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rial of this book to the careful study of our teachers of geography and especially to geography makers.

HOW TO WRITE LETTERS. By J. Willis Westlake, A.M., Professor of English Literature in the State Normal School, Millersville, Pa. Philadelphia: Sower, Potts & Co. 1886. Pp. 264.

A capital book for the purpose. One of the very best treatises on this subject ever offered to the public.

Mo-t advocates of an international copyright law vaguely suppose that all the piracy done by publishers is chargeable to our side of the water. Such, however, is not the fact, as the history of this book testifies. It has been republished by a London firm, changing American cities, streets, names, etc., so as to Anglicize it. This fact is a stronger testimony to the quality of the book than to the high character of the London firm.

BENJAMIN FRANKLIN AS A MAN OF LETTERS. By John Bach McMaster, Wharton School, University of Pennsylvania. Boston: Houghton, Mifflin & Co. 1887. Pp. 293. $1.25. This is the tenth in the American Men of Letters Series. We have had Franklin in several aspects, but we think this is the first volume devoted wholly to his literary work. "His place is among that giant race of pamphleteers and essayists most of whom went before, but a few of whom came immediately after, the War for Independence. And among them he is easily first. Their merit lies in what they said; the merit of Franklin lies not only in what he said, but in the way in which he said it." Professor McMaster has produced a most readable book upon this hackneyed subject. It is one of his best productions.

OLDEN-TIME MUSIC. A Compilation ↑ from Newspapers and Books. By Henry M. Brooks, author of the

Olden-Time Series. With an introduction by Prof. Edward S. Morse, PH.D. Boston: Ticknor & Co. 1888. Pp. 283.

Those acquainted with Mr. Brooks and his writings, especially the "Olden-Time Series," will at once want to see this his latest book. Nowhere can such a quaint collection of old-time sayings and doings be found as in this series. It is not to be wondered at that Mr. Brooks's acquaintances call him the "Antiquarian." All lovers of New England and her history will thank him for his valuable addition to this class of literature.

FOR

By W.

PRACTICAL MENSURATION
SCHOOLS AND COLLEGES.
V. Wright, B.A. The Supplement
Company, 50 Bromfield St., Boston,
Mass. Pp. 62. In paper covers, 25
cents; flexible binding, 50 cents.

This little volume is No. 3 of the Supplement Educational Series, published monthly by those friends of the teachers, the Supplement Company. The first few pages are taken up by needed definitions, measurement tables, and explanations as to such measurements, as of planes, solids, wood, land, lumber, stone-work, shingling. lathing, etc. The main portion of the book is devoted to six hundred well-arranged, carefully selected examples, fully covering the whole ground of the subject.

ANNUAL REPORT OF THE Board of EDUCATION OF THE CITY OF COLUMBUS, for the school year ending August 31. 1887. Published by order of the Board. Columbus, Ohio: The Westbote Co., printers. 1887.

Superintendent Stevenson always writes an excellent report, and this is no exception.

A PRACTICAL COURSE IN QUALITATIVE ANALYSIS, for use in High Schools and Colleges. By James W. Simmons, Superintendent of

City Schools, Dowagiac, Michigan. With additions for students' work. by La Roy F. Griffin, Professor of Physical Science, Lake Forest University. Chicago: John C. Buckbee & Co. 1888. Pp. 88. Price, 50 cents.

This book is written with the idea of furnishing a needed supplement to most of the high school chemistries. in the way of providing the classes with an opportunity of performing qualitative work in a systematic manner, and in a course not as difficult as are most of the text-books furnished on this subject. "Especial attention is called to the Solubility Table, and to the Group Reagents and Preliminary Tests for both metals and acids; also, to the convenient form of arranging the tests, and the manner of forming reagents."

A TREATISE ON PEDAGOGY, for Young Teachers. By Edwin C. Hewett, LL.D., President of Illinois State Normal University. Van Antwerp, Bragg & Co.. Cincinnati and New York. Pp. 228.

A book on pedagogy! And for young teachers! Impossible! Such a combination is impossible! Most young teachers would hold up their hands in horror, if told that it was essential to good teaching to read and master one or more works on pedagogy. Such is the fact, nevertheless, and we are beginning to see it. So when a teacher like Dr. Hewett comes before the public with a treatise on this subject prepared especially for young teachers, we welcome it gladly and are confident that all for whom it is intended will find it just what they need and not so dry as to be unreadable.

THE ELEMENTS OF POLITICAL ECONOMY, with Some Applications to Questions of the Day. By J. Lawrence Laughlin, PH.D., Assistant Professor of Political Economy in Harvard University. New York and Boston: D. Appleton & Co. 1887. Pp. 363.

The Appletons, Harvard University, and Dr. Laughlin are names that vouch for the value of this book. "The main topics are treated; the fundamental principles are emphasized; but no effort is made to produce a detailed and exhaustive treatise." There are none too many text-books on this subject.

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MAGAZINES.

The Christmas number of Harper's Weekly is an elegant number and contains many excellent illustrations.- The Chautauquan is published by Theodore L. Flood, Meadville, Pa., and is worthy of a wide circulation be. yond the members of the Chautauqua circles.

Cassell's Family Magazine, published at 739 Broadway, New York, by Cassell & Co. Price, 15 cents; $1.50 a year. The December number of The Century Magazine has a particularly fine article on "The Sea of Gali lee." - The Quiver is an illustrated magazine for Sunday and general reading. It is pub. lished by Cassell & Co., 739 Broadway, New York. Price, 15 cents a month; $1.50 a year. - Harper's Monthly, December number, contains a beautifully colored illustration of American gems. — Blackwood's Edinburgh Magazine, published by the Leonard Scott Publication Co., 1104 Walnut Street, Philadelphia. Single numbers, 30 cents; $3.00 a year. The English Illustrated Magazine presents a very pleasing appearance. The Christmas number is a double one. New York: Macmillan & Co., 112 Fourth Avenue. Price, 30 cents; $2.50 a year. The Andover Review

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is published monthly by Houghton, Mifflin & Co., Boston. Price, single numbers, 35 cents; yearly subscription, $4.00. The December number contains articles by Lyman Abbott, Francis Peabody, and other noted writers. The magazines seem to be particularly attractive in their December numbers, and The Overland Monthly is no exception to this rule. This magazine is published in San Francisco and is sold for $4.00 a year. The Cosmopolitan is an illustrated magazine published every month for two dollars a year, twenty cents a number, by Schlicht & Field Co. - The New Englander and Yale Review is published by William L. Kingsley New Haven. Price, 30 cents; $3.00 a year. The first article in the December number of this valuable magazine is "The American Board at Springfield." Were this the only article in the magazine, it would be worth the price of the number. — The Magazine of American History for January is full of good things. Mrs. Lamb is giving the lovers of history a magazine of real worth, ever increasing in ability and interest. Her article on Thurlow Weed is rich in historic value.

PAMPHLETS.

The Railway Question. By Edmund J. James. American Economic Association. Price, 75 cents.

Arithmetical Note Book. No. 1. Arithmetic. By J. H. Brensinger. New York: A. Lovell & Co. Price, 10 cents.

Old South Manuals. The Constitution of the United States. With bibliographical and historical notes and comments for study, prepared by Edwin D. Mead.

The Ordinance of 1787: Origin, Features, and Results. By B. A. Hinsdale.

The Study of History in American Colleges and Universities. By Herbert B.

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EDUCATION

DEVOTED ΤΟ THE SCIENCE, ART, PHILOSOPHY, AND

LITERATURE OF EDUCATION.

VOL. VIII.

FEBRUARY, 1888.

No. 6.

THE PENDULUM OF SCHOOL REFORM.

BY W. T. HARRIS.

NE experiences great difficulty in attaining a point of view from which to decide upon the merits of a proposed reform in methods of instruction, or in the course of study to be chosen in a school system. If he does not reflect carefully upon the nature of such reforms, however, he will find himself continually misled, and will become vacillating in the extreme.

The attacks upon the system of discipline in vogue hinge upon social and political questions of the most fundamental character: whether a system should be harsh or mild, mechanical or genial, is to be settled by an inquiry into the results demanded in society and the State.

Whether arithmetic shall have the lion's share in the daily programme and each pupil shall learn all the intricacies of "partial payments," or whether it shall be limited to the four elementary operations and a brief course in fractions; whether grammar is to be taught as a science, and its strict definitions and fine discriminations carefully drilled into the mind of the pupil, or whether it is to be taught more as an art, and the time devoted to English composition and essay writing, are questions of a wider than social or national bearing. They touch the cosmopolitan questions of spiritual culture. Whether the natural sciences shall be taught in the common schools; whether the mechanic arts

whether drawing, even, is a proper study for all grades of schools, or for any except special schools; whether school education should begin with children under six years of age; whether the kindergarten is a proper adjunct to the public school system; whether it unduly hastens intellectual development in childhood; whether in the study of arithmetic great stress should be laid on the explanation of processes by the pupil; whether much or little geography should be taught, these and like questions, some important, some trivial, continually arise, and press for answer, inasmuch as practical arrangements are to be based upon them. It is, whether possible or not, desirable to have a general form of solution for them. One very general characteristic may be readily observed. These questions all relate in some way to the principle of obedience and may be all contained in a general formula, thus: In how far shall the child at the several stages of his growth be made to conform to principles prescribed for him by higher authority, and in how far shall he be permitted and encouraged to develop spontaneously and direct himself by his own insight. Under this statement we readily recognize the two poles of the theoretical and practical, of the intellect and the will. From the standpoint of the intellect we should favor the spontaneity of the child always. Nothing but self-activity can ever develop the power of thought or insight. From the standpoint of the will we should favor implicit obedience to the prescribed rules and regulations, and a faithful study of established literary and scientific forms, without a too curious investigation into their genesis and rationale. Learn with a view to practical utility, we should say. Learn to write a correct sentence, rather than to comprehend the logical basis on which all sentences are made. Learn to make arithmetical calculation with rapidity and accuracy, and never mind the minute and tedious explanation of the process.

Thus vibrate the tendencies to reform from the pole of the will, or practical side, to the pole of the intellect, or the theoretical side. Now we are suddenly awakened to the fact that our pupils are doing work that they do not understand, are being molded mechanically into forms of discipline, and are mechanically memorizing rules of arithmetic or grammar, without insight into their significance and necessity. They are acquiring habits of obedience to established order, and skill in applying the conventionalities of intelligence, but they are not developing originality nor

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