Letters.

Lately there has been submitted to me for my opinion, a manuscript entitled: "Monitory Mother Musings on the Symbolism of Mother Goose."

These musings are evidently inspired by the cyclone of symbolism which is blowing across the country, leaving in its path the ruins of healthy child imagination and of plain common sense child culture.

With the permission of the author, I send you a sample of the collection, in the hope that it may open the eyes of truly thoughtful teachers to the enormity of the wrong that is being done to childhood by these inane verbosities, poured out of late. by a number of pseudo philosophers, in the name of Froebel. EUDORA L. HAILMANN.

"The Cairo," Washington, D. C.

Monitory Mother Musings on the Symbolism of Mother Goose.

By A. O. M.

LITTLE JUMPING JOAN.

As my child his Ego prescient feeling,
His soul, a monad, self-activity revealing—
So he learns to view the microcosm,
Self-dividing from the macrocosm.

Still, in time, the Whatness of the Which

His little brain will know, and, oh! how rich,
To feel the Universe grows 'I,'" and that I grow
Into the image of my Maker, here below.

Here am I, little Jumping Joan,

When nobody's with me, I'm always alone.

Your darling child, dear mother, stands before you.

He has climbed up, on this symbolic pathway, ready for action. In his childish way, he feels that his "soul is a monad, which, by its self-activity, repeats for itself the universe.” *

See! How, instinct with the animism of childhood, unconsciously sensing that the colossal self is present, not only in the great macrocosm, but lives, feels, moves, swells into Being, Is, also in him. "Here am I," little Jumping Joan in this utterance voices the note that has come down to us through long ages of human struggle, human achievement, human development. "I AM." Magic symbolism! Thou dost indeed come to us as from a higher world.

Deeply thy spirituality stirs within the throbbing breast of Humanity-the child of the Great All-the Inscrutable I AM— within the inner soul consciousness of the Babe.

Dimly, yet none the less surely, has the phenomenon of soul growth come to a head, as it were, within his child-consciousness. For the first time he feels the Ego-the self-hood of the I, and, co-etaneously the deep insight into the Law of the Essence of Being, trembles sweetly into the dawning higher consciousness that it is only as the "Universe grows I, that I grow into the Universe."

As is so aptly stated by one of the leading educators of modern times-No paradox of mind is more interesing than that which relates to the connection between imitation, moral freedom, and intellectual originality."

"Little Jumping Joan." My child can jump. See! Will you not jump, precious dear?" Ah! He wills. My child can will. "Now, Mother will jump for her darling little one, and the dear child will imitate her!"

Herein lies the deep symbolism of the rhyme.

First, through the direct action of the Will upon the ganglionic nerve centers of the child's legs, he is brought to infer a causal energy as the begetter of a perceptible effect-now he is here, and now he is there. Space "** has been traversed. Your Babe has learned to make a causal "synthesis" of the elements of experience.

But you, active, loving, jumpingt mother, have, by playing with your child, enabled him to imitate an alien deed-you have jumped he jumps, as you; he has formed an ideal in his childmind, and has energized in his dear, active way to realize it. Herein lies the germ of the essential essence of Intellectual Being-both positive and negative, relative, and absolute.

Following closely along the line of the Inner Soul, as related to the ultimate great self-hood of Absolute Being, the inner vision of the awakening child-mind, begins to discern the Great Second Person-as distinct from the Great First.

The personality of individuality dawns upon the horizon of his awakening self-consciousness; he feels dimly that the "true self

in each individual is identical with the true self in all individuals -that each one of us may repeat another's deed "-yet-this deed depends, for its perpetration, upon the existence of an Individual.

And. not only this, your baby, watchful mother, living the symbolism of the simple rhyme, feels the import of the thoughtconnection "When nobody's with me, I'm always alone."

Dear Mother! Do you not feel it with your child, and for him -the energizing thought-concept, the spirituality of the eternal alone-ness of the rarified soul-essence-reaching far beyond the narrow confines of material existence-into the infinite Beyondblest realm of the exquisite Ether of the Refined Spirit ?

True as the needle to the pole, points the guiding inference to the inevitable law governing the positive and negative of the Essence of Absolute Being——(a+b)—b=a.

New York Law Regarding Temperance
Teaching.

In answer to the many questions which are daily received at this department, we have been obliged to issue the following official interpretation of Chapter 1041, Laws of 1895, entitled, "An act to amend the consolidated school law providing for the study of the nature and effects of alcoholic drinks and other narcotics, in connection with physiology and hygiene in the public schools." It is submitted for the information of all interested, and is based on experience, inquiry, and correspondence during the first month of its operation since the opening of the schools for the year.

What shall be taught?" The nature of alcoholic drinks and other narcotics and their effects on the human system shall be taught."

It is

NOTE.-The subject required to be taught is plainly indicated. It embraces tobacco in all its forms, opium, morphine, coffee, tea, and all mixtures into which alcohol or any other narcotic enters as an element. assumed that the law requires instruction in the injurious effects of alcoholic drinks and other narcotics.

In connection with what?" In connection with the various divisions of physiology and hygiene."

NOTE. The "various divisions of physiology and hygiene" treat of foods, drinks, clothing, digestion, the blood and its circulation, lungs, the bones, the muscles, the brain, the nerves, etc., and the law evidently requires that the nature of alcoholic drinks and other narcotics and their effects upon the human system shall be taught in connection with each of the various divisions."

How thoroughly taught?" As thoroughly as are other branches."

NOTE. As thoroughly as arithmetic, grammar, geography, reading, writing, and spelling, or any other subject prescribed in any course of study.

How often taught?" For not less than four lessons a week for ten or more weeks in each year."

NOTE. The length of each lesson must be determined by local school anthorities, and should be of sufficient length to insure such instruction as will prepare pupils to pass required tests. The law does not specify whether instruction shall be given during any particular ten weeks of the year, but care should be taken to provide instruction sufficiently early in the school year to avoid danger of failure to comply with this provision of the law. Hence this instruction should not be postponed till the last ten weeks of the year.

In What grades and schools?" In all grades below the second year of the high school in all schools under state control, or supported wholly or in part by public money, and also in all schools eonnected with reformatory institutions."

NOTE. The law seems to plainly require that instruction must be given in each grade, whether annual or semi-annual. Departments cannot be considered to mean grades.

How long instruction must be continued.—“ All pupils must continue such study till they have passed satisfactorily the required primary, intermediate or high school test in the same, according to their respective grades."

NOTE. The local school authorities (trustees or boards of education) must be the judges as to the sufficiency of all tests required. It is their duty also to prepare all questions to be used in such tests-prescribe the manner and fix the time of holding examinations, determine the standing to be attained as a test for promotion, establish all necessary regulations, provide for printing questions when necessary, furnish materials for examinations, and notify pupils of results of examinations. Where boards of education authorize promotions in other subjects on recommendations of teachers in the different grades, this will constitute the "required test in this subject."

Regents' examinations.—“ All regents' examinations in physiology and hygiene shall include a due proportion of questions on the nature of alcoholic drinks, and other narcotics, and their effects on the human system."

NOTE. This clause calls for no explanation. The regents of the university will see that this requirement is enforced.

Courses of study." The local school authorities shall provide needed facilities and definite time and place for this branch in the regular course of study."

NOTE.-A course of study must be arranged for each grade in every school below the second year of the high school, which must include "this branch," viz.: the "nature of alcoho.ic drinks and other narcotics and their effects on the human system."

The words "provide needed facilities" cannot be construed to authorize local authorities to provide text-books for pupils except where a system of free text-books has been authorized by the law.

All pupils who can read must study from text-books.“ All pupils who can read shall study this subject from suitable textbooks."

NOTE. As all pupils cannot read equally well the law provides in the next paragraph, that text-books shall be graded to the capacities of primary, intermediate, and high school pupils. It is evidertly intended that each pupil who can read must be provided with a text-book suited to such pupil's grade.

The words "this subject" must be understood to refer to the "nature of alcoholic drinks," etc.

Oral instruction to those who cannot read.-But pupils unable to read shall be instructed in it orally by teachers using text-books adapted for such oral instruction as a guide and standard."

NOTE.-Teachers must give oral instruction four times a week for ten weeks to all pupils who cannot read-using as guides text-books adapted to such oral instruction.

Text-books must be graded." And these text-books shall be graded to the capacities of primary, intermediate, and high school pupils."

NOTE.-The proper grading of text-books thus provides that each pupil may be furnished with a book suited to such pupil's grade, whether primary, intermediate, or high school.

Quantity of matter in text-books.-"For students below high school grade such text-books shall give at least one-fifth their space, and for students of high school grade shall give not less than twenty pages to the nature and effects of alcoholic drinks and other narcotics, but pages on this subject in a separate chapter at the end of the book shall not be counted in meeting the minimum."

NOTE. This department cannot decide except on appeal, what textbooks meet the requirements of the law. Any text-book will comply with this requirement so far as quantity of matter published is concerned, which contains the number of pages indicated,-provided those pages are not placed together at the END OF THE BOOK. The number of pages may and doubtless will be distributed throughout the book, in order that each division of the subject of physiology and hygiene may be properly treated. Local authorities must select all text-books, and quality of matter should be considered to the end that what is published shall be scientific truth.

Text-books not complying cannot be used.-"No text-book on physiology not conforming to this act shall be used in the public schools except so long as may be necessary to fulfill the conditions of any contract existing at the time of the passage of this act." NOTE.-If any text-book on physiology and hygiene has been legally adopted within five years previous to August 1, 1895, under the provisions of the law relating to frequent changes in text-books (Article 2, Title 15, of Consolidated School Law), it cannot be displaced by any other text-book within five years from date of adoption, except in pursuance of law. At the expiration of the "contract," text-books must be selected which conform to this law.

Instruction in normal schools, teachers' training classes, and teachers' institutes.-"§ 20. In all normal schools, teachers' training classes, and teachers' institutes adequate time and attention shall be given to instruction in the best methods of teaching this branch."

The attention of principals of normal schools, instructors of teachers' training classes, and conductors of teachers' institutes, is especially called to this requirement, and they will be expected to make the required affidavits that adequate time and attention have been given to instruction in the best methods of teaching " this branch," which refers to the "nature of alcoholic drinks," etc.

Teachers must pass satisfactory examinations.—“ And no teacher shall be licensed who has not passed a satisfactory examination in the subject, and the best methods in teaching it."

NOTE. This provision re-enacts and emphasizes one of the wise requirements of the law of 1884, which has been strictly enforced.

No state school money to be paid until affidavit has been made that the law has been faithfully complied with." No state school money shall be paid for the benefit of any district, city, normal or other school herein mentioned, until the officer or board having jurisdiction and supervision of such school has filed with the officer whose duty it is in each case to disburse the state school money for such school an affidavit made by such officer, or by the president or secretary of such board, that he has made thorough investigation as to the facts and that to the best of his knowledge, information, and belief all the provisions of this act have been faithfully complied with during the preceding school year."

§ 2. This act shall take effect August 1, 1895.

NOTES. As this law took effect August 1, 1895, no affidavit can be required covering instruction during the school year, which ended July 31, 1895.

The letter of the law cannot be complied with, inasmuch as the apportionment of state school moneys is made at different times and by different methods.

Apportionment of state school moneys.-Apportionment of state school moneys is made by the state superintendent of public instruction, as tollows:

To all public schools, in April of each year, through county treasurers, and by them to supervisors and city treasurers.

No affidavits will be required under this act until after the close of the school year, ending July 31, 1896.

Affidavits that "ali the provisions of this act have been faithfully complied with during the preceding school year," will thereafter be required, as follows:

In common school districts—by trustees to supervisors at the time state school moneys are paid to treasurers of school districts.

In union free schools districts-by superintendents of schools, or (if there be none) by presidents of boards of education to the supervisor at the time state school moneys are paid to treasurers of union free school districts. In cities-by superintendents of schools or presidents of boards of education, to county treasurers at the time state school moneys are paid to city treasurers, chamberlains, or other disbursing officer.

NOTE.-As the apportionment of state school moneys in April, 1896, will be based upon reports covering the school year ending July 31, 1895 (before the present law took effect), affidavits covering that school year cannot be required. The first affidavits of school officers under this act will not be required until May 1897.

A strict construction of the law would require normal schools, teachers' training classes, and teachers' institutes to comply with all the provisions of this act"-including the requirements of the first section, but this is manifestly impossible. Normal schools could not thus comply with that section without employing more teachers and purchasing more books, for which no appropriation has been made. To deprive them of public money would close them.

Therefore, presidents of normal school boards, instructors of teachers' training classes, and conductors of teachers' institutes will be required, once each year after July 31, 1896, to make affidavit only that "adequate time and attention have been given to instruction in the best methods of teaching this branch,' 'during the preceding school year." These affidavits will be made to the state superintendent of public instruction. The Department of Public Instruction will promptly reply to all inquiries not fully answered above. Albany. N. Y. CHARLES R. SKINNER, State Superintendent.

Child Study Notes.

NORMAL COLLEGE, New York CITY.

The committee on "Child Study," of the Associate Alumnæ of the college announce the following program for the coming season. The meetings will be held at 4 P. M. in the Alumnæ library and are open to members and their friends.

Nov. 7.-Topic: "The Sense of Touch." By Dr. Hannah De Milt. (Helen Kellar and her teacher will be present at this meeting.)

Dec. 5.-Topic: "Formation of Character as Related to Child Study." By Dr. B. C. Magie.

Jan 9.-"Topic: "Results of Child Study in the Workingman's School." By Dr. Frederic Monteser.

Feb. 6.-Topic: "Child Study in the Family. (The Growth of Character.)' By Mrs. Felix Adler.

A number of members of the Association of Collegiate Alumnæ have pursued a course of child study. The committee which prepared the plan for 1895 recommended to members having the opportunity of daily observing children from birth to three years, to prepare themselves by a careful study of Preyer's "Mind of the Child," Shinn's "Notes on the Development of a Child," and Tracy's "Psychology of Childhood," to make record of the differences and agreements of their own observations with those of the given authors.

The observations to be recorded every week were:

(a) Favorite plays and occupations; also, if possible, the length of time they secure undivided attention.

(b) Inducements to persistence after spontaneous interest has ceased in an occupation.

(c) Soliloquies, if they can be written down without the child's knowledge. (d) Favorite stories.

(e) Imitated actions, as shown in games, emotions, and behavior. Notes secured under the above suggestion were sent to Miss Annie H. Barus, of Washington, D. C.. who is the chairman of the association's committee on the " Study of Development of Children," and are being compiled for publication.

Editorial Notes.

one

"I was educated under the 'three R system,'' teacher writes, "but I soon found that was not enough. I have spent a great deal to bring myself up to the needs of my school." These are the words of a conscientious person; to send pupils out with the three R's only is a species of deep injustice; they ask for bread and get a stone. No wonder the Catholics find fault with what is not done in the schools. We must aim at the highest effects which one person can produce in the schoolEvery pupil must be influenced to act well his part. The world outside is a seething mass aiming for money-the material things of life. The pupil must join this mass, but he must enter it in the spirit of the One born in Bethlehem.

room.

Is there a single school-room where a poem of Eugene Field has not been read? It is a misfortune for those boys and girls over fifteen years of age who have not known of his existence and writings. The new education aims to bring into the pupil's horizon things that make for a happiness arising from acquaintance with the best sayings of the real poets of their time. It will be an hour well spent in the advanced classes to let them search out and read from the poetry of Eugene Field, whose death occurred the other day.

The presence of comets in the heavens may be made to have a great interest to the school. The one called Faye's comet is now rapidly retreating from the earth; it is invisible except with a powerful telescope; it will return in 1904. Encke's comet makes a revolution around the sun every three years. Halley's comet will appear again in 1911. It played an important role in the conquest of England by William of Normandy at the battle of Hastings in 1066. This comet was regarded by superstitious ones in England as a judgment of God, and it was said by some that the crown of England was snatched from the comet's tail. This idea is cleverly traced in the tapestry of Matilda, wife of William the Conqueror, which is preserved at the Cathedral of Bayeux.

Leading Events of the Week.

The Russian foreign minister denies that a secret treaty has been negotiated between Russia and China.—Earthquake shocks felt in Illinois and several other Western states.Archbishop Satolli, papal delegate to the United States, to be made a cardinal; he will remain in this country for some time. -The Chinese insurgents capture the capital of the province of Kansu.-M. Bourgeois forms a French cabinet.- -Discovery of a scheme to restore the monarchy, in Brazil.—A mass meeting in Washington declares in favor of Cuba's independence. -The first instalment of $40,000,000 of the Japanese war indemnity has been paid, and the Japanese army is evacuating the Liaotong peninsula. -The mikado of Japan writes a letter of thanks to President Cleveland for services rendered during the war, in bringing about the peace treaty.- -Rome, Italy, shaken by an earthquake.The czar celebrates the anniversary (November 1) of the death of Alexander III. -Miners from Alaska say Canadian military police are building fortifications on the Alaskan boundary line. Fittsburg's new and magnificent library, the gifts of Andrew Carnegie, dedicated with appropriate ceremonies.--The Republicans win in the elections in New York, New Jersey, Massachusetts, Maryland, Nebraska, Ohio, Pennsylvania, and Iowa, and the Democrats in Kentucky, Virginia, and Mississippi.

Editorial Correspondence.

PROVIDENCE.

The meeting of the Rhode Island teachers calling me east ward, the beautiful City of Lowell of the Norwich line was boarded, and the journey began just as an easterly storm set in. Rain, a novel feature this autumn made its appearance and was welcomed although it made it impossible to sit on the open deck and enjoy the view of the East river in that beautiful section extending from New York eastward for twenty-five miles. The night set in heavily; there must have been some waves of goodly size, for now and then one would bang against the side of the steamer almost as though a collision with another ship had happened. The voyage on the Teutonic to England in 1893 was a much smoother one.

The Rhode Island Institute of Instruction was holding its fifty-first meeting. It had an admirable president in Walter B. Jacobs. In his address he said a new article has been added to the general creed: "I believe in education, its power, and efficiency." In introducing the Herbartian speakers, he felt it needful to speak guardedly, "We are scarcely ready to subscribe to the Herbartian doctrine as a whole." Some of his sentences are well worth taking as texts: “It is the aim of this institute to foster the spirit of professionalism in education." "The license to teach should be the highest license conferred by an institution of learning." "The public will never properly respect us until we ourselves hold the office of teacher in respect."

After listening to these very remarkably pregnant sentences ought not the institute to have gone with all its force into considering the question "How shall all the teachers of Rhode Island be put on the track of professionalism?" So it would seem, but it did not. In other words the keynote was rightly sounded, then it began to consider useful enough themes, but not themes bearing on Professionalism. I may be wrong, but it seemed to me that the past influenced the general meetings too much. Let me ask, Will 500 of the 1,000 members go back determined to become professional teachers as the result of the meeting? Possibly it may be asking too much that the Rhode Island institute should cut loose fromold methods of conducting its noble annual gathering.

I do not wish to be understood as hinting that great usefulness and benefit to the teachers will not come from this meeting. I do feel, however, that some of our annual conventions should strike for professionalism in teaching, and make that the main thing; the usual subjects discussed should be remanded to department meetings. No state has done this at present. We commend such a step to the new president of the Rhode Island institute.

President Jacobs was followed by Miss Sarah E. Doyle, on "The Teacher's Personality." It was a good address. It should have been cut into two parts, one delivered before a department considering methods, another one considering ethics or morals.

Prof. Alexander E. Frye, followed on "Geography;" and he gave an instructive address. As all know, he is the author of two very important geographical works. But he is more than an author. He was, to start with, a natural teacher (though I think all are born to teach, since all are born to be fathers and mothers); becoming an assistant of Col. Parker at Quincy, and being selected as an assistant in that remarkable work begun at Normal Park in 1884, he had opportunity for acquainting himself with pedagogical ideas then far in advance of the period and just now seen to be right, and hence Alexander Frye is a good deal more than a writer of a geography. This address I would have had before two departments; one, on Courses of Study (subject-matter), and one on Methods,-it mainly pertained to the latter.

Prof. Frye said something that would have made the old members of the Rhode Island institute shudder if they have not acquired pedagogical knowledge as the years have rolled along. For instance, that the pupil is the one to propose questions! This is indeed revolutionary! But no dissent was offered.

Supt. George I. Aldrich, of Newton, Mass., discussed "Arithmetic." His remark: "No very extensive knowledge of arithmetic is needed to perform the business operations that a man is called to perform," will give the key to a great part of his excellent address. There have been many, many addresses made pointing out the waste of youthful effort on arithmetic. There is less time now given to arithmetic because physical and manual training, and nature and science study have come into the course of study. Supt. Aldrich pointed out that formerly the mental discipline of the schools was expected to be gained in the arithmetic class. Examinations were once wholly in reading, spelling, and arithmetic. Class-grading was determined by arithmetic; all who could work fractions went together.

Prof. A. C. Apgar, of the New Jersey normal school, discussed "Science." He is the favorite speaker at institutes in New Jersey, and became a favorite here. He advocated the study of things close at hand,-the things themselves. He cited a school in New Jersey, where book botany is studied year after year, and not a plant is taken to the school-house! He spoke out bravely without

fear of offending his 2,000 teachers as follows: "The teacher takes boys and girls with some talent for observing and studying things, in fact, anxious to study things, and in about two years their talent for observation is wholly killed." One could but wonder if any said, "Do I do this?" And whether if they concluded they did, the blame was not thrown on the superintendent or community which demands book knowledge and will not employ a teacher who fails to cram with it.

On Friday morning, Supt. Balliet. of Springfield, spoke on Apperception," defining it as the bringing to bear on a perception all the previous knowledge of the mind. Perception with powers gained in thousands of previous perceptions. He made this matter very clear and interesting, although psychology is supposed to be a subject in which neither of these qualities dwell. He made a little experiment with the teachers that showed them one might look and not see. (An old Western teacher used to put it "You must not only look, you must observe.") He asked all to draw a circle to correspond with a watch face, and then put in the characters for one, two, three, etc. "How many

have put in IV for four?" (Most had done so.) "There is no watch with IV on it; they all have four I's." He then led them to infer that a child might pass through the form of learning and not be educated. A capital address.

Prof. Wilson, of the state normal school spoke on "Interest." Its especial value was that it proposed there should be a study of the philosophy of interest.

A class of girls in white gave gestures in concert to the accompaniment of a violin. It ought to have aroused many a teacher to consider Expression through Gesture-even the teacher from the rural district. But probably, some good deacon would object to a pretty girl in white dress and black stockings posing in a public school now threateningly now beseechingly! However, they did it here.

Prof. Frank McMurry, of the Buffalo university, discussed the use of "Robinson Crusoe " as a book to be used in school; he opposed the conclusions of Dr. W. T. Harris in the " 15" report, in very vigorous language. He contended that the book was a history of religious development. It tends to arouse a love of God, to value the discoveries of the past, and to set a high estimate on social relations. The criticism of the book set many to thinking they had not seen these qualities in the book, and gave reasons for its popularity which most had concluded arose from its being

a story of adventure.

Pres. Charles DeGarmo, of Swarthmore college, spoke on the "Education that makes for Manhood." Every line of study should have its bearing on conduct. Literature and history of the best class uplift greatly, but they do not exhaust the list. All studies that help to make the human being efficient, just, fairminded and generous must have a place in the list. Geography may be made one of the most moral studies. The pupil must be aided to adjust himself to the civilization in which he is born. Co-operation and reciprocity are seen more than ever to be at the basis of human progress. These must be revealed to the pupil

in the daily conduct of the school as foundation elements in human character.

Prof. De Garmo took pains to refer to Dr. Harris as differing from him. The last two speakers are classed as Herbartians. Dr. Harris has a theory of the Will quite opposed to that of Herbart, and this forms one of the essential points from which difference arises. New England is quite disposed to stand by Dr. Harris, so that the addresses of De Garmo and McMurry, both until lately from the West, both students of pedagogy in Germany were listened to with close attention by those who had noted the rise of Herbartian pedagogy in America.

De Garmo is but one of a large class of thinking men who believe that our schools should make a short and sharp turn away from the gymnastics of arithmetic and the minute drill in spelling and aim at character or our civilization will have little meaning and value for us. Not a few believe that disaster is in store for us. When those who were pupils in our schools from 1860 to 1875 can be so rapidly recruited into an army by Debs, we are notified that our school system is not producing the results so confidently expected.

I did not hear the address of Pres. Hyde, of Bowdoin college. in the evening. On Saturday morning, Prof. L. Dunton, of Boston normal school, spoke of the “Educative Power of Music. This was followed by several classes illustrating the methods by which instruction was given in Providence.

The resolutions urged (1) an acceptance of the kindergarten ; (2) uniform examinations; (3) permanent tenure by trained and experienced teachers.

DEPARTMENT MEETINGS.

The high school section had several interesting meetings. The "Use of the Stereopticon in Schools," was well presented by Prof. Miner H. Paddock, of the manual training school. He is the man the state of New York needs at this time when $25,000 is to be spent in the use of stereopticons in schools where there are superintendents.

The Grammar School section was addressed on "Leaves," by Prof. Apgar; on "Sloyd," by Prof. Larsson, of Boston; and on

European Schools," by Will S. Monroe. The bright and clear lecture of the latter was generously applauded.

The Primary Section had a session but the crowd was so great that it was not possible to get into the room. Miss Rice gave hints on "Illustrative Drawing," that filled most of her hearers with wonder.

The Kindergarten Section was also very generously attended. Those of us who remember how the kindergarten was despised scarcely fifteen years ago, and called a "humbug " by more than the mayor of New York, cannot but wonder at its rapid rise into popularity. It is a good subject for inquiry, Why is the kindergarten popular? How is it that Froebel was not better recognized by the teachers of Germany? Why is the man who proposes new methods in an "old fool," and in Chicago a 'faddist "?

Principal Geo. E. Church announced that after the lecture on "The Child," by Stanley Hall last year, a great interest had been exhibited in Child Study and the Barnard club has been formed in Providence, and many “round tables" in various parts of_the state. "The Syllabus," issued by the club, will appear in THE JOURNAL.

The institute lacked in facilities for the exhibition of educational books and papers. On the side of the management it is said the teachers will leave the lectures to look at books, papers, etc. On the teachers' side it is to be said they must have freedom to do as they prefer. "They pay their money, they take their choice." Certainly the persistent effort made by the teachers to examine books and papers is indicative of a desire for knowledge that should be gratified. A book purchased or a paper subscribed for will have information that will last for months; it is not certain the words of the addresses will last so long.

Mr. Wright, the chairman of the supplies committee of the Philadelphia board of education, has ruled that the autobiography of Benjamin Franklin is unfit to be placed in the hands of the pupils of the public schools. Commenting on this the Philadelphia Record says: "The board of education should turn itself into a board of inquiry, and endeavor to ascertain the trouble that seems to bother Mr. Wright's intellectuals. If he be in his propriate place should be found for him. right mind he ought to resign; if he be not then some more ap

The need of studying the elements of social economics in the public schools is becoming every year more apparent. The polit ical campaigns furnish abundant testimony that the general public is unable to distinguish between essentials and non-essentials in proposed policies. The newspapers, with but a few exceptions, show by their editorials that either they hold the majority of their readers to be so ignorant of economic problems as to allow themselves to be bamboozled into any sort of political opinion, or else the editors themselves have so little understand

ing of the bearings of pending economic questions that their minds are easily befogged by the guiles of office-hunters. In either case the neglect of the study of social economics is apparent. The readers of THE JOURNAL will remember the contributions of Professor Patton on "Economics in Elementary Schools," of March 30, April 13, April 27, and May 25, in which the practicability of introducing this study in the public school curriculum was admirably shown. Another striking series of arguments bearing on this same subject was recently presented before a teachers' meeting in Illinois by Mr. John Hollez-Clarke, dean of the College of Social Economics in this city. According to a report printed in the New York Post, Mr. Clarke said that in the nature and range of the subjects pursued, our schools are modeled after those in England and other countries where it was not necessary or expected that the common people would ever have need of a knowledge of the state and of its industries and political principles which is the foundation of the highest national prosperity. "But this is the age of the people," Mr. Clarke continued; "the era of good-government clubs and independent political action. It is not enough that the leaders of parties should know or think, but the people themselves must be trained to think and fitted to form intelligent judgment concerning the wisdom of the different policies that are presented for acceptance or rejection." And he knew of no better way to give the key to this ability than through proper instruction in the high school. He would also give grammar-school pupils the benefit of the instruction, so far as their power of comprehension would allow.

The Springfield Republican writes: "Apparently the chief objection to married women in the schools is the decidedly cheap one of their crowding out single women who have no husbands to depend upon for their support. The real and only important question, whether they are good teachers, is left out of sight. The fact is, it is not yet accepted that the object of the schools is the educating of children, and not the furnishing of places for grown folks." This has the right ring. The child's education must be the only consideration in the choice of teachers. It is a pleasure to see so influential a paper as the Republican rise to