in detail some of the very interesting and suggestive points brought out in this inquiry. But in sum the results confirmed the conclusions which have been reached by all who have been observing the work of the rural school and the attitude of country people toward it during the past fifteen or twenty years.

THE CONVENTION OF SUPERINTENDENTS. All those whom we heard express themselves regarding the meeting said they enjoyed the convention and received profit from it. The superintendents attended to business from start to finish. The exercises were rather informal in character, which made them all the more effective. This body is a homogeneous one. It is composed of persons who have large responsibilities, and they are keen to get suggestions which may be of service to them in administering their schools in a better way. The members of the convention know one another very well, so that there is little or no restraint in discussion; which is the essential requisite for a successful meeting.

on

The topics discussed were timely and exceedingly practical. Superintendent Cary had three important studies in the elementary school outlined by capable people in the state, and these were printed in advance of the convention, and distributed among its members. The discussion these topics was intelligent, and it seemed to us to be effective. While there was lack of agreement respecting many important questions pertaining to the matter and the method of these studies, especially geography, nevertheless the discussions helped greatly to establish something

like a common view of what should be accomplished in each subject, and how it should be carried forward. This in itself is a big achievement. It is better that there should not be complete agreement in respect to all details of questions of this kind. Progress will be promoted by differences of opinion, provided that these are not so numerous and fundamental that they make cooperation impossible.

TRAINING TEACHERS EFFECTIVELY.

The sparring during the convention occurred principally between representatives of the normal schools and the superintendents. This seemed to us to be on the whole indicative of a healthy tone. If discussions like these are continued at succeed

ing meetings, the normal schools should in due course be able to find out in detail, perhaps, what the superintendents desire in the preparation of their teachers. Then the normal schools can proceed wtih definiteness to train students for their specific work. It seems to us it would be a misfortune if the normal schools did not feel free to initiate modifications in the curriculum and methods of teaching; but at the same time they must keep close to the practical needs of the schools. So far as we can make out, though, there really is a pretty good spirit existing between the superintendents and the normal schools. In some states the relations between the normalschool people and the school men is strained to the breaking point. We have heard superintendents in such states say that the first thing they have to do with a teacher trained in the normal school is to knock all of his fantastic pedagogical notions out of his head, and begin de novo to give him some sense about teaching. We have never heard anyone in this state get off anything as bad as that, though we have heard school men say that it would be more helpful if the normal schools would train their students with regard to the actual needs of the schools. There are some in our state who say that the normal schools would rather be colleges than what they are supposed to be, which would be most unfortunate if it We have were true, as it probably is not. often expressed ourselves

the effect that

the greatest work in education is to train teachers for efficient service in the elemen

tary school; and the more we see of the world, the more firmly convinced we become of the soundness of this view. Our own notion of the proper function of the normal school was shaped by association with Dr. Sheldon, of Oswego, who effectually, and wisely as we think, resisted all temptations to turn his school into a high school. or a college, which is the chief reason why his institution has exerted such a marked influence upon the normal schools of this country. own normal-school men could do no better than to put aside all false ambitions, if they have any, and devote themselves whole-heartedly to the one supreme task of training teachers for efficient ser

vice.

Our

THE RULE OF REASON. One of the most interesting sessions of the

superintendents' convention related to the interpretation of new laws relating to education,-the compulsory education law, the industrial education law, the pension law, and so on. In the discussions, various persons brought up a great many special and difficult cases which had to be decided in view of these laws. Nothing pleased us more than to hear Superintendent Cary, by way of summary of the discussions, say that in the administration of the laws, the state department always sought to settle particular cases in view of the spirit of a law rather than its mere technical interpretation. For instance, if a mother should. keep her twelve-year-old daughter out of school every Monday to help her wash, would she violate the compulsory education act? In settling this problem, the state department would ask, Is the mother really sincere in trying to carry out the provisions of the law? If so, she might be regarded as complying with its provisions, while if it appeared that she was insincere, and really did not need the services of the girl, the decision might be against her. If a boy enters a private business college at thirteen, does he violate the provisions of the compulsory education act? The state department would say that if the business college is a good one, and the pupil is doing as earnest work as he would do in the public school, then he should be regarded as complying with the provisions of the act.

As

Many other questions would be settled on the basis of liberality, and by applying the Rule of Reason. To us this seems to be the only way to administer these laws fairly and effectively. we have gone around the state we have heard a good deal about the difficulties of settling special cases under these laws. But it has always appeared to us that if a man would take the view of the state department, he could meet most of his difficulties without hardship to the individuals concerned, while at the same time complying fully with the spirit of the law. No act relating to any complex phenomenon can probably ever be constructed which will provide explicitly for every possible case arising under it. This suggests that the one who administers the law must catch its spirit, and settle his particular problem in view of it. Whenever any of these matters are put up to a superintendent, it seems as though the thing to do is to find out what would be best for the in

dividual who is affected by it, and decide it so that in the outcome he will get the most good from it. A law must be administered with reference to the welfare of individuals rather than for the mere technical completeness of the law itself. A BOOK OF GAMES,

We have seen nothing issued by the state. superintendent's office which has given us greater pleasure than the book of games and plays which has just come into our hands. It is full of interesting games which can be played by children in any grade of school work. If we had our way, we would put this book into the hands of every teacher in the country or in the city, and we would ask him to become master of some of these games, so that he might go out and participate in them with his pupils. This is just as important in the country as it is in the city, although it is often said that children in the country do not need to be led in games and plays. But they do. The movement which is passing over this country now to have festival days in rural communities, and to give prominence to games and plays ought to be fostered in every way possible. Some day we will definitely require that candidates for teaching shall know how to play a reasonable number of practical games, and shall have some interest and skill in actually playing them. Superintendent Cary's book might well be made a text in this subject in the training of teachers. We fancy they would not need much urging in order to master its contents. Indeed, there is no reason why this sort of thing should not be made a relaxation from other kinds of work which demand application to more or less abstract things.

THE W. T. A.

There ought to be a very interesting meeting of the Association this year. There are many capable people on the program, and the topics are timely and important. The interests of all teachers should be ministered to in one part or another of the program. Due provision has been made for the comfort of visiting teachers, as well as for their entertainment and instruction.

We have heard a few people say they didn't know whether or not they would go to Milwaukee, because they fancied the performance would be more or less of a personal affair, and so they were not greatly excited about it. Well, if it is a good