necessitated by the limited space, and will have the effect of emphasizing scholastic rather than geographical features, which latter were perhaps too prominent both at Philadelphia and Chicago. For foreigners, at least, this cannot fail to be an advantage, as they are easily confused by our state lines and duplicate exhibits, which are meaningless to them although often both suggestive and stimulating to the American educator. While the exhibit will be thus unified, every part of the collection will be credited to its proper source (state, county or city) in the catalogue, so that no mistake need be made as to the respective merits of different localities either by the general observer or by the jury of awards.

The English authorities are making unusual preparations for this exhibit, and the outcome promises to be what has never before been accomplished; namely, a very comprehensive and adequate presentation of the growth and existing state of English education in all its branches. It is intended that the exhibit shall be exceedingly strong on the historic side; a matter of peculiar importance in respect to a country whose institutions are only to be understood in the light of their formative processes.

A preliminary exhibit of the material will be held in London early in the coming year. This will enable many persons who cannot go to Paris to see the collection, and at the same time give opportunity for adapting the arrangement to the precise space allotted in the gen eral Exposition. The same plan was pursued by Germany in preparation for the Chicago Exposition, the collection having been previ ously set up in Berlin in a space exactly duplicating that to be finally occupied. The advantage of such careful adjustment will be appreciated by those who recall the skill with which the German commissioners adjusted their impressive exhibit to the limited space at their disposal in the Liberal Arts Building. As regards England, this preliminary effort is the best guarantee of the determination of the committee to carry out their full plan. They propose that the universities, the public schools, the great technical colleges, private and preparatory schools, school boards and managers of voluntary schoolsin fact, every type of educational institution and every side of educational work in England shall be represented. Among the objects. exhibited will be:

"Foundation charters and other documents bearing on the origin and history of the Institution. Models, pictures, drawings, plans and elevations of buildings, old and new, with their interior arrangement and furniture. Ordinary school examination papers, exercises, notebooks (laboratory and class), etc. Portraits, lives and relics of the founders, masters and distinguished men or women educated at, or otherwise connected with, the Institution. Rare or beautiful MSS., or books belonging to school or college libraries; prize poems; verses and orations composed by members of the college or school on great occasions; e. g., royal visits and the like.”

"By this means," say the committee, "it is hoped to show what English education, moral, mental and physical, actually is, how it is given, where it is given, and how it came to be what it is; and to

assist the solution of the educational problems of the present day by suggesting and illustrating the points in which the existing state of things is susceptible of modification."

The exhibit of the public system of education in France will be very complete for all departments, primary, secondary and superior. These terms of classification, or at least the first two, have not the same signification as in the United States. The term primary includes schools corresponding to our high schools, and to our manual training and technical schools like the St. Louis Manual Training High School or the Worcester Polytechnic; the secondary schools in the French system are classical schools, differing from the high or superior primary schools in curricula, in methods, in aims, and in respect to the class from which their pupils are drawn. These distinctions were

plainly indicated in the exhibition at Chicago, and little or no change has taken place since. The great effort in the forthcoming exhibition will be to adequately present the universities of France, which have entered upon a new era by the passage of the law of 1896.

The spirit in which this part of the exhibit is being developed found utterance in the preamble to the resolution submitted to the lower House touching this subject. It reads :—

"All the world will allow that it would be impossible to accord too large a place in the Exposition for the intellectual, scientific and literary manifestations which are the glory of this closing century. It would seem then that the universities and the superior schools of France, in which are elaborated these elements of intellectual progress, ought to occupy a place of highest importance. Nor should this section be confined to the French universities and higher schools; the universities and superior schools of foreign countries should be asked to contribute both from their scientific and literary work. Thus there would be presented in a single view the actual state of the experiments, and of the efforts now going on in all the laboratories of the world to solve the problems that interest humanity.

"In the order of letters, the Exposition should bring together the works, the original monographs written or printed, in which are discussed the great questions, historical, philosophic, literary, of interest to all the world. Is it not desirable to create at Paris a sort of grand fair, or market for thought, through which should be effected. the most noble exchanges and the most honorable transactions? Among the most important permanent results of this collection would be the catalogue, systematic and comprehensive, prepared by the most eminent savants. This would be a veritable encyclopedia of science and letters brought to date; the complete table of the efforts of human intelligence in every department of thought at a distinct moment in the history of humanity."

The Catholic, or clerical schools, and other private agencies which form an important part of the educational provision in France, will be very fully represented. Especially interest attaches to the exhibit of the crèches, or day nurseries for poor children; a charity which has higher development here than in any other country. Among the Congresses that will be held in connection with the Exposition, none

promises to surpass in interest the International Congress of public and private charities, which will open July 30th, under the auspices of the government.

The International Congress of superior instruction is in charge of a distinguished committee, and has already issued a prospectus setting forth the subjects and propositions to be considered. Among these it is interesting to note here the proposition to create two new sections in the education department; one for the study of physical development, the other for the study of intellectual movements in foreign countries. The section of geography under the charge of this committee promises to be unusually fine. Two comprehensive questions have been submitted for consideration :

(1) How shall a complete course of geography be organized in a university?

(2) What are the proper limits of a strictly geographical course?

FINANCIAL GROWTH OF FRENCH UNIVERSITIES.

Apropos of the efforts of the French Committee of Higher Education to make an effective presentation of the fifteen universities organized under the law of 1896, their financial status as recently reported by the Minister of Public Instruction is of interest. The statistics which relate to the receipts of the universities from fees, permit comparison between 1890 and 1898. For the former year the amount received from fees, which was turned into the public treasury by each faculty group, is given; for the latter year the same fees which are now retained by the universities. The showing is as follows:

BOOK NOTICES.

To accommodate readers who may wish it, the publishers of EDUCATION will send, postpaid on receipt of the price, any book reviewed in these columns.

GRADED WORK IN ARITHMETIC, by S. W. Baird, is the fifth book in the series, and is designed for use in grammar grades. The author claims that it furnishes "to grammar-school pupils a text-book carefully planned to strengthen their power of mathematical reasoning, presenting a range of topics sufficiently comprehensive to familiarize the students at the same time with the important practical applications of the science of numbers." The subjects are set forth in an order differing from that usually presented in books of the kind. Percentage comes early, following logically after decimals; various other changes are noted. The problems are for the most part new; puzzles are rigidly eschewed, and meaningless rules find no place in the book. A feature is the statement plan, which is a device to indicate the solution of a problem, just as the diagram shows the analysis of the sentence. This book completes the series made by Mr. Baird; a series that has many very excellent and novel features, that is strictly up to date and in accord with, and in response to, the demands of teachers. New York: American Book Co.

ADVANCED GRAMMAR AND COMPOSITION, by E. Oram Lyte, Ph.D., is the third of a three-book series on the English language. The present book is designed for use in high schools, normal schools and academies, and is one of the most satisfactory text-books in grammar published. It combines in a thoroughly progressive and logical manner the essentials of grammar with the art of composition. It is on the inductive plan, and as each subject is developed it is made practical by immediate use in sentences, and in practical application with oral and written expression. The definitions are accurate and simple; the sentences selected for analysis and parsing are carefully graded and of a high literary character; the arrangement of the subjects is logical and pedagogical. In form, arrangement, style, matter and manner it is a work of the highest excellence. New York: American Book Co.

Geometries: THE ESSENTIAls of GeometRY, by Webster Wells, is in some respects similar to the author's Revised and Plane Geometry, “but important improvements have been introduced, which are in the line with the present requirements of many progressive teachers." Very much of the work in this book is given the student to investigate and prove, and this individual work is calculated to break up the " geometry by memory" method. D. C. Heath & Co.

-PLANE GEOMETRY, by G. A. Wentworth, is a revised edition of the . author's well-known work published some ten years ago, and held in great repute in many class rooms. The changes are considerable, and are all in the nature of simplifying the processes and throwing them more upon the student to work out. It is now a thoroughly up-to-date work, and superbly fitted to maintain a long period of success with teachers and students. Ginn & Co.

OBSERVATIONAL GEOMETRY, by William T. Campbell, is a strictly novel presentation of a form of geometry teaching and study that will appeal at once both to teachers and pupils. Old methods are cast ruthlessly aside, and the author

blazes out a new path,—a path that leads to fresh fields and pastures new. By this new method geometry is made to be a fascinating study; it "combines the training of the nature studies, so far as these educate the eye to keen and intelligent perception, with the training which the more valuable problems of the old arithmetics furnish, and so gives a mental discipline at once rigorous and entirely free from that one-sidedness which either of these systems fosters when taken alone." The book contains over three hundred illustrations and diagrams, and is suitable for use in all schools where geometry may be studied. It is a distinct contribution to the subject, and merits the prompt attention of every progressive teacher. Harper & Brothers.

SIDE LIGHTS ON AMERICAN HISTORY. By Henry W. Elson, A. M. The volume before us covers the national period before and up to the Civil War, and is a careful study of the causes and forces leading up to the modern period since that conflict. It is an original study along lines that are particularly well marked, and productive of important lessons for all mankind. A student who wishes to understand thoroughly the history of our country can hardly dispense with this volume. It is one for the general reader as well as the student, and has the merit of presenting much that is generally considered dry historical detail in an interesting manner. It brings out, to use the author's own language, "the strategic points, the pivots on which the ponderous machinery of our history has turned." The book is published by The Macmillan Co., New York, at 75 cents.

THE MAKING OF HAWAII: A Study in Social Evolution. By William Fremont Blackman. The Hawaiian nation presents the spectacle of birth from absolute heathenism into the full light of Christian civilization in the short period of fifty years, or, counting its recent developments, of seventy-five or eighty years. Within the lifetime of many now living, all the principal experiences involved in the making of a nation have transpired in the limited territory covered by the islands of the Hawaiian group. There is, therefore, here, an unusually fine opportunity for the student of social science. Here may be found many problems, which in the larger theatre of the life of other peoples are still in process of settlement, worked out to their final solution. Professor Blackman has been a fair and careful student. He divides the Island history into three periods, the early, middle and later-and traces the course of events in each. Such subjects are considered as the influence of climate and environment, political organization, religion, the family and marriage, festivals and games, the influence of conquest, discovery and contact with outside civilization, the development of industries, commerce, land-tenure, education, the decay of the native population, etc. He writes in a fresh and original style, and reaches, as it seems to us, trustworthy conclusions. New York: The Macmillan Co.

A PRACTICAL COURSE IN MECHANICAL DRAWING, by William Fox and Charles W. Thomas, professors in College of the City of New York, is a thoroughly usable and sensible text-book on this most important subject. The authors' object has been to furnish a simple, practical course of progressive lessons in mechanical drawing, and they have discarded the stereotyped method of presenting the subject, and have blazed out a new path. They have set the subject forth as the draughtsman and practical mechanic would ask to have it, and would employ it in their work. Traditional geometric problems are set aside or put into the second part of the book; they do not serve to introduce