Entrance fees to art galleries, and the like, range from ten cents up, but by examining your Baedeker you will find a table of all such institutions, giving hours of admission, fees, holidays, and free days. Group your points of interest according to free days, and you will save money.

Incidentally, plan each night for the next day's work, and keep a journal and scrap-book. The best pictures, reproductions of places of interest, and works of art, cost ten cents apiece. Here is where the extra fifty dollars will come in nicely; also, when you see the wonderful coral in Naples, the pearls, gloves, silks, etc., in Rome, the wickerwork in Florence, the glassware and laces in Venice, and the gloves and jewelry in Paris. But unless you wish to buy small objects for the sake of the association, save your spending money until you reach London. Here can be found everything, and at teachers' prices.

Finally, don't try to see it all. Use judicious selection. Taking into account the time alloted to the places named above, center your attention on Neapolitan life only. Let the churches go. Go to Pompeii, to be sure, and to Capri, if you deduct the time elsewhere, but the life of Naples is its chief charm. Ancient Rome is your vulnerable point; the modern section is commonplace. St. Peter's, the Vatican, and no more than three minor churches should be visited. The Duomo, the Ponte Vecchio, the Pitti and Uffizi galleries, and Fiesole are the chief attractions of Florence. Venice for itself, Venice for itself, Milan for its cathedral, and you have all that Italy can give you in such a trip-just enough to make you long for more.

Switzerland is tantalizingly beautiful. Make up your mind to be content with one of the score or more routes thru it, and pass on, tho do not neglect to cover some of the way by steamer, and to ascend some mountain like Rigi or Pilatus. Heidelberg has its university and schloss, and the Rhine its ruins and legends. Take a peep at the Dutch on the Isle of Maarken or in Amsterdam, rather than The Hague, and go to Belgium. Antwerp is quaint, and has some rare pictures, and Brussels is Paris in miniature; but both can easily be omitted, except Waterloo. One should not presume to discriminate about Paris. A week is all too small for what is to be But undoubtedly the best route to London now is the Dieppe-Newhaven one, and it allows the traveler to stop off at Rouen, sacred to Joan D'Arc memories, and dear to the lover of Gothic architecture and quaint streets.

seen.

England is so near to us in all ways that nothing need be said in regard to what to see and what not to. Half one's time can easily be spent in the British Isles and the heart yearn for more. Not a spot but has its charm, and the traveler must choose what he most wants. As to the tour outlined, each name surely suggests what it stands for, and further particularizing would be unwise.

All the above may be but a collection of dry facts; at least they were intended to be facts. There has been no rhapsodizing, no shouting out about the wonderful things to see and experience (seasickness, for example), not even any descriptions. All this is left to the individual traveler to discover for himself or herself. Purely the practical side has been presented in order to demonstrate the practicability of European travel for teachers, and to urge them to try it.

The writer's experience has not been great enough to allow him to dogmatize, nor does he pose as an authority, but he knows from trial that the above figures are correct, and that the trip has meant to him as much as two years at college. And this can be true for all teachers; it can mean more than knowledge, more than physical rest or mental recreation-it can mean inspiration for years to come.

Education in Turkey.

The American International College in Smyrna. Concerning the educational work being performed by an American institution in Asiatic Turkey, Consul Ernest L. Harris, of Smyrna, writes to the Department of Commerce and Labor as follows: The American International College has for its aim the equipment of young men for positions of trust and influence in the commercial, religious, and scientific institutions of Asia Minor. The courses of study are divided into primary, preparatory, and collegiate. It will take a young man who enters this institution with the intention of completing all three departments, eleven years in which to do it. The terms of admittance are easy. For the primary department the prospective pupil must have attained the age of eight years and be able to read the primer of his native language. Those who wish to enter the collegiate department must pass examinations in English, Greek, French, or Turkish, geography, arithmetic, and history. It is necessary that every student who enters upon this course should be able to correctly read and write the English language. All the commercial and scientific classes are taught in this language.

The American International College is eighteen years old, and from a small beginning it has grown into an institution of commanding influence, not only in Smyrna, but in all western Asia Minor. The territory marked out as its sphere of influence includes the sites of all the seven ancient churches of the Apocalypse, a territory as large as New England, and containing a population of nearly 4,000,000 people, chiefly Turks, Greeks, Jews, and Armenians. The students also come from Greece, Macedonia, and the islands of the archipelago. There are now 330 pupils and twenty-four instructors.

The Graduates and Equipment.

The school is self-sustaining. The great majority of the students are Greeks, with Armenians a good second. There are also a good many Moslems and Jews. There are also a few American and English boys. During the eighteen years' existence of this school some 1,500 boys and young men have received their education and gone out into every part of the world. Many are holding business positions of profit and responsibility.

The revenue of the school this year from the students will amount to $13,000, a good showing when one considers that the school is entirely without endowment and wholly dependent upon its own resources. In 1903 it was granted a charter of incorporation by the State of Massachusetts.

In connection with the American College there is also a school for girls, which is doing an excellent work in educating and preparing young Armenians, Greek, Jewish, English, and even Turkish girls for the various duties of life. It is now attended by 240 girls of these different nationalities.

The equipment of the American College is exceptionally good. There is a small museum supplied with many specimens to aid as object lessons in teaching geology, mineralogy, and botany. The equipment for demonstrating physics and chemistry in class-room work is complete. There is a library of nearly 5,000 volumes, as well as a good supply of the best magazines and newspapers in different languages. There is also a bureau supplied with wireless-telegraphy, Roentgen ray, and meteorological apparatus. Of late there has been talk of establishing an archeological department, for the reason that the institution is situated in a country unusually rich in treasures of this nature, and it is thought that some time should be given to work so exceptionally interesting.

At nearly every world's fair and exposition some special provision has been made for educational exhibits, as they, more than any others, mark the progress of the nations.

Many and varied have been these exhibits, as the fairs were held from time to time, but thruout the years they have shown a strong and steady increase, until now it is possible to cover the entire field, and this will be done at the Jamestown Ter-Centennial Exposition, which was opened April 26 on Hampton Roads, Va., near the cities of Norfork, Portsmouth, and Newport News.

For this department of the Exposition work a special building has been erected, costing nearly $200,000. This building is in the center of the grounds, which may be taken as significant of the important place assigned to education in the South and in the United States at large.

For the purpose of avoiding confusion, and in order that the visitors may get as comprehensive an idea of the work as possible, the general subject has been broken up into nine sub-heads, being severally treated as follows:

Elementary Education.

This is the department of methods. It will deal with the buildings themselves, plans, and models, light, air, and sanitary conditions. Then the subject of kindergartens will be considered, with models of children's maps, slates, color charts, music, and picture-books, etc.

In connection with the kindergartens, the several schools of "scientific development" will be generally exploited. The child will be taken in its first stage of intellectuality just as the light is beginning to dawn-and the various methods of thought cultivation leading to attention, concentration, and application, will be brought out.

Then will follow the elementary or grammar schools, where the first real, consistent study is done. The organization of these schools will be especially considered, together with school support and legislation.

Secondary Education.

In this department, as in the foregoing, the training of teachers will be continued, tho of course on much broader lines, fitting them rather for the handling of high school and academy children, or students, as they should now be called.

This will likewise include the manual training branches, many of which are practically new in this country, and the commercial high schools and business courses in bookkeeping, stenography, etc. Higher Education.

Under this head come all lines of college and university work, technical schools, professional studies, and finally, library science. In connection with college and university work, the training and experience of the professors will receive primary consideration.

Then the methods will be exploited, with special lines of text-books in the several subjects, the planning of the curriculum, the B. A., M. A., Ph.D., courses mapped out, and the professional degrees fixed as the objective points of special study in their several departments.

In connection with the library science branch, the various systems of cataloging and classification will be shown. The most approved methods of reference and index ticket making will be explained by the exhibits, which will display the index slips in all stages of their making. Then library organization will be demonstrated, with work in

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Business and commercial schools will also be considered in this department, and the full system of business colleges explained-not as under the secondary education" division, but rather from the standpoint of organization and operation. Next the correspondence schools, with their millions of pupils all over the world, will be considered. Correspondence schools have been before the public scarcely more than a decade, yet their work has been earnest and far-reaching, until now they practically cover every civilized country, and number some of the most prominent men among their supporters, while side by side with these illustrious names are written. those of thousands of younger men in all walks of life, who are taking advantage of this means to raise themselves to better things, in order that their children may start individual, and thru him, the nations. on a higher plane-all of which tends to better the

Along the lines set forth under the head of "special education," all institutions such as summer schools and Chautauquas will be exploited. Much of the work in this division might be termed general work, inasmuch as in the regular school courses the whole educational field is covered, but as the summer schools and Chautauquas are mapped out each year with reference to some special line of study— the branches studied during the several years completing the whole they are put under the head of "special education.”

Then follow the military schools and colleges, the strict discipline being considered with the scientific, literary, or industrial lines of study; their relations

and interrelations.

Likewise in this department the art schools are listed, and to many their exhibits should be of the greatest interest. First, of course, the several sysplaster work, etc., will be fully shown, together with tems of drawing, painting, designing, wood and text-books, models, tools, and all other necessary appliances.

As the naked word "art" is capable of covering a multitude of branches, the display of this department will be comprehensive and varied. Numerous sketches-freehand and otherwise will be included under "drawing." Work in color will have a like variety, while studies in plaster may well be innumerable.

Education of Defectives.

It is in the branches of care and education of the blind, deaf, and feeble-minded that the greatest progress has been made in recent years, and the work done along these lines will receive the most flattering attention.

The different systems of instruction of the afflicted will be demonstrated, with exhibits of books im printed according to the several methods used for the blind.

Then most wonderful of all, it will be shown how the deaf, dumb, and blind can be taught to readby the touch system-and write, thus enabling them to converse with each other, and keep up-thanks to their magazines and papers-with what is going on in the world in which they live, but of which they are not a part.

Education of the Races.

Upon the subject of the education of the races volumes have been written, yet as the conditions are constantly changing, the subject is far from exhausted.

The education of the negroes and the Indians involve many of the most serious problems of the day, and strangely conflicting views are held regarding the work by some of the deepest students of the subject.

History has repeatedly shown that whenever two distinct races are thrown together, one of three things is inevitable: one race is utterly exterminated, one is held in bondage by the other, or the two intermingle into one people one nationality. There are no exceptions to this law.

This is being demonstrated to-day by the American Indian. This people is slowly dying out, being now practically confined in their narrow reserves, and the day is not far distant when the far-famed red man will be a thing of legend and history only. Their young men are being educated at the best colleges and universities in the country, but the extinction of the race seems pre-ordained.

This decay has been decidedly checked, however, by educational influences, and to these "influences especial attention will be directed.

This proposition, when applied to the negroes in the United States has given rise to more than one heated debate, and has finally resolved itself into the many-sided "negro question," regarding which every section has different and, incidentally, the "only correct" views.

It has been demonstrated that the white race is not to hold the other in servitude; that the two races are individually separated by unsurmountable obstacles in the form of race prejudices is an undisputed fact. That the negroes are increasing rather than diminishing, is likewise indisputable. Thus the subject is exhausted. Of the three results, one of which has been proven inevitable, none have come to pass, and working with this before them, the educators are seeking some "fourth dimension,' as it were, in the form of educational influence, with which they hope to solve the problem.

School Books, Equipments, and Buildings. In this department of the general subject will come the texts, different systems of instruction, etc. Models and drawings of schools will be displayed, as under the head of "elementary education," but as the models, etc., under this more advanced head are to include all grades of the school from the kindergarten to the university, the exhibits will naturally be more comprehensive.

School architecture, furniture, and general appliances exercise a decided influence over the mind of the student, and have been recognized as one of the most potent factors, in an indirect way, of educa

tion.

Upon these are founded what is termed the "atmosphere" of the institution, which in turn begets enthusiasm, leading to interesting work, application, and success. These are bound up in the pregnant term "Alma Mater," so dear to every college man, who, knowing what it means to him, imagines with wonder the utter blankness of the life and ideals of the young man who can point with such words to no institution, college, or university. Agricultural Education.

Under this division will be the exhibits from the schools and colleges of scientific farming, which is being recognized as so important, particularly in portions of the great West, where, under the magic touch of men who know, barren wastes have been transformed into fertile fields and gardens.

In connection with this will be the experimental

The last division under the above head includes gymnasium and field athletics of all kinds, from the simplest position exercises to the cross-country, relay, and hurdle races, baseball, football, and, in fact, all feats of strength, skill, and endurance.

With the drawings and plans of gymnasiums will, of course, be the equipment; horizontal and parallel bars, chest weights, dumbbells, Indian clubs, flying rings, etc., together with plans for the baths.

In connection with the field athletics, drawings of graded fields will be displayed, together with incline cinder tracks for the relay teams, sprinters, distance runners, and hurdle men.

This department has been recognized as one of the strongest factors in the popularity of colleges. It has been held that football bears the same relation to college work that bull-fighting does to farming, but the vote of the college men in the United States, if taken to-day, would be in the nature of a landslide against any such sentiments. They all want their athletics clean athletics and it is doubtful if anything can change them.

Childhood.

By L. R. KLEMM, Washington, D. C. There has recently appeared a German work of great value on the subject of childhood in all its bearings in the life of the nation.* It deserves the attention of thoughtful readers, especially of parents and teachers. It is a collective work dealing with all the important problems of child rearing. Each chapter or sub-chapter is written by an authority of his subject, and the whole collection is edited by Adele Schreiber. Nothing can give as clear an idea of what the work is intended to do, as a bare statement of its contents. After an introductory chapter on marriage, propagation, and heredity, the first volume treats of body and soul of the child. The following subjects are treated separately: (1) The child's beauty, (2) its body, (3) baby nursing, (4) physical exercise, (5) hygiene of the nursery, (6) hygiene during school age, (7) the child's growth, (8) nutrition, (9) special first aid in accidents and sickness. Each of these senses, (10) clothing, (11) contagious diseases, (12) subjects is written up by a specialist. The chapter on the child's soul is subdivided into: (1) Soul life in general, (2) ethical perception, (3) instinct for play and art, (4) nervousness among juveniles, (5) suicide among children, (6) juvenile criminality, (7) character and temperament of children, (8) the child and its environment.

The third part of volume one deals with home education exclusively, namely: (1) The nursery and its equipment, (2) development of language and its disturbances, (3) occupations and plays in childhood, (4) picture books, (5) character training, (6) occupations and handiwork for boys and girls, (7) art in the life of the child, to which belong: (a) artistic seeing, (b) drawing, (c) plastic art, (d) the musical ear, (e) pupils' concerts, (f) the child on the stage, (g) mimic performances; (8) reading matter for children, (9) the child and its environment, (10) the child and nature, (11) gymnastics and social games, (12) dancing, (13) general summary of character training, (14) religious education,

* Das Buch vom Kinde, ein Sammelwerk für die wichtigsten Fragen der Kindheit. Von Adele Schreiber, Leipzig. Teubner, 1906; 2 Bände.

By the Way.

By ROBERT O. HOEDEL, Los Angeles, Cal.

In spite of all that has been said, Los Angeles is still the Banner Convention City of the country, and in bringing the National Educational Association there in July the teachers and their friends may feel that no better place could have been chosen. But much as Los Angeles has to offer, and many as are the side trips which can be taken from there, it must not be forgotten that there are many points by the way which are well worth seeing. When one considers the diverse routes that may be taken to the City of the Angels, and the liberal privileges in the matter of stop-overs, it can easily be seen how much of the country will be open for study and investigation. There is no expense connected with the stop-overs, and for additional trips from various well-known points additional concessions have been made by all the railroads.

It is always a point gained to combine business with pleasure, and yet it is always a pleasure to see points of general and historical interest at first hand.

It matters not whether you take your journey by routes in the north or south or central, whether you come one way and go another, you cannot miss many things you want to see. Whether you take the Mormon route thru the Salt Lake district, the Palisades, and the Devil's Playground; whether you take the far north road followed by the Lewis and Clark exploring party; whether you come straight thru on the line of the first railroad, or wander southward thru the country of manna and Indians, no matter which way you come you will be traveling over the road of the pioneers, over a road made famous by histories of hardships and conquests, and by fairy tales of gold and beautiful flowers. And you know before you come that all these tales are true and you realize after you have come that all fairy tales are true and that you are in an enchanted land.

You will see the things you have read and heard about, the things you have taught the children about, and the half has not been told. There is Pike's Peak, with its 14,147 feet and its cog-wheel railway; there are the coal mines at Colorado Springs, which will not appeal to the members from Pennsylvania; there are Yellowstone Park and the Grand Canyon of Arizona; there is the Garden of the Gods with its Cathedral Spires and Gateway Rocks. There is the famous Cave of the Winds on the Temple Drive to Williams' Canyon. There are the gorgeously-hued Rainbow Canyon and the quiet gray and brown Palisades.

There is the Petrified Forest with the gigantic tree-trunks lying prone 200 feet in length, hard and lifeless, but rainbow-hued. Whichever route is chosen, world-famed sights will be on every side. Sights old and new, from the adobe settlement of Isleta, where shepherds and weavers, potters and farmers live to-day as Coronado found them living in 1540, to the startlingly new towns of Tonopah and Beatty, where life has just begun, but is as businesslike and bustling as busy Wall Street.

It has been said that the West is a new country, and so it is, but it is also a very old one. Long before the Pilgrims landed on the rock-bound Eastern shores, Coronado and his conquistadors had explored the Rockies and visited the Grand Canyon, had conquered Tusayan, now called Hopiland, and left some of his followers to live among the Hopis. Then there is the Indian town of Laguna, founded "as recently as 1699," where sweet-voiced women

and girls go about with water-jars on their heads looking like pictures of Palestine.

Memories of the "late unpleasantness" cling about Apache Canyon, where Kearney's Army met the Mexicans in 1847 and the Blue and the Gray fought in '62. Stories of Drake and Juan de Fuca, of Bering, Cook and Vancouver, of Wilkes and Gray, are brought to mind thru all the Puget Sound country. The ice pinnacles on Mount Hood, the Punta de Martires, and the aboriginal Whulge are just as these great men saw them hundreds of years ago. Back on the Little Missouri Custer marched and fought, and amid the vivid coloring of the Bad Lands, Roosevelt lived and worked on his ranch. Fact and fiction, ancient and modern, cluster about all this storied Northwest from where the Rogue River rushes down from the stately Siskiyous to the peaceful valley of the Southland.

From the haunts of Lewis and Clark to the cloisters of Ramona, the whole length of the Pacific Coast is filled with memories of the olden days. Sutter, Fremont, and Sloat, and the adventures of the valiant pioneers of '49 run thru the hills and valleys of the bay country. In Yellowstone Park -beautiful Yellowstone, of which the Englishman says, "Neither the Swiss Lakes, nor the Italian Lakes, nor the lakes of Killarney, neither the lakes of North America, of South America, nor of Africa, not one of these can surpass the lake of the Yellowstone." In this park, among the Queniut Indians are found relics of the old days when the trading in this country was done by the Hudson Bay Company, and we find these tribes still using Willow ware, for which their forefathers traded hides and furs. Here are elk and antelope, herds of buffaloes, geysers, and cliffs of obsidian glass and petrified mountains, brimstone hills and colored terraces, here the old and the new mingle, the barbarian and the civilized stand side by side.

Then there are always the Missions. In the shade of their quiet cloisters one can picture the days of