have to make much of these talents. We have a right to expect service to the state from you in many different lines; in the line of what, for lack of a better word, we will call philanthropy; in all lines of effort for public decency. Remember always that the man who does a thing so that it is worth doing is always a man who does his work for the work's sake. Somewhere in Ruskin there is a sentence to the effect that the man who does a piece of work for the fee, normally does it in a second-rate way, and that the only first-rate work is the work done by the man who does it for the sake of doing it well, who counts that fact as itself his reward. In no kind of work done for the public do you ever find the really best, except where you find the man who takes hold of it because he is irresistibly impelled to do it; because he wishes to do it for the sake of doing it well, not for the sake of any reward that comes afterwards or in connection with it. Of course, gentlemen, that is true of almost every other walk of life, just exactly as true as it is in politics. A clergyman is not worth his salt if he finds himself bound to be such for the material reward of that profession. Every doctor who has ever succeeded has been a man incapable of thinking of his fee when he did a noteworthy surgical operation. A scientific man, a writer, a historian, an artist, can only be a good man of science, a first-class writer, a first-class artist, if he does his work for the sake of doing it well; and this is exactly as true in political life, exactly as true in every form of social effort, in every kind of work done for the public at large. The man who does work worth doing is the man who does it because he can not refrain from doing it; the man who feels it borne in on him to try that particular job and see if he can not do it well. And so it is with a general in a field. The man in the civil war who thought of any material reward for what he did was not among the men whose names you read now on the honor roll of American history. So the work that our colleges can do is to fit their men, fit their graduates to do service; to fit the bulk of them, the men who can not go in for the highest type of scholarship, to do the ordinary citizen's service for the country; and they can fit them to do this service only by training them in character. To train them in character means to train them not only to possess, as they must possess, the softer and gentler virtues, but also the virile powers of a race of vigorous men, the virtues of courage, of honesty-not merely the honesty that refrains from wrongdoing, but the honesty that wars aggressively for the right-the virtues of courage, honesty, and finally, hard common sense. FREE TEXT-BOOKS-BENEFITS, OBJECTIONS, AND COST, a I.-BENEFITS AND OBJECTIONS. DELAWARE. Dover.--Benefits: All pupils have books whenever a class is formed. Poor children placed on same footing as more favored ones. Expense to community as a whole is far less. Objections: We note no serious objections unless it be that fewer books (text) are found in homes. MAINE. Bangor.-Benefits: Prompt supply. Variety. Lengthened school life of child. The advantages over disadvantages are perfectly overwhelming. Objection: Dirt. a Reprinted from the Michigan School Report of 1898, Part III, pp. 100-109; prepared by State Superintendent Jason E. Hammond from replies by city superintendents to a circular letter of inquiry sent out by him. Bath.-Benefits: The rich help the poor, making education free and equal to all. It actually takes less money from the town and facilitates equipment. Objections: Disseminating infectious disease. By care this is reduced to a minimum and practically no objection. Belfast.-Benefits: Uniform text-books. Benefit to poor children. All children have good books. All children held responsible to city, hence the value in this regard not noticed under old system. Objections: No serious objection, unless the spread of disease, which can be guarded against. Biddeford.-Benefits: Relieves the parent of a heavy expense annually, and is practically no burden to the taxpayer. Books are bought by the city much cheaper than they were by private individuals. Every pupil is sure to have a proper supply of books at the beginning of the year. Objections: The only objection is the soiled condition of the books when they have been used and are put into the hands of other pupils. Lewiston.-Benefits: Better supply. Changes more easily made. Objections: There is a greater destructiveness of books on the part of the pupils. If parents were obliged to pay for them, children and parents would have more respect for them and use them with more care. It is the unthrifty families who destroy the books and double the expense to the city. Adds greatly to care and labor of school committee or superintendent. MARYLAND. Belair.-Benefits: Popularizes the system generally; keeps all pupils properly equipped for their work; greatly relieves teachers, thus leaving their best energy for teaching; removes the pauper stigma from those unable to buy or hire books; largely increases attendance. Objections: Claimed by some to be too parental; chance to spread contagious diseases; deprives child of benefits of a home library. The last alone has any weight. Frederick.-Benefits: Enables principal to supply pupils with necessary books in all grades. Puts all pupils on an equality. No exemptions required for indigent pupils. Work of schools more effective. Less friction between teachers, patrons, and school officers. Objections: A few taxpayers object on the score that they are required to help pay for books for other people's children. They make same objection to taxation for free schools. MASSACHUSETTS. Boston.-Benefits: It can safely be claimed that present method can hardly be improved upon for the promptness with which pupils can begin their work at opening of year. Brockton.-Benefits: Children all supplied with books when needed. No delay. Everett.—Benefits: All pupils fully provided with similar text-books. Total cost to city less than as though books were bought by individuals. Objections: Pupils do not own books. Different pupils use same books at different times. Books become soiled, perhaps contain disease germs. Haverhill.-Benefits: Uniformity of text-books and supplies, and the same always at hand when needed. EDUCATION REPORT, 1902. Objections: Leads to extravagant use of such. No foundation for home libraries. books. Objections: Do not know of any. Lynn.-Benefits: Uniformity of text-books. Better care of books is enforced by teachers. Increased attendance. Less objection by parents to making needed changes in text-books. Objections: Pupils have to use books that have been used by other pupils, and complain that the books they get are not in proper condition. Medford.-Benefits: All supplied promptly at beginning of year. Easier to get the best or to change when a better book appears. More varied assortment can be used. Objections: Pupils do not have anything at home; no dictionary, even, when they leave school. Discourages pupils for owning anything, and leads them to expect the State to do everything for them. New Bedford.-Benefits: Economy. Actual cost per pupil much less. Great economy in time. Books are ready for use promptly. Justice is done. In a system of compulsory education books and supplies should be furnished. Objections: Demand upon teachers' time in distributing and caring for them. Danger of contagious diseases. Creates in pupils' minds a feeling of public dependDo not think this last is extreme at all. ence. North Adams.- Benefits: Saves money, time, and trouble. Pittsford.-Objections: None. Salem.-Objections: Single objection is the great lack of books in homes. Somerville.-Benefits: Uniformity; promptness in beginning work; no differentiation between rich and poor; ease of change; better care. Objections: Carelessness in use. Absence of books in home after child leaves school. Springfield.-Benefits: Economy in use; bought at wholesale; in use longer; a larger variety of books possible; pupils promptly supplied; time of teachers and pupils saved. Objections: About only objection is possibility of communicating contagious diseases. With proper care this objection may be met satisfactorily. In this city all books are covered when passed from one pupil to another. Taunton.-Benefits: Economy both in time and money. Increased school attendance of poorer class. Schools are in fact "free." Objections: A child using another's dirt. Takes away foundation of one's library. Schoolbooks are nucleus of private library. Think one more careful of his own things than when they are too free. Waltham.-Benefits: Poor pupils supplied. School begins first day. Objections: High-school pupils have no books with which to continue study after leaving school. Weymouth.-Benefits: Every child has books and material and all (rich and poor) are treated the same. Objections: Dirty books are apt to fall into clean hands. MICHIGAN. Detroit.-Benefits: The cost is very much less than if purchased individually, and the books are kept in better condition. Objections: None. Menominee.-Benefits: Books are uniform and all have books all of the time. Cheaper. Enables us to enforce the truancy law more easily. Get full wear of books. Objections: Do not know of any. Those given usually are weak when advantages are known by experience. Muskegon.-Benefits: (1) Economical. (2) Educational. (3) Ethical. Objections: (1) Sanitary-Danger from contagion. (2) Educational-Value and opportunity that comes from ownership of books is lost to a certain extent. Saginaw.-Benefits: Cheapness; large increase of attendance; prevents all delays in securing books at beginning of term; teaches neatness and care of property; aids systemization of school work. Objections: Fosters a nonbook-buying habit. Takes away almost the only library thousands of homes possess. West Saginaw.-Benefits: Books on hand to begin work at once. The economy permits of a larger number of books for pupil. Pupils learn to be neater and less destructive. Objections: Some books get so dirty, but by a system of fines this is being overcome. MINNESOTA. Duluth.-Benefits: The desirable books can always be had. Each pupil can be supplied irrespective of their means. Pupils are taught to respect the property of others. Pupils have advantage of greater variety of books. Objections: Chief objection the spread of disease through indiscriminate use of the books, but if proper care is used and the books frequently covered this is reduced to a minimum. Minneapolis.-Benefits: Work taken up at beginning of year, and no children are absent on account of lack of books. Objections: We have abolished the plan so far as high school is concerned. There was feeling that text-books such as are used in high school should be owned by the pupils. MONTANA. Butte.-Benefits: It places the poor child on an equality with the rich. Affords poor parents no excuse for not sending children to school. Objections: The heavy taxpayers are about the only kickers. NEBRASKA. Columbus.-Benefits: Economy; easy gradation; promptness in beginning work. Objections: Produces carelessness in handling books. Lack of appreciation of books. Liability to transmit disease. Falls City.-Benefits: The poor children have same opportunity for study as the rich. The burden of expense falls upon those best able to bear it. Economy. Objections: Those having no children in school claim they are unjustly taxed. Fremont.-Benefits: They are incalculable. I know of no greater calamity that could befall our schools than a return to old system. When schools are supplied, the work is satisfactory from beginning of first day, and more work is accomplished by schools. To have these books for use, realizing they are public property, and being held responsible for them, teaches pupils a valuable lesson in care of property, and makes them recognize the rights of the public. Grand Island.-Benefits: Uniformity. All pupils well provided. Books better cared for. No expense to people moving into new districts. Objections: The only objections we hear-and they are few-are from those who have no children in school. Hastings.-Benefits: Great saving of expense to consumers, the same book serving for from four to seven years in successive classes. Any desired change of texts can be made on terms involving less loss. Satisfactory books are always at hand when work demands. Objections: There is a feeling of very general, almost universal, satisfaction with our free text-book law. We believe it to be the ideal solution of this question. Kearney.-Benefits: Certainty of uniformity. Teachers can do the work more easily and accomplish more. Saves time and bother. Objections: The expense. There is a waste from carelessness that the best care can not avoid. It makes the facility for getting an education too easy and the less appreciated. Some parents seem to think they should be paid for the privilege of educating their children, besides having everything furnished them. Norfolk.-Benefits: Satisfactory work. Cheaper books. Sufficient books for all pupils. Objections: Tendency on part of pupils to depreciate value of books. Pupils on leaving school have generally no books of their own. Omaha.-Benefits: No delay in getting books. No excuse for trying to attend school without books. Gives poor children same facilities as rich. When books become unfit for use can be destroyed. Costs community not more than half the other plan. Objections: Some children want to own books they use. Has tendency toward paternalism among people who think the government should furnish everything. Some children become wasteful if not watched. Objections not to be compared for a moment with benefits of plan. Plattsmouth.-Benefits: Only to supply pupils who are too poor to buy. Objections: Objectionable from a sanitary standpoint. It has been demonstrated that pupils are more destructive with books which cost them nothing. Schuyler.-Benefits: Greater freedom in classifying pupils. Allows poor people to educate their children. Promotes better attendance. Easier to change for a better book. Objections: Spreads contagious diseases. Pupils do not take as good care of books. Pupils can not form a library of their own. Wahoo.-Benefits: They can be bought cheaper in quantities, and each pupil is sure to be provided with suitable books. Objections: Pupils are not so careful of the books as they would be of private property. York.-Benefits: Cheaper. Books always ready for classes. Pupils properly supplied. Objections: A neat pupil having occasionally to use a book after a careless one. NEW HAMPSHIRE. Concord.-Benefits: Schools begin work the first day of school. Objections: Books become filthy in time. Good agent for transmission of disInclined to make next generation improvident. ease. Manchester.-Benefits: Great convenience, and saving of many dollars to patrons of the public schools. Objections: Nonownership by pupils for future reference. NEW JERSEY. Newark.-Benefits: Abundant and prompt supply. Greatly diminished expense, owing to use of books by succeeding classes. Equalization of school requirements, lessening social distinctions, and making logical compulsory attendance. Objections: Depriving some children and families of ownership of books. In some minds a spread of contagious diseases--a difficulty easily remedied. NEW YORK. Ithaca.-Benefits: Change when advisable without burden to parents; saving in expense; prompt supply. Necessary accompaniment of a compulsory-education |