ling this knotty problem. We quote from an exchange :

"Booker Washington offers to take young Cuban negroes of both sexes into the Tuskegee Institute and help in their Americanization if sufficient funds are provided. The annual cost for each student, a year's tuition and traveling expenses included, will, he says, not be over $150. The offer is practical and important, but, without regard to the possible benefit to Cubans of the education to be obtained there, the small cost is worth noting because of its contrast to the expenses of students in the ordinary college. This difference is due in part, of course, to the fact that a simplicity of dress and manner of living is possible to Southern negroes that custom has made difficult for the students in other colleges to observe, but is owing chiefly to the fact that it is an industrial school in which the labor of each student produces a financial profit of which he reaps the benefit. The workshops of Tuskegee are on a commercial basis and the products go into the markets in competition with other manufactures. Philanthropic citizens who contemplate the establishment of training and industrial schools for young men and women without regard to their color will do well to take counsel with Professor Washington."

Under The September number of the A New Name. Public-School Journal, edited by Geo. P. Brown, is to appear under a new name-Home and School Education. The reason for the change, as explained in the July issue, is to be found in the purpose of an added department which will deal with the important problems of education in the home. The PublicSchool Journal is one of the most ably edited papers in the country, and it has always seemed to us to have a very suggestive name. While the new title may describe more completely the aims of the journal, it will take some time to get used to it. Home and School Education has our best wishes in its new dress and its new field.

Another Resolution.

At the recent meeting of the teacher's institute in Montgomery county at Crawfordsville, Indiana, a resolution was adopted condemning the attempt to secure license privileges for state institutions, to the detriment of the non-state schools. Our only point in noticing the matter is to correct a misunderstanding which seems to be quite general in the state. We have been told that the resolution at Crawfordsville was passed because the teachers believed that the Geeting bill, so prominently before the last legislature, proposed to give to graduates of Indiana University licenses to teach upon graduation. The bill did not contain any such provision. If there is any reason in the so-called conflict between state and nonstate school interests the contest should proceed upon the basis of established facts. It can do

neither side in the controversy any good to wage warfare by way of misrepresentation. It would be interesting to know who is responsible for the statement that the Geeting bill contains such a provision.

Bismarck.

In the July issue of THE EDUCATOR We quoted the fine estimate of Gladstone which appeared in The Outlook. In a recent number of the same paper appears an equally fine characterization of Bismarck, which we quote on another page. The interest of the American people has been so bound up in the war with Spain that the death of these two giants amongst men has not attracted the attention, and received the same thought, that under other conditions would have been given. They have both been strong motive forces in the history of the world during the past half century. They represent two distinct types of statesmen, and The Outlook's editorial on Bismarck largely takes the form of a contrast of their distinctive characteristics. We commend the two articles mentioned as ideal pieces of characterization.

A Two-Minute Sermon.

When the Good Book speaks of a way so plain that a wayfaring man though a fool need not err therein, and when it refers to certain injunctions so plainly expressed that even they who run may read, it is implied, in our judgment, that if a person deliberately or even thoughtlessly abandons a plain way he does so at his own peril. With due modesty we may assume that the editorial department of our journal is least read of any. Yet, it seems fair to suppose that sooner or later, the suggestions to subscribers printed twelve times a year would catch even the eye of a running reader.

It is true, though, that scarcely a month goes by but from fifty to one hundred requests for changes of address reach us too late to be made until the following month. What do we do about it? Well, we usually manage to have some extra copies on hand, and rather than write letters of explanation in each case we just send these out and say nothing.

The expense, of course, is not great, perhaps not more than fifty dollars a year for this item; and then we get to exercise a little of the Christian grace called patience.

Other friends, or perhaps the same ones, who did not understand about changes, express in the blandest way their surprise that THE EDUCATOR should be continued until it is ordered stopped. Still other good souls move away, leaving us to divine where they have gone. The confidence in

our ability to know of such changes by a sort of intuition ought to be very flattering; indeed, we often have occasion to regret our limitations in knowledge of this kind.

We are assured that no person who is enlightened enough, and progressive enough, to subscribe for a good educational paper, intends to impose upon the publishers, but they who do these things have simply erred from the plain way. Whether sitting, standing, walking or running, they have not read.

Please now, spare three minutes for at least one careful reading of these necessary regulations, and let them be fastened upon the tablets of your hearts. They are not grievous to be borne, but when ignored, like most broken rules and laws, they end neither in ways of pleasantness nor in paths of peace. Selah.

Looking back over a period of less than four months since the memorable 19th of April, when the War Resolutions were passed by Congress, the time seems brief enough for the stirring events that have taken place. There were trying periods of suspense and uncertainty, when everybody who knew nothing about the magnitude of the work in hand felt that somebody ought to be doing something. But, in the calm retrospect now, we must all marvel that so much was really done in so short a time, while we all feel that peace is the more welcome for coming early.

The truth of General Sherman's declaration that "war is hell," or as Lieutenant Wainwright puts it, that "war can not be made a safe business," has been demonstrated anew; and while the magnificent, the phenomenal success invariably falling to our arms gives us renewed and increased confidence, let us hope that it will be long before another appeal to arms need be made.

We have material enough for hero-worship for a generation to come, and the wise adjustment of new relations growing out of the war will impose a severe tax upon our diplomatists and statesmen. Already there are widely differing opinions relating to our foreign policy, though we can not help feeling how true it is that "new occasions teach new duties." The events of three months have almost or quite changed a national policy of exclusiveness to one of active participation in the destiny of nations. If, behind the plan to extend our government

over a wider territory, there is the honest purpose to carry with it a higher civilization, the plan seems to us justifiable. We can even conceive that a continuance of conditions in Cuba unfavorable to the development of her resources and the prosperity of her people would, in time, justify the annexation of that island. For the present, however, we stand pledged to offer them a free government, and they should have a chance to accept it.

The fall of Manila before Admiral Dewey and General Merritt were advised of peace, together with the presence of a large and irresponsible army of insurgents just outside the city will complicate the final settlement in the Philippines.

Thus it happens that the acceptance of the protocol leaves perplexing matters still to be adjusted.

The incidents of the war are replete with interesting suggestions and teaching. THE EDUCATOR has already mentioned some splendid examples of the humane spirit. War can hardly be called humane, at all, but the refusal to commission privateers, the reluctance to bombard cities, the kind treatment of prisoners, the consideration shown the vanquished are all suggestive of that spirit and of a higher civilization. We have spoken, also, of the admirable heroism that did not know fear and that dared anything. The report of the brief engagement in the taking of Manila says that when the Colorado troops leading the assault stormed the trenches every man was a hero. It would have been the same with the troops from any other state, north or south. This is what The Outlook aptly calls "common heroism." It is this element in our men that detracts no iota from the glory that belongs to Dewey or Schley or Sampson or Roosevelt, but that helps to make such achievement as theirs possible.

Above all it is gratifying to note that the quality of heroism which has been so marked is not a blind and reckless daring, but rather a cool, deliberate, intelligent readiness to obey orders and to face death cheerfully in the discharge of duty. It is the heroism of skill mingled with intense loyalty.

Far be it from us to boast of our victories and to exult over a vanquished foe; but we do well to remember that, after all, intelligence and education are our great bulwarks, and that Annapolis and West Point are more than our strongest battlements.

And, finally, the teacher must have tact, that indefinable something called force of character, which enables him to meet the facts of life and deal with them successfully. He must be able to adapt himself to the circumstances in which he is situated. In this respect the teacher's profession is not different from other professions, although it sometimes appears that he is not allowed the same independence of thought and action which the followers of other professions have. He must be more of a cosmopolitan, because he is obliged to deal with a cosmopolitan people.

The Reading Circle.

One of the easiest things in the world to do is to find fault. It requires a good deal of patient thought and active work often to suggest anything better than that which we criticise. But the inability to do this is in no sense allowed to stand in the way of giving full vent to our emphatic disapproval of whatever does not "fit in" to our private diagram of the universe. We do not know that this weakness is any more true of the teaching business than of any other, perhaps it seems so because we are more apt to notice it. But it continually appears that "educational experts," if the language they use means anything, have about as high an opinion of each other's judgment as one insurance agent would have of a rival representative. To be sure the rivalry in the latter case may be a matter of business and that is also true often of the disparagements found in the school world.

These reflections are suggested by the pretty wide-spread disapproval of the action. of the Indiana Reading Circle Board in continuing for a second year the study of Plato's Republic as the professional line of work. The work last year in this line was based upon a number of selections from the Dialogues as well as The Republic, these selections being carefully edited by Dr. W. L. Bryan of Indiana University, with special reference to the light which their study might throw upon the problems which the teacher has to face. It was not to be expected that the study of such a book would in any way outline the work in geography for the third grade, or show directly whether in the reading work you should begin with the "word" or the "phonic" method.

It

was to be expected, however, that the teacher who should "live with it in joyful, informal fellowship," would find his horizon widened and catch glimpses of the masterwork. There are hundreds of teachers in Indiana to-day who are thankful for the release which this book gave them from the various "methods," general, special and otherwise, with which they had been surfeited in the past. And yet we do not wish to be understood as finding fault with this latter class of professional books. All that have been on our course have been of high quality. But there has been endless repetition.

When the Reading Circle Board began the work of selecting its material for the present year it had before it a very simple question: Which of the books available will do the teachers of the State most good and at the same time fit into the general continuity of the work? But the solution was not so simple as the question itself. There was not much difficulty about the "general culture" book. For some time a book on the elementary principles of sociology had been wanted, and Dr. Henderson of Chicago University, had in manuscript form what was desired. But the question of the "professional book" was more difficult. The selections from Plato used the preceding year were so extensive that it was not possible for the average teacher to gain any adequate understanding of them in the short_time which he had to spend upon them. Hence, the thought that it would be wise to take The Republic alone and make it the subject of more intensive study. This would also be less expensive, as those having the larger volume would need to buy only the small outline of studies which Dr. Bryan prepared.

We understand that the Board gave a great deal of earnest consideration to the matter and that the choice was between this plan and the new book by the McMurry's entitled The Method of the Recitation and published by the Public School Publishing Company of Bloomington, Ill. There may be ground for questioning the judgment of the Board in its decision to use Plato, but there is only one thing for loyal Indiana teachers to do, and that is to faithfully follow the work decided upon. Those who made the selection understand the needs of the teachers of Indiana, and they can have no other object than that of doing what seems best to advance the interests of those teachers.

Now, no sooner had the decision been made