for admission to e shall always be ics. stions as to the Le several subjects accordance with y be formed. of college credit of the college en rses of study the tions on the definmination Board of he Committee of 1 Association, the Language AssociaAmerican Historof Science of the st decade has witit of the American r education. The much, perhaps, as ears. This larger d attendance at all gher work, by the 1 preparing themhigher institutions, hich is manifesting tions the oldest and most experienced professors give a portion of their time to freshman and sophomore class es. The feeling grows stronger in every quarter that the college course, at least for those who are to engage in a profession, must be shortened. It does not seem that the Harvard plan of three years meets with general favor, even in Cambridge, altho, according to the official report, 40 per cent. of the men now graduating from Harvard college finish their academic work within three years. It would seem to be a better plan to allow those who do not contemplate a professional course of study to take the full four years of work in college, and to arrange for the other class to count their early professional work as a part of the work accepted for the bachelor's degree. A great forward step in the direction of this policy has been taken in the recent action of Yale. This policy has been adopted as the basis for the organization of the schools of medicine and law in the University of Chicago. It is the most practicable solution of the problem which confronts us, and bids fair to be the commonly accepted solution within a short time. ucational work in ich is being given on. The time has d to adjust itself The prevailing nment is now inrcial and technoBoston there exists ica (the Massachu-vard university is tablish by the side This is necessary o attend school at ogy, and also betrue expression of te universities have ent of technologillow if they are to still remains to be taken in the direccollege grade will ngaged in it. Afe main purpose of on which the stuled that any ordied advantageously struction given to s has greatly imustom of appointho had just graduared in the better ected that an ine years of special appointed to give re must be added instma President Jordan, of the Leland Stanford Junior university, has suggested to me that among the various. important movements of the year is the disposition of small colleges to become junior colleges, turning their graduates over to the universities at the beginning of the junior year. I may not dwell upon this opinion longer than to say that, within my own observation, many facts pointing in this direction have occurred. When some of our smaller colleges shall have come to appreciate the fact that their position in the educational world will, indeed, become a higher one if they will limit their work to that which they can do with thoroness and satisfaction to all concerned, and will encourage their students at the end of the sophomore year to take advantage of the larger foundations to be found in the state universities and in the great cities of the country, a great step forward will have been taken. The adoption of this policy by even a few will inaugurate a movement, the ultimate results of which will be of incalculable value to the cause of higher education. Character of University Presidents. No fact has been commented on more widely than that which has been thoroly illustrated by the change of presidency at Princeton; namely, the transfer of the control of education from the clergy to the laity. In the Association of American universities only one institution is under the administration of a clergyman; that one is the Roman Catholic university at Washington, and is essentially a theological institution. Special attention was drawn to this fact in the address of Mr. Eliot at the Columbia celebration. The significance of it is self-evident, and, when coupled with the fact that so small a number of college graduates in our universities now plan for the profession of preaching, the significance grows even more startling. Moreover, from no quarter, not even from the clergy, do we find criticism of this policy. It seems to meet with general favor and approval. Surely, if anywhere, the old régime would have continued in Princeton; but even at Princeton the new policy has been adopted. The fact is itself a commentary upon the function and place of higher education in the public mind. It is an epitome of the great change which has taken place within so short a time. One may not be too sure that this change is altogether good. Time alone will determine whether something is not lost in this transfer. It does not mean institutions of learning are any lose religiona ary place in co occupied; for he fore in the histo stadies occupied they hold to-day what does it mea is itself a separat Car The two grea higher education the past ten yea Rhodes's propositi ships at Oxford, a stitution in Wash tensely interesting were announced w that the one is dis other for purposes the entire function teresting to note f is made by a foreig lean youth, and tha also made by a man to elevate and digni research work in th bers of the National tave noted that the rect result of a re council a year ago, has been established the report of this co The president of o to me privately this gifts: "The relation to the future like problematical that I estimate their import It is plainly possibl education may result less they are properl important testimony, of education in Scotl egie's gift to Scotch has resulted in far gr sitations and to the c One of the most dang large sum of money ba It is, therefore, as has ard an opinion on the That both of them ha One can deny. The C for research and ough tional co-operation; b Work of research and ir in our institutions of such work from those elf the responsibility a instead of strengthen erista, it undertakes t dependent of these ins Work may be more tang est curse to higher edu a blessing. If the Rh ployed to detach from hundred or more young and transport them to them with foreign ide Peculiarly impression comparison with that which it has hitherto for here again, as everyone knows, never be history of college education have Biblical upied the place in academic instruction which o-day. But if it does not mean these things, t mean? Simply that the work of education eparate profession, distinct from preaching. Carnegie and Rhodes Bequests. greatest single events in the history of cation during the past year-indeed, during en years are those connected with Mr. oposition for American and colonial scholarford, and the foundation of the Carnegie inWashington for research work. It is inresting to note that these two great events nced within ninety days of each other, and e is distinctly for educational purposes, the urposes of research, the two thus covering unction of the modern university. It is innote further that in one case the provision a foreigner, altho intended to benefit Amerand that in the other case the provision is y a man of foreign birth, its purpose being nd dignify and increase the possibilities of ork in the land of his adoption. The memNational Educational Council cannot fail to that the action of Mr. Carnegie was the diof a report made by a committee of this ear ago, and that the Carnegie institution tablished on precisely the lines laid down in of this council's committee. dent of one of our oldest institutions writes tely this statement concerning these great e relation of the great gifts of the past year re like those of Carnegie or Rhodes, is so al that I do not, so early as this, venture to eir importance." ly possible that great injury to the cause of ay result from gifts of this magnitude, une properly administered. On the basis of estimony, coming to me directly from leaders n in Scotland, I am convinced that Mr. Carto Scotch universities up to the present time in far greater injury than good to those inad to the cause of education in that country. most dangerous weapons in the world is a f money badly administered in a good cause. ore, as has been suggested, too early to hazon on the good or evil results of these gifts. of them have great possibilities of good no y. The Carnegie fund has been established and ought to contribute largely to institueration; but if, instead of encouraging the earch and investigation as already established cutions of learning, it endeavors to detach rom those institutions and to gather to itDonsibility and the credit for such work; if, strengthening the work where it already dertakes to establish new foundations, inof these institutions, in order that its own e more tangible, it will prove to be the greathigher education in this country instead of If the Rhodes scholarships are to be emtach from the American environment one more young men of special ability each year rt them to foreign soil in order to imbue foreign ideas at an age when they are pressionable; if the purpose of this foundaaw all men to a recognition of the doctrine the institution to lead us to suppose that the proposition of institutional co-operation has place in the minds of those immediately in con will convince all who have relationship to this tion that only such a policy will be productiv best results. And, surely, in the dispositio Rhodes scholarship there will be employed t large wisdom which has thus far characterize statesmanship and diplomacy. The form of th sufficiently indefinite to make it possible to m original proposition and to permit these schola be for graduate work rather than for under work. In any case, regulations may easily 1 lished which will make profitable this temporar of American youth in a country so closely c with our history and our sympathies. Eng America stand together to-day, and in the fu continue to stand together, in all great inte and humanitarian movements; and this additi of union may be not the least important one in about great international reforms in which Eng the United States shall take the lead. The Outlook. We who are workers in the educational fie live in a period of great and wide-reaching opp Our predecessors knew nothing of the advantag would have been for them an utterly imposs we enjoy. The outlook which presents itse Greater wisdom is needed to-day in view of t and splendid opportunities. The work of the highly esteemed by the people at large. It is grows more and more sécure, and it is more est career man or woman is permitted to foll greatest of all men was a teacher, a Man who the methods of a teacher and was recognized a all who met him. In view of the achievemen past, and the possibilities and opportunitie future, let us "gird our loins," put on new and take up the burden of life for another new courage and with a never-failing faith in t) and value of the work which God has given us Pioneering in New England By DR. JOHN W. PERRIN, Western Reserve, Cleve The Puritans of New England belonged to dle class in the home country that has made what it is to-day. They were not ignorant the contrary, many of the earliest settlers trained in the universities of England. They of lofty character and of a high order of int They were pre-eminently religious and had a faith in the Calvinistic doctrines they had They gave up home, kindred, and native land t a region uninhabited save by savages. E amidst physical dangers, they regarded igno their worst enemy. Accordingly, as early as 1629, a school was established. By 1635, Bost more advanced step and made provision for school. By 1647, a school system had been cre required the establishment of schools in all t the attendance of the children upon them. Before the union with Massachusetts colony very little had been done by Plymouth colony. were not wholly wanting, however. After the Massachusetts system applied to the province. • Abstract of paper delivered before Department la to some extent in 8, little need be said. shire was a part of ion its laws in spirit husetts. Vermont 1724. Prior to the o establish a school in Education.* ester, N. Y. tent and the method of his study. It is the foe of 180lation, but rather relates school life to the life outside by vital ties. Moreover, it includes all the others. It is the school of freedom and joy and hard work and discipline and abundance of knowledge, because the center is a growing child, needing nourishment rich and varied, ard every activity engaged in and the knowledge in parted is prepared to meet his needs. Thus and only thus is a child best fitted for social efficiency which is the end of education. Be the acquisition of Education in the Appreciation of Art.* By Chancellor William BAYARD CRAIG, Drake Univ, Ia. Man sees truth in the operations of nature and by the aid of reason produces science; he sees truth as related to character and conduct and by the aid of conscience produces ethical systems; he sees truth as beauty, and inspired by joy or other emotion produces art. Science, religion, and art are essential to a complete civilization. In our young and vigorous country we are strong in science, respectable in religion, and weaklings in art. We have been too busy with the utilitarian and material development of our continent to have time for art. Ask an average American citizen about matters of trade or government, and he will give an intelligent and self-reliant answer; ask him for an opinion concerning a work of art, and he will probably answer with a conventional phrase and pass on, feeling that he has said something flat, ridiculous, or both. He has no knowledge of fundamental principles by which to judge an art production, and for this great lack the schools and colleges must be beld to account. A grammar school student can be made to grasp the significance of Tolstoi's definition of art, "Art is human activity consisting in this, that one man consciously, by means of external signs, hands on to others feelings that he has lived thru, and that other people are infected by these feelings and also experience them.” This is the best definition yet produced. It leaves beauty to take care of itself and makes the expression of his feeling the supreme aim of the artist. This is right. The divine idea is beautiful in itself, and beautiful is the body the divine idea weaves for itself, whether by the processes of nature or by the hands of the inspired artist. When one learns that skill in technique is not art, but simply a form of skilled mechanics that must have behind it the inspiration of the artist to produce art at all, one is able to eliminate a very large part of all that calls itself art. The first question in art appreciation or criticism is, Does this work appeal to my heart? Was it inspired by a true emotion and does it arouse the same feeling in me? True feeling on the part of the artist will fulfill all the laws regulating successful expression. It will insure unity, simplicity, sincerity, vigor, precision, and conscious power. In our materialistic civilization we need the inclination and ability to understand and appreciate the language of art by which the interpreters of the realm of emotion and beauty would im part their light and love to the world. * Abstract of paper read before the Department of Higher Education The complete paper will be published in Educa tional Foundations for September to certain laws, best do them. In Abstract of paper mentary Education. Agriculture Some C By M sure we will be un piece of old Mothe lesome. process 18, according 1 laws, determined by the nature and sequence ies thru which the individual must pass if he v. Teaching must conform to these laws to be acher must understand the principles of educaas something out of which she may deduce eaching, but as a criterion by which she may worth of what she is doing. Teaching is not edagogy. It is born of the teacher's own in1 inventiveness. However, it must not transgeneral principles, else it will be futile. Edunethod is to the teacher what chart and como the sailor. Art has to do with particular 3. The particular child and the particular with her resources and limitations are always elements to be reckoned with. The actual of the teacher is to move the child from where id to where he is wanted. In the movement er must enjoy entire liberty in the employment nd means, instrumentalities and devices, keephe time, within the limits fixed by the principles ion. the chief dangers in teaching are restricting her to the practice which some particular r school has found successful, and destroying spark of her work by the slavish attempt to depractice of the school room from laws of psy There is great danger in the frequent demand >rmity of text-books, courses, and methods. ool has the right to do for its pupils what they d to have done, and in the way in which it can hem. In the effort to make teaching scientific Iways danger of veiling the teacher's personalucting her recourse to common sense and innd of getting in the way of the child's native ent. et of paper delivered before the Department of Eleducation. culture in the Public Schools.* Some Convincing Experiences. By MISS CORRINNE MARCELLUS. we will all agree that gardening has great hal value, even for young children; but I am will be unanimous in saying that it presents culties in most of our school environments. So an theorize I shall speak of what has been shed in some Chicago schools. indergartner in the D. S. Wentworth school ngly the value of gardening, and she fully -ated that "where there's a will, there's a way." ering all the usual difficulties in securing a old Mother Earth, large enough for the pure appealed to the Mothers' club. A garden Feet was loaned by an interested mother. A eparation of the teacher was accomplished by of the Chicago Public Library. The children the ground and celebrated the occasion with a They accompanied the director to engage a and then measured the beds with strings. ums, morning glories, radishes, lettuce, cab. ions, potatoes, pumpkins, sweet corn, and pope plantel. The crop was good and before the school occurred a party was held where lettuce hes were conspicuous among the refreshments. ns decorated by the children with designs of wer Buqia luL a lagsval, anu many secu for next season, completed their triumphs. An experiment in the Burr school wher pated was as follows: a vacant lot 348x1 loaned, fenced in and ploughed, divided in each room given a bed. Vegetables and were planted, but every child was given se structions for window boxes, and flower bed were offered for the best results in the fall. Physiography in Secondary Sc By J. A. MERRILL, State Normal School, West S represen The secondary school in America occup position; it is a preparation for business sional life on the one hand and it degree of culture which admits to higher ins learning on the other. Physiography is the critical stage in which the subject matt ing the classification that will stand the test poses of secondary schools. In no subject dency to cover much ground and deal with or even scientific speculation stronger than raphy; but this not only detracts from the course, but is a waste of that most precio which so many practical subjects are clamo course must, therefore, deal with practical in a way that will introduce the student to tary technology of the great subject and en apply the fundamental principles to the affai day life. The subject matter of such a cour sarily limited in scope and may be outlined space. It should include a clear and definite stud struments for testing the atmospheric con interpretation of weather maps in all partic in conditions represented on the maps affect or in general. This demands the study of th mosphere and the application of physical f movement. It should include the method of crust fo deposition in ocean or other bodies of water edge by laboratory tests of the composition cemented and hardened rocks, and the produ ation which these undergo on being expose tacks of the atmosphere under circumsta favor decoposition. The interpretation of detailed maps with a convey to the intelligent student opens up information more certain than the printed ture, and is in itself no little accomplishmen Life relation of topographic forms is the tion of this study and must constitute its most important division. It not only gives a idea of the productive value of areas, but the importance in their utilization of the world ventions. * Abstract of paper delivered before Departme Education. THE SCHOOL JOURNAL will not be publi the weeks of August 2 and 9. THE SCHOOL JOUR NEW YORK, CHICAGO, and, BOSTO (Established 1870, published weekly at $2.00 per year, is a jour progress for superintendents, principals, school boards, teachers desire to have a complete account of all the great movements in also publish THE TEACHERS' INSTITUTE, THE PRIMARY SCHOO FOUNDATIONS,monthlies, 1.00 a year: OUR TIMES (Current Eve ly, 50 cents a year. Also a large list of Books and Aids for teach culars and catalogs are sent free. E. L. KELLOGG & CO., 61 F New York. 266 Wabash Avenue. Chicago, and 116 Summer Street her. The natural York state spent $36,395,269 1or schools for the partment of labor year 1901, of which 59% of it, or $21,504,619 was for teachers' salaries. on of the youth of importance placed 3 strength is meas, and ideals of its men are endowed een interpreted by on is an essential that it is the foun ing good streets, nd fire protection, en carefully considorked out. The ick, the defective, fully recognized. and the response of ›n prompt and wille country, the prothe boundless renparatively easy in oprovements. interest on money its on small lines of n capital has resultny of taxes, to their gal limitations, and rovements, and to improvement, and of this country will lly classifying their rating the taxing aking fair provisof public service, rate per cent. in ve business inter e commissioner of 25, gives statistics xpenditures to the ew York city 15%, Louis 17%, Boston go with the other n Chicago for speCommission are not redited to Chicago : Cleveland, 21.5; nnati, 15.5; PittsLos Angeles, 33. a, and Los Angeamounts expended Illinois spent $18,167,219 for school purposes for the year 1900, of which 63%, or $11,415,992 was for teachers' salaries. About 60% of the total tax for school purposes then is expended for teachers' salaries. An examination of similar tables for other years and for some other cities and states shows some variations which doubtless could be easily interpreted, if all the facts were known. An examination of the basis of assessment in the various cities and states shows a wide difference. Illinois assessments are 20% of the cash value of property; New York city 70%, altho the law calls for full value; Phila delphia, 80%, which is the legal basis; Boston, 100%; Baltimore, 75%; Cleveland, 30; Cincinnati, 60%; Buffalo, 70%; Syracuse, 100%; Minneapolis and St. Paul, 60%. If the taxes in these cities were assessed upon the cash value of all property, then the rate would be about 2% for all ordinary taxes. We found that the total school tax was from 17% to 25% of the total tax for all purposes. Assuming 20% to be an average, the school tax is of the total rate of 2% for all purposes, or 4 millls on the dollar. We also found that the amount of the school tax fund devoted to teachers' salaries was about 60% of the total school tax, or of 4 mills, which is 2 mills. It is probably safe to say that a tax of from 2 to 3 mills on all property at its cash value would produce sufficient revenue to pay teachers' salaries, and that a tax of 1 to 2 mills additional would provide for sites, buildings, and incidental expenses for maintenance. In considering this question of the education of all children for citizenship, the fact must not be overlooked that most of the states have in some degree assumed the responsibility by levying a state tax for the maintenance of schools. The principle upon which the state tax was originally extended was, that the wealth of the whole state should contribute to the education of all the children. That standard should be maintained and the means should be provided to aid districts which are unable to sustain schools. The location of railroads representing large capital, the accumulation of wealth at certain places, the massing of working people in one district and the concentration of wealthy people in another district, cause great variations in the local tax levies and emphasize the importance of the distribution of a state tax on a basis which will help the poorer districts. The reports of county and state superintendents show that if effective instruction is to be imparted to all children, more generous provision must be made for the ample compensation of teachers, for permanency in their work, and for centralized schools in the rural districts. The proposition that the fund for the payment of teachers' salaries be increased by the distribution of a from 17 to 25% of larger amount of money to be raised by general state tax and to be distributed in such a way as to insure the maintenance of rural schools for 160 to 180 days each year, is commended. es commissioner of e expenditures for l expended for the ty, 53%; Chicago, 4%; Boston, 58%; Buffalo, 59%; San cisco and Cincinly two per cent. of onal Council of Edu. Effective administration of a school system can be most easily secured when the teacher can work with the certainty of a compensation on a fixed scale, without radical and violent fluctuations; when the general principles of civil service prevail, and teachers are retained during efficient service and good behavior. To secure these results in the larger cities, the statutes relating to the raising of taxes for the teachers' salary fund should provide for an adequate and definite amount Nationa well informed There are 4,5 "Public educatio At present the courses |