Now

is the time to think carefully and plan deliberately for the

there shall not be so many changes at the end of this school year as there were last year. This is a suggestion to parents and citizens primarily; but it has its force for the teachers as well. Whatever breeds a spirit of discontent on either side is an enemy to the public good. Frequent changes are exceedingly detrimental to the scholars' interests and to the success of the whole educational process. If teaching is an art—and it is one of the finest of the fine arts-we may compare it to the work of the sculptor or the painter. What sort of a statue should we get if our artist chipped away for a few weeks at the block of marble and then threw down his chisel for some trifling reason and another took up the work for a short time-to be succeeded by several others, some of them novices and blunderers--until the finally finished statue showed the composite work (patchwork) of a dozen or two of hands. No teacher can do her best work until she has become acquainted with the child's nature, studied his individual needs, and come into helpful touch with him through her own personality, with time enough to mold his thoughts and inner motives in accord with an ideal and deliberate purpose.

This is rendered absolutely impossible in some communities by the attitude of espionage, the carping criticism, the niggardly pay and the general spirit of disrespect toward the teaching force shown by the parents and citizens. In others the same results are brought about by mere indifference and lack of sympathetic interest. No teacher can do her best work in such an atmosphere. Hence the general exodus at the close of the year. Now, as we are starting out afresh on the work of a new school year, is the time for all hands to make new resolves for a hearty, helpful, sympathetic co-operation that shall make the teaching force happy throughout the year, insure a more permanent tenure, and greatly add to the efficiency and success of the schools.

Foreign Notes

SECOND INTERNATIONAL CONGRESS OF SCHOOL HYGIENE

From the educational standpoint the most important of recent international meetings was that of the Congress on School Hygiene, held in London, August 5-10. It was an impressive gathering, both from the importance of the subject considered and the distinction of the participants, who represented all parts of the civilized world. It was, however, noticeable, that while public officials, scientific men and medical experts were present in large numbers, the teaching profession itself had small representation. This is cause of regret, as without the interest and co-operation of teachers, discussions of school hygiene must remain practically fruitless.

Pending a formal report of the Congress, we are dependent upon English papers for accounts of the proceedings. From these, it is apparent, that amid the confusing multiplicity of topics and propositions, a few conclusions were accepted as settled. One of these, emphasized by Sir Lauder Brunton in his presidential address at the opening session, is the need of medical inspection for schools, as an essential factor in physical education, and in the preservation of public health.

Sir Lauder Brunton's insistence upon pleasure as an element in sound systems of physical training gave point to a paper by Dr. Luther H. Gulick, of New York, on folk-dancing, which attracted notice even in a literary journal like the Academy. The subject of "Holiday Camps and Schools for Town Children" excited earnest discussion, in which Mrs. Humphrey Ward and Mr. Pett Ridge, also well known in the world of letters, participated. It is worthy of note, that Dr. Osler, who presided over the section of the Congress devoted to Medical and Hygienic Inspection of Schools, advocates in particular, the service of women physicians for this work.

The resolutions adopted by the Congress as a whole called for medical inspection of schools; for universal instruction in the principles and practice of hygiene, and for special schools for defectives.

In view of the fact that the Congress only meets once in three years, a small international committee was formed for the purpose of systematizing and continuing its work in the intervals. The English members include Mr. Cloudesley Brereton, who is well known in this country.

EDUCATION SECTION, BRITISH ASSOCIATION

The meeting of the British Association, which takes place annually in the month of August, has had strong attractions for educators since the organization some four years ago of an Education Section. The presiding officers of this section have been in succession: Professor Sadler; Dr. Heath, his follower in the Division of Special Inquiries, Board of Education; and the president for the current year, Sir Philip Magnus, distinguished scientist and member of parliament.

The subject of the president's inaugural address was the "Application of Scientific Method to Educational Problems”; this led naturally to the discussion of that much abused question, “Is there a science of education?" While admitting that the question cannot be positively answered, Dr. Magnus stated very clearly the grounds for the belief that the methods of science employed in other branches of knowledge are equally serviceable in this inquiry. He pointed out, however, the danger of confounding accumulated facts with scientific principles, and the still greater danger of losing sight of those fundamental conditions which make the problem of education a distinct one in every country. "Education," he significantly said, “is a relation, and consequently the same system is not equally applicable to different conditions." He recalled, in this connection, the saying of Emerson, “We will walk on our own feet; we will work with our own hands; and we will speak our own words."

The president pointed out further, that while experiments are necessary to growth in systems and methods, they only give trustworthy results when conducted with competent knowledge of facts, and of past and present conditions.

The main suggestion of the address was that of a principle recent in its application, if not of recent discovery; namely, that "the child must be considered educationally in relation to his environment, and trained through the utilization of his natural surroundings."

It is worthy of note, that as a result of his researches and experiments in the various sciences which apply to the art of education, Dr. Wundt has reached substantially the conclusion advanced by Sir Philip Magnus. The former finds an argument even for Christian education in the fact of our moral development through Christian doctrine. In other words, education must be based not alone upon individual impulse or interest, but largely also upon that racial history which has determined the tendencies and capacities of the individual. Thus modern science gives, at once, precision and extension to a long cherished principle.

HONORS TO GERMAN PHILOSOPHERS

The recent celebration of Wundt's seventy-fifth birthday, which took place August 16th, reminds us that his work has carried the whole movement expressed in the term, "new education," through the uncertain experimental stages to a deeper consciousness of philosophic principles. A few days prior to the event above referred to, in honor of Wundt, occurred a similar fête, celebrating the sixtieth birthday of Professor Rein, who, as the head of what has been called the "ZillerHerbart School," has profoundly influenced modern education. Although his name is closely identified with the Herbartian doctrine, it must be recognized that Professor Rein is no uncompromising follower of Herbart. He has considered the school, not as the domain of a system, but as a formative place, in which life is to be shaped according to its own nature.

THE SCHOOL AS A CENTER OF SOCIAL LIFE

The discussions in the summer congresses, and the recent trend of philosophical teaching in Germany, naturally call to mind the efforts in several countries to bring the school and its formal processes into closer co-operation with the family and with other social activities. Among many societies working toward such co-operation are the Mothers' clubs and unions in our own country, the Parents' National Education Union in England, the Deutsche Gesellschaft für Verbreitung von Volks building and the Elternabende in Germany, and the Ligue de l'éducation familiale in Belgium.

The most significant outcome of this spirit is the Conference at the Workers' Educational Association, which was started at Oxford four years ago, and met at Oxford again in August last in connection with the University Extension Meeting. According to current reports, the Conference represented 210 organizations, of which the majority were Trade Unions and Trade Councils. The trend of the discussions is summed up in a sentence, "The great function of the universities is to educate the governing classes, and the governing classes are those that are represented in this organization." In accordance with this idea a committee was formed, "with instructions to report before next Easter as to the best means of carrying out the desired union of labor and learning in the university."

A. T. S.

The Popular Ballad. By Francis B. Gummere. This volume is the first of an important series of books which will give a comprehensive history of English literature viewed from a new standpoint. The extent of English literature is now so great that it is impossible for one mind properly to digest all the details concerning it in a way to present in a book the entire subject in a thorough manner. It has been customary of late for those attempting the task to co-operate, each individual writer studying one period, the results being so combined as to give a survey of the entire field. The chronological development of literature has been the plan most commonly followed. The present work takes up the subject in an entirely different way; hamely, by kinds rather than by periods. The essay, the novel, tragedy, comedy, the short story, the ballad, lyrics, etc., will be thoroughly dealt with each by itself. This method presents many difficulties, but also great advantages. It is thoroughly in accord with the modern, scientific spirit, which seeks all the facts of a given subject regardless of the mere time or other conditions surrounding the facts. This volume on ballad is an encouraging augury of the success of the entire series. With the enthusiasm of a true lover of art the author studies this particular form of literature, tracing its history from its earliest appearance down to the present day. This series of books thus made on new and original lines will surely attract the attention of all students and lovers of our rich and inspiring English literature. Each volume will be produced by an acknowledged specialist. The general name of the series will be Types of Literature. Professor Gummere, the author of the volume on the ballad, is Professor of English in Haverford College, and author of Beginnings of Poetry, Handbook of Poetics, etc. Houghton, Mifflin & Co. Price, $1.50.

Growth and Education. By John Mason Tyler. Those who have studied under the elder Tyler during the many years of his long professorship at Amherst College would expect from his son, now Professor of Biology at the same college, a very thorough treatment of such a subject as that of the present volume. Professor Tyler is one of the leading biologists of the present day in the United States; and he is not only a scientific student by nature and training, but he is also gifted with a charming literary style. In the field of authorship, and as a popular lecturer, he is doing a good work in throwing light upon the profound questions of education. He speaks as one having authority; and the basis of his authority is his intimate acquaintance with the great laws of life. A single paragraph from this book will illustrate its value to teachers and parents. "The heart, lungs and kidneys," he says, "owe their development and present power to the demands and stimuli of the muscular system, and these stimuli greatly increase the efficiency of our digestive and assimilative tissues. It was sensation and motion, not thought or learning, which laid the foundations of the brain and stimulated the development of all its centers. Our internal organs can and will respond to all reasonable demands of our muscular system. It is an inherited habit. They require these customary motor stimuli to maintain them in their best condition. Without them, as in sedentary life, they degenerate, and invite, if they do not produce disease."

The argument from these premises in favor of abundant air, exercise and cleanliness is most convincing. More in detail, Professor Tyler traces the