Los Angeles herald. [microfilm reel], July 13, 1907, Page 6, Image 6

About Los Angeles herald. [microfilm reel] (Los Angeles [Calif.]) 1900-1911

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6
EDUCATORS SAY
IT IS GREATEST
CONVENTION EVER
System of Instruction
Now a Science
Secret Societies, Fraternities and
Sororities Are Classed as Inimical
to Interests of Schools
and Pupils
"Our meetings In L«« Aurcli-s have
in our hlntory," snld President Mrhnelfer
yesterday. "There were more people at
Boston, but not ho many tame to the
meeting;*."
"I have attended every Reunion for
the past fifteen years." »ald one veteran
teacher, "and this 1m the best ever. Los
Angeles has done berHi-lf proud."
"We've been shown," declared a
member of the Missouri delegation
yesterday.
On the floor of the Temple Auditorium
yesterday afternoon the closing battle of
the fiftieth annual convention of the Na
tional Educational association was fought,
and the battle was not for long. The
contest arose over the recommendation of
the committee on resolutions that the sec
retary be directed to use the simplified
spelling in the case of the now famous
"three hundred." Action was precipitated
by Mr. Greenwood, who moved that the
directions, which he claimed were uncon
stitutional in that they usurped the power
of the directors, be stricken out. In an
instant E. O. Valle Bprang to his
feet with an objection. "That part is
vital to the matter," he declared. "I am
sorry that my friend has precipitated this
dispute here; but the action of the board
of directors at last night's session in vot
ing to retain 'through.' 'thorough' and
'though' in their old forms leaves us no
alternative but to fight It out here. That
action last night was without deliberation.
It was hasty and 111 advised. It Is undig
nified, embarrassing and will put this as
sociation in an unenviable light before the
people of the country."
Miss Shirley, who made the sensational
fight against the adoption of the constitu
tion at Wednesday's session, was there in
her war paint. With an air of bravado
she declared: "I am In favor of progress
and opposed to going backward. If our
directors don't do what we want we, the
teachers of this country, will depose our
directors." With this significant threat
against the high officers who were daring
to defeat the will of the association she
sat down. The resolution passed In its
original form by a vote of almost 4 to 1.
There were other resolutions passed
without a word of comment. One of these
was a plea against child labor, and after
its adoption H. W. Elson of Chicago was
appointed by the association representa
tive to confer with the great commercial
bodies of the country which will shortly
meet to consider the question.
The subject of professionalism in school
sports was also made the burden of a
resolution, and the association expressed
itself as commending the schools which
are struggling against it.
Secret societies and fraternities received
a severe knock, and after the reading of
the resolution the audience showed its ap
plause.
California was particularly honored yes
terday in the appointment of Benjamin
Ide Wheeler, president of the California
university, to the chairmanship of the
committee which will begin working for a
national university to be located at Wash
ington. D. C.
The resolutions adopted yesterday are as
follows:
The National Educational association
now holding its forty-fifth annual con
vention In Los Angeles and represent
ing teachers and friends of education
in every state in this Union, makes
the following declaration of principles
and alms:
1. American teachers have been ac
customed for years to look upon the bu
reau of eduacation of the department
of the interior at Washington, D. C,
as the nation's great educational ex
change and clearing house, not only
for educational Information and sta
tistics, but also for the extensive in
vestigation of special questions touch-
Ing education, and for the dissemina
tion of the results of such work. Re
alizing that this work, to be effective,
must receive liberal financial aid, the
t association wishes to declare the bu
reau of education worthy of a much
larger support than it has received in
the past and to urge upon congress
the favorable consideration of this
need.
2. The National Educational associa
tion notes with approval that the.
qualifications demanded of teachers
In the public schools, and especially
In city schools, are increasing: annual
ly' and particuarly that in many lo
calities special preparation is demand
ed of teachers. Some of the large
universities, recognizing their respon
sibility to their Immediate communi
ties, have organized courseß suitable
in scope and convenient as to hours
for these teachers. The idea that
anyone with a fair education can teach
school is gradually giving way to the
correct notion that teachers must
make special preparation for the voca
tion of teaching. The higher ptandard
demanded of teachers must lead log
ically to higher salaries for teachers.
Insufficient Compensation
We regret the attempt that is being
made in some quarters to evade the
consequence of low salaraos. The
salaries and often the conditions un
der which the teacher In the public
schools teach do not offer sufficient
inducement to offset the more promis
ing positions in the commercial life of
a large city. Recourse Is had, there
fore, to selecting students with incom
plete high school or normal school
training to fill these yearly increasing
vacancies. Hence we believe that con
stant effort should be made by all per
sons interested in education to secure
for teachers such adeqr^ite compensa
tion for their work that both teacher
an<! pupil will recognize teaching as a
profession. We wish heartily to in
dorse the action of those legislatures
that have fixed a minimum salary at a
living wage.
3. The rapid establishment of town
ship or rural high schools Is one of
the most gratifying evidences of the
progress of education. We believe
that this movement should be encour
aged until the children of rural com
munities enjoy the benefits of public
education to an extent approximating
as nearly as practicable the education
furnished In urban communities.
Industrial Education Advocated
14. The association heartily approves
of the efforts now being made to de
termine the proper place of industrial
education in the public schools. We
believe that the time Is rapidly ap
proaching when both Industrial and
commercial education should be Intro
duced into all schools and made to
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JljSijSg^ go on sale today for two dollars a pair. Every kind, every 4j&&fi^ysk
IP^y^ size, including extreme novelties in all leathers and colors. j^^^/^/\
iT^/^^^ Everything for an even two dollars. Genuine hand-sewed ,|gp*^ \jN
Ijfj shoes, swell pumps, the best shoe making of standard shoe- jw
V^y makers. Values $3.50 to $6.00 for two dollars. Supply c> y
yourself at once. A chance like this very seldom occurs.
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harmonize with the occupations of the
community. These courses, when in
troduced, should include instruction
in agricultural as well as manual
branches. We believe that it is the
duty of the state not only to qualify
Its children to he good citizens but
also as far as possible to be useful
members of their community. Hence,
wherever conditions justify their es
tablishment, trade schools should be
maintained at public expense to fit
children as far as possible for a chos
en career.
Free Vacation Schools
5. The National Educational associ
ation Indorses the Increasing; use of
urban school buildings for free vaca
tion schools and for free evening
schools and lecture courses for adults
and for children who have been
obliged to leave the day school pre
maturely. We also approve of the use
of school grounds for play grounds
and even of the buildings for the re
lief of the poor in the crowded dis
tricts during summer.
6. It is the duty of the state to
provide for the education of every
child within Its borders, and to see
that all children obtain the rudiments
of an education. The constitutional
provision that all taxpayers must con
tribute to the support of the public
schools legally carries with it the Im
plied provision that no persons should
be permitted to defeat the purposes of
the school law by forcing their chil
dren at an early age to become bread
winners. To this end the child labor
and truancy laws should be so har
monized that the education of the
child, not its labor, be made the de
sideratum.
7. The national government should
provide schools for the children of all
persons living in territory under the
immediate control of the government.
The attention of congress Is especially
directed to the need of adequate legis
lation to provide schools for the chil
dren of citizens of the United States
living on naval reservations.
Schools Inculcate Patriotism
8. The association regrets the re
vival in some quarters of the idea that
the common school is a place for
teaching nothing but reading, spelling,
writing and ciphering, and takes this
occasion to declare that the ultimate
object of popular education Is to teach
children how to live righteously,
healthfully and happily, and that to
accomplish this object it is essential
that every school inculcate the love of
truth, justice, purity and beauty
through the study also of biology, his
tory, ethics, natural history, music,
drawing and the manual arts.
!). The National Educational associa
tion wishes to record Its approval of
the increasing appreciation among ed
ucators of the fact that the building
of character is the real aim of the
schools and the ultimate reason for
the expenditure of millions for their
maintenance. There are In the minds
of the children and youth of today a
tendency toward a disregard for con
stituted authority, a lack of respect for
age and superior wisdom, a weak ap
preciation of the demands of duty, a
disposition to follow pleasure and in
terest rather than obligation and nr
der. This condition demands the earli
est thought and action of our leaders
of opinion, and places Important obli
gations upon school authorities.
10. The National Educational asso
ciation wishes to congratulate the sec
ondary schools and ccireges of the
country that are making an effort to
remove the taint of professionalism
that has crept Into students' sports.
This taint can be removed only by
leading students, alumni and school
faculties to recognize that inter
school games should he played for
sportsmanship and not merely for vic
tory.
1. The national Educational asso
ciation observes with great satisfac
ton the tendency of cities and towns
to replace large school committees or
boards, which have exercised through
sub-committees executive functions,
by small boards which determine gen
eral policies, but Intrust all executive
functions to salaried expert*.
12. Local taxation, supplemented by
state taxation, presents the best means
for tne support of the public schools,
and for securing that deep interest in
them which Is necessary to their great
est efficiency. State aid should be
granted only as supplementary to local
LOS ANGELES HERALD: SATURDAY MORNING, JULY 13, 1907.
taxation, and not as a substitute for
it.
13. We cannot too often repeat that
close, Intelligent, Judicious supervision
is necessary for all grades.
Simplified Spelling Applied
14. The National Educational associ
ation approves the efforts of the sim
plified spelling board and other bodies
to promote the simplification of Eng
lish spelling by the Judicious omission
of useless silent letters, and the sub
stitution of a more regular and intel
ligible spelling In place of forms that
are grossly Irregular or anomalous,
such amendments to be made accord-
Ing to the existing rules and analo
gies of English spelling, with a due re
pard to the standards accepted by
scholars; and the association hereby
approves the simpler forms contained
in the list of three hundred words now
spelled in two or more ways, published
by the simplified spelling board, and
containing the twelve simplified forms
now used by this association, and di
rects that these simpler forms be used
In the publications of the association
in accordance with the rule now In
force, that If the writer of any paper
published by this association expressly
so desires, his paper shall be printed
in the old spelling.
15. Without seeking to determine the
merits of co-erucatlon versus separa
tion of the sexes in higher institutions,
the association recognizes that at pres
ent the demand for separate Instruc
tion for women is greater than exist
ing colleges for women cana supply.
Moreover, the great colleges for wom
en are almost all grouped in one sec
tion of the country. We urge upon the
attention of the friends of higher edu
cation for women the needs of the
western and southern states for this
kind of educational institution.
16. The association believes that se
cret societies, fraternities and sorori
ties are inimical to the best interests
of schools and pupils, and we urge
school authorities to abolish them in
all secondary and elementary schools.
Peace Is Advocated
17. In teaching, as in every other
kind of work, the best service is se
sured by finding the individual best
fitted to the particular place as indi
cated by training, experience and
meritorious service; the National Ed
ucational association accordingly
heartily approves a merit system of
promoting teachers and filling vacan
cies. We assert, furthermore, that the
grounds upon which a teacher may ap
ply fnr a position are preparatory
training, experience and meritorious
service; In a word, professional lit
ness alone; and that the use of other
personal and political arguments is im
moral in the teacher and a serious
menace to a high professional stand
ard.
18. The association regrets the pure
ly theoretical work which still charac
terizes much of our so-called training
of teachers, especially in colleges and
universities, and urges the establish
ment everywhere of training and prac
tice facilities for the better prepara
tion of teachers.
19. The National Educational associ
ation believes that the forces of this
world should he organized and ope
rated In the Interests of peace and not
of war; we believe that the material,
commercial and social Interests of the
people of the United States and of the
whole world demand that the energies
of the governments and of the people
be devoted to the constructive and
helpful pursuits of peace, and that the
people be relieved of the burdens of
providing at enormous expense the
armaments suggested by the conpetl
tlve desire for supremacy in war. We
further believe that the fear of war
and the possibility of war would alike
decline if governments were to rely
more upon the sentiments of the people
and less upon the strength of their
armies and navies. We accordingly
indorse and commend the sentiments
expressed in the annual address by the
president of this association. We urge
upon our representatives at the second
peace conference to use their Influence
to widen the scope and Increase the
power of The Hague tribunal. While
disclaiming any desire to suggest a
program or to urge specific action, we
do urge our representatives to secure
the most favorable action possible
n pnii international arbitration, the lim
itation of armaments, the protection
of private property at sea and the in
vestigatlon of international disputes
by an impartial commission before the
declaration of hostilities. We recom
ment to teachers that the work of The
Hague conference and of the peace
associations be studied carefully and
their results given proper considera
tion in the work of Instruction.
20. The association pledges itself
anew to that time-honored conception
of the teachers' office which makes it
one of unselfish service in a great hu
man cause — education; and it calls
upon teachers everywhere to remem
ber that this conception must be fun
damental In the establishment and con
duct of their professional associations.
Resolved, That we express to Dr.
William T. Harris, who has retired
since our last meeting from his post as
commissioner of education, sentiments
of deep affection and high honor. In
so doing we would hear witness to our
very high appreciation of the splendid
leadership he has long given us, of the
Intellectual, moral and professional
stimulus we have always felt from It,
and of the tremendous value of his far
reaching labors.
Thanks for Los Angeles
Resolved, That the thanks of the
National Educational association are
due, and are hereby most cordially ten
dered, to the residents of Los Angeles
for their lavish and hearty hospital
ity; to the newspapers and Associated
Press that have fully recorded the pro
ceedings of the association; to those
railroads and other transportation
companies that have aided In bringing
about a large membership and attend
ance; to the teachers of Los Angelea
and of California for their splendid
support and entertainment, especially
to those whose services upon local
city and state committees have made
the organization and conduct of the
meeting a success, and to many of the
citizens of California and Los Angeles,
who are not teachers, but whose inter
est in the association and efforts in be
half of this convention have been vital.
Resolved, That the thanks of the as
sociation be tendered the retiring pres
ident, Superintendent Nathan C.
Schaefter of Pennsylvania, for the'
faithful and efficient service which he
has rendered the association during
the past two years, and that we also
tender J. AY. Wilklns our thanks for
hts efficient services.
CHARLES C. VAN LIEW, chairman,
of California;
WALTER A. EDWARDS of Califor
nia;
FRANCIS G. BLAIR of Illinois:
GUSTAVUS R. GLENN of Georgia;
S. A. UNDERWOOD of Missouri;
S. BELLE CHAMBERLAIN of Idaho-
WILLIAM E. HATCH of Massachu
setts;
MAUDE B. HANSCHE of Pennsyl
vunia;
Committee on Resolutions.
MONSTER ASSEMBLY AT THE
AUDITORIUM YESTERDAY
HEARD PRACTICAL PAPERS
The general session held yesterday after
noon was one of the best attended of the
convention, Thursday night's monster
meeting alone surpassing It. Secretary
Shepard estimated that between *>000 and
9000 teachers were enrolled, and it is
probable that almost as many more of
their friends never came near headquar
ters. About 3000 attended yesterday after
noon's session.
Rev. J. J. Wllklns offered the opening
prayer. The Women's Lyric club won
new honors unto Itself by singing several
numbers In n finished and artistic man
ner that won much applause.
Benjamin Ide Wheeler, president of the
University of California, delivered an elo
quent address on the subject, "Call Noth
ing Common."
"At the very heart of the present day
belief in education Is our people's faith
in the common schools. They have devel
oped pari passu with our democracy,
which Involves no proposition of equality
of achievement, but stralghtly and su
premely equality of opportunity. It was
devised in the protest against the privi
lege of class. It anticipated the modern
doctrines of heredity and trusted men,
In the opportunity of a fair field and in
the strength of their divine inheritance
to rise as individual creations out of the
disease and thraldom of their parentage
and the limitations of class and craft
and caste.
"It is as a faithful counterpart to such
a democracy that the public school must
be kept. But if you have called It the
common school, as the nursery of a hope
less mediocrity, and if with the name
you have thought such a thought, or de
vised such a use. you have torn it away
with treacherous violence from the very
spirit and life of the democracy in which
It had Its birth. It is and must be kept
the school of the best nurture In the best
things.
"We too often hear the remark that the
teaching and studies of the public schools
must be shaped to the needs of the chil
dren of families of moderate means, or
of no means, or the children of the masses
or of certain classes, and that if wealths
parents want to give their children a bet
ter education or one that leads to higher
station they must send them to private
and special schools. All this is the voice
of a spurious democracy. It is no democ
racy at all. It is a reversion to the no
tions of the 'ragged school.' It
is the voice of class spirit. It
contemplates the classification of
helpless children according to
conditions of birth and deliberately pur
poses to rob them of full and free oppor
tunity. Who knows that the children of
the poor or lowly do not need to study
certain things? Who knows that thex
■will not make full use of the best instruc
tion and the best courses of study? Ex
perience seems to show that a larger per
centage of them make better use than
do the offspring of the mighty.
Rich Need Public Schools
"The children of the rich labor already
under disabilities enough without being
isolated in private accademies and being
inevitably limited for their later acquain
tanceships In life to those whose scope
of vision and range of action is hedged
about with all the paraphernalia of
yachts and motors and multiplex homes,
clubs, assemblies, valets and innovation
trunks. Both by the limited association
in school and by that of after life these
children of the rich are disabled for the
largest usefulness through their inability
to know the mind of the great body of
the people among whom they are to live.
Their separation is also a loss to the com
munity, and the creation of a fixed caste
a detriment and peril to society.
"We surely ought to beware lest we
are doing anything to drive such pupils
from the nubile schools ar omitting to do
anything that should hold them. For
pupils who require special treatment or
tutelage, eithei- through their own
weakness or through lack of
home Influences, or through the desire
of their families to provide such
special tuitlage, the private school
will always have its place and mis
sion; but if the private schools and acad
emies are offering anything else of
method or substance or curriculum that
Is better than in the public schools, It be
hooves us to find it out. What Is good
for the cheldren of the well to do is
peculiarly desirable for the children of
the moneyless — unless, Indeed, we de
liberately propose to use the public
schools for the. creation of social strata
instead of their prevention.
Public School for All
"The public school must be made and
kept the school for all without recogni
tion of classes or conditions, and it must
shape Its work and plan so as to close no
door, but rather open the freest oppor
tunity for the best achievement and the
highest advance. The present risid sys
tem of grades, whose chief excuse has
been economic necessity, must yield to
permit the more rapid advance of gifted
and diligent pupils. The old district
school without the grades was more
humane. Nowadays the machinery of
grades and courses Is wonderously per
fect, but the school exists for the child
and not for the grades. The place of a
child In reference to the grades Is at any
time to be determined not by what he
has gone through in the past, whether of
pages or classes, but by the work he Is
able to go on and do next. Too many
minds and too many wills and ambitions
are dulled by the routine and treadmill
of the grades; and that means bandag
ing the foot and strapping the skull to
produce a standard size. Particularly do
the last years of the grades need to be re
freshed and readapted. There Is too
much threshing of old straw in them;
they are too wooden; they lag behind the
growing life-Interest and the advancing
mental cravings of the pupil.
New Life Needed
"After completing six grades a boy is
ready for something new and something
that will lay hold upon his opening In
terest in the process of life. If you with
hold It you may lose him. or, at any rate,
his interest In the school; and If you lose
that you might as well lose him. Your
boy Is 12 years old or more. Now is the
time to offer him the opportunities of in
struction In the industrial arts or the
agricultural arts, or in business practice,
and now is the time to begin In language
study if any foreign language is ever to
be learned. The fact is that our old one
story ranch house in which we all lived
together happily around a court has been
gradually transformed, now that the
city has grown up about It, into an
elßht-story tenement house (with base
ment and roof garden), and we are
shocked to find how much of our time
and strength has to go into merely
climbing stairs.
"So much by way of illustration, but
the Hash of an illustration must not daze
the doctrine; the public can afford to have
for the public schools the best teachers,
the best equipment, the best studios and
courses; it cannot afford to do anything
else.
"The common school is of noble name;
noble like the commonwealth It stands to
represent, but he who falsely shifts the
value of its name Is warned he dare call
nothing common or unclean that service
of humanity at large has cleansed."
Prof. John Adams cf University college.
London, spoke on "A Significant Lack in
Educational Terminology." He said: "I
propose to try to do today what the Ro
man emperor was challenged to do and
failed. I want to teach you to use a new
word.
"Instead of speaking of education,
we should rather speak of induration.
The word education comes from the
Latin, meaning to draw out. Now, you
can't always draw out from the child
unless you put something Into him. and
therefore the terminology should be
inducation instead of education. Our
boys are really being taught and not
"Our phraseology is defective. You
say teacher on the one hand and pupil
on the other. When you come to the
word educator you have no word to bal
ance it and have resort to the worn ex
pression, pupil; or, perhaps, you form
some phrase that circumvents it. This
Is the fault of our nomenclature, or a
significant lack in educational termin
° "'TNie Latin has a gerundive which
appears in the word 'amandus It
would suggest to fill our need that you
learn to use the word 'educand. Though
the word Is passive, the educand must
by no means be passive. We wish to
draw him cut as much as before, but
the word pupil is not synonymous with
educand."
Nt the conclusion of the business ses
sion President Schaeffer handed over the
gavel of the association to President-elect
Cooley, who adjourned the convention.
SELF-SUPPORT IS PROBLEM
MOST IMPORTANT TO THE
DEAF, DUMB AND BLIND
At the meeting of the department of
special education yesterday morning at
the normal school building there was con
siderable interest manifested in the sub
jects discussed. President M. N. Ivor and
Secretary F. M. Drigga were in their re
spective chairs.
F. M. Driggs, superintendent of schools
for deaf, Ogden, Otah, read a paper. He
said in part:
"It Is with pleasure I address you this
morning upon a subject of vital import
ance, especially to those of us who are
directly concerned with the education of
the deaf, the blind and the feeble mind
ed. With these children the problem of
'self-support' appears more serious than
with normal youths. The state, at great
expense, undertakes to educate the de
fective child. How can this process be
carried on without pauperizing him? No
one doubts that Institutions for the edu
cation of these classes should be main
tained, and yet the question arises, Can
or should they be made self-supporting?
If for some the training afforded by the
state does not result in independent citi
zenship, now may the dependent ones be
made to support themselves? The prob
lem is a grave one when we consider how
handicapped our deaf, blind and feeble
minded are. Our responsibilities are made
doubly difficult by their deficiencies. How
shall we fit them for life's Btruggle after
school? What employment Is open to
them outside public institutions?
"My remarks on these questions, in so
far as they are based on actual experi
ence, will have direct reference to the
deaf and blind only.
Educate for Self-support
"As to th first question. 'How can we
educate deaf, blind and mentally defi
cient children to such a degree as to make
them self-supporting and vaulable citi
zens?' We are dealing with boys and
girls who, more than other children, need
the kind influence and gentle leadership
of the teacher. Their training In school
should be not only a preparation for life,
but life itßelf with all its problems.
"When you ask whether these Institu
tions can be made self-supporting, I an
swer 'Yes,' if you mean by support giving
to the nation young men and women who
will make the world richer and better for
having had the opportunity of attending
such schools. If. however, you Intend
that these institutions shall become
workshops where the first thought is
financial gain and that thereby they are
to lose their character as schools, I most
emphatically answer 'No.'
"Institutions for defectives may be
made self-supporting, but why should
they any more than our public day
schools, our high schools, our colleges
'and state universities? All children should
be educated, the bright boy and the dull
boy. the normal child and the defective
child. Thi; state has no right to be par
tial in its distribution of knowledge, and
it cannot afford to be. The state should
not educate your boy because he can hear
and see unless it provides similarly for
my boy who cannot hear or see or speak.
It would be an unjust discrimination.
"But you may say. Why must the stato
furnish these defective children with a
home and food and shelter? It does not
provide such things for the ordinary
child. The reason Is plain. The state
provides a free education for all Its chil
dren. For the normal child it places the
public school at the very home door; It
often consolidates school districts Jn or
der to give greater advantages, and
when children live at Inconvenient dis
tances, frequently transports them to and
from school at public expense, because
transporting the child to the school costs
less than bringing the school to the child.
On the same principle the state finds It
more convenient and economical as well
as productive of superior results to es
tablish and maintain a central school for
defective children, paying for their board
during the term. The state furnishes a
home as a necessity incidental to educa
tion, not as an act of charity. Parents
submit to the separation from their un
fortunate children as a painful sacrifice
which they make for the good of the child
and the benefit of the state. I do not
wish to infer that these children who
live in state boarding schools should do
nothing in return for the state's gener
osity. I would make them feel that the
school is their home and that they are to
help take care of it and keep it clean.
I would require their assistance in the
manifold little duties about the house.
Home duties are the vital duties of life.
Their performance brings a realization of
power to earn as well as a consciousness
of ability to help others. Further, I would
insist that they should express themselves
politely and gratefully whenever they
desire anything Riven to them, no matter
whether It be their own property, some
thing purchased with their money or
whether it be a sheet of paper or a pencil
provided by the institution. Too often.
I regret to say, we who should set the
example forget to say 'If you please
and 'I thank you.' We cannot be too strict
In these matters.
Can Be Made Independent
"How can individual defectives be made
by giving them an education
which shall train not only the mind and
heart but the hand and spirit as well.
"A helpful method Is to put pupils on
record before distinguished visitors by re
nuiring them to stand up and answer
such questions as 'What are you prepar
ing to do by and by to repay the state
for your education?' 'What vocation do
y"'lty "'lt is wise to honor the boy or girl
who has done well and to suggest not
only to pupils but to parents and guar
dians that young people should be useful
nt home as well as at school; that they
should* bo employed at profitable work,
study and play, even during vacation.
A lively discussion arose by those
directly interested and engaged in the deaf
and blind institutes.
Officers of the. department were elected
as follows: E. R. Johnstone, Vlneland, N.
J., president; O. H. Burritt, Batavia, N.
V.'. vice president; Miss Jennie Smith, Eau
Claire, Wls., secretary.
ELEMENTARY EDUCATION
MAY LEAD FROM NATURE
STUDY TO GEOGRAPHY
Immanuel Presbyterian church was
crowded yesterday morning with an in
terested audience for the closing session
of the department of elementary educa
tion. Mrs. Alice Woodworth Cooley of
Grand Forks, N. D., the president of the
department, presided, Mrs. Josephine W.
Heermans of Kansas City, Mo., acting as
secretary.
The general topic of the morning was
"Geography and History in the Life of
the Pupil," and pleas v.-ere made for the
more general distribution of items of In
terest regarding both geography and his
tory, bringing the studies into the inti
mate life of the child.
James F. Chamberlain, Los Angeles
normal school, read a paper on "Geogra
phy in the Life of the Pupil.' A. L.
Hamilton, superintendent of schools, Pas
adena, led In the discussion of this able.
P Mr. Chamberlain's address was In part
aS "Gobgraphy, although intimately con
nected with the dally life of every mem
ber of society, does not fully enlist the in
terest of the child. This is not due to
the nature of the subjeot, for children are
deeply interested In the things of which
geography treats, but rather to methods
of presentation. . . . _ . .
"Our textbooks should be confined to
I (Continued on Pace Seven.)