that it is built right. The speaker then denounced as vicious the Connecticut custom of allowing local school officers to examine candidates for the public schools. The appointment of unqualified or cheap teachers belittles education everywhere. The State does wrong when it leaves this matter to local control. Another matter; the average attendance upon the schools does not keep pace with the growth of the population of this State. The Germans realize the importance of this so fully that in Berlin. a city of a million and a quarter of inhabitants, of all the children who should attend school, less than five were on the street on a given day. The speaker next discussed the question of school taxes, asserting that the district system was wholly pernicious. The speaker closed by expressing the hope that a system both comprehensive and with a definite purpose would take the place of existing ones.

The last speaker was Mr. Walter S. Parker, principal of the Everett School, Boston, his subject being, "The Troublesome Boy." What shall be done with him? Give the troublesome boy our hearty good will and sympathy. Above all should the teacher be firm and be blessed with good, common sense. Be fond of your pupils require affection -require affection but don't be namby pamby. Parents should be welcome to visit the school at any time. They should be treated with the greatest consideration. Don't "nag" a boy. There should be no tell-tales, but every boy should stand up for his own right — the right to be let alone. Every boy has some good quality if we could only find it, and it's our fault if we can't. The teacher has no business to do in school what he will not allow his scholars to do. Give the troublesome boy a chance to start anew when he changes teachers. The troublesome boy, as has been said, is the faults of the teacher, focused at one point and enlarged. Finally, be enthusiastic, and the troublesome boy will be carried away by your enthusiasm. The speaker illustrated his various points by relating apt stories that threw the audience into roars of laughter.

The large hall was well filled in the evening, in spite of the inclement weather, when the meeting was called to order by President Ames. The first event on the programme was the solo, "My Native Land," by W. B. Dutton, tenor of the Park Church quar tette. Mr. Dutton was in splendid voice and was heartily encored. The Rev. Lester L. Potter, pastor of the Park Church, then of fered prayer, after which Mr. Dutton favored the audience with

another solo, which was also encored. Colonel Thomas Wentworth Higginson, of Boston, was then introduced as the speaker of the evening, his subject being, "The Position of Literature in a Republic."

He began by saying there was a great relief in getting away. from the heated campaign, where speaking in skating rinks is not favorable to one's temperament, and finding himself in a High School building with an audience of teachers. While the early days of this republic were given almost wholly to theological matters, it is true that the standard books of the old world were read and studied by a few of the settlers. There were also poets who made couplets on courtships and funerals. In 1815, the North American Review was founded; in 1817, Bryant wrote his Thanatopsis; in 1818, Irving's Sketch Book appeared, and by this time, American literature was born and has lived up to the present time. The speaker traced the history of American literature and compared it with that of other countries, and also referred to the difference between the literary people of this country and the intellectual class of England. Our literature should be taught from Whittier and Irving, who wove into their writings the every-day life of New England. We have a literature, at least a beginning, and this is faithfully and enthusiastically brought before the people of the country. Referring to the social standing of literary people in England, he related an incident where the great poet, Samuel Rogers, was invited to a society dinner and then allowed to enter the banquet hall only at the end of the procession in company with a young American girl who had obtained an invitation on personal friendship with the titled hostess. In striking contrast with the shallowness of English society is the society of this country, where the literary lights are given. the highest honors. The address throughout was enlivened by apt and witty illustrations, which were highly appreciated by the audience.

GREETING FROM VERMONT.

The following dispatch was received yesterday afternoon :

The Vermont State Teachers' Association, in session at Newport, Vermont, sends cordial greetings to the Connecticut State Teachers' Association. We rejoice in your marked prosperity and wish you a profitable session.

An appropriate reply was forwarded by the Connecticut As sociation.

The exercises of Saturday morning began in one of the schoolrooms, but the attendance was so great that the large hall was called into requisition. The opening prayer was by the Rev. C. B. Pitblado. The first paper was read by W. B. Ferguson, principal of the High School, Middletown, entitled, "The Recitation."

He said the most important work of the teacher is in the recitation. There can be no best way in general for conducting recitations. The first object, in order of time, is to discover the knowledge pupils have of any one task. The second object is to firmly fix the important points in the pupils' minds. The third, and most important object in a recitation, is the mutual training and development to be attained. Bear in mind that children are not phonographs. Other objects in recitation include the forming of correct expressions and the careful moral training.

Teachers should have some idea of the workings of the human mind. Each day teachers should make personal preparation for recitation. Lacking this, a teacher can never make a success of his work. To claim the attention of the whole class is the hardest work of a teacher. The recitation should be the time for the keenest work. Attention, self-activity, must be obtained, otherwise a recitation must result in failure. The teacher must not lecture. Such a method fails to make a lasting impression. The plan of keeping scholars after school hours is ridiculous. I would not condemn all talking, but time is generally wasted. Questioning is an art and not all teachers master it. The best teaching I think is found in primary schools, the poorest in colleges.

When Mr. Ferguson had finished, to accommodate all of the teachers, it was found necessary to conduct the remaining portion of the morning exercises in the main hall. The discussion on the essay, "The Recitation," was opened by S. T. Frost, principal of the High School, Meriden. He furnished several new thoughts in addition to those of the essayist.

Consolidation of Studies" was the subject of Superintendent of Schools at Springfield, Mass., Thomas M. Balliet. He first asked whether there are too many studies and whether there is not room for more. When we come to work properly there will be no trouble about overcrowding. We have lacked unity, we need co-ordination. For instance, we have taught longitude, latitude, etc., in geography, then in arithmetic and finally to some extent in geometry. Why not combine the main idea and teach the whole matter at once? Political geography and history might

organically be connected. We ought to begin the elementary sciences in the lower grades. Take physics, could we not teach arithmetic in connection therewith? To make a course of studies is the hardest kind of work. Our courses need revision especially in our public schools.

Mr. Balliet suggested a plan of combination of studies. His explanation of what he considered a remedy and the association of symbols as aid to concepts, was listened to with marked attention. There were few teachers who failed to note the strong points presented.

The discussion of the paper was participated in by S. T. Dutton, superintendent of schools, of New Haven, and J. A. Graves, principal of the South School, Hartford,

The report of Treasurer Williams showed that $168.60 had been received from membership dues; expenses, $162.50. Report accepted.

Committee to increase membership reported present membership about 500. Great numbers of teachers enjoy the meetings, but never pay any of the expenses. Suggested that a circular be sent to every teacher in the State and make the meeting attractive to all. Urge local associations to take an interest in State association. Have the Friday evening meeting or entertainment of a popular character and charge admission. Report referred to officers of association after much discussion.

Committee on resolutions drew up thanks to speakers and to all who contributed to the success of the meeting. Report adopted. Report of committee on nominations offered the following officers, who were elected: George H. Tracy, Bristol, president; W. I. Twitchell, Hartford County, H. S. Gulliver, New Haven County, H. M. Young, Litchfield, H. D. Simons, Fairfield, C. B. Jennings, New London, F. A. Beede, Windham, J. M. Agar, Tolland, W. B. Ferguson, Middlesex, vice-presidents; Miss M. F. Somerset, recording secretary; A. B. Fifield, corresponding secretary; S. P. Williams, treasurer.

Connecticut this year celebrates the semi-centennial of the inauguration of inspection and supervision of public schools, one year ahead of Massachusetts. The law was presented by Hon. Henry Barnard, 1838.

REPORT

OF THE

MEETING OF THE COUNCIL OF EDUCATION.

J. G. Lewis presided at the semi-annual meeting of the Connecticut Council of Education which was held in the office of the Board of Education at the High School building, December 8, About fifty members were present. J. A. Graves, principal of the South School, Hartford, read a paper on "The Best Methods of Teaching Geography," and on the way of obtaining the best results. He said:

1888.

The child should have an idea of the following geographical points:

First A clear conception of the world as a whole; the slope, size, and relation to the other members of the solar system.

Second — A clear conception of the different grand divisions which constitute the land divisions of the globe. Of these there should remain in the memory, the general outline, the more important features of relief, including the highlands, lowlands, slopes, systems of drainage, etc., and a good knowledge of climate and production.

Third A definite knowledge of the position, relative size, and importance of the principal countries of the world, with a good general idea of the form of government, degree of civilization, habits of life, the population of each. This will include the loca tion of the capitals and important manufacturing or commercial cities.

Fourth — The ability to discern the relation between the physical environment of a people and its customs, habits, mode of life and degree of civilization.

Fifth A general knowledge of the prominent facts of history of each country, especially of our own and the countries immediately connected therewith.

Sixth A definite and detailed knowledge of home geography.