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THE WESTERN JOURNAL OF EDUCATION.

SIDE TALKS WITH TRUSTEES.

II.

Three men came to me one day that I might aid them in "distress." They wished to elect a teacher. They must elect one. Each man had his choice of many; and no two agreed on one. The school was one to be desired; and many sought the place. I asked each trustee to give the reason for his choice, and each one did. One thought the son of his "old-time" friend and neighbor as competent as any; another thought his niece who wished to come for an extended visit at his home should have a chance to show her hand, for she thought and her former teacher thought that she could teach if she but had a chance; and the third felt sure that a lady who helped him pay pew-rent on Sunday should be vindicated of the charge of inefficiency which lost to her the adjacent school the year before.

Those men were honest in motive and in purpose. Each wished to do his best for children and for friend; but neither realized that prejudice was to some extent the basis of his judgment-a prejudice which favored one to the exclusion of the many. By an hour's talk I induced them to vote by ballot for first and second choice." Of course I knew that there could be no agreement on "first" but I hoped for such upon the "second," and my hope was realized. The choice fell upon another than either of the members had contended for as his "first and only choice"-one who in all that makes the teacher was the peer of any in the county.

Just now, ten thousand men in California seek to solve this selfsame problem. Let's look in upon them; and it may be that we can drop a fitly spoken and suggestive word. Not upon all, of course, but upon three, the members of a district board.

ORGANIZATION OF THE BOARD.

The board's in session. Now, is that true? If so, it must be organized; and if organized, it must have a presiding officer (chairman, if you please) and clerk, elected for the year. How many boards in California are thus organized? How many, on the first Saturday in July, 1887, elected clerks for the year as by law required; and how many, at the same time,elected chairman? I wish I knew. Comparatively speaking, few. There are good reasons for this failure. Men, not given to much business wherein the rules of parliamentary usage apply, do not see the necessity for an organization the business of which would have to be conducted upon a basis subject to just such rules. They have found by practice, from time immemorial, that questions may be submitted to them individually and determined by the assent or objection of the members, though they may be miles apart. Neighbors place such faith in each other as to believe that the voice of members thus severally taken shall be the sense of the board. Yet, this very fact is one reason for organization. The reason is apparent. Of that, more

anon.

ELECTING A TEACHER.

But, the board's in session. Question: "Who's to be the teacher next year?" Grave question-more easy to propound than answer. On the clerk's desk, a "stack" of letters, applications, rather, for the vacant place. Is the place vacant? Not if the teacher who taught last year were brought in consultation. But, then, he "didn't board at our house; he married the daughter of a man with whom some member of the board doesn't join fence; he whipped a trustee's son; or he hasn't 'applied!" Hence, he's not eligible.

It's no easy question which they have to solve-these trustees; and its their purpose to solve it right. One, the clerk, sits with thumbs in armholes of his vest, one, with elbows on his knees whittles a stickwhittles towards himself (a man always whittles towards himself when he's puzzled), while the third, hands clasped behind him, walks the floor. These men are thinking-thinking of their duty; their duty to the school, the public, applicants, and themselves. Applications and "testimonials" have been read, and those who could come in person, have been seen and studied; and now the question "Whom shall we call?" must be answered. Can they answer it and do right by all? They can. They will. But how?

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"Gentlemen," said she, "Mr. Blank taught this school last year. He didn't board at our house; it is to his credit that he maintained his right to select his own boarding place rather than yield to the domination of one who would barter vote and influence for a monthly income. We need just such independence in every school and every public place to-day.

"He married the daughter of Mr. Contention's enemy. I honor him for that, and so should Mr. Contention, whose quarrel with the fatherin-law need not be handed down to the second generation, nor will it unless Mr. C- hands it down himself. Mr. C-, Mr. Blank, as teacher, as a member of society, as a citizen, is no less valuable as teacher because his wife is daughter of your enemy. If that's your sole objection, be ashamed of yourself and move his re-election.

"Mr. Blank flogged the son of Mr. Pout. Did it hurt the boy? No. Did him good; he needed it. Was disobedient or lazy or both. His own father would have flogged him more severely. Aye, but there's the rub. The boy denies his guilt and the father believes his boy, not. withstanding the fact that his own memory of certain incidents in his own school days is proof positive that at least one of his boy's ancestors sought refuge in a lie-and even though the boy were innocent and though Mr. Blank did make a mistake in the punishment. What of it? Is he alone in such mistake? No. Only the day before, Mr. Pout had whipped the boy for stealing chickens that had fallen victims to a marauding hawk. If Mr. Blank made a mistake, his regret is sufficient punishment. Mr. Pout, if you consult your boy's greatest good, you'll second the motion of Mr. Contention.

"And if my father has no other fault to find than his failure to secure Mr. Blank as boarder, he should make the vote unanimous in calling our last year's teacher to succeed himself.

"Oh, I forgot. You say he has not applied. Do you wish him? Elect him; and notify him of his election. Then, if he accepts, you have your teacher.

"Gentlemen, we have a little district school, taught by one teacher; but for that one teacher, you can draw upon the whole rank and file of the profession in the State, from the janitor of the school to the presi dents of the universities and normal schools if only they be authorized by law to assume the work. Let your selection be made from the list of available men and women and not alone from those who are applicants for the place. Neither should applicants have precedence or rank by virtue of their being first or second to apply. All things else being equal, elect a neighbor's son or daughter; but secure the best teacher within your reach and means, remembering ever that the purpose of the school is to educate the child and not to provide an aristocratic means of livelihood for any one."

Thus spoke one, prompted by the highest spirit of professional pride, respect, and honor. The trustees endorsed the thought; and I turned aside, satisfied that the welfare of that school was in safe and honest hands.

Biennial Convention.

The committee appointed to present suitable resolutions on the death of Mrs. Clara March Armstrong, late Superintendent of Yolo County, thru its chairman, Miss Ames, submitted the following.

On July 2, 1897, Superintendent Mrs. Clara March Armstrong of Yolo County died. She was known and respected by the community in which she lived, and by the Superintendents with whom she had been associated. No one could be nearer to the confidence and hearts of the teachers. By them she was loved and trusted as a tried and true friend. The mem bers of this convention wish to record here the most affectionate tribute that love can pay the memory of a modest, cultured and conscientious

co-worker. Be it

Resolved; That this convention, recognizing her worth and integrity, and her ability as an educator, do express our appreciation of her self

sacrificing services.

Resolved;-That we express our sincere sympathy for her family in the bereavement and for the large circle of friends and educators with

whom she was associated.

Resolved; That, these resolutions be spread upon the minutes of the convention and that a copy be sent to her family.

KATE AMES
LIZZIE H. Fox
KATE L. DONNELLY
HARRIET L. WILSON
ETTA KISE HARRINGTON
The report was unanimously adopted by the convention. Superin-
tendent Pendergast spoke in eulogistic terms of Mrs. Clara March Arm
strong and the estimation in which she was held in the community in which

she lived.

Friday Afternoon Chip Basket.

BY ALEX. B. COFFEY.

"Time flies."

"We take no note of time

Save from its loss:

To give it, then, a tongue

Is wise in man."

WHAT mood prompts beginning such as this? Is it remorse for hours wasted? In one sense, yes; in another, no. It must be suggestion. Yes, I know that's it. One thought suggests another; and that another; and yet another follows in the train, just as some speakers rattle on from determined theme to prejudice which they mistake for reason; then on till fancy leads thought and man astray, while a hungry people, in disappointment gather chaff or seek eagerly for a stray kernel which by pure accident may now and then be thrown. But, then that's true, so very true to life. Show me the man who hasn't trod a devious way (I refer not to rectitude); and I'll find ten whose lines of life are lost in circles which in time are broken into tangents while each struggles bravely on, yet ever wishing vainly that he might return unto the starting point.

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TWO months have passed. I have crossed the line "where flows the Oregon" whose "dashings" harmonize to-day with the ceaseless noise of business life; have stood on the shore, charmed by the pine-clad hills and emerald isles of the northwest sea; and in my tramp, have I measured off two thousand miles and more. But, that's neither here nor there. Let it be, for here I am once more where two months ago I sat in self-communion. I thought myself alone; but was not. I was overheard; and now I am asked whether on that other eve, I spoke of real or imaginary folk. I'd have him wait, who questions, and answer for himself; and that he, in doing so, may have no aid from me, I must henceforth apply fictitious names if, indeed, I call names at all.

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I MAY be a skeptic in some things; but, I cannot think that gold endows the plutocrat with merit one whit beyond the millions who earn the bread they eat and who by honest toil prepare a place to sleep. I think the right of a courteous toiler to pass the portal of the millionaire, if on proper mission bent, is just as great as is that of landlord to cross the threshold of humble tenant. Vanity, I despise; but the honest man's the peer of any and need lift his hat in courtesy alone but not in obeisance to a caste.

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"TWAS thus I felt to-day when I rang the door-bell of a mansion on the hill. The door was opened by a servant, one of those twixt whose vertebræ the cartilage is ossified to his very skull. There he stood as graceful in his livery as is the dummy on which "store clothes" are shown. His eyes were fixed on space as tho seeking phenomlna in the distant sky. But, when I dropped my card upon the salver and my "tip" into his hand, he bade me wait, and jerked himself

around. In time, he came and motioned me to enter. I did. Crossing a floor on whose velvet carpet the heaviest foot was noiseless, passing damask portieres, I entered-Oh, well, I know not whether I entered the drawing room or parlor. It matters little whether 'twere one or other. "Twere all the same to me, who knew no difference.

I took a seat and half lost myself in the downy pillows which I found arranged with studied carelessness.

On frescoed ceiling and satin-papered wall, were historic paintings, in niche and corner, busts and statues, all done by masters. Colored glass and lace and silken curtains of softest tint so changed the light of day as to cast rich and varied shades of color o'er everything within the room. But, enough. Let other pen describe. And yet, one word may tell it all. Wealth. Wealth gave luxu

rious culture and aristocratic caste to the home of the millionaire.

A lady came-she for whom I'd asked. Her mein was as a queen; and her morning gown as the robe of royalty. Counterfeit each may have been; but she was satisfied, so let it pass. With her, came a child-her mother's very self in duplicate. I had seen her once before, for this was the mother and this the home of the little girl whom I had seen on velvet cushion in the carriage that other day; and this, the little girl herself.

The purpose of my call and of what we talked it matters little now. That will appear in time. Suffice it now that I know the child, the mother, and the home, and that I'm yet to learn much of each and all.

From the hill I went down into the slums. I left the thorofare, walked up a narrow street and turned into a filthy by-way. Each house, if indeed, it had not lost its right to the name, stood out against the dirty pavement where broken boards still held the right of way. No hovel had its door-yard; and no where was there a shrub or flower. Only walls-broken, bare, and crazy walls, o'ertopped by moss-grown roofs with here and there a dingy window of broken panes. Up a narrow stairway, another, and another aid I go to the topmost floor. Along a darkened hall, I groped my way to the farthest door. I knocked. "Come in" said a voice so faint that I scarce could hear. I did. A dingy room, with bare floor, and mildewed walls. In the center of the room, a rickety table; in one corner, an old stove; in another, a few shelves on which were a few cracked dishes, faultless in their cleanliness; and in another, lay an invalid--she, who from her sick-bed, had invited me to enter. Again, one word would tell it all. Poverty. Poverty had done it all. Want! Wretchedness! Vice! Vulgarity! All brought upon a common level and inter-linked by poverty! And these-the invalid and the garret-the mother and the home of the match-boy. And he? Where? In the dive or at the home of decency; in the gin-mill or at the

parsonage. Anywhere, everywhere, seeking -not alms-but, a hard-earned penny for his neglected mother. Neglected, tho not by him.

Why, with curious, prying eyes did I look in on such a home as this? It boots not whether I went on the heartless mission of a landlord's agent or in charity. I'll neither proclaim the one nor confess the other. I'm to go again and repeat the visit as often as I wish, for now, I'm friend to the mother and her boy. I met him just as I turned from the tinder-box where they found transient shelter. Yes, I met him as he hurried thru a crowd of uncouth, drunken, swearing men. His eyes were red, red with weeping for he hadn't sold a match that day. Yet, he smiled on meeting me and still more when we parted, he bounding up the stair-way and I turning away to muse.

But what motive prompts a retrospection which presents in one perspective such extremes in human life? Only this; and in this, I'm justified:

Next week, boy and girl must stand upon a common plane in the public school. There, at least in theory, is no distinction. Let's see. And let's see how often the looker on, as student at once of child and teacher, must revert either to the haughty matron and gilded home or to the barren garret and patient sufferer, as he finds each reflected in the child.

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NOW, here's a note which the post-man left at my door some time to-day. It simply says:

"Come, and come at once. We must have your help." "Tis from my friends by whose side I stood as their children went down the path around the hill and away to school. Again I see that look of hope and doubt, and again, the smile and tear. Which is the greater now? I know. The note is written in a masculine tho trembling hand; and there's a blur as if a tear had fallen from the eye of one who read it after it was written. I'll call to-morrow. Meanwhile, theirs is one among ten thousand homes to-night,

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"I BEG pardon, gentlemen. The fault was yours, not mine. Had you not talked, each to himself, as you passed me on the street, I should not have overheard." Again, I spoke to school trustees. I had offended each by hearing his soliloquy. They had been elected to serve a public function; intrusted unto them, had been the most sacred interest of a people-the public school. Would they fulfill or betray that trust? We may know, for men whose thoughts are vocalized must abide the consequence. I thought just now to tell what each one said; but for the time, let the import suffice. Kinship, politics, creed, and avarice were plainly visible between the lines, as some betrayed themselves, while patriotism, truth, and honor controlled and led the others. What must these conflicting motives do? What influence exercise? Time must tell and each must be adjudged according to his work.

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THE WESTERN JOURNAL OF EDUCATION.

GROUP

DRAWING.

By D. R. AUGSBURG.

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To draw one object in relation to another as the squash and light lines. (3) Pass your pencil vertically thru the left edge of apple, Fig. 3. (1) Place the objects. (2) Draw the squash with the apple and note where it crosses the squash. Mark this point in your drawing as at A. and from it draw a light vertical line which will mark the left edge of the apple. (4) Find the right edge B in the same manner. (5) Pass the pencil horizontally thru the lower edge of the apple and note where it crosses the squash. Mark this point in the drawing as at C, and draw a light horizontal line. This is to mark the lower edge of the apple. (6) Mark the upper edge by the unaided eye, or by comparing the width with the height, and then finish the drawing.

2

eye.

MEASURING.-Place an object before you as in Fig. 2. Hold your pencil, as in Fig. 1, at easy arm's length away; close one Let the upper end of the pencil be even with A, the upper edge of the object, and with your thumb mark B, the lower edge. This is not the real height of A, B, but is a proportional length suitable to compare with other lengths.

To compare the height A, B, in Fig. 2 with the length C, D. Measure the height A, B, as above, and by turning the hand on the wrist compare with the length C, D. Is it more or less, and how much? Remember this measuring is merely a mechanical aid-a help to the judgment.

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DRAWING THE OBJECT. -(1) Place the object as in Fig. 2. (2) Take the height of the object A, B. You cannot measure this height, for the size of the object has nothing to do with the size of the drawing. Simply take this height as long as you wish the height of the object to be. (3) Take the point C, as far as you wish the drawing to extend to the right. (4) Find the point D by comparing with your pencil the height A, B with the length from C to D, and then making the same comparison in your drawing, using the height you have taken as your unit of measure. (5) Finish the drawing.

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When drawing several objects of about the same size, draw the nearest one first and then use it as the unit of measure to find the size, distance and direction of the others. (1) Place the objects. (2) Draw apple A. (3) To find the lower edge of apple B, pass your pencil horizontally thru the lower edge of apple B, and note where your pencil crosses apple A. Mark this point as at 1 and from it draw a light horizontal line which will mark the lower edge of apple B. (4) To find the upper edge pass your pencil horizontally thru the upper edge and note how far above apple A it passes. Mark this point in the drawing as at 2 and draw a horizontal line which will mark the upper edge. (5) To find the right edge of apple B, pass the pencil vertically thru the edge and note where it crosses apple A. Mark this point as at 3 and from it draw a vertical line, which will mark the right edge. (6) Mark the left edge with the aid of the eye alone. In like manner draw apple C.

5

a

B

3

6

Figs. 5 and 6 are examples of this same work. The light lines that cross the large objects indicate the holding of the pencil. In general find first the lower edge, ext the upper edge, then the edge nearest the large object and lastly the remaining edge. In all of this drawing the aim has been to do one thing at a timeto find one point at a time and not try to locate the whole object at once, which is a difficult operation for a pupil to do.

Seattle's Greatest Institute.

Before Superintendent W. J. Meredith of Kings County, Washington, closed his institute one year ago, he began to plan for the session for the present year. The mistakes which he had made he noted down, and invited criticism adverse and favorable.

Hopeful only for his schools and teachers and seeking only their greatest good, alert and active, yet modest and retiring, he surveyed the field from every vantage ground. Proud, but by no means vain, he reviewed his forces, not on parade as they passed with blaze of trumpet and roll of drum, with measured tread and salutation mathematical, but as in his own peculiar way and place, every

"Builder wrought with greatest care
Each minute and unseen part."

Then, in making out his program, he sought no selfish end, no presupposed laudation, no advantage over other men. No

formed. Such was wrought by an anxious and working superintendent and by a co-operating and anxious corps of teachers.

Superintendent Meredith deserved the commendations which were bestowed on every hand and by every one for the manner in which he had provided for and presided over "the greatest educational meeting ever held in Seattle."

Christopher Dock's Pedagogical Ideas.

[Extracts from the first American book, on School Teaching.]

Dear child, accustom yourself to awake at the right time in the morning without being called, and as soon as you are awake get out of bed without delay.

Offer to those who first meet you, and to your parents, brothers and sisters, a good morning, not from habit simply, but from true love.

When you wash your face and hands do not scatter the water about in the room.

When you comb your hair do not go out into the middle of the room, but to one side in a corner.

Do not eat your morning bread upon the road or in school, but ask your parents to give it to you at home.

Then get your books together, and come to school at the right time. Neither tear nor lose them.

At the table sit very straight and still, do not wabble with your stool, and do not lay your arms on the table. Put your knife and fork upon the right and your bread on the left side.

To your fellow-scholars show yourself kind and peaceable, do not quarrel with them, do not kick them, do not soil their clothes with your shoes or with ink, give them no nicknames, and behave yourself in every respect toward them as you would that they should behave towards you.

Keep your books, inside and outside, very clean and neat, do not write or paint in them.

Accustom yourself to be orderly in everything, lay your books and other things in a certain place and do not let them lie scattered about in a disorderly way.

Never go about nasty and dirty. Cut your nails at the right time and keep your clothes, shoes, and stockings neat and clean. In laughing, be moderate and modest. Do not laugh at

man's call to work upon that program depended upon his willing- everything, and especially at the evil or misfortune of other people.

ness to use and coin high-sounding words of praise.

Mr. Meredith knew, or thought he knew his men; and for

what he knew, he put them at their work.

The Honorable Frank J. Browne, Superintendent of Public Instruction, in his unobtrusive tho kindly way, with his untiring zeal and sanguine hopes, President Reaves and Doctors Bolton, Bechdolt and Smith of the State University with their culture and their determination to come into and remain in touch with the common schools, Professor Spillman from the College of Agriculture with his energy and experience and his love of humor, nature, and "Old Missouri," President Getz and Miss Stowell from the Ellensburg Normal School with their Normal tactics, Professor Taylor, late of the University, with his history and his civics, Professor Little of the City of Washington with his life-like crayon, Superintendents Brintnall and wife (Editors of the NORTHWEST JOURNAL OF EDUCATION), Hopson of Spokane, Friars of Snohomish, Thomas of Ellensburg, Hitt of Port Townsend, Bingham of Tacoma, and others, Mrs. Carrie Shaw Rice of the State Board of Education, and Alex. B. Coffey, besides an able corps of local principals and teachers, were there, each willing-yes anxiousto do his utmost by word or deed or by the eloquence of an attentive ear and eye. Nor were the members of the institute, who took no active part, to be outdone in their wishes to see and hear what was said and done.

The institute lasted for a week, the forenoons being devoted to section work, the afternoons to general sessions, and the evenings to public lectures.

A Department of Supervision was held for County and City Superintendents, in which the subject of a systematic and unified course for institute work became, as had been intended, an all absorbing topic.

Every session was begun with such soul-inspiring music as must ever put each mind into a happy and receptive mood, at peace with the world and itself, and ready to do or assist in doing.

In short, the plan of work, as prearranged, was mature and systematic; and, as carried out, was wisely and faithfully per

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THE WESTERN JOURNAL OF EDUCATION.

LITERARY NEWS

Baldwin's School Readers, or School Reading by Grades. By James Baldwin, Ph. D., editor of "Harper's Readings;" author of "Old Greek Stories,""Old Stories of the East," "The Book Lover," etc. American Book Company, New York, Cincinnati, and Chicago.

These school readers have been specially prepared for use in graded and ungraded schools. The series is divided into eight books, one for each grade below the high school. Five of these readers are also combined into one volume for the convenience of country schools.

The first reader contains fourteen pages of colored pictures of leaves, fruits, flowers and other objects. The numerous illustrations which fill the series are of a high order. Those in the advanced readers include representations of famous works of art by the great masters.

The pleasure as well as instruction of the pupils is aimed at in the selection of stories, poems and other pieces contained in these volumes, it being the object to stimulate the pupils' interest from day to day.

In mechanical execution the work is beyond criticism.

Story of Eneas. By M. Clarke, author of "Story of Troy," etc. Cloth, 12mo, 203 pages, with numerous illustrations. Price 45 cents. American Book Company, New York, Cincinnati and Chicago.

This book is a companion to the "Story of Troy," and is prepared for the use of young readers. It presents the wanderings of the Trojan hero after the destruction of Troy. Numerous poetical extracts from Dryden and Conington lend interest to the narrative. The book contains a good map, also ten full page reproductions of famous works of art referring to the text. Altogether it is a very attractive work to put into the hands of the young.

Graded Work in Arithmetic. By L. W.
Baird, principal of Franklin Grammar
School, Wilkesbarre, Pa. American Book
Company, New York, Cincinnati and
Chicago.

The above work consists of four carefully graded books, each designed to cover in a logical way a definite amount of work. The lessons of the First Year book are on numbers from 1 to 20, average one year's work, and includes frequent reviews, drills, and a combination of slate and oral work. Simple fractions are also introduced.

The Second Year book advances to numbers from 21 to 100. Denominate numbers are introduced with pictures of measures in common use. The Third Year book advances to numbers beyond 100 and up to 1,000,000. Problems of every day occurrence are also made a feature to facilitate the practical applications of Arithmetic.

The Fourth Year book completes the series and leads to more advanced work. The Arithmetic is one that will no doubt win high favor wherever it may be introduced.

A Brief German Grammar. By Hjalmer
Edgren, Ph. D., and Laurence Fossler, A.
M., of the University of Nebraska. Linen
12mo, 181 pages. Price, 75 cents. Ameri-
can Book Company, New York, Cincin-
nati and Chicago.

This brief Grammar is designed to prepare
the way for reading, writing and speaking
the German language, on the basis of a sys-
tematic knowledge of its grammar. The
book aims to give the beginner an intelli-
gent knowledge of the language at the
earliest practicable moment. Following the
grammar is a series of carefully graded
exercises, sufficient to furnish all the practice
needed in reading and writing German un-
til the grammatical study is completed.
The modern German spelling is adopted
thruout.

The book is designed for high school or college students.

Xenophon's

Cyropædia. Abridged for schools and edited by Clarence W. Gleasen, A. M., of the Roxbury Latin School Flexible cloth, 12mo, 325 pages. Price, $1.25. American Book Company, New York, Cincinnati, and Chicago.

The aim of this volume is to offer an
abridged edition of the Cyropædia for
schools which may be used in alternation
with the Anabasis or to be substituted for it.
In preparing the book the Cyropædia has
been shortened nearly one-half by the omis-
sion of passages of minor interest and im-
portance. The original division into books
has been disregarded and the text divided
according to the subject matter into seven
chapters. The book is made serviceable for
the student by copious notes and a complete
working vocabulary. It is needless to say
that the work of the editor has been well
done at every point.

The Animal World, Its Romances and
Realities. By Frank Vincent, M. A. D.
Appleton and Company, New York.
Without any attempt at scientific classi-
fication, the author has simply brought
teacher and youth face to face with the ani-
mal world in such manner as to make clear
the peculiarities of each subject, its habits
and place of life, its environments, etc. To
teachers of "nature study' and to students,
it commends itself alike.

Palamon and Arcite. By John Dryden.
Price 20 cents.

Selections from the Poems of Robert Burns.
Edited by W. H. Venable, LL. D. Price,
20 cents.

Selections from the Poems of Lord Byron.
Same editor. Price 25 cents.
Selections from the Poems of William
Wordsworth. Same editor. Price 20 cents
Selections from the Poems of Thomas Gray.
Edited by A. M. Van Dyke, M. A. Price,
20 cents.

The Rape of the Lock and an Essay on Man.
By Alexander Pope. Edited by A. M.
Van Dyke. Price, 20 cents.
American Book Company, New York, Cin-
cinnati, and Chicago.

The above books are the latest additions to the Eclectic English Classics, a series intended to provide the gems of English liter ature for school and home use, at the lowest possible price. The books cover a wide range from Chaucer, Milton, and Dryden down to the present time, and represent the best models of style of each period and school of writing. In addition to the text, printed on good paper from new and clear type, the books contain appropriate introductions, including biographical sketches of the authors represented and adequate literary and explanatory notes, which will be found interesting and useful by the reader. With such books as the Eclectic English Classics at command no young person in the land can have any excuse for not becoming acquainted with the best books and the best writers in the language.

Natural Advanced Geography. By Jacques
W. Redway and Russell Hinman. Pub-
lished by the American Book Company,
New York, Cincinnati and Chicago.
Thruout the Natural series, the central
thought is man in his relation to his physi-
cal environment, but the plan of treatment
is different in the two books composing the
series. In the Elementary, man with his
peculiarities, and nature about his home are
taken as the starting point; while the Ad-
vanced, treats first of the earth as a whole
and of the general manner in which its phy-
sical features, its plants, its animals, and its
human inhabitants, have reached their
present condition and distribution thru cen-
turies of change and development. This
part of the subject has been presented with
considerable detail, because of its fundamen-
tal importance. The remainder of the book
is devoted to the various parts or countries
of the earth. The development of each part
is studied and analyzed in the light of the
preceding lessons on the earth as a whole,
and thus true relationships are established.
The typography of the book, whether in the
text or illustration is clear and beautiful, thus
presenting a most attractive feature, and
commending the book at a glance.

A Primer of Psychology. By Edward Brad-
ford Titchener. M. A. Published by The
Macmillan Company, New York, Chicago,
San Francisco.

This volume is intended as a first book in psychology. It therefore seeks to accomplish the two main ends of a scientific primer of the subject; to outline with as little of technical detail as is compatible with accuracy of statement, the methods and most important results of modern psychology; and to furnish the reader with reference for further study. It is written not only with direct regrad to the courses of psychological instruction offered in Normal Schools and High Schools, but is at the same time sufficiently comprehensive to give the general student a fair idea of the present status of psychology in its various branches.

A novel feature of the work is the empha sis laid on the experimental method. A short list of simple and inexpensive apparatus is given, with directions for their use in the class-room, and the experiments described are such as can be performed by their aid or by help of others that can readily be constructed by the teacher himself.

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