How May the Work of the Principals Be Made More Efficient? By Prin. ELLA BEISTEL, Dayton, Ohio. [Part of paper read before Dayton School Principals' Association.] requires firm poise to maintain one's equilibrium a man in authority chuckles in recounting the open spect shown by a principal towards the suggestions superior in office; or when, in teacher or principal, xhibition of professional courtesy is termed "toadyor when adherence to fossilized theories or "misfit ods" is styled "independence." ese things ought not so to be. They demoralize the ls. They weaken our efficiency; they diminish our 1, for they touch character vitally. e newspaper recorded the fact that on the 12th pril last the "principals of one hundred and fifty ls in Chicago had formed an organization to act as dium between the superintendent and the teachers." "resolved" to "support the school administration." example is worthy of imitation. If "resolution" cessary, let us here, now, mentally "resolve" to do ise! In the language of another, when speaking of erent matter, "It would not be a very big thing to ut it would certainly do a very big thing." we lack the qualifications of educational leaders, let e content to be followers, and let us cultivate the ; of true disciples. e expect, we demand consideration, courtesy, obediloyalty, and no power can cancel our obligation to d these where, in the very constitution of things, tribute is due. mpliance with any requirement made, however ob- To the virtues of obedience and loyalty we must ad sympathy, appreciation, and progressiveness. We need to live in "the region of high purposes," an to make a thoro study of the great educational problem that are receiving the thoughtful attention of the fore most minds to-day, if we are to be able to interpret ou school work and the school system to teachers an patrons, if we are to quicken and inspire to higher effor for the good of the school, all connected with us. Now and then when the Auntie-Doleful type of teach er the "keen-eyed in fault-finding while blind to em bryonic good"-has made to me her stereotyped com plaint of conditions in her class of Tom's inattention Dick's meanness, or Harry's ignorance and has im plied the shortcomings of his former teacher I have in quired, in a manner meant to be impressive, "Wha have you done, what are you doing to overcome this?" It would be better for all concerned-for the harasse teacher, for poor Tom, Dick or Harry, for my schoo and for myself-if I were more fertile in resource an less severe in retort-better, if I could suggest plans fo trying to overcome a specific difficulty in discipline or in struction, if I could suggest some methods in harmon with child nature and based upon the principles and law of mental growth-methods that would not merely er able her to maintain order or impart knowledge, but t train the child into self-control or to inspire his interes and arouse thought. I not infrequently confront perplexing conditions tha stubbornly refuse to mend themselves. A careful stud of a situation sometimes convinces me that I do not u derstand the conditions clearly enough to deal with the confidently, successfully. Do I stand utterly alone among you, in being force by my own ignorance into experiences, and a confession so humilitating? Of the educational value of some phases of our wor we are so doubtful that we can argue little in its favo (as our perplexity over certain required reports attest Of other features we are barely tolerant, and some w "damn with faint praise." 66 Is this because we see only "thru a glass darkly when we should see face to face" with the vanguar of the educational army? Have we made a study of these features? Have w tried to understand their worth? Have we done all w could do to make them, in the highest degree, success ful? Or have we let the teacher severely alone to wrest with difficulties whose solutions we declined to attempt And have we then condemned, because we have take her halting progress made in partial blindness, for th real thing that informed skill could and would achieve If so, not knowing how much our indifference has hir dered the attainment of better results, can we rende just judgment of their intrinsic merit? If we are to stimulate the brain centers of pupils; we are to inspire teachers with a desire for better thing and assist them in the attainment of their aspirations if we are to unify more than a score of schools as the should be, by a unity in aim; if we are to help in cult vating a healthy public opinion in favor of the thing that make for good schools and for richer life to ou pupils, our minds must be informed, our profession: ling text-books. In some of these have been divested of every feae feeling of land masses. etail may easily be carried too far. tirely symbolic. It is to some derea dealt with. If by our elimine characteristics of the area, our it is printed upon. The lakes of for example, are of a minor imand a very good geography course ch the pupil never so espective names. These ess appear on the map, haracterize that area, to any eye, taught or ing to omit mention of ext. It is quite another map. he case of minor rivers oups, as in our Atlanney tell a silent story o leave out. But the ve many of them un drawing a coast line are apt to - vague idea that coasts run that entirely without feeling. The mistake is to think of the paras you draw it: Is it a rocky, st as in Alaska or Norway, or a ng beaches, as on our southern Atimage the region as you draw it. this point there remains only to - c shows a killed coast line. To grapher advocating such departalso stiffen them into walking dering streams. How can he ough his maps adhere painstakne matter of length and breadth. ata, let us contrast: ,700 miles long and 3,200 miles ka are unlike the sandbars of 5 Grupy v au mi stead of a plateau or tableland. In other words the Utah plateau is made to look exactly like the Mississippi bottomlands. If this mistake were shown in profile it would appear as in Fig. 17, while the correct idea (save of course for vertical exaggeration) would be better served by Fig. 18. Think, therefore, of the plateau rather than the range. Look for the plateau in your text-book map. If it is a good physical map, with a color scheme, the coloring will show the plateau area. A good text-book map, carefully studied, is the equivalent of many pages of print. Thi the rive the flow seems to arise from a lack of understanding of relations of mountains to rivers. No good-sized No good-sized (save the Volga) takes its rise in a lowland. On contrary, the upper waters of such streams are apt to for long distance between closely confining ranges. Thus the mountains, if correctly placed, help us to plac the rivers, and vice-versa. 7. Streams without taper. It requires but a glance at the text-book map to se the rivers beginning at their sources as fine lines; an thence gradually augmenting until, in their lower course these lines have considerably more body. Simple an expressive as is this device, the tyro will often overloo it and make her river look like a bent poker, as at g. is sometimes worth while to practice drawing river apart from the map, until two things are accomplished The said tapering from source to mouth and a natur meandering, instead of the meaningless wiggle shown at THE SCHOOL JOURNAL, NEW YORK. CHICAGO. and BOSTON, Is a weekly journal of educational progress for superintendents. pri cipals, school officials, leading teachers,and all others who desire a co plete account of all the great movements in education. Established 1-70 it is in its 53rd year. Subscription price, 2 a year. Like oth professional journals THE SCHOOL JOURNAL is sent to subscribers un specially ordered to be discontinued and payment is made in full. From this office are also issued three monthlies-THE TEACHER INSTITUTE, THE PRIMARY SCHOOL, and EDUCATIONAL FOUNDATION (each 81 00 a year,) presenting each in its field valuable material for tl teachers of all grades, the primary teacher and the educational studen also OUR TIMES (current history for teachers and schools), semi-monthl 50c. a year. A large list of teachers' books and aids is published and others kept in stock, of which the following more important catalogs a published: KELLOGG'S TEACHERS' CATALOG. 144 large pages, describes and illu trates our own publications,-free. KELLOGG'S ENTERTAINMENT CATALOG. Describes the cream of th literature, over 700 titles.-free. KELLOGG'S NEW CENTURY CATALOG. Describes and classifies 1700 the leading pedagogical books of all publishers. A unique and valuat list 2c. Send all orders to the New York office. Books and .es of o When the brilliant Macaulay lilton's treatise on Christian >ccasion to tell us about the Milton's poetry, and so the begins with a reference to the it the greater part is devoted 1 general and of Milton's in tence from Macaulay: "It is best known." By an infallimust unite in thought work 'aradise Lost" is by common reatest epic of our language, 1, not only the movement of gs as they are set forth, but f whose fancy they are the e of heaven with his sightless th ours wide open. agree in considering his poetry of much greater value than his prose. To quote from Lowell: "His prose is of value because it is Milton's, because it sometimes exhibits, in an inferior degree, the qualities of his verse, and not for its power of thought, of reasoning, or of statement. It is valuable, where it is best, for its inspiring quality." Moreover, this Tractate is technical and as such it must appeal only to those who are interested in education. But, altho it is insignificant in comparison with his great works, yet it appeals to us as those either actively engaged in the great work of education or intently watching the efforts of others and bidding them Godspeed in their endeavors. "is the only poem of which ained" comes to mind, as does rama modeled on Greek lines, lace, and action duly observed. e grief, "Lycidas," that charmle of Comus," those beautiful Allegro" and "Il Penseroso," of the Nativity," these all d when Milton's name is menpublic services as well. Milhope and energy. There was ence of strength, a readiness Is. Behind the people lay two formation and the Elizabethan spiritual freedom, many years d a newly acquired treasure of ir minds and filled them with d to add a third great age to d passed. They pressed on, as Reformation. And they sucat they attempted, but in openmpletely undo their work; the Our task, then, is to study Milton's Tractate on Education and to note its application to the problems of modern education. Not a formidable task this, at least, not for the first part of our undertaking, for the entire Tractate is compressed into the limits of about six hundred lines. In a general way, we may regard the Tractate as one result of the impulse which Humanism gave to education. This has been an abiding force in European education and the great teachers who exemplified its principles have left a precious legacy of which we are, in part, the beneficiaries. True, their successors have modified the original influence, or, to still adhere to our figure of speech, have made new and fresh investments with their legacies, but the original source of wealth must be traced back to the Humanists. ever died out entirely. They into both government and culime of responsible government, -leration. If Cromwell was the ing Charles I. and in estab, Milton was the man of mind. li that justified to all other naading of Charles Stuart. It well that fought for the suby the will of the nation for a the king. He labored to widen so that it might take the form duties as Latin secretary to him into contact with the Proopportunity of influencing the tatesman. No history of the tten without crediting Milton t or indirect, upon events. In me soul of the poet "was like a in the firmament of statesmanCromwell may well be likened to ce on Education. n English literature that comes ances are that no reference is It was in 1644, while Charles I. was yet upon the throne, that Milton set forth his views upon the education of young men in a letter to Mr. Samuel Hartlib, one of the progressive citizens of London. In the introduction, part I., he declares that the reforming of education is one of the greatest and noblest designs that can be considered, and that the English nation is perishing for want of this reformation. Allusion is made to the visit of Comenius to England in the following words: "I see those aims, those actions, the esteem of a person sent hither by some good Providence from a far country to be the incitement of great good to this island." It was upon Mr. Hartlib's invitation that Milton made to pedagogical nsive history of England where velopment is treated and the ead before the New York Educa Comenius went to London, September 22, 1641, remaining there until August, 1642. Parliament thought of assigning to him some college with its revenues, that his plans might be tried. The rumor of an insurrection in Ireland and the sudden departure of King Charles from London frustrated the arrangements. Entering upon the discussion of his subject, Milton asserts the end of learning to be the repairing of the ruins of our first parents, by regaining the right knowledge of God and by assimilation into his likeness. We shall know Him by studying His works. He thus begins with the objective. Language study is desirable since it is the instrument conveying to us things useful to be known. But too much time is spent upon Latin and Greek words, there are too many vacations, too much attempt to get themes, verses, and orations from children. He suggests a grading of the difficulties and a teaching of the ideas and thoughts of the writers. This gradation applies not only to the teaching of languages, but to all instruction. Milton's Educational System. The definition of a complete education is that which fits a man to perform justly, skilfully, and magnanimously all the offices both public and private, of peace and war. This education is to be acquired between the ages of twelve and twenty-one, after the following fashion: An academy in which the students are to live, is to be secured. Spacious grounds must surround it. There are to be one hundred and thirty students and are t not ried degr in ev into Th some inspir these tual p come come above ginner especi gained lage of used w of glob ural ph same come i try, as be com its app of med ing. T ing are mation, By t to mem frequent Physical Laboratory, State Normal School, Winona, Minn. e under the control of some wise executive, title The use work in studies begins with the chief rules of rammar. The teacher reads aloud to the class asy and delightful book, as Cebes, Plutarch, and Socratic discourses. A love of learning is to be 1, a love of virtue, and a love of country. All ill be accomplished by the reading and the effecsuasion of the teacher. Arithmetic and geometry next and are taught largely incidentally. Then evidences of religion and Scripture stories. The is the general plan of a day's work for the be3. The next step leads to more difficult authors, lly those treating of agriculture. The knowledge is to be put to practical use in improving the tilthe country. The constant study of the language ll make the students master of prose. es and maps, the study of natilosophy, and of Greek, after the manner prescribed for Latin, n order. Arithmetic, geomecronomy, and geography are to pleted and trigonometry with ications begun. A knowledge icine is to be imparted by readheorists in any branch of learnnot to be consulted for inforbut practical, experienced men. his time it is hoped the stuare ready for moral philosophy, ught by the study of the Greek and Scripture. Economics taken up, also comedies and es, then politics, then law and ustice. Sundays can now be to the study of theology and history. It is assumed that by ne the students will know HeOrations are to be committed mory and logic studied, besides The rate of advancement in work must be uniform, with In unfuach and fonton when the days are longer and rising time earlier. Sword practice and wrestling are recommended, followed by rest, during which time the students listen to lectures upon music, accompanied by illustrations of the various musical compositions. This course of procedure is to make them gentle and even-tempered. After dinner more music is given. Two hours of work is followed by a sudden alarm that sends each young man to his military station, for he receives such instruction. Excursions on horseback are occasionally made and the surrounding country carefully studied. There are occasional trips to the sea to study sailing and sea-fighting. Speaking of the last division of his subject, diet, Milton suggests that it be plain, healthful, and moderate, and that it would be best when all the students are in the same house. He concludes by saying that it is not every teacher who can work this plan. To which statement we will all heartily agree. Summary of Educational Plan. It will be observed that the chief aim of this scheme is religious, the realization in the individual of the presence and power of God and that a lesser aim is patriotism. The methods are objective and include gradation of difficulties, emphasis upon realities, the union of the theoretical and the practical, diversity of curriculum and appeal to nature. The physical, mental, and spiritual receive each its due attention. (To be continued next week.) Executive Committee, N. E. A., 1902-1903. CHARLES W. ELIOT, president, Cambridge, Mass. ORVILLE T. BRIGHT, first vice-president, Chicago, Ill. WM. M. DAVIDSON, treasurer, Topeka, Kan. ALBERT G. LANE, chairman of trustees, Chicago, Ill. W. T. HARRIS, United States commissioner of education, Washington, D. C. IRWIN SHEPARD, secretary, Winona, Minn. |