Full text of "Fifteenth anniversary exercises and banquet, October 16th, 1891-1906, International correspondence schools"

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172

9O7

UC-NRLF

OCTOBER 16TH
1891-1906

INTERNATIONAL
CORRESPONDENCE SCHOOLS

International Textbook Company, Proprietors
SCRANTON, PA.

PREFACE

HEN the Fifteenth Anniversary Exercises of the Inter-
national Correspondence Schools, described in this
book, were first proposed, it was not intended to invite
any one to take part in them but officers, employes,
and students. The suggestion was made, however, that this
would be an opportunity to explain the methods of correspond-
ence instruction, as conducted by us, to educators, engineers,
manufacturers, members of the press, and others who might
be interested, and it was decided to invite as many of these classes
as could conveniently be entertained.

A large number of those invited could not attend, and, in
order that they might have the information about the Inter-
national Correspondence Schools' methods in textbook prepara-
tion, in teaching by mail, and in securing the use of their Courses
of instruction by the public, it has been determined to publish the
proceedings and send a copy to each of the persons invited who
could not be present. That is the reason for this publication.

CONTENTS

Title Page 1

Preface 3

Contents 4-5

I. C. S. Administration Buildings 6

International Textbook Company and Subordinate Companies 7

I. C. S. Instruction Building and Printery 8

Directors of the International Textbook Company 9

Photographs of Directors 1 1-19

Officers of the International Textbook Company 20

Department Managers of the International Textbook Company 21

Faculty Officers, International Correspondence Schools 22-23

Superintendents of the Soliciting Organization 24

Anniversary Guests 25-36

Anniversary Committees 37-39

Science Instructing Industry 40

Fifteenth Anniversary Exercises 41

Officials on Lyceum Theater Stage 42

Program of Anniversary Exercises 43

Rev. George Clarke Peck, D. D 44

Grand Prize, Louisiana Purchase Exposition 46

Chairman Connell's Opening Remarks 47

Hon. J. Benjamin Dimmick 48

"Address of Welcome" 49-51

By Hon. J. Benjamin Dimmick

Governor Samuel W. Pennypacker 52

"Education in the Commonwealth of Pennsylvania" 53-54

Address by Hon. Samuel W. Pennypacker, Governor of Pennsylvania.

"The International Correspondence Schools" 55-72

Address by President Thomas J. Foster

Hon. Charles Emory Smith 73

"Educational Influence of the Press " 74-77

Address by Hon. Charles Emory Smith

Dean John Jesse Clark, M. E 78

"I. C. S. Textbooks " 79-87

Address by Dean John Jesse Clark, M. E.

William B. Ridenour, A. M 88

"I. C. S. Method of Teaching" 89-98

Address by William B. Ridenour, A. M., Principal School of Pedagogy

Reception and Exhibit 99-100

Anniversary Banquet 101

Menu 102

Guests at Speakers' Table 103

Rev. Joseph H. Odell 104

Blessing by Rev. Joseph H. Odell 105

Letters Read at Banquet

Thomas A. Edison 106

Rossiter W. Raymond, Ph. D., LL. D 107-111

Chairman Connell's Remarks 112

Postprandial Addresses 113

Homer Greene, Litt. D 114

Toastmaster Greene's Remarks 115-118

Gold Medal, Louisiana Purchase Exposition 119

Dean William Kent, A. M., M. E 120

"Technical Education" 121-125

Address by Dean William Kent, A. M., M. E., of Syracuse University

Elbert Hubbard .' 126

"The Study Habit" 127-133

Address by Elbert Hubbard

Nathan C. Schaeffer, D. D., LL. D 134

"The Public Schools" 135-138

Address by State Superintendent of Public Instruction, Nathan C. Schaeffer, D. D.
LL. D.

John Mitchell 139

"Education : The Wage Earner's Opportunity" 140-141

Address by John Mitchell, President of the United Mine Workers of America

Hon. H. M. Edwards 142

"The I. C. S. at Home" 143-144

Address by Hon. H. M. Edwards, President Judge of Lackawanna County Court

Col. Charles W. Larned, U. S. A 145

"Constructive Education" 146-149

Address by Col. Charles W. Larned, U. S. A., of United States Military Academy,
West Point

Rt. Rev. Ethelbert Talbot 150

"Education and Moral Reform " 151—153

Address by Rt. Rev. Ethelbert Talbot, D. D., LL. D., Bishop of Central Pennsylvania

•'Good Night" 154-155

Closing Address by President Thomas J. Foster

ADMINISTRATION BUILDING

INTERNATIONAL TEXTBOOK
COMPANY

Proprietors of

INTERNATIONAL
CORRESPONDENCE SCHOOLS

AND

TECHNICAL
SUPPLY COMPANY

Publishers of

MINES AND MINERALS
OCT

DIRECTORS

OF THE

INTERNATIONAL TEXTBOOK COMPANY

WILLIAM L. CONNELL, Scranton, Pa.

RUFUS J. FOSTER, Scranton, Pa.

THOMAS J. FOSTER, Scranton, Pa.

JACOB K. GRIFFITH, A. C., Latrobe, Pa.

CYRUS D. JONES, Scranton, Pa.

THOMAS E. JONES, Scranton, Pa.

ELMER H. LA WALL, C. E., E. M., Wilkes-Barre, Pa.

FRANK T. PATTERSON

2000 St. James Place, Philadelphia, Pa.

CLARENCE D. SIMPSON, Scranton, Pa.

THOMAS J. FOSTER

PRESIDENT AND FOUNDER

INTERNATIONAL TEXTBOOK COMPANY

SCRANTON. PA.

RUFUS J. FOSTER

JACOB K. GRIFFITH. A.C.

CYRUS D. JONES

THOMAS E. JONES

ELMER H. LA WALL, C. E., E. M.

FRANK T. PATTERSON

CLARENCE D. SIMPSON

OFFICERS

OF THE

INTERNATIONAL TEXTBOOK COMPANY

President
THOMAS J. FOSTER

V ice-President
RUFUS J. FOSTER

Treasurer
ELMER H. LA WALL, C. E., E. M.

Secretary
STANLEY P. ALLEN

Controller
MADISON F. LARKIN

Executive Committee
THOMAS J. FOSTER, Chairman

WILLIAM L. CONNELL THOMAS E. JONES

JACOB K. GRIFFITH, A. C.

V ice-President, Eastern Department
J. H. REICHERT

Scranton, Fa.

Vice-President, Central Department
W. P. MAYER

7th Floor Graphic Arts Bldg., Chicago, III.

Vice-President, Western Department
J. W. HENDERSON

3904 Telegraph Ave., Oakland, Cal.

General Manager, Railway Sales Department
W. N. MITCHELL

4th Floor Railway Exchange, Chicago, III.

DEPARTMENT MANAGERS

Extension
E. A. SEITZ

Legal
DAVID C. HARRINGTON, Attorney

Mail Sales
FRANK W. WILSON

Language Sales
J. FOSTER DAVIS

Library Sales
JOHN D. JONES

Collection
DAVID COTTLE

Correspondence and Students' Records
H. S. ROBINSON, PH. B

Advertising
J. H. FOSTER

Students' Aid
T. H. MAGINNISS, JR.

Printing
CHARLES GAMEWELL

Illustrating
C. J. HAYES

Field Statistics and Expenses
W. P. WEICHEL

Editor ''Mines and Minerals'
H. H. STOEK, B. S., E. M.

Editor "I. C. S. Messenger"
G. H. FISHER, B. A.

Editor "Ambition"
HARRY L. TYLER

Technical Supply Company
W. P. CHRISTOPHER, Manager

FACULTY OFFICERS

Dean
JOHN JESSE CLARK, M. E.

Lehigh University

Director of Instruction
JOHN LOWREY MARTIN, C. E.

Rensselaer Polytechnic Institute

PRINCIPALS OF SCHOOLS

Advertising
WILL ROGERS PARKER, S. B.

Mass. Institute of Technology

Architecture
WILLIAM SCOTT-COLLINS

Arts and Crafts
LOUIS ALLEN OSBORNE

Chemistry

GEORGE HERMANN DIMPFEL, Ph. D.
University of Leipsic

Civil Engineering
ANTONIO LLANO, C. E.
Rensselaer Polytechnic Institute

Civil Service

WILLIAM D. KOCHERSPERGER
United States Naval Academy

Commerce
NELSON HINDLEY PROUTY

Drawing

LARS HARALD KJELLSTEDT, C. I.
Government Technical School, Boras, Sweden

Electrical Engineering

FRANCIS H. DOANE, A. M. B.

Tufts College

Electrotherapeutics

WILLIAM F. BRADY, M. D., DEAN

Jefferson Medical College

JOHN C. PRICE, M. D.

University of Pennsylvania

Professor of Electrotherapeutics and Roentgen

Rays

English Branches

CARRIE W. FAUST, M. of E.

State Normal School, Bloomsburg, Pa.

French
EDOUARD LAMAZE, B. S., C. A. P-

University of France

German
WILLIAM ANTON SIEBER, Ph. D.

University of Vienna, Northwestern University

Law
SOLOMON FOSTER, ESQ.

Lettering and Sign Painting
CHARLES JAMES ALLEN

Locomotive Running

JAMES FRANCIS COSGROVE

University of Wisconsin

Mathematics and Mechanics
MOUNT D. GRAVATT, M. Sc.
Rutgers College

Mechanical Engineering

A. BOWMAN CLEMENS, M. E.

Cornell University

Mines

Coal Mining Division
JAMES THOM BEARD, C. E., E. M.
Columbia University

Metal Mining Division

EUGENE BENJAMIN WILSON, C. E.

Yale University

FACULTY OFFICERS

Continued

Navigation

ERNEST K. RODEN

Government College of Naval Science, Sweden

Pedagogy

WILLIAM B. RIDENOUR, A. M.
Bucknell University

Plumbing, Heating, and Ventilation

THOMAS N. THOMSON
Heriot-Watt College, Edinburgh

Shop and Foundry Practice

A. BOWMAN CLEMENS, M. E.

Cornell University

Spanish
CARLOS DIAZ, Ph. D.

University of Caracas, Venezuela .

Steam and Marine Engineering

JOHN ALEXANDER GRENING
Staedtische Fortbildungs-Anstalt, Berlin

Structural Engineering

JOHN M. MARIS, B. S., M. E.

University of Pennsylvania

Telephone and Telegraph

Engineering

HENRY STORRS WEBB, M. S.
Mass. Institute of Technology

Textiles

CHRISTOPHER PARKINSON BROOKS
Society of Arts, London, England

Window Trimming and Mercantile

Decoration
EDWARD N. GOLDSMAN

ASSISTANT PRINCIPALS

Architecture
GEORGE W. MILNES, Civil Engineer

Arts and Crafts

E. LEONARD KOLLER

Pennsylvania College, and Drexel Institute,

Philadelphia

Commerce
THOMAS F. McHALE
State Normal School, Mansfield, Pa.

Drawing

EMIL A. MOODY

Government Technical School, Boras, Sweden

Electrical Engineering

SAMUEL A. FLETCHER, S. B.

Massachusetts Institute of Technology

English Branches
CLARA BUSHNELL

French

ALFRED COURTIN
University of France

Locomotive Running
W. R. JOHNSON

Mathematics and Mechanics

ANNA E. BRECK
McGill Normal School, Montreal, Canada

Mathematics and Mechanics

P. W. DURKEE, B. A. and B. Sc.

Acadia College, and McGill University

Mechanical Engineering

RUFUS TRACY STROHM, M. E.

Pennsylvania State College

Plumbing, Heating, and

Ventilation
LUIN H. HALL

Shop and Foundry Practice

FRANK W. BRADY, M. E.

Purdue University

Steam and Marine Engineering

CHARLES J. MASON
Technological Institute, University of Halifax

Textiles

CHAUNCEY JACKSON BRICKETT
Lowell Textile School

SUPERINTENDENTS

OF THE

SOLICITING ORGANIZATION

E. A. BOYER

Milwaukee, Wis.

W. S. BRODERICK

Denver, Colo.

H. W. BUSH

Camden, N. J.

GEORGE CARRUTHERS

Toronto, Ont., Can.

H. H. COFFMAN

St. Louis, Mo. •

J. H. COOK

Seattle, Wash.

J. O. COX

Cincinnati, Ohio

W. A. DERHAM

Oakland, Col.

JAMES S. DRAKE

Hartford, Conn.

W. J. ESPEY

New York, N. Y.

C. P. HAGENLOCHER

Philadelphia, Pa.

S. D. HANLEY

Dallas, Tex.

A. E. HIGBEE

Detroit. Mich.

H. S. HOOVER

Chicago, III.

W. R. HOUSER

Harrisburg, Pa.

GEORGE KRAMER

Pittsburg, Pa.

C. E. LAWRENCE

Syracuse, N. Y.

W. H. LEWIS

Scranton, Pa.

GEO. P. G. MANN

Montreal, Que., Can.

M. T. MILLER

St. Joseph, Mo.

W. H. NEELY

Williams port. Pa.

R. N. O'HARA
New Orleans, La.

F. J O'MEARA

Minneapolis, Minn.

S. L. OWEN

Newark, N. J.

A. R. ROBINSON

Indianapolis, Ind.

R. G. SCHROETER

Los Angeles, Cal.

R. B. SEIVER
Boston, Mass.

S. C. SHINNICK

Cleveland, Ohio

F. A. STILSON

Buffalo, N. Y.

W. R. STONER

Brooklyn, N. Y.

J. N. TOMKINS

Washington, D. C.

A. F. TREAKLE

Peoria, III.

S. O. VICKERS

Atlanta, Ga.

A. A. WILLIAMS

Cedar Rapids, la.

ANNIVERSARY GUESTS

I.C.S. SUPERVISORS

J. B. BALLENTINE Seattle, Wash. N. G. LENNINGTON Toledo, Ohio

C. W. BENNETT Boston, Mass. W. A. PRATT Portland, Me.

H. W. DONY Boston, Mass. W. A. WILSON Providence, R. I.

I.C.S. DIVISION SUPERINTENDENTS

H. J. BALDWIN Allentown, Pa. H. R. HENDERSON San Francisco, Cal.

B. W. BURDICK Minneapolis, Minn. M. R. HOPKINS East St. Louis, 111.

H. E. BEEDE Taunton, Mass. F. W. HEAD Chattanooga, Tenn.

J. W. BUSH Trenton, N. J. F. J. HISTON Waterbury, Conn.

WILLIS CANNAN Akron, O. G. W. HAMBLY Toronto, Ont., Can.

J. C. COLLARD Binghamton, N. Y. H. G. LEMBERT. Philadelphia, Pa.

C. W. COOK Seattle, Wash. R. L. LANGFORD Cedar Rapids, la.

FAY CRABS Chicago, 111. W. J. McCoACH Perth Amboy, N. J.

B. B. COLBORNE Jackson, Mich. E. H. McCooLE Birmingham, Ala.

O. O. CRANE Decatur, 111. WILL MAYNARD Scranton, Pa.

C. E. COLLETT Montreal, Que., Can. H. L. MOURER Jamestown, N. Y.

GROVE CARROLL McKeesport, Pa. J. T. NILAND Wilkes-Barre, Pa.

A. G. CASSELBERRY Johnstown, Pa. G. E. QUINLISK Denver, Colo.

C. A. DOUD Parsons, Kans. E. STUART Columbus, O.

H. D. DELMOTTE Harrisburg, Pa. C. A. STEPHENSON New York, N. Y.

J. W. EASTERLINE Reading, Pa. W. A. SMITH Norfolk, Va.

R. A. FERRIS Youngstown, O. T. J. SULLIVAN Jamaica, N. Y.

F. M. FISHBAUGH Lima, O. H. S. SWAN Allegheny, Pa.

Z. A. GILTNER Ottumwa, la. A. D. TIBBALS Springfield, Mo.

A. L GRAHAM Los Angeles, Cal. R. W. WARREN New Haven, Conn.

M. D. HANLEY Pittsburg, Pa. M. W. WHITE San Antonio, Tex.

F. S. WALKER Manchester, N. H.

ANNIVERSARY GUESTS

Continued

I.C.S. REPRESENTATIVES

J. B. BARROWMAN Jamaica, L. I., N. Y. A. MENKE New York, N. Y.

C. B. BRIGHT Belleville, Mo. C. C. POSTON Washington, D. C.

J. H. BUNTING New York, N. Y. M. J. QUINN Meriden, Conn.

C. F. COLLISSON St. Paul, Minn. H. R. REIST Philadelphia, Pa.

C. A. CORRY Cincinnati, Ohio E. L. RINEHART Youngstown, O.

R. E. CHIPMAN Cambridge, Mass. F. A. ROWELL So. Framingham, Mass.

J. A. CONNELLY San Francisco Cal. G. W. ROBBINS Nashua, N. H.

C. L. DAYTON Denver, Colo. J. N. SPARLING Kirksville, Mo.

A. T. EAGEN Sayre, Pa. F. J. SCHMIDT Newark, N. J.

C. N. ELDER Kimmswick, Mo. U. G. SWARTZ Des Moines, Iowa

C. E. FREELOVE Chicago, 111. M. A. SWEENEY Scranton, Pa.

E. E. FISHER Jackson, Mich. E. L. STOUT Lincoln, Neb.

I. C. FRIEDMAN Pittston, Pa. J. V. SELMAN Chattanooga, Tenn.

F. C. FULLER Uniontown, Pa. C. H. SICKELS Sandusky, O.

C. C. FULLER Pasadena, Cal. J. J. SWEENEY Trenton, N. J.

S. S. HOOVER Jamestown, N. Y. W. H. THOMAS Easton, Pa.

J. E. HANLEY Freeport, L. I., N. Y. F. H. TIGUE Brooklyn, N. Y.

F. X. HOLL Seattle, Wash. B. H. TIPTON Peoria, 111.

J. M. IZETT Los Angeles, Cal. J. P. TORREY Decatur, 111.

H. H. JAMES Scranton, Pa. J. T. WHITAKER Harrisburg, Pa.

D. N. MCTAVISH Calgary, Alta., Can. A. O. WIDENOR Carbondale, Pa.

K. E. MCGREGOR St. John, N. B. W. J. WILKINSON Pottsville, Pa.

J. C. MATTISON Altoona, Pa. T. B. WEATHERMAN Duluth, Minn.

E. W. MYERS Little Rock, Ark. R. B. WATKINS Fall River, Mass.

G. W. MORGAN Sault Ste. Marie, Ont. W. H. WAREHAM Johnstown, Pa.

J. C. YATES San Antonio, Tex.

I.C.S. RAILWAY DEPARTMENT

A. C. BECKWITH, Manager
R. E. BARRY, Chief Clerk
H. E. CHRISTMAN, Secretary to General

Manager

W. F. DILLON, Superintendent
W. J. HILL, Superintendent
C. W. HUBBARD, Superintendent
FRED KOHLENBERG, Superintendent
FRANK MCMANAMY, Manager
R. S. MITCHELL, Manager

GEORGE B. MOIR, Assistant Cashier

J. P. MACGOWAN, Car Superintendent

O. W. OWENS, Superintendent

H. T. POTTINGER, Superintendent

GEORGE REID, Assistant Manager

E. M. SAWYER, Assistant General Manager

W. S. SMALL, Assistant Manager

J. P. STEELE, Superintendent

C. E. TYSON, Instructor

W. B. WILSON, Superintendent

ANNIVERSARY GUESTS

Continued

EDUCATORS

ALFRED A. ARNOLD. — Principal School of the Lackawanna, Scranton, Pa.

H. S. BITTING.— Superintendent Williamson Free School of Mechanic Trades, Williamson

Trade School Post Office, Pa.
DR. J. A. CHANDLERS, Ph. D. — Director Educational Department, Jamestown Exposition

Co., Norfolk, Va.
HOWARD EDWARDS. — President Rhode Island College of Agriculture and Mechanic Arts,

Kingston, R. I.
EDMUND A. ENGLER, LL. D. — President Worcester Polytechnic Institute, Worcester,

Mass.

GEORGE E. FELLOWS, Ph. D., LL. D. — President University of Maine, Orono, Me.
CLEMENT C. GAINES, A. M., LL. B. — President Eastman College, Poughkeepsie, N. Y.
RONALD P. GLEASON.— Principal Scranton Technical High School, Scranton, Pa.
W. F. M. GOSS, M.S., D.E. — Dean of Schools of Engineering, Purdue University, Lafayette,

Ind.

PROF. D. S. HARTLINE — Bloomsburg Normal School, Bloomsburg, Pa.
CHARLES F. HOBAN. — Superintendent of Schools, Dunmore, Pa.

CHARLES S. HOWE, Ph. D. — President Case School of Applied Science, Cleveland, Ohio.
PROF. JAMES LEWIS HOWE, Ph. D. — Professor of Chemistry, Washington and Lee Uni-
versity, Lexington, Va.
PROF. WILLIAM KENT, A. M., M. E. — Dean College of Applied Science, Syracuse University,

Syracuse, N. Y.
PROF. DEXTER S. KIMBALL. — Professor of Machine Design, Cornell University, Ithaca,

N. Y.

DR. T. H. LANDON, Ph. D. — Principal Bordentown Military Institute, Bordentown, N. J.
PROF. W. H. LIGHTY. — Director of Correspondence Work, University of Wisconsin, Madi

son, Wis.
PROF. ANSON MARSTON, C. E. — Treasurer Society for the Promotion of Engineering

Education, Iowa State College, Ames, Iowa.
PROF. HENRY FOSTER MALLORY.— Superintendent of Correspondence Instruction,

University of Chicago, Chicago, 111.

L. B. MOFFETT.— President Pierce School, Philadelphia, Pa.
PROF. HENRY H. NORRIS, M. E.— Professor of Electrical Engineering, Cornell University,

Ithaca, N. Y.

GEORGE W. PHILLIPS. — Superintendent Scranton Public Schools, Scranton, Pa.
PROF. N. T. QUEVEDO. — Professor of Spanish, United States Military Academy, West

Point, N. Y.

PROF. FRANK A. RAY. — Dean College of Engineering, Ohio State University, Columbus, Ohio.
JOHN M. SHRIGLEY. — President Williamson Free School of Mechanic Trades, Lansdowne, Pa.
JASPER C. TAYLOR. — Superintendent Schools of Lackawanna County, Scranton, Pa.
PROF. HENRY DALLAS THOMPSON, Ph. D., D. Sc.— Professor of Mathematics, Princeton

University, Princeton, N. J.
THOMAS THORBORN.— General Secretary Anthracite Region Committee Y. M. C. A.,

Wilkes-Barre, Pa.

PROF. G. C. WATSON. — Professor of Agriculture, Pennsylvania State College, State Col-
lege, Pa.

ALBERT H. WELLS. — Principal Scranton High School, Scranton, Pa.

PROF. ARTHUR L. WILLISTON.— Professor of Engineering, Pratt Institute, Brooklyn, N. Y.
PROF. J. J. WILMORE. — Professor of Mechanical Engineering, Alabama Polytechnic Institute,

Auburn, Ala.
PROF. ALEXANDER J. WURTZ.— Carnegie Technical Schools, Pittsburg, Pa.

ANNIVERSARY GUESTS

Continued

NATIONAL, STATE, AND MUNICIPAL OFFICIALS

HON. SAMUEL W. PENNYP ACKER.— Governor of Pennsylvania, Harrisburg, Pa.

HON. THOMAS H. DALE.— Member of Congress from the 10th Pennsylvania District,

Scranton, Pa.
NATHAN C. SCHAEFFER. D. D., LL. D.— State Superintendent of Public Instruction for

Pennsylvania, Harrisburg, Pa.

HON. J. BENJ. DIMMICK.— Mayor of Scranton, Scranton, Pa
COL. F. L. HITCHCOCK.— City Treasurer, Scranton, Pa.
COL. EZRA H. RIPPLE.— Postmaster, Scranton, Pa.

U. S. ARMY AND NAVY

COL. HUGH L. SCOTT, U. S. A.— Superintendent United States Military Academy, West

Point, N. Y.
COL. CHARLES W. LARNED, U. S. A.— Professor of Technical and Military Graphics and

Applied Geometry, United States Military Academy, West Point, N. Y.
LIEUT.-COMMANDER H. B. WILSON.— Navy Department, Washington, D. C.

NATIONAL GUARD OF PENNSYLVANIA

GENERAL C. BOW DOUGHERTY.— Wilkes-Barre, Pa.

COL. FREDERICK W. STILLWELL.— 13th Regiment, N. G. P., Scranton, Pa.

MAJOR W. A. RAUB.— 13th Regiment, N. G. P., Scranton, Pa.

MAJOR FRANK ROBLING.— 13th Regiment, N. G. P., Scranton, Pa.

PUBLISHERS, EDITORS, AND NEWSPAPER REPRESENTATIVES

HON. CHARLES EMORY SMITH.— Ex-Postmaster General, Editor Press, Philadelphia, Pa.

S. W. ANNESS. — The Engineer and Marine Engineering, Philadelphia, Pa.

CHARLES WHITING BAKER.— Managing Editor Engineering News, New York, N. Y.

HON. JOHN E. BARRETT. — Editor Scranton Truth, Scranton, Pa.

RICHARD J. BEAMISH.— North American, Philadelphia, Pa.

E. C. CONLIN.— Argosy and All-Story Magazines, New York, N. Y.

E. H. DEITZER.— Courier, Buffalo, N. Y.

DONALD EVANS.— Inquirer, Philadelphia, Pa.

HON. JOHN R. FARR.— Editor Courier-Progress, Scranton, Pa.

J. J. FRENCH.— Herald, Boston, Mass.

PAUL M. FURM AN. —Public Ledger, Philadelphia, Pa.

J. J. GEISINGER— N. W. Ayer & Son, Philadelphia, Pa.

ELBERT HUBBARD.— Editor Philistine, East Aurora, N. Y.

W. D. LANGERFELDT.— Scrantonian, Scranton, Pa.

FRED. W. LIDSTONE. — Republican, Scranton, Pa.

A. MAURICE LOW. — Washington Correspondent London Times and Boston Globe,

Washington, D. C.
FRED R. LOW.— Editor Power, New York, N. Y.

E. J. LYNETT. — Editor and Publisher Times, Scranton, Pa.

S. S. McCLURE.— Publisher McClure's Magazine, New York, N. Y.

F. J. MILLER. — Editor The American Machinist, New York, N. Y.
GUY W. MOORE.— Business Manager Record, Wilkes-Barre, Pa.
EDWARD C. PHILLIPS.— American Magazine, New York, N. Y.
W. C. RUCH.— Evening Telegram, Philadelphia, Pa.

ANNIVERSARY GUESTS

Continued

PUBLISHERS, EDITORS, AND NEWSPAPER REPRESENTATIVES

M. E. SAUNDERS.— Times, Scranton, Pa.

H. F. SHERWOOD. — Tribune, New York, N. Y.

H. H. STOEK.— Editor Mines and Minerals, Scranton, Pa.

H. H. SUPLEE. — Technical Editor Engineering Magazine, New York, N. Y.

TRACY E. SWEET.— Managing Editor Tribune, Scranton, Pa.

F. A. WOOD.— Times, Rochester, N. Y.

J. A. WOOD.— N. W. Ayer & Son, Philadelohia, Pa.

ENGINEERS

W. S. AYRES. — Mining Expert, Hazleton, Pa.

A. B. DUNNING, C. E. — Manager Dunning Engineering Co., Scranton, Pa.

WILLIAM GRIFFITH.— Geologist, Scranton, Pa.

GEORGE A. HAMILTON. — Treasurer American Institute of Electrical Engineers, New
York, N. Y.

ANTON HARDT.— Mining Engineer, Wellsboro, Pa.

WILLIAM M. MARPLE.— Chief Engineer Scranton Gas and Water Co., Scranton, Pa.

THOMAS H. MILNES.— Civil Engineer, Scranton, Pa.

RALPH W. POPE. — Secretary American Institute of Electrical Engineers, New York, N. Y.

REDFORD A. SARGENT. — Inspector of Hulls, U. S. Steamboat Inspection Service, Phila-
delphia, Pa.

A. H. SHERRARD. — Mining Engineer, Scranton, Pa.

A. H. STORRS. — Consulting Engineer', Scranton, Pa.

A. P. TRAUTWEIN.— Carbondale, Pa.

JOHN C. TRAUTWINE, JR.— Philadelphia, Pa.

FRANK G. WOLFE. — Chief Engineer Scranton Coal Co., Scranton, Pa.

MANUFACTURERS, ETC.

JAMES B. DAVIES. — Superintendent Plymouth Coal Co., Plymouth, Pa.
CHESTER A. DELANEY.— Superintendent American Locomotive Co., Scranton, Pa.
ALEXANDER W. DICKSON.— President Dickson Mill & Grain Co., Scranton, Pa.
NELSON C. DURAND. — Manager Commercial Department, National Phonograph Co.,

Orange, N. J.

HARRY I. EVANS.— Superintendent D., L. & W. Coal Mines, Wilkes-Barre, Pa.
CHARLES C. GROAT.— Manager and Treasurer, Groat Knitting Co., Scranton, Pa.
CLARENCE H. HOWELL. — President Columbus Iron & Steel Co., Columbus, Ohio.
JOHN M. KEMMERER.— President Kemmerer Iron & Steel Co., Scranton, Pa.
JAMES A. LANSING. — President Scranton Stove Works, Scranton, Pa.
A. F. LAW. — Vice-President and Treasurer, Temple Iron Co., Scranton, Pa.
WILLIAM McCLAVE. — President McClave-Brooks Co., Scranton, Pa.
W. G. ROBERTSON.— General Superintendent Austin Coal Co.; Scranton, Pa.
CHARLES C. ROSE. — Superintendent Coal Department, Delaware & Hudson Co., Scranton,

Pa.

PETER STIPP. — General Contractor and Builder, Scranton, Pa.
J. N. THOMAS. — President and Manager Exeter Machine Co., Pittston, Pa.
E. J. TOUHILL. — General Manager Touhill Iron Works, Scranton, Pa.

ANNIVERSARY GUESTS

Continued

RAILROAD OFFICIALS

T. E. CLARKE. — -General Superintendent Delaware, Lackawanna & Western Railroad,
Scranton, Pa.

CHARLES F. CONN. — Vice-President Lackawanna & Wyoming Valley Railroad, Scranton, Pa.

R. F. KILPATRICK. — Superintendent of Motive Power, Delaware, Lackawanna & Western
Railroad, Scranton, Pa.

LABOR UNION REPRESENTATIVES

JOHN MITCHELL. — President United Mine Workers of America, Indianapolis, Ind.

JOHN T. DEMPSEY. — Secretary Anthracite District No. 1, United Mine Workers of America,
Scranton, Pa.

JOHN FAHEY. — President District No. 9, United Mine Workers of America, Shamokin, Pa.
HUGH FRAYNE. — U. S. Organizer American Federation of Labor, Scranton, Pa.
S. J. McDONALD. — President Central Labor Union, Scranton, Pa.

HON. T. D. NICHOLS.— Congressman -elect, President Anthracite District No. 1, United Mine
Workers of America, Scranton, Pa.

E. C. PATTERSON.— Secretary Central Labor Union, Scranton, Pa.
P. J. SHEA. — National Organizer Street Railway Union, Scranton, Pa.

BANKERS

CITIZENS BANK, Olyphant, Pa.
EDWARD S. JONES, President

COLONIAL TRUST CO., Philadelphia, Pa.
H. J. ELKINS, Cashier

COUNTY SAVINGS BANK. Scranton, Pa.
A. H. CHRISTY, Cashier

DIME DEPOSIT AND DISCOUNT BANK

Scranton, Pa.
REESE G. BROOKS, President

FIDELITY DEPOSIT AND DISCOUNT

BANK, Dunmore, Pa.
P. J. HORAN, President
JOHN F. WALTER, Cashier

FIRST NATIONAL BANK, Scranton, Pa.
ISAAC POST, Cashier

GERMAN NATIONAL BANK, Newport,

Ky.
A. M. LARKIN, Cashier

MERCHANTS AND MECHANICS BANK,

Scranton, Pa.
A. J. CASEY, President
CHARLES W. GUNSTER, Cashier

PEOPLES NATIONAL BANK, Scranton,

Pa.

CYRUS D. JONES, President
GEORGE T. DUNHAM, Cashier

SCRANTON SAVINGS BANK, Scranton,

Pa.
H. C. SHAFER, Cashier

SCRANTON TRUST COMPANY, Scranton,

Pa.

JUDGE HENRY A. KNAPP, Vice-President
D. B. ATHERTON, Secretary and Treasurer

SOUTH SIDE BANK, Scranton, Pa.
FRANK HUMMLER, President

THIRD NATIONAL BANK, Scranton, Pa.
HENRY BELIN, JR., Vice-President

TITLE GUARANTEE AND TRUST COM-
PANY, Scranton, Pa.
L. A. WATRES, President
WILLIAM A. WILCOX, Trust Officer

TRADERS NATIONAL BANK, Scranton,

Pa.

JOHN T. PORTER, President
F. W. WOLLERTON, Cashier

WEST SIDE BANK, Scranton, Pa.
WILLIAM T. DAVIS, President
A. B. EYNON, Cashier

WYOMING VALLEY TRUST CO., Wilkes-

Barre, Pa.
J. N. THOMPSON, Treasurer

ANNIVERSARY GUESTS

Continued

JUDGES

HON. ROBERT W. ARCHBALD.— Judge United States District Court, Scranton, Pa.
HON. H. M. EDWARDS.— President Judge of Lackawanna County Courts, Scranton, Pa.
JUDGE ALFRED HAND, A. M.— Ex-Justice of the Supreme Court of Pennsylvania, Scran-
ton, Pa.

LAWYERS

WILLIAM H. CURRY, Scranton, Pa. W. L. RAEDER, Wilkes-Barre, Pa.

SAMUEL W. EDGAR, Scranton, Pa. HARRY C. REYNOLDS, Scranton, Pa.

S. M. ENTERLINE, Ashland, Pa. ALONZO F. SEARLE, Assistant U. S. Dis-
EDWIN H. GEARHART, Scranton, Pa. trict Attorney, Honesdale, Pa.

WESLEY H. GEARHART, Scranton, Pa. JAMES H. TORREY, Scranton, Pa.

HOMER GREENE, Litt. D., Honesdale, Pa. MAJ. EVERETT WARREN, Scranton, Pa.

ROSWELL H. PATTERSON, Scranton, Pa. W. W. WATSON, Scranton, Pa.

MAJ. T. F. PENMAN, Scranton, Pa. CHARLES H. WELLES, Scranton, Pa.

CLERGY

RT. REV. MICHAEL J. HOBAN. — Bishop (Roman Catholic) of Scranton, Scranton, Pa.
RT. REV. ETHELBERT TALBOT, D. D., L.L. D.— Bishop (Protestant Episcopal) of Central

Pennsylvania, South Bethlehem, Pa.
REV. T. J. COMERFORD.— Archbald, Pa.

REV. ROGERS ISRAEL, D. D. — Pastor of St. Luke's Church, Scranton, Pa.
REV. ISAAC J. LANSING.— Pastor Green Ridge Presbyterian Church, Scranton, Pa.
REV. DR. J. W. MALONE.— Rector St. Peter's Cathedral, Scranton, Pa.
REV. JOSEPH H. ODELL.— Pastor Second Presbyterian Church, Scranton, Pa.
REV. GEO. C. PECK, D. D. — Pastor Elm Park Methodist Episcopal Church, Scranton, Pa.
REV. WILLIAM CARSON SHAW— Rector Trinity Church, Carbondale, Pa.

PHYSICIANS

DR. J. C. BIDDLE, M D. — Surgeon in Chief and Superintendent State Hospital, Fountain

Springs, Pa.

DR. WILLIAM F. BRADY, M. D., Scranton, Pa.

DR. HERBERT B. BRAND, M. D.— Long Island State Hospital, Brooklyn, N. Y.
DR. H. B. CASSELBERRY, M. D.— Hazleton, Pa.
DR. A. J. CONNELL. M. D,, Scranton, Pa.
DR. W. G. FULTON, M. D., Scranton. Pa.
DR. M. HELLINGS, M. D.— Philadelphia, Pa.
DR. W. E. KELLER, M. D., Scranton, Pa.
DR. G. D. MURRAY, M. D., Scranton, Pa.
DR. JOHN C. PRICE, M. D. Scranton, Pa.
DR. S. T. RISLEY, M. D.— Philadelphia, Pa.
DR. THEODORE SURETH, M. D.. Scranton, Pa.
DR. HORACE B. WARE, M. D., Scranton, Pa.

ANNIVERSARY GUESTS

Continued

BUSINESS MEN, STUDENTS, ETC.

MOSES ANDREWS, Scranton, Pa.

WESLEY J. ANDREWS, Philadelphia, Pa.

W. J. APPLEMAN, Throop, Pa.

L. D. ATWATER, Waverly, N. Y.

HAYDEN C. AUSTIN, Reading, Pa.

J. H. BALDWIN, Denver, Colo.

P. A. BARRETT, Scranton, Pa.

P. V. BARRETT, Scranton, Pa.

G. F. BECKER, Scranton, Pa.

H. BEERS, Scranton, Pa.

CHARLES D. BELLES, Old Forge, Pa.

W. K. BENDER, Denver, Colo.

LOUIS BERGH, New Rochelle, N. Y.

A. M. BINGHAM, Dunmore, Pa.

W. L. BIRD, Williamsport, Pa.

JOSEPH BITTERWOLF, Glen Island, N. Y.

C. J. BLAKE, Cincinnati, Ohio

W. G. BLISS, Scranton, Pa.

WILLIAM P. BOLAND, Scranton, Pa.

R. W. BONNEY, Norfolk, Va.

H. S. BOOTH, Yonkers, N. Y.

H. C. BOYER, Scranton, Pa.

HENRY I. BRAUN, Red Bank, N. J.

JOHN H. BROOKS, Scranton, Pa.

J. HARRY BRYDEN, W. Pittston, Pa.

EDWARD L. BUCK, Scranton, Pa.

O. J. BUCKLY, Zion City, 111.

THEO. BURGESS, Scranton, Pa.

C. H. BURROUGHS, Carthage, N. Y.
S. A. CAHOON, Scranton, Pa.

D. J. CAMPBELL, Scranton, Pa.

J. W. CARNWATH, Ottawa, Ont., Can.
D. E. CARPENTER, Scranton, Pa.

HENRY J. CARR, Librarian, Scranton,
Pa.

G. T. CARRIER, Summerville, Pa.
F. L. CASE, Wauseon, Ohio
P. J. CASEY, Scranton, Pa.
F. M. CATHEY, Atlanta, Ga.

CHARLES H. CHANDLER, Scranton, Pa.
E. L. CHAMBERS, Scranton, Pa.
A. P. CHAVENT, W. Hoboken, N. J.
A. P. CHILDS, Alden Station, Pa.
W. N. CIPPERLY, Rockford, 111.

E. W. CLARK, Scranton, Pa.
GEORGE R. CLARK, Scranton, Pa.
WILLIAM CLARK, Jackson, Mich.
FRANK H. COFFIN, Scranton, Pa.

HON. ALEX T. CONNELL, Scranton, Pa.
HARRY A. CONNELL, Scranton, Pa.
J. L. CONNELL, Scranton, Pa.
DAN J. CONNERS, Scranton, Pa.
IRA COSNER, Scranton, Pa.

THOS. J. CROSS, 212 N. 7th St. Philadel-
phia, Pa.

R. C. CROWELL, Cabinet, Idaho
D. F. CROWLEY, Scranton, Pa.

C. A. CUBBERLY, Scranton, Pa.

S. H. CUNNINGHAM, Boston, Mass.
ROY C. DARLING. Hartford, Conn.

D. W. DA VIES, Scranton, Pa.
W. B. DAVIS, Scranton, Pa.
WILLIAM J. DAVIS, Scranton, Pa.

F. DEAN, Montreal, Que., Can.
A. W. DIPPY, Scranton, Pa.
WILLIAM DOWNS, Troy, N. Y.
A. J. DUFFY, Scranton, Pa.

H. W. DUSINBERRE, Scranton, Pa.

EDWARD EBERLY, R. F. D. 16, McClel-
landtown, Pa.

GEORGE ECKMAN, Marshalltown, Iowa
WESLEY ECOFF, Philadelphia, Pa.
MARK EDGAR, Scranton, Pa.
JOHN T. FARADAY, Old Forge, Pa.
LEAVY S. FILBERT, Womelsdorf, Pa.
EDWARD FINNERAN, Columbus, Ohio
F. J. FLYNN, Wilkes-Barre Pa.
F. B. FOOTE, Scranton. Pa.

ANNIVERSARY GUESTS

Continued

BUSINESS MEN,

HARRY R. FOSTER, Pottsville. Pa.
JOHN H. FOY, Pittston, Pa.
J. A. FRANTZ, Scranton, Pa.
ARTHUR C. FULLER, Scranton, Pa.
G. C. GAMEWELL, Scranton, Pa.
CHARLES H. GARDNER, Wilkes-Barre, Pa.
S. L. GEORGE, Scranton, Pa.
GEORGE E. GIBRAULT, Chicago, 111.
H F. GILBRIDE, Maiden, Mass.
A. GOLDSMITH, Scranton, Pa.
SOLOMON GOLDSMITH, Scranton, Pa.
H. R. GRAHAM, Scranton, Pa.
C. A. GRAVES, Scranton, Pa.

F. L. GRIMES, Hornell, N. Y.
J. L. GWAN, New York, N. Y.

S. ROLAND HALL, Scranton, Pa.
THOS. H. HALTON, Philadelphia, Pa.
GEORGE H. HARDING, Flushing, N. Y.
E. H. HARRIS, Scranton, Pa.
OLIN F. HARVEY, Wilkes-Barre, Pa.
A. W. HASLAM, Wilkes-Barre, Pa.
WILLIAM M. HASTINGS, New York, N. Y.
EUGENE HEALEY, Scranton, Pa.
JOHN H. HEBEL, Milnesville, Pa.
JOS. J. HENDERSON, Brooklyn, N. Y.
J. HEPPLEWHITE, Scranton, Pa.
WILLIAM F. C. HEYL, Scranton, Pa.

G. F. HODGDON, Philadelphia, Pa.
A. F. HODGES, Scranton, Pa.

J. A. HODGES Scranton, Pa.

EDWARD HOLLERING, Philadelphia, Pa.

T W. HOLLOW AY Scranton, Pa.

J. W. HOWARTH, Scranton, Pa.

AUGUST HOWER, Scranton, Pa.

J. T. HOYLE, Scranton, Pa.

RUPERT S. HUGHES, New York, N. Y.

A. E. HUNT, Scranton, Pa.

W. P. HUNTER, Scranton, Pa

J. J. HURLEY Scranton Pa.

STUDENTS, ETC.

LOUIS H. ISAACS, Scranton, Pa.

R. M. JAMES, Scranton, Pa.

H. S. JEFFREYS, Scranton, Pa.

SAM. JEFFREYS, Scranton, Pa.

W. H. JENKINS, Scranton, Pa.

JOSEPH J. JERMYN, Scranton, Pa.

JOHN E. JOHNS, Scranton, Pa.

ROBERT G. JOHNS, Wilkes-Barre, Pa.

WALTER P. JOHNS, Wilkes-Barre, Pa.

ALBERT JOHNSON, Waverly, Pa.

V. W. JOHNSON, Portland, Me.

W. R. JOHNSON, Scranton, Pa.

T. D. JONES, Hazelton, Pa.

T. M. JONES, Scranton, Pa.

GEORGE S. KATZ, Philadelphia, Pa.

F. M. KEANE, Scranton, Pa.

C. B. KELLER, Stroudsburg, Pa.

S. W. KERR, Reading, Pa.

JOHN KILCULLEN, Scranton, Pa.

L. G. KIDDLE, Youngstown, Ohio

F. R. KILLIAN, Sunbury, Pa.

JOSEPH KING, Scranton, Pa.

LEONARD KIPP, Derby, Conn.

H. A. KISSINGER, Scranton, Pa.

W. W. KOONS, Minneapolis, Minn.

JOHN E. KNAPP, Scranton, Pa.

E. L. KNIGHT, Coaldale, W. Va.
C. U. KRAUSE, Scranton Pa.
JACOB J. KUMBERGER, Drifton, Pa.

F. LAMBADER, Scranton, Pa.
JOHN E. LANDIS, Erie, Pa.

EDWARD LANGLEY Architect, Scranton,
Pa.

DOUGLAS W. LANSING, Scranton, Pa.
J. F. LAVIS. Scranton, Pa.
CHARLES LAW Pittston, Pa.
F. V LEACH, Scranton, Pa.
HARRY J. LEBHERZ, Frederick Md.
JOSEPH LEVY, Scranton, Pa.

ANNIVERSARY GUESTS

Continued

BUSINESS MEN, STUDENTS, ETC.

L. A. LINDSAY, Wilkes-Barre, Pa.

RICHARD LLEWELLYN, Vandling, Pa.

FREDERICK LOCKETT, Fall River, Mass.

O. J. LODERICK, Wyoming, Pa.

H. A. LOGAN, Prattville, Ala.

WILLIAM H. LOGAN, Scranton, Pa.

ARTHUR LONG, Scranton, Pa.

JAMES S. McANULTY. Scranton, Pa.

F M. McCARTHY, Cincinnati, Ohio

F. D. McGOWAN, Scranton, Pa.

MICHAEL J. McHALE, Parsons, Pa.

F. C. McLAUGHLIN, Scranton, Pa.

ED. J. MAHER, Mahanoy City, Pa.

P. J. MARLOW, Sugar Notch, Pa.

J. H. MASSE, New Orleans, La.

CHARLES P. MATTHEWS, Scranton, Pa.

R. J. MATTHEWS, Scranton, Pa.

JOHN A. MAYER, Philadelphia, Pa.

B. B. MEGARGEE, Scranton, Pa.
F. O. MEGARGEE, Scranton, Pa.
FRANK X. MEIER, Richmond Hill, N. Y.
W. F. MILLER, Scranton, Pa.

P. G. MOORE, Scranton, Pa.
W. A. MOORE, Humboldt, Tenn.
H. AUG. MOTZ, Philadelphia, Pa.
J. G. MILFORD, Middletown, N. Y.

D. P. MURRAY, Scranton, Pa.
MORTIMER G. NICHOLS, Scranton, Pa.
W. S. NORTHUP, Scranton, Pa.

WM. S. NORTON, Alden Station, Pa.
M. J. O'BOYLE, W. Pittston, Pa.
W. W. O'BOYLE, W. Pittston Pa.
L. E. O'BRIEN, Scranton, Pa.
JACOB OLLENDIKE Dickson City. Pa.
LEWIS OSSMAN. Mt. Carmel, Pa.

C. L. OTTINGER. Scranton Pa.
EARL PADGETT, Coffeyville. Kan.

E. R. PARKER, Scranton, Pa.
STEPHEN PAULACK, Mayfield, Pa.

F. L. PECK, Scranton, Pa.
GRANT PELTON. Scranton. Pa.
R. E. PETERS, Wilkes-Barre, Pa.
FRANK C. PLATT, Scranton, Pa.
EARL PODGETT, St. Joseph, Mo.
E. A. POOLE, Scranton, Pa.
J. A. PORT, Arlington, N. J.
E. H. POWELL, Scranton, Pa.
WM. J. POWERS, Scranton, Pa.
WM. H. RAITLINE, Summit Hill, Pa.
H. M. RANDOLPH, Scranton, Pa.
J. F. RANDOLPH, Scranton, Pa.
JOHN F. REED, Lebanon, Pa.
M. A. REESE, Scranton, Pa.

D. C. REUSCH, Scranton, Pa.

B. W. RIBBLE, Bangor, Pa.

W. H. RICHMOND, Scranton, Pa.
J. J. RODRIGUEZ, Scranton, Pa.
W. H. SAEGER, Pittsburg, Pa.
SAMUEL SAMTER, Scranton, Pa.

C. D. SANDERSON, Scranton, Pa,
RALPH H. SAUNDERS, Tottenville, N. Y
WM. SCHELLIN, Akron, Ohio
CHARLES SCHLAGER, Scranton, Pa.
ALBERT SCHOELLER, Trenton, N. J
CHARLES S. SEAMANS. Scranton, Pa
JOHN SEARFASS, Scranton, Pa.

J. E. SHAPLEY, Binghamton, N. Y.

E. D. SHAW, Nashua, N. H.
J. SHONE Scranton. Pa.

A. J. SHORTALL, Pottsville, Pa.
C. E. SMITH Scranton, Pa.
FRANK S. SMITH, Scranton, Pa.
GEORGE B. SMITH, Scranton, Pa.
J. D. SMITH. Scranton Pa.
R. W. SNYDER, Scranton, Pa.
N. L. SOMERS, Scranton, Pa.
EDWARD M. STACK, Scranton, Pa.
C. V. STALLANGS, C. P. Diaz, Mexico

ANNIVERSARY GUESTS

Continued

BUSINESS MEN, STUDENTS, ETC.

R. D. STEVENS, Lawrence, Mass.

W. J. STEWART, JR., New Brighton, Pa.

PETER W. STINEBISER, Jeannette, Pa.

FRANK R. STOCKER, Scranton, Pa.

EDWARD B. STURGES, Scranton, Pa.

HENRY A. SWANN, Oliver Mills, Pa.

J. C. SWEENEY, Scranton, Pa.

A. E. SWEET, Scranton, Pa.

JOHN SWIGERT. Carbondale, Pa.

JNO. A. SYLVESTER, Scranton, Pa.

CHARLES T. TALCOTT, New York, N. Y.

JOHN R. TALT, Santa Rosa, Cal.

P. J. TANNER, Scranton, Pa.

JOHN TAYLOR, Scranton, Pa.

WILLIAM H. TAYLOR, Scranton, Pa.

W. H. TAYLOR, Scranton, Pa.

WM. E. TEW, Waverly, N. Y.

H. L. THOMAS, Englewood, Colo.

R. W. THOMAS, Scranton, Pa.

JOHN C. TIBBETTS, Grafton, W. Va.

G. A. TRANSUE, Scranton, Pa.

J. J. TRAVERS, Los Angeles, Cal.

C. K. TRUMBOWER, Pittston, Pa.

H. W. ULRICH, Sheboygan, Wis.

C. H. VALLOW, O'Fallon, 111.

MAJ. FRANK M. VANDLING, Scranton, Pa.

C. WADSWORTH, Scranton, Pa.

G. P. WALKER. Scranton, Pa.

FRANK B. WARD, Scranton, Pa.

A. B. WARMAN, Scranton, Pa.

JOHN T. WATKINS, Scranton, Pa.

SAMUEL E. WAYLAND, Scranton, Pa.

E. N. WEAVER, Scranton, Pa.

CHARLES S. WESTON, Scranton, Pa.

WM. WHALLEY, Knoxville, Tenn.

L. C. WHEAT, Decatur, 111.

G. SOMERS WHITE, Syracuse, N. Y.

W. C. WILLIAMSON, Scranton, Pa.

E. Z. T. WILSON, Olney, Philadelphia, Pa.

F. E. WILSON, Bradford, Pa.
W. J. WILLIAMS, Summit, N. J.
R. C. WILLS, Scranton, Pa.

H. H. WOLFE, Quincy, 111.
C. J. WOOD, Barnesboro, Pa.
J. WOODBRIDGE, Dalton, Pa.
C. S. WOOLWORTH, Scranton, Pa.

COMMITTEES
ON FIFTEENTH ANNIVERSARY

EXECUTIVE COMMITTEE
OF ARRANGEMENTS

E. A. SEITZ, Chairman

J. K. GRIFFITH H. H. STOEK

W. L. CONNELL H. S. ROBINSON

J. D. JONES L. A. OSBORNE

T. E. JONES FRANK M. KEANE

W. SCOTT-COLLINS M. F. LARKIN

COMMITTEE ON INVITATIONS

J. K. GRIFFITH, Chairman

W. L. CONNELL T. E. JONES

R. J. FOSTER E. H. LAWALL

C. D. JONES F. T. PATTERSON

C. D. SIMPSON

DECORATIONS AND EXHIBIT

L. A. OSBORNE, Chairman

M. D. GRAVATT E. LAMAZE

W. SCOTT-COLLINS J. J. CLARK

L. H. KJELLSTEDT H. S. ROBINSON

E. N. GOLDSMAN

ADVERTISING EXHIBIT

FRANK M. KEANE, Chairman

GEO. H. FISHER J. H. FOSTER

FRANK MCLAUGHLIN E. N. GOLDSMAN

COMMITTEES

Continued

L. A. OSBORNE
A. W. DIPPY

MENU CARD

FRANK M. KEANE, Chairman

CHAS. GAMEWELL
CHAS. HAYES

RECORDS AND PRIZE WINNERS

M. F. LARKIN, Chairman

W. P. WEICHEL

GEO. H. FISHER

DINNER AND SEATING ARRANGEMENT

T. E. JONES, Chairman

W. SCOTT-COLLINS, Vice-Chairman

S. P. ALLEN

L. A. OSBORNE
J. J. CLARK
W. B. RIDENOUR
J. F. COSGROVE

EXERCISES

H. H. STOEK, Chairman

E. K. RODEN

N. H. PROUTY
H. S. ROBINSON
H. L. TYLER
E. B. WILSON

G. H. FISHER
A. B. CLEMENS

ACCEPTANCES

H. S. ROBINSON, Chairman

J. F. DAVIS
F. M. KEANE

COMMITTEES

Continued

RECEPTION AND ENTERTAINMENT

W. L. CONNELL, Chairman
J. D. JONES, Vice-Chairman

R. J. FOSTER
J. K. GRIFFITH
C. D. JONES
T. E. JONES

E. H. LAWALL

F. T. PATTERSON

C. D. SIMPSON
S. P. ALLEN
M. F. LARKIN

D. C. HARRINGTON

Vice-President I J. T. BEARD, C. E., E. M.

Director

Secretary

Controller

Manager of Legal Department
J. J. CLARK, M. E. Dean of Faculty

M. D. GRAY ATT, M. Sc.

Principal of School of Mathematics and
Mechanics

W. R. PARKER, S. B.

Principal of School of Advertising
W. SCOTT-COLLINS

Principal of School of Architecture

L. A. OSBORNE

Principal of School of Arts and Crafts
G. H. DIMPFEL, Ph. D.

Principal of School of Chemistry
A. LLANO, C. E.

Principal of School of Civil Engineering
W. D. KOCHERSPERGER

Principal of School of Civil Service

N. H. PROUTY

Principal of School of Commerce

L. H. KJELLSTEDT, C. I.

Principal of School of Drawing
F. H. DOANE, A. M. B.

Principal of School of Electrical Engineering

E. LAMAZE, B. S., C. A. P.

Principal of School of French
W. A. SIEBER, Ph. D.

Principal of School of German

SOLOMON FOSTER

Principal of School of Law
C. J. ALLEN

Principal of School of Lettering and Sign

Painting

J. F. COSGROVE

Principal of School of Locomotive Running

A. B. CLEMENS, M. E.

Principal of School of Mechanical Engi-
neering

Principal of Coal Mining Division, School
of Mines

E. B. WILSON, C. E.

Principal of Metal Mining Division,
School of Mines

E. K. RODEN

Principal of School of Navigation

W. B. RIDENOUR, A. M.

Principal of School of Pedagogy

T. N. THOMSON

Principal of School of [Plumbing, Heating,
and Ventilation

CARLOS DIAZ, Ph. D.

Principal of School of Spanish

J. A. GRENING

Principal of School of Steam and Marine
Engineering

J. M. MARIS, B. S., M. E.

Principal of School of Structural Engi-
neering

H. S. WEBB, M. S.

Principal of School of Telephone and
Telegraph Engineering

C. P. BROOKS

Principal of School of Textiles

E. N. GOLDSMAN

Principal of School of Window Trimming
and Mercantile Decoration

H. H. STOEK Editor of Mines and Mini rah
G. H. FISHER Editor of I. C. S. Messenger

J. F. DAVIS

Manager of Language Sales Department

W. P. CHRISTOPHER

Manager of Technical Supply Co.
H. L. TYLER Editor of Ambition

J. H. FOSTER

Manager of Advertising Department

F. W. WILSON

Manager of Mail Sales Department

C. GAMEWELL

Manager of Printing Department

C. J. HAYES

Manager of Illustrating Department

DAVID COTTLE

Manager of Collection Department
H. S. ROBINSON

Manager of Correspondence and Students'
Record Department

T. H. MAGINNISS

Manager of Students' Aid Department

SCIENCE INSTRUCTING INDUSTRY

INTERNATIONAL
CORRESPONDENCE SCHOOLS

HELD IN THE

LYCEUM THEATER
SCRANTON, PA.

OCTOBER SIXTEENTH, NINETEEN-SIX

10 A. M.

WILLIAM L. CONNELL. Chairman

ANNIVERSARY EXERCISES

Occupying the rear of the stage of the Lyceum
Theater were the members of the Scranton
Oratorio Society, and in front, the following:

THOMAS J. FOSTER

President of the International Textbook Company

WILLIAM L. CONNELL

Ex-Mayor of Scranton, Director of the
International Textbook Company

HON. SAMUEL W. PENNYPACKER

Governor of Pennsylvania

REV. GEORGE C. PECK, D. D.

Pastor Elm Park Church

HOMER GREENE, LITT. D.

Author, Aitorney-at-Law

JACOB K. GRIFFITH, A. C.

Director of the International Textbook
Company

RUFUS J. FOSTER

Vice-President of the International Text-
book Company

THOMAS E. JONES

Director of the International Textbook
Company

STANLEY P. ALLEN

Secretary of the International Textbook
Company

JOHN JESSE CLARK, M. E.

Dean of the Faculty

H. H. STOEK

Editor of Mines and Minerals

JOHN L. MARTIN, C. E.

Director of Instruction

WILLIAM B. RIDENOUR, A. M.

Principal of School of Pedagogy

HON. J. BENJAMIN DIMMICK

Mayor of Scranion

HON. CHARLES EMORY SMITH

Ex- Postmaster General of the United States

ELMER H. LAW ALL

Treasurer of the International Textbook
Company

CYRUS D. JONES

Director of the International Textbook
Company

FRANK T. PATTERSON

Director of the International Textbook
Company

CLARENCE D. SIMPSON

Director of the International Textbook
Company

JACOB H. REICHERT

Second Vice- President of the International
Textbook Company

WILLIAM P. MAYER

Third Vice-President of the International
Textbook Company

EDWIN A. SEITZ

Manager of the Extension Department

SOLOMON FOSTER

Principal of the School of Law

W. N. MITCHELL

General Manager of the Railway Department

PROGRAM

WILLIAM L. CONNELL, Chairman

(Q) "Lift Thine Eyes" ... , . ,

(6) "He Watching Over Israel" Mendelssohn

Scranton Oratorio Society

Invocation

Rev. George Clarke Peck, D. D.

Address of Welcome

Hon. J. Benjamin Dimmick, Mayor of Scranton

Address, "Education in the Commonwealth of Pennsylvania"

Hon. Samuel W. Pennypacker, Governor of Pennsylvania

Chorus, "Bells of Aberdovey" A n. by T. J. Davies

The Ladies of the Scranton Oratorio Society

Paper, "The International Correspondence Schools"

Mr. Thomas J. Foster, President, International Textbook Company

Chorus, "And the Glory of the Lord" Handel

Scranton Oratorio Society

Address, "Educational Influence of the Press"

Hon. Charles Emory Smith, Ex-Postmaster-General, Publisher Philadelphia Press

Paper, "The I. C. S. Textbooks"

Mr. John Jesse Clark, M. E., Dean of the Faculty

Music, "Venice" Nevin

Bauer's Orchestra

Paper, "The I. C. S. Method of Instruction"

Mr. William B. Ridenour, A. M., Principal, School of Pedagogy

Chorus, "Hallelujah" Handel

Scranton Oratorio Society

Closing Announcement

William L. Connell

REV. GEORGE CLARKE PECK, D.D.

The exercises were opened at 1 0 a. m.
by Chairman William L. Connell

Prayer was offered by Rev. George
Clarke Peck, D. D., Pastor of Elm Park
Methodist Episcopal Church, Scranton, Pa.

OPENING REMARKS

HON. WILLIAM L. CONNELL

Ex-Mayor of Scranton, Director of
the International Textbook Company

LADIES AND GENTLEMEN:

You are assembled this morning to celebrate the Fifteenth
Anniversary of the International Correspondence Schools, a cele-
bration that is intended also as a tribute or testimonial to their
honored founder, Mr. Thomas J. Foster. (Applause.)

I wish that I might dwell just for a moment on the wonderful
progress of this institution during the past fifteen years — might
speak of what its nine hundred thousand students have done for
themselves as well as for the moral and industrial uplift of our
country. I should like to enlarge upon the fact that by its unique
but efficient methods this great industrial university has made
it easy for parents to realize their hopes concerning the education
of their boys and girls. It would be interesting and profitable,
if time permitted, to describe how the International Correspondence
Schools have brought inspiration and hope to so many and have
enabled them to rise from menial and obscure places in life to
occupations high in remuneration, usefulness, and honor.

Vast Possibilities

Great indeed are the possibilities of this nine hundred thousand
— this army greater than that of the Civil War, an army whose
vast potencies operate along vocations of peace for a higher intel-
ligence and a brighter future for the country that we all love.

The real purpose of the exercises this morning is to throw
light upon the history and methods of this great Institution; to
give to those of us who do not thoroughly understand the system
of education by correspondence a further light upon the subject.
With that thought in mind, we ask you this morning to give us
your undivided attention, and through the papers that are to be
read, to trace with us the development of the International Cor-
respondence Schools.

I now have the pleasure of introducing to you the Mayor of
Scranton, the Honorable J. Benjamin Dimmick, who will deliver
an address of welcome.

HON. J. BENJAMIN DIMMICK

ADDRESS OF WELCOME

HON. J. BENJAMIN DIMM1CK

Mayor of Scranton, Pa.

MR. CHAIRMAN, AND LADIES AND GENTLEMEN:

The duties of a mayor are many, his privileges few — an obser-
vation which I think will be affirmed by my honorable friend and
predecessor, the gentleman who is presiding over this meeting.
And chief among those privileges is that of welcoming the guests
who come to our doors.

Today, however, I have the double pleasure of not only extend-
ing hospitality, but also of paying homage — homage to the great
work of the institution whose birthday we are now celebrating.

When, fifteen years ago, the stork left at our door a somewhat
delicate infant known as the " Colliery Engineer," even the Scranton
Board of Trade, an organization not entirely unused to taking a
somewhat rosy view of the potentialities of future undertakings,
utterly failed to forecast the wonderful growth of the child in
whose honor we are gathered today, and whose voice, even at the
early age of fifteen, has penetrated almost every country of the
known world.

Adds Distinction to City

This infant industry — employing a phrase now applied to our
colossal undertakings, and therefore perhaps fittingly selected —
this infant industry is an important factor in our community.
Viewed from the standpoint of statistics, we see an institution
employing over twelve hundred men and women, men and women
of a character that adds distinction to our body politic. We see
an institution of which the monthly pay roll is over sixty thousand
dollars, and of which the local installation cost over eight hundred
thousand dollars. We see an institution of which the output of a
single department, the printery, in the past year, was over twenty-
five million pieces of separate printed matter. And above
all, breaking away from material data, we see an institution — and
therein lies our deepest satisfaction — that has given of the springs
of knowledge, in the short period of a decade and a half, to nearly
one million of students.

There are others here who will speak more in detail of this
work. There are others who will speak on the general subject of
education. I shall, therefore, confine my remarks — and possibly
not without a sense of propriety — to the political necessity of
education.

Popular Intelligence Essential

We have been told by many writers that popular intelligence
is essential in any form of democratic government. The term
indicated, however, simple familiarity with the "three R's" and
with such rudimental knowledge as would safeguard life, liberty,
and the pursuit of happiness. But today we must go further.
In our highly organized society, the safeguard of our inalienable
rights, like the very upholding of the decalogue, demands not
simply strength of purpose, but also clearness of vision — clearness
of vision in an atmosphere in which the great orb of truth is not
always easily discernible. We need a citizenship with trained
intelligence, far, far higher than was demanded only twenty-five
years ago; a citizenship that can wrestle with such subjects as
finance, from its fundamental propositions as to a single or a double
standard, up to and through the involved and intricate problems
of currency and banking; a citizenship that can pass upon the
economic merits of the so-called trusts and the regulation of rates ;
a citizenship that can pass and pass wisely, upon that difficult,
almost unsolvable problem, the problem of the negro; that can
act, and act wisely, concerning that great principle of federal
supervision — a supervision which, in my judgment, is destined
at no distant date to touch almost every walk of life.

In fact, my friends, we need a trained electorate, an electorate
that can distinguish between the sound and the sophistical, an
electorate that can first mentally decide, and then morally
determine.

Silent Influence of the I. C. S.

Toward this end, incidentally, if you please, but none the less
surely, the International Correspondence Schools are steadily
working. Their white missives fall as silently as snow flakes
upon every city and upon every hamlet in the land.

My official position in the community would seem to demand,
even at the risk of throwing myself open to the charge of resorting
to bald and possibly embarrassing compliments, that I should
publicly pronounce the name of the one who may justly be regarded

as the founder of this new yet simple method of instruction in the
industrial and commercial world; of the one who in the realm of
pedagogy, like others in the realm of physics, has annihilated
space. That man who, in classical phrase, is the deus ex machina —
Thomas J. Foster. (Great applause.)

To you, our guests, we extend an official welcome to the city
of Scranton, and that welcome is none the less cordial, none the
less representative of the feelings of the community, that it is not
engrossed upon parchment or encased in silver. Many of you are
distinguished, all of you are worthy citizens of this great republic.
And it is a source of supreme satisfaction to us that we are gathered
together in the interests of education, the very rock upon which
our republic rests.

We wish you, ladies and gentlemen, a pleasurable stay in our
city, and when you depart, we trust that you will carry with you
the same high regard for us as a community, that we entertain
toward you as individuals. (Applause.)

GOVERNOR SAMUEL W. PENNYPACKER

EDUCATION IN THE
COMMONWEALTH OF PENNSYLVANIA

HON. SAMUEL W. PENNYPACKER

Qooernor of Pennsylvania

MR. PRESIDENT, MR. MAYOR, LADIES AND GENTLEMEN:

It is a very great pleasure to me to be permitted to participate
upon this interesting occasion, and to be one of this large audience.
One of your fellow citizens who is among the ablest of those now
doing the great work of the Commonwealth, has often spoken to
me about the achievements of this School. He is now lying in his
native town upon a bed of pain I am sure you all unite with me
in the prayer that the hand of the Lord will rest lightly on him.
(The reference is to Hon. Frederick W. Fleitz, Deputy Attorney
General of Pennsylvania.)

Education in Pennsylvania

The cause of education has ever been one of the utmost concern
to the people of your Commonwealth. We hear much in the days
of the early settlement of Jamestown and the early settlement of
Plymouth, of battles with the Indians, though we hear little from
either of them about the establishment of schools. In Philadel-
phia, the next year after the settlement, one of the earliest subjects
to attract the attention of the people was the establishment of a
school. The first medical school in America was established among
yourselves. As you well know, in almost every county in this
Commonwealth there is a university or a college. We have the
University of Pennsylvania, the Jefferson Medical School, as well
as Bryn Mawr, Bucknell, Lehigh, Washington and Jefferson,
Franklin and Marshall, and many other colleges. It is almost
impossible to name them all. But colleges and universities by no
means cover the field of education. The state, as you likewise
well know, gives out of its resources six millions of dollars to main-
tain the public schools

Power of a Correct Thought

The greatest of forces which have moved mankind, is a great
correct thought. Power dissipates, wealth is scattered, all the
influences that tie men together are presently broken ; but the man
who has a correct thought and develops it in action establishes
something on the face of the earth that will last forever. (Applause.)

When Moses first talked of the unity of the Godhead, of the
Supreme Being, he determined the future of mankind. When a
peasant up in the mountains of Switzerland first suggested the
separation of Church and State, he then, as it were, created the
government under which you are now living. (Applause.) The
man who in the cause of education suggested the idea that there
are masses of people over the earth who cannot go to colleges and
universities, who have not even the time to go to the common
schools, but who need the up-lifting of training and education — he
did a lasting and a beneficial work. (Applause.)

On looking hurriedly over your program, I see that nine hundred
and thirty thousand young men and women have enjoyed the bene-
fits of this School. Think what that means! Look at the signifi-
cance of that thought. And happily, fortunately, this School
was established here in this community. I have just been riding
around your hills and have seen your beautiful landscapes, I have
seen the evidences of thrift everywhere exemplified about you.
In order to meet the needs of the present day, where could a school
of this kind be better established than in this growing, strong,
and resourceful community? (Applause.)

Happily it so occurred. And now, at the end of fifteen years,
you meet to celebrate its establishment, you meet to look back
over the success that has been accomplished. It is the hope of
your people, it is the hope of the Commonwealth, and it is the
general belief that this great Institution will go on into the future
with like success and with continued prosperity. (Applause.)

THE INTERNATIONAL
CORRESPONDENCE SCHOOLS

THOMAS J. FOSTER

President of the International Textbook Company

On the occasion of the first formal celebration of an anniversary
of an educational institution conducted on new principles, it is
fitting that the plan through which its success has been attained
should be officially stated. This task devolves on me by reason of
my position at the head of the institution.

The Schools had their beginning in efforts to teach coal miners
to qualify for the examinations that candidates for appointment
as mine inspectors and mine foremen must pass in this and other
states. To pass these examinations, they must solve the formulas
governing the flow of air through mine passages and understand
the gases met with in mines, mine surveying, and the machinery
used about mines. To do this, they need to know many of the
processes in arithmetic, including involution, evolution, ratio, and
proportion ; the use of the signs and symbols employed in formulas,
the application of formulas and their solution, and something
of Chemistry, Geometry, Trigonometry, Mechanics, and Hydro-
mechanics. It is no ordinary educational problem to impart this
knowledge to men who never attended school, or did so for only a
year or two before they were put to work ; who are ignorant of the
first processes of arithmetic; whose average age is twenty -seven ;
who work every day in the mines; who have families to support;
who cannot quit work to attend a day school; and who will not
attend a night school because they cannot be present at every
session, and because they are ashamed to expose their ignorance to
others who attend; who, when studying at home, use the kitchen
table for a desk and often rock the cradle with one hand, to keep
the baby quiet, while holding their lesson paper in the other — it is
no ordinary educational problem, we say, to impart this knowledge
to such men. The present I. C. S. plan of teaching is the perfected
system with which men conditioned and situated as described are
qualified in all the subjects of a mining education, and made mining
engineers, mine inspectors, mine superintendents, and mine foremen.

Drawing Taught With Success

In perfecting the system to teach mining, we learned that
we could teach all the engineering trades and professions.
The first contracts provided that the miners should come to
Scranton to learn Surveying and Mapping in day classes under
the instruction of present teachers. We did not know that we
could teach the use of surveying instruments or drawing by mail.
But the students could not spare the time nor afford the expense
to attend classes at Scranton. We were compelled to experiment,
and were successful in making a textbook from which the student
could learn, without the assistance of a present teacher, to use a
surveying instrument and make a map. A few years later, we
were teaching Mechanical and Architectural Drawing to thousands.
We have enrolled to date over one hundred thousand students in
Drawing Courses, and Drawing is part of the instruction in all
the Engineering Courses. We have over eight thousand students
in Art Courses, in which are taught, among other subjects, Free-
Hand Drawing, Perspective Drawing, Pen-and-ink Rendering,
Water-Color Rendering, Drawing from Nature, Drawing from
Casts, and Drawing from the Human Figure.

An idea of the present scope of the instruction work may be
obtained from the thirty-one schools into which the teaching
organization is divided. Each of these is in charge of a Principal,
who may have an Assistant Principal and will have in his separate
organization from one-half dozen to over fifty Examiners and
Assistant Instructors.

Specialized Instruction

The titles of the thirty -one schools are: Advertising, Archi-
tecture, Arts and Crafts, Chemistry, Civil Engineering, Civil Service,
Commerce, Drawing, Electrical Engineering, Electrotherapeutics,
English Branches, French, German, Spanish, Law, Lettering and
Sign Painting, Locomotive Running, Mathematics and Mechanics,
Mechanical Engineering, Coal Mining, Metal Mining, Navigation,
Pedagogy, Plumbing, Heating and Ventilation, Sheet-Metal Work,
Shop and Foundry Practice, Steam and Marine Engineering,
Structural Engineering, Telephone and Telegraph Engineering,
Textiles, Window Trimming and Mercantile Decoration.

One of the most important features of I. C. S. instruction is
specialization. We teach workers who must take for study, time
which would otherwise be given to recreation and rest. They
study under so many disadvantages that their instruction must be

restricted to the processes and principles of the particular trade
or part of a trade in which they desire to be educated. Therefore,
the instruction is grouped into many Courses, to suit the require-
ments of the students. Thus, there are stationary engineers who
wish to qualify to care for and operate a small steam plant; others,
who want to qualify to take charge of a plant of two hundred and
fifty horsepower; and others who want to qualify to superintend a
plant of thousands of horsepower. We have, therefore, three
Steam Engineering Courses. In the advanced Courses, the subjects
are treated at greater length and instruction in more subjects is
included. The School of Electricity teaches thirteen Courses; the
School of Mechanics, ten, and so on.

Unique Plan of the I. C. S.

The plan of the Schools differs from the methods usually em-
ployed in teaching, in the following particulars:

First. — The textbooks used are prepared specially for home
study.

Second.- — The work of the student is corrected, and he is directed
and assisted in his studies, through the mails.

Third. — The Courses of Instruction are sold on the monthly
instalment plan, through publicity and solicitation, to persons,
the majority of whom before they are approached by Representa-
tives of the Institution, have not seriously thought of self-improve-
ment. These miners, mechanics, and others, are induced to under-
take Courses of study by inspiring the desire for technical educa-
tion and creating the self-confidence necessary to begin the work.
Students that become discouraged and quit studying are recan-
vassed and induced to resume their studies by the Representatives
as they call on them from month to month for their instalment
payments.

(The rules followed in the preparation of the home-study
textbooks and the methods of examining and correcting the stu-
dents' answer papers and of assisting them in their work, will be
described in papers to be read at these exercises.)

How I. C. S. Courses Are Sold

Five per cent, or more of the Scholarships are sold to men
engaged in the engineering trades and professions — some of them
graduates of scientific schools, who buy the texts for reference
purposes, because they are concise, complete, practical, and better
indexed than other technical publications.

Twenty per cent, are sold to persons who desire to qualify for
Civil-Service examinations or the examinations in mining, steam
engineering, electricity, plumbing, etc., required by many states
and municipalities, or who are alive to the advantages of technical
training and desire to educate themselves to obtain promotion or
advancement.

Thus, about twenty-five per cent, of the business comes through
the demand for a practical system of home study in the theory
of the trades and engineering professions, but the larger part —
seventy-five per cent. — is secured by creating the demand.

You cannot give away education; you can give free instruction.
Men will not study unless strongly influenced. Students with
whom the desire for improvement is a controlling motive, will
take full advantage of opportunities for free instruction, but the
proportion of the ambitious to the whole number that should
study, is small. Most of those we enroll will not accept a Scholar-
ship as a gift on condition that they are to use it, before their
ambition is aroused and their self-confidence stimulated.

Of the great majority who undertake to study, it is true that
they need in the start, until the study habit is formed, every aid
to perseverance. The more this class pay for tuition, the better, as
the fact that they themselves pay the price is an incentive to work.

Inspirational Publicity and Solicitation

The greater portion of the I. C. S. Courses are sold to careless
and indifferent persons, by arousing their ambition, building up
their self-confidence, and inducing them to enroll by what I shall
call inspirational publicity and inspirational solicitation.

There are but two ways to sell: first, through publicity, which
is advertising; and, second, through solicitation, which is salesman-
ship. We employ both. We publish and talk the benefits of
education and the great rewards open to men who can do work
better than their fellows; that education is the key to the door-
way to success ; that we have a practical means for men that work
to educate themselves in their work at their work; that a man can
form the study habit and educate himself; that we have special
textbooks, easy to learn, easy to remember, and easy to apply;
that the price is within the reach of all since it can be paid at the
rate of five dollars or three dollars per month, and that if, for any
reasonable cause, such as sickness, or loss of employment, the
student is unable to make his payments promptly, he is given
time, and permitted to continue his studies in the interim without
additional charge.

We advertise in every publication from which we can obtain
prospects, a name for persons sufficiently interested to make inquiry
about the Courses of Instruction or methods of teaching, at a cost
not too great, and are using a hundred mediums, mainly magazines
and trade journals. If we had the capital to carry large advertise-
ments in the daily papers for a year or more, we could probably
obtain results through them, and also through bill -board and
street-car advertising.

The advertising is made effective by illustrations that catch
the attention of the indifferent, untrained mechanic, make him
realize his unfortunate position, and suggest to him that he can
improve his condition by mastering the theory of his trade.

The Unambitious Inspired to Study

The enrolment is not made from the educated or cultured
classes; the only qualification required to enter for a Course is
the ability to read and write English. The plan is intended for
persons ignorant of elementary mathematics who cannot attend
a regular school to study, and for whom there has heretofore not
been provided a practical means for self -education. We find that
drawings, such as "Are Your Hands Tied," "On Which Side of
the Desk Are You," etc., will halt these people as they drift
through life, and give them the first suggestion they have ever had,
perhaps, that there is something better to which they can attain.

If our advertisements were simple announcements of technical
courses to sell, as are the advertisements of the regular schools,
we would not have one inquiry where we now have a dozen. It
is said that last year if there had been ten graduates from the
Massachusetts Institute of Technology for every one that did
graduate, they all could have found employment at good salaries.
Why not advertise this important truth so that young men may
be induced to take advantage of the opportunities offered by
that great institution and others like it?

One of the greatest needs of the time is some agency to make
more of the people desire education sufficiently to deny themselves
to obtain it. If Mr. Carnegie will supplement his magnificent
gifts for libraries by establishing a foundation to provide half
a million dollars annually to be expended in advertising the
benefits of education and the resources of his libraries, he will
be surprised by the great increase in the number using his libraries.

This inspirational advertising in magazine and trade papers,
in millions of circulars placed in the homes of the country every
month, in exhibits in retail-store windows, and in shops where

mechanics are employed, produces prospects. An inquiry received
from the advertising is answered by the Mail Sales Department,
and, if the prospect resides in a Route, his name and address is
forwarded to the Representative of the Schools who calls upon
him, furnishes information required, and solicits him to enroll.

I. C. S. Field Organization

The Field Organization of the Schools consists of eight hundred
Routes, grouped in two hundred and forty Divisions of three or
more Routes each, which are arranged in thirty-four Districts of
seven or more Divisions each, and covers the United States and
Canada. Twelve hundred salesmen represent the Institution in
these Routes, Divisions, and Districts.

There is also a Railway Organization, in charge of a General
Manager, in which there are employed eighty salesmen. The
Schools own and operate seven Air-Brake Instruction Cars, a
Dynamometer Car, and a Passenger Railway Service Testing Car.
There are instructors lecturing on Combustion of Fuel and Firing,
on nine cars that are furnished by Railroad Companies. We are
soliciting business on over one hundred railroads in the United
States and Canada, to whose employes we sell Locomotive Run-
ning Scholarships at reduced prices, in consideration of facilities
for doing the work provided by the Company. The first arrange-
ment of this kind was made with the Canadian Pacific Railway
eight years ago. That we have been selling on this road ever since,
and are doing as large a business now as at any time in the past,
is evidence of the excellence of the educational service we give.

Salesmen Awaken Ambition

The salesmen arouse the ambition of people ignorant of or
indifferent to the advantages of technical education ; create in them
a desire for self -improvement ; convince them that they can educate
themselves by home study ; and induce them to undertake Courses
of instruction, and afterwards encourage them in the cultivation
of application, concentration, and the study habit, that they may
persevere in their studies.

A salesman can tell more effectively than advertisements the
story of the great disadvantages the working man labors under,
who is ignorant of arithmetic, drawing, and the theory of his trade,
and can speak with more effect of the opportunity offered by the
Schools to remove these disadvantages. He makes the prospec-
tive student dissatisfied with his present condition, and points out

the road to better fortune. He can give full particulars, answer
objections, and remove doubts. He convinces the prospect by
' his earnestness, and, if necessary, convinces the wife or father, or
mother, or all of them. It is often necessary to do this, because
an engagement to pay for a Scholarship is an important transaction
for many working men, and other members of the family must
sometimes be consulted. Most of the students obtained from
advertising prospects are enrolled by salesmen. The advertise-
ment secures the interview for the salesman.

Inspirational Work by Students

The student body created during the past fifteen years is as
productive a source of prospects and enrolments as is the adver-
tising. The alumni of a college are a valuable asset ; and the army
of hundreds of thousands of I. C. S. students is a powerful ally in
promoting our interests. The student enrolls, makes sufficient
progress in his Course to derive benefit, and tells his friends. An
advertisement is not so effective as the testimony of a student
who, through home-study training, has advanced in his trade, or
in some other occupation, to a position of responsibility. Seeing is
believing. Such testimony creates a desire for improvement in
thousands who might otherwise remain indifferent. Every month,
hundreds of students are promoted. They know the work and its
great value and can intelligently and earnestly urge their fellows
to do as they have done.

Many students voluntarily assist the salesmen in enrolling their
friends, and all who do assist are paid for the service, if they will
accept payment. The students are systematically solicited to aid
in the work, on altruistic grounds, and without their assistance the
large enrolment required to minimize costs could not be obtained.
The same equipment in textbook plates, buildings, printing plant,
etc., and the same organization at home and in the field would be
required if the enrolment were but five thousand per month.

Benefits Derived by Students

In considering the educational work being done by the Schools,
it must be investigated from two points of view: (1) the benefit
derived by the individual student; and, (2) the proportion of
students benefited.

The. booklet which you found in your seats, entitled "Short
Extracts from the School Histories of I. C. S. Students," will help
in forming an opinion as to the value of the work to the student.

If any gentleman desires to inquire further into this subject, we
will furnish him with a list of the students living in his own locality
whom he can interview. The limits of this paper will only permit
me to say that with I. C. S. texts, and help through the mails as
given by the I. C. S. Instructors, any man can learn to draw and
obtain a full knowledge of the theory of any of the trades and
professions we teach. To that extent and all it stands for, we can
help a man starting without any knowledge of mathematics.

As to the proportion the students helped bear to the whole
number of students, it is impossible to give exact figures, but an
approximately correct estimate can be made.

As previously stated, most of tl.e Scholarships are sold on the
instalment plan on small first payments, by inspirational publicity
and solicitation, to persons who have never done any studying and
who are not accustomed to self-denial. It is much easier to resolve
to study than to study, and many are enrolled who do not become
students. For the man who agrees to study and pay, and does
not, we are not responsible. About two-thirds of those enrolled
pay for their Scholarships, occupy the status of a matriculated
student in a college or university, and are entitled to I. C. S.
instruction. Three out of every four of these are benefited.

Comprehensive Courses of Study

Considering the amount of work involved in completing the
Courses, the circumstances of the students and the fitness of the
textbooks for home study without assistance, it is not to be expected
that many students will pass the final examinations and receive
Diplomas. The Courses are complete; they describe all appli-
cations in a trade or profession, and many of them require a great
deal of time and study. The Electrical Engineering Course
embraces 5,702 pages, and the Architectural Course, 5,296 pages
of instruction matter. To answer the examination questions of
the Complete Coal Mining Course will require the student to write
117,000 words, make 83 diagrams, and 14 drawing plates; the
examination in the Electrical Engineering Course requires 120,000
words, 157 diagrams, and 39 drawing plates, and the Architectural
Course requires 96,600 words, 101 diagrams, and 55 drawing
plates. The average time taken by students to complete the Coal
Mining Course is 4 years and 3 months ; to complete the Electrical
Engineering Course, 4 years and 2 months, and to complete the
Architectural Course, 3 years and 8 months. The longest time
taken by a student to finish the Complete Coal Mining Course

was 13 years and 2 months, the Electrical Engineering Course,
9 years and 10 months; and the Architectural Course, 9 years
and 5 months.

One hundred thousand students have completed their Courses
in full, or have completed the preliminary papers of their Courses
and a number of the advanced papers, or have received a mark
of ninety-eight per cent, on an advanced plate in drawing, which is
given to none but persons who have learned to draw. Over thirteen
thousand of the latter have received Diplomas or Certificates of
Proficiency, the latter being Diplomas for the shorter Courses.

History of First Five Hundred Students

The first five hundred students were enrolled between October
16, 1891, and May 20, 1892, in the Complete Coal Mining Course,
the only Course taught at the time. An examination of the records
shows that three hundred and eighty-five, or seventy-seven per
cent., completed one or more subjects of the Course, and forty -six
completed the Course. The average number of papers passed by
students who sent in work, was ten. The majority were content
with completing the papers on Arithmetic, Mensuration, and Mine
Ventilation, which would qualify them to pass the examinations
for mine foremen.

Many of these students have passed away, and of others we have
lost all trace. We have compiled a list of one hundred, who,
with few exceptions, were miners when they enrolled. Fifty
of them are now coal operators, mining engineers, mine inspectors,
or mine superintendents, and the rest are mine foremen.

No. 1. Thomas Coates, who is with us today, a miner when
he enrolled, is a mine foreman.

No. 4. Joseph Knapper, then a miner, now an inspector
of mines.

No. 16. Jesse Ainsworth, then a miner, now a mine super-
intendent.

No. 80. John H. Jones, then a miner, now a coal operator and
millionaire.

These first five hundred students did more studying than the
average I. C. S. student. They nearly all enrolled without solici-
tation, to qualify for the examinations, and had a strong incentive
to work. Over seventy-seven per cent, completed one or more
subjects of the Course, while but one-half of all the students pass
one or more of the subjects of their Courses.

How Much Studying is Done

The fifty per cent, of students who pass in at least one subject
of their Course, pass, on an average, three subjects; they complete
arithmetic, geometrical drawing, and mechanical drawing; or, arith-
metic, geometrical drawing, and architectural drawing; or, blow-
piping, assaying, and mineralogy; or, arithmetic, mensuration, and
mine ventilation ; or, any three of the five hundred subjects taught
by the Schools; or they complete a single subject like arithmetic,
or a Course of thirty or forty subjects. It takes the average
student nearly four months to finish a subject; so that one-half of
all the students study on an average one year with the Schools.
There can, therefore, be no question that fifty per cent, of the
students are benefited.

Ninety per cent, of the students when they enroll cannot work
fractions, and, therefore, those who complete only Arithmetic
are benefited. As the examples in Arithmetic for each Course
apply to the trades of which the Courses treat, a person mastering
them learns arithmetic and at the same time many of its appli-
cations in his trade.

Easy to Learn, Remember, and Apply

Having intended only that the I. C. S. Textbooks for home
study should be easy to learn, easy to remember, and easy to apply,
when a teacher assists by mail, we have found by trial that they
are easy to learn, remember, and apply, without a teacher. It is
our practice to furnish students, when they enroll, with a complete
set of the texts of their Courses, bound in half leather; they are
furnished with another set in pamphlet form as they proceed with
their studies. Many students complete one or two subjects of
their Course, send in no further work, and use their textbooks for
home study without the assistance of their Instructors.

Many Courses are bought by engineers, managers of works, super-
intendents, and others, with the intention of using them for study
without the assistance of a teacher or for reference purposes.
Others who intend to send their work for correction, find that they
can obtain from the Bound Volumes alone the knowledge needed
for promotion and advancement; and send in no work.

The Case of Michael J. McHale

The case of Michael J. McHale, G-728, who is here today as a
guest of the Schools, shows what men who have nearly everything

to learn can accomplish with I. C. S. textbooks without the assist-
ance of the Instructors. Mr. McHale, while working as a miner,
was solicited by a Representative one afternoon just after receiving
his pay, to enroll for a Course. He was convinced that it would be
to his advantage to study, but as he had received only eleven
dollars for the month's pay and had a wife and two children to
support, he concluded to take the Representative to his home
and have him lay the matter before Mrs. McHale. She also was
convinced that her husband should study, and although they
could hardly see their way to do it, Mr. McHale enrolled and gave
five dollars out of the eleven dollars as the first payment on his
Scholarship. He is now a mine foreman. Children were formerly
put to work in and around the mines at very early ages, and Mr.
McHale started to work when he was only eight and one-half
years old. He says he knew nothing of arithmetic when he began.
Having promised the Representative that he would study one
hour a day, he kept his word, and at the end of a year could extract
square and cube root. While studying, he wrote an occasional
letter to the Schools asking for explanation of difficulties met in his
studies. These were answered, but he received no other assistance,
for he sent no answers to the examination questions of his Course.

Students Benefit From Textbooks

Recently one of the Principals visited a number of localities and
made careful inquiry to ascertain what proportion the students
that use their textbooks for studying without sending in work for
correction and derive benefit by so doing, bear to the whole number
that pay for their Courses. He reported that twenty-five per cent,
of the students are using their textbooks without assistance from
the Schools, and are deriving such benefit that they are enthusiastic
friends of the Institution. It is the opinion of others who have
investigated the matter that this is a conservative estimate.

Counting those who use the textbooks for study at home with-
out assistance from the Instructors, seventy-five per cent, of the
students are benefited.

The delinquents, the name coined for persons enrolled who will
not study and do not pay, are a loss to the Schools. The cost of
enrolling and furnishing them with first work is more than the
average amount received, and the fact that they undertake the
work and fail to persevere, deters others from enrolling.

Systematic Encouragement of Students

Representatives start persons at their studies who cannot
understand the printed instructions how to commence the work,
and then help them to master the processes of arithmetic and solve
difficult problems. They receive the same commission for rein-
stating a delinquent that they do for enrolling a new student, and
it is a rule that delinquents must be induced to resume their studies
and payments if it is possible to get them to do so.

If a person enrolled fails to send in work within sixty days,
he is written to by the Instruction Department and advised to
begin his studies; if he commences to study and stops, he is urged
at intervals to resume the work. Last year one hundred and
thirteen thousand eight hundred and thirty-one such letters were
written.

Our Encouragement Department, at the request of salesmen
who furnish particulars of the student's character and habits,
writes about fifteen thousand letters per year. These letters,
written by men of more than ordinary ability for this work, induce
many to return to their studies.

Magazine of Inspiration for Students

Persons enrolled receive for a year, free of charge, the monthly
publication "Ambition." The purpose of this journal is to create
a desire to profit from the advantages of study, stimulate to perse-
verance, and develop self-reliance.

It is made the duty of teachers and Representatives as they
correspond with students or come in contact with them, to permit
no opportunity to pass unimproved to impress upon them the
great good to be gained by completing the Courses of study; to
convince them that the habit of study is not more difficult to form
than other good habits, and that such habit once acquired, carries
with it the power of concentration, the quality most necessary to
business success.

A Department composed of teachers who show special fitness
for the work, instructs those who find great difficulty in learning,
and a particular Instructor is assigned to a very slow student, with
instructions to insure his success if it takes all of the teacher's time.

If the student so desires, his employer is informed of the prog-
ress he makes in his studies. As the student passes each Instruction
Paper, he is notified that if he will send us the address of his
employer, of an officer of the company for which he works, or of any

other person whom he wishes to be informed that he is studying,
the Instructor will write such person and inform him that the
student has completed the Paper.

Students' Aid Department

Our Students' Aid Department writes letters for students out
of work, or desirous of changing their work, to the persons to whom
they are applying for employment, giving their school history.
The Students' Aid also assists students out of work, or seeking a
change of work, in finding employment, and furnishes draftsmen,
mechanics, and others with special training, to employers in need
of them.

On the payment of a transfer fee of one dollar, a delinquent
student is transferred to another Course of instruction, if he thinks
he can do better than in the Course for which he enrolled.

Delinquency in payment does not suspend a student's privi-
leges. The instruction records are not checked against his account.
As in the winter months we correct the work of twenty thousand
students a week, this saves expense, and besides, a student who
obtains advancement through his studies, even if he does not pay,
is worth something to the Schools. We do not, however, give a
delinquent who studies through his Course and passes his final
examinations, a Diploma, until his account is paid in full.

We are now holding the Diplomas for a number of delinquents.
A student in Michigan, enrolled three years ago, completed the
Sheet-Metal Pattern Drafting Course last week, although he had
made only the initial payment of five dollars on his Scholarship.

The business requires large capital. The textbook plates
for the Courses of Instruction cost $1,500,000. The buildings,
printing plant, and furniture represent an expenditure of $1,000,000,
and there is invested in stocks of paper and publications to con-
duct the business, $500,000. The Scholarships are sold on the
instalment-payment plan and the accounts receivable amount to
$3,500,000. We have $100,000 invested in cars used in instructing
railway employes, and are the largest importers of drawing instru-
ments in the United States.

A Commercial Enterprise

This is a commercial enterprise. It is necessarily so. The
capital could not have been secured unless dividends were earned
and paid. That the money to commence the business was obtained
was surprising to many, because it was an experiment. The idea

of conducting a large school of any description and making it pay
was new. It would have been impossible to secure millions at
the start, but the beginning was small; a profit was made each year
and the necessary capital taken in as the business grew.

There are four thousand stockholders, among whom are many
successful students. They invest in the stock of the Company
because they believe that the most permanent and profitable
business enterprises are those supplying a general want; that at
this time when capital and industry, as well as education and
invention have joined hands in improving the conditions of living,
there is as great a demand for trained brains as there is for food
or clothing; and that a technical school conducted on the lines
this is, with so wide a field of operation, should be as profitable
as a mine or a mill or a tobacco factory or a brewery.

Superior Educational Service

But because the business is conducted on a commercial basis,
it does not follow that the service performed is inferior to that of
other educational institutions, part of whose income is derived
from endowments or to such as are maintained by the State or
National Governments.

Home study under a teacher who directs and assists the stu-
dent by correspondence is more difficult than study where the
recitations are made to a present teacher. But its greater diffi-
culty is compensated for in its stronger influence in developing
the traits of character that make most for business success — self-
reliance, concentration, and exactness.

The student who educates himself studying at home after
working hours proves his strength and ever after has confidence
in himself. Without a teacher, he acquires the habit of concentra-
tion; and in writing the answers to the examination questions, he
learns to work accurately. This is coming to be known by employ-
ers, many of whom, in seeking help, give preference to I. C. S.
students. Even the Certificates of Progress attached by the
Instructors to corrected recitations, are helpful in obtaining posi-
tions and promotions.

Suits Convenience of Student

The rules of a home-study school conducted for profit, as this
is, are made to suit the convenience of the student and not of the
teacher. An I. C. S. mining student may begin his studies in the
coal mines of Pennsylvania, continue them while prospecting in

Alaska, and finish them in the gold fields of South Africa. He
studies one hour a day or one hour a week, as he feels inclined.
Some students take one month to finish the Algebra of the Mechan-
ical Course in which the subject is treated only as far as Quadratic
Equations, while others take eighteen months. Students frequently
quit studying for years and then take up the work where they left
off. In our contract, we provide that we will issue Diplomas only
to such students as pass final examinations to our satisfaction,
but we agree to teach the student until he is qualified to pass the
examination. We have a few students unable to understand the
principles taught, who have been through the Courses two or
three times, and are still unable to pass the examinations.

To get new business, we must satisfy our customers. The
student must have value for the money he pays or he will not
recommend the Schools to his fellows. We cannot afford to offend,
and the rule is to do more for the student than we contract to do,
and to meet his demands on our time and resources, provided that
it is possible to do so. We receive hundreds of letters every week
from students asking for technical information not covered by
their Courses of Instruction, and which we are not under obliga-
tions to answer, all of which are carefully answered. I have known
a Principal to spend three days answering a question which we were
not required to answer. We cannot answer all questions of this
character, but we can and do tell the inquirer where, in our text-
books or in others, he can find the knowledge wanted.

It will be apparent that regulations such as these largely
increase the labor and expense of teaching, yet as the regulations
must in all particulars suit the conditions and convenience of the
student and not those of the teacher, they are our practice.

It is more difficult, teaching by mail, to say "No" without
giving offense, than for the teacher who has the student before
him, yet because we must please, we find a way to meet the demands
of the unreasonable and exacting, and hold their good- will. The
business is conducted for gain, but with gain as the motive influen-
cing his teacher, the student fares as well as when he is the bene-
ficiary of the State or of the philanthropist.

Immense Volume of Business

Some idea of the volume of business done by the Schools and
the work involved in disposing of it may be obtained from the
following data:

In the school year ending May 31, 1906, there were examined
and corrected 743,754 sets of examination questions to Instruction

Papers, drawing plates, and language phonograph records. There
were 159,482 letters written in reply to students asking for explana-
tions of difficulties met with in their studies. The postage paid
at the Scranton post office was $105,468. An average of nine
thousand persons were enrolled per month, six thousand of whom
matriculated. We have seventy-five thousand instalment accounts
and collect on fifty thousand every month. The students do not
pay regularly, the average being two payments every three months.

The first year, the receipts of the Schools were $14,991 ; the
second year, $35,939; the third year, $73,844. Last year they
were $4,200,000. Last month, they were $425,000, which is more
than in any pievious month. We receive $40,000 per year from
New Zealand; $30,000 per year from South Africa; the Canadian
Agencies send us $180,000 per year. The whole amount received
in the fifteen years that the business has been conducted is
$28,775,000. There has been paid $2,300,000 in dividends to the
stockholders.

We have an Instruction Department in San Francisco and are
about opening an Instruction Department in Wellington, New
Zealand, for students in Australasia. The Instruction Department
at Wellington will reduce the time between the students in New
Zealand and the Schools, two months.

We are arranging to do special work on the vessels of the
United States Navy. Of the seventeen warrant officers promoted
to be commissioned officers under the recent Act of Congress,
thirteen are I. C. S. students.

We bind our textbooks and Library of Technology in half
cloth and leather, and are the largest individual publishers of
books in that class of binding in the world.

Vast Field of Work

The field for the work is commensurate with the industries of
the country. The American artisans working in the trades covered
by our Courses, number millions. The total enrolment of the
Schools barely exceeds the number of carpenters in the United
States. Teaching the theory of their trades and professions to
persons already employed is only one branch of the work; other
equally important branches are the preparation of dissatisfied
persons for more congenial occupations, and giving to young per-
sons about to enter the trades, technical training to enable them
to advance more rapidly than they otherwise would.

Every year approximately one million six hundred and fifty
thousand young men and women reach the age of twenty-one in

the United States. Of these, only a few thousand enter scientific
colleges and institutes. Many of these leave before graduation
and in time become customers for mail Courses, as do many gradu-
ates who buy the Instruction Papers because they are more
practical than regular textbooks.

However, the work of the Schools is not confined to the artisan
and laboring classes. We have Courses that business men and
young men and boys who expect to become business men, should
study. They are the Courses in Banking, Commercial Law,
Window Dressing, Show-Card Writing, and Advertising. It is as
important for a business man to have a knowledge of advertising
as it is that he should know commercial arithmetic. We have
thousands of female students, many of them taking the Arts and
Crafts Courses in which drawing, illustrating, and designing are
taught; and many are studying French, German, or Spanish with
the phonograph, in the interest of culture alone.

The field cannot contract, but must expand. In the world's
requirements for trained heads as well as trained hands, no back-
ward step will ever be taken. Not only will the demand for
technical education continue to grow in established industries,
but it will be increased by the development of new industries.

Moral Influence of the I. C. S.

In concluding this paper, let me say that the I.C. S. is doing
more than making skilled brain workers to direct and develop
the industries, more than training inventors to seek after the nine
hundred ninety-nine parts of truth which Mr. Edison says the
race has still to learn. Its Representatives are working in every
city, town, and village of the country, inducing men to give up
idleness and spend their spare time in study. It takes the careless
off the street corners, out of the saloons, pool rooms, and bowling
alleys, and, by preventing the waste of money on drink and
useless pleasures, puts clothing on the backs and food in the
mouths of wives and children.

It inspires to self-denial, works for concentration and accuracy,
and develops self-reliance, and thus makes forceful men, who do
things. Such men are the reliance of the State; the workers whose
intelligence, industry, and courage keep the country in the fore-
front of progress.

Teaching by correspondence is not new, but the plans that we
employ to make it efficient and obtain its use by the people are
new. We have opened a new field of educational endeavor in

which the work of the teacher is made more effective by the inven-
tion, by the advertising knowledge, and by the executive and
organizing power of the business man.

When we succeeded in producing textbooks that removed
many of the difficulties and lessened the labor of the home student,
there was revealed an educational light which, brightened by
advertising and salesmanship, has shone around the world, and
benefited hundreds of thousands.

A plan of teaching so far reaching that, operated in an interior
city of Pennsylvania, it can educate and make better men and
citizens of working people in New Zealand and South Africa, is
something worthy the encouragement of all interested in the
improvement of the individual and the elevation of the race.

HON. CHARLES EMORY SMITH

EDUCATIONAL INFLUENCE
OF THE PRESS

HON. CHARLES EMORY SMITH

Ex-Postmaster General, Publisher of the Philadelphia Press

MR. CHAIRMAN, LADIES AND GENTLEMEN:

As you have discovered from your program, I am a "butter in."
In self-defence, I ought to speak more accurately, and to use the
passive instead of the active verb, and say, "I am butted in."
(Laughter.)

Fortunately for myself, and still more fortunately for you,
I am limited to a few minutes. But I am glad to be here on this
occasion. It is worth coming to Scranton to have heard the
paper that has just been read. (Applause.)

World-Wide Temple of Education

I was delighted beyond expression at the manner in which you
received Mr. Foster. It was your recognition of, and your affec-
tionate tribute to, one who had a great conception, and who has
wrought out that conception with extraordinary ability and organ-
izing power — to an educator who has built up a splendid temple,
whose great corridors and whose stately colonnades spread all
over our land.

He modestly said that he was not a good speaker or a good
reader. Well, if I understand rightly, the foundation of good
speaking or good reading, is to have something to say (applause)
or something to read; and I am telling you but the truth when
I say, that as my memory runs back for long, long years — longer
than I would dare mention in the presence of these ladies (laughter)
— to the time when I heard Charles Dickens read from the Christmas
Carol the story of "Tiny Tim," I did not find it more fascinating
than the story which has just been read here. (Applause.)

I found it remarkably instructive and suggestive, and I am
sure that I shall carry away from this occasion reflections that
will be of advantage in my own vocation, as I am sure every listener
may do likewise, whatever his or her vocation may be.

The Newspaper as an Educator

Your Chairman has suggested that the newspaper is an "educa-
tor." It is not for me to dispute his proposition. (Laughter.)
The newspaper is an educator, sometimes good, sometimes, unfor-
tunately, bad; and I could not help feeling, as I listened to the
story of development of the extraordinary career of this School,
that there are some parallels between your School and my own —
and some divergencies. My school of journalism goes to the
reader or to the student in his home. Your School also goes to
the student in the home. My school leaves the reader to digest
and master in his home what is presented to him. Your School,
in a parallel way, leaves the student to master the lesson sent to
him; but it does more than my school, for it invites the student
to come back with his questions, and his examination papers;
and though, Mr. Chairman, we in my profession sometimes profess
to invite replies (laughter), we never fail to remember that we
always have the last word. (Laughter.)

My school scatters all over the universe, as wide as the range
of human knowledge. Your School shows the power of concen-
tration.

I. C. S. Teaches Men to be Practical

Your honored Mayor, in the exceedingly tasteful and felicitous
address with which he welcomed us, dwelt upon the value and
the importance of educative force in our Republic. Your School
not merely teaches particular branches, but by the development
of the intellectual power of its students, it has learned how to
diffuse broad educational influence, how to enforce discipline,
how to take minds with larger powers as yet undisplayed and
develop those powers, and lift them up to a higher plane. Charles
Lamb, you remember, said that he could write like William Shake-
speare, "if he only had a mind to." (Laughter.) But he didn't
have a mind to. Well, now, not all of us — very few of us — can be
Shakespeares. You remember the man in Boston who was asked
about Shakespeare, and he said, "Yes, he wrote almost as well
as if he had come from Boston." But there is within the great
body of men and women a mental power capable of doing larger
and better things than many of them have done, if those minds
are trained and equipped. And it is the great merit of this School,
that it diffuses mental training and equipment wherever they
may be sought. It teaches men to be practical. It teaches

men to aim at the object which is within their reach, or at the
object that can be reached by a little explanation.

You remember the story of the captain in the Civil War who
on his nightly round espied a light appearing over the neighboring
hills. He called the corporal of the guard, and supposing it to
be the light of the enemy, ordered the corporal to put a hole in
it. The corporal sighted his gun, and then looked up and said,
"Why Captain, that is the moon." "Never mind," said the
captain, "put a hole through it anyway." (Laughter.)

Aim at Attainable Mark

Now, that may be a mark, but it is not real ; it is not practical.
What you do, is to teach men and women not only to aim high,
but to aim at the object which is within their reach. In the old
mythology, you will remember, the fabled bowman pointed his
arrow at the stars; and though it left a gleaming train of light,
it fell far short of the mark.

The great object in life is to aim at objects within reach; this
great School enlarges and expands the objects within the reach
of plain men and women, so that the good it is doing is simply
incalculable.

I am amazed at this record which has been read here. Talk
about "high finance!" (laughter) — my ten minutes are not
quite up yet (cries of "Go on!") — talk about "high finance!"
Wall Street isn't in it (laughter), with this record of the work
that has been done by this School, and of the tremendous results
accomplished here. It is simply astounding. I am only sorry
I am not a stockholder. (Laughter.)

A Lesson of Concentration

A word now, about my own school, since the Chairman has
invited me to follow that line. I say I have learned this morning
a lesson here. It is a lesson of concentration instead of scattering;
and I fancy I shall go back with something of a new conception.
I wish I had that man right at my shoulder every day. In fact,
if he ever gets out of a job here, I think I know where he can find
a good one. (Laughter.) The man who can organize and develop
as he has done, can find a place down in Philadelphia. I myself
should be inclined to retire and put him in the editorial chair;
for I think he would be like John Lane, editor of the London
Times, who I have no doubt could write and write well — but who

never wrote. He had the power, however, of calling the men
about him who could write, and of impressing himself upon those
men in such a way that he molded the policy of cabinets and shaped
the action of parliaments — the greatest editor the world has
ever seen.

We range all over creation. We take all fields for our realm.
We even go into illustrations. (Laughter.) We print portraits
at which one might well say as Hamlet said to the ghost of his
father, "Thou comest in such a questionable shape." (Laughter.)
I have myself, I must confess, been guilty of assassination; and
I must equally confess that, as a righteous retribution, I have
myself been assassinated. (Laughter.) It is only fair. Turn
about is fair play, you know. I make no complaint, but we must
learn, after all, the lesson which this School teaches — the lesson of
thoroughness, of minuteness, of excellence; and when we shall
have learned that lesson as thoroughly as it is understood in this
School, the lesson of iteration and reiteration, the lesson of con-
centration, then I am sure that we shall expand in our usefulness.

I thank you, Mr. Chairman; I thank all of you for the pleasure
and the consideration you have given me, and I go away with more
of a feeling of Godspeed for this School. (Applause,)

JOHN JESSE CLARK, M. E.

I.C.S. TEXTBOOKS

JOHN JESSE CLARK, M. E.

Dean of the Faculty of the International Correspondence Schools
Read by H. H. Stock, Editor of Mines and Minerals

That I. C. S. textbooks differ in many respects from regular
textbooks is proved by their popularity and the enrolment of
about nine hundred and thirty thousand students desiring to use
them; that this difference is fundamental is demonstrated by the
fact that the publishers of regular textbooks have not attempted
to imitate our publications. By the expression "regular text-
books," I mean those ordinarily used by schools and colleges.
It is the object of this paper to point out the differences between
I. C. S. and regular textbooks, to give reasons for these differences,
and to explain how I. C. S. textbooks are prepared. The regular
textbook is one dealing more or less exhaustively with the subject
or subjects of which it treats. Such a textbook covers practically
the same ground as any one of half a dozen or more other text-
books treating of the same subject, and differs from it in no essential
feature. The aim of the author is to produce a work that may be
used by all who wish information that would naturally come under
the heading under which the book would be classified, and he is not
at liberty to restrict the scope of his book by leaving out sections
ordinarily included in works of that character. For example, if
the book be on arithmetic and is to include percentage, the author
would not dare to leave out a section on interest; if the book be
on trigonometry, he would not dare to restrict the solution of
triangles to the method of right triangles only and omit all demon-
strations; and so on with other textbooks. If he did any of these
things, publishers would refuse to print the book, except at his
own expense; schools would have nothing to do with it, because
it would not meet their requirements. Its sale would be limited,
to say the least.

Different From Other Textbooks

Yet the International Textbook Company is constantly and
deliberately violating all recognized rules of textbook making, and
its publications are more eagerly sought than any others. Why?

Because we give the student exactly what he wants and needs in
connection with the particular line of study he desires to pursue —
and we give him no more and no less. If he wishes to become a
fireman of a stationary engine, and hopes that later he may become
an engineer and perhaps have charge of a steam plant, we offer
him a Course of study exactly suited to his requirements. The
textbooks he uses have all been written especially for use in that
Course.

We require no preparation on his part beyond the ability to
read ordinary English prose and to write it sufficiently well to
make himself understood. (There have been many cases where
this latter requirement was lacking and the student has dictated
his work on the examination questions to his wife or to a friend.)
A student taking a Course of this kind desires to know about the
construction of steam boilers and steam engines and how they are
operated and cared for. He wants to know the principles connected
with the firing of a boiler and the relative values of different fuels.
He must know how to solve the various problems pertaining to
safety valves and how to calculate the strength of boiler shells,
stayed surfaces, joints, etc. He also wants a knowledge of the
different types of steam engines and steam pumps, how to set the
valves, how to take, read, and work up indicator cards, etc. In
addition, he may need information regarding dynamos and motors,
and possibly, also, elevators. Furthermore, he objects to study-
ing any subject or parts of a subject that will delay him in getting
this knowledge. All the information he requires is included in
the textbooks of our Steam Engineering Course, but he may not
wish so much. We provide for this by dividing the main Course
into smaller ones, by omitting certain subjects and making others
optional. Later, if he wishes to study a more extensive Course,
we transfer him to the Course he selects.

You will perceive from the foregoing that all our Courses are
special Courses. Our plan is to give every student exactly what
he wants, and to prepare our textbooks in such manner that he
can obtain the information he desires in the shortest possible
time. Each Course thus has its own series of textbooks, written
especially for it and adapted to it. This alone, however, would not
be sufficient to account for the popularity of I. C. S. Textbooks.

Clear and Concise

In addition, we aim to make them so clear that they cannot
be misunderstood by any one of average intelligence, and to make
all explanations so full as not to force the student to ask any

questions or to leave anything for him to infer. In other words,
we endeavor to anticipate all his difficulties, and we make use
of every device the author, printer, and draftsman can think of
in making the text and explanations clear. The author keeps
constantly in mind the fact that there will be some student study-
ing his book who cannot get assistance from any one, except by
writing to the Schools, and then it may take six months to get an
answer, in the case of a foreign student. The regular textbook,
on the contrary, is written with the expectation that it is to be
studied under the direct supervision of a teacher, to whom the
student can refer in all cases of doubt or difficulty; in addition,
it usually demands original work on the part of the student.

I can make myself clearer by citing a specific case. I recall
that about ten or eleven years ago one of our writers had occasion
to describe how drawings and maps are colored, and gave some of
the leading color combinations, such as, that yellow and blue
make green, etc. I had never done any work of this kind, so
I asked him if one color was ground in water, like India ink, and
then the other color ground in until the desired secondary color
was obtained, or if the colors were ground separately and mixed.
I further stated that I couldn't see how the exact shade wanted
could be obtained. He said "0! no! that is not the way: you
paint one color on, and then you paint the other one over it."
I am sure that would never have occurred to me from anything
I had ever read. I was quite interested, and asked him if it made
any difference which color was applied first. He said "No!"
I then told him to put in his manuscript what he had just been
telling me, as most of the students who studied his book would
be fully as ignorant as I had been.

Issued in Two Forms

Before proceeding further, it should be explained that I. C. S.
textbooks are issued in two forms. First, as pamphlets, bound in
paper covers, and averaging about sixty pages each, which we call
Instruction Papers; these are sent to the student, one at a time,
to study from as he proceeds with his Course. Second, in volumes
averaging about five hundred and fifty pages each, and bound in
half leather and cloth. The number of Instruction Papers now
in use or being prepared is about two thousand.

We have two reasons for issuing the Instruction Papers and
for limiting them to such a small number of pages: First, they
are light and easily carried, and the student can study them at

any time and anywhere; the second, and principal, reason is that
the student is far more likely to complete a subject or his Course
if the Papers are short. He finishes studying a Paper before his
mind has become confused over the multiplicity of new ideas
presented to him, and writes his answers to the examination
questions. He thus comes into early and frequent contact with
the Schools, gets encouragement, and receives help and sugges-
tions that are of great value in connection with his studies. To
appreciate fully the work we are doing, it is necessary to keep
in mind that in addition to teaching a student the subjects included
in his Course, we are almost invariably compelled to train him in
the study habit. We cannot compel him to study, and can only
encourage him to keep on by giving him what he wants and making
everything as easy as possible. That short Papers are a source
of great encouragement to the student has been demonstrated
many times.

A striking example is found in the subject of algebra. For-
merly, we included in one Paper, covering about one hundred and
forty pages, this subject and the use of the logarithmic table. The
students had so much trouble with it that we put logarithms in a
separate Paper and divided the remainder into two parts of sixty
pages each. A few years later we redivided it so that we had six
parts instead of two. A far greater percentage of students com-
plete this work now than when it was comprised in three Papers;
and a greater percentage completed it then than when it was com-
prised in one Paper, yet the text itself is practically unchanged.

The reason that we send the student an extra set of textbooks
in volume form is that he may have them to refer to either before
or after he has completed his studies. This is a valuable feature,
since by reason of the manner in which it is prepared, the I. C. S.
textbook is the best obtainable for ready reference on the subjects
of which it treats.

Practical Examples

Our textbooks differ from regular textbooks in still another
important respect. The illustrative examples, the examples for
practice, and the examination questions relate in so far as is pos-
sible to matters with which the student is familiar, or with which
he will become familiar when he applies in practice the knowledge
he has gained from his studies. Each rule or formula is illustrated
as soon as stated by one or more problems, the solutions of which
are given, showing its application.

For instance, suppose the Course is Steam Engineering and tlie
student is studying mensuration. In its proper place a segment of
a circle is defined and a formula is given for finding the area.
Among the examples which illustrate the application of the lormula
is one containing a cut showing a return-tubular boiler having a
cylindrical shell, and the example relates to the calculation of the
steam space above the normal water level ; also to the amount and
weight of the water and to the heating surface of the tubes. The
student thus learns something of direct benefit to him, is kept
interested, and is encouraged to keep up his studies. It is obvious
that a problem of this kind would be entirely unsuited to a student
in the School of Architecture, so we prepare for those students
another Paper on mensuration in which the examples, etc., relate
to architectural subjects, and similarly for other Courses.

That this feature is very important, is shown in various ways,
and particularly with those subjects in connection with which it
is hardly possible to give practical examples and problems; as, for
instance, algebra, logarithms, formulas, etc. The Paper on for-
mulas covers only eleven pages, and while we have done every-
thing we could to make it easily understood our students have a
great deal of trouble with it. The reasons are that it comes between
arithmetic and mensuration, the subject is new to the student, and
he takes little interest in it, for the lack of concrete examples and
problems.

Omission of Demonstrations

Perhaps the most noticeable difference between I. C. S. text-
books and regular textbooks is the omission of demonstrations.
We give, what is in our opinion, the best formula to employ for any
particular case; we tell the student how to use it, and, if necessary,
when it should not be used ; we give one or more problems of the
kind that would naturally occur in practice; in short, we give him
more information relating to the use of that formula than he would
be likely to find in any of the regular textbooks — but we omit its
demonstration, as a general rule. This enables us to cut down
the amount of mathematics required to the lowest practicable limit ;
it enables the student to begin the study of the technical Papers
very early in his Course; and it permits the student to finish his
Course in the shortest period of time. The omission of demonstra-
tions is the most important feature of the I. C. S. textbook treat-
ing on science or technology, and is the predominating reason
for its popularity.

It must not be supposed that because our treatment of some
subjects is very much attenuated as compared with regular text-
books that this is always the case. Frequently, our treatment
is very much fuller, and in some cases the information contained
in our textbooks cannot be duplicated. Two examples of the latter
are our Papers on Malleable Casting and on Elevators. When the
exigencies of the case demand it, even those subjects whose treat-
ment is most curtailed contain a very full treatment in many
places. For example, the Arithmetics used in various engineering
Courses average about one hundred and twenty pages each, yet
the subject of evolution is treated more fully than in any other
arithmetic. The Paper on Logarithms gives more information on
the use of the logarithmic table than any book I have ever seen,
and one of our students who has finished it can easily work prob-
lems that would prove very troublesome to many who are familiar
with derivation of the logarithmic series, something that but few
of our students have ever heard of.

Replete With Instructive Illustrations

This Paper would be incomplete without some reference to
the character and quality of our illustrations. All our illustra-
tions are intended to make the text clear, and the cuts are made
by our own draftsmen and illustrators under the direct super-
vision of the author or editor of the Paper in which they are to
be used. Our Illustrating Department comprises at present thirty
men, a large proportion of whom were previously employed in the
leading engraving houses. The drawings are all made keeping
constantly in view the purpose for which the cut is to be used
and the subject to be illustrated. Every device known to the
draftsman is made use of in this connection, and valuable sugges-
tions are constantly being given by the authors.

As an example of the thoroughness with which the work is
done, I would call your attention to our Papers on the subject of
air brakes and also to those used in our textile Courses. In the
case of the air-brake Papers, we received full-sized castings from
the makers, and made the drawings from direct measurements.
In the case of the textile Papers, we sent a draftsman to New
Bedford, Massachusetts, and kept him there several months
making sketches when it was not feasible to photograph the
complicated machines it was desired to illustrate. We are willing
to go to any length, in so far as expense is concerned, to have our
illustrations exactly suited to the text and to render them more
easily understood by the student.

How I. C. S. Textbooks Are Prepared

The manner in which we prepare our textbooks is about as
follows : The original manuscript is written by some one employed
in our Textbook Department, or, in many cases, by some one not
regularly employed by us. In either case, after the manuscript
is written it is reviewed and criticized by some one in the Textbook
Department, who acts as editor. It not infrequently happens that
the editor rewrites a large part of the original manuscript, and,
in a few cases, he may rewrite it completely. The manuscript
is then read over very carefully by a second editor who has had
experience as a compositor and proof reader and who is well versed
in English grammar and with the methods employed by the printer.
If there are calculations in the Paper, these are checked by still
another person who uses a calculating machine for this purpose.
The manuscript is then sent to the Illustrating Department and
the drawings are made for the cuts.

The procedure employed in connection with the Paper entitled
Mechanical Drawing will well illustrate our system. Recently, we
desired to revise our Paper on Mechanical Drawing and we con-
tracted with Mr. John Upp, Engineer-in-Charge of the Drafting
Department of the General Electric Company, to prepare for us
a new Paper on this subject. In addition to the manuscript, he
was to furnish drawings to be used in illustrating the Paper and
also a set of drawings suitable for use in connection with the prepa-
ration of a series of drawing plates. When the manuscript was
received from Mr. Upp, it was given to one of the mechanical
engineers employed in the Textbook Department who rewrote it
from beginning to end. The reason for this was that the manu-
script, as we received it, was not suited to our needs; at the same
time it contained the information we desired in the preparation of
the Paper and we could not have obtained it in any other way.
We received from Mr. Upp a manuscript containing the latest and
best modern American drafting-room practice, and all we were
required to do was to recast it into a form suitable for the use of
our students, adding such details as the author had omitted.

Repeated Careful Editing

When the manuscript had been rewritten, it was gone over by
myself, as final editor, and I personally rewrote sections of it,
checked the work that had been done, and gave it the finishing
touches. It was then sent to the Illustrating Department and the
drawings were made in pencil, after which the manuscript and
drawings were forwarded to Mr. Upp, who spent several weeks

going over the whole very carefully. He had a large number of
valuable suggestions to offer, and I went to Schenectady, person-
ally, to see him, and discussed these suggestions with him. The
changes that were mutually agreed upon were made on my return,
the drawings were inked in and the cuts made. The manuscript
was then sent to the printer.

Before going to the composing room, it was carefully read by
proof readers who checked it for errors in grammar, etc., and who
indicated on the manuscript the kind of type, sizes of headings,
etc. to be used, for the guidance of the compositor. The proof
was read several times by myself and also by the person who
rewrote the original manuscript, and, in addition, it was read
several times in the proof-reading department. Although the
Paper is a comparatively long one, covering more than 160 pages,
and although it offered almost innumerable chances for making
errors, the work was so carefully done that but one or two errors
have been detected in the 21 drawing plates, and not more than
three or four in the text matter.

Frequent Revision

Another extremely important feature in connection with
I. C. S. textbooks is that bearing on their revision; the correction
of errors — both of the author and the printer — and alterations in
the text made necessary by reason of ambiguous statements or
insufficient explanations. We have a large file which contains
everything in the line of printed matter used by our students,
each page being pasted separately on a sheet nine inches by twelve
inches in size. If any error is detected or is reported by a student,
it is noted at once on the proper page in the file. If a student has
difficulty in understanding any particular explanation or state-
ment and the difficulty appears to be due to the manner in which
the text was written, it is reported to the person responsible for
the writing or revision of the Paper. He then makes a note of the
matter on the proper page — or on a separate sheet, which is filed
adjacent to the page referred to. If an examination question gives
trouble to any considerable number of students, note is made of
this fact also, and the text is carefully examined with a view to
altering it in the future, if deemed advisable. All suggestions
relating to improvements or additions to the Instruction Papers
received from any source, whether obtained through the reading
of publications of the technical press or otherwise, are filed. In
short, everything that may be of assistance to the person having
the future revision in charge is entered in this file.

Why Frequent Revisions Are Necessary

Regarding the revisions themselves, they are rendered neces-
sary through various causes. Notwithstanding the great pains we
take and our long experience, it is practically impossible to prepare
a set of textbooks that will give general satisfaction in the first
instance. We cannot foresee the difficulties that students will
encounter and we are likely to omit certain principles, processes,
etc., that a large number of students demand.

As a notable instance of this I cite the textbooks on Shop Prac-
tice. These were published in the summer of 1901, there being
four volumes. In less than a year, they received a hasty revision,
and in two years from the time they were first issued over one-half
the original text had been rewritten and a large amount of new
matter added, the number of volumes being increased from four
to five.

Again, certain volumes describe appliances and methods that are
constantly changing. This is notably the case in connection with
textbooks treating on electrical engineering, telephony, air brakes,
and locomotives. We are providing for this temporarily by issuing
bulletins; but after a few years, these become insufficient and it
is then necessary to rewrite practically the entire text.

We have just completed the rewriting of all the textbooks used
in our older Courses and some of those used in comparatively new
Courses, which are now rapidly being printed. I may say that the
revised textbooks cost, on an average, twice as much as the original
textbooks; the reason for this is that the textbooks are entirely
rewritten, they cover very much more ground, the illustrations are
more numerous and more work is expended on them, the cost of
obtaining the information is higher, and the cost of writing and
editing is also higher.

This, in brief, is an explanation of some of the more marked
differences between I. C. S. textbooks and regular textbooks. I
am not able to dwell longer on the subject, for want of time. I hope
that what I have said will assist you in grasping the details of our
system as you go through the buildings this afternoon.

WILLIAM B. RIDENOUR, A. M.

THE I. C. S. METHOD OF TEACHING

WILLIAM B. RIDENOUR, A. M.

Principal School of Pedagogy, International Correspondence Schools

Nearly one-half a century ago the Merrimac steamed slowly
down from Norfolk and attacked the federal fleet in Hampton
Roads. In this fleet were the frigates Congress, Cumberland,
and Minnesota, which could easily have destroyed the magnificent
armada with which Nelson at Trafalgar defeated the combined
navies of France and Spain; yet against the monster that came
upon them so unexpectedly they were helpless. On the following
morning, the Merrimac returned to complete the ruin she had
begun. Confronted by the Monitor, prototype of the steel-clad
leviathans of today, her mission was speedily ended.

This first battle of the ironclads carried consternation to all
the great powers, and especially to England whose unrivaled
fleets for more than two centuries had been queening it on all of the
seas of the world. Her navy was now shown to be obsolete and
useless, as well as her literature on the science of marine engineering.

Such readjustments to new conditions are of constant occur-
rence, and serve to mark our progress toward the time when man
shall be in complete control of the forces of nature. All high
achievement is quickly superseded by higher achievement, for
man's search for something better — for superlatives — is unceasing.
He is never satisfied with what he has attained. From every
height he wins, he looks and yearns toward other heights.

Readjustments In Education

With this progress come new subdivisions in engineering, in
industry, in education. Only a little while ago, our colleges had
no technical courses worthy of the name. The professions then
were law, medicine, and theology. Civil engineering was in its
infancy. Its subdivisions into many related branches — hydraulic,
municipal, railway, bridge, tunnel — had scarcely been thought
of as something to come. When the Roeblings proposed to
span the interspace between New York and Brooklyn with the
world's first suspension bridge, there were no scientific treatises

describing the methods to be followed. The world had virtually
nothing on applied electricity when Edison began his revolu-
tionary work. Since that time, electricity has been revealing a
knowledge of her laws to the prying of mathematics, and electrical
engineering has now many subdivisions. The burrowings under
the Hudson have shown that our schools of technology must add
to their curricula a course on modern submarine engineering.
Our colleges used to attempt nothing more than to furnish the
sons of the wealthy with training in the so-called humanities,
in order to fit them for one or other of the only three professions
that a gentleman might enter. Neither the public schools nor the
colleges made provision for the training of the artisan. For
him, there was only the apprentice system. Even today, the same
is largely true, although it is almost axiomatic that the brain of
the engineer avails but little unless supplemented by scientific
skill in the men that execute his plans. Technical fitness in the
man at the top is indispensable; but if our industrial system is
to be of the first rank, it will not do to ignore the needs of the man
below.

Germany's Technological Education

Germany has fully realized this important fact. The little King-
dom of Saxony, with an area of only one-eighth the area of Penn-
sylvania and a population less than that of Illinois, has nearly two
thousand men in the great technological school at Dresden preparing
to captain her industries. She has, besides, two hundred and eighty-
seven industrial schools, all aided and in a measure controlled by
the government, where both practice and theory in any one of
forty-four technical industries may be obtained by the poorest boy.
If supremacy in the commerce of the world is a prize awaiting the
nation that has the best system of technical education, the example
of Germany furnishes a lesson for the rest of the world. Hemmed
in as she is, her marvelous progress proves that she understands
how industrial primacy is to be won. Her educators, lawmakers,
and industrial leaders are all cooperating with her far-seeing
energetic emperor for the glory and prosperity of the fatherland.

In a recent article, the London Daily Mail says: "There can
be but little doubt that the marvelous expansion of German
trade — one of the notable achievements of the nineteenth century
— is traceable to the system of education that has directed all the
available resources of scientific knowledge and research toward
the solution of industrial problems and the betterment of industrial
methods. Her universities no longer form the crown of her

educational edifice. In her polytechnic schools, the keen business
man with sound scientific knowledge is today receiving his training
for leadership. Her chemists, and her civil, mechanical, and
mining engineers are preparing there for the problems of business
life by acquiring a thorough practical and technical knowledge.
To make the training of these men effective for developing the
resources of the empire, hundreds of industrial schools are turning
out tens of thousands of skilled helpers for these men of higher
equipment."

In this age of machinery and invention, what part is our own
country playing in this readjustment of educational ideals ? It has
forty-three schools of technology, only a few of which are of high
rank. Many of our colleges and universities have technical courses
but in most of them these courses are treated as of secondary
importance. They have only 21,000 technical students. Of indus-
trial schools for training the artisan, there are few. For each
100,000 of population, our country has 173 physicians, 142 lawyers,
104 saloon keepers, and only 10 electrical, 8 mechanical, and
4 mining engineers.

Need for Correspondence Industrial University

In view of these conditions, is it any wonder that the Inter-
national Correspondence Schools, in their brief existence, have
enrolled more than eight times as many students as are in all
our colleges, universities, and schools of technology? Only forty-
five per cent, of the colleges have an attendance in excess of our
daily enrolment — 360 students. Harvard University, founded
270 years ago, has sent out 28,000 graduates. In fifteen years,
85,000 students of our institution have actually finished th'eir
Courses and received their Diplomas, or they have virtually done
so; and 225,000 other students have completed the mathematics,
physics, and drawing that form the broad and safe foundation on
which every one of our technical Courses rests.

That this great industrial university is needed has been demon-
strated by its marvelous prosperity, by the indorsements it has won
from the heads of great industries, from the chiefs of government
departments, from prominent educators, from presidents and
professors in scores of our best colleges, and from thousands of
thinkers on economics. For fifteen years, the Schools have been
in the white light under the sharp scrutiny of watchful eyes — eyes
quick to distinguish that which is from that which only seems.
From students, too, have come letters, almost beyond counting,

filled with the story of what we have done for them, with admis-
sions of indebtedness that cannot be discharged, with assurances
of enduring gratitude and friendship. And during all these years,
there has been no waning of prosperity; what was at first only an
experiment has become an institution — something that rests
upon the solid rock of public confidence.

To insure the prosperity of any great enterprise, appropriate
means must be used. You have already learned that the success
of the Schools is owing in large measure to our textbooks. These
books are unique in many respects — in their simplicity and com-
prehensiveness, in their diction, in their illustrations, in the ease
with which they can be learned, and in the fact that they contain
just the theory needed in practice and no more. Perhaps, their
most remarkable feature is their perfect adaptation to the I. C. S.
method of teaching, to explain which is the principal purpose of
this paper.

Men Trained for Work at Work

This method of teaching was devised for following the student
from the schoolroom into the workshop, and training him for his
work at his work. By a slow process of evolution, its faults have
been corrected and its details adapted to the needs of the student,
until it has reached a degree of effectiveness little inferior to the
methods of the classroom. Beginning with a single Course intended
to teach the theory and practice of coal mining, the work has grown
until it includes more than two hundred Courses in engineering and
the mechanical and manual industries. Until this method had
been wrought into practical perfection, educators were agreed that
the functions of the teacher must cease for the student when he
leaves school and enters the workshop. This institution has demon-
strated the feasibility of industrial training for industrial workers
— of education in the scientific theory and practice of their chosen
pursuits; it has shown the possibility of giving them, while
pursuing their studies, supervision and assistance such that their
teacher shall seem almost as real, as helpful, and as accessible as
if teacher and pupil were actually together in the schoolroom.

The word teaching implies several distinct things:

1. Some one to be instructed or taught — a student or learner.

2. Some matter or subject to be imparted.

3. A teacher to plan or supervise the instruction.

4. A rational plan of procedure called a Method of Teaching.
These will now be considered.

Millions in Need of Instruction

1. The Student.— The urgent need that countless multitudes
have for education is no longer denied. Statistics show that with
a population of more than 81,000,000, our country has only 118,000
students in its colleges, universities, and schools of technology,
and 822,000 in its high and preparatory schools. A great army
of children, numbering nearly 17,000,000, is enrolled in the
elementary schools. Of the elementary students, about 850,000
reach the grade next below the high school. In other words,
only about 1 per cent, of our population advance far enough to
have, at the end of their school life, a fair mastery of fractions.

There is, therefore, no lack of those that need education. They
are around us by millions — in the mill, the workshop, the office
— and everywhere handicapped and poorly paid by reason of
deficient education. They are painfully conscious of this deficiency,
and yet are without the ability, unaided, to find a remedy. The
needs of these persons demand that technical education shall
be obtainable outside the classroom. To meet this demand,
the founder of the Schools devised and elaborated a method of
teaching the science needed in engineering and the industries.
To give these myriads the education they require, to make it easy
of attainment, to fit them for the requirements of life, has been
the hitherto unsolved problem for the educator.

Education for Practical Usefulness

2. The Subjects to be Taught. — A condition indispensable
to success in training men for the crafts is the proper selection and
arrangement of the matter to be taught. The curricula of the
colleges and ordinary schools were intended for another purpose;
their principal work has been to develop the mental faculties in
general — to strengthen the judgment, cultivate the reason, refine
the taste, sharpen the powers of observation, enrich and discipline
the memory, quicken the powers of analysis, and give increased
keenness to the faculties that discriminate. Their work is largely
one of mental gymnastics. When this training is supplemented
and rounded out by a thorough technical training in some practical
pursuit, the result is an ideal education.

Few persons, however, can get both of these phases of educa-
tion— the liberal and the lucrative, the theoretical and the practical,
the disciplinary and the technical. He that must begin early to
earn his living needs an education for practical usefulness, not for
liberal culture. The former he can get quickly ; the latter requires

years of costly training. His studies must be radically different
from those pursued in the schools and colleges. He must omit
abstract theory and must deal as far as possible with the practical.
His studies must relate to one trade or occupation, and must present
its working essentials in the simplest manner possible; they must
equip him with aptitudes that command good pay, and for which
there is a wide demand. To meet these indispensable conditions,
each I. C. S. Course is a simple, complete, and practical exposition
of some industrial specialty.

Functions of the Teacher

3. The Teacher. — There are many methods of procedure in
imparting instruction, but the best is undoubtedly that in which
there is an actual personal teacher. Indeed, the teacher is a
factor that can never be wholly eliminated. His functions are
many and varied, the most important of them being the following:

(a) To advise concerning the kind and quality of training
required for a given purpose.

In education for discipline alone, the teacher or educator is
perhaps the best judge of the needs of the student. But if the
training is to fit the student for some technical occupation, the
advice of experts both in the theory and the practice of that occu-
pation will be indispensable. Neither a mere theorist nor a practical
expert should be permitted alone to say what should be contained
in a course intended to prepare the student for technical or engi-
neering work. Advice of both kinds is requisite — conjoint advice
by the men that know the scientific why and the men that know
the practical how. The policy of the Schools is to have at the head
of its teaching staff men strong both in theory and in practice.

Student Prepared Step by Step

(6) To apportion to the student his lessons.

Our method of teaching involves the subdivision of the student's
work into many short, easily mastered lessons. They are sent to
him in a fixed order. Should he be required to master a volume
of several hundred pages for each of the many subjects included
in his Course, discouraged by the magnitude of his task he would
give up at once. His work for six months or one year includes an
intimidating array of formulas, technical difficulties and mysteries
of many kinds, and they would inevitably turn him from his pur-
pose. But the difficulties that so disconcert the untrained student
are only imaginary; if taken in proper order and mastered one by

one they are simple and easy. Hence, two of our principles of
teaching are,

Never confront a student with an unnecessary difficulty.

Prepare him for the next stage of his work before he knows what it
is to be.

A good illustration of the ability to do that comes from doing
— the access of strength, mental and physical, that exercise gives
— is found in the story told by Cicero concerning Milo, the strong
man of Crotona. The athlete expressed the wish that he were
able to carry a live bull. He was advised to carry a calf every
day until it was full-grown. He did so, and his strength increased
with the need for it.

Direction and Encouragement

The ability to study persistently and with concentration is
an attainment that comes only with long practice. To the child,
learning has no charms and the term lesson is replete with dis-
turbing associations. In consequence, many ingenious methods
have been devised for luring the beginner onward by rewards, and
others even more ingenious for driving him.

It is an educational axiom that during the early years of mental
training, a teacher is indispensable. There is something abnormal
about a young child that will of his own accord seriously devote
himself to study. Even a grown person, who has discovered how
sorely he needs education, and who has, therefore, a motive for
study that a child has not, will accomplish much more with aid,
encouragement, and urging by a teacher.

How Teaching Is Done by Mail

Since the student cannot be left to his own resources, the
closest practicable imitation of the teacher's functions in the
schoolroom must be realized in teaching by mail. This, the Schools
have been learning to do more and more successfully year by year.
Lesson Papers containing examination questions are sent to
the student at intervals and in a fixed order. A careful record is
made of the times when these Papers are sent, their titles, and
every other fact that might be of value in guiding the work of the
Instructor. All letters from the student and copies of all letters
sent to him are filed so as to be instantly accessible, enabling the
Instructor to ascertain quickly the salient points in the student's
character — whether he is bright, or dull; painstaking or careless;

patient and plodding, or easily discouraged. The work done on
each Paper, the amount of improvement, the faults observed, and
all other data of importance are recorded. It is possible, there-
fore, to advise him as wisely, and to encourage and stimulate him
as effectively as if he and his teacher were together. And since
all aid, admonition, criticism, and communication of every kind
are by correspondence, there is little occasion for the loss of
temper, the impatience, or the partiality that so frequently
impairs the teacher's usefulness.

Should a student prove to be slow or dull, he is put under the
care of some peculiarly skilful Instructor in the Special Instruction
Department, to whom the records and correspondence relating to
him are referred. Henceforward, he is looked after by that
Instructor, whose standing and salary are greatly dependent
on his success with such students.

Painstaking Oversight of Study

This aid and oversight must be as patient, as painstaking, and
as thorough as could be exemplified by the most tireless and faithful
teacher. And no sins of omission or commission in subordinates
are punished more promptly or forgiven more reluctantly than
carelessness or laxity in observing absolute good faith toward the
student and loyalty to his interests.

(d) To test, from time to time, the thoroughness of the student's
mastery of subjects.

"I am a very old examiner" says Professor Huxley, "having
for some twenty years past been occupied with examinations on
a considerable scale, of all sorts and conditions of men, and women
too — from the boys and girls of elementary schools to the candi-
dates for honors and fellowships in the universities. My admira-
tion for the existing system of examination does not wax warmer
as I see more of it ... I am not alone in this opinion. Experi-
enced friends of mine say that students whose careers they watch
appear to them to become deteriorated by the constant effort to
pass this or that examination. They work to pass, not to know;
and outraged science takes her revenge. They do pass, but they
do not know."

These criticisms are undoubtedly warranted by the facts. The
daily press tells us frequently of ruined health, wrecked nerves,
insanity, and even suicide caused by hard study, late hours, and
tremendous mental stress and anxiety in "cramming for examina-
tion." And even when the student succeeds in passing, " he doesn't
know."

Aim of Examinations

The method practiced by our Schools is not open to these criti-
cisms. An extended experience has shown that while it reveals to
the Instructor everything that he seeks to ascertain by it, it is at
the same time beneficial to the student.

In our practice, examinations are designed to furnish answers
to the following questions:

1. Has the student, by a proper mastery of his studies, received
the benefit to which he is entitled?

2. Is this mastery such as to warrant the Schools in certify-
ing to the student's competency ?

A person that has our Diploma certifying that he has properly
finished a certain Course is a custodian ever afterwards of the good
name of the Schools. His subsequent success helps, and his failure
hurts, them. A thorough examination, therefore, is due both to
him and the institution whose reputation depends so largely upon
the character of the work it has done for him.

Now, if this examination can be made to answer these questions
with certainty, and at the same time be to the student a source
not only of further profit but also of pleasure, its highest conceiv-
able purpose will be served. All these ends we believe are realized
by our method.

How Students Are Examined

With each lesson pamphlet are sent examination questions
relating to its contents. The questions are usually numerous, cov-
ering every point of importance. There are, however, no questions
intended merely to puzzle the student without instructing him.
The examination is intended to be a minute and thorough review.
The questions are so worded that the exact language of the text
cannot be used in answering them. The effort both in thought
and expression has the effect of graving the matter deep in the
memory. The test is without hurry ; it may require the student's
spare time for a month or more. He escapes the usual fear of
forgetting just at the critical moment. His Instruction Paper is
constantly with him to refresh his memory. After studying some
difficult point over and over, if he cannot master it, he may sus-
pend his work and write to his teacher for assistance. And when
finally he has finished his examination, what he has accomplished
is something to be proud of — many pages of manuscript having
the double value of a test in his studies and an exercise in com-
position. He sends his completed work for correction. This duty
of his Instructor must be thoroughly and minutely performed.

Errors in statement, as well as in spelling, punctuation, grammar,
penmanship, and composition must be pointed out and explained,
and the per cent, value marked. This is required to be high — not
less than ninety — since the student may ascertain the correct
answer to every question. Careless and inaccurate work is rejected
and must be done again and again until it meets the requirements
of the Schools.

Great care is taken in the employment and promotion of
Instructors, all of whom are required to begin in the School of
Mathematics. Applicants are admitted to the eligible list after
examination in arithmetic, algebra, geometry, mensuration, trigo-
nometry, and logarithms. After appointment, the Instructor is
expected to master a technical Course and pass a searching exam-
ination on its contents. Increase in salary is dependent on the
thoroughness with which this work is done. Merit is the only
recognized test of fitness for promotion.

The student is encouraged in every possible manner to persist
in his studies. If within two months after enrolment he has sent
no Papers for correction, a letter is written urging him to diligence.
If at the end of a year he has sent no work, he hears again from
his Instructor. The intention of the management is that if he
derives no profit from his Course, the fault shall be his own.

Students' Aid Department

Connected with the Schools is the Students' Aid Department,
the work of which has developed into one of great importance and
magnitude. Its duty is to report to employers the standing and
progress of such of our students as are in their employ, and to
recommend suitable persons for places that are reported to us by
employers who ask our aid in filling them. The heads of great
industrial plants are learning that when they need men to do
specific work they should apply to the institutions that educate
such men rather than to employment agencies. During the last
fiscal year, this department of the Schools has rendered assistance
in increasing the salaries and securing the promotion of over
twenty thousand students and has recommended to new positions
nearly one thousand per month.

In these and many other ways, this institution has slowly won
the confidence of the general public and the friendship of the men
at the head of the great industries — an asset that will be inde-
feasible as long as the policy of the management continues to be
what it has been up to the present time — inflexible honesty and
fair dealing with all.

AT INSTRUCTION BUILDING

The afternoon was devoted to
a reception of guests at the
Instruction Building. For con-
venient inspection the work of
the various Schools and Depart-
ments was arranged in separate
exhibits.

EXHIBITS

EXHIBITS OF DEPARTMENTS

INSPIRATIONAL PUBLICITY ILLUSTRATING DEPARTMENT

INSPIRATIONAL WINDOW DISPLAYS TECHNICAL SUPPLY COMPANY

I. C. S. MESSENGER TEXTBOOK DEPARTMENT

EXHIBITS OF SCHOOLS

ARCHITECTURE LETTERING AND SIGN PAINTING

ARTS AND CRAFTS MARINE ENGINEERING

ARCHITECTURAL DRAWING MATHEMATICS

CHEMISTRY MECHANICAL DRAWING

CIVIL ENGINEERING MECHANICAL ENGINEERING

CIVIL SERVICE METAL MINING

COMMERCE NAVIGATION

COAL MINING RAILWAY DEPARTMENT

ELECTRICAL ENGINEERING SANITARY ENGINEERING

ENGLISH BRANCHES STEAM ENGINEERING

LANGUAGES SHOP AND FOUNDRY PRACTICE
TELEPHONE AND TELEGRAPH ENGINEERING

100

INTERNATIONAL
CORRESPONDENCE SCHOOLS

FIFTEENTH ANNIVERSARY OF THE
FOUNDING OF THE INTERNATIONAL
CORRESPONDENCE SCHOOLS

HELD IN THE

13TH REGIMENT, N. G. P., ARMORY
SCRANTON, PA.

OCTOBER SIXTEENTH, NINETEEN-SIX

WILLIAM L. CONNELL, Chairman

Guests to the number of about 700 occupied banquet tables covering more than half the drill floor of the
Thirteenth Regiment, N. G. P., Armory, which was converted into a vast dining hall, hung with the national
colors and with white, blue, purple, and orange bunting covering the walls and ceiling and hanging in great
streamers and festoons. The illumination was from frequently changed white and colored arc lights of great power,
and moving displays of flowers and butterflies appeared on the curtain forming one side of the room. The occasion
was enlivened with musical selections by Bauer's Orchestra and by vocal selections by Arthur T. Baker, of New
York, in which the banqueters frequently joined. The gallery overlooking the scene was occupied by several
hundred lady friends and relatives of the banqueters.

101

ANNIVERSARY BANQUET

BLUE POINTS

GREEN TURTLE SOUP
SALTED ALMONDS CELERY

BOILED SALMON
SAUCE HOLLANDAISE CUCUMBERS

FILET DE BOEUF A LA FRANSAISE

PETITS Pois
POMMES DE TERRE DUCHESSE

TERRAPIN A LA PHILADELPHIA

ROMAN PUNCH

SQUAB CHICKEN
CURRANT JELLY LETTUCE SALAD

ICE CREAM
FRUITS GLACES FANCY CAKES

MERINGUES
CHEESE AND CRACKERS

FRUIT

COFFEE

CIGARS AND CIGARETTES
ROSBACH WATER

Catering by John C. Trower, Philadelphia
102

ANNIVERSARY BANQUET

Seated at the Speakers' Table were the following
Guests of Honor

Toastmaster

HOMER GREENE, LITT. D.
Author — Attorney- at-Law, Honesdale, Pa.

THOMAS J. FOSTER

President of the International Textbook
Company, Scranton, Pa.

NATHAN C. SCHAEFFER, D. D., LL. D.

State Superintendent of Public Instruction
for Pennsylvania, Harrisburg, Pa.

HON. H. M. EDWARDS

President Judge of Lackawanna County
Courts, Scranton, Pa.

WILLIAM L. CONNELL

Director of the International Textbook Com-
pany— Capitalist — Ex-Mayor of Scranton,
Scranton, Pa.

COL. HUGH L. SCOTT, U. S. A.

Superintendent of the United States Mili-
tary Academy, West Point, N. Y.

CYRUS D. JONES

Director oj the International Textbook
Company — President Peoples National
Bank — Scranton, Pa.

REV. JOSEPH H. ODELL, D. D.

Pastor of the Second Presbyterian Church,
Scranton, Pa.

RT. REV. ETHELBERT TALBOT, D. D.,
LL. D.

Bishop (Protestant Episcopal) of Central
Pennsylvania, S. Bethlehem, Pa.

THOMAS E. JONES

Director of the International Textbook Com-
pany— Capitalist, Scranton, Pa.

CHARLES S. HOWE, Ph. D.

President of the Case School of Applied
Science, Cleveland, O.

GEN. OSCAR F. WILLIAMS

Ex-Consul General at Singapore, Roches-
ter, N. Y.

HON. J. BENJAMIN DIMMICK
Mayor of Scranton

WILLIAM KENT, A. M., M. E.

Dean of the College of Applied Science,
Syracuse University, Syracuse, N. Y.

ELBERT HUBBARD

Editor of the Philistine — Author and
Lecturer, East Aurora, N. Y.

RUFUS J. FOSTER

Vice- President of the International Text-
book Company, Scranton, Pa.

JOHN MITCHELL

President of the United Mine Workers of
America, Indianapolis, Ind.

RT. REV. MICHAEL J. HOBAN

Bishop (Roman Catholic) of Scranton, Pa.

ELMER H. LA WALL, C.E., E.M.

Treasurer of the International Textbook
Company — Mining Expert, Wilkes-Barre,
Pa.

LIEUT. COMMANDER H. B. WILSON,
U. S. N.
Navy Department, Washington, D C.

J. K. GRIFFITH, A. C.

Director of the International Textbook Com-
pany— Superintendent of Latrobe Steel
Works, Latrobe, Pa.

HON. THOMAS H. DALE

Member of Congress from the 10th Penn-
sylvania District — Capitalist, Scranton, Pa.

EDMUND A. ENGLER, Ph. D., LL. D.

President of the Worcester Polytechnic
Institute, Worcester, Mass.

COL. CHARLES W. LARNED, U. S. A.

Professor of Technical and Military
Graphics and Applied Geometry, U. S.
Military Academy, West Point, N. Y.

103

REV. JOSEPH H. ODELL. D.D.

ANNIVERSARY BANQUET

Blessing
REV. JOSEPH H. ODELL

Pastor Second Presbyterian Church, Scranton, Pa.

We give thee thanks, O God, for all that is true, and honorable,
and pure, and lovely, and for all that is of good report. Grant
thy blessing upon all that we feel it right to do for ourselves, and
upon all that we believe we ought to do for others. Give thy
benediction to every effort to improve the body, the mind, and the
heart, of our fellow men, that life to all may be more worthy of
living.

Grant unto him who has been the inspiration of this organiza-
tion, long life and wisdom, and an ample recompense for all his
labors; and unto his fellow workers here assembled, vitality and
joy in their callings; and unto all of us, openness of mind, and
simplicity of heart, through Jesus Christ our Lord. Amen.

105

LETTERS

Vice-President Rufus J. Foster read two letters, out of many received from
persons who were unable to be present

FROM THOMAS A. EDISON

FROM THE LABORATORY

OF
THOMAS A. EDISON

ORANGE, N. J., October 11, 1906

T. J. FOSTER, Esq., President,

International Correspondence Schools,
Scran ton, Pa.

DEAR SIR:

I regret exceedingly that a previous engagement will prevent
my accepting your very kind invitation of the 26th of September
to visit Scranton on the occasion of the fifteenth anniversary
of the International Correspondence Schools.

Although I cannot be present at the exercises, it is a pleasure
for me to assure you of my familiarity with your great and deserving
educational work. Please accept my congratulations on the
successful outcome of your past years of labor and my most sincere
wishes for the continued prosperity and public appreciation of
the International Correspondence Schools.

Yours very truly,

THOMAS A. EDISON

106

LETTERS — Continued
FROM ROSSITER W. RAYMOND

Secretary of the American Institute of Mining Engineers

R. W. RAYMON D
MINING ENGINEER

99 JOHN STREET
P. O. BOX 223

New York, October 4, 1906

T. J. FOSTER, Esq., President,

International Correspondence Schools,
Scranton, Pa.

DEAR SIR:

It is with sincere regret that I find myself forced by the accu-
mulated work of my office to forego the pleasure of attending the
fifteenth anniversary of the founding of the International Corre-
spondence Schools, in accordance with your kind invitation. But
I take this opportunity to express my views concerning the enter-
prise which you have so successfully established. It will be
understood, of course, that this expression is individual and not
official, since the Constitution of the American Institute of Mining
Engineers prohibits the endorsement of any outside proposition
or enterprise by the Society as a whole or by its Council. Never-
theless, my position for twenty-two years past as Secretary of
the Institute has given opportunities to know of the operations
of your Schools, which I might not otherwise have had; and,
to that extent, has naturally influenced my private judgment.

Result of Recognized Forces

The history of what you and your associates have accomplished
during the last fifteen years is like a romance. Yet, upon closer
examination, it will be seen to involve nothing miraculous or fanciful
but to be the orderly development of recognized forces.

In the first place, there was a great universal need and demand
on the part of practical workers in this country for technical
education. This demand led to the establishment of the Columbia
School of Mines and its numerous successors; the incorporation

107

of popular and technical science in the columns of numerous
trade journals, like the Iron Age and the Engineering and
Mining Journal; and the formation of new professional societies.
The American Institute of Mining Engineers, founded at Wilkes-
Barre in 1871, had a profound influence among the practical
miners and metallurgists of Pennsylvania. Its three founders,
R. P. Rothwell, Eckley B. Coxe, and Martin Corywell, were Penn-
sylvania engineers; its first president, David Thomas, was a self-
educated Pennsylvania ironmaster; and its earliest list of members
comprised the names of working miners, as well as educated chem-
ists, engineers, and professors, residing in Pennsylvania. Moreover,
burning questions of Pennsylvania industry, such as the waste
of anthracite coal mining and preparation, the peril of firedamp
in collieries and the best means and methods of colliery ventilation,
the construction and management of blast furnaces and rolling
mills, were discussed in able papers by the members of the young
institute.

Tidal Wave of Education

In the second place, there was a young newspaper man in
Shenandoah who recognized the popular demand thus emphasized,
and, through the Shenandoah Herald, the local Mining Institute,
and other enterprises, did a great work in stimulating and satis-
fying the hunger of his constituents for knowledge. The way in
which, from these small and geographically limited beginnings,
Thomas J. Foster came to conceive, organize, and carry out the
world-wide enterprise of the International Correspondence Schools,
has been told elsewhere and need not be repeated here. If I had
time and inclination for personal compliment, this would be the
proper occasion to heap deserved praise upon you. But, reserving
such comment for the biographical notice, which I trust I shall
not be called upon to write, I wish to point out how your large
plan took advantage of the tidal wave of extra-scholastic education
which has recently swept over this country, and is now trans-
forming, in a most astonishing way, the intellectual life of the
American people.

The needs of those who are too old or too busy to attend our
day schools, academies, and colleges, were intended to be met,
in some degree at least, by the night classes of such institutions
as the Cooper Union in New York, with which I was for many
years connected. That great gas-lit college, with its two thousand
five hundred eager students and its waiting list of two thousand
five hundred more, furnished a spectacle with which I have often

108

surprised and delighted visitors to the metropolis, and which, in
many ways, furnished an impulse and example to similar enter-
prises throughout the country.

Another attempt to supply a similar demand was made through
numerous summer schools, "Chautauqua assemblies," lyceum
courses, etc. The present extent of this movement is scarcely sus-
pected even by those engaged in it. There are today, in the states
of the Middle West, six hundred " Chautauquas," lasting from ten
to twenty days each, attended by many thousands of students,
and providing lectures by the most eminent men of the country.

But it has long been recognized by educators that lecturers
alone can do little more than stimulate the listener to further
study; and there has consequently grown up an amazing network
of university correspondence courses, embracing millions of home
students.

Success of Correspondence Instruction

The possibility of teaching technical science in this way was
at first doubted. Such branches as mechanical drawing, physics,
and engineering seemed to require the actual presence of the
instructor. The degree of success which has been achieved, even
in these departments, by the method of correspondence, has been
a great surprise to me.

Of course, a boy who has time and money to spare for the
purpose may still be heartily advised to take a full course in a
regular technical school.. He will be helped over hard places in
his studies; he will be prepared for active, independent life by
a transitional period of association with many comrades; and
he will (or can, if he will) gain an all-around mental culture, the
value of which should not be undervalued. But one who is already
on his own feet in active life ; who does not need to practice social
functions as member of a college class; who must secure his all-
around culture (if he is to win at all) , not by prosecuting a thorough
prescribed curriculum, but by supplying the deficiencies he has
found by experience in his imperfect knowledge, and who cannot,
if he would, give three or four years of his life to actual attendance
in a school, may comfort himself with the thought of certain
compensations.

From the standpoint of the general development of character
and culture, a college course (under which term I include all
technical courses conducted by classes) is undoubtedly beneficial.
But from the standpoint of special acquisition in particular depart-
ments, the whole college system involves a dreadful waste of time

109

and money. The progress of a "class" in any given department
is necessarily planned to accommodate the average intelligence
of the student and his other duties. And among these other duties
the faculty is forced to recognize a certain proportion of distracting
recreations, class societies and entertainments — athletic, dramatic,
muscial, oratorical, etc. — all good, and all necessary, perhaps,
to the average student, but all outside of his work as a student.
It is true that provision is made for "special students" in our
great technical schools; but even for such, the general organization
and atmosphere is sometimes limiting or distracting.

Special Value of Education by Mail

At all events, a man who knows what it is he wishes to learn,
and who is willing to put into his endeavor all the time and strength
he has, may find that he obtains more personal attention and
help, and makes more rapid progress, in that particular thing,
through the relation of correspondence with a competent instructor
than through the general operations of a great systematic school.
He would get, incidentally, at the school, a great many other
benefits. If his years and means permit, I would heartily advise
him to take the school. But there is no doubt that, in other cases,
instruction by correspondence may have its special advantages.
Given a competent instructor, the student's progress will depend
wholly on himself — which is all that an American ought to ask.
I am therefore not surprised at the testimony which reaches
me from all quarters, of the practical benefits secured by students
of all grades of previous training from study prosecuted in connec-
tion with the International Correspondence Schools.

In conclusion, I would recognize an additional and most impor-
tant development of this enterprise, namely, the production
of textbooks as an adjunct to the work of these schools. It is
notorious that the best textbooks — in fact, nearly all textbooks —
are produced by teachers. Actual experience with pupils is
the best guide to authorship in this department. But the books
so produced often leave much in the way of omission or obscurities
to be remedied by the oral explanation of the instructor. In my
judgment, instruction by correspondence involves an exceptional
training of the instructor himself, leading him to forms of state-
ment which will not require subsequent explanation, and to the
careful presentation of many simple and rudimentary things
which he would not deem necessary under other circumstances.

110

Ideal Textbooks

A great jurist, one of the justices of the United States Supreme
Court, once said to me, with regard to an argument before that
tribunal; "Begin at the beginning and assume that we do not
know anything. You will never know how much we do not know!"
This principle might well be considered by the authors of text-
books. It is not merely the ignorant, but also those who once
knew but are no longer sure, who look into such books, often in
vain, for particulars deemed unnecessary by the distinguished
authors.

I have made no such examination of the textbooks of the
International Correspondence Schools as would warrant me in
expressing an opinion of them; but in view of the considerations
above set forth, I am not surprised to find that they have been
adopted in many schools, and have been particularly praised
for exceptional clearness of style and statement, and for the inclu-
sion of many definitions and explanations most useful to the
student and not always to be found in such manuals. This is
what ought to be the result, if the instructors of these Schools
have properly utilized their own great opportunity as learners;
and that this is the result, shows conversely their worthiness
for their work.

Congratulating you upon the success of the International
Correspondence Schools, and trusting that they will maintain
hereafter the high standard they have set up, I remain,

Yours truly,

R. W. RAYMOND

111

CHAIRMAN'S REMARKS

WILLIAM L. CONNELL

Ex-Mayor of Scranton — Director of the
International Textbook Company

GENTLEMEN:

Like the Chairman of the Board of Conciliation, I find that I
hold over from the morning exercises to the Chairmanship of
this evening.

Those of you who were present this morning, and heard the
paper read by President Foster know that I have been a student
of one of the Courses of the I. C. S.; and in assuming the study of
that Course, I naturally fell into what he bore so heavily upon this
morning — the study habit. With the study habit, came self-
reliance, and with self-reliance came a willingness to obey the
mandate of my educational chief. Again, Mr. President, I obey
my chief, and tonight occupy the position of which I should have
been relieved. (Applause.)

However, gentlemen, another thought and another desire made
me willing to preside here. Years ago, I read a little poem entitled
"What My Lover Said," and I heard one prominent man and one
prominent paper say it was from the pen of Horace Greeley . Another
authority attributed its authorship to some one else, and I want
the matter cleared up, as I am sure you do also. I believe, gentle-
men, that we shall hear tonight the real truth— shall learn who the
real author of that beautiful poem is.

When we looked over the available timber for Toastmaster for
this occasion, our eyes went over the Moosic mountains into a certain
little valley, into a little country town, and we believed that a
certain poet, lawyer, author, had buried his greatness long enough,
that it was time he came out into the lime light, so that even
Scranton and the adjoining counties might know, with me, who it
was that with such rare art failed to tell "What My Lover Said."

Gentlemen, never have I had more pleasure than in introducing
as the Toastmaster of this occasion, Mr. Homer Greene, of Hones-
dale, as I said before, the poet, the lawyer, the author. (Applause.)

112

OF THE

[ UNIVERSITY

113

HOMER GREEN, LJTT.D.

TOASTMASTER'S REMARKS

HOMER GREENE, LITT. D.

Author, Attorney-at-Latf, Honesdale, Pa.

MR. CHAIRMAN, MR. PRESIDENT, AND GUESTS OF THE INTERNA-
TIONAL CORRESPONDENCE SCHOOLS:

We are first of all, American citizens. We are patriots. And
I therefore propose that we all rise and drink to the health of the
President of the United States. (The toast was drunk.)

Now, Mr. Chairman, I am surprised that a gentleman who
holds the quasi judicial position on the Conciliation Board that
my friend Mr. Connell does, should on an occasion of this kind,
in this public manner, call attention to the poetical sins of my
youth. I want to say to him, that for the last thirty years I have
been trying to earn my living honestly in the practice of the law.
(Laughter.) And I want to say, moreover, that the alleged poem
to which he has referred, was written thirty years ago; therefore
if there was a crime in writing it, it is outlawed, and the statute
of limitations has run against it.

The chairman has doubtless read the story of "The Lady or
the Tiger," and he has taken his choice between the lady and the
tiger; and he can take his choice tonight between myself and
Horace Greeley.

Distinguished Audience

Now, speaking seriously, there are not among the honors that
have been accorded to me in my lifetime, any greater than the
honor of having been chosen to act as Toastmaster at this banquet.
It falls to the lot of but few men — and to those but once in a life-
time— to introduce such speakers as are on this list, to such an
audience as faces me tonight ; and it is moreover a position of great
responsibility. To fill it requires a degree of courage that borders
on rashness. I understand that in the entire city of Scranton, no
man was found brave enough to undertake the task. (Laughter.)
Even my good old friend and neighbor, the Mayor, who is willing
to tackle almost any job, rebelled at this. But over in Wayne

115

county, in the quiet, placid, gently shaded streets of Honesdale,
the projectors of this good feast found a man who had enough
nerve, enough assurance, enough recklessness, to undertake
the task.

I notice that the gentlemen who administer the affairs of this
great Institution are accustomed to finding what they seek; and
when they want a Toastmaster on whom care and responsibility
and prudence sit as lightly as does age upon the honored head of
the founder of this Institution, they know where to go to get one.
(Applause.) And when they want to serve a banquet unexcelled
by any in the history of any of us, they give the order — and it is
done. And when they want as guests at their banquet the repre-
sentative men of Scranton, of Pennsylvania, and of the entire
East, they issue the invitations — and behold! the guests are here.
And when they want the most illustrious speakers of the day to
address their not less illustrious guests, they bid these gentlemen
come — and they are here at their bidding.

A National Institution

Now, the city of Scranton is made up of men who do things,
and there is no better illustration of that fact, than the history and
progress of these International Correspondence Schools. And yet
this Institution is not local. It is in no sense provincial. It is
national. And its scope is no less vast than the universe. He
who makes two blades of grass grow where one grew before is
really more than a benefactor to humanity.

These people have made a thousand blades of grass to grow
where one grew before; and if you doubt the beneficence of their
work, go ask the multitudes of young men and women endowed by
nature with ambition, with brains, with energy, but handicapped
by poverty, who have been enabled through the genius of this man
and through the work of these Schools, to push up to a higher
plane of life, and to better things.

Better American Citizenship

I tell you sir, that the thousands and tens of thousands of
evening lamps that are burning all over this continent tonight,
by reason of your genius and the work of these Schools, are lighting
the way to a higher American citizenship for a greater percentage
of American people than you or I have any conception of as we
sit around this table. (Applause.)

116

" The heights by great men reached and kept,

Were not attained by sudden flight ;
But they, while their companions slept,
Were toiling upward in the night."

And I say, all honor and long life to this man and to his Schools
who has put it into the power of these toilers of the night, to find
fulfilment of their ambition and their hope, to rise on stepping-
stones — the stepping-stones of their dead selves — to higher things.

Mighty Educational Influence

The founder of this great Institution builded better than he
knew. I dare say, that that which has come to pass today, sur-
passed his most daring dreams; for this Institution is no longer a
mere individual enterprise. It is no longer a mere experiment for
personal profit. It is no longer a mere channel for corporate gain.
It has passed far above and beyond all that. It has made Scranton
today a center of a mighty educational influence felt throughout
the civilized world. And it deserves as much credit, as much
repute, as much honor in its line of work, as Yale, and Harvard,
and Princeton enjoy in theirs. And it is this fact that has enabled
it to gather around this board tonight the representative men
whom you see here, men who are glad to attest by their presence
their appreciation of the great work that these Schools have been
doing — men, some of whom you are anxious to hear. And I want
to say that in addition to the names that appear in the toast list,
I shall doubtless call upon two or three men of national reputation
who are here tonight, to supplement that list; and I shall call,
in conclusion, upon the President of this Institution to say "Good
Night" to us all before we go home, and I trust that no one will
leave until he has done so.

Not long since, an express train on the New York Central
Railroad, running at the rate of forty miles an hour, was nearing
the Grand Central Depot in the city of New York. Mark Twain
was a passenger on the train. A lady across the aisle leaned over
and said to him, "I beg your pardon, but can you tell me if this
train stops at the Grand Central Station?" "I hope it does,
madam," replied the irrepressible Mark; "I hope to heaven it does,
for if it doesn't, there will be a devil of a wreck."

My oratorical train is just about reaching its terminus, and I
propose now to pull my little post-prandial engine into the depot
in order to avoid any sort of a wreck, and to bring out from the
roundhouse speaker-engines that are bigger and braver and better
and brighter than mine.

117

A Wonderful Age

In introducing the first speaker on the list, I want to say that
we have often heard the expression — I have heard it so often it
has become worn out — that this is a wonderful age; and yet this
saying is wonderfully true. Science is invading realms, the glories
and the possibilities of which were never dreamed of by our fathers
and grandfathers. When I was graduated from the Engineering
School of Union College in 1874 — I did not mean to give that date,
because like my friend Charles Emory Smith this morning, it
enables the ladies to know how old I am ; but I have told it — when
I was graduated from the Engineering School thirty-two years ago,
at that time electricity was applied generally to but one of the
arts, the art of telegraphy. Today it moves the commerce of the
world. And yet that is but one of the marvels of the age. The
field of the technical scientist is vast, broad, and to a great extent
untrodden, and no one knows this better than the Dean of the
School of Applied Sciences of the Syracuse University.

It is told of two Irishmen who were crossing the ocean on their
way to this country that on the voyage over one of them took ill
and died, and there was a burial at sea. In place of the weights
that they commonly use, or in default of those weights, they were
obliged to use chunks of coal. Pat came and looked upon his
dead friend Mike lying there with the chunks of coal and the
shroud, and presently he said, "Well, begorra, I always knew you
were going there, but be jabbers, I didn't think they would make
you take your coal along."

It is like bringing coal to Newcastle, to bring the head of the
great Technical School in Syracuse to the great Technical School
at Scranton, but he is here tonight, and he has brought his coals
with him. And he will address us with a tongue of fire — Dean
William Kent.

118

INTERNATIONAL CORRESPONDENCE SCHOOLS
INSTRUCTION BY CORRESPONDENCE

119

WILLIAM KENT. A. M.. M. E.

TECHNICAL EDUCATION

WILLIAM KENT, A.M., M.E.

Dean of the College of Applied Science, Syracuse Unioersity, Syracuse, N. Y.

MR. TOASTMASTER, PRESIDENT FOSTER, AND GENTLEMEN OF THE

INTERNATIONAL CORRESPONDENCE SCHOOLS:

I bring you greeting from one of the great universities of this
country, and I think I may say, that I represent the other repre-
sentatives of the universities here tonight in bringing congratula-
tions to the International Correspondence Schools, and in wishing
them Godspeed and success in their future work.

I have been somewhat paralyzed by this lawyer and poet, and
I don't know whether he is all that he has tonight been described
to be. He has poured forth a flood of eloquence which I know
I can never aspire to, but it has not yet been revealed to this audience
that he is a mind reader. He has had the audacity to steal my
sentiments, not by actually burglarizing my pockets and going
through my papers; I do not accuse him of that, but worse than
that — of actual mind reading, to the extent that he in his speech
got out the very first sentence I had written for mine. Here it
is: He who makes two blades of grass grow where one grew
before (laughter) is a benefactor of humanity. Now, think what
a position I am put in. This whole paper of mine is about "grass,"
and I have got to read it. It is here:

Increases Material Prosperity

I don't know who first made that statement about grass; it
was not made by me; but whoever made it, uttered one of the
profoundest and far reaching truths on political economy. Make
two blades of grass grow for every one that grew before on the
poorly kept lawn in your front door yard, and you not only gratify
your own esthetic taste, but that of your neighbor, and you add
to the beauty of the town. Double the grass crop in your pasture
lot, and you not only make more and better milk, butter, and
cheese, and thus increase your own wealth, but you stimulate
commerce in these articles and add to the wealth of the world.

121

Double the grass crop of the United States, and financial prosperity
comes not only to the farmers but to the whole country, and the
benefits are felt in every part of the world to which American farm
products are carried.

And what is true of grass, is true of every article of value
grown on the farm or dug from the mine or manufactured in the
shop or produced by the intellect or genius of man.

It is a fundamental fact in political economy that the increase
of the wealth of a country or of the world, is chiefly the increase
of the sum total of things produced, of cattle, of tons of coal and
iron, of buildings, of locomotives, of automobiles and ships, of
things to eat, of things to wear, of things that delight the intellect
or the artistic sense. Even that part of the wealth of a country
that is reckoned as the "unearned increment," the increase in the
value of land or of railroad bonds and stocks, results primarily
from the increase of material things produced, for the increased
value of a corner lot comes from somebody's building structures
of iron, brick, and mortar around it, and of somebody's building
an electric railroad to run near it; and the increased value of rail-
road stocks and bonds comes from the increase of the products
of farm, mine, and shop, which the railroad carries.

Better Chance for the Individual

The second fundamental fact — really a self-evident proposi-
tion— is that the greater the number of things produced, the more
wealth there is to be divided, and as the wealth of the country
increases, there is, with any fair system of distribution, a better
chance for each individual to get a larger portion of it; so that,
generally speaking, the increase of wealth of a community tends
to increase the wealth of every man in it.

My proposition then is this: that it is to the interest of both
the working capitalist and the working laborer that the wealth
of the country should increase. There is then no conflict or
difference of interest between capital and labor, as far as production
is concerned. Both have an interest in the increase of wealth.
The only conflict that can arise is regarding distribution. This is
a question on which I shall not enter further than to express the
opinion that the common sense of the American people, with the
better education of both capitalist and laborer as to their several
rights and duties, will ultimately lead to its proper solution.

The most important statistical fact in the political economy of
our time is the enormous increase in the production of wealth

122

of the civilized world during the last hundred years, and more
especially during the last thirty years. It began with the utili-
zation of coal to do the work of the world, through James Watt's
invention of the steam engine. The progress was comparatively
slow until about 1870, but since that date it has been tremendously
rapid.

Education Increases National Wealth

The chief factor in the increase of wealth in the last thirty
years has been the great number of men technically educated in
the several arts and sciences connected with material production.
Ever since the school began turning out men educated in chemistry
and in mining and mechanical engineering, the intellectual activity
of these men has been chiefly devoted to the one purpose of increas-
ing the material wealth of the world. Tredgold's definition of
engineering is: "the art of directing the great forces of nature for
the use and convenience of man." The greatest available force
of nature is the force derived from the burning of coal, and the
art of directing this force is the art which is taught in technical
education.

Thirty-five years ago a small group of men conceived the idea
that the best way to train a man so that he could most effectively
direct the great forces of nature, was to give him a thorough
education in the principles of mathematics, applied mechanics,
chemistry, and the construction and use of machinery, and that
this kind of education could best be given not in the shop, but
in a new kind of college, a college of mechanical engineering. Such
colleges were founded first by private endowments, and later by
state grants. They began turning out graduates, only a few of
them at first, and for them there was no demand, for the world
had not discovered that such men were needed. But they found
their jobs. By the work they accomplished they proved the
wisdom of the founders of the colleges, and then the demand
grew. Now some thousands of these graduates are turned out
every year, and the demand has increased as fast as the supply.

The New School for the Masses

Fifteen years ago, one man, Thomas J. Foster, conceived
another idea, that there is another method of giving a man a tech-
nical education, the method of the Correspondence School. This
School was not intended to be, and is not in any sense a rival of
the technical college. It was not for that very small fraction of

123

the population who first had the opportunity and the ability to
graduate from a high school or an academy, and afterwards had
the opportunity and the desire to spend four years more in getting
the higher education; it was for that vastly larger fraction, the
men of maturer age who were at work and who desired to get
a technical education while still at work. Some of the amazing
results of the Correspondence Schools we have heard and seen
today. In fifteen years they have had more students and turned
out more graduates than all the technical colleges put together
have in thirty years, and now they have an annual enrolment
about equal to that of all the universities, colleges, and higher
grade technical schools in the country.

But the results of technical education, whether of the college
or the correspondence school, are not to be measured merely in
statistics, nor in dollars and cents. He who makes two blades of
grass grow where one grew before is a benefactor, not only of him-
self, but of humanity. He who improves his intellect, so that it
gives him the capacity to produce two dollars where he produced
one dollar before, cannot measure the whole result of the improve-
ment in mere wages. His intellectual advancement is the intel-
lectual advancement of the community and of posterity, and that
cannot be measured in dollars. Not only does technical education
contribute to industrial progress, to the increase of the wealth of
mankind, and to intellectual advancement; it must also contribute
to good morals. The technical student is brought face to face
with the laws of nature and of science, which are laws of truth.
To be a good technical student a man must be honest with him-
self. He must face difficulties and honestly overcome them. He
must have the virtues of soberness, patience, perseverance, and
grit. He must be an all-around good citizen.

We have considered two great systems of education, the imme-
diate financial results of both of which are the increased earning
power of the individual and the increased wealth of the commu-
nity, and the indirect results of which are the intellectual and
moral uplift of the race.

Wealth Through Trained Workers

There is a third system of education of which little has yet
been heard in this country. It is industrial or trade schools for
the great mass of young men who intend to earn a living at the
mechanical trades, and who cannot learn the trades in the shop
on account of the decay of the apprentice system. We are far

124

behind Germany and France and Switzerland in these matters,
but we have made a beginning, and the Williamson Trade School
near Philadelphia is a noted example. Statistics collected by
Mr. James M. Dodge, president of the Link-Belt Engineering
Company, have shown that the graduates of this school have an
increased earning power after they reach the age of twenty-two
years, as compared with men of the same age who have had only
shop training. This is a most important economic fact. Increased
earning power of the workman means increased wealth of the
world. The trades school, with the correspondence school and
the technical college, is also making two blades of grass grow where
one grew before, and is therefore a benefactor of humanity.

In a notable address delivered in 1890, the late Abram I.
Hewitt characterized the invention of Bessemer steel as an epoch-
making event which alone ranked with three other events, the
invention of printing, the discovery of America, and the invention
of the steam engine, which has changed the face of society since
the Middle Ages. To these we must add a fifth, the rapid develop-
ment within the past thirty years of useful education in the three
systems of the technical college, the correspondence school, and
the trade school. May these three systems continue to grow side
by side with only friendly rivalry, and to do still better work in
the material, intellectual, and moral advancement of mankind.
(Applause.)

125

ELBERT HUBBARD

THE STUDY HABIT

ELBERT HUBBARD

Editor of The Philistine, Author, Lecturer, East Aurora, N. Y.

MR. TOASTMASTER, MR. PRESIDENT, GENTLEMEN OF THE INTER-
NATIONAL CORRESPONDENCE SCHOOLS, AND INVITED GUESTS:
It is a great pleasure to meet you here tonight. I say this for
two reasons: one, because you expect me to say it; because you
will feel badly if I don't say it; and the second reason is because
it is true. (Laughter.)

Now, I want to make you a startling proposition — one of my
original things. Get it down. "He who makes (laughter) two
bats grow where there were no bats before" — boys, let's cut
the introductory.

The other day in Chicago, I called on a professor of physics;
and when you call on a professor of physics, you must talk about
electricity. If you don't know what to say, I will tell you what
you will say. It is this: "Oh, electricity! a great mystery!
Nobody knows anything about it! It is manifestation!" That
is what you will say — unless he says it first.

You are perfectly safe in saying this. You will never shock
anybody, ladies present, or young men present; it is all right.
"Electricity is a great mystery; nobody knows what it is." I
was just going to say it when he said it. "Good by," I said.

An Educated Motorman

I walked down the steps and caught a trolley car. Over the
the head of the motorman I saw a sign, "Don't talk to the motor-
man." This suggested an interview. (Laughter.) And so I said,
"Pardner, what is electricity?" "The juice," he said. He knew.
(Laughter.)

I asked, "Where do they get it?" "Oh!" he said, "it's every-
where. IT ALLUS wuz. Edison didn't invent it." "Well,"
I said, "Where do you get it?" "Oh!" he says, "It's every-
where. It's God's greatest gift to man." I said, "I thought

127

woman was God's greatest gift to man." "Same thing," he says.
(Laughter.) "Electrical manifestation. Very dangerous if you
don't know how to handle it." (Laughter.)

"Why," he says; "Look here." He gave the wheel a turn;
the car shot forward. "What?" I said, "does electricity make
this car go?" He said "Yes." I asked him "How?" He ex-
plained it to me. He says, "I have taken the Electrical Course
in the International Correspondence Schools. I know." (Laugh-
ter.)

He says, "I am getting ready for a better job." He carried
us ten miles in perfect safety. We stopped a dozen times —
stopped within six inches of where we wanted to stop. I got
off the car. "Good by," I said, as I jumped off. "Good by,
pard," he said. He didn't even look up at me. He didn't know
I was the great literary light. (Laughter.) He didn't care. He
was just intent on doing his work. I looked back at him, and
I said, "There goes an educated man. He is 'ON' to his job."
And the educated man, boys, is the man who is "on" to his job,
and who is getting ready for a better job.

What Real Education Is

What do I care whether he has had any college course or not ? I
don't care whether he has been to Syracuse. I don't care whether
he has " Litt. D." behind his name, as this gentleman first on the
program, or "Big D." No. If he is "on" to his job, if he earns
a living, if he adds to the wealth and to the happiness of the world,
and if he is getting ready for a better job, he is an educated
man.

There is no science of education. If there were a science of
education, you could take so much boy and so much curriculum,
and mix them, and produce so much truth and so much economy;
but when you send your boy to Phillips Exeter, for two years,
and Harvard for four — and when he comes back, and you have
to support him the rest of his life, you cannot say that there is
any science of education.

The science of education is a little like the law of heredity.
The law of heredity is that law of our nature that provides that
a man shall resemble his grandmother, or not, as the case may be.
(Laughter.)

You know, and I know, that some of the best educated men in
the world today are men who never had college advantages ; and you
know, and I know, that the men who have struck "thirteen" in

128

every department of human endeavor were not college men. What
college taught Lincoln the art of statesmanship? What college

of art taught Rembrandt how to mix his wonderful colors the

greatest portrait painter the world has ever seen — dead and
turned to dust two hundred and fifty years ago, and we cannot
even imitate him today. What college of oratory taught Ingersoll
how to make a speech? What college taught John Mitchell how
to marshal forth and influence four hundred thousand men — half
a million men, and cause them to march on and on to human
betterment — to own themselves? (Applause.) What college
taught our dear friend here, how to set a million men learning
the Study Habit? Why, these men were self-taught; and every
man at the last, who has an education, is self-taught.

The Hope of the World

College cannot give you an education. You can send your
boy to college, but you cannot make him think. There is a dif-
ference between going to college and being sent to college. And
the hope of the world lies in this: that the educated men of the world
know the futility and the foolishness and the fallacy of so much
that has passed for education in the days gone by.

There is only one thing you can be dead sure of, when you
send your boy to Harvard or Yale or Princeton or Dartmouth —
only one thing you can bet on — and that is, that he will learn to
smoke cigarettes. That is one of the habits he will acquire there —
but whether he acquires the Study Habit or not, is the problem
you have got to leave to the infallible dice.

Oh, yes! I know; this is all "sour grapes," isn't it? It is not,
boys. I have a few college degrees of my own, and I usually carry
them with me, like my friend here who has an alphabet behind
his name on the program. Yes, sir; he acknowledges it himself.
(Laughter.) He makes no endeavor to conceal the fact that he
is an educated man. He is not ashamed of it. No, sir; look on
the program. (Laughter.)

I did call on an educated man the other day, out in St. Paul-
Mr. James J. Hill. Mr. James J. Hill, when he-was forty-six years
of age, was station agent in St. Paul. He was earning eighty-five
dollars a month. Now, I know he was a candidate for Oslerism,
and I put this proposition to you for the encouragement of the
gentlemen who are present here tonight, who are also candidates
for Oslerism. When Hill was forty-six years old he went through
bankruptcy.

129

Opportunity's Anvil Chorus

Do you know the greatest poem ever written by an American —
"Opportunity," written by John J. Ingalls, of Kansas? They
produce everything in Kansas. But poetry is one thing, and truth
another. The burden of that song is this: that opportunity
knocks once at each man's door. That is poetry.

I don't wonder my friend wanted to prove an alibi. Truth
is another thing. The real fact is, you cannot get away from
opportunity in America. When he knocks at your door, you had
better get up^ and let him in, or your panels will suffer. Oppor-
tunity waits for you right behind the corner with a stuffed club.
You cannot get away from opportunity. The only way is to
lie right down and die. Where would the International Corre-
spondence Schools be tonight, I wonder, if we had put that Oslerism
idea into effect sixteen years ago? (Laughter.) Our President
was just getting going. Sixty-odd years young. Getting old
is a bad habit, and you want to acquire good habits, boys, and if
you have the Study Habit you are in the line of fame. Don't
shed any tears about this thing of college education. If you
get an education in college, so much the better; that is all that
college will give you. Lots of persons go through and it doesn't
take at all.

I called on James J. Hill. There are three men who own
five-eighths of the railway mileage of America. This does not
prove they are good and virtuous characters — it proves they have
money. This man is an educated man. The first thing he said
to me was this: " I have been wanting to see you for some time,"
and I was just like this — all goose flesh, you know, because I had
a very delicate errand with him. I wanted a pass to Seattle;
and waiting in the entry way of his office was another man, and
he had a regular alphabet behind his name, too, with titles around
and across. He wanted passes to Seattle.

A Man With the Study Habit

And the great man said to me, " I have been wanting to see
you for some time. Why on earth do you say that Rembrandt
was a greater painter than Rubens? I have read your book.
Not one of those paintings you mention is authentic." He knew
the Dutch school through and through. I had written a book
on it — which does not prove that I know anything about it, because
we always talk most about things we know least of. (Laughter.)

130

So he explained it to me. He knows the Dutch school by
heart. He has the best collection of art owned by a private
individual in America. I went with him in his private car for one
day, and in a little shelf over his desk he has a collection of authors
— Ruskin, William Morris, Longfellow, Emerson. He has the
Study Habit. He is finding out things; and while we were in the
car, a man came in — one of the smart newspaper fellows, you
know, and he thought he would puzzle the old man a little. He
said, "Mr. Hill, do you like the Black Essex?" He thought
Mr. Hill would not know what the Black Essex is. So he asked,
"Do you like the Black Essex?" "Yes," replied Mr. Hill; "I
raise them."

"What do you feed them?"

" I feed them ground oats and meal."

" Wet or dry?"

"Dry."

"Well," said the fellow; "Mr. Hill, do you not know it takes
a pig three times as long to eat dry feed as wet?"

" I know that, young man; but what do you figure a pig's time
is worth ? " (Laughter.)

The Black Essex is a party without the Study Habit. No
difference whether he eats dry feed or wet.

I know, you wonder whether I got the pass.

But Mr. James J. Hill is a graduate of the university of art.
He went through bankruptcy at forty-six. But so wonderful is
this web of life, that we grow by antithesis. Worse than this,
he was born in Canada. (Laughter.) But he overcame the
handicap, and today we call him the strongest railroad man in
America — this man that hailed from Canada.

Canada's Strongest Man

But just to even things up, the strongest and best man that
Canada has was born in Illinois. He had the felicity to be born
within fifty miles of where I was born. (Laughter.) A very
wonderful soil. Sir William Van Horn— country boy, yes. He
warmed his feet on October mornings where the cows lay down, and
the fellow that has not done that has got to go back and get the
experience— in another incarnation. He learned to be a telegraph
operator; improved his time, made sketches and designs, and
became a very proficient artist. Yes, a fellow whose canvasses
had a market. He became assistant train-despatcher— train-
despatcher, general freight agent, traffic manager— Canada wanted
Sir William Van Horn.

131

I saw him two years ago. What do you think he was doing?
He was making designs for a book his daughter had written, and
he just for the fun of the thing was using his brush making water
colors; a man with a universal, all-around education — a man who
is not preparing to die, put who is preparing to live — an educated
man with the Study Habit.

I got the pass, boys. I went up to Butte. They told me of
a wonderful girl. They said she was a genius. I have never
seen a genius, and I have looked into the mirror a few times.
(Laughter.) They said, "You should go and see this wonderful
girl." And I went. I rang the bell, and her mother came to the
door. "Mary isn't here; she has gone to Boston to complete
her education." I wonder if she really thought she could complete
her education in Boston. If so, it is the only place in the round
world where you can.

Getting Ready for Tomorrow

There was a man who used to talk about education, who knew
about as much about it as I. He is dead now. I refer to the
late Socrates. (Laughter.) His pupils came to him one day and
said, "Socrates, what kind of people shall we be in Elysium?"
"You will be the same kind of people in Elysium as you are right
here. Yesterday I got ready for today, and today I am getting
ready for tomorrow. I am getting ready for the higher growth.
I am going to school. If there is another world, I don't know
a better preparation for it than to live right here now."

He was "getting ready for a better job." He had the Study
Habit.

Now, over in England two or three years ago, I was invited
to a banquet; and I was seated next to the Earl of Yarmouth.
We were both getting a square meal for nothing. We were taking
great joy in our work. (Laughter.) We discussed the race prob-
lem ; we settled the coal strike ; and finally we got around to econom-
ics, and the Earl said to me: " In America, you know, in America,"
he says, "you have no leisure classes." I said, "Yes, we have;
we call them 'hoboes '." (Laughter.) And he smiled, and I smiled ;
but I knew what I was smiling at, and he didn't know what
he was smiling at. He says, "Very droll, most amusing; most
amusing." And he said, "What is a 'obo?" I said, "You're
one." (Laughter.) Only I said it to myself. (Laughter.)
I knew he would never appreciate it. The point was entirely
too subtle for him. I never cast my jokes before swine. But it

132

just came to me that he was a hobo. There is no difference or
choice between him and "Weary Willie of Pittsburg." Well
dressed ; that is all right ; but if somebody didn't buy him clothes
and send him remittances, in a little while he would be wearing
clothes exactly like the clothes worn by men of the hobo class.
It is just a mathematical proposition. He lives on the labor of
others, on the labor of men who are dead. He is a hobo.

Civilization's Problem is the Study Habit

Yes ! And the problem of civilization today is to eliminate
the parasite. We live in the richest country the world has ever
seen. There is wealth enough for everybody. Yes, and there
is work for everybody, and there is not too much work for any-
body ; if everybody would work a little, nobody would be over-
worked. No. The reason of some people having to work from
daylight until dark, and their work is never done, is because
some other people never work at all.

We used to educate men who didn't work, and when you
talked about an educated man, you meant a man that didn't
work. And when you talked about a working man, you meant
a man who had no education. But this will never be a civilized
country until every man works, and until every man has an educa-
tion— until every man has the Study Habit. (Applause.)

133

NATHAN C. SCHAEFFER, D.D., LL.D.

THE PUBLIC SCHOOLS

NATHAN C. SCHAEFFER, D.D., LL.D.

State Superintendent of Public Instruction, Harriaburg, Pa.
MR. TOASTMASTER AND GENTLEMEN!

One year ago, when I happened to be in San Francisco, about
the first question that was put to me was, " What do you know
about the International Correspondence Schools at Scranton?"
I shall not tell you in how many states that question has been put
to me, for fear that you might find out how much of a "globe
trotter" I am. Sometimes that question is embarrassing, espe-
cially when I visit a city that has a correspondence school of its
own. They always claim that their school is the "model" corre-
spondence school.

Last week President Foster and I learned the application of
a story that I propose to use hereafter. A gentleman in the South
was introduced as a model toastmaster. He arose and said that
he accepted the compliment because it reminded him of a certain
lady in his own city who was visited by a committee of the Women's
Club, and this committee informed this lady that she had the
model husband of the city. The lady was very much surprised,
but when the committee had gone she turned to the dictionary
and found this definition: "Model, a small imitation of the real
thing." (Laughter.) Now, these correspondence schools in other
cities are "models," but Scranton has the real thing. (Applause.)

Scranton to the Rescue

This is not the first time that Scranton has come to the rescue
of the public-school men. When I had forty mandamus suits at
court pending against me, it was a Scranton lawyer who won every
one of them for me; and if I had my way tonight, that Scranton
lawyer, instead of having a lower limb in plaster of Paris, would
have his feet under million-dollar mahogany in the state capitol.
(Applause.) I cannot refrain from wishing for the speedy recovery
of your honored fellow citizen in Scranton, Deputy Attorney-
General Fleitz.

135

Another Scranton man, some years ago, came to the rescue of
the common-school system. The two greatest problems in school
administration are: first, to get all the children to school; and
second, to get good teachers into all the schools. Now, it was a
Scranton member of the lower house who passed the first law
making the attendance at school compulsory; and it was the same
member from Scranton who gave us our free textbook law, which
makes it easy for the laborer's son to go to school, and through
the high school. And I want to say that Scranton has need for
its Watres. And when the day shall come that you Scranton
people will make your famous Watres Governor of Pennsylvania,
and when you will send John Farr back to the Senate, then you
will have another new epoch in the history of public-school
education in Pennsylvania.

I. C.S. — "I See Dollars"

And I want to say right here, that the establishment of the
International Correspondence Schools marked an epoch in the
educational development of Pennsylvania. When the average
Pennsylvania boy sees those letters, I. C. S., he puts two strokes
through the letter S, and then it reads, " I see dollars." (Applause.)
There is a time in the life of the average boy when he holds the
almighty dollar so close to his eyes that he can see nothing else
in God's universe, and it is then that he wishes to quit school,
and often does quit school. Sometimes it is dire necessity
that makes the boy quit school. And it is then, after he has
tried the hard knocks of the world, that he begins to see that
these letters "I. C. S. " stand for "International Correspondence
Schools," and that he can make more dollars by taking Courses
in that School.

In other words, the multitude of boys and of girls who are
obliged to quit the public school too early can supplement their
education by what these Schools offer to them.

Prepares for Higher Lives

Now, I should not be satisfied if the public schools should do
no more than hold the dollar before the eye of the boy or the
girl. Dollars alone never can make life worth living. If you are
rich, you may buy a fine house, but you cannot buy a happy
home. That must be made by you and by her who occupies it
with you. If you are rich, you may buy a splendid copy of Shake-
speare; but the ability to enjoy a play of Shakespeare — that is

136

the result of schooling, of study, of education, and when the
International Correspondence Schools of Scranton develop in a boy
the power to study, they make him fit to enjoy the things of the
higher life in the direction of thought; for after all, our public
schools are a failure if they don't, as the result of their teaching,
make the boy able to think the best thoughts of the best men,
as these are enshrined in literature — make the boys and the girls
able to think the thoughts which God has put into the starry
heavens above and into all nature around us.

Now, in one respect, these Correspondence Schools differ from
our high schools and our colleges. They have no football, and no
baseball, and no highball, and no evening ball. (Laughter.) They
seem to mean business, study, work, in the direction of the acqui-
sition of knowledge, and the development of technical power.
Now, in one respect my friend Mr. Foster and I differ very radi-
cally. Perhaps I can best tell you the difference by giving you
an experience of mine — there is a friend of mine in this audience
who vowed that he would give me no peace this side of purgatory,
if I didn't tell that experience tonight. One day, one of my little
girls came home from school, and she said, "Papa, who is richer;
a man with seven children, or a man with a hundred thousand
dollars?" Well, we have reached the sacred number of seven in
my house; I have a sort of a Rooseveltian family. "Of course,"
I said, "the man with seven children." "Why?" asked the
youngster, and then the daddy was stuck. In my despair, I at
last turned to the child and said — an eleven-year-old-girl — "Well,
why do you think that a man with seven children is richer than
a man with a hundred thousand dollars?" And quick as a flash
she replied, "A man with a hundred thousand dollars wants more,
and a man with seven children has enough." (Laughter.)

Now, my friend President Foster claims to have nine hundred
thousand students, and he has not enough. He wants more.

Education in Pennsylvania

When I was at Richmond some years ago, I boasted that in
Pennsylvania we have a university that counts its buildings by
tens, its professors by hundreds, its students by thousands, its
endowment by millions— and I added that we have thirty thousand
teachers, and over a million pupils in the schools. When I made
that statement a Massachusetts Yankee turned to one of my
friends and said, "Does he mean it, or is the Dutchman lying?"
(Laughter.)

137

The average Massachusetts Yankee can form no conception of
the grandeur of the population of the great state of Pennsylvania.
We have today over eleven hundred thousand children in the
public schools, and we have almost one hundred and fifty thousand
more in our parochial schools. I am afraid, however, that if
these Correspondence Schools keep on awhile longer, they will
have more students than we have. But as long as this Institution
helps the boys and the girls to continue their education from the
point where our work for them ended, we shall wish it all progress
and prosperity.

My ten minutes are almost up ; and I know of no better way of
closing this speech, than by applying a motto that became familiar
to my ears in my university days — applying that motto to your
Correspondence Schools here at Scranton. In my university days,
I used to hear three Latin words: " Vivat, crescat, floreat." And
I say of the Correspondence Schools at Scranton, may they live,
and grow, and flourish." (Applause.)

138

JOHN MITCHELL

EDUCATION : THE WAGE EARNER'S
OPPORTUNITY

JOHN MITCHELL

President United Mine Workers of A merica, Indianapolis, Ind.
Mr. TOASTMASTER AND GENTLEMEN:

I esteem it a very great privilege to have this opportunity
of paying my humble tribute to the distinguished gentleman
who founded these great Schools, and to his associates who have
developed them to their present magnificent proportions. I
have carefully watched the growth of these Schools, and I am
familiar with their splendid accomplishments. Possibly there
is no class of workmen who have *profited more, or who have
needed their advantages more, than the people whom I have
the honor to serve. I have known hundreds and hundreds of
men denied the opportunity of early education, who have grown
to manhood, illiterate and ignorant, ashamed to confess their
illiteracy, ashamed to reveal their ignorance by attending the
night schools; these men by scholarships in the International
Correspondence Schools have secured a good general and technical
education, and now hold positions of profit and responsibility.

Problem of Labor is Education

Another thing inseparable from the great problem of labor
is the education of the workingman. That we have a labor problem
in our country cannot be denied. That this problem must be
solved by the workingmen themselves is undoubtedly true. That
it cannot be solved by the ignorant or illiterate, I believe all men
will agree. This problem of capital and labor, this relationship
of the employer to the employe, must be solved by the enlightened,
educated intelligence of the workingman. I am one of those who
believe that education makes men intelligent and sanely discon-
tented; and I hope the time may never come, when the working
people of our country, or indeed of the world, will become blindly
discontented, or will become sullenly contented. I believe that
the welfare of the wage-earning class, I believe that the perpetuity

140

OF THE

UNIVERSITY

of free government, I believe that the progress of the human
race, depend upon the intelligent discontent of. all the people.
I do not mean the discontent that makes men and women do
things that are wrong, nor want things they should not have;
I mean that discontent that makes men and women strive and
seek for more of the good things of this world — makes men and
women seek for higher life, for more happiness, for better homes,
for better manhood and womanhood, and for better civilization.

That is the discontent inculcated by education ; and I am firm
in my own opinion, that the problem of labor will not be solved,
until all the people of our country shall enjoy the advantages of
reasonable education.

There is one phase of this labor problem that is causing the
wage earners much concern. In our country we have free schools
that the children may attend. We have night schools where the
grown boys may secure education; but each year there come to
our shores hundreds of thousands of men from other climes, who
know not our language, who in most cases are totally illiterate,
and we must at some time or other, make suitable appropriation
and provision for educating them. I believe, although this is
somewhat foreign to the subject of this gathering, I believe that
our government should require certain educational qualifications
as a condition of admission to our country. (Applause.)

In fixing these standards I would not bar any man because
of the country from which he came, nor would I require that he
be educated in the language we speak; but I would require that
every man landing on our shores, should be able to read and
write the language of the country from which he came. If he
were reasonably educated in the language and in the country
from which he came, it would not be long before he would learn
our language and measure up to our standards. (Applause.)

Gentlemen, it is difficult to consider the International Corre-
spondence Schools as a purely commercial enterprise. To me
it has seemed rather to be a great philanthropic institution. Men
from one end of our country to the other are enjoying the advan-
tages of education. The opportunities offered to them now differ
so much from the opportunities afforded us when we were boys.
I have often thought that if I could have had the opportunity
of a Course in the Correspondence Schools when I was a boy, it
would have saved me many and many a sleepless night.

I hope that these Schools will continue their splendid work,
that their students will increase in numbers, so that every one who
desires to, may be given the advantage of education. (Applause.)

141

HON. H. M. EDWARDS

THE I. C. S. AT HOME

HON. H. M. EDWARDS

President Judge of Lackavanna Countu Courts, Scranton, Pa.
MR. TOASTMASTER AND GENTLEMEN!

I want to greet you at this early hour in the morning, with
my very best wishes, because this great Institution, the Interna-
tional Correspondence Schools, is a Scranton institution. It is
my distinguished privilege to say a few words — and they will be
but very few, on account of the lateness of the hour — as to this
great Institution.

I have been looking up some of the facts connected with the
I. C. S., and I have been bewildered by statistics. I don't know
how much money these Schools pay to the post office every month
or every year. Is it a hundred thousand dollars, or is it a million
dollars in a year ? How many students have they ? Is it a hundred
thousand, or is it a million? Whatever Mr. Foster says it is,
whether he says it here on this platform, or whether he says it
in circulars and in books, I am ready to believe anything that can
be said about the International Correspondence Schools of Scranton.
I have great faith in them. And- no statement can be made by
the founder of this Institution and by his coworkers, that I will
not believe. You can call it faith, you can call it credulity, you
can call it loving favoritism — call it whatever you like — but what-
ever you call it, I am guilty; and there is no statement that can
be made that I will not say "Amen" to.

I am like the preacher whose boys found out what chapter he
was going to read the next morning, and they glued two leaves
together. And the preacher the next morning — Sunday morning
—began reading thus: " When Noah was one hundred and twenty
years old, he took unto himself a wife, who was" and then he
turned the leaves that had been glued together: "one hundred
and forty cubits long, forty cubits wide, built of gopher wood,
and covered with pitch, inside and out." (Laughter.) The
preacher looked and tried to verify it ; looked again, and then said,
"Why, I never knew that was in the Bible, but it's here, and
I take it as an evidence of the assertion that we are fearfully and
wonderfully made." (Laughter.)

143

And so it is with me, gentlemen: I have got as much faith and
as much credulity and as much enthusiasm in this Institution as
that preacher had in the Good Book. I have very little use for
the man who has not brought to his home city, to his own town,
to his own state, to his own country, to his own fellow men, of the
good things that touch the edges, the rims of life.

Why, I know a man that was proud even of being a member
of the House of Representatives at Harrisburg. It was his first
term. (Laughter.) The House was everything; the Senate was
of no account. His wife woke him up one night, and said, "John,
John, there are burglars in- the house." "Oh, no, no, Mary; there
may be burglars in the Senate, but there are none in the House."

And so we are proud of this home Institution of ours. We are
proud of its founder. We are proud of his coworkers; and we
are proud of his army in the field, many of whom we see before
us here tonight. Why, the story of the growth of the I. C. S. is
like a tale from the Arabian Nights. And if I had time tonight
as I had intended, providing that the speaking had not been so
long, or we were not detained so late — I would have said something
in that direction. There is, however, one sentiment that I want
to impress strongly tonight upon the gentlemen on this platform,
gentlemen of learning and position from other cities and from
other states. When they go back to their homes they will remem-
ber many things about the city of Scranton, about its streets and
buildings, about its mines and industries, about its water system
and its electric system, about its churches and its public schools.

Opened the Door of Opportunity

They will remember probably some of these things; but if they
forget all else, I want them to remember one thing, and that is,
that the I. C. S. has opened the door of opportunity for the sons
and daughters of miners and mechanics and other wage earners,
to make of themselves respected, self-respecting men and women;
and it is for that reason mainly that we glory in the International
Correspondence Schools of Scranton. (Applause.)

These young people are growing up with this Institution, are
becoming a part of it, and are enjoying the delectable line of
knowledge and intellectual pleasure. Therefore all honor to the
founder of this Institution and to his coworkers. "May he live
long, and prosper," as Joe Jefferson used to say. One thing at
least is certain — that he and his coworkers are building a monument
that will endure long after the walls of the present I. C. S. buildings
will have crumbled into dust. (Applause.)

144

COLONEL CHARLES W. LARNED, U. S. A.

CONSTRUCTIVE EDUCATION

COL. CHARLES W. LARNED, U. S. A.

Professor of Technical and Military Graphics and Applied Geometry,
United States Military Academy, West Point, N. Y.

MR. PRESIDENT AND GENTLEMEN:

As your eloquent editor who addressed you this morning
remarked, I have been asked to "butt in" among my betters.
It seems to me something of an impertinence that I should address
you after you have listened to so many distinguished speakers.

I have learned so much this evening from the genial "Goliath
of the Philistine" who has preceded me, that I am very glad, as a
military man, to be a "Philistine" myself; and I sincerely trust
there is no academic David present here to hit me in the eye with
a pebble of exact thought.

I have also learned so much wisdom from the noble advocate
of wage earners who has preceded me, that I am very glad I am a
wage earner myself, although in soldier clothes. And I am very
grateful to you this evening, that you have not ordered me out,
although I took the precaution to appear in civilian garments
before you. It is usual for the American public to request gentle-
men in soldier clothes to disappear on public occasions.

Constructing Opportunity for the Masses

As a mere military pedagogue from the school of war at West
Point and the Hills of the Hudson, I feel somewhat out of place in
addressing a community whose interests are so much allied to the
arts of peace as are yours. A military school is always on the
defensive in a civil community. A military school is occupied with
the arts of destruction instead of construction. The school at
whose feet I am sitting this evening, is preeminently concerned in
the arts of construction. You are concerned in the arts of con-
struction, because you are constructing the intelligence upon the
brawn and sinews of our land, because you are constructing oppor-
tunity for the wage earners of this country.

The military academy at West Point is concerned, as I have
said, with destruction — but not altogether. The two twin military
schools of this country, Annapolis and West Point, are in one respect

146

constructive. They are constructive in regard to the forma-
tion of character. As great character institutions, I think that
perhaps they have no superior in all the world. The character
which these schools endeavor to construct is the character whose
elements are first of all, patriotism; second, integrity; third, truth-
telling; fourth, discipline; fifth, simplicity of life; next, perhaps,
unselfishness; and last of all, the merits of poverty. It is the
privilege of the American soldier and sailor to remain poor in the
community where opportunity for wealth lies profusely about us
on all sides.

Perhaps the construction in which we are engaged, will be an
apology for our existence, which the country sometime may be
willing to accept at its face value. I think these elements of con-
struction are of value to any community, civil or military, and
that perhaps in an age in which the arts of gain are predominant,
these elements of simplicity of character and integrity of life — •
which are all a soldier has to hope for — may prove of as much value
to our great community as the arts of gain.

My Commanding Officer, the Superintendent of the Military
Academy, who is present with us tonight, and who ought to occupy
my place in addressing you, has faced the Apaches in Arizona;
he has faced the Spaniards at Santiago; he has faced the Moros in
the Philippines ; but it has been reserved for him to be appalled by
a community of pedagogues and students in Scranton.

As I well knew the diffidence and timidity of his character
before I came, I knew that I should be left to face alone the fero-
cious hospitality of the International Correspondence Schools, so
that in mere self-defence, before I came, I armed myself with a
few "impromptu" remarks, which I put in my pocket, as on
previous occasions I have found necessary in order to defend my
life under similar conditions. There is only a little of these remarks,
so I will assuage your anxiety, and if you will permit me to draw
my gun, I will read to you. (Applause.) They are, as you will
observe, wholly "impromptu." (Laughter.)

Progressive Vitality of the I. C. S.

Both as an educator and as a man I am profoundly interested
in the work of this great School. As an educator I see in its proc-
esses very much that is admirable as well as unique, and in the
accumulated experience of its dealings with a vast variety of
intelligences seeking knowledge under adverse conditions of
development and opportunity, it has many lessons to teach insti-
tutional education. The most inspiring feature of its methods

147

seems to me to reside in its vigorous and progressive vitality.
They are not only theoretically practical, but are intimately and
directly associated throughout the whole range of industrial
activity with living interests which react upon them and keep them
sympathetically adjusted to human needs and accomplishment.
In this the Correspondence Schools possess an immense advan-
tage over academic institutions, and on account of it their methods
have a flexibility, a power of securing a high degree of intelligent
achievement by a large percentage of their students, and a quality
of up-to-dateness that in technical instruction is of the highest
importance. I understand that this Institution is frankly one
for imparting knowledge and not at all to the same degree a school
for the training of intellect and the development of mental powers,
which function the wholly elective nature of your system renders
subordinate. Its effects in mental training are incidental only
and not primary. Your clientele wants knowledge for use and
not for gymnastics, and your function in providing it is in the
highest degree important and beneficial, and the mental training
incident thereto gives also much exercise to the intellectual powers
of thousands who cannot enter the educational gymnasia for pure
mind-development.

Splendid Material in Student Body

In another regard your system has a great advantage. I refer
to the attitude of the student body toward their work. You deal
with those who seek because they desire, and you thus eliminate
the element of reluctance, apathy, and evasion which constitute
the curse of education. Something of this may be offset by the
loss of the stimulus of competition and association; but after all,
these latter are only makeshifts to secure as much as possible of
the very quality of interest which you possess as a natural attribute
of your students ; and the desire to know for the sake of knowledge
is always an immensely higher motive than the desire to surpass
others. As a feature of your methods, I also highly indorse the
process of development of your textbooks.

In all the applied science, textual instruction is ever in a state
of flux and transition. The temptation to write dogmatic text-
books and gospels of science is one to which the professional mind
is prone to succumb. No sooner is the pedagogic brain delivered
of its child than its offspring begins to degenerate. Both the
author and the publisher are interested in preserving and defending
the integrity of the text; the one from pride, and the other from
profit, so that obsolete processes and deductions are often retained

148

in instruction to the detriment of the student long after they should
have given place to advanced thought.

One is almost tempted to accept the paradox that textual
instruction should be without textbooks. But your method of
pamphlet issue by which your textbooks are built up of relatively
small integral parts, any one of which may be wholly withdrawn,
or recast, from time to time, and kept abreast with the latest
discovery, makes your books living and growing organisms.

Great Industrial College

But after all it is as a man that I am most interested in your
work — your function as a great industrial and trade college. It is
your relation to the vast body of hand and industrial workers that
appeals to me. It is the fact that your students are nearly all of
the great army of wealth creators, the wage earners — the pro-
ducers of a luxury enjoyed by others, and the promoters of an
immense industrial development whose fruit is not theirs. The
crying need of trade schools is one of the greatest of our require-
ments in view of the decay and virtual extinction of the apprentice
system. Correlatively exists the demand for an industrial and
technical college system which is in reach of the proletariat and the
active wage earner everywhere. This latter function I conceive
you fill with admirable results.

It lends a splendid dignity to any institution of learning that
it is feeding the minds of the earners of the land, and that its under-
graduates and alumni are of a type that dedicate their hours of
hard-earned rest and pleasure to the acquisition of knowledge.
The contrast between the grim earnestness of such a student body
and the frivolous idling of collegiate youth is a contemplation
pregnant with serious thought. You are educating many of those
who are to control the social destinies of the twentieth century.
The issues behind which are standing the immense masses, so many
of whom are seeking your aid, are not to be ignored, belittled, or
evaded. As sure as the rising of the sun, as logical as a mathe-
matical demonstration, is the progress of social regeneration
which is the issue of the century before us; and on the intelligence,
the forbearance, the self-restraint of the industrial classes depend
the nature and degree of progress of the changes in society which
our children and our children's children are to witness.

To be essentially the academy of such men is to hold a position
of preeminent importance in society, while to perform the duties
of such a trust with fidelity and a high degree of successful achieve-
ment is an honor second to none in the educational world.

149

RT. REV. ETHELBERT TALBOT, D.D., LL.D.

OF THE

UNIVERSITY

EDUCATION AND MORAL REFORM

RT. REV. ETHELBERT TALBOT. D.D., LL.D.

Bishop of Central Pennsylvania, South Bethlehem, Pa.
MR. TOASTMASTER AND GENTLEMEN:

The hour is very late, but it seems to me eminently fitting that
as we have just heard very strong and manly and, I may say,
Christian words from a man whose business it is to teach men how
to fight, that we should hear at least one word from those whose
business it is to teach men the gentle way of peace.

The peculiar glory, it seems to me, of the Institution we are
commemorating tonight, and whose marvelous success is the glory
of the country — its peculiar glory is that it dignifies the art of the
individual.

The Honor of Labor

If you will study history intelligently, you will find that the
dignity of the individual man has been growing steadily for just
about nineteen hundred and six years, and that it had its start
in the advent on this earth of a man who was the most unique and
indefatigable worker, the most honest laborer, the world has ever
seen. Before the advent of the Great Lover of Mankind, work was
reserved for slaves and criminals. He came into the world as a
laborer. He said " My father has been working all along, and I
work." He made labor honorable. He filled it full of moral
beauty. He gave it virtues of an infinite character. And it seems
to me, gentlemen, we ought to honor the founder of this Institution,
if for no other reason, because he has opened the doors of both
privilege and opportunity to thousands and thousands of men in
our country who without his efforts would never know of these
things. It seems to me it is his peculiar distinction and his peculiar
honor, with which we can all sympathize. The fact is, labor has
become the one great characteristic and honor of this century in
which you and I are living. It has become, indeed, the mark of
this great American Republic.

The world has never seen such great industrial enterprises, or
such magnificent schools, as we find here on this American continent.

151

And you also observe, we are living in an age of most distinct and
critical and acute moral reformation. Have you ever thought
that underneath all these attempts at municipal purity and political
purity and the purification of the trusts and these great industrial
reforms — have you noticed that underneath all is the great ethical
principle? Did you notice what our friend from West Point said,
that the Government is trying to give to the average military
man — he laid great emphasis on the basic principles — moral and
religious principles, without which in his conception, no real
soldier is fit? And it seems to me we have every reason, there-
fore, to congratulate ourselves, not only because of the great
industrial progress of this age — I see nothing whatever to be afraid
of in it — but also because of the enormous strife of the scientific
problems of this age.

Glorifies the Laborer's Life

Some one has intimated tonight, and it is the absolute truth,
that science bases everything upon truth. He might have said
eternal truth. Science welcomes all truth, and if there is anything
in this world of ours that ought to welcome truth on every side,
from every possible avenue where it can pour out, it is religion.
Religion that is afraid of truth and science and investigation —
religion that does not recognize that all truth comes from God,
the incarnation of truth, is not a religion to command the respect
of American citizens. There are no high arches in this great
design. There is such an Institution as this here, to which you
and I are engaged tonight in doing honor. It seems to me the true
fact that it does give the individual man, poor and handicapped
as he may be by the conditions of life, the power not only to labor,
but to make his labor count to the highest possible profit.

And gentlemen, lawyers work for a living, when you come to
this matter of labor; the man who works, who labors with his
brains, may become just as indefatigable a worker and as real a
benefactor to his race, and as high and noble a product of our
American citizenship, as the man who works with his hands. All
labor is divine.

Therefore it is, I think, that we can all agree in paying tribute
to our venerable friend who has called us here together tonight
in order that we may witness and realize the great work that has
been done, not by him alone, but by him in connection with his
associates, in spreading the knowledge of science and of inde-
pendence and the produce of the brain, not only through this
Republic, but among the nations of the earth.

152

Monumental Work of the I. C. S.

Over the north entrance to the great cathedral of St. Paul's, in
London, is a tablet commemorating the work of Sir Christopher
Wren, the great architect. The tablet bears the inscription,
"Si nwnumentum requiris, circumspice" —"If thou seekest his
monument, look around thee." So, if you would see the monument
of our venerable friend, just look around you. Not all men live to
see the outcome of their prayers and their aspirations. I con-
gratulate my friend that he is not only here, but is hale and hearty,
with his faculties unabated, with his vision still clear and radiant;
that he is here to enjoy the success of the Schools, which he so
largely deserves.

I happen to have the pleasure and honor of sitting by the side
of his pastor here tonight. He has^told me how earnestly he finds
him cooperating with him in the religious efforts that are being
made here, for the benefit of the city of Scranton; and I am sure
that no such great blessing could have attended his work if it had
not been along generous and loving purposes — of not only doing
his work well, but for the highest benefit of his fellow man.

This is my message — simply a word of loving and fraternal
congratulation — that in God's providence he has been spared to
see such enormous fruitage to the work he has so faithfully done.
(Applause.)

153

"GOOD NIGHT'

THOMAS ]. FOSTER

President of the International Textbook Company, Scranton, Pa.
MR. TOASTMASTER AND GENTLEMEN!

It is now about half past one o'clock — high time we were all
in bed. The only "nightcap" I can find my conscience will permit
me to give you, will be to thank you sincerely for all you have
said to us today.

I cannot let you leave, however, without making a few remarks
that I feel to be necessary in closing these exercises. It will
take only a minute or two.

In answering your generous call and in returning thanks for
the many kind expressions of appreciation and approval of the
work being done through our Schools, I wish to say to you, our
guests, many of whom are engaged in kindred work, that we feel
highly honored by your presence.

Work Becoming Appreciated

When these Anniversary Exercises were first proposed, it was
not intended to invite any one to take part in them except our
officers, employes, and students. But the suggestion was made
that this would be an opportunity to explain our methods to edu-
cators, to the members of the press, and to the public, who might
be interested. It was decided, therefore, to invite as many repre-
sentatives of these classes as could be entertained. The suggestion
was a happy one, since from the letters of many gentlemen who
cannot attend, and from the remarks of many of those present,
I find that our work is much better understood and far more highly
appreciated than I thought. The knowledge that our work is
coming to be known and appreciated will encourage us to further
effort and must result in good both to the Institution and to the
people among whom we work.

In giving your time to these exercises with the view of finding
out what this new plan of teaching means, you have shown an
interest worthy of praise, in the cause of education, and we hope
that you will have seen something which you can take home and use

154

to help others. We wish also to express the hope that this may
not be the last occasion when we shall meet. We want you to
feel that the latch string of the I. C. S. is always hanging out
either for you or for any of your friends whom you may send to
examine our work.

Credit Given to Coworkers

I should fail in my duty if I did not take advantage of this,
the first opportunity that offers, to say that in giving credit for
efficiency and for results to the I. C. S. system of teaching, a large,
if not the larger share belongs to my coworkers. The members
of the Board of Directors are directors not only in name but in
fact. An Executive Committee composed of four members of the
Board, devotes four days each month to the business. They and
their friends are the largest owners of the stock of the Company.
Because of their faith in the enterprise, it has never been short of
capital, and I have had the benefit of their counsel and support in
every step in the development of the Institution. Nor has their
purpose in investing their money and giving their time been for
gain alone, for they as well as others engaged in the work share in
the stimulation due to witnessing the good being done.

To the officers and members of the textbook, illustrating, and
printing departments, of whose intelligent and faithful labor the
textbooks, which are the basis of the I. C. S. system, are convincing
evidence, credit is due; also to the principals and instructors whose
patient, painstaking, and efficient work with the students, has
made the reputation of the Schools.

To the officers of the accounting and executive departments,
and to their assistants, I am indebted for loyal, enthusiastic and
skilful service.

Great credit is due also to the thousands of students who are
helping to secure new students by their testimony to the efficiency
and merit of the educational service rendered. Some of these
students, representing all sections of the United States and Canada,
are present with us tonight.

Creators of Character

To the officers and members of the selling organizations, field,
railway and mail, a large share of the credit must be awarded.
No salesmen work more hours daily than I. C. S. Representatives.
Because they sell to working people who are engaged in the day-
time, most of their work must be done at night. Their work is

155

such that they must be absorbed in it to be successful. However,
the men who make these sacrifices are successful; they find the
business very attractive, and few of them give it up. They feel
the stimulation, which is the reward of work, helpful to others,
more strongly, perhaps, than those of us whose duties are confined
to the home departments. In making brain workers of those whose
training is limited to their hands, they are encouraged by seeing
about them everywhere men who have gained a footing above the
level of mediocrity, in which the great mass of working people
are engulfed. These creators of character, whose daily business
it is to induce men to forego idle pleasure and cultivate habits of
self-denial and study, secure the thousands of students that go to
make the work of the Schools great when compared with ordinary
educational standards. They not only merit a large share of the
credit of making the institution what it is, but they are also held
in grateful remembrance by the thousands and thousands of men
whom they have helped to advancement and promotion, and to
better lives.

In conclusion, I wish to say that, as in all other efforts for the
improvement of the means of living, and the elevation of mankind,
this work has just commenced. I am confident that within the
next ten years we shall so improve our home-study textbooks and
our system of assisting students by correspondence, and shall so
increase the efficiency of the methods to secure their use by the
public that the results now being accomplished will appear incon-
siderable in comparison with those that we shall then be obtaining.

156

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