ere:

tive to every citizen the information he needs for the on of his own business.

nable him to calculate for himself, and to express rve his ideas, his contracts, and accounts in writing. mprove, by reading, his morals and faculties. understand his duties to his neighbors ard country, scharge, with competence, the functions confided to

ther.

now bis rights; to exercise, with order and justice, retains; to choose, with discretion, the fiduciary of

lelegates, and to notice their conduct with diligence, Bor. and judgment.

in general, to observe, with intelligence and faithall the social relations under which he shall be placed. son's educational plan, which he prepared for e of Virginia, provided, first, "for elementary In every county, which will place every housewithin three miles of a school; district schools, ill place every father within a day's ride of a colere he may dispose of his son; a university in a and central situation.' In the elementary schools aught reading, writing, common arithmetic, and notions of geography. In the second, ancient dern languages, etc., mensuration and the ele- principles of navigation, and, in the third, all ul sciences in their highest degree."

doff every county into districts five or six miles alled "hundreds," the teacher to be supported by the thin that limit: every family to send their children three years, and as much longer as they pleased, proy paid for it, these schools to be under the charge itor, who is annually to select the boy of the best the school, whose parents are too poor to give him tion. and send him to a grammar school," of which were to be erected in different parts of Virginia; the boys in each grammar school the best is to be sebe sent to the university, free of cost."

e will you find a more complete or better system c education than this? Jefferson succeeded in ga state university, but an aristocratic organif society rendered it impossible for even Jefferestablish a complete system of public schools. for poor children were established in Virginia, her Southern states, but she had no system of schools, properly speaking, until the civil war

for public schools. The republic must have an educate citizenship or it will go down. And is it not as true to day as it was in Jefferson's time? If an educated cit zenship was needed to direct the confederation of thi teen little states how much more necessary is it to go ern this vast continental republic, now a world-empire It is still a new and audacious, yes, an awfully perilou thing we are attempting to do in America, to establis an ideal democracy in the midst of a world of mor archies, to call all men to the suffrage and make each sovereign, to address the wild Indian, the ignorant n gro, the mongrel Cuban, and the eighty different race of Filipinos as brethren; to establish a fair distribu tion of the good things of this world with equal chance for the children of the rich and the poor; to educat seventy-six millions at home and twenty odd million abroad in the principles of a true democracy and in th religion of Jesus Christ-is not this a task to stagge any people?

establishment of the University of Virginia, but h Jefferson devoted the best portion of his life to th the public schools. He labored for all forms of publi never advocated university education at the expense o education, but he evidently considered the commo school the most important. He says in a letter to Cabell "Were it necessary to give up either the primary or th university I would rather abandon the last, because it i safer to have a whole people respectably enlightene than a few in a high state of science and many in ign This last is the most dangerous state in whic a nation can be. All the nations and governments c Europe are proofs of it." Under his plan the state un versity was to be the head of the system of public edu cation. It was to lay down the courses of study for th common schools and order the historical and other read

rance.

ing for the academies The aristocratic attitude of the co leges of the day angered him, and he urged, in a letter t Cabell (November 28, 1820), that "the friends of this un versity (the University of Virginia) take the lead in pr posing and effecting a practical scheme of elementai schools and assume the character of friends rather tha Opponents of that object." Jefferson taught that th chief duty of the state institution for higher educatio is the promotion of the interest of public schools of a grades. The state university or state college which indifferent to the interest of the public schools, is monstrosity that should not be tolerated for a sing year.

The Father of Democracy believed in an education qualification for the suffrage. Said he, "If a nation e pects to be ignorant and free in a state of civilization, expects what never was and never will be." Speakin of the new constitution of Spain in 1814, he said "There is one provision which will immortalize its i ventors. It is that which, after a certain eroch, di franchises every citizen who canrot read and write. Th

derstand, once for all, that it is only education, training, the all-education of all, the education of all men to de all the work for which God made them.

Our mistake has been in supposing that each one was made of the same metal and could be molded in the same old mold of the classical curriculum. We are come now to know that there are as many molds as there are men; that each human soul is a unique monad- to be trained in accordance with the laws of his own being.

The harmonious and equitable evolution of man does not mean that every man must be educated just like his fellow. The harmony is within each individual. That community is most highly educated in which each individual has attained the maximum of his possibilities in the direction of his own peculiar talents and opportunities. This produces, not a Procrustean sameness, but an infinite diversity in purpose and potentiality. The perfect education is one which tunes every string on each human instrument. Each musical instrument must, they tell us, in order to develop the most perfect sounds, be tuned separately by a sympathetic spirit and a skilful hand. A nation of men and women, all perfectly educated, would be like a grand orchestra of such musical instruments, all perfectly tuned. There are hundreds of instruments and players, and yet each instrument can make its own peculiar music. All are necessary to produce the grand symphony. An orchestra made up entirely of like instruments would be no orchestra at all. So the life of each man and woman may be a melody, and whether it is the loud-pealing hymn of the cathedral organ, or the soft pleading of the Spanish lover's guitar as he sings his serenade, it makes little difference what instrument each one plays so he makes music in his life.

ublic education has grown very ears. It has grown in two ways: econdly, in kind. This conception nan being; we realize, now, that that every human being has a God has a purpose in every soul ld. The poorest, most helpless ent, a few molecules of matter, God," as Phillips Brooks has said, e work in the universe; it is a à of creation, and, as such, der its work. This, it seems to me, ument for universal educationright to a chance in life, because He him to do something. ducation has also grown in kind; ning which fits the man for bet"That the man of God may be hed unto all good works," says for his own self-satisfaction, r service; and not thoroly furwith every tool required for his purpose of completeness, as the ed, to be looked at, but thoroly works. The primary object of o make the man perfect, but the ce. And not one kind of service, think, or even a few kinds of learned professions-law, mediching-the only callings for eduys, but all good works, all profesIs of education.

are equally honorable. Each e trained man. The aim of eduhat each person can do and to

e to realize at last that there cation. There is no particular r education is for all. It is not ation for one class and lower For, correctly speaking, there and no lower education, except er of merit there is no primary

(To be continued.) སྐྱ

The advent of soft coal has brought with it a great increase of eye troubles, caused by the innumerable particles of soft coal floating around in the sooty atmosphere. The rate of disease, according to the authorities of the Manhattan Eye and Ear Infirmary, has risen over 50 percent. It is not merely the fact of the immediate inflammation caused by the coal, but the further trouble that results, in that the eyes are rendered very sensitive to contagious diseases, such as acute catarrhal conjunctivitis, or pink eye, and trachoma. A close air, or one burdened with foreign matter, is a favorable breeder of the latter disease, which lately seems to be gaining ground, especially among children.

THE SCHOOL JOURNAL,

NEW YORK, CHICAGO, and BOSTON,

Is a weekly journal of educational progress for superintendents, principals, school officials, leading teachers, and all others who desire a complete account of all the great movements in education. Established in 1870 it is in its 33rd year. Subscription price, $2 a year. Like other professional journals THE SCHOOL JOURNAL is sent to subscribers until specially ordered to be discontinued and payment is made in full.

From this office are also issued three monthlies-THE TEACHERS' INSTITUTE, THE PRIMARY SCHOOL, and EDUCATIONAL FOUNDATIONS, (each $1 00 a year,) presenting each in its field valuable material for the teachers of all grades, the primary teacher and the educational student; also OUR TIMES (current history for teachers and schools), semi-monthly, 50c, a year. A large list of teachers' books and aids is published and all others kept in stock, of which the following more important catalogs are published:

KELLOGG'S TEACHERS' CATALOG. 144 large pages, describes and illus trates our own publications,-free.

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reate degree in his institution from four years points out that there would still be a "standard ssion to our professional schools as high as the a degree of Bachelor of Arts in 1860." That But that argument is not in the least degree ve, unless, indeed, it be condemnatory of the d change. For it means, if it is true, that the d change would be reactionary and retrogresmeans a lowering of the baccalaureate standard wentieth century to the s andard of forty years means a relinquishment of the academic gains ave been made since 1860.

y every academic degree stands, or certainly is d to stand, for far more than it did in 1860. uld say, off-hand, that the graduate of 1860 e put to it pretty strenuously to pass the enexaminations of 1902. In some branches he O so easily enough, but in some he certainly ɔt. There has been similar progress in our proal schools, M. D. and LL. B. and C. E. and other ional degrees mean far more now than they did It must be so, else our scientific progress and gthening of professional courses would be the tile of farces. Surely, the advance that has ade should be maintained in respect to all delike. There should be no retrogression anyalong the line. Above all, there should be no back in respect to the baccalaureate degrees, re really fundamental to all the rest. It is bad o weaken the foundation while increasing the I weight of the superstructure. coming to be the proud distinction of some uniprofessional schools that they are on a postte basis. In 1860 they took men who were not graduates and made them graduates in medilaw in a couple of years. Now they require be graduates, and keep them in the profeschools three or four years before graduating That is well; tho it is probably not desiraset up the baccalaureate standard at all profeschools. But the only way in which that gain where be maintained at actual value is by keepthe value of the baccalaureate degree, and by gup not only its actual but also its relative value. degree is made the intellectual matriculation fee professional schools, it matters greatly whether e is paid in honest coin at par or in depreciated 50 per cent. discount. It may be an honorable -ion that a professional school requires a baccae standard for matriculation. But it must be calaureate standard of to-day, not that of 1860. York Tribune.

ore.

Education Tabloids.

ident Butler is confident that the student would ther than lose by the compression of the course o years, inasmuch as more pains would be taken m by his instructors, to put it plainly. In that 8 we remarked the other day, it would be proved had been a victim of miscalculation and waste But even if it be supposed-and it is not ble-that a student working as hard as an enernd ambitious young man in professional life often might learn the contents of as many books in two s he is now required to study in four, it by no follows that the degree of A.B. would mean as n his case as it has meant thus far. As Presioolsey always urged, the true objects of a college

President Butler's Proposals.

President Butler's plea in behalf of an undergraduat course abbreviated to two years is presented by him wit the clearness, the persuasiveness, and the force tha characterize all his utterances upon educational sub jects. From his point of view, the argument for givin the degree of Bacnelor of Arts to a man who has spen but two years in collegiate study seems at first sigh very plausible. A student, at the end of his secon year, if he has properly availed himself of the facilitie now offered him, may be undoubtedly as well trained in certain specific subjects as was his grandfather, who graduated, let us say, in 1860, after devoting twice tha time to the old-fashioned curriculum. The require ments for admission at the average American colleg have been steadily increased during the past twenty years. Instructors are more scientifically trained. Th whole apparatus of study and research has been brough to something like an ideal perfection. Why, then, ask President Butler in effect, would it not be wholly fair both to the graduate and to the institution which give the degree and to the cause of liberal education, if the diploma should be awarded for substantially the sam work which it represented twenty or thirty years ago without regard to the period of residence which it sig

nifies?

This is the argument based upon a comparison of edu cational values, but it is probable that the argumen based upon considerations of expediency was still mor powerful in its appeal to President Butler's sympathies He feels that, unless the time is shortened in which the average man can prepare himself for his life work, the drift will be away from the colleges altogether and stu dents will pass directly from the preparatory school to the professional courses in law and medicine and the ology, omitting altogether the intermediate stage of col lege training. Therefore, he would say to them: "You are unwilling to spend four years in the acquisition of a liberal education. Very well; then we will give you something in half the time that is really just as good You shall get your degree of Bachelor of Arts in tw years instead of four, and in this way you can finis your professional training at the age of twenty-thre instead of at the age of twenty-five.'

The fundamental weakness of President Butler's posi tion lies in the fact that, in his argument, he consider only the purely academic, tutorial, class-room side o college life. Granting that to-day a student in tw years has gone over as much ground as did the old-tim student in four, does that, after all, mean that he ha received as much, and that his degree represents as much as it has done in the past? The true value of a colleg education to the average man has never been represente by his scholastic acquisitions. Amid the cares and bus tle of an active life men speedily forget the nicer point of classical learning which have been driven into them their mathematical knowledge and their recollection the physical sciences become blurred and dim. Wha they take away and tenaciously retain is not exact an scientific learning. It is rather the whole sum of th impressions that have been made upon them by the ass ciations and the influences of their college days-th friendships and the memories which abide with the thru all their after-life. These influences and associa tions are not lightly formed; they cannot possibly affe the character of a man's thought and taste and feelin in the scanty space of two short years, of which one,

for the

atment of a

uthful mix

ed something that far outweighs of the class-room; and, in the 1 be a better representative of his and more useful citizen, because more enlightened and more liberalore, it seems to us, that the sugEend at once to diminish the imrsity as an instrument of culture endid old tradition which has been st. encountered a man who regretted had spent in college work and colry, however plausible, which would life of their unique significance, the most civilizing element in our bring forward such a theory for -ons smacks of the bargain-counter ademic shades. And, indeed, the so revolutionary would, in the end, bvious purpose, for, in the course 's degree would come to mean so worshipper of the "practical" in nd in refusing to accept as standnay, to be sure, bear the old stamp s been confessedly debased. ercial Advertiser, New York city.

le as a Text-Book.

Bible have for them? They can find even more wonderful stories to read.

How Do You Judge a Teacher?

Dan V. Stephens has a way of putting wholesome suggestions into attractive forms. His "Silas Cobb," and "Phelps and His Teachers" are stories that are doing great good in stirring teachers to take sensible views of their relations to pupils and parents. His heart speaks out of everything that he writes, and a manly, tender teacher heart it is.

e discussions of the New York Sun on ecially those relating to education. As wing feeling among teachers in high essing the remarkable literary merit of be excluded from the school room. We usion in the second paragraph is wara the Sunday school, and in the church k upon the Bible as a heaven-inspired t learn there the wonderful beauty of proposed to open this treasure house of es the glorious truths he gains from it added the interest, admiration, and rem a knowledge of its wonderful imagery, atements, its adjustments and solutions 1 and ethical problems of humanity.) -EDS.

ble as a regular text book in the seriously advocated by educational superintendents, and individual ce in different parts of this coun

Here are a few points of his on how a teacher is judged:

manner of treating the Bible in

A few days ago I heard a superintendent talking to his telephone, and from what I heard I surmised that a sehool director was at the other end of the line. After a few introductory remarks, be asked this question: "How's her health?" Then, "How's her temper, is she good natured?" Then came this question: “Has she a pleasing appearance ?" Then after a pause listening to the message coming over the wire, he replied, "Good! that's half the battle," which led me to believe the director had made a favorable report. That superintendent evidently looked into a teacher's heart somewhat. He wanted to know first if her health was good. No teacher can be sweet tempered while suffering in health. The evil resulting from a peevish and complaining teacher is very great.

ildren to look on it as no more than bsolete history of a past phase of It would be taught and studied as 38 the architecture and sculpture at is, as a beautiful human consically appeals to the cultivation ble would simply be put in place easures handed down to us from a ish literature was purest and most directness.

children before whom the Bible would get a very different impresmade on their forefathers, with lief that by supernatural inspiraankind the word and will of God 1 approach the Bible in a critical erary beauty merely, and not to 3 God's only book, the one and only dom in the world.

it its language is largely foreign to

I sat at a window one day while the teacher was placing some work on the board. Out near the window on the south side of the coal house a half dozen little girls were playing sehool. The play teacher was doing some very loud talking which attracted my attention. The pupils were laughing and moving around and otherwise disobeying the rules of the school. The little teacher in mock anger jerked them up one by one and slapped their faces, and shook them vigorously. This method of teaching told me a story. The teacher had taught there several terms, so I concluded that she was bad tempered and greatly lacking in judgment. Her example was pernicious to say the least. The example is greater than the precept. It was a long time before I happened on to another play school. This was in our back yard where several children had gathered for play. I happened to know their teacher well. She was a precise, clever woman who was never known to show anger or strike a pupil in the presence of her school. Well, this little play teacher could mimic her to perfection. She had taken a pair of her grandmother's glasses, and placed them on her nose, looking quietly over them at some obstreperous child. Everything stopped while she gazed in a sorrowful manner at the child who had caused the trouble. Even the play pupils out of force of habit remained quiet as long as the teacher had that look of regret in her face. There was no loud talk, scolding or slapping pupils. They were imitating a person they admired very much. Their teacher was perfect from their point of view and they wanted to be like her. This teacher had never for a moment forgotten that her example was everything to her children.

*

So I say that a superintendent should take cognizance of the example an applicant is capable of setting before a school. In other words, he should look into

Diana's Harvest Moon.-Rose Eckelkamp.

ch wholesome thoughts, but the Artemis of ArDis said to have become a she-bear and later and the Brauronian Artemis whose maiden nced a bear dance are legends which need exs not fit for children.

was the first myth we talked of in September. after we had been talking and reading a simple ut him from the blackboard, I asked the boys them would like to be Apello. Every hand was o we had our Apollo there and then, and e whole story with great eclat. The children

gible

children at play? In his play world as in our world there is joy, sorrow, anger, and many human emotions; there are parents, children, nurses, babies, and teachers; there is the social world with its tea drinkings and gossip. Life in his play world has its trades, professions, and rounds of pleasure. He is trying to unravel the meaning of his surroundings in his domestic play world and personate the most important in each. The same fire that enthuses the child in play, later incites the man to literature and art. The ganes played by children affect their whole character, so it behooves us to provide wholesome ones.

Of all our calisthenic games, my children prefer the myth games. What is done at school will surely be repeated again and again at home and on the playground. This has been proved to me by parents who have come to me and expressed surprise at the change in their children's games and their knowledge of the fair ones on Mount Olympus. Scarcely a recess passes without seeing little groups, playing one of our myth games. The realness of being the thing and the activity appeals to the child.

We don't stop at merely reading and memorizing the story and dramatizing the myth, but we correlate all lessons as far as possible. A small portion of the myth being learned, is neatly written on the board. This serves as a reading, spelling, and writing lesson, the writing lesson for busy work; the sheets are collected, marked, and returned to the children.

Even the tiniest child told oral stories for the language lesson for the day. The older ones wrote original stories on foolscap and we fastened them together for booklets. Once a week we did construction work, something that the new myth suggested; for instance, we made Apollo's lyre and chariot, Neptune's trident, Minerva's shield, etc., using peas, sticks, cardboard, and zephyr, or paper cut, as the occasion demanded.

Diana.

In preparing for this myth there is not so much to do to pave the way, as in Apollo, for we had learned a good

bit about the moon goddess being a twin sister of the sun-god. Her tastes in music. and the chase resembled his.

We talked of one of her annual festivals held in the ides of August, when the moon is full which we call the harvest moon, and of its being her favorite time to come down to earth to revel in the chase; and of another festival on the 16th of April when the people made cakes in the form of full moons stuck over with lights, because of their love and gratitude to Diana for shedding her tender light at night.

Diana loved animals and children especially. She was supposed to exercise special care on their behalf. The deer was her favorite animal. One that she obtained in Olympia was specially dear to her, and when Agamemnon killed it she was angry indeed, and held the Greeks at Aulis demanding the sacrifice of Agamemnon's daughter Iphigenia, as a punishment for his rashness.

We called Twilight her hostler, because he is the first to herald the coming of night in all its beauty; so it was that Diana chose him to do her bidding. The Star Maidens were chosen as her friends, because they were the next to tell us of the coming of night by shed