successful colored plate of abalones as a frontispiece. (Home Reading Books.)

-UNCLE SAM'S SECRETS: A story of national affairs for the youth of the nation, by Oscar Phelps Austin (344 pp.; 75c.), treats of money, the mint, United States bills, assaying, the post-office and mail business, postal union, the courts, the census, the revenues of the government, the navy, the army, congress, the tariff and political parties. These topics are developed in the course of a very well constructed story full of incidents and interest, The subjects above named are carefully and accurately treated. In the analysis which precedes the story, is given a list of books giving more detailed information on the topics, in which an intelligent curiosity will be awakened by the reading. (Home Reading Books.)

Ginn & Co.

-The Science of Discourse, by Arnold Tompkins, (353 pp.; $1.10), develops the philosophy of rhetoric. It conceives discourse as the attainment of a purpose, the putting of the mind of a listener or reader in a desired attitude; and out of this grows the theme as the main interest and the treatment of it in language as an accompanying and indispensable consideration. Thus the order is directly the reverse of that in ordinary texts, which concern themselves first with language and the building of it into a connected and intelligible and artistic whole, and then with the theme. The whole treatment in this volume is a rational unfolding of these two sides of discourse, and proceeds not by rules and examples, but by developing necessary relations. It is obvious that the book is one to stimulate thot, and not a mere manual to guide practice. It will thus appeal to teachers and pupils who esteem a rational better than a dogmatic method of presentation.

-THE STUDY OF MEDIEVAL HISTORY BY THE LIBRARY METHOD, by M. S. Getchell, (73.pp.; 55c.), is a guide by topics to the more convenient literature for the study of European history from 476 to 1492 A. D. It is prefaced by a convenient list, with publishers of books of history to be cited, and in the appendix with a chronological list of the rules of England, France, Germany and the Holy Roman Empire.

-THE SECOND BOOK OF CÆSAR'S GALLIC WAR, edited by W. C. Collar, (96 pp.; 40c.), is a convenient booklet, provided with notes and a vocabulary and the text of the easiest and perhaps most interesting of the books of the Gallic war. All this will help the beginner, to whom Cæsar, as ordinarily read, is a dreary drill book and little more.

-EXERCISES IN GREEK COMPOSITION, based on Xenophon's Anabasis and Hellenica, by Edwin H. Higley, (170 pp.; $1.10), is a well arranged convenient drill book for beginners in this language.

-AN INTRODUCTORY COURSE IN QUANTITATIVE CHEMICAL ANALYSIS, by Percy N. Evans, (83 pp.; 55c.), performs the service for quantitative analysis which many familiar manuals perform for the qualitative, that of a laboratory guide to lessen the burden of work falling upon the instructor.

-SHAKESPEARE NOTE BOOK, designed for advanced courses in colleges and universities, Shakespeare clubs and critical readers, by Charles W. Kent, (70c.), is a folio blank book with suitable rulings for systematic critical study of Shakespeare's dramas. The analysis in the ruling serves as a guide to the worker as well as a place foi recording his results.

-STORIES OF INSECT LIFE, by Clarence Moores Weed, (54 pp.; 30c.) tells in a direct and pleasing way, the life history and habits of some twenty different common insects. The author avoids the assumed sprightliness and story telling airs quite too common in books of science for young readers, but has a very interesting series of stories to tell and so captivates his reader before the first page is concluded. D. C. Heath & Co.

CYMBELINE (The Arden Shakespeare), edited by Alfred J. Wyatt (180 pp.; 40c.), has the general characteristics of the set to which it belongs, which must now be reckoned with as one of the very best for students of the great dramatist to use. Its aim is to develope the literary interest of the plays, and the full and scholarly notes admirably do this. Philological matters and verbal criticisms have not

been neglected but subordinated to the larger purpose of the series. This is further realized in the introduction, which deals with the history and sources of the play, and some critical comments, and in the appendix which contains papers on the prosody of the drama, the history, suspected passages, the title, etc.. besides a glossary, index of words and general index. It is an attractive and exceedingly satisfactory volume.

-COLERIDGE'S ANCIENT MARINER, edited with introduction and notes by Andrew J. George (99 pp.; 35c.), offers in the preface a sympathetic sketch of Coleridge's life and genius, an introduction of critical appreciations, notes full of parallels and comparisons and the text in two forms, the earliest that of 1798, the changes in that of 1800, and the text of the edition of 1817.

-TENNYSON'S ENOCH ARDEN AND THE TWO LOCKSLEY HALLS, edited by Calvin S. Brown (152 pp.; 35c.), is in the attractive form of the literature series, and edited in the same careful and appreciative manner as the other volumes. It is the literary rather than the verbal and erudite interests of the poems which this series emphasizes.

-DE QUINCEY'S FLIGHT OF A TARTAR TRIBE, edited by G. A. Wauchope (91 pp.; 30c), hardly needs an editor's hand, so simple, direct and vigorous is this brief narrative of a thrilling historic episode. The editor has given us a good sketch of De Quincey and a few judicious notes.

-FRESHMAN COMPOSITION, by Henry G. Pearson, with an introduction by Arlo Bates (151 pp.; 50c.), begins the study of this art with the whole composition, reaching details by analysis. There is a direct, practical brevity in unfolding the principles of the art of composition which commends the book, and we believe will make it teachable.

-MOSER'S DER BIBLIOTHEKAR, edited by B. W. Wells (138 pp.; 30c.), prepares for American students an amusing bit of dramatic art, simple in style and attractive from its very ideality.

Henry Holt & Co.

-ELEMENTS OF COMPARATIVE ZOOLOGY, by J. S. Kingsley (357 pp.), combines the laboratory, guide, and the general manual for beginners. The method is investigative and comparative, studying types in the laboratory and learning from the text of other kindred forms. The book clearly has much merit. Its avoidance of waste of time over features of no morphological significance, its attention to the larger traits which can be seen without the microscope, or with a small glass, its limitation of the number of forms studied are indications of the general excellence of plan. The book is clearly written, and abundantly illustrated.

-LABORATORY DIRECTIONS IN GENERAL BIOLOGY, by Harriet Randolph (163 pp.), begins with the fern and the earthworm and lays out work for one college year, with six hours per week. It represents long laboratory experience, and may be safely followed.

-THE ELEMENTS OF GEOMETRY, by Henry W. Keigwin (227 pp.), occupies middle ground between those texts which furnish the student with full demonstrations of the propositions and those which demand of him wholly original work. Full demonstrations are given to begin with, but as the pupil becomes familiar with the method of proof, less and less aid is afforded, until he is left in most cases with the bare statement of the proposition to be proved. Valuable exercises are introduced after many of the propositions, and suggestions of further propositions and of applications. A small and convenient volume results from this plan, and one that seems well adapted to secure excellent results in the class

room.

American Book Co.

-Round the YEAR IN MYTH AND SONG, by Florence Holbrook, (200 pp.; 60c.), captivates the young reader at once by its attractive appearance. Here is a rich array of excellent pictures from renowned works of art, in the midst of fascinating poems and classical myths told briefly but in a way well suited to fourth reader children. It is a book to be cherished and dreamed over, to refine the taste, and to fill the mind with lovely images. We can hardly imagine a more delightful book for children of that age. -THE STORY OF JAPAN, by R. Van Bergen, (294 pp.;

Vol. XXVII.

ON another page we publish the official program of the coming meeting of the Wisconsin Teachers' Association. The ten different sections represent some of the main phases of educational work, and may give even to the citizens not directly connected with education some idea of its variety and importance. All sessions this year are to be held down town in the vicinity of the hotels. This will be a great convenience to those in attendance. The general sessions will be held in the Methodist church, on the corner of Fifth street and Grand avenue. A diagram show

No. 12

ing the location of each section will be furnished by the secretary or the treasurer, or may be obtained at the headquarters at the Plankington House. The program promises. an interesting and valuable session, and the attendance will doubtless be very large.

SPECIALISTS-yes but with a broad general culture and a genuine sympathy with the ambitions and difficulties of youth-this is what our high schools need as Intelligence says. The specialist who has a sufficient basis of general culture is not apt to be out of touch with his fellows, or without appreciation for other lines of work than his own. The danger of course is that the general culture will be sacrificed to the specialization, and the examinations for teachers must carefully guard this point. On the whole the judgment of the committee of fifteen will stand, that culture equivalent to a college course is desirable in With those who are to teach in high schools. the diversification of college courses a beginning of specialization is attainable within this qualification, and graduate studies are now becoming so common that it soon will be possible to obtain what farther specialization is desirable in high school teachers. The growth of higher institutions, so marked a feature of the present times, is full of promise for the future of our high schools.

CAN THE Wisconsin summer school be made more generally useful to the common school teachers of the state? This question the managers are seriously discussing at present. It was started to help the high schools, and this phase of its work will be not only prosecuted next summer but it is hoped will be extended and strengthened. Evidence is to be had all over the state from teachers in these schools of the value of the work it has done. In science especially it has contributed largely to the great improvement in aims and methods which has been realized in the last six or

eight years. Can it in a similar way help primary and grammar grade teachers? It seems probable now that an effort will be made in this direction if sufficient encouragement is given. Specialists of national reputation in some lines may be brought here, capable of inspiring with a new enthusiasm the workers

in these fields and giving them the present advanced views and methods in the work they are trying to do. Efforts will be made to bring the expense within the range of these teachers, and to afford them such help as they need by the best leaders who can be obtained. Will the teachers respond to this effort in their behalf by a large attendance? We believe that they will.

HIGH SCHOOLS and their problems receive in this number of the JOURNAL treatment from many points of view, but only enough to make us and we trust also our readers feel how many sided and vital they are. We shall hope continually to promote the thoughtful consideration of them. Turning to another fruitful subject of modern pedagogy we prepose to make our next issue a school supervision number. The subjects thus brought to view have

received less extended consideration than they

deserve, and are of interest not alone to superintendents and principals but also to teachers. We are expecting contributions from several persons, but shall be glad if the mail brings us brief, practical and pointed articles from unexpected sources. Will not the friends of the JOURNAL look upon it more generally as their organ and help its treatment of different themes by voluntary contributions?

A REVIVAL of hostile feeling between north and south seems to be growing about the school text-books in American history. Already we Already we hear of the preparation of texts to represent more adequately the northern side of the civil war, and in response the inevitable determination of the south to make books that tell its story. We cannot but judge the whole movement a serious error. All great peoples have, after the close of a civil conflict, eagerly sought to heal its wounds and forget its embittering questions. They are settled and what possible good can come of further discussion of them. But much possible harm may come, a sowing of animosities which die slowly enough at best, and drifting apart of those who ought to grow in appreciation of each other. "While holding the conviction that the cause of the north was right, I yield to no southerner in my admiration of the splendid gallantry of our old enemy, now our brother." So writes Colonel Dodge in his Bird's Eye View of the Civil War, and so will a wise patriotism lead us all to think. We do not want a northern or a southern history of the civil war; we do not want to cultivate the war spirit in our children. We have the fruits of the war now fully confirmed to us. Our problems are of national prosperity, industrial development, social im

provement and municipal government. On all these matters the history of the country affords instructive experience, and practical wisdom demands that our children be taught to think of these things rather than of differences which have been long since settled.

THE SCHOOL OF THE STREET.

The greatest counterworking force to the American public school is the school of the street. There is hardly an observant school principal who cannot tell of boys once under his charge who have grown idle, listless and indifferent, and at length ceased to attend,.but now loafers on the street corners, saloon frequenters and tramps. The story of such boys is monotonously alike. They began by spending their evenings on the streets. panions, learned to smoke, to idle, to indulge Here they fell in with most undesirable com

are

in smart and ribald talk, to play the rowdy. As the school of the street got hold upon them their interest in their studies fell off. They became lazy, restless, shifty. Admonitions had no effect upon them, right ambitions died out in them, they ceased to care for the good opinion of teachers and parents. A new ideal had taken possession of their minds, and they were drifting to worthlessness and vagabondism. At length they break away from restraints, repudiate school and its obligations, and openly join the rowdies and toughs. Before long they are tramping summers, and returning winters to make their families miserable by their offensive ways. They are lost to honor and self-respect, and usually bring up in the reform school or the prison. The school of the street has fashioned them.

Fathers and mothers witness this distressing transformation without appreciating its cause or knowing how to overcome it. They often fail to recognize it until the change has gone a long way, and then do not connect the evil with the fact that the boy is on the streets when he ought to be at home. "He must have his sports," they say; and by abuse of this truism they allow him to continue his tuition in the school of the street. Our cities and villages fail to take note of the fact that tramps and criminals are being trained every evening in their midst, to become a burden and plague to society. Latterly an organization calling itself "The Boys' and Girls' National Home and Employment Association" has been laboring to bring this evil to the attention of parents and governments. It is through their efforts that the curfew law has been framed and placed upon the statute books of

so many municipalities.

This law requires boys and girls under fifteen to be at their homes by nine o'clock in the summer and eight o'clock in the winter evenings, and charges the police with the duty of conducting home any found on the streets after those hours. Experience shows that no additional expense is involved in this legislation; that parents are pleased rather than offended with it; and that it speedily works the diminution of crimes and criminal arrests. Evidence is at hand that in some cases arrests have fallen off fifty and even seventy-five per cent. after the enactment of this ordinance.

Public school teachers will also witness to the fact that boys who have been demoralized in the school of the street become agents for drawing others under the same influences. On a bright June day a principal said to us: "Did you notice the two boys lying on the greensward in front of the school? I wish there were some way of getting rid of them. They used to come to school, but grew listless and dropped out. They do nothing but lounge on the street corners and smoke cigarettes. They make it a point to be around the building about the time of dismissal, in order to join themselves to certain boys; and I can see that they are getting a bad influence over them. The boys are losing ambition, and I expect every day that one of them will quit school and join the loafers. He is already on the streets with them during the evenings." Thus the evil extends itself. It reaches into all ranks of society. The school of the street is filling our highways with tramps, our public places with hoodlums, our jails and prisons with criminals; and it is doing this by working insidiously upon the children in our public schools. We have said much about education as a preventive of crime; but we have taken too narrow a view of education. have limited it to books and laboratories, which indeed make for civilization unless they are counterworked by an education of a different sort, such as is most effectively given in the school of the street. S.

THE BURDEN OF THE HIGH SCHOOL.

We

The special burden of the high school arises from the fact that it stands at the parting of the ways. The great diversity of pursuits and positions which characterizes our modern life makes itself felt here. The elementary course is simple and uniform for all. There is no question of its necessity whatever direction the activities of mature life may take. But with adolescence comes the necessity of choice. Shall the child go on with school work? Shall

he move on towards art and literature, towards law and journalism, towards science and its practical applications in the mechanic arts and medicine, towards teaching, or towards manual industry? These questions perplex the parents or guardians of the child, and are very complex because they involve not only the as yet nascent and imperfectly revealed bent and abilities of the child, but also family conditions and prospects. The school, however, as related to the needs of the whole community, must face them all, or as many of them as possible. Hence the diversification of courses and the complexity of programs, and the problems that grow out of them.

The first problem is what courses shall we have? This ought not to be settled simply by the ambition of the principal to make a fine showing for his school. It is a mistake to start more courses than the community will support and provide with a proper outfit of teachers and apparatus. The English course. is the most general and the first to be established; next to that the scientific, and finally the classical courses. Schools with a single teacher can not carry a four years course. Schools with two teachers carry two courses with difficulty, and each added course requires an added teacher. With small high schools how many courses may we wisely undertake is a serious question; on one side is the desire to open to the children of the community wider opportunities, on the other material limitations. The answer ought to come out of a careful balancing of the two.

But the larger schools have the perplexity of individual choice, which lies upon the pupils in the first instance and upon the parents. Into the better families something of the meaning of these choices is penetrating, but too commonly this is little considered and the whole left to the caprice of the child. Strong teachers set up currents in a school, often little noticed by the management, so that sometimes one course seems to "draw" and sometimes another. It is greatly to be regretted that a sort of aloofness on their part prevents principals and teachers from knowing the forces that play among their pupils and determine choice. A boy of strong character usually draws several others along with him by a kind of magnetism which neither he nor they fully recognize. Some general remarks of the principal will shunt into a certain course just the pupils who ought not to go there. The desirable thing is to make this choice of studies truly educative and character forming. Several ways of doing this may be suggested.