University of Chicago, discussed "Its Prospects." We Ohio people were all proud of the decidedly favorable impression made by our own Dr. Thompson.

On Wednesday morning, Prof. Gantvoort, of Cincinnati, began his work of teaching the new "Rallying Song." To name the leader is to say that before the Association finally adjourned the song was well learned. The special theme of the morning's program was "Contributions of Religious Organizations to the Cause of Education," and the work of the Baptist Church was set forth by Pres. Oscar H. Cooper, Baylor University, Waco, Texas. His paper gave facts and figures to show the generous contributions of the Baptist Church to the cause of education in both men and money. Interesting facts were given concerning the leading college and universities of this denomination at the present time.

As I stated before, the Rev. H. M. Du Bose, who was at this time to have presented a paper on the educational work of the Methodist church, was detained by the serious. illness of his father.

There was much interest in the third paper of the morning, that of Dr. Conde B. Pallen, St. Louis, Mo., on "Contributions to Education by the Catholic Church." Of course, we could all agree with the speaker when he said "it was a physical impossibility to outline the work of the Catholic church in ed

ucation in nearly two thousand years in the time allotted to him;" but it did seem to some of us that he might have spent a little more time in giving the history of its achievements and a little less in giving and defending its aims. However, we thoroughly enjoyed the

paper.

At its close Pres. Corson announced the committee on nominations. The Chio member was John A. Heizer. Dr. E. E. White was chairman of the committee on necrology announced at the same time.

On Wednesday evening there was a very large audience at the Auditorium. Not only the teachers were out in full force, but the citizens of Charleston; and what drew them there was not the scholarly president of Indiana University, but the most distinguished colored man of the world, I think, Booker T. Washington. Dr. Swain spoke first on "The State University." He is

Confederate side in the Civil War listened to him with the most respectful attention, and I prefer quoting from an editorial in "The News and Courier" of Charleston here to giving anything further of my opinion.

He

Booker Washington spoke at the National Educational Convention last night, and spoke well. never fails to impress himself upon his audience, whatever that audience. We regard him as one of the greatest men in the South to-day. He is at once the Moses and the · Aaron of his race a wise leader,

and always a forcible and effective speaker. He He has has accomplished more to set his people in the right way, to lead them up to an appreciation of true liberty and civilization than any other man that has ever taught or spoken in this land. * * * He does not believe that the negro can elevate himself by any short cut or artificial means, and protests that the only true test by which the negro can be measured is his real, tangible progress in material and essential things.

Not only did the thought of Booker T. Washington commend itself to the minds of intelligent listeners, but his impassioned eloquence touched every heart.

After music on Thursday morning came the woman's morning. My only criticism of the program would be this setting apart of a session for papers from women. I don't believe in their being "set apart." When I am invited to a place on the program of a general session of the N. E. A. I wish

to go on with my brothers. The papers of this session were in the main very good. The general topic was "The Problem of the Grades." Miss Gertrude Edmund, principal of Teachers' Training School, Lowell, Mass., had the subject "The Problem of the Grades." Many of the audience were pleased because she spoke, preferring that to reading.

I

Miss Elizabeth Buchanan, Kansas City, Mo., presented a very clear, practical paper on "The Problem of Classification and Promotion." She gave some new plans and sustained them logically. think her ideas would form a good working basis for a needed change in many schools. But I could but think all the time I listened to her that she was taking for granted a very superior principal in each building in a city. I should like to take her paper some time and sketch the principal shadowed forth in it.

Mrs. Alice Woodworth Cooley, supervisor of primary grades, Minneapolis, Minn., charmed and delighted every one with her talk (for she referred only occasionally to notes) on "The Problem of Instruction." Her subject permitted her to talk of nature study and literature as related to the child. Given such a subject, and then a woman to discuss it who has a winning manner, beautiful voice, and the advantage of actually living close to children and loving

them, and you may see how we enjoyed a prose poem.

At the close of the morning session, the officers for the ensuing year were elected:-President, J. M. Green, New Jersey; First Vice President, O. T. Corson, Ohio; Treasurer, L. C. Greenlee, Colorado; Director from Ohio, N. H. Chaney.

Thursday evening was full of delight for those of us who love music, because we not only had one of those papers on that subject such as can be given only by Prof. A. J. Gantvoort, but we had a special program of patriotic music rendered by the First Regiment U. S. Artillery band. Mr. Gantvoort's subject was "The Influence of Music on National Life." He began by showing that the greatness of a nation depends upon the character of its citizens, and then went on to show that whatever we would have in the adult must be cultivated in the child. He showed that the influence of the emotions in forming the soul of a man is as great as the influence of his intellect. Courage, forgetfulness of self, noble magnanimity are strengthened by grand music. Authors write under its power and men are stirred by it to noble deeds. If we would have patriotic men and women our boys and girls must learn the songs of

our nation.

When Prof. Gantvoort reached the place where he gave a brief history of our national airs, each little

sketch ended by the playing of the particular air by the band. Yankee Doodle, Hail Columbia, The Star Spangled Spangled Banner, America and Dixie were all received with unbounded enthusiasm.

When Friday morning came on all sides was heard "I wouldn't miss this morning's program for anything." Nearly every one had heard of Reuben Post Halleck and Martin G. Brumbaugh, and many had the pleasure of hearing them. Those who had not known before of Pres. Wm. M. Beardshear, State College of Agriculture and Mechanic Arts, Ames, Iowa, were not surprised at the enthusiasm of his friends after they had heard his paper on "The Influence of Poetry on Education from the Basis of Esthetics."

The subject of Mr. Halleck's paper was "The Value of English Literature in Ethical Training." He maintained that the great masters of English literature have defined ethical conduct better than ethical philosophers. An intellectual truth often falls on deaf ears. The world is leaning forward to listen to moral truth. We should endeavor to have the young catch something of Robert Browning's love of difficulties. Moral fibre was never developed except by grappling with difficulty. The thorny path and the thorny crown and the great defeat came before the Easter morning. The greatest aid in moral development is the formation

of an ideal. English literature from Shakespeare to Browning teems with ideals.

When Pres. Corson introduced the next speaker he said: "When the program was prepared Dr. Martin G. Brumbaugh was professor of pedagogy of the University of Pennsylvania. Now he is American commissioner of education to Porto Rico by appointment of President McKinley." The nouncement was heartily applauded. Dr. Brumbaugh's address was on "Educational Values in Literature." It was replete with thought and beauty, but must be given in its entirety to be appreciated. It is scarcely fair to do what I shall attempt, give a few seed thoughts.

an

"We all denounce vehemently the old object lesson a scheme for foisting tedious and useless. categories of words upon a child. in the name of object teaching. We seem oblivious to the fact that much of the same pernicious practice still flourishes like a green bay tree under the soothing appellation-nature study."

"The main purpose of the early work in literary training is to arouse in the pupil a sincere love for the best in our literature- not the best judged by standards of mature. criticism, but the best measured in elements that arouse in the pupil that rich and deep emotional response so essential to a keen enjoyment of all that is highest in our literary ideals.

* *

"The habit of enjoyment is the fundamental enrichment of the mind for all subsequent effort.

"It may not be inappropriate to note also that the spirit of a noble teacher infinitely transcends any prescribed method.

"Every normally constituted child enjoys much that it has not yet the power adequately to define.

"Literature ought to make the child uneasy under all inartistic influences.

"It remains only to point out once more and emphatically the fact that a true patriot is a lover of literature as well as a lover of liberty, that lofty civic virtue is found only in the soul that loves with equal and undying fervor the fatherland and the mother tongue, cherishing for each a supreme and inseparable passion, striving to honor both by understanding their mission and their power, and living, under the flag, an uncompromising and abiding loyalty for the literature of the nation and of the race."

It was my duty to leave before the last session to take up my summer work on July 16; but I have heard from many since that it was a fitting conclusion to what had been to me one of the most enjoyable meetings of the N. E. A. that I had ever attended. A local newspaper says:—

With the glorious harmonies of the old, yet ever new and beauti

ful, national hymn, "America," still ringing through the hall last night; with thousands of flags bearing the Stars and Stripes gayly waving in

the breeze that floated in from the sea, the thirty-ninth annual convention of the National Educational Association came to a close.

HISTORY OF THE UNITED STATES (INCLUDING CIVIL

1.

GOVERNMENT).

Settlements were made in America: By whom? Between what dates? Where? For what purpose?

2. Why was the charter of Massachusetts annulled by Charles II? Why was New Haven Colony annexed to Connecticut?

3. What body of people received the name of Dissenters and why? Who were the Huguenots? Why did Germans come to America from the Palatinate?

4. Draw a map showing the states that have been formed from the Territory of Louisiana.

5. What facts in history are referred to in Longfellow's "Evangeline?" Cooper's "Spy?" Name three American historians.

6. Why did Benedict Arnold become a traitor? What became of him?

7. What legal powers does the present Congress have which were withheld from the Continental Congress?

8. What inferior courts have been established by Congress and what judges hold these courts?

9. Give an outline of the principal events during the administration of the ninth President.

10. What provision has been made for the government of Porto Rico?

.3 (a) Show that motion is essential to the process of life.

(b) Has the brain direct control over ganglia? Explain.

4. (a) Describe the contraction of a muscle.

(b) Show that muscular training is really mind training.

5. (a) The cells of the spinal cord compel the body to grow; what cells, if any, compel the mind to grow?

(b) How do cells make known their wants?

6. Locate an inflexible joint with union by cartilage; one with union by pads of fibrous tissue, and one with union by dovetail.