Evening Star Newspaper, July 8, 1898, Page 10

10 THE EVENING STAR, FRIDAY, JULY 8, 1898—16 PAGES. McKnew’s ; 933 Pa. Ave. ‘sRemnant” Saturday! » busy to stop to clear out renmants today—so will sell them tomorrow in- stead. Lot of Ladies’ 15¢. Linen Collars, odd sizes only, reduced to 5e. Fine Se. Totlet Soaps, Sc. cake, 35e. doz. cakes. Lot of Ladies’ $1 White and Natural Chamois Glov nced to_5Oe. Chamois Gloves redu > Lot of Ladies’ 12%¢- lot were $2 and $2.25—to go at $1.48. oe. Summer Ventilating Cor- to ae Lot of Ladies’ $1.50 and $1.75 Summer Ventilated Corsets reduced to 50ec. t Ladies’ Handsome Duck and Batiste Wash Suits that were $4 and $8.50 reduced to $1.50. ‘$10 White Piquo Suit, size 32, for $6. $15.50 White Pique Suit, size 34, for $8. $8 Organdy Dress Waist for $2. $13.50 Organdy Dress Waist for $3.50. $1.50 White Duck Skirts, $1. Remnant lots of Black and Colored Shirt Waists that were $2.25 to $2.75, to close, choice 59c. AU new style $1 Colored Shirt Wa to go at 75. 5Oe_ to Se. and $1 Souvenirs of Wash- ington, Lot beautiful pieces, choice 25e. of Ladies’ 50c.' and 85e. Can't 39¢. pice up a lot of Men's $1 r SOc. and $1.50 Shirts with and without collara and W.H. McKnew, 933 Pa.Ave. jy8-60d OUR NEW CREDIT WAY. 3 We Clear Out! Broken lines tomorrow. The furious bargatn- 53 ing that’s been going on here since the start of our great improvement sale has left many a shattered line—many a depleted assort- ment. We're going to clean out this wreck- age. as it were, tomorrow. ‘You'll find many a rich prize In the bargains that these ruthless reductions promise. In lots of cases you won't realize half what we our- selves pald for the goods we're offering. It’s worth while remembering, too, that credit is as all-powerful on this event as at any time. Men’s Suits worth up to $9, $2.98. There is not more than fifty of ‘em, but every one is a bargain gem of the rar st sort. Most all sizes—some are made of handsome cashmeres, some of summ< iy cheviots, a Itberal proportion of English tweeds, light and dark effects. None are worth a mill under $6.00—many = Men’s Working Pants for 65c. are not built for style and for durable, eegendonteesenceaseeseegetenss elon me) Seates dotted tote Asoese entoetoegontontoetertonte ortenteatoege $2.25 Men’s Office Coats, worth 50c., for 25c. of good washable and vapor- ds. There are about 80 olor is fast —neat pin DSe_ fien’s Straw Hats, 25c. They*re the tag end of our 50c.—not auy re than 3 dozen of ‘em here—so small a that we're to balf SDegeedentpovetenteetentoateateoseagenteeteotenteate eag willing the Unheard-of Reductions In Boys’ Suits. Choice of any Child's Suit that you can ables, marked $1.75 to $2.50. some made just like grown-up ‘some In novelty effect ages run from 3 to 12 years....... 87c. ft out of a stock of 200. The ones sold all about town at $1.50. Made unfadeable denim, braided with white ape and have brass buttons—sizes Qc, to 7 years.. 2 3 Boys’ 35c.Knee Pants, 10c Some odd Ioo pairs, well put up and of fairly good mixed goods. Choice. Boys’ 25c. Shirt Waists. 12$c. toto eave reeeteteteteetes Men’s 15c. Suspenders. ..7¢. ¥ Men’s Black and Tan Hose. $ Worth Two Leaders for Ladies. A clean-up of Ladies’ 59c. Crash Skirts at = «= «= 25c. The rest of the ; 98c. Wrappers to goat = = z = $ ¢ $ > $ ; $ = : : : $ $ 54 i Fa 3 49c.3 Samuel Friedlander, ¢ Successor to New York Clothing House, 7th--311--7th St. La a ee se ts ee te te ta a a a White ‘The delicious flavor Write Brandy imparts B d to | Preserved cherries, TANGY ..20 is 4@y, full quart when you're preserving. TO-KALON WINE CO., 614 14TH ST. "Phone 998. :Don’t swelter In a hot office or st when you may have an . . . . this summer ¢ lectric Fan at ¢ Drop a postal or "phone ¢ sentative will call on * + . + . . . U.S.Electric Lighting Co. 213 14t st. “Phone 1877. oe eeererooees te ereeecsescees Save [Money & Trouble, GET THE BEST, “TheConcord Harness,” Trunks, Bags, Suit Cases and Leather Goods. Lutz & Go., 497 PA, AVE. N.W. (ext National Hotel.) P. S.—Trunk Repairing by skilled hands. mbi6-244 “BLANKETS CLEANED. ‘alls. E. E. WHEATLEY, AMERICAN DYER AND SCOURER, 1068 Jeffersoa ave. (Georgetown). 1881. p023-1y-14 AUSPICIOUSLY BEGUN Opening Session of the National Ed- ucational Convention. TREMENDOUS THRONG PRESENT Instructive and Interesting Addresses Delivered. ee POINTS AND FEATURES ——— The opening session of the convention of the National Educatioral Association at Cenvention Hall last evening drew an as- semblage that was vorthy of study from every standpoint of an observer. The five thousand and more men and women who composed it represented, it is safe to say, President Greenwood. to a greater degree than any gathering under a single roof the trained and proper- ly directed common sense of the country. It was, too, as thoroughly an American throng as could be goiten together, and its response to every sentiment that even bor- dered on patriotism, whether it was spoken frcm the platform or was wafted in stir- ring notes over the multitude by the Marine Band, was at once spontaneous and hearty. When the great crowd was assembling the band played a medley of airs, beginning with “Dixie,"> and every hand clapped an accompaniment that grew louder when the tune changed z Doodle.” concourse r when “A poured forth and every handkerchief in the hall was waved when the “Star Spangled Banner“ was given. And so the eloquent speakers alluded to the new epoch which kas suddenly opened in the history of the young republic. It was im- pressive to realize that all these hundreds were the guardians of thousands of young and si 1 all over the Union, r keeping was the molding of these unformed natures into the same spiritual shapes, and it was gratify- ing to the American citizen who fully rea- lized the great destiny before his country that such responsibility was in such ear- nest and capable hands. The arrangements for the evening were very complete, the only drawback being the miserable ventilation of the hall, which fcrced many to leave before the exercises were over. The speakers addressed the audience from a platform decorated with the national colors and foliage plants sit- vated on the west side of the hall. It also contained the seats for the members of the various local committees, the officers of the N. E. A. and the national council and dis- tinguished guests, who included the Dis- trict Commissioners and the board of school trustees. An Eloquent Prayer. Few seats were vacant when Chairman Henry F. Blount opened the session and introduced Rev. Frank Bristoe of the Met- ropolitan M. E. Church, who offered an el- oquent and impressive prayer, pleading for God's blessing upon the educators of the country there gathered and the President and his advisers and the legislators, and praying Him to defend and protect the noble men who had gone forth from Amer- ican homes and schools to lay down their lives if need be on the altar of a wider freedom. The hearty amen which followed Dr. Bristoe’s words showed the religious fervor of the assemblage. The Marine Band played the Stars and Stripes and Chairman Blount welcomed the N. E. A. in a few brief words and read a letter from President McKinley, in which the nation’s chief magistrate regretted that official du- ties prevented his participating in the ex- ercises. t would have been a pleasure to me,” he wrote, “to have been able to have met the wishes of the association in this respect and to have welcomed its members to Washington. “In the important educational work which the association has done so much to en- courage I have the deepest interest, and believe that the best results must come from such meetings, with their inspiration to even greater achievements than have characterized its work in the past.” Welcomed by Commissioner Ross. Chairman Blount then introduced Dis- trict Commissioner Ross, who welcomed the assemblage to the national capital, pre- facing his cordial tribute with an interest- ing review of the local public schools and their salient features. ‘The convention would be, he said, of incalculable value in bringing about an interchange of experi- ences end observations between the coun- try's educators. “You assemble,” sald Mr. Ross in the course of his remarks, “at the only period in our history when the boys of our homes and of our hearts have carried the flag, under whose protection they were trained in our schools, into distant foreign lands. Within a few short weeks their valor and their heroism have changed the current of human events, and have given to the young republic of the west a new place among the nations of the world. They have won victories, not alone by reason of the justice of the ‘cause for which they fought; not alone by reason of the fact that they come of a stock not accustomed to defeat; but also because they have been trained and disciplined as American free- men in American schools. And if, ae now seems Inevitable, it is a manifest destiny that our flag shall not be hauled down in the foreign lands where it has been plant- ed, our people will require new leseons in Statecraft and new instruction as to the duties which will devolve upon them in their cNanged relations with the world’s great powers. Heretofore, we have taken lessons cnly in the art of governing our- sely Another kind of knowledge will rew be required in dealing with the people who dwell in the islands of the sea.” An Eloquent Address, President Whitman of the Columbian Uni- versity was the next speaker, and he was given an ovation. He depicted the national character of this city in graphic terms, and, proceeding to the subject of the present war, he declared in eloquent terms that the real purpose of it was to crush the powers of ignorance, cruelty and defiance to human rights and exalt liberty for the body and soul and truth afd hope for the heart of down-trod- den man. “The spectacle of unselfish effort for others,” ue said, “Is so new to political vision that the world does not understand it yet. We scarcely understand it ourselves, Where it will end we cannot yet see clearly. But the hands and minds and hearts w! guide our destinies are the hands and minds and hearts of men brave and wise and true. Co. has shown itself worthy of the confidence of the country. A gentle- man, a soldier, a statesman, a represents the nation in the White House today. No north, no south, no east, no west, one country, one flag, beneath which the citizen may be proud to stand in the presence of the whole world and say I am an American.” Real Patriotism. In conclusion Dr. Whitman said our coun- try neetttd just now to lay emphasis upon the fact that patriotism is not confined to carrying a eword. “To be loyal to the principles of sound government,” he exclaimed; “to be faithful tothe demands of citizenship; to be honest in the discharge of social obligations; to be clean and pure and true—that {s patriot- ism. Teach that to every scholar from the kindergarten to the school of philosophy. “Out from the school room it will find its way up and down the land. The millionaire will learn it and will administer his wealth as a patriot. The statesman will learn it, and will discharge his office as a patriot. The plow boy will learn it, and will turn his furrow as a patriot. Fatherhood will learn it, and will count it joy to be proved worthy of so holy a task. Motherhood will Jearn it, and will teach the lips that lisp their evening prayer to frame the name of their country, making of their country and themselves a daily offering to God. So the boyhood and girlhood of today, which your faithful work is preparing for the larger tasks of tomorrow will offer to the world the manhood and womanhood that makes the strength of nations and furnishes the largest guarantee that our faith in our institutions {s not misplaced.” The applause when the speaker closed continued for several minutes, the audi- ence cheering and waving hats and hand- kerchiefs. A particuiarly pleasing selection by the Marine Band followed, and then United States Commissioner of Education W. ‘T. Harris was introduced. An Impressive Address. The address of Commissioner of Educa- tion Wm. T. Harris, which followed, prov- ed a most interesting contribution, and every word was closely listened to, voicing, as he did, the imperial future of this great republic in no uncertain way. He began by alluding to the national capital being the most fitting place in which to hold the con- vention at this important epoch in the country’s history. Sketching the rapid progress of the nation in population and wealth, which now surpassed the greatest of European nations, he said it had only been a question of time when we should take our place among the nations as a real power in managing the world’s affairs and be counted with the great powers of Eu- rope in the government of Asia, Africa and the isles of the sea. It was a moment, he thought, to be postponed rather than hastened by the patriotic citizen, because it meant the beginning of an ssentially new career. But once the United States entered upon it, as it had now,*all its pow- ers and resources must be devoted to adapting it to the new situation and de- fending its line of advance, for it cannot move back without national humiliation. Our Foremost Intcrest. Continuing, the speaker said hereafter our foremost national interest must be the foreign one. and consequently our highest studies must be made on the characters, inclinations and interests of foreign powe! It is obvious that this study requires a greater breadth of education, more special- izing in history and in the manners and customs of European nations, their meth- ods of organizing industries as well as their methods of organizing armies and navies. We must even master foreign lit- eratures and get what are the fundamental aspirations of the people. This points to the system of education in this country. This indicates the function of the school master in the coming time. The Duty of the Teachers. In concluding his thoughtful address Mr. Harris spoke as follows: Shallow elementary studies help us to un= derstand our immediate environment, but for the understanding of deep national dif- ferences and for the management of all that is alien to our part of the world, deep- er studies are required. The student must penetrate the underlying fundamental prin- ciples of the world history in order to see how such different fruits have grown on the same tree of humanity. We must look to our universities and colleges for the peo- ple who have learned to understand the fi and daily customs of a foreign people and who have learned to connect the surface of their every day life with the deep national principles and aspirations which mold and govern their individual and social action. Hence the significance of this epoch, in which you are assembled to diseuss the principles of education and its methods of practice. There have been great emergencies, and great careers have opened to American teachers in our former history, but you stand today on the vestibule of a still more important age, the age of the union of the new world with the old world. The impression made by Commissioner Harris was evident in all parts of the vast audience, and he was greeted with great applause when he concluded. President Greenwood’s Addre: He was followed by President J. M. Greenwood of the N. ©. A., who read his annual address. The educational tenden- cies of the United States, he said, were tempest tossed; but out of the ferment g00d would come as the settling down and purifying process is carried on scientifical ly. A careful analysis of the best educa- tional thought of the country showed that but few issues of any permanent value had been settled. The child was being ad- justed to his new condition, but his spirit- ual possessions were being held in trust. The nation, he said, had put the educa- tional machinery in motion, and then al- lowed it to run largely by virtue of its own momentum. There was a favorable ten- dency to foster more profound investiga- tion and secure higher grade of scholar- ship. After alluding to the claim so broad- ly made that a nation cannot be developed in its brain power beyond a certain degree without danger, which, he said, was a physiological question engaging specialists everywhere, he said: Important Problems. “Real education could, no doubt, lead the mind out to a natural growth, but what kind of leading this should be in order to preserve the people from weakness is get- ting to be a very serious matter that re- quires the most cons::mmate skill to han- dle wisely. Is there an education which caus2s deterioration of brain power? Can it be judged of by its effects upon those races which are regarded as being lower in the scale of living than are the nations of Trim Prof. N. M. Butler, Columbian University. Europe and their descendants in America? “Whatever accomplishments have been imposed upon them by a superior race have not materially improved their condition, The contact of European civilization with lower races had proved, in most cases, a detriment. This fact was significant. | If lower natures copy the faults of the highsr ones and not their virtues, then they have been leveled upward in the wrong direction. Instability of Administration, “Another element of weakness in our edu- cational system,” said the speaker, “as it is administered, {s that of instability, and by virtue of the presence of this fact, it is one of the most serious drawbacks to _uni- form progress, and it results from a lack of standing on a firm basis of au! which introduces a certain degree OF tech into its actions, and prevents the ment of that kind fan organization which works with ularity, ision, flexibility and caution. Under! au ft Festralnte, clear- ness and precision of will end intelligent dance of all educational efforts are en- ‘eebled, leading to indecision as to aims and purposes, &nd hindering that exercise of carefully planned work and prohibiting and greatly restricting that degres of fore- thought which is necessary to eminent suc- cess in all great undertakings. While the schools are maintained and administered ostensibly in the interssts of the whole, they are largely in the hands of a mi jority, oftentimes weak, precarious and vi Tiable, and existing conditions are always threatened by a rival, and tinged by a con- stant dread of losing what has been already accomplished. Until the public schools are freed largely from this impediment clash- ing interests will prevail to such an extent as to preclude the highest and completest form of educational work in this country.” ‘The Hope in Art Education. After advocating the imparting of civic infermation to the children, who, he said, should assimilate this kind of knowledge and convert it into the faculty of doing, Professor Gréenwood spoke of art educa- tion, saying, in conclusion: “There is a rapid awakening of the Amer- ican people’ in all sections of our country on the subject of fine and industrial art education, and this is a hopeful sign of na- tional progress and of permanent pros- perity. Its full development will make the lives of our people richer and more enjoy- able. We are at the beginning of what will expand into all that the most ardent ad- vecates of art education now regard as re- mote possibilities. “It is not too much to hope that indus- trial and art educaticn will become potent factors in settling equitably the somewhat disturbed social and economic conditions of this country.” Webster Davis’ Eloquence. Assistant Secretary of the Interior Web- ster Davis followed in one of his character- istie speeches, full of eloquence, wit and clear common sense. The real object of education, he said in th2 course of his re- marks, was to make the intellect the best inspirer of the heart and the servant of the will in alt noble work; in short, to make good, first-class men and women, who are able to hold their own in the great battie of life. A nation’s wealth consists in the intelligence and virtue of its citizens. Its nobles are the men of sober thoughts and righteous deeds. In the public schools of this country the men and women must be educated, who, under God, are to guide the old ship of state “to a still more glorious destiny through the beckoning seas of the future. That future demands that these schools shall be liberally ‘supported, so that all citizens shall be sufficiently instructed to fit them for the manifold duties of good citizenship. In conclusion Mr. Davis apotheosized the reunited country in glowing terms and was greeted with round after round of cheers. The last speaker was Charles R. Skinner, first vice president of the N. E. A. and superintendent of public instruction in New York state. He reviewed the illustrious career as an educator of Dr. Edward Aus- tin Sheldon, and gave an interesting sketch of the advancement of the educational sys- tem of New York. When Mr. Skinner con- cluded the audience rose and sang America, accompanied by the Marine Band. The ef- fect of the thousands of glad voices min- gled with the clarion notes of the band was tremendously effective. At the conclusion of the meeting a committee on resolutions, with instructions to ‘report the closing session, next Tuesday night, was announced by President Greenwood. It is as follows: Nicholas Murray Butler, New York, chair- man; Livingston C. Lord, Minnesota; Ed- win P. Seaver, Massachusetts; R. B. Ful- ton, Mississippi; @. T. Corson, Ohio; An- drew S. Draper, Illinois; Oscar H. Cooper, Texas; James M. Green, New Jers J. H. iller, Nebraska; and E. A. Alderman, orth Carolina. “The committee will re- port at the last session of the convention, next Tuesday night. Shing. AN INTERESTING EXHIBIT. How the Deaf Learn to Spenk and the Blind to Read. Number 16, the new department of the National Educational “Association, that for teaching the deaf and dumb to speak and educating the blind and feeble-minded chfl- dren, is attracting very general attention from the delegates to the convention. The thousands of strangers in the city now b3- gin to realize what an extensive and inter- esting exhibit has been made by the new department, and the crowds which are drawn to the Franklin school building ar> hourly increasing. For the benefit of stran- gers it can be stated that the Franklin building is very accessible, being located on the southeast corner of 13th and K streets northwest, opposit2 the northeast corner of Franklin Square. The entire building, which is open during the whole of each day, is given up to the exhibit, and visiting teachers find it well worth their while to drop in for a few min- ut2s during the intermissions between the fixed exercises of the day. There they see for themselves the wonderful progress that has been made in rec2nt years in this new department of education. The headquarters are in charge of Mr. John Hitz, a prominent worker in this branch of education. Mr. Hitz explains the general methods of teaching the un- fortunate classes of children, which is the same in all the schools. The children are taken at as early an age as possible and instructed in the simplest elementary branches. As they advance in age the les- sons become more difficult, so that when they are ready to leave the schools they are qualified as thoroughly as more for- tunate children. Kindergarten methods are employed until the children reach the age when they can readily appreciate the ad- vantages of the more advanced learning. Then the boys are taught manual training and the girls sewing and cooking. The time of the pupils fs not entirely occupied with this class of work, however, for their ordinary classical studies are not neglected. The average amount of time given ot manual training, cooking and sewing is between three and four hours a week. One of the principal institutions for in- struction of the deaf is the Horace Mann School of Boston, which has a very inter- esting exhibit on the third floor of the Franklin bui'ding. The work is arranged chronologically, showing the progress of the pupil from the time he is taken into the school until his final year. In this school the practical branches of printing and typesetting, woodwork, needlework and cooking are very thoroughly taught. There are 125 boys and girls in the school. On the same floor is the exhibit of the McCowen Oral School for Young Deaf Children of Chicago. This {s in charge of Miss Cornelia Bingham, and class room work {s shown, illustrating in sequence tho value of drawing and other materials as a means of expression for very young chil- dren in kindergartens, and for primary grades of public schools. Children are taken in this school ag young. as two years, but the age limit 18 twelve. The number of pupils at present fn the school is thirty, There are two Gia exhibits of the work of schools for thé blind and mentally de- ficient children, that of the New York State Sckool for the Blitd a Bont of the Had- donfield, N.J., Trafnin| hool for Mentally Backward Children. A striking feature of the exhibit of the former school is an American flag made entirely by blind giris, whose forty-five stars were sewed on by forty-five different’ pupils. There are also quité a number of books for the blind, including the circulating Ubrary of the District, exhibited under the auspices of the Aid Associatton for the Blind, of which Mrs. John Russell Young is president. ‘ Half a dozen pupil: School of Pnilad interesting exhitti from the Mt. Airy ‘are among the most ‘This school is under the direction of Miss Mary Garrettson and several assistants. The chfldren gave two entertaining drills in the Franklin Hall this morning. The first was in class work, skowing how little deaf children are train- ed in speech; the second was what is krown as the Swedish gymnast drill, giv- ing an example of the physical culture work among the tots. This afternoon there were three drills very similar to those of the morning. There were also several renditions of instrumental ae cent selections by the blind of the Reception by Mrs, Hubbard. There will be a reception at Twin Oakes, tendered by Mrs. Gardiner G. Hubbard to Department 16 tomorrow from 5 to 8 o'clock p.m. Owing to the death of her intimate friends, Mr. and Mfs. Anthony Pollok, in the Bourgogne disaster, Mrs. Hubbard will not receive her tomorrow Charles J. Bell, = OUR OWN HISTORY Its Essential Importance as a Study in Our Schools. ADVICE 10 ITS TEACHERS Features of the N. E. A. Meeting at the Grand Opera House. THOUGHTFUL DISCUSSION ‘There was a noticeable preponderance of ladies in the audience which assembled in the Grand Opera House this morning in at- tendance upon the first general session of the National Educational Association con- vention, and it was easily evident that none was there from perfunctory motives. AH present followed the remarks of the various speakers with deep interest and in- telligent comprehension. First Vice President Charles R. Skinner of the N. E. A. and state superintendent of the New York schools, presided, and after prayer was offered by the Rev. Dr. D. J. Stafford of St. Patrick’s Church he made some remarks pertinent to the pres- ent tendency of the modern educational system. Not enough attention was given, he declared, to the study of the real his- tory of the United States. There was too much of a tendency to admit fads through the front doors of our school houses, while the absolute essentials of education were forced to find entrance from the rear. The Esseatiats of History. He then introduced Principal W. F. Gor- dy of Hartford, Conn., who spoke for half an hour on the essentials in United States history to be taught in elementary schools. The great aim of education, he said, was to reveal physical and human life to the individual, to the end that h> may under- stand his relations to them, and especially his social obligations to his fellow men. History is a study of the human will, of which. actions, deeds, events are but the expression. Ev2nts are the material facts. D. W. Springer. President Business Section. They are the symbols of the moral facts constituting the real truth of history. Back of material facts lie the feelings, thoughts, inclinations and motives of men—of indi- vidual men. Wera the men honest, manly and true? Had they worthy ideals, high conceptions of life? What were their joys and sorrows, their hopes and aspirations? In the consideration of these questions w2 discover the educational value of history to the individual. We study the lives of men as revealed in history that w> may learn to live ourselves. Their lives illuminate our pathway and serve as means of warning or inspiration. The Function of the Teacher. The function of both the writer and the teach2r of history is to explain the mean- ing of human life, which is to be found in the spirit of history. For such explanation far more depends upon the nature of the material facts selected than upon their number. Th> development of thorough scholarship through the acquisition of a considerable body of facts should not be a dominant motive in elementary schools. If the pupil acquires an interest in history and learns how to read it in such a way as to appreciate its m2aning he has at his command the means of continuous self- education of far more value than any num- ber of facts. From these considerations it follows that only typical facts should be selected and treat2d with sufficient fullness to make their meaning easily grasped. Then his- tory becomes interesting because it is vital- izing and inspiring. What were the leading aims of the Spanish, tha English, the Dutch and the French in the days of ex- ploration and colonization? In the struggle for control of territory now belonging to the United States, why did the Spanish, the Dutch and the French fail and why did the English succ2ed? Only a comparative- ly small number of typical facts are need- ed to answer these questions. In the same way, typical colonies may be taken when life in th2 colonies is studied. Virginia and Maryland may represent the southern group, Massachusetts and Connecticut the New England group and New York and Pennsylvania the middle group. The Axis in Our History. Sixteen hundred and eighty-nin2 is a turn- ing point in American history. From that date the narrow, provincial spirit began to give way to a broadening American spirit. The change was brought about by three sets of historic forces—Indian wars, trou- bles with the French and wifficulties with the royal and the proprietary governors. Thus the simple, closely connected story is easily followed to the time of the revolu- tion. What were its caus:s? What was the real character of the struggle? What were its most significant results? These are the questions to be asked in the study of any war. Tha second may be answered by the study of only a few important battles. Why did the confederation break down and what led to the formation of the Con- stitution? What are the fundamantal prin- elples of the Constitution? What were the significant features of the struggle of the young republic with England and France— a struggle which culminated in the war of 1812 and prepared the way for ths Monroe doctrine? Rs Advice to Pedagogues. ‘What was the meaning of the struggle between the liberal construction party and the strict construction party? How did this struggle lead finally to the civil war? What was the character of western devel- opment and how did this development atf- fect the struggle? How did slavery affect it? In answering this group of questions make ample use of representative men, such as Hamilton and Jefferson, Webster and Calhoun, Lincoln and Jefferson Davis. In all periods make much of the ethical value of representativ2 men. After the civil war what was the mean- in educational value that the determina- tion of the characteristics essentials, so far @s possible, was necessary. History in Our Schools, United States history came into the pub- Uc schools as a study by common consent after the national controversies of 1850-65; for the people believed that the men and Women of the great republic needed tn- struction on the true principles of freedom, as well as the functions and meaning of republican institutions and government, in order to properly respect, Value and pro- tect these great privileges. The frst his- tories prepared for public schools in Amer- ica were constructed on the idea that such teaching should show that it cost much in life, treasure and sacrifice to establish, preserve and maintain republican institu- tions. As a consequence, much attention was given to colonization, the perils of primitive settlement, the struggle in home- founding in a new and untried continent, the strife with the savage and with the mother-country in order to develop interest and sympathy and desire for patriotism. The war idea, the struggle idea, the sacri- fice idea, the patriotic idea, prevailed, and the end it was not scholarship, but ethical and civic feeling. The Period of Cramming. Following this early method and idea, came the school master and the chronicler with the scholastic notion that the study of*history was an end in itself, and the text books and the teaching assumed a new form, so that classification, analysis, and outliming was emphasized, and the learn- ing of facts became the one great end. The test of teaching was not interest, inspira- tion, patriotic conceptions and enthusiasm, as had been, but personal exactions that could make pupils encyclopedias ready to retail information regarding men, events, measures.and results without limitation. Later Ideas and Their Effects. “Out of this twenty years of scholastic domination by the school master has come a change,” said Prof. Seerley, “which at- tempts to return to first principles, seeking patriotic citizenship and living enthusi- asm as the true end, without for- getting the thoughtfulness and scholar- ship which is still thought to be possible by making this study a combination of civic, economic, sociologic, philosophic and edu- cational instruction. History teaching ac- cording to this later standard attempts not only to familiarize a pupil with the story of civilization, but also to interpret for him the problems involved, to have. him ascer- tain for himself the ethics concealed, the philosophical trend of thought in public action, as well as to determine for him the way to governmental safety, reform and reconstruction. The aim is, therefore, en- tirely constructive and encouraging and hopeful, and not at all destructive and faultfinding and critical. Real Teachers Demanded. “With this has come a demand for a real history teacher. The old idea that any one could teach history Nes gone forever, and the new idea that there is no more difficult subject to teach well and effectively has been accepted. What the essentials in history should be for the course of study depends, therefore, upon whom is selected as the teacher. If the teacher does not posses: true historic spirit, if he does not have him- self the proper civic emotion, if he dces not recognize the genuine patriotic devotion, if he does not acknowledge and feel the cere and real object of human life, he c: not teach properiy and successfully the de- tailed essentials required to accomplish this higher and grander aim. There is no other branch of study that calls for as much dif- ferentiation of materials, that needs as much originality of conception, that asks as much individuality of interest, that requires as much wisdom of insight as to means and methods, that exacts as much breadth of knowledge, as does that of history teach- ing. The mistake of modern educational effort,” he said in Conclusion, “is to seek reform and reconstruction through organi- zation, detailed plans and intelligent, criti- cal supervision, where after all no reason- able nor satisfactory results are obtainable except through scnolarship, skill, training, ability and spirit in the teacher who stand: before the class and does the actual work. The Star Spangled Ranner. At the coaclusion of President Seerley’s pauper Miss Lilian Sefton sang “The Star Spangled Banner” in splendid style, ac- companied on the piano by Miss Sadie Drown. The assemblage stood while the feir girl sang the stirring hymn, and there was great applause when she concluded. A discussion of the papers read followed, County Examiner N. G. Palmer of Oak- land, Md., commencing it with a ten-min- ute talk on Principal Gordy’s contribution. Mr. Palmer read with extreme rapidity, taking the general ground that the best teacher of aistory was he wko would teach its broad principles, its philosophy, and regard it as it eppealed to the reason of stucents rather than to their memo: President Seerley’s paper was discussed by W. C. Lansdon, principal of the High School, Fort Scott, Kan., who gave a very clear exposition of the manner in which history shouid be taught in the secondary schools. A iibrary was a necessary ad- junct to lis proper study. Teachers should in this stage of study take up the political and civil conditions of the country, leaving out anything but mere reference to ths wars which grew out of such conditions, and can be better studied later on. The history of colonial government, out of which federal guvernment grew, ang the various causes leading to the formation of sion, the compromises, and so fcrth, should be taught and all the ques- tions growing out of it. Gospel of American History. Mr. Lansden called forcible attention to the necessity of preaching the gospel of American history in every school. The knowledge of it made better citizens of men and women. It was surprising how generally the study of history was ignored in’ the secondary schools of th> republic. The speaker was frequently interrupted by applause, and was greeted with a cordial outburst when he closed. W. 8. Sutton, professor of pedagogy in the Texas States University, was to have discussed Principal Gordy’s paper, but was not present, and a general discussion of the subject of history teaching was pro- ceeded with. The first speaker was R. K. Buerhnle, superintendent of schools at Lan- caster, Pa., who declared that in the teach- ing of history it should not be forgotten to teach that to Virginia and to Pennsylvania was due the freedom of the country more than to New England. It was in Pennsyl- vania that ths doctrine of absolute freedom was first inculcated in the people. In teaching history in the primary school he believed it should be biographical in character. This declaration was loudly ap- proved. Maryland’s Great Record. Superintendent E. B. Prettyman of Mary- land followed with an cloquent peroration of the state he represented, whose history, he said, was glorious, but almost absolutely unknown. In its colonial times Maryland established great principles, which had rever yet been acknowledged. New Eng- land writers furnished our histories and wrote what they knew most about. Mary- land established the principle of honestly treating with the Indians, afterward fol- lowed by Penn, whdése lands were bought instead of seized by Leonard Calvert, Seo- ondly, the principle of religious liberty was first established and made a law in the history of the werld by the colony of Mary- land. It was established by Cecilius Cal- vert in his instructions to Lord Baltimore, his brother, long before the convention of religious toleration in 1649. Roger Wil- liams was driven out of Massachusets for advocating religious liberty after it was es- tablished in Maryland, and William Penn did not ‘come for 100 years afterward. An- The next speaker was Superintendent L. B. Wolf of Kansas City, Mo., who made a strong plea for the earlier study of history In the public schools. Mr. Wolf then spoke ESSENTIALS TOTEACH Methods of Imparting Instruction in English Composition. SPELLING BOOK IMPORTANT FACTOR Interesting Addresses Made by Professors Shaw and Thach. SE Sor sie NATIONALTHEATER MEETING % = The schedule time for opening the exer- cises At the National Theater was 9:15 o'clock. At that hour not fifty peeple were seated, and the stage was empty, save for a forest of chairs. The stage was hand- somely set with palms and a big jar of car- nations stood on the table of the presiding officer, but not a flag was in sight. This was commented on Dy many of the visi- tors, who are wild with enthusiasm over the patriotic display at Convention Hall last evening. It was quite 10 o'clock before the audience gathered and the convention opened. The president, George J. Ramsey, vice prestient for Louisiana, introduced the Rev. Dr. Clarke, who offered an eloquent prayer. There was no music, and Prof. E. R. Shaw, dean of pedagogy, New York University, Washington square, New ¥ork, was introduced to give an address of thir- ty minutes on “The Essentials of English Composition to be Taught in Elementary “Schools.” Professor Shaw is a man of pleasing personality and clear pleasing ad- dress. He said in part: Prof. Shaw's Addres: Inder the essentials of English compo- sition for elementary schools I shall com- prehend every means that contributes to give a pupil the fullest and freest com- mand of English it ts possible to give in the elementary school. More can be done, I am confident, than has yet been generally attained in this direction. The error of the past has been the loss of time and the waste of effort in teaching English from its formal phase. “The first essential of English composition to be secured in the elementary school {s evi- correct spelling. There is abundant derce on every hand to show that method generally pursued today in te: ing spelling is not a method which gives satisfactory results. Some spelling can, of course, be caught incidentally, but_in 80 difficult and arbitrary a matter as English spelling a definite time must be set apart for it in the schcol program when shall be pursued as a regular exe Prof. Shaw believes the secon to be secured js what he terms “feeling for English.” If he were required to make a choice between technical knowledge of glish and what he terms “feeling for En- glish,” ke would unhesitatingly choose the atter. To develep this sense he would give the pupils selections from the maste of English literature, and, requiring those selections to be memorized, to and transcribed re He would have ch: memorize half a dozen good poems each He does rot believe that this will BE year. sufficient to develop this “fe glish,” for the best prose sele will test oratorical powers should also be memorized. “The fundamental requisite, then,” he says, “from first to last, in the teaching of English composition. in the elementary school, is abundant and continued expres- sicn of the pupil’s thought and feeling growing out of some activity, some expe- rience, some observaticn, some intercourse, some imaginative construction on the part of the pupil.” Gramatical Analysis. “What is to be insisted on, therefore, ia some positive, underlying content in the pupil's mind, which he is led to expresa either-in oral or written language, and out of this expression all the formal aspects of composition are the issue. The next ¢! sential is a knowledge of grammatical an- alysis of sentences, which should be well begun in the sixth school year and carried through the seventh and eighth years. “The method to be employed in unfolding this grammatical knowledge is that of the skillful questioning of the living teacher. It is to be principally analytic rather than lesoriptive. Prof. Shaw would then bring them face to face with incorrect English to set right. In closing he said he had insisted in his paper upon the actual use of English in writing, and a great deal of it, instead of study upon how English should be used, or how it may be used, but that at no point shall the teaching be such as tv develop @ fatal facility to use words at the expense of definiteness of thought. Address by Prof. Thach. The next address on the “Essentials of English Composition to Be Taught in Sec= ondary Schools” was an entertaining paper presented by Prof. Chas. C. Thach of the State Polytechnic Institute, Auburn, Ala. He opened by saying that within the last few years there has been a marked im- provement in the teaching of English, both as to subject matter and methods. He was somewhat sarcastic in his references to the scholarship of many college boys, who in the most mechanical points of execution, in handwriting, spelling and punctuation, a large number are deficient to an appalling degree. They have no vocabulary, he says; no thought or vividness of feeling, and but one vent—slang. Thus while the boys are bright, the teachers faithful and diligent, the fault, he believes, lies in the secondary schools, through lack of method, and the manner in which English is taught. Habits of faulty speech are not corrected early in school life. Two Distinct Methods. There are two distinct methods which have been pursued in the effort to inculcate @ good English style, he says. The first method, the translation of the ancient clas- fics, which he believes to be an excellent practical exercise in English composition. The second method, of learning to write English, consists in the fruitless practice of studying about English rather than study- ing English itself; of elaborating the whys and hows and wherefores of style. Prof. Thach believes that what is needed in our school work in teaching composition is less psychology and more practice; more of the method of the gymnasium, of the studio and of the laboratory—the method of learning to do a thing by doing it. The professor thinks that of all the arts that of writing well is certainly the most difficult. Fluency and good style are not fairy gifts, but are obtained only by the most strenuous labor. “But even practice in- writing fails of the best results,” he says, “unless attended by gnother important factor that is recognized as an essential element in all good work— interest—an essential which, if it cannot be taught, can at least be cultivated.” He believes that children should be lead by easy stages to write of what they know absolutely and are interested in. No one, he believes, can write well unless he writes for the purpose of expressing thought. One must have something to say and say it, For instance, he says, a girl writing a love letter makes a success of it because she has ideas and wants to express them; she is in- terested in her subject. A feeling of abiding disgust for compositfOn as an accomplish- mx it grows in the heart of a boy, he says, wi » is given dead or abstruse subjecte to wi.te upon. To get the best results the pupils shculd never be