OTHER STATES. took strong ground for compulsory school MAINE. The State Educational Asso- attendance. Hazing and secret societies are the subject of fierce controversy at Yale. ciation met at Waterville, the last week Institutes have The MASSACHUSETTS received, at the Vienna Exposition, a "Diploma of Honor," the highest prize for education. The old Bay State is always in the van. RHODE ISLAND, the last New England State to have a public common school system, is one of the first in the energy and wisdom of her development of the system. Evening schools are a marked feature. O. FARNUM, then teaching for $24 a month, and boarding himself, opened one in North Providence in 1832-3. Now they are quite common. -The 29th Annual Meeting of the Institute of Instruction (State Teachers' Association.) will be held in Providence, Jan. 22-4. Commissioner EATON will deliver an address. The State Normal School re-opened two years ago under Prof. J. C. GREEOUGH, is very successful. CONNECTICUT.--The State Teachers' Association held at Hartford in November, was well attended and was favored with an address from HENRY WARD BEECHER, on universal education, who NEW YORK.-The Dean of Canterbury (Eng.) in visiting the public schools of Albany was astonished to find so many lady teachers, and that they succeeded so well.-The city superintendent of Rochester reports against corporal punishment, but 1200 out of 1250, principals of grammar schools in the city of New York, recommend its restoration there.— The editor of the State Educational Journal goes against Business Colleges, not in the abstract, but as they are at present. Speaking of our educational work generally, he says, "We crowd through our education, and rush into active life, just at the time Europeans think they are ready to begin the study of a profession." We propose to reprint the article for its good points.-The investigation growing out of the death of Leggett, at Cornell, has brought to light a state of absolute barbarism around that Institution, that must expose it to general indignation, if not removed. The faculty have already taken decisive action, to this end. OHIO.--The editor of the National Teacher notices a judicious plan of oral instruction in simpler elements of natural science in the public schools of Toledo, and excellent results in teaching reading by taking special pains to bring out the feeling as well as the thought.— Supt. HANCOCK, of Cincinnati, at a meeting of the "Friends of Inquiry," in that city, advocated the right and duty of the State to provide the highest educational advantages, but another speaker opposed all education by the State.-Mrs. JOHN OGDEN, whose husband is connected with the Ohio Central Normal School, has opened a training class for "Kindergarteners," in connection with her Kindergarten at Columbus. Applications received until Feb. 1. We hope Wisconsin will send an applicant for the training. Openings would be found for Kindergar tens, we think, in several of our cities. THE TEACHER'S COMPANION to the American Drawing-Slates and Cards. By WALTER SMITH, Director of Art Education in Massachusetts. Boston: Noyes, Holmes & Co. It is known to our readers that Massachusetts, generally first in good works, has taken a step forward in elementary education, by providing for instruction in free-hand drawing in the common schools. Mr. Smith, whose skill had been tested in England, is employed by the State as General Director, and has special supervision in Boston. In the absence of personal instruction, from competent teachers, his little manual will enable any teacher, and especially any one who has a little taste and skill in this direction, to give instruction in drawing, especially if the drawing cards and slates are obtained. This is an eminently prac tical matter, worthy of immediate and general attention. METHOD OF INSTRUCTION for Curtis' This pamphlet explains the use of the Lattice or frame which Mr. Curtis exhibited at the time of the Educational gathering in this city last month, and a specimen of which he left in the office of the State Superintendent. The apparatus is very ingenious and if sufficiently durable must be desirable. Address E. T. Curtis, Calumet, L. S., Michigan. This book, by resolution of the Legislature, was prepared by a committee, consisting of Hon. Elisha R. Potter, Associate Justice of the Supreme Court, the Commissioner of Public Schools, and the Secretary of State. It contains the Constitution of the State, so far as relates to education, and the school laws, with de- SCHOOL SUPPLY AGENCY.-We take cisions, remarks and forms. It is alto-pleasure in calling attention to the advergether an admirable volume, for the use tisement of Mr. John H. Rolfe. The Gaof school officers for whose benefit it is zetteer and Biographical Dictionary which designed. he supplies, among other things, are es pecially valuable. THE NURSERY Continues to delight the children as usual. It enters upon its fif teenth volume with the January number. Not only in the house but in the schoolroom it must prove a welcome visitor, and would make a capital new "reader" every month, for the younglings. $1.50 a year. Address John L. Shorey, 36 Bromfield St., Boston. HOBART'S HELPS TO SCHOOL MANAGEMENT.-This system has been tried with good success, and is now published by Hadley Bros. & Kane, 136 State St., Chicago. The chromos and other embellishments are got up in good taste, and must be very attractive. WISCONSIN JOURNAL OF EDUCATION. VOL. IV. FEBRUARY, 1874. No. II. The Relation of the Public Schools to the Social and Moral Well-being of Society. [A Paper read before Wisconsin Teachers' Associ ation, Dec. 30, 1873, by OLIVER AREY, President Whitewater Normal School.] tue. But in its practical workings, permeated with the greed of trade, it can no more be said to deserve this character than the unruly cow that breaks into a cornfield can be said to be the herald of the lady who has occasion to pass through the breach into the field. That the influence and position of public schools may be seen, I will pass in rapid review the educational forces of the state. These forces may be divided into two classes-the direct and indirect. The indirect manifest themselves in the family, in incidental observation, commerce, the pulpit, the press, in its partisan and sectarian character, and in its pan-lem without other conflict than that derings to vulgar tastes. I also class under this head our punitive and charitable institutions. The pulpit, as founded by the Great Teacher, comprehended, in their fullest sense, the emergencies of humanity. Its principles were broad enough to give opportunity to all to work out life's prob which is necessary in the outgoings of constitutional nature, and was thus ordained by its Originator a potential and The family has its origin in constitu- direct educator. But when the truths tional nature, and has for its object the upon which the pulpit rests were proConservation of the race. On its altars claimed by other minds than that of its should blaze in their purity fires of the Founder, the perverseness and narrowintellect, that the feelings and the will ness of many of its leading men wrested may perform their proper functions; for these foundation principles from their as is the family, so will be the other in-high mission of universal good to man, stitutions of the state. Incidental observation is an educator of no inferior power. The instructor will do well to bring its influence within the scope of his labors, for it elevates or degrades in accordance with the aim of the observer, the objects brought before his consciousness and the time, place and manner of observing them. Commerce springs from the necessities of the family and in its origin and just possibilities, it is the hand maiden or rather the herald of intelligence and vir and brought them to the furtherance of selfishness, non-essential interpretations, political preferences and claims of infallibility; then it fell from its high estate, and its march towards ultimate truth became indirect, its conquests over ignorance and wrong action less frequent and enduring. The pulpit should meet with ready discussion whatever the progress of the age brings in its way, and should permit greater growth of thought from within, or it will be overborne by a freer and healthier growth from without. Under the first head we find select or boarding schools, ladies' seminaries, academies, parochial schools, denominational colleges or colleges limited by charter or otherwise, and professional schools. The press should be an efficient and or private good. 2. Those which have direct educator, as its possibilities are for their object disinterestedness or pubalmost boundless. In some of its teach-lic good. ings it is. It sends to our school rooms and to our homes thought vitalized with the most recent revelations of masters in language, mathematics, the natural sciences, and in morals and religion, thus quickening our educational impulses, invigorating our powers and giving us Select or boarding schools generally all a better insight into the problems of find their ends accomplished when the the future. It takes fearless stands for instructors of them have secured a comprogress and right, and is powerful in its petence, or have learned from biting exefforts to liberate thought from the super-perience that there is no money in them. stitions of the past. The press which has I am not sure but they ought to be for its object the exposure of error and classed among the indirect educational the defence of right bears the same rela- forces, as my experience has failed to tion to the well being of society as the convince me that they have other ends judge who impartially holds in his hand than those terminating in self. the sword of justice. But when it caters for vulgar tastes, stoops to partisanship in politics, to the upbuilding of sects in religious matters, uttering half truths in some cases in place of truth itself, in others overstating it, causing mildew to fall on the public mind, thus destroying the political, social and religious life of the nation, when the press accomplishes such results, then it is not a blessing to society, for it is better that men should be ignorant than live the life of educated villains. The punitive and charitable institutions have for their object the vindication of law and the relief of the unfortunate. The punitive are created to secure us from the direct effects of vice. Incidentally they may educate and reform those who may fall into their hands, but their first duty is to restrain evil doers by the strong arm of force. The charitable institutions are created to give such supplementary aid as the necessities of the unfortunate may demand. If more than supplementary aid is afforded, then that institution fails to bless society and can have no warrant for its act in well order ed social life, for no man is the better for having that done for him which his duty demands that he should do for himself. The direct educational forces manifest themselves under two heads: 1. Those which have for their object self-interested Ladies' seminaries are based on the supposed izferiority of woman and the oriental idea of seclusion. Their course of study, modes of discipline, their su perficial management justify this statement. They have helped woman develop artificial life, and have given her a passport into fashionable society and have accomplished in the past something for her. In the present, however, they are without sufficient purpose and must soon acknowledge their work accomplished. The academy had its origin in the interest of the rich, and for this class it has done much. The poor have hardly found a foothold within its walls. When the public graded high school was organized the academy began to decline. The decline has been gradual and general. Throughout the eastern states where it has had the strongest hold on the hearts of the people, to my knowledge, there has been no exception to the law of gradual extinction. As the public high school has been made efficient, so has the academy declined and fallen from its former high position, and it will continue to do so until it takes its place among those institutions which have outlived their usefulness. Denominational colleges, or colleges otherwise limited, are doing a good work for the state in the exact ratio which these institutions bear to free thought. As dogmas, blind obedience, sectarian ideas in these institutions are the limitations and party interests creep into them, so will their power and usefulness be circumscribed and the time of their continuance limited. As they open wide their doors to the culture demanded by modern times, so will they secure for themselves a right to exist, for the state will find in them a necessity which its perpetuity requires. Of parochial or church schools I hardly need speak. They had their origin when the intellect was enslaved, when obedience was unquestioned, and when despotism ruled with a mailed hand. In connection with these ideas, or a modification of them, they flourish now, and no where else. They have been weighed in the balance of progress and found wanting,and they must be classed amongst the educational debris of the times. Under the second head of direct educational institutions I class the district school, graded school, normal school and the state colleges or universities. In these institutions I find the only opportunity for the proper development of the principle of disinterestedness, or that public good in which every man has a common and inherent interest, and which is developed in each individual when all have the right to seek their own highest welfare without molestation. And it is that good which the Greatest of all Teachers commanded to be preached to the world 1800 years ago, and which is recorded on the earth, in the heavens and in the hearts of men, as well as in the written word. These institutions are the outgrowth of man's necessities, and are his birthright; that right which God ordained for him when he was created, and which his brother man wrested from him in his greed for power; that right which every man possesses to investigate whatever fact or principle he may choose, limited only by the nature of things or rather the conditions of the universe which makes our existence what it is. Man's dictum is impertinent here. No man may declare what shall not be investigated. The only dicta to be tolerated created by the necessities of the people and the capacity of these institutions to satisfy these necessities. More or less than this is ousting man from his birthright and erecting in its place a despotism by which he is to be oppressed. Let all possibilities within their scope which have for their object the welfare of society be developed in them, and brought within the reach of all; for on universal good must public educational institutions rest, and man's inherent rights must find a welcome in them and not a forced entrance, since his will is his own and its subjective behest above all earthly criticism. Therefore we cannot lodge convictions in his mind through force, nor make him virtuous by legislation. All that can be done is to make them free and worthy, and invite students from the highways, the hovels of the poor, and the halls of the rich, but force no one to enter and partake, lest we wrong our brother. The question now arises, how well have these institutions answered the ends for which they were designed? I answer briefly: 1. That the district school has done much for the rural population. It has made life tolerable among those who are without the immediate influence of the cities and villages, giving them elementary ideas, and thus enlarging the possibilities of culture by planting germs of thought in the minds of many a youth, which may be developed into a noble manhood that otherwise could not have been attained. It has broadened and deepened the principle of patriotism, thereby giving the best guarantee of power and perpetuity to our government. It has done much to overthrow the priestcraft of the European world, by bringing foreign youth in direct contact with free thought and individual responsibility. It is the means which annihilates armies in times of peace, and creates them in times of war. It is the outmost picket line of the American birthright and civilization. 2. What is the present condition of the district school? That I might answer this question I have made many |