tated the very disturbance which it was intended to avert. Public demonstration and obnoxious addresses became the order of the day; expulsions were threatened without effect, the riotous spirit was infectious and as a last resort the university was closed and the students dispersed.

Teachers' Guild, England.

The teachers' Guild, an association of secondary teachers, held its sixth conference at Bath, April 16 to 19th.

The proceedings were confined to subjects of immediate interest. The papers which were of a high order and the free discussions are reported very fully in the supplement of the Journal of Education (London), May 1st. Among the principal topics treated were, "Ways in which the State may satisfy itself as to the efficiency of elementary and secondary schools;" "School supervision; ""Professional qualifications required for the registration of teachers"; "Scholarships." The growing respect for American precedent which is noticeable in European conferences on education was illustrated in this. Mr. Stow (editor of the Journal of Education), quoted Mr. Philbrick as one of the greatest authorities on education in America, and also made the following very just observation. "By American teachers, the superintendent, a Dr. Philbrick, a Dr. Harris, a colonel Parker, is not regarded as an exacting task-master, but as an adviser, an amicus. curiae."

Spain, Normal Schools.

Spain has 81 normal schools for the training of elementary school teachers, (48 for men, 33 for women.) In each university district. there is also, at least one superior normal school for the training of teachers for the elementary normals. All of these are day schools and taught by lay teachers. A priest however has charge of religious instruction in each. Madrid has two central normal schools, one for men and one for women. In these, teachers of elementary schools. pursue a two years' course, teachers of high schools a three years' course and teachers of elementary normal schools a course of four years' duration. The school for men is located in a fine building, but unfortunately not provided with a garden, recreation court, or gymnasium. During recesses the students can only promenade in the spacious corridors. A practical school is annexed, the teaching forcecomprises a ec, even assistant professors and a secretary whose united salaries amout to $5,100, annually. Modern educational principles have been introduced into the school through the influence

of M. Sarda, a distinguished professor, who has examined the schools of France, Belgium and England.

The normal school for women has the advantage of recreation grounds and is even better equipped for scientific and art instruction than the school for men. The teaching corps includes a directress, 11 assistant professors, a clerical teacher of religion and a secretary, whose united annual salaries amount to $7,900.

The students of the normal school for young men in Madrid come principally from the rural class or from that of mechanics, of small traders or of teachers. A very large proportion of these have made little attainment in scholarship before entering the normal school. As the courses in these are only of two years' duration for the teachers of elementary grade and but three years for those aspiring to the higher grade it is difficult to give them satisfactory preparation for their work.

The students of the school for women are drawn generally from the middle class of the city and have a better scholastic preparation than the young men. The course of study for the elementary grade teachers comprises: Christian doctrine and notions of sacred history; the theory and art of reading and of writing, the Castilian language, exercises in analysis, composition and orthography, (each of the foregoing for two years.) The following for one year only arithmetic, elements of geometry, linear drawing, surveying, elements of geography and of Spanish history, elements of agriculture, the principles of education and methods of instruction. In order to obtain the diploma admitting to a position in a high school, a third year is required and to the studies above mentioned are added elements of physical and of natural science; more extended course in agriculture, commercial branches and pedagogies. In the Madrid schools music

is added as an obligatory branch, and French and gymnastics, as optional. To obtain the diploma of a normal school professor the candidate must complete a four years' course which gives a more thorough and extended training than the other courses especially in ethics, esthetics, and educational principles. M. Sluys of Brussels, from whose report these particulars are taken, observes that agriculture as a branch of training exists only in the programmes and that the practice in teaching is much too limited. He notes further that since the reorganization of the normal schools, in 1882, decided improvements have been effected and are still in progress.

A. T. S.

TH

HISTORIC SECONDARY SCHOOLS.

Second Paper. Phillips Academy, Andover.

CECIL F. P. BANCROFT, LL. D.

HE founding of the Phillips Academy, at Andover, in 1778, was a distinct step in the development of American education. For this reason it has an interest quite separate from the individual history of the school, noteworthy as that has been. It is not because the Academy is the oldest incorporated Academy, and now one of the largest, and always one of the best, so much as its creative and formative influence in leading "the way to other establishments on the same principles," according to the express hope of its founders, that has given it a high place among our historic schools. Other schools have had larger resources, probably none has sent so many boys to college. The lists of pupils and teachers and benefactors is long and very illustrious, but not even these are the chief claim to recognition. The life of the school has been more than a steady growth; it has been an evolution. And the way in which it has adapted itself to the changing conditions of more than a century of our marvellous national development, always within the lines of the original constitution and charter, and within the hopes of the founders, is an evidence of the wisdom and care with which the plan was formed, and of the steadfastness and energy with which it has been carried out.

The school was not for a local community, nor a feeder for any single college, nor restricted to a narrow curriculum; not the gratification of a personal ambition, nor the venture of a calculating mind, nor subordinate to other interests, nor the instrument and the defense of any sect or party. It was "a free public school "" for mankind," placed in trust in the control of a self-perpetuating body of trustees, and under the sanction of the state. It gave to secondary education the breadth of a college in organization, administration and aim. It lacks only the power to confer degrees. It has shown that it has in itself power to maintain a normal school, and a graduate professional school, and in a similar way it is capable of further extension, "as opportunity and ability may admit." It was an experiment in the application to a school of principles which obtained in the eight or ten colleges which at that date illumined our eastern shore from Cambridge to Williamsburg. Judge Phillips and Dr. Eliphalet Pearson, the

Copyright, 1894, by Kasson & Palmer.

first principal and for forty-eight years a trustee, were school-mates probably under the famous Master Moody in the Dummer School, friends certainly at Harvard and again at Andover, must have been. influenced by that admirable teaching and that wholesome life at Byfield, and after diligent study of the Academy foundations in England, and of the grammar schools in America, they worked out together the details of the Academy at Andover, incorporating what seemed essential and admirable, and adding other features which have proved of great worth. Imitation is sincerest praise. Within twenty years, fourteen other academies had been incorporated in Massachusetts; several in Maine; Exeter, New Ipswich and Atkinson, in N. H. ; and since that time the academy idea has gone to all parts of New England, to the Middle States and to the West, and to some extent to the South. The Andover Academy in an important sense has been the mother of them all.

Certain minor features have had an important influence. A majority of the trustees must be laymen. The Master is ex-officio a trustee. No alteration of a contract with a teacher can be made except in his favor. Nepotism is carefully excluded. If at any time it seems best to the trustees, the school may be moved to some other location, but only after careful deliberation, and the reasons for the change must be recorded. The records of the trustees are open to the perusal of all men. There are no petty or vexatious conditions, but the whole management is committed to the wisdom and conscience of the trustees.

The Rev. George Phillips who came to Salem in the ship Arbela with Gov. Winthrop, Sir Richard Saltonstall, and other Puritan worthies, in 1630, a graduate of Cambridge University, was a man of distinction and influence in the infant colony, and his descendants inherited a striking love for learning which has expressed itself for eight generations. The Academies at Andover and Exeter, the colleges at Cambridge, Hanover and Princeton are noble witnesses to their liberality. The school at Andover was founded and fostered by this family, rather than by any one member of it, and the splendid gifts which others have made to it lose no lustre of their own while contributing to the usefulness and enlargement of the Phillips foundation.

But a peculiar honor attaches at Andover to Samuel Phillips, jr., who is regarded as the virtual founder, though the legal and justly accredited founders are his father, Hon. Samuel Phillips of Andover (Harvard 1734), and his uncle, Hon. John Phillips, LL. D., of Exeter, (Harvard 1735). In order to distinguish him from many others of the same name, he is commonly called Judge Phillips. It was he who took the leading part in all the correspondence and negotiations by which the constitution was framed, the location, buildings and origi

nal funds acquired, the officers of instruction and government secured, the policy of the school determined, its charter enacted, its finances and other affairs ordered, and its reputation established in the confidence of a wide public. Almost all the early documents are in his careful handwriting. In order to be near the school and protect and promote its interests, he left home and for a few years lived in one of its modest dwellings, but he soon erected a spacious and handsome mansion on grounds next to the school, where till his too early death in 1802 he and his noble wife dispensed a generous hospitality and made the school a large part of their social and domestic life. And yet the school was only one of many important interests, which taxed his time to the full. He was very active in the stirring times of the Revolutionary war, in close consultation with the civil authorities in Boston and with Washington at Cambridge, making powder at Andover, for the armies, a representative in the last legislature of Massachusetts Bay, a member of the constitutional convention of 1779, a senator in the first legislature of Massachusetts under the constitution which he was influential in forming, all before he was thirty years of age and within the first decade of his graduation from Harvard in 1771, and during these important and responsible duties, he was providing a new kind of school for the new epoch in American history. At his death, he was only fifty, having been twenty years in the senate, and fifteen years its president, sixteen years a judge of the court of Common Pleas, twenty years an overseer of Harvard College, one of the commissioners for the suppression of Shay's Rebellion, and Lieutenant Governor of the commonwealth. He received the degree of LL. D. from Harvard in 1793. Had he lived to three score and ten, we cannot doubt that his further distinctions, offices, and renown would have placed him in the first rank of his contemporaries. Such was the man who built into the foundation of Phillips Academy his character, his wisdom, his gifts, his patriotic and religious purposes. Great credit is due to many others, but he surpasses them all.

There are several dates which are memorable and will serve for outline in this brief sketch. April 21, 1778, the constitution and deeds of gift were signed by the brothers Samuel and John Phillips; on the 28th the trustees met, organized and accepted their trust; on the 30th the school was opened in a joiner's shop which had been fitted up for the purpose, and thirteen pupils were in attendance. On the 4th of Oct., 1780, the act of incorporation was passed, an event of special significance, as it antedates the charter of the other New England academies, including Dummer, which last is an older school by a quarter of a century. On the 28th of September, 1808, the oldest theological seminary in America, the Andover theological seminary was opened as a distinct institution, but under the trustees and charter of the