The Montgomery advertiser., 1905-01-01
ABERCROMBIE'S PAPER
SUMMER SCHOOL FOR TEACHERS IS
 DISCUSSED.
The Iaea Had its Origin and Has Reached tts Hlghest Develop ment In America, Says the
 University Presidenx.


 Reached its Hfghest Develop
 naent h America, Says the
 University Presldsat.
 Jacksonville. Fla. Dec. si.--(special) The following paper. Summer Schools for Teachers" was read before the Southern Educational Association at Jacksonville yesterday by John w. Abercrombie, IL. D., President of the University of Alabama:
 1. The Idea Amerioan.--rhe history of educational development has not all ways been that of unbroken progress. Irdeed it rarely happens that any movement advances without varying periods of cessation. If not of retro- sression. From time to time. unex- pected conditions arise, unlooked-for influences are encountered. new appli-' cations of principles are introduced. Such has been the history of the de- velopment of the summer school move ment.
 The summer school idea had its orig in, and has reached its highest devel- opment in the United States. While organized summer study was done be- fore that time, the first effort to estab- fish permanent vacation school for teachers seems to have been made in 1872. The greatest advancement has taken place within the past decade.
 2. Character of First Summer schoois.-The first schools established for had their object the teaching of the natural sciences. The study of sci- ence has always been fraught with in- creasing interest.
 Thirty-tvo years ago. the fourteenth day of this month, Professor Louis Agassis. in behalf of the faculty of the Museum of Comparative Zoology in Cambridge, Mass, issued the pros- pectus of the first important summer school for teachers. The prospec- tus began with this announcement. Program of course of instruction in natural history. to be delivered by the seaside in Nantucket during the summer months, chiefly designed for teachers who propose to introduce the study in their schools and for students preparing to become teachers. Through the generosity of MT. John Anderson of New York, an endowment of $65.000 was raised for the equipment and maintenance of the school. It was opened in 1873 in buildings erected on Penikese Island in Buzzard's Bay. Forty-three students coming from all sections of the country were enrolled at the final session. During that year the death of Professor Louis Agassiz occurred, and the next session of the school was conducted by his son, Pro- lessor Agassiz. After an existence of two years, anticipated financial assist ance not materializing. the effort was discontinued. Immediately following this, several other efforts were made. all having for their aim the teaching of natural history. and all discontin- uing for lack of means with which to meet running expenses.
 The movement having been inaugur- ated, like every worthy undertaking based upon permanent demand, though retarded by occasional set backs, was not permitted long to go without substantial financial back ing. 'Ths first real revival of the Penikese idea" said Dr. W. W. Will loughby in a paper published by Com missioner Wm. T. Harris, was in 1878, when the trustees of Johns Hopkins University made an appropriation to establish the Chesapeake Geological Laboratory. This idea, however. was to make provision only for students sufficiently advanced to undertake orig inal research. No building was erect ed. and indeed no permanent location was chosen, but the laboratory was moved from place to place as seemed desirable, the appropriation being suf- ficlent to furnish all needed convent ences for work. This laboratory en- joys the distinction of having been the first marine laboratory successfully carried on in this country in which re- search of purely scientific value was made the ruling feature. It was es- tablished primarily for the benefit of students already in attendance at the Johns Hopkins University, and con- ducted in connection with the courses there given, no effort being made to bring 1t into prominence as a separate organization.
 Since that time biological laborato- ries for summer work have been con- ducted at a number of places, among which, may be mentioned those at Woods Hall and Brooklyn Institute. The widespread interest, and the rapid progress of recent years in the teach ing of biology may be traced to the influences set in motion by these schools. Indeed, the development has been so great that no high school even which neglects the subject, can claim to be abreast of educational progress.
 8. Other Schools.-Following the example of the schools mentioned, those which came immediately afterwards offered instruction in one subject only. Among the first to offer instruction in more than one branch were the Con- cord School of Philosophy and Litera- ture, the Sauveur School of Languages, the Martha's Vineyard Institute, the Chautauqua University, and the Har- ward University Summer School.
 The school at Concord owed its be- ginning to another Harvard professor, Dr. Benjamin Pierce. and was opened in 1879. The faculty comprised some of the most advanced thinkers in spec ulative philosophy. Ralph Waldo Elm erson. A. B. Alcott and William Harris being among the number. The school was well attended. and continued for ten years. It Is conceded that 1t exert ed powerful and elevating influence upon the alarming materialistic ten- dencies of the times. Taking the idea from the School at Concord. the Glen more School. located in the Adiron- dacks. soon followed. its chief object being the advancement of the "culture sciences"
 The first school of languages con- ducted during the summer months was opened by pr. l.. Sauveur at Amhurst College in 1877. While other subjects were added to the curriculum later, special stress was placed upon linguis- tic studies. The school sought to meet the wants of: 1. American teachers of foreign languages who desire in- struction in methods of teaching; 2, Business and professional men and wo- men who wish to devote the summer