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stopped and listened to him on her way to the forest.

The lark also stopped close by him to listen. The swallow had been chasing the bees, but when she heard him singing she stopped to listen, and forgot about the fun she had had chasing the bees. The snake was joyfully surprised and slipped under a little limb to listen to him. The wild hawk had captured a bird for its supper, but when he heard this song he still kept his foot on it, but listened to the music.

The nightingale is a very beautiful singer, but she thought that Tennyson could sing better than she could. She had sung so much that she had grown tired of her singing, and would rather hear some one else sing. He was singing about what a happy time there would be after the people here on earth had died and gone to a better world above, where there will not be any sin or sorrow, but happiness and gladness all the time. This is the reason that the nightingale thought that it was such a beautiful song. I think that Mr. Tennyson has written a beautiful poem.

MAUD THORNTON, 8th year, District No. 8, Bloomington Township, Monroe County, Indiana.

THE SNOW STORM.

It was a short December day when Mr. Whittier was sitting in his writing room.

He noticed the sun, when it arose that morning, that it did not shine bright like it does on a warm sun-shiny day.

So he compared it to the moon, because it did not give any more light than the moon.

By noon the sky became cloudy and the sun sank behind a cloud early in the day, and so it seemed very lonesome to him.

This was a sign of a snow-storm.

So you had to wrap up well if you wanted to keep warm this cold day, for Mr. Whittier said no coat, even if it was a homespun coat, would keep out the cold, blustering wind.

Mr. Whittier lived near the eastern coast of this country, and so he could hear the roar of the ocean, for the wind was blowing so hard and cold.

He could hear the wind whistling round about him.

The day was not warm for the sun was not shining, and so night came on early.

When night came on it began snowing, and before early bed time the snow was very deep. The snow-flakes fell so fast that he compared them to a swarm of bees.

That night before he went to bed, he went to the window and looked out, and saw that the

snow was very deep on the window-frames. The ground looked like it had a new covering for it. Everything looked white and beautiful.

He arose early next morning, and looked out but it was still snowing.

It snowed and stormed all day.

The snow-flakes were in all kinds of shapes, and fell very fast.

When the second morning dawned, the world did not look like it did the morning before, for the sky was clear and blue, and no sign of a cloud could be seen.

He could see no earth below but a carpet of

snow.

There was a blue sky above, and a carpet of snow below.

All the familiar old things around looked very much different, for they were all white with snow.

Some of them looked like towers or domes, some looked like mounds.

The road that went past the house, could not be seen, for the snow had drifted as high as the fence, and by this we know that the snow was very deep.

The post where they hitched their horse, looked like a little old man, with a high crowned hat on, and his coat unbottoned, and hung loose about him.

The well curb, had a roof of snow, which looked liked a roof of a Chinese house. The long sweep of the well, put him in the mind of Pisa's leaning miracle.

I think Mr. Whittier has written a very beautiful description of this poem called, "The Snow Storm."

MAUDE MORRISON, 8th year,
District No. 8, Bloomington Township,
Monroe County, Indiana.

THE ELEMENTARY SCHOOL RECORD.

Only last month THE EDUCATOR expressed the belief that Dr. John Dewey's book, The School and Society, was really the promise of another, likely to follow soon. That promise is already finding realization in the appearance of a series of monographs published monthly, and bearing the title which stands at the head of this paragraph. The price is fifteen cents each, or $1.25 for the whole series of nine. Dr. Dewey himself is the editor, and judging from the February or initial number he will write a considerable part of each. The contributions in general will be by the teachers of this unique school which aims to apply the methods of modern psychology to a very practical education. It is safe to say that

no other educational experiment has been observed with greater interest than the working out of these problems by Dr. Dewey and his associates in this school. These monographs may be expected to give a detailed account of the work. The February number has, as its special feature, a discussion of the principles of education as applied to art, with a report of all the work of the six- and seven-year-old children. The March number discusses music and song composition, with words and music of songs composed by children of different ages, and the work of the eight-year-old children. Succeeding issues will deal with textiles, sewing, cooking, geography, nature-study, experimental science, history, constructive and manual work, etc.

AMONG THE NEW BOOKS.

The International Geography, "by seventy authors, with 488 illustrations," is a comprehensive geographical reader or reference book describing the countries of the world. It is interesting to note that each of the seventy authors was at liberty to write in the language with which he was most familiar, in order to secure the greatest accuracy of description and thus make the work as authoritative as possible. The fact that such men as Hon. James Bryce, W. M. Davis of Harvard, J. Scott Keltie of the Royal Geographical Society, Professor Nansen and Sir John Murray as Arctic explorers are among the editors, will be sufficient guarantee of the thoroughness of the work. Part I devotes 122 pages to the principles of geography, physical, mathematical, political. Part II takes up the countries of the world by continents. The space allotted to each country is proportionate to its importance. The United Kingdom gets fifty-six pages, the United States sixty-two, France twenty-three, Brazil and Australia twelve each, and so forth. Professor Davis's treatment of the United States will serve to illustrate the general method. He considers first the historical and political geography; next regional geography, which is a study of the Appalachian belt, the Atlantic coastal plain with its shore line and islands, the various divisions of the Allegheny plateau, the Ohio region and prairies, the southern coastal plain, the Mississippi valley, the great plains beyond, the Rocky mountain system, the Pacific slope and Alaska. Dr. Davis has much to say of geological forces and features, especially of glacial action. While the subjects named would indicate a study of physical features mainly, it should be said that due attention is given to man and his relation to these features. Statistical tables and

bibliographies follow the various articles. The volume is completed with a thirty-five page index. Hugh Robert Mill is the general editor. [D. Appleton & Co., 1088 pages, $3.50.]

The name of Dr. Horace S. Tarbell as the author of a Complete Geography, just published will go a long way toward commending the book to teachers who are at all interested in the subject. A careful examination of the book itself reveals an attractive and thorough piece of work. The maps are excellent and clear in a high degree. The illustrations are profuse, and also of good quality. Nearly all are half-tone reproductions of photographs, and one misses those impossible pictures that characterized some of the older books. It is easy to see from the pictures alone that the author is thinking of the earth as the home of man, so that the commercial, social, and political features are made prominent. Part I of the book gives the fundamentals of mathematical geography and the influence of the elements upon the surface of the earth. Part II is descriptive of the earth as it is to-day-physical features, political divisions, and man in his relation to these. Part III is a rational study in the generalizations of geography. It is easy to believe that Dr. Tarbell has profited by the mistakes and weaknesses of other books on the subject, and that he has made a clear and simple, yet comprehensive book. [Werner School Book Co., Chicago, $1.00.]

Few things we read are more delightful than personal reminiscenses of authors whom we have learned to know and love. When the author chances to be one who was habitually so shy and reserved as Hawthorne was the interest in anything personal is to that degree increased. Hence teachers who use the "Riverside Literature Series" will welcome in No. 138 the personal preface to the Scarlet Letter, which Hawthorne calls The Custom House, and his description of a street in Salem which he calls Main Street. The introduction and notes are both brief.

W. D. Howells' Doorstep Acquaintance and Other Sketches forms the title to No. 139. The charm and freshness of Mr. Howells' style will make this little group of stories acceptable. The other sketches are Tonelli's Marriage, A Romance of Real Life, and At Padua. The group is prefaced by a biographical sketch of the author. Both the above volumes are edited by H. E. Scudder. [Houghton, Mifflin & Co., 15 cents each.]

Coincident with the demand for the study of Spanish has been the appearance of books devoted to the subject. Among them is an American edition of Schilling's Spanish Grammar, translated by Frederick Zagel. To say that the work has gone through many editions in French, Italian and German is to recommend it to English students also. The translator has endeavored to carry over into this edition the spirit of the Spanish language and at the same time adapt it to American modes of study. At first thought the absence of a vocabulary seems to be a defect, but the author's plan of having the student construct his own seems really preferable.、 English-Spanish and Spanish-English exercises alternate. [Cassell & Co., New York, 340 pages, price not quoted.]

A new text-book on botany by George Francis Atkinson bears the title Lessons in Botany. It embodies the most advanced ideas as to the teaching of this science, and although the work is brought within the limit of 365 pages the author gives us a good deal of science and at the same time makes so interesting a study of plant life that his book is at once both popular and scientific—a very happy medium for secondary schools. The treatment includes Physiology, Morphology, and Ecology. There is provision from the first for both laboratory and out-door work. The cuts are clear and abundant, and the arrangement of the text for general reading, exercises for pupils, and demonstration by the teacher makes the book a valuable guide to the study. [Henry Holt & Co., $1.12.]

Number three of the "Riverside Art Series" fully sustains the interest created by the two numbers that preceded it. This number is devoted to the great master, Michelangelo. The growing interest in this unique artist, both sculptor and painter, justifies the selection of his work as the subject of study. The editor of the series well says that he repels by his awfulness at the same time that he attracts by his masterful skill. He was in the world, and yet hardly of it. "He stood apart, towering like a genius above his fellow men, a madonna, David, Moses." "The Pieta" and several details from the Sistine chapel are among the sixteen pictures reproduced and described. [Houghton, Mifflin & Co., 96 pages, 30 cents.]

Ralph Waldo Trine has added to his list of excellent monographs one entitled CharacterBuilding, Thought Power. It is an earnest address of some thirty pages, based upon the prop

osition that the thought is always parent to the act. It holds that we entertain what thought we will, and that the power to direct and command thought may and should be cultivated. It appeals to the highest impulses and is worthy of a place in every school library. [T. Y. Crowell & Co., New York.]

The publishers of The Rational Writing Books claim for their system that it facilitates a combination of speed and legibility. The vertical system is used, and the noticeable feature of the copy is the simplicity of the letter forms and the easy connections between letters. Numbers one and two have simple cuts above the copies. This seems a commendable feature. [Werner School Book Company, Chicago, Six numbers, 72 cents per dozen.]

Picture Study in Elementary Schools forms the general title for a group of four excellent books by L. L. W. Wilson. Two of the books are for pupils, two for teachers. Book I for primary pupils, contains fifty full-page reproductions of famous pictures with as many choice bits of poetry on the pages facing. They are arranged by months-September to June-and in many instances both picture and poem are suited to the season. The arrangement of book II is similar, being intended for grammar school pupils. Combining thus beautiful pictures and choice sentiment, the result is a delightfully artistic set of books offering the groundwork for a very efficient study of the masterpieces. The scheme is largely promoted by two handbooks for teachers, corresponding to the two books for pupils, containing the same reproductions and enough descriptive matter besides to inform the teacher about both picture and painter. There are many estimates of pictures by eminent critics, such as Ruskin, Hunt, Gautier, Pater and others; to which are added numerous anecdotes and incidents that will add much to the interest of the study. [The Macmillan Co. Price of books for pupils 30 cents each; of those for teachers 90 cents each.]

Professor Charles Reid Barnes of the university of Chicago has simplified his work on botany so as to bring it within the limit of 300 pages, thus adapting it to the use of schools which can give only a part of a year to the subject. The new book is entitled Outlines of Plant Life. The author explains that the abridgment is accomplished by omissions and eliminations more than by simplifying. His method conforms to the most approved plans of studying botany, and he

devotes a large part of the book to plant physiology and ecology. Directions for laboratory work are given at short intervals. The drawings are clear and suggestive. [Henry Holt & Co., New York.]

A neat little volume of forty pages contains Rip Van Winkle and Legend of Sleepy Hollow, rewritten for children. It may well be doubted if any reproductions of Irving's charming sketches will ever quite equal the original. It must be said, however, that the effort by Lucy M. and Roger A. Simonson to bring these two stories within the easy comprehension of children is a success. There are two illustrations, and the booklet is made up in an attractive way. [Eaton & Co., Chicago, 10 cents.]

That long-time student of literature, folk lore and fable, Dr. H. E. Scudder, has added to his delightful books for children The Book of Legends. It includes, among eleven others, "William Tell," "The Wandering Jew," "The Flying Dutchman" and "The Seven Sleepers of Ephesus." They are told in Dr. Scudder's delightful style, and being classics in subject are worthy to go both into schools and homes. [Houghton, Mifflin & Co., 16 mo, 50 cents.]

The publisher of "The Modern Music" books have prefaced the series by a Primer of Vocal Music. The well-known theory of interest upon which these books are based is consistently maintained in this primary book. Miss Eleanor Smith has brought together a most delightful collection of songs that are at once both beautiful and fine. It is safe to say that many a child who might otherwise remain without a love of music, and whose faculty of enjoying music might otherwise remain undeveloped, will find here a wholesome and effective stimulus. There are a few little studies based upon the melodies of the songs, but real training in the principles and elements is reserved for the next book in the series. [Scott Foresman & Co., Chicago.]

BOOKS RECEIVED.

The Macmillan Co. Elementary Chemistry for High Schools and Academies, by Albert L. Arey, C. E. 271 pages. 90 cents.

The Macmillan Co. The Teaching of Elementary Mathematics, by David Eugene Smith. 312 pages. $1.00.

The Macmillan Co. The Nature and Work of Plants, an introduction to the study of botany,

by Daniel Trembly Macdougal, Ph. D. 218 pages. 80 cents.

The Macmillan Co. First Reader, for use during the first year of school by Norman Fergus Black. 141 pages. Illustrated, 30 cents.

The Macmillan Co. The Nervous System of the Child, its growth and health in education, by Francis Warner, M. D. 233 pages.

The Macmillan Co. Handbook of Domestic Science and Household Arts, for use in elementary schools, with a preface by Mrs. Ellen Richards. Edited by Lucy Langdon Williams Wilson, Ph. D. 407 pages. $1.00.

The Macmillan Co. Letters from Queer and other Folk, by Helen M. Cleveland. Book I for lower grammar grades. 125 pages. 30 cents. Book II for higher grades. 141 pages. 35 cents. The third volume is a manual for teachers. 242 pages. 60 cents.

The Macmillan Co. One Year of Sunday School Lessons for Young Children. A manual for teachers and parents, by Florence U. Palmer. 226 pages. $1.00.

YOUNG PEOPLE'S READING CIRCLE.

Thinking that the circular of information recently sent out by the secretary of the reading circle board to the county superintendents may not reach all who are interested, some of the information it contains is given here.

1. Each pupil that reads one or more of the Y. P. R. C. books in a given year is a member of the circle for that year, and should be presented with a membership certificate. When the certificate shows that the person named thereon has been a member of the circle for four years, he will receive a diploma upon presentation of the certificate to the county superintendent.

2. We have a large supply of membership certificates and diplomas, and will send them to county superintendents in any quantity desired, by prepaid express.

3. Teachers holding two credits (one professional and one general culture) are exempt from the examination in the science of education (theory) and literature, on application for county or state common school license during the year in which the credits were received. The credits made in the teachers' reading circle examination July 15, 1899, will exempt the holders from examination in the above named subjects throughout this year, including the August examination, 1900.

Teachers holding eight credits (four professional and four general culture) are entitled to

diplomas. These diplomas exempt the holders from the examination in the science of education (theory) and literature, on application for professional, life state, and state or county common school license.

4. Teachers holding eight or more examination credits should send their credit statements to the secretary of the board, who will forward the diplomas by return mail.

SPECIAL PARTY TO CHARLESTON, S. C., AND THE N. E. A.

As usual, Chas. F. Patterson, of THE EDUCATOR, will conduct a special party to Charleston, leaving all points in Indiana on Thursday, July 5th, 1900.

Arrangements have been made for special trains from Louisville and Cincinnati via the Southern Railway, combining the parties at Lexington, Kentucky. Stops will be made at Asheville and other points of special interest en route.

The sessions of the N. E. A. will be concluded in ample time to make the journey to the Paris Exposition.

The return trip from Charleston may be made via Washington, D. C., where tickets may be deposited until September 1st, 1900.

Parties wishing information regarding this trip may address

CHAS. F. PATTERSON, Edinburg, Ind.

INDIANA STATE BOARD QUESTIONS FOR MARCH, WITH DISCUSSIONS.

HISTORY.

1. What cities in Europe were especially interested in commerce with the East Indies in the 15th century, and by what routes was this commerce carried on?

2. What European nations sent out expeditions of discovery and to what parts of America did they lay claim respectively on account of discovery?

3. On what grounds did the Colonies resist the taxes levied on them by the English Parliament?

4. Why has Burgoyne's defeat been classed as one of the decisive victories of the world's history?

5. Give a brief history of the invention and development of the Electric Telegraph.

6. What was the Kansas-Nebraska bill and who was its author?

7. What was the plan of operation of the Union forces in 1864 ?

1. Genoa, Venice, Florence. By the Mediterranean, Nile, Red Sea, and caravans across the deserts of Arabia.

2. Spain discovered and claimed the Atlantic coast from Florida to the northern coast of South America. England claimed the coast northward to the forty-fifth paralel. The Dutch pushed in a wedge, temporarily, at the Hudson

river. France claimed Nova Scotia, Labrador, and the St. Lawrence valley.

3. Taxation without representation.

4. It decided France who was then hesitating as to whether or not she would render aid, encouraged the patriots, discouraged England, and marked a turning point in the Revolution.

5. Invented by Samuel F. B. Morse, the first line completed after a long struggle, in 1844. It connected Baltimore and Washington. Its success was followed by a rapid extension in lines. The Morse alphabet is still largely used, though there have been many improvements in devices. 6. A bill devised by Stephen A. Douglas, repudiating the Missouri compromise, and providing that the territories of Kansas and Nebraska should decide for themselves if they would have slavery or not.

7. To keep the confederate forces from aiding each other. Grant was to push toward Richmond; Sherman was to mow a broad swath across the South, cutting the Confederacy east and west, as the opening of the Mississippi the year before had cut it north and south.

GEOGRAPHY.

1. Why is it warmer at the equator than at the Tropic of Cancer? What are heat belts?

2. Discuss ocean currents of the Pacific Ocean.

3. State approximately the number of people to the square mile in Indiana.

4. How are icebergs formed?

5. What is the Piedmont belt?

6. Where is each of the following: Cavité, Johannesburg, Iloilo, Guam, Honolulu?

7. What do plants absorb from the atmosphere?

8. What are the sources of special school and tuition funds used to support the common schools of this State? 9. What is the source of rubber? From what countries is it obtained?

10. How does the government of the Indian Territory differ from that of the Territory of New Mexico? 11. What are folded mountains?

1. Owing to the greater average inclination of the sun's rays the Tropic of Cancer receives about 90% as much heat in a year as the equator.

2. The equatorial currents of the Pacific Ocean are driven by the trade-winds westward about 8,000 miles. At the west side of the ocean they are deflected by the continental barriers to north and south, and in middle latitudes come into the belt of prevailing westerly winds which drive the water eastward to the American coasts. There is thus a complete circuit or eddy on each side of the equator. A small part of each westward current turns toward the equator and flows back eastward in the belt of equatorial calms, forming a counter current. There is no other place for this water to go and there is nothing to hinder its going where it does. 3. Sixty.

4. Most icebergs are formed by breaking from

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