her persistence, determination and eloquence. In 1906 the three districts voted to consolidate. A sympathetic bachelor, of mature years, gave twenty-four acres for a campus. A campus for a country school! Eighteen thousand dollars voted by the people made the building one of the best schoolhouses in Illinois. Wagons carry the children who are too remote from the building to walk. The principal of this country school is paid a salary of one thousand dollars. On the campus is an agricultural experiment plot of six acres conducted in co-operation with the Agricultural School of the State University. A four-years' high school course is offered with liberal opportunity of election of studies. Country boys and girls may here study agronomy, animal husbandry, horticulture, domestic science and art, and all phases of work vitally related to the fundamental needs of a people living in the country. Culture' subjects are not neglected, but most of all, the real basic interests of culture among an agricultural people are given due emphasis. The culture here developing is more than a veneer. A well-graded elementary and high school course in a building of exceptional excellence, a campus of twenty-four acres devoted to agricultural work, a tract of splendid natural forest, an enlarged country neighborhood bound into a sympathetically co-operative social unity, an abiding interest in the best and the truest in real country life, possibilities for higher culture not inferior to those of cities of ten thousand people-these are the products of the two years of strenuous endeavor of this brave girl with the dynamic ideal."

In Illinois this work thus splendidly inaugurated has spread until it has resulted in the formation of a "Country Teachers' Association of Illinois," probably the first and only organization of its kind in this country. It will concern itself wholly with the problems and interests of country teachers and schools. Its professed aim is a most noble one; namely," to make life large and lovely for the country child." Its membership is already over three hundred country teachers and county superintendents, who are working together systematically for the uplift and betterment of country conditions.

T

HE training of a child's emotions is an important matter that is

sary and sentimental. But for the lack of intelligent comprehension of the problem by parents and teachers undoubtedly many a child has been handicapped for life or wholly ruined. Provision must be made for the proper exercise and development of the emotions or one of two things will happen; either they will be extinguished or they will expend themselves on wrong objects and so become harmful and

dangerous. Take for instance the emotion of affection. Give a child a pet, as a kitten, a canary, or a dog, and he will find an outlet for feelings that clamor within his heart for expression. He wants to love something that is smaller and weaker than himself, something that is in a measure dependent upon him and to which he can minister. It is a great mistake to deprive a child of all pets. Something is lost to him thereby that never will be supplied, and he is defrauded of at least a part of his birthright. A boy who grows up without pets will be likely either to be cold and unresponsive, or to grow positively cruel and hard toward those who are smaller, weaker and less fortunate than himself. We have known cases of children who took delight in tearing down birds' nests, breaking the eggs, wringing the necks of the young birds, stoning cats and dogs, and indulging in similar cruelties. To scold and punish them did no good. Yet such unintelligent treatment is all the help such children usually get. If taken in time such objectionable qualities in a boy's make-up can be successfully combated by giving him a pet animal all his own, with whom he may establish an affectionate comradeship. He will almost inevitably transfer the sentiments which he will cultivate toward the dog he knows to all other dogs and quite likely to the whole animal creation; and his cruelty will cease. By all means give a child pets-real, live ones, and not foolish "Teddy bears"; though even the latter, by the aid of the child's ever active imagination may serve the purpose better than nothing.

ENGLAND

The managers of the London County Council elementary schools have adopted a report relative to the provision of employment bureaus in connection with the schools under their charge, which is the first step in the development of a long-contemplated plan intended to help pupils, who go out from the schools, in their efforts to find suitable employment.

The report calls attention to the fact that much has been done to promote the general welfare of defective children, while those who are especially clever generally need no assistance; it is the children of average ability, that is, the great mass of children who leave school every year, 70,000 or 80,000 in number, who require the help which these bureaus are intended to furnish.

Formally stated, the objects to be aimed at are :

"1. To secure for boys and girls of ordinary intelligence positions in good firms where the prospect of continuity of employment is good. "2. To secure for boys and girls of first-rate ability, apprenticeship in suitable trades or professions, and the full advantage of technical scholarships or training in a trade school.

"3. To establish friendly relations with employers, and to direct the stream of children from elementary schools to those who can be counted upon to deal fairly with them."

For accomplishing these objects it is proposed to form in every division of London associations of school managers, teachers, employers and leading men and women in the respective boroughs, who will keep themselves informed as to opportunities of work for young people, and at the same time make themselves acquainted with the children leaving school, their home conditions and their intellectual and physical capabilities, in order that they may assist in securing for them work suited to their abilities and needs, or opportunity for further training in some particular trade or handicraft.

THE WOMAN MOVEMENT IN GERMANY

The woman suffrage movement in Germany has been marked from first to last by the struggle to secure opportunities for higher education and the opening of a few universities to women, under special regulations, is largely due to continued efforts on the part of the women themselves. But with the admission of women to the universities there arose the more serious question of their preparation for the opportunities

thus secured. This question, it will be readily seen, affects the entire problem of higher education for women, since it is in the schools preparatory to the universities, that German youth acquire the intellectual discipline and the mastery of the classics and of the sciences required for admission to the fuller, but more specialized, instruction that awaits them in the university.

The Women's Education Reform Society founded the first gymnasium for girls at Karlsruhe in 1893, and about the same time the gymnasium courses for girls were founded in Berlin by Helene Lange. These were soon followed by the Leipsic gymnasium courses under the auspices of the General German Women's Society. Similar institutions followed at Königsberg, Stuttgart, Hanover and other cities. The girls admitted to the gymnasium courses must have passed at least six years in a girls' high school, in some cases, the entire period (nine years) of the high school course.

The high schools for girls, which are maintained in all the chief cities, correspond to our own high and grammar schools combined, the classics, however, being omitted from their curricula. Hence, they are not closely correlated with the gymnasium courses so that there is a want of unity and consequent waste of time in the preparatory training of girls who intend to enter the universities. On the other hand, for the majority of girls, the modern course of the high schools is preferred. The best means of meeting this double purpose has really become a burning question in Germany. It was earnestly discussed in a conference held in Berlin last year, under the auspices of the Minister of public instruction, but with results that are tentative merely. The leaders in the general movement for removing disabilities which hamper women students sought to give prominence to the question in a second conference, which was held at Kassel in October, just past. It is too early yet to indicate what, if any, immediate effects will result from this effort; but on account of the thoroughness with which all such matters are considered in Germany, the continued agitation cannot fail to have an influence in shaping the ideals and methods which will give character to higher education for women. We are coming to discriminate, more and more, between education as a developing process which makes the human being better fitted for intelligent and serviceable life, and that special training which prepares the individual for a profession. In the endeavor to maintain this distinction in the scheme of education for women, valuable suggestions are likely to arise applicable to higher education in itself, considered, without regard to sex or to social classes.

BELGIUM-TECHNICAL AND INDUSTRIAL SCHOOLS FOR GIRLS

Belgium is particularly distinguished by provision for the technical and industrial education of girls. The schools of this character are officially classified as follows: Ecoles professionnelles (technical schools); écoles professionnelles-ménagères (technical and housewifery schools); écoles ménagères-professionnelles (housewifery and technical schools); cours professionnels et ateliers d'apprentissage (technical courses and workshops for apprentices); écoles et classes ménagères (housewifery schools and classes.)

It is the last named, that is, the housewifery schools, and classes which reach, in particular, the daughters of the working people. Their purpose, as set forth in an official circular issued by the Minister of public instruction in 1887, is "to ameliorate the moral and material condition of working class families" by training the young women of this class in the domestic arts which will enable them to manage their homes with order and economy. "We believe," said Minister Rombaut, "that if the home is kept clean and attractive, and the woman knows how to conduct the household, the man has no longer the same desire for the public house, and that is why we encourage these schools with all our power."

These schools for domestic training are established by cities and towns, or, in many cases, by the church, but whether of public or private origin, if they conform to the official regulations they are subsidized by the state. In many of the smaller communes, classes for teaching domestic economy and the practice of domestic arts are formed in connection with the elementary schools, and these, also, receive appropriations from the state. The number of young women profiting by these opportunities during the last year reported, was about 10,000. The state contributed for the support of the schools and classes about $35,000, and local authorities about $45,000. Many ingenious devices are employed to interest parents in the work, and to induce young girls to attend upon the instruction. Among these are "grants of small sums of money to successful pupils for the purchase and preparation of the Sunday dinner, which is cooked and eaten at home, a report by the parents upon the result being sent to the school and posted in a prominent place. If the pupils attend regularly throughout the course they receive at the end their own notebooks, which are not only useful but a source of pride. In some cases small prizes are given at the end of the year; or every three months, according to their behavior, the pupils receive little rewards, often consisting of something they have made from materials given to them at