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far short of equipping the children with wish to go on record as heartily in favor the knowledge of the English language of bringing into our lower grades all that they should have. For this reason the material which is necessary and we open up new fields, acquaint him helpful in educating our children, even with new terms, and he takes more should they enter the high school. I interest and is better educated by hav- have no doubt that in a few years the ing access to them. What is true of children who have been educated in this defective children in the very simplest way will enter high school and complete manner is also true and will apply to a course with as much practical inforchildren with normal conditions. I am mation as the ordinary graduate of coltherefore heartily in favor of expanding lege has, when his primary work has our school work and to begin with the been conducted wholly in the so-called first year and to continue that work un- common branches. til the child has left the public schools. A. B. JOHNSON: I am ready to exIt is a fact that the ordinary boy or girl, claim, "Oh, educational reform, what and even the boy who has graduated crimes have been committed in thy from the high school after having spent name!"—Why is it that we hear, so some eight or ten years in the study of often, the complaint made against the arithmetic is not able to solve the sim- schools that they do not give the pupils plest problem in percentage, after being a reasonable mastery of the subjects out of school three or four years. What studied? has such a child to show for the time This is a serious charge and we shall spent in the public schools? Would it do well to give heed to it. If it be true, not be better for such graduates to have we shall not mend matters by still in their minds a true knowledge of the more overcrowding the course of study. English language and in various de- "Too much arithmetic,” we hear conpartments of science, mathematics, lit- tinually from the reformers; and their erature, even in an elementary form? pupils do not know arithmetic. A satOne reason why so many children learn isfactory degree of accuracy and rapidity arithmetic slowly is because they can in this branch is not reached by their not read intelligently and understand the pupils. directions of the problems with which "Algebra and less arithmetic." And they have to deal. They do not under- what is algebra? A mere link to constand the meaning of the words, nor nect the higher mathematics with ariththe terms, and consequently that which metic. A generalizer, useful, and only is intended to be conveyed by the useful, here and there, in the higher regwriter is obscure. This can only be ister of mathematics: the most mechanremedied by a wider knowledge of lan- ical of all. Teach the pupil a little algeguage, which will enable him to under- bra and you have shown him the lazy stand what he reads, and apply the di- way to arithmetical analysis. rections to securing the results. This We talk much of teaching pupils to of itself seems to me to be sufficient think, and when they have reached the argument why the child's field of inves

upper grammar grades, and an age tigation should be enlarged, and how when the higher faculties of the mind can it be enlarged except by giving it begin to develop—the best exercise ever new subjects to think about and talk yet used in any school co cultivate clear, about, where new words appear and new logical, consecutive thought must, in sentences

in expressing the opinion of these uneasy reformers, thought? Therefore, Mr. Chairman, I give place to a mathematical make-shift. REPORT OF COMMITTEE ON NECROLOGY.

are used

“What knowledge is of most worth" to any pupil in grammar school, high school, college, university, in a profession or in any other position? A reasonable mastery of the branches found in the last two years of the grammar school course.

Here we have the essentials of an English education; all above this is mere ornament useful to strengthen and adorn the foundation and solid framework. Teachers should guard · with jealous care this part of the course and not suffer the less important studies of the high school to be thrown back upon it. He who can show us how better to stimulate, guide and instruct the grammar grade pupils will render a service of far greater value than any likely to be furnished by these innovaters.

E. W. WILKINSON: I do not want to discuss this question further. I think when we study arithmetic we teach them mensuration, although it contains the principles of geometry. I think these things always belong to arith

metic. I think these things should be taught in a more elementary way. In many branches you must teach principles of higher branches. I would like to know how you would teach some parts of arithmetic, without teaching the principles of geometry.

L. H. Jones: During the debate I was reminded of the anecdote told of Gen. Sherman, who was called upon to examine a class of cadets at West Point. He asked them to define strategy, as used in a military sense. After the definition had been given, he asked them to give an example of strategy. One of the students said that if you were in an engagement with the enemy and should run out of ammunition it would be a good piece of strategy not to let the enemy know it by keeping right on firing.

I have been pleased with the discussion all round. I think it will do us good to exchange views on these questions. We are all after the best results.


It seems to me thať the year has been remarkable for the large number of those who have fallen. Among the names, first is Leroy D. Brown, formerly a school commissioner in this State; A. C. Deuel, formerly a president of this association and for thirty-five years a superintendenť of the schools of Urbana; J. P. Patterson, formerly superintendent of the schools of Washington Court House; Father McMillan, Hampton Bennett, W. V. Rood, E. M. Neill, a teacher in Cleveland

schools for many years. It was my privilege to know Mr. Brown for many years. During his commissionership, as a member of the State Board of Examiners, it was my privilege to meet with him in Columbus. I know with what zeal, labor and ambition he sought to discharge the duties of his office. I know but little of his work in the West. He was an active member of this association. I knew Mr. Deuel well. His eloquent speech, his high Christian character, and his power in debate was


known to all of you. I was much shocked by the news of his tragic death. I also knew Mr. Patterson; I was identified with him in a summer school at Lakeside. I can recall his great zeal in his chorus work. He was a great teacher and student of natural history. He was in Florida for a number of years. A few years ago he wrote me for a few words of commendation. He was then struggling about the life of a daughter. She finally died after a lingering illness and he did not survive her long. Then there is Father McMillan. I speak of him who loved everybody and whom everybody loved. I remember his kind words at Chatauqua. We shall hear his words no more. Peace to his ashes. I was not acquainted with Miss Neill. This comprises the list of grand and good men and women, who have fallen during the year. They lived noble lives and died in the harness and they are entitled to the highest respect of this association.

SAMUEL FINDLEY: I desire to say a few words, in regard to Mr. Rood. He has been a member of this association for many years. I am not sure that his voice was ever heard in this association. He was principal of the Akron High School for eighteen years. I knew him very intimately. He was quiet, and unpretending, but he was true, and faithful in his work. He was always weak in body. He had several attacks of hemorrhages of the lungs. His last year in Akron was a very severe test of his strength. He met with difficulties. He said to me, “This will be my last year, and it shall be my best year.” Although he labored under difficulties, he maintained his excellent spirit. I have often heard him say: "It is all right, and it will be well in the end.” He was taken ill on Thursday afternoon, a week ago last Thursday. Word çame to the high school Friday morning that

he could not come. I went to his home to see him. I was told there that he would soon recover.

I went to his bedside, and he said to me, pointing up, “I have not lost my hold up there; I am still trusting.” I knew he referred to a conversation that we had some time before this. He was a man of implicit trust, which gave him great endurance, under difficulties.

As to Father McMillan, I attended his funeral at Canfield, and obtained some facts concerning him. He was born in October, 1820, and was seventyeight years old when he died. At the age of thirteen he was taken out of school to work ať harness making. He spent four years in learning the trade of harness maker, and was said to be quite proficient in it. He had the privileges of the common school prior to this work. He studied Latin during this apprenticeship. In 1837, he began to teach. He taught in the country schools, and studied as he taught. He attended a term in an academy, in that part of the State. He never entered college, but was honored by some college with the degree of Ph. D.

He continued to study and teach for a time. He taught at Youngstown in 1853. I am not sure when he became superintendent, but he was connecteci with these schools from 1853 to 1861. Then came a period when he traveled for Wilson, Hinkle & Co. He then returned to the work of teaching, at Lisbon, Hanoverton and Salem. His last work was at Youngstown. Father McMillan, was elected superintendent of the schools of Cleveland, but he declined, and then Dr. Harvey was elected, but he also declined, and finally Dr. Rickoff took the place. He was married in 1849 to Susan Campbell. His funeral was unique. It was conducted by one of his old pupils, Dr. Dixon, assisted by his former pastor, Dr. Young.




Father McMillan

who walked in the way of righteousness, and! as I looked upon his face, I said death is not the King of Terrors, that he has sometimes been called. I understand the last letter he ever wrote will be read here to-morrow.

E. W. WILKINSON: In 1892 I was appointed to serve in the capacity of superintendent of the Linwood public schools. When I was appointed to my present position in the public schools in Cincinnati, W. W. Donham was appointed by the board of education at Linwood as my successor. He taught there one year. I had never met Mr. Donham until he came to my house to solicit my assistance in obtaining the position. It was a case of love at first sight. I do not know when I had met a man of more honesty and more integrity than Mr. Donham. I learned to love him for his character as a man and his ability as a teacher. I learned only yesterday that Donham had died within the past year. I have had only two opportunities between the reception of the news of his death and this time to hold conversations with persons who were intimately acquainted with him. One who knew him a long time said to me that he never knew a man who so thoroughly imbued the pupils with whom he came in contact and he transferred these elements of character to the pupil. I want to put the seal of my appruval on that estimate of Mr. Donham's character. I knew him only as superintendent of the public schools of Linwood. In his work in the schols of Linwood he seemed to be ill at ease. He told me that he believed he preferred to work in the schools of the rural districts, and refused to accept the position at Linwood for the succeeding year. He was thoroughly in earnest, and a conscientious and upright man.

E. B. Cox: I would like to add a word to what has been said in regard

to Mr. Donham. I knew him well. He came to our county a graduate of the university to take charge of the schools of Beaver Creek township. I saw him there in all his strong personal character, fighting for the advancement of the rural schools and to his efforts this association owes very much. He was so earnest in his work, he was so pure in his character, that in the fight for supervision, there was never a word uttered against his personal character. Down in that township they hold his memory in the greatest reverence. They say, “Donham gave us such a splendid start in the elevation and the advancement of our public schools.” I could talk to you an hour about his manly qualities did time permit. He was a noble man. He was a true hearted teacher and always looked to the best interests of his pupils. He loved the children and he wanted always to do something for their welfare and for their advancement.

MARGARET W. SUTHERLAND: The men here know the men, and can testify as to their many good qualities. I know the women. Miss Neill graduated from the Steubenville High School, and the following year began teaching. She was an active member of this association, and was always here, or sent her membership fee to us every year, until this one. That is rather a rare thing for a woman to do. You know there are a few women who are at the association, and always on the roll of membership. She was one of these few women. harder for her than many others, and she had to make many sacrifices. She loved literature and studied it, not for a degree, but for a much higher reason. She studied it for the purpose of gathering the sentiments and thoughts, that she might give it to others. Into her work in the Cleveland schools, she look all that was beautiful in literature, and in culture. Many a time she has told me about reading the “Bugle Song"

It was He repre

comes to

from Tennyson to her children. She did not find it too high for them to understand.

I never knew in the State of Ohio a more devoted woman to her work than Miss Neill.

R. B. Ewing: I knew Hampton Bennett very well. I was a country teacher in the same county for ten years. We all attended the Warren county institute. He was the cause of our attending it. He stood in that county in one particular way before us. sented in what he had to say, and in what he did, the highest moral condition that could be asked of a teacher. As a county examiner he enforced the idea that we must come up to a high moral standard.

The fact remains in my memory that he did much to bring the Warren county teachers up to a high moral standard. Two years ago I met him at Lebanon. He had then dropped into a two room position, but he was going to the institute in that same happy frame of mind that had always characterized him as a man.

A. B. JOHNSON: It is entirely fitting that we should sit in sober, solemn session in respect to our worthy dead. Father McMillan was known to most

I never met a teacher with a more profound spirit of teaching than he possessed. He was an inspiration to me as he doubtless was to many others I wish to call your attention briefly to his career among us as chairman of the executive committee during that wonderful and successful session that was held at Chatauqua.

He advertised these meetings and we all admired the perseverance and the courage and the skill with which he advertised them, and the hundreds and thousands of teachers who attended the meetings at Chatauqua could not help

admiring the courage and skill of his wonderful work.

W. McK. VANCE: In this presence I wish to testify to the moral characteristics of Mr. Deuel. He was a direct force in Urbana for forty-two years. He was connected for thirty-nine years as Superintendent of Schools but for the last years only did such work as he could.

On last October he was so engaged, when his body was found mangled by the train. The men and women of his town have grown into manhood and womanhood, and their children have grown up under the same instruction, and he was greatly revered by all. E. M. VAN CLEVE: When death

men of silvered hair, who have grown gray in the service, and who wear the crown of glory, a hoary head, we say "peace to his ashes." But when death comes to a young man in the midst of his career we exclaim "it is pitiful."

Mr. Yarnell gave ten years of his life to school work in this state. His work was divided into two even periods, five years in Mt. Vernon and five years in Sidney, and then came the struggle for life, which ended in death. I bring you a message from his bedside, out of respect to his memory. There is no brighter sight than a man dying, feeling that all is well. I believe his career merits our highest regard.

DR. SAMUEL FINDLEY: I want to speak a word in approval of what Miss Sutherland stated about Miss Neill. I knew her for many years and had communications with her frequently. She contributed a number of articles for the Ohio EDUCATIONAL MONTHLY.

The thing that I noticed most in her was her retiring modesty. I remembered that I labored with her for some time to obtain her consent to use her

of us.

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