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But I cannot, for I have promised to speak at a Woman's Temperance Meeting next week, and in the week following I am going to read a paper called "An Educational Experiment," before our Ethical Society. This, I think, will be interesting. I have placed my pupils in difficult historical positions, and have made them tell me what they would have done, giving the reasons.
On the other hand, I fully understand what you have said about the surplus of public schools and the corresponding surplus of higher grade teachers; and in this regard I myself have collected some information which assures me that the educational tendency of the public school must right itself by this very surplus of teachers who have really nothing at all to do with education, and who are called into existence and pursue this path solely because there is a demand for them.
The highest official is not able with impunity to impose his personal will in certain directions; and, for the time being, it is probably better that his powers are thus restrained. Considering the extraordinary changes suddenly made in the educational system, it will be obvious that a teacher's immediate value was likely -twenty years ago to depend on his ability to make his teaching attractive.
We are interested naturally to know that a boy has an aptitude for languages or mathematics, but it is immaterial to us whether he has acquired his aptitude, say for learning languages, through learning Latin and Greek or French and German. The educational value is paramount, the vocational negligible.
Believing this, I think it a thousand pities that neither Britain nor America, nor, so far as I know, any other country, has as yet evolved machinery through which there might be elected a supreme Director, or, say, a little Board of three Directors, of the nation's spirit, an Educational President, as it were, with power over the nation's spirit analogous to that which America's elected political President has over America's body.
These new ideas were discussed at the meetings of the thinking young folk above referred to, at which meetings they also held other high debates on matters philosophic, poetic, educational, etc.
And why should he continue to exert himself when, owing to his being at last beyond the reach of punishment, the need for him to do so the only need which he has been accustomed to regard as imperative has ceased to exist? The objections to the hope of reward as a motive to educational effort are of another kind.
For a memorial to Gordon, $500,000 was enthusiastically raised in England. The memorial took the practical form of an educational establishment for the natives of the Sudan, the foundation-stone of which was laid by Lord Cromer in January, 1900. The school is intended to be exclusively for Muhammedans, and only the Moslem religion is to be taught within its walls.
Therefore, the school exhibit of New York State should interest every citizen, as the schools have been bettering year by year and the product increasing in value. ... The Commission in charge of this exhibit has spared no expense to make this educational showing a storehouse of novel ideas and suggestions dealing with the advance in pedagogy, and of the State's resources in the teaching of the young idea."
Since 1911 Miss Olcott has contributed to library work with children by writing and editing books for parents and for children. The library is a latter day popular educational development. It supplements the work of the church, the home, the school and the kindergarten. Its function is to place within the reach of all the best thought of the world as conserved in the printed page.
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