corps; what is our part in the fight; where are our immediate allies? We seek for unity, because it is our nature so to do. We expect our little work to be a constituent part of some great, all-embracing work. We shall never rest content till we be assured that we are building some little part of the city of God. And we cannot doubt that some great responsibility for such building rests with the larger university. Memorial Addresses Constituting tbe Report of the Committee on Recrology for 1898 The following names of deceased active members of the association, concerning whom reliable data for memorial sketches could not be obtained, appear in the report of the committee: Dr. Edward A. Sheldon [PREPARED BY W. E. SHELDON] The death of Dr. Edward Austin Sheldon, for thirty-five years principal of the Oswego (N. Y.) Normal School, and for thirty years an active member of the National Educational Association, removes from the educational world one of the most devoted and successful pioneers of progressive ideas in elementary instruction. Dr. Sheldon was born at Perry Centre, Wyoming county, N. Y., October 4, 1823. For three years he supplemented his thoro elementary education as a faithful and earnest student at Hamilton College, and, altho he did not graduate, subsequently received the degree of A.M. from that institution. On leaving college he entered at once upon his life-work as a teacher. His success was such as to give him unusual prominence, and won for him the position of superintendent of schools of Syracuse, N. Y., and later he was chosen to a similar post of responsibility and honor at Oswego, N. Y. He was a genuine disciple of Pestalozzi, and for more than forty years was a foremost leader of the group of great educators who introduced and defended progressive ideas in the American public schools. So deeply impressed was he with the importance of improved practical methods in the elementary grades of instruction that, in 1861, he organized a training school for teachers, and arranged and published a systematic course of objective instruction which attracted great attention from all earnest instructors of the young. His system and course of instruction were adopted by the normal schools of the state of New York, and also by many institutions in other states of the union. In 1862 he was chosen principal of the Oswego Normal School, which position he filled with distinguished ability until his death. In the early history of his professional work in the normal school he had to face and overcome much persistent opposition. He was richly rewarded for his great struggles for the principles and methods he advocated and applied. His success was so marked that the Oswego Normal School became a sort of "Mecca," and attracted to it from all parts of the world thoughtful educators to study and observe its work. It also brought to it enthusiastic students from all sections of the country. Dr. Sheldon's marvelous influence and power with children and students arose primarily from his great and generous heart; from his comprehensive knowledge of, and his deep and full sympathy with, the nature of children. He understood their needs and adapted his methods of instruction to help them. Like all born educators, he loved the young, and aimed by example and precept to inspire them with a desire to acquire knowledge, and pointed out to them the methods of acquiring it that would best develop their minds and hearts and contribute to their enjoyment in the pursuit. He had almost a magic power to win the confidence of his pupils and stimulate them to do their best work. Dr. Sheldon's abounding kindness of heart; his unselfish devotion to personal and public duties; his charming modesty; his genuine and sincere desire for the welfare of all who came within the sphere of his acquaintance, combined with strong common sense, discretion, and tact, equipped him to mold and guide young teachers as few men have been enabled to do. So winning and persuasive was his manner of dealing with his associates and pupils that it was a common thing for them to speak of him as "Good Father Sheldon." In later years, at the meetings of the national and other educational gatherings, he was usually surrounded by a group of his graduates, who loved and honored him. Not only was he eminent as an educator and organizer, but he occupied the position of a successful author of schoolbooks, reports, and papers on educational topics that will perpetuate his memory. In private life his influence was felt in promoting the happiness and well-being of family and friends. A true Christian gentleman, an exemplary, patriotic citizen, passed away from earth when he died August 26, 1897, peacefully, and with almost no premonition. We shall miss him from the activities of his busy life, and feel that another beacon light has ceased to shine and send its beams forth to warn and guide. Reverently we say in the words of the poet : Good rest to the gray head and tired feet That walked the earth for seventy steadfast years. On his full life the eternal seal is set. Rev. Birdsey Grant Northrop, LL.D. [PREPARED BY EMERSON E. WHITE] Rev. Birdsey Grant Northrop, LL.D., was born in Kent, Litchfield county, Conn., July 18, 1817. His boyhood was spent on the farm, but he early desired to follow the example of his grandfather, Amos Northrop, who graduated from Yale College in 1762. He prepared for college at Ellington, Conn., and was graduated from Yale in 1841. Four years later he graduated from Yale Theological Seminary. He taught school several terms, while pursuing studies. After graduating from the theological seminary, he was pastor of the Congregational Church at Saxonville, Mass., for ten years. His earnest and intelligent interest in the improvement of the schools of the town, while pastor, attracted the atten tion of the Massachusetts board of education, and in 1857 he was appointed agent of the board, and, for ten years, he filled the office with marked efficiency and acceptance. In 1867 he was called from this position to be the secretary of the board of education of Connecticut, his native state. He filled this important office with great ability for nearly sixteen years, and his labors resulted in a much-needed improvement of the schools. He was tireless in his efforts to arouse public interest in school progress. He held teachers' institutes and educational conventions in the different towns and cities, furnished the leading papers with school information, and enlisted the colleges and academies in the improvement of the common schools. During his administration legislation was secured against the employment of young children in factories and stores, the rate fee was abolished and the schools made free, the school term was lengthened, and the qualifications of teachers raised. Dr. Northrop also gave special attention to methods of instruction and discipline, the improvement of schoolhouses, and the beautifying of school grounds. His efforts to suppress the sale of bad literature were as heroic as they were successful. Not content with the suppression of the sale of bad books, he disseminated needed information concerning good books, and earnestly promoted the establishment of town and district libraries. The results of these efforts were most beneficent. Dr. Northrop retired from the office of secretary in his sixty-sixth year, receiving the high commendation of the state board for his important services. In this quarter of a century of successful school administration, he had also won a high and honorable place among the educators of the country. He was president of the American Institute of Instruction in 1864-66, of the National Superintendents' Association in 1866, and of the National Educational Association in 1873. He was one of the board of visitors of West Point Military Academy in 1863-64; was one of the original trustees of Smith College; and for some years was a trustee of Hampton Institute, Va. In 1872 Williams College honored him with the degree of LL.D. During the remarkable transition in Japan, Dr. Northrop became deeply interested in the educational movements in that empire, and members of the Japanese embassy opened negotiations with him to go to Japan to inaugurate the proposed system of public education. These negotiations did not issue in his undertaking this great work, but he accepted the guardianship of the Japanese girls who came to this country. to be educated, and had also the supervision of the education of most of the Japanese young men, as well as of many Chinese youth- a responsi bility which he cheerfully assumed and which he met with praiseworthy fidelity. It was largely thru Dr. Northrop's efforts, continued for nearly |