GOSSIP.

а

VON LENBACH, the painter, gives one view of the Iron Duke, when he says that on presentation to him he did not honor him with the slightest notice. Indeed, Bismarck has great aversion to having himself perpetuated on canvas; so that during the past twenty years it has been almost impossible to get him to consent to a sitting.

VON MOLTKE always looked the profound thinker and philosopher. But he had quite a fund of humor and loved social conviviality. He played ball directly after dinner with his guests. It is said no one ever refused the invitation, however warm the weather, when the game was proposed.

THE London house, in which Carlyle lived, is thus described by a correspondent of the Critic:

woman.

"There were two rooms on the ground-floor, opening out of one another-a double dining. room, the front looking on the blank wall opposite, the back giving a glimpse of a dank, desolate-looking little garden. The staircase, though in very poor repair, has a fine oak balustrade, and above are the bedrooms, of which the servant has distinctly the better choice. But above that again was the room we had really come to see. It was here as Mr. Carlyle wrote them books of his,' said the A large, lofty garret, well lit by a skylight; on either side the fireplace, bookshelves and cupboards let into the wall, the whole painted a uniform terra-cotta. On the doors of the bookshelves are pencil sketches, by whose hand drawn I wonder-a Rosettilike woman with bare breasts and long, flow. ing hair, and a roughly drawn outline of a man's head. And over all the silence of death and the shadow of decay. We passed into the garden; and here the sense of desolation was the keenest. The path was weedy and illdefined, the wall of the house behind looked broken and inhospitable. By the stump of a tree, there is a plain staff of stone, marking the grave of Mrs. Carlyle's pet dog. A wormeaten water-tub and a ruined shrub or two

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NOTES.

-M. FRANCISQUE SARCEY, the eminent French critic and lecturer, says the Boston Commonwealth, has recently become a convert to vege. tarianism. "Since April last not a bit of meat has passed his lips. He says he is only a 'moderate vegetarian,' that is, he only es chews meat, and admits eggs, butter, cheese. milk and fish into his régime. At first he felt hungry an hour or two after eating, but meat after fifteen days the craving for passed away, and now he not only eats at the same hours as before, but consumes much les. The advantages of the diet are, he says, most remarkable. His mind is clear, and his body more disposed for work; he is no longer sleepy after meals, his brain is fresher, his limbs more elastic; and, more astonishing still, he has great resistance to fatigue. Formerly he felt the need of stimu lants; now he has suppressed les petits verres. He does not smoke, and he is even endeavoring to diminish the quantities of coffee which he has been in the habit of taking. Altogether, he is very enthusiastic, and closes his dietetic confession by asking others to try his system. "The first week is rather hard to bear, he says, 'but try it; you will soon feel the benefit.'"

- Woman has been granted school suffrage in Arizona, Colorado, Delaware, Idaho, Illinois, Indiana, Kansas, Kentucky, Massachusetts, Minnesota, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Oklahoma, Oregon, South Dakota, Texas, Vermont, Washington, Wisconsin and Wyoming. The Educational News says "The sentiment is grow. ing and will likely result in a similar suffrage in every state in the Union." Let us hope so

for the sake of mankind.

-THE AMERICAN HISTORY STORIES are well selected and interesting, and will be read with zest by boys and girls. L. O. FOOSE, Supt. of Schools, Harrisburg, Pa.

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1894.

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The compliments of the season; and here's to the health of our numerous family!

Our readers will appreciate this first number of the new year. Dr. McLellan's article on "The Idea of Unity in Literature" is particularly worth reading. It is not only the argument of a scholarly logician, but it is full of suggestiveness. The old method of teaching English literature by stuffing the mind full of names and dates and technicalities is not altogether of the past. In too many very important centers it is the method of today. It will remain so probably as long as pedants make the examinations, and ignorance or absence of a refined taste gives the instruction. Dr. McLellan argues for the true way—a way that cultivates taste, imagination, and ability to think and speak.

In Store.

We shall give to our readers the present year a number of articles prepared by Dr. McLellan in conjunction with Prof. Dewey of Michigan University on the elementary teaching of number. Those who are conversant with Dr. McLellan's very popular work on Psychology and know the reputation of Prof. Dewey as one of our leaders in educational thought and literature will be eager to study these papers. These articles will be all the more valuable in that they will be the product of genuinely logical minds, and minds that have no sympathy with the doctrine that children are simply machines, or that there can be no orderly development" of mind unless every step in the process has been laboriously gone through with and as the whim of the instructor may dictate.

66

Genius.

Genius is very close to insanity, but, as the child is father to the man, this manifestation of a mind away from the ordinary shows itself early in life. In another portion of this issue is an article packed full of instances of the idiosyncrasies of genius. The lesson to be drawn from it by the teacher is, to be on her

Number 5

guard against misjudging the " peculiar" child. It is not an infrequent happening that a child is very forward in reading, and equally backward in number; and the reverse is true. But almost always in the past, and too often now, this absence of harmony of intellectual development is a serious obstacle in the path of the child's progress. We have no hesitation in saying that the colleges, by their examinations and kind of work required to meet them, have been deprived of much able talent that otherwise would have entered their halls. But let us not offend one of the "little ones." Let us take them as we find them, studying each one intelligently, and remembering that we are not in the school-room simply to earn our pittance, be it beggarly or ample, but to train each child according to his capacity and limitations.

What Was It?

We listened with interest, at the recent meeting of the Mass. Teachers' Association, to State Agent Edson's characterization of the education of olden times as "words, words, words ", and we were slightly amused with Supt. Balliet's likening of the same education to the swallowing of restaurant bills of fare rather than the tempting viands and the real condiments. But we recalled as we listened that Dr. Holmes, himself a specimen of the old-time education, told a young man that the two great books were the Bible and Shakespeare, and surely the writers of the Bible, and the Great Bard lived in old times when schools were ungraded and apperception was unheard of. Not a great many years ago there were three men in the Senate of the Republic the triumvirate-Webster, Calhoun and Clay. Take them all in all, can their match be found? And these were fed upon the educational products of the "dark time", if we are to believe our modern critics. And then bring to mind the great orators, the great thinkers, the great merchants- all bred under the same regimen! Surely there must have been some peculiar virtue in the old methods or absence of methods, for it is problematical when their like we shall see again. What was it?

Not that the old methods were better than the new. While whatever is valuable in the new was in the old, yet there is no doubt that a knowledge of right methods of instruction is wider spread than in the old times and the children of mediocre talent are, in consequence, better trained than fifty years ago. But we shall be obliged to say that we think geniuses are not trained in the schoolroom. Even were it possible, two things have rendered it impossible. One condition is the close grading of the children, and the other, the written examinations testing memory There may only. There cannot be greatness without freedom. be polish and prunella, but hardly the power that only its God obeys. "Ten men," said Ben Ezra, "love what I hate, shun what I follow, slight what I receive." The endeavor of the

schoolroom for the past half century has been to make all love and hate and shun the same things. And the tendency has been, therefore, to cram the dull at the expense of the bright. The training of the school, at its best, is but incidental in the making of the great intellect. There are influences back in the womb of Time, which Jehovah does not show even to the pedant searching around with his penny lantern, that, when the time is ripe, give to the world the great men of a century. And while we admit that the schools are helping in making the world better and more intelligent, and while we hail gladly the spread of all progress in school instruction, yet we would not decry the past in order that the present may appear more glorious, and neither would we set up in the schoolroom a machine, however beautiful and delicately constructed, that brings, so far as Nature will permit, the bright and dull to the same intellectual level.

Dr. Holmes' Reason.

"He was an amiable man. He was fond of me and I loved him." This is the reason given by the venerable poet, Dr. Holmes, why one of his instructors had influence with him. Here is a truth which is very fundamental. A knowledge of just how the mind works, of the relations of precepts and concepts, of the most extensive knowledge possible of science and philosophy the teacher may possess, but if he is without that virtue that binds the child to him, his teaching, so far as it touches motive or develops power is very near zero - certainly but the tinkling of a cymbal. So that we have no hesitation in saying that she or he who has not this gift better be earning his living in some other way than that of labor among youthful minds. And this is no cant. We do not believe in mere sentimentalism, and we have no patience with that hypocrisy that talks about the "dear children" and, at the same time, sees always the shining dollar in everything he does in their behalf. Neither do we admire very much that equally sickly sentiment that would drive from the schoolroom all earnest work on the ground that work is drudgery and childhood is the period for play and we might add, to complete the thought, of shirking burdens. But we do believe that teaching means influence; that the imparting of knowledge is merely incidental, and that there can be little influence with the youthful mind unless there is between teacher and child that certain mysterious power - call it what you please - that binds heart to heart, and, therefore, mind to mind.

The Winchester Plan.

The Machine Destroyed.

The Winchester, Mass., Schools, under the superintendency of Dr. Ephriam Hunt, have been experimenting for the past six years upon the "enrichment of the Grammar School programme." The programme is as follows:

After the Kindergarten, a nine years' course to the High school.

In the High School, several courses, covering two, three, or four years fifteen lessons a week to a course; Natural History, Music and Drawing, in all grades.

In the Primary, clay modeling, paper-cutting and folding, and all the subjects usually taught in these grades.

In the Grammar grades, History, American and English, in grades six to nine, adapted to the several grades. In the fourth and fifth, biography for the young. In all grades, an abundance of standard literature, no fourth or fifth grade readers being required. Geography ends with Physical Geography in the eighth grade. In the eighth and ninth grades, Elementary Physics, also Algebra, divides the time with Arithmetic.

In addition to the above regular course for all pupils, pupils who have the leisure, are able and desire to do more, can elect

in the eighth and ninth grades either Latin or French. "Thus far," says Dr. Hunt, "about one-fourth of the class take Latin, and another quarter French. Cooking and carpentry for the eighth and ninth. Sewing for all grades above the third. All the girls sew, and some of the boys; the boys take carpentry. All the girls take the lessons in cooking, a two years' course of forty lessons."

It will be seen by the above programme that the new studies are Algebra, Latin and French, unless we add what is called Geometry. The course in this study begins in the Primary grades in molding the different forms and naming their parts. In the lowest Grammar grade (grade IV) rectilinear figures are studied; in the next grade, curvilinear and mixtilinear figures; in the next, six geometric problems are given; in the next grade, eight, and in the graduating class four are laid down.

The first question that suggests itself to the practical teacher is, How have the other studies fared under the pr. gramme? Dr. Hunt answers by saying that "the usual branches of a Grammar school programme have not been neglected; that, on the contrary, they have lost nothing in thoroughness of treatment, and it is believed have been handl d with greater ease and success than heretofore."

Dr. Hunt thus states the advantages of his experiment after a trial of six years: —

1. The pupils of earlier intellectual development, of quick r perception and readier acquisition, are not rushed into the High School prematurely, at too immature an age to profit most by the advanced work there, nor do they have to meet the more difficult work of the grammar grades at too early an age. While doing the more difficult work of the eighth and ninth grades, including Algebra and Literature, their spare time is given to learning the elements of another language, Latin or French, with the least possible mental and physical strain, and at an early age.

2. The whole class is greatly benefitted by the continued association of those ding only the required work, with the abler pupils doing the elective portion, thereby visibly raising the general tone of the school. This is already proven to be the case. There is no degradation of the dull pupils felt, as is likely to be the case by an isolation of the brighter pupils. 3.

With two grades in a room below the eighth, teachers become better acquainted with the attainments and deficiencies of their pupils, and promotion to gain a year is more easily accoomplished.

4. A decided gain to the whole class in industry and habits of attention a greater interest in all school work.

5. Better use is made of the learning and skill of the teachers of the higher grades. Not only is the whole character of the school improved, but the teacher is greatly benefited, and receives an additional reward by this broadening of his services to his pupils.

As we have had occasion to say more than once, any successful enrichment of a course of work necessitates not only competent instructors but the right tests for promotion. The wisdom of Dr. Hunt is apparent here, and it must have had not a little to do in making his experiment a success. The School Board (its chairman a graduate of Harvard,) says, "It has been for some years the rule in our schools not to require examinations for purposes of promotion, and the results have been beneficial." The Superintendent tells us that promotion by classes takes place at the end of the school year, in June, on the pupil's record for the year as kept by the teacher, and reported bi-monthly to the parent as satisfactory or unsatisfactory, and in what respects. No uniform examinations are taken by the committee or superintendent, reference being made to the superintendent only in cases of doubt. Pupils below the 8th grade may receive promotion in February, or at any other time, if qualified. There are two grades in a room, which renders easy the bridging of the steps with least worry and friction to teacher and pupil. In the 8th and 9th grades, however, only annual promotions are necessary, the work being sufficient for the ablest pupils.

In a letter to us Dr. Hunt declares that "we have destroyed the machine." Thank God, if he has. The Cambridge plan for the speedier progress of the bright pupils Dr. Hunt objects to, first because by separating the bright pupils, the evil of competition is increased and that, too, in the case of the very pnpils who should not be pushed; and second, because the plan is not democratic in its influence-it creating caste, and thereby injuring both the dull and the bright pupils morally. We hasten to give to our readers these results of the Winchester plan, and are glad to chronicle any well-tried experiment that succeeds in smashing the Machine, and makes the interest of the child, like the President's late envoy to the Sandwich Islands, paramount.

A Factor in Rational Method.

T

By J. A. MCLELLAN, LL.D., Author "Applied Psychology."

HAT there has been in recent years considerable improvement in the teaching of literature in our schools, will be readily admitted by all who are competent to form an intelligent opinion upon the subject. A few years ago the prevailing methods of dealing with this branch of study, were, to say the least, marked by grave defects. Indeed, in the estimation of many attentive observers, literature as literature, was scarcely taught at all. Literature, and especially poetic literature, the sane and beautiful "record of the best and happiest moments of the best and happiest minds" was not a character-forming influence in the classroom. There was much talk about literature and literary men; about grammar and philology, about the judgments of literary critics, and the opinions of non-literary annotators; about almost everything, in a word, that could be conceived to have any connection with literature. But the thing itself was not presented in any form likely to strengthen faculty or develop a taste for literature. The multitudes of facts which, under the name of literature, the student had to confront, were never organized into knowledge for the simple reason that they were unorganizable, and so could contribute little or nothing to the development of intellect. The effect on the other mental powers was equally unsatisfactory. loaded with facts of literary biography, and a mechanical facility in reproducing scraps of literary criticism, can neither form the true critical faculty, nor create a love for literary masterpieces; and accordingly such teaching not only failed to produce literary critics, but also missed the highest aim of the study of literature the culture of the aesthetic and moral sensibilities.

A memory

There was, therefore, ample room for improvement, and measurable improvement has taken place. The ethical and intellectual culture of which literature may be made the most effective instrument, is now an important factor in the teacher's purpose. Greater attention is paid to the author and less to the annotator. Irrelevant matter is more carefully excluded, and facts but remotely related to the subject are held in due subordination. Mere verbal interpretations and barren distinctions of rhetorical forms are no longer the chief thing. Grammatical and philological ideas when admitted at all, are admitted, not as an end, but as a means for the better illustration and more thorough mastery of thought, sentiment and expression. Our best teachers now present the lesson in literature with a clearer view of both logical and psychological laws, and especially with an inspiration- the happy outcome of intelligently controlled enthusiasm that creates a love of literature; a love which alone qualifies the student to perceive the beauty and the truth of it, and makes for that higher culture which is the flower and fruit of literary studies. Rational teaching of what a great critic has called "the profound and noble application of ideas to life," must powerfully contribute to the realization of higher ideals of life. While working under such influences, the student is at least in process of becoming the strong and cultured man that Plato has described as his ideal thinker; one who is a lover, not of a part of wisdom, but of the whole; who has a taste for every sort of knowledge, is curious to learn, and is never satisfied; who is harmoniously constituted, of a well-proportioned and gracious mind; who has a good memory and is quick to learn, noble, gracious, the friend of truth, justice, courage, temperance.

But, though from the application of more rational principles of teaching, the present days are better than the former, something yet remains to be done to achieve the best possible results from the study of literature. The application of rational principles can be made more thorough and more general; instead of being the distin

characteristic of all. This is, perhaps, a high ideal; it is not an unattainable one. But to reach the higher ideal we must be conscious of the short-comings of the actual. The recognition of defects is the first step to further progress. It may be said, then, that some of the faults in literature teaching which are still too common, and for which, by the way, our teachers are not wholly responsible, are due to want of full appreciation of the following things: The Value of Psychology as the Basis of Rational Method in literature as in every other department of the curriculum; the Value of Literature as an Instrument of Intellectual Development; its Value as a Means of Ethical and Esthetic Culture; the high Function of Oral Reading in the study of Literature, and the Idea of Unity in Literature.

To the last point some attention will now be given, the others being left for discussion at some future time.

In every piece of prose composition worthy to be called literature, there is an orderly movement of ideas towards a definite end. In high class literature, the product of a strong and cultured mind working under a clear and ever-present conception of its purpose, this movement of ideas seems to be spontaneous - a self-movement of constantly increasing clearness and force.

This logical sequence of ideas is determined by the discriminating and unifying activity of the intellect. From the mass of materials supplied by association, the mind selects only those ideas and groups of ideas that bear most directly upon the theme. The entire discourse is therefore, a series of related thoughts-of related groups of thoughts and related thoughts within the groups. These are the unities of the composition. The cardinal divisions of the theme are related groups of thoughts - larger unities constituting the unity of the composition. The sub-divisions are, in turn, related groups of thoughts-smaller unities constituting the larger unities, and so on, down to the unity of the single thought as expressed in the sentence. It may be remarked in passing, that poetry as well as prose, has its unities.* The dominant unifying energy in prose composition is intellect stimulated by a glow of emotion; the dominant unifying energy in poetic composition is emotion controlled by the intellect. But this point and its application in the study of poetic literature may be left for future treatment.

Now, if a piece of prose literature is worthy of serious study, for its thought, or for its expression, or for the training of faculty, this idea of unity suggests at once an essential feature of the method to be followed. The genesis of the thought and expression in the learner's mind will follow the genesis of the thought and expression in the author's mind. In the thought-process of the author's mind the purpose and the central conception of the theme were the unifying principles; they should be the unifying force in the learner's process of acquisition.

In the strong light of these principles, all the unities - larger and smaller were produced in the mind of the author. Under the guiding light of the same principles, the student advances, first to the larger unities, then to the smaller unities, and so on, to the ultimate unity embodied in the sentence. And further, just as the author proceeds from the WHOLE through related groups of thoughts to the primary unity, and returns through all the related parts, finally welding them into a more perfect whole, so the student begins and ends with the WHOLE; passes from part to part, with increased unifying power, until at last he clearly sees the Many organically constituting the ONE, and the ONE organica ly comprehending the Many.

This may suggest a reply to the question often asked and seldom answered: Should the student begin by reading the whole composition, in order to get a general idea of it. Beyond doubt; from whole to part, and from part to whole, by analysis and synthesis,

*see Libby's Studies in Poetry, a book abounding in good sugges. tions.