August 9, 19G7] 



SCIENCE 



165 



the organization of public libraries and 

 museums in close connection with the work 

 of public schools. How many others there 

 are that come crowding on the attention! 

 One is tempted to mention Helen Keller 

 as one of our most admirable educational 

 achievements. The story of her training 

 into normal and honored womanhood is one 

 of the most stimulating passages in our 

 educational history. And Tuskegee is an- 

 other. Then, too, we recall our schools for 

 the training of nurses, which in a very 

 few years have come to enroll twenty 

 thousand students annually. I may speak 

 of another example, which falls within my 

 own sphere of labor, for as a new inven- 

 tion it was the work of my honored prede- 

 cessors. I refer to that special type of in- 

 dustrial training which is connected with 

 the introduction of domestic reindeer into 

 Alaska. 



In that northern country the necessity 

 of making some better provision by which 

 the natives might clothe and feed them- 

 selves, was the mother of this combined 

 industrial and educational invention. 

 Reindeer were imported from Siberia. 

 Teachers were brought from Lapland. 

 And the Eskimo were set to the lesson of 

 caring for the deer, of breaking them to 

 the sled, of using them in profitable service 

 of the incoming white population; and so 

 of adjusting their lives to a new industry, 

 by which they might maintain themselves 

 in the face of new conditions which 

 threatened their very existence. Here was 

 a truly constructive treatment of a most 

 difficult racial problem. A new industry 

 was fitted to new conditions and a new 

 education was based on that new industry. 

 While the arrangement has not yet shown 

 what its full development may be, it has 

 become well established in these more than 

 fifteen years, and already it has made its 

 place amd proved its usefi;lness. 



But we can not fairly estimate the 



measure of our inventiveness unless we 

 turn to the other side, and see what are 

 some of the defects in our system which we 

 have left uncorrected. These are the 

 points where our educational invention has 

 thus far failed to do its work, and they 

 are neither few nor unimportant. I think 

 it will appear that all along the line, from 

 the bottom to the top, our educational 

 system, the object of so great national 

 pride, is still marked by serious inade- 

 quacies. 



We have not yet made any great im- 

 provement in the nurture of children at 

 home, up to the kindergarten age or the 

 age of the primary school. 



We have not yet brought the kinder- 

 garten into full adjustment to our educa- 

 tional system nor devised any adequate 

 substitute for the kindergarten. 



We have found ways of keeping one half 

 of our pupils in school up to the sixth or 

 seventh grade but we have not found ways 

 of keeping all of them to the end of the 

 elementary course. 



We have not yet organized nature studies 

 in the schools into any well-knit adjust- 

 ment to general education. 



We have not yet carried our instruction 

 in drawing up into fully effective training 

 for the fine arts, in secondary and higher 

 schools. 



We have not yet bi'ought our religious 

 education, as carried on in Sunday-schools, 

 into any effective parallelism with the 

 secular instruction of the public schools. 



We have not yet brought our normal 

 schools into satisfactory adjustment with 

 our cherished sequence of schools from the 

 kindergarten to the university. 



We have not yet wrought out a satis- 

 factory arrangement for the training of 

 teachers for secondary and higher schools. 



We have hardly as yet established a per- 

 manent teaching profession. 



We have not devised adequate means of 



