this year than there did year before last, when so many papers were prepared and read. Since the last annual meeting there has been added to the library a number of volumes on subjects connected with our work, besides reports of various other associations and schools, as well as of the Bureau of Education of the United States." What has been done of late years I am unable to say.. There was formed a club in the school, called the A, B, C, D Club, but it appears to be more of a sketching and social club than anything. It took its name from the names of the four classes in the school. There is also a convention of art teachers each year, at which papers are read and discussions take place, but I know of no association which takes the place or attempts the work of the old M. A. T. A. Its nucleus of a library is at the normal art school, and is in use there. II. THE INDUSTRIAL ART TEACHERS' ASSOCIATION. Some years subsequent to the demise of the Massachusetts Art Teachers' Association, as recorded in the pages immediately preceding, a convention of the teachers of industrial drawing in Massachusetts was called to be held in Boston, December 29, 1881. This meeting was so successful that it was resolved to hold a similar one in 1882, which was done. At this meeting a permanent organization was effected, with a view to perpetuate this annual coming together of the teachers, and the Industrial Art Teachers' Association was organized by the adoption of a constitution and the election of officers. I am indebted to the courtesy of Mr. Munsell, secretary of the association, for such information as is here given; as yet there are few printed records of the new society. Article 1 of the constitution defines the name of the association and the qualifications of its members, who shall be teachers of industrial drawing. Article 2. It shall meet once a year at such time and place as may be appointed by the executive committee, and for the purpose of comparing notes as to plans and methods of instruction, by the reading of short essays, explanations and illustrations of personal experience, and discussions, etc. It will be seen that the general purposes were the same as those of the former association. The following is the programme for the convention of 1882: Convention of Teachers of Industrial Drawing, Boston, Thursday, December 28, 1882. [Boston Art Club, Dartmouth street, entrance near Newbury street.] 10.00-10.30.. "The industrial arts: their relation to the fine arts," Miss Rissie L. 30 minutes. Convention of Teachers of Industrial Drawing, Boston-Continued. Afternoon. Hour. Subject. Time. 2.00 2.30... 2. 30-3. 10..... 3.10-3.40. 3.40-4. 20...... 4. 20-4.30.. 4.30-5.00.. "Practical perspective," Mr. Albert H. Munsell Discussion.. Recess..... "Instruction in drawing in the normal schools, and preparation of 30 minutes. 40 minutes. 30 minutes. 40 minutes. 10 minutes. Reports of committees and election of officers.. 30 minutes. Evening. 7.30. Supper and social gathering. The convention held last year having proved so successful and instructive, the executive committee have deemed it expedient to again hold a convention at the above named time and place, for general interchange of ideas, and permanent organization of the association. All interested in art education should attend. The paper on "The industrial arts: their relation to the fine arts," by Miss Hoyt, was so well received by the association that it was ordered printed, and has been issued in a neat pamphlet of 14 pages, which on perusal will be found to fully justify the action of the society in printing it.* Twenty-five members joined the association and the following officers were elected: Mr Henry Hitchings, president; Mr. Walter Perry, vicepresident; Mr. Albert H. Munsell, secretary and treasurer. Executive Committee: Mr. Otto Fuchs (one year), Miss R. L. Hoyt (two years), Mr. E. C. Colby (two years), Mrs. E. F. Bowler (three years), Mr. Eben Rose (three years). "The industrial arts: their relation to the fine arts." Paper read before the Industrial Art Teachers' Association, at the Boston Art Club Gallery, Thursday, December 28, 1882, by Deristhe L. Hoyt, of Massachusetts Normal School. Printed by vote of the association. Boston: Frank Wood, printer, 352 Washington street. 1884. pp. 14. CHAPTER V. OFFICIAL HISTORY OF DRAWING IN BOSTON PUBLIC SCHOOLS. The introduction and development of the study of drawing in the public schools of Boston, Massachusetts, as recorded in the annual reports of the city educational officials, beginning with those of 1870. INTRODUCTORY. Although in the historical account of the action of the educational authorities of the State of Massachusetts, in promoting the introduction of the study of drawing in the public schools, which is given in the preceding pages of this Report, the fact that the movement was, in its first inception, due to the enterprise of the school authorities of the city of Boston, acting in conjunction with certain public-spirited private citizens, has been incidentally stated, it is nevertheless due to the historic verities of a movement of such importance, that some record of the part taken by the several citizens, whether in their official or private capacity, should be here preserved; while, to the citizens and school officials of other communities, who may desire to secure similar opportunities for their own school children, or adult artisans, a brief résumé of the situation and of the methods adopted by the Boston authorities cannot fail to be of interest, and, doubtless, of practical utility. With this view the following abstract from the annual reports of the school committee of Boston has been prepared. CONTENTS OF THE ANNUAL REPORTS. The annual report of the school committee of the city of Boston is issued in a well printed octavo volume, containing usually not more than 500 pages. The volume opens with the general report of the committee, rarely exceeding 50 pages; brief reports of the several subcommit tees, each in charge of the Latin and High Schools, follow, then come the semi-annual reports of the city superintendent of schools, with statistical tables; then reports of standing committees, such as the committee on music, the committee on drawing, the committee on industrial education, etc., etc. A report of the annual school festival, with lists of all pupils who have taken medals, prizes, and diplomas of graduation follow. There are also lists of all the school houses, plans and description of new school-houses, with accounts of the dedication exer cises; an alphabetical list of the school districts, with names of district school committees and of all the teachers; a list of the city school officials ends the volume. The report proper of the school com. mittee seems to be made directly to the citizens, the superintendent's reports are addressed to the school committee. In 1870, with which report this abstract commences, the school committee consisted of six members from each of the sixteen wards of the city. The mayor and the president of the common council are ex officio members of the school committee, the mayor being the president of the There were thirteen standing committees; these were each composed of either six or seven members. VALUE AND INTEREST OF THESE REPORTS. A careful perusal of any one of these volumes is calculated to impress the reader with a lively sense of the importance of these schools in the estimation of the citizens; while the reports of so distinguished an educator as the Hon. John D. Philbrick, for many years the city superintendent, or of his successor, Superintendent Eliot, are full of valuable suggestions, and are worthy the thoughtful consideration of all who take interest in the education of the people. Strange as it may seem in this era of the daily newspaper, when yesterdays are obsolete, these early reports, beginning with the year 1870, are still interesting reading in this year of 1883; for some of the very topics that are now occupying the attention of educators and of the public, are thoughtfully discussed in that first report, viz, the "Introduction of drawing," "Industrial schools," "The Kindergarten school," "Sewing in the schools," etc. THE SLOW AND COSTLY ADVANCES OF CIVILIZATION. In reviewing the educational history of the past, as recorded in official records and reports, and in the addresses and books of earnest educators, we are impressed with the slowness of development and the vast amount of effort put forth, often apparently in vain, by the pioneers in educational work. Again and again, in these studies of the past, are we reminded of Lowell's lines, suggested by seeing, in the old church at Florence, the long-faded frescoes of Massaccio, who, himself the inspiring precursor of Raphael and Angelo, is unknown save by these perishing yet precious fragments: "And who were they," I mused, "that wrought, While thus lost in meditation, suddenly, from the bells in the Campanile, there floated down, mellowed by distance, the musical tones announcing "the hour of Ave Maria," the self-same strains that, in one of his tenderest passages, Dante feigns the homesick sailor to hear "sound ing from far," their notes, recalled to our poet the unknown martyrs whose death for their faith, centuries agone, had made possible the uplifting of those bells in the tall church tower. Out clanged the Ave Mary bells, And to my heart this message came; What strong-souled martyrs died in filame Shouldst here with brother sinners bow. This leads him to pay tribute to all those unknown, forgotten workers Henceforth, when rings the health to those Who live in story and in song, O nameless dead, who now repose One cup of recognition true Shall silently be drained to you! It is one of the penalties of success in these struggles for the uplifting of the race that the advance once secured, the victory and the victors are speedily forgotten; how rapidly, for instance, our anti-slavery literature grows obsolete! The new generation, born to the improved conditions secured by the strenuous struggles and costly sacrifices of its progenitors, accepts its surroundings as a matter of course. Thoughts that great hearts once broke for, we The dust we trample heedlessly Throbbed once in saints and heroes rare, Who perished, opening for their race, New pathways to the commonplace! Browning, also, in an indignant outburst of sarcastic song aimed at a whole school of modern poetry, portrays a not uncommon incident; some forerunner discovers a new province of literature, a new world of song, and flushed with his discovery meets, as many a returned wanderer in strange lands has done, with chilling reception. Later, others find honor and fame in simply echoing the songs he sung, while carefully ignoring the earlier singer. Of these, Browning pertinently asks: Who fished the murex up? What porridge had John Keats? So, when once taught the secret, how easy seems the performance. "How little credit he deserves who only knew how to teach us such an easy thing," chatter the ingrates, when once the master has departed. The stories of the unsuccessful efforts of early American educators to introduce a system of industrial art training, as recorded in a previous chapter, and the comments that begin to be heard on his work here, now that Walter Smith has returned to England, suggest these reflec |