I'rofcssor of History and .Adminisi ration of 
 Eduialion, X'ictoria I'nivcrsily of Sfanchester, since looj; tUVicierdc I'Instruclion 
 I'ublicjuc. 1004. Address: Eastwood, Wcybridgc. 
 E. LvuLPH Stanlkv. AH.. '6?, A Nf , '(>},. Oxford (I>ord Stanley of AldcrlyV 
 
 Member of the Koyal Commis.sion on Kiluiation, iH.Ho .S;; .\Iemlier of the London Schtxj 
 Hoard since 1876, formerly VitcChairman of that b<niy, 1S07; Author of various 
 articles on Educational Subjects. Address: j8 Manstjeld St., Portland I'luie, 
 London. W. 
 
 igoi Cloudeslev S. Henry Hrereton, .\.H., 'o^i, .\.M., '00, St. John's Coll., Cambridge; B. ^» L.. L. 
 is L., L'niv. of Paris; OITiiier d'.\cail(;mir. 
 
 Diviiiional Insitector to the I^mdon County Council for McKlern I^inguages; Vice- 
 President of the International Jury for Prin\ary Kducation at the Paris ilxjjosition, 
 1900; Ati(ioinled to in'iuire into the Tr.ii hing of .MiKtern I.;ingu.>Kes in Ireland, 
 looi; Writer on I'.dui.ilion in "I-Drtniglitly Review," "The Timei," "Saturday 
 Review," etc.; Author of various Reixirts; .Vdilres^ed the National Lduialional 
 AsvKialion of the I'nited Stales at Detroit, .Miih , Mjot, on " The l'!<lui ationul 
 Cri-sis in England." Addrea: ; Cannon Place. llanii»leail, Loudon, N. W. 
 Fabia.n Ware. B. t*. Sc., '04. I'liiversilii-s of I>ini|on and Pari*. 
 
 Ten Years .\ssistanl .M.istrr in .Sciond.iry S< liooU (Mradford. 1805 oo^; occasional 
 Kxaniinrr to the Civil Srr\iie Coiiimissuin; <K<asiiin.il Insi«-itor of Srtonilary 
 SIx'.l <" ilir Ko.inl of Kduiation. and tonlribulor to " I he .Morning Post," 
 I- Kr|>rrsrnlalive of the i'Mutntion Coinniiltee of the liritisli Royal 
 
 C' ti at the Paris Lx|K>sition. \tjno, Assisliint Director of Lduinlion, 
 
 Trdiikvudl, 1001; Ailing Dirritor of Kiluiation, Trunsva.il, January lo June, 
 IV03; Memljrr of the I ransvaal legislative Coiiniil, ii,;oi 5; iJiretlor of Edu- 
 cation, 'I'ratuvual, ivo.1-5. Addtrii: 64 \icloria b(., S. \V., London. 
 
 SCOTI^ND 
 1898 Simon S/jutuvutr. Lai'iiik, A.M., LL.D., l'niv. nf hUlinburgh, F.K.S.F,; lion. Frlli>w ■■( ihe Kdura- 
 
 tional Institute of Scotland, an<l of the Conirnitis Socielv, <>erfii.iny. 
 
 Professor of the Insiiiuirs and l^l^l.>rv of Kducation, Kdinburgh I'nlvffnlty, iilnce 1876; 
 Visitor ii'inal) Trusl since 1856; Secretary 
 
 to the ! II, 1H7J, Secrelitry lo ,\sv)i iation 
 
 for Pr ,. .... . (oiiiidcNl iH7ri. nt one liinr Pre si. 
 
 dent of Teai hers' (iuild of (•' I Irrlalid. Mniiber of l.diiibiitKh 
 
 University Court; Author of \.<' 1 .'o>al and K<lucatloiial llixils and 
 
 Article*. Addrtit: u (iecirgc .Sq., Lciuiburgli. 
 
 743
 
 744 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Argentine 
 
 FRANCE 
 
 1898 Ferdinand Buisson. 
 
 Professor of Education at the Sorbonne. Address: 30 rue Bobillot, Paris. 
 
 J. J. Gabriel Compayre, Ph.D., 1873. 
 
 Professor of Philosophy, Lycees de Pau, i865^de Poitiers, 1868 — de Toulouse, 1871; 
 Professor of Philosophy, Faculty of Letters of Toulouse, 1874; Professor of History 
 of Education, Normal School of Fontenay aux Roses, 1880 — Normal School of St. 
 Cloud, 1881; Member of Chambre des Deputes, 1881-89; Rector of the .iKcademy 
 of Poitiers, 1890-95; Rector of the Academy and University of Lyons, 1895; Cor- 
 responding Member of the Institut de France, 1901; Rector at the University of 
 Lyons. Inspector general de I'Universite de France. Address: Avenue de 
 Breteuil, 80, Lyons, France. 
 
 Pierre Emile Levasseur, Doctor (ad Honoris), Univ. of Columbia and Univ. of Budapest; Eitt.D., '56. 
 Professor of Letters and Rhetoric, and of History, at several Lyceums, 1868; Professor 
 at the College of France since 1868; Professor at the Institute of .\rts and Trades, 
 1871-96, and at the School of Political Science; President of the Association for 
 the Secondary Instruction of Young Girls at the Sorbonne since 1881; President 
 of the Statistical Commission of Primary Instructors since 1876; Corresponding 
 Member of the Academies of Prussia, Sweden, Hungary, and of the American 
 Academy of Political and Social Science. Address: 26, rue Monsieur-le-Prince, 
 Paris. 
 
 1901 Charles Bayet. 
 
 Professor of History and Archaeology of the Middle Ages at the University of Lyons, 1876; 
 Rector of Academy of Lille, 1891; Director of Primary Education to the Minister 
 of Public Instruction, 1896; Member of the Higher Council of Public Instruction, 
 1900: .Author of various works on Archaeology and History of the Middle Ages; of 
 a volume on Byzantine Art; of various articles on Teaching. Address: 27, rue 
 Gay-Lussac, Paris, 
 
 LtoN Bourgeois. 
 
 Formerly Minister of Public Instruction; Member of the Chamber of Deputies. Address: 
 rue Palatine Paris. 
 
 Elie Rabier. 
 
 Fellow in Philosophy, 1866-69; Professor of Philosophy in the Lyceum of Montauban, 
 1869-72; of Tours, 1872; of Charlemagne at Paris, 1873-81; Professor of the 
 Department of Philosophy at the Superior Normal School, 188 1; Director of 
 Secondary Education in the Ministry of Public Instruction, 1889; Author of various 
 Philosophical Treatises. Address: 27, rue de Fleurus, Paris. 
 
 Camille S£e. 
 
 Counselor of State; Author of the Law of December 21, 1880, which created the Secondary 
 Instruction of Young Women; Author of the Law of June 29, 1881, which created 
 the Normal School; Member of the Committees and Jury at the Universal Expo- 
 sitions of 1878, 1889, and 1900. Address: 65, avenue des Champs-Elys^es, Paris. 
 
 GERMANY 
 
 1898 Friedrich Paulsen, Ph.D., '71, Berlin. 
 
 Professor of Philosophy and Pedagogics, University of Berlin, since 1877. Address: 
 Steglitz Fichtestrasse 31, Berlin. 
 
 ITALY 
 
 1898 LuiGi BoDio, LL.D. 
 
 Counselor of State; formerly Commissioner General of Emigration; President of the 
 Superior Council of Statistics; Member of various Statistical Societies in France, 
 England, Germany, and America; Senator of the Kingdom of Italy; General Secre- 
 tary of the International Institute of Statistics. Address: 153 Via Torino, Rome. 
 
 RUSSIA 
 
 1901 Eugraph p. Kovalevsky. 
 
 Graduate of the University of Moscow; Secretary of the Imperial Senate since 1890; 
 Officer of the Special Missions at the Ministry of Public Instruction, 1893; Dele- 
 gate to the World's Columbian Exposition, at Chicago, 1893; Director of the 
 Pedagogical Section of the National Exhibition at Nijni Novgorod, 1896; same 
 at Stockholm, 1897; Director of the Pedagogical Commission at the Paris Expo- 
 sition and member of the Intern.ational Jury of Awards, igoo; President of the 
 Permanent Commission of the Popular Conferences and Lectures, 1903; .Author 
 of various papers on Educational Subjects. Address: Catherine Canal 14, St. 
 Petersburg. 
 
 ARGENTINE REPUBLIC 
 
 1901 Joseph Benjamin Zubiaur, LL.D., '84, Univ. of Buenos Ayres. 
 
 Professor and Assistant Supervisor of Normal Schools and National Colleges, 1881-84; 
 Inspector of the Normal Schools and National Colleges, 1885-91; Delegate sent 
 by the Minister of Public Instruction to the World's Exposition at Paris in 1889; 
 Principal of the National College of Concepcion del Uruguay, 1892-98; Director 
 of the Section of Education, 1890; Member of the National Board of Education, 
 1899; Delegate to the Pan-American Exposition from the Province of Entre Rios 
 and General Board of Education of the Province of Corrientes, also Commissioner 
 to Study the Elementary Schools and Adult Evening Schools of the United States, 
 igoi. Address: care of National Board of Education, Buenos Ayres, Argentine 
 Republic. *
 
 Alabama] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 745 
 
 REPUBLIC OF CHILE 
 
 iQoi Carlos Silva Cruz, Graduate, Univ. of Chile, iSoy. 
 
 Professor of Spanish and Comix)siliiin at the "I.iceo Miguel Luis Amundtegui, "San- 
 tiago, 1805; and at the "Institute Nacional ile Chile." iSvS; Chief of Section of 
 Secondary, Superior, and Special Instruction of the Ministrv of Pulihc Instruction 
 of Chile, i8o9", Conimis,sioner in charge of the Educational and Library Depart- 
 ment of the Chile exhibit at the Pan-American Exjxjsition of liutTalo, N. V., and 
 to study the organization of Educational Service of tlie L'nited States, ivox. 
 Addras: 351 Breton St., Santiago Chile. 
 
 GitJLLERMO pREfDEXBi-Rr. Cristi, Ph.B., 'o7, B.L., 'oo, Univ. of Santiago, Chile. 
 
 Director and Chief of the School Deixirtment, Patronato Santa Kilomena, 1806; Com- 
 missioner Assi.stant of Chile to the Pan-.\merican Exixisiticm (educational deixirt- 
 mentV. Sjx-cial Commissioner to Study the Kducatinnal Sy.stcms in the United 
 States and Eurojx-, igoi. Address: Casilla S41, Santiago, Chile. 
 
 REPUBLIC OF GUATEMALA 
 iQoi Dr. JoAQfiN Yela. 
 
 Physician and Surgeon of the Faculties of Guatemala and San Francisco, Cal.; Founder 
 and ex-Dean of the Guatcinalan College of Pharmacy and Medicine; Guatemalan 
 Commi.s.sii)ner to the Paris ( 187.S) and Buffalo Expositions; Delegate to the Stiond 
 and Third l'an-.\mcrican Medical Congresses; .\Iember of the Caballeros Hos- 
 pilalarios Espanoles of Madrid, Sp;iin; Member of the Academie Nationale of 
 Paris, France; Consul General of Guatemala. Address: Guatemala City, Guate- 
 mala, C. A.; consular address: 2 and 4 Stone St., New York, X. Y. 
 
 REPUBLIC OF COSTA RICA 
 
 1901 Don JoAQfi.N Bernardo Calvo. 
 
 Minister of Costa Rica, 1329, i8th St., X. \V., Washington, D. C. 
 
 LIFE DIRECTORS, LIFE AND ACTIVE MEMBERS 
 
 ALABAMA 
 
 ACTIVE UEUBKRS 
 
 1881 John Massev, A.B.. '62, A.M., 't$, LL.D.. '79. Univ. of Ala. 
 
 1876, President of Alabama Conference Female College, Tuskegee. 
 
 xi&2 Julia SiifuwK k Titwii.er. 
 
 1886, Principal of .Mabama Normal College, Livingston. 
 
 I&88 John Herbert Phillips, .\..\L. LL.D., '05, Marietta Coll.; Ph.D., Southern Univ.; LL.D., '06, Univ. 
 of Ala. 
 1883, Superintendent of Schools, 2730, i2lh Ave., N., Birmingham. 
 
 i8gS J. B. Cl'snin<;haji. 
 
 1898, Principal of High School, 1028 S. 21st St.. Birmingham. 
 
 Robert .■\lexanuer Mkkle, A.B., '86, Davidson Coll. 
 
 Suix-rvis<jr of Jefferson Street Primary and Grammar School. 1007 Texas St., 
 Mobile. 
 James Knox P<iWERS, A.M., '73, LL.D., '97, I'niv. of .\la. 
 
 1901, Representative of the B. F. John.vm Publishing Co,, 6iy Wcslevan .\ve., Florence. 
 1898 Robert Venable Allcood, B.Sc, '90, Southern Univ.; .\,NL, '93, Univ. of .Nashville. 
 
 1894, Superintendent of Public Schools, 4312, 2d Ave., S., Avondale, Birmingham. 
 
 CHAHLE.S A. Brown, C.E.. /Ma. Poly. Inst. 
 
 i8u7, Prind|<al of Henley School, 1126, 13th St., S., Birmingham. 
 
 Joseph D. Mati,o< k. 
 
 Rei>rescntative of American Book Co., 2227 7lh .\ve., Box 4OJ, Birmingham, 
 
 1890 I)ANIEL PlNKNKV CiiRisTENHKiiRV, Pd,B., '87, A.NL, '88, Southern Univ. 
 |H<>J, Priife^vir of English Southern University, Grrcn-lmro. 
 i./x; John William Abhhrombje A B . "Wi . Oxford O.II ; LLB. "88, LL.D., '04. Univ. of Ala.; LED., 
 'o^. Univ of S. C. 
 
 1902. Prenident of Cniverxity of Alaljama, UniM-rsiiv P. (). 
 
 LucirN P. Giudesh, AU. Southern Univ. 
 
 Grccnulxjro. 
 Chailkm B. Glesm. .M.Sc.. '02, Aln Poly. In-ii,; A.B.. 'i/i, Marvar<l Univ. 
 
 iHog. Princi|>tt( of Paul na)-nc Sihuul, 1215 S. i2lh St., Birmingham. 
 
 WiLLARi) J. Whkei m. 
 
 iH<y>, Prmiilenl of Wherirr Buninnw Collrgr, igool-loi?}, iM Avr . Birmingham, 
 
 Marxhall Ci ark Wiihon, C,K..'76, Univ, of Va. 
 
 1H97, Prrnidrnt «f Stole Normal Collcgr. 648 Po|ilar St.. FUirrmc. 
 
 Mjot JuM I'M S\ Dill. AM . Howard Coll, 
 
 1901. Sujirrinlriidrnl of Sttviolii, 124 .S. 22d .SI., Ilnurmrr. 
 
 IsAAi W II I lAM HiiL, A B 'Ko A M . 'H,, Km<iry Coll ; LL.f) . '01,, Univ. of Ala. 
 
 Ex Stole Su|)crinirmleni of luludiiinn, 427 S. Perry Si.. .Monlgmnrrv 
 
 jAMrn Alexanher .\l<KiRr. B.P.. Smiilirr* Univ. 
 
 19C/1. Ailing Prrkidrnl of .Miilmmo (>irl>' ImluMrjal S<Ii<hiI. Munlrvallu. 
 
 Hkpm'N ()w»n Nfi KIM B S< . 'o> Marion .Mil ln«l ; A 11 . ,\ M . '97. I'niv, of V«. 
 1906, Su|irrintendcnl of Marion Military Imiiilule, Marion.
 
 746 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Alabama 
 
 ALABAMA — Continued 
 
 J90I Francis M. Peterson, A.M., D.D 'oo, Southern Univ LL. D- 
 
 1899, President of Alabama Girls Industrial School, Montevallo. 
 
 Mrs. J. H. Phillips. xt t,- • ., 
 
 2720, 12th Ave., N., Birmingham. 
 
 1902 George William Brock. A.B., '00, Univ. of .-Ma. 
 
 1902, Superintendent of City Schools, Opelika. 
 
 S. R. Butler. , ^ , , tt -n 
 
 1893, Superintendent of Public Schools HuntsviUe. 
 
 Charles Lewis Floyd, A.B., Univ. of Ga. „■ , c^ ^r 
 
 1889, Superintendent of City Schools, 205 High St., Montgomery. 
 
 H^RRY C. Gunnels, A.B., '86. A.M.. Oxford Coll.; LL.B., '91. Univ. of Ala. 
 1906, State Superintendent of Education, Capitol, Montgomery. 
 
 Walter Evans Striplin, A. B., '91, Oxford Coll. 
 
 1903, Superintendent of Public Schools, Gadsden. 
 
 1903 Jane E. Clark, A.B., '01, Oberlin Coll. t .-. » t 1 
 
 1902, Dean of the Woman's Department, Tuskegee Institute, Tuskegee. 
 
 Richard A. Clayton. _ , ^, , „„••!. 
 
 Business Manager of 'Educational F.xchange, Birmingham. 
 
 Stonewall Jackson Cole. ^^ „. . , 
 
 1891, Agent for Ginn & Co., 2214, 12th Ave., N., Birmingham. 
 
 William J. Edwards. . , , . o tt-h 
 
 Principal of Snow Hill Normal and Industrial Institute, Snow Hill. 
 
 James H. Foster, A.B., '84, Howard Coll.; LL.B., '91, State Univ. of Ala. 
 
 1893, Superintendent of Schools. 907, loth St., Tuscaloosa. 
 John Y. Graham, B.Sc, '92, M.Sc, '94, Princeton Univ.; Ph.D., Munich. 
 
 1897, Professor of Biology, University of Alabama, University F. U 
 
 William Cornelius Griggs, A. B., '98. , . . „ 
 
 1904, Secretary of the Alabama Educational Association, Brewton. 
 
 Robert O. Meek, A.B., '92, A.M., '93. Southern Univ. 
 
 1904, Superintendent of Public Schools, Attalla. 
 
 Samuel S. Murphy, A.B., '90, A.M., '92, Univ. of Ala j ^ . c. ht u■^ 
 
 1900, Superintendent of Schools, Conti St., bet. Laurence and Cedar Sts., Mobile. 
 
 T. W. Palmer, A.M., LL.D., '06, Univ. of Ala. , ^ , ^, . . , ., , ,, . 
 
 i88j Professor of Mathematics and Dean of Faculty, University of Alabama, University 
 
 P. b. 
 
 Thomas Richard Walker. B.Sc. 
 
 1906, Superintendent of City Schools, 2308 Ave. F, Ensley. 
 
 Henry Jones Wii.lingham, A.B.. A.M.. '93. Howard Coll. 
 
 Secretary of State Board of Examiners, Department of Education, Montgomery. 
 
 1904 Edward Franklin Buchner, A.B., '89, Western Coll.; Ph.D., '93. Yale Univ.   t> r^ 
 
 1903, Professor of Philosophy and Education, University of Alabama, University P. U. 
 
 Henry J. Fusch. . . , , ^ , , . , 
 
 1904, President of Eighth District Agncultural School, Athens. 
 
 1905 Flavius T. Appleby, B.Sc, '01, Univ. of Tenn. 
 
 1906, Superintendent of City Schools, Tuscumbia. 
 
 Charles Prescott Atkinson, B.Sc, '88, A.M., '90, Southern Univ. . . ^ 
 
 1904, Professor of Moral Philosophy and History, Southern University, Greensboro. 
 
 George Webster Duncan, M.Sc. Ala. Poly. Inst. 
 
 General Agent of University Publishing Co., Auburn. 
 William Francis Feagin, B.Sc. M.Sc, Ala. Poly. Inst _ 
 
 Secretary and Memter of State Board of Examiners of Alabama Department ot 
 Education, Montgomery. 
 
 Frank Taylor Long. A.B.. '04. Mercer Univ. 
 
 1905, Assistant Principal of Public School, Union Springs. 
 
 Isaac W. McAdory. . t,- • u 
 
 1904, County Superintendent of Education, 2512, 7th Ave.. Birmingham. 
 
 Leonard L. Vann, A.M., '91, Howard Coll. 
 
 1907, President of Fifth District Agricultural School, Wetumpka. 
 
 William Coke Watson. ^ , ,. o > , t, . • . 
 
 ' 1904, Teacherof English and History, Leighton Avenue Public School, Box 712, Anniston. 
 
 1906 James V. Brown, B.Sc, '94. M.Sc, '95, -Ma. Poly. Inst. 
 
 Superintendent of City Schools, N. Foster St., Dothan. 
 D S Burleson, A.B., '91, A.M., '98, Milligan Coll.; A.M. Latin and Greek, '98, Univ. of Va. 
 
 1898, Professor of Latin and English, State Normal College; res., 615 Wesleyan Ave., 
 Florence. 
 Joel Campbell Du BosE, A. B.. '78, A.M.. '82. Univ. of Ala. , . , ,_ 
 
 1906, Associate Profes.sor of Secondary Education, University of Alabama. University 
 
 P. O., express office, Tuskaloosa. 
 
 Joseph Milo Fricks. 
 
 1906, Principal of High School, Box 73, Epes. 
 
 T R F Lee * 
 
   Director of Academic Department, Tuskegee Institute, Tuskegee Institute P. O. 
 
 Perry M. McNeil, A.B., '03, A.M.. '01, Univ. of Nashville. 
 Superintendent of Schools, Pratt City.
 
 Arkansas] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 747 
 
 A LA B AM .\—Contin ued 
 
 institutions 
 
 1897 Alabama Polytixhnic Institute. 
 
 President. Charles Coleman Thach; Librarian. J. R. Rutland, Auburn. 
 
 i8()9 State Normal Sciuxil at Jacksonville. 
 
 President, William Clarence Daugctte, Jacksonville. 
 
 i<>oi State Normal College. 
 
 Principal, E. M. Shackelford, Troy. 
 
 1903 .\lab.\ma Girls' I.vdustrial School. 
 
 President, Francis M. Peterson; Secretary, J. Alex. Moore, Montevallo. 
 
 1906 '•Educational Exchange." 
 
 Business Manager, R. .\. Clayton, so\-2 Title Guarantee Building, Birmingham. 
 
 Southern University. Library. 
 
 President, H. M. Hosmer; Librarian, D. P. Christenberry, Greensboro. 
 
 ARIZONA 
 
 active members 
 
 1890 Ferris S. Fitch, A.B., '77. 1'niv. of Mich. 
 Wcldon. 
 
 189s Charlks F. Philbrook. 
 
 1904, Suixrintcndcnt of City Schools, Bisbcc. 
 
 1899 William J. .-Vnderson, B.Sc, '97, .National I'niv., Chicago. 
 
 1899, Art Department, Territorial Normal School, Tcrape; res., 246 S. lith Ave., Phocnix_ 
 
 A. J. Matthews. 
 
 1900, President of Tempo Normal School of .\rizona, Tempo. 
 
 1902 George E. Krinbill. 
 
 Supervisor of Music, Bislxic and Douglas; address. Box isjj. Bislx-e. 
 
 1904 J. B. Jolly. 
 
 1900, County Superintendent of Schools, Prescott. 
 
 P'rancis Ernest Lloyd. .'V.B.. '91. .-X.M.. 'os- Princeton L'niv. 
 
 1906, Member f>f Sta:T Desert Botanical Lalxjratory, Carnegie Institution of Washing- 
 ton; address, Tucson. 
 
 Abnoldas H. McClure. A.M.. Ph.D. 
 
 1905, Superintendent of City Schools, Vuma. 
 
 1905 .XMANUA HaLLBERG RtSOUEST. 
 
 Mis.siunary, Presbyterian Home Baird, Indian .School, Tucson. 
 
 1906 Charles W. Goodman. 
 
 Superintendent of U. S. Indian Industrial .Sch'xJ, Pmx-nix. 
 
 OtAf Halvorson. ,\.B., '02. L'niv. of Minn. 
 
 1904. Principiil of High School, Clifton. 
 William .Morrison Rithraiff. .\.B . '02. A .\|.. '05, Wiitenlwrg Coll. 
 
 1906, Superintendent of Public Schools, Tucson. 
 
 J. F. Stilwell. .\.n.. "90. A.M.. '04. .\Vwl»erry Coll. 
 
 Suncrintendenl of Public Scmwls, Ph 
 
 Superintendent of Public Schiwls, Phoenix. 
 
 institutions 
 
 tryni Northern Arizona Normal School. 
 
 Prc^idcnl, \. S. Taylor, Flagstaff. 
 
 Tempe Normal ScHfjOL or Arizona. 
 
 President, A. J. Matthews, Tcm|je. 
 
 ARKANSAS 
 
 ACTIVE MKMUKR.S 
 
 i8«7 Thoma-S a. Fotrall, A.m., Wr<a Tcnn. Coll.; I.L.D.. '00, Univ. of Ark. 
 
 1906, Superintendent of Arkanwui ScIumI fur the Blind. Little Rock. 
 
 i8«>< Gr.oR(.K B. C'»oK, A M .. . , 
 
 iK./>, SuiK-rintcndent of Ciiy SdiooN, »oo Garden St., Mot S|)ring». 
 
 i8oft John II. HiN»MON. A M . '94. Afk,vlrl|.hi.i CmII . and "oj, l'niv of .N.^^h^i:l^. 
 1900. PrcMilrnI 111 lliiiilrr-oin OillcKe, .Nrk.idrlpliia. 
 
 1897 John Ilui.M Rf.vnoi.ds. A B .'95. Il<-ndrix Coll ;AM , '97. l'niv of Chicngo. 
 
 1902, I'rcifcMor of ilinlory and I'ohliial .Vtentr, Univer>ily ol ,\rkaiLvii>, Fiiyrllc\-jllc. 
 
 1901 J. H Caldwell. 
 
 190 \, Principal of High School, Prainc (»fove. 
 
 Suprrintemlrnl of City SrhooU, Hth nnd I>iuiiilana Sis,, (■'(, Smith. 
 
 I90.J jrrr ' ,^, Prim i|«l of {:.i|i«iol Hill High S«lio<.l, ir»oo Scott Si . I jiilr R<xk. 
 1904 Wm. L. Skago^, ah, 'H7, Carlrion C.ill ; M Sc . 'o^. Ohio Univ.; Pd.H., 'oo. Univ. of Mo. 
 lyji, Sujirrintcndrni of Public Schuoln, Pitrngoulii. 
 
 ioo<; F (• Nolen, a U . 'w. V.indrrbili Univ. .... 
 
 I'rimiinl of Fort Sleric School, Little K'uK. 
 
 James W. KuvurNDALL. .„,,.., .., . c^. .• ,. , l 
 
 1905. .Suptrinlrndcnl of City SchooU. 100 N. 17th S«,, lort .Smith.
 
 y48 NATIONAL EDUCATIONAL ASSOCIATION [CaHfomia 
 
 ARKANSAS — Continued 
 
 1905 F. W. Miller, A.B., '89, Hendrix Coll. 
 
 1905, Superintendent of Public Schools, 161 1 Pecan St., Texorkana. 
 
 1906 WiLLL\M \. Crawford. A.B., '01, Univ. of Ark. 
 
 1901, Superintendent of Schools, Arkadelphia. 
 
 John J. Doyne. 
 
 State Superintendent of Public Instruction, State House. Little Rock. 
 
 institdtions 
 1897 Hendrix College. 
 
 President, Stonewall Anderson; Librarian, L. C. Perry, Conway. 
 
 1901 University of Arkansas, Library. 
 
 President, John N. Tillman; Librarian, Miss Ada Pace, Fayetteville. 
 
 CALIFORNIA 
 
 life director 
 
 1886 JosiAH Little Pickard, LL.D., '70, Chicago Univ. and Beloit Coll., '94. Bowdoin Coll. 
 
 E.x-President State University of Iowa; address, Cupertino, Santa Clara Co. 
 
 life members 
 1877 Mrs. Anna Kalfus Spero. 
 
 P. O. Bo.x 405, Berkeley. 
 
 1879 James Harmon HoosE, A.M., '64, Ph.D., '73, Syraciise Univ. 
 
 1896, Department of Philosophy and History, University of Southern California, 1121 W. 
 31st St., Los Angeles. 
 
 1880 Emily M. Coe. 
 
 Retired Kindergartner; P. O. Box 1 135, Riverside. 
 
 1882 Harriet N. Morris, A.M., '86, Nat. Nor. Univ. 
 1520 Cedar St., San Diego. 
 
 1884 John William Stearns, A.B., '60, A.M., '64, Harvard Coll.; LL.D., '74, Chicago Univ. 
 225s, 2d St., San Diego. 
 
 Nathan Crook Twining, A.B., '6i, A.M., '65, Ph.D. 
 1380 Rubio St., Los Angeles. 
 
 1886 C. Y. Roor. 
 
 634, i8th St., Oakland. 
 
 1887 C. S. Young. 
 
 Bakersfield. 
 
 1888 Rebecca F. English. 
 
 i8gi, Teacher of Methods, State Normal School; res., 153 S. loth St., San Jose. 
 Joseph O'Connor. 
 
 1898, Principal of Mission High School, 2489 Howard St., San Francisco. 
 
 1889 Mrs. Augusta W. Hobe Classen. 
 
 1896 Green St., San Francisco. 
 
 active members 
 
 1888 J. P. Greeley. 
 
 1 90s, Superintendent of State School, VVhittier. 
 
 1889 Edward T. Pierce, LL.B., '77, Union Univ.; P.D., '93, N. Y. Nor. Coll. 
 
 Ex-President of State Normal School,: res., Sierra Madre St., Sierra Madre. 
 
 1892 Allen Allensworth, A.M., '84, Roger Williams Univ.. Lieut. Col. U. S. Army (retired). 
 
 820 W. 30th St., Los Angeles. 
 
 Frederic Burk, B.L., '83, Univ. of Cal.; A.M., '92, Leland Stanford Jr. Univ.; Ph.D. ,'98, Clark Univ. 
 1899, President of State Normal School, Powell St. near Clay, San Francisco. 
 
 1893 James A. Foshay, A.M., Univ. of So. Cal.; Pd.D., '98, N. Y. Nor. Coll. 
 
 Ex-Superintendent of Schools, 1023 W. Sixth St., Los Angeles. 
 
 1894 Ellwood P. Cubberley, A.B., '01, Ind. Univ.; A.M., '07, Ph.D., '05, Columbia Univ. 
 
 1906, Professor of Education. Leland Stanford Jr. University, Stanford University. 
 Charles Cecil Van Liew, Ph.D., '93, Jena. 
 
 1899, President of State Normal School, Chico. 
 189s D. R. Augsburg, B.P., '84, Syracuse Univ. 
 
 1898, Director of Drawing, Public Schools, 1914, nth /\ve.. East Oakland. 
 Lewis B. Avery, B.Sc, '83, Tabor Coll. 
 
 1895, Principal of High School and (1906) Superintendent of Schools, Redlands. 
 Walter J. Bailey, A.M., '00, Bates Coll. 
 
 1901, Principal of Los Angeles MiUtary Academy, Commonwealth Ave., near West Lake 
 
 Park, Los Angeles. 
 
 Samuel T. Black. 
 
 1898, President of State Normal School San Diego. 
 
 Theodore B. Comstock, B.Agri., '68, Pa. State Coll.; B.Sc, '70, D.Sc, '86, Cornell Univ. 
 827 Beacon St., Los Angeles. 
 
 Thomas J. Kirk. 
 
 Ex-State Superintendent of Public Instruction, 1301 O St., Sacramento. 
 George R. Kleeberger. 
 
 1902, Principal of High School, 219 W. North St., Visalia.
 
 California] LIFE, ACTIVE, AXD CORRESPOX DI XG MEMBERS 749 
 
 CALll-OKNIA— C"(»«/i«M<-J 
 
 i8gs Jesse F. MiixsPArcii. A.B.. 'yg. I'niv. of Mich.; A.M.. '04. 
 
 1904, President of State Normal School, res., 1423 Bonnie Rrac St. Los .\ngeles. 
 John B. Moxlvx. .\.>f., 'Si. Iowa State I'niv. 
 
 1903, Deputy Superintendent of City Schools. 1703 \V 23d St., Los .\ngeles. 
 t8<}6 Mrs. M.ARGARET ZiLLAFRO .XnvMs. M.E.D.. '8q St. Xor. Sch.. Kdinlxiro, Pa.; Pd.M.. '04. N.Y. I'niv. 
 122 S;in .\nlonio St. Mountain N'iew. 
 
 E. Morris Cox. .\.B., Haverfonl Coll. 
 
 1896, Suix.'riniendent of Public Schools, 72S Slater St., Santa Rosa. 
 
 Henry Morse Stephens, AM., '80, .\.M., '02. Oxford, EnRland. 
 
 1894, Professor of History and Director of University Extension Department, University 
 of California, Faculty Club, Berkeley. 
 
 1897 Christine M. Benson. 
 
 1905, Principal of Staunton .Avenue School, 104s Ingraham St., Los .\ngelcs. 
 
 Arthur Henry Chamberlain, B.Sc, '03, .\.NL. '03, Columbia Univ. 
 
 1896, Dean and Professor of Education, Throop Polytechnic Institute, 377 N. Los Robles 
 
 .\ve., Pasadena. 
 J. O. Churchill. 
 
 1903, Principal of Union High School, Hollywood. 
 
 A. H. MacDonald. 
 
 1880. Principal of Lincoln School, 407 Fair Oaks St., San Francisco. 
 
 Fernando Sanford. 
 
 1891, Professor of Physics, Leland Stanford Jr. University; 450 Kingslcy .\ve., Palo Alto. 
 
 1898 James .\. Barr. 
 
 1891, Superintendent of City Schools, 1407 E. Channel St., Stockton. 
 
 Morris Elmer Dailey, .\.M., Ind. Univ. 
 
 1900, President of Stale Normal School, San Josd. 
 
 David Starr Jordan, M.Sc., '72, Cornell Univ.; M.D., '7';. Ind. Med. Coll.; Ph.D., '78, Butler Univ.; 
 LL.D., '86. Cornell Univ.. and '02. Johns Hopkins Univ. 
 
 1891, President of Leland Stanford Jr. University, Stanford University. 
 
 Cecil Wirt Mark, B.-Sc, '88. Univ. of Pacific. 
 
 1904, Principal of Crocker Grammar School, 3904 Clay St., San Francisco. 
 
 1899 OsMER .\bbott, .\.B., '90. Oberlin Coll.; Ph.D., '(>8, Jena. 
 
 1899, Principal of Washington Union High School, R. F. D., Oleander. 
 
 Hugh J. Baldwin. 
 
 1899, County Superintendent of Schools, Courthouse, San Diego. 
 
 HoNORA I). Can.nun. 
 
 Teacher in Public Schools, Oxn.ird. 
 
 Mlnnie Coulter, AH., '<>>i. Lelaml Stanford Jr. Univ. 
 
 1899, Superintendent of Schools of Sonoma County, Santa Rosa. 
 
 Jesse George Cross, .\.M., '68, McKcndrcc Coll. 
 
 The J. G. Cross School of Eclectic Shorthand, Monrovia. 
 Walter A. Edwards, A. B., '83, A.M., '86, LL.D, '02, Knox Coll. 
 
 1897, President of Throop Polytechnic Institute, 408 S. Orange Grove Ave., Pasadena. 
 
 W. S. Edwards, A.M., '92. Alfred Univ.. „ , ^ „.,,,.,. 
 
 1902. Suix-rinlendcnt of Schools of Santa Barbara County, 214 \\ . Islay St., banta 
 Barbara. 
 Richard Douglas Faii.knfr, B.L..' 77. Univ. of 111 , c r • 
 
 1906, Primipiil of Hancock Grammar .Sthix)l, Filbert St., near Jones, San Francisco. 
 
 J. H. FsAsris. A.B.. A.M. , .., . . ... 
 
 1904, Printijial of Polytechnic High School, 11 17 Llden .\\e., Los Angeles. 
 
 Hattie F. Gower. ... . . ,,1 I.I 
 
 iS</j, As.si.Mant Teacher of Sloyd, </><; Ingrahm Place, I-os Angeles. 
 
 James D. Graham. A.U , '88. A.M.. '02. Tor<mio Univ. 
 
 1892. Superintendent of .Schools, 500 Ellis St.. Pasadena. 
 
 Adam FRANfts Gins. .. . ,. ,. .. .- 1 
 
 Rc|>fc<icnlalivc of .\merican H<»k (.0.. i6j (.nivc St., San IranciKo. 
 
 Julius C. Hammel. A B.. '94. Uland Stanford Jr. Univ. 
 
 Princiinl of George Dewry Scho<il. Fruilvale. 
 
 Lillian I). Hazkn. , , ,., t- , . , 
 
 1905, Princi|ul of Firm Sirrrt S«hool. iW>o Shallo .SI.. Ij>* Angrlm. 
 
 T. L. Hkaton, B.L.. LL.B.,'Ho. Univ. of .Mi»h. ...,,.,. 
 
 1905, Dcpuly Suiirrinlrnilrnl o( S<hooU. San Irani i-xi-, iind l.riliirrr in hducallon, I'm- 
 vcriuty of Caliloriiia. rc» . 791 Clayton St . S.in I lamivo 
 
 1B9S, priniijjal of High Srhor.l, ^UH I'aiwdrna Ave. !.<« Angeles. 
 AommE. llowr, A B,'97.I^I'nd Ir. I'niv 
 
 i»g7. ln»truHof III !Ii Normal .Vhwl, Son J«»ii«, 
 
 O P Ir.!«ici!*H \ H AM M <"ll . M Sf . I'h I) , Ind Univ 
 
 iW"'. Pro(c»w»r ol I , Ix-Und Sun(.*d Jr. Univrrijly. Stanford UniverUly. 
 
 BuRtORSosKiSMrv, A n .'97. I-rl-'n-l Sl-J"'"''' Jr '"P'v . „ . ^ i. 1 . 1.1 1^ a i 
 
 1901. Head of Drturtment of lliM-iry ami luonomim. High School, aSoa Menlo Ave., I»» 
 
 Angeles. 
 J W. McClvmomdh, ah. '71. WertminMrr Coll., Pa. 
 
 1888. Sui»erintendenl of Cily SthooU. 447. J4«n »., Oakland.
 
 7SO 
 
 NATIONAL EDUCATIONAL ASSOCIATION [California 
 
 CALIFORNIA— Con/Jnufi 
 
 1899 F'^ED^'^^'^'^j^g^pfelidentlnd Lectoer'fo^ Guild of Arts and Crafts. 1825 California St., 
 
 San Francisco 
 Ernest Carroll Moore, A.B.. '92, LL.B., '94, Ohio Nor. Univ.; A.M., '96, Columbia Univ.; Ph.D., 
 '98, Univ. of Chicago. t a 1 
 
 1906, Superintendent of Schools, Chamber of Commerce, Los Angeles. 
 
 Ernest H. Mosher. c-, r, 1 , 
 
 1906, Principal of Schools, 1633 Cedar St., Berkeley. 
 
 F. O.Mower, A.B., '78. Bates Coll., , ^ ^t 
 
 1897, Principal of High School, 715, 3d St., Napa. 
 Pete WiKOFF Ross, B.ScA.B., '92 Univ. of Mich. c. . c. c r>- 
 
 1904, Principal of Middletown Grammar School, 2050 State St.. San Diego. 
 
 Mrs. Julia Cole Sherwood. , , ^. . tt j 
 
 1906, Teacher in Eden Vale District, Hayward. 
 
 Mrs. Harriet BuRDicK Shorkley. ..,c, ,r,iin^ 
 
 Teacher in Public Schools, 578, 17th Street, Oak'and. 
 SusanG. Stokes, A.B., '96, Leland Stanford Jr Univ. 
 
 1904, Teacher of Science, Uaion High School, Orange. 
 
 Anna M. jg^^^g^pg^^.j^Q^ ^^(j Normal Instructor of Golden Gate Kindergarten Association, 
 560 Union St., San Francisco. 
 
 John Harvey Strine. . o l 1 T^ 
 
 Ex-Superintendent of Los .\ngeles County Schools, Downey. 
 
 Francis A. Swanger, M.S.D.. '92, Mo. State Nor., Kirksville; A.M., '98, Willamette Univ. 
 Principal of High School, Visalia. 
 
 John Swett, A.M. (honorary), Dartmouth Coll. 
 
 Martinez, Contra Costa Co. 
 Winfield Scott Thomas, A B., '89, Johns Hopkins Univ. r p . .• tt   •, t 
 
 igo3 University Examiner of Schools and Assistant Professor of Education, University of 
 California, 2848 Telegraph Ave., Berkeley. 
 Louis K Webb B.Sc, '78, Univ. of Mich.; A.M., '98, Leland Stanford Jr. Univ. 
 961 Orange St., Los Angeles. 
 
 1899, Superintendent of Schools, Solano County, Fairfield. 
 
 1900 Robert ARMSTRON^g^M.D..^68. Jefferson ColL ^^^^^^^^^ „ ^^^ ^^^^^^^ ^^^^^^^^ ^^^^ p^^^^ ^^^^^^ 
 
 W. F. UGH^^^^ Principal of Euclid Avenue School, 14s W. 33d St., Los Angeles. 
 
 George Arthur Merrill, B.Sc, '88, Univ. of Cal. , , . , , > / „ n tn- . i «r-i 
 
 ^ j8o. Principal of California School of Mechanical Arts, and (1894) Director of Wil- 
 
 merding School of Industrial Arts, i6th and Utah Sts., San Francisco. 
 
 ,„«T TTcTFiiTT Carpenter Grad.. Tomlins Inst, of Music. 
 
 1901 Estelle '-^«P=''Y;,1^^i^„r of Music, City Schools, and in State Normal School, 1448 Willard 
 
 St., Sta. F, San Francisco. 
 Tesse A. Ellsworth, A.B.. '86. A.M.. '89. Middlebury Coll. j. t 1 
 
 •' Pacific Manager of The Macmillan Co., San Francisco; temporary address, Lock_ 
 
 Box 269, Berkeley. 
 • Efner A. Farrington, A.B.. '86, Oberlin Coll 
 
 1906, Instructor in Science, High Schools, Monrovia. 
 
 Augusta L. Franck, A.B., '05, Univ of Mich 
 
 1906, Teacher in Public Schools, Llovis. 
 Fbank Kyselka LL B '94, LL.M., '95, Columbian Univ. 
 
 1903,' Superintendent and Special Disbursing Agent, Hoopa Valley Indian Agency and 
 School, Hoopa. 
 
 Mary °^^|^j^^p;.i„(,ip.^l ^f Jefferson Street School, 201 S. Grand Ave., Los Angeles. 
 
 Philip Sheridan WooLSRY, B.L.,'q5, Univ. of Cal. c, c c- 
 
 Representative of American Book Co., 163 Grove St., San Francisco. 
 
 rm, Gforge Samuel Beane, A.B., B.Sc, Ph.D., Victoria Univ. .Canada. . ., , , 
 
 1902 GEORGE SAMUf.L p^^j^^i,^^ ^j Physics, University of Southern Califorma, Los Angeles. 
 
 T/vvrpq rni I EN Bryant, A. B., '00, Leland Stanford Jr. Univ. 
 
 J ipo4, Teacher of Mathematics and Chemistry, High School, San Jose; address. Box 55. 
 
 Los Gatos. 
 Thomas R. Croswell, A.B., '91. Bowdoin Coll.; Ph.D., '99, Clark Univ. 
 2651 Romeo St., Los Angeles. 
 
 W. G. Hartranft. ^^^^^^^^ j^^ g.j^gj. Bu^jjett & Co., San Francisco. 
 
 Hasbrouck O. Palen^^^_^^_^^_^^ Department, Milton Bradley Co., 147-151 Grove St., .San Francisco, 
 
 Mrs. Georgw A. Wiard, Grad., '96, Nebr. St Nor Sch. 
 Teacher m Graded School, Chula V ista. 
 100. Rt Rev Thomas J. Conaty A.B., '69, Holy Cross Coll., D.D. '89. Georgetown Univ.; J.C.D., 96, 
 ^ ^ Laval Univ., Quebec. 
 
 717 S. Buriington .Ave., Ixss Angeles. 
 BiRNKY H. D0NNE^LL^Ph.B./Q8.^UnW.^c^ Cd^^ ^.^^ ^^^^^^ ^^.^^^^^^ ^,^_j^ ^^ ^^^^^^^
 
 CaUfomia] LI FE, ACT! \'E, A X D CORRESPOXDIXC MEMBERS 751 
 
 CALJFORSW— Continued 
 
 1003 Grace E. Everett. 
 
 1901, Supervisor of Drawing, Public Schools, 211 \. Church St. Grass Valley. 
 Alexis Everett Frye. LL.B.. '90. A.M.. 'q7 Harvard Univ. 
 
 Educational .Author, Highland. 
 EuMA C. Hart. 
 
 1070 S. Orange Grove .Ave.. Pasadena. 
 Mrs. .\lbert Evans Mii.liken, .\.B.. "q;, Cornell Univ. 
 
 2601 Parker St., Berkeley. 
 Jefferson Taylor, .\.B.. '73, A.M., '76, Colby Coll. 
 
 1897, Principal of High School and Supervising Principal of Grades, 410 E St., 
 Ontario. 
 Fr.\.vk Er.vest Thompson, .-V.B., '01, Inland Stanford Jr. Univ. 
 
 1906 Instructor in Education, Leland Stanford Jr. University; res. 4152 Georgia St., San 
 Diego. 
 
 1904 John A. Cranston. B.Sc., St. Lavrrcnce Univ. 
 
 1906, Superintendent of Schools 1515 N. Main St., Santa Ana. 
 Ella Victoria Dobbs, 
 
 1904. Instructor in Elementary Manual .Arts, Throop Polytechnic Institute, 960 E. 
 Colorado St., Pasadena. 
 
 Gren\ille C. Emery, .a. B. '68. .\.M., '70. Bates Coll.; Litt.D. '04. 
 
 1890, Head Master of The Harvard School, Western Ave., Los Angeles. 
 Frederic Ernest Farrincton, .A.B., '94, Harvard Univ.; .A.M., '02, Ph.D., '04, Columbia Univ. 
 
 1904, Assistant Professor of Education, University of California, Berkeley. 
 Fred F. Jeffers. 
 
 1901, Supervisor of Music, Public Schools, 41 1 Kipling St., Palo .Alto. 
 Benjamin Franklin Stacey, .A.B., B.D.. 'g8. Lombard Coll.; .A. M., '03, Univ. of .Ariz. 
 
 1904, Head of Department of History and Economics, Throop Polytechnic Institute, 
 
 Pasadena. 
 
 1905 Frank .A. Bocelle. 
 
 1906. Principal of Fourteenth Street School, 824 Mallard St., Los .Angeles. 
 
 LOCIS X. BUTTNER. 
 
 Martinez. 
 
 John Edgar Coover. B.Pd., '98, Colo. State Xor. Sch.; A.B., '04, .A.M.. '05, Liland Stanford Jr. 
 Univ. 
 1906. Principal of Tuolumne County High School, Sonora. 
 James Franklin Chamberlain, Ed.B,. and S.B., '04, Univ. of Chicago. 
 
 1895, Dejxirtmcnt of Geography, State Normal School, Los Angeles; res., 33 \. Hudson 
 .Ave, Pasadena. 
 
 Harry Tri'mbcll Clifton, Ph.B., 'os. Vale Univ. 
 
 1903, Instructor in .Mathematics and Mechanical Drawing, Throop Polytechnic Institute, 
 871 N. I-ake Ave., Pasadena. 
 
 Henry Kerr. B.Sc.. '05. Univ. of Cal. 
 
 1905, Princi|>al of Excelsior Union High School, Norwalk. 
 
 William H. La.ncdon. 
 
 District Attorney. 2510 Bu.sh St., San Francisco. 
 Morris C. James, .A.B.. '92. Johns Hopkins Univ. 
 
 1899, Principal of the High Sthuol, 2612 Regent St,, Berkeley, 
 
 Duncan MacKis.von, .A.B., I>-land Stanford, Jr. Univ. 
 
 1906, Superintendent of City .Sihools. i<i48 D St., San Dirgo. 
 
 Wayne Pre.scott Smith. Ph. I).. '93, Univ, of Wooslcr; ,A.H., '93. Harvard Univ. 
 
 1905, Head of DeiKirtment of History, State Normal School, Los .Angclrs. 
 
 Paul Eve Stewart. 
 
 1903, Principal of Wilson Schfxjl, $ Ford Place, P.xudena, 
 
 I) J. Sullivan. 
 
 With the American Book Conifuny, iii>H Ellis St., San Francisco. 
 
 Hesrv Suzzalio, a B . '99. Inland Slanfurcl Jr Univ.; .A.M.. 'oj. Ph.D., "o?. Columbia Univ. 
 
 1904. Ahsisiant Profr-ttur of Kdutalion, Leland Stanford Jr. Uniwrsily; 74 Knrina 
 
 Hall, Stanforil University, 
 
 1906 A. Habvev Collivs, .A.B.. '90. Univ <if Ind. 
 
 Suix-rviHing Prin<ipat of .S«.h<M>U, and Prinii|nl of High SihcMl, Badillo and First 
 St., Covins. 
 
 AiTiii-ii L. Hamilton. 
 
 1906, Ajuiijitani Suprriniendrnt of School* Hj>< S Kjyniond Avr., PoMdena. 
 Charlks ('. Hfi.MFH, Cr.id Ixl.ind Sljinfnfl Jr Univ 
 
 Agrnl (<jr Amrriian B<mk di . lO.j GrovT S' . Snn FraniiMO. 
 
 O. A. JoHS«iriN, A B . Ixl.nnrl Stanford Jr Univ ; B Sc . \'al|iariii«i Coll 
 
 1906, Vice Pnniitjol ol High School. I*, i). Ikit jj. Santa Kota. 
 
 Eaklk G. LiNsLfv. A B , '04, Colg.iir Univ 
 
 profrHvir of (ir<i|{ra|<hy and (jrolngy, California Coll.. i4lh Avr, and K. iHlh St., 
 i>,ikl,ind, 
 Charles E. Krvrn A M . 91 Xfnrirtia Coll 
 
 l(,)Oo, Prim itul of I jfayrllr School; rr*,, 468 Oakland Ave., Oakland. 
 Jamlh Collish .Mil. If*. 
 
 190s. Iiutruitor in Manual Am, Normal Sch<Kil, Thruop Pulylrchnic Iiuliluir; rca., 
 377 N. Loa Koblni \vr., Paaodcna.
 
 752 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Colorado 
 
 CALIFORNIA— Co«/inMed 
 
 igo6 E L. MiTCHEL, A.B.. 'oi, Leland Stanford Jr. Univ. 
 
 1903, Principal of Union High School, Santa Maria. 
 
 James O. Osborn. Grad., Univ. of Cal. 
 
 Agent for American Book Co., 163 Grove St., San Francisco. 
 
 INSTITUTIONS 
 
 i8gs University of California. „ „ , , 
 
 President, Benjamin Ida Wheeler; Librarian, J. C. Rowell, Berkeley. 
 
 1807 Leland Stanford Junior University. , , ,, . 
 
 President David Starr Jordan; Librarian, Melvin Gilbert Dodge, Stanford University. 
 
 Public Library of San Francisco. 
 
 Secretary, George A. Mullin, San Francisco. 
 
 State Normal School at Chico. 
 
 President, C. C. Van Lievv; Librarian, Susan T. Smith, Chico. 
 
 State Normal School at Los Angeles. 
 
 President, Jesse F. Millspaugh; Librarian, Elizabeth H. Fargo, Los Angeles. . 
 
 1898 State Normal School, Library, San Jose. 
 
 President, Morris Elmer Dailey; Librarian, Ruth Royce, San Jos^. 
 
 1899 California State Library. 
 
 Librarian, J. L. Gillis, Sacramento. 
 
 Pomona College, The. 
 
 President, George A. Gates; Acting Librarian, Frances Foote, Claremont. 
 
 1900 Public Library, Los Angeles. 
 
 Librarian, Charles F. Lummis, Los Angeles. 
 
 1902 State Normal School at San Diego. 
 
 President, Samuel T. Black, San Diego. 
 
 1903 Free Public Library, Sacramento. 
 
 Librarian, L. W. Ripley, Sacramento. 
 
 1904 Alameda Free Public Library. 
 
 Librarian, F. B. Graves, Alameda. 
 
 1906 Library, Superintendent of Schools of Santa Clara County. 
 
 County Superintendent of Schools, D. T. Batenian, Hall of Records, San Jos#. 
 
 IIechanics-Mercantile Library, San Francisco. 
 
 Librarian, Frederick J. Teggart, 99 Grove St., San Francisco. 
 
 Pasedena Public Library. 
 
 Librarian, Miss N. M. Russ, Pasedena. 
 
 University of Southern California. 
 
 President, George F. Brovard; Lilirarian, Sarah K. Miller, Los Angeles. 
 
 COLORADO 
 
 life director 
 
 1883 Aaron Gove, A.M., '78, Dartmouth Coll.; LL.D., '88, Univ. of Colo. 
 
 Ex-Superintendent of Schools, care of " Colorado School Journal," room 408, Charles 
 Bldg., Denver. 
 
 life members 
 
 1884 Emily A. Havward, A.M., Antioch Coll. 
 
 3224 Bryant St., Denver. 
 
 1886 Frank Howard Clark, B.Didac, '83, Univ. of Kans.; A.M., '01, Univ. of Colo. 
 
 1905, President-Treasurer of The Centennial School Supply Co., and Editor of " Rocky 
 Mountain P.;ducator," 1725 Stout St., Denver. 
 
 active members 
 
 1884 James H. Baker, A.B., '73, A.M., '76, LL.D., '92, Bates Coll. 
 
 1892, President of University of Colorado, Boulder. 
 Robert H. Beggs, B.Sc, '68, 111. Coll.; M.Sc, '00, Ft. Worth Univ.; A.M., '00, Denver Univ. 
 1880, Principal of Whittier School, University Park. 
 
 1887 Charles V. Parker, B.Sc, '07, A.M., '03, Denver Univ. 
 
 1906. Superintendent of Schools, Julcsburg. 
 
 Z. X. Snyder, B.Sc, '76, A.B., '78, Ph.D., '8,s, Waynesburg Coll. 
 
 189 1, President of State Normal School of Colorado, Greeley. 
 
 1892 Lewis C. Greenlee, Grad. '78, State Nor. Sch., Edinboro, Pa.; A.M., '95, Waynesburg Coll, 
 
 1904, Superintendent of Schools, 105 1 Marion St., Denver. 
 William Henry Smiley, A.B., '77. Harvard Univ.; .A.M.. '06. Univ. of Denver. 
 
 1892, Principal of East Side High School, iiis Race St., Denver. 
 
 1893 Charles A. Bradley, '77, U. S. Mil. Acad. 
 
 1894, Principal of Manual Training High School, Denver; res., R. F. D. No. i.Montclair. 
 
 James W. Scott, A.B., '05, Duqucsnc Coll. 
 
 1899, Principal of Lowell School, 1320 N. Nevada Ave., Colorado Springs. 
 
 189s H. M. Barrett, A.B., '90, A.M., '93, Allegheny Coll. 
 
 1903, Principal of Central High School, Pueblo. 
 
 A. E. Beardsley, B.Sc, '78, Cornell Univ.; M.Sc, '98, Univ. of Colo. 
 
 1892, Professor of Biology, State Normal School, 1412, loth St., Greeley.
 
 Colorado] LIFE, ACTIVE. AND CORRESPONDING MEMBERS 753 
 
 CO LO RADO— Con/iw ued 
 
 1805 George Lyman Can-nos, A.M., '00, Denver Univ. 
 
 1887. Instructor in Geology and Geography, East Side High School. 1Q14 Pcnn.syivania 
 St. Denver. 
 
 William V. Casey. 
 
 i8q3, Superintendent of Schools, 820 Pine St. Boulder. 
 
 Charles Er.sest Chadsf.y, .\ B.. '»!. .\.M., '93. LeUml Stanf )r 1 Jr. Inlv ; A \I.. '1)4 Ph.D.. 
 'q7. Columhia Univ. 
 
 i8g7. Assistant Superintendent of City SchooLs, 1312 Marion St.. Denver. 
 Fred Dick, .\.M., Hamilton Coll. 
 
 Principal of Normal and Preparatory School, IS43-4S Glcnarm St., Denver. 
 John Dietrich. 
 
 1896, Superintendent of City Schools, 922 N. Weber St., Colorado Springs. 
 Elwck>d Waite Elder, .\.B., '01, .-V.M., '04, Princeton I'niv. 
 
 1900, Instructor in Physics, East Side High Sch<xil, Denver; P. O., Montclair. 
 John B. Garvin, B.Sc, '86, Univ. of 111. 
 
 1892, Instructor in Chemistry, East Side High School, Dist. No. i, 4531 Grove St., 
 
 Denver. 
 
 John Francis Keatinc., .\.B., '92, Ohio Wes. Univ. 
 
 1896, Superintendent of Schools, South Side, 1627 Carteret .\ve., Pueblo. 
 Clara Louise Little. 
 
 1891, Teacher in Maria Mitchell School, Denver. 
 Dora M. Moore. 
 
 1893, Principal of Corona School, 103 1 Emerson St., Denver. 
 
 Emanuel Stuver. B.Sc. '77. .M.Sc.Ss. N.it. Nor. Univ.; M.D., 'So, Ohio Med. Gill.; PhD.. 95. 
 Wyo. Nor. and Scientific Coll. 
 216 E. Oak St., Ft. Collins. 
 1896 GuRDON R. Miller. Ph.B.. .'03. Symcuse Univ. 
 
 1905. Dep;irtmcnt of Ilistory and Sociology. State Normal Schixil; res., 1865, loth Ave., 
 
 Greeley. 
 
 Mrs. Z. X. Snyder. 
 
 Greeley. 
 
 1898 Emily H. Miles. 
 
 1904. Teacher of Drawing. West Side High School, 147 W. 1st ,\ve, Denver. 
 Richard H. Pratt. Brig. Gen. U. S. .\ : I.L.D.. '98. Dickinson Coll. 
 
 Room 708 E and C Building; res.. The Perrenond. Denver. 
 H. W. ZiRKLE. A.B., '83, Polytechnic Inst., Va.; .\.M., '00, Univ. of Colo. 
 
 1892, Principal of Elmwood School, 36s Sherman .\vc., Denver. 
 
 1899 Carolyn L. Bryant. . 
 
 93 S Spruce St.. Boulder. 
 Charles Bartlett Dyke. .V.B., '98. LolanI Stanford. Jr. Univ.; .A.M. .'99. Columbia Univ. 
 
 Assistant Superintendent of City Schools, 973, 14th St., Boulder. 
 Richard D. Ewino, B.Sc, '96, Univ. of .Mich. 
 
 1902, .Xgcnt for .\mcrican Bixjit Co., P. (_). Box 1043, Colorado Springs. 
 Mrs. Helen Lobinc, Grenfell, A.M., '04, Univ. of Denver. 
 
 IQOS, Professor of Philosophy and Dean of Women, Colorado Slate .\gricultural College, 
 Fort Collins; address. 1264 Columbine St.. Denver. 
 
 Ezra Eliot I»i.lar. .\. B,. '93. Oitcrl>ein Univ.; Gr.»d. '96, St. Nor. Sch.. Terrc Haute, Ind. 
 Villa Grove. 
 
 HoMKR S. Philips, Ph.B.. '83. Osk.alf>osa Coll. 
 
 i8f/o, Principal of Logan School, Dist. No. 2, 84 S. Sherman Ave.. Denver. 
 
 Elizabeth Hope Skinner. 
 
 1895. Princip;il of Loui.<ia M. .Mcott School. 2500 Boulevard F., Denver. 
 
 Henry B. Smith. A.B.. '94. H.irvard Univ.; AM.. V>. .Moorr'n Hill Coll 
 
 1897. Instructor in Latin. West Side High School, 368 S. Grant .K\c . Drnxtr. 
 
 1900 Benjamin A Sweet. .M.Sc, 'go, ,'\..M , '91. Wr<iificl<l Coll.; Ph.B.. '93. III. Wr« Univ. 
 
 1906. Instructor in English and .Science. .North Denver High .School. Denver. 
 Daniel E. PiiiLLrps. A B.. '91. AM., '94, I'niv. of Nashville; Ph I) , '98. CInrk Univ. 
 
 189H, Protestor o^ Philowiphy and Ivduialion, L'nivrrkily of Denver, UnivrrMly Park. 
 
 1901 Will Grant CiiAMn»Bs, M 5>c, '9A. .Si. Nor. Sth., Incliana. Pa.; A.M., '97. Ijifayetie Coll. 
 
 11/34, I'roirKMjr of Pityihology, Slair Normal School, lolh Ave, and jolh .St., lirreley. 
 
 Carena M Lee. Ph B., '</u Ph M , '99. Univ of Wf««icr, 
 
 Kjoo, Head of Dc(Kirtmcnl of English, High School, AoH, iilh St., Greeley. 
 Walter Hammond Nichols, B S< , '01, Univ. of Mich.; A.M., '01, Columbia Univ. 
 1 1(>%. 12th .St . Boulder. 
 
 Daniel Pomerov Taylor, A B . '00. AM., '03. Univ. of Colo. 
 njalt. Su|irrinlrndrnl of Sth'xiU. Ntontc V'i»la. 
 
 1902 John VALr.NiiNE Cuosr. I'd II., 'oi. IM.M.. '04, Vi>\n. St. Nor. S«h. 
 
 IJ.JJ yth Ave , Greeley. 
 
 C. Vale.vtine Kiriiv. 
 
 1902. IiKirti'tor in Art and .Manual Training, .Manual Tr.iining High fichnnl; rr».. 14^$ 
 
 l-.inrfvin St . Denver. 
 
 E. R. TiioMAi, n Sf 'w. low S< Coll 
 
 1903, Teachrr n| .Malhrmatic*. 8lh Grade*. Public .SthnoU. uoq E. Hlh Si,, Pueblo. 
 
 1903 Frederick P. Acstin. Ph M , '00. I'niv. of Colo. 
 
 1903, .Suiicnnlrndrnt of ("lly Sihtj'iln. P. O. Box 293, I-rmlvillc.
 
 y^4 NATIONAL EDUCATIONAL ASSOCIATION [Colorado 
 
 COLORADO— Co»/m«fd 
 
 1903 SanfordBell.A.B., '98, A.M., '99. Indiana Univ. ,, . ^ „ ,j 
 
 1903, Professor of Education, University of Colorado, 544 Marine bt., Boulder. 
 
 Henry White Callahan, A.B., A.M., Ph.D. 
 
 Head Master of Colorado State Preparatory School, Boulder. 
 
 Charles Milton Carter, Art Master, '79, Mass. St. Nor. Art. Sch. 
 
 Director of Art, Public Schools, 617 Kittredge Building, Denver. 
 Annette E. Ferris, A.B., '96, Univ. of Ind.; A.M., '00, Univ. of Colo. 
 
 1902, Principal of High School, 620 E. Main St., Trinidad. 
 Frank H. Hopkins, B.Sc, Tarkio Coll., and '01, Univ. of Colo. 
 
 1902, Principal of Blanco County High School and (1904) Superintendent of City and 
 
 County Schools, Meeker. 
 Alice Marie Krackowizer, B.Sc, and B.Ed., '06, Univ. of Chicago. 
 
 1906, Training Teacher, State Normal School; in care of Charles W. Waddle, 19th St. 
 and loth Ave., R. F. D., No. 3, Greeley. 
 Frank H. Loud, A.B., '73, Amherst Coll.; A.M., '99, Harvard Univ.; Ph.D., '00, Haverford Coll. 
 Professor of Astronomy, Colorado College, 1203 N. Tejon St., Colorado Springs. 
 
 Frank F. Thompson, B.L., '96, Mo. St. Univ. 
 
 1904, Superintendent of Schools, 804 Rudd Ave., Canon City. 
 
 1904 Katherine L. Craig. 
 
 1905, State Superintendent of PubUc Instruction, 1025, 19th Ave., Denver. 
 
 Margaret Giddings. 
 
 1903, Supervisor of Kindergartens and First Primary Grade, 1551 Downing .A.ve., Denver 
 
 A. Gideon, B.L., '92, Univ. of Cincinnati; Ph.D., '01, Univ. of Marburg, Germany. 
 
 1903, Professor of Modern Languages, Colorado State Normal School, 1863, :oth Ave., 
 
 Greeley. 
 
 Thomas B. McDonough. 
 
 Superintendent of Schools, Montrose. 
 
 Bertrand De Ralph Parker, Ph.B., '95, Univ. of Pa. 
 Julesburg, 
 
 Richard Parsons. 
 
 Principal of Columbian School, 121 Pearl St., Denver. 
 Helen M. Pratt. 
 
 Teacher in Ashland School, 531 Emerson St., Denver. 
 
 George W. Smith, Ph.B., '96, A.M., '02. 
 
 Principal of Schools, Fowler. 
 A. N. Thompson, Pd.B., '97, Colo. St. Nor. Sch.; Ph.B., '00, Colorado Coll. 
 
 1903, Principal of Steele School, 2012 N. Tejon St., Colorado Springs. 
 
 Charles W. Waddle, A.B., '01, A.M., '03, Colorado Coll.; Ph.D., '05, Clark Univ. 
 
 1905, Assistant Superintendent of Training School and Traininj^ Teacher, Upper Grammar 
 Grades, State Normal School, R. F. D. No. 3, Box 106, Greeley. 
 
 1905 George W. Loomis, A.B., '86, A.M., '96, Albion Coll. 
 
 1905, Superintendent of City Schools, District No. i. Centennial Bldg., Pueblo. 
 
 Emory E. Smiley, A.B., '03, Univ. of Denver. 
 
 1906, Superintendent of City Schools, Durango. 
 
 1906 J. H. Allen, A.M.. '91, Haverford Coll. 
 
 1904, Superintendent of City Schools, 525 Ouray Ave., Grand Junction. 
 
 Dorothea K. Beggs, A.B., '06, Denver Univ. 
 
 1906, Professor of German, Denver University, University Park. 
 
 Frederick B. Bolles. 
 
 Superintendent of Schools, Rocky Ford. 
 
 William T. Fletcher, B.Sc, '00, Pacific Univ.; A.M., '06, Columbia Univ. 
 
 Principal of High School, District No. i. Centennial High School, Pueblo. 
 Louise Morris Hannum, B.Sc, '91, Wellesley Coll.; Ph.D., '94, Cornell Univ. 
 
 Dean of Girls, and Head of English Department, State Normal School; res., 1604 
 9th Ave., Greeley. 
 Dorus R. Hatch, A.B., A.M., Univ. of Denver. 
 
 Principal of Hyde Park School, 408 Charles Building, Denver. 
 
 Milton C. Potter, Ph.B., '95, Albion Coll.; Ph.M., '03, Univ. of Chicago. 
 1903, Superintendent of Schools, Idaho Springs. 
 
 Mrs. Bella B. Sibley, Pd.B., '08, Pd.M., '04, Colo. St. Nor. Sch. 
 
 1900, Primary Training Teacher, State Normal School; res., 1717, loth Ave., Greeley. 
 Stanford L. Stoner, A.B., '00. Ohio North. Univ.; B.Sc. '04. Univ. of Chicago. 
 
 1905, Principal of High School; res., 821 Harrison Ave., Leadville. 
 
 R. W. Whalen. 
 
 190S, Supervisor of Writing, Public Schools, 118 N. Weber St., Colorado Springs. 
 
 institutions 
 
 1897 State Normal School at Greeley. 
 
 President, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley. 
 
 1902 University of Denver, Lfbrary. 
 
 Chancellor, H. A. Buchtel, University Park. 
 
 University of Colorado, Library. 
 
 President, James H. Baker; Librarian, Alfred E. Whitaker, Boulder. 
 
 1903 Public Llbrary, Denver. 
 
 Librarian, Charles R. Dudley, Denver.
 
 Connmicut] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 755 
 
 COLORADO— Co»/iMtt<-</ 
 
 1905 CoBi'RN Library of Colorado College. 
 
 President. William F. Slocum, Librarian. M. D. Orraes. Colorado Springs. 
 
 1906 McClelland Public Library. 
 
 Libr.irian, Mary L. Strang. Royal Park. Pueblo. 
 
 COXXECTICUT 
 
 life member 
 1871 James B. Mfrwiv. 
 
 1867. Editor of " American Journal of Education." Lecturer on Literary and Educational 
 Subjects. Middlclield. 
 
 ACTIVE members 
 
 1S70 David X. Camp. A.M.. '53. Yale Coll. 
 
 1S55, Manager of Xew Uriiain Library, 9 Camp St., New Britain. 
 i88g Charles \V. Deane. A..M.. '84, Ph.D.. '02, .VIcgheny Coll. 
 
 1893, Superintendent of 'Schools, 2670 .Main St., Bridgeport. 
 
 1895 Xathan Lee Bishop. 
 
 1877, Superintendent of Central District Schools, 7 Huntington PI., Norwich. 
 Charles H. Keyes, .\.B., '78, St. Johns Coll. 
 
 1898, Supcrinicndcni of ScIkxiIs, .South District, 9 Madison St., Hartford. 
 
 1896 E. Herma.vn .\rnold, ^^D., '94, Yale I'niv. 
 
 1895, Director of New Haven Normal School of Gymnastics, 46 York Sq., New Haven. 
 
 1897 Berlls Wright Ti.nker, .\.B., '88, A.M., '89, Bates Coll. 
 
 1897, Supcrinlcndenl of Sthools. 08 Kamiolpli .\vc., Waterbury. 
 1S98 Arthur Deeri.v Call. Ph.B.. '96. A.M.. 05. Brown L"niv. 
 
 1904, Supervising Priniiixil of Second .North District, 18 Shultas PI., Hartford. 
 1899 Waterman Rufus Bvrnham. 
 
 1904. Corporate Member of Norwich Free Academy Corporation, 362 Main St., Norwich, 
 Watson Nicholson, A.B., 'gi, Leland Stanford Jr. Univ.; .A.M., '95, Harvard Univ.; Ph.D. '03, Yale 
 
 Univ. 
 
 1905. Instructor in English. Yale University. 329 Whallcy .Ave.. .New Haven. 
 
 WaLIAM XoRTH Ric e, A.B., '65, A.M., '68, Wesleyan Univ.; Ph.D.. '67. Yale Coll.; LED.. '86, Syra- 
 cuse Univ. 
 1867, Professor of Geology, Wesleyan University, 31 College PI., Middletown. 
 1 90 1 Ralph L. Baldwin. 
 
 1904, Supervisor of Music, Public Schools, 81 Tremont St., Hartford. 
 Frederick St. John Hitchcock. 
 
 1900, Suix-rvisor of Manual Training, Connecticut School for Boys, 171 Britannia St., 
 Stcriden. 
 
 Mrs. Helen Brown Kkyks. 
 
 9 Madi.son St.. Hartford. 
 Clinton S. Marsh .A.B., '91, Cornell Univ. 
 
 1906. Sujx-rintendcnt of Township Schools. Wallingford. 
 Willis L Twitchell, A.B., .Middlcbury Coll. 
 
 Principal of We->.t .Middle School, 31 .VtwixxJ .St., Hartford. 
 I90J Mrs. Mary R. Gale Davis, Pd.M. '04, Sth. of Pe<l., N. Y. Univ. 
 
 Educational Lecturer, 80s Iranislan .\vc., llridgi-|>ort. 
 W. Allen Drushel, B.Sc.. '96. Nat. Nor. Univ.; .V B., 'os. Yale Univ. 
 
 ii/DS. Graduate Student in Yale University, 47 Lake PI.. .New Haven. 
 Mrs. Martha Krug Gksthe, Ph.D., '00, Univ. of Heidelberg, Germany. 
 11/32, In.structor in Beacon Schcxil, 24 Sumner St., Hartford. 
 
 Frank Oscar Jonks, A.B., '97, Brown Univ. 
 
 iQoo, SuiMrrvising Prin(i|j>il of Dwighi I)i-.irii I, and (i<>}j) ,\gcnl of Slate Board of Educa- 
 tion, 450 1-^lgrwiHxl ,\vc- , New ll.i^ell. 
 
 Frei> .\. Vebi'Lasi K. A.B . 'HK, Yale Univ. 
 
 iH>jS. Suix-nnlendent of ScluxiN, .ind Prin(i|vd <if Sl.ile Training S<.hu>il, 3^0 Main St, 
 South .ManthcHicr. 
 190J Frank Herbert Bkekk. A B . 'H\. Yale Univ. 
 
 1900, Suiicrintcn'Icnl o( Schools, 87 Orange St., New llavrn. 
 
 Frank Waures KATrjN. .\.U., '94, A..M.. '9?. Harv.ird Univ. 
 
 iH9<>, Suijrrinlcndcol ul ikhuuU, Naugaluck. 
 William F. Giiisf)s. 
 
 1906, Imaructor in High Sch'nl. Wallingford 
 Charlkh Danikl Him:, A B. LL B Y.ilr Univ ; I.I. II , h>wn St. Univ. 
 
 Secretary ol State B<iard of Mutation, ('a|Nlol Building, lUrtford, 
 STAMtrv H. Holmkh. A B , "87. AM . '90, d.lbv Coll, 
 
 190^1. Su|ierinlcndcnl ol SclKj<iU, 119 Baiuell St., New Britain. 
 Florence Edith Ji'snings. 
 
 i8v<,i, Traihrr in Eighth (jrade and High School Det>artmml. Center School,,! Jenningf 
 PI , Norwalk. 
 
 Benjamin Jr.fmfi. 
 
 I Vi$, Supcrviwir of Mu«ic, Public SchixtU, 5$ Dwighl .Si., .New Ha\en.
 
 -^5 NATIONAL EDUCATIONAL ASSOCIATION [Connecticut 
 
 CONNECTICUT— Con/wMed 
 
 1903 AUD . ^^^^ • -pg2j,i^gj jjj Horace Mann School, Teachers College; res., 1525 Amsterdam 'Ave., 
 New York; home address, 9 Madison Ave., Hartford. 
 L. B.Matthias, B.C.S., '89, B.Sc, '93, Mt. Union Coll. ,,.^01., d 1 u c. 
 
 1898, Principal of Commercial Department, High School, 37 Buckingham bt., 
 Bridgeport. 
 Mrs. M.\ud King Murphy, A.B., '88, Vassar Coll. 
 206 Livingston St., New Haven. 
 Wilbur F. Nichols, A. B., '80, A.M., "85. Amherst Coll. _ t • • . c. m 
 
 Supervising Principal, Public Schools, Eaton District, 31 I-ivingston St., New 
 Haven. 
 A. E. Peterson, A.B., '92, A.M., '97, Tufts Coll. 
 
 1905, Principal of High School, Danbury. 
 
 Alice E. Reynolds. 
 
 1898, Supervisor of Primary Schools, 328 Mam St., West Haven. 
 
 Edward Armington Sammis, Ph.B., '95. Brown Univ. r ,r ,_ c- u , ^ c. c. 
 
 189O Head of Commercial Department, and Master of H.gh bchial. {.o drove St., Stam- 
 ford. 
 
 Edward B. Sellew, A.B., '90, Wilhams Coll. 
 
 1904, Supervising Principal, Lovell District, 807 Orange St., New Haven. 
 
 E Hershey Sneath, A.B., '81, Lebanon Valley Coll.; B.D., '84, Ph.D., '90. Yale Univ. 
 
 1898, Professor of Theory and Practice of Education and Director of the Summer School 
 of Arts and Sciences, Yale University, 285 Whitney Ave., New Haven. 
 
 S. P. Willard, A.B., Yale Univ. 
 
 Agent of State Board of Education, Colchester. 
 Clarence H. Woolsey, A.B..'90, Harvard Univ. ; LL.B., '92. N.Y. Univ.; A.M., '95. Ph.D., '97, 
 Washington Univ. 
 
 1906, Superintendent of Schools, Middletown. 
 
 1904 Walter D. Hood, A.B., '94. Yale Univ. , ^ ^, , , ,, . j r^ a 
 
 igoj. Superintendent of Schools of Shellon and Stratford; res., 245 Coram Ave., 
 Shelton. 
 
 IOCS Edwin C. Andrews. .A.B., '89, Williams Coll. 
 
 1904, Superintendent of Schools, 149 S. Cliff St., Ansonia. 
 
 Frank A. Berry. , ^ ^ ,. , 
 
 1900, Teacher of English, High School, 8 Foster St., Danbury. 
 
 Henry T. Burr M.Sc, '00. Harvard Univ. 
 
 1904, Principal of State Normal School, 122 Windham St., WiUimantic. 
 
 Charles Hubbard Judd, A.B., '94. Ph.D., '96. . , ,. c , , „ , i, . 
 
 Assistant Professor of Psychology, and Director of the bummer School, Yale Uni- 
 versity; res., 318 Willow St., New Haven.. 
 John Russell Perkins. A.B., '89. A.M., '92 Dartmouth Coll. 
 
 1904, Principal of Normal School, 345 Main St., Danbury. 
 
 1906 Harry M. Gerry, A.B., '98, Colby Coll. , ^ . xt- , n , 1 t^ 
 
 1903, Educational Director of Hillyer Institute, Y. M. C. A. Night School, Drawer 10, 
 Hartford. 
 
 Lawrence Houghton Parker, A.B., '02, Tufts Coll. 
 
 1906, Principal of High School; res.. 96 S. Main St., West Hartford. 
 
 institutions 
 
 1899 Connecticut Agricultural College. 
 
 President, Rufus W. Stimson; Librarian, Edwina M. Whitney, Storrs. 
 
 1901 Board of Education, New Haven, Conn. 
 
 Superintendent, F. H. Beede, New Haven. 
 
 Free Public Library, New Haven. 
 
 Librarian, W. K. Stetson, New Haven. 
 
 Yale University, Library. , , ^ , ., ^ -, • t l 
 
 President, Arthur T. Hadley; Secretary, Anson Phtlps Stokes, Jr.; Librarian, John 
 Christopher Schwab, New Haven. 
 
 xgo2 Hartford Theological Seminary. ^, , ^ ^, r^ .» -i 
 
 President, W. Douglas Mackenzie; Librarian, Charles S. Thayer, Case Memorial 
 Library, Hartford. 
 
 New Britain Institute. 
 
 Care of David N. Camp, New Britain. 
 
 Silas Bronson Library. , , ^ ^ j c- 
 
 President of Library Board, John O'Neill; Librarian, Helen Sperry, Grand St., 
 Waterbury. 
 
 1903 Ansonia Library, The. 
 
 Librarian, Anna Hadley, Ansonia. 
 
 Ferguson Library. o <• j 
 
 President, Jas. B. Williams; Librarian, Miss E. Van Hoevenberg, Stamford. 
 
 Stratford Library Association. 
 
 President, George W. Fairchild;, Librarian, Frances B. Russell, Stratford. 
 
 1004 The Peck Library, Norwich Free Academy. 
 
 Principal, Henry A. Tirrell; Librarian, Nancy M. Pond, Norwich.
 
 ColumbuJ LIFE, ACTIVE, AND CORRESFOX DI XG MEMBERS 757 
 
 DEL.\\VARE 
 
 ACTIVE MEMBERS 
 
 1890 George \V. Twitmyer, A.M.. '83, Franklin an.t Marshall Coll.; M.Sc., '00. St. Nor. Sch.. Mansfield. 
 I'a.. Ph.D., '03, Lafayette Coll. 
 iQDO, Superintendent of Schools, 1023 .\dams St., Wilmington. 
 
 1801 Edwi.'^a Blanthe Kruse, .\..\I., '00, Lincoln Univ. 
 
 i87t), Principal of Howard High School, 206 E. 10th St., Wilmington. 
 
 iScyS A. H. Berli.\, A.m., 'S8, Hamilton Coll. 
 
 1S88, Principal of High School, 822 Adams St., Wilmington. 
 
 ti)01 NLaRY .\L TfRNER. 
 
 i8g2, I'rincipal of the Willard Hall Grammar SchiMil; res., looi Madison St.. Wilmington. 
 IQ03 Arthur R. S?AID, .\.B., '03, Wilmington Coll.; .\..\L, 'q4, Haverford Coll. 
 
 1903, Superiniendenl of Free Schools of New Castle County, 305 W. jist St., Wilmington. 
 
 1505 Fi/iVD Palmer Johnson. A.B.. '00, Cornell Cniv. 
 
 In charge of Boys' High School, and Teacher of Latin and Greek. 4th ,inJ West 
 Sts., Wilmington. 
 
 Herschel a. NoRKis. .\.B., '07. .\.M.. '(>S, Princeton Univ. 
 
 i8q9. Principal of Wilmington Friends' School, 819 Washington St., Wilmington. 
 
 institutions 
 
 1901 Principals' Round Table, Wilmington. 
 
 Librarian, Mary C. L Williams, Wilmington. 
 
 Wilmington Lnstitute Free Library. 
 
 Librarian, .Vrthur L. Bailey, Wilmington. 
 
 DISTRICT OF COLUMBIA 
 
 life directors 
 
 1876 WilllamTorrey Harris, .\.M.,'69. Yale, LL.D, '7o,Univ. of Mo.; '04. Univ. of Pa.; '05. Yale Univ.; 
 '06; Princeton Univ. .\.\1., Ph.D., '03, Brown Univ.; Ph.D., 'yg, Univ. of Jena, 
 Germany. 
 Ex-Commi.ssioner of Education of the United States, 1360 Fairmont St., N. W., 
 Washington. 
 1880 James Ormond Wilson, .\.M., '74, Dartmouth Coll. 
 
 1892, Secretary of .\merican Colonization Society, 4So Pennsylvania .-Xve., N. W., Wash- 
 ington. 
 
 LIFE MEMBERS 
 
 1870 John Wesley Hoyt, A.M., Ohio Wes. Univ.; M.D., Eclectic Med. Coll., Cincinnati, O.; LL.D. Univ. 
 of .Mo. 
 Chairman of National University Committee of 400, The Victoria, Washington. 
 
 1876 Samuel S. Laws. D.D. 
 
 >733 Q SL, N. W., Washington. 
 
 1880 John Hitz. 
 
 1887, Suix-rinlendenl of Viilta Bureau, i6oi, 3Sth St., Washington. 
 
 1884 Alex. Grauam Bell, LL.D,, Ph.D., .M.I). 
 
 1331 Connecticut Ave., Wa.shinKton. 
 
 active members 
 
 1891 Elmer Ellsworth Brown, A B.. 'Ho. Univ. of .Mich.; PhD.. '90. Halle. 
 
 i(/ob. Commissioner of Kdutaliun of the I'nited Slates, Bureau of Education, Washington. 
 
 1894 Susan Plessner Poll<hk, Grad. cif Kg. .N'or. Inst., Berlin, Pruvsia. 
 
 Principal of Kinderg.irlen .Normal Inslilution niti Q St., \'. W.. Wa.sliingi.m, 
 
 1895 Allan Davis, B.Sc., '.>o, .M.Sc, ',/>, Columl.ian Univ.; LL.M., '93. Nat. Law School, Wa>hingt.>n. 
 
 i«90. Princiixil of Businev* High Sth.x)!, 900. nth St,, S. E,, Washington. 
 
 Anna Tulman Smith. 
 
 Bureau of Education, Wa.shington. 
 
 1896 Rt:BF.<(A Stoneroaii, Grad., ()%we^eo Nor. .Sth.; .M.D., '03. Nal- Univ, 
 
 1889, Dirriior of Physical Training, Public SihooN, Wcbiiler School, lolh ind H Stt., 
 
 Waitliington. 
 
 1S98 Elizabftii V. Brown. 
 
 1904, I.»irector of I'rimary InMruition. 1357 Kuilid St., .\ W , Wa^ihington, 
 
 William Hamilton, A B . 'H4. .Moravian Oill , Pa ; A M.. "94, Ph.D.. 'oi. Oilumbi.i Univ 
 
 1890, Agcnl of Bureau of Kduialion lor Alaska an<l ( ujo^) I.rilurrr in Dr|Kirlmrnt of lli»l- 
 
 lory, (fcorgr Wnsliiiigton Uni\-rr»ity; addrru. Bureau u( Education. Wanhinglon. 
 
 Mm. Nora LlNDRNilKHO llor.UK.LSIII'Hi.l H. 
 
 1HM7, Teacher of German, Central High Scliuul, ijo$ Q St., N, W.. WuJiington. 
 
 HOSMCI .M, JoilNMiN. 
 
 1900. Supcrviaing I'riniiiKil. Public SchouU. Washington; ret.. Maple Ave . Anactntla. 
 
 Artemas Mabti.n. A.M.. '77. Yole Univ.; Ph.D.'Hj. Kulgeri Coll.; LL,D.,'8j. HillMlale Coll,; Fellow 
 
 of the A, A, A. .S. 
 
 I'. S Coa*! and Grodrlb Siirxry. Editor ond PubllOirr of ihe "M.nllirmaliial NLiga- 
 
 tine," ami of the ".Malhrmaliial Niwlor," i jjj ('olumbia St., N W , Wukliinglon, 
 
 WiNriiLlj .Scott Mosrf.<iMniv, A B , '7H, A..M..'>^). Darlm<iulh Coll . Ml). '90, Howard Univ , Med. 
 
 1900, Aiu.l.inl Su|<ctinlendent <i( Public S«h'i<iU. ton. ntb Kt., N. W., Waitliingtoo.
 
 75? 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Columbia 
 
 DISTRICT OF COLUMBIA— Co»/i««e(/ 
 
 1S98 LovicK Pierce, A.B., '60, Emory Coll. 
 
 1893, Chief Clerk in Bureau of Education, 911 Massachusetts Ave., N. VV., Washington. 
 Alex. Summers, B.Sc, '76, A.M., '93, Univ. of Tenn. 
 
 1894, Statistician in U. S. Bureau of Education, Washington. 
 
 1899 .A.RTHUR U. Cr.^ig, B.Sc, '95, Univ. of Kans. 
 
 1901, Teacher of Mechanical Drawing, Armstrong Manual Training School, Washington; 
 res., Realholme, Anacostia. 
 
 Edward Allen Fay, A.B., '62, A.M., '65, Univ. of Mich.; Ph.D., '81, Johns Hopkins Univ. 
 
 1866, Professor and Vice-President, Gallaudet College, 3 Kendall Green, Washington. 
 
 Merrill Edwards Gates, A.B., '70, A.M., '73, Univ. of Rochester; Ph.D., '80, Univ. of St. of N. Y.; 
 LL.D., '82, Princeton Univ. and Univ. of Rochester '92, Williams Coll. and 
 Columbia Univ.; L.H.D., '86, Columbia Univ. 
 Ex- President of Rutgers College and of Amherst College, 1509 Rhode Island Ave., 
 Washington. 
 
 Harlan Updecraff, A.M., '98, Columbia Univ. 
 
 1907, Alaskan Assistant to the Commissioner of Education, Washington. 
 
 1900 F. W. Booth, B.Sc, '77, Iowa Agri. Coll. 
 
 1890. General Secretary American Association to Promote the Teaching of Speech to 
 the Deaf, 1525, 35th St., N.W.. Washington. 
 
 William E. Chancellor, A.B., '80, A.M., '95, Amherst Coll. 
 
 1906, Superintendent of Schools, District of Columbia, 1319 Fairmont St., Washington. 
 Louis L. Hooper, A.B., '89, .^.M., '98, Harvard Univ. 
 
 1900, Head Master of Washington School for Boys, 3901 Wisconsin .\ve., Washington. 
 Alexander T. Stuart, Ph.B., '69, A.M., '04, Columbian Univ. 
 
 1906, Director of Intermediate Instruction, Franklin School Building; res., 16, 4th St., 
 S. E., Washington. 
 
 I9DI Dick J. Crosby, M.Sc, '00, Mich. Agri. Coll. 
 
 Agricultural Education Expert, Office of Experiment Stations, U. S. Department of 
 
 Agriculture, Washington. 
 
 Mary Ella Given. 
 
 1898, Principal of Chevy Chase School, 1761 U St., Washington. 
 
 Lucy Ella Moten. Grad., '75, St. Nor. Sch., Salem. Mass.; M.D., '97. Med. Coll., Howard Univ. 
 
 1883, Principal of Washington Normal School No. 2; res., 728, 4th St. N. W., Washington. 
 :902 J.AMES A. Burns, C.S.C, Ph.D., Catholic Univ. of .\merica. 
 
 1900, President of Holy Cross College, Brookland. 
 P. M. Hughes, A.B., '86, Johns Hopkins Univ.; LI..B., '90, LL.M., '91, Columbian Univ 
 
 1906, Assistant Superintendent of Schools, 318 B St., S. E., Washington. 
 
 1903 John Lee Brooks, A.M., '93, Southwestern Univ.; B.D., '00, Drew Theol. Sem. 
 
 Professor of English and Mathematics, Eastern High School, Washington. 
 
 John A. Chamberlain, B.Sc, '87, Worcester Poly. Inst. 
 
 1906, Supervisor of Manual Training, Public Schools, cor. 7th St. and Rhode Islantl Ave., 
 N. W., Washington. 
 
 Willet M. H.\ys, M.Agri., '82, Iowa St. Coll. 
 
 1904, Assistant Secretary of .\griculture, Department of .\griculture, Washington. 
 
 Ernest Lawton Thurston, C.E., '03, Columbian Univ. 
 
 Head of Department of Business Practice and Training, High Schools. 1449 Irving 
 St., N. W., Washington. 
 
 1904 Channing Rudd, LL.B., LL.M., M.E., D.C.L. 
 
 President of the Intercontinental Correspondence University, 1100-1108, 14th St., 
 N. W., Washington. 
 
 John P. S. Neligh. 
 
 Head Resident, Neighborhood House, Social Settlement, 436 N St., S. W., Wash- 
 ington. 
 
 1905 WiLLi.AM W. Black. A.B., '08; A.M., '99. Univ. of III. 
 
 1906, Supervising Principal, 7th Division, District of Columbia; res., 412 T St., N. W., 
 Washington. 
 
 Ida May Daly. 
 
 1905, Head of English Department, McKinley Manual Training School, Geneseo Place, 
 
 Lanier Heights, Washington. 
 
 Herbert Augustine Smith, .\.B., '89, Ph.D., '97, Yale Univ. 
 
 Editor for the Forest Service, tJ. S. Department of Agriculture, Washington. 
 
 1906 John F. Fenlon, A.M., '93, St. Mary's Univ., Md.; D.D., '00. Minerva Univ., Rome. 
 
 1903, Rector of St. Austin's College, Brookland. 
 
 Sarah E. Simons, A.B.. '07, A.M., '00. Leland Stanfoid Jr. Univ. 
 
 Head of English Department, High Schools (white); re- 1420, N St., Washington. 
 
 institutions 
 
 1902 George Washington University, The. 
 
 President, Charles Willis Needham; Librarian, Alfred F. W. Schmidt, isth and H 
 Sts., Washington. 
 
 1905 Public Library of the District of Columbia. 
 
 Librarian, tjcorge F. Bowerman, Wasliington. 
 
 1906 Catholic University of America, The. 
 
 Rector, Rt. Rev. D. J. O'Connell, Washington. 
 
 Howard University Library. 
 
 President, Wilbur P. Thirkield; Librarian. Flora L. L. Johnson, Washington.
 
 Georgia) LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 739 
 
 FLORIDA 
 
 ACrrVE MEMBERS 
 
 1905, Superintendent of Public Instruction for the Countv of Ixan and City of Tallahassee, 
 Tar • 
 
 1803 WiLilAM N. SheaTs. A.R., '73, A.M., '76, Emon,- Coll. 
 
 1906. Principal of Leon County Hifih School. Tallahassee. 
 1806 Nathan Besjamis Yoinc.. A.H.. '88. A.M., '01, (^l.crlin Coll. 
 
 ipol. President of Stale Normal and Industrial School, Tallabas.sec. 
 i8q7 Davip Williams. 
 
 Principal of School, Brandon. 
 1898 LUDWIG WiLHELM BlTHHOI z, .\.M.. '04. Fla. St. Coll. 
 
 1905. Dean of Stale School for Teachers, Florida Slate College for Women, Tallahassee. 
 
 1900 Miss Clem Hampton. 
 
 1005. Chief Clerk, Department of Education, Tallahassee. 
 
 1901 William B. Hare. 
 
 1900, Principal of State Schcx)! for the Blind, Deaf, and Dumb, St. Augustine. 
 
 Marv Sydney Johnston. 
 
 1905, Professor of I^lin and Malhcmatics, State School for Teachers, Florida Female 
 College, Tallahassee. 
 
 1903 John C. Calhoun, B.Sc, C.E., '72, .\.M., '73, WashinRton and Lee Univ. 
 
 1900, Professor of German and Romanic languages, Florida State College, Tallahassee. 
 John William McCn'Nr., B.Sc, '86, Westminster Coll. 
 
 Superintendent of City Schools, 1900 Morgan St.. Tampa. 
 
 1904 William D. Carn. B.Sc '01. Nat. Nor. Cniv. 
 
 Superintendent of Public Instruction of Marion County, Ft. King Ave., Ocala. 
 
 .\lbert .\. MrRPHREE, .X.B., '04, .A.M.. '02. I'niv. of Nashville. 
 
 1905, President of Florida State College for Women, Tallahassee. 
 
 J. A. Ormond. 
 
 Murianna. 
 
 Robert M. Ray, A.I!., '80. Clinton Coll. 
 
 Principal of Graded and High School, Plant City. 
 
 Maud Schwalmeyer. 
 
 1897, Teacher in Summcrlin School, and (1903') Su|wrvi.sor of Primary Grades. Bartow. 
 
 Andrew Sledd, .A.B., A.M., '94, Randolph Macon Coll.; A.M., '96, Harvard Univ.; Ph.D., '03, Yale 
 Cniv.. LL.I)., '05, 3. C. Coll. 
 1904, President of the University of the State of Florida, Lake City. 
 
 1905 Edward Bradford Eppf„<». 
 jerintci 
 fallahasscc. 
 
 Hallie C. Lewis. 
 
 1904, Critic Teacher in Model School, Florida State College for Women, Tallahassee^ 
 
 R. Eric Hall, B.E.. 89. 
 
 County Superintendent of Public Instruction, Court House, Miami. 
 
 WiLLUU S. M. PiNKHAM. 
 
 Superintendent of Public In.Hlruction of St. John's County, St. Augustine. 
 
 Robert L. Tirser. 
 
 1901. County Superintendent of Public In.struction, Invernc-ss. 
 
 190A William M. Holi.oway. 
 
 1905, Stat--- Supcrinlendcnt of Public Instruction, Tallahojuicc. 
 
 institution 
 
 1890 John B. Stetson Usivkrsitv. 
 
 PreM<icnt, Uncoln Hullry, DeUind. 
 
 GEORGIA 
 ACTivr members 
 
 1887 EoLEt B. Smith. A.M.. '8j. Emory Coll 
 
 1895, Driwrtmrnt of English and Dean of Faculty. Stale Normal S(h(»l, lijO Prime 
 Ave., Alhcn?! 
 
 1888 Geoice U. Hurd. 
 
 190J. F'rinci|jal of Ileaih Itwlllutr. 51 j ILirrin .M. Ka.M, .^.in.uhi.iIi. 
 
 1804 Otw AsHMoRr, AM . Univ of Gn. 
 
 tHt/i, Sujiermtcndcnl of .Sih'xiU, Savanmih. 
 
 GeoRce Glens Hosh, AM.'y?, Univ of (>a. 
 
 |H<;|. Sujirnnlcndrnt nl City Sthooln. City Hall, Alhrn*. 
 
 Lawtos II. EvA.s'i, N M . Univ of Gn 
 
 ' iidrni III ) 'ob, 41s Mclntcjth St.. Augutla. 
 
 William MAtris \ M ,*'ji. ' ' 
 
 189J. I'tiin-i|«l '.f Uoy»' II ' ^ • 
 
 1805 GinTAVUii RiciiARi. <;irss. II. I) 'IkkIv Nor. roll, 
 
 Prr»i<lrnt o( .North ' 'ti^i -I'-l ' I ollrgr. Dahlonrga. 
 
 J'HEPii Spikcm Stewart. A. »..'■(< ' \ M . '97, ' ■> ,,,„ , , 
 
 190J, Prolc»*f.f ol V 11. tnivcr»4ly ul ijcuciitit, 6 Millrdgr A\r,, Athrnt. 
 
 1897 LeoNIDAS M La«->.im " AH ' "\ . . <. ... . < . 1 . lu 
 
 1897, 'lent ol bcbooU and Secretary oi Uuard ol Educallon. 4$ W.
 
 760 NATIONAL EDUCATIONAL ASSOCIATION [Georgia 
 
 GEO RGI A— Con.'jMMed 
 
 1897 William F. Slaton, A.M., '51, Emory Coll., and '94, Univ. of Ga. 
 
 1879, Superintendent of Public Schools, 336 Courtland St., Atlanta. 
 
 Jessie May Snyder. 
 
 Principal of Model School, Georgia Normal and Industrial College, Milledgeville. 
 John Charles Woodward, A.B., '88, N. Ga. Agri. Coll.; A.M., '99, Univ. of Ga. 
 
 1901, President of Georgia Military Academy, College Park (near Atlanta). 
 
 1898 Carleton B. Gibson, A.M., '85, Univ. of Ala. 
 
 1S96, Superintendent of Schools, 318, nth St., BealKvood, Columbus. 
 Henry Pearson, A.B., '88, A.M., '92, Claflin Univ. 
 
 1895, Instructor in English Language and Literature, State Industrial College, College. 
 
 1899 James C. Harris, A.M., '85, Univ. of Ga. 
 
 1892, Superintendent of Public Schools, 103, 2d Ave., Rome. 
 
 1900 B. K. Benson. 
 
 Agent for D. C. Heath & Co., 201 Lucile Ave., Atlanta. 
 
 Marion Luther Brittain, A.B., '86, Emory Coll. 
 
 1900, Superintendent of Fulton County Schools, Court House, Atlanta. 
 William Campbell Warfield. 
 
 Southern Manager for The Macmillan Company, Fourth National Bank Bldg., 
 Atlanta. 
 
 Mrs. Walton H. Wiggs. 
 
 160 W. North Ave., Atlanta. 
 
 Richard R. Wright, A.B., A.M., Atlanta Univ.; LL.D., Wilberforce Univ. 
 1891, President of State Industrial College, College. 
 
 1901 Eugene C. Branson, .\.M., '97, Trinity Coll., N. C, and '98, Univ. of Nashville. 
 
 1900, President of Georgia State Normal School, Athens. 
 
 E. A. Pound, A.B., Emory Coll. 
 
 1895, Superintendent of Public Schools, Waycross. 
 Theodore Toepel, M.D., '99, Coll. of Physicians and Surgeons, Atlanta. 
 
 1899, Physical Director, 'and (1906) Director of Hygiene, Public Schools, 929 Candler 
 
 Bldg., Atlanta. 
 
 Joseph Henry Walker, A.B., '87, Univ. of Ga. 
 
 Department of Mathematics, State Normal School, Athens. 
 
 1902 William B. Merritt, A.B., '85, Emory Coll. 
 
 1903, State School Commissioner, Capitol, Atlanta. 
 Joseph Coachman Wardlaw, A.B., A.M., '95, Emory Coll. 
 
 1905, Professor of Latin, Georgia Normal and Industrial College, Milledgeville. 
 Wade H. Wood. 
 
 1902, Superintendent of County Schools, Sandersville. 
 
 1903 Ernest W. Childs, A.B., '96, Mercer Univ. 
 
 1900, Superintendent of Schools of Randolph County, Cuthbert. 
 B. C. Davis. 
 
 1889, Director of Music, Public Schools, 214 Rawson St., Atlanta. 
 Thomas Harry Garrett. 
 
 1903, Principal of Girls' High School, 412 Reynold St., Augusta. 
 George K. Howe, B.Sc, '01, Worcester Poly. Inst. 
 
 1902, Superintendent of Shop and Instructor in Mechanic Arts, Atlanta University, Atlanta. 
 Charles H. S. Jackson, A.M., LL.D., Mercer Univ. 
 
 President of Bessie Tift College, Forsyth. 
 William Heard Kilpatrick, A.B., '91, A.M., '92, Mercer Univ. 
 
 Principal of High School, Columbus. 
 George Frank Oliphant, A.M., 99. Univ. of Ga. 
 
 1906, Superintendent of Georgia Academy for the Blind, Macon. 
 Mansfield Theodore Peed, A.M., '78, Randolph- Macon Coll., Va. 
 
 1889, Professor of Pure Mathematics and Astronomy, Emory College, Oxford. 
 Linton B. Robeson, A.B., Emory Coll. 
 
 Managing Agent for Ginn & Co., 125 N. Pryor St., Atlanta; res., Marietta. 
 
 F. F. Rowe, A.B., '96, A.M., '98, Davidson Coll. 
 
 1900, President of R. E. Lee Institute, Thomaston. 
 
 1904 R. J. H. De Loach, A.B., *98. A.M., '06. Univ. of Ga. 
 
 1906, Botanist in Charge of Plant-Breeding and Plant-Pathology, Georgia Experiment 
 Station, Experiment P. O. 
 
 Thomas Jackson Woofter. Grad., '81, W Va St. Nor. Sch.; L.I., '8s. Peabodv Nor Sch.; A.B., 
 '89, Univ. of W. Va.; A.M., '93. Ph.D., '00. Univ. of Na.shville. 
 
 1903, Professor of Philosophy and Education. University of Georgia. Athens. 
 
 1905 N. H. Ballard, B.E., Univ. of Ga. 
 
 1900, Superintendent of Schools, 906 Richmond St., Brunswick. 
 Luther M. Blount, A.B., '94, Nannie Low Worthen Coll. 
 
 1904, County School Commissioner, Wrightville. 
 Norman Clarence Miller, A.B., Emory Coll. 
 
 Georgia Agent of Ginn & Co., 713 Lee St., Americus. 
 Miss Raiford Sneed, A.B. 
 
 Principal of Brantley Institute, Senoia. 
 Emily P. Wilburn. 
 
 1903, Director of Manual Training, Hancock County Schools, Sparta.
 
 lUinois] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 761 
 
 GEORGIA— Co«/«n«e(/ 
 
 1905 Carleton B. Chapman-. 
 
 Superintendent of Public Schools of Macon and Bibb Counties. 245 Bond St., Macon. 
 
 1906 R. H. Powell. Jr.. .\.B.. 04. Mercer I'niv.; .A.M.. "gS. Tniv. of Colo. 
 
 1906. Professor of English. Georgia Normal and Industrial College. Millcdgcnllc. 
 
 INSTITLTIONS 
 1895 .\ILANTA L'NIVERSITY. 
 
 President, Rev. Horace Bumstcad; Librarian, Mary E. Lane, .\tlanta. 
 
 UXJVF.RSITY OF GK<1Rr,I\, LIBRARY. 
 
 Chancellor. DaWd C. Barrow; Librarian. I). Burnet, .\lhcns. 
 1899 Mercer U.via'ersity, Library. 
 
 President. S. Y. Jameson; Librarian, Sallie G. Boone, Macon, 
 1901 Board of Education of Fri.ToN County. 
 
 County Superintendent, NL L. Brittain, Atlanta. 
 EuoRY College, Library. 
 
 President, J. E. Dickey; Librarian. H. H. Stone. Oxford. 
 190s Marist College. 
 
 President, John K. Gunn, D.D.; Librarian, Rev. George S. Rapier, 289 Ivy St., 
 Atlanta. 
 
 1906 Georgia Norual and Industrial College. 
 
 President, M. M. Parks. Millcdgeville. 
 
 IDAHO 
 
 active members 
 i.Sps J. E. Turner, A.B., '94. A.M.. 'q6. Lincoln Univ. 
 
 Superintendent of Public Schools, Payette. 
 James E. Williamson, A.B., '82, A.M., '87, \Vaba.sh Coll. 
 
 1903, Superintendent of City Schools, 11 14 Fort St., Boise. 
 1898 John W. Daniels, A.B., '76, A.M., '70, Bates Coll. 
 
 1904. Superintendent of City Schools, Bank St., Wallace. 
 
 1901 James .\. MacLean, A.B., '92, Univ. of Toronto; A.M., '93, Ph.D., '94, Columbia Univ.; LL.D., '05. 
 
 Univ. of crolo. 
 
 1900, President of the University of Idaho, Moscow. 
 
 Walter R. Siders, B.Sc, '91, Fremont Nor. Sch. 
 
 1899, Superintendent of City Schools, 730 N. G.-irricld Ave., PocatcUo. 
 
 1902 .'Vlfred C. Carlson, .X.R., '00, .X.M., '97. Yale Univ. 
 
 Superintendent of City Schools, Wei.scr. 
 
 X903 John W. Faris. 
 
 1901, Principal of The .\cademy of Idaho, Pocatello. 
 
 May L. Scott. 
 
 Ex-State Superintendent of Public Instruction, Boise. 
 
 1905 William Rekd Bishop. Ph.B, '97. Univ. of Chicago. 
 
 1904, Superxi.vir of Training SihiMtl ami Teacher of PnlagoRy. Psychology, and History 
 of Education, State Normal School, 520, glh .'\ve., Lcwiston. 
 
 A. G. Sears. 
 
 1902, Superintendent of Public Schools. Idaho Falls. 
 
 1906 Geor(;f. Andrew Axlinf. A.B.. '92. .^..\I., '<)<;. Par-oni^ Coll. 
 
 1904. President of State Norma! Sch.xjl, .Mbion. 
 
 S. Bellf. Chamberlain. 
 
 State Sujjcrintendent of Public In.Mruction. Boise. 
 
 State Normal School. Ixwiston. 
 
 President, George 11. Black, Lcwiston. 
 
 iNSTiTirrioN 
 jor>2 I mvermty of Idaho. 
 
 President. J.^s. .\. .Maclx.m; Librarian, Brilc Sweet, Moscow. 
 
 ti/rj6 State Noimal S<-H'k)|,. I.f.wistdn. 
 
 President. George 11. Uluik, LewiMon. 
 
 ILLINOIS 
 
 Lirr. oiiircTORB 
 
 iHVi Albf.rt Revvold* Taylor, Ph.B., '72, Ph.D., 'Hi, Lincoln Univ. 
 
 ii>oi, Prc«ii<lent of the James .Milliken Univemily, 313 W. .Main Si , l)r<.ilur. 
 
 1R87 ChARLKS I. i'ARKFR. 
 
 Princi|jal of .SiAiih Chifngo High Sih>K>l, Hot. 7«"H PI . I nitngo. 
 
 1890 John Wiui.wto!* (Vk)k, A M . *Hr,. Kn..i (■.11 ; I.L 1) . '92, Bla<kl.urn Univ. 
 
 1899, PrrM.lcnt i.( Northern lllinm* .Slate Normal Sthixil, Dc Kail). 
 
 1891 Joshua Pmr. A.H,. '(>',, A M , '/M. Univ of (hicain. 
 
 i«74, Suiicnnlcndeni of City .VlxxiN. Jrricyville. 
 
 Lirr M>uiiiii'> 
 18A4 J. F. F.iir.«HA»i>T. 
 
 107 Dcarlwrn St . Chimf,'! • 
 
 1870 Ira WiLDfR ALi.r.!«. A.ll..'$o. Mar AM .'v. Aniloth Coll.; LL.n.,'Aj, Albany' l.aw Sch.; 
 
 LL.D. . '74. Uir .n Coll. 
 
 lt7iH Madivm Ave, (..'hi<«g<>. 
 
 1880 Gf(i»'.i-. p. Hicows. 
 
 Lilitof of "School and Home h>1ucalion," 504 E. Walnut St., Illnnmington.
 
 762 NATIONAL EDUCATIONAL ASSOCIATION [Illinois 
 
 ILLINOIS— Continued 
 
 ACTIVE MEMBERS 
 
 1879 William Nicholas Hailmann, A.M., '64, Univ. of Louisville; Ph.D., '8=;, Ohio Univ. 
 
 Head of Department of Psychology, Chicago Normal School 6519 Yale Ave., 
 Chicago. 
 
 1884 Albert Robbins Sabin, A.M., (honorary) '68, Middlebury Coll. 
 
 1901, Principal of Irving Park School, 2509 N. 44th Court, Chicago. 
 
 1886 Louis Milton Dili.man. 
 
 Educational Publisher, 521 Wabash Ave., Chicago. 
 
 Augustus F. Nightingale, A.B., '66, A.M., '69, Wes. Univ., Conn.; Ph.D., '91, Upper Iowa Univ.; 
 LL.D., '01, Simpson Coll. 
 
 1902, Superintendent of Schools of Cook County, 1997 Sheridan Road, Chicago. 
 
 1887 John Cole Ellis. 
 
 Educational Publisher, American Book Company, 521 ^^'abash Ave., Chicago. 
 
 1889 O. F. Barbour. 
 
 1866, Principal of Kent School, 512 N. Court St., Rockford. 
 
 1890 Henry R. Corbett, B.Sc, '89, Hastings Coll.; Ph.M., '00, Univ. of Chicago. 
 
 Ex-State Superintendent of Schools of Nebraska; 5707 Monroe Ave., Chicago. 
 Charles Alexander McMurrv, Ph.D., '88, Halle. 
 
 Educational Author, De Kalb; (1906) Acting President of Southwestern State 
 Normal School, California, Pa. 
 
 William Lucas Steele, A.M., '80, Monmouth Coll.; Ph.D., '00, Knox Coll. 
 
 1885, Superintendent of City Schools. 462 N. Cherry St., Galesburg. 
 William C. .Stevenson, Grad. '89, Kans. St. Nor. Sch,; LL.B., '02, Columbian Univ. 
 
 1904, Director of School of Commerce and Finance, The James Milliken University; res., 
 945 W. WiUiam St., Decatur. 
 
 Peleg R. Walker. 
 
 1884, Superintendent of Schools, 716 N. Church St., Rockford. 
 
 1891 Herbert F. Fisk, A.B., '60, A.M., '63, D.D.,'88, Wes. Univ., Conn.; LL.D., '99, Allegheny Coll., and 
 
 '04, Northwestern Univ. 
 
 1888, Professor of Pedagogy, Northwestern University, 1625 Judson Ave., Evanston. 
 Dana Warren Hall, A.M., '93, Colby Coll. 
 
 1S94, High School and College Department, Ginn & Co., 378-388 Wabash Ave., Chicago. 
 Mellen a. Whitney, A.B., '90, A.M., '93, Colby Coll. 
 
 1896, Superintendent of Schools, 721 Spring St., Elgin. 
 
 1892 C. M. Bardwell. 
 
 1896, Superintendent of East Side Schools, 60 S. Lincoln Ave., Aurora. 
 Mrs. M. E. Ferris-Gettemy, M. L., '97, Knox Coll. 
 
 246 N. Academy St., Galesburg. 
 Henry Talbot. 
 
 1899, Supervisor of Drawing, Public Schools, Monroe Annex, East St. Louis. 
 
 1893 John J. Allison. 
 
 216 Iowa Ave., Joliet. 
 Orville T. Bright. 
 
 1903, Principal of James R. Doolittle School, 6515 Harvard Ave., Chicago. 
 Archibald O. Coddington, Litt.M., '83, Univ. of 111. 
 
 1906, Principal of Mancel Talcott School, 938 Summerdale Ave., Chicago. 
 Mrs. J. N. Crouse. 
 
 1890, Principal of Chicago Kindergarten College, 1200 Michigan Boul., Chicago. 
 Fred R. Nichols. 
 
 1891, Instructor in Physics, Richard T. Crane Manual Training High School, 223 S. 
 
 Homan Ave., Chicago. 
 Mrs. Alice H. Putnam. 
 
 1881, Superintendent of Chicago Froebel Association, 5515 Woodlawn Ave., Chicago. 
 Lucy S. Silke. 
 
 1890, Assistant Special Teacher in Drawing, Public Schools, 3307 Rhodes Ave., Chicago. 
 Alice E. Sollitt. 
 
 1890, Principal of Kenwood School, 4020 Prairie Ave., Chicago. 
 VoLNEY Underbill, Ph.B., '71, LL.B., '75, Univ. of Wis. 
 
 1875, Principal of Carpenter School, Ciiicago; res., 701 Washington .\ve., Wilmette. 
 
 1894 Charles H. Congdon. 
 
 Publisher, 378 Wabash Ave., Chicago. 
 Ira T. Eaton. 
 
 Publisher, Eaton & Co., 378 Wabash Ave., Chicago. 
 
 Mrs. Frances Smallwood Lane, B.Sc, '65, Genesee Coll.; M.Sc, '80, Syracuse Univ. 
 
 430 W. Adams St., Chicago. 
 Livingston C. Lord, Pd.D., '00, LL.D., '04, Univ. of 111. 
 
 1898, President of Eastern Illinois State Normal School, Charleston. 
 
 1895 John Nichols Adee, Ph.B., '91, Northwestern Univ. 
 
 1904, Superintendent of Schools, 524 S. Chestnut St., Kewanee. 
 O. P. Barnes. 
 
 PubHsher, 378-388 Wabash Ave., Chicago. 
 William H. Campbell. 
 
 1899, Principal of D. S. Wentworth School, 6037 Kimbark Ave., Chicago. 
 Joseph H. Collins, A.B., '75, A.M., '78, La Grange Coll. 
 
 Ex-Superintendent of City Public Schools, 715 S. 7th St., Springfield.
 
 Illinois] LIFE, ACTIVE, AND CORRESPONDING MEMBERS . 763 
 
 ILWSOIS— Continued 
 
 189s Henry C. Cox, A.M., '73. Abingdon Coll. 
 
 18S4, Principal of Farragut School, 23d St. and Spaulding Ave., Congress Park, Chicago. 
 Mav M. Crockett. 
 
 i8qi, Principal of Irving School. 823 Broadway, Quincy. 
 Edward C. Delano. 
 
 1877, .\ssistant Superintendent of Schools, 172 .\shland Boul., Chicago. 
 Joseph Hewett Freemas, .\.M., 'iiS, Bates Coll. 
 
 1Q02, Superintendent uf Illinois Schools for the Blind, Jacksonville. 
 Enoch .\. G.astman. 
 
 1S02, Superintendent of City Schools, 464 W. \orth St., Decatur. 
 William M. Giffiv. A.M.. 'Sj, I^wrence Univ.; Pd.D., '04, State .\or. Coll., .V. Y. 
 
 1880, Principal of Frances E. Wiilard School; res., 7643 Union Ave., Chicago. 
 Newell D. Gilbert, A.B., '70, A.M., "82, III. Wes. Univ. 
 
 1899, SupcrintenJent of Public Schools, and (1901) Director of Practice Schcxjl, Northern 
 Illinois State Normal School, Do Kalb. 
 
 James Lincoln Goodknu-.ht, .\.B..'7r. Cumberland Univ.; B.D.,'70, Union Theol. Sem., N. Y. D D . 
 '00, Waynesburp Coll.; LL.D., '03, Cumlierland Univ. 
 IP04. Half Owner and Business Manager, The Courier Co., 520 Tremont St.. Lincoln. 
 
 Robert A. Haight, A.R., '75. A.M., '78, Shurtleff Coll. 
 
 iSSi, Superintendent of Schools, 1129 Warren St., .\lton. 
 Elizabeth Harrison. 
 
 Principal of ChiciRo Kindergarten College, 1200 Michigan Boul.; res., 300 N. 
 Waller St., Chicago. 
 Mary S. L. Harticav, .M.D.. 'o^ H.arvey Med. Coll. 
 
 1903, Principal of The Harvard School, 6758 Wentworth .\ve., Chicago. 
 Mary Hartmann, .A.M., '88. Lombard Univ. 
 
 1882, Instructor in Mathematics, Illinois State Normal School, 209 Normal .\ve. Normal. 
 
 William H. Hatch. 
 
 1902, Superintendent of Schools, Oak Park. 
 
 Harry Helmer. 
 
 Agent for D. C. Heath & Co., 378 Wabash .\vc.; res., 34 .\Uiine Sq.. Chicago. 
 
 Charles Hertel, M.Sc, Cent. Wes. Coll. 
 
 1894, Superintendent of Schoob of St. Clair County, Courthouse, Belleville. 
 
 Amalie Hofer. 
 
 1906, Principal of Pestalo7zi-Froel)el Kindergarten Training Scho<j|, Chicago Commons; 
 res., 180 Grand .\\c., Chicago. 
 
 Francis .\ustin Kendall. 
 
 1888, Superintendent of Schools (East Side); (1894) Secretary and Manager of Illinois 
 Pupils' Reading Circle, 31 E. Jefferson Ave., Napcrville.| 
 
 EfFIE J. KiLBOURNE. 
 
 i8gi. Head Assistant in Kenwood School, 5313 Washington .\ve., Chicago. 
 
 Vashti a. Lambert. 
 
 1886, Teacher in Beaubicn School, 4280 Milwaukee Ave., Chicago; res.. Palatine. 
 
 Leslie Lewis, A.B., '66. A.M., '6g, Yale Q.ll. 
 
 1890, District Superintendent of Schools, 5605 Madison .\ve., Chicago. 
 
 William S. Mack. 
 
 Western Manager of The Prang Educational Company, 378 Waba.ih .\ve., Cliicugo. 
 
 J. J. McGlynn. 
 
 1888, Teacher of Science, High School; Royal Hotel, East St. Louis. 
 
 Kate S. O'Learv. 
 
 1882, Teacher in Public Schfjol.s, 208 S. Hickory St., Jolict. 
 
 C. M. Parker. 
 
 Publisher of "The School News," 613 W. Adams St.. Taylorville. 
 
 Erastus H. Scott. 
 
 Publi.shcr, 378 Wabash Ave., Chicago. 
 
 Lillie S. Stephenson. 
 
 i«9«, Teacher in 6th Grade, Park Ridge School, 1028 Dempster St., Evanston. 
 
 Frank D. Thomson, .\.H., '92, A.M , '9^, Knoie ("oil. 
 
 1895, i'rin<i|>al of lliKh -Stluxjl, 529 N. Cherry St., (iali-^burg. 
 Samuel B. Todd. A.B.. Univ. of .\Iiih.; A.M.. Univ. of .\a»hvlllr. 
 
 Agent of American Book Company, 521 WaUiah Ave., Chiiago. 
 Edwin O. Vaile. 
 
 Oak Park. 
 
 Willuu Edward Watt, I'h D., '00, Taylor Univ. 
 
 tHHS, Principal of Gralum Schocjl, 4453 F'mcrald Ave , Chicago. 
 
 Olivf-R S. Wkstcott. A.M . '<;'>. S. D . 'yj. Urown Univ 
 
 iH«3, Princiixil of KolM-rl .\ Waller High S«h<M.I, {"hiiugii; rr» , 14^ S. 7th Ave , .MoywtMHl, 
 
 Daniel A. WHrrr., A.B., '8j. Harvard Univ.; LL B., 'at, I-akc Forent Univ. 
 iH</). i'rinti|ul ol Kvrrrlt Sihoul. 405. jjil St., Chicago. 
 
 Harry G. Wii.s<jn. 
 
 1879, Keprcicnlalivc of American Book Co., s>i Wabath Ave., Chicago. 
 
 1896 .Mary KiLrr.N Aiifrn. 
 
 MiUii of "Public IJbrarir*," 156 Wabath Ave., Chicago. 
 
 C. J. AlliJRT. B S< and A M .'7H. Baldwin Univ 
 
 .M.inagrr <>( the .MIkti Trachcr*' Agency, 378 Wabanh Ave., Chirago.
 
 y64 NATIONAL EDUCATIONAL ASSOCIATION [lUinois 
 
 ILLINOIS— Con^inwei 
 
 1896 Alfred Bayliss, M.Sc, '73, Hillsdale Coll. 
 
 Principal of Western Illinois State Normal School; res., 225 W. Carroll St., Ma- 
 comb. 
 
 Charles A. Bennett, B.Sc, '86, Worcester Polytechnic Inst. 
 
 1897, Professor of Manual Arts, Bradley Polytechnic Institute, and Editor of "Manual 
 Training Magazine;" res., 424 Columbia Terrace, Peoria. 
 
 William J. Button. 
 
 Editorial Department, American Book Co., 521-531 Wabash Ave.; res., 5811 
 Madison Ave.. Chicago. 
 
 Mrs. Elizabeth Blanchard Cook, B.L., '65, A.M., '72, Wheaton Coll. 
 
 President of Ctiicago Woman's Educational Union, 316 Washington BouL, Chicago. 
 
 George W. Davis. 
 
 1892, Principal of Hawthorne School, 832 Judson Ave., Evanston. 
 
 William T. Dix. 
 
 Secretary of the Thomas Charles Co., 80 Wabash Ave., Chicago. 
 William Curtis Dodge. 
 
 1900, District Superintendent of Schools, ^268 Kenmore Ave., Chicago. 
 Mabel Edwards Dougherty, A.B. 
 
 906 Glen Oak St., Peoria. 
 Hugh Austin Foresman, A.M., '90, Lafayette Coll. 
 
 Educational Publisher (Scott, Foresman & Co.), 378 Wabash Ave., Chicago. 
 G. Charles Griffiths. 
 
 1893, Principal of Motley School, 5715 Midway Park, Austin Station, Chicago. 
 
 John W. Henninger, B.Sc, '81, M.Sc, '84, LL.B., '91, McKendree Coll.; Ph.M. 
 
 Graduate Student, University of Chicago; res., 6433 Monroe Ave., Chicago. 
 
 Margaret MacDonald. 
 
 1886, Teacher in Public Schools, 6314 Stewart Ave., Chicago. 
 James F. McCullough. 
 
 Agent for Silver, Eurdctt & Co., 378 Wabash Ave., Chicago. 
 Mrs. Lid a B. McMurry. 
 
 1900, Training Teacher, Primary Department, Northern IlUnois State Normal School, 336 
 College Ave., De Kalb. 
 Mrs. Sarah J. O'Keefe. 
 
 1885, Principal of Jefferson Park School, Chicago; res., Arlington Heights. 
 F. B. Ormsby. ' 
 
 1895, Principal of Perkins Bass School, 6550 Lafayette Ave., Englewood Station, Chicago. 
 W. B. Owen. 
 
 Agent, Publishing House, Ginn & Co., Chicago; res., 851 Grove St., Jacksonville. 
 
 Charles Newton Peak, A.B., '84, Moore's Hill Coll.; Ph.B., '86, Ind, Univ. 
 1905, Superintendent of Schools, 304 E. College Ave., Greenville. 
 
 Mary I. Purer. 
 
 1893, Principal of La Fayette School, 86 Pine Grove Ave., Chicago. 
 W. F. Rocheleau. 
 
 1899, Editor of Educational Pubhcations, 236 Leland Ave., Ravenswood, Chicago. 
 Mabel E. Smallwood. 
 
 1892, Teacher of Biology, Hoyne Manual Training High School; res., 430 W. Adams St., 
 
 Chicago. 
 
 Edward E. Smith, A.B., B.Sc. 
 
 1900, Editor and Business Manager, 4615 Woodlawn Ave., Chicago. 
 
 W. W. Speer. 
 
 1901, Teacher of Psychology and Pedagogy, Art Institute; res., 1 he Vale, 6565 Yale \yt.. 
 
 Station O, Chicago. 
 
 Franklin N. Tracy. 
 
 1881, Superintendent of City Schools, 316 Harrison Ave,, Kankakee. 
 John J. Wilkinson, Ph.D., '98, Univ. of Leipzig. 
 
 igo2. Professor of English, Elmhurst College, 320 Kenilworth Ave., Elmhurst. 
 James Douglas Williams, A.M., '72, Hillsdale Coll. 
 
 Manager of Maynard, Merrill & Co., 203 Michigan Ave., Chicago. 
 Ida Mortimer Windate, A.B., A.M., Ohio Wes. Univ. 
 
 1902, Instructor in English, High School, 126 Clinton Ave., Oak Park. 
 1897 Richard H. Allin, B.D., '62, Univ. of Iowa. 
 
 Manager of School Map and Globe Department, Rand, McNally & Co., 121 Frank- 
 lin Ave., River Forest, Chicago. 
 
 Carl Edward Bacon, A.B., Harvard Univ. 
 
 Allyn & Bacon, Publishers, 378 Wabash Ave., Chicago. 
 Paul Valentine Bacon, A.B., '98, Harvard Univ. 
 
 Agent for Allyn & Bacon, Publishers, 378 Wabash Ave., Chicago. 
 William J. Hartholf, A,B,, Univ, of 111.; B.Sc, Ind. Nor. Sch. 
 
 1888, Principal of Von Humboldt School; res., 12 S. Sacramento .\ve., Chicago. 
 J. Stanley Brown, .\.B., '80, Denison Univ.; A.M., '91, Arlington Coll. 
 
 1893, Superintendent and Principal of Township High School, 115 Dewey Ave., Joliet. 
 Edwin Gilbert Cooi.ky, PhB,. '95, Univ. of Chicago; LL.D., Univ. of 111. 
 
 1900, Superintendent of Schools, Tribune Building, Chicago. 
 Mrs. Cornelia S. Crane. 
 
 2SS9 Michigan Ave., Chicago.
 
 Illinois] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 76 
 
 /"D 
 
 ILUSOIS—Cottlinued 
 
 1807 Letitia L. Doane. 
 
 1898, Teacher in Public Day Schools for the Deaf, 170 S. Francisco Ave., Chicago. 
 M. LvELLA Dodge. Grad.. '05. Columbia Coll. of Kxprcssion. 
 
 1898. Teacher in .Alexander BeauU-in School. Chicago; res., 3463 Forest Glen Ave. , Forest 
 Glen, Chicago. 
 
 Mary C. Foote. 
 
 1891, Principal of School, 124 .\uburn PI., Rockford. 
 M«s. Medora Dodoe Gammon. Grad., Froclx-1 .Asso.. Chicago, and Milwaukee St. Nor. Sch. 
 
 1905. Kindergarten Director, 2099 X. Paulina St.. Ravenswood. Chicago. 
 Mary Gillespie. 
 
 1893, Superintendent of Schools, Winnetka. ^ 
 
 Arthcr V. Greenman. 
 
 Superintendent of West Aurora Public Schools, 248 Galena St., Aurora. 
 Frank H. Hall. 
 
 1903, Superintendent of Illinois Farmers' Institutes, 487 N. Lake St., Aurora. 
 Herbert B. Hayden. 
 
 1900, Superintendent of City Schools, 1105, 20th St., Rock Island. 
 Dudley Grant Hays. LL.B., '03, Lake Forest Univ.; LI..M., '04, 111. Coll. of Law. 
 
 1905. Principal of Eugene Field School, sso W. 60th PI., Rogers Park, Chicago. 
 Samxjel H. Heidler. 
 
 933 S. sth St., Springfield. 
 Mrs. Ella A. Hvbbari). 
 
 1898, Supervisor of Primary Schools, 412 N. Eastern Ave., Joliet. 
 C. H. Kammann, B.L., Univ. of III. 
 
 1903, Principal of McKinley School, 2408 Main St., Peoria. 
 Carl J. Kroh. 
 
 1899, Head of Physical Training Department, College of Education, University of Chicago. 
 
 Hitchcock Hall, Chicago. 
 
 Cephas H. Leach. 
 
 1889, Principal of .\. H. Burley School, 523 Greenleaf .\ve., Rogers Park Station, Chicago. 
 
 Charles D. Lowry. 
 
 1906, Principal of Wicker Park Schools, 807 Kenilworlh Ave,, Chicago. 
 
 Mabv T. McCowen. 
 
 1905, Head of Deaf Oral Department, Chicago Normal School, 6550 Yale A\e., Chicago 
 Anna McKillop. 
 
 1886, Head Assistant in Graham School, 740 W. 47th PI., Chicago. 
 John A. Moldstad. .\.B.. '94. Lulhcr Cull., and '00. Univ. of Wis.; B.D.. '06. Concordia Sem. 
 Pastor of St. Mark's Lutheran Church. Tripp and Wabansia Aves., Chicago. 
 Royal T. Morgan. A.B., '74, A.M., '77, Whcaton Coll. 
 
 1886, County Superintendent of .Schools, 710 College Ave., Wheaton. 
 
 Frank L. Morse, A.B., '86, A.M., '89. Brown Univ. 
 
 Principal of Burr Sch(j<il. 6432 .Monroe .Ave . Chicago. 
 
 Da.siel Baldwin Parkinson, A..\L, '74, Ph.D., '98, McKcncirec Coll. 
 
 i8i>8, President of Southern Illinois Normal University, 401 W Walnut St., Carbondale. 
 Mary Reid Pikrc-f. 
 
 1898, Music Dtp;irlmenl. .Ameriian Book Co., 521-531 Wabash .Ave., Chicago. 
 
 Frederick William Plapp, .A.B., '85, .A M., '91, Dartmouth Coll. 
 
 1890, Assistant in Jcflcrson High School, 2549 N. 42d .Ave., Irving Park Station, Chicago. 
 
 Robert H. Rennie. 
 
 i8«9. Principal of Grcsham School, 817 W. 87th St., Chicago. 
 
 William S. Siikarkr. 
 
 Publishing firm of New.wn & Co., 378 Wabash .Ave., Chicago. 
 
 Eva a. Smedlkv. 
 
 i8<>8. Principal of Noycs Street School, Evansion; ren., 138 Well* St., Chicago. 
 
 Edwin R. Smith. 
 
 (jencral Agent for D. C. Heath & Co., 378-388 Wabanh .Ave,; Victoria Hotel, Chicago. 
 
 John H. Stf-hman. 
 
 1881. Princiinl of .Avondalc Scho<j|, IS71 Kiml>rll .Ave., (.^jgan S<|., (Chicago, 
 Albert Le Roy Stkvknson, B Sc., '82, V. Ind. Nor. S<h. 
 
 1885, Principal of Lincoln Klemcnlury School, 4«» N. Clark St., Chicago. 
 John F. Wickh. 
 
 1890, Principal of SanK.imon School, Decatur. 
 
 i8<>8 Kdwin Grant DrxrrR.B I'd .'91, A M .'92. Brown Univ ; PhD. '99. Columbia Univ. 
 
 1900, Profcuor ol E<lucalion, UnivcrMly of Illinoin, 903 W. (irccn St. . Url>ana. 
 
 Catharine Goooin, 
 
 Tc-ichrr in City School*, $37 I^ Salle Ave,, Chicago. 
 JohnCalvin IIansa. A B '«i. A M ,'84. Univ of W.ionipr, 
 
 i8<yt, Priniiiui of D.ik Park and Kivrr l-ormt Townnhip High Sthool. 729 N. Oak Park 
 Ave., Uok Park. 
 
 Abram W Harris. A B.. '80. A M . *«». Wr»lryan Unlv ; .Sr D.. "04; Bowdoin; LI,I)., 'oo. Unfv 
 o( a Briin.wifk; Ll. I» , 'oj. Univ of .Mr ; LI, I) . 04 Wr»1pv.in Univ. 
 
 1906. Prriuilrni o| .N'orlliwrtirrn Unl%'mily, 174^ Chicago Ave.. Kvaiuton. 
 
 GeORCE HrNRV llowr.. Ph B 'H7. Ill Wr« Univ ; Ph I) . '90 
 
 1901, PrulcMur of .MaihrmatiiK. Slate .Normal Univenily; rr«., 408 Normal Ave., Normal.
 
 y66 NATIONAL EDUCATIONAL ASSOCIATION [Illinois 
 
 ILLINOIS— Co«/tn«e(i 
 
 1898 Franklin Winslow Johnson, A.B., '91, A.M., '94, Colby Univ. 
 
 1905, Principal of The Academy for Boys, of the University of Chicago, 2210 Rinaldo Ave., 
 
 Morgan Park. 
 Vernon Griffith Mays, Ph.B., '94, Albion Coll.; A.M., '05. Univ. of Mich. 
 
 1906, Superintendent of Schools, 418 S. Galena Ave., Dixon. 
 
 Chauncey F. Newkirk. 
 
 Manager of Educational Department, Rand, McNaily & Co., 160 Adams St.; res., 
 2482 N. Hermitage Ave., Chicago. 
 
 J. H. POGH. 
 
 Agent for D. C. Heath & Co., 626 Decatur St., Lincoln. 
 Ralph Richard Upton, A.B., '92, Yale Univ.; LL.B., '93. LL.M.. '94, Columbian Univ. 
 
 1902, Principal of Streator Township High School, 303 S. Bloomington St., Streator. 
 
 1899 J. Edward Bangs. 
 
 1902, Deputy State Superintendent of Public Instruction, Capitol Building, Springfield 
 
 Francis G. Blair, B.Sc, '97, Swarthmore Coll. 
 
 1906, State Superintendent of Public Instruction, 629 S. 2d St., Springfield. 
 
 Louis James Block, A.B., '68, A.M., Ph.D., Washington Univ. 
 
 1895, Principal of Marshall High School, 614 Washington Boul., Chicago. 
 
 Isaac B. Burgess, A.B., '83, A.M., '86, Brown Univ. 
 
 1892, Professor of Latin in the Academy of the University of Chicago, 2333 Berkeley Ave., 
 Morgan Park. 
 Joseph Carter. 
 
 Ex-Superintendent of City Schools, Champaign. 
 
 Wayland J. Chase, A.B., '87, A.M., '89, Brov^n Univ. 
 
 1898, Assistant Professor of History, and (1899) Dean of the Academy of the University 
 of Chicago, Morgan Park. 
 George Victor Clum, A.B., '93, Ohio State Univ.; A.M., '05, Univ. of \\'is. 
 
 1898, Sufierintcndent of Schools, Earlville. 
 
 Ida M. Cook. 
 
 1886, Principal of Nathanael Greene School, 3207 Prairie Ave., Chicago. 
 
 Mrs. Mary E. Gilbert. 
 
 Principal of Longfellow School, 3207 Prairie Ave., Chicago. 
 
 William Gardner Hale, A.B., '70, Harvard Coll.; LL.D., '95, Union Coll., and '96, Princeton 
 Univ. 
 1892, Professor and Head of Department of Latin, University of Chicago, 5757 Lexington 
 Ave., Chicago. 
 WiNFiELD Scott Hall, B.Sc, '87, M.D., '88, M.S., '89, Northwestern Univ., Chicago; M.D., '94, 
 Ph.D., '95, Leipzig, Germany. 
 1895, Professor of Physiology in Northwestern University Medical School, 2431-2437 
 Dearborn St., Chicago; res., Berwyn. 
 
 Ira Woods Howerth, A.B., '93, Harvard Univ.; A.M., '94, Ph.D., '97, Univ. of Chicago. 
 
 1902, Assistant Professor of Sociology, University of Chicago; home address, Valpa- 
 
 raiso, Ind. 
 Clyde Park Lamar, B.Sc, '93, A.B., '97, Valparaiso Coll.; LL.B., '03, Northwestern Univ.: Ph.M., 
 Univ. of Chicago 
 
 1903, Instructor in Chemistry. Economics, and Commercial Branches, Medill High School, 
 
 5406 Drexel Ave., Chicago. 
 
 Jeptha E. Lemon. A B., '83, Univ. of Mich. 
 
 1894, Superintendent of Schools, 528 Maple Ave., Blue Island. 
 
 Anthony Middleton. 
 
 1906, Superintendent of Schools, 119 W. Mozon Ave., Dwight. 
 R. Keable Row, A.B., '97, Queen's Univ., Can. 
 
 Publisher, 215 Wabash Ave., Chicago. 
 
 John J. Schobinger. 
 
 1876, Dean of Harvard Preparatory School, 4651 Drexel Boul., Chicago. 
 
 Delos H. Smalley. 
 
 Representative of .Atkinson. Mentzer & Grover, 350 Wabash Ave., Chicago; home 
 address. Fond du Lac, Wis. 
 
 Alexander Smith, B.Sc, '86, Edinburgh Univ.; Ph.D., '89, Munich Univ. 
 
 1894, Professor of General Chemistry, University of Chicago, Chicago. 
 
 Ella C. Sullivan. 
 
 1900 District Superintendent of Schools, Victoria Hotel, Chicago. 
 
 Charles W. Turner. A.B.. Colby Coll. 
 
 Agent f(jr Silver, Burdett & Co., 378 Wabash Ave., Chicago. 
 
 Estus Eugene Webster, A.B., '03, Univ. of Mich. 
 
 1902, Superintendent of Schools, J127 W. Lafayette Ave., Jacksonville. 
 Eugene Alonzo Wilsom. M.Pd., '99. Mich. Nor. Coll.; A.M.. '06, Univ. of Chicago. 
 
 1906, Superintendent of Schools, 3330 Oak Park Ave., Berwyn. 
 George W. Webster, M.D., '82, N. W. Univ. Med. Sch. 
 
 Professor of Physical Diagnosis and Clinical Medicine, Northwestern University 
 Medical School, 70 State St., Chicago. 
 1900 William Edward Andrews, A.B., '84, A.M., '88, Blackburn Univ.; Ph.D., '00, 111. Wes. Univ. 
 1894, Principal of Township High School, 700 S. Clay St., Taylorville. 
 
 Cornelia Dorothy Bingham. 
 
 1905, Assistant Head of Deaf Oral Department, Chicago Normal School; res. 6550 Yale 
 Ave., Chicago.
 
 Illinois] 
 
 LIFE, ACTIVE, AXD CORRESPOXDIXC MEMBERS 7^7 
 
 ILLINOIS— Co«/t«K«i 
 
 looo Claude Broito. ^^^^^^ superintendent of Schools. 547 E. South St., Princeton. 
 
 George N Carm.^s, A.B., '81, Univ. of Mich. 
 
 1896. Director of Lewis Institute. Madison and Robey Sts., Chicago. 
 
 Joseph W. ^'^''-^^j];;^.^,^^ guite 1406-1407 Ashland Block, so Clark St., Chicago. 
 David Fe.mlfy, A.B.', 'Si. Univ. of Mich.; LL.D., '05. Univ. of 111 ; L.H.O. 'ob^Blackburn Umv. 
 1900. President of Illinois Slate Normal University, 207 N. School St.. Normal. 
 
 Fnwiv O'^r.rHiD Grovf.r. B.L., '04, Dartmouth Coll. .i- . l » 
 
 Edwin Osgood ^«^.^^f«.j» ^^j^^i^.^i^^ ^f firm of Atkinson. Mentzor & Grover. 350 W abash Ave.. 
 
 Chicago. 
 
 Sahttel E- HaRwood^ .VM.^'p.^ ^^^.^.^^ ^^^,^^,^„ ,„.„, .^ ^.„^^.,, ,.,.,„,,, Car- 
 
 bondale. 
 Manfred Ja^s ^^ ^^^X£^^^^^'^ Normal Uni..rsity. 70, S. Broadway. Normal. 
 ROBERT L^^--^. A;^;;;ti^^^;^j:r^ci:lf 'V-^'^erteau Ave. .rvin« Park. Chicago. 
 Samuel B. ^^^^»^^^.^^ Principal of Western Illinois Stale Normal School. 61 . W. Adams St.. Macomb. 
 O. J. Klr.s. County Superintendent of Schools, 216 Paris Ave., Rockford. 
 
 Leopold E.^. L^^^-^^^ ^j Mathematics. Lyons Township High School, La Grange. 
 
 Charles E. M.ann, M.Sc, '70. .\lbion Coll 
 
 1903, Superintendent of Schools, IJatavia. 
 
 NEWMAK ^J;;^«i^;^- ;:}3^^'n\Sy of Chicago Press. 55.S Woodlawn Ave.. Chicago. 
 Edward C--s,Paoe. A^..^8^Norihw.s^ Unjv..^ ^^^^^ ^^^^, ^^^^ ^^^ ^^^^^,^ ^^^ 
 
 De Kalb. 
 rir<M.r-p H RoTKWooD \ B . 'to, A.M.. '82, Dartmouth Coll. ^ . „ , 
 
 George «-,5^'^^,;^«^i'^^,^i\^;,^;i„ (Chicago) High School. 228 N. E.-.st Ave.. Oak P.ark. 
 
 E. C. ROSSETER. A^^^;^f;,,^K,?Sh School. 2-4 S. Howard Ave.. Austin, Chicago. 
 
 John D. Shwjp. p^^^^ ^j y^j^^^ gchool, 6928 Stewart Ave., Chicago. 
 
 JESSE Lo*'f J«'™,p,rin,endenl of Schools. 2.9 Central Ave.. Highland Park. 
 
 Tr.H«j K.AY Stadleton. H Sc, '82. A.M.. '87, Ohio Wes. Univ. 
 
 JOHN KAY f^ABLn-^^.^^^^^j^^^ .^^ ^.^^ ^^l^^l^^ ^^_ J, ^^^^j s,^ Bloommgton. 
 
 G. Warren Tavlor^^.^ ^^ ^^^^^ Ridgcley; res . .241 W. Washington St.. Springfield. 
 
 Hf>.i>v Silas Tibbits. A.B., '86. Univ. of Mich. . 
 
 Henry ^"-*|^'»»'T-^,„, J, j J,„ spry ScI.-k.I, Chicago; res.. Riverside. 
 
 Mary E. Vauchan.^^^^^ Superintendent of Schools. 4^5 Warren Ave., Chicago, 
 
 vfuc FuA Ft AGO Yoi'SG. Ph.D., '00. Univ. of Chicago. 
 
 Mrs. ^'■''\]^^';-y^X.xU<>f Chicago Normal Sch.n.l. 0,47 Harvard Ave.. Chicago. 
 
 ,90. JA-ES E. A«-"[|,7-v;^;»,-,S;,,;L:i'„i«h School, .0638 Prospct Ave . Chi-ag,.. 
 
 E. T. ^-^l^^^^i^^:!'^^ and Coloma Township High School. 40.. 5.h Ave., Sterl.n.. 
 
 Miriam BEiLEY. g^p^^,^^j^„, „, p„,,,i, SchooU, 54 « Oene«ce St . Wuukegan. 
 
 FrkfiiaN H. Bl.Of)t)<;fX'i>. A H . '90. Upper lowi Univ 
 
 1906, Su,«:nnlendcnt of Ci.y Sth.-.U. M-mmoulh. 
 
 KrvBV F IIruWN. Ph H., '99. I"wa (''>ll. „ . t 1 1 
 
 Hr.NRY fc. |'^"^*^,-.^„^,„', ,7'„i^,, sch.>.l. ...2. 20th St.. Rock W.nd. 
 
 H. C. CrNEV A.B, Vale Univ^^^^ ^ ^ ^,,^^,^^ j^^,^^^^.^ j^,^ ,^, ^^.,,,„h ^^^^ Chicuo. 
 
 Fred D. Crawhhaw. H Sc . ',/ ' I'-lv 'n:' ,, , 
 
 l«9l. Prin.ilMl of I : .-.1. •'< < .illrndrr Ave , I cirt. 
 
 Frank Wooijion ^'.^a^ .^_^^, ^, ,.^„,,,y„ ^,,.„, ,„,, ,vrry Ave . Chlc.«o 
 
 Faivrr* nirKINHr><« M D. '8». Woman'n Mr«l Coll. 
 
 F.ANCM "«^'"'**','^;^,;^,„',, |','^,,^y Mrd....l Cllcge. 307 N CUrk St , ChlCM". 
 
 J*«« C. »«-""K';:p,^,.,i,,,rf American B-^.k Co,. 5,. W.ba.h Ave . Chico, 
 
 SA-U.L J. ^>;;;;'-;j;„,^;,:irof't;n!,U of Rock M.n.l County. .040. „d S... RoCk lJ*nd. 
 
 A. Flanagan. p^,^,^^^ ,,^ \\\\^<ii Ave . Chicagn. 
 
 Carollne f;^'-^^,^^^ ,„.^ St.le Normal School. 6.1 W. Adam. St . M*Comb.
 
 768 NATIONAL EDUCATIONAL ASSOCIATION [Illinois 
 
 I LLINO IS — Continued 
 
 igoi Margaret A. Haley. 
 
 Teacher of Sixth Grade Elementary Schools, 3402 Wabash Ave., Chicago. 
 
 Celia Hefter. 
 
 1886, Teacher in City Schools, 4347 Champlain Ave., Chicago. 
 
 Florence Holbrook, A.B., Univ. of Chicago. 
 
 1889, Principal of Forrestville School, 5S3S Monroe Ave., Chicago, 
 
 A. P. Johnson. 
 
 1906, Superintendent of City Schools. 936 VV. Illinois St., Urbana. 
 
 Homer H. Kingslev, A.B., '81, Univ. of Mich. 
 
 1886, Superintendent of Schools, 1229 Judson Ave., Evanston. 
 
 Rosa A. Lang. 
 
 1883, Teacher in Arnold School, 27 I.,incoln PI., Chicago. 
 
 Frank Albert Larck, A.M., '86, Northwestern Coll. 
 
 Principal of Harriet Beecher Stowe School, cor. Wabansia Ave. and Ballou St., 
 Chicago. 
 
 Louis Briggs Lee, B.L., '88, Univ. of Mich. 
 
 Representative of American Book Co., 235 S. Elmwood St., Oak Park. 
 
 Charles L. Manners, LL.B., '88, McKendree Coll. 
 
 Principal of High School, 548 N. 12th St., East St. Louis. 
 
 Anna L. Mayer. 
 
 1888, Teacher in City Schools, 759 W. 13th St., Chicago. 
 
 James Rariden Meek, A.B , '97, Ind. Univ. 
 
 1903, Teacher of English, Richard T. Crane Manual Training High School, 5710 Mid- 
 way Park, Austin Sta., Chicago. 
 
 Louis Celestin Monin, Ph.D., '92, Lake Forest Univ. 
 
 1893, Professor of Economics and Philosophy, and (1903) Dean of Cultural Studies, Armour 
 Institute of Technology, and Dean of Armour Scientific Academy, 3250 Prairie 
 Ave., Chicago. 
 
 SiGEL E. Raines, A.B., '97, Ind. Univ. 
 
 1903, Superintendent of City Schools, 242 Walnut St., Freeport. 
 
 Edward S. Smith. 
 
 Manager of Educational Publishing Co., 228 Wabash Ave., Chicago. 
 
 Margaret Stuart. 
 
 1882, Teacher in City Schools, 537 La Salle Ave., Chicago. 
 
 Mary E. Tobin. 
 
 1899, Principal of Hammond School, 824 Jackson Boul., Chicago. 
 
 John A. Wadhams, M.Sc, Hillsdale Coll. 
 
 1890, Principal of James Monroe School, 2453 Lowell Ave., Chicago. 
 
 Adda P. Wertz, A.M. 
 
 Training Teacher, Southern Illinois Normal University, Carbondale. 
 
 Charles Zueblin, Ph.B., '87, Northwestern Univ.; B.D., '89, Yale Univ. 
 
 1902, Professor of Sociology, University of Chicago, 38 Madison Park, Chicago. 
 
 1902 S. H. Bohn, Ph.B., '97, DePauw Univ. 
 
 1902, Superintendent of Schools, 211 S. Sycamore St., Centralia. 
 
 Harry F. Brewer, A.B., '91, Nat. Nor. Univ.; A.M.. '04, Columbia Univ. 
 Attorney at Law, 6522 Monroe St., Chicago. 
 
 George A. Brown, C.E , '81, Univ. of Mich. 
 
 1897, Assistant Editor of "School and Home Education," lui N. Prairie St., Bloomington. 
 
 Lucy E. Browning, Ph.B., and Ed.B., '06, Univ. of Chicago. 
 Elgin. 
 
 Horace G. Butler. 
 
 1902, Representative of Henry Holt & Co., 378 Wabash Ave., Chicago. 
 
 Otis W. Caldwell, Ph.D., '98, Univ. of Chicago. 
 
 1899, Professor of Botany, Eastern Illinois State Normal School, Charleston. 
 
 Aaron Hodgman Cole, A.B., '84, A.M., '87, Colgate Univ. 
 
 1905, Instructor in Biology and Projection, Chicago Normal School, 6022 Monroe Ave., 
 
 Chicago. 
 
 Nellie C. Collins. 
 
 1901, Teacher of Shorthand and Typewriting, High School, 569 Monmouth Boul., Gales- 
 burg. 
 
 LiLLIE CRITTENTON. 
 
 1894, Teacher in Public Schools, 997 Floumoy St., Chicago. 
 Henry H. Edmunds. 
 
 1901, Superintendent of City Schools, Rushville. 
 Ada M. Fleming. 
 
 1895, Music Department, Ginn & Co., 378 Wabash Ave., Chicago. 
 L. H. Griffith, B.Sc, Franklin Coll. 
 
 Superintendent of Schools, 432 N. Jackson St., Danville. 
 
 Frank Dickinson Haddock, A.B., '00 Olivet Coll. 
 
 1906, Superintendent of City Schools, Box 256, Champaign. 
 
 Richard D. Harlan, .'V.B., '81, A.M., '84, D.D., '02, Princeton Univ.; LL.D., '04, Union Univ. 
 Ex-President of Lake Forest College, Lake Forest. 
 
 B. F. Hart, M.Sc, '95, Ohio Nor. Univ. 
 
 1900, Director of Commercial Department, Township High School, 436 Wright St., La Salle.
 
 lUinoU] LIFE, ACTIVE, AND CORRESPOS DI XG MEMBERS 769 
 
 I LLI \0 1 S—Conlin ued 
 
 i5>02 Miss Louie L. Kilbocrm, B.L., '8j, Univ. of Minn. 
 
 iSg4, Teacher in Public Schools, 5404 Kimbark Ave., Chicago. 
 
 J. U. McMams. 
 
 iSgg, Superintendent of City School.s, I^ Salle. 
 
 O. L. Ma.schfstkr. .\.H.. "«). AM . "80. Dartmouth Coll.; LL.D.. "06. III. Wes. Univ. 
 
 i8qi, Teacher of Latin, German, and Economics, State Normal University, 70s S. Broad- 
 way, Normal. 
 Ida .Mir.iiKi.i.. Ph. I?., 'gi. Univ. of Mich. 
 
 iSo4. Principil of iJryant SihiK)!, 15S0 Jackson Boul., Chicago. 
 Eliakim Hastings Moore, AM., '83, Ph.D.. '85, Yale Univ.; A.M., Ph.D. (honorary), '99, Univ. of 
 Goitingen; LL.D., '04, Univ. of Wis. 
 1892, Profes,sor and ( iSoO) Head of Department of Mathematics, The University of Chicago, 
 5O07 Monroe .Vve., Chicago. 
 
 \V. .NL Morton. 
 
 .■\gent of American Book Co., 521 Wabash Ave., Chicago. 
 
 Mrs. Mary Darrow Olson, A.U., '82, .\lleghcny Coll. 
 
 1890, Principal of McCosh School, 6036 Jefferson Ave., Chicago. 
 
 Mary O'Reilly. 
 
 1895, Teacher in Public Schools, 180 Humboldt Boul., Chicago. 
 
 Charles H. Ostrander. 
 
 Principal of William Penn Nixon School, 1104 Tripp Ave., Chicago. 
 
 SwEN Franklin Parson. 
 
 1899, Profes.s<jr of Mathematics, Northern Illinois State Normal School, De Kalb. 
 
 Bertha Payne. 
 
 1901, Head of Kindergarten Training Department, School of Education, University ol 
 
 Chicago. 5744 Monroe .Ave.. Chicago. 
 Mary O. Pollard, A.B., '96, A.M., '00, Middlebury Coll. 
 
 1905, Instructor in English. High School, 1304 Benson Ave., Evanston. 
 
 Gilbert P. Randle. 
 
 1902, Superintendent of City Schools, Mattoon. 
 
 Grace Reed. A.B., '84, Univ. of Chicago; LL.B., '96, Kent Coll. of Law. 
 
 1894, Principal of John B. Drake School, 371O Eoresl Ave., Chicago. 
 
 Mary Robson. 
 
 1897, Teacher in Public Schools, 6405 Yale Ave., Englewood, Chicago. 
 
 Anna E. Roc.ers. 
 
 1902, Superintendent of Schools of Douglas County, Tuscola. 
 
 Hannah Schiff. 
 
 1890, Principal of Mulligan School, 527 Dearborn Ave., Chicago. 
 
 Robert M. Smith, A.M., Glasgow Univ. 
 
 i89<j, SuiJirvi.sor of .\Ianu.il Training and Household .\rts. 628 Tribune Building, Chicago. 
 
 Rt. Rev. J. La.sxaster Shaldinc. A..\i., LL.D., '02, Columbia Univ.; S.T.D.,'6s, Univ. of Louvain; 
 I.L.D. '04, Western Reserve Univ. 
 BLshop of Pctiria, O07 Madison .\ve., Peoria. 
 
 Jasper R. Sparks. 
 
 Western Agent for Little. Brown & Co., 378 Wabash Ave., Chicago. 
 
 Claddius U. Stonf., B.Sc, W. 111. Nor. Coll. 
 
 1902, Sui*-rintenilcnt of IVoria County Schools. 510 Hamilton .St., Peoria. 
 Willis E. Toweb. B.Sc, 'y.), Univ. of 111. 
 
 1897, Instructor m Englewood High Schixil, 444 N. Normal Parkway, Chicago. 
 George Edgar Vincent, A.B., '85, Yale Univ ; I'h D., '0*), Univ. of Chitago. 
 
 1900, ProfesMjr in Department of Sociology, Lnivcrsily of Chicago, 5737 Lexington Ave. 
 
 Chicago. 
 
 May B. Wallace. 
 
 iH(>o. Teacher in Public Sch<Kil», 6921 Princeton Ave.. Chicago. 
 
 Supervisor of Music. Public SchooU, 205 N. Madiion Ave., Peoria. 
 
 RtcHARlJ II. Arms. A B . 'ly). Harv.ird Univ. 
 
 I'roprietor of Ihc Oxfor<l .SchcKil, 1141 ( alumel .\ve., I hicago. 
 
 Anna G. Baf-r. , ,., . 
 
 i88j. Teacher in City Sch<joU, 271 <Jakley Boul , Chicago. 
 
 Clipa)RI> Webstfh Babsi.s, A B , '8<j. B I) , '<,i, Yale Unlv ; AM, 'm. Univ of Chirago 
 
 Honorary Scirelarv .mil Ch.iirm.m of K<rniHvc. Interiulioiul foinmillee on .Mural 
 Training. Luke l-'ore»l. 
 
 Ntl.LIF. T. Bavnf.s. 
 
 1894. Teacher in City SthiKiJ*, ?5j I^S,tllr Ave . Chitago. 
 
 Sarah J. Bavnkh. 
 
 iH«7, Teacher in City Stho<il», mj IjiSalle Ave., ( hitago. 
 
 Lronora Brrit. 
 
 1901, Teacher in John \\<jfthy Sch'Kil, .j6 S. Wmwl !>!., Ihicago. 
 
 Bfniamin Franri.iv Bn k. A B . 'oi Univ of Mnh 
 
 1901. Priniiinl of I^c View High .Vliool. W A»blan<l ami Irving Park ll<rtil.. Chicago 
 
 Mary Jackvin CLAHit . , 
 
 1901. Suijrrvin^r of .Mu»ir. 40S « hlilor.i<lo Se . Drt.ilur 
 HrRBFRT E. Cobb, A B , 'H7, A M . '.^o. Wr^lrvan Univ .... -. , 
 
 1H96. ProfcMM and Head of Dc|iarlmenl of .\lalhemali<«. Ixwi* In«tilutr. Cliicogo
 
 yyo NATIONAL EDUCATIONAL ASSOCIATION [Illinois 
 
 TLLmOlS— Continued 
 
 1003 George A. Coe, Ph.D., '91, Boston Univ. 
 
 1891, Professor of Philosophy, Northwestern University, 620 Clark St., Evanston. 
 
 Clarence Elmer Comstock, A.B., '88, A.M., '91, Knox Coll. 
 
 1897, Professor of Mathematics, Bradley Polytechnic Institute, Peoria. 
 
 G. VV. Conn, Jr. 
 
 1902, Superintendent of McHenry County Schools, Woodstock. 
 
 Lillian S. Cushman. 
 
 1903, Instructor in Art, School of Education, University of Chicago, 6030 Jackson Park 
 
 Ave., Chicago. 
 
 Minna C. Denton, B.Sc, '00, A.M., '01, Univ. of Mich. 
 1906, Instructor in Lewis Institute, Chicago. 
 Theresa J. Donnelly. 
 
 1898, Teacher in Public Schools, 487 Dearborn Ave., Chicago. 
 Garrett Droppers, A.B., '86, Harvard Univ., Ph.D. 
 
 Professor of Political Economy, University of Chicago, Chicago. 
 
 Frank D. Farr. 
 
 Western Manager for Silver, Burdett & Co., 378 W.abash Ave., Chicago. 
 
 Earl B. Ferson, Art Master, '83, Mass. Nor. Art. Sch. 
 
 1884, Teacher of Mechanical Drawing and Machine Design, Chicago Manual Training 
 School, and (1Q06) Department of Engineering, University of Chicago, 395 E. 
 S8th St., Chicago. 
 
 Elizabeth G. Finkler. 
 
 Teacher in Public Schools, 182 1 Oakdale Ave., Chicago. 
 
 Margaret L. Finnegan. 
 
 1897, Head Assistant in Jefferson Park School, 3028 Our St., Jefferson Substation, Chicago. 
 Katharine A. FitzPatrick. 
 
 1890, Teacher in Horace Mann School, 3421 Parnell Ave., Chicago. 
 Stephen A. Forbes, Ph.D., '84, Ind. Univ.; LL.D., '05, Univ. of 111. 
 
 Professor of Zoology, University of lUinois, 1209 Springfield Ave., Urbana, 
 Charles Herbert Harrington, A.B., '91, A.M., '94, Knox Coll. 
 
 1900, Superintendent of PubUc Schools, Buda. 
 
 Horace N. Herrick, A.B., '90, Harvard Univ.; A.B., '86, A.M., '91, Eureka Coll. 
 
 1897, Teacher of Greek and Latin, R. A. Waller High School, 284 Sunnyside Ave., Chicago. 
 
 Thomas Franklin Holgate, A.M. '89, Univ. of Toronto; Ph.D., '93, Clark Univ.; LL.D., '05, 
 Univ. of 111. 
 1893, Professor of Applied Mathematics, (1902) Dean of the College of Liberal Arts, 
 Northwestern University, 617 Library St., Evanston. 
 
 William Thomas Jackson, A.B., '89, A.M., '90, Eureka Coll.; A.B., '94, Harvard Univ. 
 
 1901, Professor of Physics, Eureka College, Eureka. 
 Mary Frances Keane. 
 
 1888, Teacher in Public Schools, 554 E. Division St., Chicago. 
 Kate Starr Kellogg. 
 
 1886, Principal of Lewis Champlin School, 6565 Yale Ave., Chicago. 
 Marcellus Madison. 
 
 1889, Superintendent of Schools, West Chicago. 
 
 C. RiBORG Mann, A.B., '90, Columbia Univ.; Ph.D., '95, BerUn. 
 
 1896, Assistant Professor of Physics, University of Chicago, Chicago. 
 L. B. Mansell, A.B., Ewing Coll. 
 
 1901, Superintendent of City Schools, Farmington. 
 Fred B. Maxwell, Ph.B., '87, Beloit Coll.; Ph.D., '92. Cornell Univ. 
 
 Teacher of Biology, Wm. McKinley High School, Chicago; 308 Franklin Ave., River 
 Forest, P. O. Oak Park. 
 
 Malcolm Ross McElroy, A.B., B.M., '95, A.M., '98, Univ. of Wooster. 
 
 1906. Teacher in Thornton Township High School, 65, 154th St., Harvey. 
 
 Mrs. Frances Pearson Meeks, Pd.M., '04, Mich. St. Nor. Coll.; Ph.B., 111. Wes. Univ. 
 
 1905, Teacher of History, High School, Spring Glen St., Danville. 
 
 Joseph Aaron Mercer, A.B., '71, Univ. of Mich. 
 
 1882, Principal of Lincoln School, 204 Flora Ave., Peoria. 
 Walter Reynolds Mitchell, B.Sc, '87, Univ. of 111. 
 
 Department of Biology, Hyde Park High School, 433 E. S7th St., Chicago. 
 
 Alexander A. Moll, A.B., '86, Oberlin Coll.; A.M., '89, Hopedale Nor. Coll. 
 
 1891, Teacher in Public Schools, 6132 Prairie Ave., Chicago. 
 Mary A. Movnihan. 
 
 1885, Teacher in Public Schools, 660, 37th PL, Chicago. 
 Mrs. Emma A. Naylor, B.Sc, '72, Lincoln Univ. 
 
 1896, Principal and Teacher of Mathematics, Mason City. 
 Eleanor D. O'Connor. 
 
 1897, Teacher in Nathaniel Greene School, 7140 Emerald Ave., Chicago. 
 Christopher S. Oglevee, B.Sc, '94, D.Sc, '05, Lincoln Univ. 
 
 1895, Instructor in Biology, Lincoln College, 1006 N. Union St., Lincoln. 
 A. S. Pearse, B.Sc, Univ. of Nebr., A.M. 
 
 1906, Teacher of Biology, Lake High School, 335 E. 62d St., Chicago. 
 Lavinia Ritter. 
 
 Teacher in Public Schools, 1734 Melrose St., Chicago.
 
 lUinoisl LIFE, ACTIVE, AND CORRESPONDING MEMBERS -j-ji 
 
 ILLINOIS— Ci.-«/inMfi 
 
 1903 Matilda A. Ritter. 
 
 Teacher in Public Schools, 1029 W. Montrose Ave , Chicago. 
 
 Joanna Elizabeth A. Skifert. 
 
 iSqo, Teacher in Public Schools, 429 Center St., Chicago. 
 
 Jf.>jnie E. Slack. 
 
 Teacher in Huron Street School, 265 E. Huron St., Chicago. 
 
 Spencer R. SvirrH, .\.B., Mich. Univ. 
 
 Principal of WcndcU Phillips High School, 319 S. Park .\ve., Austin Sla., Chicago, 
 
 Philip J. STON'EBERr.. A.M., '90. .\.M.. '01. Khot Coll.; A.M., 'os, Columbia Univ. 
 Student at Har\ard Univtrsily; home address, Bishop Hill. 
 
 Miss Frank E. Trfmain. 
 
 Teacher in Public Schools, 886 Warren .\ve., Chicago. 
 
 Susannah Usher, BSc, 'oS, Mass. Inst, of Tech. 
 
 1904, Assistant Professor of Household Science, University of Illinois, 1007 \V. Illinois 
 
 St., Urbana. 
 Mary E. Vance. 
 
 1895, Principal of Julia Ward Howe School, 5729 .Midway Park, .\uslin. Chicago. 
 Clyde Weber Votaw .\.B. '88, .\mherst Coll.; B.D., '91, Yale Univ.; Ph.D., '06. Univ. of Chicago. 
 
 1900, Assistant Profcs.sor of .\cw rcstainenl Lilcralurr, University of Chicago, 5517 Wash- 
 ington Ave., Cliicago. 
 
 Anna Waldschmidt. 
 
 Teacher in Public Schools, 60 Grant PI., Chicago. 
 
 1904 G. B. Affleck. A.B.. '07. Univ. of Manitoba, Canada. 
 
 1906. Physical Director. Central V. M. C. A., 133 LaSallc St.. Chicago. 
 Charles Frank Atkinson. 
 
 President of firm of Atkinson, Mentzer & Grover, School Book Publishers, 350-353 
 Wabash Ave., Chicago. 
 
 Francis B. Atkinson. 
 
 Editor of "The Little Chronicle," 358 Dearborn St., Chicago. 
 
 Frederick G. Bonser. B.Sc.. '01. M.Sc, '02. Univ. of 111. 
 
 1905, Director of Normal Training School, State Normal School; res., 346 W. Calhoua 
 
 St., Macomb. 
 
 Walter F. Boyes. 
 
 1902. Superintendent of Knox County Schools, 751 N. Kellogg St., Galesburg. 
 
 Thomas H. Briccs, Jr., .AH., '06, Wake Forest Coll, 
 
 1900, Instructor in Englibh, Eastern Illinois Stale Normal School, Charleston. 
 Theodore C. Bcrcess, A.B., '83, Hamilton Coll.- Ph.D.. 'oS. Univ. of Chicigo. 
 
 1904, Director of Bradley Polytechnic Institute, 220 Clara St., Peoria. 
 John Ellsworth Cum. .\.B.. '86. .AM., '(>.s. Ilridtll.crg Univ. 
 
 1898, Principal of High School, Earlville. 
 
 Matir a. Cobb. 
 
 1906, Kindergartner in City Schools, 1087 Perry St., Chicago. 
 
 Harry .\delbebt Dean. 
 
 Suix-rintcndcnt of Schools of Kane County, Geneva. 
 
 W. W. Earnest. 
 
 1902, Superintendent of City Schools, 427 W. Jackson St., Macomb. 
 
 Charlf-s H. Elliott. , . /- 
 
 1902, Superintendent of Township High School; rrs . 221 S. M.iple St., Centralia. 
 
 Henry BENrnirr FiiiiiER, A.H., 'g^, N'orthwrsirrn Univ. 
 
 iijoi, Su|jtrintendent of SihooU, lieiicsco. 
 Jasper N. Hu.NT, A.M., '75. Allegheny Coll. 
 
 Rcprescni.itivc of Educational Publications, <..i W .l..isli .\ve., ChiiiiRo. 
 
 H. J. JoKISCll, B.Sc , '01, Univ. of Chicago. 
 
 1903, Superintendent of SchooU, HinMlale. 
 
 Silas Jones, A.B., '92, Eureka Coll. 
 
 i(>oo, Profevior of Sacrctl Literature, Eureka Collrgr, Eureka. 
 
 William H. Josf.s. B Sr . *oi. NorihwcMrrn Univ. 
 907 Irving bt.. Johei. 
 
 Jamm Kirk. A n .'71. A M ,'74. , .„ . ^. , ,. 
 
 iH<>s. I'eaihrr <if lliKhrr Malliem.iln ■« .iiid Mrlli.-I-., S.ulhrrn Illinois Norm.il I nf-fM'- 
 Curliundalr. 
 
 J. (» Lkslif, A H , A M 
 
 i»H», Princip4l of High Schi>ol, Ottawa. 
 TiioMA.H WiL.v»N LiMi'.LK. AH.. '93, Davidwin O.ll.; Ph.D , '.y*. I.npdg Univ.; Gr««l,, 'oi, I'tin.n. u 
 Thcol. Sem. 
 i<yi<. Prr«i<lrnt of lilackbum Collrgr. am! Prolr»«<ir .if (irrman ami HlMory, C arun\ille. 
 DAMitL P. .Ma< .Mimas. Ph I). 'w. Univ. of Cl.i. III... „,,,.• 1. 1 
 
 1902, Dirr.i.ir ..f |)rj«rlmrni ..f Chil.l Siu.ly ami Prtf.-iBrnir IntTnligali.m. Public SchrxiU, 
 k.x.m HoH. Ml l>rarl«jrn St.. CliliaKo 
 
 Framcw M M< Kav. It I. , Univ of III 
 
 i8<><, PrincipttI of An.lervin Sihwl, 134 Warrrn Ave , ( hliago 
 Thomas H MrMi<ii*ri.. AH, 'v., A M . 'H.,, M.mm..iith Col! , I) H . 'o», WrMininMrr C.ill. 
 
 i<2Jj, PreM.lent of .Monmi/Ulh Collrgr, M.minoulli 
 
 G W I Mkfkkr 
 
 Supcrinlcmknt of I'ublic School*. 129 W. Pine St.. Canton.
 
 772 NATIONAL EDUCATIONAL ASSOCIATION flllinois 
 
 ILLINOIS — Continued 
 
 1904 Charles W. Minard, A.B., '84, A.M., '87, Ph.D., '94, 111. Wes. Univ. 
 
 Principal of Marquette School, Chicago; res., 518 N. 4th Ave., Maywood. 
 George William Myers, B.L., '88, M.L., '91, Univ. of 111.; Ph.D., '06, Univ. of Munich, Bavaria. 
 
 1901, Professor of Teaching of Mathematics and Astronomy, School of Education, Univer- 
 sity of Chicago, 6444 Greenwood Ave., Woodlawn, Chicago. 
 
 WiLLUM Garrett Padfield. 
 
 1934, Principal of Webster School, 1616 St. Louis Ave., East St. Louis. 
 
 Clementina Paranteau. 
 
 1882, Teacher in Anderson School, 601 W. North Ave., Chicago. 
 Effie M. Pike. 
 
 1903, Principal of Longfellow School, 707 S. Scoville Ave., Oak Park. 
 
 D. Walter Potts. 
 
 1896, Principal of Horace Mann School, East St. Louis. 
 David B. Rawlins, Ph.B., Northwestern Univ. 
 
 1903, Superintendent of Schools, 1230 Park Place, Quincy. 
 Bertrand Clifton Richardson. A.B., '93, A.M., '96, Syracuse Univ. 
 
 1906, Assistant Principal of High School, 536 E. 7th St., Alton. 
 
 Flora C. St. Clair. 
 
 1897, Teacher of the Deaf, 6916 Stewart Ave., Chicago. 
 
 Frederic L. Sims. B.Sc, '02, De Pauw Univ., and '03, Univ. of Chicago. 
 
 1906, Principal of New Trier Township High School, Kenilworth. 
 
 Frederick James Volney Skiff, A.M., '05, Colo. Coll. 
 
 1894, Director of the Field Museum of Natural History, Chicago. 
 
 Gerard T. Smith, A.B., '96, Albion Coll. 
 
 1906, Superintendent of Public Schools, Library Building, Peoria. 
 Jennie Tazewell. 
 
 1890, Assistant Superintendent of Schools, 315 Washington St., Elgin. 
 
 L Harry Todd. 
 
 Principal of Longfellow School, 331 Missouri Ave., East St. Louis. 
 
 Mildred Esther White. 
 
 1906, Teacher in Public Schools, 288 Michigan Ave., Chicago. 
 
 Eva Blaine Whitmore. 
 
 1884, General Superintendent of Chicago Free Kindergarten Association, 210 E. 33d St. 
 BouL, Chicago. 
 
 William F. Young. 
 
 Vice-President, Benj. H. Sanborn & Co., 378 Wabash Ave., Chicago. 
 
 1905 Edward Anderson. 
 
 Superintendent of Schools, 113 N. Walnut St., Springfield. 
 
 William Dawson Armstrong. 
 
 Musical Director of Shurtleff College and the Western Military Academy, 420 Danforth 
 St., Alton. 
 W. D. Bannister, .\M.. '01, Univ. of Mo. 
 
 1905, Principal of High School, Cairo. 
 
 ZoNiA Baber, B.Sc, Univ. of Chicago. 
 
 1901, Head of Department of Geography, School of Education, University of Chicago; 
 
 res., 5623 Madison Ave., Chicago. 
 
 John Strove Brazier, A.B., '86, Marietta Coll. 
 
 Representative of Silver, Burdett & Co., 378 Wabash Ave., Chicago; res., 933 Lunl 
 Ave., Rogers Park Sta. 
 
 William H. Chamberlain, Grad., 111. St. Nor. Univ. 
 
 1906, Principal of Cyrus H. McCormick School,; res., 6036 Ingleside Ave., Chicago. 
 
 Mrs. Mary D. Cum, bers, B.Sc, '05, Columbia Univ. 
 
 Instructor in Chemistry and Home Economics, Rockford College, Rockford. 
 
 Emma M. Church. 
 
 1903, Director of Normal Art and Design Departments, Chicago Academy of Fine Arts, 
 6 Madison St., Chicago. 
 
 Elizabeth F. Daly. 
 
 1886, Teacher in Public Schools, 322 N. Franklin St., Chicago. 
 
 Julia F. Duffy. 
 
 1894, Teacher in Public Schools. 3301 S. .Ashland .\ve., Chicago. 
 
 Leander Dallas Ellis, A.B., '96, Univ. of Kans. 
 
 1905, Superintendent of City Schools, 115 Keokuk St., Lincoln. 
 
 Willard C. Gore. Ph.D., '01. 
 
 1902, Assistant Professor of Psychology, University of Chicago, 5329 Greenwood Ave., 
 
 Chicago. 
 Horace A. Hollister, A.B., '88. A.M.. '96, State Univ. of Iowa. 
 
 1902, High School Visitor, University of Illinois; res., 106 E. Green St., Champaign. 
 
 John A. H. Keith, A.B., '09, A.M., '00, Howard Univ. 
 
 1906, Head of Training Department, Illinois State Normal University; res., 702 S. Broad- 
 
 way, Normal. 
 
 Frances MacChesney. 
 
 1879, Teacher in Public Schools, 6565 Yale Ave., Chicago. 
 
 Mary S. Mack, B.Sc, '02, Teachers Coll.. Columbia Univ. 
 
 1902, Supervisor of Primary Instruction, 202 E. Chestnut St., Bloomington.
 
 Illinois] 
 
 LIFE, ACTIVE, AND CORRESPONDING MEMBERS 77, 
 
 ILLINOIS— Con/«n«<r(i 
 OSCAR L. Mc^It■K-^^B:.^•^.;o-/^^^^^^^^ >,,^,, School. 64.4 Kimbark Ave. . Chicago. 
 
 John- E. '^^'l-^l'^^^^-^^^^^^^^^^ „f Public Schc.ls. 925.. Baugh Ave. Kast St.I>>uis. 
 Orris J. ^^'^^^^^p^rintcndenl of Dore School. Chicago, res.. 40.. 7th Ave. La Grange. 
 Sarah L. yg^^^^-^^^'i^^i^p^i^^^'teachers' Training School, Lcland Hotel, Springfield. 
 
 Orett Lyma-n Mlnc.er. . 
 
 9 Drcxel Square, Chicago. 
 
 Mrs. C. M. Parkkr^ ^^^ ^^^^^ ^.^^^„ ^^^ ^^, ^^^^^^^ ^^ Taylorville. 
 
 F. O. Perkins. ^^.^^^^^_^ ^^^^^^^^ ^^ Longmans, Green & Co.. Publishers. 203 Michigan Ave.. 
 
 Chicago. 
 Sophia E. P«]tchard^^^^ ^ ^^^^^ ^^^^ ^^^^ ^^^^^^ P^^, ^^^j^^^^ 
 
 w., TITO nit f SroTT V B Northwestern Univ.; Ph.D., '00. I'niv. of Leipz-iR. Germany. 
 
 Walter DaL Scott^V». '"^^rt^" J^^ ^^ Psychology and Education. Norihweslern University. 2036 
 
 Orrington :\\c., Evanslon. 
 CHARLES H. S«.TH,^NrE., -SSj Cornell ^ ,,^^, „.^, j,^,^, ^^^ Editor of "School Science and 
 
 Mathematics," 540<' -Madiscjn Ave., Chicago. 
 MRS. Cx,n™e B---S«--,^^.^. i„ Charge of Public School Music School of Music, In.ver- 
 
 sity of Illinois; res.. 606 Lincoln Ave., trbana. 
 
 7 M Smith AB 'oi. A.M.. 'c;. De Pauw I'niv. 
 
 Z. M. S«"H^A.15„^CM^. A .^^ ^^^ ^^^^1 ^^^ j.^^^^|.^ g^ li^^,;\\^. 
 
 James H. Ti;rrs, A.B., '84. LL.O.. '04. Amherst Coll ; Ph.D., '02. Freiburg. 
 1802, Professor of Philosojihy. University of Chicago, Chicago. 
 
 CHARLES M. -^--^-^^J^:^::^^:^],^ Mathematics," 440 Kenw...d Terrace. Chicago. 
 
 Carroleane Tvrr,km..^^^ .^^ ^^^^^.^ ^^^^^ ^^^ ^^, Ran.L.lph St.. Chicago. 
 
 Emma Weliwn. ^^_^^^^^ .^ p^^^.^ ^^^^^^ ^^^^ ^^, ^^^,,^^^^ j^, j-. j^^g^ 
 
 W. H. W HEELER. ^^^^^ ^^^^ PublLshcr, 203 Michigan Ave., Chicago. 
 
 Lizzie K. '^^'^"^""^j^,,^ ^„j s,h.M>l H...k Publisher. 22H Wabash Ave., Chicago. 
 
 .^ LESTKR ^V._BAKTJ^.^..^^;c^^;|^^a.;.0^^ 
 
 N.THAS.KL »---.^;^',^;?^Jf;;^'t(KduSj;,'ulersi.yo( Chicago; r«.. 560. Mad.=.n A.... 
 
 Chicago. 
 CHRISTorHER^J. nvR^K^^^^ j^^^ ^^^ ^.^^ ^,^^ l_^ ^j^l^^^^y ,„j^ „„„^„ 
 
 ANNA B. Champion.^^^.^^^^^^^^ ^^j ^^^I^ ^.^^^^^^ ^,^^^^,^ ^^ ^ ^„, s,.. ,,rrKon. 
 
 P.K.. L. c;;;^--;^|vsc.;cM.,Nrsc. -9^^ ^„^.„„„ „„„,.., „,, n„,. 
 
 mal Sch.K.1; rc«.. 226 O.llcgc Ave.. Urkalb. 
 
 Habbv Vi.-rr.R Ch. «<ii. I'h.B . '94 Univ. "f <"»'',' "K"^ . , ,.. „. 
 iKw, Prin.iixil of J. Sl.rlir.« .Morton High S<h.*.l, C ly.lc. 
 
 '' '' '''T^!: ^,^.^^ !^ Ci.y S.h.-.U. 2.0. 6.h S... STcator. 
 
 Nathan ^^-^''^;^^l';;i, '" " 7*:;!, M"'l..al Ivlu.^.ion of .hr Ameri..,n Mcdi..il A^kIv 
 
 lion, loj iJ...... \.r.. Chiiago. 
 
 HrsRV '^•7;^-««;J^^,'r, Secretary of The Rellgiou. Wu.a.ion A^K.a.ion ,,, I^Sallc St., Cl.k.go. 
 W. W. ^"^■"*^;j|^^j„,p„,,^„, „, ivKalb County ScliooU. Sycam..rc. 
 
 Ti. vi'.T-r Ki wiMiii B S< "ii? Liwrrncr Univ. 
 
 Ok Witt 'J *';';"j,j;,,i„„;,:,,„, .,, Public .Sth.«U. Charlr^nn. 
 
 ^^■- ** ' " s.,Krintrndrn. of S.h...U of l>.S«llc QHinly. OILiw... until J-.n. -■ Mnlour. 
 
 alter June ikl, OlUwa.
 
 774 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Illinois 
 
 lUJWOl'S,— Continued 
 
 1906 WiLLARD L. German. 
 
 Superintendent of Schools, Polo. 
 
 Cyrus Stover Grove. 
 
 1902, Superintendent of County Schools, Freeport. 
 
 Hapgood's, Chicago, 111. 
 
 President H. J. Hapgood, Hartford Bldg., 140 Dearborn St., Chicago. 
 
 JoH.N Henry Heil. A.B.. '95. Univ. of Chicago. 
 
 1903, Superintendent of Public Schools, 2320 Isabella Ave., Morgan Park. 
 
 V/iLLiAM Russell Hornbaker. A.M., '93, De Pauw Univ. 
 
 1900, Principal of Oliver Goldsmith School; res., 3217 Ivison Ave., Berwyn. 
 
 RoscoE M. Ihrig, Ph.B.. '01. Univ. of Wooster. 
 
 1903, Teacher of German, High School; res., 408 Oak St., Danville. 
 
 William H. Ives, A.M., Syracuse Univ.; LL.B., N. Y. Univ. 
 
 Resident Director and Western Manager, D. C. Heath & Co., 378 Wabash Ave., 
 Chicago. 
 
 Edmund W. Jeffries. 
 
 Secretary of American Manual Training Co., 300 Wabash Ave., Chicago. 
 
 Charles E. Joiner, B.Sc, '91. A.M., '95. Ewing Coll. 
 
 1903, Superintendent of City Schools, Rochelle. 
 
 Warren Jones, A.B., '02, Univ. of 111. 
 
 1905, Superintendent of Public Schools, Elburn. 
 
 Robert James Kellogg, A.B., '91, Ph.D.. '96, Cornell Univ. 
 
 1903, Professor of Modern Languages, The James Millikin University; res., 748 W. 
 Eldorado St., Decatur. 
 
 Charles E. Lawyer, B..Sc., '98, Knox Coll. 
 
 Principal of High School; res., 358 W. Pine St., Canton. 
 
 Clarence H. LeVitt. 
 
 1901, Superintendent of City Schools, Bclvidere. 
 
 Walter Libby. A.M., Univ. of Toronto; Ph.D., Clark Univ. 
 
 1905, Professor of Education, Northwestern University; res., 1709 Ridge Ave., Evanston. 
 
 John A. Long. A.M., '91, Ohio Wes. Univ. 
 
 1906, Superintendent of Schools, 214 Grover St., Joliet. 
 
 William Y. Ludwig. 
 
 Superintendent of County Schools, Court House, Danville. 
 
 Frank L. Miller. 
 
 Superintendent of Schools, 15410 I.«xington .\ve., Harvey. 
 B. C. Moore. 
 
 Superintendent of McLean County Schools, Bloomington. 
 
 James G. Moore. 
 
 Superintendent of Schools, Lexington. 
 
 Mrs. Mary Bloomer Page. 
 
 Director of Chicago Kindergarten Institute, 40 Scott St., Chicago. 
 
 Arthur B. Rowei.l, A.B., '95, Yankton Coll. 
 
 1903, Superintendent of Schools, Glencoc. 
 
 R. L. Sandwick, A.B., '95, Leland Stanford Jr. Univ. 
 
 1903, Principal of Deerfield Township High School; res., 229 Central Ave., Highland Park. 
 
 Henry Field Stout. 
 
 1903, Superintendent of Schools, Genoa. 
 
 Daniel A. Tear, Ph.D., '06, Univ. of Chicago. 
 
 1895, Principal of Wm. Gladstone School; res., 6543 Ellis Ave., Chicago. 
 Gregory Dexter Walcott, A.B., '97, Brown Univ.; A.M., '99, Ph.D., '04, Columbia Univ.; B.D., 
 '00, Union Theol. Sem.. New York City. 
 
 1905, Professor of Greek and Philosophy, and Dean of Blackburn College, Carlinville. 
 
 E. E. Wheeler. 
 
 Member of Firm of W. H. Wheeler & Co., 203 Michigan Ave., Chicago. 
 
 John Hamilton Whitten. 
 
 1903, Superintendent of Public Schools, Onarga. 
 
 1907 John A. Mentzer, Ph.B., '98, Univ. of Chicago. 
 
 Member of firm of Atkinson, Mentzer & Grover, 350 Wabash Ave., Chicago. 
 
 Ernest E. Olp, A.B., '00, Northwestern Univ. 
 
 Manager of Chicago Office, Fisk Teachers' Agency, 203 Michigan Ave., Chicago. 
 
 institutions 
 
 LIFE director 
 
 1890 State Teacher's Association of Illinois. 
 
 President, J. A. Mercer, Peoria; Secretary, Miss Caroline Grote, Macomb. 
 
 ACTIVE members 
 
 1897 John Crerar Library, The. 
 
 Librarian, Clement W. Andrews, Chicago. 
 
 Lincoln College of The James Millikin University. 
 President. J. H. McMurry, Lincoln. 
 
 1898 Chicago Public Library, The. 
 
 Librarian, Frederick H. Hild, Chicago. 
 
 Illinois State Normal University. 
 
 President, David Felmley; Librarian, Ange V. Milner, Normal.
 
 Indiana] LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 775 
 
 ILLINOIS— Co«/»nMr(/ 
 
 Newberry Library. 
 
 President of Board of Trustees, E. W. Biatchford; Librarian, J. \'. Cheney, Chicago 
 
 iSqq Office of Superintendent of Public Instruction. State of Illinois. 
 
 Superinicndcnt, Francis G. Blair, Springfield. 
 Eastern Illinois State Normal School. 
 
 Presiilent, Livingston C. Lord; Librarian, Mary J. Booth, Charleston. 
 Northern Illinois State Normal School. 
 
 President, John \V. Cook, De Kalb. 
 Public Library, Rockfori). 
 
 Lilirarian, Jane P. Huhbell, Rockford. 
 Si'HOOL OF Education. I'mvkrsity of Chicago. 
 
 Librarian. Irene Warren, Chicago. 
 Southern Illinois Normal I'nivkrsitv. 
 
 President, Daniel B. Parkinson; Librarian, Edna Hester, Carbondale. 
 
 University of Chicago. 
 
 President. Harry Pratt Judson; Librarian. Zella Allen Dixson. Chicago. 
 
 University of Illinois, Library. 
 
 President, Edmund J. James; Head Librarian, Katharine L. Sharp, Urbana. 
 
 Wheaton College. 
 
 President, Charles A. Blanchard, Whcatnn. 
 
 1900 Armour Institute of Technology. 
 
 President, F. \V. Gunsaulus; Librarian, Mrs. Julia Beveridge, Chicago. 
 
 Oak Park Public Library. 
 
 President, H. A. Taylor; Librarian, Miss Eva L. Moore, Oak Park. 
 
 igoi Gail Borden Public Library. 
 
 Librarian, Katherinc L. Abbott, Spring and Milwaukee Sts., Elgin. 
 
 Peokia Public Library. 
 
 President, John E. Kecne; Librarian, E. S. Willcox, Peoria. 
 
 1902 Columbia College of Expression, The. 
 
 President. Mary A. Blood; Secretary. Phii-be .M. Roberts, 7th Floor, Steinway HalJ, 
 Chicago. 
 
 Evanston Public Library. 
 
 Librarian, Mary B. Lindsay, Evanston. 
 
 Illinois State Library. 
 
 Stale Librarian, ex-ofjuio James A. Rose. Springfield. 
 
 Lombard College. 
 
 President, Lewis B. Fisher; Dean. Frederick W. Rich, Galesburg. 
 
 Northwestern College. 
 
 President, H. J. Kiekhocfcr; Librarian, S. L. Umbach, Naperville. 
 
 Northwf^tern University, Library. 
 
 Assistant Librarian, I>odilla Ambrose, Evanston. 
 Wester.s Illinois Statk .Normal School. 
 
 Priniijul, Alfred Buyliss, Macomb. 
 
 IQ04 East St. Louis Public Library. 
 
 Librarian, J. Lyon \V<x>dru(I; 8th St. and Broadway, Ett.st St. Ixiuis 
 
 Rockford College. 
 
 President, Julia H. Gulliver, RcKkford. 
 
 ZioN Educational Institutions, Library. 
 
 \ ice- President, H. L). Brascficld; Librarian, F. II. Chamberlain, Zion City 
 
 INDIANA 
 life uimiiir 
 
 1876 Moses Cobb Stevens, AM, 'H,j, I-4irlh.ini Coll. .... . „ . 
 
 iH«), Profrtv.r of Miglier M.illHinalir» (Kmerilu»). Purdue Innxriity. m Kuurll St., 
 I.^ifayettc. 
 
 active MKUIII MS 
 
 188s .Mary E. Nioiolson. 
 
 Principal of Normal S<ho<il, ui; Broodway. Imliamnmln. 
 
 1888 Jamfji C. Black. I'd M , •<n. P.l D , 'y^, S.h, ..f I'd , Iniv of City "f New V<.rk 
 
 igoj. Head of De|Mrtment of Ilittory. IIikIi Stluioj. 304 W, Mth St.. Amlrrwui. 
 
 i8vo Amma Svjvm. . ^ , . , ... 
 
 nx>i. Princitnl of ihr lliah S»hi«il Driiarlmrnt In Stirlman Seminary. Atlanta, (la ; Imnie 
 addrr\i, s>f^\ K naOiiUKlon St , liii|iiinii|i>li<. 
 1 89 1 Mlhh .N. Ciii>i-»r.v. . . t 11 11 
 
 li^H, AMimanl Suiirrinlmdciit of .Sthnok uiv ( ollegc Ave , Indiana (■ill*. 
 
 i8yj William I/.wr Brvam, I'h D ,'.■ 'I -i '"■• 
 
 iijoi, Pre»»denl ol li. , 8w N. Collrgr Ave , BkiomlnKtun. 
 
 WiLiiAM P. Hart. BSc .'Hi, M -• . . .m ,6r Univ. 
 
 looj. Suijcrtntmdrnt of Ciiy SthooU, $j Po|iJar Si , llunimgion 
 HoRAcr. G. W.h.dy, It ' V . V , . 
 
 Su|. '■■*. 608 S, Ixcual St., GrrrnraMlr. 
 
 i8«4 GroH(.r. W. Bint'iv, .\ i-. , n |, \ M , -7, \' ' ' '.11 
 
 ujoi, PriniilMl of Slioflridge II lnili»liapull».
 
 776 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Indiana 
 
 INDIANA— CoM/wwei 
 
 189s H. B. Brown, A.M. 
 
 President of Valparaiso University, 53 Jefferson St., Valparaiso. 
 
 Frank VV. Cooley, B.Sc, '81, M.Sc, '86, Lawrence Univ. 
 
 1902, Superintendent of Schools, 7th and X'ine Sts., Evansville. 
 
 Thomas F. Fitzgibbon, Grad., '90, Ind. St. Nor. Sch.; A.B., '97, Ind. Univ. 
 
 1901, Superintendent of Public Schools, 734, 7th St., Columbus. 
 Cyrus William Hodgin, A.M., '88, Earlham Coll. 
 
 1887, Professor of History, Earlham College, 222 Central Ave., Richmond. 
 Calvin N. Kendall, A.B., '82, Hamilton Coll.; A.M., '00. Yale Univ. 
 
 1900, Superintendent of Public Schools, 312 N. Meridian St., Indianapolis. 
 
 1896 George F. Bass. 
 
 Institute Instructor and Lecturer, Knights of Pythias Bldg., cor. Pennsylvania and 
 Massachusetts Aves., Indianapolis. 
 
 Mrs. Eliza A. Blaker. 
 
 1882, Superintendent of Indiana Kindergarten and Primary Normal Training School, 
 2320 N. Meridian St., Indianapolis. 
 
 Robert I. Hamilton. 
 
 1904, Superintendent of City Schools, 316 N. 4th St., Vincennes. 
 
 Joseph R. Houston, M.Sc, '93, Moore's Hill Coll. 
 
 1896, Superintendent of Public Schools, .-Vurora. 
 C. M. McDaniel, B.Sc, '85, A.M., '93. 
 
 1905, Superintendent of Schools, 392 Hohman St., Hammond. 
 
 William A. Millis, A.M., Ind. Univ. 
 
 1900,' Superintendent of Schools, 607 S. Water St., Crawfordsville. 
 
 Benj.\min F. Moore. 
 
 1899, Superintendent of City Schools, 618 W. 5th St., Marion. ' 
 
 Thomas Abbott Mott, A.M., '98, Earlham Coll. * 
 
 1896, Superintendent of Schools, Garfield School, Richmond. 
 Flora Roberts, B.Sc, '87, M.Sc, '98, Purdue Univ. 
 
 1904, Superintendent of Schools, Chalmers. 
 Howard Sandison, A.M., '89, Ind. Univ. 
 
 1890, Vice-President of Indiana State Normal School, 404 N. Center St., Terre Haute. 
 David W. Thomas, A.B., '72, A.M., '75, De Pauw Univ. 
 
 1886, Superintendent of City Schools, 506 Lexington Ave., Elkhart. 
 William H. Wiley A.B., '64, A.M., '67, Butler Univ. 
 
 Educational Writer, 451 N. 7th St., Terre Haute. 
 
 1897 Adelaide Steele Baylor, Ph B., '97, Univ. of Chicago. 
 
 1903, Superintendent of City Schools, 108 E. Hill St., Wabash. 
 
 Francis M. Merica, B.Sc, '96, Wm. Taylor Univ.; Ph.B.. '97, Univ. of Chicago. 
 
 1905, Superintendent of Pubhc Schools, Garrett. 
 
 Edwin S. Monroe, Ph.B., '96, 111. Wesleyan Univ.: A.M., '97, Hanover Coll. 
 
 1903, Superintendent of City Schools, 701 N. Gentry St., Frankfort. 
 Henry C. Montgomery, A.B., '80, A.M., '86, Hanover Coll.; A.^L '91, Univ. of Mich. 
 
 1892, Superintendent of Schools, 217 N. Walnut St., Seymour. 
 Will A. Myers, A.B., '96, A.M., '99, Ind. Univ. 
 
 Principal of High School, 620 N. Jefferson St., Hartford City. 
 Robert Alexander Ogg B.Sc, '72 A.M., '92, Ind. Univ. 
 
 1898, Superintendent of City Schools, 216 W. Sycamore St., Kokomo. 
 Justin N. Study, A.M., '73, Ohio^Wes. Univ. 
 
 1896, Superintendent of Public Schools, Ft. Wayne. 
 
 1898 Edward G. Bauman. Grad., '90, Ind. St. Nor. Sch.; Ph.B., '96, 111. Wes. Univ.; A.M., '98 (pro 
 
 merito). Cent. Wes. Coll.. and'99, III. Wes. Univ. 
 1903, Superintendent of City Schools, 829 Main St., Mt. Vernon. 
 
 Fassett a. Cotton. A. B., '02, Butler Univ.; Ph.B., '02. Univ. of Chicago; LL.D., '05, Franklin Coll. 
 
 1903, State Superintendent of Public Instruction, Room 27, State House, Indianapolis. 
 Mrs. Laura Dale Floyd. 
 
 906, i4Sth St., East Chicago. 
 
 John Anderson Wood, Grad., '89, Ind. St. Nor. Sch.; A.B., '97, A.M., '02, Ind. Univ. 
 1898, Superintendent of City Schools, 12 10 Clay St., La Porte. 
 
 1899 Charles H. Copeland, A.B., '96, A.M., '97, Ind. Univ. 
 
 1897, Superintendent of Public Schools, 409 S. Main St., Fairmount. 
 Frank F. Heighwav, B.Sc, '88, Valparaiso Univ. 
 
 1896, Superintendent of Schools, Crown Point. 
 Orvh,le C. Pr.\tt, Ph.B., '95, DePauw Univ. 
 
 1897, Superintendent of Schools, Danville. 
 
 1900 RuFUS J. Dearborn, Grad., '00, Ind. St. Nor. Sch.; A.B., '04, Ind. Univ. 
 
 190S, Head of Department of History, Indiana Central University, University Heights, 
 Indiana p<jlis. 
 
 John W. Hamilton. 
 
 1893, Superintendent of Schools, Monlicello. 
 LuciEN B. O'Dell. 
 
 190 1, Superintendent of Schools, 711 N. Meridian St., Brazil. 
 William C. Smith. 
 
 1905, Director of Winona Technical Institute, E. Michigan St., Indianapolis.
 
 Indianal LIFE, ACTIVE, AND CORRESPONDING MEMBERS 777 
 
 I XD I AN' A— Co«/i« ued 
 1900 James Harney Tommn. 
 
 i8q4. Superintendent of Schools, J07 W. Broadway, Shelljyville. 
 Harry Bri'ce Wii_son. A.B.. '05. Ind. I'niv. 
 
 1002, Superintendent of City Schools, 51 W. King St., Franklin. 
 William A. Wirt. Ph.B., 'oS, De Pauw Univ. 
 
 1899, Superintendent of I'ublic Schools, 324 W. Wasliington St., BlufTton. 
 i(>oi Mrs. Frances M. BEArn, Grad., 'Si, Ind. St. Nor. Sch. 
 
 1877, Teacher in Public Schools. 210 S. 7th St., Terra Haute. 
 Mrs. Esse Bissell Dakin, B.Sc, 'So, Cornell Univ. 
 
 1892, Head of Dep;irtment of Mathematics, and (1905) Assistant Principal of High 
 School. 410 W. Washington St., South Bend. 
 M.\NFRED W. Deputy. B.Sc.. '02. So. Ind. Nor. Coll.; A.B., "04. A.M., '05, Ind. Univ. 
 
 1905, Superintendent of City Schools, Columbia City. 
 Wilbur A. Fiske, .X.M., De Pauw Univ. 
 
 1891, Instructor in Physical Science, High School, Richmond. 
 Alice Lodise Harris. 
 
 1902. Super%isor of Kindergarten and Primary Schools, Office of Board of Education, 
 
 7th and \'ine Sts., Evansville. 
 FkA.NKLi.N S. Ho\T. B..Sc.. 'o?. Boston Univ.; .\.M., '05, Columbia Univ. 
 
 1901. .\ssistant Superintendent of Schools, 312 N. Meridian St., Indianapolis. 
 James H. Jeffrey. .A.B., '98, Ind. Univ. 
 
 1901, Superintendent of City Schools, Gas City. 
 I.. .\. McKnicht. 
 
 1899, Superintendent of Benton County Schools, Fowler. 
 Charles S. Meek. A B., Univ. of Ind. 
 
 1901, Superintendent of Schools. High School, Elwood. 
 James B. Pearcy, Ph.B., '88. Butler Univ. 
 
 1905. Superintendent of Schools, 412 W. 12th St., Anderson. 
 Oscar Morton Pittencer, A.B., '96, Ind. Univ. 
 
 1904, Superintendent of Schools. 211 E. Broadway, I'. O. Box 682, Alexandria. 
 George L. Roberts, .X.B., '94, Ind. St. Univ. 
 
 1903. Superintendent of City Schools, 445 "The Johnson," Muncie. 
 Fra.vcis M. Stalker, .\.B., '84, A.M., '87, Princeton Univ. 
 
 1904. Professor of History of Education. Indiana State Normal School. 914 S. 5th St., Terre 
 
 Haute. 
 
 1902 Oscar R. Baker. 
 
 1895, Superintendent of Schools, 150 South St., Winchester. 
 
 Lotus D Coffman. .\M.. 'os. Ind. Univ. 
 
 1905. Su|x:rintcndent of Schools, 810 Mulberry St., Connersvillc. 
 
 Homer B. Dickey. 
 
 1903, Superintendent of Public Schools, Lowell. 
 
 Ellis H. Drake. Grad.. '94. Ind. St. Nor. Sch.; A.B., '04. Ind. Univ. 
 
 1906. Su|x-rintcndent of I'ublic Schtxjls. 501 S. 3d St.. Elkhart. 
 Eldo Lewis Hkniiricks, A.B., '94, Franklin Coll.; A.M., '91;, Ind. Univ. 
 
 1902, Su|x:rintcndcnt uf Schools, Delphi. 
 
 Robert L. Kelly. Ph.B.. '88, Earlham Coll ; Ph.M., 'oo. Tnlv. of ChicnRo. 
 
 1903, President of Eaxlham College, Soo National Road W.. Earllum. 
 Henry Lester SMmi, A.B., '<>«, .\ M , "oo. Ind. St. Univ. 
 
 190s, Su|x:rvising Prinii|>ul of Schools. 314 .\. Wa.%hiiigton St., BIciumington. 
 
 MiLo H. Stuart, A.B., ■98. Ind. Univ. 
 
 Teacher in .Manual Training Hii{h School, 2927 N. Senate .\ve., lndiuna|>olis. 
 
 1903 Georgia ,\. Alexanukr. 
 
 iH)))j, Su|x:rvising Princijial of Sch'Kils, H07 N. Pennsylvania St., Indiaiiaiiulis. 
 
 Robert J. Alky, A B., AM., Ind. Univ.; Ph I) . Univ. of I'a. 
 
 1891, Prolrsvir of .MaitirniaiiiH, Iniliann University, and (1903) Editor o( " Educator Jour- 
 nal." 209 l''<jrei>t PI., Bl<«iiningtun. 
 
 Louis A. BAfos. 
 
 If/32, Supervinur of .Manual Training, City ScliooU, A16 N. Meridian St., In<liana|Kilii. 
 
 EnwAkii Baii.».y llim.r. A.H., '01, ltr<jwn Univ , M««.H , '04, Vulr Univ. 
 
 1901, Su|jrr\iM<r of .Muhk, Public SduMtU, i^u ,S'. Prnn»ylvania St., Indiaiupuli*. 
 
 LVDIA R. Bl.AK If. 
 
 iH<M, Suix-rviititig Priniipal of Public SchooU, 42/ Fulton St., Indianapulin. 
 
 Amna BRfK-KiiAi'-irs. 
 
 1901, .Suprrviking Prin(i|ul of SihooU. 2402 Itrllrfontain St , lniliaiu|aili<. 
 
 AuELAiuK Carman. 
 
 i>Mi, I'rincipal tA Muoic De|Mnmrnl, Indiana fiisiiiuiinn lur Kduiatioii nt ilie Itlind; 
 res.. Q>3 N. PcnnjiylvanU S<.. In<iiana|i<>li'> 
 
 E. Kate Carmam. 
 
 023 N. Penniiylvani.i St.. lndiana|i>ilU. 
 
 D. R. ELLA»*««irR, A II., '01. Ind Univ 
 
 1H9S. Priniipal of Migli .S<lii«il, 31 S. ijth St., Ruhmond. 
 William CiirHTrn C.ohie, Grad . *o/. In<l. Si. Nor. S«h.^ 
 
 i9ot. Su|irrintrndrni ol Ciiy Stlviobi, ui K. Norlh Si., (trrrnftrld. 
 
 Ersk-ht f). Hoi.i.ANii. A II . '9^. In«l Univ 
 
 190$, AMotiatc PrufcMur ul Lducalioa. Iiultana Univrnlly. lllu«>iiiinKiun.
 
 7^8 NATIONAL EDUCATIONAL ASSOCIATION [Indiana 
 
 INDIANA— Con/inuei 
 
 1903 Richard Otto Johnson. 
 
 1889, Superintendent of Indiana State School for the Deaf, cor. Slate and Washington Sis., 
 Indianapolis. 
 
 Charles Allen Prosser, A.B., DePauw Univ.; B.L., Univ. of Louisville. 
 
 1900, Superintendent of Schools, 1220 Elm St., New Albany. 
 
 Ellsworth Robey. 
 
 1904, Superintendent of County Schools, and Member of State Board of Education, 
 
 Kokomo. 
 Leon Lewis Tyler. LL.B., '00, Univ. of Mich.; A.B., '06. Earlham Coll. 
 
 1901, Principal of Fairmount .Academy, Fairniount. 
 
 1904 Harold Barnes, A.B., '92, Kans. St. Univ. 
 
 1903, Superintendent of City Schools, Princeton. 
 
 Elmer B. Bryan, A.B., '93, Ind. Univ. 
 
 1905, President of Franklin College, Franklin. 
 
 Harry O. Buzzaird. 
 
 Superintendent of Monroe County Schools, 412 E. 4th St., Bloomington. 
 
 John C. Hall, A.B., '00, Univ. of III. 
 
 1900, Superintendent of City School, 210 La Porte Ave., Whiting. 
 
 Jacob W. Holton, A.B., '02, Ind. Univ. 
 
 1906, Sufjerintendent of Schools, Sullivan. 
 
 William A. Stecher. 
 
 1904, Director of Physical Training, Pubhc Schools, 1723 Broadway, Indianapolis. 
 
 Samuel Wertz, A.M., Hartsville Coll. 
 
 1888, Principal of High School, 1202 Pearl St., Columbus. 
 
 1905 William E. Baugh, A.B., '02, Howard T'niv. 
 
 1904, Teacher in City Schools, 1122 Fayette St., Indianapolis. 
 
 R. Katharine Beeson. 
 
 Supervisor of Elementary Schools, Stockton House, Lafayette. 
 
 John A. Bergstrom. 
 
 1899, Professor of Education, Indiana University, Bloomington. 
 
 Jacob Grant Collicott, A.B., Ind. Univ. 
 
 Principal of High School, 113 Powell Ave., Evansville. 
 
 Homer L. Cook. 
 
 1903, Superintendent of County Schools, 2301 W. Washington St., Indianapolis. 
 
 WiNFiELD Augustus Denny, A.B., .A.M., Ind. Univ. 
 
 1905, Principal of High School, 135 W. 8th St., Anderson. 
 
 Frederick Louis Fagley, B.Sc, '05, Moore's Hill Coll. 
 
 Professor of History and Science of Education, and Head of Normal Department, 
 Moore's Hill College, Moore's Hill. 
 
 Lula Cobleigh Grove. 
 
 1904, Supervising Principal of City Schools, 2s The Wyandot, Indianapolis. 
 
 Evangeline E. Lewis, h.V>., '94, Ind. Univ. 
 
 1895, Teacher of Mathematics, High School, 168 N. Jefferson St., Huntington. 
 
 C. McHenry Marble, Ph.B., '85, B.Pd., '00. 
 
 1904, Superintendent of Public Schools, 414 E. Chestnut St.. Jeffersonville. 
 
 Mary S. Mulligan. 
 
 1901, Supervisor of Instruction, 304 W. 13th St., Anderson 
 
 Alva Otis Neal, B.Sc, '92, M.Sc. '95, Franklin Coll. 
 
 1905, Superintendent of City Schools, 611 E. 2d St., Madison. 
 
 Mrs. James M. Noel. 
 
 189s, Teacher in Public Schools, 313 E. St. Clair St., Indianapolis. 
 
 Eitel Ruskin Ray, A.B.. '01, A.M.. '02, Ind. Univ. 
 
 Supervising Principal of Public Schools, 2419 Talbott Ave., Indianapolis. 
 
 William H. Sanders, A.B., '95. A.M., '96. Ind. Univ. 
 
 1905, Superintendent of City Schools, 323 S. Grant St., Bloomington. 
 Joseph Hiram Scholl. Grad., '93, Ind. St. Nor. Sch.; A.B., '98, Ind. Univ. 
 
 1904, Superintendent of Schools, 635 N. Jackson St., Rushvillc. 
 1906 Francis E. Andrews, A.B.. '74. A.M., '84, Marietta Coll.; Grad. '94. Ind. St. Nor. Sch. 
 
 1904, Principal of High School; res., 421 Mechanic St., Jeffersonville. 
 
 Mary L. ("lark. 
 
 1896, Supervisor of Primary Instruction, Public Schools, 26 Matilda St., Huntington. 
 
 Charles Clifford Coleman, Ph.B., '04. A.M., '05, DcPauw Univ. 
 
 1906, Superintendent of City Schools, 622 S. 3d St., Clinton. 
 
 Wilber R. Curtis. B.Sc, 'os. Valparaiso Univ. 
 
 1905, Superintendent of Lake County Schools, Crown Point. 
 
 Ellis Burke Gibbs, A.B., Ind. Univ. 
 
 1905, Suijerintendent of Schools, North Manchester. 
 Robert F. Hicht. A.B., '88. Ind. Univ. 
 
 Superintendent of Schools. Columbia Flats, Lafayette. 
 Louis W. Keeler. Ph.B.. '00, Univ. of Mich. 
 
 Superintendent of Public Schools, 211 E. 6th St., Michigan City. 
 Mary A. Kerr, A.B.. '05, Ind. Univ. 
 
 igor. Principal of Central School; res., 416 E. 2d St., Bloomington. 
 W. P. Morgan, A.B., '00. Ind. Univ. 
 "^ 1906, Superintendent of City Schools. 1633 S. 5lh St., Terre Haute.
 
 Iowa] LIFE, ACTIVE, AXD CORRESPOXDI NC MEMBERS -j-jq 
 
 WDlASA—CotUinued 
 
 1906 J. Edward Newell. A.B.. 'o7- A.M.. '04. Ottcrlx-in I'niv. 
 1905, Principal of High School, East Chicago. 
 
 J. F. XVNER. 
 
 Superintendent of City Schools. Mishawaka. 
 Cxja B. Sputh. 
 
 1006. Physical Director. Butler College; res.. Germ.m Iliuise, Indianapolis. 
 J. \V. Stott. .A.B.. 03. Ind. I'niv. 
 
 1905, Superintendent of Schools, Brookville. 
 
 institctions 
 1895 Wabash College. 
 
 President, William P. Kane; Librarian, H. S Wedding, Crawfordsville. 
 
 1897 Indiana State Library. 
 
 State Librarian. Dcmarchus C. Brown, Stale House. InJianapijlis. 
 Indiana State Normal School 
 
 President, William W. Parsons, Terre Haute. 
 Valparaiso Univfrsity. 
 
 President, H. B. Brown; Librarian, O. P. Kinscy Valparaiso. 
 
 1899 Indiana University, Library. 
 
 President, William Lowe Bryan: Librarian, W. E. Jenkins, Bloomington. 
 
 1900 Bltler College, Library (Bona Tiiomi>son Mkmorial). 
 
 President, Scot Butler; Librarian, Margaret Carlisle. Indi.in.ipilis. 
 1904 Elkhart Carnegie Library. 
 
 Librarian. Ella F. Corwin, Elkhart. 
 High School, Anderson. 
 
 Su|)crintcndent, James B. Pearcy, 412 W. 12th St., Anderson. 
 
 1906 EUELINE FAIKBANKS MEMORIAL LIBRARY. 
 
 Librarian, Mrs. Sallie C. Hughes, Terre Haute. 
 INDIAN TERRITORY 
 
 LIFE MEMBERS 
 
 1884 George Beck, M.Sc., '63 Univ. of Mich. 
 
 1901, U. S. School Supervisor, Chickasaw Nation, Tishomingo. 
 
 1886 G. I. Harvey. 
 
 Wagoner. 
 
 active members 
 
 1900 Elihu B. Hinshaw, A.B., '86, .\.M.,'oo, Hivassee Coll. 
 
 1897, Superintendent of BliKimlicM Seminary, and (looi) Chickasaw National Normal 
 
 Director and I'rcsidcnt of Examining Board, Colbert. 
 
 1901 Edi.au a. Allen. B.Sc.. '87. Kans. .Xgri Coll. 
 
 U. S. Indian Service, Wyandotte. 
 
 190J John Downing Beskdict. 
 
 1H99, Superintendent of Schools for Indian Territory, Muskogee. 
 
 1903 A. Grant Evans. 
 
 1898, President of Henry Kendiill College, Mu.skogee. 
 
 Charles Eva.vs, B Sc.. I^banon. 
 
 Superintendent of City Schools, Ardmore. 
 
 1904 Mary F. Russell. 
 
 1906. MonitreM in Public School, Sallisaw. 
 
 1906 Calvin Bali ard. 
 
 1899, United States School Supervisor, Cho<law .N.ition in Indi.in Territory. S<iulh 
 
 McAlcslcr. 
 
 IOWA 
 
 LIFE UFMnr.RS 
 
 1884 William A. Willis, A B , V,,. \ M , V,,, Brl.iii dll. 
 
 Pr'iprictor .in-l l'rin<i|>.il ol lo»v,i City Academy. 308 Church St., Iow» City. 
 
 1889 Rt. Rr.v. John J. KrAxr, D I) , I-iv.il; LI. I) . Hnrviinl Univ. 
 t</>3, Archlilthop of Dubu<|ur, l>ubu<|ur. 
 
 AtTivr Mr.MDr.«s 
 
 1884 Hamlihe M. FRrm. B Sr , Vhj. M Sc.. '78. A B.. '80. AM. '83, CmxrW Coll. 
 
 1H70, l'r'J(c^vl^ uf Komomicx and Sfninlogy, Curnfll Collrnr; rr».. '10 j. ftlh St.. Ml. Vernon 
 William Fi-ETnirii Kino. A B , '^7. A .M . 'f>o. Olii.. Wr« Univ ; D l> . '70, III Wr. Unlv ; LI. I» 
 
 'H7 Slair I'niv n| luwa and Olim Wm Inn 
 1863, President o( C<jrncll Collrur, Mt. Vernon. 
 i8So Hr.NRvSABIN. A M.. AmhrrM Coll ; LI. I) .%,%. I)r.»ke Univ ; '04. Cornell Coll.; 'o^. Stale Unir. of lown. 
 l-'.t SlAlc .Sui<rrinlrndciil ol Public InMruMl-in. ji'> M.»nlnll.in lll'Kk. I)e» .Mnmr», 
 Homer H. SrrRi-r.v, Ph B..'73. B.D.. '7^. A M. '76 LI. I) .'oi Si.iir trniv o( lowa:'v8. Vmn Coll. 
 iWi'.. PrcMdrnl of St. .N'fif. .Sih , 1304 .Normal St., Ce«l»r F«ll». 
 
 1890 ()/.*<> Pattfrv)M B'wTwifK, A B., '7H. Iy>ml>ard Coll, 
 
 i88q. Superintendent of Schculi, 313. Bih Ave , Clinton.
 
 >jSo NATIONAL EDUCATIONAL ASSOCIATION [Iowa 
 
 IOWA— Continued 
 
 1894 Ashley Van Storm, Ph.B., '98, Hi. Wes. Univ. 
 
 1906. Superintendent of City Scliools, 1033 Woodlawn St., Iowa City. 
 
 1895 James Johnson Billincsley, B.Sc, '92, Valparaiso Coll. 
 
 Superintendent of Schools, Paullina. 
 
 E. D. Y. CuLBERTSON, B.D., '89, St. Nor. Sch., Cedar Falls, la. 
 
 R. F. D. s. Fairfield. 
 
 0. E. French. 
 
 1895, Superintendent of City Schools, 602 N. Maple St., Creston. 
 
 Philip Cady Hayden. 
 
 1892, Director of Music, Public Schools, 729 Franklin St., Keokuk. 
 
 Joseph J.^sper McConnell, A.B.,'76, B.Didac.,'78, A.M.,'8o, St. Univ. of Iowa; LL.D.,'04, Coe Coll. 
 igoi, Superintendent of Public Schools, 1724 B Ave., Cedar Rapids. 
 
 J. J. Nagel, Ph.B., '98, 111. Wes. Univ. 
 
 1870, Principal of Grammar School No. 4, 906 W. Locust St., Davenport. 
 
 Franklin T. Oldt, A.M., Lafayette Coll. 
 
 1895, Superintendent of City Schools, 1240 Locust St., Dubuque. 
 
 Etta Suplee. 
 
 Supervisor of Primary Training, Stale Normal School, Cedar Falls. 
 
 1896 Amplias Hale Avery. 
 
 1902, Superintendent of City Schools, Spencer. 
 
 RichaRD C. Barrett, A.M., '94, Cornell Coll.; LL.B., '04, Drake Univ. 
 
 1904, Professor of Civics, State College of Agriculture and Mechanic Arts; res., 912 Story 
 St., Ames. , 
 
 Austin Norman Palmer. 
 
 President of Cedar Rapids Business College and Editor of "American Penman," 
 ' Cedar Rapids. 
 
 Hattie Adelia Phillips. 
 
 1894, Supervisor of Kindergartens, 1159, 26th St., Des Moines. 
 J. B. Young, A.B., '61, A.M., '64, Middlebury Coll. 
 
 1878, Superintendent of Schools, 422 E. 14th St., Davenport. 
 
 1897 Horace T. Bushnell. 
 
 1873, Principal of Grammar School No. 8, 330 South Ave., Davenport. 
 Irene Garrette. 
 
 1897, Principal of Jefferson School, 708, 3d Ave., Cedar Rapids. 
 
 B. J. Horchem. 
 
 1898, Principal of Audubon School, 315 Bluff St., Dubuque. 
 
 F. E. Lark. 
 
 1896, Superintendent of Schools of Monona County Onawa. 
 
 George Edwin MacLean, Ph.D., '83, Univ. of Leipzig; LL.D., '95, Williams Coll. 
 
 1899, President of the State University of Iowa, Iowa City. 
 V. L. Wilson. 
 
 General Agent for American Book Co., Ottumwa. 
 FiNLEY M. Witter, B.Sc, A.M. '76, Univ. of Iowa. 
 
 1901 Superintendent of Schools of Muscatine County, 4th and Cherry Sts., Muscatine. 
 
 1899 Edwin Diller Starbuck, A.B., Ind. Univ.; A.M., Harvard Univ.; Ph.D., Clark Univ. 
 
 1906, Professor of Philosophy, State University of Iowa; res., 7 E. Bloomington St., Iowa 
 City. 
 
 1900 Frederick E. Bolton, B.Sc, '93, M.Sc, '96, Univ. of Wis.; Ph.D., '98, Clark Univ. 
 
 1900, Professor of Science and Art of Education, State University of Iowa, 1019 College St., 
 
 Iowa City. 
 William F. Cramer, A.M. and M.Sc, Cornell Coll. 
 
 Superintendent of Public Schools, 601 Corning St., Red Oak. 
 
 1. C. Hise. 
 
 1898, Superintendent of Plymouth County Schools, Le Mars. 
 Thomas B. Hutton, B. Sc, '91, Iowa St. Coll. 
 
 1904, Superintendent of City Schools, 1312 Court St., Lc Mars. 
 
 C. H. Maxson, B.Sc, '91, B.D., '99, St. Univ. of Iowa. 
 
 1906, Sui»rintendent of City Schools, Ackley. 
 Charles Eldred Shelton, A.M., '82, LL.D., '02, Iowa Wes. Univ. 
 
 1899, President of Simpson College, Indianola. 
 
 1901 Hill McClelland Bell, A.B., '90, A.M., '91, Drake Univ.; LL.D., '05, Simp.son Coll. 
 
 1903, President of Drake University, 1091, 26th St., Des Moines. 
 Francis M. Fultz, Ph.B., '86, A.M., '89, St. Univ. of Iowa. 
 
 1899, Superintendent of City Schools, 1018 Jeffer.son St., Burlington. 
 J. M. Hussey, M.Sc, Chillicothe Nor. Sch.; Pd.B., Western Nor. Coll. 
 
 1893, President of the Western Nor?nal College, Shenandoah, and of Southern Iowa Normal 
 
 School, Bloomfield; res., Shenandoah. 
 
 Katharine Irwin Hutchison, A.B., '81, A.M., '84, Monmouth Coll. 
 
 1905, Dean of Women and Professor of Pedagogy and History, Parsons College, Ballard 
 
 Hall, Fairfield. 
 
 J. C. King. 
 
 Superintendent of City Schools, 120 Story St., Boone. 
 O. J. McManus, B.Didac, '94, M.Didac, '96. 
 
 1900, County Superintendent of Schools, and (1902) Member of State Board of Edu- 
 
 cational E-xaminers, iiio E. Pierce St., Council BlufTs.
 
 Iowa) LIFE, ACTIVE, AXD CORRESPOX DIXC MEMBERS 781 
 
 low \—Co)iiinued 
 iQoi Adnah Clifton Newell, B.S:. in E.E., '02, Lniv. of Mich. 
 
 1804. SuixTvisiir of Manual Tniining, Pulilii. Sihools, Wcsl Dcs Moines; res., loii, iSih 
 St., Ucs Moines. 
 Annie E. Packer, M.Sc.. '74, WTiittier Coll. 
 
 1900, Superintendent of Schools of Henry County. K. Washington St., Mt. I'lea.sant. 
 Z. C. Thornbi-rc. B. Diilac., 'o.?. M. I)i<lac., '06. 
 
 1901, Superintendent of Sth<x)ls of Polk County. 1212 K. 12th St., Dcs Moines. 
 1002 Clarence Dwight Bakkr. .\.H.. .Macalester Coll. 
 
 Representative of D. Applcton & Co. in the West, 202J Brattlel>oni Ave.. Dcs 
 Moines. 
 
 WiLLiAU Bell. 
 
 Principal of High School, 304 N. Lincoln St., Crcston. 
 
 Clarmae Budde, Orad., '05, St. Nor. Sch., Winona, .Minn. 
 Teacher in Public Schools, Marcu.s. 
 
 William Franklin Chevalikr, A.M., Marietta Coll. 
 
 ii>oi. Superintendent of Sch(K)l.s, 217, 4lh St., Muscatine. 
 J. W. DiCKMAN. Ph.B., '88. Ph.M., '01, Cppcr Iowa Univ.; A.M., "04, Cornell Coll. 
 
 i8i)8. Professor of Economics and Sociology and Vice-President, I'pper Iowa University, 
 Fayette. 
 
 F. W. Else, A.B., '06, PennColl.;A.M., '07, Haverford Coll.; M.Didac, '01, Iowa St. Nor. Sch. 
 
 1905, Superintendent of City Schools, 301 N. A St., Oskalcxjsa. 
 Cleme.sti.ve Jacobs. 
 
 Teacher in Primary Grade, Public Schools, Guttenbcrg. 
 W. H. McCauley. 
 
 President of Capital City Commercial College, 4th St. and Grand Ave., Des Moines. 
 Cap E. Miller, M.Didac. Iowa St. Nor. Sch. 
 
 1902, Superintendent of Schools of Keokuk County, Sigourney. 
 W. M. Stevens. 
 
 Superintendent of City Schools, 1911 Pierce St., Sioux City. 
 William H. Stoner. 
 
 General Agent for .American Book Co. in Iowa, 692, 17th St., Dcs Moines. 
 
 1903 Ethelda Bcroe, Ph.B., "89. Cornell Coll. 
 
 1906, Teacher in Public Schools, Palousc, W.-ish.; home address, Mt. Vernon. 
 
 C. A. Fin.LERTON, M.Didac, la. St. Nor. Sch. 
 
 1897, Professor of Vocal Music, Iowa State Normal School, a/, 16 Normal St., Cedar Falls. 
 Jaues E. Moore. BE.. 'q8, Lincoln .Nor. Univ.: B.Sc, '06, Upi)er Iowa Univ. 
 
 190 J, Superintendent of City Schools, Fayette. 
 George Henry Mullin. 
 
 1902, Suix-rintendent of City Schools, 1029 Central .Ave., Fort Dodge. 
 A. W. Stuart, A.B.. '63. A.M., '66. Bowdoin Coll. 
 
 Superintendent of .S<hools, 217 W. Woodland Ave., Otiumwa. 
 
 Emma Flint Wilkins. 
 
 iSyj, Teacher in Public Schools, 612, 4th ,\ve,, Clinton. 
 
 1904 Edwin F. .\uams. A.B., '87, Ohio Wes. Univ. 
 
 General Agent fcjr (iinn & Co., 418 S. 6th St., Cedar Rapids. 
 
 William Aloricii. 
 
 1904, Superintendent of City Schools, Board of Education Office, Keokuk. 
 
 Charles H. Bailey. B.Sc, '03. Columbia I'niv. 
 
 1905, Director of Manual Training, Slate Normal Schof>l; rm., 709 TremonI St., Cedar 
 
 Falls. 
 
 R. B. Crosk, Ph.B., '97. St. Univ. of Iowa. 
 
 1903, Suixrrintrndcnt of City Schools, 31R E. 7th St.. Washington. 
 
 W. V. Joiinv.n, B.Sc, Nor. Ind. Nor. Sch. 
 
 1900, Sui)crintrndcnt of Cily SthooU, Carroll, 
 Mrs. Eliza G. Klkinviih;k. IMM.. '04. St. .Nor. S*h., Grcclry, Cnlo. 
 Des .Moines 
 
 Thomas B. .NlABitsnrBV. 
 
 n>J3, Suijcrintcndcnt of .Schoolii, .Moravia. 
 
 .Mary Jkan MiLLrR. . 
 
 1904, Head nf Kin'IrrKartrn Dr|>.irlinrnl k.Klirsirr Normal I rxininK S<h<iol. JoM tjtit 
 
 Ave., Kmhmlrr. .N. V . Iioliir addrrni " IllufI \irw," .South ulh Ave , .Manthall- 
 town, 
 
 ilowARK T. Ports. 
 
 1906, .Supcrintrndrnl of S<hooU, Prairie City. 
 
 ClIARLtH F. I'vr, B.Sc, 'oj, (■<irnrll Coll. 
 
 190J, Suicrinlrndrnt fil Si h<ioU, f«uHcnl>rrg. 
 
 John F Riwh, M Sc, 'H7. Iowa Wr« Univ. 
 
 1904. Stale Sujierintmdenl of Public InMruttion, tool, »o<h St.. Dm Moinr*. 
 
 John p. Ryan, A B.. (Vimrll Univ. 
 
 1902. Profe«jr of Public Speaking, 1 1 10 Wc«l S« . Orinnrll. 
 C. R. ScRowjir. B.Sc, '91. I.mn« Coll ....... .. 
 
 lUlilor of Dr|«arlmrnt of Home Study '" Midland S<h..i|». I)r» Mninm 
 ALnrnT Boyvtom Stormi. A M , 'o\. Univ of Miih . D D,. "oo. Lawrence Univ.; LI.D "». 
 Drake I'niv 
 igoj, Prr^idrnl of b.wa Stale C'lIIrHr. Amen.
 
 NATIONAL EDUCATWNALASSOCIATWN IK»»= 
 
 'Jo 2 . 
 
 IOWA — Continued 
 
 .,05 W.S.KV N. C...^o.u.^J^.;.^^^^^^^ 5th Ave. Counci, Bluffs. 
 
 MAV GEKEV,KVE LOKG.^^^ ^^ ^^^.^^^ ^^^^^^^i„„, p,„ic Schools, .04 W- Mi^er St., Mason C.ty. 
 
 WXX...AM 0T£Rt--^^,^4M^^B^^^^^^^^^ Good Block, Des Moines. 
 
 XP06 W. F. Barr, Ph.B.^;o3^ ^^ ^^^^^, g^,„„,^ I,,,^, University, .514 Kingn^an Ave.. Des Moines. 
 
 W. A. B.^N^K^n,UKO,J..B^^p«ke Ig ^^^ ^ ^^.^g, S,, M.son City. 
 
 HUOH S. Bt:..uM.^^B^;o. A^. W^^llf^^,^^^ .es., 6.. E. Jefferson St.. Iowa City. 
 
 A. L. C.A.K, B.Sc^in^^^E. Univ.^o^f M^ ^^^^ ^^^^^„^,, pes Moines. 
 
 OUV.K M0..0N f---,^deM-oYl&^^^ 
 
 -• -■ -— ^: ^^:^eS^tity S^^Den^^ ^^ ^^,^ 
 
 Wt.uAM E.^mM,.^TO. /.M^ W-?.;^^L'proncJ?i^^ I^ndianola. 
 JOSEPH S. McCowAK^Ph^B.;g5,pA^M^.„oo.^l^^^^^^^ 
 
 Aaron Palmer, g^p^^j^j^^^ent of City Schools, Marshalltown. 
 
 MAURICE R;--p^4ip,^-or^t,Vlth School, .833 Brat.leboro Ave., Des Moines. 
 
 E. L. RiCKER., AgB.^;o- Stlf'SrS^ools^ Ma.uoketa. 
 
 P,,.K L. S--^J,,;fs«e^re'^^^^^^^^^^ res., 6.5 E. Mth St., Daven- 
 
 port. 
 C. C. Wt.-RO^ Ph^B^/03, Dr^ke Uni.^^^ ^^^^^^ 
 
 JOH. E. W>N.ER,^A^B.^^^;. Ho^pe Coll^, A^^^.J^^^^Lel^n' Classical Academy, Box m. Orange 
 City. 
 
 INSTITUTIONS 
 X897 STATE NORMAL SCHOCH. CeOAR FaLLS.^^^^^ ^^^^^ p^,,^ 
 
 STATE UNivERSiTVpOFjowA. ^^^^^^ ^^^.^ Madman; Librarian, M. G. Wyer Iowa City. 
 1900 Iowa College. ^^^^.^^^^ j ^ t. Main; Secretary, J. S. McCowan. Grinnell. 
 X90I Iowa State Colleoe^Libra^v^ ^^^^^^^^ Librarian, Vina E. Clark, Ames. 
 X003 COE College, LtBR^^^^^-^^^ ^, Wilberforce Smith, Librarian, Mary 1. Amidon, Cedar Rapids. 
 
 Iowa State Libr.^RY ^ Librarian, Johnson Brigham, Des Moines. 
 x9o6 DAVENPORT Pu^^^ib^ln'an'! Grace D. Rose, Davenport. 
 
 KANSAS 
 
 LIFE DIRECTOR 
 
 x886 A.V JEWETT, A.B '57, Middlebury Coll. 
 Abilene. 
 
 life members 
 
 Anderson Griffith Campbell. 
 Council Grove. 
 
 Nathaniel Coover. __ ,,.., 
 
 iNATHANit Attorney at Law, W ilson. 
 
 Edwaru T. Eai«^«;;;°^ superintendent of Public Instruction, Topeka. 
 HENRV G. I--1., I^;B.. ;8i, Uni. c,fMic^ ^^^^ ^^^^^^ 
 
 A. H. LIMERICK, g^^^^^^y ^j Chautauqua Assembly, 1 303 E. . . th Ave. , Winfield. 
 John MacDonald^^.^^^ ^^ -Western School Journal," 734 Kansas Ave., Topeka.
 
 Kansas] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 783 
 
 KANSAS— Co«/i«Mr</ 
 
 1886 J. H. MlLLEB. 
 
 Sccrelar>' of Extension Work, Kansas Agricultural College, Manhattan. 
 Thoiias Watsos Roach, A.B., '70, M.Sc., '00, Mt. I'nion Coll., 
 
 1903, President of Kansas Weslcyan University, Salina. 
 
 George E. Rose, B.D.. '8jt. Univ. of Kans.; M.Sc. '08, Kans. St. Agri. Coll. 
 1903, Superintendent of Schools, Roscdale. 
 
 Thomas A. Sawhill, .\.\\., '74. .Amherst Coll. 
 
 Postmaster Concordia. 
 Aaron Schialer, .•\.M., '60, O. Wcs. Univ.;LL.D.. '73. Otlerbein; Ph.D., 'g8, Kans. Wcs. Univ. 
 
 Professor of Philosophy and Higher Slathcmatics, Kansas \\esleyan University, 1316 
 S. Santa V6 St., Salina. 
 Eo>rc>n> Sta.nley, .A.M., 'qi, Penn Coll. 
 
 1898, President of Friends' University, 1813 University .\ve., Wichita. 
 D. C. TiLLOTSo.v. 
 
 621 Filmore St., Topeka. 
 
 active ueubers 
 1S84 Jasper N. Wilkinson. 
 
 Ex-President of State Normal School, 1127 Rural St.. Emporia. 
 x886 Arvln S. Olin, A.B., '92, Ottawa Univ.; A.M., '94, Univ. of Kans. 
 
 1899, Professor of Education, University of Kansas, 1134 Louisiana St., Lawrence. 
 1891 Frank Russell Dyer, A.M., '88, M.Pd., '93, Ohio Nor. Univ., A.M., '92, Ohio Wes. Univ. 
 
 iQosJAssistant Stale Superintendent of Public Instruction, 609 .N. Topeka .\ve., Wichita. 
 
 1893 Fra-NCIS Huntington Snow, A.B., '62, A.M., '65, Ph.D. '81, Williams Coll.; LL.D., '90, Princeton Univ. 
 * 1866, Professor of Organic Evolution. Svstenialic Entomology, and Meteorology, Univer- 
 sity of Kansas, 1345 Louisiana St., Lawrence. 
 
 1894 Elva Enola Clarke. 
 
 1893, Librarian of State Normal School, 1025 Constitution St., Emporia. 
 O. P. NL McCllvtock. 
 
 1897, Principal of Clay School, 131 1 Buchanan St., Topeka. 
 
 1895 Fenella Dana. 
 
 1889, Principal of Ward School, 913 Tyler St., Topeka. 
 
 L. H. MuRLiN, A.B.. '91, S.T.B., '92, De Pauw Univ.; D.D.. '97. ComeU Coll.; S.T.D., '97, Denver 
 Univ.; B.D., '99. Garrett Biblical Inst. 
 
 1894, President of Baker University, Baldwin. 
 
 Miss C. S. Newell. 
 , 1890, Teacher in Public Schools, 917 W. 14th St., Topeka. 
 
 Walter Garver Riste. 
 
 Principal of Decatur County High School, Oberlin. 
 
 David F. Shirk, A.B.. 'os. Friends' Univ . Wichita. Kans. 
 
 1902, Superintendent of City Schools, 330 E. loth St., Newton. 
 Nathan T. Vkatch, Gr.id , 'Ki, St. Nor. Univ., III. 
 
 1901, Superintendent of City Schools, 325 Mound St., Atchison. 
 
 John William Wil.son. A B.. '90. Drake Univ. 
 
 1H96. Principal of Atchinson County High School, Eflfingham. 
 
 1897 .Mrs. Gaston Bovi). 
 
 Teacher of Voice and Physical Culture, 408 W. Broadway, Newton. 
 
 Charles A. Bovle. 
 
 1893, Director of Department of Music, Stale Normal School, 831 Constitution Si. .Emporia. 
 
 L. .\. I>jWTHKR, A.B., '}»4, Slate Univ. 
 
 1896, Supcnntendenl of City Schexjls, 617 Exchange St., Emporia. 
 
 H. B. Pkairs. 
 
 Superintendent of Ha.skell In.siitutc, Indian Indu.%trial Training School, I.awrence. 
 
 Frank P. Symi, A. B.. '7«, Ind. Univ.; A.M., '«>o. Baker Univ. 
 
 i»94, Su|)crinlendent of City SthooLi, 102O Ohio St., Ijiwrence. 
 
 1898 Gr.oRGK E. Knei-i-kk, A.m. 
 
 PrcMdent of lliilhlanil UnivrrMly, Highland. 
 
 i8w Freuerkk B. Abuott, Ph D., '■>«, Marlyn Coll. 
 
 iK<>«, Iraihcr of .Mjnu.il 1 raining. Slate Normal .School. 101 s Connitution St., EmporU 
 
 John Hamlin Cjunrvxtv*. 
 
 Vice Prenidcnl of Kanjta« Slate Normal SthiMil; rw., io»$ Sl«le Si., Km|»tria. 
 
 T. S. JoHSHON. 
 
 1906. Field Manager. Scientific Ameriian CotniHling I)e|ianmrnl, lo? S. Juliette \\t., 
 Manhattan. 
 John W. Spindler. A H . '7'', AM . '9?. OhUi We». Univ.; B.L.'Sj, Clnrinnali Uw Scl>. 
 1M91, Su|irrinlendenl of City SthiMiU, ijij .Mcnor Si., \\ Infield. 
 
 1900 Thoma-H n. Henry, A B , '<jH. Univ of Kan^ 
 
 31S N.tKn St., Independence. 
 
 1901 Carrie Goddard. 
 
 1901. I'rinii|ial of Gnrfirld S<hf»il. 4J0 W. loth St., Tojrka. 
 
 Horacr Z. WirnrR. Grad . 'oj. Ntiih Nor. Coll. 
 
 1902, llrjd of I>r|Kirimrni ol School Adminiti ration. Kanui* Stale .Nornial .Vhool. 1127 
 
 .Markri SI.. Km|i«ria. 
 
 1902 Inslev Le Yantis DAViiorr 
 
 LxSlatc Su|icrinlCD(lcol of Public Initruciiuo, TofKka.
 
 ,8, NATIONAL EDVCAT,0NALASS0C1AT10N____^^ 
 
 -^KT<i?,kS— Continued 
 .po. ROBKKX F. f^^-l^^i^:X^)^f^S^^^s, City Hall, Wichita. 
 
 FRANK STRONG, Af,^ P^'oT UniSv of Kansas, Lawrence. 
 .,03 ELUABKTH PJ--;,t^--;ta'tLScr,'HSh school Cor. pth and Minro Ave., Kansas City 
 
 George W. l^=^°|^^p^;i„j,ndent of Schools, 235, 5th Ave., Leavenworth. 
 
 Margaret J. Mmis B.Sc 'or, Kans^St- Agn^^^^^^^ ^ ^^^ ^^^^ S^ _ Manhattan 
 
 .903, L>brar.an of Kansas State Ag ^^j, . ^^^ ,5,, Qberhn Coll.; LL.D., 
 
 Nathan Jackson Morrison AH., 53, iJ-i^- °°^ ^   , x ^ 
 
 .884, Pr;^stde'n\- o';Tair°r^ol"t College, and Professor of Philosophy, .547 Fa.r.ount A.e.. 
 Wichita. 
 AUCE B. P---. B.SC.. A.K,^A.M^ ^errarmg School, 6.3 W. 8th St., TopeUa. 
 
 C. SUMNER f-- p,,i,,„dent of City Schools, ,xx W^ Chestnut St Independence. 
 
 HERBERT TAV.OR STE.HENS, S.T.a/. U^^, A.M.,^ .3,^Hanard U^^^ ^^^^^^^^ „,^,,, 
 
 ,po4 JOSEPH T. ALBiN, A.M.^:75, De Pauw Umv. 
 
 EowxK L- Ho-K-p^^^^^^^^^^^^^ UnWschools, HoUon. 
 
 «-^-^™.^;^sS;:r/^i^:nt'<^S;cSf^eUa. 
 
 Mrs. NANNtE^E. P^a™™-.^ p^^,;^ g^j^^^l,, ,,8 S. Elm St., Pittsburg. 
 
 M. E. PEARSON, g^p^^j^j^^d^^t „f Schools, 1932 N. 14th St., Kansas City. 
 WiLUAM S. P^cKEpN.^^.^^^ ^^ ^^,^^^^^^ 3^,^^^^ g^^^. Normal School, Hays, 
 xgos SANDERS W. BLACK^^^^^ ^^ ^^^.^^^^^^^ ^^^^ Horticulture, Cherokee County High School, Columbu.. 
 
 ^- ^- """"^Ips, Superintendent of City Schools, Fort Scott. 
 
 ^- "• ''"'"903 Superintendent of Schools, 114 W. 8th St., Pittsburg. 
 
 WauAM S.^ HEUSNE^R,^A^a, ^^^^^ rjefferson St., Junction City. 
 
 M. Loo,SE Jo--jA;^i;;«|„S' DipaSent, State Normal School, pop Mechanic St., Emporia. 
 
 GEORGE S. MURR^V^^ ^^ Department of Commerce, Kansas State Normal School, Emporia. 
 
 MARV AUCE WHtTNKV, A-B^, ;o3, Univ.^of M^ich^^^^ ^.^^^^^ ^^^ ^^^^ j,^„,,, ,,,,, Normal School; 
 res 827 Market St., Emporia. 
 
 !«-" "i «si,LV„^K.ts■■sSeKrr:o£':,^^&...-i°p^i, E„..,.. 
 
 Andrew J- If "g- i„,.„d.„, „, cit. Schools, 6„ E, 5lh Su Ch."»v»l.. 
 
 Emporia. „ . . r ,„„ AM '01, Harvard Univ. 
 
 KicHARt, R.^Pf c- J^H„. V^K-,S'^-,^«:C^e^A. East, Hutchinson. 
 R0W.ANO HENRVpRi™,^Ph^B./oo,Um ^^^^^^ 3,^,, Normal School; res., 833 
 
 Merchant St., Emporia. 
 
 x^ T? CtTluc R Sc '01, Nat. Nor. Univ. 
 
 ELMER E. f^^^j^^'|„^^ri„;Vndent of Schools, Harper. 
 
 INSTITUTIONS 
 LIFE MEMBERS 
 
 ,886 BOARD OF Education,. Ab™^ ^^^^^^. ^^^^^^^^^^ ^ ^ ^^^^^^_ Abilene. 
 
 BOARD OF E°"^^™^^ ^XuL^PettiJohn; Clerk, W. T. CooUdge, Dodge City.
 
 Kentucky] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 7.S5 
 
 Y..\S?>\S—ContiHutd 
 
 1886 Board or Eddcatios. City of Ottawa. 
 
 President. J. E. Hyers; Clerk, F. A. \V.iddle. Ottawa. 
 Board op Education, Skbiiwkx. 
 
 Superintendent. Robert N. Halbert; Clerk. G. P. Schoutcn, Sedgwick. 
 Riley Couvrv Educational .VssoriATioN. 
 
 President. L. G. Folscjm. Manhattan; Secretary, M;iry .\I;utwcll, Lconardville. 
 Teachfrs' Association of Cowley County. 
 
 President, Henrietta V. Race; Secretary, Nellie Chase, Winfield. 
 
 active uf.ubers 
 i8<)7 Kansas St\te .Agricultural Colleoe. 
 
 President, Ernest R. Nichols; Librarian, Margaret J. Mini.s, Manhattan. 
 189Q Midland College. 
 
 President, Rev. M. F. Troxell; Librarian, Robert J. Peters, .\tchison. 
 1000 Free Public Library, Topeka. 
 
 President, Edward Wilder; Librarian, Mrs. E. S. Lewis, Topeka. 
 190a University of K.\nsas, Library. 
 
 Chancellor, Frank Strong; Librarian, Carrie NL Watson, I«-iwrence. 
 1003 Baker University, Library. 
 
 President, L. H. Murlin; Librarian, Mrs. E. M. Wood, Baldwin. 
 
 1905 Kansas State Library. 
 
 Librarian. J. L. King, Topeka. 
 
 State Normal School of Kansas. Library. 
 
 President, Joseph Henry Hill. Emporia. 
 
 Western Branch Kansas .State Normal School, Library. 
 Principal, W. S. Pickcn. Hays. 
 
 KENTUCKY 
 
 LIFE MEMBER 
 
 1877 William Henry Bartholomew. LL.O., '02, Ky. St. Coll. 
 
 1881, Principal of (iirls' High School, 426 E. Gray St., Louisville. 
 
 active members 
 1880 liK'iRi.K J. Ramsey. .A.M.. '80. Hampden Sidney Coll.; LL.I).. 'q8. S. W. Presliy. Univ. 
 
 Chairman of the Stale CamiKiign Committee (or I'opular Kducation. Elsmore Park 
 Lexington. 
 
 1891 McHenry Rhoads. A.m., West Ky. Coll.; Ph.M., Hartford Coll. 
 
 1900, Superintendent of City Schools, s^S GrifTith Ave., OwensUiro. 
 
 1893 Edgar H. Mark. 
 
 1894. SuixTJntendent of Schools. 420 W. Walnut St.. I»uisville. 
 
 1804 Arthur Cary Fi.kshman. AM. Columbian Univ. 
 
 1907. Department of Pedagogy. Kentucky State College, Ixxington. 
 
 1895 LrvtNCSTOVE McCartney. 
 
 1902, Superintendent of Schools, cor. Center and Green St»., Henderson. 
 
 1896 John Morris, A.M., 'o.i. Ohio Univ. 
 
 189s, Superintendent of Public Schools, 829 Scott St., Cuvingion. 
 
 Ida Rudolf. 
 
 189s, Princiijal cjf the Mon.sarrat School, 2427 W. Che>.lnul St , Louisville. 
 
 1897 John Grant Crabbk, A.B A M., Ohio Wcs. Univ ; M.IM.. Ohio Univ. 
 
 1890, Sujicrintcnilcnt of C"ity S»1io<jK, jiO V. \^lnlhe^tcr Ave., Ashland. 
 John Milton Guiii.iams, .A.B , Cent. Nor. Coll A .M., "cjM 
 
 1004, Teacher in Southern Normal Sthool. f>jo, iilh .St , Bowling Cireen. 
 
 Reuben Post HAi.LFfK. A.B . 'Hi, A M , V'. V.ilr Univ 
 
 Principal of Boy»' High School, 1240, jd Ave , I.<iui!>villc. 
 
 Ansa C. Roth. 
 
 1905. Teacher of EngliAh, Coiiimercial .Sthocjl. 2441 W ChrtMnul Sl . I>iui!i%-illr. 
 
 1898 John Wirt Dinrmork, A.M., 'oj. Brrr.i Coll. 
 
 1900, I>can of Normal Ur|<aftmrnt and Profriwor «>1 PriUgogy, Brrra Uollrgr. Berea. 
 
 MiLM EuoEsr. Marxh, A B . 'oi, Olw^lin Coll. 
 
 Ucan of Acaifcmy >A Briea College, Brrra. 
 
 Wjlliam H PiRRV. A M , '92. Kv St Univ. 
 
 PrincipoJ of Public SthocjU. 0909 W. Walnut Sl . I.nuii>villr. 
 1H09 Isaac MitniELI.. B S<^ . 'Ro, A B , Hi Nat S.n S.h ; AM 07 Hanotrr U..ll_ 
 
 i'rinci|jal of S W. Budianan Collrgulr IniMlluIr, ( jim|tlirll>ville. 
 
 iQoo S. L. FROCoe. A..M •- " -^rl Cojl 
 
 .'lent of S«h<ii>b. (irrrntillr. 
 
 loot Jamf.* W. n«Ai>Nri. r. M . 04. A B . 't/,. Tri Stair Nc* Coll 
 
 18C2H, Pnn(i|ial of High .Vhijul, H18, i7lh Sl . AUilami. 
 
 ERNF-HT V ChAPIN M K '91 C.rtHrll Univ .. . ^. . , „ L c- 1 1 111 
 
 ii>3», l'rinii|>al of Manual Training High School, to)< Bre-ik Si . Ixiuinvillr. 
 George Allfn Hihhfii. B S . 'iy>, A M , 'm. Anii'Kh Coll ; Ph It .'ot, ( nlumbia Univ. 
 
   9<y>, PrriU'lrnl 'if Highland U/>llrgr. Williainalxilg 
 W. T. St. Clair, A.B.. '«o, A M . '97. Cmirr (V.lj , Kv 
 
 l8»7. Head of Ijlin t)r|iartmrnl. Male High School. I4>H GaHn I'l , I oulavillt.
 
 ^g6 NATIONAL EDUCATIONAL ASSOCIATION [Kentucky 
 
 KENTUCKY— Cow/i«M«i 
 
 iQoi Frederick Floyd Thwing, A.B., '89, Oberlin Coll. . , ^ , , t, , o t   -n 
 
 1902, Instructor in Mathematics, Manual Training High School, 2214 Brook bt., Louisville, 
 
 1902 Faustin S. Delany, A.B., '78, A.M., '96, Wilberforce Univ. 
 
 1906, Director of Colored Department, Kentucky Institution for Education of the Blind , 
 cor. Haldeman and Letterle Aves. , Louisville. 
 
 Clarkson W. Houser, M.D., '00, Louisville Nat. Med. Coll. 
 
 1882, Teacher of Mathematics, High School, 1200 W. Chestnut St., Louisville. 
 
 Alfred Livingston, B.Sc, '87, Southern Nor. Sch. 
 
 1906, Principal of High and Manual Training School, Henderson. 
 
 1903 James H. Fuqua, Sr., A.M., '59, Bethel Coll., LL.D. 
 
 1904, State Superintendent of Public Instruction, Frankfort. 
 
 J. Byron LaRue. 
 
 1901, President of Owensboro College, 1503 Frederica St., Owen.sboro. 
 
 Edwin E. MacCready. 
 
 1904, Supervisor of Manual Training, Male High School; res., 1315 Edenside Ave., 
 Louisville. 
 
 Enos Spencer. 
 
 1892, President of Spencerian Commercial School, 6th and Main Sis.. Louisville. 
 
 1904 Frederick J. Corl. . . . , „ , 
 
 1892, In charge of Drawing Department, Du Pont Manual Training High School, cor. 
 Brook and Oak Sts., Louisville. 
 
 C. M. Lieb, A.B., Univ. of Mo. 
 
 1904, Superintendent of Schools, High School, Paducah. 
 
 John Maddox. 
 
 1903, Superintendent of City Schools, 304 Taylor Ave., Bellevue. 
 Alexander Reed Milligan, A.B., '61, A.M., '64, LL.D., '02, Ky. Univ. 
 
 1S70, Professor of Latin, Kentucky University, 376 S. Broadway, Lexington. 
 
 Irene T. Myers, Ph.D., '00, Yale Univ. 
 
 1903, Dean of Women's Department, Kentucky University, Lexington. 
 
 Sarah Logan Rogers, Grad., Teachers Coll., New York. 
 
 1904, Primary Supervisor, PubUc Schools, iig W. St. Catherine St., Louisville. 
 
 Elizabeth Graeme Barbour, A.B., '96, Bryn Mawr Coll. 
 
 Head of English Department, Girls' Hi„'h School; res., 1223, 4th Ave., Louisville. 
 
 J. P. W. Brouse. 
 
 1904, Superintendent of City Schools, Somerset. 
 1905 Thomas Crittenden Cherry, A.B., '90, Southern Nor. Sch. 
 
 1905, Superintendent of City Schools, College St., Bowling Green. 
 D. S. Clinger, B.Sc, '03, Nor. Normal Univ. 
 
 Superintendent of Public Schools, 1035 E. 2d St., Maysville. 
 George Burbridge Frazee, Jr., B.M.E., '02, Ky. State Coll. 
 
 1903, Teacher in Manual Training High School, 108 E. Jacob St., Louisville. 
 
 Joseph William Ireland, A.B., '02, A.M., '03. Centre Coll. 
 
 1905, Superintendent of City Schools, Logan Ave., Stanford. 
 
 Mary K. Keating. 
 
 1903, Principal of California School, 414 W. Chestnut St., Louisville. 
 A. J. Kinnaman, A.B., '99, A.M.. '00, Indiana Univ.; Ph.D.. '02. Clark Univ. 
 
 1906, Dean of Pedagogy, Western State Normal School, Bowling Green. 
 
 R. G. Lowrey, A.B., Central Univ , Ky. 
 
 1890, Principal of High School, Nicholasville. 
 James K. Patterson, M.Sc, Ph.D.. Hanover Coll.; LL.D., Lafayette Coll.; F. R. H. S. 
 
 1869, President of State College of Kentucky, College Campus, Lexington. 
 
 S. S. Robinson, A.B.. '03, Central Univ. 
 
 Principal of Schools, Owenton. 
 Homer Oscar Sluss, A.B., '95, Western Reserve Univ. 
 
 Principal of High School, 1444 Madison Ave., Covington. 
 
 Jessie Stewart. 
 
 Head of the Department of Mathematics, Girls' High School, 1331 Brook St., Louisville^ 
 
 William H. Tharp, A.M., '72, M.M. Coll. 
 
 Principal of tlniversity-Flexner School, 1047 Second St., Louisville. 
 
 1906 H. H. Cherry. 
 
 President of the Western Kentucky State Normal School, Bowling Green. 
 
 H. L. Eby, A.B., '06, Nat. Nor. Univ. 
 
 1906, Suiserintendent of Public Schools, 302 Taylor Ave., Bellevue. 
 
 Burris a. Jenkins, A.M., S.T.D., Harvard Univ.; D.D., Ky. Wcs. Univ. 
 
 1 901, President of Kentucky University, Lexington. 
 
 Carolina Kopmeier. 
 
 1882, Principal of Portland School; res., 1408 Washington St., Louisville. 
 
 A. S. Mackenzie, A.M., '02, Univ. of Glasgow, Scotland. 
 
 1899, Professor of English and Logic, State College of Kentucky, Box 208, Lexington. 
 J. E. Mannix, B.Sc, '81, Cent. Nor. Coll. 
 
 1902, Superintendent of Schools. Lancaster. 
 
 Thomas B. McCartney. Jr., A.B., '95. Milligan Coll.; A.M.. '02 Ph.D.. '02. Univ. of Va. 
 
 1902, Professor of Greek, and (1906) Dean of Faculty, Kentucky University, Lexington. 
 Ellsworth Regenstein. 
 
 Superintendent of Schools, 522 E 4th St., Newport.
 
 Louisiana) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 787 
 
 KENTUCKY— CVn/ini«;J 
 
 1006 Bettie M. Robinson. A.H.. GcorRotown Coll. 
 
 1903. Principal of High School. Lanaislcr; home address, Campbcllsville. 
 Christun ^■ERDIN.\NI) RiMoi-O. LL.B . 'go. A.R.. '02. Cniv. of Kans. 
 
 1005. Acting Professor of Chemistry and Phy.sics. Clark Ixcturer on Stimulants and 
 Narcotics, and (1906) Acting Dean. Berca College, Berea. 
 Roscx)E T. WHrmNOHiLL. Pd.B.. '03. Ky. St. Coll. 
 
 ipoO. Assistant Principal of High School; res., j^j \V. 5th St.. Owensboro. 
 1907 Caroli.ve B. BouRr..\Rn. 
 
 iSgj, Supervisor of Music. City Schools. 10J4 Hepburn Ave.. Louisville. 
 
 INSTITUTIONS 
 
 iQoa Berea College, Library. 
 
 President, William G. Frost; Librarian, Euphemia K. Corwin, Berea. 
 1904 Louisville Free Pibi ir Library. 
 
 librarian, William F. Yust, Louisville. 
 1906 Lexington Public Library. 
 
 Librarian, M. K. Bullitt, Lexington. 
 
 LOUISIANA 
 
 active members 
 
 1889 Miss Mario.v Brown, Grad., "77. Peabody \or. Scm.. and '88. St. \or. Sch.. Oswego \. Y. 
 
 1902, \'ice-Princip;il of .McDonogh High S<.h(K>l .\o. 3, 740 Esplanade .■\ve.. .New Orleans. 
 1892 George SouLi. 
 
 President of Soul£ Commercial College and Literary Institute, 603 St. Charles St., 
 New Orleans. 
 
 1894 Miss H. A. Sitter. 
 
 1878, Principal of McUonogh High School No. 2, 6j6 Jack.son .Vve., New Orleaoi. 
 
 189s Warre.s Easton, .a B.. '71. B..Sc.. St. L'niv. of La. 
 
 1888, Superintendent of Schools, 1628 State St., New Orleans. 
 
 1896 B. C. Caldwell. 
 
 1896, President of State Normal School, Natchitoches. 
 Eveline A. Waldo. 
 
 1885, Kindergarten Training Teacher, i,v<7 State St., New Orleans. 
 
 1897 Clara G. Baer, Grad., '01, Pi>s.se Gymnasium, Boston. 
 
 1891, Professor of Physical l.duialion. Ncwcomb College, 'I'ulunc University. 2722 St. 
 Charles .\ve. , New Orleans. 
 
 Brandt V. B. Dixon, A.B., '70, A.M., '73. Cornell Univ.; LL.D., '90, S. W. Univ , Tenn. 
 
 1886, President of II. Sophie Newcomb .Mrmoriid College, ijjo Washington .\ve.. New 
 
 Orleans. 
 
 i8<>9 James Edwin .\Dnirorr, B.Sc.. '04. A.M., 'o<;. Columbia Univ. 
 
 1904, Princi|<al of Newman .Manual Training School. 1.S31 Peters .\ve.. New Orleans. 
 
 1906 C. H. Car-son, Jr., A.B.. '83, Emory Coll. 
 
 1898, Profcs.sor of Chenii.stry and Physics, I»ui.siana Industrial Institute, Kuslon. 
 
 1901 Nicholas L. .\. Bai'kr, B.Sc., '97, .\ Nf , 'w, Tul.ine Univ. 
 
 1901, .Vssislant Su|jerintendint of Public SchooK 3425 ("anal St., New Orleans. 
 John Robinson Conniff. .A B '94. Tul.ine Univ. 
 
 1901, Assistant Su|ierinlendcnt of Public S<hi»)N. 4013 Prytania St.. New Orleans. 
 R. W. Perkins, A B., '72. AM . '7^. Ph I) . '<>?. Bucknrll Univ. 
 
 19DI. President of 1^-land University, 7013 St. Charier* .\ve., New Orleans. 
 
 1902 Ki.wiN B<K>NK Craiciikad, A B . '83. AM. 'H«. Central College; LL 1) . '98. Univ of Mo. 
 
 1903, President of Tulanc Univcr&ity of lAJuisiaoa, .New OrlcoA*. 
 
 .Catherink Kelly. 
 
 Principal of .McDonogh School .No. 1, 234'> Ijiurel .St.. .New Orleans. 
 LiMiK Kelly. 
 
 Princii».il of .McDonogh School .No. 4, 2225 Constance St., .New Orleans. 
 
 1903 .Morton A. Aldbum. A B , '<i<i. Il.irvard Univ ; PhD , '97. Halle. 
 
 1901, ProfcMor of Econoniiii, Tulanc Universily of I.ouiitiatu, .New Orleans. 
 Jauks U. Aswkll, a B.. '93, Pe.ilM»ly Coll ; AM , '<>«, Univ of Nanliville. 
 
 1904, State SuiK-rinirmlrni of Public LUuuttiun. State lloute, Baton Kuuge. 
 JnMiK Spkarino, .\.H , 'o^. Ncw<oml> Coll 
 
 190$, Teacher in High .School, 87 1 Cotton St . Shrevejiort. 
 
 1904 KuwiN Lkwn STrriervH. S, B . '92. I.i Siair Univ : FM M . '97 P'l D , '99. New York Univ. 
 
 IQOO. Prr<idrnl of Soiilhwrslern l>iuiM.in.t Inilutlrul InMilule. ami FUlilor of " I.A>uisUIU 
 Sihool Review." I..if.iyrlle. 
 STrrHKN S TiioM^s A M N.ii Nor Univ. 
 
 19^1, Print ip.il of High S<ho<>l. .\rradia. 
 
 1905 LKNtssr. Jcnrm Arirw^s A B 'i)i A M '>>H <'hri«iiin llro» Coll . Teni 
 
 1901. Parnh .Sui«-rinlrndent ol I'ublH S< hooU Ij(a)THe 
 
 Thomah D. Bovii A M '72 I.I. D '97 
 
 President of Luuimoiu State Universily. Baton Rouge. 
 
 CvRi's J. Brown. . . , 
 
 .Sut«-rintcn<Jenl of Schoils of lliervillr Pttn«h Placjurmine. 
 
 Margaret C. Hanv.n. L of I IVal.-ly N<if Coll . . ,. ^. ., ,^ , 
 
 1901. Prinriinl til .New l>rleaiu Nurmol Sdiaul. ii4> C«n»lan«e M . New Oltitns.
 
 ^88 NATIONAL EDUCATIONAL ASSOCIATION [Maine 
 
 LOUISIANA— Con/Jn;<e(/ 
 
 1905 Robert Emmet Hingle. 
 
 1904. County Superintendent of Schools, Pt. de la Hache. 
 
 Victor Leander Roy. B.Sc., '90. 
 
 1904, Superintendent of Aroyelles Parish Schools, Marksville. 
 
 D. B. Showalter, '88, Juanita Coll. 
 
 Superintendent of Schools, Ascension Parish, Donaldsonville. 
 
 1906 S. A. Alleman, A.B., '98, La. St. Univ. 
 
 1905, Parish Superintendent of Public Schools, Napoleonville. 
 
 H. J. Beadle, A.B., '93, A.M., '97, B.Sc, '01, Jefferson Coll., 
 
 1893, Professor of English; 1903, Head of Bookkeeping Department, Jefferson College, 
 
 St. James College, Convent. 
 
 Timothy Oscar Brown, B.Sc, '80, Nor. Sch., Dickson, Tenn. 
 
 Superintendent of Public Education of Onachita Parish, 207 Miro St., Monroe. 
 
 D. F. Dudley, B.Sc, '88. 
 
 1906, Superintendent of City Schools, 1505 Hodges St., Lake Charles. 
 
 W. G. Evans. 
 
 1905, Parish Superintendent of Schools, 235, 23d Ave., Covington. 
 
 Clarence Cherrington Henson, A.M., '03, Columbia Univ. 
 
 Vice-Principal of Isidore Newman Manual Training School, 1628 State St., New 
 Orleans. 
 
 Christopher Edwin Ives, A.B., '90, La. St. Univ. 
 
 1 90s, Principal of East Carroll High School, and Parish Superintendent of Education, 
 Lake Providence. 
 
 John E. Keeny. 
 
 State Institute Conductor and Assistant State Superintendent of Education, 408 
 N. Boulevard, Baton Rouge. 
 
 John McNeese. 
 
 1888, Parish Superintendent of Schools, 1105 Reid St., Lake Charles. 
 
 George W. Reid. 
 
 1904, Superintendent of City Schools, 701 Jackson St., Monroe. 
 
 Charles F. Trudeau. 
 
 1905, Parish Superintendent of Schools, New Roads. 
 
 institutions 
 1901 New Orleans Normal School. 
 
 Principal, Miss Margaret C. Hanson; Librarian, Grace Seeds, 1142 Constance St., 
 New Orleans. 
 
 1906 Assumption Parish Teachers' .\ssociation. 
 
 President, Charles J. O'Farrell; Secretary, Miss Anna K. Fey, Napoleonville. 
 
 State Normal School, Natchitoches. 
 
 President, B. C. Caldwell, Natchitoches. 
 
 MAINE 
 life member 
 
 1889 Edmund Wentworth Wright, A.B., '66, A.M., '69, Harvard Coll. 
 
 1901, Principal of High School, Old Orchard. 
 
 active members 
 
 1890 Merritt Caldwell Fernald, A.B., '61, A.M., '64, Ph.D., '81, LL.D., '02, Bowdoin Coll, 
 
 Professor of Philosophy, Emeritus, University of Maine, 54 Main St., Orono. 
 1892 W. J. CORTHELL, A.B., 's7, A.M., '60, Waterville Coll., LL.D., '88, Colby Univ. 
 Calais. 
 
 189s John S. Locke. 
 
 1894, Superintendent of Schools and President of York Institute, 42 Middle St., Saco. 
 
 William Wallace Stetson, LL.D. 
 
 189s, State Superintendent of Public Schools, Augusta. 
 
 1901 Myron E. Bennett. 
 
 Ex- Superintendent of Schools, Sanford. 
 
 Walter Earle Russell, A.B., '93, Wesleyan Univ. 
 
 1905, Principal of State Normal School, Gorham. 
 
 William Henry Snyder, A.B., '85, A.M., '88, Harvard Univ.; D.Sc, Colby Coll. 
 
 Wayne. 
 Charles Lincoln White, A.B., '87, A.M., '90, Brown Univ.; D.D., '02, Bowdoin Coll. 
 1901, President of Colby College, a College Ave., Waterville. 
 
 1903 Viola Marie White. 
 
 1888, Instructor in Geography, Botany, and Drawing, State Normal School, Gorham. 
 
 1903 Alfred Williams Anthony, A.B., '83, A.M., '86, Brown Univ.; D.D., '02, Bates Coll. 
 
 1887, Professor in Cobb Divinity School, Bates College, 336 College St., Lewiston. 
 
 Mrs. Bertha M. Babb. 
 
 Principal of School of Domestic Science, 43 Casco St., Portland. 
 
 George H. Babb, M.E., '90, Univ. of Maine. 
 
 1894, Principal of Walker Manual Training School, 43 Casco St., Portland. 
 
 M. Grace Fickett, A.B., '96, Tufts Coll. 
 
 1897, Instructor in Department of English, Gorham Normal School, Gorham.
 
 Maryland] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 789 
 
 MAI N E — Contin ued 
 
 1903 Drew T. Harthorn, A.B., '04, A.M., '97. Colby Coll. 
 
 Principal of Hi^h School, Kumford Kails. 
 
 WllXJAM Dewitt Hyde, A.H., 'to, Harvard Coll.; D.D., Harvard L'niv., and Uuwdoin Coll.; LL.D.i 
 Syracuse l'niv 
 President of Bowdoin College, Brunswick. 
 
 Edgar .\lonzo Kmiari., \M., '00, Bowdoin Coll. 
 
 1905. I'rincipal of HiKh School, 1O7 Main St., Brunswick. 
 
 Georc.e H. D. I.'.Amoikkix, .\.\\., '97. 
 
 igos, Priniiixil of Trjiip .Academy, Kittery. 
 Edwaro H. McLAriii.iN. A.B., '83, A.M., '86, Dartmouth Coll. 
 
 190 1, Suix-rinlendcnt of Schools, Oo Pearl St., Bath. 
 
 Wm. H. Morton. 
 
 1898, .Assistant Teacher of Manual Training, 43 Casco St., Portland. 
 
 George Colby Purincton. .\ B . '78, A.M.. '81, Bowdoin Coll. 
 
 1883, Princip.1l of State Normal School, 58 High St., Farmington. 
 
 B. P. S.vow, A.B., 's5, A.M., '58, Bowdoin Coll. 
 
 Librarian of Parsons Memorial Library, and Superintendent of Public SchooISi 
 Alfred. 
 
 Mary .\bicaii. Stevfns. 
 
 189s, Head of English Department, High School, 374 Main St., Lewiston. 
 
 Rt. Rev. Louis S. Walsh. S.T.L.. J.C.L.. '83. D.D. 
 
 Roman Catholic Bishop of Portland, 307 Congress St., Portland. 
 
 1904 Lucy Hale Taplev. 
 
 Superintendent of Teachers' Professional Department, Spelman Seminary, Atlanta, 
 Ga.; home address. West Brooksville. 
 
 1905 George Emory Fellows, Ph.D., 'qo, Berne; L.H.I).. '02, I^iwrence Univ.; LL.D., '02, Bowdoin Cull. 
 
 19C'2, President of The University of Maine, Orono. 
 
 1906 William H. Brownson. A.B . '77. .A.M., '06. Colby L'niv. 
 
 1905, Superintendent of Schools, Portland. 
 
 Payson Smith, A.M.. '03. Tufts Coll. 
 
 1903, Superintendent of Schools, 185 Main St., .Auburn. 
 
 institutions 
 1903 Bates College, Library. 
 
 President, George C. Chase; Librarian, Caroline .A. Woodman, Lew:ston. 
 
 University op Maine, Library. 
 
 President, George Emory t'cllows; IJbrarian, Ralph K. Jones, Orono. 
 
 1906 Portland Public Library. 
 
 Librarian, Alice C. Furbush, Portland. 
 
 MARYLAND 
 
 life mkuhkk 
 
 1876 Sarah E. Richmond. ... .... . „ . . 
 
 1875, Vice- Principal of State Normal Schcxjl, 3508 Ma<lis<in Ave., Baltimore. 
 
 A<TIVK MEMBERS 
 
 1885 Henry Alexander Wise, Grad. of V.NIil. Inst. ,,..,„ ^ i. 1   
 
 if/jo. First .Assistant Superintendent of Schools, 1 1 W . .Mulberry St., Baltimore. 
 
 1891 Jr>HN E. .McCahan, A.M.. '60, Dickin-.n Coll. . ,. ^ , , ^, ^ „ . ,. , . 
 
 iH«4, .A-ssistant Supirinundciit of Public Sthuuls, 507 N. Carrollton Ave., Hallimore. 
 
 1892 James H. Van Sickle. A. B.,'9'i, A.M., *9«. Univ. of C..U. ,„.,.. , • 1 a^ 
 
 1900, SuiM-rinlendent of Inslruiti-m, SiIkhiI Admmistrtttion HuildinK, isig Linden Are. 
 Baltimore. 
 
 194 -«"• '*"",,^ As.s«iciate Priniii«lof Fricn<ls' Sthix.l. I43i MtCulloh St., Hahimore. 
 18./. DasielC.Gmmas. A.B . AM . LL.D, Vale Coll.. and Harvard Coll. 
 
 I'n i jriii Kinprilu- ' ' ' •- llo|>kii»» LnnTrMly, and K« President of Ihe Carnegie, 
 li, .!,iii<m of W reo., 614 Park Ave., Itallimorc. 
 
 Hm<11vM\K< k'lWK, I'll D.,'oj, W.i>r,. ...„k Coll. 
 
 S.iritary and Irrasurer of the Sadler R<iwc ( o., ji W. Fayette SI., Baltimore. 
 
 |8<>7 Za< IIARIAM (.' KllUlill. 
 
 1900, Priniiiwl of Franklin High Scluwl, RelMemtown. 
 
 l/oRA S«in-T. A..M . 'on Columbi.i Univ. . ,. , .. ,., 
 
 igo'j. Aii»ii.i.iiil l)r.in o( National Park Seminary, forrrt Glen, 
 
 180S Thomas FrLL A M . Ph D . LL I) 
 
 iHJWi, Prcnident of St. John » ( "llcije, Anna|«»llt. 
 
 Uirnior i.f UI>ofBtory of Pityilii>l<iiiy and P«ychuncy, Chevy Cha»« Circle, Chevy 
 CIlaMT. 
 
 Albert J (Imisijkr. . . , . • . .,. 1 t> 
 
 iH^i, Vice Prim i|jal of Sih«i<il No, t,i. and In.iruitiif of Uiin and (.crman in rtr|iar«tury 
 Sth.ir.1 Deiurtmcni; jo»H W. North Ave.. Baltimufc. 
 
 Edmund D. Murdai'cih. .....,».. • 
 
 Prinii|al of St.ile N»rm.^l S4h<«>l No. 1, Fr"»ll>urg 
 
 M Bates STKrHKNH, AM,. 'Hg. Dl<kln«.n Coll.. PhD , 'oi. \V«.h ("11. 
 
 .Slate Sujierinicmlent of Pulilic K<iucalion, Anna|»ilU; ft* . Denton.
 
 790 NATIONAL EDUCATIONAL ASSOCIATION [Maryland 
 
 MARYLAND— Con//«Me(f 
 
 i8q8 John Thomas White, Grad., '78, Mercersburg Coll.; A.B , '78, A.M., '84, Franklin and Marshall Coll. 
 
 1900, County Superintendent; Secretary and Treasurer of Board of School Commissioners, 
 
 24 S. George St., Cumberland 
 
 1899 A. Marshall Elliott, A.B. , '66, A.M. '78, Haverford Coll.; A.B., '68, Harvard Coll.; Ph.D., '77, 
 
 Princeton Univ.; LL.D., '91. 
 
 1876, Professor in Johns Hopkins University, 18 E. Eager St., North Baltimore. 
 Edward H. Griffin, D.D., Amherst Coll.; I.L.D., Princeton Univ.; '05, Williams Coll. 
 
 1889, Professor of the History of Philosophy and Dean of the College Faculty, Johns Hop- 
 kins University, Baltimore. 
 
 1900 I'.DWiN Hebden, a.m., '01, Dickinson Coll. 
 
 Principal of Group "A" Public Schools; res.. Tuxedo Park, Station L, Baltimore. 
 Mrs. Elizabeth E. Pippin. 
 
 1894, Vice-Principal of High School, Denton. 
 
 1931 Virgil Mores Hillyer, A.B., '97, Harvard Univ. 
 
 Head Master of Calvert School, 10 W. Chase St., Baltimore. 
 J.\C0B Grape, A.B., '86, A.M., '89, St. John's Coll., Md. 
 
 1902, Group Principal of Schools, 2430 N. Calvert St., Baltimore. 
 1902 Albert S. Cook, A.B., '95, Princeton Univ.; A.M., '06. 
 
 Superintendent of Baltimore County Schools, Towson, Sta. A, Baltimore. 
 
 in.T? WlLLARD C. AlDRICH. 
 
 1896, Instructor in Manual Training, Jacob Tome Institute, Port Deposit. 
 Herbert Ernest Austin, B.Sc, '90, Worcester Poly. Inst. 
 
 1892, Professor of Sciences, State Normal School, 324 E. 22d St., Baltimore. 
 John Shaw French, A.B., IJowdoin Coll.; Ph.D., Clark Univ. 
 
 1898 Professor of Mathematics, Jacob Tome Institute, Port Deposit. 
 
 James Frederick Hopkins. 
 
 1906, Director of Maryland Institute, Howard St., Baltimore. 
 Sarah Pielert. 
 
 1891, Principal of School 6, District 15, Baltimore County, Bengies. 
 
 Ira Rf.msen, A.B., '65, Coll. of City of N. Y.; M.D., '67, Coll. Phys. & Surg., N. Y.; Ph.D., '70, GSt- 
 tingen; LL.D., Columbia, Princeton, Yale, Toronto. 
 
 1901, President of Johns Hopkins University, Baltimore. 
 
 Eleanora Robe. 
 
 190 1, Vice-Principal of School No. 38, 1037 N. Eutaw St., Baltimore. 
 
 Arthur Francis Smith, A.B., '92, .'^.M., '97, West. Md. Coll. 
 
 1900, Principal of Central High School, Box 12, Lonaconing. 
 Henry Zoller, Jr. 
 
 Principal of Group 2. Public Schools, 1323 W. Lanvale St., Baltimore. 
 
 1904 Caroline A. Drought. 
 
 1901, Principal of School 29; res., 901 Cold Spring Line, Baltimore. 
 
 J. Montgomery Gambrill. 
 
 Head of the Department of History and Civics. Baltimore Polytechnic Institute, 
 and Editor of the "Maryland Educational Journal;" 2102 Chelsea Terrace, Balti- 
 more. 
 
 Shadrach Simpson, Ph.D. 
 
 County Superintendent of Schools, Westminster. 
 
 Anne Belle Townsend. 
 
 Training School for Nurses, Johns Hopkins Hospital, Baltimore. 
 Howard E. Young. 
 
 1901, Vice-Principal of School No. 115, 1832 Druid Hill Ave., Baltimore. 
 
 1905 Mary E. Ford. 
 
 1904, Teacher of English, State Normal School No. 2, Frostburg. 
 
 William J. Holloway. 
 
 1903, Teacher of Physics, and Manual Training, State Normal School, Baltimore. 
 Cora B. Jackson. A.B. 
 
 Teacher of English, Hi^h School, 513 Mosher St., Baltimore. 
 
 Edward Martin Noble, A.B.. and A.M.. Washington Coll.; A.B., Swarthmore Coll. 
 
 County Superintendent of Schools, Denton. 
 H. T. Pr.att. 
 
 Supervisor of Practice, 1934 Druid Hill Ave., Baltimore. 
 
 Olin R. Rice, A.B., '00, Dickinson Coll. 
 
 Principal of Ik-all High School, Frostljurg. 
 
 Margaret M. Robinson. 
 
 1XS9, Principal of (jirls' High School, Frederick. 
 
 George Washington Ward, Ph.D., '97, Johns Hopkins Univ. 
 
 1905, Principal of State Normal School, Lafayette and Carrollton Aves., Baltimore. 
 
 Henry Skinner West, A.B., '93, Ph.D., '99. Johns Hopkins Univ. 
 
 1906, A.ssistant to Superintendent of Public Instruction, School Administration Building, 
 
 Baltimore. 
 
 Archibald C. Willison, A.B., '85, West. Md. Coll. 
 
 1905. Superintendent of Allegany County Schools, 57 Union St., Cumberland. 
 
 1906 Oscar B. Coblentz. A.B.. '01. St. John's Coll., Md. 
 
 Superintendent of Schools of I'rederick County, Frederick. 
 Thomas L. Gibson. 
 
 1905, Professor of English. Maryland State Normal School; res., 841 N. Fremont Ave,, 
 Baltimore.
 
 Massachuscti>) LIFE, ACTIVE, AXD CORRESPONDIXG MEMBERS 791 
 
 MARYLAND— Co»»/i«nf<y 
 1900 Edwaro W. Haviland. 
 
 iSqo, Instructor in Mathematics. History and Science in Forms II and I. The Jacob Tome 
 Institute. Port Deposit. 
 Robert H. Wright. B.Sc. "07. I'niv. of X. C. 
 
 1906. Principal of Kastcm High School, Broadway and North .\vc.. It.iUimorc. 
 
 institdtions 
 1800 Johns Hopkins L'nivkrsity. 
 
 President, Ira Remsen; Librarian, N. Murray, Baltimore. 
 Woman's College or Frederick. The. 
 
 President. J. H. .\pplc; Librarian, Susan Garrott, Frederick. 
 190a Washington County Free Library. IlAr.KRSTowN. 
 
 President of Board of Trustees, lidward W. Mcaley; Librarian, Mary L. Titcomb, 
 Hagerstown. 
 1903 Woman's College of Baltimore, The. 
 
 President. John F. Gonchcr; Registrar. W. II Maltbie, St. Paul and 13d Sts., Balti- 
 more. 
 
 1905 Balti^iore City Collece, Library. 
 
 Principal. Francis .\. Soper; Librarian. .Mice W. Reins. Howard and rrntrr Sts., 
 Baltimore. 
 
 Public School Library. .Administration Brii.DiNn. 
 
 Clerk to .Sui«rintendcnt. Flora M. Pfoutz, Madison and Liifayeite .Aves.. Biltimorc, 
 
 1906 Enoch Pratt Free Library. 
 
 Librarian, Bernard C. Slciner, Baltimore. 
 Jacob Tome Institute. 
 
 Director, Francis Ransom; Librarian, Mary R. Caldwell. Port Deposit. 
 
 MASSACHUSETTS 
 
 LIFE DIRECTOR . 
 
 189J Charles W. Eliot, A. B., 's3. Harvard Coll.; LL.D., '69, Williams Coll., Princeton I'niv., '70, Vale 
 Coll. 
 1869, President of Harvard University, 17 Quincy St., Cambridge. 
 
 LIFE MEMBERS 
 
 1884 John Bascom, LL.D.. '7^ .\mhcrst Coll., and "05, Univ. of Wis.; D.D., '7:;, Iowa Coll.; LL.D. '97, 
 Williams Coll. 
 
 Ex-Profts.sor of Political Science, Williams College, Park St., Williamslown. 
 1886 William Augustus Mowry. .A.M.. Brown Univ.; Ph D., Bates Coll. 
 
 Writer and lecturer, 17 Riverside Scj., Hyde Park. 
 
 • Philo Jesse Williams. .A.M.. '<;7. .Madison Univ.; D.D.,'76, Univ. of Kans. 
 
 Sib llro.iclwav, Everett. 
 
 active members 
 1884 Frank \. Fit^patrick. 
 
 <ji Summer St., Boston. 
 
 1888 Will S. .Monroe. A B., '94 Lcland .Stanford Jr. Univ. 
 
 iS</>, Deiurtment of I'cdaRouy and I'sychoUjgy, Stale Normal S«.htK)l, Wesirield. 
 
 1890 Albert Gardner Boyken, .A.M . 'm, .Amherst Coll. 
 
 Princiiul Emerilu.Mif Stale .Normal School. Bridgewalrr. 
 John E. Bradley. Ph.D.. '79. Iniv. of N. Y.; A.B.. V.v AM., '68, LL.D., ■9J, William* Coll. 
 1901, District Su|ierintendrnl of Sch(M)l.s, Randolph. 
 
 1891 GranvilleStanlevHall, A B.'67, A M .'70, I.I.I)..'Ko. W: r "; PhD, '78. Harvard Univ.; 
 
 LL D , 'KM. Univ. of Mith. nnd '01. J<.hn^ I i <n\. 
 
 |K8«. President of Clark UnivrrMly. 94 WoodLiml .^i . ».rn-.irr. 
 Daniel C. Hfatii. A B., 'f>K A .M . '71, AmhrrM Coll. 
 
 1H76, Etlucational PubliiJirr, 110 UuyUion St., Boklon. 
 Amy Morris Homans. 
 
 iHH«;, Director of Boston .Normal Sihool of G\ •>: lluniitiKi">i A»e , lti<«li>n. 
 
 Ray Greene HuLivr;. \U ,'(h), AM ,'7^. D S< ,'94. Br. \ M . '..;7, ILirvard Univ. 
 
   Hot. Head .MaMer of Lnglixh HikIi School, 17 llutll uti M , ('.iinliridsr 
 Albert Leonard, A B , 'H«, A M . '01. < >lii'> Univ Ph D , '94. Hamilion Coll 
 
 1HH7, F>lilor ol Journal ol I'r ' .| (190a) in l-.4lutallonal Dr|urlinenl, Houchlon, 
 
 MitHin k Co., 4 Park 
 A. EuoEME Nolen. a B.. '67 A M , '70. Y*lc Lmv. 
 
 J W<jr»d PI., |-itchl>un|. 
 Alvin F. PrAHf, A B . '7?. \ M . '7H, Brown Univ 
 
 iH<>H, With N I'. I'ublioiimi Co anil Winnhip'* Traihrrt' .Nirncy, >9A llratcm St., Iknion. 
 
 Elizabeth Hhin Pr»»v 
 
 iHiji, Iraihrr of Drawinif Slutr Normal S<hii»l, TilllnchaM Hill. Ilridgrwalrr. 
 
 John Tii.iu n P»in> r. Ph D . ' 
 
 iHK). .Agrnt (or .Mj lUlucalinn, 1.1 TcmpJc Si , Wcmt Newton. 
 
 189J Drlando Merriau IImliu 
 
 I'ublohrr, 499 Main St., Sprincfirld. 
 
 Milton tlRADLrv. 
 
 TrcAMirrr, MilKin BraHlry Co., 315 Suie S«., SprinnficM. 
 
 • Diol M.irch it. 1907.
 
 792 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts 
 
 MASSACHUSETTS— Cow/j«Mfi 
 
 1892 Robert Comfort Metcalf, Litt.D., '05, Tufts Coll. 
 
 1902, Superintendent of Schools, 2 Wildwood Terrace, Winchester. 
 
 William Wells Tapley. 
 
 Assistant Treasurer and Manager, Milton Bradley Co., Springfield. 
 
 George Augustus Walton, A.M., Williams Coll. 
 
 Ex-Agent, State Board of Education from 1869-95, 68 Chestnut St., West Newton. 
 
 Arthur K. WniTCOirB, A.B., '73, Dartmouth Coll. 
 
 1891, Superintendent of Schools, City Hall, Lowell. 
 
 Albert Edward Winship, Litt.D., '98. 
 
 Editor of "Journal of Education," 29A Beacon St., Boston. 
 
 1893 Frank Irving Cooper. 
 
 Wayland. 
 
 George H. Martin, A.M., '79. Amherst Coll.; Litt.D., '05, Tufts Coll. 
 
 1904, Secretary of Massachusetts Board of Education, 388 Summer St.. West Lynn. 
 
 Edwin P. Seaver, A.M., LL.B., Harvard Univ. 
 
 Ex-Superintendent of Schools, Boston; res., Waban. 
 
 Charles Herbert Thurber, Ph.B., '86, Cornell Univ.; A.M., '90, Haverford Coll.; Ph.D., '00, Clark 
 Univ. 
 
 1903, Member of firm of Ginn & Co., Publishers, 29 Beacon St., Boston. 
 
 1894 Frederick Elmer Chapman. 
 
 1890, Director of Music, Cambridge Public Schools, 126 Oxford St., North Cambridge. 
 
 Benjamin C. Gregory, A.B., CoU. of City of N. Y.; L.H.D., Rutgers Coll. 
 1902, Superintendent of Schools, 98 BeUingham St., Chelsea. 
 189s Sarah Louise Arnold, A.M. (honorary), '02, Tufts Coll. 
 
 1902, Dean of Simmons College, Boston; res., 9 Crescent Ave., Newton Centre. 
 
 Clarence C. Birchard. 
 
 1901, Educational Publisher, 221 Columbus Ave., Boston. 
 
 J. E. Burke, A.B., '90, A.M., '93, Colby Univ. 
 
 1904, Assistant Superintendent of Schools, Boston; res., 66 Alban St.. Dorchester Centre. 
 Roland W. Guss, Grad., '81, State Nor. Sch., Pa.; A.B., '88, A.M., '91, Wes. Univ.. Conn. 
 
 1897, Instructor in Natural Science, State Normal School, 405 Church St., North 
 Adams. 
 Isaac Freeman Hall, A.M., '04, Dartmouth Coll. 
 
 189s, Superintendent of Pubhc Schools, City Hall, North Adams. 
 Paul Henry H.anus, B.Sc, '78, Univ. of Mich.: LL.D.. '06, Univ. of Colo. 
 
 1901, Professor of the Theory and Practice of Education, Harvard University, 15 Phillips 
 PI., Cambridge. 
 Albert Bushnell Hart, A.B., '80, Harvard Univ.; Ph.D., '83, Freiburg, Baden; LL.D., '02, 
 Richmond Coll. and '05, Tufts Coll. 
 
 1897, Professor of History, Harvard University, 19 Craigie St., Cambridge. 
 
 Alonzo Meserve. 
 
 1886, Principal of Bowdoin School, 87 Linden St., Allston Station, Boston. 
 
 Charles H. Morss, A.B., '80, A.M., '82, Harvard Univ. 
 
 1895, Superintendent of Schools, Summit Road, Medford. 
 James Phinnev Munroe, B.Sc, '82, Mass. Inst, of Tech. 
 
 Author, 79 Summer St., Boston. 
 
 Charles W. Parmenter, A.B., '77, A.M., '86, Ph.D., '95, Tufts Coll. 
 
 1894, Head Master of Mechanic Arts High School, Boston; res., 80 Upland Road, North 
 Cambridge. 
 
 Baroness Rose Posse. 
 
 1892, Editor of "Posse Gymnasium Journal" and (1896) Director of Posse Gymnasium, 
 
 206 Massachusetts Ave., Boston. 
 
 Charles Arthur Sibley, A.B., '87, Amherst Coll. 
 
 Member of Firm of C. A. Sibley & Co., 120 Boylston St., Boston. 
 
 Sidney Fuller Smith, Grad., '84, U. S. Naval .Acad.; M.Sc, '01, M.P.L., '04, George Washington 
 Univ.; LL.B., '02, LL.M., '03, Nat. Univ. 
 7 Hampden St., Swampscott. 
 John Gilbert Thompson, A.B., '86, A.M., '94, Dartmouth Coll. 
 
 189s, Principal of State Normal School, 11 Weymouth St., Fitchburg. 
 Henry Whittemore, A.B., '66, Dartmouth Coll. 
 
 1898, Principal of State Normal School, State St., Framingham. 
 
 1896 Charles H. Ames, .\.B., '70, A.M., '73, .Amherst Coll. 
 
 Educational Pul>lisher with D. C. Heath & Co., 120 Boylston St., Boston; res., 300 
 Highland St., West Newton. 
 George Peters Armstrong, B.Sc, '03, Harvard Univ. 
 
 1896, SuiK-rintendent of Schools of Belmont and (1906) Lexington, 27 Orchard St., Bel- 
 
 mont. 
 
 William Clinton Bates, A.B., '77, Harvard Coll. 
 
 1903, Superintendent of Schools, 13 Forest St.. Cambridge. 
 Wallace C. Boyden, A.B., '83, A.M., '86, Amherst Coll. 
 
 1900, Head Master of Boston Normal School; res., 221 Walnut St., Newtonville. 
 
 George W. Brown. 
 
 1886, Principal of Jackman School, 38 High St., Newburyport. 
 
 Joseph G. Edgerly. 
 
 187s, Superintendent of City Schools, 37 .Atlantic Ave., Fitchburg.
 
 Massachusetts] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 793 
 
 MASSACHUSETTS— Con/i«i/«/ 
 1896 Henry Dwight Hfrvey. A.R.. 'So, A.M., 'ab, Dcnison Univ. 
 1S9S, Superintendent of Schools, Maiden. 
 Herbert J. Jones, Ph.B., '04, Cornell Univ. 
 
 iQoo, Superintendent of Schools, Central Worcester Union, Holdcn. 
 Lincoln Owen, .■X.B., '80, .\.M., '02, Colby Univ. 
 
 iSoii Master of Rice Training School, 53 Monlview St., West Roxbury. 
 Walter Scott Parker, B.Sc, Dartmouth Coll. 
 
 1S04, .'Vssist-int Superintendent of Public Schools, School Committee Rooms, Mason St., 
 Boston. 
 
 Myron T. PRrrcHARD. .\.B., '7S, Boston Univ. 
 
 Master of Everett School, Boston; res., 125 School St., Roxbury. 
 Dlt)ley A. Saroent, A.B., 't-;, A.M., '78. S.D.. '04. Bowdoin Coll.; M D., '78, Yale Univ. 
 
 1880, Director of Hemenway Gymnasium, Harvard University, 27 Everett St., Cambridge. 
 F. E. Spauldino, .\.B., '80, Amherst; Ph.D., '04, Univ. of Leipzig. 
 
 1904, Superintendent of Schools, Ncwtonville. 
 Kirk X. Washburn. 
 
 One of the Publishers of Webster's International Dictionary, 499 Main St., Springfield. 
 Richard Waterman. B.Sc.. '92. Ma.is. Inst, of Tech. 
 
 Secretary to Edward A. Filenc, of William Filcnc's Sons Co., 453 Washington St., 
 Boston. 
 1807 Arthlr C. Hoyden, A.B.. '76. A.M., '81, Amherst Coll. 
 
 1906, Principal of State Normal School, Uridgewater. 
 Jacob H. Carfrey. Ph.B., '02, Ph.M., '95, Syracuse Univ. 
 
 1905, Superintendent of Schools, 126 W. Chestnut St., Wakclicld. 
 Gertrude Edmi-nd, Ph.D.. 'q.v B.Sc, '96, Xcw York Univ. 
 
 1898. Principal of Training School for Teachers, Lowell. 
 
 William Edwin Hatch, .\.B., '75, .\.M., '78, Bowdoin Coll. 
 
 1888, Superintendent of Schools, 166 William St., Xcw Bedford. 
 Edwin A. Kirkp.\trick. B.Sc , '87, Ph.M., '89, Iowa St. Coll., 
 
 1897, Department of Psychology and Child Study, State .Normal School, Fitchburg. 
 
 Thomas E. Thompso.v. 
 
 189s, Superintendent of Schools, 109 Walnut St., I.eominster. 
 
 1898 Edward O. Clark. 
 
 1902, .\gent for Milton Bradley Co., 120 Boylston St., Boston. 
 
 George Wells Fitz, .M.D.. '91. 
 
 4S3 Beacon St., Boston. 
 Wilbur Fisk Gordy, .\..M., '02, Wcsleyan Univ., and '03, .Marietta Coll. 
 1904, Superintendent of Schools, 37 .\von Place, Springfield. 
 
 Leonard Worcester Wii.li\ms. .\.B., '95, Hanover Coll.; .\.M., '09, Princeton Univ.; Ph.D., 
 '01 . Brown Univ. 
 
 1907, Instructor in Harvard Medical Schtwl. Boston. 
 Frank Fuller Murixm-k, .\.M., '00, Williams Coll. 
 
 iS-yj, I'rinciiwl of State .Normal School, 375 Church St., North .\dams. 
 Mrs. Ellen H. Rkhariis. A.B,, '70. AM.. '73, Vas^jr Coll.; SB., '7t. Ma>s. Inst, of Tech. 
 
 1884, Instructor in .S;initary Chemistry .Ma-S-sachu-sclts Institute of I>chnol.>gy, Boston. 
 
 1899 Lyman Richards .\i.lkn, B.Sc., 'i>H, Harvar<l Univ. 
 
 iH(>«, Instructor in History and Geography, State Normal School, Lawrence Ave., North 
 Adams. 
 
 William .\. Baldwin, B.Sc., '97, Harvard Univ. 
 
 1H97, Principal of State .Normal School, Hyanni^t. 
 
 Frank F. Cobcrn, \M., '70, Amherst ('oil. 
 
 Princiiul of .State .Normal Scho<il, I>owell. 
 William .Morris Davis. B.Sr. '69. .MK, '70, HarvarrI Coll. , . - 
 
 i8<.»9, Sturgi* Hooper I'rofexvir o( Geology, Harvanl University. 17 Franci* A\t., Cambridge. 
 Edwin H. Hail, I'h.D , 'Ho. Johns Hoi.kins Univ . I.I 1) , 'os, Itnwdoin Coll. 
 
 1H95, I'rofcvMir of Physiis, ilarvard I'nivrrsiiy, 30 l.angd»n Si,, C«mbriclgc. 
 Charles H. Haskink. A.B., '87. Ph.D.. V, Johns Hopkins Univ. 
 
 1002, I'rofcMor of HiMury, Harvard Univcriiiiy, is I'rcufoit Hall, ( ambrulge. 
 
 May v.. Murray. 
 
 1904, "Kindcrg-irtcn Review," 51 AcuKhnrt .Ave, Siiringl^irld. 
 
 LouM Philip Naaii, A.M., Amhcr»t Coll. 
 
 looj, Sub-montrr in Wanhlnglon AlUlon Schtiol. 9 Munxlirld St., .MUion. 
 
 J. Ahbuiv Pitman. 
 
 1906, Princiiiol of .Salem Normal Sthool; r«.. »66 Lara)Tttr St., .Salem. 
 
 William T. SriK,w '•'■• '- • . ■• m - . — > ..,v ...... ... x^ 
 
 iHMt, I I ri«llltilr III let hnoloKv, and (1II97) Curator n| 
 
 ^ Si . IIksIxii. 
 
 Maurice B. Smitii. A.B , '<}'.. An.' 
 
 1904, Trathrr in High -, 
 Chari.mF. Warnkr. A,B.*79. A M . <»ll. , .. 
 
 ,H.Vi, I' ' ' MrTr.i i..,ih .Sthool. «.i7 .Stale St.. S|»lngfirld, 
 
 ELiZABrni J'«r.nr >. . „ . 
 
 I I r.vale -^^ ' '   *'-"--«i«hS« IW««on. 
 
 Charles F. A. Ci , 'M7. A ' ...... 
 
 i«9i, li'i,   . ■( HiMirry, ' ;ule of rethnokicy, l»..M,,n.
 
 794 NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts 
 
 MASSACHUSETTS— CoM/WMei 
 
 1890 Sarah Fuller. 
 
 1869, Principal of the Horace Mann School for the Deaf, 122 Concord St., Newton Lower 
 Falls. 
 
 Mrs. Ellor Carlisle Rtpley. 
 
 1902, Assistant Superintendent of Schools, 1247 Commonwealth Ave., Bostor. 
 
 Elmer I. Shepard. A.B., '00, A.M., '04, Williams Coll. 
 
 1906, Instructor in Mathematics, Harvard University; res., 473 Broadway, Cambridge. 
 
 1901 F. A. Bagnall, A.B., '90, Wesleyan Univ. 
 
 1901, Superintendent of Schools, 47 Summer St., Adams. 
 
 Stratton D. Brooks, A.B., '96, Univ. of Mich.; Pd.B., '90, Pd.M., '99, Mich. St Nor. Coll.; A.M., '04, 
 Harvard Univ. 
 1906, Superintendent of City Schools, School Committee Building. 17 Ranelegh Road, 
 Boston. 
 
 Frank P. Davison. 
 
 Superintendent of Schools, Montague; res.. Prospect St.. Turner's Falls. 
 
 Edward R. Goodwin, A.B., '76 A.M., D.C.T>., Bates Coll. 
 
 1894, Principal of Classical High School, 15 Germain St., Worcester. 
 
 George W. Holden. 
 
 President of the Holden Patent Book Cover Co., 231 Main St., Springfield. 
 
 Miles Carter Holden. 
 
 Secretary of the Holden Patent Book Cover Co., 67 St. James .^ve., Springfield. 
 
 Henry Lefavour. A.B., '83, Ph.D., '86, LL.D., '02, Williams Coll., and '05, Tufts Coll. 
 1901, President of Simmons College, Boston. 
 
 Frank Herbert Palmer, A.B., '75, A.M., '78, Amherst Coll. 
 
 1900, Managing Editor of "Education," Room 21, 50 Bromfield St., Boston. 
 Frank Edson Parun, A.M., '89, Bates Coll. 
 
 1900, Superintendent of Schools, Quincy; res., 19 Winthrop Ave., WoUaston. 
 Bertram C. Richardson, A.B., '98, Colby Coll. 
 
 1903, Sub-master of Rice Training School, 3 Gaylord St., New Dorchester. 
 
 Alfred L. Saben, A.B., '03, A.M., '96, Dartmouth Coll. 
 
 1899, Principal of High School, 25 School St., Manchester. 
 
 1902 Richard Cobb, A.B., '92, Harvard Univ. 
 
 1904, Head Master of Milton Academy, Milton. 
 H. F. Cutler, A.B., '86, Amherst Coll., A.M., '04. 
 
 1890, Principal of Mt. Hermon Boys' School, Mt. Hermon. 
 Irving H. Gamwell, A.B., '96, Brown Univ. 
 
 1901, Superintendent of Schools and Principal of High School, cor. Main and High Sts., 
 
 Franklin. 
 
 E. E. Gaylord. 
 
 1899, Director of Commercial Department, High School, 11 Baker Ave., Beverly. 
 
 Frank M. Gilley, A.B., '80, Harvard Univ. 
 
 1882, Instructor in Physics and Chemistry, High School, 21 John St., Chelsea. 
 Theodore Hough, A.B., '86, Ph.D. '93, Johns Hopkins Univ. 
 
 IQ03, Professor of Biology, Simmons College, Boston. 
 Augustus H. Kelley, A.M., '75, Colby Univ. 
 
 1888, Principal of Lyman School, 57 Montvicw St., W. Roxbury District, Boston. 
 Arthur Orlo Norton, A.M., '90, Harvard LTniv. 
 
 1899, Instructor in Harvard University, 61 Sparks St., Cambridge. 
 
 Mary E. Parker, A. B., '88, Wellesley Coll.; A.M., '98. Univ. of Pa., and '99 RadclifTe Coll. 
 
 1905, Department of Education, Simmons College; res., 164 Newbury St., Boston. 
 Charles L. Simmons, Ph.B., Taylor Univ.; A.M., Gale Coll. 
 
 1900, Superintendent of Schools, 66 Western .Ave., Westfield. 
 Charles E. Stevens, A.B., '86, .\.M., '89, Bates Coll. 
 
 1894, Superintendent of Schools, Stoneham and Saugus, 9 Cedar Ave., Stoneham. 
 1003 Otis Hervey Adams, A.M., '83, Williams Coll. 
 
 1906, Superintendent of Schools, Leicester. 
 
 John Charles States Andrew, A.B., '96, A.M., '98, Harvard Univ.; S. T. B.,'02, AndoverTheoI. Sem. 
 Instructor in History and Commercial Geography, High School, Lynn; res.. Crest 
 Ave., Beachnont. 
 
 Mrs. Fannie Fern .\ndrews, A.B., '02, Radcliffe Coll. 
 
 Lecturer and Writer on Educational Subjects, 378 Newbury St., Boston. 
 
 Melville A. Arnold. 
 
 1894, Principal of the Renfrew School, 29 Summer St., .Adams. 
 
 F. G. Atwell, B.Sc, '88, Dartmouth Coll. 
 
 1901, Superintendent of Schools of Templeton, Hubbardson, Phillipston, and Royalston; 
 
 res., 4 Prospect St., Baldwinsville. 
 Asa George Baker, A.B., '88, Amherst Coll. 
 
 Of the G. & C. Merriam Company, 6 Cornell St., Springfield. 
 Fred C. Baldwin, B.Sc, '81, Dartmouth Coll. 
 
 1893. Master of Forster School, 63 Sycamore St.. Winter Hill, Somerville. 
 
 Mrs. Lucia Gale Barber. 
 
 Private Studio, Mental-Physical Education, The Ludlow, Copley Sq., Boston. 
 
 Thomas H. Barnes. •.A.M., 'o"; (honorary). Tufts Coll. 
 
 1869, Master of Gaston School, Boston; res., 773 Broadway, South Boston.
 
 \ 
 
 Massachusetts] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 795 
 
 MASSACHl'SETTS— Con/Ill iW 
 1903 Arthcr J. Bean, B.Sc., '80. Woncsior I'oly. Inst. 
 
 1904. City Director of Manual Training. 64 Oread St.. Worcester. 
 Hector L. Helisi.e, A.B.. '96, Harvard Lniv. 
 
 iQoo. Principal of John R. Rollins School, 6 Sheridan St., I jwrence. 
 Fk.^nk Howe Be.nedkt. 
 
 Superintendent of Schools. Aubum-Sutlon District, Sutton. 
 Clare.sce John Blakk. M.D., '65. Harv.ird I'niv. 
 
 Profe.s.s«)r of ( )t<>loKy, .Medical Department, Harvard Iniversity; res., Ji6 Marlbor- 
 ough St., Boston. 
 
 CLirroRD S. Br.u-.ixjn. .\.B.. '00, Bowdoin Coll. 
 
 1006. Head of Deixirtnicnt of Malhemalics. Tethniial llixh Sihool; res.. 10 Harvard 
 St.. Springlicld. 
 Percy Shields Bra\ti:)n. .V.B., '00, Harvard I'niv. 
 
 1903, Head of l)i|xirtment of .Mathematics, High School, Medford- res., 136 AlUlon St.. 
 West Medford. 
 James W. Brehaut, .\.B.. '02. Harvard I'niv. 
 
 189.S, Superintendent of Sch<x)ls. 37 Grcve St., .\urth .Vllleborough. 
 Frank E. Brigcs. .\.B.. '04. Bowdoin Coll. 
 
 1906. Principal of High School, Lanc;ister. 
 Jakes H. Bcrdett. 
 
 Sub-raaster in Bennett School, Boston; res., 12 Chestnut St., Dedham. 
 Alfred Eix-.ar Burton. SB.. '78. .ind C.E., '81. Bowdoin Coll. 
 
 1884. I'rofessor of Topographical Engineering, and (1902) Dean of Massachusetts Insti- 
 tute of Technology; res.. 65 Bowers St.. .Vewtonville. 
 Kenyon L. Bitterfikld. B.Sc. "oi. Mich. .Agri. Coll.; A.M.. oj. I'niv. of Mich. 
 
 1906, President of .Massachusetts Agricultural College, .\mhersl. 
 Stephen Perkins Cabot, .V.B., '02, Harvard L'niv. 
 
 1901, Teacher of .Modern Languages, St. George's School, Newport, R. I ; res.. 77 Chestnut 
 St., Boston. 
 
 Mes. Ella Lyman Cabot. 
 
 1905. -Memlx-r of Mass;ichusetts Board of Education ami .MemU-r of RadclitTe Council, 
 
 190 .\Iarll»rough St., Boston. 
 Seth Howard Chace, .\.B., '93, .V.NL, '96, Brown Univ. 
 
 1906. Superintendent of Schools, Tcwlcsbury-Dracut District. 97. i8lh Si., I^owell. 
 J. Henry Clagg. 
 
 1905, Principal of Hosmer Grammar School, Watertown. 
 Eliza L. Clark. 
 
 Principal of the Sar.ah Fuller Home, 93 Woburn St., West .Mc-dford. 
 George L Clapp, .\.II . '95. Harvard L'niv. 
 
 1903, Superintendent of Schtxds, 47 Montvalc .\vc., Woburn. 
 Burton M. CLoidii, .\.B., '00. Bowdoin Coll. 
 
 1906, Princi|xil of High Stho<il,; res , ii Summer St., F.asthampton. 
 C. O. Louis Collin, .M D., 'tV*. Harvard l'niv. 
 
 Instructor in .Vn.iiomv and (i ymnastics, Bosl9n Normal School of Gymnastics, o7 
 Huntington .Xvc., Boston. 
 
 Fran'cis Joseph Coni in, A B.. 'of. Harvard Univ. 
 
 1901, I'eacher in High School, ib Bayswater St., Last lioslon. 
 John .M. Connolly. \.\\.. '<)o, .\M.. '<)), Holy Cross Coll.; MI)., 'oo. Harvard Univ. 
 
 Teacher in Harvard University .Me<liial S<Iiih>I, and .Mrdiial liis|irctor, Boston 
 Public Schools; res., 183 Harvard St., Di>rtheMer Centre. 
 William C. Crawford, A B., 'Hj, AM, 'H<i. Colliy Coll. 
 
 1903. .Master in Washington .Mlslun District, Boston; rr«., 596 Caniliridge Si., .MIslon 
 Grapton Dulanv Ci'siiiNG, A.B., A.M., LI, B , H.irvard Univ. 
 
 i(>8 Beacon St., Itoston. 
 Thomas W. Davis, A B., 'W). Williams Coll. 
 
 iHHi, .Master of Harvard Sihool, Camlnidgr; re»., Wavcrley. 
 
 Mary K. HAms- Dfkn. 
 
 Teaihrr of .Malhcmalica and HUtory of .\rl, Punchani Frre Srhoul, i7t Mnin Si , 
 Aiidmrr. 
 GEORf.r Ellhwortii Dawmis. A.B., '87. Univ. of Mlch^: Ph D., 97, Clark Univ. 
 
 1903. PriilekMir of Education, Ml. Holyoke CiitleKr; rr*., J14 lirlmonl AtT . S|>fiiighrld_ 
 QuiNC'Y E. Dm ki'iivan. 
 
 «S Crniral .St., .S'lmrrWIIe. 
 Orlknik) Walm Dimick. 
 
 1H81, PrinciiKil t>( Wc'.U .Sthool, Bo^|.>n; res . m Kuitsrll .\vc , Walrrtown 
 WlNFRKO .N'lc iioi.» Donovan, ah . '9'. A M . '<j^, l''>\\,\ Coll. 
 
 igoi, A«si«1ant ProfnvMir of Biidital Inlrrijcrljlion, Nrwton Throliigiial Imlilulliin, 17 
 Kiplry Terrace, \rKion Onlrr 
 
 MARr.ARrr L. IVivi r. tJrad . 'oJ. ^m. Ma»« 
 
 1893, leaihct in Publi '••« 'f Hi»rT(«<in S< , Naiick. 
 
 Frank Dur.w, A.U . '95. and .\ M , •ji. In : 
 
 1H96. Trachcr of P«yih»lo||y an ■• d...!. 4; (*h.innintf 
 
 St.. Worn-»tcf. 
 Wm. p. DuKtrvY, a B •',- n»»-rlln Toll, 
 
 lgo6, ('- '' i>r|nr1mml of I^IutalMin. Ilartaid I nnrr*ll'.', rr« . n Coiianl
 
 7g6 NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts 
 
 MASSACHUSETTS— Co«/wMe(f 
 
 1903 Flora T. Edgecomb, Grad., '95, St. Nor. Sch., Worcester, Mass. 
 
 Teacher in PubKc Schools, 32 Chatham St., Worcester; permanent address, 62 
 Mechanic St., Fitchburg. 
 Joseph Burke Egan, A.B., '99, A.M., '02, Creighton Univ.; .\.B., '04, Harvard Univ. 
 
 Sub-master in Washington Grammar School, Boston; res., 72 G St., South 
 Boston. 
 Luther F. Elliott. 
 
 1Q05, Superintendent of Civil Service Department, Boston, Y. M. C. A. Private Laboratories; 
 res., 23 Franklin St., Watertown. 
 
 S. Maria Elliott. 
 
 1902, Instructor in Household Economics, Simmons College, 118 Charles St., Boston. 
 
 Amoritta E. Esilman. 
 
 1882, Assistant Teacher in George Putnam District, Ellis Mendell School, 66 School St., 
 Roxbury. 
 
 George William Evans, A.B., '83, Harvard Univ. 
 
 190S, Head Master of High School, Charlestown. 
 
 Walter Elmore Fernald. M.D., '81, Bowdoin Med. Coll. 
 
 1S87, Superintendent of Massachusetts School for the Feeble Minded, Waverley. 
 
 Albert Gardiner Fisher, .\.B., 70, A.M., '78, Brown Univ. 
 
 Proprietor of Fisher Teachers' Agency, 120 Tremont St., Boston. 
 Laura Fisher. 
 
 1895, Director of Public Kindergartens, 292 Marlborough St., Boston. 
 
 Lester A. Freeman. 
 
 1903, Superintendent of Schools of Foxborough and (1905) Seekonk; res., Foxborough. 
 
 George E. Gay, A.M., '75, Bates Coll. 
 
 7906, Superintendent of Schools, 21 Newcomb St., Haverhill. 
 
 Mary Anna Gove. 
 
 1896, Teacher in George Putnam School, Boston; res., 19 Dixwell St., Roxbury. 
 
 Emma Beede Gulliver. 
 
 1902, Ma.ster's Assistant, Hyde School, 53 Ashford St., Boston. 
 
 Mrs. Hiram Hall, Grad., '82, N. E. Cons, of Music. 
 
 Private Teacher, 118 Charles St., Boston. 
 
 Nathan C. Hamblin. 
 
 1901, Principal of Tabor Academy, Marion. 
 
 Walter Irving Hamilton. 
 
 1905, Principal of Thomas Donaghy School, 27 Buttonwood St., New Bedford. 
 
 George Harris, D.D., '83, Amherst Coll., '99, Harvard Univ., '01, Yale Univ.; LL.D., '99, Dart- 
 mouth Coll. 
 1899, President of Amherst College, Amherst. 
 
 William Walter Hastings, A.B.,'86, A.M. ,'93, Maryville Coll.; A.M.,'94, Ph.D.,'96, Haverford Coll. 
 Instructor in International Y. M. C. A. Training School, io85 State St., Springfield. 
 
 William Moore Hatch, A.B., '86, Dartmouth Coll.; I,I..B., '89, LL.M., '00, Columbian Univ. 
 New England Manager for Silver, Burdett & Co., 221 Columbus Ave., Boston. 
 
 Ernest L. Hayward, A.B., '90, Amherst Coll. 
 
 189s, Teacher of German and History, High School, 148 High St., Taunton. 
 
 Harriet S. Hayward. 
 
 1899, Supervisor of Primary Schools, 37 Wyman St., Brockton. 
 
 Caroline H.-vzard, A.M., '99 (honorary), Univ. of Mich.; Litt.D., '99, Brown Univ.; LL.D., '05, 
 Tufts Coll. 
 1899, President of Wellesley College, The President's House, Wellesley. 
 
 LiLLiE Anderson Hicks. 
 
 1899, Supervisor of Practice Teaching, State Normal School, Bridgewater. 
 
 LuLA A. L. Hill. 
 
 1883, Assistant in Wells School, 37 Pinckney St., Boston. 
 
 George Preston Hitchcock, A.B., '92, Amherst Coll. 
 
 1905, Headmaster of High School, 64 Brington Road, Brookline. 
 Charles A. Hobbs, A.B., '80, A.M., '84, Harvard Univ. 
 Private Tutor, 6 Sidney St., Watertown. 
 Franklin W. Hobbs, S.B., Mass. Inst, of Tech. 
 
 1902, Chairman of School Committee, 78 Upland Road, Brookline. 
 
 Stanley H. Holmes, A.B., '87, A.M., '90, Colby Coll. 
 
 1902, Superintendent of Schools, 61 Columbus Ave., Haverhill. 
 
 Irving Williams Horne, A.B.. '86. A.M.. '90. Bowdoin Coll. 
 
 190S, Assistant in English High School, 17 Chnton St., Lynn. 
 George S. Houghton. 
 
 1889, Sub -master of Lawrence School, Boston; res., 25 Howard St., Reading. 
 
 Mary Alice Houghton. 
 
 1900, Private Secretary and Recorder, 226 Marlborough St.; res., Hemenway Chambers 
 
 Westland Ave., Boston. 
 
 William W. Howe, A.B., '95, Harvard Univ. 
 
 1901, Suh-master of Martin School, 37 Kingsdale St., Dorchester. 
 Alfred F. Howes. A.B.. '87, A.M., '92, Amherst Coll. 
 
 Superintendent of Schools, Southern Berkshire District, ShefEeld. 
 
 Mrs. Mary Bates Hunt. 
 
 1901, Principal of Hancock Grammar School, 61 Winifred Road, Brockton.
 
 Massachusetts) LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 797 
 
 M ASS ACH I'SETTS— Con/»« iW 
 
 1903 S. C. HcTCHiNSON, A.B.. 'oi, A.M., '05. Syracuse I'niv. 
 
 1906, Supcrintcmlc-nl of Schools of Wayland, Dover, and Sudbury; res., Cochituate. 
 Acnes Irwin. LL.D.. '95. Iniv, of West. Pa ; Lilt D.. 'qo, L'niv. [of Pa.; LL.D., '06, St. Andrews- 
 
 1894, Dean of RadcUlTc College. Cambridge. 
 AsHER Johnson Jacoby, Pd.M., 'q8. New York l'niv. 
 
 1901, Superintendent of Schools, Milton; res,, cor. Belcher Circle and Church PL, Elast 
 
 Milton. 
 
 George Ellsworth Johnson, .^.B., '87, .A.M., '00, Dartmouth Coll. 
 
 1906. Superintendent of Schools, 230 Fairmount Ave., Hyde Park. 
 Wn.LIAM .\. Johnston, R.Sc, '92, Ma.'ss. Inst, of Tech. 
 
 1906, As,sociale Profoss»)r of Mechanical Engineering, Massachusetts Institute of Technology 
 Boston. 
 
 Frederick Lincoln Kend.vll, .V.B.. '90, A.M., '03, Carleton Coll.; and A.B.,'91, Harvard Univ. 
 
 1899. Superintendent of Schools, Chelmsford, Carlisle, and Dunstable; res., Chelmsford. 
 Frederic \V. Kinhman. 
 
 1905. Superintendent of Schools, Walpole and Medfield; res., Common St., Walpole. 
 Thos. H. H. Knight. 
 
 1S9-. Junior Master of Girls' High School,' Boston; res., 386 Franklin St., Melrose Highlands, 
 Gaetano Lanza, B.Sc., C. and M.E., Univ. of Va. 
 
 Profes.«or of .\pplicd .Mechanics in Charge of the Department of Mechanical Engi- 
 neering, Massachusetts Institute of Technology, 22 \V. Cedar St., Boston. 
 Gustaf Larsson. 
 
 Principal of Sloyd Training School, 39 N. Hcnnet St , Boston. 
 Watson Clark Lea, Ph.B., '93, Oberlin Coll.; A.M., '02, Harvard Univ. 
 
 1902, Superintendent of Schools, Millbury-Oxford District; res., Millbury. 
 Florence Elxenif. Leaddkttkr. 
 
 Assistant in Roxbury High School, Boston; res., 867 South St., Roslindale. 
 Maud Gertrude Leadbetter. 
 
 Assistant in Roxbury High School, Boston; res., 867 South St., Roslindale. 
 P'rank M. Leavitt. 
 
 1893, Assistant Director of Drawing and Manual Training. Dudley School, B'>ston; res., 
 32 Akron St.. Roxbury, 
 
 Homer Pierce Lewis, .V.B., '74. Dartmouth Coll. 
 
 1903, Superintt-ndent of City Schools, 3 Monadnock Road, Worcester. 
 Leo Rich Lewis, A.B., Tufts Coll.; A.B. and A.M., Harvar.l Univ. 
 
 189s, Professor of History and Theory of .Music, Tufts College; P. ( )., Tufts College. 
 
 Arthur A. Lincoln. 
 
 1897, Sub-master of Mather School, 29 Percival St., Dorchester. 
 John MacDuffie, .\.B., '84, Harvard Univ ; A.M., Ph.D., '95, Ltimbard Coll. 
 
 1890, Principal of the .MacDufhe School for Girls, 182 Central St., Springfield. 
 James Mahoney, A.B., '84, .\mherst Coll. 
 
 1888, Master of English High Sch<K)l. 270 Beacon St., Back Bay, Boston. 
 
 Frank M. Marsh, A.B., '99, Harvard Univ.; \.W., '99, Boston Univ. 
 
 1901, Superintendent of Schools, 65 Green St., l-'airhavcn. 
 
 Bertha M. -MrCoNKKY. 
 
 1902, Su|jervi.sor of Primary Schools and Kindi-rgarlens. 10 .Monmouth St., Springfield, 
 
 James H. McCiri.y, .M D , 'os. 
 
 International Training School of Young Men's Christian .AMitciation. 4 MaiM- 
 chusftts Ave.. Springfield. 
 James R. McDosai.d, A.B., '89, Williams Coll. 
 
 1904, .Managi-r of Educational DeiKirlmenl, Little, Brown & Co., Boston; 85 Bruuks 
 
 St., West .Medford. 
 W. V. Mf-DUFFEE, A.B., '92, Dartmouth Coll.; A.NL, V>. Harvard Univ. 
 
 1896, Head of Classical Dci»artmeni, High .School, 37 S|>ring St., S|jringlicld. 
 
 HF.NRY C. .Mktcalf, A.B . '94, Harvard Univ ; Ph D , '97, Berlin. 
 
 Profe<ivjr of Political .Science, Tuft* College; P. (). Tufli College. 
 
 CiiARLF.s Sturtkvast .\!ih)Iik A. II.. '73, A.NL, '00, Harvard Univ. 
 
 1002, Awijilant Recorder of Harvaril College, 10 l-'ront St.. Cambridge. 
 
 Jmr.pii RijswKLL II.\wi.ey Mimiuk. A B.. 'ly). A .M., '06, liocinn Univ, 
 
 Graduate Sludrnl, li.irv.iri| Uiiivrmily; re« , j6 Whillier St.. Sla. II.. Cambrtilgr. 
 
 Horace Hf.niiv .MoBsr, A B , 'on. AM . '01, Har\ari| Univ. 
 
 1906, Head of De|>ariiiient of HiiHory. .Mt. Hermon Bo)ti' .Sclvml. .Ml. Hrrmmi, 
 
 Cora A. Nf.wtos. .»..•.. 
 
 |H9<2. Princi|wl of Harrington N ITraining St bool. Court St., New BeJlc»rd. 
 
 Fred H. N'k xmv.s, A B , 'H/., A M . 'h.j I 
 
 iH«>M, Su|irrinlcndriil of StliooU, ;; L jJutn St.. Mrlrow 
 
 C. .Maud Nhhiiih AH.. 01 Smiih Coll . A.M., 'oj, Benton Univ. 
 
 • 9^3. Teachpr in Englinh, High Sthor»l, Newburjfpurl ; re»„ 760 .Ma%»a(huietli Ave., Cam- 
 bridge. 
 
 Caleb A. Pace. 
 
 Princiinl of Miirh Sch'xM, Nielhuen. 
 
 Frank R. PA<iF., A B . *./.. i 
 
 1900. SujicrinKi ''< Main "^ , \\.iim.,wn 
 
 CoRWIN K P.*l »•»!>, A B . 'ni. M ' 'inim Coll. 
 
 1901. Su|icT»nlenifriii
 
 798 NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts 
 
 MASSACHUSETTS— CoH/«n(f J 
 
 1903 Charles Francis Park, S.B., '02, Mass. Inst, of Tech. 
 
 1906, Assistant Professor of Mechanical Engineering, Massachusetts Institute of Technology, 
 Boston. 
 
 William Dwight Parkinson, A.B., '78. Dartmouth Coll.; LL.B., '81, National Univ. 
 1898, Superintendent of Schools, Waltham. 
 
 Frank J. Peasi.ee A.M., '88. Colby Univ.. Ph.D.. '02, American Univ. * 
 
 iQoi, Superintendent of Schools, 68 Baker St., Lynn. 
 Marshall Livingston Perrin, A.B., '74, AM., '76, Harvard Univ.; Ph.D., '89, Gotlingen. 
 
 1891, Professor of Germanic Languages, Boston University, and (1893) Superintendent of 
 Schools, Wellesley; res., Washington St., Wellesley Hills. 
 Mrs. Annie Moseley Perry. 
 
 1898, Principal of Perry Kindergarten Normal School, 18 Huntington Ave., Boston. 
 John Henry Pillsbury, A.B., '74, A.M., '77, Wesleyan Univ. 
 
 1899, Principal and Proprietor of Waban School, 1690 Beacon St., Waban. 
 William E. C. Rich, A.B., '70, A.M., '73, Bates Coll. 
 
 1891, Master of Christopher Gibson Grammar School, Boston; res., 99 Moreland St., 
 Roxbury. 
 
 Frederic H. Ripley. 
 
 1898, Principal of Longfellow School, 1247 Commonwealth Ave., Boston. 
 Albert Robinson, A.B., '93, Colby Coll. 
 
 1903, Superintendent of Schools, 1 1 Warren St., Peabody. 
 Jennie E. Rogers. 
 
 1903, Teacher in Highland Grammar School, Lowell; res., Byfield. 
 Peter Rocs. 
 
 1896, Director of Drawing, Public Schools, 24 Sacramento St., Cambridge. 
 
 George Rugg, A.B., '83, Amherst Coll.; A.M., '03, Harvard Univ. 
 
 1903, Superintendent of Schools of Princeton, Sterling, and Westminster; address, P. O. 
 Box 125, Princeton. 
 
 Annie Coolidge Rust. 
 
 Principal of Froebel School of Kindergarten Normal Classes, 99 Newbury St., Boston. 
 Joseph F. Ryan, A.B., '97, Dartmouth Coll. 
 
 New England Manager for D. Appleton & Co., 120 Boylston St., Boston 
 Eunice J. Simpson. 
 
 18 Hovey St., Newton. 
 
 Robert Orange Small, A.B., '96, Bowdoin Coll. 
 
 1903, Superintendent of Schools of Grafton and Upton; res., Grafton, 
 J. Angelina Smith. 
 
 1900, Principal of Dutcher Street School, Hopedale. 
 Edward Southworth. 
 
 1878, Master of Mather School, Boston; res., 94 Greenleaf St., Quincy. 
 Gordon A. Southworth. 
 
 Superintendent of Schools, 40 Greenville St., Somerville. 
 Homer B. Sprague, A.B., '52, A.M., '55, Yale Coll.; Ph.D., '73, Univ. of N. Y. 
 
 Lecturer, The Evans, Newton. 
 Mrs. Margaret J. Stannard. 
 
 Principal of The Garland Kindergarten Training School, 19 Chestnut St., Boston. 
 Lucy Harris Symonds. 
 
 Principal of Kindergarten Training School, 82 St. Stephen St., Boston. 
 Henry P. Talbot, S.B., '85, Mass. Inst, of Tech.; Ph.D., '90, Leipzig. 
 
 1899, Professor of Inorganic and Analytical Chemistry, Massachusetts Institute of Tech- 
 
 nology, Boston. 
 
 Harriet Caroline Taylor. A.B., '99, Radcliffe Coll. 
 
 1906, Substitute Teacher in Boston High Schools, 7 Park Ave., Winchester. 
 
 Edgar E. Thompson, B.Sc, '71, Mass. Agri. Coll. 
 
 189 1, Supervising Principal, Public Schools, 5 Jaques Ave., Worcester. 
 Mary Kingsley Tibbits, A.B., '89, Univ. of New Brunswick, Canada. 
 
 1904, Assistant in West Roxbury High School, Boston; res., 14 Greenough Ave., Jamaica 
 
 Plain. 
 
 Walter Bradley Tripp. 
 
 1891, Teacher of Dramatic Expression, Emerson College of Oratory, and (1899) Professor 
 of Oratory, Boston College; 239 Huntington Ave., Boston. 
 
 Frederic Allison Tuppkr, A.B., '80, Harvard Univ. 
 
 1899, Head Master of Brighton High School, 7 Menio St., Brighton District, Boston. 
 H. W. Tyler, S.B., '84, Mass. Inst, of Tech.; Ph.D., '89, Erlangen. 
 
 1893 Professor of Mathematics, Massachusetts Institute of Technology, 491 Boylston 
 St., Boston. 
 
 Frank Vogel, A.B., A.M., Harvard Univ. 
 
 Professor, Massachusetts Instttute of Technology; res., 95 Robinwood Ave., Jamaica 
 Plain. 
 
 Mrs. Lue Stuart Wadsworth. 
 
 Past National Patriotic Instructor of National Woman's Relief Corps, 19 Greenwich 
 Park, Boston. 
 
 Arthur B. Webber, A.B., '92 Harvard Univ 
 
 1906, Superintcntlcnt of Schools, Littleton. 
 Sarah Southworth Webbkr. 
 
 Private Teacher of Gymnastics, 279 Highland St., West Newton,
 
 Massachusetts! LIFE, ACTIVE, AXn CORRESPOYDIXG MEMBERS 799 
 
 MASSACHUSETTS— Tw/ifiiw-rf 
 
 1903 Chaeles H. Westcott. 
 
 1897, Sul>-master of High School, 135 Hawthorne St., Maiden. 
 V. \. Wheeler, .V.B.. '03, Univ. of Vt. 
 
 Superintendent of Schools, Mon.son. 
 
 Charles T. C. Whitcomb, A.B., '83, A.M.. '86, Amherst Coll. 
 
 1895, Head Muster of High .SchtX)!, 81 .\sh St., Hnxkt.in. 
 Maurice P. White, A.B., LL.B. 
 
 1902, Assistant Suix-rintendonl nf Public Sihixils. .M.i.son St., Hostim; res., 39 Walling- 
 
 ford Road, Urighlon. 
 Frank W. Whitney. .\.B., '79, Boston Univ. 
 
 1897, Principal of High School, 3 Marion Road, Watcrtown. 
 
 Frank Brast)ON Wk-.ht. .V.B.. '96. Boston Univ. 
 
 Principal of Grammar SchcK)l. Wanvick, R. I.; res., I'cdcral St.. Reading. 
 Charles A. WaLi.\MS, A.B., '88, Williams Coll.; A.M., '9.';. Harvard Univ. 
 
 1897, Principal of High Schcxjl, 51 Fdton St., Hudson. 
 Charles Talbot WormnrRV, .\.n., 'o?. Dartmouth Coll. 
 
 1903, Principal of High School, 47 Blossom St., Fitchburg. 
 Edward M. Woodward. ,\.B.. '85, ;\mher<;t Coll. 
 
 Principal of South High School, 736 Pleasant St., Worcester. 
 Frederick R. Woodward. .A.B.. '92. Williams Coll. 
 
 189s, Department of .Nlalhcmatics, High School, 168, 6th St.. Lowell. 
 John Henry Wright, A.B., 73, LED., '01, Dartmouth Coll.; I,I..I).. '01, Wr^iiern Reserve Univ. 
 
 Professor of Greek and Dean of The Graduate School of .Vrts and Sciences, Harvard 
 University, 38 Quincy St., Cambridge. 
 
 1904 Mrs. O. M. Bakes. 
 
 7 Dartmouth Terrace, Springfield. 
 
 William H. BcRsniAW, .\.B., '81, Harvard Univ.; Ph.D., '88, Johns Hopkins Univ. 
 
 1896, Professor of Pedagogy. Clark University, Worcester. 
 Edward H. Eldridoe, .A.M., '95, Temple Coll. 
 
 1902, Director of Secretarial Sch<x>l, Simmons College, Boston. 
 Gertri;de E. Gaylord, .\.B., '00, Mt. Holyoke Coll. 
 
 8s College St., South Hadley. 
 
 ErcENE F. Lour. A.B., '84. Univ. of Mich. 
 
 Eastern Manager for Atkinson, Mcntzer & Grover, 120 Boylston St., Boston. 
 
 .\nna Janf. McKEAr;. Ph.D., 'oo. Univ. of Pa. 
 
 1903, Associate Profcs.sor of Pedagogy. Wellesley College. 55 Stone Hall. Wellesley. 
 JoRCEN Conrad Peterson, AM. '04. Harvanl Univ. 
 
 1906, Princiixil of High School, Norfolk. 
 
 .\UCrSTlNE I.. RAFTfR, .A.M.. '(>J. Boston Coll. 
 
 1905, Assistant Sujjerintendcnt of Public Schools, Boston; res., 41 Br.idlee St.. l)orihe»ler. 
 Le Roy R. Sawyer. A.B., '00, Dartmouth Coll. 
 
 Montague. 
 Miss Thexjoatf. I.. Smith, A B., 'H2, A.M., 'K4. .Smith Cell.; Ph I)., \ji,, \ .,\r Univ. 
 
 1892, Research .A.ssislant to G. Stanley Hall, Clark University, Worcester. 
 
 loos Henry Turner Bailey. 
 
 K/53, Fxlitor of "The .School Arts Hook." .\orlh ScilURtr. 
 
 Clarence Edward Brotkway. A B., '78. Bair< Coll. 
 
 184/.). Sujxrintcndent of .S<lm<>ls, 47 Hanover St., West Sivingrielil. 
 John Smith Burlfy. Ph.B . '<>«j. M Sr.. 'o<;. Wislrvan Univ , Ctmn. 
 
 iijos, Instructor in English, B .M C. Durfee High School, 291 High .St., Fall River. 
 
 Pai I. W. Carhabt. Ph B.. '94. Yale Univ. 
 
 With G. & C. .Mcrri.ini Co.. 4W .Main St.. Springfirlfl. 
 
 W M H Bryant. AM. 'oo. Bai.« C<.|l • 
 
 1K90, Senior Agent (or (iinii K Cd jo Beocon St.. Himton. 
 
 John A. Dr Camp. AB . "oo. AM '11. 
 
 1990. Prim u«;d ol High S' ;li A»r , Williamslimn. 
 
 Ciiaclkh H. Howf, a B . Partmoulti Coll. 
 
 iHoS. Princi|«l of High .S«ho«l, 97 Chestnut St , Wakefield. 
 
 Allem p. Kr.iTii. 
 
 PrimiixU of John H. ChfTrrH Schr»,|. 27 Kolmon Si.. New llr<ll<iiti. 
 
 iBVtMn O. Palmer A B , '87 AM . "90. 1 
 
 i»97, .Sfirme .Maater, .Sewton !■ --I. 4** <«'« St.. NewtnnWIIr. 
 
 Jameh Duxcaw Piiimim. A B . '97 Harv-trd Inlv 
 
 .Manager of ^.l|u(all>lnal DriMrinirnt MnughlDn. MifTlin \ * •• . 4 p^rk St.. lt<«lon. 
 
 JamEA STf«r.W Prav. a B.. '9<. Harvard Univ. 
 
 190S, Aaaintanl Profriwor ol |jindMa|r Arihltrdiite, Mar\aid Uni<rr«ity. Cambridge. 
 
 ClIARI.r.a l»VIf«r, Rirr 
 
 1899. DirecltjT of ,Mii«i. I'ut.lli .Schtnla. 6 .Melville Si . \\iif<r»(rr 
 
 DrR.sARD M SiirRit>AN A .M ' '' . , , 
 
 IQ04. .Su|irrinlendrnl .Sch/oda, l.«wrrnir. 
 
 fooA Wri.LlKCTOJ« E. AiKrN Ph H . '01 A M 'o\. Inlv ..( \l 
 
 190A. Head of Engliah I>r|iarlmcnl. .Ml. Hernwm .Sfh<»l. .Mt. Hrrnxm. 
 
 Harris W. Baker. Ph.B.. y. Y.lr Unlv ,_,,,. 
 
 With G. A ( . Mrrri-im < •■ ' " Min'^ft m S|ir<ngrirlH.
 
 8oo NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts 
 
 MASSACHUSETTS— Co«/j»Me<i 
 
 1906 Alfred G. Bookwalter, A.B.. '97, A.M., '01, Yale Univ. 
 
 State Educational Secretary, Y. M. C. A., for Massachusetts and Rhode Island, 
 167 Tremont St., Boston. 
 
 Robert E. Burke, B.Sc, '99, Harvard Univ. 
 
 1907, Assistant Superintendent of Boston Public Schools; res., 156 M. St., South Boston 
 Fayette K. Congdon. A.B., '94, A.M., '97, Syracuse Univ. 
 
 1905, Superintendent of Schools, 20 Pomeroy Terrace, Northampton. 
 Clarence M. Hall, B.Sc, 'gS, M.Sc, '99, Worcester Poly. Inst. 
 
 1906, Teacher of Science, Central High School, 69 Sherman St., Springfield. 
 C. F. Hodge, A.B., '82, Ripon Coll.; Ph.D., '80, Johns Hopkins Univ. 
 
 1906, Professor of Biology, Clark University, Worcester. 
 
 James P. Porter, A.B., '98, A.M., '01, Ind. Univ.; Ph.D., '05, Clark Univ. 
 
 1904, Instructor in Psychology, Collegiate Department, Clark University, Worcester. 
 
 INSTITUTIONS 
 
 189s Harvard College, Library. 
 
 President, Charles V/. Eliot; Librarian, William C. Lane, Cambridge. 
 
 1897 Amherst College. 
 
 President, George Harris; Librarian, W. I. Fletcher, Amherst. 
 Boston College. 
 
 President, Rev. Wm. F. Gannon; Librarian, Thomas T. Gasson, Boston. 
 Perkins Institution and Massachusetts School for the Blind. 
 
 Acting Director. Almorin O. Caswell, East Broadway, South Boston. 
 Westfield State Normal School. 
 
 Principal, Clarence A. Brodeur, Westfield, 
 Williams College, Library. 
 
 President, Henry Hopkins; Librarian, Charles H. Burr, Williamstown. 
 
 1898 City Library Associ.\tion of Springfield. 
 
 President, Nathan D. Bill; Librarian, Hiller C. Wellman, Springfield. 
 Free Public Library of the City of Worcester. 
 
 Librarian, Samuel Swett Green, Worcester. 
 Smith College. 
 
 President, L. Clark Seelye; Librarian, Miss L. W. Lyon, Northampton. 
 State Library of Massachusetts. 
 
 State Librarian, C. B. Tillinghast, State Hou.se, Boston. 
 State Normal School, Fitchburg. 
 
 Principal, John G. Thompson, Fitchburg. 
 1900 Massachusetts Institute of Technology. 
 
 Secretary, D. P. Bartlett, 491 Boylston St., Boston. 
 Public Library of the City of Boston. 
 
 Librarian, Horace G. Wadlin, Copley Sq., Boston. 
 Public Library, Malden. 
 
 Librarian, Miss L. A. Williams, Maiden. 
 
 Salem Public Library. 
 
 Librarian, Gardner M. Jones, Salem. 
 
 SOMERVILLE PUBLIC LIBRARY. 
 
 Librarian, S. W. Foss, Somerville. 
 State Normal School, Salem. 
 
 Principal, J. A. Pitman; Secretary, Fannie B. Deane, Salem. 
 Wellesley College, Library. 
 
 President, Miss Caroline Hazard; Librarian, Caroline F. Pierce, Wellesley. 
 1001 Adams Public Library. 
 
 librarian, Lucy C. Richmond, Adams. 
 
 College of the Holy Cross. 
 
 President, Rev. Thom.as E. Murphy, S. J.; Prefect of Studies, Rev, William F. 
 Clark, S.J., Worcester. 
 
 Forbes Library. 
 
 Librarian, W. P. Cutter, Northampton. 
 Free Public Library, New Bedford. 
 
 Librarian, George H. Tripp, New Bedford. 
 North Adams Public Library. 
 
 Librarian, Mabel Temple, North Adams. 
 Public Library of Fitchburg. 
 
 Librarian, George E. Nutting, Fitchburg. 
 Public Library, Lynn. 
 
 President, Walter O. Faulkner; Librarian, Harriet Louise Matthews, Lynn. 
 1902 Andover Theological Seminary, Library. 
 
 Librarian, Owen H. Gates, Andover. 
 Boston University. 
 
 President, W. E. Huntington; Librarian, T. B. Lindsay, 12 Somerset St., Boston, 
 Cambridge Public Library. 
 
 Librarian, Clarence W. Ayer, Cambridge. 
 
 Mt. Holyoke College. 
 
 President, Miss Mary Emma Woolley, Librarian, Miss B. E. Blakely, South Hadley.
 
 Michigan] LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 8oi 
 
 MASSACHUSETTS— <.(m/ifittf J 
 
 igoi Simmons College. 
 
 President, Henry I^favour; Secretary, Hester Cunningham, Boston. 
 Taunton Public Library. 
 
 Librarian, Joshua E. Crane, Taunton. 
 I0D3 FiTZ Public Libr.ary, Chelsea. 
 
 Librarian, Metlora Jennctt Simpson, Chelsea. 
 Hills Library or the N*ewt(jn Theuloc.ical Lsstitution. 
 
 Prcjiidcnl, Nath;in E. Wood; Librarian, Geo. E. Horr. Newton Center. 
 NL^NCHESTER PuBLIC LIBRARY. 
 
 Librarian, D. L. liingham, Manchester. 
 N'ewburyport Public Library. 
 
 Librarian, J. U. Parsons, N'ewburyport. 
 Public Library of Hrookline. 
 
 Librarian, Louisa M. Hooper, Urookline. 
 
 Public Library, Lawrence. 
 
 Librarian, \Vm. .\. Walsh, I-awrence. 
 
 1934 Brockto.v Public Library. 
 
 ijbrarian. Frank H. Whitmore, Brockton. 
 
 1905 Clark U-viversity. Library. 
 
 Librarian. Louis N. Wilson. Worcester. 
 
 Radcliffe Collec.k. Library. 
 
 Librarian, Caroline Farley, Cambridge, 
 
 IQ06 Greenfield Public Library. 
 
 Librarian, Mary Ashley, Greenfield. 
 
 Haverhill Public Library. 
 
 Librarian. John <■. .Moulton, Haverhill. 
 
 J. V. Fletcher Library. 
 
 Librarian. M;iry P. Hunte, Wrstford. 
 
 Medforu Public Library. 
 
 Librarian, Mary E. Sargent, Medford. 
 
 .MICHIGAN " 
 
 LIFE DIRECTORS 
 
 189s Hugh A. Graham. A.B., '87. A.M., 'qi. .Mbi.m C..11.-, A B., '90. Univ. of Mich. 
 1901, Commi.s,sioner of Schools of Isabella County, .\lt. Pleasant. 
 
 Charles G. White, AH.. 'So, A.M., '81, Ph.D., V- 
 
 1884, Superintendent of Schrjols, Lake Linden. 
 
 ACTIVE members 
 
 1884 J'iiis .\. .Stewart, \. H., '75, I'niv. of .Miih. 
 
 i8q4, Sui<crintcndenl ol Schools, (>oH Win Burcn .St., Bay City. 
 
 i88s EuwiN \. Stro.sg, A.B., '58, \.\l., '6c. Union Coll. 
 
 1885, Profcs»<jr of Physical Sciemcs, State Normal College, 117 Normal St., YpiuUn'.i. 
 1887 William Aus-tis Ellis, LL.B., 'os, Detroit Coll. of I-iw; Gr»>l., 'K<. .MUh. Slate Nor. Coll. 
 
 1885, Principal of Dulheld Grammar Sth'xil, 45 lUgg St., Detroit. 
 
 i88v Lewis Henry Jones. 
 
 i(/i2, President of State Normal College, 7J0 Forest .\ve., YpsiUnti. 
 
 J. I.. SsvDEB. AH., 'H'>, Ph.D., 'yi, Wi-stminMer Coll. 
 
 1896, President of Michigan State Agricultural College, Agricullunl College P. O. 
 
 1890 Hr.NBV Elton Kratz, A.M., '77. Ph.D., '90. Univ. of W.H>»ier. 
 
 UX>.|. Sui«-rinlendent o( Schools, is Church .St. Calumet. 
 1892 Oilman C. Flshkr. A B . '69, AM '8C.. Colby Univ. 
 Sanford St., .Muskrgon Ilrights. 
 John H. NvKiRK. A,B.. '8c. A.M.'HS. ll..|K-(oll. 
 
 1895, I'rfi(c»vir of Kngli'-h l.iiiKii.iKe nml Lilrraiurc, Ilo|>e College, Holland. 
 
 HcNKV R. Pattkn(,h.l, H S< , '74, I'niv. of Miili. 
 
 1H9O, Editor ol "MiHlrralor ^o|M<^," 4 1" Townnrnd St.. I.aniuiig. 
 William IIaroli> pAvvf. It D., 'HH. Univ. of .Miih , Ph I)., '89. Univ. of NaOiville; l.lit.D., '96, 
 W ..f Pa. 
 
 1901, Pro! icnce and Art of Teaching, Univer»ity of .Mithigan, IJ7 N. Stale St., 
 
 Ann .\ri."r 
 
 William Robinh W«k;iit. AH., 'oi. A.M.. '04. Univ. of Mich. 
 
 I90C, Su|«Tintrnilrtii of Public S<hiioN. io<'» limoln St.. Bentiiti HarUtr. 
 
 1891 L».r Earll Amik""*. A l« , 'oj. Mi<h. Univ ; AM., '98. Harvard Uiiiv 
 
 iHv8, :idml ol SthooU, 413(1 W. FiriJiriiii Si , Iron Mountain. 
 
 IjkwiiKsi K Cami . AH.'-« A M , '97, Univ o( Miih 
 
 »90j. I'ujj.Uiit «n'l iidrnt of .Miili.. " ' ' 'fy Aiadcmy, « iri liard Ijike. 
 
 1894 J Rr.MsEN HiHiKip. A B ,'Hj. II l> fnivolt 
 
 I'nn.iiwl i.M M \.'ii l'>lc l'la«'' iMmll 
 
 E D. pALMr.R. AH, '89, A Nt . ' • M . '97. Univ of MUh. 
 
 1905. Su|irrinlrndrnl •.( Ji.lin«. 
 
 IIlrbirt.M. SiAiHos. Ph II ,'77. U" , ' . . . II 
 
 1898, .Suprrinlendmt of School*. 4jj J». sih Ave., Ann .\il«ir.
 
 8o2 NATIONAL EDUCATIONAL ASSOCIATION [Michigan 
 
 MICHIGAN— Con/wwei 
 
 1804 DuRAND William Springer, B.Sc, '86, Albion Coll.; C P A. '06. 
 
 1094 i^uKA ^^^^^ Director of Business Department, High School, 857 Tappan St., Ann Arbor. 
 
 Alles S. Whitney, A. B., '8s, Univ. of Mich. ,,,.,. ,, c. a ak 
 
 iSgg, Professor of Pedagogy, University of Michigan, 724 Monroe St., Ann Arbor. 
 
 ro^r VornTi-mrK W Arbury A.B., '8^, Univ. of Mich. „ 
 
 1895 Frederick W. '^^^^f^^^^^^^^^^^^^^.^^-^^,^ „f Silver, Burdett & Co.. 102 N. Grand Boulevard, East, 
 
 Detroit. 
 Frederick Leroy Bliss, A.B., '77, A.M., '01 (honorary), Univ of Mich. 
 
 1899, Principal of Detroit University School, 69 trederick Ave., Detroit. 
 
 William Gibson Coburn, A.B., '90, Univ. of Mich. ^ , ^ ^ , „ , 
 
 1895, Superintendent of Schools, 92 N. McCamly St., Battle Lreek. 
 
 i8q6 Warren E. Conkling. Grad. Mich. St. Nor. Coll ^ , „ .^ 
 
 1896, Superintendent of Schools, 404 Orchard St., Dowagiac. 
 
 Augustus E. Curtis, A.B., '66, A.M., '70, Union Coll. 
 
 Instructor in Latin, 113 W. Mauraee St., Adrian. 
 Edgar E. Ferguson, B.Pd., '96, M.Pd., '99, Mich. St. Nor Coll . 
 
 189s, Superintendent of City Schools, 526 Bingham Ave., Sault Ste. Mane. 
 Samuel B Laird, M.Sc, '96, McKendree Coll.; B.Pd., '95 Mi h St., Nor. Coll.; A.M. Univ of Mich. 
 bAMUEL B. ^^^'f_°'p^^j^^^'^/„'{ Psychology, Michigan State Normal College, 318 lorest Ave., Ypsi- 
 
 lanti. 
 William LiGiiTBODY, B.Sc, Mich. Agri. Coll.-, B.Pd., Mich. St. Nor Coll. r, , •, . 
 
 Principal of Higgins School, Woodmere; res., 49O Dragoon Ave., Detroit. 
 
 David Mackenzie, A.M., Univ. of Mich. 
 
 1904, Principal of Central High School, Detroit. 
 John Dowling Schiller, A.M., '87, Hillsdale Coll. 
 
 Superintendent of Schools, 306 S. 4th St., Niles. 
 
 Omar D. Thompson. , , , ^, , r^ . t. 
 
 Commissioner of Schools of Macomb County, Romeo. 
 
 Luther L Wright, A.B., '77, Ripon Coll. . ., . 
 
 State Superintendent of Public Instruction, Lansing. 
 
 ,897 Francis D. Clarke, C.E., Univ. of Mich 
 
 Supermtendent of State School for the Deaf, I'lint. 
 Delos f all, B.Sc, '75, M.Sc, '82, Univ. of Mich.; D.Sc, '98, Albion Coll 
 
 Professor of Chemistry, Albion College, 1101 Michigan Ave., Albion. 
 
 Joseph M. Frost, A.M., Hobart Coll. ,, , , ^ ,. 1 ,r 1 
 
 Superintendent of Schools, Hackley School, Muskegon. 
 Nathan Albert Harvey, Ph.D., '00, 111. Wes. Univ. c. . xt i /- u „ 
 
 1904, Department of Pedagogy and Psychology, Michigan State Normal College, 223 
 Summit St., Ypsilanti. 
 CharlesO.Hoyt, A.M., Albion Coll.; Ph.D., '03, Jena. 
 
 1899, Professor of Science and History of Education, State Normal College, 417 lorest 
 
 Ave., Ypsilanti. 
 Wales C. Martindale, LL.B., Detroit Coll. of Law. 
 
 1894, Superintendent of Schools, 145-! Grand River Ave, Detroit. 
 
 Frpd Nfwton Scott. Ph.D., '80, Univ. of Mich. ,,, , . . 
 
 ^•"^ Professor of Rhetoric, University of Michigan, 1351 Washtenaw Ave., Ann 
 
 Arbor. 
 Arthur L. Shaw, B.Sc, '94, Olivet Coll. 
 R. F. D. 2, Decatur. 
 1808 Charles H. Cole, A.B., '82, A.M., "97, Univ. of Mich. 
 ^ Principal of Hoyt School, 229 N. Warren Ave., Saginaw. 
 
 ^"''^''^•V8X'P-?essor''oVMarhemitics. State Normal College, 126 N. Washington St., Ypsi- 
 
 lanti. 
 DiMON H. Roberts, A.B. ,'92, A.M., '9';, Amherst Coll. c- . x- 1 r- n w r „ 
 
 1900, Superintendent of Training School, Michigan State Normal College, 307 ^^ . Con- 
 
 gress St., Ypsilanti. 
 
 1890 WooDBRiDGE N. Ferris. . , . t-, c. i>- u 1. 
 
 ^" 1884, President of Ferns Institute, s 5 Elm St., Big Rapidb. 
 
 Ellsworth Gage Lancaster, A.B., '85, A.M., '88, Amherst Cull.; Ph.D., '97. Clark Univ.; 
 LL.D., '05. Colorado Coll. 
 1904, President of Olivet College, Olivet. 
 Frederick Edwards Searle,. A.B. ,'93, Williams Coll. . ., c 1 i r>„,. ;. 
 
 1901, Director of Home Department, Detroit Lniversity School. Detroit. 
 JamesW. Simmons, B.Sc, '74, M.Sc, '79, Hillsdale Coll. 
 
 Superintendent of City Schools, 615 Saginaw St., Owosso. 
 Eugene Clarence Warriner, A.B., '91, Univ. of Mich. 
 
 Superintendent of Schools, 413 Shendan Ave., Saginaw. 
 Tnoo L R Abbott B.Sc. El. Eng.. '94. B.Sc, Mech. Eng.. '95. Worcester Poly. Inxt 
 1900 L. K. ^^BB"^'_^^^ Director of Manual Training, Pubhc Schools, 117 Barclay St., Orand Rapids. 
 
 T Fwis FiiVT Anderson, .\.B., '03, A.M., '02, Univ. of Toronto. , .. . , r- 
 
 LEWisfLiNTANDEK^^^^,^^^ iA Psychology and Education, Northern State Normal School, 347 E 
 
 Hewitt Ave., Marquette. 
 
 OnvTB G Frederick, A.B., Univ. of Mich. 
 
 ^ ipoi. Assistant Superintendent of Schools, 50 Broadway, Detroit.
 
 Michigan] LIFE, ACTIVE, AND CORRESPONDING MEMBERS S03 
 
 M ICH IG A S—Conlin urd 
 
 1900 Charles W. Mickens, B.L., '00. A.M., '03, Univ. of Mich. 
 
 1904, Superintendent of I'ublic Schools, 80J S. Main St., Adrian. 
 
 Clara \Vo3d Minoins. 
 
 iyo4. Head of Kindergarten Training Department, Alma College, Alma. 
 
 Je.vnie Louise Thom.\s. 
 
 Director of Thomas Normal Training School, 550 Woodward .\ve. , Detroit. 
 J H. Trv-bom, .\.B.. '06, H.irvard Univ. 
 
 Director of Manual Training, City Schools, 50 Miami .Ave., Detroit. 
 
 George Stockton Waite. 
 
 1904. Superintendent of Manual Training. Sta'.e Normal School, no \V. Cedar St., Kala- 
 
 mazoo. 
 
 1901 Margaretha Marie .Vscher. A.B., '99, Univ. of Mich. 
 
 1903, Teacher of German, High School, 1001 N. Fayette St., Saginaw, \V. S. 
 
 George R. Beskaw. Ph.B., '91. .Mbion Coll. 
 
 Princip;il of Harris School, 310 Vinewood .-\ve. Detroit. 
 
 James Irven Brickf.r, A.B., '04. IM.B., •9.';, A.M., '97, Hill.s«lale Coll. 
 
 1905. I'rinciixil of .Vrthur Hill High Schix)l, 1^9 S. Bond St., Saginaw, \V. S. 
 
 Ernest Burnham, Ph.B., '96, .\.M., 'oj, .-Mbion Coll. 
 
 1904, Director of Rural School Department, Western State Normal School. 309 S. Rose St., 
 
 Kalamazoo. 
 
 Ernest P. Clarke, B.Sc, Mich. .\gri. Coll. 
 
 1899, Superintendent of City Schools, 1108 State St., St. Joseph. 
 
 Albert P. Cook, .\.M., '99. 
 
 1902, Secretary of .\lma College, .\lma. 
 
 Webster Cook, A.M., '86, Ph.D., '87, Univ. of Mich. 
 
 1899, Principal of High School, sid Thompson St., Saginaw. 
 
 Edward Page Cummings. Ph.B., '93. Univ. of Mirh. 
 
 1901, Superintendent of City Schools, 413 Howard St., Grand Haven. 
 
 John P. Everett, .\.B., '01, Univ. of Mich. 
 
 1905, Su|x-rintendent of Schools, 14 Lincoln .\vc., Mt. Clemens. 
 
 Edward Everett Oalmp. .A.B.. Univ. of Mich. 
 
 1906, Superintendent of Schools. Chelsea. 
 
 Ralph Stillman Garwood, .\.B., '92, Univ. of .Mich. 
 
 1901, Superintendent of Public Sch<x)ls, 512 E. Mansion .St., Marshall. 
 
 Charles T. Grawn, Pd.M.. "97, Mich. St. Nor. Coll., A.M., '04, Columbia Univ. 
 Principal of Central State Normal School, Ml. Pleasant. 
 
 W. E. Han'^ov, Ph.B., '97, .Mbion Coll. 
 
 1903, Superintendent of Schools, 430 Oak St., Manisiique. 
 
 Shattuck O. Hartwki.l a B., '88. Amherst Coll. 
 
 1901, Superintendent of Sch<x>Ls, 809 W. Walnut St., Kalamazoo. 
 
 Recenla R. Hellkb. 
 
 1906, .SuiJcrvisor of Kindergartens, Public Schools, Detroit. 
 
 Arthur Stott Hudsds, .X.B , 'in, Univ. of Mirh. 
 
 ii)Ot). Suijerinlciidrnt of .Sthixils. Big Rapids. 
 
 Fred A. jErrER.s. Pd..M , Si. Nor 0>ll . Mi.h 
 
 Su|M.Tintendcnl of SchmjI.s, .Nllantic .Mine, 
 
 William M. JoLLirrK, B.Sc . '96, I.awrcncc Univ. 
 
 Crystal KalLi. 
 Rioimond n. Kirti.avd, .\.B.. '00, Univ. of Miih. 
 
 1904, Sui>crintcn<lenl of .SchooN, 70s ('•r.and .\ve., Menominee. 
 Eugene I,a Rowf, A B . 'i/>. AM. •■>h, Univ of Mi<h. 
 
 1902, Superintendent of SchooN, Box **. Hancock. 
 
 Walter F. Lewis, B.Sc.. •9s. Univ. of Mich. 
 
 iH9f>. Su|irrinlcndent of SchooU, Hij l'r<nircl St , Port Huron. 
 
 Edward C. McCarthy. . c , , 
 
 1900. Director of Commercial I /. i..riiiifiii WrNlrrn lliith S.lio.i|. 00 ^\>rutf SI, 
 
 Detroit. 
 
 George J. Miller. ^ .- , 
 
 looj, Principol of W<»Klw.ird Avenue High .Sthool, 70s Hawlry .St.. K»l«m«ioo. 
 
 W. A. MoRsr. A.n . 'v., Univ of Mifh. ,. „ , 
 
 1903, Principal of WcMrrn HiRh Sthool. 376 \inei»f«><l Ave . Pelroll. 
 E.G. Nardin. Ph B. '81. Univ. of Mi«h., Pd H, V. St. .Nor. Coll., .Mi. I. 
 
 Moorc>t<'wn, 
 
 RimARoR. PtrTNAM. BS<.'9<. Univ of Mich. , .. . ,, i. cu 1 cu 1 
 
 i8<>8, DeMrimmi o( I'liytical Sticnrc and Malhemalic*. MMrrn Mich School, %>i Shrndan 
 Ave., Detroit. 
 Charlm C. Root, Grad . Mi.h .St Nc^ CII . Pd B . 'oA 
 
 1904, *-■ •- -tident of SthuuU. Bo« M>6. Shclbjr. 
 
 Elipmalct Ernf " . . ,, . I. 1 . 1 
 
 nidrnl of SchooU, 201 Oak .St., lahprmini. 
 
 : Miir 
 
 ifRROSC ^ . jj,,j^^_,„ „, KmtiJnymcnt In»iltuiion for the Blind, Htmghl»n ^v^ c;a(rii.»«, 
 W. S.
 
 8o4 NATIONAL EDUCATIONAL ASSOCIATION [Michigan 
 
 MICHIGAN— Cow/fwMerf 
 
 igoi Laura J. Soper. 
 
 1902, Teacher of Music in Thomas Normal Training School, 550 Woodward Ave., 
 
 Detroit. 
 Charles Lyle Spain, A.B., '93, Univ. of Mich. 
 
 Principal of Detroit Normal Training School, and Supervisor of First, Second, and 
 Third Grades, 209 Melbourne Ave., Detroit. 
 
 George Robert SvifAiN, A.B., '97, Univ. of Mich. 
 
 1900, Principal of East Side High School, 309 N. Lincoln Ave., Bay City.- 
 
 Templeton p. Twiggs, LL.B., '96, Detroit Coll. of Law. 
 
 Principal of Bishop School, 517 Lincoln Ave., Detroit. 
 
 Mrs. Mary L. Veenfliet. 
 
 Proprietor and Principal of Alpena Business College, Alpena. 
 
 1902 R. A. Cochran. 
 
 Superintendent of Indian School, Mt. Pleasant. 
 
 F. G. Heumann. 
 
 Member of Board of Education, 121 Cass St., Traverse City. 
 
 Clara Wheeler, Grad., Grand Rapids Kg. Tr. Sch. 
 
 1905, Principal of Kindergarten Training School, 23 Fountain St., Grand Rapids. 
 
 1903 Wm. B. Arbaugh, A.B., '98. Univ. of Mich. 
 
 1 903, Superintendent of Pubhc Schools, 607 Ellis St., Ypsilanti. 
 
 Nellie Austin. 
 
 190S, Secretary of the Kindergarten Association and Training School, 185 Barclay St., 
 Grand Rapids. 
 
 Eliza Jane Austin, A.B., '99, Univ. of Mich. 
 
 1899, Teacher of History and English, Central High School, 1012 Trumbull Ave., 
 Detroh. 
 
 Helen E C. Christ. 
 
 1889, Teacher of German, Central High School, 104 Washington St., Grand Rapids. 
 
 Lelia B. Crabbe. 
 
 Teacher of Manual Training, Pubhc Schools, Saginaw, E. S.; res., 709 Sheridan 
 Ave., Saginaw. 
 
 Carrie B. Jewett. 
 
 Teacher in Public Schools, 113 Fountain St., Grand Rapids. 
 
 Mary Editha O'Brien. 
 
 1902, Teacher in Everett School, res., 371 E. Fort St., Detroit. 
 
 Maude Elliott Scollen. 
 
 1902, Instructor in Domestic Art, Public Schools, 333 Howard St., Saginaw, 
 
 1904 Alvin N. Codv, B.Sc, '01, M.Sc, '02, Univ. of Mich. 
 
 1904, Superintendent of Schools, 207 W. 8th St., Flint. 
 
 Chas. E. Culi.en, A.m., Univ. of Mich. 
 
 1904, Superintendent of Schools, 442 Norway St., Norway. 
 F. Dayton Davis, Ph.B., Ph.M. 
 
 Superintendent of Schools, 1418, 5th St., Escanaba. 
 R. R. N. Gould, A.B., Univ. of Mich. 
 
 1901, Principal of Central High School, 416 W. Walnut St., Kalamazoo. 
 
 Philipp Huber. 
 
 Superintendent of Schools, 223 N. Oakley St., Saginaw, W. S. 
 
 James H. McDonald, A.M., '90, Univ. of Wooster. 
 
 1895. Superintendent of Schools, Rapid River. 
 Guy D. Smith, A.B., '98, Kalamazoo Coll., and '00, Univ. of Chicago. 
 
 1903, Superintendent of Schools, 207 N. Harrison St., Ludington. 
 
 Edith May Stone. 
 
 Supervisor of Music, Public Schools, 401 Main St., Jackson. 
 
 1905 Wilson R. Andress. 
 
 1894, Michigan Representative of Ginn & Co., 738 Wealthy Ave., Grand 
 Rapids. 
 James, F. Barker, M.E., '93. Cornell Univ. 
 
 1906, Director of Hackley Manual Training School, Muskegon. 
 George William Bell, A.B., '97, A.M., '00, Boston Univ.; .\.M., '02, Harvard Univ. 
 
 1903, Head of Department of History, Olivet College, Box 256, Olivet. 
 
 Willis T. Bishop, M.Sc, Olivet Coll. 
 
 1905, Superintendent of Schools, 303 College Ave., Holland. 
 
 Thomas C. Blaisdell. A.B., '88, A.M., '90, Syracu.se Univ.; Ph.D.. '04. Univ. of Pa. 
 
 1906, Professor of English Literature, Michigan State Agricultural College Agricultural 
 
 College P. O. 
 Kendall P. Brooks, A.B., '97, .\lma Coll.; .\.M., '00, Univ. of Mich. 
 
 1904, Superintendent of Schools, 517 Spruce St,, Marquette. 
 
 George H. Curtis, A.B., '04, Univ. of Mich. 
 
 Superintendent of Schools, Gaylord. 
 
 Irene Louise Getty. 
 
 County Commissioner of Schools, Kalkaska. 
 
 Isaac B. Gilbert, B.Sc, Olivet Coll. 
 
 I go I, Superintendent of Schools, 440, 6th St., Traverse City. 
 
 WiLLlA David Hill, Grad., Mich. St. Nor. Coll. 
 
 Superintendent of Schools, Crystal Falls,
 
 Minnesota] LIFE, ACTIVE, AXD CORRESPONDING MEMBERS .S05 
 
 MICHIGAN— Con/iMM^</ 
 
 ipos James Hamilton Barcroft Kayf, A.B., 'oj, I'niv. of Mich.; A.M., '03, Albion Coll. * 
 
 1004, Principal of N'onhcm Slate Normal School, Marquette. 
 George A. McGee. 
 
 1904, Superintendent of Schools, 430 Stimson St., Cadillac. 
 John T. MrM.\Nis, Ph.D.. I'niv. of Chicago. 
 
 Professor of Psychology and Education, State Normal School, 8ij S. West St.. 
 Kalama/oo. 
 
 George Edward Parker. A.Nf., 'po. Detroit Coll.; LL.B., '90. Detroit Coll. of Law. 
 
 Principal of Russell School, 1058 Trumbull .\vc.. Detroit. 
 Orr Schvrtz, A.B., '78, I'niv. of Mich. 
 
 1 00 1, Suixrintcndcnt of City Schools, Xegaunce. 
 Rutherford Birchard Seic.iiman. 
 
 Principal of Schools, Gay P. O.; res., 63 N. Tamarack St., Calumet. 
 William H. Wentworth. 
 
 1906, Student at University of Michigan, 802 Monroe St., Ann Arbor. 
 1006 C. H. Carrick, .-X.B.. '02. I'niv. of Mich. 
 
 1906, Superintendent of Schools, 212 N. Main St., Charlotte. 
 T. W. Clemo. A.B.. Albion Coll. 
 
 1904, Superintendent of Schools. Republic. 
 
 Theodore de Lagina. .A.B., '96, Univ. of Cal.; Ph.D.. '01. Cornell Univ. 
 
 1905, .Assistant Professor of Education, University of .Michigan; res., 429 Hamilton PL, 
 
 .Ann .\rlx)r. 
 
 William Albert Greeson. A.M., '79. Univ. of Mich. 
 
 1906, Superintendent of Schools. 37 S. College Ave., Grand Rapias. 
 Masion W. Longman. 
 
 1905, Superintendent of Schools, Otsego. 
 
 Edward M. McElroy. B.Sc, '93. Mich. .Agri. Coll.. and '97. Univ of Mich.. 
 1901, Superintendent of Schools, Three Rivers. 
 
 H. D. NcTT. 
 
 Representative of .American Book Company, 520 East St.. Flint. 
 DwicHT Brva.nt Waldo, A.M , '90, Albion Coll. 
 
 1904. Principal of Western State Normal School; res., 410 Locust St., Kalamazoo. 
 Aaron Frankli.v Wood. A.B., '04. 
 
 1906. Superintendent of City .Schools. 70s S. Franklin St., Mt. Plca.sant, 
 
 William H. Woodlev. A.B.. Pd.M.. Univ. of Mich. 
 
 Superintendent of Schools, Charlevoix. 
 
 institutions 
 
 1807 Pl'blic Library of Detroit. 
 
 Librarian, Henry M. Utley, Detroit. 
 
 1898 General Library. University dp Miciiioas. 
 
 President, James U. Angell; Librarian, Theodore W. Koch. Ann .Arl>or. 
 
 1809 Northern State Normal School. 
 
 Princii>al, James H. B. Kaye, Marquette. 
 
 1900 Hillsdale College. 
 
 President, Joseph W. .Mauck; Librarian, Je.in Martin, llillMUIe. 
 
 Michigan State Normal Com ki-.k Library. Yinii.anti. 
 
 President, l.ewi» H. Jones; Ubrarian, Mi»» G. M. Walton, Vpsilanii. 
 
 1901 Kalamawk) Public Library. 
 
 Ubrarian, .Mi<is I. C. Kobrrls, K.ilamazoo. 
 
 Michigan State Library. 
 
 State Librarian, Mrs. .Mary C. Spencer. I.an!iinR. 
 
 1902 CENTRAL State Normal Sciidmi,, I.iiihakv. 
 
 Printiful, C*. T. (irawn; Librari.in. Miss M. L. Conven*. Mt. Pleavint. 
 
 Department or Pubmc Instruction, Static or MiciiniAN. 
 Su|jrrintendenl, L. L. Wright, l.aniiinB, 
 
 MlCUIOAN AotlCULTt'KAI. CoLLK'.i I mi' luV. 
 
 Prcsidrni, J. I. Librarian, .Mm. IJnda K. I^n<loa. Ajitcullural Collete. 
 
 Public Limrarv or Tiir. Calumi i . .. il. i,a Mining Co. 
 Librarian, .Mr*. E. H. Orierw>n, Calumti. 
 
 1901 HovT Public Library. 
 
 Librarian, Harriet II .\inc». .Saginaw. 
 
 190s WrjiTttK .State N • ••• ■-   > 
 
 I III Bryant Waldo; Ubrarian, FtlhT Bradley, KaUmaann. 
 
 1906 CARXrXJIE Pt;«L|l I.TMKM... ii-.N .MiiiSTAIS. 
 
 Librarian, .Margarrl .MtVrly, Iron .Mountain, 
 
 Gband Rapidh Prni fi LinnAKv 
 
 Ubrarian. .Samuel M. Kamk. Kyrrwin Pulilic Library lluiUling. Gran I Kapi<u 
 
 MINNF..SOTA 
 Ltrr. piBiirroii 
 
 1870 William F. Phfi 1   V. 
 
 I '>l* !loo Summit Are.. St. Paul.
 
 8o6 NATIONAL EDUCATIONAL ASSOCIATION [Minnesota 
 
 MINNESOTA— Con<in««erf 
 
 ACTIVE MEMBERS 
 
 1883 Irwin Shepard, A.B., '71, A.M., '74, Ph.D., '93, Olivet Coll. 
 
 1893, Secretary of National Educational Association, 118 W. Wabasha St., Winona. 
 1890 Robert Eduard Denfeld, A.B., '76, A M., 78, Amherst Coll. 
 
 1885, Superintendent of Schools, Central High School, Duluth. 
 Albert Worthington Clancy, Grad., '71, Nat. Nor. Sch. 
 
 1880, Publisher, American Book Co., 2516 Humboldt Ave., South Minneapolis. 
 
 1893 Charles Morison Jordan, Ph.D., '02, Tufts Coll. 
 
 1892, Superintendent of Schools, 615 E. i8th St., Minneapolis. 
 A. W. Rankin, A.B., '90, Univ. of Minn. 
 
 Professor of Education, College of Education, University of Minnesota, 915, 6th 
 St., S. E., Minneapolis. 
 
 1894 George B. Aiton, A.B., '81, A.M., 87, Univ. of Minn. 
 
 1893, State Inspector of High Schools, 1601 University Ave., S. E., Minneapolis. 
 Isabel Lavs'rence. 
 
 1879, Superintendent of Training Department, Normal School, 417, 2d Ave., S., St. Cloud. 
 Mary L. Olds. 
 
 1889, Principal of Washington School, Central High School, Duluth. 
 
 Mrs. Louise Preece. 
 
 Author of the Preece System of Physical Training and Supervisor of Physical Train- 
 ing, PubUc Schools, 3217, 14th Ave., S., MinneapoUs. 
 
 189s John A. Hancock, M.L., '90, Univ. of Wis.; A.M., '93, Eeland Stanford Jr. Univ. 
 
 1901, Director of Training Department, State Normal School, Box 563, Mankato. 
 
 Irwen Leviston, A.B., '82, A.M., '88, Dartmouth Coll. 
 
 1900, Ex-Superintendent of City Schools, 480 Grand .\ve., St. Paul. 
 Waite a. Shoemaker, Pd.D., '98, N. Y. Univ. 
 
 1902, President of State Normal School, 713, ist Ave., S., St. Cloud. 
 James W. Strong, A.B., '58, A.M., '61, D.D., '72, Beloit Coll.; LL.D., '96, 111. Coll. 
 
 1903, President Emeritus of Carleton College, 108 College Ave., Northfield. 
 Adolph C. Tibbetts. 
 
 1900, Superintendent of Schools, Blue Earth City. 
 Frank A. Weld, A.M. 
 
 1899, President of State Normal School, Moorhead. 
 
 1896 C. A. Ballard, B.Sc, '94, Univ. of Minn. 
 
 1899, Department of Biological Science, State Normal School, Moorhead. 
 R. W. Cranston. 
 
 1903, Agent for American Book Co., 404 E. 26th St., Minneapolis. 
 James J. Dow, A.B., '74. A.M., '78, L.H.D., '99, Carleton Coll. 
 
 187s, Superintendent of School for the Blind, Faribault. 
 M. Adelaide Holton. 
 
 1 90 1, Supervisor of Primary Schools, Hampshire Arms, Minneapolis. 
 Helen Ford Staples. 
 
 1902, Critic Teacher, State Normal School, 77 E. Wabasha St., Winona. 
 John A. Vandyke, '87, Ph.B., '89. Pd.B, '90, A.M., Univ. of Iowa. 
 
 1906, Superintendent of Schools, Coleraine. 
 WiLLTAM Franklin Webster, A.B., '86, Univ. of Minn. 
 
 1893, Principal of High School, 1025, 5th St., S. E., Minneapolis. 
 
 1897 William A. Bartlett, li.Sc, '87, A.M., '90, Iowa Coll. 
 
 1896, Principal of High School, 227 W. Sanborn St., Winona. 
 Herbert R. Edwards, Ph.B., '91, Alfred Univ. 
 
 Superintendent of Public Schools, Worthington. 
 Geo. A. Franklin, Grad., '77, So. 111. Nor. Univ., 
 
 1906, Superintendent of Schools, 406 Mankato St., .\rfstin. 
 P. P. Kennedy, B.Sc, '90, Univ. of Minn. 
 
 189s, Superintendent of Schools, Fairmont. 
 Charles L. Sawyer, A.B., '88, A.M., '91, Dartmouth Coll; LL.B., '97, Univ. of Minn. 
 
 Ex-Principal of South High School, 1916 Columbus Ave., Minneapolis. 
 Hiram Worcester Slack. 
 
 1876, Principal of Teacher's Training School, 735 Olive St., St. Paul. 
 
 1898 E. T. Critchett, A.B., '85, A.M., '88, Dartmouth Coll. 
 
 1894, Superintendent of Public Schools, loi S. Broadway, New Ulm. 
 Diedrich a. Grussendorf, B.Sc, '97, Univ. of Minn. 
 
 1904, Superintendent of Schools, Fairfax. 
 James H. Harris, A.B., '91, Univ. of Mich. 
 
 1906, Supervisor of Grammar and Intermediate Grades, 525 S. 5th St., Minnrapnli.s. 
 
 I. A. Thorson, '90, Johns Hopkins Univ. 
 
 President and General Manager, Northwestern School Supply Co., and Manager 
 of Minneapolis Teachers' Agency, 327-331, 14th Ave., S. E., Minneapolis. 
 
 G. O. Virtue, A.M., '93, Ph.D., '97, Harvard Univ. 
 
 1897, Instructor in History and CiWcs, State Normal School- res., 758 W. Broadway, 
 
 Winona. 
 
 1899 Fannie P. Farnsworth, B.L., '88, Univ. of Wis. 
 
 1899, Principalof High School, 821 W. 5th St., Red Wing.
 
 Minnesota] L1FE,'ACTIVE, AND CORRESPONDING MEMBERS S07 
 
 MINNESOTA— Con/ill «*d 
 
 1899 D- Lange. 
 
 1906, Principal of Humboldt High School, 2375 Carter Ave., St. Paul. 
 Edward M. Lf.h.s'krts, B.Sc., 'oj, Univ. of Pa. 
 
 1896, Ucpartmcni of Geography. State Normal School, and Director of American Bureau 
 of Geography, 4St> E. Sanborn St., Winona. 
 Arthur C. Rogers. B.Sc.. "77. Ivirlham Coll.; .M.D., '8j. I'mv. of Iowa; LL.D.. '05, Earlham Coll. 
 1885. Suix-rinlcndcnt of Minnesota School for Feeble-Mindcd and Colony for Epileptics, 
 taribault. 
 
 1900 Joseph S. Gavi.ord, .\.M., 'p<^, Har^-ard Univ. 
 
 1808, Professor of Psychology and Pedagogy, State Normal School, Winona. 
 GtTY E. Maxwell, .A.M., 'og, Columbia Univ. 
 
 1904, President of State Normal School, Winona. 
 John \V. Olse.n, B..Sc., '07, Valparaiso Coll. 
 
 1901, Slate Superintendent of Pubhc Instruction, 706 Robert St., St. Paul. 
 Darius Steward, .\.B., '75, Dartmouth Coll. 
 
 1890, Superintendent of Schools, High School, 519 S. 3d St., Stillwater. 
 
 1901 John B. Brown, M.Sc., '03, Kans. .\gri. ColL 
 
 1900, Superintendent of Indian Training School, Morris. 
 Mrs. Nellie .M. Budd. 
 
 1887. Teacher of Piano. Voice, and Harmony. Windom Institute, Montevideo. 
 Elting H. Comstock. B.Sc., '97, Univ. of Wis. 
 
 1906. Instructor in Mathematics, School of Mines. University of Minnesota, Minneapolis. 
 Charles R. Frazier. H.L., '95, Univ. of Wis. 
 
 1903, Suijcrintendent of City Schools, 315 W. Wabasha St., Winona. 
 Mrs. Hattie Smith Fuller. / 
 
 1890. Supervisor of Music, 406 Mariners Lane, Allx-rt I>;a. 
 
 pANSfV G. GlES. 
 
 1900, Superintendent of Schools of Mower County, ao7 S. Chatham St., Austin. 
 George F. James, A.B., '86, A.M., '87, Univ. of Miih.; I'h.D.. '94, Halle. 
 
 1902, Dean of the College of Education, Univi-rsily of Minnesota, 308, i8th .Ave., S. E., 
 
 Mitmeapolis. 
 
 190; Lafayette Bliss, .AB., Carleton Coll. 
 
 1904, Superintendent of City Schools, \'irginia. 
 E. W. Bohannon, .\.M., '92, Univ. of Ind. 
 
 1901, President of State Normal School, 2323 E. slh St., Duluth. 
 E. N. Bonnell, B.Sc, V', Iowa St. Coll. 
 
 1900, Instructor in Central High School. 1989 Selby .Ave., St. Paul. 
 S. A. Challmas, A B.. '88. A.M.. '98, Augustana Coll. 
 
 1906. Stale Inspector of Graded .VhooLs, 315 Walnut St., S. E., Minneapolis. 
 LociEN West Chankv. A.B., '78, B Sc, 79, M.Sc.. '82. Cirlcion Coll. 
 
 1882, Professor of Biology, Carleton College, 717, 2d St., E., Northlield. 
 Simon Ward Gilpin, A M , It Sc, Iluckmll Univ. 
 
 1900, Su[x:rintendent of Schools of St. Louis County, \'irginia. 
 Sarah B. GrK)DMAN. 
 
 1905, Principal of School De|xirtmcnt and Kindergarten. State School. Owalonna. 
 Chrlstopher W. Hai.l. A.M. 
 
 1880, PrAfes.sor of Groiogy and Mineralogy, University of .Minnesota, 803 University Ave., 
 S. E., Minneapolis. 
 H. S. Hilleboe, A.B., '81, AM . "Ss, I.ulh.r Coll. 
 
 1904, Principal of Willm.ir Seniin.iry, Willm.ir. 
 
 J. Corrin Hutchinson, A.B,, '76, Univ, of .Minn. 
 
 1894, Profes.s<jr of Grerk Language and Literature, University of Minneiula, }8o6 BlaisdeU 
 Ave., Minneapolis. 
 Louts N. Isaacs. 
 
 Superintendent of City Schix^ln, South Si, Paul, 
 
 J. W. Klinker. A.B.. '87, Ohio Nor. Univ. 
 
 1 jkc City. 
 William FRKiiERiric Kfszr., B.Sc, 'i)T. Univ. of Minn. 
 
 1907, Prinii|ul of ClevcLind High .S«liool, St, Paul, 
 
 Mak Lkihmann, Gr.vl., '98, St. Nor. S«li , Mankiilo. .Minii 
 
 1902, Teacher o( .MalhcmalitH, i;rainMiar (ir.idrn. Public SiIumU, I1»( 106. Allwfl 
 
 Lea. 
 Rev. Edward Alkxiu* Linik.rkn, A.li., '01. Guxiavu* ,\Jiil|ihu(i. Coll ; U.U., '06, Aufuiiana I'lteul. 
 
 Whcalon. 
 Anna Delia Lkwii, A B . "H^,. Ph Ii , V> Carleton ('.ill, 
 H^ Eii*t Ave, Red Wing, 
 
 JaukhM M 
 
 iv . rintendenl of Cliy Srhool*. 91H S. Front Si., Mankalo. 
 
 E/«A E. .Mi iNimr, \ II . '84, AM,' 
 
 190 1. Siiticrinlendetil ol I 1: . . Uncoln Ave,, Cmoktlon. 
 
 SiLA-H Wmr.MT Nfol St/ 
 
 I9cy>. Dirriior of ihr VrMal and Normal Trainina I>r|iar1mrnl of Suprrviaort. rlc, of 
 .Mounu, .S«h<»il <i( Mu«i« . rr»., fi7 K <th Si , \\innn.i 
 
 CharlE-H Wadmin N'rwiiAi.i . A B , '01, John* llo|)kin« Univ. 
 
 Head of DetMrlmrni o| M.ilhrmalic», Shalluck Sihool, I'ariljaull.
 
 8o8 NATIONAL EDUCATIONAL ASSOCIATION iMinnesota 
 
 MINNESOTA— CoM^mwei 
 
 1002 Cyrus Northrop, A.B., '57, LL.B., '59, LL.D., '86, Yale Univ., '04, Univ. of Wis., and III. Coll. '05, 
 S. Car. CoU. 
 1884, President of University of Minnesota, 519, loth Ave., S. E., Minneapolis. 
 
 J. E. Painter. 
 
 1893, Supervisor of Manual Training, Public Schools, 613 Franklin Ave., Minneapolis. 
 
 Mrs. Minnie Sweetland Parry. 
 
 1898, Training Teacher, State Normal School, Mankato. 
 
 Charles W. Porter. 
 
 1906, Superintendent of Schools, High School, Park Rapids. 
 
 Edgar L. Porter, A.B., '87, Carleton Coll. 
 
 1903, Superintendent of Schools, Hastings. 
 
 Carolyn M. Robbins. 
 
 1S89, Training Teacher, State Normal School, 313 Hickory St., Mankato. 
 
 Edward Van Dyke Robinson, A.B., '90, A.M., '91, Univ. of Mich.; Ph.D., '95, Leipzig. 
 
 1899, Principal of Central High School, 563 Laurel Ave., St. Paul. 
 
 Hans W. Schmidt. 
 
 1894, Instructor in Chemistry and Electrical Engineering, Central High School, 634 Igle- 
 
 hart St., St. Paul. 
 
 C. G. ScHULZ, A.M., '08, Augustana Coll. 
 
 Assistant Superintendent of Public Instruction, 640 Iglehart St., St. Paul. 
 
 Conrad G. Selvig, A.B., '07, Univ. of Minn. 
 
 527 5th Ave., S. E., Minneapolis; after Aug. i. Superintendent of Schools, 
 Glencoe. 
 
 Charles Alden Smith, A.B., '74, A.M., '77, .Amherst Coll. 
 
 1899, Principal of Central High School, Hunter's Park, Duluth. 
 
 W. C. Smith. 
 
 General Agent for American Book Company, P. O. Box 321, Minneapolis, 
 
 Selden F. Smyser, Ph.B., '92, De Pauw Univ.; A.M., '01, Ohio St. Univ. 
 1902, Superintendent of Schools, Morris. 
 
 Helen W. Trask. 
 
 1898, Supervisor of Music, City Schools, 127 E. 14th St., Minneapolis. 
 
 Stella L. Wood. 
 
 Superintendent of Kindergarten Normal School, 307, 9th St., S., Minneapolis. 
 
 19C3 S. Lillian Blaisdell. 
 
 1902, Primary Methods Training Teacher, State Normal School; 227 S. Broad St., Man- 
 
 kato. 
 
 B. p. Chapple, B.L., Univ. of Minn. 
 
 High School Teacher, School for the Blind, Faribault. 
 
 Theda Gildemeister, A.m., Clarksburg Coll.; B.Sc. Teachers Coll., Columbia Univ. 
 
 Training Teacher and Special Methods, State Normal School; res., 126 W. Wabasha 
 St., Winona. 
 Thomas A. Hillyer, Ph.B., '00, Univ. of Chicago; A.M., '01, Harvard Univ. 
 
 1901, Superintendent of Training Department, State Normal School, 618, 8th St.. S., Moor- 
 head. 
 
 Lydia T. Lagerstrom, B.Sc, '05, Univ. of Minn. 
 
 1903, Principal of High School, Alexandria; home address, 2310 South Emerson Ave., 
 
 Minneapolis. 
 
 William J. Marquis. 
 
 1901, Superintendent of City Schools, Two Harbors. 
 
 Margaret McLean. 
 
 Principal of State School for the Fetble-Minded, Faribault. 
 Eugene M. Phillips, Ph.B., '95. Hamlin Univ. 
 
 1902, Superintendent of City Schools, Oakwood Park, Albert Lea. 
 
 William Henry Sallmon, A.B., '94, A.M., '97, Yale Univ.; D.D., '04, Chicago Theol. Sem. 
 
 1903, President of Carleton College, Northfield. 
 
 B. Evelyn Weston. 
 
 1886, Principal of Monroe School, 2316 Elliot Ave., Minneapolis. 
 
 [904 Burton O. Gree.ving, Ph.B.. '00, Univ. of Mich. 
 
 1904, Superintendent of Schools, Eveleth. 
 
 John N. Greer, A.B., B.Sc, '82, A.M., '85, Iowa Coll. 
 
 1892, Principal of Central High School, 2629 Pleasant Ave., Minneapolis. 
 Herman E. Hendricks, .^.B., '01, A.M., '03, Northwestern Coll. 
 
 1903, Superintendent of Schools, Sleepy Eye. 
 
 Anne M. Hughes. 
 
 1904, Supervisor of Music, Sawyer House, Stillwater. 
 
 P. J. Kuntz, Ph.B. 
 
 1899, Superintendent of Schools, 216 E. School St., Owatonna. 
 
 J. K. McBroom, B.Sc, '99, Carleton Coll. 
 
 1904, Suijerintendcnt of Pubhc Schools, E.xcelsior. 
 
 190s Margaret J. Evans, A.B., '69. A.M., '72, L.H.D., '98. 
 
 1874. Professor of English Literature and Dean of Women, Carleton College, Northfield, 
 
 Rudolph Geiser. B.Sc. '00. Univ. of Minn. 
 
 1004, Superintendent of Schools, Frazee. 
 
 Edgar George, A.B., Mercersburg Coll. 
 
 1900, Superintendent of City Schools, Northfield.
 
 Mississippi! LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 809 
 
 MINNESOTA— C<wi^iiitt«f 
 
 190S S. L. Heeter. rh n.. Univ. of Chicago. , „ . ^ n . 
 
 Superintendent of Schools. 6J9 Marshall Ave., St. Paul. 
 \V. R. Hodges. 
 
 President of State School Board AssociaUon. Sleepy tye. 
 
 A. N. OziAS, M.Sc.. Ohio St I'niv. „ ... 
 
 189Q, Principal of South High School, 2516 Colfax Ave., S., Minneapolis. 
 
 Florence M. Weston, B.Sc., Univ. of Minn. 
 
 Teacher in Ea^t High School, 2107 Colfax Ave. S., MinneapoUs. 
 
 1006 C. H. Barnes, A.M.. '06. Parker Coll. 
 
 IP04, Superintendent of Public Schools, Wells. 
 
 H. L. Brown. Pd.B.. '04. Iowa Coll. 
 
 190s, Superintendent of City Schools, St. James. 
 Harriet Irene Carter. B.Sc.. '06. Columbia Univ. 
 
 Critic Teacher. State .Normal School; res., 136 \S. Wabasha St., Winona. 
 
 Werrett Wallace Charters. Ph.D., '04. Univ. of Chicago. 
 
 1904. Principal of Training Department. State Normal School, Winona. 
 
 A. N. Farmer. .A.B.. '00. Carleton Coll. o c- /^i 1 
 
 1906, Superintendent of Schools, 603, 4th A%-e., S., St. Cloud. 
 Virgil L. Jones. A.B.. 'qq, Univ. of N. C; A.M.. 'oi. Carson-Newman Coll. 
 
 190O. Superintendent of Schools. 117 N. 3d .^ve.. Faribault. 
 John L. Silvernale, Ph.B.. Hamline Univ. 
 
 1907, Superintendent of Schools, Red Wing. 
 
 INSTITnTIONS 
 LIFE MEMBER 
 
 1890 Board of Education, Independent School District No. 3, Northfield. 
 President. John Street, Clerk, U". F. Crary. .Northtield. 
 
 ACXrVE MEMBERS 
 
 1897 State Normal School at Moorhead. 
 
 President. Frank .\. Weld, Moorhead. 
 
 State Normal Sch(mjl at St. Cloud. 1 /- i 11 c. r\.,.,A 
 
 President, Waitc .\. Shoemaker; Librarian, Gertrude Cambell, bt. Lloua. 
 
 State Normal School at Winona. 
 
 President, Guy E. .Maxwell; Ijbranan, Mary Grant, Winona. 
 
 1808 Ml.SNKAPOLIS AtHEN.CIM. 
 
 President. J. E. Bell; Librarian, Katharine Patten, .Minneapolis. 
 
 .800 State Normal School at Mankato. 
 
 President, C. H. Cooper, .Mankato. 
 1000 University of Minnesota, (iENFRAL Library. 
 1900 u«ivt«... prc^aent, Cyrus Northrop; Librarian, James Thayer Gerould, MinneapoUs. 
 
 loot Department of Public iNSTRit-rioN, State or .Minnfsota. 
 
 Superintendent. J. W. Olscn, Capitol. M. Paul. 
 
 St. Paul Public Library. ,. ,, , ,.,/-• c. i>...i 
 
 President. E. A. Young; librarian, Mrs. Helen J McCaine. St. Paul. 
 
 .902 Gwatunsa F««LSraJ,' Whine Morton; Secretary. Carl K. l.-nne,., tl.a.onna. 
 
 School of Acculture,^ Un.s^rsity^ok M.snj^^a.^^^^ ^ ^^^^^^^^^^ ^^ ^^^^^^^ ,.^^^ 
 
 St. John's ^'niveRsity^^^ ^^ ^^^ ^_^^^^ ^.^^^^^ Librarian. Alexiu» Hoffman. Collegeville. 
 
 .90., Carleton Colle«eJ^b_ra«y.^^.^^^ ^^ ^^^^^^^ , .,^^^^.^^ ^,^^^^ Hun.ington, N..r>h..cKl. 
 
 Winona Free Public Libkaky. 
 
 librarian, Jeannetic A. ( larkc, Winona. 
 
 n>c4 Plblic Libkabv or Dilltii 
 
 librarian, l.ydia M. Poiricr. Duluth, 
 
 1906 State .Normal SiHrx.L Duluth 
 
 PrvMdent, K. W. Ilnhannon. Duluth. 
 
 MISSISSIPPI 
 
 AITIVK MrMUl IIS 
 iftoo JaMFH RhFA PRFItTON, A..M. V. I. 
 
 iK.>K, PrciUdml "( Hclhavcn College. Natihe*. 
 ,,95 H.':.BA..^X.^.^Umv,..,^M.^^,^^,. ,^.^ .^,_,„, 
 
 .896 RKHA... ^'^-^ ;,;„:,;•.;, •,^;:;,.^ii;':„,. . , ,„ >v... mi«i«.,.h, univ„u.,. 
 
 .^, JOHN c;.kf;^.u....^ ... A^r M..,M Con J .. D,S W B , I-n. ...JW ^^^^ -^^^^ ,^ 
 
 (r«*ir i.( (Week, UnivrrMiy ..( M, '•Jty 
 
 . ,-. _ f ... A \i •,.. l-mi,.   r ' I I »i '.I*, New Ynfk Univ. 
 
 John f -vt- »•;- rm'!.;.i;n,' om' - ."^ 3'^ Ave , Meridian.
 
 gjQ NATIONAL EDUCATIO NAL ASSOCIATION [Missoun 
 
 MISSISSIPPI— Cow/i'nMei 
 ,8p7 W. I. THAMES, Grad,^N^^Non Univ^^^^^^^^^ ^^^^^^^^ Hattiesburg. 
 X899 CVRUS Hamltn, DpD., '93,^Belok^Co^ ^^^ ^^^^^^^ p^^^^^^ ^^^^^,^^ 
 
 R M Walker B Sc '83 M.Sc, '86, Miss. Agri. and Mech. Coll.- PhD '06, Univ. of Chicago. 
 
 B. M. Walxer, ii^^^-J^f^^ Mathematics, and (1Q02) Director of School of Engineering, Mississippi 
 
 Agricultural and Mechanical College, Agricultural College P. O. 
 
 loos D. A. Hill, A.M., Univ. of Miss. . , r. n 
 
 1905 ^ ^ ^^^^ Principal of Boonevnlle Institute, BooneviUe. 
 
 Walter . ^'^^gj^^^ ^^^^j ^^ ^^^^ American Book Company, Jackson. 
 
 C. E. Saunders, B.Sc. , ^. o , , /- a 
 
 1895, Superintendent of City Schools, Greenwood. 
 
 X906 John Pincknev Carr^.^^^^^^^^ ^^ ^.^^ ^^^^^^ ^^^ B^l^^^^ St., Vicksburg. 
 F. B. WooDLEY. g^p^^j^jgj^jg^j „{ City Schools, 417 Walnut St., Hattiesburg. 
 
 INSTITUTIONS 
 .90. AORICULTURAL -p^^j^-H--- ^OLLE^^^^^^^^ ^^^.^^,^^^^, ^^,,^^^ p ^ 
 
 X903 UNIVERSITY OF M.SS:SS^PPI.^^^^^_ ^,^^^^ ^^^^^ ^^.^,^^^.^^ p q 
 
 MISSOURI 
 
 LIFE DIRECTORS 
 
 1S77 F I^uis SoLDAN, LL.D., '83, South Carolina Univ. ^, > . c. t -' 
 
 1877 t- l^uis SOLDA -g^p^^j^^J^^^^^j ^f Instruction, Public Schools, 3634 Flad Ave., St. Louis. 
 
 .««/, T \r Orffvwo.od a M., '7^, LL.D., Univ. of Mo. 
 
 1S86 J. M. ^«^^|7;;'^°;,^g;>i;Jd|'„, of ci'ty Schools, 13 13 OA St., Kansas City. 
 
 LIFE MEMBER 
 
 ,836 CHARLES HENRY |v-^^.„A^?^;7^ W^- Jewd^ ^^^^^^^ ^.^^^^^^^_„ ^^^ ^^^^^^ g^^ g^_ ^^^.^ 
 
 ACTIVE MEMBERS 
 1887 JAMES U. Wh;TE.^^^^^.^^^^^^^^ ^^ ^.^^ g^j^^^,^_ g^^ ^j^.^ gj _ B,ool,fi,,d. 
 
 CALVIN Milton Woodward, A.B., '60, Harvard Univ.; Ph.D., '84, LL.D ^05. Washington Uniy. 
 
 C.LVIN ^l'^^°^^\,°Of^^^^^^ „f MathematicsandAppliedMechanics, (i87:)Dean of School 01 Lngi- 
 neering and Architecture, and (1879) Director of Manual Training School, Wash- 
 ington University, 3013 Hawthorne Boul., St. Louis. 
 X890 Mrs. Matilda EvANS^R.t.EY^^^^^.^^_ ^^^^.^ ^^^^^^^^ ^^^ p^^^,^^^^ ^^.^ _ g^ Louis. 
 
 1891 John R. Kirk^^ president of State Normal School, 31S E. Pierce St., Kirksville. 
 
 F. D. Tharpe^^ Assistant Superintendent of Schools, Public Library Building, 9th and Locust Sts., 
 
 Kansas City. 
 
 1802 Richard Henry Jesse, LL.D., '91, Tulane Univ. . 
 
 109Z j^ ^ ^^^^^ President of University of Missouri, Columbia. 
 
 Mary Clifton McCulloch. ^ . c-. t • 
 
 jviARY >^Li ^^^^ Supervisor of Public Kindergartens, 5889 Cates Ave., St. Louis. 
 
 Mrs. Flore.mce McNeal Porter. 
 
 1007 Oak St., Kansas City. 
 
 iSot Tames Underwood Barnard. ^ , c^ ,- /— ^ 
 
 1593 JA.Mrb ^^^^^ City School Principal, 321 1 E..i2th St., Kansas City. 
 
 1804 George Vicdr Uuch^nan, A.M., '94, T^fcKendree Coll 
 
 ,594 «-"^'« ^g^^^ Superintendent of Schools, 614 W. 7th St., Sedalia. 
 
 Joseph C. ^^^I^^i^pp^pj^jjfative of Ginn & Co., Densmore Hotel, Kansas City. 
 Edwin D. Luckev, B.S.D., '87, St. Nor. Sch., Kirksville, Mo c. t • 
 
 1892, Principal of John Marshall School, 4649 Cook Ave., St. Louis. 
 
 Artiuu B-^ Warnkr.^ ^^ ^^^^.^^ Department, State Normal School, Kirksville. 
 189c William Henry Black, A.M., '76, Waynesburg Coll.; D.D., '88, Cumberland Univ.; LL.D., '03, 
 Westminster Coll. ^ ,, o n^ u u 
 
 1889, President of Missouri Valley College, 40S College St., Marshall. 
 
 Ir^ I. Cammack, B.Sc, '84, Earlham Coll. 
 
 1901, Principal of Central High School, Kansas City. 
 
 9ii(iH Flizabeth Crouch. B. L.. La Grange Coll. ^ „ ^ ,, t ^ 
 
 bARAH I'LiZABF.ni ^^^^^^^^^^ ^j Mathematics and Pedagogy, La Grange College, La Grange. 
 
 T A Koontz M SD.. '96. St. Nor. Sch.. Kirksville. Mo.; A.B.. '01 Leiand Stanford Jr. Univ. 
 J. A. J^°o';T^^*ls^-^„intendent of City Schools, 242 N. Folger St.. Carrollton.
 
 Missouril LIFE, ACTIVE, AND CORRESPOXDING MLMBhRS 8li 
 
 MISSOURI— Con/ifiM^J 
 
 1895 WiLLWii Henry Lynch, A.B., '68, A.M., '72, Univ. of Mo. 
 Princip«l of Schiwls, Cabool. 
 Lock Theilmaxn, B.Sc. '85. M.Sc., 'qo, Univ. of Mo. 
 
 1903, Superinieniicnc of Public Schools, Uonnc Tcrrc. 
 John A. Whiteford. 
 
 1904. Superintendent of City Schools, loth and Felix Sts.. St. Joseph. 
 :896 Amelia C. Frichte. 
 
 First .\ssistant, Central High School. St. Louis. 
 Mrs. J0SEPH1.VE \V. Heermans. A.B.. 'os. P.irk Coll. 
 
 1891, Principal of Whitticr School, l^rrainc .\p;irtmcnts, K.in.>;;is Ciiy. 
 Anna Isabel .Mulfori), A.R., A.M., '86. Vas.>^r Coll.; Ph.D., '1,5, Wa-hitiRion Iniv. 
 
 1898, Teacher of Botany, McKinlcy High School, 4is8<i \\ i-.siniin.-icr I'l., St. Louis. 
 
 1897 Robert L. Barton. 
 
 1899, Principal of Ralph Waldo Emerson School, SS9S Cabannc .Vvc., St. Loui.s. 
 Ben Blewett, .\.B., '76, .\.M., '70. W.ishinRton Univ. 
 
 1897, Assistant Superintendent of Instruction, Public Schools, 9th and Locust St-s St. Louis. 
 John S. Collins, AM., '72, Univ. of Mi.s.-;. 
 
 1903, Assistant Superintendent of Instruction. Public Schools, jioj Eads .\\t.. St. l^uis. 
 Peter Herzog. 
 
 1882, Principal of Blair School, 3219 Bailey Ave., St. Louis. 
 
 G. B. LONGAN. 
 
 1899, Assistant Superintendent of Instruction, Public Schools, 1517 Michigan Ave., Kan- 
 sas City. 
 Alex. H. Noel. 
 
 1880, Principal of Grant Sthool, 1323 Geycr Ave., St. Louis. 
 John Richeson. ^LSc.. 'So, .\.M. (honorary). 84. FwinR Coll. 
 
 1905. Principal of St. Louis Industrial School. 2805 S. King's Highway, St. Louis. 
 
 1898 G. W. .Armstrong, B..Sc., '71, Eureka Coll. 
 
 1889. Principal of Chacc School, 14th St. and Paseo; res., 3520 Park .\vc.. Kansas City 
 Joseph Doliver Ei.liff. .\.B., '03, Univ. of Mo. 
 
 1904, High School Insixrctor for the University of the State of Missouri, Columbia. 
 Willlam Prentice Evans. \.U.. '84, Wx-ihington I'niv. 
 
 1893, Principal of Chouteau School, OO18 N'crmont Ave., St. Louis. 
 Thomas P. Jaudon, Jr. 
 
 Principal of Webster Sch<xj|, 710 W. i4lh St., Kansas City. 
 E. E. McCaslin, ah., 'qi. A.M., '95. Antioch Coll. 
 
 1904, Principal of Lyon School, 4152 Washington B<ml.. St. Loui.s. 
 Oliver Stioall, B.S.I)., '91. .M.S.I)., State Nor. Sth.. Kirksvillc. .Mo. 
 
 1899, Re[xcsentalivc of Silver, Burdctt & Co., 310 S. 15th St., St. Joseph. 
 C. C. Thl'dicm, .A.m., M.Sc., Ohio Nor. Univ. 
 
 1902, Superintendent of Schools, Wa.shington. 
 
 1899 William J. S. ISkyan. A.B.. '73. .\.M.. '05. Washington Univ. 
 
 189s, Principal of Central High School, 374O Windsor PI., St. LouLs. 
 W. T. Carringtun. 
 
 Ex-Slate Superintendent of Public SihiMils. 111 .Mailirwin St., JclTrrxm City. 
 Washi.sgton S. Df-armont, IM It ,in.| .\ U , '«<;, .\M . 'H.j, Mo. Si.iic Univ. 
 
 1899. President of Stale Normal Sthool. 903 College Hill Place, Ca|ir (.iirardciu. 
 Albert Ross Hill, AM., '92, Oalhousir <'oll.-, I'll 1) . '9^. Curnrll I'niv, 
 
 1903, Dean of I'eaihrrt' College, Univrrsily of .Misnuuri, 509 RuUir.* St., Columbia. 
 Gilbert Burnet .Morrison. A.M.. 'oi, W.ishinginn Univ. 
 
 1890, Prinii|ul of .MiKinU-y High School, Kumm-II an<l .Mivuuiri .\tr«.. S( lj!nii%. 
 
 1900 Gabriel Nki-son (iRisnAu, ,\.U . '7H, Ilr.iwn Univ ; .\M . 'H/i. H>•^trt WillLinx Univ. 
 
 1889, Prin(i|Ml of Lincoln High Scli<>>l. 14^4 Howard .St.. Kmuitk City, 
 Gr.tTRi;DK L»n<;eniu KFH. 
 
 1905, Suirrvwir of Training I)e|inrtment, Stair Normal Stiuxil, 411 S. Franklin St., 
 
 Kirkwillc. 
 R B I) S1M..SV1N, AM . '7-;, A M . '78, Ho|ip Coll. 
 
 1892, .Su|irrinirii<lrnl of City School*, 1012 Hill St . Hannibal. 
 
 19-)! Mrh. .Maiv F.i>waiii>s (tKirriN. • 
 
 1H91, l'ritui|ul o( l^iwrll S<hf>r>l. ft^H V. gth Si , Kan»a» City. 
 Cari/m Ira iNf.riviN II S< '7^ Ind , I.I. II . Ho Cml Ijw Srh of Ind. 
 
 1893, liLMruilor in I'li Ivxl .yr'f> louiilatn .\>r., M. Iahiu. 
 F.owARO F. jAficvis, .\ H . 'Ml, M K . '«». .\ Si , n Univ. 
 
 iH<jS. Latin .Md»lrr. .Sinilli .Viadrniy 'I., St. I^tuia. 
 
 T. A. JoHviToy, A M., 't%. Univ. ol M<> 
 
 iHHi, Su|jrrintmdrnl of Krmtrr .Military Sthuul, li<i>invillr. 
 Isaac NiriioL* Jri»w>v, A M . '71, Yal*- Univ 
 
 iHHo. Head AMiMant in (Vnlral High .SclHutl. 4040 Olivp S( . SU l»ui<. 
 
 EnwARD G. LvLC. 
 
 Kc(jre*rnlalivc <•! I) C Heath tc Co.. 3«it» CIrvrland A«r . Si l.inii«. 
 Lnwri.L .M. Mr Arrr. A \t . 'Ho. Park Coll . I.I, I) . 'oj, Ktutt Coll. 
 
 1902, l'rr«idml of Park Collrgr, I'arkvillr 
 JoH,-* Wii.>uin Mm iov, A B . 'K^, A M , 'oi, Willi^mi Jewell Coll, 
 
 1897, Previdrnt '/f Hardin (!oUrgr, .Mrxuo,
 
 8i2 NATIONAL EDUCATIONAL ASSOCIATION [Missouri 
 
 MlSSOVKl— Continued 
 
 looi Ophelia A. Parrish. ^ , _ ,. -rr- < -n 
 
 1903, Librarian of State Normal School, 116 E.Jefferson St., Kirksville. 
 
 Carl G. Rathmann. 
 
 Assistant Superintendent of Public Instruction, gth and Locust Sts., St. Louis. 
 
 Laura L. Runyon, Ph.B., '98, Ph.M., '06, Univ. of Chicago. 
 
 Assistant Professor of History, State Normal School, Warrensburg. 
 William Schuyler, A.B., '74, A.M., '77, Washington Univ. 
 
 1904, Assistant Principal of McKinley High School, 3843a Botanical Ave., St. Louis. 
 
 S. A. Underwood. 
 
 Principal of Westport High School, 3632 McGee St., Kansas City. 
 
 WiLLLWii Wade Walters, B.S.D., '89, St. Nor. Sch., Kirksville, Mo. 
 
 1899, Principal of Eliot School, 1121 Etzel Terrace, St. Louis. 
 
 John V. Wettle. 
 
 1899, Principal of Clay School, 3222 Harper St., St. Louis. 
 
 1902 B. F. Allen, A.B., A.M., Atlanta Univ.; A.M., Ph.D., Morris Brown Coll.-, LL.D., Wilberforce Univ. 
 
 1902, President of Lincoln Institute, Jefferson City. 
 
 Francis E. Cook, A.M., Williams Coll. 
 
 Principal of Wayman Crow School, 3903 W. Belle PI., St. Louis. 
 R. H. Emberson. . , „ _ _ „. 
 
 Assistant to State Superintendent of Public Instruction, 511 High St., Jefferson City. 
 
 Howard A. Gass. , ^ ,. ^ ,,,,. . ^ , , , 
 
 State Superintendent of Public Instruction, and Editor of Missouri School Jour- 
 nal," 319 E. High St., Jefferson City. 
 W. D. Grove, M.S.D., '92, St. Nor. Sch., Kirksville, Mo. 
 
 1902, Superintendent of City Public Schools, 174 Plant Ave., Webster Groves. 
 
 Mrs. Mary Hogan Ludlum. 
 
 1890, Instructor in Physical Culture, Central High School, 4452 N. Belle St., St. Louis. 
 
 Helen Moore Phillips, Ph.B., '91, Washington Univ. 
 
 1899, Principal of Phillips School, 3643 Washington Boul., St. Louis. 
 Charles E. Witter, A.B., '97, Northwestern Univ.; A.M., '04, Washington Univ. 
 
 1903, Principal of Fremont School, 5262 McPherson Ave., St. Louis. 
 
 1903 Lewis Darwin Ames, Litt. B., 'go, Univ. of Mo.; A.B., '01, A.M., '02, Ph.D., '04, Harvard Uni". 
 
 1903, Assistant Professor of Mathematics, University of Missouri, 808 Hitt St., Columbia, 
 
 Albertine Barron. 
 
 618 Lee Ave., Webster Sta., St. Louis. 
 
 Henrietta D. Barron. 
 
 1890, Teacher in Public Schools, Maplewood; home address, Webster Groves. 
 
 Joseph Marr Gwinn, .\.B., '02, Univ. of Mo.; Pd.B., '93, St. Nor. Sch., Warrensburg, Mo. 
 
 1903, Professor of Psychology and Pedagogy, State Normal School, 521 S. Holden St., 
 
 Warrensburg. 
 
 Anna Vandalaine Henkel. 
 
 1905, Teacher of Drawing, Teachers' College, 2614a St. Vincent Ave., St. Louis. 
 
 Thomas M. Johnson, A.B., '71, A.M., '75, Univ. of Notre Dame. 
 President of Board of Education, Osceola. 
 
 Madeline Lasar. 
 
 Head Assistant in Grammar School, 3454 CaUfornia Ave., St. Louis. 
 
 William H. Martin, A.B., Mo. Valley Coll. 
 
 Principal of Morse School, 2442 Forest Ave., Kansas City. 
 
 George Melcher, A. B, '08, Drury Coll. 
 
 1902, Superintendent of Schools, Greenfield. 
 Walter McNab Miller, B.Sc, '85, Ohio St. Univ.; M.D., Cooper Med. Coll. 
 
 1902, Professor of Pathology and Bacteriology, University of Missouri, Columbia. 
 
 Stanley H. Moore. 
 
 1904, Head Assistant in McKinley High School, St. Louis. 
 
 Mrs. Fannie Ball Perrin. 
 
 Associate Principal and Teacher of English in the Principia, 15 Principia Park, St. 
 Louis. 
 Claude A. Phillips, M.Sc, '93, Odessa Coll.; Ph.D., '02, Arkansas Coll. 
 
 Superintendent of City Schools, Lexington. 
 
 Horace C. Small, A.B., '01, Harvard Univ. 
 
 1901, Teacher of Mathematics, Manual Training High School, 3612 Garner Ave., Kansas 
 City. 
 Wilhelm Rees Vickroy, Ph.B., Washington Univ. 
 
 1904, Principal of Manual Training School of Washington University, 2901 Rauschen- 
 bach Ave., St. Louis. 
 
 Mary L. Williams. • 
 
 Principal of Gratiot School, 5500 Cates Ave., St. Louis. 
 
 1904 Mrs. Emma A. Abbott. 
 
 1877, Head Assistant in Stoddard School, 3836 Botanical Ave., St. I^uis. 
 
 John H. Andrews. 
 
 Superintendent of Schools, Norborne. 
 
 George Frederic Ayres, Ph.D., '97. Westminster Coll. 
 
 President of I.indenwood College for Women, 12 College St. St. Charles. 
 
 Sarah E. Bell. 
 
 1906, Head Assistant in Cote BriUiante School, 1x51 Walton Ave., St. Louis
 
 Missouri] LIFE, ACTIVE, AND CORRESPONDING MEMBERS Si 3 
 
 MISSOURI— Conlinued 
 1904 Maky J. Brady. 
 
 1898, Primary Supervisor, Public Schools, 3312 Caroline St., St. Louis. 
 Isabel G. Brislis. 
 
 i8q9, Second .\ssistant in Crow School, 9935 Dixon St., St. I>ouis. 
 Mrs. Ell.a M. Brockman. 
 
 Principal of Howard School, 7139 Lanham Ave., St. Louis. 
 Bei'LAU Bri-nxfr. 
 
 1900, Principal of Public School, Jennings. 
 P. M. Buck, Jr., .^.B., '97, A.M., '98, Ohio Wes. Univ.; .\.M . 'oo, Harv.irH Univ. 
 
 1900, Head of Department of English, McKinlcy High School, St. Louis. 
 Hele.v M. Burrell. 
 
 1899, Teacher of Domestic Science, Summer High School, 171$ S. Compton .\w., St. Louis. 
 William M. Bltler, .\.U., Coll. of N. J. 
 
 1904, Assistant Primipal of Veatman High School, 2636 Osage St., St. Louis. 
 Jessie A. Cable. 
 
 190s, First .\ssistant in Cote Brilliante School, J807 Euclid Ave., St. I.x>uis. 
 Mrs. A.s'na Ss-eed Cair.vs. 
 
 President of Forest Park University, St. Louis. 
 Mary E. Carr. 
 
 189s, First Primary .\ssistant in Washington School, S044 Raymond Ave., St. I>oui5. 
 A.VTOINETTE Coleman. 
 
 1900, Second Assistant in John Marshall School, 5960 Clemens Ave., St. Louis. 
 Alice M. Connors. 
 
 1900, Second Assistant in Gratiot School, 6240 Famous .\ve., St. Louis. 
 Kate E. Crowley. 
 
 1900, Second .\ssistant in Sherman School, J91J Sheridan .Ave., St. Louis. 
 Annie E. Cong. 
 
 1900, Head Assistant in Fremont School, 2318 Lafayette \ve., St. Ix>uis. 
 Chester Bickford Ccrtis, B.I.., '80. MI... '91, Dartmouth Coll. 
 
 1905, .\ssistant Principal of Central High School, Grand .Ave. and Wind.sor PI., St. Louis 
 Fannie E. Diekenga. 
 
 First Assistant in Dozler School, 3116 Clifton PI., St. I»uis. 
 Mrs. Sarah E. Dillon. 
 
 1893, Principal of Benton School, 3867 Page Boul., St. Ixmis. 
 Stephen Arnold Dolt.las.s, 'B.Sc. 09. Univ. of .Mich. 
 
 1904, Head .\!vsistant in Central High School, sSiS Von \'erscn .Ave., St. Louis. 
 R. C. F. Di'NHAUPT, A.M., Williams Coll. 
 
 1892, Head Assistant in Central High School, 4022 Peck St., St. I.ouis. 
 William C. Dyer. 
 
 1884, Principal of Franz Sigcl School, Allen and McN'nir .\ves., St. I>iuis. 
 
 Jennie A. Farley. 
 
 1H99, First A-ubtant in Clay School, 4406 N. i9lh St., St. I.oui<i. 
 Mrs. Gertrl'dk EDMONDsf)N. 
 
 1895, Princi[>al of ;\shland Sihiiol. 3717 Warwick BduI.. Kansax City. 
 William Lewis Eikf.nberry, B.l... 'oj, Mt. .Meirris Coll.; B.Sc., '94, Univ. of Mich. 
 
 1904. First Assistant in MiKinley High School; res., 4233 Ruaacll Ave., St. Louis. 
 
 Ln.LiE R. F.RNST. Ph.B.. '<)i. W.«sh Univ 
 
 1893, Second .Assistant in Central High School. 3jt3 Halliday St.. St. Louis. 
 Allf.n Gehman EsciiBArii, A.B., '02. Harvard Univ. 
 
 1904, Instructor in the Clauics, .McKinley High School, St. I>ouis. 
 
 Amalia Fett. 
 
 189$, First AsKLttant In Shepnrd School, 4416 S. Brosdwajr, S(. Louis. 
 
 Mathiloe Feussnkr. 
 
 1901, Head A-VkLslanl in Shr|nr>l .S<hool, 3001(1 MrNair Ave., S(. Ijnult. 
 
 Charles M. Foster. A.B., V,,. Hamilifm Coll ; I.L.B , '67, Harvard Coll. 
 
 1881, Avtlstant Suix-rintendrnl nl Instruction, Public Sihoolt, si2 Dover 1*1., St. I^uis. 
 J. Arthur Freeman. 
 
 ittv'i. Princi|Kil of Wheatley School, 4002 Finney Ave., Si. I.<>ui*. 
 
 HkNRIF.TTA FRnilARI). 
 
 i8<>9, .Second AjuLManl in Sl<Kldard S(h<Ntl, 204 S. Ix'tTingwrll Ave , St. Ixiuis. 
 
 Jitur.nttsz GA»ii'.rr-H. 
 
 i«9V Print iinl of Fr<iel»rl .Stlvxil. Si IjouIu. 
 
 HfNRV J. Gr-Riisr;, I.I.B. I.M , Univ of M.i 
 
 tlUfij. Prin(i|jal •>( Ho<lKrn Sdimil, 5172 Vernon Ave., Si. I.4mi«. 
 
 Dr.MA GiBM. 
 
 1H7H, Principal of (.'ole llrilli.uilr ScIkhiI, 2S>7 Ta)lnr Avr.. Si. I^uk 
 
 F.MMA CiiARi/rrrr (inrtirt . 
 
 iijoi. Second .VwiMant in Rue Sthool, Uto^ Mitilirll Ave., Si. I.auis. 
 
 David K. Gorikjn. 
 
 189Q, I'rincipaJ of L'Ouverturc S(b<iul. 271} S. Comiiloa Aw., Si. IjouU. 
 
 Andrew J. Gohhun. 
 
 1900, Second AMtMsnl in Sumner High Stlwjol, jJtjo Tcsas Ave.. Si. Ixiuls. 
 Robebt a. (iRANT, B (■ S . Tri .Siair N'<i» , Univ of Muh 
 
 1904. (ommrrcMl DepurlmrnI, Yrrflnuii High School, itjN .Sullivan Aw., Si. Ixwis.
 
 8i4 NATIONAL EDUCATIONAL ASSOCIATION [Missouri 
 
 MISSOURI— CoM/t»M«</ 
 
 1904 Carrie E. Griffith. 
 
 1900, Second Assistant in Central High School, 5089 Cabanne Ave., St. Louis. 
 
 Fannie B. Griffith. 
 
 1898, Primary Supervisor, Public Schools, 5089 Cabanne Ave., St. Louis. 
 
 Sallie W. Griffith. 
 
 1889, Principal of Dozier School, 5089 Cabanne Ave., St. Louis. 
 
 W. W. Griffith, M.Sc, '00, Univ. of Mo. 
 
 1906, Superintendent of Public Schools, Ferguson. 
 
 Frances J. Guerdan. 
 
 1903, First Assistant in Chouteau School, 3454 Pestalozzi St., St. Louis. 
 
 Montana Hastings. 
 
 Joplin. 
 
 William J. Hawkins, Ph.B., '00, Mo. Valley Coll. 
 
 1906, President of State Normal School, Warrensburg. 
 
 Mrs. Atlanta E. Hecker. 
 
 1905, A.ssistant in Industrial School, 3415 Osage St., St. Louis. 
 
 Earle Raymond Hedrick, A.B., '96, Univ. of Mich.; A.M., '98, Harvard Univ.; Ph.D., '01, Gottingen. 
 Germany. 
 
 1903, Professor of Mathematics, University of Missouri, 302 S. 9th St., Columbia. 
 
 Emily Mai Helbig. 
 
 1906, First Assistant in Cote Brilliante School, 1816 Cora Ave., St. Louis. 
 
 Mrs. Caroline C. Helms. 
 
 1890, First Assistant, Public Schools, 2844 St. Louis Ave., St. Louis. 
 
 Ottilie Herzog. 
 
 1906, Supervisor of Music, Public Schools, 3219 Bailey Ave., St. Louis. 
 
 Catherine E. Histed. 
 
 1900, Head Assistant in Humboldt School, 3635 Cleveland Ave., St. Louis. 
 
 Ernest Godfrey Hoffsten, B.Sc, '01, Ph.D., '05, Univ. of Pa. 
 
 1904, Teacher of English, McKinley High School, St. Louis. 
 
 Gertrude M. Hogan. 
 
 1894, Principal of Douglas School, 3837 Page Ave., St. Louis. 
 
 H. H. Holmes, B.Sc, '85. So. Ind. Nor. Coll. 
 
 1906, Vice-Principal of Central High School, 931 Norton Ave., Kansas City. 
 
 Lydia Hospes. 
 
 Old Orchard Park, Webster Groves, St. Louis. 
 
 Jessie B. Hough. 
 
 1903, First Assistant in Dozier School, 109 E. Essex Ave., Kirkwood. 
 
 William Henry Huffman, A.B., '95, Denison Univ. 
 
 1902, Teacher in Sumner High School, 222 Elwood St., St. Louis. 
 
 Mary A. Hughes. 
 
 1887, First Assistant in Patrick Henry School, 4031 Cleveland Ave., St. Louis. 
 Alice C. Huth. 
 
 1898, Head Assistant in Chouteau School, 1613 S. 12th St.. St. Louis. 
 
 Walter Edgar Johnson, A.B., '94, Drake Univ.. 
 
 Head of German Department, High School, 208 S. 20th St., St. Joseph. 
 
 Anna J. Kelley. 
 
 1899, Principal of O'Fallon School, 3717 Cook Ave., St. Louis. 
 
 Robert Grant Kinkead, A.B., '82, A.M., '85, Marietta Coll.; LL.B., '84, Univ. of Cincinnati. 
 Superintendent of Schools, 214 E. Jefferson St., Kirkwood. 
 
 B. F. Kizer, A.B., A.M., Wittenberg Coll. 
 
 1903, Director of Department of English, Manual Training High School, 122 1 Wabash Ave, 
 
 Kansas City. 
 Gideon D. Knopp, A.B., '91, Ind. Univ. 
 
 1903, Principal of Carroll .School, 3941 Washington Boul., St. Louis. 
 
 George Platt Knox, B.Sc, '94, Cornell Univ. 
 
 1905, Principal of Ycatman High School, Garrison and Palm .\ves., St. Louis. 
 
 Mrs. Fannie L. Lachmund, Ph.B., '84, Washington Univ. 
 
 1904, Assistant in Teachers' College, 3862 Russell Ave., St. Louis. 
 Arthur D. Langston, A.B., '77, A.M., '85. Oberlin Coll. 
 
 1894, Principal of Dumas School, 3540 S. Jefferson Ave., St. Louis. 
 
 Annie Latham. 
 
 1899, Second Assistant in Lowell School, 1901a N. loth St., St. Louis. 
 
 Albert B. Lawyer, A.B., Washington Univ. 
 
 1901, Principal of Mt. Pleasant School, 5715 Clemens Ave, St. l.ouis. 
 
 Charles Leckrone, A.B., '00, A.M., '03, Indiana Univ. 
 
 Assistant Principal of Manual Training School, Washington University, St. Louis. 
 
 William A. Lewis, B.Sc, '96, A.M., '97, Univ. of Mich. 
 
 1902, Department of History, Central High School, Kansas City. 
 Ella M. Logue. 
 
 1899, Second Assistant in Shields School, 3823 Flad Ave., St. Louis. 
 
 Charlotte A. Lynch. 
 
 189s, Second Assistant in Chouteau School, 3552 Olive St., St. Louis. 
 
 Joseph H. Markley. 
 
 1900, Principal of Switzer School, 214 E. 35th St., Kansas City.
 
 Missouri] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 815 
 
 MISSOURI— C<m/i«tt^</ 
 
 1004 George N. Martin. 
 
 xgob. Principal of Farragut School, 5384 Maple A«., St. Louis. 
 Junius L, Meriasi, .\.1J.. 'os. OI)erlin Coll.; .\.M.. 'oi, Har%Mrd L'niv.-, Ph.D., 'os, Columbia UniT. 
 1905, Professor of Theory and Practice of Teaching, Teachers' College, University ol 
 Missouri, Columbia. 
 
 Catherine T. Mooney. 
 
 1904. First Assistant in Shaw School, 2635 St. Vincent Ave., St. Ixjuis. 
 A. R. MoBc..\N. B.S.D.. 'oj. St. Nor. Sch., KirksWlle. Mo. 
 
 1800, Principal of Sherman School, 3490 Flad Ave., St. Louis. 
 Nell G. Nicholson. 
 
 iSix). First .\ssistant in Field School, S036 Cabanne .\ve., St. Louis. 
 Mary Nolan. 
 
 1800. Head .\s.sistant in Shields School, 3835 Cook .\ve., St. Ix>uis. 
 Rose O' Boyle. 
 
 1804, Second .\ssistant in Shields School, 3835 Cook .\\e., St. Louis. 
 OcTAVlA O'Brien, Grad., St. Louis Nor. Sch. 
 
 1894. Second .\ssistant in Irring School, 2827 Dickson St., St. Louis. 
 Henrietta S. Ordes. 
 
 1887, Principal of Roe School, 810 N. Compton Ave., St. Louis. 
 Mrs. Mary Brown Parks. 
 
 Teacher of Elm Springs Public School; res., Bagncll. 
 Edward P. Perry. 
 
 Principal of Perry Sch<x)l of Oratory and Dramatic Art, Y. M. C. .\. Bldg., Grand 
 and Franklin Aves., St. Louis. 
 Genevieve Phelan. 
 
 1900, Second Assistant in Fremont School, 3021a St. Vincent St., St. Ixiuis. 
 Ada E. Pl.a-ss. 
 
 1892, Second Assistant in Grant School, 3248 Copelin .^ve., St. Ixiuis. 
 F. W. POTTHOFF, .KM., Washington Univ. 
 
 1904, Principal of Shcpard Schtx)!, 3922 Castleman ,\vc., St. Louis. 
 John B. Quins, A.M., '85, Christian Bros. Coll. 
 
 1892, First .\s.si.sl.int in t'enlral HiKh .School and (1905) Chief of Attendance Office, Board 
 of Education; res.. 4595 Cote Hrilli.inte .\ve., St. Ix>uis. 
 John H Rare. 
 
 1900, Principal of Arlington School, 1615 Burd Ave., St. Louis. 
 Ira Richardson, Ph.H., '97, Central Coll. 
 
 1901, Superinten<lent uf Public Schools, Shelbina. 
 Mr.s. Mary F. Robinson. 
 
 1878, Principal of Baden School, 8147 Church St., St. I>ouls. 
 Wali.is Gibson Rowe.'.A.B., '97. Vale Univ. 
 
 180H, Head of UciKirtment of .Mathematics, Smith .\cademy, St. Ix>uis. 
 
 Jessie Sanderson. 
 
 1899. Principal of I»ngfcllow School, 2915 Campbell St., Kaasa.s Cily. 
 
 Johanna Sciiiiidt. 
 
 1890, Director of Kindergarten, Shepard School, 3547 Wiacoiuao Ave., St. Louis. 
 Kate Schneider. Grad.. St. Lf)uis N'or. Sth. 
 
 1904, First .'Vs.si.s(anl in Public Sch<K>l, 1018 S. 4th St., St. I>>uis. 
 
 Helen S< hwaner. 
 
 (973, First Assistant in Irving School, 3521 Florisaant .\ve., St. Louis. 
 
 M. Isabelle Siiinnii:k. 
 
 1901. Principal of llamiltoa School, 4186 .Morgan St., St. Louis. 
 
 Charles H. Slater, Ph.H., '00. Univ. of Mi«h. 
 
 i(X>4. Head of I)r|«artmrnl of Phyiviiit, \Vm. .MiK.inley High School, 11 jg Califomis .^f(., 
 St. I^ouix. 
 
 Mar<mret K. .Slater, Grad.. '70 St. Louin Nor. Sch. 
 
 1H94, Primi|Ml III Rixk SjM-ingi School, 4228 Page Ave., Sl. I^ouU. 
 
 I. J. Smith. 
 
 i8«3, Print itnl of Ailam* School, 5189 .Mnple Ave., St. I^ouii. 
 
 Marrhai.l S. Snow. AIJ., 'Oj, A.M . 'f>K, ll.irvar)! Iniv ; I.I. I) , 'o^, \Va«hin(ton Unl». 
 
 1870, ProlexMir of Mittory anci Dean of Collrgr, Wostilnglon Utiltrr«ily. .Sl. I.uuls. 
 
 Thomas Ei>win SrrNiMi. 
 
 11/32. Prinii|x.l of Irving Sthool, iiik Aulirrl Ave . Sl. Ixuis 
 Frank o. Si-oimrs. 
 
 1904, Prinii{ial of SchouU, Hermann. 
 
 Eliza A. Stark. 
 
 1901, Head Amiilant in ('Union Sthool. jOu Runorjl .^vr , Sl. Ixnils. 
 
 WvANDonr. Jamm STrvrNs. A M . '^\. Nor Normal l'niv. 
 
 1901, Prinri|nl »< I'.UKrnr I irlil .Sthiad, 404J Juanlla St., Sl. Ixwis. 
 
 pRIin S. STEVrNHoN, All . '04. \Va»hinglofi Univ. 
 
 Principal of HumtKildl SthiHil, 3127 Sheridan Ave., Sl. l^ouis. 
 
 MaRIR E. STOTKrR. 
 
 1803. FirK Aaiislant in Fnuu Sigel .Schawl. 2H17 FUib Avr., Sl. I>iuU. 
 
 L. W. TruTmrRo. 
 
 1897, Principal ol Sloddard Sthnol, jHMo El/rl Ave.. St. I^ul*.
 
 8i6 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [ Missouri 
 
 MISSOURI— Con/inwei 
 xgo4 AUG. O. Thoknton^^^^^^ ^^ ^^^^^ ^^^j^_ S^^„ High School, 9°S W. Kansas St., St. Louis. 
 Lauka J. TicHENOR.^^.^^^ ^^ Canterbury School; res., 3906 Botanical Ave., St. Ix^uis 
 STELtATRUEBLOOn^.^^ .-^sistant (Drawing) in Yeatman High School, S943 Maple Ave., St. Louis. 
 
 ^^'- ^"'"x^ssrsecond Assistant in Blair School. .7°8i N. .ist St., St. Louis. 
 
 Frankltn M. Underwood, A.B.-; '02, Univ. of Mo. 
 fRANKLTN 1^^^ pHncipal of Meramac School, St. Louis. 
 
 J.MES L. USHER, A^K'S^to^D^Iny'^stool, 3.23 CaUfornia Ave.. St. Louis. 
 Mary C. Webb. ^^^^^^ ^^^.^^^^^ ^ ^^^^ S,l,„„l, 35,3 olive St.. St. Louis. 
 Ei-MA J. Webster^^^^.^^^ ^j jj^^,^^^ g^j^^l^ ^^^5 E. 3,,t St., Kansas City. 
 JOSEPH M.:^^%^r;!^^ ^i?^So£ ^otbarrison Ave.. Carthage. 
 Walter U. ^^^^^^^'^.^^-^^^ ,f j.ekson School. 422 Foote Ave., Webster Groves. 
 ^"'^^^'^'^Spr'F^s'^AJsSnfrnPrTmary Grade, Patrick Henry School. x,2.a Ailanthu, St.. 
 St. Louis, 
 xpos L. KATE BiGcs^, ^^^^^^l-^^JtZ^U^r^ School, 36:8 Forest Ave., Kansas City. 
 
 J. A. DRt:sHE. A^«^,;^-ett^f N^Jur^l^^^^^ ^^^ ^-- ^^' ^"'^• 
 
 Samuel McKn.hx Gree.^^^ St., St. Louis. 
 
 Katharine Hausperger. .^ ^^^^^^^ ^^^^ ^^^3 B^^^^,, Ave., St. Louis. 
 
 Nelson Kerr.^^ superintendent of PubUc Schools, Breckenridge. 
 
 R. A. KissACK.^ ^^^^ ^^^.^^^^^ .^ Yeatman High School, 29X. Palm St., St. Louis. 
 
 T. Wilson LEWis^^^^^^^ ^^ Draughon's Business Colleges, 912-14 Grand Ave., Kansas City. 
 
 Emma J. Lo^kett^^^^^.^^^ ^^ ^.^^^ ^^^^ ^^^8 p^.est Ave., Kansas City. 
 
 ^- ^- ^^""x889. Teacher of English, Central High School, 3312 Olive St., Kansas City. 
 
 Romeo A. West. ^^^^^^^^^ ^^^ Librarian, Lincoln Institute, Jefferson City. 
 
 John D. Wh-son. ^^ ^ ^^^ Department of Theory and Practice of Education, State Normal 
 
 School, 1401 E. Filmore St., Kirks^Ue. 
 JOHN W. ^^-;<-^^.!^.;:tiI^'^sF^moura Ave., St. Louis. 
 MRS. JOSEPHINE %-2"s^^'ir^J^i^^'^°inis^ory, Lincoln Institute, Jefferson City. 
 ,go6 Almina Georoe.^^^^.^^^^^^^^ ^j ^^^.^^g S^j^^^, state Normal School, Warrensburg. 
 John Storms, Bf^p^^j^^^^^^^j „f Schools, Nevada. 
 FRANK C. 7-o^,S-,;°^aSal^s,^cttral High School, Kansas City 
 
 institutions 
 ,89s University of Missourl ^^ ^ ^ ^^^^_ ^^^^^^^^^^ j ^ 3^,^^. Columbia. 
 xgoo Free Public L-bR^aRJ^St^ Joskph^^^^_ ^.^^^^.^^_ ^^^^ B ^^^,^^^^ St. Joseph. 
 
 ST. LOUIS PUBLIC LIBRARY. ^^^ ^^^^^^^^^_ ^ ^ ^^^^^^^_ ^^, ^„j Locust Sts.. St. Louis. 
 xpoi ST. Louis Univers.ty^L^R^RY^^^^^ ^^^^^^. j^.^^^^^;^^_ j c. Burke, St. Louis. 
 xg=2 Park College. p^^^.^^^^_ Lowell M. McAfee; Secretary and Librarian. Austin D. Wolfe, ParkviUe. 
 X904 Carroll School g™°^,„,ence Moskop, 3931 S. Compton Ave., St. Louis. 
 
 ST. LOUIS MERCANmE LIBRARY A^S0aAJ,0N.^_ ^^ ^^.^ 
 
 St. Stanislaus Seminary^^^ ^^^ ^^^^^ Grimmelsman; Librarian, Charles B. Moulinier, Florissant
 
 Nebraska] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 817 
 
 MISSOURI— Conliniud 
 
 1905 Kansas City Ppblic Library. 
 
 Librarian. Mrs. Carrie Wcstlakc Whilncy, glh and Locust Sis., Kansas Cily. 
 State Normal School. W.vrrknsbl-ro. 
 
 Prt-sidcnt, William J. Hawkins; Librarian. Flora B. Roberts, Warrensburg 
 
 1906 Missouri State Xorm.\l S* hool. Third District. 
 
 President, \V. S. Dearmonf, Librarian, R. S. Douglass, Cape Girardeau. 
 Seoalia Public Library. 
 
 Librarian, Faith E. Smith, Sed.ilia. 
 
 MONT.\NA 
 active mkmbers 
 
 18S9 Robert Guy Young, M.Sc.. '77. Upper Iowa Univ.; Ph.M., '88, Cornell Coll.; Pd.D.. 'oj, Mont 
 Wes. Univ. 
 
 1900, Superintendent of City Schools, High School Building, Butte. 
 iSgj Oscar J. Craig, A.M., De Pauw Univ.; Ph.D., \V.K>stcr Univ. 
 
 President of Uni\-ersity of Montana, Uni\-crsity .^\xv, .\(is.soula. 
 189s Cynthia Elizabeth Reilev. B.Sc. 
 
 189s. Professor of Mathematics, University of Montana, wo S. jlh St., West, Missoula. 
 1899 S. D. Largent. 
 
 1898. Superintendent of Schools, Bach-Cory Block, Great Falls. 
 1901 Randall J. Condon, A.B., '86, A.M., '02, Colby Coll. 
 
 1902, Superintendent of Schools, 506 N. Rodney St., Helena. 
 Kate Shelley. 
 
 1905, Teacher in Public Schools, in care of General Delivery, Butte 
 190a William L Fraser, Pd.B., B.E., Lincoln Nor. Univ. 
 S03 S. 2d St., Missoula. 
 W. C. Ryan, A.B., '95, M.Sc., '98, NT. Nor. Sch. 
 
 1903, Principal of Sweet Grass High School, Big Timber. 
 
 1903 William M. Aber, A.R., '78, Yale Univ. 
 
 Professor of Latin, University of Montana, Missoula. 
 
 1904 Lucy Hamilton Carson. Ph.B., '08, Univ. of Chicago; .\.Nf., '00, Univ. of III. 
 
 1901, Professor of English, Montana State Normal College, Dillon. 
 Risdon J. Cunningham. 
 
 1901;, Su[Krintendent of Public Schools, 720 Babcock St., W.. Bozeman. 
 Eloise Knowlks, Ph.B.. '^>8, Univ. of .Mont. » 
 
 1898, Instructor of Drawing. University of Montana, Box 34, Missoula. 
 Henry H. .Swain, A.B., '84, Bel-it Coll.; Ph D , '97, Univ. of Wis. 
 
 1901, President of .Montana Stale .Normal College, Dillon. 
 Lewis Tkrwillicer. 
 
 1903, Principal of Park County High School, Livingston. 
 
 1906 J. Ulysses Williams. 
 
 1006, Sufjerinlendent of Schools, jio So. 6th. St., E. Missoula. 
 
 institutions 
 
 1899 Montana State Oillege of A. asi> M. .Arts. 
 
 President, James .M. Hamiliun, Bozeman. 
 
 1900 Free Public Library, Buttk. 
 
 Libr.irian. ()r.-inville Stuart, Butte. 
 
 1932 State Board or Education. 
 
 Supcrinicndcnt, W. E. Harmon, Helrna. 
 
 190J Helena Public Library. 
 
 Librarian. Marguerite Bowdrn, Helena. 
 
 1906 Missoula Public Library. 
 
 Secretory, Wm. M. Alicr; IJbrarian, Grace .M. .Sluddard, .MiMoula. 
 
 NEBRASKA 
 
 i.irr. MKMiirR 
 1S80 .Mrs. Grac-r B. Siidborouc.h. 
 
 i8g8. Teacher in High School, jio S. 26lh St.. Omaha. 
 
 active MKMBrRt 
 
 1A90 Liz/iR L. Bankk*. 
 
 igoo, Prin(i{Ml of Ivravrnworlh Sthool. >i|] I>>uglaii .Si . Omaha. 
 
 William Mkhard Davidvin. A B . K.mvn Univ.; Pd.D 
 
 1934, Suprrinlrodrni of ln»lru<lion. ijj6 S. .|o<h Ave., Omaha. 
 
 189J W K Fowler. 
 
 Stale Rrprenrtilaliw for the New Inlrmalional Eiwyrloprdl.!. inii S. jjd St.. IJncnIn. 
 
 i«94 Anna M. TmiirTH. A H . '04. Si Univ of Nrbr. 
 
 iHqi. Prin(i(nl of (irammar Stbix.l, iHtt It St , Lincoln. 
 1895 CiiARLE-H Edwin Brssrv. H Sr . y«,. M Sc., ■7*, .Mlrh. Agri ("••ll ; Ph.D., '70 UnJv. of Inwa; LL D.. 
 '<>H. Iowa Coll. 
 iH«4. Pre.fmwir o( IbiLiny an*! Dran of Collrgr of Siirnfc, t'ni«mliy of Nrliraaka, M07 
 R .St , Unioln 
 
 Edwin J. Bodwem., B Sc . 'fW. Dartmouth Coll. 
 
 SupcrinlcndcDl of .VhooU. ioq S- loth St.. Norfrtlk.
 
 8i8 NATIONAL EDUCATIONAL ASSOCIATION [Nebraska 
 
 NEBRASKA— Con/i«uf(i 
 
 1895 W. A. Clark, A.B., '72, A.M., '8s, Pd.D., '94, Nat. Nor. Univ.; A.M., '99, Harvard Univ.; Ph.D., '00, 
 
 Univ. of Chicago. 
 Professor of Psychology and Pedagogy, State Normal School, 420 W. 21st St., Kearney. 
 
 James W. Crabtree, B.Sc. 
 
 1904, President of State Normal School, Peru. 
 G. W. A. LucKEY, A.B.. '94, Leland Stanford Jr. Univ.; Ph.D., '00, Columbia Univ. 
 
 189s, Professor of Education, University of Nebraska, 1439 R St., Lincoln. 
 
 A. L. McLaughlin. 
 
 Representative of D. C. Heath & Co., 1535 C St., Lincoln. 
 
 A. A. Reed, A.B., Univ. of Nebr. 
 
 1902, Superintendent of Public Schools, Superior. 
 
 Charles W. Weeks. 
 
 Director of Music, Normal School, Fremont. 
 
 1896 Howard Walter Caldwell, Ph.B., '80, A.M., '94, Univ. of Nebr.; Ph.M. 
 
 1892, Professor of American History and Politics, University of Nebraska, 511 N. i6th St , 
 Sta. A., Lincoln. 
 William R. Jackson, A.B., '02, A.M., '04, Univ. of Nebr. 
 
 1902, Professor of Education, and Principal of Normal School, Nebraska Wesleyan Uni- 
 • versity, University Place. 
 
 A. H. Waterhouse. 
 
 1899, Principal of High School, 3004 Marcy St., Omaha. 
 
 Harry Kirke Wolfe, A.B., '80, Univ. of Nebr.; A.M., Ph.D., '86, Leipzig. 
 
 Professor of Educational Psychology, University of Nebraska; res., 1727 J St., 
 Lincoln. 
 
 1897 Frederic W. Sanders, A.B., '83, Coll. of City of New York; A.M., '92, Harvard Univ ; Ph.D., '95, 
 
 Univ. of Chicaj;o. 
 190.';, Principal of High School, 1547 S. 22d St., Lincoln. 
 
 1899 E. Benjamin Andrews, LL.D., '84, Univ. of Nebr.; D.D. ^84, Colby Univ. 
 
 1900, Chancellor of University of Nebraska, Station A, Lincoln. 
 
 Robert J. Barr. 
 
 1882, Superintendent of City Schools, 1015 W. Division St., Grand Island. 
 
 J. A. Beattie, A.M., '76, Bethany Coll.; LL.D. 
 
 1904, Department of Economics and Sociology, Cotner University, 1453 Q St., Lincoln. 
 
 John D. French. 
 
 1899, Superintendent of Schools, 728 Hastings .Ave, Hastings. 
 
 1900 Nathan Bernstein, B.L., '92, M.L., '96, Dartmouth Coll. 
 
 1901, Head of Department of'Physics, High School, 2622 Capitol Ave., Omaha. 
 
 George L. Towne, A.B., '95, Univ. of Nebr. 
 
 Editor of "Nebraska Teacher," 134 N. nth St., Lincoln. 
 
 1901 A. L. Caviness, Ph.B., 111. Wes. Univ. 
 
 1900, Superintendent of City Schools, 804 D St., Fairbury. 
 
 \V. H. Gardner, B.Sc. 
 
 1904, Superintendent of City Schools. 12th and Main Sts., Fremont. 
 David Bennett Gilbert, B.Sc, '90, A.B., '91, Central Nor. Coll. 
 
 835 Union St., Fremont. 
 J. Arnott McLean, Ph.B., '00, Univ. of Chicago. 
 
 Superintendent of City Schools, 2105 J St., South Omaha, 
 Mrs. Lizzie A. Richards. 
 
 842 S. 22d St., Omaha. 
 
 1902 Irvi.ng S. Cutter, B.Sc, '98, Univ. of Nebr. 
 
 1900, State Agent for Ginn & Co., 134 N. nth St., Lincoln. 
 Clark A. Fulmer, Ph.B., '98, Nebr. Wes. Univ. 
 
 1903, Superintendent of City Schools, iioo Ella St., Beatrice. 
 Henry H. Hahn, A.M., '95, North West. Univ. 
 
 1900, Superintendent of City Schools, Blair. 
 James W. Searson, A.M., '99^ Univ. of Nebr. 
 
 Professor of English and Literature, State Normal .School, Peru. 
 
 1903 Clara B. Mason. 
 
 Principal of Train School, Millard Hotel, Omaha. 
 H. A. Senter, B.Sc, '93, Univ. of Nebr.; Ph.D., '96, Heidelberg. 
 
 Head of Department of Chemi.stry, and Librarian, High School, Omaha 
 S. H. Thompson, A.B., '01, Univ. of Nebr. 
 
 1904, Superintendent of City Schools, Holdrege. 
 
 1904 E. C. Bishop, B.Pd., '97. Lincoln Normal Univ. 
 
 Deputy State Superintendent of Public In.struction, 1845 Cherry St., Lincoln. 
 Clar\ F. Cooper. 
 
 1905, Principal of Teachers' Training Class. 508 City Hall, Omaha. 
 
 Guy H. Graham. 
 
 1904, Superintendent of City Schools, Havelock. 
 George P. Griffith, .\.B., '99, Univ. of Nebr. 
 Pawnee City. 
 
 J. M. Pile, A.M., B.Sc 
 
 President of Normal College, Wayne. 
 William Logan .Stephens, A.B., '8p. Univ. of Nebr. 
 
 1903, Superintendent of City Schools, Lincoln.
 
 New Hampcihirr) LIFE, ACTIVE, AND CORRESPOXDING MEMBERS 819 
 
 NEBRASKA— On/iiiiir./ 
 
 1904 ArcusTUS O. Thomas. Ph.D.. '06. Amity Coll. 
 
 I'rfsidi-nt of Stale Nonnal S<h<>«l, qth and Jjd Sis., Kcarnoy. 
 M.^RTliA Tayior Whittikr. A.n.. 'o^. I'niv. i.f Wis.: A.M.. '05. Kwing Coll. 
 IOC*. Dean of Women. Hellevue ColleKe. Uellevue. 
 
 1905 Charlks Arxot. 
 
 1902, County Superintendent of Schools, Fremont. 
 • William H. Clemvions. A.M. 
 
 Presidenl of Fremont College, Fremont. 
 J. Forsyth Crawford. .\.H.. '05. .X.Nf.. 'g;. rrinirtim I'niv. 
 
 1004, I'rofess<ir of I^sythology and I'liiigody. (irand Island College, qjj N. Lacu5t A\f., 
 Grand Island. 
 Roy Wesley Eaton. H.Sc., H I'd.. Fremont \or. Sth., Nihr. 
 1905. Superintendent oi City S<ho<)!s. Wilbur. 
 
 LrTHKR E. Mi'MniRi). .A.B.. '00. I'niv. of \elir. 
 
 .•\gent for Ginn & Co. for Slate of Nebraska, 1000 .Market St.. Beatrice. 
 Jaspkr L. McBrien. 
 
 Slate Superintendent of Public Instruction. 716 S. iSlh St., Linculo. 
 
 Euwi.s L. Rouse. 
 
 1903, Superintendent of City SchiK)Is. Platlsmnulli. 
 
 Eugene Bure.v Sherman. .^.B.. 'o.'; I'niv. of .Nebr. 
 
 1905. Superintendent of City Schools, Columbus. 
 
 Walter Wells Stoner. .A.B.. '03. f)tterlx-in Univ. 
 
 1902, SufK-rintendent of City Schcxils. 428 College Ave., York. 
 
 1906 George Burgert. B..Sc.. '98. Univ. of Nebr. 
 
 1905, Superintendent of Schools. 23d St.. I>el. yth and Sth Aves.. Kearney. 
 
 I. A. Downey, 
 
 Superintendent of County S<hools. Cor. 4lh St. and Kerr .\vf.. Hastings. 
 
 Joseph Richard Fulk. A.B.. '03. Univ. of Nebr. 
 
 ii;o6, Suix-rintendcnt of City Schfxils. Hebron. 
 
 Nathaniel M. Graham. .A.B.. '01, Univ. of Nebr. 
 
 I'rinci|ul of High School. i6oi Mi.ssouri Ave., South Omaha. 
 Leonidas Raymond Higgins. .A.B., '84, Brown Univ.; I'h.I).. '»8, Cornell I'niv. 
 
 1902. Professor of Greek and I^tin. Grand Isl.iml College, (jranil Islan<l. 
 
 Elizabeth Ki.v<;sbiry. Ph.B.. '87. Buchtel Coll.; .\.M.. '04. Univ. of Nebr. 
 
 1900, Teacher of I^ilin and German. .N'ebra.ska .Normal College, Wayne. 
 
 Gertrude Norton Rowan. \.\\.. 'os. .^.M.. '06. Univ. of Nebr. 
 
 1906. Teacher <if History and .Mathematics. High .School; rc-s., 1645 K .St.. IJncota. 
 
 W. A Voi.EB. A.B.. Nebr. St. Univ. 
 
 SuiK-rintendenl of Douglas County Schools, Omaha. 
 
 iNSTrruTioss 
 1897 Bellevue College. 
 
 I'rcsidenl. Rev. Guy W. Wadsworlh; Librarian. Raihel Fergusjin, BelleN-uc 
 
 i8«8 Omaha I'iblk' I-iukary. 
 
 PreMilent, I>ewi» S. Reed; IJbrarian, F.<iilh Toliilt, Omaha. 
 
 University or Nebraska. 
 
 Chancellor. E. Benjamin Andrew.^; IJbrarian. Walter K. Jewell, IJncoln. 
 
 1901 Department op Pi-Bi.ir Inst«i'<tion, State nr .Nebraska. 
 
 Su|jrrinlendcnt, J. L. McBrien, Capitol, IJncoln. 
 
 1902 Creiohton University. 
 
 President. Rev. .M. P. I>owling; IJbrarian. Gilbert Garraghan. Omalu. 
 
 Doane College. 
 
 President, David B. Perry; IJbrarian, Wro. K. Jillton, Crrte. 
 
 Nkbkasica State Normal 5»<iiool nl Peru. 
 
 PrrMdenl, James W. Crablree, Peru. 
 
 IQOS Nibraska Wkslpvan Usiversitv. I.imraiv 
 
 IJbrarian, May Inglri. UniverMI) Plaie. 
 
 ivt6 Lin< oi.s Ciiv l.inf arv. 
 
 Protidenl of IJbrary Board. S. I., (jeixhanll; IJbrarian, V. Joanna llagry, IJnculn. 
 
 NEVADA 
 A'TIVP MrMMrvn 
 
 1B94 JoMPH (' r»MP«rT<iV .\ II , "w. Ixlanil Stanford Jr. Unfv 
 
 H/yi. I'riiK i|Ml ol I'ublii .S<h<a>lt, loot S' Nevada St.. Carwin City. 
 
 i8«s Ji*r.pii EnwARU Sti bbs. A B . •71 A M . '-jr,. D D . '00 I.I. I» . "m < »h».i We«, UnW. 
 lHv4, President of .NrvaiU .Slate I'liivrruly, Krno. 
 
 1897 (;mirge HrN'AMi«* HAo'.rrr. B .S< . S^, <;ran<l Kivrr ln»t 
 
 if/Mt, Su|*-rinirn<|rnl of I , S Iivlian In-lumriil rraininc Scbcari. Owyliec. 
 
 1004 Obvis RiMo, A.U.. Vk>. AM , Wlwalon Coll. 
 
 Slate Sujirrinlcmlenl ol Public InMnjctiiin. CanaM Citr. 
 
 NEW HAMI'SIIIKE 
 
 I irit MiMRrR 
 
 1886 J AMIS E. KirirK. 
 
 1900, Prinri|nl of Stale N'lrnial S<h'"'l. I'lwii'rtilh.
 
 820 
 
 NATIONAL EDUCATIONAL ^5S0CMr^0iV_JNew_Jersey 
 
 I goo 
 igoi 
 1902 
 
 NEW HAMPSHIRE— Con/«nM€(f 
 
 ACTIVE MEMBERS 
 
 ,Sp8 CH...KS F.^Coo.^A.BrP. St.^Law.n^^^^ Uni. ^^^^^ ^^ _ ,^^^„^,. 
 
 ,8gg JOBS A-"-- BX^be^ota^^^Bo:;d'a;rd\•x88g) Trustee, Robinson Feniale Seminary. 33 P- 
 St., Box 144. Exeter. Hampshire Coll. 
 
 HE.KV C. Mo«k:so. A^B^, >^5^Dart^^^^^^ Librar^y. Concord. 
 
 CH...ES ^■^^^i^^S^Z^'S^-^r.on St.. Manchester. 
 E..E.. L. S--. BX. ;^^^^^^^^^^^^^ 
 
 -^^^^ -ris^^b^oS^^iv.^^."!^^^ ^- 
 
 L-- Lt^o C--l^'^3; s^^or^^S'st., Keene. 
 
 W. H. CcMMiscs, A.M. ^^^^^^^^ ^j g^j^^^j^ Claremont. 
 
 CH....0 -o.^-,;^A-. -^,--^^eSt a^^^^ ?,^?;:^^:ia Univ. 
 
 C— !,„^-l^?i^ct'lo;^NufeS'sa, Milton. 
 
 A. H. KEVES, PhD;; Brown^Sof Schools, Dover. 
 
 HARRV L. M07B,^A^B.,^V.Xj,Ba^^^^^ ^^,^,1 School, Plymouth. 
 
 ---j-^-e;;^A?p;irs^wo^""e'^"-^s 
 
 Sherman E. PHii-^TPS-^.p^j ^^ ^^^^^ Seminary, Canterbury. 
 S. W. ^^:^^^'^i^a^it&^ik^^Z^^ St., Rochester. 
 WiLHELM S^OERBLOM,^A^B., >, Ha^^^^^ Umiliips Exe^er^Academy. Exeter, 
 xgos JOHN C. K^^g-^'-;;^' Jf«-',^,^o"f i!a°tin^ThePhiluSExe^ef Academy, Exeter. 
 
 INSTITUTIONS 
 
 X898 NEW Hampshire l^j^TB^LmR^RV.^^ ^ ^^^^^^ ^^^^^^^ 
 
 X902 DARTMOUTH CoLI-EGE, UBRARY-^^.^ ^^^.^ ^^.^^^^^^ jj^^^^^^ 
 
 KEW HAMPSHIRE ^^^^^SrS^l£^C. r^cirtTurham. " 
 
 .003 NEW HAMPSHIRE |--;pN°-^^: l^lXply-OUth. 
 
 ,906 CITY Library, Manchest.en ^ ^^^^^ ^.^^j^^j,_ Manchester. 
 
 PUBLIC LIBRARY. DoVe..^^_ ^ ^ ^^^,^^^ p^,,, 
 
 NEW JERSEY 
 
 LIFE DIRECTOR 
 
 ,892 JXMES M. G|-. A:^:i:^-SSSiKd;?tcK^5 ^nton Ave. Trenton. 
 
 LIFE MEMBERS 
 
 X876 ALEXANDER FoRBES,^AAL ^^^^^^^^^ ^^^ Lecturer. Mount Holly. 
 
 LELIA E. P— E.^^^^^^ ^^,^^^^_ ^^^,, , ^,,, tdr'!,?Un?"c:f"i;.Stf Net?or.. 
 
 LANOOONSHOC.KTHO^M^ON.A.M^^^^^^^^ 
 X884 SARAHA.STEWART.^^^^^^^^g^^_
 
 New jcr.-*yl LIFE, ACTIVE, AND CORRESPOX I>J XU MEMBERS 821 
 
 NEW JERSEY— Continued 
 
 ACrrVK UEUBERS 
 
 1887 Ebe.vezer Mackey. A.B., '78, Mcrccrsburit Coll. 
 
 igDj, Suixrrvising I'rintiixil of City Schools, 314 Hamilton Ave., Trenton. 
 
 kSSq \V. F. Towell. 
 
 571 Clinton St., Camden. 
 
 i8o3 Levi Seelev, A.M.. '83. Williams Coll.; I'h.I).. "SO. Uip/.ig. 
 
 iSgs, 1'rulcs.sor of I'cdagogy, Slate .Normal School, 48J W. State St., Trenton. 
 
 1801 Eabl Barnes, .A.M.. '80, Ind. Univ.; M.Sc, '00, Cornell I'niv. 
 
 Lecturer for The .\nierican Society for Extension of L'niversity Teaching, 77 Giove 
 St., Montclair. 
 iSgj Sarah Y. Ely. 
 
 1887, Sui)ervis<>r in High and Grammar iJeixirtments of State Mcnlel School, 5a Carroll 
 St., Trenton. 
 .NL H. Kinsley, B.Sc, '88, St. I jwrence Univ. 
 
 igKii, Superintendent of Schools of Hudson County, Manual Training Building, Hoboken. 
 
 Jane NL Lewis. 
 
 1877, Principal of Primary Schcwl No. 8, 99 Mercer St., Jersey City. 
 
 S. Ervin Manness, .\.M., '06, Univ. of Tcnn. 
 
 1900, Princip;d of i8lh .\vcnue School, 625 Mt. Prospect Ave., Newark. 
 
 Henry .M. Maxson, A.M., '80, Amherst Coll.; Pd.D., '04. Alfred Univ. 
 
 1892, Superintendent of School.s, 661 W. 7th St., Plainticld. 
 
 Addison B. Polano, .X.M., '76, Wes. Univ., Conn.; Ph.D., '90, Univ. of City of N. V. 
 
 1901, Superintendent of Schools, 91s S. i6th St., Newark. 
 Emily A. Rice, Pd.U., '92, Albany Nor. Coll. 
 
 Teacher of Private Cla-sses. 77 Clark .-Vvc.. Ocean Grove; winter residence, 116 
 Church St., Charleston, S. C. 
 
 Ra-sdall Spaulding, .A.B., '70, Yale Cull. 
 
 1874, Superintendent of Schools, 276 Claremont .\ve., .Montclair. 
 
 JoTHAM Walker Wakeman. 
 
 1865, Principal of School No. 6, sso Summit .Ave., Jersey City. 
 
 H. Brewster Willis. 
 
 1886, Superintendent of Schools of Middlesex Co., 185 Livingston .Ave., New Bruns- 
 wick. 
 
 1893 Charles B. Gilbert, .A. B.. Williams Coll. 
 
 Lecturer on Education. Western Reserve University; address, 22 King St.. Engle- 
 wood. 
 
 Henry E. Harris. 
 
 1879. Principal of Grammar School No. i, W. sth St., Bayonne. 
 
 Miss S. M. Searle. 
 
 1893, Principal of Primary Department, Puhlic School No. 23, cor. Romaine and Pavonia 
 
 Avcs., Jersey City. 
 
 Lrwis C. Wooi.EV, .A.NL, '03, Rutgers Coll. 
 
 1878, PrinciiMl of Joseph Wood Schf)ol, 136 E. Front St., Trenton. 
 
 1894 Richard Case, .A.NL, '81, Brown Univ. 
 
 1898, Suixrrintendenl of Schools, Trenton .Ave., Point Pleasant. 
 Maximillan P. E. (iB'iszMANS, Pd.D., '93, New York Univ, 
 
 1900, Director of Gros/.mann School for .Nervous and Atypical Children, Wulchung Crest, 
 Johnston's Drive, Plainficld. 
 
 J. F. D. Hei.seken. 
 
 1899, SupcrviMng Princifral of PuMic S«hiH.U, l-.a.st Brunswick lowmJup; res., cor. Mam 
 
 and Schcxil Sts., P. < ). Box 4J. .Milltown. 
 Gaius HorruAS. 
 
 1881, Principal of Schools, Bound Brook. 
 
 James Wilmer Kksvehv. A M , '01, New York Univ. 
 
 i8«y, Princi|*il o( .Miller Street Granun.tr School, j Emmrtt St., Newark. 
 
 Henrietta S Leslie. 
 
 i8«5, PriniiiMl of Public Sthool, Box 26, BlackwotxI. 
 
 N. W Pka.se. 
 
 18A7, Principal of Morrrll Street Sth<«>l No. 2, 31 .Morrrll .St., Eliulifih. 
 
 J. Albert Ri ishamt, Ph I) , 'Hi. Syrjiiuv Univ. 
 
 iHHi, Prin<i|Ml of High S«lui<»l, H4 K. 27lh St., Pater»on. 
 
 Erwin IL Siiii'vim, A N! . '92, Primrton Ciill. 
 
 |H«4, Pr<ilc%v.r nl .Malhriii4iii», Hr. Juliu* S(irh»' (*ollet|iatp ln«liluir, jH W. sotn St., New 
 York City, rc» , Haw'irlh. 
 HrNtY Smyder, A B . '78. A M . 'KM. I.afayrtlP Coll 
 
 1892, Su|irrinlrndml of Public S<lmol«, 4^ Madivm Ave . Jertey I lly. 
 
 j8<;s KftirsE Boutos, a B , '7<, A M , 'Hi Vil<- Ph I) , 'H., Svr«<u»e Univ. 
 
 1954, .SuiKTvmng Prin<i; -pU, 12 Winxif PI , lilrn Kidgf . 
 
 WiLw.s Farrand. A B , 'H/,. A M , - • .n Coll 
 
 irX)i, Mead Ma.lrr of .N'rw^ik Audrmy. <.n lltgh St., Newark. 
 
 W. J. Shearer. A B, '87. A M .'90. I'd D,'o2 Di.kin...n(oll. ,„, " . c. 
 
 iHgf, Suijennimdenl ol S(h<iuU of City of Uiulirth ami County <»l tntoa, 1100 Anna bl., 
 
 KllMlK-lh 
 
 1896 Charles J. BAxrrt. A M 'o< kuiijrr* Coll. 
 
 1896, Slate Su(icrinlendcnt of Public I 
 
 nMrudion, 949 W. .Stale St., Treniun.
 
 822 NATIONAL EDUCATIONAL ASSOCIATION [New Jersey 
 
 NEW JERSEY— Co«/!"« wed 
 
 1896 Mrs. Lydia A. Bennett. 
 
 189s, Principal of School No. 3, Midland Township, cor. Broad St. and Harold Ave. 
 Bo.x 103, Leonia, Bergen County. 
 
 Harry B. Boice, M.D., '88, New York Univ. Med. Sch. 
 
 iSqi, State Normal School, Trenton; address, Titusville. 
 
 Mrs. Millie Ryan Eakins. 
 
 38 Oakwood Ave., Arlington. 
 
 D. H. Farley. 
 
 Teacher in State Normal and Model School, 515 E. State St., Trenton. 
 
 E. R. Johnstone. 
 
 iQDo, Superintendent of New Jersey Training School for Feeble-Minded, Vineland. 
 
 Edwin C. Merrill. 
 
 Publisher, Maynard, Merrill & Co., 44-60 E. 23d St., New York; res., 33 Washington 
 St., East Orange. 
 O. I. Woodley, M.Pd., '01. Mich. Nor. Coll.; A.B., '01, Albion Coll.; A.M., '02, Columbia Univ. 
 
 1904, Superintendent of Schools, Passaic. 
 
 1S97 Margaret Bancroft. 
 
 Principal of Haddonfield Training School, Main St., Haddonfield. 
 
 Miss Jean W. Cox. 
 
 "Crampton," 2 Main St., Haddonfield. 
 
 Anna M. Fell, M.E.L., Pennington Sem. 
 
 1803, Principal of Cadwalader School No. 21, 310 W. State St., Trenton. 
 
 E. K. Sexton, Pd.M., '92, New York Univ. 
 
 1894, Principal of Central Avenue Grammar School, 103 S. nth St., Newark. 
 
 Ira Winthrop Travell, A.B., '90, Williams Coll. 
 
 1893, Principal of High School, Plainfield. 
 
 1808 S. V. Arrowsmith. 
 
 1897, Superintendent of Schools, 103 Maple Ave., Red Bank. 
 
 Arthur Grant Balcom. 
 
 Principal of Franklin Grammar School, 167 Mt. Prospect Ave., Newark. 
 
 Anna Bodler, M.Sc, '91;, State Nor. Sch., ISTansfield, Pa.; Ph.B., '01, Univ. of Chicago. 
 1901, Teacher of Pedagogy, Newark Normal and Training School, Newark. 
 
 1899 Mrs. a. W. Dresser, Grad., '90, Kraus Sem. for Kindergartners, New York. 
 
 226 High St., Buriington. 
 
 Edward H. Dutcher, A.B., Univ. of Vt. 
 
 1891, Principal of Eastern School, 87 N. Munn Ave., East Orange. 
 
 J. Howard Hulsabt, A.M., '98, Ph.D., '01, 111. Wes. Univ. 
 
 1891, Supervising Principal, 57 McFarlan St., Dover. 
 
 A. Leroy Jones, A.B., '95, Williams Coll.; Ph.D., '98, Columliia Univ. 
 
 1905, Preceptor in Philosophy, Princeton University, Princeton. 
 
 Jerohn Joseph Savitz, A.M., '04, Ursinus Coll.; Pd.D., '02, New York Univ. 
 1901, Superintendent of Public Schools, 43 Ross Place, Westfield. 
 
 J. Alfred Wilson, B.Sc, '97, M.Sc:, '05, Rutgers Coll. 
 
 1906, Principal of Elizabeth Avenue School, Newark. 
 
 1900 Vernon L. Davey, A.B., Cornell Univ. 
 
 1890, Superintendent of Schools, 32 Munn Ave., East Orange. 
 
 James L. Hays. 
 
 President of New Jersey State Board of Education, 104 Clinton Ave., Newark. 
 
 1901 Henry C. Krebs. 
 
 1905, Superintendent of Public Schools, North Plainfield; and (1902) Superintendent of 
 Schools of Somerset County; res., 23 Fairvicw Ave., North Plainfield. 
 John C. McI.aury, Ph.B., '99, Ph.D., '01, 111. Wcs. Univ.; Pd.B., '95, Pd.M., '97. St. Nor. Coll., 
 Albany, N. Y.; Pd D., '05, N. V, Univ. 
 
 1900, Principal of Seventh Avenue School, Newark; res., 42 S. Maple Ave., East Orange. 
 
 Mrs. Jennie Prentiss Ward. 
 
 113 Prospect Ave., Newark. 
 
 George A. West. 
 
 1885, Principal of Public School, Raritan. 
 
 W. Spader Willis. 
 
 1898, Principal of Normal and Training School, 459 High St., Newark. 
 
 Mrs. H. Brewster Willis. 
 
 185 Livingston Ave., New Brunswick. 
 
 1902 Frank W. Bowen. 
 
 Representative of the Christopher Sower Co., Publishers, 304 S. 5th St., 
 Camden. 
 
 James E. Bryan, A.B. '90, Johns Hopkins Univ. 
 
 1899, SufKrintendent of Schools, 412 Linden St., Camden. 
 
 Sarah A. Dynes, Ph.B., '94, Cornell Univ. 
 
 1895, Head of Department of History and Civics, State Normal School, 521 E. State St., 
 
 Trenton. 
 
 1903 Arthur Pierce Butler, .\.B., '8,8, Harvard Univ. 
 
 1898, Associate Principal of Morristown School, Morristown. 
 
 John Enright. 
 
 Superintendent of Monmouth County Schools, and Principal of High School, 39 
 Court St., Freehold.
 
 Newjfrscy] LIFE, ACTFYE, AX D CORRESPONDING MEMBERS 823 
 
 NEW JERSEY— Conlinued 
 1903 Samuel A. Farras-d, A.M., '60, Printcion. "70 William-, '■;(>. S. Y. Univ.; Ph.D., '7Q. rrinccton. 
 185Q, Headmaster of Ncwart .Vcademy, 544 High Si., Newark. 
 Christopher Greociry, .\.B., '73, Coll. of City of \. V. 
 
 1889, Supcrinteniient of Schools, 410 Uroadway, Station H. Lonjf Branch. 
 George Morris, B.Sc, '8o, Rutgers Coll -, .\.M , '01, Columbi.i Iniv. 
 
 1904, Suiwrintenilent of Schools, 44 Bay .\ve., Blooinl'itld. 
 Philo G. N'oo.n, A.B., 'o.";, Harvanl I'niv. 
 
 1901, Vice-Principal of Grammar School, 114 S. iilh St., Newark. 
 George Riplky Pinkium. .\.B., '87, .\.Nt.. '00. Brown I'niv. 
 
 1905, Sui)ervi.sinK PrinciiKil of South St. .School, Newark, and Gr.idu>ite Student in Kdur.i- 
 
 tion. Teachers College, Columbia University; res., Stella Apartments, ij \\. 
 Kinney St.. Newark. 
 
 Fred S. Shepherd. A B.. '84 A.M. '87. Reloit Coll ; Ph T) . •07. Univ. of Pa. 
 
 1899, Superintendent of Puhlic Schools. High .School Building. .Vsbury Park 
 William H. Smith. .X.B.. '05. Harvard Univ. 
 
 1005, Principal of Stockton Schiwl. 173 S. 3d St.. South Orange. 
 
 Louis Fra.nklin Snow. Ph.B.. '87. Bn)wn Univ.; A.B., '89, .\.M,, '90, Harvard Univ.; Ph !>., "oj. 
 Columbia Univ. 
 160 Market St.. Newark. 
 Frank A. Tibbetts. 
 
 1906, Head of Business Department, High School, 31 Park St.. Jersey City. 
 H H Tucker, A.B., '83. A.M., '86, Bales Coll. 
 
 1903, Princip;il of Lawrence Street Schcxil, Newark; res., 413 Richmond Ave.. South 
 Orange. 
 
 William A. Wetzel, A.B.. '91, I^ifayette Coll ; Ph.D., '95, Johns Hopkins Univ. 
 
 1900, Princijxil of Public High S«hcx)l, 'I'rcnton. 
 Francis Call Woodman, A.B., '88, Harvard Univ. 
 
 1898, Head Master of Morrislown School, Morristown. 
 
 '90s Jt-'LIA .\. .\say. 
 
 i(>oi. First .Assistant in Garfield Grammar School, 115 .\. 77th St., Camden. 
 
 J. Brocnaro Betts. 
 
 1876, Assistant State Superintendent of Public Instruction, State House, Trenton. 
 
 WiLLLAM Bishop, B.Sc., '80, Haverford Coll. 
 
 Meml>er of Commiiiec in Charge < '. Westtown Boarding School, Milton Ave. and 
 Broad St., Rahway. 
 Charles W. Blakeslee. .\.B.. '86. .\.\l.. '89, Wesleyan Univ., C"onn. 
 
 1893, Xicc-Principol of Chattle High School, 307 Chelsea .\\r.. I.<ing Branch. 
 
 Lena R. Bowen. 
 
 1899, Kindergarten Teacher, Public Schools, 36 Arlington Ave., Last Orange. 
 
 Charles B. Bovfr. 
 
 Superintendent of Public Schc»K 31 S. Stenton PI., .Atlantic City. 
 R. J. BoYvroN. 
 
 1896, Prinri|<al of School, ^>8o K. jsth St., Paterson. 
 
 Eva K. Bri'.os. B Sc.. '04. Columbia Univ. 
 
 He.ifl of Department of Mathematics, High School; res., 101 4ih Ave., Asbury 
 Park. 
 Josephine K. Brisyatk, .\.B . A M., Diikinwm Coll. 
 
 1(^3, Teacher in High School, 30 N. Delaware Ave., Atlantic City 
 
 Clara Stewart Bi-RBOfdH. 
 
 1900, Prinii|ul of Manual Training and High School, 605 N. ad St., Camdeo. 
 Mary .\. BfRROfcii. B K., '92. Nat. S<h. of Klo<uiion and Oratory. 
 
 1901, Sujiervlsing I'rincijul of PubUc School*, S44 Penn St., Camden. 
 
 Elizabeth A. Ca.ssady. 
 
 Princi|nl of C. A. Bergen Sc1m«>I, Camden; res., Woodbury Height*. 
 
 Luc-Y M. Ch ASF. 
 
 1906, Principol of High Schfjol; res., 42 Ridge Roml. Rulhrrfonl. 
 .Mary E. Corns. B Sc., "o?. Adel|<hi Coll ; Pd M , *o4. V<\ D , 'c/.. New York Univ. 
 
 1877, Vice Princijiol of High School, 504, 7lh A\r A%burv I'ark. 
 
 Thomas C«lbv. Ph.B., 'oj. Taylor Univ. 
 
 Sujicrinlendcnt of Schools, Garfield. 
 
 Davii> B. Corson. . . . , ^ », 
 
 As^iManl Sujierintcndent of Schools 77^ l.«ke St.. Newark. 
 
 Martin I.tnira ( <>x. Pd D , '97. New York Univ. 
 
 Prin<iial of 1 ith Ave. (irammar ami KngliUi InduUrial High S<ho»>l. 3>" 1 Ut'.n 
 
 I ox. rn n , 97. i> 
 *rin<i|al of I itn A 
 Ave., Newark. 
 
 HAtmiTT litri.L C»Asr 
 
 Vice l>rincipal of S«b<«.l No. 10; re*.. loS Slllea M . bliMlnh. 
 
 AcNU M. C«Awr<.ai, . . ». ..... .-t 
 
 lyct. Iracher in Public School No. »o. 1 la Ixmlicck Ave , Jer»ry < ily. 
 
 W. Jamm CaiHT, Ph B . '.j7. A " 
 
 190^. Sul«-r\i»ing r lOok lUcketlMtiwn 
 
 C. M DAi.avMnr. I'.l M . I! •-. • - . 
 
 nxi<. I'rimilnl <•! GrsmtTur S<hi"il .N>i. 1, H»<ken«af«. 
 EwiAR Dawm.s. a B .j^ I)»vir|«,n (oil .AM. '99 Unlv o( \n ; fhTt 'r>i l^-irwix 
 
 190A. Prriri^.rt^ In lli%i.*y. Pulillts. and Enmomics. Pfimnim I nt»Tn<iy; rrs. 9 Madt 
 lun .St.. Pnncetuo,
 
 824 NATIONAL EDUCATIONAL ASSOCIATION [New Jersey 
 
 NEW JERSEY— Co»iJ«MC(f 
 
 190S W. B. Du RiE, A.B., Nat. Nor. Univ. 
 
 Principal of Grammar School, 56 Jaques Ave., Rahway. 
 
 George M. Ellis, B.Sc, '01, M.Sc, '03, Alfred Univ. 
 
 1904, Principal of High School, 727 Central Ave., Ocean City. 
 
 Griselda Ellis. 
 
 Critic Teacher in Model School, State Normal School, 209 S. 6th St., Newark, 
 
 Helen R. Emery. 
 
 1898, Teacher in Grammar School, 504, 4th .\ve., Asbury Park. 
 
 Laura J. Ennis. 
 
 Teacher in Public School 21, 53s Pavonia Ave., Jersey City. 
 
 Lydia K. Ennis. 
 
 Vice-Principal of Public School No. i, 535 Pavonia Ave., Jersey City. 
 
 Powell G. Fithian. 
 
 1900, Director of Music, Public Schools, 405 Linden St., Camden. 
 
 S. B. GiLHULY, Ph.B., '93, 111. Coll.; A.M., '94, Lafayette Coll. 
 
 Superintendent of Public Schools, 27 Addison Ave., Rutherford. 
 
 Henry Herbert Goddard, A.B., '87, A.M., '89, Haverford Coll.; Ph.D., '99, Clark Univ. 
 
 Director of Psychological Research, New Jersey Training School for Feeble-Minded 
 Boys and Girls, Vineland. 
 
 WlI.LLAM H. GrENELLE. 
 
 Supervising Principal of Hawthorne Schools, North Paterson. 
 Matthew Carter Hamilton, A.B., 'oi,Thiel Coll.; A.M., '05, New York Univ. 
 
 1902, Teacher of Mathematics and Science, and Vice-Principal Irvington High School; 
 res., 80 Elizabeth Ave., Newark. 
 
 W. L. R. Haven, A.M., '67. 
 
 1869, Superintendent of Schools, 7 Maple Ave., Morristown. 
 
 Daniel Tilton Hendrickson, Ph.B., Providence Univ.; A.M., '06, Ewing Coll. 
 
 Superintendent of Fanwood Township Schools, Lock Bo.x 11, Scotch Plains, Union 
 
 County. 
 
 Mrs. Lydia Morford Hendrickson. 
 
 1885, Principal of School No. s, Middletown. 
 
 Jessie May Herring. 
 
 1900, Teacher in Columbian School, 36 N. Arlington .^ve., East Orange. 
 
 Newton Clark Holdridge, A.B., '91, A.M., '95, Colgate Univ. 
 1897, Supervising Principal of Schools, Hamraonton. 
 Jane V. Horsley. 
 
 Head Assistant in School No. i Annex, 43 Orient Ave., Jersey City. 
 
 Homer G. House. 
 
 1905, Supervising Principal of Schools, Livingston; res., 292 Main St., Madison. 
 
 Henry Budd Howell, A.B., '86, Lafayette Coll.; A.M., '98, Columbia Univ. 
 
 Principal of School No. 21, Jersey City; res., Phillipsburg. 
 Mary Harrison Howell, A.B., '96, Wells Coll. 
 
 123 Broad St., Newark. 
 
 Charles A. Hoyt. 
 
 1866, Principal of Grammar School No. 8, 61 Sherman Ave., Jersey City. 
 Katharine .\. Hughes. 
 
 1893, Principal of School No. 8, 721 Grove St., Elizabeth. 
 A. M. Hulbert. 
 
 1901, Principal of Schools, Park Ridge. 
 
 Alexander C. Humphreys, M.E., '81, Stevens Inst.; D.Sc, '03, Univ. of Pa.; LL.D., '03, Columbia 
 Univ. 
 
 1902, President of Stevens Institute of Technology, Hoboken. 
 Anna Marie Keidel. 
 
 1895, Teacher in Helmetta School, 21 Hartwell St., New Brunswick. 
 Oliver B. ^Cern, A.B., Franklin & Marshall Coll.; A.M., 06, Columbia Ifniv. 
 
 1904, SkfiJer^ising Principal of Schools, 215 N. 4th St., Camden. 
 Mary D. Kirkpatrick. 
 
 1868, Assistant in Ann St. School, 100 Pacific St., Newark. 
 Frank Howard Lloyd. 
 
 1903, Principal of School No. 6, Perth Amboy; res.. Main St., Matawan. 
 Margaret T. Magee. 
 
 Principal of J. W. Starr Grammar School, Pine St. above 8th St., Camden. 
 Nellie Lucina Mann. 
 
 1903, Teacher in Public Schools, 293 Clifton Ave., Newark 
 J. M. McCallie, A.B., '87, Univ. of Tenn. 
 
 Principal of Centennial Grammar School, 55 Model Ave., Trenton. 
 Rebecca McCldre. 
 
 First Assistant in Newton St. Grammar School, 348, 13th Ave., Newark. 
 Emma A. McCoy, 
 
 1896, Teacher in High School, Somerset PI., New Brunswick. 
 
 Ernest T. McNutt, A.B., '98, West. Md. Coll. 
 
 1904, Supervising Principal of Public Schools, Belvidere. 
 George E. Megargee. 
 
 Supervising Principal of Chester Township Public Schools, Moorestown.
 
 New Jersey] LI FE, ACTIVE, AX D CORRESPONDING MEMBERS 825 
 
 NEW JERSEY^Con/mu^rf 
 
 190s M- Alice Metcalf. 
 
 KindcrRartncr, 44 Montgomery PI., Trenton. 
 
 JfLIA A. MlNlHAN. 
 
 iSS3, Principal of School No. 2, 344. 7th St., Jersey City. 
 H. J. Nk.\l, A.m.. '01. Dickin.son Coll. 
 
 1902, Supervisor of Schools, 127 Fourth St., I-ikcwo4iil. 
 
 Martha F". Nelson. 
 
 1896, IJbrarian of New Jersey St.itc Normal Sih(K>l, ^)0^ EtlRewood .\ve., Trentor*. 
 
 William F. Overman. .X.H., Haverford Coll. 
 
 Principal of Moorestown Friends' .\cademy, 100 E. Central .\vc., Miioreslown. 
 
 Cora Webb Feet. 
 
 PrincliwI of Private Norm.al KinderKarten TraininK .School, ift Wa.shington St., 
 East Orange. 
 
 Joseph W. PiNces. .Xgri.B., 'pS. Conn. \g,n. Coll. 
 
 Agricultural Director, and President of Hoard of Ivlucation. Woodbine. 
 
 .Vnnie L. Pomeroy. B.L.. 'q6, Mt. llolyokc Coll. 
 
 Teacher of English and History, Dearborn -Morgan School, 44J .Main .St., Orange. 
 
 Geori;e Howard Reed. 
 
 Manager of Educational Dep,irtment, Joseph Dixon Crucible Co., Jcr-sey City. 
 
 Susan .\. Reilly. 
 
 189s, Instructor in Geography. State Normal School, Trenton; res., 53 .Main .St.. I^ini- 
 bertville. 
 
 Ida E. Robinson. 
 
 1897, Principal of School. 265 Franklin St., BI>K>mtield. 
 
 Walter M. Sace. A.M., '02, Dickin.son Coll.; Ph.B., 'oo. 
 
 1904, Principal of North Haledon Public School, Haledon. 
 
 Andrew Scarlett. 
 
 1893, Principal of Oakwoo<l .\ve. .School, Orange; res., 56 S. iilh St., Newark. 
 
 Mrs. Elsie M. Seguin. 
 
 PrincifKil of Seguin Physiological School for Children of .\rreslcd Mental Develop- 
 ment, 370 Center St., Orange. 
 
 John C. Sharpe. 
 
 1898, Principal of Blair Academy, Blairstown. 
 
 Elmer C. -Sherman. A.B., 'S3. A.M., '85, Hamilton Coll.; I'h.l)., 'y.-. New York Univ. 
 1904, Superintendent of City Schools, Englewood. 
 
 Frank H. Sommer. I.L.B., LL.M., J.D., New York I'niv. 
 
 Professor of I-iw, .New York University, an<l Meml)er of Board of Education, a56, 
 6th .\ve., Newark. 
 
 Louisa St^.ndinger. 
 
 Teacher in Public Sih<H)l No. 23, 84 Hentley .\ve., Jersey City. 
 
 .\iios F. STAurrER. .\,B.. '91. .\.M.. '94. Liifayette Coll. 
 
 1904. PrincijMl of School No. 33, Romaine and Pavonia Ave.i., Jersey City. 
 
 D. T. Steei.man. 
 
 1900, Supervi.sing Princiixil of Schools, 439 S. Broad .St., (ilosslioro. 
 
 Ett\ H. .Steelman. 
 
 1902. Teacher in Public Sihool. Hammonton. 
 
 Eoith p. Sthikkb. A.B.. '99. Marn.ird Coll.; A.M.. '00. Columbia Univ. 
 
 1901, Teacher in Miss Jacobi'» School, New York; rc»., 8 S. Maple Ave.. VmI Orange. 
 
 Franklin A. Strvkkr. 
 
 Raritoii. 
 Gkobge Tr.AGUE, A.B., 'os, .New Y.irk Univ. , . „ .... 
 
 Supervising I'rincipal of Schoolt, Brmnrdn Inn, Brrnardnvillr. 
 
 Helks J. Thompson. ......... 
 
 iH<;S, Teacher of .Malhematici, High SchiKil, 44 Fwing St.. Trenton. 
 
 Teacher of .S<ien>e,Migh.S<hool; rr«.. The Colonial. iM IMi%ilr Ave.. WrM MoU.ken. 
 
 Beshie H. Wabwk k. ., . ^ .. „ , 
 
 1K91. Teacher in Public Sch(M>U, 6 Mam St.. Mr<l(ord. 
 
 Howard S. Wilvin. ., . ^. ,• ». , 
 
 1901. Principal <if Gr«de«l .Stb<»>l. kcanliey; tt%.. New 1I . Mrlmhrn 
 
 H. C. W«iOST»'.R, n Sc, Tea. hrri Coll. ,...,. .. ... l 
 
 I9U5. Supcrinlrmlenl of liergrn (<mniy .Vhoolt, Court Hi«nr. Miiken%.uk. 
 
 i(«yi I.Ai KA J. Hr.N?.»rrr. „ ^. ».   
 
 VIccl'i nrilBl of llurnell St. School, 3$ llurtirit St., Newark. 
 
 William J. Hiacf.iT. . , „ ,. , l » u u 
 
 itfc/.. .Sui>crinlrn/lrnl fA SihooU H4 h««erbn«k Ave., Kahway. 
 
 Charlm K. n<»<i«. . , „,-.,,. L 
 
 1898, PHmifMl nf Public Sch<nl. 8A Pawwlf St. HatkenMck. 
 
 • JXMEH H. CHRIHI ' -.rr Unlv . M S. I.r. n 
 
 ,,^00. ti.iiiU. 71 \\ lolh SI n.iy.nn* 
 
 PKARL RrAD CoWLM. ._ ^, ,..,..., 1 k< 
 
 1903. ln«lr«clof in Manual Trsininif ITir Ringwo..! S<h.i.il Ringw.n.l M«nor. 
 
 Ati-MiBAi.ii M Dkk. A « 91 AM .••/ II 
 
 1905. SuprrviMng PrinnjMl III . iin M.. Keyprtrl.
 
 g26 NATIONAL EDUCATIONAL ASSDCIATIO>T [New Jersey 
 
 NEW JERSEY — Continued 
 
 1906 John Jackson. ^ , , tt 1 1 
 
 Newman School, Hackensack. 
 
 Allton H. Shekman, A.B., '78. Yale Coll. r^i , j c* r% 
 
 igo4, Superintendeat of Public Schools, 104 Cleveland St., Orange. 
 
 "°i889, Principal of Mt. Hebron School, Montclair; res., 182 Summit Ave., Upper M:>nt- 
 clair. 
 George J. VoGEL, A.B. 'gi, Cornell Univ. ^ c rr , i 
 
 Principal of High School; res., 52 State St., Hackensack. 
 
 John R. Wh.son. „ , r, t^ ' 
 
 Superintendent of Schools, 727 E. 23d St., Paterson. 
 
 institutions 
 
 1897 Free Public Library of Jersey City. t^ r, i- 1 t r-. 
 
 President, John J. Voorhees; Librarian, Esther E. Burdick, Jersey City. 
 
 New Jersey State Normal School. 
 
 Principal, J. M. Green, Trenton. 
 
 I93I Free Public Library, Trenton. . . . , ^ .. , ^ , 
 
 President. F. W. Roebling; Librarian, Adam J. Strohm, Irenton. 
 
 State Library of New Jersey. 
 
 State Librarian, Henry C. Buchanan, Trenton. 
 
 1903 Free Public Library, Montclair. ^ • , ^-u / u c. nr . 1 • 
 
 President, R. M. Boyd; Librarian, S. Augusta Smith, Chifrch St., Montclair. 
 
 Free Public Library of Newark. 
 
 Librarian and Secretary, J. C. Dana, Newark. 
 
 Passaic Public Library. ^t „ t. 
 
 Librarian, Miss J. M. Campbell, City Hall, Passaic. 
 
 1904 Atlantic City Free Public Library. .., .• n-. 
 
 Librarian, Alvaretta P. Abbott, cor. Pacific and Ilhnois Aves., Atlantic Uty. 
 
 East Orange Free Public Library. 
 
 Librarian, Frances L. Rathbone, East Orange. 
 
 Plainfield Public Library and Reading Room. 
 Librarian, E. L. Adams, Plainfield. 
 
 1905 Board of Education, Plainfield. tt »«■ -it 01 • c ij 
 
 President, J. B. Probasco; Superintendent, H. M. Maxson, Plainheld. 
 
 Broadway School, Camden. ^ „ , , t. j j /^r .. 
 
 Principal, Elizabeth Anderson; Librarian, Laura S. Schrack, Broadway and CUnton 
 
 Sts., Camden. 
 The Center School, Bi.oomfield 
 
 Principal, Lizzie Otis, Bloomfield. 
 
 E. k. Stevens Girls Grammar School C.\mden. 
 
 Principal, Florence Hughes, 4th and Washington Sts., Camden. 
 
 East Orange High School, Library. 
 
 Principal, Charles W. Evans, East Orange. 
 
 High Bridge Public School. 
 
 Principal, C. E. A. Walton, High Bridge. 
 
 High School, Bayonne. 
 
 Principal, Preston H. Smith, Bayonne. 
 
 High School, Newark. . ,, t- r, jj xt 1 
 
 Principal, W. E. Stearns; Libranan, K. E. Rudd, Newark. 
 
 Madison Public Library. 
 
 Librarian, Bertha Selina Wildman, Madison. 
 
 Manual Training and High School. ^ . 
 
 Principal, Clara S. Burrough, Haddon and Newton Aves., Camden. 
 
 Matawai* Graded School. . .,,.,,, „. ht . 
 
 Principal, W. A. Miller; Librarian, Joel A. Walling, Matawan. 
 
 Neptune Township High School. 
 
 Principal, L. A. Doren, Ocean Grove. 
 
 Public High School, Red Bank. 
 
 Principal, S. V. Arrowsmith, Red Bank. 
 
 Public .School Library, Camden. c- ,- j 
 
 Librarian, Laura S. Schrack, Broadway and Clinton Sts., Camden. 
 
 Public School Library, Egg Harbor City. ^ „ , 
 
 Principal and Librarian, H. M. Cressman, Egg Harbor City. 
 
 School No. 2, Jersey City. . ^ , 
 
 Principal, Julia A. Minihan, Erie St., Jersey City. 
 
 South Orange .Public School. 
 
 Superintendent, H. W. Foster, South Orange. 
 
 Stevens Lnstitute of Technology. ,t ,- r. . tt u i 
 
 President, Alex. C. Humphreys; Librarian, H. F. Raetz, Hoboken. , 
 
 eachers °^^"g^p^°yj^i^g Principal , E. Mackey , High School, Hamilton and Chestnut Sts. , Trenton . 
 
 West Hoboken Public School Library. 
 
 Librarian, Robert Waters, School No. 4, Malone St., West Hoboken. 
 
 IQ06 Free Public Library, Hoboken, ^ , , „ ._ , 
 
 Librarian, Thomas !•. Hatfield, Hoboken.
 
 New York] LIFE, ACTIVE, A\D CORRESPOXUI .\U MEMBERS 827 
 
 NEW MF.XICO 
 
 ACTIVK UKVni RS 
 
 1891 HiRAM Hadley, A.m., '85, Earlham Coll. 
 
 Ex- rerritorial Superintendent nf Public Instruction, Las Cruces. 
 
 1805 Clakesce T. Haokkty. li.Sc. '00, M.Sc, '05, Notre Dame Tniv. 
 
 iSgi, l'ro(e>,v<>r of Mathematics, College of Agriculture and Meihanic Arts, las Cruces 
 
 Charles E. Hodli.n. C.rad., '81, Inil. St. Nor. Sih.; IM.H., '03, Univ. of N. Mex. 
 
 i,Sg7, Printijul of Normal DeiKirtmenl, l'nlver>ity of New Mixito, AlliUqurrqur. 
 CiiARi.ES M. LiCHT, rii li., Univ. of City of New York and Nor. Sth. <f Kans. 
 
 i8y<), I'rincipiil of Normal SchcKil of New Mexico, Silver City. 
 Eiiuisi) J. Vert, Pd.D., '94, Ph.H., ',)6. Ph.D.. \8. 
 
 1903, President of New Mexico Normal University, I.as Wgas. 
 
 1S97 HioH .\. Owen-. B.Sc. 
 
 1900, Head of Science Department, Normal Schotil of Niw Mexiio, Silver City. 
 
 J\MEs Alphel's Wuon, A.B., '77, A.M., '80. 
 
 1899, SuiK-rintcndent of City Schools, 303 E. Palace Avenue, Santa F(. 
 
 1001 Wellington I). Sterling., B.L.. '09. Cniv. of Mich. 
 
 Superintendent of City Schools, .Albuquerque. 
 
 1903 Rupert V. .\sPLL'Nn, .\.\i . '96, 111. Coll. 
 
 1902, Professor of Latin and Greek, University of New Mexico, 413 s. 7th St., .Ml.uquerque 
 
 James Elton Clark. Pd.M. 
 
 Territorial Superintendent of Public Instruction, 395 Palace A\t., Santa Fe. 
 
 1904 A. B. Stroup. 
 
 1905, Superintendent of Bernadillo County Schools, 406 S. Walter St., .Albuquerque. 
 
 1906 Wu. M. Heiney. B.Sc.. '85. M.Sc., "90. 
 
 1905. Superintendent of City Schools, Carlsbad. 
 
 1907 K. R. Larkin. B.S<.. N. .Mcx. A. and M. Coll. 
 
 Superintendent of .Sth<xjls, Las Vegas; res., 624, 12th .St., East L;is Vegas. 
 
 institution 
 
 1002 New Mexico College of .\cricii.tire an» Mkhanii- .\ris. 
 
 President. Luther l-'i>sler; Librarian. Charlotte A. H.ikt-r. .\l«-silla Park; P. t)., 
 .Agricultural College. 
 
 NEW YORK 
 
 life UIBECTORS 
 
 1884 James H. Canfield, A.B.. '68. A..M., '77, LL.D., '04. Williams Coll.; Ijit.D.. '02. Oxford, England. 
 
 1899, Librarian of Columbia University, .New York. 
 
 1885 Nicholas .Mlrray Butler, A.B., '82, Ph IJ.. 'H4, Columbia Coll. 
 
 1889, President of Columbia Unlver^ity, 119 K. 30th St., New York. 
 1800 Charles Rufls Skinner, .A.M., 'go. Hamilton Coll.; LL.D.. '95. Colgate Univ.; IJtt.D., "oi. TufH 
 C«ll. 
 Ex-State Superintendent of Public Instruction. \\atrrto«n. 
 
 William H. Maxwell, A B.. '72, A.M., '74. Queen's Univ., Ireland; LL.D ,'01, Columbia Univ. 
 iH(tH. Sufurintendent of S<h<i<ils. 1 he City of .New York, 500 Park Ave.. .New \ork. 
 
 LIFE MEMBERS 
 
 i8s7 James Cruikshank. LL.D . '62. o 1. • k- 1 c . 1 r- 1 < u l 
 
 Kelired PrinoiKil of llrammar School .No. 12. ami Secretary of (ouncil of Brook- 
 lyn In.tlitutc of .Arts ami Science*. 20*1 *^ < nf.r.l Si Ilr...kl\n 
 
 1870 Oliver Cromwell Arfv, A.M., '05, Union Coll. 
 1070 Bergen St.. Brooklyn. 
 
 William Euwaeu Cr<»sbv. • 
 
 Uterary and F^luiational Writer. 544 "• M?!" .SI , .New \^^^k. 
 
 i88a Josephine. E. HoixiixiN, PdM , '91, Univ. of City ..f New York. .^ . .• t 
 
 Ex-Printijial of lnlerme<lulc Sthool No. 110, 29 E. aglh M., New \ofk. 
 
 Me.sco Stern. i;. i c u i < 1 « f 
 
 1H79, Profcn^ir of C.ernian IjtnKuage and Lilrralure. Stern » School of l.anguagr«, 38 h. 
 
 Ooth St., .New York. 
 
 1884 Mrs. Georoiasa Van Akkn. , ... . n l c. v v t 
 
 iMjH. Priiui|«l of Day S*hi«il. Five Poinu" .Mi»M.«, 6j Turk St.. New \<ifk. 
 
 188; Thomas Hustkr, AM, 'w., Columbia Coll ; Ph D , '77, William. Coll ; El-I*^, N- Y. Unlv, 
 iHiH,, Prr^irlent Emefilu* of .Ni>rmal Collegr, J079, Mh Ave.. New \n€k. 
 
 A<Tivr. Mr.MiirRii 
 
 1882 Walter ^•||^^^'"j';|j;;',*,;^ „, Drawing, Public Sth.-^.. B.*<««h of Bf.-Alyn, New Vifk, 1674 
 
 Ixwi. Ave. H'.-.H... 
 
 1884 RiniARD G. B-joNF, A M , De I ph D . nlii.. Umv ,...,, . .. . 
 
 IM4 «.■"»■ „..,, |.Mii,*of'Mu... I ln»ltlutcC....I..'' v, V. ( P Ave. \..nker.. 
 
 1 90 J. Ivliltir ti( " l'.«lu. .1. 
 
 . JoN 
 i'/c4. 
 
 FowARD N. JoNEi, A B , 'H », A M . 'IV.. Ph D . •«,», 11 > I 
 
 „i,4. Primlp.l.f New York Training "vh-.l ;. "' '" . M..n.,nd Avr Uhxe 
 
 Plains 
 .886 Charles L. ''-"(J-^^,^ ,.„,,„j,.„^ j,.,^ ,^.,., ,,.. , ,| S... New Y.»k.
 
 828 NA no IV A L ED UCA TIONA L A SSOCIA TION [Xew York 
 
 NEW YO^Y^— Continued 
 
 1887 GussiE Power. 
 
 1880, Teacher, S3S Warren St., Hudson. 
 
 1888 Andrew S. Draper, LL.B., '71, Union Univ.; LL.D., '89, Colgate Univ., '03, Columbia Univ. 
 
 jgo4, Commissioner of Education for the State of Newf York, Albany. 
 i88g Charles De Garmo, Ph.D., '86, Halle, Germany. 
 
 1898, Professor of Science and Art of Education, Cornell University, 809 E. State St., 
 
 Ithaca. 
 
 THOM.4S Francis Kane, A.B., '92, Cornell Univ. 
 
 1899, Teacher of Mathematics, George Wm. Curtis High School, Richmond Borough, 5 
 
 Wall St., New Brighton, S. 1. 
 
 Gratia L. Rice. 
 
 1892, State Director of Teachers' Institutes, Education Department, State of New York; 
 home address, Cassville. 
 
 1890 C. W. Bardeen, A.B., '69, Yale Coll. 
 
 1874, Editor of "School Bulletin," 406 S. Franklin St., Syracuse. 
 
 Andrew Burr Blodgett, Pd.D., '02, Syracuse Univ. 
 
 1889, Superintendent of Schools, 127 Burnet Ave., Syracuse. 
 John T. Buchanan, A.M., Central Coll. 
 
 1897, Principal of De Witt Clinton High School; res., 37 Hamilton Terrace, New York. 
 John W. Chandler, Ph.D., '77, Univ. of State of New York. 
 
 Jordan. 
 Edw.\rd D. Farrell, A.M., '67, Coll. of the City of New York. 
 
 i88g. District Superintendent of Schools, 163 E. 124th St., New York. 
 
 1891 Vincent Aldridoe, A.M., '81, Syracuse Univ., M.D. 
 
 1889, Teacher in Manual Training High School, 32 Clarkson St., Brooklyn. 
 Francis John Cheney, A.B., '72, A.M., '75, Ph.D., '89, Syracuse Univ. 
 
 1891, Principal of State Normal and Training School, 45 Church St., Cortland. 
 
 Augustus S. Downing, A.M., Pennsylvania Coll.; Pd.D.; LL.D., '06, Syracuse Univ. 
 1904, Third Assistant Commissioner of Education, 141 S. Allen St., Albany. 
 
 Matthew J. Elgas, A.B., '62, A.M., '63, Montreal Coll.; Ph.D., '69, St. John's Coll. 
 
 1896, District Superintendent of Public Schools, 121 W. 87th St., New York. 
 Harlan P. French, A.B., '68, A.M., '71, Amherst Coll. 
 
 1895, Proprietor of Albany Teachers' Agency, and Publisher of "American Education," 
 
 81 Chapel St., Albany. 
 
 George David Hale, A.B., '70, A.M., '73, Univ. of Rochester. 
 
 IOS9 Lake Ave., Rochester. 
 OssiAN H. Lang. 
 
 1895, Editor of "The School Journal," "Educational Foundations," and "Teachers Maga- 
 zine" 11-15 E. 24th St., New York. 
 
 Henry M. Leipziger, A.M., Coll. of City of N. Y.; Ph.D., '88, Columbia Coll. 
 
 1896, Supervisor of Lectures, Board of Education, New York city, 500 Park Ave., New York. 
 Ellen G. Reveley, Pd.D., '94, N. Y. State Nor. Coll. 
 
 1904, Institute Worker and Educational Writer, 349 Westcott St., Syracuse. 
 Thomas B. Stowell, A.B., '6s, Genesee Coll.; A.M., '68, Ph.D., '81, Syracuse Univ. 
 
 1889, Principal of State Normal and Training School, 6 Le Roy St., Potsdam. 
 
 1892 Mrs. Ella N. Allen. 
 
 34i Eagle St., Utica. 
 Thomas O. Baker, A.B., '86, A.M., '92, Ph.D., '96, Nor. Univ., Ohio; Pd.D., '96, N. Y. Univ. 
 
 1901, Principal of School No. 128, 1941, 83d St., Brooklyn. 
 Emmet Belknap, A.B., '80, A.M., '83, Marietta Coll. 
 
 1899, Superintendent of Schools, 247 East Ave., Lockport. 
 W. H. Benedict, A.B., '75, A.M., '78, Hamilton Coll. 
 
 1889, Principal of School No. 8, 521 W. 3d St., Elmira. 
 A. Hall Burdick. 
 
 1890, Principal of PubHc School No. 14, 4 Harrison St., Stapleton. 
 Charles W. Cole, A.B., A.M., Ph.D., Hamilton Coll. 
 
 1878, Superintendent of Schools, 354 Hudson Ave., Albany. 
 Melvil Dewey, A.B., '74, A.M., '77, Amherst Coll.; LL.D., '02, Syracuse Univ. and Alfred Univ. 
 
 1888, Director of New York State Library, Home Education Department and Library 
 
 School, and (1904) State Director of Libraries, Albany; res.. Lake Placid Club, 
 
 Essex Co. 
 
 George Fenton. 
 
 1890, Agent for American Book Co., 40 Olbiston St., Utica. 
 Mary F. Hyde. 
 
 Author of "Practical Lessons in the Use of English," "Practical English Grammar," 
 "Two-Book Course in English," etc., 208 Main St., Binghamton. 
 James Lee, M.D., '86, Bellcvue Hospital Med. Coll. 
 
 1892, District Superintendent of Schools, 456 W. 141 St., New York. 
 
 William J. Milne, A.B., '68, A.M., '71, Ph.D., '77, Rochester Univ.; LL.D., '78, De Pauw Univ. 
 President of New York State Normal College, Albany. 
 
 Oscar D. Robinson, Ph.D., '87, Dartmouth Coll. 
 
 1886, Principal of High School, 501 State St., Albany. 
 
 N. CoE Stewart, F.C.M. 
 
 Author of Stewart's School Book Music Series, Instructor in Music, Teachers 
 Institutes, Ft. Washington Park, New York.
 
 New York! LIFE, ACTIVE, AXD CORRESPOXDIXU MEMBERS 829 
 
 M W \ORK— Continued 
 
 189a James Winne, A.n., 77, A.M., 79. Hamilinn Coll. 
 
 1905, Supcrinlcndi-nl nf L'ni»n ScmimjI, Canandai)(ua. 
 
 1893 Andrew W. Eusos, A.M., '■;». A.M., '81, Dartmouth Coll. 
 
 1897, As-sociatc City Su|xTinionili'nl of Sthixils, Park Ave. and jgth St., New York. 
 
 Hknrv p. Euerson, .\.n., '71, .\..M., '74, I'niv. of Rochester. 
 
 1S93, Superintendent of Education, ijj College St., Uuflalo. 
 
 JiiiiN Arthur Grkenk, .\..\I., '00, Colliy I'niv . 
 
 1896, Manager of .Vmerican UcK)k Co., loo Washington Sq., New York. 
 
 JtN.sY Biggs .Merrill, Pd.L)., 'gi, .New York I'niv. 
 
 189b, Supervisor of Kindergartens, Boroughs of Manhattan and the Bronx, 112 E. 81st St., 
 New York. 
 
 JoSEPHi.sE E. Rogers. 
 
 Principal of Public School No. 116; res.. 541 Ix-xinglon .\ve.. New York. 
 
 1894 Fred Washington .Atkinson, .\.B., 'oo. Harvard Univ.; Ph.D., '93, I-eip/ig. 
 
 1904, President of Polytechnic Institute of BriKjklyn. 55 Pineapple St., Brooklyn. 
 
 John H. Badf.r, .X.B., '85, Washington and \xv Cniv. 
 
 1902, Represi'ntalive of D. C. Heath & Co., 115. 4th .\ve.. New York. 
 
 Frank D. Beattvs, A.B., '85, A.M., '88, Wesleyan Univ. 
 
 ^ianager of Silver, Burdetl & Co., 85, 5th .\vc.. New York. 
 
 Francis R. Clair. 
 
 1904, Auditor of .\ccounts. Department of Finance, City of New York; res.. North Boule- 
 vard, College Point. 
 Charles Newell Cobb, A. B., '77, and .\.M., '80, Syracuse Univ. 
 
 1893, Inspector of Education Department, University of State of New York, a6 N. Pine 
 Ave., .Mbany. 
 
 Logan D. Howell, A.B., '89, Univ. of N. C. 
 
 Teacher in .\Iorris High School, i66th St. and Boston Road, New York. 
 
 Cynthia Lagomarsino. 
 
 1884, Teacher in Five Points Ladies' Home Mission Day School, 63 Park St., New York. 
 
 William A. Mackky. 
 
 1899, Principal of Grammar School No. 53, 59 Huntinfcton .\ve., BufTalo. 
 
 Charles E. Merrill. 
 
 President of Mavnard, Merrill & Co., Educational Publishers, 40-60 E. a3d St., New 
 York. 
 L. Frederick Monteser, Ph.D., '85, Univ. of Yienna, Au.stria; Pd.D., '93, N. V. Univ. 
 
 1897, First .\ssislant in Dc Witt Clinton High S<hool, S9lh St. and loth .\ve.. New York 
 
 W. F. O'Callaghan, A.B., Harvard Univ. 
 
 Printii>.il of Public Sch<K)l No. 58. and (190a) I.ecturer in Catholic Summer School of 
 America, 317 W. s»d St., New York. 
 
 Geosce \. Plimpton. 
 
 Educational Publisher, 70, slh Ave., New York. 
 
 Hester A. Roberts. , 
 
 i8Wj, Principal of Elementary School No. 10, 1 \\ . i jgth St., New \ ork. 
 
 Edgar O. Silver, A.B., '8,, A.M., 'M,. Brown Univ. 
 
 Publisher, President of the Corporation Silver, Burflctt St Company, 85, 5th Ave.. 
 New York. 
 
 Joseph S. Taylor, Pd.D., "gj. New York Univ. 
 
 igoi, District Sufwrintcndent of Schools, JJ75 Ijoriiig I'l.ur. I nivcrsily Hnglin, .New 
 York. 
 
 1895 Samuel Houston Aihro, Ph.D., Colgate Univ. 
 
 Woodside, Central Ave.. Frr<tonia. 
 
 President of American Uonk Co., Publisher*, 100 WiishingtoD Sq.. New York. 
 
 Middlesex A. Baiii.v, A.M., '77. Wesleyan Univ. Conn ....,.,.. .1 
 
 lH9<>, Deixirtmcnt of .Malhrmatus, New \ ork I raiiung Sihoul |t>r Irachera; re«., I.ewit 
 Parkway, Yonkem. 
 
 Thomas M. Bailikt. . 
 
 1904, Dean of Sth.iol of Pe.laK<i«y, New Vmk I iii>rrsity. Washmglon Sg , New \ott. 
 
 Ida C. Bksi.i R, M D., 'i/3, Univ iif Buffalii. Med Driit 
 
 1H93, SujJcrviM.r of Primary (Irudr., 711 ElliiiHI Si , Bun»l<i. 
 CLARRScr. Franklin Carhoii. All . 'Ml, Yalr Univ. 
 
 i(AJ3, Suprrinlrndenl of S«.h<ioU, H (iirlun PI . Kothr*irf . 
 
 FaNNIR S C'iMtNf'H. 
 
 iHoj, AMiiitani Print iinl of (;rammar .Vh<ii>l No. 77, 1H3. Hih Ave Bn>iklyn 
 
 "* " *iHil4, Trather of V.koI Mu»i<. Stair Normal Sthool, ami Uiiertor of Craoe Normal In-li- 
 
 luir of .Mukti . 91 .Main St , Polvlam. 
 Hemry Tiiomak Dawv.n, A U . "Mi. Ill Wr. Univ 
 
 Publisher, 4J4 W I44lh Si , New ^ofk. 
 
 Samuki. T. DiirroN, A B , A M , Yale Coll ,.,,,..   .. »•• 
 
 ipoo. Prolewif of Shool AdminiMralUm, Irajhrr* ( «llr«e. Columbia 4. nlwnily. W. 
 ijoth St., New York. 
 
 Ada *'*yj^^ J^y .rinirmleni of S(h<«>U. aivi .SuiwrWaof «< Klmlrrganma. »o7 Eaat 
 
 A\<: . 1 r.
 
 g.Q NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YOVX.— Continued 
 
 189s Edward Hayvvard, A.M., Ph.D., '92, Union Coll. 
 
 1901, Superintendent of Schools, 103 Mohawk St., Cohoes. 
 
 Welland Hendrick, A.B., '80, A.M., '83, Colgate Univ. 
 
 1898, First Assistant in New York Training School for Teachers, 680 St. Nicholas Ave., New 
 
 York. 
 Walter L. Hervey, A.B., A.M., Ph.D., '03, Princeton Coll. 
 
 1S98, Examiner of Board of Education, 500 Park Ave., New York. 
 
 WiLBER W. Howe. 
 
 1891, Superintendent of Schools, Whitehall. 
 
 Thomas R. Kneil, A.R., '75, A.M., '78, Wesleyan Univ., Conn. 
 
 1S92, Superintendent of Schools, High School Building, Saratoga Springs. 
 
 Kate Macdona Kohler. 
 
 1899, Principal of Elementary Schools, 303 W. 80th St., New York. 
 
 Louise M. I.apey. 
 
 1902, Assistant Principal of Delaware Avenue School No. 16, 731 Ellicott St.. Buffalo. 
 
 Ch.\ri.es D. Larkins, Ph.B., '81, Pd.D., '04, .\lfred Univ. 
 
 1893, Principal of Manual Training High School, 225 Argyle Road, Brooklyn. 
 
 Seth Low, LL.D., '89, Amherst Coll.; '90, Univ. of State of N. Y., Univ. of Pa., Harvard Univ.; 
 Trinity", '96. Princeton Univ.; '05, Yale Univ. 
 Ex-Mayor of Greater New York, 30 E. 64th St., New York. 
 
 J. MiLFORD McKee, A.m., Ph.D., '01, 111. Wes. Univ. 
 
 1898, Principal of West Side School, 121 Valentine St., Mt. Vernon. 
 
 Frank Morton McMurry, Ph.D., Jena. 
 
 1898, Professor of THeory and Practice of Teaching, Teachers College, Columbia Uni- 
 versity, New Y'ork; res., 9 Hillside Drive, Park Hill, Yonkers. 
 
 Henry Dorsey Newson, A.B., '72, West. Md. Coll. 
 
 President of Newson & Co., Publishers, 18 E. 17th St.; res., 160 W. io6th St., New 
 York. 
 Andrew V. V. Raymond, A.B. '75, D.D., '87, Union Coll.; LL.D., '94, Williams Coll. 
 
 1894, President of Union College, College Hill, Schenectady. 
 
 J. M. Rice, M.D., '81, Coll. of Phys. and Sur., N. Y. 
 
 Editor of "The Forum," 45 E. 42d St., New York. 
 
 RoviLLUS R. Rogers, .^.B., Oberlin Coll. 
 
 1890, Superintendent of Schools, 627 E. 6th St., Jamestown. 
 James Earl Russell, A.B., '87, Cornell Univ.; Ph.D.. '94, Leipzig; LL.D., '03, Dickinson Coll. and 
 '05. Univ. of Colo. 
 
 1898, Dean of Teachers College, Columbia University, 500 W. 121st St., New Y'ork. 
 
 Henry R. Sanforr, A.B., '61. A.M., '64. Genesee Coll.; A.M., '73, Syracuse Univ.; Ph.D., '94, 
 Union Univ. 
 1885, State Institute Conductor, and Chairman of State Board of Examiners for Teachers' 
 Licenses of New York, 135 Elm St., Pcnn Van. 
 Alfred T. Schauffler, A.B., '65, A.M., '68, WiUiams Coll. 
 
 1902, District Superintendent of Schools, the City of New York; res.. 2862 Marion Ave., 
 Bedford Park. 
 
 Henry G. Schneider, B.Sc, '87, Coll. City of New York. 
 
 1888, Second Assistant in Public School No. 10, Bronx; res., 610 W. 47th St., New 
 York. 
 
 Myron Tracy Scudder, A.B., '82, A.M., '86, Rutgers Coll. 
 
 1899, Principal of State Normal School, New Paltz. 
 
 Sylvester R. Shear. 
 
 1902, Superintendent of Schools, 74 Fair St., Kingston. 
 Herbert J. Smith, A.B., '88, A.M., '91, Colgate Univ. 
 
 1899, Professor of Greek, Latin, and Logic, State Normal School, Oswego. 
 
 PtowDON Stevens, Jr., B.Sc, '88, Coll. City of New York. 
 
 Principal of Public School No. 6, Bronx; res., 2126 Washington Ave., New Y'ork. 
 
 John H. Walsh, A.B., '73, A.M.. '89, Georgetown Coll.; LL.B., '80^ Columbia Coll. 
 
 1902, Associate City Superintendent of Schools, The City of New York; res., 8502 Fort 
 Hamilton Ave., Brooklyn. 
 Charles F. Wheelock, B.Sc, '73, Cornell Univ.; LL.D., 'c;, St. Lawrence Univ. 
 
 Chief of Division of Examinations, Department of Education, State of New Y'ork, 
 Canajoharie. 
 1896 Mrs. Amelia D. Alden, Grad., State Nor. Sch., Albany, N. Y. 
 
 1895, Teacher of English and History, Westerleigh, West New Brighton. 
 
 Edward N. Bristol. 
 
 Bo ik Publisher, 29 W. 23d St., New York. 
 
 Eugene C. Colby. 
 
 190S, State Director of Drawing and Manual Training. State of New York, Educatiort 
 Department, Albany. 
 
 Le Roy C. Cooley, A.M., Ph.D. 
 
 1874, Professor of Physics, Vassar College, 2 Reservoir Sq., Poughkeepsie. 
 
 Henry M. Crist. 
 
 Manager of New York Office, Milton Bradley Co., :i E. 16th St., New York. 
 
 Boothe Colwell Davis, A.B., '00, A.M., '93, Alfred Univ.; B.D., '93, Y'ale Univ.; Ph.D., '96, Nat. 
 Nor. Univ.; D.D., '01, Alfred Univ. 
 1895, President of Alfred University, 8 Terrace St., .-Mfred.
 
 New York] LIFE, ACTIVE, AND CORRESPOX DIXG MEMBERS 831 
 
 NEW YORK— Continued 
 
 1897 George Selmar Davis. 3.Sc.. Coll. of City of NVw York. 
 
 1S88. .\s.sod.itc City Superintendent of Schixils, Park .\vc. and sgth St.; res., 342 \V. Sslh 
 St., New York. 
 
 William Reed Eastman, A.B.. '54. Yale Coll.; B.L.S.. '02. M.L.S.. '06. I'niv. of \ Y. 
 
 189J, Insjx'ctor of Public Libr.irii-s. and (ioo<>) C"hitf uf Divisinn of Kducational Kxlen- 
 sion. New York State Educational JJeixirtmcnt . State Library. .Mlxiny. 
 Ella C. Elder. 
 
 1898, Supcn-isor of Kindergartens, 86 Delaware Ave., Huflalo. 
 Henry \V. Ellsworth, Grad., Frcdonia Acad. 
 
 Author and Publisher of Schoolbooks, 127 Duanc St., New York. 
 James A. Estee, A.M.. .Mfrcd L'niv. 
 
 SuixTintcndent of Schools, 17 Marshall .\vc., Gloversville. 
 
 John Histon Fi.nley. A.D.. '87. A.M.. '00. Knox Coll.; LL.D.. Princeton Univ., Park Coll.. Knox 
 Coll.. L'niv. of Wis., and Tulanc Univ. 
 
 1903, President of College of The City of New York; res., St. .Nicholas Terrace, New 
 
 York. 
 
 Robert Foresman. 
 
 Educational Publisher, Silver, Burdett & Co., 85. 5ih .\\c.. New York. 
 Charles Evgene Gorton. Ph.B.. '71. Univ. of Mich.; Pd.D.. '06. .Mfred Univ. 
 
 1884, Superintendent of Schools, 55 Hawthorne Ave., Yonkers. 
 Elbert W. Griffith, Ph.B., Ph.D., 111. Wcs. Univ.; A. M., Wes. Univ., Conn. 
 
 1899, Superintendent of Schools, 6 Pearl St., Glcn.s Falls. 
 Walter B. Gunnison. A.B., '75, A.M.. '78, Ph.D., '93. 
 
 1896, Principal of Erasmus Hall High School, 77 Wilson St., Brookl)-n. 
 Caroline T. Haven. 
 
 1884, Principal of Kindergarten Department, Ethical Culture School, Central Park, West, 
 
 and 63d Sts., New York. 
 
 William C. Hess, B.Sc, '67, M.Sc, '71, Coll. of City of N. Y. 
 
 1885, Principal of Public School No. 30, and (1896) Priniif>al of Fast Side Evening High 
 
 School; res., 621 N. Lefferts Ave.. Richmond Hill. New York. 
 
 Alpheis B. Kr.syns. B.Sc., '74. M.Sc. '77. D..Sc., '05, Alfred Univ. 
 
 1874, Profes.sor of Mathematics and Graphics, and (1891) Regi.strar of Alfred University, 
 a S. Main St., Alfred. 
 Mrs. Maria KRAi's-BoELTt. 
 
 ;873, Print liKil of Kraus Seminary for Kindcrgartners, Hotel 5>an Remo, Central Park. W., 
 74th and 7Slh Sts., New York. 
 Charles E. Lawton. 
 
 1889, Principal of Central Grammar School, 4(1 Srward A\e.. .Xuburn. 
 Thomas Bailey Lovell, A.B., '62. A.M.. '6.<;, Univ. of RtKhe-ier; I.I..D., '00, Hobart Coll. 
 
 1892, Principal of High School, 702 Chilton Ave, Niagara Falls. 
 Mary A. Maoovern. 
 
 1906, Principal of Public School No. 76; res., 2031. 5th .\vc., .New York 
 J. Edman Masses, A.B.. '73. A.M., '76, Hamilton Coil. 
 
 Ex-Sui*rinltndcnt of .Scluxil.s, 706 Church Si., Herkimer. 
 Mark M. Maycock, M.P., '77. S>Tacuv Univ. 
 
 1872, Teacher of Drawing in State Normal School, 220 Jersey St., Buffalo. 
 Clarence E. Meleney. A.B.. '76, A.M.. '79. Colbv Univ.; 1.1. D. 
 
 1896, AvsiKialr City Suijc""'*""''"'"' of Schools, 500 Park Ave, .New York city; re«.. 4R9 
 
 Wajihingtun Ave., Brooklyn. 
 
 Otis Mo.vtrose. 
 
 1895, Prindfjal.of Haldane High School, Coldspring, Putnam Co. 
 Howard J. Rogers. A.B., '84. Williams Coll.; LL.D., .N'orthwrsirni Univ . AM , 04. » 'luMibia 
 Univ. 
 First .\&sistant Commis-sioner of Education, Slate of New York, .Mliany. 
 
 Charles M. Rvon. 
 
 1902, Supervisor of Penmanship, 130 Elmendorf St., Kingston. 
 
 Sara .\. Saunders. Grad., '73, Cortland St. Nor. S»h. 
 
 189S, Teacher <it .Mrih<Ki» ami SuiK-rinicndent of 'I'raining I)r|i.iriiiirn<, Stale Normal 
 SchiKil, 40 ("ollege St., BrrKk|«<rt. 
 
 Fbank a. Stiimiot, Pd I) . '91, New York Univ 
 
 1904. Prin(i[Kil of Public .Sth.«l .No. 34 Manhallan. rra.. 4»o W 147th Si., New York. 
 
 Mae E. StHRr.iBr.R. .,.,». ... 
 
 1902. Ia<itilute Instructor in L«natiaae and Lileralure, Imperial ll«>lel, New loik 
 
 Jacob Got;LDSriir»« ' ^ Univ nf F^lint'tirgh. 1 t. D., 
 
 ',^ 'I l.<linburgh. 
 
 1892, PreMOtiit "I (..fiirii i imrfii). 1111.11. 1 
 
 Bonnie E. Snow. . , » , , 
 
 Editorial Deportmenl. I'rang (Ulucalional » ••nii'an), iij I nivrrnly I'l , Nr» ^tnk. 
 
 Mary V. Squire. , « , 
 
 Asftittant in Sthwl No 39. i" " ' Ave . Bunalo. 
 
 Edward Walmslfv Stitt. M Sc , 'Hi. CM m . .. York I'd .M . '97, Pd D . 'oo NY. Unl». 
 
 1903. DiMriii Su|)crinirn ' ,1 j W , i79ih Si . WaUiingion Heighu, New York. 
 
 Amelia Earle Trant Nt Ii *<.• '' 
 
 1897, Prin I'liy. M«»«M» 
 
 P..:- i. : •  
 
 83 2 NA TIONA L ED UCA TIONA L A SSOCIA TION [New York 
 
 NEW YORK— C<m/tnu€rf 
 
 1897 M. H. Walrath, A.B., '89, A.M., '92, Syracuse Univ. 
 
 1896, Principal of High School, Troy. 
 
 Jessie H. Bancroft. 
 
 1893, Assistant Director of Phvsical Training, Public Schools, 500 Park Ave., New 
 York. 
 
 C. L. Barstow, A.B., Union Coll. 
 
 Manager of Educational Department, The Century Co., Union Sq., New York. 
 
 Enoch Henry Currier, A.M., '92, Nat. Deaf Mute Coll., D. C. 
 
 1893, Principal of New York Institute for Deaf and Dumb, Station M, New York. 
 
 John Dewey, A.B., '79, Univ. of Vt.; Ph.D.. '84, Johns Hopkins Univ.; I.L.D., '04, Univ. of Wis. 
 
 1904, Professor of Philosophy, Columbia University, New York. 
 Anne J. Farley. 
 
 Principal of Public School No. 183; res., 1334 Lexington Ave., New York. 
 
 Henry W. Jameson, A.B., '72. Yale Coll. 
 
 1902, District Superintendent of Schools, 47 W. 119th St., New York. 
 Edward Lord, A.M., '94. Dartmouth Coll. 
 
 1902, General Manager of Educational Department, Charles Scribner's Sons, 153, sth 
 Ave., New York. 
 Adolih L. Peck. 
 
 1880, Librarian of Gloversville Free Library, Gloversville. 
 
 Henning Webb Prentis, Grad., '71, Univ. of Va. 
 
 1902, Principal of Public School No. 44, 570 Jefferson .'\ve., Brooklyn. 
 Gustave Straubenmuller, A.B. 
 
 1906, Associate City Superintendent of Schools, Edgecombe Road, near 170th St., New 
 York. 
 
 John Henry Thiry. 
 
 School Commissioner and Introducer of the School Savings Bank System, 181 Acad- 
 emy St., Long Island City. 
 Henry Hobart Vail, A.B., '60, IX. D., '97, Middlebury Coll. 
 
 Publi.sher, 322 W. 7sth St., New York. 
 Eli W. Weaver, B.E., '86, St. Nor. Sch., Millersville, Pa.; M.Pd., '04, N. Y. Univ. 
 
 1901, Teacher of Mathematics, Boys' High School, 25 Jefferson Ave., Brooklyn. 
 Zenas Freeman Westervelt, LL.D., '95, Rochester Univ. 
 
 1876, Superintendent of Rochester School for the Deaf, 945 St. Paul St., Rochester. 
 
 1898 E. E. Gates, A.B., '83, A.M., '88, Colby Coll. 
 
 1905, Principal of High School, Lyon Mountain, Clinton Co. 
 
 Susan F. Chase, A.B., Wes. Univ.; A.M., Milton Coll.; Ph.D, Teachers Coll.. Buffalo Univ. 
 
 Teacher of Literature and Psychology, State Normal School, 27, 15th St., Buffalo. 
 W. E. Cochrane. 
 
 Vice-President of Prang Educational Co., 113 University PI., New York; res., 137 
 Rich Ave., Mt. Vernon. 
 
 I. O. Crissy. 
 
 189s, Inspector of Business Education, University of State of New York, 140 S. Swan 
 St., Albany. 
 
 Richard Elwood Dodge, A.B., '90, A.M., '94, Harvard Univ. 
 
 1896, Professor of Geography, Teachers College, Columbia University, New York. 
 John T. Freeman, B.Sc, '83, M.Sc, '87, Dartmouth Coll. 
 
 1905, Superintendent of Schools, High School, Schenectady. 
 George B. Germann, A.B., '95, Ph.D., '99, Columbia Univ. 
 
 1902, Principal of PubUc School No. 130, 66 Midwood St., Brooklyn. 
 H. Willard Gray. 
 
 Publisher, 21 E. 17th St., New York. 
 Charles L. Harrington, A.B., '70, A.M., '95, Amherst Coll. 
 
 1905, I^'cturer, and Supervisor of lectures and Concerts for Brooklyn Institute of Arts and 
 Sciences, 502 Fulton St., Brooklyn. 
 
 Edwin S. Harris, A.M., '86, Union Coll. 
 
 1904, Superintendent of Schools, 268 Pawling Ave., Troy. 
 Charles C. Holden, Pd.M. 
 
 1904, Principal of Public School No. 17, Bronx, City Island, New York; res., 15 Beach Ave., 
 Mamaroneck. 
 
 Eugene W. Lyttle, A.B., '78, A.M., '81, Ph.D., '95, Hamilton Coll. 
 
 1898, Inspector of University of the State of New York, New York State Education 
 Department, Capitol, Albany. 
 
 Edward Beverly Nelson, A.B., '73, A.M. (honorary), '94, Harvard Univ. 
 
 Room No. 7, " The Lorraine," 35 Oswego St., Utica. 
 Vinton S. Paessler, A.M., '01, Univ. of Wooster. 
 
 1897, Principal of Barlow School of Industrial Arts, 6 Gary St., Binghamton. 
 C. R. Richards, B.Sc, Mass. Tnst. of Tech. 
 
 1898, Director of Manual Training Department, Teachers College, Columbia University, 
 
 New York. 
 
 Stuart H. Rowe, A.B., '90, Yale Univ.; Ph.D., '95, Jena Univ., Germany. 
 
 1904, Head of Department of Psychology and Pedagogy, Brooklyn Training School for 
 Teachers; res., 1060 A Sterling PL, Brooklyn. 
 Mary S. Snow, Ph.M., '96, Univ. of Maine. 
 
 1901, Instructor in Normal Methods and Supervisor of Practice Teaching, Department of 
 Domestic Science, Pratt Institute, Brooklyn.
 
 New Yorkl LIFE ACTIVE, AND CORRESPONDING MEMBERS 833 
 
 NEW XOKV^—Continutd 
 
 1898 Edward Lee 1 horsdike. A.D.. '05. Wcs. Univ., '96, Harvard Lniv.; A.M., '97, Harvard Univ.; i'h.D.. 
 
 '98, Columljia Univ. 
 1934, Professor of Educational Psychology, Ti-achcrs College, Columbia Univcrsily, res., 
 $i:> \V. 113d Si., New York. 
 StlERM.\N Williams, Pd.D., '94, .Mbany Nor. Coll. 
 
 1S98, ln.siituie Instructor for State of N'cw York, 10 Grove Ave., Glens Falls. 
 
 1899 Darwin L. IUrdwfll, A.B., '8?. AM., '88, Amherst Coll. 
 
 i93i, ULstrict Superintendent of City Schools, 6j St. Marks PL, New Hrighton. 
 Jesse D. Btrks, Ph.H.. "03. Univ. of Chicago; ML., 'q.\. Univ. of Cal ; Ph.D.. "05, Columbia Univ. 
 
 1905, Principal of Teachers IVaining Sch<x)l, 107 Lake .\ve., .Mbany. 
 Herbert Griccs. 
 
 \Vith Sil\-cr. Burdett & Co. . 85, sth \\t:. , New York ; ri-s. . 88 1 Flaibu.sh .\vc. , Brouk- 
 lyn. 
 
 Phili? M. Hull, A B, '76, A.M., '79, riamihon Coll., N. Y. 
 
 i8og. Institute Conductor, Clinton. 
 Henry Johnson. B.L.. '89. Univ. of Minn.;.\.M. '01, Columbia Univ. 
 
 1900, Professor of History, Teachers College, Columbia Uniwrsity; res.. 2.881 Kro.iilway, 
 
 New York. 
 
 GRA>rr Karr, Ph.D., Jena. 
 
 Teacher of General Principles of Education and Observation. Training School 
 for Teachers; res. 411 W. 115th St.. New York. 
 
 John Kennedy. 
 
 1890, Superintendent of Schools Batavia. 
 
 J. E. NeCollins, B.L., '92, Univ. of Wis. 
 
 1901, With American Book Co., 100 Washington Sq., New York. 
 
 Charles E. Nichols. 
 
 1804, Superintendent of City Schcx)ls, 153 Stevens Ave., Mt. Vernon. 
 Edward .\. Page, LL.B., '73, Columbia Univ. 
 
 1884, Princiijal of Public Schoil .\"o. 77, Boys, Manhattan, 400 E. 86th St., New York. 
 Henry Carr Pearson, .\.B., '92, Harvard Univ. 
 
 1903, Princi|xil of Horace .Mann Elementary School, Columbia University; res., joi W. 
 
 i2olh St., New York. 
 
 Juliet Pears<jn. 
 
 i860. Principal of Public School No. 68, 114 W. 123d St., New York. 
 
 Willlam E. Pulsifer. 
 
 Ed'icational Publisher, of D. C. Heath & Co., 225, 4th .\ve.. New York. 
 
 Edward B. Rawson, B.Sc., '81. Mass. Agri. Coll. 
 
 i8g7. Principal of Friends' Seminary, 326 E. 16th St., New York. 
 
 John Franklin Reic.art, .■V.B.. Dickinson Coll. 
 
 Primiiial of Public School No. 2. New York; res., 31 Euclid .\ve., Yonkers. 
 
 M. Augusta Reijua. M.D., "93. Women's Coll.. N. Y. Infirmary; Pd.M , '96. N. Y. Univ.; Gr«d.. '88. 
 .\n lerson's Nor. Sch. of Gymnastics 
 1896. Supervisor of Physical Education. Public Schools. 55 W. S2d St.. New York. 
 
 Edith A. S<-ott. 
 
 1904, Principal of Normal Training Sch<M)l. Scio St , Roihcstcr. 
 
 David Samuel Snfi>i>en, .\ B , '97. I>rland Si.inford Jr Univ ; \ M . '01. Colu-nbi.i Univ^ 
 
 Adjunit Profrs.vir of t^lucalional Administration. Teacher*' C<>llei{r, Columbia 
 University, New York. 
 Edward L. Stevens AH.. '90. AM.. "91 Hamilton Coll ; L.H D "o/i, St. I^iwrrnce Univ. 
 
 1898, Associate Supcrintcmlcnt of City Schools, 500 Park Ave., New York. 
 Ralph Stix-kman Tmih, B.St,, '91, Harvard Univ. 
 
 iH</». Professor of Physical (iiogra|»liy. Cornell University. 1 East A\r.. Itliaca. 
 John V. WooDllULL. A B., '85. Yale Univ ; I'h I)., 'w. Columbia Univ 
 
 1HH8. Prolcvior of Physical Science, I'eaihers College, Columbi* Univeruly, New Yock. 
 
 1900 Woodford D. Andfrson. A B, A.M., PhD. ,,,.,, ,. u 
 
 1903, Teaihcr of Commercial Bran<hr«, Wanhinglon \T\t.nj \\\j\\ S»li...I i<4 r. if'lh 
 St.. New York. 
 
 Charlf_s W. D. Coffin. ...... 
 
 With .\meriian Bo<ik C<.m|Mny. 100 Waithington Sq , New York. 
 
 James ». T. Dfharfit. <'d M . '<>«. New York Univ, 
 
 K/Dj, Primipal of Public Sclwwl No. 19, 344 E ulh St.. New York. 
 
 Clyde Fur-st, A .M , 'o^, Dickin«.n Coll , 
 
 ii>32. Secretary of I'raihcr* College. Cilumbia Univcr»(ly. New \iifk. 
 
 Elbert A. (Jrivfr. A B .'oi. GriivO-urg (•..II , . . , , , . 
 
 1H9.J, Suiirrinlrii Iriii .ml I'nn. i|ul "f In-lilulion for the lm|iri>vi>l Intlruilton tA 
 Deal .Mutr«. i^n l^rxiiigloa Ave . .New York. 
 GroRor K H^wkivh. A M . '..4. Unt-m Coll . D S« . 'ov Si Uwrrnrr Univ 
 
 189H, Prinu(nl of Slate Niirmal and Training S«hi>ol. ^^^ ( »un Si., rUtl«bur|h. 
 Bertram A. Lenffht H Sr . ',k>. Ma- In.l «\ Tr.h , I'h I) 'o, V»lr Univ , ,_ , , ,, . 
 
 190?. Dirr.lor of Mr'lianiial Drawing .ind Manual Iralning. Manual Frainlng High 
 S«h<j<»l; ro . 4U E j<>ih Si . Hroiklyn 
 William .MrANi.RFw. A B.'H/.. Univ of Mich i., . . , v v t 
 
 ti/ji. I'nniiiMlolGirU' Irthniial lllghS<hoi.l; iw. »7J4 Mng'tridgr lerrair, Nrw ^ ork, 
 Elmer S. Kfi.man. A Nf . 'o4. Ph D . '9H III Wr.Iry«n Univ AM. 'oi. Allrr.1 l niv 
 
 189H. Suprrintcndent of City St book %\ <icnr«cr .S< , Mornrlt.
 
 834 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YOViK— Continued 
 
 1899 Jacques W. Redway, F.R.G.S. 
 
 Educational Lecturer and Geographer, 39 E. 4th St., Mt. Vernon. 
 
 Charles A. Shaver, A.M. (honorary), '02, St. Lawrence Univ. 
 
 1897, Institute Conductor, State of New York, 102 Lake Ave., Albany. 
 Albert Henry Wilcox, A.B., '90, A.M., '96, Univ. of Rochester. 
 
 1900, Principal of East High School, Alexander St. Rochester. 
 
 1901 William Chandler Bagley, B.Sc. '95. Mich. Agri. Coll., M.Sc, '98, Univ. of Wis.; Ph. D., '00, Cor- 
 nell Univ. 
 1906, Superintendent of Training Department, State Normal School. Oswego. 
 Frank David Boynton. A.B., '91, Middlebury Coll.; A.M., '94, Hamilton Coll.; Pd.D., '03, Syra- 
 cuse Univ. 
 1900, Superintendent of PubUc Schools, 114 S. Geneva St., Ithaca. 
 
 Percy I. Bugbee, A.M., D.Sc, St. Lawrence Univ. 
 
 1898, Principal of State Normal School, 18 Walnut St., Oneonta. 
 
 Eliza X. Caterson. 
 
 1894, Principal of PubUc School No. 21, Bronx, Wakefield, City of New York; res., Wil- 
 liamsbridge. 
 
 Dudley R. Cowles, L.I., '95, William and Mary Coll., 
 
 1902, New York Agency, Silver, Burdett & Co., 7 W. 92d St., New York. 
 
 Marshall Ware Downing, A.B., '94, Oberlin Coll. 
 
 1903, Head of Department of Latin and Greek, High School, 733 S. Beech St., Syracuse. 
 
 James M. Edsall. 
 
 1902, District Superintendent of Schools, 8418 Bay Parkway, Brooklyn. 
 
 Amos William Farnham. 
 
 1894, Teacher and Supervisor of Geography, Oswego State Normal School, 141 W. 4th St., 
 Oswego. 
 
 Charles Robert Gaston, Ph.B., '96, Ph.D., '04, Cornell Univ. 
 
 1900, Teacher of Enghsh, Richmond Hill High School, Queens; res., 1552 Pacific St., 
 
 Brooklyn. 
 
 S. B. Heckman, Ph.B.. '93, Earlham Coll.; A.B., '04, Harvard Univ.; A.M., '05, Ph.D., '06, Univ. 
 of Pa. 
 1906, Instructor in German, College of the City of New York, New York. 
 
 Kathryn I. Hewitt, Grad., St. Nor. Sch., Oswego, N. Y. 
 
 Assistant Superintendent of New York State Training School for Girls, Lock Box R, 
 Hudson. 
 
 Martha Hyde. 
 
 1906, Student at Teachers College, Columbia University; res., 1230 Amsterdam Ave., 
 New York. 
 
 Barron Bennett Jackson, A.B., '90, Beloit Coll. 
 
 Postgraduate Student, Columbia University; res., 312 W. 123d St., New York. 
 
 F. P. Keppel, A.B., '98, Columbia Univ. 
 
 1902, Secretary of Columbia University, New York. 
 
 John Henry MacCracken, A.B., '94, A.M., '97, New York Univ.; Ph.D., '99, Halle- Wittenberg. 
 
 1903, University Syndic, New York University, Washington Sq., JEast, New York. 
 John Angus MacVannel, A.M., '94, Toronto Univ.; Ph.D., '98, Columbia Univ. 
 
 1904, Professor of the Philosophy of Education, Columbia University, 411 W. iisth St., 
 
 New York. 
 
 C. T. McFarlane, Ph.B., Pd.M., Pd.D., '03, St. Nor. Coll., Albany, N. Y. 
 
 1 90 1, Principal of State Normal School, Campus, Brockport. 
 Ernest L. Meritt, A.B., '91, Wesleyan Univ.; A.M., '03, Yale Univ. 
 
 1905, Principal of High School, 82, 2d Ave., GloversNille. 
 
 Harrison T. Morrow, A.M., '88. 
 
 1900, Superintendent of Schools, 258 Guy Park Ave., Amsterdam. 
 
 Harvey N. Ott, Ph.B., '89, Albion Coll.; Ph.M., '91, Univ. of Mich. 
 
 Sales Manager, Spencer Lens Co., 367-373, 7th St., Buffalo. 
 
 Albertus D. Perkins, A.B.,'86, Cornell Univ. 
 
 1894, Central New York Agent, D. C. Heath & Co., 15 Argyle St., Cortland. 
 
 James J. Sheppard. 
 
 1902, Principal of New York High School of Commerce, 155 W. 65th St., New York. 
 
 David Eugene Smith, Ph.B., '8t, Ph.M., '83, Ph. D., '87, LL.D., '05, Syracuse Univ.; Pd.M., '98. 
 Mich. Nor. Coll. 
 
 1901, Professor of Mathematics, Teachers College, Columbia University, New York. 
 
 Haviland Stevenson. 
 
 With Silver, Burdett & Co.. 85, sth Ave., New York. 
 
 Thomas Whitney Surette. 
 
 1894, St.-iff Lecturer for American University Extension Society, Philadelphia; (iSgg) 
 i^octurer for Brooklyn Institute, and (1903) Lecturer on Music, Teachers College, 
 Columbia University, 40 W. 9th St., New York. 
 
 Reuben A. Taylor. 
 
 igoi. Superintendent of Public Schools, 710, 4th St., Niagara Falls. 
 
 Richard S. Thomas, A.B., '87, Yale Univ.; LL.B., '89, Columbia Univ. 
 
 Member of the firm of Ginn & Co., 70, sth Ave., New York. 
 Margaret E. Tuger. 
 
 1891, Principal of South Side School, cor. Carolina and German Sts., Herkimer. 
 
 1902 Alfred Willis Abrams, Ph.B., '91, Cornell Univ. 
 
 State Inspector of Schools, 21, 2nd Ave., Ilion.
 
 New York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS ,^55 
 
 NEW YORK— Con/iniW 
 
 1002 Henry Harold Bai i.ard. A.R.. '88. Ph.D.. "or Ji>hns Hi>pkins I'niv. 
 
 1906. Principal of Northport High bchool. Xorthixirt. L. I.. N'cw York. 
 Ezra Wilkins HKNKnKT, A.B., '01, Miil<ilct>ury Coll. 
 
 1900, Principal of High School, Warrcn.sburg. 
 Wallace Bittrick. I). I).. 'qS. I'niv. o( Rochester. 
 
 Sccrc-iarv and K.xccuiivc OlViccr <>( the General E<iucalion Board, Memher of Geneial 
 Education Ho;ird and S««\iihcrn Education Hoard, and General .XReni of the Jnhn 
 V. Slater Fund for the Education of Erccdmcn, 2 Rector St , .New York. 
 John Jameson Chickkhinc. .\.M.. .Xmhorsi Co"..; LL.M.. Columbian I'niv. 
 
 1898. Disiriit Sujx-rintendcnl of Schools, BorouRh of Queens; res.. 37 .Madison .\vc.. 
 New York. 
 
 Hausey M. Collins, A.B., 'g<'. .Vmhcrst Coll. 
 
 Representative of Ma)"nard, Merrill & Co., 4 Charles St.. Cortland. 
 HoLLis E. Da.nn, Mus. D. 
 
 1903. Professor of Music and Hc.-id of Department of Music. Cornell I'nivirsity. IJ4 E. 
 Mill St.. Ithaca. 
 
 LiDA B. Earhart. .\.B.. '01 Univ. of Mich.; A.Nf.. '06, Columbia Univ. 
 
 1906, Tutor in Teachers College, Columbia University; res., 1^30 Amsterdam .\ve.. 
 New York. 
 
 George M. Forbks, .V.B., '78, A.M.. 'Si, Univ. of Rochester. 
 
 1881. Professor of Philosophy and Pedagogy. University of Rochester. 235 Dartmouth 
 St., Rochester 
 
 Charles Stearns H\rtwell, .\.B., '77, .A.M., '88, Amherst Coll. 
 
 1894, Teacher of Engli.sh, Boys' High School, 473 MadLson St., Brooklyn. 
 Emxia \. Johnson. 
 
 1902, Principal of Mo<lel Schcxjl. New York Training School for Teachers; res., 1 W. 
 120th St.. New York; 
 Leah E. Lindsey, .A.B., '94, Cornell Univ. 
 
 1897, Teacher of Latin and Greek, High School, 211 Lock St., Ix>ckport. 
 James Edward Mason, D.D.. '06. Livingstone Coll. 
 
 Professor of Political Economy, Livingstone College; home address, 107 Columbia 
 Ave., Rochester. 
 
 C. S. McLean. 
 
 Slate .\genl for Silver, Burdett & Co., 85. sth .Ave., New York; home address. 1414 
 S. Slate St,, Syracuse. 
 Fred Heermance Mead. A.M., '92, Hamilton Coll.; Pd.M,, 'o.S, NY. Univ, Sch. of Ped. 
 
 1930, Principal of Pul)lic Schtxjls Nt>s. 12 and 78, Borough of (jucens, New York; res., 
 
 331 Lincoln St., Flushing. 
 
 Columbus N. Millard. 
 
 •896, Supervisor of Grammar Grades, S37 Richmond .\vc., Buffalo. 
 
 Paul Monroe, A.B., .V.NL, Ph.D.. '07, Univ. of Chicago 
 
 Profcsv)r in the History of Education, Teachers College, Columbia University, New 
 York. 
 
 Virgil Prettyman, .\.H,, '92. .'XM., 'o<, Dickinson Coll.; Pd.D.. 'o^, 
 
 1S95. Principal of Horace .Mann High School. Broadway and 120th St.. .New York 
 Henry Smith Pritchett. Ph.D.. Munich; LL.D., Univ. of Pa., Harvard, Yale. Johns Hopkins, 
 Williams, 
 Prrsiilent of Carnegie I'oundation for the Advantfmcnt of Teaching, 542, 5th .\ve.. 
 New York. 
 
 Abtuur W. RiriiAROS. 
 
 i.S<;<}, Director of Shop Work, The Elhiial Culture Schools, a Central Park. WcM, Nrw 
 York. 
 
 C. O. Richards. 
 
 i8«A, Superintend<nt of Schools, 106 Orchard Road. Solvay. 
 
 Charlotte Whitsky SToi)i>Aki>. 
 
 i8</). Supervisor of Drawing, Public Schools, 410 E. Willow St., Syracuie. 
 
 LiBDiK Jaynk Swfkti \nii. 
 
 1006, Teat her in Public .Sthfv)l, Dryden. 
 Thomas Tappkr. Fellow Am Coll, of ,Mii^iuani« Univ of the State of \ Y, 
 
 Lecturer. Author, and Ivlilor of ".Muiiician." 100 Wiuhinglon St]., New York, 
 
 Morgan Wasiibirn Grad '7K, (Uv^c\^<^ Nor and Ir S«h 
 
 Prin(i|Ml of Public Sthoiil .No .»6, Bronx New York; ren , Dentin A»t , WrMihr»lrr, 
 
 Sarah R. Watkiss. I'd M , '91, Nrw York Univ. 
 
 1905. Teacher in Public Sihi«j| No. 62. Manhali.in. 157 W, i24ih St„ New York. 
 
 John J. Wk.i.i.s. 
 
 11/34, Prtncipal of Public School No, J!j, 503 Monn* Si,, Brooklyn. 
 
 ALTA WuiGIN!(. 
 
 nyxi, Director ol I>hv»ical Training. Public SchnoU. 409 Klmwood Ave , Baflalo, 
 Josr.ni F, WiNGtBAni. B Sr,, 'h.,. Coll, of the City of N. V. 
 
 1H.J0. Priruiial .■! I'lil.Ui S<h.iol .No iiH; re»., 1762. H4lh St., Brooklyn. 
 
 IIT33 Allan Abbott, A B . '</.. Il.irv»r.| l.'niv. ..»,.,. 
 
 i<yjj. Irachrr of I.nglih. Horace Mann High Sihoul. i2olh St., New Nork. 
 William SLrr-prR AiDRifii. M F. . 'H4, Stpvrn* In^i of I'rth 
 
 1931, Director of Th<ima« S Clarkxm .Memorial S<h<iol of 'I echnulofiy, Polwlam. 
 
 Clara Amfbu an _ . ^ _ ^ - », .. . 
 
 ittv<'. Principal of Public School No. 127. Manhattan, rr»., 129 E 86lb S«.. New ^ork.
 
 836 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YOKiL— Continued 
 1903 William W. Appleton. 
 
 President of firm of D. Appleton & Co.. 436, 5th Ave., New York. 
 
 Teresa L. Atkinson. 
 
 1886, Principal of Primary Department. Public School No. 89, Primary, Manhattan, 
 Clinton Ave., Huguenot Park. New Rochelle. 
 
 Ulysses Fayette Axtf.i.l, A.B., '98, Colgate Univ. 
 
 1932, Principal of Tuxedo Union School, Tu.xedo Park. 
 
 S-iUL Badanes, A.m., Columbia Univ.; D.Didac, Pd.D., New York Univ. 
 
 Principal of Public School No. 84, Boys, Manhattan, Casco St., Woodhaven, L. I. 
 Amy L. Baker, Grad. New York Nor. Coll. 
 
 Teacher in Pulilic School No. 21, Bronx, E. 198th St., New York. 
 
 Burton M. Balch, A.B., '95, A.M., '98, Hamilton Coll. 
 
 1S96, Teacher of Mathematics, Boys' High School, 31 Madison St., Brooklyn. 
 
 Elizabeth Beaman, Grid., '78, St. Louis K?. Tr. Sch.; A.B., '.d.>. Teachers Coll. 
 
 1933, Head of Kindergarten Training Department, Folts Mission Institute, Herkimer. 
 M\RTiN G. Benedict, A.B., '82, .\.M., '85, Ph.D., '94. 
 
 1933, Superintendent of Schools, 119 State St., Utica. 
 Lyman A. Best, B.Sc, '88, Cornell Univ. 
 
 1889, Principal of Grammar School No. 108; Secretary Board of Retirement, Department 
 of Education; res., 748 Carroll St., Brooklyn. 
 Katherine D. Blake. 
 
 Principal of Girls' Department, Public School No. 6, Manhattan; res., 100 Lexington 
 Ave., New York. 
 Annah Prentice Blood, B.Sc, '06, Teachers Coll.. Columbia Univ. 
 
 1901, Teacher in Public School No. 17, Manhattan, 403 W. 115th St., New York. 
 Estella Mae Booardus. 
 
 Lecturer on Art in Education, and Manager of Educational Department, The Thomp- 
 son Publishing Company, University Building, Syracuse. 
 
 James Fincher Boydstun, B.Sc, '90, A.& M. Coll., Miss.; .\.M., '03, Columbia Univ. 
 
 Teacher in Brooklyn Public School, Port Jefferson. 
 Thomas J. Boyle, LL.B., '91, New York Univ. 
 
 1904, Principal of PubUc School No. 103, Manhattan; 275 State St., Flushing, New York. 
 Margaret F. Brangan. 
 
 1899, Principal of Primary Department, Public School No. 172, Manhattan; res., 477 W. 
 44ih St., New York. 
 Homer C. Bristol, A.B., '74, Rochester Univ.; A.M., '96, New York Univ. 
 
 1897, Principal of PubUc School No. IJ3, 105 Herkimer St., Brooklyn. 
 Edwin C. Broome, .\.M., Brown Univ.; Ph.D., '02, Columliia Univ. 
 
 1906, Superintendent of Elementary Df partmtnt, Adelphi Academy and Instriiilor in Edu- 
 cation, Adelphi College, Brooklyn. 
 
 Jessie F. Bross. 
 
 1931, Head of Department, Public School No. 14, Queens; res., 125 Decatur St., Brooklyn. 
 Sarah F. Buckelew. 
 
 Principal of Primary Department, Public School No. 49, Primary, Manhattan, res., 
 27 Cranberry St., Brooklyn. 
 Menzo Burlingame, Ph.B., Syracu,se Univ. 
 
 1930, Principal of High School, Cherry Valley. 
 Olin Howard Burritt, A.M., Univ. of Rochester. 
 
 1931, Superintendent of New York State School for the Blind, Batavia. 
 Aretus p. Burroughs, B.Sc, '00, Colgate Univ. 
 
 Principal of High School, 14 Division St., Salamanca. 
 Katharine R. Callahan. 
 
 1902, Principal of Public School No. 115; res., 276 E. 16th St., Brooklyn. 
 J. McK. Cattell, A.B. Lafayette Coll.; Ph.D., Leipzig. 
 
 Professor of Psychology, Columbia University; res. Garrison. 
 OsuYN P. CoNANT, A.B., '79, Dartmouth Coll. 
 
 Publisher, Member of Firm of Ginn & Co., 70, 5th Ave., New York. 
 John P. Conroy, M.D., '93, New York Univ. 
 
 1897. Principal of Public School No. 179, Manhattan; res., 167 W. 94th St., New York. 
 Agnes A. Cording. 
 
 1906, Head of Department, Public School No. 84, Queens; res., 9 Skillman Ave.. Long 
 Island City. 
 William .\. Cornish, .A.B., '87, Yale. 
 
 1893, Instructor in Mathematics, State Normal School, 2 Stewart PI., Cortland. 
 C. Ward Crampton, M.D., '00, Columbia Univ. 
 
 Assistant Director of Physical Training. City Schools, 500 Park Ave., New York. 
 
 Charles O. Dewey, A.B., '85. Syracuse Univ.; Ph.D., '90, Univ. of N. Y.; LL.B.. '04, St. Lawrence 
 Univ. 
 Principal of Public School No. 136; res., 467 McDonough St., Brooklyn. 
 H. N. Dickinson. A.B., '89. Amherst Coll. 
 
 J906, Teacher of Latin, Manual Training High School; res., 199 Kingston Ave., Brooklyn. 
 Cornelia A. Dike, A.B. 
 
 1902, English Department, Wadleigh High School, Manhattan; 648 W. 158th St., New 
 York. 
 Julia C. Dixon. 
 
 189s, Teacher in Public School No. 67, 106 Adelphi St., Brooklyn.
 
 New Vort] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 8^7 
 
 NEW YORK.— Conlinued 
 1903 John Dotv. 
 
 1800. Principal of Public SthcKil N'o. 31, Manhattan, 553 W. i4is« St., New York. 
 John Dwyer, AM., '03, St. John'.s Coll..; Pd.M., Pd.D., New York Iniv. 
 
 1902, Dislrirt Superintendent of Sthool.s, 764 West End Ave., New York. 
 
 JfLIA L. ElCHE. 
 
 1904, As.sistant to Principal. Public School No. 103, Manhatt.in; res., 446 E. 8sth St., 
 •New Vork. 
 
 Mrs. Kate A. Erwi.m. 
 
 New Salem, .Mbany Co. 
 Charles S. Estes, .\.R., '84. Colby Coll.; Ph.D.. "05, Johns Hopkins Cniv. 
 
 Latin Ucparlracnl, Eraimu; ilall lii^U School, ibs Si. James PI.. Uruokl)-n. 
 Ella .\. Fallon. 
 
 Assistant Principal of Trainini; School, Stale Normal School, New Paltz. 
 Mauie Fay. 
 
 1898, A.<vsi.<;lant to Principal. Public Schools Nos. 78 and 11. Sew York; res.. Hillside A\e., 
 Corona. 
 
 CoR.SELlUS D. Flemino. 
 
 Principal of Grammar School No. 1; ns.. Concord and Adams St., Brooklyn. 
 Edwin W. Foster. 
 
 In.siruclor in Manual Training High School, Brooklyn; res.. Central Park. 1 ong 
 
 Island. 
 
 H. Delmar French, A.M., 'oi. Lilt. D, '02, St. John's Coll. 
 
 1906, Instructor in Ethics, ami (igoo) Secretary of the Department of Philosophy. Brook- 
 lyn Institute of .\rts and S<iencfs; res.. 252 Clermont Ave.. Brooklyn. 
 
 Abthoti F. Gardner. .\.M., Huckmll L'niv. 
 
 190S, Head of Latin Uepirtment, Hi;h Sch-.»I, Larch .\ve.. Tro.-. 
 Maude Gardner. 
 
 i()oi, Teacher of DrawinR, Girls' High School, 117 Herkimer St., Brooklyn. 
 
 Laira Drake Gim.. A.B., "81. A..\I.. '.Ss. Smith Coll. 
 1931, Dean of Barnard College, New York. 
 
 Edward J. Goodwin, A.li.. '72. Litt.D.. '05. Bates Coll; L.FLD.. 'o<;. Amherst Coll. 
 
 1904, Second .Vs.si.stant Comini.s-sioner of Education, Education Dt|jartment, Albany. 
 Jea.nette E. Grahvm, Ph.B., '04, State .Vor. Coll., Albany, N. \'. 
 
 1894, In-.(ructor in State Normal School, New Paltz. 
 Magnus Gross, B.Sc., Coll. of the City of .New York. 
 
 First As.sistant in Public School So. 6, Boys, Manhattan; res., 620 W. i7<)th St , 
 New York. 
 LimiER Halsev Gulkk, M.D., '80, Cniv. of .New York. 
 
 Director of Physical Training. City Schools. 500 Park A\r.. New York 
 Ida Haiin. 
 
 Class Teacher in Public School No. 15. 31 Forrest St.. Corona. L. I. 
 Frank Hankinson. BE., B.St.. .M Sc.. State .Vor .Sth . West Chester P.i ; B Sc. New York Iniv. 
 190 J, Teacher of .Mathematics, Manual Training High ScIuhiI, 185 Pro-jicct Puik.U., 
 Brooklyn. 
 Frank F. Hardinc, Ph.B., '84, Columbia l'niv.; Ph.D., '93, l'niv. of Wooster. 
 
 i8<j4, Prinii|Kil of Public School .\o. 144; rc»., 715 Greene Ave., Ltuuklyn. 
 
 Eliza A. Harris, Pd Nf., '92. New York l'niv. 
 
 189Q, Teacher in Public Schools; res., 44 Patchen Ave., Brooklyn. 
 
 Elizabeth S. Harris. 
 
 1901, Principal of Public Sch<Kil .No. 144, Manhattan; rr*., 1621, 69(h St., Brookl>-n. 
 
 Mary E. Harris. 
 
 IQOI, Awistant in .Mathematics, Wadleigh High SchiMit, Manhattan; rr»., iH W. io7lh 
 St.. .New York. 
 
 Dorothea C. Hess, AM., '03, .New York l'niv. 
 
 i(;03. Tutor in .N'ornial College ol City of .New York; res , tin S. l^rflferls Avr., Richmonil 
 Hill, New York. 
 
 Ida Ikkliikiukr. 
 
 1901. Principal of Public School No. 68, .Manhattan; rr»., 117 K. jMh St., New 
 York. 
 Henry Eiiwaiii> Jknkiss, B 5h , '7<;. Coll of the City of Nrw York. I.I. II , '79, Columbia Coll. 
 
 i(/3i, PrintijKil of Publii .S<h<i<.l .N'o 171. .ManhatLin < ShrrnUn S«| Nrw York 
 JoKKPM Kaks, B.Sc., 'oo. Coll o( City ..f Nrw York. A .M . "o 1. Pd M . Ph D . 'o,. Nrw York l'niv 
 11^4, I'carhrr in The Migli Sth'ad of Comiiirnr. Manhattan and liiMruitor in l'hil>>wi|>ii)r, 
 New York L'nivcfMly, rc»., 5 E. io6lb Si., .New York. 
 Cordelia S. Kilmir 
 
 1895. Prinri|Ml of Public S«ho<»l No 94 Manhall.nn, \t W fcHlh SC Nrw Nnfk. 
 
 Van Kvtir. Kili-atriik, A B , '91. A .M , "94. Svr«iu«" l'niv 
 
 1901, Atting Principal cj( Pulilic Schuii No. $», jo6lh St. and Broadway. New York. 
 
 JonrpiiiNr. L*Nr. 
 
 1902, Kindcrgartnrr, 21H Erie St , Syraiutc. 
 
 Marion B. B. lMNf.i;rrtrL. . . ». ., , 
 
 Inolructor in Trochrm College; rr« , 4U " »i8lh St , New \irfk. 
 
 Maby E Latham 
 
 i8<j7. Principal of Bryant Grammar S<hcml, 14 Elm St , nomrlUville. 
 
 Mrs. MiNNir. Q. Lidwith. 
 
 1901. Priniiiul of Public School N'o. 8. Bfioklyn, 4^1 Marion St . Briaiklyti.
 
 838 NATIONAL EDUCATIONAL ASSOCIATION [iNew York 
 
 NEW YORK— Con/inuti 
 
 1903 Caroline B. Le Row. 
 
 Teacher of Reading, Girls' High School, Brooklyn; 59 W. 8gth St., Manhattan, New 
 York. 
 Fred Volney Lester, A.B., '86, A.M., '96, Colgate Univ.; Ph.D., '04, 111. Wes. Univ. 
 1905, Supervising Principal of Schools, Oyster Bay. 
 
 F. Park Lewis, M.D., '76. 
 
 President of Board of Managers, New York State School for the BUnd, 454 Franklin 
 St., Buffalo. 
 
 Albert E. Linder, A.B., '90, A.M., '92, Princeton Univ. 
 
 Co-Principal of Mohegan Lake School, Mohegan. 
 
 James E. Lough, A.B., '91. Miami Univ., A.B., '94, A.M., 'os, Ph.D., '98, Harvard Univ. 
 
 190 1, Professor of Experimental Psychology, School of Pedagogy, New York University, 
 
 Washington Sq., East, New York. 
 
 Nathan J. Lowe, Pd.B., '93, St. Nor. Coll., Albany, N. Y. 
 
 Principal of Public School No. i, Richmond, Tottenville. 
 
 Simon S. Lowenstein. B.Sc, '99 Coll. City of New Y'ork; A.M., '06, New York Univ. 
 
 1900, Teacher in Public School No. 160, Manhattan, 1227 Madison -Ave., New York. 
 Henry Ludwig, Jr., B.Sc, Coll. of City of New York; A.M., New Y'ork Univ. 
 
 1902. Principal of Public School No. 14s, Brooklyn, 775 Carroll St., Brooklyn. 
 
 Hannah L. Mattinson. 
 
 Preceptress in High School, Orchard Road, Solvay. 
 Walter Martin Mohr, B.Sc, '89, Coll. City of New York; A.M., '98, LL.B., *oi, New Y'ork Univ. 
 1891, Instructor in Manual Arts, Public Schools, 2901 Valentine Ave., New York. 
 
 Augusta D. Moore. 
 
 1898, Principal of Public School No. 24, Brooklyn, 209 Lincoln Road, Flatbush, New York. 
 
 Mary F. Moran. 
 
 1933, Teacher in Public School No. 40, Manhattan, 108 W. 95th St., New York. 
 
 James S. Morey. 
 
 Principal of Public School No. 134; res., 1633, 42d St., Brooklyn. 
 
 Mrs. Anna B. Moriarty. 
 
 1901, Principal of Public School No. 86; res., 6oi Halsey St., Brooklyn. 
 
 J William J. Morrison, B.Sc, '96, Swarthmore Coll. 
 
 Instructor in History and Principles of Education, Training School for Teachers, 
 319 Stratford Road, Brooklyn. 
 Arthur Henrv Norton. B.Sc, '99, Syracuse Univ. 
 
 1904, Principal of The Cook Academy, Montour Falls. 
 Emily Nosworthy, A.B., 'oi. Nor. Coll., New York. 
 
 1902, Teacher in Public Schools, 180 W. 82d St., New York. 
 
 Mary C. O'Brien. 
 
 1S92, Principal of Public School No. 96, Primary, Manhattan, 730 E. i42d St., New York_ 
 Thomas S. O'Brien, A.M., '70, LL.D., '04, Coll. of St. Francis Xavier; Ph.D., '91, New York Univ. 
 
 1896, Associate City Superintendent of Schools, 65 W. 70th St., New York. 
 Robert C. Ocden, A.M., '02, Yale Univ.; LL.D., '03, Tulane Univ. 
 
 President of The General P^ducation Board; The Southern Education Board; the 
 Board of Trustees of Hampton Institute and of Tuskegee Institute; 784 Broadway, 
 New York. 
 Emma G. Olmstead. 
 
 70 Elm St., Potsdam. 
 Eleanor Parry, M.D., '94, Woman's Med. Coll. of N. Y. Infirmary. 
 749 Madison Ave., New York. 
 
 James E. Peabody, A.B., Williams Coll.; A.M., Harvard Univ. 
 
 Head of Department of Biology, Morris High School, Bronx, 918 E. 170th St., New 
 York. 
 Metta L. Persons, A.B., '99, Univ. of Chicago. 
 
 1902, Teacher of Methods and Principal of Training School, State Normal School, New 
 Paltz; home address, 13 Monroe Heights, Cortland. 
 
 Myron C. Plough. 
 
 1897, Superintendent and Principal of High School, 14 Lake St., Hammondsport. 
 
 Emily C. Powers. 
 
 1900, Principal of Public School No. 67, Brooklyn, 56 Macon St., Brooklyn. 
 
 John F. Quigley. 
 
 Principal of Public School No. i. Queens, 16 Ely Ave., Long Island City. 
 
 Honor E. Quinn. 
 
 1888, Principal of Public School No. 63; res., 209 Hopkinson Ave. Brooklyn. 
 
 Mary E. Quinn. 
 
 Principal of Public School No. 125; res., 209 Hopkinson Ave., Brooklyn. 
 
 Timothy L. Roberts. 
 
 1892, Sui^ervisor of Music, Public Schools, 52 Oneida St., Utica. 
 
 John C. Rockwell. 
 
 .School Commis.sioner, First District, Westchester County; res., 227 Westchester 
 Ave., Port Chester. 
 Julius Sachs, A. B., '67, Columbia Coll.; Ph.D., '71, Rostock, Germany. 
 
 1902, Professor of Secondary Education, Teachers College, Columbia University, 149 W. 
 8ist St., New York. 
 Margaret Scott. 
 
 1904, Principal of Public School No. 9, Queens, 67 Greenpoint Ave., Long Island City.
 
 NVw York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS S.^g 
 
 NEW YORK— <roii/mi«-(/ 
 
 1903 Arthur M. Scripture, A.M.. '88, Hamilion Coll. 
 
 i8qo, I'rincipiil of Hi({h Schixil, New Hartford. 
 
 Ephr.\iu Cutler Shkiii>, A.B., 'g3, Marirtla Coll.; .\.M., 'oj, I'rincelon Univ. 
 iQOi, Instructor in L;itin and tireek. Ilrallicote flail. Kyr. 
 
 Albert Shiels, A.U., '86, Coll. of City of New York; Pd..\I., '<x>, .\.M.. '00. N>w York I'niv. 
 
 i8qo. Suix-rinti-ndcnt of Distritt.s ami 7, 2 W. iiolh St.. Manhati.in. .New York. 
 Ch.\rles V. Simons. 
 
 1880. Principal of Curtis School, Richmond; res., ij8 St. Paul's Ave,, Tumpkinsville. 
 
 Samuel J. Slawsos. 
 
 Principal of High School, Wcllsville. 
 
 William .\lexami)ER Smith. \.\\.. 'i>d, Williams Cull. 
 
 lyii, Suix-rintondent of School.-;, jj Hooker .\vo., PoUKhkoepsie, 
 
 Benjamin Jefferson Stanton. 
 
 HKJJ. Teacher of .Mathematics and Elementary Science. Public Sch<x>l N'o. 17. Richmond. 
 New York; res.. 34 Marion .\ve.. Tompkinsville. 
 
 William E. Stark, .\.H., 'gs. .\..\1.. '01, Harvard Cniv. 
 
 1933, Principjil of Hit{h School Department, Ethical Culture Schcxil, Central Park West and 
 63d St., New York. 
 
 Seth Thayer Stewart. .V.H.. '7.V Yale Coll.. I.L.B., '7.';. Columl.ia Coll. 
 
 1896, Di.strict Su|x'rintendcnt of Public Schools 857 I'msix-cl PI.. BrxK)klyn. 
 
 Grace C. Strachan. 
 
 iQoo, District Superintendent of City Schools, 203 Henry St., Brooklyn. 
 
 James Sollivan, A.B., '04, A.M., '05, Ph.D. '<>8. Harvard Iniv. 
 
 1003, Head 'I'eacher of History. Hi^h School of Commerce. 30H W. 07th St.. New York. 
 Kennincton L. Thompson, .\.H.. '00. Cornell Iniv. 
 
 1004. Superintendent of Schools and Princijxil of High School, CattarauKuv. 
 Maurice J. Thompson. A.B., '80, Rutgers Coll. 
 
 Princip;d of Public School No. 6, Male Department M.inli.iilan; res., 41 E. 8sth 
 St.. New York. 
 
 Harry F. Towle, A.B., 'ib, A.M., '01, Dartmouth Coll. 
 
 Principal of Curtis Hinh School. Queen.*; res.. 11 s .M'>ntajue St.. Brooklyn. 
 
 James F. Tuthill. A.B.. '82. Cornell Cniv. 
 
 i8gi. Superintendent of School.^ and Prind|Kil «.f High S<houl, 156 Highland Ave., Middle- 
 town. 
 
 Lewis H. Tuthill, A.M., '85. Cornell Cniv. 
 
 Principal of Public School .No. g- res.. 1237 Pacitic St., Brooklyn. 
 
 AuASA Walker. 
 
 Manager of Educational Department, I^ngmuns, Green & Co., 03, sih Ave., New 
 York. 
 Miriam Elizabeth Wheeler, Pd.D., '07. Sch. of Ped., New York Cniv. 
 
 1897. Head of Department Public School No. 63. Manhallan; res.. 117 'E. 3d St.. New 
 
 York. 
 Eddy R. Whitney. A.B., '80. M S< , \,i. Hamilton Coll. 
 
 iKgo, Heail of Siienie I>e|xirlnieni, and ( igot) PrintilKil of High School, to North St., 
 Binghamlon. 
 
 Evangeline E. Whitni y. 
 
 i8i>«. DUlrict Suijerintendeni of SchooU. 473 MiidiMin St.. Brooklyn. 
 
 Evelina Williams. .... . ...,,.», 
 
 Teacher in Public School No. ji, Musliing. (^uern»; Uoi 1 i, \Nr«tbury St»., New 
 
 Y<.rk. 
 
 Mrs. .Mary E. Williams. ,,.... 
 
 !»</), Director of Domestic Science, F'ublic SihimU. New Nork; rr«., Sr<lgwitk I'jtk, 
 Fordham Heighli. 
 
 A mm II L Wili.iston SB. '80. .M.im In»l. of Te«h 
 
 189H, Dircitor <if Detjartmcnl of Science and I etliiiuliigy, Pratt ln\lilule, KyrtMin St.. 
 BriMjklyn. 
 Thomas D. WrKJD. AM .'oLOlK-rlin Coll ; M D.'ui.C.i ' -v 
 
   UOI Pnife»*ir of Phywial Ivduijlion. (oluiiii iiy an.l I emltrr* ( ollrfe New 
 
 York. 
 Flizabeth AhI! WoonwAHD. Grid . Philadeljihia Nor S«h. 
 
 mot. Kindrri;;irtrn Icoihrr, Publi. Silii«.l No s'K r"   **o \S 4«hitigtiin \\r Mr.atklyn 
 
 ig.4 Besjamis Ki. MAUI. Am.kiws. A B.'oi. A M 'o,. Coriirll Cniv , ,. , 
 
 Sr,rri.irv •'( DriMrtitirnt* n( iKmieiMit Ktunomy, remilirr* ( iJlegr ( oluniliia I ni 
 vrr»itv New \ ork 
 
 S\*%. Rita Trvon Ba»im..i.imi w. ^. . „ . . , », 
 
 Thr Bryn Mawr. Am»tef<l«m Ave. «n<l iJi»l Si . 4lh ll-iiic Irtinl, carr ol Mim 
 .McKrnrir. .New Vofk, 
 Ru»»rLL H. BrLU.w». H S... A.M.. '<» C..lum»ii« Cniv. 
 
 1903, Su|«-riiitrndrnl of S.) 1 ^th Ave . U ^irrMiri 
 
 Julian A C CiiAst.ii» Pti I> '-/ |Ain» I'niv , LI. D . "04. Rlihmmvl Coll , \ \I . 
 
 ,,. u , 
 
 I I . H< <lh Ave., and l>lrr«liif o( the iKlnrtritrni of 
 
 iiimory »>iii. in.n ani ^.   il f'xuOMmjr ol the jamr«lowo K»|»i«llt«>n .NVw V.Kk 
 
 hRANK I [jI^'^'",",;,^, ,„, „, Dfjwing an.1 M*nu.il Training PubiM S.h.-iN Vrw \ - 
 
 port Chr«teT.
 
 840 NATIONAL EDUCATIONAL ASSOCIATION [New Y.rk 
 
 NEW \OKY.— Continued 
 
 1904 Anna Maria Coolky, B.Sc, '03, Columbia Univ. 
 
 igo4. Instructor in Domestic Art, Teachers College, Columbia University. 123th St., 
 W., iNew York. 
 Thomas M. Donohue, B.Sc, '94, Coll. of the City of New York. 
 
 1805, Teacher in Public School No. 87, Boys, 1308 Union Ave., New York. 
 
 LiBBIE J. F.GINTON. 
 
 1875, Principal of Public School No. 47, Pacific St. near 3d Ave.. Brooklyn. 
 
 Edwin W. Fielder. 
 
 Editor, D. Appleton & Co., 436 Fifth .'\ve.. New York. 
 
 Anna E. Harvey. 
 
 Professor of Froebelian Methods, Adelphi College, Brooklyn. 
 
 Russell Hinman. 
 
 With American Book Company, loo Washington Square, East, New York. 
 
 George B. Hodge, B.Sc, C.E., '87, Pd.M., '01. 
 
 Educational Secretary, International Committee Y. M. C. A. 3 W. 29th St., New 
 York. 
 
 Mrs. Annie L. Jessup. 
 
 1896, Director of Domestic Art, Public Schools, 500 Park Ave., New York. 
 
 Joseph French Johnson. A.B.. '78. Harvard Coll. 
 
 Dean of New York School of Commerce, 32 Waverly PL, New York. 
 
 Archibald C. McL-^chlan, A.B., '81, A.M., '89- Ph.D., '97, Hamilton Coll. 
 1896, Principal of Jamaica Normal School, 59 Alsop St., Jamaica. 
 
 Ellen Murray. 
 
 1901, Principal of Public School No. 12, Manhattan, 371 Madison St., New York. 
 
 Ernesto Nelson. 
 
 Special Argentine Educational Commissioner, .American Institute of Social Science, 
 105 E. 22d St., New York. 
 
 Luella A. Palmer, B.Sc, '06. Columbia Univ. 
 
 1906, Teacher in Speyer School, Teachers College; res., 235 E. i8th St., New York. 
 
 Charles Cardoza Poinde.kter. B.Sc. in Agri., '03. Ohio St. Univ. 
 
 Private Secretary to Thomas F. Hunt, Professor of Agronomy, Cornell University; 
 res., 421 N. Albany St., Ithaca. 
 
 Francis E. Randall. 
 
 9 Ft. Washington Ave., New York. 
 
 Ella Lee Requa. 
 
 55 W. S2d St., New York. 
 Emma M. Requa, B.Sc, Nor. Coll. 
 
 1906, Professor of Mathematics, Normal College-, res., 55 W. 52d St., New York. 
 Hubert J. Schmitz, Ph.D., '77, Strassburg, Germany. 
 
 1881, Professor of Sciences, State Normal School, Genesee. 
 F. Grace Seymour. 
 
 1903, Principal of Alfred Street School, 86 Carroll St., Binghamton. 
 George Arthur Smith, A.B., '96, Yale Univ. 
 
 1905, Principal of Public School No. 2, 87 Buena Vista Ave., Yonkers. 
 
 1905 Frances Holmes Abbot. A.B.. '94. Mt. Holyoke Coll.; A.M., '00, Univ. of Chicago. 
 
 1901, Teacher of English, Curtis High School, New Brighton, S. I.; home address, 431 
 William St., East Orange, N. J. 
 John S. Adams. 
 
 Representative of Ginn & Co., 516 Madison Ave., .\lbany. 
 William C. Allen B.Sc. and A.M. 
 
 Teacher in PubUc School No. 33, Bronx, 103 W. 88th St., Manhattan, New York. 
 William R. Anderson. 
 
 Principal of MiUbrook Memorial School, Millbrook. 
 
 Willlam B. Aspinwall. A.B., '96. Harvard Univ.; Pd.B., '00, Pd.M., '01, St. Nor. Coll., Albany, N. Y.: 
 Ph.D., '04, Univ. of Paris. 
 
 1906, Assistant to President, and Professor of Mathematics, State Normal College, 100 
 
 Willett St., Albany. 
 
 Frances M. Athy. 
 
 1901, Teacher in Public School No. 105; res., 177, 6th Ave., Brooklyn. 
 Lola M. Au. 
 
 i88g. Teacher in Public School No. 13, Bronx, E. 235th St., Woodlawn, New York. 
 Edgar M. Barber, B.Sc, '90, Valparaiso Coll.; C.P.A., '00, Univ. St. of New York. 
 
 1898, Teacher in Harlem Evening High School for Men, 641 Washington St., Office, U. S. 
 Appraiser, New York. 
 
 Edgar S. Barney, A.B., C.E.. '84, A.M., '87, D.Sc, '04, Union Coll. 
 
 1893, Principal of Hebrew Technical Institute, 36 Stuyvesant St., Manhattan, New York. 
 Guy H. Baskerville, A.B. 
 
 1905, Superintendent of Schools, 93 Orawaupum St., White Plains. 
 Estelle a. Batcheller. 
 
 1886, Teacher in Public School No. 40, Girls; res. 2055 Bedford Ave., Flatbush, New 
 York. 
 
 Martha B. Bayles. 
 
 1903, Teacher in Public School No. 15, New York; res., 21 S. 15th Ave., Mt. Vernon. 
 Homer Phelps Beach. 
 
 Manager of Eagle Pencil Co., 377-379 Broadway, New York.
 
 Xew York] LIFE, ACTIVE, AND CORRESPON DING MEMBERS 841 
 
 NEW YORK— Cofiiinu^d 
 1905 Stella S. Beard. 
 
 iSq5. Teacher of English, High School. Far Rockaway. 
 Martha A. Beechkr, Ph.H.. 04. SvTacuse Univ.: A.M.. 'o?. Columbia Univ. 
 
 1003. Teacher of Mathcmalics. East High Schcxil. Rochester; home address. Livonia 
 Center. 
 
 WlLHELMiNA C. Bki.i.fr. B Sc. . '04. .\.M.. V), Columbia Univ. 
 
 i8Sq. Teacher in .Model School. New York Fraining School for Teachers. 51 E. md St 
 New \ork. j j . 
 
 Mrs. Elizabfth P. Bemi.'^. 
 
 Editor of "Normal Instructor " "Primary Plans," and "Teachers World " jio4 
 7th Ave., New York. 
 
 Charles A. Beneoict. Ph.B.. 'oo. III. We.s. Univ. 
 
 1904. PrinciiMl of High School. 6 Catherine St., Port Jervis. 
 Florence Bermini'.iiau. 
 
 Teacher in Public School No. iig, Girls, Manhattan, aoi W. 138th St.. .New York. 
 Teresa E. Bernholz. 
 
 Principal of Public School No. 9, aoj W. 87lh St.. Manhattan, .\Vw York. 
 Fannie E. Best. 
 
 Teacher in Public School No. 9. Borough of Richmond; res.. .New Dorp, S. I. 
 I.AURA Black. 
 
 iQoo, Principal of Public School No. 11; res., 761 Westminster Road, Bnxjklj-n. 
 Gilbert S. Blakelv. .\.B., "aS. Dartmouth Coll.; .A.M., '07 Har\ard Univ. 
 
 1897, Instructor in Morris High School. 2678 Creston Ave.. New York. 
 CiiARi.ES WiNNE Blessing. .\.B. US. .\.M.. '01. Union Coll.; S.T.B.. "93. Boston Univ. 
 
 1903, Principal of School No. 7, Albany; res , Slingerlands. 
 Josephine E. BLyDENsuRCH. 
 
 Teacher in Public School No. loi. 112 Park PI., Brook]\-n. 
 Cora E. Bowen. 
 
 1893. Teacher in Public School No. 145; res., 80 Willoughby St., Brooklyn. 
 Grace Bowtell. 
 
 1904. .Assistant to Principal. Public School No. 147, Manhattan; res., 115 S. 9th St . 
 
 Brooklyn. 
 
 Henriette Braker. 
 
 1898. Assistant to Principal, Public School No. 60. 607, iilh St., Brooklyn. 
 EuwiN R. Brooks. 
 
 Salesman for F. Devoc & Co., School Water Colors. 101 Fulton St.. New York. 
 Fra.sces R. Brown. 
 
 Private Tutor. 215 E. isth St.. New York. 
 
 R. E. Brown, Ph.B.. "oi. Alfretl Univ.; Pd.B.. .V. Y. St. .\or. Coll. 
 
 Superintendent of Sch<x>ls, 163 E. Main St., Granville. 
 Robert L. Browne, A.M., "07, Coll. of the Citv of N. Y. 
 
 i8<>8. Instructor in Public School .N/o. 74. .Manhattan, 153 W. j»d St.. New York. 
 William B. Brubakkr. .M.Sc.. '</,. St. .Nor. Sth.. .MillrrsWlle. Pa.: I'd.M.. '04. New York Univ. 
 
 189s. Teacher of Mathematics, Polytechnic Prcixiralory School. Brooklyn; rc» . U.ild- 
 win. L. I. 
 
 Elizabeth H. Bunnell, A.B., '94, Mi. Holyoke Coll.; A.M.. '02. Columbin Univ. 
 
 As.si.stant Teacher of Knj(ILsh, Training .School for Teichrrs. Prospect I'lair nr.ir 
 Nustrand Ave.. Brcxiklyn. 
 
 Edward Bush. 
 
 Prinriixil of Public School No. 18; rw., 289 Ilewes St., Brooklyn. 
 
 James C. Bvbnfs. B.Sc., Coll. of the City of New York; Ph.M , .S'rw York Univ. 
 
 iKi>H. Meml>er of the Board of Examiner^ Park .Ave. and sulh St., New York. 
 
 William A. Camphul. 
 
 1898. Disiriit Superintendent of SihixiU, 703 Nottraml .Ave., Brooklyn. 
 
 I.AURA Charlton. 
 
 I'rinriiml of Public School No. J4, Manhattan. 4 W. ijolh St . New York. 
 
 Gkocck II CiiATnuo 
 
 Priniiinl of Public School No. $1, Manhatlan, {19 W. 44ih St., New York. 
 
 C\RtoLL Brknt <"hilton. 
 
 Ivlilor of "The Music I^ovem library," 36^. jlh Ave.. New York. 
 
 pEkCIVAI. Clll.-Bll. 
 
 DirerUrt^ of FnRli«h, Klhiral Culture Scho<»l, 33 Central Park, We»l. New York. 
 
 John Hollev Clark, a B . '70. am , '?» Union Coll 
 
 iHu7. l'rinii|Ml <if l-'lunhing lliuh Sthoil. Jtt .Sanford Ave., Flu*hini|, I. I. 
 
 (JWAR K. CoBIRV .\f S< . '09. 
 
 |8<>.S, rriniiiul of (;rammar School No. 8; rr»., 139 W Sidney Ave . Ml. Ven»on. 
 
 Ida Cok. 
 
 1894. Ilea.1 of I)e{nrtmenl, Public Siltool No. 184. Manhallon, rr» , fi Woodlttne St . 
 
 Brooklyn 
 
 I>(»ui» B. CoHM. A B . 'o\. Coll "( the Cinr of New York. 
 
 1904. leather in Public Sth<i'>l .No. 10. .Manhallan; fr« . o>o Home Si . Bront. .Sew Yorl 
 
 Jrssik Blivkn C<ii»h»n 
 
 1905. A)wi»i.inl lo Prin'iiMl. Public School No. &». Intermrtliile Minh.iiun; m . K W. 
 
 10 jd St . .New York. 
 Sarah E. Colev. . , , 
 
 Prin(i|«l of PubUt .S«haol No. ,5. Primary. Manhaiun. 323 W. »8ih Si.. New York
 
 842 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YORK— Con/inwei 
 
 1905 Elizabeth Conrow, A.B., '94, Swarthmore Coll.; Ph.B., '96, A.M., '02, Cornell Univ. 
 
 1905, Teacher of German, Richmond Hill High School, 173 Elm St., Richmond Hill. 
 Georgianna Conrow, A.B., '99, A.M., '02, Cornell Univ. 
 
 1905, Instructor in French, Vassar College, Poughkeepsie. 
 
 Ella Conway. 
 
 Principal of Public School No. 120, Manhattan, 145 E. 21st St., New York. 
 
 EVIE CORNEY. 
 
 Assistant Principal of Public School No. 27, Queens, 30 Wilson Ave., Flushing, L. I. 
 John B. Cottrell, A. B., '93. Alfred Univ.; A.M., '00, New York Univ. 
 
 1899, Teacher of the Graduating Class, Public School No. 19; res., cor. S. 2d and Keap 
 Sts., Brooklyn. 
 
 Dora M. Coughlan. 
 
 1894, Principal of Public School No. 38; res., 229 Keap St., Brooklyn. 
 
 Nathan D. Cram. 
 
 With Silver, Burdett & Co., 85, sth, Ave.; res., 718 St. Nicholas Ave., New York. 
 
 WlLLl.AM Albert Crane, A.B., Adelphi Coll.; A.M., '04, Columbia Univ. 
 
 1898, First Assistant and (1905) Acting Principal of Curtis High School, 18 Prospect 
 St. Stapleton. 
 
 RuFiNA A. Cregtn. 
 
 Principal of PubUc School No. 42, 35 E. 77th St., Manhattan, New York. 
 W. X. Crider, Ph.B., '98, 111. Wes. Univ.; Ph.D., '01, Taylor Univ. 
 
 Proprietor of Rome Teachers' Agency, in W. Embargo St., Rome. 
 
 Bernard Cronson, A.B., Coll. City of N. Y.; Pd. M., Pd.D.. N. Y. Univ. 
 
 Principal of Public School No. 125, Manhattan, 180 Wooster St., New York. 
 Frederick F. Crooker, B.Sc, '98, Coll. City of New York. 
 
 1898, Teacher in PubUc School No. 6, Manhattan, 50 W. 126th St., New York. 
 
 Fanniebelle Curtis. 
 
 Director of Kindergartens, Boroughs of Brooklyn and Queens, 379 Washington 
 Ave., Brooklyn. 
 
 Margaret Davidson. 
 
 1901, Principal of Public School No. 124, 183 Berkeley PI., Brooklyn. 
 
 Henry Delamain. 
 
 Principal of Public Schools Nos. 27, 28, and 29, Queens, College Point, New York. 
 Peter E. Demarest, Pd.D., '91, New York Univ.; Ph.D., '02, American Univ. 
 
 Principal of Bryant High School; res., 11 E. 87th St., New York. 
 
 John H. Denbigh. 
 
 Principal of Morris High School, Bronx, i66th St. and Boston Road, New York. 
 
 Lewis H. Denton. 
 
 1891, Principal of Public School No. 26, Richmond; res., 7 Fisk Ave., Westerleigh, West 
 New Brighton, New York. 
 
 Bernard J. Devlin, A.B., '88, Coll. City of N. Y.; A.M., '93, Coll. of St. Francis Xavier; Pd.M., '08, 
 N. Y. Univ. 
 
 1903, Principal of Public School No. 13, Bronx, 938 E. 175th St., New York. 
 Michael E. Devlin, A.M., Ph.D. 
 
 1902, Principal of PubUc School No. 8, Manhattan, New York; res., Westchester. 
 Agnes Bartholomew Devoe. 
 
 1906, Critic Teacher, Brooklyn Training School for Teachers, 565 W. 148th St., New 
 York. 
 
 Mrs. Mary C. Donohde. 
 
 1904, Principal of Public School No. 28; res., 84 Decatur St., Brooklyn. 
 
 Timothy F. Donovan. 
 
 Principal of Public School No. 18, Richmond, Port Richmond, New York. 
 Philip Dowei.l, A.B., '85, Ph.D., '00, Augustana Coll.; Ph.B., '95, A.M., '96, Yale Univ. 
 
 1902, Teacher of Biology, Curtis High School; res., 12 Bond St., Port Richmond, New York_ 
 Irwin W. Driehahs, B.Sc, '00. Univ. of Cincinnati; A.M.. '05. Columbia Univ. 
 
 1906, Teacher of Science, New York Training School for Teachers, 322 Livingston Hall, 
 
 115th St. and Amsterdam Ave., New York. 
 Frances M. Driscoll. 
 
 1898, Principal of Public School No. 60; res., 130, 6th Ave., Brooklyn. 
 
 John J. Driscoll. 
 
 Principal of Public School No. 16, Richmond, Madison Ave., Tompkinsville, S. 1. 
 William F. Dunbar. 
 
 Teacher in PubUc School No. 57, Queens, 91 Concord St., Brooklyn. 
 
 Margaret Dwyer. 
 
 Teacher in PubUc Schools, 1135, 58th St., Brooklyn. 
 
 Anita M. Earl. 
 
 1902, Teacher of Sewing, New York Training School for Teachers, 866 West End Ave., 
 
 New York. 
 
 Edwin Lyell Earle, A.B., '98, A.M., '02, Columbia Univ.; Ph.D., '03. Roman Univ. 
 
 1905, President of New York Froebcl Normal Institute, and Special Extension, Depart- 
 
 ment of Pedagogy, Lecturer, Brooklyn Institute of Arts and Sciences ; res., 59 
 W., 96th St., New York. 
 
 Edwin L. Earp, Ph.D., '01, I.eipsic. 
 
 1904, Head of Department of Sociology, Syracuse University, 703 University Ave., Syracuse, 
 
 Heraian L. Ebeling, Ph.D., '91, Johns Hopkins Univ. 
 
 1903, Assistant Professor of Latin and Greek, Hamilton College, Clinton.
 
 Nfw York) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 843 
 
 NEW YORK— Cottiinufd 
 1905 Sanford J. Ellsworth. 
 
 189s, Prindpal of High School, Le Croft, Oak St., Far Rockaway. 
 Isaac N. Failor, A.M.. '78. Ohio Wcs. I'niv. 
 
 1897. Prindpal of Richmon.l Hill High School, Elm St., Rithmond Hill. New York. 
 Elizabeth E. Farrkll. B So.. Now York Iniv. 
 
 1906. Inspector of Lngradod Classes, Department of Education, no V. v,th St. New 
 liork. 
 
 EvELY>'E A. Feek. 
 
 1903, Instructor of Traiiung Clas.s, 3 Grove St., Baldwinsvillc. 
 Mrs. Li'ciNT>A R. Finn. 
 
 Substitute Teacher. Public Schools, 501, lolh .Vvc.. New York. 
 Camille Fontaine, B.<?5 I.., '75. Ijccncie en Droit, '78. Paris. 
 
 190J. Chairman of Romance Language Department. High School of Commerce, m W 
 6sth St., New York. ' 
 
 Clara A. Foster. 
 
 1903, Teacher in Public School N'o 13, E. Houston and K.ss«x Sls , .New York. 
 Cecilia A. Francis. 
 
 Princip;d of Public School No. 168, 47 \V. 130th St., New York. 
 CoRNELR's E. Franklin, A.B , '83, A.M., '86, Union Coll., .\. Y. 
 
 1901, District Superintendent of Schools, New York; res., 15.S. 7lh Si., KlmhurM, L. I. 
 Joseph A. Fripp, A. R., '70, Coll. of Ciiv of New York; A.M., '98, New York Iniv. 
 
 1900, Principal of Public School No. 79, Manhattan, 42, isl St., New York. 
 Isaac K. Fl'nk, D.D., '00, LI..D., '98, \Viitcnl>crR Coll. 
 
 President of the Funk & Wagnalls Company, 44-60 E. 13d St., New York. 
 EDw^N White Gau.lard. 
 
 Supervisor of Work with S<hools, New York Public Library. J09 W. j ul St., New 
 York . 
 
 Ellen M. Gallagher. 
 
 1904, Teacher in Curtis High School, Richmond: res., 332 W. 56th St., New York. 
 Pauline I. Geballe, A.B., '04, Smith Coll. 
 
 190S, Teacher in High School, Greene. 
 
 A. Grace Gibson. 
 
 Teacher in .Model School, New York Training School for Teachers, 250 W. 44ih St., 
 New York. 
 
 A. F. Gilmore, A.B., '92, A.M., '95. Bates Coll. 
 
 189s, With .Vmerican Hook Co., 100 W.Tshington Sq., New York. 
 W. Grant Goodwin. M.Sc. '90. A.M., '97, Cornell I'niv. 
 
 As.sislanl Teacher of Hislory, Curtis High .School, Kichmoml; res., 1464 I.exington 
 Ave., New York. 
 
 Ruth E. Granger. 
 
 1902, PrincifKil of Public School No. 137, Saratoga .\vo., Brooklyn. 
 Forest Grant. 
 
 1904, Instructor in Drawing and Design, High School of Commerce, si8 i2lh St., BrookKn. 
 Temperance Gray, A.R., 'ov .'Xilelphi Coll. 
 
 1903, A.s.tislant Princi|Hl of Public School .No. 141, 516 Nostrand Ave , Brooklyn. 
 Mary Wolcott Green, A.H., Syracuv I'niv. 
 
 1903, Teacher of LinguaKcs and Science. Public .School No. 10, Richmond, New York; 
 
 res., S7 Prc»<.i)ctt St., West .New Brighton. 
 
 JriiiN Gbiefis. 
 
 District Suixrintendent of Schools, 13s I JnngMon >il , Brooklyn. 
 
 Adclaidf. Haioht. 
 
 1894, Prin(ipid of Public School No. 157, Primary, Manhattan; rc»., 150 W. ijisl St, 
 New York . 
 Harry Howard Hai.sted, A B , '04. Coll of the Ciiy of NVw York. 
 
 1904, 'I'cacher in Public S< hool .\o. sH, 214 W loelh Si.. New York. 
 James P. H»vrv. B Sr , '88. Coll of Cily o( New York; MI' m I'niv. 
 
 iH</j, DirrUor of Art and .Manual Tr.-uning, Ciiy ik Ave., New York. 
 
 GlLOki.t. I.. Hani.iv, 
 
 1900. Priniiinl of Public 5«chool No. 49, 494 Ashland Ave , Buffalo. 
 
 Hr.NiY E. Hari). 
 
 Princiiml of Public School No. 78. iqq Slrrling PI., Braoklyn. 
 
 Mary T, Hasrincton. 
 
 1HH4, A«i>l»nl in Public School .\o. 31, Manhattan; res., igg Rodney .St . Bronklyn. 
 
 C. Warren Hawkins » 
 
 Princi|Ml of Public School No. 11, Ogdrn Ave. and ifivlh Si , Hmni, .New York. 
 
 HoRAT-r G. Hr.AirY. 
 
 Teacher in High ScIkmiI of Commerce, 777 Pr<M|)e<t 1*1.. BrrHtklyn. 
 
 Henry J. HrinrN.s. 
 
 Priniiinl of Public .School No. 82, 1309, i«l Ave , Manhattan. New York, 
 
 CAROMNr HrNIlRirKSON. .... ... ......... 
 
 IQ04. IrnrhrT of History and fjlrralurr, Dr I.ancry Srbiail. <o« \\ . I4j<l St.. .New \a(k. 
 
 Simon Hirsdanskv B St., 'i«. Coll. of llw Ciiy of New York; A .M. Vi ColiitnUa Unl». 
 1904, Print i|«l of Thomon Da»id«<>n School. J07 Henry Si N< » \i.tk 
 
 Frcuerick C. HotM.iioN, A B.. "04. Tufis Coll. 
 
 With Ginn & O/mjiany. 70, 5tb Ave., ><•* >'"l
 
 844 ^^ TIONA L ED UCA TIONA L A SSOCIA TION [New York 
 
 NEW YORK— Continued 
 
 igos Minnie Louise Hutchinson. 
 
 Director of Sewing and Constructive Work, Public Schools, Boroughs of Brooklyn 
 and Queens, 98 Hancock St., Brooklyn. 
 
 Alice Jackson. 
 
 1901, Principal of Public School No. 150, Manhattan, 508 W. 143d St., New York. 
 
 Lucy Jay. 
 
 18S6, Teacher in Public School No. 54, Kingsbridge, New York. 
 
 John J. Jenkins, Pd.D.. '00. New York Univ. 
 
 Principal of Public School No. 15, Queens, 162 Clinton St., Corona, L. I. 
 
 Theophilus Johnson. 
 
 Principal of Public School No. 11. Queens, 3d St., Woodside, L. 1. 
 
 Emma L. Johnston, A.B., '09, Adelphi Coll. 
 
 1904, Principal of Brooklyn Training School for Teachers, Prospect PI. near Nostrand Ave., 
 Brooklyn. 
 
 Lillian I. Jones. 
 
 1892, Teacher in Public School No. 26, 228 Van Buren St., Brooklyn. 
 
 Martin Joyce. 
 
 1900, Principal of Public School No. 7, Queens, Richmond Hill, L. I. 
 
 Solomon Kauffman. , o », , , , -^t „ • , 
 
 Teacher in Curtis High School, Hamilton Ave. and St. Mark s PI., New Brighton, 
 S. I.; res., si Mirningside Ave., New YorL 
 
 Catharine F. Kavanagh. , , . x, , , 
 
 Assistant to Principal, Public School No. 18S, Boys, 37 N. Portland Ave., Brooklyn. 
 
 Carrie Wallace Kearns. 
 
 1901, Principal of PubHc School No. 105, Manhattan, 269 E. 4th St., New York. 
 
 David J. Keator, A.'M.. '00. Nashville Coll. 
 
 1898, Principal of School No. 23, Richmond, 40 Central .\ve.. Mariner's Harbor, S. I. 
 
 William J. Kennard. 
 
 Principal of Public School No. 5, Bronx, 2436 Webster Ave.. New York. 
 
 A. K. N. Keyes, A.B.. '04. Adelphi Coll. 
 
 Assistant Teacher of English, Training School for Teachers, Brooklyn; res., 475, 
 ist St., Brooklyn. 
 
 Cecil A. Kidd. 
 
 Principal of Public School No. 184, Manhattan, 31 W. ii6th St., New York. 
 
 Clarence D. Kingsi.ey, B. Sc, '97. Colgate Univ.; A.M., '04. Columbia Univ. 
 
 1904, Teacher of Mathematics, Manual Training High School, 499. 4th St., Brooklyn. 
 
 Floyd E. Kinne 
 
 1898, Teacher of Mathematics, Public School No. 51. 519 W. 44th St., New York. 
 
 Milinca L. Klein. 
 
 Teacher in Public School No. 75, 419 E. S2d St., New York. 
 
 Margaret Knox. Pd.M., '02, N.Y. Univ. Sch. of Ped. 
 
 looi. Principal of Public School No. 15, Manhattan, 478 Mott Ave., New York. 
 William A. Kottman. B.Sc. '86. Coll. of Citv of New York; .-V.M., '05, Columbia Univ. 
 
 1904, Principal of Public School No. 7, Boys, Manhattan, 60 Chrystie St., New York. 
 
 Hugh H. Lansing, A.B.. '93, Williams Coll. 
 257 Broadway, Troy. 
 
 E. G. Lantman, A.m. 
 
 1898, Superintendent of Schools, 392 Irving .\ve., Port Chester. 
 
 Josephine M. Lawlor. 
 
 1S97, Principal of Public .Schools No. 17 and 18, Queens, 206 Barclay St., Flushing, L. L 
 
 Glenn Max Lee. Ph.B., '04, Hobart Coll. 
 
 Vice-Principal of High School, Gouverneur. 
 
 Eugenie C. Levie. 
 
 1903, Assistant Principal of Public School No. 124, Manhattan, 29 Horatio St., New York. 
 
 Frank W. Lilley. 
 
 Western Agent, Educational Department, Eagle Pencil Co., Clarence. 
 
 Ida B. Lindheimer, Pd.M., New York Univ. 
 
 1900, Principal of Public School No. 38, Manhattan, 256 W. 120th St., New York. 
 Henry R. Linville, .^.B., '93; Univ. of Kans.; A.B., '94, AM.. '05. Ph.D.. 'o7. Harvard Univ. 
 
 1897, Teacher of Biology, De Witt Clinton High School, Manh.ittan, New York. 
 
 Dwight R. Little, A.B., '00, Williams Coll.; A.M., '03, Pd.M.. '04, New York Univ. 
 
 1900, Instructor and (1905) Lecturer in Education. Polytechnic Preparatory School, 
 Brooklyn; permanent address, Sheffield Mass. 
 
 ■* Morris Loeb, A.B.. '83. Harvard Univ.; Ph.D.. '87. Berlin Univ. 
 
 1894, Professor of Chemistry, New York University, 273 Madison Ave., New York. 
 
 John A. I.oope. ^ „ , . . 
 
 Principal of Public Schools Nos. 33. 34, 35, 36, and 49, Queens, Palatina Ave., 
 Hollis, New York. 
 
 Helen E. Lucas. 
 
 1899, Sup)er\-isor of Drawing, City Schools. 20 Anson Place, Rochester. 
 
 Charles W. Lyon Ph.B. 
 
 District Superintendent of Schools, 2410 Clarendon Road, Brooklyn. 
 
 William Harrison Mace. Ph.D.. Jena. 
 
 1891, Professor of History and Political .Science, Syracuse University, 127 College PI., 
 Syracuse.
 
 New York] LIFE, ACTIVE, AN D CORRESPOS Dl NG M EMBERS 845 
 
 NEW \OKK—Conlinutd 
 IOCS Mrs. Cora B. Mackey. 
 
 i8Sj, Teacher in Public Schcx)! No. ijg, Brooklyn; res., 16 Mc.Aulcy PI.. Jamaica, L. I. 
 Donald C MacLaren. .\.B.. '70. .\.M.. '82. Princeton Univ. 
 
 iSixj. Inslruclor in M.ithcmalics ami Greek, I)c Witt Clinton High .Vh.NiI, .Sj W.ishington 
 PI.. New York. 
 
 John T. Ma.vninc. .\.B., '03. Manhattan Coll ; .\,M., '06. Columbia Univ. 
 
 i&qb. Teacher in Public School No. 8. Bronx, 2676 Marion Avt.. Bronx, .New York. 
 Frank .\. Manny. .A.B., .A.M.. Univ. of Mich. 
 
 Superintendent of Ethical Culture School. 33 Central Park, West, New York. 
 Mary S. Marot. 
 
 108 Caj-uga St., Syracuse. 
 .Alfred De B. Mason. 
 
 locj. Teacher in Public School No. 44. 441 Lafayette Ave.. Brooklyn. 
 Marion J. Mayo. A.B.. Nat. Nor. Univ.; A.M.. Pd.D., New York Univ. 
 
 iQos, Teacher of Mathematics. High School of Commerce. 16-18 W. loist St., New York. 
 Mary F Mc.Aleer. 
 
 1900. Principal of Public School No. 188, Girls, Manhattan; res., jso W. iiSth St.. New 
 York. 
 
 Alec G. McAllister. .A.M.. '07. Tufts Coll. 
 
 189s. Principal of Public. School No. 40. 1254 Bergen St , Bnxjklyn. 
 Isabella .A McCabe. 
 
 Principal of Public School No. 93, Primary, Manhattan. 11 E. i3olh St.. New Y.rk. 
 Belle C. McClellan. 
 
 188s, Teacher in Public School No. 57, 50 E. i24ih St.. New York". 
 Henry G. McDonoit.h. 
 
 1903. Teacher in Public .Schoul No. 51, Queens. 2$ N. Washington St.. Jamaica. I.. I. 
 Mary E. McQiirk. Pd.M.. '04. New York Univ. 
 
 1899. Principal of Public School No. 46, Aqueduct. Queens, Hutch .Ave., cor. Grafton Av»., 
 
 Ozone Park, New York. 
 Kati a. .V. Mee. 
 
 18H2. First .As-sistant and Acting Principal of Public School No. 24. Bronx; re^.. 73 E. 133d 
 St., Manhattan, New York. 
 MAJtY Jerome NfERRirr. 
 
 1889. Principal of Public School No jg, cor. Columbia an 1 .Amiiy .St., iirooklyn. 
 Clara Millington. 
 
 1900. As.sistant to Principal. Public School No. 133. 356, glh St.. Bnxiklyn. 
 Harriette Melissa Mii.i.s. 
 
 1906. He.vl of Dcpartmont of Kindergarten FMucation, Froel»el Normal School, 50 W, 
 t/Ah .St.. .New York. ^ 
 
 Mrs. Martha J. .\IiN-;nri.L, Grad., '94, Nor. Coll.. New York 
 
 1906. Head of Dc|>artmcnt. Public School No. 118; res., 65 Morton St.. Brookh-n. 
 Adolph MisrHLic-H B..Sc.. '79. Coll. ol Cilv of New York. 
 
 1899, First .A.s.<>i$lanl, Public .School No. 18. 108 E. 71M St.. New York. 
 Arthur C. Mitchell. Ed.B.. '00 .Alfred Univ. 
 
 Princiixil of Public .School No. 16. Queens, 149 Madison Ave., Flushing. L. I. 
 Theodore C. .Mitchill. A.H.. 'KA. A.M. '01. Columbia Univ. 
 
 1901. First As.sislanl in English, lioys' High Sihixil, Bri^okh-n, And (1004) Princirail of 
 
 New York Fvvening High School lor .N!en, ManhallHn; rr»., 113 W. 441)1 .St,. 
 Manhattan. New York. 
 
 Frank K. Mo.vtfort. 
 
 1892. Principal of Public School No. S7. Queens, Baysiile, L. I. 
 Frank R. .M(xjre .A.M.. '77. Colgate Univ. 
 
 Principal ol Comtiiinial High School, 101 Halsry .St., Brooklyn. 
 
 EucENP. C. Morris. 
 
 Teacher of Music, Public SthooU, New York; res., 813 Putnam Ave., Brook yn. 
 
 .\IaRV If MfLLINS. 
 
 1900, Assistant Tea<her in Public School \o. w. Manhallan; res., 311 E. srih St.. New 
 
 York. 
 
 Mary .A. Nrw. 
 
 Teacher in I'ublit .Scluml \o. 9. Ki<hm<ind. ( Kiinrng. 
 
 Hooo Newman. H.Sr.. 'K^. Coll. of City ..f New Y<.rk; IMM w. New York Univ. 
 
 1901, PriniiiKil of Public S<h'iol .No. u Bron». 4^8 W. i^jd St.. New York. 
 Joseph Newman, A.B.. '97. Coll. ol City of NVw York; M.S<-. "oo New York U-»iv 
 
 iH<>8. Inslrtidor in Chrmistry, Ctimmerciul High .Sthool; re».. j5s E. in\h St., .Manhat- 
 tan. .New York. 
 
 John T. NrcHOLsoN. 
 
 Icacher In Public .School No. 186, Manhattan. <>n W. i4Mlh St.. New York. 
 John T. Nolan. 
 
 Princiinl of Public School No. »ft, l\ttm\. rxjo E. 1 uih St., Nrw Y.irk. 
 
 GeoRCK W. Norton. B.Sc.. Wr«lrv.in Univ. ("■mn. 
 
 Instructor in Joitirry, Bryant High S«hf«il. Ijrng Island City; rr».. 4711. iM \vt., 
 Astoria, L. I. 
 
 William Novrs. A.B., '89. A.M.. 'o< Amhrrvl Coll. 
 
 1903. ItwtructorinTeachrrsCollrte.Columlii.il ni\rr»iiy, .\rw\i.rli. 
 
 Maroarkt F. O'Covvell. 
 
 1901, Principal of Elementary School No. 31. Manhaltan, 77 \\. 94lh St., .Nrw \ f.rk.
 
 g46 NATIONAL EDUCATIONAL ASSOCIATION [New YorV 
 
 NEW YOKVi— Continued 
 
 190s James A O'Donnell. 
 
 Principal of Public School No. 53; res., 176 Troutman St., Brooklyn. 
 
 William O'Flaherty, A.B., A.M. 
 
 Principal of Public School No. 40, Bronx, 100 E. 8ist St., Manhattan, New York. 
 
 Mary J. C. O'Neil. 
 
 397, ist St., Brooklyn. 
 
 Charles E. O'Neill. A.B., LL.B. 
 
 Teacher in Public School No. 24, Manhattan; res., 408 Pleasant .'\ve.. New York 
 
 John Baker Opdycke, A.M., '99, Franklin and Marshall Coll., '03, New York Univ., and '05. Colum- 
 bia Univ. 
 
 1905, Instructor in English, High School of Commerce, 155 W. 65th St., New York. 
 
 Susan M. Orr, A.B., Ursuline Coll. 
 
 397 ist St., Brooklyn. 
 
 William J O'Shea, B.Sc, '87, Coll. of City of New York; M.Sc, '8q, Manhattan Coll. 
 
 1906, District Superintendent of Schools, 104 Keap St., Brooklyn. 
 
 Charles E. Overholser, A.B., A.M., Harvard Univ. 
 
 1905, Teacher of German, Boys' High School, 25 Jefferson Ave., Brooklyn. 
 
 Martha H. Patton. . 
 
 1901, Teacher in Public School No. 35, Bronx, i62d St. and Morris Ave., New York. 
 
 Allen Peckham. 
 
 With Silver, Burdett & Co., 85, 5th Ave., New York. 
 
 Mrs. Eliza S. Pell. 
 
 Principal of Public School No. 96, Girls, Manhattan, New York. 
 
 Anna L. Phillips, A.B., '05, Adelphi Coll. 
 
 1905, Teacher in charge of Eastern District High School Annex; res., 253 Steuben St., 
 Brooklyn. 
 
 Ellen M. Phillips, Pd.M., '01, New York Univ. 
 
 Principal of Public School No. 131, Manhattan, 615 W. 136th St., New York. 
 
 Elizabeth L. Plaisted. 
 
 1900, Teacher in Public School No. 184, Manhattan; res., 2038, 5th Ave., New York. 
 
 Laura Potter. 
 
 1901, Assistant to Principal, Public School No. 87, 263 Putnam Ave., Brooklyn. 
 
 Francis W. Powers, A.B., '92, Coll. City of New York. 
 
 1894, Teacher in PubUc School No. 82, Manhattan; res., 745 Jefferson Ave., Brooklyn. 
 
 IsABELLF. L. Pratt. 
 
 1898, Appointment Secretary of Teachers College, Columbia University; res., 221 W. 
 104th St., New York. 
 
 Matthew D. Quinn, B.Sc, St. Eawrence Univ. 
 
 1897, Principal of PubUc School No. 5, Queens; res., loi E. 92d St., New York. 
 
 William Louis Rabenort, B.Sc. 
 
 1904, Principal of Public School No. 9, Bronx, 315 W. 97th St., New York. 
 
 EsLE F. Randolph, A.B., '03. A.M., '04, Pd.D., '06, Salem Coll. 
 
 Principal of Public School No. 8, Richmond, Midland Road, Great Kills. 
 Lizzie E. Rector, Pd.D., '95, New York Univ. 
 
 1900, Principal of Public School No. 4, Manhattan, 203 Rivington St., New York. 
 Rudolph R. Reeder, Ph.D., Columbia Univ. 
 
 Superintendent of the New York Orphanage, Hastings-on-Hudson. 
 
 Margaret A. Regan. 
 
 1904, Principal of Public'School No. 107, Manhattan, 272 W. loth St., New York. 
 
 Frederick J. Reilly, A.B., '91, A.M., '92, Xa\'ier Coll.; LL.B., '96, New York Univ. 
 
 1901, Teacher of Graduating Class, Public School No. 10, Bronx, 444 St. Nicholas Ave., 
 
 New York. 
 
 Julia Richman. 
 
 1903, District Superintendent of City Schools, 197 E. Broadway, New York. 
 
 Alice E. B. Ritter, A.B., '04, Adelphi Coll. 
 
 1901, Assistant Principal of Public School No. 84, 466 E. 2.sth St.. Brooklyn. 
 Charles C. Roberts. 
 
 Principal of Public School No. 25, Manhattan; res., 106 S. loth Ave., Mt. Vernon 
 John S. Roberts, Pd.M., A.M., New York Univ. 
 
 Principal of Public School No. 62, Intermediate, Manhattan, Hester and Essex Sts., 
 New York. 
 
 M. Louise Rockwood. 
 
 Principal of Public School No. 46, 91 St. Mark's Ave., Brooklyn. 
 Anna E. Rodney. 
 
 Teacher in Public School No. 10, Girls, Bronx; res., 39 E. 23d St., Manhattan, 
 New York. 
 
 Frank Rollins, Ph.D., '02, Columbia Univ. 
 
 1904, Principal of Stuyvesant High School, Manhattan, 223 E. 23d St., New York. 
 
 George C. Rowell, Ph.B., '99, Union Coll. 
 
 1903, Editor of "American Education," Albany; res., 157 Barrett St., Schenectady. 
 
 Annie Louise Rov. 
 
 1885, Assistant to Principal, Public School No. 83, Manhattan, 2 E. i2Sth St., New York. 
 
 Rebecca Rusk. 
 
 1889, Teacher in Public Schools, Marlborough.
 
 New York) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 847 
 
 NEW YORK— Continued 
 
 1005 M. Josephine Ryan. 
 
 i8gi. Teacher ia Public Schools, 517 Lafayette Ave., Urouklyn. 
 Thomas Joseph Rvan. 
 
 1901, Teacher in Public School No. 19. Queens; res., 133 Franklin Ave., Hrooklyn. 
 Adda Peael Sackett, B.ScPd.M., '03, Pd.n., '04, New York Univ. 
 
 1900, Teacher in Public School No. 15, New York; res., Sidney. 
 Emua J. Salberg. 
 
 1882, Teacher in Elementary School, 166 \V. 126th St.. Manhattan, New York. 
 C. Augusta Sanger. 
 
 1895, Principal of Public School No. 83, Primary, 479 W. isid St., New York. 
 Arthur Schultze, Ph.D., '87. Kiel, (Icrmany. 
 
 1902, Head of the Department of Mathematics, High Sch(X)l of Commerce; res.. 4 W. gist 
 
 St., Manhattan, New York. 
 
 Mary B. Scott, Grad., '08. Oneonta Nor. Sch., N. Y. 
 
 1898, Teacher in Public School No. 27. Queens; res., 324 Lexington Ave., Manhattan. 
 New York. 
 
 Sarah E. Scott, A.M.. '98. Adelphi Coll. 
 
 1904. Principal of School No. 140. 60th St.. near 4lh .\vc.. Brooklyn. 
 Richard A. Searing. A.B. 
 
 Superintendent of Schools, 226 Bryant St., North Tonawanda. 
 Clara E. Sharp. 
 
 1906. Teacher in Public School No. 15. Richmond. New York; res.. 161 St. Paul's .\ve.. 
 Stapleton, L. L 
 
 LuLA V. Sheehan. 
 
 1904. Assistant to Principal, Public School No. 31, Manhattan; res., The Kenesaw, 202 \V. 
 
 :03d St., New York. 
 
 Edgar Dubs Shimer, A.B., '74. A.M.. '77. Ph.D., '87, Muhlenberg Coll. 
 
 1896, District Superintendent of Public School.s, 104 Union .Ave., Jamaica. L. L 
 
 NLiRY Shires. 
 
 189s, Principal of Public School No. 132. Manhattan; res., 479 W. iS2d St., Sta. M, 
 New York. 
 
 .■\nna .\. Short. 
 
 1903, Principal of Public School No. 51. Brooklyn; res., 120 Washington PI., .Manhattan, 
 
 New York. 
 
 Belisario Silpa. 
 
 151 Henry St.. Brooklyn. 
 
 Mrs. Martha Smith. 
 
 1901, Principal of School, Highland. 
 
 Maude Smith. 
 
 1903, Teacher in Public School No. 38, Queens, New York; res., Grand \irw .\\t., 
 Springfield. 
 
 M. Kate Smith. 
 
 Teacher of Drawing, 15 Overlook Terrace, Yonkers. 
 
 Samuel McKee Smith, Ph.H.. '77. Cornell Univ. 
 
 1902. Princijjal of Public .Stlii»)| .N'o. 17. Richmond; res., 1 Hamilton Park . New Brighlun, 
 
 S. L 
 
 Help.."* A. Stein. 
 
 1898, Principal of Public School .No. 13. .\Ianh.iti:in. i 5.'^ K 721I St., .Srw \.irk. 
 
 Edward Du Uois .Stbykkr. IM.M., '00, .NVw York Univ 
 
 First Assistant Teacher. Public School No. 34, Bninx, 7>» H •74<h St.. New York. 
 
 Isabella Sullivan. 
 
 1897, Princiinl of Public Sch(«l No. 170. Girl*. Manhattan; re»., 37 W iiilh St., New 
 
 York. 
 
 Anna L. Sutkr. 
 
 1900. Teacher in Public School No. 40; r«.. ijo$ Pacific St., Hr<Joklyn. 
 
 Annie Sutjierlani}. ^. ... 
 
 Teacher In Public S<h<«.l .N'o. iM. lU,y*. .Manhattan, »«7 W 4th St., New \otk. 
 
 Thomas H. Sweenkv. . ... 
 
 i8<;7. Prinii|xil of Public Sthool N" 6. Quern*. 2II7 F.lm St . Anuria. L. I. 
 
 Emma Sylvester, Pd .M . "oo, .New York Inlv 
 
 1903. AiwiManl l<> Ihr l'rinii|wl. Public S<h«<>l No iM. New \»tk city, m . 61 Qurea • 
 
 .\ve . Flushing. I. I 
 
 .Marv E. Tate. 
 
 Prin<i|Ml of Public Sch<«.l So 45. tiifU. Manhattan. >t K. 4MI1 .St . .New Vork. 
 
 Jennie Viola Tprrv. , , . .., ..,...,, „ 
 
 Primi|Ml of PuWIc School .So, 34. Kiihmoml; rr« j Wimrr PI . r<im|iklnivilk. 
 
 Helen A. Tr.MHr.MA<Mr» .... .... 
 
 1806. Teacher in Public Sch/iol N" 141. ><o Mvrtlr Ave. Hrooklyn 
 
 Charlph Franc w TiiriifuiN, A II V C .11 of Cliy of New Vofk . I-L M , 'oo. New Vork Unit. 
 
 1905. Teacher in Put. »iH l.af*)-«-(ie .St . .Manhattan. New \ofk. 
 
 jAConTHfXJBAI.P.J*. A ri. 'oH. ' ,|V f.f New Vofk " 
 
 1808. Traihrr in Public .School No. JO, Monhaiun, re*.. »oj W lolMh S< , Manhatlan. 
 New York. 
 
 Alprcu C. Tiiomi-.os, a It , 02, Vair Univ. 
 
 i90<. SuKfiniriwl'''" "• S*hcjol». ft Schcjol St.. AuMim.
 
 848 NATIONAL EDUCATIONAL ASSOCIATION [NewY^rk 
 
 NEW YOKTL—Continued 
 
 1905 Augustus A. Thompson. 
 
 1894, First Assistant in Public School No. 7, Bronx, New York city; res., 449 Hawthorn 
 Ave., Yonkers. 
 
 Lawrence A. Toepp. 
 
 Teacher in Public School No. 11, Richmond, New York city, res., Livermore .^ve.. 
 West New Brighton. 
 
 Gertrude M. Traphacen. 
 
 1898, Teacher in Charge of Public School No. 38, Queens; res., 73 Herriman Ave.,. 
 Jamaica. 
 
 Louise E. Tucker, A.B., '00, Adelphi Coll.; A.M., 'oi, Columbia Univ. 
 
 1904, Professor of Education, College of Saint Angela, New Rochelle; res., 483 Putnam 
 Ave., Brooklyn. 
 LoRA A. Turner. A.B., '04, Oberlin Coll.; Pd. M. 
 
 1906, Head of English Department, High School, 230 Broad St., Towanda. 
 
 Joseph Tynani 
 
 Tutor in the College of the City of New York. 
 
 Margaretta Uihlein. 
 
 1896, Principal of Public School No. 54, New York citv; res.. Southern Boul., Bedford 
 
 Park. 
 May B. Van Arsdale, B.Sc, Columbia Univ. 
 
 Instructor in Physical Science, Teachers College, Columbia University; res., 457 W. 
 123d St., New York. 
 Edgar Vanderbilt. M.Sc, '69, Coll. City of New York. 
 
 Principal of Public School No. 55, Manhattan, 140 W. 20th St., New York. 
 
 Eldon M. Van Dusen. 
 
 1903, Teacher in Commercial Department, Far Rockaway High School, Far Rockaway. 
 Edith L. Verlenden. 
 
 Teacher of Science, Public School No. 27, Queens; res., Grand View Hotel, College 
 Point, L. I. 
 William T. Vlymen, A.B., '81, A.M., '84, Princeton Univ.; Ph.D., '01, New York Univ. 
 
 1900, Principal of Eastern District High School, Brooklyn; res. 379 Front St., 
 
 Hempstead. 
 William F. Vroom. 
 
 1898, Instructor in Shop Work, Public School No. s, Manhattan; res., 10 St. Nicholas 
 Terrace, New York. 
 Agnes Wallace. 
 
 First Assistant Teacher in Pubhc School No. 96, G., Manhattan, Ave A and 8ist St., 
 New York. 
 
 Agnes L. Walsh. 
 
 1901, Teacher in Public School No. 31, Manhattan, 42T W. 44th St., New York. 
 Mary Walsh. 
 
 1870, Teacher in Public School No. 31, Manhattan, 243 W. 70th St., New York. 
 Annie L. Ward. 
 
 1898, Assistant to Principal, Public School No. 13, Manhattan; res., 531 Putnam Ave., 
 Brooklyn. 
 Mary A. Ward. 
 
 1897, Principal of Public School No. 89, 276 Decatur St., Brooklyn. 
 Mrs. Ellen E. Kenyon Warner, Pd.D., Univ. of N. Y. 
 
 Author of "The Culture Readers," in care of D. Appleton & Co., 436, 5th Ave., 
 New York. 
 
 Henry Waters, A.M.. Lewisburg Univ. 
 
 Co- Principal of Mohegan Lake School, Mohegan. 
 Marcus A. Weed. Grad., '63, St. Nor. Sch., Albany. N.Y. 
 
 1878, Principal of Public School No. 78, 675 Jefferson Ave., Brooklyn 
 Orville G. Wheeler, A.B., '00, Univ. of Vt. 
 
 Manager of Educational Department, G. P. Putnam's Sons, 27 W. 23d St., New 
 York. 
 
 Rachel J. Wilbur. 
 
 1904, Teacher in Public School No. 188, Girls, Manhattan; res., 597 Decatur St., 
 
 Brooklyn 
 
 Mary Low Williams. 
 
 1903, Teacher in Public School No. 31, Manhattan; res., 18 Hancock St., Brooklyn. 
 James F. Wilson, A.B., '94. Leland Stanford Jr. Univ.; LL.B., '04, New York Law Sch. 
 
 1904, First Assistant in History, Stuyvesant High School, 225 E. 23d St., New 
 
 York. 
 
 Clementine D. Witte. 
 
 1903, Assistant to Principal, Public School No. 12, Manhattan; res., 51 Turner Place, 
 Flatbush, Brooklyn. 
 
 Mrs. H. a. Woodward. 
 
 1902, In charge of Preparatory Department. Syms School, 265 Circuit Road, New York. 
 Harriet J. Woollard. 
 
 1903, Teacher in Charge of School No. 50, Queens, 48 Union Ave., Jamaica, L. I. 
 Moses Yeaton. 
 
 Principal of Public School No. 80; res., 1171, 45th St., Brooklyn. 
 
 1906 Ei.izABFTii M. Ball. 
 
 Principal of Public School No. 18, Bronx, 501 Courtlandt Ave., New York
 
 New York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 849 
 
 NEW YORK— ConJinutd 
 
 J906 Franklin T. Baker. A.B.. Dickinson Coll.; A.M.. Columbia Univ. 
 
 1893. Professor of English, Teachers College, New York.; res. Park Hill. Yonkers. 
 Jessica E. Beers. Pd.M.. 08. .\. Y. I'niv. 
 
 Principal of Elmwood School; n-s., jij Bryant Si., BufTalo. 
 A. R. RRrBACHER. A.B.. '97. Ph.D., 01. Yale Univ. 
 
 Principal of Inion Classical Institute and Schenectady High School, 2 N. Wendell 
 .•\ve., Schenectady. 
 John B. Corcoran. 
 
 1907, Student in I'niversily of Chicago, 5714 Kimbark Ave., Chicago. 111.; permanent 
 address. Millers. 
 WiLi lAM J. Dfans. B.Sc.. St. Lawrence Cniv. 
 
 1900, Superintendent of Schools, 520 W. 3d St., Elmira. 
 Stephen Pierce Drc.cAN. B.J^c.. '90. M.Sc.. '96, Coll. City of New York; AM.. 00. Ph D., 01. 
 Columbia I'niv. 
 
 1906, As.s<>ciate Professor of Education, College of the City of New York, 11 MjTlle Si , 
 
 While Plains. 
 
 Burt B. Farnsworth. Ph.M. 
 
 1904, Educational Director. 23d St. Y. M. C. .\.. 21s W. 2311 St.. .New York. 
 Elizabeth Hale. 
 
 1907. Super\Tsor of Primary Work. High School Annex. Schenectady. 
 Patty Smith Hill. 
 
 1906. Instructor in Teachers College, Columbia University; res.. 303 W. ijisl M,, .New 
 York. 
 
 Helen Loi-ise Johnson. B.Sc.. '04. Teachers Coll.. Columbia I'niv. 
 
 1906, Professor of Domestic Science, The James Millikin University, Decatur, III.; home 
 address. 30 Paddock St., Watertown. 
 
 John Knox, A.B.. '87. .A.M.. '90. Brown I'niv. 
 
 With D. C. Heath & Co.. Publishers, 12$. 4th Ave., New Y.irk. 
 
 Naomi Norsworthy, B.Sc., '01. PhT; . '04. Columbia I'niv. 
 
 1904. In-structor in Psychology, Teachers College, Columbia I'niversily; res., 557 W. 
 124th St.. New York. 
 
 Susan S. Osgood. 
 
 Third Yicc-Principal. and Head of History Department, High School; 78 Dickin- 
 son St., Btnghamton. 
 
 EtiiAPETH Sage. 
 
 Instnictor in Domestic .Art, Teachers College, Columbi.t L'nixTrsity; res., 3337 
 Broadway, New York. 
 Charles Pavson Gi ri.ev S<-ott. A B.. '78, A.M. '81. Ph.D.. '8t. Uifayetir Coll. 
 
 Philologist. Klvmologist. Lcxiiographrr; Klymi)lii((i(al Editor of the Century Dic- 
 tionary; (1H83) .Secretary of Ine Simplified Spelling B<iard. 1 .Mailison Ave. New 
 York; res., 150 Wocxlworth Ave., Yonkers. 
 
 George D. Strayer. .A.B.. '03. lohns Hopkins Univ.; Ph.D.. "o? Gilumlna Univ. 
 
 Instructor in Elementary E<lucali<m, Teachers College, Columbia Uniwrsitv. New 
 York. 
 J .\I. Thompson. Ph B. 
 
 1906. Institute Conductor. State of New York, Dundee. 
 Edwin G Warner. A.B.. "8?. Amhrrst O.ll ; Ph D.. 91. New York Univ. 
 
 i8«i. Head of I^tin l>e|xirtment. Pol>technic Prei»aralory School; re* '.'> .Montgomery 
 PI.. Br(x>klyn. 
 George M. Wiley. A B.. ^q. A.M.. 03. Union Coll N. Y, 
 
 Superintendent of SchcwU', 30 E, 4lh St.. Dunkirk. 
 
 institutions 
 
 Ltrr. MRMBrt 
 
 1801 New York State Education Dri'ARTMr.NT. StAtr Library. 
 Seruls Section, Albany. 
 
 Acrivi. Ml uni IS 
 
 1805 Columbia Usiver-sity. . , ,, ,. ,, ^ ,. _ 
 
 President, NichoU* Murray Butler. Ijl.rarun. Jam'^ 1 1 < jm-.i-I I Sr.rMarv I P. 
 Keptcl, .New Y'irk. 
 
 1806 Cornell UNIVEWfTV Library. 
 
 Preiiiiient. J. O. Schurman, Ubrarun, (««irge U. Ilarri*. Ithaca. 
 
 1H08 Brysjjn Library. 'rrA< in as CoLLr<ir ,...,. i. c i.- v v—i. 
 
 Ubrarun. Mi»» E (i, liaMwin. M<iminxil<lr ilriahu. i»olh S« . W . New Yncli. 
 
 Syracuse PuBLK Liihaby, ,.,,,,,.». , ^ 
 
 PrrMdrnl. J. Wm. Smith, librarian. Karklrl \N .Mundy. Syr»iu«r 
 
 Vamai Dillroe. Lib»a»v. „..,... . ,.. 1 n i.t _i 
 
 PrrMdrni, Jame» M. Taylor; librarian, f ranee* A. Wonrl. pouihkrrp^r 
 
 iHoo BurrALO Public >j^»;J*;J^ ^^.^„^ , „^,^„_ ^^,„, ,j,^,rian Mr.. It L. Kl-nm |.*J Buffalo. 
 New York Public^Library^ ^^ ^ ^^.^^.^^ ^^^ ^^^^^^^ u^Mip,. 4M Ulayni, PI Nrw Y.*k 
 
 New York Ukiv, ',',;;;'';, i^, ^^^^y, j.„« K \^,K Wa.hmr'm Sq.. 
 
 Lix. .New York.
 
 850 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 # 
 
 NEW YOKIL— Continued 
 
 1899 Port Jervis Free LrsRARt. 
 
 Librarian, Elizabeth G. Thorne, Port Jervis. 
 
 State Normal School, New Paltz. 
 
 Principal, Myron T. Scudder, New Paltz. 
 Teachers College, Department of Manual Training. 
 
 Director, C. R. Richards, New York. 
 
 1900 State Normal and Training School, Oswego. 
 
 Principal, I. B. Poucher, Oswego. 
 State Normal School Library, Brockport. 
 
 Principal, Charles T. McFarlane; Chairman of Library Committee, Charles D. 
 Seely, Brockport. 
 
 1901 Brooklyn Public Library. 
 
 Librarian, Frank P. Hill, 26 Brevoort PL, Brooklyn. 
 College of St. Francis Xavier. 
 
 President, Rev. David W. Hearn, 30 W. i6th St., New York. 
 Pratt Institute Free Library. 
 
 Librarian, Isabel Ely Lord, Ryerson St., Brooklyn. 
 Queens Borough Library. 
 
 President, Walter G. Frey; Librarian, Miss J. F. Hume, OflSce, 101 East Ave., Long 
 Island City. 
 
 State of New York, Education Department. 
 
 Commissioner, Andrew S. Draper, Albany. 
 University of Rochester. 
 
 President, Rush Rhees; Assistant Librarian, H. K. Phinney, Rochester. 
 
 1902 Canisius College. 
 
 President, Rev. Augustine Miller; Librarian, Francis S. Betten, 651 Washington 
 St., Buffalo. 
 Colgate University, Library. 
 
 President, George E. Merrill; Librarian, D. F. Estes, Hamilton. 
 General Education Board. 
 
 Secretaries and Executive Officers, Wallace Buttrick and Starr J. Murphy, 54 William 
 St., New York. 
 
 State Normal School, Cortland, Library. 
 
 Principal, Francis J. Cheney, 45 Church St., Cortland. 
 State Normal School, Plattsburgh. 
 
 Principal, George K. Hawkins, Plattsburgh. 
 
 1903 Oneonta Normal School. 
 
 Principal, Percy I. Bugbee, Oneonta. 
 
 1904 New York Trade School. 
 
 President, R. Fulton Cutting; Superintendent, H. V. Brill, 1260, ist Ave., New York. 
 
 1905 Alumni Association, New York Training School for Teachers. 
 
 President, Milo F. McDonald; Secretary, Ignus O. Hornstein, 2870 Hart St., Brook- 
 lyn. 
 
 Bronx Borough Teachers' Association. 
 
 President, John W. Davis; Corresponding Secretary, Lillie Moonev, Public School 
 No. 8, Bedford Park, Bronx, New York. 
 
 Class Teachers' Organization of Brooklyn. 
 
 President, John B. Cottrell, Public School No. 19, cor. South 2d and Keap Sts., 
 Brooklyn. 
 
 Ethical Culture School. 
 
 Superintendent. Franklin C. Lewis; Secretary, Matilde Kitzinger, Central Park, 
 West, and 63d St., New York. 
 
 New York Froebel Normal Institute. 
 
 Superintendent, E. Lyell Earle; Head of Department of Kindergarten Training, 
 Harriette M. Mills, 59 W. 96th St., New York. 
 Male Teachers' Organization. 
 
 Treasurer, William M. Simmons, 184th St. and Grand Ave., Bronx, New York. 
 Loyola School. 
 
 Principal, Rev. N. N. McKinnon, S.J.; Secretary, F. X. Delany, S.J., 65 E. 83d 
 St., New York. 
 
 1906 Adelphi College. 
 
 President, Charles Herbert Levermore; Librarian, Mabel Farr, Brooklyn. 
 Barnard College. 
 
 Dean, Laura Drake Gill, New York. 
 College of the City of New York, The. 
 
 President, John Finley, New York. 
 FoRDHAM University. 
 
 President, Daniel J. Quinn; Secretary, W. G. R. MuUan, New York. 
 Geneseo State Normal School. 
 
 Principal, James V. Sturges; Librarian, Ida M. Mendenhall, Geneseo. 
 Manhattan College. 
 
 President, Rev. Brother Edward; Librarian, Rev. Brother Angelus, New York. 
 Mercantile Library Association of New York. 
 
 Librarian, W. T. Peoples, New York. 
 New Rochelle Public Library. 
 
 Librarian, Elizabeth C. Stevens, New Rochelle.
 
 New York] LIFE, ACTI VE, AN D CORRESPONDI>7C MEM BERS 85 1 
 
 NEW YORK— Con/i««*</ 
 
 Rochester ArHENAEVvt and Mkchanmi-s Institite. 
 Pn-suient. Ltvvis P Ross, Rochcsti-r. 
 
 PoLVTECHsnc Prepakatijky Si:iiiK>L, Hnxiklyn. 
 
 President, Fred \V.» Atkinson; Librarian, Jessie Harris, 99 Livingstone St., Brooklyn 
 Syracuse Uni\-ersity. 
 
 Chancellor, James Roscoe Day, Syracuse. 
 
 Wells College. 
 
 President, Rev. Geo. M. Wani; Librarian, .Mice Sanborn, .Aurora. 
 
 LIST OF PUBLIC SCHOOLS OF THE CITY OF NEW YORK 
 
 1903 Board op Education of the City of New York. 
 
 President, Edgcrton L. Winlhr<>p, Jr.; Secretary, .\. Eniiirsi>n Palmer. F'ark Ave. 
 and SQth St.. New York. 
 
 BOROUGH or THE BRONX 
 
 Pl-blic School No. 3. Primary. Courtlamlt .\ve., and iS7th St. 
 Principal, Josephine Hammer. 
 
 Public School No. 4, i7jd St. and I'ulton .•\ve. 
 Principal, Angclo I'aii. 
 
 Public School No. 5. 2436 Webster .Xve. 
 
 Princip;il, William J. Kennard. 
 
 Public School No. 18, 501 Courtlandt .Vve. 
 
 Principal, Elii;ibeth M. Ball. 
 
 Public School No. 21. E. 225th St., Williamsbridge. 
 
 Principal, Eliza .\. Catcrson. 
 Public School No. 25, Elast 140th St. and Union .\ve. 
 
 Principal, Frank \. Young. 
 Public School No. 26, Bumsidc and .\ndrews .\vc,s., Morris Heights. 
 
 Priniiixil, Jennie Berminghain. 
 
 Public School No. 27. 510 St. .Vnn's .\ve. 
 
 Principal, Thomas J. Mcighan. 
 
 Public Scuooi. No. 20, i3Slh St. and Cypress .\ve. 
 
 Princiixil, John T. Maguire. 
 Public School No. 33, Jerome .\ve., north of 184th St. 
 
 Principal, Hugo Newman. 
 Public School No. 35, «'J?d St., bet. Grant and Morris Aves. 
 
 Principal, Ellen C. Gilbert. 
 Public School No. 36, .\venue C 8ih and oth Sts., Unionport. 
 
 PrinciiKil, Morgan W;ushbum. 
 
 iQos MoRBLs High Sciiofn,, i66ih St. and IloKion Road. 
 
 Princii>al, John 11. Denbigh. 
 Public School No. 2, Primary, i6oth Si. and 3d .\ve. 
 
 Princi|«al, K.atc Van Wagcnrn. 
 Public School No. 3. i^jTlh St.. and Courtlandt Ave. 
 
 I'rinciiwJ, Charles .\1. Babtock. 
 Pl-biic School No, 7. Kingsbridge Ave. and jjtd St., KingsbriJge. 
 
 Printil<al. 1n.uic B. S|>ri»ll"c- 
 Public Scikxil .N". 0, Gramm.ir, 73"; E. i38lh St. 
 
 Printi|».d, William Ral)eni>rt. 
 Puiii.k: School No. 10, Grammar. Eagle Ave. and iC)3d St. 
 
 Principal, Evandcr Childn. 
 Public School Si>. n. Ogdcn Ave and iC.o<h St.. High Bridge. 
 
 Principal, C. Warren Hawkins 
 
 Public School No. 12, 2d St., WrMchrVrr 
 
 PriniiiMl. John F. ('on<liin. 
 Public School No i », Park Ave , William.briilge. 
 
 l'rinii|xil, Bernard J. Devlin. 
 Public School No. m. EaHirrn Boul , Tlirfig't N'e<k. 
 
 Princiinl, Philip < )'Kyan. 
 Public Unuxit No. 17. For.fham St , City Mand. 
 
 Princil"!, {.liarlm t . Hol'lrn. 
 Public School No. 19. mth St . W<»><IUwn. 
 
 I'rimi{ial, Marun t.larry. 
 
 Public S<iiool No. ;o. V»t and 167th Si« 
 PrimitNil. Mary A. Curim. 
 
 Acting Principal. Kll/alieth C. Kelly. 
 Pi liiu .SniooL No. 30. MiM Si and Br.».k Ave. 
 
 Princiinl, Mary .\. (onion. 
 Public SfniooL N". .»H. if7ih Si and y\ A%t. 
 Princit«il. Ellrn Murray. 
 1906 PiBLir S<;ilooL No. 42. Wa.hlnKl..n .-.nd Wrndovrr A»t«. 
 ^ Primij«l. Wm. I". .%!■< «rthy.
 
 852 • NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YO^Y.— Continued 
 
 BOROUGH OF BROOKLYN 
 
 1903 Boys' High School, Marcy and Putaam Aves. 
 Principal, . 
 
 Eastern District High School, Driggs Ave. and S. 3d St. 
 Principal, William T. Vlymen. 
 
 Erasmus Hall High School, Flatbush Ave. 
 Principal, W. B. Gunnison. 
 
 Mamual Training High School, ylh Ave. and 4th St. • 
 
 Principal, Charles D. Larkins. 
 
 Public School No. 3, Hancock St. 
 
 Principal, LaSalle H. White. 
 
 Public School Na. 5, Duffield and Johnson Sts. 
 
 Principal, William J. O'Leary. 
 Public School No. 7, 141 York St. 
 
 Principal, Edith Horton. 
 Public School No. 8, Middagh St., near Henry St. 
 
 Principal, Mary Walsemann. 
 Pu3Lic School No. 10, 7th Ave., 17th St. and Prospect Ave. 
 
 Principal, Oliver C. Mordorf. 
 Public School No. 13, DeQ;raw St. 
 
 Principal, Wallace S. S. Newton. 
 Public School No. 14, Navy and Concord Sts. 
 
 Principal, Ellen F. Quinn. 
 Public School No. 15, 3d Ave. and State St. 
 
 Principal, Andrew J. Sherman. 
 Public School No. 22, Java St. 
 
 Principal, Laura Black. ^ 
 
 Public School No. 23, Conselyea and Humboldt Sts. 
 
 Principal, Everett Barnes. 
 Public School No. 24, Arion Place, cor. Beaver St. 
 
 Principal, Augusta D. Moore. 
 Public School No. 25, 787 Lafayette .\ve. 
 
 Principal, Frederic W. Mar. 
 
 Public School No. 26, Grammar, Quincy St., near Ralph Ave. 
 Principal, Frank K. Perkins. 
 
 Public School No. 2g, Amity and Columbia Sts. 
 
 Principal, Mary Jerome Merritt. 
 Public School No. 31, Dupont St. and Manhattan Ave. 
 
 Principal, Bryan J. Reilly. 
 
 Public School No. 47, Pacific and Dean Sts., near 3d Ave. 
 Principal, Libbie J. Eginton. 
 
 Public School No. 50, S. 4th St., near Havemeyer. 
 
 Principal, Emma L. Fortune. 
 Public School No. 51, Meeker Ave. and Humboldt St. 
 
 Principal, Anna A. Short. 
 
 Public School No. 52, EUery St., near Broadway. 
 Principal, Emily J. Black. 
 
 Public School No. 57, Primary, Reid A\-e. and Van Buren St. 
 Principal, Elenore E. Elliott. 
 
 Public School No. '50, Leonard St. ' 
 
 Principal, Mary R. Fitzpatrick. 
 
 Public School No. 63, Hinsdale and Liberty Sts. 
 
 Principal, Honor E. Quinn. 
 Public School No. 64, Belmont Ave. and Berriman St. 
 
 Principal, Frank A. Willard. 
 Public School No. 68, Bushwick Ave. and Kosciusko St. 
 
 Principal, Fannie A. Irvine. ^ 
 
 Public School No. 60, Ryerson St., near Myrtle Ave. J 
 
 Principal, Margaret J. McCoc«y. ' 
 
 Public School No. 74, Kosciusko St. 
 Principal, 
 
 Public School No. 75, Evergreen .\ve. and Ralph St. 
 Principal, William S. Mills. 
 
 Public School No. 84, Girls, Glenmore .\ve , cor. Stone Ave. 
 
 Principal, Lydia A. Mills. 
 Public School No. S"), Trvin-i; .\ve. and Harman St. 
 
 Principal, Mrs. Anna B. Moriarty. 
 
 Public School No. 88. Thames St. and V'andervoort PI. 
 Principal, .Egesta Beck. 
 
 Public School No. 01. Albany Ave. 
 
 Principal, Georgiana E. Brovim. 
 
 Public School No. 104, 5th Ave. and Q2d St. 
 Principal, Arthur D. Stetson. 
 
 I 
 i
 
 New York] LIFE, ACTIVE, AND CORRESPONDING ME.MlihKS 853 
 
 NEW \OKK-C<mtifiucd 
 
 1003 Ppblic School No. 106, Putnam and Hamburg Avcs. 
 Principal, Joseph V. U ithcrbcc. 
 
 Public School No. ho. Monitor Si. and Driggs .\ve. 
 
 Principiil, Charles Pcrrint-. 
 Public School No. mi, cor. \'anderlnli .-Kvc. and Sterling PI. 
 
 Principal, Emily G. Uridgham. 
 Public School No. iiji. Kvergrccn Ave, Moffat and Chauncey Sis. 
 
 Principal. Mary C. V. Connolly. 
 
 Public School No. ho, .\vc. K and E. 38ih St. 
 Principal, Moses Becker, Jr. 
 
 Public School No. 122, 66-8i Harrison Ave. 
 
 Principal, James J. Reynolds. 
 
 Public School No. 125, lilake, cor. Roikaway Ave. 
 
 Principal, Mary E. Quinn. 
 I'l UI.IC School No. 126, Grammar, Meserolc .Vve. ami lA)rimer St. 
 
 Principal, Frederic L. Luqueer. 
 Public School No. 127, 7th .\ve. and 70th St. 
 
 Principal, John J. Malarkiy. 
 Public School No. 133, Butler St., near jlh .Vve. 
 
 Principal, .\nna G. Bauer. 
 Public School No. 136, 4th .\ve. and 40th St. 
 
 Principal, Charles U. Dewey. 
 
 Public School No. 137, Saratoga .Ave. ami Bainbridge St. 
 Principal, Ruth E. Granger. 
 
 Public School No. 140, 60th St., west of 4th .\ve. 
 Principal, Sarah E. Scott. 
 
 190S Brooklyn Trai.vini; Sc-hool for Tr.ArHKRS, Prospect PI. and Nostranil .\ve. 
 Principal, Emma I.. John.slon. 
 
 GiBLs' High School, Nostrand .Xve. and HaLsey St. 
 
 Princijxil, \Vm. L. Eelter; Librarian, MLs.s .\I. J. Brink. 
 
 Public Schwjl No. 4. Berkeley PI. and 5th Ave. 
 Principal, T. 1". Downey. 
 
 Public School No. 6, Warren, near Smith St. 
 Princiixd, Clara C. Calkins. 
 
 Public School No. 20, Union .\ve., near North 2d St. 
 
 Princip^d, Matilda C. Skene. 
 Public School No. 21. McKibbin St.. near Graham .Vve. 
 
 Principal. Beatrice Pressw<x)d King. 
 
 Public School No. 32, Hoyt. cor. Presi.lent St. 
 Principal, Almeran W. Smith. 
 
 Public School No. 33. Heywanl St., ne.ar Broadway. 
 Priniilial, Caroline R. Gipner. 
 
 Public School No. 34. Norman .Vve. and Eckford St. 
 Princii«l, James T. Carey. 
 
 Public School .No. 30. 6th .Vve., cor. 8th St. 
 
 PrincijKil, .Mary .McSw)'ny; Ijbrarian. Ada Callat{haa. 
 
 Public Scwkjl No. 42, St. Mark's, near Cla.s-«>n .\ve. 
 
 PrintiiKil, Kli/-il)et!i E. Doherly. 
 Public .School No. 43. Boerum St.. near Manhattan .\ve. 
 
 Primiiwl, James .\. <J Donnell. 
 
 Public ScHrK)L No. 4';. I-ifavrll>- and Clasvm .\vei. 
 Prin<i|Kil, l'ur\isj. Bchan. 
 
 Public .S<-ho<)L No. <;,%, 17 Starr St. 
 
 Princifwl, Anna A. McNully. 
 
 Public .S« ikxjl No. us, Eloyd St., near roniiAinn .\ve. 
 
 PrincijKil, Siilnry .M. Eurrst. 
 Public School No. sS, Drgraw, near Smith Si. 
 
 PnmiiKil, Annie E. Hull. 
 
 Public Sciuxjl No. 60. 4lh .\vc. ami 20lh St. , . , , 
 
 Priniiiul, Erancr* M. DriMoll; Ijbrarian. .Nuf» A. Daly. 
 
 I"i iii.ir S<-|iu<>L .No. I<f). OOwirn St , near Sutler Ave. 
 
 Print i|>.d, K.alhlren Cullrn. 
 PuBiK S<iirKiL No. 71. .M.I)Mugall Si, and Kockaway Ave. 
 
 Priniiinl. W. 1. B. S. Imlay. 
 
 PuBLU- .SjiiikiL No, 77. jd St . near 6lh Ave, 
 
 Priniitnl, Channing .Slrbbin». 
 
 PUBLK .SflKKiL No. Sj. 4lh Ave . <..r 3Mh SI. 
 
 PrincitMl, Mr-i, Minnie «J, Ixdwllh. 
 Public SttU-n, .\o He;, C.ivrrl St. and Evrri(rri ii \\r. 
 
 Prin<i|ial. Arthur C, Perry. Jr. 
 Public .S< iKxiL No H7. Hrrkimrr St and Kaddc PI. 
 
 Primi|«l. KlU Kelly. 
 Public S« ikkil Sn. K<>. NVwkirk Ave. ami K. ji«iJ Si. 
 
 PrimiiKil. .Mary A, Ward.
 
 854 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YO^dL— Continued 
 
 iQos Public School No. po, Church Ave., cor. Locust St. 
 Principal, Mary E. O'Donnell. 
 
   Public School No. ioo, 2965 W. 3d St. 
 
 Principal, Joseph T. Griffin. 
 
 Public School No. 105, Fort Hamilton Ave. and spth St. 
 Principal, Helen M. ("urran. 
 
 Public School No. 107, 13th St. and 8th Ave. 
 
 Principal, Sarah B. Van Brunt. 
 
 Public School No. 115, .\ve. M, near E. 04th St. 
 Principal, Katherine R. Callohan. 
 
 Public School No. 123, Irving Ave., cor. Suydam St. 
 Principal, Joseph G. Furey. 
 
 Public School No. 129, Quincy St. and Stuyvesant Ave. 
 Principal, Ed. P. Crowell. 
 
 Public School No. 134, i8th Ave. and Ocean Parkway. 
 
 Principal, James S. Morey. 
 Public School No. 141, McKibben, Leonard and Boerum Sts. 
 
 Principal, Anna M. Olsson. 
 Public School No. 143, Havemeyer and N. 6th Sts. 
 
 Principal, Carrie Ikelheimer. 
 
 Public School No. 144, Howard and St. Mark's Aves. 
 Principal, Frank ¥. Harding. 
 
 Public School No. 145, Central Ave. and Noll .St. 
 Principal, Henry Ludwig, Jr. 
 
 1906 Public School No. 12. Adelphi St., near Myrtle Ave. 
 Principal, Willis A. Huntley. 
 
 borough of MANHATTAN 
 
 1903 De Witt Clinton High School Annex, 60 W. 13th St. 
 Principal in charge, John T. Buchanan. 
 
 New York Training School for Teachers, 119th St. and 2d Ave. 
 Principal, Edward N. Jones. 
 
 Model School of the New York Training School for Teachers, 241 E. iigth Stt 
 Principal, Emma A. Johnson. 
 
 Public School No. i. Boys, 8 Henry St. 
 
 Principal, Benjamin Veit. 
 
 Public School No. i. Girls, 8 Henry St. 
 
 Principal, Mary R. Davis. 
 
 Public School No. 5, Primary, 124 Edgecombe Ave. 
 Principal, Ella F. Whalen. 
 
 Public School No. 5, Boys, 124 Edgecombe Ave. 
 Principal, Henry Cassidy. 
 
 Public School No. 6, Girls, 8sth St. and Madison Ave. 
 
 Principal, Katherine D. Blake. 
 Public School No. 8, 29 King St. 
 
 Principal, Michael E. Devlin. 
 Public School No. 9, West End Ave. and 82d St. 
 
 Principal Teresa E. Bernholz. 
 
 Public School No. 10, Primary, St. Nicholas Ave. and 117th St. 
 
 Principal, Hester A. Roberts. 
 Public School No. 12, 371 Madison St. 
 
 Principal, Elise W. Kornraann. 
 
 Public School No. 13, Girls, 239 E. Houston St. 
 Principal, Helen A. Stein. 
 
 Public School No. 13, Primary, 239 E. Houston St. 
 Principal, Sarah A. Robinson. 
 
 Public School No. 15, 72S, sth St. 
 
 Principal, Margaret Knox. 
 
 Public School No. 18, Boys, 121 E. 51st St. 
 Principal, Burtis C. Magic. 
 
 Public School No. 19, 344 E. 14th St. 
 
 Principal, James B. T. Demarest. 
 
 Public School No. 20, Girls, Rivington and Forsyth Sts. 
 Principal, Mary Maclay. 
 
 Public School No. 21, 222 Mott St. 
 
 Principal, John Doty. 
 Public School No. 23, Mulberry and Bayard Sts. 
 
 Principal, Joseph D. Reardon. 
 
 Public School No. 25, Boys. 330, sth St. 
 
 Principal, Charles C. Roberts. 
 
 Public School No. 29, 16 Albany St. 
 
 Principal, James G. Smith. 
 
 Public School No. 30, 235 E. 8Sth St. 
 
 Principal, Frank A. Schmidt.
 
 New York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 855 
 
 NEW YORK— CoHiinued 
 
 1903 Public School No. 32. Boys, 357 W. .^sth S:. 
 Principal, Samuel Ayres. 
 
 Public School No. ij. Primary. 357 W. 35th St. 
 
 Principal, Elizabctn C. O'Rourkc 
 Public School No. 3S. Cl.irkc St. 
 
 Principal, Ida B. Lindheimcr. 
 
 Public School No. 30. Boys, 13s E. 115th St. 
 
 Principal, Theodore B. Barringer. 
 
 Public School No. 40, 310-320 E. joth St. 
 
 Principal, Joseph K. Van Dcnburg. 
 
 Public School No. 42. 6s Hester St. 
 
 Principal, R. A. CarLs. 
 
 Public School No. 43. Primary, ugth St. and Amsterdam Ave. 
 Principal, Mary C. Meehan. 
 
 PiTBLir School No. 44, s Hulxrt St. 
 
 Principal, Edward R. Maguire. 
 
 Public School No. 4S, 134 W. 28th St. 
 
 Principal, Sadia E. Baird. 
 
 Public School No. 40, 237 E. 37th St. 
 
 Princiixil, James R. Petligrew. 
 
 Public School No. 50, Girls, 211 E. 20th St. 
 Principal, Caroline Emanuel. 
 
 Public School No. ii. sio W. 44th St. 
 
 Principal, Geo. H. Chatlield. 
 
 Public School No. 53. Girls, 207 E. 70th St. 
 
 Principal, Margaret M. Slattcry. 
 
 Public School No. 56, Girls, 351-355 W. i8th St. 
 Principal, .\lice V. Parle. 
 
 Public School No. 58, 317 W. 52d St. 
 
 Principal. William F. O'Callaghaa. 
 
 Public School No. 67, 120 W. 46th St. 
 
 Principal, Edward J. Mc.Naliy. 
 
 Public School No. 68. 116 W. 128th St. 
 
 Principal, Ida Ikelheimer. 
 
 Public School No. 6q, 12s W. <;4th St. • 
 
 Principal. Thomas J. Bnyle. 
 
 Public School No. 70, Boys. 207 E, 75th St. 
 Principal, George White, 
 
 Public School No. 70. Prim.iry. 207 E. 75lh St. 
 Pnncip;tl. George White. 
 
 Public School No. 73, 209 E. 46ih St. 
 
 Principal, Hannah W. Uc .Mill. 
 
 Public School No. 75, 25 Norfolk St. 
 
 Principal. Ercdcritk A. Berghane. 
 
 Public School No. 77. Girls. iM .Ave., cor. Hcih St. 
 Principal, MatiliLi B. l^mlein. 
 
 Public School No. 82. Bo>-5. 70th St. and i5t Ave. 
 
 Principal, Henry J. Hei«lcni». 
 Public School No. 85. ii7ih St. and im .\\x. 
 
 Principal, .Mary H. Uonohue. 
 Public S<!I0ol No. IV,. Primary. Ixxingum A\t. and gbth St. 
 
 Princiiul, Ada .\. Brennan. 
 
 Public Scho<il No. R8, 300 kivingion Si 
 
 Principal, Sumc A. (jrilFin. 
 
 Public School No. 02. Bnxfme and KiilHr Si«. 
 
 Princi;xil, .Mrs. .\nnie f. Boyne, 
 
 Public Schawl No. i/i. I'rimury, .\ve. .\ and Mi»i St. 
 Pnmi|ial. .Mary C. O'Brirn. 
 
 Public ScHf>oL No. 105. j'h> K 4ih St. 
 
 Pnncipkil, Carrie W. KMrn«. 
 
 Public School No. 106. Ijifavriie. nr«r Siiring St. 
 Principal. .May Jackvm 
 
 Public School No. 107. »7> W loih St. 
 
 Pnaciiut, Margaret A. Krgan. 
 
 Public School No. m. ijo, i«« \\r 
 
 Print i|mI, NUrgarrt B .Miltua. 
 
 PtTBLIC SaiooL No W., s \f> K I Jih St 
 
 Printipa). J'>«-|'hmr I K<>ger». 
 
 Public School No. 127, nj W trih St. 
 Principal, Clara Amcricao. 
 
 PtnLic School No ik>. 141 Baitrr St 
 
 Priniipal, .Mary A. I nderhul. 
 
 Public School No 141. 4'" W ^Hih Si 
 
 Priniipal. Kale A. W«l»h.
 
 856 NATIONAL EDUCATIONAL ASSOCIATION [New York 
 
 NEW YOKYi— Continued 
 
 1903 Public School No. 147. E. Broadway and Gouverneur St. 
 
 Principal, William L. Ettinger. 
 
 Public School No. 150, 308 E. 96th St. 
 Principal, Alice Jackson. 
 
 Public School No. 157. Primary, St. Nicholas Ave. and 126th St. 
 
 Principal, Adelaide Haight. 
 Public School No. 168. Girls, losth St., near 2d Ave. 
 
 Principal, Cecilia A. Francis. 
 Public School No. 169, Audubon Ave., i68th and 169th Sts. 
 
 Principal. John T. Nicholson. 
 
 Public School No. 170, Girls, 37 W. iiith St. 
 Principal, Isabella Sullivan. 
 
 Public School No. 170, Primary, 37 W. iiith St. 
 Principal, Mrs. Eloise K. Fisher. 
 
 Public School No. 171, 11 E. 103d St. 
 
 Principal, Henry Edward Jenkins. 
 
 Public School No. 172, 108th St. East, near 2d Ave. 
 Principal, Margaret F. Brangan. 
 
 Public School No. 174, 125 Attorney St. 
 
 Principal, Elizabeth J. Hofer. 
 
 Public School No. 177, 66 Market St. 
 
 Principal, Mary L. Brady. 
 
 Public School No. 179, 140 W. io2d St. 
 
 Principal, John P. Conroy. 
 
 Public School No. 184, 31 W. ii6th St. 
 Principal, Cecil A. Kidd. 
 
 Public School No. 192, 137th St. and Amsterdam Ave. 
 Acting Principal, Samuel Langer. 
 
 1904 Public School No. 76. 68th St. and Lexington Ave. 
 
 Principal, Mary A. McGovern. 
 
 Public School No. 160, Primary, Ri^-ington and Suffolk Sts 
 Principal, Lottie A. Norcott. 
 
 Public School No. 161, 105 Ludlow St. 
 
 Principal, Mrs. Lizzie F. SpaSord. 
 
 1905 High School of Commerce. 155 W. 65th St. 
 
 Principal, J. jf. Sheppard. 
 Stuyvesant High School, 225 E. 23d St. 
 
 Principal, Frank Rollins. 
 Wadleigh High School, 114th St., west of 7th Ave. 
 
 Principal, John G. Wight. 
 Public School No. 6, Boys, 85th St. and Madison Ave. 
 
 Principal, Maurice J. Thompson. 
 
 Public School No. 7. Chrystie and Hester Sts. 
 Principal, William A. Kottman. 
 
 Public School No. 10, Boys, 117th St. and St. Nicholas Ave. 
 Principal, Ernest R. Birkins. 
 
 Public School No. ii. 314 W. 17th St. 
 
 Principal John H. Grotecloss. 
 
 Public School No. 16. 208 W. 13th St. 
 
 Principal, Josiah H. Zabri.skie. 
 
 Public School No. 20, Boys, 45 Rivington St. 
 Principal, H. WiUiam Smith. 
 
 Public School No. 26, 124 W. 30th St. 
 
 Principal, Rufus A. Vance. 
 
 Public School No. 27, 206 E. 42d St. 
 
 Principal, PhiUp H. Griinenthal. 
 
 Public School No. 28, 257 W. 40th St. 
 
 Principal, Clara H. Knapp; Librarian, Nora F. Coughlan 
 
 Public School No. 31, 200 Monroe St. 
 
 Principal, Margaret F. O'Connell. 
 
 Public School No. 33, Primary. 418 W. 28th St. 
 Principal, Alida S. Williams' 
 
 Public School No. 34, 108 Broome St. 
 
 Principal, Edwin A. Goldwasser 
 
 Public School No. 36, 710 E. 9th St. 
 
 Principal, Ellen T. O'Brien. 
 
 Public School No. 37. 113 E. 87th St. 
 
 Principal, Margaret P. Duggan. 
 
 Public School No. 41, Girls, 36 Greenwich Ave. 
 Principal, Katherine Bevicr. 
 
 Public School No. 46, 915 St. Nicholas Ave. 
 Principal, William A. Boylan. 
 
 Public School No. 53. Primary, 207 E. 79th St. 
 
 Principal, Wilhelmina M. Bonesteel; Librarian, M. Louise Carbin
 
 New Vork] LIFE, ACTIVE, AND CORRESPONDING MEMBERS S57 
 
 NEW YORK— C<m/i«ii^</ 
 
 190S Pi'BLic ScHtx)L No. 50. jjS E. 57th St. 
 
 Principal. Mary C. McGuire. 
 PcBLic School No. 63. Girls 117-127 K. 3d St. 
 
 Principal. Helena A. Hulskamp. 
 Public School No. 71. 188, 7th St. 
 
 Principal, Urania D. Sccord. 
 Public School No. 72. GirLs. I^xini^ton .\%f. and io6lh St. 
 
 Princi|)al. Helen M. l-'anning. 
 
 Public School No. 77..Bo>'s. 400 E. S6ih St. 
 
 Principiil. Edw;ird .\. Page. 
 Public School No. 78. Girls. 362 Pleasant .\vc. 
 
 Princip.1l. Kate M. Kalvcry. 
 Public School No. 83. Hoys. Primary. 210 E. iioih St. 
 
 Principal. C .-Vucusta Sanger. 
 Public School No. 87. Boys. 77th St. and .\mstcrdam Ave. 
 
 Principal. Edward H. Uoyer. 
 
 Public School No. 03. Girls, .\msicrdam .\vc. and oid St. 
 Principal. Mis. Emma S. Landrine. 
 
 Public School No. 04. .\msicrdam .\vc. and 6Sth St. 
 Principal, Cordelia S. Kilmer. 
 
 Public School No. 06, Girls. .\ve. .\ and 8ist St. 
 
 Principal, Mrs. EUza S. Pell 
 Public School No. 103. iioih St. and Madison Ave. 
 
 Principal. Miiry Masterson. 
 
 Public School No. 104. 413 E. i6ih .St. 
 
 Principal, Isabella V- Wright. 
 
 Public School No. 109. 231 E. 00th St. 
 
 Principal. Erank J. Coleman. 
 
 Public School No. iio. Hroome anil Cannon Sis. 
 Principal, .Adeline E. Simpson. 
 
 Public School No. 113. 7 Downing St. 
 
 Principal. Mary V. .Maguirc. 
 
 Public School No. 117. 170 V.. 77th St. 
 
 Princioal. Mary S. Cunningham. 
 
 Public School -No. i iq Girls, 133d St.. 7th and 8ih Avt*. 
 PrinciixJ. Emma C. Schoonniaker. 
 
 Public School No. iji. 227 E. io2d St. 
 
 Principal, Tcrcs-i C. Burke. 
 
 Public School No. 124. 2Q-31 Horatio St. 
 
 Principal. Eugenic C- Levic. 
 
 Public School .No. 125. 180 Woo<ier St. 
 
 i'rincipal. William J. Harwcxxl. 
 
 Public S<:hool No. hi. 273 E. 2<l St, 
 
 PrinciiKil, Ellen .M, I'hillips, 
 
 Public School No. 13s. iM Ave. unci ?im Si. 
 Principal. Kate .M. Slephmn. 
 
 Public School No. 140. 116 Norfolk St. 
 
 Princitxil, .\nnic .M. ,\ikin!n>n. 
 
 Public School No. hi 9i«' "^i '"■' • ir«i Ave. 
 Printi|Kil, M O'Brien. 
 
 Public School No. h7 <ii' ''«* '^"- »"J "7<t> SJ. 
 
 Principal. Uliw.» J Hall. 
 
 Public Scii'xil No. i6< Boy», 240 W, xot^\\ St. 
 PHmilul I)a\i.l E, (iadili«. 
 
 Public School No. iwi. hj W H,,ih si 
 
 Primiiul I 
 Public School .No. tm. Pri^ i»e*r 2d Av«. 
 
 PrimiiJoJ. ^: 
 
 Public School No. iHo. 30 \ 
 
 Priiuipal, John K. lir-mn. 
 
 Public School .V> 'X   ci E, «ith St, 
 
 |- \tinc J. Eaflry 
 
 Public School .\< •■■•^ Ix^U. f-n. VhU,\ St. 
 
 Principal, .M<ir> K M. AU-rr 
 
 Public School No, igo. .»oj V H»d Si. 
 
 PriiKiinl, Sarah tiokiie. 
 
 IKiliiUCH or n^'TTM 
 
 loot JAMARA Ml..tl .VII   - ' " " '- \>T Jamaka. 
 
 I «• 
 
 Newtown lli'iii S« II— ■' > m. ik' '\-"- 
 
 PrinciiMl ]»mn I*. I   
 PUBIH S<llo»>L No. I rrif. Van AIM A»r jn I v'li M . l/>n« l«Jan»l Cllr. 
 
 Prinripal. John I ii<\i$.\ry.
 
 858 NATIONAL EDUCATIONAL ASSOCIATION [New Yor!. 
 
 NEW YO'KV.— Continued 
 
 1903 Public School No. 5, Academy St., near Grand Ave., Long Island City. 
 Principal, Matthew D. Quinn. 
 
 Public School No. 27, 13th St. and ist Ave., College Point, L. I. 
 Principal, Henry Delamain. 
 
 Public School No. 76, Montgomery and Congress Aves., Laurel Hill. 
 Principal, Kate R. Hickey. 
 
 Public School No. 78 and 12, Maurice Ave., Winfield. 
 Principal, Fred H. Mead. 
 
 1905 Bry.jvnt High School, Wilbur Ave., Academy and Radde Sts., Long Island City. 
 Principal, Peter E. Demarest. 
 
 F.^R RocKAWAV High School, Far Rockaway. 
 
 Principal, Sanford J. Ellsworth. 
 Flushing High School, 231 Sanford Ave.. Flushing. 
 
 Principal, John Holley Clark: Librarian, Jean Ely. 
 Public School No. 4. Prospect St. and Beebe Ave., Long Island City. 
 
 Principal, Robert L. Conant. 
 
 Public School No. 9, Monson St., Long Island City. 
 Principal, Margaret Scott. 
 
 Public School No. it. Second and Third Sts., Woodside, L. I. 
 Principal, Theophilus Johnson. 
 
 Public School No. 17, MvTtle Ave., Corona, L. I. 
 
 Principal, Josephine M. Lawlor. 
 Public School No. 20, 231 Sanford Ave., Flushing. 
 
 Principal, John Holley Clark. 
 Public School No. 31, Bell Ave., Bayside. 
 
 Principal, Meh-in Hix. 
 
 Public School No. 32, Lakeville Road, Little Neck, L. I. 
 Principal, Anna Brett. 
 
 Public School No. 39. State St. and Roanoke Ave., Far Rockaway. 
 Principal, Sanford J. Ellsworth. 
 
 Public School No. 4.^. Boulevard and Academy Ave., Rockaway Beach. 
 Principal, Wm. M. Gilmore. 
 
 Public School No. 57, Curtis Ave., Morris Park. L. I. 
 
 Principal, Frank K. Montfort. 
 Public School No. 58, Walker Ave., Woodhaven. 
 
 Principal, Cyrus E. Smith. 
 
 Public School No. 61, Elm St., Brooklyn Hills (Richmond Hill P. O.). 
 
 Teacher in Charge, Kate M. Westbay. 
 Public School No. 68, Evergreen, L. I. 
 
 Principal, Frank C. Ellis. 
 Public School No. 72, M.aspeth Ave.. Maspeth. 
 
 Principal, Robert Eadie. 
 
 Public School No. 79, 7th Ave., Whitestone. 
 Principal, Wm. H. Carr. 
 
 Public School No. 80, Greenpoint Ave. and Pearsall St., Long Island City. 
 Principal, John J. Dempsey. 
 
 BOROUGH or RICHMOND 
 
 1903 PtmLic School No. i, Academy Place, Tottenville. 
 
 Principal, Nathan J. Lowe. 
 
 ' Public School No. it, Jefferson St., Dongan Hills. 
 Principal, George Hogan. 
 
 PtJBLic School No. 14, Broad and Brook Sts., Stapleton. 
 
 Principal, A. Hall Burdick. • 
 
 Curtis School, Public School No. 19, Greenleaf Ave. 
 
 Principal, Charles F. Simons. 
 Public School No. 23, Andres Ave., Mariner Harbor, S. I. 
 
 Principal, David J. Keator. 
 
 1904 Public School No. 17, Prospect Ave., New Brighton, S. I. 
 
 Principal, Samuel McK. Smith. 
 
 1905 Curtis High School, Hamilton Ave. and St. Marks PI., New Brighton, S. I. 
 
 Principal, Harry F. Towle. 
 
 Public School No. 3, School St., Prince Bay. 
 Principal, Gould J. Jennings. 
 
 Public School No. 4, Fresh Kill Rd., Kreischerville, L. I. 
 
 Teacher in charge, Henry F. Albro. 
 Public School No. t, Ross\ille Ave., Ross\'ille, S. I. 
 
 Teacher in charge, Willis L. Rowlands. 
 Public School No. 8, Linwood Ave.. Great Kills. 
 
 Principal, Esle F. Randolph. 
 
 Public School No. 13, Pennsylvania .^ve., Rosebank. 
 Principal, Sheldon J. Pardee. 
 
 Public School No. 18, Broadway, West New Brighton. 
 Principal, Timothy F. Donovan.
 
 North C^olina] LIFE, ACTIVE, AXD CORRESPOXDIXC MEMBERS 859 
 
 NKW yORK—CtmlinufJ 
 
 190s Ptblic School No. 30. Hcborton Ave, Port Richmond. 
 Principal. Eugene (j. Puinam. 
 Public School N'o. 21. Richmiiml .\vc.. Granilcville (Port Richmuml P. O.). 
 Teacher in ch.irtjc, Eil);ar \V. RnUn«jn. 
 
 Public School No. j6. Richmond Turnpike. Linolcumville. 
 Principal. Lcwi.s H. Di-nlon. 
 
 PfBMC School N'o. lo, CLstletun Oimrrs, West New Brii{hton. 
 Principal, Gl^>rl{e llo^an. 
 
 NORTH CAROLlN.\ 
 
 LIFE UKUBER 
 
 1884 Robert Binohau. A.M., '60. LL.D., '90. Univ. of N. C. 
 
 1873, Superintendent of liingham School, A.shcville. 
 
 ACTIVE MEtlBKR.S 
 
 1898 Georoe H. Crowell, Ph.B.. '01, Univ. of N. C.-, Ph.D., '06. Central Univ., III. 
 1897, Superintendent of Gradc-d School.s, High Point. 
 
 Jaues Yadkis Joyner, Ph.B., '81. L'niv. of N. C. 
 
 1902, State Superintendent of Public Inslruction, 304 E. Jones St., Raleigh. 
 
 D. M.\TT Thompson, .\.M. 
 
 1891, Superintendent of City Public School.s, 325 E. Broad St., Stalca^-illc. 
 
 LvDiA A. Yates. 
 
 1904. Teacher in Public School, N. 4th St., Wilmington. 
 
 1900 William C. A. Hamuel. 
 
 i388, Director of Manual .\rls and Physics, State Normal and Industrial College. Greens- 
 boro. 
 Paul J. Lose. 
 
 1897, County Superintendent of School.s, Jaclcvin. 
 
 R. W. Mitchell. A.H.. '95. Nat. Nor. L'liiv. 
 
 190s, Principal of Cily High School, 8 W. Chestnut St., .\ihcville. 
 
 Richard Joseph Tii;iie. 
 
 1933, Superintendent of City Schools, 6j Orange St., Aiheville. 
 
 1932 GEr). W. Clinto.s, .\.M., '94, ljving-.l<ine Coll.; D.D. 
 
 Bishop <if A. .\I. E. /ion Church, and President of Althinson College, Maditoo- 
 ville. Ky.; home address. 415 N. Myers St.. Chorlultc. 
 
 1903 Henry W. Spray. 
 
 Canton. 
 Fra.ncls p. Venabie. Ph.D.. "Si. Gftltingen; I.I..I).. 'oj, Univ. of Pa.: D..Sc., '04. tjfayette Coll. 
 1900, President of Universily of North Carolina, Cha|>cl Hill. 
 
 ST Ph H 
 
 cting President; Profes.v)r of PrtLigogy. North Cir 
 liiai College, 1000 S|iring G.irden St., Greensljoro. 
 
 Isaac C. GRirris. , . , ,.„. . _ ,. , 
 
 1903, Suprrinlendent of Cily Schools, I-ilx-rty and Ellf ^" 'vi'.J.urv 
 
 G. H. OSIIORN. 
 
 i«o6. Supi-rinlcnilent of Schools. Tniy. 
 Charles Alpiionso Smith. Ph.D.. •9t. Johns Hopkins Univ; LL.D.. 'oj. Univ. of .Mlja. 
 
 1902 Pro(<sv,rol English an I Dr.in of (Iradujlr Dr|Mflmcnl. I nivrrslly ol .North CoruUn^ 
 ('l>..|>el Hill. 
 
 Cora Strosg, .\.B.. ot. Con ' ' , ,, , ,. i .^ n 
 
 A»*i»t.inl in ' «. Suic Normal jn.l Indn^inil ( ..Urge t.rrrRsUjco. addrrM. 
 
 for i(/D7. I..   : l>r J H laniirr, llhaia. .N V 
 
 J. W. TllAtHSTON. , . . u I 1 
 
 RcprrsrnlalitT of Amcriian Hook 0»m|»ny. Kalrtgh. 
 
 1906 Et;cKNK C. Broom. . . ^. . l e. .• 1 1 1 -^ 
 
 Suiirrinlriidriii of I'ublic .SiUioU. jio S John S« , (»oU»lwc« 
 
 iMatrrvTioM* 
 
 iH,j^ N.jiTH Carolii^a Statr Normal aso iNiimnui. Cbti.rnR. 
 Acting Prn4<lrnl, J I Koual. Orrci»bofi. 
 
 itc^., Scotia Srmixary. ... , , , .' , 
 
 PrrMdrnl. Rrv D J SjllerfieUI, ( <iOCiJCtl. 
 
 UMivRumr or .North Caroiiw*. Liriarv. 
 
 Prcsklcni. ¥ P. Vmal.lc, IJbrarUn. UniU K W.Um, t h*trl HIU. 
 
 i«j3 Shaw UiXivrRsirv . 
 
 Prr>i<lmi, < i" 
 
 .9>4 North C^nnus. O^u^.^ ^ ^^^^ ^^^_^ M.-'rV-^i^r-Ird. W.u H.U^U 
 PrrsiiUTil. Henry I>niU Smllh. I)«»4il«i«. 
 
 Pi .11. i.iB.s.v •••;;^'';*'j^„^ „ ,.,„„„ ,.^^<, „„u„^ .;r^..^. 
 
 1905 Julius Isaac Foust Ph II . ., . ... .... 
 
 Acting President; Professor of Pr.l.igogy. North ( arolina Stale Normal and Indus-
 
 86o NATIONAL EDUCATIONAL ASSOCIATION [North Dakota 
 
 . NORTH DAKOTA 
 
 ACTIVE MEMBERS 
 
 1886 Frederick E. Stratton A.B., '71. A.M., '74. Williams Coll.; Ph.D., '91, 111. Wes. Univ. 
 1906, Dean of Fargo College and Professor of Greek, 609, 9th Ave., S., Fargo. 
 
 1894 Walter L. Stockwell, B.Sc, '89, Univ. of Minn. 
 
 1933, State Superintendent of Public Instruction, Bismarck. 
 
 Mrs. Helen H. Stockwell, B.L., Univ. of Minn. 
 Bismarck. 
 
 1895 George A. McFarland, B.Sc, '83, M.Sc, '86, A.M.. '06, Hiram Coll. 
 
 1892, Principal of State Normal School, V'alley City. 
 
 Webster Merrifield, A.B., '77, .\.M., '92, Yale Univ. 
 
 1891, President of State University of North Dakota, University. 
 LuRA L. Perrine, A.B., '8o, Albion Coll. 
 
 1S92, Teacher of Natural Sciences, State Normal School, Valley City. 
 
 1896 Mrs. Alice W. Coot.ey. 
 
 Educational Author and Lecturer, 104, 4th Ave., S., Grand Forks. 
 
 Joseph Kennedy, B.Sc, '86, A.M., '02, Univ. of Minn. 
 
 1893, Professor of Philosophy and Education and Dean of The Teacher's College, The 
 
 University of North Dakota, 1112 University Ave., Grand Forks. 
 
 1897 J. G. Halland, A.B., '84, A.M., '87, Luther Coll. 
 
 1933, Professor of History and Political Science, Agricultural College, Agricultural College. 
 W. E. Hoover, M.Sc, '87, Ohio Northern Univ. 
 J 1906, Superintendent of City Schools, no S. 8th St., Fargo. 
 
 1900 George W. Hanna, B.Didac, '94, M.Didac, '99, Highland Park Coll. 
 
 1890. Superintendent of City Schools, 620 Normal Ave.. Valley City. 
 
 1901 William W. Ewini. 
 
 Teacher in U. S. Indian School, Pierre. 
 
 A. J. Ladd, A.m., '00, Ph.D., '04, Univ. of Mich. 
 
 1905, Professor of Education, University of North Dakota; res., 8 79 Belmont Ave., Grand 
 Forks. 
 
 1902 M. W. Barnes. 
 
 iSgg, Superintendent of Schools of Barnes County, Valley City. 
 P. S. Berg, B.Sc, '93, Mt. Union Coll. 
 
 Superintendent of Schools, Dickinson. 
 
 Edith E. Brant, Grad. Nor. Tr. Dept.. Conservatory of Music, Detroit, Mich. 
 1933, Instructor in Music, State Normal School, Mayville. 
 
 Ernest R. Brownson. 
 
 1905, Superintendent of Schools of Williams County, Williston. 
 Mrs. Mattie M. Davis. 
 
 1904, Superintendent of Schools of Cass County, 388, 7th Ave., S., Fargo. 
 A. E. DuNPHV. 
 
 1899, Director of Manual Training, State Manual Training School, EUendale. 
 Andrew A. Love, A.B., '88, OberUn Coll. 
 
 Manager of Love Teachers' Agency, Broadway, Fargo. 
 George S. Thomas, A.M., '79, Univ. of Va.; Ph.D., '88, Univ. of Leipzig, Germany. 
 
 1893, Professor of Greek and Latin, University of North Dakota, University. 
 Clyde R. Travis, Ph.B., '02, 111. Wes. Univ. 
 
 1898, Professor of Mathematics, State Normal School, Mayville. 
 Daniel Webster Tucker, A.B., '99, A.M., '03. Indiana Univ. 
 
 1904, Superintendent of Schools, Bathgate; address for 1907, R. F. D. No. i. Kappa, Ind 
 Lake G. Watson, Ph.B., '00, Earlham Coll.; A.M., '02, Columbia Univ. 
 
 1903, Supervisor of Training Department, State Normal School, Mayville. 
 1933 George K. Foster, A.B., '01, Columbia Univ. 
 
 1903, Superintendent of Public Schools, Casselton. 
 J. Nelson Kelly, A.M., Emory and Henry Coll.; LL.B., Lake Forest Univ. 
 
 1903, Superintendent of City Schools, 521 S. sth St., Grand Forks. 
 JosEPHYNE M. Paulsen. 
 
 Superintendent of County Schools, Fessenden. 
 
 Mrs. Katrine Belancer Macdonald. A.B., '02, Univ. of N. Dak. 
 
 1904, Principal of State High School, Lidgerwood. 
 
 Wallace Nelson Stearns, A.B., Ohio Wes. Univ., and Harvard Univ ; A.M., D.B., '96, Harvard 
 Univ.; Ph.D., '99, Boston Univ. 
 Professor of Biblical Languages and Literature, University of North Dakota; res., 
 409 S. 6th St., Grand Forks. 
 
 1904 Neil C. Macdonald, A.B., '00, Univ. of N. Dak. 
 
 1903, Superintendent of City Schools, Lidgerwood. 
 
 Ida M. Montgomery, A.B., Univ. of Nebr. 
 
 Oriska. 
 Bert E. Groom. 
 
 Superintendent of County Schools, Langdon. 
 
 1905 Mrs. Una Brasfield Herrick. 
 
 190.S. Director of Gymnasium and Dramatic and Oratorical Departments, State Normal 
 School, in care of Cottage Dormitory, Valley City. 
 
 Fred V. Hutchin«)n. 
 
 1904. .Superintendent of County Schools, Lisbon.
 
 Ohio] LIFE, ACTIVE, AXD CORRESPOXDING MEMBERS 86l 
 
 XORTH DAKOTA— Tofi/jfiK^c/ 
 
 1905 W\LTER M. Kern. A.B.. '04. Ind. St. I'niv. 
 
 1005. President of Slate Manual Training Sthool. Ellendalc 
 
 Pitt Gordan Knowiton. .\.B.. 'i>o, Olierlin Cul!.; A.M.. 'qi. Harvard L'niv.; Ph.D., '96. I^ipsic. 
 iS<;7. Professor of Philos<->phy and Kcononiics. Fargo College, 413, 7lh Ave., S., Fargo. 
 
 Joseph F. McL.\is\ .\. B.. 'oo- L'niv. of .\'. Dak. 
 
 1900, County Superintendent of S<.'h>M>ls, Grand Forks. 
 P. D. Norton. A.B.. '97. Iniv. of N. Dak. 
 
 iQOS, Superintendent of Sch<x>ls of Ramsey County, Devils Lake. 
 
 LlX)YD R.\DER. 
 
 Superintendent of County Schools. Dickinson. 
 
 1906 Ryi-ANI) M. Black. .\.B.. 'c)<;. Ohio Wes. l'niv. 
 
 iQoj. Sufjerintcndent of Schools of Richland County. Wahix-lon. 
 Edward P. Robertso.n. .\..\f.. '88. D.l).. "oo. Ilamiine l'niv. 
 
 i8<x). President of Wi-sley College of .\orili Dakota, 5^4 Belmont Ave.. Ijrand Forks. 
 
 l-NSTITfTIONS 
 
 1896 Educational Association of North Dakota. 
 
 President. P. S. Ber>;. Superintendent of Schools, Dickinson; Secretary. .\. P. HoUis, 
 Normal School. \'alley City. 
 
 1899 State University of North Dakota. 
 
 President. Webster .Merrifield; Secretary. J. \V. Wilkerson. University. 
 
 1930 State Normal Scho<jl, Mavvii.i.f.. 
 
 President, Joseph Carhart, Mayvillc. 
 
 19D2 Department of Public Instruction, State of North Dakota. 
 Superintendent, \V. L. Stockwcll, Bismarck. 
 
 State Normal School of North Dakota. 
 
 Principal, George A. McFarland; Librarian, .Mabel G. West, Valley City. 
 
 OHIO 
 
 LIFE DIRFrTOR 
 
 1887 OscAK Taylor Corson, AM., '87. 
 
 Editor of "Ohio lulucational .Monthly," and Institute Lecturer, 57 E. .Main St., 
 Columbus. 
 
 LIFE UKMBKRS 
 
 1866 L'lyssf.s Thompson Curran, .\.B.. '56, Miami Univ.; B.I^, '7^, Cincinnati Ijw Coll. 
 
 .Member ol Board of Examiners, City Teachers, bii Columbus Ave., Sandusky. 
 
 1870 William H. Cole. A.B., A.M.. Ohi.. W.-. l'niv 
 Sabina. 
 
 L. E. HOLDEN. 
 
 Lake Shore Boul., .N. E. Bratenahl. Cleveland. 
 
 Mrs. Delia Lathrop Williams, IMD,, '94, N. V. State Nur. Cniv. 
 62 S. Uberty St., Delaware. 
 
 1880 J J. Burns, .\.\l., '76, WashinKton and Jefferson Coll.; Ph.D., '86, Ohio State l'niv. 
 
 i8<jS, D)rres|»j;iding Secretary of Ohio Tcachem' Reading Circle, Oj8 Holg«ie.\ve., Defiance. 
 
 Charles C. Davidson, A.M , '87, Ohio l'niv. 
 
 1891, Trustee of Ohio University, so W. Ely St., Alliance. 
 
 Uettie a. Dutton. ... ,. ..,..11 
 
 1870, Principal of Kentucky Street School, 94 Stale St., C levcland. 
 
 Mrs. Reuben .McMillan. 
 
 118 Siiring St., YoungMown. 
 John Bradley pEASLFr, A B. '6,, A M , '96, Dartmouth Coll.; l.l. H. '66, Cincinnati Ijw Coll.; 
 Ph.D, '79. < )hio .Stale Univ. 
 
 3118 Warsaw Ave., Cincinnati. 
 
 Esther A. Widnkh. 
 
 1114 N. Main St., Dayton 
 
 iftSi James A. Robert, A.M.. '67, Yale Coll.; IMi D , 'Sj. Drni«on l'niv. 
 jjOj Guy St.. Ciniinnati. 
 
 1881 E. W. Gov. A.M., 'jH, Brown l'niv . Ph. D. '86, Princeton C..II. 
 
 1H7J, Princi|«l of Hughe, High S.h.«.l, College Hill, Clncinnall. 
 1884 C W Bennktt, A.B , '<>>>. A M . '>«). Ohiti We» l'niv ; Ph D , '89, .Moiice'» Hill Coll. 
 1874', SuK'''""''"''""' "' ^ '"■"'"•"'* ^^ '^''' ^' • ''•'•"*■ 
 jACrjB Albrkiht Shawas, a II ."»-... A .M ,'H,,Ol«-rlin C..II . Ph D (h.in.w«ry).'94. Mu^ingum Cull. 
 1889, Superinten<lTOt of Cily S«hool«, iijj Bryden Kiwd. Columl.u». 
 
 ACTivr. MrMBrRx 
 
 Fdmi-nd \ J-iNF.s. A B , ''.; ^ ^t . '^<«. Amheru Coll.; Ph D.,'oi. Ohio l'niv 
 
 i<K>4. Slate • '-r ol C<imin«n S(h(H*l« J»J K. Broad St., I ulutnlm*. 
 
 i88c Edwin B. CoK, A B ,'74. ' l""'"- „, ,_ , ^ ... 
 
 i88i, Superinim.Jctil ..I Sihuoli, »oj W. tTiurih St.. Xmia. 
 
 SAniAS '-^'^'^'^l^r,?^^^^ „, |^,„^f PuI.iij sch/«l., »oi K. .Mill St., Akron. 
 1890 .N BH. . v\ ■j^^^y^?^^^^^^ „, Waverly Sth.iol, 4"ot Franklin Ave.. CWvcUihI.
 
 862 NATIONAL EDUCATIONAL ASSOCIATION [Ohio 
 
 . OPIIO — Continued 
 
 1890 J. P. Sharkey. 
 
 1898, Superintendent of Schools; (1893), Member of State Board of Examiners, Van Wert. 
 
 William H. Vogel. 
 
 1899, Superintendent of Drawing, Public Schools, 3535 Fairvicw Ave., Hyde Park, Cin- 
 
 cinnati. 
 
 1891 Arthur Owen Jones, B.Sc, '99, Univ. of Cincinnati. 
 
 1901, Art Master, Wood«'ard High School, 2315 Highland Ave., Walnut Hills, Cincinnati. 
 Charles William Super, A.B., '66, Dickinson Coll.; A.M., '82, Syracuse Univ.; Ph.D., '74, 111. Wes. 
 
 Univ.; LL.D., '94, Dickinson Coll. 
 Ex-President, and (1S79) Professor of Greek, Ohio University, 44 Union St., Athens. 
 Frederick Treudley, A.B., '78. Univ. of Ind.; .\.M., '06. Hiram Coll. 
 
 1902, Profes.sor of Philos(jphy and Sociology, Normal College, Ohio University, 24 Mul- 
 berry St.. Athens. 
 
 1892 Charles Christian Miller, A.B., '83, Ph.D., '03, Ohio Univ. 
 
 President of Lima College, 701 \V. North St., Lima. 
 
 MATaDA L. Walke. 
 
 1873, Teacher in Public Schools, 471 Riddle Road, Cincinnati. 
 
 1893 Charles Haupert, A.B., '80, A.M., '83, Heidelberg Univ.; Ph.D., '00, Wooster Univ. 
 
 1893, Superintendent of Schools, and (1894) Member of State Board of Examiners, 9 Col- 
 lege Ave., Wooster. 
 
 M. A. KiMMEL. 
 
 1880, Superintendent of Schools, Poland. 
 H. H. R.\scHio. 
 
 1874, Principal of loth District School, 618 Prospect PI., .\vondale, Cincinnati. 
 S. D. Sanor, A.M., '98, LL.B., '99, Western Reserve Univ. . 
 
 1904, Superintendent of Schools, Homeworth. 
 
 William Henry Scott, A.M., '65, Ohio Univ.; LL.D., '84, Ohio Univ. and Ohio Wes. Univ. 
 
 1883, Profes.sor of Philosophy, Ohio State University; address, Clintonville, Franklin Co. 
 Lucia Stickney, A.M., '95, Oberlin Coll. 
 
 1900, Teacher in East High School, 840 Franklin Ave., Cleveland. 
 
 1894 William W. Boyd, A.B., '84, A.M., '86, Marietta Coll. 
 
 1902, Inspector of High Schools for Ohio State University, 791 Bryden Road, Columbus. 
 Emma C. Davis. 
 
 1893, General Supervisor of Public Schools, 466 Rockwell Building, Cleveland. 
 Arnold J. Gantvoort. 
 
 1894, Musical Director, Teacher of Public School Music and Sight Reading, Lecturer 
 
 on History and Aesthetics of Music, College of Music, Cincinnati. 
 Edward L. Harris, A.B., A.^L, Ph.B.. Syracuse Univ. 
 
 1889, Principal of Central High School, 2250 Euclid Ave., Cleveland. 
 Charles P. Lynch, A.B., '86, A.M., '89, Ph.D., '97, Allegheny Coll. 
 
 1906, Principal of West High School, 7300 Franklin Ave., Cleveland. 
 William Oxley Thompson, D.D., '91, Muskingum Coll.; IX. D., '97, Western Univ. of Pa. 
 
 1899, President of Ohio State University, Columbus. 
 
 George R. Twiss, B.Sc, '85, Ohio State Univ. 
 
 1894, Head of Department of Science, Central High School, 61 Arlington St., Cleveland. 
 Anna J. Wright, A.B., '72, Oberlin Coll. 
 
 1879, Teacher in High School, 1555 W. 29th St., N. W., Cleveland. 
 
 1895 Charles S. Barrett, B.Sc, '85, Hopedale Coll. 
 
 1900, Principal of South High School, 78 W. 9th Ave., Columbus. 
 Charles E. Brown. 
 
 With American Book Co., 1335 Schofield Building, Cleveland. 
 William Paxton Burris, Ph.B., 'oi. A.M., '94, De Pauw Univ.; A.M., '01, Harvard Uriiv. 
 
 Professor of the History and Philosophy of Education, and Dean of College for 
 Teachers, University of Cincinnati, Cincinnati. 
 Charles E. Carey, Ph.B., A.M., Wesleyan Univ. 
 
 1897, Superintendent of Pubhc Schools, 306 Park .\ve., Warren. 
 
 William Wallace Chalmers, A.B., '87, Univ. of Mich.; .\.M., '89, Eureka Coll.; Pd.B., '91, Mich. 
 State Nor. Coll.; LL.D., '04, Heidelberg Univ. 
 
 1898, President of City Board of E.xaminers, 2220 Maplewood Ave., Toledo. 
 
 • Stephen Trimble Dial, A.B., '80, A.M., '84, Ohio Wes. Univ.; Ph.D., '94, Syracuse Univ. 
 1893, Superintendent of Schools, 116 Hillside Ave., Lockland. 
 Clayton L. Dickey. 
 
 North Broadway, Columbus. 
 
 'William Harris Elson, A.B., Indiana Univ. 
 
 1906, SuiJerintendent of Instruction, School Headquarters, Cleveland, 
 George A. Howard. 
 
 With American Book Co., 300 Pike St., Cincinnati. 
 Herbert Thomas Kincaid, A.B., '83, Dartmouth Coll. 
 
 Classical Department, Steele High School, 39 W. McPherson St., Dayton. 
 Anne H. King, B.L., '92, Univ. of Cincinnati. 
 
 1904, Teacher of Mathematics, Walnut Hills High School, 922 Nassau St., Cincinnati. 
 Julia C. Kolbe. 
 
 1893, Primary Teacher and Teacher of German, Norwood; res., 337 Milton St., Cincin- 
 nati. 
 Annie Laws. 
 
 President of the Cincinnati Kindergarten Association, 818 Dayton St., Cincinnati.
 
 Ohio] LIFE, ACTIVE, AND CORRESPONDIXG MEMBERS ¥,6j, 
 
 OmO—CofUinued 
 
 1895 S. Herrick Latto?!, n.Sc., B.L , A.M., Ph.D. 
 
 ic>05. Superintendent of Schixils. 565 N. Main St., Fostoria. 
 WiLLUM Rane Lazenby, B..\gri., Cornell; .M..\Kri., Iowa .Xfiri. Coll. 
 
 iSSi, Professor of Horticulture and forestry, Ohio State L'niversily, and (1894) Secretary 
 of Ohio Metlical University, 348 \V. 8ih Ave., Columbus. 
 
 Charles Locis Loos. Jk.. .\.H.. oq. .\.M.. '71. Bcthanv Coll.. W. \':i. 
 
 1S99. Principal of Steele High School, 834 S'. Broadway, Dayton. 
 S. H. Maharry, .\.M., 'oo, MuskinRum Coll. 
 
 1005. Suixrinlendcnt of Schools. 37 \. Gamble St.. Shelby. 
 S. K. Mardis, Ph B., IMB., '03, Ohio Cniv.; Pd.D. 
 
 1003. Superintendent of Public Schools, s^O Trenton St., Toronto. 
 George C. Mairer. Ph.B.. I'h.M., "03, Univ. of Wooster. 
 
 i8q3. Superintendent of Schools, 409 W. Kay St., New Philadelphia. 
 \V. W. McIntire, Ph.B., Ph..M., Univ. of Wooster. 
 
 1903. Principal of Norwixxl High Schcxil. 1106 Grand St., Cincinnati. 
 Robert Edc.ar Rayman, M.Sc., .X.M., N. \V. Ohio Nor. Coll. 
 
 1897, Superintendent of Public Instruction, i Pine St., K.vst Liverpool. 
 William Sherman Robisson, B.Sc., '01, M.Sc, '93, Mt. Union Coll. 
 
 1905. State .\gent for the .M.icmillan Co., Kent. 
 WiLLi.vM Sherman Rowe, A.B.. '92. De Pauw Univ. 
 
 1905, Superintendent of Schools, us E. 5th St.. GrcenWUc. 
 
 Margarett W. Sl-therland. 
 
 1889, Principal of Columbus Normal School, 45 N. 17th St.. Columbus. 
 
 Charles F. Thwinc. D.D., "88. Chicago Thi-ol. Som.; LL.D.. 94 HI- Coll.. Nt:iriella Coll.. Wa\-ne»burB 
 Coll., and Washin^jlon and JelTcrson Coll. 
 
 1890, President of Western Reserve University and Adelbert College, 55 Bellfloirer Ave., 
 
 Cleveland. 
 
 1896 Frank S. Alley, A.M., Moore's Hill Coll. 
 
 1906. Salesman for Hopper Stationery Co., Greenfield. 
 
 J. J. Bliss, A.B., "81, A.M., '86, Oberlin Coll. 
 
 1895, Superintendent of Schools, su Ren-vielaer St., Buryrui. 
 
 George B. Bolenbaich. . „ ^. . 
 
 1901, Princip;il of Robert Fulton School, 565 Delta Terrace, Station C. Cincinnati. 
 
 Granville Webster Brimdaioh, M.F-., '89. Juniata Coll. 
 
 1896, Principal of Garfield School, if>oi W. jd St., Dayton. 
 
 Howard Champlin. „ , , . • j c 
 
 1891, Superintendent of Writing in Public Schools, care I nion Bethel. 501 h. jd St . 
 Cincinnati. 
 Frank B. Dyer, A.B.. "70. Ohio Wes. Univ.; LL.D., '05. Nfiami Univ. 
 
 1903, Supcrintemicnt of Schools. 3437 Burth Mc. C"incinnati. 
 August Frederic Foerste, AM., Ph I).. '90, Harvard Iniv. 
 
 1893, Teacher of Physics and C;e<iloKy, Steele High Sihocil. 1017 (.rand A\* . D»)-ton. 
 
 Warren L. Fulton, B Sc., '9';. f>hio Wes Univ. 
 
 1900, Superintendent of Public Schools, Alvordton. 
 
 Francis Heiermann. SJ. . c- ,■ , , 
 
 1900, President of St. John « College, 807 Superior St.. lole<|.>. 
 
 M. A. Henson. 
 
 Princiinl of High School, Jackmn. 
 John W. Jones, B.Sc., N Nor. Univ , B P . O Univ.; A.M., 'o». GalUudel CoJJ. 
 189s, Superintendent of the Ohio InMitutino for the Deaf, Columbu*. 
 
 Vfac F'BAVCFS W I I 1 T ) U 
 
 1890 Su lit ft Phvvi<;il Fducilion. Driwrlmrnt "f the N»n nal W. C. T. U., 
 
 ' ., , il W CI I' I.<->turrr. jjo W I'afk .\»T . Mimiirll. 
 
 Anna F.lizabetii U><.ks. A .M . Vi. Miami Univ 1 „i.«^,v 
 
 i,x>i. Princiial of Trainmg DeiMrtmeni, Slate Normal bihool, MUmi lni«er»»iy. 
 Oxford. 
 
 J. V. McMillan. . ..... ^ .. . 
 
 190J. Superintendent of Schools, 31 1 Waahlnglon St., .Martcita. 
 
 Georce M. Plumer. . ^ .. , 
 
 Principal of Ward School. 6n. 4lh St , Marietta 
 
 John H. Rowland. AM. .„...»• 
 
 Genrral Agent. Amrncin B<»'k («.. 70 > * 
 
 TosEPH n. SNvnr.R, B Sc ., 'K», C)hl«> Ont C..II ; AM, 'o • .. * ^ , » 
 
 ^ ,004. AMiUant Stale CommiMionef of Common .Sih.-rf.. buie 11.^-. C.Juminia. 
 
 "*"'" ^HJ.""';ncip.l of S.M.th CUnr Sch«>l. 4.- Cleveland. 
 
 Charles LK.crTT Van Cirvr. A B . '7g. A M , •«». <]}'^^ - '\, _ . ^. 
 190J. Su|»-r>n>«-'>'l«-'>« "' "'y SchooU, 4J Martoo Ave., Mansftrld. 
 ,897 Frank II. Hmx. ^^^^ ^^ ^^^^^^^ ^^^ ^^^^^^ ^^^^ .^^^ p^ ^^^ „j, ancliinaJl. 
 
 Ella B'»Y;^ Princlt»l ol Van CIcre School, lolh Dlalrkt. 51 K. MtOwen .Si.. Dayloo. 
 John W. ^a-^.^A B ;, Cdy Sch«.».. yi '»«lorH A« . Dartno.
 
 864 NATIONAL EDUCATIONAL ASSOCIATION [Ohio 
 
 OHIO — Continued 
 
 1897 Rose Morrison. 
 
 1894, Kindergartner and Assistant in City Normal School, 374 Commonweallh Ave., Cleve- 
 land. 
 Rev. Sylvester F. Scovel, A.B., '53, A.M., '56, Hanover Coll. 
 
 1883-89, President of University of Wooster; (1883) Professor of Morals and Sociology, 
 University of Wooster, 185 N. Beall Ave., Wooster. 
 Edward Marlay Van Cleve, A.B., '86, A.M., '89, Ohio Wes. Univ. 
 
 1903, Superintendent of City Schools, Wells High School Building; res., 319 N. 5th St., 
 
 Steubenville. 
 
 T. Howard Winters, A.B., '96, Ohio Wes. Univ. 
 
 1901, Principal of Kingsbury High School, Ironton. 
 
 1898 James M. Carr, B.Sc, '01, Muskingum Coll. 
 
 1906, Superintendent of Schools, 509 N. 2d St., Barberton. 
 Jesse S. Johnson, Ph.B., '92, De Pauw Univ. 
 
 1900, Superintendent of Schools, 57 Lincoln Ave., Salem. 
 Edmund D. Lyon, A.B., '82, Ohio Wes. Univ., A.M. 
 
 Principal of Woodward High School, Sta. M., Cincinnati. 
 Gillespie K. Lyons. 
 
 With the American Book Co., 2130 Lawrence Ave., Toledo. 
 David R. Major, B.Sc, '90, Wabash Coll.; Ph.D., '96, Cornell Univ. 
 
 1901, Professor of Education, Ohio State University, Columbus. 
 
 James E. Randall. 
 
 1892, Superintendent of Schools, Camden. 
 
 W. C. Reeder. 
 
 1893, Teacher of Mathematics, Steele High School, R. R. 2, Dayton. 
 
 William E. Roberts. 
 
 Supervisor of Manual Training in Public Schools, Rockwell Building, Cleveland. 
 
 F. J. Roller, A.B.. '8t, A.M.. '83, Mt. Union Col). 
 
 1888, Superintendent of Public Schools, 34 Main St., Niles. 
 J. F. Smith. A.B., '85, A.M., '90, Kenyon Coll. 
 
 1888, Principal of High School, 130 Hancock St., P. O. Box 577, Findlay. 
 
 Mary Walter. 
 
 Primary Teacher, Public Schools, Pomeroy. 
 
 Oliver A. Wright A.B., '02, Adelbert Coll., Western Reserve Univ. 
 665 Oak wood Ave., Columbus. 
 
 1899 Howard Ayers, B.Sc, '83, Harvard Coll.; Ph.D., '86, Freiburg; LL.D., '99, Mo. State Univ. 
 
 Ex-President of University of Cincinnati, 299 Southern Ave., Mt. Auburn, Cincinnati, 
 
 C. L. Cronebaugh, B.Sc, '87, Nat. Nor. Univ. ^ 
 
 1898, Superintendent of Schools, 24 South East St., Massillon. 
 
 Charles William Dabney, A.B., '73, Hampden-Sidney Coll.; Ph.D., '80, Gottingen; LL.D., '01 , 
 Yale Univ., and Johns Hopkins Univ. 
 
 1904, President of University of Cincinnati, 3483 Evans PL, Clifton, Cincinnati. 
 Harrison L. Frank, A.M., '79, Otterbein Univ. 
 
 1901, Superintendent of City Schools, 314 S. State St., Marion. 
 John A. Heizer, B.Sc, '90, Nat. Nor. Univ. 
 
 1900, Principal of Guilford School, 2016 Hudson Ave., Norwood, Cincinnati. 
 William D. Lash, A.M., '74, Ohio Univ. 
 
 1878, Superintendent of Schools, Zanesville. 
 
 E. A. Ferguson Porter. 
 
 Representative of American Book Co., 300 Pike St., Cincinnati. 
 Christian F. Rapp. 
 
 Principal of Harrison School, Hotel Princeton, Cincinnati. 
 Wilbur S. Strickland, B.Sc, '87, Nat. Nor. Univ. 
 
 1901, Principal of Sherman School, 2005 Hudson Ave., Station H, Cincinnati. 
 John Wesley Swartz, A.B.. '96, Ohio Wes. Univ. 
 
 Representative of Ginn & Co., 64 Grasmere St., East Cleveland. 
 Frances E. Thomson, Ph.B., '95, Oberlin Coll. 
 
 1887, Principal of High School, Medina. 
 John S. Weaver, A.B., '67, A.M., '70, Wittenberg Coll. 
 
 1905, Teacher in High School, 321 N. Fountain Ave., Springfield. 
 
 1900 Alexander D. Beechy, A.B., '80, Mt. Union Coll.; Ph.D., Wooster Univ. 
 
 1891, Superintendent of Schools, 20 Summit St., Norwalk. 
 George W. Burns, A.B., Bethany Coll., W. Va.; A.M., Farmers' Coll. 
 
 1879, Principal of District School No. 18, 4402 Hamilton Ave., Cincinnati. 
 
 NovETUS H. Chaney, A.B., '80, A.M., '84, Wilmington Coll.; A.M. '92, Ph.D., '93, Ohio Wes. Univ. 
 
 1902, Superintendent of City Schools, 234 Custer Ave., Youngstown. 
 
 F. S. CouLTRAP, A.B., '75, A.M., '78, Ohio Univ. 
 
 1898, Superintendent of Schools, Athens. 
 J. P. Cummins, A.M., Nat. Nor. Univ. 
 
 Principal of 2 2d District School, 3453 Evans PI., Cincinnati. 
 
 Nettie Fillmore. 
 
 1879, Teacher in Woodward High School, 420 Hopkins St., Cincinnati. 
 
 Franklin Paul Geiger, B.C.S., A.B., '94, Mt. Union Coll. 
 
 1902, Superintendent of Schools, 807 Walnut St., Canal Dover.
 
 Ohio] LIFE, ACTIVE, AND CORRESPONDIXG MEMBERS S65 - 
 
 OniQt—Conlinued 
 1900 Albert B. Graham. 
 
 Superintendent of Agricultural Kxtonsion. College of Agriculture, Ohio State Univer- 
 sity. Columbus. 
 
 I. C. GciNTHER, B.Sc., 'oo, A.M., "oo, \. W. O. Univ. 
 
 Supcrintcniicnt of I'ublic Schools, 3^3 W. Main St., Gallon. 
 J. M. H.xsiiLTON, .\.H.. 'q3, Nat. Nor. Univ. 
 
 i8qq, Superintendent of Public Schools, 4^4 E. Main St., Lebanon. 
 H. V. HoTCHKiss, I'h.U., Allegheny Coll. 
 
 iQoo, Superintendent of Schools, 436 E. Buchtel .\ve., Akron. 
 
 Saroi.ne Pressley HivirHREY. B.S<-.. 'q^. Rio Gfande Coll.; .\.M.. '06. Ohio Univ. 
 1897, Superintendent of Public Schools, 212 Park .\ve., Irontun. 
 
 Norman Edward Hni-mssoN. 
 
 1900. Superintendent of Schoob, Kenton. 
 Llra B. K.EAX. Ph.B.. 'So, Ph.M., '02. Univ. of Wooster. 
 
 1897, Principal of High School, 153 N. Uuikeye St., Wooster. 
 Lee R. Knight. 
 
 1889, Principal of Perkins Normal School, 373 Carroll St., .\kron. 
 
 Charles A. KROtrr. AH. 'S;. A.M., '90. Wittenberg Coll. 
 
 1900, Superintendent of Schools. Tiffin. 
 Herbert R. McVav. Ph H., '00, Ohio Univ. 
 
 1902, Superintendent of City Schools. 1025 Walnut Ave.. Sidney. 
 William Henry Meck, .\.B., '94, Ohio Wes. Univ.; .\.M., '98, Miami Univ. 
 
 1895, Teacher of History anil Civics. Steele Hi«h School, and (1898) Member of State 
 Board of School Examiners, 2118 E. 3rd St., Dayton. 
 John Evans Morris, B.Sc, '84, M.Sc, '87, -Mt. Union Coll. 
 
 1892, Superintendent of Public Schools, aoS E. Oxford St., Alliance. 
 
 H. W. Momma. 
 
 Teacher of Mathematics, Steele High School, s' Drake Ave., Dayton. 
 Alfred Tyler Perrv. A.B., '80, A.M., '91, D.D., 'oi, Williams Coll. 
 1900, President of .Marietta College, 210. sih St., .Marietta. 
 Arthcr Powell. A.B.. 'So. A.M.. '85. Oberlin ClI.; Pd D.. Ohio Nor. Univ. 
 
 1903, Superintendent of Schools. 6th and Vandevecr St., Middletown. 
 
 Edward D. Roberts. .\.B.. '00. Univ. of Cincinnili. 
 
 1904, Principal of McKinley School, 1620 Dudley St., Cincinnati. 
 
 Ella \. Rothe. . 
 
 Teacher in Third Intermediate School, 1351 W. McMicken Ave., Cmcmnati. 
 
 William .McKendrke Van( k, A.B.. '.S3. A.M., '86, Ohio Wes Univ. 
 
 190(), Superintendent of Public Schools. 4"; O-ik Hill Ave., Delaware. 
 
 O. Perry Voorhes, B.Sc., '70. N. Nor. Univ. 
 
 I9DI, Principal of Oyler School, Cincinnati. 
 Arthur H. WifKs, ,\.B.. '<)<;. Baldwin Univ. 
 
 i9io, Superintendent of Schools, 738 Cherry St., Clyde. 
 HomerB. Williams. A B .'01, A.M. ,'94, Ohio N'..rlhern Univ. ,..,..> i- 
 
 1898, Superintendent of .Vhools, and (i<>04) Member of State Board of School hxaraintn 
 
 1035 Oilumbas Ave., S;inilusky. 
 1931 Wai.tkk H .\iken. , . „ ,. . 
 
 Superintendent of Masic, Public Schools, .Statum K., Cincinnati. 
 
 Peter D. .\mstutz. , c- l 1 ■• 1 
 
 1H98, Superintendent of Riley Township Schools and High School, 1 andora. 
 
 F. E. .VssKNiuiMK.R. A H . \>^. Capitol Univ . , 
 
 IIJ32, I'rincijJkil oi .Normal De|xirtmenl, Lima College, 5»i Jame^n Ave . lama. 
 Frank P Ba<HMAS \ B. ,'</>. Univ of Chi. ai{.«. PhD, 'oi, Columbia Univ 
 
 Profe«or of Hi»t<jry and Prim iplr* of F^luiatiim, »)hio University, .\ihcii». 
 
 J.jiis K. ItWTKn AM. Qi Hiram Cnll. v „., 1 1 . »■ . » 
 
 I./DS. .Su|jcrintendcnt ol Publii Sihi«iU, 1104 N. ClevrUol Avr., (anl..n. 
 T. W BooKMVKR. BSc.'Ro, N.il, Nor Univ. ,. .. . l 
 
 Principal of Uuiunevi College. 4)1 Jatk«on St., Samiu^ky. 
 
 ChARLKS J. BRfKlKS. .... ,. . 
 
 I.J3J. Principal of Avon<Lile Scl»i>.>l. « uo Ruth Ave . ( iminnali. 
 F.ow.M N. Brown, A M . '84, LI. » , '«7. Ph I) . 'o,. Uiiiv of Mi.h. 
 
 i.X)S, .Sujirrintrndrnl of <)hi<i S1.1IC Vh—I f->r the Hlln.1, mr. Main and I 4r«..i.» \vr , 
 Culumbuf. 
 FoRKKTT Bakkr BRVAXr. A B . '<f). OiirrUin Unlv 
 
 I93J, Sui>cnnlendent of .StIiooN, knhwo"><L 
 
 Framcih Kyj^^VK^CRAsr^ ^^^ aA^xm\^n .Sch..,l, re,, ^t,^^ McC.««Uk R.«d. Mr-lr Park. Clmlnnail. 
 WA.Rr.sDA.,T.AB.'74.AM^/H;.S^^^ Nonn.1 Sch^J, 0....d.M..K,.e .ddre^ 
 
 5fiJ9 Wanhinglon Ave., (.huago. III. 
 B.sjam.nMa.sh*.. Davis BS. , '90 MS. ',,, Uullrr Unlv ; ';|v" •,'?*; '{"•;"f *^'- 
 
 190s. Pr.,ln«..r of Natural Hutory. .Miami lnivrr«lly. Hrt.r Mall. ()«l..f.l 
 F..t,r...cK William .>.A.Nrs.^^ ^ ^^^ ^^^^ ^,^^,^^ ^^^ ^^.^^^^, ,.,„.,- ^„ 
 
 Cha.l« "^.J;;;"'.!.;;;;;,' ^,»i>i; v^^ H..h Sch...l. u^.* W ,7.h S.., N. W. cu...i«.i.
 
 866 NATIONAL EDUCATIONAL A SSOCIATION [Ohio 
 
 OUIO— Continued 
 1 90 1 Frank Rogers Ei^JS.^^_^^^ Manager of American Book Co.. 3°o Tike St., Cincinnati. 
 
 Elizabeth G-^Ev.-.ns,^A^B.^ in ESnsh!'steele High School, Dayton; home address, 4126 Chester Ave.. 
 
 Philadelphia, Pa. 
 Charles S. Fay, ^^^'^.^^g^j^^'^^j °{ Schools. 325 Reiley Ave.. Wyoming, Station R, Cmcinnati. 
 
 T. M. H. Frederick, A.B., '86, Amherst Coll. , t 1 a 
 
 1895, Superintendent of Schools, 15 Wagar Ave, Lakewood. 
 
 Wflls L. Griswold, Ph.B.. '94. A.M., '05, Qberlin Coll. ,, ' 
 
 wr.LLS 1.. ^K^b^ Principal of Rayen School, 102 Woodbine Ave.. Youngstown. 
 
 MiRON Elisha Hard, A.M., Ohio Wes. Univ. r-. , c. r-u-,i- ,i,„ 
 
 1902, Superintendent of Public Instruction, 194 Chur.h St., Chillicothe. 
 
 Bentamin B^^Harl^an.^B.Sc. ;76- ^^^^^^.^^ g^^^,^ Hi^h School; res., 30 Babbitt St., Dayton. 
 
 Hevry Harrison Helter, A.B., '91, Ohio Wes. Univ-. ,._,,,, 
 
 1899, Superintendent of Schools, 506 W. Anglaize St., Wapakoneta. 
 
 Warrfn E Hicks, Pd.M., '02, Mich. Nor. Coll. t. „ j o 01 1 j 
 
 warren r..^^^^ Assistant Superintendent of City Schools, 171Q E. 82! St., Cleveland. 
 
 I N Keyser Ph.B., '90, Baldwin Univ. 
   " 1901, Superintendent of Public Schools, 314 Lafayette Ave., Lrbana. 
 
 William H. Kirk, A.B., '87, A.M., 'go, Baldwin Univ. _,„.„, , , 
 1891, Supermtendent of Schools. 28 Grasmere St., East Cleveland. 
 
 Joseph K-RUG.^^ Professor of German Language and Literature, Central High and Kormal Schools, 
 5811 Thackeray Ave., S. E., Cleveland. 
 
 William McClain. Jr., A.B '93, AM '95, O^o ^es Univ^ 
 
 1901, Superintendent of Schools, E. High St., London. 
 John Edward McGilvrey, A.B.. '95. Ind. Univ. ru ^u^a 
 
 1898. Principal of Cleveland Normal School, 167 Whitman St.. Cleveland. 
 
 Henry C. ^ckl^^^.^ Assistant Superintendent of Schools, 11435 Ashbury Ave., Cleveland. 
 
 J. C. Oldt. A.B.. '90, A.M., '93. 
 
 1890, Superintendent of Pubhc Schools, Put-in-Bay. 
 
 Cordelia L. O'Neill. . ^ , , t- o . c. r^i 1 „^ 
 
 1905, Principal of Marion School, 1701 E. 8ist St.. Cleveland. 
 
 F. B. Pearson, A.M., '88, Wooster Univ ^ ^ u 
 
 Principal of East High School. 125 Wilson Ave., Columbus. 
 
 John William Perrin, A.M., '89, Wabash Coll.; Ph.D. '95, Univ. of Chicago. 
 1905, Librarian of Case Library; res., 80 Bell Ave., Cleveland. 
 
 Thomas P. Pierce. ^ r- ,. , u   
 
 Supermtendent of Schools. Harrison. 
 
 Harry L Sfnger, A.B., '08, .\M.. 'o'{. Univ. of Cincinnati. . 
 
 HARRY 1.. Y^'^'^j^^g^^.^'g^^j^ Woodward High School. 3206 Woodburn Ave., Walnut Hdls, Cincinnati. 
 
 Oscar M. Soule, B.Sc 92, Nat. Nor Univ. r- , r 
 
 1900, Superintendent of Schools, 9 Lake Ave., I- ranklin. 
 
 Charles Edwin Stevens. „ , , , ^ j 17- ^ 
 
 Principal of Association Institute School of Commerce and Finance; res., 1677, 
 
 85th St., N. E.. Cleveland. 
 Clarence Birch Stoner. A.B., '96, Otterbein Univ. 
 
 Superintendent of Schools, Mt. Oilead. 
 Tohn L Trisler, Ph.D., Heidelberg Univ.; Pd.M., Ohio St. Nor. Univ. 
 
 1884, Superintendent of Schools and School Examiner of Hamilton County, 737 Sturges 
 Ave., Hartwell. 
 
 190S, Teacher in Public Schools, 8 Sunnyside Driveway, Athens. 
 
 F D Ward, B.Sc, '79, N. W. Ohio Nor. Univ. _ . „ > c- n 
 
 190S, Principal of Normal Department. Baldwin Umversity, 169 Beech St., Berea. 
 
 ^^^^^   jpi^^Dc^an of State Normal College. Ohio University, and Editor and Publisher of the 
 "Ohio Teacher," Athens. 
 
 Tohn A Wright, B.Sc, '01, Valparaiso Coll. 
 
 ' ' 1900. Superintendent of Schools and County School Examiner, Liberty Center. 
 Lewis Edwin York, B.Sc, '04, Ph.B., '02 Ph.M., '04, Mt. Union Coll. 
 
 1902, Superintendent of Public Schools, Lock Box 79, Barnesville. 
 John W. Zeller, Ph.M., Mt. Union Coll.; A.M., Ph.D Findlay Coll. 
 
 1877, Superintendent of Pubhc Schools, 311 E. Lmcoln St., Fmdlay. 
 1902 Millard F. Andrew, B.Sc '91, Nat. Nor. Univ. 
 
 1902, Principal of 25th District School, Sta. L, Cinannati. 
 
 Howard E. Axline. 
 
 1901, Principal of Hicks School, 45 Robinwood Ave., Lakewood. 
 
 Guy Potter Benton. A.M.. D.D., Baker Univ.; LL.D., ;o6 Upper Iowa L'niv. 
 President of Miami University; res., 312 E. High bt., Uxtord. 
 
 Starr Cadwallader, A.B., '93, A.M., '96, Hamilton Coll. r^, , „j 
 
 1905, Secretary of Cleveland School of Art, 1944 E. ii6th St.. Cleveland.
 
 Ohio] LIFE, ACTIVE. AND CORRESPOXDING MEMBERS 867 
 
 OHIO — Conlinutd 
 
 1901 U. H. CiLLY. A.n.. S7. Mt. I'nion ClI. 
 
 igo5. Principal of Glenvillc High School; res. Sta. H., ji8 Doan St., Clc^Tland. 
 
 E. .Xntoinette Ely. .\.M., 'qj, Univ. of Cincinnati. 
 
 Principal of Bartholomew Clifton Scho<il, Evan* PI., Evanswood, Clifton, Cincinnati. 
 LiTTHER E. Everett, .\.B., '06, .\.M., oo, Univ. of Wooster. 
 
 ipoi, Superintendent of Schools, ii E. First St., L'hrichsWIIe. 
 
 Elizabeth K. F.mrwkathkr. 
 
 Tc.uhiT of French and English, Norwood High School, 8jo Ix)cust St., Walnut Hills, 
 Cincinnati. 
 Charles S. Howe, Ph.D., '87. Wooster I'niv. 
 
 1903, President of Case School of Applied Science, Cleveland. 
 George W. Knight, A.B., '78, A.M., '83, Ph.D., '84. Lnlv. of Mich. 
 
 1885, Professor of American Hi.slory and Political Science, Ohio Slate Inivcrsity, 8s 
 Jefferson Ave., Columbus. 
 E. L. Mesdenh.\ll. B.Sc., 'qi, Nat. Nor. Cniv.; A.B., '93, A.M., '04. S. N. Univ. 
 
 IQ05, Superintendent of Old Soldiers' and Sailors' Orphans' Home SchooU, Xcnia. 
 Harvey C. Minnich, M.Sc, '89, A.M., 'oo, Ohio Nor. Univ. 
 
 1903, Dean of State Normal College of Miami University, Oxford. 
 
 Calvin Thom.\s Northrop. 
 
 Suix-rintcndcnl of Schools, 360 Main St., Conneaut. 
 Ward Higley Nye, A.B., 'oi. Oberlin Coll. 
 
 1933, Superintendent of Schools, Obcrlin. 
 
 Margaret .\. O'Covnor. 
 
 1899, Principal of Graded Schools, 6 Orchard Grove .\ve., I^-ikewood. 
 
 George D. Pettee, A.B.. '87, A.^f.. '93. V.-ilc Univ. 
 
 1900, Principal of University School, Cleveland. 
 
 Herman S. Piatt, A.B., A.M.. Univ. of 111.; Ph.D., Univ. of Stra-s-shurg. 
 
 1901, Superintendent of Schools, iii N. 8th St., Coshocton. 
 
 .May H. Prentice. ' 
 
 1895, Instructor in City Normal Training School, i j6 Courtland St., Cleveland. 
 
 nivcrsity, Columbus 
 
 Homer C. Price, B.Sc. (.Vgri.t. Ohio Si. Univ ; M Sc. (.Xgri 1. Cornell Univ. 
 
 1903, Dean of College of .Vgriculturc and Domestic Sticnce.Ohio Slate U 
 
 Mary .\. Venable. ^, , , 
 
 1S94, Teacher in Primary Grade, I^kewood SchooU, 3603 Archwood Ave.. Cleveland. 
 
 Elmer Ellsworth Wolfe, A.B., '83, A.M., 'IM>, Buiknell Univ.; Ph.D., 'vv Richmond Coll. 
 1903, Prindixil of .Vcademy ..f Mariitta Collrgc. j.w, 5th St.. Marietta. 
 
 Fred Murlin Yocmans, LL.B., Cincinnati I-aw Sih. 
 
 1903, Principal of S. P. Chase SchcKil; n-s., aOu Erie \\r., Hy.le VmV, ( uuinnall. 
 
 1903 Ll'cv D. Ambrose. ^. ... . . 
 
 1880, Teacher in Fourth Intermediate Schixil, 91^ Dayicm M , l iniinnali. 
 
 Emily Hall. 
 
 1885, Teacher in High School, 3s E. 31! St.. Porl»m..inli 
 
 Elizabeth Day Bell, Ph.M., '90, Oiirrbein Univ. 
 
 1900, Principal of High School, Wellington. 
 
 £ll\ E Britf. 
 
 1901, Teacher of Drawing. .\rt Dcinrtmenl. Hughr* High Scluol. JiooGran'l ^1 Walnut 
 
 Hillf, Cinciiin.i'i 
 Oscar Chrisman. A R , '88. AM. 'ot. Ind Univ ; Ph I> './.. Pniv of Jena. 
 
 Profcvior of Paii|ol<i{y ami Pnyiholog) . < )hio i nivrrMiy, ji W . I *rpmlef M., Atnwu. 
 Reed P. Clark, H Sc., '79. Grand River InM ; A M , Mi. Hoiie Coll. 
 
 Su|>erinlcndcnt of S«.h.«<l-, 1 Pnwiiccl St.. AnhlabuU. 
 
 Mabia Clivton Coi I iss. B I. . 'vt. I'niv of Ciminn.ili 
 
 MARIA ^^^^^^ |.;|„,„„| ..f ColU-giaie S.l,.-.l for i;irl.. 13,7 M. MilUn .St . W.lnui Hill.. C.min 
 
 nali. 
 W P Cope, A.B., 'tj, A.M., 'is. Hiram Coll ; Ph I) , 'oo, ["n'*. "• W.«««rr. 
 i>Ws, Princijul of High School. 033 D«ytc« St . lUmtll.rti. 
 
 jTTie . '"^'I'cj.ihcr in Public Stho<iU, 1H9 M)Tilr Avr., Z«nf«»illi'. 
 
 ^*''" ^^,""J Teachrf in C- 1 I.MMrimrnl. Crnlral Hi«ih S,h...l. (>«Und, rr. ,« 
 
 AUnieita A 
 .Mo«T.i-« L. Dartt, M K , '90. \f ...^Md, P« 
 
 i«03. Principal »( n: iev«Un.|. 
 
 If/31. Princijul ol I! . iin WaUiington St , Sanilu*kr. 
 
 J"""" •■■; ' " '■' v,K«st, Hom^Cliy. 
 
 Alma S. ^'"^^-'^}^.^ Li'lwalu'r.' alvi'iilln. Walnut HIIU High Sih..J. in** F.IH«« 
 
 A.. 
 
 Edna H Vvx. A H , '99 , ,, ,,, 
 
 Tcacbcf fc.. -,adl»oovUle 
 
 Martin "*«^'- ,j,,,,^,„ ,^ ,.„,,„, s.hoc4 IJiK.ry. Dr,-,.mrni o( Public Ii.Mfucti«*. iKg K. 
 .Mound St , C<iluml»«». •
 
 868 NATIONAL EDUCATIONAL ASSOCIATION [Ohio 
 
 OHIO — Continued 
 
 1903 Jannette F. Jackson. 
 
 1902, Supervisor of Primary Grades, Public Schools, 68 Mentor Ave., Cleveland. 
 
 Jennie B. Johnson. 
 
 1890, Principal of Brownell School, 1819 E. ssth St., Cleveland. 
 Darrell Joyce, A.B., '03, Miami Univ. 
 
 1903, Superintendent of Schools, 501 Prytania Ave., Hamilton. 
 RiCH\RD J. Kiefer, B.Sc, '93, Ohio Nor. Univ.; .^.B., '02, Heidelberg Univ. 
 
 1903, Superintendent of Schools, W. Walker St., Upper Sandusky. 
 
 Anna Florentine Lillig. 
 
 Teacher in Public Schools, 7607 Sagamore Ave., N. E., Cleveland. 
 
 Elisha S. Looms, Ph.D., '88, Wnoster Univ. 
 
 1895, liead of Department of Mathematics, West High School, Cleveland; home address, 
 301 Front St., Berea. 
 Clara May, A.B., '94, Oberlin Coll. 
 
 1903, Assistant Principal of Kindergarten Training School, 59 N. Main St., Oberlin 
 
 Mary McGowan. 
 
 Teacher in Intermediate Department, Hyde Park School, Cincinnati; res., Epworth 
 Ave., Madisonville. 
 Bertha Emeltne Montgomery, Pd.M., '04, Univ. of City of New York. 
 
 189s, Principal of Kindergarten Training School, 96 S. Cedar Ave., OberUn. 
 
 Grace E. Mowry. 
 
 1906, Miss Howe and Miss Marot's School, 513 W. ist St., Dayton. 
 Oscar E. Olin, A.M., '97, Kans. Agri. Coll. 
 
 1898, Professor of Economics and History and Instructor in Philosophy, Buchtel College, 
 476 Orchard Court, Akron. 
 Ira Clarence Painter, A.B., '99, Denison Univ. 
 
 1905, Principal of Hign School 222 Thurman St., Zanesville. 
 
 Isaac Fran^in Patterson, A.M.. '98, Richmond Coll.; Pd.D.. '04, Scio Coll.; LL.B., Baldwin Univ. 
 1894, Assistant Principal of South High School, 4106 E. 91st St., Cleveland. 
 
 William Foster Peirce, A.B., '88, .\.M., '92, Amherst Coll.; L.H.D., '96, Hobart Coll. 
 
 1S96, President of Kenyon College, Gambler. 
 Jasper Newton Pinkerman. 
 
 1901, Superintendent of Schools, Jelloway. 
 Thomas L. Simmermon. 
 
 1893, Superintendent of Schools, Ridge Ave., Pleasant Ridge. 
 William Earle Stilvvell, A.B., '01, A.M., '03, Harvard Univ. 
 
 1903, Head Master of University School, 842 Ridgcway Ave., Cincinnati. 
 Louise B. Thompson, .\.B., '97, Univ. of Cincinnati. 
 
 19^3, Teacher in VVjjJ.varJ Hi^li School, 5431 Montgomery Road, Sta. H, Cincinnati. 
 
 Fred H. Warren, A.B., 96, Ohio Wcs. Univ. 
 
 1903, Superintendent of Schools, E. Walnut St., Hillsboro. 
 Julia A. Wilmot. .A.M., Oberlin Coll. 
 
 i88i. Principal of Orchard School, 8508 Cedar Ave, Cleveland. 
 
 1904 Charles A. .\rmstrong, A.B., '93, Mt. Union Coll. 
 
 1901, Principal of High School, 1409 Lawrence Ave., Canton. 
 W. S. Cadman. 
 
 1897, Superintendent of Schools, 4229 Grove Ave., Norwood, Cincinnati. 
 H. E. CoNARD, B.Sc, Belmont Coll. 
 
 190.S, Superintendent of PubHc Schools, GaUipolis. 
 George A. Davis. A.B.. '99. Olivet Coll.; Ph.B. 
 
 Principal of High School, Cresline. 
 
 Susan A. Dillin. 
 
 1892, Principal of Grammar School, 5415 Euclid .\vc., Cleveland. 
 Florence E. Ellis. 
 
 1906, Supervisor of Drawing, School Headquarters, Cleveland. 
 Harvey S. Gruver, .\.B., '02. OtterI)cin Univ. 
 
 Superintendent of Public Instruction, Worthinglon. 
 Frank H. Kendall, A.B,, Ohio Wcs. Univ. 
 
 1901, Superintendent of Schools, 205 Mentor Ave., Puinesville. 
 Olla Fern Kieffkr, .\.B., '95. Univ. of Wooster. 
 
 1901, Teacher of German, High School, Wooster. 
 Mrs. Clara Davi"; Klemm. 
 
 1890, Teacher of Biology, Walnut Hiils Hijh School, Cincinnati. 
 Mrs. Marie Burt Parr. 
 
 1901, Supervisor of Music Public Schoo:<;, Room 466, Rockwell Building; res.. 24 F,!si- 
 nore St., E., Cleveland. 
 
 Wilson \. Putt, B.Sc, '95, Burhlcl Coll. 
 
 1903, Supervisor of Music, Public Schools. School Headquarters, Cleveland. 
 
 Joshua Dean Simkins, B.Sc, '80, Xat. Nor. Univ.; LL.B., '81, Iowa St. Univ.; A.M., '04, Ohio Univ. 
 
 1904, Superintendent of Schools, 113 .\. 4th St., Newark. 
 Paul H. Wright, .\.B., '01, Wilmington Coll. 
 
 1906, Superintendent of Schools, Utica Special District, R, F. D. No. 2, Lebanon. 
 
 1905 Laura E. Aldrich. 
 
 1897, Teacher in Walnut Hills Higli Scl'ool, 2393 Kcm[x;r Lane, Walnut Hills, Cincinnati,
 
 Ohiol LIFE, ACTIVE, AND CORKESPiK\ PI XC MEMIUNS S.'>o 
 
 OHU^—CotUintud 
 1905 Albfrt Clinton ALiF.SHor<;r, A.M.. '01. \Viucnl>orK Coll. 
 1906, Suiicrimcinicnt of Public SihixjLs, Huron. 
 Joseph Ellet Avtraji. A.U.. '07. Mt Cni.m Coll.-, A.M., '01. I'niv. of Wuh. 
 
 Dcjxirimcnt of Latin, \Uah School, 510 N. Howard St., .Vkron 
 EoCAR EwiNG Brantmiv, A.M.. gr Cniv. of Mo.; Doctcur rl'Cnivcn!ll(= 01. I',iri-. I r.inir. 
 
 1S9S. Pnifi-ssor of Romanic I^inguugi-b. Miami University. O.xfonl. 
 Carey Bocgess. 
 
 1894. Superintendent uf City Schools. 185 S. Factory St.. SiM-inglicUt. 
 Emily Cai.n. 
 
 1899, Principal of West School, 11 1 Urocklcy A\-c., I-akcwoiKl. 
 H. .\. Cassidy. 
 
 Supcrintendeiu of Public School, Lancaster. 
 Edwls- \V. Chibb A.B.. '87 A.M. "90 Lilt.D.. V> I-ifayetIc Coll. 
 
 1900, Professor of Knglish. Ohio University; res.. 51 Mulberry St.. Athens. 
 
 T. D. DOLTHETT. 
 
 .\gent for .Vmerican Book Company, jio Bowery St., Ravenna. 
 
 Henry J. Eberth. Ph.B.. 'So .A.M.. '01 Kenyon Coll. 
 
 1906. Suix-riniendtnl of Sc1uk)1s. J411 Scoltwood .\ve.. Toledo. 
 
 Nf. Jay Flaxnkry Ph.B.. '01. HeidcllK-rg I'niv. 
 
 igoi. Su]XTintendcnl of Schools. Sabina. 
 John William Ham. B.Sc.. '01 Teachers Coll.; .\.Nf.. 'oj. Columbia Univ 
 
 1905. Professor of Theory and Practice of Teaching. University f»f Cincinnati, Cincinnati. 
 
 Amy L Herriff, B.Sc '04. Buchtel Coll. 
 
 1905, Principal of High School, Kent. 
 
 John C. Heywood, M.D. 
 
 Principal of i6lh District and Intermediate School. 3217 Vine St.. Cincinnati. 
 
 Franklin T. Jones. .\.B., '97. .\dell>ert Coll.; .A.M., '01, Western Reserve Univ. 
 
 1903. Teacher of Science and .Mathematics, University School, aojs .N'lrll>rri R.i.iil. 
 
 Cleveland. 
 M. Foster Lewis, .\.B.. '98, Western Reserve Univ. 
 
 1904. Teacher in Centr.il High School, 194S E W>lh St., Cleveland. 
 
 CHARLF.S Allen Mari-le. B.Sc., 'S";. Ohio Si. Univ. 
 
 1906. Instructor in Mathematics. Centnil High Sch(Kil. 2046, 6.)lh Si.. S. E.. Clevrland. 
 
 Clara Mayfr. 
 
 1894. Princiixil of Grammar School. Cleveland; res.. 148 Belle .\\t.. LakewoiMl. 
 
 Charles Wesley M< Ci.i re. A B . "77 AM . '80. WaKish Coll. 
 
 1900, Suix-rintendent of Schools. Germanlown. 
 
 Wilson A. N(cCt:Ri)Y. .. • c h' 
 
 1901. Su|x-rinlrndent of Schools and County Examiner of Schmils, loft Maw St., \\c>l 
 
 Bedford. 
 
 Charles Moore Merry. Ph.B. 
 
 Surx-rinlendenl of S(h<M)N Madi*>nvillr.   1 ... Hceih St.. M.uhx'nvillr Si< 
 .\l. Cincinnati. 
 
 Jl LIA A. .Mi LkoONFY. , ,„ , , 
 
 1889. Principal of Oulhwailc Sch<¥>l, 41 Belmorr R".id. C letrland. 
 
 J<iHN K. Olivesbai-m. B.Sc. in ME.. 04. I'niv of M.iinr ^ .. .,,.... c_i 
 
 1905. InMrudor in Drawinijand I »rM riixivr Geometry, Cast Sthi»»l "I AppUed bclencr, 
 
 3160 .Murray Road, S. E., Cleveland. 
 S. Stella Ray. A.B.. "05. f'lxrlin Col! 
 
 189?. Princijiol of Glcnvillc High School, PainesviUe. 
 
 Henry A. Rfumeli). t . ». • •. 
 
 1899, Sui»rintrniienl of Pubhc Schools. Nottingham. 
 
 i8<>j. I)irecl..r of Drawing. Shaw Hiith S.h.».l nn.l I.a^^ ClrxrUnd PuMic Scl».»4.. t" , 
 lottcA Wilbur Avr Clrvrland 
 
 GvvTAvr. A RiF.TFMit. A M . '•><. CaKin ("..ll u 1 .1 1 1 
 
 i8fj4. Printiiut of .South High .S«h«i<il. 3404 Scninlirti Kim«I . CTc»tUwI 
 
 Akna B, SMi..irv. BS<., 'yt • Sorlniv. 
 
 KX/,. Prin<i|wl "f 1 -.1. Waynrivillr. 
 
 M»5». Pai'linf. Stfivfii. . ^ _ ^. , , ... , , 
 
 ijoi. Memljef of H.«ird of F.4uiatinn, »»»« S«ii«lwt«»| Aw I oloVi 
 
 foiiN ALmrii Fait. A B . '91 • <'•'» ,.^ . e v j. 
 
 1901, 'Feather in I "1. iM W. Chunh Si . Newark. 
 
 Cmablm A. Tiii.is r-h B ... ' n'* 
 
 iQOi. .Su|irrinirn'lrnl . 
 
 Jamm r. j^'-'^yp^ni^j^n, .,, sch.-.!.. m Wr%« IrmiOe M \S 4.hin«ion C. H. 
 
 Bfrtiia B. Waoaii ....... . t I— _i 
 
 iH.x>. PHnrlfnl of r.rammiir S«^hor4. 4II Man Airr . I.aVew<>iMl 
 
 rn^n-^V.W-urrH,. ,. M.Mw.n Si. 04lln-..-l 
 
 ,.xy. If. M, J Antony A H 04 A M . o,. SH. FrawUColl. 
 
 190^ Su(ierinlrti : MmUrr 
 
 Frank W Baium- B V in 1^1 #i-,i-«.ij 
 
 1904. Pfin<i|Mlo(Tr ..U (ImlnnaU.
 
 870 NATIONAL EDUCATIONAL ASSOCIATION [Ohio 
 
 OHIO — Continued 
 
 IQ06 Clifton E. Bratten, B.Sc, Nat. Nor. Univ., Lebanon, O. 
 
 1903, Superintendent of Schools, Waynesville. 
 
 Carrie E. Broadwell. 
 
 1904, Principal of Elementary School, Halle School; res., 5503 FrankUn Ave., Cleveland. 
 George Buck, A.B.. '98, A.M., '01, Wittenberg Coll. 
 
 1906, Principal of East High School; res., 1435 W. 5th St., Dayton. 
 
 MiNA B. COLBURN. 
 
 Superintendent of Cincinnati Kindergartens and Training School; res., 6 Linton 
 St., Linton, Cincinnati. 
 
 John Edgar Collins, B.Sc, '92, Nat. Nor. Univ.; A.B., '03, Ohio VVes. Univ. 
 
 1906, Superintendent of Pubhc Schools, 1013 Buckland .\ve., Fremont. 
 Laura K. Collister. 
 
 1904, Principal of Doan School, 2061 E. 96th St., Cleveland. 
 Bessie M. Corlett. 
 
 1902, Principal of Miles School; res., 8706 Tioga Ave., S. E., Cleveland. 
 Charles W. Cookson, A.B., Pd.B., Ohio Univ. 
 
 1906, Superintendent of Public Schools, 116 Rafeo St., Troy. 
 Ida M. Deighton. 
 
 1896, Principal of Willard School, 5813 Franklin Ave., Cleveland. 
 Arthur L. Gantz, Ph.B., '00, Otterbein Univ. 
 
 1903, Superintendent of School, Reynoldsburg. 
 
 William Backus Guitteau, Ph.B., '97, Ohio St. Univ.; A.M., 'oi, Cornell Univ.; Ph.D., '04, Univ. 
 of Pa. 
 
 1905, Principal of Central High School; res., 2039 Putnam St., Toledo. 
 Hannah Handler. 
 
 1902, Principal of Elementary School, 2318 Holmden Ave., Cleveland. 
 William Taylor Harris. A.B.. Harvard Univ. ' 
 
 Principal of Walnut Hills High School, Cincinnati; res., 3810 Spencer Ave., Nor- 
 wood. 
 
 E. A. HoTCHKiss, A.B.. '02, Ohio Wes. Univ. 
 
 Superintendent of City Schools, 312 N. Wayne St., St. Marys. 
 George B. Landis, A.B., Findlay Coll.; A.M.. Oberlin Coll. 
 
 State Educational Secretary of Ohio Young Men's Christian Association, 511 Schultz 
 Building, Columbus. 
 
 Platt Rockwell Lavvton, A.B., '01, Denison Univ. 
 
 1902, Educational Director, Young Men's Christian Association, 19 Liberty St., Dayton. 
 H. A. Lind, Ph.B., '00. Wooster Univ. 
 
 1905, Superintendent of Schools, Strasburg. 
 M. H. Mathews, A.B., '97, Otterbein Univ. 
 
 1898, Teacher in Steele High School, 32 Maple St., Dayton. 
 Margaret McCarthy. 
 
 1906, Principal of Case School; res., 4517 Clinton Ave.. N.W., Cleveland. 
 Rose L. McCoart. 
 
 Principal of North Doan School; res., 1573 E. 22d St., N. E., Cleveland. 
 Royal L. Melendy, A.B., '03. Univ. of Mich. 
 
 Assi.stant Professor of Sociology, University of Cincinnati; res., 813 Dayton St., 
 Cincinnati. 
 William Hugh Mitchell, A.B., '98, A.M., '04, Dartmouth Coll. 
 
 1906, Instructor in Mathematics and History, University School, Cleveland. 
 Fred L. Pauly, B.Sc. '03, Nat. Nor. Univ., Lebanon, Ohio. 
 
 1906, Principal of High School; res., 14 S. Mechanic St., Lebanon. 
 Frank Eugene Reynolds. 
 
 1905, Superintendent of Schools, 664 Clinton St., Defiance. 
 Preston W. Search. 
 
 Educational Lecturer, Wyoming. 
 T. W. Shimp. 
 
 1903, Superintendent of Schools, W. 2d St., Delphos. 
 Emma L. Shuart. 
 
 1894, Principal of Fairmont School; res., 10301 Wilbur Ave., S. E., Cleveland. 
 Henry M. Shutt, A.B., '96. Scio Coll.; Ph.B., '03, Ohio North. Univ. 
 
 1905, Teacher of English and History, High School; res., 714 E. 2d St. Canton. 
 Louise W. Sterling. 
 
 Principal of Sibley School; res., 2022 E. 82d St., Cleveland. 
 Mary G. Strachan. 
 
 1902, Principal of Warner School; res., 4268 Warner Road, Cleveland. 
 W. C. Washburn, M.D., '97, Cincinnati Coll. of Med. and Surg. 
 
 1897, Principal of nth District School; res., 1817 Chase St., Cincinnati. 
 Jennie R. Wilson. 
 
 Principal of Stanard School, 1694 E. 8sth St., Cleveland. 
 
 institutions 
 189S Miami University. 
 
 Librarian, Rev. Wm. J. McSurely, Oxford. 
 1897 Cleveland Public Library. 
 
 Librarian, William H. Brett, Cleveland.
 
 Oregon) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 87 1 
 
 OHIO— CoHtinuta 
 1S97 Ohio State U.-nvERsrrv. 
 
 President, William O. Thompson; Librarian, Olive Jones, Columbus. 
 189S Normal School, Dayton. 
 
 Principal, Grace A. Greene, Dayton. 
 iSgg The Westers College for Wdmes. 
 
 President, Lilian W. Johnson; Libr;uian, Lois A. kicil. * ixi.>rJ. 
 IQ33 Desisoh Usr\'ERSiTY, Library. 
 
 Librarian, Mrs. Kate Shcpard Hines, Granville. 
 1072 Oberlin College, Library. 
 
 President, Henry C. King; Librarian, Azariah S. Root, Oberlin. 
 
 Ohio State Library. 
 
 State Librarian, C. B. Galbreath, Capitol BIdg., Columbus. 
 
 Otterbein U.niversity. 
 
 President, Rev. Lewis BooiLwalter; Librarian, Tir/j L. Barnes, Westerville. 
 
 1033 Da\tos Public Library. 
 
 Librarian, Linda M. Clatworlhy, Dayton. 
 Kemyos College, Library. 
 
 President, WiUiam F. Pierce; Librarian, Mrs. Kllen D. Devol, Gambier. 
 
 ioi4 Library of .\oelbert College of Wf.stern Reserve University. 
 Librarian, E. C. WilUams, Cleveland. 
 
 1005 Toledo Public Library. 
 
 Librarian, Willis F. Scwall, Toledo. 
 
 1006 Departme.vt of Common S<:hools. State of Ohio. 
 
 State Commissioner of Common Schools, Edmund A. Jones, Columbus. 
 
 Lake Erie College and Seminary. 
 
 President, Mary Evans, Paincsville. 
 
 Public Library of Cincinnati. 
 
 Librarian, .\. D. C. Hixlges, Cincinnati. 
 
 UxrVERSfTY OF CINCINNATI' 
 
 President, Charles W. Dabney; Librarian, Charies .^lljcrt Read, Cinannati. 
 OKL.UIONL\ 
 
 ACTIVE MEMBERS 
 
 1802 David R. Boyd, A.B., '78, AM., '81, Ph.D., Vs. I'niv. of Wooster. 
 
 1892, President of University of OUahuma, Norman. 
 i3oS H. Edgar Thomps<jn, B.Sc., '88, S.j. Nor. Sch., Bowlmg Green, Ky. 
 
 Main St., Ralston. 
 1807 Steven Melvil Barrktt. H.Sc, 'os, Drury Coll. 
 
 iyo4, Suix-riniendent o( City Schools, 614 .\vrnuc K, Box 273, Lawton. 
 toot Charles S. Davis, Grad, '07. Kan-i. St. Nor. Sch. 
 
 1905, Editorial Clerk. L' S (Jcoloijii.il Sur^•ey. 740 Harrard St.. \ W , \Na»hln«ton. 
 
 D. C; home address, Chilocco. 
 
 Austin Elci.v Wilbf.r. Grad.. 'oH. Mich. St Nor Coll ; A.R.. '0.1, I'niv. of Mich. -^ _,* 1 
 
 1903, Profensorof PsycholoKv and F.4)ur.iiion. imd Vicr Prenident, Soulhwcstern rerrtlon<il 
 
 Norm.il School o( Oklahoma. Wcathrrlord. 
 1903 John BLACKSTf)SE Taylor, An. A M . "(ji. ILiriford Coll 
 
 1906, Suijerintcndent of Schools, India Temple St , Oklahoma ( ily. 
 
 loo'; Ernest Elwell BAi.roMn A B . '03. Ixland Stanford Jr. I'niv. . ^ . . 
 
 DriMrtmrnl of .XKricullure and Physiography. Soulhwr«trrn Slate Normal Sihool, 
 Wcathcrford. 
 
 Mrs. F. S. Soutiiwick, 
 
 Teacher is Public School*, Anadarko. 
 
 1906 Thoma-h W. Co.vwav . „ „ », , c. A I 
 
 President of State .Normal School, 818 Normal St., Alva. 
 
 J. E. DvcHE. A.B., '92, Kansa-A I'niv . ^ 
 
 1907, Slate Suijerintriidcnt of piiil- t..^lr,l.^M,n, Gulhrir 
 R N. LiNVILLE. Pd M . -o?. St. Sch . K to ; A 11 . oi A M 'ov Dr.lr f.iiv 
 
 Prof^^»..r ..f lliAlory. i id K....m...i,,. , S.,.iihwr»lrrn Sl.ilr N..rm»l VIkmjI, 
 
 Wralhrrford. 
 
 William Z. Smith, AM './. Ind I'niv 
 
 190O, .Suijcrintrndent of S h.».l« 103$ J St . I erry. 
 
 RiniABi. V. TrMMis<; B Sf . Hi V«li ^ - '-h.In.l , d. 1 i 1 1 
 
 1904, Profe«*jr of Anthmr tcntral Stale Nomal Vh.-4, l..lmoi»il. 
 
 1800 Tilt Univemitv or Oklahoma. . ..... v 
 
 preWdeni, David K iioyd. Ubrarun M I I rf«u«rt>. N.^mon. 
 
 iuo( NolTHWEtTtRM Normal S«h««>i. I.irraiv. 
 
 Prnidrnl, T. W. Cooway, AUa. 
 
 OREGON 
 
 LirK UIBU-tUB 
 
 18S8 Chari m Carroll Strattox, AM . D l> , 'te. WilUmrti* I'niv.; D I).. '79. Nonhw«.rf« IFnlv . 
 and '»o, Ohio We«. Lni». 
 V.% l're«idrot of PonUnd Lnlvmily. S« John*. 
 
 \\\.
 
 8y2 NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvania 
 
 O'S.^GO'ti— Continued 
 
 ACTIVE MEMBERS 
 
 1892 Edwin DeVore Ressler, A.B., '91, Otterbein Univ.; A.M., '97, Ohio State Univ. 
 1902, President of State Normal School, Monmouth. 
 
 1S9S J. H. AcKERMAN, Ph.D.. '06, Oregon Agri. Coll. 
 
 1898, State Superintendent of Public Instruction, 144 S. 19th St., Salem. 
 MoTT H. Arnold, A.B., '86, A.M., '90, Ohio Wes. Univ. 
 
 1904, Superintendent of Schools, 315 Pearl St., Eugene. 
 
 1899 J. S. Landers, B.Sc, '87, Nor. Ind. Nor. Sch. 
 
 1S99, Superintendent of Public Schools, The Dalles. 
 
 1901 Claude C. Covey. 
 
 Superintendent and Special Disbursing Agent, Indian Service, Wurmspring. 
 
 Heman Burr Leonard, B.Sc, '95, Univ. of Mich.; Ph.D.. '06, Univ. of Colo. 
 1906, Instructor in Mathematics, University of Oregon, Eugene. 
 
 Horace G. Wilson. 
 
 1905, Superintendent and Special Disbursing Agent, U. S. Indian Service, Klamath. 
 
 1903 Sheldon Franklin Ball. A.B., '02, Univ. of Chicago. 
 
 1906, Instructor in Mathematics, High School; res., 215 E. 36th St., Portland. 
 
 H. M. Crooks, A.B., Wooster Univ. 
 
 1905, President of .\lbany College, Albany. 
 
 institutions 
 
 1899 Tualatin Academy and Pacific University. 
 
 President, W. N. Ferrin; Librarian, Joseph W. Marsh, Forest Grove. 
 
 1901 State Normal School, Monmouth. 
 
 President, Edwin De Vore Ressler; Librarian, J. B. V. Butler, Monmouth. 
 1903 Library Association of Portland, Oregon. 
 
 President of Library Board, C. A. Dolph; Librarian, Mary Frances Isom, 7th and 
 Stark Sts., Portland. 
 
 1906 Southern Oregon State Normal School, Ashland. 
 President, B. F. Mulkey, Ashland. 
 
 PENNSYLVANIA 
 
 LIFE directors 
 
 188.S Ezekiel Hanson Cook, A.B., '66. A.M.. '60 Bowdoin Coll.; Ph.D., '89, Colgate Univ. 
 842 Real Estate Trust Building', Philadelphia. 
 
 1891 Eliphalet Oram Lyte, M.Sc, Millersville St. Nor. Sch. Pa.; .\.M., Ph.D., Franklin and Marshall Coll. 
 
 1887, Principal of First Pennsylvania State Normal School, Millersville. 
 
 life members 
 
 1876 .Edward Brooks, A.M., '58, Union Coll.; Ph.D., '76, Lafayette Coll., Washington and Jefferson Coll. 
 Ex-Superintendent of Public Schools, 5971 Drexel Road, Philadelphia. 
 
 1879 Mrs. Rachel Foster .\very. 
 
 Swarthmore. 
 
 Simon Gratz, A.M., Univ. of Pa. 
 
 Ex-President of Board of Education, 1919 Spruce St., Philadelphia. 
 
 1880 Edgar Arthur Singer, Ph.D., '96, Univ. of Pa. 
 
 1887, Associate Suijcrintendent of Schools, 4662 Penn St., Frankford, Philadelphia. 
 
 active members 
 
 1879 George Morris Phillips, A.M., '74, Ph.D., '84, Bucknell Univ.; LL.D., 06, Temple Coll. 
 
 i88i, Principal of State Normal School, West Chester. 
 
 1881 Andrew J. Morrison, .A.M., Ph.D., '01. 
 
 1898, Principal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia. 
 1884 George H. Stout. 
 
 1888, Supervising Principal of Newton Boys' Combined School, 3746 Powelton Ave., 
 
 Plriladclphia. 
 1887 Nathan C. Schaeffer, LL.D., '95, Western Univ. of Pa.; A.M., Ph.D., D.D. 
 
 1893, State Superintendent of Public Instruction, Harrisburg; home address, 546 W. James 
 St., Lancaster. 
 
 1880 .\. W. Moon, A.R., '95, Indian.! Univ.; .\.M., '05, Columbia Univ. 
 
 1906, Principal of High School, Wallingford; P. O., Swarthmore. 
 
 1892 Eliza A. Bishop. 
 
 Teacher, 211 Pine St., Harrisburg. 
 
 R. K. Buehrle, A.m., '78, Ph.D., '87 (honorary), Franklin and Marshall Coll. 
 
 1880. Superintendent of Schools, 408 Manor St., Lancaster. 
 Virgil G. Curtis, A.M., Tufts Coll. 
 
 1905, Suix-rintendcnl of Schools, High School, Corry. 
 
 W. WiLBERFORCE De.'\trick, .\.B., '76, A.M., '79 Mercersburg Coll.; D.Sc, '03, Franklin and Marshall 
 Coll. 
 1891, Professor of Psychology and Higher English, Keystone State Normal School Kutz- 
 town.
 
 Peonsylvania] LIFE, ACTIVE, AXD CORRESPOXDI XC MEMBERS 873 
 
 PENNSYLVANIA— Tow/iHiirJ 
 
 i8gi H. \V. FlSHF-R, Graii.. Siaie Nor. Sch., Millcrsvillc, Pa. 
 
 1875. Supervisor of 17th Ward Schools, 35* K-high .\ve., E. E., Pittsburgh. 
 
 MaKY J. LAUBKRroS. 
 
 i8gi, Supervising Principal of George W.Childs School, 4403 Osage Ave., West Philadelphia. 
 E.vocH C. Lavkrs, A.B., Iniv. of fhiiago. Ph.D., 111. Wcs. Iniv.; Pd.D., New Vork Iniv. 
 
 1804, Head of Department of Mathematics, and Teacher of PetLigogy, Pulilu High School, 
 120 Porter St., La:>ton. 
 
 Herman- T. Lckens. A.M '88. I'niv. of Pa.. Ph.D.. 'oi, Jena 
 
 i8v8. Head Training Teacher. Stale Normal School, Third and College Ave., California. 
 S. C. ScHMUCKER, A.M., '85. M.Sc., 'oo, MuhlenU-rg CH , Pa : Ph D , '03, Cniv of Pa. 
 
 189s, Professor of biological Sciences Slate Normal School, 610 S. High St., West Chester. 
 H. H. Spavd. 
 
 1883, Superintendent of Public Schools, Bos 310, Minersville. 
 J. Liberty Tadd. 
 
 1884, Director of Public Industrial .\rt School, The Nomiandie. Wi-sl Philadelpltia. 
 i8g3 C. A. B.\Dc^-K. A.M.. '77, LL.H., '83. Hamilton Coll. 
 
 1.SS3. Su|)erintendent of Schools, no ULssell Ave., E., Oil City. 
 M. G. Brcmbaigh. A.M.. '03, Ph.D.. '04. I'niv. of Pa., I.L.D. 
 
 1906. Superintendent of Schools. 3324 Walnut St., Philadelphia. 
 LoVAL FrEEM\s- Hai.i., U.E.D.. '01. State Nor. Sch., In<liana. Pa. 
 
 1893, Sui)jrvising Principal of Centre .Ave. Schools, 412 Lookout Ave., Butler. 
 William Henry S.xmikl. .\.M.. Ph.D.. 'gj. I'niv. of Pa. 
 
 1878, Supervising Principiil of Public Schools. 2505 N. 12th St., Philadelphia. 
 .\.VDREW Thomas Smith. Pd.D., '93, Sch. of Pctl.. Iniv. of N. Y.; .\.M. (honorarj), 'oj, Lafayette Coll. 
 
 1899. Principal of State Normal School, Mansfield. 
 Pal'line W. Spencer. 
 
 1893. Teacher of History and Philosophy of Education. Philadelphia Normal School, 
 3421 Race St.. Philadelphia. 
 Joseph Swain. B.L.. '83. M.Sc . '85. Ind. Univ.. I.I. D.. '03. Wabash Coll. 
 1893. Prc:>idcnl of Swarthmore College, Swarthmore. 
 1894 Henry T. Spant.lkr. .\.B., '73. A.M.. '76, L'rsinus Coll.; D.D.. '94, Heidelberg L'niv. 
 1893. Treasurer of Ur^inu^s College. CoUegeville. 
 Charles Killinger Witmer. A.B.. '88, A.M., '91, Franklin and Marshal) Coll.; LL.B., '04. Vale Unir. 
 Main St., Palmyra. 
 
 189s \V. G. Ga.vs. 
 
 1903, Principal of Schools, Wilmcrdi^^ 
 
 Charles Joseph Lim;. M.Sc., '90. Cornell Cniv.: .•\..\f. '00. Ph D.. '02. I'niv. of Denver. 
 
 1906, Profc-ssor of Physics and .\stronomy. Allegheny College, .MeadWIIc. 
 Jamks Mac .Xlister. .A..M.. LL D . Brown l'niv. ami l'niv of New York; OfBcer d'.Academie. Paris. 
 
 189 1, President of Drexel Institute, Philadelphia. 
 
 1896 J. George Bkcht. M.Sc.. Lafavrttc Coll.; D.Sc.. Uuiknell l'niv. 
 
 1904, Principal of Clarion State Normal Sch»i>l, Clarion. 
 
 R. M. Cabw». 
 
 1868. Supervising Princii>al •>! Mt. Uashingtoo School*. 329 Granihirw .\\t.. l'itl>U:r||h 
 Joll.N Arthi'R Gibson. .\.H., '91, /Mleghrny Coll. 
 
 i8<yj. Superintendent of Schools, 701 N .MiKean St., Butlrr. 
 William Lerov .Ma< (iowAN. A II . Allegheny Coll . Ph H ; Ph M. 
 
 1893. Su|jcrintendent of Schools. 212 Conrwanjto A\-e., Warren. 
 The/>dobe H. N<«s, a .M . 'Hj, Ph.D., '83, S)TaniNe l'niv 
 
 1H83, Principal ul State .Normal Sclnml, Calil'-in • 
 Jui>s<jN Pikrv Wfi.sm. am. 'H4. PhD . 'i>3. I-ifayrtir ( 
 
 1900, Vice-President of Pennsylvania Stale C«ll*t; P. O. 
 
 tfkji Kha.scis Bl-ikk Bra-"''' ^ '* '92, Harvarrl l'niv.; Ph D . '«■.. •■» 
 
 !»,/,. ||< .riment <if PoLigtigy. Cenirnl HiKh school. 43J7 I-«rchw«iod Av».. W«« 
 
 Clvuk Ebnkst EiiiS'.m, .M l» . 'H'j. Chi. , . , 
 
 1H9J. Phy«i..il nirriKM- and I Slalc Normal Stbuul, ij Nunnal A»» . 
 
 WeM Chester. 
 
 .\I. .\. GRiivr. 
 
 1H97, l'rimi|ul of l>e|jarlmrni of Commrnr, High Scbuol, no Brigt* St . lUrrlsliurg. 
 
 Hr.NRV Hoick. A.M . Franklin and NLinhall Coll 
 
 Ucpuly Stale Superinlenilenl of Public InMruiti-iii. Harri>buig. 
 
 Kli M. Rapp ^. . ... 
 
 1H96, Superintendent of l»efk« County StWiU, it} N. 4!" St . Ilsmburf . 
 
 William STrARVt Wnnr Ph B 'Ho AlUon ('••11 .... ..,..., 
 
 ReprrsmUlivc of ibc Aiiirriiau Uouk G» . IJK. Anh M PKiladrl|ilila. 
 iS'>>i DAViiiHrii.iii'K. II' " •■'4. M D .•H4. fnl* ••"••   A M •u4. Ill We% Imv 
 
 ,,, , , \ in Bj'irri'Aitr. I'ntveruiy o) Prnnayltanu, 34lh and Umum Ma.. 
 
 1 
 Franklix Spr.!«rr.« I 1 h B , 'oj. Lt..B.. 'oj, l'niv .ijl Ps , „ , . 
 
 1904. A»v^. ..I. . . .tt-w»* of l^oi Swsnhmofr (..H. ./r .,,,1 ii^.i Mriiil«-f ..( Il..ji.l ..f 
 
 PulJic FXuialtnO, frs . O14 Ffanklin Bui <ilrl|itiu 
 
 .MAURirr Few. A.B., 'Hj, John* Mopkin. I'nlir ; LL.U.. '85. t '   ' - 
 
 4JOS Spnicc St . Philailrliihia.
 
 8-4 NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvania 
 
 PENNSYLVANIA— CoM««j«;i 
 
 1898 J. R. Flickinger, A.B., '77, A.M., '80, Princeton Univ., D.Sc, '00, Bucknell Coll. 
 
 1900, Principal of Central Sta^fe Normal School, Lock Haven. 
 H. W. Golden, B.Didac, '90, M.Didac, '92, Edinboro St. Nor. Sch. 
 
 1897, Principal of 5th Ward Public School, cor. Page and Fulton Sts., Allegheny City; res., 
 8 Dawson Ave., Bellevue. 
 
 Samuel Hamilton, Ph.D., '00, Grove City Coll. 
 
 1886, Superintendent of County Schools, Holland Ave., Braddock. 
 John W. Lansinger, Sc.M., '86, St. Nor. Sch., Millersville, Pa. 
 
 Teacher and Treasurer, State Normal School, Millersville. 
 
 William Albert Mason. 
 
 1892, Director of Drawing in Public Schools of Philadelphia, 212 W. Chelten Ave., German- 
 
 town. 
 
 Jesse H. Michener, Ph.D., Univ. of Pa. 
 
 1906, District Superintendent of Schools, 4512 Regent St., Philadelphia. 
 
 William Noetling, A.M., '59, C.E., Union Coll.. N. Y; Pd.D.. Susquehanna Univ. 
 Professor of Pedagogy, Susquehanna University, Selinsgrove. 
 
 Mary Craig Peacock. 
 
 1894, Teacher in Normal School, Philadelphia; res., Torresdale. 
 
 Margaret S. Prichard. 
 
 Head of Department of Psvchologv, Philadelphia Normal School, 1301 Spring Garden 
 St., Philadelphia 
 Ezra M. Sparlin A.B., '85, A.M., '88, Univ. of Rochester; Ph. D., '03, Univ. of Wooster. 
 1905, Principal of Stevens High School, 355 College Ave., Lancaster. 
 
 Elizabeth S. Tait. 
 
 1893, Teacher of Methods in English, Philadelphia Normal School, 1301 Spring Garden 
 
 St., Philadelphia. 
 Lightner Wither, Ph.D., '91, Leipzig, Germany. 
 
 1893, Professor of Psychology, University of Pennsylvania, Philadelphia. 
 
 1899 Edward E. Allen, .\.B., '84, Harvard Univ. 
 
 1890, Principal of Pennsylvania Institution for the Instruction of the Blind, Overbrook. 
 
 George D. Gideon. 
 
 Publisher, 1412 Arch St., Philadelphia. 
 Benjamin Wiestling Mitchell, A.B. '83, A.M., '86, Princeton Univ.; Ph.D., '88, Washington and 
 Jefferson Coll. 
 1897, Professor of Latin and Head of Department of Ancient and Modern Languages. 
 Central High School; res., 4326 Pine St., Philadelphia. 
 
 James H. Pennim.^n, A.B., '84, Yale Univ. 
 
 1886, De Lancey School, 4^26 Sansom St., Philadelphia. 
 
 Frank M. Shelton, B.S., '99, Mt. Union Coll. 
 
 1904, Assistant in Physics, Central High School; res., 333 Collins .\ve., Pittsburgh. 
 Joseph R. Smith, M.D., '53, Univ. of Buffalo; A.M., '51, LL.D., '01, Univ. of Mich. 
 
 Brigadier General U. S. Army, 2135 Spruce St., Philadelphia. 
 Grace Edgar Spiegle, M.D., '98, Woman's Med. Coll. of Pa. 
 
 1893, Teacher of Hygiene and Director of Physical Training, Philadelphia Normal School 
 for Girls, 2 115 N. 12th St., Philadelphia. 
 
 Mrs. Lucy L. W. Wilson, Ph.D., '97, Univ. of Pa. 
 
 1893, Head of Department of Nature Study and Geography, Normal School, 1301 Spring 
 Garden St., Philadelphia. 
 
 1900 O. H. Bakeless, M.E., '79, Bloomsburg St.'Nor. Sch., Pa.; A.M., '90, Lafayette Coll. 
 
 1902, Chair of Pedagogy, State Normal School, Bloomsburg. 
 X. L. Edgerton Crouter, A.M., '85, Gallaudet Coll.; LL.D., '93, Univ. of 111. 
 
 Superintendent of Pennsylvania Institute for the Deaf and Dumb, 7406 Germantown 
 Ave., Mt. .\iry, Philadelphia. 
 
 William Wilson Fry. 
 
 Sccretarv and Treasurer of the Palmer School, Mercantile Library Building, loth 
 and Chestnut Sts., Philadelphia. 
 Cheesman .\. Herrick, Ph.D., '99. Univ. of Pa. 
 
 Director of School of Commerce, Central High School, Broad and Green Sts., Phila- 
 delphia. 
 
 Robert W. Hi.melick. 
 
 1902, Superintendent of Schools, 483 McKee Ave., Monessen. 
 
 Evelyn Holmes. 
 
 3711 Walnut St.. Philadelphia. 
 
 Mary Hunter Mayer. 
 
 1897, Principal of Girls' High School, 144 N. sth St., Reading. 
 
 Rev. P. R. McDevitt. 
 
 Superintendent of Philadelphia Parish Schools, 21 S. 13th St., Philadelphia. 
 
 James Lane Pennypacker, A.B., '80, Harvard Coll. 
 
 Director of Christopher Sower Co., Educational Publishers, 614 Arch St., Philadelphia. 
 
 1901 John B. Alker. 
 
 1892, Instructor in Woodworking 17th and Wood Sts., Philadelphia; address. Box 151, 
 Narberth, Montgomery Co. 
 Charles H. Brelsford. 
 
 1906, District Sup<'rintendcnt of Schools. District No. 3, 2434 N. Broad St., Philadelphia. 
 Smith Burnham, Ph.B., '92, A.M., '98, .Mbion Coll. 
 
 1898, Professor of History, Stale Normal School, 143 E. Marshall St. West Chester.
 
 Pennsylvania] LI FE, ACTIV E, AN D CORRESPONDING MEMBERS 875 
 
 PENNSYLVANIA— Cjh/ihimJ 
 iiXJi CLirroRD B. Connellev. 
 
 loot), .Vssistanl lo Director, Head of School for Apprcnliccs and Journeymen, Gimegie 
 Technical Schools, Sthcnlcy Park, Pittsburnn. 
 
 Russell H. Co.nwell. LL.B.. '05, Albany Iniv., LI..I)., 'q8. Temple Coll. 
 
 1887, President of The Temple College, ao20 N. Broad M., Philadelphia. 
 MiLTOS- C. Cooper. B.Sc.. '05. Temple Coll. 
 
 IQOO, DUirict Superintendent of .Schools. 5^10 Green St., Philadelphia. 
 Andrew Thompson Doitiiktt, .\.It., 'oo, .\..M., '01, Ph D., LL.I)., "oj. The Nai. I'niv., Chicago. 
 I'nsiilcni nf ihc .s«ctlfnl«>rit Corresixjndence Cniitrsily; res.. 8ji First National 
 Bank Building. l'nit>nto\vn. 
 John Coilter H<KKEXBfKRv, .\.H., 'gg, Ind. I'niv.; Ph.D. V). Univ. of Pa. 
 
 1903, Head of Department of P->ychiilii)(y and PeilaKoxy, State Normal School, California. 
 Anderson \\o\-t Hopkins, Ph.B., 'gj. Iniv. of Mich. 
 
 1905, Libririan of Carnegie Library of Pittsburgh, Pittsburgh. 
 V. K. Irvink, A.B..'o5, Coll, of N. J. 
 
 iSg;, Principal of High Sihool, Box 173, Butler. 
 
 Edith Mansfield. Grad., '8?. Oswego Tr. Sch.; \.\\.. "oj. Lrland .Stanford Jr. I'niv. 
 
 i88s, 'Fraining Teacher, State Normal School, Indiana. 
 J. Irvis Robb. 
 
 190 J, Professor of History and Economics, Northeast Manual Training Sch<H>l, Philadelphia; 
 res., Bryn Mawr. 
 
 1901 Sajivel .\ndrews. 
 
 i8gg, Superintendent of Schools, 314 Stratford \\e., Pittsburgh. 
 
 Benjami.n F. Battin, .\.B., '92. Swarthmore Coll.; Ph.D., '00, Jena. 
 
 1900, Professor of German, Swarthmore College, West tlousc, Swarthmore, 
 
 Charles S. Fogs, A.M. 
 
 1903, Su|)erintenilent of Schcxil.s, 1518 .Mineral Spring Road, Reading. 
 
 R. H. HoLBROOK, Ph.D., '80, Nat. .Nor. L'niv. 
 
 In charge of S. S. High Schtwl, 50 S. Oakland Sq., Pittsburgh. 
 
 Joseph Howerth, .\.B., Cornell L'niv. 
 
 1902, Superintendent of Schools, 135 Church St., Shamokin. 
 
 Paul Kreczpointner. 
 
 Institute Lecturer, 1400, 3d Ave., .Mtoona. 
 
 H. C. Missimer, AN!., '71, Yale Coll. 
 
 1890. Suin-rinlcndcnl of Schools. Public library Building, Erie. 
 George Leslie Omwake, .\.B., '98, .\.M., '01, Irsinus Coll.; D.B.,'oi, \ .nf ( niv. 
 
 1903, Dean of L'rsinus College, Collegeville. 
 
 J. Monroe Willard, Litt.D., 'o?, Cent. High Sch., Philadelphia. Pa. 
 
 1898, Princitwl of Philadelphia .Normal Scht«ol for t;irl», 1301 Spring Garden St., Phila- 
 delphia. 
 A. Duncan Yocum. Ph B., '89, Dickin-wn Coll.; Ph.D., '00. Univ. of Pa. 
 
 Professor of Pe<l.igogy l'ni*-eniity of PennsylvanU. Philadelphia. 
 
 1903 Ansa E.stella Aciclin. A B , •*■> \ M h-) Waynrslmrg Coll . i'h I) 
 
 Profra«.r of Kn. , Sth>iol, 11 lO .Mill Si . \S■llkin^^<l^^ 
 
 CllARLCS C. Bover. A.m., 'H8, \: <'"ll : Ph D , '94. VV.«»lrr I tin 
 
 1898. ViiePrincii»al ol K. ". .rtnal School, kutifmn 
 
 I^CRA H. Carskll. A.B., IJtt.D ,   
 
 190s, Dean of the luliou, I he Temjile C^illcge, PhiUdrljitiM. 
 
 Edith H. Chapman. Ph.B.. "oi I ... 
 
 1904, Teaiher in Vork t o. ' M.^ork. 
 
 OiivKB Perry CoRNMAS, A M ■'<, I I'h D , '«o. Tnlv. of Pa 
 
 1906, District Su; 111 o( I'uUk .Vlt.«.U, UgJtn School, iflh ■»<! Brandywine 
 
 Su . P>»' 
 
 William Harpkr Davis, A » . ' ...,..,, o l .. . . l 
 
 ur>*. ln->injitor in P l>»iy. l^nigh lni»eTMiy, S«Hiih Bethlehem, 
 
 ^lKSSvmr. .M Eaton. ........ ,t 11 . •. • •. 
 
 1901. Vice!' rincipal of Belmar School, K. t.. Mermila«( St. and Ung A>r . PittUiurgh. 
 
 David A. Harmas. AM. Pa Coll v rn. l c u 1. 
 
 iiWii, .Suijrrinirndrfii ..( ( iiv Sfh'rS, mi N fTiufch St, HaMlion 
 
 Paul A. Herb, A.B, ■.«, AM. 'oi. '"..., .v. v. 1. -. 
 
 1004, Teacher of Nalur..! 't Walnut St. Steeli.ni. 
 
 AoDUioN L. Jo«r«. AM , 'o>. I ....,.• ,~ 
 
 188H, Supcfintenilcni   : . u. 31 S. Churth St , WcM ITir^W. 
 
 C E Karlvin. 
 
 i,y .' s,...-f...-..r ,,( \J ,in...I Ti..itiiii«, High S(hu4. Alttwna. 
 
 Rkv. Omcai tbi It D . '•)>. olMtlln Cull. 
 
 , ,.,. ... .ry, Petin»)>urg. 
 
 L. E .MrCiNNM. AM . "99. \' '< _ ^ . ^. „ ,. 
 
 18HH. So|irrinlen-lmt ... . -..»<; ,.\ S( Surli.Ki. 
 
 Fra.vkM!<« p. MiMm. A B , '<j>,. A M 
 
 1901. y > - • '•' 
 
 Gardner Bruce " vi - 
 
 Sin«Tit>'rii ..i . I ...« ' :>. Muncr 
 
 Suprrint.n: • inly SthooU, Krciiaoun 
 
 N'.fmal Vhool. KultlOWB.
 
 876 NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvania 
 
 PENNSYLVANIA— CoM<»»«e(/ 
 
 1903 Mabel H. Nissley, M.E., '96, Shippensburg St. Nor. Sch. 
 
 Senate Library, Capitol, Harrisburg; home address, Hummelstown. 
 Louis Nosbaum, A.B., '93, Cent. High Sch., Philadelphia, Pa.; Ph.B., '99, 111. Wes. Univ. 
 
 Supervising Principal of Horace Binney School, 141 7 N. 20th St., Philadelphia. 
 George W. Phillips, D.Sc, '99, Bucknell Univ.; A.B., '78, A.M., '81, Lafayette Coll. 
 
 1902, Superintendent of Schools, 1642 Sanderson Ave., Scranton. 
 A. C. Rothermel, A.B., '91, A.M., '93, Franklin and Marshall Coll.; Pd.D., '06. Dickinson Coll. 
 
 1899, Principal of Keystone State Normal School, Kutztown. 
 Florence Rothermel, M.E., St. Nor. Sch., Kutztown, Pa.; A.B.. Dickinson Coll. 
 1902, Teacher of Algebra, Keystone Slate Normal School, Kutztown. 
 
 IsA.-^c H. Russell, Ph.B.. '86, Cornell Univ. 
 
 1889, Principal of North East Boro Schools, North East. 
 
 Edward Rv.vearsox, A.B., '93, A.M., '06, Ohio Wes. Univ. 
 
 1902, Director of High Schools, 5608 Howe St., Pittsburgh. 
 Alfred Newlin Seal, B.Sc, Ph.D., '95, Univ. of Pa. 
 
 1899, Professor of Chemistry and Physics, Girard College, Philadelphia; 405 Wister St., 
 Germantown. 
 Emily Jdanita Shields, Grad., Indiana Nor. Sch., Pa. 
 
 Teacher in Homewood Public Schools, 5471 Broad St., E. E., Pittsburgh. 
 
 Stephen G. Simpson, A.B., '96, .\.M., '90, Lafayette Coll. 
 
 1902, Head of English Department, High School, 219 S. loth St., Easton. 
 
 A. G. C. Smith. 
 
 1887, Superintendent of County Public Schools, 33 E. Jefferson St., Media. 
 
 C. V. Smith, A.M., Franklin and Marshall Coll. 
 
 1905. Principal of Kittanning Academy; res., 360 N. Jefferson St., Kittanning. 
 
 J. B. Smith, Ph.D. 
 
 Teacher in State Normal School, California. 
 
 Harris Alvin Spotts, A.B., '04, Bucknell Univ. 
 
 1933, Principal of Lycoming County Normal School, Muncy. 
 
 Francis J. Stein. 
 
 1904, Principal of Stein Business College, Educational Author and Publisher, 2458 N. 31st 
 
 St., Philadelphia. 
 
 Levi J. Ulmer, B.Sc, '02, Bucknell Univ. 
 
 1903, Department of Science, High School, Cor. Parkwood and Mulberry Sts., Williams - 
 
 port. 
 
 Homer J. Wightman. 
 
 1905, Superintendent of Schools, 804, 6th Ave., Altoona. 
 
 1904 Daniel Fleisher, A.B., '80, A.M., '83, Ph.D., '88, Pa. Coll. 
 
 Superintendent of Schools, 45 S. 6th St., Columbia. 
 
 J. Kelso Green. 
 
 Superintendent of Schools of Cumberland County, no W. South St., Carlisle. 
 
 Bert M. I.e Suer. 
 
 1906, Director of Manual Training, Public Schools, Boys' High School, Reading. 
 
 Hervin Ulysses Roop, A.B., A.M., Ph.D., LL.D. 
 
 1897, President of Lebanon Valley College, College Ave., Annville. 
 
 Jonas Elwood Wagner, B.Sc, '02, M.Sc, '05, Pa. State Coll. 
 
 1905, Principal of High School, Penn St., Bellefonte. 
 
 J. Elwood Wherry, A.B., '01. Grove Citv Coll.; A.M., 'os. 
 
 1901, Principal of Public Schools and Township High School, Natrona. 
 
 H. E. Winner, A.M., '04, Grove City Coll. 
 
 1006, Principal of i6th Ward Schools, 5208 Friendship Ave., Pittsburgh. 
 
 Helen K. Yerkes. 
 
 Supervising Principal, of George H. Thomas School, 1516 Willington St., Philadelphia. 
 
 1905 Jennie M. Ackerman. 
 
 1904, Teacher of Methods and Principal of Model School, State Normal School, 
 Indiana. 
 
 J. C. Armstrong. 
 
 Principal of Pittsburgh .\cadcmy, 5538 Black St., Pittsburgh. 
 
 J. M. Berkey, -^.M., Pa. Coll. 
 
 Principal of Oakland Sub-District Schools; res., 3442 Boquct St., Pittsburgh. 
 
 John C. Bechtel. 
 
 1905, Teacher of Mathematics, Perkiomen Seminary, Clayton. 
 Nelson Peter Benson. 
 
 1903, Principal of Schools, Austin. 
 
 William W. Birdsall, A.M., Earlham Coll. 
 
 Principal of Phil.idclphia High School for Girls, 17th and Spring Garden Sts., Phila- 
 delphia. 
 
 William M. Bowen. 
 
 President of Directors Department, State Educational Association of Pennsylvania, 
 630 Madison St., Chester. 
 
 William D. Brightwei.l. 
 
 1905, Superintendent of Schools, 80s, nth St., New Brighton. 
 
 Geoffrey Buckwalter. 
 
 1896, Supervising Principal, Public Schools, 3d and Catherine Sts., Philadelphia.
 
 Pennsylvania) LIFE, ACTIVE, AX I) CORRESPONDING MEMBERS 87- 
 
 PESSS\L\ \Sl\— Continued 
 
 i<)05 May R. Carola.vd. 
 
 ^".^^■"-j'l'^u.^""'*"' "' Hamicr School, ju ICarlham Tcrrafp. (•.rrmani..wn 
 Philadelphia. 
 
 Haulin E. Cocswf.il. Mus.M.. '03. S>Tacusr Univ. 
 
 1906. Director of Xormal Conscrvatorv of Music. Iniiiana. 
 T. S Davis. 
 
 1001. Superintendent of Schoo's <if IUdlr County. R.K.D. .\... i, .\ltui>na. 
 Wallace Pktkr Dick. .\.H.. .\..\I.. Brown Lniv. 
 
 1898. Profes-sor of Greek and Latin. State Xormal &hool, 419 S. Walnut St. West 
 Chester. 
 
 Waltos Jay Dietrick. Ph R.. Lifayctte Coll. 
 
 Vice-Principal uf Hijih School. Jersey Shore. 
 Fbedebick E. Do\vse>. Ph.B.. Vi. .\.M.. "06. Pd.D.. "o";. Dickinvm C.ll. 
 
 1905. Superintendent of City Schools. 1811 .\. id ."^t.. HarrislmrR. 
 Josephine G. Dcke. Grad.. 04. \cw School of Mciho<J» Fimion. Mass 
 
 1906. Director of Music, ju S. Gay St.. Phocnixvillc 
 Paul Mooke Dvs\rt. H.Sc.. o*. W.ishinRion and lefferson Coll. 
 
 1895, Professor of Physics, Central High School. 113 Coltart Sq., PiltslmrRh. 
 Elizabeth Troth Eckaro. 
 
 1904. Teacher in Edward Gratx School. 13a 1 N. isth St.. Philadelphia. 
 Thomas A. Edwards. \.B.. '86. .\.M.. '80. 
 
 Professor of PedaKojjy and Dean of Department of CollcRe for Women. liurknell 
 University. Lewisburg. 
 Edward Doolittle Pitch. .M.D.. "87. N. Y. Horn. Med. Coll. 
 
 1898. In.struclor in .\lKcbra, Dc Lancey .Sch<jol. Philadelphia; res. 1 S. Oliw St., Media. 
 Sarah H. Gilbert. M.Sc.. '81. St. \or. .Sch.. Millersville. Pa. 
 
 1881, Teacher in Slate .Normal School. .MillersWlle. 
 Ronald P. Gleason. B.Sc.. "87. Worcester Poly. In.sl. 
 
 Principal of Technical High Schcx>l, 947 Clay A\-e.. Scranton. 
 Caroline Hadley. 
 
 Swarthmore. 
 S. H. Hadley, A.B.. '98. Gro\-e City Coll. 
 
 1902, Superintendent of Public Schools, F.lm St.. Sharon. 
 D. S. Harti.ine. A.B.. '97. A.M., 'oo. f.ifawtte Coll. 
 
 1807. Head of I)c|Atrtmcnt of Biology, State Normal School, Bloofiubuf|. 
 Mary L. Hf_<s, B.L., '95. Allentown Coll. 
 
 Teacher in 'Grammar Sch<xil. Hellertown. 
 
 A. D. HoRTON. A,B., y. A..M . 'oo. All. ' ' . . 
 
 1903, Superintendent of Pul' .New KrnMngtnn. 
 J. H. HiMPHRlFj?. Litt.B.. '83. Cornell I niv. 
 
 1904, Supervising Princijxil of Public Scboob, 310 York .\ve,. Towonda, 
 Margaret L. HfMPiiRi:vii.LF.. 
 
 190.S, .Vssisiant Supenisor of Mu.mc, Public School*. 131 W. Mne St.. Lancaster. 
 
 Hi RIIAS T. JoNF„S. 
 
 190s. Superintendent of Schoob of Camliria County, ElicnklHirK, 
 Ernest B. Kj.nt Ph.D., Columbia Univ, 
 
 IV04, Director ol B'Nai U'rith .Manual Training .School. 410 Chriuiaa St., PhiloitelptiiA. 
 
 f)!^ .\. KlIBtlLRN. 
 
 1H99, Suijerintemlrnt '.f SrhnnN of Potter County, Coudrr»|air1. 
 
 J MriRACK LaSDIS, \ M . 'o i 
 
 1904, Suprrinirnil. ^'•>l^ "f \f'>nT,i..mrry Co,, «e7 HamilttiQ .St., .Norriirfova 
 
 RoBi RT E, Larauv, .\ II '</> A M '<><> Ij 
 
 .Sujarinlcndriil ..( S.!, -.1 ! 
 
 Samuel McCunk Linmiav. r H»IU- 
 
 Pr..frs..i ,,( iia .iivl (i'»rfi) Mrmirr ii( H-iird 
 
 SUMN C. JjitM.t. .\l '•.••I Chnilrf. Pj 
 
 tHf/>. Pnniiijal ol PhiU>tel|ihu I ollrguir Intiliuie, i7»o Arch in.. Philoiieliihu. 
 
 Abram S, lf>fif.rsr.i Ktn. Pd M 
 
 Priiui(nl of Cmir,il High Vhoil .Mayluan 
 Jmrpii K, .Marviv >' ^   ti . .r,( I „,. 
 
 1901, Pr I m S Crai« St , I 
 Fraxcu Svlvr«tc» ' , ., - , i - . Nor Vh , A II , S» ; -Jl. 
 
 igo3, i'r Commmlal High Sihiail, I'liiti.ia, m,, 6j» N. WMtiingtnn A«r,, 
 
 Jamih H MiKrr, M D , o., I niv ..I P« 
 
 i9ot l'r,,fr-v.r ,.f ci.l.lrrnS tiivr.-,, r.,1,.;in;. M.>|4l«l, (1904) CUllkal Prntr^M ol 
 
 I'rolrmw )4 Prairalrk*. Uractal 
 
 John L. .MrvrR. A». u\ \ «..,.. 
 
 Elmer K, MtmrNrR. 
 
 ilb>7, SuiirTvi>ing Priiulpal of lUyanl Tarky Sciiaol, i7«t N. iMh Si niiU<lrl|4«ia. 
 
 Clari»!ia a. MortATT . . », . ». ^ . .. « . 
 
 lgo$. Triihrr in Public S«h«»J« Pllftliurg, rr« , on N«inh A*» . WltkinUnirf.
 
 878 NATIONAL EDUCATIONAL ASSOCIATION [Penasylvania 
 
 PENNSYLVANIA— Con/inwerf 
 
 1905 I. N. Moore, A.M. 
 
 1002, Vice-Principal of State Normal School, Slippery Rock. 
 
 Ernest Clapp Noyes, A.B., '98, Yale Univ.; A.M., '00, Harvard Univ. 
 
 1906, Department of English, Fifth AvenueHigh School; res.. 6015 Stanton .\ve., Pittsburgh. 
 
 H. A. Oday, Ph.B. 
 
 1902, Principal of Schools, Honesdale. 
 James Joseph Palmer, A.B., '99, Allegheny Coll. 
 
 1905, Borough Superintendent of Schools, 147 Plum St., Greenville. 
 
 GR.4CE H. Redfearn. 
 
 Teacher in Public Schools, 2 114 N. 28th St., Philadelphia. 
 Mrs. Amanda Rixstine, Grad., St. Nor. Sch., Kutztown, Pa., and Ncff Coll. of Oratory, Combs Coll. 
 of Music. 
 
 Teacher in Public School, Schuykill Township, 1039 Charlestown .\ve., Phocnixville. 
 
 Fred W. Robbtns, Ph.B., Bucknell Univ. 
 
 1900, Superintendent of Public Schools, 224 S. High St., Bethlehem. 
 
 S. Janet Sayward. 
 
 1892, Principal of Miss Sayward's School, Philadelphia; res., Overbrook. 
 
 Charlotte S. Schmerker. 
 
 1904, Supervisor of Drawing, Public Schools, 396 Union St., Allentown. 
 
 Mary E. Severs. 
 
 Teacher in Public Schools, 2348 N. 29th St., Philadelphia. 
 
 Robert Barcl.ay Spicer, A.B., '90, Swarthmore Coll. 
 
 1905, Superintendent of Friends' Schools in Pennsylvania, New Jersey, and Delaware; res., 
 
 140 N. isth St., Philadelphia. 
 
 Laura B. Stale y. 
 
 1897, Director of Music, Lower Merion District, Ardmore. 
 
 Foster H. Starkey, .^.B., '02, Harvard Univ.; A.M., '94, Bucknell Univ. 
 
 1897, Vice-Principal and Professor of Latin, State Normal School, West Chester. 
 William Sherman Steele, A.M., Hamilton Coll.; LL.B., Univ. of Mich. 
 
 1905, Principal of High School, 1622 State St., Harrisburg. 
 
 Reed B. Teitrick, A.M., '01, Grove City Coll. 
 
 1896, Superintendent of County Schools, Brookville. 
 
 Mrs. Mary E. Van Wagonen. 
 
 1889, Supervisor of Drawing, Public Schools, 153 N. Craig St., Pittsburgh. 
 
 George Wheeler, B.Sc, '05, Temple Coll. 
 
 1906, District Superintendent of Schools, 3206 Columbia .\vc., Philadelphia. 
 
 J. W. F. Wilkinson, A.B., '93, A.^L, '96, Princeton Univ. 
 
 1898, Department of Mathematics, State Normal School, Clarion. 
 James D. Woodring, A.M., '81, Muhlenburg Coll.; D.D., '02, Central Pa. Coll. 
 
 1902, President of AJbright College, Myerstown. 
 
 James T. Young, Ph.D., '95, Halle, Germany. 
 
 Director of Wharton School of Finance and Commerce, University of Pennsylvania, 
 Logan Hall, Philadelphia. 
 
 1906 Robert T. Adams. A.B., A.M., Allegheny Coll. 
 
 1899, Superintendent of Schools, 437 Chestnut .St., Lebanon. 
 
 James L. Allison. 
 
 1902, Superintendent of Schools, 1320 Wood St., Wilkinsburg. 
 
 ^ James E. Ament, LL.D., '06, Kentucky Univ. 
 
 1906, Principal of State Normal School, Indiana. 
 
 S. S. Baker, B.Sc, '92, Washington and Jefferson Coll. 
 
 1905, Principal of St. Clair Schools; res., 531 Neville St., E. E., Pittsburgh. 
 
 Bird T. Baldwin, B.Sc, '00, Swarthmore Coll.; .\.M., '03, Ph.D., '05. Harvard Univ. 
 
 1905, Professor of Psychology and Education. West Chester State Normal School, and(i9o6) 
 Lecturer in Psychology and Education, Swarthmore College; res.,V\'est Chester. 
 
 James J. Bevan, M.Sc, '96 St. Nor. Sch., West Chester, Pa. 
 
 1905, Superintendent of Schools of Carbon County, 68\ Broadway, Mauch Chunk. 
 
 William W. Brown. 
 
 District Superintendent of Schools, 12 15 Erie .Xvc, Philadelphia. 
 
 J. W. Cooper, M.S., '84, St. Nor. Sch., Millersville, Pa. 
 
 Superintendent of Public Schools, 34 N. Jardin St.. Shenandoah. 
 
 William W. Cottingham. LL.D., '00 Lafayette Coll. 
 
 1853, Superintendent of City Schools, 49 S. 2d St., Easton. 
 
 Francis R. Coyne. 
 
 190S, Borough Superintendent of Schools, Old Forge. 
 
 Sara E. Croner. 
 
 1904, Assistant Principal of Mt. Washington Schools; res., 204 Mrrrimac St., Pittsburgh 
 
 M. W. Cummings. 
 
 1903, Superintendent of Schools, Susquehanna St., Olyphant. 
 
 Samuel H. Dean. 
 
 1892, Superintendent of Schools, Mt. Carmel. 
 
 J. G. Dell, M.E.. '04. Juanita Coll. 
 
 Superintendent of Huntingdon County Schools, 1131 Moore St., Huntingdon. 
 
 Werner E. De Turck, A.B., '05, Franklin and Marshall Coll. 
 
 1905, Instructor in Latin and I'rcnch, Keystone State Normal School, Kutz.town.
 
 Pennsylvania] LIFE, ACTIVE, AXD CORRESPONDING MEMBERS 879 
 
 PES}iS\L\\Sl.\— Continued 
 1006 Robert F. DiTTHBfRN. 
 
 Superintendent of Public Schools. Pamaqua. 
 \V. X. Ehrhart. 
 
 1S96, Su|>erin(cndcnt of Schools, 30 E. M.ih.inoy .\\t.. Mahanoy City. 
 William C. Estler. Grid., 'tq. St. Xor. Sch.. Millirsvillc. Pi. 
 
 1S80. Borough Superintendent of Schools. 3d and Spruce Sts.. Xo. 107. .\shland. 
 William W. Kvavs. 
 
 H»os. County Superintendent of Schools 402 Iron St.. BloomsburK. 
 Joseph B. Gabrio. 
 
 1899. Superintendent of Hazle Township Schools. 140 W. Broad St.. Ilazlelon. 
 A. D. Glenn. 
 
 1006, Deputy State Superintendent of Public Instruction. Box J48. Harrisburg. 
 Urie Lee Gordv. .\ B.. '04. .^M.. '07. W.LshinRton Coll. 
 
 1901. Superintendent of Schools, joo Kerry St.. D.inville. 
 Clyde R. Green. ME.. "08. St. Xor. Sih.. Slipperv R-xlc. Pa ; Ph B.. oj. Grove City Coll. 
 
 1906, Superintendent of Schools. 1719. 4th Ave.. New Brighton. 
 C. F. HoBAN, .\.M.. '06. Xat. St. Mary's Coll. 
 
 HJ02. Superintendent of Schools, 506 Dudley St., Dunmore. 
 Ansa Hvle, Grad.. '00. Kindergarten Coll. 
 
 190$. Teacher in Orphan School, Box 339, Butler. 
 Elmer A. Jacoby. .\.B.. '0^. A M.. '00. Ixhiuh Cnlv. 
 
 1899, Head of Deixirtmeni nf Mathematics, and (1904) Vice-Principal of Perkiomen 
 Seminary. Pennsliurg. 
 Frank H. Jahvis. 
 
 Superintendent of Common Schools, WyominR Co., Slocum St.. Tunkhannock. 
 Sara Etta Johnston. .A.B.. ■o4- .\.M. 'yi. W«-«iimin.Mer Cull. 
 
 1901, Assistant Principal (.f MoncsM-n Hi«h Sthnol, 6<io McKee .\ve., Monevirn. 
 Frank Koehler, M.E. '97- Keystone St. Xor. S<h.; .\.M., "oj. Crsinus Coll. 
 
 1905, Suix-rintendent of Schools of .\Ionriw Co.. Gilbert. Ex. (Jifite. Weiisfort. 
 
 Amos E. Kraybill. Pd.B., '04. St. Xor Sch . Millcrsville. Pa.; A.B.. "04. Franklin and Marshall 
 OjII.; .\.M.. "05 Harvard I'niv. 
 
 »9o6, Principid of Bo)-s' High SchiMil; res.. 534 W. James St.. Lancaster. 
 Elmer E. Kintz. A.B.. "97. AM.. '98. Dickinson Coll. 
 
 1905. Superinlendent of liorou^h SiIikoIs. E. Patterson St.. LansforU. 
 Ella Levy. M.E.. '89 St. .Nor. .Sh Ixxk Ha%Tn Pa. 
 
 1894. Assistant in Hcllcfonle IIIkIi .Sihix>l. .Milesburg. 
 
 M. J. Lloyd. M. E.. '87. St X..r Sch MansikM. Pa. 
 
 1903. Suprrinit-ndent of Schools. Taylor. 
 
 Chas. Lose, A.M.. '90. Bucknell Iniv. 
 
 Superintendent of School*, 315 E. 3d St., Williamsport. 
 
 Sarah Nixon Lowry. 
 
 1890, Teathrr in John S II and (1906) SuiiervitinK Principial; re*.. 1945 E. 
 
 Cumlxrrland .St Pin 
 
 T110MA.S S. MAROf. Ph D . Lafayette Coll 
 
 1904. Superintendent of .Schools. .V. .Maple .\\t., Grccniburg. 
 
 Blanl-iie H McCasn. 
 
 1905. .\Mislant Principal of \(i W.NSmgton School*, too Amaliell St , Pitliburgh. 
 
 William Dwk.iit M< Fari.and. A M. '90 IW-llrvue Coll . I'niv »i Sc\tr 
 
 ii/oi. Head of Atademiial 1'. , :. High Sthool: "••' '•'• h Fr«nk»l">»'' *>■■ Pitl»- 
 
 burgh. 
 
 J .\I. .M< Laiohlin. B.Sc.. '00. Mt. I'nion Coll 
 
 190s. Teacher of Sciente South High School cor. .Mi Krr PUcr aivl Hair*. Ptll«lMiri|h. 
 
 .Mary Y. .Mf Kkyv   
 
 1895, S'' - in I>e|nnmenl nf Public Invlrutlinn ■•( Penntylvania. tot W Stale 
 
 I;..:nl>urg 
 
 John D. Meme. Ph .M . '87. A .M o. 
 
 1.S94. Head of l>e|Jttnm'-i'i Vnrmjl S,li..il Ij.k Uul lOJ. 
 
 California. 
 
 Mai'I'K E. Milmollanii 
 
 1905, AMtMant Princi|Ml o( .Ml. WaUitngloo ikhonl; rat., 71O Graml \tr« A»t . Pill* 
 Ijurgh. 
 John Morrow 
 
 S^lfl«^nlrfv^mt '•< IViUic SthiioU, llo« 177, Allrglirnv 
 
 Jamkh ,\ Ml IR II 
 
 i^t. S. ic VhooU, 4o'> Haynn S< . Johndown 
 
 (;«AVr .NoRRit. A I I ,..,.... 
 
 1^1 •■, ••!■> >'>''( amp Aw , llr«4|>loct 
 
 H. V NvHARi '■• 
 
 ,^j '•{••n r<iwn«hi|>. (>lenl)nin St (>U>nlr<in 
 
 OMUi.r. U (• 
 
 ltuff«l> K.iclw^rT »t PtiulHirgh lUllwaf. 
 
 k K V .\t " 
 
 Pail M PrARviw, A H '91 A M 
 
 AKTMVI UnU%iiM (.> • 
 
 1904. A i>> of Prtin«yt«r*llU, m 441; -kinkmi M ,
 
 88o NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvania 
 
 PENNSYLVANIA— CoM/i»Mei 
 
 1906 S. H. Replogle. 
 
 1906, Principal of Central Grammar School; res., 2000, 2d Ave., Altoona. 
 
 W. L. Rutherford. 
 
 1005, Instructor in History, High School, 612 McKee Av., Monessen. 
 
 Aaron Reist Rutt, .\.B., '93. A.M., '96. Pa. Coll. 
 
 1905, Superintendent of Lower Marion Public School, Ardmore. 
 
 Eliz.\beth R. Seed. 
 
 1904, Teacher of Dravfing. 27 Natchez St., Pittsburgh. 
 
 Livingston Seltzer. 
 
 Superintendent of Schuylkill County Schools, Pottsville. 
 
 David M. Sensenig. M.Sc, '72, St. Nor. Sch., Millersville, Pa. 
 
 Professor of Mathematics, State Normal School, West Chester. 
 
 Robert C. Shaw, A.B.. A.M., Washington and Jefferson Coll. 
 
 1905, Superintendent of Schools of Westmoreland County, Greensburg. 
 
 Ida M. Slater. 
 
 189s. Teacher in Public Schools, 218 Virginia Ave., Pittsburgh. 
 
 Ch.\rles W. Stine. 
 
 1906, Superintendent of Schools, York Co. Court House, York. 
 
 J. C. Taylor. 
 
 1893, Superintendent of Schools of Lackavi'anna Co., 1660 Capouse Ave., Scranton. 
 
 W. E. Tobias, B.E., '89, M.E., Cent. St. Nor. Sch., Pa. 
 
 1905, Superintendent of Schools of Clearfield County, Clearfield. 
 
 Homer K. Underwood, A.B.. '99, Washington and Jefferson Coll.; A.M., '01, Yale Univ. 
 1901, Principal of High School; res., 707 Beaver St., Sewickley. 
 
 Willis Y. Welch. 
 
 1899, Department of Science, Clarion State Normal School, Clarion. 
 
 Samuel S. Willard, A.B., '76, A.M., '79, Pennsylvania Coll. 
 
 1906, Superintendent of Schools of Perry County, New Bloomfield. 
 
 William A. Wilson, A.B., '87, A.M., '94, Colgate Univ. 
 
 1905, Superintendent of Schools. 642 Broadway, Milton. 
 
 Clinton Rogers Woodruff, A.B.. '86. Philadelphia H. S.; Ph.B., '89, LL.B., '92, Univ. of Pa. 
 North American Building Philadelphia. 
 
 1907 Alicia M. Zierdan. 
 
 1906, Pennsylvania State Museum, Harrisburg. 
 
 Mary S. Zane. 
 
 1901, Head teacher in Home for Deaf Children, Belmont and Monument Avts., PhiladelphiiJ. 
 
 institutions 
 
 life director 
 
 1879 Teachers' Institute of the City of Philadelphia. 
 
 President, William H. Samuel, 2505 N. 12th St; Secretary, M.ary A. Wallace, 913 
 S. i6th St., Philadelphia. 
 
 active members 
 
 1897 The Free Library of Philadelphia. 
 
 Librarian, John Thomson, 1217-1221 Chestnut St., Philadelphia. 
 
 First Pennsylvania State Normal School, Millersville. 
 
 Principal, Eliphalet Oram Lyte, Millersville. 
 State Normal School Library, Mansfield. 
 
 Principal, Andrew Thomas Smith, Mansfield. 
 
 1898 Keystone Literary Society of the Keystone State Normal School. 
 
 Librarian, W. W. Deatrick, Kutztown. 
 
 Philomathean Literary Society, Keystone State Normal School. 
 Kutztown. 
 
 University of Pennsylvania, Library. 
 
 Provost, Charles C. Harrison; Librarian, Morris Jastrow, Jr., Philadelphia. 
 
 1899 Altoona Mechanics' Library and Reading Room Association. 
 
 Chairman of Library Committee, Charles B. Dudley; Librarian, Elizabeth L. 
 Snyder, Altoona. 
 Dryn Mawr College. 
 
 President, Miss M. Carey Thomas; Librarian, Lsadore Gilbert Mudge, Bryn Mawr, 
 Carnegie Library of Pittsburgh. 
 
 Librarian, Anderson H. Hopkins, Schcnley Park, Pittsburgh. 
 Dickinson College. 
 
 President, George Edward Reed, Carlisle. 
 Indiana Normal School of Pennsylvania. 
 
 Principal, James E. Ament; Librarian, Mrs. Walter Mitchell, Indiana. 
 Lehigh University. 
 
 President, Henry S. Drinker, .South Bethlehem. 
 
 Scranton Public Library. 
 
 Librarian, Henry J. Carr, Scranton. 
 Southwestern State Normal School, California. 
 
 Principal, Theodore B. Noss; Librarian, Anna M. Shutterly, California. 
 
 Pedagogical Library, Board of Public Education, Department of Superintendence. 
 
 Superintendent, M. G. Brumbaugh; Librarian, Lillian lone MacDowell, Philadel- 
 phia.
 
 Pennsylvania] LIFE, ACTIVE, AXD CORRESPOXDI XC MEMBERS SSl 
 
 PESyiSYLWSW—ContiniuJ 
 
 looo The Pesnsylva.vu State Collece. 
 
 Acting President. James A. Beaver; Librarian Krwin \V. Kunkle. Stale ColIeRe. 
 1901 Carn'ecie Free Library or Allec.hesv. 
 
 librarian. Edward Ernest Eggers, Allegheny. 
 
 Pen-xsvlvania State Library. 
 
 State Librarian, Thomas L. Montgomery, Harrisburg. 
 
 Waysesburc College. 
 
 .•\tiing President, J. F. Bucher; IJhr.iri.-in, Delia Hart Huiher, Waynesburg. 
 
 I03J Carnegie Free Library of Braddocic. 
 
 Librarian, Geiirge H. 1-imb, Braddock. 
 Carnegie Public Library of Brxpfori). 
 
 President of Board of .Managers. R. B. Sione; Librarian. Suvin L. Sherman. Brad- 
 ford. 
 Swarthmore College Library. 
 
 President. Joseph Swain; Librarian. John Kusscll ila)rs, Swarlhmore. 
 
 i(>03 Erie Public Library. 
 
 Librarian, Jean .\. Hard. Erie. 
 
 Mercantile Library Company. 
 
 President. John F. Ixwis; librarian, T. Wilson Hedley, loth alKuc Chestnut St.. 
 
 Philadelphia. 
 
 1005 Bayard Taylor School. PniLAnELPiiiA. 
 
 Prindp-ol, Elmer E. .Michener, R.indolph aliove \'enango St., Philadelphi* 
 
 John F. Hartranft Schcwl. PHiLAOKLriiiA. 
 
 Principal. Emma K. \Nilson, 7th St. and Boston .Xve.. Philadelphia. 
 
 John Lartain School PHiiAnrLPiii a. 
 
 Prindi)al, .Vnnic S. Jones. 31st and Oxford Sts., Philadelphi,.. 
 
 Joseph Leidy Combined Scho<ii., PiiiLAnELPiiiA. 
 
 Principal, Margaret Robinson, 4id and Thompson Sts., Philadelphia. 
 
 Joseph Sin'gerly Scno<n., PitiLAnELpiiiA. 
 
 Princip;il. \V. \V. Brown, jjil and Perks Sts., Philadelphia. 
 
 Minnie Mi-rdock Kevdrick School, WE-iT Philadelphia. 
 
 Super\ising Prinii|Ml. Laura J. .\shmore. jSihand Powelton .\\t.. West PhiLidelphia. 
 
 ;g. W. Baldwin School, Philadelphia. 
 
 Principal. .M.iriha IL Ounn, 16th and Porter Sts., Philadelphia. 
 
 .Vewton Girls School. Philadelphia. 
 
 Princiixil, Sarah E. Bradshaw, 38th and S|»nic» Sis., Philadelphia. 
 
 Paschallville School, Philadelphia. 
 
 Principal. Cornelius J. Walter. Woodbind .\ve. anil 70th St., Philadelphia. 
 
 RoTi.EDGE School, Piiiladklphia. 
 
 Prindiwl. Ilarrivm Walton, 7th and Xorris Sis., Philadelphia. 
 
 We-ster-s University of Pfsnsvlvania. 
 
 Chancellor. Rev. S. B. McCormick; librarian, Catherine Elston, .Mlegheny. 
 
 1006 Birmingham Sub Di-trut S- ihh.l. Pittsiuikih. 
 
 PriniiiMl. .Marg.iret M. .Miller, S. nth St., Piltaliurgh. 
 
 Carnegie Library. Homestkad. . 
 
 Librarian. W. F. Stevens. liomeMeaii. 
 
 Central Stat* Normal School. 
 
 PrinciiKtI. J. R. Flickinger. L«k Ha\Tn. 
 
 Colfax Sub-District Siii'M)l Pittmiu»<.ii. 
 
 Princiijol. .\I.iruarri A Frew, Solway ami Wighlman St., Pilliburfh. 
 
 Cumberland Vall» v State N'.-kmai S< iiooi LiniiA»Y 
 
 Acting I'rimiiMl. William .M. Rile, Shippenaburf. 
 
 CfENKVA College. Libhaby. . ,. , ^ .. , „ .. „ 
 
 I'residenl. W P J'.hnslon; Librarian. O«orge Kenne<lv, Braver Falla. 
 
 Hancock .School Faciity. I' ' .. . ... .. . . 
 
 Prinii{nl. K -ry. Woljoler an<l 7tn A»t., nilklnirtb. 
 
 HoiMEH School. Oakland Sin Distau t. Pittsih«<,h 
 
 A»M»l.int Primiiml, !• ^ Ii. at. Piiuliunh. 
 
 HoMEWOOD SU»DlsT«|CT S<ll<»..l.s, Pi: .., . . 
 
 I',; ' f M , i .„„aon and l.«n« A«r« , PtiiilHjigh. 
 
 LwroiM Sui-DwTP ....«,, t 
 
 Vtit.iii^i. I. I', ijicsr^ Ijrimer S<hoi»l. Plittlnirgn. 
 
 Lr< KFV School, Pin^ni •(,h. . , .. ... , . 
 
 Pnnii|Ml. J A. SntidgraM Swm»»laf St PlIolHirgh 
 
 Mi Ai moK Soiooi • pit! ti' u. II 
 
 .MI AiBi 7> »..^ ^ Pr,M«.irii. McC»n.llc« S.h«.l. Iluilrr fU. and McCan-JU^ 
 
 KORTII SrjIOOL, PtTT^llll >l<.ll , ... , . ^ .., . 4. . 
 
 PnnciiMl. <;. .M. Parker. (••€ F)uf|u«nr »«v »n<\ Wh St PMitlmrgh, 
 
 Pr.NN^YLVANi* Statr MtsriM .« . .. .. , 
 
 Dirrcitir '4 Mutruro. TVimaa L. M'»oi«cimcrjf. Il^>f..' .'^ 
 
 Phoenixvillc Pi BMC Library . ~ ,^„ 
 
 LiUarian. Almira Prnnirpackrf. Phomitvlll*.
 
 882 NATIONAL EDUCATIONAL ASSOCIATION [Rhode Island 
 
 PENNSYLVANIA— Co»/J»«c<i 
 
 1906 St. Clair Sub-District Schools, Pittsburgh. 
 
 Principal, S. S. Baker, Bane Building, Fernleaf St.. Pittsburgh 
 
 State Normal School. Bloomsburg. 
 
 Principal, D. J. Waller, Bloomsburg. 
 
 State Norm.al School, Edinboro. 
 
 Principal, John F. Bigler; Librarian, Miss Annie L. Wilson, Edinboro 
 
 State Normal School. West Chester, 
 
 Principal G. M. Philips, West Chester. 
 
 RHODE ISLAND 
 
 LIFE DIRECTOR 
 
 1882 Thomas Williams Bicknell, A.M., '60, Brown Univ., '78, Amherst Coll.; LL.D., '84, Drury Coll. 
 Author, Editor, Publisher, and Manufacturer, 254 Pleasant St., Providence. 
 
 active members 
 i8g2 George Everett Church, A.B., '72, A.M., '78, Amherst Coll. 
 
 1889, Principal of Peace Street Grammar School, 43 Adelaide Ave., Providence. 
 1894 Walter Ballou Jacobs, A.B., '82, A.M., '85, Brown Univ. 
 
 189s, Professor of Theory and Practice of Education, Brown University; res., 310 Olney 
 St., Providence. 
 
 Abby Lillian Marlatt, B.Sc, '88, M.Sc, '90, State Agri. Coll., Kans. 
 
 1894, Department of Household Economics, Technical High School, Providence. 
 1896 Victor Frazee, A.B., '89, Dalhousie Coll., N. S.; A.M., '02, Brown Univ. 
 
 1905, Principal of Manton .Avenue Grammar School, Providence; res.. East Greenwich. 
 Mrs. Ella M. Pierce. 
 
 1902, Principal of Webster Avenue Training School, 194 Daboll St., Providence. 
 Bessie M. .Scholfield. 
 
 1902, Director of Kindergartens and Schools for Feeble-Minded Children, 190 Knight St., 
 Providence. 
 
 1898 David Webster Hoyt, A.M., '72, Brown Univ.; '61, Middlebury Coll. 
 
 1864, Principal of EngUsh High School, 40 Humboldt .Ave., Providence. 
 
 1899 Sarah Dyer Barnes. 
 
 1902, Assistant Superintendent of Schools, Providence; res., Manton. 
 Walter E. Ranger, A.B., '79, A.M., '83. Bates Coll. and '04. Univ. of Vt. 
 
 1905, State Commissioner of Public Schools, State House, Providence. 
 
 1900 Ella L. Sweeney. 
 
 1902, Assistant Superintendent of Schools, 32 Summer St., Providence. 
 
 1901 William H. P. Faunce, A.B., '80, A.M., '83, D.D., '95, Brown Univ.; '01, Yale Univ.; '03, 
 
 Harvard Univ.; LL.D., '04, Baylor Univ.; and '06, Univ. of Ala. 
 
 1899, President of Brown University, Providence. 
 
 1902 Charles Edward Dennis, Jr., .\.B., '88, .A.M., 'go, Ph.D., '95, Brown Univ. 
 
 1901, Principal of the Hope Street English and Cla.ssical High School, 114 Taber Ave., 
 
 Providence. 
 
 William Holden Eddy, A.R., '92, A.M., '93, Ph.D., '99, Brown Univ. 
 
 1905, Principal of Mcsser Street Grammar School, 666 Angell St., Providence. 
 Herbert W. Lull, A.B., '74, Harvard Univ. 
 
 1900, Superintendent of Schools, 35 Powel Ave., Newport. 
 Walter H. Small, A.B., '78, .\M., '82, Dartmouth Coll. 
 
 1902, Superintendent of Schools, 42 Adelphi Ave., Providence. 
 
 1903 Daniel Alva Crandall, A.B., '03, Alfred Univ. 
 
 1906, Principal of High School, Wapping, Conn.; res., Rockville. 
 Frank O. Draper. A.B., '86, A.M., '89, Brown Univ. 
 
 1906, Superintendent of Public Schools, 204 High St.. Pawtuckct. 
 C. Edward Fisher, A.B., '98, St. Lawrence Univ. 
 
 1903, Department of Mathematics and ISLithematical Sciences, Rhode Island Normal 
 
 School; res., 232 Pleasant Street, Providence. 
 Marion D. Fulton, A.B., 'Ss, A.M., '98, Ewing Coll. 
 
 1905, Eastern Representative of Powers & Lyons PubHshing Co., 36 Division St., 
 Providence. 
 Charles I. Gates, A. B.,' 99, A.M., '06, Brown Univ. 
 
 1899, Principal of Pleasant Street School, 5 Jay Street, Westerly. 
 William H. Holmes, Jr., A.B., 97, Colby Coll. 
 
 Superintendent of Schools, Westerly. 
 Lyman G. Horton. 
 
 1903, Principal of the East Greenwich Academy, Pence St., East Greenwich. 
 Nathan Gardner Kingsley. 
 
 1803, Principal of Doyle .Avenue Grammar School, 605 Hope St., Prondence. 
 Wendell .A. Mowry, A.B., '93, .A.M., '94, Brown Univ. 
 
 1898, Superintendent of Schools, 51 Illinois St., Central Falls. 
 Katharine Upham Peirce, A.B., '89, Vassar Coll. 
 
 1898, Teacher in English High School, 125 E. Manning St., Providence. 
 Leroy G. Staples, .A.B., '00, Bates Coll. 
 
 Superintendent of Schools, Town of Burrillville; res., Pascoag. 
 1905 Isaac O. Winslow, A.M., '81, Brown Univ. 
 
 1899, Principal of Grammar School, 50 Elton St., Providence.
 
 South Dakota] LIFE, ACTIVE, .4.Vr) CORRESPOXDI.\C7 .\fE.\fBERS 883 
 
 RHODE 1SI_\ND— C'<m/iiiii*</ 
 
 instjtitioss 
 
 1897 Rbodf. Isl.\xd Norm\l School. 
 
 Principal, Charles S. Chapin; Lilinirian, \!ary E. Makrpeacr. Providence. 
 1890 Harris Institute Library. 
 
 Libnrian, Miss .\ma Howar.l Wartl, Woonsockct. 
 1031 Urow.v I'siVERsrrv. 
 
 President, W. H. P. Faunce; librarian, H. L. Koopman, Providence. 
 
 1933 Rhode Isla.vo Om.lkiis or .\(;ri(-iltire asi> Mh iianic .\rts. 
 
 President. Howard Edwards; Librarian, Lillian .\L (»et»rgc, KinjcMon. 
 
 1934 Providence Publii- Library. 
 
 Ijbrarian, William E. Foster, Washington St., Providence. 
 
 SOUTH C.\ROLlN.\ 
 
 I IFK UKUBKR 
 
 i39i Martha Scaopir.LD. 
 
 1868, Founder anil ticncral .Manager of Schofield Kormal and Imlustrial S>.bkxil lor Colored 
 Youth, .\ikrn. 
 
 ACrrV-E MEMBERS 
 
 189s David Bancroit Johnson, \.H.. '77. A.M.. "So. I'niv. of Tenn., LL.D.. 'oj. S. Car. Coll. 
 1895, President of Winthnip .Normal and Indu.sirial College, Rmk Hill. 
 
 1896 E. S. Drehkr. .\.U.. '.SS. am . •-J,?. R..an..kc Coll. 
 
 1895. Superintendent of .Schools. 13^3 Washinaton St., Columbia. 
 
 William Harvey Hank. 
 
 1906. Professor of Secondary Education. CnixTnity of South Carolina; res., mi DiviiM 
 St.. Columbia. 
 
 1898 John S. .Marqcis, .\.H.. '76, .\.M , '93, I^fayette Coll. 
 
 i8i>i, Printi|xil of liraincrd In-^tilute, Hox 13s, Chester. 
 
 1899 Henry P. .Xrcher, .\ U.. '5.S, A.M.. '07. G>ll. of Ch.irlcsion 
 
 1885, Supcrintcadent of City School.s, 74 Rutle<lge .Ave., Charlnton. 
 
 John J. Mc.Maiia.n, A.B.. '86, A.M., '88, S. Car. Coll. 
 1 118 Senate St., Columbia. 
 
 William K..nox Tate, .\.IJ., 'qi. .\..M., '00. Univ. of Nashville. 
 
 1898, Primipa! of .Nlemniinger Normal Sihool, 131 Coming St., Charlrsloa. 
 
 1900 James Thomas Ojlemas, U.Sc., '.S6, S. C. .Mil. .\i.iil. 
 
 Princi|>al of Schoob, Summervillr. 
 
 Albert Leonida-s Sroma. 
 
 1900, Priniiiul and Proijrictor of Stokes Uusincs* College, »7J Mrriing St., Charlritun. 
 
 Patter-Sos Wardi.aw, .\ U.. 'Ho. I'.r>kine Coll. 
 
 iH<<4, Profp^vir of Pe<laKi>)iy, .Smih Carolina ColleKe. H31 Sumter St., Columbia. 
 
 1903 Leonard T. IUker, AH., 'M, A .\I , '9/. Coll. of Cliarle^toii. 
 
 1906. As.* HI. lie ProlrsiMir of Ped-igogy. Uni»-cr»ity of .South ('iinilinn, Columbia. 
 
 ARTIII'R I Mvs( IIISTKR. 
 
 Iijrntor of Music and l'ro(r»v.r of Voice Culture and Sintfin^i. Con»-me College- 
 ji7 S. Church St.. S|nnjnburg 
 O. U. .Martin, AH , '91. Furman Univ. ... 
 
 1903, State Superinlendcnl of F.<<ucalion, Ca|iitol, Columbia. 
 
 Albert J. Tiiacicston, .\ H , '91, Furman Iniv 
 
 1897. Sujierintendcnl of Ci" ^l.-l' ( 1, .t.k'rt.urg. 
 
 1904 James A. B. S. iir»»». AH. V. A M Ih I) , 97. P» t«4l ; LL I)., 'os. S. C. CoU 
 
 1 004. PrrMdcnt of .Sewljeii, * »■ . .-..:, 
 
 iQos Rev. Lrww M Di sr.is. I) t). 
 
 Prrsidrnt of Clallin Univerviy. Orangeburg. 
 
 Abraham C. Otnou-i A H A M I> I> LI. D 
 
 Pre«idenl of Hene<li » olumWa. 
 
 RobertP. Prii. A H. 'Hi. Uil I), t ' 
 
 190J, Prr»i'lent «1 ("onverx- < 'im .:■ .S|«»n«nliurg. 
 
 IV kT IT I T It iS*. 
 
 1001 Wi.TfHRor NoRMAf *>«r> !««n«'iiT«UL < 
 
 I U II Johii-"ii. i<"«k Hill. 
 
 ,90, Sr.irTH CAt/,LiMA . UUr^riM,.. Ml- M II. Rl«i. C«h.m».U. 
 
 '"*'•"'' ^''■"'"|...«d...i, !• 11 .M.U. Ubrari-n. K M Trmrt. fWm^uB C.4le«r r O 
 
 S<>1 III l»\KOTA 
 
 Al ttvr Mt MRI •* 
 1875 FAVfTTKl. COOE.^^^^^^ ^^^j j^ ^ ,^^^^^^^.^^,^^_^ V,„,f,J, 
 
 Ig90 WiiiiAMll H Hr*i"r. A I M*d»iO 
 
 1893 A. WrLLi!«oT..)» Norton. \ H . ; "« Kuchr«rr. 
 
 1903, Muialiuaal Au:
 
 884 NATIONAL EDUCATIONAL ASSOCIATION [South Dakota 
 
 SOUTH DMS.OT\— Continued 
 1894 Mattie Jones. 
 
 1893, Teacher in Riggs Institute, Flandreau. 
 
 189s Frank Crane, A.M., Gale Coll. 
 
 Clerk of Supreme Court, Pierre. 
 Anna B. Herrig, Grad., Oswego Nor. Sch., N. Y. 
 
 1898, Superintendent of Training Department, State Normal School, Madison. 
 George M. Smith, A.B., '73, A.M., '77, Colby Coll. 
 
 1891, Professor of Modern Languages, Literature, and Pedagogy, University of South 
 Dakota, Vermilion. 
 
 1897 Alexander Strachan, A.B., '80, A.M., '82, Univ. of Rochester, N. Y. 
 
 1890, Principal of High School and Superintendent of Schools, 9 Van Buren St., Deadwood. 
 1899 Edward Elliott Collins, A.B., Univ. of S. Dak. 
 
 E,x-Superintendent of Public Instruction, Vermilion. 
 William W. Girton, Grad., '74, St. Nor. Sch., Platteville, Wis. 
 
 1904, Professor of Civics and Geography, State Normal School, Washington Ave., Madison, 
 igoi Anson H. Bigelow, B.Sc, '87, Univ. of Nebr. 
 
 1904, Superintendent of City Schools, 121 May St., Lead. 
 Arthur E. Farmer, B.L., '01, Fenton Coll.; Pd.B., '05, Mich. St. Nor. Coll. 
 
 1903, Principal of High School, Yankton. 
 Sivert a. Jordahl, B.L., '98, Univ. of Minn. 
 
 1898, Teacher in Lutheran Normal School, 1124 Norton Ave., Sioux Falls. 
 George Williston Nash, B.Sc, '91, M.Sc, '95, Yankton Coll. 
 
 1905, President of State Normal and Industrial School; res., 223, 9th Ave., E., Aberdeen. 
 Helen S. Peabody. 
 
 1885, Principal of All Saints School, Sioux Falls. 
 G. J. Schellenger. 
 
 1903, Principal of High School, Selby. 
 Edward C. Scovel. 
 
 Teacher in Ring Thunder Day School, Rosebud -Agency, Rosebud. 
 Samuel Weir, A.B., '89, Northwestern Univ.; Ph.D.. '95, Univ. of Jena. 
 
 1905, Vice-President, Dean of School of Education, and Professor of the History and Philoso- 
 phy of Education, Dakota Wesleyan University, Mitchell. 
 
 1902 Carl J. Mohn. 
 
 Kidder. 
 
 Thomas Nicholson, A.B., '93, A.M., '95, Northwestern Univ.; D.D., '98. Iowa Wes. Univ., and 
 '05, Garrett Bib. Inst. 
 
 President of Dakota We.sleyan University, 811 Sanborn St., S., Mitchell. 
 M. M. Ramer. 
 
 Ex-State Superintendent of PubUc Instruction, Millbank. 
 
 Arthur H. Seymour, B.Sc, '87, A.M., '98, M.Sc. '90, Ohio Nor. Univ. 
 
 ArUngton. 
 C. M. Young, Ph.M., Ph.D., Hiram Coll. 
 
 Professor of History and Social Science, University of South Dakota, Vermilion, 
 
 1903 James J. Duncan. 
 
 1901, Day School Inspector, Indian Ser\ace, Pine Ridge Agency. 
 Freeman H. Hoff, A.B., '91, Ohio Nor. Univ. 
 
 Superintendent of City Schools, 211, 6th Ave., E., Mitchell. 
 MoRiTZ Adelbert Lange. 
 
 Office of State Sup)erintendent of Public Instruction, Pierre. 
 Belle M. Munger, Grad., '93, OberUn Coll. 
 
 1902, Principal of PubUc Schools, Custer. 
 
 1904 Louise Cavalier. 
 
 Teacher in Riggs Institute, Flandreau. 
 Franklin B. Gault. A.M., Cornell Coll.; Ph.D., Wooster Univ. 
 
 President of University of South Dakota, Vermilion. 
 Ella Gertrude King. 
 
 1903, Teacher of Music, Riggs Institute, Flandreau. 
 
 1905 George L. Brown, M.Sc, '92, Univ. of Mo.; Ph.D., '00, Univ. of Chicago. 
 
 Professor of Mathematics and Astronomy, South Dakota Agricultural College, 
 Brookings. 
 
 A. B. Hess, Pd.B., M.E., A.B., Ph.D. 
 
 1902, Superintendent of Schools, 519, sth Ave., Madison. 
 Frederick J. Kelly, A.B.. '02. Univ. of Nebr. 
 1905, Principal of High School, Lead. 
 
 B. Malcolm Lawrence, A.B., '82, .\.M., '86, Colby Coll. 
 
 190S, Instructor in Mathematics and Physics, State Normal School, Madison. 
 RuFUS Buel McClenon, A.B., '78, A.M., '81, WilUams Coll. 
 
 1904, Professor of Latin and Pedagogy, South Dakota Agricultural College, 801, 9th St., 
 
 Brookings. 
 
 1906 William B. Mooney, Pd.B., '02, Pd.M., '03. St. Nor. Coll.. Greeley, Colo. 
 
 Superintendent of Training School, South Dakota State Normal .School, Spearfish. 
 
 H. A. USTRUD. 
 
 State Superintendent of Pubhc Instruction, Pierre. 
 
 institutions 
 1897 South Dakota Agricultural College. 
 
 President, Robert L. Slagle, Brookings. 
 1903 Hearst Free Library. 
 
 Librarian, Mrs. Julia Concannon, Lead.
 
 Tennes^] LIFE, ACTIVE. AND CORRESPONDING MEMBERS SS5 
 
 TENNESSEE 
 
 ACTIVE ULMBKRS 
 
 i33g \V T WiiirE, A.U.. '77. AM . 'y.5. Lniv. of Tcnii. 
 
 iS8s. Principal of Girls' High School, soS Hroad St., Knoxville. 
 «So2 I. C. McNeill. 
 
 1907, Superintendent of Schools, Room 514. Tennessee Trust BuildinK, Memphis. 
 1894 Richard Joses. .\.M.. '81, Iowa Coll.. Ph.D., 'o.?. Heidelherfj. Germany. 
 
 iS(»S, Professor of Lilcr.iture, Vuadcrbilt University, Vanderbilt Campus, Nashville. 
 i8g7 H. C. Weber. 
 
 Superintendent of Schools, 709 McGa>-ock St., Nashville. 
 i8<>8 Philander Priestlfv Ci.a\t<>\. .\ B.. "82. .\ M.. '»(>. L'niv. of Tenn ; Litt I) . Vi. lUles Coll. 
 lyoj, Professor of Science and .\rt of Teaching. L'nivcrsily of Tennessee. Knoxvillr. 
 Warren W. Phkhn. AM.. "04. .\.M.. V>. Columl)i.i Cniv.; PhD . '00. ColuniSian l'niv. 
 1905. Professor of Political Science and Pedagogy. Grant University, .\thens. 
 ig33 H. Elmer Bierly, .\.B., 'qi. Princeton Univ. 
 
 igD4, Profe>.sor of Philosophy anil K<lucation, Grant University, and Editor o( "Southern 
 Educational Review," Chaltan<K>ga. 
 George W. Goriwn. B.Sc., '<;q, Univ. of Nashville. 
 
 i8gj. SuixTintcndcnl of City Schtxjls. Tennessee Trust Building. .Memphis. 
 Israel Hyuan Pere<, .\ »., '8q. I.L.B., 'gi, .\,M.. 'gg. Yale Univ. 
 
 Ex-President of Board of Education, Memphis Trust Building, Meaiphis. 
 Eugene F. Turner. 
 
 1905. Registrar of University of Tennessee. Medical Department; res., 6ji. id .\ve., 
 
 Nashville. 
 
 1901 .\. C. Webb. 
 
 igso, Supervisor of Pcnmaoship and Drawing, 309 Wilbum St., Nashville. 
 
 1902 WiCKLlFFE Rose, .\.M., '90, Univ. of Nashville. 
 
 Professor of Philosophy. University of Tennessire. and Dean of Peabody College for Tcmch- 
 ers; res., 1021 Belmont Ave., Nashville. 
 J. L. Wright. 
 
 Principal in City Schools, 626 liosculxl St., Nashville. 
 
 1903 Gordon M. Benti.ev. B.Sc., '00, .\.\I.. '01, Cornell Univ. 
 
 Instructor in /odiogv. Histology, and Knlomolnity, and .Vitsislant State EnlumuloglM of 
 Tenness«"e. University of Tennesscr, knoxville. 
 .Albert M. Harrls, A.B., 'oi. A.M.. '02. Cornell Coll. 
 
 1903, .Adjunct Professor of Public S|irakiiig and Debate, Vanderbilt UniverMty, ij Garland 
 
 Ave., Nashville. 
 
 McG. Ingrl'm. 
 
 1906. Principal of High School, .Minor Hill. 
 
 D. J. Johns. Jr. 
 
 i(X>t. Priniijial of Caldwell School. 30H .Vrington St., Nashville. 
 C. Tyrouj Kirkpatkk k, .\.H., '94. AM., 'oj, Xamlrrbili Univ. 
 
 1900, Teacher of I.:ilin. Kogg High S<hi><il and (luoTi) Heatl of Ijiin Department, City 
 Sch(x>ls; res., 702 WixMliaml St.. .N'osJiville. 
 WiLLLAU C. Lawv)S. B.Sc.. Nat. .Nor. Univ.; Pd.B.. .All , .American Univ. of Harriman. 
 
 1899, Superintendent of City Schools, Pula.ski. 
 Seymour A. .Mynhers, .\ B., 'Ho, Univ. of Tenn. 
 
 1907. Suixrintendenl of Sch>ioU. K.noxville. 
 
 1904 Brown Ayers, Ph.D., Ste\-en» Ima. of Tech.; I.I..D., Washington and Ix* Univ.. S. C. Coll.. TuUne 
 
 Univ. 
 
 1904, President of University of Tenneviee, Kn<ix\illr. 
 
 J. W. HiKV 
 
 iHr/j, Sui>erinlendent of ScIxkiU, S|jri! -Id. 
 
 Ira Lasi.rith, B.S< , 'K«, I.I.H.,'H9, I.I.D ,'oj. « ui». 
 
 HJ04, Regent of Hrlinonl College. 1 E. Iwlinoiil I title. .Saahvillr. 
 
 John H. Penck, A B . '01. W.iO.ingiim Coll 
 
 1004. Princi|ul of IIikIi S<h€iol. Johntun City. 
 
 AiBfRT T Barret- \ \t I L D , Ph D. . » c 
 
 I'' I K,<lucal»on. Pealjiidy College fof lea<hrrt, rr« . 104s, jd A«*. S.. 
 
 1905 Alb»rt P. Boi RiAsi. A M. -Ht rn l'niv , ^. „ , .,. , ^, . „. 
 
 ,H,y3_ |'rolrKw>r of KnK 1 '"'''" P<-.Tl»»fv ( ollrge loc irtultm, NaanvUir. 
 
 Flm>r Briton WAi.ir». A.B "Hj A M o 
 
 Priifewrf of .MjII.' M..ii. . .rfe. M«ry\t»r, 
 
 H D WvATT. M D v.? a M 71 
 
 1H94 PrifiiiiMl i.( Higli .1 .SI. (Tuill«0«Mt». 
 
 tvot, CoRNRtlUH J H»»IW'>II ,^ „ .^ , .. 
 
 I90J. Su|imn<<-ndriii of 1 ily SthaoW. M'^rlMown. 
 
 l1«»TtTt'TH»N« 
 tirr tHRWtoR 
 
 iHK,, |t..\Hi> >'t I.i.r«ATi«iN or NA»Mviii.r ..... ... . ,„ 
 
 Pre«i<)rnl, lx<inard Parke, Sf . Su|«^inlen-lrol. II < W rl*t . NaUjvllk. 
 
 AITIVR MrMBtli« 
 
 1899 Ward Sr.MiNARV r<.R \ •n:n<i I^nirv 
 
 Pmictml. John Diell BUntnn, NaUivfllr.
 
 885 NATIONAL EDUCATIONAL ASSOCIATION [Texas 
 
 TENNESSEE— Co«/j«Merf 
 
 1901 University of Tennessee, Library. 
 
 President, Brown Ayres; Librarian, Sabra W. Vought, Knoxville. 
 
 Vanderbilt University. 
 
 Chancellor, J. H. Kirkland; Librarian, William J. Vaughn, Nashville. 
 
 1904 George Peabodv College for Teachers, University of Nashville. 
 
 Chancellor, Jas. D. Porter; Librarian, Jennie E. Lauderdale, Nashville. 
 
 igo6 Carnegie Library of Nashville. 
 
 Librarian, Mary Hannah Johnson, Nashville. 
 
 TEXAS 
 
 ACTIVE MEMBERS 
 
 1874 Alexander Hogg, A.M., '57, Randolph-Macon Coll.; '74, William and Mary Coll.; '89, LL.D., '00, 
 Univ. of Ala. 
 
 1900, Superintendent of City Schools and Editor of "Texas and Pacific Quarterly," 301 
 
 Lamar St., Ft. Worth. 
 
 iSgo Lloyd E. Wolfe. 
 
 1902, Superintendent of Public Schools, 1800 San Pedro Ave., San Antonio. 
 1892 H. C. Pritchett, A.m., '73, Pritchett Coll. 
 
 i8gi, Principal of Sam Houston Normal Institute, Huntsville. 
 1894 Oscar Henry Cooper, A.B., '72, Yale Coll.; A.M., LL.D., '91, Univ. of Nashville. 
 
 1902, President of Simmons College, Abilene. 
 LuciEN V. La Taste. 
 
 P. O. Box 305, Dallas. 
 A. H. Wilkins. 
 
 Representative of American Book Co., 418 Main St., Dallas. 
 189s J- M. Fendley, A.B., '82, Univ. of Nashville. 
 
 1885, County Superintendent, and Principal of Avenue L School, 3202 Avenue N, Galveston. 
 Thomas G. Harris, A.B., '76, A.M., '80, Carson-Newman Coll. 
 
 1903, President of State Normal School, San Marcos. 
 
 W. S. Sutton, A.B., '78, A.M. '84. LL.D., '05, Univ. of Ark. 
 
 1897, Professor of Education, University of Texas, 112 W. i8th St., Austin. 
 
 1897 Noel Jackson Clancy, Grad., St. Nor. Sch. 
 
 1905, Statistical Clerk in State Department of Education, Austin. 
 
 Frank C. Patten. 
 
 1903, Librarian of Rosenberg Library, Galveston. 
 
 1899 Isaac Merritt Agard, A.B., '70. ."^.M., '84, Amherst Coll.; Ph.D., '03, Univ. of Wooster. 
 
 1906, President of Tillotson College, Austin. 
 
 1900 Edward Levoisier Blackshear, A.B., '81, A.M., '02, Tabor Coll.; LL.D., '03, Wilberforce Univ. 
 
 1896, Principal of State Normal and Industrial College, Prairie View. 
 
 1902 Edgar Elliott Bramlette, A.B., '83, Vanderbilt Univ., A.M., '86, Univ. of Texas. 
 
 1907, Superintendent of Public Schools, Texarcana. 
 W. D. Butler, A.B., '84, A.M., '87, Bethel Coll. 
 
 1902, Superintendent of Public Schools, 417 N. Pleasant St., Hillsboro. 
 
 Alexander Caswell Ellis, A.B., '94. Univ. of N. C; Ph.D., '97, Clark Univ. 
 
 1897, Associate Professor of The Science and Art of Education. University of Texas; res., 
 
 2204 San Antonio St., Austin. 
 
 G. R. Hahman, B.Sc, '80, A.M., '90, Nor. Ind. Nor. Sch. 
 Publisher,' 409 W. ist St., Fort Worth. 
 
 1903 Mrs. Bessie B. Bailey. 
 
 1889, Principal of Grammar School, 913 N. Florence St., El Paso. 
 Archibald Belcher, A.B., '92, Emory Coll.; A.M., '07, Harvard Univ. 
 
 1901, Teacher of History and Phy.sics, High School; res., 1S13 .Austin St., Houston. 
 
 Mary Josephine Cox. 
 
 1901, Teacher of English and History, High School, 417 Lindsay Ave., Gainesville. 
 
 Arthur Lefevrf,. C.E.. '94. Univ. of Tex., and '85. Univ. of Va. 
 1905, Superintendent of Public Schools, Victoria. 
 
 Arthur Newell McCallum. A.B., '87, Davidson Coll. 
 
 1903, Superintendent of Schools, 2608 Rio Grande St., Austin. 
 
 George A. Newton, A.B., A.M., Trinity Univ. 
 
 Superintendent of Public Schools, Greenville. 
 W. H. Pool, A.B., '87, Baylor Univ. 
 
 1892, Dean of Baylor University Academy; res., 1701 S. 9th St., Waco. 
 
 Edward E. Rall, M.Didac, '95, Iowa St. Nor. Sch.; A.B., '00, Univ. of Iowa; Ph.D., '03, Yale Univ. 
 1905, Instructor in Education, University of Texas, 2207 San Antonio St,, Austin, 
 
 1904 W. H. Attebery, a. B. and B.Sc, Savoy. 
 
 1896, Superintendent of City Schools, 801 W. Rusk St., Marsliall. 
 A. W. Cain, A.B., '00, Univ. of Ga. 
 
 1902, Principal of Public School, Grapeland. 
 
 Robert B. Cousins, A.B., '82, Univ. of Ga. 
 
 State Superintendent of Public Instruction, Capitol, Austin. 
 J. H. Grove, A.M., 'o?,, Baylor Univ. 
 
 1896, President of Howard Payne College, Brownwood. 
 Oscar Arthur Hanszen. 
 
 1903, Director of Manual Training, Public Schools, 996 Bryan St., Dallas.
 
 Utah] LIFE, ACTIVE, A.\D COKRESPOX PI .\(; MEMBERS 887 
 
 TEW^—i'otUiHufJ 
 
 1^4 J. H. Hardie. 
 
 1807, Principal of City Schools, 130 S. Texas St., Grecnxillc. 
 
 Tail WiiiTriELD Horn. A.M.. "SS. Crniral Col!. 
 
 1004, Supcrintrndcnt of I'ublic Schools. jj8 Kmrr&on A\-c., Houston. 
 Jaues Thomas Johnsox. .V.B.. 'ot. I'niv. of Nashnllc 
 
 IQOS, Superintendent of Public School, Eraory. 
 
 G. P. PlTNAll. 
 
 Superintendent of City Schools. 61$ X. El Paso St.. El Paso. 
 
 Cree T. Work. 
 
 1002. President of College of Industrial .\rts. Denton. 
 
 1005 Carl Hartuan. .^.B., '02. A.M.. 04. I'niv. of Tex. 
 
 1004. Superintendent of I'ubh Instruction of Traxis County, joj E. i6lh St., Austin. 
 
 F. n. Hic.Ht:s. n.Sc.. Vandcrbilt Cniv. 
 
 1004, Suix-rintcndcnt of School. DenLson. 
 
 Mamie Sextos. Grad.. St. Nor. Sch. 
 
 PrinciiKil of San Jacinto School. 50J M)Ttle St., hi Pa-w. 
 
 Thomas L. Tolasd. L.I., PeaVxxly Nor. Coll., A B.. "oi. .V".'iUnd Coll., Ijii.B.. '■>.!. I'niv. of 
 Nashville. 
 H>os. Superintendent of Public Schools. Port .Xrihur. 
 
 1906 W. F. Barnett. 
 
 1002, Superintendent of Schools, Itasca. 
 
 Walter F. Dnrr.Hxv. .\.B.. I'niv. of Tex. 
 
 IQ06. Superintendent of Public Schools. Martin. 
 
 Peyton Irviso. Jr.. .\.H.. 'go. I'niv. of Tcx.x'*. 
 
 1906. Superintendent of Stho<ils Brenham. 
 John C. Lattimore M S«.. V). Baylor I'niv. 
 
 1890. Superintendent of City Schools, ii>4 S. sth St.. Waco. 
 
 John L. I»Nr.. 
 
 1893, Suijerintendent of Schools. High School, Dallas. 
 
 Superintendent of Public Schmils. 1313 Gould St.. .North lurt Worth. 
 
 Edward B. Stover. A.B.. "06. I'niv. of .Nashville. 
 1906, .Superintendent of Schools, .Mexia. 
 
 iNSTrrnioss 
 
 1808 University of Texas. ....„, ... . . . 
 
 President, David F. Houston; Ubranan. P. I~ Windsor, Austin. 
 
 1903 Carnegie Library of San Antonio. • ... u c . . 
 
 President. K. H. Terrell; Ijbranan. Benjamin Wyche. San Antonio. 
 
 |r>04 Soi'THWE.ST TEXAS StaTK NoRMAI. S« HOOL. 
 
 Priniiiul. Thomas (i. H.-ims. San Marco*. 
 
 IQ06 Carnecie Library. Fort Worth. l ,. v. ,.1. 
 
 Lil)r.irian. .Mrs. Charles Schenker. fort Worth. 
 
 State Depabtmixt of EoLrATios » - - n r- i . 
 
 State Supenntendenl of Kduralion, Ko.icrt tt C-kimh-.. Auiiui. 
 
 UTAH 
 
 Arrive UEMBKBS 
 
 iHos WiLi.uM J\spKR Kerr. B.Se., D.Sc. 
 
 ,,,j5, PreMdent of Aicncuttural Colleiie of lun, l>i{»n. 
 
 ,897 RosAi.iK PoiuKic .... ,, ,, H^„^. S4I1 Uke City. 
 
 ,8,g J. L. »""*7j;'"|.„„..,,,, „, .,.„„;,i ,,,^,,1. u:uh..» Vm.u - .,nr,«,y*! ,44 N. 3.I Wet St., TT»«.. 
 ,„. Wi. . .AM A|.uv.'^;-,;'i,i;;;':,, SchooU. .«., W.U,.n«t.« a.,., (h..Wn. 
 
 UAV.D H. ;;;-'"-;;.;,,„„„, „, , , cpuoi av.. s.i. i^. ci.y. 
 
 Gm.CE ^\^^;"\;^i^^\i^s.^.^, L„.v..Ml, nub. Salt IwJ« CJlr 
 
 Mary C. M^v^. jj.^^,_^ , , jc,n,|^j,rt„,. Suie Nonnal Sthoril. UnJvmiir .rf I tab, uh l-iu Il.^rl. 
 Salt Ukr C.ily 
 
 A, C, Xr.t4*o!«. "jJ,V,/'i;,','^,„,^^, .4 i^uUc ln-r«ctlo«. im C'h. .ml Cnunt* ILuMIm. !v»Ii I <kt 
 City. 
 ,002 W11.1.IAM A WFTm.L^^^^ ^^ ^^^^ p^l^j^ ^^^^ I„„,Jr,.m ll,i.l.im< n,„ l,ar , .n 
 
 iQOj Lauba B \^ --^ ^^^^ ^^p^, |.,„,„i„», IihIUb JWhool. I*4..£<i"<h. 
 
 li>->4 OWIBOF. u ;'. - . 
 1904. •'" 
 
 '" ^- ^"'i'^l',''ALw'ant Pro<e-or .A M.ibrtn-iK.. .\«i.. «l.u.*l 1 .4ln«e "« « ••h. I-«-»
 
 888 NATIONAL EDUCATIONAL ASSOCIATION [Vermont 
 
 VT AH— Continued 
 
 1905 William Bradford. 
 
 Principal of Lowell School. Salt Lake City. 
 
 Horace H. Cummings, B.Sc, 'qs, Univ. of Utah. 
 
 1906, Superintendent of Schools of the Church of Jesus Christ of Latterday Saints, 44 E. 
 South Temple St., Salt Lake City. 
 
 William S. Rawi.ings. 
 
 1893, Superintendent of Schools, 373 E. 4th North St., Provo. 
 William M. Stewart, M.Didac, Univ of Utah. 
 
 Principal of State Normal School, University of Utah, Salt Lake City. 
 Mathonihah Thomas, LL.B., '00, Univ. of Mich. 
 
 1904, Member of Board of Education, 468, 7th Ave., Salt Lake City. 
 
 1906 George H. Brimhall, D.Didac, '97. L.D.S. Church. 
 
 1902, President of Brigham Young University, 356 N. ist St., Provo. 
 John H. Coombs. 
 
 1904, Principal of Lafayette School; res.. 274 Canyon Road, Salt Like City. 
 Joseph Jensen, B.Sc, '02, Harvard Univ. 
 
 1895, Professor of Mechanical Engineering, and Director of School of Engineering and 
 
 Mechanical Arts, Agricultural College of Utah, Logan. 
 
 Dei.bert W. Parratt. 
 
 1905, Supervisor of Manual Training, Citv Schools, 330 E. 12th South St., Salt Lake 
 
 City. 
 
 Charles F. Romig, A.B., '96, Park Coll. 
 
 1903, Principal, of Hungerford Academy, Springville. 
 
 institutions 
 
 1895 University of Utah. 
 
 President, J. T. Kingsbury, Librarian, George D. Coray, Salt Lake City. 
 
 1898 Brigham Young College. 
 
 President, James H. Linford, Logan. 
 
 1902 Agricultural Collet.e of Utah, Library. 
 
 President, W. J. Kerr; Librarian, Elizabeth Church Smith, Logan. 
 
 VERMONT 
 
 ACTIVE MEMBERS 
 
 1894 Mason S. Stone, A.B., '83, Univ. of Vt. 
 
 1 90s, State Superintendent of Education, Montpelier. 
 1S98 John L. Alger, A.B., '90, A.M., '95, Brown Univ. 
 
 1904, Principal of Vermont Academy, Saxtons River. 
 
 1899 Isaac Thomas, A.B., '81, A.M., '84, Yale Univ. 
 
 1898, Principal of Edmunds High School, 305 Main St., Burlington. 
 1901 Charles H. Dunton, A.B., '70, Univ. of Vt.; D.D., '87, Syracuse Univ. 
 1877, Principal of Troy Conference Academy, Poultney. 
 Philip R. Leavenworth, A.B., '92, Yale Univ. 
 
 1897, Principal of State Normal School, Castleton. 
 
 1903 Winthrop P. Abbott, A.B., '93, A.M., '96, Dartmouth Coll. 
 
 1896, Principal of High School, and Superintendent of Schools, 9 High St., Proctor. 
 F. W. Carrier, A. B., '01, Univ. of Vt. 
 
 1902, Superintendent of Schools, West Rutland. 
 
 Merritt Darrow Chittenden, A.B., '94, Univ. of Vt. 
 
 1904, Principal of Bellows Free Academy, Fairfax. 
 
 ClarenceH. Dempsey, A.B., '95, Boston Univ. 
 
 1898, Superintendent of Schools, 64 Summer St., St. Johnsbury. 
 Samuel Hodgman Erskine, A.B , '91, Bowdoin Coll. 
 
 1897, Principal of High School, 23 N. Main St., Rutland. 
 Alvan a. Kempton, A.B., Brown Univ. 
 
 1904, Principal of Brigham Academy, Bakersfield. 
 John H. Morley, A.B., '63. A.M.. '66, LL.D., '00, Williams Coll. 
 
 1906, Pastor of the Congregational Church, Springlield. 
 H. J. Stannard. 
 
 1893, Principal of Barton Academy, Barton. 
 Carl Vernon Tower, A.B., A.M., '95, Brown Univ.; Ph.D., '98, Cornell Univ. 
 
 1902, Professor of Philosophy, University of Vermont, 92 Brookes Ave., Burlington. 
 
 1905 Fred J. Brownscombe, A.B., Ohio Univ. 
 
 Superintendent of City Schools, 8 Baldwin St., Montpelitr. 
 Henry O. Wheeler, A.B., '67, Univ. ol Vt. 
 
 Sufjerintendent of Schools, 335 S. Union St., Burlington 
 Harlan N. Wood, A.B , '92, A.M., '99, Amherst Coll. 
 
 1904, Instructor in Greek and Latin, St. Johnsbury .Academy, 3 Main St., St. Johnsbtiry. 
 
 1906 W. A. Beebe. A.B.. '89, Univ. of Vt. 
 
 1889, Principal of People's Academy, Morrisville. 
 
 Edward Day Collins, A.B., '96, Ph.D., '99, Yale Univ. / 
 
 1904, Principal of State Normal School, Stearns St., Johnson.
 
 Virginia) LIFE. ACTIVE, A\D COKKESFOXDJXu MEMBERS 889 
 
 V E R M O NT— Con/imirt/ 
 
 1006 Warren J. Kibby. A.B.. '01. Harvard I'niv. 
 
 I'rimipal of C.imnicni.il Department am) Assistant I'rincitvil of High School; «».. 
 UriKk House. Rutland. 
 
 A. E. TuTtLE. A.B.. 'yo. A.M.. 84. Hates Coll. 
 
 ii)04. Principal of Hiuh School. 44 School St., iiellows Falls. 
 
 ISSTITUTIOS 
 
 iQji University or Vermont, Library. 
 
 Librarian, Ldith E. Clarke, Hurlington. 
 
 VIRGINIA 
 
 ACTIVE MEUBtRS 
 
 1804 Edwin .\. .\i.derman. Ph.R., Univ. of N. C; D.C.L., '<>(>, Univ. of the South; LL.D.. 'oo. Tul«ne 
 Univ.. 'oj.^ohns Hopkiru Univ.. "04. Columliia Univ., lUlii "05. Yal<- Iniv 
 
 1004, President of Liiivcrsiiy of Virgintii, Charlottesville. 
 William F. Fo.v, A.M.. '"iS. Richmon.l Coll. 
 
 1880. Superintendent of Schools, City Hall, Richmond. 
 Robert B. Fi'lton. .\ B . 'f«). .\..M.. 'yi. Univ. of Mis*.; LL.I).. 'qi. Univ. of .Nashville. 
 
 1906. Supcrinlfnilmt of the Miller NLinuai Labor School, Miller School P. O.. .Mbe- 
 marlc 0>unty. 
 
 Edward C. Glass. 
 
 1879, Superintendent of Schools, b}i Madison St., L\-nchl>urg. 
 
 1898 Maubice M. Lynch. 
 
 i8S<i, Superintendent of Schools of Fre<lerick County .ind of Ciiv of Winilir»i»T. u Roum 
 Ave., Winchester. 
 Alice N. Parker. 
 
 1901. Director of KinderRartcn Training .Sch(«>l and (1905) Su|irrviM>r of Public Kinder- 
 garteas. sio K. Franklin St.. Richmond. 
 
 Sarah J. Walter. 
 
 Principal of Training l>e|>artment. Hampton Normal and .\gricultural Institute. 
 Hampton. 
 1900 HoLLis Burke Frissell, D.D., '00, Howard Univ.; S.T.D., HarvanI Univ.; LL.I), '01, Vale Univ. 
 189J, Principal of Hampton Normal and .Xgricultural Institute, llos 10, ilamptoo. 
 
 W. H. Keister. 
 
 Principal of High School, Harrisonburg. 
 
 1902 Andrew J. Gray, Jr. 
 
 .Manager of .\genry Dciartmcnl, B. F. Jiihn.>on Publishing Co., 003 E. Main St., 
 
 Richmond 
 
 Willis A. Jenkins. A B . V, 11. 
 
 MrmU-r • •; "I Insfirrfofs and Ecaminm, and Secretary of Virginia 
 
 Summer s^h.-.i • St.. Newport News. 
 
 t<y>3 William Holmf-s I) wis. A B . 'i/i. R. 
 
 1005, Su|jcrintendcnl of StliiAjIa. 1x14 .M-mi :m . Danville 
 
 Maria P. Dival. 
 
 i8oQ. Primip.d of \ r i«iitute, Staunton. 
 
 JijSKPil L. Jabman, ,\ B. Kmirv I! D 
 
 ig*i, President 
 
 Elmer E. Jones. B.Sc, Vi . '" 
 
 ProfcMor of l'«yihukj«y. State NufUMl :Klk«>l ut \irginu. FannMllr. 
 
 Maruarkt G. Kino. , „ 
 
 Prinii|Kil of (.' (oik 
 
 James Morris PAor. AM , 'M^. I< . .^ . , rn. , ^.^ 
 
 ttk/i. Prof«n«jr of .MaihemaiKa. ami l>r»n ol tiutTraiy lA Virginia, Charln«ir«WIIe. 
 
 George P. Piiknix. „ , „ 
 
 igo4. Superintendent of A imrni« M«miitiin IiiKilute. Ilamiitoo. 
 
 ERNWT SlIAWEJI, L I . •   ^" - ' 
 190J. Pritf 
 
 LvMAW B. TErrr, A M •■ v ^ ui 1. < 
 
 PrcMdcni of Harttborn Metivirul l^lcc*. lOoo w, l^^gh N , Kl>hm<4Hr 
 
 '*** Chief of DeiMflmrntseW .Sotial KtoooBi) and the ArtaalKl Cr«f«« JamrMown F.i|*» 
 
 siiton. Norfolk 
 J. Franklin MtuwRJOirt. A.B.. '95, Univ. of Kmm.; AM. oi H«r»ard U«l» . Ph.D.. 'oj. Colum»4a 
 
 190,. lnri^\or in P " N'»»nal School. FamtUIr 
 
 R. H. Siirrrr.. A B ' •> * ^'   
 
 i»w. 1 '■ 
 
 ••»' <••— ''■][ ... \u^loA"'^^. 
 
 AiRfRt H \Uu. J^^ ,;^, ;,, p^,^ ji,,„^ ,fc„ w o,^ g, . RkhmnM. 
 
 CHARLrs <\Jl^'»l^^^ ,^ j^^„ ^^,^^ ,^ Ktamiomi. »4o P.ik M.. Ch.tV-lr.^Ult.
 
 890 
 
 NATIONAL EDUCATIONAL ASSOCIATION [V:.Mn^yon 
 
 1905 
 
 VIRGINIA — Continued 
 
 ,90s, i'r^j":^?"^;^;^ University Station, Charlottesville. 
 E. H. Russell. ^^^^^^ ^^ ^^^^^ ^^^^^ ^^ Examiners and Inspectors. Department of Public Instruc- 
 tion, Richinond. 
 
 INSTITUTIONS 
 
 x8,p THE HAMPTON ^^^ ^R^'^'i^'rlLluf L^an, Miss L. E. Herron, Hampton. 
 State Female >^ormal Schoou^ ^^^^^^_ ^.^^^^.^^^ _^^.^^ ^ dagger, Farmville. 
 
 ,pox Washington --- ^--^^^^l^^:^, h. Denny, Lexington. 
 x,05 DEPARTMENT OE P-^-J^-fg^Xf^EducS R- C. Stearns, Richmond. 
 
 WASHINGTON 
 
 ACTIVE MEMBERS 
 
 .8po William Eowarh Wn.o^ ^^^J^^^^^^^^^^^ School, Ellensburg. 
 
 X891 Frank J. BaR--- ^^^^^^^^^^^^ „f ^^^„ican Book Co., 429-430 Walker Bldg., Seattle. 
 
 X894 Frank B. C°«^^«s^p^rintendent of City Schools, 901, 7th Ave.. N., Seattle. 
 
 X89S JOHK T. ^o^i;f-'^^^-;2i,''j''^l^^^^^ School, 438 High St., BelUngham. 
 
 X8.6 CHARLES F™ REEV^,^B^^.,;^8, M^ Pa. St. Coll. 
 
 albert Henrv^Yooer,^A.^B.;c^^^^ Ind^Umv. ^^^ ^^ ^ ^^ ^^^^^^ 
 
 X8P7 JAMES A-K- T0RMEV,^BX.;95,Jn^-^ ^ ^^,^ ^^.^__ .^^^^^^^ 
 
 X89S GEOROE L---;^hB^.;^^^^^^^^^^^ 
 
 T n Stoot B Sc, '83, Valparaiso Coll. , t^ , 
 
 J. D. ^tout, B.a ^^pJ^^j^jg^^^jjj of City Schools, Dayton. 
 
 o r Whitnfy B L., '96, Paget Sound Univ. ^ ^ ^ „ 
 
 O. C. Whitney, i^^^^^^^^ ^^ ^^^^^^ g^h^ol^ ^^4 S. I St., Tacoma. 
 
 X899 J. H. M0RGAN,^A.M.^'7p9,. F^rma^n Univ.^^^_^^^^ ^^^^^^^ ^^^ ^_ _^^^ 5^^^ P_„^^^,^^^, 
 
 Ernest Riste.^ superintendent of City Schools, and of Chelan County Schools, Wenatchee. 
 CHARLES ^■;^^'^^':t^:^S: „36, xoth Ave., Seattle. . - 
 
 Jessie BiRd^n.^ W^^^^cox.^^^^ ^^ ^.^^^^^^ 3^^^^ ^,„^^^, g^^ool, EUensburg. 
 
 X90I MiNA H. Aa^v^°;j,^^^^^,, -^ city Schools, 832 S. G St., Tacoma 
 
 Charles M. Sherman,.A.B., '93, Ph-B- 'q4, '^^^J- 'B'^D- '"S- 
 xgos. Principal of Lowell School, Tacoma. 
 
 xpo. W. F. B---;BXp, Pug^Sc^und^^^^^^^^^ ^^^^^^^ ^^^^ ^^^^^ ^ ^^ .,^^^^^. 
 
 Alfred L-^B^ROWn.^^.^^^^^^^^ ^^ ^^^^^^^^ Wenatchee. 
 
 DAVIP F. CLOVI,.^^L^Ph.B.^U;>iv^^ Min., A^., Columbia Univ. 
 
 ^■™ ''Zr^r^^^'^i^^^'r.^^^r.er St., Seattle. 
 Edwin Twitmyer, A.B., '84. A.M., '87, Franklin and Marshall Coll. 
 Bellingham. 
 
 S. W. Yerke^^^^^ Principal of B. F. Day School, 3910 Aurora Ave., Seattle.
 
 Washington] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 891 
 
 WASHINGTON— C<««/M.i«-</ 
 1003 W. F. AoAUs. 
 
 Teacher in Grant School. 170} S. 7th St.. Tacoma. 
 Thouas F. ICa.ve, ah. 'SS, I)i- IViuw I'niv.; I'h.O., 'qs, Johns Hopkins L'niv. 
 
 I'rcjtlcnl of L'nivcrsity of Wa.->hin>;it>n, Seattle. 
 Frederick M. Padklwrd. A.H.. '(/<. AM.. '<». Cll.v Coll.; Ph.D.. 'og. Yale Univ. 
 
 Professor of Lln)!lt->h l>in)(uagc and Literature, Univcnjiy of Wa:kliinKtoa, Seattle. 
 Ansa Je.>;nme Peltov. B.Sc., l'niv. of W;L-.h. 
 
 ii^>8. Teacher in Public Schools, 1617. sth Ave.. .V., Seattle. 
 F. W. Rhoades. B.Sc.. 'w, Iowa St. Coll. 
 
 Kyub. Instructor in Hi»;h School; res. jij W. .Vhtcnum Aw.. North Yakima. 
 11^4 Jllias Euc.kve BrcHASAS, B.Sc., 'q8. l'niv. of Mich. 
 
 I03I, Head of Deportmeni of Ph)-sical Science, Stale Normal School, Cheney. 
 
 Charles H. Deane. 
 
 Princi|>al of Public Schools. Dixie. 
 
 Mrs. .Marv E. Jenve. 
 
 iSi>8, Principal of High School, P. O. Box 477, Pullman. 
 
 John .\x)AMS Klsosbirv. 
 
 Principal of Green L.'ike School, Seattle; ndilrt^s for 1007, Teacher* College. 
 Columltia I'nivcrsily, Box .ti? New York city. 
 Edwin Minor. 
 
 1904, Superintendent of Neah Bay Training School, Neah Bay. 
 
 Neitie .\. Sawver. Ph.B., '00. Iowa Coll. 
 
 IQ03, Primary Supervisor, Public Schools, 10 Mercer St.. Seattle. 
 
 lOos William D. Bay. B.L.. '00. Southern Nor Srh.. Huniin!{ton. Tenn. 
 1906. Principal of South School. Cenlralia. 
 Ira Benton Bush. .V.B.. '00 West Va. l'niv. 
 
 igo4, Superintendent of City Schools, Ilinlon. 
 
 W. N. GARLirK. A.B.. '03. Cniv. of Chit mo 
 
 1906. /\ssislant in LnKlis'i HikI) School, 644 N. Traflon St., Tacoma. 
 Edward T. .Mathes. M Sc.. Hii<i<llHrg l'niv.; Ph.D.. l'niv. of Omaha. 
 
 1899. Princi|xil of Stale Normal School, S'9 High St., Bcllingham. 
 
 B. W. Johnson. 
 
 1905. Director of .Manual Training. Public Schools. 1104, Sth .\vc. W., Seattle. 
 
 Hiram Calvin Sami-son. .\.B.. '07. l'niv. of Ind. 
 
 190S. Profi-isor of Eduialioii. W-ushington Slate College, Pullman 
 Fletcher Harper Swift, A.B. "oH. Dirimouih Coll.; B.D.. "03, I'nion Tlieol. Sem ; \\\ . ' 04 
 Ph.D.. 'OS, C iiv. 
 
 1905, ProfesMir of Hi I'liiloMiphy of E<lucatiun, I'nivrmily of Wahinglon, l<<a 
 
 109, University .-vn.. .-- .illle. 
 1906 Timothy M. .\lcorn B.Sc.. 'ot. Kan* We« L'niv ; A.B.. '06 Univ. of Wa»h. 
 
 1906, Princijjol of Public Schools. Shellon. 
 
 .N'ELLtF A. Gray. , , , , 
 
 190S. Teacher in Slate Normal School, Bcllingham 
 
 Henry F. Hi.'vt. 
 
 N'iv-Principal of High School, and Hea(f of I_iiin l>r|Mrimrni. ror, \ .\n<ler«<in 
 
 St.. Tacoma. 
 
 George Edward Marker. A » of III ; A M "04 Tr.i ' 
 
 1905. Profrvvjr of l-.-! 'I Director of IramiiiK 1. 
 Cheney. 
 Eugene E. Romio. B Sr Crniral Coll . Huniingion. Ind. 
 
 Primi]   i" ' ' ' ' ' ,:ion. 
 
 Edward O. Sisson, B ^ »   'oJ- l'««*» »' nUrajo; Ph.D.. "0$. Harvard 
 
 IQ06, Pn»(eii«r>r of Education. L'nivmlly of Washington; re» ; 4T.19, i4<h Aw.. N. E., 
 
 V."' 
 
 igo? WASIIIN'iT'lS ,>IAI' 
 I 
 
 .H9H U.S.VE.«,TV or W ^ _ ^. ^^^ j^,^^^^ ^ ^. ,^^ g^,,^ 
 
 ,9« BE..UN.HAMSTAT. ...BelUngluun. 
 
 I9il SKATTtr. PfBLlI- 1.0 , 
 
 iJbrarUn. CTiarIca Wc«ley SmUh. SmIiW. 
 
 W111TMA.H CoLtrr,. ^ ^^ ^ P«r.*e; IJIfarUn, Annio-U I. Fit, W.IU W.lla 
 
 igoj Statu Normal S» n 
 
 I' '. tncofj'' 
 
 1905 Statu CotLinR oi 
 
 ha/j Wasmwotom Stai' . ., .. 
 
 Stile LUarlan J M 
 
 LirK otuf <   
 
 1877 r. Marckli XH Ma«. 11*1.1 
 
 S«<»uli >MilU; e«ji»r«« oflicr. Bum«v»llc.
 
 892 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin 
 
 WEST \lKGiyi\.\— Continued 
 
 ACTIVE MEMBERS 
 
 1891 Byrd Prillerman, B.Sc, '89, Knoxville Coll.; A.M., '94, Westminster Coll. 
 
 i8q2, Professor of English Language, West Virginia Colored Institute, Charleston. 
 
 1894 Robert Allen Armstro.vg, A.B., '86, A.M., '89, W. Va. Univ., and '03, Harvard Univ. 
 
 1901, Head of English Department, W'est Virginia University, 107 High St., Morgantown. 
 1896 Jasper Newton Deahl, A.B., '93, Harvard Univ.; Ph.D., '06, Columbia Univ. 
 
 1901, Professor of Education, West Virginia University, 414 Park St., Morgantown. 
 
 Lucy Robinson. 
 
 Supervisor of Music, 112 S. Front St., Wheeling. 
 Dora B. Rogers. 
 
 Teacher of English, High School, 1815 Park Ave., Parkersburg. 
 
 1900 Hervey B. Work, A.B., '03. .^.^^, '06, Wooster Univ. 
 
 1904, Superintendent of Schools, Peabody Building, Wheeling. 
 
 I9DI Thomas Condit Miller, A.M., '92, West Virginia Univ. 
 
 State Superintendent of Free Schools, Capitol, Charleston. 
 Lawrence J. Corbly, .\.B., '90, Univ. of W. Va.; A.M., '96. 
 
 1896, Principal of State Normal School, Marshall College, Huntington. 
 1903 George E. Hubbs. 
 
 1005, Superintendent of Public Schools, Benwood. 
 
 Daniel Boardman Purinton, A.M., W.Va. Univ.; Ph.D., '92, Univ. of Nashville; LL.D., '89, Deni- 
 son Univ. 
 1901, President of West Virginia University, Morgantown. 
 John C. Shaw, B.Sc, '92, M.Sc, '94, Univ. of Nashville. 
 
 1901, Principal of State Normal School, Glenville. 
 
 1905 Charles S. Brilles, A.B., '92, A.M., '95, Univ. of Wooster. 
 
 1904, Principal of High School, 54^ S. Penn St., Wheeling. 
 Josiah Keely, A.M.. Harvard Univ. 
 
 1897, Principal of Preparatory School, Montgomery. 
 Joseph Rosier. 
 
 Superintendent of Public Schools, Fairmont. 
 
 1906 Ethel Carle, A.B., '05, W. Va. Univ. 
 
 1905, Principal of High School, Mannington. 
 William H. Wayt. 
 
 Superintendent of Schools and Principal of High School, Piedmont. 
 
 1907 Edda E. Bingell. 
 
 Principal of Centre School, 2234 Main St., Wheeling. 
 
 Mary Reppetto. 
 
 Principal of Webster School, 2735 Eoff St., Wheeling. 
 
 institutions 
 
 1899 West Virginia University. 
 
 President, D. B. Purinton; Librarian, Pauline Wiggin Leonard, Morgantown. 
 
 1900 State Normal School, West Liberty. 
 
 Principal, Lorain Fortney, West Liberty. 
 
 1901 Public Library, Wheeling. 
 
 Superintendent, Hervey B. Work, Wheeling. 
 
 1905 Department of Free Schools. 
 
 State Superintendent of Free Schools, Thos. C. Miller, Charleston. 
 
 WISCONSIN 
 
 LIFE members 
 
 1884 John Arthur Aylward, A.B., '84, B.L., '90, Univ. of Wis. 
 Vilas Block, Madison. 
 Jairus Harvlin Carpenter, A.M., '74, Yale Coll.; LL.D., '76, Univ. of Wis. 
 
 Emeritus Jackson Professor of Law, University of Wisconsin, 313 Wisconsin Ave., 
 Madison. 
 Lewis Herbert Clark. 
 
 1892, Professor of Mathematics, State Normal School, River Falls. 
 Philip Eden, Ph.B., '72, Univ. of Wis. 
 
 601 Pine St., Platteville. 
 John Q. Emery, A.M., Beloit Coll., Ph.B. 
 
 1902, State Dairy and Food Commissioner, R.F.D. No. 41, Edgerton. 
 Lorenzo Dow Harvey, Ph.D., '91, Milton Coll. 
 
 1903, Superintendent of Public Schools and Stout Training Schools, 102, 4th Ave. N., 
 
 Menomonie. 
 
 Andrew J. Hutton. 
 
 1901, Superintendent of Wisconsin Industrial School for Boys, Waukesha. 
 Charles H. Nye. 
 
 1893, Superintendent of Schools of Grant County, 212 N. Adams St., Lancaster. 
 W. D. Parker, A.M., Univ. of Wis. 
 
 P. O. Box 454, River Falls. 
 John Barber Parkinson, A.B., '60, A.M., '63, Univ. of Wis. 
 
 1885, Vice-President, and (1893) Professor of Constitutional and International Law, Uni- 
 versity of Wisconsin, 803 Stale St., Madison.
 
 WUcoDsin] LIFE, ACTIVE, A.\D CORRESPONDING MEMBERS 893 
 
 WlSCOSSlS—CoHtimutJ 
 
 18S4 Samcel Shaw, A.M., .'75, L'niv. nf Wis. 
 
 Lawyer, Crandon, Korc»t Co. 
 Robert Clo:;son Speniir. 
 
 i86j, Kounilcr an.l President of Spencerian Bumdcm Cullege.WiNConsin M. and Bruadwty, 
 Milwaukee. 
 
 JosHCA Stark, A.B., '4S. I'nion Coll.. V, Y. 
 
 176 Nlartin S»., Milwaukee. 
 Isaac Newtus Stkwart. H Sc , 'oi. l'niv. of Wis. 
 
 Formerly tUlitor of ".\lilwaukec Journal." 7,?i North St., .\ppieton. 
 Charles Frederick Vikbaiiv. 
 
 Chairman of the .Stale U.t.ir.1 uf Kxamincrs. 703 Western .\\t.. Walertown. 
 1801 John Hcll, A.M.. '70. Ill Wcs. Iniv. 
 
 300Q Stale St., .Milwaukee. 
 
 AITIVK MEMBERS 
 
 1887 .\lbert Salisbiry, Phi)., Milion C..II. 
 
 iHii.s, President uf Stale Normal School, Whitewater. 
 iSqi Mary E. Doyle. 
 
 i8q4. Superintendent of Training. Stale .Normal S.li.>.l I'li^ Hr,...l«.v .\|nnment«, 
 Suijcrior. 
 Carroll Gardner Pkarsk. 
 
 1904, bupcrinli-ndcnt of Schools, City Hall, Milwaukee. 
 iSgi M. Vincent O'Shka, U.I... '01. Cornell Cniv. 
 
 1805, Professor of the Science and .\rt of Education, I'niver&ity of Wisconsin, 140 Lancdoo 
 St., .Madi.son. 
 
 Albert Willi.s Trf.ssler, .\.U , '91, L'niv. of Mich. 
 
 1900, lns|iettor of Schoob, Univerbily of Wisconsin, 44(1 .N. Charter St., .Madison. 
 
 1893 Willum Georue Hrlte. 
 
 Editor of ".Vmerican School Board Jounul," 447 Hanover St., .Milwaukee, 
 
 1894 Richard B. Dcdgeon, .\.B., '76, Univ. of WLs. 
 
 1H91. Superintendent of City Schools, 11$ N. Carroll St., Mailison. 
 
 Theron B Pray, .\ M., '71, Cniv. of Chicago. 
 
 Ex-Prcsideni of Sute Normal School, 401 Pine St., Stevens Point. 
 
 189s Garlen L. Bowman. 
 
 1904. Principal of Dunn County Training Sch<«>l for Teacherv cor. .Main and 8th Su., 
 Mcnomonie. 
 Warren J. Brier. 
 
 i8<>8. Presidcnl of Slate Normal School, Oio, 3d St., Ri\Tr Falls. 
 
 Silas Y. Gillan,"a.M.. "87. HI Wrs Cniv. 
 
 1H91, Editor of "Wrsiern IVuther" and of ".American Journal o( Education," 141 Wt»> 
 C'ln.sin St., .Milwaukee. 
 Rcrus Henry Hai.skv. A ! , '77. Williams Coll 
 
 iS<yi, I'rc-sidcnt of Slate .Normal School, 107 Ml Vernon St., (>ihko%h. 
 
 Sara D. Jenkins, Ph B . St. Cniv. of Wis. 
 
 190JI, Instructor in Englisti High School, .MaitiMin. 
 
 Ellen C. Sabin, .AM , '95, Cniv of Wis 
 
 1H91, President of Milwaukee iJowner College, Milwaukee. 
 
 Rose C. Swart, AM, '9?. Cniv. of Wis. 
 
 i8«4, liutpeciof of Practice rcachinf. Slate Normal Scbiiol, 37 Elm St <>.JA..-.t., 
 
 E. V. Wernick. 
 
 i90i. Secretary of Board of Education, HilUburo. 
 
 i8g6 Walter Allen. .. , , 
 
 iHtji). First Assistant Supennirr- '- • ' ' ■•• ■-»■.. I.. 94, Haikni A»t . Milwaukee, 
 
 W 11 Chi:» VKR, I'd B , IM M . St N.ir < 
 
 1899, Vice Pfrstlrnl o( .Slate .S' 'in. 11 >......,....■, M.tie Institute Cooduclor, ttio Srtamor* 
 
 St , .Milw.«ukee. 
 
 Marv Hill. ^ ..... 
 
 1H96, AsaiManl Teaihef, 170 Mason Si , Milwaukee 
 
 Katc S. Srt.viN 
 
 18M4. Princi|«l of Wetnler Scboni. no Park Ave. J»nr«»illr. 
 
 GroRue C. SHLrrt, Ph B ..... k. . ^ i.^ , 
 
 1901, C<i0.luil<if of Institutes, Stale .Normal Sihim4, bos Main M , \\T«tlrwalef. 
 
 1807 C. P. Carv •■ ^ ' ' ' ' -• . .. . 
 
 , ,1 of Pul.lii InMruMkon. Ma<ltHKi. 
 
 FrANKI f I I -.^ < iiiv III .Mlih 
 
 ixlrnl of S4h.«Js. 740 Uruad SI . Ileli4l 
 
 GcoRoK Em ► I 'M'l 
 
 t<^\, Priniitnl 'A Hich Sch<«>l, Uauloma. 
 
 ^'■"'* ^ , Pnncipal amJ Proprirt.* ol HlllOde H.-ne S.h<.J, UM-i-U. 
 
 •'**** ' ' , ^ijie PrimitMl ami Pf<fi»icl<ir o< HiIIm<U- Home Siifoui, UMMt, 
 
 F>ri,r..irKU >. ., .4 PuWU S.l,..4., Ma»..m.i.i.. 
 
 Emma J ' J^"^"' ,,^^,p,,^ ,^,, ,^,^,ij, |.,j^^ School No. 4 »7». lolh* . N W *•. Milwaukee.
 
 894 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin 
 
 WISCONSIN— CoK/!ni<f(f 
 
 1897 Charles McKenny, B.Sc, '81, Mich. Agri. Coll.; A.B., '89, A.M., '92, Olivet Coll. 
 
 1900, President of State Normal School; res., 2444 Prairie St., Milwaukee. 
 E. C. Meland, B.L., '89, Univ. of Wis. 
 
 1895, Principal of Windsor Township High School, De Forest. 
 James A. Merrill, B.Sc, '93, Harvard Univ. 
 
 1900, Department of Science, State Normal School, 1925 John Ave., Superior. 
 Richard J. O'Hanlon, Grad., '92, St. Nor. Sch., Oshkosh, Wis. 
 
 Principal of 22nd District School, 2Slh and Clarke Sts., Milwaukee. 
 J. P. Peterson. 
 
 1894, School Treasurer, Polk County, Luck. 
 Lorenzo D. Roberts, Ph.D., '71, Albion .\cad. and Nor. Inst. 
 
 1888, County Superintendent of Schools, Main St., Shawano. 
 John F. Sims. 
 
 1906, President of State Normal School; res., 200 Brawley St., Stevens Point. 
 Phebe Swan. 
 
 1897, Librarian of Gleaner's Library, 556 Public Ave., Beloit. 
 Elmer W. Walker. 
 
 1902, Superintendent of Wisconsin State School for the Deaf, Delavan. 
 A. W. Weber, Ph.B., 'or, Ph.M., '02, Univ. of Wis. 
 
 701 Langdon St., Madison. 
 H. A. Whipple. 
 
 Representative of Houghton, Mifflin & Co.. Waterloo. 
 William Hill Williams, A.B., '84, A.M., '87, Williams Coll. 
 
 1897, Teacher of Mathematics, State Normal School, Platteville. 
 
 1898 Thomas Higdon Gentle. 
 
 1900, Director of Training School, State Normal School, Platteville. 
 Adolphus H. Sage, B.Sc, '86, Cornell Univ. 
 
 1893, Professor of Physics, State Normal School, 130 Elm St., Oshkosh. 
 
 1899 Edward Charles Elliott, B.Sc, '05, .^.M., '97, Univ. of Nebr.; Ph.D., '05, Columbia Univ. 
 
 1905, Associate Professor of Education, University of Wisconsin; res., 407 Wisconsin 
 
 Ave., Madison. 
 John A. Hagemann, Ph.B., '99, Univ. of Wis. 
 
 1899, Superintendent of Schools and Principal of High School, Ft. Atkinson. 
 Burton E. Nelson. 
 
 1904, Suix^rintendent of City Schools, 1201 Wisconsin St., Racine. 
 
 1900 Mrs. Ida Hood Clark. 
 
 1903, Supervisor of Manual Training, Public Schools, City Hall, Milwaukee. 
 Richard Cecil Hughes, A.B., '84, A.M., '87, D.D., '00, Wooster Univ. 
 
 1901, President of Ripon College, Ripon. 
 Foster H. Irons, Grad., '99, Teachers' Coll., Columbia Univ. 
 
 1903, Director of Manual T^'raining, Blaine Manual Training School, Superior. 
 H. F. Leverenz. 
 
 1899, Superintendent of Schools, 2030 N. 8th St., Sheboygan. 
 Alice H. Shultes. 
 
 1886, Supervisor of Practice, State Normal School, River Falls. 
 
 1901 Durward Earle Burchell, A.B., Columbia Univ. 
 
 1903, Professor of Business -Administration, University of Wisconsin, Madison. 
 Frank M. Jack, A.M., '93, Beloit Coll. 
 
 1906, Institute Conductor, State Normal School, River Falls. 
 Samuel Adams Lynch, L.B., Pd.B.,'92, Univ. of Mo.; A.M., '00, Univ. of Chicago. 
 
 1905, Principal of Blaine High School, 1703 Hughitt Ave., Superior. 
 
 1902 Mrs. Mary Davison Bradford. 
 
 1906, Supervisor of Primary Work and Theory and Practice in Primary Teaching, Stouth 
 
 Training Schools, Menomonie. 
 Anna R. Camp, Ph.B.. '97. Western Reserve Univ. 
 
 1897, Private Teacher of Deaf, 625 Mendota Court, Madison. 
 Mary R. Campbell. 
 
 Research Student, University of Chicago, Medical Department; home address, 
 184, 15th St., Milwaukee. 
 Mrs. Frances Elliott Clark. 
 
 1903, Sujjervisor of Music, 1728 Wells St., Milwaukee. 
 Gertrude Earhart. ' 
 
 Assistant in Polk County Normal School, St. Croi.x Falls. 
 William Henry Hickok. 
 
 1903, Superintendent of City Schools, 328 Edison St., Antigo. 
 Junius T. Hooper, B.L., '92, Univ. of Wis. 
 
 1899, Suijerinlcndcnt of Schools, 917,7th Ave., W., Ashland. 
 H. H. Liebenbero, B.Sc, '07, Univ. of Wis. 
 
 1902, Principal of Buffalo County Training School, Ahna. 
 John W. Livingston. 
 
 1904, President of State Normal School; res. 167 Bailey Ave., Platteville. 
 S. H. Metcalf. 
 
 180S, Director of Music, Public Schools, Menomonie. 
 Wu.LARD Nathan Parker, B.Sc, '90. Univ. of Wis. 
 
 Editor of "Wisconsin Journal of Education," 23 E. Main St., Madison
 
 Wisconsin] LIFE, ACTI VE, AX D COKRESPON DING M EM BKRS 895 
 
 WISCONSIN— C«i/t<ii«-</ 
 
 jtfoj John R. Sherrkk. Ph.B.. '85. Earlham Coll. 
 
 180T, Teacher of Latin, State Normal School, 705 Crtiter S«., Whitew«ter. 
 Howard L.\rAYETTF. Wii.<;os. AH.. 'Sg. Ind. I'niv.; .\.M.. '00. H4rv.irtl I'niv. 
 
 1903, Teacher of History and Literature, State !<«rinal S<-hi»il, Ri\er KalU. 
 
 H. S. YoUKER, B.Sc., 'q4. M.Sc., '08, Iniv. of Wis. 
 
 Superintendent of City Schools, Grand Rapid*. 
 
 1903 Agnes Otis Kric.iiam. 
 
 1903, Director in Ph>-sical Training, Stale Normal School, Plattrville. 
 
 Emua M. Cowles, Ph.H., '03, I'niv. of ChicaRo. 
 
 i8g5. Professor of .Mathematics, .Milwaukee- Downer College, Milwaukee. 
 
 W. C. Hazzard, A.B., 'gs. Ixl.-ind .Stanfonl Jr. Cniv. 
 
 State .\Kont in Wi.sconsin for Silver. Durdett & Co., 453 Jefferum St.. Milwaukee. 
 
 Elizabeth R. McCorukk. 
 
 i8gi. Teacher in Nelson Dewey School, jjg W. 6th St., Sta. A. Superior. 
 
 Susan M. Porter. AH., 'g6. Iniv of Wis.. H.L. 
 
 iSg;. Teacher of History, Hit(h Schix)!, gfto Huron St., Racine. 
 
 Vinnedce M. Rvssfi.l. 
 
 igo3. Director of Manual Training, State Normal Scho<il, Ptaltevitle. 
 
 Charles H. Sears, Ph.D., '02. Cl.irk Cniv. 
 
 Teacher of P.sychology jind Peilagogy, Stale Normal School, Milwaukee. 
 
 Malbice H. SiiAii. AH, '87. Coll.y Cniv . Ph.D.. '05. Cl.irk Cniv 
 
 1903, Chairman of Department of Pedagogy, State Normal School, ( >>hkoah. 
 
 Silas B. Tobev. 
 
 1905, Superintendent of City SchooLi. 6ii K. Jellerson St.. Waunau. 
 
 LiNDSEY Webb, A.B., '97. Cniv. of Minn. ^ ..., 
 
 1900, Principal of i8lh District School No. i, $11 Cramer St., Milwaukee. 
 
 Frances Wettstein. 
 
 1896, Principal of School for the Deaf, jj4, 34«h St., Milwaukee. 
 
 1904 L. H. BoLENO, Grad., St. Nor. .Sth . River Tails, Wi«. 
 
 1906, Teacher in West .Side High School. NLinilow«»c. 
 
 John Callahan. ,. .. . 
 
 1901, Superintcn<lent of SchcxJs, 500. isl St.. .Mena.<iha. 
 
 George A. CHAXniRi.MS. AH .•.>!. H.irv.ird Cniv ...... 
 
 1903. Princiiul of Last Division High bchool, 366 Pmapctt Ave . Milwaukee. 
 
 Gcstav W. Gkhrasii. I'h H . 'oj. Cniv of Wis. 
 
 1903. Suijcrintcndent of City Scho<jk 4»». Stn A*t., Maralioo. 
 Walter C. Hlwitt. Pd H . 'gi. Pd M , 'oj. Miih. N.m-. Coll. 
 
 State Institute Condutlor. 6ji .Mgoma bt., iHhkoan. 
 George Henry LANrv.RAf. HL, 'giCnUv of Wiv „ • .. 
 
 1904. SuKrinlendcnt of City SchooU. 10J4 Cook .M., .Mannrlle. 
 
 ElxiAR Stanli-Y -,,**y!|^,'^ , j;,^'„ ,j M^Mynn School, jio Main St . Kacine. 
 
 EimiN Thomas O'HRirv Ph H , "oi Cniv of Wis 
 1904. Superintendent of SchooU. Herlin. 
 
 ANNA E. ScitAffER.^^^ ia,,,rctor ..f Sclwol. for the Deaf, Dej-rtment of F:<luiatl..n. Cai»iol. MarfUoo. 
 
 0. J. SCHC^«. H - ' - j;« Wi; ,^^,_^ ^.^^^,, ^^ p^,„^,^ 
 
 John William Si .   •   ■• B . '04. Cniv of \Vi». 
 
 1904. SujjerintemleW of SchooU. Del err. 
 
 Jons Air.Ko ^^''|;;f^^,.^j„,. ,,„,, nu^ne-Traioinf, N.*lh IMW.4.-1 Mi«hS»h.«l. 
 
 rm '. 1- J ''*'■ 
 
 Ott.. E. WjrLAm a ^^ ^^^ ^ ^^^^ ^ ,^ j^^^ 
 
 ,90, A.SS* W Hi^ciciir^R. A B /o| ..w-* of Tr.lnin* Der-nment. Sl.U Sormal Stbool, 
 
 , „ ,. „ » W^, VM Mllloo Coll 
 
 jAMrs H ««■ „, l^ljjr ln.irun4.io. Midiwo 
 
 Edwari. Mo-.. ,„,,:„i of Vh<-a.. 117 Churth «.. N*m.h 
 
 Tmoma. W jB^^'f.^^.jp^ ^ p,^ IHrtrict Schoot. «.ft Van Hurra Si , Mllw.ukM. 
 
 HowARP I>   , „f Man . 1.. andTraihrr In lh» S«.hH Training 
 
 , fra. Ill •■ 
 
 G«o«jr f»;;|; "7^^;;;^ ^ s4omi Manual Training S.t^ Inr Tr.chm. «.«. «h 8. . Mr*««a«W. 
 
 ^'■"""i^g^r'prin • ' I "■'•'■•• -'v-.t S'. . M.ll«« SI M4 tnb An. M.lw.uk»». 
 
 JtH. V, Collins. I'h^^ 4, »iT IH^^nn ft , S«rm«. Point. 
 
 Robert L. Z^,"' Y^^.,,^ ^ ,«h ,H^Hct S.baal No, .. ..o». ,*4 Si . M»l-.«k^. •
 
 896 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin 
 
 WISCONSIN— ConUnued 
 
 190S K. C. Davis, Ph.D.,'oo, Cornell Univ. 
 
 1902, Principal of School of Agriculture; res., 814, 2d St., Menomonie. 
 Walter Fenno Dearborn, Ph.D., '05, Columbia Univ. 
 
 1905, Instructor in Educational Psychology, University of Wisconsin; res., 218 W. Gil- 
 man St., Madison. 
 
 Kate Dignon. 
 
 1901, First .\ssistant in 6th District School No. 3, 255, i8th St., Milwaukee. 
 Walter E. Elmer, A.B., Univ. of Wis. 
 
 1905, Supervising Principal of Schools, Hartford. 
 Emma J. Gardner. 
 
 1894, First Assistant in 12th District School No. 2, 676 Wilson St., Milwaukee. 
 Hermann Charles Henderson. A.B., '95, Univ. of Chicago; A.M.. '98. Univ. of New Brunswick. 
 
 1902, Teacher of Psychology and Pedagogy, State Normal School; res., 2212 Sycamore 
 
 St., Milwaukee. 
 
 William H. Jamieson, B.L., '01, Univ. of Wis. 
 
 igo2. Superintendent of Schools, Tomahawk. 
 Albert Ernest Kagel. 
 
 1904, Assistant Superintendent of Schools, 563 Scott St., Milwaukee. 
 William E. Maddock, A.B., '04, Harvard Univ. 
 
 1905, Superintendent of City Schools, 1507, 14th St., Superior. 
 Matthew N. McIver, Ph.B., '92, Beloit Coll. 
 
 1906, Superintendent of Schools, 144 Elm St., Oshkosh. 
 Jessie B. Montgomery, Grad., '95, Ind. St. Nor. Sch. 
 
 1903, Critic in Grammar Department, State Normal School; res., 305 N. Elm St., Platte- 
 
 ville. 
 
 Herman E. Owen. 
 
 Department of Public School Music, Wisconsin University School of Music, 615 
 State St., Madison. 
 Grace E. Salisbury. 
 
 1901, Librarian of State Normal School, Whitewater. 
 Frank K. Sf.christ, M.Sc, Ph.D., '98, Lafayette Coll. 
 
 1900, Teacher of Rhetoric and Literature, State Normal School, 934 Clark St., Stevens 
 Point. 
 
 F. F. Showers, B.I-., '03, Univ. of Wis. 
 
 President of Business College, Stevens Point. 
 John Henry Stauff, A.B., '99, Univ. of Wis. 
 
 Supervising Principal of Schools, Lock Box 72, Sharon. 
 
 P. J. ZiMMERS. 
 
 1904, Superintendent of Schools, 555 Prairie Ave., Kenosha. 
 1906 Oliver E. Gray. 
 
 1898, Superintendent of Schools, Platteville. 
 
 G. B. Hoag. 
 
 1904, Instructor in Manual Training, State Normal School, River Falls. 
 Thomas Lloyd Jones, B.Sc, '96, Univ. of Wis. 
 
 1905, Superintendent of Schools, 227 Wauwatosa Ave., Wauwatosa. 
 G. F. LooMis, A.B., '96, A.M., '01, Beloit Coll. 
 
 Superintendent of Schools, Main St., Oconto. 
 E. L. Luther, A.B., '95, Olivet Coll. 
 
 Superintendent of Schools, 524 Lincoln St., Ripon. 
 G. J. Roberts, A.B., '92, Penn Coll.; A.M., '01, Univ. of Mich. 
 
 1906, Superintendent of City Schools, Merrill. 
 
 INSTITUTIONS 
 life MEMBERS 
 
 1884 Alumni Association, State Normal School at Milwaukee. 
 
 President, Charles McKenny; Librarian, Delia Ovitz, Milwaukee. 
 Athenaeum Society of State Normal School at Platteville. 
 
 Librarian, Miss B. A. Gardner, Platteville. 
 Beloit City School Board. 
 
 Superintendent, F. E. Converse; Clerk; E. C. Helm, Beloit. 
 Board of Education of the City of Janesville. 
 
 President, S. B. Buckmaster; Clerk, S. C. Burnham, Janesville. 
 Board of Education, La Crosse. 
 
 President, William Luening; Superintendent, John P. Bird, High School Building, 
 La Crosse. 
 
 Board of Education, Oshkosh. 
 
 President, D. W. Fernandez; Clerk, Daniel Witzel, Oshkosh. 
 Board of Regents, State Normal Schools. 
 
 President, J. A. Peacock, Oconomowoc; Secretary, William Kittle, Madison. 
 Board of School Directors, Milwaukee. 
 
 President, Aug. S, Lindemann, 2012 Highland Boul.; Secretary, Frank M. Harbach, 
 City Hall, Milwaukee. 
 
 City Superintendents' and Supervising Principals' Association of Wisconsin. 
 
 President, W. H. Hickok, Antigo; Secretary and Treasurer, G. F. Loomis, Waupun.
 
 Wyoming) LIFE, ACTIVE, AND CORRESPONDI NG MEMBERS 89? 
 
 W ISCONSl S—Conliit utd 
 
 1884 County Teachers' .VssocuTioN, MiLWAiKKK CoiNTv. 
 
 President. Hcrl«n J. I'ilJer. ^^3 .\s«or M., MUwaukee. 
 
 Milwaukee I'rinvipaus" Asso< iatios. 
 
 I'resJdcnl J. J. Simicrs; Secretary. J.J. Finan. Milwaukee. 
 
 PUILADELPHIAN aCKIKTY 0» STATK Nl>RUAL St HOOL AT I'LATTrX II.I ►.. 
 
 Prrsidcnt. Grant A. German; Secretary. Ijilbert Hrcrrton, Platleville. 
 
 Public School Teachkrs or Jas»-sville. . . . . « . -u 
 
 Superintendent. H. C. Uuell; Secretary. Uiue A. Patenon. Janesville. 
 
 State Historical S..cikty or Wiso.ssin. „ . ,. t-. •. », a: „ 
 
 Secretary and Suixrnntcndent. Reul)en li. ThwaJtes, MadtNon. 
 
 State Normal Schlkh. at Pi.ArTKvu.i.E. im .. ..;m-. 
 
 President. Juhn \V. Uvingslon; Lilirarian, Muss I!. A. Gardner. I latteMlle. 
 
 Teachers' .\ssociATioN or WtM-oNsiN. . 
 
 President. John F. Sims. Secretary. Kathenne Williams. Milwaukee 
 
 ACTIVE MKUBKRS 
 .807 STATE NORHAL SCH^. OsH^--;;^. ^ ^^^^ ^^^^^^ j^.^,^ ^.^_^,^._^ ,,^^__^^,^ ,^^,^^^ 
 
 iSv>8 Milwaukee Public Library. 
 
 Librarian. George \\ . Peckham, Milwaukee. 
 
 State Normal Sch.h.i.. \VnrrKWATKR. 
 
 President, .\Jbcn Salisbury. Whilewatef. 
 
 ,899 Lawrence UsiVERsmr.^^^ ^^^^^ ^^^^_^^^ librarian. Zelia Smith. ApjJeton. 
 
 • n^w^ <;rTprsioR State Normal School. Library. 
 
 1900 Superior Mate *^p^^^^^, , ^, ^,,s^i„. Librarian. Harriet L. tiaton. Superior. 
 
 1902 Beloit Co'-"«^'^;'»|;*7^.,,.„,. o^. l. Collie. Librarian. James A. Blaisdell. lirl,.it 
 
 RiPos College. 1-,'"^*^^.;^ ^^^^^^ ^ ^^^, Lil«rian. <). J. Marst.m. Ri,..n 
 
 .,03 GILBERT M. S.-'-;.^'B--, •j.--!^- . j,,^^^„ „^. t-L.,, ,.. „,„,„. Ke„..h,. 
 
 .905 Milwaukee TeAr'»;_»-j;^^;^'Xr.!,-;"Mi„rhan. ,</. Biddle St.; IJbrarian. Ka.herine R. \Villi..mv «7. 
 
 BuSum St.. Milwaukee. 
 
 University or WiM-oNxiN. LiHii^RY^ 
 
 Librari.in. Walter .\L Smith. Madisun. 
 
 1906 Arabut Ludlow Mi mokiai Library 
 
 Dbranan. K.athennc Smock. Monrtie. 
 
 Kei LOGO Public Library. ., . ,. 1 
 
 Librarian. O. B. Martin. Green Lay. 
 
 State Normal S<no<>i . River I- alU 
 
 state i>o«-A ,,^^,j^„, ^v. J. Brier. River FalU. 
 
 WVDMLSO 
 ACTIVK MEMBrRH 
 
 ,894 ^-•^"■-'-"^'*';;;|;;,"i^r„ \r"ndiln^^V.'...lv,.ddrr«.Room.w. In.lun (►(!!«,. W.J.- 
 
 initioii. U. I' 
 
 .895 "►->'^«-i;,»^.'.;,:j.;.!|V;Vn;"™and^ 
 
 .8^ O.J.B..a.^y^BS^M^O^;-.^^ .^ , 
 
 John V<^^'^l^lXZ:J,\liZ[^u^'^,^ P,...ui.l ul U.C Norm*! ScCol. I m,..M., ... W.-nin,. 
 I^ramir. 
 "^ TMOMA., T. TVNAN^^,^ ^^ ^^ SemlWV^ly P.-. Shcri.l-n 
 .90, FRANC. V:^^^-^> y}^^*;^.J^-'^-^'^^'''' Pd.M. ■«.. I VV,..; A.M, ... 
 
 II 'ot. L'nlv iJ W>.. \ M 'ot. I'ni*. ol 
 1901 Ben;amis Rav c 
 
 J>rn»rT . , t. 11 
 
 i»». Siii«^intrn<lml ol School*. lUwIln*. 
 
 Mu. Emma II ^^^ ^ t „„„i» S.k.»U. oU Grwvl Aw Ur«mlr. 
 
 t>r>\ 
 
 ' Wl. 
 
 loos H. W. (jiAiKTAwr. ! .^1 ,^ Sch^ ul Camawrc% 
 
 190$. ^*'' 
 
 i;ni»«iMi> ol W)ut:miii. 1 if •>'■>»' 
 IvA Thoma.^^ Suf»rin.m.lr«l ol Couoly S<bo„U. P.v.n—. 
 igo6 A. D Cook , . , p^yj^ |n„n»cli«o. I* <» iW.i .i" f^"*^*""' 
 
 Paul Sok , , , „ ^ ,r ^b.ii i»i •- •*'• *^ ' •'•'•«"■
 
 ggg NATIONAL EDUCATIONAL ASSOC IATION I Porto Rico 
 
 WYOMING— Co«<JnMcrf 
 1906 Frank W. Lee. 3^^^^^^^^^^^^^^^ ^j Cjty schools, 312, Qth St., Laramie. 
 
 S. S. StOCKWELL, M. Didac, Ph.R. '91, Univ. of Iowa. ch^^^^ne 
 
 1905, Superintendent of Schools, iii East 20th St., Cheyenne. 
 
 Oscar E. Svvanson, B.Sc, '01, Valparaiso CoU Fvan^^ton 
 
 1906, Superintendent of City Schools, 244. 4th St., Lvanston. 
 
 INSTITUTION 
 
 X897 THE UNIVERSITY ^^^ WvoMiN^G^^^^^^ ^^^^^^ ^.^^^j. ^.^^^^.^^^ ^^^^^ ^^^^^^^ H^^^^^_ Laramie. 
 
 ALASKA 
 
 ACTIVE MEMBER 
 
 180S Cassia Patton. , o ,. 1 xt c-»i 
 
 1894, Teacher of School No. 2, Sitka. 
 
 CUBA 
 
 ACTIVE MEMBER 
 
 1904 SiXTO L6PEZ-M1RANDA, Ph.D., National Univ., Cuba. o„j /•,„„^^ Phipf nf Tnsnectors 
 
 ^ ^ 1004. Technical Commissioner of Education for Cuba, and (1905) Chief ot Inspectors, 
 
 Department of Public Instruction, 117 Ammas St., Havana. 
 
 HAWAII 
 
 ACTIVE MEMBERS 
 
 1895 Allie M. Felker, Grad., '84, St. Nor. Sch San Jose, Cal. h„„„)„i„ 
 
 ^ 1901, Principal of Kaahumanu School, 234 Dewey Ave., Honolulu. 
 
 ,900 Mrs. Nina L^D. Fraser.^ ^^ ^^^ ^^.^^^^ ^^^^^^ ^^^ ^^^^^^^ ^^^ ^^^.^.^ 5^^ _ Honolulu. 
 
 1902 Alice F. Beard. _ , ^, ., _. .. 
 
 1899, Principal of Kona Orphanage, Kailua, N. Kona. 
 
 1903 Charles W. Baldwin. . 
 
 1900, Normal Inspector, First Circuit, Honolulu. 
 
 Arthur Floyd Griffiths, Ph.B., '97, A.M., '09, St. Lawrence Univ.; A.B., '9^, Harvard Umv. 
 I902, President of Oahu College, Honolulu. 
 J90S Perley Leonard Horne, A.B., '92, A.M., '94, Harvard Univ. 
 1904, President of Kamehameha Schools, Honolulu. 
 
 PANAMA 
 
 •89, A.M., ' 
 lent of Can 
 Panama. 
 
 X894 DAVID C. OJConno.^A^B.^89, A^^.. '93, Megheny Col.^^^,^ ^^^^_ ^^^^, ^^^ ^^^^^^^ ^^ 
 
 PHILIPPINE ISLANDS 
 
 ACTIVE MEMBERS 
 
 rR^r, Hs-vBv S TowNSEND \ B '8o, A.M., '83, Univ. of Des Moines. , ^ , -, 
 
 ,899 Henry S. \°J^^_s^5f;i^^-s °^ri„jendent of PubUc Instruction of the Division of Tayabas, Lucena. 
 
 Tayabas. 
 I900 E. A. CODDINGTON, B.Sc, '98, Olivet Coll.; A.B '01, Univ^ of Mich. f,_. p,„,„ 
 
 ^ igo2, Division Superintendent of Schools, 10 Washington St., Capiz, Panay. 
 
 1003 J. W. Curtis, Grad., '01, St. Nor. Sch. 
 
 ,90s, Industrial Teacher in Normal School, Cebu, Cebu Island. 
 
 1904 Senora Maria del Pilar Zamora. , „ , , /- n m ,; . q., r,,,, Manila 
 ^ * Instructor in Insular Normal School; res., 51 Calle Nona, Sta. Cruz, Manila. 
 
 1905 CharlesE. Wright, B.Sc, '00. A.M., 'o4,,Grove City Coll. . 
 
 ,904, Principal of Provincial School, Capiz, Province of Capiz. 
 
 1906 William F. Montavon, A.B., 98. Notre Dame Univ. 
 
 1906, Division Superintendent of Schools, Pasig, Kizal. 
 
 PORTO RICO 
 active members 
 1 93 bediah . Superintendent of Schools for the District of Bayamon, Bayam6n. 
 
 looi Enrique C. Hernandf.z, A.M., '89, Univ. of Madrid. . 
 
 1903, Examining Superintendent, Department of Education, ban Juan. 
 
 irvn^ Susan D Huntington, A.B., '00, WcUesley Coll. . , ,, , r>. d- 
 
 1902 busAN u. nuN p_^^^.p,^, ^.j p^^p,i^.g School, Normal Department, University of Porto Rico, Rio 
 
 Piedras. 
 
 1904 Roland P. Falkner, Ph.D., '88, Halle. . , „ , „. ^ t 
 
 Commissioner of Education for Porto Rico, San Juan. 
 
 Everett W. Lord, A.B., '00, Boston Univ.; A.M., '06. 
 
 1902, Assistant Commissioner of Education of Porto Rico, San Juan. 
 
 Josefina Sabat Mendin. „ , , ,T- C-, c T 
 
 1902, Grade Teacher Cataiio School; res., 9 Tanca St., San Juan.
 
 Canada) LI FE, ACTI VE, AX D CORRESPOXDI .\\: MEMBERS Sqg 
 
 PORTO RlCO—CoMinued 
 
 IQ04 Rch.fr L. Conant. A.B.. '05 Cnlumhia I'niv. 
 
 1002, District Suprrintrmlrnl uf SchooU. Ynuro. 
 1906 E. \. Cloppkr. B Sc.. '07. Hcthany Coll. 
 
 1004, Principal of Central High School of Porto Rico, San Juan. 
 Elapio Y£i.EZ E.<;PAn*. 
 
 1006, Acting Principal of Schools. Box ij, Sabana-Orandr. 
 Francisco RonRir.i-Kr Loprr. 
 
 iQOO. .\cling Princi|ul uf Public Schools. Main St., (jua)-anilla. 
 
 ivsTrruTioN 
 190a Department of Edccation or Porto Ria>. 
 
 C<>mmi.s.sioncr, Roland P. Falknrr; .Xcting Commi.ssiunrr. E»-cmt W. I-ord. 5ian 
 Juan. 
 
 ARGENTINE REPUBLIC 
 
 activk mkubir 
 1904 Mrs. Sara C. Eccleston. 
 
 DiiTctrrs.s of Rsturl.i N'orm.il N .-Nmcrii.in.i. and Monor.iry I'n-Milrnt <>( \.itiim.il 
 .\ssociatiim of Kindrr){artnrr>. Care of I'nitcd States Conjkul. Bucn n Aires. 
 
 AUSTRALIA 
 
 AtTn-E MEMBERS 
 
 1901 Ei-tAS John Forbes. 
 
 1892, ManaRcr "f .\u-tralian Branch, G. & C. Mcrriam Co., 8 SpnnK .M , bydnry, New 
 South Wales. 
 
 1933 George Havdley Ksmbbs. F.R..\.S.. Ennland. 
 
 1902. Priifcs.sor of .SurxrvitiK and vimetime .\ctinii Professor of Ph>-sics. Uniwrsity of 
 Svdncy; Stale CommiiSKiner of Education. Director <if Technical Education; 
 r«.. 18 Bland St.. .Uhficld. Sydney. .New South Wales. 
 
 Walter Beavis. 
 
 Senior Inspector of Schools. 54 Walt St.. Newcasllc. New South Wales. 
 
 ARaiiBALD Daniei. Mi Kr\/IE. 
 
 In-sinHtor (if Schools. I>rpartmrnt of Public Instruction. "Mascotte" South St., 
 Marrickvillc, New South Wales 
 
 Thomas Walker. 
 
 1898. Inspector of Schools of New Siulh Wales. ".Marathon." Lixingstone Ruad. .Mar- 
 
 nckxille, New South Wales. 
 
 BR.\ZIL 
 active mkmber 
 
 1902 Horace M. Lase. M D.. '78. Univ of Mo ; LL I) , 'oj. N. Y. I'niv. 
 
 1899, President of Matkcnxie Collese. Caixa 14. S. Paulo. 
 
 CANADA 
 
 i.irr MFMHri 
 1891 .Mrs. Marv J. B. Wvi ir 
 
 Deer Park. Toronto, Ont. 
 
 ACTIVE utmn** 
 
 1890 James L. Hi'.iies. 
 
 1H74. ("hief inspector of SchtnU. %H Henry St., Toronio. 
 
 1891 Samlel Bow»r Sisi laim A M . 01. Univ of Ton>nto; Ph D . 'oi. Univ of Chlcacn. 
 
 iH<,i.j. NicePrimijul of .Normal School. Ottawa. 
 
 1804 Mrs. Aoa M. Hi<;hes. 
 
 Cjly Hall, Toronto, Ontario 
 
 GEOROEHrRBFRT I»rKr. A B .'ol. A M ' T ,t,._ 
 
 |H<;7. Dean </( Schi«>l "I I I C oIlcfT, Me. Anne i|r Urllrtnr I* I). 
 
 igoj Arthir E. Hears A H '.>>< 1 .,...« ... 
 
 190J. PrinciiMl o( \ M ( . A . Pur1a«r Ave . \\inni|ra M«n 
 
 Alex McKay. 
 
 ,Hh| Siiivrviwir <if SrhtioU P (> Ibii 1H4. MallfaR. lUnmcMilh. Nora ScntU 
 
 igo) TlloMA^H Ai ', . 1. . I. ,■ 
 
 E MoNTCXtMIKV i AV , .. .... 
 
 i<XK>. Ilr.< '"■''. >' l^intoni M . Mimlrral. l)\ttlr%. 
 
 ,MiI>..naM l».   Sittdr. Knowllun (^urbrc 
 
 1004 .MvRA M. WwiirsxrB. ,^ ^ 
 
 ^ Addrew f.* i9ot, T. Merrlll'm. OntarV. 
 
 ioo< Ellew SfE!»' e a B . Univ of T'lronlo 
 *^' ,nn,j o.ihet in J«nir*>o A^rti'ir »v!(t^tii(' Inxiiuie. 40 Uuno A»T T<*»i«lo, Ontario, 
 
 ,906 GERHARD R-;-; J;;;;;;- ^^ Ijx \; <,^) i^.ur« m M«t-.».*, m.gui 
 
 .N.HTnV M.mtrral Qtt»hri 
 
 DANirL .Mclsmmt. A.B . . , .. , 
 
 Sufmnlrmirnt iW I'ulib*. .S»l».»4». W inM|aPC
 
 900 
 
 NATIONAL EDUCATIONAL ASSOCIATION [Sweden 
 
 CANADA— Continued 
 
 INSTITUTIONS 
 
 Tno2 Department of Education of Nova Scotia. . ^«- ti i-r xt c .• 
 
 1902 uEPAKiMt^i Superintendent. A. H. MacKay, Education Office, Halifax, Nova Scotia. 
 
 Education Department of Ontario, Library. . ^ . 
 
 Historiographer, J. George Hodgins, Toronto, Ontario. 
 
 100? Provincial Normal School, Truro Nova Scotia. 
 
 ^ ■* Principal, David Soloan, Truro, Nova Scotia. 
 
 CHILE 
 
 active member 
 
 institution 
 
 1901 Library of Congress of Chile. 
 
 Librarian. Adolph Labatut, Santiago. 
 
 CHINA 
 
 ACTIVE MEMBER 
 
 1002 C. M. Lacey Sites, Ph.D. , . ^ „ ^^ r- u cu u   
 
 ^ Imperial Polytechnic College, Nanyang College, Shanghai. 
 
 ENGLAND 
 
 ACTIVE MEMBERS 
 
 1901 Alice ^^^^^'^'^^j^p^tion^l Department, W. R. C. C, Yorkshire; res., 252 Lauderdale Mansions, 
 
 Maida Vale, London, W. 
 
 1902 Joseph °^^^ Vice-Chairman, Educational Committee, Chairman of Technical School Sub-Com- 
 
 mittee, Glebe House, Rochdale. 
 
 1006 Alice Woods, Grad., Girton Coll., England. ^ . . ^ „ at ti. • r, . v a 
 
 1900 /ii.i ^^^^^ Principal of The Maria Grey^ Training College; 3 N. Mansions, Burton Road, 
 
 Brondesbury, London, N. W. 
 
 institution 
 
 1002 Free Public Library, Manchester. ,.• c- a. u * 
 
 ^ Librarian, Charles W. Sutton, Reference Library, King St., Manchester. 
 
 HUNGARY 
 
 active member 
 
 tSoj BiLA Kr^csy, State High School Teacher's Diploma, '81. ,,,.-, 
 
 1S93 BELA iVREcsY, ■'^'|,^^j^^K^^ ^j jj^g j^^y^, s^^^g Hig^ School, 6th District at Budapest, VI Felso 
 
 Erdosoz 5, Budapest. 
 
 JAPAN 
 
 active members 
 institutions 
 
 igoo Imperial Library of Japan. „ , t- i 
 
 Librarian, I. Tanaka, Uyeno Park, Tokyo. 
 
 Yamaguchi Public Library. 
 
 Librarian, T. Sano, Yamaguchi. 
 
 MEXICO 
 
 active members 
 
 1903 Schuyler F. Herron, A.B., '04, A.M., '97. Syracuse Univ. ^^,. .. _„ tj.- 
 
 1905, Superintendent of Schools for the American School AssociaUon, S. C, 2a Industria 
 No. IS, Mexico, D. F. 
 
 1905 GuiLLERMO A. Sherwell. _ 
 
 :go2. Teacher of Science of Education, Escuela Normal, Jalapa, Vera Cruz. 
 
 1906 Edrique Herrera Moreno. M.D.. '85, Coll. of City of Mexico. ,, ^ 
 
 Director of Prep.aratory College of Jalapi, Alba No. 8, Jalapa, Vera Cruz. 
 
 NEW ZEALAND 
 
 active member 
 
 Thomas Reid Fleming, A.M.. LL.B. 
 
 1890, Inspector of Schools, Education Board, Wellington. 
 
 institution 
 igos Public Library, Wellington. 
 
 Librarian, Herbert Baillie, Wellington. 
 
 SWEDEN 
 active members 
 
 1904 Mats Dalborg. „ , . , , , c. 1 u 1 
 
 1905, Acting Principal, 3 Wung, Stockholm. 
 
 Anna H. J. Danielsson, Grad., 88, Royal Nor. Coll., Stockholm. 
 1903, Principal of Girls' High School, Kalmar.
 
 Wales) LlFli, ACTIVE, LVD COKKKSl'OX Di XU MEMBERS qoi 
 
 SWirZERL-WT) 
 
 ACTIVK MEHnr.R 
 
 1905 Charles Sclikowski. M.K.. 'o^, Lwow. Galicia, Austria. 
 13 Rome Ave., Fribourg. 
 
 TURKEY 
 
 ACTIVF, UCMBrRS 
 
 i8<>8 William Smith Mcrray. B.Sc.. '88, M s, •., : S\T.ini'* Univ. 
 
 loot, Professor in Rotten i.i l'rin«.i|vil in Prepiralory Deiwrtmene. ConMinli- 
 
 noplc. lt)irn Kii. vi.i l.cin<li>n.) 
 
 1901 Lucics O. Lee. D.D., '07 T.ilior Coll.- 
 
 1881, Profcsvir of Systematic Theology, etc . Theological Seminary, Marash. 
 
 ISSTtTCTION 
 ACTIVE MKMBKR 
 
 1003 Robert College or Cosstantivople. 
 
 rrcsidcnt. C. Irank Gates. Constantinople. (Open English Mail via London.) 
 
 WALES 
 iNSTirirriON 
 
 ACTIVE MKMBER 
 
 »0oo Caudxtt Free Public Libraries. 
 
 Librarian, John Ballinger, Central Library, Cardtfl.
 
 I.XUEX TO LlSr OF 
 
 LIFE DIRECTORS, Lll-E AXll ACTlVli ME.MHIiRS 
 
 [The names of Life Directors and Life Meml)ers are printed in i/ii/us.] 
 
 Aasved. Mina H., Wiish.. 'oi 
 Abcr. William M.. Mom., '03 
 Abbott, Allan, N. Y., '03 
 Abbott, Mrs. Emma A., Mo., '04 
 AblHjtt, F. b., Kans.. '90 
 .•\iilott. Frames H.. N. Y., '05 
 Abbfrtt. L. R.. Mich., 'oo 
 AblKJtt, Osmer. Cal., 'qq 
 .AblKin, Wimhroi) P., \'t., '03 
 Abcrcrombie, J. \V., Ala,. '00 
 Abranis, Alfred \V.. N. Y.. 'oi 
 .Atkcrman, Jennii- Si., Pa., '05 
 .\ckerman, J. H., Ore., '95 
 .•\clclin, .\nna. Pa., 'ox 
 Adams Pub. I.ib'y, .\Ias.s., '01 
 .Adams, E. F., la., '04 
 Aiams. I. S.. \ Y.. 'o<i 
 Mams. Mrs. M. 7... Cal. 96 
 .\dams, O H.. Mass., 'o? 
 Adam.s. RoM. T.. Pa., '06 
 .Adams, \V. F.. WVsh., '03 
 Addicott. J. K., Ij., '90 
 Adcc, J. .\.. III.. '95 
 .\dcllx-rl College, Western Re- 
 serve L'n!versity. Ohio, '04 
 Adelph; College. \. Y., "06 
 Artleck G. B. III.. '04 
 Agard I. M.. Tex., "iw 
 AKricultural Coll., Conn., 'go 
 .Axriiultural Coll , Kan , '07 
 .Auric ullural Coll., Mich., 02 
 ' '" .11 , Minn. 'oj 
 II , Miss , 'oj 
 ' s H. 'oi 
 . Mex.'oj 
 . C, -04 
 i: I. '03 
 D.. '07 
 .V^rii.iliu.'al C ..11., Ltah, 'oJ 
 Ahern. Mary K.. Ill . '</. 
 Aiken W F. . Ma.« '06 
 Aiken. Waller M .Ohio, '01 
 Ailon, (ti-o. H M.'.M '04 
 Ala Oirls- In I. '03 
 
 Ala Polylcth <7 
 
 Ala .St Nor. < 
 
 AlameiLi Pub , ' 4 
 
 AllKrrt, C J . Ill , y, 
 Albin, J^»^4•r^h T., Kan»., '04 
 Albr.i, S l(, N. V ,'9S 
 Al.orn T M Wa»h . '06 
 
 M i. ■, V.,,,1,, I) V Y •g6 
 I 
 0$ 
 
 •oj 
 
 I 
 
 . .'oj 
 . . 'gl 
 \ . Ind,, 03 
 
 , I .03 
 
 ri I., Vl . 08 
 
 n II . Pa , '01 
 Allrltl;lll L. I Ij . 'o% 
 Allrmnn S, A I.a,. 'ott 
 Allin. Anna .M , III , '03 
 Allen, H F , Mo , '01 
 Allen Miiit A . In<l Trr 1 
 
 w 
 
 Allen, Kdward K., Pa., '99 
 Allen, Mrs. Klla N , N. Y., '92 
 AUfH. ha IF., 111., '70 
 Allen. I. II . Colo.. '06 
 Allen, I.vm.m R.. .M.-lv;,, 'g 
 Allen, Walter, Wis., '9O 
 Allen. Wm. C. N Y.. '05 
 Allen.sworth. .Allen. Cal.. '91 
 .\lleshous<-. .\. C Ohio, '05 
 Alley, Frank S.. Ohio, '96 
 AIIkoo.1, Robt. v., .Ala.. '98 
 .Allin. R II., Ill, '97 
 Allivm. J.imes L., Pa., '06 
 Allison, I J , III., "93 
 Allison. William, Utah, '01 
 Altoona .\lech. I.ib'v, Pa., '90 
 Al. AS.SO \ Y Ir Sch . N Y . '05 
 Al. .-I ISO., Mitusiuktf, Wis., '84 
 Ambrose, II. T., \. Y., '9s 
 Ambrose, Lucy I>., (Jhio, '03 
 Amen, Harlan P., .\. II., '03 
 Atnenl las. K.. Pa.. "06 
 
 ) ■! 
 
 ira. \ Y 
 
 
 91 
 
 Al 
 
 A II . Ma 
 
 Ai... U., .Mo, 'o,» 
 
 Amherst Coll. I.ib'v. Mass 
 Amidon, I,. K., Midi . 'u.t 
 Amslut/., Peter I).. Ohio. '01 
 Aiviepson. I-Ulw , 111.. '05 
 Anders4in. I. F Mi<h , '00 
 Anderson, W I) . \ Y , '00 
 .Andrrsiiii, Win K . S' Y . 'o? 
 Andervin. W J . .\ri/. , '99 
 Amiover Thco. S»Mn . .\la«., 'oi 
 An<lren%, W. R.. Miih . 'o< 
 Andrew. J C S M.is» , '01 
 
 A: '»» 
 
 A Y,'o4 
 
 A: '•« 
 
 A 
 
 A . . ■.. .'03 
 
 A' K Ind 'afi 
 
 A. I. M M.. ' 4 
 
 At. 
 
 A' 
 
 \ 
 
 '03 
 A " 
 
 A < 
 
 A; 
 
 A, < 
 
 A, WU. 
 
 Vj 
 Arbmif'i Wm H . Mieh . Vi 
 A- 
 /I- 
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 A' '00 
 
 A' 
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 A' 
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 A' 'ol 
 
 A 
 
 A^ ■>4 
 
 \ 
 \ 
 \ '-.■-. 
 
 .Arnolil. Melville .A.. Ma<LS., '03 
 Arnold. .Molt II., Ore., 'gs 
 Arnold, S.irah 1... .Ma.vs., '95 
 .Arnott. Charles. Nebr . 'o? 
 Arrowsiniih. S. W, \. J., '98 
 .As.iv. Jiili.i .\ . N J , '05 
 ^ '' ' M M . .Mich, '01 
 1 His, tla., '94 
 Wm. H . \ Y . 'os 
 As|>iunii, RujKTt F., \ Mex , '03 
 Avs«-nheimer. F K, Ohio, '01 
 /Vssumpiion Parish Tchrs. Asauc., 
 
 La., oty 
 ^ "   II.. Ij , 0% 
 
 ../v. Wis.. '84 
 \l . \ Y , '0$ 
 III., '04 
 P . Ala . '0$ 
 AikiiiMin. I^taiuis H., 111., '04 
 Atkins..n. Fred W , .\. Y.. '94 
 \ ' Teroa L., N. V.. '03 
 
 iiv., (la.. '95 
 .\iiii 1. I ily Free Pub IJb'y. 
 
 N J . '04 
 AttelK-ry, W. M., Tex., '04 
 Atwell, F. t; . .Mass , '03 
 Au. I.ola .\l , \ Y . 'o< 
 Auiisburit, I). R , Cal., 9? 
 Austin. Fli/,i J . Miih., '03 
 Austin, F r. Ill , 'oi 
 Austin, Fre^leriik P.. Colo, '03 
 .Austin, llerltert F . .Md , '03 
 .\usiiii, Nellie. Muh . '03 
 
 \^. M \ II I..« . "oT. 
 
 'oO 
 
 'at 
 
 S\ . Mjilir, 03 
 
 II NlAine. 'oj 
 1*4 . 'uj 
 
 lil . 'o^ 
 
 '• ■■'■..•01 
 
 01 
 
 OJ 
 
 ' «(
 
 904 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Baker, Franklin T., N.Y., '06 
 Baker, Harris W., Mass., '06 
 Baker, Jas. H., Colo., '84 
 Baker, Leonard T., S. C, '03 
 Baker, O. M., Mass., '92 
 Baker, Mrs. O. M., Mass., '04 
 Baker, Oscar R., Ind., '02 
 Baker, S. S., Pa., '06 
 Baker, Thos. O., N. Y., '92 
 Balch, Burton M., N. Y., '03 
 Balcom, .\. G., N. J., '98 
 Balcomb, E. E., Okla.. '05 
 Baldwin, Bird T., Pa.. '06 
 Baldwin, Chas. W., Hawaii, '03 
 Baldwin, Fred C, Mass., '03 
 Baldwin, H. J., Cal., '99 
 Baldwin (M. W.) Sch., Phila., 
 
 Pa., 'os 
 Baldwin. R. L., Conn., '01 
 Baldwin, \Vm. A., Mass., '99 
 Ball, Elizabeth M. N. Y., '06 
 Ball, Emily, Ohio, '03 
 Ball, Frank H. Ohio, '97 
 Ball, Sheldon F., Oregon, '93 
 Ballard, C. A., Minn., '96 
 Ballard. Calvin, Ind. Terr., '06 
 Ballard. H. H., N. Y., '02 
 Ballard, N. H., Ga., 'o'; 
 Balliet, Thos. M., N. Y., '95 
 Ballou, Frank W., Ohio, '06 
 Ballon, WiUiam J., N. H., '03 
 Bahiiuore City Coll. Lib'y, Md., 
 
 'OS 
 Bancroft, Jessie H., N. Y., '97 
 Bancroft, Margaret, N. J., '97 
 Bangs, J. Edward, 111., '99 
 Banker, Lizzie L., Nebr., '90 
 Bannister. VV. D., 111., '05 
 Barber, Edgar M., N. Y., '05 
 Barber, Mrs. Lucia G., Mass., '03 
 Barbour, Elizabeth G., Ky., '05 
 Barbour, O. F., Ill, '89 
 Bardeen, C. W., N. Y., '90 
 Bardwell, C. M., 111., '92 
 Bardwell. D. L., N. Y., '99 
 Barker, James F., Mich.. '05 
 Barnard College, N. Y.. '06 
 Barnard, Frank J., Wash., '91 
 Barnard, James U., Mo., '93 
 Barnes. C. H.. Minn.. '06 
 Barnes, Clifford W., 111., '03 
 Barnes, Earl, N. J., '91 
 Barnes, Harold, Ind., '04 
 Barnes, M. VV., N. Da?, '02 
 Barnes, O. P., III., '95 
 Barnes, Sarah D., R. I., '99 
 Barnes, Thomas H., Mass., '03 
 Barnett VV. F., Tex., '06 
 Barnev. Edgar S., N. Y., '05 
 Barr, jas. A., Cal., '98 
 Barr, Robert J., Nebr., '99 
 Barr, VV. F.. Iowa, '06 
 Barrett Albert T.. Tenn., '05 
 Barrett, Chas. S., Ohio, '95 
 Barrett, H. M., Colo., '95 
 Barrett, R. C, Iowa, '96 
 Barrett, S. M., Okla., '97 
 Barron, Albertine, Mo., '03 
 Barron, Henrietta D., Mo., '03 
 Barstow, C. L., N. Y., '97 
 Bartholf. VVm. J., 111., '07 
 Bartholomew, G. K., Ohio, '03 
 Bartholomew, Mrs. R. T., N. Y., 
 
 Bartholomew, W . H., Ky., '77 
 Bartlett. Lester VV.. 111., '06 
 Bartlett, Wm. A., Minn., '97 
 Barton, R. L., Mo., '97 
 Bascom, John, Mass., '84 
 Basker\'ille, Guy H.. N. Y., '05 
 Bass, E. E., Miss , '95 
 Bass, Geo. F., Ind., '96 
 Batchcllor, Estelle A., N. Y., '05 
 Bates College Lib'y, Maine, '03 
 Bates, VVm. C, Mass., '96 
 Battin, Benjamin F., Pa., '02 
 Bauer, N. L. A., La., '01 
 Baugh, VVm. E., Ind., '05 
 
 Bauman, E. G., Ind., '98 
 Baxter, Chas. J., N. J., '96 
 Baxter, J. K., Ohio, '01 
 Bay, W, D., Wash., '05 
 Bayard Taylor Sch., Phila., Pa., 
 
 'os 
 Bavles, Martha B., N. Y., '05 
 Bayliss, Alfred, 111., '96 
 Baylor, Adelaide S., Ind., '97 
 Baynes, Nelhe T., 111., '03 
 Baynes, Sarah J., 111., '03 
 Beach, Mrs. Frances M., Ind., '01 
 Beach, Homer P., N. Y., 'os 
 Beadle, H. J., La., '06 
 Beadle, Wm. H. H., S. Dak., '90 
 Beaman, Ehzabeth, N. Y., '03 
 Bean, Arthur J., Mass., '03 
 Beane, Geo. S., Cal., '02 
 Beard, Alice F., Hawaii. '02 
 Beard, .Stella S., N. Y., '05 
 Beardsley, A. E., Colo., '95 
 Beattie, J. A., Nebr., '99 
 Beattys, Frank D., N. Y., '94 
 Beavis, Walter, Australia, '05 
 Becht, J. Geo., Pa., '96 
 Bechtel, John C, Pa., '05 
 Beck, Geo., Ind. Tor., '84 
 Beck, Leonora, 111., '03 
 Beebe, VV. A.. Vt., '06 
 Beecher, Martha A., N. Y., '05 
 Beechy, A. D., Ohio, '00 
 Beede, F. H., Conn., '03 
 Beeman, Edw. M.. Wis., '05 
 Beers, Jessica E., N. Y., '06 
 Beeson, R. Katharine. Ind., '05 
 Beggs, Dorothea K.. Colo., '06 
 Beggs, Robert H., Colo., '84 
 Beistle, Ella, Ohio, '97 
 Belcher, Archibald, Tex., '03 
 Belisle, Hector L., Mass., '03 
 Belknap, Emmet, N. Y., '92 
 Bell, Alex. Graham, D. C, '84 
 Bell, Elizabeth D., Ohio, '03 
 Bell, George W., Mich., '05 
 Bell, Hill M., Iowa, '01 
 Bell, Sanford, Colo., '03 
 Bell, Sarah E., Mo., '04 
 Bell, William, Iowa, '02 
 BcUer, Wilhelmina C, N.Y., 'os 
 Bellevue College, Nebr., '97 
 Bellingham Nor. Sch., VVash., '00 
 Bellows, Russell H., N.Y., '04 
 Beloit Coll. Lib'y, Wis., '02 
 Beloit School Board, Wis., '84 
 Bemis. Mrs. Eliz. P., N.Y., '05 
 Bender, Ida C, N. Y., '9s 
 Benedict, Chas. A., N. Y., 'os 
 Benedict, Ezra W., N. Y., '02 
 Benedict, F. H., Mass., '03 
 Benedict, J. D., Ind. Ter., '02 
 Benedict, M. G., N. Y., '03 
 Benedict, VV. H., N. Y., '92 
 Bennett, Chas. A., III., '96 
 Bennett, C. IF., Ohio, '84 
 Bennett, Mrs. L. A., N. J., '96 
 Bennett, Laura J., N. J., '06 
 Bennett, Myron E., Maine, '01 
 Benson, B. K., Ga., '00 
 Benson, Christine M., Cal., '97 
 Benson, Nel.son P., Pa., '05 
 Bentley, Gordon M., Tenn., '03 
 Benton, Geo. VV., Ind., '04 
 Benton, Guy Potter, Ohio, '02 
 Berea College Lib'v, Kv., '02 
 Berg, P. S., N. Dak., '02 
 Bergey, D. H., Pa., '98 
 Ber.gstrom, John A.. Ind., 'os 
 Berkaw, Geo. R., Mich., '01 
 Berkey, J. M., Pa., '06 
 Berliti, A. H., Del., '96 
 Bermingham, Florence, N. Y., '05 
 Bernholz, Teresa E., N. Y., '05 
 Bernstein, Nathan, Nebr., '00 
 Berry, Frank A., Conn., 'os 
 Besley, Miriam, 111., '01 
 Bessey, Chas. E., Nebr., '95 
 Best, Fannie E., N. Y., 'os 
 Best, Lyman \., N. Y., '03 
 
 Betts, J. B., N. J. OS 
 Bevan, James J. Pa. '06 
 Bickett, WilHam J., N. J., '06 
 Bickford, Chas. W., N. H., 'oi 
 Bicknell, Thos. IF., R. I., '82 
 Bierly, H. Elmer, Tenn., '99 
 Bigelow, Anson H. S. Dak., '01 
 Biggs, L. Kate, Mu., '05 
 Billingslev, J. J., Iowa. '9s 
 Bingell. Edda E., \V. \':i., '07 
 Bingham, Cornelia D., III., '00 
 Bingham, Robt., N. C, '84 
 Birchard, C. C, Mass., '9s 
 Birdsall, Wm. VV., Pa., '05 
 Birge, Edward B., Ind., '03 
 Birmingham Sub. Dist. Sch., 
 
 Pittsburgh, Pa., '06 
 Bisbee, Harlan M., N. H., '03 
 Bishop, E. C, Nebr., '04 
 Bishop, Eliza A., Pa., '92 
 Bishop, J. Remsen, Mich., '94 
 Bishop, Nathan L., Conn., '9s 
 Bishop, William, N. J., '05 
 Bishop, William R., Idaho, '05 
 Bishop, Willis T., Mich., 'os 
 Black, Jas. C. Ind., '88 
 Black, l,aura, X. Y.. 'c; 
 Black, Ryland M., N. Dak., '06 
 Black, S. T., Cal., '9s 
 Black, S. W., Kans., '05 
 Black, Wm. H., Mo., '95 
 Black, VVm. W., D. C. '05 
 Blackmer, .Anna W., Wis., '05 
 Blackshear, E. L., Tex., '00. 
 Blaich, Lydia R., Ind., '03 
 Blair, Francis G., 111., '99 
 Blaisdell, S. Lillian, Minn., '03 
 Blaisdell, Thos. C, Mich., 'os 
 Blake, Clarence J., Mass., '03 
 Blake, Katherine D., N. Y., '03 
 Blakeley, Gilbert S., N. Y., 'os 
 Blaker, Mrs. E. A., Ind., '96 
 Blakeslee, Charles VV., N. J., '05 
 Blakesley, O. J., Wyo., '96 
 Blessing, Chas. W., N. Y., 'os 
 Blewett, Ben, Mo., '97 
 Bliss, Frederick L., Mich., '95 
 Bliss, J. J., Ohio, '96 
 Bliss, Lafayette, Minn., '02 
 Block, Louis J., III., '99 
 Blodgett, A. B., N. Y., '90 
 Blood, Annah P., N. Y., '03 
 Bloodgood, F. H.. III., '01 
 Blount. Luther M.. Ga., '05 
 Blydenburgh, Josephine E., N. Y. 
 
 'os 
 B. of Ed., Abilene, Kans., '86 
 B. of Ed., Beloit, Wis., '84 
 B. of Ed., City of New York, N. 
 
 Y., '03 
 B. of Ed., Dodge City, Kans., '86 
 B. of Ed., Fulton Co., Ga., '01 
 B. oj Ed., Janesville, Wis., '84 
 B. of Ed., La Crosse, Wis., '84 
 B. of Ed., Mihcaukee, Wis., '84 
 B. of Ed., Nashville, Tenn., '89 
 B. of Ed., New Haven, Conn., '01 
 B. of Ed., Norlhfield, Minn., '90 
 B. of Ed., Oshkosh, Wis., '84 
 B. of Ed., Ottawa, Kans., '86 
 B. of E(l„ Plainticid, X. J., 'os 
 B. of Ed., Sedgwick, Kans., '86 
 B. of Regents, St. Nor. Sch., Wis. 
 
 '84 
 Bodler, Anna, N. J., 98 
 Bodwell, Edwin J., Nebr., '95 
 Bogardus, Eslella ^I., N. Y., '03 
 Boggess Carey. Ohio, 'os 
 Bohannan, E. VV., Minn., '02 
 Bohn, S, H., III., '02 
 Boice, H. B., N. J., '06 
 Bolenbaugh, G. B., Ohio, '96 
 Boleng, L. H., Wis., '04 
 Bolles. Frederick B.. Colo., '06 
 Bolton, Frederick E., Iowa, '00 
 Bond, G. G., Ga., '94 
 Bonnell, E. N., Minn., '02 
 Bonser, Frederick G., 111., '04
 
 INDEX TO LIFE AND ACTIVE MEMBERS 
 
 905 
 
 Bookmyer. T. W.. Ohio. Si 
 Bookwiilier, .-VlfrcdG., Mass., '05 
 Boone. Richar>l G.. N. V., '84 
 Booth, F. \V.. D. C. 'oo 
 Borden, J;imcs B., Wis., "05 
 Boss, Chas. E." \. J.. '06 
 Boston College, Ma.-is., 'q7 
 Boston University, Mass., '02 
 Bostwick, O. P., Iowa, '90 
 Boucllc, Frank .\., C'al., '05 
 Bourgard. Caroline B., Ky.. '07 
 Bourland, .\ll)crt P., Tenn., '05 
 Bouton, Eugene, N. J., '95 
 Bowen, Cora E., N. Y., '05 
 Bowen, D. M., Kans.. 'os 
 Bowen, Frank \V., N. J., '02 
 Bowen, I.cna R., N. J., '05 
 Bowen, \Vm. M., I'a., '05 
 Bowman, G. L., Wis., '95 
 Bowman, J. N., Wash., '01 
 Bowtell, Grace, N. Y., '05 
 Boyce, Thos. W., Wis., '05 
 Boyd, David R., Okla., '92 
 Boyd, Mrs. Gaston, Kans., '97 
 Boyd. Thos. D.. La. .'05 
 Boyd, W. W., Ohio, '94 
 Boyden, Albert G., Mass., '90 
 Boydcn, .\rthur C, Mass, '97 
 Boyden, Wallace C, Ma-ss., '96 
 Bovdstun, James F., N. Y'., '03 
 Boyer, Charles B., N. J., '05 
 Boyer, Chas. C, Pa., '03 
 Boyes, W. P., III., '04 
 Boyle, Chas. .\., Kans., '97 
 Bovle, Thomas J., N. Y., '03 
 Boynton, F. U., N. Y., '01 
 Bovnion, R. J.. .\. J., 'os 
 Bradford, Mary D., Wis ^ '02 
 Bradford, Wm., Utah, '05 
 Bradley, Chas. A., Colo., '93 
 Bradley, John E., Mass., '90 
 Bradley, \lillon, .Mass., '92 
 Bradner, J. W., Kv., '01 
 Brady, Mary J., .Vlo., '04 
 Bragdon, C. S., Ma.ss., '03 
 Braker, Menrietle, \. Y., 'c; 
 Bramlettc, Edgar E., Tex., '02 
 Brandon. Edgar E.. Ohio '05 
 Brandenburg. W. A.. Iowa, '06 
 Brandt, Francis B., Pa., '97 
 Brangan, Margaret V., N. Y., '03 
 Branson, E. C Ga., '01 
 Brant. Edith E., .\. Dak., "02 
 Bralten. Clifton E.. Ohio. "06 
 Brawlcy, .\nnie (i.. .Ma.>LS., '03 
 Brayton, Percy S., .Mas*., '03 
 Ura/ier. Jnhn S.. III., "os 
 Brehaul. J-imes W., Mom., '03 
 Hrclsford, Chas. H., Pa., *oi 
 Brewer. Harry F.. HI , '02 
 Britkcr, Jas j., Mich., '01 
 IJridgi-i'iwn High .S< h.iol, \. J., 'os 
 Brier, Warren J., Wis., '95 
 Briggs. Eva E.. N I , '05 
 Briggs, Frank E., .NIass.. '03 
 llriggs, Thom.is H . Ill . '04 
 Brigham Yming (!oll., Utah, '98 
 Brigh.im. Agnes O., Wi«,, '03 
 Hrighl. e)r\illr P.. Ill , '93 
 Brightwcll. Wm. D.. Pa., '05 
 Brillis. Chas. S , W. Va., 'o? 
 Brimhall. Geo, H . Utah. '06 
 Brislin, Isal>cl G., .Mo., '04 
 Bristol, E. N.. N. v.. '</' 
 Bristol. Homer C. N. Y., '03 
 Hrilr, Ella K , Ohio. '03 
 Briltain. .M. I.., G«., '00 
 Broadway S< h . Cam'Irn. N. J..'os 
 Broadwrll. Carrie K.. Ohio.. '06 
 I!.- • ' ; rur W , .Ma . '02 
 it- I. ,\nn.i. Ind . 'oj 
 
 Bf.„. Mrs Ella M , Mo .'04 
 
 Brtxkion Pub. I.ib'y. M.-is«.'o» 
 lJr<Hkway. Cl.irrnir K , .M.\»» . 'o^ 
 Bronson. Minnie. V.i. '04 
 Bronx Borough Teacher* A»oc , 
 
 S Y , "o? 
 Brooklyn Pub. Lib'y. N. V.. 'oi 
 
 Brooklyn Tr. Sch. for Teachers, 
 
 N. v.. OS 
 Brooks, Charles J., Ohio, '01 
 Brooks, Edw.. Pa., '76 
 Hrook.s, Edwin R.. N. Y., "05 
 Brooks. Eugene C. .\. C, '06 
 Brooks, John L., D. C, '03 
 Brooks, Kenildl P., Mich., '05 
 Brooks, Stratton D., Mass., '01 
 Bnwme, E<iwin C. N. J., '03 
 Bros-s, Jes.sc F., N. \ ., 03 
 Brough, T. \., Can., '03 
 Brouse. J. P. W.. Ky., '05 
 Brown Univ. Library, R. I., '01 
 Brown. .Mfred L., Wash., 02 
 Brown, C. .\., Ala., 'g« 
 Brown, C. E., Ohio, '95 
 Brown. Claude. 111.. '00 
 Brown. Cyrus J. La , '05 
 Brown, E<lwin .N., Ohio, '01 
 Brown. Eli/jUth V., D. C, '98 
 Brown. Elmer E., D. C '91 
 Brown, Frances R.. N. Y., '05 
 Brown, Geo. A., HI., '02 
 Brown. Geo. L., S. Dak., '05 
 Broun, Gto. l\. 111.. '80 
 Brown, Geo. W., Mass., '96 
 Brown, H. B., Ind., '9.? 
 Brown. H. L.. Minn.. '06 
 Brown. Henry E.. 111., '01 
 Brown, J. B., Minn., '01 
 Brown, J. L., Utah, '99 
 Brown. James V.. Ala., "06 
 Brown, John A., N. H., '99 
 Brown, John F., Wvo., 'i^> 
 Brown, J. Stanley, 111., '97 
 Brown, NIarion, La., '89 
 Brown. R. E , \. Y., 'os 
 Brown. Timothy O., La . '06 
 Brown. Wm. W.. Pa., '06 
 Browne, Robert I.., \. Y., '0.1; 
 Browning, Lucy E., 111., '02 
 Hrowns<omt>e, Fred J., \'t., '05 
 Brownson, E. R., N. Dak., '02 
 Brownson, Wm. H.. Maine. '06 
 Brubacher, A. R., .\. Y.. '06 
 Brubaker. Wm. B , .N. Y.. "05 
 Bruce, Wm. G., Wis., '93 
 Brumbaugh, G. W., (^hi<i, '96 
 Brumbaugh, M. G.. Pa. '93 
 Brundagr, Howard D., Wis., '05 
 Brunner, Beulah, Mo., '04 
 Bruny-Me, Josephine K., N. J. ,'05 
 Bryan, Elmer B.. Ind., '04 
 Bryan. las. E.. .N. L, '02 
 Bry.in, \Vm. J. S., Slo., '99 
 Bryan, Wm. L., Ind., '93 
 Bryant High School, New Y'ork, 
 
 N. Y., 'os 
 Bryant. Miw C. L. , Colo , '<><> 
 Bryant, Forrest B., Ohio, '01 
 Brv.inl, las. C.. Cal.. '02 
 Bryant W H H . Mass., '05 
 Bryn .\lawr (!oll.. Pa., '90 
 Bryvjn IJbrary, Teachers' Coll., 
 
 .N. v., '98 
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 Davis, (ieo. W., III., '96 
 D.ivis. K. C.. Wis., 'os 
 Davis. .Mrs. .M. -M., N. Dak., 'oa 
 Davis, Mrs. .M. R. G., Conn.. '02 
 Davis, Thomas W., Mass., 'oj 
 Davis, r. S., Pa., '05 
 D.ivis, Wm. IIar|x-r, Pa., '03 
 D.ivis, Wm. Holmes. \'a., '03 
 Davis, W. .M , .Mass., '99 
 Davisim, Erank P.. .Mass., '01 
 Dawson. Eiigar. .N'. J., 'os 
 Dawson. Gc-«>rge E., .M.iss.. '03 
 Dawson. H. I*., N. Y., '9.S 
 Divh.ill. I. L., Kans., *o2 
 D.ivl.m Pub. I.ib'y. Ohio. '03 
 Drahl. J. \.. W. Va . '</> 
 Dean, H. A., Ill , '04 
 Drill S. IL. Pa., on 
 1 1, iric. ("has. H . W.ish . 'o( 
 li iiie, ("has. W, Conn , '89 
 Di.ii. . William J . \. Y . 'o^ 
 l).iil>orn, Rufus I., In I, '00 
 I).. Ill ..rti. W.dirr E. Wi.. . 'os 
 I).- irin.int, W S., Mo. '99 
 I' I W . Ohio, '01 
 
 I ' A W , Pa . '92 
 
 I 1 ... V Maw, 'os 
 
 I . d», '04 
 
 1 ' V . '89 
 
 I*. U -l..!!. Id.l .\| .\ V , 'oTt 
 
 I >•■ I ii""M rhrsMlore. Mith . "oft 
 
 I. ^. N. V,. 'os 
 
 I C . Ill . '.,% 
 
 I >. .!i^ I -iM-.i.i S Ky., 'oj 
 
 DrII ) (;. Pa at, 
 
 li. I ...1. U I II Ga., '04 
 
 I.   N'. V.'oo 
 
 !■ . Y . "as 
 
 I. ..II.Vl.'oi 
 
 I   ' I , \ y . 'os 
 
 l>. ni. M. K .'I I-. . Minn . 'o-> 
 Drni^.n I'niv l.ib'v. Ohio, '.i > 
 
 !• ' ' 1 . Jr. R. I , 'oi 
 
 I \ . Ind , 'os 
 
 I' il.N. Y.'os 
 
 I (rill. ill Miiin.i (' . Ill,, 'ot 
 
 ii.|K ..r lis V . '1 
 
 |).|^ of 1,1 . S . 'of 
 
 Dr|>( of I ..I .11 
 
 l»M'l ol I. I . I'""" t*'..'. 'oJ 
 
 I >. |.< of E I re«a«. 'ott 
 
 Il.|.f ..( !• 
 
 In ., 
 
 Ill 
 
 99
 
 9o8 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Dept. of Pub. Instr., Mich., '02 
 Dept. of Pub. Instr., Minn., '01 
 Dept. of Pub. Instr., Nebr., '01 
 Dept of Pub. Instr., N. Dak., '02 
 Dept. of Pub. Instr., Va., '05 
 Dept. of St. Comm'rof Com. Schs. 
 
 Oliio, '06 
 Deputy, M. W., Ind., '01 
 Dern, Mary E. Hohn, Mass., '03 
 De Turck, W. E., Pa., '06 
 Deupree, J. G., Miss., '97 
 Devlin, Bernard J., N. Y., '05 
 Devlin, Michael E., N. Y., '05 
 Devoe, Agnes B., N. Y., '05 
 Dewey, Charles O., N. Y., '03 
 Dewey, John, N. Y., '97 
 Dewev, Melvil, N. Y., '92 
 DeWitt Clinton H. Sch., N.Y., '03 
 Dexter, E. G., 111., '98 
 Dial, S. T., Ohio, '95 
 Dick, Archibald M., N. J., '06 
 Dick, Fred, Colo., '95 
 Dick, Wallace P., Pa., '05 
 Dickerman, Quincy E., Mass., '03 
 Dickey, C. L., Ohio, '95 
 Dickey, Homer B., Ind., '02 
 Dickinson College, Pa., '99 
 Dickinson, Frances, 111., '01 
 Dickinson, H. N., N. Y., '03 
 Dickman, J. W., Iowa, '02 
 Diekenga, Fannie E., Mo., '04 
 Dietrich, Geo. C, Ohio, '03 
 Dietrich, John, Colo., '95 
 Dietrick, W. J., Pa., '05 
 Dignon, Kate, Wis., '05 
 Dike, Cornelia A., N. Y., '03 
 Dill, Joseph M., Ala., '01 
 Dillin, Susan A., Ohio, '04 
 Dillon, Mrs. Sarah E., Mo., '04 
 Dillman, L. M., 111., '86 
 Dimick, Orlando W., Mass., '03 
 Dinsmore, J. W., Ky., '98 
 Ditchburn, Robt. F., Pa., '06 
 Dix, Wm. T., 111., '96 
 Dixon, B. V. B., La., '97 
 Dixon, Jnlia C, N. Y., '03 
 Doane College, Nebr., '03 
 Doane, Letitia L., III., '97 
 Dobbs, Ella v., Cal., '04 
 Dockrill, Jas. C, 111., '01 
 Dodge, M. Luella, 111., '97 
 Dodge, R. E., N. Y., '98 
 Dodge, Wm. C, 111., '96 
 Donnell, B. H., Cal., '03 
 Donnelly, Teresa J., 111., '03 
 Donohue, Mrs. Mary C., N. Y., 
 
 Donohue, Thomas M., N. Y., '04 
 Donovan, Timothy F., N. Y., '05 
 Donovan, W. N., Mass., '03 
 Doty, John, N. Y., '03 
 Dougherty, Mabel E., 111., '96 
 Doughty, Walter F • Tex., '06 
 Douglass, S. A., MO-, '04 
 Douthett, A. T., pa-, '01 
 Douthctt, Thos. D-. Ohio, '05 
 Dow, Jas. J., Minn., '96 
 Dowell, PhiUp, N. Y., '05 
 Downe.s, Frede rick F... Pa., '05 
 Downey, I. A., Nebr., '06 
 Downing, A. S., N. Y., '91 
 Downing, M. W., N. Y., '01 
 Doyle, Margaret L., Mass., '03 
 Doyle, Mary E., Wis., '91 
 Doyne, John J., Ark., '06 
 Drake, Ellis H., Ind., '02 
 Draper, Andrew S., N. Y., '88 
 Draper. Frank O.. R. I., '03 
 Dreher, E. S., S. C, '96 
 Dresser, Mrs. A. W., N. J., '99 
 Drew, Frank, Mass., '03 
 Driehaus, Irwin W., N. Y., '01; 
 Driscoll, Frances M., N. Y., '05 
 Driscoll, John J., N. Y., '05 
 Droppers, Garrett, 111.. '03 
 Drought, Caroline A., Md., '04 
 Drushel, A. W., Conn., '02 
 Drushel, J. A., Mo., '05 
 
 Du Bose, Joel C, Ala., '06 
 Dudgeon, R. B., Wis., '94 
 Dudley, B. F., La., '06 
 Duffy, Julia F., 111., '05 
 Duggan, S. P., N. Y., '06 
 Duke, Josephine G., Pa., 05 
 Dunbar, Wm. F., N. Y., '05 
 Duncan, Geo. W., Ala., '05 
 Duncan, James J., S. Dak., '03 
 Dunhaupt, R. C. F., Mo., '04 
 Dunlevy, Wm. P., Mass., '03 
 Dunphy, A. E., N. Dak., '02 
 Dunton, Charles H., Vt., '01 
 Dunton, I^ewis M., S. C, 05 
 Du Rie, W. B., N. J., '05 
 Dutcher, Edw. H., N. J., '99 
 Dulton, Bettie A., Ohio, '80 
 Dutton, Chas. F., Jr., Ohio, '01 
 Dutton, S. T., N. Y., '95 
 Duval, Maria P., Va., '03 
 Dwyer, John, N. Y., '03 
 Dwyer, Margaret, N. Y., '05 
 Dyche, J. E., Okla., '06 
 Dyer, F. B., Ohio, "96 
 Dyer, Frank R., Kans., '91 
 Dyer, Wm. C, Mo., '04 
 Dyke, Chas. B.. Colo., '99 
 Dynes, Sarah A., N. J., '02 
 Dysart, Paul M., Pa., '05 
 Eakins, Mrs. Millie R., N. J., '96 
 Earhart, Gertrude, Wis., '02 
 Earhart, Lida B., N. Y., '02 
 Earl, Anita M., N. Y., '05 
 Earle, E. Lyell, N. Y., '05 
 Earley, Jennie A., Mo., '04 
 Earnest, W. W., 111., '04 
 Earp, Edwin L., N. Y., '05 
 East. Dist. High Sch., New York, 
 
 N. Y., '03 
 E. A. Stevens, G. Gr. Sch., Cam- 
 den, N. J., 'os 
 E. 111. St. Nor. School, 111., '99 
 Eastman, Wm. R., N. Y., '96 
 Easton, Warren, La., '95 
 East Orange Free Public Library, 
 
 N. J., '04 
 East Orange High Sch., N. J., '05 
 E. St. Louis Public Lib'y, 111., '04 
 Eaton, F. W., Conn., '03 
 Eaton, G. A., Utah, '01 
 Eaton, Ira T., 111., '94 
 Eaton, Jeannette M., Pa., '03 
 Eaton. Roy W., Nebr., 05 
 Ebaugh, Z. C, Md., '97 
 Ebeling, Herman L., N. Y., '05 
 Eberhardt, J. F., 111., '64 
 Eberth. Henry J., Ohio, '05 
 Eby, H. L.. Ky.. 'oS 
 Eccleston, Mrs. Sara C, Argen- 
 tine Rep., '04 
 Eckard. Eliz. T., Pa., '05 
 Eddv, William H., R. I., '02 
 Eden, Philip, Wis., '84 
 Edt^ecomb. Flora F. T., Mass., '03 
 Edgerly, Jos. G., Mass., '96 
 Edmonds, F. S., Pa., '98 
 Edmondson, Mrs. Gertrude, Mo. 
 
 Edmund, Gertrude, Mass., '97 
 Edmunds, Henrv H., 111., '02 
 Edsall, James M., N. Y., '01 
 Edson, A. W., N. Y., '93 
 Educational Asso., N. Dak., '96 
 Educational Exchange, Ala.. '06 
 Education Dept. of Ontario, Can., 
 
 '02 
 Edwards, H. R., Minn., '97 
 Edwards, Thos. A., Pa., '05 
 Edwards, W. A., Cal., '99 
 Edwards, Wm. J., Ala., '03 
 Edwards, W. S., Cal., '99 
 Egan, J. B., Mass., '03 
 Eginton, Libbie J., N. Y., '04 
 Ehinger, Clyde E., Pa., '97 
 Ehrhart, W. N., Pa., '06 
 Eiche, Julia L., N. Y., '03 
 Eikenberry, W. L., Mo., '04 
 Elder, Ella C, N. Y., '96 
 
 Elder, E. W., Colo., '95 
 Eldridge, Edward H., Mass., '04 
 Elgas, Mathew. J., N. Y., '91 
 Eliot, Chas. W., Mass., '92 
 Elkhart Carnegie Library, Ind., 
 
 '04 
 EUabarger, D. R., Ind., '03 
 EUiff, J. D., Mo., '98 
 Elliott, A. M., Md., '99 
 Elliott, C. H., Ill, '04 
 ElUott, E. C, Wis., '99 
 Elliott, J. F., Ala., '98 
 Elliott, L. F., Mass., '03 
 Elliott, Oliver M., Iowa, '06 
 Elliott, S. Maria, Mass., '03 
 Ellis, A. Caswell Tex., '02 
 Ellis, Florence E., Ohio., '04 
 Ellis, Frank R., Ohio, '01 
 ElHs, George M., N. J., '05 
 Ellis, Griselda, N. J., '05 
 Elhs, John C, 111., '87 
 Ellis, Leander D., 111., '05 
 Ellis, Wm. Austin, Mich., '87 
 Ellsworth, Henry W., N. Y., '96 
 Ellsworth, Jesse A., Cal., '01 
 Ellsworth, Sanford J., N. Y., '05 
 Elmer, Walter E., Wis., '05 
 Else, F. W. Iowa, '02 
 Elson, W. H., Ohio., '95 
 Ely, E. Antoinette, Ohio, "02 
 Ely, Sarah Y., N. J., '92 
 El wood, DeWitt, 111., '06 
 Emberson, R. H., Mo., '02 
 Emeline Fairbanks Mem. Lib'y, 
 
 Terre Haute, Ind., '06 
 Emerson, Henry P., N. Y., '93 
 Emery, Grenville C, Cal., '04 
 Emery, Helen R., N. J., '05 
 Emery, John (?., Wis., '84 
 Emory College Lib'y, Ga., '01 
 English, Rebecca P., Cal., '88 
 Ennis, Laura J., N. J., '05 
 Ennis, Lydia K., N. J., '05 
 Enoch Pratt Free Lib'y, Balti- 
 more, Md., '06 
 Enright, John, N. J., '03 
 Eppes, Edw. B., Fla., '05 
 Erasmus HaU H. Sch., N. Y., '03 
 Erie Public Library, Pa., '03 
 Ernst, Lillie R., Mo., '04 
 Errant, Joseph W., 111., '00 
 Erskine, S. H., Vt., '03 
 Erwin, Mrs. Kate A., N. Y., '03 
 Eschbach, Allen G., Mo., '04 
 Esilman, Amorilta E., Mass., '03 
 Espada, E. V., Porto Rico, '06 
 Estee, Jas. A., N. Y., '96 
 Estes, Charles S., N. Y., '03 
 Ethical Culture Sch., N. Y., '05 
 Evans, A. Grant, Ind. T., '03 
 Evans, Charles, Ind. T., '03 
 Evans, Chas. H., Mo., '86 
 Evans, Elizabeth G., Ohio, '01 
 Evans, Geo. W., Mass., '03 
 Evan.s, Lawton B., Ga., '94 
 Evans, Margaret J., Minn., '05 
 Evans, W. G., La., 'o5 
 Evans, Wm. P., Mo., '98 
 Evans, Wm. W., Pa., '06 
 Evanston Free Pub. Lib'y, 111., '02 
 Everett, Grace E., Cal., '03 
 Everett, John P., Mich., '01 
 Everett, L. E., Ohio, '02 
 Ewing, R. D., Colo., '09 
 Ewing, W. W., N. Dak., 'oi 
 Fagley, Fred L., Ind., '05 
 Failor, Isaac N., N. Y., 'o'; 
 FairchUd, E. T., Kans., '86 
 Fairweather, Eliz. K., Ohio, '02 
 Falkinburg, J. O., Ohio, '03 
 Falkner, Roland P., P. R., '04 
 Fall, Delos, Mich., '97 
 Fallon, Ella A., N. Y., '03 
 Fant, John C, Miss., '97 
 Faris, John W., Idaho, '03 
 Farley, ."^nne J., N. Y., '97 
 Farley, D. H., N. J., '96 
 Farmer, A. N., Minn., '06
 
 INDEX TO LIFE AXP ACTIVE MEMBERS 
 
 909 
 
 Farmer, .\nhur F... S. Dak^ '01 
 Farnham, .\mo< \V , X. Y., 'oi 
 Farnsworth. Burt Si.. S. Y.. '06 
 Famsworlh, Fannie P.. Minn., '99 
 Farr, Frank D., 111., '03 
 Farrand, Samuel A., N. J., 'oj 
 Farrand, Wilson, N. J., 93 
 Farrell, Edxv. D., N. Y., V 
 Farrell, EUzabelh E., X. Y.. '05 
 Farrington, Efncr A., Cal.. '01 
 Farrington, Frederic E., Ca!., '04 
 Far Rockawav High Sih., Xcw 
 
 York, X. Y.'. 'oq 
 Faulkner, R. D.,Cal., 'w 
 Faunce, \Vm. H P., R. 1., 'oi 
 Fav, Charles S., Ohio, '01 
 Fay, E<lw. A., D. C, '99 
 Fay, Mamie, X. Y., 'oj 
 Kcagin. \Vm. F.. Ala., '05 
 Fee!\, Evclvnc .\., X. Y.. 'o^ 
 Felker, AUie M., Hawaii, '95 
 Fell, .\nna M , X. J., '97 
 Fell, Thoma-s Md., '98 
 Fellows. E. \V.. Iowa. 06 
 Fellows, Geo. E.. .Maine, '05 
 Felmlev, David, 111., '00 
 Fels, .Vlaurice, Pa., '98 
 Fendlev, J. M., Tex., '95 
 Fenlon'. John F.. D. C. '06 
 Fenton, Geo., N. Y., '92 
 Fcrffus<jn Library, Conn., '03 
 Ferguson, E. E., Mich., '96 
 Ferguson, S. J., 111., '01 
 Fernald, M. C., Maine, '90 
 Femald, \V. E., Mass.. '03 
 Ferris, .\nneltc E., Colo., '03 
 Ferris, \V. X., Mich., '99 
 Ferson, E. B., 111., '03 
 Fett, .■Vmalia, Mo., '04 
 Feussner, Mathildc, Mo., '04 
 Kick, .\lma S., Ohio, '03 
 FIck, Edna H., Ohio, '03 
 Fickclt, M. Grace, Maine, '03 
 Fielder. F>lwin \V.. X. Y., '04 
 Fillmore, Xcttie, Ohio, '00 
 Filer. Paul .S.. Wvo.. '06 
 Finkler, Etizal«tfi G., III.. '03 
 Finley. lohn H.. X. Y., Vj 
 Finn, .Nlrs. Lucinda B., X. Y., '05 
 Finnegan, Margaret L., III., '03 
 Fisher, A. G., M.a.ss., '03 
 FLshcr, C. Edward, R. I, '03 
 F'i.^hcr, Oilman ('.. Mich., '9J 
 Fisher, H. H.. 111., '04 
 Fisher, H. W , Pa., 'ci 
 F"isher, Laura. Mawi., '03 
 Fisk. Herbert F., III., '91 
 Fiske, Wilbur A., Ind., \ i 
 Filth. Ivlw. 1).. Pa.. "OS 
 Fitch, 1-Vrris S., Ariz., '90 
 Filhi.in, Powrll G , X J . 'os 
 Fitz Pub. I.ib'y. C!helsra..Mass.,'o3 
 Fit/., <leo. W. .\la'^ . '98 
 Fitzgiblxm, T. F.. Ind , '9": 
 Fitzpatrirk, F. A . Mass., 'K4 
 Fitzpatritk, Kalharinc A., Ill . 'oj 
 Ilagg. Eli/.abrih G.. Kan*., '03 
 Flanagan, A., III., '01 
 I'lannrrv. M Jay, C)hio. '05 
 Flrishrr, I>anirl, I'a . '04 
 I Irmi.ig, .\da Nl., Ill , 'o» 
 Firming. C I)., N. Y . 'o\ 
 Firming. 'Fh'*. R . Auslrali.! Vi 
 Flcshman, Arthur C. Ky., '94 
 Flnrhrr, \Vm. 'P.. Oilo , Vi 
 Flickingrr, J. R . I'a. '■>« 
 |-'loyi|, Charles I... AU , 'oj 
 Floyd, l-iura D., Ind , 'yH 
 Flushing High .Sch.. Nrw York, 
 
 \. v.. 'o^ 
 Focrstr. A. F., Ohio, '96 
 F..'«. X.i'I, ,n V v.. 'o< 
 Folv)m. ' • N ,H . 'oj 
 
 Fontain. X Y . 'os 
 
 FfK«. Charlr. .s , Pa.. 'oJ 
 F'xrtr. Mary C. Ill , '07 
 ForlK-s Library. Maw., 01^ 
 Forbet, MexanHrr. N. J. ':' 
 
 Forbes, E. J., Australia, '01 
 Forbes, George M., X. Y., 'oa 
 F'orbes, Stephen .\., 111., '03 
 Ford, Mary E., Md., '05 
 Fordham University, X. Y., '06 
 I'oresman, H. .\., III., '96 
 F'oresman, Robt., N. Y., '96 
 Forrest, J. T., Wash., '93 
 F'oshay, I.os. A., Cal., '93 
 Foster, Charles M., Mo., '04 
 I'oster, Clara .\., X. Y., '0$ 
 Foster, i:«lwin W., X. Y., '03 
 Foster, Geo. K., N. Dak., '03 
 F'oster, James H., Ala., '03 
 Foster. W. R.. 111., '06 
 Foust, J. 1., X. C. 'os 
 F'owler, W. K.., Xebr., '91 
 Fox, Wm. F"., Va., '94 
 I'rancis, Cecilia .\.. X. Y., '05 
 I'rancis, J. H., Cal., '99 
 F'ranck, .Xugu.sta L., Cal.. '01 
 Frank, Harrison L., Ohio, '99 
 Franklin. Cornelius E.. .X. Y.. '03 
 Franklin. Geo. \., Minn., '97 
 Eraser, .Mrs. X L. D., Hawaii, ' 
 I'rascr, Wm. I., Mont., 'oi 
 F" razee, Geo. B.. Kv., '05 
 F'razee, Yictor, R. 1., '96 
 Frazier, Chas. R,, Minn., '01 
 Frederick, J. M. H., Ohio, 'ot 
 I'rederick, O. G., Mich., '00 
 I'reeman, J. ,\rthur, .Mo., '04 
 Freeman, J. IL, III., '95 
 FVccman, John T., X. Y., '<^ 
 Freeman, L. A., Mass., '03 
 Freer, H. IL, Iowa, '84 
 French, Harlan P., X. Y., '91 
 French, H. Delmar, X. Y., '03 
 F'rench, John D., Xebr., '99 
 F'rench, John S., Md., '03 
 FVench, (). E., Iowa, '95 
 l>icks. J. M., Ala.. '06 
 l-'ri|)|), Jos. .\., .X, Y., 'os 
 Fris.sell, IL B., Ya., '00 
 FVoebcl Xiir. Inst., X'. Y., '05 
 I"roggc, S. L., Ky., '00 
 F'rohard, Henrietta, Mo., '04 
 Frost, J. M., .Mich., '97 
 F'ruchle, .\melia C, Mo., 'i/t 
 Fry. William W., Pa., "do 
 FVyr, .Mexis F"., Cal., '03 
 F'uller, Geo. D., Can., '03 
 Fuller, .Mrs. Hatlic S., .Minn., '01 
 F'uller, Sarah, .Mass., '00 
 F'ulk, Jos<-ph R.. Xrbr,. '06 
 Fulmer, C, A., Xebr., 'oj 
 Fulton Co, Bd. o( F-<L, Ga., 'oi 
 Fulton, Marion I)., R. I., '03 
 Fullon. Robt. B.. Va.. '94 
 Fulton. W. L. Ohio. V> 
 Full/.. Franiis M., Iowa, '01 
 
 In:,. I , „ K.. X. v., 'O^ 
 
 I r, IL, Sr. Ky., '05 
 
 1 '-. X, V..'oo 
 
 Iu-«li, lliiiry J , Ala., '04 
 Fiitr ,11. rt...- A , Ark., '87 
 c; • • It., Pa., 'ot, 
 
 1 , . Lib'v, 111.. '01 
 
 (. ur.M, ,.■... \\'.. \. v.. 'O^ 
 
 <;,illaKhrr, Film M . X. Y.. '0% 
 r. ,!!,,,, y V. . .\Ii(h , '01 
 I M , Md , '04 
 Mn W. I)., Ill . 'q7 
 (..iiitMrll. Irving IL, NIbm., 'of 
 G.nn., W G , Pa., '05 
 C- \ J, Ol.l... '04 
 
 I ir 1. Ohi... V. 
 
 (iardnrr, W. II , .Sri*., '->\ 
 G.irli.li. W. X . Wa»h . 'oJ 
 G.irrrl|, T. H , (Ja , 'oi 
 G-jfTriip. Ifrnr. Iowa. '07 
 
 <; • • •• . "04 
 
   aM, IL A , Mo., 'o* 
 
 Gastman. E. A., III., '93 
 Gaston, Chas. R., X. Y., '01 
 Gates, Charles I., R. I., '03 
 Gates, F:imer Md., '98 
 Gates, .Merrill t)., D. C, '99 
 Gault, F. B.. S. Dak.. 04 
 Gay, George ¥.., .Mass., '03 
 Gaylord, F^. E., Mass., 'oi 
 Gaylord, Gertrude E., Ma.ss., '04 
 Gaylord, J. S., Minn., '00 
 (".eballe, Pauline L. X. Y., '03 
 Gehrand. G. W., Wis., '04 
 Geigcr, V. P., Ohio, '00 
 Geiser, Rudolph, .Minn.. '03 
 Gen'l Fxlucation BM, X. Y., 'oa 
 Gcn'l I.ib'y, L'niv. of Mich., '98 
 Geneseo St. Xor. .Sih.. X. Y., '07 
 Geneva College, Pa., '06 
 Gcnthc, .Martha Krug, Conn., 'oa 
 Gentle, Thomas IL, Wis., '98 
 George. .Mmina, .Mo., '06 
 Geo. Pcabody Coll. for Tchrs., 
 
 Tenn., '04 
 Geo. Washington Univ., D. C.,'oa 
 George, ICdgar, .Minn.. '03 
 Georgia .Xor. and Indust. Coll.. 
 
 Ga.. '06 
 Gcrling. Hcnrj- J., Mo., '04 
 German, Willard L.. 111.. '06 
 Germann, Ge<i. B,, X. Y., '98 
 Gerrv. Harrv .M.. Conn., 'ob 
 Gettcmv. .\lfs. M. E. F,, III., •9a 
 (ietty, Irene I... Mich., '03 
 Gibbs, Delia, Mo., '04 
 Gibbs. Ellis B., Ind.. '06 
 Gibstm, .\. Grace, X. Y., '03 
 Gibson, C. B., Ga., '98 
 Gibson, John \., Pa., '96 
 Giljstm. 'I'homas L.. Md.. '06 
 tjil)s<>n. Wm. F'.. Conn.. '03 
 Giddens, L. P., Ala., '00 
 Giddings. .Margaret. Colo.. '04 
 Giileon, Geo. D., Pa., '99 
 Gideon, .\., Colo., '04 
 Gies, Fannie G., .Minn., '01 
 GiflTm, W. NL, HI., 'o-; 
 Gilbert .M.SimmcmsLlb'y,Wi!^.,'o3 
 t;ilbert, C. B., X. J., '93 
 Gilbert, D. B., Xebr., '01 
 Gilbert, Is.iac II , .Mich,. '03 
 Gilbert, Mrs. NL E., HI.. '99 
 Gilbert, Xrwrll I)., 111., '93 
 Gilbert. S.irah IL. Pa., "o? 
 Gildemeister, The<la, Minn., '03 
 Gilhulv. S. It , .\. J.. '03 
 Gill. I.iura 1).. X'. Y.. 'ot 
 GiUan, Silas Y., Wis., '93 
 Gillespie, Marv. III., '97 
 Gilley. Fr.ink .M . .M.ins , 'oa 
 Ciilman, l).inirl C., .Md, '9^) 
 Gitinorr, .\ F., X Y , 'o\ 
 (iilnin, S. W.^ Minn., 'oa 
 GirU' High School, New York, 
 
 X Y , '03 
 Girton, Wm. W.. S. DnV. '90 
 (Wvcn, Miss M. K., D. C . "ol 
 Gl.. I C . Va.. '04 
 
 (;i. 11 P.. Pa. 'os 
 
 Glrii,,, \ .: . Pa , 'ot> 
 (ilrnn, ("has. B , Ala., '00 
 GIrnn, G. R , Ga . '93 
 Gloifrilrr, J. II , Kaio.. '<>.) 
 f.lMVrr. Nifh.in I.. » llii.i. "Hy 
 I , M.I , '9H 
 .1 C . Ind., '03 
 ' i'. T Ir, K.ins , '01 
 
 G..! -ylL, X.J,'o3 
 
 '■ -   •' . Mil. '04 
 
 III. 'vH 
 
 (....UniKhl. J. L. ill, '93 
 G«»»'lit, in ("Ills W . Ariz , 'aft 
 . Minn, 'oj 
 N. T . 'K. 
 i ii *r ». II II II i I \t It n , 01 
 (•..KKlwIn. v.. I . N Y . 'oi 
 (;aniiwln. v.. K , Mom., '01 
 Uondwln, W. Gram, N. Y., 'o%
 
 QIO 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Gordon, David E., Mo., '04 
 Gordon, G. W., Tenn., '00 
 Gordv, U. L., Pa., '06 
 Gordy, W. F., Mass., '98 
 Gore, Willard C, 111., '05 
 Gorton, Chas. E., N. Y., '96 
 Gould, R. R. N., Mich., '04 
 Gove, Aaron, Colo., '&i 
 Gove, Mary A., Mass., '03 
 Gower, Hattie F., Gal., '99 
 Graham, Albert B., Ohio, '00 
 Graham, Guy H., Nebr., '04 
 Graham, Hugh A., Mich., '95 
 Graham, Jas. D., Cal., '99 
 Graham, Jeannette E.. N Y., '03 
 Graham, John Y., Ala., '03 
 Graham, N. M., Nebr., '06 
 Gram. Sch., J. \V. Mickle, Cam- 
 den, N. J., '05 
 Gram. Sch., Richard Fetters, 
 
 Camden, N. J., '05 
 Grand Rapids Pub. Lib'y, Mich., 
 
 '06 
 Granger, Ruth E., N. Y., '05 
 Grant, Forrest, N. Y., '05 
 Grant, Robert A., Mo., '04 
 Grape, Jacob, Md., 'oi 
 Gratz, Simon, Pa., '79 
 Gra\vn, Chas. T., Mich., '01 
 Gray, Andrew J. Jr., Va., '02 
 Gray, H. W., N. Y., '98 
 Gray, Nellie A., Wash., '06 
 Gray, Oliver E., Wis., '06 
 Gray, Temperance, N. Y., '05 
 Greeley, J. P.. Cai., '88 
 Green, Clyde C, Pa. '06 
 Green, Jas. M., N. J., '92 
 Green. J. Kelso, Pa., '04 
 Green, Mary W., N. Y., '05 
 Green, S. M., Mo., '05 
 Gieene, John A., N. Y., '93 
 Greenfield Pub. Lii/y, Mass., '06 
 Greening, Burton O., Minn., '04 
 Greenlee, L. C, Colo., '92 
 Greenman, A. V., 111., '97 
 Greenwood, Geo. W., Va.. '05 
 Greenwood, J . M., Mo., '86 
 Greer, John N., Minn., '04 
 Greeson, Wm. A., Mich., '06 
 Gregory, Benj. C, Mass., '04 
 Gregory, Christopher, N. J., '03 
 Grenclle, Wm. H., N. J., '05 
 Grenfell, Helen L., Colo., '99 
 Griffin, E. H., Md., '99 
 Griffin, I. C, N. C, '05 
 Griffin, John, N. Y., '05 
 Griffin, Mrs. MaryE., Mo., '01 
 Griffith, Carrie E., Mo., '04 
 Griffith, E. W., N. Y., '96 
 Griffith, Fannie B., Mo.. '04 
 Griffith, George P., Nebr., '04 
 Griffith, L. H.,Ill.,'o2 
 Griffith, SallieW., Mo., '04 
 (iriffith, W. W., Mo., '04 
 Griffiths, A. F., Hawaii, '03 
 Griffiths, G. C, III, '96 
 Griggs, Herbert, N. Y., '99 
 Griggs, Wm. C, Ala., '03 
 Grisham. G. N., Mo., '00 
 Griswold, Wells L., Ohio, '01 
 Groom, Bert E., N. Dak. '05 
 Gross, Magnus N., N. Y., '03 
 Groszmann, M. P. E., N. J., '94 
 Grote, Caroline, 111., '01 
 Grove, Cyrus ,S., 111., '06 
 Grove, J. H., Texas, '04 
 Grove, Lula C., Ind., '05 
 Grove, M. A., Pa., 'o7 
 Grove, W. D., Mo., '02 
 Grover, Edwin O., III., '00 
 Grussendorf, D. A., Minn., '98 
 Gruver, E. A., N. Y., '00 
 Gruver, Harvey S., Ohio, '04 
 Guerdan, Frances J., Mo., '04 
 Guilliams, J. M., Ky., 'o7 
 (juinther, I. C, Ohio., '00 
 Guitteau, Wm. P., Ohio, '06 
 GuHck, Luther H., N. Y., '03 
 
 Gulliver, Emma B., Mass., '03 
 Gunn, A. F., Cal., '99 
 Gunnels, H. C, Ala., '02 
 Gunnison, W. B., N. Y., '96 
 Guss, Roland W., Mass., '95 
 Gvvinn, J. M., Mo., '03 
 Haddock, F. D., 111., '02 
 Hadley, Caroline, Pa., '05 
 Hadley, Hiram, N. Mex., '91 
 Hadley, S. H., Pa., '05 
 Hagemann, J. A., Wis, '90 
 Hagerty, C. T., N. Mex., '95 
 Haggett. Geo. B., Nev., '97 
 Hahn, Henry H., Nebr., '02 
 Hahn, Ida. N. Y., '03 
 Haight, Adelaide, N. Y., '05 
 Haight, R. A., 111., 'oS 
 Hailmann, W. N., 111., '79 
 Hale, Elizabeth. N. Y., '06 
 Hale, Geo. D., N. Y., '91 
 Hale, Wm. G., 111., '99 
 Haley, Margaret A., 111., '01 
 Hall, Clarence M., Mass., '06 
 Hall, C. W., Minn., '02 
 Hall, Dana W., 111., '91 
 Hall, Edwin H., Mass., '99 
 Hall, Frank H., 111., '97 
 Hall, G. Stanley, Mass., '91 
 Hall, Mrs. Hiram, Mass., '03 
 Hall, Isaac Freeman, Mass., '95 
 Hall, John C, Ind, '04 
 Hall, John W., Ohio, '05 
 Hall, Loyal Freeman, Pa., '93 
 Hall, R. Eric, Fla., '05 
 Hall, Winfield S., Ill , '99 
 Halland, J. G., N. Dak., '07 
 Halleck, Reuben P., Ky , '07 
 Halsey, Rufus H., Wis., 'os 
 Halsted, Harry H., N. Y., '05 
 Halvorsen, Olaf, Ariz., '06 
 Hamblin, Nathan C, Mass., '03 
 Hamilton, Arthur L., Ca!., '06 
 Hamilton, J. M., Ohio, '00 
 Hamilton, J. W., Ind., '00 
 Hamilton, Matthew C, N. J., '05 
 Hamilton, R. I., Ind., '96 
 Hamilton, Samuel, Pa., '98 
 Hamilton, Walter I., Mass., '03 
 Hamilton, Wm., D. C, '98 
 Hamilton, W. E.. Iowa, '06 
 Hamlin, Cyrus, Miss., '99 
 Haniman, G. R., Tex.. '02 
 Hammel, J. C, Cal., '99 
 Hammel, "W. C. A., N. C, '00 
 Hampton Institute, Va., '99 
 Hampton, Miss C, Fla., '00 
 Hancock, John A., Minn., '95 
 Hancock Sch. Faculty, Pittsburgh, 
 
 Pa.. '06 
 Hand, W. H., S. C, '96 ' 
 Handler, Hannah, Ohio, '06 
 Haney, Jas. P., N. Y., '05 
 Hankinson, Frank, N. Y., '03 
 Hanley, Geo. L., N. Y., '05 
 Hanna, G. W., N. Dak., '00 
 Hanna, John C, 111., '98 
 Hannum, Louise M., Colo., '06 
 Han.son, M.argaret C, La., '05 
 Hanson, Willis E., Mich., '01 
 Hanszen, Oscar A., Tex., '04 
 Hanus, Paul H., Mass., '95 
 Hapgoods, Chicago. 111., '06 
 Hapgoods, N. Y., '06 
 Hard, Henry E., N. Y., '05 
 Hard, Miron E., Ohio, '01 
 Hardie, J. H., Tex., '04 
 Harding, Frank F., N. Y., '03 
 Hare, Wm. B., Fla., '01 
 Harlan, B. B., Ohio, '01 
 Harlan, Richard D., 111.. '02 
 Harman, David A., Pa., '03 
 Harrington, C. H., 111., '03 
 Harrington, C. L., N. Y., '98 
 Harrington, Mary T., N. Y., '05 
 Harris Inst. Lib'y, R. I., '09 
 Harris, Abram W , 111., '98 
 Harris Ada Van Stone, N. Y., '95 
 Harris, .Mbcrt M., Tenn., '03 
 
 Harris, Alice L., Ind., '01 
 Harris, Edw. L., Ohio, '94 
 Harris, Edwin S., N. Y., '98 
 Harris, Eliza A., N. Y., '03 
 Harris, Elizabeth S., N. Y., '03 
 Harris, George, Mass., '03 
 Harris, Henry E., N. J., '93 
 Harris, James C, Ga., '99 
 Harris, James H., Minn., '98 
 Harris, Mary E., N. Y., '03 
 Harris, T. G., Tex., '05 
 Harris, Wm. T., D. C, '76 
 Harris, Wm. Taylor, Ohio, '06 
 Harrison, Elizabeth, 111., '95 
 Hart, .\lbert B., Mass., '95 
 Hart, B. F., III., '02 
 Hart, Emma C, Cal., '03 
 Hart, Wm. P., Ind., '93 
 Hartford Thco. Sem., Conn., '02 
 Harthorn, Drew T., Maine, '03 
 Hartigan, Mary S. L., 111., '95 
 Harthne, D. S., Pa., '05 
 Hartman, Carl, Texas, '05 
 Hartmann, Marv, 111., '95 
 Hartranft, W. G., Cal., '02 
 Hartwell, Chas. S., N. Y., '02 
 Hartwell, S. O., Mich., '01 
 Harvard Coll. Lib'y, Mass., '95 
 Harvey, Anna E., N. Y., '04 
 Harvey, G. I., Ind. T., '86 
 Harvey, L. D., Wis., '84 
 Harvey, N. A., Mich., '07 
 Harwood, Jas. C, Va., '05 
 Harwood, Samuel E., 111., '00 
 Haskins, C. H., Mass., '99 
 Hastings, Montana, Mo., '04 
 Hastings, Wm. W., Mass., '03 
 Hatch, Dorus R., Colo., '06 
 Hatch, W. E., M.ass., '97 
 Hatch, W. H., 111., '95 
 Hatch, Wm. M., Mass., '03 
 Haupert, Chas., Ohio, '93 
 Hausperger, Katharine, Mo., '05 
 Haven, Caroline T., N. Y. '96 
 Haven, W. L. R.. N. J., '05 
 Haverhill Pub. Lib'y, Mass., '06 
 Haviland, Edw. W., Md., '06 
 Hawkins, Geo. K., N. Y., '00 
 Hawkins, C. W., N. Y., '05 
 Hawkins, W. J., Mo., '04 
 Hayden, H. B.. 111., '97 
 Hayden, P. C, Iowa, ^g<, 
 Hays, Dudley G., Ill, '97 
 Hays, James L., N. J., '00 
 Hays, Willet M., D. C, '03 
 Hay ward, Edw., N. Y., '95 
 Hayward, E. L., Mass., '03 
 Hayivard, Emily A.. Colo., '84 
 Hayward, Harriet S., Mass., '03 
 Hazard, Caroline, Mass., '03 
 Hazen, Lillian D.. Cal., '99 
 Hazzard, W. C^ Wis., '03 
 Healey, Horace G.. N. Y., '05 
 Heape, Jos. R., Eng., '02 
 Hearn. Arthur E., Can., '02 
 Hearst Free Lib'y, S. Dak., '03 
 Heath, D. C, Mass.. '03 
 Heaton, T. L., Cal., '99 
 Heatwole, Cornelius J., Tenn., '05 
 Hebden, Edwin, Md., '00 
 Hecker, Mrs. Atlanta E., Mo., '04 
 Heckman, S. B., N. Y., 'oi 
 Hedrick, Earle R., Mo., '04 
 Heermans, Jo.sephine W. , Mo. , '06 
 Heetcr, S. L., Minn., '05 
 Heftcr, Cclia, 111., '01 
 Heidenis, Hcnrv T-, N. Y., '05 
 Heidler, S. H., Ill, '97 
 Heiermann, Francis, Ohio. '96 
 Heighway, F. F., Ind., '99 
 Heil, JohnH., III., '06. 
 Heinekcn, J. F. D., N. J., '94 
 Heiney, Wm. M., N. Mex., '06 
 Heizer, John .\., Ohio, '99 
 Helbig, Emily Mai, Mo., '04 
 Held, Felix E., Kans., '06 
 Helena Pub. Lib'y, Mont., '03 
 Heller, Regenia R., Mich., '01
 
 INDEX TO LIFE AXD ACTIVE MEMBERS 
 
 911 
 
 Hclmcr, Harry. HI., 'qs 
 Helms, Caroline C., Mo., '04 
 Hcltcr, Henry H., Ohio. '01 
 Henderson. Hermann C. Wis.. '04 
 Henlritk, Wellana, N. Y., '95 
 Hendrkks. E. L.. In I., 'oj 
 Hin !-!ik.. Htrrniii I' , Minn., '05 
 11 . \. Y., o? 
 
 H 1.. N.J.. 'os 
 
 Heniriiicson. Mr-.. I.. M.. .\ J . 
 
 '05 
 Hentlrix College, .\rk., '97 
 Henkel, Vanilalaine, Mo.. '03 
 Hennin^er, J. \V.. HI. '96 
 Henry. 1". H,, Kans.. '00 
 Hen.-^1. Martin. Ohio. '03 
 Henson, C. C, I-i. . '06 
 Henson. M. .\., Ohio. '96 
 Hernandez. K. C, P. R., 'oi 
 Hcrr, Paul .\.. Pa., '03 
 Herriik, C. A.. Pa., '00 
 Herrick, Horace N., 111., '03 
 Hcrrick. Mrs. Lna M.. N. I>ak..'os 
 Hcrriff. .\my I.. Ohio. '05 
 Herrig. Anna B., S. Dak., '95 
 Herring, Jessie M., N. J.. '05 
 Herron, Schuvlcr F., Nlcxico, '03 
 Hertel, Charles. 111., "95 
 Hervev, Henry !>., .Mass., '<ft 
 Hervey, Walter I.., N. Y., "95 
 Herzf.K. Oltllie. Mo.. '04. 
 Hcrzou, Peter, Mo., '97 
 Hess. A. B.. S. l)ak.. 'o<; 
 Heis, Dorothea C, N. V.. '03 
 Hcs-s. Mary L., Pa.. '05 
 Hess, Wm. C, N. Y., '96 
 Hester, W. A., Ky.. 'g^ 
 Heumann, ['. G.. Mith.. '01 
 Heusm-r. Wm. S.. Kans.. of 
 Hewitt, K:ilhryn I., N. Y., 01 
 Hewitt. Walter C, Wis., '04 
 Hevwo<>.|. John t'., (Jhio, '05 
 Hickok, \\. H.. Wis.. '03 
 Hick-s. I.iUic A.. Mass.. '03 
 Hi.k« W E Ohio, 'oi 
 M > R.. Xcbr . "06 
 
 li S<h.. N. J. '05 
 
 II ■.! Commerrc. New 
 
 v.. 'oj 
 II ' Vni-r^m. Intl., '04 
 
 H N.J.. -o^ 
 
 II •.. Y., -Of 
 
 Hiptii .vliuul, h'lu Ktxkaway, N. Y 
 
 II 
 
 II 
 II 
 II 
 11 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 
 I! 
 II 
 
 II 
 
 II 
 II 
 I! 
 II 
 II 
 II 
 II 
 II 
 II 
 I' 
 
 Morris. N Y., 'o< 
 v.- .'I N ; . '05 
 
 ...VJ.'o? 
 
 ,t. .\.Y..'o< 
 ,. N. Y.. '05 
 •06 
 
 . .1 . 0$ 
 . Mo , '00 
 
 V . oo 
 11. 1. . '«. 
 
 Ho 
 
 Mi<h .'00 
 
 \ M.MI, '.,1 
 
 Ho 
 Mo 
 
 t • 
 
 « 
 
 
 Y.'oj 
 
 
 Mo.. '04 
 
 Ho 
 Ho 
 
 HitchciK'k, F. S.. Conn.. '01 
 Hitchc.^k, G. P.. .Mass., '03 
 Hiii, John, D. C. '80 
 Hoag. G. B.. Wis.. "06 
 Hohan, C. F.. Pa.. '06 
 Hol,l,s, Charles A . .Mass., "03 
 Hobl>s, Franklin W., Ma.ss., '03 
 Hoboken Free Pub. Lib'y, N. J., 
 
 '06. 
 Hockenl>crry, J. C, Pa., '01 
 Hosdon. Frederick C. \. Y., '05 
 I{i>Jf<toii. Josephine E., S'. Y., 'Ai 
 H.KU-e IV F.. .\I.L.ss , V) 
 H»<Ue, George 11.. .\. Y., '04 
 H..d«es. W R.. Minn., 'os 
 H.KlRin, Chas. K., \. Mex . '05 
 HiKlgin, Cyrus W.. Iml.. 'q'? 
 Hoegel.sberger, Nora, D. C. '98 
 Hofer. Amalie. 111.. \<, 
 HotT. Freeman H . S. Dak., '03 
 HotTman, Gaius, .N. J.. '94 
 HolTsien. KrnesI G.. .Mo., "04 
 Hogan, Gertrude M., Mo., "04 
 Ih^iA. Me.X., Tex , '74 
 Holt>r.H>k, Florence, III., 'oi 
 Holl.r.».k. R. H., Pa., '01 
 H )lden, C. C, N. Y., '98 
 H il den, Geo. W , M.-uss . 'oi 
 lloldrn, L. £., Ohio. '70. 
 Ilolden. Miles C. Mas.s., 'oi 
 HoldridKe. N. C. N. I . 'os 
 Holgate. Thom.as F., 111., '03 
 Holland. Krnest O.. Ind.. '03 
 HollLsler. Horace A.. 111.. '05 
 Hollowav. Wm. J.. .Md.. '05 
 Holloway. W. .\1.. Fla.. '06 
 Holmes, Kvelvn. Pa , '00 
 Holmes, H. If, .Mo , 'oi 
 Holmes, .Manfrci J., Ill , '00 
 Holmes School, Pittsburgh, P.i., 
 
 'oti 
 Holnu-s Stanley H.. Conn.. '03 
 H.)lmes, Wm. H , R. 1, *oj 
 Holton, Fdwin Xxc, Kaas., '04 
 Holton, I. W., Ind. '04 
 Holton. Nliss SI. A., Minn_. '96 
 Hom.iiis, .\my M., .Mass . '91 
 Homewixxt .Sul>-Disl. .Sch's Pitts 
 
 burgh Pa.. 06 
 H'hmI, Walter D , Conn.. '04 
 Ho<»I>cr. J. T.. Wis.. 'oJ 
 Hoo|>cr, l>oui» L.. D. C, '00 
 llootf, Janui //., Cal., '79 
 ll.,i.vrr, W K, N. Dak .'97 
 lloplins. A H.. Pa , '01 
 H .i>kiiis, Frank I!.. Colo.. '03 
 II >|iliMi Jamr^ F.. Md.. '03 
 H'lrilirin. H J . lowa. '97 
 Horn. P W . rrx.n, '04 
 HornlMkrr Wm R.. III.. '06 
 H-rnr. M \\ . N. H . 'oj 
 Horiir, lr%iiig W.. M.t« . '03 
 jlornp, I'rrlry 1... ILiwaii, '05 
 It I.inr v.. N J . 'OS 
 
 ' \ I) . P« . 'oj 
 
 II . •• " I .'oj 
 
 Ho 
 
 II.. I 06 
 
 H.ttihki^-.. li. V , «>hHi, '00 
 Hmi.k. Hrtirv I's . '.JT 
 
 . D ( '. 'o/. 
 
 d . '99 
 
 •o, 
 
 '91 
 
 Howell, I»gan D., N. Y.. '94 
 Howell. .Mary H., N. J., '05 
 Howerlh. Ira W,, 111., "'99 
 Howerth. Joseph, Pa., 'oa 
 Howes, .\. F., Mass., '03 
 Hoyt Pub. IJb'y, Saginaw, Mich., 
 
 '03 
 llovi, Charles A., N. J., 'os 
 H.)yt, Ch.-irlcs O.. Mich.. '97 
 Hoyt, David W., R. I.. '08 
 Hovt, Franklin S., Ind.. oi" 
 lloMt, J. IF., D. C, '70 
 Hubbard, Mrs. E. A., III., '97 
 Hulibell. Gcwge A., Ky.. '01 
 Hubbs, Gc-o. E.. W. Va.. '03 
 Huber, Philinp. Mich.. '04 
 Huilson, .\rtnur S.. Mich., '01 
 Huev, J. W., Tenn., '04 
 HulTm.m, W. H., .Mo, ^04 
 Hughes, Mrs. .Vda .\1 ,, Can. '94 
 Hughes, .Xnne M., Minn., '04 
 Huglu-s. Ch.us, C, Cal.. '06 
 llni,'li(-., F. U.. Texas, '0% 
 Ilu«his, Jas. I,., Can., '90 
 Ilii>;lus, Katharine .\., N. J., 'os 
 Hughes. Mary .A.. Mo., '04 
 Hughi-s, P. N!., D. C, 'oj 
 Hughes, R. C, Wi.s., '00 
 Hughes. R. 1... III., '00 
 Hughes, W. F.. Cil.. "oo 
 llulbert. A. .M.. N. J.. '05 
 Huling, Ray Greene. Ma.ss., '91 
 IliM, John, Wis., '91 
 Hull, Uiwrence C, Mich., '93 
 Hull. Philip .M., N Y .'99 
 Huls;irl, J. Howard. N. J. '99 
 Hum|>l\reville. Margaret 1.., Pa., 
 
 •os 
 Humphrey, S. P., Ohio, 'co 
 Iluin|ilireys, .Mix. C, N. J., 'oj 
 Humphries, J H.. Pa., '05 
 Hunt. Henry F., Wash., 'c/i 
 Hum, F N.. III., '04 
 Hunt, NIrs. .Mary U., Mass.. 
 Huntrr, Thonus, N. Y., '8s 
 lluniingioti, Susim D , P. R., 
 Ilur.l. Gc-o. H , Ga., 'K8 
 Hursh, Samuel II , III 'oo 
 llussev, J .\l , Iowa, '01 
 Hut>hinv>n, Fred V., N. Dak., 
 Hutchinson, J. C.. Minn., '01 
 Hutchinvin, Nlinnie 1.., N. Y., 
 Mutt hinsiin. Miss K. I.. Inwn. 
 Hulihins<in, N. F.., Ohio. '00 
 Huldiinvin, S. C . Ma.vt.. '03 
 Hulh, .'Miie. .M<> , '04 
 Hullon, .1. J , Wi.s., '84 
 lluiioii. Thin. It , Iowa. '00 
 Hy.lr, M.irtha, N Y.. '01 
 Hy.lr, Miry F., N Y , '91 
 
 Wm DrW . Maine, '03 
 
 03 
 
 o.S 
 
 OS 
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 11. Carl I . Ml 
 
 ■06 
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 N Y , '03 
 
 v. -OJ 
 
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 ■99 
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 'et
 
 912 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Jackson, Cora B., Md., '05 
 Jackson, Chas. H. S., Ga., '03 
 Jackson, Edvv. F., Mo., '01 
 Jackson, Janette F., Ohio, '03 
 Jackson, John, N. J., '06 
 Jackson, Wm. R., Nebr., '96 
 Jackson, Wm. T., 111., '03 
 Jacob Tome Institute, Md., '06 
 Jacobs, Clementine, Iowa, '02 
 Jacobs, Walter Ballon, R. I., '94 
 Jacoby, Asher J., Mass., '03 
 Jacoby, Elmer A., Pa., '06 
 Jamaica High Sch., N. Y., '03 
 James, Geo. F., Minn., '01 
 James, Morris C., Cal., '05 
 Jameson, H. W., N. Y., '97 
 Jamieson, Wm. H. Wis., '05 
 Jarraan, Joseph L., Va., '03 
 Jarvis, Frank H., Pa., '06 
 Jaudon, Thos. P., Jr., Mo., '98 
 Jay, Lucy, N. Y., '06 
 Jeffers, F. F., Cal., '04 
 Jeffers, Fred A., Mich., '01 
 Jeffrey, J. H., Ind., '01 
 Jeffries, Edmund W.. 111., '06 
 Jenkins, Burris A., Ky., '06 
 Jenkins, Henry E., N. Y., '03 
 Jenkins, John J., N. Y., '05 
 Jenkins, O. P., Cal., '99 
 Jenkins, Sara D., Wis., '93 
 Jenkins, Willis A., Va., '02 
 Jenne, Mrs. M. E., Wash., '04 
 Jennings, Florence E., Conn., '03 
 Jenson, Joseph, Utah, '06 
 Jepson, Benj., Conn., '03 
 Jersey City Pub. l.ib'y, N. J., '07 
 Jesse, Richard H.. Mo., '92 
 Jessup, Annie L., N. Y., '04 
 Jeweti, A. v., Kans., '86 
 Jewett, Carrie B., Mich., '03 
 John B. Stetson Univ., Fla., '99 
 John Crerar Library, 111., '97 
 John F. Hartranft Sch., Phila., 
 
 Pa., 'os 
 John Lartain Sch., Phila., Pa., '05 
 Johns Hopkins Univ., Md., '99 
 Johns, D. J., Jr., Tenn., '03 
 Johnson, A. P., 111., '01 
 Johnson, B. W., Wash., '05 
 Johnson, D. B., S. C, '95 
 Johnson, Emma A., N. Y., '02 
 Johnson, Floyd P., Del., 'os 
 Johnson, F. W., 111., '98 
 Johnson, Geo. E., Mass., '03 
 Johnson, Helen L., N. Y., '06 
 Johnson, Henry, N. Y., '99 
 Johnson, H. M., D. C, '98 
 Johnson, James T., Texas, '04 
 Johnson, Jennie B., Ohio, '03 
 Johnson, Jesse S., Ohio, '98 
 Johnson, Joseph F., N. Y., '04 
 Johnson, O. A., Cal., '06 
 Johnson, Richard O., Ind., '03 
 Johnson, Theophilus, N. Y., '05 
 Johnson, Thos. M., Mo., '03 
 Johnson, T. S., Kans., '99 
 Johnson, W. E., Mo., '04 
 Johnson, W. P., Iowa, '04 
 Johnston, Emma L., N. Y., '05 
 Johnston, Mary S., Fla., '01 
 Johnston, Sara E., Pa., '06 
 Johnston, T. A., Mo., '01 
 Johnston, W. A., Mass., '03 
 Johnstone, E. R., N. J., '96 
 Joiner, Chas. E. , 111., '06 
 Jokisch, H. J., 111., '04 
 Jolhffe, Wm. M., Mich., '01 
 Jolly, J. B., Ariz., '04 
 Jones, Addison L., Pa., '03 
 Jones, A. Leroy, N. J., '99 
 Jones, Arthur O., Ohio, '91 
 Jones, E. C. Lloyd, Wis., '97 
 Jones, Edmund A., Ohio, '84 
 Jones, Edward N., N. Y., '84 
 Jones, Elmer E., Va., '03 
 Jones, FrankHn T., Ohio, '05 
 Jones, Frank O., Conn., '02 
 Jones, Herbert J., Mass., '96 
 
 Jones, Herman T., Pa., '05 
 Jones, Jane Lloyd, Wis., '97 
 Jones, John W., Ohio, '96 
 Jones, Lewis H., Mich., '89 
 Jones, Lillian I., N. Y., '05 j 
 Jones, Mattie, S. Dak., '94 
 Jones, M. Louise, Kans., '05 
 Jones, Richard, Tenn., '94 
 Jones. Silas, 111., '04 
 Jones, Thomas L., Wis., '06 
 Jones, Virgil L., Minn., 'o5 
 Jones, Warren, 111., '06 
 tones, Wm. H., 111., '04 
 Jordahl, Sivert A., S. Dak., '01 
 Jordan, Chas. M., Minn., '93 
 Jordan, David Starr, Cal., '98 
 Joseph Leidy Comb. Sch., Pliila., 
 
 Pa., 'os 
 Jo.seph Singerly Sch., Phila., Pa., 
 
 '°S 
 Joyce, Darrell, Ohio, '03 
 Joyce, Martin, N. Y., '05 
 Joyner, J. Y., N. C, '98 
 Judd, Chas. H., Conn., '05 
 Judson, Isaac N., Mo., '01 
 J. V. Fletcher Lib'y, Westford, 
 
 Mass., '06 
 Kagel, Albert E., Wis., '05 
 Kaharl, Edgar A., Maine, '03 
 Kahn, Joseph, N. Y., '03 
 Kalamazoo Pub. Lib'y, ^Iich., '01 
 Kammann, C. H., 111., '97 
 Kane, T. F., N. Y., '89 
 Kane, Thos. F., Wash., '03 
 Kansas City Pub. Lib'y, Mo., '05 
 Kansas State Agri. Coll., '97 
 Kansas State Lib'y, '05 
 Karlson, C. E., Pa., '03 
 Karr, Grant, N. Y., '99 
 Kauflfman, Solomon, N. Y., 'os 
 Kavanaugh, Catharine F., N. Y., 
 
 'OS 
 Kaye, James H. B., Mich., '05 
 Kean, Lura B., Ohio, '00 
 Keane, John J., Iowa, '89 
 Keane, Mary F., 111., '03 
 Kearns, Carrie W., N. Y., 'os 
 Keating, J. F., Colo., '9s 
 Keating, Mary K., Ky., 'os 
 Keator, Daris J., N. Y., '05 
 Keeler, L. W., Ind., '06 
 Keeley, Josiah, W. Va., 'os 
 Keeny, John E., La., '06 
 Keidel, Anna M., N. J., '05 
 Keister, Wm. H., Va., '00 
 Keith, Allen P., Mass., 'os 
 Keith, John A. H., 111., "os 
 Kelley, Anna J., Mo., '04 
 Kelley, Aug. H., Mass., '02 
 Kelley, Clarence E., N. H., '03 
 Kellogg Pub. Lib'y, Green Bay, 
 
 Wis., '06 
 Kellogg, Kate S.. 111., "03 
 Kellogg, Robert J., 111., '06 
 Kelly, Catherine, La., '02 
 Kelly, Frederick J., S. Dak., 'os 
 Kelly, J. Nelson, N. Dak., '03 
 Kelly, Lizzie, La., '02 
 Kelly, Robert L., Ind., '02 
 Kempton, Alvan A., Vt., '03 
 Kendall, C. N., Ind., '93 
 Kendall, F. A., 111., '9s 
 Kendall, F. H., Ohio, '04 
 Kendall, F. L., Mass., '03 
 Kendrick, Geo. W., Kans., '03 
 Kennard, Wm. J., N. Y., 'os 
 Kennedy, Jas. W., N. J., '94 
 Kennedy, John, N. Y., '99 
 Kennedy, Jos., N. Dak., '96 
 Kennedy, P. P., Minn., '97 
 Kent, Ernest B., Pa., '05 
 Kenyon College Lib'y, Ohio, '03 
 Kenvon, A. B., N. Y., '96 
 Kepjjel, F. P., N. Y., 'oi 
 Kern, O. J., lU., '00 
 Kern, Oliver B., N. J., 'os 
 Kern, Walter M., N. Dak., 'os 
 Kerr, Henry, Cal., '03 
 
 Kerr, Mary A., Ind., '06 
 Kerr, Nelson, Mo., '05 
 Kerr, Wm. J., Utah, '95 
 Keyes, A. H., N. H., '03 
 Keyes, A. K. N., N. Y., '05 
 Keyes, Chas. E., Cal., '06 
 Keyes, Chas. H., Conn., '9s 
 Keyes, Mrs. Helen B., Conn., '01 
 Keyes, Maud V., Conn., '03 
 Keyser, I. N., Ohio, '01 
 Keystone Lit. Soc, Pa., '98 
 Kibby, Warren J., Vt., '06 
 Kidd, Cecil A., N. Y., 'os 
 Kiefer, Olla F., Ohio, '04 
 Kiefer, R. J., Ohio, '03 
 Kilbourn, Louie L., 111., '02 
 Kilbourn, O. A., Pa., 'os 
 Kilbourne, Eflie J., 111., '93 
 Kilmer, Cordelia S., N. Y., '03 
 Kil Patrick, V. E., N. Y., '03 
 Kilpatrick, W. H., Ga., '03 
 Kimmel, M. A., Ohio, '93 
 Kincaid, Herbert T., Ohio, '93 
 King, Anne H., Ohio, '93 
 King, Ella G., S. Dak., '04 
 King, J. C, Iowa, '01 
 King, Margaret G., Va., '03 
 King, Wm. F., Iowa, '84 
 Kingman, F. W., Mass., '03 
 Kingsbury, Ehzabeth, Nebr., '06 
 Kingsbury, John A., Wash., '04 
 Kingsley, Clarence D., N. Y., '03 
 Kingslev, Homer H., 111., '01 
 Kingsley, Nathan G., R. L, '03 
 Kinkead, R. G., Mo., '04 
 Kinnaman, A. J., Ind., '03 
 Kinne, Floyd E., N. Y., '03 
 Kinney, Burt O., Cal., '99 
 Kinsley, M. H., N. J., '92 
 Kirby, C. Valentine, Colo., '02 
 Kirk, James, 111., '04 
 Kirk, John R., Mo., '91 
 Kirk, Thos. J., Cal., '93 
 Kirk, W. H., Ohio, '01 
 Kirkpatrick, C. T., Tenn., '03 
 Kirkpatrick, E. A., Mass., '97 
 Kirkpatrick, Mary D., N. J., '03 
 Kirtland, John C, Jr., N. H., '03 
 Kirtland, R. H., Mich., '01 
 Kissack, R. A., Mo., '05 
 Kizer, B. F., Mo., '04 
 Kleeberger, Geo. R., Cal., '93 
 Klein, Milinca L., N. Y., '05 
 Klemm, Mrs. Clara D., Ohio, '04 
 Klinker, J. W., Minn., '02 
 Klock, J. E., N. H., '86 
 Kneil, Thos. R.,^ N.^ Y., '93 
 Knepper, Geo. E., Kans., '98 
 Knibbs, Geo. H., Australia, '03 
 Knight, Geo. W., Ohio. '02 
 Knight, Lee R., Ohio, '00 
 Knight, R. F., Kans., '02 
 Knight, T. H. H., Mass., '03 
 Knopp, Gideon D., Mo., '04 
 Knowles, Eloise, Mont., '04 
 Knowlton, P. G., N. Dak., '03 
 Knox, Geo. Piatt., Mo., '04 
 Knox, John, N. Y., '06 
 Knox, Margaret, N. Y., '05 
 Koehler, Frank, Pa., '06 
 Kohler, Mrs. Kate Macdona, N. 
 
 Y.,'9S 
 Kolbe, Julia C, Ohio, '93 
 Koontz, J. A., Mo., 'os 
 Kopmeier, Carolina, Ky., '06 
 Kottman, Wm. A., N. Y., '05 
 Krackowizer. Alice M. , Colo., '03 
 Kraege, F. G., Wis., '07 
 Kratz, Henry K., Mich., '90 
 Kraus-Boelte, Mrs. M., N. Y., '96 
 Kraybill. A. E., Pa., '06 
 Krebs, Henry C, N. J., '01 
 Kr^csy, Bela, Hungary, '93 
 Kreuzpointner, Paul, Pa., '02 
 Kriebel, O. S., Pa., '03 
 Krinbill, Geo. E., Ariz., '02 
 Kroh, Cari J., 111., '97 
 Krout, Chas. A., Ohio, '00
 
 INDEX TO LIFE AND ACTIVE MEMBERS 
 
 913 
 
 Ktuk, Joseph. Ohio, '01 
 Kruse, Edwina U.. Del., '91 
 Kunu. Elmer E.. Fa.. 'oO 
 Kuntz, P. J., Minn., '04 
 Run/e, \Vm. F., Minn., 'oa 
 Kuykendall. J. \V.. Ark.. '05 
 Kyselka. Frank, Cal.. '01 
 Lachmund, Mrs. Fannie L., Mo. 
 
 •04 
 Udd. .\. J.. N. Dak., 'oi 
 Lagrrstrom. Lydia T.. Minn., 'oj 
 La^uroarsino, Cynthia, N. Y., '94 
 Laird, Mrs. .\da E., Ohio, 'go 
 Laird, Samuel U., Mich., 'i/> 
 Lake Erie Ojllcge. Ohio. '06 
 Lamar. C. P., 111., 'w 
 Laml). Eli M.. Md.. "04 
 I^amlKTt, Va>hti .\.. 111., '95 
 Lamlicrton, Mary J., Pa., '91 
 L'-Xmourcux. (I. 11. I).. M.iinc.'oj 
 Lanca.'iier, E. G., Mith., '99 
 I^nca.ster, Geo., \Va.sh., '9*1 
 Landers, J. S.. Oregon, '99 
 I.andKraf. Geo. H.. Wis., '04 
 Landis. Geo. B.. '06 
 Landis. J. Horace. Pa.. '05 
 Landrith. Ira, Tcnn., '04 
 I^ndrum, L. M.. Ga.. '97 
 Une. Mrs. F. S.. III. "94 
 Lane, Horace M.. Ura/.il. '02 
 Lane, Josephine. N. Y., '03 
 Lang. Mary A.. Cal., '01 
 Lang. 0^>ian H.. N. Y., '91 
 Lang. Rosa .\.. 111.. '01 
 I^ng<lon, W'm. H.. Cal.. '05 
 Lange, D., Minn., '99 
 Ijnge, M. A , S. Dak., '03 
 Langston, Anhur D., Mo., '04 
 Langzettel, Marion U. B., N. Y.. 
 
 •03 
 rinsing. Hugh H.. N. Y., 'os 
 Lansir^er, J. \V., Pa.. '08 
 Ijniman. E. G.. .N. Y.. 05 
 L.1 Mass.. '03 
 
 L . N. Y.. -QS 
 
 I_. . . .. ;.. Pa., 'os 
 
 Larck. F. A. HI., "oi 
 I.argrnt, S. D.. .Mont., '99 
 Larimer, Henry G , Kans.J'Sft 
 Ijrk, F. E. Iowa '97 
 Urkin. R. R.. N. M.. '07 
 Larkins. Cha.'*. I) 
 U Rowe, I 
 I-arw>n. <» 
 1,-1 1'..- I 
 I. 
 
 Y.. -95 
 h., '01 
 .•03 
 \ 
 
 ■99 
 
 I^ TiMe. lAiiirn V., leia^, "94 
 I.atham. Annie. Mo.. '04 
 I^tham, .Mary E , N. \ . '03 
 I^ltimore. John C, S. Dak . 'c/> 
 I, • ' '' . P«.. '93 
 
 I, M . .V Y . '05 
 
 Li".r \V»»-, 'vf 
 
 Lawrence, b. Malcolm, S. Uak.. 
 
 I- 
 
 
 ' ' ■' . '04 
 
 i,, 
 
 
 
 
 
 IJ. L.. -jO 
 1 C. Tetin . 'oj 
   N V . '96 
 
 1-1 
 
 
 
 
 Ml. 'r/t 
 
 ill 
 
 
 W., '04 
 
 i_ 
 
 
 
 1 ..t 
 
 
   ,', 
 
 Ixl 
 
 
 
 Ir 
 
 
 
 ly 
 
 
 
 ly 
 
 
 .'"» 
 
 \ r 
 
 
 . ' 1 
 
 \j- 
 
 
 '■/■ 
 
 ly 
 
 
 t 
 
 Ir 
 
 
 •*-. 'oj 
 
 ly 
 
 
 '»4 
 
 Ir 
 
 V . '03 
 
 Ir 
 
 
 . -OI 
 
 \jT 
 
 1 r.mk 
 
 \\ . \N v. . 0* 
 
 Lee. 
 
 Glen .Mm. N. Y.. '05 
 
 Li-c. J. R. E., .Via.. "06 
 Lee. James, \. Y., '91 
 Lee. I.. 11 . Ill . -OI 
 Lee. Lucius O.. Turkey, '01 
 I.efavour. Henry, .Mass., '01 
 Lefevre, .\rlhur, Texa.s '03 
 I^rhigh I'niversity, Pa., '99 
 Ix-hnrrn. E. M., .Minn., '99 
 I^ip/idiT, Henry M., N. Y., '91 
 I^i-ni.inn, .\l.ic. .Minn., 'oj 
 Leiter, Mrs F. \V.. Ohio, '96 
 Lel.ind Stanford, Jr., Univ., Cal., 
 
 ■97 
 I-emon, J. E., 111., '99 
 Unfi-sl, H. A., N. Y., '00 
 I>e«>nard, .\ll)crt, Mass., '91 
 Leonard. H. B.. Oregon. '01 
 I.eRow, C.iroline H., N. Y.. '03 
 Lc Suer. Ik-rt .M.. I'a.. '04 
 l^ie, Hcnrirtia S., N. J., '94 
 I>eslie, J. O., 111., '04 
 l^ter, Fred V.. N. \., '03 
 I^verenz H. F., Wis., '00 
 lA-vie, Eugenic C. N. Y.. '05 
 I^vision, Irwcn, Minn.. '9$ 
 U- Viii. Clarence H., 111., '06 
 I.tvy. Ella. Pa.. '06 
 I>i«is. .Vnna D.. Minn., 'oi 
 I.» wi^, 11. E.. K.aas., '04 
 I.rHis. Evangeline V... Ind., '05 
 Uwis. F. Park. N. Y., '03 
 Ixwis HalUe C. Fla.. 'os 
 I-ewis, Homer P.. Ma.<w., '03 
 I>e»is, Jane M.. N. J., 'ga 
 I^wis. \jco Rich. Ma.ss., '03 
 I.rwi-., I^slie, 111., '05 
 I < wis, M Foster. Ohio. '05 
 I.' «is. T. Wilson. Mo. ,'os 
 I-r«i-. W. F., .Mich.. '01 
 l.ewis, Wm. \., Mo., *04 
 lyixinRton Pub. Lib'y. Ky.. '06 
 I I'.i.v \V..|i.r III.. '06 
 l.r r.iri.- , (■ ir lilT, Wales, '00 
 I.ilir.irv. .Vr.ibul Ludlow Mem. 
 
 W is . 'c/, 
 i; r.rv \ ^-ialion, Portland, 
 
 i : ition, Springfield, 
 
 .Ma.tn., 'v^ 
 Lil-rary .A"»oc., Mcrcanlile, New 
 
 \ rV. 'ot, 
 I ; .ry. .Mlrgheny. P«., 'ol 
 I -:■. \'- ia Mech., P«.. "99 
 
 1' City Free Pub., 
 
 '■ J . ■-; 
 I r r iry. lialiimorc Gly Coll.. 
 
 Ml. 'os 
 I itir.irv, Mo i.in, M.n" . 'oo 
 I |i.r ,tv Hr... kion M 111 , '04 
 I •■ .'oJ 
 
 I   'ol 
 
 1 . -ij 
 I liecla Min- 
 
 I 
 I 
 I 
 
 I 
 
 I 't.. 
 
 r 
 
 I.i' t4rv, drnrtir, Uradd<Hk, P»., 
 
 I I'.fary. C4»iMi|ie. ()rad(<«d. P« . 
 
 '"J 
 Ii .ry (Vnrglr Fort Worth. 
 
 I ' t 'nf, 
 
 I ''amrgk. Homrileul. 
 
 I 
 
 I 
 
 If. Iron Mountain 
 
 r|tr. \»«hvlllr 
 
 or. Pillilnirf. Vt . 
 
 Library 
 IJbrary 
 Libr.iry, 
 Library, 
 Library, 
 
 'os 
 Library 
 Library, 
 Ijbrarv, 
 
 -N. J'.. 
 IJbrao". 
 Library. 
 
 •04 
 Library 
 
 Md., 
 Library, 
 IJbrary, 
 Library, 
 
 Ind., 
 Library, 
 Library, 
 Library, 
 
 .M;i-ss. 
 Library, 
 IJbrary, 
 Library, 
 Library, 
 
 'oft 
 Library, 
 IJbrary, 
 Library, 
 Library, 
 IJbrary, 
 Library. 
 IJbrary, 
 Library. 
 IJbrary, 
 IJbrary, 
 IJbrary. 
 IJbrary, 
 IJbrary, 
 Library, 
 IJbriiry. 
 IJbrary, 
 IJbrary, 
 Library 
 S.in I 
 IJIirnry 
 IJbrary, 
 IJbrary. 
 IJbrary, 
 IJbrary, 
 IJbrary, 
 I jbrary. 
 IJbrary, 
 IJbr.iry, 
 Library, 
 Library,, 
 
 '01 
 
 IJl.: . 
 
 Ij' 
 
 A 
 laK 
 Ij' 
 
 IJ!.- 
 
 IjI. 
 Libra(>, 
 
 '00 
 Library, 
 
 '01 
 
 i IT.r It V 
 
 Ub 
 ( 
 
 N' J . '01 
 
 . Davenport. Iowa. '06 
 , D.iylon, Ohio, '03 
 , Denver, Nebr., "03 
 , Detroit, Mich., '97 
 , Dist. of Col. Pub.. D. C. 
 
 . I>>\-cr. N. H., '06 
 , Duluth. Minn.. '04 
 
 E.ist Ora^igc Free Pub., 
 
 •04 
 
 E.vst St. LouLs 111., '04 
 
 Elkhart Carnegie, Ind., 
 
 , Enoch Pratt, Baltimore 
 
 '06 
 
 Erie, Pa., '03 
 Evan-^ton, III., '02 
 
 , I-'airlxinks, Tcrrc Haute, 
 
 '06 
 
 Fitchburg, Ma.ss., '01 
 Fit/., Chcl.sea, .Ma.vs., '03 
 J. V. Fletcher, Wcstford. 
 
 . "oft 
 
 Gail Borden, III., '01 
 
 Il.irris Inst., R. I., '99 
 
 , HolKiken. .\. J., 'oft 
 Howard Univ.. D. C.. 
 
 Ho>1, S;iginaw, Mich. ,'03 
 Imp., Japan, '00 
 Jersey Ciiy, N. J., '97 
 John Crerar, 111., '97 
 Kalam.i/o<i, Mich., '01 
 Kansas Cilv, Mo., 'os 
 I-iwrence, .Slass., '03 
 IJncoln Cily. .N'ebr.. '06 
 1.0s .Vngeles, Cal., '00 
 l.vnn. ."VIas.s., '01 
 .M.idison Pub., .\ J., •©$ 
 Maiden, Ma.ss., '00 
 .Manchester, Englind, '01 
 .M.inchcsier, Mass., 'o^ 
 M in<li.v|cr .\. H.. '06 
 .Milwaukee, Wis , '98 
 .Mpls. .\ih., .Minn . '98 
 \(.., 1, .,it,s Mc-rtantile, 
 
 I'.il.. 'oft 
 M .Mont., "oft 
 
 .Moiiiilair, N.^., '03 
 \el«r«Wi-s Umv , 'os 
 Newark. .V. I., '03 
 .N'ew BrtKord, Mavs., '01 
 Newt>crry, 111., "gH 
 N'ewburyi>irt. Slavs., '03 
 S II Slate, '98 
 New Havm. Conn., '01 
 .New York Public, '99 
 ,.\cw York State, .S'. Y.. 
 
   \ ! ims, Mau., '01 
 rrn Nor. Sih., 
 
 111., 'oo 
 
 >rbr , '98 
 
 '. Minn , 'oj 
 -J. 01 
 I'cd , :>ui)(. u( Sihs , Pa, 
 
 Peoplei*. Newport, R. I.. 
 
 V 'II ■- I 
 
 I4 , '07 
 n' J.'o4 
 -. N. v.. go 
 . N Y . 'ol 
 - k I . 04 
 Hall . Md . '0% 
 Iwii .s<h, Camden. 
 
 99 
 
 tJ'rrsfT. 0,tf,r". in V 
 
 I '.JC. 
 
 1 97 
 
 |j'.r*r>, < tiilc. '01 
 
 i< . F.cc Marlior 
 
 ■'-. N Y . "oi 
 '•» 
 
 1,'oj 
 . 00 
 
 Library. .Salrm. .Maj* , '00
 
 914 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Library, San Francisco, Cal., '97 
 Library, Scranton, Pa., '99 
 Library, Seattle, Wash., '01 
 Library, Somerville, Mass., '00 
 Library, Springfield, Mass., '98 
 Library, State, Cal., '99 
 Library, State, Ind., '97 
 Library, State, Mass., '98 
 Library, State, N. H., '98 
 Library, Stratford, Conn., '03 
 Library, Supt. of Schs., Santa 
 
 Clara Co., Cal., '06 
 Library, Syracuse, N. Y., '98 
 Library, Taunton, Mass., '02 
 Library, Tchrs. Consult., Tren- 
 ton, N. J., 'os 
 Library, Toledo Pub., Ohio, '05 
 Library, Topeka, Kans., '00 
 Library, Trenton, N. J., '01 
 Library, Wellington. N. Z., '05 
 Library, Univ. of Wis., '05 
 Library, West Hoboken Pub. Sch., 
 
 N. J., 'OS 
 Library, Wheeling, W. Va., '01 
 Library, Wilmington, Del., '01 
 Library, Winona, Minn., '03 
 Library, Worcester, Mass., '98 
 Library, Yamaguchi, Japan, '05 
 Library, Zion Ed. Inst., 111., '04 
 Lieb, C. M., Ky., '04 
 Liebenberg, H. H., Wis., '02 
 Light, Chas. M., N. Mex., '95 
 Lightbody, Wm., Mich., '96 
 Lilley, Frank W., N. Y.. '05 
 Lillig, Anna F., Ohio, '03 
 Limerick, A. N., Kans., '85 
 Lincoln City Lib'y. Neb., '06 
 Lincoln College, 111., '97 
 Lincoln, A. A., Mass., '03 
 Lincoln Sub-Dist. Sch., Pa., '06 
 Lind, H. A., Ohio, '06 
 Linder, Albert E., N. Y., '03 
 Lindgren, Edw. A., 111., '02 
 Lindheimer, Ida B., N. Y., '05 
 Lindsay, Samuel McC, Pa., '05 
 Lindsay, Leah E., N. Y., '02 
 Ling, Chas. J., Pa., '95 
 Ling, L. F. A., Ill, '00 
 Lingle, T. W., 111., '04 
 Linsley, Earle G., Calif., '06 
 Linville, Henry R., N. Y., '05 
 Linville, R. N., Okla., '06 
 Little, Clara L., Colo., '95 
 Little, Dwight R., N. Y., '05 
 Livingston, Alf., Ky., '02 
 Livingston, J. W., Wis., '02 
 Lloyd, Francis E., Ariz., '04 
 Lloyd, Frank H., N. J., '0.5 
 Lloyd, M. J., Pa., '06 
 Locke, Geo. H., Canada, 'oi 
 Locke, John S., Maine '95 
 Lockett, Emma J., Mo., '05 
 Lodge, Susan C, Pa., '05 
 I^eb, Morris, N. Y., '05 
 Logan, Anna E., Ohio, '96 
 Logue, Ella M., Mo., '04 
 Lohr, E. F., Mass., '04 
 LoUar, Ezra E., Colo., '90 
 Lombard Coll., 111., '02 
 Lomer Gerhard R.,, Can., '06 
 Long, May G., Iowa, '05 
 Long, Frank T., Ala., '05 
 Long, John A., 111., '06 
 Long, John L., S. Dak., '06 
 Long, Paul J., N. C, '00 
 Longan, G. B., Mo., '97 
 Longenecker, Abram S., Pa., '05 
 Longenecker, Gertrude, Mo., '00 
 Longman, M. W., Mich., '06 
 Loomis, Elisha S., Ohio, '03 
 Loomis, G. F., Wis., '06 
 Loomis, Geo. W., Colo., '05 
 Loope, John A., N. Y., '05 
 Loos, Chas. L., Ohio, '05 
 Lopez, Francisco R., Porto Rico 
 
 '06 
 Lopez-Miranda, S., Cuba, '04 
 Lord, Edward, N. Y., '97 
 
 Lord, Everett W., P. R., '04 
 Lord, Livingston C, 111., '94 
 Lose, Chas., Pa. '06 
 Loud, Frank H., Colo., '03 
 Lough, James E., N. Y., '03 
 Louisville Free Pub. Liby., Ky., 
 
 '04 
 Love, Andrew A., N. Dak., '02 
 Lovell, Thos. B., N. Y., '96 
 Lovett, Andrew J., Kans., '06 
 Low, Seth, N. Y., '95 
 Lowe, N. J., N. Y., '03 
 Lowenstein, S. S., N. Y., '03 
 Lowrey, R. J., Ky., '05 
 Lowry, Charles D., 111., '97 
 LowTy, Sarah N.. Pa., '06 
 Lowther, L. A., Kans., '97 
 Loyola School, Tlte, N. Y., '05 
 Lucas, Helen E., N. Y., '05 
 Luckey School, Pittsburgh, Pa., 
 
 '06 
 Luckey, E. D., Mo., '94 
 Luckey, G. W. A., Nebr., '95 
 Ludlum, Mrs. M. H., Mo., '02 
 Ludwig, Henry, Jr., N. Y., '03 
 Ludwig, Wm. Y., 111., '06 
 Luebke, Emma J., Wis., '97 
 Lukens, Herman T., Pa., '92 
 Lull, Herbert W., R. I., '02 
 Lull, H. Galen, Wash., '01 
 Luther, E. L., Wis., '06 
 Lyle, Edward G., Mo., '01 
 Lyman, Elmer A., Mich., '98 
 Lynch, Charlotte A., Mo., '04 
 Lynch, Chas. P., Ohio, '94 
 Lynch, M. M., Va., '98 
 Lynch, S. A., Wis., '01 
 Lynch, Wm. H., Mo., '95 
 Lyon, Charles, N. Y., '05 
 Lyon, Edmund D., Ohio, '98 
 Lyons, G. K., Ohio, '98 
 Lyte, E. Oram, Pa., '91 
 Lyttle, Eugene W., N. Y., '98 
 Mac Alister,Jas., Pa., '95 
 MacChesnev, Frances, 111,. '05 
 MacCracken, J. H., N. Y., '01 
 MacCready, E. E., Ky., '03 
 MacDonald, A. H., Cal., '98 
 MacDonald, John, Kans., '86 
 Macdonald, Mrs. Katrine B., N. 
 
 Dak., '04 
 MacDonald, Margaret, 111., '96 
 Macdonald, Neil C., N. Dak., '04 
 MacDuffie, John, Mass., '03 
 Mace, Wm. H., N. Y., '05 
 MacGowan, W. L., Pa., '96 
 Mack, Mary S., 111., '05 
 Mack, Wm. S., 111., '95 
 Mackey, Cora B., N. Y., '05 
 Mackenzie, A. S., Ky.. '06 
 MacKenzie, Dav-id, Mich., '96 
 Mackey, E., N. J., '87 
 Mackey, Wm. A., N. Y., '94 
 Mackinnon, Duncan, Cal., '05 
 MacLaren, Donald C., N. Y., '05 
 MacLean, Geo. E., Iowa, '97 
 MacLean, Jas. A., Idaho, '01 
 Mac Millan, D. P., 111., '04 
 Macrae, Mary E., N. Y., '03 
 MacVannel, J. A., N. Y., '01 
 Maddock, Wm. E., Wis., '05 
 Maddox, John, Ky., '04 
 Madison Public Lib'y, N. J., '05 
 Madison, Marcellus, 111., '03 
 Magee, Margaret T., N. J., '05 
 Magovem, Mary A., N. Y., '96 
 Maharry, S. H., Ohio, '95 
 Mahoney, James, Mass., '03 
 Major, David R., Ohio, '98 
 Male Tchrs. Assoc, Bronx, N. Y., 
 
 'OS 
 Manchester Pub. Lib'y, Mass., 
 
 '03 
 Manchester, A. L., S. C, '03 
 Manchester, O. L., 111., '02 
 Manhattan College, N. Y., '06 
 Mann, C. E., 111., '00 
 Mann, C. Riborg, 111., '03 
 
 Mann, Nellie L., N. J., '05 
 Manners, Chas. L., 111., '01 
 Manness, S. E., N. J., '92 
 Manning, John T., N. Y., '05 
 Mannix, J. E., Ky., '06 
 Manny, Frank A., N. Y., '05 
 Mansell, L. B., 111., '03 
 Mansfield, Edith, Pa., '01 
 Man. Tr. H. Sch., Brooklyn, N. 
 
 Y., '03 
 Manual Tr. High Sch., Camden, 
 
 N. J., 'OS 
 Maphis, Chas. G., Va., '05 
 Marble, C. McHenry, Ind., '05 
 March, Thos. S., Pa., '06 
 Mardis, S. K., Ohio, '95 
 Marist College, Ga., '05 
 Mark, Cecil W., Cal., '98 
 Mark, Edgar H., Ky., '93 
 Marker, Geo. E.. Wash., '06 
 Markley, J. H., Mo., '04 
 Marksbury, Thomas B., la., '04 
 Marlatt, Abby L., R. I., '94 
 Marot, Mary S., N. Y., '05 
 Marple, Chas. A., Ohio, '05 
 Marquis, J. S., S. C, '98 
 Marquis, W. J., Minn., '03 
 Marsh, Clinton S., Conn., '01 
 Marsh, Frank M., Mass., '03 
 Marsh, Miles E., Ky., '98 
 Marshall, T. M., W.'Va., '77 
 Martin, Artemas, D. C, '98 
 Martin, Edgar S., Wis., '04 
 Martin, Geo. H., Mass., '93 
 Martin, Geo. N., Mo., '04 
 Martin, O. B., S. C, '03 
 Martin, W. H., Mo., '03 
 Martindale, W. C, Mich., '97 
 Marvin, Jos. E., Pa., '05 
 Mason, Alfred DeB., N. Y., '05 
 Mason, Clara B., Nebr., '03 
 Mason, Jas. E., N. Y ., '02 
 Mason, Wm. A., Pa., '98 
 Mass. Inst. Technology, '00 
 Massee, J. Edman, N. Y., '96 
 Massey, John, Ala., '81 
 Matawan Gr. Sch., N. J., '05 
 Matheny, F. E., Wyo., '02 
 Mathes, Edward T., Wash., '05 
 Matlock, J. D., Ala., '98 
 Mathews, M. H., Ohio. '06 
 Matthews, A. J., Ariz., '99 
 Matthias, L. B., Conn., '03 
 Mattinson, Hannah L., N. Y., '03 
 Maurer, G. C, Ohio, '95 
 Maxson, C. H., Iowa, '00 
 Maxson, Henry M., N. J., '92 
 MaxweD, Fred B., 111., '03 
 Maxwell, Guy E., Minn.. '00 
 Maxwell, Wm. H., N. Y., '92 
 May, Clara, Ohio, '03 
 May, Mary C, Utah, '01 
 Maycock, Mark M., N. Y., '96 
 Mayer, Anna L., 111., '01 
 Mayer, Clara, Ohio, '05 
 Mayer, Mary H., Pa., '00 
 Mayo, Marion J., N. Y., '05 
 Mays, Vernon G., 111., '98 
 McAdory, Isaac W., Ala., '05 
 McAfee, Lowell M., Mo., '01 
 McAleer, Marv F., N. Y., '05 
 McAllister, Alec G., N. Y., '05 
 McAndrew, Wm., N. Y., '00 
 McBrien, J. L., Nebr., '05 
 McBroom. J. K., Minn., '04 
 McCabe, Isabella, N. Y., '05 
 McCahan, John E., Md., '91 
 McCallie,J. M., N. J., 'o^ 
 McCallum, Arthur N., Tex., '03 
 McCann, Blanch H., Pa., '06 
 McCarthy, Edw. C, Mich., '01 
 McCarthy, Margaret, Ohio '06 
 McCarthy, W. G., Wash., '02 
 McCartney, Livingstone, Ky., 'g^; 
 McCartney, Thos. B., Ky., '06 
 McCaslin, E. E., Mo., '98 
 McCaulev, W. H., Iowa, '02 
 McClain,'Wm., Jr., Ohio, '01
 
 IXDEX TO LIFE AXD ACTIVE MEMBERS 
 
 915 
 
 McClcllan. BcUe C. \. Y.. "05 
 McClelland Pub. Lib'y, Colo., 
 
 06 
 McClenon. R. B., S. Dak., 'os 
 McClinlock. O. P. M., Kans., 'g4 
 McClunij, Ji>hn \V., Kla., '03 
 McClurc, .\rnol(las H., Ariz., '04 
 McClurc. Chas. W.. Ohio. 05 
 McClurc. Kebccra. N 1.. '05 
 McCU-mond-s, J. W.. Cal., '90 
 MtCoart. Rose L.. Oh!o. '06 
 McConkcv. Uenha M.. .Mass., '03 
 MtConnrll, J. J., Iowa, 'gs 
 MtConnell, J. Nl., Minn., 'oa 
 .McCormick, Eliz. R., \VU., '03 
 .MtCowan. Joseph S.. Iowa. '06 
 .McCowen, Mary T.. III., 'q; 
 .\lc(\)v. Emma .\.. S. J., 'os 
 McCulloch. Mary C, Mo, 'ga 
 MiCuliouKh. J. v.. HI.. '96 
 .MtCurJv, J. H., Mas.s., '03 
 .MiC'ur.lv. W. A., Ohio, 'o"; 
 .McDaniel, C. M., InJ., '96 
 McDevitt, Rev. P. R., Pa., "oo 
 .McDonald, jas H.. Mich.. '04 
 McDonald. J. R., Ma.ss., '03 
 McDonouKh. Henry Ci., N. v., '05 
 McDonough, Thos. H., Colo., '04 
 .McDutTee, \V. V., .Mass;., '03 
 .McElroy. Etiward .M., NUch., '06 
 McElroy. M. R. 111.. '03 
 McFarland, Geo, A., N. Dak,, 'gs 
 McFarland. \Vm. D.. Pa.. '-6 
 .McFarlane, C. T., N. Y., '01 
 .McGee, GeorRc A.. Mich.. '05 
 McGiKTey, T. E., Ohio, '01 
 McGinnes, L. E., Pa., '03 
 M((iinnLs, Edward E., Nuch., '04 
 
 03 
 
 Mc(;iynn, J. I., 111., '95 
 Mcljowan, Nlary, Ohio, 'i 
 Mi(juii4;in, Francis S., Pa., 'o 
 Mclniire, E. E,, Minn,, 'oa 
 Mclntirc. W. W., Ohio, "os 
 .NlcIni)Te. Daniel, Can.. 06 
 Mdvcr, M. .v.. Wis., "os 
 McKay, .\lexandcr. Can., 03 
 McKay, Francis M., III., '04 
 McKeag. Anna J , .Mxss.. '04 
 McKee, j. .Milford, N. Y.. '95 
 McKce. Jami-s H., Pa., '05 
 Mc Kenny, Cha^., Wis., '97 
 McKcn/Je, A. D., Au-stralia, '05 
 .\lcKillop, .\nna. III., '97 
 McKniKnt, E. A., Ind., '01 
 Mtl-ichlan, A C .\ V.. '04 
 Mcl-ithlin, E, H., Maine, "03 
 >r ' • I -.iph P., ,N'. Dak., "05 
 .M A I., .N'ehr. 'gs 
 
 .\I . J. .M., Pa.. '06 
 
 .Mcl-iury, lohnC, N I,. '01 
 .Mcl>e3n. C. S , N, Y., "oi 
 M< Ij-an, I. Arnott, Nebr., 'of 
 .Mcl>ran, NIargaret, .Minn., 'oj 
 M.M.ihan, J J . S C . '•x) 
 .M( M.inui John 'P.. .Miih., '1 
 
 M \' J n , 111 , 'oi 
 
 M ' > J , Iowa, '01 
 
 .\1 ; Ph.n. H, III, '04 
 
 .MiMiiLin. John M . Ill . '0$ 
 Mr Millan, J V , Ohio. •</, 
 .\f. Mill.in, .\fri R . Ohio, "80 
 Mr Murry, (Inn A . Ill , '90 
 .Mc.Murry, I- M , .N Y , '95 
 .MiMurry, .MN. L. H, 111., V 
 M M .' < . . .r I, , III . 'oj 
 
 \a.. "oA 
 .\l I . Ala., "06 
 
 McNeiii, I. C , lenn., 'ol 
 M< N'i'i ErriMt T . .N 1., '0$ 
 M.O ' E.N. v.. 'Of 
 
 M-k. ry Y.. Pa.. '06 
 
 .\|(\.iy. ii-^r <■■( K.Ohio, '00 
 .Mr.id, Fred H , N Y , '-.t 
 Mr. k. Wm H "1 ;., 'oo 
 .Mrdford I' Ma»» . '06 
 
 .Mrr. K.dr V , '05 
 
 Mrrk, Cha». S., Ii».l , 'oi 
 Meek, Jas. R.. III.. '01 
 
 03 
 
 'os 
 
 Meek, Rol)ert O., Ala., '03 
 .Meeker. G. W. L., 111., '04 
 .Mceks, Mrs. I'rances P.. III., '03 
 Meese. John D.. Pa., 'ob 
 .Megargif, Geo. V... N. J., '05 
 Mcland, E. C, Wis., '97 
 Melcher, George, Mo., '03 
 Melendy. Royal L.. Ohio, '06 
 Melenev, C. E., N. Y., "96 
 Memlenhall. E. I.., Ohio, 'oj 
 Mcndin, Joselina, P. R., '04. 
 .Ment-ter. John A.. III., '07 
 Mercantile Lib'y Assoc., New 
 
 York, '06 
 Mercantile Lib'y Co., Philadel- 
 phia, Pa., '03 
 Mercantile I jb'y, St, Louis.Mo., '03 
 Mercer Univ. I jb'y, Ga., '99 
 Mercer, J. A., III., 'o.i 
 Meriam. Junius L., Slo., '04 
 Merica. Francis M.. Ind.. '07 
 Mcrritield, Webster, N, Dak., '95 
 Merrill, Chas. E., N. Y., '94 
 Merrill, F:dwin C, N, J., '96 
 Merrill, Geo. A., Cal., '00 
 Merrill, James A., Wis., '97 
 Merrill. Jenny H., X. Y., '93 
 Merriman. F^ugcne D.. III., '05 
 .Mirritt, F"rc-d L),, Iowa, '06 
 Merritt, E. I. , .\. Y., 'oi 
 .Mcrrilt, Mary J., .\. Y.. '05 
 Merritt, Wm. H., Ga., '02 
 Merry, Charles M.. Ky., '05 
 Mrru-tn, J. B.. Conn.. '71 
 Mer?,, Henry, Wyo., '95 
 Mescrvc, .\lon7.o, M.iss., '95 
 Mesvngcr. J. F"., \'a.. '04 
 Mctcalf, Henry C, Mass., '03 
 Mctcalf, M. Alice, .\. J., '05 
 Mctcalf, Robt. C, .Mass., 'gj 
 Mctcalf. S. H.. Wis., 'oa 
 Meyer, F, H.. Cal.. '99 
 Meyer, lohn I,., Pa., 'oj 
 Miami Univ . Ohio, 'ps 
 Michcncr, F^lmer ¥... Pa.. '05 
 Michener, J. H., Pa.. \)S 
 .Mith. .\gri. College, 'oj 
 Mich. Stale Library, '01 
 Mich. State .N'or. Coll., "oo 
 Mickens, Chas., W. Mich., '00 
 Mickle (J. W.) Gr. Sih., Camden. 
 
 N r.^os 
 Mickle, Robt. A., Ala.. '95 
 Middlcton. A. 111. 'g.; 
 Midland Collt-ge, Kann., '99 
 .Mighcll, Ida, III . 'oj 
 .Mile^. Emily H., Colo.. '98 
 .Mllholl.ind. Maude E.. Pa.. '06 
 .Millard. C. N., N. Y., 'oa 
 Miller. C. C, Ohio, 'ga 
 Miller. C. F;., Iowa, 'oj 
 .Miller, Frank L III . 'oA 
 Miller, Franklin P , Pa., 'oj 
 Miller, F. W Ark . 'o? 
 Miller. Cieo. J., Mich., 'ol 
 Miller. (;ur<lon K . Colo. '9<S 
 Miller. Jttm<ii C . Cal.. '06 
 ifiUrr, J. II , Kan»., '86 
 .Miller. lohn F . Ill . 'o< 
 Mill«T, Murv Jean, la , "04 
 ..n. III.. '00 
 
 '.;,..,. .„.. ('. w v« . '01 
 
 ,Millrr, Waller M. \ . .Mo.^ '03 
 MiHijiti Mrtander K, Ky., '04 
 • A K, Cal , 'oj 
 ). III. '05 
 . ( l..rB, .N Y , 'oj 
 I .hn W , Mo , 'oi 
 \ , In.l , '9^. 
 M , N Y . 'o^ 
   J F, C.I, '95 
 n I , N. Y , '»a 
 . I . Ifruf r. Pa . 'oj 
 UtUuaukf* Prim i fail' Atmt., 
 
 Wix . •H4 
 Milwaukee Pub lib , Wi* , '9H 
 Milwaukee Tcbrt. Awwk., Wis ,'uf 
 
 Minard, Chas. W., 111., '04 
 Mingins, Clara W,, Mich., '00 
 Minihan, Julia \.. .\. J., 'o^ 
 Minis, NLirgaret J., Kans., '03 
 Minneapolis Alheaxum, Minn. 
 
 '98 
 Minnich, Harvey C, Ohio, 'oa 
 Minnie .Murdock Kendrick Sch., 
 
 Philadelphia. P;»., '05 
 Minor, li<lwin. Wash,, '04 
 MinshuU, .Mrs. .Martha J., N. Y.. 
 
 Mischliih. Adolph. N. Y.. "05 
 Missimer, H. C, Pa., 'oa 
 Miss, A. & M. College, 'oa 
 .Missoula Pub. Lib'y, Mont., '06 
 .Mitchel, E. L., Cal., '06 
 Mitchell, .\rthur C„ N. Y., '05 
 Mitchell, Henj. W., Pa., 'gg 
 Mitchell, Chfford A., Kan., '05 
 Mitchell. Isaac, Ky.. '99 
 Minhell, R W., .\. C.. 'oo 
 Mitchell, Wm. Hugh. Ohio, "06 
 Mitchell, W. R.. HI.. "03 
 Mitihill, Theodore C, N. Y., 'o^ 
 Model Sch., N, Y, Tr, Sch. for 
 
 Tchrs., N, Y., '03 
 MolTitt, Clarissa A.. Pa., "os 
 Mohn. Carl J.. S. Dak., 'oa 
 M..hr, Walter M., .\. Y., '03 
 Moldstad, John A., III., '97 
 Moll, .\lex. A., III., '03 
 Monin, Louis C, III., '01 
 Monlux, J. H., Cal., '95 
 Monroe, lulwin S., Inil., '97 
 Monroe, Paul, .N. Y.. 'oa 
 Monroe. Will S.. Ma.ss., '88 
 Montague, .\. I., Pa , '04 
 Montana State College, '99 
 Monteser, I'red., .N. Y., '94 
 Montfort, Frank K.. N. Y.. os 
 Montgomery, Hertha F^., Ohio, '03 
 Montgomery, H. C, Ind., "97 
 Montgomery, Ma M., Nebr., '04 
 Montgomery. Jessie II., Wis.. '05 
 Montgomery. Sarah L., 111., 'os 
 .Montgomery, W. S , D, C, '98 
 Montrose, Otis, N. Y., '96 
 Montavon, Wm. F",, Phil. Is., '06 
 M.Kin, A. W , Pa , 'So 
 Mooney, Catherine 'P., Mo., '04 
 Mooney, Wm. H . S. Dak., 0*1 
 Moore, ,\ugusia 1) , \. Y., '03 
 Moore. H. C.. III., 'o(> 
 Moore, H. !•'., Ind., '96 
 Moore, Chas, S., .Mass., 'oj 
 MiK)re, Dora M,, Colo., 'gs 
 .M<Nire, F!. C. Cal., 'gg 
 M.H.re, F:. II.. Ill . 'oa 
 M.«.re, Frank k . N. Y.. 'os 
 Moore, George W.. Pa., '03 
 M.«.re, llnrry 1... N'. II.. 'oj 
 .M.».re. I .\' , Pa , 'ot, 
 Moore, J. A., Ala., '01 
 Mi»ire, I F; , Iowa, 'oJ 
 M.».re, L R II , Masc. 'oj 
 Mi»pre. amen G III . 'o(t 
 Mo. re. M II , S Dak , oi, 
 Moore, Sl.inley II , .Mo., '03 
 M..ran, Mary F , N. Y , '03 
 .M.irrn.i. F!nri<|Ue II . Meiiio, 
 .Morev, J«me^ S, N. V , 'oj 
 Morgan, A K . .Mo , '04 
 .Morgan, J. II , WnHh , 'gg 
 M.Tgan, K V , III , 'g7 
 .Morgan. W P . In.| , 'of> 
 M.irLrly, SU% A H. 
 
 '06 
 
 •oJ 
 
 N, Y,. 
 
 .M'.rlry. J..hn If , Vl,. '03 
 M..fri» lligh ^h..V Y,, 'os 
 M"tri«. Eugene ('., N. Y.. 'os 
 
 Moflin, Gc.ifgr, N* J . 'q\ 
 Slorr%,, llitrrifl ,V , Cal, '8j 
 Morrii, J.ihn, Ky . 'ijti 
 Mi.rrn, John F. , < )hi<i, '00 
 M.Hriwm. Amlrew I . Pa , '81 
 Morriv.n, G. It NIo , "go 
 Morrivm. Henry C . N If, '00 
 .Morrivm, .N'alhan J , Kans,, 'oj
 
 gi6 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Morrison, Rose, Ohio, '97 
 Morrison, Wm. J., N. Y., '03 
 Morrow, H. T., N. Y., '01 
 Morrow, John, Pa., '06 
 Morse, Franli L., 111., '97 
 Morse, H. H., Mass., '03 
 Morse, W. A., Mich., '01 
 Morss, Chas. H., Mass., '95 
 Morton, \V. H., Maine, '03 
 Morton, W. M., 111., '02 
 Mosher, E. H., Cal., '99 
 Moten, Lucy E., D. C, '01 
 Mott, Thos. A., Ind., '96 
 Mt. Albion Schools, Pittsburgh, 
 
 Pa., '06 
 Mt. Holyoke Coll., Mass., '02 
 Mountz, Silas W., Minn., '02 
 Mower, F. O., Cal., '99 
 Mowry, Grace E., Ohio, '03 
 Mowry, Wendell A., R. I., '04 
 ■Mowry, Wm. A., Mass., '86 
 Moynihan, Mary A., 111., '03 
 Muckley, H. C, Ohio, '01 
 Muir, James N., Pa., '06 
 Mulford, A. Isabel, Mo., '96 
 MuUin, Geo. H., Iowa, '03 
 MulUns, Mary H., N. Y., '05 
 Mulrooney, Julia A., Ohio, '05 
 Mumford, Luther E., Nebr., '05 
 Mumma, H. W., Ohio, '00 
 Munger, Belle M., S. Dak., '03 
 Munger, O. L., 111., '05 
 Munroe, Jas. P., Mass., '9S 
 Murdaugh, E. D., Md., '98 
 Murdock, F. F., Mass., '98 
 Murfee, H. O., Ala., '01 
 Murlin, L. H., Kans., '95 
 Murphree, Albert A., Fla., '04 
 Murphy, Mrs. M. K., Conn., '03 
 Murphy, Samuel S., Ala., '03 
 Murray, Ellen, N. Y., '04 
 Murray, Geo. S., Kans., '05 
 Murray, May E., Mass., '99 
 Murray, Wm. S., Turkey, '98 
 M. W. Baldwin Sch., Phila., Pa., 
 
 'OS 
 Myers, Geo. Wm., 111., '04 
 Myers, Irene T., Ky., '04 
 Myers, Will A., Ind., '07 
 Mynders, Seymour .'\., Tenn., '03 
 Nagel, J. J., Iowa, '95 
 Nardin, E. C, Mich., '01 
 Nash, Geo. W., S. Dak., '01 
 Nash, Louis P., Mass., '99 
 Naylor, Mrs. E. A., 111., '03 
 Neal, A. O., Ind., '05 
 Neal, H. J., N. J., '05 
 Nebraska St. Nor. Sch., '02 
 Nebraska Wes. Univ. Lib'y, '05 
 Ne Collins, J. E., N. Y., '99 
 Neligh, John P. S., D. C, '04 
 Nelson, A. C, Utah, '01 
 Nelson, B. E., Wis., '99 
 Nelson, E. B., N. Y., '98 
 Nelson, Ernesto, N. Y., '04 
 Nelson, Kate S., Wis., '96 
 Nelson, Martha F., N. J., '05 
 Neptune Tp. High Sch., Ocean 
 
 Grove, N. J., '05 
 New Britain Inst., Conn., '02 
 New, Mary A., N. Y., '05 
 Newark Free Pub. Lib'y, N.J. ,'03 
 Newberry Lib'y, 111., 'q8 
 Newburyport Pub. Lib'y, Mass., 
 
 '03 
 Newell, A. C, Iowa, '01 
 Newell, Miss C. S., Kans., '95 
 Newell J. Edward, Ind., '06 
 Newhall, Chas. W., Minn., '02 
 N. H. Coll. of Agri., '02 
 N. H. St. Lib'y, "98 
 N. H. St. Nor. Sch., Plymouth, '03 
 New Haven Pub. Lib'y, Conn., '01 
 N. J. State Lib'y, 'oi 
 N. J. St. Nor. Sch., Trenton, '97 
 Newkirk, C. F., 111., '98 
 Newman, Jos., N. Y., '03 
 1 N. Mex. Agri. Coll., '02 
 
 New Orleans Nor. Sch., La., '01 
 New Rochelle Pub. Lib'y, N. Y., 
 
 '06 
 Newson, H. D., N. Y., '95 
 Newton Girls' Sch., Phila.. Pa.,'os 
 Newton, Cora A., Mass., '03 
 Newton, Geo. A., Texas, '03 
 Newtown High Sch., N. Y., '03 
 New York Pub. Lib'y, '99 
 New York St. Ed'n Dept., N. Y., 
 
 '93 
 New York Trade School, '04 
 New York Tr. Sch. for Tchrs.,'03 
 Nichols, Chas. E., N. Y., '99 
 Nichols Fred. R., 111., '93 
 Nichols, Walter H., Colo., '01 
 Nichols. W. F., Conn., '03 
 Nicholson, John T., N. Y., '05 
 Nicholson, Mary E., Ind., '85 
 Nicholson, Nell G., Mo., '04 
 Nicholson, Thos., S. Dak., '02 
 Nicholson, Watson, Conn., '99 
 Nightingale, A. F., 111., '86 
 Nickerson, F. H., Mass., '03 
 Nissley, Mabel H., Pa., '03 
 Noble, Edward M., Md., '05 
 Noel, Alex. H., Mo., '97 
 Noel, Mrs. Jas. M., Ind., '05 
 Noetling, Wm., Pa., '98 
 Nolan, John T., N. Y., '05 
 Nolan, Mary, Mo., '04 
 Nolen, A. Eugene, Mass., '91 
 Nolen, F. C, Ark., '05 
 Noon, Philo G., N. J., '03 
 Nor. Sch., Dayton, O., '98 
 Nor. Sch., Truro, ^Nova Scotia, 
 
 Can., '03 
 Norris, C. Maud, Mass., '03 
 Norris, Grant, Pa., '06 
 Norris, Herschel A., Del., '05 
 Norsworthy. Naomi, N. Y., '06 
 N. Adams Pub. Lib'y, Mass., '01 
 N. C. Coll. of A. & M. Arts, '04 
 N. C. St. Nor. and Ind. Coll. ,'98 
 N. Dak. Ed. Association, '96 
 Nor. Ariz. Normal School, '01 
 Nor. 111. St. Nor. Sch., '99 
 North School, Pittsburgh Pa., '06 
 North. St. Nor. Sch., Mich., '99 
 Northrop, Cyru.s, Minn., '02 
 Northrup, Calvin T., Ohio, '02 
 Northwestern College, 111., '02 
 Northwestern Nor. Sch., Alva, 
 
 Okla., '05 
 Northwestern Univ., 111., '02 
 Norton, A. H., N. Y., '03 
 Norton, Arthur O., Mass., '02 
 Norton, A. W., S. Dak., '93 
 Norton, G. W., N. Y., '05 
 Norton, P. D., N. Dakota, '05 
 Noss, Theo. B., Pa., '96 
 Nosworthy, Emily, N. Y., '03 
 Noyes, E. C, Pa.. 'o<; 
 Noyes, WilHam, N. Y., '05 
 Nuner, J. F., Ind., '06 
 Nusbaum, Louis, Pa., '03 
 Nutt, H. D., Mich., '06 
 Nye, Chas. H., Wis., '84 
 Nye, Ward H., Ohio, '02 
 Nyhart, H. U., Pa., '06 
 Nykirk, John B., Mich., '92 
 Oak Park Pub. Lib'y, 111., '00 
 Oberlin Coll, Lib'y, Ohio, '02 
 O'Boyle, Rose, Mo., '04 
 O'Brien, Edwin T., Wis., '04 
 O'Brien, Kate E., Mo., '04 
 O'Brien, Mary C, N. Y., '03 
 O'Brien, Mary E., Mich., '03 
 O'Brien, Octavia, Mo., '04 
 O'Brien, Thos. S., N. Y., '03 
 O'Callaghan, W. F., N. Y., '94 
 O'Connell, Josephine T., III., '03 
 O'Connell, Margaret F., N. Y., '05 
 O'Connor, D. C, Panama, '94 
 O'Connor, Eleanor D., 111., '03 
 O'Connor, Joseph, Cal., '88 
 O'Connor, Margaret A., Ohio, '02 
 Oday, H.A., Pa., '05 
 
 O'Dell, Lucien B., Ind., '00 
 O'DonneU, James A., N. Y., '05 
 O'Flaherty, Wm., N. Y.. '05 
 Ogden, Robert C, N. Y., '03 
 Ogelvee, C. S., 111., '03 
 Ogg, R. A., Ind., '97 
 O'Hanlon, R. J., Wis., '97 
 Ohio St. Lib'y, '02 
 Ohio State Univ., '97 
 0'Keefe,JVIrs. S. J., 111., '96 
 Olds, Mary L., Minn., '94 
 Oldt, Franklin T., Iowa. '9s 
 Oldt, J. C, Ohio, '01 
 O'Leary, Kate S., 111., '95 
 Olin, Arvin S. Kans., '86 
 Olin, Oscar E., Ohio, '03 
 OHphant, G. F., Ga., '03 
 Olivenbaum, John E., Ohio, '05 
 Olm.stead, Emma G., N. Y., 
 
 '03 
 Olp, Ernest E., 111., '07 
 Olsen, John W., Minn., '00 
 Olsen, Mrs. Mary D., 111., '02 
 Omaha Pub. Lib'y, Nebr., '98 
 Omwake, Geo. L., Pa., '02 
 O'Neil, Cordelia L., Ohio, 'oi 
 O'Neil, Marv J. C, N. Y., '05 
 O'Neill, Chas. E., N. Y., 'c; " 
 Oneonta Nor. Sch., N. Y., '03 
 Opdycke, John B., N. Y., '05 
 Ordes, Henrietta S., Mo., '04 
 O'Reilly, Mary, lU., '02 
 Ormond, J. A., Fla., '04 
 Ormsby, F. B., 111., '96 
 Orner, Geo. D., Pa., '06 
 Orr, Susan M., N. Y., '05 
 Osborn, A. C, S. C, '05 
 Osborn, G. H., N. C, '05 
 Osborn, James O., Cal., '06 
 Osgood, Susan S., N. Y., '06 
 O'Shea, M. V., Wis., '92 
 O'Shea, Wm. J., N. Y., '05 
 Ostien, L. A., Utah, '04 
 Ostrander, Chas. H., 111., '02 
 Oswego Nor. Sch., N. Y., '00 
 Ott, Harvey N., N. Y., '01 
 Otterbein Univ., Ohio, '02 
 Overholser, Chas. E., N. Y., '05 
 Overman, Wm. F., N. J., '05 
 Owatonna Pub. Lib'y, Minn., 
 
 '02 
 Owen, Herman E., Wis., '05 
 Owen, Hugh A., N. Mex., '97 
 Owen, Lincoln, Mass., '96 
 Owen, W. B., 111., '96 
 Ozias, A. N., Minn., 'os 
 Packer, Annie E., Iowa, '01 
 Padelford, F. M., Wash., '03 
 Padfield, W. G., 111., '04 
 Paessler, V. S., N. Y., '98 
 Page, Caleb A., Mass., '03 
 Page, Edw. A., N. Y., '99 
 Page, Edw. C, 111., '00 
 Page, Frank R., Mass., '03 
 Page, James M., Va., '03 
 Page, Norman J., N. H., '03 
 Page, IVIrs. Mary B., '111., '06 
 Painter, Ira C, Ohio, '03 
 Painter, J. E., Minn., '02 
 Painter, Mrs. Nannie E., Kans., 
 
 '04 
 Palen, H. C, Cal., '02 
 Palmer, A. N., Iowa, '96 
 Palmer, Aaron, Iowa, '06 
 Palmer, Corwin F., Mass., '03 
 Palmer, E. D., Mich., '94 
 Palmer, Frank H., Mass., '01 
 Palmer, Irving O., Mass., '05 
 Palmer, James J., Pa., '05 
 Palmer, Luella A., N. Y., '04 
 Palmer, T. W., Ala., '03 
 Parauteau, Clementina, 111., '04 
 Park College, Mo., '02 
 Park, Chas. F., Mass., '03 
 Parker, Alice N., Va., '98 
 Parker, B. D., Colo., '04 
 Parker, Chas. /., 111., '87 
 Parker, Chas. V., Colo., '87
 
 IXDEX TO LIFE AND ACTIVE MEMBERS 
 
 917 
 
 Parker. C. M.. 111., 'g^ 
 Parker. Mrs. C. NL. 111.. "05 
 Parki-r. George E.. Mich., 'oj 
 Parker. L. H.. Conn., '06 
 Parker, Marv E , M;is<;., '02 
 Parkrr, W . P., WLs., '84 
 Parker. W. N., Wis., 'oi 
 Parker, W. S., Ma«., 'q6 
 Parkins<jn, \). H., HI.. '07 
 I'iirkitiiim, John H., Wis . '84 
 Parkinson. Wm. U.. Mass., '03 
 Parks, Mrs. Mary U., Mo., "04 
 Parlin, Frank E., Mass., '01 
 I'armenicr, Chas. W., Mass., 'gs 
 Parr, Mrs. Marie H., Ohio, '04 
 Parratt. DelUrt W.. Ltah, '06 
 Parri.-h, Nancy E.. Mo., '04 
 Parrish. (JpheUa A.. Mo., '01 
 Parry, Eleanor. N'. Y., '03 
 Parry. Mrs. M. S., Minn., '01 
 Parson, S. P., 111.. '02 
 Parsons, Richard, Colo., '04 
 Pasadena Put.. Lib'y, Cal.. '06 
 PaschallWUe Sch., Phila., Pa., "05 
 Passaic Pub. Lib'y. N. J., '03 
 Pate. Walter T.. .Mi.ss. "05 
 PalriJgf. Leli-i F... S. J.. ^6 
 Patten, Frank C. Texas, 'g; 
 PattenKill. Henry R.. Mich., 'ga 
 Patterson, Alice H., Kans., '03 
 Patterson, Isaac F., Ohio. '03 
 Patterson. James K.. Ky.. '05 
 Palton. C.issia. Ala.ska. 'g<; 
 Patlon, Chas. L., N. Y., '86 
 Patlon. Martha H., \. V.. 'os 
 Paulsen, Joscphyne M., N. Uak 
 
 '03 
 Pauly. Fred L.. Ohio. '06 
 Payne, Hcrtha. 111., "oj 
 Payne. Urucc J<.. Va.. '05 
 Payne, Wm. H.. Mich., 'gj 
 Pcaliody Coll. L'niv. of Nashville, 
 
 Tenn.. '04 
 PeaUxiy, Helen S.. S. Dak., 'oi 
 PealKjciv, James E.. N. V.. '03 
 Peacock. NIary C. Pa., '98 
 Peair^, H. B., Kaas., '57 
 Peak. Cha-s. N , III.. 'g6 
 Pearcy, Jas. B.. Ind., 'oJ 
 Pearsc, A. S.. III., '03 
 Pearse, C. G., Wis , 'gi 
 Pcarv»n, F. B., Ohio, '01 
 Pearson, H C , N Y.. 'go 
 Pearson, Henry, Ga., '08 
 Peanon. Juliet, N. Y., gg 
 Pearson, M. E.. Kans.. '04 
 Pearvjn. Paul M.. Pa.. '06 
 Peaie. Mvin F.. Mas*., 'gl 
 Pease. .N W. N J , 'g4 
 Peaslee, Frank J.. Mass . '03 
 i'faiUe. John H . Ohio, '80 
 Peck I Jb'y, Norwich Free Acad. 
 
 0>nn., 04 
 Pe<k. A. L.. N. V.'g7 
 Prikham, .\llrn. N Y , 'o^ 
 Pe<l Ijb'y. Sui)<. at .Sth«.. Pa., 'oo 
 Peetl, .Manslield T , Ga., '03 
 I'm. Cora W . N I.. 'o< 
 IV.. - u .i,,^jnpiJ n I .„ 
 
 I I-. Ohio, 'oi 
 
 p. ; 11/j S, N. v.. 'os 
 
 Pell. KoixTt P . S C . 'o» 
 Pfllon, Anna J., Wa»h., '03 
 I'cncr. John 11 , Trnn , '64 
 Prnniman, J II , Pa , 'gg 
 
 Pr • ■• 
 
 \r 1 
 
 p. '.iiUTum. 'oO 
 
 |v J I., Pa , '00 
 
 Iv I 'h,..,y, HI , -ol 
 
 I> 
 
 r. . 'J-: 
 
 Vnkiii,. Ali^xiu* IJ.. .N. Y , 'oi 
 Perkins. F O, III.. 'o< 
 Perkins. John R . Conn., '0$ 
 Prrkmv K W . U . 'oi 
 Prrrm. Mrs Fannie U., .Mo., 'oj 
 Pemn. John W., Ohio, 'oi 
 
 03 
 
 Perrin. Marshall I-., Mass., '03 
 Perrine. l.ura I.., N. Dak., 'gs 
 Perry, .\lfrcl P., Ohio, '00 
 Perry, .\nnie Al , Mas.s., '03 
 Perry, Edward P., Mo., '04 
 Perrv. Eliz-ibeth H., Mass.. 'gi 
 Perry, Wm. H., Ry.. 'g.S 
 Persons. Mctta L.. N. Y., '03 
 Peterson. .X. E.. Conn.. '03 
 Peterson. Francis M.. ;\la.. '01 
 Peterson. Jorgen C. Mass., '04 
 Peterson. J. 1'., Wis., '07 
 Pcttee. George D., Ohio, 'oi 
 Phelan, Genevieve. Mo.. '04 
 Phelan, W. W.. Tenn., 'g« 
 Phflps. Wm. F.. Minn., '70 
 Phrnix, G. 1*., Va., 'o? 
 PhtUJetphian Soc., Wis., '84 
 Phill'niok, C. F., Ariz., 'gs 
 Philips, Geo. M.. Pa., '7g 
 Philips, H. S., Colo., 'gg 
 Phillipps. James D., Mass., '05 
 PhilliiK, Anna I.., N. V., 'os 
 Phillips, C. A., Mo., '03 
 Phillips, Daniel E., Colo., 'oo 
 Phillii>s, Ellen M.. N. Y., '05 
 Phillips, E. M., Minn., '03 
 Phillips, Geo. W.. I'a., '03 
 Phillips, Hattie .\., Iowa, 'g6 
 Phillips, Helen M., Mo. '02 
 Philli[>s.J. H., Ala., '88 
 Phillitjs, Nlrs. J. H. Ala.. '01 
 Philliijs. Sherman E.. N. H., '03 
 Philomathean Lit. Soc., Pa., 'g8 
 Ph<x-nixville Public Lib'y, Pa., '06 
 Piatt, Herman S., Ohio, 'oj 
 Pukaril, Josuih I. . Cal., '86 
 Picken, Wm. S., Kans.. '04 
 Pielert, Sarah. Md . '03 
 Pierce, E<lw. P.. Cal.. '8g 
 Pierce. Mrs. Ella M., R. 1.. 'gb 
 Pierce, I^ivick, D. C, 'g8 
 Pierce. Mary R.. Ill , 'g7 
 Pierie. Thos. P., Ohio, '01 
 Pike. Etlic M., III.. '04 
 Pikt, Joshwi, III., 'gi 
 PUe. J. M . Nel.r , '04 
 Pillsbury. Johnll., Mass.. '03 
 Pincus. Jos. W., N. J.. '05 
 Pinkerman. J. N., Ohio. '03 
 Piiikliatn, Geo. R., .N. J.. '03 
 Piiikh.iin. Wm. S. M.. Fla., '05 
 Pippm, .Mrs. E. E.. Md.. '00 
 Pitman. J. \ . .Mass.. 'gg 
 Pittinger, O. .M., Ind.. '01 
 Plainiirld Pub. Ijb'y and Read. 
 
 Room, \. J.. '04 
 Plaisted, Eli/alK-th I... N. Y.. 'oj 
 Plapp, F. W , III, '07 
 Plas>. Ada E , .Mo , '04 
 Plim|K<>n, Geo \., N. Y.. 'g4 
 PlouKh. Myron C . N. Y., '03 
 Plumer, Geo .M, Ohio. 'of> 
 Piiitulrjlrr. ('h.i« C., NY. '04 
 Pol.in.l. A B . N J . 'gj 
   '..ll.rd Marv (>.. Ill . 'ot 
 I' 'ir, I'lah. 'g7 
 
 I I'. I> C. «4 
 
 1 I'rr|iarnl)iry Sch., 
 
 Ilri».kl>n N Y.. 'of> 
 Pi.iiirrny. Atinir 1. . Sixm . 'o< 
 Pomona C<ill.. (!al., 'gg 
 IV.I. W II .Tei. 'oj 
 Port Jervl. Free ijl.'y. N. Y. 
 
 '00 
 I- ' \V. Minn, 'oj 
 
 I \ I . • )hlo. 'gg 
 
 I . !,(ar I. , Minn . '01 
 
 pofirr. Mr«, Klofcntc McN'eal.. 
 
 •.t.. '.w 
 
 Potts. D. Walter, 111.. '04 
 Pound, E. .\., Ga.. '01 
 Powell, Arthur, Ohio, 'oo 
 Powell. R. 11. , Ga., '06 
 Powell, W. F., N. L. '89 
 Power. Gus,sie, N. v., '87 
 Powers, Emily C, N. Y., '03 
 Power.s, Francis W., N. V., '05 
 Powers, Jas. K.. Ala., 'gs 
 Pratt In.st. Frc-c Lib'y. N. Y., '01 
 Pratt. Helen M.. Colo., "04 
 Pratt, H. T., .\ld., '05 
 Pratt. Is4il.clle L.. N. V.. '05 
 Pratt. Orvillc C, Ind.. 'gg 
 Pratt, R. IL, Colo.. '08 
 Prav, James S., Mass., '05 
 Pray, T. B., Wis., 'g4 
 Prcece, Mrs. I^)uisc, Minn., '04 
 Prentice, .May H., Ohio, oa 
 Prcntis, H. W.. N. Y., 'g? 
 Preston, J. R., Miss., 'go 
 Prettvman, N'irgil, N. Y., 'oj 
 Price', H. C, (Jhio. 'oj 
 Price. Richaril R.. Kans.. '06 
 Prichard, Miss .\L S.. Pa., 'g8 
 Prillcrman. Byrd. W. \'a.. 'gi 
 Priniarv Dcpt.. Sch. No. j. Jersey 
 
 Cily.N. J., 'os 
 Prince, John T.. Mass.. 'gi 
 Principals' Round Table, Wil- 
 mington, Del.. '01 
 Pritchard. M. P.. Mass., 'g6 
 Pritchard, Sophia E.. III., 'os 
 Prilchett. H. C. Tcx;is 'gj 
 Pritchctt. Henrv S.. N. Y., 'oj 
 Prosser, Chas. A., Iml.. 'o,\ 
 Proudfoot. .Mary .\.. Wash.. '03 
 Providence Pub. Lib'v, R. I., '04 
 Prov. Nor. Sch.. Truro. Nova 
 
 r.jrlljli 1 l'u!i l.llj ) . 
 PoM«, llowanl T . Iowa. '04 
 |'<M>e. ll4ronr«« Ro*e. Mau , 
 pMtrr, I.jura. \ Y . 'o% 
 P.,»trr Mlll.o C CJo.'oft 
 Potihofl. F W . Mo , '04 
 
 Vi 
 
 bcotia, t. an.. 03 
 Public High Sch.. Red Bank. 
 
 N. J.. 'OS 
 Public Libraries, CardifT, \VaIes, 
 
 '00 
 Pub. Lib'v, .\lamc<la. Cal., '04 
 Pub. 1 jb V. .■\tlaniic Cilv. Free, 
 
 N. 1. '04 
 Pub. Lib'y, Baltimore. Md.. '06 
 Pub. Lib'y, Boston. Ma.ss.. '00 
 Pub. 1 Jb'y, Broiklon. Mass., '04 
 Pub. Lib'y, Brookline, .Mass., '03 
 Pub. Lib'y, Br.H.klyn, N. Y.. '01 
 Pub. Liby, Buffalo, N. Y., 'gg 
 Pub. Ijb'y, Butte, Mont . '00 
 Pub. I jb'y. Calumet and Hecia 
 
 Mining Co.. .Mich . 'oj 
 Pub. IJb'y, Cambriilge, Mass., 
 
 'oj 
 Pub. Lib'y, rhicaR<\ III . 'g8 
 Pub. I jli'y. Cincinn.iti Ohio. '06 
 Pub. Lil>'y. Clrvel.iml. Ohio, '07 
 Pub. I jb'y. Dayton. Ohio. "03 
 Pub. Ijb'y, Denver, Col., '03 
 Pub. IJb'y. Deln>it. .Miih.. 'g7 
 Pub I jb'y. DiM ..I Col . 'os 
 Pub. Ijb'y, l)o»Tr. N IL, '06 
 Pub. Ijb'y. Dululh, Minn. '04 
 Pub. Ub'y. Frrr, E. Orange, N J 
 
 Pub. Ijb'y. F.. St l>.ui». III. '04 
 Pub. Ub'y. Egs Hnrlror City.N j . 
 
 Pub. Ub'y. Frir. Pa , 'oi 
 Pub. Ub'y. I tll.'oj 
 
 Pull. I jb'y. I Maw< , "ol 
 
 Pub. I jb'y. I'll/, ( iirlsra. Mau . 
 
 '"^ 
 Pub I jb'y. (;ail lior.lrn. Ill, '01 
 Pull Ub'y, (Wanil Rapid*, .MUh 
 
 '06 
 Pub, Ub'y, C.rrrn Bay Wiv. '.J, 
 Pub Ub'y.Grrrnnrjil Mats . 'ofi 
 
 Pub Ub'y. (JrernnUiro. N. C. 
 
 '06 
 Pub. Uby, llavrrhill. Maw , '06 
 Pub. Lib'y. Hoyt, Sacinaw. .Mich . 
 
 •03 
 Pub. Ub'y. Jer»ey Clly. N. J.. •«7
 
 9i5 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Pub. Lib'y, Kalamazoo, Mich., 'oi 
 Pub. Lib'y, Kansas City, Mo., '05 
 Pub. Lib'y> Lawrence, ISIass., '03 
 Pub. Lib'y, Lexington, Ky., '06 
 Pub. Lib'y, Lincoln, Neb., '06 
 Pub. Lib'y, Los Angeles, Cal., '00 
 Pub. Lib'y, Free, Louisville, Ky., 
 
 ■04 
 Pub. Lib'y, Lynn, Mass., 'oi 
 Pub. Lib'y, Madison, N. J., '05 
 Pub. Lib'y, Maiden, Mass., '00 
 Pub. Lib'y, Manchester, England, 
 
 '02 
 Pub. Lib'y, Manchester, Mass., 
 
 '03 
 Pub. Lib'y, McClelland, Colo., '06 
 Pub. Lib'y, Medford, Mass., '06 
 Pub. Lib'y, Milwaukee, Wis., '98 
 Pub. Lib'y, Missoula, Mont., '06 
 Pub. Lib'y, Montclair, N. J., '03 
 Pub. Lib'y, Newark, N. J., '03 
 Pub. Lib'y, New Bedford, Mass. 
 
 '01 
 Pub. Lib'y, Newburyport, Mass. 
 
 '03 
 Pub. Lib'y, New Haven, Conn., 
 
 '01 
 Pub. Lib'y, New York, '99 
 Pub. Lib'y, New Rochelle, N. Y., 
 
 •06 
 Pi^b. Lib'y, North Adams, Mass., 
 
 01 
 Pub. Lib'y, Oak Park, 111., '00 
 Pub. Lib'y, Omaha, Neb., '98 
 Pub. Lib'y, Owatonna, Minn., '02 
 Pub. Lib'y, Pasadena, Cal., '06 
 Pub. Lib'y, Passaic, N. J., '03 
 Pub. Lib'y, Peoria, 111., '01 
 Pub. Lib'y, Philadelphia, Pa., '97 
 Pub. Lib'y, Plainiield, N. J., '04 
 Pul). Lib'y, Portland, Maine, '06 
 Pub. Lib'y, Providence, R. I., '04 
 Pub. Lib'y, Rockford, 111., '99 
 Pub. Lib'y, Sacramento, Cal., '03 
 Pub. Lib'y, St. Joesph, Mo., '00 
 Pub. Lib'y, St. Louis, Mo., '00 
 Pub. Lib'y, St. Paul, Minn., '01 
 Pub. Lib'y, Salem, Mass., '00 
 Pub. Lib'y, SanFrancisco,Cal.,'97 
 Pub. Lib'y, Scranton, Pa., '99 
 Pub. Lib'y, Seattle, VVa.sh., '01 
 Pub. Lib'y, Sedalia. Mo.. '06 
 Pul). Lib'y, Somerville, Mass.. '00 
 Pub. Lib'y, Syracuse, N. Y., '98 
 Pub. Lib'y, Taunton, Mass., '02 
 Pul). Lib'y, Toledo, Ohio, '05 
 Pub. Lib'y, Topeka, Kans., '00 
 Pub. Lib'y, Trenton, N. ]., '01 
 Pub. Lib'y, Wellington, N. Z., '05 
 Pub. Lib'y, Westford, Mass., '06 
 Pub. Lib'y, Wheeling, W. Va., '01 
 Pub. Lib'y, Winona, Minn., '03 
 Pub. Lib'y, Worcester, Mass., '98 
 Pub. Lib'y, Yamaguchi, Japan, 
 
 'OS 
 Pub. Sch. Lib'y, Baltimore, Md., 
 
 'OS 
 Pub. Sch. Lib'y, Camden, N. J., 
 
 'OS 
 Pub. Sch. Lib'y, W. Hobokf«, 
 
 N. J., '05 
 Pub. Sch. Colfax Sub. Dist. Pitts- 
 burgh, Pa., '06 
 Pub. Sch., Luckey, Pittsburgh, 
 
 Pa., '06 
 Pub. Sch., South Orange N. J., '05 
 Pub. Sch. Teachers oj Janesville 
 
 Wis., '84 
 Pub. Sch's, Bronx, N. Y., '03 
 Pub. Sch's, Brooklyn, N. Y. '03 
 Pub. Sch's, Manhattan, N. Y.,'03 
 Pub. Sch's, Queens, N. Y., '03 
 Pub. Sch's, Richmond, N. Y.. 'o^ 
 Pub. Sch., Sub. Dist. Phila., Pa., 
 
 '06 
 Pub. Sch., Homewood Sub. Dist., 
 
 Pittsburgh. Pa., '06 
 Pugh, Jas. H., 111., '98 
 
 Pulsifer, Wm. E., N. Y., '99 
 Purer, Mary I., 111., '96 
 Purington, Daniel 15., W. Va., '03 
 Purington, Geo. C, Maine, '03 
 Putnam, Mrs. Alice H., 111., '93 
 Putnam, G. P., Texas, '04 
 Putnam, Richard R., Mich., 'oi 
 Putt, Wilson A., Ohio, '04 
 Pye, Charles F., Iowa, '04 
 Quackenbush, Louise S., 111., '05 
 Quaintance, H. W., Wyo., '05 
 Queens Borough Lib'y, N. Y., '01 
 Quigley, John F., N. Y., '03 
 Quinn, Arthur H., Pa., '06 
 Quinn, Honor E., N. Y., '03 
 Quinn, John B., Mo., '04 
 Quinn, Mary E., N. Y., '03 
 Quinn, Matthew D., N. Y., 'os 
 Rabe, John H., Mo., '04 
 Rabenort, Wm. L., N. Y., 'os 
 Radchffe College, Mass., '05 
 Rader, Lloyd, N. Dak., 'os 
 Rafter, Augustine L., Mass., '04 
 Raines, S. E., 111., '01 
 Rail, Edward E., Texas, '03 
 Ramer, M. M., S. Dak., '93 
 Ramsey, Geo. J., Ky., '89 
 Randall, Frances E. , N. Y., '04 
 Randall, J. E., Ohio, '98 
 Randle, Gilbert P., 111., '02 
 Randolph, Esle F., N. Y., 'os 
 Ranger, W. E., R. I., '99 
 Rankin, A. W., Minn., '93 
 Rapp, Christian F., Ohio, '99 
 Rapp, Eli M., Pa., '97 
 Raschig, H. H., Ohio, '93 
 Rathmann, C. G., Mo., '01 
 Ravenhill, Alice, England, '01 
 Rawlings, W'm. S., Utah, '05 
 Rawlins, David B., 111., '04 
 Rawson, E. B., N. Y., '99 
 Ray, E. Ruskin, Ind., '05 
 Ray, Robert M., Fla., '04 
 Ray, S. Stella. Ohio, '05 
 Rayman, R. E., Ohio, '95 
 Raymond, A. V. V., N. Y., 'qs 
 Rector, Lizzie E., N. Y., 'os 
 Redfearn, Grace H., Pa., '05 
 Redfield, Henry A., Ohio, 'os 
 Redman, 'Elmer S., N. Y., '00 
 Redway, J. W., N. Y., '00 
 Reed, A. A., Nebr., '95 
 Reed, Geo. H., N. J., 'os 
 Reed, Grace, 111., '02 
 Reedfer, Rudolph R., N. Y., '05 
 Reeder, W. C, Ohio, '98 
 Reel, Estelle, Wyo., '94 
 Reese, W. S., Kans., '06 
 Reeves, C. F., Wash. '96 
 Regan, Margaret A., N. Y., '05 
 Regenstein, Ellsworth, Ky., '06 
 Reid, Geo. W., La., '06 
 Reigart, J. F., N. Y., '99 
 Reiley, Cynthia E., ^lont., '95 
 Reilly, F. J., N. Y., '05 
 KciUy, Susan A., N. J., '05 
 Reinhart, J. Albert, N. J., '94 
 Rem.son, Ira, Md., '03 
 Ronnie, Robert H., 111., '97 
 Replogle. S. H.. Pa., '06 
 Rcppetto, Mary, W. Va., '07 
 Requa, Ella Lee, N. Y., '04 
 Requa, Emma M., N. Y., '04 
 Requa, M. Augusta, N. Y., '99 
 Ressler, Edwin D., Oregon, '92 
 Reveley, Ellen G., N. Y., '91 
 Reynolds, Alice E., Conn., '03 
 Reynolds, Frank K.. Ohio, '06 
 Reynolds, J. H., Ark., '07 
 Rhoades, F. W., Wash.,' '03 
 Rhoads, McHenrv, Ky., '91 
 Rhode Island Coll. of A. and M. 
 
 Arts, '03 
 Rhode Island Nor. Sch., '97 
 Rhodes, J. M., Kans., '06 
 Rice, Charles I., Mass., '05 
 Rice, Emily A., N. J., '92 
 Rice, Gratia L., N. Y., '89 
 
 Rice, J. M., N. Y., '9s 
 Rice, Olin R., Md., '05 
 Rice, Wm. N., Conn., '99 
 Rich, Wm. E. C, Mass., '03 
 Richards, A. W., N. Y., '02 
 Richards, C. O., N. Y., '02 
 Richards, C. R., N. Y., '98 
 Richards, Mrs. E. H., Mass., '98 
 Richards, Mrs. L. A., Nebr., '01 
 Richardson, B. C, 111., '04 
 Richardson, Bertram C, Mass., '01 
 Richardson, Ira, Mo., '04 
 Richeson, John, Mo., '97 
 Richman, JuUa, N. Y., '05 
 Richmond, Sarah E., Md., '76 
 Ricker, Maurice, Iowa, '06 
 Rickert, E. L., Iowa, '06 
 Riddell, Wm. O., Iowa, '05 
 Riggs, John F., Iowa, '04 
 Riley Co. Ed. Asso., Kaas., '86 
 Riley, Mrs. M. E., Mo., '90 
 Ring, Orvis, Nev., '04 
 Ripley, Mrs.|Ellor Carlisle, Ma.ss., 
 
 '00 
 Ripley, Fred H., Mass., '03 
 Ripon College, Wis., '02 
 Risdon, Sumner, Kans., '03 
 Riste, Ernest, Wash., '99 
 Riste, W. G.,Kans., '9s 
 Ritchie, Rowland H., Kans., '06 
 Ritter, AUce E. B., N. Y., '05 
 Rhter, Lavinia, 111., '03 
 Ritter, Matilda A., 111., '03 
 Rixstine, Mrs. Amanda, Pa., '05 
 Roach, T. W., Kans., '86 
 Robb, Eleanora, Md., '03 
 Robb, J. Irvin, Pa., '01 
 Robbins, Carolyn M., Minn., '02 
 Robbins, Fred W., Pa., 'os 
 Robert College, Turkey, '03 
 Robert, Jas. A., Ohio,' '82 
 Roberts, Chas. C, N. Y., '05 
 Roberts, Dinion H., Mich., '98 
 Roberts, Edw. D., Ohio, '00 
 Roberts, Flora, Ind., '96 
 Roberts, G. J., Wis., '06 
 Roberts, Geo. L., Ind., '01 
 Roberts, Hester A., N. Y., '94 
 Roberts, John S., N. Y., '05 
 Roberts, L. D., Wis., '97 
 Roberts, T. L., N. Y., '03 
 Roberts, Wm. E., Ohio, '98 
 Robertson, Edw. P., N. Dak., '06 
 Robertson, S. W., N. H.. '03 
 Robeson, L. B., Ga., '03 
 Robey, Ellsworth., Ind., '03 
 Robinson, Albert, Mass., '03 
 Robinson, Bettie M., Ky., '06 
 Robinson, E. V., Minn., '02 
 Robinson, Ida E., N. J., '05 
 Robinson, Lucy, W. Va., '96 
 Robinson. Margaret M., Md., '05 
 Robinson, Mrs. Mary E., Mo., 
 
 '04 
 Robinson, Oscar D., N. Y., '92 
 Robinson, S. S., Ky., '05 
 Robinson, W. S., Ohio, '9s 
 Robson, Mary, Hi., '02 
 Rocheleau, W. F., Ill, '96 
 Rochester Athenaeum and Mech. 
 
 Inst., N. Y., '06 
 Rockford Coll., 111., '04 
 Rockwell, John C, N. Y., '03 
 Rockwood, Geo. H., 111., '00 
 Rockwood, M. L., N. Y., 'os 
 Rodney, Anna E., N. Y., '05 
 Rogers, A. C, Minn., '09 
 Rogers, Anna E., 111., '02 
 Rogers, Dora B., W. Va., '96 
 Rogers, Howard J., N. Y., '96 
 Rogers, Jennie E., Mass., '03 - 
 Rogers, J. J., Ohio, '05 
 Rogers, Josephine E., N. Y., '93 
 Roger.s, Sarah L., Ky., '04 
 Rogers, Rovillus R., N. Y., '95 
 Roller, F. J., Ohio, '98 
 Rollins, Frank, N. Y., '05 
 Romig, Chas. F., Utah, '06
 
 IXDEX TO LIFE AND ACTIVE MEMBERS 
 
 919 
 
 Rnmig. Eu<renf E.. Wash.. '06 
 A.-'P. l". ).. Cal., "Sb 
 k.^.p, H. U.. Pa.. '04 
 K<»JS Vein, Siasa., '03 
 R.-x, Chas. C, Mich., 'oi 
 R'^if, Gfo. £., Kans., "86 
 R'>-^. WicklitTe, Tcnn., '01 
 Ri>sicr, Juscph. \V. \'a.. '05 
 R|«<.S I'ctc \V., Cal., "qq 
 R..ssctfr, E. C, III., "oo 
 Ri'lh, .\nna C, Kv., '97 
 Riithc, Ella .\., Ohio. '00 
 Roihcmfl, A. C, P.t.. '03 
 Rc'lhcmrl. Florence, Pa., '03 
 Rouse, E<lwin 1-., Ncl>r., 'o^ 
 Row, R. K.. 111., -00 
 Rowan. Gcnrudc N.. Ncbr., '06 
 Rowe. V. E., Ga., '03 
 Ro»e. H. M.. M.I., '06 
 Rowe, Siuart II.. N. Y.. '98 
 Rowc. Wallace G., Mo.. '04 
 R.mc, W. .S . (Jhio, '0,'? 
 Rowfll. Anhur B.. III., "06 
 Rowrll, C,vt^. C, N. Y., 'oj 
 Rowland, J. H.. Ohio, 'gb 
 Roy, Annie I,., N. Y.. '05 
 Roy. Victor L.. La., 'os 
 RuiM. Channinu, U. C, '04 
 Ru.Iolf. Ida. Ky.. '96 
 Rurtcnik, (iu-slave .\., Ohio, '05 
 Rum. George, Ma<»., '03 
 Rumold. C. E.. Ky.. '06 
 Runrjuest, .Xmanfia H.. .\r\i., '05 
 Runyon, I..aura L.. Mo., '01 
 Ru.sk, kclK-.ca. N. Y., 05 
 Rus.vll, E. H., Va., 'o'; 
 Russell, I. H.. Pa.. '03 
 Russell. J,^^ E., N. Y., 'o? 
 Russell, .Mar>- F., Ind. T.. '04 
 Russell. V. M., Wis., '03 
 Rus<^ll. Waller E., Maine, '01 
 V   lie ("., Mass., 'o? 
 
 ' 1. w. L.. Pa., v; 
 
 ^A- V Ariz... 06 
 . Pa., '05 
 1 ... Vi 
 
 Iowa. '04 
 !■■ M.i.Hs . '03 
 
 N. v.. 'os 
 Ryan. 11 . V. '05 
 
 Ryan, W. » . M .nt., 'oi 
 Rvnrars/in. hVlward. Pii.. '03 
 Rvon, C. .M , N Y . V> 
 Sat.en. .\l(re.l S , .Mass , 'oi 
 Sal.in. All>ert R , III . ■H4 
 Sal.in, Ellen C, Wi».. '9$ 
 .Saliin, Henry. Iowa, 'Mo 
 Sachs. Julius. N. Y.. '03 
 Sa.kell. AdrU P., \. Y.. 'o? 
 Sa' ramenio Ere* Puh. IJVy. C«l. 
 
 r , ■_ 
 
 ky in, John 1' 
 kvan. J(*rph 
 ky.in, NI I 
 
 
 \Vi».. '08 
 NY., '06 
 
 I . \. J., OS 
 .Sagr, W. V. .Mi<h. Vyi 
 Si. ClMf <«i». I)i»i. Sih*,. Pliu 
 
 S«. < . C, III . '04 
 
 .S«. ( 1 i.r, »s r.. Ky , '01 
 S«. lohn'n I'niv , .Minn . 'o^ 
 S«. fyjuis .MeftanUlc Ijli'y A"'" 
 
 .Mo., -oj 
 Sf I>.ii-. Pm*. I.'Vv. Mn. • 
 
 Sandwick. R. L.. III.. '06 
 Sanf'>r<l, I'rrnando. C'al., 'q7 
 Sanford. Henry R.. \. Y.. "oS 
 Sanicrr, C. .\ugusta. .\. Y., '05 
 Sanor. S. D., Ohio, '93 
 Sargent, Dudley .\., M;us.s., 'g6 
 Saunilcrs, C E., Miss,, '05 
 Saunders. Sara \., N. Y., 'g6 
 Savii/., J. J.. .\. J.. '00 
 SawhUl, Thos. A.. Kans.. '86 
 Sawyer. C. L.. .Minn.. V? 
 Sawyer, la-Roy k., Mass., '04 
 Sawyer, Nettie .\., Wash.. '04 
 Sayward, S. J.inet, Pa., '05 
 SchactTer. Nathan C , Pa", '87 
 SchalTer, .\nna E., Wis., "04 
 Scarletl. .\n<lrcw, .\. J., 'o^ 
 Schauffler Alfre-i T.. \. Y., 'os 
 Schellenger, G. I.. S. D.ik.. 'oi 
 Schrrrr. J.imi-s .\. II., S. C.. '04 
 Schitl. Hannah. 111.. '01 
 Schiller, J. 1).. Miih.. '</> 
 Schmrrkrr, Ch,arli>tlc S.. Pa., '05 
 Schmidt, K. A.. N. Y., '06 
 Schmidt, Hans W., Minn., '02 
 Schmidt, lohanna, Mo., '04 
 Schmil/., Hut>erl J., N. Y., '04 
 Schmucker, S. C, Pa., '91 
 Schneider, Henry G., N. Y., '95 
 Schneider, Kale, Mo.. '04 
 Schotjinger, J. I.. III., '99 
 SchojifU. Martha. S. C. '91 
 Scholiirld, Itessic .M . R. I.. "96 
 Scholl. Jiiseph II.. Iml., 'os 
 Sth. of .Vgri., I'niv. of 7<{inn., '02 
 Sch. of Ed., L'Qiv. of Chicago, 111 , 
 
 ■w 
 Sch. No. J, lersev City, N. J., 'oq 
 Sch. No. jf P. 1)., Jersey Cilv, 
 
 N. J.. 'OS 
 Sch. of Pe.1.. N. Y. Univ., N. Y.. 
 
 '90 
 Schrciber, M.-ic E., N. Y., 'i/i 
 Shulia-, Anhur, N. Y., '0$ 
 SchuU. C. G., Minn., 'oj 
 Schurman, J. G., N. Y., '9O 
 Schurt/, Urr, Mjih., 'o^ 
 Schuster, O. J., Wiv, '04 
 Schuflfr, Aaron, Kans., '8<S 
 SchuVler, K. H , \. J . -94 
 &!.   •■ -l.., -OI 
 
 S. id. Ela. '04 
 
 S' \\   -04 
 
 S. :Kh,. '03 
 
 S. ' , '99 
 
 SttMl, C. p. G., N. v.. oft 
 Scott, hUliih A.. N. Y.. '99 
 Scott. K. II.. Ill , '9$ 
 Scott, K. N , Mifh , '97 
 Scoli. I *' ' "97 
 
 SccHI. J lo., 'o« 
 
 ^■■« •■■ .. Y, '01 
 
 1 lahii. '03 
 S. I,,N. Y.'oj 
 
 S. I>, 111,'of 
 
 Scott, W II , Ohio. '9t 
 Scwel. E (• . S. \UV . 01 
 
 v.. v» 
 
 Seeley, Levi, N. J., '90 
 Seerley, H. H., low.i, 'So 
 Stui-rlilom, Wilhelm, N. H., '03 
 Sc-Kuin, Mrs. Elsie M.. .\. J., '05 
 Seiferi, Miss J. E. A.. HI.. '03 
 Seiithnian. K. B., Miih., '05 
 Sc-llrw. K'lward H., Conn., '03 
 Seltzc-r, Livingston, Pa., '06 
 Selvig, C. G.. Minn.. '02 
 Sender. Harry L., Ohio, 'oi 
 .Senler. H. .\.. Nelir., '03 
 Si-nscning. David .M., Pa., '06 
 .Sc-vers, .Mary E., Pa., 'os 
 Sexton, E. K.. N. J., '97 
 Senton, Mamir, IVxas. '05 
 Si-ymour. A. H., S. Dak.. '02 
 Seymour, E. Cir.ice, \. Y., '04 
 Shafrr, Harry .M., Wash.. '01 
 S' rkev. J. P., Ohio. '90 
 1. Clara E.. N. J. 'os 
 ^   i"', John C. N. J., 'on 
 Shaver, Cha.>». A., N. Y.. '00 
 Shaw University N. C, '03 
 Shaw. A. L., Mich.. '97 
 Shaw. I. C. W. Va.. '03 
 Sh.iw, koKert C, Pa. 06 
 Slui-.v, Samufl, Wis.. '84 
 Sha\i\in, J. A. Ohio, '94 
 Shawrn, Ernest, Va.. '03 
 Shear. S. R.. N. Y.. "9$ 
 Shearer. W. I.. N. J.. "95 
 Shearer, W. S.. III., '97 
 Sheats. W. N., Ela.. '93 
 Shetld, Ephraim C, N. Y.. '03 
 Shixh.m, l.ula V.. .\. Y., 'oj 
 Shelley. Kale, MonI . 'oi 
 Shelton, Chas. E., Iowa. '00 
 Shelion, E; .M., Pa. ,'99 
 Shepird, E. I., ^^lss., '00 
 Shepard, Irwin, .Minn., '8< 
 Shepherd, E. S., N. J . '03 
 ShepiKird, James J., N. Y., '01 
 Shep|>e, R. H.. \ a., '04 
 Sheriil.in. Brrn.ird .\I.. M.uss. . 05 
 Sherman, Allien II . N. J., 'oA 
 Sherman, Chas. .M., Wash., '01 
 ShcrTiian, Elim-r C.. N'. J., 'os 
 Sherman. Eugene B., Nehr., '05 
 Sherruk. I. R . Wis.. '02 
 Slirrwi-li, (Miillrrmo .\ . .Me«., '05 
 ^   J C, Cal., '99 
 
 1 , Pa.. '03 
 
 •S..--.-. -^ N. Y.. 'ot 
 
 Shiglry, .\nna B., Ohio, 05 
 Shimrr, E D. N Y., 'os 
 Shimp, T. W.. Ohio. '06 
 Shinnick. M IsaJK-lle, .Mo.. '04 
 Sliires. Nlarv, .\ V , 'os 
 Shirk, David E , Kans . '9s 
 S' ' . W. \ , .Minn , 'gs 
 
 .1 I). 111. '>,« 
 • I.. II II 1.1 •.„, 
 
 11 il . U . o^ 
 
 !■• Wis •<^'. 
 
 I   ' .ft 
 
 '1 
 
 \ SI I oil-, i/i 
 
 • C , Wis . v> 
 
 II, II. il r..i.. 
 
 '1 , UJ 
 
 . N V , '< 
 
 04 
 
 '01 
 
 'oA 
 
 .S.1 i 1 ' I » ' .* ' 
 
 Sandison 
 
 II. ( ., U^.i. ,   js 
 '. m II , Pa . '93 
 I W . Nrl.r , '97 
 
 \ m II . Ind . 'oj 
 1. Ie««ir, Mo., '04 
 
 IfowarH. Ind., 'oA 
 
 Scrd. KJiialirlh K.. Pa.. Vi 
 
 M. 
 
 . 'o* 
 
 J . Maw. '03
 
 920 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Simpson, Shadrach, Md., '04 
 Simpson, Stephen G., Pa., '03 
 Sims, Frederic L., 111., '04 
 Sims, J. F., Wis., '97 
 Sinclair, S. B., Can., '91 
 Singer, Edgar A., Pa., '80 
 Sisson, E. O., Wash., '06 
 Sites, C. M. Lacy, China, '02 
 Skaggs, Wm. L., Ark., '04 
 Skiff, Frederick J. V., 111., '04 
 Skinner, Chas. R., N. Y., '90 
 Skinner, EUzabeth, Colo., '99 
 Slack, H. W., Minn., '97 
 Slack, Jennie E., 111., '03 
 Slagle, Robt. L., S. Dak., '06 
 Slater, Charles H., Mo., '04 
 Slater, Ida M., Pa., '06 
 Slater, Margaret K., Mo., '04 
 Slaton, W. F., Ga., '97 
 Slaton, W. M., Ga., '94 
 Slauson, H. M., Mich., '94 
 Slawson, Samuel J., N. Y., '03 
 Sledd, Andrew, Fla., '04 
 Sluss, Elmer E., Kans., '06 
 Sluss, Homer O., Ky., '05 
 Small, Horace C, Mo., '03 
 Small, Maurice H., Wis., '03 
 Small, Robert O., Mass., '03 
 Small, Walter H., R. I., '02 
 Smallev, D. H., 111., '99 
 SmallWood, Mabel E., 111., '96 
 Smart, Frank L. , Iowa, '06 
 Smedley, Eva A., 111., '97 
 Smiley, Emory E., Colo., '05 
 Smiley, Wm. H., Colo., '92 
 Smith College, Mass., '98 
 Smith, A. F., Mo., '05 
 Smith, A. G. C, Pa., '03 
 Smith, Alexander, 111., '99 
 Smith, Anna T., D. C, '95 
 Smith, Arthur F., Md., '03 
 Smith, A. Thos., Pa., '93 
 Smith, C. Alphonso, N. C, '05 
 Smith, Chas. A., Minn., '02 
 Smith, Charles H., 111., '05 
 Smith, Mrs. Con.stance B., 111., '05 
 Smith, C. v.. Pa., '03 
 Smith, D. E., N. Y., '01 
 Smith, Edward E., 111., '96 
 Smith, Edward S., 111., '01 
 Smith, Edwin R., 111., '97 
 Smith, Euler B., Ga., '87 
 Smith, F. P., Kans., '97 
 Smith, Geo., A., N. Y., '04 
 Smith, Geo. M., S. Dak., '95 
 Smith, Geo. W., Colo., '04 
 Smith, Gerard T., 111., '04 
 Smith, Guy D., Mich., '04 
 Smith, Henry B., Colo., '99 
 Smith, Herbert A., D. C, '05 
 Smith, H. J., N. Y., '95 
 Smith, H. Lester, Ind., '03 
 Smith, I. J., Mo., '04 
 Smith, J. Angelina, Mass., '03 
 Smith, J. B., Pa., '03 
 Smith, J. F., Ohio, '98 
 Smith, Jesse L., 111., '00 
 Smith, Jos. R., Pa., '99 • 
 Smith, Mrs. Martha, N. Y., '05 
 Smith, Maude, N. Y., '05 
 Smith, M. B., Mass., '99 
 Smith, M. Kate, N. Y., '05 
 Smith, Payson, Maine, '06 
 Smith, Robt. M., 111., '02 
 ■Smith, Samuel McK., N. Y., '05 
 Smith, Sidney F., Mass., '9S 
 Smith, Spencer R., 111., '03 
 Smith, Miss Theo. L., Mass., '04 
 Smith, Wayne P., Cal., '05 
 Smith, W. 'C, Minn., '02 
 Smith, Wm. A., N. Y., '03 
 Smith, Wm. C, Ind., '00 
 Smith, Wm. H., N. J., 'o^ 
 Smith, Wm Z., Okla., '06 
 Smith, Z. M., 111., '05 
 Smyser, Selden F., Minn., '02 
 Sneath, E. Hershey, Conn., '03 
 Snedden, D. S., N. Y., "99 
 
 Snow, Bonnie E., N. Y., '96 
 Snow, B. P., Maine, '03 
 Snow, Francis H., Kans., '93 
 Snow, Louis F., N. J., '03 
 Snow, Marshall S., Mo., '04 
 Snow, Mary S., N. Y., '98 
 Snyder, Henry ,N. J., '94 
 Snyder, Jessie M., Ga., '97 
 Snyder, J. H., Ohio, '96 
 Snyder, J. L., Mich., '89 
 Snyder, W. H., Maine, '01 
 Snyder, Z. X., Colo., '87 
 Snyder, Mrs. Z. X., Colo., '96 
 Soldan, F. Louis, Mo., '77 
 SolHtt, Alice E., 111., '93 
 Somerville Pub. Lib., Mass., '00 
 Sommer, Frank H., N. J., '05 
 Soper, Laura J., Mich., '01 
 Soule, Geo., La., '92 
 Soule, O. M., Ohio, '01 
 South Carolina College, '02 
 S. Dak. Agri. College, '99 
 So. III. Nor. University, '99 
 Southern University, Ala., '06 
 South Orange Pub. Sch., N. J., 
 
 '05 
 Southern Oregon St. Nor. Sch., 
 
 '06 
 Southwest Texas St. Nor. Sch., '04 
 Southwick, H. H., N. Y., '02 
 Southwick, Mrs. S. F.. Okla., '05 
 Southworth, E., Mass., '03 
 Southworth, G. A., Mass., '03 
 Spaid, Arthur R., Del., '03 
 Spain, Chas. L., Mich., '01 
 Spalding, J. Lancaster, 111., '02 
 Spangler, H. T., Pa., '94 
 Sparks, J. R., 111., '02 
 Sparlin, Ezra M., Pa., io8 
 Spaulding, F. E., Mass., '96 
 Spaulding, Randall, N. J., '92 
 Spayd, H. H., Pa., '92 
 Spearing, Jessie, La., '03 
 Speer, W. W., 111., '96 
 Spence, Ellen, Canada, '05 
 Spencer, Enos, Ky., '03 
 Spencer, Pauline W., Pa., '93 
 Spencer, Robt. C, Wis. '84 
 Spencer, Thos. E. Mo., 04 
 Spero, Mrs. Anna K., Cal., '77 
 Spicer, Robert, Pa., '05 
 Spiegle, Grace E., Pa., '99" 
 Spindler, J. W., Kans., '99 
 Spohrer, Frank O., Mo., '04 
 Spotts, Harris A., Pa., '03 
 Sprague, H. B., Mass., '03 
 Spray, H. W., N. C, '03 
 Springer, Durand W., Mich., '94 
 Sputh, Carl B., Ind., '06 
 Squire, Mary V., N. Y., '96 
 Stableton, J. K., Ill.,'oo 
 Stacey, B. F., Cal., '04 
 Staley, Laura B., Pa., '05 
 Stalker, Francis M., Ind., '01 
 Standinger, Louisa, N. J., '05 
 Stanley, Edmund, Kans., '86 
 Stannard, H. J., Vt., '03 
 Stannard, Mrs. M. J., Mass., 'oi 
 Stanton, B. J., N. Y., '03 
 Staples, Helen F., Minn. ,'96 
 Staples, Leroy G., R. I., '03 
 Starbuck, Edwin D., Iowa, '99 
 Stark, Eliza A., Mo., '04 
 Stark, Joshua, Wis., '84 
 Stark, Wm. E., N. Y., '03 
 Starkey, F. H., Pa., '05 
 State Agri. College, Kans., '97 
 St. Bd. of Education, Mont., '02 
 St. Coll. of A.& M. Arts, N. C, '04 
 St. Coll. of Wa.shington. 'os 
 St. F. N. Sch., I'armville, Va., '99 
 St. Historical Society, Wis., '84 
 State Library, Cal., '99 
 State Library, Mass., '98 
 State Library, Mich., '02 
 State Library, New Jersey, '01 
 State Library, N. Y., '93 
 State Library, Ohio, '01 
 
 State Library, Pa., '01 
 State Library, Wash., '06 
 State Nor. College, Ala., '01 
 State Nor. College, Mich., '00 
 St. Nor. & Ind. Coll., N. C, '98 
 St. N. Sch., Ashland, Oregon, '06 
 St. N. Sch., BelUngham, Wash. ,'00 
 St. N. Sch., Bloomsburg, Pa., '06 
 St. N. Sch., Brockport, N. Y., 'oo 
 St. N. Sch., California, Pa., '99 
 St. N. Sch., Cape Girardeau, 
 
 Mo., '06 
 St. N. Sch., Cedar Falls, la., '97 
 St. N. Sch., Charleston, 111., '99 
 St. N. Sch., Cheney, Wash., '02 
 St. N. Sch., Chico, Cal., '97 
 St. N. Sch., Cortland, N. Y., '02 
 St. N. Sch., De Kalb, 111., '09 
 St. N. Sch., Duluth, Minn., '06 
 St. N. Sch., Edinboro, Pa., '06 
 St. N. Sch., Ellensburg, Wash., '97 
 St. N. Sch., Emporia, Kans., '05 
 St. N. Sch., Farmville, Va., '99 
 St. N. Sch., Fitchburg, Mass., '98 
 St. N. Sch., Flagstaff, Ariz., '01 
 St. N. Sch., Geneseo, N. Y.. '06 
 St. N. Sch., Greelev, Colo., '97 
 St. N. Sch., Havs, 'Kans., '03 
 St. N. Sch., Indiana, Pa., '99 
 St. N. Sch., Jacksonville, .Ma., '09 
 St. N. Sch., Lewiston, Idaho, '06 
 St. N. Sch., Lockhaven, Pa., '06 
 St. N. Sch., Los Angeles, Cal., '97 
 St. N. Sch., Macomb, 111., '02 
 St. N. Sch., Mankato, Minn., '99 
 St. N. Sch., Mansfield, Pa., '97 
 St. N. Sch., Marquette, Mich., '99 
 St. N. Sch.. Mavville, N. Dak., '00 
 St. N. Sch., Millersville, Pa., '97 
 St. N. Sch., Monmouth, Oregon, 
 
 •01 
 St. N. Sch., Moorhead, Minn., '97 
 St. N. Sch., Mt. Pleasant, Mich., 
 
 '02 
 St. N. Sch., Natchitoches, La., '06 
 St. N. Sch., New Paltz, N. Y., '99 
 St. N. Sch., Oneonta, N. Y.,'03 
 St. N. Sch., Oshkosh, Wis., '98 
 St. N. Sch., Oswego, N. Y., '00 
 St. N. Sch., Peru, Nebr., '02 
 St. N. Sch., Plattville, Wis., '84 
 St. N. Sch., Plattsburgh, N. Y., 
 
 '02 
 St. N. Sch., Plymouth, N. H., '03 
 St. N. Sch., Providence, R. I., '97 
 St N. Sch., River Falls, Wis., '06 
 St. N. Sch., Salem, Mass., '00 
 St. N. Sch., St. Cloud, Minn., '07 
 St. N. Sch., San Diego, Cal., '02 
 St. N. Sch., San Jose, Cal., '98 
 St. N. Sch., Shippensberg, Pa., '06 
 St. N. Sch , Southwest, 'Fexas, 04 
 St. N. Sch., Superior, Wis., '00 
 St. N. Sch., Tempe, Ariz., '01 
 St. N. Sch., Terre Haute, Ind., '97 
 St. N. Sch., Trenton, N. J., '97 
 St. N. Sch., Valley City, N. Dak., 
 
 '02 
 St. N. Sch., Warrensburg, Mo.,'os 
 St. N. Sch., West Chester, Pa., '06 
 St. N. Sch., Western, Mich., '05 
 St. N. Sch., Westfield, Mass., '97 
 St. N. Sch.,W. Liberty, W. \'a.,'oo 
 St. N. Sch., Whitewater, Wis., '98 
 St. N. Sch., Winona, Minn., '97 
 St. N. Univ., Carbondale, III. ,'99 
 St. N. Univ., Normal, III., '98 
 State Department of Education, 
 
 Tex., '06 
 St. Teachers'' Assoc, ol III., '90 
 St. University, Iowa, '97 
 St. University, N. Dak., '99 
 St. Univ., Lib'y, Ohio, '97 
 Stauff, John H., Wis., '05 
 Stauffer, Amos F., N. J., '05 
 Stearns, J. W., Cal., '84 
 Stearns, Wallace N., N. Dak., 03 
 Stecher, Wm. A., Ind., '04
 
 IXDEX TO LIFE AXD ACTIVE MEMBERS 
 
 921 
 
 Steele. Wrn. L., lU.. '00 
 Steele. Wrn. S.. Pa., '05 
 Sieclman, D. T.. X. 1.. 'o; 
 Slcelman. Etu H.. N. J.. '05 
 Stcenis John \V.. Wis., "04 
 Stehm.in, J. H., 111., 'gy 
 Stein, Krancis J.. Pa., 'oj 
 Suin. IliUn \.. N. Y., 'o^ 
 Slcincm. .Mrs. Pauline, Ohio. '05 
 .Stephens. Kdwin L., Ij.. '04 
 Stephen-s H. Morse. Cal.. 'g6 
 Ste(>liens H. T.. K..ia>i,. '03 
 Stephens M. Uate>. Mil.. "qS 
 Slephrns, Wm. I... Nrl>r.. '04 
 Stephrnsi>n, I jllie S., 111., 'gs 
 Sterling, Uiuisc W., Ohio, '06 
 Sterlin;. W. I).. N. Mcx., 01 
 Slrrn. .\ffi<ro. S. Y.. '8j 
 Stetson. W. W.. Maine, 'os 
 Stevens lost, of Teth., N. J., 'oj 
 Stevens C. E., Ohio. '01 
 Stevens, Charles E.. Mass.. 'oJ 
 SicverLs. E<iw. L., N. Y.. "go 
 Steveius .Mary A., Maine. '03 
 Stfrrns, Hoses t"., Inil , '■;') 
 Stevens, Plowden J.. Jr.. N. Y.,'gs 
 Stevens, W. J., Mo.. '04 
 Steveius. W. Nl.. Iowa, 'oj 
 Stcvensi)n, A. 1... III.. '07 
 Stevenson, Ha\-ilan<J. N. V.. '01 
 Stevenson, Philp S., Mo.. '04 
 Stevenvin. Wm. C, III., 'ga 
 Stewar'l, Darius, Nlinn.. '00 
 Stfwarl, I. .v.. Wis.. '84 
 Stewart. Jessie. Ky., '05 
 Stewart, John A., .Miih., '84 
 Stewart, Jos. S.. Oa., 'gs 
 Stewart. N. Coe, .N. Y.. "gj 
 Stewart. Paul E.. Cal.. '05 
 S(ru'arf. Sirak A.. S ).. "84 
 Stew.irt. .Srih T., N. \ . '03 
 Stewart, Wm. .M.. I'lah. '05 
 Stirknev, Lucia. Ohio. 'g3 
 StiKall. Oliver, Mo.. '08 
 .Stilwcll. J P.. Ariz.. '06 
 Stilwell. Wm. E.. Ohio. "03 
 Stine. Chas. W.. Pa.. '06 
 Stitt. E. W . N. Y.. '06 
 ^. _V' Marie E.. .\Io . "04 
 
 \ .Mrs H.H ,\ Dak. .'04 
 I. S. S.. Wv<i. *<y. 
 .Stockwcll, Walter I... N. Dak.. •g4 
 Sfo-Mirl. .Mis^ C. W.. .\. Y., "OJ 
 \ I., S_C. Vj 
 isan (• , Cal , 'i>m 
 -.■ .n--. ' i.iu<lc I'., I'l.. 'oj 
 Si'ine. yAnh M.. .Mich.. "04 
 
 M ^ Vl.. •i»4 
 
 I . 111., 'oj 
 
 .Stoncr. .Sanf'iril I-., &>lo . "06 
 S>'>nrr, W M . Iow». 'oj 
 
   ■'. '.'. .-l,r.. 'os 
 
 .. I). C. '</> 
 
 ■( irrn, A * , I'lu.i, 'g4 
 Sti»rm\, A H , Iowa, '04 
 .S«orm», John. .Mo , '06 
 StrHt. J. W . In<l . 'of, 
 St. ml, Cfe.1 M , P» , "84 
 Stout. Ilrnry P.. III.. Vi 
 *;,,,„ I D Wi'h '-y* 
 
 I>«k .07 
 V V • , 
 
 V/i 
 
 '«« 
 "oj 
 
 Stnpiin. W I 
 
 SlfrtJIt. ('»*•• 
 
 SUtJOt, Edwin A . Muh , Jt} 
 
 Strong. Prank. Rans.. '02 
 Strong, Jas. W.. Minn., 'os 
 Stn>up, A. b., N. Mcx.. '04 
 Sirykcr. E. DuH.. N. Y.. '05 
 Strvkcr. Franklin A.. N. J., '05 
 Stuart, Alex. T.. D. C. '00 
 ^ Stu.irl, \. W., Iowa. '03 
 ' Stu.irt. Margaret, 111., '01 
 Stu.irt. .Milo H., Ind., 'o» 
 Stul>l>s. J. E., Ncv., 'gs; 
 Study. J. N.. In 1., '»: 
 Sluver. E., Colo., 'g<; 
 Sluyvesant High Scho. 1, N. Y., 
 
 •o<; 
 SuJborouiih. Mrs. G., Nelir.. 'So 
 Sulikowski, Charles, Switzerland. 
 
 ■o<; 
 SuUivan. D. J.. Cal.. 'o? 
 Sullivan. Ella C. Ill , "gg 
 Sullivan, ls;iliclla. N. Y., 'oj 
 Sullivan, James. \. Y.. '03 
 .Summers, Alex., D. C., VS 
 Super, Chas. W., (Jhi.i. 'pt 
 Supi. aiiit I'rin. Asso., Wis.. '84 
 Sunt, of Sch's. Santa Clara Co., 
 
 Cal., 'or. 
 Superior St. .Nor. Sch., Wis.. '00 
 Suplee. Ella. Iowa, 'qs 
 Surclte. Thos. W.. N'. Y., "oi 
 Suler. .\nna, Ind.. '90 
 Sulcr. .Vnna I... .\. Y., '05 
 Suler, .Miss H. .\., La.. "94 
 Sutherland, .\nnie, N. Y., 'os 
 Sutherland, Marg.-iret W., Ohio. 
 
 Sutton. W. S.. Texas, 'gj 
 Su'.iuillo. Henry. Cal.. 'oj 
 Swain. (1. R.. .\Iich.. '01 
 Swain. Henry IL. Mont., '04 
 Swain, loseph, Pa. "93 
 Swan, Phel>e. Wis., '<)^ 
 Swanger. K. A . CM., 'go 
 Swanson. OMar E., Wyo., 'oh 
 Swarl, Rose C , Wis., 'gs 
 Swanhmorc Coll. I jl>'y. Pa., 'oj 
 Sw.in/., Jno. W Johio, 'gg 
 Sweeney, Ella I... R. I.. '00 
 Sweeney. Thomas H.. N. Y.. 
 
 'os 
 Swcrt. Hrnj. .\ . Colo . 'oo 
 Sweelland. LililiieJ.. N. Y., '02 
 Swell. Harry P.. .S H., 'oj 
 Swell. John. Cal . 'go 
 Swift, Fletihrr H . Wa.sh.. 'os 
 Sylvcslrr. Emma. N Y.. 'os 
 Symonils, 1 M Ma*s , '03 
 
 Syrai u-.r I' \' Y.. "08 
 
 Sv - I N. Y . '06 
 
 I gj 
 
 I ! I'l , 'g8 
 
 I .III, John Alltrd. Ohio. 'oS 
 TallKil. Hrnrv. Ill . "gj 
 T.llKit, Hrnry P . M«« , 'oj 
 T«i>lev. I.ui v H , Maine. "03 
 I   " ". Ma«. 'gj 
 I -V Y . 'at 
 
 1 • V . -gg 
 
 1 'OJ 
 
 I - . „, 
 
 r«uai-rii i'ulfltt. l^lirary. Ma- 
 
 T .     I ■• n . "86 
 
 I, 
 
 !• . Colo . 'oi 
 
 ... lit   .^ 
 
 r.yl'*. H 
 
 Taylof . 
 
 T«yluf 
 
 T«yl«ir, ^r'^ • i 
 
 T»)l«f. Ji>« . , S V , '«4 
 
 lavl.rf k \ .S' Y , '01 
 
 t • III . '04 
 
 , Comity < 
 I. . . . -. 
 
 I r , l.m' Smo., Milwaukee, Wi 
 
 Trt'kfri' Aim., KiUyC»., Kan* , 
 
 'Vl 
 
 Tt-uhtri' Atio.»/WU., 'S4 
 
 Teachers' College. Dcpt. Man 
 
 Tr., N. v., 'gg 
 Teachers' Consult. Ial)'y,Trenton, 
 
 N. J., 'os 
 Teathers Inst., Phila., Pa.. '7g 
 Teagur. George. .\. J., 'os 
 Tear. Daniel A.. III., 'oh 
 TelTt, Lvman H., Va.. 'oj 
 leitritk; Reed ».. Pa , 'os 
 Temming. R. \'.. Okla.. '06 
 Tempc Nor. Sch., .\ri/., '01 
 IVmplclon. J. C Nev.. '94 
 Penncrrv, Kale E., 111., 'oi 
 Terrcl, Harriet E., Ohio, 'gO 
 I'erry, Jennie V., .\. Y., 'os 
 Terwilliger, l^ewis, Mont.. '04 
 IVschemachcr, Helen A., N.Y.,'os 
 Teutelierg. L. W., Mo., '04 
 Thackston, Albert J., S. C. '03 
 Thaikslon, J. W, N. C. 'oj 
 Thame.s, W. I., Miss., 'g7 
 Tharp, Wm. H., Ky., '05 
 'I'harpe, V. D., Mo., 'gi 
 Thcilmann. I»uis. Mo., 'os 
 Thelluson, Ch;i,s. 1'.. \. Y.. 'os 
 Theoliold, Jacol). Jr.. N. Y.. '05 
 Thiry. J.H., N. Y"^, '97 
 Thom.-Ls. .\. O.. Nelir.. '04 
 Thomas. D. W., Ind., '06 
 Thomiis, E. R.. Colo., oj 
 Thomas, Geo. S., N. l).ik., 'oj 
 Thiim.is, Id.i. Wyo.. '05 
 Thomas. Isaac, Vt., '00 
 Thomas. Jennie I... Mich.. '00 
 Thom.is .Malhonibuh, I'lah, 'os 
 Thomas, Richard S., N. Y.. '01 
 Thom.is, S. S.. I-a., '04 
 Thom.is, W. S«ott, Cal.. 'go 
 Thompson. .Mfred C N. Y., "oj 
 rhom|>v>n. .\. N.. Colo., '04 
 rhom|>s<>n, .\ug. .\., \. Y.. 'os 
 ThomiJson. I). M.. N. C, 'g8 
 Thomi»s<in. E. E.. Mass., '03 
 Thompson. V. P., Colo , '03 
 Thompson. Prank E.. Ca! . '03 
 ■Thom|)S4>n, H. E., Okla., 'gs 
 Thiinii>siiii. llilrn J . N. J., "o^ 
 'Th<im|»s<in J M.. .V. Y.. 'oft 
 'Thomiison, J W. .\. J . 'oft 
 'Thciii\i>s'in. lohn Ci . Mav... 'gs 
 Thiiniir-m. K 1... N. Y.. '03 
 Thompson. Ivouise B., Ohio, 'oj 
 Thomp'oH. I. S . N. J.. '76 
 Thompson. M. J., N \' , '03 
 ■Thom|>vin. 1 ) D., Miih., 'gO 
 'Thomi>s.in, S. H . Nrlir . 'o » 
 'Thom|»s<in. T E , Mass . '■,7 
 'Thi>iii|>s<in, Wm O , Ohio, 'm 
 Thomvin, Miss p E , Ohio, 'gg 
 'nioins<in, prank D , III . 'gs 
 Thomdurg. /. C, Iowa, '01 
 Thorn like, E. I.., N. Y . 'g8 
 ■ITiornion, .\ug O . Mo.. '04 
 Piorson. I. .\ . Minn , 'gis 
 Thu'lium. C C., Mo , 'g8 
 HiurlK-r. Cha». H . M«« . '03 
 
 nin. I ... r I ii r 
 
 Th- 
 
 Th 
 
 \iiii.i M.. \rl,r.. '04 
 \ C . Minn , 'gj 
 
 II S. Ill . "oj 
 Mary K . Ma** , 'oj 
 
 I A . ,\ J., 'o\ 
 . I .aura J , .Mo , '04 
 J , N C . 00 
 lu« A . Ohio, 'os 
 . /' <" . Kan« . '»ft 
 1 i!l>iii. Ithaa S . Wa«h , 'gg 
 'Tinker. II. W , Conn , '97 
 
 • . Wis . 03 
 
 Pa. 'oft 
 I. . Ill , 'ol 
 
 It.. Ill . 'os 
 
 ■' l:'-. '04 
 
 T<ir|>rl. Tlinnlorr, 0»., '01 
 Toepii. |.aiiren<r A., S V., 'oj 
 'Tohuvl. T. L. . Teu*. 'os 
 
 :^u
 
 922 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Toledo Pub. Lib'y, Ohio, '05 
 Tomlin, J. H., Ind., '00 
 Tormey, J. A., Wash., '97 
 Torreyson, B. W., Ark., '02 
 Touton, Frank C, Mo.. '06 
 Tower, Carl V., Vt., '03 
 Tower, Willis E., 111., '02 
 Towle, Harry F., N. Y., '05 
 Towne, Geo. L., Nebr., '00 
 Townsend, .^nnie B., Md., '04 
 Townsend, H. S., Phil. Is., '99 
 Tracy, Franklin N., 111., '96 
 Training Sch. for Tchrs., Brook- 
 lyn, N. Y., 'os 
 Training Sch. for Teachers, New 
 
 York, N. Y., '03 
 Trant, Amelia E., N. Y., 96 
 Traphagen, Gertrude M., N. Y., 
 
 •os 
 Trask, Helen W., Minn., '02 
 Travell, Ira W., N. J., '97 
 Travis, Clyde R., N. Dak., '02 
 Tremain, Miss Frank E., 111., '03 
 Tressler, A. W., Wis., '92 
 Treudley, F., Ohio, '91 
 Tripp, Walter B., Mass., '03 
 Trisler, J. L., Ohio, '01 
 Trudeau, Chas. F., La., '06 
 Trueblood, Stella, Mo., '04 
 Trybom, J. H., Mich., '00 
 Tualatin Acad, and Pacific Univ., 
 
 Oregon, '99 
 Tucker, D. W., N. Dak., '02 
 Tucker, H. H., N. J., '03 
 Tucker, Louise E., N. Y., '05 
 Tucker, Mrs. Rose A., Mo., '04 
 Tufts, James H., 111., '05 
 Tuger, Margaret E., N. Y., '01 
 Tupper, F. A., Mass., '03 
 Turner, C. W., 111., '99 
 Turner, Eugene F., Tenn., '00 
 Turner, J. E., Idaho, '95 
 Turner, Lora A., N. Y., '95 
 Turner, Mary M., Del., '02 
 Turner, Robert L., Fla., '05 
 Turton, Charles"M., 111., '05 
 Tuthill, James F., N. Y., '03 
 Tuthill, Lewis H., N. Y., '03 
 Tuttle, A. E., Vt., '06 
 Tuttle, James T., Ohio, '05 
 Tutwiler, Julia S., Ala., '82 
 Twiggs, T. P., Mich., '01 
 Twining, Nathan C, Cal., '84 
 Tvviss, Geo. R., Ohio, '94 
 Twitchell, W. I., Conn., '01 
 Twitmyer, Edwin, Wash., '02 
 Twitmyer, Geo. W., Del., '90 
 Tyler, H. W., Mass., '03 
 Tyler, Leon L., Ind., 03 
 Tynan, Joseph, N. Y., '05 
 Tynan, T. T., Wyo., '99 
 Tyrrell, Carroleanc, III., '05 
 Uihlcin, Margarctta, N. Y., '05 
 Ulmer, Levi J., Pa., '03 
 Underbill, Volney, III., '93 
 Underwood, F. M., Mo., '04 
 Underwood, H. K» Pa., '06 
 Underwood, S. A., Mo., '01 
 University of Arkansas, '01 
 University of California, '95 
 University of Chicago, 111., '99 
 University of Cincinnati, Ohio, "06 
 University of Colorado, '02 
 University of Denver, Colo., '02 
 University of Georgia, '95 
 University of Idaho, '02 
 University of Illinois, '99 
 University of Indiana, '99 
 University of Iowa, '97 
 University of Kansas, '02 
 Univ. Lib'y, Nebr. Wcs., '05 
 University of Maine, 03 
 University of Michigan, '98 
 University of Minnesota, '00 
 University of Missis.sippi, '03 
 University of Missouri, '95 
 University of Nebraska, '98 
 University of N Carolina '99 
 
 University of N. Dakota, '99 
 University of Ohio, '97 
 University of Oklahoma, '99 
 University of Pennsylvania, '98 
 University of Rochester, N. Y., '01 
 University of Southern Caliiornia, 
 
 '06 
 University of Tennessee, '01 
 University of Texas, '98 
 University of Utah, '95 
 University of Vermont, '01 
 University of Washington, '98 
 University of W. Virginia, '99 
 University of Wisconsin, '05 
 University of Wyoming, '97 
 University, Atlanta, Ga., '95 
 University, Brown, R. I., '01 
 University, Catholic, of America, 
 
 D. C, '06 
 University, Colgate, N. Y., '02 
 University, Columljia, N. Y., '95 
 University, Cornell, NrY., '96 
 University, Denison, Ohio, '00 
 University, Harvard, Ma.ss., '95 
 University, Howard, D. C, '06 
 University, J. B. Stetson, Fla., '99 
 University, Johns Hopkins, Md., 
 
 University, Lawrence, Wis., '99 
 University, Lehigh, Pa., '99 
 University, Leland Stanford Jr., 
 
 Cal., '97 
 University, Mercer, Ga., '99 
 University, Miami, Ohio, '95 
 University, Northwestern, III., '02 
 University, St. Louis, Mo., '01 
 University .'^Southern. Ala., '06 
 University, So. III. Nor., '99 
 University, Vanderbilt, Tenn., 'oi 
 University, Valparaiso, Ind., '97 
 University, Washington and Lee, 
 
 Va., '01 
 University, Western, of Pa., '05 
 University, Yale, Conn., '01 
 Updegraff, Harlan, D. C, '99 
 Upton, Ralph R., III., '98 
 Usher, Susannah, III., '03 
 Ustrud, H. A., S. Dak., '06 
 Uxbridge Free Pub. Lib'y, Mass. 
 
 '03 
 Vactor, Elmer R., N. J., '05 
 Vail, Henry H., N. Y., '97 
 Vaile, E. O., III., '95 
 Valparaiso Univ., Ind., '97 
 Van Aken, Mrs. G., N. Y., '84 
 Van Arsdale, May B., N. Y., '05 
 Vance, Mary E., 111., '03 
 Vance, Wm. McK., Ohio, '00 
 Van Cleve, C. L., Ohio, '96 
 Van Cleve, Edw. M., Ohio, '97 
 Vanderbilt Univ., Tenn., '01 
 Vanderljilt, Edgar, N. Y., '05 
 Van Dusen, Elden M., N. Y., '05 
 Vandyke, J. A., Minn., '96 
 Van Liew, Chas. C, Cal., '94 
 Vann, Leonard L. Ala., '05 
 Van Rensselaer, Martha, N. Y.,'94 
 Van Sickle, Jas. H., Md., '92 
 Van Wagoner, Mrs. Mary E., Pa., 
 
 '05 
 Vassar College, N. Y., '98 
 Vaughan, Mary E., 111., '00 
 Veatch, Nathan T., Kans., 'oS 
 Veenfliet, Mrs. M. L., Mich., '01 
 Venable, Francis P., N. C, '02 
 Vcnable, Marv A., Ohio, '02 
 Vcrlcnden, Edith, N. Y., 'os 
 Verplanck, Fred. A., Conn., '02 
 Vert, Edmund J., N. Mex., '95 
 Vitkroy, Wilhelm R., Mo., '03 
 Viebahn, Chas. F., Wis., '84 
 Vincent, Geo. E., 111., '02 
 Virtue, G. O., Minn , '98 
 Vlymcn, Wm. T., N. Y., '05 
 Vogel, Frank, Mass., '03 
 Vogel, Geo. J., N. J., '06 
 Vogel, Wm. H., Ohio, '90 
 Voorhes, O. P., Ohio, '00 
 
 Votaw, Clyde W., 111., '03 
 Vroom, Wm. F., N. Y., '05 
 Wabash College, Ind. '95 
 Waddle, Chas. W., Colo., '04 
 Wadhams, John A., III., 'or 
 Wadlcigh High School, New York, 
 
 N. Y., 'os 
 Wadsworth, Mrs. L. S., Mass., '03 
 Wagar, Bertha B., Ohio, '05 
 Wagner, Jonas E., Pa., '04 
 Waite, Geo. S., Mich., '00 
 Wakeman, J. W., N. J., '92 
 Walcott, G. D.,I11., '06 
 Waldo, D. B., Mich., '06 
 Waldo, Eveline A., La., '96 
 Walke, Matilda L., Ohio, '92 
 Walker, Amasa, N. Y.. '03 
 Walker, B. M., Miss., '99 
 Walker, E. W., Wis., '97 
 Walker, Jos. H., Ga., '01 
 Walker, P. R., 111., '90 
 Walker, Thos. , Australia, '05 
 Walker, Thos. R., Ala., '03 
 Wallace, Agnes, N. Y., '05 
 Wallace, May B., 111., '02 
 Waller, E. B., Tenn., '05 
 Walls, Callie K., Ohio, 'ot 
 Walrath, M. H., N. Y., '96 
 Waldschmidt, Anna, III., '03 
 Walsh, Agnes L., N. Y., '05 
 Walsh, J. H., N. Y., '9S 
 Walsh, Louis S. Maine, '03 
 Walter, Mary, Ohio, '98 
 Walter, Sarah J., Va., '98 
 Walters, Wm. W., Mo., '01 
 Walton, Geo. A., Mass., '92 
 Ward Seminary, Tenn., '99 
 Ward, Annie L., N. Y., '05 
 Ward, F. D. Ohio, '01 
 Ward, George W., Md., '05, 
 Ward, Mrs. Jennie P., N. j!, '01 
 Ward, Mary A., N. Y., '05 
 Wardlaw, J. C, Ga., '02 
 Wardlaw, P., S. C, '00 
 Warfield, Wm. C, Ga., '00 
 Warner, A. B., Mo., '94 
 Warner, Chas. F., Mass., '99 
 Warner, Edwin G., N. Y., '06 
 Warner, Ellen E. K., N. Y., '05 
 Warr, J. W., 111., '9S 
 Warren, F. H., Ohio, '03 
 Warriner, E. C, Mich., '99 
 Warwick, Bessie B., N. J., 'os 
 Washburn, Kirk N., Mass., '96 
 Washburn, Morgan, N. Y., 'c2 
 Washburn, W. C, Ohio, '06 
 Washington County Free Lib'y, 
 
 Md., '02 
 Washington and Lee Univ., Va., 
 
 '01 
 Washington State Lib'y, '06 
 Waterhouse, A. H., Nebr., '96 
 Waterman Richard, Mass., '96 
 Waters, Henrv, N. Y., 'o^; 
 Watkins, Sarah R., N. Y^, '02 
 Watson, Lake G., N. Dak., '02 
 Wat.son, Wm. C,. Ala., 'os 
 Watt, W. E.. 111., '9S 
 Wavnesburg College, Pa., '02 
 Wayt, Wm. H., W. Va., '06 
 Weaver, E. W., N. Y., '97 
 Weaver, John S., Ohio, '99 
 Webb, A. C, Term., '01 
 Webb, Lind.sey, Wis., '03 
 Webb, Louis K., Cal., '99 
 Webber, Arthur B., Mass., '03 
 Webber, Sarah S., Mass., '03 
 Weber, A. W., Wis., '97 
 Weber, H. C, Tenn., 'o^; 
 Webster, E. E., III., '99 
 Webster, Elma J., Slo., '04 
 Webster, Geo. W., III., '99 
 Webster, W. F., Minn., '96 
 Weed, Marcus A., N. Y., '05 
 Weeks, C. W., Nebr., '9s 
 Weir, Samuel, S. Dak., '01 
 Welch, Willis Y., Pa., '06 
 Weld, Frank A., Minn., '9^
 
 IXDEX TO LIFE AXD ACTIVE MEMBERS 
 
 9-^3 
 
 Weldoo. Emma, 111., '05 
 
 V. ' '     .:c, Mass., 'oo 
 
 Ijb'y, \. Z., 'os 
 
 '.' V .v.. .\. v.. '06 
 
 Wcll-s John J., .N. Y. '01 
 
 WWU. I I'.. Pa.. '96 
 
 \Vm. U . Mich., 'os 
 1.. v.. WL-;.. Vs 
 .:. .\a.U p.. 111., "ol 
 rri', S,iniucl, Inil.. "04 
 f-i, Cicxi. .v., N. I., 'oi 
 i>l. Hriiry S., M.l , '05 
 i>l. Kurmti .\., .Mil., 'o? 
 i-^tt.iit, I'li.i^. H-, Mas.s.. '03 
 f-tcoit, (). S., 111., 'gs 
 i-st. Branch, St. X. Sch.. Ha>-s, 
 Kans., 'os 
 
 i-^lcrn C"IUt{c, Ohio, 'qq 
 t>t. 111., bt. .Nor. School, '01 
 •••.ti-rn .^t. .Nor. Sch., Mich.. '05 
 i-strrn Univ. of Pa., '05 
 c-stcrAclt. Z. F., X. Y., '97 
 est Hobokcn Pub. Sch. Ub'y. 
 X.J..'os , 
 
 i-ston, B. EvclNTi. Minn., '03 
 c>ti>n, Florence M., Minn.. '05 
 c-st \'irKinia L'ni%Trsity, '99 
 i-lilc, J. \'., Mo., 'oi 
 i-lisicin, Frances, Wis., '03 
 ft/.cl. \Vm. .\., X. J., '03 
 tt/.cll, \V. .v., Luh. '02 
 haltn. R. \V,. Colo.. '06 
 hcalon College, III., 'tyo 
 hi-rlcr, Cl.ira, Slith , '01 
 lii-cler, K. F.. III., 06 
 heeler, F. A., Mass., '03 
 luelrr, (Jc«rKe. I'a., '05 . 
 
 lutltr. II <)., Vl.. '05 
 heeler, Miri.im K., X. Y'., 'oj 
 hft-ler, <>r\illc G.. X. Y'.. '05 
 h.tl.r. W H . 111., 'oj 
 '.. . '. r. Wiilir.l J., .Xfa., 'oo 
 
 I Jb'v, W, \'a., '01 
 F.; X. Y . gs 
 ■-::■;. J 1. . I'a.. '04 
 hi [pie, H. .\., Wiv., 'f,'7 
 • ' - «;e«j. If.. N. H., 'oj 
 . .\. K., Ma*!i., 'uj 
 C. I . C, .Ma«.. "03 
 :i. C, .Miih , '95 
 .1. I.., M.iinc. '01 
 iiiu. b..iiirl ,\ , III., 'os 
 hue, D.iiucl II Cal.. '90 
 hue J'.hn .\ , WiH . "04 
 !a;r. )..-uU \l . .Mo., ' 
 
 a'.r. J.-^|.h M . .Mo., 04 
 „lr, I. r , .M.l . '.jH 
 illr, J. L' . .M'. , 'M7 
 •. \I , rl.r P.. Si.K'.s, 
 
 loir, 
 
 w. 
 
 K.. Ill . 04 
 I , Slaine, 'oJ 
 I'a . '97 
 , 'I'rnn , 'K<j 
 
 '■' ' 'S 
 
 Oi 
 
 v., 
 
 V. 
 
 M .\ 
 
 W , .M..--. 
 . Ill . 'ol 
 
 '01 
 4 
 
 v.. '03 
 
 . OJ 
 
 U...: 1, M:. '< \ . < . 'Ot 
 
 \\i Vv Anhur II < il.i... '00 
 
 y fit   . 
 
 u "to 
 
 •4 
 
 \-. . . • 'oo 
 
 Uigiit, kiiMk U . \Um., '04 
 
 W 
 W 
 W 
 
 w 
 w 
 w 
 w 
 w 
 w 
 \v 
 w 
 w 
 w 
 \v 
 w 
 w 
 \v 
 \v 
 w 
 \v 
 w 
 \v 
 
 U' 
 
 w 
 \v 
 \v 
 \v 
 w 
 u 
 w 
 w 
 
 w 
 w 
 w 
 \\ 
 \\ 
 w 
 w 
 w 
 w 
 \v 
 \v 
 w 
 w 
 w 
 \s 
 u 
 \v 
 w 
 u 
 w 
 w 
 \v 
 \v 
 \s 
 \s 
 u 
 \v 
 u 
 w 
 w 
 w 
 w 
 \v 
 u 
 w 
 w 
 \v 
 w 
 w 
 w 
 \', 
 xs 
 \', 
 
 Ighlman, H. J., Pa., '03 
 iltier, .\usiin F., Okla., 'ot 
 ilbcr, H. /.., Kan,'., '02 
 ilbur. R.ulul J . .N. Y., "o? 
 ilburn, Finilv 1'.. Ga., 'o.s 
 ilcox, .MUrt' H., N. Y.."'oo 
 ilcox, Jessie H., \Va.sh., '99 
 ilcox. Walter H., Mo., '04 
 ilev. Cieii. .M., .N. Y., '06 
 iley, Wm. H., In.l., '96 
 ilkin<, .\. H., Tex.!*, '94 
 ilkiiis, Kmma F., Iowa, '03 
 
 OS 
 
 iltinx.n, I. r, 111., 'y 
 ilkiuvin, J. N., Kans. 
 iltin-,n. J. W. F., Pa 
 iilaril. C. C Iowa. 'oO 
 lU.iril, J. Monroe, Pa., 'oj 
 ill.inl, S. P.. Conn., '03 
 ill.irJ, S. S., Pa., 'oi> 
 illLims, Chas. .A., Mass., '03 
 illi.iins Coll. I.ib'y, Mass., '97 
 illiam'i, Daviil, Fla., '97 
 Mum!, .\(rs. Delia, (.)hio. '70 
 illume, Fvclina, N. Y., '03 
 illianis, II. H., Ohio, *oo 
 illiams, Henry O., Ohio, '01 
 illiams J. !>., Ill , '<X) 
 illianis. J. L'lys.sc-s, .Mtmt.. '06 
 illi.ims. L. W.. .Maw.. '98 
 
 illi.iins. .Mary 
 lUiams. Mrs. 
 
 L . N. Y. 
 Mary E., 
 
 o.s 
 X. Y 
 
 illiams. Mar^• I-., Mo., 'o? 
 iiliami, Phiio J., Mass.. 'Hft 
 lUiains, Sherman, X. Y., '98 
 illiams, Wm. II., Wis., '97 
 illiainson, J. F. , lclahi>, 'g; 
 
 03 
 
 illin)(ham, Henry J , .Ma 
 lllis, H. H„ N J., "yj 
 illis, .Mrs. H. H.. N. J.,'oi 
 iUii, IF. .^., Iowa, "84 
 lllis, W. S, X. I., "oi 
 illiv..n, .\. C. .M<l., 'os 
 illi^lon. .\. I.., N. Y'., '03 
 ilminKlon Insi. Ub'y, Del.. '01 
 iliniii . Juli.i .\.. Ohio. '03 
 ils<>n. FuKcnc .\., III., '99 
 ils.iM. H.irry (<., III., '9s 
 ilv>n. H. It , Ind., '00 
 ilvm, H. 1... Wis., "oj 
 ilvin. Horaie (i., Oregon. '01 
 il»on, llnMard S.. N. J., 'os 
 iLwin, J.'.Mfre.l. N. J. '99 
 
 I 
 
 I 
 
   OS 
 '06 
 jS 
 '06 
 ( 
 
 lUiti, I U ., Kan*., '96 
 ilv,n. Sirs I. I.. W., P»., 
 
 Ho 
 
 iNin, M. (' , .Ma . '00 
 ilvin, \ I. , Iowa, '97 
 ilv.n Will .\ . Pa , 'c/> 
 1lv.11. Will I 
 inihrsirr M . 
 in.|.tie, M.. 
 ini{el>.i< h. I 
 innr, Jamrs, 
 iniiT, II V 
 
 W 
 
 .N 
 
 U A«(l , '90 
 
 M ('-inaiU 
 
 V . 'oJ 
 v.. 'gJ 
 «. '«4 
 
 04 
 
 oA 
 
 • ^ 1 . 
 Pa . '94 
 
 Woman's Coll., Baltimore, Md. '03 
 Wom.in's Coll. .Frederick, Md.. '99 
 \\.".i|. .\aron F.. .Mich., "oti 
 W.«»l, ILirlan .N., \ 1., 'c; 
 WixkI, J.xs. .\., X. Mex., '97 
 Woo«l, John .\., Ind., '98 
 W00.I, O. .M., P. k., '93 
 WiKxl, Stella I.., Minn., 'oj 
 Wcxxl, Thos. I).. X. Y., '03 
 W.xxl, Wade II., (".a., 'oj 
 W,~~ll.urv, Chas. T., M.i.ss.. '03 
 \\. — lluiU, 1. F., N. Y., '99 
 W.HMiley. F. B., .Mis.s.. '06 
 W.M)llev, O. I., .N. J., '96 
 W.KKlUy. Wm. H., Mich., '06 
 WiKMlman, F. C.. X. J., '03 
 WotwlrinK. James \)., Pa., '05 
 W.»..lrutT. Clinton R.. Pa.. *o6 
 W.>. Is. .Mice. England. '06 
 W.Nidside Ilinh School, New 
 
 York, X. Y., '03 
 W.KKlward, C. M., Mc, '87 
 Wixidward, Fli/. A., X. Y., '03 
 WtMKlward, Kli/.. 1., Mass., '99 
 Woodward, F. Nl., Slass., '03 
 Wocxlward, F. R., Ma.ss., '03 
 Wo.«lwar.l. .Mrs. H. A., X. Y., '05 
 WiMxIward, J. C, Oa., '97 
 WochIv, II. i;., Ind., '93 
 Wixifter. 'I'hos. J., Ga.. '04 
 W.-.ll.ird, Harriet J., X. Y., 'cs 
 W.-.lry, I.. C, X. J., '93 
 W.Hilscy, C. II., Conn., '03 
 W.-.U-v, P. S., Cal., '01 
 U.-. i.r, B. C, X. J., 'os 
 W.xiSter, I i?./4e E., 111., 'os 
 Work, Cree T., Texas, '04 
 Work, H. U , W. Va., '00 
 Work, l,;iura II., I'lah, '03 
 Wriuhl, .\nna J., Ohio, '94 
 W;Khi. Charles F . Phil. Is., '05 
 l^f|^•/'l/, luimunJ IF., M.iine. '89 
 Wright, J. I.., 'I'enn.. 'oj 
 Wright, John A., Ohio, '01 
 Wriuhl, John II., Mass., 'oJ 
 WriKhl, I.. I.., .Miih., '96 
 Wn«hl, O. A.. Ohio, '98 
 Wn^lil, Paul H., Ohio. '04 
 Unxlii. Robl. H., Md , 'o^j 
 WriRhl, R. R , C.a., '00 
 Wright, Wm. R., Mich., '9J 
 Wyall. II I) . I'rnn., 'os 
 H'Wi>, .\tr,. 3/ J. H. Can , '91 
 
 iin , ol 
 
 Jauin.'os 
 N M.. . 'os 
 
 WUic. I_ L.. Itaja. 90 
 
 Y.d.- Iiiiv I • ( 
 
 Y.llll.V^U. Ill ! 
 
 ^..l.^. Mr- . , 
 
 Y.iirs, 1 y.li.i .\ , \ (' . ',.^S 
 
 \'r.i!..tl, S|..Mv, \ \ , \'^ 
 \rr\.f>, llrlrll K . Pa , '04 
 Yrrkrs, S W . W«»h , 'o* 
 Y.HUMi. .\, I>iiiiian. Pn , 'oj 
 y.-lrr. A, II . \\..sh . '90 
 N ' " \ . Nrbr 'of! 
 ^ ret I, . Mo . '04 
 
 \ F . ohi... "ol 
 
 y..iiw<T. II s . Ui- , •, ., 
 
 N'.iiiii.iiii, 1 ir I .M . I ijim, '01 
 Y..iiiig, C M . S l»ak , 'oj 
 V.'unt (   .V . t'al.. 1*7 
 Y..>ing. Ml.. I II., F , III . '00 
 y..iiiig. II. ...... I F, Md. '04 
 
 N "UM,; jainrs I , Pa , 'o< 
 Y'.iiiig, I. II , Iowa, '^/t 
 V II.. N'.it, ,„ II. Ila , '96 
   , Mont . H« 
 1 . Ill . '04 
 I iV, lliil I».,'o4 
 ' I '07 
 
 itAn I W I ijiio. "ol 
 
 /jTT.Irn Ali.ia M Pa 'o? 
 
 /Jnitiirr*. I" ' *^ •■ 
 
 7.i<>n Vx\ III I 
 
 Zirklf. II ' 
 
 Z-.llrf. Ilri 
 
 /url.tin, ( I. 
 
 Zwrilcl. Luui;k C , lU., 'u4
 
 LIST OF EDUCATIONAL INSTITUTIONS AND 
 LIBRARIES ENROLLED AS ACTIVE 
 
 MEMBERS 
 
 (Most of These Institutions Have Purchased Full Sets of Back Volumes.) 
 
 See list of institutions at the close of each state for dale of enrollment and names of adminislruiive 
 officers. 
 
 Universities and Colleges 
 
 Adelbert Coll of West. Res. Univ., Clevehind. O. 
 
 Adelphi College, Brookl>-n, N. Y. 
 
 Alabama Pol)-teihnic Institute, Auburn, Ala. 
 
 Armour Institute of Technology, Chicago, III. 
 
 .\mhcrst College, .\mhcrst. Mass. 
 
 .^tlanta Uni\-ersily, Atlanta, Ga. 
 
 Baker Uni\-ersity, Baldwin. Kans. 
 
 Baltimore City College, Baltimore, M<1. 
 
 Barnard College, New York, N. Y. 
 
 Bates College, Lewiston, Me. 
 
 Bclle\-ue College. BcIleN-uc. Neb. 
 
 Bcloit College, Beloit, WLs. 
 
 Bcrea College, Berca, Ky. 
 
 Boston College. Boston, M.iss. 
 
 Boston University. Boston, Mass. 
 
 Brigham Young College, Logan, Utah. 
 
 Brown Uni\-ersity, Providence, R, I. 
 
 BoT MawT College, Bryn Mawr, Pa. 
 
 Butler College, Indianapolis, Ind. 
 
 Cinisius College. Buffalo, N. Y. 
 
 Catholic University of Ameriia, Washington, D. C. 
 
 Carleton College, Northficid, Minn. 
 
 Clark University, Worcester, Mass. 
 
 Clemson Agricultural College, Clemson, S. C. 
 
 Coc College. Ce«lar Rapids, la. 
 
 Colgate Univeniily, Hamilton. \ Y. 
 
 Collrge of the City of .New York, New York. N. Y. 
 
 Oillegc o| the Holy Crus*, Worcester, Mass. 
 
 College of St. Francis Xavier, .New York, N Y. 
 
 Columbia Univcmity, New York, N. Y. 
 
 Comrll University. Ithaca, N. Y. 
 
 Crrighton University, (imaha. Neb. 
 
 Dartmouth College, Hanover, N. il. 
 
 I>avid»>n College, UavitUon. N. C. 
 
 Ucniton University, Granville, O. 
 
 I>iikin»on College, Carlisle, Pa. 
 
 I),,nriP ('"llr|?e, f'rrtr, Nrb. 
 
 I .1. 
 
 1 , Kims, Okla. 
 
 Fordham Univmiir, New York. S. Y. 
 (;rnevi (Villrgr. Ileavrf Falls, I'a. 
 (irr.fifrtown Collctr. Wakhinglon, D. ('.. 
 
 i , 
 
 t ,■ . 
 
 Marria Inslilutc. W«in»«-lin. K 1 
 
 Harvard Universily. CaniljrKlgr. MaM. 
 
 Hrmlrix Collnf. CVjnway. Ark. 
 
 II .-. nilUilalr. .Mlih 
 
 II 'v, W**hlnct'>n, I< (' 
 
 I >. Ill 
 
 h...^ '- --._ .   . 
 
 Iowa Stale Collrce, Aroca, Is. 
 
 John B. Sletsoo Univcnily, Dcland, VU. 
 
 illr. 
   <n. 
 
 Iriiii 
 i> ( 
 
 Johns Hopkins Universily, Baltimore, MJ. 
 
 Kcnyon College, Gambier, O. 
 
 Lake Eric Coll. and Scm., Painesville, O. 
 
 Lawrence University, Applcton, Wis. 
 
 Ijchigh University, Bethlehem, Pa. 
 
 Leiand Stanford Jr. University, Cal. 
 
 IJncoln College, Lincoln, III. 
 
 Lombard College, Galesburg, 111. 
 
 Manhatt.-U) College, New York, X. Y. ' 
 
 M.-vrist College, Atl.-vnta, Ga. 
 
 Mas.s;ichusetls In.st. of Technology, Boston, Mass. 
 
 Mercer University, Macon, Ga. 
 
 Miami University, Oxford, O. 
 
 Midland College, Atchison, Kans. 
 
 Montana Stale College, Borz-man, Mont. 
 
 Mt. Holyokc College, S. Hadley. Miusii. 
 
 Northwestern College, Naperville, III. 
 
 Northwestern University. Kvonston, III. 
 
 Oberlin College. Oberlin. O. 
 
 Otierbein University, Westerville, O. 
 
 Pacific Universily, Forest Grove, Ore. 
 
 Park College, Parkville. Mo. 
 
 Perkins Institution, S<julh Boston, .Mass. 
 
 Pomona College, Claremont, Cal. 
 
 Pratt Institute, Brook^-n, N. Y. 
 
 Prichell College, Glasgow, Mo. 
 
 KadilifTe College, Cambriilge, .Mass. 
 
 ki|ir>n College, Ki|am, Wis. 
 
 Roljert C'ollege, Cunstanlinople, Turkey. 
 
 Rockford College. Rixkford. III. 
 
 St. John's University, Collegeville, Minn. 
 
 St. I»uii I I . M„ 
 
 Sihonl of I ;v of Chicago, III. 
 
 S. )i. .il of Pedagogy, .New Vork Universily, N. Y. 
 
 .S<i.iia Seminary, I'omord. N. C. 
 
 Shaw University, Raleigh, N. C. 
 
 SilMlllnln ('..Ilr^r. Il..>lci|l, Mam. 
 
 Nriiiili ( ..|li,'i \..tiKli iiii|>t..n. .MaM 
 -'."''• . • ibia, S. C 
 
 --.n'l,. t!i i . ' . ..r.i. Ala. 
 
 Stale AgHiultural C<illege of AlalMma. 
 Stale Agriiultural Collrge ol ('4inne4.tliul. 
 .Suir Agticullural Collrge ol Kantai. 
   M ' ,.4n. 
 ■' ' vrta. 
 Male Agrttullural ( ollrgr o| .Mik>iHip|ii. 
 .Stale Agriiullural Collrge n( .Nrw Ham|alilrc. 
 Stale Agriiullural College u( Nrw Mriiro. 
 
 ' ' ' "   of North Carolina. 
 ..( Rlxi.tr Ulan.|. 
 •I Siulh Dakota 
 „ of Utah. 
 Stale Cotlrgr of Prnnsylvanla. 
 Stair Collegr of Waahlnglun. 
 
 935
 
 926 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Institutions 
 
 State Univeristy of Arkansas. State 
 
 State University of California. State 
 
 State University of Colorado. State 
 
 State University of Georgia. State 
 
 State University of Idaho. State 
 
 State University of Illinois. State 
 
 State University of Indiana. State 
 
 State University of Iowa. State 
 
 State University of Kansas. State 
 
 State University of Maine. , State 
 
 State University of Michigan. State 
 
   State University of Minnesota. State 
 
 State University of Mississippi. State 
 
 State University of Missouri. State 
 
 State University of Nebraska. State 
 
 State University of North Carolina. State 
 
 State University of North Dakota. State 
 
 State University of Oliio. State 
 
 State University of Pennsylvania. State 
 
 State University of Tennessee. State 
 
 State University of Texas. State 
 
 State University of Utah. State 
 
 State University of Vermont. State 
 
 State University of Washington. State 
 
 State University of West Virginia. State 
 
 State University of Wisconsin. State 
 
 State University of Wyoming. State 
 
 Swarthmore College, Swarthmore, Pa. State 
 Teacher's College, Dept. of Man. Train., New York. State 
 
 University of Chicago, 111. State 
 
 University of Cincinnati, Ohio. State 
 
 University of Denver, Col. State 
 
 University of Oklahoma, Norman, Okla. State 
 
 University of Rochester, N. Y. State 
 University of Southern California, Los Angeles, Cal. State 
 
 University of Syracuse, N. Y. State 
 
 University of State of New York, Albany. State 
 
 Vanderbilt University, Nashville, Tenn. State 
 
 Vassar College, Poughkeepsie, N. Y. State 
 
 Wabash College, Crawfordsville, Ind. State 
 
 Ward Seminary, Nashville, Tenn. State 
 
 Washington and Lee University, Lexington, Va. State 
 
 Waynesburg College, Waynesburg, Pa. State 
 
 Wellesley College, Wellesley, Mass. State 
 
 Wells College, Aurora, N. Y. State 
 
 Wesleyan University, University PL, Neb. State 
 
 Western College for Women, Oxford, O. State 
 Western University of Pennsylvania, Allegheny, Pu. State 
 
 Wheaton College, Wheaton, 111. State 
 
 Whitman College, Walla Walla, Wash. State 
 
 WilUams College, WiUiamstow», Mass. State 
 
 Woman's College, Baltimore, Md. State 
 
 Woman's College, Frederick, Md. State 
 
 Yale University, New Haven, Conn. Slate 
 
 Normal Schools State 
 
 City Normal School, Dayton, O. State 
 
 City Normal School, New Orleans, La. Stale 
 Cumberland Valley State Normal School, Shippens- State 
 
 burg. Pa. State 
 Georgia Normal and Industrial College, Milledge- State 
 
 ville, Ga. State 
 
 Normal and Industrial Institute, Hampton, Va. State 
 Northern Indiana Normal School, Valparaiso, Ind. State 
 
 Northwestern Normal School, Alva, Okla. State 
 
 Provincial Normal School, Truro, Nova Scotia. State 
 
 State Normal College, Troy, Ala. State 
 
 Normal College, Ypsilanti, Mich. 
 
 Normal School, Ashland, Ore. 
 
 Normal School, BelUngham, Wash. 
 
 Normal School, Bloomsburg, Pa. 
 
 Normal School, Brockport, N. Y. 
 
 Normal School, California, Pa. 
 
 Nor. Sch. (Third Dis.), Cape Girardeau, Mo. 
 
 Normal School, Carbondale, lU. 
 
 Normal School, Cedar Falls, Iowa. 
 
 Normal School, Charleston, 111. 
 
 Normal School, Cheney, Wash. 
 
 Normal School, Chico, Cal. 
 
 Normal School, Cortland, N. Y. 
 
 Normal School, DeKalb, lU. 
 
 Normal School, Duluth, Minn. 
 
 Normal School, Edinboro, Pa. 
 
 Normal School, Ellensburg, Wash. 
 
 Normal School, Emporia, Kans. 
 
 Normal School, Fairmont, W. Va. 
 
 Normal School, Farmville, Va. 
 
 Normal School, Fitchburg, Mass. 
 
 Normal School, Flagstaff, Ariz. 
 
 Normal School, Geneseo, N. Y. 
 
 Normal School, Greeley, Colo. 
 
 Normal School (West Branch), Hays, Kans. 
 
 Normal School, Indiana, Pa. 
 
 Normal School, Jacksonville, Ala. 
 
 Normal School, Kalamazoo, Mich. 
 
 Normal School, Lock Haven, Pa. 
 
 Normal School, Los Angeles, Cal. 
 
 Normal School, Macomb, 111. 
 
 Normal School, Mankato, Minn. 
 
 Normal School, Mansfield, Pa. 
 
 Normal School, Marquette, Mich. 
 
 Normal School, Mayville, N. D. 
 
 Normal School, MiUersville, Pa. 
 
 Normal School, Monmouth, Ore. 
 
 Normal School, Moorhead, Minn. 
 
 Normal School, Mt. Pleasant, Mich. 
 
 Normal School, Natchitoches, La. 
 
 Normal School, New Platz, N. Y. 
 
 Normal School, Oneonta, N. Y. 
 
 Normal School, Oshkosh, Wis. 
 
 Normal School, Oswego, N. Y. 
 
 Normal School, Peru, Neb. 
 
 Normal School, Platteville, Wis. 
 
 Normal School, Plattsburg, N. Y. 
 
 Normal School, Plymouth, N. H. 
 
 Normal School, Providence, R. I. 
 
 Normal School, River Falls, Wis. 
 
 Normal School, St. Cloud, Minn, 
 
 Normal School, Salem, Mass. 
 
 Normal School, San Diego, Cal. 
 
 Normal School, San Josd, Cal. 
 
 Normal School, San Marcos, Tex. 
 
 Normal School, Tempc, Ariz. 
 
 Normal School, Terre Haute, Ind. 
 
 Normal School, Trenton, N. J. 
 
 Normal School, Valley City, N. D. 
 
 Normal School, Warrensburg, Pa. 
 
 Normal School, West Chester, Pa. 
 
 Normal School, Westfield, Mass. 
 
 Normal School, West Liberty, W. Va. 
 
 Normal School, West Superior, Wis. 
 
 Normal School, Whitewater, Wis. 
 
 Normal School, Winona, Minn.
 
 EnroIle<Il 
 
 LIBRARIES 
 
 927 
 
 State Normal Unirersity, Normal. III. 
 
 State Normal and Indust. Coll., Grwnsboro, N. C. 
 
 Winlhrop Normal and Indust. Coll.. Rock Hill. S. C. 
 
 Libraries 
 A. K. Smiley Pulilic Libnory, Rrdlands. Cal. 
 Altoona Mechanics Librar>'. Pa. 
 Ansonia Library, An.sonia, Conn. 
 .\rabut Ludlow Memorial Library. Monroe. Wis. 
 Bryson Libr;iry. Teachers ColleRe. New York. 
 Camcdic Free Library, Allegheny, Pa. 
 Carnegie Free Library, Braddock, Pa. 
 Carnegie Library, Homestead. Pa. 
 Carnegie Library, Fort Worth, Tex. 
 Carnegie Library, Nashville, Tcnn. 
 Carnegie Library. Pittsburg, Pa. 
 Carnegie Library, S.in Antonio, Tex. 
 Carnegie Public Library. Bradford, Pa. 
 Carnegie Public IJbr.ary, Iron Mountain. Mich. 
 City Library Association, Springfield. M.iss. 
 Cleveland Public Library, Ohio. 
 Cobum Lib., Colorado Coll., Colorado Springs, Col. 
 F-lkhart-Cami-gie Library, Elkh.-\rt. Ind. 
 Emclinc Fairbanks Mem. Library. Terre H.in''- Ttvl. 
 Enoch Pratt Free Library, Baltimore, Md. 
 Fergus'.in Library, Stamford, Conn. 
 Fit/. Public Library, Chelsea, M.iss. 
 F'orlics Library, North.impton, Mass. 
 Free Library, Philadelphia. Pa. 
 Free Library, Port Jervis, N. Y. 
 Free Library, Wilmington Institute, Del. 
 F'ree Public Library, Alameda, Cal. 
 Free Pi: 'V. Atlantic ("ily. \. J 
 
 Free Pu ry. Butte. .Mont. 
 
 Free Public Library. Cardiff, Wales. 
 Free Public Library. East Orange. N. J. 
 Free Public Library, Evaniton, III. 
 Free fu' I M ,,n. N J. 
 
 Free Pu . .^lon, Ind. 
 
 Free Public library. Jersey City, N. J, 
 Free Public Library, Luuijiville, Ky 
 Free Public IJbrmry, Manchester, England. 
 Fre* Pir " V !..ir. N J. 
 
 Free p.. k. N.J. 
 
 F'ree I'l •)■, .\Vv» lir<|fi>ril. .M;im 
 
 Free Pu: 1 ry, .New Haven, Conn. 
 Free Public Library, Owalonna, .Minn. 
 Free Public Library, Paiudc. N. J 
 Free Public I jljrary. St. Joaepli. Mo. 
 Ff'   t»«. 
 
 Kf. J. 
 
 Free Public Ijbrary, Winona, .Minn 
 
 Free PuWic IJbr.ry. W • Vf - 
 
 Gail Uordm I'ublit I.. 
 
 Cl   . Kril'.sli.i. \\ l> 
 
 Hr S I) 
 
 llillt Ltlirary of the .Srwtnn llinAitfital InMilu 
 
 lion, Nrtrtofl Center, MaM. 
 Hoyt Public Ulirary, S<i«iiuiw, Mkh. 
 In ; '   Ti.kyo. 
 
 J, ^n, III. 
 
 J ' MaM 
 
 Kc >i»y. Wi» 
 
 Library Ajanciaii<in. PortUivl. (yrt. 
 
 IJUary of C r— ' ' '^ •- <-,---. 
 
 I jbrary. Sut'' ''o . S«n J'i»/. 
 
 Cal 
 
 Library, Teachers Consulting, Trenton, N. J. 
 
 Lincoln City Library. Lincoln, Neb. 
 
 Manchester Public Library, M.inchester, N. 11. 
 
 McClelland Public Library, Pueblo, Col. 
 
 Mechanics Mercantile Libr.iry. San Fr.ancisco, Cal. 
 
 Mercantile Library .Asso., of New York, N. Y. 
 
 Mercantile Library Company, Phil.-idelphia, Pa. 
 
 Minneapolis .\nthenaeum, %finncapolis, Minn. 
 
 New l<ril;un Institute, Conn. 
 
 Newlierry Library, Chicago, 111. 
 
 Oak P.irk Public Libr.iry, III. 
 
 Ohio County Teach. Lib. A.s,so., Rising Sun. Inil. 
 
 Peck Lib., Norwich Free Academy, Norwich, Conn. 
 
 Pedagogical Lib. of Supt. of Sch., Phil.idelphia. Pa. 
 
 People's Lilirary, Newport, R I. 
 
 Public Library, .\dams. Mass. 
 
 Public Lilirary. Boston. M.iss. 
 
 Public Libniry, Brockton. Mass. 
 
 Public Library, Brookline, M.iss 
 
 Public Libr.iry, Brooklyn, .\. Y. 
 
 Public Library, Buffalo, N. Y. 
 
 Public Library of the Calumet and Hecla Mining 
 
 Co., Calumet, Mith. 
 Public Libr.iry, Cambridge. Ma.ss. 
 Public Library, Chir.igo, III. 
 Public Ijbrary, Cincinnati, O. 
 Public Ijbrary, Cleveland. O. 
 Public Ijbrary, Davenport, la. 
 Public Library, Dayton, O. 
 Public Library, Denver. Col. 
 Public Ijbr.iry, Detroit. Mich. 
 Public Ijbr.iry. Dover. N. H. 
 Public Libr.iry, Dululh. Minn. 
 Public Library, E^t St. Louis, III. 
 
 Erie, Pa. 
 
 Filchburg, Mass. 
 
 ((f.inil Rapids, Mith. 
 M.ISS 
 \. C. 
 
 Haverhill. .Ma.-iS. 
 Public Library, Helena, Mont. 
 Public Ijbrary. K ' Miih. 
 
 Put.li. Ijbrarv K ,. M->. 
 
 I'. ' ' u.c. .M.i« 
 
 Public Ijbr.iry, 
 
 Public Ijbrary. 
 
 Public Library, 
 
 Public Ijbrary, CirernCietd, 
 
 Public Library, (IreensUiro 
 
 Public Library, 
 
 Pu 
 
 Public 
 Public 
 Public 
 
 p..' 
 
 Public 
 Publii 
 PublK 
 p., 
 
 IV 
 
 I- 
 r 
 p 
 p 
 p 
 p 
 
 !•'. 
 
 Pul.lu 
 
 Pul>li< 
 
 Public 
 
 PuMii 
 
 I . I     -/jion, Ky 
 
 Library, Ixik Angelet. Cal. 
 Lilirary, Lynn, .Maa< 
 Ij|>rary. .Modiwm. N I. 
 
 Ijlirary, Mritlord. .Mam 
 IJIirary. Milwaukee. Wi« 
 Ijltrary. .MiuouU. M<>nl. 
 I     rl, MaM 
 
 :ie. N Y. 
 
 t y, .Srw \ tirk. N Y 
 
 '1 .North Adami, Maat. 
 .ry, Omaha, Neb, 
 I- Unt. Cal, 
 III 
 • Pi 
 I   I . j   
 
 IJIxary. P>inUn<l, .Me. 
 UU»ry. Pmvidenic, R, I. 
 \jk\it*ty. l^iiren* IWirrMigh, N. Y. 
 library, K'Kkf»r<l. III.
 
 928 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 [Institutions 
 
 Public Library, Sacramento, Cal. 
 
 Public Library, St. Louis, Mo. 
 
 Public Library, St. Paul, Minn. 
 
 Public Library, Salem, Mass. 
 
 Public Library, San Francisco, Cal. 
 
 Public Library, Scranton, Pa. 
 
 Public Library, Seattle, Wash. 
 
 Public Library, Sedalia^ Mo. 
 
 Public Library, Somer\'ille, Mass. 
 
 Public Library, Taunton, Mass. 
 
 Public Library, Toledo, Ohio. 
 
 Public Library, Uxbridge, Mass. 
 
 Public Library, Washington, D. C. 
 
 Public Library, Wellington, N. Zealand. 
 
 Public Library, Wheeling, W. Va. 
 
 Public Library, Yamaguchi, Japan. 
 
 Public School Library, Baltimore, Md. 
 
 PubUc School Library, Camden, N. J. 
 
 Public School Library, Egg Harbor, City, N. J. 
 
 Public School Library, West Hoboken, N. J. 
 
 St. T.xiuis Mercantile Library .Ass'n, St. Louis, Mo. 
 
 Silas Bronson Library, Waterbury, Conn. 
 
 State Historical Society of Wisconsin, Madison, Wis. 
 
 State Library of California. 
 
 State Library of Illinois. 
 
 State Library of Indiana. 
 
 State Library of Iowa. 
 
 State Library of Kansas. 
 
 State Library of Massachusetts. 
 
 State Library of Michigan. 
 
 State Library of New Hampshire. 
 
 State Library of New Jersey. 
 
 State Library of Ohio. 
 
 State Library of Pennsylvania. 
 
 State Library of Washington. 
 
 Stratford Library Association, Stratford, Conn. 
 
 SvTacuse PubHc Library, N. Y. 
 
 Washington County Free Lib., Hagerstown, Md. 
 
 Departments of Education 
 Department of Common Schools of Ohio. 
 Department of Education of New York. 
 Department of Education of Nova Scotia. 
 Department of Education of Ontario, Canada. 
 Department of Education of Porto Rico. 
 Department of Education of Texas. 
 Department Free Schools, West Virginia. 
 Department of Public Instruction of Illinois. 
 Department of Public Instruction of Michigan. 
 Department of PubHc Instruction of Minnesota. 
 Department of Public Instruction of Nebraska. 
 Department of Public Instruction of North Dako'a. 
 Department of PubHc Instruction of Virginia. 
 
 Boards of Education 
 Board of Education, Abilene, Kans. 
 Board of Education, Beloit, Wis. 
 Board of Education of the City of New York. 
 Board of Education, Dodge City, Kans. 
 Board of Education, Fulton Co., Ga. 
 Board of Education, Janesville, Wis. 
 Board of Education, La Crosse, Wis. 
 Board of Education, Milwaukee, Wis. 
 .. Board of Education, Nashville, Tenn. 
 Board of Education, New Haven, Conn. 
 Board of Education, Northfield, Minn. 
 Board of Education, Oshkosh, Wis. 
 Board of Education, Ottawa, Kans, 
 
 Board of Education, Plainfield, N. J. 
 
 Board of Education, Sedgwick, Kans. 
 
 Board of Education, State of Montana. 
 
 Board of Regents, State Normal Schools, Wis. 
 
 General Education Board, New York, N. Y. 
 Public Schools 
 
 Bayard Taylor School, Philadelphia, Pa. 
 
 Birmingham Sub-District School, Pittsburg, Pa. 
 
 Broadway School, Camden, N. J. 
 
 Center School, Bloomfield, N. J. 
 
 Colfax Sub-District School, Pittsburg, Pa. 
 
 E. A. Stevens Girls Gram. School, Camden, N. J. 
 
 Graded School, Matawan, N. J. 
 
 Greeley School, Peoria, 111. 
 
 Hancock School Faculty, Pittsburg, Pa. 
 
 High School, Anderson, Ind. 
 
 High School, Bayonne. N. J. 
 
 High School, East Orange, N. ] . 
 
 High School, Red Bank, N. J. 
 
 Holmes School, Oakland Sub-District, Pittsburg, Pa. 
 
 Homewood Sub-District School, Pittsburg, Pa. 
 
 John F. Hartranft School, Philadelphia, Pa. 
 
 John Lartain School, Philadelphia, Pa. 
 
 Josephy Leidy Combined School, Philadelphia, Pa. 
 
 Joseph Singerly School, Philadelphia, Pa. 
 
 Kaign School, Camden, N. J. 
 
 Lincoln Sub-District School, Pittsburg, Pa. 
 
 Luckey Sub-District School, Pittsburg, Pa. 
 
 Manual Tr. and High School, Camden, N. J. 
 
 Minnie Murdock Kendrick School, West Philadel- 
 phia, Pa. 
 
 Mt. Albion Schools, Pittsburg, Pa. 
 
 M. W. Baldwin School, Philadelphia, Pa. 
 
 Neptune Township High School, Ocean Grove, N. J. 
 
 Newton Girls School, Philadelphia, Pa. 
 
 North School, Pittsburg, Pa. 
 
 Paschallville School, Philadelphia, Pa. 
 
 Polytechnic Preparatory School, Brooklyn, N. Y. 
 
 Primary Dept. School No. 2, Jersey City, N. J. 
 
 Public School, High Bridge, N. J. 
 
 PubHc School, South Orange, N. J. 
 
 Public Schools, City of New York: 
 
 Borough of Bronx 29 
 
 Borough of Brooklyn 86 
 
 Borough of Manhattan 130 
 
 Borough of Queens • • 20 
 
 Borough of Richmond 17 
 
 Total 288 
 
 Rutledge School, Philadelphia, Pa, 
 School No. 2, Jersey City, N. J. 
 St. Clair Sub-District School, Pittsburg, Pa. 
 Webster School, Peoria, III. 
 
 Other Institutions 
 Alabama Girls Industrial School, Montevallo, Ala. 
 Alumni Assoc. New York Training School for 
 
 Teachers, Brooklyn, N. Y, 
 Alumni Asso. State Nor. School, Milwaukee, Wis. 
 Andover Theological Seminary, Andover, Mass. 
 Assumption Parish Teachers' Asso., Napoleonville, la. 
 Athenaeum Society, Platteville Normal School, Wis. 
 Berks County Teachers' Reading Union, Harrisburg, 
 
 Pa. 
 Bronx Borough Teachers' Association, New York 
 
 City. 
 Carroll School Patron's Association, St. L'uis, Mo»
 
 EaroUed] 
 
 RECAPITULA TION 
 
 929 
 
 Qty SupJ. and Supfr\-is"g Principals' Assoc., of Wis. 
 Class Teachers' Organization of Brooklyn, N. Y. 
 Columbia College of Expression, Chicago, III. 
 County Teachers' Association, Milwaukee, Wis. 
 Crosby .\dams Schoi>l, Chicago, III. 
 "Educational Elxchange," Birmingham, Ala. 
 Ethical Culture School, New York City. 
 Froebel Normal Institute, New York City. 
 Hartford Theological Seminary, Hartford, Conn. 
 Jacob Tome Institute, Port Deposit, Md. 
 Ke)-stone Lit. Soc., Kutztown Normal School, Pa. 
 Loyola School, New York City. 
 Male Teachers' Organization, New York Cily. 
 Milwaukee Principals' Association. 
 Milwaukee Teacher's .Association. 
 New York Trade School, New York. N. Y. 
 Pennsylvania Stale Museum, Uarrisburg, Pa. 
 
 Philadelphion Society, Plattenlle Nor. School, Wis. 
 
 Philomathe.an Lit. Soc., Kutztown Nor. School, Pa. 
 
 Principals' Round Tabic of Wilmington, Del. 
 
 Public School Teachers, Janesvillc, Wis. 
 
 Riley County Educational Association, K.ins. 
 
 Rochester .\thenaeum and Mechanics Inst., Roches- 
 ter, N. Y. 
 
 Slc\-cns Inst, of Technology, Hoboken, N. J. 
 
 St. St.-inislaus Seminary, St. Louis University, St. 
 Louis. Mo. 
 
 State Educational .■Vssociation of North Dakota. 
 
 State Teachers' Association of Illinois. 
 
 Stale Teachers' Association of Wisconsin. 
 
 Tcatliers' Association, Cowley County, Kans.-is. 
 
 Teachers' In.stilulc. I'liiladclphia, Pa. 
 
 "The Midland Schools." l)cs Moines, la. 
 
 Zion Educational Institutions, Libr.iry. Zion. III. 
 
 Recapitulation 
 
 Universities and Colleges . 
 
 Normal Schools . 
 
 Libraries 
 
 State Departments of l-Uiuiuiioii 
 
 Boards of Education . 
 
 Public Schools: 
 
 New York Cily 
 
 Other Cities 
 
 Other Instituiioos 
 
 Total ... 
 
 aS8 
 30 
 
 161 
 78 
 
 164 
 13 
 iH 
 
 40 
 
 7'>it
 
 ACTIVE MEMBERSHIP 
 
 IN THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 CLASSIFIED BY STATES 
 FOR THE YEAR 1906 (nO MEETING) 
 
 Totals 
 
 North Atlantic Division 
 
 Soutli Atlantic Division 
 
 Soutii Central Division 
 
 North Central Division 
 
 Western Division 
 
 Dependencies 
 
 Foreign, including Corresponding Members. • • 
 
 North Atlantic Division — 
 
 Maine 
 
 New Hampshire 
 
 Vermont 
 
 Massachusetts 
 
 Rhode Island 
 
 Connecticut 
 
 New .York 
 
 New Jersey 
 
 Pennsylvania 
 
 South Atlantic Division- 
 Delaware 
 
 Maryland 
 
 District of Columbia 
 
 Virginia 
 
 West Virginia 
 
 North Carolina 
 
 South Carolina 
 
 Georgia 
 
 Florida 
 
 South Central Division — 
 
 Kentucky 
 
 Tennessee 
 
 Alabama 
 
 Mississippi 
 
 Louisiana 
 
 Texas 
 
 Arkansas 
 
 Oklahoma 
 
 Indian Territory 
 
 North Central Division — 
 
 Ohio 
 
 Indiana 
 
 Illinois 
 
 Michigan 
 
 Wisconsin 
 
 Iowa 
 
 Minnesota 
 
 Missouri 
 
 North Dakota 
 
 South Dakota 
 
 Nebraska 
 
 Kansas 
 
 Western Division — 
 
 Montana 
 
 Wyoming 
 
 Colorado 
 
 New Mexico 
 
 Arizona 
 
 Utah 
 
 Nevada 
 
 Idaho 
 
 Washington 
 
 Oregon 
 
 California 
 
 Miscellaneous — 
 
 Dependencies 
 
 Foreign, including Corresponding Members 
 
 Life 
 Directors 
 
 29 
 
 10 
 
 3 
 
 I 
 
 12 
 
 3 
 
 Life 
 Members 
 
 22 
 
 7 
 
 3 
 
 74 
 
 13 
 
 14 
 I 
 
 3 
 
 32 
 2 
 
 I 
 I 
 
 I 
 19 
 
 Former 
 Active 
 
 4,377 
 
 1,882 
 250 
 
 218 
 1,649 
 
 324 
 21 
 
 33 
 
 27 
 
 26 
 
 17 
 
 317 
 
 32 
 
 51 
 
 993 
 
 189 
 
 230 
 
 9 
 51 
 34 
 32 
 16 
 22 
 21 
 46 
 
 41 
 30 
 
 47 
 12 
 22 
 40 
 II 
 
 9 
 6 
 
 280 
 
 102 
 
 426 
 
 133 
 
 119 
 
 79 
 
 119 
 
 226 
 
 17 
 
 38 
 
 S8 
 
 52 
 
 18 
 II 
 68 
 12 
 II 
 19 
 4 
 II 
 46 
 12 
 112 
 
 21 
 33 
 
 New 
 Active 
 
 603 
 
 183 
 34 
 85 
 
 219 
 66 
 
 5 
 II 
 
 3 
 2 
 
 5 
 19 
 
 6 
 
 43 
 
 17 
 
 6 
 
 7 
 2 
 
 7 
 3 
 
 '(, 
 3 
 
 22 
 4 
 
 13 
 3 
 
 21 
 
 II 
 4 
 6 
 
 50 
 25 
 39 
 16 
 17 
 20 
 
 9 
 8 
 9 
 I 
 II 
 14 
 
 2 
 
 s 
 
 12 
 2 
 
 4 
 6 
 
 3 
 12 
 
 I 
 19 
 
 5 
 II 
 
 Total 
 Active 
 
 5,i68 
 
 2,097 
 
 293 
 
 307 
 
 1.974 
 
 406 
 
 26 
 
 65 
 
 31 
 39 
 22 
 
 340 
 
 33 
 
 58 
 
 1,048 
 
 211 
 
 32s 
 
 9 
 
 58 
 47 
 34 
 23 
 26 
 22 
 52 
 22 
 
 64 
 35 
 60 
 
 15 
 43 
 SI 
 15 
 IS 
 9 
 
 345 
 128 
 
 473 
 
 151 
 
 168 
 
 ' lOI 
 
 130 
 
 237 
 46 
 
 39 
 
 70 
 86 
 
 20 
 16 
 83 
 14 
 15 
 25 
 4 
 14 
 S8 
 14 
 143 
 
 26 
 45 
 
 930
 
 RECORD OF ACTIVE MEMBERSHIP 
 
 IN THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 CLASSIFIED BY STATES 
 FOR EACH YEAR SINCE 1895 
 
 
 
 
 i 
 ^ 
 
 § 
 
 
 1 
 
 
 en 
 
 1 
 
 
 
 1 
 
 "3 
 a 
 
 State or Territory 
 
 u 
 
 i 
 
 1 
 
 3 
 
 
 
 
 1 
 
 9 
 
 1 
 
 ^ 
 
 >. 
 
 J3 
 
 
 
 Q 
 
 3 
 
 1 
 
 ^ 
 
 6 
 
 Q 
 
 % 
 
 
 
 (55 
 
 43 
 
 ;5 
 
 
 189s 
 
 1896 
 
 1897 
 
 1898 
 
 1899 
 
 1900 
 
 1901 
 
 1902 
 
 1903 
 
 1904 
 
 190S 
 
 1906 
 
 Totals 
 
 1, 06s 
 
 I.S79 
 
 i,8s8 
 
 1.963 
 
 2,214 
 
 2.333 
 
 2,838 
 
 3,=iS 
 
 4,288 
 
 4,541 
 
 S.261 
 
 5,168 
 
 
 
 No. Atlantic Div... 
 
 284 
 
 486 
 
 486 
 
 521 
 
 592 
 
 616 
 
 700 
 
 772 
 
 1,571 
 
 1,512 
 
 2,179 
 
 2,097 
 
 So. Atlantic D!v... 
 
 62 
 
 83 
 
 81 
 
 139 
 
 156 
 
 202 
 
 215 
 
 222 
 
 263 
 
 269 
 
 296 
 
 293 
 
 So. Central Div... 
 
 68 
 
 90 
 
 91 
 
 143 
 
 144 
 
 141 
 
 163 
 
 173 
 
 208 
 
 245 
 
 260 
 
 307 
 
 No. Cental Div...| 
 
 534 
 
 793 
 
 1.055 
 
 997 
 
 I.OII 
 
 1,067 
 
 1,408 
 
 1,649 
 
 1,819 
 
 2,079 
 
 2,061 
 
 1,974 
 
 Western Div 
 
 114 
 
 122 
 
 139 
 
 147 
 
 290 
 
 277 
 
 292 
 
 331 
 
 3 so 
 
 3S6 
 
 377 
 
 406 
 
 Dependencies 
 
 
 1 
 
 I 
 
 I 
 
 7 
 
 13 
 
 16 
 
 17 
 
 18 
 
 19 
 
 25 
 
 26 
 
 Foreign 
 
 3 
 
 4 
 
 5 
 
 IS 
 
 14 
 
 16 
 
 44 
 
 51 
 
 59 
 
 61 
 
 63 
 
 65 
 
 No. Atlantic Div...' 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Maine 
 
 4 
 5 
 
 5 
 2 
 
 4 
 
 7 
 
 9 
 2 
 
 10 
 3 
 
 12 
 
 5 
 
 12 
 10 
 
 45 
 31 
 
 39 
 29 
 
 30 
 30 
 
 31 
 
 New Hampshire 
 
 29 
 
 Vermont 
 
 I 
 
 3 
 
 4 
 
 3 
 
 3 
 
 8 
 
 12 
 
 13 
 
 29 
 
 27 
 
 22 
 
 22 
 
 Massachusetts. . 
 
 64 
 
 84 
 
 89 
 
 98 
 
 113 
 
 114 
 
 133 
 
 155 
 
 398 
 
 372 
 
 350 
 
 340. 
 
 Rhode Island... 
 
 12 
 
 17 
 
 IS 
 
 IS 
 
 17 
 
 18 
 
 20 
 
 21 
 
 38 
 
 38 
 
 38 
 
 33 
 
 Connecticut 
 
 8 
 
 13 
 
 16 
 
 17 
 
 19 
 
 18 
 
 34 
 
 33 
 
 69 
 
 63 
 
 64 
 
 S8 
 
 New Vork 
 
 104 
 
 232 
 
 217 
 
 223 
 
 254 
 
 257 
 
 292 
 
 312 
 
 686 
 
 670 
 
 1,155 
 
 1,048 
 
 New Jersey 
 
 39 
 
 .60 
 
 70 
 
 73 
 
 75 
 
 73 
 
 78 
 
 81 
 
 95 
 
 94 
 
 226 
 
 211 
 
 Pennsylvania . . . 
 
 47 
 
 70 
 
 71 
 
 8S 
 
 100 
 
 IIS 
 
 124 
 
 135 
 
 180 
 
 180 
 
 264 
 
 32s 
 
 So. Atlantic Div. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Delaware 
 
 3 
 
 5 
 
 4 
 
 3 
 
 3 
 
 3 
 
 6 
 
 6 
 
 9 
 
 8 
 
 10 
 
 
 
 Maryland 
 
 9 
 
 10 
 
 10 
 
 20 
 
 24 
 
 28 
 
 29 
 
 34 
 
 43 
 
 45 
 
 54 
 
 S8 
 
 Distiof Col 
 
 17 
 
 18 
 
 19 
 
 50 
 
 50 
 
 43 
 
 48 
 
 46 
 
 40 
 
 49 
 
 49 
 
 47 
 
 Virginia 
 
 4 
 
 5 
 
 6 
 
 8 
 
 10 
 
 17 
 
 16 
 
 19 
 
 28 
 
 30 
 
 33 
 
 34 
 
 W. Virginia 
 
 8 
 
 14 
 
 12 
 
 13 
 
 14 
 
 14 
 
 21 
 
 19 
 
 25 
 
 21 
 
 22 
 
 23 
 
 North Carolina. 
 
 4 
 
 6 
 
 4 
 
 10 
 
 15 
 
 24 
 
 22 
 
 21 
 
 24 
 
 2 5 
 
 26 
 
 26 
 
 South Carolina.. 
 
 3 
 
 5 
 
 4 
 
 7 
 
 12 
 
 28 
 
 23 
 
 21 
 
 22 
 
 21 
 
 26 
 
 22 
 
 Georgia 
 
 II 
 
 16 
 
 18 
 
 24 
 
 24 
 
 33 
 
 3i 
 
 35 
 
 44 
 
 48 
 
 51 
 
 S2 
 
 Florida 
 
 4 
 
 4 
 
 4 
 
 4 
 
 4 
 
 12 
 
 17 
 
 21 
 
 19 
 
 22 
 
 2 5 
 
 22 
 
 So- Central Div. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Kentucky 
 
 17 
 
 23 
 
 25 
 
 31 
 
 33 
 
 37 
 
 32 
 
 32 
 
 36 
 
 46 
 
 42 
 
 64 
 
 Tennessee 
 
 8 
 
 13 
 
 9 
 
 13 
 
 15 
 
 23 
 
 23 
 
 27 
 
 33 
 
 28 
 
 3S 
 
 35 
 
 Alat)ama 
 
 14 
 
 17 
 
 IS 
 
 17 
 
 16 
 
 22 
 
 2 5 
 
 32 
 
 30 
 
 52 
 
 53 
 
 60 
 
 Mi.ssi.ssippi 
 
 6 
 
 6 
 
 6 
 
 9 
 
 II 
 
 II 
 
 II 
 
 1.^ 
 
 14 
 
 IS 
 
 20 
 
 15 
 
 Louisiana 
 
 7 
 
 7 
 
 9 
 
 II 
 
 13 
 
 12 
 
 14 
 
 17 
 
 23 
 
 26 
 
 26 
 
 4.! 
 
 Texas 
 
 JO 
 
 3 
 
 >3 
 10 
 
 14 
 II 
 
 19 
 
 37 
 
 18 
 30 
 
 18 
 21 
 
 19 
 26 
 
 18 
 21 
 
 30 
 IS 
 
 30 
 14 
 
 46 
 13 
 
 S' 
 
 Arkansas 
 
 IS 
 
 Oklahoma 
 
 3 
 
 I 
 
 2 
 
 S 
 
 8 
 
 7 
 
 10 
 
 9 
 
 13 
 
 17 
 
 16 
 
 IS 
 
 Indian Territory 
 
 
 •   • . 
 
 .... 
 
 I 
 
 .... 
 
 .... 
 
 3 
 
 1 4 
 
 5 
 
 8 
 
 
 
 
 
 No Central Div. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Ohio 
 
 76 
 34 
 
 J34 
 62 
 
 >37 
 73 
 
 I. so 
 73 
 
 164 
 
 75 
 
 170 
 86 
 
 254 
 113 
 
 260 
 110 
 
 303 
 122 
 
 296 
 138 
 
 312 
 121 
 
 345 
 
 Indiana 
 
 128 
 
 Illinois 
 
 lOI 
 
 35 
 
 192 
 51 
 
 354 
 63 
 
 347 
 65 
 
 261 
 63 
 
 277 
 81 
 
 343 
 i6s 
 
 410 
 168 
 
 S14 
 161 
 
 520 
 1.S9 
 
 S16 
 162 
 
 473 
 
 Michigan 
 
 IS' 
 
 Wisconsin 
 
 68 
 
 81 
 
 l6s 
 
 136 
 
 124 
 
 133 
 
 126 
 
 138 
 
 13a 
 
 142 
 
 171 
 
 168 
 
 Iowa 
 
 39 
 3« 
 
 55 
 SI 
 
 78 
 86 
 
 64 
 
 78 
 
 61 
 79 
 
 S3 
 70 
 
 70 
 88 
 
 108 
 168 
 
 103 
 160 
 
 104 
 140 
 
 09 
 143 
 
 101 
 
 Minnesota 
 
 130 
 
 Mis.souri 
 
 42 
 
 - 54 
 
 67 
 
 64 
 
 67 
 
 70 
 
 87 
 
 93 
 
 110 
 
 373 
 
 3'2 
 
 237 
 
 North l;akota . , 
 
 5 
 
 8 
 
 13 
 
 13 
 
 12 
 
 '4 
 
 17 
 
 33 
 
 4' 
 
 40 
 
 ..?« 
 
 4(1 
 
 South Dakota . . 
 
 8 
 
 7 
 
 10 
 
 9 
 
 14 
 
 17 
 
 32 
 
 40 
 
 47 
 
 43 
 
 4J 
 
 30 
 
 .N'ebra.ska 
 
 31 
 
 36 
 
 49 
 
 43 
 
 36 
 
 39 
 
 43 
 
 SO 
 
 S6 
 
 S<> 
 
 73 
 
 70 
 
 Kan.Ha.s 
 
 64 
 
 62 
 
 60 
 
 SS 
 
 SS 
 
 58 
 
 63 
 
 63 
 
 70 
 
 Oo 
 
 7^ 
 
 S^i 
 
 Western Div. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Montana 
 
 4 
 
 8 
 
 IS 
 
 14 
 
 17 
 
 16 
 
 2a 
 
 29 
 
 31 
 
 30 
 
 24 
 
 20 
 
 Wyoming 
 
 5 
 
 4 
 
 6 
 
 5 
 
 S 
 
 6 
 
 7 
 
 8 
 
 10 
 
 
 
 14 
 
 16 
 
 Colorarlo 
 
 51 
 
 5« 
 
 48 
 
 4S 
 
 S3 
 
 47 
 
 SS 
 
 59 
 
 66 
 
 70 
 
 73 
 
 83 
 
 New Mexico. ... 
 
 5 
 
 5 
 
 7 
 
 6 
 
 IS 
 
 14 
 
 IS 
 
 13 
 
 14 
 
 15 
 
 14 
 
 14 
 
 Ariz/ona 
 
 a 
 
 i 
 
 a 
 
 a 
 
 S 
 
 14 
 
 »3 
 
 IS 
 
 17 
 
 >4 
 
 13 
 
 13 
 
 • s 
 
 Utah 
 
 10 
 
 a 
 
 10 
 
 a 
 
 7 
 a 
 
 10 
 3 
 
 7 
 3 
 
 10 
 3 
 
 18 
 3 
 
 ai 
 3 
 
 23 
 
 3 
 
 33 
 3 
 
 25 
 
 Nevada 
 
 4 
 
 Id.iho 
 
 3 
 6 
 
 3 
 8 
 
 3 
 7 
 
 3 
 9 
 
 5 
 17 
 
 4 
 19 
 
 9 
 
 27 
 
 8 
 43 
 
 9 
 SI 
 
 13 
 S.% 
 
 13 
 59 
 
 14 
 
 W,Tshington . . . . 
 
 S8 
 
 ( )reKon 
 
 ('alilomia 
 
 3 
 
 4 
 
 7 
 
 7 
 
 9 
 
 II 
 
 1 1 
 
 10 
 
 1 1 
 
 9 
 
 10 
 
 14 
 
 33 
 
 26 
 
 33 
 
 44 
 
 143 
 
 137 
 
 llK 
 
 124 
 
 120 
 
   21 
 
 131 
 
 '43 
 
 Dependencies 
 
 
 I 
 
 I 
 
 I 
 
 7 
 
 >3 
 
 16 
 
 17 
 
 18 
 
 19 
 
 35 
 
 26 
 
 Foreign 
 
 3 
 
 " 4 
 
 S 
 
 >5 
 
 14 
 
 16 
 
 44 
 
 SI 
 
 59 
 
 61 
 
 63 
 
 6S 
 
 931
 
 RECORD OF MEMBERSHIP BY STATES 
 
 IN THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 INCLUSIVE 
 
 FOR EACH YEAR FROM 18S7-I9OS, 
 
 Excepting for 1861, 1862, 1867, 1878, 1893. and 1906, when no regular meetings were held, and the years 1859, i860, 1864, 1868, 
 1869, and 1871, for which no record of membership was preserved. Heavier numbers show member- 
 ship from the state in which the meeting of the year was held. 
 
 State or 
 Territory 
 
 
 13 
 
 ■G 
 
 a 
 
 u 
 
 1 
 
 E 
 
 1 
 
 .3 
 ■3 
 d 
 
 T3 
 
 a 
 U 
 
 d 
 
 
 1 
 
 pa 
 
 
 1 
 
 a 
 
 a 
 
 i 
 
 a 
 
 ■a 
 "3 
 
 CO 
 
 ClJ 
 
 i 
 
 a 
 ft, 
 
 3 
 
 f 
 a 
 
 u 
 
 1 
 < 
 
 a 
 
 W5 
 
 (3 
 
 2 
 
 CO 
 
 d 
 S 
 =3 
 
 1 
 1 
 
 cd 
 t 
 
 1 
 
 u 
 
 
 I8S7 
 
 1858 
 
 1863 
 
 186s 
 
 1866 
 
 1870 
 
 1872 
 
 1873 
 
 1874 
 
 187s 
 
 1876 
 
 1877 
 
 1879 
 
 1880 
 
 1881 
 
 1882 
 
 1883 
 
 1884 
 
 188s 
 
 1886 
 
 1887 
 
 Totals 
 
 43 
 
 75 
 
 187 
 
 173 
 
 126 
 
 170 
 
 292 
 
 380 
 
 345 
 
 355 
 
 214 
 
 150 
 
 2ii6 
 
 354 
 
 247 
 
 290 
 
 253 
 
 1,729 
 
 625 
 
 1,197 
 
 9.11S 
 
 N.Atl. Div. 
 S. Atl, Div. 
 S.Cen.Div, 
 N.Cen, Div, 
 West'n Div, 
 
 26 
 8 
 
 9 
 
 10 
 7 
 6 
 
 52 
 
 27 
 
 5 
 
 6 
 
 149 
 
 136 
 8 
 
 3 
 24 
 
 22 
 6 
 
 S 
 92 
 
 53 
 
 6 
 
 8 
 
 103 
 
 155 
 
 25 
 
 6 
 104 
 
 I 
 
 279 
 31 
 
 5 
 65 
 
 12s 
 17 
 10 
 
 188 
 
 I 
 
 22 
 
 5 
 10 
 
 315 
 3 
 
 54 
 
 38 
 
 II 
 
 los 
 
 6 
 
 10 
 12 
 
 73 
 6S 
 
 156 
 19 
 
 7 
 70 
 
 4 
 
 94 
 
 30 
 
 10 
 
 212 
 
 8 
 
 25 
 
 125 
 
 34 
 62 
 
 X 
 
 150 
 41 
 17 
 
 77 
 2 
 
 166 
 
 13 
 10 
 
 59 
 2 
 
 792 
 77 
 
 III 
 
 1,712 
 
 26 
 
 406 
 16 
 19 
 
 176 
 
 7 
 
 386 
 31 
 
 47 
 
 708 
 
 25 
 
 773 
 
 44 
 
 370 
 
 7,671 
 
 102 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 I 
 
 
 
 I 
 
 
 
 4 
 
 
 
 
 
 
 
 3 
 
 3 
 
 II 
 
 I 
 
 
 15s 
 
 
 
 
 
 
 ' 
 
 
 
 
 
 N, Atl. Div. 
 Maine . . . 
 
 
 
 I 
 I 
 I 
 16 
 I 
 I 
 6 
 
 
 
 2 
 3 
 3 
 14 
 2 
 
 4 
 
 16 
 
 2 
 
 8 
 
 21 
 
 4 
 10 
 
 55 
 5 
 
 15 
 
 27 
 6 
 
 12 
 
 I 
 3 
 3 
 
 30 
 4 
 
 26 
 160 
 
 20 
 
 32 
 
 I 
 8 
 6 
 4 
 
 I 
 
 3 
 3 
 3 
 
 I 
 
 I 
 
 I 
 
 6 
 2 
 
 '28" 
 
 3 
 
 7 
 
 55 
 
 10 
 
 14 
 
 2 
 
 3 
 12 
 
 3 
 
 I 
 
 
 
 I 
 
 I 
 
 7 
 I 
 2 
 9 
 
 5 
 
 I 
 
 3 
 
 3 
 
 19 
 
 5 
 
 8 
 
 76 
 
 19 
 
 ^6 
 
 I 
 
 2 
 
 42 
 
 3 
 
 87^ 
 
 13 
 
 9 
 
 21 
 
 64 
 43 
 310 
 50 
 40 
 
 J 43 
 40 
 81 
 
 I 
 
 5 
 
 30 
 
 6 
 
 15 
 3 
 
 5 
 11 
 
 I 
 
 33 
 12 
 
 9 
 
 7 
 
 3 
 
 22 
 
 22 
 
 2 
 
 6 
 
 8 
 
 145 
 
 13 
 
 18 
 
 159 
 
 27 
 
 28 
 
 I 
 4 
 3 
 2 
 
 4 
 
 I 
 I 
 
 2 
 6 
 
 I 
 I 
 
 7 
 
 I 
 
 5 
 10 
 
 3 
 85 
 13 
 23 
 91 
 35 
 121 
 
 4 
 10 
 
 7 
 3 
 3 
 
 I 
 2 
 
 I 
 
 8 
 
 5 
 I 
 2 
 8 
 15 
 8 
 
 25 
 23 
 41 
 
 277 
 29 
 36 
 
 211 
 23 
 
 108 
 
 N. H.... 
 
 
 
 
 
 
 
 Vt 
 
 
 
 17 
 6 
 6 
 
 20 
 2 
 
 85 
 
 I 
 6 
 
 I 
 
 I 
 2 
 I 
 I 
 II 
 I 
 5 
 
 
 I 
 
 8 
 
 I 
 
 6 
 
 12 
 
 13 
 
 115 
 
 4 
 3 
 
 5 
 
 I 
 3 
 
 I 
 
 I 
 13 
 
 3i 
 
 2 
 
 35 
 
 Mass 
 
 R. I 
 
 2 
 
 3 
 
 8 
 
 2 
 
 Conn. . . '. 
 
 
 
 4 
 
 I 
 
 I 
 19 
 
 5 
 17 
 
 2 
 23 
 
 6 
 
 I 
 
 3 
 
 I 
 
 I 
 
 4 
 
 I 
 
 2 
 
 5 
 4 
 
 I 
 I 
 I 
 
 N. Y.... 
 
 N.J 
 
 Pa 
 
 S. Atl, Div. 
 Del 
 
 3 
 21 
 
 4 
 
 I 
 
 X 
 
 3 
 
 I 
 
 3 
 
 Md 
 
 D. C... 
 Va 
 
 2 
 
 5 
 
 4 
 
 1 
 
 4 
 
 I 
 
 4 
 
 8 
 8 
 2 
 2 
 
 I 
 I 
 3 
 
 4 
 5 
 7 
 
 3 
 
 1 
 
 I 
 15 
 
 I 
 
 I 
 
 2 
 
 10 
 
 4 
 
 2 
 
 1 
 
 3 
 
 2 
 
 17 
 100 
 
 2 
 
 7 
 
 7 
 
 14 
 
 I 
 2 
 I 
 2 
 
 3 
 
 I 
 
 I 
 
 5 
 
 31 
 
 I 
 6 
 
 4 
 
 I 
 I 
 
 8 
 12 
 
 W. Va... 
 
 
 
 
 
 I 
 
 2 
 
 8 
 
 N. C... 
 
 
 
 
 
 2 
 
 S. C 
 
 I 
 I 
 
 
 
 
 
 
 I 
 
 I 
 
 2 
 
 Ga 
 
 
 
 
 
 
 2 
 
 
 10 
 
 Fla 
 
 
 
 
 
 
 
 
 
 2 
 
 3 
 2 
 
 
 S,Cen, Div. 
 Ky 
 
 
 5 
 
 6 
 
 2 
 
 I 
 3 
 
 I 
 
 3 
 
 I 
 
 2 
 
 I 
 
 2 
 
 3 
 3 
 
 I 
 I 
 
 I 
 
 2 
 .... 
 
 I 
 
 5 
 
 I 
 
 55 
 
 8 
 
 5 
 2 
 9 
 
 2 
 
 4 
 
 I 
 2 
 
 151 
 62 
 
 Tenn. . . . 
 
 
 Ala 
 
 
 I 
 
 
 
 16 
 
 Miss. . . . 
 
 
 
 
 
 I 
 
 2 
 
 
 7 
 
 La 
 
 
 
 
 
 
 
 
 I 
 I 
 
 
 Texas. . . 
 
 
 
 
 
 
 I 
 
 
 
 
 I 
 
 3 
 
 4 
 3 
 
 I 
 
 I 
 
 55 
 67 
 
 Ark 
 
 1 
 
 3 
 
 I 
 
 2 
 
 2 
 
 4 
 
 Okla.... 
 
 
 
 
 
 
 
 
 
 Ind. T. . . 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 14 
 
 32 
 
 6 
 
 
 
 
 
 
 3 
 
 121 
 
 54 
 354 
 
 546 
 
 304 
 
 132 
 
 46 
 
 23 
 
 39 
 16 
 
 3 
 
 I 
 
 12 
 
 I 
 
 43 
 15 
 33 
 12 
 18 
 18 
 
 9 
 II 
 
 I 
 
 5 
 II 
 
 I 
 2 
 
 2 
 
 67 
 46 
 164 
 20 
 18 
 
 87 
 II 
 
 73 
 
 5 
 
 27 
 190 
 
 I 
 
 2 
 
 II 
 
 I 
 
 N.Cen. Div. 
 Ohio.... 
 
 Ind 
 
 Ill 
 
 Mich.... 
 
 4 
 I 
 
 I 
 
 26 
 
 13 
 6 
 
 17 
 12 
 60 
 
 8 
 
 35 
 
 
 
 I 
 
 4 
 
 II 
 2 
 6 
 2 
 
 I 
 
 2 
 
 IS 
 
 41 
 
 14 
 
 6 
 
 4 
 5 
 
 I 
 
 3 
 
 50 
 
 10 
 16 
 
 S 
 
 7 
 7 
 
 I 
 
 5 
 
 29 
 
 3 
 
 .28 
 
 10 
 
 5 
 
 6 
 
 4 
 
 15 
 
 18 
 7 
 
 14 
 I 
 6 
 6 
 I 
 
 II 
 
 52 
 
 14 
 
 27 
 
 59 
 
 9 
 
 7 
 
 4 
 
 11 
 
 15 
 
 I 
 42 
 14 
 72 
 52 
 
 88 
 
 20 
 
 h 
 
 8 
 
 I 
 
 27 
 10 
 18 
 II 
 
 9 
 10 
 
 4 
 13 
 
 34 
 
 12 
 
 6 
 
 2 
 
 2 
 7 
 2 
 
 3 
 
 I 
 
 I 
 I 
 
 ISS 
 
 21 
 
 7 
 
 7 
 
 4 
 
 5 
 
 10 
 
 32 
 
 12 
 
 3 
 
 I 
 2 
 5 
 3 
 
 37 
 12 
 7 
 I 
 3 
 3 
 2 
 6 
 
 21 
 9 
 
 8 
 
 I 
 4 
 4 
 7 
 
 581 
 418 
 
 1,750 
 273 
 486 
 
 1,146 
 649 
 62s 
 
 Wis .. 
 
 
 3 
 
 2 
 
 Iowa 
 
 Minn. . . . 
 
 I 
 
 Mo 
 
 N. D.... 
 
 2 
 
 2 
 
 S. D 
 
 
 
 
 
 
 
 
 
 
 3 
 
 
 2 
 I 
 
 I 
 
 2 
 2 
 
 3 
 3 
 
 3 
 2 
 
 149 
 
 Neb 
 
 
 
 
 
 
 
 I 
 3 
 
 I 
 
 4 
 
 I 
 
 634 
 960 
 
 9 
 
 8 
 
 Kan .... 
 
 
 
 3 
 
 
 
 3 
 
 2 
 
 West'n Div. 
 Mont 
 
 
 
 
 
 Wyo.... 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Colo 
 
 
 
 
 
 
 
 
 
 
 3 
 
 I 
 
 
 
 2 
 
 
 
 I 
 
 40 
 
 N. M.... 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 Ariz 
 
 
 
 
 
 
 
 
 
 
 
 I 
 I 
 
 
 
 
 
 
 
 
 
 I 
 
 Utah. . . . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 3 
 
 I 
 I 
 I 
 I 
 4 
 
 4 
 
 Nev 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 I 
 
 6 
 
 Idaho. . . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Wash.... 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 I 
 3 
 5 
 
 I 
 
 3 
 II 
 
 Ore 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I 
 2 
 
 
 Cal 
 
 
 
 
 
 
 
 I 
 
 
 
 
 3 
 
 
 2 
 
 I 
 
 • • T   
 
 I 
 
 18 
 
 Depend's 
 Alaska. . . 
 
 
 
 
 
 
 
 
 
 
 
 Hawaii. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 P Rico . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Phil. I'd 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Foreign 
 
 
 
 
 3 
 
 I 
 
 
 
 I 
 
 
 
 4 
 
 
 
 
 
 
 
 3 
 
 3 
 
 II 
 
 I 
 
 
 ISS 
 
 
 
 
 
 
 
 

 
 RECORD OF MEMBERSHIP BY STATES 
 
 tN THE 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 FOR EACH YEAR FROM 1857-1903, INCLUSIVE 
 
 Excepting for 1861, 1862, 1867, 1878, 1893, and 1906, when no regTilar meetings were held, and the years 1859, i860, 1864, 1868, 
 1869. and 187 1, for which no record of raemhership was preserved. Heavier numbers show member- 
 ship from the state in which the meeting of the year was held. 
 
 State or 
 I'erritory 
 
 a 
 
 s 
 
 
 1S88 1889 1890 
 
 
 Totals 7,216 
 
 N. Atl. Div, 
 S. Atl. Div.. 
 
 803 
 "3 
 
 1,984 s,474 
 
 loi 
 128 
 
 79S 
 95 
 
 S. Cen, Div, 216 1,074! 261 
 
 N. Cen. Div. 1,074 
 West'n Div.! 4.974 
 • olonies 
 Foreign 36 
 
 N 
 
 Atl. Div. 
 Maine... . 
 
 N. H 
 
 Vt 
 
 Mass 
 
 R.I 
 
 Conn 
 
 N. Y 
 
 N.J 
 
 Penn 
 
 S. Atl. Div. 
 
 Del 
 
 Md 
 
 D. C 
 
 Va 
 
 W. Va... 
 
 N. C 
 
 S. C 
 
 Ga 
 
 Fla 
 
 S. Cen. Div. 
 
 Ky 
 
 Tt-nn 
 
 Ala 
 
 Miss 
 
 I^ 
 
 Texas. . . . 
 
 Ark 
 
 (Ma 
 
 Ind. T... 
 N. I en. Div. 
 
 f)hii> 
 
 Ind 
 
 Ill 
 
 Mich... . 
 
 VVw 
 
 Iriwa 
 
 Minn 
 
 Mo 
 
 .N D 
 
 SO 
 
 Neb 
 
 K.in 
 
 West'n Div. 
 
 .Mont 
 
 W yo 
 
 Colo 
 
 N. Mcx. . 
 
 Ariz 
 
 I lah 
 
 .\rv 
 
 Idaho. . . . 
 
 \Va.<»h 
 
 f>rc 
 
 Cal 
 
 Depond's 
 
 .\la.<tka 
 
 Hawaii. . . 
 
 P. Rico... 
 
 Phil. I'd . 
 Foreign 
 
 II 
 II 
 
 4 
 
 206 
 
 30 
 
 48 
 
 310 
 
 41 
 
 343 
 
 3 
 
 X7 
 
 33 
 
 18 
 
 6 
 
 8 
 
 13 
 16 
 
 642 
 38 
 
 22 
 
 83 
 4S 
 10 
 7 
 39 
 12 
 
 28 
 
 4 
 
 4 
 
 39 
 
 13 
 
 23 
 
 I 
 
 3 
 
 13 
 
 13 
 
 6 
 
 13 
 33 
 
 43 
 16 
 
 114 
 607' 
 123 
 
 87 
 19 
 891 
 
 29 
 
 4,156 
 122 
 
 45 
 
 a 
 8 
 
 e2 
 
 I89I 
 
 4.778 
 
 426 
 
 151 
 
 417 
 
 2.933 
 
 196 
 
 6SS 
 
 3» 
 32 
 40 
 
 390 
 3X 
 31 
 
 228 
 12 
 99 
 
 3 
 7 
 
 31 
 
 3 
 37 
 
 3 
 
 4' 
 
 33 
 
 7 
 
 39 
 97 
 35 
 44 
 13 
 30 
 13 
 
 8 
 
 335 
 71 
 
 332 
 40 
 
 57 
 
 96 
 
 58 
 
 133 
 
 8 
 
 40 
 134 
 
 4 
 
 8 
 
 109 
 
 36 
 
 45 
 
 127 
 
 134 
 
 13 
 
 37 
 
 304 
 
 4.278 
 
 36 
 
 6; 
 
 60 
 89 
 204 
 29 
 2R 
 
 67 
 16 
 
 68 
 
 10 
 64 
 
 361 
 206 
 62s 
 137 
 443 
 572 
 933 
 249 
 \ 99 
 / 109 
 147 
 275 
 
 37 
 5 
 
 S6 
 I 
 I 
 
 30 
 
 9 
 
 4 
 
 114 
 
 42 
 
 18 
 
 117 
 
 16 
 
 76 
 
 5 
 13 
 10 
 
 8 
 49 
 
 \l 
 31 
 
 4 
 
 57 
 134 
 79 
 42 
 as 
 53 
 34 
 
 45 
 
 355 
 149 
 666 
 
 259 
 333 
 278 
 118 
 320 
 33 
 3» 
 330 
 283 
 
 24 
 
 >3 
 
 114 
 
 7 
 
 10 
 
 0« 
 
 a 
 
 1892 
 
 3.360 
 
 1,187 
 309 
 253 
 
 1.456 
 104 
 
 51 
 
 655 
 
 10 
 
 S 
 
 30 
 
 3X2 
 
 23 
 
 on 
 
 6s 
 178 
 
 6 
 49 
 35 
 
 3 
 
 20 
 
 17 
 
 14 
 
 163 
 
 3 
 
 42 
 57 
 5' 
 36 
 
 31 
 
 9 
 33 
 
 PUl 
 
 1894 
 
 5.915 
 
 1,711 
 
 271 
 460 
 
 3.357 
 73 
 
 43 
 
 178 
 
 6s 
 214 
 28s 
 
 72 
 no 
 
 54 
 
 189 
 
 16 
 
 30 
 
 136 
 
 127 
 
 9 
 
 4 
 
 59 
 
 5 
 
 2 
 8 
 
 I 
 I 
 
 5 
 
 10 
 
 5« 
 
 189s 
 
 11,297 
 
 1,463 
 289 
 
 899 
 7,211 
 
 1,403 
 
 33 
 
 o 
 
 3 
 
 1896 
 
 9,072 
 
 2,940 
 237 
 419 
 
 5,083 
 377 
 
 16 
 
 5 
 7 
 
 4 
 
 52 
 12 
 
 13 
 326 
 969 
 323 
 
 8 
 45 
 24 
 24 
 37 
 15 
 52 
 64 
 
 3 
 
 138 
 
 124 
 
 41 
 
 20 
 
 35 
 
 83 
 
 95 
 
 4 
 I 
 
 990 
 
 358 
 
 871 
 
 >55 
 
 »43 
 
 164 
 
 86 
 
 435 
 
 8 
 
 9 
 
 J27 
 
 III 
 
 3 
 
 3 
 58 
 
 43 
 
 24 
 
 27 
 
 13 
 
 191 
 
 55 
 
 36 
 
 14 
 
 197 
 
 35 
 
 43 
 
 •3 
 
 1897 
 
 7.107 
 
 942 
 172 
 304 
 S.314 
 362 
 
 13 
 
 521 2,132 
 
 168 
 
 179 
 
 437 
 
 32s 
 
 17 
 
 II 
 
 S3 
 
 23 
 
 47 
 36 
 
 39 
 
 31 
 
 49 
 
 52 
 
 5 
 
 14 
 
 I 
 63 
 
 31 
 
 43 
 
 19 
 
 13 
 
 176 
 66 
 
 77 
 57 
 
 41 
 
 59 
 
 49 
 108 
 
 25 
 
 25 
 
 294 
 84 
 58 
 
 99 
 63 
 
 14 
 
 23 
 
 
 592 
 
 565 
 
 321 
 
 2SO 
 
 1,495 
 204 
 188 
 
 1,086 
 193 
 
 I. "13 
 
 28 
 
 78 
 
 742 
 
 1. 171 
 
 IS 
 
 1,130 
 
 36 
 II 
 
 89 
 
 3 
 
 3 
 
 6 
 
 t4 
 
 53 
 
 33 
 
 1. 174 
 589 
 413 
 578 
 303 
 406 
 34 
 83 
 363 
 325 
 
 43 
 
 7 
 
 177 
 
 16 
 
 6 
 37 
 
 S 
 
 10 
 16 
 
 9 
 5« 
 
 16 
 
 a 
 o 
 
 a 
 
 2 
 
 1808 
 
 io,.532 
 
 1.492 
 1,146 
 
 1. 587 
 
 S.882 
 
 411 
 
 I 
 
 13 
 
 7 
 
 6 
 
 15 
 
 159 
 
 23 
 
 24 
 
 411 
 
 no 
 
 187 
 
 8 
 31 
 S7 
 10 
 16 
 
 4 
 
 7 
 30 
 
 9 
 
 98 
 25 
 as 
 19 
 42 
 4> 
 41 
 II 
 2 
 
 357 
 205 
 
 78s I 
 
 i.*70 
 543! 
 3.W 
 38s 
 53 
 118 
 
 251 
 187 
 
 78 
 
 10 
 
 145 
 
 31 
 
 6 
 33 
 
 8 
 
 7 
 
 S6 
 
 13 
 
 10 
 6 
 
 II 
 159 
 
 36 
 
 31 
 509 
 172 
 5S8 
 
 9 
 
 80 
 
 382 
 
 63 
 129 
 
 76 
 
 92 
 361 
 
 54 
 
 408 
 348 
 339 
 100 
 146 
 257 
 132 
 60 
 
 7 
 
 1.313 
 591 
 
 1.340 
 379 
 361 
 383 
 164 
 
 795 
 
 36 
 
 45 
 
 103 
 
 383 
 
 30 
 
 8 
 196 
 
 27 
 
 31 
 35 
 
 3 
 
 3 
 
 13 
 10 
 87 
 
 13 
 
 ^ 
 
 1899 
 
 13,656 
 
 1,877 
 
 361 
 
 818 
 
 5,074 
 
 5,475 
 
 12 
 
 39 
 
 U 
 
 1900 
 
 4,640 
 
 783 
 
 1.177 
 
 414 
 
 1,903 
 
 344 
 
 13 
 
 6 
 
 16 
 
 14 
 
 II 
 
 294 
 
 SO 
 
 46 
 
 756 
 
 154 
 
 536 
 
 9 
 so 
 99 
 22 
 29 
 27 
 32 
 87 
 16 
 
 136 
 
 "3 
 69 
 6s 
 60 
 
 231 
 96 
 
 47 
 II 
 
 580 
 
 354 
 
 1,216 
 
 196 
 
 a87 
 
 593 
 
 267 
 
 673 
 
 38 
 
 86 
 
 33« 
 
 453 
 
 70 
 
 13 
 
 46s 
 
 90 
 
 IS8 
 
 106 
 
 49 
 
 32 
 
 S6 
 
 79 
 
 4.357 
 
 I 
 P 
 
 3 
 
 39 
 
 12 
 
 5 
 8 
 
 139 
 18 
 24 
 
 327 
 93 
 
 157 
 
 4 
 81 
 57 
 38 
 18 
 
 691 
 
 145 
 71 
 
 68 
 96 
 74 
 27 
 26 
 
 55 
 46 
 
 31 
 
 I 
 
 386 
 173 
 
 SS7 
 
 no 
 
 187 
 
 83 
 
 131 
 
 166 
 
 16 
 
 30 
 
 86 
 89 
 
 24 
 
 7 
 
 th 
 19 
 
 8 
 
 3 
 II 
 
 30 
 
 13 
 
 156 
 
 I 
 
 5 
 
 4 
 3 
 
 
 I90I 
 
 10.182 
 
 1,309 
 
 473 
 
 768 
 
 6,891 
 
 686 
 
 16 
 
 39 
 
 13 
 7 
 21 
 196 
 23 
 41 
 
 512 
 
 173 
 323 
 
 7 
 76 
 137 
 22 
 56 
 29 
 30 
 77 
 39 
 
 215 
 
 108 
 
 35 
 
 20 
 
 46 
 
 148 
 
 116 
 
 71 
 
 9 
 
 753 
 
 357 
 
 1,142 
 
 3.193 
 
 293 
 
 444 
 
 382 
 
 4«S 
 
 98 
 
 141 
 
 32s 
 
 348 
 
 88 
 
 «5 
 118 
 
 3« 
 34 
 32 
 6 
 19 
 81 
 45 
 
 317 
 
 I 
 
 4 
 5 
 6 
 
 39 
 
 1902 
 
 io,3SS 
 
 1.S.S6 
 363 
 301 
 
 7,532 
 
 481 
 
 17 
 
 los 
 
 32 
 
 26 
 
 25 
 
 a 
 o 
 
 o 
 
 1903 
 
 34,983 
 
 1904 
 
 8.108 
 
 14,163 1,640 
 1,845' 388 
 1,954 507 
 
 15,618 4,940 
 
 937i 54S 
 
 25 21 
 
 441 67 
 
 677 
 
 432 
 189 
 281 7,459 
 28: 335 
 68 315 
 
 595 
 116 
 38s 
 
 13 
 63 
 97 
 
 27 
 28 
 
 33 
 25 
 43 
 35 
 
 73 
 37 
 52 
 IS 
 41 
 26 
 28 
 17 
 
 13 
 
 486 
 361 
 1,247 
 372 
 677 
 801 
 2,498 
 
 187 
 308 
 390 
 196 
 109 
 
 60 
 10 
 
 74 
 15 
 
 33 
 'S 
 
 7 
 
 13 
 
 71 
 
 27 
 
 «57 
 
 I 
 5 
 5 
 
 6 
 10s 
 
 2,323 
 
 408 
 
 a,03S 
 
 47 
 313 
 S08 
 186 
 137 
 131 
 
 98 
 363 
 
 62 
 
 521 
 402 
 231 
 145 
 
 310 
 339 
 114 
 
 55 
 47 
 
 3,653 
 
 i,o8(> 
 
 4,013 
 
 1,383 
 
 1,078 
 
 1,176 
 
 1,111 
 
 1.471 
 
 161 
 
 371 
 
 707 
 
 S08 
 
 83 
 26 
 
 30s 
 26 
 34 
 55 
 7 
 37 
 
 108 
 36 
 
 351 
 
 1 
 
 13 
 
 8 
 
 4 
 44 > 
 
 47 
 
 30 
 
 29 
 
 405 
 
 38 
 
 71 
 
 700 
 
 III 
 
 309 
 
 8 
 57 
 51 
 37 
 39 
 35 
 24 
 90 
 47 
 
 74 
 45 
 74 
 93 
 41 
 76 
 37 
 39 
 28 
 
 393 
 194 
 9.?9 
 l(;o 
 
 195 
 i8q 
 
 109 
 
 2,200 
 
 48 
 
 70 
 
 1 03 
 
 121 
 
 42 
 12 
 130 
 27 
 30 
 
 3" 
 
 3 
 26 
 
 95 
 
 14 
 
 146 
 
 I 
 
 5 
 
 8 
 
 7 
 
 67
 
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 t
 
 INVENTORY AND PRICE LIST OF PUBLICATIONS OF THE NATIONAL 
 EDUCATIONAL ASSOCIATION IN THE DEPOSITORY AT WINONA, 
 MINN., JULY I, 190S 
 
 PROCEEDINGS OF THE NATIONAL TEACHERS' ASSOCIATION 
 
 Prices in Price per sin- 
 sets, car- gle voliMne, 
 [in paper covers] riage not carriage 
 
 prepaid prepaid 
 
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 1858 Cincinnati * * 
 
 1859 Washington * * 
 
 i860 Buffalo * * 
 
 1861 (No meeting) - ~ , 
 
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 1863 Chicago * * 
 
 1864 Ogdensburg * * 
 
 1865 Harrisburg * * 
 
 1866 Indianapolis * * 
 
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 1868 NashviUe * * 
 
 1869 Trenton * * 
 
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 BOUND VOLUMES OF THE PROCEEDINGS OF THE NATIONAL EDUCATIONAL ASSOCIATION 
 
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 187s Minneapolis 125 1.50 
 
 1876 Baltimore 1.25 1.50 
 
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 1879 Philadelphia 1.2S i-so 
 
 1880 Chautauqua 1.25 1.50 
 
 1881 Atlanta 1.25 i . 50 
 
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 1884 Madison 1.5° i-7S 
 
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 1887 Chicago I -SO i-7S 
 
 1888 San Francisco i-So i-75 
 
 1889 Nash\ille 1.50 1.7s 
 
 1890 St. Paul 1.7s 2.00 
 
 1801 Toronto 1.75 2.00 
 
 1892 Saratoga Springs i   75 2 . 00 
 
 1893 Chicago (International Congress of Education) 1 . 75 2 . 00 
 
 1894 Asbury Park i   75 2 . 00 
 
 189s Denver i-75 2.00 
 
 1896 Buffalo 1.7s 2.00 
 
 1897 Milwaukee 1.75 2 . 00 
 
 1898 Washington, D. C * * 
 
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 1901 Detroit 1.75 2.00 
 
 1902 Minneapolis i . 75 2 . 00 
 
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 1906 Fiftieth Anniversary Volume i-7S 2.00 
 
 General Index (from 1857-1906, inclusive) free i.oo 
 
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 936
 
 REPRINTS FROM THE ANNUAL VOLUMES OF PROCEEDINGS 
 
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 [bound in paper covers] 
 
 PROCEEDINGS OF THE DEPARTMENT OF SUPERINTENDENCE 
 
 single copy 
 by mail 
 
 1891 
 1802 
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 1898 
 1900 
 1901 
 1903 
 1903 
 1904 
 190s 
 
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 1903 
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 Brooklv-n 237 pages 
 
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 PROCEEDINGS OF THE NATIONAL COUNCIL OF EDUCATION 
 
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 Committee on Rural Schools 
 
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 St. Ix)uis 
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 . 10 
 
 Bound together . 10 
 
 •OS 
 
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 9.^7
 
 INDEX 
 
 [Names of department presidents and authors of formal papers are set in shall caps.] 
 
 Accession -book for libraries, 248-49 
 
 Act of incorporation, 4-5; 21—24 
 
 Act to incorporate the National Education 
 
 Association of the United States, 21-24 
 Active members. List of, for 1906, 743-901 
 Active membership, Table of, for 1906, 930 
 Active membership, Table of, for 1895 to 
 
 1906, 931 
 Addicott, James Edwin. — Art as related 
 
 to manual training, 207-14 
 Administration, LLst of articles on, i860 to 
 
 1906, 723-26 
 Agricultural education, List of articles on, 
 
 1876 to 1906, 661 
 .Agricultural instruction in the kingdom of 
 
 Hungary (Bela de Tormay) 445-51 
 Alabama Educational Association, Resolu- 
 tion of, in favor of a Southern Teachers' 
 
 League, 500 
 Alderman, Edwin A. — In tnemoriam 
 
 Charles Duncan Mclver, 311-18 
 Aley, Robert J., Discussion on Teaching 
 
 arithmetic, 99-102 
 Alphabetizing, 256-57 
 America, Wliat France owes to, in thematter 
 
 of education (J. J. Gabriel Compayr6) 
 
 417-20 
 American Association for the Advancement 
 
 of Education (Will S. Monroe) 471-74 
 American Association for the Advancement 
 
 of Science, 1838- (L. O. Howard) 475- 
 
 Constitution of the Council, 478 
 
 American education, Fifty years of (E. E. 
 
 Brown) 327-41 
 American Institute of Instruction (A. E. 
 
 Winsuip) 457-63 
 American Library Association, 270-72; 
 
 (Melvil Dewey) 479-90 
 
 Constitutional provisions, 484-85 
 
 Meetings since 1896, 483 
 
 Object of, 483 
 
 Report of Joint Ccjmmiltcc of, 
 
 and N. E. A. on Instruction in library 
 
 administratiijn in normal s( hools (E. Ci. 
 
 Baldwin) 215-81 
 A. L. A. CaUilog, 487 
 
 A. L. A. Publishing Board, 486; Publica- 
 tions, 271-72 
 American Lii)rary Institute, 486-87 
 American Lyceum Association (Will S. 
 
 Monroe) 465-67 
 American Normal SchfK)! As.sociation: 
 
 Meetings, ofTiccrs, and topics, 5H<;-<>5; 
 
 Topics, 59i-<;5; reorganized as Dcjjart- 
 
 ment of Normal S( hoojs, 524 
 American publii education. List of articles 
 
 on, 1859 to 1906, 661-63 
 
 Andrews, E. Benjamin. — Simpler spelling; 
 
 what can be most wisely done to hasten 
 
 it, 148-53 
 .\nna T. Jeanes Fund for the Assistance of 
 
 Negro Rural Schools in the South, 494-95 
 Architecture. List of articles on, 1869 to 
 
 1906, 663 
 
 Rural school (J. W. Olsen) 141-48* 
 
 Arithmetic, The Teaching of (Simon New- 
 comb) 86-99; Discussion: R. J. Aley, 
 
 99-102 
 Art as related to manual training (J. E. 
 
 Addicott) 207-14 
 Art Education, Department of: Meetings, 
 
 officers, and topics, 623-26 
 Art education, List of articles on, 1869 to 
 
 1906, 664-66 
 Association of American Geologists, 474, 
 
 475 , . J 
 
 Association of American GeologLsts and 
 
 Naturalists, 475, 477 
 
 Attendance, Diagram of total, for fifty 
 years, 934-35 
 
 Statistical table of, 1857-1905, 932 
 
 Baldwin, Elizabeth G. — Report of the 
 Joint Committee of the American Library 
 Association and the National Educational 
 Association, on Instruction in library 
 administration in nf)nnal schools, 215-81 
 
 Bardeen, Charles William. — Educa- 
 tional journalism, 506-14 
 
 Baylor, Adelaide S., Discussion on Salaries, 
 192 
 
 Bkalk, DoROTiiKA. — Secondary c<lucati<in 
 of girls during the past fifty years in 
 England, 377-86 
 
 Benedict, Martin G., Di-scussion on L<xal 
 training-schf)ols, 126 
 
 Best means and methods of improving 
 te,'ichers already in the service (W. McK. 
 Vanck) 126-30 
 
 Bibliograj)hy of topics from 1H57 to 1907, 
 
 ''^59.-7.30 
 Bi( knell, Thos. W., Resolution on Services 
 
 of, 528 
 Biography, LLst of articles on, i8<;2 to k;o5, 
 
 666-67 
 Biological sciences. List of articles on, 1870 
 
 to 1905, 667-68 
 Blind, Education of tlic. List of articles 
 
 on, iS<;8 to n)o6, ^)68 
 Blodgett, A. B., I)i.scussion on I><)cal 
 
 training-schcK)ls, 125 
 Br)ard of Trustees, Members of, 543; 
 
 'J'wentieth annual re|)ort, 14-18 
 Book, Opening a new, 250 
 Book numl)ers, 261, 263-64 
 Book-binding, 266-70 
 
 939
 
 940 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Book-plates, 250-51 
 Books, Care of, 228 
 
 Cataloging and classification of, 251- 
 
 61; Bibliography, 258-59 
 
 Incoming, 248-52 
 
 -Selecting and ordering, for a school 
 
 library, 240-43 
 
 Books and magazine articles on library 
 work, 275-77 
 
 Boys, What kind of education is best suited 
 to? (R. P. Halleck) 58-65; Discus- 
 sion: F. L. Soldan, C. D. Lowry, 
 71-72 
 
 Brainerd, Rev. Dr. Thomas. — Home and 
 school training in New England in the 
 colonial period, 454-55 
 
 Brentano, Franz, Sketch of (H. Schwartz) 
 426 
 
 Brereton, Cloudesley, S. H. — Teaching 
 of modern languages in England, 366-77 
 
 Brown, Elmer Ellsworth. — Fifty years 
 of American education, 327-41 
 
 Brumbaugh, Martin G. — Means of im- 
 proving efficiency of grammar school — 
 Eliminations and modifications in course 
 of study, 108-12 
 
 Bureau of Education, Committee on the 
 National, 739-40 
 
 Business Education, Department of : Meet- 
 ings, officers, and topics, 637-39 
 
 Butler, Nicholas Murray. — Report of 
 Committee of Conference between Col- 
 leges and Secondary Schools, 734 
 
 BuTTRicK, Wallace. — General Educa- 
 tion Board, 490-95 
 
 By-Laws, 4; 541 
 
 By-Laws, Proposed, 24-28 
 
 Calendar of meetings, 6-7; with List of 
 executive officers, 541-43 
 
 Calf-path, The; poem (Sam W. Foss) 151- 
 
 52 ... 
 
 Call for a convention to organize a national 
 
 association (D. B. Hagar) 516-17 
 
 Canfield, James H.— Letter of trans- 
 mission in Report of Joint Committee 
 on Instruction in library administration 
 in normal schools, 215-16 
 
 Carnegie Foundation for the Advancement 
 of Teaching (H. S. Pritchett) 504-6 
 
 Cataloging and classification of books, 
 251-61; Bibliography, 258-59 
 
 Chicago'selected for next meetingof Depart- 
 ment of Superintendence, 31 
 
 Child, The incorrigible (Julia Richman) 
 
 158-73 
 Child-Study, Department of: Meetings, 
 
 officers, and topics, 639-41 
 Child-study, List of articles on, 1884 to 
 
 1905, 668-70 
 Children, city, Forms of industrial educa- 
 tion best adapted to (C. H. Keyes) 
 
 203-7 
 Children's reading, 244-48; Bibliography 
 
 of, 246-48 
 City normal or training-school, Influence 
 
 of the (Ella F. Young) 121-24 
 
 City-school system, Interrelation of func- 
 tions in a, 117-24 
 
 City -schools systems, List of articles on, 
 1874 to 1905, 670-71 
 
 City superintendents of larger cities, Round 
 Table of, 117-24 
 
 City training-school or normal school, Influ- 
 ence of the (Ella F. Young) 121-24 
 
 Civic life of the community, Effect of moral 
 education in the public schools upon the 
 (W. O. Thompson) 42-49; Discussion, 
 
 49-51 
 
 Classical education, List of articles on, 
 1865 to 1905, 671-72 
 
 Classification of library books, 259-61 
 
 Classification of topics from 1857 to 1907. 
 659-60 
 
 Classified lists of subjects, 661-730 
 
 Classroom libraries, 227-28 
 
 Classwork, How the superintendent may 
 correct defective, and make the work 
 of the recitation teach the pupil how to 
 prepare his lesson properly (W. T. Har- 
 ms) 34,1-51 
 
 Coeducation, List of articles on, 1874 to 
 1906, 672 
 
 College-entrance requirements, Committee 
 
 on, 736-37 
 College-entrance requirements. List of 
 
 articles on, 1890 to 1905, 672-74 
 Colleges and universities. List of articles 
 
 on, 1864 to 1906, 687-92 
 Colonial period. Home and school training 
 
 in New England in the (Thomas 
 
 Brainerd) 454-55 
 Colonial period. Home and school training 
 
 in the South in the (T. J. Wertenbaker) 
 
 455757 
 Colonies, American, Origin of free schools 
 
 in the, 453-54 
 
 Commercial education. List of articles on, 
 1892- 1905, 673-74 
 
 Committee of Conference between Colleges 
 and Secondary Schools, Report of (N. 
 M. Butler) 734 
 
 Committee of Fifteen on Elementary Edu- 
 cation History of, 735 
 
 Committee of Ten on Secondary Studies, 
 Topics included in Report of, 656-57; 
 History of, 734-35 
 
 Committee of Twelve on Rural Schools, 
 History of, 736 
 
 Committee on College Entrance Require- 
 ments, History of, 736-37 
 
 Committee on Contemporary Education 
 Doctrine, History of, 740 
 
 Committee on Industrial Education in 
 Schools for Rural Communities, Topics 
 included in Report of, 657-58; History 
 
 of, 738-39 
 
 Committee on Instruction in Normal 
 Schools in Library Administration, His- 
 tory of, 741 
 
 Committee on the National Bureau of Ed- 
 ucation, History of, 739-40
 
 INDEX 
 
 941 
 
 Committee on Nominations, 30; Report, 
 
 30-31 
 Committee on Normal Schools, History of, 
 
 737 . 
 Committee on the Relations of Public Li- 
 braries to Public Schools, History of, 737 
 Committee on Resolutions, 30; Report, 34 
 Committee on Salaries, Tenure of OlVice 
 and Pensions of Teachers, Topics in- 
 cluded in Rep)ort of, 657; History of, 
 
 737-38 
 
 Committee on Simplification of Spelling, 
 Report (E. B. Cox") 31; Resolution for 
 new committee referred, 31 
 
 Committee on Taxation as Related to Pub- 
 lic Education, Topics included in Report 
 of, 658; History of, 738 
 
 Committee on Universal System of Key No- 
 tation, History of, 740-41 
 
 Committees of investigation, Special, and 
 their reports, 733-41 
 
 CoMPAYRE, J. J. Gabriel. — 'What France 
 owes to America in the matter of edu- 
 cation, 417-20 
 
 Compulsory education, Eist of articles on, 
 1871 to 1905, 674-75 
 
 Congress of Art Education, 1893, Topics of 
 papers read at, 654 
 
 Congress of Business Education, 1893, 
 Topics of papers read at, 655-56 
 
 Congress of Educational Journalism, 1893, 
 Topics of papers read at, 656 
 
 Congress of Elementary Education, 1893, 
 Topics of papers read at, 653 
 
 Congress of I-lxperimental Psychology, 
 1893, Topics of papers read at, 655 
 
 Congress of Higher Education, 1893, Top- 
 ics of papers read at, 652 
 
 Congress of Industrial and Manual In- 
 strui tion, 1893, Topics of papers read at, 
 
 ^^54-5 5 
 Congress of Kindergarten Education, 1893, 
 
 Toiiics of papers read at, 653 
 Congress of Music Education, 1893, Topics 
 
 of papers read at, 654 
 Congress of Physical Education, 1893, 
 
 Topics of i)ai)ers read at, 655 
 Congress of Prf)fessional Tniining of 
 
 Teachers, i8<^3. Topics of jiapers read 
 .at, 653-54 
 Congress of Rational Psychology, iS<;3, 
 
 Topii s of [)aj)ers read at, 655 
 Congress of School Supervision, i8<;3, 
 
 Topics of jiaiMTS read at, 652 
 Ccmgress c»f Sc-conclary Educ aiinn, 1893, 
 
 Topics of papers read at, ^52 
 Congress of Technological Instruc ticm, 
 
 i8fj3. Topics oi papers read at, 654 
 (Congresses f)f Education, International, 
 
 i8<;3, Topics c>f paficrs read at (ieiural 
 
 sc'ssion, 652; Ap|»cr)c|ix: Papers |)re- 
 
 senled l)Ut not read, 656 
 Connecticut State Teachers' Association, 
 
 Cf)nsolidati(.n c»f sc hools in Inchana, 138 
 Constitution of National Educational Asso- 
 
 ciation, 1-4; with the various amend- 
 ments, 536-41 
 
 Constitution of National Teachers' Associa- 
 tion, 534-35 
 
 Convention of teachers and superintendents 
 of public schools, Philadelphia, 1849, 
 467-71 
 
 Cook, John W. — In mcmoriam Albert 
 Grannis Lane, 297-311; Discussion on 
 Moral education in public schools, 50 
 
 Cooper, Frank C. — Discussion on Moral 
 education in public schools, 51 
 
 Corson, Oscar T. — The superintendent's 
 authority and the teaclier's freedom, 
 80-86 
 
 Cotton, Fassktt A. — Teachers' salaries 
 and how affected by the minimum- 
 salary law [of Indiana] 132-39 
 
 Council, see National Council of Education 
 
 Country child, What form of industrial 
 training is most practical and best suited 
 to the (O. J. Kern) 198-203 
 
 Country life, The new, 134-35 
 
 Country schools. The ideal for, 137-38 
 
 Course of study of the grammar school. 
 Eliminations and modifications in (M. 
 G. Brumbaugh) 10S-12 
 
 Cox, Edwin B. — Report of Committee on 
 Simplification of Spelling, 31 
 
 Curriculum, List of articles on, 1876 to 
 
 1905. 675-77 
 Cutter author tables, 261-62 
 Defectives and delinquents (other than 
 
 blind). Articles on, 1879 to 1906, 677-78 
 Denficld, R. E., Discussion on Local 
 
 training-schools, 125 
 Department of Art Education, Meetings, 
 
 officers, and topics, 626-29 
 Department of Business Education, Meet- 
 ings, ollicers, and to])ics, 637-39 
 Department of Chikl-stuciy, Meetings, 
 
 officers and topics, 639-41 
 Department of Elementary Education 
 
 organized, 525; Meetings, olVicers, and 
 
 topics, 5c;9-6o3 
 Departmentof Higher Education orgaiii/.ed, 
 
 525; Meetings, olTicers, and topics, 595- 
 
 99 
 Departmentof Indian Education, Meetings, 
 
 < 111! cTs, ancl topics, '"50-51 
 Department of Kindergarten Ivlucalion, 
 
 Meetings, ofiu ers, ancl topics, 626-29 
 Department of Manual Training, Meetings, 
 
 ofl'ic ers, and topics, 'XD3 7 
 Departmentof Masic Education, Meetings, 
 
 olVicers, and topics, 62c; 33 
 Department of Normal Se hools, organized, 
 
 524 
 
 Department of Pliysii al Training, Meet- 
 ings, cilTu crs and tojiics, 041-43 
 
 I >ci)arinier)t e)f School y\clhiii)istratic n, 
 Mc'c'tiiigs, o (Vic CTS and topics, 645-46 
 
 DcparttnetU of School Superintendence 
 organized, 524-25 
 
 Dc-partineiit of Science- Instruction, Meet- 
 ings, o flic CTS ancl to|)ic s, O43-45
 
 942 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Department of Secondary Education, 
 Meetings, officers and topics, 633-36 
 
 Department of Special Education, Meet- 
 ings, officers and topics, 648-50 
 
 Department of Superintendence, Secre- 
 tary's Minutes, 29-35 
 
 Department officers, lo-ii 
 
 Departments, List of, 1,536; with place and 
 year of establishment of each, 575-76 
 
 Developments and changes in primary 
 teaching in France during the Third 
 Republic (1870- 1906) (P. E. Levasseur) 
 408-17 
 
 Dewey, Melvil. — American Library Asso- 
 ciation, 47Q-9C 
 
 Dilthey, Wilhelm, Sketch of (H.Schwariz) 
 427 
 
 Directors, 8-10, 558 
 
 Directors by election. List of state, 9-10, 
 
 547-57 
 Directors, Life, List of 8-9, 558 
 Directors, Perpetual, List of, 558 
 Downing, A. S., Discussion on Local 
 
 training-schools, 126 
 Diihring, Eugen, Sketch of (H. Schwartz) 
 
 429-30 
 Eastman, W. R. — The public library a dis- 
 tinct organization, 223 
 Eaton, John, In memoriam (Sheldon 
 
 Jackson) 283-93 
 Eberhardt, John C. — Examination of 
 
 eyes of school children, 173-77 
 Education, Fifty years of American (E. E. 
 
 Brown) 327-41 
 History of, List of articles on, 1858 to 
 
 1905, 690-92 
 Theory, Philosophy, Nature, and 
 
 Meaning, List of articles on, 1873 to 1005, 
 
 679-80 
 What France owes to America in the 
 
 matter of (J. J. G. Compayre) 417-20 
 What kind of, is best suited to boys ? 
 
 (R. P. Haileck) 58-65; Discussion: 
 
 F. L. Solddn, C. D. Lowry, 71-72 
 -What kind of, is best suited for girls ? 
 
 (Miss Anna J. Hamilton) 65-71; Dis- 
 cussion: F. L. Soldan, C. D. Lowry, 71- 
 
 Educational associations, 453-74; Other 
 educational associations, 474-506 
 
 Educational awakening in England (M. E. 
 Sadler) 361-66 . 
 
 Educational institutions and libraries en- 
 rolled as active members. List of, 9^5-29 
 
 Educational journalism (C. W. Bardeen) 
 506-T4 
 
 Educational literature. List of articles on, 
 t86o to 1905, 678 
 
 P^ffect of moral education in the public 
 scl-.ools upon the civic life of the com- 
 munity (W. O. Thompson) 42-40; Dis- 
 cussion, 49-51 
 
 Elective studies. List of articles on, 1874 to 
 1905, 680-81 
 
 Elementary education. Committee of Fif- 
 teen on, 735 
 
 Elementary Education, Congress of, 1893, 
 
 Topics of papers read at, 653 
 Elementary Education, Department of, 
 
 orgnnized, 525; Meetings, officers and 
 
 topics, 599-603 
 Elementary education. List of articles on, 
 
 1863 to 1006, 681-82 
 Elementary schools in the South promoted 
 
 by scientific farming, 491-92 
 England, Educational awakening in (M. E. 
 
 Sadler) 361-66 
 England, Secondary education of girls 
 
 during the past fifty years in (Dorothea 
 
 Beale) 377-86 
 England, Teaching of modern languages 
 
 in (C. S. H. Brereton) 366-77 
 English language and literature as subjects 
 
 of study. List of articles on, 1869 to 1906, 
 
 682-84 
 Eucken, Rudolf, Sketch of (H. Schwartz) 
 
 429 
 Examination of the eyes of school children 
 
 (John C. Eberhardi) 173-77 
 
 Examinations, last of articles on, 1863 to 
 1002, 684 
 
 Exhibitions and Museums, List of articles 
 on, 1875 to 7905, 685-86 
 
 Eyes of school children. Examination of 
 (J. C. Eberhardt) 173-77 
 
 Felmley, David. — The next step in the 
 salary campaign, 183-91; Resolution on 
 a Simplified spelling-primer, 33; Discus- 
 sion on Simpler spelling, 157-58 
 
 Fifty years of American education (E. E. 
 Brown) 327-41 
 
 Finances and taxation. List of articles on, 
 1866 to 1905, 686 
 
 Financial statistics. Comparative summary 
 
 of, 733 
 Fischer, Kuno, Sketch of (H. Schwartz) 
 
 421-22 
 Forecast of work of the Association (J. 
 
 Hancock) 526-28 
 Forms of industrial education best adapted 
 
 to citv children (C. H. Keyes) 203-7 
 Foss, Sam Walter. — Poem,The Calf-path, 
 
 151-52 
 France, Developments and changes in 
 
 primary teaching in, during the Third 
 
 Republic (1870-1906) (P. E. Levasseur) 
 
 408-17 
 Secondaiy education of girls in 
 
 (Camille See) 386-95; Bibliography, 
 
 394-Q5 . . , 
 
 What France owes to America in the 
 
 matter of education (J. J. Gabriel 
 
 Compayre) 417-jo 
 Free schools in the American colonies. 
 
 Origin of, 453-54 
 Fund, The permanent. Growth of, since 
 
 1886, 733 
 Funds, Report of the, 15-18 
 Geddes, J. Jr. — What can most wisely be 
 
 done to hasten simpler spelling? 153-57 
 General Educatioii Board (W. Buttrick) 
 
 49o-<)5
 
 INDEX 
 
 943 
 
 Genera! session?: Topics, 561-75 
 
 «leography as a subject of study, List of 
 articles on, 1871 to iqo5, 686-87 
 
 German education. The past and tlie 
 fuf.ire of (E. Paulsen) 430-45 
 
 Gcrn'any, Rehabilitation of [philosophy in 
 (H. Schwartz) 420-30 
 
 Gifts to higher education of John D. 
 Rockefeller, 401, 493-94; of Andrew- 
 Carnegie, 5c 4-6 
 
 Gillan, S. Y., Discussion on Moral educa- 
 tion in public schools, 50-51 
 
 Girls, Secondary education of, during the 
 past fifty years in England (DoROTnF.\ 
 Beaie) 377-86 
 
 Girls, Secondary education of, in France 
 (Camille See) 386-95; Bibliography, 
 
 304-05 
 Girls, What kind of eduiation is best suited 
 
 for? (Miss An'na J. Hamiiton) 65-71; 
 
 Discussion: ¥. I.. Soldan, C. D. Iy)\vry, 
 
 71-72 
 
 GoRDY, Wilbur F. — The local training- 
 school as an agency for the preparation of 
 teachers, 124-25 
 
 Government and discipline in chararter- 
 training, 37 
 
 Government and discipline of schools, 
 List of articles on, 1863 to 1000, 687 
 
 Grammar school. Improving efiiciencv of — 
 Eliminations and modifications in course 
 of study (M. G. Brumbaugh) 108-12 
 
 Grammar-school principals. How tan the 
 supervising influence of, be improved 
 (h. H. Jones) 112-14; Discussion: C. 
 M. Jordan, C. N. Kendall, 1 14-17 
 
 Greenwood, J. M., Discus=ions on: Local 
 training-schools, 125, Moral education 
 in public schools, 50 
 
 Hagar, Daniel B. — Call for a convention 
 to organize a national asscjciiition, 516- 
 17; Extracts from presidential addicss, 
 522-24; from closing address, 525 
 
 Hau.eck, Reuben Post. — What kind of 
 education Ls best suited to lx)ys ? 58-65 
 
 Hamilton, Miss Anna J. — What kind of 
 education is Ijest suited for girls ? 65-71 
 
 Hancock, John. — Forecast of work of the 
 Association, 526-28 
 
 Haryjer, Willian Rainey, In memoriam 
 (H. P. Judson) 293-96 
 
 Harris, Ada Van Stone. — Influence of the 
 supervisor, 117-21 
 
 Harris, William Torrfy. — How the 
 .superintendent may torrect defective 
 cla.sswork and make the work of the 
 recitation teach the pupil how to prepare 
 his If-sson properly, 341-51; Grgani/a- 
 tion and fun( lions of the National Ivduc a- 
 tional Association, 529-33; What kind 
 of language-study aifis in the mastery of 
 natural science ? 73-79; T^i.scussion on 
 Simpler .•-pcJIing, 15H 
 
 Heating and ventilation, Sanitary, 146 
 
 Heinze, Max, Sketch ot (H. Schwartz) 
 422 
 
 Hempl, George. — The new phonetic 
 alphabet, 192-97 
 
 Hertling, Georg (Freiherr) von. Sketch of 
 (H. Schwartz) 422 
 
 High schools, List of articles on, 1873 to 
 1005, 720-21 
 
 Higher education: Colleges and universities, 
 List of articles on, 1864 to 1905, 687-00 
 
 Higher Education, Congress of, 1893, Top- 
 ics of papers read at, 652 
 
 Higher Education, Department of, organ- 
 ized, 525; Meetings, officers and topics, 
 
 595-99 
 
 Higher education. Modern system of, for 
 women in Prussia (F. Paulsen) 395-408 
 
 Historical chapter, 453-560; topics, 575 
 
 History of education. List of articles on, 
 1858 to 1906, 690-92 
 
 History teaching. List of articles on, 1889 
 to 1905, 692-93 
 
 Hojton, Edwin L., Discussion on Im- 
 proving teachers already in service, 131- 
 
 32 
 Home and school trn.inmg in New England 
 in the Colonial period (Thomas Brain- 
 
 erd) 454-55 
 Home and school training in the South in 
 the colonial period (T. J. Wertenpaker) 
 
 455-57 
 Howard, L. O. — The American Associa- 
 tion for the Advancement of Science, 
 
 475-78   
 Hoyt, Da\id W. — In memoriam Thomas 
 
 Blanchard Stockwell, 318-22 
 Hughes, James L., Discussion on Moral 
 
 educaticjn in public schools, 51 
 Hungary, Agricultural instruction in the 
 
 kingdom of (B6la de Tormay) 445-51 
 Hunt, Mrs. Mary H;inchett, In memoriam 
 
 (A. E. WiNSHip) 296-97 
 Hygiene, see School hygiene 
 Hyre, Mrs. Sarah E. — Women's part in 
 
 public-school education, 51-58 
 lUinolj' State Teachers' Association, 
 
 515 
 
 Tmpiovement of the study period, Sugges- 
 tions for the (F. M. McMuuky) 102-8 
 
 Incurporation, Act of, 4-5; 21-24; Certifi- 
 cate of, 5; Certificate of extension, 5; 
 Resolution on, 4 
 
 Incorrisrible child, The (Julia Richman) 
 15*<-7.S 
 
 Index, 939-10 
 
 Indian education and other minor alien 
 races, List of articles on, 1884 to 1905, 
 
 f>03-05 
 
 Indi.m Education, Deparlnunl (.f: Meet- 
 ings, on"i( crs, and topics, 050-51 
 
 Indiana, Minimum-salary law of (F. A. 
 Cotton) 132-30 
 
 Inrliana State Teachers' Association, 515 
 
 Industrial edu( ation, I'ormsof, best adapted 
 to ( ity ( liiidren ({'. H. Kkyks) 203-7 
 
 Industrial education, List of articles on, 
 1863 to 1906, (x;5-<;6 
 
 Industrial training, What form of, is most
 
 944 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 practical and best suited to the country 
 child? (O. J. Kern) 198-203 
 
 Institutions, Educational, and libraries en- 
 rolled as active members, 925-29 
 
 International Congress at Li ge, Recent 
 (W. S. Monroe) 35i-55_ 
 
 Interrelation of functions in a city-school 
 system, 117-24 
 
 Iowa State Teachers' Association, 515 
 
 Jackson, Sheldon. — In memoriam John 
 Eaton, 283-93 
 
 John D. Rockefeller Foundation for Higher 
 Education, 493-94 
 
 Jones, Lewis H. — How can the super- 
 vising influence of grammar-school prin- 
 cipals be improved? 11 2-14 
 
 Jordan, C. M., Discussion on Supervising 
 influence of grammar-school principals, 
 114-15 
 
 Journalism, Educational (C. \V. Bardeen) 
 506-14 
 
 JUDSON, Harry Pratt. — In memoriam 
 William Rainey Harper, 293-96 
 
 Kansas securities, Disposition made of, 15 
 
 Kendall, C N., Discussion on Supervising 
 influence of grammar-school principals, 
 
 Kern, O. J. — What form of industrial 
 
 training is most practical and best suited 
 
 to the country child? 198-203 
 Keyes, Charles H. — Forms of industrial 
 
 education best adapted to city children, 
 
 203-7 
 Kindergarten Education, Department of: 
 
 Meetings, officers, and topics, 626-29 
 Kindergarten, List of articles on, 1872 to 
 
 1905, 696-99 
 Lane, Albert Grannis, In memoriam (John 
 
 W. Cook) 297-311; Trustees on death 
 
 of, 14 
 Language-study, What kind of, aids in the 
 
 mastery of natural science ? (W. T. 
 
 Harris) 73-79 
 Languages, Teaching of modern, in England 
 
 (C. H. S Brereton) 366-77 
 Laws, Summary of state, relating to school 
 
 libraries, 277-81 
 League of Library Commissions, 486 
 
 Levasseur, Pierre Emile. — On the 
 developments and changes in primary 
 teaching in France during the Third 
 Republic (1870-1906) 408-17 
 
 Librarian, The teacher and the (N. C. 
 Schaeffer) 355-61 
 
 Libraries enrolled as active members, List 
 of, 927-28 
 
 Libraries, Public, Committee on Relations 
 of, to Public Schools, 737 
 
 Libraries, Reference, for schools, 221-22 
 
 Libraries, School, 221-24; Lists for, 245 
 
 Library, How to use a, 228-33 
 
 Library, The public, and the public school, 
 224-28; Bibliographical references, 225- 
 27; See also Public Library 
 
 Library and school. List of articles on, 
 1880 to 1906, 699-700 
 
 Library administration. Articles in periodi- 
 cals on, 276-77; Useful books on, 275- 
 76; Method and limits of instruction in, 
 218-20; Committee on Instruction in 
 Normal Schools in, 741 
 
 Library Association and the National Edu- 
 cational Association, Report of the J< in t 
 Committee of the American on Instruc- 
 tion in, in Normal Schools (E. G. 
 Baldwin) 215-81 
 
 Library associations, 270-75 
 
 Library associations. State, 274 
 
 Library clubs. Local, 274-75 
 
 Library commissions. State, 272-74 
 
 Library Department; Meetings, ofEcers, 
 and topics, 646-48 
 
 Library development. Results of, 488-90 
 
 Library instruction in schools, 231-33 
 
 Library Journal started, 482 
 
 Library schools, 275, 487-88 
 
 Liege, Recent International Congress at 
 (W. _S. Monroe) 351-55 
 
 Life directors, List of, 558 
 
 Life members. List of, 559-60 
 
 Lighting, Sanitary, 143 
 
 Lipps, Theodor, Sketch of (H. Schwartz) 
 427-28 
 
 Living, Cost of, 133, 138 
 
 Loan -desk, 264-66 
 
 Lowry, Charles D., Discussion on Kind of 
 education best suited for boys and girls, 
 72 
 
 Mclver, Charles Duncan, In memoriam 
 (E. A. Alderman) 311-18 
 
 McKinney, Charles, Discussion on Simpler 
 spelling, 158 
 
 McMuRRY, F. M. — Suggestions for im- 
 provement of the study period, 102-8 
 
 Mann, Horace, Addresses as president 
 of Convention at Philadelphia, 1849, 
 467-71 
 
 Manual training. Art as related to (J. E. 
 Addicott) 207-14 
 
 Manual Training, Department of: Meet- 
 ings, officers, and topics, 603-7 
 
 Manual training, List of articles on, 1869 
 to 1906, 700-3 
 
 Marble, Albert Prescott, In memoriam (C. 
 E. Meleney) 322-26 
 
 Massachusetts Teachers' Association, 514 
 
 Mathematics as a subject of study. List of 
 articles on, 1871 to 1906, 703 
 
 Means afforded by the public schools for 
 moral and religious training (T. A. 
 Mott) 35-42 
 
 Means of improving the efficiency of the 
 the grammar school — Eliminations and 
 modifications in the course of study (M. 
 G. Brumbaugh) 108-12 
 
 Meeting, First large, of the Association, 
 528 
 
 Meeting-places for Department of Super- 
 intendence, Resolution on (C. G.Pearse) 
 
 32 
 Meetings, 3-4, 27; 535; 540 
 Meetings, Calendar of, 6-7; 541-43
 
 INDEX 
 
 945 
 
 Mcinong von Handschuchsheim, Alexius, 
 Sketch of (H. Schwartz) 426 
 
 Melexey, Claremce E. — In memoriam 
 Albert Prescott Marble, 322-26 
 
 Members, Life, List of, 559-60 
 
 Members, List of Life, Active, and Corres- 
 ponding, 744-901 ; Index, 904-23 
 
 Members, List of original, of N. T. A. at 
 Philadelphia, 521 
 
 Members, List of perpetual, 558 
 
 Membership, active, Classified, by states, 
 for 1906 (Table), 930 
 
 Membership, active. Growth of, 1895 to 
 1906, 731 
 
 Membership, active. Record of, by states, 
 1 895-1906 (Table), 931 
 
 by states for each year, 1 85 7 to 
 
 1905, 932, 933 
 
 Membership, Classes and conditions of, 1-2, 
 
 22, 24-25; 534; 536-37 
 ^^embership, Total, classified by states 
 
 from 1857 to 1906 (Tables) 932-33; 
 
 chart showing same, 934-935 
 Memberships, Chart of recorded, 1857 to 
 
 1906, 935-35 
 
 Memberships, Organization of ac tive per- 
 manent, 533 
 
 Memorandum concerning reincorporation, 
 19-20 
 
 Men and women as teachers, 136 
 
 Miller, Thomas C, Discussion on Mini- 
 mum-salary law [of West Virginia] 140-41 
 
 Minimum-salary law [of Indiana], Teachers' 
 salaries and how alTected by (F. A. Cot- 
 ton) 132-39 
 
 [of Pennsylvania] Discussion: N. C. 
 
 Schaefi'cr, 140 
 
 [of West Virginia] Discussion: T. C. 
 
 Miller, 140-41 
 
 Missouri State Teachers' Association, 515 
 
 Modem system of higher education for 
 women in Prussia (F. Paulsen) 395-408 
 
 Monroe, Will S. — American Association 
 for the Advancement of Fducation, 471- 
 74; American Lyceum Association, 
 465-67; Recent International Congress 
 at LiJjge, 351-55; State teachers' associa- 
 tions organized Viefore 1857, 514-15; 
 Western Literary Institute and College 
 of Professional Teachers, 463-64 
 
 Moral and religious training, Means af- 
 forded by the jiuljjic si hools for (T. A. 
 Mott) 35-42 
 
 M^ral education in the jiubiic schools, 
 FfTec t of, u|K)n the civic life of the com- 
 munity (W. (). Thompson) 42-49; 
 Discussion: W. J. Shearer, J. M. Green- 
 wood, and othc-rs, 4C)-5i. See also 
 Religious and moral education 
 
 MoTT, TfioMAS A. — The means afforded 
 by the public schcK>is for moral and religi- 
 ous training, 35-42 
 
 MiiKPHV, KooAR Gardner. Soullimi 
 Ivlucation Hoard, 495-<;c> 
 
 Museums, School, 227; I-ist of articles c)n, 
 1875 to 1905, 685-S6 
 
 Music Education, Departmentof : Meetings, 
 officers, and topics, 630-33 
 
 Music in schools, List of articles on, 1870 
 to 1905, 703-6 
 
 Name of Association, i, 21, 534, 536 
 
 National Association of School Superin- 
 tendents: Meetings, officers, and topics, 
 576-79; reorganized as Department of 
 School Superintendence, 524-25 
 
 National Association of State Libraries, 486 
 
 National Council of Education, Historical 
 sketch, 607-8; Constitution and By- 
 Laws, 608-11; Executive officers, 1881- 
 1907, 611-12; Membership, 612-18; 
 Topics, 618-23; Objects and duties of 
 the, 26-27 
 
 National Educational Association, Calendar 
 of meetings, 6-7; 541-43; General ses- 
 sions: Topics, 1870-1906, 561-75; His- 
 torical sketch, 521-34; List of Depart- 
 ments, with ])lace and year of establish- 
 ment of each, 575-76; New departments, 
 524-25; Organization and functions of 
 the, 529-33; Reincorporation, 533-34; 
 Report of Joint Committee of A. L. A. and 
 on Instruction in Library Administration 
 in Normal Schools (E. G. Baldwin) 
 215-81 
 
 National Education Association of the U. S., 
 Act to incorporate, 21-24 
 
 National organization of teachers, 518-20 
 
 National Teachers' Association (1857-70; 
 Calendar of meetings, 6, 541-42; His- 
 torical sketch, 516-21; organized, 518; 
 Officers elected, 520-21; Original mem- 
 bers, 521; Constitution, 534-35; Topics, 
 1857-69, 561-62 
 
 Natorp, Paul, Sketch of (H. Schwartz) 
 
 423-24 
 Natural science. What kind of language 
 
 studv aids in the mastery of? (W. T. 
 
 Harris) 73-71) 
 Nature-study, List of articles on, 1S58 to 
 
 1905, 706 
 Necrology for ic)05-6, 741-42 
 Negro education, List of articles on, iS66to 
 
 ic;04, 706 
 Negro rural schools in the South, Fund for 
 
 the assistance of, 494-{;5 
 New England, Home and school training 
 
 in, in the colonial period ('I'homas 
 . Hkainkrd) 454-55 
 
 New liampsliiie Stale Teachers' Associa- 
 tion, 515 
 New Jersey Stale Teachers' Association, 
 
 New York Teachers' Assoc la I ion, 514 
 Nkwcomd, Simon. — The teaching of ariih 
 
 metic, 86-99 
 Next step in the salary tain] laigi) (D. I'KLM- 
 
 lev) 183-^)1 
 Nomin;itions, Committee c)n, 30; K(|miiI, 
 
 .^0-31 
 Normal schools and training of teachers, 
 
 List of articles on, 1864 to ic;o5, 707 1 1 
 Normal Schools, Committee on, 737
 
 946 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 Normal Schools, Department of, organized, 
 524; Meetings, officers and topics, 590- 
 
 95 
 List of, enrolled as active members, 
 
 926-27 
 
 Normal schools, Report of the Joint Com- 
 mittee of the American Library Asso- 
 ciation and the National Educational 
 Association on Instruction in Library 
 Administration in (E. G. Baldwin) 215- 
 81 
 
 Officers and their duties, 2-3, 22-23, 25-26, 
 
 535. 537-40 
 Officers for 1905-1906 and 1906-1907, 8-11 
 Officers, List of executive, with Calendar of 
 
 meetings, 541-43 
 Ohio State Teachers' Association, 514 
 Olsen, J. W. — Rural school architecture, 
 
 141-48* 
 Organization, List of articles on, 1866 to 
 
 1906, 723-6 
 Organization and functions of the N. E. A. 
 
 (W. T. Harris) 529-33 
 Origin of free schools in the American 
 
 colonies, 453-54 
 Palmer, Solomon. — Call for a Southern 
 
 Educational Association, 500-1 
 Papers and discussions, Department of 
 
 Superintendence, 35-117 
 Titles of, from 1857 to 1907 arranged 
 
 by years and departments, 561-651 
 Past and future of German education (F. 
 
 Paulsen) 430-45 
 Paulsen, Friedrich. — Modern system of 
 
 higher education for women in Prussia, 
 
 395-408: The past and the future of 
 
 German education, 430-45 
 Pearse, C. G. — Resolution on meeting- 
 places for Department of Superintend- 
 ence, 32 
 Pennsylvania, Minimum-salarv law of 
 
 (N. C. Schaeffer) 140 
 Pennsylvania State Teachers' Association, 
 
 5^5 
 Pensions for teachers, List of articles on, 
 
 1896 to 1905, 711 
 
 Perpetual directors, List of, 558 
 
 Philosophy, Rehabilitation of, in Germany 
 (H. Schwartz) 420-30 
 
 Phonetic alphabet, Need of a, 154-56 
 
 The new (G. Hempl) 192-97 
 
 Physical Education, Congress of, 1893, 
 Topics of papers read at, 655 
 
 Physical education, List of articles on, 1869 
 to 1905, 711-13 
 
 Physical sciences, List of articles on, 1863 
 to 1905, 713 
 
 Physical Training, Department of: Meet- 
 ings, officers, and topics, 641-43 
 
 Place of next meeting of Department of 
 Superintendence to be Chicago, 31 
 
 Preparation of teachers. Local training- 
 school as an agency for the (W. F. Gordy) 
 124-25 
 
 Primary teaching, Developments and 
 changes in, in France during the Third 
 
 Republic (1870-1906) (P. E. Levasseur) 
 
 408-17 
 Pritchett, Henry S. — The Carnegie 
 
 Foundation for the Advancement of 
 
 Teaching, 504-6 
 Promotion of teachers. What should be the 
 
 basis for the, and the increase of salaries 
 
 (J. H. Van Sickle) 177-83 
 Prussia, -modern system of higher education 
 
 for women in (F. Paulsen) 395-408 
 Psychology and education, List of articles 
 
 on, 1874 to 1904, 713-14 
 Psychology, Experimental, Congress of, 
 
 1903, Topics of papers read at, 655 
 Psychology, Rational, Congress of, 1893, 
 
 Topics of papers read at, 655 
 Public Libraries started, 482 
 Public library, The, a distinct organization 
 
 (W. R. Eastman) 223 
 
 and the public school, 224-28 
 
 Growth, place, and purpose of, 217-18 
 
 Public-school education. Woman's part in 
 
 (Mrs. Sarah E. Hyre) 51-58 
 Public school. The public library and the, 
 
 224-28; Bibliographical references, 225- 
 
 27 
 Public schools. Effect of moral education 
 
 in the, upon the civic life of the com- 
 munity (W. O. Thompson) 42-49; Dis- 
 cussion, 49-51 
 Public schools. Means afforded by, for 
 
 Moral and religious training (T. A. Mott) 
 
 35-42 
 Publications, Inventory and price list of, 
 
 936-37 
 Receipts and expenses of Secretary's office, 
 
 731-32 
 Recent International Congress at Li ge 
 
 (W. S. Monroe) 351-55 
 Recitation, How to make the, teach the 
 
 pupil to prepare his lesson (W. T. 
 
 Harris) 341-51 
 Reference-books, What, and how to use, 
 
 229-31; 247 
 Rehabilitation of philosophy in Germany 
 
 (H. Schwartz) 420-30 
 Reincorporation, Memorandum concern- 
 ing, 19-20; 533-34 
 Religious and moral education. List of 
 
 articles on, 1858 to 1906, 715-16 
 Resolutions, Committee on, 30; Report, 34 
 Revenue, Lack of, 135 
 Revenue, The fixed, 732 
 Rhode Island Institute of Instruction, 514 
 Richman, Julia.^ — The incorrigible child, 
 
 158-73 
 Riehl, Alois, Sketch of (H. Schwartz) 424 
 Rockefeller, John D., Gift of, to General 
 
 Education Board, 491; Larger gifts to 
 
 higher education, 493-94 
 Round-Table Conference on Simplified 
 
 spelling, 33, 148-58 
 Round Table of city superintendents of 
 
 larger cities, 32, 117-24 
 Round Table of city superintendents of 
 
 smaller cities, 32, 124-32
 
 INDEX 
 
 947 
 
 Roxrnd Table of state and county superin- 
 tendents, 32, 132-48 
 
 Rural-school architecture (J. W. Olsen) 
 141-4S* 
 
 Rural schools, Committee of Twelve on, 
 
 736 
 
 Rural schools, List of articles on, 1875 to 
 1905, 716-17 
 
 Russell, William. — Address to Philadel- 
 phia Convention, 1857, 518-20 
 
 Sabin, Henry, Discussion on Moral educa- 
 tion in public schools, 50 
 
 Sadler, Michael Ernest. — Educational 
 awakening in England, 361-66 
 
 Salaries, Can we afford to pay larger? 139 
 
 Cause of low, 135 
 
 How affected by the minimum-salary 
 
 law [of Indiana] (F. A. Cotton) 132-39; 
 Discussion: T. C. Miller, N.C. Schaeffer, 
 140-41 
 -Next step in the salary campaign (D. 
 
 Felmley) 183-91; Discussion: A. S. 
 Baylor, 192 
 — Next steps in effort to secure better, 
 
 138-39 
 -of teachers. List of articles on, 1884 to 
 
 1906, 717-18 
 — Reasons for better, 136 
 — Tenure of Office and Pensions of 
 
 Teachers, Committee on, 657, 737-38 
 What should be the basis for the 
 
 promotion of teachers and the increase 
 
 of (J. H. Van Sickle) 177-83 
 Schaeffer, Nathan C. — The teacher and 
 
 the librarian, 355-61 ; Discussion on 
 
 Minimum-salary law [of Pennsylvania] 
 
 140 
 School Administration, Department of: 
 
 Meetings, officers, and topics, 645-46 
 School hygiene, List of articles on, 1881 to 
 
 1904, 718-19 
 School laws. List of articles on, 1892 toi905, 
 
 719 
 School libraries, 221-24; Lists for, 245; 
 
 Summarj' of state laws relating to, 277-81 
 Sch(Kjl library. Cataloging and classifica- 
 tion of a, 251-61 ; How to start a, 222-23 
 Call numbers, shelf-list, loan system, 
 
 261-66; Selecting and ordering books 
 
 for a, 240-43 
 School-library rcxjm. The, 234-39 
 School mu.scum.s, 227. See also Museums 
 School Su|)erinlenden( e, Def)artment of, 
 
 organized, 524-25; List of meetings and 
 
 ofTuers, 577-78; Topics: 579-89; Sec 
 
 also Superintendence, Deiiartment of 
 S( hool tea< hers and su|)crintendents, C«)n- 
 
 vention of, 1849, 467-71 
 Schuppe, Wilhclm,Sketchof (H.Schwartz) 
 
 424-25 
 Schwartz, Hermann. — Brief sketches of: 
 Franz Brentano, 426; Wilhelm Dilthey, 
 427; Eugcn Duhring, 429-30; Rudolf 
 Eucken, 429; Kuno Fischer, 421-22; 
 Max Heinzc, 422; Gcf)rg Hertling, 422; 
 Theodor Lipps, 427-28; Alexius Mein- 
 
 ong von Flandschuchsheim, 426; Paul 
 Natorp, 423-24; Alois Riehl, 424; 
 Wilhelm Schuppe, 424-25; Karl Stumpf, 
 426-27; Wilhelm Windelband, 425; \A'il- 
 helm Wundt, 428; Eduard Zeller, 422-23 
 
 Schwartz, Hermann. — The rehabilitation 
 of philosophy in Germany, 420-30 
 
 Science Instruction, Department of: Meet- 
 ings, officers, and topics, 643-45 
 
 Science teaching, List of articles on, 1869 
 to 1906, 719-20 
 
 Secondary Education, Department of: 
 Meetings, officers, and topics, 633-36 
 
 Secondary education: High schools. List of 
 articles on, 1873 to 1905, 720-21 
 
 how aided by the General Education 
 
 Board, 493 _ ^ 
 
 -of girls during the past fifty years in 
 
 England (Dorothea Beale) 377-86 
 — of girls in France (Camille See) 386- 
 
 95 
 
 Secretary's minutes. Department of Super- 
 intendence, 29-35 
 
 Secretary, Report of, 731-42 
 
 Secretary, Reviewof the reports of the, 731- 
 
 See, Camille. — Secondary education of 
 girls in France, 386-95; Bibliography, 
 
 394-95 
 Shearer, Wm. J., Discussion on Moral 
 
 education in public schools, 49-50 
 
 Shelf -list, 262-63 
 
 Simkins, J. D., Discussion on Moral educa- 
 tion in public schools, 50 
 
 Simplified spelling. Round Table Con- 
 ference on, ^7,, 148-58 
 
 Soldan, F. Ixjuis, Discussion on Kind of 
 education best suited for boys and girls, 
 71-72 
 
 South, Home and school training in the, 
 in the colonial period (T. J. Werten- 
 baker) 455-57 
 
 Southern Education Board (E.G. Murphy) 
 
 495-99 
 Southern Educational Associatimi (R. J. 
 
 Tighe) 499-504 
 
 Special Education, Department of: Meet- 
 ings, officers, and topics, 648-50 
 
 Spelling, Committee on SimplilK aiioti nf, 
 
 31 
 Spelling, List of articles on, i8to to 1906, 
 
 721-22 
 Spelling |)rimer. Resolution on ,111 im]iri>\cd 
 
 (I). 1''ki.mlkv) 33 
 Spelling, simpler, What ( an l)e most wisely 
 
 done to hasten (E. B. Andrews) 148- 
 
 53; (J.Gkddes, Jr.) 153-57; Discussion: 
 
 D. Felmley and others, 157-58 
 S|)elling, Simplified, Round-Table Con- 
 
 fcTc-nc eon, 33, 148-58 
 Sjielling, tracliti<»nal. The evils of, 152-53 
 State aid to poor coqiorations, 133 
 State .'ind county su[)erintendents, Knund 
 
 Tabic- of, 132-48 
 State anci education. List of articles on, 1859 
 
 to ic;oi, 722-23
 
 948 
 
 NATIONAL EDUCATIONAL ASSOCIATION 
 
 State Teachers' Association of Michigan, 
 
 514-15 
 State Teachers' Associations organized 
 
 before 1857 (Will S. Monroe) 514-15 
 Stockwell, Thomas Blanchard, In memor- 
 
 iam (D. W. Hoyt) 318-22 
 Study, J. N., Discussion on Local training- 
 schools, 125 
 Study period, Suggestions for improvement 
 
 of the (F. M. McMurry) 102-8 
 Stumpf, Karl, Sketch of (H. Schwartz) 
 
 426-27 
 Subjects, Classified lists of, 661-730 
 Suggestions for improvement of the study 
 
 period (F. M. McMurry) 102-8 
 Superintendence, Department of, 29-214; 
 
 Secretary's minutes, 29-35; Papers and 
 
 discussions, 35-214 
 Superintendent, How the, may correct 
 
 defective classwork and make the work 
 
 of the recitation teach the pupil how to 
 
 prepare his lesson properly (W. T. Har- 
 ris) 341-51 
 Superintendent's authority, The, and the 
 
 teachers' freedom (O. T. Corson) 80-86 
 Superintendents of smaller cities, Round 
 
 Table of, 124-32 
 Superintendents, Round Table of City, 32 
 Superintendents, Round Table of State and 
 
 County, 32, 132-48 
 Supervising influence of grammar-school 
 
 principals. How can the, be improved ? 
 
 (L. H. Jones) i 12-14; Discussion: 
 
 C. M. Jordan, C. N. Kendall, 11 4-1 7 
 Supervision, Organization and Adminis- 
 tration, List of articles on, 1866 to igo6, 
 
 723-26 
 Supervisor, Influerrce of the (Ada Van S. 
 
 Harris) 117-21 
 Teacher, The, and the librarian (N. C. 
 
 Schaeffer) 355-61 
 Teachers already in the service. Best means 
 
 of improving (W. McK. Vance) 126-30; 
 
 Discussion: E. L. Holton, 131-32 
 Teachers and Superintendents, Convention 
 
 of, at Philadelphia, 1849, 467-71 
 Teachers, List of articles on, i860 to 1905, 
 
 726-27 
 More adequate facilities for training, 
 
 needed, 138-39; must organize, 139 
 Pensions for, List of articles on, 1896 
 
 to 1905, 726-27 
 -preparation of. The local training- 
 
 Miller, N. C. Schaeffer, 140-41. See 
 
 also Salaries 
 Teaching not yet a profession, 136 
 of arithmetic (Simon Newcomb) 86-99 
 
 school as an agency for the (W.F. Gordy) 
 124-25; Discussion; W. G. Benedict 
 and others, 125-26 
 
 Training of, List of articles on, 1864 
 
 to 1906, 707-11 
 -What should be the basis for the pro- 
 
 motion of, and the increase of salaries of 
 
 (J. H. Van Sickle) 177-83 
 Teachers' freedom, The superintendents' 
 
 authority and the (O. T. Corson) 80-86 
 Teachers' salaries and how affected by the 
 
 minimum-salary law [of Indiana] (F. A. 
 
 Cotton) 132-39; Discussion: T. C. 
 
 -of modern languages in England (C. 
 H S Brereton) 366-77 
 -Principles and methods. List of articles 
 
 on, 1863 to 1903, 727-28 
 
 Technical education. List of articles on, 1874 
 to 1905, 728-29 
 
 Textbooks, List of articles on, 1866 to 1897, 
 729 
 
 Thompson, Wm. Oxley. — Effect of moral 
 education in the public schools upon the 
 civic life of the community, 42-49; 
 Discussion, 49-51 
 
 TiGHE, Richard J. — The Southern Educa- 
 tional Association, 499-504 
 
 Titles of paper and discussions from 1857 
 to 1907 arranged by years and depart- 
 ments, 561-651 
 •Topics, Bibliography of, from 1857 to 1907, 
 
 659-730 
 Topics, Classification of, from 1857 to 
 
 1907. 659-60 
 
 ToRMAY, Bela de. — Agricultural instruc- 
 tion in the kingdom of Hungary, 445-51 
 
 Training, Home and school, in New Eng- 
 land in the colonial period (Thomas 
 Brainerd) 454-55 
 
 in the South in the colonial period 
 
 (T. J. Wertenbaker) 455-57 
 -of teachers, List of articles on, 1864 to 
 
 1906, 707-11 
 Training-school, The local, as an agency 
 
 for the preparation of teachers (W. F. 
 
 Gordy) 124-25;. Discussion: W. G. 
 
 Benedict and others, 125-26 
 Treasurer's report, 12-14 
 Trustees, Board of Annual report, 14-18 
 
 Members of Board of, 543 
 
 Twentieth century, Demands of, are large, 
 
 135 
 Universities, List of articles on colleges 
 
 and, 1864 to 1905, 687-90 
 Universities and colleges enrolled as active 
 
 members, Lists of, 925-26 
 Valentine, T. W. — Address at convention 
 
 to organize a national convention, 517-18 
 Vance, Wm. McKendree. — Best means 
 
 and methods of improving teachers al- 
 ready in the service, 126-30 
 Van Dyke, Henry, Lines on work, 130 
 Van Sickle, James H. — ^What should be 
 
 the basis for the promotion of teachers 
 
 and the increase of teachers' salaries ? 
 
 177-83 . . 
 
 Vermont State Teachers' Association, 514 
 
 Vice-presidents, List of, with terms of ser- 
 vice, 544-46 
 
 Wertenbaker, Thomas Jefferson. — 
 Home and school training in the South in 
 the colonial period, 455-57 
 
 West Virginia, Minimum salary law of (T. 
 C. Miller) 140-41 
 
 Western Literary Institute and College of
 
 INDEX 
 
 949 
 
 Professional Teachers (Will S. Mon- 
 roe) 463-64 
 
 What France owes to America in the matter 
 of education (J. J. G. Compaype) 417-20 
 
 Whitcomb, A. K., Discussion on Local 
 training-schools, 126 
 
 Wilkinson, J. N., Treasurer, Report of, 12-14 
 
 Windelband, Wilhelm, Sketch of (H. 
 Schwartz) 425 
 
 WiNSHiP, Albert E. — The American In- 
 stitute of Instruction, 457-63; In mcmo- 
 riam Mrs. Mary H. Hunt, 296-07 
 
 Wisconsin State Teachers' Association, 515 
 
 Woman's education and work. List of ar- 
 ticles on, 1874 to 1906, 729-30 
 
 Woman's part in public-school education 
 (Mrs. Sarah Er Hyre) 51-58 
 
 Women, Modern system of higher educa- 
 tion for, in Prussia (F. Paulsen) 395- 
 40S 
 
 Work, Lines on (Henry Van Dyke) 130 
 
 Writing, List of articles on, 1893 to 1905, 
 
 730 
 Wundt, Wilhelm, Sketch of (H. Schwartz) 
 
 428 
 Young, Ella Flagg. — Influence of the 
 
 city normal school or training-school, 
 
 121-24 
 Zeller, Eduard, Sketch of (H. Schwartz) 
 
 422-23
 
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