some individual who suffers or betrays restless aspiration. A ragged and dusty tramp, devouring the meal he has begged, and trudging on to sleep by the roadside or in a barn, becomes to reflecting persons the type of a class. One sees a feather and at once the barn-yard is peopled with fowls. A broken bridge and a lamed horse reveal a defect in the road laws of all past legislatures.

We become interested in large social problems by thinking of the suffering of those who are near to us. Our brother or cousin enlists and goes to Cuba. Immediately the whole village is looking up a good map to find El Caney or Siboney. From that to the rules of warfare under modern international law is but a step. We see "all great things in the small."

PRACTICAL HINTS FOR STUDY.

The mind refuses to be forced or hurried. Food must be digested at leisure. "Cram" leads to intellectual dyspepsia with all its painful qualms. The green fruit of observation must wait for the autumn leisure of reflection to ripen and sweeten. The soul must learn to be patient with itself. We have before us a wide subject. Plato and Aristotle wrote of opinions, morals, households, laws, and millions of earnest minds have pondered these questions during the long ages since.

The student may be helped by making a large,

vague outline of social organization at the beginning, as painters use to do. It may require a lifetime to paint in the details. No matter. We have a lifetime to use.

Then attempt to describe some particular, local phenomenon, the most familiar possible, with all fulness of detail. Thus the mind is continually trained to breadth of view and to accuracy and completeness.

In reading "Social Elements" and in reading life learn to wait for modifying clauses. For example practice patience on the chapter relating to nature. Hasty readers may conclude that the author accepts "Malthusianism" in its most primitive form. Careful readers will remember that the point of view in Chapter III is that of man as an object in nature, an animal subject to "natural selection." Not till the last chapters will it be possible to offer the complete correction of this partial view. Man is an animal and he is subject to the law of natural selection. In this, Malthus and Darwin were right. But man is an animal with a man's soul in the body and he can select for himself, as an individual or as a member of a thinking community. A tree grows upward in spite of the law of gravitation. Gravity is not suspended when a balloon flies in the air or an eagle rises over a mountain on strong wings. The law formu

lated by Malthus is constantly at work, and men who live nearest the merely brute plane show the effects of the forces that law describes. As society becomes intelligent other forces obscure and modify their action.

DISCUSSION.

The solitary student needs the help of others. Flint strikes fire on steel. That hour is well spent in which a score of tolerant friends compare views and stimulate each other to new investigations.

THE SCHOOL-ROOM AS A SOCIAL WORLD.

The school-teacher has special opportunities of immediate use of social studies. A wise instructor is an intellectual companion of the pupils. The process of teaching reacts on the teacher. We ask our pupils questions which we cannot at once answer ourselves. We set them to thinking and we are compelled to work out some partial solution.

Ruskin set a company of students to mending a bit of public road. Arnold Toynbee, a born reformer, helped in the task and afterward took London for his field. Every teacher may begin by turning one corner of the school-yard into an Eden. It may be only one window-sill is available-room for a box of flowers. The main point is to arouse the social spirit and create the habit of cooperation for worthy ends. This will quicken the intellect, which is a mere instrument

of awakened desires. Will, as unaccountable and instinctive striving after some object, creates a demand for science, and then for philosophy. C. R. HENDERSON.

PLATO'S REPUBLIC.

I. GENERAL SURVEY OF THE REPUBLIC.

1. Give careful attention to the thoughts of the preface in Studies in Plato's Republic and in Plato's Republic. 2. Books I and II to 368.

a. For suggestions as to study and discussion, see Stud-
ies in Plato's Republic, pp. 1 to 7, inclusive, or Pla-
to's Republic, pp. 1 to 7, inclusive.
COMMENT.

In this series of discussions upon this phase of the Township Institute Work it shall not be the aim to follow strictly the outline at every point, but to discuss some topics and emphasize others which may be helpful to those studying the subject.

It was a great thing for the teachers of Indiana to be introduced to one of the great teachers of the human race who has lived in the minds of the students of the race for more than twenty centuries. Difficult as the work seemed, the spirit and effort which the teachers made in this line of study are to be highly commended, from the writer's own observation and the testimony of

those having the work in charge. To get an insight into the thought of a great book or system of thought, is not the work of a day, nor yet of a year. But the ice is now broken and the first step taken.

The committee has done the wise thing in turning the teacher's attention, again, to The Republic of Plato; a bock which the race pronounces a great book-a master-piece-a classic. In it Plato is seeking to set forth an ideal theory of human society, in doing which he necessarily presents an ideal of education. Who can say the race has outlived it except in so far as it was based on and made to touch the conditions which were different from our own? When Plato shows that temperance, courage, justice and wisdom are fundamental principles of society, and implies that education must develop these virtues in the individual, which one would society eliminate from its present ideal?

Again, this movement in the teachers' professional study is commendable, and it is to be hoped it will be followed up, for it is no longer sufficient to study a subject in cross-sections alone, and especially when only the last section is studied. The scientist is not satisfied with the study of one cross-section of one part of one plant of one species. He is not satisfied until he has studied enough cross-sections, not only to reveal the life of the individual plant, but enough plants and enough species until he is able to read the life of the plant through its various stages of development. So the same process is being applied in every line of investigation more and more. No theory of religion, ethics, government or education, is being let down from the clouds having no vital connection with the past. Truth is eternal, but man's conception of it has had its stages of development in all these lines.

The teacher who attempts to pull the theory of education up by the roots will find that they extend deep into the soil of the past; that some of❘ the main ones extend to Plato's time and are to be traced to his time and in his thought. Some of these roots with the additions, new spirit, and emphasis given by Christianity, became the main roots to the whole tree of education, though their strength and elaboration has taken centuries of activity and application.

Such a book was made for the race and it is in every way worthy of the time and energy of the teachers as teachers.

The discussion given in the preface to Studies in Plato's Republic, and the general introduction and introduction to The Republic, need no discussion here, but a careful study of them will give an excellent basis and insight into the spirit of Plato,

and also very helpful suggestions as to how to study the book. The studies suggested under each part will enable the reader to make a very careful study of the text itself. The introduction to Te Republic gives the reader a good general view of the whole book. The material presented for consideration preliminary to the study of the book in detail indicated above is so well and fully presented that little can be given in this first brief discussion that will be helpful.

The first four books of The Repic deal with the principle of justice which is used in a very liberal sense and is made broad enough to mean really the principle of human life. In following this discussion teachers should be especially interested in the mode of treatment. It should always be held in mind that Plato wrote this book a few centuries before the Christian Era and that civilization at that time differed greatly from that of our own time. Plato was a philospher and as such he might have stated in a much shorter space his own notion of justice, and human society organized upon it. He did not do this, but exhibited pedagogical insight by presenting the subject from all points of view, pushing the discussion to the extreme opposite of his own view. He calls upon various persons to express their opinions upon the subject. He first calls upon the good old man Cephalus, who has lived a long life, so he had had experience, and from that should be able to throw light upon the question. He answers Socrates's questions and gives him the principle that justice means for one to "Speak the truth and pay his debts.”

Next he calls upon a man of the world but who is educated, of course, in the learning of his time, and they agree that the definition given by Cephalus is not the true one. Then he calls upon Thrasymachus, a professional rhetorician. He praises injustice and Socrates raises questions which Thrasymachus tries to cover up with a long speech. This was and is now characteristic of a person who is not a thinker but who can use fine speech and make a loud, long noise.

This is the end of the first book, and notice, Plato has discussed justice really from the standpoint of three classes of society which were to be found in his time, and our own, as well, to some extent at least. Note the principles of each class given in Studies in Plato's Republic p. 7, under summary.

1. "Cephalus :-Enjoy this life while you can and when you can't, get ready for the next." 2. "Polemarchus :-Obey the letter of the law and you are all right."

3. "Thrasymachus:-Be a wolf and be strong enough to eat and not be eaten."

But the Teacher is not through with the first lesson yet. In Book II, the leaders of society are listened to. They present theories that are current about the origin of law, and attempt to set up great theories of morality. They make law to be mere convenience, and conventionality a purely arbitrary formality. The morality which they preached is just as hollow. Morality was resolved into a calculation of rewards and punishments, or a system of indulgences. At last the discussion seems to be pushed to such an extreme that we seem to be left with the whole of popular opinion arrayed on the side of injustice, and on the other side nothing but a bare conviction, to which our moral sense tenaciously clings.

But on page 116 Plato begins the discussion of the subject himself, which he carries on through the character of Socrates.

Notice that our Teacher has examined the class carefully to see what the mental equipment is in relation to the lesson-what is justice-and through his searching questions has not only laid bare the superficial and childlike views of his class (Society), but has made them conscious of their own defects, and stimulated inquiries after the truth. (Seen in their frequent appeals to Socrates to give his views.)

See, again, the summary p. 7, for the typical views urged by-

"Glaucon's' Many':-Be a wolf in sheep's clothing, so that you may eat and not be found out."

"Adiemantus's 'Moral Teachers':-Don't be a wolf. It is not safe. Still it is very pleasant, and there are ways of escaping the consequences.”

What shall we say of our teacher (Plato) up to this point in the lesson? His pedagogy seems to be sound. He has led his class around the edges of the problem and left them face to face with a consciousness of the difficulty. Now follow him closely in working out the difficulty:

Plato might here have turned metaphysician and led us into the labyrinth of metaphysical disquisition in order to show us the idea of justice as it originates in the human soul. But recognizing that in order to discuss the point he must start at the foundation, he takes human activity in a large and concrete sense as exhibited in society. Hence his psychology is first of the larger individual. 'Man writ large" and afterwards he turns to the human soul.

Notice, First.-He does not strike at a chance point in society but at the heart of human society as it is unified in the state. In the broad outlines of the state, with its classes, its business and industrial phase, its civic and military functions, the secret and subtle elements of human life come

more within the mental horizon of the reader and are made clearer.

Second. He does not seek its historical, but its logical and psychological origin and development. He is not seeking to show justice in society viewed historically, but to show the organization at its roots, and then to show that one of the necessary roots is justice.

Third. That he strikes at the core first.

He shows first the principle on which such an organization is based; viz., that each class of society is to do that which it is best fitted to do, in this way contributing to the common good and receiving from each other class that which it most needs.

This is made necessary because every individual has wants of which he cannot get rid, but which he himself cannot satisfy. Man cannot live to himself alone. He is insufficient for himself. Hence he must combine and cooperate with others. Plato shows how the organization of society grows out of this necessity. Hence he proceeds to organize society on this principle of division of labor and harmonious coöperation.

--

Fourth. That he makes the organization on the lowest and simplest plane first, and on a higher later.

He shows that the first necessities are those of existence-food, clothing and shelter. Even here the principle of division of labor and coöperation is the organizing one. Later we shall see how the principle is carried into the higher activities, and that this first really organizes one class of society which he will call, afterwards, producers.

The great point for the teacher, here, is to trace the method of Plato, and see how true he is to principles of teaching, which, if in their essential nature were practiced by all of us to-day, would revolutionize education, and increase the results to the pupils many-fold.

Notice that his manner is methodical, thorough, definite and logical.

I. GENERAL.

METHOD.

A. R. CHARMAN

1. Method is a process or activity and as such may be viewed as objective and subjective.

a. Objective. (Method in the thing.)

Every object is a manifestation of a typical process or activity. Illustrate this point with such objects as mountain, cloud, poem, word, problem, fraction, multiplication, etc.

b. Subjective.

(1) The mind's typical process in mastering any object is:

(a) Thinking the object as an unanalyzed

whole or unity.

(b) Analyzing the object into its attributes.

(c) Thinking the object as an organized whole or unity, by discovering its central attribute and viewing all others in relation to it.

(d) Rethinking the object until it sinks into the mind as a permanent possession. Explain and illustrate this process. ("The law in the mind.")

(2) The subjective process in learning any fact is the mind's general process of learning adjusted definitely to the activity involved in the object learned. Illustrate this process.

2. The idea of method in its development.

a. Viewed as purely objective. (Devices.) Illustrate. b. Viewed as purely subjective. (General psychological processes.) Illustrate.

c. Viewed as subjective specialized by being applied to the definite subject-matter. Illustrate. Note.-This subject will be continued in the second insti

tute.

I. SCHOOL ORGANIZATION.

NOTE:-See School Management, by Tompkins. Ginn & Co., publishers, price 90c, for full discussion of this subject. 1. Idea.

a. Primarily, has reference to relation of pupils to teacher, and not the relation of pupils to each other.

b. "A school is organized when pupils are classed and graded, and when the movement of the whole school is programmed."

2. Classification, meaning of.

a. When are pupils classified?

b. Distinguish between grade and class.

c. "A class is the result of an organization, and not itself an organization."

d. Discuss practicability of individual instruction. e. Advantages of classification.

3. Gradation, meaning of.

a. When is a school graded?

b. Distinguish between classification and gradation.
c. What is uniformity? Does it necessarily imply gra-
dation?

d. What are some of the dangers of uniformity?
e. "The first step in gradation is to arrange the ele-
ments of subjects into naturally developing series
in the experience of the pupil. Certain ideas of
the earth, and of all other subjects, are adapted to
the child in the first period of his course; and, be-
cause of the acquired ideas and increased abilities
of the first period, other ideas are adapted to him
in the second period; and so on to the close of
school life."

Discuss the above fully.

4. Course of study.

a. "The course of study is the process of teaching taken in its entire complexity, the length, breadthand depth of the education process."

b. Does gradation of pupils assume that a course of study has been developed?

c. Should be carefully studied by the teacher, and the pupils should be familiar with it.

d. There should be a rational adherence to the course.

5. Program.

a. Importance of.

b. Position in room.

c. Should show time for study as well as reciting. d. Should be neat and attractive.

6. Seating pupils.

a. In grades.

b. In respect to recitations.

c. In respect to size of children.

d. In respect to behavior of children.

e. Importance of teacher's control over seating pupils. (For additional suggestions, see Indiana School Journal for September, 1889, pp. 561-565.)

We are in receipt of the catalogue of Indiana University for 1897-'98. It contains one hundred and forty-six pages and is replete with information concerning the head of Indiana's great common-school system. There are sixty-four members of the Faculty, representing thirty-seven of the best educational institutions of Europe and America, and they offer work in nineteen departments comprising two hundred and fifty-six courses. The growth of the University during recent years has been rapid and for the first time in its history the attendance exceeds one thousand, the exact enrollment for the year just ended being one thousand and forty-nine. During the University year of 1897 and 1898 ninety of the ninety-two counties were represented and during the calendar years of 1897 and 1898 every county in Indiana had students in attendance. While the applications for admission for next year are more numerous than ever before it is probable that the present equipment and the additional requirements for entrance will make it desirable to limit the number to a thousand in 1898-9.

The Pleasant Run township public school of Lawrence county, Indiana, held its graduating exercises for the class of '98 at Heltonville July 7. There were twelve graduates. A number of the members of the class participated in the exercises. Mrs. Kate Huron Gilbert of the Normal School at Mitchell, delivered the class address. County Superintendent W. E. Stipp presented the diploThe music for the occasion was furnished by the Misses Mayme C. Messick, Mable La Force and Lizzie Martin of Bedford. Miss Fannie Dusard is principal of the township.

mas.

We have received a catalogue of the Howe Military school, located at Lima, Indiana. This institution is under the control of the Episcopal church, and the Right Reverend John Hazen White of Indianapolis, is chairman of the board of trustees. The school has a strong faculty, with the Reverend John Heyward McKenzie at its head. The institution is prosperous, and those interested in such a school for their boys should address the headmaster at Lima.

The Ladies' Home Journal announces that it is in want of two editors, and will be glad of the assistance of two bright persons-men or women. One is wanted to edit the fashions department and the other to write for children. Both must be largely endowed with originality, and set forth the lines upon which they would conduct the work.

Sir Henry Irving's lecture on "The Theatre in its Relation to the State," delivered at the University of Cambridge June 15, is reproduced in full in the Living Age for July 20. No one could be more competent than the distinguished actor to treat such a subject.

TIME OF PUBLICATION.-THE INLAND EDUCATOR is published from the first to the fifth of each month. If subscribers do not receive it by the twelfth they should notify us of that fact.

SUBSCRIPTION RATES.-$1.00 a year, single copies 15 cents. Subscriptions, unless otherwise specified, are expected to begin with the current issue.

CHANGE OF ADDRESS.-When subscribers desire a change of address they should always indicate the old address as well as the new. We will change a subscriber's address as often as desired, but must insist that this condition be complied with. Changes should reach us by the 20th of the month preceding date of issue REMITTANCES.-Remittances should be made by registered letter, Express or Post Office money order, or bank draft, payable to THE INLAND PUBLISHING COMPANY. In remitting for subscription it will be of great assistance to us if the name of the agent taking the subscription is stated. The date on your label indicates the last number for which payment has been made. Change in this date may be accepted as acknowledgment of payment. DISCONTINUANCES.-THE EDUCATOR is continued until ordered stopped and all arrearages paid. This is at the desire of most of our subscribers who do not wish their files broken and in accordance with general custom. Subscriptions are discontinued promptly when desired. ADVERTISING RATES furnished on application.

Address all communications to

THE INLAND PUBLISHING COMPANY,

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[Entered at the Terre Haute Post Office as mail matter of the Second Class.]

The September EDUCATOR Will The Educator be of large value. In addifor September. tion to its regular features it will contain articles pitching the problem for the coming year in each of the common branches. Dr. C. R. Dryer will show what can be done in geography; Professor E. W. Kemp will discuss history in the grades; Professor J. B. Wisely will se. the pace for language and grammar; Professor L. J. Rettger will write on physiology; Professor C.

Aley will write the article on arithmetic. These articles will be for thinking teachers, and will be of the largest possible practical benefit to such teachers. They will be followed up during the year by other articles of the same nature.

The Educator for the Coming Year.

THE EDUCATOR for the coming year will be conducted on the same general plan which has been followed from the begin

ning. Its large body of thinking readers will be given the best there is in education to-day. We have arranged for a number of illustrated articles, among which, one on "Picturesque Boston" by Miss Eleanor Root, will appear in an early issue. Articles on topics relating to general culture, a series of articles showing the relative educational status of the nations of the world (the first one of which will be found on another page of this issue), and a number of articles bearing upon educational creeds are arranged for.

The township institute work will be fully discussed, and the Reading Circle work will have the attention of Dr. C. R. Henderson and Professor A. R. Charman.

A nature-study department will be sustained by the faculty of Purdue University.

Professor Robert J. Aley will continue in charge of the department of mathematics, and will add new features. Professor J. F. Engle of Utah, will continue his discussions of the "Psychology of Number."

Dr. C. R. Dryer will develop further his work in "Geography in the Grades," and Professor W. A. McBeth, who is studying this summer with Professor Davis in Harvard, has promised us something of interest along this line.

Superintendent D. S. Kelley of Jeffersonville, who for a number of years, had charge of the science work in the Kansas State Normal school, will write a number of articles on "Science Work for the Public School,"

State Superintendent Geeting will continue his discussions of educational topics.

State Librarian W. E. Henry will complete his series of articles on literature, and will keep the public library before our readers.

On questions of supervision and topics that claim the attention of superintendents we are able to promise articles from Superintendents J. N. Study of Ft. Wayne, J. W. Carr of Anderson, R. A. Ogg of Kokomo, W. A. Millis of Attica F. L. Jones of Tipton, C. M. McDaniel of Madison, and are in correspondence with other prominent sc100l men from whom we hope to have something.

Superintendent S. T. Dutton of Brookline, Mas