ulating therewith, wns in turn articuecoming definitely ss has been made during the last progress has been es, in furnishing atus, and better ment has not kept ar city schools and natural ultra-conthe abandonment he Eastern states, solated one-room and gradation is d personal favorees too often prehe teacher; where en the intellectual nd keen intellect8. where the advodebatable ground ded by state and ninistrative school tional solution of bining the small, and transporting ic expense. amination of state wenty-six superinn of pupils, while self as opposed to ail, and from some mong ourselves, as unanimity, that it tter classification, erer effort, greater , increase attender apparatus, textand more regular the children; keep d at home under rm and farm life, t into centers of ted, and ventilated of reading circles, movements among s, as a rule, at no of providing the nited States comwe learn that Masand Connecticut arding the trans1896 New York, ere added to the ed districts transe year 1900 state issued a bulletin n states have laws it public expense, re availing themen states are: Florida New Hampshire ey South Dakota Maine n In addition to the above, Illinois, Missouri, and Virginia authorize by law and have township high schools, Tennessee has consolidated schools, and California authorizes, and has what are known as union high schools in the country. As many states report only biennially and others do not gather statistics in regard to transportation, it is impossible to present complete comparative statistics showing progress in consolidation, except irregularly from a few states, which probably illustrate the general terdency in favor of the movement. In 1899 and 1900 New Jersey expended nothing for transportation. In 1900 and 1901 she expended $4,420.62. Ohio reports thirty-three districts transporting last year. The amount expended for transportation in Massachusetts increased from $3,648.00 in 1890-'91 to $75,603.00 in 1894-'95, and to $141,754.00 in 1899-1900; in Vermont, from $11,122.00 in 1893-'94 to $26,492.00 in 1899-1900. In 1893 free transportation of pupils was authorized in Connecticut. In 1900-1901 the number of schools closed was eighty-four, pupils transported 849, cost about $9,817.00. In Vermont free transportation is growing in favor, as attested by the fact that the state expended for this purpose $11,112.00 in 1893-'94 and $26,492.00 in 18991900. During the latter year 726 schools were closed and 2,909 pupils transported. New York has a system of contracts whereby one diɛtrict may contract with another for the education of its pupils and still draw the district quota of public money. Connected there with is a provision of law permitting the district contracting to transport their pupils to the district contracted with. The first contract law was passed in 1896; during the next year twenty-seven districts took advantage of the law and contracted with adjoining districts. The number taking advantage of the contract system has increased from that time until the present year, when about 300 contracts have been filed. Transportation was first tried in Iowa in 1896 in two districts. This year pupils are transported in about fifty districts. In Indiana transportation was first undertaken ten years ago. Last year 2,339 pupils were transported over 164 routes in 50 different counties. From South Dakota Superintendent Collins' reports that, perhaps in one-fifth of the districts, some transportation is paid. Since reports were issued transportation has been operated in a half-dozen Mississippi Valley states. Progress has been made in providing township high schools in a number of states, and where the township is not a feasible school unit such units as seem expe dient have been carved out into school districts. Ten states report township high schools, or their equivalents, to the number of 1,319, Indiana leading with 491. Sta tistics from six of these states show an enrollment in this class of schools of 30,404, the largest being 13,183 in the state of Maine. The first township high school is reported from Illinois in 1867. These figures show that township high schools have grown in favor very rapidly. All these figures encourage the view that the contest we are engaged in in favor of better schools thru consolidation is more than half won. The greatest difficulty is overcome when the first half dozen well-managed consolidated schools in a state have demonstrated beyond serious controversy the success of the plan. How rapidly this plan will progress in the future depends upon a number of things. First. The general intelligence and public school measure up ment and or People ar ment that i poses, also. New Englan are delegate township co The step fro ship under c school where logical. Up of Twelve we of school co adoption of tl of consolidati districts. It to merge thei and still prese that the first second one wi Where the and general states, and w with wide disc and defining s tire situation 1 ive by being r taken by selfis ress in consol ed, by topograp The greatest I have the hon township is ha pose whatever, cal highway, wh board of equaliz auditor and coll business nearly township and s cident, and whe itself, having th its tax levy a county exercises the county supe most entirely to ing statistics f instruction. Where people the township sys a half century of overburdened de that the intro school is steadil It is manifes similar condition be encouraged b antagonism as p erable extent schools. Minnes ship law for seve one or two town ized under it. Personally, I b York and Wisco suspend its scho joining district tion of h.-Consolidation will also depend in a large upon the prevailing system of school governid organization. e are not inclined to employ a unit of governat is not a governmental unit for other purIso. In New England and states following the gland plan wide powers in general government gated to the town or township, carrying with it p control of schools under a township. board. p from a number of separate schools in a townder control of one board to a central graded where pupils are transported, is short, easy, and Upon this point the report of the Committee ve well says: "In the Northern states the cause ol consolidation depends intimately upon the n of the township unit system. A certain amount olidation can be effected by the abolition of small 3. It may be possible, also, for several districts e their schools into one for the time, at least, preserve their independence, but it is manifest first plan will not prove effectual, and that the one will be infrequent and precarious." e the county is more largely the unit of school neral government, as in some of our Southern and where central county authority is vested de discretionary powers in locating school-houses ning school district boundaries, to which the enation presents itself in more accurate perspectbeing removed from the narrow view too often y selfish interests in a small neighborhood, progconsolidation may be expected, unless preventopographical conditions or lack of school interest. greatest difficulties are met in states like the one he honor to represent-Minnesota-where the p is hardly a unit of government for any puratever, except to lay out and keep in repair a loway, where assessments are reviewed by a county equalization; where taxes are "run" by a county and collected by a county treasurer; where legal 8 nearly all centers in the county seat; where p and school district boundaries are rarely coinand where each little school district is a unit in aving three officers with almost sole control of levy and school management, and where the exercises no control of school affairs, except thru nty superintendent, whose powers are limited altirely to advice, personal influence, and collectistics for the department of public ion. e people have been educated away from nship system and the larger school for entury or more under such a system of dened democracy it is not surprising he introduction of the consolidated 8 steadily resisted. manifest that in those states where conditions prevail consolidation must uraged by easy steps, arousing as little ism as possible. Only to an inconsid. extent will they establish township Minnesota has had a permissive town. y for seven years and yet not more than two township schools have been organder it. onally, I believe that the plan of New nd Wisconsin, authorizing a district to I its school and arrange with any addistrict or districts for the instrucchildren and transporting them if nec dissolution and union with other districts. system will naturally lead to formal consoli best and necessary. Such a contract law was passed in New and it is remarkable that 300 contracts for tion of children in adjoining districts are with state superintendent Skinner this yea The free rural delivery of mail promot roads movement, the telephone, and the te dustrial co-operation bringing farm life int tion and sympathy, will add impetus to this In Minnesota, alone, we have 131 far fire insurance companies and about 600 creameries. We have rural communities g a co-operative creamery, department sto shipping association, fire insurance compan fuel company. Where this condition prev step is a co-operate school. From one short year to another we ma to discern great educational progress in ou munities, and yet, if we measure educati during the last decade or quarter of a cent not conclude that we have advanced almost bounds? Enrolled in the cause of popu we have, by no means, enrolled in a lost ca country there can be but one answer to eve tion confronting us, and that ultimately the The American educator, co-operating wit patriotism and public spirit, will ultimate most effective system of school organizatio istration that in our country a race of p lectual, and moral giants shall be reared. 姐 The introduction of gardening in the struction in elementary schools is no ne Inspector T. G. Rooper, who has made a c of school gardens in Germany, writes that structions were issued to Schleswig-Hol effect that "in view of the future occupat dren in country schools, most of whom wi in agricultural pursuits, they should, in add ordinary work, receive some instruction in of fruit and vegetables." In 1817, in Na tions were issued to the effect that a gard provided for every village school besides in which children should be taught fruit c Progress. s constant recurt is the transmuor plans undergo practice. Unless of the scholastic foreseen results. bstinate than in 1. It insures at punctuality, and ot have too much atures of it are rance, and when Choroly metamorhave difficulty in ough, the more e laic mind, the hen put thru the more difficult to e. as some suppose, or less than syseducational probnd the cast-iron ization of every people who have mber of years. establish newer te this tendency. ld place teaching the new science he psyche part of cognition. alts gave birth to became to make as to teach chil hool curriculum. its transmutation and became with iagramming and chology to child. d. As a result, ttention. Gradbenefited by the But at best childeffective ways of problem of what is a matter which educators which n must be settled he practical and icular localities, ert investigations of the individual reason that the the Every child is an individual revelation of divinity. An educator who cultivates a practical faith in every He who cannot raise himself to this abiding faith in the divine destiny of each child is to be pitied, and his pupils even more than he. School Gardening. Superintendent Francis A. Bagnall, of Adams, Mass., suggests in his annual report that small garden-plots might easily be provided where the schools have sufficient ground to be cultivated by the several grades of the elementary schools. The practical growing and caring for plants on the part of the children would be of great value to them. "Here we would have a practical study of nature, the gaining of her secrets first-hand, the learning to do by doing,' and the knowing and loving at least a few beautiful flowers. From such a school garden would go out an interest in the making of home gardens, and ere long some of the unsightly places of our town would become beautified. It is by such means as this that we are to create a better public sentiment and civic pride, and our streets be kept more tidy, the yards of the dwellings of even the poorest cleaner and neater, and the homes more attractive without and beau- A Fable. A lion who had been ill, asked a sheep if his breath was bad. The sheep said Yes, and the lion bit off his head because only a fool would dare to be so truthful. A wolf was asked the same thing and replied No. Him the lion killed for being a liar. A fox, in answer to the question, said that he had a cold in his head and could not smell." The lion has just been elected president of the school board, and it is stated on very good authority of large num Southern sta the presence tion scattered cult to reach Dr. McNau an English pe in schools, is lating to the His judgment sol-fa is, ther tion. He says "The irrepre notation is a I been urged aga expediency, we the English-spea of teaching the school teacher Toronto the agit are employing i now taking to Cardiff Times v his compatriots, and Mr. John Ta the utility of the of teachers, and one of the most papers. [In THE who view this s tonic sol-fa syst serving that in advocated on the duction to the or Let there be of the land to c the nation's chi death. Parents' even cent feature of usually social ga meet together w tions between th each other about A plan has bee York university, ucation. It is t the corporate bo shall attend to arrangements; e which it is famili The only fault of corporations at t something worth elimination from The fifty-third New York opens department and rn states is affected by the presence in the cities e numbers of illiterate immigrants, so in the rn states the same difference may be effected by sence of the negro population. Again, a popula. ttered over a sparsely settled area is more diffireach by an effective system of public schools. Tonic Sol-Fa Lives On. McNaught, the editor of The Music School Review, lish periodical devoted to the interests of music ols, is one of the best authorities in matters reto the teaching of vocal music and harmonics. igment concerning the present status of tonic s, therefore, deserving of respectful consideraHe says: irrepressible vitality of the tonic sol-fa method and is a notable fact. Notwithstanding all that has ged against the use of the notation on the grounds of cy, we see strong advocates spring up in all parts of lish-speaking world. In spite of heaven-born methods ing the staff that appear now and again, the British eacher imperviously goes on with the system. In the agitation against it has failed; the Cape schools ploying it more and more, and the Irish schools are king to it in large numbers. A Welsh writer, in the Times voices the opinion of probably the majority of patriots, when he says that sol-fa has come to stay,' John Tagg has been advocating in a convinced style ty of the method before a New Jersey (U. S.) audience hers, and has secured a full report of his address in he most important of the American educational news[In THE SCHOOL JOURNAL, of course.] Those persons ew this spontaneous and earnest propaganda of the l-fa system with misgiving, may take comfort in obthat in nearly every case the use of the system is ed on the ground that it provides an excellent introto the ordinary notation." chere be a service of thanksgiving in every school and to commemorate the providential escape of tion's chief executive officer from an untimely nts' evenings are a very popular and most benefiature of many schools in Germany. They are social gatherings in which parents and teachers ogether with the object of promoting cordial relaetween them, and chatting and consulting with cher about the children. an has been proposed by Dr. Stevenson, of New niversity, for the better promotion of higher ed1. It is the differentiation between the work of porate board and that of the faculty. The first ttend to the purely financial, the latter, internal ements; each board thus dealing with things with it is familiar, and in which it is most competent. ly fault of the plan is its too great faith in ideal ations at the bottom of it. The plan may serve as ing worth laboring for much as we do for the tion from the schools of "pull." fifty-third session of the College of the City of ork opens on September 11 for the high school ment and September 16 for collegiates. This is cond year of the elective system and of the exI course of seven years. The old buildings have OTA City contains vais pi person to be elected to high office in the have shown unqualified adherence to the p ress in education." And still there are cannot read the signs of the times. The Children's court, of New York cit Tuesday, Sept. 2. Children under sixtee raigned here. Kindness is to be the prevai The associations of the ordinary police eliminated as far as possible and precocit flattered by the appreciative smiles of cour A Girls' trade school will be opened by Culture society on November 1 at 233 W There is no doubt of the urgent necessi school. The object is to train skilled wo trades, roughly grouped into the needle, gluepot trades. Employers and employe tributed all the help possible in the gathe mation for the work. In London, Eng., s has been in most successful operation for In this school there will be no waste running of errands for apprentices, no p basting threads, nor the doing of numer ends of things that in no way contribute skill in the work undertaken. Saleswom learn something of the articles they may their history and place in the industries of the story of the handicrafts will be learne primitives to their present developments. often to-day is drudgery may be made plea ligent knowledge. In addition to manua each pupil must take a course in drawing and business letter writing. The artistic woven with the manual and business educat less many fail in their vocations if not ut partially, thru a lack of the simplest idea color. The publishers of THE SCHOOL JOURNA tremely that an error was made by them tion of an advertisement on page 184 of the SCHOOL JOURNAL of Sept. 6. The said advertisement is headed "Su for Literature Classes." The publishers of these books thus adver Globe School Book Company, and not Hou & Co., as we erroneously inserted. THE SCHOOL JOVR NEW YORK, CHICAGO, and BOST Is a weekly journal of educational progress for superi cipals, school officials, leading teachers,and all others w plete account of all the great movements in education 1870 it is in its 33rd year. Subscription price, $2 a y professional journals THE SCHOOL JOURNAL is sent to specially ordered to be discontinued and payment is ma From this office are also issued three monthliesINSTITUTE, THE PRIMARY SCHOOL, and EDUCATIONA (each $1.00 a year,) presenting each in its field valuable teachers of all grades, the primary,teacher and the educ also OUR TIMES (current history for teachers and schoo 50c. a year. A large list of teachers' books and aids is p others kept in stock, of which the following more impor published: KELLOGG'S TEACHERS' CATALOG. 144 large pages, de: trates our own publications,-free. KELLOGG'S ENTERTAINMENT CATALOG. Describes th literature, over 700 titles,-free. KELLOGG'S NEW CENTURY CATALOG. Describes and the leading pedagogical books of all publishers, A uni list 2c. Send all orders to the New York office. Bool periodicals may be examined at our Chicago (266 Wa Boston (116 Summer St.) offices. Send all subscriptions office. E. L. KELLOGG & CO., Educational 61 East Ninth Str ing only thirty- lives, indulge their dry humor at my expense over my narrow and blood-curdling escape. gun more than ne month of DeDave and Hulda, asterly direction hru the eastern the tales that I with their horns è admonition of who had killed He said: "I ck till he is done r all backwards, nis prongs right en I started into le around the inhorseshoe. The was about sixty e that had been leaves had dried re. Out of this Hulda took after a heavy underhe deer. I stang by a big tree, e deer would run nute or two the rther end of the -un on the ice in dogs and was was perilous inhe dogs. More run, but I felt I looked ahead climb in case of fford a means of na series of forling to another, The baying of ad their position me a little more ies of diagonal pout two hours, I es that branched nd I got up finfifty yards from J. M. GREENWOOD. The Rewards of Teaching. Will the editor pardon a suggestion or two? I am sure he will. I have been a reader of THE JOURNAL for many years, feeling that the editor had in mind those who draw small salaries. Now it is the case with me, and of nine-tenths, yes, ninety-nine hundredths of those who are teaching, that we shall stop with no more than we began. Do I regret that I have been a teacher? No; the happiest hours of my life have been spent in the school-room. My rewards are the sure consciousness that I have been highly useful. hands, trements. NotwithI could not see at I could hear vas no tree beb quickly should I me. I decided e other gave up. If hour when I ight, drag itself cross the prairie This sheep had o its muddy tail, the deer." The It relieved and lain now. The hat in order to slanted down on ater in the midhe while, in the Of course I have had my days of discouragement, but often there has come to me the feeling that I did well to teach, for all that. I was in the city of Washington last year and visited an old colleague who gave up teaching to enter on what seemed to him a lucrative field in getting "claims" paid. We talked of old times, and he said very sadly, "I made a mistake when I gave up teaching. How much I was thought of in-; everybody knew me and respected me; I was useful to others; I liked to help others. Since then I have aimed to skin others." I could see that he really envied me, and yet he has made a good deal of money. Now in his poor health he looks back to the time in when if he were ill a day the whole town was in sympathy with him; he gets none now, except from a very very, smal! circle. The reward the teacher will have is love if he be- Last year I met a man who had been a teacher; then EVA D. JOHNSON. The College Influence. The meeting at Minneapolis was a very agreeable one to me simply because it brought within the reach of my hand a number of old friends. President Beardshear I had to visit in the hospital. He is one of the best representatives of our Western men. During the last twenty years the colleges have been acquiring an influence in the N. E. A. In its early days the college men fought shy of the N. E. A.; now as they get glory and fame, and at times office, they are quite ready to attend. Whether this will be for the good of the N. E. A. is to be seen. The great majority of the 15,000 that assembled have no interest in the colleges; the college preparatory schools were scarcely represented; they have never taken any fancy to the N. E. A. The persons that attend are (1) City superintendents. (2) Principals of city and large town schools. (3) Assistants in such schools. (4) Normal school men. (5) Those who want |