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Frye's Geographies for 1901 contain the results of the Twelfth Census of the United States (1900) so far as is. sued. No so-called "new" or "revised" geography can Contain later'information than is found in Frye's books. Few people can realize what an immense task lies beHore the statisticians of the census department after he basal figures are collected. Some idea of this may be gained from the statement that up to the present ime the only figures that have been given out by the Hepartment with any degree of completeness are those For area and population (unclassified). The department Es just beginning to give out figures on manufactures, but it will be some months before complete statistics On this topic will be available. Any publisher who claims at this date that any geography is based thruput upon the census returns of 1900-productions, manfactures, industries, classification of people, etc. - is claiming the impossible. Our policy is to incorporate The results of the census returns as rapidly as issued En the plates of Frye's Geographies. As these books mare constantly on the presses, each book that is printed contains in its text and maps all the latest information available at the time of its printing.

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A Library of Famous After-Dinner Speeches
Classic and Popular Lectures, the Best Occasional Addresses
Anecdotes and Illustrations. Ten Volumes

HON. THOMAS B. REED

Editor-in-Chief

"MODERN ELOQUENCE" enters

the literature of the Twentieth Century the most
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ROSSITER JOHNSON

HON. JUSTIN MCCARTHY, M. P.

ALBERT ELLERY BERGH JONATHAN P. DOLLIVER

ASSOCIATE EDITORS

EDWARD EVERETT HALE NATHAN HASKELL DOLE

JOHN B. GORDON

JAMES B. POND
MCLEAN HARPER

LORENZO SEARS
CHAMP CLARK

CLARK HOWELL

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GEORGE

Herein vital questions, historical personages and events, literatures, religions, financial problems, political theories, statescraft, discoveries and inventions, individual rights, and class and social relations, are ably and eloquently discussed. Leaders of thought and creators of great enter prises, men of gigantic affairs, and men whose victories of peace are no less renowned than those of war, men skilled in statescraft and great in invention, have discussed the themes that have filled their souls; each subject being presented with the concentration of training and experience, with the vigor of intelectual masterfulness, and with the charm and fascination of wit and genius. To enumerate the contributors would be to name the foremost modern Statesmen, Divines, Jurists, Orators, Diplomats, Writers, and Leaders in many walks of life.

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University Society, Pacific Coast Distributing Department

Room 61,-809 Market Street, San Francisco, Cal.

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JOURNAL OF EDUCATION.

ESTABLISHED 1852.

OLD SERIES:

GOLDEN ERA, VOL. XLVI. SAN FRANCISCO: SEPTEMBER, 1901.

NEW SERIES: Vol. V
NUMBER 16.

The Child as a Director of the Parent's

Education.

BY DR. C. W. KIMMINS OF LONDON, ENGLAND.

Of recent years great and far-reaching changes have come over our views with regard to the fundamental problems associated with the education of children. The old familiar sheet of white paper on which the educator had to write, or the soft piece of wax on which he had to leave his impression, has for ever disappeared, and we know now that we have a very much more complex problem to deal with. Within the child forces of heredity are evr struggling, and powerful predispositions already exist before he comes under the educator's influence. According to Galton's law, instead of the sheet of white paper or the piece of soft wax, we have to deal with a very remarkable product, of which each parent contributes on an average one quarter, each grandparent one-sixteenth, and so on; and generally the occupier of each ancestral place in the nth degree, whatever be the value of n, contributes o'5 (2n) of the heritage.

How far this law of Galton's approximates on average to the truth it is impossible to say; but individual variations are so great that in any case it is practically impossible to calculate, with any approach to certainty, the predispositions of a child from a knowledge of his ancestors. The problem is still further complicated by the shaping influences of social environment, which are also to a large extent beyond the educator's control.

The very evident result of a knowledge of the complexity of the problem with which we have to deal is to force us to the conclusion that, in the early stages, at any rate, of the child's education, the child must give the lead, that we must be ever on the look-out for what are termed the instinct propulsions of the child, that we must foster and develop with the greatest care those instincts which we wish to foster, and repress bad instincts by a

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