Imágenes de páginas
PDF
EPUB

English Composition "As it is

The editor of The Popular Science Monthly makes the following comment on the English taught." in our public schools: An idea of the value of instruction in English writing given in our common and preparatory schools may be gained from the report of the Committee on Composition and Rhetoric to the Board of Overseers of Harvard University. The committee gave out as a subject to the students for voluntary composition a description of the instruction and what they thought it was worth. Thirteen hundred and eight students in the college, Scientific School, and Radcliffe College handed in papers. The most noticeable feature in the papers corresponding with the freshman grade, taken as a whole, is their extreme crudeness of thought and execution; and they reveal various defects in the system of instruction used in the schools trom which the writers came. The papers of the next grade were better and showed benefit from instruction received in the previous course, but with evidence of the deficiency in early elementary training still apparent. The work of the writers of the junior class (average age twenty-one years) was satisfactory, but nearly all of them expressed a decided opinion that the instruction given in the preparatory schools in written English is inadequate. All but three of the seventy papers from Radcliffe College were creditable in execution; but none of them indicated any special capacity for observing, or attempted anything in pointing out defects which might be termed a thoughtful solution of them. The papers from the Scientific School were, curiously, "noticeably inferior in nearly all respects." The papers from graduates of normal schools were likewise not what could be reasonably expected from students of such institutions. The chief value of these papers "lies in the indirect or unconscious light they throw upon a curiously heterogeneous system of almost undirected natural growth." They also reveal "what heretofore has been the great defect in the methods of instruction in written English in the common preparatory schools. It has been taught almost wholly objectively, or as an end; almost never incidentally and as a means." In the great majority of these schools "English is still taught, it would seem, not as a mother tongue, but as a foreign language." The committee believes, however, that, taken as a whole, the inferences and conclusions to be drawn from the papers "are distinctly and unmistakably encouraging, because they reveal wherein is to be found the root of the trouble, and indicate the steps now being taken to remove that trouble. It is remarked that while methods of instruction are often unsparingly criticised, schools and teachers are, as a rule, kindly spoken of.

[blocks in formation]

Bouquets from The genial spirit of A. E. Winship always warms to Winship. larger life in the land of the Greater West. He recently made a meteor-like educational tour of three thousand miles of Pacific sea coast, and wrote of the men he met at the Southern California Teachers' Association, as follows:

"I am reasonably familiar with the programs of educational

gatherings in all parts of the country, and I can pay no higher compliment from my standpoint than to say that I listened with great interest and profit of my own free will to the ringing common sense of Hon. Samuel T. Black, State Superintendent, who bids fair to be the first official in this office to succeed himself; to the clear-cut, earnest, noble words of President Martin Kellogg of the State University; and to the rugged, heroic, fascinating addresses Were there fewer of President David Starr Jordan of Stanford.

men on the program, it would be a personal delight to refer to the scholarly, manly utterances of Bernard Moses; to the keen, invigorating sentences of Professor Jenkins; to the best taik on arithmetic to which I ever listened by J. W. McClymonds of Oakland; to the philosophy of Thomas P. Bailey, Jr., which is always a delight and a tonic; to the theory and practice of that great-hearted, level-headed teacher, J. H. Hoose; to the earnest, judicious utterances of Edward T. Pierce; to the progressive leadership of C. C. Van Liew; to the ever sensible and interesting talks of T.

H. Kirk; to the ever sparkling, never wearying wit and wisdom in art of Henry T. Ardley of the State University. President Greeley of Santa Ana won the admiration of all the Southern California Teachers' Association and of the speaker from across the conti nent by the skill, grace, and vigor with which he directed affairs; but the highest honors should go to the 2,000 teachers, who were always early in coming and late in going, who seemed never to weary from nine in the morning till ten at night, and were not tempted by the fruit and flowers of the suburbs, or the more feminine attractions of the stores that put on their Easter dress to win the teachers' admiration."

Summer Schools for Teachers

[blocks in formation]

From Clark University to the ultimate sea the summer school will hold sway. The summer school for teachers is still new. As an institution it is still somewhat uncertain, both as to results and permanency. The teachers, however, patronize the schools, enjoy them, and the growth during the last ten years has been marvelous. The summer schools on this Coast have always been well patronized. Coronado, however, will not be held this year. Pacific Grove School has been reorganized The summer school at Pendleton Oregon, conducted so successfully last year by Supt. J. F. Nowlin will be held this year in June. The summer school of the Hawaiian Islands will be also ably conducted.

[blocks in formation]

The school trustees who, year after year serve the public, and the children of the public, are, with but few exceptions, men of integrity, intelligence, and faithful in the discharge of their duties There is no hope of financial reward, no prospect of official promotion, no personal ambition to serve. The office of school trustee The selection of a teacher,

is an honorable, tho thankless one. the appointment of a census marshal, the decision on a question of school discipline, the purchase of supplies, often makes four enemies to one friend. The superintendent who wants trustees who are educated for our rural schools should go a step farther and ask for an educated constituency for his trustees. It is not always the school trustee who is to blame for the selection of a poor teacher. The people are not always blameless.

[merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

The Southern California Teachers' Association.

A Report of the great meeting held March 30, 31, and April 1st, for the improvement of the teaching service.

[blocks in formation]

It is a well equipped man or woman, indeed, who can learn nothing by associating with other people and comparing ideas occasionally. A teachers' institute is work, and serious work, too, but it is worth all the time and trouble it costs."

In so saying, the Herald but voiced the sentiments of the people of Los Angeles. So zealous, so enthusiastic, and so progressive have been the sessions of the Association, that each is looked upon as an earnest of something even better yet in store. Such is and has ever been the teeling and such the purpose of teachers, whether officers or laymen, and of citizens, whether as entertainers or hearers. No sooner does the newly elected president adjourn the meeting than he begins to formulate plans for So did President Greeley one year ago; and acting. in conjunction with his committees, he had everything in readiness when the time arrived for the meeting of '98. As has been their custom for a half dozen years, the counties of Los Angeles, Orange, Riverside, San Bernardino, and Ventura, held their institutes during the first three days of the week, and then in conjunction with the teachers of San Diego County, whose institute was held last October, they met in Association in Los Angeles, March 31, and April 1 and 2. Those people in the South know just how to make such meetings successful. They don't do it by staying at home while now and then, here and there, one more earnest and more anxious than his fellows attends the meeting. No, they don't do it in that way. They all go; and they all attend the sessions, every one striving to be in on time to get a front seat: and then, they give each speaker such a dynamic impulse that he can but feel the inspiration of the genetic eloquence of his hearers. There are audiences whose frigid reception of a speaker suggests the necessity of an overcoat, and there are others whose manner has both a centripetal and a centrifugal glow which warms the speaker into action in spite of himself. Such an audience as this latter is the Southern California Teachers' Association Of the opening session, the Herald says:

"The First Congregational church was full to suffocation yesterday morning at the opening session of the Southern California Teachers' association. The aisles, vestibules and all available space were occupied by people who stood thruout the program. The lady teachers are to be commended for the unanimity with which they laid aside their hats during the week.

In his "Response to The Address of Welcome" extended by Mayor M. P. Snyder, President Greeley said:

"It affords me great pleasure on behalf of the Southern California Teachers' Association, at this time to accept the hospitality of the good people of Los Angeles, and to return to you, as the chief executive of the city, our sincere thanks for the kindness. We deem it an expression of the high estimate the people of this city place upon the value of education, and of the high estimation in which they hold those whom they have selected to conduct the educational interests of this section of our great commonwealth. Nor is the hospitality of your city unknown to us. For four years we have met in your midst, and it is well that we should do so, for you have here a High School without a peer; a Normal School equal to any in the State, and a system of manual training under the supervision of an executive whose superior we do not find. Permit us to express the hope that the presence of so many educators in your midst may leave an impress upon the community, that may in some small degree compensate for the liberality with which we are received. We may come together that we may compare notes, and adopt more efficient means for the advancement of all the interest pertaining to educational matters: that the knowledge of the successes and failures even of our associates may aid us in our work.

It has been the custom in the past for the presiding officer to present a formal address. The executive Committee this year, however, has made a number of changes in the programme, and none of these I am sure will meet with more commendation than the one whereby the president's annual address is omitted."

Doctor C. C. Van Liew who has come from the East to the Los Angeles Normal School within the last year, was greeted with marked appreciation during the meeting. After the formal opening, he was the first speaker, upon the subject,

[ocr errors]

SOME DIFFICULTIES IN THE PRESENT DEVELOPMENT OF THE
COMMON SCHOOL CURRICULUM.

He said in substance:

"There is a doubt prevalent among educators whether the present curriculum sufficiently represents the intelligent thought of the day. This is manifest in the unrest that gives point to the present discussion, whether there may not be room for improvement. The difficulties cited in the present development of a better curriculum come both from without and within the influence that comes from patrons opposed to change and the conservatism of teachers who dislike to use new methods. In the end the improvement must lie with the instructor. The teacher needs a deeper insight into a few things by special training, and the normal school must give opportunity for departmental work. When a new idea has been pushed, abundant evidence is given that the public easily becomes apprehensive of modern educational undertakings. But when education becomes too exclusive, it is time for it to retire from the public gaze."

Superintendent Greenwood of Kansas City and Dr. Ross of Stanford University were unable to be present. Professor J. H. Hoose, professor of pedagogy in the Soutdern California University spoke upon

CIVILIZATION VS. THE CHILD IN EDUCATION.

He said:

"The child is born into civilization and into the grasp of positive and relentless forces. These lie in the institutions into which he makes his advent. Civilization first takes the form of the baby clothes in which he is dressed first, long skirts, then short ones and then no skirts at all. He finds himself a subject of government, compelled to obedience by governmenta' form. He is only a passenger in the car of progress. Civilization is a positive force by and thru its institutions. Archaic society was seated upon custom and remained stationary. Custom has been and still is the powerful force that conserves the law of change. Modern thought asks 'Is the old way the only way to conserve force? The child is endowed with positive force that make up his individuality and personality. The traits originally inherited make personality. Personal traits are conditioned by environment, and if up his individuality, those differentiated from inheritance make up his ever culture carries with it mental status and conditions it must carry with it a moral and social attitude. Man cannot be emancipated from himself and from civilization."

[ocr errors]

It is often the case that programs are too long. This could be avoided by inviting speakers to occupy each a fixed time in the discussion of subjects or by asking each the length of time wished for his discussion, and then by adhering to the time determined upon. Instances are not wanting in which speakers, from a distance, have been almost or wholly excluded either by too lengthy debate or by too lengthy programs. Professor C. A. Dunniway of Stanford University in his discussion of

AMERICAN HISTORY IN THE RUBLIC SCHOOLS was confined to too little time. He said in part.—

"Teach it because it is a body of knowledge that is worth knowing. It is of value in a democratic country where every man and woman is interested in government. It is only a generation that there has been

a professorship of American history established in any of the universities of America. When the colleges have been so neglected it is not to

be wondered at that the pub'ic schools have neglected it. It should be taught because it conveys practical lessons of inestimable value in the forces of government. If it were well studied, with what feelings of repulsion would one have listened to the admonition from the platform. to be loyal to bosses and to treat voters to soft drink and beer.' Bossism we would have learned from American history is not leadership."

Ex-Superintendent G. W. Beattie, of San Bernardino County read a very valuable and able paper upon

THE STATE CONSTITUTION AS RELATED TO THE RUBLIC SCHOOLS. "He reviewed the history of the formation of the present state constitution and the influences that shaped it, more especially as it relates to the public schools. The argument of the paper very forcibly presented was a proposed change in the constitution to provide for state aid to high schools. This can be done by a different apportionment of funds already devoted to the maintenance of those of the lower grades. Profeseor H. T. Ardley of the State University gave a lecture

upon

DECORATIVE AND INDUSTRIAL ART in the course of which he said:

"We want useful citizens as well as educated ones, whose mind and

hand, when educated together, are the factors of everything useful and beautiful that we enjoy.

The first step to industrial art is freehand drawing, and should be taught in all our schools. It is useful in every occupation and indispensable in many. To make it useful in industrial art work, it must be followed by a systematic study of design and historic ornament. When art and industry are joined together the crude materials of a state must reach their highest market value, and political economists all agree that a State's lasting prosperity depends upon this up'ifting of her raw material to its highest value.

Doctor E. A. Winship of the New England Journal of Education in an address upon

said:

TRAINING AS A FACTOR IN EDUCATION.

"Our boys and girls must be trained for leadership and to a realization of what leadership means. They must realize that when this country is swept by great movements, as it is likely to be at any time, whether it be humanitarian, industrial or financial, they may be ready for the leadership the hour demands. Let us educate them so that the leaders in government may feel that our educated men have such poise of character that they are ready for any emergency, equal to any demand.

Doctor Julius Goebel of Stanford University delivered an eloquent address upon

THE REFORMER OF PRIMARY EDUCATION IN GERMANY AND WHAT
WE LEARN FROM HIM

which he summed up in substance as follows:

"The tendency toward reform in this country indicates that we do not possess what we should have; we are running after fads and ideas but we do not have the self-poise we need. The great educators did not have to wait for the psychologists. In the writings of Diesterweg teachers will find a mine of information, which if followed shall educate a nation with which no other nation can compare.

THE CERTIFICATION OF TEACHERS.

State Superintendent Samuel T. Black was the speaker. Among other points discussed, he found that the State normal schools are graduating about 350 students every year, and competition is becoming keen among teachers. The evil resulting from this is being first seen in the cutting down of salaries in the rural districts, and as a consequence instead of the best teacher being obtained, it is the cheapest one. He urged that such changes be made as would give the teacher standing without handicapping, and he also advocated the ignoring of certificates from other States unless properly provided for, and this for the reason that in some states certificates are given for the asking, without the years of patient preparation required in this State.

The last speaker was President Kellogg of the State University who took for his subject

BANNER LEGENDS FOR THE YOUNG SCHOLAR.

"I believe the elevator is not a'ways running, and one must be ready to embrace every opportunity that offers. Then there is so much danger of sordidness creeping in. So many immense fortunes have been made-accidently for the most part-that millionaires form a class by themselves. Another motive that may inspire the young is to make a name for themselves; to be distinguished. Such a feeling is strong in the human heart, and is not to be disparaged. In this country there are no class distinctions to be broken down, and it is a laudab'e thing to look forward to making a name, but here also is danger of degradation. Selfishness may be developed, and a boy concentrating his gaze on what he desires may let in the canker that will corrupt his life.

"The national conscience of the country may be ragged in places, but it is over aid with other consciences until after all, it is a pretty good conscience. But we must remember, 'Physician heal thyself,' and if there is not an obedience to the golden rule, there will grow up a selfish greed.”

This summing up is of the general sessions only. The section work was not less interesting. However, nothing short of a

Professor Bernard Moses of the State University gave a strong publication of the entire proceedings would suffice to give an adequate comprehension of the actual work done.

lecture upon

THE NEGLECTED HALF OE AMERICAN HISTORY

in the course of which he said.—

"American history in its correct sense embraces all attempts at federated government in this country; the study in school embraces but one part of it. There is a reason for doing what we do in historical study, but no reason for not doing more. We emphasize the history of Europe, because these nations are our antecedents, but there is no event comparable with the discovery and settlement of America. It is here that the student finds the proper field for his investigation. In the future Europe will be the study of European students, and those of America will find their own themes worthy of their highest power."

Doctor Thomas P. Bailey of the State University, tho sick, left his bed to give one of his characteristic lectures upon

ETHOLOGY AND CHILD-STUDY.

"Ethology is the science of character. And to study this intelligently it is necessary to be informed on the sciences as well as to be a close observer of the child in the school room. Let the teacher gain her information by entering into the child life. The time is coming when a broad, comprehensive, and deep science of character will underlie all education. It is not coming from people who can prove everything by figures or diagrams, but it is coming slowly and toilsomely, with the help of philosophy, art and science, with the help of every teacher in the land."

THE FUR SEAL IN NATURE AND DIPLOMACY.

Readers will not ask the name of him who spoke. Upon this subject one may with propriety use the superlative by saying that there is a highest authority. Of course that means Doctor Jordan.

The fur seal is not a true seal, but more nearly related to the bear, and its habits in coming to and leaving the rookeries. When the United States bought the is'ands in 1868 the A askan Commercial Company was allowed to kill bachelor seals, which have the finest and most valuable fur, then worth about $2 a skin. The English made discoveries in coloring them, and so enhanced their va ue and beauty that they became the fashionable fur garments of the world.

"The fur seal came into diplomacy in this way: When the skins became valuable the Indians and Canadians began to kill the females out at sea: then men in San Francisco fitted out schooners, put the Indians on them, armed with shotguns, and 30.000 a year were killed, not counting the pups. It told materially on the herd, and the Alaska company, toward the end of the lease, began to kill younger animals, which are just as good fur, tho the skins are smaller. The females went to Bering sea. instead of the old grounds, the pups starved to death, and a'l this told on the herd to the amount of 600,000 anima's yearly. The United States complained that England was stealing, and when she refused to pay attention to the complaint, we siezed her vessels out at sea. That turned a thing that was absolutely right into a wrong, and was a foolish procedure.

[ocr errors]

A resolution of respect to the memory of the late Prof. Ira More was adopted.

A number of suggestions as to the work of future sessions were made in the form of resolutions.

The officers elected for the ensuing year were as follows:P. W. Kauffman, Ventura, President; J. D. Graham, Los Angeles, first vice-president; J. C. Boyd, Riverside, second vicepresident; J. B. Monlux, Los Angeles, treasurer; G. H. Chilcote, Los Angeles, secretary.

P. W. Kauffman, in a brief speech, expressed his thanks for the honor conferred upon him, rapped his gavel; and another chapter in the educational history of California was complete.

CUBA

On her war beleaguered Island
Cuba stands and fights alone.
And her awful cry for freedom
Shakes the glory of a throne.
Stands beside her ruined altars

Flame and sword en girded round,
Sees her maidens torn from shelter,
Sacrilege on holy ground.
Flame and sword and desecration
Wrongs that Satan's self abhors,
All the barbarous, shameless, nameless
Savagery of civil wars.

O ye synod of the nations

Shall you to this struggling land
Give no sign of recognition,

Raise no voice, uplift no hand?
Vain your teaching, false your preaching,
While yon royal flag of Spain
With the cross of Christ upon it

Reeks above such fields of slain.

[blocks in formation]
[graphic][graphic][merged small][merged small]

The Chico Normal School,

BY MISS MAY KIVBALL.

Every institution of learning has its particular trend towards philosophy, theology, medicine, law, tactics of war, or general culture, but the stratum upon which the Normal course is built is a living sentient reality -the child. The child is the only central idea, and to provide for his future development the embryo teacher is trained, his own mental faculties and discernment are developed by theo y and practice to expand, in the most natural way that art can devise, the faculties that God has folded in the mind of this most beautiful of his creation.

No students can come to us from the lower schools without feeling this pervading influence. Where his course before has tended solely to develop the ego, here a new element is introduced, here studies and lectures broaden his own personalities to touch others. It is given to him that he may give.

The Normal student should lay a firm deposit of good health The nerves must be held in control, the general tone of the body developed by proper food and exercise. The State exacts a certain amount of work from its teachers and It has a right to demand perfect physical condition. The Normal school is no place for the weak, the lame, or the blind. If students are to do their duty to the State they must not only be the best types of manhood and womanhood, but must be physically strong and healthly. Irritability, languor, and nervousness have their reflex action on the minds of the pupils and thwart the best methods.

Then he must lay a good stratum of selfgovernment. "He who ruleth his own spirit

P. W. KAUFFMAN,

Principal of the Ventura High School and President of the
Southern California Teachers' Association, '98 and '99.

is greater than he who taketh a city," and the student will find many little cities within and without his future school room-temperaments, heredity, and home environment that make his pupils what they are, and perhaps bigotry, na row mindedness, and criticism from his trustees and patrons, Truly he needs to control himself with a steady hand,

Se f-denial comes next,--the capacity to give up the seducing pleasure if it draws him away from his line of work. The strength to say "No," to all circumstances that will imperil his reputation as a teacher.

And last of all he should lay a firm faith in the dignity of teaching. Honestly believe that it is a profession, the neer of its fellow professions of medicine and law, and not a make-shift to furnish the money for something else, or a pleasant by-way in which to tarry until Prince Fortunatus comes. The successful teacher will love his work. He will ever strive to advance, to grow, that he may make no mistake in the important task of shaping the minds and hearts entrusted to his care,

With such ideals permeating the students to an extent they never have felt before the year for the Chico Normal has been one of rare prosperity and success.

The daily work of the Normal' from eight thirty o'clock in the morning until four o'clock in the afternoon, is characterized by a push and energy that means a foundation for the true teacher is gradually but surely being laid.

The library is a busy room every day. It ls thronged with student searchers during the open hours. Carefully selected volumes are found upon its shelves, and these with

the best magazines and papers are ever accessible to the students.

One of the most interesting departments to the students as well as the teachers, is the clay modeling room. Busts of the students and teachers stare one in the face upon entering the room, sundry hands, fingers, and all kinds of interesting objects repose peacefully in their damp beds of clay upon the desks and tables in different stages of completion. The Sloyd Department established this year is doing good work and is much delighted in by the students.

The chemical, physical, physiological, botanical, zoological and microscopical laboratories are thronged each day by earnest students doing individual work. Each department is well stocked with the necessary apparatus and our laboratories are fast becoming centers for thought and learning.

Many changes have been made in the Museum during the year. New specimens have been added. The cases have been altered and placed in different positions giving the department a wide. and loftier appearThe Museum is used as a room for study, for work, as well as a room for the collection and exhibition of specimens.

ance

The students of the Chico Normal have much to congratulate themselves upon.

Our school is pervaded by the highest professional spirit. Our graduates have inade good records. We are surrounded by the loveliest natural scenery. Our fine commodious building, and beautiful grounds, with its tennis courts, and fields for athletic sports offer comfort and health for the body. With such a man for president as Cariton M. Ritter, a real Normal instructor, there is no question of success.

On this stratum we build and the Chico State Normal in influence and prestige stands second to none in the State.

[ocr errors]

THE WESTERN JOURNAL OF EDUCATION.

A SUMMER SCHOOL EPISODE

BY KATHERINE M. BALL

As the subject of drawing was introduced into the public schools as much for the purpose of education in art and the formation of taste as it was for the purpose of teaching drawing, it is but reasonable in planning a course of instruction that will give teachers a comprehensive view of the subject and will enable them to know something of the spirit as well as the letter of the work, that some provision should be made for the study of both industrial and fine art products.

So in planning a program for my summer school in drawing last year, the mornings were given up to good hard study of the subject matter, with all its technical features, while the afternoons were spent in what appeared to be but picnicing but which in reality, tho of an entertaining character, was the most practical kind of study For not only did we devote some time to

out door sketching, taking delightful jaunts to the beach, to the Park and to the hills, bringing back with us dainty bits of nature on our drawing pads, but we spent a number of half days learning all we could in our limited time from an inspection of such things as only the advantages of a cosmopolitan city like San Francisco can afford.

We made a special study of the varied contents of the museum at the Park, carefully examining statues. and canvases, bronzes and porcelains, lacquers and ivories. The mummy case of ancient Egypt with its symbolic decoration, the Greek sarcophagus with its simple, graceful pattern, the soft lustered wrought iron gates from Germany, the graceful empire secretary with its delicate parquetry, the Russian sleigh of unique design, the sedan-chair, the jinrickisha, the Indian baskets and many other things were scanned with critical eyes. All constructive shapes, decorative design, color combinations, adaptability of beauty to purpose and to meaning of pattern were thoughtfully considered.

At other times we visited our Japanese, Chinese Turkish and Mexican stores where thru the courtesy of obliging salesmen we were permitted to handle and study the different wares, thereby learning the princi pal characteristics as well as their commercial and art values.

One afternoon was spent at the home of Mrs. George Ripley, a lady who lectures most charmingly on the potter's art; and at another time Mr. Bengnat, a dealer in Turkish goods, kindly unpacked some of his trunks and showed us a number of his most cherished rugs, tapestries and embroideries.

Nor did we neglect the study of architecture. We gave some attention to the different styles and examined such examples as we encountered in our jaunts, while at the same time no scheme of interior decoration was allowed to escape us in any of the buildings that we visited.

In all our little excursions we had very enjoyable times; but the one which we will never forget was our trip thru Chinatown.

Now Chinatown has many visitors for there are many novelties there, but it is not accustomed to receive people in such numbers as would be occasioned by the visitation of a summer school; and as we blockaded sidewalk after sidewalk or filled up one shop after another, we became conscious of an undue Mongolian excitement.

Chinamen are generally very placid and always harmless, but as we saw their be-queued heads emerg ing from doors and windows and the streets darkened by their shadows, we were not quite able to determine whether the interest they manifested was due to our peculiar appearance or to an anticipation of probable sales which were never to be realized. They were not long in discovering who was piloting the company and the questions in their glittering eyes were upon several occasions supplemented by "What is it?'' addressed to I told them it was only a summer school that had come to study art in their wares; and as soon as they learned this they became very attentive and did all they could to help us.

me.

Chinatown might not be considered the art quarter of the city, and we did not expect to find a Menche's statue mark the entrance to Dupont Street nor a Corot's canvas grace the walls of a Joss house, but we did know that there we might find much that was attractive, interesting and suggestive to the art student.

Its buildings, originally American, now reconstructed for Chinese use, with quaint Oriental balconies filled with strange shaped jars and jardinieres containing foreign plants; their funny little moss-covered

« AnteriorContinuar »