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EDITORIAL.

HE movement for a cheap library post, referred to in our Bulletin, is supported by many persons prominent in libraries, education and public life. It is an effort to strengthen libraries in the delivery of books where they are weakest. Many users of libraries find it inconvenient to visit central or branch libraries. To such a cheap book post may give house-to-house delivery in cities and in the country delivery at postal stations. It thus becomes as easy to get a library book by mail as a magazine, paper or letter. Under such conditions many non-users of libraries may begin to be readers of books. A better kind of reading might thus compete on more equal terms with cheap and inferior reading, so plenteously circulated by the post, express and railway systems of the country. Residents of non-library towns could at light cost draw books regularly from central libraries. Thus the extension of library privileges may be effected to a degree impossible under existing postage rates. The Anna Ticknor Library of Boston, for example, which aims to promote home study, has found the present book postage so high as to be for the most part prohibitive. State and other non-local libraries meet similar difficulties in sending books to readers at a distance. A closer union between library and postal systems would do much to remedy these defects and to secure a better circulation of books everywhere. The economic objection seems the only one to be urged, but it may be said libraries and post office both belong to the people, and the same favorable terms may reasonably be granted in this case which are given to private publishers of magazines, newspapers and papercovered serial books. Due weight, however, must be conceded to the economic argument. The postal system, many believe, should be self-supporting, and the present leakage is in second-class matter. It is replied that the zone of demand for library books is limited. It involves only a short carriage, and thus adjusts itself to economic conditions. The natural zone of demand for libraries would be economic. If this is questioned, give to libraries a carriage of one hundred miles, more or less, and the library requirements of the whole country will probably be met. Such short carriage admits of much-reduced rates of book postage with little or no loss, possibly pecuniary gain, to the post office. Public libraries and the post office system have grown to

vast proportions in recent years. Good books are promoters of knowledge and wholesome recreation and an uplifting social force. The libraries furnish opportunities which a few centuries ago kings and universities might covet, and the wise diffusion of these opportunities is implied in the idea of the public library itself. The post is a universal carrier, and no other agency could so powerfully reinforce the circulatory side of libraries. By an alliance with the postal system the library enters new areas of influence, and a comprehensive library system may be worked out, reaching every community, school, home and individual. The co-operation of these two great agencies will be an important contribution to education and general progress. Whatever hastens such co-operation is entitled to public consideration and support.

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It was one which was well children's minds and characters. one of whom they had read and

HE school-children of Boston, twenty-five thousand strong, welcomed Admiral Dewey to the city. They were massed on the parade ground in Boston Common, and sang patriotic songs and clapped and cheered the noble hero of Manila. It was no small responsibility for the teachers and others concerned to receive, arrange and protect the children, and guide them through the thronging hosts of sight-seers to their homes. There were serious possibilities of accident, which, happily, did not become realities. But the event was worth all it cost. It was an experience which no child who participated in it will ever forget. calculated to beget the heroic in the A real, live hero was before them, studied, now clothed in flesh, moving about among them and speaking to them living words. If in all this hero worship of which Admiral Dewey has been the object we see nothing but idle curiosity or unthinking adulation, it is empty and useless indeed. But we believe that it is full of meaning and of real value. Beyond our instinctive admiration for a brave warrior is our deep respect for the manly qualities of a true man. Children are quick to feel the genuine manliness of a noble, modest and unaffected character. They discriminate instinctively between the spurious and the real. It is well when opportunity offers to bring those who are studying in the schools the principles of good citizenship into actual contact with citizens of the highest type. It cannot help but ennoble them. We doubt not that a larger life will open before the school-children of Boston for having met Admiral Dewey and sung to him. Herein is the best, the most enduring and far-reaching influence of the victory of that May morning, and of the noble character of the genuine but modest hero who won it.

one who thinks that great achievements are the result of accidents, Admiral Dewey's acts and words make instructive answer. While the whole country is applauding him it is worth. while to call attention to the way in which he won his great battle at Manila. There was no accident about it. The Spaniards waited, making but little preparation, and when they saw the American fleet. exclaimed, "Who could have imagined that they would have the rashness to stealthily approach our shores." But there was no rashness. Dewey says: "This battle of Manila Bay was fought in Hong Kong harbor. That is, the hard work was done there. . . . My plans were carefully studied out there, and no detail was omitted." Then the result was a foregone conclusion. Every man did his part. There were brains behind the guns-brains everywhere. And brains won. Dewey says, "We should have none but the very best men behind the guns.' ." This applies everywhere. The best are wanted. Let every educator do his part and arouse every pupil to do his part, that in coming conflicts on sea or land, in peace as in war, the victory may be as absolutely certain as in Manila Bay.

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WENTIETH CENTURY TEXT-BOOKS is the wide-awake title of a hundred books which are beginning to issue from the presses of the D. Appleton Company. The aim of their authors is to "give greatest vital unity and uniformity to our secondary education, and better correlation with the subsequent college education"; to provide "text-books that shall be pedagogically suitable for teachers and pupils in the schools, sound in modern scholarship and adequate for college preparation." This is a noble aim, and the names of those interested in the production of these forthcoming volumes make us feel assured of their success, for this stupendous task is in able hands. The general editorial supervision is in charge of Dr. A. F. Nightingale and Prof. Charles H. Thurber, both of Chicago. The West is ably represented among the list of authors, but we note many well-known New England names, as A. R. Ben-` ner, C. H. Forbes, T. D. Goodell, C. B. Gulick, Theodore Hough, Ray G. Huling, R. P. Keep, C. H. Moore, F. S. Morrison, A. H. Palmer, Bernadotte Perrin, W. T. Sedgwick, A. L. Wheeler, and J. H. Wright. Seven of these names represent Harvard and Yale. We cordially welcome this grand undertaking.

N the presence of nearly two thousand persons, including a very

educators of America, Arthur Twining Hadley was inducted into the high office of President of Yale University, on October 18th. His

inaugural was a magnificent address, and made noble answer to the question, "How shall we make our educational system meet the world's demands for progress on the intellectual side without endangering the growth of that which has proved most valuable on the moral side?" He sharply opposed any class distinctions, or favoring of the rich or change of religious observances. President Hadley's administration opens under most favorable auspices. He is a layman, following twelve ministers in this great office. Educators everywhere will bid him Godspeed.

OUTLINE STUDY OF “FLIGHT OF A TARTAR TRIBE.” (COLLEGE ENGLISH, 1900-1902.)

MAUD ELMA KINGSLEY, EAST MACHIAS, MAINE.

A. LITERARY ERA OF DE QUINCEY.

I.

II.

III.

VICTORIAN AGE OF ENGLISH LITERATURE.

1. Representative writers.

2. Age of periodical literature.

CHARACTERISTICS OF NINETEENTH-CENTURY LITERATure.

1. Great number of noted writers.

2. Higher average of excellence.

3. Wide range and variety of literary work.

INFLUENCE OF GREAT MAGAZINES ON THE NATIONAL LIT

D.

7. Elaborate ornamentation.

8. Skillful narration.

IV. LITERARY STYLE-ITS DEFECTS.

1. "Too great fondness for digression and labored trifling.",
2. Frequent lack of unity and coherence in construction.
Note.-De Quincey's limitations were caused by the
demands of the periodicals for which he wrote.

V. HIS LITERARY PRODUCTIONS.

I.

1. Confessions of an Opium Eater established his reputation.

2. Classification of his works.

a. Writings of reminiscence.

b. Historical papers.

c. Speculative writing.

d. Didactic writings.

e. Imaginative papers.

"THE FLIGHT OF A TARTAR TRIBE.”

REMARKS.

1. Published in Blackwood's Magazine in 1837.

2. A powerful historical painting.

3. The most remarkable of De Quincey's narrative pieces. II. THE STORY IN DETAIL.

1. Its historical foundation.

2. Value of the introduction.

3. Analysis of the tale.

4. Geographical and historical allusions.

5. History of Russia contained in the narrative.

6. The stages of the journey.

7. Glimpses of China in the eighteenth century.

S. Subjects for research suggested by the story.

E. HISTORY TO BE STUDIED IN CONNECTION WITH THIS ESSAY.

I. RUSSIA.

1. Its geography.

2. Government.

3. Religion.

4. Tribes.

5. Attitude toward its subjects.

6. Present ruler.

II. TARTARS, OR KALMUCKS.

1. Early home.