have eliminated many of the crudities which beset the movement in its inception. One of the most helpful papers of these meetings was that on "The Condition of the Mind of the Uneducated Deaf," by Miss Mary E. Griffin, of the School for Defectives, at Faribault. Its chief value lay in its presentation, by concrete example, of the differences between the images of a normal child and those of a child who is cut off from one of the chief sources of sensucus impression. The work of mothers and mothers' clubs, in St. Paul, was well presented by Mrs. J. D. Engle, of that city. Her report laid special emphasis on the co-operation of parent and teacher. There are now half a dozen or more flourishing mothers' and parents' clubs in St. Paul alone. Duluth, Austin, Faribault, Winona, Fergus Falls, Owatonna, and Red Wing are credited with organizations of this type, to say nothing of those in Minneapolis.

Superintendent G. A. Franklin, of Faribault, Superintendent W. F. F. Selleck, Austin, and Superintendent E. G. Adams, of Northfield, made interesting reports from the field, or of work prosecuted by them. The most elaborate and valuable paper of these meetings was that on "A Study of Children's Ideals" (based on a study of 1,500 children), by Miss Estella Darrah, Mankato Normal School. It showed the gradual transition from egoistic to abstract, general models . of action.

The event of the series was the joint meeting with the elementary section. The addresses of Dr. R. O. Beard, sanitary inspector, Minneapolis schools, on "The Influence of School on the Health of the Child," and of Professor J. E. Frederick Woodbridge on "Intellectual Development of the Teacher" were especially well received.

The new officers are: Isabel Lawrence, Normal School, St. Cloud, president; Dr. S. H. Rowe, Normal School, Mankato, secretary-treasurer; Superintendent E. G. Adams, Northfield, director. S. S. P.

V. IOWA SOCIETY FOR CHILD STUDY.

The Iowa Society for Child Study held a Round Table meeting at Des Moines on December 28, 1897. The program was prepared by Superintendent N. Spencer, of Algona, Ia., who acted as leader of the Round Table. The following papers were presented:

"The Most Beneficial Work in Child Study a Teacher Can Undertake," by Superintendent T. B. Hutton, of Ida Grove, Ia. Discussion led by Superintendent O. C. Scott.

A paper read by Mrs. Coope, of Algona, Ia., on "The First Six Mon hs of a Child's Life."

A ten minute paper, "How Child Study Affects Teachers," by President H. H. Seerley, of the State Normal School of Cedar Falls, Ia. Discussion led by H. E. Kratz, of Sioux City, Ia.

A paper by Miss Clara E. Bicknell, of Humboldt, Ia., enti.led "Children's Drawi gs."

A paper by Mrs. Julia Hallam, of Sioux City, on the

mothers' round table. Discussion led by Mrs. R. A. Romans, of Denison, Ia.

Paper by Professor J. J. McConnell on scientific child study. Discussion led by Superintendent L. B. Carlyle, of Jefferson, Ia.

After the presentation and discussion of these papers Superintendent Kratz, of Sioux City, presented the results of his investigations in the matter of retarded pupils, which was followed by a general discussion.

The meeting was well attended and a marked interest was shown in all of the discussions.

A noticeable feature of the meeting was the prominence given to the subject of parents' meetings. A number of Iowa superintendents have arranged for parents' meetings in connection with their schools and the indications now are that the child study society will for a time be more active in this particular line than in any other. Very few members of the society are in a position to do strictly scientific work, but all seem to realize the importance of bringing about closer relations between teachers and parents. The secretary's report shows that systematic instruction in child study was given in twenty counties during the Normal Institute season of 1897.

Many city superintendents have been engaged during the year in one phase or another of child study work. The study of retarded pupils suggested by Superintendent Kratz has been carried on by a number of superintendents and principals. One member of the society is making a systematic study of his own child and will have material ready for report in the near future. One school superintendent has made a special study of children's reading.

At the business meeting of the society the following officers were elected for the ensuing year: President, H. E. Kratz, of Sioux City, Ia.; secretary, Miss Clara Bicknell, of Humboldt, Ia.; treasurer, Superintendent O. C. Scott, of Oskaloosa, Ia. J. J. M.

VI. WISCONSIN CHILD STUDY SOCIETY. One year ago a resolution was passed by the Wisconsin Teachers' Association that a committee be appointed to (1) get child study topics placed on the general program of the association for the next year, and (2) to consider the advisability of forming a state child study society. Accordingly, this year child study topics occupied two hours of one of the general sessions of the asssociation; one evening was given to a lecture by Professor W. O. Krohn, of Hospital, Ill., on "Child Study and Educational Values;" and a state society was organized.

The topics of child study on the general program of the asscciction were: "Child Study at the University, M. V. O'Shea, Madison; "Child Study, W. O. Krohn; reports by the presidents of the Marinette and the Milwaukee Child S udy Associations; and a report by the committee on the advisability of forming a state society for child study. This meeting was attended by upwards of five hundred persons. The speakers of

the morning gave in brief the results of child study, both as to added knowledge and as to practical purposes of inspiration and utility.

The Wisconsin Child Study Society was organized as a section of the Wisconsin Teachers' Association. The officers are: J. I. Jegi, Milwaukee, president; Elnora Cuddeback Fulcomer, Milwaukee, secretarytreasurer; and M. V. O'Shea, Madison, chairman of the executive committee. Two vice presidents were elected, and an advisory board of twenty-five members was appointed by the executive committee. The membership fee has been fixed at fifty cents per annum. The primary purpose of the society is to promote an interest in child study throughout the state. This will be undertaken in two ways: (1) the organization of local societies and the directing of their studies; (2) by getting child study topics on the prog.ams of all teachers' meetings held in the state. The first topic for study will be that of "Defects." E. C. F.

VII. NEW YORK SOCIETY FOR CHILD Study, The first mid-winter meeting of the New York State Society for Child Study was held at Syracuse, N. Y., on Thursday, December 30, 1897, in connection with the annual conferences of the associated academic principals and the state council of grammar school principals. An all day meeting was held, the forenoon session being a joint session with the grammar school principals' conference, bringing together interesting papers on six different phases of child study, and provoking lively discussions. "The Relation of the Home and School in Child Study" was presented from the point of view of the school by Mrs. H. H. McElroy, of Oswego, and from the point of view of the home by Mrs. Harriet W. H. Green, of Utica. Professor L. H. Galbreath, of Buffalo University, presented the ac ual material in one's professional training and in the schoolroom which may be used by the teacher, in his paper, "Child Study for the Practical Teacher."

In the afternoon session Principal John G. Allen, of Rochester, presented the results of special investigations in his paper on "Child Study in the High School." Dr. James P. Haney, of New York city, an expert in medicine and manual training, made a plea for de

largely through the efforts of the state superin endent's office. Many private and academic clubs of mothers, teachers, and university students have been doing efficient work for many years in different sections of the state, as in New York, Buffalo, and Syracuse.

This society was organized as a bureau, under the presidency of Dr. Griffith, superintendent of Utica schools, and the secretaryship of Professor O'Shea, of the Buffalo University, to unite these scattered local agencies, to promote child study by establishing and fostering round tables for parents and teachers, to distribute helpful literature, and to "direct scientific studies relating to the rational treatment of childhood from birth to maturity." The society has been unable to effectively promote these aims through the resignations of the secretary-treasurer and his successor, Mr. Myron T. Scudder, both of whom removed from the state soon after their elections. On December 1, 1897, the society issued Leaflet No. 1, containing: "I. Suggestions for Testing Sight and Hearing; and II. A Few Suggestions Upon Fatigue." It is hoped to follow this in the near future with pamphlets on special topics. The society will be glad to undertake special studies upon any problems which may arise in the actual work in the school of life of the home, and invites anyone facing such problems to communicate them to the secretary-treasurer.

The society invites all persons interested in child study, whether residing in the state of New York or elsewhere, to become members. All such persons are enrolled as members upon the payment of fifty cents ($0.50) annual dues to the secretary-treasurer.

This

fee entitles each member to all the publications and other benefits of the society during the year of membership. At the Syracuse meeting the vacancy in the office of secretary-treasurer was filled by the election of Professor Edward F. Buchner, of New York University. All remittances of membership fees, and all inquiries respecting the State Society for Child Study should be sent to his address at New York University, Washington Square East, New York City.

E. F. BUCHNER, Secretary-Treasurer.

Moral Training of Children*

papers, "Child Study by a Woman's Club," by Mrs. Hastings, of New York city, and "Scientific Child Study," by Professor Edward F. Buchner, of New York University, were read during the closing session of the meeting. The full proceedings of these sessions are soon to be published and will be supplied to the members of the society.

This society was organized during the 1897 summer meeting of the State Teachers' Association in New York city. While other states have developed an unprecedented enthusiasm in organizing teachers and parents into child study co-operation, the Empire state has promoted this phase of current educational inquiry

State Society for Child Study and the wonderful growth of the movement throughout the country, the interest now manifested by the woman's clubs was mentioned as an indication of the probable direction of advance in the next few years. The activity of the department of pedagogy of the State University was recognized as the cause of the rapid progress in Nebraska and neighboring states. In no state is the work in child study

Extracts from the annual address before the Nebraska State Society for the Study of Children, delivered December 28, 1897.

on a firmer basis than in Nebraska. The university courses are perhaps the most sys tematic in this country, and the requirements for admission to the classes are higher than in most schools. The co-ordination with other departments is good. Few schools in this country have brought the sciences, and especially the new psychology, into such close relationship with pedagogy as the University of Nebraska has done. The teachers were urged to stand up for the department of pedagogy.

Teachers should begin their study of children with the lower nature of the child, because that is simpler, and it also underlies the higher nature. Food, clothing, digestion, growth, senses, and simpler mental processes must precede any considerable development of the higher life. Child study, therefore, has hitherto devoted most attention to the elementary phases of human life. We are now fairly secure upon a foundation of knowledge of the cruder aspects of childhood. We shall strengthen this foundation and extend its dimensions; but it is already as solid as that of botany or any of the biological, social, or historical sciences. Henceforth we shall also endeavor to erect safe and modest superstructures corresponding to some of the higher possibilities in human nature.

I wish to say a few words this afternoon about the moral nature of children and incidentally to emphasize the cultivation of the higher activities in the public school. Upon no phase of education has the best thought experienced as great a transformation as upon the religious and moral functions of the public schools. The separation of church and state seemed to us so essential to our public life that the preceding generation preferred to sacrifice the children rather than to risk a crossing of the wires of these two institutions. It is even en now said that the cultivation of the moral and spiritual nature of children belongs exclusively to the family and the church.

We are coming to recognize, however, that there can be no separation of intellect from morality or of religion from daily life. We have had quite enough of education by jerks. We now understand that character is formed chiefly outside the Sunday-school, largely, in deed, outside the week-day school. Along with this notion is the sister idea that every walk of life contributes to character formation, and that the public school must realize its responsibilities and opportunities in this direction. We

must immediately do away with the doctrine that school is only for intellectual training; that the teacher is not responsible for the moral training of children; that knowledge without conscience is worth striving for. The teacher has no other duty comparable with that of inspiring the children to right living and right feeling and right hoping.

Let us take all this for granted and proceed to inquire into the facts and difficulties and methods, if such there be. In the first place there are certain bad features which seem to be inherent in the very nature of the public schools. Children associate together, good, bad, and indifferent; and it is unfortunately too nearly true that all tend to the level of the lowest, instead of a lump of leaven saving the whole batch. Innocent children often become prematurely wise in evil and folly by mere association with those less favorably surrounded at home. Therefore the parents of good children should keep their cherubs at home! a course would not improve the moral tone of the school. Moreover this is not the way we avoid physical dangers. We don't keep our children in cold rooms for fear they will burn themselves on the stove or refuse them food for fear of appendicitis.

The public schools are doubtless bad, worse than they need be; but they are necessary for the right development of the child. We may reform them, but we must not boycott them. It is not sufficient defense to urge that the morality of the school is superior to that of the street, or even to that in the business and political world. We look to the school for aid in raising the standard of morality in all walks We want our children to be better than ourselves, and especially do we desire them to be better than average children.

Recent literature on moral and religious training is very suggestive, but it is chaotic. In the light of inductive studies the crudeness of many practices is apparent. It is too early to generalize with safety, and hence the most valuable contributions on this subject are those which deal with the facts of children's ideas of the good and of religious matters. We do not yet know enough about the facts to form a philoso phy of spirituality. Hence most of the conclusions and many of the recommendations of the first investigators will be taken with sufficient salt.

My mission this afternoon is only to direct

attention to what is already well known. First let us consider the teacher. She is the chief factor in the cultivation of the higher nature of school children. It is not too much to say that the teacher may exert more influence on half the children in her room than the parents them selves do. She may also fail to touch their lives at all. I do not believe in the hysterical exaggeration of this influence and the consequent responsibility. I would not dwell much on the fearful suffering which these mites will endure if Satan gets his fingers upon them. But I would not have in the schoolroom a teacher who does not recognize in a commonsense way the enormous influence of her personality upon the children under her charge.

We cannot expect agreement upon all points in the ideal teacher. Let us omit those upon which there may be difference of opinion. We shall insist first upon absolute honesty. There must be no suspicion of the possibility of double dealing. In this case honesty must include all kinds of relations with pupils, but naturally will be most frequently exemplified in the daily work of recitation. Excuses for errors, lack of preparation, and all sorts of ignorance furnish opportunities for implanting the seeds of distrust. Children are more difficult to deceive than school boards or superintendents in regard to the character of a teacher. Their confidence is not always rightly placed, but the children should be the sole judge where the character of the teacher is concerned.

Along with honesty we should place truthful ness, and the same considerations plead for both virtues. Devotion to the work I would place next. It may not be necessary to talk shop all the time out of school hours, but few teachers are great enough to leave school affairs when they leave the schoolroom. Devotion will in clude earnestness and will exclude all exhibitions inconsistent with the moral teaching of school lessons. It is all right to have ideals so high that we cannot realize them, but it is the worst possible lesson for a child to see plain contradictions to simple maxims manifested in the daily life of the teacher. Teachers should not confine their practice to their own moral standard. The ideals of others should be violated only after careful consideration. There There must be no hypocrisy, but a regard for others' feelings should be manifested wherever a higher principle is not in danger. The moral influence of the school must come largely from the atmos

phere of the schoolroom, and that is sometimes quite bad.

Frankness, honesty, truthfulness, sincerity, simplicity, devotion, these are the springs from which character comes, and blessed is the school that has them embodied in its teacher. Blessed are the children who come in daily contact with such a personality. No amount of brains or knowledge of methods can supply the lack of any of these qualities. No amount of "political pull" or administrative inconvenience should be allowed to touch the possession of such treasures. Such a teacher is more sacred than priest or vestal. Such an one is the hope of the world.

But it is not mere example which the child needs. It must also have the conviction that whatever the opportunity the example would be forthcoming. This conviction can be built up only by an uninterrupted course of conduct with which the children are acquainted. By uninterrupted I mean absolutely without exception. A tardy teacher can offer no excuse that will blot out the influence of the occasion from the memory of the children. If any habit is bad the teacher must shun even a single performance of the act. If a thing is bad for children, but comparatively harmless for adults, the teacher must act as children should, and leave the finer discriminations to parents. If moderation is safe, but extreme use unsafe, the teacher must be a total abstainer.

Have I made a Puritan of the teacher? Perhaps so, and I believe that the honest Puritan is a much safer guide than some of their wishywashy, apologetic, vacillating descendants. Extreme honesty is often accompanied by fanaticism. If they are inseparable, then give me the fanatic for a teacher of children and I shall hope for their intellectual salvation later in life. Integrity, wholeness of character, we must have, even at the cost of a broad mind.

If we had live saints in all positions connected with our educational system there would be little else required to regenerate the rising youth. Under existing circumstances we may emphasize several points in the school routine. Most teachers give marks of credit for work done, and few have the time to examine exercises carefully enough to form objective judg ments. The children are stimulated to some exertion by this system. Their sense of justice is often blunted by their experiences. They learn sooner or later to "work" the teacher,

and to prepare their lessons for marks. I have heard university students say "this passage means this and this, but Professor Blank wants us to say thus and so." Can anything be more demoralizing than the deliberate stultification of self for the good opinion of an instructor? Is there nothing at all like this in the public schools? The whole theory of marks and prizes and grades and ranks and badges and "honors" (?) is an attempt to build up an artificial intellectuality; while the practice is scarcely more than the sacrifice of the moral ideal with out appreciable benefit to the intellectual nature in the long run. The theory is false. As soon as the prize scholars are deprived of their pap they find their own level in the struggle for life outside the schools.

Generally speaking, such practices are demoralizing to the schools and enervating to the successful pupils. It should always be the aim of the teacher to raise the ideal and to ennoble the motive for exertion. The more she grows her self the less she will need to use the artificial stimulus of marks and honors.

While the systems of rewards commonly used in the schools have immoral tendencies, the systems of punishment are scarcely less disastrous. There is often good reason for children to infer that punishment is not the consequence of wrong doing, but of clumsiness in wrong-doing. We still place a Spartan premium upon successful achievement. We need to give serious attention to these matters, and they cannot be disposed of in the cloister. They must be studied by the individual teacher in her own school. Punishment is, in fact, largely a function of the character of the teacher. As a rule we shall find it better to emphasize what should be done, rather than to direct attention to the evil which should be avoided. Do is al ways better than don't. Obedience should be taught by practice, rather than by precept. Rules and commands should be enforceable or else not discoverable. The morality of the school should be one of habit rather than one of reason.

In all cases, except those in which habit rules, imagination (in the broadest sense) is a very potent factor in the moral life. Children must be able to foresee the results of their acts before they can become actively and truly moral. The period of childhood is the time of "make believes," of interest in vitalizing inanimate nature, of personifying active forces, of mytholo

gizing in general. The race has passed through such a period and each normal child should have full sway in gratifying its longing for this emotional exercise. Fairies, heroes, and marvelous performances are the natural food of a healthy mind in early years. Do not starve the desire for fear the child will become unpractical or unable to distinguish truth from error. Here is pleasure. Here is the stimulus to mental activity suitable to the powers of the child. From this indulgence will be developed the power to see beyond the end of one's nose, to construct a distant future, and to realize the possibility of other conditions than those now existing. Moral regeneration is certainly dependent upon the exercise of some such power, and there are people who believe that religion is even more conditioned by the same power. You may depend upon it that religion is not more than skin deep in those persons who insist upon finding material equivalents for everything else, and who nevertheless are most earnest in the observance of the rites and forms of worship. We cannot expect other than formalism unless the mind has been exercised in things not known to the senses.

The school must train the imagination, the condition of all active morality and of living religion. The best means thus far discovered for the primary grades is the use of imaginative stories. For the youngest children nothing is so good as fairy stories. These may be followed by selected fables, myths, and stories of the ancient heroes, gradually merging into truth and historic characters.

Besides training in the chief instrument of active morality, there may be good opportunity for instilling the germs of moral principles themselves. For this reason the stories should be wholesome, and while the child is intensely interested it will acquire the ideals so helpful to a moral life. There is no need to over-emphasize the moral lesson in the story. Be sure the lesson is there, and trust the child to absorb it; not for examination, but for its soul's sake.

Goody-goody stories and sentimental slops are the best means of destroying the child's moral sense along with all other sense. The reward should not follow too closely on the good deed. It should not always take an objective form, and gradually the higher goods of a clear conscience, a tranquil mind, and happiness of others should take the place of cookies, wealth, and honor; of slaves, of jewels, and of princes.