How Long?

The withdrawal of Superintendent Campbell from the schools of Joliet, Ill., must be classed with the educational disasters of the state. For many years that city, educationally, had been in the condition of arrested development. Mr. Campbell breathed a new life into the schools. Whenever things are in a bad state and a change is made to a better

some people have to suffer, temporarily. at least. There are growth pains in educational systems, as there are in all other organisms. Because of these pains the board is apt to be so manipulated that a reaction sets in, and the physician is dismissed. But Joliet cannot return to her idols. It must go on. Two or three superintendents may be sacrificed before the schools will get their face permanently set in the direction of progress. honor to Superintendent Campbell for the good work he has done. It would be pleasanter if his reward could immediately follow, but one must learn to wait as well as to labor.

Helen Kellar.

All

One of the most notable visitors at Milwaukee during the meeting of the N.E. A. will be Helen Kellar, the deaf, dumb, and blind girl, whose wonderful achievements have given to her and her teachers a world-wide reputation. She will take part in the meeting of orally taught deaf children to be held at Grand Avenue Methodist church.

Miss Kellar is studying in Cambridge to enter Radcliffe college. Although not yet seventeen years old, she passed the entrance examinations. She reads and speaks English and German fluently, and can converse in French. She has passed the examinations in higher mathematics, languages, philosophy, chemistry, and

other studies.

Under the instruction of Miss Sullivan, she first learned to read by means of raised letters and to communicate

swiftly by means of touch. Through her teacher she gained the power of oral speech. She is studying Latin, and will soon begin the study of Greek. In all her studies she is remarkably bright. In her classroom she sits with her teacher, who interprets to her the words of her class teacher. She has become an excellent dancer. She is graceful, and keeps perfect time. She learned dancing very

easily by touching the girls with her hands as they danced, and getting the steps from the swaying of her partners in dancing. The power of her wonderful understanding lies in her fingers. She places them on the lips and under the chin of the speaker. She has a keen sense of humor, and laughs when she is pleased. She delights in meeting and conversing with new acquaintances, and the moment she is introduced to a person begins to talk.

Her senses of touch and smell are phenomenally acute. She will at once recognize a person she has met before merely by shaking hands, or by the voice (recognized through the touch).

Current Educational Topics. Since the July meeting of last year, the "all absorbing theme," to quote superintendent A. F. Nightingale's forceful expression, in the educational gatherings of the representatives of secondary schools and universities, has been this subject of college entrance requirements. To the same source we may also trace the cause of that general interest manifested in such articles as those on Modern Education, now running in the Cosmopolitan. A solution of the present difficulties favorable to the high school will emancipate it from the necessity of thumbing the catalogues of a hundred colleges in the preparation of its course of study, and from the vain labor of keeping in the same classes those who are goin to college and those who are not. The high schools will be better

able to fulfill their mission as 'the college of the people' wherein the needs of those not fitted by natural ability for the preparation in Greek, Latin and Mathematics, required by the old fashioned college, may be provided for in a curriculum rich in any and every study which makes for moral integrity and good citizenship.'"

The broadly democratic idea is to provide opportunities for education to every child. It is sometimes the ease that the mathematical faculty is nearly or quite a minus quantity in the convolutions of a child's brain, or that he lacks the powers of word memory, without which linguis tic studies become especially difficult, but does possess the power to remember things or properties of material objects. Educational training is then best given through the use of such subjects of study as the scientific and laboratory or manual training courses, the facts and principles of which he most easily acquires and retains in mind. These are, in any case, but the raw materials of the educational process.

As

The modern languages and scientific studies afford opportunities for the highest exercise of the mental powers, and their efficiency in this connection can now, by good teachers, be made available in any system of liberal education. to their ethical influence, nothing more eloquent can be written than the following words of the late President Walker, of the Massachusetts Institute, whose life was an embodiment of the truth they express:

"The sincerity of purpose and the intellectual honesty which are found in the laboratory of chemistry and physics stand in strong contrast with the dangerous tendencies to plausibility, sophistry, casuistry, and self-delusion which so insidiously beset the pursuit of metaphysics, dialectics, and rhetoric, according to the traditions of the schools. Much of the training given in college in my boyhood was, it is not too much to

say, directed straight upon the arts which go to make the worse appear the better reason. It was always an added feather in the cap of the young disputant that he had won a debate in a cause in which he did not believe. *** Contrast with this the moral and intellectual influence of the studies and exercises I am considering. The student of chemistry or physics would scarcely know how to defend a thesis which he did not himself believe. In that dangerous art he has had no practice. The only success he has hoped for has been to be right. The only failure he has had to fear was to be wrong."

The validity of the argument on the side of the secondary schools is now more or less recognized by the universities. But, before that "greater freedom," and "wider option," proposed by the Committee of Ten, can become operative, we must have relative values, in order that one subject may be readily exchanged for another. What will furnish a basis in which to justly determine these relative educational values of work as diverse in its method, for instance, as manual training or laboratory physics on the one hand and Greek or Latin classic literature on the other? Professor Edwin H. Hall, of Harvard, presents as a practical one-in his article on the rating of studies in college admission examinations" in the May Educational Review,-"the basis of the time spent in the schools upon the several subjects." He has found it necessary, however, to make some allowances, such as, "the greater value of an hour in the later years as compared with the earlier years of the school course," and a lessening of value to the large number of hours required in laboratory work, in order to make his results accord with his feelings of what the true educational value of certain subjects is.

This plan would seem to be, as President Eliot points out, a concession by the universities to the secondary schools,

of the responsibility for the proper correlation of studies in the school curriculum. It may be considered a deserved compliment to the work accomplished through such reports as those of the Committee of Fifteen and of the Committee of Ten in making definite statements of the basal ideas of educational practice.

The method of the rating on the basis of time allotted as here proposed has nothing to say as to the absolute educational values of the different subjects. It puts all in an equality, whether considered psychologically or as sources from which to obtain the skill or information required for life under modern conditions. It therefore finds no objection to the suggestion in the Report of the Committee of Fifteen that "the branches to be studied, and the extent to which they are studied, will be determined mainly by the demands of one's civilization."

The responsibility which the university shifts then, is only that of determining what "the demands of one's civilization" are. In reality, we have heretofore had two different determinations of these demands, one made from the outlook of the universities, and the other by the common schools in response to the public sentiment that supported them; and the secondary schools have been compelled to provide separate courses of study to meet the requirements of these two different determinations. The demands of the universities being high, those students in the secondary schools desiring to pass into them have been compelled to omit from their high school work some of the studies deemed essential in common school curriculum; and again, the high schools have not been able to hold the standard of work done by pupils or teachers, in those subjects not recognized by the universities, to the high degree of efficiency consistent with their merits. It will evidently be a relief to the secondary schools to have the universities accept, in lieu of some of the courses now re

quired for entrance, work of equal value in the more popular studies; and it will enable them to broaden and strengthen the work of all their pupils.

When unhampered by the present restrictions of required preparation for the university, the school may have the relative educational value of its curriculum determined not only from the worth of a subject in adapting the pupil to the needs of the civilization into which he is born, and in furnishing a certain amount of gymnastic training to faculties of the mind, but also from its worth as a mode of experience in the immediate life of the child, and as in accord with his natural abilities. This will lead to a specializing of more or less extent in the work of individuals, which will make it possible to enrich the course of each pupil, and at the same time abridge his work more than would now be advisable.

G. A. B.

CHELMSFORD, MASS., June 14, 1897. Editor of Journal.

Permit me to express my appreciation of an article, entitled "The Recitation," which occurred under the head of School

Room Devices in the May number of THE PUBLIC-SCHOOL JOURNAL. It is something to the point, and I have read it to my teachers.

If teachers will do but one thing at a time, be careful not to mix teaching and testing, know at any moment just which one of these they are doing, and let the pupil so severely alone when he is being tested, that he will know when he sits down whether he has failed or succeeded, we shall make much greater progress than at present.

That article is a good one, and ought to show some of us where we are, and so produce good results.

It is certainly a help in the right direction. I find some good thing for me in THE JOURNAL every month.

Yours truly,

G. H. KNOWLTON.

June Meeting of Chicago Principals. The closing meeting for the school year of this association was one that will certainly leave a pleasant memory with all present. What with Dr. Arnold Tompkins as speaker, some distinguished visitors, a full attendance, and unusual enthusiasm, the meeting was in all particulars an emphatic period to the year's work.

а

"The Principle of Method Underlying the Language Arts" was the topic, and was treated in a manner to rouse the thought as well as the good spirits of the audience. Professor Block's address the month before upon phase of language, was outlined from accepted school conditions, and its plain, practical suggestions were evidently the outcome of daily experience in elementary work. Dr. Tompkins' address was broadly theoretical, and left much to be supplied in the way of applying great truths to class work. Logically, Mr. Block's lecture should have come last, but both are valuable contributions to the language problem. In introducing Dr. Tomkins, Superintendent Lane spoke of the valuable work being done for education by the University of Illinois in propagating sound educational doc. trine. One of its soundest doctors is Dr. Tomkins, who began by saying that the method of presenting any subject is inherent in the subject itself. Method is not extraneous, but arises from the nature of what is to be taught. One fundamental truth should guide the teacher in developing any point of the school curriculum. There was but one basic truth underlying the language art, and unless this was grasped, much of the labor upon language would be futile.

The arts of language were interpretation and construction. The old custom of making language into units of words, sentences, and discourse was erroneous since length was made the basis of division, whereas length has nothing to do with language elements. A single word producing an effect in true discourse. Such a sentence as "veni, vidi, vici" was an emphatic discourse, so was "Peace, be still."

Composition is not produced by adding on till a requisite length is attained. Language is not made by extraneous additions but from unitary influence. Every word uttered or written must reach toward an effect. Effectiveness and not correctness is the prime law of language. Correct form is necessary, but it is not the be all and end all of expression. The

one law imposed upon language is that the effect must be gained. Slang is always classical when it expresses a thought which ornate speech makes insipid. The speaker once wrote a diatribe against the use of slang, but was forced to use slang before he was through with its condemnation.

The public school drills for correctness of language rather than effectiveness. What does correctness avail if there is no living thought? We always avoid the sins we are apt to be caught in, and false syntax is the especial horror of many who vainly speak.

The art of using and interpreting language is formed out of the impulse toward an effect. Enunciation is thought upon So

much by many that they lose the power of expression. They diagram and parse as they go along, thus sapping the life of the the expression by attention to form. Students of language are not the best users of language. At the State University the best language is used in the zoology and physics room, where students are absolutely compelled to find expressions for their discoveries.

When a noted American statesman was pleading for a certain cause, and got more interested in his rhetoric than his theme, the plea went for naught. No man rises to eloquence till he gets lost in an objective good [Applause. Eloquence is the fruit of conviction. A certain elocutionist went to hear Bishop Simpson preach, so that he might comment upon the Bishop's elocution; but when asked concerning the matter, replied: "Oh, the Bishop doesn't need any elocution--he has the Holy Ghost." There is a class of elocutionists who help others to see thoughts; but there is also a class of yellocutionists who help themselves by showing off some art. But to come back to the child: He is a natural born speaker; he lives in the effect he is going to make, which is always sincere and unsophisticated. He makes a whole speech every time. Nothing will prevent his speech from always being eloquent and elegant. The art of expression is native to the child. His emotions and experiences are the source of his power. All this is true till he gets into a school-room, and straightway he becomes artificial. The celebrated inquiry of Dr. Gregory was apropos here: Why should a child's education be stopped as soon as he goes to school? Much of the stupid reading in school is due to the lifeless matter given to pupils to read.

Dr. Tompkins next spoke of oral speech, and of the literary societies formed for the purpose of exercising young people in the use of their tongue. A pupil should never speak till he must speak. There is no occasion for set speeches, not even for "Beyond the Alps Lies Italy." Then why write compositions in which pupils are put upon their performance. It needs no place in a program; it is an organized part of every school exercise. Even punctuation marks are in the subject itself. Get at the verity of a subject, and all other things shall be added, even the comma. There would be an immense economy in school work if things were done fundamentally right. We drill too much. The quantity of interesting experiences will test the measure of efficiency. The objective world is to be reproduced in language.

Superintendent Jenkins of Mendota being present, was called upon by Superintendent Lane to discuss the address. Mr. Jenkins

spoke in hearty praise of the central thought

of the speech, which was that the verities must be adhered to and then enunciation, pronunciation and even elocution would surely follow. Children must not be drilled in expression, but allowed to express in their own way. He then quoted Edward Everett Hale as saying that the marvelous increase of women journalists was due to the fact that women liked to express what they knew. A teacher of his school asked her class why they liked to read and one lad replied that there was something in him that was hungry for the story in the book.

Principal Tibbitts doubted not the fundamental truth haid down by Dr. Tomkins, but was sure there was a technique of language that had to come from without. Dr. Tomkins assented to this, but declared the comma was a verity, too, and was within the child.

Superintendent Lane made a brief plea that teachers make conditions for expression as free as possible, especially the first months of the school year. He then introduced the Hon. Mr. James Pringle of Edinburgh, Scotland, who was for several years a member of the Edinburgh school board, and is now seeing America in a trip around the world.

Mr. Pringle said that while at San Francisco he met Mr. Cameron, an ex-member of the Chicago board, who, of course, interested Mr. Pringle in the schools of Chicago. Mr. Cameron, like Mr. Pringle, is a Scotchman, but being an Americanized Scotchman is, of course, "the highest type of man on earth," so said the Edinburgh visitor, who gave a short but interesting account of the Edinburgh common school, saying that they were organized under the Scotch education act of 1872, were

compulsory and free in every detail of books, gymnasia, etc.

In a population of 300,000 there are twentyseven buildings, with an average attendance of one thousand pupils in each. The compulsory law is very rigidly enforced, and enjoins attendance at school till the Fifth Standard is reached, or the child is fourteen years of age. Defaulting parents are first brought before the committee and reprimanded, then if not obedient to the law are taken in hands by the sheriff and fined and imprisoned. Mr. Pringle's little talk was enthusiastically received. He did not finish without sounding the praises of the grand canyon, the Rockies, and glorious Chicago.

An Important Meeting.

The Illinois State Library Association held its spring meeting at the new public library building of Peoria, Ill., on Thursday, May 13. Librarians and library directors were present from many parts of the state, and a number of Peoria people were also in attendance.

The published program was carried

out.

The

The Peoria library building is beautiful and convenient. The plain exterior is relieved by a tile roof and terra cotta moldings over doors and windows. interior is frescoed with views on the Illinois river. It contains so many desirable appointments that the association might have spent the day to advantage in examining them. Among other things there is a complete bindery, which some of the visitors found very interesting.

The program covered a wide range of subjects of interest to librarians. Mrs. Resor's paper, "The Boy and the Book;" Mr. Bicknell's paper, "University and College Libraries," and Professor Galbreath's talk on "Books for Various Grades were valuable contributions. Mrs. Resor showed the influence upon children of good reading, their opportunities in the libraries of today, and the interest that librarians take in this branch of their duties. The paper was exceedingly bright and entertaining, as well as instructive. Mr. Bicknell told of the large