enough to call for the careful consideration of such requirements by properly constituted committees. Secondary Schools and Vocation The Department of Public Instruction of discussion of the influence of secondary schools upon movements of population and upon vocation. The following quotation will show the scope of the discussion: "During the first three-quarters of the nineteenth century every group of three or four towns had its academy, usually an endowed institution. Out of these academies went a steady stream of sons and daughters who were, other things being equal, always the strongest of the generation, for otherwise they would not have gained this education. Seldom did they settle upon the old farm or in the home town. Their education had fitted them for other things. They became lawyers, or physicians, or clergymen, or schoolmasters, or business men in the cities, and the girls went with them prevailingly to be their wives. Their children grew up under city conditions and went to city schools. The unambitious, the dull, the unfortunate boys and girls of the old countryside, who could not get to the academy, as a class remained behind and became the dominant stock. And they reproduced their kind for another generation, upon whom the same sorting process was carried out. Then the factory system seized upon the stronglimbed and restless, albeit slow witted, and began to sort them out and remove them. Finally, the civil war came and struck down the idealists by the wholesale, mostly boys or young men who had not yet reproduced themselves in a new generation. Now, upon a journey through rural New England, you shall see fine old mansions showing by their architecture that they date back well toward the beginning of the nineteenth century, and ample old homesteads with their capacious barns, all of them more or less in a state of decay. Of many, nothing but the cellar hole and an, at first sight, unaccountable orchard is left. These were the homes of a race which lived and prospered, which cleared the land and built homes and added barn to barn, which accumulated wealth and gave virile expression of itself in church, in state, and in educational institutions. And yet the nearest market was often fifty miles away by wagon road. The nearest metropolitan market was often as distant as is the metropolis of the world to-day. But that race allowed its sons and daughters to be educated away from the farm and the country and from the state. In their place today, we too often have a dwindling town, a neglected farm, a closed church, an abandoned schoolhouse. And, if the last two are still open, in too many cases the cause of religion and of education would be better served were they closed. And the old academy, having sorted out and sent away the ambitious stock, is now dormant. "The tendency of this phase of depopulation has been to strip the rural town in favor of the village town, to draw from the village town into the city, and to draw from the whole state into those states having already thickly settled areas. Accordingly, our New Hampshire rural towns as a class have lost from twenty to fifty per cent. in the last fifty years, and had it not been for the influx of the foreign factory population the state as a whole would probably have lost. "The selective process and the purely classics type of secondary school have undoubtedly also been responsible within the urban zone for heavy drafts of native power and adaptability away from the industries and trades toward the professions and toward commercial life; and, what is worse, have probably been responsible in much the same way for a considerable part of the drift of women away from motherhood and home-making into economic competition with men." The Rhodes Trustees have issued in printed form a statement regarding the Rhodes Scholarships for 1907-8, apparently to set The Rhodes Scholars the exact facts in opposition to some extraordinary critical and misleading comments which have been made recently both in England and in America. sought, between undergraduates in colleges and those pursuing graduate courses in universities. The other tendency is to distract the attention of the undergraduates by the multiplicity of studies which are offered for their election, and the manifold books which they are required to consult in the prosecution of these studies. There would be greater economy of force and less superficial scholarship if both of these tendencies could be somewhat checked. - [From the Report of President Seelye of Smith College for 1907-8.] EDUCATIONAL REVIEW MARCH, 1909 I THE PERSONALITY OF THE TEACHER 1 All work that men do in the world can be regarded as the product of an art or a craft, and the best work is that which contains the right proportion of both. I suppose that the difference between an art and a craft is that an art is a spontaneous outburst of faculty, while a craft is a species of technical skill developed by a definite demand. It is just the difference between wrought iron and cast iron. Even tho an artist of genius may design the original model, and tho the craftsman's copy may be accurate, durable, and serviceable-yet, from the artistic point of view, it is a tame and lifeless process when that original goes on being dully and mechanically reproduced. Such a reproduction misses the tiny irregularities, the subtle shades, the charming spontaneity of original work. It loses, in fact, the flavor of personality. It is, of course, impossible nowadays, in the face of the strain created by a prodigious demand for education, to demand that all teaching should be of an artistic kind. But we lose inspiration, we teachers, if we begin to think of teaching as a craft rather than as an art. The best teaching is, or can be, one of the most artistic things in the world-a mixture of the art of statement, the art of imagination, and the dramatic art; and such teaching as this, which is the fine flower of the process, can never be created by a demand. And thus Presidential address to the Teachers' Guild (England), 1908. Reprinted from the Teachers' Guild Quarterly, December 15, 1908. I suppose that it is more practical under present conditions to aim first at producing the best kind of craftsmanship, so long as we do not rest contentedly in craftsmanship. Moreover, there is, fortunately, another factor which is being called into play by the widespread demand for popular education. A professional knack is often a hereditary thing, and, as our teachers multiply and replenish the earth, no doubt a certain force of hereditary craftsmanship will be called into being. Then, too, as the profession grows in dignity and honor, the more that it is recognized as a noble and beneficent career, as is rapidly becoming the case, so much the more it attracts to itself the brighter and more generous spirits; and thus we get a hope of increased art as well as increased craftsmanship. I myself regard the prospect with infinite hopefulness; I see on all sides the question of education being taken up, not only in an earnest and serious spirit, but, what is still better, in an ardent and eager spirit. Education thus becomes at the same time more scientific and more emotional; and I trust, with all my heart, that a due balance and proportion may be preserved between these two qualities; each is absolutely necessary. If education becomes too emotional, it tends to be inexact and sentimental-that is a possible Charybdis. But, on the other hand, if it becomes too scientific, it becomes both arid and uninspiring, because it loses sight of the human element and degenerates into a species of chemistry-that is the Scylla of education; and it is a great relief to me to find that the leading educationists of the day are more than alive to the necessity of keeping the two qualities abreast. A factor, then, of paramount importance in education is the personality of the teacher-the influence, the atmosphere, call it what you will, which is so difficult to analyze or describe, but the presence or absence of which is so instantaneously felt. There was a famous Professor of Geology in old days at Cambridge, Adam Sedgwick. I do not imagine that he was a very scientific geologist; but I remember hearing a great classical scholar and theologian describe how he attended a lecture of Sedgwick's in his undergraduate days. "I came away," he said, "firmly convinced that I had mistaken my real |