an exhibit which does the State great credit. He has been the leader in this effort. But probably the best thing Mr. Cotton has been doing is his emphasis at all times of the fact that the schools must help people to live happily and profitably in an "everyday world." He insists that young people shall be taught the dignity of labor whatever its form, that they shall be trained to be willing to take up the everyday tasks and do them well, that the home and school should unite in determining what the children can do best and then help and encourage them to do those things well. And it is a good thing to have the head of our school system going about over the State preaching "That any work that the State needs to have done is honorable; that all persons should try to find what they can do best and then do that work in such a way as to do most for themselves, society and the State." He would have the rural schools made so good that the farmer would not feel the need of "moving to town to school his children;" he would have the school approach all studies from the point of view of practical application as well as the culture they may give, and particularlywould he have all the educational agencies of the State "get together" for the fullest and most efficient service of the State.

N. E. A. June 28-July 1.

This will be a great meeting.

Indiana should have a large attend

ance.

The meetings will be held on the Exposition grounds.

Write to T. A. Mott, Richmond, for information telling you how to get reduced rates of admission and entertainment.

Is Monday a blue day in your school? If it is, are you sure that it is not a reflection of yourself?

The old-fashioned school question box had many virtues. Why not restore it? Burn unanswered, all unsigned questions.

Don't worry. Most of the troubles in life are those that never happen.

Suspension of pupils is a sign of school disease. It may occasionally be necessary, but it certainly should not become a habit.

The child that is absent because of sickness and by extra work makes up the lessons missed, ought to pay no further penalty for his absence. The school that cuts the grade of the pupil under such conditions, does a rank injustice.

In school, as in life, there are many things to which one must be blind. The teacher who professes to see everything that happens in his school not only deceives himself, but he also causes himself much unnecessary worry.

Every man must do his own work in his own way. Joy in working never comes to the man who is an imitator.

Are your rules such as to require blind .obedience, or do they require intelligent obedience?

The school should widen the interests of the pupils. The boy who is deeply interested in something has little time and less inclination for questionable acts.

When the work of the school is made easy for the pupils, there is added work for the teacher. It is by work that the pupil grows, and by overwork that the teacher dies. There should be an abundance of work for both.

Always remember the old maxim, "You can't whitewash yourself by putting lamp-black on the other fellow."

It is reported that Johns Hopkins University lost property in the recent Baltimore fire to the value of $1,300,000. This property was practically without insurance. Such carelessness is criminal.

"If you are a stenographer, love to write shorthand. If you are a bookkeeper, love to make journal entries. If you are a brickmason, love to lay bricks." If you are a school teacher, love to teach school.

This is the time of year for promotions and changes of teachers. An earned promotion is honorable. A promotion that is brought about by undermining a fellow teacher is abominable. No application should ever be made until the applicant knows there is a vacancy.

The Rhodes Scholarships.

No event of recent years has attracted more attention in the educational world than the bequest of the Honorable Cecil Rhodes to Oxford University for the establishment of scholarships. These scholarships are open to young men from the English colonies and from the States of the United States. The scholarships are of three years' duration and pay $1,500 a year. They are, from the financial side, the most valuable scholarships in the world.

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Oxford University is old and conserva-、 tive. She represents the best of the old classical education. An influx of several hundred young men from the United States and the British colonies, full of the vigor and enthusiasm of a newer civilization may have a tremendous effect upon old Oxford. She must do one of two things, mould these young men to her ideals, or adjust herself to the conditions that they represent. If she does the former, then the world is not much better for the Cecil Rhodes bequest. If she does the latter, then Oxford may become the most potent educational influence in the world.

The first examination to determine the award of these scholarships was held in

April. The subjects covered by the examination were Latin, Greek, arithmetic, and either algebra or geometry. The examination was difficult, as all English examinations are. The arithmetic questions are published elsewhere in this Journal and are a fair sample of the character of the questions in the other subjects.

Teachers' Wages.

No educational subject is receiving more attention today than the subject of teachers' wages. Much is being written, a great deal is being said, and a few things are being done. The thing to be feared is, that the movement will spend itself in mere agitation.

The conditions for Indiana are favorable for a definite result. The State Teachers' Association at its last meeting appointed a representative committee of eight, with Supt. John W. Carr at its head, to investigate the general subject of "Taxation and Teachers' Salaries." This committee has met, declared its principles, and mapped out its work.

The following is a brief statement of the principles that will guide the committee in its action:

(1) The committee represents the public schools and the people of the State. No special interests or organizations, no persons, parties, or factions have any representation as such upon this committee, nor will their ends be served by it.

(2) The committee proposes to set forth facts relative to taxation, salaries, cost of living, cost of school buildings, etc..

(3) The purpose is not to arouse friction between teacher and patron, but to set forth existing conditions in such a way as to bring about a sympathetic and helpful attitude of each of the interested parties toward the other.

(4) The committee takes the position squarely that merit alone should determine increase of salary and tenure of office.

(5) The members of the committee give their time and their work without

charge. They ask in return for the helpful co-operation of everybody interested in schools.

The work of the committee has been subdivided as follows:

1. Facts concerning teachers.

2.

3.

Economic conditions of teachers. Facts concerning taxation. 4. Leaks in the school revenue. 5. Suggestions for economical school administration.

6. Specific recommendations.

Each of these topics will be investigated by a competent sub-committee. The whole committee will have in mind at all times the sixth topic. The Educator-Journal desires to unreservedly commend this committee and the work it has undertaken. This Journal desires to further in every possible way this work that will result in better conditions for the teaching force of the State.

Dr. A. S. Draper.

Few educators are better known than Dr. Draper. He was born in Westford, New York, in 1848. He graduated from the Albany schools, taught in the Albany Boys' Academy, and graduated from the Albany Law School. By President Arthur he was appointed Judge of the Court of Alabama Claims. In 1886 he was elected school commissioner of New York. Few elections have called forth so much adverse criticism. He was without educational experience. His enemies said he was a politician without regard for

the progress of the schools. During his six years' term of office he not only disarmed his critics, but won their unstinted praise. He touched the public school system of the Empire State at every point and gave it new life. At the close of his term of office Dr. Milne summed up his characteristics as follows:

"He is a man who endeavors to do right, and when he believes he is right he is absolutely fearless in the execution of his purpose. He is a man without guile. He never plans in secret and sneaks around to accomplish his purpose. If you want to know his views, ask him. He will tell you. He has no purpose that is not manly. He has never attempted to accomplish, either by legislative or any other methods, that which is not entirely above board."

In 1892 Dr. Draper became superintendent of the Cleveland, Ohio, schools. After two years' efficient service, he resigned to accept the presidency of the University of Illinois. At the beginning of his presidency the registration was 750. At the time of his resignation in March the registration was about 4,000. He gave the university a great administration. His place will be hard to fill. He goes back to his native State to again take charge of the school commissioner's office. Under the new school unification law of the State he has large power and great opportunity. Under the efficient and scholarly direction of Superintendent Draper, the schools of New York will surely advance by leaps and bounds.

summer in the Indiana Kindergarten and Primary Normal Training School at Indianapolis. She has several institute engage

ments.

Dr. A. J. Kinnaman, president of the Central Normal College, Danville, Ind., delivered the commencement address at Wolcott, where Prof. E. B. Rizer has been in charge of the schools for several years. Five pupils graduated. Mr. Rizer is thoroughly capable of successful supervision in some progressive county seat.

The Indianapolis Summer School will open its second annual session in the Shortridge High School building, Indianapolis, at eight o'clock Monday morning, June 20, 1904, and will continue six weeks. The marked success of the session last year, both in point of numbers in attendance and in results, gives promise of even better things this season. The teaching corps is made up of regular teachers in the two high schools of the city, together with two of the supervising principals of the city schools, and is as follows: History, Civics, and Geography, Arthur William Dunn; Mathematics, John E. Higdon; English, Charles Swain Thomas; Greek and Latin, Robert Hall; German and French, Peter Scherer; Physics and Physiography, Daniel T. Weir; Drawing, Rhoda E. Selleck; Common Branches, J. F. Thornton.

In addition to work of the high school grade and work preparatory to college entrance, a few advanced courses are definitely offered for teachers, and others will be given if there is a demand for them. Mr. Thomas, head of the Department of English in Shortridge High School, and Principal of the Summer School, offers two such courses, one in the Poetry of Arnold, Tennyson, and Browning, and another in AngloSaxon.

Mr. Dunn, head of the Department of History, Civics, and Geography in Shortridge High School, offers a course in geography, with especial reference to the meaning of the geographical factor in human progress. Mr. Dunn has for several years been doing work along this line in Teachers'

Institutes. He has just written the pages on Indiana for the Introductory Geography by Tarr and McMurry that has been adopted for use in the schools of this State, and is now at work on a larger Indiana supplement for the advanced Tarr and McMurry Geography. This work in geography is distinctly according to the methods of the "New Geography," and differs greatly from the old type of geography that has been so common in the schools.

Full information with reference to the Summer School may be obtained by addressing Charles Swain Thomas, Shortridge High School, Indianapolis.

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Commissioner Lindsay, of Porto Rico, has made arrangements to bring six hundred of his native teachers to the States this summer, that they may better understand American ideals and methods in education. part of these teachers will go to the Cornell Summer Session and the remainder to that of Harvard. At Cornell they will devote their time, chiefly, under special teachers, to primary methods, drill in English and nature work. Those who understand English well will be permitted to take any of the regular courses for which they seem prepared.