his pupils. A normal mind enters heartily, joyously into the work of teaching, and enthusiasm begets enthusiasm, just as apathy begets stagnation and stupidity because it is itself stupid. Finally, the sound mind is always a broad mind. Narrowness is the great enemy of good teaching and sound learning. The teacher's mind should be open to truth of whatever kind and wheresoever found. To see both sides of a question, to be able to take different view points and comprehend the whole subject in all its bearings, is an important element in the equipment of an ideal teacher. This judicial quality is the secret of good discipline. When the whole school knows that the principal can see things from the pupils' as well as from the teachers' standpoint, and that in every case he will be "fair" and give them a 66 square deal," then there will be little trouble in the school. Disorder will be supplanted by a spirit of real manliness, and something better than mere book learning will have been learned.

It should be the aim of everyone who takes up this great work of educating others to be always educating self. There is room for indefinite intellectual expansion, refinement and growth.

THE

HE value of encouragement as an awakening and stimulating force is fully recognized in theory but often disregarded in practice. Fault-finding and sarcasm are resorted to by teachers as an incentive to greater effort, where a word of sympathetic recognition of work already done, or attempted, would accomplish far better the end aimed at. The truth is, no one likes to be scolded or nagged into doing his duty. Children and adults alike can be coaxed easier than they can be driven. The work of some schools is seriously interfered with by well meaning but unwise teachers, who have fallen into a mere habit of fault-finding so that nothing seems to suit them. The pupils are constantly given the impression that their work is not satisfactory, that they are making no progress, and that they are, and probably always will be, dullards. This kind of treatment sometimes results in the fulfillment of the prophecy in the case of some supersensitive children. They get wholly discouraged, and give up trying. There is no doubt but that valuable lives have been wrecked by this unfortunate attitude on the part of some teachers. A word of praise would have been like a ray of sunshine on a gloomy day. It would have put new life into some disheartened pupil and improved the tone of the whole school.

There are homes here and there where there are "best rooms," into which no glint of sunlight is ever permitted to enter lest it fade the carpet. No matter about the mould, the musty odor and the unhealthy

gloom. If we could get the ear of the mistresses of such homes, we would say, "Pull up the blind and let in God's blessed sunshine. It will make you and the whole family happier, healthier, merrier and more successful."

A

LITTLE hearty praise of our national educational system on the part of an intelligent outside observer will do us no harm, but rather will stimulate us to further efforts in behalf of our public schools. It is pleasant to read, therefore, such words as the following from the pen of Miss Kate Stevens, head-mistress of Montem Street School, London. She says: "It is widely acknowledged that the American schools are amongst the best in the world. And they certainly are if we judge them either by the alertness, intelligence and adaptability of the pupils educated in them, or by their desire and efforts to continue their education after the end of he compulsory school age. The general level of intelligence amongst the working men in America is admittedly higher than with us. After visiting the States twice-for three months in 1889 and again for six months in 1906, and seeing for oneself how true the above certainly is-one asks: How does it come to pass?' The atmosphere and traditions amongst which American-born children have been reared, and the freedom and scope there is for each individual who depends upon his own industry and development are of prime importance. The necessity for self-help and self-improvement is impressed upon every pupil-how the future prosperity of the country depends upon them. The dignity of work, the disgrace of idleness, are inculcated from the very first." This is a fine compliment to the spirit of our institutions. It sets before us a high ideal. May we all strive to live up to it!

GREAT BRITAIN

Statistics carefully collected from year to year in England, since the passage of the Education Act of 1902, show that the education rate, or in other words, the rate of the local property tax applied to the schools, has gone up rapidly since the year named. The main causes are said to be the increasing enrollment in the elementary schools, the low property valuations, and the greater efficiency of educational administration. It is interesting to recall, in this connection, that the extravagance of school boards in the leading cities, and the burden of their maintenance in small districts, were strong arguments advanced in favor of transfering their duties to the city and county councils. It would be a curious change if an attempt should be made to restore ad hoc administration on the plea of economy.

The Educational Times (London) calls attention to the results of an investigation by Mr. Edgar Schuster, published in the New Eugenics Laboratory Memoir, entitled, "The Promise of Youth and the Performance of Manhood," "being a statistical inquiry into the question whether success in the examination for the B.A. degree at Oxford is followed by success in the professional life."

The Times notes the agreement of the conclusions reached by Mr. Schuster with those drawn by Mr. William Smith, Chancellor of the Randolph-Macon system of schools, and carefully verified by Dr. W. T. Harris. In brief, the lesson drawn from both investigations, of which the latter, though incomplete, is the most extensive of the kind ever yet made, is that the more school training the boy receives the greater are his chances of distinction.

The Board of Education, England, have decided to establish a Medical Department to advise and assist them in the discharge of the new duties imposed on the Board by Section 13 of the Education (Administrative Provisions) Act, in regard to the medical inspection of schoolchildren, which local education authorities are required by that Act to carry out in England and Wales.

The donation, by Mr. Carnegie, of £10,000 toward the establishment of a technical college at Aberdeen, promises to give to Scotland a second institution, that may rival the well-known Glasgow and West of Scotland Technical College.

FRANCE

The Commission appointed by the government to investigate the present condition of medical studies in France, and advise as to meas

ures required to raise the standard of preparation for, and modernize the practice of, the profession, has begun its sessions, and naturally the movement is exciting much discussion in the educational and scientific journals.

BELGIUM

The University of Brussels has suffered a heavy loss by the death of Dr. Léon Vanderkindere, professor of history in the Faculty of Letters. With profound learning and discriminating judgment, he combined a power of lucid and brilliant exposition, which made his lectures one of the great attractions of the University, to whose interests he was passionately devoted.

THE AWAKENING ORIENT

One sign of the awakening regard for modern education throughout the Asiatic world and, in particular, of the growing consciousness of a common destiny, is the ever-increasing interest manifested in India, China and even Persia, in the educational system of Japan. This is reflected in the educational journals of the East, and in inquiries through diplomatic circles, which spread even to Washington.

EDUCATIONAL MUSEUMS

According to a compilation by a German specialist, Max Hübner, who, with indefatigable energy, has collected information on the subject from every source, there are in existence sixty school museums. Germany possesses thirty-two, Austria-Hungary nine, England, Holland and the United States two each. The remaining museums of this class are scattered among thirteen different countries, each of which has one such museum. Among the latter are the Argentine Republic and Uruguay.

OFFICES OF INFORMATION

The Musée Pédagogique of France was established with special reference to the needs of primary schools and teachers. It comprised, from the first, a library, publishing office and audience room. As recently reorganized, its scope has been extended to include all departments of education, together with the Bureau of Educational Information and Research created in 1901. The combined libraries now comprise a select collection of about eighty thousand books and pamphlets. The Bureau of Research issues valuable monographs, which take the place of the well-known series of memoirs on topics relating to elementary education, issued by the former restricted Musée. With its enlarged facilities, the Institution has become headquarters for many learned societies, which interest themselves in educational problems,

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such as the Society of Child Psychology, International Society for Pedagogic Studies, etc; in its spacious halls, conferences are held on the fundamental problems of education, and lectures given by eminent specialists to select audiences of professors and teachers.

In this connection may be mentioned the Akademische Auskunftstelle, or Academic Inquiry Office at Berlin. The following particulars respecting this Institution are derived from an account published in the London Tribune. Its purpose is to provide a reliable source of information as to the cost of preparation for, and the prospects of success in, any particular vocation. It is divided into a dozen different departments, among which are: the department pertaining to Berlin institutes for science and arts; one to other scientific institutes in Germany; a third to the universities and academies of foreign countries, and still another to laboratories, museums, etc., devoted to inquiries in connection with the different vocations. The institute occupies rooms in the Berlin University buildings, and is open to inquirers daily from 10 A. M. until 1.30 P. M.

A. T. S.