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

Logic, and the belize ~4s forced upon him
that with such lea srs as DR.. Harris.
Northrup. Dick Aso Hall, Wickershan,
Kickoff, and hest II others, and a great
body of faithful AMI progressive teachers,
In spite of carplng criticism, and the
efforts of destructive reformers, the
American system of public education is
safe.
The meeting was characterized by
thoughtful papers, not by a large and en-
thusiastic attendance. DIR. E. e. Tappen,
of Ohio, was president; DR.. Folwell, of the
university of Minnea polls, was president
of the department of higher instruction;
DIR. E. Q. Hewitt, of Illinois, was president
of the normal action, and DR.. Woodward
director of the manual training school,
connected with the Washington uni
versity at st. Louis, of the
department OF industrial education.
Industrial education received it's full share
of attention and the general thought was
that by the results of experiments of diff
ferent character, made under varying
conditions, progress was being made to-
ward the solution of the problems of the
relation of manual training to public
school courses of studies.
The address of DR.. Woodward attracted
considerable attention. He gave an &C.
count of the manual training school, con-
nected with Washington university at st.
Louis.
The statement of his creed is as follows:
Education of the hand and eye should 90
along with, poai passu, the education of
the mind. He said these things can be
done at the same time and better together
than separately. As to the feasibility of
uniting in real school such homogeneous
elements as arithmetic and carpentering,
history and blacksmithing, he pointed to
the manual training school at st. Louis,
which was a complete proof of its practica-
biiity.
DR.. Buchanan, in speaking of the moral
influence of manual training, calls the
education of our schools ga single-string-
| ed method of education" while intellect
| ual and industrial combined, he denom-
| mated an integral education. He said:
| A population without any industrial edu-
cation is pandem onium, and a popula-
ton with no better industrial training
than what has been developed by acci-
dent, is like volcanic region
covered by thin crust which
the fluctuations of commerce
are continually cracking. He said we
should be prepared to present and enforce
the educational remedy with such vigor
that every legislature would respond to
our demand for schools of industry and
virtue for ell. Among the interesting pa.
pers presented at the meeting was the one
by DR.. Stanley Hall, of John Hopkins ard
of Harvard universities, on ''Intellectuai
Growth and Its Relations to Methods of In
struetion." 1t maintained that no
| science of education was pos
sible until teachers became
investigators Of the contents of the minds
of children. He referred to an exper1-
ment made with two hundred children
with the design of discovering what city
pupils may be assumed to know of COM
men things. From the tests it was found
eighteen per cent. had never seen a COW;
| fifty per cent. were ignorant Of Or had
never seen frog; twenty-eight per cent.
had no knowledge of hill. Common
animals, parts of the body, the rainbow,
| clouds and the stars were unknown to a
number varying from forty to fifty per cent.
! The general results of the experiment
were the conviction that there is next to
nothing of pedagogic value the knowledge
of which it IS safe TO assume at the outset
of school life. Hence the needs of objects
and the danger of books and word cram.
A teacher who acts upon the now every
where admitted fallacy that knowledge of
the subject is all that is needed 10 teaching
| children, pours at random on to, more
than into the children. Talking to
rather than with them, and gauging what
he gives rather than what they receive.
| The mind can learn only what is related
to other things learned before, and that we
must shirk from the knowledge that the
children really have, and develop this as
germs, otherwise we are showing objects
that require close scrutiny only to indi-
rect vision or talking to the blind of color.
Alas! SAID DIR. Hall, for the teacher who
| does not learn more from his children than
he can ever hope to teach them.
Mr.. Picksre, of the University of Iowa,
said: Let fundamental studies be thor
| oughly taught, such as undsrlie all indus:
| tries. Drawing is of great value to all.
Let it not be neglected. Ability to read
and write we'll JIG an ever-pressing need.
Control of good English vocabulary is
essential. A knowledge of what is within
US and what is about us in natures won
drous stershouse cannot be set aside.
These are enough to be learned to occupy
the years Of an ordinary curriculum.
Col. Parker was of the belief that
manual training is in the line of the har-
monieus development of the powers of the
human being, and that was his definition
| of education. Mr.. Wright then referred
to the meeting of the association to oe
held at Madison, Wis, on July Is, 1884.
1t is fitting that great mass meeting of
our school men should consider the ques-
lions that are being passed into promin-
ence and that the principles of the new
education should by them oe clearly de-
fined.
Hon. T. W. BickneIl, of Boston, the
president of the National Educational asso-
citation, followed in an extemporaneous
address upon the next meeting of the Ma
tlonal Educational association at Madi
son, Wis. He commenced by saying that
Horace Mann had declared if mob was
to be dispersed, no better way could be
found than getting an educational man to
speak.
The great law Of society is toward
unions and associations, and all great
work is accomplished through these un-
ions. Unite number for any purpose
and you have multiplied it many fold. The
first teachers association was formed in
Essex, Mass, fifty years ago. To day al
most every city has an association as we'll