School 11 883 Education LIBRARY BUREAUDE EDUCATION The Fact in the Thing; the Law in the Mind; the Method School Education, is a splendid animal, trained by a "governor" to the verge of perfec- A Monthly Journal, devoted to Teachers' Preparation, the Subject the seeds of a deep-seated philosophy. VOL. IV. Teaching and Governing. 34295 WANTED-An agent at every postoffice. Send for circulars. No. 1. IF you kno v your subscription to have expired, renew it at once. No paper will be discontinued until ordered stopped, unless the subscriber is known to be irresponsible. Rousseau makes education begin at birth, and thus, of course, far transcends the limits of the school. His purpose in this was to counteract the training of children by ignorant and degraded nurses, and servants. Three kinds of training are enumerated in Emile: that we receive from nature, that from men, and that from things. The development of our faculties is the education of nature. The aim of education is complete living. The wisest apply themselves to find out what children can learn. They seek the child in the child, instead of seeking the man. Nature requires children to be children before NOTIFY the publisher at once of change of postoffice, always stating they are men. the old office as well as the new. FOR fourteen new subscribers at $1 each, the club-agent will be given an unabridged dictionary, either Webster or Worcester. SUBSCRIPTIONS not paid in advance will be charged $1.50, except renewals which are paid within three months of the expiration of the old subscription. Such will be charged $1. ANY subscriber sending as a new subscriber will receive a copy of the Geography. History and Civil Government of Minnesota, or of Hodgin's Outlines of United States History, or of Scovell's Physiology, any one of which is a valuable book. They retail at 60 cents each. INCOMPETENT and careless office-help. in the past, has caused a few mistakes on our books. These will all be cheerfully corrected, when brought to our notice. Orders for books are occasionally overlooked. A postal card will correct this. Our patrons never lose any article, if they will notify us. But do not annoy institute conductors and agents by means of complaining letters. Make all complaints to this office. ENTERED at the postoffice at Rochester, Minn., as second-class matter. ADDRESS all subscriptions, etc., to S. S. PARR, Under the same conditions as above, we will send postpaid a copy of the American Popular Dictionary. This contains forty different lines of handy and useful information. Any subscriber or any new subscriber who sends us $1.30 will receive this paper a year and a copy of EMILE, the greatest book on education published. phasized the value of education to the common people. He was the Emile is a great book, for the men that it woke up. Basedow emgreat precursor of the public school. Pestalozzi gave to the world as his contribution, the idea of an orderly development of the faculties. Froebel enforced the idea that the training of primary children must accommodate itself to the immature condition of judgment and the active condition of the faculties of observation. Educational progress wauld be sadly crippled if any of these eleinents were lacking. solyable to common-place practice. It is to education what the Emile is a speculative insight of genius into a problem that was inNovum Organon is to science.-EDITOR. THE Blair bill to give National Aid to education is thought to stand a good show of passing the House of Representatives. It has already passed the Senate. THE days of showy school-houses are numbered. Almost all places are building plain, substantial houses and seeking convenience and efficiency rather than display. There is much room yet for improvement in arrangement, ventilation, and light. THERE is much need of a plain discussion of the practical in education. Many parents think that such disciplinary studies as Algebra and Geometry are of no value. They make the mistake of thinking that only subjects that may be used at once are of real value. THE New Orleans Picayune, of January 1, reviews the Minnesota educational exhibit and awards it the highest meed of praise for plan, originality, and display. The exhibits of St. Paul, Minneapolis, Winona, Winona State Normal school, and St. Cloud State Normal school receive especial mention. For a subscription, new or old, and $1.00 we will send the paper this. The idea is an excellent one. and Kingley's Water Babies. (See review of it.) For a new subscription and $1, we will send the map of Miunesota, colored, giving townships, railroads, towns, etc. This offer does not apply to old subscribers. Rousseau's Emile. In another place will be found a notice of Rousseau's Emile. The volume in question is made up of the selections and notes of Mr. Jules Steeg, depute, Paris. Prof Steeg has selected the salient and relevant portions of the great educational classic and arranged them in the order of their logical relation and given valuable aid by a series of explanatory notes. Emile is accorded, by Schmidt's great History, the first place among educational classics. A hundred years ago it was a kind of bible in Europe. Its teachings not only overturned the old regime in the school-room, but also aided in helping the social revolution in France. WISCONSIN is agitating the organization of an educational museum. The exhibit at New Orleans is talked of as a nucleus for A good museum of educational new teachers. Results in school-work, unless in some such form, work would preserve the results of effective work for the study of are not very tangible. THE Indiana reading circle claims a membenship of four thousand. One county-Sullivan-has a circle numbering one hundred and twenty-seven. Great enthusiasm exists among teachers for the good results of a connected and systematic course of reading and study. It serves, they say, to neutralize the fragmentary reading of the school-room and to lay a broader foundation for their culture and growth. A Chicago teacher recently said that that city probably has the lowest grade of teachers, of any large city in the Union. There are many noble workers who are worthy to stand alongside the best in this country. But political and personal favoritism is permitted to rule in choosing many teachers. This always results in putting in a large number of inefficient persons. THE spring series of institutes, in Minnesota, begins March 9, and Rousseau was in reality a man of shallow education, but, like ends May 25. The institutes embrace thirty-three counties and are to Goldsmith, he made up by genius what he lacked in training. He be held at the rate of three a week. The conductors are J. T. Mcwas deeply impressed by his own experiences and felt the great | Cleary, for the Mankato Normal school, T. H. Kirk, for Winona, C. wrong that was being done the minds of children by unnatural modes W. G. Hyde, for St. Cloud, and Miss Sarah E. Sprague, for the Deof training. Rousseau's foundation principle is a return to the method of nature. To impress this, he writes an educational romance of which Emile, the model boy, is the hero and center-piece. His ideal boy partment of Education. Other workers are to be employed as they are needed. All counties having a sufficient number of teachers are offered an institute. The time is arranged, as nearly as possible, to suit the teachers and superintendent of the counties. To Our Friends. THIS paper enters on its 1Vth Volume in better condition than ever before. It is no longer "a new thing." The novelty that attended its first year has worn off, and it is now received by its twenfive hundred Minnesota aud Dakota subscribers as a settled institution. The ambition of the publisher is to make a first-class educational journal. He has not always been able to keep this endeavor in the channels most congenial to himself. There is a wide-spread demand for empirical articles. The "How" is more important to many teachers than the "Why." Specific ways are more sought after than the philosophy of education. Like every judicious publisher, he has made a paper for the demands of his patrons. Time and progress will cure present empiricism. The duty of the press is to point toward a better policy. SCHOOL EDUCATION asks its friends to aid in extending its circulation. If every subscriber would send us a new one, the result would be a "boom." Subscribers and friends are not asked to work gratuitously; nor are they offered trash for their efforts. The premiums offered are all standard. They are fresh, new and useful. Those who wish to, have an excellent opportunity to make additions to their libraries of the highest value. See terms offered. Ten Educational Laws. hill any person or set of persons. Those who are at the head of it do not want office, place or emolument. The desire is purely that of progress and the common weal. The offices will be distributed throughout the state to those who will fill them efficiently, with a due regard to all classes and interests. Let us all take hold and insure success. Every Teacher Should Have a Philosophy of Education. EMPIRICISM is the fault of many teachers. No instruction can afford to divorce itself from an underlying philosophy. Without some broad and governing principles, teaching degenerates into rule of thumb. Whatever serves the present moment is adopted, irrespective of the law that a present good may be an ultimate evil. To be more specific still, every teacher needs a working knowledge of the mind. We say a 'working knowledge,' that is, a practical acquaintance with the faculties of the mind and their leading functions. Book-psychology is a help to this end, but it alone is like book-piloting or book watch-making. One may have the whole thing at his tongue's end, and yet not be able to make a single successful application. Besides a practical knowledge of educational psychology, the teacher needs to know what subjects he teaches in a philosophic way. This means that he shall know something of their logical dependence, something of their historical development, and of the relation of the various parts to the child-mind. Herbert Spencer includes one other kind of philosophic knowledge, the A PRINCIPLE of action is a general mode or manner of doing kuowledge of the child's environment, the adaptation of means to that applies to many special modes. A law is the statement of the action of a principle. Principles: 1. Education is a development, in part by expansion and in part by repression. 2, Growth is from within to without. The teacher is only the occasion of this. 3. A complete system of education provides for the development of the intellect, emotions and will. 4. All faculties of mind develop by exercise. One cannot be exercised on the material of another. 5. Doing is not confined to the hands, among the senses, nor to the senses among the faculties. There is the doing of memory, imagination and judgment. 6. Primary work is that which rests on the pupils' observation. This consists of two kinds: observation under guidance of the tacher; observation beyond the guidance of the teacher. 7. Advanced work uses memory, imagination and judgment on the observation and thought of others, correlating and assimilating it. 8. Acquisition takes place by means of all the faculties; assimilation by means of memory, imagination and judgment. 9. Knowledge is the certainty that objects exist, and that the mind perceives the relations in which they exist, with reference to itself and other objects. 10. The result of development is power. The more harmonious the development, the more universal the power.-EDITOR. The Minnesota Teachers' Reading Circle. FROM all sides we hear golden words for the enterprise, the teachers' reading circle. A county superintendent says; "The idea impresses me as an especially good one." Supt. Kiehle says: "An efficient reading circle would greatly aid the state institutes." Many letters and cards have come to our table and all endorse the movement. The conditions for success in Minnesota are especially favorable. These are no bickerings or jealousies of a general nature to divide any effort that may be made. Our excellent system of state institutes prepares the way by disseminating the spirit of reading and study. The institute conductors have scattered hundreds of books up and down the state, and stirred up a feeling of need for educational literature and its study. They have enforced the need of a wider culture and more general knowledge. Our county superintendents have fostered the spirit of reading and study, by local and by county meetings and by teachers' libraries. The spirit of the times tends that way. We earnestly ask the leaders in educational work to lay hold with a will and help this worthy enterprise to success. A number of super intendents, principals and leading teachers have signified their readiness to co-operate. Many others will no doubt do so when the matter is brought to their attention. Let county superintendents talk up the value of the Circle with their teachers at local and general meetings. Principals and superintendents can give the enterprise a good start by bringing it before their teachers at their meetings. ends, the purposes of the special education in which the teacher is engaged and a general knowledge of the child's surroundings. The teacher must not only have learning but wisdom. A re-statement of the three kinds of philosophical knowledge necessary to the highest type of teaching gives: 1. Educational psychology. 2. Philosophy of subjects. 3. Philosophy of the 'environment.' To those who desire to advance themselves in these lines of thought, SCHOOL EDUCATION recommends: For the first, Porter's Element's of Intellectual Science. For the second, Sully's Educational Psychology, or Paynes Lectures on Education. For the third, Herbert Spencer's Education, or Bain's Education as a Science. Of the two latter books, Spencer's deals more direct'y with the question. THE CENTURY issued 160 thousand copies for December. This represents over a million readers. Every teacher should take some one of the great magazines, and we know of none better than the Century. THE ATLANTIC continues the vehicle of the best current literature in America. It heads the list of unillustrated magazines and has no rival in its special line of literature. We have often advi ed teachers that it is an excellent monthly for which to subscribe. SCHOOL EDUCATION acknowledges the receipt of "Illustrated Minnesota," by Hon. H. H. Young, State Commissioner of Immigration, St. Paul. It is a presentation of the resources of our state, designed for the World's Fair at New Orleans. It reflects much credit on the compiler. THE POPULAR SCIENCE MONTHLY, January, has an article on "My Schools and Schoolmasters," by John Tyndall; "Studying in Germany," Prof. Kennedy; "State Usurpation of Parental Functions," Sir Auberon Herbert. All these are worthy the study of the teacher. STORIES FOR YOUNG CHILDREN, by Elizabeth A. Turner, 90 pp., stiff paper covers, introduction 12 cents, is a valuable little book intended to be used as supplementary reading in connection with Second and Third Primary readers. The stories are interesting, the language simple and the grading good. Ginn, Heath & Co., publishers, Boston, New York and Chicago. FRENCH CONVERSATION, by J. D. Gaillard (officiere d'academie) a teacher of note and long experience, is a late book in French, is sued by D. Appleton & Co. The plan is a new one. One portion of the dialogue only is supplied. The pupil must supply the other, thus acquiring for himself the use of idiomatic French. Terms on application to D. Appleton & Co., Chicago or New York. NOTES ON INGERSOLL, by Rev. L. A. Lambert, 203 pp., paper covers, 25c., is the keenest and most incisive of the many answers yet made to that prince of lecture-demagogues. The author's logic is a Damascus blade, cutting the very marrow of his adversary. All who are interested in the literature of religious controversy will do The movement is not designed to give personal profit and gain to we'l to read the Notes. Catholic Publication Co., Buffalo, N. Y. Minnesota at New Orleans. theses and papers on scientific and literary s jects, biologic and other scientific studies illustrated by drawings from pupils' observaTHE general exhibit of Minnesota at the World's Fair is very good, tion, bound volumes of experiments made by pupils, notes on elebut not better than that of many other states, and behind that of mental surveying, bound volumes of Prof. Payne's monthly, the Sisuch states as Nebraska, California and the territory of Dakota.dereal Messenger, etc. With the Carleton exhibit is Prof. Payne's But we think we speak from no narrow spirit of local pride when we | electric time-ball clock which, by special arrangement, is to mark say that Minnesota stands at the head, if she does not lead the entire the time for the government buiiding. The whole display is most educational exhibit. The educational exhibits of the various states creditable to the college. and territories are to be arranged in the gallery of the government building, each state occupying space about 40x50 feet area. The space occupied by the Minnesota school-exhibit fronts and is over and above the general exhibit of the state. The walls and ceiling are artistically papered and painted. This was an innovation and caused some of the other states, notably Iowa and Louisiana, to re-do their spaces in order not to suffer by contrast. The preparation of the Minnesota space was under the immediate care of Supt. Kiehle. He was assisted by Prof. Shepard, of the State Normal School at Winona, Supt. Smith, of Hennepin county, Prof. Phelps, of Winona, and Profs. Payne and Sperry, of Carleton college. Our readers will see at a glance that these gentlemen make a "team" that for ability and energy would be hard to beat. A good deal of trouble was experienced in getting the material on the ground. The Exposition authorities were slow and very fully fortified behind a guerdon of red-tape. Some of the gentlemen who put up the exhibit laughingly tell about sitting all noon on a pile of lumber at the exposition saw-mill to keep it from being "approprated." By New Year, however, most of the exhibit was in position. To secure it in place required much hard work and self-sacrifice on the part of the gentlemen in charge. They deserve unlimited credit for pluck, efficiency and good judgment. To their skill and ability is due, very largely, the fact that the Minnesota material is the best displayed in the building. The institution for the deaf and dumb. at Faribault, sends a great variety of work, mainly industrial in character, comprising spreads, rick-rack work, tidies, hoods, lambrequins, baby-sacks, embroidery, youth's suit of clothes, shoes, drawings in perspective, etc. The display shows that the school is doing a good work in training its pupils to earn their living, as well as teaching the rudiments of knowledge. The Bishop Seabury Mission, at Faribault, sends photographs of its buildings and appliances. Two counties, Olmsted and Hennepin, will have distinctive county exhibits. These will comprise photographs of buildings, éxamination papers, charts, busy-work, bound volumes of pupils' work, mod els, slate and copy-book work, compositions and themes, teachers' reports and records, etc. Both will be good, and will vie with the best county exhibits from any state. The following places are represented by bound volumes of pupils' work; Winona, Rushford, Sauk Center, Lake City, Lanesboro, Owatonna, Moorhead, Fergus Falls, Wadena, Mantorville, Albert Lea, School for deaf and dumb. Hutchinson, Hastings, Litchfield, Detroit, Duluth, Bound reports of State Superintendent of Public Instruction. Hon. D. L. Kiehlie has certainly acquitted himself with honor in Our readers will be interested with the exhibit itself. The front, on the left, is occupied by Minneapolis; on the right by St. Paul. Each has a large piece of framed plate-glass, showing, in gilt and black the growth of the system, and the kinds of schools comprised getting up the exhibit. It has taken untiring zeal and labor to secure in it. These are accompanied by large photographs of the high it. No one, not intimately acquainted with such an enterprise can schools and leading ward-school buildings. Both cities have sent appreciate the perseverance and energy required to insure success. interior views of their high-schools, and of some of the sittings in The exhibit reflects credit on the noble school-system of our state, other buildings. Copious specimens of drawing, work in writing, and is a fitting representation of an intelligent and enterprising popexamination and other papers accompany the photographs. St. Paul sends a complete set of models of cylinders, cubes, parallelograms, etc., and simple objects modeled from clay, after drawings by the pupils themselves; also plans of buildings drawn by pupils. Minneapolis sends herbaria and other similar work done by pupils of the high scho ulation.-THE EDITOR. Education is, in part, the induction of one into civilization. A mighty task it is to learn the accumulated culture of thousands of years. This the child must do in a few short years' time. The newborn infant knows no language except that of cries, no habits, no uses of clothes, food, houses, books, furniture, and ten thousand in Winona (city) comes next with a fine set of colored photographs of the school-buildings, Central, Washington and Madison,-drawing (design, object and copy), writing and kindergarten work. Wi-struments of all kinds. All these he has to learn in a few short nona furnishes seen large volumes of pupils' papers. Stillwater has bound reports, drawing, writing, and photographs of buildings; also a fine display of home-made apparatus. Rochester has a display somewhat unique in being unlike any other. It consists of peg and slate-work from the primary rooms, geographical models in putty, drawings from foliage with the foliage alongside the drawing and photographs of buildings. The Winona State Normal School has a most excellent display of pupils' work, kindergarten work, photographs and plans of buildings and many appliances for teaching. Our readers know, those of them who have attended our state associations, how thoroughly Winona does such work. The New Orleans display is fully up to the usual high standard. St. Cloud State Normal School has done a unique thing in presenting an exposition in epitome of the school and the system of thought that underlies the instruction. It is not too much to say that this feature will receive as much attention as anything in the exhibit. Besides this feature there are charts, apparatus, appliances and papers. Mankato Normal School was not yet up at Christmas, but was, we understood, expected daily, and would, no doubt, be good. years. All that he inherits is the tendency to do as his ancestors did. But he may almost as readily be a Hottentot as an Englishman or an American. A mighty work has education before her! Hard to Pronounce. At a pronouncing contest, held in a Chicago church, the following sentences were given to contestants for pronunciation: The root of the difficulty was a pile of soot allowed to accumulate on the roof. The rise of the waters has injured the rice crop, and it may be expected that the price will rise. He had moved his goods to the depot, but his friends bade him not be discouraged, as he would soon be acclimated if he would only stay. He is an aspirant for Asiatic honors. The disputants seemed to be conversant with the question, and, if not good financiers, they are, at least, familiar with the problem of finance. The irrefragable evidence that he was the sole cause of the alterca tion indisputably fastened on him the responsibility for the irrepara ble damage. His conduct was indicatory of the blatant blackguard, but his complaisant coadjutor, with his incomparable complaisancy, was even more dangerous. The State University has a fine display of photographs of buildings and grounds, charts and appliances, and machines and tools used in the School of Mechanic Arts. The latter attracted much attention from visitors, as did a large synchronistic chart of Greek Biography, Literature and Art, and one of contemporaneous English literature. Carleton College sends a fine display embracing twenty-five oil The physician, after a careful diagnosis, pronounces the patient to paintings, crayon and pencil pieces, mostly from nature; biological be suffering from bronchitis, gastritis, periostitis and meningitis, charts and illustrative drawings and paintings (comprising hedge- caused by the prevalence of mephitis, and has prescribed morhog, kangaroo, humming-bird, otter, beaver, lynx, etc., life-size), │phine. |