sachusetts, will have something to say that will be of general interest.

Superintendent Edward Ayres of Lafayette, who is in the Clark University summer school, has promised to give our readers an account of the work there.

Among prominent Kentucky educators from whom our readers may expect something we may mention Professor Ruric N. Roark of A. & M. College, Professor Charles S. Thomas of Centre College, Professor J. C. Willis of the Southern Normal School, Superintendent E. H. Mark of Louisville, Superintendent McHenry Rhoads of Frankfort, Superintendent J. G. Crabbe of Ashland, and Superintendent Edward Taylor of Bowling Green.

From Illinois we shall have articles from Professor S. E. Harwood of Carbondale, Superintendent A. E. Fritter of Normal, Professor Raines of Freeport, and Miss Julia E. Kennedy of Chicago.

In addition to this large list of contributors we shall have something of interest from Professor T. D. A. Cockerell of New Mexico, Professor R. Heber Holbrook of Pennsylvania, Mrs. Carrie B. Adams of Indiana, Miss Berta K. Brown of Ohio, Miss Bessie L. Putnam of Pennsylvania and Miss Anna L. Moore of Wisconsin. In this large range of contributions there will be something of value for all grades of teachers.

The Educational Information, Book Reviews, Questions and Answers, Correspondence, and Editorial, will be continued and strengthened.

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The International Date Line.

The answer in the July INLAND EDUCATOR that was made to the first problem in Arithmetic, Indiana State Board Questions, has elicited several replies from persons who differ from us. The correctness of the answer depends, of course, upon the location of the Date Line with reference to Manila. All the authorities we have been able to consult place the line just west of the Philippines and the problem was solved on that basis. We shall try to find the latest agreement before our September issue, and shall announce the result of the inquiry in that issue.

diana University, who has succeeded in making a very helpful suggestive study for the teachers. This phase of the work furnishes an opportunity of coming in touch with one of the world's greatest thinkers. Such contact will be beneficial to the teachers and to the schools. The discussions in THE EDUCATOR will be made by Professor A. R. Charman, who is a student of Plato, and who, for the coming year, will have charge of history and philosophy of education in the State Normal. Professor Charman knows the needs of the teachers of Indiana thoroughly, and he will conduct this work with a view to doing the best thing for them.

We are delighted with Dr. Henderson's book. No better book could have been chosen to supplement Plato. If Plato is philosophical Social Elements is intensely practical. If Plato deals with the past, Social Elements deals with the present. It will serve to open teachers' eyes to things as they are. We hope it will make them see that there are mighty problems at our very doors, and that the best educated person is he who can comprehend the conditions present and meet them successfully. Our readers will be struck with the beautiful simplicity with which Dr. Henderson deals with these problems. The teachers of Indiana have a great treat in store, and we hope they will all take up the study of these two books.

County Institutes.

This is the season of county institutes. In Indiana the usual instructors in the state have work and a number of instructors from other states have appointments. Among these we notice the names of Bernard Bigsley of Michigan, W. H. Mace of New York, Lelia E. Partridge of Pennsylvania, Thos. Newlin of Oregon, W. W. Black of Illinois, R. Heber Holbrook of Pennsylvania, W. M. Evans of Illinois, J. L. Orr of Ohio, Arnold Tompkins of Illinois, R. G. Boone of Michigan, B. C. Welgamood of Ohio, Geo. W. Twitmyer of Pennsylvania, H. R. Pattengill of Michigan, Byron W. King of Pennsylvania, W. D. Mowry of Massachusetts, Matilda Coffin Ford of New York, S. E. Sparling of Wisconsin, R. S. Moore of Iowa, S. E. Harwood of Illinois, C. O. Merica of Wisconsin, Laurine Corbin of Wisconsin, G. Stanley Hall of Massachusetts, C. A. McMurray of Illinois, O. E. Wright of Ohio, G. Dallas Lind of Ohio, C. Victor Campbell of Illinois, Adda P. Wertz of Illinois, Louis H. Galbreath of New York, and M. E. Clark of Illinois. These are strong men and women. Most of them are well known in the state. Superintendent McTurnan of Madison county will have G. Stanley Hall at his institute at Alexandria, September 5-9, and extends an in

Vacation Schools.

The vacation school idea is growing. Nearly all the large cities are doing something in this direction. New York has been conducting such schools for several summers and great good has been accomplished. Chicago had two last summer and has five this summer. These were undertaken by the women's clubs who raised the money and made the arrangements. Indianapolis has a successful school this summer. These schools are to be commended in every way. There are many children crowded out during regular terms and New York and Chicago have demonstrated that the children so crowded out were the first to make application for admission to vacation schools. The schools are vastly cooler and cleaner, and in every way more enjoyable than very many of the homes from which these children come. Really the heated term is harder to endure in idleness than in work, and this is applicable to children and grown persons. It is said that the work done is not just the same as that done in regular terms. More manual work, and more work of a literary nature is done. The government has been reduced to a minimum and surprising results in behavior and growth have been obtained. Perhaps these results may serve as suggestions for better things in regular work.

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Summer Schools.

It looks as though the summer school would become

a regular part of the school-year. This seems to be the tendency in colleges, universities and teachers' schools. Indeed, there is every reason why this should be so, It is in keeping with the spirit of the times. The summer can be spent much more pleasantly in study than in idleness, and it is well that those who care to do this may have the opportunity. Chicago University keeps her doors open the year round and has large numbers during the summer quarter. The Valparaiso school has over 2,000 now. The State Normal at Terre Haute has between 600 and 700 summer students. The State University had a large attendance. The Eastern universities are offering more work each summer.

Teachers and school officers are

School waking up to the fact that the Hygiene. sanitary conditions of our school buildings need attention. A great deal was said at Washington on this topic, and the matter is to receive further attention. The attention of our readers is called to the article in this number by Dr. Hurty. We hope that things are not quite so bad as his paper would lead one to believe, but if they are, is it not the height of folly for us to permit them to so continue? Dr. Hurty should have the assistance of every educator in the state in his attempt to better the sanitary condition of our schools.

*

Chicago has a new Chicago's superintendent in the New Superintendent person of Dr. E. Benjamin Andrews of Brown University. Dr. Andrews is to have charge of the educational work of the schools, and Superintendent A. G. Lane, who was retained, will look after the business side. This is certainly the right idea and in our opinion two better men could not be found for the work they are to do. Dr. Andrews is a man of ideas, and good ones, too. He is thoroughly capable of working out an admirable system, and we shall expect to hear from Chicago.

Mayor Harrison appointed an The Chicago educational commission, with Schools.

Dr. Harper at its head, to make recommendations for the future policy of the Chicago schools. This commission recommends: (1) The reduction of the school board from twenty-one members to eleven, and the appointment of a business manager. (2) The reduction of the salaries of women teachers, and the payment of higher salaries to men than to women. (3) The election of a superintendent for a term of six years, to have general charge over the teaching and teaching forces of the city-his appointments, promotions, and dismissals to stand unless overruled by a two-thirds vote of the school board. (4) The simplification of the course of study in the elementary schools, but the systematic introduction of kindergarten, manual training, and domestic

science work. (5) The establishment of a commercial high school with a four-years' course. (6) The establishment of more normal schools with more thorough courses.

The first recommendation is a good one and further reduction still would increase the board's efficiency. The second proposal as it stands here is entirely wrong in principle. The salary paid should be determined by the service rendered. The teacher should be paid on the basis of his value to the schools regardless of sex or position. We do not know of any school or system of schools where this is done, but we are sure that it is the correct principle. Some janitors are of more value educationally than some superintendents. There are positions which men cannot fill at all in the school work, and there are positions which women cannot fill. But whatever the position is, the person who tries to fill it should be paid on the basis of the service that he renders. As to the propriety of the third recommendation, it will depend entirely upon the man that is appointed. If he is a man of largeness of soul, well educated and of stanch character, such power will not suffer in his hands. We believe that the authority suggested in this resolution my be safely placed in the hands of such a man as Dr. Andrews. The commission is to be commended for the fourth resolution. It evidently has it in mind to take into consideration the best interests of the children and to introduce the largest life possible in their school work. We are not so sure that the fifth

recommendation is a good one. There are so many educational questions that must be settled in connection with this one that serious doubts may arise as to whether this is a proper move. The high school, in our opinion, has one supreme function to perform, and that is to fit for life by having the students live the most they can here and now. We believe that the right high-school course should prepare a student equally well for college or for entering the business world. Every student should leave the high school as fully educated as it is possible for him to be educated at that period in his life. If this commercial high school is to take on the trade idea, or the specialist idea, we doubt whether it has a place in the public school system. The sixth resolution will certainly be approved by every one who believes that teaching is a profession. This is the one line of special or professional work in which the state is justified in engaging. These recommendations are offered in the right spirit, and they show that Chicago is awake to the present educational conditions. If such ideas as these can be carried out there is encouragement for the present and hope for life more abundant.

The destruction of Cervera's The War To-day. fleet on the morning of July

3, and the surrender of Santiago de Cuba soon afterward were so decisive in their character as to arouse Spain from an apparent apathy which kept her from seeing, or at least from admitting, the hopelessness of the contest.

The President's plans for pushing the war into Puerto Rico, or even to the Spanish coast are not at all inconsistent with an earnest desire for peace, and will hasten rather than retard peace negotiations.

The whole conduct of the war has shown that the humiliation of Spain is no part of our purpose; whenever sincere overtures for peace are made they will be met in the right spirit. We can afford to be magnanimous towards our enemy, and we shall be. Without boasting we may claim this as an American characteristic. Captain Phillip's command to his men to refrain from cheering their success, and Commodore Schley's remark that there was glory enough in the victory for Admiral Sampson, himself, and all the others are recent splendid examples of fine largeness of soul.

Among the gratifying features of the Cuban campaign is the manner in which the surrender of Santiago was secured. After the repeated and positive refusals of General Toral, with a stubborn pride that preferred death to surrender, it required marvelous patience to refrain from an attack that could not fail of success in the end. In a war waged for humanity it seems peculiarly significant that such a substantial result could be effected in such a humane way.

Admiral Dewey remains master of the situation in the Philippines, equal to every emergency whether it be to restrain the insurgents, treat with the Spaniards or repel the bluff of a German manof-war.

EDUCATIONAL INFORMATION.

Mr. S. S. Phillips of Ladoga, Indiana, takes a position next year as teacher of history in the sixth, seventh and eighth grades of the Crawfordsville schools.

Superintendent F. S. Morgenthaler has been reelected at Rockport for the fifth year. An excellent kindergarten is sustained in connection with the school.

R. M. Grindle, of the Tipton schools has been elected to a position as principal of a ward school in Kokomo and will accept. The Tipton schools lose a good man.

In the Woman's Tribune of May 28 Harriet Hickox Heller, whom some of our readers will remember, has an interesting article on "Childhood -An Interpretation."

Irving King is to be principal of the Friends' Academy at Bloomingdale, Indiana, for the com

In this volume we are to study, under Professor Henderson's direction, some of the facts, problems and institutions which come to us from our association in human society. Every intelligent teacher is aware that in every stage of its development society is continually presenting a scene of strife and conflict. There are evils to be opposed, wrongs to be righted, dangerous movements to be circumvented and brought to naught. Society is made up of advocates and reformers, dangerous radicals and stupid conservatives, noble men of benevolent designs, unscrupulous demagogues with evil intent, shrewd and selfish men who would pervert and corrupt the State for private gain, of a great army of honest workers who are toiling for their daily bread, of busy men and idlers, of geniuses and scholars, of men of business affairs, of society swells and worthless dudes, of philosophers and saints and sinners. Contention and agitation,-which are essential to social progress,-keep the great complex mass in movement and turmoil. Many causes and reforms, many parties and classes are brought to the teacher's attention. The spirit with which the teacher approaches these themes will measure the benefit which he is to receive and impart from their study. The spirit of the teacher should be impartial, but never indifferent. Divesting himself not of conviction, but of selfishness, partisanship and prejudice, he should cultivate a fair, calm and judicial spirit,-a spirit which will lead him to appreciate the point of view of all parties and classes. It is especially important in the study of society and its problems that that spirit should be cultivated in the teacher which will lead to the realization of the noble motto: "In essentials, unity; in non-essentials, liberty; in all things, charity."

II. THE SCOPE OF THE SUBJECT AND THE POINT OF VIEW. 1. Fix clearly in mind the institutions to be considered: a. The Family, b. The School, c. The Industrial Organization, d. The Church, e. The State. pp. 4-5. 2. Consider by what forces and organizations, present and past, these institutions are worked. What should be the method of study? The relation of sociology to the other sciences? pp. 4-8.

3. In what sense must future social changes be based upon the present constitution of society? pp. 10-12. Explain what is meant by historical development and the empirical method.

III.-NATURE AND SOCIAL LIFE. Ch. II.

1. Why should we consider astronomy, the physical sciences and biology in connection with a study of society? Set forth several specific illustrations of the influence of physical, geographical, and geological elements on man. Are material and physical influences of less importance than formerly? pp. 12-21.

2. Write out a statement of the law of "diminishing returns," and of the "Malthusian theory."

If possible, consult some text-book on Political Economy, -Walker, Mill, Ely, Gide, Lavelaye, Henry George. Consider for discussion the following statement from the author: "Millions of human beings starve to death because they multiply beyond the productive power of the soil, even when carefully and diligently cultivated." (p. 23.) Is this true? Are not other causes behind the starvation? Cite a

8. Illustrate the law of competition and natural selection. pp. 25-29.

4. State the social race problem, from the physical point of view. pp. 29-30.

5. Give a brief discussion of Nature.

a. As an obstacle to man.

b. As an ally of man.

It happens that a text-book has been prepared, and a book may be so used as to do great harm. A book is an instrument and not an object. We use a telescope to look through, not to look at ; to see stars and planets, not to gaze upon its polished glass and brass and endless clockwork. The author sincerely hopes that the book will be outgrown; that it will in time make itself useless, as scaffolding is taken down when the walls are up. When a guide has taken a company to a spring they can afterward dispense with his direction and make a path for themselves. Each student can become an original investigator. The world

is his laboratory. The book is a slave, not a lord. Use it and use it up. Make a better one for yourself.

THE SUBJECT.

The subject is "Social Elements," not sociology

nor social philosophy. We must all act as members of our little communities. In this matter we have no choice. We must act as we think, be it foolish thinking or wise thinking. Our opinions steer our conduct. It is not possible for us to work out a philosophy of universal humanity. A few rare and specially qualified students, already trained in chemistry, physics, biology, psychology, history, logic and philosophy, may attempt to construct a social system. But the average teacher has no call to scale such lofty hights, at least in the beginning. One thing every teacher must attempt; to rule and influence a social group called a school, and to assist in preparing that group to cooperate in the larger life of the neighborhood, the township and the county.

Professor Small has recently stated the social problem in these terms: "The problem of knowing society, both actually and potentially. What to do about society at any particular point depends upon assumed knowledge about the facts of social structure and social forces. However we may define our territory, the sociologists are fighting for the perception that every point in every man's life is related to every point in every other man's life." (American Journal of Sociology, July, 1898, pp. 114, 117.) It is worth a year's study to get that grand and fertile idea fixed among our intellectual possessions.

CASUAL CONNECTIONS.

This is not the place for a system of logic, but I wish to urge from the beginning the habitual use of one category, that of causation. For example: What causes a group of people to assemble in a certain place at an election? What causes the county commissioners to levy a certain tax and cut down an appropriation for a general drain? When the student has formed the habit of looking for the cause of community actions, just as he does for the causes of falling rain, dew, disease and thunder, he has made progress toward social science. Only we must learn to be very cautious and modest. The sunset cannon at the government fort always roars just before the sun goes down, but only an ignorant savage would say that the roar caused the sun to dodge below the horizon. The price of wheat may rise when a certain constable is elected; or, say, a president; but there may be no causal connection between the two events.

PRACTICAL INTEREST.

The interest through which the subject may be approached already exists in every citizen. The first interest will be a practical desire to assist in making better some small section of man's estate. We share the life of our neighbors. We instinct

ively desire to cooperate with them in working for some obviously useful end. Perhaps a few illustrations may serve to bring this principle into clearer light. It may be well for teachers who are studying "Social Elements" to write out a list of "social problems," each one on a separate sheet of note-paper, until the mind has become accustomed to deal with the subject at first-hand. These papers can afterward be arranged in some better order.

Take a subject much discussed by town and country: good roads. Every citizen must walk or ride along the highways, to parties, church, school, court, market. Dust, mud, dragging wheels, bumping stones, jarring gullies, exasperating slowness, who has not had some experience? It is more than an individual interest; it is a social concern. School, church, friendly converse, public business of all kinds suffer from rough roads and are forwarded by smooth roads. Some communities have devised methods and organized efforts to improve their common ways. From these efforts they have derived advantages. Others have been prevented by poverty, apathy, inefficiency of laws or officials from securing similar advantages. Here is a "social problem;" that means an interest of a group, an object of welfare which can be gained only by union of thought and action. To solve this problem many kinds of knowledge will be required, soil, climate, engineering, surveying, law, administration. In solving a simple local community problem every science and every art becomes useful.

Another example may be attractive to other persons: the social system of supplying milk to a town or city. The United States Department of Agriculture sends out to applicants a document, Bulletin No. 20, on "The Milk Supply of Boston and Other New England Cities," by Mr. G. M. Whitaker. Whether the teacher is in town or lives in a dairy region the subject will come home to every thoughtful person. The health of a community depends, in great measure, on the ade. quacy and purity of its milk supply. Infant life is sacrificed when milk is impure. Typhoid fever and consumption are communicated by diseased milk. Hence the community interest in the feeding and stabling of cows; in the methods of cleaning, cooling and sterilizing the cans, and in the modes of transportation and distribution.

Other illustrations may be easily found in connection with homes, social gatherings, amusements, religious activities, charities, school questions, political assemblies. Those which the student formulates for himself will have for him the highest educational value.

Social problems usually attack us in the form of