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speak, with the air we breathe, and thus leave us time to pursue the nobler branches which the fadists advocate? Will it ever be done? Quien sabe? Wonderful things are being done in these latter days. The Twentieth Century is here. Who is able to foretell the possibilities of the coming age? Our descendants at the end of the next century may have greater mental capacities than we have. The barbarous spelling of our sturdy mother tongue may then have been removed, ingenious puzzles may have been eliminated from our arithmetic, a reformed system of weights and measures may have been introduced and other improvements made – but until the advent of that future Golden Age, we must learn to spell and read and cipher in the good old fashioned way. To be serious, a grave mistake is made as to the function of a public school. It is not instituted to fit pupils for trades and professions. It is not intended to give them political or religious training. It exists to develop mental power in the pupil. He who acquires this, can use it in any direction he may. Let him then attend a commercial school, a law school, a musical school, or any other special school, as he may choose. He is educated in the sense of a public school education who is fitted to find the information he wants when it is wanted, and who is fitted to apply his energies intelligently and successfully in the direction of his peculiar mental and physical make-up. Nothing more can be asked of the public school or ought to be asked of it than that its graduates be thus prepared.
TO ONE IN PARADISE.
Early you sought the beatific vision,
The unfading light -
My endless night?
Love, had you known, you would not then have left me;
Heaven's joys were there,
Of all things dear.
And should I come, one day, unto God's portals,
From very far,
My guiding star —
You would not know you were yourself the guerdon
Of my long quest,
To be your guest.
But should I turn my face from the eternal,
And, bending low,
Anna McClure Sholl in Mundeys.
The Education that Counts.
It is plain that many of the surplus millions of the United States are going to the colleges and universities. Educatiom will become cheaper and more possible to the poorest boy every year. Mr. Morgan's million dollars to Harvard, the bicentennial fund of two million dollars to Yale, and other sums aggregatiog millions more to many of the six hundred and odd colleges and universities of the United States, not to mention the rumor of a fifty million dollar fund for the University of Chicago, all mean that the deserving institutions of the country are going to get as much money as they can reasonably expect. Even now it is possible for the poor boy to get thru a university without asking aid from his parents, and if he develops good ability and much capacity he will find helping hands all along his pathway to a higher education.
In the midst of the offering of these opportunities comes a warning voice from men of more practical ideas, who hold that too much time spent in post graduate work is a handicap on success in the world. We may not accept their dicta entirely, but there is wisdom in listening to what they have to say. A man naturally inclined to be a student often gets to love knowledge simply for the sake of learning. He accumulates a vast amount of information without developing practical ability to apply it to a world which looks for results. Such a one may live and study all bis life, and when he dies the world has lost little. It makes no difference how much education may be developed. Its value must be measured by its usefulness in one form or another.
The sensible student, therefore, never gets so deep in his books that he loses sight of the world. The university is different from the manual training school, but in final results the aim must be the same or it miscarries, and that aim is to fit men and women for better and higher work in the world.
It is gratifying to see ibat modern education is not rushing to overdevelopment in mere study. There are some who fall victims to the quiet of the classroom, or who find their greatest happiness in the corner of a library where they may never be disturbed, but the great majority while at their books hear the call of the world and see its duties in everything that they study.
This is the kind of education that the rich men want to increase by the encouragement of their generous millions. They themselves belong to the active bustling world of trade and commerce. They know that the growth of business and the better management of affairs in public as well as in private life depend upon having educated men in the practical work of the world Their gifts thus become investments that will return dividends upon their own estates, for as the quality of service improves, so does the value of all belongings increase.
Business has changed. No longer does the merchant who merely knows his own corner of the square, and the few things that happen in front of his store, make a great fortune or control the destinies of the times. He must know what is going on in the world. He must also be able to estimate the relative values and influences of events. He must use the knowledge and wisdom of the past as guides for the present, and a trained foresight for the difficulties and opportunities of the future.
Then, too, there is a wider horizon in public life. With steam and electricity the world has grown very small. Its peoples have been brought closer together, and their histories, their characteristics, their prejudices and their needs make up a necessary part of the public man's education. The real statesman no longer represents a district or a State. He must look even beyond his own shores. In the sciences and in the professions this broadening has no limitations. Everywhere, in all departments of effort, there is a freer and a greater opportunity, and the final verdict is not based on what a man knows or what he has studied, not on what he has hoarded either in mind or in treasury, but on what he does that contributes to the good of mankind, and which exercises an influence in the upward advancement of the human race.- Editorial in Philadelphia Saturdag Post.
Francisco School Department.
The Board of Education has revised and completed its new plan of electing teachers to the department. Many changes are made in the final revision, which was given out this morning. These changes and the system in general follow:
The eligible list shall be composed of not more than fifty persons, selected as follows:
First — Experienced teachers who have shown themselves unusually efficient and who have not taught more than twenty years
These shall constitute four-tenths of the eligible list.
Second — Unusually promising graduates of training schools. These shail constitute three-tenths of the eligible list.
Third - Other qualified persons on application and competitive examination. These shall constitute three-tenths of the eligible list.
The Board of Education shall conduct, whenever required, a competitive examination for appointment, under the third method, to the eligible list. The competitive examination shall be based upon questions relative to the practice and theory of education.
No applicant shall be included in this list who does not hold a valid teacher's certificate of a grade not lower than the grammar grade.
All persons considered for appointment to the eligible list will be required to appear in person before the Board for a brief oral examination. Such examination shall be private, but shall be conducted by the Board as a body, and in no case by the individual members acting separately.
COMPETITIVE EXAMINATION. All persons desiring to enter under the third method shall furnish the Board of Education, at least ten days prior to the time of the competitive examination, full information relative to the academic preparation, their professional training (if any), and their experience in teaching (if any). All applicants under any of the three methods shall give not less than three nor more than seven references to persons who are competent to speak of their fitness for the work of teaching. Such references shall include the persons whose present or former conditions enable them to give most exact and pertinent information with reference to the applicant's scholarship, training, experience and general character and efficiency. The Board of Education will not consider general letters of recommendation, but they will request from the persons referred to by applicant a confidential statement as to the applicant's qualifications, such statement to be given in answer to a uniform list of questions to be furnished by the Board. The Board will also, in case of doubt, call for and make use of supplementary information relating to the same set of questions from other persons who may be deemed competent to speak intelligently of the candidates's qualifications.
All assistants in primary and grammar schools shall be appointed from a classified list of such persons as the Board of Education shall find, under the three methods enumerated above for securing an eligible list, to be best fitted for the successful prosecution of the work of teaching. No person shall be appointed to the eligible list without full and impartial examination of his or her qualifications, and comparison with the qualifications of all other persons whose names have come before the Board as available for such appointment. No member of the Board of Education shall promise or give any sort of assurance that any given individual shall receive his or her vote for such appointment. When any name is placed on the eligible list, record shall be made of any special qualification which the person designated may possess, and of the kind or grade of work for which he or she is especially suited.
Every person assigned from the eligible list to a teaching position shall be on the probation before final election, for a term of not less than two years.
All applications under the first and second methods must be filed, together with the names of references, on or before September 7, 1901, with the Secretary of the Board of Education.
The addresses of applicants and all persons referred to must accompany the applications.
The oral examination of applicants under the first and second methods will be held at the board rooms on Saturday, September 4, at 9 A. M.
The competitive examination for applicants under the third method will be held at the Girls' High School, on Saturday, October 5, at 9 A. M.
There is no objection to a person applying under more than one of these methods.
It is the duty of every member of the Board of Education, whenever any attempt is made to employ personal, political, or other improper influence, with him or her, in connection with appointment, assignment, or election to a teaching position of any person, immediately to report the facts to the board; and the applicant concerned in such improper approach shall not thereafter be considered for appointment, assignment or election to a teaching position by the board, unless he or she shall satisfy the board that he or she was not responsible, either directly or indirectly, for the conduct complained of.
AN EDUCATED MAN. What is an “educated" man or woman, and how is he or she to be distinguished ? Professor Butler, of Columbia, proposes five tests of education, in the broadest sense of the term:
Correctness and precision in the use of the mother tongue.
Those refined and gentle manners which are the expression of fixed habits of thought and of action.
3. The power and habit of reflection. 4. The power of intellectual growth. 5. Efficiency, the power to do.
This brief list constitutes such a good answer to a difficult question that it is given here without comment.
THE FIRST LETTER.
Strange to the pen, crude letters trace,
Your presence yet shall grace.
When fingers grown more fleet shall speed
The snowy leaflet over,
How many pages wilt thou cover !
And this first one you wrote today
And viewed with pride and gladness,
Or bring what tears, what sadness.
And shall you not on life's page pure
Some tender letters trace ?
Mab Ashley O'Connell.