The record-union., 1899-07-13
Second Day Of the National Con-
vention at Los Angeles.
Interesting Addresses Delivered at the
Morning and Evening Sessions.

ASSOctattOn-Charle C1n-
cinnati and Montreal, Canada,
Contesting for the Next Con-
vention.
LOS ANGELES, July 12.-The last
Of the specials from the East bringing
delegates to the National Educational
Convention arrived this morning, and
the full quota of visitors is now on
hand.
In the general session of the con-
vention to-day Professor J. II. Ine-
mon. of Pine Bluffs, Ark, representing
the Southern Educational Association,
made an address upon the educationa,
status in the South which aroused
great attention, and which was
prompted largely by the papers read
at the preceding session, where the
educational difficulties looming up in
Hawaii were dealt with. The address
was not on the program, but was ac-
cepted by the audience as a pleasant
interruption to the regular proceed
ings.
Quo Vaimas' was the reminiscent
tllle VI paper ISdu Ny Mis-. 11ciCAi
Grenfell, State Superintendent OF Pub
lie Instruction of Colorado. She said,
in part:
Just as the strength of chain de-
pends upon the strength of the links,
the strength of the nation depends
upon the strength of the individual;
therefore, perfection of the character
of the individual through education
should be the subject of the closest
study. There is nothing more helpful
to the child than the realization that.
come what may, there are those at
home who are on his side, who are
interested in his work, proud of his
successes and sympathetic in his fall
ureS. The more nearly the school
approaches this relationship the more
nearly will it have removed one Of
the great obstacles to efficiency.
Our common schools grew out of
the home, and its necessities in much
the same way as the nation grew out
of the family-the graded school sys-
tenn from the class, and the class from
the assembling of publics who had
been individually taught by a tutor
at home.
''Some parents have believed that
the educating or failing to educate
their children was a matter for their
sole decision, but the conception of
the States seems to be that the child
does not exist entirely for the parents
good, but for the good of all. Com
pulsory education is apparently an in
fringement of parents rights, although
tot in1y of
Man thrives best in association.
Living alone he meets no thoughts nor
wants higher than himself The moral
law has little or no application for
him. He cannot love his neighbor as
himself The school is the place where
the citizen is developed. Due regard
for the rights of others can hardly
be attained without the daily contact
with many fellow-creatures.
"An advantage of the home over the
school lies in the power of parental
influence, which lays the foundation
of virtue, obedience, self-control, In
tegrity-training in which should be
carried on both at home and at
school, Too much, however, should
not be relegated to the work of the
school, since education is the work of
all the hours of all the day, and the
child out of school life contains fully
as formative influences as his school
life.
"a danger is threatening us in the
socialistic tendency in the conduct of
our schools and crowded curriculum.
If we are to proceed from the step OF
providing free text books to that of
supplying the INDECENT with all neces-
saries, the nation will awake at some
future day to the knowledge that all
responsibility has been gradually re-
moved from parents and every ell
couragement is offered for the con-
tinued reproduction of beneficiaries of
the Government. 1t should be our aim
to educate children for responsibility,
not for shifting their burdens upon the
Government.
Neither home nor school is, a COM
plete organization in itself for the
development of the child. There is
room for both, and instead of opposing
each other they should be made to
work in harmony.
Appreciation of each other has at
last begun. The establishment of
widespread awakening on the SUBJ
ject of the education of the children
There are two things of which the
American feels justly proud = the
American home and the American
schools. These, united and harmoni-
ous will develop citizens who realize
for what they are called on the
worlds stage. and that their call must
not be for self alone, but for human
ity"
1.-THE Average Scholarship of the
Average Pupil'' was the topic dealt
with by Professor F. Ritzler, Superin-
tendent of Schools at Portland, Or.
He drew attention to the necessity for
arranging the course of study to suit
the peculiar needs of each child. I'm
der the present system he urged that
the child is expected to do as much
as his fellow-pupil, and that his spe-
cial ability along any one line is not
sufficiently recognized A system
whereby the child can have one class
teacher, but at the same time be al
lowed to take studies in other grades
for which his ability fits him, was
strongly advocated.
Professor W. S. Monroe Of Winfield,
Mass, read a paper on Fatigue Among