that even street cleaners should not be " trained" to the high functions of their profession.

The particular part of this educational work which has fallen to me during my mature life relates to the qualification of men and women for the duties of what is known as business. Should I attempt here to say what many fervent and over-zealous teachers do say, that through any processes, real or imaginary, we succeed in making merchants and bankers and experienced publicists offhand, I should say what any thinking person would know to be untrue. If I have learned nothing else in the nearly fifty years which I have given to this work than that education, at the best, is fragmentary, I do not consider the time wasted. The most that schools or teachers can do is to inculcate principles so strongly that they shall become the guiding rules in after life. The practice necessary to enforce those rules, in the broadest and most effective sense, can never be given in schools. It can be begun there and sufficiently enforced to show the value of the principles. The efficient banker, merchant, lawyer and doctor become so after leaving school; and while there are occasional men who by some stroke of genius, or through some remarkable natural gift reach these high functions, as Minerva sprung from the brain of Jove, they are rare exceptions, and known to be so. Most of us are plodders, and we should be proud of the designation. But there is a difference in plodders, and that difference arises mainly from what may properly be called education. If a man plod, regularly and surely, in the right direction and towards the right end, he need never be discouraged, and that he may do so, schools are established and teachers live. The business colleges of this country have come into a glorious patrimony. Some of them know it and are sufficiently thoughtful and reverent to use their knowledge wisely and conscientiously; others there are, as in all professions, who take advantage of the public sentiment which has grown through faithful devotion to principle, and trade upon that sentiment by putting forth a base imitation and calling it genuine. And the difficulty is that the "public"-that strange compound of trustfulness and suspicion, has neither the time nor the means for discriminating, and in the general condemnation of the poor work done the competent and faithful suffer with the rest. There are, in fact, no other educational specialties in which it is more difficult for a superficial observer to judge between the true and the false. Commercial schools and fall grades are just what their projectors choose to make them. They are under no superintendence from the state; are subject to no limitations or requirements, and cannot be called to account for any derelictions. So far as interference from any quarter is concerned, their work, as judged by themselves alone, is final and it is only when the graduates put their qualifications to test in the counting room and the bank, that the genuineness of the instruction is determined. If this test is satisfactory, the particular school gets the credit; and if not, all schools suffer. There is a special temptation which besets business schools. Necessarily, their work is restricted to a few studies, and these of the most practical sort. Nobody has ever defined a business education, nor can anybody set its bounds. The main thing recognized in it is "hand-writing." Even the typewriter has not been able to rule out this sublime accomplishment. It is the one thing in education that attracts attention because it can be seen, and because everybody can judge of it. And thus has it been from the first movement in commercial education until now that penmanship has been the leading card. And there is another and more potent reason for this. There is no other class of schools in which there is such vivid and intense competition. Young people must be attracted to the competing schools, by whatever devices can reach them--and nothing is more potent than a display of penmanship; and the more florid and unpractical, for this purpose, the better. So, the prospectuses of the schools. and the flaring advertisements of various kinds they send out, must revel in ornate conceptions of flourished forms of beasts, birds, and flowers-all beautiful to the eye and all as far removed as possible from any bearing on the practical duties of accountantship, which is the special work of "business" schools. Another fad has recently struck a certain class of would-be business educators, and is having its run. Its main boast is that it does away with education and with study of all kinds, and at once puts the would-be accountant at work. It has various designations, the most "pat" and seductive of which is " Actual Business from the Start." Its shibboleth is a war cry of extermination on textbooks, and the substitution therefore of drawers and traps and an expensive outfit to be furnished at a fair margin of profit by the promoters of this Squeers method of knowing things. This patent system, like the whole arm movement" that revels in impossible birds and crawling things has the charm of novelty. It touches the ear as does the other, the eye, and so helps to confuse the mind as to the real meaning of business education

Let it be remembered, once for all, that education of whatever kind requires the healthful use of the mind, and that the most that educators can do is to so direct the mind that it may work freely, constantly, and logically to the best results.

Business education is no exception to this rule.
S. S. PACKARD.

"Tolstoi as a Teacher."

In the article on "Count Leo Tolstoi as a Teacher" in the issue for Sept. 21 the types played havoc with proper names.

Count Tolstoi was born at the village of Yasnava Polyana, which means Plain Field. By the way, the date of his birth, August 28, should be designated as O. S., the Russians still clinging to the elsewhere obsolete chronology. In the third paragraph Goucharoff should be Gontcharof or Goncharoff, and the more common spelling of the author of "Red Nosed Frost "is Nekrasof. As for Turgénief, unfortunately the custom has become ingrained for the spelling there adopted.

It is to be regretted that a language so difficult to pronounce as Russian is, should be made to appear far more so by the unscientific and contradictory methods used in transliterating it. The Germans employ seven letters, schtsch, to express one single Russian character! And the absurdity of the German method when applied to English may be seen in the chapter on Tolstoi in MaxNordau's "Degeneration." The words are almost unrecognizable. I believe the Literary Association some years ago adopted a plan which was expected to become universal. But even now the best informed journals still spell tsar, czar !

NATHAN HASKELL DOLE,

Supervisor of Drawing in New York City.

The new budget of the board of education will provide for three new assistant superintendents. At the meeting where this was reported Commissioner Holt asked whether provision had been made for appointing a specialist for training the teachers in methods in each of two departments of physical instruction and drawing. In that question he voiced a crying need of New York city schools.

New York is almost the only city which does not include among its superintendents, a supervisor of drawing.

Teachers in all the schools receive circulars from teachers of drawing who offer to teach them the methods of presenting the drawing to their classes, at varying prices. In my own classes of teachers I found teachers not only willing to give the extra time, but also to pay for instruction in methods of drawing which their every other large city receive from the supervisor of drawing. more fortunate fellow teachers in Brooklyn and Jersey City and

Is it not time for New York city to provide its noble band of earnest teachers with the help that a drawing supervisor alone can give, especially since the class teacher is held responsible for the results of the instruction of the special teachers of drawing?

Recognizing the need of this instruction the New York Society of Pedagogy last spring gave a special course to its members. Mr. Henry G. Fitz. himself a successful artist and a most original and successful teacher in several of the city schools, explained to about 200 teachers the principles which have made his instruction successful. Drawing is with him no mere accomplisnment, it is a most efficient means of mind training. His methods when presented to the art teachers at Denver excited the keenest interest. If a vote of the teachers were to be taken they would not only declare that they need a supervisor of drawing, but also that Henry G. Fitz is the man who possesses the training and the inspiration to make drawing in all New York schools the vehicle of mind training, which the schools in which his methods have been adopted so signally show. For the last five years he has been doing, for nothing, what supervisors of drawing in other cities have received large salaries for doing, viz, inspiring teachers of the city schools with a desire to obtain better results from the instruction in drawing, and showing them the means by which drawing can be made a mode of mind training.

I studied many systems of drawing when I took charge of that work in No. 90, but the first real aid I obtained from a series of lessons given by Henry G. Fitz. Any teacher (and there are hundreds who know him) will testify to his power of inspiring enthusiasm, and his work in the evening high school as well as in the other schools under his charge will offer the testimony to the success of his methods.

Our board of education will do well to consider these facts when appointing the three new superintendents; for no other reform they can make, can improve our city schools, or add to the efficiency of our course of study, more than this of giving our teachers the aid of a supervisor of drawing-a subject which the last few years have seen revolutionized as a school study. Introduced as a mere æsthetic accomplishment, it has in the hands of the best teachers an indispensable aid in mind training.

Our course of study rightly emphasizes its importance, and, with a special supervisor to inspire our teachers and introduce in all our schools the methods which have proved successful in some, our city would assume in this department the position which her pre-eminence as the Empire city of the Empire state entitles her. Grammar School, No. 90.

H. G. SCHNEIDER.

Editorial Notes.

Italy cannot but attract attention. She has just celebrated the twenty-fifth anniversary of the entrance of the Italian army into Rome. King Humbert gave amnesty to some of the men sent to prison for participation in the last Sicilian rebellion, but according to the present outlook he will soon have thousands of other rebels to send to jail. Something equivalent to a miracle is needed to prevent a revolution next winter; already there are not less than 80,000 men without work, and every one with a natural, ingrained taste for brigandage, even in normal times. The grain crops have failed and the wine harvest is not likely to turn out any better; the famishing people are being harried by taxgatherers and maddened by landlords. All this comes from the heavy taxes Italy has to pay to keep up its army.

Are there some high schools where the question of exchange on Europe has not been discussed? Probably. Against what do bankers draw? Cotton, corn, wheat, and meat bills. Besides, just now the Mora claim of 1 millions has been paid in a draft on London and against that exchange will be drawn. Then the Anaconda mine has been sold to English capitalists for six millions. All these are interesting points and must not be kept away from the boys.

The article on "Nature Lessons" in the present number will be read with interest. It was written by Mrs. Louisa Parsons-Hopkins, who died several months ago. The author was for many years a supervisor of the public schools of Boston and one of the most prominent women in the educational field.

Two of the articles in this number are devoted to child study. Prof. S. B. Sinclair, of the Ottawa normal school, gives helpful suggestions as to the methods teachers should follow in the observation and study of children. Prof. Sinclair has been a devoted investigator in this field for some time and holds a prominent place among Canadian educators. His efforts to help advance the cause of the new education through lectures and contributions to pedagogical literature have made his name widely known in this country. Dr. Himowich, the second part of whose article on "Medical Aspects of Child-Study" is published in this number, is a practicing physician in New York City. He takes much interest in the child-study movement, which has rapidly. spread in this country and has opened new fields of pedagogical investigation and experimentation. As a medical practitioner, he naturally lays particular stress on the pathology and hygiene of childhood and adolescence. His article is of particular interest, as it treats of great physiological problems with which educators have to deal and which are rarely discussed in educational journals and text-books. Upon the solution of these difficult questions depends a great deal in an education that aims at moral character building.

In fact,

as Dr. Himowich rightly says, the science of pedagogy can have no solid foundation unless the physical conditions of life are thoroughly studied.

In an interview with the school board of Conway in Wales last summer, the objection they made against the education of all was, that there would be no stable boys. But, no matter how universal education is, there

always will be persons who prefer to do manual work to intellectual and some special form of it to every other form. Those have read Silas Marner to little purpose who do not see this. The schools cannot, if they would transform all into Tyndalls and Huxleys.

Parents do not visit the schools some teachers complain. Why don't they? It's because the teachers do not visit the parents. There should be a closer intercourse between home and school. Let the teacher make a start to bring this about.

"Business Education," is the subject of a letter of S. S. Packard (page 246). Mr. Packard stands in the front rank in business education, and the institution of which he is the head and soul has an international reputation. His letter, though principally dealing with the problems involved in that particular part of educational work to which he has devoted his life, contains a great deal of solidly helpful advice for all who are engaged in teaching.

The article on Tolstoi's educational ideas, which forms Part II. of Mr. Boris Bogen's characterization of "Count Leo Tolstoi as a Teacher," will appear next week.

Does it pay to read books on Education? Here is an incident which may help to answer. In a village in Massachusetts there was a school having a principal and three assistants; one of the latter had by hard work got an education while at home on a small farm in a mountainous part of the state. She had found a small book called Unconscious Teaching and from reading it concluded that there were principles in education. After her appointment she bought Parker's Talks on Teaching and one or two other volumes and was joked by the other two ladies, because she read such " poky" books. She was not a skilful teacher, but the principal was so impressed by her intellectual comprehension of her

work that he recommended her to a friend in a letter as "a teacher who thinks and who will eventually be a teacher of mark." She received an appointment at an increased salary, and fulfilled the prophecy made of her. She said her progress was due to reading upon education.

Leading Events of the Week.

Re-union of the survivors of the Army of the Cumberland at Chattanooga.- -Different states dedicate movements on the battle-field of Chickamauga.-A second loan to China guaranteed by Russia and France.- -Spain borrows money of Parisian bankers to carry on the war in Cuba. Many arrests for political offences are made in Havana; an attempt will be made to carry out the relentless policy of Premier Canovas del Castillo.

-On Sept. 18, President Cleveland touched a gold button at Buzzard's bay and started the machinery at the Atlanta exposition in motion. Veteran Federal and Confederate soldiers meet in perfect harmony at the re-union of the Army of the Tennessee.—— The steamer Edam, on her way from New York to Amsterdam, sunk off the southern coast of England by collision with the Turkestan. The passengers and crew saved.—The Spanish warship Sanchez Bareaizegui sunk by a coasting steamer at Havana. Admiral Parejo and thirty-five others drowned.———— Rome celebrates, on Sept. 20, the twenty-fifth anniversary of the entrance of the Italian army into that city. A monument to the memory of Garibaldi unveiled.- It is reported that China will again occupy the Liao-Tong peninsula in October.-The Democratic state convention meets in Syracuse.- -President Cleveland extends civil service reform by ordering that hereafter minor consuls and subordinates be required to show fitness for the posts desired.

Mrs. Ella B. Hallock, formerly a member of the editorial staff of THE SCHOOL JOURNAL, is making a marked success of pysiological teaching in the Massachusetts institutes. Her training in pedagogy, gained in her editorial work, enables Mrs. Hallock to present and explain the subject of physiology and hygiene in a most interesting manner, and to show how it may be taught in accordance with pedagogical principles. It was this that led to her employment by that most critical body, the Massachusetts board of education. But she was not satisfied with knowing the general principles of pedagogy, she set out to prepare herself as carefully for the scientific part of her work, and has just completed a course in physiology and hygiene under the direction of Dr. G. N. Fitz, at the Harvard summer school. An article from her pen will be in next week's issue of THE JOURNAL.

A benefaction remarkable in several respects was that recently accepted by the Roman Catholic church in the Northwest, from James J. Hill, the president of the Great Northern Railway. The gift consists in the seminary of St. Paul whose completed buildings represent an expenditure of $500,000, the deed, besides, assuring to the institution an indefinite extension of liberal assistance. The formal transfer of the institution was made to Archbishop Ireland in the presence of the Papal Delegate, Mgr. Satolli. Mr. Hill is not a Catholic. But in his brief and straightforward speech to those assembled to witness the giving of so munificent a gift he said that he had lived for thirty years in a Roman Catholic family, that his wife had impressed him with the truth of the text," Blessed are the pure in heart, for they shall see God," and, observing that the Roman Catholic church in the Northwest cultivated its field zealously without wealth, he had been inspired to assist it with a portion of the riches with which he had been blessed. In the course of his remarks Mr. Hill told his hearers that he was familiar with the work done by the Roman Catholic church in the Northwest, and that the domestic interest he had confessed was supported by a desire that greater facilities should be provided for equipping the clergy of the church for the better prosecution of the work to which they consecrated their lives.

It is proposed to have a play-room and yard matron or janitor in the primary schools. Her duties should be to look after the children while at play and in their use of the closets. The woman who should thus look after the children at recess and be on hand in cases of illness should be selected with great care. It is an office needing tact, skill, patience, and an ability and willingness to mother small children, for it is they who need the most attention.

New York University School of Pedagogy.

The indications are that the sixth year of the School of Pedagogy, which begins on September 27, will be most successful. The enrollment last year was very gratifying, indeed, to the friends of the school, and of the movement for university training of teachers in pedagogy and its related branches. The school held its own in numbers, notwithstanding the fact that a new course of study went into effect, requiring double the amount of work for graduation. The raising of the requirements was largely appreciated, as the number of college graduates enrolled reached seventy per cent, the remainder being normal graduates. The school attracts each year from different states. extremes are Maine and Colorado, each sending two students. The faculty now numbers eight. The latest acquisition is Dr. Samuel Weir, a portrait and biographical notice of whom appeared in THE JOURNAL last week. Every effort is put forth to make the instruction of the coming year the best yet offered.

This year

During the past year one experimental school under the School of Pedagogy was established and plans are already in progress for the establishment of two more of these schools, which will afford splendid opportunities for observation and practice.

The University of Chicago.

Scribner's Magazine for October contains a very interesting article by Robert Herrick on the great university founded by John D. Rockefeller, from which the following extracts are given: Speaking of the results of the co-education plan, Mr. Herrick says:

At Chicago, it may not be too much to say, the experiment has been tried of an absolutely sexless university education. Even in the short space of three years certain facts have become quite clear: the university has not attracted merely the ordinary constituency of a Western college, but the equal privileges in graduate as well as under-graduate courses have drawn a cultivated and mature class of young women; the intellectual standards have not been lowered by the presence of women, although it must be confessed co-education has doubtless kept away many desirable men who prefer the traditional freedom of a university without women to the more decorous life of a co-educational institution. It might be said that the average ability and scholarship of the women has exceeded that of the men. The hysterical feminine intellect in my experience is not met with more frequently than the dissipated masculine intellect in our Eastern colleges.

Of the character of the training given this is said.

At the University of Chicago the studer graduates as a person, not as a

member of a class. His work and student life are individual from the very first. He enters the university when he pleases; he graduates when he pleases. His course has been individual and democratic. The conventions of an old society, the ambitions of a select set, do not trouble him. He has had great freedom, great opportunities, and the stimulus of an eager, emulous life. He goes away certainly not without some insight into what learning and scholarship mean, but without class loyalties, without the intimate personal life so dear to us who have had it.

Mr. Herrick says that the majority of the college students are poor, for whom attendance means hard work. He writes:

The undergraduate men are almost without exception from the central West. What is this student like? How does he act in college? What are his amusements? He is decidedly in earnest-too much so, I am inclined to think. Frequently his conditions of life force him to struggle for existence at the university. Students who are earning the means to study are the rule, not the exception. Every possible occupation that a large city affords from lighting lamps on the streets to tutoring or writing for the newspapers, furnishes the few needed dollars. This condition of strenuous poverty necessarily produces a very different atmosphere in the college world from the opulent spirit of our older institutions. The poor man is the dominent person; to be rich and idle would be almost unfashionable. To be sure, the atmosphere is not the dreamy half-lights of an Oxford garden; rather the harsh, invigorating breeze of a Colorado desert. Unrelieved, that, perhaps, is the word; unrelieved by prejudice, past and present. The student is unprejudiced in scholarship, accepting no traditions of what is really excellent to know; unprejudiced in social life, despising the tame amenities of a reticent society; unprejudiced in athletics, and therefore, thank Heaven! still willing to regard his amusements as avocations. He is untrained; even the ambitious candidate for a higher degree in the graduate schools is often lamentably unprejudiced about his foundation of knowledge, but he is eager, sensitive, industrious. College means for him work, and I am sure that the faculty rejoice in the fact that an industrious poverty will for a long time prevent any other conception from becoming universal.

Indian Education.

Miss Lydia Hunt, superintendent of the Indian school at San Carlos, Ariz., regards the question of Indian education a problem. "When I began to teach some years ago, I knew a great deal about the Indian question, and I had a good many theories about its correct solution. But now I don't profess to know anything about it, and I haven't any theories left. I have never known this process to fail. When persons enter the work they are full of radical ideas. But the longer they actually live among the Indians, especially on the reservations, and the more they see of them, the fewer decided opinions they have on the Indian question."

'This does not mean that he cannot assimilate knowledge. He masters the courses of instruction to which he is subjected as readily almost as the average Caucasian students. But when he goes back to his own people he relapses, almost inevitably, into savagery, and speedily forgets the civilization he is supposed to have acquired. The Indian boy after leaving school takes up his blanket and speedily becomes a barbarian in habit and manner. Capt. R. H. Pratt, of Carlisle, Pa., thinks that:

The school can be just as potent an engine to create prejudice, stifle ability, and narrow opportunity as it can be to extend these qualities. He can acquire all the qualities of good, useful citizenship in about the same time that other men acquire them. He is hindered or facilitated in acquiring them only by conditions and environments that would equally hinder or facilitate other men in acquiring the same qualities.

"A usable knowledge of any language is quickest and best gained through association with those who use it. Upon his having a usable knowledge of the English language hinges all his success in his industrial training. Ignorant of the language he is walled out industrially and in every other way. The best way to get civilization into the Indian is to get the Indian into civilization. "If there were no Indian reservations, no Indian bureau, no Indian annuities, no Indian schools, and the Indian had had to 'root hog or die.' like the rest of us from the start, there would be more live Indians to-day than there are, and we should not be confronted with an Indian problem.

"We must not depend too much upon industrial training in Indian schools, however practical or however promising the conditions. The best Indian industrial school can only inaugurate the industrial idea and give a smattering of industrial usefulness. The bone and sinew of real industrial worth comes only through actual competition with real industrial bread-winners."

England.

It is believed that the Conservatives will do something to favor sectarian education. An arrangement was made with the English Catholics who supported the Conservative candidates in the recent election, and the Irish Catholic bishops have assented so that the government expects to have the votes of seventy antiParnellites in regard to sectarian education.

The twenty-fifth annual SCHOOL JOURNAL, New York and Chicago, contains eighty-eight pages, and is most handsomely and profusely illustrated. To the student and instructor this work is of great value, and deep research and care is evidenced in its make-up from the first page to the last. Among its contributors may be found the names of men famous in the educational circles of the country, and whose signatures to the papers contributed are sufficient guarantee of rare worth and experienced ability. The editorial department is fully abreast with the rest of the book's high standard subject matter.-Florida Times-Union, Jacksonville, Fla.

Kentucky.

In the Sun is an account of an examination for certificates where the candidates were all colored. There were ten questions given in each branch to be taught. In history, for instance, to the first question, "What was the hard cider campaign?" the answer was, "The hard cider campaign was the campaign in 1775." The second question was, "Give an account of the first telegraph," and this rather remarkable answer was elicited in response: "The first telegraph was sent by Gen. Grant to George Washington." Another answer was, "The account of the first telegraph was in 1840." The third question, “What was the Wilmot Proviso?" got these two answers: "The Wilmot Proviso originated from Wilmot; it was a law for provision." "The Wilmot proviso, it was in 1761." The fourth question was, "Who were the most noted commanders on both sides in the Mexican war?" and two answers were: The most noted commander, Prescott on the Federal; on the Confederate was Putnam." "The most noted commanders on both in the Mexican war, George Washington, U. S. Grant, Generals Boregard and Prescot." To the fifth question, "Tell of Perry's expedition to Japan, and what it accomplished," these two answers came; "Perry's expedition to Japan was one of difficulty, but it accomplished much good." "The expedition to Japan, Gen. Perry accomplished something." The sixth question was, “Describe the Gadsden purchase and name the territory acquired," and one teacher answered, "Gadsden purchased Utah territory," and another wrote "The Gadsden purchase was in 1683 by Gadsden it was Florida territory." The seventh question was, • Give some account of the Kentucky resolutions of 1798." This was easy, and one had the answer, Kentucky drew resolutions to form a state in 1798 and resolutions for a printing press and to establish a newspaper; while another, evidently with "revolutions" instead of resolutions" in her mind, had the answer, "The battle was fought with the Indians and a hard fight insured Between the Indians and the White men." The eighth question, "State facts as to the Spanish intrigues in Kentucky toward the close of the eighteenth century," got this comprehensive reply: "The Spanish wanted to come to Kentucky and invade the country." The ninth question was, "What was the political situation in Kentucky in 1861" and one candidate said: "The whole country was in a confusion in 1861; some was for the emancipation and some was for hoalding slaves." Another came up with this; "Abraham Lincoln was president; he was making ready the emancipation proclamation; the civil war broke out in 1861; the first gun was fired Friday at 4 o'clock." The tenth and last question, "When was the centennial of Kentucky's admission celebrated, and how?" got this answer: " The centennial of Kentucky, 13 years ago at Louisville; it was the grandest of the day."

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66

Under the civil government head the first question was, “What is civil law, ecclesiastical law, martial law?" "Civil law is that authorty by Whitch ruled a state. The Ecclesiastical law is that Whitch is executive and sees that all is served alike. The Martial law is the devin (divine?) laws.” 'Civil laws are those which con' roll civilized men. Martial laws those by which Martials are controlled." Question number two is: "What are the purposes of the United States Constitution as set forth in the preamble > " "It is set forth as written instrument for the People of the United state and for them to go by." Question four is, "From what source does the United States derive its powers?" and one applicant gave the answer: "The United States government derives its power from the President." The fifth, "To what was the weakness of the articles of confederation due?" got two opinions, one to the effect that it was due to the ignorance of the people, and the other, that it was due to the war. In response to the question, “Name two privileges of citizenship in the United States government as guaranteed by the Constitution," one applicant responded: "Every man has a right to do as he wants to do with his own, and to serve God if he wishes to do so.' Another said: "Every man has a write to vote, black or white," and a third came forward with this incomplete idea: The two privileges of citizenship in the United States, one is to vote." In response to the question, "What advantages may justly be expected to be gained by the secret ballot in Kentucky?" one answer was: "It is that every man can vote for either one, and there would be no trouble." Question eight, “In Kentucky what officers are liable to impeachment? What body has the sole power of impeachment? Of trial?" received this reply: "In Kentucky, the President are liable to impeachment. The Senate has the sole powers." An even more remarkable reply was given to the question: "In Kentucky, what is the title of the presiding officer of the House of Representatives?" The reply was: "The title of the presiding officer of Kentucky is McCreary, chose every two years."

In physiology and hygiene the first question is: "What is anatomy? What is hygiene and how does it aid us?" "Hy giene is the studie of the human body, and it all so aids us in taken the proper care of the body and to preserve the best of health;" another said: "It is the art of dissecting." No. 2 of the questions was: "Name and define two kinds of muscles," and the answer of the applicant was: "The volenteary and the involentery muscles: the involentery is thoes that reflex, and the vol

unteary are thoes extend." To the question, " Why are two light woollen garments warmer than one heavy one?" an answer was: "Because they ar of wool, and the hevy ones are of cotton." "Name and locate the organs of circulation." "The organs of circulation is the heart near the left brest, and the Lunges in the center part of the spinal colum." Question five, "What are the veins and their functions?" was answered thus: "The veins carries the blood to difference parts of the body, they are also called leaders." "Why is frying an unhealthy mode of cooking food?" The answer was: Because the food is not thourly cook, and it is unhealthy for eating." Another answer was: Because to much grease is not healthy; it will cause despepsy." Describe the brain and name its parts," was answered "The brain is something like an English walnut. It is divided into three parts; Cebrum is the larger brain, Cebelum is the small brain, and Medulla oblongata.' (2) "The brain are in the skull near the back part and looking very much like that of a hog." "What is delirium tremens and what causes it?" one applicant said: "The delirium tremens nervessness and are caused by bean frightened or scared;" and another said: "Delirium tremens are a kind of fever and caused by filth in the system." What are the hereditary effects of alcohol?" "The effects of Alcohol is very bad on any one that uses it for a drink;" and another was: "Alcohol can be heredited from parents. Then it can be taken from far-off relations,"

Kansas.

Wamego has an admirable high school judging from the Kansas Agriculturist which gives the course of study and other information, and from the evidently clear educational thinking of the principal. Let it be said here that a fine school building such as Wamego has is worthless unless the teachers understand education; and by this word education is not meant that they know arithmetic and grammar.

Iowa.

W. H. Turnbull, of Lansing, Mich., has been elected principal of the high school at Sioux City. About 100 applications were received. The first ballot resulted in the election of Prof. Turnbull at a salary of $1,500. Mr. Turnbull is about twenty-eight years old, was born in Des Moines, and graduated from the college of Ann Arbor, Mich., in 1891. He served as assistant principal for two years in the high school at Manistee, Mich., and has been principal of the high school at Lansing for the past two years.

Nebraska.

A good deal of attention has been centered on Omaha, because of the non-election of A. P. Marble to succeed himself as superintendent of schools, and the election of Carrol G. Pearse to that post. We cannot enter into the controversy, it is too long. The charge that the A. P. A. had anything to do with it is totally denied. Marble appealed to politics in Worcester and was successful for a time; then he lost. In Omaha, he was liked well enough, but politics is a more uncertain thing out West than it is down East. We should say it is an indication that politics is not as good a thing to employ in education as it once was. But that A. P. Marble is an able man, and worthy of as good a place as Omaha, no one can deny. His successor is Carrol G. Pearse, who is a graduate of the normal course at Done college, Crete. For the last seven years he has been superintendent of the public schools at Beatrice. He has served as a member of the committee appointed upon school legislation and as president of the state teachers' association, was president of the state association of superintendents and principals of graded schools, ard is now president of the educational council, selected by the different branches of the state educational association to consider and report upon educational matters to the state society: at the meeting in Denver of the National Educational Association he was elected one of the twelve vice-presidents of the society.

Virginia.

Be

The True Reformers is the name of an institution invented by a negro in 1880, with a capital of $150; the fifteenth annual meeting was held in Richmond lately; 500 delegates were in attendance and they decided to pay him for his rights $50,000. ginning in Richmond, he succeeded in putting his syst m in operation in nearly every city, town, and hamlet in Virginia, and has many lodges in nineteen other states of the Union, with a total membership of over 30,000. In the space of fifteen years he disbursed over $250,000 and purchased over $100,000 worth of real estate. Many of the buildings owred by the order are paying ten and fifteen per cent. on the investment.

The chairman of the committee on banking and insurance examined the books of the bank and found them kept in the most simple and accurate manner. Before the committee, on a table in

the bank $25,000 in gold, silver, and paper money was placed. The institution now has in its employ over 100 negro clerks, men and women, with 200 boys and girls in training, to be placed in active service as rapidly as the necessities of the order shall require the opening of branch banks and the like. It is a sort of business college. The business in all departments of the order during the past year amounted to $91,773.04.

South Carolina.

At Columbia, in the Constitutional Convention, Delegate Durham introduced a proposition: To provide for the imposition of an annual tax of three mills, the proceeds of which together with the poll tax, shall be set aside as a common school fund. The fund is to be divided into two parts. The tax paid by the whites is to be kept separate from that paid by the blacks. The taxes collected from each race are to be devoted to the education of each race. Last year the common school fund amounted to over half a million dollars, of which Afro-Americans paid only about $70,000. The school attendance last year showed 120,000 black and 80,000 white children. The passage of the Durham ordinance will give about a dollar a year for the education of each negro child.

Suppose, in New York, we should declare that the Italians or the Hungarians should enjoy only so much of the $6,000,000 of school money we appropriate this year as they contribute toward it, how would the discrimination be regarded by intelligent mankind? Can South Carolina afford this? Already its prisons and chain gangs as overcrowded as a result of ignorance and poverty. This plan is against the best interest of South Carolina.

Maine.

There is trouble in Belfast between the school committee and the city government arising from the suspension of schools Nos. 10 and 15 by the school committee. The committee claims that the best interest of all concerned has been served by the suspension of the schools, and that ample provision has been made elsewhere for the pupils. The mayor contends that the board is a continuous body and that after the first year cannot suspend a school. He threatens to apply to the court for a writ of mandamus.

Manual training has been ntroduced into the Saco schools as an adjunct to the regular school work. It will be compulsory three hours a week for boys in the four upper grades. The instructor is Walter B. Fuller, a graduate of the Worcester polytechnic institute. Three cities in the state have adopted manual training. Portland introduced it two years ago, and Westbrook, as well as Saco, begins it this year.

Biddeford has established an ungraded day school for backward pupils from the pri nary schools who are a drag on the progress of their classmates and a hindrance to the teacher. Superintendent Gould expects to transfer about thirty pupils from the regular schools to this one. Habitual truants will also be sent there, and the number of pupils will probably mount up to fifty. The work of this school will be like that of any ungraded country school, the teacher having more classes and teaching more subjects than in the ordinary city schools. The superintendent of schools hopes next year to introduce the kindergarten as a part of the school system. Lack of funds prevented its establishment this year.

New Hampshire.

Every n ember of the sub-committee on drawing in the public schools at Nashua has resigned because the teacher of drawing resigned and then withdrew her resignation. It seems that they had already appointed a new drawing teacher, and as they had two teachers on their hands they saw no way out of the difficulty but by resigning themselves. The hasty action of the committee is severely criticised by those acquainted with the facts of the

case.

California.

Mrs. K. B. Fisher, who for years was the head of the department of English literature at the Oakland high school, died Sept. 4, after a protracted illness.

Minnesota.

A committee has been recently formed in the state to formulate plans for a society of child-study.

New Jersey.

In Martinville, Miss Libbie Ribble married one of the trustees David E. Mundy, shortly after the commencement of the summer vacation. Mrs. Mundy expected to resume her duties as teacher.

To her surprise it was intimated that the board of trustees desired her resignation and the young woman decided that she would not resign. Then the board adopted a resolution to pay her but $10 a month, which is one-third of her regular salary. Mrs. Mundy accepted it under protest, and says she intends to bring suit against the board for the balance of her salary.

Michigan.

Miss Ada Van Stone Harris has been appointed principal of the practice department of Ypsilanti state normal school. She had charge of the Duluth training school for the past three years.

New York.

The state department of public instruction has been called upon to construe section 4 of Article IX. of the amended constitution, known as the educational article, which reads as follows:

Neither the state nor any subdivision thereof shall use its property or credit or any public money, or authorize or permit either to be used, directly or indirectly, in aid or maintenance, other than for examination or inspection, of any school or institution of learning wholly or in part under the control or direction of any religious denomination, or in which any denominational tenet or doctrine is taught.

The matter comes up on an appeal from a decision of the West Troy board of education. The appeal papers recite the fact that under chapter 881 of the laws of 1895 four commissioners of edappointed four others. This board accepted an offer made by the ucation were elected in West Troy, and that under the act they bishop of the Roman Catholic diocese of Albany to lease for $1 a month the parochial school building of St. Bridget's church. The Catholic authorities agreed to pay the salaries of a fireman and a janitor. Then a resolution was adopted by the board appointing hfteen teachers, eight of whom were for this school. All eight were Catholics and six were sisters belonging to the Roman Catholic convent of St. Joseph, of West Troy. The six sisters were examined in a separate room, because of a rule of their sect forbidding them to appear in mixed gatherings. All received commissioners' certificates entitling them to teach in the public schools. The appellants say they do not believe that these sisters were properly examined or passed the examination. It is further alleged that, as the sisters are forbidden by their rules to attend teachers' institutes, which is required of all public school teachers, they are not qualified to teach; that the rent charged is not sufficient for the care of the rooms even; that the school is wholly or partly under the control or direction of a religious, sectarian denomination, and that denominational doctrines or tenets are taught therein, and that many parents will not send their children to the school while it is under such control. They ask the superintendent to annul the action of the West Troy board of education in leasing the school as well as the contracts with the six teachers, and to provide a suitable building and employ duly qualified teachers irrespective of any religious denomination.

The issue of this case will be watched with much interest all over the state, as it is the first appeal of the kind made under the revised constitution.

The Rev. James Hall, pastor of the First Congregational church, Roslyn, had established a preparatory school for young men. The school attendance has grown so rapidly that enlarged quarters had to be arranged for. The Rev. Mr. Hall purchased a piece of land at Roslyn Heights, and plans for a new building were drawn. When builders in the church learned that the contract had been given to an outsider they began clamoring for the resignation of the Rev. Mr. Hall, and he resigned.

Brooklyn.

The Brooklyn Ethical Association has planned a series of discussions of educational topics for the season of 1895-96. The general subject is "Evolutionary Principles Applied to Education." The sessons are open to all who are interested in evolutionary principles and are held Sunday evenings, at 7.45 o'clock, at the Pouch mansion, 345 Clinton Ave. A Huxley Memorial meeting will open the course, on October 13. This promises to be a notable event and one that will attract a large audience. Prof. Edward D. Cope, of the University of Pennsylvania, and president of the American Association for the Advancement of Science, will be the principal speaker. His subject will be, Thomas Huxley, the Teacher of Evolution." Brief addresses will be made by Rev. John W. Chadwick, Dr. Daniel Greenleaf Thompson, and others.

New York City.

The Young Men's Institute of the Y. M. C. A. is doing a most commendable work for the educational advancement of ambitious young men among the wage-earners of the city. It is con