New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1891-07-09
LECTURES At CHAUTAUQUA.
A VARIETY OF TOPICS DISCUSSED.
PROFESSOR ADAMS ON vENICE-THE ONO TEACH
Frs coNFERENCE-rRopLEMs IN AMERI-
CAN TEACHING
IBY TELEGRAPH TO Tur NAHUM

IBY TELEGRAPH To THE THIDUNE.J
Chautauqua, July s-Today was clear and cool al
Chautauqua. DR.. Herbert B. Adams of Johns Hop
kns, lectured in the Hall Of Philosophy at 80 on the
Republic of Venice lie made a comparison be-
tween the primitive lake village and the city OF
Venice The speaker gave interesting account OF
tho origin of Venice and said that its great service
the reunion of Occdcnt and Orient by commercial
ties. Venetian ships carried the Crusaders eastward
Marco Polo was Venetian and his voyages to Cathay
inspired Columbus to seek Western World
At O'Clock, in the same place, Professor Martin L.
Dodge lectured on the "Delphlc Oracle At 5 p. m.
occurred the &C. L. S. c. Round Table" and the
vesper service in the Amphitheatre
The Ohio State teachers convened again this morn
ing in the Amphitheatre. The following was the pro
gramme;
Morning session, o'cock-Inaugural address, G.. A.
Carnahan, Cincinnati; discussion by superintendent
J. F. Lukcns Lebanon discussion on the examination
of teachers, "What are the Best Results How can
They be Secured 2" address, "Public Schools as a
Moral Force" Professor r. II. Holbrook, Lebanon.
Afternoon session, oclock-Paper, Professional
Sagnation its Causes and Remedies" superintendent
A. b. johnson. AvOndae discussion by Superintendent
James L. Dulcan Bridgeport, and e. f. SocE, Frazeys
burg paper, Music in the Public Schools Professor
A. J. GanvoOrt Piqua discussion by Professor W. H.
Pontius, Maysfold and Professor L. A. Comns. Xcnia
The evening session was interesting. President
James W. Bashford, Of the Ohio Wesleyan University
Delaware, delivered the annual address to the cOnVcn
ton. The subject Problems In American Teach
ing" Said the speaker: Our ambition as Republic
has been to make the mastery of the three RS the
possession of every child in America. Our success
in this attempt forms perhaps the brightest page in
the entire history of education. True, large prob
lem awaits in the South, but Gle splendid
philanthropy of individuals well as tie remarkable
cooperation of the Southern States makes the eduCa-
ton of every colored child only question Of time
Politicians in Wisconsin and Illinois may yield to the
demand of the foreign element and establish schools
which the English language is excluded, but such
schools be only temporary. The American people
are rrevocaby committed to the free school system
The school system the wonderful adaptation Of this
system 10 our needs, eliminate race prejudice by
putting the children on a common intellectual plat
form, thus fostering Che democratic spirit as no other
institution in the Republic does. But orr success in
populariZing primary education makes stiu more
marked our failure pOpuarze the higher education.
This is the first great problem now before American
teachers. 1t is shown by competent authority that
only one young man in 500 is college graduate; and
vet this handful of cOllegebred men furnish ~
per cent of the members oil Congress- 40 per cent of
United states Senator's 50 per cent Of our Presidents
and 10 per cent of supreme Court justices The
speakers second proposition the necessity for
broadening the of education to include an
industrial training. His third proposition that the
aim Of an education was to develop noble manhood
and wOmanhOOd His last proposition in the form
of question Can the Stafe develop the faculties of
the child without trenching on the province OF the
Church?