The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1892-12-30
THEIR WORK is FINISHED
Result of the Last Days Session Of the
Educational Associations.
Interesting Papers Discussed and officers
Elected Resolutions Recommending
Certain Legislation.
STATE TEACHERS AssoorArrcE.

ports Heard-tbe Closing Day.
The educational bodies that have been
in session in this city for the past two or
three days ended their work yestert AZ and
adjourned. The morning session of the
Teachers ASSOCIATION was opened by
prayer by j. <. Funk, of New Albany, and
then proceeded to the regular programme.
The first paper was that of w. w. Parsons.
of the State Normal School, on Present
Tendencies in Education He said that 10
was fast growing 10 be that educational eff
forts are directed toward the individual
n along Christian doctrines; that
it was leading toward the prac-
ticai as well as for culture.
and hat 1t was looking beyond the mere
study itself to all the after life of the stu
dent He placed the great elements of tho
educational consciousness Of this time and
which f~oreshadow the education of the
future as follows: The demand for uni
versal education; the requirement. that ed
ucation shall derive its significance and its
whole method from . profound understand
ing of the nature and the destiny of tho
being educated. and hat all educational
effort shall look forward toward .
developments of the ethical nature OF tho
being-that Is. q cultivation of his inherent
rational nature that shall prepare him for
the most helpful participation IN the
rational world of order about him.
The paper was discussed. and recess fol-
lowed. after which w. n. Hailman, of La
Porte. spoke on "A Plea for Industrial
Training in Public Schools 1t was TO the
effect that q manual training was in
many ways as valuable or more 90
than o book education for the reason
that there must of q necessity be
more mechanics thar lawyers and more
farmers than doctors. The paper was dis
cussed by President Smart. of Purdue. and
Mrs. Sewali. of Indianapolis. Mr.. Hamil-
ton presented q resolution TO President
elect Cleveland that the wish of the con.
ventior was that Prof. w. T.. Harris. the
present chief of the Bureau of Education
be retained in his position. and IL was
heartily endorsed. The meeting then ad.
journed for the noon hour.
The afternoon session of the Teachers
Association was called TO order by Presi.
dent Study ct 2 o'clock. 1t was the closing
session of the weeks meeting. and there
was q noticeable falling off in attendance.
though q large numbe of tho seats were
filled. The fret feature OF the programme
was the reading of Q paper by J.. Starkey.
of MartinsvIlle, in reply TO the question
1t was one Of the most important questions
discussed at the meeting. and was listened
TO with interest liz. in substance. was a.
follows:
| TEXTBOOKS are uccQ IN tucOlOklcIl tc1oOit<
law schools, medical schools, commercial
schools, in all departments OF primary and high
school work. IN the college and university
courses. as well as by thousands OF students in
community could not be accused or q lack OF In
teresI In the educational welfare OF lie students
II lie should undertake 10 furnish all the classes
enumerated with free textbooks. Free text
books may properly refer TO the free use OF such
State As the law provides a system of free
schools, including all grades. from the lowest
primary to the highest class OF university, the
question Is, shall free books be furnished 10 all
these classesi To the question thus interpreted
/ unhesftatingly answer no. But perhaps tho
only grades that must be included IN the ques-
! should have free books these books would have
TO come in one Of two ways; ul The State would
have t3 furnish books for all the children OF the
state; or (2l each community or district would
have to furnish hooks for all the children OF that
community or district. The question OF free text.
books Is a question OF policy, and must be settled
by the conditions existing In the State. The
State must decide whether, under eristinR con-
ditions, free books would be for Its own adyan.
tage. and at the same time whether they would
work an injury 10 certain classes OF citizens by
way of class legislation. The state owns neither
textbooks nor money with which to buy them.
The State owns nothing. except what comes 70
1t through the people by the process OF taxation,
s sno as S1sh' that 70 ss an = Aess ssps R RsanelP nc In r sGss
TO levy tax or collect money, except
for the necessary expenses or the gov
would cost an immense amount OF money, and
would necessitate o heavy tax. But IL the con-
diuons in the State render such q tax necessary.
then the state ought DOT TO hesitate 10 collect it.
Every onward movement which the State makes
brings a the , ppsi, sas sshools b into greater nnes Is0,9s
teacher, and all connected with the system. Tho
demand is constantly made for broader culture.
more thoroughly systeinatized knowlecge, bet
ter organized brains. The various appliances Of
the school IRE but means by which the teacher
accomplished his purpose Most prom
inent among these means are the text
books. In these books the subjects
by which the pupils are expected 70 DO
prepared for citizenship are outlined and pre-
scented. The books in general use IN the schools
of the State prior to the passage of the school
textbook law seem 10 have stood the test OF
efficiency. The Legislature which enacted the
present school-book law recognized It as q fact
that the schools were supplied with excellcne
books, for IL required that those to DO adopted 10
take the place or those set aside should be-
equivalent in matter, method, quantity and
quality 10 those In general use. The only ques-
ton raised was in regard 10 the price Beyond o
doubt the law has secured cheaper books. and in
that particular has accomplished its purpose.
Complaints come from various sources OF tie
State against certain books now in use. These
complaints are made 10y men OF conscience and
Judgment, who are beyond the renoh and in-
p piainss are pe w Sny er SsS0Rsi. and las uS SSa,
the evil Of inferior textbooks can bs
remedied under the law, unquestionably
the law ought TO be set aside. But "a defective
book or series OF defective books does not neces-
sarily argue a defective law. The decision as TO
was left with the State Board of Education. IL
was free 10 reject any or all proposed books or
manuscripts. The decision OF tue board was 10
be final. Through the board the State acted, and
our present books are the result OF the act
Some OF the selected books are superior TO tho
old, some are equal and some are inferior. Evi-
IDENTIFY It was not the intention OF the law or the
lawmakers that inferior books should ind their
way into the schools. In the light Of the expert
ence we now have, certain books ought to have
heen rejected aud the old books allowed 10 re-
tain their places until superior books are pre-
sented.
But there are some advantages in a free sys-
TEN over the present-frst. IL takes the burden
OF book-buying of the classes who feel the bur-
| den most. and thus enables them 20 keep their
children in school for a longer period: second. 10
economies time at the opening OF the school
year. as all necessary books could he placed In
the hands OF pupils on the morning of the first
day OF school; third. IL would enable a teacher to
grade his school moro closely, inasmuch as a
change OF pupil from one grade 70 another would
not nacessitate n purchase OF new books: fourth,
IL would teach a child 10 have due respect for
public property. OF these benefits enumerated
the first and fourth seem 10 me to be slight
They are secured in other ways. The second
Is not great enough To balance the evil that
would come TO the schools and 10 the State ~
the state owning and distributing books. Nj
belief is that under the present law. with. per
haps, some amendments. the schools can be sup
piled with excellent books ar a low rate.
Discussion on il was allotted to L +.
HARDWOOD, of Terre Haute, and I. NJ. James
of Brazil. Each spoke briefly. and the
former first. He said that he did mo-
believe IN free textbooks except
as the property of the individual,
and that he did not think that
the adoption OF them would be the proper