pieces. How can we expect the imagination to flourish amid such surroundings?

To develop the feeling necessary to affect the quality of the voice, children should have frequent drills upon specific extracts or selections. Let the teacher choose a number of passages from any of the readers, and, further, from the daily life of the children, and show them (and this is the most important of all) that the feelings expressed in the various illustrations are precisely those experienced by the character whose words are found in their reading lessons. Suppose we are reading a heroic selection, and we come to the words "Hurrah! Hurrah for Sheridan!" If we can show the child that these black type, that seem so meaningless to him, are the expression of the same feeling that has stirred him when he shouted for one of his friends who had won a race, or under any similar condition, it will not be difficult to transfer the feeling from real experience to the fictitious one on the printed page. Or, again, imagine the principal, or the superintendent, or the governor, has granted a holiday to the school, will it be difficult to have the pupils enter heartily into a cheer, "Three cheers for the governor ?"

Now let the teacher find many examples of greater difficulty than those above cited, and let the class drill in the expression of joy, enthusiasm, and similar feelings. With a little care innumerable illustrations may be found near to the child's experience, and practice upon them will in a very short time produce marked results.

Two simple questions will assist the teacher to get the best results from these drills. Where the child fails to manifest the proper feeling in the reading of direct discourse, let the teacher ask, "How did so and so feel when he said that?" This will stimulate the imagination and eventually, if the child can grasp the meaning, lead to proper expression. When the feeling is absent in the reading of description, let the teacher ask, "How do you feel about that?" Or, "Suppose you were telling this story to your mother, would you tell it in that way?" It is extremely interesting to note how excellent the results will be when this plan is faithfully carried out.

It is the spirit of poetry that we must endeavor to bring to the child's notice, and which his voice will spontaneously manifest. Hence it is not too much to say that sympathetic teaching is more necessary in the realm of reading than in any other part of the curriculum. I would, therefore, in conclusion, urge upon the teacher that she spend all the time possible in preparing

1. Study the great historic path of the Aryan race from the Indus westward, part of it passing up the Tigro-Euphrates Valley, another part, (the Greeks) passing on westward into Greece, another part (Rome) passing still farther westward into Italy.

2. In connection with the story of Cleon, in the Ten Boys, study the geography of Greece and see its effect on dividing Greece into many small divisions and thus making little city states.

3. Work out the Institutional Life of the Greeks through the story of Cleon and compare it with the life worked out in the two grades dealt with in the First Institute.

Especially compare the artistic life of the Greeks with all the previous life studied. Show how we in America still turn to Greece for our models in sculpture, architecture and literature.

4. Study the Institutional Life of Rome as shown in Horatius, and compare the great government and law and rule of one man as seen in Rome with that seen in Greece.

Good books for use in preparing this lesson: History of Greece and History of Rome, published by American Book Co.; price of each, 35 cents. Myers' General History, published by Ginn & Co.

See also Professor Kemp's Outline of Method in History, Inland Publishing Co., and his discussion of the subjects of this institute as found in THE INLAND EDUCATOR for October and November, 1897.

The first examination of a copy of Herrick and Damon's Composition and Rhetoric for Schools is apt to impress one with the wide scope that the authors have attempted to cover. Instead of being a fault, as it might seem at first, it simply widens the period within which the book may be used. It is evidently not intended that the students of any one year would complete it. The work might well be commenced in an eighth grade and continued during any year of the high school. A general outline of the treatment will best explain this.—Part I is a study in expression itself; choice of subject, selection of material, titles, development, vocabulary and the mechanics of the sentence and paragraph. Part II considers the various elements in usage, including a chapter on improprieties and another on faults and miscellaneous errors. Part III, devoted to diction, deals rather with common errors in diction than with essential elements of good diction, the latter receiving treatment in the next part, which treats of the rhetorical laws of sentence and paragraph. Part V treats of the whole composition, its structure, the various kinds, and literary laws. The order of development thus appears to be logical throughout. Especially rational is it to seek first to cultivate the power and encourage the habit of expression-what the authors call the constructive, stimulative side. There will be difference of opinion about the wisdom of using the abundance of bad English that is offered for correction, but each teacher will direct this feature in his own school. The excellent features are the

scope and the logical arrangement. [Scott, Foresman & Co., 466 pages, $1.00.]

The Heart of a Boy, by Edmond de Amicis, is not a new book, being translated from the 224th Italian edition, but the present edition is new and is specially prepared as a gift book. It is attractive and well made, containing thirty-two full page half tone engravings besides numerous other illustrations. The book gives the journal of a school boy of the third grade in an Italian school. The first interest for American boys will lie in the peculiar differences between Italian and American schools. The relations between pupils and master, between children and parents, and among the boys themselves are shown in such a variety of ways as to offer a very complete picture of one phase of Italian life. There are frequent letters to the boy from his father, skillfully arranged so as to give fine sketches of historical characters like Cavour, Garibaldi, Humbert and others, or else containing appeals to patriotism, goodness and manhood. There are also letters from mother and sister which are more affectionate and tender. The reader gets to know the school as if he were there, and to feel a vital interest in the welfare of each pupil. The very large circulation of the book in Italy marks it a classic there, and bespeaks for it an interest which will make it equally popular in America. [Laird and Lee, Chicago., 290 pages, gilt top, boxed $1.25.]

Here is the happy medium-Webster's Collegiate Dictionary. As the title suggests it occupies a place between the high school or academic editions and the unabridged. It is admirable in every way: so complete that it will answer the question in 99 cases out of 100, so moderate in price as to come within the means of thousands of people who could not afford the complete work, and so convenient that no one will defer looking up words because he has to get up to go to the dictionary. This combination will surely place the new form in great demand. Besides 948 pages devoted to the dictionary proper there is an extensive introduction relating chiefly to pronunciation and spelling. The appendix of over a hundred pages includes a pronouncing glossary of Scottish words and phrases, a vocabulary of rhymes, a vocabulary of proper names, a table of Greek and Roman deities and heroes, popular quotations and phrases from foreign languages, etc., etc. When not only students but professional and business men realize that a book so easy to handle is both comprehensive and authoritative none of them will wish to

work without a copy. [G. & C. Merriam & Co., Springfield, Mass. with reference index, cloth, $3, sheep, $4, half morroco, $5.]

Among the valuable professional books for teachers which are coming so fast from the publishing houses Educational Aims and Educational Values by Paul H. Hanus of Harvard deserves to rank high. Professor Hanus has evidently thought out in a clear manner the needs of the schools, or rather the needs of the pupils and his suggestions as to what, in a course of study, is best calculated to meet these needs are both clear and direct. He believes that interest is fundamental, that the work of the elementary schools should be complete as far as it goes, and that the same should be true of the secondary schools and the colleges. Each should prepare, up to the pupil's largest capacity, for complete living. This involves the encouragement and development so far as possible of the pupil's dominant interests, leading him to self-revelation. Besides five lectures devoted to aims and values there is one on preparation for teaching mathematics in the high school, one on the study of education at Harvard, and one on Comenius. The book is worth owning. [The Macmillan Co., 211 pages, $1.00.]

One of the best aids to experiments in chemistry is a Laboratory Manual prepared by H. W. Hillyer of the university of Wisconsin. Like most manuals of its kind each right hand page is left blank for notes. The book is written for college students, but is so graded as to be adapted to beginners, or to those who take up the study with some preliminary knowledge of it, or to still others who pursue the study beyond the required limits. The introductory chapter on * Manipulation," with directions to the student will be found especially helpful to beginners. The text is very clear, the cuts are ample and suggestive, and the page is large enough for copious records of results observed. [The Macmillan Co., 90 cents.]

In a group of six lectures by Dr. Hugo Münsterberg, the first, Psychology and Life, gives title to the volume which contains them. The author begs indulgence for what he fears may be shortcomings in the language of a beginner in English, but the reader finds after all that it would not be easy to express even the purpose and scope of the book more clearly than Dr. Münsterberg himself has in his preface. The chief aim, as he says, is "the separation of the

conception of psychology from the conceptions of our real life. . . A scientific synthesis of the ethical idealism with the physiological psychology of our day is my purpose. Psychology is not to interfere with the conceptions of life." His lectures are avowedly "unamusing," and he declares that he does "not want to entertain." The careful reader will be ready to accept this last assertion, for the book is essentially a book for the student. It is one that yields more upon the second reading than upon the first. There is no skimming of surface but rather a direct probing into the deepest things of life. We feel that we are with a master, and though we may not assent to all his propositions at first, even if we do so at all, yet the lectures are decidedly stimulating. They presuppose some knowledge of philosophy. We must know what the author means when he says "Whatever is thought as existing can not have reality." We must accept, for the time at least, his assertion that only the will is real, and that even this "does not exist either as a substance which lasts or as a process which is going on." He condemns materialism as wholly wrong and lets us know early in the book his belief that only the ideal can be true. It is this idealism, as the expression of will-relations, which he strives to isolate, and with which he maintains psychology has no concern. "This world of not existing but valid will relations is the only world which history and society, morality and philosophy, have to deal with. Our life is will." Dr. Münsterberg acknowledges, however, a place and function for psychology. It is not its use but its misuse that he objects to. He wants every high school teacher, at least, to know the principal mental facts. "All should know the general facts of association, attention, apperception and conception." He would "exclude from the school the relations of psychology to the details of brain physiology and the whole of pathological psychology, and above all child psychology." These things, he thinks, belong to the student of education, and their place is the psycho-educational laboratory. It will be difficult for many readers to understand the author's terminology, but some study will be repaid if it leads us as teachers to get a clearer view of the proper function and the true place of psychology. [Houghton, Mifflin & Co., $2.00.]

The study of physiology as a preparation for an intelligent and practical knowledge of the laws of health is the main purpose in Advanced Lessons in Human Physiology and Hygiene, by

Winfred E. Baldwin. The book is an improvement in several respects over some of the older physiologies. It goes somewhat into the elements of histology and biology, and devotes a larger proportion than is usual to the important matter of practical hygiene. At short intervals there are lists of questions which serve as reviews, and contain also suggestions for further study or for practical applications. Comprehensive but not technical the book is a desirable medium between the extensive treatise on the one hand and the superficial outlines on the other. [Werner School Book Co., 400 pages, 80 cents.]

Dr. Ruric N. Roark has followed his first book on psychology with a second which he calls Method in Education, an attempt, as the author says, "to develop in detail the applications of psychology in the work of teaching." The reader's sympathy is enlisted when he finds on the very first page "Formal education is to make not only men and women of cultivated intelligence and sound character, but men and women who shall be equipped in both physical health and moral strength to sustain that character against the stress and strain of active life, and to apply their intelligence to the practical bread and butter affairs, as well as to the spiritual things, of a complex civilization." Dr. Roark discriminates carefully between methods and method, and his work is a clear application of the latter as principles of psychology to the various phases of teaching. The great value of the book to teachers is in the detail with which the principles are studied in reference to each subject. This makes it specific and usable. [American Book Co., 348 pages, $1.00.]

The author of Elementary Studies in Chemistry, Joseph Torrey, Jr. of Harvard, has prepared his book with the conviction that chemistry has never been assigned its real value as a disciplinary study, and that it has suffered severely from what he terms "the irrepressible wave of laboratory madness." His work is an evident attempt to make chemistry more available for elementary work in science and to correct some of the abuses in laboratory practice referred to. His plan embraces sixty-two brief lectures, each a unit in itself, and each followed by directions for suitable laboratory work. The term elementary" in the title should not be understood as suggesting a "sixteen week course." There are nearly 500 pages, and enough work for a year [Henry Holt & Co., New York.]

or more.

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The latest volume in the excellent "New Modern Language series" bears the title Cinq Histoires and includes Claretie's Boum-Boum, Dumas' Entree dans Le Monde, Maupassant's La Parure, Daudet's La Chèvre de M. Seguin, and Maistre's Les Prisonniers du Caucase. The editors, Moras and Sterne, announce that this is intended for students who have read the earlier books in the series, and that this is the introduction to real literature. As teachers themselves, they realize that this is the stage at which students easily abandon the study of the language, and hence these selections are chosen because they are especially interesting. There is a biographical note for each of the five authors. The vocabulary is ample. The text of this series needs no commendation. [Henry Holt & Co., 152 pages, 80 cents.]

The mere mention of the "White House Cook Book" carries with it suggestions of everything that is appetizing and savory and dainty. To the skill and knowledge which Mrs. F. L. Gillette brought to the preparation of that work she has added ten years of practical experience, and the result is Mrs. Gillette's Cook Book. She exhibits no unmatronly modesty in saying that this book embodies the experience of fifty years of practical housekeeping. Simple, practical, reliable, are qualities that the author claims for it-more American than French, and adapted to use in most American homes. The number and variety of recipes is very large, but there is much other interesting matter-how to lay table and serve a dinner, the carving and selection of meats, choice of vegetables, methods of preserving, diet for invalids, items for the toilet, table etiquette, a glossary of terms used in cooking, kitchen and laundry outfits, menus and so forth. The book contains several colored plates and a fine full index. Teachers' wives, mothers and sisters will all become benefactors by owning and heeding the valuable precepts on health and food here offered. [The Werner Co., Akron, O., 605 pages.]

As the last of a three-book series of text-books on the English language, Professor E. Oram Lyte of the Millersville (Penn.) Normal School, has prepared an Advanced Grammar and Composition. The first impression upon looking through it is that it includes in its scope more or less that properly belongs to rhetoric. Indeed, the author states it is intended to meet the requirements of high schools, academies, and normal schools, in all of which a somewhat complete course of rhetoric may be assumed. Some of the excel

lent features are its simplicity, clearness, analysis, recognition of word, phrase and clause as all subordinate to the sentence as the unit of expression, and of all language as the mere expression of thought. Dr. Lyte maintains that we are all wrong in objecting to exercises in "false syntax," and hence he finds a legitimate place for them in his book. [The American Book Co.]

Etta Austin Blaisdell and Mary Frances Blaisdell have prepared a second reader which they call Child Life in Tale and Fable. The name suggests the contents, but it remains to say that the selections appear to have been very carefully chosen. The stories of "Little Red Riding Hood," "The Pied Piper," "The Ugly Duckling," and "King Midas" are the kind which awaken a real fondness for the right kind of literature. There is also quite a group of favorite poems for children by Stevenson, Longfellow, Jean Ingelow, and Tennyson. The whole collection is one of the best available for the second reader grade. [The Macmillan Co., 35 cents.]

Another valuable report, that will be of special interest to teachers of history, is The Study of History in Schools. It embodies the work of the Committee of Seven, as reported to the American Historical Association. The committee has been at work since 1896, and, embracing, as it does, seven very competent persons, their conclusions ought to have great weight. They set themselves the task of discovering the actual situation, and of suggesting, from that which seemed most helpful in spirit and tendency among the teachers of the country, a plan that would lead to wider agreement and to a more unified course. In their investigations they found a good deal of encouragement in the way of improved methods of study, a growing use of libraries, and frequent assignment of special topics. The committee emphasizes the need of thoroughly equipped teachers "who have received instruction in method, and are versed in the art of imparting information with due regard to the pupil's age and degree of mental advancement. The committee seems to have looked at the subject from all sides, and, as stated above, its conclusions are exceedingly valuable. The low price of 50 cents places it within the means of every teacher of history. [The Macmillan Co.]

When Edward Eggleston wrote the story that made him famous he pointed out a rich field for the novelist, and it is really remarkable that so few writers have sought to cultivate it. Rolinda, which has for its sub-title A Tale of the Missis

sinewa, is quite suggestive of the older story, being a "hoosier" product, and describing a typical "hoosier" community in which there are several native characters, with one or two exotics. The teacher is one of these and her school is the center of interest. The other is "Neighborhood Scottie," who most impresses her personality upon the school and is in turn most transformed by it. The native characteristics are well conceived and cleverly portrayed. The naming of successive issues from the same family Peter and Repeater, and Kate and Duplicate, are examples of a straining after effect that scarcely improves the story. The power of moral courage and firmness in subduing an unruly school are well shown. The inevitable love story lends a color of sentiment and romance. R. L. Whitson, the author, and Miss Olive Rush, who furnishes the illustrations, are both residents of Indiana. [The Champlin Press, Columbus, Ohio, $1.50.]

The presidents of our large universities are justly regarded as the leaders in educational thought. Whenever they speak they are expected to say something, and as a general thing they do say something. The public utterances of a university president represent his best thought and they are read and carefully weighed by the rest of the world. Such occasions as commencements, educational conventions, founding of new institutions, bring together people of varied interests, and an address which will appeal to them all must be of a high order. We have in this country a number of men who are capable of setting the pace in educational thought and to whom we look for guidance. One of the recognized leaders is President Daniel Coit Gilman of Johns Hopkins University. President Gilman has done much for higher education. What he has written is considered of large value. The Century Company, New York, has done the public an actual service by the publication of the addresses that President Gilman has made from time to time under the title of University Problems in the United States. These addresses deal with the educational problems from the writer's point of view and are out of his actual experiThe man's large personality makes them entirely worth while. We have found them a great source of inspiration. In addition to the papers bearing directly upon those institutions with which President Gilman has been identified, the discussion of "University Libraries," "Higher Education in the United States" and "The Proposals for a New University in Washington" will be found of value.

ence.