Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1883-12-28

W no III dtItuQanCe.
Prof. Kiehl delivered an address which
was attentively listened to. He disparaged
scnools Delng too ambitious in sustaining
Mgn SCHOOLS when the elementary work
mad not been completed. He would like
TO know what the general influence of the
law OF high school education had upon
the schools.
DISCUSSION.
Prof. Runkin, of the high school of
Austin. stated that the provisions of the
law had had very beneficial effect upon
the school of which he was superintendent.
lie believed it would be well for the high
school board to give examination of those
who wish to enter the high school, so
relieving the superintendent of RESPONSE
bility for the admission of pupils who
make application. The studies of the
board have an evil effect upon.some of the
schools. He wishes to have e more general
study of English literature, so making the
high school course complete in itself, so
that some pupils need not continue with q
collegiate course.
Agentleman did not believe it would be
advisable to adopt so rigid rule. The
superintendent must have more latitude
ia order to be able to do effective work.
Prof. Reynolds, of Faribault, explained
that difficulty to the school board examin-
ing nonresident pupils lies in the fact
that nonresident pupils are making appli-
cations at too frequent inter
walls for the board to take care of them.
The same reason will apply to pupils who
happen to be i'll at the time the board ex-
animation should occur. He advocated
the system of adopting set of questions
by the board.
Another gentleman suggested that it
was especially undesirable to have set of
questions in the western portion of the
| state. He believed in admitting non-resi
deut pupils from the country districts at a
much lower standard than other pupils,
and urged that for this reason the superin-
tendent should be allowed to use his own
| discretion. There are many students in
| country districts who are striving hard
to attain practical education,
and such an education
as he cannot secure in certain country
school districts.
The question of free tuition was dis
| cussed at length, and the law, or state
| statute, was explicitly explained and in
terpreted by Prof. Kiehle.
1t was moved that the high school board
| be requested to prepare three sets of ques-
tions or papers to be submitted by super
intendents at the close of each term.
| State Superintendent Kiehle suggested
that the question be referred to commit
tee from the perintendents, to be by
them brought before the state board.
| The motion was Withdrawn, and it was
voted that committee of seven be ap-
| pointed to confer with the high schoo.
board of the state, as suggested by Prof
Kiehle.
After lengthy and technical discussion,
| although informal, the meeting adjourned.
| Eventng Session.
The evening session, contrary to an
nouncement, was not held in the Church
of the Redeemer, owing to the fact that
the janitor had not received notice in time
to have the sacred edifce properly heated
The meeting was consequently held at the
High school auditorium. By o'clock a
large audience, composed of teachers and
friends of education had assembled to lis
ten 10 Col. Parker on Learning by Do
ing," but the audience was doomed to
disappointment, for that gentleman
| fsiled to appear. The president
read a note from the distinguished
educator expressing his regret for his in
ability to attend this session of the asso-
citation.
After singing by the High school glee
club, Miss Sanford, of the State univer-
sity, was introduced and the lady present
ed an able and interesting paper on
s'Moral Tra1ning," which was listened to
with keen attention. The leading points
of this admirable address are as follows:
MISS sANFoRD's PAPER.
When Herbert Spencer says that the
fitting of men for free institutions is es-
| sentially a question of character and
only in secondary degree ques-
ton of knowledge, no one
| denies or doubts the truth of his assertion.
Nor do We demur when our responsibility
in this matter is urged home upon u.s..
What We need is to convert the dead fact
of our knowledge into the living truth of
our practice. Most of Us do undoubtedly
| make some spasmodic attempts at moral
culture, but are we not too much like the
old minister who firstly took text,
| secondly departed from it, and thirdly
| stayed away. The trouble is we are pressed
with examinations and eager to see our
pupils advance Unless aroused
by some fagrant abuse we
hurry on - the hungry sool
makes ne moan and we silently ignore it's
wants; we do not dream of the heaven
born faculties dwarfed, palsied and dying
by our neglect. One causesof this neglect
is kind Of general and underlined notion
that by training the intellect the moral
nature is of course developed. Herbert
Spenser combats forcibly this idea. He
says it would be no more absurd to give
person lessons in painting to make him
musician than to expect by the teaching
! of mathematics and language to fit the
youth for social and political duties.
| In a certain sense all education
| is eleveting and the cultivation
of one set of faculties aids in the devel-
opment of all. Other things being equal,
| the chic Who has been trained in painting
would more easily become musician;
and the habits of attention, of thought, of
discrimination, which are formed by
solving problems and constituting senten-
ces enable him to grasp more readily moral
ideas. But no farther than we would trust
to his education in mathematics to make
him good linquist, can We trust his
training to .sither of these to develop
his moral nature and fit him for the re-