for their "collection," will scarcely justify the victimizing of children. for the sake of psychological experiments. Such motives destroy their own ends, for they will no more unfold a child than "play open sesame" with the true inwardness of nature.

A beautiful bud was recently plucked from a far southern Magnolia, and sent north for a love token. It was put in temperate water, in the sunny window. After a few days an outside petal dropped off on the floor. It was put in cooler water away from the glass. Again a petal fell, and each new experiment, however sincere and zealous, but stripped the bud of its petals. In time the heart of it was almost bare,- we could look into its very core,- but there was neither beauty nor satisfaction.

The teacher who takes all the tools of his profession into his class room, and leaves the humanity behind him, has no more salutary influence than this upon the child. The bud true to itself will refuse to open. He may in time probe the inmost sensitiveness of the boy or girl, may even write a valuable treatise of his psychological observations, but his price has been a lost opportunity to lend the vital impulse and inspiration which that child has a right to expect of him. Is the price commensurate to the commodity?

OCTOBER 1, 1892.

ALICE GORDON GULICK, SPAIN.

HIS is a memorable date in the history of the higher education of girls in Spain; a day to be marked in special and grateful remembrance in the Calendar of this school. An invitation was received from the Señor Director of the Institute of Guipuzcoa to be present at the ceremonies connected with the annual opening of the Institute, and also a request that the girls who were to receive prizes should present themselves at the same time. After the special individual examinations last June, there were competitive examinations in the different branches of study, in which four of the girls were successful; two of them receiving premiums and the others obtaining "honorable mention," which is also given in the form of a diploma.

The institute porter met us at the door and escorted us up a long flight of stairs to the large hall or paraninfo. The girls who are in the advanced classes were given seats in that part of the room reserved for invited guests. Those who were to receive diplomas were placed in front near the secretary's table, and Miss Barbour, Miss Webb and I took seats behind them. On the platform were arranged chairs for the professors, the mayor of the city, representatives of the church and of

high schools. The long table was covered with crimson cloth trimmed with gold fringe, and above was the crimson and gold canopy overshadowing a very unflattering painting of the Queen Regent holding the little King Alfonso XIII. in her arms. We were early and thus had a good opportunity to see the guests as they were escorted to their seats. Finally the "claustro" of professors entered; brilliant in academical robes and caps of various colors, and with them the mayor and other dignitaries including the parochial priests of the church which the Queen attends when she is here in the summer.

The Director, Señor Don Carlos Uriarte rang a small bell and then called upon the secretary, Señor Rios, who was seated at a table below the platform at the right to read his Memoria. This was treated by the "Claustro" and guests as a prefunctory matter of no special interest to them, and while the Señor Secretario turned page after page of his closely written document, the hum of conversation effectually prevented those who would have listened from obtaining more than a word now and then. As the Memoria is afterward printed it can be read at leisure- if one wishes!

seats.

I thought per

The supreme moment arrived when the director called upon the secretary to read the names of those who were to receive premiums. One after another four or five boys ascended the steps of the platform and received their diplomas- tied in correct style with a blue ribbon, from either the director or others to whom he passed them. The institute students applauded their companions vigorously as they took their The name of one of our girls was called. She received her diploma and descending the steps took her seat. There was no applause — but rather a profound oppressive silence. haps it was considered etiquette not to applaud, and yet waited somewhat anxiously for the next name. Again a list of names of boys were all applauded, some more than others, perhaps being more popular. The second girl was called. As she turned her flushed face to the audience, the silence was broken - by a low hiss which was taken up by other students. The third girl was thoroughly frightened, but she went bravely for her diploma, to be met also with the hisses of the Spanish caballeros, now grown bolder, while the professors moved uneasily and looked at the students.

We sat as if petrified. The fourth, a bright blonde, fared somewhat better, as faint applause greeted her. One of the boys was overheard to say, "Come! This is the last, let us cheer her!" Soon the list was finished. The director leaned forward and folding his hands on the table, said: "For thirty years I have worn this honorable toga and never have had occasion to blush until to-day." He then characterized the conduct of the students as "without education," a very severe

phrase in Spanish. Forbidding them to leave the room he asked the secretary to take the names of all present, that the instigator of the insult might be discovered and punished. He then turned to us and in a most impressive manner said: "In the name of the Claustro of professors I ask the pardon of the young ladies who have been insulted, and also of the directora of the school." The guests were then escorted by the professors to another room where refreshments were served.

Several of the professors came to us with apologetic phrases, while one shook hands with each of the four favored ones, and told them not to be troubled by what had happened but to go on bravely as they had begun. The director soon joined us; again expressing his regret and saying that such discourtesy should be severely punished. The girls after consulting together asked that the students should be forgiven; but the Director said it was impossible as the matter had already passed into the hands of the law! But I urged that the students were naturally sensitive to the fact that for the first time in the history of Spain a class of girls had taken some of the prizes which otherwise would have belonged to them, and that we would be happier on such an occasion to know that others were not to suffer. He then said that as we asked it, the punishment should be the least severe possible!

Our feelings can better be imagined than described. The professors came with plates of cakes and Spanish sweets and insisted upon our taking them. I held mine for a while and finally slipped it behind a bench. We were all utterly unnerved. Finally we escaped and came home having been absent less than two hours; but with the sensations of those who return from a long journey.

This incident means a great deal to us and to all who are interested in the higher education of girls in Spain. In the first place in the examinations, a larger proportion of girls received the high mark of sobre salients and notable than the students of any other school or of the institute itself. It was also a large proportion for one school to secure four honors. It may also be said that it is the first time that girls prepared in a women's school have presented themselves for such examinations in competition with boys. Meeting Miss Barbour on the street one day, the Director said: Qué clase de niñas nos envia V," -"what kind of girls you send us," as though they were a special, unknown variety. We think they are, in Spain! Christian education and the culture of a Christian home can do much in the development of intellect and character.

66

America can give no better gift to Spain than these teachers fresh from the Christian college and full of self-sacrificing love. Those who would have a share in uplifting woman in Spain can find no better way than in investing their sympathy in these bright Spanish girls, the future teachers, wives and Christian mothers. What more fitting monument to Ferdinand and Isabella could be erected by America in this Columbian year than would be furnished in a liberal endowment of such an Institute as this?

DEPARTMENT OF PROFESSIONAL STUDY.

THE TEACHERS' INTERNATIONAL READING

TENTH MONTHLY SYLLABUS.

CIRCLE.

PREPARED BY DR. CHAS. J. MAJORY, NEWTON, N. J., SECRETARY.

WITH

For the Use of Correspondence Members.

ITH the following monthly syllabus the direction of the first year's written work of this Circle is complete. Many teachers have been guided in their professional reading during the year, and some have persevered in the written work through the entire course. To each correspondence member whose written work has been regularly received the Certificate of the Circle will be sent as soon as the tenth paper is forwarded. The manuscript of each member will be duly returned, except in the case of one or two whose very excellent work the secretary has been authorized to retain, the members having preserved duplicates.

In the September number of EDUCATION, the first monthly syllabus for the second year's reading will appear. It is hoped that the Circle will have an increased list of earnest members.

I. PAINTER'S HISTORY OF EDUCATION. PAGES 288 TO 325.

I.

2.

CONTEMPORARY EDUCATION.

What causes may be determined for the present notable prominence given to questions of popular education? In what respects does the German system of education excel as regards provision and as regards results? 3. Why has France failed to keep abreast of Germany and the United States in the matter of popular education? 4. What are the points of special excellence in the French schools as now adapted to the needs of the masses? 5. How have the endowed schools of England retarded the progress of education among the masses?

6. What good purposes have been served by the Bell and
Lancaster methods of school work?

7. What have been the notable steps in the progress of popu-
lar education in England during the present century?
8. Why does the Constitution of the United States include no
clause relating to education?

9. In what ways has the National government chiefly aided
in the provision for educational advancement.

IO.

What is the character and purpose of the National Bureau of Education?

II. BALDWIN'S ELEMENTARY PSYCHOLOGY. PAGES 263 TO 287.

THE WILL POWERS.

I. Show how the power of attention is to be cultivated.

2.

State some forms of school work that tend to strengthen this power, and some that tend to dissipate it.

3. Distinguish rational action from impulsive action.

4. Illustrate the three kinds of action, and point out the characteristic element in each instance.

5. Specify the emotional and rational steps that lead up to choice.

6. Explain the principle that choice is free rather than necessitated.

III. HOWLAND'S PRACTICAL HINTS FOR TEACHERS.

(Completed last month.)

IV. QUICK'S EDUCATIONAL REFORMERS. PAGES 504 TO 547.

I.

REVIEW OF EDUCATIONAL PROgress.

The good and the ill influences of the Jesuits as the "first
Reformers" in educational practice.

2. Rabelais, the first to advocate training as distinguished
from teaching.

3. Comenius, founder of the science of education, recognizing in his scheme the three-fold nature of man.

4. Rousseau the originator of the "New Education" as based upon the inherent nature of the child.

5. Pestalozzi and Froebel, reformers of the processes of education, seeking to secure the development of each faculty by its own activity in appropriate exercise.

V. KLEMM'S EUROPEAN SCHOOLS. PAGES 381 TO 419.

I.

In the light of the instances cited, and of your own experience, state your views upon some of the following topics:

The educative effect of artistic decorations in school rooms. 2. Drawings for illustration in connection with composition work in upper grades.

3. Devices for objective teaching of elementary Arithmetic.

4.

The uses of the Molding Board in teaching Geography. 5. Construction of illustrative forms in preference to linear

representation in geometry.

6. The evil of too great simplicity, too elementary a course of work, in the public school.

VI. ROSENKRANZ'S PHILOSOPHY OF EDUCATION. PAGES 250 TO

I.

286.

THE SYSTEM OF HUMANITARIAN EDUCATION. Humanitarian education combines the elements of the National and the Theocratic ideals in a higher ideal of spiritual perfection.