THE HISTORY SECTION OF THE INDIANA STATE TEACHERS' JOSEPHINE M. COX, SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS. With the exception of a most suggestive and interesting address on "An Experiment with History in the Grades," by Prof. Henry Johnson, Eastern Illinois State Normal School, Charleston, and a practical and painstaking report on present conditions in the teaching of history in the common schools, by the committee of which Prof. E. W. Kemp, of the Indiana State Normal, Terre Haute, is chairman, the History Section of the Indiana State Teachers' Association in its ninth annual meeting, April 27-28, 1906, at the Claypool Hotel, Indianapolis, devoted the entire time of its three sessions to the subject of local history. On Friday evening there was a joint session of the History Section and the Indiana Historical Society. Fortunate, indeed, were those that had the opportunity of hearing Judge Daniel Waite Howe and Hon. J. P. Dunn tell what the society had accomplished and what it was trying to accomplish-its objects and plans, its hardships, pecuniary and literary; the sources, meagre and unreliable; its struggles with ignorance, egotism and indifference. Helpful to feel the patience and earnestness; the determination and fortitude; the toil and self-sacrifice; the achievements, the hopes, the inspiration of the few members that form that society. Dr. J. A. Woodburn, Indiana University, Bloomington, succinctly pointed out possible ways of co-operation between the History Section and the Historical Society-emphasizing the advisability of all members of the Section assisting in the work of the society by placing its publications in the libraries throughout the State; in organizing branch societies in each county where there is none, and in giving active sympathy where there are such organizations; and in interesting students of history everywhere in collecting and preserving the materials out of which history is made. The great majority of the people of Indiana show a strange apathy, a persistent indifference to the subject of local history. Yet we claim a high intelligence, a far-advanced civilization, and are fond of asserting the superiority of the enlightenment of the United States over that of any other country, ancient or modern. If we make more than a superficial comparison we shall learn some facts that may strike a hard blow at our pride and self-content, but may result, at some future time, in making more correct our proud boast of superiority. That which marks the difference between a civilized and an uncivilized people is that the former leave records of their achievements, the latter live and die, and the world is none the wiser. Less than one hundred years ago, little was known about the history of the Orient. The fragmentary and prejudiced statements of the Hebrew writers of the Old Testament, and a few stories, more or less unreliable, preserved by the ancient Greeks, comprised the sum total of the knowledge of those civilizations. Fortunately there were inscriptions; there were libraries on papyrus, on sun-dried brick, on stone tablets. These ancient peoples had thus preserved their history. The discovery of the Rosetta stone-a most fortunate result of the great Napoleon's expedition into Egypt-followed soon after by a like discovery for the Assyrian language, furnished a key by which these inscriptions, these libraries of the ancient world, yielded to the modern the knowledge of the achievements of the Orient. The interest became widespread. Scholars began extensive explorations in the East. Sites of long-forgotten or legendary cities were discovered. The knowledge gained through these excavations has revolutionized our ideas concerning those ancient nations. And we all commend most heartily, not only the archeologists, who devote their lives to the work of bringing to light these facts of an ancient time, but those Oriental peoples, as well, for putting their history into permanent form. Our newspapers, our magazines, our books are full of the accomplishments of these scholars, and of the wisdom of the Orientals. In our enthusiasm over these past eventsthese recorded facts-and in our smug complacency over our oft asserted superiority, are we not losing sight of the fact that we are now, right here in Indiana, making history; that this century, this very year, and this State, this particular city needs its events recorded, its annals preserved. Those events that do not secure early permanence in books and on stone soon fall into the class of legendary accounts-mere traditions. In referring to the speech made by Abraham Lincoln, in 1861, from a balcony of the Bates House, an intelligent lady said to me, "O, that is a legend. Persons of the city that ought to know say he didn't even address the people, let alone state for the first time the policy he should pursue toward the seceded states." And so that event, so vital in our history, has become to the majority of the people of Indianapolis a mere myth because it has not been given permanence in stone. And the great body of the inhabitants, not only of Indiana, but of Indianapolis as well, have not even heard of it as a myth. Through ignorant legislators the public records of the territorial and of the early state government of Indiana were destroyed. An everlasting disgrace! Yes. But does not our indifference to the achievements of the great men of the State, our self-satisfied serenity put itself on a par with the criminal stupidity of those so-called lawmakers who knew not the value of public records? Is it no honor to a city to have given a home to Schlieman, the world-known archeologist; to Beecher, whose oratory charmed the Englishspeaking world? How can a city forget the visit of Louis Kossuth, the Hungarian warrior, statesman, and patriot? Or those of Grant and Sherman, the Civil War heroes? How dare it fail to memorialize that sacred visit of that "brave, far-seeing man," our martyred President? Are we so far behind the Egyptians in civilization, or is our boasted democracy at fault, that we do not see the necessity of giving permanent form to the important events of our history, ere they are irretrievably lost; and of carefully collecting and preserving all the material of the present day out of which history is made? The American traveler visits Europewhy? Because of the fertile fields, of sunny skies, of silvery lakes, of rolling rivers, of snow-clad peaks? No. He may see all these in more enticing form, or more majestic grandeur, in his native land. He goes to Europe because there the great events of history and literature have permanence. One can scarcely find a spot in all Europe that is not holy ground, sacred to this or that great name, to this or that gigantic achievement. There one finds memorials-frowning castles, awe-inspiring cathedrals, gorgeous palaces, splendid tombs, magnificent arches, lofty columns, life-like statues, beautiful inscriptions. And we visit Europe to see these places rendered sacred by the best blood and keenest minds of the Old World; to feel the holy thrill of inspiration, that sacred fire conferred only upon great souls, and those capable of appreciating marvelous endeavors and colossal achievements. The East and the South of our America have their statues, their columns, their tablets, but we of Indiana, of Indianapolis, have little worth mentioning. Why is this? We are public-spirited. Money can be secured for almost anything else under the sun. If we be no State pride, no State loyalty, no State patriotism, why do we stay here? Let all such, if for no other reason, from pure selfishness, seek a State to which they can give unquestioned allegiance. Indiana is an ideal home for man. Here there are no weary wastes of sand, no endless plains. that kill the creative imagination; no rugged, unproductive, awesome mountain peaks, the abode of poverty. No arctic cold with its accompanying stupid ignorance, and no torrid heat with its intemperate cruelty. Here nature impresses the same lesson upon the people of this State that she gave to the many-sided and imaginative Greeks, "Nothing in excess." Indiana is our Holy Land. In no other place are the "skies so blue,” the fields so green, the lakes so clear, the rivers so entrancing, the trees so majestic. The Indianian who believes it not is an alien, a sojourner, that most unfortunate of individuals, "the man without a country." Are we ashamed of Indiana? If so, it is due to ignorance, for her history is worthy. The people of no other State west of the Alleghenies have so much reason for pride-her warriors and statesmen, her administrators and judges, her orators and historians, her novelists and poets, her inventors, her scientists, her artists, have national reputations, and in many instances international. Here was fought and won the first great battle against slavery-the results of which were stated in the ordinance of 1787. Here we find a public school system, an example for the other States of the Union and recognized by the nations beyond the seas. Her war record? Our hearts should swell with exultation. Indiana has ranged herself on the right side in each vital struggle in our history. George Rogers Clark, by the capture of Vincennes, laid the foundation of America's claim to the Northwest Territory. Had it not been for that Indianian's foresight, the United States would have had English territory on the west, as well as on the north and the south, and our expansion beyond the Alleghenies would have been impossible without another war, which would have threatened our very existence. William Henry Harrison, at Tippecanoe, frustrated the designs of the wily Tecumseh, and later held the Northwest for the United States, against fearful odds in the second war with England. Need I speak of the Civil War? Of Morton and his achievements? Of Camp Morton, Camp Sullivan, Camp Burnside, Camp Carrington, and others? Of the arsenal and of the soldiers' home? Of the regiments sent to the front and of the prisoners held here? Of the triumph over the enemy threatening from without, and the traitors threatening from within? Indiana's past is worthy of pride-her future rests with us. It comes not to every one to offer his life to his country, but every one should feel the inspiration that such acts call forth, and should give expression to that feeling in fitting memorials, that future generations, and "strangers within our gates" may realize that appreciation, gratitude, honor, loyalty, patriotism still live in Indiana. SEVENTH GRADE MANUAL TRAINING. V. M. RUSSELL, DIRECTOR MANUAL TRAINING, STATE NORMAL SCHOOL, The central thought in planning the (a) Natural and artificial incubation. (b) Profit. (c) Good work for boys and girls. 2. Incubator. (a) Selection of style, methods of (c) Building, getting parts to dimen- 3. Operating Incubator. (b) Quality of water in tank, why (c) Lamp-Filling, kind of oil, trimming and regulating. (d) Regulating temperature-degree of heat, location of thermom A CHEAPLY EQUIPPED HIGH SCHOOL LABORATORY. The teacher of natural science has found out long ago that he must have some sort of laboratory equipment in order to carry on successful work. But school boards have been very reluctant about remodeling school rooms which were built before natural science was a subject in the curriculum. Most of the school buildings in Indiana were built in that age, so that the teacher of science finds his class room a bare one, seated, usually, with long recitation seats and bordered by varied sorts of blackboards. To teachers who are faced by such conditions it may be of interest to know how I have succeeded in transforming a room of that sort into a fairly good laboratory room without at the same time destroying its utility for other recitations held in it. After trying several expedients I had tables made which consisted of two oak boards eighteen inches wide and long enough to reach the length of one side and across one end of the room. These were dressed and oiled upon one side. The other side was battened to prevent the warping of the boards. To the under side and front edge were fastened. by hinges legs inclined so that they might rest upon the floor at a line perpendicular to the other edge of the board. The board was now fastened to the wall by means of hinges. This arrangement made tables which could be raised or lowered and of sufficient strength to sustain several hundred pounds' weight. Having secured table room I had two old wall book cases moved in and fastened to the walls in the corners of the room. These furnished shelving for specimens and other material. By putting an old tellurian globe box into another corner I secured shelving for reagent bottles, preservatives, etc. For dissecting pans I procured ordinary 6x9-inch bread pans, had fasteners placed in them by a tinner and placed into them wooden bottoms made of soft, thin boards. For preserving jars I used candy jars of the large-mouthed variety. As the seats in the room were of the ordinary long style I loosened these from the floor, and, by turning them to face. the tables, used them for seats there too. This arrangement furnished the pupils plenty of room and a well-lighted place to work. As the school had but one compound microscope I followed a plan given in Harvey's Introduction to the Study of Zoology and constructed a porte lumiere for projecting images upon a screen in a darkened room. This answered the purpose very well where the room was made dark and the sunlight was unobscured outside. Most of the necessary supplies may be obtained from local dealers and cost but little in the aggregate. All classes of more than ten pupils should be divided into two sections which recite alternately and do precisely the same work. In this way as much may be done without crowding while the teacher has direct supervision of the work of each pupil. I may state in closing that the above mentioned equipment has not cost to exceed fifteen dollars. Some things may be improved upon, but I think these answer all ordinary purposes. Few, if any, school boards will object to such a small outlay. CONTRIBUTIONS FROM THE PEDAGOGICAL SEMINARY OF INDIANA UNIVERSITY. PROFESSOR JOHN A. BERGSTRÖM, DIRECTOR. THE VALUE OF PHYSICAL TRAINING IN MODERN EDUCATION. H. B. WILSON, SUPERINTENDENT OF SCHOOLS, FRANKLIN, IND. (Continued.) The table showing the mean increase in total strength is concerned with the records of but 605 normal cadets instead of 4,537, as was true of the data on the items considered above; in other respects the data is developed in the same manner. For the respective ages the increase was as follows, normal cadet increases occurring first: At 17, 39 and 266 k.; at 18, 56 and 200 k.; at 19, 43 and 236 k.; at 20, 69 and 230 k.; and at 21, 61 and 244 k. The total increase for normal cadets was 268 k. and for gymnastic cadets 1,176 k. According to this evidence, a large increase in muscular strength follows from exercise; and advancing years, up to the limit of age covered by this data, make no difference in the proportionate gain in strength, whereas the gain in each of the other items considered decreased with age. Beyer ventures the opinion, in light of his data, that the performances of our strong men are within reach of most healthy men, that the supply of one's strength increases according to demand, if the means to develop it are systematically employed, and that this is not only true up to 21 years of age, but on into later years. The fourth and final class of evidence to be considered in relation to the problem in question is that afforded us in some studies which have been reported as to the effects of athletics involving inter-institutional contests upon those participating. Only the data supplied us by two studies of "varsity" team oarsmen will be considered. The studies as to the effects of rowing upon oarsmen are chosen because (1) since rowing is one of the oldest athletic sports of modern times, the perspective is greater from which to secure the data needed in judging its effects; (2) it is generally considered the most strenuous and exhausting of all sports and is, therefore, especially taxing on the heart and kidneys; (3) all oarsmen do exactly the same kind and amount of work, for the continuance of seven other oars in the boat renders shirking or withdrawal from the race absolutely impossible. The first study of oarsmen considered was conducted and published in 1869 by Dr. Morgan, a great physician and a considerable athlete. His inquiry concerned itself with the "old blues" who participated in the inter-university races from Putney to Mortlake the hardest race in the world during the years from 1829 to 1865. In all, nearly 300 oarsmen were concerned. The investigation sought to determine the effects of the exercise connected with this rowing upon the general health, the length of life and the causes |