ART. 18. Within twenty-four hours after each sanitary and medical inspection the physician is obliged to report to the mayor of the arrondissement (ward) about the sanitary condition of the school. Blanks for this purpose are fur

nished him.

ART. 19. The mayors of all arrondissements prepare summaries of the various individual reports, and submit to higher authority all those propositions and suggestions which seem of special importance. Propositions which are of a more general nature, and not very pressing, are referred to medical committees for deliberation and subsequent report. In case an epidemic breaks out, the mayor has the right, upon motion of the school physician, to close a school; but he is obliged to give notice of his action to the school inspector and his own superiors.

ART. 20. The mayor is required to report regularly every three months to his higher authority (the prefect of the department) concerning the sanitary and medical condition of the schools in the arrondissement. Semiannually he must send in a more elaborate report, containing suggestions for changes and improvements, such as are made by the physicians in their reports to him. Advice regarding changes and "a laptations" in buildings is equally welcome. This supervision of the Paris elementary schools was, in 1889, performed by 128 physicians. The budget of the city for that year contained the sum of 100,800 francs for this institution. Medical supervision of schools in Paris has served as a model for similar arrangements in other French cities. By means of a ministerial order of November 14, 1879, the attention of all prefects was called to the instructions quoted above at length. But since then, through the school law of October, 30, 1886. as well as through ministerial decrees and orders dated November 18, 1887, medical and sanitary inspection has been made obligatory for all the schools, public and private.

A few years ago, the city council of Paris expressed the desire that with this institution of supervision be connected a free school dispensary. This suggestion is under advisement at present. These dispensaries, so it is intended, shall go further than the school physicians who are watching over the health of the children. These dispensaries shall take sick children and treat them in hospital wards, specially arranged for children, and provide them with medicine and surgical assistance.

As early as 1862, a few free dispensaries were in existence in Paris supported by charitable societies, notably the "Société philanthropique." These dispensaries were connected with the hospitals for children, but there is a differenc between institutions founded and maintained by charity and those by law. In these private dispensaries children could not always have the desirable special treatment, medicine, shower baths, etc. To the city of Havre belongs the honor and credit of having founded the first public free dispensary for children. This institution is equipped with all the most desirable conveniences and all necessary appliances. In 1875 a physician. Dr. Giebert, aided by contributions of charitable persons, established an institution of this kind which had astonishing results, and was subsequently made a city institution.

In Paris the first children's dispensary was opened in the first arrondissement upon urgent solicitation of Dr. Dubrisay and M. Baudof. It found a home in Jean Lantier street, No. 15, in a house which was offered by the owners free of charge. Since the date of opening, April 1, 1883, the consultations in this institution have reached the enormous number of 60,000; in the first year the number was 5,087, then steadily increasing, it reached 19,000 in 1889. The expenses during 1889 were 5,980 francs, but the annual donations amounted to 8,205 francs. The example set by the first arrondissement soon found imitators. To-day (in 1890) eight arrondissements have children's dispensaries partly supported by private persons (like those in the thirteenth and fourteenth arrondissements), partly by the city. The excellent influence these few institutions have exerted has awakened the desire of increasing their number and to provide every ward of the city with one, hence a credit of 100,000 francs was opened for that purpose in the city budget of 1890, and all indications point toward an early fulfilment of the desire mentioned above, namely, that the medical and sanitary inspection of the schools be supplemented by a great number of free dispensaries in which children will find the treatment needed in cases of sickness. (After L. Fleischer.)

14.-MISCELLANEOUS NOTES.

Canada. A new feature has been introduced into some Canadian public schools, this being what is called "grade conventions." It is carried out by the teacher of one grade visiting the room of a teacher of the same grade and ob

serving the work in the room during the afternoon. At the conclusion of the teaching, when the pupils are dismissed, the teachers and inspector hold a consultation to talk over any points of interest they have observed, with a view to improving the methods of teaching. Some of the benefits of these conventions are obvious. The teachers observe the points of excellence and the defects in the room they visit, and all are benefited by the experience and exchange of ideas. Besides, they bring about uniformity in teaching and management, which is an essential feature in graded schools, where pupils pass from one teacher to another. The similarity in teaching saves much time, as the pupils do not have to learn or be taught new methods when they enter another room. (Schoolm.)

Belgium.-The State Savings Bank, of Belgium, in its report of 1890 contains a few interesting points concerning the mooted question of savings banks. Belgium had in 1830, altogether, 7,637 elementary schools attended by 896,787 pupils (449,497 boys and 447,290 girls). In 4,965 schools the custom of collecting savings has been fostered. The pupils own 167,696 savings books (92,975 boys and 74,721 girls). Besides these there are 38,907 pupils whose savings are so small that they have not acquired their own bank book. The amount saved by the children in 1890 was $808,430 (of which the boys contributed $443,344, the girls $365,086), an increase of $24,296 over the previous year. The province of Hennegan has the greatest number of juvenile savers, while Limberg has the smallest. The teachers are generally opposed to the institution of school savings banks, and expressed this in unmistakable terms at their last annual meeting. At the general meeting of the elementary teachers in Brussels, the school savings bank has been condemned by a vote of 117 yeas and 86 nays, on the following grounds: (1) What is saved is never sufficient to provide aid in case of sickness or accidents. Insurance companies and workmen's unions would be much better. (2) Saving makes young children selfish; the teaching at school ought to develop charity, not grasping. (3) As it is, it is seldom the children that save-it is the parents, who give their savings to the children to take them to the schoolmaster, who thus becomes the banker for the parents. (4) Several parents save from a desire to please the schoolmaster. (5) The practical good of the school savings bank, after a trial of twenty-five years, may be said to be nil. (Different educ. journals.)

Austria. The annual report concerning the school kitchens in Vienna during the winter of f$89 '90 shows that indigent pupils were provided with a good dinner (soup, vegetables, and bread). The number thus provided for was 2,869 a day; but the real number is much greater. Many pupils come with their little brothers and sisters, and the cook is told to help the older children, who thus provide for the family" more plentifully. Often children come to school who are not enrolled and ask for a dinner which is never refused. In one hundred and thirty-two days 381,577 dinners have been served, but if the foregoing is considered the number is more than 400,000. Lately these kitchens can not supply all the children who come; poverty and starvation are spreading in Vienna. (Oostr. Schulbote.)

Egypt.-In the government schools of Egypt it has been the rule for years that, in addition to Arabic, every pupil must learn English or French at his option. This is not merely as a linguistic study, but is gradually being made the medium of instruction in the ordinary curriculum and in science. In 1889 only 14 per cent of the pupils chose English in preference to French, but last year the proportion 10se to 23 per cent. In order to meet the increased desire to learn English, a normal school for native teachers has been opened, and it has 30 students. Also 6 young Egyptians have been sent to normal colleges in England to qualify themselves as teachers in the government schools. On the other hand, about 100 pupils are studying in France at the expense of, or recommended by, the Egyptian Government, and a Government normal school exists in Cairo under French management. Hence, it would appear that the French have the inside track in Egypt. (Lond. Jl. of Ed.)

England.-The money-lender and the betting man are never greater curses of their race than when their wiles entrap school boys who have expectations of coming into the possession of property when they are of age. The English legislators have, to some extent, restrained the evils in other places, but the cir culars of the betting agent and money-lender seem to have found the way without hinderance into both public and private schools. Recently Lord Herschell brought the matter before the House of Lords; and archbishops and bishops, the lord chancellor and lords justice, dukes, carls, and other lords were absolutely unanimous in supporting the measure for rendering it penal to send out

such circulars to boys at school and youths at college. Lord Herschell in introducing the bill said its object was to render penal the sending of what were known as touting, betting circulars to boys at school and youths at college; and it proceeded upon the assumption, in this case quite justifiable, that the receivers at schools and colleges were prima facie persons who were infants and known to be such, leaving it to the sender to show that in any particular case the person to whom a circular was sent was not an infant. He added that if he received encouragement he should be prepared to extend the scope of the bill by including the sending of money-lending circulars. (Schoolm.)

Germany.-The school board of Berlin has ordered the purchase of an ample number of cuspidors for use in the schools. The committee on science and medicine had recommended this on the ground that tuberculosis (consumption) is transmitted through germs in the air, hence that the expectorations of sick children are apt to cause contagion if not confined to spittoons filled with water. The vessels are placed in every class room, on stair landings and corridors, and are attended to twice a day. (Allg. Dr Lztg.)

England.-In 1849 a royal commission investigated the accounts of the eight so-called public schools of England, namely: Eton, Harrow, Winchester, Rugby, Shrewsbury, Charterhouse, Westminster, Merchant Taylors. The report of this commission revealed the following facts: Column 1 states the income of the principals; column 2, that of the first assistants; column 3 states the amount it takes to keep a boy at these schools a year:

aThis signifies only the tuition fee per year. In all the other cases board and lodging are included. (Zeitschr für Geeundhpfe.)

Various alphabets.-The Sandwich Islands alphabet has 12 letters; the Burmese, 19; Italian, 20; Bengalese, 21; Hebrew, Syrian, Chaldee, and Samaritan, 22 each; French, 23; Greek, 24; Latin, 25; German, Dutch, and English, 26 each; Spanish and Sclavonic, 27 each; Arabic, 28; Persian and Coptic, 32; Georgian, 35; Armenian, 38; Russian, 41; Muscovite, 43; Sanskrit and Japanese, 50; Ethiopic and Tartarian have 202 each.

Germany.-School gardens, of which there are more than 9,000 in Austria, are being laid out in different parts of Germany. Their object is to give methodical instruction in the cultivation of fruit trees and to be used in the teaching of botany.

The minister of education has sent a notice to the provincial councils, requesting them not to refer candidates for positions as school superintendents to him, but themselves to take the initiative in recommending suitable persons to him. "It is of extreme importance," he writes, "for the proper development of education in elementary schools, that the responsible office of school superintendent should be only in the hands of especially trustworthy men, those who have proved themselves to be efficient elementary schoolmasters. This applies equally to masters who have enjoyed a university education. I expect that the local authorities will not restrict themselves to an examination of those candidates who present themselves for election, but will, without regard to expected vacancies, keep themselves conscientiously informed of specially suitable candidates. The school inspections, and an understanding with the provincial school board, will of er ample opportunity to discover such persons." (Lond. Jl. of Ed.)

How to treat stutterers.-Dr. Schellenberg, in Wiesbaden, gives the following advice to teachers as to how to treat stutterers:

(1) Treat the stutterer most kindly, and try to win his entire confidence. (2) Prevent other children from making fun of his trouble, and if necessary punish them forit. (3) Infuse him with courage and self-reliance. (4) During the first few weeks of school ask him no questions in recitation; then begin with such easy questions that he can answer without reflection and hesitation. (5) Direct your attention away from the stutterer as soon as he betrays confusion and disquietude in his attempt at speaking; repeat your question when he has regained

composure. (6) Urge him to assume a straight posture when speaking. (7) See to it that while speaking he breathes through the mouth, not through the nose, and that he takes a deep breath when he comes to a period or other convenient full stop. He should also take breath before he attempts to answer a question. (8) Advise him to begin his speech slowly and in a lower pitch than usual. (9) If the first word of his sentence begins with a vowel, let him begin that vowel faintly and increase it in strength thus, A-sia. If the word begins with a consonant, let him blur over it to reach the vowel, dwell on that, and then go on thus, ba-thing. (10) The stutterer must learn to run his words into one another so that no hiatus occurs, which would, of course, facilitate or cause stuttering. He should at first speak thus: "A-ll'swellthatendswell," until he has to some extent mastered his infirmity.

These points are exceptionally well taken, and the present writer can confirm them, since he has found them of excellent use in the school room. The English language does not breed so many stutterers as the German, but there are still cases enough in our schools to make advice like the foregoing welcome to teachers of little experience, and of them, alas! we have more than is desirable. (Allg. D. Lztg.)

Saxony. In the Kingdom of Saxony the lower schools have on an average 73 pupils to the teacher. The greatest number is found in inspection-District Loebau, namely, 95; then Chemnitz, with nearly 94; then Schwarzenberg, 92, and Marienberg, 91. The smallest number is found in Leipzig, where it is 43; in Dresden itis 44; other districts have respectively 67, 70, 71, 72, 73, and 74 pupils to the teacher. There are still 128 schools of three grades with but one teacher, and averaging 132 pupils. In 1,117 continuation schools (post-graduate courses of elementary schools) instruction is given all the year round; in 712 only during the winter. (Allg. D. Lztg.)

Germany.-The Society for the Promotion of Public Games for the young and for the people in Germany, which was founded in May in Berlin, has already begun to make itself felt. Committees have been formed under the direction of Dr. Eitner, of Görlitz, and Dr. Schmidt, of Bonn. The latter, who is also a member of the Committee of the German Gymnastic Society, announces that the latter society is ready to join in active coöperation for the promotion of healthgiving games for the people. The minister of education, Graf Zedlitz, has expressed his heartiest sympathy in the aims of the society. In June, 1891, a course of instruction in public-school games was held in Görlitz for the benefit of the teachers. Dr. Eitner and Herr Jordan, the head teacher of gymnastics, conducted the classes, which were numerously attended.

Görlitz, a very progressive town in the province of Silesia, which was one of the first cities in Germany which introduced manual training, again comes to the front with normal courses for teachers in public games. Public play, supplementary to gymnastic exercises, has recently become an object of much attention of the Government as well as educational circles. (German Ed. Press.) France.-Levasseur, the noted French statistician, makes the following statements concerning the population in France: France (or Gaul) had at the time of Cæsar 6,700,000 inhabitants, estimated according to the size and number of Gallic tribes. Roman Gaul during the time of the Antonines is said to have had 8,500,000, but this is a mere hypothesis. At the time of Charlemagne Gaul is said to have had only 5,500,000 inhabitants, according to Irmions Polyptique, but 8,000,000 or 9,000,000 according to an estimate made at the time. During the first half of the fourteenth century Gaul had 20,000,000 or 22,000,000, estimated by means of the number of hearths. At the end of the sixteenth century Froumenteau credited Gaul with 20,000,000 inhabitants. In 1700 the number is said to have been 21,136,000, estimated in the "Memoirs of an administrative officer." In 1715 the estimate was 18,000,000. Numerous positive statements go to show that in 1770 the number of inhabitants was 24,500,000, and in the great memorable year of the revolution, 1789, it was stated to be 26,000,000. In 1801 a rectified census proved the inhabitants of France to be 27,347,800; in 1866, 38,067,064 (with Alsace-Lorraine); in 1872, 36,102,921 (without Alsace-Lorraine), and in 1886, 37,930,759.

Germany. Recently statistics have been published concerning suicides of children in Prussia. The Neue Freie Presse of Vienna on May 26 published a statement which permits a comparison between Prussia and Italy. Since in population the two countries are nearly alike, a comparison seems just. The cases mentioned are all committed by children below 15 years of age.

ED 90-77

Notice that in Prussia shame, fear of punishment, drives children to commit suicide, while in Italy the strongest motive is family or home trouble. The figures for Italy appear to be somewhat unreliable. The last column, particularly, looks suspiciously regular.

15.-MUSEUMS IN SCHOOL.

France. In the year 1888, at the general teachers' meeting in Frankfurt-amMain, a speaker claimed that every school should have its own local museum, in which should be kept not only the tools of all the trades and industries, but also the raw material necessary for those trades, as well as the finished products in their development from the smallest and simplest beginnings to their completion. This demand, made in all earnest, has been recognized as just in France for some years, at least partly. The school museums in that country (called local museums) form an indispensable means for object lessons. Their establishment was an unavoidable consequence of universal application of objective teaching, which had been advocated by such men as Montaigne, Rabelais, Fenelon, and Rousseau and others, especially after the great revival of popular elementary instruction (since 1871). Men of science and educational leaders were eloquent in advocating the teaching of visible things and processes in preference to empty words.

The French school museums contain natural and art productions which are suitable for offering clear concepts of things surrounding the child. All these objects are systematically and methodically arranged, and adapted to each grade of school. It is most instructive to learn the history of these museums. Their beginning dates back to the year 1867. At the "World's Exposition" in Paris a few collections of objects were exhibited and Madame Pape-Carpentier gave lectures in which she dwelt on the good use to which these collections might be put in schools. This suggestion fell upon fertile soil, and when in 1873 M. Buisson reported upon the Vienna Exposition he could already state, that France was not behind other countries in matters of school museums, and that some provinces (departments) possessed more than a hundred of them filled with agricultural and industrial objects. Their number has increased rapidly. It is noteworthy that most of them had their origin in the initiative of the teachers who began, aided by their pupils, to collect models and natural objects, and arrange them systematically. In 1890 France had over 14,000 school museums, which are to be distinguished from simple collections of beetles, mineral and the like, such as may be found in almost any school where natural history is the hobby of the teacher.

Legal provisions for the establishment of school museums are not in existence in France. It was not a question of introducing a new branch of study or a new method of teaching, but simply a question of procuring the means for teaching object lessons. The authorities merely issued some suggestions for managing the instructions and exhibited a lively interest in them. A new impetus was given the idea of school museums through the report of M. Buisson, mentioned above, in which the various collections for school purposes exhibited in Vienna were minutely described. This report did much to awaken interest among local authorities, so that a few years later in 1882-all the inspectors (superintendents) reporting on the schools of their districts and provinces were unanimous in acknowledging the usefulness of these collections for elementary school instruction.

Through public lectures to teachers on the subject of objective teaching, M. Buisson, in 1878, succeeded in awakening great enthusiasm among teachers. On