That was in the long ago. He has been practicing law in Lima for ever so long and will continue to do so till the dear knows when. Dr. Carlos C. Rowlinson, President of Hiram College, says "The motive in education is, therefore, the desire to bring the student into an accurate knowledge of Nature, Literature, Art, History, and Religion, so that he may have the poise and power of one who is in harmonious touch with the best that is; and to so quicken his imaginative sympathies that he will be prepared to do his full quota in the world's work." -Hugh Foresman of Scott, Foresman & Co., Chicago, beamed in upon the brethren at Columbus like a flood of good wholesome sunlight, and made everybody feel the better for his coming. Supt. J. L. Steiner of Beaverdam has prepared a very complete and attractive manual which contains the full complement of information relative to the good of the schools. It is a good piece of work and reflects credit upon the author. - Scott, Foresman & Co., Chicago, have published "Reading Reports," a record book for pupils who are doing reading in connection with their work in English. Teachers of high school English will find it most helpful. -Stuart Eagleson is brushing up his Spanish in order to read fluently and with expression the new circulars in Spanish which Ginn & Co. are issuing for use in the Spanish-American countries. The circulars sent out by the Bureau of University Travel describe a summer tour of ten weeks that cannot be surpassed for interest, pleasure, and profit. To visit Europe under the guidance of experts in history, literature and art is an opportunity of a lifetime and is, indeed, a liberal education in the best sense of the term. In our advertising space will be found information concerning the tour, and all details can be had by addressing the Bureau of University Travel, 201 Clarendon St., Boston, Mass. - Miss Eva Gardner, who instructs in Latin and German in the Gallipolis schools, is having a very successful year. In Ohio last year there were 24,197 teachers and 1,254,780 pupils, and the schools cost $17,000,000. There are 267 township superintendents, 75 centralized schools, and 890 high schools. Commissioner Jones in his annual reports recommends the establishment of two more normal schools and also a teachers' college in connection. with Ohio State University. -Joseph Milholland, who teaches in the West Jefferson schools, and Miss Nellie Baber were married on Christmas day. It was good to see Col. W. J. White among the faithful at Columbus with his heart young and his face to the East. As was natural, he was the recipient of ovations wherever he went. Many of those present at the dinner given by the Central Ohio Schoolmasters' Club were guests of individual members of the club, while quite a number were guests of the club as a whole. This graceful courtesy on the part of the club was commented upon most favorably. -Lee A. Dollinger, of Sidney, is engrossing the certificates of those who passed the state examination, and when these come into the possession of their owners they will see at once that Mr. Dollinger is an artist. He can letter the diplomas for high school and college graduates equally well and no one need be at a loss to know where to go for this sort of work. - Dr. H. W. Elson, of Ohio University, attended the Columbus meetings and had a taste of the Ohio spirit. Though reared in our state he has been absent for some years and, coming back to us, he has brought that which brings honor to us all and makes us feel that in paying tribute to him we honor ourselves. TRAVELING LIBRARIES. Following is the record of the growth of the Traveling Library a Careless Teacher on a School.— Carmen Deeter. 4. Necessity of Order in Marching out at Dismissal and Recess.-Ester de León. 5. How and with what to Decorate our Schools.-Catalina Saclolo. 6. The Importance of Reading.-Urbano Luna. 7. The Duties of a Primary Teacher.-Marta de Len. 8. How I Keep My Attendance.Tiburcio Gonzalez. 9. The Evening's Preparation of a Teacher for the Next Day's Work.-Rosalia de León. 10. The Duties of a Teacher.-Dionicio Sarmiento. II. Why a Teacher Should Visit Parents.Lucia Constantino. 12. Why We Study Arithmetic.-Antonio Sarmiento. 13. The Spirit of a Teacher in the School-room.-Marcela Concepción. 14. How I Have Increased my Attendance.-Gregorio Santiago. 15. The aims of the Educational Department in the Islands and in this Pueblo.-Paul Hagen. -The Philippine Teacher. THE SCHOOL AND THE MASTER. As a boy he was much bewildered. His father told him that education is the solving of problems, the parsing of sentences, and the locating of places on the map. Then came a relative who told him that real education is culture, but failed to define culture. Then, again, there came the preacher who, with emphasis, told him that education has to do with character, but did not tell him what character is. So he was bewildered, and was left to grope after something that is supposed to be worth possessing but which seemed to him to defy clear definition. His father was always near at hand, and could reiterate his statement of the case. The relative and the preacher were intermittent. Hence he solved his problems and parsed his words, all the while pondering the terms culture and character. His teacher, too, reinforced his father's views and laid much stress upon the problems and the sentences and increased his lessons day by day. The lessons were most exacting, and he wondered what it was all for and whether some easier way could not be found. One day he discovered his teacher conning somebody's answers to some other body's questions and light broke in upon his darkness. But why had not his teacher told him of this easier way to solve problems and parse sentences? Possibly, after all, education consists in finding some one else to solve and parse. But, there is mystery here. The teacher insists upon his solving the problems — but does not do so himself. Perhaps, then, this whole thing is legerdemain some secret process that must be come upon by stealth. Why not try the plan? Why puzzle one's brain, if there is an easier way? Then ensued a period of secret work with keys, ponies, helps of all descriptions. But he was a young fellow with sense, and in time he noted the fact that he was becoming weaker and not stronger, that he was becoming listless and lifeless and he laid the blame at the door of these helps and at once banished them from his work. He soon felt the invigorating and inspiriting influence of this independent effort. But his implicit faith in the teacher was gone. Then he aspired to teaching and this became another incentive to hard work. So the procession of problems and sentences moved before him constantly, and the procession of teachers, one by one, made the coming examination loom large upon his horizon. Then came the climax and the examination was passed. With the certificate in hand, the position came with ease, and he was in time installed as a teacher. But, how about the culture and the character? He knew not, though he heard people using the words glibly all about him. Was it possible that all these people knew all about culture and character, and himself nothing at all? Then he heard the word culture applied to people he knew, and he was more confused than ever. He saw girls from cultured families doing things that would have made. him heart-sick to see his sister doing. He saw the lack of delicacy that he had supposed inherent in the gentler sex. He saw coarseness where he expected fineness; he saw boorishness where he expected refinement; he saw ill-breeding where he expected delicate politeness; he saw swagger where he expected innate modesty; and he saw young girls treading near the limits of realms he had supposed reserved exclusively for men and no he best men at that. And was this culture? Were these the representatives of the culture that he had been told the schools should inculcate? Then he reread the age of chivalry in his histories and saw again the deference paid to women in the olden time, saw the gallantry and the courtesy shown to them and saw the battles that were fought to vindicate vindicate their good names. Then he looked about once more, and the contrast became even more striking and he was led to wonder whether we are attaining the culture we pretend to preach. Have modesty and good-breeding struck their colors? Do cigarettes, chewing-gum, slang, betoken culture, or is there something better? He could not countenance such things in the school or out, but as yet he could not square the definitions of culture with his own convictions, and he longed for another visit from his relative. Meantime, the teaching went on and, true to his own training, he was solving the problems and parsing the words. as the end and aim of all his efforts. But the process did not satisfy him. He could not write ne plus ultra after the answer to a problem or the answer to a question in history, even though he had searched out the answer himself. There must be something beyond, but whether culture or character or something else equally mysterious he did not know. Conditions about him did not, could not, satisfy. Then literature came to his aid, and at first he "saw men as trees walking." But, by and by, he began to get his bearings and to learn the points of the compass and to apply the printed page to the thing people call life. In De Coverly he saw the charm of good-breeding, of polish, of deference to refined womanhood, and what he read only served to ratify his own intuitions. It was a great discovery, and gave him a clue to just one other thing that the teacher and the school can do. When he read these words of Addison, "When modesty ceases to be the chief ornament of one sex, and integrity of the other, society is upon a wrong basis and we shall be ever after without rules to guide our judgment in what is really becoming and ornamental;" when he read these words, he came to a full stop. He had food for thought, and for days this sentence haunted him "Modesty the chief ornament of one sex, and integrity of the other." But these are not set down in the course of study, and he had been taught that the answer to the problem is the sine qua non of all school work. Modesty, integrity is there any place in the schools for such things? The time is already full to overflowing with the regular work. Again testing the accuracy of his reading of Addison, his eyes fell upon the words, "A wise man is not always a good man," and then upon the words, "I lay it down therefore for a rule, that the whole man is to move together; that every action of any importance is to have a prospect of public good." Is teaching, then, of any importance; and, if so, has it, has this teaching, a prospect of public good? But how? He found his work and his mission enlarging before him, and to every action connected with his school was applied this test, Is this for the public good? By this process he discovered that the arithmetic is but a means to an end, that it may be made to contribute to integrity; that literature may be good or bad, according as it influences toward modesty and good conduct; and that his own mode of teaching must be measured by like standards. Then began the process of elimination. This must be put aside as being below grade. This must be exalted as being a means to the end he sought. Checks must be applied here, and emphasis must be put upon this feature or phase of school life. No more cheap, trashy books in that school, because of their cheapening and degrading of standards. Coarseness must be supplanted by fineness. must give place to the high. Pomp, parade, show, glitter, tinsel, gaudiness must find no place in his The low |