1. CONTRACTS.

1. Power to Make Contracts.-Section 1740, Code of Iowa, authorizing the school board to employ counsel in suits brought against any of the school officers to enforce the provisions of the school law, does not authorize the employment of counsel in a suit to enjoin them from accepting and paying for a school-house, it being found that such board had conspired with the contractor to defraud the district in the erection of such house. Scott vs. School Dist. etc., Iowa, S. C., May 18, 1895.

2. Purchase of Charts.-Where the statutes of Michigan (sec. 5073 How.) forbids the purchase by a school director of any charts or apparatus for the school without a vote of the district authorizing same, and section 5052 authorizes the voters of the district to impose such tax as will provide the necessary appendages and apparatus: Held not to allow of any purchase by a director whether acting singly or with the other directors unless upon authority of the district; and this is not changed by the laws of 1887 making a provison for a new study and the selection of text-books therefor by the directors so as to allow the purchase of a certain book containing plates, etc., which, however convenient in the said study, is still not needed to give the law effect. Western Publishing House vs. School Dist. etc., Mich. S. C., 94 Mich. 262.

3. School Orders.-A school district order, regular on its face, is prima facie legal, but it may be impeached by showing that the school officers were not authorized to execute it. Meyer vs. School Distict etc., So. Dak., S. C. May 18, 1895.

4. Interest on School Orders.-Where the statute provided that six per cent. should be the legal rate of interest except that an agreement in writing might be made for ten per cent. interest; and the statute (sec. 1824) provided that "all school orders shall draw lawful interest" after presentation to the treasurer, and not paid for want of funds: Held, that school directors could not contract that school orders should draw ten per cent. interest. Phelps vs. Dist. Twp. Imp. etc., Iowa, S. C., 57 N. W. 642.

5. Contracts Made by Predecessors.-A subsequent and duly elected school board cannot abrogate a legal contract made by its predecessors without valid reason therefor. Farrell vs. School Dist., etc., Mich. S. C., 98 Mich. 43.

6. Debts Incurred Without Authority.Where the officers of a district, without authority, borrow and expend money to complete a school-house, no liability attaches to the district therefor, notwithstanding the benefit received, since it has not had an opportunity ot reject it. Young vs. Board of Education of Ind. Dist. etc., Minn. S. C., 54 Minn. 43.

7. Individual Liability of officers on Contract. -The following agreement: "Agreement between the undersigned members of the board of directors of the district township of Spirit Lake. We, the undersigned, hereby order shipped to us, as named below, four copies of Yaggy's Anatomical Studies, provided a majority of said board sign this agreement. We agree to pay for the above-named goods when delivered A.D. 1890 "-and signed by a majority of the members of said school township board in their individual names, with post-office addresses, is the individual contract of the members signing it. Western Publishing House vs. Murdick. S. Dak, S. C., 56 N. W., 120.

II. OFFICERS.

8. School Officers-Necessary Qualification. -A qualified elector is elegible to any office in the state of Mississippi, but the Constitution prescribes special qualifications for many offices created by it. Held, that section 2 of the act of March 7, 1888, which provides that "no person shall be eligible to such office of county superintendent of education who does not hold a firstgrade certificate." is unconstitutional. Wynn vs. State, Miss. S. C, 7 So. R. 353.

9. Certificate of Qualification Issued Too Late.-A high school is not a "college" or "university," within the meaning of the public statute which provides that graduates of such institutions shall be eligible to the office of county commissioner of schools. Under such statute (act 1891) making the holding of a firstgrade certificate as teacher a qualification for

the office of county school commissioner, such certificate issued to one after his election, though dated prior thereto, is insufficient. People vs. Howlett, Mich. S. C., 1895.

Must Hold Certificate When Elected.-Where the revised statutes of Missouri (act 1889) provide and create the office of county school commissioner of public schools, that to be eligible one must be twenty-one years of age, a resident of the county when elected, for at least one year prior to election, and shall hold a certificate entitling him to teach in the public schools of such county. Held, to qualifiy one to hold the office he must have held a certificate to teach in the schools when elected. State ex rel vs. Weed, Mo. S. C., 1895.

Evidence of Election.-In the case of trustees and collectors of school districts, general reputation of their being such officers, and proof of their acting as such is prima facie sufficient, without producing evidence of their election; especially where there is evidence of their acting under color of an election; and evidence that a majority of the inhabitants said they were not such officers, is inadmissible in rebuttal. Ring vs. Grout, 7 Wend, 341.

Officer De facto.-An alien elected to a school office becomes an officer de facto and subject to removal by the people acting in sovereign capacity; no private person, however, can question his authority, and all his official acts are valid as to third persons. Morrison vs, Sayre N. Y. S. C., 40 Hun., 465.

Official Bond.--Though it is declared by statute that a failure to give bond shall vacate the office, yet, if the officer and his sureties execute and deliver an instrument, perfect in form as a bond, but without seals, they are bound; he is at least an officer de facto. Board of Education vs. Fonda, N. Y., S. C., 3 Brightly, 5631.

Breach of Condition.--Where a statute provided that all moneys raised for the support of the public schools should be paid to the city treasurer and tax receiver in trust, to be kept separate from other moneys and to be known as the public school fund, and the act further provided that the treasurer and his sureties should be liable on their official bonds for any misconduct in relation to such trust, the treasurer was held to have received such moneys

STEVENS POINT (WIS.) HIGH SCHOOL.

in his official capacity, and they were covered by his official bond. Board of Education, etc. vs. Quick N. Y. S. C.

Officers Salary.--A public officer whose salary is fixed cannot be deprived thereof without sufficient cause; while sickness may, in some cases, be a good ground for his removal, yet where it appears that his absence on account thereof has been permitted, his right to the salary is not affected thereby, until some action is taken by the proper authorities. O'Leary vs. Board of Education, N. Y. S. C. 93 N. Y. 1.

Compensation of County Superintendent.--When neither the general statutes nor the amendatory acts in defining the duties of a county superintendent requires the county superintendent to attend a "district normal," such official who does so is not entitled either to a mileage or a per diem compensation, though he is a member of the executive committee of the normal district. Stevens vs. Board of Commissioners etc. Colo. S. C., 37 Pac. R., 948.

SCHOOL BOARD LEGAL NOTES.

Janitor: The board of education has power under its charter to dismiss a janitor without assigning any cause and without notice. Weidman vs. Board of Education N. Y. S. C. 7 N. Y. Supp., 587.

Stolen Money. A public school officer, it seems, is responsible for money stolen from his office, without negligence or default on his part. Muzzy vs. Shattuck, etc., Twp. 1 Den., 233.

Conversion.--If a school officer uses the funds in his hands in his individual business, it is a conversion thereof. Bissell vs. Saxton, N. Y. S. C.

Tenure of Office.-The Indiana Supreme Court holds that newly elected school trustees are entitled to take office immediately after qualifying, notwithstanding the legislature deferred the time from April to August.

High School Privileges.-State Superintendent Geeting, of Indiana, holds that graduates of common schools are entitled to high school privileges, and when impossible to accommodate them in their own district, trustees must provide for their admission and tuition in the nearest high school in the county.

Incidental Fee.--The Georgia supreme court holds unconstitutional and void the law or practice of collecting an incidental fee of one dollar per pupil per annum to supplement the city school fund.

Vested Property.--Justice Endlick, of the Reading, Pa., Superior court, holds that a license granted to teach in the public schools during a period for which the certificate is granted, is valuable and vested property; that an annulment of the certificate by a school superintendent is an attempted destruction of that property; that no one can be deprived of his property except by proceedings judicial in its nature and as such involving as an indispensable requisite an opportunity for being heard.

Liability for Rent.--School trustees cannot contract for the lease of a school building, without the consent of the board of education, and such lease made to them with such consent, is the -contract of such board, which alone can be sued thereon. tees etc. vs. Coughlin, N. Y. S. C., Sept. 1895.

Dec. 25-27. Dec. 25-29.

Fall and Winter Associations.

Trus

Kansas State Teachers' Association, Topeka, Kan. Illinois State Teachers' Association, Springfield, Ill. Dec. 25, 27, 28.-Idaho State Teachers' Association at Moscow. Dec. 26,-27,-28. Missouri Colored Teachers' Association, at Palmyra. Mr. Joe E. Herriford, Chillicothe, Prest.

Dec. 26-27, Southeast Missouri Teachers' Association, Poplar Bluff, Mo. Dec. 26-28. Wisconsin State Teachers' Association, Milwaukee, Wis. Dec. 26-28. North Central Missouri Teachers' Association, Salisbury, Mo Dec. 26-28. Southwest Missouri Teachers' Association, Carthage, Mo. Dec. 26-28. Northeast Missouri Teachers' Association, Mexico, Mo. Dec, 26-28-Montana State Teachers' Association at Anaconda, W. E. Harmon, president, V. J. Olds, secretary:

Dec. 26-28. Indiana State Teachers' Association, Indianapolis (State House).

Dec. 25-28. Oklahoma Teachers' Association at Guthrie.

Dec. 26-27. New York State Council of Grammar School Principals at Syracuse. Pres't. D. E. Batcheller, Buffalo, Cor. Sec'y. H. De Groat, Buffalo.

Dec. 26-28. Colorado State Teachers' Association.

Dec. 26, 27, 28. South Dakota State Teachers' Association at Aberdeen. Wyoming Teachers' Association at Eranston, probably the last week in December.

Dec. 31-Jan. 1-2. Iowa State Teachers' Association at Des Moines. R. C. Barrett, pres.; Carrie A. Byrne, chairman ex. com.

Dec. 31.-Jan. 1-2.-Southern Educational Association at Hot Springs Arkansas. Pres't. J. R. Preston, State Supt., Jackson, Miss., Sec'y. Supt. James McGinnis, Owensboro, Ky., Tressurer J. M. Carlisle, State Supt. Austin, Texas,

Dec. 31,-Jan. 1,-2. Nebraska State Teachers' Association, at Lincoln. W. H. Skinner, Nebraska City, Prest., Lillian N. Stoner, Valentine, Sec'y.

Jan. 1-2. Western Arkansas State Teachers' Association, Hot Springs, Ark.

Jan. 1-3. North Dakota State Teachers' Association at Grand Forks. Jan. 2, 3, 4. California State Teachers' Association at Oakland. Feb. 18-20. The meeting of Department of Superintendence at Jacksonville, Fia. President, Supt. L. H. Jones, Cleveland, Ohio. July 7-11.-National Educational Association at Buffalo, N. Y. President, Supt. N. C. Dougherty, Peoria, III. Secretary, Irwin Shepard, Winona, Minn.

Letters.

Monitory Mother Musings on the Symbolism of Mother Goose.-II.

By A. O. M.

HEY DIDDLE DIDDLE, THE CAT AND THE FIDdle.
Hey diddle diddle, the cat and the fiddle,
The cow jumped over the moon;
The little dog laughed to see such sport
And the dish ran after the spoon.
Mother's child up-springing on her knee
Feels pink toes arms legs in glee;
Little feet ere long alone will walk,
Cunning little ear hear and tongue talk.
But, ah! ah! How careful Mother waits
Upon the little footsteps at the gates
That open to the great wide macrocosm.
Spite of cosmic dust and protoplasm
She will follow after, should her baby stray
From the narrow road and the straight way;
She after him will go as goes dish after spoon

And bring him back so! so! Oh! bring him back very soon.

The meaning of this remarkable rhyme is varied and complex. Take, for example, the symbolic signification of the opening proposition: "Hey Diddle."

This expression symbolizes all that is bright and happy in the human breast.

Who has not observed the happy child at play. He will, in Diddle, moments of musical ecstasy, make the air ring with " diddle Dumpling, my son Son."-Mother Goose, in thus twice making use of this expression-"diddle "-evinces her own appreciation of its meaning to the child-soul. The word "hey pronounced by some, "high," and therefore by some authorities construed as having some connection with the experience of the cow, later chronicled-taken in conjunction with "diddle" has a peculiarly hilarious effect upon the understanding-throwing it into an ecstasy, as it were, of preparation for the immediately ensuing statement*-" the cat and the fiddle."

The cat-acknowledged by all to be the most musical of nocturnal animals, with the exception, perhaps of the nightingale, which, however, is rarely heard-is placed, by inalienable right, with the fiddle, or violin.

How beautifully does this symbolize the great fact that in greatest strength is found greatest sweetness.

The violin, the queen of musical instruments, lends herself for the sake of harmony and kindness, even to the poor despised cat. The cow symbolizes the extravagant in pleasure. Influenced by the harmonious outpourings of melody, she becomes too extravagantly demonstrative-and the moon-the symbol for the unattainable**-therefore unattainworthy ambition-is even eclipsed in its orbit by the cow-she jumps over it.†

The next proposition, "The little dog laughed to see such sport" has long been a subject for investigation. Many and varied have been the interpretations of this remarkable passage. Kant, in his Principiorum Primorum Cognitionis Metaphysicæ nova Dilucidatio distinctly advocates the theory of First Principles in metaphysics; which would, in this reference, point to the indisputable conclusion that the canis minor was not a victim of melancholia, as would often appear to be the case when the animal above referred to is observed to howl at the moon; and Fichte, in his "Der geschlossene Handelsschaft" throws a little light

*NOTE. The writer is aware that grammatically speaking, this is not a statement. But she chooses to adopt a higher criticism-a mode of diction which need not confine itself to the baser technicalities-in the realms of fancy untrammeled by law--who knows but this may be a statementhence in the estimation of the writer it Is a statement-for all that Maybe, Is.

**Children cry for the moon,

+Just here, the child may ask whether it is possible for the cow to jump over the moon.

If possible, dear mother, do not give him a direct answer. Direct answers hinder brain development.

The brain can grow only through struggle-never tell the child what he can find out for himself-when pressed for a direct reply, above all things, oh earnest, loving, mother, evade the point if possible-leave your child to do his own thinking.

And in a line with this - never call things by their right names. Never say "The brook is frozen,-say it is "asleep." Never say "The autumn leaves-gold, red, and brown, fluttered through the hazy_air ;" and that "the wind blows through the trees"-say, rather " Mrs. Tree sent Johnny, Mary, and Susy Leaf to visit Aunt Sally Ground and that Mr. Wind came and roared so loud that all the other Baby leaves fell out of their highchairs or something of this kind—anything but the truth.

upon the subject, when he speaks of the Isolated, or Exclusive state, which taken in its bearing upon the cachination of the dog, would indicate that he was not exclusive, but took part in the general proceedings.

But, however this may be, the symbolic meaning of the whole passage is plain, viz.:-the true teacher will never frown upon the sports of childhood-childhood must be bright--it is the sunshine-spot of life-do not, dear Mother, mar your child's innocent pleasures by a sad countenance. Smile-laugh with him.

But see how, in the next passage, is brought out, so beautifully, the whole pith and meaning of this poem :

'The dish ran after the spoon."

So, dear Mother, wilt thou go after thy child should his footsteps errt. As the dish, incomplete, useless, without the presence of the spoon, hastens to recover it, when, attracted by the vain glitter of unprofitable amusement, it leaves her sheltering embrace, so the child. tempted by idle pleasures, may leave for a time, the mother's influence-but not long-soon thou wilt, dear Mother, find thy little spoon and bring him back to thee, safe from harm and temptation's way.

O Mother! Heed my warning words-take heart, dear, dear Mother-thou wilt yet, by the aid of philosophical elucidation be able to see much complexity and difficulty of comprehension in things which before seemed quite plain to you. And be assured, O loving Mother, that when thou hast learned to belittle Great Things-such as Truth, facts, simplicity, and their shining train -then shalt thou be able to make Little out of Much, and to know thy child as he is not. Au revoir.

It is not, perhaps, generally known that in some countries the spoon is an implement of parental correction. The writer remembers seeing, in a book of old Italian prints, a picture of a mother administering corporal punishment with a large wooden spoon.

Happily this use of the spoon has died out, but the symbolic relation between the dish and the spoon as applied to Mother and Child remains the same.

N. E. A. Goes to Buffalo.

The Executive Committee of the N. E. A., after careful consideration, have unanimously selected Buffalo, N. Y., as the place for the next annual meeting, July 7-11, 1896. This decision is subject to the following conditions:

First. That the Trunk Line and Central Traffic Associations take official action by December 20, 1895, granting round trip tickets from all points in their territory for one lowest first class fare. These round trip tickets to be good until September 1, 1896.

Second. That said Associations, also, will sell to members of the N. E. A at the close of the meeting, tickets to all points on the Atlantic coast and in Canada at the lowest excursion rates for the round trip; tickets good until September 1, 1896.

The desire of the committee has been to locate the meeting in Boston in accordance with the almost unanimous wish of the directory expressed by letter. It was, however, impossible to secure from the New England organization of railroads better rates than one-and-a-third fare for the round trip. The committee also found that the rate made by the terminal lines would govern all other railroad organizations. It is believed that the selection of Buffalo most nearly meets the expressed views of the directory. The Denver volume is nearly completed and it is expected that it will be sent to members before January 1, 1896. It promises to be equal in all respects, and in some particulars superior, to any volume yet issued.

In addition to the proceedings of the Denver meeting the volume will contain the proceedings and addresses at the opening of the Educational Congresses at the Atlanta Exposition, held under the auspices of the N. E. A., October 25 and 26. These addresses are of unusual interest and value.

The new list of Active Members will appear in this volume including all who become active members at the date of going to

press.

All who desire to become Active Members are urged to apply immediately to the undersigned, that their names may be included in this first published list. IRWIN SHEPARD, Sec'y. N. E. A. Winona, Minn.

Timber for Superintendents.

The statement in THE SCHOOL JOURNAL of the fact, patent to all observers, that the timber for superintendents is becoming scarce, should arouse boards of education to action. I know of a city in Ohio that spent some months in looking for a superintendent; but I don't know of but one. They usually select a successor to one before the ink on his letter of resignation is dry. When I was a teacher in X- the superintendent "had to go." I was a young man and not a candidate, so I was consulted by the president of the board of education. He showed me a letter from an applicant and said, “I think that is the man

for us." The reason for his preference was, "I kinder like the looks of his letter." He was appointed.

Another case comes to mind. In a city of considerable importance a candidate had presented overwhelming evidence of his ability, and the committee told him they should report his name and that was all that was needed. A short time elapsed and he was informed that it had been circulated that he was a Democrat and that would cause opposition. He was not chosen.

It is apparent that the old style of superintendent is passing away. The demand is for men who have had a pedagogical training; true, the demand is not so strong but that politic influence is the potent factor yet. Politics will beat pedagogy for some time to come, but eventually pedagogy will beat politics.

I have noticed that quite a number of superintendents own books on pedagogy; once such a thing was unknown. I remember entering the superintendent's office in X-carrying a copy of Page's Theory and Practice of Teaching (I had read of it in THE SCHOOL JOURNAL), and the superintendent took it out of my hand, remarking, "I should think it might be a good sort of a book." He handed it back without asking further, though I am satisfied it was the first time he had ever seen a copy. This man absolutely owned no book on education; his successor has a dozen or more, and I think reads them too.

There was once no pedagogical questions asked at teachers' meetings. I have attended a great number and not until about ten years ago did I ever hear such questions proposed. The usual questions related to "good ways to teach spelling, or fractions, or penmanship, etc. One would tell his way, another his way. The great thing was to get pupils to come regularly and do the work of the classes so as to be promoted.

The pedagogic wave cannot be laughed down; this has been tried and it did not work. At a gathering of superintendents at one of our state meetings the matter of the "new ways" came up; two or three laughed when the term "pedagogy" was used, but the laughter subsided because it was apparent the person using the term was in earnest. The old style of superintendent did not know what to do. The younger teachers wanted to discuss questions educationally at the teachers' meetings; the superintendent saw this and set them to talking, but he was himself unable to understand what they said.

I can see that an entirely different class of men will be superintendents when the new century has got well started; just where they are to come from I don't see. The colleges will probably furnish more than they have heretofore. I have said that the old style of superintendent was not a reader of educational books; neither was he of educational papers. THE SCHOOL JOURNAL, I find, is now in the hands of most of the superintendents and they comment on its statements. It gives them light as to the entire educational field. I began reading it a good many years

ago, and Supt. B- saw it in my hands. I suggested his taking it, but his reply was, "I take Harper's Magazine and the Weekly Tribune and that is all I can afford." The old style of men were frequently great miscellaneous readers. They were often men of fine minds, and if they had had pedagogical knowledge would have accomplished great things. Cincinnati.

Teachers' Examinations.

P. B. HEARN.

I read with a great deal of interest your article in THE SCHOOL JOURNAL of November 2 on "Teachers Examinations." The subject was admirably presented and I hope that it will start a movement that will result on some modifications of the Uniform Examination system. The initial examination is well enough, but to require every two years a re-examination on precisely the same lines, in which the experience acquired during two, four, or six years, as the case may be, counts for nothing, has nothing in reason or expediency to justify it. If a teacher pass these successive tests successfully she may teach forever-the scholarship is admittedly sufficient. The re-examination test therefore can disclose nothing new as to her qualifications. That which she has. acquired during these intervening years to render her more efficient as a teacher, viz., experience, is completely ignored. And every two years this valuable factor is in danger of being lost to the state, by subjecting its possessor anew to the examination ordeal. This feature of the Uniform Examination system should be radically changed, and I congratulate you on having made a move in that direction. Please accept my thanks for your accurate résumé of what I said on this subject at the council in a former number of THE JOURNAL, and for a similar reference in your recent excellent editorial. EDWARD BURGESS.

Poughkeepsie, N. Y.

We have been much benefited here in Pennsylvania by Dr. William A. Mowry's lectures before county institutes. His kindly bearing, clear teaching, sound philosophy, and sharp wit make him a favorite with teachers. At Dorchester he gave an interesting lecture on "How We Purchased our Frontier from the Mississippi to the Rocky Mountains."

Dr. Mowry expressed himself as much pleased with the status of educational affairs in the state. At the meeting of school directors on Thursday he said that in Massachusetts no such sight could be seen as one hundred and fifty school committee men spending a day on, school affairs.

Bucks COUNTY.

The correctness of Mr. Gregg's construction and of his deductions, so far as they relate to the two squares, DB2 and AB2, is fully recognized. The given ratio of these two squares is as 4 to 5.

The fallacy of the proposition that this relation of two squares would lead to the correct "7" ("pi") value, consists in not taking into due consideration the facts on which the “π” (“ pi”) value depends for its accuracy. It must be borne in mind that the true "" ("pi") value is derived from a correlation of independent linear values which determine the respective areal values representing the planes under boundary lines and curves; and that, therefore, accuracy of perimetric relations must be considered in advance of the commensurate relationship of planes by themselves. Presumably, it is known to Mr. Gregg that given boundary lines, when changed in form,cause the planes under these lines to decrease or increase accordingly. The terms decrement and increment, respectively, have been employed to express these changes.

In fig

of which is found in the radio of radius and sextant arc. ures, this is 289 to 304. If, therefore, a rectangle is constructed, the minor side of which is expressed by 304 and the major side by the number 912, then the area is obtained in rectangular form equal to the area of the circle; although the numeric notation differs to the extent of 289: 304. We, therefore, perceive that the products obtained by multiplication of the same numeric values, representing different forms, do not give equal results. When stated in the form of a proportion, we have, 289: 912::5: 15; or, }}=1538_32=";" and since 16--15: 16-64

5

5

5 45 289

45

64

It is true, as stated by Mr. Gregg, that "if AOB and COF are two diameters perpendicular to each other and if E is the middle point of radius, OC; then the chord BED is the side of a square whose area is equivalent to that of the circle." The latter part of Mr. Gregg's statement, while correct as to geometrical construction, requires adjustment to adapt it to commensuratonal computation. HAMILTON POMEROY.

New York City.

N. B.-A practical demonstration of "Decrement” and “Increment," as connected with " Squaring of the Circle," (indicated in the accompanying cut) has already been furnished by Mr. Pomeroy and will appear with further illustrations of the subject in the next issue of THE JOURNAL.-Ed.

Now, when a curve is rectified, as, for example, when the circle's circumference is cast into a square form, the plane, under this new form of boundary, is greatly diminished. To demonstrate this, construct a rectangle with radius and rectified semi-circumference (as shown in the cut). Such rectangle should apparently contain equal area to circle; for we all know that "Radius x Semicircumference=Circle-plane," when numerically computed. It is, however, demonstrable, that this is not true as regards the rectangle, plainly showing the discrepancy existing between geometry and arithmetic, until the latter is adjusted so as to correct such discrepancy. The processes leading to that end are elucidated by commensurational arithmetic, through the practical application of its underlying principle of tangible fluxion. Consequently, when the diameter is 5, the difference resulting from change of form gives us less than 16, or 15. as the square of equal perimeter to circle's circumference; and less than 20,

64

80

289

A Grammar School Teacher's Plan.

The article on "Measuring the Circle," by E. C. Benedict, interested my pupils very much, and several cut out paper semicircles as proposed. I give here the figures when the circumference was bisected 2, 4, and up to 128 times. Much care was taken, five boys taking the square roots needed and checking each other's work. A circle of two feet in diameter,was taken; bisected the diameter or first chord is two feet Next two chords (see p. 297)

2.0000000

2.8284271

3.0614675

3.1214452

3.1365485

3.1403312

3.1412773

3.1415877

These differ slightly from the figures given by Mr. Benedict, and are, I think, reliable. I am much obliged to him for pointing out this method for bringing the measurement of the circumference of the circle within reach of the boys of the grammar schools. M. M.

Boston.

Editorial Notes.

The country was fearfully shocked last week by a report that four boys, all intelligent, considerably educated as the word goes, having been pupils of the public schools, had derailed an express train on the New York Central Railroad, causing the immediate death of two persons and the injury of many others. The plan of these boys was murder; they expected to rob the dead.

There are those who would charge this terrible crime on the public schools; but it is the result of not enough public schools for one thing. The fact is already apparent that they came from that dangerous class, the truant or irregular class.

President Schurman proposes a state pedagogical school in connection with Cornell university, and speaks as though one did not already exist at Albany. The New

York State normal college at Albany is a state pedagogi

cal school just such as he proposes. If President Schurman wants a pedagogical school at Ithaca let the trustees of Cornell university provided for it as the trustees of New York university have done. The state has already done the work of providing a normal or pedagogical college.

Educational journals have an appreciative friend in William T. Harris, U. S. commissioner of education. It was this fact that made every educational journal in the country rejoice in his appointment to the place he now so honorably occupies. In the past thirty years he has contributed over one thousand articles to such journals. He probably outranks every other superintendent in his appreciation of the value of educational journals.

"An agent writes. It is not easy to find a school principal who is not either now a subscriber or ready to become a subscriber to THE SCHOOL JOURNAL." From the very first it was seen by the principals and leading teachers that a paper that portrayed the educational world to them was indispensable. This number has been steadily growing year after year. It is fitted to aid those who insist on "keeping in touch" with the movements going on in the educational world.

The report of the meeting of the Massachusetts teachers will show that a spirit of advancement has taken deep root there. They have set out to find the best irrespective of what "we used to do." Prof. Paul H. Hanus, in enumerating the causes of progress in education leaves the educational journal entirely out. We can say if there had been no educational journals to diffuse ideas of larger things to be attained in education there would be no Prof. Hanus in Harvard.

There appears to be no improvement of affairs in Turkey. Massacres are reported at Marash in Asia Minor; thousands of people were slain, and the American Theological seminary was plundered and burned. The Armenians took a fort at Zeitun and twenty thousand Turkish troops started for the town to burn it to the ground. The Turks refused to allow an English gunboat to pass the Dardanelles; one that entered the strait after sundown was thrice fired upon from the batteries on the shore. The sultan is greatly troubled

and is said to be drinking heavily. The czar says that the Porte should be given time to effect reforms in Armenia, but the longer the powers delay the worse the situation becomes. Austria and England evidently think so, for they have come to a perfect understanding. It is said that Russia, Germany, and France are working together to prevent the disintegration of the Turkish empire. The attention of the school should be called to the situation in the East; it is a very grave one, and the outcome cannot be predicted.

Japan is going to be a competitor now; they can make bicycles there and bring them over and sell them here for $12. They are putting up factories to make all kinds of cloth that will be sold very cheap.

The present number of THE JOURNAL contains an account of the splendid meeting of the Massachusetts State Teachers' Association held at Worcester, Thanks

giving week. Next week accounts of the Vermont and other meetings will appear. Many notes are omitted from this issue on account of lack of space.

The Country Schools.

The problem of the country schools is discussed by State Supt. Poland, of New Jersey, in his annual report. He asked five hundred superintendents several questions by circular: (1) Do pupils of rural schools (including villages) complete the elementary course at as early an age as those of city schools? Two hundred and twenty-six said no; 52 said yes. (2) What is the average difference of ages? Eighty-one said 1 to 2 years; 94 said 2 to 3 years; 27 said 3 to 4. (3) As to cause of difference in favor of city schools the longer school year was given by 112; change of teachers was assigned by 48 as a cause.

There were 60 who thought rural pupils more proficient than city pupils in knowledge, 49 who thought them equal, 168 who thought them less. As to power, 166 thought the rural pupils had more power.

As to whether more or less went to high school from rural schools, 84 said more, 165 said less. As to reasons, the accessibility in the city was assigned as the reason. To the question, For an all around common school education which is best? the vote was rural, 60; city, 225; some, 15.

A good deal could be said as to these answers: That the rural schools are woefully neglected everybody knows.

Great Problems.

1. How shall the United States pay off its war debt now represented by the greenback notes? This was done by England and France and other European nations and should have been done long ago by us. The Forum says not paying them off "was a great and vital error," and in this all bankers agree.

2. How to keep gold in the country? This is done elsewhere by raising the rates of discount. From 1880 to 1895 the bank of England raised its rate to six per cent. three times; to five per cent. twelve times. This government cannot do it, as it does not discount com. mercial paper.

3. How maintain the Monroe Doctrine? That is in the interests of justice and the civilization of the century. This doctrine was enunciated in the message to