The times. [volume] (Richmond, Va.) 1890-1903, 1894-02-22

tend his capacity TO the application OF
foreign languages, ancient history. and
high class Of literature. as Shakespeare.
Milton. and so on.
Mathematics said Mr. Harris. was re-
inforccd by physics and chemistry. To
snch essential branches OF study as
physical geography mathematics, his
tory. and the like. the studies OF music.
stenography cookery. were supplemented
as secondary branches.
Mr.. Harris explained the manner OF
selecting branches OF study In elementary
and secondary education. and dweit al
some length upon the methods adopted
TN private secondary schools, high SCHOOLS
and colleges.
Tho Ideal Course.
The ideal course OF study, said he.
dealt with five elementary branches OF
study, appealing 10 the five windows OF
the soul The ancients paid little atten-
ton TO the culture OF the mind other
than Latin. Greek. and an abstract kind
OF mathematics. while the modern idea
was TO branch out and take in a greater
variety.
Mr.. Harris then discussed the methods
OF selecting school boards school commit
tees. and corps of teachers. both In pri-
vate and public schools. touched upon
the different courses OF study in high
schools and colleges. and compared the
advantages derived from each. He said
that the man who had good solid high
school education was almost as well edu-
| Gated as the man with the advantage
l Of a collegiate education.
lie spoke Of the benefits and effects OF
| the Latin and Greek languages, and said
| that no other language gave man as
clear an insight into the history ana
details Of local self-government as that
of the Latin. which was one Of the most
| important branches of study The Greek
language. said Mr.. Harris. gave a stu
dent artistic taste while the branches Of
natural science. modern literature. and
history were essential in the training and
cultivation Of the human mind.
DR.. Harris closed with a brief review OF
the arguments and reasons which the
committee OF ten recommended 10 be OF
great Importance when examining an ap-
plicant for a position to teach.
Superintendent Maxwell.
The subject was then discussed by w.
III. Maxwell city superintendent. Brook
Ign, n. Y. Mr.. Maxwell argued that
every study should be pursued with
view to making IL firm basis for fu-
ture study; that the elementary branches
should be pursued .up to the seventh
year. after which the secondary branches
should be taken up. Mr.. Maxwell raised
the question whether IL was worth the
time of a high school pupil to take
course in Latin and Greek. He be-
| leved strongly I'm the polishing and
! training power Of the ancient languages
upon the mind. There was an immense
amount Of advantage to be secured from
| the study of these languages, when the
work was carried far enough. They cul-
tivated the analytical powers of the in
tellect and enabled the student TO draw
close and minute distinctions, strengthen
| ing the judgment and polishing the taste.
lie believed. however. that the study
| Of these subjects I'm high schools was
| carried only TO limited point, and the
| pupils never learned enough about these
two languages TO understand them, or TO
really appreciate them. He had looked
into this matter and he knew that the
average high school pupil never really
appreciated Latin and Greek. He thought
it would be wise TO substitute for the
original Latin and Greek texts transla-
tions.
The speaker then discussed at length
the advisability of dropping the eiemen-
tary studies at the age Of nine years.
and substituting the secondary branches
at that age and dwelt at some length
upon the importance OF corrolating stud
l les anu tf-dDllfDIIE n A'-piHilhti'h w
tween the various branches according
TO certain conditions. He closed with
splendid tribute to the famous Commit
tee Of Ten"
The President then announced that
the subject was open for gensral discus
sion. and Superintendent Nightingale, of
| Chicago. took the floor and through his
criticisms of the report and work Of
1.-THE Committee of Ten" lie kept the
c.r l~fffs tor far
eral minutes. lie was Interrupted by
the President, who announced thet the
limited five minutes WAS up, hut cries Of
"GO on" came from every side, and Su-
perintendent Nightingale then presented
some valuable suggestions AS TO the
methods of instruction in the high
schools.
lie was followed by President Charles
De Garmo. of Swarthmore College. Penn
svlvania in a brief speech. In which he
reiterated several of the points brought
out by Or. Harris, Superintendent Green
wood. Of Kansas City. Mo, and others,
after which the meeting adjourned until
o'clock
The Columbian Exposition
In spite of the inclemsnt weather the
evening session Of the convention was
well attended and the interest noticeable.
President Kiehle called The meeting 90
order promptly At - '+''N- ~ ''i'
nounced the topic Of the evening as
"Educaton at the Columbian Exnosi-
ton" This was divided into two parts,
first 1.-The Educational Contribution of
The Exhibit" and. second, THE Educa-
tional Contribution Of the Congress
The first Of these divisions was ably
discussed in a carefully prepared paper
nv John Eaton, eX-United states Com
missioner Of Education, washington
ID. 9. .,o.. ..-..
Air Eaton presented the various phases
If his theme in an exceedingly Interest,"
ing manner. lie took his readers through
the various departments containing IN
strnctive exhibits from every nationality,
ond nointed out the vast amount OF Ill
formation TO be gathered by observers
from these sources. lie mentioned I'M
This connection the unique studies in
arr science and industries OF innu-
merable kinds, showing the enterprise anu
workings OF a thousand foreisn minds.
He touched upon the various interesting
divisions of the great Columbian EXPO
sition and explained how the observer
could acquire a wide knowledge OF the
customs habits. methods, systems, ana
institutions of foreign nations. win
acres of drawings. thousands oil lhusia-
tions. and tons Of works in the great
fair anyone could gather valuable iae's'
as well AS statistics by such Visit
He enumerated many executions Oh
work mechanical scientinc, historical
linguistic, from every nation MS ieNeN