truth of today is only the blossom of the truth of yesterday, and that the truth of tomorrow will be only the fruit of the truth of today.

With this once understood his study of the truth of yesterday becomes. more reverent; and he is not dismayed when he beholds, as he must, the truth of today changing its form.

These are the points which I have tried to make in regard to myth study: (1) The myth expresses a great reality in man's experience; (2) in the exercise of the free imagination the mind's powers grow; (3) the fine play about non-moral ideas fostered by some of the myths is wholesome; (4) rightly chosen, some of the myths become in the fullness of time, since we think by analogy, a moral force; (5) the value of the knowledge of mythology consists, not in our ability to find the meaning of allusions, but in the fact that our mental and spiritual condition is such that the meaning of the allusions must inevitably find us; (6) thru myth study a basis for true knowledge of the laws of spiritual and mental development is gained.

66

Myth, then, as I see it, is not preparatory to history nor supplementary to it, but each is complementary to the other. History deals with the outer, myth with the inner, man—because, as Tylor truly says, 'Myth is the history, not of its subjects, but of its authors." Hence, paradoxical as it seems, in history man tries to tell the truth, in myth he quite certainly tells the truth to him who listens aright. It is only as we think of myth so, as the history of the human soul, that it ceases to be to us childish fable, and we know that truly Theseus slew the Minotaur and Perseus the Gorgon, and that the tragic end of the fatal hunt of Calydon was inevitable.

I have said nothing of the use of either myth or history as language material, and for this reason: If given an opportunity the child will express what is in his soul. If the myth and history taught are worthy to become a part of the child's soul stuff he will express what they have brought him when the opportunity offers.

DISCUSSION

MISS STELLA L. WOOD, superintendent of Kindergarten Normal School, Minneapolis. At the closing of a sewing-school, not long ago, each class repeated verses which during the weekly work hour had been committed to memory from the Bible. One group of serious-faced little girls arose and in the most impressive manner recited the following verses:

Make thee an ark of gopher wood, rooms shalt thou make in the ark, and shalt pitch it within and without with pitch. And this is the fashion which thou shalt make it of: the length of the ark shall be three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits.

The fact that these verses came from the best of books led to the belief that even if bereft of context and utterly foreign to the interest and understanding of the children, nevertheless, somehow, in some unexplainable manner, they would be instructive and uplifting.

It sometimes appears to the unprejudiced onlooker that this same feeling which led

to the choice of the dimensions of the ark for a "memory gem " often directs the choice of myths for use in kindergartens and primary schools. The awe-inspiring fact that this myth material has been handed down thru countless generations seems to so impress us that we apparently leave behind us our common-sense and discriminating taste when we approach this particular kind of story material. We open a volume of carefully selected myths, which the preface declares has been used by the compiler with great success upon all occasions, and we are so blinded by the fact that these are myths that we fail to use the tests which we apply to all other literature in our search for stories, and are betrayed into choosing something for our children which we never would have chosen had it not been found among the classics. And the most lamentable fact of all seems to be that probably in that self-same volume of carefully selected myths might be found just the needed story-fine, dramatic, and yet simple enough to be used for the joy and edification and entertainment of the children in that part of the elementary school known as the kindergarten.

It would seem that this is an age of many temptations designed to lure the kindergartner from the path of simplicity. The charms of basketry and rug weaving without, and within the desire to be considered progressive, have played havoc with many of us, and the battle once fought and apparently won in favor of simple work, within the child's scope and of his own doing, seems about to be fought over again with new foes. We need much courage to maintain simplicity in song, story, and handwork when the educational world is so fascinatingly full of good things which we long to give to our kindergarten children.

It is hard to keep in mind the fact that strong meat, although we may cut it into very small pieces, cannot be digested and assimilated by organs prepared to deal with milk. A story whose meaning and symbolism is adult cannot be successfully imparted to young children, even by means of words of one syllable. We need the courage to reject much that is beautiful and fine because it is suitable for the older children, and not for the youngest in the school family. We must firmly keep to that which is simple and within the child's grasp. It is possible to "cram" even in the kindergarten. The average child is so eager for stories that he will appear interested in most unprofitable ones, if they have a vestige of action and things happen in them. the seemingly interested child during the telling of a story. ordinary mortal who listens intently to a Wagner overture. something, and sometimes it almost does. The expression on the child's face often tells the observer that he hopes something is going to happen in that story soon, and he holds on as long as frail human flesh will allow.

One should look carefully at
Sometimes he is like the
He is sure it must mean

And yet the world is full of good stories for little children. Often we might enrich both ourselves and the children by replacing an ordinary tale with a classic embodying the same truth or imaginative fancy in more enduring form a story which we may meet again on canvas, in marble, or in song. But great wisdom is needed in the choosing.

In the use of historical stories for very young children a wiser choice seems to be exercised, perhaps because the story side of history contains a more intimate appeal; there are so many simple yet glowing stories of "people who do things;" of Columbus, the Pilgrim fathers, of Paul Revere and his midnight ride, of Washington, and the lives of many who, with the simplicity of the truly great, have so much in common with little children.

Even here we use many stories because they are history which, if judged merely as stories, would be rejected as too involved or remote. But bringing to the choosing of myth and history all the discrimination we possess, often rejecting much, there still remain stories full of fire and life and glorious action, simple, primitive enough to find and meet the kindergarten child just where he is. To see children listening to such stories, told in a manner to bring the picture before them, is to witness the satisfaction of those who feast at a full table, rise refreshed, and go on their way rejoicing.

DEPARTMENT OF SECONDARY EDUCATION

SECRETARY'S MINUTES

FIRST SESSION.-WEDNESDAY, JULY 9, 1902

The first session of this department was called to order in the assembly room of the East High School at 9:45 A. M. by the president, J. Remsen Bishop, of the Walnut Hills High School, Cincinnati, O., who delivered the opening address.

At its close, Miss Mynn Stoddard, of Minneapolis, favored the section with a vocal solo, “Oh, for a Burst of Song," Allitsen, which was heartily encored, when she responded with "When I Awake."

In the absence of Superintendent R. G. Boone, of Cincinnati, Principal Reuben Post Halleck, of the Boys' High School, Louisville, Ky., addressed the meeting upon “The Social Side of High School Life."

The president then appointed the following Committee upon Nominations :

George B. Aiton, state inspector of high schools for Minnesota.

W. J. S. Bryan, principal high school, St. Louis, Mo.

E. W. Lyttle, inspector for University of New York, Albany, N. Y.

The meeting then adjourned to the different conferences, as follows:

Room A, Classics. Leader, Superintendent Lafayette Bliss, Waseca, Minn. Room B, Mathematics. Leader, Charles W. Newhall, department of mathematics, Shattuck School, Faribault, Minn.

Room C, Biology. J. Remsen Bishop, Walnut Hills High School, presiding officer. At 4: 30 P. M., in the chemical laboratory of the State University, the subject of physics was discussed in connection with the Department of Science Instruction, with Wilbur A. Fiske, instructor in physics, high school, Richmond, Ind., as leader.

SECOND SESSION.-THURSDAY, JULY 10

The meeting was called to order in the assembly hall of the East High School by President Bishop, at 2: 30 o'clock P. M.

Mrs. E. W. French then favored the audience with the following songs: (a) “Thy Beaming Eyes," MacDowell; (b) “Madrigal," Homans; (c) "The Rosary," Nevins.

In the absence of Professor John William Perrin, Western Reserve University Cleveland, O., President Charles D. McIver, of the State Normal and Industrial College, Greensboro, N. C., addressed the meeting upon “Cost of Education." At the close of his address, the Committee on Nominations reported as follows:

For President-Inspector Charles F. Wheelock, Albany, N. Y.

For Vice-President - Principal Reuben Post Halleck, Louisville, Ky.

For Secretary-Principal Wilbur F. Gordy, Hartford, Conn.

And they also reported the following resolution :

Resolved: That the officers of this Association be instructed to act as a committee to seek a federation of the secondary associations in the various states and to secure the establishment of such associations in states where they do not exist.

On motion of William Schuyler, of the St. Louis High School, the report of the Committee and the resolution were adopted.

After a resolution of thanks to the local committee and to the singers for their aid and entertainment the meeting adjourned to the several conferences :

Room A, History.
Room B, English.

Ann Arbor, Mich.

Leader, Superintendent Charles R. Frazier, Little Falls, Minn.
Leader, Professor Thomas C. Trueblood, University of Michigan,

Room C, Principals' Conference. Topic, “School Athletics." Leader, W. J. S. Bryan, principal of the high school, St. Louis, Mo.

CHARLES ALDEN SMITH, Secretary.

PAPERS AND DISCUSSIONS

PRESIDENT'S ADDRESS CALL OUT THE LEADERS

J. REMSEN

BISHOP, PRINCIPAL OF WALNUT HILLS HIGH SCHOOL, CINCIN-
NATI, O.

"To avoid dealing with facts, always have your speech in your pocket," is the moral Mr. George Ade appends to his whimsical account of the "tough trustee's" address to high-school graduates. The converse of the humorist's advice has been followed on this occasion, and an attempt will be made to deal with a few facts concerning the present condition of our public-school system.

Everywhere thruout this progressive republic the year has been marked by extraordinary activity in all departments of human endeavor. The schools have not stepped aside from this mighty current, but have forged well to the front of the great stream of American progress. Kindergarten work, nature study, commercial branches, all the newer elements in the educational scheme have been taught with better insight into their educational value than ever before. Practical ends and cultural ends, if indeed there ever has been any real difference between them, have now apparently been reconciled. It has been found that the cultural aim is best attained when the practical aim is never lost sight of at least in the mind of teacher and pupil. The practical aim is to live honorably and independently; the cultural aim, to live in the noblest atmosphere. The one certainly does not preclude the other.

Naturally the interested observer, the doctor philosophus reviewing the situation, looks for the means that might have produced even a better result than that which has been attained. In the matter of public-school progress and improvement the defect easily suggests itself. Professor Paul H. Hanus in a recent address pointed out the fact that the great committees whose labors have glorified the National Educational Association and benefited American public schools in a measure not easily computed

have neglected in a curious fashion the work of one another and the history of our institutions. Each committee seemed to feel that it had the whole scheme to reconstruct, so far as its field extended, instead of the seem. ingly obvious duty of studying the entire educational field, and in all its own work never failing to consider the demands and limitations of other school periods and departments. On this basis only, as Professor Hanus points out, can final work be accomplished.

Whence, then, this fragmentariness and overlapping exemplified in the work of our committees and observable thruout the system? May they not be traced to lack of scope in school supervision? At any rate a plea for better general supervision of our school system has not seemed out of place at the present juncture.

There are various methods of school supervision in this country, but the prevailing method is very limited in scope. City and county superintendents practically do the supervising of our public schools, and the practice is thoroly in accord with the American idea of local self-government. Occasionally we find a state superintendent or school commissioner attempting to supervise the schools of the state. In some instances a vast system of examinations has been devised to direct the schools. Occasionally we find both systems in use. On the whole, the state appears to be the convenient and sufficiently large unit.

Let us dwell a moment upon the examination system. No one knows better than the teacher of long experience that the examination is at best a necessary evil. Beyond such necessary tests as a teacher must give to steady his pupils, the examination is a delusion and a snare - a device of some evil power that would destroy all mental activity except that of the memory, which it would gorge to suffocation with unpalatable and indigestible food. Nothing short of omniscience could devise the set of examination questions that would properly test the results of the teacher's work, if that teacher were the best of teachers with liberty to teach. Any dunderhead can devise questions that, if they loom ahead of the teacher, who knows the examiner's idiosyncrasies and former performances, can kill individuality and initiative on his part. The teaching of botany is growing in several directions: if the teacher grows in one of these directions we should be abundantly satisfied with him. Shall each teacher be tested in all lines of development, or all teachers in one line of development?

A murmur comes from across the water that the English are not satisfied with the material that has dominated their civil service thru the

examination system. A United States engineer stated a short time ago in a private conversation that his most efficient men entered the service low down and came up; they are better civil servants than those who came in thru brilliant examination passing. A system of cramming persistently persevered in can land any normally constituted youth well up in the list