The San Francisco call., 1896-12-31
Professor Howison Breaches the
Subject of Religion in the
Classroom.
Says the Instructor Should Have the
Character to Inspire the
Pupil.

work. There was the same large attend
ance that characterized yesterdays meet
ings. and the various rooms were crowded.
The work in English conducted in the
training hall of the Normal School attract
ed great attention. The subject under dis
cussion was English Considered as a
Continuous Course" Professor Charles
NJ. Gayley of the University of California
was chairman, and introduced the subject
with talk on "The Purpose of the Con-
ference"
English in the Grammar School-prin-
ciples of selections and choice of reading"
(authors and text), was the subject treated
by T. E. Perham of Santa Ana. He be-
Iieved the child should be taken along in
4 way 10 interest it by telling story and
not giving it too much detail. The pupils
in the lower grades should not be given
details to the point of burdening, but only
details sufficient TO explain the story so
they could understand it. He believed
the best way to teach English was to give
the child literature of a nature suitable to
its age and understanding.
Anna G. Murphy of Berkeley believed
the child in the lower grades should be
taught English by giving it birdseye
view of the best things in literature suit
able to its age. 1t would learn compost
tion and grammar and see tie beauty of
language and at the same time grasp the
fact that there were better things ahead
for it if it only mastered the things at
hand.
English in the Grammar School-se-
quence of studies and methods" was dis
cussed by Charles E. Markham and Eliza
beth ID. Packard of Oakland. 7. L. Hea-
ton of Eureka and Millin E. Blanchard of
San Francisco treated "EnglisE in the
High School," Both talks aroused con-
siderable discussion of various features OF
the subject. What we can learn from
Germany in teaching the native language
and literature had been assigned to Pro-
fessor Ewald Flugel of Stanford, but he
could not be present. As result the
subject was omitted. Numerous persons
gave talks on the general subject, among
them Miss Helen Wright OF San Jose Nor
NAL, Mrs. Fflck, Los Angeles, and Others.
The subject proved one of interest to the
end, and many teachers were 10th to drop
it even at quarter of an hour past noon
time.
"CIassics in the High School," with Pro-
fessor Edward 3. Ciapp of the University
OF California presiding as chairman, was
the subject IN room d. The papers were
brief and were generally and freely dis
cussed. Miss Frances Hodgkinson, Girls
High School, San Francisco, read paper
on Methods OF Teaching the Writing OF
Latin" e. A. Burnell OF Oakland spoke of
''The Place and Treatment of Virgil in
the Preparatory Cause" and Professor A.
T. Murray of Stanford talked of ''The
Teaching of Elementary Greek" Profes-
sor w. A. Merrill OF the University of
California entertained the teachers by
discussion ou Some Objects in Transla-
tions.'' Professor L. r. Smith of San
Jose High School spoke OF The Perma-
nent Value OF the Classics in Secondary
Education"
German in the Schools proved at
tractive to many. Those who spoke under
this general subject were Professor Julius
Goebel, DIR. Jordan of Stanford, Professor
Putzker of the University of California,
Professor Riedman and others.
In room E large mum Der of teachers
gathered to discuss Manual Training in
the School," Professor Keyes of Berke-
ley was in charge as chairman, and there
were reports of the outlook Tor manual
training in the schools of the cities of this
State with discussions of plans, methods
aud advantages of the training. Science
IN the Schools" was another interesting
subject. Professor o. P. Jenkins was
chairman OF the Round Table" and there
were papers and discussions by w. E.
Setchell, Frank Dunn of University of
California, Fernando Sanford, c. 81. Gill
bertrand Professor Kellogg of Stanford.
1.-The kindergarten in the Schools" was
discussed in the Assembly Hall. DIR. w.
I. Harris of Washington addressed the
audience on the subject, and conducted
the discussion, which was general.
The discussion of Interest and Charac-
ter as Educational Motives" by Professor
G. II. Howison of the University of Cali
fornia at the general session Of the associa-
tion this afternoon introduced the most
profound topic which has yet received
consideration and proved to be of absorb
interest. Professor Howison stated that
his remarks were but a continuation and
elaboration of those uttered at the session
of the association one year ago upon the
same subject. He referred in caustic
terms to the position taken by some of the
members Of the faculty OF Harvard College
that Interest" was the fundamental
principle involved in elementary educa-
tion. The question, he said, was the
deepest which faced the human race.
The great realities ofreligion, he claimed,
were based upon the conclusion arrived
at, and it would be impossible to keep
religion out of the question, no matter
what political side person might take.
Alter showing briefly the results OF
interest" being the chief motive of the
pupil and explaining its selfish tendency,
the speaker referred to the influence which
the reciprocal interdependence of the body
and brain exercised. He reviewed the
manner in which the American people, as
class, had come to place themselves on
the side of character more than mere in
terest. To illustrate this, he referred to
the principles which had governed the
Puritans and the cavaliers of jamestown.
The Puritan, he said represented charac-
ter and the cavalier self-interest. The
Puritan principle was the deeper of the
two and has triumphed.
'TIme, space and will are forms of pure
self-aetivity of the mind, and character
belongs 10 this realm" he said. There
is no difference between intellect and will.
The will of God is also the will of man,
except that the will in man is conscious
by sin, which is not known in God, who
has the perfect, pure WILL To be rlghte-
Gus is to will the perfect truth. Man can
only will the partial truth. Mathematics
and natural science are infallible, but not
complete or perfect truths. The whole
hope of man is based upon natural truth
NOT being complete truth. The man who
has the sight to view himself as a mem Der
of the republic of God has character
''You do not educate the pure spirit
The teacher should see :hat the power of