J. A. Shawan called the Association to order and introduced to the audience its new president F. B. Pearson, principal of the East high school of Columbus, who delivered an inaugural address on "The Evolution of the School Master", which won high encomiums from all who heard it. So many expressed a desire to possess this admirable paper that the MONTHLY has secured it and will publish it in full.

After another delightful song from the quartet which under the direction of Supervisor W. H. Lott had already captured the hearts of the audience, the president introduced Supt. S. T. Dutton, of Brookline, Mass., who addressed the meeting upon "Educational Forces and their Relation to Each Other." Mr. Dutton began by saying that he had not come to suggest any new work, any new studies, or any new methods. In fact in seeing the number of subjects on many of the programs of our schools at the present time, he was reminded of the little boy who seated for a feast at an overloaded table said as his blessing “O Lord, help us to take small bites and eat slow."

The speaker said that he had but a simple message to bring, but the suggestion that instead of adding anything to our curriculum we call to our aid other forces than those of the school. When a man is asked where he was educated, he

generally replies by naming the school at which he received instruction; but the truth is that he is educated by many forces outside of school, forces of unmeasured strength. Do we invoke the aid of these other forces as much as we should? Institutions represent what has been accomplished; they are the wheat separated from chaff. The church is distinctly an educational force; through organized work it calls out the best in life. The home is what the school is not,

an end in itself. Everything we hope for, live for, centers in home. The Master forever dignified home when He said "In my Father's house are many mansions." In the home affection has its choicest fruition. School life should be a continuation of home life.

The public newspaper is an educational force. It is certain there is a difference in papers; but the good newspaper is a photograph of a cross section of the world's life. It is a constant educative power, recognizing too the field of education and devoting space to it.

The civic state with all that it presents of order, public spirit of men manifested in public buildings, public money expended for the general good, are all educative and should act more on the young.

The social mind, or public opinion, has an important effect in advancing education. It makes possible public collections of art. In a little city of New England chil

dren and their parents go as the people of Germany go to see great works of art.

The various industries of the manufacturing world, commerce, and many other forces working for the same end, the getting of a livelihood, have each a lesson. While the school, the church, and the home working for spiritual ends ought to act together all the time. Each has its distinctive work but each is dependent on the other. There is not such recognition of the value of what the other is doing as there should be. The question comes how can co-operation be brought about? The school should take the lead. The teacher should be more conscious of need of this union and should reach out and invite the other forces to aid. The physician can be a great helper in the school. He underHe under

stands so much of life, his information concerning the homes represented in the school is so full. By an invitation to help he is often converted from an unfriendly critic of the school to its warm ally.

The clergyman has something to. say and from coming to deliver his message he learns what he has not been conscious of before of what the school is spiritually. He finds out how much there is in common between his work and that of the teacher.

The school room must be a happy place if the children are to carry with them that inspiration which

shall tell at home. All that the teacher has of culture from travel, books, society, must reach from the school to the home; but this can only be if the teacher realizes that noise is purely a relative term.

The school should not be without proper recognition. In a large city a young clergyman made a very special study of a certain district in one of its most crowded sections. He studied the condition of the people under every phase of their living, he tried to discern the most potent factor in their elevation, and at a gathering of brother ministers when the question was asked "What force is doing most for these people?" his answer without hesitation or reservation was "The public school."

This is a day of organization. What better can be organized than public educational societies?. Not societies formed of critics of our schools whose sole purpose is reform but societies formed of teachers, parents, citizens, all alike interested in the welfare of the schools.

Brookline has an Educational Society now numbering 600 members. It was started by social leaders. It has always had discussions of educational questions free to all members; but much of its most important work is now done by committees.

Its committee on music has brought fine musicians to the lessfavored districts of the city, has

given free out-door concerts in the summer for those kept at home by necessity, has shown that it be lieved that to know music was to know something more than musical notation,

The committee on art has brought real works of art to the schools, has incited liberality so that several thousand dollars have been given to supply materials for art study in the school. It is to be hoped that the day will come when wealthy men will endow primary schools as they now endow colleges.

The committee on child study has done valuable work, has held mothers' meetings where rich and poor, cultivated and uncultivated, have met together and in an informal and pleasant way have discussed what could be done for the children.

There are also committees on history, lectures, science, which time will forbid us to explain fully; but one committee, the purpose of which is to furnish aid to worthy students who without it would be compelled to leave study at an early age to earn a subsistence, may truly be called a child-saving station.

This union of people of all churches, of every walk of life, tends to promote a warm feeling towards the schools. It is worth much to teachers to have the sympathy and recognition of parents; under such favorable conditions, their work is better. They realize

that criticism is made in a helpful spirit and they are not rendered unhappy because some one sees things differently from the way in which they at present see.

The speaker closed by saying that this was his simple message that our schools might be lifted from the plain of selfishness, that we might all stand firm and united believing in the high destiny of the public schools.

The third paper of the afternoon's session was read by Mr. C. W. Galbreath, State Librarian, on the subject "Traveling Libraries." As the MONTHLY has already published several articles on the subject of Libraries delivered at our State Association and has had a full explanation of the traveling library as now managed in our State an attempt will not be made to give a synopsis of Mr Galbreath's paper. However mention must be made of the cordial reception accorded the speaker by the teachers of Ohio who recognize the invaluable service that they are now receiving from the present State Librarian.

On Friday evening a very large audience, composed partly of our returning soldiers who were invited as guests of the Association, listened to a lecture on "Brains" by Rev. F. M. Bristol, of Washington, D. C. Many regarded the speaker as very eloquent and enjoyed the evening thoroughly.

When the Association was called

to order on Saturday morning, the Great Southern Theater was again filled to overflowing. After a beautiful song by the quartet, President Pearson appointed the following committees: On nominations, B. B. Harlan, J. M. Mulford, J. B. Taylor; on resolutions, H. R. McVay, Abram Brown, H. A. Stokes. Mr. Pearson then introduced, with one of those apt introductions which won so many expressions of admiration during the convention, Dr. B. A. Hinsdale, of Ann Arbor. Mich., who read a most scholarly paper upon "Forces Behind Modern Popular Education."

Dr. Hinsdale showed that educational history should be studied because it discloses the goal towards which the world is moving. After referring to the prodigious proportions to which modern education has attained, he showed that popular education, as we understand it, was unknown to the ancient world. The first force behind education is the Christian religion. The church was the first people's school. The speaker traced the work of the Catholic church; then showed that the Protestant Reformation gave the first loud summons to education because its great feeling was that the Bible must be the safety of the world and therefore the Protestant had to know how to read. Martin Luther was an educational reformer as well as a religious reformer. He believed

that in warring with ignorance we are warring with the devil.

John Calvin did not urge education with the force of Luther but his followers made up for any lack on his part. Witness Holland, Scotland, and New England. John Knox elaborated a national system of education. The psalms were committed to heart and the Bible became the national literature.

In our country the Pilgrims and Puritans of New England, the Dutch of New York, and the Presbyterians everywhere, stood for education and religion. Times have changed; popular education is now the function of the state. Of necessity the schools have been in a measure secularized. Theology has suffered but not religion. The gospel is still in modern education as a purifying influence.

The second great force was the revival of letters. It acted indirectlv on popular education; it was limited and aristocratic. Latin and Greek were the languages of the schools; popular schools could not be common until the day of the vernacular.

Another force came with the realism advocated by Comenius and his followers: with the modern rationalistic spirit, this term not being used in a narrow sense, but to designate rational inquiry.

A fourth force is the conviction that popular education produces. morality. In early days moral and

religious instruction went together; in later times a new emphasis has been thrown on morality in the schools. Horace Mann looked to the remedial power of education to save our nation. He believed that vice was due to ignorance.

(Space will forbid my showing the admirable way in which Dr. Hinsdale set forth the views of Horace Mann and then contrasted the ideas advocated by Herbert Spencer, the most distinguished of the skeptics denying the moral value of education.)

The next force considered was the political and civil bearing of education. Democracy has ideals, demands high power of thought. Political life is next to religious life. Attention was drawn to sentiments uttered by our great statesmen, to the ordinance of 1787. Popular education and democracy have advanced side by side in foreign lands: England illustrates this. The genius of government is one of the most potent influences in education. Free common schools are absolutely indispensable for perpetuity of our govern

ment.

The next force is the enormous progress of the arts and sciences. Everything that effects society on a large scale effects schools. Modern science has made education less scholastic, more real and practical. The effect of material progress, of the growth of industry and trade, has been infinite upon education.

It has changed instruction itself. To it we are indebted for financial aid; such material progress has made great things possible.

Modern utilitarianism is another feature. The difference between the north and south before the war was due to difference in education. The difference in productive value of educated and uneducated labor is enormous. Physical well being is next door neighbor to moral well being. Education changes envir

onment.

Some persons find another educational force in humanitarianism. After quoting from Lord Macaulay on this last-named force, Dr. Hinsdale in the strong way characteristic to him, got at the philosophy, the relation of all the causes named to each other and to results; but I shall not attempt to go farther, not because I have exhausted copious notes taken, but because I might not do full justice to his masterly summing up of his address.

Col. F. W. Parker, of Chicago, was next introduced to an audience which showed by its enthusiastic reception what a favorite he is with teachers. His address on "The Ideal Teacher" was full of inspiration and its seed thoughts will long be remembered; but lack of space forbids an attempt at reporting his address.

The following officers were elected: President, Supt. Carey Boggess, of Springfield; first vice-pres