90 INTERNATIONAL CONGRESS OF EDUCATION. 
friendly, having in view the welfare of the schools and pupils. Worthy 
teachers would welcome such interest and the consequent codperation of 
judicious educators. Hach State would create its own standard of excel- 
lence in the teaching body and in the results to be attained, having 
regard to the conditions of education in its own locality. 
DISCUSSION, 
G. N. CARMAN, Dean of the Morgan Park Academy of the University of Chicago: 
Mr. President—The last part of the paper we listened to reminded me of a recent experi- 
nce. In considering the general question of qualifications of teachers in the State of 
Minnesota, during the past winter, and in endeavoring to determine the best way to 
oring about the desirable results to which our attention has been called this morn- 
ing, I remember, in a conversation with Dr. Kiehle, Superintendent of Instruction, that 
this question of supervision was considered. We were then told, by those in position to 
answer the question, that nothing of the kind could be done. The dilemma in which 
we are placed in reference to the necessity of supervision in our secondary schools makes 
it desirable that some means should be at hand by which they could be properly super- 
vised. 
All those who listened to the paper of President Eliot, at Saratoga, will remember it 
was right along the line of thought we have here this morning. In listening to the 
liscussion of ¢ what the schools should teach,” I was particularly interested in the 
words of Colonel Parker, in which he mentioned to be encountered: difficulties due to 
the indifference of the people, due to work of politicians, and the failure of the teachers 
-hemselves to be influenced ; and it is just this last matter I wish to emphasize. If 
‘he teachers themselves will only reaiize the necessity of more supervision, more system, 
and more efficient work, it is reasonable to believe that they will accomplish better 
results throuch voluntarv codperation. 
E. W. Cov, Principal of the Hughes High School, Cincinnati, Ohio : T have been inter- 
ssted in the paper just read. I think, as intimated in the paper, there are two sides to 
‘he question of supervision. I have been always connected with public schools that are 
subjected to supervision. I have, oftentimes, felt like congratulating private schools that 
wre free from supervision, on the opportunities they may have to do things we cannot do 
on account of our supervision. There certainly is great room for improvement in the 
supervision of our public schools. Whether it is desirable that the system of supervision 
of our public schools should be extended so as to embrace private schools, is to me a some- 
what serious question. The attempt to provide ary new system, as suggested, 1 don’t 
think is hopeful. If I remember correctly, it took ninety years to establish that super- 
vision. I remember talking some years ago with a gentleman who has since become a 
very prominent bishop in the Methodist church. He told me that the public ought to have 
.he supervision of all the private as well as the public schools. The difficulty is in the 
way of practically carrying on such a plan. We are very much wedded in this country 
to local control, When I lived in a town in Massachusetts where they had the old- 
fashioned school district system, it was proposed to abolish it and introduce the town sys- 
tem, and it was finally carried ; but it came very near causing a revolution. If you 
attempt to pass from local to national control, 1t would be an immense step, and it 
would take at least ninety vears to take that step. 
CuarLES C. Ramsay, Master of the High School, Fall River, Mass.: It was not my 
privilege to listen to the whole of the paper which has been read, so it may be that I am 
laboring under some misapprehension. The point I have in mind was slightly touched 
upon by the last speaker. Ihave had some experience in both public and private school 
work, and with some of those representing the hostile local influence. It might be said, 
we each have something of that kind to contend with. The public high-schools have had 
far more hostile influence in the community immediately about them than would be sup- 
posed by those who have taught exclusively in private schools. It takes many years, as 
has been suggested, to secure proper legislation ; and it will take many more years to 
secure the enforcement of that legislation. The centralizing of public schools was brought 
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