VOLUME IX. NASHVILLE, TENN., JULY, 1891. Southwestern Journal of Education. Subscription, $1 Per Annum; Single Copy, 10 Cents. J. L. LAMPSON, DAVID G. RAY, EDITOR. ACTING EDITOR. PUBLISHERS' DEPARTMENT. DISCONTINUANCES.-Any subscriber wishing to stop his paper must notify the Publishers, and pay up all arrears; otherwise he is responsible for payment as long as the paper is sent. HOW TO REMIT-To secure safety, it is important that remittances should be made by checks, drafts, post-office orders, express money orders, or registered letters, made payable to the Publishers. MISSING NUMBERS.-Should a number of the JOURNAL fail to reach a subscriber, he will confer a favor upon the Publishers by notifying them of the fact, upon receipt of which notice the missing numbers will be sent. CHANGE OF ADDRESS.-When a change of address is desired, both the old and the new address of the subscriber should be given. ALL LETTERS pertaining to the Editorial Department, and all communications for the pages of the JOURNAL, should be addressed to the Editors. All letters pertaining to the business management of the JOURNAL, should be addressed to the Publishers. WHEELER PUBLISHING COMPANY, 219 NORTH CHERRY ST., NASHVILLE, TENK. PRESIDENT WHARTON S. JONES presented to the last meeting of the State Teachers' Association an annual address of more real value than this writer has before heard presented to the Association. And yet this is not meant as an endorsement of all the recommendations of the paper. THIS writer has spent the past few weeks at Monteagle, and he verily believes that never has that pleasant resort presented so many attractions on platform and in schools. With Chancellor Payne and Prof. A. P. Bourland at the head of the schools, they could not be other than strong. THE Tennessee State Teachers' Association has, for this year, for president a man well worthy every confidence. He is one of the two or three most active and successful county superintendents in the State; is the editor of a flourishing and useful school journal, and, above all, has the interests of the Association at heart. THE subject of manual training is attracting no little attention. A turn at discussing it was taken in the State Teachers' Association at Lookout Mountain, with the usual result -good points were brought pro and con. A paper on the subject is presented this month from the School Supervisor of Boston. It is to be sincerely regretted that the Board of Education of the city of Nashville has forced Prof. A. D. Wharton from he public schools. Prof. Wharton has devoted his life to successful work as a teacher, and has looked to no other work for head or hand. For seventeen years he had been principal of the High School and had the thorough respect of all No. 5. In such case we who knew him, as principal, teacher, man. say it is to be much regretted that political influences should demand his professional head. That he has been superceded by a man who is a standing candidate for political office, is still more to be regretted. "CAN a Poor Girl Go to College?" is discussed at some length in another column. This is, truly, an important question, and one well worth attention; and the article from the School Journal throws much light on the subject. In the South, as well as in the North, many institutions of learning aid poor girls by free tuition, and some do much more. The Peabody Normal College, at Nashville, furnishes free tuition and text books, besides supplying one hundred and seventy-seven scholarships, worth $100 a year. It is possible for these scholarships to be held by women. The total expenses of a young woman in this college may not exceed $200 a year, and Dr. Payne hopes to be able to lessen the cost still more within a few years. THE next meeting af the Tennessee State Teachers' Association will be held in Middle Tennessee. Let it be a real live meeting of school people. And let it be understood that "school people" does not necessarily mean "public school people." One mistake in the making up of the programme of the last meeting was the putting on of about twelve times as many men and women connected with the public schools as of those connected with private schools. Let no man's name be put on the programme for effect; but let the executive committee know that those whose names are on will take an active part in the meeting. Let railroad and hotel bills be such that the small salaried teacher can afford to attend; and let the programme be short enough that all may enjoy the social life of the town where the meeting is held. SOUTHERN EDUCATIONAL ASSOCIATION. The second annual meeting of this Association was held, the second week in this month, at Lookout Mountain, Tenn., above Chattanooga, with President Josiah H. Shinn, of Arkansas, in the chair. The meeting was not so large as was expected, but it was a most delightful meeting socially, and really therein lies the real value of such meetings. The program was a good one, but it had been hurriedly. made up, and few of the announced speakers were present. The officers for the succeeding year are: President, Hon. Solomon Palmer, of Eastlake, Ala.; Secretary, Prof. E. G. Harrell, Raleigh, N. C. Following the meeting a large delegation, under the guidance of Prof. Frank Goodman, of Nashville, went on to the national meeting at Toronto. ONLY IMAGINARY. "Javerner," in the Boston Post, presents to his readers the following vivid picture of what he says he imagines to be the President of Bowdoin College: "The President of Bowdoin, I take it, is a venerable man in spectacles, a doctor of divinity, who spends most of his time in reading Greek plays and Latin verses of dubious morality. I trust and believe that they have a hatred of chemistry at Bowdoin, that they are very weak indeed on all natural sciences, that their French and German are not above reproach, but that they are strong in the classics and literature generally. As to the college library, I could take my oath that it is managed on ancient principles. A man can go in there, pick his book from the shelf, and read it or let it alone as he prefers. There is no officious person to hand him volumes over a counter; there are no rails and fences to keep him off. I will only add that the village of Brunswick contains a few really pretty, unsophisticated girls, and that there are trout streams and whortleberry pastures near at hand. Such is my idea of the place and of the college; and if anybody knows "better" and differently, I beg that he will, so far as I am concerned, hold his peace." QUESTIONS IN AMERICAN HISTORY. Name those of the original thirteen colonies that were settled by the English. Name three forms of government that existed among the the colonies prior to the Revolution. What motives actuated the first settlers of Virginia to come to America? What motives actuated the first settlers of New England? Name five battles or campaigns of the French and Indian war, and five of the Revolution. State what caused the war of 1812; the war with Mexico; the civil war. Give the result of each. Name five important inventions by Americans, and name the inventor in each case. Name two American Historians, two poets, one humorist and five prominent statesmen. 8. Have pupils write a part or all of lessons in columns, numbering each word, and designating points for capitals, spelling and punctuation involved in each word. Hear the lesson, deciding on the points, each pupil criticising his own work, or each criticising the other after exchanging. Compute standing of each pupil as to the points decided upon, and record same on register. 9. Have pupils hunt for all lessons in reader selected from same author. 10. Have pupils hunt for authors in reader contemporaneous with author of this lesson. 'The above excellent hints are from the Normal Exponent. Try some of them-not all at any one recitation, of course, but vary the exercise from day to day. Adapt the points selected to the grade of your class.-Southern Educator. DO YOU FOLLOW THEM? An "Anxious Parent," in the London Journal of Educa tion, gives the following rules for destroying the intellectual and moral faculties. They would undoubtedly prove effective, if well followed: If a boy does his work thoroughly and well, give him harder work. If he does not do this thoroughly, tell him that it is his own fault, and that he is growing both stupid and idle. Impress upon him daily that the object of school work is to do better than some other boy, or to appear to do so. When a boy can do hi nithn atical work better than other boys of his age, tell him that he should also be able to do his classical work better (his mathematical faculty will enable him to see the force of this reasoning). Tell every boy that he ought to spend three hours on his evening lessons, but tell his father that they should only take an hour and a half. If a boy sends in better work than you expect from him, tell him that he ought to have sent in better work before. Always tell every boy in the class that he ought to be Name the principal events of Jefferson's administration; of higher up than he is. Jackson's; of Van Buren's; of Pierce's; of Buchanan's. Name two important battles of the war of 1812; three battles of the civil war. Give the result of each. What points are at issue in regard to catching seals off the coast of Alaska? POINTS IN ASSIGNING A READING LESSON. 1. Have a part or all of it written, and at recitation have pupils read their writing of certain important words as to capitals, spelling and punctuation. 2. Have pupils study why lesson is paragraphed as it is. 3. Have pupils study out the limits of Introduction, Exposition and Conclusion. 4. Have pupils select the culminating points in the descrip. tion or literary effect. 5. Have pupils outline the lesson. 6. Have pupils select ten or more strange words and write a sentence, using each so that it may ever after be a part of their own vocabulary. 7. Have pupils select quotable passages, the teacher designating the number of such passages to be found, but not the passage. Let the pupils do that. THE STATE TEACHERS' ASSOCIATION. The meeting on Lookout Mountain, July 6-8, was not what it was hoped it would be, in point of numbers and usefulness, but those who were there had a delightful time. The management of Lookout Inn-which, by the way, is the finest summer hotel in the country-did all in their power to make their guests perfectly comfortable. The rooms were large, fresh, clean and beautifully furnished; the service was good; the table was excellent; and "the air we breathed" was all that could have been desired, except that it was rather cold. President Wharton S. Jones, of Memphis, was present and delivered a valuable annual address. It contained suggestions so forcible that a committee was appointed to consider and report upon them. This report will be treated a length hereafter. A very rare thing for these meetings was the presence of all the officers of the Association. But only a very few of the names on the programme for papers or for committee work could appear in a correct report of the proceedings. One feature of the meeting was the address of Professor Nicholas M. Williams, of the Memphis Institute, on "God in History." Mr. Williams is a cultured gentleman and a pleasing talker, even under such difficulties as he labored under on this occasion. his master repeated the command in French, and the graceful pet, with a short bark of pleasure, at once rolled over and over. The barber told him to sit up, to shake hands, etc., but doggie could not understand until his owner repeated the A most excellent selection of officers was made for the seggestions in his native tongue. present year, as the following list testifies : President.-Hugh D. Huffaker, Chattanooga. Vice Presidents.-Professor J. B. Haynes, Lewisburg; Miss Mollie Pierce, Dyersburg; Professor W.-W. Carson, Knoxville. Secretary and Treasurer.-Frank Goodman, Nashville. Executive Committee.-Hon. W. R. Garrett, Nashville; J. H. Allen, Shelbyville; E. M. Wright, Greenville; J. C. Ford, Knoxville; W. J. Watson, Memphis. THE SCHOOL GROUNDS. "Praised in every town."-SHAK. Every school officer, every parent, and every child should feel a peculiar interest in beautifying and preserving the school grounds and the school buildings. The teacher is the natural leader in this as in all other educational work in the community. He consults, plans and directs. He enlists pupils, patrons and parents. He studies the plans of his predecessors, modifies and perfects them. Here is one of the innumerable arguments in favor of retaining the same teacher for many years. The Each child is a protector as well as a constructor. work, for the most part, will be done by the pupils. Each one should be trained to plant and protect every shrub and flower. Thus our American youth can be educated to respect public property and public grounds. The vandalism that begins with cutting and marring the school shrubbery, will disappear. Glad memory. The joy of childhood gladdens all the after life. It is a joy to children to deccrate, and preserve, and enjoy beautiful school grounds. Millions will recall these days as the one green, glowing oasis in a long life.— American Journal of Education. HE UNDERSTOOD FRENCH. A tall, well-built young man lounged into the Colonnade barber shop a day or two ago, closely followed by a sleek, intelligent Italian greyhound. The man took his place in a chair and the dog quietly reclined on the floor near by. The barber stopped to pat the graceful creature and jocularly said "Th' tap av th' mahrnin to yez, Rover.” The dog cocked his ears and looked inquiringly at his master. The latter observed: "Ze doggie do not speak Angles. He's a Parisian." Then he looked at his pet and continued, "Bon jour, Baptist." The greyhound very enthusiastically whacked his tail upon the floor and replied to his master's salutation by a low gurgle of satisfaction. "Can he do any thricks?" asked the barber, pausing in his work. As both left the shop the barber shook his head doubtfully. "Next," he called out, and then added in an undertone, "It's meself must go to Paree. Sure it's a quare town where aven the dohgs shpake Frinch."-Philadelphia Press. It is a common experience with shipowners and shipbuilders to have propounded to them means whereby even thirty knots per hour may be realized, and these backed up by very elaborate calculations as proof, but which when investigated, are found, like a well-known writer of scientific romance, to be wanting in some little detail, insignificant at first sight, but absolutely essential to complete the proof. So far no great departure from the existing form of ship, nor from the method of propulsion, has resulted in obtaining a higher speed than is common with ordinary ships of the same dimensions; and in nearly every case such departures have mortified the inventors as well as disappointed the public by turning out absolute failures; and there is no good reason to suppose that further successes than have already been attained will be achieved in any other way than by improving the conditions that now obtain, both as regards form of ship and method of propulsion, inasmuch as the physical causes which combine to retard the motion of a vessel, and the physical forces which are em "Certainly," replied the young Frenchman, still speaking ployed to overcome that resistance, remain to day as they ever in broken English. "Tell him to roll over." The barber did so, but the dog merely remained quiet, and a worried, anxious expression spread over his face. Then were, and are in fact, nature's immutable laws. The commercial question is also one that presses very hardly at all times, and must continue to do so more and more, as will be seen later on. The Atlantic greyhound of to-day is, in immersed form, substantially that of the viking's craft of more than a thousand years ago. And if we look to nature for our study we shall find that the swiftest fish are not unlike in general form to the submerged parts of ships; and the comparison is the more easily accepted when it is remembered that the fish is wholly submerged while the ship is only partially The one has to contend with waves and other surface disturbances, and must perforce keep above the water, while the other is free from such disturbing elements and conditions, and pursues its course in practically smooth water. - From "Speed in Ocean Steamers," by A. E. Seaton, in July Scribner. so. THE COUNTRY ACADEMY. We believe that it has a mission. In spite of the growing importance of the high-school, there is still a place for the country academy. We do not refer, of course, to such richly endowed and well-equipped institutions as Phillips Andover and Exeter, Easthampton, Quincy and similar schools. Their usefulness is unquestioned and their future is secure, but we do refer to the lesser schools which have suffered a partial eclipse of late years, and which are regarded by some as useless and missionless. We believe, however, that as there will come a revival one of these days to the New England country village, so there will come a revival to the New England country academy. These buildings, bare and bleak as many of them are, ought not to fall into disuse; these endowments, meager as they are for the most part, ought not to lapse; these histories of noble achievements, histories that have largely made New England what she is, ought not to be forgotten. If a boy cannot have the advantage of a college education, we can imagine no training more important than a year or two away from home at the country academy. Why will not some millionaire make it his mission to resuscitate some of these languishing institutions which abound, especially in the New England States? A hundred thousand dollars would put one "on its feet," and even fifty thousand dollars often would make all the difference between vigorous life and lingering death. Where is the millionaire, we repeat, who will make it his ambition, not to found a new college that shall bear his name, but resuscitate a score of languishing New England academies ?-Golden Rule. THE QUESTION OF COPYRIGHT. The student of copyright will be grateful to Mr. George H. Putnam for a volume recently issued in the usual style of the Putnam's. It is a volume which is quite a cyclopedia on the subject of literary property. It gives a summary of the history of copyright in the United States and England; the existing laws of both countries; the Monkswell bill, now before Parliament, with an analysis of it by Mr. Besant; and a number of spirited essays by Messrs. Brander, Matthews, R. R. Bowker and the compiler, on international copyright and literary property in their various aspects. From Mr. Putnam's preface it appears that our country now stands in this matter at the point reached by France in 1810, and by Great Britain and the German States in 1836-37. Nearly all the countries of Europe joined in the Berne Convention of 1887, by virtue of which an author of any nation obtaining domestic copyright secures, without further conditions or formalities, a copyright good throughout the International Union. Tunis, Liberia and Hayti belong to this Union, but the United States do not; and we may well hope that at some time, not far off, we may become as civilized in this respect as Tunis and Hayti. The friends of effectual copyright should be stimulated by the recent victory to go on and reap the fruits of it in wise amendments on the present imperfect law. Mr. Putnam's volume will be very helpful in showing what now needs to be done. G. P. Putnam's Sons, New York, $1.50. PERSONALS. Mr. L. D. Borden, who took his Bachelor's degree from the University of Nashville last year, has been doing institute work at Bellville, Texas, and is located for next year at Santa Anna. Mr. E. C. Lewis, of the same class, has been elected principal of the school in his native town-Forney, Texas. Prof. John M. Webb will hereafter be the business manaager of the Educational Exchange, of Montgomery. Major Palmer proposes to devote himself exclusively to building up the Atheneum, so as to make it one of the leading colleges in the South, and cannot give the time necessary to make the management of the Exchange satisfactory to himself, hence this change. Prof. Webb will devote himself exclusively to pushing the Exchange. One of the most entertaining of the many entertaining men at Monteagle this season, is Prof. Alcee Fortier, of New Orleans. He is well known to students of modern languages as author and critic, and is one of the most scholarly members of the faculty of Tulane University, of Louisiana. His coming to Monteagle for the season is certainly a fortunate event for students of the French and German. "English as She is Learnt" was the subject of a lecture delivered at Monteagle a few days ago by Miss E. F. Andrews, of Macon, Georgia. The teachers of the country would be grateful for the publication of this lecture because it deals with the subject of bad English from a standpoint unthought of by the authors of such books as "English as She is Spoke." They presume that the teacher has been the stupid party in the production of such language, while Miss Andrews showed conclusively that the burlesque writers get their matter from a few hopelessly stupid pupils. TERSE COMMENT. "For his Unitarian views." That is what Prof. W. J. Alexander was expelled from the faculty of the State Uni— versity of South Carolina for. And this is 1891.--School Bulletin. SO SAY WE. The Pennsylvania Legislature has done well in increasing the annual appropriation for public schools from $2,000,000 per annum to $5,000,000. Now let the teachers' salaries and the schools be strengthened accordingly. FRIDAY AFTERNOON. FOR A SMALL BOY. To the audience in front. You think I do not dare to talk But every boy must learn to walk To the audience at the right. When little Henry Clay was young, But when he learned to use his tongue, To the audience at the left. When Daniel Webster first began, To teacher or chairman on platform. And let you clap your hands, sir. THERE'S A BOY IN THE house. A gun in the parlor, a kite in the hall, And a well-polished pie-plate out there on the shelf, Make it easy to see there's a boy in the house. A racket, a rattle, a rolicking shout, A whistling, a pounding, a hammering of nails, But, oh, if the boys were not scattered about, FURNISH YOUR OWN TOOLS. Oftentimes when doing institute work we are asked such questions as follows: "Yes, but how shall we apply your methods in country schools? We see that much better work can be done, and have no doubt that it is done in city graded schools. Where we teach, however, the trustees have all they can do to pay us our salaries, let alone buying us the measures in dry, liquid, and linear measure, the weights and scales, the cubic inch, foot, and yard, etc." The In answer to such questions we ask the following: "Who furnishes your dentist with his forceps?" "Your lawyer with his blanks, pen, ink and paper?" Your minister with his marriage certificates and reference books?" "Your carpenter with his saw, hammer and plane, though you pay him but fifty cents per day for his work?" And did you ever see a Let each poor, old, tramping cobbler without his "kit"? man equip himself for his trade or profession, say we. poorest kind of a carpenter must pay for his tools more than you, as a teacher, are required to pay. And better still, your money once invested is good for a lifetime, while the carpenter's saw, hammer and plane will wear out and must be replaced. Five dollars will buy enough to make a teacher's life a thousand times happier, and his work five thousand times better. Buy your own time-savers, then, fellowteacher, and make yourself so popular that your trustees cannot afford to let you go for a paltry $100 or $200 a year.Wm. M. Griffin in N. Y. School Journal. MANUAL TRAINING. BY R. C. METCALF, SUPERVISOR OF SCHOOLS, BOSTON. The question of manual training has now come to the front, and must be considered in all its relations to other school work. We have not yet decided whether manual training shall take the form of trade schools, and fit our boys and girls for some special work by which they can earn an honest living, or shall be educational and disciplinary without any direct reference to special departments of labor. A few branches of manual training seem to have commended themselves already to the general public, and can be eliminated from the "problems" still waiting solution. I refer to drawing and sewing. Penmanship should be classed among the manual training studies, but penmanship is so generally recognized as indispensable to the acquiring of almost any branch of education that it is not usually classed among the special objects of manual training. Putting aside, therefore, the subjects of drawing, sewing and penmanship, we come to other forms of manual training that are not so clearly indispensable as foundation stones for a well-rounded education. Cooking is now claiming a larger share of attention, and surely if we consider its direct bearing upon the comforts of a well-ordered home we must acknowledge its claim to be legit¡mate, and must cheerfully award it an honorable place in the school curriculum. Girls and boys both prefer their claims for this form of manual training, and neither should be refused except for the most satisfactory reasons. Thus far it has been impossible to give such instructions in the school buildings where the pupil pursues his other studies. "Kitchens" have been established wherever convenient rooms could be obtained, and pupils have been detailed in "squads' |