have since been engaged in formulating the results of their deliberations. Only five of these reports-those on Greek, modern languages, English history, and mathematics-are completed and placed in the hands of the chairman. The other reports are well advanced, but not until they are all received, and their contents shall have been thoroughly worked over by the Committee of Ten, will it be possible to present the result to the public.

Among the great educators of America must be enrolled General Samuel Chapman Armstrong, principal of the Hampton Normal and Agricultural Institute. As a commander of colored troops during the Civil War he won a soldier's fame for skill and bravery. But it is as principal of the Hampton Normal Institute that his memory will dwell in the hearts of his countrymen. He founded, organized, and directed that school. Devoting all his energies to the civilizing of the negro and Indian races, he chose for his life work the training of negro and Indian teachers who should carry the blessings of education to their own races. The obstacles to be overcome were enormous, but his patience, steadfastness, tact, and zeal triumphed over all difficulties; and years before his death, at the comparatively early age of fifty-four, he saw his school firmly established and hundreds of teachers whom it had trained working with skill and earnestness to make the freedman free indeed. The story of his work will hereafter be told in detail in these pages; and the more it is studied the more it will be found to reflect the luster of noble devotion to the self-imposed labor of uplifting the down-trodden and neglected. Of General Armstrong, if of any man, it may be truly said :

The holy supper is kept, indeed,

In whatso we share with another's need;

Not that which we give, but what we share,

For the gift without the giver is bare ;

Who bestows himself with his alms feeds three-
Himself, his hungering neighbor, and me.

In requiring satisfactory teaching of English, especially composition, for at least three hours each week during the entire academic course, as a condition of admission to the University of New York, or of retention on the list of institutions in good

standing, the regents have taken a most important and necessary step. Three hours a week is the very smallest amount of time that should be given in any high school to the study of the English language, of English literature, and of English composition. Care must be taken, however, that the regents' examinations, which so largely govern the teaching in the secondary schools of New York, shall be so framed as to lead the increased efforts of the teachers of English into proper channels. If the examinations are framed in the narrow spirit of merely grammatical criticism, the increase in the amount of time given to the study of English will result in but little benefit. If students are to derive the maximum of benefit from the study of English, literature taught with a view to an appreciation of its artistic beauty and moral power must be made the backbone of the study.

Another proposition emanating from the regents of the University of New York, though not yet adopted, would probably have a greater effect in securing attention to English composition in secondary schools than the mere increase of time given to that study. This is: "That, beginning with the academic year 1893-94, answer papers which would be accepted for the subject matter may be rejected for untidiness, illegible writing, or bad English." Bad English certainly ought to form sufficient ground for the rejection of any answer paper, but it is doubtful whether "untidiness" or poor penmanship ought to be visited with equal condemnation. If the proposed rule with regard to "untidiness" and "illegible writing" were enforced, many of the greatest scholars would, if they presented themselves to the examiners of the University of New York, find themselves on the list of the rejected. Some slighter, yet sufficient, punishment, for ink blots and poor penmanship might surely be found.

No part of the work of the regents of the University of New York in recent years is worthy of higher commendation than their efforts to raise the standard of scholarship required for entrance to the law and medical schools of the State. In line with this policy is the determination not to confer hereafter the honorary degree of M. D. The public safety demands

that no man should bear that degree who has not earned it by a liberal education and a thorough course of professional training.

The affiliation of the Teachers' College with Columbia University will not only strengthen the former institution, but will enable the latter to offer to intending teachers, or to those in actual service, opportunities for instruction and research in pedagogy such as cannot be found in any other university in the world. The courses in history of education and in the science and art of teaching may form part of the required work for the degrees of master of arts and doctor of philosophy, but it is in keeping with the reputation of Columbia that the granting of degrees will not be cheapened by giving them in pedagogy alone. The doctor's and master's degrees will, as in the past, be conferred only on those who have attained the degree of bachelor of arts. These advantages are open to women as well as to men. "Women," it is announced, "who are students in the Teachers' College, and who comply with the necessary conditions as to previous collegiate training, may become candidates for the Columbia College degrees by regis tering themselves at Barnard College, without additional expense." Students not candidates for a degree are admitted to such courses as they are qualified to enter. Apart from the variety of the pedagogical courses presented to students at Columbia, the signal advantage possessed by its department of pedagogy is that in the Teachers' College they will find an admirable school for observation, practice, and experiment.

It is highly satisfactory to learn that many distinguished foreigners have signified their intention to be present at the Educational Congress to be held in Chicago in connection with. the World's Fair on July 25 to 28, inclusive. The topics to be discussed will be of national and international interest. Membership in the National Educational Association entitles the member not only to participate in the congress and to special privileges at the fair, but to the published volume of proceedings.

X

AUTHORIZED ANNOUNCEMENTS

UNIVERSITY OF THE STATE OF NEW YORK

At their last meeting the regents granted the hearings required by law, and after careful consideration revoked the charter of the New York College of Magnetics, and of the Druidic Bauchoreion, whose power to confer degrees had been improperly assumed because a certificate of incorporation had been filed under the general laws.

Catholic summer school of America.-This institution, to be located on four hundred acres adjoining the Hotel Champlain near Plattsburg, and to undertake for the Catholics a work similar to that of Chautauqua for the Protestants, received an absolute charter.

Conditions for library charters.-Voted, That at least one thousand dollars in property be required as a minimum for the incorporation of a public library with an absolute charter, but that a provisional charter may be granted to libraries with less property on evidence that suitable efforts will be made to acquire within a reasonable time the property necessary for an absolute charter.

The following definitions are the guide in deciding whether a library is entitled to be counted as a "public library":

It must be open without charge for either reference or lending, or both, to all citizens of the locality who conform to the rules approved by the regents. These rules may exclude all disorderly or offensive persons, children under twelve years of age, and in special cases, each of which must be separately approved, may open the library only to one sex.

Every library must be open at least one hour on three days of each week; in villages of two thousand or more inhabitants must be open at least two hours daily for not less than six days of each week; and in villages or cities of ten thousand or more inhabitants must be open at least six hours daily.

To be counted as public, a college or academy library must be open at least six hours daily in term time, and in vacation

must be open at least one hour on each of three days of each week.

These rules shall not require any library to be kept open on legal holidays or on Sundays.

It was found that the maximum of two hundred dollars for apportionment to any one library, which the regents had set at their December meeting, put at a disadvantage some of the larger libraries, which under the old law had received a much larger amount from the district library money, and it was therefore voted to apportion to any library for the present fiscal year as much as it received from the district library money in 1892, provided that all other conditions are met.

Honorary medical degrees.-Numerous protests from prominent physicians were submitted urging the regents not to act under the old laws, authorizing them in their discretion to confer the honorary degree of M. D. on three persons nominated each year by various societies. It was

Voted, That it is inexpedient for the regents hereafter to confer the honorary degree of M. D. on physicians nominated by the State medical societies as authorized by the laws of 1840, ch. 366; of 1862, ch. 268, § 3; and of 1868, ch. 152, § 14. Teaching of English.-Voted, That the regents require satisfactory teaching of the English language, especially in composition, for at least three hours each week during the academic course as a condition of admission to the University or of retention on the list of institutions in good standing and entitled to receive apportionments from the academic fund.

That the following plan be submitted to the principals of the State for suggestions and criticisms, and that the results be reported to the next meeting:

That beginning with the academic year 1893-94 answer papers which would be accepted for the subject-matter may be rejected for untidiness, illegible writing, or bad English.

That pass cards or other credentials may be issued for subject-matter only, if stamped as "deficient in English" or "not passed in English," but that no credential without such plain limitation on its face shall be issued to any candidate whose answer papers have been reported by the revisers as below the minimum fixed for neatness, handwriting, and use of English till such candidate shall either pass the subject again satisfactorily or pass an English examination showing that he has corrected the faults for which his former papers were reported.