NORTH CAROUIINA ^
journal of Ebucatiori,
^
Vol. III. GREENSBORO, N. C, JUNE, 1900. Number ii.
Four Things To Do.
DR. EDWIN ANDERSON ALDERMAN, PRESIDENT OF THE UN-IVERSITY
OF NORTH CAROLINA.
A democracy is the highest expression of the
evolution of forms of government, and the education
of the whole people is the finest expression of the
purpose of a democracy. It is like-wise the supre-mest
need. Democracy is to prove its right to ex-ist
as the ultimate form of government. That the
child has a right to be educated, so far as it seems
best to the State, and that it is the State's duty to
guard and maintain that right, is now, in North
Carolina, an axiom in public policy. Fifteen years
ago this was a proposition to be debated, but today
it is a truism and measures the growth of the public
conscience and the sweep of public vision during
that period of time. The Church approves it, the
statesman proclaims it, tjje rich man sees its force
in society, the poor man thanks God for it. Soph-isms
and doctrinaire theories have at last fallen
away at the touch of it, and the new century be-gins
with the people of this State asking this plain
question; how shall we build a worthy system of
public education.'' We have struggled with the
question for sixty years against the mighty odds of
slavery, poverty, a'nd racial entanglement. It is
nice work for democracies at best. Let us make
no patch work job of it now. The hour has come
to set our hands to large policies and enduring
systems. Men speak of primary, secondary and
higher education. These are mere names for proc-esses
that merge and are one.
The first thing to do is to recognize that the unity
of the whole is simply an agent to make society better
and fitter and abler to create, to live and to become
wider and nobler. Primary education is necessary
and good. Secondary education is necessary and
better, and higher education is necessary and best.
The State that lets the grass grow in the path be-tween
the school house and the University misses
the deepest point of education. Higher education
is the dynamo. Primary schools are the single
lamps. The dynamo sends the vital current to
glow in a thousand shining threads, and millions of
EDWIN ANDERSON ALDERMAN.
PRESIDENT OF THE TULANE UNIVERSITY OF LOUISIANA; RECENT
PRESIDENT OF THE UNIVERSITY OF NORTH CAROLINA,
men walk in straighter paths under the blessed
light.
Thesecond thing is, to recognize that educational
policies require deft and scientific construction and
application. The educational stateman has be-come
a necessity. Constitutions are not made nor
codes of law upbuilded by lay men, but by men
who know the story of human achievment in law
and governmenr. Thomas Jefferson knew this, and
therefore he studied education as he studied politi-cal
philosophy. Archibald Murphy knew this, and
he went about his celebrated report in that knowl-edge.
May the Governor of North Carolina and
onr lawmakers know this as well, and appoint a
commission of wise, learned and discreet men who
shall be given time and power to digest the great
problem, to the end that something enduring may
be brought to pass. Nothing enduring is likely
to be brought to pass in the fierce activities of a
too short legislative session.
Concluded on Srd page.
NORTH CAROLINA JOURNAL OF EDUCATION.
Standard Literature Series
For Supolementary Reading and School Libraries.
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Arranged by Subjects, Showing Grading by Years.
AMERICAN HISTORY.
*Deerslayer (Cooper) No. 8, For 5tli and 6th Years *Pilot (Cooper), No 2,
*Horse-Shoe Robinson (Kennedy) No. 10, For 6th Year Spy (Cooper), No. 1,
Knickerbocker Stories (Irving), No. 23, For 7th Year *Water-Witch (Cooper), No. 27,
*Last of the Mohicans (Cooper) No. 29, For 7th Year * Westward Ho ! (Kingsley), No. 33,
*Yemassee (Simms), No. 32, For 7th and 8th Y^'ears.
For 6th and 7th Years
For 6th and 7th Y'ears
For 7th Yenr
For 7th and 8th Y'ears
ENGLISH AND SCOTTISH HISTORY.
*HaroId (Bulwer-Lytton).
*Ivanhoe (Scott), No. 24,
No IS For Sth Year Rob Roy (Scott), No. 3, For 6th and 7th Years
For 6th and 7th Years Tales of A Grandfather (Scott) No. 28, For 6th Year
*Kenilworth (Scott), No. 7, For 6th and 7th Y'ears.
FRENCH, SPANISH AND ROMAN HISTORY.
Alhambra (Irving), No. 4), For 6th and 7th Years *Ninety-Three (Hugo) No. 18,^
*La8t Days of Pompeii (Lytton), No 88, For 7th Y^ear *Pea6ant and Prince (Martineau), No. 41,
FOR PRIMARY GRADES.
For 7th Y'ear
For 6th Year
Fairy Tales (For Second School Year) No. 39, For 2d Year
Robinson Crusoe (De Foe) No. 25, For 3d and 4th Years
Swiss Family Robinson (Wyss) No. 35, For 4th Y^ear
Wonder Book (Hawthorne) No. 16, (4 stories). For 4th Y^ear
FOR INTERMEDIATE AND GRAMMAR GRADES.
*Black Beauty (Sewall), No. 31,
Chiistmas Stories (Dickens), No. 5,
Gulliver's Travels (Swift), No. IS,
Little Nell (Dickens) No. 22.
Paul Dombey (Dickens) No. 14,
For 5th and 6th Years
For Sth and Mil Years
For 6lh and 7th Y'ears
For 6th and 7th Y'ears
For 6th and 7th Y''ears
Pilgrim 's Progress ( Bunyan) No. 30, For 5th year
*Round the World in 80 Days (Verne), No. 34, For Sth Y'ear
Twice Told Tales (Hawthorne), No. 15, For 7th Year
*Two Y^ears Before the Mast (Dana), No. 19, For 6th Y'ear
Snow Image (Hawthorne), No. 20, For 5th Y'ear
FOR CRITICAL STUDY OF ENGLISH
IN GRAMMAK AND HIGH SCHOOLS.
*David Coppertleld's Childhood (Dickens) No. 36, Complete Lay of the Last Minstrel (Scott) No. 40, Full Text
Enoch Arden and Other Poems (Tennyson) No. 6, Full Text *Lady of the Lake (Scott), No. 9, Full Text
Evangeline (Longfellow) No. 21, Full Text Prisoner of Chilon and Other Poems (Byron), No. 11,
*Song of Hiawatha (Longfellow), No 37, Full Test Sketch Book (Irving), No. 17, Eight Complete Selections.
*Five Great Authors, No. 42, (living, Hawthorne, Scott, Dickens, Hugo), Each Selection Complete
*Poems of Knightly Adventure, No. 26 (Tennyson, Arnold, Macaulay, Lowell), Each Selection Complete
*Sila8 Marner (George Elliot), No 43, Complete
Other books iii preparation. Correspondence invited.
UNIVERSITY PUBLISHING COMPANY,
43-47 East Tenth Street, New York.
In dealing with advertisers please mention the Norih Carolina Journal of Education.
Mortb Carolina journal of lEbucation.
Devoted to Education in North Carolina and the South.
Volume III. JUNE, 1900. Number ii.
IRortb Carolina 3ournal of iet)ucation.
Entered as Second-Class Matter at the Post Office at Greens-boro,
North Carolina.
Editor : Philander P. Claxton, Professor Pedagogy
State Normal and Industrial College.
BuRiNESS Manager: T. Gilbrrt Pearson, Professor of
Biology and Geology, Guilford College.
Published monthly at Greensboro, N. C.
Subscription, $1.00; single numbers, 10 cents.
In ordering paper give name, postoffice, county and state.
Remittances should be made by money order, express order
or bank draft, payable to North Carolina Journal of Education,
Personal checks should not be sent for sums less than $1.00.
Stamps, one and two cents, taken for $1.00 or less.
Please notify us at once of any change of address, giving
both your old and your new address. Always give Postoffjce,
county and state.
Address North Carolina Journal of Education.
Greensboro, N. C.
Because of the change in the business manage-ment
of this journal, it becomes especially desirable
to close at once all outstanding accounts with sub-scribers.
Therefore all delinquent subscribers are
requested to remit without delay for all back sub-scriptions.
The amount due is indicated on the bill
enclosed in this number.
Owing to the increase in the cost of paper and all
printing material it is necessary to adhere strictly
to the published price, $1.00 a year, except when
subscriptions are given with large clubs. It will
be the purpose of the management to make the
paper worth many times the subscription price.
Write us for club discounts.
Respectfully,
T. Gilbert Pearson.
We note with pleasure the growth of the Ashe-ville
Summer School and Conservatory. The an-nouncement
for the third session, July 2 to Aug.
25, shows full courses in music, painting, drawing,
designing, pedagogy, language, expression, phys-ical
culture, stenography and typewriting, photog-raphy,
hygiene. Every one knows of the delight-ful
summer climate of Asheville, and the well-earned
reputation of this school will bring to it a
larger number of teachers than ever before.
Four Things to Do.
Continued from \st page.
The third thing to take to heart is that great
ends are accomplished by great means, that great
results flow from great sacrifices. A four months
primary school for the children of North Carolina
is a pitiful and inadequate ideal. The expenditure
of sixty thousand dollars annually in North Car-olina
for higher education is a pitiful and inade-quate
ideal. A nine months school in the one
direction and an expenditure of $150,000 annually
in the other are necessary before great and splen-did
results can come. We can do this in North
Carolina. It may mean some temporary sacrifice
like unto that which a mother makes while her
boys and girls rise into trained manhood and
wcmanhcod. As a stunting inheritance from war
and its deprivations, we have grown used to the
employment of small means for great ends. But
the day of large things has come. States to the
North of us and States to the South of us feel it in
the bone and marrow of their lives and are shaping
it into laws. North Carolina cannot afford to lag,
and she will not lag.
The fourth thing to recognize is that this dear,
dignified, self-contained Commonwealth does not
move quickly, but does move, when aroused, with
a certain grand, onward steadfastness. The thing
to do is to arouse North Carolina and make her
feel things in heart and nerve and blood. Then
she will act, and never re-act. The old State, when
truly moved, has a majestic way of whirling in and
sta3'ing in to the finish. Charles B. Aycock is do-ing
this service for North Carolina on the hustings
today, and the University crowns him for his
pioneer spirit. Our people will still submit to be
talked to, and a thousand men must talk to them
in every county to bring forth these desired results.
It has seemed to me to be my duty to set my hand
to work elsewhere in this Southern land. I go to
wide and honorable labor, I believe, but the fine
impulses of my heart and brain shall always stretch
their hands hitherward in desire to help and up-build.
My first vote was for public education. My
first speech was for public education. My
last word shall be for public education, and my last
NORTH CAROLINA JOURNAL OF EDUCATION.
wish, the wish that God may put it into the brain
and purpose of the people of my native State, so fit
and capable and beautiful for training the people
whom I have served and whose love and confid-ence
I have tested, to see to it that their children
shall have as large an opportunity for self-develop-ment
as the children of any other American com-munity.
N. E. A.
Never before has the National Educational As-sociation,
the largest and most important gathering
of teachers in the world, met at a point so near to
the teachers of the Carolinas, and thousands of
teachers should take advantage of this opportunity
to meet the leading teachers of America and to
hear the discussions on the most important and
most vital educational questions of the day. For
teachers who have never visited Charleston the
trip itself, with the opportunity to visit Fort Sum-ter,
the Jetties, Sullivan's Island, Fort Moultrie,
the Isle of Palms, Summerville, the tea farm,
the phosphate mines, etc., will be worth more than
the cost.
The railroads will make a one-fare rate (with
$2.00 coupon for membership fee). Hotels, board-ing
houses and private homes offer accommoda-tions
at reasonable rates. See condensed pro-gramme
elsewhere.
The Southern General Assembly of the Presby-terian
Church is undertaking to raise $1,000,000 as
a twentieth century fund for the establishment
and endowment of educational institutions. This
is another indication of the revival of interest in
education in the South. The great movement
of the twentieth century is to be one for the full
and complete education of all the people, and
organizations of every kind will vie with each
other in their efforts to do the most and best in
this direction.
Through the generosity of C. G. Wright, one of
the most enthusiastic advocites of public educa-tion
in North Carolina, the room occupied by the
library of the Greensboro public schools has been
tastefully papered and otherwise fitted up for this
use. It is now a beautiful and attractive room,
such as all the rooms in a public school building
should be.
We have just received from the B. F. Johnson
Publishing Company a set of Fraction Charts, by
M. C. S. Noble, professor of Pedagogy, University
of North Carolina. The charts are so arranged
and printed as to afford the greatest help in pre-senting
this subject in a concrete way, and the
teacher who will use the three charts of the set as
suggested by the author will find them an invalu-able
aid. A description of the charts is not neces-sary
here, since the matter of them was published
in recent numbers of this journal.
We believe nothing else so helpful to the teacher
of this difficult part of arithmetic has yet been pub-lished,
and we shall expect to see them in general
use in the school-rooms everywhere.
In a letter to County Superintendents and School
Directors, urging them to have county institutes
held as provided by law, Supt. Mebane well says
that in each county an "institute once a year ought
to be an established fact." No better use can be
made of the small amount of money necessary to
pay expenses.
Washington and Lee's Good Luck.
Washington and Lee University has just receiv-ed
from the estate of Prof. Vincent L. Bradford,
Philadelphia, $100,000, a law library of 1,000 vol-umes
or more, with an annuity of $400 for main-tenance,
and a very valuable collection of oil
paintings, with an annuity of $500 for the care and
maintenance of the gallery.
City and State, a weekly journal published in
Philadelphia, has undertaken to raise $100,000 to
add to the endowment of this institution. The
aim is to have this amount in hand ready to turn
over to the university as a Christmas present next
Christmas.
Compulsory School Attendance.
The sentiment for compulsory school attendance
is growing rapidly in North Carolina, and the Gen-eral
Assembly will be asked at its next session to
enact some attendance law. The extent to which
this sentiment has already grown is indicated by
the fact, that, of 691 farmers, manufacturers and la-borers
replying to a recent circular letter of inqui-ry
sent out by the Commissioner of Labor, 564
favor some form of compulsory school attendance.
Ten years ago this 82 per cent, would have oppos-ed
any form of compulsion.
Every teacher and every one who loves his
State should work to this end. It may be new
NORTH CAROLINA JOURNAL OF EDUCATION. 5
question for us here in North Carolina, but it does
not come to us as an untried experiment. The
results in dozens of countries and states, in many
of which school attendance has been compulsory
for fifty years or more, prove conclusively the
soundness and practicability of the principle.
A list published in the February, '99, number of
this journal shows that 32 states of the union, con-taining
64 per cent of our entire population, have
laws compelling school attendance from eight to
thirty weeks each j'ear for an average period of
eight years; while Italy, Switzerland, Austria-
Hungary, France, all the German and Scandina-vian
states, England, Scotland, British America,
and nearly all the English colonies, require from
four to ten months each year for a like period.
These states and countries contain a total popula-tion
of 253 millions,—80 per cent, of all the people
we call progressive, and more than half of all that
are called enlightened. What these 253 millions
of the most progressive people of the modern
world have found wise and helpful, will probably
not prove otherwise for the two millions of North
Carolina. We believe no state having once tried
the plan of putting all her children in school has
abandoned it.
At least one thing is certain: seventy-day schools
with an average attendance of only one third the
school population will never educate tlie people.
Something must be done, and it is diffiult to im-agine
a remedy worse than this disease.
Probably the information contained in Mr. Dick-erman's
article on the Daniel Hand Fund will be
as new to most of the readers of this journal as it
was to the editor a few weeks ago when he met
Mr. Dickerman and heard of this fund for the first
time. Isn't it strange that a fund almost as large
as the productive part of the Peabody Fund should
not even have been heard of among us.' And
stranger still when it is remembered that it was
given by a man who spent a good part of his life
in the South, making his fortune here.
The suggestion that the advice of Southern edu-cators
should be sought in the expenditure of the
proceeds of this fund is worthy of consideration.
What a vast amount of good might be accom-plished
by the thousands of dollars derived annually
from the fund, if it were judiciously used to stimu-late
communities of colored people to greater ex-ertions
for self-help and for the elementary and in-dustrial
education of colored children in the vil-lages
and country distiicts, where the schools
have less money than in the towns and cities! A
few dollars given annually to each of a thousand
such communities on condition that two should be
raised locally for each dollar given would soon
build up a thousand self-supporting schools, to
continue unaided while a thousand other commu-nities
were being helped and stimulated.
$25 in Prizes.
President Geo. T. Winston, of the North Caro-lina
College of Agricultural and Mechanic Arts,
offers a prize of $15 to the teacher or pupil in
North Carolina who shall write the best criticism
of the Introduction of Peele's "Lives of Distin-guished
North Carolinians," and also a prize of
$10 to any teacher or pupil who shall select, adopt
or compose the best declamation on any of the
"Distinguished North Carolinians" whose lives
are sketched in this book, using the matter con-tained
in the Lives. I'he competition, which is
not open to teachers and students in institutions
conferring degrees, will close June i, 1901.
The plan of a county teachers' institute adopted
by Superintentlcnt Venable, of Buncombe, should
be put into opjration in every county in which
there is a city or town with graded schools.
On Monday evening, April 30, Miss Irene Mc-
Loud, one of the teachers of the first grade in the
Asheville schools, lectured on first grade work as
it is done in these schools, telling what is done, why
it is done, and how it is done. On the next day
the teachers attending the institute visited the first
grade rooms and observed the work done, asking
such questions as they chose. On Tuesday after-noon
Miss Bernard, another first grade teacher,
lectured, and then another day was spent observ-ing
the work of this grade. This programme was
continued every day for two weeks, two lectures
and two days of observation being given to each
grade from the first to the fourth. In the evenings
Superintendents Venable and Eggleston, Principal
Tighe and others discussed important school topics.
County teachers, city teachers and school ofificers
were all pleased with the results. This should
indeed be an improvement over thirty hours of
talk by one man in a hot court-house.
Trinity College is collecting a very full and val-uable
library of early English Literature.
NORTH CAROLINA JOURNAL OF EDUCATION.
Again has a board of trustees shown its wisdom
and the strength of the new ideal in education by
electing to the presidency of the University of
North Carolina a professional teacher, one whose
life-work has been in the schools. It is now
established in North Carolina that teaching is a
profession, that college presidencies are, primarily,
places of labor and trust requiring broad knowl-edge
and high professional skill, that whatever
honor and emolument may attach to them belong
by right to those who have shown themselves
worthy by their labors as teachers rather than in
other walks of life. The election of Francis Preston
Venable seems to us eminently wise. Scholarly,
progressive, in sympathy with the best in modern
educational thought, in the full vigor of manhood,
thoroughly identified with the University, Dr.
Venable will no doubt do it good service in his
new relation as he has ever done in the old.
Every teacher in the state should write a letter
to his or her representatives in the legislature asking
them to vote for the passage of the bill providing
for the establishment of the Vance textile school.
If we are to become a cotton- manufacturing state,
such a school will be worth to us many times its
cost. Write at once.
St. Mary's College, burned May 19, will be re-built
at once. The loss is estimated at $100,000,
with only $15,000 insurance. Not only Catholics,
but friends of education inall denominations, should
respond liberally to the appeals for help made by
the college.
The Hemenway School, Wilmington, recently
celebrated "Carolina Day," the entire programme
having reference to North Carolina. It is propos-ed
to repeat this annually. A most excellent
idea, and worthy of adoption in every school in
the State.
If plans now being matured do not fail, the South
may soon have one of the largest and best equip-ped
technological schools in the world. We hope
to be able to give more information about these
plans later.
The entertainment given by the children of the
Statesville graded schools netted nearly $100,
which will be used in buying books for the school
library.
Wake Forest College will have its gymnasium
fully equipped for ne.xt session.
It is pleasing to note that several graduating
classes will this year have made valuable gifts to
their schools. At Red Springs Seminary the
graduating class donated $1,500 towards a new
building; at the University a cast of the Venus de
Milo; at Asheville the class graduating from the
public high school presented the school with a
heroic cast of Minerva.
At its next meeting, the school board of Char-lotte
will probably add drawing to the course of
study in the Charlotte public schools and elect a
special teacher and director to supervise this work.
More interest is shown in public high schools in
our cities than ever before. At some places courses
of study are being remodeled, enriched and ex-tended;
in others separate high school buildings
are being planned—all of which we like to hear.
George Watts, Esq., of Durham, N. C, has just
given $35,000 to Union Theological Seminary at
Richmond, Va. B. F. Duke has just given Trinity
College a library building to cost about $30,000
and to be erected at once. The spirit of giving
for education is growing among us.
Messrs. Anderson and Mitchell, principals and
founders of the Asheville School, four miles .west
of Asheville, intend to make it in every way an
ideal preparatory school, fitting boys for any of
the Northern colleges.. The grounds include more
than 400 acres, and the buildings are to be sub-stantial
and of pleasing architecture. The fee for
living and tuition will be $600 a year.
It would be difficult to find more beautiful
school-rooms than those of the public schools of
Asheville. Large, high-pitched, well lighted,
tinted walls, pictures and statuary tastefully dis-posed
in rooms and halls, these school buildings
are suitable homes for the children during school
hours. Pictures and statuary to the value of more
than $500 have been added since last fall. Nof
has less attention been given to health and com-fort.
Heating, ventillation, cloak-rooms, umbrella-stands,
water, closets and other necessities and
conveniences have received attention. The result
is the people are beginning to be proud of their
school houses and are willing to do all that is
needful.
Fayetteville is taking steps to increase her public
school fund and facilities.
NORTH CAROLINA JOURNAL OF EDUCATION.
D. MATT. THOMPSON.
PRESIDENT NORTH CAROLINA TEACHERS' ASSEMBLY! SUPERINTENDENT
STATESVILLE CITY SCHOOLS.
Seventeenth Annnal Session of the North Carolina
Teachers' Assembly, Morehead City,
June 12-17, 1900.
ORGANIZATION FOR I9OO.
President—D. Matt. Thompson, Superintendent
Statesville City Schools.
Secretary and Treasurer—C. H. Mebane, Superin-tendent
of Public Instruction.
Vice-Presidents—
J. Allen Holt. Oak Ridge Institute.
J. P. Hobgood, O.xford Female Seminary.
J Henry Joyner, Whitsett Institute.
Miss Mary J. Arrington, Rocky Mount.
Thos. P. Harrison, Davidson College.
J. C. Horner, Horner Military School.
J. R. Bridges, Presbyterian College for Women.
W. D. Wike, CuUowhee High School.
J. B. Carlyle, Wake Forest College.
Execjitive Committee—
President (ex officio), D. Matt. Thompson.
Vice-President (ex officio), J. Allen Holt.
Sec. and Treas. (ex officio), C. H. Mebane.
W. T. Whitsett, Whitsett Institute.
R. L. Madison, Cullowhee High School.
J. Y. Joyner, State Normal College.
Jas. W. Hays, County Superintendent Wilson
County.
J. I. Foust, Superintendent Goldsboro City
Schools.
J. B. Carlyle, Wake Forest College.
One fare for round trip on all railroads in the
state. Membership fee of $2.00 will be collected
by agents selling tickets, $1.00 of which will be
refunded to female members at Morehead City.
This is the best opportunity of the year for recre-ation
and profit combined. All teachers who can
possibly do so should take advantage of it. For
programme, see the April-May JOURNAL.
Returning, teachers may stop over at Chapel
Hill for summer school, or at Greensboro for com-mencement
of State Normal and Industrial Col-lege,
June 17-20.
In education intellectual, moral, religious, or any
other kind, high or low it is not that which shows
how to save or make money that counts, but solely
that which shows how to save and make men.
—
City and State.
C. H. MEBANE.
SECRETARY NORTH CAROLINA TEACHERS' ASSEMBLY : STATE
SUPERINTENDENT OF PUBLIC INSTRUCTION OF
NORTH CAROLINA.
NORTH CAROLINA JOURNAL OF EDUCATIO?^,
Material and Spiritual.
PROF. J. Y. JOYNER, STATE NORMAL AND INDUSTRIAL
COLLEGE GREENSBORO, N. C.
Every observant person must have noticed with
some concern the prevailing materialistic and utili-tarian
tendencies of our age. In no other land are
these tendencies stronger or more marked than in
our own. Here in this new world there was so
much to be done, so many material resources to be
developed, so many material obstacles to be sur-mounted,
so many phj'sical and natural forces to
be subdued, or harnessed and utilized, forests to be
felled, mountains to be mined and tunneled, prair-ies
and wildernesses to be transformed into arable
fields and smiling homes, cities to be built, rail-roads
to be constructed—in a word, the multidinous
herculean practical tasks incident to the building
of a mighty nation amid the wilds of a new world,
that America's first nnd loudest call was for the
man who could do something, for what the world
pleases to term the practical man. Not unnatur-ally,
then, in our life and in our education we have
laid such emphasis upon the practical, the materi-alistic,
the utilitarian, that we are in danger, I fear,
of forgetting that there is another side of life, a
diviner side, that needs to be emphasized, to be
developed with this as its counterpart, that the
proper adjustment of all life may be preserved, that
the divine harmony of all life may not be disturbed.
It would not undervalue the practical, the utili-tarian;
but an undue exaltation of this side of life,
and an undue undervaluation of the other is lead-ing
to the chaining down of most of the minds of
every comm.unity to low, perishable interests; is
leading to the setting up of false standards of ad-vancement
in life; is leading to an undue multipli-cation
of mammon worshipers and time servers.
Over the idea that it is great to know and great
to do, should preside, in our life and in our educa-tion,
the grander idea that it is greater to be. Over
the idea that it is important to clothe the back
and feed and warm the body and keep caste in
society, should preside the grander idea that it is
more important to develop the eternal, the divine,
in man,—the jewel without price, the personal soul.
How beautifully has the inimitable Ruskin expressed
this lofty ideal in these poetical words: "He only
is advancing in life whose heart is growing softer,
whose brain quicker, whose blood warmer, whose
spirit is entering into everlasting peace."
This is the sort'ofadvancement in life that should
be made the supreme aim of all our education.
The Record reads that In Creation's morn the Lord
God formed man of the dust of the ground (matter,
material) and breathed into his nostrils the breath
of life (spirare, spirit, spiritual, breath of God in man)
and man became a living soul. Matter and soul
—
material and spiritual—the two sides of man's nature
—the two sides of man's life! What God has
joined together let man dare not put asunder.
" Let knowledge grow from more to more
But more of reverence in us dwell,
That mind and soul, according well,
May make one music as before
But vaster."
It is this other side of life, this diviner side of
man's nature the development of which I desire to
emphasize. What name shall I give to it.-" There
is no other word that half so well describes it as
the word spiritual, which seems divinely coined
for it.
By spiritual I would have you understand then
much more than is usually included in the restric-ted
religious or doctrinal application of the word.
I would have you understand it as including the
emotional, the susceptible, the sympathetic, the in-tuitive,
the intangible, the aesthetic, the imaginative
—all that is likest God in man—the breath of the
God-life that was breathed into man's nostrils at
his creation.
They tell us that we of this sunny Southland, in
the twilight of this closing century, are standing
at the dawn of an era of marvellous material and
industrial development. I believe it. I hail with
joy its coming. I bid god-speed to every sort of
education that will hasten it. It means wealth, it
means power to the land of our birth, the land of
our love. But I would not have us forget, in our
mad pursuit of this, that there is another sort of
progress that we must seek through another sort
of education. Along with progress in money
must go progress in men; along with progress in
plenty must go progress in peace; along with pro-gress
in luxury must go progress in life. In the
dazzling light of this material development we, of
the New Industrial South, must not forget
"Hojv wide the limits stand
Between a splendid and a happy land. "
Man can not live without bread, nor can he live
by bread alone.
"Tis life for which we pant
;
More life and fuller that we want,"
NORTH CAROLINA JOURNAL OF EDUCATION.
We want the education that will give the know-ledge
and develop the power to utilize our vast
material resources and create wealth; but we must
never neglect the education that will develop the
power to use wealth, to enjoy what wealth can
give, and to enjoy what God has given without
wealth. For in material wealth the few alone
may hope to be rich, the many must still be poor;
but in the deathless riches of mind and soul—of
life—that education can give, the many may be
rich, the few alone need remain poor.
" Who loves not knowledge? Who shall rail
At her beauty? May she mix
With men and prosper! Who shall fix
Her pillars? Let her work prevail.
But on her forehead sits a fire:
She sets her forward countenance
And leaps into the future chance,
Submitting all things to desire.
Half grown as yet, a child, and vain,
She can not fight the fear of death.
What is she, cut from love and faith,
But some wild Pallas from the brain
Of Demons, fiery hot to burst
All barriers in the onward race
For power? Let her know her place:
She is (he second, not the first.
A higher hand must make her mild,
If all be not in vain; and guide
Her footsteps, moving side by side
With wisdom, like the younger child."
In the developmentof the aesthetic, the inagina-tive,
the emotional—in a word the spiritual—must
be found the higher hand that shall make the other
mild, if all be not in vain.
The Broader Education.
SUPERINTENDENT E. P. MANGUM, WILSON PUBLIC SCHOOLS.
With all the advances that have been made along
educational lines, there is still a mistaken idea, on
the part of many teachers and parents, as to what
is meant by the education of a child.
The mental, moral and physical powers that go
to make up a human being must receive,each in its
due proportion, the traning necesary to develop
fully its nature. Any system of education that
overlooks either one of these sides of the triangular
nature of man is a deficient system, and can not
accomplish the best results.
The responsibility for the full and proper develop-ment
of this three-sided nature rests chiefly upon
the parent and the teacher, and yet the influence of
the many associations, both public and private, to
which the child is daily and almost hourly subjec-ted,
can not be lightly passed by. The formation
of habits of life and action do not, as a rule, receive
the attention that is necessary for the best results.
Character is made up of many factors, and too
often it is the case that those factors that are hav-ing
the most weight in molding character receive
the least attention from those whose duty it is to
guide the child and direct him in the ways of life.
The teacher receives the child under his charge,
and, if he is a true teacher, recognizes at once the
great responsibility that is placed upon him. He
knows that he has the power to develop not only
the mental powders, but also the moral and physi-cal
powers of his pupil, and every effort is put forth
to accomplish his aim. A true teacher will always
keep his ideal before him and bend every energy
to its realization. If he does not do this, his work
will be a failure from the very beginning, for aim-less
work is labor thrown away. The teacher
knows that there is much more before him than
the mere teaching of the text-book and all
that pertains thereto. He knows the silent influ-ence
of his personality upon the natue with which
he daily comes in contg,ct, and must be ever
watchful and careful of every work and act of his
life, both in and' out of the school-room. He knows
that the chief strength of the greatest teachersof all
ages lay not in the extent of their erudition, great
though it may have been; but in that indefinable
something which flows as a vital current between
teacher and pupil, and is a blessing or a curse to
the pupil according to the ideal which is the guid-ing
star of that teacher's life. The character of the
teacher's work is determined by the ideas that he
has of that work, and the results will never be any
higher than these ideas.
If we can awaken in our pupils the fires of man-hood
and womanhood, then have we opened the
gates to all that is best and noblest in life, and
progress in other matters will come as a matter of
necessity.
As a rule, the child is turned over to the teacher
for all instruction in all things, and the teacher is
held responsible for the development of the child
along all lines, and is often made to feel that he
alone is responsible. The burden of education must
of necessity, I suppose, rest forever upon the teach-er,
and yet there is another side to the matter that
receives far too little attention, and is even more
lO NORTH CAROLINA JOURNAL OF EDUCATION.
far-reaching in its influence than all the efforts of
the most conscientious teacher. This is the influ-ence
of the honne in all that it means as it touches
the character of the child. Respect for authority,
obedience to law and regulations, the realization of
individual duty as well as individual rights, regu-lar
and prompt attention to the little affairs of
home , in short, a training in all the elements of
education that are found ouside of the ordinary
text-book, is as much a part of the home as of the
school. The work of the teacher is absolutely of
no avail without the most earnest and constant
assistances of the parent along these lines. We
can never hope to see our schools doing their full
work until we see parents upholding the posftion
of the true teacher in the fullest sense of the word.
Yet the teacher must realize that he has before
him this fight for life, and that he must carry it on
almost alone. Hence the necessity that he keep
before him the highest conception of the character
and the extent of his labors, watching, if posible,
more carefully the silent and unconscious educa-tion
that he is giving, than he does that which is
guided by the books that he uses. The moral ed-ucation
is, after all, that which is to determine the
character ofthe works that we have done, and he
who labors with great ideals before him benefits
and elevats himself while helping others.
Vienna as a Type City.
F. P. GULLIVER, ST. M.A.RK'S SCHOOL, SOUTHBORO, MASS.,
[IN JOURNAL OF SCHOOL GEOGRAPHY.]
Where the folding and uplift of the Alps decrease
toward the east, 'and where the Carpathian moun-tains
die out toward the west, there is found a sag
in that great mountain chain, which forms the nat-ural
boundary between northern and southern Eu-rope.
This sag is the best line of communication
between north and south tliat exists from central
Russia on the northeast to southern France on the
southwest; and it is a more important route for man
since the Danube here traverses this mountain bar-rier,
running from the northern side of the Alps to
the southern side of the C.irpathians, being the only
river which thus crosses this natural barrier to the
free intercourse between different nations.
Settlement at a point of such value for commerce
in times of peace was of course made in very early
times. The earliest recorded town was Vindomina
built by the Celts and taken by the Romans early
in the first century. Although, as will be shown
latter, the present city shows in a very marked de-gree
that its present form is largely influenced by
the fortifications, it seems most probable that the
location was selected as a trading station, rather
than as a point of defence. If selected as a trading
station it must have been defended in times of
war, so it is evident that the two causes, trade and
defence, must have played a very important part
in the development ofthe city of Vienna.
Along this trade route between northern and
southern nations there must have been much trav-eling,
and thus nations shut off from each other by
natural boundaries here came into contact with one
another, differences arose, and battles were fought
for the control of this great line of transportation.
It has been one ofthe important battle grounds of
the Germanic tribes ofthe north and the Ramance
people of the south. The Romans took the Celtic
town of Vindomina and built in its place Vindob-ona,
which flourished for four centuries, when in the
fifth century the Huns took the place, and in the
sixth century the Avars established themselves
here and remained for two hundred years until
Charlemagne retook the place and made it one of
the important fortifications on the borders of his
empire. The history of Vienna from this time up
to the thirteenth century is closely interwoven with
that of all Europe, and it was a particularly impor-tant
place in connection with the Crusades.
Before 1300 an encircling ring of fortifications
was completed around the city as it existed at that
date. This consisted of rampart, fosse, and glacis,
and was about two miles in length.- At that date
the whole city was comprised within its circle, and
now that the city has far outgrown its first walls,
this early portion of it is still called " the inner city."
In I858 to i860 these fortification were removed
and the broad '• Ringstrasse" was laid out around
the inner city, a magnificent street with an avera-ge
width of one hundred and fifty feet; and upon
this have been built many of the finest buildings of
the modern city, the royal opera house, the royal
theatre, the university, the city hall, and museums,
churches and palaces.
The Danube where it comes out from the Alps
upon the edge ofthe Hungarian plain is too heav-ily
laden with rock waste to stand any diminution
of its grade, so it begins to drop its silt wherever
it can, and thus it comes about that it has a very
wandering course where Vienna is located. On
account of the danger of flooding by this wandering
stream, the town was first located on a little branch
NORTH CAROLINA SOURNAL OF EDUCATION. II
of the river, a mile southwest of the main channel.
For a long time all extension of the city took place
to the west, so as to avoid the swamps and old
stream beds between the first city and the main
channel of the river where all the boats occupied
in trade must have gone. Indeed it was not until
the Panube was controlled in its course through
the city by artificial embankments, built between
1870 and 18S0, that it was really safe to extend the
city in this direction. Within the past twenty
years there has been considerable growth in this
direction, and from the old stream beds and marshes
has been built the Prater, one of the finest city
parks in the world.
The general physiographic conditions which
controlled the location of Vienna have been shown:
how a natural line of transportation and trade e.x-ists
between the Alps and the Carpathians on the
Danube, how a settlement for trade thus started
upon a plain must be defended by walls against
the attack of enemies, and how it must be built at
a little distance from a river constantly spilling
over its banks. Now let us consider the changes
which have taken place in this city as it existed in
1300, with its two miles of walls and fortifications
completely shutting in the buildings of that date.
Main roads extended from the city to the north,
west, south and south-east, but there were none to
the east and north-east on account of the interlac-ingsystem
of channels of the Danube. Along these
main lines of transportation the peasants travelled
from the various villages and farms to the city, and
entered the city with the products of the land
through gates, which were generally named from
the nearest important town to which the highway
led. These gates were shut at night to ensure the
safety of the city. Various village centers sprang
up along these roads, some within a short distance
of the city, so that as the city became thickly set-tled,
these villages grew and formed abelt of houses
outside the walls. In the sixteenth and seventeenth
centuries the Turks attacked Vienna, and. these
outside villages suffered so severly that after the
repulse of the Turks, the inner ring of fortifications
was rebuilt with projecting bastions and a broader
space surrounding them, and then around the out-l3'
ing settlements on the west and south was con-structed
a second ring of protecting walls and
earth-works. The latter were built far enough
beyond the villages to allow room for considerable
growth, but when Napolean took the city a hundred
years later, in 1809, settlements had gone beyond
this second ring.
Industries sprung up in villages outside of the
city, a tile factory here, a carriage manufactory
there, a place for the manufacture of leather goods,
for which Vienna is famous, residence centres on
the heights to the west, and the royal palace and
park at Schcinbrunn and now the city has grown
to meet all these, and includes them within its
limits.
For modern vvarfare these two rings of fortifica-tions
were useless, so the city very wisely turned
them into two ring streets, which add immensely
to the convenience and attractiveness of the city.
Now that the questions of mere sustenance and de-fence
are giving way before the intellectual advance
of peoples, this inner Ringstrasse with its centres
for education,' art, music, drama, and representa-tive
government gives a grand object lesson to the
world to lay aside its fighting and to strive for
what is more worthy of the ambitions of civilized
man.
Railroads have thus far played an unimportant
part in the development of Vienna, but those to
the south across the plain, and those to the east
over the straightened Danube already show lines
of villages extending beyond the city.
The people of Vienna as seen in its streets ex-press
in a concise manner the geographic and
historic development of the city. The Germanic
and Romance types of faces walking side by side,
and there a group of Hungarians and typical Slavic
faces, and now and then down the street some sol-diers
marching in red fez caps and baggy trousers,
which makes one think of the Turkish invasions,
but which show some of the former subjects of the
Sultan now under the Austrian flag. The Germans
are here much more vivacious than in the northern
cities, and show the softening influence of the
southern climes and peoples, though they have not
lost the great love of the family and the family
life, which is the strength of their northern cousins.
What has been done above for Vienna may be
done for any city. The physiographic features
which control the location of the city can be easily
determined; the actual growth from time to time
may be shown and connected with its causes, facts
of history may be rationally connected with geog-raphy
so as to round out the pupil's idea of the
city, various industries may be treated in connec-tion
with the growth of the city under considera-tion,
and the men and women who make up the
city may be shown to have characteristics accord-ant
with the development of the city.
12 NORTH CAROLINA JOURNAL OF EDUCATION.
DANIEL HAND:
FOUNDER OF THE DANIEL HAND EDUCATIONAL FUND ($1 ,500,000) FOR
COLORED PEOPLE.
The Daniel Hand Educational Fund and Its Origin.
G. S. DICRERMAN, NEW HAVEN, CONN.
It is nearly twelve years since an October day in
1 888 when the friends of education were made glad
by the news that a gentleman of wealth had given
a million dollars for a fund to maintain common
schools among the colored people of the South; and
it is over eight years since the further announce-ment
was made that this gentleman had added
about half a million more to this fund by bequests
of his will. The gratification caused by these an-nouncements
was enhanced, as many will remem-ber,
by an account of the way in which the estate
had been accumulated and secured to the donor of
the fund; and here the name of another gentleman
was heard whose fine sense of commercial honor
in the care of a business trust called forth expres-sions
of universal admiration.
In view of the fresh and widely extending interest
now shown in the practical education of the colored
people it seems an opportune time to review the
story of the Hand Fund and observe how the
proceeds of this great charity are applied to the
people for whom it was established. The story is
of a property made in the South, by southern busi-ness
men, in the exercise of business sagacity,
and finally devised to go back to the South in such
a v/ay as it was hoped would best promote the in-terests
of the whole southern people.
Daniel Hand was the son of a New England
farmer. He was born in Madison, Connecticut,
July i6, i8oi, and grew up on the farm till he was
sixteen years of age. He then went to Augusta,
Georgia, in the year 1818, and became a clerk in
the store of his uncle, Daniel Meigs, who was
an old merchant of that place and of Savannah.
Augusta was then a small place of about 1500 inhab-itants
but affording the special business advantages
of a thriving center in a new and fast developing
region. The young man made the most of his po-sition
and in due time succeeeed to his uncle's
business. For a number of years he was'in part-nership
with Erastus C. Scranton, who also came
from Madison and afterward returned to Connecti-cut,
where he was the mayor of New Haven in 1865.
It was during this partnership and in the fall of
GEORGE WALTON WILLIAMS, CHARLESTON, S. C.
HIS INTEGRITY AND ABILITY MADE POSSIBLE THE DANIEL HAND"FUND
NORTH CAROLINA JOURNAL OF EDUCATION. 13
1838 that a boy of seventeen made his appearance
at the store and asked for employment. He had
come on foot a hundred and fifty miles from his
home in the mountainsof northern Georgia,had been
seven days on the road and had spent less than one
dollar of the ten with which he had started. Such
boys usually get the place they are after, and he
did. This was George Walton Williams, who
was henceforth to be associated with Mr. Hand in
a personal intimacy that was to continue for over
fifty years.
Mr. Williams was born in Burke county, North
Carolina, December 17, 1820. His father. Major
lidward Williams, was a native of Easton, Massa-chusetts,
where he grew up to the business of a tan-ner,
but "becoming tired of the rocks," went in
1799, at the age of twenty, to Charleston South
Carolina. Two years later he removed to the
inountains of Western North Carolina and went
into business there with Mr. Daniel Brown, a Penn-sylvania
Quaker, whose wife was a Virginian. Soon
afterwards he married Mary Brown, his partner's
daughter, and of their children George W. was the
fourth and youngest son. In 1822 the family re-moved
to Nacochee, Georgia, and this was the
house from which the son went to Augusta.
Mr. Williams was a clerk for four years, till he
reached the age of twenty-one, when he bought
Mr. Scranton's interest and the firm became Hand
& Williams. At this juncture the young partner
became convinced that the sale of intoxicating liq-uors,
a lucrative part of the business, was wrong
and ought to be given up. Mr Hand thought that
such a step would be very hazardous but after con-siderable
discussion assented to it and the sale was
abandoned. So far from losing by this change the
profits steadily increased and continued to do so
for ten years. Then, with the surplus of capital at
their disposal it was decided, in 1852, to open a
house in Charleston, under the name of George W.
Williams & Co. This new enterprise developed
so rapidly as to engross the chief interest of Mr.
Hand as well as of Mr. Williams, and the business at
Augusta was turned over to a junior partner, Mr.
C. H. Wilco.x. Mr. Hand noiv lived in the North
and attended to those transactions which needed
to be carried on in New York, while Mr. Williams
remained in the South and had the direct manage-ment
of operations on the ground.
This was the situation in the years immediately
preceding the war between the states. As that
event drew on, Air. Hand, being opposed to seces-sion
and afraid of the results of the war, decided to
remain in New York, and in 1861 withdrew from
the firm. His life time earnings however, amount-ing
to $230,000, were in Charleston and had to take
the chances.
With the progress of hostilities, gold debts due
the firm by the million went into Confederate
money. The sequestration act was passed, and, as
Mr. Hand was no longer a citizen of the South,
measures were taken by the authorities in power to
sequestrate his Interest in the firm of George W.
Williams & Co. It was Mr. Williams' problem to
guard the fortune of his old partner which had been
left in his care. With characteristic sagacity and
promptness he put Mr. Hand back into the firm
and proceeded with the business on the old basis;
then he despatchetl a messenger to the North urg-ing
Mr. Hand to come to the South without delay.
The summons was obeyed. Failing to get through
the lines at Baltimore, Mr. Hand took the western
route and succeeded in reaching New Orleans.
There he was arrested and inprisoned as a " Lin-coln
spy." Mr. Williams telegraphed the Louisi-ana
govenor vouching for his integrity, and he was
allowed to go, under promises to report at the
headquarters of the Confederacy in Richmond.
On the way there he stopped at Augusta to spend
a night, when a mob was raised about his hotel, and
the m.ayor took him to jail for safety. This brought
Mr. Williams up from Charleston to share the jail
with him till a release could be effected. Arriving
at Richmond he was confined in Libby prison for
nearly a month to await his trial as a spy, and
finally, having received a fair hearing, he was set
free with the one only condition that he would not
go beyond the lines of the Confederacy.
Meanwhile a suit was entered upon in Charleston
to sequestrate Mr. Hand's interest in the firm of
George W. Williams & Co. The best counsel was
employed by Mr. Williams for the defence and
after a sharp contest which lasted several days the
case was decided in Mr. Hand's favor, thus saving
his property from confiscation.
As South Carolina at that time did not afford a
congenial atmosphere for a man of union senti-ments,
it was thought best for Mr. Hand to go to
the mountains of Western North Carolina to await
the movement of events. Mr. Williams divided
with him what gold he had, and Mr. Hand gave
over to Mr. Williams all his personal property, as
well as his real estate, to be held, managed and
considered as if it were his own. The senior part-
H NORTH CAROLINA JOURNAL OF EDUCATION.
ner then went to Asheville and lived there in
seclusion till the end of the war. The quietness of
his life in this place is indicated by the following
incident. A visitor who was spending a few days
there in the present season of 1900, made inquiry
of a number of the old war time residents of Ashe-ville
concerning him and was surprised to find that
they knew nothing about him. One gentleman of
prominence in the community was personally ac-quanited
with George W. Williams but never had
heard of Daniel Hand.
With this retirement of Mr. Hand to the moun-tains
the whole responsibility for the business
passed to Mr. Williams, and this for that long war
period of trying exigencies. During the early
stages of the war, northern and western houses
sent to the firm large quantities of goods with full
knowledge that the laws of the Confederacy were
against collecting such debts. They relied entirely
upon the honor of the firm. Two cargoes of cof-fee
were imported from South America, one of
which succeeded in running the blockade, though
chased by Federal gunboats to the gates of the
city. Mr. Williams drew one check on the Bank
of Liverpool for fifty thousand dollars in gold to
buy clothing for the soldiers of the South and was
paid in Confederate currency. These debts of honor
Mr. Williams felt it his duty to pay. He start-ed
money North by way of Atlanta and Louisville,
but was threatened with prosecution. He then re-mitted
$400,000 sterling exchange to Liverpool and
London to provide for their payment. When the
war was over the debts were paid in full with interest.
With the progress of the war the fortune in Mr.
Williams' hands was fast going into Confederate
securities. He looked around for other investments
that he might save something out of the coming
wreck. Cotton could be bought at from seven to
ten cents a pound, and he obtained fifteen thous-and
bales. There was a panic at the North in
Southern state and city securities, and he put $500-
000 into these. As Confederate currency declined
and cotton advanced he sold his cotton and bought
farm lands in Georgia, also a hundred thousand
acres of timber land at one dollar per acre. He
invested besides $500,000 in real estate at Charles-ton
and in the interior of South Carolina.
Upon the surrender of Charleston to the Federal
troops Mr. Hand immediately went down from
Asheville to confer with Mr. Williams and then,
leaving everything to his care, departed for the
North, where he passed the remainder of his life.
He never returned to the South again, even for a
visit, but his thoughts were there constantly and
he watched the movement of events with untiring
interest in the welfare of the Southern people.
Mr. Hand's surrender of his business concerns to
Mr. Williams was most complete. In a letter to
Mr. Williams, of December 10, 1866, he writes: "I
am entirely content to place my interests in your
individual charge and protection ; do for me as you
do for yourself, and as if I were your brother."
Again, in the January following, he says: "You
are so much better acquainted with our affairs and
all that pertains to them than I am or ever can be,
it would be folly for me to pretend to advise. I
know you will use your best judgment." Similar
expressions occur often in a correspondence which
bears on every page the proof of mutual confidence
and unvarying personal esteem. Whenever Mr.
Hand wished for funds, either for his own use or
for the many generous e.xpenditures he continually
made in behalf of others, he wrote for the sums re-quired
and they were at once sent, but the bulk of
what he had originally left in Charleston remained
absorbed in the business and in investments of un-certain
value.
In 1879 events occured which involved Mr. Wil-liams
in serious embarrasment and threatened his
financial ruin. The letters of Mr. Hand at this time
are especially interesting. No allusion whatever
is made to any pecuniary interests that he himself
had at stake, but his whole solicitude is for Mr.
Williams and his family. A sample is the follow-ing,
written after the worst was over. "Your fam-ily
more than compensates you for all you have lost
through others or may lose. The complications
through which you are struggling are great and
trying, but I trust you will emerge without loss of
reputation or stain upon your well established
good name. It seems to me great wealth often
occasions more evil than good in families of dis-tinction.
I am glad you are giving thoughtful care
to your health. You can hardly overestimate its
importance to you and yours."
The close bond of friendship between these two
business men may be explained perhaps in part by
the fact that Mr. Hand was bereft of his wife and
only surviving child at very near the time when
young Williams entered his employ. It was quite
natural in his loneliness that he should have turned
to the attractive young man for companionship
and that this attachment should have ripened with
the vicissitudes of later years.
NORTH CAROLINA JOURNAL OF EDUCATION. 15
A letter of March 29, 1881, intimates the desir- Previous to this interview Mr. Hand knew of
ability of a division of their property as tollows: course that he would receive a considerable estate
"In regard to the business suggestions in my last from his investment, but he had no idea of the
letter, they were chiefly made on your account amount. He had made a will in 1872 bequeathing
rather than my own. As I view it the whole mat- sums amounting in the aggregate to some $600,-
ter is practically with you alone. No one else can 000, of which $100,000 was uncertain. This indi-form
any adequate or just estimate or opinion in cates his estimate of the estate at that time. Prob-the
case, not excepting myself Were all the ably this estimate was not greatly changed till the
statements and items in your books before me, I interview with Mr. Williams.
could make no useof them, to any good purpose. So The original will was altered from time to time
I wish you tocontinuetodo atpresent and in future by the addition of codicils to the number of four-as
in the past: act for me as you do for yourself teen, the last of which was written January 12, 1889.
and as you deem best in all cases, that I may re- The document, therefore, covers a period of over
ceive in due time what you regard as fairly com- si.Kteen years, and enables us to trace the develop-ing
to me from our joint assets. At your conveni- ment of Mr. Hand's purpose as finally embodied
ence will you give me your own irresponsible esti- in his philanthropic bequest.
mate of the probable outcome in the future.'' This His habit of mind was that of a political student
need not embrace any catalogue of the items as I and his daily companion to the close of life was
cannot judge of those. I shall be happy to wel- the Nezu York Tribune. His letters show, as
come you here at any and all times as may consist already intimated, that he was intensely interested
with your business leisure and convenience. As in the progress ot the South. He writes. De-regards
my health, I do not realize any danger- cember 23, 1883. "The great common interest of
ous disease, but my powers are lowered, weakened the South is .i. vast and engrossing subject, and al-and
in a large measure have left me, especially so the reasonable probabilities of the colored peo-my
legs and feet, my head, ears and eyes: my deaf- pie there for the future. I do not see that either
ness separates me from society almost entirely, party has any plan or policy on the subject. Yet
We expect brother and sister next week." there is no subject ^f more importance before the
A few weeks after receiving this letter Mr. Wil- American people. The government, having made
Hams was in Guilford to show his account. It was them citizens, is now bound to protect and guide
nearly forty years after the partnership was formed them as such. The late decision of the U. S. court
in Augusta when the combined fortunes of the two limiting their supposed rights is of the utmost im-merchants
were less than $5,000. It was twenty portance to both sides and especially to them,
years since the breaking out of the war, the re- They are wholly dependent upon the white people
sumption of the divided partnership, the suit in of the states where tkey are, and must continue so
court, and the committal of the senior partner's for a long time to come; and there is no real con-afifairs
to the younger partner. And now this flict of interests. They are to remain the peasan-merchant
of the South, having himself but recently try of the south, and are invaluable as such. A few
escaped from the brink of bankruptcy, stood before will rise above that, but not many."
his old employer to make a settlement. He showed Again he writes in 1889, the year following his
between a million and a half and two million dollars gift of the Fund: "My interests in the South and
in solid securities standing to Mr. Hand's account, my attachment to the southern people are insep-
Mr. Hand wasamazed. An eye- witness describes arable from my life. I was there in trying times
the scene. The call of Mr. Williams happened to but not an unkind or injurious word was spokea
beat the time of a family gathering. The two to me in all those dreadful years. I see it stated
friends greeted one another at the porch and that Georgia has recently doubled its common
conversed together for a while, and then the old school term from three to six months, and that it
gentleman came in to tell the family circle what applies to all, which is above all praise and all
he had heard. Reverting to the war times, he ex- price. The color question will solve itself slowly^
claimed. "I never expected to receive a cent. I but surely and to the advantage of all. Its secur-always
knew Mr. Williams would do the best he ity is in the Christain religion and the humanity of
could, but this is the most extraordinary thing I the people to all, for all." This is the language of
ever heard of" Mr. Hand's last letter to Mr. Williams.
i6 NORTH CAROLINA JOURNAL OF EDUCATION.
The will as first drawn contained charitable be-quests
to the amount of $450,000 or more to found
six scholarships to be called after his name, one
assigned to the Presbyterian Church to educate
young men for the ministry, three to as many New
England colleges for a like purpose, and the others
to two institutions in the South to train colored
pupils to become "Public Teachers." Two years
later these bequests were greatly modified and the
new feature was introduced of a fund in support of
primary or common school education for the col-ored
people of the southern states." Finally, all of
the whole property, excepting certain inconsidera-ble
legacies to members of his family, passed to
the fund last named.
The original intention was for the North to share
in the beneficence more than the South and white
students more than colored, while the aid was
specifically for students in advanced courses. But
in the end the whole was given for the colored
race and was defined as for elementary education.
We can easily believe that Mr. Hand was led to
these changes by the feeling that a property secur-ed
to him in such a way should be returned to the
South, and that it would do the most good there if
employed in the manner proposed
An endowment like this is of value in more ways
than one. Its pecuniary value to the cause of
education is manifest but it has a moral value
reaching to all phases of human life. It tells of
what wealth can do, but it tells of a manhood that
is above wealth, that uses wealth as its tool and
casts it aside in a moment rather than suffer a
shadow to fall upon the glistening raiment of per-sonal
integrity. In a country like uurs and in a
period of engrossing material pursuits no lesson is
more needed than this, and it is beyond all price
that this fund, in its perpetual ministry of instruc-tion,
i. to stand as a memorial of the relations for
half a century of these two business men, Daniel
Hand and George W. Williams.
The administation of the Hand Fund is by the
Executive Officers of the American Missionary As-sociation,
a board elected by Congregational Chris-tains
who meet each October in an Annual Meet-ing.
It is a suggestive fact that while Mr. Hand
was a member of a church belonging to the South-ern
Presbyterian body in Augusta, and Mr. Wil-liams
was, and is still, a member of a Southern
Methodist church in Charleston, the custody of this
fund is given practically to a body of churches
whose membership is almost wholly in the North.
Under such circumstances there is no little dan-ger
that appropriations may be made in ways
which are not the wisest or most effective lor the
accomplishment of the ends in view. People whose
whole life has been passed in the North cannot be
the best judges of how to promote general educa-tion
in the South, especially among the negroes.
The knowledge which comes from having lived in
the South is indispensable: and in every Southern
community there are high-minded men and women
who are quite as deeply interested in the welfare
of their colored neighbors as the best people of the
North. Their interest is deeper because it is per-sonal,
not theoretic and for away. They have been
facing the facts in the case all their life and they
have been doing their best to deal with them in a
common sense way and in a Christain way. North-ern
people who wish to do the best possible service
for the Negroes cannot wisely proceed without the
counsel and participation of such companions as
these in their work.
This is especially true in the employment of such
a trust as the Hand Fund involves. If it is possi-ble
to conceive of conditions inhering in a trust
which should carry the profoundest moral obliga-tions
of absolute confidence in the integrity and
sound judgement of Southern Christain men, those
conditions all meet in this case. It was by a re-es-tablishment
of formal partnership that Mr. Hand's
estate in Charleston was saved to him by the south-ern
merchant; and can this fund, proceeding di-rectly
from such a source, be returned in the wisest
beneficences to the Southern people with no inti-mations
ever being received from George W. Wil-liams
and men like him as to how it may be most
judiciously applied.'
The language of Mr. Hand's letters to Mr. Wil
liams may be wisley recalled as offering a sugges-tion
of perpetual significance to the holders of this
trust. "I am entirely content to place my inter-ests
in your individual charge and protection; do for
me as you do for yourself and as if I were your
brother." "You are so much better acquainted
with all our affairs and all that pertains to them
than I am, or ever can be, it would be folly forme
to pretend to advise. I know you will use
your best judgment." The event shows that Mr.
Hand's confidence in Mr. Williams was not mis-placed.
Can the executors of his bequest do bet-ter
than to heed his example.'' There are some who
believe that such a partnership in beneficent work
for the colored people would increase its effective-ness
a hundred fold.
NORTH CAROLINA JOURNAL 'OF EDUCATION. '7
Poe's " The Philosophy of Composition."
JAMES P. KINARD, PROFESSOR OF ENGLISH, WINTHROP
NORMAL AND INDUSTRIAL COLLEGE.
I
terest in an analysis, or reconstruction, such as I
have considered a desideratum, is quite independent
of any real or fancied interest in the thing analyzed,
it will not be regarded as a breach of decorum on
To get a peep into the work-shop of literary my part to show the modus operandi by which
genius is a world-old desire. Poe recognized this, some one of my own works was put together. I
and, in "The Philosophy of Composition," he has select "The Raven" as most generally known. It
attempted to give a complete exposition of the is my design to render it manifest that no one
manner in which he composed his best known point in its composition is referable either to acci-poem.
It would be a comfort to believe that the dent or intuition; that the work proceeded, step
production of a work of genius is as simple a by step, to its completion with the precision and
matter as Poe makes it out to be, that so much rigid consequence of a mathematical problem,
could be done so easily; but alas! one cannot help ******
fearing that the poet, perhaps unconsciously, has "The initial consideration was that of extent. If
misled us; that what he tells us so plainly and so any literary work is too long to be read at one
simply is, for the greater part, only an analysis of sitting, we must be content to dispense with the
the poem after it had " come" to him, and that, immensely important effect derivable from unity
too, in the old way in which the spirit of inspiration of impression ; for if two sittings be required, the
always comes, the process of which must ever be affairs of the world interfere, and everything like
a sealed book to ordinary mortals, and probably totality is at once destroyed. * * * j reached
to genius itself at once what I considered the proper length for my
One thing, however, is certain: A reading of intended poem—a length of about one hundred
"The Philosophy of Composition" will lend a new lines. It is, in fact, one hundred and eight,
interest to "The Raven." The poem, when con- "My next thought concerned the choice of an
sidered in the light of the author's own words, will impression, or effect, to be conveyed. * * * i
range itself with the more orderly productions of designate beauty as the province of the poem,
sane intelligence, and will not be regarded, as it merely because it is an obvious rule of Art that
too often is, as a thing of sound, signifying nothing, effects should be made to spring from direct
In the following selections I have endeavored causes. * * * Regarding, then, Beauty as my
to leave out nothing that seemed needful to a full province, my next question referred to t\\Qtone of
understanding of the author, and in no case have I its highest manifestation; and all experience has
chang*ed a si*ngle w*ord. *** shown that this tone is one of sadness. Beauty of whatever kind, in its supreme devemopment, inva-
"I have often thought how interesting a maga- riably excites the sensitive soul to tears. Melan-zine
paper might be written by any author who choly is thus the most legitimate of all the poetical
would—that is to say, who could—detail, step by tones.
step, the processes by which any one of his com- "The length, the province, the tone, being thus
positions attained its ultimate point of completion, determined, I betook myself to ordinory induction,
Why such a paper has never been given to the with the view of obtaining some artistic piquancy
world, I am mjch at a loss to say; but, perhaps, which might serve me as a keynote in the con-the
authorial vanity has had more to do with the struction of the poem—some pivot upon which the
omissi*on tha*n any o*ne othe*r cause*. * whole structure might turn. In carefully thinking over all the usual artistic effects—or more properly
"lamaware, on the other hand, that the case isby points, m the theatrical sense—I did not fail to
no means common in which an author is at all in perceive immediately that no one had been so
condition to retrace the steps by which his conclu- universally employed as that of the refrain. * * *
I determined to produce continuously novel effects
by the variation of the application of the refrain
—the refrain itself remaining, for the most part,
unvaried.
"These points being settled, I ne.xt bethought
me of the ?iature of my refrain. Since its applica-sions
have been attained.
* * *
"For my own part, I have neither sympathy with
the repugnance alluded to, nor at any time the
least difficulty in recalling to mind the progressive
steps of any of my compositions; and since the in-
i8 NORTH CAROLINA. JOURNAL OF EDUCATION.
tion was to be repeatedly varied, it was clear that
the refrain itself must be brief, for there would
have been an insurmountable difficulty in frequent
variations of application in any sentence of length.
In proportion to the brevity of the sentence, would,
of course, be the facility of the variation. This led
me at once to a single word as the best refrain.
"The question now arose as to the clim'acter of
the word. Having made up my mind to ^.-refrain,
the division of the poem into stanzans was, of
course, a corollary: the refrain forming the close
to each stanza. That such a close, to have force,
must be sonorous and susceptible of protracted
emphasis, admitted no doubt; and these considera-tions
inevitably led me to the long o as the most
sonorous vowel in connection with ;- as the most
producible consonant.
"The sound of the ;'^/;-rt///being thus determined,
it became necessary to select a word embodying
this sound and at the same time in the fullest pos-sible
keeping with that melancholy which I had
predetermined as the tone of the poem. In such
a search it would have been absolutely impossible
to overlook the word "Nevermore." In fact, it
was,the very first which presented itself
"The next desideratum was a pretext for the
continuous use of the one word " Nevermore." In
observing the difficulty which I at once found ii^fe
inventing a sufficiently plausible reason for its
continuous repetition, I did not fail to perceive
that this difficulty arose solely from the pre-assumption
that the word was to be so continu-ously
or monotonously spoken by a human being;
I did not fail to perceive, in short, that the difficulty
lay in the reconciliation of this monotony with the
exercise of reason on the part of the creature
repeating the word. Here, then, immediately arose
the idea of a «i?«-reasoning creature capable of
speech; and, very naturally, a parrot, in the first
instance, suggested itself, but was superseded forth-with
by a Raven, as equally capable of speech, and
infinitely more in keeping with the intended tone.
"I had now gone so far as the conception of a
Raven—the bird of ill-omen—monotonously re-peating
the one word, "Nevermore," at the con-clusion
of each stanza, in a poem of melancholy
tone, and in length about one hundred lines.
Now, never losing sight of the oh]^Q.X.,supreineness,
or perfection, at all points, I asked myself—"Of
all melancholy topics, what, according to the
universal understanding of mankind, is the most
melancholy.'" Death—was the obvious reply.
'And when,' I said, 'is this most melancholy of
topics most poetical.'' From what I have already
explained at some length, the answer here is also
obvious—'When it most closely allies itself to
Beauty; the death, then, of a beautiful woman is,
unquestionably, the most poetical topic in the
world—and equally is it beyond doubt that the
lips best suited for such a topic are those of a
bereaved lover.'
"I had now to combine the two ideas, of a lover
lamenting his deceased mistress and a Raven con-tinuously
repeating the word "Nevermore." I
had to combine these, bearing in mind my design
of varying at every turn the application of the
word repeated; but the only intelligible mode of
such combination is that of imaginmg the Raven
employing the word in answer to the queries of
the lover. And here it was that I saw at once the
opportunity afforded for the effect on which I had
been depending—that is to say, the effect of the
variation of application. I saw that I could make
the first query propounded by the lover—the first
query to which the Raven should reply "Never-more"—
that I could make this first query a com-mon-
place one, the second less so, the third still
less, and so on, until at length the lover, startled
from his original nonchalance by the melancholy
character of the word itself, by its frequent repeti-tion
and by a consideration of the ominous reputa-tion
of the fowl that uttered it, is at length excited
to superstition, and wildly propounds queries of a
far different character—queries whose solution he
has passionately at heart—propounds them half in
superstition and half in that species of despair
which delights in self-torture—propounds them,
not altogether because he believes in the prophetic
or demoniac character of the bird (which, reason
assures him, is merely repeating a lesson learned
by rote), but because he experiences a frenzied
pleasure in so modelling his questions as to receive
from the expected " Nevermore" the most delicious,
because the most intolerable sorrow. Perceiving
the opportunity thus afforded me—or, more strictly,
thus forced upon me in the progress of the con-struction—
I first established in mind the climax,
or concluding query—that query to which " Never-more"
should be in the last place an answer—that
query in reply to which this word "Nevermore"
should involve the utmost conceivable amount of
sorrow and despair.
"Here, then, the poem may be said to have its
beginning—at the end, where all works of art
NORTH CAROLINA JOURNAL OF EDUCATION, 19
should begin; for it was here, at this point of my
preconsiderations, that I first put pen to paper in
the composition of the stanza:—
"Prophet," said I, "thing of evil— prophet still, if bird or
devil !
By that Heaven that bends above us, by that God we both
adore.
Tell this soul with sorrow laden if, within the distant aidenn,
It shall clasp a sainted maiden whom the angels name
Lenore
:
Clasp a rare and radiant maiden whom the angels name
Lenore !"
Ouoth the Raven, "Nevermore."
"I composed this stanza, at this point, first, that
by establishing the climax I might the better vary
and graduate, as regards seriousness and impor-tance,
the preceding queries of the lover, and,
secondly, that I might definitely settle the rhythm,
the metre, and the length and general arrange-ment
of the stanza, as well as graduate the stanzas
which were to precede so that none of them might
surpass this in rhythmical effect. Had I been
able, in the subsequent composition, to construct
more vigorous stanzas, I should, without scruple,
have purposely enfeebled them, so as not to inter-fere
wi*th the*climac*teric e*ffect.** "The next point to be considered was the mode
of bringing together the lover and the Raven; and
the first branch of this consideration was the locale.
* * * 1 determined, then, to place the lover in
his chamber—in a chamber rendered sacred to him
by memories of her who had frequented it.
* * * * * *
"The locale being thus determined, I had now to
introduce the bird, and the thought of introducing
him through the window was inevitable. The idea
of making the lover suppose in the first instance
that the flapping of the wings of the bird against
the shutter is a "tapping" at the door, originated
in a wish to increase, by prolonging, the reader's
curiosity, and in a desire to admit the incidental
effect arising from the lover's throwing open the
door, finding all dark, and then adopting the half-fancy
that it was the spirit of his mistress that
knocked.
"I made the night tempestuous, first, to account
for the Raven's seeking admission, and secondly,
for the effect of contrast with the (physical) seren-ity
within the chamber.
" I made the bird alight on the bust of Pallas, also
for the effect of contrast between the marble and
the plumage—it being understood that the bust
was absolutely suggested by the bird; the bust of
Pallas being chosen, first, as most in keeping with
the scholarship of the lover, and, secondly, for the
sonorousness of the word, Pallas, itself
"About the middle of the poem, also, I have
availed myself of the force of contrast with a view
of deepening the ultimate impression. For exam-ple,
an air of the fantastic, approaching as nearly to
the ludicrous as was admissable, is given to the
Raven's entrance. He comes in " with many a flirt
and flutter." * * * In the two stanzas which
follow, the design is more obviously carried out.
* * * fhg effect of the dcnouemenl being thus
provided for, I immediatel)' drop the fantastic for
a tone*of pro*found*serious*ness.**
"With the denouement proper—with the Raven's
reply, "Nevermore," to the lover's final demand if
he shall meet his mistress in another world—the
poem, in its obvious phase, that of a simple narra-tive,
may be said to have its completion. So far,
everything is within the limit of the accountable,
the real. * * * But in subjects so handled,
however skilfully, or with however vivid an array
of incident, there is always a certain hardness or
nakedness, which repels the artistical eye. Two
things are invariably required: first, some amount
of complexity, or more properly, adaptation; and,
secondly, some amount of suggestiveness, some
underc*urrent*, howe*ver in*definite*, of me*aning.
" Holding these opinions, I added the two con-cluding
stanzas of the poem—their suggestiveness
being thus made to pervade all the narrative which
has preceded them. The undercurrent of mean-ing
is rendered first apparent in the lines—
"Take thy beak from out my heart, and take thy form from
off my door !"
Ouoth the Raven, " Nevermore !
"
"It will be o'oserved that the words, 'from out
my heart,' involve the first metaphorical expres-sion
in the poem. They, with the answer, " Never-more,"
dispose the mind to seek a moral in all that
has been previously narrated. The reader begins
now to regard the Raven as emblematical—but it
is not until the very last line of the very last stanza
that the intention of making him emblematical of
Mournful and Never-ending Remembrance is per-mitted
distinctly to be seen."
20 NORTH CAROLINA JOURNAL OF EDUCATION.
Pages from a Teacher's Note=Book. I.
PRINCIPAL R. J. TIGHE, ASHEVILLE CITY SCHOOLS.
Aritametic.—Interest.
Aim: To determine the relationship of Interest
to Percentage, and, hence, to apply as many old
principles as possible.
Step I. We have seen that Profit and Loss,
Commission, Insurance, Taxes, etc., are all based
on Percentage, i. e., reckoned at a certain rate on
lOO. Suppose A rents a house and lot worth
$4,000 for $280 per year, what per cent does he
make on his invescment.' Capital invested in a
mill $50,000, and yearly income from same $5,000;
what yearly per cent of gain.' Name terms in per-centage.
Apply to above examples and others.
Step II. Suppose A had rented his $4,000 to
B for $280 a year, instead of buying and renting
the house, would there have been any difference
in the result, i. e., in the rate of income on the
$4,000.' If C receives 10% rental on $50,000
loaned what will be his income per year.' For
two years.' For two years and six months.' Same
process with several examples to show relation
between renting property and money.
Develop relation between Base and Principal,
Rate and Rate of Interest, and Percentage and
Interest. One new element—Time.
A loaned B $600 for one year at 65*0. Find in-terest.
At 7/0 ^or one year six months, etc. Re-call
first principle in Percentage. Drill uu other
examples. A receives $36 interest on a certain sum
loaned B at 6% for one year. Required amount
loaned, or principal. Recall principle in Percentage
to cover this case. Other examples uader this prin-ciple.
Loaned $600 for one year for $36 interest.
Required the rate. Show relation to correspond-ing
principle in Percentage. Other examples under
this case. Develop Amount and its relation to
corresponding case in Percentage.
Step III. What is the origin of the term
"interest.'" Of usury.' Make definitions for
Principal, Rate, Interest, Amount and Time.
Compare with those given in text-books. Memo-rize
the best. Also, write principles or rules for
finding Interest, Principal, Rate, Amount and
Time. Compare with those given in text-books
and memorize best. What is the relationship of
Interest to Percentage.'
Step IV. The principles being understood
numerous examples should be given under each
case, not separately but promiscuously, to establish
greater independence of thought and knowledge
of principles. Pupil should also compose exam-ples
to cover the several cases. Drill constantly
upon relation of problem to principle, and fix
principles by continued application with analysis.
Note. It is not intended that this outline should
be covered in one recitation period. One or two
periods can be profitably spent on steps I, II, and
III. Step IV may require a week or more, to do
thorough work. The plan should be to de\e!op
clearly in class, without any previous study of the
subject, the relation between Percentage and In-terest,—
to do this thoroughly, fix the principles,
and afterwards give as much home-work as may
be necessary. This will avoid at the outset many
of the mistakes, failures and discouragements, by
assimilating the new knowledge by means of the
old. And this is also true of all other subjects in
Arithmetic, and likewise in all departments of
knowledge to be taught.
An Old Barred Owl.
PROFESSOR T. GILBERT i'EARSON, GUILFORD COLLEGE, N. C.
No one knew exactly how old he was, but there
was an idea prevalent in the neighborhood that
"the big swamp owl" which lived in the large
woods down along the bottom-land had been
enjoying the pleasures of life for fully ten years.
Of course there were other owls about, and there
was no absolute proof that this particular bird was
responsible for all the crimes which were placed
to its account.
The people of the surrounding country, how-ever,
were possessed of the strong conviction that
this old robber deliberately planned and regularly
carried out his raids on their poultry yards when-,
ever such an enterprise seemed good to him, and
that he alone of all the owls was guilty of such
deeds. Whenever the midnight air was rent by
the agonized cry of a hen from the direction of the
hen-house, the enfuriated farmer would spring
from his bed and rush out, gun in hand, vowing
the most dreadful vengeance on "that old swamp
owl."
There was no chicken, guinea nor turkey in the
whole region that lost its life by night, or failed to
return after a day spent afield, but that its disap-pearance
was regarded as being due to this bird's
inroads. He was consequently hated and dreaded
NORTH CAROLINA JOURNAL OF EDUCATION. 21
by all the chicken raisers of the region, and angry
farmers on more than one occasion, at the solicita-tion
of their wives, made expeditions into the
bottom-land woods to hunt out and kill, if possible,
this great source of annoyance. Such efforts were
always futile, although charges of lead were often
shot into the opening of the large cavity in the big
hickory where he was s.upposed to pass the day.
The view of the matter from the owl's standpoint
Avas a little different. True he visited a hen-roost
once in a great while and took a half-grown
chicken, as did also his mate. The great horned
owl which lived over in the upland wood and
called ivho! ivlio! tvhol across the fields to them
sometimes on rainy days, was also not free from
guilt. He, too, would make an occasional night
attack on soma sleeping hen and carry her off to
his little owlets in their rude nest which had been
used and abandoned by a hawk the year before.
Minks, foxes, coons, opossums and skunks also
knew the flavor of the flesh of the barnyard fowl.
]5ut unless one of these intruders was actually
caught in the act, the credit for the outrage was
always given to the big-eyed bird in the botiom-land
woods.
Among the enemies which the farmer has to
contend with are the rabbits. They get into his
garden and eat the vegetables, and they gnaw the
young fruit trees to a dangerous degree. The
barred owls df)ubtless had no conscious desire to
render a service to the owner of the fields over
u'hich they hunted, but they did it, nevertheless,
l">y the number of cotton-tails which they annually
destroyed.
It was not safe for a rabbit to expose itself in the
locality inhabited by the owls. Many a luckless
one venturing out of cover into the fields never re-turned,
save as borne aloft through the air by his
arch enemy; for, suddenly, and without warning,
there would bear down upon him, silently as a
shadow, the big gray bird. Fearful pains would
seize his body as the long talons closed upon him,
he would catch the fierce glare of two great brown
•eyes, there would be a brief struggle, and all
would be over.
The crawfish which had their holes in the damp
•ground along the creek, came out much at night
and ran about, but many of them never came
back, for they went to feed the same hungry
mouths which ate the rabbits. Scores of frogs on
the creek-banks also lost their lives by the same
terrible enemy.
Up in the apple orchard a little screech owl had
its nest in the cavity of an old fruit tree each spring
for two or three years. She and her mate would
sometimes go up to the farm house and perch in
the trees about the yard and call to each other in
their strange shivering tones, which caused the
young women in the house to wish that all owls
were dead.
One autumn they were particularly noisy, for
they had brought their children up from the
orchard and seemed to be giving them lessons in
owl music. Perhaps the big fellow from the bot-tom
land while roving about the fields heard them.
Be that as it may, one morning the feathers of a
little screecher were scattered about the lawn, and
from the bark of a large-limb over the gravel walk
some of them still fluttered.
A favorite article of food with this barred owl
family was the flesh of the meadow mouse. These
creatures they captured in great numbers about
the farm. Grasshoppers also was a popular diet
for them.
The barred owls were very noisy neighbors and
at times they were even quite boisterous. They
appeared to shout and laugh and say many queer
things to each other, for instance, zvah, ivah; ha,
ha; ha, WHO, Ah!—or words to that effect. One
farmer's wife declared that if ever her hired girl left,
"that night the old swamp owl was sure to holler,
'who, who! who, who cooks for YOU ALL.?' " But
in May, when the three white eggs in the hollow
up the big hickory had hatched, the parents did
not often call; for they were then very much
occupied with feeding the young birds.
It was about this time that the man who owned
the farm on which the owls lived, learned of a plan
that he thought might rid him of them forever.
Out in the field, a hundred yards from the woods,
he planted a pole. It was twelve feet high and
was sawed level on top. On this he set and
chained a small steel-trap.
A night or two later while out looking for
meadow mice the mother owl alighted on the pole,
when, with a snap, the steel jaws came together,
catching and holding her fast in their grasp. The
trap, with its victim, fell from the pole, but the
chain, which was fastened within a foot of the top,
held securely. There through the night she hung,
head downward, swaying in the wind and beating
her wings against the pole in her vain efforts to
escape. All night with dizzy, throbbing brain she
swung and beat the air and fought for freedom.
22 NORTH CAROLINA JOURNAL OF EDUCATION.
In the morning the happy farmer came and put an
end to her suffering. He reset the trap and
returned joyfully to the house with the dead bird.
The caring for the young now devolved upon
the father. Three hungry mouths to fill besides
his own ! What a busy time he had of it, how dili-gently
he must have pursued the meadow mice
and frogs! But he carefully avoided that fatal
pole. One night he decided to try the poultry
yard again. Surely all the destruction of mice and
rabbits which he had wrought must be worth
another fowl.
Near the chicken house some guineas were
roosting in a tree. Silently he swooped down upon
one of these. A moment later they were both
upon the ground, but before the guinea had ex-pired
it had given vent to several heart-rending
screams which had set the whole roost to cackling.
The owl was on the point of rising with his prey,
when he caught sight of a man near the garden
gate. There was a flash and the roar of a gun. At
this he fled, badly frightened, to the woods.
An hour later when all was quiet he returned to
the spot where he had dropped his burden. For
some reason it was under a strong bo.x, which was
propped up by some sticks. But the babies in the
woods were hungry, so under the box he cautiously
went. The guinea seemed tied to a stick. lie
gave it a pull, when suddenly down came the bo.x,
and he was a prisoner.
Great was the rejoicing in the neighborhood the
next morning when it became known that "the
old swamp owl" had been captured, and many of
the neighbors came to see him. A small box
slatted on two sides served as his prison.
Three days later I saw the feathered outlaw,
which was still confined without food or water.
His large wing and tail feathers were worn and
broken from beating the prison bars in his efforts
to escape, and he must have been weak with fast-ing.
When I took him in my hands his great
brown eyes rolled and slowly batted in helpless
defiance. He sought to reach me with his danger-ous
bill, and his struggles for freedom were by no
means feeble.
I begged for his life, pleading that the good
which he did by destroying vermin far outweighed
in value the few chickens he had killed. But no, I
was told that he had been robbing hen roosts for
years, and had at length been caught, red-handed,
in the act, and so he must die. "I got the hen-owl
some time ago," his captor said, " and now I've
got the old he one, and I reckon that will pretty^
well break up their chicken stealing." So the
deed was done, and the farmer congratulated him-self
that he had rid the neighborhood of one of its
greatest enemies.
Now the crawfishes and frogs along the creek
have less to fear, the little owls whoop at pleasure
in the trees about the house, the meadow mice
scamper about the fields the livelong night, and
the rabbits play in the moonlight and gnaw the
farmers' fruit trees with impunity, for the call of
the great horned owl over in the big timber across,
the fields is never answered from the silent bottom-lands,—"
the old swamp owl" is gone.
About Teachers.
C. S. COLER, SUPERINTENDENT GRACED SCHOOLS,
CONCORD, N. C.
"As is the teacher, so is the school." If the
teacher loves nature, his pupils will soon learn to
observe and love nature. If he loves good books,
his school will soon be absorbed in books.
If he loves society and amusements, the attention
of his school will soon be directed to the same things.
If he is totally absorbed, as too many teachers
are, in his own profession, he will soon be run-ning
a sort of normal school rather than a school
for building up charater and for fitting children for
the life's work that will soon be upon them.
Certain it is that the teacher will impress his
predominant thought upon the school, and that
what we put into our schools we shall soon have in
character and in society.
Character, Citizenship, Life Work, these are the
ideas to be kept uppermost in the mind of the
teacher of public schools.
It is not his purpose to make lawyers, teachers-carpenters,
ministers, merchants. Baptists, Cath-olics,
Methodists, of his pupils, but rather, by prop-er
instruction and descipline, to build up a force of
character that may seek any worthy end that may
be desired, and that may be able to accomplish any
great and noble purpose.
The teacher who does not aim as high as this,,
is aiming too low for the work that is instrusted to
his care.
Teachers have rights, as well as other people.
They have a right to be treated with respect and
consideration.
They have a right to demand that parents send
children to school regularly and promptly, that
J
NORTH CAROLINA JOURNAL OF EDUCATION. 23
they furnish them with the necessary books, that
they keep them clean, and that they teach them to
observe the courtesies and manners of civilized life.
Teachers have a right to demand that parents,
school officers, city officers, and even the church
do their respective duties in all that pertain to the
training of the young.
The public school is not a remedy for all the
evils under the sun, nor is it responsible for much
of the conduct of the "rising generation." Teachers
must have clearer ideas of their work and duties.
Too many teachers work at random. If we see
a sculptor with marble and chisel before him, we at
once infer that he has a definite idea of what he
wishes to produce.
If we see an artist with brush and colors ready
for work we feel assured that he has definite con-ception
of the picture he wishes to paint. If we
see a carpenter at work with materials and tools,
we are sure that he has a well defined plan of the
structure he would build.
But it is not always so with the teacher. Too
often he works without any plan whatever. If de-velopment
of character, if preparation for citizen-ship
and for the work of life, are leading purposes
of the public school, it must follow that teachers
should have clear and well defined ideas on these
subjects.
"Let not unskillful hands attempt to play the
harp whose tones are left forever in the strings."
For, as Webster puts it, "If we work upon
marble it will perish; if we work upon brass, time
will efface it; if we rear temples, they will crumble
into dust; but if we work upon immortal minds,
instill into them just principles, we are then engrav-ing
that upon tablets which no time will efface, but
which will brighten and brighten to all eternity."
Art Exhibit in the Ashevilte Schools.
SUPERINTENDENT J. D. EGGLESTON.
The Art Exhibition given in April proved a great
success. Financially we netted only about $100,
owing to the constant rains; but the interest and
enthusiasm aroused was tremendous, especially
among the children of the city, for whose special
benefit the exhibtion was given.
As literature and art are the interpretations of
life, it cannot be denied that the best method of
linking the life of the past with that of the present
js to make the children familiar with the literature
and art of the past. The literature we have; the
art we should have. We secured from the Helman-
Taylor Art Company a well selected list of pictures
representing the various schools of art. In number
there wereabout 125, and among them such masters
as Botticelli, Leonardo Da Vinci, Michael Angelo,
Titian, Raphael, Correggio, Gudio Reni, to repre-sent
Italian art; Greuze, Le Brun, Corot, Troyon,
Millet, Rosa Bonheur, Bouguereau, Breton, Adan,
Bastien-Lepage, Dupre, LeroUe, David, to rep-resent
French art; Rubens, Van Dyck, Velas-quez,
Murillo, Alma-Tadema, representing Spanish
art; Van Ruysdael, Rembrandt, for the Dutch
school ; Richter, Hofmann, Van Marck, for the Ger-man
school; Reynolds, Landseer, Leighton, Moore,
Leader, Burne-Jones, representing British art; and
Sargent, representing the American school. Others
I do not recall. There were also various pictures
of sculpture and architecture, ancient, mediaeval
and modern; and several pieces of statuary loaned
by the ihgh school.
We charged an admission fee of 25 cents for ad-ults
and 10 cents for children. The children of the
Factory school and the colored children were ad-mitted
without charge, and payments by all ckil-dren
were made voluntary. Almost all the chil-dren
managed to find the requisite dime. Prelimi-nary
study was made by the teachers. Many of the
pictures were familiar to teachers and pupils
through the famous Perry Pictures, so much used
in our schools. Each teacher came with her grade
and pointed out the pictures which she thought
would be of most interest to her children. The en-larged
prints of their favorites gave the children
added pleasure, for a good picture grows on a child
even more than on an adult. We had handbooks,
at five cents each, for the benefit of those who
wished to see the pictures in an intelligent way. In
some of the grades the children made out in ad-vance
a catalogue of the pictures they proposed
to see. No attempt was made to see everything,
but after a systematic study the children were per-mitted
to look for themselves and enjoy without
restraint. They were asked to vote on the pictures
they would like to have in their rooms, and usually
their selections were excellent; but their choice
was not necessarily followed. Most of them wrote
compositions, after the exhibition, on what they
had seen and what they liked, and why. If any
reader thinks the children did not see the pictures
and get deep meanings from them, he should read
some of these expressions of their thoughts.
24 NORTH CAROLINA JOURNAL OF EDUCATION.
The results? Who can measure them? It was
my good fortune to be in the hall when many of
the children of the city came in and feasted their
eyes and souls. The eagerness and interest were
at times positively pathetic; and when the pupils of
the Home Industrial gathered around their teachers,
after spending at least two hours in the constant
study and discussion of these masterpieces, and
plead for more time, I could not help breaking the
law and telling them they could come back and
stay as long as they pleased without paying another
cent. And come they did! Several of the grades
stayed two hours each and left with great reluc-tance.
One of the pictures that deeply impressed"
the children from the Factory school was that
wonderfully vivid portrayal by Adan of the farmer
returning at "close of day" from his day's work.
After looking at it for some time, one of the 3rd
grade girls said, " I like that picture. That man
looks so plum tired out!" The ne.xtday her teacher
noticing that she was in a dreamy mood and little
inclined to the work in hand, said "Mollie, what is
the matter with you? What are you thinking about?"
She replied, "Miss C, I was wondering if that
man's children carried him his dinner at noon?"
Of course there was some objection raised by a
few parents at the idea of spending ten cents "just
to see pictures", but we took care in advance to
arouse the interest of th^ children, and when this
is done the rest is easy. It was announced in ad-vance
that the dimes of the children would be spent
for pictures for their grades in exact proportion as
they contributed. The door receipts paid all ex-penses.
Thus the children saw the beautiful pic-tures
and will have many of them placed in the
schoolrooms at a cost to them of only ten cents.
In the future how much easier it will be to arouse
their interest in the subject of school decoration!
How much more will be their interest in literature,
history and geography.
As the editor asked for an article of "not over
600 words", and as I have already exceeded that
limit, I haven't the space to teU some of the hum-orous
and pathetic comments made during the ten
days of the e.xhibition. Permit this one: A little
boy not quite three years old was looking at a seven-foot
statue of Minerva. As soon as he spied the
snake he moved back and whispered to his aunt,
"Auntie, does that lady know that snake is there?"
A Primary Qeography Class.
Education is any knowledge that tends to
broaden one's views.
—
President Hadley.
MISS LEAH JONES, NEW BERN, N. C.
I had a class of twenty little girls and boys about
six years old, who had never been to school before,
not even to a kindergarten. The ver)' first day I
took them to the sand pan. The railroad ran
by our school grounds; so, as I had some nice
little sticks, the very first thing we did was to lay
the railroad track. Then I took the children out
of doors, and we examined closely the Academy
Green, found out whether or not it was longer than
it was wide, noticed the position of the school
house, the number of walks and paths, their sizes,
directions, etc. Then we went back to the sand
pan, where, with their aid and dire tion, I laid off
the Green, putting in the walks and using tiny
blocks for the houses. Then I asked them on
which side of the green was the railroad. Of
course, "On that side" was the only answer they
could give me, and they were unable to tell which
side "that side" was.
So I told them to watch the sun very closely
that afternoon, and see in which direction it left
us, and to notice the first thing in the morning, and
see from which direction it came. This lesson was
repeated a number of days till they became more
familiar with the green, trying to make it alone,
and drawing it on their tablets, I varying my ques-tions
and expanding my talks just the least little
bit, and being very careful about the form of their
answers; for the teacher who fails to make a
language lesson of every e.xercise has not yet
learned her own A B C in primary work.
By this time the children were thoroughly con-vinced
that the sun came from the same direction
every morning and went in the opposite direction
every evening. Some of them had been inquiring
at home, and had found out that where it rose was
called the east, and where it set the west. Then
I taught them the other two points, and how to
find them, wherever they might be. I asked them
again on which side of the green was the railroad,
and they readily told me.
That opened up work for us for several days.
I told the children tha.t whatever touched a place
on any side was said to bound it on that side.
Then we bounded their seats, the school-room the
Green; and, after a few days, I asked each of them
to find out how his own home was bounded, and
tell me. From that they went on, until they could
bound all the churches and public lots in the town..
NORTH CAROLINA JOURNAL OF EDUCATION. 25
I wished next to teach them the relation of
places to each other. So I asked: "Where are
you"? "Exactly where?" and kept questioning
until I received the answer: "I am in my seat."
Then: " Where is your seat?" " My seat is in the
school-room." " Whereis theschool-room? " "The
school-room is in the school-house." And so on.
They readily saw that a number of seats were in
the room, a number of rooms in the house, a num-ber
of houses on the block, a number of blocks in
the town; so that it was easy for me to explain to
them the counties, states, etc., until they under-stood
how New Bern was in Craven county,
Craven county in North Carolina, North Carolina
in the United States, the United States in North
America, which is one of the great divisions of
the world.
I next wanted to give the children an idea of the
earth's surface, so I carried rocks, turf, coal, etc.,
to the sand pan, where I made mountains, hills and
valleys, leaving a part of the pan bare to be filled
with water to represent the ocean. Then I took a
large sprinkler and let it rain, and rain, and rain.
And they saw how some of the water soaked into
the soil, while some ran down in little streams,
and the little streams ran together, making larger
streams until they became rivers; and how the
rivers cut deep into the soil, sometimes leaving
bare rocks; how they would rush rapidly over the
steep places and flow smoothly over the gentle
slopes; how the streams carried the soil from the
hill countries down to the low pl,ains, etc. We
made tunnels, dug mines, built bridges, sailed
boats, and worked in that sand pan until they
knew all about mountains, hills and valleys;
brookletts, rivers, lakes and seas; oceans, islands,
<.apes and bays,—in fact, all the natural divisions
of land and water. They began looking for pict-ures
of these things, and I gave them " Frye's Pri-mary
Geography," just for the pictures.
Now we were ready for maps. They had been
drawing the green, the school-room floor, their
homes. I told them that these drawings were
maps of those places. We discussed photographs,
and saw how a very small picture could be just as
much like a person as a very large one; that every
feature would be there, and in the right place,—
only the features would be smaller and nearer
together in the small picture. We knew, too, that
some pictures showed only the side face, some the
full face and some the whole body. So I told
them that a map was just an exact picture, more
or less full, of some part of the world,—and I set
about proving it. I had a number of maps of New
Bern, ten inches square, and I gave one to each
child. Then half of us (the other half went next
day) took our hats and cloaks and started out to
see if our maps were correct. As I said, we were
on the railroad. So we first went to the sidewalk,
placed our maps on the ground in the proper posi-tion,
and found out just where we were. Then we
followed the railroad to the river, stopping at every
crossing, placing our maps, and finding ourselves.
The Trent river bounds New Bern on the south,
so we turned toward the east and followed it, find-ing
every dock and wharf faithfully marked on our
maps. We soon came to its junction with the
Neuse, which bounds New Bern on the east, so we
went up the bank of the Neuse some distance, till,
being convinced that, if our maps were perfectly
correct so far they must be correct throughout, we
made a cross-cut through the town, back to the
school. After that I could put into their hands
any map, and they could understand it and work
with it.
After some days' work on the map of North Car-olina,
in the sand pan and on their tablets, I put
into the hands of each child a globe,—one of those
little pasteboard globes six inches in diameter and
properly inclined on its axis. For now they were
to learn that the world is round, its relations to
the sun, moon and stars, and the relations of the
different parts of the world to each other. I first
told them that the world was round, then showed
them the five oceans, noted the difference in color-ing
for land and water. Showed them North
America, and asked who could find any islands,
peninsulas, straits, etc., paying no attention to
names. Then I told them of the north and south
poles, that the earth turns over every day, and
that it turns toward the sun, which, so far as we
can perceive, stands still. To prove this, I lit a
candle and turned a globe over and over toward
it. They soon understood day and night, and, by
moving the globe around the candle, still keeping
it turning, I was able to make clear to them the
causes of the seasons, as well as the long days of
summer and the short days of winter.
Right here we must take plenty of time. Don't
hurry. You cannot be too clear or give too many
proofs. They are hunting for new places on the
globes and spelling out the names. Answer their
questions but don't go into those things too hur-riedly.
To explain the moon, I took a hand
26 NORTH CAROLINA JOURNAL OF EDUCATION.
mirror and from the window caught the rays of the
sun and threw the reflection.
At this point, I began my history lessons, and,
though I had two separate periods for history, it
would often have been hard for a visitor to tell
which class was in progress. These two subjects
are so inseparable that )ou must pardon a few
history lessons just here.
For my first lesson I drew on the board a pict-ure
of the little boy, Columbus, watching the ships
entering and leaving the harbor of Genoa. I told
the children about the Utile boy and his home, let
them find where he lived and on what sea he
looked out. I told them the kind of people he
lived among, their manners and customs. Then
I told them how the wise men of those days
thought the world was square and knew nothing
of the great land in which we live. How, as
Columbus grew to be a man, he still watched the
ships come and go; and how, as he watched them,
the thought came to him that the world must be
round and could be sailed around. We stopped
here to move a toy ship around a large globe to
see if we thought Columbus was right. I told
them how the great men laughed at him and how
he went from city to city, but could find no people
ready to help him nor any sailors willing to go
with such a crazy man;—till at last, Queen Isabella
pawned her jewels to buy him some boats and hire
men tor him. We had a picture of the Santa
Maria. We found Spain, noticed that it was a
large peninsula, and bounded it; found Palos, and
how Columbus would have to go from his liome to
get there. Then we traced him across the At-lantic,
found the Indians and their strange, new
country, followed him back and forth till he was
carried t« Spain in chains, and then on to his
death and last resting place.
I then told the children that after Columbus did
not fall off the world, there were many who were
anxious to come to this new country, and who did
come. So we learned about the Jamestown col-ony
and Capt. John Smith and Pocahontas. This
took us first to England. Then we learned about
the Pilgrims and the first Thanksgiving, the Qua-kers,
our own Lost Colony and Virginia Dare, and
the settlement of New Bern. I told the children
that, during all this time, France and Holland and
Spain had been sending colonies and explorers
over (all these countries being hunted, bounded
and described), but that England had kept on
sending till there were thirteen colonies. I told
them how these colonies had struggled and fought
the Indians, but had worked hard and finally pros-pered,
until England grew hard on them, would
not let them manufacture their own goods nor buy
nor sell from or to any country but England, taxed
them without giving them any voice in the gov-ernment.
The colonists said this was tyranny, and
they would not stand it. I told Ihem of the
"Boston Tea Party," of Paul Revere, of the "Lib-erty
Bell," and of the long war. They learned the
word patriot, and we put up a large cardboard on
which we pasted all the pictures of patriots that
we could find.
After the close of the war, we took up govern-ment,
and put up a board for rulers. And thus we
went on.
During this time, in the geography class, we had
been drawing maps of these new places, and find-ing
other places. We had found the great deserts,
made one in the sand pan, with the little oasis.
The children became greatly interested in Cuba,
and realized that we are making history all the
time. They followed Dewey to Manila, and could
trace quickly every possible route from this coun-try
there.
This was my first experience in strictly primar)^
work. It was delightful, and the method accom-plished
far more than I had hoped; for by the end
of the second j'ear, besides being perfectly familiar
with what I have gone over, the children could
draw well the maps of North Carolina, North
America, South America, Africa and Australia,
could trace the route from any seaport town to an-other,
and could find, almost instantly, any of the
principal seas, bays, gulfs, peninsulas, islands,
straits and capes of the world. They knew the
length, the breadth, and the coastline of their own
state. They could locate its principal sounds,
capes, lakes; its capital and principal state institu-tions,
besides having some idea of its climate and
forests. Of course their work had been greatly
aided by their supplementary readingand literature.
The great work of a governor is to fashion the
carriage and form the mind, to settle in his pupil
good habits and the principles of virtue and wis-dom;
to give him, little by little, a view of man-kind,
and work him into a love and imitation of
what is excellent and praiseworthy, and, in the
prosecution of it, to give him vigor, activity and
industry.
—
John Locke.
NORTH CAROLINA JOURNAL OF EDUCATION.
A Discussion of Certain Ideas of School Discipline.
J. D. EGGLESTON, JR., SUPERINTENDENT ASHEVILLE CITY
SCHOOLS.
III. Spontaneity, Prescription, and
Personality.
In a former article I protested against the too
prevalent habit among Americans of decrying
"the school of the past" in toto, and with a super-ciliousness
and lack of discrimination that shows
little modesty and less sense. One of the features
of the past was the personality of the teacher, and
in our modern system of rush and push, and in the
terrible economy we are practicing in putting from
fifty to eighty children to a room, and lock-step-ping
them to that myth known as "the average
child/' we are, I fear, removing them from the
power of that personality. Should we remove
them from it.'
This brings us face to face with another phase of
this subject. If the creed of those for whom Dr.
Dewey has so ably spoken is to be accepted, then
this personality has been greatly overrated. It
will be necessary to go back a little, and see what
Dr. Dewey's definition of the school is. Granting
his premises, hisconclusionsareinevitable. Speak-ing
of the school. Dr. Dewey says that, as he be-lieves
it "is primarily a social institution," "educa-tion
... is a process of living and not a prepara-tion
for future living." He then says that "the
school . . . should simplify existing social life,"
but does not stop to show how the school is to do
this. He then makes this statement: "I believe
that the school life should grow gradually out of
the home life . . . ." Here is his next step:
"I believe that under existing conditions far too
much of the stimulous aud control proceeds from
the teacher, because of neglect of the idea of the
school as a form of social life.
" I believe that the teacher's place and work in the
school is to be interpreted from this same basis.
The teacher is not in the school to impose certain
ideas or to form certain habits in the child, but is
there as a member of the community to select the
influences which shall affect the child and to assist
him in properly responding to these influences.
" I believe that the discipline of the school should
proceed from the life of the school as a whole, and
not directly from the teacher.
" I believe the teacher's business is simply to de-termine,
on the basis of larger experience and
riper wisdom, how the discipline of life shall come
to the child."
We readily grant Dr. Dewey's first propsition
that "too much of the stimulus and control pro-ceeds
from the teacher," but if the school life is to
grow out of the hoine life, out of whose home life
should it grow.' We all know that the average
home cannot be taken as a model from which to
continue the school, even granting Dr. Dewey's
contention as to the community life of the school.
Rather, it is essential that the school implant
ideals that will carry their refining influences back
to the homes. Who will be so rash as to say that
the average home, without the influence of the
school, is a training school for an ideal citizenship.'
Whose home.' We know that there are many
homes where cuffs and blows reign, rather than
gentleness and kindness. In a room of fifty chil-dren,
how many come from homes where love and
peace and happiness reign in a perennial trinity.'
Worse still, the sad fact confronts us that many of
those who formerly took some trouble to train
their children, have, since the school has come so
prominently into our social life, thrown over
the entire responsibility of training and guidance
to the teacher. I say "sad fact," because no train-ing
can or should take the place of proper home
training.
Some of us cannot agree with Dr. Dewey that
"education ... is a process of living, and not a
preparation for future living." // must be botli.
He has swung too far in this statement. If all the
education of childhood, in school and out, is not
both "a process of living" and "a preparation for
future living," what in the name of reason is it.'
What is the school for.' To develop character and
to prepare the child to meet the requirements of
life, now and in the future. There should be
physical and mental training, the very best of
each; but that school is, in my judgment, a failure
in that which is most important if it does not have
a direct influence in helping the good influences
and emotions of a child to result in actions, and
these to grow into fixed habits.
Superintendent L. H. Jones, of the Cleveland,
Ohio, schools, says: "Character ... is admit-tedly
the highest end of education." Dr. William
T. Harris says practically the same thing, and Dr.
Dewey tells us that "if we can only secure right
habits of action and thought, with reference to the
true, the good, and the beautiful, the emotions will
for the most part take care of themselves." How
NORTH CAROLINA JOURNAL OF EDUCATION.
can this be done without direct training and guid-ance?
And if this is not "a preparation for future
living" as well as "a process of living," what shall
we call it?
We are told that the teacher is in the school "as
a member of the community to select the influences
which shall affect the child and to assist him in
properly responding to these influences." Next,
that "the discipline of the school should proceed
from the life of the school as a whole, and not
directly from the teacher." Next, that "the
teacher's business is simply to determine how the
discipline of life shall come to the child." Now, a
creed should be as exact'as language can make it;
there should be no statement that does not at once
reconcile itself with every other statement, whether
it precedes or follows. In the statements which
have been quoted. Dr. Dewey does not seem to
me to have been so exact. How would he recon-cile
the last statement quoted with his definition
of a school?
Dr. Dewey may not mean to do so, but he
greatly underrates the personality of the teacher.
That discipline which leads a child to discipline or
govern or master himself is the kind that should
be kept in view constantly by teacher and parent.
Is not a strong personality wanted here? Children
spend most of their time doing two things, discov-ering
and imitating. In the first, without direct
guidance or direction, what can they do? In the
second, what more important than the strong per-sonality
that should be an example for imitation?
Had I to choose, I would not hesitate to send a
child to a school where strong personality of an
upright character would influence the child, even
though the knowledge of the contents of the books
were not acquired, rather than send him to one
skilled in mental training, but colorless so far as
moral influences were concerned. I utterly decry
the unnecessary autocracy against which Dr.
Dewey is evidently speaking, but it will be an ill
day when we cast to the winds the experience and
wisdom of a superior mind and character, and
leave to the children the main development of "the
life of the school."
In discussing the transcendant importance of
developing the "divinely implanted soul," John S.
Clark well saj's: " Above all do we need the help
of the finest obtainable personolity in the teacher;
"
and Dr. Spring, writing of Mark Hopkins, says,
"Now, whatever may be said of pedagogical ideals
and apparatus, there is one fact in education that
has remained essentially unchanged from age to
age. This fact is the personal—the native, the in-definable
something in the teacher that wins and
inspires the pupil " The famous saying of Presi-dent
Garfield is too well known to quote, and Em-erson
has said that "it matters little what you
learn, the question is with whom you learn."
An illustration may be pardoned. The two men
outside of my family who had most to do with in-fluencing
me for good were the school teacher of
my boyhood days and one of the college professors
under whorn I learned little in book knowledge.
They influenced me not because of anything they
taught me in the classroom, but because they had
personalities that I loved and admired intensely.
The one, James R. Thornton, is living—a splendid
type of Christian manhood; the other, Lewis H.
Holladay, is gone. Let me speak of the latter
briefly as an illustration of what I mean by the
personality of the teacher.
Always retiring and modest—and as quiet as he
was permitted to be—he had this quality of per-sonality
to such an e.xtent that it permeated every-thing
with which he had anything to do. For my-self,
I could not dissociate the college from Pro-fessor
Holladaj', and vice versa. So marvelous
was his influence among the college students that
the institution and the man separated were to me
unthinkable. I cannot say that no student ever
failed to love, admire and respect him, but I never
knew one that did not have these feelings for him.
I have often asked myself, how he had such an in-fluence.
One might ask the same question about
Agassiz, or Arnold of Rugby, or James H. Carlisle
of VVofford. It was not what the man knew; it
was what he was. He was a man of