THE SCBAOTON . TRIBUNESATURDAY MORNING, AUGUST 8, 1896.
9
THE SEASON LIVELY
v AT CHAUTAUQUA
La it Numbers of
at the
Visitors Are Arriving
Lake Dally.
THE PENNSYLVANIA REPRESENTATIVES
Two Thonsand Active Members of the
C. L. S. C. Are Hi-presented by More
Than One Hundred DclegatesIn
teresting Exercises on 1 lug Day
Reception to Rev. Booker T. Wash
ington. Special to the Scranton Tribune.
Montfort Cottage. Chautauqua, Aug.
7. Still the people come. Baggage Is
being handled at the pier at the rate of
two hundred pieces per day. Cottages
that a week aso had closed doors and
windows are now open and have a cozy
homelike appearance. Between meet
ings verandas everywhere are filled
vith happy Joyous people.
Wednesday, July 30, two thousand
active members of the "Great Cirole" of
the C. L. S. C. were represented by
more than one hundred delegates who
were present to take part In the "Rally
ing Day" exercises. Quoting from the
Assembly Herald: "Bally ing day is a
new departure in the history of the C.
L. S. C, its purpose being to bring to
gether In an informal way, represen
tatives from circles in every Btate, and
to hear reports concerning these circles
In order that these members may feel
a strengthening sense of unity In their
work and social relations." Delegates
were ireHent from twenty-six states,
one from Canada, and one from South
Africa. Among the nineteen names reg
istered from Pennsylvania, were: Mrs,
C. M. Grlllln, of .Scranton circle, Scran
ton, Pa.; and Miss K. ilay Tingley, of
Vincent circle, New Mil ford. A brief
meeting was held In the hull at 9.30 a.
ro., that all might receive) their badges.
At the public, meeting held in the hall
in the grove at 11 o'clock, Chancellor
John It.. Vincent presided. After a few
words of greeting he presented Presi
dent Miller, who represents Ohio, which
Is now the banner state of the C. K S.
C. He was greeted with the Chauau
qua salute which is never given unless
the chancellor gives the signal. Urect
ings were received from Utah, New
York, New Jersey, California, Canada,
Connecticut, Alubuma and South Afri
ca. Addresses were given by Mr. M. A.
Martin, general secretary of the C, It. S.
l, and Miss Kate Kimball, the corres
ponding secretary. Miss Kimball was
given an enthusiastic Chautauqua sal
Ute. Letters were read from tioorglu,
South Carolina, West Virginia, Indtuna
nnd Illinois. Dr. T. S. Flood made the
closing address.
A PIjKASANT IiKOEPTION.
Perhaps one of. the most pleasant fea
tures of AVednesday was the reception
tendered the delegates ut nine o'clock
In the evening at which Bishop Vincent,
president, and Mrs. Dewis Miller, nnd
Miss Kate F. Kimball acted as hosts.
As Is usual on such occasions, the "Hall
in the Grove," lighted by the Athens
and watch-fires, was poetically beauti
ful. This beautiful place is familiar to
you all. even those who have not been
at Chautauqua In perbon. made go by
"Pansy's" graphic pen. Tasteful deco
rations of cut llowers and ferns with
here and there a potted plant, added
. to the natural beauty of the forest
green by which it is surrounded. Truly,
if one gives his fancy play, strange
weird scenes would pass before his
mind's eye in thisv, temple symbolic, of
classic lore. At the close of the recep
tion. Bishop Vincent made a few re
marks In hia own cordial happy man
ner, urging all to make the class of
1900 a grand success. His plea was for
broad culture.
Thursday afternoon Mrs. Anple Jen
ness Miller made, as she always does,
a graceful appearance upon the plat
form, being herself a fuir example of
what she preaches "Beauty and health
in dress." Her large audience listened
with rapt attention while she gave her
talk and answered many questions as
to her own wearing apparel. She ap
peared in three different costumes by
way of illustration. The first, a hand
some white brocaded silk with very
short sleeves, rather low neck and train,
suitable, she said, only for such and
similar occasions as the one on which
she wore it. The second, also an even
ing dress but clearing the floor reveal
ing her feet encased in pretty white
slippers. The change from one dress
to the other was made In less than
four minutes, but Mrs. Miller was In
formed by a gentleman In the audience
that "his wife could beat that." The
third dress was a traveling suit of
brown, not strikingly different from
that worn by any other well dressed
woman unless the decorations were a
trifle prettier and the waist a trifle
shorter. Mrs. Miller says she does not
own a petticoat and has not worn one
for years. She claims to have attained
her present symmetry of form by means
of physical culture. She believes In
the bicycle for women but Is sure a wo
man can appear more modest and ride
JUDGE EDGAR D.
-From th Chicago Times -
to better advantage in the divided skirt
than in either the long or the short
skirt. Many were anxious to see her
rainy-day dress but as she had but a
few minutes after leaving the amphi
theater before taking her departure
from Chautauqua, the audience was
obliged to be content.
GRAND CONCERT.
Thursday evening one of the grand
concerts of which we have at least two
a week under the direction of Dr. H. R.
Palmer, was given. The music was
furnished by the Chautauqua Chorus,
Rogers' orchestra, Buffalo Quartette,
Mandolin club, W. H. Sherwood, pian
ist: Bernhardt Llsteman, violinist, and
I. V. Flagler, at the grand pipe organ.
One of the most noticeable numbers
was a descriptive fantasia, "A Rustic
Wedding," by Grunewald. The inter
pretation of this masterpiece by Rog
ers' orchestra was very vivid, even to
the barking of the dogs. As the birds
sang, a bat winged its way over the
platform, and a lady sitting near us
wondered "if It made that noise?" Who
deserves the compliment, the woman,
the bat or the orchestra? The choir
now numbers more than GOO and Borne
of the music they furnish us Is quite
marvelous. Thursday the C. L. S. C.
class of 1900 held its first meeting and
elected Dr. Nathaniel I. Rublnkam, of
Chicago, president.
Dr. F. W. Gunsaulus drew crowded
houses three days in succession to hear
his course of lectures on "Savonarola,"
"Oliver Cromwell" and "Browning."
Many pronounced him the most brilli
ant sneaker of the season, while others
well, they knew he talked longer each
day than the time allotted. His last
lecture was given Thursday afternoon.
Professor Shuler Matthews, of the
University of Chicago, completed his
course, of Ave lectures on the "French
Revolution" Friday. The lectures were
"France at the Outbreak of the Revo
lution," "Attempts at Constitutional
Reform," "The Constitutional Mon
archy," "The Reign of Terror" and "The
Military Monarchy." Professor Mat
thews 13 a diligent student, pleasant
speaker and a logical, clear and concise
thinker.
PROFESSOR WHITE'S LECTURES.
Friday evening Professor John Will
iam White gave the last of his series of
Illustrated lectuivs on "Old Greek Life:
Death and Burial." We wi re quickly
returned to the life! of the present
American age by a number of recep
tions which occupied the time until
ufter "Chimes." A reception in honor
of Hon. Chillies U. Skinner, of Albany,
N. Y., superintendent of public Instruc
tion, was held in the "Hall In the
Grove." Again was the hall a place of
beauty. Conspicuous among the dec
orations wus a mass of tastefully ar
ranged cat-tail Hag and ferns. Nature
here is so profuse in her gifts it is
scarcely niK'essary to patronize the flor
ist, although there Is a good one on the
grounds.
The School of Physical Education ten
dered their friends a reception nt the
gymnasium and all who attended were
delighted with their entertainment.
AMERICAN FLAG RAISING.
The great event of Saturday was the
raising of the American ling to float
over the collegiate department. Ac
cording to the statutes of the state of
New York every school, while In ses
sion, must display the national colors.
The procession composed of the differ
ent departments, formed on Clark ave
nue and marched to the college. The
procession was led by Captain P. W.
Bends, of the Grand Army of the Ho
publlc, and William Smith, of Louis
ville, Ky., a member of the Confederate
Veteran . association, bearing between
them the Sturs and Stripes. After the
ceremonies connected with flouting the
Hag from, the top of Its very high pole,
the procession reformed and counter
marched to the amphitheater. Rogers'
bund furnishing most Inspiring music.
As Superintendent Skinner stepped
upon the platform he wus greeted with
the Chautauqua yell, given by the au
dience and the 600 members of the
choir seated In the organ loft. Miss Eu
genia Lessler, of Buffalo, draped In the
national colors, formed a beautiful pic
ture as she sang the "Star Spangled
Banner.! The audience and the choir
joined In the chorus. As the last stanza
was sung a very oeautiful effect was
produced by each ember of the choir
waving a small flag above his head, do
ing It with a magical quickness.
The flag day exercises were Immedi
ately followed" by a lecture given by
Professor R. D. Salisbury, of the Uni
versity of Chicago. His subject was "A
Trip to Greenland." It was an account
of the adventures of the rescue party
sent after Peary, and was replete with
Information and humor. "The mosqui
toes In this land of glaciers were so nu
merous thnt a friend clapped his hand
bn his coat sleeve and when he re
moved It there were fifty-nine dead
mosquitoes. As the mosquitoes there
are like rubber balls and hard to kill, a
large number escaped. The people in
southern Greenland have no communi
cation with those of the north. There
are ten villages In the south, none of
which contain more than 400 inhabi
tants and these all Danish or mixed
breeds. In northern Greenland the peo
ple are Ksepilmos. They are Ignor
ant and have no Idea of cleanliness nor
have they any means of reckoning
CRUMPACKER.
Herald. Br the Courtesy ot F. JL Kohliaat.
time. But they are not, as has been
stated, cruel. Mr. Lee, who has made
an extensive study of the people, says:
'There is no trace of religion among
them,' but this Is open to question."
Professor Salisbury spoke In the high
est terms of Mr. Peary and what he has
done for the natives.
REV. BOOKER WASHINGTON.
Saturday afternoon Rev. Booker T.
Washington, principal of the Normal
and Tuskeegee Industrial school, Tus
keegee, Ala., was received with the
waving of the "white lilies of Chautau
qua" and much applause, which was
continued throughout his lecture
upon the "Black Belt of the South."
His humor was so full of thought that
It pentrated only about half of the large
audience at a time and seemingly re
bounded and struck the other by the
time the first were through applaud
ing, thus prolonging thet applause.
Mr. Washington was born In a small
one-room cabin on a slave plantation
in the state of Virginia about the year
1857. After the slaves were freed he
went to work In the coal mines in the
state of West Virginia. While there he
heard of the Hampton Institute, suc
ceeded in working his way there, where
he was kindly received by General
Armstrong. He left Hampton in 1881
and- founded the school In Tuskeegee.
He Is a man who would command re
spect anywhere, and Is doing a noble
work.
A severe thunder shower rendered It
ditllcult for those seated in the outer
rows to hear Professor Clark Saturday
evening. At 9 o'clock Saturday even
ing the ladies of the Domestic Economy
conference received the "Press Club"
In the pnrlors of the Presbyterian house.
Each lady of the "conference" wore her
introduction card tied with a white rib
bon on her shoulder.
SABBATH WITHOUT RAIN.
August 2 was a Sabbath without rain.
Rev. Dr. George A. Gordon Of Boston,
gave an able sermon in the morning to
a full house. In the evening the anni
versary Chautauqua Missionary Insti
tute was in charge. A particularly fine
address was given by Rev. George W.
Knox. The Missionary institute held
its first seslon Saturday. A reception
for missionaries was given In the Pres
byterian house Monday evening.
Monday morning Miss Jessie Acker
man entertained a large audience with
her interesting lecture "Eight Hundred
Miles over Iceland on Horseback." Dr.
Buckley lectured both Monday and
Tuesday.
Tuesday was the gala day, ''Old First
Night." Twenty-two years ago Aug. 4.
the Chautauqua Assembly was opened
In the "Old Auditorium" down near the
lake.
I would that I had space left to de
scribe the glories of "Old First Night."
Thousands of Japanese lanterns orna
mented the grounds. The amphithea
ter was Illuminated by hundreds of In
candescent lights; in front were red,
white and blue. The platform 'rail was
magnificently draped with large Uni
ted States flags, light blue bunting and
llowers assisting in the decorations.
After the old vesper service, Bishop Vin
cent rend words of greeting from Presi
dent Miller, who was obliged to be ab
sent, lie then with a few well chosen
words introduced In turn Vice President
Miller, who Is a son of President Miller,
lr Hurlburt. Editor Flood, Dr. Russell,
Miss Slac k, the world's secretary of the
Women's Christian Temperance Union,
Dr. Palmer and Dr. Hukiiey. Each
gentleman vied with the others In wit,
wisdom and reminiscence. This Is Miss
Slack's first visit to America. She was
greeted with an enthusiastic Chautau
qua salute.
When people from the different states
were asked to stand, Pennsylvania re
sponded with an immense crowd.
Pennsylvania has the largest represen
tation of uny state In the choir. A
grand pyrotechnic display closed the
evening. The lecture on Armenia giv
en Monday evening by Rev. Frederick
Davis Green should have received men
tion. At the close of the lecture a res
olution to be sent to the president of the
United States was unanimously adopt
ed. PERSONAL NOTES.
General John M. Schofield who was
born nearly sIMy-five years ago In
Chautauqua county, a few miles from
the eastern shore of the lake, almost
directly opposite the pier, Visited Chau
tauqua In company with his wife Fri
day. Mrs. C. M. Giflln, of Scranton, of the
C. L. S. ,C, class of '91, Is at the Carey
cottage. Bowman avenue.
Miss Bissel, of Buffalo, daughter of
ex-Postmaster General Bissel, is at the
Belvldere cottage. '
Miss Gertrude E. Ressequie, daugh
ter of C. W. Resseguie, of the Susque
hanna Transcript, and Miss R. May
Tingley, formerly of New Mllford, are
at 715 Palestine nvenue.
Wednesday is W. C. T. U. day.
After the close of the Old First Night
exercises the Bishop left Chautauqua to
visit the Chautauqua. Assemblies at
Lancaster, Pa., and Mountain Lake
Park, Maryland.
Miss Emma Jack, of Hazleton, Pa.,
is at the Jewett Home. Pratt avenue.
Mr. C. B. Ellis, local treasurer for
the National Armenian Relief Commit
tee reported that $2(ir.B5 was received
during Tuesday from Chautauquans.'
Miss Ida Benfey has delighted large
audiences at different times during the
week with her delightful reading.
Mrs. R. E. Peary gave her Interesting
lecture "A Woman's Life In Greenland"
Thursday, August 6.
Lucy M. Morse.
MULTUM IN PARVO.
The use of time Is fate. Chapman.
Suspicion shall be all stuck full of
eyes. Shakespeare.
Death and life are In the power of the
tongue. Bible.
A thought often makes us hotter than
a fire. Longfellow.
Fellowship In treason Is a bad ground
of confidence. Burke.
Man Is the weeping animal born to
govern all the rest. Pliny.
The creation of a thousand forests Is
In one acorn. Emerson.
Men more easily renounce their inter
ests than their tastes. Rochefoucauld.
Here Is a day now before me; a day
Is a fortune, and an estate. Emerson.
Nothing precludes sympathy so much
as a perfect Indifference to It. Hazlitt.
Truth is the root, but human sym
pathy Is the flower of practical life.
Chapin.
The sword Is but a hideous flash In
the darkness; right is an eternal ray.
Hugo.
What succeeds we keep, nnd It be
comes the habit of mankind. Theodore
Parker.
The soul and spirit that animates and
keeps up society is mutual trust.
South.
Nature hath appointed the twilight as
a bridge to pass us out of night into
day. Fuller.
Treason is like diamonds; there is
nothing to be made by the small trader.
Douglas Jerrold.
A pilgrimage Is an admirable remedy
for overfastidiousness and sickly re
finement. Tuckerman.
As It addeth deformity to an ape to be
so like a man, so the similitude of su
perstition to religion makes It the more
deformed. Bacon.
Power exercised with violence has sel
dom been of long duration, but temper
and moderation generally produce per
manence In all things. Seneca.
THE HERO OF OUR
COMMON SCHOOLS
An Eloquent Estimate of the Public Ser.
vices of Horace Mann.
HE WAS OUR GREATEST EDUCATOR
Such Is the Opinion or Colonel Fran
cis W. Parker, Who Considers That
Mann Ranks Next to Washington
and Lincoln Among the Benefac
tors of America.
Although the centennial of the birth
of Horace Mann has passed, there Is no
need to limit the consideration of his
Instructive career to that special day.
Hence we offer no apology for the pres
ent reproduction of the eloquent esti
mate of Mann's public services which
Colonel Francis W. Parker, Chicago's
noted educator, recently contributed to
the Times-Herald. Colonel Parker
said:
It would be difficult to find a child 10
years of age In our 65,000,0)0 who does
not know of Abraham Lincoln or George
Washington; but the third, at least, on
the list of the builders of the American
republic Is not known to millions of
Intelligent people. Washington and
Lincoln represent the highest types of
heroism, patriotism and wisdom in
crises of republic building; Horace
Mann, the quiet Inner buildingi the soul
development of the nation.
This hero of the common schools was
born May 4, 1796, In the little town of
Franklin, Mass. His early life Is of the
type of the life of thousands of boys In
New England, who, by their honesty of
purpose, enterprise and unflagging en
ergy, have done so much for this coun
try. Horn an a poor farm, where hard
work was the prime necessity of living,
he knew what the struggle for existence
with the barren soil Is, from the time he
could handle a hoe or ride a horse to
plow. Hard work wan his schoolmas
ter; there was very little pleasure upon
those bleak farms.
Born thirteen years nfter the close of
the revolution, he heard during the long
winter evenings the old soldiers around
the fireside telling of Lexington, Bunker
Hill, Kennlngton and Yorktown. Pa
triotism In those days wus an Intensity
of feeling, great pride in what the "em
battled farmers" had done, great zeal to
perpetuate their sacred work.
There was one solemn, earnest thought
written in the hearts of boys those
days; It was their Inheritance; "get
knowledge; knowledge Is power." The
means of knowledge were exceedingly
meager. Horace Mann lived In the
poorest district in a very poor town,
where lie hud but eight or ten weeks'
schooling In the winter under teachers
who hart not even mastered the "three
Its." Hut the Inspiration was there,
burning In his soul, and nround the (del
fireplace, by the light of the flaming pino
knots, he studied his Hist arithmetic,
his first lessons in grammar. There
came Into the town an eccentric tencher
named Barrett, who taught him Latin
and Greek, and In six months he fitted
himself for Brown university, which
he entered In Mill. His father died
when Horace Mann was 13 years of age,
and the entire weight of the family
support fell upon him. He did all the
work that farm boys do; he braided
hats during the long winter evenings
when he was not poring over his scanty
stock of books. Hut tho thirst for
knowledge was there, nnd a deep abid
ing patriotism that came like a great
wave Into his soul from the revolution.
HIS COLLEGE LIFE.
Living by the greatest thrift, teach
ing country schools in the winter and
studying hnrd, he made his way through
college, graduating In 1819. Then came
the choice of a profession. The great
profession In those days was that of the
law. He was called to his university to
become a tutor, studying law diligently
in the meantime. Ten years after his
graduation he married Miss Messer, the
daughter of the president of the uni
versity. He put his stern, severe purit
anical principles Into his work of law,
never taking a rase unless he wns sure
his client was right, and it Is said of
him that he won most of his cases. He
entered politics and was a member of
the general court in Massachusetts. In
1SI16 he was elected president of the state
senate.
These were formative days, the dnys
of beginnings. The direction of Horace
Mann's work was always intensely hu
mane. He helped to found, the first
asylum for the Insane In Massachusetts.
He was among the first to oppose slav
ery and to found schools for defectives.
We make a mistake if we think there
was, in the early days, a general Idea
of universal education at the public ex
pense. Although Massachusetts had
had schools for nearly two centuries,
the free school had bocn, to a great de
gree, a charity school the century over.
The country free school was simply an
economic means of educating the boys
and girls in the same school In the
cheapest possible way.
The cities, like Boston, had taken
pattern from the schools of Eton,
Harrow and Rugby, in England. There
was not the least suspicion of a science
of education, orn art of teaching, and
there were no general propositions to
Improve the free schools. They were,
indeed, looked upon as charity schools,
as one-sixth of all the children of Mas
sachusetts In 1837 were in academies.
Each and every religious sect had its
academies scattered over the hills of
New England, and they were the most
prominent educational institutions. In
terest in public education was either
dead or dying. The teachers were
young women, pupils of country
schools, with an exceedingly Scanty
stock of knowledge and no skill what
ever. The men who taught were the
spiritual descendent3 of the old hedge
row teachers of Ireland and Englund,
men who engaged lu teaching a part of
the vear as an Incident In their lives,
and worked on farms and in shops the
rest of the year. In the cities the little
children were taught in the so-called
dame schools, where ag;d spinsters
collected a few little ones around them
and. at a email tuition, pointed out la
boriously the letters and taught their
names. The Idea of an infant school
was then in Its crude beginning.
HIS CAREER DECIDED.
Horace Mann, like Thomas Jefferson,
saw. clearly that there could be no evo
lution of a free people without intelli
gence and morality, and looked upon
the common school as the fundamental
means of development of a race of men
and women who could govern them
selves. He saw clearly that the whole
problem of the republic which was presenting-
itself to Intelligent educated
men rested upon the idea of public edu
cation. Horace Mann, indeed, was not the
only one who gave himself to this great
question. There were other heroes of
education, of whom one, Henry Barn
ard, of Connecticut,' is still living. Mr.
Barnard was the first United States
commissioner of education, and has
published more works on education than
any other man, living or dead. His
works consist; mostly, of translations
from tho German and French, pub
lished in Barnard's School Journal.
There were also William C. Woodbrldge,
Thomas Gallaudet, of Connecticut, the
latter being the founder of schools for
the deaf In this country; in Massachus
etts, Joseph G. Carter was a pioneer In
common school education: Rev. M. C.
Hall . had already started a nor
mal school in a small way In
New Hampshire;, but there was
needed a strong guiding spirit,-a
statesman, scholar, educator! One
cannot conceive of any development In
the common school system of America
without this grand combination.
Horace Mann was instrumental In
bringing the matter of the very low
state of education In Massachusetts be
fore the Btate legislature. He was the
leading spirit In getting a bill through
the general court for the formation of a
board of education. This board had ad
visory power only: it could not put in
or take out a teacher, or make a course
of study. Its duties were to collect sta
tistics, look Into the state and condition
of schools and Influence the people In
the direction of better education. Hor
ace Mann was made a member of this
board. Then It seemed of the. first Im
portance that the board should have a
secretary, one who could give hlB whole
time to the matter of education. This
position was offered Horace Mann. It
was the turning point In his life. He
was 41 years of age, and fast becoming
prominent In his profession of law. He
was the contemporary and equal of
Charles Sumner. In fact, there
was no man, with the exception
of . Dunlel Webster, In Massachu
setts, who. In prospects, Btood
ahead of Horace Mann. Every
thing In the way of fame ami fortune
was easily within his grasp. The ques
tion with him was, should he give up
all these brilliant prospects nnd take
up a cause that seemed lost and almost
hopeless thnt of common schools? He
accepted the position at $1,000 a year
and threw himself Into his work with
all his might and main. Tho story of
his early struggles in this direction hns
not yet been written. v hen it Is It will
reveal a profound depth of heroism
rarely equaled In the history of the
world. Horace Mann had for his sup
port a few of the strong, intelligent men
of New England, but the people were
against the great man; they were sul
lenly Indifferent. .
Horace Mann undertook a task with
out precedent to educate all the chil
dren of the commonwealth in common
schools. There existed no general
guide for him; there were very few
books upon education indeed, none
worth mentioning. The problem was
entirely new, and traditional education
Stood firmly -la his pathway. It was
his task to work out with an indomit
able spirit and a noble purjiose the
crude' beginnings of till tlmt educators
have valued since his day. He believed
with all his heart In the great destiny
of the republic; he loved children; he
was controlled with the Idea that by
means of the common school the re
public could be perpetuated.
Horace Mann was a great orator
logical, eloquent. Impressive. He saw
that he must arouse the people; that
the common school was born of the
people nnd by the people he must reach
them. Ills first work was to travel all
over the state and lecture in hundreds
of school houses. His diary reveals the
terrible struggles he had In doing this
work. His ntastt-rly eloquence was met
with sullen indifference. Ofttimes he
spoke to but a dozen people, In a miser
able school house lighted by three or
four candles. Had he talked on poli
tics he could have amused the greatest
enthusiasm, butt his eloquence was
spent' on a subloct about which the
people knew little or cured little.
HIS FAMOUS REPORTS.
He wrote for the people' 'twelve annu
al reports, which are classics In educa
tion, masterpieces of eloquence, enthu
siasm, zeal and wisdom. In these re
ports he covered the whole ground of
education. Indeed, there is very little
that we have today that cannot be
found In his prophetic writings. First,
he argued at great length the immense
necessity for the education of all the
people at public expense. He showed
clearly that the life of the republic, Its
growth nnd development depended fun
damentally upon the common school.
In one report he presents the necessity
for good school houses, good heating
nnd ventilation. The school houses of
those days were little better thon sheds
and worse than barns. One of
his early reports he devotes al
most entirely to the subject of
better schoolhouses. The misera
ble teaching showed him that
there could be no progressive movement
without better teachers, and ho gave
himself up for a time to the question of
how to improve the teaching force. He
made up his mind that the establish
ment of normal schools was the only
way to accomplish this end. He ap
pealed to the public and to the general
court. In 1S."8 Edwin Dwight, a dis
tinguished citizen, of Massachusetts,
offered $10,000 to be used by the sec
retary of the board of education as he
wished, providing the Ftate would du
plicate this. sum. Horace Mann pro
posed to establish normal schools with
the money. By great exertion he got
the $10,000 from the state and founded
the first normal school of America, near
the old battleground of Lexington. He
called to the head of this school Cyrus
Pierce, whoso spirit was like unto Hor
ace Mann's.
Joslah CJuincy.wlio was mayor of Bos
ton at. tl)e time Horace Mann was in
ofllce, told me this story: "Horace Mann
entered my ofllce, one day, apparently
much excited. He said, 'Mr. Qulncy, do
you know of a man who wants the
highest seat In the kingdom of heaven?'
Mr. Qulncy suggested that he would like
some kind of a seat there. 'Weil, you
can have it for $l,.ri00! There Is an old
building in Newton that can be bought
for that sum, and we can put our normal
school Into a house of our own.' Mr.
Quiiiey gnve him the desired check; he
bought the building In Newton and
moved the school from Lexington."
Other normal schools were founded,
notably one at Bridgewater, and after a
long,- severe struggle anil under great
opimsition the state built the first nor
mal school building there. Horn re
Mann's oration at the dedication of this
school Is a masterpiece In language and
a classic in education.
HIS VISIT TO EUROPE.
'The soul ot Horace Mann cried out
for means, for knowledge, in order to
put the best Into this great movement,
to guide the crude beginnings of this
great Institution, the common school.
As I have already said, he found very
little He had written si" annual re
ports, but questions were coming to
him, one after another, that be could
not solve himself. His salcry was but
fl.000 a year, and he had not the means
to even purchase books, but he sold his
law library, and at his own expense,
went to Europe to study education
there. He spent nearly a yenr in the
study of the schools of England, Soot
land, Ireland and Germany. What he
found lie put into the famous seventh
annual report. To tho teachers of to-
as -well
demands
duces
most
cost
is
day, that which he found seems very
little; to the teachers of those days
they were radical Innovations, funda
mental changes In teaching.
The propositions he made. In, his
seventh annual report, to the people
of Massachusetts, can be put In a few
words:
First-The humane treatment of child
ren; the partial abolition of corporal
punishment. It Is very difficult for us,
at the present time, to understand what
this meant. The strap and ferrule were
used as continual means of enticing en
terprise and study on the part of pupils.
Ho called the attention of the teachers
of his state, very earnestly, to some
recognition of childhood and Its needs.
He showed clearly that the child must
be treated as a human being.
Sccond-The prominent matter was
the teaching of spelling in the schools.
Hetwould not abolish the spelling book,
but he would change the method of
teaching this subject. Ills lecture on
spelling Is one of the (strongest pedago
gical documents In existence.
Third-He attacked In a very logical
and convincing manner the teaching
of reading by the A. B, C method. He
showed that twenty years before the
time of writing his report the A, H, C
method, had been abolished in Ger
many. He urged the use of the word
method.
Fourth He mude a strong plea for
better teaching In every direction.wlth
full exercise of the powers of tho body,
mind and soul of the children.
Fifth He described the teaching of
the deaf In Germany, and the use of the
oral method.
Fifty-three years have elapsed slnca
this epoch-making report was written,
and we have seen the universal ac
ceptance, by educators, of all these
propositions of Horace Mann, with the
exception of the last. Boston had the
reputation of having the best schools In
the United States. The principals of
these schools have been and are called
masters. It would seem that on gen
eral principles these masters would
have accepted all his propositions and
heard the gospel of better education
gladly, but the opposite is the truth.
These masters were well educated men,
in general polished gentlemen, leaders
both In sorUiy and education; but they
met every proposition of Horace Mann's
with scorn and contempt. They de
clared that Horace Mann would over
turn the grandest system In tho world
that had existed In Massachusetts for
two centuries. They Bald although he
had given all his time and energies for
several years to the subject of educa
tion that h had no knowledge of edu
cation, whatever, no practical knowl
edge of the schools.
FlflHT WITH THE MASTERS.
The thirty-one masters formed an or
ganization to oppose Horace Mann.
They divided up the work among their
strongest writers and thinkers, who
wrote long articles in reply to Horace
Mann's seventh annual report. In which
they attempt to show logically that
Horace Man was entirely wrong In
every particular; that severe flogging
was the only means by which the child
ren could bo governed; that the old
fashioned spelling was light and should
be continued; that the only method by
which children could be taught to read
was the old fashioned A, B, V, method.
They maintained that the schools were
good and the teaching proper and
right. They poured out the vials of
their wrath against the method of
teaching the deaf orally. Horace Mann
replied with great energy and profound
wisdom and keen sarcasm. He cut the
ground from under the masters In his
clear, strong, logical way, but his in
domitable opponents of Improvement
came back with a rejoinder, and one
pamphlet followed another, In which
they showed clearly the greatest con
tempt for Horace Mann and his work.
They declared over and over again
that the schools were good enough; that
there was little or no need for the
training of teachers. Their great cry
was that "experience teaches," that the
only way to learn to teach was to
teach, without any preparation In a
pedagogical line?. It will readily be
seen that these masters were the con
trollers and leaders of education In
the I'nlted States. When they turned
all their batteries against the great re
former the people followed. The Mas
sachusetts State Teachers' association
was organized to oppose Horace Mann.
By a rule of this association, Horace
Mann was excluded from Its member
ship. Most of the teachers' meetings
consisted of virtuperatlons against him.
However, he had on his side strong
men, Samuel O. Howe, the Greek
patriot and founder of a school for the
blind In South Boston, stood by his
side. Charles Summer was his friend.
There wus an attempt made to elect
Chaii-s Sumner a member of the
school board, In East Boston, but the
opponents of progress elected another
man, and would have nothing to do
with the great statesman. The balance
of power was with the masters. Most
of the teachers were untrained, and fol
lowed gladly In the way of the con
servatives. The result was that the
great reforms which Horace Mann
urged were kept out of the Massachu
setts schools, and, to a great extent, out
of the schools of the whole country for
over fifty years, by the Influence and
writing and speeches of these thirty
one masters.
Endowed with the purest spirit, hich
Ideals of education, perfect abnegation,
Horace Mann had to bear a tremen
dous load of opprobrium. He was charg
ed with trying to deFtroy the common
pchoed 'system. He replied by trying to
point out the tremendous necessity for
belter teaching. These practical school
masters rtood shoulder to shoulder l:i
solid opposition to the slightest (nova
tion In teaching. It mattered not how
much Horace Mann brought to the
little children, how awful the neces
sity was for the upbuilding of the re
public, these teachers, believing that
they were right, prevented, by their
opposition, the coming Into the common
fcbool anything like humane treatment
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of children and rational education. The
sweet, strong, patriotic spirit of Horace
Mann was embittered by this malicious
opposition, by the contempt and scorn
that was poured out upon hia attempts
If help the children.
AS A MEMBER OF CONGRESS.
Tn February, 1848, John Quiricy Adams
fell dead at his desk. In congress. Hor
ace Mann was elected to take his place;'
was re-elected by the people; but under
the strong opposition of Daniel Web
ster, whom he had to face upon th
slavery question, he was not renominat
ed for a third term.
In 1852 ha accepted the position of
president of Antioch College, Yellow.
Springs, Ohio, and the remainder of his
life was spent in the training of young
men and women. There are many of
his pupils still living who tell the story;
of Horace Mann's great enthusiasm,
great earnestness and devotion to the
Bacred cause to which he had given his
life. His Indomitable, earnest, self-sacrificing
spirit shows Itself in one glo
rious line, the closing sentence of his
address to his last graduating- class at
Antioch College: "Be ashamed to die
until you have won Boine victory far
humanity."
One hundred years ha.ve elapsed since
his birth; fifty-nine years since he
took the office of secretary of the board
of education of Massachusetts. The lit
tle nation of a few millions has grown
to a great stature, but the living spirit
of common education has slowly but
surely permated the whole nation.
KILLS BACILLI LIFE.
Value of the Hocntgen lliiyNikol
Tcslu llelieves That the New Agent
May lie I nod to Project Chemicals
I u to Any Portios of the Body.
New York, July 31. That Roentgen
rays moving material particles, having
an appreciable effect on human tissues
and organs, and that they may Ukelv
be used as a means to destroy disease
bacilli, Is a conclusion that Nikola Tesla
has arrived at as the result of his ex
periments. But he awaits crucial tests
before positively announcing his con
clusion as a scientific! fact. Mr. Tesla
was found in his laboratory. He was
very busy, but he found time to answer
the several questions put to him as to
the effect of X rays on physical health
and bacilli life. He said:
"In my attempts to contribute my
humble share to further knowledge of
tlie properties of the Hoentgen rays I
am finding more and more evidence In
support of the theory of moving mate
rial particles. It Is not my intention,
however, to advance just now any view
as to the bearing of Bilch a fact upon the
present theory of light, but I merely
seek to establish the fact of the exist
ence of such material streams. In so far
ns the Isolated effects are concerned. I
have already a great many indications
of a movement occurring outside of the
bulb from which the rays emanate, and
I am arranging crucial tests, which I
hope will be successful, and which will
prove whether or not I am right in my
conclusions. Now, If these material
streams are impinging themselves
against substances toward which they
are directed, It Is natural that some ef
fect should follow the contact. It Is not
unreasonable to Bay that organs and
tissues may be affected. We often read
in reports made by experimentalists
that human hair has fallen out from
the effect of frequent use of the ravs,
and I have myself noted that effect In
my experiments.
"I have also noticed that when work
ing with highly strained bulbs I fre
quently experience a sudden, and some
times even painful, shock In the eye.
Such shocks may occur so often that
the eye gets inllanied,- and one cannot
be considered overcautious if he ab
stains from watching the bulb too close
ly. These shocks are to me further evi
dence of larger particles being thrown
off from the bulb. If these conclusions,
which seem to be forced on me by the
experience coming from experiment,
are correct, It may be that the rays have
an effect on bacilli. Professor Hoent
gen himself has announced It as his
firm belief that bacilli can be destroyed
by the rays, and his experiments war
rant his conclusion. Yet we must wait
patiently to hear from those who are
investigating In this direction before
formulating scientific conclusions.
"The theory of material particles and
the theory that the rays affect the hu
man system are borne out by my own
further experience In the laboratory
here. By exposing the head to a power
ful radiation, strange effects have been
noted. For Instance. I find that there
is tendency to sleep, and the time seems
to pass away quickly. There Is a gen
eral soothing effect, and I have felt a
sensation of warmth In the upper part
of my head. An assistant experienced
Identically the same sensations as my
self. Should these remarkable effects
be verified by men with keener sense of
observation, I shall still more firmly be
lieve In the existence of material
streams penetrating the skull. Thus it
may be possible by these strange appli
ances to project a suitable chemical Into
any part of tho body."
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