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Discussion of the views presented in the Symposium.-Prof. W. W. Parsons, 10 minutes. Address.-"Education Through Through Self-Activity," Mrs. O. P. Kinsey, Valparaiso College.

Friday, December 27, 2:00 P.M.

Vocal solo.-Miss Effie C. Hessin.

A selection.--Mrs. C. W. Boucher. Lecture.-"Some Foundation Stones of Education," Prof. R. P. Halleck, Principal Male High School, Louisville, Ky.

The Function of the Training School.-Miss Anna Trueblood, State Normal Training School. Discussion.—Mrs. Elizabeth O. Copeland, Marion Normal College; Mrs. E. E. Olcott, Danville Normal College; general discussion.

Lecture.-"Liquid Air, Its Uses and Possibilitles," Prof. H. B. Thearle.

Note.-Prof. H. B. Thearle will come prepared with apparatus and will make liquid air, which the audience will be allowed to examine.

Dr. Glenn, of Georgia, says that Prof. Thearle's work is wonderful, and will be highly valuable to the educator.

Friday, December 27, 8:00 P. M. Piano solo.-Miss Olive Kilgore. Violin solo.-Prof. Fred Noble. Annual address.-"Fads," Supt. F. Louis Soldan, St. Louis, Mo.

Saturday, December 28, 8:30 A. M. Invocation.-The Rev. Carlos C. Rowlison, Pastor Third Christian Church.

Music.-Violin solo, Prof. Fred Noble. Address.-The Teacher's Duties," Supt. F. Louis Soldan.

Address.-Dr. Joseph L. Swain, Indiana State University.

Report of the Council of Education.

General discussion.

Reports of committees and miscellaneous busi


COUNTY SUPERINTENDENTS' SECTION. Supreme Court Room, Thursday, December 26. First meeting.-9:30 a. m.

The Rural Schools, Their Organization, Supervision and Needs.-Supt. A. L. Gary. Discussion.-Led by Supt. Frank L. Jones. Pages from My Visiting Record.-County SuperIntendent George W. Ellis.

Discussion.-Led by County Superintendent W. S. Gibbons.

The County Superintendent and Township Insti tute, What Should the Superintendent Do?County Superintendent J. W. Terman. Discussion.-Led by County Superintendent R. W. Stine.

Second meeting.-1:30 p. m.

Europe in the Nineteenth Century.-Dr. H. P. Judson, Chicago University.

Discussion.-Led by County Superintendent I. F.


County Institutes.-Pres. W. W. Parsons. Discussion.-Led by L. H. Scott.

Reports of committees, and round table discussions.



President, Rensselaer.


Secretary, Scottsburg.


Room 11, State House, Thursday, December 26, 1:30 P. M.

Paper. "The Art of Impersonation," S. I. Conner, E. I. N. University, Muncie.

Paper. "Mechanical Suggestions, Effects, Some Remedial Devices," Laura Quick, Anderson.

Paper. "Oral Reading in the Public Schools," Eulalie Beans, Mishawaka.

Paper. "The Philosophy of Oratory," J. F. Brambaugh, DePauw University.

Discussion of papers.

Paper limited to 30 minutes.

Business meeting and election of officers.


President, Indianapolis.


Secretary, Westphalia.


Lieutenant-Governor's Office (Room 83), Thursday, December 26, 10:00 A. M.

Paper. "Study of Latin and Greek Compared with the Study of German and French," Chester T. Lane, Ft. Wayne High School.

Paper. "The Present Status of Latin Study," H. M. Kingery, Wabash College.

Paper. "How to Teach Latin Composition," J. J. Schlicher, Terre Haute.

Paper. "How to Interest Students in the Study of Latin," Lillian E. Michael, Goshen High School.

Will not the classical teachers make a special effort to attend this program? No one can well afford to miss it.

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Room 71, State House, Thursday, December 26, 1:30 P. M.

Paper.-"Teaching Practical English," Prof. A. Jones, Marion, 20 to 30 minutes..

Discussion.-Supt. C. A. Prosser, New Albany; Miss Pennina Newsom, Anderson, 10 minutes. General discussion.

Paper. "Literature as an Aid to Composition," Miss Blanche Freeman, Terre Haute, 20 to 30 minutes.

Discussion.-Prof. E. S. Gardiner, Franklin; Miss Emma Craig, Richmond, 10 minutes. General discussion.

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Agricultural Rooms, State House, Thursday, December 26, 1:30 P. M.

Time.-The Seventeenth Annual Meeting of the Indiana Academy of Science will be held at Indianapolis on Thursday, December 26th.

Place. The sessions of the Academy will be held in the Agricultural Rooms on the first floor of the State House.

Sessions. The general sessions will be held at 9 a. m., and the section meetings at 2 p. m.

President's Address.-The "Annual Address" of the President will occur promptly at 11 a. m. on Thursday, the regular program giving way to


Program of Papers.-The Program Committee begs leave to call the attention of the members intending to present papers to the following suggestions:

1. It is hoped to have the detailed program ready for the mails by December 12, and authors are urged to send titles of their papers not later than December 10.

2. Authors should state clearly the titles of their papers, the amount of time needed for their presentation, and the sections at which they are to be read.

3. Papers requiring more than fifteen minutes for their presentation should be given in abstract. 4. The Program Committee is anxious to conform to the wishes of authors for any particular time on the program, but no alteration can be made after the program is printed, except by exchange between members having the same amount of time assigned them.

Invitation. It is earnestly hoped that the members of the Academy may arrange to attend these meetings, and, if possible, present papers. A cordial invitation is also extended to the public interested in education and science to participate in the same.


President, Crawfordsville.
Secretary, Indianapolis.

ROBT. J. ALEY, Bloomington,
Program Committee.



(Read before City Superintendents' Association, Indianapolis, November 9, 1901.)

[We publish this report at the request of the above-named association, and desire to state that it is not intended by the author or the association to be prejudicial to the State

Board of Education or to the text-books or to text-book law, which has the support of school patrons, school officials, teachers, and all the political parties in Indiana. The law has been materially strengthened in recent years because of the fact that publishers in general have been willing to submit for State adoption special editions of their best text-books at present prices.-Educator-Journal Co.]

A word as to the origin of this report. Neither the author nor the executive committee felt any pressing need of a revision of the text-books now in use, nor was there a desire to assume to dictate to the members of the State Board of Education any course of action. I feel that I voice the unanimous judgment of this committee in saying that, on the whole, the text-books of present adoption take high rank in comparison with those in use elsewhere. I feel safe in saying that this report had its origin in a sentiment that may be stated in the following general propositions:

That the children of the State are entitled to the use of the very best text-books procurable at reasonable cost to the people; that the texts now in use are by no means above criticism; that many of the defects are not open to correction under the existing legal restrictions placed upon the selecting board; and lastly, that the State Board of Education is recognized as pre-eminently the rightful authority in the selection of these books, but that this board should be given such discretionary power, in fixing prices of the texts, as will make them entirely answerable to the best judgment of the school people of the State.

By way of further preface it should be said that nearly every criticism lodged against the First and Second Readers was apologetic in character. Reasonable cost and high quality are recognized as inseparable.

On the fifteenth day of October a circular letter was mailed to 254 town principals, county and city superintendents. Sixty-four letters were returned. Of those replying, eight were county superintendents, eight town príncipals and forty-eight city superintendents. The following is a tabulated statement of their replies:

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As shown by the tabulated statement, five from sixty replies placed it in the satisfactory list, twenty-two fairly satisfactory, and thirty-three suggested revision. The criticisms most uniformly made are as follows: 1. Grows difficult too quickly.

2. Vocabulary entirely too large for quantity of reading matter.

3. Necessitates too much blackboard or other supplementary reading matter with the book.

4. Same words not carried from one lesson to the next. Each less has an independent vocabulary.

5. Too many new words introduced at a lesson.

6. Type words not repeated frequently enough.

7. The lessons introduced in Part I at last revision not in harmony with the character of the book and can not be taught practicably in their order. For example, on page 16 occurs a nature

Lesson in which the word "bud" appears-the only use of the word in the entire book; likewise the word "leaf," which does not appear again; the word "baby," which appears next on page 47; and "asleep," appearing once more on page 72.

8. The reviews are characterized as having long involved sentences uninteresting and exceedingly difficult in their present form. The review should occur by repetition of old words in new stories.

9. The pictures are inferior and not attractive to little people. The request for a good grade of colo· illustrations is well nigh universal.

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Ten replies hold the Second Reader satisfactory; twenty-two fairly satisfactory, and twenty-eight of the sixty answering call for revision. The chief criticisms are:

1. The step between the First and Second Reader is too great. The vocabularies of the two books are not well graded in series. Each book is rather a unit of itself than one of a series.

2. Not enough of the conversational element in the reading matter.

3. Too difficult for second grade. Sentences too long and involved in some selections, including words which have no meaning for child of this grade.

4. Selections most frequently criticised: Page 11.-"Learning to Spin a Top." First lesson in the book; too difficult for place. It contains twenty-three words not in First Reader. Page 36.-"Keep Trying.” Page 90.-"Fretting." Difficult; fails to interest.

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Of sixty answering, the replies are: Eighteen, satisfactory; twenty-seven, fairly satisfactory; fifteen, need revision. The following is a consensus of the criticisms: 1. The step between selections of the second and first half of third too great. 2. The first four selections are in the wrong place. They are too difficult.

3. On the whole, the literary value of the selections of this book is above criticism, but many of the selections are too long and the vocabulary too difficult. Children lose interest interest while learning the vocabulary.

4. In many of the selections long involved sentences are of frequent occurrence. They become stumbling blocks to pupils who do not as yet see the distinction clearly between principal and subordinate ideas. They lose the connection, and hence fail also in proper expression.

5. More dramatic reading, dialogue, etc., is asked for.

6. The selections most numerously criticised are:

Page 64.-"The Owl and Pussy Cat."

Page 66.-"Hans in Luck." Too
long and contains little of a life

Page 92.-"Black Beauty." Too long;
16 pages.

Page 138.-"How the Spartans
Fought at Thermopalae."



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This text is relatively satisfactory. Of fifty-nine answering, twenty-one say satisfactory; twenty-six fairly satisfactory; twelve ask for revision. Briefly stated, the objections are:

1. The vocabulary is difficult. In a large number of selections the thought and phraseology is difficult enough for eighth grade children.

2. The history stories contained in the text are beyond the child's in erest and comprehension.

3. Many of the selections are too long. The attention and interest lag because of length. The following selections are regarded as either too lengthy or too difficult for Fifth Grade pupils:

Page 11.-"Lady Clare." Meter makes
great difficulty in oral. expression;
vocabulary difficult.

Page 21.-"A Legend of Bregenz."
Large words.

Page 103.-Browning's "How They
Brought the Good News from
Ghent to Aix." Phraseology and
vocabulary difficult.

Page 141.-"Horatius." Length and
vocabulary make difficult.

Page 157.-"The Battle of Bannockburn." Too long.


Of the fifty-seven replies, only eight speak adversely of this text; twenty-six say it is fairly satisfactory, and twenty-one as satisfactory. The chief criticisms are:

1. The selections are too largely extracts, making the book fragmentary.

2. Many of the selections require a great fund of information on the part of the teacher in order to get the child in the With proper relation to the subject. such a teacher and proper equipment this point is conceded a virtue and not a fault, but without this a study of such selections must be a failure. The general tone of criticism on this text is friendly. The vocabularies of the first four readers in the series was worked out by the grade teachers of Alexandria. number of words in each book as shown by them is as follows: First Reader..



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