topographic form of any kind after its surface has been drawn to scale and its relief indicated by contour lines.

Thus laboratory work develops mechanical skill and renders more accurate the entire work. But it does more; it gives a feeling of confidence in working out the details of any proposition and representing them in a graphic manner. It may be used thruout the entire course with every topic studied.

Reference reading makes up what the text-book lacks, and completes the information necessary for comparison and classification. If assigned to sections of the class the views of the entire class may be broadened and the knowledge of the few intensified. It has always been a serious obstacle to intelligent reference work that books procured for the purpose were written by travelers and others who were casual observers rather than trained geographers, but happily this difficulty is disappearing, and thru the agencies of geographical societies and national governments, as well as some enterprising publishing houses, much literature, both accurate and extensive, has been placed at the disposal of students of this subject. Not less than one-fourth of the work of the course in physiography should consist of field work, or of exercises growing directly out of such work. Much has been said upon this subject recently, and there seems to be a general impression that something called field work should be undertaken. However meritorious, field work is so rare that a survey of the methods employed and the results gained in the average schools, almost induces despair to an advocate of the method. But a little reflection will lead to the conclusion that much laboratory work in the past has been a waste of time, and that with a better understanding of its aims and legitimate results the laboratory has become an indispensable factor in the teaching of science. So there is hope that field work, when better understood and in the hands of trained teachers, will reach its proper place in the methods of teaching all grades of geography.

The idea that work in the field is a pleasure seeking excursion or an outing for recreation must be abandoned, and in its stead must come the realization that it is but the going to favorable conditions for the solution of problems often quantitative in character. No one who has taken work under that prince of American geographers and teachers, Professor W. M. Davis, can fail to realize that field work is a method of solving problems, and that it requires concentration, research, and calculation not surpassed by any other kind of exercise in the entire subject.

The nature of field work must vary with the locality, but all localities present many problems of a similar kind. One series of exercises is the representation on paper of a landscape of varying altitudes by modern methods of mapping. Another valuable line of work is the study of the methods and results of the river system considered as a unit of denudation. Another is the changes in rock, soil, and vegetation that takes

place on the hillside. Besides these there are the larger problems of geological structure, economic value of different rock strata, evidences of dynamic force, glaciation, etc. Such work brings a student into direct contact with the living problems of geography. Its value is greatly increased by the laboratory and library work which broaden the individual into the general notion.

A COURSE IN PHYSIOGRAPHY

The secondary school, as has been set forth, is too much engaged in preparing for practical life to spend more time than is absolutely necessary on the theoretical side of physiography. No issue is taken in this paper with modern text-books on this subject, but it is insisted that the teacher should not depend upon the text that the students use, or upon any text, for his knowledge of the subject and its applications in the industrial affairs of life. No subject has reached its highest usefulness in the secondary school until its resources have been exhausted to find that organization of subject-matter that will make the student face intelligently the vital problems of comfortable, honest living. This should rarely, if ever, be done at the sacrifice of systematic presentation, for it is clear that the student's methods of study in after life will be influenced no little by the habits in gaining and using knowledge which his teacher has helped him to form.

Details of a course cannot be given in the space allotted to this paper, but it may be observed that much is to be expected from the impetus that has been given during the last few years to the investigation of the relation between geographical conditions and organic life.

RESULTS THAT MAY BE EXPECTED

What results are to be expected from a certain line of study in the schools is a legitimate inquiry which should concern no other class of people more than the teacher or the administrator of a course of study. The physiography which I have set forth is certainly definite enough in purpose to bring about results which may be forecasted with a reasonable degree of success. It would at least prevent the person who had taken such training from expecting a gold mine from a limestone ledge, or a successful agricultural colony where the season is but seventy-five days in length. It would also lend much profit as well as pleasure to travelers, who are more abundant in this republic than in any country in the world.

But the greatest benefit derived from it in the secondary school is the new meaning that it gives to history and national development of all countries, ancient and modern. The dependence of the motives and activities of man upon his environment makes history and physiography so dependent upon one another that neither is complete without more or less consideration of the other.

DEPARTMENT OF SCHOOL ADMINISTRATION

SECRETARY'S MINUTES

THURSDAY, JULY 10, 1902

The Department of School Administration met at 2:30 P. M. in court room No. 1, new City Hall, and the meeting was called to order by President Israel H. Peres.

Secretary Bruce moved that, inasmuch as the three speakers who were to appear on the following day's program were unable to appear, the meeting be closed in one session. Carried.

A nominating committee consisting of C. H. Parsons, of Iowa, Dr. J. F. Force, of Minnesota, and B. F. Hunsicker, of Pennsylvania, was then appointed.

President Peres then delivered his annual address, after which he introduced Miss Anna Doerfler, who read a paper on the "Ideal Teacher."

This was followed by a paper on "Progress in the Consolidation of Rural Schools," by State Superintendent J. W. Olsen.

The secretary then submitted the report of the Committee on Schoolhouse Legislation.

After some discussions by L. P. Ludden, of Lincoln, Neb., C. H. Parsons, of Des Moines, Ia., Harlan P. French, of Albany, N. Y., and Dr. E. A. Donelan, of St. Joseph, Mo., the following form of a general legislative measure was adopted :

AN ACT

Providing for the heating, lighting, and ventilating of public schoolhouses, and fixing penalties for a violation of the provisions thereof.

SECTION 1. Be it enacted by the people of the state represented in the . . . . : It shall hereafter be unlawful to let any contract for or to construct any public schoolhouse, or other building to be thereafter used for school purposes, the lighting, heating, and ventilation of which is not in full accord with the provisions of this act.

SEC. 2. All public school buildings hereafter constructed or remodeled for school purposes must be lighted by windows placed in one rear or side wall of each class and study room, and such windows shall contain glass surface of not less than one-fifth of the floor space of each room; and all desks and seats shall be so arranged that the windows will be on the left, or in the rear, so far as possible, of the pupils.

SEC. 3. All class and study rooms shall contain not less than fifteen square feet of floor space and not less than one hundred and eighty cubic feet of air space for each pupil.

SEC. 4. All public schoolhouses or school buildings of more than three rooms each which shall here. after be constructed or remodeled for school purposes must be provided with such heating and ventilating apparatus as will facilitate the introduction of warm air, when occasion requires, into each class or study room, not less than eight feet above the floor line, with provision for the exit of impure air at the floor line: and the whole shall be so arranged that the required temperature of seventy degrees can be maintained thruout each room even in the coldest weather, and the air changed in each room (combined average measured at inlet and exit openings) at least eight times in each hour, without lowering the temperature or creating a noticeable draft at or below the breathing line.

SEC. 5. All closets and urinals must be so constructed as to provide for the absolute seclusion of the pupil using the same. They must also be provided with vent flues, so arranged that all foul odors and air will be carried out below breathing line.

SEC. 6. Any contract for the construction or remodeling of any school building, not in conformity with the requirements of this act, shall be void; and any public school officer or contractor who shall violate the terms and conditions of this act, by letting or accepting any contract for the construction or remodeling of any public schoolhouse or school building not in conformity with this act, shall be deemed guilty of a misdemeanor, and shall be subject to a fine of not less than two hundred dollars, nor more than one thousand dollars, for each offense.

The Committee on Nominations then submitted the following list of officers to serve for the ensuing year:

President-Harlan P. French, Albany, N.¡Y.

Secretary-William George Bruce, Milwaukee, Wis.

First Vice-President-Dr. J. F. Force, Minneapolis, Minn.
Second Vice-President-Grafton D. Cushing, Boston, Mass.

Third Vice-President-B. F. Hunsicker, Pennsylvania.

Chairman Executive Committee-Israel H. Peres, Memphis, Tenn.

Dr. Donelan, of Missouri, then submitted the following resolution, which was adopted:

WHEREAS, The health of the children in our schools is essential to prosperity and good results, and WHEREAS, The various diseases, including consumption, myopia, and nervous prostration from excessive application to studies, cannot be detected by either superintendent or teachers in a large majority of cases in time to give the necessary relief and to arrest the spread of those that are contagious, therefore, be it

Resolved, That it is the imperative duty of school boards or city boards of health to appoint medical examiners in the interest of the health and lives of children attending the schools.

At this point President-elect French assumed the chair, and in a few well-chosen words promised his loyal efforts to advance the growth and usefulness of the depart

ment.

Dr. Donelan then submitted the following resolution:

WHEREAS, Many children form habits of spending the small change given to them by parents or friends for articles that are not only injurious to health, but lead to excess and extravagance, and WHEREAS, Economy, frugality, and self-restraint leads to thrift in life, therefore, be it Resolved, That penny saving banks should be established in our schools.

On motion of Mr. Peres the resolution was referred to a special committee of three to report next year.

The chair thereupon appointed upon the committee Dr E. A. Donelan, St. Joseph, Mo.; Hon. H. S. Prophet, Lima, O.; W. S. Ellis, Anderson, Ind.

The department then adjourned.

WILLIAM GEORGE BRUCE, Secretary.

PAPERS AND DISCUSSIONS

PRESIDENT'S ADDRESS

BY ISRAEL H. PERES, MEMPHIS, TENN.

A study of Professor Huxley's series of lectures, collected under Science and Education, promptly reveals that over a generation ago the English public were confronted with the same educational problems, substantive and administrative, as today confront us. For that matter, ever since society has undertaken education the same problems have presented themselves, and curiously enough the discussion has been carried on, not only in a similar tenor, but also often in the same phrase. It has been, and always will be, a matter of degree.

We of the present have made a remarkable advance. Many ideas of the old masters in art have been realized, and we may be positive

that a steady improvement will continue. Even the most skeptical no longer doubt Mr. Darwin's conclusion that the presence of a body of wellinstructed men, who do not have to labor for their daily bread, is important to a degree which cannot be overestimated, as all high intellectual work is carried on by them, and on such work material progress of all kinds mainly depends, not to mention other and higher advantages.

And so our universities are becoming more and more places of research and investigation, and are the nurture grounds whence arise mental and moral athletes to successfully battle against ignorance, error, prejudice, and superstition.

These men in their turn are preparing others to direct and administer education in all its branches, and their influence is thus projected by a division of labor into all of the ramifications of educational work thruout the land.

The National Educational Association is a part, and an important part, of this educational impetus, and each of its members is doing work in a good cause.

Those who give their time and attention to the study, preparation, and formal presentation of the many problems in the several departments work an incalculable benefit to the cause of education, and therefore to the cause of human progress.

Certainly, then, our gratitude is due them, and our obligation to those who arrange the detail of the convention work can hardly be adequately stated. These hold the key to the Association's successful meetings, and an annual onward step attests their faithful and intelligent effort.

Industrial conditions are kept in an artificial state by artificial legal restraint, with the result that the spirit and individuality of the millions of men and women who work with their hands are sunk into lifeless machines silent giants of industrialism, who reck not the souls of the workers. This phase of our present economic status is one of the chief reasons why there seems to be no outlook for the majority, and why we hear so much about the uselessness of too much education.

This is false doctrine. The trouble is that education is not prized for its own sake, for its intrinsic value. It is looked upon too much as an investment. It is demanded that your education be such that at a moment's notice you may convert it into what our financial geniuses term "the coin of the realm." Therefore, you are told not to waste your time acquiring an education, but learn a trade. The better advice is, do both. Let us teach our children not to gauge a man by what he does for a living, but what he is. Let us teach them not only the dignity of labor, but the sublimity of man himself. Let us teach them that mental culture consists with the mechanic arts, sciences, and employments. Then will the man become the master and the machine the automation; then will our education, higher or lower, be, not the shadow of a contented life, but a substantial blessing.