DISCUSSION. 
221 
sion are connected. The kindergarten lays the foundation of school educa- 
sion, and, if it be well laid, a good structure can be built on it, which 
otherwise would have been impossible. Again, if the kindergarten has 
‘aid. a good foundation, naturally the kindergarten teacher ought to be 
rery much concerned as regards the structures erected on it. But over 
and above this intimate connection there is a special relation between the 
best equipped teachers and all others. 
In England reforms speed more rapidly down the educational line than 
up it. Because the training was first given to our elementary teachers, 
it has been difficult to pass that reform to better educated teachers. It 
would have been better had the reform been in an opposite direction. Any 
reform that can be effected in our secondary teachers will pass quickly to 
our grammar, primary, and kindergarten teachers. It is worth while to 
spend much money on secondary education, which ought to be in many 
ways a model to primary education. I sympathize very strongly with the 
democratic tendencies of the age. But I fear that in matters educational 
we shall be in danger of thinking only of primary education as the educa- 
tion of many, and of secondary education as an education of a few, 
thereby giving primary education an undue importance. For the sake of 
all, many and few, it is of importance that our secondary education shall 
be excellent, and it seems most desirable that we should at once demand 
trom our secondary teachers considerably stronger professional knowledge, 
with professional interests and stronger professional skill, than from other 
teachers. “To whom much has been given, of him much shall be 
required.” At present normal colleges are not suitable for our best 
educated teachers. Other colleges must be provided. Our secondary 
seachers, with their better education, must come well to the front. 
I have suggested that individuality should be one of the watchwords of 
ur training colleges. Let me suggest another—freedom ; freedom for the 
teacher of colleges and freedom for the students. No set methods, molds, 
ruts, and grooves, and the hackneyed phases that have become threadbare. 
Let us have new ways and new ideas, connected with old ones, and where 
‘here are growth and rapid results we must have freedom. Freedom and 
individualitv—excellent watchwords ! 
DISCUSSION. 
Thesis : “Should algebra or geometry come first in the course of study 
of secondary schools ?”’ 
W. N. HaiLmany, Superintendent of Schools, Laporte, Ind. : It will be impossible 
for me to give a decisive answer on the subject which has been intrusted to me for the 
sake of opening the discussion. The only thing I can do, to settle you in giving your 
Wn opinions, is to state the basis on which it seems to me the question should be solved 
ind discussed. Of course the question is largely influenced by the aim of the secondary