Evening star. [volume] (Washington, D.C.) 1854-1972, 1909-11-27
FINAL SESSION HELD
Continued from Second Pare. ,

byTOH Suuuc 11dTOlU, SdHtO ~,
and Prisoner Of Chillon: Palgrave's
Golden Treasury (First series) Book
w." with especial attention to Words
worth. eKats and Shelley; Poe's Raven
ish'' and winters Snow Bound; Mac
caulay's Lays of Ancient Rome" and
Arnold's "sohrab and Rustum'': Tenny-
sons "Gareth and Dynette.' Iauncelot
and Elaine and The Passing OF Ar
thur: srowning's Cavalier Tunes.
the Good News from Client to AK"
Home Thoughts from Abroad. Home
Thoughts from the Sea" Incident Of the
French Camp .Herve Riel, "Pheidip ,I,
des.'' my Last Duchess, Up at VIVA
Down in the City"
For this close reading are provided a
play, q group Of poems. an Grafton and
an essay. as follows:
s shansspesrss rsnssro.o and co
mus; either Burke's Speech on Con-
Citation With America" or both WASH
ingtons Farewell Address" and Web
ster's First Bunker Hill Grafton; either
Macaulays Life Of johnson" or Carr
lyles Essay on Burns.
Framing Examination Paper.
The topic for discussion at the final ses-
sion was THE Framing OF an Entrance
Examination Paper in English" Prof.
Clarence G. Child OF the University OF
Pennsylvania read a paper on the subject,
In which he said that the pupils of the
secondary schools often acquire strong
dislike of the books that they are forced
to read in preparing for college entrance
examinations: that many of the questions
asked In these examinations are recog-
nized as foolish by those who are being
examined. and that trivial details are
frequently made the subject of examina-
| tions instead Of broad principles.
I'm cnllo0o untvarcifv In this
country, he said, I'm greater or less
measure, the cultural and humanitarian
ideal is struggling to maintain itself be-
fore the urgent impressing of material
!; istic, unitarian. a commercial ideal"
In teaching English. he continued, the
drill in grammar and rhetoric should be
severe, hard work, but the study of the
literature Of the language should be made
q matter Of enthusiasm and enjoyment.
Theodore c. Mitchell of the Boys High
School Of Brooklyn, N. Y, called atten-
ton in his paper to the general discomfort
| among the English teachers OF the coun'
try regarding the college entrance re-
quirements. He suggested that two OF
the three examiners should be teachers
who have had experience In the second
airy schools, and that there should be 9
unity of rating among the readers of the
papers. ,u,
| opinion and the prescriptions of the
higher Institutions he said. the teach
ers Of English, unable to satisfy either
| are more and more strongly evincing q
as allies? II so. enlist their aid" he CON
| tinued, addressing his remarks to the col
| leges, land humanize your examinations
| in the greatest of human subjects, Eng.
| lish.''
Address on Character.
Preceding the reception to the educa-
| tors at the Corcoran Gallery of Art, Pres
| ident James D. Moffat made address
| on Character, a By-product of Educa-
| ton" He referred to the discon inuance
| of religious instruction in the curriculum
| Of the schools and colleges.
This abandonment Of religious exer-
| cises in schools he said, lis not due to
feeling Of hostility on the part Of prin-
| cipals or teachers to religion, but is
rather the result Of the general spirit SC
| church and state should be kept separate
| We are beginning to realize how meageI
Is the moral instruction in our schools
| Educators and the clergy both are
beginning to ask what is going to be
| the effect on the next generation.
II differ with those who contend that
| moral instruction cannot be given except
through religious teaching. 1t is re-
| versal Of the teachings of Jesus Christ
to say we must make a man religious
before we make him moral. The schools
| could accomplish a great deal by giving
/ moral instruction, and l am disposed to
| emphasize the Importance of it In the
| lower rather than in the higher grades
In the higher schools and the upper
| grades there is apt to be casuistic spirit
! and casuistic teaching on the part of
| professors
Absolutely Personal.
After all. however, 1t must be borne
| In mind that q teacher cannot really
change a pupils character. Character
is the most absolutely personal thing OF
which We have any knowledge. That is
why should term 1t a by-product You
cannot aim directly at 1t. Character
! cannot be formed by ones self. but the
| as dictated by his conscience, acquires
! character. The teacher can, however, dc
something in the way of suggestion and
! toward the creation OF environment.
| I'm universities and colleges the vicious
minority guides the life of the other stu
dents. The IS per cent who disapprove
| of the acts Of the others will not tell the
| faculty Of the minoritys misdeeds. Why
dent bodies he invested with power over
the others? To this extent self-govern.
ment in the college or university would
I believe, work well.
At Corcoran Gallery Of Art
Following the presidents address the
members of the association were taken In
automobiles to the Corcoran Art Gallery
where they spent two hours in viewing
the paintings and other objects OF art
Many teachers from the local schools
were present at the reception. In the re-
| ceiving line were:
| United States Commissioner Of Educa-
| ton Elmer Il. Brown and Mrs. Brown
| President Charles w. Needham of George
| Washington University and Mrs. Need
| ham, Dean William A. Wilbur Of George
Washington University, President w. p
| Thirkield of Howard University and Mrs.
| Thirkield, Commissioner mcfarland, Ber-
nard Green, President Moffat and Mr..
| and Mrs. T. W. Sidwell.
Higher Education and Unit System.
In his paper on THE Evaluation OF
| Higher Education by Means of the Unit
| System" which was discussed last even
| ing, Commissioner Brown said In part:
'.The chief concern Of those who be-
lieve in organized studies must be to find
| the way. or find the many ways. by which
| the organization may be effected, and
| then be made effective in our modern
| college world The multifarious matter