Business

is Business.

No. 3.

We wish to endorse an editorial paragraph that appeared recently in The Moderator, because it says what we have wished to say, and says it so well. "Teachers, do you owe publishers anything? Has your time of credit expired? Don't wait for a statement or a bill. It costs a publisher $25 to send out 1,000 statements or bills. That $25 frequently represents the profits on the transaction. If, however, you do get a reminder of indebtedness, don't fly the track, show temper, offended dignity, and all that. Learn business ways, and even if a mistake is made, and you are dunned for something which you do not owe, promptly and courteously make known the error. Publishers intend to do the square thing, and willingly rectify errors."

Have readers of THE EDUA Conundrum. CATOR ever noticed the peculiar manner in which some people move during the intervals in a long program? To illustrate, suppose there is an educational convention in session, and an address has just been given. At its close there are always some who find it necessary to leave the room. Most of these do so at once so that the program may be resumed. But nearly always when quiet begins to be restored the stragglers commence to move-as if they just then waked up to the fact that they wished to retire, and apparently with no regard whatever to the progress of the meeting. WHY?

A

lation that would authorize the establishment of state normal schools in that commonwealth. bill providing for a commission of five persons who would locate and establish five normals for the state was lost in the House by a vote of fiftytwo for the measure and forty-four against it, fifty-six being necessary to pass it. The assembly was asked by over 15,000 petitioners to pass the bill, and sentiment in its favor appears to have been considerable. The opposition came partly from the rural representatives who claim, not without some reason, that the rural schools derive small proportional benefit from normals because the teachers so trained do not stay in the country districts. Some of the newspapers have urged the humorous argument that to establish normals for the teachers of Ohio would reflect discredit upon the present efficiency of the highly endowed teachers of the state. The numerous colleges and the private normals have naturally enough been opposed for reasons all their own; while the Toledo Centennial, which gets a half million dollars from the state, also had a chilling effect upon the legislature and their tax-paying constituency. But there is little doubt that the suppression of the movement is more than temporary. The example of other states cannot long be ignored. The Wisconsin system, discussed at some length in THE EDUCATOR for September, 1899, has some admirable features, and it is just possible that Ohio might find it worth while to examine them.

Not long ago THE EDUGood Words For CATOR Called attention to American Schools. the interest in American schools shown by the French commissioners of the Paris exposition. An article of some length in Education for March, 1900, speaks of a wider foreign interest still in our school system. Coming at a time when there are those here and there who are wont to decry the efficiency of our schools the comparison will certainly be interesting; and inasmuch as it is made by foreigners themselves it may even be reassuring. American schools are not perfect. We should never let go of this fact, but the comparison shows that however much we may yet lack we have gone

farther in a half century toward meeting the educational needs of the people than the old world has in all the centuries. Even in England the elementary schools are but just now fully devoted to the common people. A distinguished advocate of free schools in England, Dr. J. H. Hollowell, writes: "There is no comparison between the amount of voluntary educational work, especially in the higher branches, in England and the amount done in America. In America there is no such idea as that you can overeducate a man, but here one finds the idea like a pestilence." Another Englishman, Thomas Burns, says of American schools, "What impressed me greatly was the stress laid upon the necessity of good business habits; such as, accuracy, neatness, promptness, dispatch, energy, and all those general habits which are the essentials of a successful and intelligent business career." We find, too, that Dr. Compayré has complimented Dr. James by saying, “However original and profound his conceptions he has the skill to make them clear, intelligible and accessible to all." The N. E. A. is characterized thus:-"University professors elbow the teachers of primary schools; the principals of colleges confer with the directors of normal and high schools; in other words the fusion of the three orders of instruction is something more in America than a dream or a vague aspiration, it is reality. The work of public instruction is more highly esteemed in this country, where the school is a matter of interest to everybody, than in Europe."

Don't Score One for the New Spelling.

The complexity of administration in the university of Chicago must be held responsible for some wrong impressions. Shortly before the March issue of THE INLAND EDUCATOR went to press the statement appeared in the University Record that "the congregation" had agreed to adopt certain new spellings in the official publications and journals of the university. This was considered authentic and reported in our March issue under the caption "Score One for the New Spelling." The Record of March 9 has this note as the action of the university "senate": "The recommendation of the administrative board of the University Press that the list of words with changed spelling accepted by the National Educational Association be adopted for use in the official publications and journals of the university was disapproved." Whether or not there is a still higher power yet to be heard from which may endorse or reverse the decision of the "senate" THE ED

One of the things that Harmony Among impressed the observer at Superintendents. the recent Chicago meeting as a most favorable sign of the times was the good feeling that seemed to prevail among the educational leaders. However great may be the seeming unrest in many school centers, and however important may be the educational problems coming up for solution there is practical agreement among educators as to what seems best, especially in school administration. Even in educational theory there is but one opinion upon the large questions. The proposition that the school exists first and always for the good of the child, has universal acceptance and so becomes a unifying principle. This standing together will have a continuous influence in creating confidence among the people.

In the March issue of the Teachers' World Joseph S. Taylor

New York Teachers' Magazine Suspends. makes the candid announcement that owing to circumstances beyond his control the New York Teachers' Magazine, which he has edited for a year or more, suspends publication indefinitely. Thus is dispelled another of the illusions that evidently lead men to think of school journals as quick and easy avenues to wealth. If all the teachers that a given paper is designed to reach would really subscribe, and if all who subscribe would pay, the careers of some papers would be less hopeless. But alas! Mr. Taylor will have the sympathy of educational publishers and editors generally. He declares that his work has been a labor of love, and the financial remuneration zero. The Teachers' World voluntarily fills out all unexpired subscriptions.

The New Normal

at Chicago.

*

The new school made possible by a generous endowment from Mrs. Emmons Blaine is approaching completion. It is to be known as CHICAGO INSTITUTE, and the preliminary announcement recently sent out shows that the school will have some interesting features. It will be remembered that Colonel Parker takes with him as faculty nearly all the teachers who were with him in the Cook county normal, and it is understood that he is to have full freedom here to work out his educational ideas. There is to be an academic department where "an attempt will be made to provide ideal conditions for the education of children and youth between the

ages of four and eighteen, in order to prepare them for the duties and responsibilities of life and for higher education." This department is to commence, with the kindergarten, and will embrace an elaborate course in nature study, home economics, physical training, manual training and the arts. "It will be the aim of the pedagogic school to offer to teachers the best possible training." Candidates received in this department "will be considered on probation until the faculty decides that such candidate possesses the natural gifts for a successful teacher." If the school will firmly adhere to this proposition its usefulness and success will be at once assured.

A Unique It is safe to say that during the seven days beginning Tuesday, Newspaper. March 13, no other paper in the world had as many readers and none other had as much said about it in the press of the country as The Topeka Daily Capital The announcement had been made to the ends of the earth that Rev. Charles Sheldon would fully control that daily during this week, and would attempt to show what he thought a daily paper should be as edited from a Christian standpoint. Both expectation and curiosity ran high, and there is no doubt that many were disappointed, when the first issue appeared, to find that there was nothing sensational about it. Mr. Sheldon was neither arbitrary nor loud. On the contrary he was modest and rational, and was careful to say that his experiment was not intended to set up his edition of the Capital as a model of what Jesus would do. It was merely an honest expression of his own views and his own convictions. He defines the word "news" as anything in the way of daily events that the public ought to know for its development and power in a life of righteousness." His edition was non-partisan, though he granted that a Christian paper need not be neutral either in municipal, state or national politics. On the liquor problem he stood for absolute prohibition. He abhors war, and states candidly that he does not know what is the Christian answer to the question of "expansion." He declares himself a socialist so far as socialism means Christian Brotherhood. The relief of suffering humanity in India and elsewhere was held to be more important than news from the war in South Africa, or the political squabble in Kentucky. The opinions expressed regarding the experiment have been as diverse as the poles. A secular press finds much to commend, the pulpit finds much to condemn. The sad thing is that so many of his detractors per

sistently misconstrue his avowed purpose. THE EDUCATOR Considers the experiment worth while if it should accomplish nothing more than call a halt upon sensationalism in newspapers and make us ask seriously and honestly what are the things most worthy of our daily thought?

"One-Man Power."

This phrase has been the text for many a talk since Graham H. Harris used it in his Springfield speech December last. Conservative school men have maintained that the educational interests of a community require the delegation of power by the people of the community into the hands of an educational expert who shall be held responsible then for the excellence and the efficiency of the schools. This is the thing that Mr. Harris has mis-named " oneman power." Educators rightly enough protest against the name though they are persistently demanding the thing. The great meeting of the superintendents at Chicago was prefaced by an. evening session devoted to this subject. Dr. Nicholas Murray Butler, President Wheeler of California, and President Eliot of Harvard were the speakers. Dr. Butler spoke as follows: "The board of education is not the proprietor of the school system, and to the best of my knowledge and belief it has no employes. The superintendents, principals and teachers are officers in the community, appointed and set apart for the community. We are told that to have an expert as superintendent and to ask him for advice, with a predilection in favor of following that advice, is the establishment of one-man power. That is amusing. To what better are we entitled, and what can be more democratic, than to put a public servant out in the light of day, prescribe his duties, compel him to perform them in daylight, and to hold him responsible? If that is one-man power and undemocratic, then some one will have to make the most of it, because I think an intelligent and progressive democracy intends to have a great deal of it— more every year, and more in every branch of our public service." President Wheeler said, "Democracy is undoubtedly of the people, but none the less it is requiring continually and increasingly expert service. We have had expert professional service in the democracy from the beginning. I hear in California the cry that 'the schools must be kept in touch with the people,' as a plea against the placing of experts, chosen as experts, in the schools. He declared that men selected only because of party loyalty and making no other claim for fitness would always be a hindrance to the perfecting of our

schools. Dr. Eliot maintained that the right individual in the right place, as against incompetent bodies was one of the expressed ideals of democracy. "I say the school board should determine the general policy. Is it to execute its own policy? Not at all. That is the trouble with most city school committees at this day. A good school committee wants two experts in two different fields, having two different kinds of quality and experience. It wants a business agent and an educator. The expert is simply the man or woman who knows how to do his or her task."

In the next

In the first place, have one. place, ride it. In the third place do not let it ride you. In giving this bit of gratuitous advice let it be understood that we should define a hobby as a certain enthusiasm in an occupation for one's leisure hours, that differs as widely as possible from one's regular business and that may wait indefinitely for attention when duties prevent its indulgence. What is not meant by a hobby is an extreme view of some phase of one's business which is urged at every chance, sometimes ad nauseam, and which is likely in turn to influence for the worse a sane view of things in general. Perspective and proportion are easily distorted.

The strongest argument in favor of a hobby is found in the well-acknowledged fact that our intense life needs diversion. This is particularly true of the teacher. Hardly anything can more depress, hardly anything can more exhaust a teacher's vitality than to go home fatigued from the schoolroom with a bundle of manuscripts to pore over and grade. It is less the added amount of work, though this is bad enough, than the depressing sameness. Such work brings no elasticity of spirit; there is nothing in it to stimulate; at best it is drudgery. Such work, a little of it, may require doing provided it be done as a part of the day's work. It can hardly be in order during the hours that belong to recreation or diversion.

Where then shall teachers seek diversion? That is a large question, and no doubt teachers generally are quite able to answer it for themselves. It is certain that they are rarely without something to do. Books and periodicals go a long way in helping the solution, though in many cases these alone, being so allied to the teacher's work, leave something to be desired. And here

comes in a second justification for a hobby. It is easy to fritter away every week many hours that are not really idle, but that still count for nothing on the credit side of our living. They are purposeless hours. If they could be absolutely idle hours they would bring rest and so have a certain value. But simply to "putter around," as the old folks might say, accomplishing nothing and still going about under a certain impulse that precludes rest, must count as a kind of unintentional and unsatisfactory dissipation. Merely to realize that valuable time is passing unimproved is wearing to the conscientious person who feels that time is opportunity. Then is when we need the hobby. The teacher who goes home at night feeling that there is delightful occupation for the evening is already rested. Saturday morning's chores are eagerly dispatched when the afternoon will bring the opportunity of doing something we especially enjoy.

There is no rule to determine what an individual's hobby may be, except, of course, that it will follow some line of his predilection. One teacher known to the writer has a peculiar fondness for carpenter's tools. He is always planning to build something, and would much rather put up a shelf or towel rack than have the carpenter do it. One friend indulges a fancy for rare old books. When he goes to a strange city you may be pretty sure that the first place he will look up is the second-hand book stores. Another friend has a passion for special editions of plays. Still another is a collecting geologist. One has an expensive passion for fine horses. Others have art in some one of its forms. A notable example of a hobby is that which Gladstone had for chopping trees. for chopping trees. It will be remembered, too, that he had a peculiar fondness for Greek and found both recreation and rest in making translations of Homer. But it matters not so much what one selects as a hobby. It is well if it comes as a natural possession; and well, too, if it has intrinsic value besides affording diversion and rest. The person with a hobby is likely to be well informed upon at least one subject, and to that extent entertaining to others. But after all and most of all these special enthusiasms are for the individual more than for his friends. If the object of the enthusiasm is worthy we shall find both pleasure and profit in devoting ourselves to it in accordance with our taste and our leisure.