Vol. XXVIII.

VACATION Schools promise to play an important part in the development of the new education. They are free from the trammels of rules and traditions which hamper the workers in the public schools and often prevent the adoption of advanced ideas. Moreover, the aim of these schools is to interest and attract the children who would otherwise be running the streets. This leads the teachers to get close to the real life of the pupils, and to give them the kind of help they need. At the Second ward school in Chicago the work has been chiefly nature study with excursions to the suburbs, drawing, music, manual training,

No. 9

house-keeping, and kindergarten occupations. How different such an institution must be from the ordinary American day school is apparent, as also how largely it is in accord with the modern conceptions of wholesome child training. It seems to be a rule of educational development that new departures are first realized by private enterprise, and after their merit has been shown by experience they are taken up into the established public schools. It is not improbable that the vacation schools are to do this kind of service and blaze the way for a less scholastic and more rational public education.

WHEN the plan of alternating studies in the high school is spoken of a good many teachers, and teachers of large experience, shake their heads. Some report trials which have proved failures. These doubts ought to cause a careful and thoro examination of the whole subject. It is obvious that alternation may not be indiscriminatingly applied. When a new line of study is taken up concentration is for a time desirable, that the foundations may be well compacted together. Foreign languages as pursued in the schools require daily exercises to secure the best results. In other branches, as literature, history, and high school mathematics, the gains from alternation are considerable. It makes possible a better construction of the course of study and promotes the real growth of the pupil by requiring him to keep his hold upon the study for a longer period. It is possible that our exaggeration of examinations may have something to do with the objections. This not only develops what Prof. Huxley called "a certain cock-sureness" which comes of ignorance of limitations and difficulties, but also a disposition to finish a subject and have done with it, which certainly is not commendable. Alternation prevails largely in foreign courses of study, and that as the result of experience. In Wisconsin we have tried it for some years in the "literary readings" of our programs.

CONCENTRATION is manifestly the great need in our rural schools. In this all seem to be agreed, but differences arise regarding the best means of securing this. With the end clearly in view it is possible for superintend

ents gradually to move towards it, by spreading sound views among the people. There are too many small schools. Some have been large but declined, owing to the growth of high schools in the vicinity, and to the employment of young girls as teachers. Where these conditions are likely to be permanent, the attention of leading citizens can be called to the situation, and means of adjusting to the changed conditions discussed. Where districts have been unwisely formed more tact and skill will be necessary to secure a rational discussion of what is wise, but usually some progress can be made. It is fundamental that the superintendent should look upon his office as more than one of routine duties. He ought to study his field, to see what needs to be done in it, and to see how improved conditions can be brought about. He must work with the forces in the field and not against them; or rather must seek diligently to bring them to work with him. The real improvement of rural education depends upon the development of this larger view of their functions in our county superintendents.

EVERY year witnesses the addition of two or three new high schools to the state list. That is about the only direct evidence we have in the educational records of the state calling attention to a distinct class of public schools. For lack of a better designation they are referred to in common speech as "graded schools," altho that term properly has a different signification. Intermediate schools would be a better name for them, since in our city systems the three-fold division, primary, grammar, and high school is becoming general. They are intermediate between the district and the high schools. It is desirable that fuller information regarding these institutions should be accessible. County reports do not separate them from the district schools, and we have not a state inspector for them as they have in Minnesota.

How many

are there of them? What are they doing? At what stage of development are they? Surely this field of work is not undeserving of notice and study among us.

THE SUMMER SCHOOL AT THE UNIVERSITY.

The enrollment at the Wisconsin summer school this year reached 219, of whom twentyfour were in the library school. This is the largest enrollment in the history of the school. Moreover, the number of persons taking examinations for credit in the university is three to four times as great as in any previous year. This indicates close and thoro work, to which

all the instructors testify as a marked and gratifying feature of the session. In one respect the session was a disappointment-the response to the effort to provide a special course for elementary teachers was meagre. Two courses of three weeks each were offered, at the nominal fee of five dollars each, a model class was established and teachers of wide reputation in this field of work were secured at considerable expense. Moreover, four special lecturers were obtained, who are accustomed to meet crowded audiences at such educational centers. The most important branches of elementary education were exemplified and discussed; special lines like drawing, physical training, and nature study were provided, and methods and principles ably presented by thoroughly competent teachers. Those who were present speak enthusiastically of the work; but instead of four hundred there were but forty of them. One who had been to three other schools this year remarked: "I have seen no place where the advantages are anyway comparable with those here, and no place where the attendance is anything like so small." And another from abroad asked: "What is the matter with Wisconsin? Is this the amount of interest she has in opportunities. for improvement?" The writer, who has devoted much time and effort to introducing the new departure this summer, has a deep sense of disappointment in the result. It probably makes it impossible to offer a similar course for some years to come. The summer school will continue its work for high school teachers and those looking towards university study, as conditions indicate a steady development along these lines. Perhaps the time will come when a great central summer school for grade teachers may be possible in this state, as it has been found to be in others. We hope so, and regret profoundly that its coming is deS. layed.

NORMAL SCHOOL COURSES.

Two or three years ago the board of regents of normal schools created a common school course of one year, designed especially to prepare teachers for the rural schools. We have turned with interest to the latest catalogs to find what progress is making in this important matter, but have met only disappointment. Each of the catalogs contains a brief statement as to the "common school course," and an outline of the studies to be pursued in it, but no indication, so far as we can discover, what or how many students are taking the course. If there are many of them it would very encouraging to know this; and it would be helpful to

know it if there are but two or three. We can readily understand that the set of the schools. should be away from such a course. They have traditions, elaborate outfits, and thoroly organized courses of study leading to certificates and diplomas, and so on, which are likely to bulk large in the minds of would-be teachers. This is right enough. It makes all the more interesting the question, Can a common school course be made to live in such surroundings? If so it must be because its importance is appreciated at these institutions, because thot and effort are expended to make it succeed, and because special study is given to the conditions which such a course is to meet. A mere announcement in the catalogs, with indifference or lukewarm support at the schools, will never make it an important factor in the improvement of rural education. We do not intend to imply that such indifference exists; we are, indeed, wholly uninformed as to the status of the movement.

While examining the catalogs another suggestion arises which is at least worthy of consideration. We find here various courses-an elementary course, an English scientific course, a German course, a Latin course, a course for high school graduates, and graduate courses. All these seem to be purely academic distinctions, such as we should expect to find in a high school or an academy. We find in several, but not in all, a "one year professional course," a somewhat blind designation for a course in pedagogics and practice for persons found competent in the elementary academic branches. In the Milwaukee catalog we strike something which has a really distinctive character "Kindergarten training course." Here is a clear recognition of a specific field of educational work for which special preparation is required and offered. Thanks to the persistency with which Froebel and his followers have insisted upon the fact that the kindergarten is an institution sui generis, with aims and pursuits and methods peculiar to itself, teachers' colleges have been compelled to recognize the necessity of preparing specifically for this kind of work. But does the differentiation in teaching stop here-so that we have only kindergartners and-teachers? Long since primary teaching was set off as a special field, and superintendents and school boards are accustomed to look for "primary teachers." Would it not be well for the teachers' schools to move along the line of this demand? Why not a "primary teachers' course" as well as a "kindergarten course?" And why stop here? Indeed, we

are

Point catalog, which is so much to the point, and we must add so entirely unparallelled elsewhere, that we quote it: "The president is authorized to modify the English full course, leading to the diploma, to adapt it to the wants of students who aim to prepare themselves especially for work in the primary and intermediate grades of the public schools. Under the direction of the president in each case, students of this class will be permitted to elect forty weeks of special training and study in the departments of practice and pedagogy as a substitute for an equivalent amount of work in political economy, solid geometry, advanced science, or history of education. This will provide for more extended work in observation, practice, methods, and individual studies in pedagogy relating to elementary work."

In a word, then, the question is raised, Ought not the courses of a professional school to be professionally determined? Will not a good deal of somewhat vague and abstract generalization in the field of "theory of teaching" so called, give way with advantage to a closer adaptation to specific types or ranges of teaching? We ought to have nature teaching in the schools; what the teachers need to know is what to do in the first year? what to do in the seventh year? Language training has run wild for some years and wasted untold energy and time; what teachers need to know is the relations and aims of this work in the second school year and in the fifth. Texts of arithmetic are now constructed on the lines here indicated, and as a result the rigid scholastic distinctions of arithmetic, algebra, and geometry are giving way to pedagogical necessities. But we trust the suggestion is clear without further elaboration. S.

THE MONTH.

WISCONSIN NEWS AND NOTES.

-During the past year a day school for the deaf has been maintained in connection with the public schools of Green Bay.

-Boscobel has a fine new high school building, modern in all its appointments, which will be occupied at the opening of the fall term.

-Corporal Oscar Swanson, one of the few who were killed in the invasion of Porto Rico, was, before enlistment, a pupil in the Sparta high school.

schools, and assigned to duty in the third district, which comprises Nebraska, North and South Dakota, Minnesota, and Wisconsin.

—Mr. T. H. Lage, for five years principal at Barron, and for many years a teacher in this state, has established himself in the dry goods business at Barron.

It is understood that Pres. Harvey accepts the Republican nomination for state superintendent, and will be prepared to leave the presidency of the Milwaukee normal at the holiday recess.

-Berlin sent the largest delegation to the Wisconsin Summer school this year. Principal Lowell came with ten of his teachers, most of whom took not only the general course but also some study in the high school course. -Darlington has a commodious new high school building ready for use at the opening of the term. It is equipped with library room and laboratories, and quarters for physical training. The building cost twelve thousand dollars.

-Mr. G. S. Ford, who has been city superintendent of schools at Grand Rapids, has decided to take up graduate study at the university this year. Mr. George P. Hambrecht has been elected city superintendent at Grand Rapids.

-The Sauk county institute at Reedsburg was organized as a school with five instructors, and three weeks of hard study and recitation were put in by the teachers of the county. Music and drawing received attention, as well as the usual branches, and the training in pedagogy was thorough and systematic.

-Pres. Shepard, of the Winona state normal school, has accepted the permanent secretaryship of the National Educational association, with a salary of four thousand per year. He will devote his entire time to this service which he has for so many years carried on in connection with his work as president of the Winona normal school.

-The report of Superintendent Simons, of Stevens Point, shows a total enrollment of 1704 in the city schools. There are four kindergartens in the city and all of them full. A class of seventeen graduated from the high, school, fourteen of whom were girls, and yet the returns show one hundred more boys than girls in the public schools.

-Music is receiving more attention in the institutes this year. Prof. Churchill is giving an impulse in this direction in the southwestern part of the state, and others in various

counties. The aim is at something more than note singing, although this is not neglected. Elementary training in reading music and the method of teaching the subject receive considerable attention. We are pleased also to find that drawing is growing in favor as an institute branch.

-In the report of the graduates at three of the normal schools, Milwaukee, Platteville and Stevens Point, they are grouped according to the course pursued. In the English course at Milwaukee 84, at Platteville 33, at Stevens Point 14; in the Latin course Milwaukee 15, Platteville 6, Stevens Point 5; in the German course Milwaukee 20, Platteville 16, Stevens Point 5; or, in the three schools there were 131 graduates in the English course, 26 in the Latin, and 41 in the German. Thus the English course has almost twice as many as both the other courses together. The courses are not distinguished in the reports of the other schools.

-The state institute list this year provided for seventy-one sessions. Of these three occurred in June, twelve in July, forty-seven in August, and the remainder scattering thru September, October, and November. This is, we believe, the longest and the most concentrated list yet issued. There were seventeen institutes in the week commencing August 8th. This concentration is the result of de

sires expressed by the superintendents, who seem to find the second week in August most convenient for their teachers. Most of the sessions last one week; nine hold two weeks, and eleven less than a week. Thus the work has settled down to comparative uniformity, both as to the duration of the institute and the time of holding it.

-The announcement of the resignation of President Parker, of the River Falls normal school, came as a great surprise to many, and yet it will be remembered that several years ago he left the school for the same reason as now, his health. After some four or five years absence he ventured to return to the work, with what result is now apparent. Prof. W. J. Brier, who has been for many years institute conductor of the school has been elected to the presidency and enters at once upon the duties of his new office. understood that the position of institute conductor at the school, thus made vacant, has been offered to State Superintendent Emery, who has the offer under consideration and has not yet announced his decision regarding it.

-Prin. A. G. Hough, formerly at Montello, has become principal of the high school at

Belleville; J. A. Montgomery becomes principal at Albany; C. A. Fortier is to be assistant in civics and history at Chippewa Falls; John Dixon becomes civics teacher at Janesville; G. R. Fabrick will teach science at Florence, and Lucille Schreiber German and English; Frances G. Perkins becomes assistant at Waupun; Rebecca Shapiro assistant at assistant at Medford; Julia Ruebhausen at Ruebhausen at Jefferson; Edessa Kunz in the third ward at Appleton; Gertrude M. Cairns at Durand; W. H. Jamieson at Shullsburg; Allen Pray at Sheboygan in mathematics; R. E. Loveland goes from Lodi to Clinton; Esther Gordon is to teach science at Brodhead. H. W. Rood from Washburn goes as principal to Shawano; J. Leidenberg becomes principal at Lodi; G. F. Loomis is to have charge of the south side high school at Waupun; G. B. Reedal who Reedal who graduated at the University this summer becomes assistant in science at Menomonie, Mich.

-At the August meeting of the Board of Examiners for teachers' state certificates fortytwo applications for certificates or licenses to teach passed upon college or normal diplomas were approved. As a result of the examinations the following were recommended for certificates:

UNLIMITED: T. Edgar Oscar, Madison; Edgar Ewers, Mill Creek; Joseph T. Sims, Mosinee; Charles M. Washburn, Eureka. (4.) LIMITED: W. B. Collins, Sheboygan; Albert Guttman, Manitowoc; George P. Hambrecht, Grand Rapids; Annie M. Hanks, Burlington; Walter E. Larson, Grafton; C. W. Macomber, Platteville; Laura A. Meier, Franklin; Fred. J. Plageman, Thiensville; Ethel M. Wilder, Claire. (10.)

COUNTY SUPERINTENDENT'S: Henry Behlow, Medford; Nora S. Carey, Randolph; Margaret S. Carter, Omro; Lura Dow, Palmyra; W. H. Drissen, Alaska; Edwin J. Johnson, Abrams; Henry F. Kaul, Mequon; Rollin O. Moon, Stoughton; Emma N. Ochsner, Prairie. du Sac; W. H. O'Hara, Manitowoc; Ida H. Olson, Manitowoc; William W. Storms, Burlington; John W. Sullivan, Merrill; Fred. S. Thompson, Arkansaw.

-Amended spellings have been adopted by the National Educational Association, as the following note from the secretary shows: "The Department of Superintendence of the N. E. A., at its meeting in Indianapolis, Ind., Feb. 17, 1898, appointed a committee consisting of Dr. Wm. T. Harris, United States. commissioner of education, Washington, D. C.; Dr. F. Louis Soldan, superintendent of schools,

St. Louis, Mo.; and T. M. Balliet, superintendent of schools, Springfield, Mass., to recommend a list of words with simplified spelling for use in the published proceedings of the department. The report of the committee was duly made and the spelling so authorized was used in the published proceedings of the meeting of the department held in Chattanooga, Tenn., Feb. 22-24, 1898. At a meeting of the board of directors of the N. E. A. held in Washington, D. C., July 7, 1898, the action of the department of superintendence was approved and the list of words with simplified spelling adopted for use in all publications of the N. E. A. as follows: Program-(programme); tho-(though); altho— (although); thoro-(thorough); thorofare(thoroughfare); thru-(through); thruout— (throughout); catalog (catalogue) prolog— (prologue); decalog—(decalogue); demagog— (demagogue); pedagog-(pedagogue)."

-Of the Teachers' and Parents' meetings which have been so successful a feature in the school work at Green Bay the past year, Supt. Kraege says in his annual report: "The purpose of the meetings has been to bring together, for conference, those whose duty it is to bring up and educate the children that have been entrusted to them; to get the parents to realize that the teachers are their friends and

helpers in this work; to get parents to realize that the school is in fact a branch of the homes represented in it; and, by having classes conducted in the presence of the parents to show them how we teach school to-day. The teachers merely do what the parents cannot do now for want of time. In other words, the school is doing a part of the work of the fathers and mothers represented in it. If we are to obtain the best results in the education of children, the home and the school must form a closer union. The interests of both overlap and intermingle so that it is of primary importance to have the two work in sympathy and hearty cooperation. The home needs the teacher and he belongs to the home; his aim must be to advance the interests of the home. At present, in most places, the teacher does not know enough of the home and the home does not know enough of the teacher. willingness with which parents have taken part in these meetings has been gratifying. The spirit which has been manifested is admirable. The questions discussed have been of interest to both teachers and parents."

The

-Supt. Kratz, of the Iowa city schools, has put his teachers upon studying retarded pupils, with a view to ascertaining what propor