The Independent 1896-08-06: Vol 48 Iss 2488

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The Hwependent. “ EVEN AS WE HAVE BEEN APPROVED OF GOD TO BE INTRUSTED WITH THE GOSPEL, SO WE SPEAK; NOT AS PLEASING MEN, BUT GOD WHICH PROVETH OUR HEARTS.” VoL. XLVIII “O My Threshing, and the Corn of My Floor.” BY ETHELBERT D. WARFIELD. ‘*O my threshing, and the corn of my floor”! And the cry from my heart was a cry of pain, As I measured the heap of toiled-for grain, A fruitage so scanty, for needs so sore. ‘*O my threshing, and the corn of my floor!” With bitter rebellion my heart beat high, Then smothered its speech in a hard-wrung sigh, For the hope of my life was a hope no more. ‘*O my threshing, and the corn of my,floor’’! It is long ago since these words were a cry Of a heart that was baffled and longed to die,— Shut in from the world by the granary door. ‘*O my threshing, and the corn of my floor’’! The meager grain was enough for seed, Tho all too scant for my selfish greed, And Patience possessed what was Pride’s before. ‘*O my threshing, and the corn of my floor’’! The words are grown to a song of praise, A song that grows fuller with lengthening days, To the Lord of the Harvest, the Lord of my store. ‘‘O my threshing, and the corn of my floor’! With thanks to the Giver the words are fraught, With thanks tothe Master who patience hath taught, Enough for the thresher, and some for God’s poor. LaFayette CoLLece, Easton, Penn. At Vernal Equinox. BY JOHN HUSTON FINLEY. As when with lens of crystal purity Shah Akbar’s priest was wont in spring’s first days To concentrate in burning beam the rays Hissed forth from that eternal boiling sea Whose white-hot waves toss high in agony, And catch new fire,not struck by hand from glaze Of earthly flint,but brought from yon bright blaze To light men’s lamps with radiance heavenly; So may my heart collect the high desires That burn in God’s eternal mind for men, And rouse, with Earth’s new life, my waning fires To purer, brighter glow, whose flame shall then Blaze on, till every neighbor heart aspires To light more dark and learn a higher ken. Knox Co_LeGe, GALEsBuRG, ILL. Patmos. BY E. D. MORRIS. THE silvered saint in morning light Waits silent on the rocky strand; From vale to vale, from hight to hight, A Sabbath stillness fills the land. Above him now the Spirit broods, As broods the sunlight on the sea; His soul is thrilled with gracious moods, And visions of the things to be. And while the lone Apostle kneels, A sudden splendor fills the air; And like a rush of wings, he feels The Christ of glory drawing near. With robe of white and golden band Descends in light the Form divine; A flaming sword is in his hand, And stars benignant round him shine. He speaks the language of the skies, In tones unknown to mortal lips; And to the patriarch’s wondering eyes Unfolds the weird Apocalypse. O vision of transcendent bliss ! Its splendors flash o’er sea and land; And Patmos now a temple is— A pathto Heaven, the rocky strand. Forgotten now the scourge, the gyves; Vanished the fear of spear or cross; The glitter of ten thousand lives Compared with this is earthly dross. NEW So when on these forbidding isles Of life our banished spirits faint, The Christ of glory comes and smiles And Patmos brings to every saint. Lane Seminary, Cincinnati, O. From an Old Republican. BY H. L. WAYLAND, D.D. WILL THE INDEPENDENT kindly allow a few words from one who voted the Republican ticket in 1855 and who has been a Republican ever since, tho of late a very Independent Republican? The great business of the Republicans to-day is to carry the election, and not onfy to defeat, but to overwhelm the forces of ignorance, dishonesty and anarchy. The Republican Party is but a means toward this result; it is not an end in itself. In accomplishing this result, there is need of all the votes that we can get; whether this result shall be accomplished or not, will very largely depend upon whether the Republican Party can en- list the co-operation of those who have not hitherto acted with them, but who are now with them in the great issue. As in 1861~—'65, the question is not, ‘* How shall the Government be administered ?” but ‘‘Shall we have a Government?’’ It is not, ‘‘ How shall the revenue be raised ?’’ but ‘‘Shall we have a revenue, or shall we be plunged in the gulf of bank- ruptcy and repudiation ?’’ It is not enough to say to Mr. Whitney, and to Secretary Olney, ‘‘ You may vote for our candidates if you like’; we must make it easy for them to do so; we must make it possible for them to vote for the Republican ticket without loss of self-respect. Would it not be well if the State Con- ventions, in issuing their call, should invite all the friends of sound money and national integrity to meet with them? Would it not be wise to put on the electoral ticket of each State one or more representa- tive sound money Democrats who will vote for McKinley? General Sickles says he intends to vote for the Republican candidates; his name on the elec- toral ticket would be worth a good many thousand votes which will be greatly needed. We must avoid everything that is liable to alienate; we must forego the luxury of ‘‘I told you so,” and ‘‘So you have found it out at last.’’ Inthe Congressional districts, where there is a Democratic majority, and where a sound money Democrat is in the field, the Republic- ans should insure his election by voting for him, and should give him the moral power which comes from a great majority. Where there are sound money Democratic candidates at the South, the same course will be wise. Where the district is debatable, there will be need of wisdom and conciliation; we must re- member that nothing will be more calamitous than that a repudiationist go in by reason of the sound money vote being divided. During the War, Abra- ham Lincoln and the Republicans wisely welcomed the support of the War Democrats, like John Brough, of Ohio, and of Unionists in the border States. We want also the votes of those who now threaten to oppose us. It is not possible to doubt that among these there are many well-meaning, patriotic men. We believe them to be misled and mistaken; it is our duty to show them that they are, and to guide them into what we believe to be the truth. We must re- member that men are not won by sarcasm, by ridi- cule, by caricature, but by honest argument, pre- sented in a conciliatory way. A drop of molasses, tho descended from the plebeian sorghum or the way-down beet, may chance to catch more flies than a gallon of vinegar, tho it may trace its ancestry to the vines which cover patrician Spain or brilliant France. Whatever of good there is in the Chicago platform let us recognize. The four lines about preventing the importation of foreign pauper labor are wise. It is of no use to shut out foreign goods by a tariff, and then YORK, THURSDAY, AUGUST 6, 1896 No. 2488 to admit the foreign laborer, who is glad to work for sixty cents a day. The ten lines about the improve- ment of our waterways seem unexceptionable. If we frankly concede this, we shall speak with the more weight when we exhibit the revolutionary and anar- chistic tone of the remainder of the platform. It is wise to concede something to the enemy’s position, when it is possible. Confronted by a danger hardly less serious than that which menaced us a generation ago, let us be no less wise than were the patriotic Republicans of 1861- °65, who carried the country triumphantly through the War, preserving Union and achieving Liberty. PHILADELPHIA, PENN. The Improvement of Public Schools. BY DANIEL C. GILMAN, LL.D., Presipent oF Jouns Hopkins University, BALTIMORE. I HAVE been asked to write for these columns a short article which shall tell, from the point of view of one who has had relations both to public schools and to universities, ‘‘what our public schools need to make them more efficient and useful.” The task is both easy and difficult. It is easy enough to present a few general phrases indicative of certain obvious deficiencies; it is hard enough to construct those phrases in such a way that they may really contribute to the improvement of a system of public instruction to which the people at large are devotedly attached. There is a good deal of talk in these days about ‘bringing the universities into closer relations with the people.” Nor is this mere talk. responding action. There is cor- For example, there are three important journals, at least, devoted to education, issuing from universities, and edited by the leading members of the Faculty. Then there are all the forms of university extension and university settle- ments. Individuals have made themselves very effi- cient in promoting the improvement of public schools. President Eliot is always ready to lend a hand; and by initiating the work of the recent committees of inquiry respecting courses of study he has exerted a most powerful influence upon the country at large. Dr. Stanley Hall, the head of Clark University, is conspicuous as a student of ‘‘ Child-life,” and of the applications of modern psychological science to the principle of pedagogics. President Low, since as- suming the leadership of Columbia, has shown how the agencies of higher instruction in the metropolis may be brought into co-operation, if not into union; and another member of the Columbia Faculty, by identifying himself with educational associations, and by editorial work, has rendered national service. Nor are these the only noteworthy examples of devo- tion to the public interests on the part of those who are concerned in university administration. In the West the head of every State university, like Angell, Adams, Northrop and Kellogg, is compelled to par- ticipate more or less in the discussions which pertain to public schools. The Regents of the University of the State of New York, if another example may be cited, are a body of men of great ability, who exert a powerful influence throughout the State. Notwithstanding these examples, looking over the country, on the Pacific coast, as well as on the Atlan- tic, south of Mason and Dixon's line, as well as on the Eastern and Western States, we may say that the educated men of the country, as a class, are not iden- tified with the work of popular instruction; and while it is easy to announce this fact it is difficult to sug- gest a remedy. It must be admitted that many officers of colleges, and many graduates, are lacking in the qualities which would enable them to be efficient aids in the development of common schools. I do not say this to their discredit. Men trained as bankers are not fitted to run locomotives. The mining engineer is not —— Seat aria ik nt Oh in a 2 anode at Fre ena 9 TLE

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2 (1054) likely to be the best visitor among the poor. Good scholars are not sure to be good teachers. Neverthe- less, it is most important that the public school sys- tem should be benefited by the counsel of those who can study and interpret the school systems of other countries, and by those who know the history of in- tellectual progress and the value of different studies; and, also, that it should have the service of men who are trained to judge of intellectual merits. If the public schools do not require college gradu- ates as teachers, to the same extent as formerly, this is no reason why the educated young men of the country should not be selected for the various posi- tions which we may, by a general term, call mem- berships in ‘‘the School Boards.’’ On the contrary, the community would gain if these places were filled, to a very large extent. with recent graduates of our colleges, both men and women. Such recruits may be sometimes a little too quick to propose reforms, and a little too sanguine respecting possible improve- Moreover, a well-constituted Board of Edu- cation should be made up in part of the older and Notwith- standing this, I am strongly in favor of enlisting throughout the country, young men and young women of education to look after the interests of schools, tho not to the exclusion of parents and other people of experience. At least it is possible everywhere to keep School Boards ‘‘ out of politics.” The members should be absolutely independent of partisan ties. They should have no allegiance to any political or ecclesiastical power which will prevent their acting in every partic- ular, but especially in the selection of teachers, with the sole purpose of promoting the best interests of the schools that are under their supervision. If the School Boards throughout the land were absolutely non-partisan, and made up of the wisest and most in- telligent citizens of each particular region, almost ev- erything else that is desirable would soon follow. Among the desiderata are these: The best methods of training teachers, which are recognized ina few fa- vored regions, should be extended throughout the en- It should be made difficult, if not im- possible, to select or retain a teacher who is not qual- ified by gifts and education to guide the young. In a certain sense, it is true that ‘‘the teacher is born.” No amount of instruction, no amount of knowledge, and no amount of experience will make a first-class teacher out of certain sorts of minds; but given the requisite natural qualities, much may be done for their development by appropriate professional discipline. With good boards and good teachers, improved meth- ods of instruction and government will be introduced as a matter of course. The employment of the kindergarten methods of in- fantile training is important. By this isnot meant the use of all the paraphernalia, to which in many places, undue emphasis, no doubt, is given, but a recognition of the fact that the one thing needful for young children, up to seven or eight years of age, is the formation of habits. These habits include truth, attention, rever- ence, obedience, tidiness, order, fellowship and cur- tesy, all of which may be taught by processes that give constant pleasure. Above the kindergarten there should be a more gen- eral appreciation of the fact that most children cannot go further than the rudiments of an education, while others, even in the poorest families, have such bright minds, that they may properly be encouraged to go forward to the high schools. ments. more conservative elements of society. tire country. If there is not money enough, or enlightenment enough, in a com- munity to provide for the higher education of the few, the efficient training of the many is indispensable. In almost every part of the land, however, some form of high school, union school or academy is or might be established. Here it is still more essential that the special wants of different minds should be recognized. Some will go forward to college and need to be set upon the preliminary paths; but the majority will soon enter the active pursuits of business, and need some training in those branches of study which will be immediately serviceable. In both classes—those who expect the highest edu- cation and those who expect to stop with the primary school—the eye and the hand should receive far more training than is common. Drawing is the one study best fitted for this double service; but much more can be done than to teach drawing. The habit of observ- ing natural phenomena, and of noticing accurately the operations of the outside world, and of reasoning with respect thereto, can be inculcated and developed. Every opportunity for the training of the hand should be employed. From the needle to the pencil, from THE INDEPENDENT the knife to the box of tools, is an easy gradation, everywhere possible, and every young person should be carried through, at least, these stages of ‘‘ handi- craft.’’ BY ISABELLA G. OAKLEY. WE hear much of the precocity of American chil- dren. It is true enough that they know a great deal of affairs about which they have not yet sense enough to form judgments; that they commonly lack the art- lessness which is the most lovely attribute of child- hood. But I would maintain, on the contrary, that in point of acquirement, skill and accomplishments they are usually infantile, their mental development arrested in its early stages. One effect of the neces- sity of teaching masses of children in graded schools is to retard them in all these particulars. This has gone so far that multitudes of parents of the better educated sort are unable to conceive the possible re- sults of stimulating early training. The popular cry has now long been ‘‘ Keep the children back.’’ This, under the rigid restrictions by which knowledge is doled out in our public schools, is about the only thing that can be done. Let me instance the progress permitted a child in the schools of Cambridge. Three years are spent in primary grades, learning to read, write and the be- ginnings of arithmetic. If the child begins at six he leaves at nine; but many are older. Six years follow in the grammar grades, leaving him at fifteen on the verge of manhood and womanhood with what fund of knowledge, what love of learning, what skill in use of language, in handwork? Elementary grammar is just completed; arithmetic, the steady companion of nine years, is not yet out of the way, but enters for a finish into the high school. History, aside trom dreary repetitions of the outlines of United States history, is untouched; and that is not entered upon

August 6, 1896 until the pupils are twelve years old. Geography is made a rallying point as a culture study, chiefly be- cause it has been heretofore carried on as simple memory work, showy, easy to handle, and empty of good results. Some industrial drawing, some instruc- tion in musical notation, runs through the course. In their fifteenth year two, or perhaps three, long poems of American poets are taken up and subjected to a kind of drying-out process that enables them to figure on examination papers. These Cambridge schools have ‘‘enriched’’ their course lately by in- troducing in the two last years a few of the principles of geometry and of physics, doled out as object les- sons. I believe the pupils are not offered any manual for their study. Such a course is sufficient for that majority which at twelve years of age expects to begin to earn a live- lihood; it is all the State need afford; they must ma- ture their powers by some other means. But for the pupils who fill the upper grades, and suppose they are being ‘‘ educated,” it is very meager. Yearly there is poured out of our high schools, our normal schools, manual-training schools, thousands of candidates for work as teachers, journalists, preachers, electricians, and what not. Can they, in the three years that in- tervene between this. grammar-school course and their entrance into competition with would-be brain workers, store up the needful mental furnishings? In most States the graduates from high schools are en- titled to teach in the grammar schools; those from normal schools in the high schools. I have lately been thrown into intimacy with some children who will, I think, be taken as fair illustra- tions of my complaint of arrest of development. Their parents had both been teachers in Western schools, and were now devoting their force—and they had a great deal of force—to laying up a for- tune. The girl, eleven, had been nominally at school four years. She read so imperfectly that she seldom touched any books but nursery juveniles; she was struggling with elementary arithmetic, having just escaped the fundamental rules and factoring. Here she had already sunk into the merest mechanical work, with no power of analysis or application. She spent much time in a very limited field of geography which offered some hand work, which she liked. She had no power of invention, no constructiveness de- veloped, altho she did some daily drawing under dictation. She had had no history, no language, no introduction to natural science beyond a little in the primary school; no hint of a world of letters and of great achievements. The merest bits of poetry had been crumbed in. She was a child of excellent mind, eager and forcible; but with so little food for thought or imagination, she was turbulent, idle, discontented, at war with herself and all about her. The brother, eight years old, could neither read, write nor draw, nor in any way express the results of his observations of life; but he could kill a chicken, and help stab a pig. So far had their schools—highly praised schools of a flourishing town—brought them, with little stim- ulus from home. It is perhaps fair to say they be- longed to that majority who are not well governed, nor perfectly regular in their attendance at school. Professor James, in the twenty-fourth chapter of his ‘‘ Psychology,’’ advances the proposition that the period for mental acquirement is limited to the first twenty-five years of life. If, as he says. ‘* Whatever physics and political economy and philoso- phy pupils are now acquiring are, for better or worse, the physics and political economy and philosophy that will have to last them through life,”’ the value of these early years, so easily thrown out as a mere playtime, becomes more significant. As a matter of fact, these backward youth are pushed through the schools which will ‘‘ crowd it on” the hardest for three years, and furnish them with the best certificate in the greatest number of ‘‘olo- gies,’ or launch them safely within some indulgent college. But what is it I advocate as suitable intellectual work for children? I will offer some illustrations of the possibilities within their reach. One shall be an extreme example, the other of a more moderate sort. My first example is the splendid youthful career in scholarship of John Fiske, now at fifty-four in the full vigor of great powers. Asa child his opportunity was that of plenty of good books and few teachers. He was not urged on, as was that infant prodigy, John S. Mill, to stretch his powers at the will of a father, but sprang voluntarily along his ladder of learning. At seven he had read Rollin, Josephus, Goldsmith’s ‘«Greece,” Shakespeare, Bunyan and Milton. It is easy to figure the contents of that family library.

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August 6, 1896 I dare say he skipped to get the stories, but they were great stories. At eleven he had read Gibbon, Robertson, Prescott, Froissart. He now made illustrations of military movements by maps of his own construction, committed tables of dates, made enormous tables of chronology. He was now at work, not reading merely—modernizing his old-fash- ioned books. Such was his zest, that he actually fought with another boy about the result of the doubt- ful battle of Eylau. His mathematics kept pace with his reading. At eight he had begun algebra; at thir- teen he had been through Euclid, trigonometry, an- alytical geometry and surveying. Languages were followed with the same ardor. Latin he began at six. At thirteen he had read Virgil, Tacitus, much of Livy, Cicero and Ovid. At nine he began Greek, which he wasat first obliged to pick out with a Greek- Latin dictionary, until he earned a ‘‘ Liddell & Scott ”’ by selling old bones at thirty-seven cents.a barrel, to the amount of five dollars. At fifteen he could read at sight Plato and Herodotus. He was probably spared the drudgery of making grammar the ladder to literature; for he appears to have been little in the hands of schoolmasters. At the same time he became familiar with German and Italian, rummaging the garret for books, and taking hold of everything he lighted on. At eighteen, on applying to enter Har- vard College, his work in all directions was far in ad- vance of the requirements for the degeee of bachelor of arts. What he found to do there was to match himself against other minds. This will easily be pronounced the work of an un- common intellect. Similar instances are not wanting among European men of letters and learning. I now make haste to offer the far more moderate acquire- ments of a girl and boy who between the ages of eight and twelve enjoyed the advantage of intelligent teaching in a small school. Their minds were fresh and unwarped by any mechanical early teaching; they were even considered backward, not having learned to read until they were nearly eight. Within these four years they had done all the arithmetic laid out for this age in the Cambridge schools above cited, and with singular originality, grasp and precision. They had intelligently taken up the English sentence, and were safe in the practice of good writing (I mean composition) and beyond the limbo of daily drudg- ery with spelling and points; they delighted in every opportunity to express their thoughts in language, and had begun to consider merits of style. and masters of literature. German and French had be- come familiar to eye and ear, and had _ been begun grammatically. Latin was regularly entered upon at ten, and went on slowly and soundly. Much general history had been presented in a way to fur- nish the memory, quicken the imagination and en- large the understanding. The outline facts of Roman end English history had been carefully and repeatedly reviewed. Drawing had been studied, and was often brought into practice in illustrating lessons in geog- raphy, botany, and in other excursions into the realms of popular science. Great stores of poetry had been eagerly learned, and the names of the ‘ great im- mortals’’ were fast becoming familiar. Plenty of reading of a good sort and also of a childish sort went on at home. They spent only four hours and a half at school, but always studied some at home. When the long summer vacations came, they ex- claimed, ‘‘Oh, horrors!’” They were robust chil- dren, very much alive—bathing and boating and up to all the enjoyments of an attractive country home. The only exceptional circumstance in their case, was the society of very intelligent and singularly judi- cious parents. Nor were their requirements at all prodigious, but only solid and sufficient. At their rate, however, they would have covered by their fif- teenth year all the work offered in the public high schools, in language much more, and with the incal- culable addition of a love of learning not to be effaced. My experience with children is that they are eager to learn; if only the moments could be seized when their thirst arises, in any direction, there would be no arrest. The halting places come generally through some misfortune of domestic mismanagement, or early starvation from pedantic teaching. There is a time to seize on the development of the mental pow- ers; a time to begin to learn to draw; a time to get in line with poetry; a time to make collections and rejoice in natural history; a.time for pleasure in ab- stract thought. This time neglected, in average minds the want perishes, and infantile conditions are never outgrown. Great Neck, N.Y. THE INDEPENDENT Horace Mann as the Embodiment of Our Educational Ideals.* BY W. T. HARRIS, LL. D., Unitep States CoMMISSIONER OF EpvucATION. THE educational history of our country is divided roughly into two epochs—that of rural and that of urban education. This is also the struggle that is going on now—to eliminate rural methods and sup- plant them by urban methods. For it often happens that a city grows in population but is slow to avail itself of the opportunity that a large population and accumulated wealth affords for superior methods of instruction. The number of cities within the United States con- taining 8,000 inhabitants and upward was in 1790 only 6; between 1800 and 1810 it increased to 11; in 1820, 13; in 1830, 26; in 1840, 44. In the fifty years between 1840 and 1890 it increased from 44 to 443, or ten times the former number. The urban population of this country in 1790 was, according to the Super- intendent of the Census, only one in thirty of the population; in 1840 it had increased to one in twelve; in 1890 to one in three. In fact, if we count the towns on the railroads that are made urban by their close connections with large cities, and the suburban districts, it is safe to say that now one-half of the population is urban. In sparsely settled regions a district of four square miles will furnish only twenty, thirty or forty children of school age; and it follows as a matter of course that the schools are small, their annual sessions very short, the funds to pay teachers scarce, the teachers themselves poorly educated, and not professionally trainec. For the first forty years of this nation such was the condition of nine-tenths of all the schools. By 1830 the growth of cities began to be felt. As villages grew, and after the railroad had con- nected them to the large cities, bringing them into contact with urban life, graded schools began to exist, and to hold an annual session of ten or eleven months. This required the services of a person whose entire vocation was teaching. One of the chief defects of the rural district school was to be found in the fact that the man who taught the winter school took up teaching as a mere makeshift, depending on his other business or trade (surveyor or clerk or farmer, etc.) for his chief support. There was small chance for the acquirement of any knowledge of the true methods of teaching. Another evil more prominent than the former was the letting down of standards caused by the low qualifications of the average committeeman. The town as a whole could afford a school committee of high qualifications; the average district rarely. The township system, therefore, attains a far higher standard of efficiency than the district system. When the villages began to catch the urban spirit and establish graded schools with a full annual session, there came a demand for a higher order of teacher, the professional teacher, in short. This caused a comparison of ideals, and the most enlight- ened in the community began an agitation of the school question, and supervision was demand- ed. In Massachusetts, where the urban civilization had made most progress, this agitation resulted in the formation of a State Board of Education in 1837, and the employment of Horace Mann as its secretary (June, 1837). Boston had been connected with Provi- dence and Worcester and Lowell by railroads before 1835, and in 1842 the first great trunk railroad had been completed through Springfield to Albany, open- ing to Boston a communication with the great West by the Erie Canal and the newly completed railroad from Albany to Buffalo. This was the beginning of the great urban epoch in America that has gone on increasing in intensity to this day. Horace Mann came to the head of education in Massachusetts just at the beginning of the epoch of railroads and the growth of cities. He attacked with unsparing severity the evils of the schools as he found them, these evils being chiefly the survivais of the rural school epoch. The school district system, in- troduced into Connecticut in 1701, into Rhode Island about 1750, and into Massachusetts in 1789, was pro- nounced by Horace Mann to be the most disastrous feature in the whole history of educational legislation in Massachusetts. Side by side with the new impulse given to education in the villages, no doubt the dis- trict system seemed very bad. Its evils were mani- fest in the opposition to central graded schools, which were needed in the populous villages, but which "* From an address delivered before the National Educational Asso- ciation, Buffalo, July 7th. (1055) 3 would break up the old district lines. Local power is never given up to a central power without a strug- gle. The stubbornness of this contest on the part of local committeemen was continued long after the adoption of the township system in Massachusetts and elsewhere. The district fought for its ‘‘ rights” through its representatives on the Town Board, there- by postponing the feasible consolidation of districts and the formation of properly classified schools. Suppose two ungraded schools to be united in one and divided again according to grade; the thirty pupils youngest and in lowest elementary studies, taken by one teacher, and the other thirty pupils taken by the other teacher. One-half of the number of classes is saved by consolidation, and each teacher has twice as much time for each class exercise or recitation. Hecan find more time to go into the merits of the subject when he has ten stead of five minutes. In a populous village a school of five hundred pupils is collected. There is ateacher for each fifty pu- pils, making ten in all; for nearly twice as many pupils can be taught by each teacher in a well- graded’ school as school. of these ten teachers divides his fifty pupils into two classes, according to advancement, and classes average a half-year’s difference in their intervals of progress from the classes above or below. He has thirty minutes for each recitation. It is now possible to promote a bright pupil, who is not finding enough to do in the tasks set for his class, to the next class above; for he can soon make up what he has omit- ted by the leap from one class to another. So, too, a pupil who is falling behind his class can take up his work with the next class below and find it better suit- ed to his powers. It was an insight into this principle that led Martin Luther to insist on grading the schools. The Jesuits, who were the first to seize on the chief weapon of the Protestants—namely, education for the people—and turn it against them in the interest of the Catholic Church, formed a school system in 1590, and also took much pains with grading and classification. Horace Mann’s efforts did not at once abolish the district system in Massachusetts, but it prevailed to consolidate districts in populous sections of the State. His school reports were widely read outside of the State, and spread the agitation of the school question into Rhode Island, Connecticut, New York and else- where. Connecticut succeeded in abolishing her dis- trict system in 1856; but Massachusetts clung to it until 1869, when she got rid of it. In this action she was followed by Maine in 1872. In Massachusetts, from 1789 to 1839, a period of fifty years, there was an apparent retrogression of education. This apparent retrogression—on the whole a healthful movement—was due to the increase of local self-government and the decrease of central,es- pecially parochial authority. on the whole, a healthful The central power had been largely theocratic or ecclesiastical at the beginning. Butthe reaction against ecclesiastical control went too far in the direction of individualism. The furthest swing of the pendulum in this direction was reached in 1828, when the districts obtained the exclusive control of the schools in all matters except in the item of examination of teachers. The public schools diminished in efficiency, and a twofold oppo- sition began some years before 1828, which took, on the one hand, the shape of an attempt to remedy the deficiency of public schools by the establishment of academies, and, on the other hand, that of a vigorous attack by educational reformers, such as Horace Mann and his devoted contemporary James G. Carter. The establishment of a State Board of Education, and the appointment of Horace Mann as its secretary, therefore mark an era of return from the extreme of individualism to the proper union of local and central authority in the management of schools. Horace Mann’s function at this very important epoch was that of educational statesman. His enthusiasm shone out in his praise of the act of the Massachusetts Legislature, establishing the State Board of Educa- tion in 1837: ‘* This board I believe to be like a spring, almost im- perceptible, flowing from the highest tableland, between oceans, which is destined to deepen and widen as it de- scends, diffusing fertility and beauty in its course, and nations shall dwell upon its banks. It is the first great minutes in- in an ungraded Each It was a necessary and, movement. movement toward an organized system of common edu- cation, which shall at once be thorough and universal.”’ He succeeded in making that State Board of Edu- cation the fertilizing spring that he describes. was a board with limited powers. It It could not found

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4 (1056) schools, nor direct or manage them after they were founded. It should only collect information and dif- fuse it. It could persuade the people, but not com- mand them. In a nation founded upon the idea of local self-government, it was a very great achieve- ment to show what can be accomplished by a board that cannot coerce, but only persuade. This is the point of view to see Horace Mann’s greatness. One thinks of the potency of Peter the Hermit preaching a crusade. It was a crusade that Horace Mann preached in his twelve reports, and in his hundreds of popular addresses, and in his thousands of letters, written with own hand. The fifth report, 1841, has a world-wide fame for its presentation of the advantages of education, the effect of it upon the fortunes of men, the production of property, the multiplication of human comforts and all the elements of material well-being. He showed how education awakened thought, increased the resources of the individual, opened his eyes to the possibility of combinations not seen by the unedu-- cated. The circular letter which he prepared, making inquiries of manufacturers and men of business, is the most suggestive letter of its kind. This report de- serves to be published in a pamphlet and placed in the hands of the people of every generation. The eleventh report, 1847, makes a strong presenta- tion of the power of the common schools to redeem the State from social evils and crimes. There is a circular letter of inquiry with regard to the effect of education in the prevention of vice and crime. The letter of 1841 had inquired regarding the effect of education upon thrift and industry; replies obtained to the letter of 1847 gave encouraging facts and opin- ions in regard to the moral effect of school education. The report continues to discuss the qualifications of teachers and the methods of securing regular attend- ance of children, and paints a picture of the effect of universal education: ‘*Every follower of God and friend of humankind, will find the only sure means of carrying forward the particular reform to which he is devoted, in universal education. In whatever department of philanthropy he may be engaged, he will find that department to be only a segment of the great circle of beneficence, of which universal education is the center and circumference. As a consequence of the seventh report, which sets forth the advantages of the schools of Germany, there arose the famous controversy with the thirty-one Bos- ton schoolmasters. In studying the records of Massachusetts one is im- pressed by the fact that every new movement in edu- cation has run the gantlet of fierce and bitter opposi- tion before adoption. The ability of the conservative party has always been conspicuous, and the friends of the new measure have been forced to exert all their strength, and to eliminate one after another the ob- jectionable features discovered in advance by their enemies. To this fact is due the success of so many of the reforms and improvements that have proceeded from this State. The fire of criticism has purified the gold from the dross in a large measure already, before the stage of practical experiment has begun. In re- viewing this long record of bitter quarrels over new measures that have now become old and venerable be- cause of their good results in all parts of the nation, we are apt to become impatient and blame too severe- ly the conservative party in Massachusetts. We forget that the opposition helped to perfect the theory of the reform, and did much to make it a real advance instead of a mere change from one imperfect method to another. Even at best, educational changes are often only changes of fashion, the swing of the pendulum from one extreme to another, and sure to need correction by a fresh reaction. Again, it is patent in Massachusetts history that the defects of old methods were in great part remedied by the good sense and skill of many highly cultured teachers who still practiced them, and hence the wholesale de- nunciation of the old methods was felt to be unjust. The best teachers resented the attack on their meth- ods. It seemed unfair, because it charged against the method all the mistakes committed by inexperience and stupidity, and because, too, it claimed more for the new device than could be realized. The old was condemned for its poor results in the hands of the most incompetent, while the new was commended as the ideal, without considering whet it would become in the hands of unfaithful teachers. It was a sense of something valuable in the old method that was not touched by the criticisms of Hor- ace Mann that led to the reply of the Boston masters. Here we come to the closer view of the character of Horace Mann. He was like so many of the great men THE INDEPENDENT of the Puritans modeled on the type of the Hebrew prophets. The close and continuous study of the characters portrayed in the Old Testament, the week- ly sermons, most of which were studies of those char- acters, had educated all Puritans to see ideals of char- acter in ancient leaders who devoted themselves to a cause and withstood popular clamor, fiercely denounc- ing whatever form of idol worship they saw among their countrymen. ; The pathway of history for eighteen centuries is strewn with wrecked individualities of men who have become fanatics or cranks through the demoniac pos- session of a single idea, and the self-delusion—a sug- gestion of the Evil One—that they are exceptionally wise and gifted above their fellow-men; that they, in short, are right and the world all wrong. It is saved from being a tragedy in Horace Mann and in other great men before and after who have personified this Hebrew prophet type of reformer, by the greatness of the cause they have espoused and by their self-sacrificing devotion to it. The Great Teacher gave the one prescription to ward off the fatal disease that attacks.this Hebrew individualism, and that prescription is humility and self-abasement. Its intellectual rule is the measure by service of one’s fellows; be their servant if you would rule over them. But we have from this ideal the most important fruition of all human history, namely, the develop- ment of individualism and the formation of a set of institutions to nurture it. We have characters that are so strong that they can withstand any amount of opposition from their fellow- men and still stand erect without fear. ‘ One with God is a majority.”’ Thus Horace Mann was intrenched in his funda- mental principle, and on all occasions returned to it to rally his strength. In his own words he describes his conviction and at the same time lays down the de- tails of his policy and methods of winning success: ‘* The education of the whole people, ina republican government, can never be attained without the consent of the whole people. Compulsion, even it it were de- sirable, is not an available instrument. Enlightenment, not coercion, is our resource. The nature of education must be explained. The whole mass of mind must be instructed in regard to its comprehension and enduring interests. We cannot drive our people up a dark ave- nue, even tho it be the right one; but we must hang the starry lights of knowledge about it, and show them not only the directness of its course to the goal of prosper- ity and honor, but the beauty of the way that leads to it.”’ How the Public Schools Can be Made More Effective. BY CHARLES R. SKINNER, State SUPERINTENDENT OF Pusiic INSTRUCTION FoR New York. THE public schools of New York State may be im- proved in the direction of making more effective the system now provided. To this end all our efforts should be directed. We have an imperial common- wealth, boundless resources in spirit and in wealth, a Legislature always prompt to respond to all reason- able demands, and a public which contributes its mil- lions for schools without complaint. There are boundless possibilities lying before the people of a State which expends twenty-two millions of dollars annually upon its public schools. The school ma- chinery of the State seems to be in excellent condi- tion. What this machinery needs is watchful care. It is easy to collect and compile statistics relating to cost, attendance, truancy and a score more subjects; and we have agencies which perform this work with care and regularity. This is largely mechanical, and may be done by clerks. What is greatly needed is intelligent direction of all the forces which make for efficiency, for thorough instruction, for broad schol- arship and complete preparation for the duties and responsibilities of life. We can improve our public schools by 1. Encouraging an awakened public interest. One of the greatest obstacles with which friends of educa- tion have to contend to-day is the general indifference of the public to all that pertains to the welfare of our schools. Our people pay vast sums for education; they should do more. They should be directly inter- ested in the schools regardless of money cost. They should see that they receive the full value of money expended. They can insist upon suitable and com- fortable school buildings with modern improvements, properly heated, lighted and ventilated. They should attend all elections and meetings where school officers are elected, and aid in the selection of the best men August 6, 1896 and women in the community to take charge of school affairs. They should make themselves familiar with the school laws of the State. They should be inter- ested in everything pertaining to the schools, know something of the teachers employed and of their qualifications, and be prepared to uphold and strength- en these teachers in their work, giving them aid and encouragement and curteous criticism as they find opportunity or occasion. They should visit the schools, and observe the methods of instruction and discipline, and make themselves familiar with modern phases of educational work. We need an educational revival which will bring the public into closer rela- tionship with the schools, a better understanding be= tween teachers and patrons. It has been said that the schools of sixty years ago turned out pupils better equipped to perform the duties of life than the schools of to-day because of the lessening of home influences upon the schools. This awakéned public sentiment could well extend to the press. It would be helpful and encouraging. Good results would surely follow if every newspaper would follow the example of THE INDEPENDENT, and give, once a year, if not oftener, a symposium of educational opinions from those who are in position to contribute thoughts and sugges- tions of value. 2. Contending constantly for the employment of thoroughly competent teachers — professionally trained, of broad scholarship, having the true spirit of teachers and possessing the power to impress their personalities upon their pupils. Teachers can ask for no greater power than that of inspiring their pupils. In spite of the safeguards which are con- stantly being placed around the teaching profession, in spite of the efforts made to keep unqualified per= _ sons out of the profession, in spite of the éncourage- ment given to professionally trained teachers, there are thousands still who take up the work without any thought of entering the profession, without love of, or fitness forthe work, without spirit or enthusiasm and with very little scholarship—with little purpose be- yond the few dollars which may come. They have no personality for good to impress upon their pupils, no conception of a teacher's power or possibilities, care little whether progress is made, never think of the opportunities or responsibilities of a teacher, and hurry through the profitless days and weeks and months of the term, as their pupils hurry without spirit or ambition through their formal work, hating rather than loving school, with no clear ideas of the purpose of education. True teachers are the real foundation of our educational system. Without them all the machinery employed is useless, the cost a waste. We need more teaching with heart and soul and purpose in it; in fact, we don’t want any other kind. We want less form and more substance—less of that thing wrongfully called teaching which sits idly by waiting for a license to expire, for the term to close, and the salary draft to come. We want progressive teachers and _ fervor ofthe ‘‘as it was in the beginning, is now, and ever shall be’’ kind. So far as our schools are mat- ters of form, just so far there has been no improve- ment in them in a quarter of a century. More than in any other profession, teachers should aim to strengthen themselves by constant study. The good teacher is a constant, tireless student. And this study will not be confined to books. It will look to nature and find the child, watch its temperament, its characteristics, its likes and dislikes. It will dis- cover that all children cannot be judged by the same standard, that all have not the same capabilities or the same power to acquire learning, to express a thought ortoendure. This study of children will also reach beyond the schoolroom into the homes from which the pupils come. It will seek the parents of children and will know what kind of fathers and mothers make up the community, what kind of homes there are, and what influences surround the children in their home life. The study of the child in all its relations, of the child itself, will give teachers great power. A closer union between the teacher, the pupil, the parent, the home, is one of the greatest of educational needs. The home and the school have a relationship which should be carefully and systemat- ically studied. 3. Using every means to secure intelligent and thorough supervision of our schools. And it should be supervision, not of the machinery, nor of the com- pilation of statistics, but-of the character of the in- struction which our teachers give. Wise, effective and judicious supervision will do more to inspire-and encourage teachers to do the best work of which they are capable than any other agency. Too often super- A vising neve! to ac to b tion to th and | whet teacl met! and teacl good work not | educ muc to | sche sary secr to 1 jani teac and littl 4 fror itics poi ent: infl the The feel abl infl ver his

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August 6, 1896 vising officers are burdened with details which should never be put upon them. They are too often required. to act as secretaries, serve as financial clerks, attend to bookkeeping, watch the janitors, supervise erec- tion of building and repairs—duties absolutely foreign to the real work which should occupy all their time and command all their energies. Superintendents, whether in town or city, should supervise the work of teaching, be competent to judge of the value of methods, and ready and willing to give inspiration and encouragement. They should know what good teaching is, and be given absolute power to secure good teachers, and then faithfully to direct their work. A superintendent or a commissioner who is not free to do his work according to his knowledge of educational methods and needs, can never accomplish much good. Boards of education should be chosen to legislate, to make provision tor the erection of schoolhouses, to issue and float bonds when neces- sary, to raise money and to issue salary warrants; secretaries should keep minutes of meetings, attend to necessary meetings, have charge of detail work; janitors should do their specific work; teachers should teach, and superintendents should supervise teachers and the instruction they give. We have to-day too little of the right kind of supervision. 4. Removing all our schools so far as_ possible from the vexations and paralyzing influences of pol- itics in the selection of school officers and in the ap- pointment and removal of teachers. Superintend- ents are too often elected through personal or political influences. They know this well and never allow themselves to forget the power which elected them. They come to fear this power, and in so far as they feel this fear are not free agents. Oftentimes valu- able reforms are retarded and abandoned through the influence of this fear. One superintendent, and a very able one too, has said that his first work after his election was to organize a campaign for re- election the following year. All school officers and all school teachers should be selected because of their qualification to do the work required of them; and so long as they do their work faithfully and intelligently there should be an unwritten law, at least, that they will be protected in their tenure of office, that the efficiency of their work will not be weakened by constant fear that jealousy or favoritism may deprive them of their po- sitions at the close of the year. This is by no means a new proposition; but if all our school officers and teachers could feel that the public would protect faithul work, much of the energy now expended to hold positions would be directed to more_ effective and unselfish work. It has been well said that we need to get politics out of our schools and to put more education into our politics. 5. Providing less elaborate and more comprehen- sive courses of study. Courses which, while requiring thorough work, will take note of the necessities of the ninety-six per cent. of our school population who ‘‘ finish their education ’’ without entering the high schools. Many of the courses of study now provided require more work than can be successfully done, and at the same time preserve the health and strength and spirit of the pupils. A course of study which is to be mastered at the sacrifice of health ought not to be countenanced in any community. ‘* How pale and tired all these children look,” was an expression recently made by a visitor as the pupils of a high school filed out the assembly room. In order to ‘‘complete ” a course of study in due form, pupils are crowded at every point to reach a certain result at a certain time. The ‘‘standing” must be attained at almost any sacrifice. In many cases this leads to carelessness and superficiality. A fact is learned for an emergency and then forgotten. Too much stress is laid upon the importance of passing a required examination at a required time. Another _ year or two would give a broader comprehension of all subjects, a more satisfactory study on the part of the pupil, and better yet, it would preserve health which now is too often sacrificed in the race to ‘‘complete an education ’’ within a prescribed period, and at the earliest possible age. We are examining too much, graduating our pupils in grammar and high schools too young, sending the few young men and women into and out of our colleges at an im- Mature age. The importance of examinations is Overrated. The world will not long note the ‘‘ standing ” of a boy or girl in our schools, but in the world’s activities it will want to know how they stand as men and women—as citizens. All teachers should be given authority, and be protected in the authority, and should be competent to judge as to the promotion of students from class THE INDEPENDENT to class, from school to school. Left to examinations alone, we encounter the differences of temperaments in pupils which results in keeping back the very pupils who deserve promotion. We need an official course of study which, excluding ‘‘fads” and ex- periments, will yield satisfactory results, and give op- portunity for education in citizenship. 6. Paying our teachers adequate salaries. All our work in encouraging men and women to qualify them- selves thoroughly for their profession, and all that we may be able to do to protect them in their tenure of office and from the interference of unqualified persons, will be in vain unless this preparation shall be appreciated by the public in adequate salaries. The average weekly salary of teachers in the United States is $5.60, less than we pay our hod carriers. In New York this average is higher, but still very low, and will not keep our best teachers long in the profession. The qualities which make up a really successful teacher, namely scholarship, spirit, execu- tive ability or tact, will command better salaries in other fields. Men and women who teach should be made to feel that they belong to an honorable and dignified profession, that they are respected in the communities in which they teach, that they have an influence for good among their people, and that their work is appreciated. Poor salaries will surely pro- duce poor schools, and will attract to the profession of teaching only those who do not find opportunities of making a living at anything else. 7. Changing our method of organizing school dis- tricts. The present school district system has out- lived its usefulness. There is need of a different unit of organization—a larger unit. This subject has been thoroughly studied in other States, and by leading educators throughout the Union; and there is a set- tled opinion that good results can no longer come from the present system, and that the township plan should be substituted. For many years there has been a steady decrease in the attendance upon our rural schools. Population has been drifting toward the larger centers. This has deadened many of our country districts by taking away their pupils. There are nearly 5,000 school districts in the State in which the average attendance of pupils is less than ten. Emerson tells us that nothing can be accomplished without enthusiasm. There can certainly be little enthusiasm ina school of ten pupils or less. The teacher entering such a school, even tho possessing the spirit of a teacher, cannot preserve that spirit without the enthusiasm which numbers will give. If the teacher in such a school has a personality to im- press upon her pupils, there is apt to be a greater supply than demand. There is more than enough to go around, and personality goes to waste. This must deaden effort. The township system proposes a town board of education which will locate schools where necessary, and which shall have supervision over all. Certainly small, weak districts should be abolished under any system. Under the present plan they should be consolidated into larger, stronger dis- tricts. We have to face the necessity of sending our pupils a longer distance to school, and this brings us to a discussion of the advisability of perfecting plans for the transportation of pupils to school at public expense. This is done in other States and must be undertaken here. In conclusion, allow me to say that our schools need to hold closer to the fundamental purpose un- derlying the establishment of our school system—the preparation of our boys and girls for life, for citizen- ship. We need to produce better readers, writers and spellers, better students in arithmetic, geogra- phy, grammar, and especially in American history. All our examinations of pupils and teachers emphasize this great need. In reaching after higher things we are neglecting those which our children must have as an equipment for the daily needs of life. In our closer study of the stars we overlook the beauties scat- tered at our feet. We may sometime have the ideal school system. It will be when we have the ideal teacher, ideal super- vision, ideal school government, and an ideal public. It is worth striving for. THE German Emperor has given a_ renewed evi- dence that he will sanction nothing that interferes with services on the Lord’s Day. He is a great lover of sports, and had offered a prize to the winner of a regatta on the Miiggel Sea near Berlin. The Berlin Yacht Club arranged this regatta for a Sunday morning and asked the Emperor to be in attendance. In reply came the answer from the Emperor that he could not be pres- ent, as the hour appointed was the hour for divine service. The Club changed the hour to the afternoon, but the Emperor did not put in his appearance. (1057) § The Beston Public Schools. BY EDWIN P. SEAVER, SUPERINTENDENT OF PuBLic ScHOOLS, Boston. THE public day schools of Boston are attended by about 76,000 different pupils in the course of a year, the average number registered the last half year being 69,088, and the average daily attendance 61,874. The evening schools have an average registration of 5,578 pupils, and a total registration of 9,665 different pupils. The average registration and attendance of the day schools have been steadily growing for some years past, at the rate of nearly two thousand pupils a year, keeping pace with the growth of the city in popula- tion. The present registration is large in proportion to the population of the city, which is about half a million. This results partly from a thorough enforce- - ment of the school attendance laws, and partly from a general disposition on the part of the people to prefer the public schools to private or parochial schools as places for the education oftheir children. The laws of Massachusetts require the attendance at school of all children from the age of eight to the age of fourteen for thirty weeks each year. The parent or guardian who, after due warning, neglects to send his children to school is prosecuted. In Boston there is a force of seventeen truant offi- cers whose sole occupation is the enforcement of school attendance. These officers daily perambulate their districts searching for. truants, looking for newly arrived children not yet placed in school, and inquir- ing for the causes of absence in such cases as may have been reported to them by the teachers. Their advice and warning addressed to parents is usually effective; but if not, they prosecute. If parents and truant officers together fail to keep a wayward boy in school, the boy is taken before a court, where he may be sentenced to confinement in the Parental School for a term not exceeding two years. The Parental School, which was opened about a year ago, represents a reformed policy in the treat- ment of truants. Formerly truants were turned in with all other classes of juvenile offenders, to be in- mates of one great reformatory. The truants, being usually the youngest and comparatively the most innocent among these inmates, were exposed to the instruction and example of older boys already experi- enced in crime. It is no figure of speech to say that the young truants were thus placed in a primary school of criminality. Now truants are separately treated in a school designed for their exclusive bene- fit, and which, as required by law, is located on the mainland at a distance from institutions occupied by criminal or vicious persons. Here they can receive the treatment appropriate to their case, without in- curring the stigma of criminality through enforced association with criminals. It is proposed, as soon as the necessary arrangements can be made, to apply to the inmates of the Parental School the principle of the indeterminate sentence, by granting condi- tional releases to boys who earn them by industry and good behavior. But complete enforcement of the school attendance laws in a large city would be a far more difficult task than it is, were it not for the aid afforded by another law, which destroys the greatest temptation parents have to keep their children out of school—the temp- tation to get the small earnings their children might make if the employment of children were unrestrict- ed. This law forbids absolutely the employment of children under the age of thirteen in any factory, workshop or mercantile establishment, and permits the employment, in such places, of children over thirteen and under sixteen years of age only on con- dition that the employer keep on file, for every such child in his employ, a certificate of prescribed form, showing the child’s age, the amount of his school attendance during the last year, his ability to read, and the length of time (if the child is under fourteen) during which the permission to be out of school will last. For every child employed without this certifi- cate the employer is liable to a fine of fifty dollars. This certificate can be obtained only by parent and child together applying for it to the Superintendent of Public Schools, who requires, before granting it, satisfactory evidence that the child’s age has been truly stated, and that the school attendance laws have been fully complied with. There are special officers of the State whose business it is to see that no children are employed without this certificate. The thorough enforcement of this law since its enactment in 1888 has had a marked effect in keeping children eleven, twelve and thirteen years of age from leaving

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6 (1058) school. Indeed, it can now be asserted, as the result of careful investigation, that practically all the chil- dren of those ages, as well as of the ages of eight, nine and ten years, are now in school as the law requires. This last statement rests upon the evidence of the annual school census, which is another important means of securing complete observance of the school attendance laws. Inthe month of May each year a thorough door-to-door canvass is made of the whole city; and a record is made of the name and residence of every child from five to fifteen years of age, togeth- er with a note of the fact of attendance at a public school, at a private (or parochial) school, or at no school, during the year, as the case may be. The census takers are not truant officers, and by that cir- cumstance are sometimes able to obtain information which .would be withheld from truant officers. If children within the compulsory attendance age hap- pen to be reported as not having attended school, the truant officers are at once requested to investigate and report the reasons for absence. The usual excuse is chronic illness or other physical or mental unfitness The number of questionable or in- admissible excuses is not great—between three hun- dred and four hundred for the whole city—and the persons for whom these are offered are seldom found delinquent the following year. The school census taken in May, 1896, showed: to be in school. fotal number of children in Boston between the ages oe OO eS er eT 78,561 ROP OE er SUMOONS soos 6 seh nn sadcndsensneseesesase 58,783 Attended private echools. ... .............00ssccrseesseccnes 12,231 PN i I, Wicd cd de abussawi nese deeN eabohbane 79547 The last item, 7,547, is made up chiefly of children not within the compulsory attendance age, being mostly five, six, and fourteen years of age. The rest are, with the exception noted above, excusably ab- sent. The other two items show the proportion of public and private school pupils in Boston to be ap- proximately as five-sixths to one-sixth. Not many years ago the proportion was seven-eighths public to one-eighth private. This change is probably due to the movement in favor of parochial schools which arose a few years ago, but now appears to have spent its force. The public day schools include one city normal school, ten high schools and _ fifty-five grammar schools, with the attached primary schools and kinder- gartens. The schools below the high schools are organized by districts, each of the fifty-five districts containing one grammar school, one or more primary schools, The master of the grammar school is also master of the primary schools and kindergartens in his district. and oneor more kindergartens. This arrangement besides securing an efficient local supervision at- cords to each master a large share of authority in shaping the education of all the children in his dis- trict. The general supervision exercised over the schools by superintendent and supervisors is exercised chiefly with and through the masters. To them and to their teachers is allowed a very large scope for their individuality. The courses of study are mere outlines, giving the requirements in broad and gener- al terms, and permitting much freedom of interpreta- tion or even liberty of choice in the details. What is known in many places as a ‘‘ manualof the course of study,’’ containing minutely prescribed procedures for the teachers to follow in working out the details of the course of study, has never been used in Boston. All such minute prescription is left to master and teachers. The supervisors while appreciating and re- warding with their commendation good methods of teaching, and while aiding the weaker and inexperi- enced teachers with advice and suggestion, still leave the great body of teachers as free as possible in respect to methods. This free play of individuality results in great variety of procedure, but is believed not to in- volve a sacrifice of unity in essentials. The grading of the schools is by years. The kin- dergartens constitute one grade, the primary schools three grades, and the grammar schools six grades. About one-third of the children enter the lowest grade of the primary schools from kindergartens, and two-thirds directly from their homes. The following schedule, taken from the registra- tion of last January, shows the distribution of pupils by grades: Papils inthe Normal School. ........2.52.0sesi..6ss00000 208 Se Be 979 (CONE A CIES 5 o's sano enesawescexassaens 3,214 in the three upper grades of the grammar BOMOORRs isantaesn se ee ee eee THE INDEPENDENT Pupils in the three lower grades of the grammar CE cd, cst eabeGeNebus ese sbanwasesndee® 22,012 ‘* in the primary schools... ........ccccccsccccses 26,975 ae eT 3,398 OT ee ey ey rey 69,315 A gratifying circumstance to be noted in connec- tion with the grammar schools is the comparative fulness of the upper grades. It appears that the three upper grades contain more than one-third of all the children in the grammar schools. About one- half of these children in the upper grades are already fourteen years of age; that is, are beyond the com- pulsory attendance age. They represent, therefore, voluntary continuance in school; and the fact that they are thus in the public grammar schools in such large numbers speaks loudly for the confidence which people have in those schools. The grammar schools graduate yearly about 3,000 pupils, a half of whom pass into the high schools, and a half end their schooling at that stage. Of the ten public high schools, two have classical courses of study six years long, and are commonly called Latin schools. One of these is for boys, and was founded in 1634. The other is for girls, and dates from 1877. Boys and girls are admitted to these schools after they have finished the first three years of the grammar school course, and there receive a preparation for college, which, for breadth and thoroughness, leaves nothing wanting. The rapid increase of the number of girls seeking collegiate edu- cation in recent years is indicated by the registration of the Girls’ Latin School, which is this year 312, as compared with that of the Boys’ Latin School, which is 667. Seven of the remaining high schools have non-clas- sical courses of study, altho Latin is included among the foreign languages that may be studied. The Eng- lish High School for boys and the Girls’ High School are large central schools, admitting pupils from all parts of the city. The fine suburban high schools for both boys and girls provide still further for different localities. The course of study in these schools covers three years; but there is a post-graduate course of one year. Young women who intend to become teachers remain in the high school a fourth year, and then enter the city Normal School, where they take two full years of professional training. The number of boys taking a fourth year in the high schools was inconsiderable, until a few years ago, when some of the colleges—Harvard College, in particular—began to accept modern languages, mathematics or physics, as substitutes for Greek in the requirements for ad- mission. Since that change, boys have found it quite practicable to obtain a good preparation for college by remaining a fourth year in the high school, and considerable numbers of them have done so, and made good records afterward in college. The last high school to be mentioned is the re- cently established Mechanic Arts High School, the leading characteristic of which is indicated by its name. It receives boys graduated from the grammar schools and gives them a three years’ course in the principles and processes of woodworking and iron- working, in free-hand and mechanical drawing, and in the mathematics and other branches of the ordinary high school course. Two hours daily are given to work in the shops, one hour to drawing, and two hours to book studies. Some ofthe graduates of this school will enter the Massachusetts Institute of Tech- nology or similar institutions, and some will choose occupations in which their training in the mechanic arts cannot fail of being highly serviceable. The strength of the Boston high schools is indi- cated by the fact that they contain over six per cent. of the whole number of pupils in day schools—and this in spite of the fact that there are nine grades (not counting the kindergartens) below them instead of eight, as is usual in other parts of the country. There are people in Boston who believe that the nine grades below the high schools should be reduced to eight, so that pupils might proceed to the high schoolsa year earlier thanthey nowdo. Thischange, undoubtedly, would be attended with great practical difficulties. The alternative and perhaps preferable measure is to follow the suggestions of the commit- tees of the National Educational Association (the Committee of Ten and the Committee of Fifteen) and introduce some of the so-called high school subjects in the grammar grades. An important consideration in favor of adopting this plan is that an opportunity would thus be given for beginning some of the sub- jects—languages especially—with quite young chil- dren. It is well known that an early beginning of languages is desirable, and is generally provided for August 6, 1896 when the best results are expected. In Boston the experiment of teaching Latin, French, algebra and geometry in some of the grammar schools has already been tried with encouraging success. What is popularly known as the new education flour- ishes in the school of Boston. In so far as this term indicates improved methods of teaching this state- ment is well supported by the many fine examples of pedagogical skill, which may be observed in the schools. Perhaps the most striking exhibition of such skill is found in the Horace Mann School for the Deaf, where deaf children learn to understand from the lips of people in ordinary conversation all that is said, and to express themselves intelligibly by oral speech— all this without the least use of the sign language formerly supposed to be a_ necessity for deaf mutes. Hardly inferior in interest is the teaching of those teachers who take whole classes of newly-arrived for- eigners, not one of whom can speak English, and prepare them in a few weeks to join the regular grades. The kindergartens, which now are spread all over the city, are illustrating principles of teaching ina way that has already modified the spirit and methods of primary teaching, and promises to do so still more. The task of bringing into one orderly and _ logical sequence the procedures of the kindergarten and of the primary school, has not yet been fully worked out in Boston—perhaps not anywhere ona large scale; but encouraging beginnings have been made. Other demands of the new education relate to the use of manual and industrial training as means of mental and moral development. The Boston schools have made good progress in some matters of this kind. For many years past all the girls, and some of the boys, in the grammar schools have been taught plain sewing. This branch is obligatory for all girls in the three lower grades. In some districts it is continued in the upper grades, and concludes with a course in dress-cutting and fitting. Many. girls, on graduation day, wear dresses made by themselves; and some wear dresses cut, fitted and made by them- selves. All girls who stay in school long enough to reach the class below the graduation class take a course of lessons in cookery. Occasionally boys also are permitted to take these lessons. Boys generally have their manual training in the form of elementary lessons in wood working or sloyd, which are given in the three upper grades of the grammar schools. Arrangements are not yet com- plete for giving all boys a systematic course covering three years; but the plan is to do so ultimately. A two years’ course has already been accomplished by considerable numbers of boys. Girls, too, are some- times permitted to take woodworking, and with ex- cellent results. Two-thirds of the teachers of wood- working are women. To their experience in general teaching they added the special preparation necessary to teach woodworking, and so have become the best teachers of this new branch. Various other forms of manual. training have been tried in the lower grammar grades and in the pri- mary schools, in the hope of working out, ultimately, one connected line of such instruction reaching all the way from its beginnings in the ‘‘ occupations ”’ of the kindergarten to its conclusion in the shop work of the Mechanic Arts High School, and at the same time to make it all the way along thoroughly educa- tional. All the forms of manual training together with drawing, which is taught continuously in all the grades, constitute a system of hand and eye training which supplements and reacts beneficially on the book studies to which the whole of the older education was given. This new training, however, has not yet ob- tained large concessions of time. The old branches, reading, writing, arithmetic, geography, history and natural philosophy, still hold-and will rightly con- tinue to hold by far the greater share of school time. The new education seeks not to abridge these, but aims to teach them by more rational and fruitful methods. This sketch must not be closed without a brief ref- erence to the most important contribution, perhaps, that the new education has made to the improvement of the schools. It is the new departure in physical culture made six years ago by introducing into all the schools the Ling, or Swedish system of educational gymnastics. To be sure, similar action had been taken a generation ago (in 1864), but ineffectually; for at that time physical culture was joined with vocal culture, and the latter absorbed about all the time and attention which should have been shared on equa}

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August%6, 1896 terms by the two. This time action has been made effective by the appointment of experts, who first trained the teachers in the necessary technic, and then supervised their work in their classes, at the same time instituting a course of instruction for future teachers in the Normal School. The Ling gymnastics are now daily practiced in all the grammar and primary classes, so far at least as is practicable without apparatus; and the standard of excellence attained by the great ma- jority of the teachers and classes is said to be high. As to the beneficial effects on growth and health, testimony is abundant. The instructor in military drill says the boys now entering the high schools carry themselves better and are in better form than were the boys in former years. One master says that whereas before the introduction of the Ling gymnas- tics fainting was not of infrequent occurrence among the girls of his upper classes, there has not been one case of fainting among them since the gymnastics were introduced. Tight lacing has been almost wholly done away with. Many teachers have testified to the beneficial effects of the exercises on themselves. Only two of the high schools have yet been provided with the Ling gymnastic apparatus, which is indispen- sable for the more advanced exercises proper toa high school; but ultimately all the high schools and all the yrammar schools will probably be furnished with ap- paratus and gymnasia. If it be asked, What are the schools doing for the moral training of the young? perhaps the best answer is suggested in the words of a discriminating observer who, ‘‘ after twenty years of service as supervisor of the Boston public schools,’’ says that he ‘‘is con- vinced that the public schools do more for the moral welfare of Boston than all other instrumentalities combined.”’ ‘‘It is the public school, open to all children, that is the great trainer in morals. It cultivates in its pupils good manners; it forms in them habits of obedience and of industry; teaches them to respect law and order; presents to them high ideals, and makes them familiar with the best examples of virtue and courage and of de- votion to the public good; and prepares them to become virtuous and useful citizens.”’ At all events, this language states with admirable force the aim of all our school work. Women on Boards of Education. BY MISS GRACE H. DODGE.* I aM asked by THE INDEPENDENT to what extent women have been appointed on Boards of Education throughout the United States, ‘and what has been their influence in the educational training of children. _ From the beginning of the public school system in the West, about fifteen years ago, women have always held official positions, serving in various capacities. Many of them have been appointed on State Boards of Education, others have been connected with the city boards. In the eastern part of the country— throughout New England, particularly in the State of Massachusetts—many women, during the past fifteen years, have been appointed to official positions in connection with the city school systems. The value of their, services has been recognized in such cities as Boston, Providence and Springfield; and in the smaller cities and towns their beneficent influence has been felt. In New York the first women were ap- pointed on the Board of Education made in 1886, ten years ago this fall; there were only two lady members—Mrs. C. R. Agnew and myself. Two years following another lady was appointed, Mrs. Wilson Powell. The year following, 1889, Mrs. Williams took my place. So in the central body, or the Board of Education of New York, there have been four women who have served since 1886. But, during the last few years, many women have been appointed as school trustees. A year ago six women were appointed on the Brooklyn Board of Ed- ucation. They have rendered quiet, efficient service, . They have not acted aggressively, because there were too few of them to make an impression. During their first year on the Board it was better for them to prepare the way for future work by quiet study of parliamentary and executive methods, and to look into the school system as a whole, before aiming to bring about any special reforms. If women had be- gun to make recommendations, or had suggested im- portant changes, only a few months after entering the Board they would have been justly subject to criticism; and so their work, at the outset, has prop- erly been of a quiet character. * An interview for THe INDEPENDENT, THE INDEPENDENT Some women, in the different cities, have accom- plished a great deal for the public schools. Mrs. Flower has been one of the leading women School Commissioners in Chicago; and has ‘done a great deal for the schools of that city. In Philadelphia, Mrs. Mumford and Mrs. Anna Halliwell have ren- dered good service, and in Boston Miss Pingree has done much for the schools there. I think these women ought always to be named as having been of great service in the cause of education. The Public Education Association of New York City, of which Mrs. Dr. Rainsford is President, has also done con- siderable work in the line of educational reform. The women trustees in New York, who have been ap- pointed recently, and the women inspectors, who have been appointed under the new law, have accomplished much. It is, of course, quite generally known that women in Europe take part in school matters, espe- cially in London, where their power for good has been great. When it comes to the question as to what influence women have exercised during their connection with Boards of Education, that is a difficult query to an- swer, at least directly and offhand. They have not been aggressively employed in any educational reform, but the quiet influence peculiar to the sex has been manifested in various ways; and yet it wonld be diffi- cult to point out the particular things that women havedone. The women themselves realize that their influence has been great; but if they made such claims openly it is quite possible there would be some who would contradict them. Women, in the positions referred to, have been valuable more for their influ- ence in bringing about desirable reforms than for aggressive action. In New York they have had the time, and they have‘taken the time, to visit and study the schools. They have ‘had opportunities to meet teachers and prominent educators, many of the latter being visitors to the city; and they have made it their special business to investigate and study school sys- tems generally and to become acquainted with the science of pedagogy, at least to the extent which.they deemed necessary by the official positions they have held. As I have said, tho they cannot point to any radical reform they have brought about, they have exercised a silent, quiet influence toward improve- ment in educational methods which has been of al- most equal value. In particular they have upheld the position of women teachers and urged that they should receive higher salaries, based on terms of service. They have shown special interest in the kindergarten, and the practical manual training sides of public edu- cation. In regard to the criticisms sometimes offered against the Kindergarten branch of the public school system, I would say that the value of that system depends very much on the methods employed. In some schools it is admirably conducted for the chil- dren, in others it is not carried out as well. Under the New York system the children are kept in the kindergarten until they are six years of age, when they are sent to the primary schools. This age is not too old for a child to come from a properly con- ducted kindergarten. Some kindergartens are more advanced than others. Nominally, the term of study in that branch is three years. A child enters at the age of three, and is employed only two hours during the day. During the last half of the three years’ term primary methods are introduced. I think that the women who have investigated the public school system, generally believe that smaller - classes are necessary. . Teachers should be relieved of agreat deal of the pressure that they now work under and be permitted to develop originality, both in themselves and in their pupils. 1 can state most posi- tively that I have seen a very large number of magnifi~ cent teachers who were anxious to improve themselves in theart of teaching and to dotheir utmost to bene- fit the children, but who were given such large num- bers to teach, and hampered by such rigid rules, that they could not do all they would like to do for their pupils. There is too great a variety of studies in the schools; but I am not prepared to say, at the present time, which of them should be omitted. So much is sought to be done in the public schools that it is difficult to do the work thoroughly. Where the teacher is compelled to deal with large numbers of pupils ina class she is not to be blamed for not pro- ducing better results than are sometimes shown. In an ideal school class the number of pupils should not exceed twenty-five; under the present system a teach- er has from fifty to seventy. Another point to be considered in this connection is that the teacher does ‘not have any one set of children for more than a year; (1059) 7 so that almost when she has met her children and learned to know their mental characteristics they are taken from her and moved to another class. In this way she is always starting with afresh group of chil- dren without any opportunity of developing the child's mind as it should be developed. I believe that the teachers themselves, both men and women, are doing their very utmost for their pu- pils and are anxious to improve themsélves in their chosen profession. One is impressed with this idea by observing the work done in our summer schools. In such schools, all over the country, it will be found that, in the aggregate, there are thousands of teachers who are studying during the vacation period and striving to fit themselves better for their work. Within the past few years the study of pedagogy has developed wonderfully. In the Teachers’ College during the last year an opportunity was given public school teachers of certain grades to enter and receive help and fresh ideas for the work of those grades. The teachers gladly responded to the invitation. When the Teachers’ College was located at Morning- side Heights there were over five hundred teachers that came after school hours to attend the classes. There are about 3,500 public school teachers in the city, so that number of attendants represents a large propor- tion of teachers who are earnestly interested in their work. I suppose fifty per cent. of the public school teachers make the profession their occupation for life. It would seem necessary, in the case of women, that they should do so; and they are certainly preparing themselves much more thoroughly now than they did formerly. In the future women more dnd more will become officially interested in educational work, a line of ef- fort in which, by every right,they should certairly be concerned. New York City. Our Public Schools. BY ROBERT MACLAY,* PresipENt Boarp oF Epucation, New York Ciry. THE objections that are urged against the public schools generally come from priests; and when I make use of the term ‘‘priest,’’ I do not wish to be misunderstood; I mean Protestants as well as Catho- lics. What the Protestant clergyman wants, what the Catholic priest wants and what the Jewish rabbi wants is parochial schcols, with a State appropriation, so that each can proselyte; in fact, substantially the same plan that they have in Canada. And what is the re- sult of having parochial schools in Canada? “Every thirteenth of July there is a riot; in our country we are beginning to forget this sanguinary anniversary. What is needed to be done, and what we want to do, is to bring the Russian and Polish Jews, the Italians and all the other nationalities into our public school system and make good citizens of them; and I do not think it is any part of the duty of the State to relieve parents of the obligation of looking after the religious training of their children. Some of the critics of the public schools are con- nected with private colleges, and usually they want to advance the interests of teachers in such colleges. We do not pay much attention tocriticisms from that direction. Many are opposed to what is called ‘‘ higher educa- tion’’; they object to the city college. They donot think it is the duty of the State to furnish anything more than acommon school education. I do not agree with them. I think that education ought to be as free tou the people as the air we breathe. The best way to combat the new and dangerous political sentiments that are growing—a condition that is manifested by the nomination of this man Bryan for the Presidency—is to fight the Anarchist, the So- cialist and the Populist by educating the rising gen- eration. Because the Almighty has blessed me with more money than some of my fellow-men, I do not see why I should be so selfish as to withhold from the child of the laborer the best educational advantages. He may be quite as intelligent as my boy, and of quite as good a physique; why should the higher education be denied to him ? ; Objection has been made to the study of French and German in the public schools. How do you know but what the parent is sending his child to the public school for the purpose of acquiring a knowl- edge of these very languages, so that the child from a knowledge of them may be better able to earn his livelihood? He may have some position in life in * An Interview for THe INDEPENDENT.

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8 (1060) . view that may make it advisable for him to take those particular branches. I am sending my boy, for instance, to the School of Mines, Columbia College. He had to take particular courses of study in the public school to fit him to enter that department. My idea is to make an electrical engineer of him, and so I wanted him to take these special studies. So with other children; it may be necessary that one should have a knowledge of drawing, another music, and so on. Pupils in the public schools are not compelled to take these courses if they do not want them. , The teachers in our public schools are sometimes criticised. I think, take them as a whole, they are a capable body of men and women. Among the fe- male teachers I have found some of the most unself- ish workers I have ever met. It is probably the case that the female teacher, after she is twenty-five rarely marries. She gives up all thought of matrimony and she becomes, as it were a nun—an educational nun— and her whole mind is bound up in the subject of edu- Such women are decidedly unselfish and be- come enthusiastic in pursuing their work. One objection that has often been urged against our public schools is that we have too many old, su- perannuated teachers. Under the new law—the Teachers’ Retirement Act—this criticism can no longer be offered. This law permits the retirement of female teachers after thirty-five years of service, and male teachers after forty years of service. It is not mandatory. If it is found that a teacher who has served beyond the number of years mentioned is still physically and mentally competent to hold a position, there is no reason why he should be retired, and we do not retire him. But the law has enabled get rid of a good many teachers that were incapaci- tated for efficient work. Heretofore it has been al- most impossible to retire a teacher on account of the many influences, political and otherwise, that would Under this new law a large number of teachers have been retired this year. This brings about promotions and intuses new blood into the whole school system. Of course the public schools should be divorced from both po- litical and religious influences, and, under the new schoo! law, politics will have less influence than ever cation. us to be brought to bear against his removal. with the system. This law puts more work on the’ Board of Education and on the local superintendents. We are now appointing new _ superintendents and taking our time to do it, choosing the best men we all of the coun- try; and I think we have made some very good selections. These superintendents meet as a Board, take up these educational questions and discuss them. I think the new plan will have a good effect on the school system in the future. can find from parts The mere fact of the change will infuse new life into it. The Kindergarten method of study is being im- proved. Of course this work has to be limited accord- ing to the appropriation, which has been very small. For years we tried to get an increased appropriation from the Board of Estimate and Apportionment, and only succeeded the year before last. This branch of educational work is being developed, and should be encouraged. In regard‘to the question of oral versus text-book instruction, the to be derived from either method depends a great deal on the student. The teacher must study the nature of the students. Of course there is no easier method of instruction than the oral method, gaining knowledge through lectures. That is the course of instruction pursued in studying law, medicine and theology. A teacher can present a vast amount of information in a lecture, and the students can take notes of the same, but how far such a method is beneficial depends on the age of the student. The subject is such a broad one that the question as to which method is best cannot be an- swered offhand. I am a firm believer in the need of physical train- ing. Some days ago when! saw the young men of the graduating class of the City College stand up in a line on a platform before us, I‘could not help notic- ing their want of physique. Iam not only a believer in the need of outdoor exercise, but all my life I have put my theories in practice and, on that account, I am able to do almost as much work in aday asI did when I was a younger man. I ride horseback every day. You will find old New York merchants who have acquired fortunes. They started in life by walk- ing down town, taking down the shutters and sweep- ing out the store. They work methodically all their lives, take good care of their health and become rich value THE INDEPENDENT But they bring up their sons in luxury, and when such boys graduate from college they are taken into the firm. The parents die, and the first thing you hear is that the firm has fgiled. Some country boy, years ago, hascome totown. He has a good, vigor- ous constitution, started in work in a humble way by taking down the shutters, running errands, etc., and when he is a business man the rich man’s sons are no match for him. They have not got the physique to stand the pressure, the wear and tear of business. I hold to the doctrine, mens sana in corpore sano. The papers read by the graduates of the City College on the occasion just referred to were excellent; they would have been a credit to any college in the coun- try; but the young men seemed to lack physique. The President of the college, Gen. Alexander S. Webb, says, in explanation, that there are always a few young men in every graduating class, in all edu- cational institutions, who devote most of their ener- gies to study. Such men naturally appear most prominently on the commencement platform; but he says that the graduates of the City College compare favorably with those of other colleges so far as their physique is concerned. He adds that it is unfair to criticise the college for the apparent lack of physical development, for it has no facilities for giving instruc- tion in physical culture, except the workshop, where students can go if they feel so inclined. But many of the students use the bicycle and ride to the college from their homes miles away. Some years ago it was proposed to build a gymnasium, but the Board of Estimate refused to make the necessary appropria- tion. On the new site, however, at 138th Street and St. Nicholas Avenue, there will, General Webb says, be a gymnasium that will be a credit to the college. I think that compulsory physica] exercise should be a part of the regular curriculum of the college. It may not be fair to compare our city colleges with other colleges. Here the boys enter at fourteen and graduate at eighteen, while in other institutions the age is advanced and the graduates are men of twenty- two or twenty-three when they leave the institution. It might be best for us to advance the age of entering our college two years. Instead of going from the public schools to the college, let the boys go to the high school; then a good many of them would not want to go any further. The excellent results in regard to physical training in the Normal College are well described by School Commissioner Charles B. Hubbell, chairman of the Board of Trustees of that college. He says: ‘‘In the Normal College we place the importance, first, upon building up the body; second, upon developing the character, and, third, upon training the mind. We have now a large room on the first floor of the building fitted up as a gymnasium, where the young women take regular callisthenic exercises under the direction of trained teachers. There is at present in process of con- struction there a large gymnasium. It is to be on the top floor, and will be fitted with lockers and the most improved apparatus. It certainly speaks well for the Normal College when it is considered that out of aclass of 354 graduates this year not one was rejected asa candidate for the position of teacher because of any physical disability.” I am one of those who believe that our public school system, take it as a whole, is as good as any- thing of the kind in the United States. Of course there is room for improvement, as there is in every enterprise; and we are always trying to better the service. The physical condition of our buildings will cempare favorably with any school buildings in the country, or even in the world. We are constantly improving them. I was chairman of the Committee on Buildings for three years, and we paid particular attention to the condition of the schoolhouses. We have lately done away with slates and sponges. That is seemingly a small matter; but when one comes to think of it, we wonder why such an unwholesome, disease-producing system was ever permitted to exist. New York City. The Public School System of New York City. BY CHARLES BUCKLEY HUBBELL, MEMBER OF THE Boarp oF EpvucarTion. PUBLIC instruction of children at the expense of the State first obtained in Holland, consequently when the Dutch established New Amsterdam, they first of all provided free schools presided over by schoolmasters imported from the land of dikes and Van Dykes. The first public school established in America was located in the lower part of Manhattan Island. The August 6, 1896 first public school teacher in the city of New York was a Dutchman by the name of Roelandsen. The first public schoolhouse in New York, as we are assured by Mr. Thomas Boese in his interesting history of public education in New York, was built in 1642. The three Rs taught in those days were readin,’ ’ritin’ and religion. They formed the course of study and included the entire curriculum of the schools. Re- ligious instruction was continued for nearly one hun- dred years, when it gave way to that other historical R, ‘rithmetic. The importance of developing a good public school system in New York was fully appreci- ated by most of our early governors and mayors, no- tably so by Stuyvesant and DeWitt Clinton, the latter being the President of the Free School Society of New York. Governor Clinton in his first inaugural address, in reference to the importance of maintain- ing good schools said: ‘“‘As the diffusion of knowledge is essential to the promotion of virtue and the preservation of liberty, the flourishing condition of our seminaries of learning must prove highly satisfactory.’’ In a later address he observed: ‘‘ While it is evident that the general establishment and liberal endowment of academies are highly to be commended and are attended by the most beneficial con- sequences, yet it cannot be denied that they are princi- pally confined to the children of the opulent, and that a great proportion of the community is excluded from their immediate advantages. The establishment of common schools throughout the State is happily calcu- lated to remedy this inconvenience, and therefore will re-engage your early and decided consideration. In providing for the increase and extension of public in- telligence it cannot be too generally understood that in the expenditure made necessary therefor, there can be no such thing as prodigality in the use of the pub- lic treasure.” That sentiment has ever found an echo in the hearts of loyal New Yorkers. Protests against spending money for public instruction are unknown in this great community, notwithstanding the fact that the annual budget of the Board of Education now calls for upwards of $5,000,000 that are used in paying nearly five thousand teachers, and the housing of close to two hundred thousand children gathered in two hundred schoolhouses. Of course this vast sum of money includes all the expense of mainte- nance. No one ever questions the bigness of New York’s school system; unhappily, however, the de- gree of its excellence is sometimes brought into issue. The wealth of New York in 1890 was $1,696,978, 390; the amount expended for public school instruction the same year was $4,277,757. OF 0.2515 per cent. of the heaped-up riches of the great Metropolis—surely not a prodigal expenditure or an unwarranted proportion. The early management of the public schools of New York was in the hands of various philanthropic soci- eties. As early as 1802 the women of New York, always the best and strongest allies of public educa- tion, established the first school for white girls. This association was the parent society from which grew successively The Free School Society, and later The Public School Society of the City of New York. The latter came into existence in 1826, with its system of pay pupils and free pupils, and soon demonstrated the impossibility of maintaining schools on any such principle ina community where demo- cratic ideas prevail. At this time the Lancasterian or Monitorial system was in vogue. In 1827, an association of women, be it observed, known as the Infant School Society, an- ticipated the kindergarten system by establishing a school of nearly one hundred and seventy children, whose ages ranked from three to six years. This was the foundation of the creation of the primary depart- ments of our public school system, which have since grown to be its most important feature. It was not until 1832 that the last vestige of the pay sys- tem disappeared, and the schools became free schools indeed. In 1833 evening schools were established for the benefit of those whose condition in life made in- instruction by day impossible. In 1841 normal in- struction began to be given to teachers in the build- ing now known asthe hall of the Board of Educa- tion. This Board was brought into existence as the successor of the Public School Society, by an act of the Legislature, passed in April, 1842; and the con- fused and complicated system of commissioners, in- spectors and trustees continued to exert its influence for good and evil until the legislation of the present year, brought about largely by the efforts of a num- ber of earnest, noble New York women, banished it

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August 6, 1896 from our midst, let us hope forever. This change was strenuously opposed by a large majority of teach- ers, who were terrorized by the trustees and a few marplots among their own number—by most of the trustees and by all but six of the twenty-one com- missioners. Such in brief outline is the history of our public school system, soon to become the largest in the world. Under the new law the pedagogic work, relating to course of study, examination and appoint- ment of teachers and principals, is performed by men supposed to be trained experts. The depaitment re- lating to the temporalities of the schools, that isto say, to their physieal condition, is in the hands of the Superintendent of Buildings. The Commissioners have to confirm or disapprove all the acts of both these departments. The Board of Superintendents, the experts just referred to, select the teachers from eligible lists, and under the reviewing power of the Board of Education manage the schools. Thirty- five boards of Inspectors, whose powers are confined exclusively to visiting the schools and making recom- mendations with reference to their maintenance, com- plete the machinery of the present system. The ten- ure of office of the teacher is practically during good behavior, and has been rendered more secure by the recent chafige in the law. ‘ What has stood in the way of and prevented New York from having the best school system in the world? My answer 1s, Politics—politics pure and simple. Nowhere else has the ‘aristocracy of pull” had such complete recognition and full sway. Under the old system the appointment of teachers was made by the ward trustees, and a girl without a ‘‘ pull” was, to use the vernacular not unknown in the school world of New York, simply ‘‘not in it.” The system was built up and maintained on influence, and not on merit. It was a system of place hunting and place holding. Places were promised to the sisters and protegées of ‘‘heelers” when they entered the Normal College, and many of the best equipped teachers (having no pull) went into the private schools where merit was recognized. With many of the trustees it was nota question of what the applicant for appoint- ment knew, but rather who she happened to know. I knew one ward trustee who would not consider an application for appointment until the candidate pre- sented a letter from ‘‘the district leader.” What our system most needed when the new law went into effect was the influence of a great uplifting master mind, that would be an inspiration to the thousands of teachers in our system. This hope would have been realized in the selection of President Gilman, of Johns Hopkins University; but circum- stances made that impossible. There are hundreds of good, noble men and women among our teachers hungering and thirsting for just that kind of inspira- tion. We shall soon have high schools, so long and so much needed, and. kindergartens of the kind and approaching the number required. The most con- " spicuous feature about our public schools at present is the great opportunity for improvement made pos- sible by the change in the law. It is close at hand, and I believe will be availed of. An Investigation of the Rural Schools. BY DR. B. HINSDALE, OF THE UNIVERSITY OF MICHIGAN. A. THE National Council of Education at Denver, in July of last year, adopted a resolution committing itself to an investigation of the condition and needs of the rural schools of the country, and appointed a committee of twelve men, with the Hon. Henry Sabin, of Iowa, as chairman, to conduct the investi- gation, The Committee was given two years in which to finish its work, and the Board of Trustees ‘of the National Education Association appropriated $2,500 to defray the necessary expenses. The work has since been more carefully defined and analyzed, and has been distributed among a series of sub-com- mittees. The sub-committee that has prepared the work and distributed it in the preliminary circular that it has sent out, invokes the co-operation of all persons who are interested in the subject, and par- ticularly of the press. This undertaking will at once recall the two simi- lar ones that have preceded it, viz., the investigation of secondary education by the Committee of Ten, and of elementary education by the Committee of Fifteen. While the new committee, in a sense, will overlap the other two, or at least the second one, it is, neverthe- less, expected to pursue distinct and independent lines of investigation. The general subject has been divided into four sub-divisions, and these again have THE INDEPENDENT been somewhat sharply analyzed. First comes School Maintenance, embracing revenues, expenditures, and the organization of administrative machinery. This is followed by Supervision, sub-divided into the man- ner of selecting superintendents, their qualifications, and their relations to teachers, pupils, school officers, the public at large, and to buildings, architecture, sanitation and hygiene. Next comes the supply of teachers, under which head the present facilities for preparing new teachers, the means for improving those now in service, and the manner in which teachers are elected, employed and paid, will be con- sidered. The last topic is Instruction and Discipline, which covers methods of teaching, courses of study, text-books, programs,* gradation and classification, and the relation of rural schools to their environ- ments, as farming, mining, and the like. The inves- tigation of these subjects is expected to follow two main lines: the condition of rural schools at present and changes to be recommended; what is and what should be. The gentlemen who are promoting this investiga- tion, and educators generally who have looked into the matter, believe that it is a very important under- taking. It may well happen that it promises larger educational benefits for the whole people than either one of the two investigations that have preceded it. In 1890, the non-urban population ‘of the United States was 70.80 per cent. of the whole population, or a total of 44,337,867 people out of 62,622,250. The ‘urban population’’ of the census, however, is de- termined by a technical rule: an aggregated body of people of 8,000 or more, is considered a ‘‘city."’ This is the basis on which the above per cent. rests. For- tunately, however, the Census Office extended its in- quiries to places having a population of a thousand or more inhabitants. Of such places it found 3,715, with an aggregate population of 26,109,c74, leaving 36,- 513,176 that may be called rural or non-urban in the strictest sense of the word. The one per cent. is 41.69, and the other 58.31 of the whole. As the rule here followed makes the city and town population very large, we may say that from 60°’to 65 percent. of the whole properly falls into the other category. In 1891-'92, there were 13,205,877 pupils enrolled in the public schools; and if we may suppose that the ratios given before for the population hold here as well, which cannot probably be very far from the case, we shall reach the conclusion that something more than _ 8,000,000 of school children of that year were found in the country and about 5,000,000 in the city and town. How deeply social conditions affect popular educa- tion is commonly but poorly appreciated. The edu- cational significance of the facts presented in the fol- lowing table, which embraces but the Eastern fringe of the country, is simply prodigious: 1. Density of population per square mile of area: North Atlantic States, 103.2; South Atlantic States, 31.3. 2. Percent. of urban population: North Atlantic States, 51.58; South Atlantic States, 16.04. 3. Per cent. of white populgtion: States, 98.4; South Atlantic States, 63.2. 4. Wealth per capita: North Atlantic States, $1,132; South Atlantic States, $579. 5. Amount of money raised for schools per taxpayer: North Atlantic States, $9.73; South Atlantic States, $4.48. 6. Amount raised for each child of the school popula- tion: North Atlantic States, $11.13; South Atlantic States, $3. 7. Number of adult males to each 100 children, 5 to 18 years of age: North Atlantic States, 114.4; South At- lantic South, 66.8. 8. School expenditure per capita of the whole popula- tion: North Adlantic States, $2.76; South Atlantic States, 96 cents. ° g. School expenditure per pupil: North Atlantic States, $23.65; South Atlantic States, $8.25. io. Per cent. school population was of the total popu- lation: North Atlantic States, 25.39; South Atlantic States, 34.04. 11. Number of children enrolled for every 100 chil- dren, § to 18 years of age: North Atlantic States, 70; South Atlantic States, 59.47. 12. Average number of pupils attending daily for every 100 enrolled during the year: North Atlantic States, 66: South Atlantic States, 62. 13. Average school term in days: North Atlantic States, 168; South Atlantic States, 99.6. 14. Illiteracy per cent. of the total number of per- sons of the several descriptions. 10 years of age and upward, who are illiterate: North Atlantic : WHITE. COLORED. TOTAL. North Atlantic States......... 5-9 24.2 6.2 South Atlantic States......... 19.5 75-1 40.3 Let us first consider the density of population. In (1061) 9 populous districts fewer schools are called for, rela- tively, and the system can be more fully developed, owing tothe larger numbers and the more varied at- tainments of the pupils who are to be taught. The school must be within a certain distance of the home, or the child will attend it with difficulty or not at at all—unless, indeed, the Massachusetts method of conveying children to and from school at the public expense be adopted. Then the interest and enthusi- asm of the school depend in a degree upon the num- bers and the range of ability of the scholars present; teachers receive something from them, as well as im- part something to them; whence it follows, as a rule, that youcan no more make a good school with a hand- ful of scholars than you can make a good fire with two pieces of wood or two bits of coal. Experience has proved that a blizzard is an educational factor that has to be dealt with in the Dakotas. The considerations just mentioned are particularly pertinent in dealing with city schools. Here it is that the conditions of numbers and attendance, in connection with other factors, have partly permitted and partly compelled the great improvements that have been made in popular education in the last gen- eration; and that it has been found difficult, in all cases, and in some impossible, to introduce into the rural schools—viz., new methods of teaching and con- trol, better organization, classification and supervi- sion, better grading, fuller development, both of the elemetary grades and of the high school, as well as the city training school for the preparation of teach- ers, industrial education, manual training, household economy, the kindergarten, and eveningschools. No doubt the child of the city or of the town is at a dis- advantage compared with the child of the farm in some respects, but he is at a decided advantage in respect to opportunities for school education. The race question is a profoundly disturbing factor in the Southern States. Social conditions compel a separation of the white and colored children into separate schools. Now at what cost, either of effi- ciency or of money, or of both, public education must be maintained in these States, words can hardly tell. Save executive machinery, there are in every one of these States two systems of public schools, more or _ less developed, one for white and one for colored children. In large cities, where the youth of either race are counted by the thousand, a fair grade of schools may possibly be kept up for both classes of pupils; but in the small cities and villages, and still more in the rural districts, this will be found always difficult and very often impossible. Other things be- ing equal, a homogeneous population is the most fa- vorable tothe support of schools. The presence of a large colored population affects education unfavor- ably in several ways; it reduces materially the per capita wealth that is available for educational pur- poses, increases the cost of efficient education by making two systems of schools necessary, and lowers the general level of intellectual and moral life. Ac- cordingly, the small percentage of colored population in such States as New Hampshire and Maine, and the large percentage in South Carolina and Georgia, can- not be overlooked in the study of educational condi- tions in those States. The efforts that the Southern people have made, and are making to educate the colored children are worthy of praise; but no student of sociology can be blind to the fact that they work under a serious disadvantage. The wealth ofa community is a very important ele- ment, for good schools are costly, and are all the time becoming more costly. This involves the ratio of taxpayers of adult males tou the number of children to be schooled. Taking the whole country together, there are 91 taxpayers for each too children of from five to eighteen years of age; but in different sections the ratios vary from 65 to 100, in the South Central States, to 156 to 100, and in the Western States. In South Carolina there are but 55 adult males to earn the money with which to school every too children, and 33 of these are colcred men; while in the East- ern States there are 156 adult males to every 100 children. Dr. Harris informs us that in Montana a contribution of $5.85 for taxpayers yields $16.02 for each child of school age; while in Texas a contribu- tion of $6.55 per taxpayer yields only $4.48 for each child. Mississippi, after raising per taxpayer about half as much as Nevada raises, has only about one- eighth 4s much as that State for each child of school age. Such are a few of the many interesting reflections that the statistics presented above suggest. Thesearea few of the many phases of the rural school question with which the new committee will be called to deal. It is

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10 (1062) very obvious that the several social factors enumerated in the table tend stroagly to vary directly one with an- other, thus furnishing a striking illustration of the unity and coherence of society. The statistics also show that efforts which are apparently remote from popular educa- tion really affect it very decisively. Itis manifest that popular education in the United States as a whole must, fora time, be carried on under unfavorable conditions. Our vast territory, our sparseness of population in large sections of the Union, the physical conditions that will apparently long prevent density of population, anda di- versity of races, to say nothing of economical, social and educational ideals and traditions, must all work to that end. It is quite absurd to compare such a country as ours in respect to education with the States of Germany, say Saxony or Prussia, where the conditions are so wide- ly different. Inthe German States illiteracy has been practically annihilated; but in our country it is a serious factor in our civilization. Massachusetts might fairly be compared with Saxony, or the United States with Western Europe as a whole. Inthe future, however, the one cause that has retarded popular education more than any other will become relatively less and less prominent. From 1880 to 1890 the white population in- creased 24.67 per cent.; the colored population 13.90 per cent. What is more, it is becoming apparent that the race question will not prove a disturbing influence be- yond the present geographical limits, and that within these limits it will tend toward a minimum. City Schools and the Public Welfare. BY A. TOLMAN SMITH, ° Bureau oF Epucation, WASHINGTON. THE ‘‘ machinery of public schools’ is a favorite term of reproach with their critics; but in reality be- tween machinery and organized human agencies there is nolikeness. In the latter we have simply accumu- lated vital energy with infinite capacity for adjustments. Too much stress is placed on the uniformity that results from school systems, due simply to the common char- acteristics and the common necessities of childhood, and too little to the adaptations by which the systems prove their utility for special cases. It is in the latter view that their sociologic functions are revealed. If under this head were included all the activities that go on within the schools and radiate thence apart from formal instruction in prescribed branches, it would seem almost that the sociologic outweighed the educational functions; but in truth the two merge into each other, or rather education is the dual process, and social evils grow largely out of mistaken notions as to its limits, particu- larly as to the age and state at which people may safely be trusted to carry on their own development. It is easier to illustrate the sociologic bearing of public school systems from foreign countries than from our own since they excel in method and centralized control. The London system affords the most striking example of this kind of activity. Indeed, the possibility ot deal- ing with the frightful mass of social evil festering in that city was revealed through the work of the first School Board. As a preliminary to its election, the city was carefully districted and a school board map plotted. To that first Board-fell the Herculean task of ferreting out, registering, bringing into the schools and keeping there, or knowing why they could not be kept, all the outcast, neglected and vagabond children, all the mis- erably poor, half-naked, half-starved boys and girls of that teeming metropolis. It was upon the school board map as a basis, and under the guidance of committee men and teachers, that Charles Booth subsequently undertook his exhaustive investigation of the ‘‘ Life and Labors of the People of East London,” the first and still the most complete scientific exposition of slum problems that has ever been made. I need not rehearse the series of remedial acts that have followed in its train for the better government of London, the better housing of the poor, their recreatiofi and industrial training. ‘ To the mischievous policy of ‘‘ payment-upon-results” embodied in the English system, but now at last elimi- nated, may be traced a second sociologic investigation of great importance. Through every device of grind and cram, this conviction at last forced its way that there are inherent, organic weaknesses, and social incu- bi which must be removed before a child can assimilate even a shilling’s worth of intellectual pabulum. Out of this conviction came in time two remarkable examina- tions into individual conditions conducted by experts under the direction of Dr. Francis Warner. This psy- cho-physical examination extending to one hundred points for each of 100,000 children would have been im- possible without their collection and grading in centers, and would have been valueless without the corroborat- ing testimony of teachers and school registers as to indi- vidual capacity. The practical bearing of the examina- tions may be indicated by two out of many conclusions that are well supported by the results—namely, the impor- tance of nerve signs as indexes of the causes of mental dulness, causes that may often be removed; the marked differences between boys and girls in respect bothto the causes and effects of degeneracy, pointing unmistakably THE INDEPENDENT to the need of separate.treatment for each sex. These indications alone would richly repay the effort of the ex- perts, and they give ample reason for carrying on simi- lar investigations in this country as has been attempted by the Bureau of Education. From scientific inquiry to remedial measures the progress is easy; and so at length London has taken up the case of its feeble-minded child population in earnest, and provided at public expense special schools for their training. The Superintendent in charge, Mrs. Burg- win, began her duties by athorough study of similar schools on the Continent, among others the Hospice de Bicétre, founded at Paris by the lamented Edouard Seguin; the day school at Kéln, under the inspection of Dr. Brandenberg; the institution Daldorf, at Berlin, which has been peculiarly successful in preparing the feeble-minded to become self-supporting. Suggestions were gathered from one and all, and late in 1892 the first school of the kind was opened in London; in 1895 there were 15, with §76children on their rolls, and the number is still increasing. Meanwhile five other cities of Eng- land have adopted the same course. ‘These schools, it must be remembered, are supplied with all possible ap- pliances for reaching the stunted mental and moral nature; the staff is large, extra salaries are paid for the wearing labor—in short, what is with us a luxury for the afflicted children of the rich has been placed within the reach of the poorest child in these progressive cities. Medical inspection’ of schools, established first at Brussels in 1874 and adopted at Paris in 1879, is the most effectual means yet devised for mitigating physic- al ills from which arise grave social evils. Paris em- ploys in this service 126 medical men at an annual sal- ary of $160each. They inspect every school twice a month at least. They note all points of light, heat and ventilation, and examine every scholar reported as in- disposed by the master or mistress, and register the particulars. Once a month the teeth, ears and eyes of each child are examined, and those found to have infec- tious diseases are sent home to be cured. Moreover, school dispensaries are maintained at public expense, the consultations in one of these reaching 20,000 in a year. The care for the physical welfare of the children does not stop here. Every primary school has its kitchen where dinners are dispensed at a nominal price to children who can pay, and for a free ticket to those who cannot. Here we have a consistent and complete sociologic supplement to the school. Several cities in our own country have started in this philanthropic di- rection by providing for physical culture; but Boston is the only one that has grafted a scientific course of physical training on to its elementary schools. The full importance of this measure can only be understood in the light of the expert investigations cited above. They show its effect as a corrective of nerve symptoms, and establish the fact that in the London schools, with their excellent system of physical culture, the ratio of dull pupils is much less than in cities like Edinburgh, where no attention is given tothe matter. The distinguished director of this training in Boston has at last succeeded in inducing the city to establish also medical inspection. It may be hoped that, as a consequence, the death rate of children of school age in that city, which, as Dr. Hartwell has shown, is excessive, may be brought down to the normal standard. . Our own country affords few examples of these socio- logical adjuncts to the public school work; neverthe- less, in several of our larger cities the organized forces of education are being utilized to similar ends. It is easier to detect the spirit and tendency of this move- ment than to point out its exact course. It may be de- scribed in general terms as the gradual assimilation of the public school system to all the other social forces. The movement is indicated by the program of the Na- tional Educational Association, which finds a place for the great social problems of the hour—the slums, race training, abnormal childhood, etc. It may be illustrat- ed by conditions at Buffalo, where the recent meetings of the National Educational Association convened. The school system of this city, it should be premised. is just at a transition stage. The interests of public education are managed by a committee of aldermen and an elected superintendent; but a movement is well on foot for the creation of a school board. Thus, just at the moment, when there is general reaction against the ex- treme isolationof school affairs, Buffalo has awakened to the necessity of giving them a distinctive organiza- tion. The first step in this direction, however, was taken a few years ago by the appointment of a board to examine teachers. This was accomplished largely through the exertion of the Women’s Educational and Industrial Association, which fact brings me to the very essence of social progress in the city, namely, the spirit of her women. The women of Buffalo are remark- able in this, that with a high degree of feminine conservatism they combine a deep sense of munici- pal obligation. Noiselessly but irresistibly ‘they have turned the social influences which women every- where control to the service of human progress. By this sweet magic they have broken down the barriers between women teachers and women whose circle is society or home, and thus effected the union of intelli- August 6, 1896 gence and sentiment in their work for humanity. So- cially nothing is impossible where women combine in this spirit. But what of the sociological outcome in Buffalo? Onthe one hand, we find the women heartily supporting the movement for a school board and elec- tioneering ‘for the efficient superintendent of schools on non-partisan grounds; on the other, the Town Council co-operating with a private association for the mainte- nance of special educational work. Buffalo, it is well known, has a large foreign element. About one-fifth of the population of school age is so classed, including an Italian contingent particularly bright and exasperatingly un-English. The Kindergar- ten Union meets these children at the threshold of their new home; ahd the city, recognizing the public necessity for the service, pays the salaries of ten teachers in free kindergartens established by the society. The work of the Women’s Educational and Industrial Association is kept, also, in close touch with the public schools; and the most beautiful room in their fine building is the Mary A. Ripley Library, a memorial to one of Buffalo’s hon- ored teachers. The sociologic processes, here briefly indicated, whether formal as in foreign cities or subtle and spon- taneous as in our own, are not extraneous to the proper work of education. They simply complete its purpose, which is the nurture of the whole being. The Syracuse High School Congress. BY W. K. WICKS, PRINCIPAL. THE plan of the Syracuse High School Congress is, in many and very important respects, that of our own Na- tional Congress. The chief departure from the model is that the two bodies, altho complete’ each in itself, meet in one room under a congress president. It is not my purpose here to go into the details of organization, but, rather, to consider the spirit of the work and its effects upon developing character and aptitudes. The Congress is not for fun. It has a serious pur- pose as the very warp and woof of its life. True, it is shot through, here and there, with a thread of wit. I would give little for any organization that was not. When a young and much embarrassed member rises and says: ‘‘ Mr. President, I rise to speak to my feet,’’ the whole legislative and executive branches of the govern- ment are bound to laugh, but all good-naturedly. When a little member but strong in debate is dubbed by an- other as ‘‘ my distinguished friend, the infant Hercules,”’ the Congress applauds, and the appellation sticks. In- deed, scarcely a Congress night goes by without wave after wave of sparkling wit or repartee; but that does by no means retard the Ship of State speeding on over the solid sea of debate. Nay, it puts ‘‘a freshening breeze’”’ into its sails! Again, the Congress is not a passing fashion, nor a pestilentfad. Too many such there are in the educa- tional life of to-day. Consider with me for a moment the historical value that attaches to the Congress idea. A bill is introduced for the election of United States Senators by the people, and is to be discussed the sec- ond week thence. Away the members fly to Madison’s marvelous compendium of the debates in the Federal Convention of 1787,to see how the fathers of the Re- public reasoned about it. And thus, to many an ear- nest youth is unsealed the fountain head of our national life. Again, in his history book a youth has read and studied the story of trials and triumphs in the American Revolution. His love of country wakens afresh and he brings in a bill for the erection of a monument to Washington on the memorable battle-field of Trenton. Before the discussion is ended not only has many a glowing eulogy been paid to the Fathér of his country, but the whole story of the struggle has been rehearsed from the day when ‘‘The embattled tarmers stood, and fired the shot heard round the world.’ ”’ . Surely not the least among the good influences of a Con- gress is its /inguistic value. Indeed, I know of no prac- tice in written English so fine as that to be had by the member who draws up a bill for the consideration of his fellows; no test in spoken English so searching and helpfully severe asa debate. A bill-framer soon comes to understand that if the principle involved in his meas- ure cannot be successfully assailed, its diction, unless logic-proof, may be riddled, and his unfortunate bill be completely shot to pieces. And so in speaking: ‘‘I do not understand the gentleman,’ said a member. ‘I am not to blame,”’ replies the speaker, ‘‘ if the gentle- man does not understand the English language.” ‘‘ Sir, I do,” retorts the other: ‘‘but his language is sot English.” I am sure, also, that Congress work en- hances in the mind of every thoughtful member the real national value of the English tongue. And so it is that I find on our bill-files,an act seeking to establish English as the official language of the United States. That is a very difficult proposition to maintain, as any intelligent man “may readily perceive; but the main thought, namely, that the use of the native language of a people is a great aid to loyalty, is, I submit, a magnificent idea. It ought to take but little argument to show the fo- “itical value a right working Congress must have. It eS as — tn te eae amet ek UcawwerhlC OC hlUC ele OUelUlU luke C6

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August 6, 1896 will be understood, of course, that I do not use the word political in any narrow or partisan sense, but rather in that broad and unbiased sense which Alexander John- ston has always in view in his incomparable ‘‘ History of American Politics.” In the eight years during which I have presided over the Syracuse High School Congress there has never been a discussion along purely partisan lines. Every member must have such practical and ready political knowledge that he may attack or defend, according to his beliefs. It will not do now to say or intimate that he is for or against a particular measure because his father belonged to this party or to that. And it is for him to see to it that the principle for which he votes is a living, burning question—else would he- be in danger to repeat the folly of the old Pennsylvania greenbacker who kept on voting that ticket for years after the party had perished, biandly saying: ‘‘ A vote for a principle is never lost!”’ ; No, the political value of congressional work cannot be overstated; for it is as broad and deep and swift- moving as the ever-increasing currents of our political life. But the historical, linguistic, and even the political values of the Congress—great as they are—are over- shadowed by its patriotic value. You may, indeed, tell me that the love of country is inborn. I grant it; you may tell me that therefore it needs no kindly nurturing, no cherishing influences. That I must deny. Here Shakespeare’s advice is just in point—not to let ‘‘a God-like reason fust in us unused.”’ Nay, must we not all cry with John Milton: ‘“‘I cannot praise a fugitive and cloistered virtue, unexercised and unbreathed’’? And so we keep the flag, symbol of our dearly-won in- dependence, and still more dearly-won union and lib- erty, ever before our eyes. On every school day it floats from the staff at the top of the building; placed there by a committee of the Congress; a committee never appointed by the President, but made up of vol- unteers eager forthe honor. What a practical lesson in patriotism is the sight of that rippling flag! What Congressman placing it there can fail to think of Web- ster, and to pray with him ever to see the flag ‘‘still full high advanced, its arms and trophies streaming in their original luster, not a stripe erased or polluted, nor a single star obscured!’ Surely it was with the vision of that ‘‘ gorgeous ensign of the republic” in his eyes, and with a quickened sense of its glory, that Rep- resentative Palmer, of Delaware, offered a bill to pre- vent unpatriotic use of the American Flag. But the flag is not the only inciter to patriotism. It happens not seldom that meetings of the Congress fall upon, or near unto, great anniversary days in the na- tion’s history. Then the discussion is put over, and the great event «is made the special order of the day. So it came to pass that the Congress celebrated the birthday of Abraham Lincoln. It was a surprise and a delight to see how deeply many of the members had studied the unique greatness of the martyr-statesman, and how keen their analysis of his power; but, better than all, how reverent their regard for his memory, how glowing their appreciation of his matchless patri- otism. So the Congress keeps its finger on the political pulse of the world; and tho it may not correctly or completely diagnose every disease of the body politic, its heart is sympathetic, and the Congress of the Saline City will never fail to prescribe generous doses of the saving salt of patriotism; forthe spirit of the whole body is that of one of its members, who, ardently arguing for our home industry (salt), and mixing his figures of finance and of speech in a fashion that Sir Boyle O’Roche might envy, cried out: ‘‘ Mr. President, we don’t want any foreign salt; what we want is to fill ourselves up with American salt, so we'll be ready to die for our native land !” It may surprise you now when I say that the Con- gress idea has a greater value than any I have yet men- tioned. For after long observation I am sure that its personal value outmeasures all other values. It culti- vates the manly spirit. As a matter of policy, to say nothing of principle, the Congress is the place for the utterance of Truth. And it is easy to speak the truth here—for no member is bound to speak or to vote save as he believes in his very heart. He has every reason to exclaim, with Milton: ‘Let Truth and Falsehood grapple; whoever knew Truth put to the worse in a free and open encounter ?” Again, Congress is the place for the exercise of a true and unceasing curtesy. It isthe invariable custom with us to salute a new member the first time he rises to speak, with clapping of hands. It may possibly discon- cert him a little; but better that than the discurtesy of painful and boding silence. If then a congressman speaks noble words of truth and in a curteous fashion, he surely is not far from the realization in himself of that famous definition of a gentleman, ‘‘ high-erected thoughts seated in the heart of curtesy.’’ And it is of value, also, to acquire somewhat of dignity—not a roll- ing-collar and bestarched-cuff dignity, but a frank, man- ly bearing. Asa teacher I have sometimes, with good effect, told boys that certain acts were beneath their dignity as congressmen. Finally, the Congress, as we have maintained it, does THE INDEPENDENT not even ask for a moment of the schooltime of the stu- dent—it seeks no infringement, no abatement of the course of study. But it seeks to evoke and enhance the God-given power of thought and speech. Nay, the rather, it is an aid to better, clearer expression in the class room itself, as many a youth has testified; and many a parent with exaggerated yet earnest words has told me that he would prefer to have his boy miss the drill of the curriculum rather than that of the Congress. The Business Side of City School Systems. BY AARON GOVE, SUPERINTENDENT OF SCHOOLS, -DENvER, COL. FAITH in the American common school idea has be- come so vital a part of the character of the people that to the schools themselves the greatest concessions have been made. Devotion to them is most earnest, and promptly develops into violent antagonism upon any appearance of attack. School laws are enacted and ap- proved which give tremendous power to school boards, upon the theory that intelligent, honorable and honest citizens are to be members of the directory. Such power has been given to no other department of public govern- ment, except, possibly, to the higher courts of justice. This unprecedented confidence which the people have placed in a representative executive board, with ac- companying great powers in financial and educational matters, has brought about the common school systems of our larger towns and cities a horde of camp followers, impecunious politicians, adventurers and reformers, who, cormorant like, would appropriate all to personal use, regardless of public weal. No measure in the social, political or financial world has been initiated in this country without an appeal in some form having been made for assistance through the instrumentality of the schools. Asa result of this popularity hundreds of towns have enthusiastically incurred enormous school debts, and have given freely vast sums of money for the maintenance of this highly prized institution. Fortu- nate is it for our nation that patriotism takes so noble a form; but unfortunate is it for our communities that the manipulation of these financial interests is frequently delegated to selfish, ignorant or unprincipled officials. A consideration of city school systems, especially of those west of Ohio, naturally, then, demonstrates the fact that many of them are carrying a great debt, to meet the annualinterest on which compels an excessive direct tax levy. The expenditure of large sums of money for interest onloans directly hampers the school administration, and sets it in an unfortunate light in the community. The older Eastern towns can scarcely realize the con- ditions in the newer parts of the country with regard to municipal expenditure. Those cities, whose streets are paved, sewers laid, public buildings completed, parks established, are so differently situated from cities in the Mississippi Valley and west, where all these improve- ments are yet to be made and paid for,that any com- parison between them with regard to school expendi- ture needs to be carefully considered. The only true basis upon which to calculate expense ‘of public education is that of cost per capita per pupil; but it will be found that the mass of the people have little disposition to base their opinions upon figures of that kind. The popular mind gives heed, first, to the total amount of tax for all purposes; and, second, tothe total amount of tax for school purposes. The typical citi- zen has little disposition or time to analyze the expendi- ture of public institutions. It is for the superintendent, then, to meet the people on this financial plane, and to be able and willing to explain the relations of one public fund toanother. It would seem that a reasonable limit should be fixed for direct taxation for public schools. In undertaking to learn the amount contributed from their total wealth by the people for public use in different cities, one is met by the unfortunate and- pernicious custom of ex- tending inaccurate property values on assessor’s books, a custom which makes it impossible to establish a com- mon ground for comparison. One finds in Providence, R. I., the estimated real value of the taxable property of the city to be $169,000, - ooo, and turning to the assessor’s books of that city, one reads that a direct tax is levied upon the same amount, namely $169,000,000. Were the tax-collecting affairs of other cities in the country conducted in the same man- ner, comparison would be easy; but, unfortunately, while the statutes throughout the country, as a rule, require property to be assessed at its real value, the law remains generally unexecuted; and custom has de- clared that one-half, one-third or even one-ninth, of the true value only shall be returned by the assessors. One city in Illinois has property to the cash value of fifty million dollars. The same property is extended on the assessor’s books at eight million dollars; as a result the public documents of that city show a tax levy, the present year, for all purposes, including, city, county, state and school, of nine per cent.; while it will be noticed that it really is about one and one-half per cent. of the real value. What most concerns the school authorities in render- (1063) 11 ing an account to their constituency, is the relative amount raised by direct tax for schools as compared with the total amount similarly raised for all other pur- poses. In Peoria, Ill., the schools are allotted one- third; in Milwaukee, Wis., one-fifth; in Galveston, Tex., one-third; in Providence, R. I., one-sixth; in Cleveland, O., one-fourth; in Denver, one-fifth. One cannot form an intelligent opinion as to the causes of these great differences until the local conditions are well comprehended and the amount of moneys received from other sources is ascertained. While the national grant forthe support of schools in States west of Ohio has been munificent, the manipulation of it by legisla- tion, ignorant or wicked—and one is as disastrous as the other—has produced results by no means satisfactory. Indiana has a State school fund of nine millions; Min- nesota of twelve millions; Nebraska of fifteen millions; Texas of a still greater amount; and Colorado of less than two millions; and in each of these States the de- mand for direct taxation for the support of schools will, of course, greatly vary. The superintendent, in a number of cities, has been asked for an opinion as to what is a reasonable tax levy for the support of, schools—one which could give all returns that the most ambitious city would ask, and yet one to which people would agree. The replies have been singularly unanimous—that upon a cash value of all the property in a community a tax levy of one-half of one per cent. on every dollar of valuation would be abundant. A little calculation demonstrates that no community expends that amount legitimately on the conduct of schools, even including the erection of build- ings in a rapidly growing city; and observations show that where the tax levy has been greater than this—and therefore excessive—there are to be found that reck- lessness and ignorance on the part of the school boards which could have been corrected by the intelligent med- dling of the superintendent. Most of the embarrassments and retrograde move- ments in the public schools can be traced to unfortunate financial management. Nearly every American city is willing, and can afford without embarrassment, to main- tain and support the best system of schools possible; but no city succeeds in so doing save when every dollar of expenditure returns a dollar’s worth of results. One can readily name cities which illustrate inadequate re- turns through imprudent and ignorant expenditures. The older communities of the East, where the greatest amount of money taken directly from the pockets of the people is spent for free schools, show the greatest pros- perity. The reports of the Commissioner of Education for the last twenty years will show, upon study, that those cities that pay the most money per capita for the free education of the people are the cities that are the most prosperous in a material way. In some cities, like St. Louis, where the school boards are elected by the people, the direct control of the assessment and collection of money for school purposes lies inthe Board limited only by law; while in other cities, like Boston, the school boards are limited by the action of another body, usually the municipal govern- ment. Inthe first case the power and responsibility are greater, and the tendency to. abuse correspondingly greater. Inthe latter, the power of the municipal gov- ernment tends to check unnecessary and sometimes nec- essary investments. While it is questionable at the present time which method of constituting boards is the better for schools, it would seem that the municipal government is in the main a wholesome check upon any dangerous tenden- cies toward extravagance of the School Board. The schools need all the advantages that must ensue from the study and knowledge of philosophy; but there is another side in this active American life which is emphatically a large part of our civilization; it may be gross, it may be too material for sentiment, but its existence stares us in the face and compels us to acknowledge it as one of the forces of social life. Too many young and vigorous cities are to-day resting or falling back in common sc 100l interests on account of the lack of attention to the business conduct of their school systems. This must continue until the men best able, from their position, knowledge and office, take a hand in giving direction to that essential aspect of the institution. City superintendents occupy a middle ground. On the one hand are the experts, philosophers and thinkers whose theories must precede any healthful progress; on the other hand are the people who make up the mass of the active forces of the community; ever ready and willing to trust to the philosophers, the men of thought among them, for the underlying principles of their edu- cational systems, and both unwilling to investigate, and unable to appreciate philosophical methods. Be- tween these two come the superintendents, men who are giving their lives to the study of the practical side of this great interest—men who should be well aware of the business demands of the schools in their charge, and of the money needed from year to year to maintain them. Occupying this middle ground, it is the superintend- ent’s privilege to appropriate from the one side that wisdom, skill and art which he learns from the students,

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‘ 12 (1064) the professors of pedagogical science: and from the Uther side, those grosser, more material forces without which no progress can be made. It should be the duty, as well as the prerogative of the superintendent, carefully to review the work of the architect, to be conversant with the money spent for supplies, to be consulted as to'the location of the real estate purchased, and to know the worth in the market of ateacher’s services, and toapprove the value thereof. It is not meant that “conclusions should rest with the City Superintendent; but that he should insist upon knowing and be permitted to give expression to con- demnation of ignorance or imprudence. The Strength and Weakness of the Com- mon Schools. BY FRANCIS W. PARKER, Principat or Cook County Norma Scuoor, ENGLewoop, IL. You ask me fora personal opinion of the strength and weakness of the common school. The greatest strength of the common school lies, first, in the fact that it has become an impregnable institution, and, sec- ond, in a constant demand for its improvement. The common school is the highest and best outcome of self- It is born of the people, is supported by Its origin and prog- government. the people, and is for the people. ress are purely democratic. The public schools of all other countries have been established by central authority. In our Republic, the United States Commissioner of Education has no au- thority whatever. The function of his office is advisory, and the good that results depends almost entirely upon The authority of the State Su- Legislatures pass ena- his personal influence. perintendent is also limited. bling acts and make laws for general direction. The es- tablishment and progress of the common school depends essentially upon the inhabitants of a school district. The intelligence and morality of the people of a dis- trict make the schools what they are. The proposition to educate the children of all the people in one school, the coming together of these children into one community, the children of both sexes, of all sects in religion, of all nations and all classes, is incomparably the wisest and grandest that ever sprang from the brain of man. Itis the offspring of the purest morality, the highest ethics, the most ex- alted religion. Its aim and end is the spiritual eleva- tion of mankind. This institution, under anything like thoughtful super- vision, is scarcely sixty years old—a babe in its swad- dling clothes. Its establishment and support have de- pended utterly andentirely upon the people. The com- mon school, whenthe heroic souls of Horace Mann and Henry Barnard entered into the work of its elevation, was fast passing the last stages of weakness and decay. Since that time, from district to district, and from State to State, the movement has gone on in the teeth of bitter opposition until it has reached its present impregnable position. The common school, like every other popular institution, has had to suffer the horrors of democratic growth; and its evolution during the past sixty years has been largely along the line of mechanical organiza- tion. The building of schoolhouses, the arrangement of grades, the use of text-books and apparatus, exami- nation and employment of teachers have, nodoubt, been absolutely indispensable means for laying a material foundation. Upon this foundation we are now ready to build. There always have been devoted, earnest teachers who exalted their office, all along the line; but in the main the teachers of the common schools have been, in any broad sense, uneducated and untrained. Of the four hundred thousand teachers of the United States, it is probable that not ten per cent. may be called compe- tent from anything like an ideal standpoint. The methods of the common school, for the most part, were taken bodily from the mother country, England, which has never yet recognized a science of education, and the majority of whose schools are to-day in a purely mechanical stage. Supervision has done, here and there, much for the progress of schools; but, on the whole, it has been, and is to-day, impossible to find men and women who are equal to the task of anything like scientific supervision. These, then, are the drawbacks apparent to every intelligent observer: the lack of trained teachers, the lack of sympathetic, intelligent supervision, and the lack of interest on the part of the people at large in the education of their children. The strength of the common school lies in the fact that the people believe in it, altho blindly, that it is im- possible to overthrow it, that it is well over the mechan- ical stage, that good schoolhouses and apparatus are demanded, and that it is still in a formative flexible state, and can be easily moved toward better things. There are, all over the country, hundreds of districts where the people are alive to the possibilities of educa- tion, and the teachers alive and progressive. It is im- possible to estimate the quickening power of these cen- ters; the next twenty-five years will witness a renais- sance of education such as the world has never known. THE INDEPENDENT To repeat, the vital power of the common school system, is that it is established in the hearts of the people, who are slowly awakening toa sense of its infinite possibili- ties. To-day can be found in thousands of districts the crudest, most unscientific, most stupid teaching; on the other hand, in thousands of other districts, the peo- ple are demanding more rational methods of education, and the teachers are using every means to meet the demand. The lines of progress have become very dis- tinctly marked. T-here is a science of education founded upon a knowledge of laws, of human needs and growth. This science comprehends a knowledge of the child, and a knowledge of the conditions by which a. child may reach its full stature of manhood or womanhood. There is an art of teaching which surpasses and comprehends all other arts. This is simply saying, in other words, that the laws of God are immutable and infinite, and that the work of the teacher is to discover these laws and to apply them. The strength of our schools is that in them lies the germ of never-ending progress. The weakness of the schools consists in the crudity, unnaturalness and un- lawfulness of the teaching. The Old World ideals, with their decided limitations of authority and class distinctions, absolutely prohibited the making of char- acter (of which reason is the center) the end and aim of education. These governmental and society distinctions in the past have made knowledge the fetich of educa- tion, and their methods too largely control our schools to-day. Intheory we say that character is the end and aim; in practice the gaining of knowledge is firmly fixed as the goal; but, notwithstanding this, the con- scious aim of education has had the smallest result, and the social or community life still remains as the highest outcome of the school. For the tirst time in human history, our Republic pre- sents the opportunity for an education limited only by the possibilities of personal freedom. The future of the common school is the development of community life. This demands the study and application of the science of education. That which stands in the way of the progress of the science of education is the profound in- difference and apathy on the part of the people. The people of to-day are the product of the schools of the past. The prevailing ideal of the people is the acquisi- tion of knowledge. The ideal of character is still nebu- lous and vague. The transition from the ideal of knowledge to that of character will occupy the highest efforts of teachers and people for the next century. The movement toward the appreciation of a science of education and an art of teaching is of recent date. The first great step in this direction was taken by the intro- duction of the kindergarten, shortly after our great Civil War. The most valuable outcome of the kinder- garten is the enlightenment of the people in regard to the possibilities of child development. The kindergar- ten gave the people a valuable working hypothesis for study. The discussion of the value of manual training has also been exceedingly wholesome. The normal school, founded in 1839, has been the in- ner core of all educational growth. Beginning in Mas- sachusetts, under Horace Mann, normal schools have spread nearly over the United States; and it is a signifi- cant fact that their academical character is fast chang- ing to the professional. The establishment of chairs of pedagogy in colleges, and departments of education in a few universities, like Columbia College and the University of Chicago, will soon bring the powerful influence of secondary and higher education to bear upon the problems of the public school. Under the leadership of Dr. G. Stanley Hall, child study, the last and best phase of the progress of educa- tion, has come into being. The educational hypothesis of Herbart has been transplanted from the Old World to this country by energetic and enthusiastic students. There never was a time in the history of the world when there was so much study of education. More books are published in English upon education in one year now than existed in that language previous to 1875. There are hundreds of summer professional schools scattered all over the country. Teachers’ associations and con- ventions are becoming the centers of earnest and profit- ablediscussion. This is an encouraging feature, this disposition to study the subject not only on the part of the teachers, but the people as well; for the people are becoming more and more intererested in educational matters. What the people demand they will have. When the Popes of Rome demanded art, Raphael and Michael Angelo sprang into being. In further answer to your question, I venture to quote from ‘‘ Talks on Pedagogics ’’ (pp. 445-7): “‘The progress of the common school imperatively de- mands the application of the science of education. The methods of quantity instruction have reached their utmost limits; the time for quality teaching has fully come. What stands in the way? First of all, the profound indifference of intelligent people in regard to better teachers and teach- ing. It isa product of quantity teaching, from which are derived the prevailing standards of intellectual mensura- tion. The results of this indifference are, the withdrawal of large numbers of children of the so-called better classes from the common school, and a growing tendency to put it into the category of eleemosynary institutions. We hear August 6, 1896 much adverse criticism in regard to private sectarian schools, while little or nothing is said about the still great- er number of children isolated from the masses in educa-- tion by rich parents. The reason for withdrawing children from the common schools is that they are not good enough. This reason seems valid. It would be so indeed if the sole cause of the defects in the common schools was not the in- difference of the very people who want better schools than the public affords. .“‘ Further, whatever duties the body politic neglects be- come the prey and spoil of the pothouse politician. Many of the common schools in this Republic are managed and controlled by a class of spoilmongers who do not have the faintest idea of education, who, indeed, do not care what becomes of the schools if their patronage is not touched. Their prey is the innocent little ones; they strike at the very heart of the Republic. ‘‘If any business in the world, any railroad, bank, store, or manufactory, were conducted upon the same principles (?) that obtain in the management of schools in most of our large cities and in many small districts, hopeless bank- ruptcy would be the inevitable result. Superintendents are too seldom chosen for professional skill or executive ability, and when they are the school boards take away from them every vital influence that would make them efficient managers. The vast majority of teachers have not the slightest professional training or the faintest idea of the science of education; thus quantity cram is the rule, and quality teaching the exception. Every other business in the world requires experts but the care of immortal souls! ‘‘ The great-hearted city of Chicago pours out six millions of dollars yearly for its schools; but there is little or no question of whether the money shall be spent for salvation or patronage, for one per cent. dividend or a thousand. Let teachers move in the direction of the divine art of teaching, and a commanding-halt is heard from authority. Let ex- perts examine the cramming methods that form the bulk of most school-work and condemn them, the result is a pro- longed how! of indignation from the school boards, public teachers, and often from school periodicals. The rule is that the greatest popular satisfaction is evinced for the poorest school system. ‘* Whether from design or not, the indifference of the peo- ple, the patronage of politicians, the weakness of super- vision, and the inefficiency of teachers, furnish the best pos- sible means of degrading the common school, putting it upon a charity basis, weaning intelligent people from all active interest and sympathy, and leading to the downfall of the most precious institution which was ever established by a free people.” Fine Arts. Art Teaching in Schools. II. BY SOPHIA ANTOINETTE WALKER. It is a pleasure in speaking of some of the schools where drawing is well taught to mention first the Catholic High School of Philadelphia. Althoin general the Catholic school exhibit of drawing at the Chicago Exposition merited the ‘‘bad eminence” given it in this column, the exception to the rule was the showing made by those schools of Phila- delphia, taught by Mr. J. Liberty Tadd, which received, as did his other exhibit, an award and medal. The Catholic High School with its noble endowment, untrammeled by petty politics of the local School Board, has afforded oppor- tunity of full development to this admirable system. While the city schools are still trying ‘‘ tentative ’’ systems as if nothing had been gained by the experiments in systematic teaching of the last decade, graduating class after class with eyes and hands deprived of their inheritance, the graduates of the Catholic schools are equipped to appreciate the beautiful things of life and to enter if they will the two hundred and forty trades waiting to re- ceive them. Not that all, or any of these trades are taught in the schools, but manual training is taught in all the processes that are necessary to trainthe muscles and the mind to work in harmony. “It gives skill in planing boards and shaping iron, but just as truly it makes the hand cunning to dissect a nerve, to engrave an etching or to finger a violin.” It may be asked why this system, if it is so admirable, is not more widely known. Two answers may be given. First, that it 7s,in a sense, widely known, since it was upon the report of the Russian and Swiss experts that the Chicago award was made, and several teachers from the home of the sloyd method, influenced by the report of the Swedish commissioners, have come to study it here. The second answer is that this is not a method with a book system. Mr. Tadd has no personal ends to gain by the ex- tension of his system, and no books to sell. Like Agassiz at Penikese, he says: ‘It is not schoolbooks we want but students.” But the time is ripe. Educators are tired of having the book systems thrust upon them by paid advocates; they are weary of the long struggle with the teachers who hate to teach drawing and with the children over whose faces falls a blank, devitalized expression whenever the cube ap- pears. They are inquiring, What is the history of this system of drawing and what has it accomplished? It is proposed in this column to give brief answers to these questions. It will be remembered that some years ago a Decorative Art Society was started in Philadelphia, by Mr. Chas. G. Leland (Hans Breitmann). It inaugurated manual training, with Mr. Tadd as instructor, and at that time the Art /n- terchange published a dozen manuals on “‘ Leather Work,”’ ‘“‘Brass Work,” etc., under the editorship of Mr. Leland, several of which are signed by Mr. Tadd. About fourteen years ago the Public Industrial Art School was founded to test their methods in the public schools by direct grant

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August 6, 1896 from the City Council. It receives pupils from the gram- mar grades, two from each division, making about 800 pupils, and such puplic school teachers as desire to attend; of the latter about one thousand out of three thousand have taken courses of instruction. It has been found. that a course of thirty lessons in drawing and the same number in modeling and wood carving will prepare them to teach this method in their schools. Only a start can be made in this time; but the teachers get noi of the idea, and one of the best features of the work is the new energy with which they attack the problem of the application of the new theories when freed from the traditional formulas of the past. The principal of a primary school told the writer that the training has proved most useful to her teachers, altho the method authorized in the schools is modified from the Prang system, since all now illustrate freely upon the board whatever subject they may be teaching. Work in the Industrial Art School was begun with gen- eral manual training: “The fact that we tried seventeen different methods of handwork proved the earnestness with which we struggled with the problem of hand training. The mechanical methods had to go, one after the other. Only after struggling up above the use of instruments of precision, rules, compasses, mechanical methods, etc., could we recognize their futility in developing the mind, the judgment. the eye and the hand. Flat copies, feeble art methods, abuse of geometric forms and blocks were tried, a number of trade processes were tested with similar re- sults, until we came down to fundamental facts, and on them we have built up a system, reasonable, feasible, without great cost, perfectly adapted to all grades from the Kindergarten to the University.” The children learn and make automatic certain units of form which they must strike truly and easily as a violinist produces the notes which he may afterward combine in melody and harmony. Circles are drawn toward left and right, around and around, with left hand and right, in all combinations, without erasing, on the blackboard and on paper; so are straight lines and loops. Simple leaf forms follow, then more complex—in rosets. Then comes the scroll in all directions and combinations; then it is doubled, with single and doubie crockets. Plait.ng and interlacing follow of frets, guilloche forms, moresque patterns, etc.; and as fast as the children learn a form they use it in ap- plied design. The boys and girls of the training school give two hours a week. They work a month on the board or at their seats learning and combining these elementary forms, always designing for some practical purpose—a picture frame, etc. —tinting the design, if they prefer. The next month they work out what they have learned in clay, creating a design of their own. The third month they carve something of their own in tough oak; and the fourth month they begin to draw again, learning and applying new forms, etc. The two-handed work is miraculous to one trained in the old way. Aclass of children, from six to eight years old, with six weeks’ training, ten minutes each day, will stand at the board and draw an anthemion roset (the form radi- ating in four directions) with two hands, without erasing, the forms full of the subtle grace which evaporates before ‘‘ guide lines ’’ and scaffolding. Animal and leaf forms are taught all throughthe course. A fish is taught to the,chil- dren, and soon they make it their own and draw any fish, turning in any direction. There isnocopying. The teach- er shows them Something and erases at once. There is no tracing, erasing, or any mechanical method whatsoever. It is impossible, without reproduction of work in the class, to give any-one any idea of what is done to develop mem- ory, imagination and clear mental concepts by this sys- tem; nor to show the really beautiful forms which the chil- dren create; nor the unfailing enjoyment and enthusiasm of pupils and teachers. Nothing which the children carve is thrown aside. The very first product is a panel to be put to some use; and the advanced work, tall clocks, claw-footed furnityre, etc., is very beautiful. In the Catholic High School drawing is interrelated with all studies, and the pupils produce charts illustrating entomology, and other branches of study. New York Ciry. 6 Sanitary. Wuo could have imagined, forty years ago, while Japan was still a hermit nation, that contact with the energetic peoples of the Occident, would so instruct and inspire these quiet Orientals that now we look to them for results, even in advance of those obtained in Europe. Dr. Kitasato worked for several years in Koch’s laboratory in Ger- many, when the germ-theory of disease began to be under- stood and its far-reaching consequences to be appreciated. His enthusiasm for investigation carried him to the limit of prudence, and took him into the midst of the plague in “ Hongkong, and kept him there, till the Mikado recalled him, but not till he had learned the secret of its communi- cability, and quietly toiling in his laboratory, he discovered its specific bacillus and hopes yet to discover a remedy. There is put at his disposal a large hospital and every facil- ity for study that money could command. He lately ex- hibited to an English Army surgeon a case of leprosy, in which the protuberances were breaking down under an antitoxin for which he entertains high hopes. In another ward was a child who had the lockjaw, that sometimes fol- lows a wound, but the seizures were gradually dying out, under the tetanus antitoxin of his own discovering. The physician was shown no less than eleven kinds of bacilli; and people who are skeptical about their existence and power for mischief, should inspect them as preserved and labeled. They are as dissimilar as peas, beans, filberts and beech nuts; under the magnifier that of lockjaw is shaped like a clove, and the part which corresponds to the head contains the spore. That of typhoid tever resembles a tiny black spider from the filaments projecting on every side of it. Dr. Kitasato already has a world-wide fame, and he is still so young that the world may yet expect much from his labors, for he combines the acutest reason- ing powers with boundless patience and acumen, The THE INDEPENDENT Oriént also exhibits some striking tacts in connection with plague that make one thankful that his life was not ap- pointed in that half of the globe save temporarily. During the outbreak in 1893, among a hundred of Europeans stricken with it, eighty-two recovered, while of the native Chinese only twelve per cent. survived—a testimony to the value of hygienic habits of living. --..Dr. Abraham Jacobi, Clinical Professor of the Dis- eases of Children in the College of Physicians and Surgeons of New York, has lately put forth a book, ‘“‘ Therapeutics of Infancy and Childhood ’’; and his reputation as a leading authority on all that pertains to the preservation or the res- toration of the health of children will lead it to be carefully and thoughtfully studied by many outside of the medical profession. He calls attention to very simple modifications of our treatment of children, which, tho apparently obvi- ous, are sometimes overlooked—e.g., giving children more water than is usually given them, pointing out that it aids digestion when there is a deficiency of hydrochloric acid and pepsin in the stomach; that it aids expectoration in bronchitis and laryngitis, that it is of priceless value in fevers and anemia, and that its reed and value ate often overlooked by parentsand nurses. He also recommends common cane sugar given with oatmeal water as a regula- tor of the intestinal digestion, and points out that there are cases where the mother’s milk has an abnormal consti- tution that may be corrected by giving the child a little common salt. The book is intended for the use of physi- cians, but intelligent fathers and mothers would not find it bad reading. ....The following placard nailed up in a conspicuous place in every street-car in New York City, isa specimen of the right thing in the right place: “ Heactu Department, New York Ciry. “Spitting on the floors of public conveyances isa nuisance, is fre- quently a means of communicating disease, and is hereby forbidden. ‘* By order of the Board of Health, “Cuarves G. Witson, President.” ‘““Emmons CLark, Secretary. President Wilson has also suggested that if the signs do not stop the practice an ordinance be passed authorizing the company to call a policeman, and have the offender put off whenever he violates the rule. Between this and the era of short dresses that must come inevitably in the wake of the ‘‘ wheel,” there seems a likelihood that a de- gree of cleanliness hitherto unknown is to be attained—and, of course, health follows in its train. ....In England last year there were the smallest number of railway accidents that have ever occurred in one year, and the General Report of the Board of Trade shows that nearly all of the thirty-five train accidents in the king- dom were from causes against which no forethought could have provided. That safety is insured as far as human action can secure it, is shown by the fact that the ratio of passengers injured is as 1 in 2,626,000. Imagine that number of passengers conveyed by animals, and one can see the vast superiority of modern locomotion. _ .++.The highest statistical authority now puts the num- ber of women physicians practicing in the United States at 5,000, and the fogies have at last given fitting place aux dames. ...-In Sweden and Norway a legal marriage is not al- lowed to be solemnized till both parties produce certificates attesting that they bear genuine vaccination marks. Personals. Cou. JOHN F. Hoss, a native of Lexington County, S. C., later of Sydney, Australia, and now of Iilka, where he enjoys the distinction of being the ‘‘ King of the Cannibal Islands,” has just arrived in New York. His kingdom is one of the islands of the New Hebrides group, about 1,200 miles east of Australia. He happened upon the throne in this way: In 1890 he was sent out by the Australian Gov- ernment to see that the contract laborers from the neigh- boring islands who worked in the sugar fields were prop- erly returned to their native land when their period of serv- ice had ended. On one of these returning expeditions he was shipwrecked about twenty miles off the Iilka Islands, and was saved by some native fishermen. If he had landed by himself, he said, he would surely have been eaten alive; but when the King, before whom he was brought, saw that he was a white man and had come “ over'a hill of water,” he announced that Hobbs was a great spirit. Hobbs won for himself the regard of the King and the people by show- ing them how to make an ambuscade against one of the neighboring tribes—a contrivance which had never been tried before by the cannibals in their warfare, and which proved eminently successful. About nine months after his arrival on the islands the King died, leaving no heir. A convention was called. There were two candidates for ruler. If either were elected, however, civil strife would follow. So they hit upon the happy expedient of making Hobbs their Oumalea, or ruler. Mr. Hobbs says his sub- jects are a ‘‘ fine, honest, manly race, with many virtues,”’ and selfishness they consider the most heinous sin. Furthermore, he expects to return to the island with a wife, whom he is in this country now tomarry. He doubts not that the natives will worship her even more than him- self; for bright red is a most sacred color to them, and the future Queen’s hair is of that hue. ....Pom K. Soh, the Korean Minister at Washington, has been appointed President of the Privy Council of the King, and will leave for his home as soon as he is relieved by the newly appointed Minister, Ye Pom Gin. Pom K. Soh, who is thus promoted to the most honorable and in- fluential position in Korea, has been in this country twelve years. He is progressive and thoroughly imbued with Western notions, and his motto is ‘‘ Korea for the Koreans."' He fayors neither Russian nor Japanese domination in (1065) 13 Korea, and his aim while Minister has been to induce some one of the nations to secure such autonomy for Korea as the European powers have granted to Switzerland. In this he has not been successful, tho it is not improbable that the desired arrangement will ultimately be perfected. .... The Indian social reformer and poet, Behraniji Mal- abari, is one of the interesting visitors in London. Hehas been editor of Zhe /ndian Spectator; and his writings have done a great work for his fellow-countrymen, chiefly in their effective crusade against infant marriages and en- forced widowhood. He was born of poor parents; and as a boy his first step successward was owing to two well- known missionaries, to whom he submitted the manuscript of his Gujarati poems. These poems were quite an event in the literary world; and they were received with great favor, penetrating even as far as England, where, in their English garb, they elicited praise from Tennyson. The Sunday-School. Lesson for August 16th. DAVID’S CONFESSION AND FORGIVENESS.— PSALM 32: I-II. GOLDEN TExt.—“ Create in me a clean heart, O God, and renew a right spirit within me.’’"—Ps. 51: 10. Notes.—‘‘ A Psalm of David."’—This is the title probably given by an editor of the collection. The book of Psalms is divided into five collections, and probably the editors of these successive collections of psalms for temple service prefixed to each the name of the person who he supposed was author. When the collection was made that would be a matter of tradition, and might be right or wrong. Some- times it was the name of a musical family, like Asaph, or Jeduthun, who had charge of the temple music. The words ‘““A Psalm,’’ are not in the Hebrew text, which simply has “ Of David,” which might also mean of David’s collection, or of David’s time, or of David's style. In the New Testa- ment Paul ascribes this psalm to David, as all psalms were called his, tho written, some of them, long after his time. ——" Forgiven.”’—Literally, lifted. The man, not the sin, is lifted when he falls humbly before the king or judge who was offended. “‘ Covered." —As it were put out of sight of the judge. “‘Imputeth not.".— Does not treat him as guilty.———‘“‘/ Aept silence.’—Not confessing my sin. If this psalm was written with reference to David’s sin in regard to Uriah, which is not cer- tain, then it refers to his troubled conscience while not going to God for pardon, with repentance.——— ** Bones waxed old,” ‘roaring.’—It is not certain that we have not here a description of an attack of sickness, a fever, in which the ‘‘ moisture’’ of the body is changed to ‘the drought of summer,” and as the result of which the writer repented of his sin. ‘For this.’ —Not praying ‘‘for this,’’ but in view of this. ——-—“‘ /n a time when thou mayest be found.”’—Literally ‘‘a time of finding’; and the margin suggests that it may be a time when one’s sin is found, or recognized. Perhaps it means, Let every one pray unto thee in health, not wait for sickness.———‘t The great waters.’’—Such as come in the sudden torrents of winter, or, here, of sickness. ‘My hiding place.” —As in a cave of protection from a torrent, or from enemies. “ Selah.’’—A mark of musical notation not fully understood. ‘7 will instruct thee.’"—Here the form changes, and God speaks. “7 will counsel thee with my eye upon thee.” —T is is more exact, but the reader will miss the familiar words of the Old Version, ‘‘I will guide thee with my eye.” ——‘' Be ye not as the horse.’’—Here the form changes again. Inthe first seven verses, up to ‘‘ Selah,” the peni- tent addresses God; then, in verse 8, God speaks to the pen- itent; then, in the rest of the psalm, the temple congrega- tion is addressed, and a general application is made of the lesson of the previous verses. Perhaps the psalm grew up gradually, the last three verses being added for special temple use. These verses show that while this penitent had to suffer sickness or sorrow to bring him to God, we should not be so stubborn and mulish as to need such a bit and bridle. Instruction.—It is a blessed thing not to have sinned, to be like the angels; but we are not of that kind. The only blessedness that we can attain is that of David, to have repented and been forgiven. There is no forgiveness without repentance. The word repent is not used here; but it is implied in the confession. It is the sorrow for sin that gives confession all its value. Let the scholar understand clearly what is repentance. It includes two ideas—sorrow for sin, and the resolve to forsake it. But the sorrow for sin must be a godly sorrow, not a sorrow because it has been found out, but because it is wrong and hateful to God. God does not accept us because we have not sinned, but because he has “‘covered”’ it; he does not impute it, which means simply that he does not regard it; he treats us as innocent, out of the love and grace in his own heart. And we must remember that it is shown in the love of Christ’s death for us. In times of good fortune one is apt to forget his sins ; but when trouble comes, and especially sickness, then one re- solves to forsake sin. Sickness makes men think of God and sin. It oughtto. Then we seem near to death and God’s judgment, It is a hardened man who does not con- sider his life in time of sickness and repent of his sins, But that is not the best time to repent. Sick-bed repent: ances are apt to be forgotten. The best time is in health. Then God may he found. Then our repentance is genuine. Take time while yau are well to consider life and death and God and your sins, and make yourself right with God and your qwn soul. One who will wait for great trial or sickness before he repents of sin and begins to live in view of God's eye upon him, is like a horse or a mule that cannot o right without a bit and bridle that hurt him. We should Be sensible men, not brutes. There is no satisfying joy like that of those who have God for their friend, and who know that he has forgiven their sins and loves them, Christians should be the happiest peo- ple in the world, for their happiness is deep in their hearts,

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14 (1066) Tue Presidential tickets are all in the field now, except that of the Sound Money Democrats, which will be named in September. The Prohibitionists met first. They di- vided and are now two parties. The old party presents Joshua‘Levering, of Maryland, and Hale Johnson, of IIli- nois, as its ticket. The bolters organized as the National Party, and nominated the Rev. Charles E. Bently, of Ne- braska, and James H. Soythgate; of North Carolina. They adhere to Prohibition, but declare also for free silver coin- age. It was onthis question that the division occurred. Next came the Republican Convention at St. Louis, which put William McKinley, of Ohio, and Garret A. Hobart, of New Jersey, into the field. The Socialist Labor Party held its Convention July roth, and nominated Charles H. Match- ett, of New York, and Matthew Maguire, of New Jersey. The same week the Democratic National Convention, in Chicago, chose as its nominees William J. Bryan, of Ne- braska, and Arthur Sewall, of Maine. Finally came Con- ventions of the People’s Party and of the National Silver Party, in St. Louis, July 22d, the result being the indorse- ment of Bryan and the nomination of Thomas E. Watson, of Georgia, by the Populists, and the indorsement of Bryan and Sewall by the Silver Convention. This is the result of six party Conventions. If the Populists and Democrats agree upon fusion there will be five distinct tickets, besides that to be named by the Sound Money Democrats, for the choice of the voter in November. Two of the tickets, the Republican and Prohibition, are for the gold standard; the National, the Democratic, the Populist and the National Silver tickets are for the free coinage of silver. The So- cialist Labor is not, we believe, for free silver. NoTHING has been accomplished yet between the National Committees of the Democratic and Populist parties. Whether 4t will be Bryan and Sewall or Bryan and Watson is not yet settled. It was hoped that either Mr. Sewall or Mr. Watson would w’thdraw so that the fusion might be completed. But both have emphatically refused to do so. Mr. Watson says his withdrawal would mean the end of the People’s Party as a separate organization. Mr. Sewall is likewise very decided in his refusal to take himself off the ticket. Mr. Watson gives it as his opinion that if Mr. Sewall does not retire the only thing for the Populists to do is to run a full electoral ticket of their own. Mr. Bryan has not intimated whether he will accept the Populist nomina- tion or not. The present impression appears to be that he will take no further notice of it, and that it will be left to the National Committees of the two parties and to the various State Conventions to make harmonious arrange- ments. In one or two States the Populists have already indicated their purpose to accept the full Democratic ticket, with the understanding that there shall be a proper division of offices. Arrangements are being made for a meeting in New York City, August 12th, to notify Mr. Bryan of his nomination. It is expected that there will be a great meet- ing in Madison Square Garden, and that, as some of the papers have it, Mr. Bryan will there make the speech of his life. The Executive Committee of Tammany has, by a vote of 71 to 4, decided, without waiting for the regular State Convention, which is to meet in Buffalo, September 16th, to support Bryan and Sewall. The Democratic Party will have headquarters in this city. Mr. William P. St. John, the Chairman of the National Silver Convention, will be the treasurer. It is thought that there will be head- quarters also in Chicago or Washington. THE movement of the Sound Money Democrats for a third ticket is gaining force every day, and it is quite prob- able that nearly all the States will be represented in the National Convention which’ is to be called to adopt a plat- form and nominate a ticket. The committee appointed by the recent conference of Sound Money Democrats in Chi- cagois arranging for a National Committee, which is to meet in Indianapolis, August 7th, and issue a call for a Na- tional Convention to be held not later than September 2d. It is believed that the Convention will be held in Indianapo- lis. Sound Money Democrats are organizing in most of the States, both North and South. The cause was helped in the South last week by the announcement of Senator Caf- fery, of Louisiana, that he could not support the Chicago ticket and platform. The chief purpose in nominating a third ticket is to attract the support of many Democrats who do not like the Chicago platform, but who will not vote for McKinley and Hobart, and might, if there were no third ticket in the field, finally vote for Bryan and Sewall. There are many of these Democrats in the South. Senator Caffery, for example, regards the Republican ticket with as much disfavor as he does the Democratic. In the North- ern States, and particularly in New England and the Mid- dle States, thousands of bolting Democrats have intimated their purp@se to vote for McKinley. Those who feel that they cannot do this will be asked to support the third ticket. Among those who are most favorably mentioned as candi- dates, are Senator Palmer, of Illinois, and Secretary Mortor Gordon, of Nebraska. GOVERNOR MCKINLEY has received many delegations during the week, and in all his addresses he has spoken strongly upon the currency question, declaring that sound money is the paramount issue. Addressing a large number of Grand Army men and others, from Guernsey County, O., on Friday, he spoke of the faithfulness of the Govern- ment in paying its obligations contracted during the late war. ‘Every dollar of that debt,” he said, “ up to this hour has been paid in gold or its equivalent, the best recog- nized money of the world.”” Most of that debt is out of the way; bet there is a debt still owing tothe surviving soldiers in the way of pensions, and every dollar of that debt must THE INDEPENDENT Survey of the World. be paid in “the best currency and coin of the world.” He said that two of the most conspicuous acts performed by President Grant were in vetoing the Inflation bill and in signing the bill for the Resumption of Specie Payments. In conclusion he expressed the belief that all the old sol- diers would stand by the financial honor of the Govern- ment as they stood by its integrity in the dark days of the sixties. Republican headquarters were opened in this city last week, Mr. Hanna coming from Cleveland for this pur- pose. Mr. Cornelius N. Bliss, who was the Treasurer of the National Committee in 1888, has been appointed to the same position for the present campaign. It is intended to open the campaign almost immediately in this State as well as in the Middle West; and it is hoped that the chief speak- er at the first meeting in this city will be ex-President Harrison, who is summering in the Adirondacks. SPEAKER THOMAS B. REED opened the campaign in Maine at the York County Republican Convention, last week, in Alfred. In speaking of the two parties and of the issues, he said a distinction must be drawn between the Democrats who support Bryan and Sewall and those who resolutely stand for sound money. It will not do, in the coming campaign, to class them together and denounce them as one party. Parties are one thing; their individual members may be another. Parties seldom follow their best men; they follow their average sense. Some say we have a new party, a creative party, which has sprung up sud- denly, like a mushroom, and created a new system of finance. That mushroon, he said, is not good to eat. He paid a warm tribute to the action of Stephen A. Douglas, who, when Sumter was fired on, declared that ‘“ thence- forth there could be but two parties, patriots and traitors.” As the Republican Party welcomed such men then it will welcome them now. He spoke at some length on the need of the Government for a larger revenue, and said that the results of the revision of the tariff were precisely those which the Republicans predicted in advance. The panacea of the Chicago Convention for all the ills we are now suf- fering was the free coinage of silver at the ratio of 16 to 1. He said that it was impossible to make gold and silver stand together as money except at their market value. To- day in the market they are not 16 to 1, but 31 to1. If the de- monetization of silver was a disease, it was a world disease, and required a world remedy; it is not possible for the Unit- ed States alone to cure it. Discussing the effects of free silver, he showed that the laborer’s condition under it would not be tetter but worse. What is needed is not more money but more capital: **Money always comes with capital. We have money now, more than we can use, lying idle. Money is the transferer of capital, as a hayrack and horse are a transferer of hay. More hayracks will never make more hay, but more hay will require more hayracks, and is sure to get them.”* WE go to press too early to receive news of the result of the election this week in Alabama. A great deal of interest is being taken in this election. The Populists have made a strong campaign for their ticket against the regular Demo- cratic ticket, and the campaign has not been without its bit- terness. Since the Populist Convention at St. Louis in- dorsed the head of the National Democratic ticket and efforts have been made to bring about fusion between the two parties, a great deal of interest has been felt as to the outcome of this Alabama election. The Populists-up to the day of election alleged that their votes would not be fairly counted, and declared that if their nominees were counted out they would repudiate Bryan and cast their votes for McKinley, by way of rebuke to the Democratic Party. Both parties are claiming the election, the Democrats by a majority of from 40,000 to 50,000, and the Populists by a ma- jority of 20,000. General Weaver earnestly sought the good offices of the Chairman of the Democratic National Com- mittee, Senator Jones, in behalf of a fair election, promising agreement on the National ticket, if the Democrats would give the Populist candidates their honest due. OnE of the worst railroad accidents we have had fora long time occurred near Atlantic City, N. J., last week. Fifty persons or more lost their lives, and as many more _ were injured. The accident occurred at a grade crossing on the meadows near that summer resort. There was an excursion train onthe West Jersey Road just leaving, while a regular train on the Reading Road was approaching the city. The latter was running at a high rate of speed; the former had stopped until it had received from the signal tower the signal to proceed. It was hardly half across the Reading track when the Reading engine dashed into it, completely demolishing the third car and wrecking others. One of the cars was turned bottom upward into a ditch. The Reading engine was overthrown and the engineer crushed to death under it. Whentaken out his hand still grasped the throttle of his engine, which, to add to the hor- rors of the situation, exploded, scalding many. Most of those who were killed were from Bridgeton. All the sur- geons who could be procured from Atlantic City and other places were brought to the scene of the atcident, and they worked all night among the injured, who, as rapidly as pos- sible, were taken to Atlantic City for further treatment. Why the engineer of the Reading train did not slow up will possibly never be known. It seems quite clear that the sig- nal was set against him. It is certain that the signal was right for the West Jersey train. It’ is possible that the Reading engineer did not see the adverse signal, or did not understand it, or did not see it soon enough. It is possible that the man in the tower was slow in setting it. He has been placed under arrest, and a coroner’s jury is investi- gating the causes of the disaster. August 6, 1896 Tue English Lord Chief Justice Russell will be. in this country in a few days to attend a meeting of the Bar Asso- ciation in Saratoga. When there was danger of a miscar- riage of justice in the trial of Dr. Jameson and his com- panions, it was the clear, strong charge of the Chief Jus- tice which dissipated all appeals to mawkish sympathy, and compelled the decision of the jury which sent him and his companions to jail. They were sent to the common jail like ordinary misdemeanants, and put in prison gar- ments and with prison fare; but so much sympathy was expresssed for them that they were the next day granted, by the Government, not the judge, the privileges, of first- class misdemeanants, which allows them to suffer merely detention, and they can have their food supplied as they dhoose. Lord Chief Justice Russell is an Irishman and a Roman Catholic, the first Catholicthat has held the posi- tion for centuries, which is evidence that religion does not, in Great Britain, disqualify a man for any office, event the highest, with the single exception, as yet, of the throne, a’ fact to be commended to the attention of those Catholics here who keep repeating that it would be impos- sible to electa Catholic President in this country, forget- ting that General Sheridan would have been elected if he had not refused the Republican nomination. The conviction of Dr. Jameson recalls the first poem of the new Poet Laureate, another Catholic, in honor of a man since sent to jail. It is reported, tho no one can say it is more than a plausible and reasonable story, that the Prince of Wales especially requested that Alfred Austin should write no poem in honor of the marriage of his daughter, the Princess Maud; atany rate none has appeared. THE series of disasters in South Africa, which began with the Jameson raid, are not yet ended. The campaign against the rebellious Matabele is not yet a success, owing to the difficulty of supplying troops with provisions in the re- gion where the pest kills allthe cattle. Details have come of the killing, by a Texan cowboy named Burnham, of the Matabele prophet, who had excited themto war. The Eng- lish officers decided that it was necessary to kill or capture this native prophet, or god, who has been able for many years to keep them in control by his oracles and miracles. Burnham and a companion entered his cave, pretended they wanted toeconsult him, and then shot him and es- caped, tho closely pursued. Nothing has been done to secure the punishment of Cecil Rhodes or the other direct- ors of the South African Company, who incited the inva- sion by Dr. Jameson, altho every one knows that they are the most guilty parties; but Mr. Chamberlain has con- sented most freely to the appointment of a Parliamentary committee to investigate the subject and report. The scope of the investigation is the broadest, but there is no knowing how long it may take, perhaps a year after it be- gins next January, and, meanwhile, there may be great changes in the conditions. The heartiness with which Mr. Chamberlain agrees toinvestigation, both of the officers of the Chartered Company and of the Government officials im- plicated, has won him great approval; while even the French papers approve for once of British justice in the conviction of Dr. Jameson. THERE is some reason to hope that the long feud which has destroyed the hopes of the Irish agitators for local self- government may be healed. At any rate, a great conven- tion has been called of the Irish Nationalists of the world to meet in Dublin September rst, with all their factions, to consult for the common cause. Mr. John Dillon says the convention will be the most representative since the split in 1841, and it is hoped that a leader will be chosen who will have the power which Mr. Parnell had. But it is to be con- sidered that at present the proposals for an Irish parliament are almost forgotten; and the Liberals, disgusted with the factious fight, are turning to other plans. It may well be that the Irish Parliament will be considered hereafter only as part of a larger scheme for local parliaments in England, . Scotland and Wales also. Certainly the burden of petty legislation which comes on Parliament is very nearly mak- ing it impossible to carry anything through which arouses antagonism. THERE is nothing new in Crete, beyond the contradictory and contradicted stories of outrages on both sides. But it is of no little importance that the British Government re- fuses to agree to a proposition to blockade the island, with a view to prevent the landing of expeditions from Greece. Of course such a blockade would be a gfeat favor to the Turkish Government, and England is through with doing favors of that sort, preferring to leave them to Russia and her allies. There is no present prospect of the Cretan rev- olution coming to an end. Meanwhile the disturbances in Macedonia continue, and. indeed, grow worse. There is gossip that the young Czar is getting tired of supporting Turkey, and that his Greek, English and Danish relatives have contrived to let him know the truth about the Turkish massacres, and that he is, accordingly, ready to drop the advice ot Lobanoff. The Czar contemplates a round of visits to the European capitals, Vienna, Copenhagen, Ber- lin, Londo, and, later, Paris. The Paris visit mus: be separated from the others, to avoid wounding French sensi- tiveness, which would not be pleased if it were only one and the last of a series of visits to the capitals of Europe. If it be true, as reported, that Servia, Bulgaria and Montenegro have formed a “federation,’’ witha view to solving the Macedonian question, it is anything but favor- able to the Porte. It means deliverance for the subjects of Turkey in Europe. This could hardly have been done without inspiration from Russia, that is, from Prince Loba noff, who does not fear to take the initiative as much as did his predecessor, M. de Giers.

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August 6, 1896 Religious Intelligence. Lutherans Drawing Closer Together. BY THE REV. FRANK P. MANHART. SINCE they have become a large and important body of Christians in America, the question is often asked: ‘‘How does it come that these Lutherans are divided into so many bodies?” It is also frequently assumed that-a strong divisive or sect spirit must have produced the many independent synodical organizations. The simple fact is that the Lutherans in America have never been united in organization. They have been coming since 1621 from Holland, Sweden, the various parts of Germany, Denmark, Norway, Finnish and Ger- man Russia, Iceland, and other countries. As each po- litical division of Germany has its own church organ- ization and -manuals of devotion and worship, as has each other land, section, or nationality represented, and as sufficient time has not yet elapsed for all to have be- come of one speech and of one type, it is inevitable that the Lutheran Church in America should be somewhat polyglot and heterogeneous in cultus and organization. A common doctrine and a common historic heritage are the marks of an inner and essential unity. Several ‘*general”’ bodies representing groups of synods, and about a dozen independent synods are the too manifest marks of her outward diversity. The study and general acquisition of the English language by the young has made many in the Lutheran Church as thoroughly free from European tongues and spirit as are any other persons in America. The processes of Americanizing in language and life move forward among all the various bodies, sothat the German and Scandinavian Synods all feel that they have reached a critical, if not a final, transitional period. ‘‘ The faith of the Fathers in the language of the Children”’ is the motto of those who are aware of the inevitable changes yet wish to conserve the future. Lutherans in America have thus naturally reached an era in their development when many feel the need of fuller acquaintance and a better understanding of each other’s condition and position, various occurrences and movements indicate this. These have, in part, been spontaneous, and have attained strength and momen- tum without the official action of permanent organiza- tions. In part, too, they represent the action of the highest deliberative bodies of the Church. Some that are considered significant are herewith presented. Beginning with 1883, the ‘‘ Luther year,’’ there have been a large number of annual gatherings, partly social, partly also directly educational in character. The total annual attendance reaches into the scores of thousands. Active pastors, prominent laymen, officers of the various church boards, and leading theologians address the people who, like themselves, are from various general bodies and synods. In some cities social unions, organ- ized and conducted on the basis of a common interest in things Lutheran are quite prosperous. The retent development of literature concerning the Lutheran Church and its large sale among Lutherans of all types is quite remarkable. Gerberding’s ‘‘ Way of Salvation in the Lutheran Church,’’ Histories by Drs. Jacobs and Wolf and Professor Graebner, Roth’s ‘* Handbook of Lutheranism,’’ Lenker’s ‘‘ Lutherans in all Lands,’’ Remensnyder’s ‘‘ Lutheran Manual”’ and ‘‘ Distinctive Doctrines,” by representative divines of six bodies, have probably reached a sale of 75,000 copies. The connection of an author with one body has proved but a small barrier to sale of his work throughout the others. Some “‘ free conferences” have been held by minis- ters for the discussion of various questions. At one re- cently held in Ohio, ministers from three bodies took part. Atthe last meeting of the Lutheran Academy of Church History, persons from four of the general bodies participated. At the meeting of the General Council last fall, for the first time, a delegate from the General Synod was received. Hereafter there will be a mutual interchange. The United Synod of the South exchanges delegates with the General Synod and General Council. The United Norwegian Synod recently received delegates from the General Synod and General Council. It will send delegates to these bodies and tothe Joint Synod of Ohio. The synods of Iowa and Ohio (Jqint) also ex- change delegates. ; ; The General Synod, General Council and the United Synod have agreed not to antagonize each other in home mission work, that the body ‘‘in occupation of a field and, in a reasonable degree, able to care for the Luther- an material therein,” is to be allowed sole possession. Should differences arise ‘‘ the Home Mission Boards or committees of the bodies concerned shall amicably ad- just such differences."” The same bodies have agreed that in foreign missions, ‘‘ recognizing the intimate re- lations already existing between the missionaries of the different bodies of the Lutheran Church, we encour- age them to promote the upbuilding of the one, undi- vided Lutheran Church in their Christianizing efforts.” The “ Common Service,” prepartd for the use of Eng- lish-speaking Lutherans in America, has had the offi- THE INDEPENDENT cial approval of all the general and independent bodies having English congregations. Its use in the United Synod and the General Council is quite general. It is used in a considerable number of leading congregations in the General Synod and by English congregations in various other bodies. It is thus an important factor in producing a common ‘‘ Lutheran consciousness.”’ The Luther League is a society that in district, State and national organizations, seeks to unite those who in any Lutheran congregation belong toany kind of a young people’s society. ‘ Its doctrinal basis is the ‘‘ Unaltered Augsburg Confession.” The League is flourishing and enthusiastic. Its organ, The Luther League Review,with the Young Lutheran, is widely circulated in the churches of the various bodies. The Deaconess work is being thoroughly established. The magnificent Mary J. Drexell Home and Mother- house in Philadelphia is the leading institution, and will soon welcome the first conference ot representa- tives of Lutheran Deaconess institutions in America. There are now seven such institutions, many of whose deaconesses received their training in part or entirely in the Mary J. Drexell Motherhouse. On November roth-12 it is expected that a most im- portant conference of Lutherans will be held in Phil- adelphia. Leading men from various parts of the Church will meet and discuss various doctrinal and practical questions. It would, doubtless, be going quite to far to affirm that these things indicate a unification of the Lutheran bodies in America in the near future. They do, how- ever, indicate that many among the older ones who are weary of alienation and strife, and that many of the younger ones, feeling the force of acommon name, a common faith and a common belief in a great provi- dential mission for Lutheranism in America, have come to desire to have the better understanding, more fraternal feeling and the stronger hope which come to those who meet as brethren. While these things have led some to say with new fervor: ‘‘ Thank God we are the children, of a great Church,’’ we may trust also, that in some measure, too, they are an answer to prayer of our High Priest and Lord for the unity of his people. . PHILADELPHIA, PENN. Religious Notes. Tue South African Republic has amended its code so as to remove the paragraph disqualifying Roman Catholics from holding office under the Government. .-A ‘‘heathen” village has been found in Eng- land, within a hundred miles of London. It has about 200 inhabitants. There is a fine old Episcopal church, but the vicar is away for his health; there is also a Con- gregational chapel, but it is closed. There is not a Sunday-sehool in the place, and according to an old woman churchgoing is frowned upon. She said: “We're like a lot o’ heathens here; an’ if a boy like that (pointing to one about ten years of age) goo to church, he git a cuff o’ th’ hid and sent awaay. He hev’ a been.” .... According to Censuses of churchgoers in New- castle, England, taken in 1851, 1881,and 1896, the increase in church attendance falls lamentably below the increase in population. The increase in church attendance in the first period was 20.43 per cent. against 42.11 in- crease in the population; in the second period it was 22.77 in worshipers and 142.12 in the population. At present not one person in ten goes to church. The list of denominations represented has, however, increased from seventeen to twenty-five. ....Complaint was secretly made against the action of the Aberdeen Presbytery of the Church of Scotland, in appointing an ordination service at eight o’clock Sun- day evening, on the ground that ‘‘ ordination being with fasting and prayer,’’ persons must either neglect the example or undergo abstinence of unexampled or unnecessary length and severity. The answer, in be- half of the Presbytery was that to insist that fasting must continue a certain number of hours was a piece of externalism. ....Arrangements have been completed for the Centen- njal Conference of the African Methodist Episcopal Zion Church, to be held in New York City, October 1st-12th. Bishop A. Walters, of this city, is the chairman of the Committee of Arrangements. Among those of other denominations whoare to take part are Bishop Foster who is to preach the opening sermon, Bishop Andrews, both of the Methodist Episcopal Church; Bishop H. C. Potter, Dr. Alexander Crummell of the Protestant Epis- copal Church; Bishops Arnett, Turner, Grant and Derrick, of the African Methodist Episcopal Church; Bishop Lane, of the Colored Methodist Episcopal Church; Bishop Cook, of the Union American Methodist Episco- pal Church; Booker T. Washington and Pres. W. P. Thirkield, of Gammon Theological Seminary, Atlanta. ....Two Presbyterian committees, appointed by order of the General Assembly at Saratoga, were in session in this city last week—one to examine into the finances, the debt, etc,, of the Home and Foreign Missionary Boards; the other to consider whether the new Presby- terian building, at Fifth Avenue and Twentieth Street, (1067) 15 should or should not be retained as missionary head- quarters. The fermer committee is to report in a week or two; the latter committee made a communication to the press, after a harmonious and satisfactory confer- ence with the members of the two Boards, expressive of their ‘‘ full confidence in the integrity, fidelity, good faith and loyal service of the members of the Boards in the administration of their trusts, including the erec- tion Of the new building,”’ and of their ‘‘trust that the Church will unhesitatingly sustain the causes of home and foreign missions, and give the financial support necessary to prosecute the work of the two Boards, and relieve them from the existing indebtedness which em- barrasses them in their current work.” This is inter- preted as an approval of the occupancy of the new building. ....Father A. R. Doyle, General Secretary of the Catholic Total Abstinence Union, in his report to the annual convention in St. Louis, this week, shows that here are 583 societies of men, with 34,089 members ; 197 of cadets, with 14,624 members, and 115 of women, with 7,271 members. Secretary Doyle says of the Church: ‘Of course, the difficulty of thoroughly persuading the public [of the hostility of the Church to the saloon] has arisen from the fact that too often have names presumed to be Catholic been seen over liquor stores, and too fre- quently have people supposed to belong to the true Church been convicted of drink crimes; and commonly people judged by facts and not by words. But in spite of ‘these difficulties we can to-day rejoice in the fact that in public opinion we have got where we belong. First, last and all the time the Church stands for law and order. First, last and all the time the Church stands over against the saloon. The name of Catholic is no longer allied with intemper- ance, and some of the virtues which characterize a true- hearted Catholic people are sobriety and good citizenship.”’ ....The Salvation Army has established a Rescue Mission in this city. Already three homes have been opened. The purpose is to receive young and friendless girls and show them in a practical way the advantages of abandoning evil ways and evil companions and living a proper life. Several girls have been taken from haunts of vice and established inthe homes. The largest of these homes is described as a home in fact as well as in name, ‘‘ where the reclaimed woman finds plenty to eat and wera,a comfortable bed, a light, cheerful room, pleasant and elevating surroundings and Christian infiu- ences.’”’ The reception room is carpeted and nicely fur- nished, and is provided with bookcases, cabinets and pictures to make it attractive and homelike. There is another room with a piano, and a larger room where work is to be done. The work is to be light. The girls are taught the use of the needle in plain and fancy sew- ing. The sleeping rooms are neat and cosy. Says Ad- jutant Palmer, whois the matron in charge: ‘‘We expect to keep each girl at least three months. At the end of that time, if we feel justified in letting her go, we find a situation for her. We never dismiss a girl with- out finding her suitable employment, unless she is incorri- gible; and we have found very few such cases. We give her respectable clothes to wear and a little necessary out- fit, which she is allowed to pay for, if she desires to do so, out of her first month’s wages. We do this in order to give her a feeling of indepefidence, to let her feel that she is not a pauper. Occasionally a girl brings a trunk with her, which, of course, she is permitted to keep. She is encour- aged to keep her wardrobe in the best possible condition, and when, as is often the case, she knows nothing about sewing, she is taught how to mend her clothes.” Ministerial Register. BETTEE, Darius, Cong., Grand Rapids, Mich., died July 5th, aged 78. BETRAM, H. W., Luth., Lindenhurst, N. Y., died July 3d. BIXLER, C. E., Presb., Armstrong, Ia., accepts appoint- ment by Board of Foreign Missions to Brazil. BROWN, J. ELDRED, Prot. Epis., Webster, Mass., accepts call to Norwich, Conn. BUSH, STEPHEN, Presb., Waterford, N. Y., died July 15th, aged 79. EDDY, D. C. Bapt., Brooklyn, N. Y.. died July 26th, aged 73- EDWARDS, R. A., Prot. Epis., Philadelphia, Penn.., re- signs. EVANS, Joun, Prot. Epis., Littleton, Col., died July oth. FIELDON, Josepn, Bapt., Newport, N. H., accepts call to Winchendon, Mass. rns. DanieL C., Cong., Putnam, Conn., died July 17th. GENZMER, Prof. G. A., Luth., Wagner College, Rochester, N. HALLOCK, Rosert C., Cong., Brooklyn, N. Y., resigns. HELLWEGE, A., Luth., Roxboro, Penn., accepts call to Trenton, N. J. HUNTON, CuHartes K., Luth., inst. July 26th., Ada, O. HYDE, W.L., Chaplain of State G. A. R., died in New York City, July 31st. , KING, W. R., Presb., appointed by Board of Home Mis- sions to the Presidency of Henry Kendall College. LADD, Horatio,0., Prot. Epis., Fishkill,N.Y.,accepts call Jamaica, N. Y. N , F. C., Ger. Ref., ord. and inst. July 28th, Canton, O. RIGGS, J. D. S., Bapt.. Granville, O., accepts the presi- dencv of Ottawa University, Kan. ROOT, E. TALLMADGE Cong., Baltimore, Md., accepts call to Providence, R. I. ROSE, A. T., Bapt. missionary, died July 5th in Rangin, Burma, aged 7 WALTON, T. P.,S. Presb., President Elizabeth Aull Sem., Lexington, accepts presidency Synodical College, Ful- ton, Mo. resigns Chair of Latin,

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16 (1068) The Budependent NEW YORK, August 6, 1896. For Subscription Terms, see Page 38. Contents. Page Posms:—**O My Threshing, and the Cornof My Floor,” /the/- bert D. Warfield; At Vernal Equinox, John Huston Finley; Patmos, £. D. Morris From an Old Republican. //. L. Wayland, D.D. The Improvement of Public Schools. Daniel C. Gilman, LL.D Are Our Children Precocious or Infantile? /sabe/la G. Oakley. Horace Mann asthe Embodiment of Our Educational Ideas. HW’. Ra ER Ens AP ls cbnxdbasevepyanssiweenst8beswobscteesense 3.4 How the Public Schools Can be Made More Effective. Char/es TNs wick bbche sunshade ebnSsbakbubedbsnebbses seeevsys os The Boston Public Schools. Edwin P. Seaver .ccccccccccccceces 5-7 Women on Boards of Education. Miss Grace H. Dodge........ 7 nr Public Schools, Raber Mackay. .sscccccesssccescvcssseees 7,8 The Public School System of New York City. Charles Buckley iia ee i eae oe a awe An Investigation of the Rural Schools. Dr. B. A. Hinsdale... 9,10 City Schools and the Public Welfare. 4. 7olman Sutith....... 10 The Syracuse High School Congress. WW. A. Wicks...cc...000. 10, 11 The Business Side of City School Systems. Aaron Gove....... 11, 12 The Strength and Weakness of the Common Schools. /rancis EE Cheese ebaekicebhskbnebe winters Gaba edanobensse ncn 12 Fine Arrs:—Art Teaching in Schools, II]. Sophia Antofnette Walker; Saxnivary; Personats; THe Sunpay-ScHoor; Sur- ee a ae ae 12—14 Rewicious InreL.icence:—Lutherans Drawing Closer Together, The Rev. Frank P. Manhart; Revicgious Noves........... ™5 EUOMTATE: TT ORAE. TOTS o05i6:0ss00c cniesccenssecseesenveese 16, 17 LireraturRE :—Book Reviews; Notes; Books of the Weck....... 18—25 FInANcian; COMMERCIAL; INSURANCE......ccccccccccccccseccecces 28—31 OLD ann Younc:—All in All (poem), 47. Woolsey Stryker; Tom, the Rigger. //erbert PD. Ward: The Baby and the Bee (poem), -ifzaheth Harman; The King and His Son, /7a Lovett; LeaRN By Heart; Pepeves; Puzzves...............- 33—37 Work Inxpoors ann Out:—Motormen on City Trolleys, George /. Manson; Notes Here and There, Wi//iam Hoyt Coleman; A Frame of Cuttings, Amy Wightiman...ccccccccccccceeees 38, 39 Our Public Schools. THE dozen articles we publish this week on our public schools will well repay careful reading. Next to the Church, the public school is the most impor- tant institution in modern society for the benefit of mankind. The State rests on citizens. the education of its What gives special value to these articles is the ut- terance of the desire for a better system of public education, and of dissatisfaction with what has been achieved. The question asked by Miss Oakley is most pertinent: Are our children properly developed by the prevalent system of instruction, or are they kept infantile? It is the aim of the National Educa- tional Association to find out what are the defects of our system and to remedy them; and most important reports have been presented in previous years which will make easier the passage from the secondary to the higher education. If no such epoch-making report was presented this year, yet something was done to hold past progress, while waiting for an important re- port next year. We commend to our readers these articles, a few of which are taken from the weightier papers read at the Association. President Gilman's testimony to the importance of the public school, given in his consent to consider a proposition to become the head of the New York City system, will give interest to his enu- meration of several ways in which our schools can be made more efficient and useful. In the same line may be mentioned the articles by official representa- tives of the public school system of New York State and City, and of Boston, with some sharp criticisms of the political control which has done so much hurt. The first general session of the recent meeting of the Association was made commemorative of Horace Mann. The address of the occasion was by Dr. Har- ris, who presented a masterly analysis of Horace Mann’s educational ideals as set forth in his several reports, and of the successive steps by which the American school system has advanced toward the realization of those ideals. The address should be in every library and schoolroom of the country. We have reproduced in these columns the portions of the address bearing immediately upon the means of im- proving a school system. In the light of the experi- ence here surveyed, union of agencies and a certain measure of central control are seen to be essential to the highest results in popular education. At the basis of all real success in the conduct of school systems lies the business administration whose THE INDEPENDENT interests are too seldom considered by the average citizen. In his report as chairman of the committee on City School Systems, to the National Council, Superintendent Aaron Gove, of Denver, Col., pre- sented this subject in a concise and lucid statement which is here reproduced. Outside of the necessary routine of work, large op- portunity is afforded in the higher grade schools for exercises that tend to the practical, application of the knowledge acquired in the customary associations of life. One of the most interesting of the many de- vices invented by American teachers for this natural ‘play of mind is the congress organized and maintained for several years in the Syracuse High School by the principal, Mr. W. K. Wicks. Anaccount of its oper- ations will be found in these columns. We might similarly mention other valuable articles by Miss Dodge, Professors Hinsdale, A. Tolman Smith and others; but the reader will find them full of instruction and profit. The press teems with books and papers on education, and where we fail of the best methods wise and earnest men are seeking to discover them. The. outlook is bright, at least in our Northern States, and is brightening, under un- favorable conditions, in the South. A Living and a Life. THE late Governor Russell was on one occasion called to give an address on ‘‘ Practical Success” to a high-school class. One sentence in that address clings to the memory of those who heard him: ‘ Re- member that there is one thing better than making a living—making a life.” We might say that the epigram is worthy of Aure- lius; but it would be more exact to say that it is the same lesson taught in the old question of the Teacher of Galilee: ‘‘ What shall a man be profited, if he shall gain the whole world, and forfeit his own life ?’’ This was his frequent lesson. He bade them take no care for what they should eat or drink or wear, because there were higher wants than these which occupy birds and beasts. It was the money-getting Dives that sank to Gehenna, while the beggar Lazarus was taken to Abraham's bosom. It was the man increased in goods, building new barns, to whom the dread summons came. Any one can make a living; it requires only labor. When made it is an ordinary achievement, not worth much. The living perishes day by day with the con- sumption of food. It only prolongs an existence which may be a worthless existence. It isall material, disrupted by processes of decay. It is bread, meat, shirt, sheet, shingles, wheels, nothing more, gone to- morrow or next year. Its best product is muscle to make more living, and brain wasted on yet more liv- ing. It is permeated with all the ugliness of selfish- ness. But a life—that is all of greatness that we can con- ceive. A life, budding in an infant intelligence, de- veloping into soul and character, transcending the conditions of circumstances in the mutability of time —the maturing will of that little child has in ita grandeur that no physical display of force can rival. Sanctified by love, guided bya high purpose, crowned with victory over all low impulses, and charged with power to scatter blessing everywhere. The life is more than meat, more than the mere living. We hold Governor Russell in honor for repeating the old Galilean lesson. When he said it his hearers did not think of it as an oracle of religion; but it is none the less the very heart of the teaching of Jesus Christ. Not Abuse, but Argument. Nosopy denies that the issues of the Presidential campaign are of momentous consequence. Those who are committed to Bryan and Sewallon the Demo- cratic platform, or Bryan and Watson on the Popu- list platform are in dead earnest. They believe, and we must admit that they are entirely sincere, that the Free Coinage of Silver will be a good thing for the country; that it is necessary to national prosperity, and that it, and it alone, will right the wrongs suf- fered by the many and release the oppressed from the merciless hand of the oppressor. Those who thus be- lieve are not robbers and traitors; they are as honest in their intentions and as patriotic at heart as any of their political opponents. But not more so. What we concede to them they must concede to us. We believe that their policy is wrong in every way; that it will not bring prosperity, but greater distress; that it will not relieve the many, August 6, 1896 but work injury to all; that it will not preserve the honor of the Government, but violate it; that it will right no wrongs, but perpetrate a gigantic wrong; that it will not lift us up asa nation in the eyes of the world, but cast us down; that it is not wise and statesmanlike, but wild and ruinous. If its advocates did not believe that it is of para- mount importance they would not divide two parties in their devotion to it; if 1ts opponents did not believe it to be wrong and dangerous they would not break lifelong political alliances to unite against it. Here is sufficient reason for great moral earnestness on both sides. Where great moral questions are involved personal convictions become, sooner or later, fixed and strong. We say that the proposition of the Chicago platform is a scheme of practical repudiation; that it is essen- tially dishonest. For this we are called to account and condemned as abusive. We are told that dishon- esty and repudiation and anarchy are not proper terms to apply to the planks of the Chicago platform, be- cause they imply that those who support them are dis- honest, repudiationists and anarchists. Abuse we know is not argument; but straightfor- ward definitions of established facts are not necessa- rily abusive. We do not assume that nearly half this nation are deliberately dishonest in declaring for the policy of free coinage. We separate between the effects of the policy and the intentions of its advo- cates. They do not understand that its effects will be such as we describe. Their purpose in supporting it is good. They believe the policy to be good. It is for their political opponents to show them that it is bad; that it is dishonest to pay debts in money worth only half as much as the money borrowed. The moral element is supreme. It is above all mere ques- tions of policy. We cannot, seeing it so clearly, choose to disregard it. We must discuss it, we must emphasize it, we must convince by argument and moral earnestness, we must hold it up constantly in this campaign cf education. This is not abuse. It becomes abuse when those on the other side are accused of being dishonest in their intentions. Judge Scott was abusive last week, when, as a Populist, he classed Senator Sherman and President Cleveland with John Most, and declared them worse than that avowed anarchist. We must take care not to follow such an example. We must distinguish between the effects of the thing advo- cated and the purpose of the man who advocates it. It is early in the campaign. It is sure -to be an earnest and heated canvass. Men of equal sincerity of purpose are on opposite sides. It is well to under- stand the terms of the debate at the beginning. There must be room for the expression of convictions. If we are convinced that Free Silver Coinage is wise and right, we must support it, or be open to the ac- cusation of dishonesty; if we can convince Democrats and Populists that it involves dishonesty and repudia- tion, we shall have the right to conclude that they are dishonest if they vote for it. What we believe the masses who are taken with the Free Silver cry most need is enlightenment. A pir of warning needs to be given to the Congrega- tionalists that they do not stain their good record. We have kept our readers informed of the difficulties of the Orange Park school, Florida, which has opened its doors for both white and colored students, and against which the State of Florida has entered upon a crusade by passing a law aimed especially at this broad act of Christian fellowship. The condition is very different in connection with another school under Congregational auspices, called St. Charles College, in Louisiana. Last autumn some colored students applied for admis- sion to the college. Pres. Henry L. Hubbell replied that, if his recollection was correct, the statute laws of Louisiana, like those of Florida, prohibited co-educa- tion; but he would refer the matter to his board of trustees. He was informed that there was no such law in Louisiana, and Professor Knapp, in the absence of President Hubbell, replied again, January 21st, more than three months later: ‘‘Our board of trustees does not meet but once per an- num, and that isin May. No conclusion can be reached until next May. You are perfectly aware that we cannot have coeducation in any part of Louisiana. Public senti- ment is unanimously opposed to it. The question you raise is one of such moment that it will require most careful con- ference by all parties interested. Dr. Hubbell will be ab- sent for some time, probably till May. It will, therefore, be useless for you to come here with students at present.” This refusal is absolute. Evidently they do not want to have any colored students apply. In the neighbor- hood of St. Charles College the colored people need its privileges quite as much as the white. They have not as good public schools.. This college was the booming t t Ss T \ s

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August 6, 1896 enterprise of a town and syndicate that sought immi- gration from the North, which has failed on account of the decay of the agricultural enterprises. The institu- tion has a restricted white patronage, and, including its sub-preparatory department, has but thirty students, not one of them in the regular collegiate course. It would be a wrong to the givers for any Congregational society to continue to support such an institution. WHEN Cornelius Vanderbilt was sick permission was obtained from the city authorities to have tan bark put on the roadway in front of his house, and a policeman was Stationed with orders to see that quiet was observed as far as possible. Nota few agitators and some very reputable people have criticised this action as truckling to wealth, and have said that this would not be done fora poor man. We happen to see criticisms of this sort inthe columns of a South Carolina paper, edited by acolored clergyman for whom we have hearty re- spect. Butlet us see. There was nothing unusual about thattan bark—such permits are given every day. There was nothing remarkable about that policeman— policemen are detailed every day for special service. We presume the permit and the policeman would not have been sought or obtained in the case of many aman in ordinary conditions of life. A man of distinction in public or business life properly has special attention paid to him. We quote from our Southern friend: ‘‘ The very day the millionaire was stricken, some twenty persons dropped over inthe streets of the same city from the heat. They were taken to hospitals. Several of them reported that they ‘had no homes.’ ”’ All very true, and no great fuss was made over them. But if our editorial friend were sick there would be a great deal of fuss made over him, and very properly. There would be letters and telegrams and a hundred calls at the house to make inquiry about his health, and sympathetic expressions in dozens of papers, and if he should die resolutions passed and a grand funeral. Not that he is any better than the teamster who is overcome . by heat, tho very likely he may be; but because he occu- pies a public position before the world and tothe pub- licis worth more than other men, tho no more valuable in the sight of God. Mr. Vanderbilt is one of the most extensive employers of labor and one of the best of them in the United States; and it was his prominence, in which his wealth was a factor, which justified special public interest in his sickness. IF one-tenth part of the accusations made by the Turkish Government against Missionary Knapp were true there would be good reason not for taking lawless action against him but for bringing him for trial to Con- stantinople and having him severely punished. But the charges are so ridiculously absurd that, as the British Consul said, they deserve no credence. It is charged, on the testimony of three Armenians who were arrested and doubtless subjected to torture, one of them Mr. Knapp’s servant, that they attacked a certain peaceable Armenian under orders from Mr. Knapp, who promised to give five hundred dollars to whoever succeeded in killing one or more of that family, and to provide for the future of his wife and children; and that Mr. Knapp furnished the revolver used in the perpetration of the crime. It is also charged in their depositions, so the indictment declares, that Mr. Knapp advised the revo- lutionist party of the Armenians to assassinate some of their fellow-Christians in order that the crime might be attributed to the Mussulmans; also that he incited an Armenian agitator, with several of his companions, forcibly to abduct a Kurdish girl from her parents, and was in correspondence with Armenian leaders to stir up trouble with a view to creating an Armenian principal- ity in Asia Minor; also that he encouraged Armenians to attack the mosques during the Friday prayer and to assassinate Mussulman officials and notables whom they met in lonely places. All this is credible to the credu- lous, but is so extravagant that no sensible man can be- lieve it. Such slanders as these are, however, to some extent supported by the Russian diplomatic service. In a letter from Minister Terrell to the Rev. Henry O. Dwight, written in December of last year, and lately printed by Mr. Terrell, he says: “The consuls of one great Catholic power officially re- ported to their ambassadors that our missionaries had en- couraged the Armenians to aspire to State autonomy.” Altho he says Catholic he probably means Russia. THE International Social Congress has met, squab- bled, split and adjourned, much to the relief of the London public and police. Some three or four days were spent in a war of fists as well as words, trying to put out the Anarchist members. At last they were ex- pelled, after half the time of the Congress had been exhausted, as well as the patience of everybody. Then the Congress settled down to hearing and adopting re- ports. Perhaps the most important was the proposal that education should be made national and free up to the universities, and be compulsory to the age of six- teen, with instruction in the trades, and that during the period of instruction the scholars should be a sort of cadets supported by the State. This was one of the THE INDEPENDENT best propositions, and the others were mostly reaffirma- tions of the acts of former years, against standing armies and for arbitration. The next meeting will be in Ger- many. We may say that one of the best results was the opening of the eyes of the British Socialists and workmen tothe character of the Anarchists. In Ger- many the revulsion against this Congress may be even more important, as the utterances of German Socialists denying all national patriotism and even regretting the acquisition of Alsace-Lorraine, has produced general disapproval, such as may discredit Bebel, Liebknecht and other leaders on their return. It must be remem- bered that this Socialist Congress embraces only those organized workmen who believe in seeking their pur- poses as an organized party. ....For the benefit of The Catholic Review, The Sacred Heart Review and other Catholic exchanges, we must explain that when we said that we need God in our politics as well as in our business and amusements, and that religion is good in all spheres, we did not mean that the General Conference of the Methodist Church should declare for the gold standard, nor that the Presbyterian General Assembly should give a de- liverance on the Tariff, nor that the Bishops of the Catholic Church should direct all good Catholic voters to support Bryan and Sewall or McKinley and Hobart. The statement of such propositions is their condemna- tion. In acountry where all religions are on an equal basis under the supreme law, we should not take up public concerns as Catholics, Methodists, Presbyterians or Lutherans, but as citizens; and we are better citizens as we are better Catholics, Lutherans, Jews, etc. This is why we condemned the Catholic mandement in Can- ada instructing Roman Catholics to vote for the Con- servative candidates. ... They say the Populists of Georgia are likely this week to nominate a Baptist minister for Governor, the same Dr. J. B. Gambrell whom we last week mentioned as having become editor, tho still residing in Atlanta, of The Texas Baptist Standard, which claims to have a larger circulation than any other Baptist paper in the United States. Dr. Gambrell has won distinction asa Prohibitionist, but he is now writing the strongest kind of Populist and Free Silver articles for his Texas paper. He draws the sectional line, the South and the West against the East, with ‘‘New York City, the money center of the country, now thecenter of the Eastern side of this new sectionalism.”” He says that English capitalists rule and ruin us, but that now “the uncom- mercialized masses will take their government out of the hands of the classes,” and ‘‘ adopt a new declaration of independence of England.’’ This is just the Till- man _ sectionalism which Senator Jones rebuked at Chicago. ....It would now seem as if it were reasonable to hope to find in Egypt the most extraordinary manu- scripts of ancient writings. Now it is even less stone monuments than perishable papyri which have endured the changeless conditions of fifteen hundred or two thousand years. The last report is of a Coptic maru- script of the fifth century, containing a translation of three Gnostic writings of the second century, previously unknown. Indeed, no Gnostic writings had come down to us, and they were known only by the polemics of Irenezus, Hippolytus and other Orthodox Fathers. The three treatises now found, which will throw great light on the early history of Christianity, are called ‘‘ The Gospel according to Mary, or the Apocrypha of John”; ‘‘ The Wisdom of Jesus Christ’’; and ‘‘ The Practice of Peter.’’ The first of these is quoted by Irenzus; the second consists of questions put to Christ by his disciples and his answers; while the third is an account of Peter’s miracles. ....We do not like to see some of our less careful Catholic contemporaries making such extraordinary statements as the following: “Among the sufferers in Armenia are nearly 40,000 Cath- olic Armenians, and aJtho part of the money sent from this country for their relief was furnished by their co-religion- ists, none of it has been distributed among them. The Protestant Armenians get all. The head of the Catholic Church in Armenia, the Catholic Patriarch’Stefano Pietro Azarian, is authority for this statement.” It is absolutely untrue that ‘‘the Protestant Armenians get all.”” By far the larger part of it goes to members of the old Armenian Church, and nowhere are the Catholic Armenians shut out, and the Patriarch Aza- rian did not say they were. What he said was that in some place, which he mentioned, he did not allow them to go for relief where the distribution was made by American missionaries. ...+The Chicago platform says: “The Constitution names silver and gold together as the money metals of the United States.” Hardly; it names ‘‘ gold and silver,’’ but nowhere “‘sil- ver and gold.’’ Some years ago, in a certain learned society we know of, a learned member collected and tabulated at great length the number of times in which the order ‘‘gold and silver” appears in the Hebrew Scriptures and in the Assyrian inscriptions, and then (1069) 17 the number of times that ‘“‘silver and gold’’ appeared. The disappointing conclusion of his labors was that he could draw no conclusion whatever from his quotations. It is clear that there was areal purpose and meaning, if not in the order of the metals in the Constitution, at least in the change of that order in the platform. ....When a thorough-going Tammany Democrat like Bourke Cockran repudiates the Chicago ticket and platform, it shows that the spirit of revolt runs deep in the old party. He wants the Chicago ticket beaten, and beaten overwhelmingly. He sees one way to beat it, and that is by electing McKinley and Hobart. He abates nothing of his opposition to the doctrine of Pro- tection; he would have Sound Money Democrats adopt a platform of their own, with a plank declaring for a tariff.for revenue only, and indorse McKinley. He ap- peals to the ‘‘ intelligence and morality of the American people against the monstrous propositions’’ of the Chi- cago Convention. Mr. Cockran’s emphatic repudiation is a fair offset to Tammany’s indorsement of the Chi- cago ticket. ...»The extraordinary report is published that the Baroness Hirsch has made a donation of $20,000,000 to carry on the philanthropic enterprises of her late hus- band, the money to be devoted to the emigration of indigent Jews from Russia to the Argentine Republic, and starting them in agricultural life there. The sum . is so enormous that we hesitate to give the story full credit. For that amount all Palestine might have been bought fromthe Sultan. Bufthe Baron was no enthu- siastic religionist; his Jewish patriotism did not run that way. . ....We could not imagine a sensible committee, with good business men on it, deciding that the Presbyterian Mission Boards ought to give up the fine new structure and go back to the old quarters in the Lenox Building; and we are not surprised to find them approving the integrity, good faith and loyal service of the members of the Boards in the erection of the new building. It was not unwise, tho hardly necessary, to appoint the committee. If their report, which is to come later, will satisfy the critics, their labors will wasted. not have been ....The horrible railroad accident at Atlantic City illustrates anew the danger of grade crossings. Signal towers are nosure prevention of collisions. The great- er the traffic the more danger that what we call acci- dents may occur. The time must soon come when we shall have legislation prohibiting railroad crossings at grade. The depression of one track and the raising of the other is generally an easy way to avoid all danger of collision. ...-It is not as great an achievement as a flying ma- chine would be, but it is no small triumph of the men at work at the Blue Hill Weather Observatory, near Bos- ton, that they have sent a kite into the airto a hight of 7,333 feet, or a mile and two-fifths. The purpose is not mere curiosity, but to find a means of testing the strength and direction of the upper currents, and so helping the science of meteorology and the forecasts of the weather. ....The St. Louis Catholic papers want to know what we think of Protestant toleration, now that Mr. Bland was turned down by the Chicago Convention. We an- swer that we do not believe that the fact that some meddler elicited the information that his wife is a Cath- olic had two feathers’ weight in influencing the con- vention to drop him for Bryan. We can, however, forgive Missourians for feeling sore at their defeat. ..»s-Now John Morley, in Zhe Nineteenth Ceutury, takes sound ground on arbitration in Venezuela, accept- ing Mr. Olney’s view that arbitration must not exclude territory that has been settled since the dispute began. The President’s insistence on justice to Venezuela has been of the greatest service to the doctrine of arbitra- tion, and will be found to be one of the most honorable acts in his whole career as President. ....There is no special significance in the Cuban proclamation of President Cleveland. It is simply in- tended as a warning to the fitters-out of filibustering expeditions, that our neutrality may be properly pre- served. It does not indicate that the sympathy of the United States is with Spain; only that we mean to be faithful to our international obligations. ....We are past taking any interest in the reports that this, that or the other man is to be successor to Cardinal Satolli as Papal Delegate. All these contra- dictory rumors have their rise in the circle of the Vati- can, and seem to be partof the jealousy among the ecclesiastics, as representing the regular, or diocesan clergy, and the priests of the monastic orders. ....-We trust that young Christian Endeavorers will notice the paragraph in Zhe Golden Rule, which takes pains to tell them where to send their money for the aid of the suffering Armenians. It specifies Brown Brothers & Company, or F. H. Wiggin, Treasurer of the American Board, and no one else. ....Says a writer in one of our religious papers: “It is just as lawless to introduce Benedictus or any other hymn after the Prayer of Access or in the Prayer of Consecration, as itis to make a pause after the prayer for the Church Militant, and allow the organist to play a vol- untary.” We arrec that one is quite as bad as the other,

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18 (1070) Literature. Two Great Teachers.” Ir is a fortunate circumstance that we have two such works at hand to present to our readers in this Education number as Professor Marcou's Life, Let- ters and Works of Louis Agassiz and the Memoirs of the late President Barnard. Both were teachers and teachers of teachers, and both left their mark on the educational ideas, meth- ods and institutions of the country. Of Prof. Louis Agassiz the biographies are numer- ous. Three were published during his life. The memoirs published after his death are yet more nu- merous. Several among them rise to the dignity of Lives, the most important among them being two de- lightful volumes by Elizabeth Cary Agassiz. It is no disparagement of this striking memoir to say that it left room and reason enough for this new work now completed by Professor Marcou of Zurich. His qualifications for the undertaking will be recog- nized by his readers. Are they notalso fully enumer- ated by himself in his Preface? He is the last sur- vivor of the small band of naturalists who came with Agassiz to this country. For more than twenty years he has been gathering ‘{material’’ in the form of letters, recollections of friends and contemporaries and rare pamphlets,’’ and doing the work of a bio- graphic collector with an enthusiasm, thoroughness and appreciative judgment which indicate that the task he has undertaken came to him by something very like ‘‘ natural selection.’’ His birth in the French Jura Mountains, not so very far from the simple Swiss parish where Agassiz had been born seventeen years earlier, gave him an open and easy access to the local traditions and his- tory of the Huguenot family in the ‘‘ Jura Vaudois’’ from which the great naturalist was descended. He was associated with him in some of his most important explorations in this country, and since 1855 has been Professor of Geology in the University of Zurich, where Agassiz took his first steps in scientific study and revealed his great powers as a naturalist. Marcou’s two volumes, coming thus as they do from an author eminent as a naturalist and equipped for his task with literary ability and the fullest possible furnishing in the way of personal acquaintance with his subject, are the tribute of one distinguished man of science to another, whom he and we all held ina common veneration as one of the most influential and, at the same time, one of the most delightful person- alities of his age. The memoir falls naturally into two volumes, ot which the second relates to Agassiz’s American life and the first ends when he turned his back on the Old World. His associations with Europe were, however, too many and too strong to be broken off by his migration across the sea. In fact, they never were broken off but strengthened, and in a sense grew more valuable to him, after his work and residence had begun here. Previous to his voyage to New York in 1846 his great work on the fishes had been completed and advanced him well over the threshold on his way to a European reputation. But the visits he made to Paris and Lon- don on his way to New York, his calls on distinguished men, and consultations with the dispensers of favor and fortune in France and England, had revealed to him in unmistakable ways that, much as they might applaud him, they were not ready yet to open for him the way to a place adequate to his support or suit- able for him to work in. America was ready to offer both, and did it with a heartiness which threw something like a romantic glamour over Agassiz's first years in this country. Science herself was young then in America and Agassiz was the hero of her youth. In the brightness, brilliancy and promise of the time young Agassiz shone in the glory of his well-developed youthful prime. His life was indeed a happy one. To a man of such wide horizons and visions it was impossible that his dreams or his desires should come to him; but to us who go by the rule of averages in measuring the felic- ity of a man’s life he may seem to have had both his desires and his dreams. There were rainy days and there was rough weather in his year. Mr. Marcou has certainly done all that was required of him in the way of frank speaking to let us see what they were and how closely they were connected with certain * Lire Lerrers anp Works oF Lovts Acassiz, ‘By Jues Marcov. Two vols. Crown 8vo, pp. 302, 318. Macmillan & Co. $4.00. THE INDEPENDENT weaknesses and foibles of the great naturalist him- self. The portrait given by him is, however, true and full of the vitality and multifarious energy of the sub- ject. On the personal and domestic side it is partic- ularly interesting, in describing the warm friendships, the brilliant associations and uncommon life of which Agassiz was the center. For us the educational value of Agassiz’s life was its highest importance. The impulse he gave to cer- tain departments of study in this country was worth a half century of ordinary work; yet no one who ever saw him in his lecture room or with his students would fail to note how much of all his inspiration was per- sonal to the man himself and lived and died as a part of his personality. We cannot follow Professor Marcou through the details of Agassiz’s large and full and varied life. We must, however, advert to the position he has taken in defence of this great naturalist’s attitude toward the Darwinian doctrine of species and toward evolution in general. It has become so much th2 custom in this country to look on Agassiz’s rejection of these views as unsci- entific and as a blot on his name as to give a some- what surprising interest to Professor Marcou’s apolo- getic remarks and to make it impossible to overlook them. Wedo not intend to discuss the view of the situation as presented in these volumes. It will make its own impression, especially in the point pressed most strongly in it, that it was not an unprogressive habit of mind which held Agassiz back, but the thoroughly trained and scientific qualities of his thought, and his inability to desert the solid ground of facts for unproved theories, no matter how fasci- nating they might be. The work ends with three striking appendices, one on the Agassiz biographies, long and short. They are forty-seven in number. Next follows.an Appendix of Portraits, Engravings, Photographs, Busts, Medals and Tablets. The third Appendix contains a ‘List of Louis Agassiz’s Papers and Works arranged Chron- ologically.’’ The list covers a trifle more than forty- five closely printed pages. Great as Louis Agassiz’s influence on the educa- tional methods of the country was, President Barnard’s was not less. It wasdifferent. It was exerted in a dif- erent way. It was applied in different relations, and his life was occupied more exclusively in distinctly educational activities. The materials for the present Memozrs were collected by Mrs. Barnard, who died suddenly when only two chapters were ready for the press. The materials collected were committed to the present editor who has carried out the work on the original plan, and produced a volume of very unusual value and interest in the educational history of the country as well as in its national biography. In both of these relations Dr. Barnard was a strik- ing figure and filled a great place. His influence on the national education in all grades from the common public school to the highest departments of the university was as great as that of any man of his day. This is the light in which he is mainly presented in this volume. His plans and achievements as an edu- cator are the principle subject of the volume and are described very largely in extracts from his own writ- ings. The story thus presented is the record of the severe discipline which led him steadily, and often painfully, on to the summit he finally reached. At the threshold he was met by the sudden development of a hereditary infirmity which hampered him through life and at first threatened to cloud and cabin his whole career. The energy and address with which he rose above it and managed to do his part among men is the mark of a great nature. He was graduated at Yale in 1828, became a Tutor in 1830, for a Short time held a position in the Deaf and Dumb Institution at Hartford and later in a sim- ilar institution in New York which, curiously enough, was planted on the very same ground where Columbia College had been settled seven or eight years when he was elected to its presidency in 1864. In 1838 he accepted an appointment as Professor of Mathematics and Natural Philosophy in the University of Alabama, and for the next twenty-six years, until his flight North in 1862, at the capture of Norfolk by the Federal troops, was a citizen of the South. In these years he had achieved so much national reputation that before the outbreak of the War in 1861 he was chosen President of the American Association for the Ad- vancement of Science. The meeting of the Associa- tion after that year was postponed on account of the War until 1866, and Barnard’s long tenure of office was due to that circumstance. His interests were so August 6, 1896 wholly scientific and educational that the humane and sociological aspects of slavery did not attract his at- tention. At all events, he became himself an owner of slaves and was well enough content with the atti- tude of the South toward its ‘‘ peculiar institution ”’ to make no protest against it. When, however, the Union was threatened he spoke, not against slavery but against the mad schemes of secession. How great this madness was we see in a conversation with Mr. De Bow, editor of The Southern Review and Ed- itor of the ‘‘United States Census of 1850.’’ We print the passage as showing how little reason and rational facts avail, even with rational men, in the presence of a common social impulse : ‘** War!’ exclaimed De Bow, ‘there will be no war.’ Barnard rejoined that there was war already. ‘ What,’ he asked, ‘is the ordinance of secession but a declara- tion of war?’ ‘That is all nonsense,’ said De Bow. ‘*We are not making war. If there is a war, the North will make war on us, and the North cannot make war on us for three good reasons. First, she has no motive for war; her interests depend on peace with the South; she lives by her Southern trade, and she will submit to anything rather than lose it. Second, she has no means to make war except what she gets by preying on the South, and war would deprive her of all her resources. Third, she can get no men; her people are divided; half of them are ready to take our side already. If there is war, it will be between two Northern factions, and blood may flow in the streets of New York and Philadelphia, but there will be no blood shed in the South.”’ The full significance of this incident is not seen until we remember that of all men in the South Mr. De Bow, as editor of the ‘‘ Census,’’ had the best oppor- tunities for knowing the facts and was depended on for their information by the Southern people. The pitiful history is re-enacting itself in another form at the present time. States which ran mad on slavery may run mad again on silver and with the same de- plorable effect on their wealth and industries. On his flight from the seceded South, Barnard found occupation in the Coast Survey, and soon after, in May, 1864, was chosen President of Columbia College. The proof of his influence there is the great and immediate expansion of the university and the subsequent foundation of the College for Women, which bears his name. The history of this annex to Columbia is given in the sixteenth chapter of the present Memoirs. This chapter contains also an ac- count of President Barnard’s very important change of view as to the elective studies. It is, however, im- portant to note that in President Barnard’s case, as in that of many of the best and foremost American teachers, this change was apparent rather than real. The influence of the teacher still remained paramount in forming the courses, and a large part of the work to which President Barnard’s earlier expressions had been applied was now thrown back into the preparatory schools. We shall, however, have to send our readers for full information on these matters to the memoir itself, and we do so with confidence that they will peruse it with interest and profit. Books on School Method and Educational Theory. APpPLETON’S ‘‘International Education Series ’’ con- tains two interesting additions tothe kindergarten man- uals of method: THE MOTTOES AND COMMENTARIES OF FRIEDRICH FROEBEL’s MOTHER Pay. (D. Appleton & Co. $1.50.) The Mottoes and Mother Communings re- ceive their English form in this manual from Miss Hen- rietta R. Eliot, while Miss Susan E. Blow translates the Commentaries, and accompanies them with an Introduc- tion on Froebel’s philosophy. The work of both edi- tors, is, however, more than a translation. They have done their best to correct Froebel’s lapses from good literary form, and to make this edition an ideal hand- book for English-speaking mothers and teachers. Froe- bel’s rhymes gain rather than lose in many, at least, of the translations, particularly those translated by Mrs. Emily Huntington, which have much of the simplicity of the old English ballads. The music has been rewrit- ten for the songs, and the quaint illustrations, prepared under Froebel’s supervision, have been reproduced from the Wichard Lange edition, now out of print. The poetic and musical part of Froebel’s work is published by itself ina second volume, THE SONGS AND Music OF FRIEDRICH FROEBEL’S MOTHER PLAY. Songs Newly Translated and Furnished with New Music. Prepared and arranged by Susan E. Blow. (D. Appleton & Co. $1.50.) It is not plain at first sight in what sense the music to these songs can be Froebel’s and at the same time new. Close examination will indicate that, while it follows Froebel in general suggestion, the words and music go together better and are more perfectly suited.

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August 6, 1896 to use in the kindergarten work. The two manvals are a genuine addition to the teacher’s equipment for kin- dergarten work. One of the latest numbers in the same “‘ International Education”’ Series is TEACHING THE LANGUAGE—Arts, Speech, Reading, Composition. By B. A. Hinsdale, Ph.D., LL.D., Professor in the University of Michigan. (D. Appleton & Co. $1.50.) The merits of this book are very considerable. Its main positions are solidly taken; and it makes its attack on ideas and methods which stand greatly in the way of anything like thoroughly efficient instruction in the art of reading, writing or speaking English. Inthe rational and best sense of the word it is arevolutionary piece of pedagogics, and, like most revolutionary essays, needs to be read with care and caution. We do not, for example, find Lindley Murray’s English Grammar so bad a book as Professor Hinsdale paints it. Onthe contrary, we believe it to be in some respects worth more than all the other Eng- lish grammars combined. The question is howto use it, and on that point we agree with Professor Hinsdale. So with regard to the old methods generally, good teachers brought out good results with them. Professor Hinsdale’s conception of grammar as the logic of the human mind, and that the laws of speech and of writ- ing are those which control the human mind in its oper- ations, is one which would emancipate grammar and the study of grammar from mechanical routine. The reasons for retaining grammar in the secondary schools, in spite of all that may be said against it, and of the unquestionable drawbacks that have clung to its use, were never stated with more force or clearness than in Professor Hinsdale’s chapter xvi, on ‘‘ The Function of English Grammar,”’ in which he goes to the heart of the matter. A NEw MANUAL OF METHOD. By A. H. Garlick, B.A., Head-Master of the Woolwich P. T. Centre. (Longmans, Green & Co. $1.20.) This manual is English in its origin, and intended, in the first instance, for English schools, but will be useful anywhere and can be heartily commended to American teachers. It is done with characteristic system and thoroughness, and more than English freedom from dogmatism. The different views of the same subject are presented fairly with the reasons proand con. For example, in treating the subject of reading eight different methods are described, the strong points of each are stated, and the student is left to de- cide for himself between them. The manual begins with school economy and hygiene, and the best archi- tectural arrangement and construction of a schoolhouse. It passes, in the second chapter, to the consideration of school discipline, which is treated with the same brevity and thoroughness which characterizes the man- ual generally. We then pass to the important subject of school classification, notes of lessons, class teach- ing, object lessons and kindergarten. Instruction in special studies, such as arithmetic, reading, spelling, geography, writing, English, elementary science and music follows. The notes given on all these topics are those of a master, and of a master from whom any teacher in these grades of instruction might be glad to receive suggestions. THE PHILOSOPHY OF SCHOOL MANAGEMENT. By Arnold Tompkins. (Ginn & Co., Boston. 85 cents.) Mr. Tompkins has given us a volume on ‘‘ The Philosophy of Teaching,’’ of which the present is the natural com- plement. The substance of the view presented in this volume was contained in the one which preceded it. Both volumes stand on the ideal or theoretic ground rather than the practical. The author’s conception of the school is that of a living, organized unity. The whole art of teaching, as concerns both teacher and pupil, consists in adjusting the relation of this ideal and organic unity to the realities of school work and discipline. This is a fine conception, perhaps a trifle too fine. It invests the school with a religious charac- ter, and has the enormous advantage of putting the ethical and social relations of school work, both for teacher and pupil, first. It is a view which is chargea- ble with too much sublimation. We feel this, for ex- ample, in the discussion of punishment, which we should recommend every teacher to read, but which, after all, would leave him in need of a much harder good sense than it supplies, if he is ever to become a really successful teacher. Mr. Tompkins’s idea lies at the bottom of all social action—the sinner against God wrongs his own soul; the offender against the State hurts himself; the transgressor of social etiquet counts himself out; the school culprit, in sinning against the unity of the school organism, injures himself as a part of it. All this is true and is well brought out by Mr. Tompkins; but it is not the last nor the strongest word as to law and discipline. THE TEACHER AND THE PARENT. By Charles Northend, A.M. (C. W. Bardeen, Syracuse, N. Y. $1.00.) This is a new edition of a useful work, originally published, we believe, in 1853, but which has been kept alive by its general good sense, and is now brought before the public with a special preface on the services to educa- tion of the Hon. Henry Barnard, formerly United States Commissioner of Education. ELEMENTS OF Pepacocics. By J. N. Patrick, A.M. (C. W. Bardeen, Syracuse, N. Y. $1.00.) This ele- THE INDEPENDENT mentary manual states concisely and in simple terms the well-established facts of psychology which bear on education, and shows their relation and application to correct methods of instruction. We note particularly the sound ethical tone of the book and its assertion that education cannot be pursued exclusively on an intel- lectual line. SCHOOL RECREATIONS AND AMUSEMENTS. By Charles W. Mann, A.M., Dean of the Chicago Academy. (Amer- ican Book Co. $1.00.) This manual is designed to be a companion volume to King’s well-known ‘‘ School Interests and Duties,”’ published in 1894. It is prepared especially for teachers and reading circles, and provides teachers with an extensive assortment of useful varia- tions from the school curriculum, beginning with a se- ries of Morning Exercises, intended to give the day a serious,and as far as possible a religious, but not sectarian opening. The manual gives useful sugges- tions as to decorating the schoolroom, singing games for little people, a very ingenious series of geographical and historical recreations, and hints as to exhibitions and debates, with a chapter of ‘‘ Recreations in Latin,’”’ which contain a number of Latin facetig. With all this is incorporated something like a Boy’s Own Book of games, experiments and useful knowledge which should be possessed by every teacher. THE ART OF PutTING Questions. By W. 7. Young. (C. W. Bardeen, Syracuse, N. Y. 15 cents.) This isa new edition of a useful little manual of suggestions as to anart which lies near the root of educational success. It has been revised by Mr. Bardeen himself. METHODS OF MIND TRAINING, CONCENTRATED ATTEN- TION AND Memory. By Catherine Aiken. (Harper & Brothers. $1.00.) This is a brief, pungent, essay on school method. The principle on which it turns is that developed by Ribot in his treatise on Inhibition, viz., the relation of attention to memory. The author’s method is to intensify and concentrate attention in the class on a series of practice-lessons exhibited on the blackboard for a few seconds only. This method is in accord with the best scientific psychology, and rests on principles which have been thoroughly tested and ap- proved. Miss Aiken illustrates its application to all kinds of school work, where the object is the discipline of the mindin quick, accurate observation, in the rapid use of its powers, and particularly in the discipline of mémory. GRADUATE Courses. C. A. Duniway, Harvard, Edi- tor-in-Chief. For several years past Leach, Shewell & Sanborn, have published this ‘‘ Handbook for Gradu- ate Students.”” The present number contains ‘‘ An- nouncements of Advanced Courses of Instruction, offered by. Twenty-four Colleges and Universities of the United States, with Valuable Additional Informa- tion for the Academic Year 1896-’7."’ The publication is authorized by the Federation of Graduate Clubs, and is trustworthy and intelligent. Its usefulness to grad- uate students is obvious. (25 cents.) School Histories. AT the head of recent school histories we name THE War OF INDEPENDENCE. By John Fiske. An abbrevia- tion of his larger work, prepared for ‘‘ the Riverside School Library.” (Houghton, Mifflin & Co., Boston and New York. 6o0cents.) It contains the substance of Mr. Fiske’s lectures on the American Revolution, and is the very best succinct exposition of that struggle which can be placed in the hands of a young student or reader. History OF Our Country. This ‘‘ Text Book for Schools” is the joint production of Oscar H. Cooper, LL.D., Superintendent of Schools at Galveston, Tex., Harry E. Estrill, Professor inthe Normal Institute, at Huntsville, Tex., and Leonard Lemmon, Superintendent of Schools, Sherman, Tex. (Ginn & Co., Boston.) It is intended to be a colorless work as far as the recent war is concerned, and is far less objectionable than many of the text-books which have been prepared for the Southern schools. But history cannot be taught on the colorless theory, and in the attempt to do it this text- book suffers much. We note also that the authors are unable to appreciate colonial New England or to pre- vent their account of it from descending tothe level of a caricature; as, for example, the sections on “‘ Religion”’ (p. 128), and on ‘‘ The Witchcraft Craze” (p. 87). Both are wicked caricatures to put into the hands of children at school. A WorKING MANUAL OF AMERICAN History. Ay Wil- liam H. Mace, Professor of History in Syracuse Univer- sity and Examiner to the University of the State of New York. (C. W. Bardeen, Syracuse. $1.00.) The idea of this manual is a good one. It aims to present history as a process, and to bring out the stages, direction and relations of its development. This is done in a series of well-arranged dates, topics and documents which cover the entire development and are arranged in sec- tions convenient for study. We commend the book to the examination of teachers. AN OUTLINE STUDY OF UNITED STATES History. By Harlow Goddard. (C.W. Bardeen, Syracuse. 50 cents.) The idea of this text-book is similar to that mentioned above. It is a little more elaborated in the mechanical details. It contemplates forty weeks of lesson work. (1071) Each lessqn includes an outline of leading events for its subject matter of study (a good method), followed by directions for the study of each topic, a list of books for reference, and a review at the close of each study. Similar in fundamental theory, but arranged to carry on further the scheme of original work by the pupils, is WHITE’s OUTLINE STUDIES IN THE HISTORY OF THE UniTeD States. By Francis H. White, Professor of History in Kansas State Agricultural College. He has combined historic maps of discoveries and explorations with his topical tables and introduced other factors which are well worthy of examination. (American Book Co. 30 cents.) ; THE AMERICAN History LEAFLETS, COLONIAL AND CONSTITUTIONAL, by Profs. Albert Bushnell Hart and Edward Channing, of Harvard, should not be overlooked. The publication of these Leaflets was begun in 1892 with the Letter of Columbus to Luis de Sant Angel announc- ing his discovery, with extracts from his Journal. It was followed by twelve new publications in 1893 which raised the total to eighteen. The series has now ad- vanced well into the heart of American history, and as it advances presents the important documents which carry the history inthem. The series is bi-monthly and is published by A. Lovell & Co., at the annual price of 60 cents, and is well seiected, planned and edited. In the ‘* Young Folk’s Library of American History,” issued by the Educational Publishing Co., Boston, we find STORIES OF NEW YorK, dy Anna Temple Lovering, M.D., told ina pleasant style. It dwells generally on the more picturesque elements of the history. A History OF GREECE FOR COLLEGES AND HIGH ScHoots. . By Philip Van Ness Meyers, L.H.D., Pro- fessor of History in the University of Cincinnati. (Ginn & Co., Boston. $1.40.) This is a thoroughly written and scholarly work, well up to the most ad- vanced knowledge, and worthy to take and hold its place in the schools as a standard text-book. Substan- tially it begins about 800 B.c., and traces the history down to the Roman Conquest, with a closing chapter on Greek art culture and sccial life. The bearing on Greek history of the recent archeological discoveries, and of Aristotle’s lately found treatise is indicated in the work. If any criticism on the handbook as a whole is to be made, it would apply to the author’s treatment of these earliest periods, which seem to us too summarily passed over under the general term of the prehistoric and un- known. We have received since the opening of the year three numbers of ‘‘ The Oxford Manuals of English History,” edited by C. U. C. Oman, M.A., F.S.A., on THE Mak- ING OF THE ENGLISH NATION (&.C. 35—1135 A.D.), by C. G. Robertson, Fellow of All Souls, Oxford, and Lecturer in Modern History, Exeter; and KING AND BARONAGE, (4.D. 1135—1327), 6y W.H. Hutton, B.D., Fellow and Tutor of St. John’s, and Examiner in Modern History; and KING AND PARLIAMENT (A.D. 1603—1714), dy G. H. Wakeling, A.M., Fellow of Brasenose College, Oxford. (Charles Scribner’s Sons. so0centseach.) These histo- ries are all done onthe Primer scale, and held rigidly down to it. They present the history in its progress- ive development and vital motives. Each number is complete in itself, and the volumes will be carefully fitted to each other to make the series a whole. Inthe class to which they belong they are admirable examples of workmanship, and valuable contributions to educa- tional literature. THE EDUCATION OF CHILDREN AT RoME. Sy George Clark, Principal of Jarvis Hall Academy, Montclair, Col. (Macmillan & Co. 75 cents.) Since Mr. Capes’s charming essay on Greek and Roman university life, we have had nothing to compare with Mr. Clark’s book, which has the advantage of a somewhat broader subject more definitely treated. It will surprise many to find how much is known of the ancient Roman prac- tice and theory of education. Mr. Clark’s exposition is full on all sides as to which we have knowledge. His style is attractive, and his book is one which will hold and reward the attention of the reader from beginning to end. THE PEOPLE’s STANDARD HISTORY OF THE UNITED States. By Edward S. Ellis, M.A. (The Woolfall Company, 114 Fifth Avenue. To be published in Thirty Parts, at socents each.) The Parts now pub- lished of this new and popular history make a pleasing impression. The page, paper and print are all that can be desired; and its wealth of illustration, in any age but that of modern process work, would have placed it be- yond the reach of all but wealthy buyers. The history is related in a straightforward and attractive way, with no display of learning or of autherities. The author writes in an unassuming tone, which disarms criticism and invites confidence. The points which receive the emphasis in the work are those which carry in them the patriotic inspiration and motive of the history, and leave the impression that it is to be written less from the standpoint of critical erudition than from that of national pride. The history begins with the Norsemen, whose story is told vaguely, tho with quite as much definiteness as belongs to it. The surmise that the old Newport tower might, in any case, bea relic of the Norsemen, is more of a concession than we can sub- scribe to. In his account of the aborigines at the time 19

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20 (1072) of Columbus’s discovery, Mr. Ellis follows some of the best American authorities, tho De Nadaillac does not altogether agree with them and prefers to say, as to the mounds and the cave dwellings, we do not know who built them. As to the numbers of the aborigines at the time of the discovery, the author apparently accepts the opinion of the late Dr. George Ellis, that they were not as numerous on the continent then as now. For his early colonial history Mr. Ellis follows the standard au- thorities, and keeps to the safe path, where he avoids controversy, steers clear of doubtful questions, and maintains his history in the center of the stream, where it runs deepest and where there is more to interest and to profit the general reader, to whom the work is ad- dressed. School Text-Books in Science. THE ELEMENTS OF CHEMISTRY. By Paul C. Freer, M.D., Ph.D. (Munich), University of Michigan. An elementary text-book of chemistry which contains a full and thorough drill on the elements and essentials. The number of elements and compounds is kept as low as possible to concentrate attention on the more important, essential and elementary matter of chemical change. The work is quantitative both in the text and in the Chemical equations are avoided as much as possible. The simpler facts of physical chemistry are introduced. The required apparatus is kept down to the lowest terms. ELECTRICITY FOR Everysopy. /ts Mature and Uses Explained. By Philip Atkinson, A.M., Ph.D. (Century Co. $1.50.) This beautifully printed, clearly written and clearly planned book needs no other description than its title. Book and title correspond absolutely. All we know of electricity which can be put into a pop- ular exposition is here, and it is expressed in terms at once intelligible and interesting, the general theory of the subject, static electricity, batteries, magnetism, dynamos, motors, lighting, heat, the telegraph and tel- ephone. ter on the Roentgen Rays. THE STory or A Piece oF Coat. By Edward A. Mar- tin, F.G.S. What it is, whence it comes and whither it (D. Appleton & Co. 40 cents.) This is one of those fascinating object lesson-books in natural science which fix the point and principle of the lesson so firmly on the young imagination that it will never be effaced. THE PRINCIPLES OF Puysics. By Alfred P. Gage, Ph.D., of the English High School, Boston. (Ginn & Co., Boston. $1.55.) This is a new work and not the revision of the ‘‘ Elements of Physics ’’ published four- teen years ago. It is a text-book for recitation and not a manual for laboratory practice. It contains two courses, of which the one in larger type is arranged for use in High Schools. Students doing more advanced work than the amount given inthe ordinary college clas- sical(and scientific) courses will have te use also the indented sections printed in smaller type. The treat- ment of the various topics without being diffuse is full, and so far the reverse of the method adopted in the scientific primers. Free use is made of diagrams and other really illustrative drawings. Illustrative experi- ments are introduced, but only to illustrate principles andlaws. Tedious and confusing details are omitted. Apparatus is very well described, and generally shown indrawings. The text-book containsa full and complete course in the principles of Physics. THE MARVELs OF Our BopiLy DWELLING. Physiology made Interesting. By Mary Wood Allen, M.D. (The Wood-Allen Publishing Co., Ann Arbor, Mich. $1.00.) This is not theauthor’s first volume. Fourothers,atleast, stand to her credit. It is, perhaps, the most thoroughly elaborated of them all. The book is a kind of parable based on a favorite figure of the late Dr. Abernethy, of Edinburgh, who was fond of a homely saying, and gave our author her parable of ‘‘the kitchen—that is your stomach—being out of order, the garret,that isthe head, cannot be right,’’ etc. Acting on this hint the author has given usin this volume a physiology under the par- able of a ‘‘ bodily dwelling.’’ Thetreatment of the sub- ject is highly imaginative. What is lost in this way is probably regained in popular effect, at least for readers who need to have things made easy and attractive for them. The basis of the book is sound, and the author’s knowledge on essential points is adequate. The impor- tant subjects of diet and hygiene lose their ordinary dull didactic character in the imaginative chapters of this author. CHEMICAL EXPERIMENTS GENERAL AND ANALYTICAL, FOR USE WITH ANY TEXT-Book OF CHEMISTRY, OR WITH- ouTA TEXT-BooK By R. P. Williams, Instructor in Chemistry, English High School, Boston. (Ginn & Co., Boston. 60cents.) A comprehensive manual for High Schools, Academies and Colleges. The experiments are arranged in a progressive order and, asto difficulty, seem to hit the average between the dull and the bright student. Directions are very minutely given for performing experiments. The feature peculiar to the work is that the analytic reactions of each metal are given to show why the reagent is added and its effect. The product is given both when the substance is in solu- tien and when precipitated. The new orthography of laboratory appendix. goes. The book was prepared too early for a’ chap- 4 _ THE INDEPENDENT the Chemical Section of the A. A. A. S. has been adopt- ed as a new step toward uniformity and progress. The manual can be used with any good text-book of chemistry. Lessons 1N ELEMENTARY Botany. By Thomas H. Macbride, of the Iowa State University, tor Secondary Schools. (Allyn & Bacon, Boston. 60 cents.) The characteristic feature of this text-book is the attempt to adapt it to the conditions under which the subject has to be studied in American schools. Instead of begin- ning with the simpler forms of plant life and proceeding to the more complex it begins with the more striking phases of the familiar forms, leaving the recondite problems for later investigation. February being the month generally assigned to begin on botany the author finds trees the best objects to take upfirst. According- ly, the text-book opens with an elementary study of trees, proceeding to that of plants. Should this order prevail it would in time change us from a nation igno- rant of forestry, and indifferent to our native trees and forests, to a people instructed in their uses and in the art of producing and preserving them. ELEMENTS OF PLANT ANATOMY. By Emily L. Greg- ory, Ph.D., Professor of Botany in Barnard College. (Ginn &Co., Boston. $1.35.) This text-book contains the lectures in the last half of the second year’s course in botany at Barnard. It varies from othér text-books in the attempt to present the subject from the ‘‘ devel- opmental point of view’’; or, in other words, it isa treatise on the theoretical and physiological view of the subject. Part I is devoted to the ‘‘ Anatomy of the Cell,’’ and Part II to the ‘‘ Anatomy of Tissues.’’ The work is done ina deft and neat manner. It is illus- trated with numerous diagrams. ELEMENTS oF Botany. By J. G. Bergen, A.M., In- structor in Botany in the English High School, Boston. (Ginn & Co., Boston. $1.20.) This text-book is for the most part an expansion of the author’s lecture-notes as used in the class room. The only important variations that we discover in it from the ordinary standard text- book used in secondary schools is that it combines in one volume brief and simple ‘‘ directions for laboratory work, with an outline of vegetable anatomy and physi- ology, and a brief statement of the principles of botanic classification.”” The tendency of the manual is to theo- retic training, tho we find in Part II a key to some fam- ilies of phanerogams which embraces a few of the more common spring flowers of the Northern and Middle States. Weare old-fashioned enough to believe that a botanic training which ends without a practical ac- quaintance with species, ends just at the point where it promises to amount to something. Seep Basies. By Margaret Warner Morley. (Ginn & Co. 30cents.) This is an example of botany for babes, rendered as simple and attractive as possible, and illustrated with very good drawings. Text-Books in Geography. ELEMENTARY PHYSICAL GEOGRAPHY. By Ralph S. Tarr, B.S., F.G.S.A. (Macmillan & Co. $1.40.) The author of this manual is assistant professor of geology and physical geography at Cornell, and has published an excellent volume on the ‘‘ Economic Geology of the United States.’’ The present work was prepared for use asa school text-book, and must be judged by its usefulness as such. In method, topics and their ar- rangement it is a nearer approach to the ideal than any similar work we have seen, and certainly marks an im- portant advance beyond the unscientific compilations which have been so extensively used. Diagrams and illustrative drawings are admitted freely; but none too freely, except a few heliotype illustrations, which are not as good nor as: contributive to the educative pur- pose of the book as they should be. The general plan has been well considered and its parts arranged in a natural order, and proportioned to each other as to space and quantity. If any criticism can be made on this head it would be that disproportionate space is given to meteorologic topics in assigning them six chapters, tho, from a practical point of view, we are inclined to accept the author’s proportions as wise. As compared with other text-books, the physiographic work in this is very full, and, on the whole, the best feature of the book. The subject is treated so broadly and with so much attention to elementary scientific the- ory as to reduce greatly the space remaining for ele- mentary detail and expansion. On the whole, it is bet- ter for the pupil to look for thistothe teacher. The sources of information are gathered at the end of the chapters in lists by themselves, to the great relief of the text. The work is done in a methodical, thorough and accurate way, which entitles it to a foremost place among the best text-books of the year. THE OsweGo NORMAL METHOD OF TEACHING GEOG- RAPHY. By Amos W. Farnham. (C. W. Bardeen, Syr- acuse, N. Y. 50 cents.) A thoroughly philosophical teachers’ manual of method for the study of geography. It is not designed for memory work, but lays down a method of study and trains the student to follow it. Beginning with the observation and study of what is near, it proceeds to what is further away, and from what is within reach of sense observation, to what has to be August 6, 1896 studied in presentative or representative methods and generalized tothe mind. It closes with achapter of crit- cal method which is well worth close study. The man- ual was prepared for the Practice Department of the Oswego State Normal School, which is to be congratu- lated on having among its teachers one who can do such good work. THE RAND-MCNALLY GRAMMAR SCHOOL GEOGRAPHY (Rand, McNally & Co.) is a gorgeous affair, illustrated with diagrams, colored maps and engravings. The text is a combination of all the sciences which stand in any relation to geography; astronomy, meteorology, physical geography, statistical geography, political, in- dustrical and sociological geography. The definitions are not always as accurate as they should be. For ex- ample, to define gravity as a ‘‘ natural force, which at- tracts all substances toward the center of the earth,” is certainly misleading, and in more ways than one. To say that water ‘‘isa fluid,but not expansive”’ (p 20) is not correct, and is contradicted later (p. 23). It gives a very misleading impression to say that ‘‘weather changes are caused by such movements of the air as result from changes inits gravity,’’ and to describe storms as ‘‘a conflict of winds which cause violent dis- turbances of the atmosphere,” means _ nothing, but is not very much more confused than the statement that ‘‘an area of high barometer is one wherein there is a descending current of air which spreads and flows away in all directions.’’ Let these serve as examples. Illustration is carried in the volume so far as to ap- proach the picture-book. The illustrations are dragged in, and serve no good purpose in a text-book of geogra- phy. We have, for example, a large one of ‘‘ The ocean in Fair Weather”’ (p. 23), ‘‘ High Tide,” ‘‘Low Tide” (p. 25), ‘‘Niagara Falls’’ (p. 50), ‘‘ Alleghany Moun- tain Scene’’ (p. 52), ‘‘Scene inthe Rocky Mountains” ‘‘Lower New York” (p. 62), ‘‘A Long Island Sound Steamer,” etc. Such illustrations are impertinences, and, instead of aiding the student, distract his atten- tion. They proceed from a wrong theory of the text- book, and are in this case conspicuous instances of mis- directed enterprise. The publisher’s enterprise in lay- ing out the general scope and plan of the Geography, and, we may add, to a very considerable extent of the matter too (much of which is really excellent), has not been equaled by his pains to provide an editor who was thoroughly acquainted with his subject and with the theoretic and practical requirements of the schoolroom. THE RAND-MCNALLY ELEMENTARY GEOGRAPRY, by the same publishers, is illustrated even more copi- ously and on the same planas the one above-mentioned. but with this difference—that it is a more elementary work, and the younger the class the more reason for the pictures. They should not, however, be introduced in any grade for mere pictorial effect, but for illustra- tion in the line and scope of the book. It is an elemen- tary descriptive physical geography, in which, after some general matter, each continent and country is treated by itself, but on a topical method, which gives the book its adaptation to elementary classes. A full index of topics is given, and the work is done in aclear, simple and adequate way. HoME AND ScHooL ATLAS. By Alex. Everett Frye. (Ginn & Co.) This atlas begins with the usual series of political maps, to cover the entire surface of the globe, well made, clearly drawn, and sufficiently descriptive of the earth’s surface, the mountains, rivers and lakes to answer the requirements of the public schools. To them is added a full vocabulary of names and their pro- nunciation. The second part contains an admirable series of relief maps, which exhibit with very consider- able accuracy ina strking way the irregularities of the earth’s surface, plains, valleys, mountains, lakes, basins and sinks. These are followed again by a series of me- teorological, industrial and agricultural maps which ex- hibit the productions of the country and indicate the districts most concerned in the production. The maps are helped by a brief descriptive text. The atlas con- tains an appendix of areas, population, mountain hights, rivers and lakes. School Psychologies. First in this Department we note THE CONNECTION BETWEEN THOUGHT AND MEMORY. By Herman 7. Lukens, Ph.D., Docent in Clark University, Worcester, Mass., in ‘‘Heath’s Pedagogical Library”’ (go cents). This is a contribution to pedagogical psychology, based on ‘‘ Denken und Gedéchtnis,” by F. W. Dérpfeld, the strongest living expositor of the Herbartian school. In many respects this volume follows Dérpfeld closely, in other points it departs from him widely. These va- riations are generally indicated in the text. The most important is the explanation of the common origin of the two laws of memory, a radical departure from the Herbartian scheme. The treatise has much pedagog- ical value, first as an analytic study of thought and memory and in the application of the psychological facts thus ascertained to school work. This applica- tion to Pedagogy is the main point of the treatise, and is of such radical importance that no teacher can afford to neglect it. The relation between thought and mem- ory from the psychological point of view and in the best methods of teaching become beautifully clear in

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August 6, 1896 these pages. The treatise ends with the following summary: “I, In school instruction the memory is fundamental in its importance; but ‘ «TI, Thought is the sole purpose, and at the same time the very best means of doing the work of memory.” PsYCHOLOGY AND PsyCHIC CULTURE. By Reuben Post Halleck, A.B. (Yale), Instructor in Psychology, Louis- ville Male High School. (American Book Co. $1.25.) This is a systematic treatise, and as such covers the whole ground. It is clearly and intelligently arranged. The subject is developed in a scholarly, thorough way well abreast of the most recent discussions. It makes also a judicious use of the results reached by physiolog- ical psychology. The style is direct and simple. The author possesses an enviable art of illustration, which approaches genius, and relieves his work of the charac- ter of a mass of abstractions and brings the points and principles of his science into sensible connection with his readers’ experience. A better book for use in Secondary Schools of the High School grade will not be easily found. PsyCHOLOGY IN EpucaTion, dy Ruric N. Roark, Dean of the Department of Pedagogy, Kentucky State College, Lexington (American Book Company, $1.00), is not designed to be a complete systematic treatise so much as atext-book, especially for teachers,which should serve a good purpose for Secondary and High School instruction in such departments of mental science as the author has found suited to students in these grades. It is sound, judicious, and compiled with an intelligent acquaintance with the subject and the requirements and capacity of classes in the Secondary Schools. It is pri- marily a teacher’s manual, and as such to be highly com- mended from a theoretic and practical point of view. CHILD OBSERVATIONS. Edited by Miss Ellen M. Has- kell, with an Introduction by £. H. Russell, Principal of the State Normal School, Worcester, Mass. This vol- ume belongs in ‘‘ Heath’s Pedagogical Library.’’ (Bos- ton. $1.50.) It is the first of a proposed series based on observations of child life made by the students of the Massachusetts State Normal School, and published under the auspices of its Graduates’ Association. It treats of ‘‘ Imitation and allied activities ’’ in children, and is to be followed by another volume on ‘‘ Knowledge as Gained Through Association.’’ We are disappointed with the volume. It consists of two hundred and fifty pages of trivial observations, of which this is an example. “16. Arthur. Age, 1year. five months, Arthur gave the cata share of his bread and butter, and wiped the cat’s mouth with his napkin.” We have found only one in the two hundred and fifty pages which has anything more than trifling value, and that one is not new or rare enough to be important. As a whole they add nothing to what does not already belorg in the commonplace of our knowledge of child life. The Introduction singles out for admiration exam- ple 411 on page 90, which we find only one grade less trifling than the one given above and devoid of scientific significance, while the Introduction assures us, with rather discouraging iteration, that scientific ob- servation is not atall the purpose of the book. Sully’s observations on his child were designed to disclose something as to the dawn of intelligence and the steps of advance in the infant mind. If this is not the purpose of this laborious collection we do not see what possible - relation it has to pedagogics. INDUCTIVE PsyCHOLOGY: AN INTRODUCTION TO THE StuDY OF MENTAL PHENOMENA. By E. A. Kirkpatrick, B.S. M. Ph., Instructor State Normal School,Minn. (E.L. Kellogg & Co.) This is an elementary work which has grown up inthe author’s own class work. This second edition is an enlargement and a revision. The position assumed by the author and from which the work is done is conservative. He agrees with the late Dr. McCosh that space and time have an actual existence. His methods are those of rational rather than physiological psychology. Intreating of the will he teaches a liberty qualified by law in the sense that freedom is developed only in conformity with law, and does not con- sist in the bare possession of power to the contrary, The manual has a sound and marked ethical tone which is to be highly commended. Text-Books of Rhetoric and Oratory. AMERICAN ORATIONS. Studies in American Political History. Edited, with Introductions, by Alexander Johnston, late Professor of Jurisprudence and Political Economy in the College of New Jersey. (G. P. Put- nam’s Sons. $1.25.) Since his death the present second edition has been issued by James Albert Woodburn, Professor of American History and Politics in the In- diana University, who has re-edited the work with his- torical and textual notes and partially reconstructed it by the omission of some of Professor Johnston’s exam- ples and by the introduction of others. The extension of the studies to cover the entire period of American oratory has made the addition of a fourth volume to the set necessary. The selections are made by an eye prac- ticed in the study of American political history. They contain in them some of the best history that has been made in the country, and in many cases are themselves the potent forces that made it. The editorial work THE INDEPENDENT seems to be done thoroughly well. It has, at allevents, raised the work high above the plane of an ordinary oratorical anthology and given it the dignity of a con- tribution to the understanding of one of the effective agencies in the development of our civilization. These remarks are based on the first volume which covers the ground of Colonialism—Constitutional Government— The Rise of Democracy—The Rise of Nationality. Vol. II is to cover the opening of the Anti-Slavery Strug- gle. Vol. III, its continuation—Secession and the Civil War. Vol. IV, Reconstruction—Free Trade and Pro- tection—Civil Service Reform. ($1.50 per vol.) THE PRINCIPLES OF ARGUMENTATION. By George Pierce Baker, Assistant Professor of English in Harvard Col- lege. (Ginn & Co., Boston. $1.25.) For college classes and all students of this grade this is one of the very best and most useful manuals on the art of per- suasion. The mere rhetoric of the matter it does not discuss, and on the other hand it keeps equally clear of the arid ground of formal Logic. The word ‘‘ Argumen- tation’’ is selected deliberately as avoiding both these extremes and as combining in its proper definition the art of conviction, or of producing intellectual convic- tion, with the art of persuasion, or of influencing the emotions and leading men‘to act in some desired way. The relation of the subject to logic and what it includes besides logic are carefully indicated. A good example of the author’s method meets us at the beginning in his suggestions as to the analysis and laying out of a sub- ject. Wecite the five steps suggested: ‘‘Finding a proposition—Definition—Phrasing the gen- eral proposition—Finding the special issue—Deciding what relations the other essential material bears to the specific issue.”’ The chapter on Evidence, its nature, kinds and tests is one of the most useful. The manual is apparently de- signed, primarily, for students of law; but it is by no means limited tothem. It might become more useful among students of divinity or students of medicine, and generally in the work of rational discipline or even of self-education. THE ART OF CONTROVERSY, and Other Posthumous Pa- pers by Arthur Schopenhauer. ‘Selected and translated by T. Bailey Saunders, M.A. (Macmillan & Co. 90 cents.) This publication brings before American read- ers a number of Schopenhauer’s minor but most inter- esting essays. The one which comes first does not touch the art of logically building up a rational argu- ment, but the art of refuting what assumes to be such, and is principally occupied with an ingenious descrip- tion of what are called ‘‘the stratagems’’ of an acute or wily adversary. The best of the other Essays are those on the ‘‘Comparative Place of Interest and Beauty in Art’’ and on ‘‘ Genius and Virtue.” , PRACTICAL RueEToric. By John Duncan Quackenbos, A.M., M.D., Emeritus Professor of Rhetoric, Columbia College. Original in the application of the principle of esthetic harmony to rhetorical criticism. In practi- calapplication the ideal is worked out ina sensible, useful and intelligent way. The rhetoric part of the manual we are not in all points so sure of. The defini- tion of beauty, for example, is not satisfactory. For the definition of sublimity, as ‘‘the supreme beauty,’’ we find no meaning. The sublime need not, of neces- sity, be beautiful. Transcendence in mass, relations or character is the essence of the sublime. PuBLic SPEAKING AND DEBATE. A Manual for Advo- cates and Agitators. By George Jacob Holyoake, author of ‘*Sixty Years of an Agitator’s Life.” (Ginn & Co., Boston. $1.50.) This is the second and revised edition of a very sensible and useful manual for public speak- ers. It is not a text-book of rhetoric, nor of elocution, but a series of chapters on every imaginable aspect of those two arts and their bearing on oratory. It is pithy, pregnant, and well worth close reading. Text-Books on Various Subjects. FRENCH SerRIES—No.I. The Facts of Life. By Vic- tor Bétis, Director of the Normal School of Languages, Boston, and Howard Swan, Director Central School of Foreign Tongues, London. (Charles Scribner’s Sons. 80 cents.) Bating the uncalled-for flourishes and trum- peting with which this new language series announces itself in the Preface and Introduction, there is both sense and usefulness init. The editors exaggerate the proportion of idiom in a language, and lay down for the study of all languages a rule whose best examples are inthe French. The value of the manual lies in the sys- tematic presentation of the phrases which a Frenchman would apply to the facts of life, and in doing this thor- oroughly enough to make the book an approximation to a complete dictionary of the phrases which in the pres- ent living speech of France are applied to the facts of life. The book is not intended to be used without a teacher. Supplemented by good teaching it would fur- nish an excellent systematic scheme of work. The idioms and phrases are intended to be carried through all the changes of tense and declension required to adapt them to the various relations and exigencies of conversation. The topics illustrated in this number.are “« Home Life—The School—Traveling—Plants.”” In the hands of a good teacher, or of an enterprising student 2I (1073) without a teacher, the manual can be made extremely useful in acquiring a command of the living speech of the language. The same method is applied to the study of German, and with more radical thoroughness, by the complete omission of formal grammar in THE IDIOMATIC StuDY OF GERMAN. Sy Otto Kuphal, Ph.D. (Geo. Gottsberger Peck, 11 Murray St.) The present volume is the ‘‘ First Series”’ and consists of Lessons, Exercises, Notes and Vocabulary. It is an extreme ex- ‘ample of the attempt to acquire a language in living speech without the resort to systematized grammar. F. BERGER’S FRENCH METHOD, 1896. By Francois Berger. (F. Berger, 853 Broadway. 75 cents.) With- out compromising ourselves in any way in the discus- sion as to method between M. Berger and Professor Sauveur, we note many points of great practical utility in M. Berger’s short Method, named above, particularly his Verb chart, in which the complexities and difficulties of the French verb are reduced to one single form of conjugation. The method consists in a simple analysis of the verb forms into stem and root on the one hand, and the various inflectional terminations, on the other, and their tabular arrangement. GyMNAsTics. A TZext-Book of the German-American System of Gymnastics. By W.A.Stecher. (Lee & Shep- ard, Boston. $3.00.) This manual comes from the Sec- retary of the North American Gymnastic Union’s Com- mittee on Physical Training, a successful gymnastic teacher. The work is done on the co-operative plan, the matter for it having been furnished by a number of the best gymnastic teachers in the country, each for- warding his contribution. It is a complete work, which covers the whole ground in a practical, scientific and experienced manner, treating of marches, free and wand exercises, clubs, dumb-bells, rings, fancy steps, bars, side and long horse, ladders, poles, trick swings, vaulting, hop, step and jump, high jumping, weight and spear throwing, gymnastic games, roundels, marching, etc. Most of the contributors are public school teach- ers; some of them are inthe normal schools. The man- ual is intended for the use of teachers in public and pri- vate schools and gymnasiums. It is so arranged as to be useful for women’s gymnasiums as well as for those designed for men only. LESSONS IN VOCAL ExpRESSION. Course I. By S. S. Curry, Ph.D. (School of Expression, Boston. $1.00.) This volume on “ Principles of Thinking in the Modula- tion of the Voice” is to be followed by another on Vocal Training, which, however, would seem in the order of nature the more elementary department of the two. The present manual is founded on the natural method. It avoids the mechanics of rule and the shallow methods of imitation for a method which for its vitality rests di- rectly on the action or condition of the mind which is to be expressed. That this is the sound method admits of no debate. Mr. Curry has applied his methods with success as an instructor in the Yale Divinity School, the New Theological Institution at Harvard, in Boston University, and in his present position as Dean of the Boston School of Expression. THE CHILD VOICE IN SINGING. Ay F. E. Howard, Su- pervisor of Music in the Public Schools, and Choir Mas- ter of St. John’s, Bridgeport, Conn. (Edgar S. Werner. $1.00.) This volume should stand onthe shelf beside “Voice Building,’’ by Dr. Holbrook Curtis, and stand there alone with very few other discussions of the same topic to compare withthem. They are both onthe same line, tho each has its own section of it. The author shows the danger to the voice that lurks in boy choirs and the one method which can be relied on to bring out the voice strong and musical. His remarks on the school system of singing, the practice in the Sunday-schools and theirUisastrous effect in aggravating the national faults and bringing out strident, shrill, rasping, nasal and guttural voices are as important as they are true. Meantime we have before us in Walter Smith’s success at Boston the encouraging and inspiring example. ENGLISH IN AMERICAN UNIVERSITIES. (D.C. Heath & Co.,Boston. 75cents.) This is an exceedingly interest- ing series of papers originally printed in Zhe Dial, for which they were prepared by professors in the English Departments of twenty representative American col- leges, beginning with Yale, Columbia and Harvard. They are edited, with an Introduction, by William Mer- ton Payne, of Zhe Dial. They give a better account of the actual position of English inthe curriculum of our colleges and universities, of what progress has been made in its study, and of what remains to be done than anything yet published. [For notices of Greek, Latin and mathematical text-books see next week's issue. ] What Some of the Educational Publishers are Doing. The lists given herewith are not intended to present the entire educational output of the academic year. From the publishers’ point of view it has been a year of great activity. The issue has been very large, and the grade and quality of the worksare high. From the vol- uminous total we are able to present a selection of such as are likely to prove most useful to our readers;

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22 (1074) HENRY HOLT AND Co.’s new educational publications in science are: THE EssENTIALS OF Botany. By Charles E. Bessey, Professor in the University of Nebraska. (Amer. Science Series, Briefer Course.) A wholly new edition, intended for beginners. ($1.12.) KERNER AND OLtver’s NATURAL History OF PLANTS. From the Ger- man of Anton Kerner von Marilaun, University of Vi- enna. By F. W. Oliver, University College, London assisted by Marian Bush and Mary E. Ewert. Two vols., 4to. ($15.00.) A work for reference or continuous reading; popular and scientific. Sixteen colored plates; over one thousand woodcuts. REMSEN AND RANDALL'S CHEMICAL ExpERIMENTS. By Prof. Jra Remsen and Dr. Wyatt W. Randall, of Johns Hopkins. (50 cents.) A companion to the ‘‘ Introduction to the Study of Chem- istry."". SEDGWICK AND WILson’s GENERAL BIOLOGY. By Prof. William T. Sedgwick, Massachusetts Institute of Technology, and Prof. Edmund B. Wilson, Columbia College. Second Edition, Revised and Enlarged. 8vo. ($1.75.) For college and university students. WIL- LIAMS’s GEOLOGICAL BioLocy. An Introduction to the Geological History of Organisms. By Prof. Henry S. Wil- liams, Yale College. 8vo. ($2.80.) The same have issued of recent text-books for the study of English: BALDWIN’S SPECIMENS OF PROSE DescripTION. By Charles Sears Baldwin, Yale College. Primarily for college classes; useful, also, in advanced high school classes. BREWSTER’S SPECIMENS OF PROSE NARRATION. Selceted and edited by William J. Brewster, Tutor in Columbia. For the use of college classes and all students of the art of prose narration. (50 cents.) HALE’s CONSTRUCTIVE Ruetoric. By Edward E. Hale, Union College. ($1.00.) LounssurRyY’s HisToORY OF THE ENGLISH LANGUAGE. A new Edition from New Plates, Much of it New. ($1.12.) The following text-books in modern languages have been published by the same house during the school year: DAs DEUTSCHE BUCH FUR ANFANGER. By Schrakamp and Van Daell. (65 cents.) BERUHMTE DeuTSCHE. By Joseph Schrakamp. Sketches of distinguished Germans for rather advanced students. (85cents.) PRACTICAL GER- MAN GRAMMAR. For Schools and Colleges. By C. T. Thomas, Columbian University. ($1.12.) Coppée's ON REND L’ARGENT. Adapted for class-room, and edited by Thomas B. Bronson, Lawrenceville. SHEFFEL: EKKEHARD. By W. H. Carruth, University of Kansas. Unabridged edi- tion, with Introduction and Notes. ($1.25.) SCHOEN- FELD’s GERMAN HISTORICAL PROSE. Selected and edited, with Notes, by Herman Schoenfeld, Columbian Univer- sity. (80 cents.) ZSCHOKKE: Das ABENTEUER DER NEU- JAHRSNACHT, UND ZERBROCHENE KrucG. Jntroduction and Notes by Dr. Albert B. Faust, Johns Hopkins. (25 cents.) Harris’ GERMAN READER. By Charles Harris, Adelbert College. ($1.00.) LESSING’S NATHAN DER WEISE. By H.C. G. Brandt, Professor in Hamilton College. An entirely new Edition from new Plates. (60cents.) REGENTS’ GERMAN AND FRENCH POEMS FOR MEMORIZING. Prescribed by the Examination Department of the State of New York. Thirty ofthe best in each language, with music for voice and piano for eight. (20 cents.) WICHERT: AN DER MAJORSECKE. Edited by Charles Harris, Professor in Adelbert College. (20 cents.) An amusing picture of a nervous old captain who does his’ best to look young. ANDERSEN: EIN BESUCH BEI CHARLES DickeNs. With Notes by Dr. Wilhelm Bernhardt, Central High School, Washington, D. C. (25 cents.) ECKSTEIN: PREISGEKRONT. By C. B. Wilson, Profess- or in Iowa State University. (30cents.) Authorized edi- tion. One of Eckstein’s shorter stories, spirited, pure, and modern intone. Hayse: L’ARRABBIATA. By Mary A. Frost, Smith Coll.ge. A romance of Sorrento and Capri. Edited with Notes and Introduction. (25 cents.) Other text-books by the same are: Tue Latin In EnGuisu. By Harry Pratt Judson, Uni- versity of Chicago. ($1.00.) First Lessons with special reference to English words of Latin origin. PAavuL- SEN’S INTRODUCTION TO PHILOSOPHY. By Friedrich Paulsen, the University of Berlin. Authorized Transla- tion by Prof. Frank Tilly, University of Missouri. 8vo. (3.50.) FyFFe’s History oF Europe. A mew Edition in one volume, unabridged. ($2.75.) THE AMERICAN Book COMPANY have brought out, within the school year, at least five attractive elementary German text-books, each with a vocabulary suited to it, KRAMBAMBULI, von Marie v. Ebner-Eschenbach; MtmM- OIREN EINES OFFIZIERBURSCHEN, von A. Oskar Kilauss- mann, edited for school use, by A. W. Spanhoofd (25 cents); VIERZEHN NOTHELFER TROST IM TROST, von W. H. Riehl, edited for school use, by A. £. Sihkler, Mount Holyoke College (30 cents); TRAUMEREIEN AN FRANZOISSCHEN KAMINEN, von Richard von Volkmann- Leander, edited for school use, by Amalie Hausteim, of Packer Institute, Brooklyn (35 cents); Die MONATE, von Heinrich Seidel, edited for school use, by &. Arrow- smith, Ph.D.; HERR OMNIA, von Heinrich Seidel, edited for sci >>l ase, by 7. Ma'thewman, Cheltenham Military Academy, Ogontz, Penn. (25 cents). These are all ele- mentary, and are edited with a few necessary notes, and with a vocabulary of words used in the text. The same Company are publishing BILDER AUS DER DEUTSCHEN LITTERATUR, von J. Keller, Professor of German in New York City Normal College. (75 cents.) Beginning with the Gothic period of German literature Mr. Keller has THE INDEPENDENT collected in this school manual examples of the leading periods of its development down to the present litera- ture of the new German Empire. It is by no means a complete collection, but one which represents the char- acteristics of the successive periods of literary develop- ment fully enough to meet all the requirements of High School classes, or of intermediate students of German. It will give thema fair acquaintance with the great historic writers of Germany and their works. We name also among the publications of the American Book Com- pany ELEMENTARY Lessons IN ZOOLOGY, by James G. Needham. M.S,, Instructor in. Zoblogy, Knox College, Galesburg, /ll. (go cents.) This text-book is intended to aid students to begin the study of zoology in the scientific method and to acquire for themselves a knowl- edge of animal life and structure. It is a guide which will prove equally useful in the field and in the labora- tory. We name in connection with the above, and by the same publishers, LABORATORY WoRK IN CHEM- ISTRY, A Series of Experiments in General In- organic Chemistry. By Edward H. Keiser, Pro- fessor of Chemistry in Bryn Mawr. (50 cents). The same publishers have continued during the year their series of ‘‘ Eclectic English Classics.’’ Each vol- ume is published with Introduction and Notes. The re- cent volumes are Macaulay's LIFE OF SAMUEL JOHNSON; ’ Goldsmith's THE VICAR OF WAKEFIELD; Coleridge's RIME OF THE ANCIENT MARINER; Burke's speech on CONCILI- ATION WITH THE AMERICAN COLONIES; De Quincey’s REVOLT OF THE TARTARS; THE TRAGEDY OF MACBETH, and Books I and II of Milton’s PARADISE Lost. These are published in good and convenient form for class use, and each number is separate (20 cents per number). A similar series of SELECT AMERICAN CLAssics, by the same publishers, has been increased by anew volume compiled from Irving’s ‘‘ Sketch Book,’’ Webster’s ‘‘Orations,”’ and Emerson's ‘‘Essays,’’ with introductions and biographic and literary notes. (60 cents). Another volume in the same series and by the same publishers, is STORIES OF GREAT AMERICANS FOR LITTLE AMER- ICANS, by Edward Eggleston. A capital book to serve as a second-grade Reader, written in a good, simple and direct style, full of life, point, and tales that will inter- est children and train in them the national spirit (35 cents). ELEMENTARY ENGLISH, by Robert C. Metcalf, Supervisor of Schools, Boston, and Orville T. Bright, Superintendent of Schools for Cook County, Ilh- nois (Chicago), is also a newcomer from the same pub- lishers. (40cents.) It is designed to furnish or suggest material for a three-year elementary course in English, in connection with ‘‘ Metcalf’s English Grammar."’ An effort is made to show in this manual how lessons in all departments of school work may be combined in the lan- guage drill and all made to aid each other. We note as a special and good feature of this work that it contains a large number of well-chosen selections in verse to be committed to memory. The same have brought out within the school year AN ENGLISH GRAMMAR for the Use of High School, Academy and College Classes. By W. M. Baskerville, of Vanderbilt University, and J. W. Sewell, of the Fogg High School, Nashville. (gocents.) The two points which are characteristic of this grammar are the analysis of sentences, with their classification ac- cording to the number and complexity of sentences; and the effort to carry the student out into literature, and large literary examples for the first-hand study of thelanguage. The technical parts of the grammar do not seem to be neglected. The same have published since January LE CHIEN DE BRISQUET, AND OTHER STORIES, edited for school use, by Z. C. Syms, Bache- lier in Lettres, Licencié del’ Université de France (35 cents), and La TAcHE pu PETIT PIERRE, par Jeanne Mairet (Madame Charles Bigot), arranged for reading classes by Edith Healy. (35 cents.) Both of these are very ele- mentary text-books for beginners. Other recent text- books published by this house and which require notice by themselves, will be found noticed in other columns of this present issue. Ginn & Co., Boston, have added to their ‘‘ Classics for Children”’ SouTHEY's LIFE OF NELSON, edited, with Introduction and Notes, by Aléert F. Blaisdell, and Gilbert White’s NATURAL HIstorY OF SELBORNE, with an Introduction by Edward S. Morse. The text is wisely abridged. (50 cents each.) More elementary is a selection of LirtLe NATURE STUDIES FOR LITTLE PEOPLE, from the Essays of John Burroughs by Mary E. Burt. The volume before us is the Second, and is designed to serve as a Second and Third Reader. It is prepared by Mary E. Burt, formerly teacher of Literature in the Chicago Normal School, and author of ‘‘ Literary Landmarks,” etc. The present edition is a Revision. (30 cents.) In ‘Classics for Children,’ by the same, HATIM Tai, ed- ited, with Introduction, by Wm. R. Alger (50 cents); a charming Mohammedan classic of the Arabian Nights class. SEED-BaBIES, by Margaret W. Morley, recently of Armour Institute, Chicago; a romantic presentation of the scientific reality of the life dormant in all seeds. (25 cents.) Macaulay’s Essay oN MiLton, Edited for school use, with Introduction and Notes by Heréert Augustine Smith, Instructor in English in Yale College. (25 cents.) ELEMENTARY GERMAN READER, with Notes and Vocabulary. ,By O. B. Super, Professor °of Modern August 6, 1896 Languages in Dickinson College. (45 cents.) The motto accepted by the author of this text-book is that “it is never possible to overestimate the stupidity of your pupils.’’ Accordingly, it contains the simpiest se- lections, and is kept down to the capacity of the most elementary classes. Ginn & Co. publish also a volume of WISSENSCHAFTLICHE VORTRAGE, von Emil Du Bois- Reymond. (50 cents.) Edited, with Introduction and Notes, by James Howard Gore, Ph.D., Professor of Mathematics (formerly of German) in the Columbian University. A very good idea lies at the bottom of this text-book, and it is well adapted to its purpose. The author has selected three of the most characteristic ad- dresses of Professor Du Bois-Reymond, as one of the most advanced and representative scientific men now living, and edited them for the use of students who wished to familiarize themselves with scientific German. The scheme is a good one and well carried out. Stu- dents who have occasion to read scientific German will find this text-book and its notes a great aid. Should they be contemplating a course of scientific study in German, the aid to be derived from it will be yet greater. The same company have also just published in their ‘‘ In- ternational Modern Language Series,’’ LEss1nc’s EMILIA GALoTTI, with /ntroduction and Notes, by Max Poll, Ph.D., Instructor in Germanin Harvard; a very significant play in the history of German dramatic literature, as is fully explained in Mr. Poll’s introduction. The notes come at critical points, where the linguistic difficulties of the text require them. This house has issued during the year a number of interesting French text-books, such as Victor HuGo’s LEs MISERABLES. Abridged, with [ntro- duction and Notes, by F.C. de Sumichrast, Assistant Pro- fessor of French in Harvard. ($1.10.) The abridgment is managed so as to preserve in its continuity the story of Jean Valjean. Professor Sumichrast has also edited since January, with Introduction and Notes, an edition of LE PATER: DRAME EN UN ACTE, EN VERS, by Francis Coppée, for advanced classes, and provided with suggest- ive notes and comments where they are needed. (30 cents.) PLACES AND PEoPLEs. Edited and annotated by Jules Luquiens, Professor of Modern Languages in Yale. (85 cents.) A new edition of MoLitRE’s LES PRECIEUSES RIDICULES. Edited, with Introduction, Notes and Vo- cabulary, by Marshall W. Davis, A.B., of the Roxbury Latin School. (85 cents.) LE NABsasB: Mcurs Parisi- ENNES. Par Alphonse Daudet. Abridged from the 97th edition and annotated by Benj. W.Wells, Ph.D. (Harv.). (85 cents.) Other recent publications by this house, which require more distinct notice, are mentioned else- where in the present issue. SILVER, BurpeEtTT & Co., Boston, publish ‘‘ Studies in English Classics,” one of the best series we have of its class. The numbers are edited by experienced and scholarly hands. The recent additions to the series are SHAKESPEARE’S CoMEDY OF As You LIKE IT, edited with notes by Homer B. Sprague, on whose excellent work as an editor of Shakespeare for use in schools we have more than once commented. Mr. Sprague is also re- sponsible for two other recent volumes in the same series: THE LADY OF THE LAKE, by Sir Walter Scott, and Goldsmith’s VicaAR OF WAKEFIELD. These three text-books are edited on the same general plan, with notes, comments and suggestions for study, topics for investigation,writing, and forclose examination. SELECT MINOR POEMS OF JOHN MILTON. By James E. Thomas, B.A. (Harvard). The poems introduced into the text- book are the ‘‘Hymn on the Nativity,’ “DT Allegro,” “Zl Penseroso,”’ ‘‘Comus,”’ ‘‘ Lycidas.’’ They are edited with introductions to each,and with biography and notes. We do not agree with all the notes, tho generally good. To call the Egyptian religion ‘‘ rude fetichism ’’ (p. 86), is far from correct; and to interpret the apostrophe to the laurels, myrtle and ivy in the first lines of ‘‘ Lyci- das’’ to Milton’s own return to poetical work not only is jejune, but it contradicts Milton’s own explanation in the lines immediately succeeding. THE SKETCH Book. By Washington Irving. Edited by James Chalmers, Ph.D, LL.D. Prepared for school and student use, with an especial eye to increasing the reader’s delight in one of the classics of the language. A HIsTORY OF AMERICAN LITERATURE, by Fred Lewis Pattee, Profess- orinthe Pennsylvania State College, treats the sub- ject from a new point of view, in relation to the funda- mental principles of its development. It was published in January, and the third edition is now ready. ($1.20.) ToricaL NOTES ON AMERICAN AUTHORS, by Lucy Tapf- pan, Gloucester, Mass., High School, is a second edition, published this spring, of a bright summary which, within its brief limits, seems to have collected some- thing tothe point and characteristic from all our leading authors. (1.00.) FOUNDATION STUDIES IN LITERATURE. By Margaret S. Mooney, State Normal College, Albany. ($1.25.) A book of fundamental educational value, pub- lished recently and now in the second edition. A Hic- TORY OF THE UNITED States, by William A. Mowry, A.M., Ph.D., and Arthur May Mowry, A.M. ($1.09), is a new text-book, just coming from the press. The recog- nized attainments of the authors of this text-book lead us to expect much from it. The senior editor was lately editor of Education, and onthe Boston School Board. For twenty years he was Principal of the English and —- *®» wmf = = ~F;, nn ma ae 6lCUee Oe OU 6a

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August 6, 1896 Classical School, Providence, R. I. Much attention has been paid to the topical arrangement. Documentary matter is introduced in an original and, we believe, effective way. We fear that too much money has been spent on the pictorial illustration of the book, without care enough being taken to keep the illustrations histor- ical as well as pictorial. See, for example ‘‘ The Battle of Bunker Hill’’ (p. 140), and Pocahontas’s mythical sav- ing of John Smith (opp. p. 28). Students in agricultur- al colleges will find much tointerest and aid them in FirsT PRINCIPLES OF AGRICULTURE, a clear and useful statement of scientific principles in their relation to farm practice. By E£. B. Voorhees, A.M., Director of the New Jersey Agricultural Experiment Station and Professor in Rutgers College. (72 cents.) Messrs. Sil- ver, Burdett & Co. have also in press, to be ready forth- with, A HANDBOOK OF SIMPLE EXPERIMENTS IN PHYSIOL- oGY, prepared by Dr. C. H.- Stowell, formerly Professor of Histology in the University of Michigan. It prom- ises to bea valuable addition to the publishers’ ‘‘ Health Series’’ of Physiologies. The same have added since January to their ‘‘ Young Folks Library” (Larkin Dun- ton, LL.D., Head Master of the Boston Normal School, Editor in Chief), three interesting volumes by Anna B. Badlam of Views IN AFrRIcA, Book V// of the World and its People. (48 cents.) Like the other volumes of the series to which they belong, they are designed to supple- ment the ordinary school readers and supply matter which shall not only be an exercise in reading, but sup- plement the instruction in geography, history, biogra- phy and natural science, and tend todevelop a love for good literature. ‘* HEATH’S MODERN LANGUAGE SERIES”’ has received during the year ten substantial additions, among which we name in the German Department Aus HERZ UND WELT; two short stories for use in school and college, with an introduction on the authors of the selected sto- ries and annotated by Dr. Wilhelm Bernhardt (25 cents); Digt HOCHZEITSREISE, von J. R. Benedix, edited, with Notes and Introduction, by Natalie Schietferdecker, In- structor in German, Abbot Academy, Andover, Mass., (25 cents); and FRITZ AUF FERIEN, von Hans Arnold (20 cents). This charming sketch is edited, with Introduc- tion and Notes, by A. W. Spanford, editor of Ger- mania and President of the New England College of Languages. These three text-books being intended for intermediate classes contain no vocabularies. The notes are quite sufficient. In the same series DER TROMPETER VON SASSINGEN, von Joseph Victor von Scheffel, edited by Carla Wenckebach, Professor of German in Wellesley College. (7o cents.) The text abridged, and edited with Introduction and Notes, some of which strike us as needlessly elementary. In the same series MARCHEN UND ERZAHLUNGEN FUR ANFANGER, by H. A. Guerber. Elementary, and as such edited with vocabulary of words used in the text and with questions. (60 cents.) In the French Department of the same, ‘‘ to the Modern Language Series ’’seven new volumes have been added. Among them LE VOYAGE DE MONSIEUR PERRICHON. Com- édie en Quatre Actes. Par Labicheet Martin. Edited, with an Introduction and Notes, by Benj. W. Wells, Ph.D., Professor of Modern Languages, University of the South. (25 cents.) LECTURES COURANTES. (Quarante -Legons de Lecture et de Conversation. Suivies d’ Exercises de Traduction. Par C. Fontaine, B.L., L.D., Director of French Instruction in the High Schools, Washington, D.C. ($1.00). Less elementary than M. Fontaine’s previous ‘*Livre de Lecture et de Conversation,’ which it is de- signed to follow in a second year, but similar to it in plan and method. English French exercises. Other numbers are CORNEILLE’S LE C1p; Grandgent’s FRENCH ComposiTion, Hotchkins’s PREMIER LIVRE DE FRAN- GAIs, Grandgent’s LESSONS AND EXERCISES, for Grammar Schools, second year, and Angier’s LE GENDRE DE M. PoIRER. Of the large list of miscellaneous educational books published by this house during the school year many have been noticed by us already, as, for example: the novel and beautiful series of Readers for school and home, edited by Prof. Charles Eliot Norton, THE HEART or OAK Books; the published volumes of THE ARDEN SHAKESPEARE; Moulton’s LITERARY STUDY OF THE BIBLE; Elizabeth Spalding’s PROBLEM OF ELEMENTARY CoMPOSI- TION; Barnes’s STUDIES IN HISTORICAL METHOD; Wil+ son’s COMPENDIUM OF UNITED STATES AND CONTEMPO- RARY History. To this should be added the new vol- umes of Heath’s Pedagogical Library; Munroe’s Epuca- TIONAL IDEAL ($1.00); Luken’s CONNECTION BETWEEN THOUGHT AND MEMORY ($1.00); the DIAL’s papers on THE TEACHING OF ENGLISH IN TWENTY REPRESENTATIVE AMERICAN COLLEGES ($1.00); COMENIUS’S SCHOOL OF IN- FANCY ($1.00); CHILD OBSERVATION ($1.50); NUMBER AND ITS ALGEBRA ($1.25), and Vol. XXX in the series of. Barnes’s STUDIES IN HISTORICAL METHODS (90 cents). LonGMANS, GREEN & Co. have to their credit the new volumes added to ‘‘ Longmans’ English Clas- sics,’’ a series which from its well-balanced and sys- tematic arrangement can only be spoken of as a whole. It is designed for use in secondary schools and is arranged and edited on the plan outlined by the Com- mittee of Ten and so as to meet the entrance examina- tions in English now adopted by many of the colleges and universities. The subjects which compose the THE INDEPENDENT course are those prescribed for these examinations and will reappear in the lists of several educational publish- ers, the difference being not in the text but in the edit- ing. Longmans’ series is under the competent and scholarly direction of Prof. George Rice Carpenter, of Columbia. Each volume has its own special editor who is responsible for the notes, introductions, bibliog- raphies and other explanatory matter. The series is published in uniform crown 8vo, thoroughly edited, well planned and an excellent specimen of bookmaking. The series published for the 1897 Examinations includes first for Reading, SHAKsPERE’s As You LIke It, dy Barrett Wendell, A.B., Harvard University, and Wi/- liam Lyon Phelps, Ph.D., Yale University. (60 cents.) DEFOE’s HISTORY OF THE PLAGUE IN LONDON. By Prof. G. R. Carpenter, of Columbia College. (75 cents.) IRv- ING’S TALES OF A TRAVELLER. By Brander Matthews, Columbia College. Explanatory notes by the general editor of the series. ($1.00), GEORGE ELIotT’s SILAs MARNER. By Robert Herrick, A.B., University of Chi- cago. (75 cents.) The volumes issued for study are, SHAKSPERE’S MERCHANT OF VENICE. By Francis B. Gummere, Ph.D., Professor in Haverford College, Member of the Conference on English of the National Committee of Ten. (60 cents.) BURKE'S SPEECH ON CONCILIATION WITH AMERICA. By Albert S. Cook, Ph.D., Professor in Yale. Scott’s MARMION. Sy Robert Morss Lovett, A.B., University of Chicago. MACAULAY’s LIFE OF SAMUEL JOHNSON. By the Rev. Huber Gray Buehler, of the Hotchkiss School, Lakeville, Conn. Of books for Reading prescribed for the 1898 Examinations MILTON’S PARADISE Lost. Books I and II. By E£a- ward Everett Hale, Jr., Ph.D., Union College. Popr’s Homer’s Intap. Books I, VI, XXII and XXIV. By pa H. Maxwell, A.M.. Ph.D., Superintendent of Public Instruction, Brooklyn, N. Y., and Percival Chudbé, Instructor in English, Manual Training High School, Brooklyn. THE SIR ROGER DE COVERLEY PAPERs, from The Spectator. By D. O. S. Lowell, A.M., of the Rox- bury Latin School, Roxbury, Mass. GoOLDSMITH’s THE VICAR OF WAKEFIELD. By Mary A. Jordan, A.M., Pro- fessor of Rhetoric and Old English in Smith College. (75 cents.) COLERIDGE’STHE RIME OF THE ANCIENT MARINER. By Herbert Bates, A.B., University of Nebraska. (45 cents.) SOUTHEY’sS LIFE OF NELSON. By Edwin L. Miller, A.M., of the Englewood High School, Illinois. CARLYLE’s Essay ON Burns. By Wilson Farrand, A.M., Associate Principal of the Newark Academy, Newark, N. J. The volumes prescribed for study are: SHAKSPERE’S MACc- BETH. By John Matthews Manly, Ph.D., Brown Univer- sity. DE QuINCEY’s FLIGHT OF A TARTAR TRIBE. By Charles Sears Baldwin, Ph.D., Yale. TENNYSON’S THE Princess. By George Edward Woodberry, A.B., Columbia College. The following volumes in the series are also ready: Scott’s Woopstock. Sy Bliss Perry, A.M., College of New Jersey. ($1.00.) MACAULAY’s Essay ON MILTON. By James Greenleaf Croswell, A.B., Head-master of the Brearley School, New York, formerly Assistant Professor of Greek in Harvard. (60 cents.) SHAKSPERE’S A MIDSUMMER NIGHT’S DREAM. By George Pierce Baker, A.B., Harvard. (60 cents.) WEBSTER’S First BUNKER HILL ORATION, JZogether with Other Ad- dresses relating to the Revolution. By Fred Newton Scott, Ph.D., University of Michigan. (60 cents.) MILTON’s L’ALLEGRO, IL PENSEROSO, COMUS, AND Lycipas. By William P. Trent, A.M., University of the South. (75 cents.) The MACMILLAN ComPANY’S Educational list is fuller and richer this year than ever. We give below some of the most important titles. The books themselves have, for the most part, been reviewed by us in previous edi- tions, or are noticed more fully elsewhere in this present issue. THE FUNCTION OF CRITICISM. BY MATTHEW ARNOLD. An Essay on Style. Walter Pater. (75 cents.) GUIDE TO THE STUDY OF ENGLISH LITERATURE. WM. Ar- nold and F. Nicoly. (75 cents.) STUDIES IN STRUCTURE AND STYLE. W. 7. Brewster. ($1.10.) EXERCISES IN RHETORIC AND ENGLISH COMPOSITION. G. &. Carpenter. (Advanced Course, $1.00; High School Course, 75 cents.) THE INTERPRETATION OF LITERATURE. W. H.Crawshaw. ($1.00.) A History OF NINETEENTH CENTURY LITERA- TURE. G. Saintsbury. ($1.50.) A PRIMER IN THE His- TORY OF MATHEMATICS. W.R&. Ball. (65 cents.) THE ELEMENTS OF GEOMETRY. G.C. Edwards. ($1.10.) A PRIMER OF QUATERNIONS. A. S. Hathaway. (90 cents.) CoMPUTATION RULES AND LOGARITHMS. S. W. Hohman. ($1.00.) THE ELEMENTS OF CO-ORDINATE GEOMETRY. S. L. Loney. ($1.75-) ELEMENTARY TRIGONOMETRY. C. Pendleburg. ($1.10.) INTRODUCTION TO THE STUDY OF ZooLocy. B. Lindsay. ($1.60.) THrE> ELEMENTS OF Puysics. £. L. Nichols and W. S. Franklin. ($1.50.) OSTERWALD’S SCIENTIFIC FOUNDATION OF ANALYTICAL CHEMISTRY. Translated by Geo. McGorrem, Ph.D. ($1.60.) ELEMENTS OF THE MATHEMATICAL THEORY OF ELEcTRICITY AND MAGneTisM. /. J. Thomson. ($2.60.) PRACTICAL INORGANIC CHEMISTRY. G. S. Turpin. (60 cents.) LussAR-COHN’s LABORATORY MANUAL OF OR- GANIC CHEMISTRY. TZvanslated by A. Smith, Ph.D. ($2.25.) ELEMENTARY TREATISE ON RIGID DYNAMICS. Ww. J. Loudon. ($2.25.) LABORATORY COURSE IN Ex- PERIMENTAL Puysics. Loudon and McLennan. ($1.90.) THe ELEMENTS OF PHysics. NICHOLS AND FRANKLIN. (1075) 23 A, Suort StTupy Vol. I. Mechanics and Heat. ($1.50.) oF Etuics. C. F. D'Arcy. ($1.60.) OUTLINES oF Logic AND Metapuysics. &. C. Burt. ($1.60.) Logic: AN INTRODUCTORY MANUAL. F. Ryland. ($1.00.) KULPE’s OUTLINES OF PsYCHOLOGY. Translated by E. B. Tisch- eur. ($2.60.) MENTAL DEVELOPMENT IN THE CHILD AND THE Race. /. M. Baldwin. ($2.60.) THE CHILD AND CHILDHOOD IN FOLK-THOUGHT. A. F.Chaméberlain. ($3.00.) THE VOICE AND SPIRITUAL EpUCATION. Prof. Hiram Corson. (75 cents.) HANDBOOK OF GREEK SCULP- TURE. P. Gardner. ($1.25.) A SHORT HISTORICAL LATIN GRAMMAR. W. M. Lindsay. ($1.50.) THE Es- SENTIALS OF NEW TESTAMENT GREER. VF. A. Huddilston. (75 cents.) A HisToORICAL GRAMMAR OF THE FRENCH LANGUAGE. A. Brachet. ($2.00.) PERIODS OF EUuRO- PEAN History. Period VJ, A.D., 1715-1789. A. Hand. ($1.60.) AN ADVANCED History OF ENGLAND. C. Ran- ($2.25.) A SHorT History oF GREECE. W. S. Robinson. ($1.00.) THE UNITED STATES OF AMERICA. Prof. E. Channing. ($1.50.) SCIENCE AND ART DRAW- ING. A. H. Spanton. ($3.25.) Lee & SHEPARD, publish as Supplementary Reading Books, THE WATCH FIRES OF '76, dy Samuel Adams Drake, author of ‘‘ Our Colonial Homes,”’ ‘‘ Nooks and Corners of the New England Coast,’’ ‘‘ Decisive Events in American History,” etc. ($1.25.) It makesa series of Revolutionary sketches, all new stories well told and founded on historical facts. The illustrations are spir- ited and in keeping with the text. as a historical reader. THE CAMPAIGN OF TRENTON. The same Author. (50 cents.) This volume deals with the military operations beginning at New York, August, 1776, and ending at Morristown, January, 1777—the critical period of the Revolution. It includes hitherto unused materials. Commended for supplementary read- ing in schools. BENEATH OLD Roor-TREES. Footprints of the Patriots’ Series. By Abram English Brown, au- thor of ‘‘ History of Bedford.” ($1.50.) A delightful view of the opening of the Revolution, material for which was gathered by the author in ten years of rep- ertorial work among New England people living on old homesteads, occupied by their parents or grandparents at the time of the alarm of April 19th, 1775, and where he has heard the story of their personal experiences reported by the descendants of those who at their doors, or in the highway, faced the soldiers of the King. PusLic SPEAKING AND READING. A Treatise on Delivery, accord- ing to the Principles of the New Elocution. By Prof. E. N. Kirby, formerly Instructor in Elocution in Harvard University, and Professor of Elocution and Oratory in Boston University. ($1.00.) PocKkET GUIDE TO THE ComMON LAND Birps OF NEWENGLAND. By Prof. M.A. Wilcox, Professor of Zoology in Wellesley College. With full description, key, and literary references. (60cents.) Intended for beginners in ornithology, and for persons who only expect to acquaint themselves with the com- mon American birds. some. Especially valuable It is a good practical pocket guide. HIsTORY OF THE BATTLE OF BUNKER HILL—/une 17,1775. From Authentic Sources in Print and Manu- script. By the Rev. George E. Ellis, D.D. With a map of the Battle Ground and an account of the Monument on Breed’s Hill. (50 cents.) Admirably adapted for use as a Supplementary Reader in schools. GYMNAS- Tics: A TExT-BooK OF THE GERMAN-AMERICAN GyYM- NASTICS. For Teachers and Pupils in Public and Private Schools. Edited by W. A. Strecher, Secretary of the Committee on Physical Training of the North American Gymnastic Union, and published under the auspices of the Association. Pp. 354. ($3.00). This book is writ- ten by the foremost instructors in this system through- out the country. THE Story or Patriots’ DAY—LEx- INGTONANDCONCORD. By George T. Varney. (50 cents.) Attractive and valuable as a Supplementary Historical Reader. LEACH, SHEWELL & SANBORN’S “‘ Student’s Series of English Classics ’’ (35 cents per number}, makes a very attractive appearance. The volumes are neat and handy and edited with introduction, notes and such other aids as the subject may require. The numbers published during the school year are ScoTt’s LApy OF THE LAKE, by James Arthur Tufts, Colin Professor of English in Phillips Exeter Academy; Popr’s TRANSLA- TION OF THE ILIAD, by Warwick James Price, Master of English, St. Paul’s School, Concord, N. H.; LONGFEL- Low’s EVANGELINE, by Mary Harriet Norris, Professor of English, New York; Shakespeare’s A MIDSUMMER- NIGHT’S DREAM, by Katharine Lee Bates, Wellesiey College; Tennyson’s THE PRINCESS: A MEDLEY, dy Henry W. Boynton, Instructor in English, Phillips Acad- emy, Andover, Mass.; DE QUINCEY’S FLIGHT OF A TArR- TAR TRIBE, by Dr. Baker, of the Teachers’ College; THE VICAR OF WAKEFIELD, by Superintendent Riggs, of Platts- burg; CARLYLE’S Lire oF Burns, by Principal Wickes, of Syracuse; and Shakespeare’s As You Like It and Mac- BETH, by Miss Bates, of Wellesley. This firm has also recently brought out THe EDUCATIONAL SYSTEM OF VER- TICAL PENMANSHIP, dy Anna E. Hill, Superintendent of Penmanship in the Public Schools of Springfield, Mass. ; SOUTHWORTH’S ESSENTIALS OF ARITHMETIC, and NEW PLANE AND PLANE AND SPHERICAL TRIGONOMETRY, by Webster Wells, Massachusetts Institute of Technology. With tables or without. The ‘‘ Student’s Series of Latin

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Se EE 41 (1076) Clissics,”’ by the same, has been enriched by the recent publication of the PHoRMIO OF TERENCE, by Dr. Elmer, of Cornell; Lives or Cornetius Nepos, by Prof. /saac Flagg, of the University of California. The same text and notes are published with a vocabulary for the use of secondary schools. Firty SELECTIONS FROM VALE- Rius MAxiMus, and the ADELPHOI OF TERENCE, by Pro- fessor Cowles, of Amherst, for rapid reading; SELEC- TIONS FROM ViIRI ROMA, by Dr. Whicher, of the Packer Institute, and from the METAMORPHOSES OF OVID, dy Professor Wiggins, of the University of the South. The Opes AND EpopEs OF Horace, by Dr. Shorey, of the Chicago University, are soon to appear. A First Book IN GREEK, by Drs. Graves and Hawes, with Vocabulary, and complete in itself without the aid of a grammar. The same publish LABORATORY EXERCISES IN CHEMISTY, by Edward J. Bartlett, Darmouth. (50cents.) A guide for beginners in chemistry and something more. It gives them the absolute essentials—language, notation, substances, processes, qualities, quantities—all from the experimental standpoint. Attyn & Bacon (Boston) are publishing ‘‘ The Academy Series of English Classics,’’ on the same gen- eral plan of Text Introduction and Notes. All are pub- lished since July, 1895. The recent additions are MAT- THEW ARNOLD: Essays in Criticism; JoHN KEATS: The Study of Poetry; Worpswortu: Edited by Susan S. Sheridan, of the Hillbouse High School, New Haven, Conn.; SHAKESPEARE’S MACBETH: Edited by Samuel Thurber; and SHAKESPEARE’S JULIUS Ca:saR, edited by the same. (20 cents.) Puysics FoR UNIVERSITY STU- DENTS. By Prof. H. S. Carhart, University of Michigan. ($1.50.) For advanced students; a text-book, not a cyclopedia; the method but not the technic of the Cal- culus is employed. ELEMENTS OF CHEMISTRY. Sy Prof. Paul C. Freer, University of Michigan. ($1.00.) Gives prominence to essentials. Introduces only the most im- portant compounds and elements. The experimental work is quantitative; chemical equations introduced spar- ingly. LEssoNsS IN ELEMENTARY Botany. By Prof. Thos. H. Macbride, \owa State University. (60cents.) For sec- ondary schools. An APPENDIX TO BENNETT’S LATIN GRAMMAR. By Prof. Charles E. Bennett, Cornell. (80 cents.) For advanced students. A compact and help- ful collection of information on critical points. SELEC- TIONS FROM CARLYLE. By Henry W. Boynton, Phillips Academy, Andover. (75 cents.) EXERCISES IN PHys- ICAL MEASUREMENT. A guide for the first year in Laboratory work. Part I is substantially the Practicum of the German universities. It is quantitative. Part III contains data for experiments and the verification of results. ($1.50) SPANISH IN SPANISH; or, Spanish as a Living Language. By Luis Duque, late Instructor in Leland Stanford University. Proofs revised by Louis Phelan. ($1.50.) The method pursued in this Spanish course is described by the author as the Elimination System. It is claimed to be a method of making Span- ish the means of its own mastery, by the gradual sub- titution of the sounds and elements of the Spanish lan- guage for those of the student's. We should describe it as a progressive natural method. HoucGuton, MiFFiin & Co. announced in June the ad- dition of ten books to their ‘‘ Riverside School Library’’; ‘* Andersen’s Stories,’’ ‘‘ The Last of the Mohicans,”’ Fiske’s ‘* War of Independence,” Franklin's ‘‘ Autobiog- raphy,” ‘‘The Vicar of Wakefield,” ‘‘ The Autocrat of the Breakfast Table,’’ ‘‘Lamb’s Tales from Shakes- peare,’’ ‘‘ Uncle Tom’s Cabin,’’ Scudder’s ‘‘ George Washington.”’ Forty additional books are in prepara- tion and to be added immediately to this Library. The whole Library is well selected, well edited and manu- factured. It is sold at 50, 60 or 70 cents, according to size. The same are bringing out several new volumes in ‘* Rolfe’s Students’ Series of Standard English Poems for Schools and Colleges.’’ Among them we note a new edition of IN MEMORIAM, dy Zennyson, done in Mr. Rolfe’s method, with critical compendium of the per- sonal history of Arthur Hallam, a compilation of liter- ary opinions as to the poem and the critical exposition of its theme and structure. (75 cents.) They have now ready this month, by the same, THE COMING OF ARTHUR and Other Idylis of the King; and LAUNCELOT AND ELAINE, and Other /dylls of the King, and in prepa- ration an edition of the IDYLLs OF THE KING complete in one volume. ($1.00.) The same have recently published SELECTIONS FROM LONGFELLOW, Whittier, Lowell, Holmes, Emerson, Bryant. Jnstitute Number. With Portraits and Biographical Sketches. (Paper covers, 15 cents.) They are to issue in September LOWELL LEAFLETS. Double Number. Poems and Prose Passages from the works of James Russell Lowell. Reading and Recitation. Compiled by Josephine E. Hodgdon. Illustrated. With a Biographical Sketch. (Paper, 30 cents; linen 40 cents.) The same have also issued dur- ing the year MASTERPIECES OF BRITISH LITERATURE, @ Companion Volume to Masterpieces of American Literature, to contain examples from Ruskin, Macaulay, Brown, Tennyson, Dickens, Wordsworth, Burns, Lamb, Cole- ridge, Byron, Cowper, Gray, Goldsmith, Addison, Steele, Milton and Bacon. (480 pp. $1.00.) CHARLES SCRIBNER’S SONS have on their list a number of educational works of the higher class, among which THE INDEPENDENT we name THE MERMAID SERIES. Jhe Best Plays of the Old English Dramatists. The old text is reproduced literally. The best plays only are published. The series includes plays from Marlowe, Otway, Ford, Massinger, Heywood, Wycherley, Fletcher, Congreve, Ben Jonson and Chap- man. The latest number, ‘‘ Vanbrugh’s Plays,”’ was no- ticed by us very recently. ($1.25 per vol.) The same are publishing a number of educational works of high grade intended foradvanced students and readers. Mostofthem have been noticed more or less fully by usin previous issues. We republish from the list some of those which are most distinctly educational. THE WHENCE AND THE WHITHER OF MAN. By Professor John M. Tyler, Amherst College. ($1.75.) A brief history of the origin of man on the development theory; the ‘‘ Morse Lectures ”’ for r895. THE JEwisH Scriptures. By Amos K. Fiske. ($1.50.) SHAKESPERE AND HIS PREDECESSORS IN THE ENGLISH Drama. By F. S. Boas, Balliol College, Oxford. ($1.50.) History OF CHRISTIAN Doctrine. By Professor G. P. Fisher, D.D., LL.D., Yale Theological Seminary. ($2.50.) HANDBOOK OF THE LABOR LAW OF THE UNITED States. By F. J. Stimson. ($1.50.) A very useful reference book. A History OF THE HEBREW PEOPLE. By Charles Foster Kent. ($1.25.) H1sToRY OF PHILOSO- pHy. By Alfred Weber. Authorized Edition, translated by Frank Thilly, A.M., Ph.D, from the Fifth French Edition. ($2.50.) THE MAKING OF THE ENGLISH Na- TION. By C. G. Robertson, B.A.,‘‘Oxford Manuals of English History.” (50 cents.) KING AND BARONAGE. A.D., 1135-1328. By W. H. Hutton, B.D. KING AND PARLIAMENT, A.D. 1603-1714. By G. H. Wakeling, M.A. Both the last in the ‘‘ Oxford Manuals of Eng- lish History. (50 cents.) INDUCTIVE Locic. By John Grier Hibben. Designed to illustrate the methods used in practical life and scientific work for testing methods and discovering causes. MAYNARD, MERRILL & Co. have added tothe series of ‘‘Maynard’s French Texts,’’ LE CHANT DU CYGNE, dy Georges Ohnet and Le CHIRUGIEN DE MARINE, by Emile Souvestre. Both of these texts are edited by Arthur H. Solial, A.M., Instructor of French in Chicago High School; formerly Professor in College Chapital, Paris. (25 cents each.) In German texts we have the grow- ing series of ‘*Maynard’s German Texts.’’ The pub- lishers have within the year added to this series at least seven new numbers, of which the most recent are: No. 16. LEGENDS OF GERMAN HEROES OF THE MIDDLE AGES from Deutsche Heldensagen. By Prof Johannes Schram- men. Elementary. 67 pages text, 17 pages notes, 73 pages vocabulary. Edited by A. R. Lechner. (Cloth, 4ocents.) No. 17. IMMENSEE. By Theodor Storm. Elemen- tary. 54 pages text, 37 pages notes, 50 pages vocabu- lary. Edited by H. S. Beresford-Webb. (Cloth, 40 cents.) No. 18. DIE DEUTSCHEN KLEINSTADTER, Lust- spielin vier Acten. By August von Kotzebue. Advanced. 95 pages text, 20pages notes. Edited by the Rev. J. H. O. Mathews, Headmaster, Leeds Grammar School, Eng- land, and W. H. Witherby, Assistant Master, Leeds Grammar School. (Cloth, 40 cents.) For the general study of English nothing better has been published dur- ing the year than the new edition to ‘‘ Maynard’s En- glish Classic Series.”” Among the recent numbers we name MAcAULAY’s HISTORY OF ENGLAND. Chapter /. With Biography, Critical Opinions and Notes. Three numbers of PrRescottr’s CONQUEST OF MEXICO, edited in the same way. Irving’s TALES OF A TRAVELLER. SILAS MARNER. Sy George Eliot. DEFOE’Ss JOURNAL OF THE PLAGUE IN LONDON, and CHARLES LAMB’s Essays. These volumes are published on a uniform plan, with Introduc- tion, Notes, and every aid the young student requires. (25 cents per number.) HarrerR & BROTHERS have made some noteworthy additions during the year to their large list of standard educational publications. We repeat the list here, tho some of them will be found noticed at greater length elsewhere in this issue. METHODS OF MIND TRAINING. By Catharine Aiken, Stamford, Conn. ($1.00.) A manual of fascinating methods and suggestions. PRINCIPLES OF RHETORIC. Revised by Prof. A. S. Hill. ($1.20.) Al- most wholly rewritten, and made more serviceable to advanced students. Sound, logical and practical in method and development. PRACTICAL EXERCISES IN ENGLISH. By Huber Gray Buehler, Master in English in the Hotchkiss School at Lakeville, Conn. (50 cents.) It is arranged for use in connection with Adams Sherman Hill’s ‘‘Foundations of Rhetoric,” and is designed to cor- rect students’ style by the positive and inspiring method of providing them with plenty of good examples rather than by picking out all their possible errors. MODERN ENGLISH-GREEK DICTIONARY. Sy A. W. Jannani, Ph.D. ($2.50.) A concise dictionary of words in current mod- ern Greek composition and speech, whether antique formations or modern survivals. The author is prepar- ing a modern Greek-English Dictionary. Locaritums OF NuMBERS. By Professors Phillips and Irving Fisher, of Yale. A new work on the basis of that by the late Professor Loomis. (30 cents. ) To appear immediately. ELEMENTS OF GEOMETRY. By Professors Phillips and Irving Fisher, of Yale. ($1.75.) Noticed more fully elsewhere in this number. Smith’s SMALLER HISTORY OF GREECE. A New Edition. Revised by Carleton L. Brownson, The fifth, tenth and twenty-sixth chapters August 6, 1896 rewritten, and the new critical results incorporated; to appear immediately, BoyHoop OF SHAKESPEARE. By William J. Rolfe, Litt.D. To be issued immediately. WILLIAM R. JENKINS has published since January, in his series of ,“* Romans Choisis’’ PECHEUR D’ISLANDE par Pierre Loti del’ Académie Frangaise,with Explanatory Notes, dy C. Fontaine, B.L., L.D., Director of French Instruction in the High Schools, Washington, D.C. (85 cents.) PERDUE. By Henry Greville. With explan- atory notes in English, by George McLean Harper, As- sistant Professor of French in Princeton University. No. 10 ‘‘ Romans Choisis.”” (85 cents.) QUATREVINGT- TREIZE. By Victor Hugo. Edited in one volume, with a historical introduction and English notes, by Benja- min Duryea Woodward, B. és L., Ph.D., of the Depart- ment of Romance Languages and Literatures in Colum- bia University. ($1.25.) A WOMAN OF SENSE AND A Hair- POWDER PLot. Two English Plays Intended for Trans- lation into French, with Grammatical, Idiomatic and Dramatic Notes. By Alfred Hennequin, Ph.D., of the New England College of Languages, author of a series of French text-books, ‘‘ The Art of Playwriting,” etc. (75 cents.) LATIN PARADIGMS AT A GLANCE. Arranged by J. A. Browning to faciltate review and thorough drill in these elementary essentials of good work in Latin. (25 cents.) Mr. Jenkins has also in press for early publi- cation A BRIEF ITALIAN GRAMMAR, with exercises, dy A. Hjalmar Edgren, Ph.D., Professor of Romance Lan- guages, University of Nebraska. AN ELEMENTARY FRENCH GRAMMAR. Sy Chas. P. Du Croquet, author of ‘* Francais par la Conversation,” ‘‘ Conversation des En- fants,” etc. PREMIERES LeEcTURES. Ay Veteran, au- thor of ‘‘ Preliminary French Drill,” etc. D. ApPpLETON & Co. have added, during the school year, several new numbers to their ‘‘ International Edu- cation Series,’’ most of which are noticed elsewhere in this issue, or have been noticed previously. For the convenience of our readers we recapitulate the list, be- ginning with Vol. XXXI. THE MoTTOES AND COMMEN- TARIES OF FROEBEL’S MOTHER PLay. By Henrietta R. Eliot and Susan E. Blow. ($1.50.) THE SONGS AND Music OF FROEBEL’S MOTHER PLAY. Newly translated and furnished with music. By Susan E. Blow. ($1.50.) THE PSYCHOLOGY OF NUMBER, AND ITS APPLICATIONS TO METHODS OF TEACHING ARITHMETIC. By James McLel- lan, A.M., LL.D., Principal of the Ontario School of Pedagogy, Toronto, and John Dewy, Ph.D., University of Chicago. ($1.50.) TEACHING THE LANGUAGE ARTS. By B. A. Hinsdale, Ph.D., LL.D. THE INTELLECTUAL AND MORAL DEVELOPMENT OF THE CHILD. By Gaériel Compayré. HERBART’S A, B,C OF SENSE PERCEPTION. By William J. Eckoff, Ph.D., Pd.D. PsyYCHOLOGIC FOUNDATIONS OF EDUCATION. By Wm. 7. Harris, A.M., LL.D. HISTORY OF THE SCHOOL SYSTEM OF ONTARIO. By G. W. Ross, LL.D., Minister of Education, Ontario, Canada. ($1.50 per volume.) E. L. KELtoce & Co., in addition to their educational periodicals and large list of standard educational works, have just added to their ‘‘ Pedagogical Library” THE COMMON-SCHOOL SYSTEM OF GERMANY, AND Irs LEssONS TO AMERICA, an excellent work by Levi Seeley, Ph.D., which is noticed more at length in an- other column of this number. ($1.50.) Other new text- books from the same house are MALTBY’s MAP MopEL- ING IN GEOGRAPHY AND History, éy Dr. Albert E. Maltby, of the State Normal School Penn. ($1.25); INDUC- TIVE PsycHoLocy, by £. A. Kirkpatrick of the Min- nesota Normal School (80 cents); PAYNE’s 100 LESSONS IN NATURE, by Frank O. Payne, the well-known writer on science and the schools. It is prepared on Come- nius’s maxim ‘‘ Knowledge of things near at hand should be acquired first, then that of those further off’ ($1.00); WooDHULL’s MANUAL OF HOME MADE AppPa- RATUS, with reference to chemistry, physics and physi- ology, dy John F. Woodhull, of the Teachers’ College, New York (50 cents). C. W. BARDEEN, Syracuse, N. Y., has an interest- ing list of recent educational publications, among which we note OUTLINES OF PSYCHOLOGY, by Supt. Henry G. Williams (75 cents); Mace’s WORKING MANUAL OF AMER- ICAN HisTORY ($1.00); Godard’s OUTLINES OF U. S. His- TORY (50 cents); Young’s ART OF PUTTING QUESTIONS (15 cents); Binner’s OLD STORIES RETOLD (25 cents); Pro- fessor Lee’s CLAIMS OF GREEK (25 cents); THE REGENTS’ SELECTIONS IN LITERATURE, by James Russell Parsons, Jr. with music for most of the poems (35 cents); SHORT CuTs IN ARITHMETIC, by Prof. H. A. Wood (75 cents); PEDA- GOGICAL PEBBLES, by /. WV. Patrick (50 cents); Morey’s OUTLINE WORK IN ELEMENTARY ENGLISH (50 cents); Freeman’s OSWEGO METHOD OF TEACHING GEOGRAPHY (so cents); Bardeen’s MANUAL OF ComMON SCHOOL Law ($1.00). Mr. Bardeen has recently purchased from A. S. Barnes & Co. a considerable number of their educational works, and will in future issue them on his own list. The more important issues of the EDUCATIONAL Pus- LICATION COMPANY have been noticed by us as they ap- peared. In addition to the periodicals, the Popular Edu- cator and Primary Education, they have published during the academic year for school use in the elementary grades SOME OF OUR FRIENDS, dy Z. D. Welch (50 cents); ANIMALS WILD AND TAME, by Anna C. Davis (35 cents); STORIES OF [n tl Prot

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August 6, 1896 - BIRDLAND, by Annie Chase (35 cents); In. MYTHLAND, by Helen Beckwith (35 cents): Pratt’s MYTHS OF OLD GREECE (50 cents); STORIES OF NEW YorK, dy Anna T. Loverly (40 cents); Harkley’s ENGLISH LITERATURE, I (50c.); STORIES OF GREAT MEN (50 cents); Pratt’s DE Soto, MAR- QUETTE AND LA SALLE (50 cents); GARDEN AND FIELD (40 cents); Kelley’s INrropuc- TION TO LEAVES (30 cents). The above are all illustrated. Literary Notes. THE recent death of Charles Dick- ens the Younger, has been followed by that of his sister, Miss Mary Dickens. -Prof. Charles G. D. Roberts is busily engaged upon a novel of Acadian life, ‘‘ The Forge in the Forest.’’ His new volume of poems, ‘‘ The Book of the Native,” is to be published immediately. -Herbert Dickinson Ward, whose story of ‘‘ Tom, the Rigger’’ we publish this week, has for the past ten years made his summer home in East Gloucester, on the Massachusetts coast; so he is never more at ease with his pen than when writing of sea farers and toilers. His last ‘‘ After Dinner Coffee’’ in 7'he Znterior is an admirable sermon in a sparyard. ...The family of the late Mrs. Harriet Beecher Stowe request that any persons having letters of Mrs. Stowe will send them to Houghton, Mifflin & Co., 4 Park Street, Boston, or to A. P. Watt, Esq., Hastings House, Norfolk Street, Strand, London, with referen¢e to their possible use in a contemplated ‘‘ Life and Letters of Mrs. Stowe.”’ These letters will be carefully returned to their owners after copies have been made of such as are found to be available. Books of the Week. Ww by Sema c a Christian. By Wm. Wilberforce New- pp. 42. New York: Thomas Whit saker, SN iiisdncctdeesegeaiaccesebaches bing * ————. ie 4 By Fayette Stratton Giles. a Pe New York: The Baker & S. > ‘Dex (167-31 a ‘New York: Fords, tert al Huibe ee ae Better Things . Sons ot aon" PB) Lemmon. 7 pp. New hae & Mains; Citeinn ght: ri urts & Jennings They Province of Quebec and the Earl Americ an Revolution. A Stu i in English-American Colontal ag Victor Coffin, Ph.D. 10 x644, pp. xvii, S58 2. Madison, Wis.: Pub- lished by the University. Paper................ The Game of Golf. By Vm. . Jun. [llus- trated. _ BP, xii, 277. New York: Long- mans, Gre Ae eee An Introduction tothe Life of Jesus. tigation of the Historical Sources. iliiams Anthony. . Pp. 2 Boston, Chicago: Silver, Burdett & Co......... ther Poems. By Ella W “ea Wil- x5'4, pp. 134. Chicago: . 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The catalogue for 1895-96, containing views of the school and a record of its graduates, will give an idea of its spirit and of the work it is doing. W. T. Rerp, A.M. (Harvard), Head Master. BLAIR PRESBYTERIAL ACADEMY. John I. Blair Foundation. Both Sexes. 49th year. Prepa- ration for _ college and for business. Music. New fire-proof building for ladies. Religious control. Low rates. Send for catalogue. W. 8. EVERSOLE, Ph.D., Principal, Blairstown, N. J. BOSTON UNIVERSITY SCHOOL OF : LAW » New Hall, Ashburton Place, Opens Oct. 7. Beston, Mass. '1VHE BROOKLY® Paeas SEMINARY 198-140 Monta; Broo ing and Day Schoo! for Girls. dich come “opens oaken. pods 7 ollege orem ration. Terms $ For circu- dress the Ciara R. CoLTon, [saBEL D. HUBBARD, _Karuarrne 8. . WOODWARD, | sail { Principals. Parents who “seek the cultivation as well as the education of-their daughters, will do well to write for the Manual of The Cambridge School of which Mr. Arthur Gilman is the Director. 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August 6, 1896 Free Scholarships Harvard, Yale, Princeton, Columbia, Cornell, University of Pennsylvania, University of -Michigan, University of Chicago, or Leland Stanford University.

ESSRS. HERBERT S. STONE’ & COMPANY offer to any person Securing two hundred and fifty (250) new subscribers to THE CHAp-Book, free tuition for one year to any one of the above universities or colleges, and oné hundred ($00.00) dollars in éash ad- ditional; to any one sécuring one hun- dred and fifty (150) new subscribers, they offer free tuition as above. To persons securing less than these numbers, a’ commission of 25 per cent. will be allowed on all subscriptions. Cheques must ac- company all lists and should be made payable to THE CuHaAp-Book. The sub- scription price is two ($2.00) dollars per year. This offer is open until January Ist, 1897. For blanks, etc., address, THE CuAp-Book, circulars, subscription Chicago.

HL SS GLI. ONS’ SCHOOL FOR G Reopen ear. Primary and advanced Preparation for all odlan Se A Reprewe ing scholars taken. Mrs. Saran H. EMERSON, Principal. 55 W. 47th St., N.Y. BLENDALE c FEMALE OLLECE loeation. tua. miles north of Cincinnati. and col and health- fn course of s usie, Art, etc., with Best facili es in Bev. kL. D. D., Glendale, Ohio.

ome care an ree DD

eme Preparatery School, Wellesley, Mass. spitet course for young ladies not i 4 the College preparatory course. Address Miss A. OODNOW.

THE Hotchkiss School LAKEVILLE, CONN. Prepares for the best college and scientific schools The next year will begin Sept. 16th, 1896. EDWARD G. COY, Head Master.

New York, Clinton. Houghton Seminary offers to young won pease, comfort and culture. Col- lege Preparatory. h year. THE HUDSON RIVER INSTITUTE. A Clasical Seminary of high grade for boys and Beautiful and healthful location in the Hudson River Valley. A record of see rs of uninterrupted Hey educational work. Conserve atory of Music, 3 and a 43d year besir begins WY - nt logues eve e . . Principal, Claverack, N. x e ‘

NI _domaing SEB ROR TE BAL ican mie orth re. Ly _ 2 Derm Shoi College \Preparstory Deastitul be home. 2. For finomated cone lous aliens oer. MARY KEYES BABCOCK, Kenilworth, Ill.

LASELL SEMINARY i FOR YOUNG WOMEN, AUBURNDALE, MASS. (1o Miles from Boston.) Boston standards of scholarship and conduct of life, with advantages of healthful and beautiful sub- urban residence; rowing and skating on Charles River; outdoor games in ample, shaded grounds; best-equipped gymnasium and swimming tank under careful hygienic supervision; lectures and lessons on topics adapted to the ideal administration of homes; pupils properly chaperongd to the best musical and literary entertainments in Boston, and to historical places in the vicinity. For illustrated catalogue, blank form for applica- tion or place on waiting list address, (mentioning this paper), Cc. C. BRAGDON, Principal. Mrs. LESLIE MORGAN'S din Berea, SEW YORE CITY.

THE INDEPENDENT Johns Hopkins University BALTIMORE, MARYLAND. TWENTY-FIRST YEAR. 1896-97. President: Daniet’C. Giman; Dean of the Medi- cal School: Wituiam H. Wetcu; Dean of the Col- lege: Epwarp H. Grirrin. Instruction. For GrabuatEs. For UnpERGRADUATES. For Puysictans AND SURGEONS. For Stupents oF Mgpicine. For Spgciat Stupents. Libraries, Johns Hopkins, 77,000 volumes. Peabody Institute, 125,000 volumes. Pratt Library, 165,000 volumes. Laboratories. Directors. Physics. H. A, Rowland. Electricity. L. Duncan. Chemistry. J. Remsen. Geology arid Mineralogy. W. B. Clark. Zoblogy. W: K. Brooks. Anatomy. F. P. Mali: Physiology. W. H. Howell. Pathology and Bacteriology. W. H. Welch. Pharmacology. J. J. Abel. Physiological Chemistry. J. J. Abel. Clinical Medicine: .W. Osler. Seminaries. Directors. Greek. B. L. Gildersléeve. Latin. K. F. Smith (acting). Sanskrit. M. Bloomfield. Semitic. P. Haupt. German. H. Wood. Romance. A.M. Elliott. English. J. W. Bright. History. H. B. Adams. Economics. S. Sherwood. Mathematics. T. Craig. Physics. “7. S. Ames. Astronomy. * C..L. Fae: Undergraduate Courses (leading to B.A.) Groups. 1. Classical (the “ old college course ’’). 2. Mathematical-Physical (leading up to Engineering). . Chemical-Biological (leading up to Medicine). 4. Physical-Chemical. . Latin-Mathematical. . Historical-Political (leading up to Law). 7- Modern Languages. w ay Editors. Serial Publications. Mathematics (vol. XVIII). T. Craig. * Chemistry (vol. XVIII). J. Remsen. Philology (vol. XVII). B. L. Gildersleeve. History (vol. XIV). H. B. Adams. Modern Languages (vol. XI). A. M. Elliott. Biology (vol. IV). W. K. Brooks. Assyriology (vol. III). P. Hauft. Experimental Speaenanered. 1). W. H. Welch. Announcements of courses awe for the academ- ic year are now ready and may be had on applica- tion to the Registrar of the University. Lyndon Hall School. For Young Ladies. 48th rene College pre erating. SAMUEL WELLS ‘BUCK, -M., Poug keepele, | N.Y Mt. Auburn Institute. The H, Thane Miller School For Girls and Young Ladies. This noted School of Language, Literature and His- tory was established in 1856, and each succeeding year hus witnessed its continued growth in usefu.- ness and influence. It is beautifully located in one of the healthiest and han-.somest suburbs of Cincin- nati, is of easy access. and has a commanding view = the city. Among many attractive features are cial courses in History of Art; Preparation for ‘oreign Travel; Eminent Lecturers throughout the entire year; ‘Music and Art; Elective Courses of study. The limited number of pupils received gives fae per ym for s cial attention to Home Train- ing and Soci a ture. For catalogue and full in- formation, ad Mrs. THANE MILLER, or Miss MMA LOUISE PARRY, Associate Principal,

MT. ATBURN, CINCINNATI, Oun10. National Park Seminary FOR YOUNG WOMEN, WASHINGTON, D. C. the attention of thoughtful parents on the fol- i wi si ita Charm ew ing location in the suburbs of W achengien, , 400 Teet t above the city; @ minutes out B. & ( R: R.” 2 trains a day; city an ‘country advantages. Sta. tion on grounds. Tis pt oximity to Washington, whose wonderful educa- tiona facilities are — Vd no er _ ae Museums, rtments 0: vernme ongre eign Lepations, official and cooked life at the National Capital are all ag and profitable —. ate a ts climate, from the ri; ern ‘winter, fa inviting outdoor life. errs ves basket ball, q , ete wy - a eee riding, 2 a building,

logue to L. M. : fully situated, 2 miles from Boston. LRATAHERIN RINE be MALTB antages. la Howie ia Hanes ona year. Hezane n applica’ ues ey St., Brooklyn Heigiits, Brooklyn, N. Y.

PENNSYLVANIA. MERCERSBURG COLLEGE. High Grade Academy for Boys. Ten instructors. Modern ’ uip- ment. Prepares foram (Brincetor in America. $250 ear. Wm.M.Irvine,Ph.D.(Princeton), Pres., Mercers! are.ts.

New York, Brooklyn, py erey Avenue, 815. N BBAU HALL. Mrs. Charles H. J. Doug ceive three Loyd mes their family September isthe Delightful home, Expert rvision of studies and recreation. Former ptpils now ‘in Harvard, Yale, Prince- ton, Columbia. | Advan ages of city and country. Street , Chen iinet. THE NATION A | NiVieR TIONAL oan = VER SITY . Courses (in- cluding all oat Graduate) ad to the usual College de- 8, Instruction by mail in an ired subject. Ad ress F. W. HARKINS, Ph.D., Chancellor. ZARETH, NAZARETH HALL, *4feuna: (Moravian) Military Academy. Founded 1785. Pre- pares for business or college. Modern cectoment | home care ; healthful location. Term opens Sept, 16, 1 le For circu ars, Address, Rev. C,C. LANIUS, Principal 1, ‘THE musical atmosphere means much to the earnest~ 2 sorte Arith- metic ore hour, music the second and gram- mar the next, does not make the musician. Send to Frank W. Hale, busitiess manager, New England Conservatory music at Boston, Mass., for prospectus, giving full details. We send it free, of course. OHIO UNIVERSITY ATHENS, sis A thoroughly coats — on for undergraduate work, with facilities to give instruction in Art, Music and Business. Libra x a for Co research in Bioto; emist nie History, e' There is NO CHARGE FOR v iti N in the yon Bae and preparatory studies. Summer term every year. Su- — advantages afforded those who wish to prepare r teaching or superintending. An elegant boarding hall for ladies. 7

Send for aa Cost of living very low. EW Athens, O ETT, Secretary O. U., ONTARIO, Whit ONTARIO. LADIES" COLL EG LE. Pronounced by Minister of Education ‘the best equipped college for women in Canada.” The sanitary arrangements are pertees. Steam heating, electric lighting, new Pipe Organ, etc. Apply for Calendar to Rev. J.J. HARE, Ph.D., Prin THE PEEKSKILL MILITARY ACADEMY, PEEKSKILL, N. Y., 63d year. Send for illustrated * catalogue. Col, LOUIS H, ORLEMAN, Principal. PHILADELPHIA SEMINARY. 1325 N. Bread St., Phiie. neat Ror" rear Languages, Art, Music, ete. th year or circular address ReBecca E. JU DKINS, Py “inelpal The Phillips Exeter Academy. The 114th year begins September 16th, 1896. EKighty Scholarships awarded to students of high standing. For C. ataloge and Illustrated Supplement, address HARLAN P.A MEN, Pr neipal Exeter, N.H. COLLEGE, ROANOK SALEM, Va. Courses for Degrees, with Electives. Large Library. Working Laboratory. Beautiful, healthfu =| pe location. Good morals. Very moderate expenses. Catalogue, with views, free. Address THE PRESIDENT.

‘ieehoens Cc atentis 4313 Drexel Boulevard. STEVAN SCHOOL. BOARDING AND Day SCHOOL FOR GIRLS. Circulars. Mrs. Lou M. WILson, Principal. SOUTH JERSEY INSTITUTE, Bridgeton, N.J. 27th year begins Sept. 16. Both Sexes.

Prepares for an College, Teaching or Business, F boom ee German, Art, Music, Gy ysica Director. Spacious campus and athletic field. Fas water, drainage perfect. H. K. TRASK, Principal. Miss Mary E. Stevens’ College-Preparatory Boarding and Day School, 221 W. Chelton Ave., German town, Philadelphia, Pa. Begins 2th year Sept. 30th, with Mrs. J. Freperic Dripps, principai. Miss Mary E. STEVENS, honorary principal. Fifteen pupils at Bryn Mawr F College, 18 1896. Standard remains unchanged. TEMPLE GROVE SEMINARY, Saratoga Springs, N. Y. FOR GIRLS. Forty-second ag begins September 23d, Charles F. Dowd, Ph.D., Pres. Send for year-hook, giving details of courses to FRANKLIN B. DOWD, Vice Prin.

The Western University of Pennsylvania, Founded 1786. Greatest institution of learning in the Upper Valley of the Ohio. Its Collegiate and Engineering Departments afford unrivaled ad- vantages. The place to study engineering is Pittsburgh. Write for Catalogue to W. J. HOLLAND, D.D., LL.D., Pittsburgh. Wheaton Seminary FOR YOUNG LADIES. Regular and elective courses, literary scientific, an sical. Pupils also a for advanced courses in leading art = music. Fine asium, bowling ical training. Perfect ome influences.

in library, ¥ observato all outdoor sports, careful I physical sanitary arrangemen Best = begins Sept. 10°96. For fllustrated prospectus, ad. remiss A. E. STANTON, Principal, Norton, Mass.

aa fee ‘tect fr front, 400 feet verandas, Libra’ ymnasium, extensive and pictu - grow nek a, study planned ey for the development of womant ; also Coll ege preparation. 25 teach- and Blocu Vv resident pup! pupiis. Graduate courses in Music, Art, happy. [ae ll and loving home. tion. Personal care = Every hom Health Jirst ¢ sickness and Vin esl. Abundant table. comfort 0. Nerve tions depend on dai} grates. ng Poy athe A S tian = it a study. page uw =o carefully and to supervise habits, ————_ for pleagure and happiness as well as E. SAS to $400. ” Parl sppiication | Ln me a] xpense States represented last session. Write for catalogue giving views of the school and opinions of enthusiastic caeaes our manners

"s M of Crmncatroted Attention in 3a 3 a feature; also conversational eee eee

A. L. CassEepy;Pres., P. O. Box 222, Forest Glen, Md,

Williamsport Dickinson Seminary. Both —. i: and Elective Comme, De- Fite for College, Music, A Modern ppm 2 eleetple light.

ss. . obt afi YOUNG LADIES Music and Art, or te prepare & feran ieee will find it to their advantage and state their needs residen lone Dick. | Metzger College, Car- s ennsylv ESTIGA Gs AS NVINCED Ane IL} Leonean you. wn, Vassar, velleiey and tes in Faculty.

(1079) 27 Financial. The Ratio. AN advocate of the free coinage of silver made recently the following state- ment: ‘‘Forthe year 1893, the produc- tion of silver throughout the world, taken at the coinage valuation of $1.29 per ounce, as compared to gold was as 43% of gold to 57% of silver, showing that 16 to 1 is pretty near God’s ratio.”’ The same idea was expressed by a silver orator who exclaimed that his party had fixed upon 16to1as the proper coin- age ratio, because the metals, taking the whole world, were produced in about that proportion. It is a perversion ot words to call this state of things ‘‘God’s ratio;’’ even if the facts of production be correctly stated, because into the question of mining the expectation of a profit enters largely, and that is a purely human con- sideration. There are two points in this argument which destroy its value—if it has any value—in favor of free coinage. The first isthat the fact that the production of silver has gone on increasing in spite of the decline in the market value, shows in a clear light the inadaptability of silver to our use as primary and stable money. Let a few figures of production tell the story. ANNUAL PRODUCTION OF SILVER. Commercial Coinage YEAR Ounces. Value. Value. 187 Z ccc 63,267,000 $82,120,000 $81,800,000 1998 ..600 73,385,000 84,540,000 94,882,000 1883.<.%. 89,175,000 98,984,000 115,297,000 1888 ..... 108,827,000 102,185,000 140,706,000 FOO3s «<< 166,092,000 129,551,000 214,745,000 1895* 165,000,000 108,000,000 213,000,000 * Estimated. The commercial value of silver has fallen from $1.30 in 1873 to 68 cents per ounce in 1895; yet in spite of this de- crease of nearly one-half in the price of their product, the silver producers sold in the latter year two and a half times as many ounces asin 1873. What would the production be if the silver producers were told by the United States that our nation would undertake to pay them $1.29 per ounce for all they could bring to the mints? Since silver can be pro- duced at a good profit at 70 cents per ounce and in large quantities (some mines yield a profit at much less selling price, but we will take a fair figure), the United States, in the contingency of free coinage, would be so overwhelm- ed by the immense quantities which would be offered that our dollars would be worth, either as bullion or as coins, less than the present market value of 53 cents. In other words, everything which a dollar now buys—butter or cloth or house rent—would be doubled in price. What have the wives of wage- earners and salaried men to say to such a proposal ? The other point is so palpable that it, needs but to be stated. If the advo- cates of free silver coinage depend for their argument on the ratio of produc- tion between gold and silver throughout the globe, it stands to reason that only the whole civilized world should be asked to support such a ratio in coinage value. It would be unbusinesslike, as well as the hight of financial folly, for the United States alone to assume such a burden. The comparative quantities of gold and silver produced each year throughout the world may be an argu- ment for international bimetalism, it certainly has no force as regards the United States alone. Fortunately we have in our recent history an instance of the effect upon prices of asomewhat similar experiment made by the United States in 1890. By

Page 28

«mS aS = ery os 28 (1080) the Act of July 14th of that year the Secretary of the Treasury was directed to purchase 4,500,000 ounces of silver per month, at the market price, a quantity equivalent to the entire pro- duction of the United States. Here was created a great demand for silver, and it was confidently asserted that the result would be to put silver on a parity with gold, viz., $1.29 per ounce. In order to show the effect of this so-called Sherman Law, we quote below the prices of silver before the passage of the act, and just before its repeal. The act was passed in July, 1890, and the Con- gress which repealed it was convened in August, 1893. We therefore com- pare prices in the month of July for the years before and during the continuance of that law: Market price of Production of sil- silver in July verinthe U.S. of each year in YEAR. in ounces. cents per ounce. eee 50,000,000 -926 §6QO.0 200 54,500,000 1.083 to) ee 58,330,000 1,008 Lo 63,500,000 871 18Q3...+++ 60,000,000 “719 The demand increased the price, of silver for a while, but the effect was to increase the output in the United States to astill greater degree, with the result that silver was actually lower when the law had been in force for four years, than before its passage. Here, in this chap- ter from our own recent experience, we have the proof that if the United States could not sustain the price of silver when buying all the output of our own country, much less could we sustain it when offering practically to buy the out- put of the whole world at twice its bul- lion value. A silver basis (not bimetallic but silver monometallic), a depreciation in the purchasing power of our money, a doubling of prices, together with ruin to thousands and suffering to all farmers, laborers and salaried men would be the inevitable result. The Bowery Bank of New York. A NEW PRESIDENT ELECTED. RICHARD HAMILTON was last week unanimously elected President of the Bowery Bank of New York, in place of Henry P. De Graaf, deceased. Mr. Hamilton was born in this city in 1836, and was educated in the public schools. He entered the Mechanics’ and Traders’ Bank at the age of seventeen, and rose from one position to another until he became receiving teller; and he also acted as paying teller. Mr. Hamilton entered the service of the Bowery Bank as cashier in 1866, when the bank was organized. About ten yearsago he was elected Vice President. Mr. Hamilton lives in Brooklyn and isa member of the Central Congregational Church, of which the Rev. Dr. Behrends is pastor. F. C. Mayhew continues as cashier. Mr. Mayhew was born and educated in Brooklyn, and for twenty-four years has been connected with the Bowery Bank. The office of vice president of the bank will probably remain vacant. Both Mr. Hamilton and Mr. Mayhew have hosts of business friends and are regard- ed as conservative bankers under whose direction the affairs of the Bowery Bank are sure to be well managed. When the Bowery Bank was started in 1866 it became a National bank. About ten years ago it was changed to a State bank. The first president was Gabriel W. Coite, ex-Treaurer of the State of Connecticut; the second presi- dent was the late Mr. De Graaf. Under Mr. De Graaf the bank steadily in- creased its usefulness until it now car- ries a line of over $3,000,000 of de- posits. The bank has been profitable to its stockholders, as is eviuced by the THE INDEPENDENT fact that it has paid $805,000 in divi- dends, and has surplus and profits on hand of very nearly $600,000. Under the new management the same progressive and conservative methods which have characterized the Bowery Bank for thirty years will be maintained. Monetary Affairs. THE most important event in the financial situation in the past week was the formal signature of the agreement among the great foreign banking houses and merchants of this city, looking to the control of the exchanges until the elections are passed in such a way that gold exports will be unnecessary. Ref- erence has before been made in these columns to the proposals of this syndi- cate, but it is now possible to deal some- what in detail with the methods adopted in its formation, Two syndi- cates have in reality been formed to fur- nish credit against which exchange may be made until such time as commercial drawings begin to come into the market. One of these is organized in New York, and is for £10,000,000; the other is made upin London, and is for £5,000,- 000. The largest subscription to the New York syndicate’s capital is £500,- ooo by J. P. Morgan & Co., and there are four other leading New York houses that have subscribed £250,000 each. Smaller subscriptions are numerous among banking houses, and about £1,000,000 of the capital is pledged by the more iinportant mercantile concerns that are known as large remitters to Eu- rope for imported merchandise, and which have as strong an interest as have the foreign bankers in a preservation of the currency standard of the country. These mercantile houses pledge them. selves for from %% to 5% of such portion of the mercantile capital as it may be necessary to call up. It is understood that the American Sugar Refining Com- pany is one of the larger subscribers to this mercantile fund, being represented by the Bank of Montreal. The foreign syndicate is made up in much the same way, but its capital is regarded largely as a reserve fund which it may not be necessary to call. The operation is to be managed by four of the larger houses, dncluding Mr. Morgan’s firm, and the managers are to make purchases of commercial or security bills to cover their sales of short exchange, instead of leaving this part of the work to the in- dividual houses. Rates at which the bills of the syndicate are to be sold are” to be decided from time to time by the managers, and interest at 4% is to be al- lowed the houses in the combination on the capital they may be required to ad- vance. It is confidently expected by most of the members of the syndicate that the operation will pay a good prof- it, as remittances for imported goods will be lighter this season than in 1895, and the crops are so large and so early as to almost insure an early outgo to the foreign markets. The general situ- ation displays little change. The Popu- list Convention’s action in nominating _Bryan for the Presidency increased the uncertainty of feeling on the political situation, but this was relieved a little by the satisfaction with which many leading sound money advocates viewed the movement to put a second Demo- cratic ticket in nomination. Gold ex- ports were out of the question with the syndicate in existence, tho rates for ex- change were well up to the point at which the last shipments were made. This is not significant; for, just as a short seller of stocks desires to realize the best possible price for his cantract, so it is with the short seller of exchange who has in view the timé when the en- tire transaction must be covered by the purchase of some other bills to take the place of his own, which have long be- fore been discounted in London. One new source of discomfiture is the poor current business of the Treasury, whose receipts for the month of July were about $13,000,000 less than its expenditures. There is no prospect of early improve- ment. Business in the stock market was on a small scale, but the movements were attended with much excitement. A number of the leading stocks, led by the Grangers and a few of the foreign fa- Vorites, made lower prices than had previously been recorded on the down- ward movement; but they rallied fairly well on the covering by the short in- terest, which was generally understood to be of important dimensions. A fea- ture of the week was the extent of the fluctuations that were made on small trading. At one time prices seemed to almost melt away, without any large dealings; Sut again they rallied well under similar circumstances. It is safe to say that there was no large liquida- tion of long holdings of investment stocks. Much of the pressure on the market was the result of the failure of the city of New York to dis- pose of more than 25% of its issues of $4,250,000 of 34%% gold bonds offered for subscription? This showed as plainly as anything well could the timidity of capital at present in consequence of the free silver agitation. London wasa seller of stocks to the extent of about 25,000 shares, and also sold low-priced specu- lative bonds. Its change in attitude was caused by the difficulty attending the fortnightly London Stock Exchange settlement, in which those who were Carrying stocks had to meet dif- ferences measured by the decline of our market since the tenth of July. No less important a factor in the market was the demoralization of railroad rates in the West and Southwest. This is the natural result of the low prices of produce of all kinds and the enormous crops now in sight, to say nothing of the- large stocks carried over from last year. Money worked closer, and the prospects are for still higher rates in the near future, as there are signs of the early commencement of the outgo of funds to the country to aid the banks in handling the new crops. Call. loans were still on a basis of 2%, be- cause the banks were endeavoring to shift their contracts maturing from time to call; but time money was | scarce at as high as 6% for six months | on the best collateral. Commercial | paper was flat, and it was almost im- possible to sell even the best notes with | the choicest indorsements. The banks | were out of the discount market, in order to prepare for the country de- mand soon to come. The following is a comparison of the averages of the New York banks for the last two weeks: A st 1. enn &. Decors. ord sibs ES uieunet $469,535, 900 7439.0 704, cndiesvess econa rr 967,600 py tenders... 92,727,400 3S rig *7,119; 600 Deposits ......... 485,014,000 493,353,200 8,344,200 Cireulation bosnees 14,800,000 14,676,700 *12 3,300 The following shows the relation be- = the reserve and the liabilities: ekednnenee $46,254,70° $56,231,300 $9,976,600 pega tenders. . _ 92,727,400 85,607,800 *7,119,600 Total reserve... $138,982,100 $141,839,100 $2,857,000 Reserve required ag’t deposits... 121,253,500 123,339,550 2,086,050 Surpl's res’rve. $17,728,600 $18,499,550 $770,950 * Increase. The condition of the legal reserve of the Associated Banks at this date of each of the last five years was as follows: Aug. 3d, 189—Surplus......................... $40,917,175 Aug. 4th, 1894—Surplus =e .- + 69,053,700 Aug. Eth, 1893—Deficit. .. wi 14017 800 Arg. 6th, 1892—Surplus.. +. 18,798,425 A’ g. ath, 1891—Surplus - 18,420,850 Transactions at the Clearing House for the week: Clearings week ending August Ist.. «+++ $444,781,119 61 Clearings week cates July 2th.. .- 515,969,052 32 Balances week ending August Ist. -» 28,989,949 16 Balances week ending July 25th............ 33,755,369 54 BANK STOCKS. The sales of bank stocks for the week ending August 1st were as follows: Commerce,............ m6 gees’ ee eee 134 io ccs es ct0esces UKs August 6, 1896 FOREIGN EXCHANGE. Messrs. Brown Brothers & Co. quot actual rates for sterling exchange @ as fol- lows: say, days Pb cbLarcesctedskcees ce GOVERNMENT BONDS. Government bonds were steady, clos- ing as follows: Bid. Asked +. . ZY New 4s, mega New 4s, Coupons. . bg om _ ee ees , Coupons..... ( ( 5s, Registered 10 ll 5s, Coupons.... 111% ~=s «112 urrency 68, 189 ame Curre ney 6s, 1898 Sy Is 605s vais cesscoctVivecwasseson 1036 FINANCIAL ITEMS. . President Cleveland denies the published report contained in a Wash- ington dispatch that there would be an- other bond issue in December, or dur- ing his administration. -.The Fidelity & Casualty Com- pany, of which George F. Seward is President, has assets, as shown by its semiannual statement, of $2,543,- 632.59, and anet surplus of $332, 102. 33. The amount of losses paid up to June * 30th is $6,973,402. 39. . Four National banks in this city, as shown by the statement published on Saturday last, had deposits amounting to almost one hundred million dollars: Park......cecassece sooses $28,838, 500 CRY. vccscccccccscscovons 26,074,400 ee verre 23,372; 100 Importers’ and Traders’. 20, - 20,587,000 ” $08,877 72,000 . Messrs. Lamson, Homer & Co., 16 State Street, Boston, offer through an advertisement in this issue a very desirable list of securities, and in addi- tion they deal largely in Government, State, municipal and other first-class securities. The present, while low prices are prevailing, is undoubtedly one of the very best times to make in- vestments that will come to us in a long time. .. The New York National Ex- change Bank, which has just declared a semiannual dividend of 3%, is to be con- gratulated upon its beautiful quarters recently occupied in the Gerken Build- ing, corner of West Broadway and Chambers Street. This building will pos- sibly be better known as the Commercial Club Building, from the fact that this club has very elegant quarters on its up- per floors. .The Treasury Department has prepared a pamphlet of 54 pages, answer- ing, as nearly as can be foreseen, the We have been at much pains to prvease a reliable list of bonds and _ stoc from which investors may safely choose such as meet their special requirements. A copy of the list will be sent without charge to all applicants. HARVEY FISK & SONS, Dealers in Government Bonds AND SELECTED SECURITIES, 24 Nassau Street, New York. Vermilye & Co., BANKERS, - Pine and Nassau Streets, NEW YORK CITY. Dealers in Investment Securities. TAINTOR & HOLT, BANKERS, NO. il WALL STREET, NEW YORK. (Members New York Stock Exchange.) Stocks and og bought and sold on commission for cash or on ma IN VESTMENT SECURITIES. THE TRADERS’ NATIONAL B. Bank. - cated at Pro pH itors ~; £-~ tion, are —— ee ciation for af EDWIN - Rien HT, Cashier, Dated Providence, June th, 1

Page 29

August 6, 1896 questions asked and expected to be asked on financial questions. The book gives a history of United States bonds from the time of the earliest is- sues and how theys were disposed of; coinage ofall sorts, and Treasury issues of paper money ot every description now in circulation. The various kinds of notes—ten in number—are described and amounts issued and in circulation. Fractional currency also has a para- graph,.and the system of redemption of United States notes is explained. Sta- tistics are very elaborately gone into, covering the world’s production of gold and silver. American production from 1792 to 1895, monetary systems and ap- proximate stocks of money in the prin- cipal countries of the world, and a sum- mary of monetary events since 1786, arranged chronologically; the value, weight and fineness of all American coins, and the changes and dates of each issue. The purpose of the department is to send a copy of this book to every per- son applying for information, with the page and paragraph marked which con- tains the answer to the query pro- pounded. DIVIDEND. .... The Lincoln National Bank has declared a quarterly dividend of 3%, payable May Ist. XCELSIOR SAVINGS BANK, Cor. 23d St. and 6th Ave., Masonic Temple. ____ Deposits and surplus, July 1, $1,990,000.00. f Guaranty TrustCo. of New York. Formerly New York Guaranty and Indemnity Co. Mutual Life Building. 65 CEDAR STREET, N. Y. CAPITAL, - - =-+ = «= $2,000,000 SURPLUS, - > - - $2,000,000 ACTS AS TRUSTEE FOR CORPORATIONS, FIRMS AND INDIVIDUALS, AS GUARDIAN, EX- ECUTOR AND ADMINISTRATOR, TAKES ENTIRE CHARGE OF REAL AND PERSONAL ESTATES. INTEREST ALLOWED ON DEPOSITS subject to check or on certificate, . WALTER G. OAKMAN, President. ADRIAN ISELIN, Jr., Vice President. GE i NBULL, 2d Vice President. HENRY A. MURRAY, Treas. and Sec. J. NELSON BORLAND, Assist. Treas. and Sec. DIRECTORS. Samuel D. Babcock, Adrian Iselin, Jr., x F. Baker, Augustus D. J uilliard, G. 8. Bowdoin, James N. Jarvie, ic Cromwell, A. McCurdy, Walter R. Gillette, Walter G. Oakman, Robert Goelet, Alexander E. Orr, George Griswold Haven, gers, Oliver Harriman, . Somers Hayes, Charles R. Henderson, Fred William C. Whitney. United States Trust Co., CAPITAL AND SURPLUS ELEVEN MILLION DOLLARS. H. McK. Twombley, y. Vanderbilt, This Company is a legal depository for moneys paid into Court, and is authorized to act as guardian, trustee or executor. INTEREST ALLOWED ON DEPOSITS, which may be made at any time and withdrawn after five days’ notice, and will be entitled to interest for the whole time they may remain with the company. Executors, Administrators, or trustees of estates, re- ligious and benevolent institutions, and individuals, will tind this Company a convenient depository for money. Joun A. STEWART, Pres. D. WILLIS James, Vice Pres, James 8. CLARK, Second Vice Presa. Henry L. THORNELL, Secretary. Lovis G. HAMPTON, Assistant Secretary. TRUSTEES. WituiaM H. Macy, JR., Ws. D. SLOANE, Gustav H, ScHwap, FRANK LYMAN, GEOKGE F. VIETOR, Wa. WaLporRF AsTor, JAMES STILLMAN, | JOHN CLAFLIN, JOHN J. PHELPS, SAMUEL SLOAN, D. WILLIs JAMES, JouN A. STEWART, JoHN HARSEN RHOADES, ASSON PHELPS STOKES, Joun CROSBY BROWN, EpWARD CoopPER, W. BAYARD CUTTING, CHARLES 8S. SMITH, WILLIAM ROCKEFELLER, ALEX. E. ORR, |DANIEL RD, JOouN 8. KENNEDY, D. O. MILLs. EDWARD E. POOR, President; STUYVESANT FISH, Vice President; JOSEPH T._ MOORE, Vice President ; RICHARD DELAFIELD, Vice President ; GEO. 8. HICKOK, Cashier; EDW. J. BALDWIN, Ass’t Cashier. The National Park Bank of New York. Vault DIRECTORS: osep . Moore, ish, George S. Hart, Charles Sternbach, Charles Scribner, Edward C. Hoyt, Edward E. Poor, W. Rockhill Potts, August Belmont, Richard Delafield, Francis R. Apple- ton, - Jacob Astor, George 8. Hickok, George F red- fetor. W. N. COLER & CO., Bankers, MUNICIPAL BONDS. Orders executed for all investment securities, No. 34 NASSAU ST., NEW YORK, THE INDEPENDENT Lamson, Homer & Co., BANKERS, Devonshire Building, 16 State Street, | BOSTON. Dealers in GOVERNMENT, STATE, MUNICIPAL AND RAILROAD BONDS. NEW LOANS. $170,000, Cambridge, Mass., 4’s. $36,000 Waltham, Mass., 4’s. $32,000 Danvers, Mass., 4’S. $17,000 Foxboro, Mass., 4’S. Old Colony R. R. (Gold) 6’s. West End Street R’y (Gold) 5’s. Boston & Maine R. R. (Gold) 4 1-2’s. Prices on application. STATISTICS AND OTHER PARTICULARS ON ALLISSUES OF BONDS FURNISHED UPON AP- PLICATION. GOVERNMENT BONDS BOUGHT AND SOLD. CITY AND TOWN NOTES NEGOTIATED. UNITED STATES BONDS AND OTHER SECURITIES TAKEN IN"EXCHANGE AT MARKET PRICES. TELEPHONE OR TELGRAPH AT OUR EX- PENSE. LONG DISTANCE TELEPHONE, 3279-2 BOSTON. Correspondence Solicited. THE MIDDLESEX 1875 BANKING COMPANY 1896. MIDDLETOWN, CONN. Paid-Up Capital - - - $605,800. ip a hn #150,000 Offers 6 per cent. Debentures, secured by deposits of 1st mortgages with the Security Com- pany of Hartford, Conn., under Supervision Banking Departments, ofConn., New York, Mass., and Maine. Amount of issue limited by aw, CONNECTICUT TRUSTEES, EXECUTORS, ETC., ARE PERMITTED BY LAW TO INVEST IN THESE BONDS. LETTERS | INVESTMENT CREDIT. SECURITIES. BROWN BROTHERS & CO., _ BANKERS, No.59 WALL STREET, NEW YORK. a] 7 CREDIT £PORT OF THE CONDITION OF THE MEK- J HANTS’ NATIONAL B » at New York, in the State of New York, at the close of business July 14th, 1896. RESOURCES. NS conccnnccoeserensecens $9,031,884 04 U.S, bonds to secure circulation........... 50,000 00 GOSS, SOSUTIIOR, G88. ccccccccccccccccccesse 267,577 47 Banking house, furniture and fixtures..... 992,369 84 Due from National banks (not reserve iia Shsokdeves tebe 455000090 Se0ercccece 926,082 12 Due from State banks and bankers. 151,515 31 Checks and other cash items.... 113 88 Enenengee for Clearing House. .. 1,053,360 50 Notes of other National banks.............. 48,914 00 Fractional paper currency, nickels and COMB s os. cc cosccvaccosdccesioccccccccoccccce 519 95 Lawful money reserve in bank, viz.: A hsdnedobese tetetiocees $1,452,672 34 Legal-tender notes.......... 2,050,500 00 U.S. certificates of deposit for legal tenders........... 240,000 9 — ——— 3,748,172 34 ner mr reer $16,371,759 45 LIABILITIES. Catal GROG, GEIB Ti. 0000 cccccccccccecccesees $2,000,000 00 are PU nasdcevececstsconcsapseecesceses 500,000 Undivided profits, less expenses and taxes Sp Assannsesisassdueataaadpedhestechesss§s 466,701 00 Reserved for taxes of 1896................-.- 24,000 00 Due to other National banks. $4,388,068 37 Due to State banks and bank- [eee 8,948,847 45 Dividends unpaid.............. 6,854 75 Individual deposits subject to GNOOE..... 0455-000 4,689,156 98 Demand certificates of ee 1,589°00 Certified checks 289,514 61 Cashier's checks outstand- _ Sees 62,037 29 —_——_——_ 18, 381,068 45 WM vcccnvcccccececsoscesesoccescesessese $16,371,759 45 STATE OF NEW York, City AND CoUNTY OF NEW YORK, &8.: I, JOSEPH W. HARRIMAN, Cashier of the above- named bank, do solemnly swearthat the above state- ment is true to the best of Lf knowledge and belief. SEPH W. HARRIMAN, Cashier. Subscribed and sworn to before me this 2th day of July, 1896. Joun A. HILLERY, Notary Public, N. Y. Co. Correct—Attest: E. A. BRINCKERHOFF, GEORGE SHERMAN, { Directors. CHAS D. DICKEY, Jr., DIVIDENDS. LINCOLN NATIONAL BANK. F $2-42 East ForTY-SECOND STREET. NEW 5 DIVIDEND.—The Board of Directors has this day declared a quarterly dividend of three per cent. on the capital stock of this bank, payable August Ist. it ist. ks will remain closed until that date. enbeenitniiinthd W. T. CORNELL, Cashier. _ ~ FARRAGUT FIRE INSURANCE CO., Broadway and Leonard Street. (New York Life Building.) New York, June 14th, 1896. THE BOARD OF DIRECTORS HAVE THIS day declared c. Semiannual dividend of THREE PER CENT, payable on jemand. SAMUEL DARBEE, Secretary Commercial Affairs. IN the commercial sittiation the past week has fiot shown definite signs of improvement, and the political uneasi* ness is still the dominating influence in every department of trade. Banks are cutting down their accommodations to merchants to a very small part of what they were a month ago, and in some cases the largest houses in different lines of business are forced to curtail their operations by restricting credits to their customers. Some buyers who for years have been accustomed to getting goods on four months’ time are com- plaining bitterly because thirty days’ credit is now the best arrangement they can make. Bank clearings show little change, and average slightly heavier than a year ago: while railroad earnings increase as the result of the crop move- ment at low rates rather than because of an active movement ot general mer- chandise. In this connection, however, it is only fair to state that a year ago business was enjoying a phenomenal but most unseasonable spurt, due to specu- lative operations in nearly all staples. Cotton has been strong on buying by shorts to cover, with some talk of a corner on the August option; but the grain markets have shown little fea- ture. Most of the buying of wheat has been caused by advices of excessive moisture in the Middle Western States; while oats and some other crops have been soaked so thoroughly as to make a delay in harvesting compulsory. The dry-goods market was dull, but the large number of buyers in town were doing little. Reports from out-of- town distributing points spoke ofa fair business in progress in a few staples, but these advices were not confirmed by the current reorders.. There has been no break in the deadlock in the print, cloth market at Fall River, buyers and sellers still being apart. Bids are limited to 2 7-16 cents. The situation in the iron trade is more serious, and is the occasion of some anxiety. Buying has been reduced to the smallest vol- ume, and there is little hope in the market of the permanent success of the effort being made to keep the steel billet pool together. Orders for 30,coo tons of steél rails comprise the most impor- tant new business of the week. Some of the Western iron mills, which have been closed for five weeks pending a settlement of the wages question, are about to open; but their success does not seem assured, as it is already a ‘problem how to find a market for the large product of the mills that are running. In shoes and leather it is claimed by manufacturers that the sup- ply is about commensurate at present with the demand, and depression is theretore less marked than in other lines. READING NOTICES. FINE CEMETERY WORK. Tue increased attention being paid by people ev- erywhere throughout the United States to the im- provement of cemeteries and to the erection of beau- tiful headstones and monuments is exceedingly grat- ifying: in fact, it indicates, in a great degree, the intelligence and retinement of the people. In this issue of THe INDEPENDENT appears an advertisement of Messrs. Thomas & Miller, to which we call special attention. Messrs. Thomas & Miller are located at Quincy, Mass., celebrated for its beautiful granite from which some of the most striking mon- uments and headstones have been constructed. Messrs. Thomas & Miller are the leading manu- facturers in that vicinity,and are thoroughly con- scientious, upright and honorable men. hey em- lied artists in designing, and the highest grade of labor in manufacturing. It would be well tor those of our ers who contemplate placing cemetery work in the near future to communicate with them and receive designs and estimates. A lit- tle book giving cuts and full explanation will be sent free. on application, to subscribers of Tue InDErEND- ENT. The following is a sample of many letters re- ceived: Orrice or Pucaski Business AssociaTIon, | Putaski, N. Y., Feb. 8th, 1896. f Messrs. THomas & MILLER, uincy, Mass. Dear Sirs:—It gives me pleasure to say that the monument which | purchased of your firm last year has given entire satisfaction; and as the whole trans- action was accomplished through the medium of cor- respondence, and originated in my having one noted your advertisement in Harfer’s Magazine, may add that a business concern which has the enter- prise to advertise in the best publications of the country, and then the honesty of dealing as fairly through mdence as by personal interview, is deserving of unstinted commendation. Yours truly, A, F. Betts. (Mr. Betts is a member of the Executive Commit- tee of the Pulaski Business ion.) ploy (1081) 26 FreuiGuH’s Tonic has been prepared from its firs‘ appearance and is now by Messrs. I. O. Woodruff & Co., manufacturing chemists at 106 and 108 Ful- ton Street, New York. They have seen this rem- edy, which was at first placed only in the hands of the medical profession, become a necessity in almost | every household, not only in this eountty but ig | throughout the world: They offer to send o trial a small bottle of their tonic upon receipt of 25 cents; and in case the person receiving it orders a regular bottle at $1.00, the price of the sample is de- ducted, leaving 75 cents only to be paid for the large bottle. Their little pamphlet ‘‘Who Freligh Is’ will be sent by them free to any address. THE TWENTIETH CENTURY LAMP. Tue head lights either for bicycles or wagons, manufactured by the Betts Patent Head Light Com- pany, are appropriately named. The improvements naturally expected from the next century in the manufacture of carriage and bicycle lamps are dis- counted by the Twentieth Century Head Light. It throws a broad, venta | light, sufficient to give a good view of the roadway in advance, it does not jar out, wind does not affect it, it burns kerosene, has strong reflector with colored side lights, has a gossamer hood with each lamp, is made in nickel, bronze and aluminum, is cheap, up to date, and fills all the nec- essary requirements for a splendid head light. It is for sale everywhere. Tre Friends School at Providence, R.I., is a very interesting and suggestive place for parents to visit who have children to educate. It is beautifully situated in an eastern suburb of the city, and in the midst of Stately trees. It is thoroughly complete in all its appointments of library, chemical laboratory, astronomical observatory, mineral cabinet, fine stu- dio, and beautiful apartments, ventilated with forced air, and lighted throughout with the most approved electric lamps. The walls of the rooms are attract- ive by reason of the extraordinary number of fine pictures exhibited on them, which are intended to contribute to the unconscious education of children in every healthful direction. The teachers are of the first quality, and of long experience in the vari- ous departments. Its athletic record is creditable. It is fully abreast with modern progressive educa- tion, with all the advantages which follow from more than a century of faithful service. The School secured a diploma and medal for excellence in wood- carving at the Columbian Exposition, at Chicago, in 1893. Its fine marbles and paintings alone make it worthy of a visit, if there were no other attraction. It welcomes all interested persons to an inspection 6f its means and methods. HARTFORD FIRE INSURANCE COM PANY. THERE are very few fire insurance companies in the United States which can boast of having had such a brilliant galaxy of names in its Board of Di- rectors during the past seventy-five years as that of the Hartford Fire insurance Company, of Hartford, Conn. Itis really a phenomenal list. The excellent material of which its Board of Directors has always been and is now composed, with the fact that its officers have been among the ablest underwriters in the country, is one of the great secrets of the won- derful success which has attended the Hartford Fire Insurance Company. The assets of the Hartford Fire have increased from $4,491,830 in 1885 to $o,- 229,213 in 1896. Mr. George L. Chase has been Pres- ident of the company since 1867, and he is well known throughout this country as being one of the very ablest among able fire underwriters. NONFORFEITURE. NonFORFEITURE as applied to a life insurance pol- : icy has been stumbled over by a good many men who have wondered just exactly what it meant. Well, the Penn Mutual Life Insurance Company, of Phila- delphia, Penn., had a case which thoroughly exem - plifiesnonforfeiture. In 1886 they insured a man for $5,000, and this man, for some reason or other, dis - continued the payments on his policy and supposed, of course, that he had forfeited all his rights to it, until one day the general agents of the Penn Mutual Life wrote him and offered him a paid-up policy for $750, which offzr he accepted not only promptly, but gratefully. Thnisis the working of nonforfeiture. Nonforfeiture means that the reserve credited to the policy wheneach premium payment is made will be used in paying for insurance—either extending the original policy or in providing a paid-up policy—so that the insured will receive the benetit of all he pays for. If aman insures with the Penn Mutual Life Insurance Company, for instance, and pays three annual premiums and then stops paying his pre- miums, the company will do one of two things. They will carry the full amount of his policy for a certain length of time, which is the length of time the unearned increment will purchase as a premium, or they will give him the same valye ina paid-up policy, to be paid at hisdeath. The Penn Mutual, Life Insurance Company makes such honorable treatment of their policy holders one of its features. —Adv. THROUGH WONDERLAND. PersonaLty-ConpucTtep Tours TO YVELLOwsTONE ‘ARK VIA PENNSYLVANIA RAILROAD. Tue Yellowstone Park is one of the most wonder- fully attractive regions of the world. Its beauties of scenery, the wild grandeur of its mountains and cafions, compel the admiration of every visitor, while its phenomenal geysers and curious mineral- ogical formations make it a rich field for the investi- gation of the scientist. Universal interest attaches to it, and in order that the natural desire to visit it may be accomplished in the most satisfactory man- ner the Pennsylvania Railroad Company has ar- ranged for a tour covering a period of sixteen days, leaving New York and Philadelphia, Thursday, August 27. As the tour will be run under the personally-con- ducted tourist system inaugurated by the above- named company, it is hardly necessary to give the assurance that it will be arranged-in the most com- plete manner. It might be well to state, however, that no other means of seeing the Park thoroughly is comparable to that afforded by a well-ordered personally-conducted tour. A special train, consisting of a dining, Pullman vestibule drawing-room sleeping, compartment, and observation cars, which will be the best that can be secured, will pond gan ee in which passengers will live en route, and whenever the journey is broken the choicest rooms in the leading hotels will be re- served for the use of the tourists, for which regular rates are paid, so that the guests, although members of a party. enjoy all the privileges of individuals who may have made their own selections. The party will be conducted throughout by a tour- ist agent especially selected for his ability and expe- rience, with chaperon to look after the comfort of == passengers. — he rate, covering every necessary expense, will be $210 from Boston, and $200 from New York, Phil- adelphia, Baltimore, Washington, and Harrisburg; proportionate rates from other points. Detailed itinerary will be sent on application to Tourist Agent, 20 ashington Street, ton; 1196 Broadway, New York; 860 Fulton Street, Brooklyn, or Room 411, Broad Street Station, Philadelphia.-~ Adv.

Page 30

40 (1082) BICYCLES AND BICYCLES. Nowapays it would be almost impossible to throw a stone without hitting a bicycle. Many are called bicycles simply because they resemble them, but they are no more entitled to the name than a two- wheel cart would be. They are made of poor mate- rials by r workmen, and are counterfeit nt- ments, tb all intents and purposes, of a hi i rade wheel like the Columbia Bicycle made by the ¥ Manufacturing Company. of Hartford,Conn. We often see men owning these cheap wheels walking home. You see them in the streets with parts being taken to repair shops. Of course the tires of a Co- lumbia bicycle are liable to puncture, but it is a very rare thing to hear of any part giving out unless due to undue abuse. The Columbia’s are now manufac. tured with improvements suggested by time just as carefully and conscientiously as 4 were ten years ago; and if one buys a Columbia wheel made by the Pope Manufacturing Company he is just as sure of etting the worth of his money as he is when he ey a five-dollar gold piece.

O’NEILL’S, 6th AVENUE, 2oth to 21st STREET, NEW YORK. Importers and Retailers and household needs is found in our FOR GENERAL BLACKING APPLIED AND POLISHED WITH A BRUSH’

fe eat fc Mi ee ea : aw

The Most Popular Department Store in thé United States. ... BUYING BY MAIL... ° With ‘‘O’Neill’s,” comes as near personal shopping as an infallible mail sys- temcan make it. We believe no store in the United States is so well equipped for prompt delivery by mail as this big establishment. our Mail Order Department and you have it by the speediest postal delivery in the World. A host of hints as to qualities and prices of all manner of personal THE INDEPENDENT SUN PASTE

“FOR A QUICK AFTER-DINNER SHINE APPLIED AND POLISHED WITH A CLOTH” Morse Bros. Props.Canton,Mass.,.USA.

"3 iin = Caligraph Typewriter IS WORTH 100% MORE

than any other, because it will wear twice aslong. The finest Typewriter issued, and interesting Pamphlets, will be sent on application to the..... American Writing Machine Company 237 Broadway, New York, U.S.A. 14 ly vor! vonage oN] y ea

iter Catalogue ever

Say what you want to ek Se ILLUSTRATED CATALOGUE which we issue Semi-Annually, and mail free to any address outside of N

J American Organdy Lawns.— Over 55,000 yardsof this pop ular fabric are here in a superior range of styles and col-— orings. The goods were made by a lead- ing manufacturer to sell for 134 cents, but we have made 6ic Peis cbcu Gs newsssabasunuss ced Fine American Dimities.—In a uperb assortment of this season's best tyles and choicest colorings. They were an unusually good quality at the previ- ous price—124g cents—but quick sales are desired, so we make 61c the price SEND FOR SAMPLES : Fine Millinery, Dry Goods, Fancy Goods, China, sie Glassware, House Furnishings, Etc. Outlasts $ ew York City. We are now booking names for the Fall and Winter Edition. Egypt, Italy, Switzerland, France and England, leaving ’ ° 6th Avenue, N Y Boston and New York Oct. 6th. All parties in charge H. O Neill & Co., 20th to 21st St., ew ork. & Bons, Frog (oad Wear, rk. class only. Send for it.

seoaete. and Greece apply to H. GAZ 13 Broadway, New Yeo irst-class oniy. Annual ’Round the World pe San Francisco, Japan, China, and India, home .via Europe the Orient 5 3 days. All South- ? gs” ern Europe. Late Summer Tours leaving New York every Satur- A 33 days, all expenses, visiting London and Paris South France and Ialy party, leaving New York Sept. 2d, 30th, and Oct. 3d, pao a and Italy, 60 days, all expenses, $460. First isiting England, France, y ERY tand Palestine grand tour, sailing from New York, Oct. 34, by North German Lloyd 8.8. Ems, visit- ing Gibraltar, Algiers, Italy, Egypt, alestine, Constan- igh class, 11 of Experienced Conducto: ear),

A MID-SUFMMER SALE OF s¢« Dainty Cotton Fabrics At Almost Nominal Prices The styles, without exception; are beautiful, and the colorings are the richest and most desirable to be found. counters should soon be cleared : Scetch Lappet Lawns. —T he choicest selections from the best Scotch makers. Every yard was made expressly for this season. The prices have been 25, 90and 35 cents {Qic per yard MOW,...........s-.5055 French Printed Lawns.—Ther is one firm that makes these goods better than all others— Messrs. Scheurer Lauth & Co. We have had their very richest and best products all season and have sold thousands of yards at the former price— {Qic cente—NOw...........0..0085 Printed Irish Dimities.—From four expert Belfast printers. Many of the most beautiful styles ever pro- duced are included. Imported to sell for 2 cents per yard, {Qic DO ivvesdecnscescnsevsinesenenes Swivel Silks—These beautiful silky extures came from Messrs. Clarence Whitman & Co., and are the very best produced by that famousfirm. Thestyles and soft, rich colorings are exquisite. Earlier in the season the iden- tical goods sold for 87% cents, { 2 jc i cdcevensccddbntesccksnsesces SEND FOR SAMPLES At the following extraordinary prices the

STRAWBRIDGE & CLOTHIER, Philadelphia

August 6, 1896 Insurance. For Substandard Lives. THE latest new policy of the New York Life is an ‘‘adjustable accumula- tion policy” with guaranteed cash values (Ordinary Life). After three annual premiums have been paid, loans at 5 per cent. interest will be made upon certain expressed conditions and up to the sums stated in the table be- low. A grace of one month is provided for renewal payments, at an interest charge of 5 per cent, the unpaid pre- mium, of. course, being a lien on the policy; in the event of lapse, reinstate- ment may be had on application with'n six months, subject to satisfactory evi- dence of good health. After being in force three full years the policy becomes non-forfeitable. It may then be sur- rendered for cash, or indorsed as ‘‘paid-up’’ for a ratable proportion of the original amount, or be converted into extended insurance; this extended insurance is, of course, payable only in case of death within the term of the extension; and when that term is ex- pired there is no remainder—the policy is consumed. The following are the figures given ona sample $10,000 pol- icy:

\ gS AF MMTTTHNHNHNHNHHNHHNHH le n ° . & G-se ss ess sess sees | — £/ 3 18 a; Bile - BVOSSCRAKRNAADGORAR B a 3 4 eee SSE Se See es 5 3 cs owe ee Sie 5 ole ae 8 “a Bos eses Se eee Fes ae = od a s = 7 = i} & “ he) ie) 2 3 I a is tn ce §§ Z Bose 22 sees cesses ee 2 3 oe a a. oe —_— a - s se a) z .= } oa ee a a ae ee eee ee rt J Se a ee ey Se o= < = a = = 5a e SEAS ST SAS cot g oi ge = SSFSSSSSSERE855 Fe ae) SS ee eee UO a 3 as a Re eee st 62 jo 2 Bees o Wag eae Cnr eee ce iw 3 ss = $2 to Ue S = & Stes se. cee 226. ee € ee w ~

The special feature of interest in this policy:is that it is framed for impaired or inferior risks, lately called ‘‘sub-

standard” lives. Hence the peculiar ee ee ee eee ee a a

Page 31

August 6, 1896 wording of the promise, which in the sample policy is to pay to the repre- sentatives of John Doe on receipt and approval of proofs of death occurring on or after July 2d, 1911; in case of death sooner amounts are to be paid as by the table on previous page. Medical examination is a sort of guess, and its advantages, such as they are, are supposed to not last longer than seven years. Something about the case— physique, a spot of query in the family record, or something the examiner him- self cannot even state in intelligible language—leads him to regard an ap- plicant as below the ‘average probabil- ity of endurance; then he rejects the case outright, or penalizes it by requir- ing it to come in on the 10-year or other large-premium plan, since in that way a larger self insurance is tem- porarily thrown upon the applicant, as already explained. The medical guess may be shrewd, or it may be quite wide of the truth; nothing but time can de- cide. The cases of rejected men out- living those who pronounced them infe- rior risks, and of others who were ac- cepted as gilt-edged and died during the next year, are numerous enough to prove that doctors are not infallible guessers. Yet these guessers must stand guard at the door, or the people who doubt their own prospects for longevity would be the first and surest to come in. They, however, are the ones most in need of coming in, and it is a reproach of insurance that it has so long left them excluded. In some way they must be weighted. An extra premium could be exacted, being lightened annually; a partial insur- ance could be contracted for, increas- . ing annually, thus in either way taking off the handicaps as they prove, by liv- ing, that theirinferiority was merely ap- parent. Of these ways we prefer the second, as we have several times said, and it is this method which the New York Life has chosen. The premium ($281.10 on $10,¢00 at age 35) is about the usual one, aid thus the applicant is not troubled by the burden (even tho temporary) of paying an extra. As will be seen by the column of total premium paid, which we have added to the last table above, the return upon the premi- ums paid is ample if death occurs with- in the term of probation. We congratulate the New York Life upon this forward step. Home Insurance Company of New York. In the early part of the year 1853, a few merchants of New York City were called together one day by ‘one of their number and the proposition was made that, in view of the fact that great diffi- culty was experienced in obtaining suf- ficent lines of fire insurance, it would be well to organize a new company. The predominant idea in the minds of these men was to furnish more fire insurance facilities for the merchants of New York. A company was organized under the name of the Home Insurance Com- pany, a considerable share of its capital stock was subscribed on the spot, and it commenced business on the thirteenth of April, 1853. It was a success from the beginning. The very highest order of underwriting talent was secured to manage it. Very soon the ‘company began to appoint agents in different parts of the country, and to-day there is scarcely a well-settled section of the United States which is not represented by the Home Insurance Company of New York. A very excellent feature fully realized by any one holding a policy of fire insurance in the Home is that there is no fear in case of damage by THE INDEPENDENT ' fire that his loss will not be equitably and promptly settled and paid. Some of the success due to the good name of the Home Insurance Company is owing to the fact that it has always occupied a high position and, in many cases, has opposed the temporarily prevailing sen- timent of underwriters and officials, because it did not believe that the posi- tion taken by them was compatible with good morals and good business princi- ples. It has had, ever since its incor- poration, excellent management of its affairs. The result is shown in the fact that its assets on the first of July amounted to $9,990, 187.51, that its cash capital on that date was $3,000,000, and its net surplus $1,956,539.94. Its assets are invested ina line of securities which indicates excellent financial ability on the part of its Finance Committee. Many of the most prominent men in the city and State are members of its Board of Directors. Daniel A. Heald is Presi- dent, John H. Washburn and Elbridge G. Snow are Vice Presidents, and Wil- liam L. Bigelow and Thomas B. Greene are Secretaries. In a Nutshell. PUTTING aside all altruistic consider- ations and all concern for the country, and looking at the single issue of this year’s election in no other light than how it will affect. one’s own self, that question may be summed up very terse- ly thus: If you are working for a salary, the success of the ‘‘Free Silver” crusade will cut that down. If you are working for daily or week- ly wages, it will reduce them. If your income comes, wholly or in part, from interest on investments, it will reduce that income. If you have any: savings, in savings banks or elsewhere, they will be cut in two. If you are in receipt of a pension, it will be cut. If you have anything in life insurance, it will share the general reduction in value. If you have regular employment, there will be some additional hazard of not retaining it; if you want to find em- ployment, it will be additionally difficult to do so. This is a calm and compact state- ment, and is submitted without argu- ment or amplification. The results stated are not predictions merely—they are certainties, if any faith can be put in the teachings of history and the known laws of exchanges. Of course, men will not knowingly vote to half destroy their own property, and so this statement of results may perhaps seem too sweeping; it may seem that ‘‘Free Silver” cannot be a dan- gerous thing or so many people (ap- parently) would not be in favor of it. But observe that we just said ‘‘know- ingly.” Many a dire result is produced unknowingly. People do not under- stand the subject—not a few of them do not even pretend to. For instance, it is probable that not more than two out of five ‘‘ silver ’’ men—outside of the producers of the metal, who are chiefly interested in it—even have a correct idea of what ‘‘16 to 1’’ means. PRESIDENT GEORGE L. CHASE, of the Hartford Fire Insurance Company, has addressed the general agents and repre- sentatives of that company throughout the country, with the view of ascertain- ing the present situation on financial issues. In his letter President Chase says: ‘‘The business of the Hartford is so intimately allied and closely identified with the business of the country in the city, towns and villages where its agen- cies are located, that it becomes an imper- ative necessity that its officers and man- agers, in order to enable them to ‘guide the affairs of the company in an intelli- gent manner, should know the existing business and political conditions, to be able to forecast as they may the probable conditions which may obtain in the future. ‘“‘The political conditions which now confront the country are so different from what they were a few months since that even the wisest politicians are unable to tell us exactly what will be the out- come of all these changes and conditions. Among the sober thinking persons of this country it is firmly believed that this class of untried and impractical theorists, with their populistic, socialistic and visionary schemes, as set forth in the platforms at Chicago, and more recently by the Con- vention at St. Louis, will not, in the near future, obtain control of the Government of this country. It is also believed that the good, sound, common sense of the American nation will save us from the ruin and disaster that would certainly follow the adoption of the principles set forth in the several plaforms given to the public by these 16 to 1 theorists. ‘* While it may seem to many that. an increase in the coinage of silver would improve the conditions of business, yet the adoption of the principles of the free silver party would bring to the business of the country only disaster. Honest money and an honest fulfilment of all obligations entered into is the only course for the Government and for in- dividuals to pursue.” ~ INSURANCE. — 1851, 1896. THE MASSACHUSETTS MUTUAL LIFE INSURANCE COMPANY . OF SPRINGFIELD, MASS. Massachusetts Laws protect the policy holder. AGENTS WANTED. JOHN A. HALL, President. H. M. PHILLIPS, Secretary. NOTHING SUCCEEDS Like success! Every one values suc- cess for its own sake. The prospect of success is the spring of enterprise in war, business, love, art, literature. Continued success implies sagacity, vigor, will and patience. The Union Central, of Cincinnati, has been for ears one of the most successful Life nsurance Companies in the land. THE UNION CENTRAL LIFE INSURANCE COMPANY, Cincinnati, O. FIRE INSURANCE COMPANY, i Philadelphia. EIGHTY-SIXTH ANNUAL STATEMENT. Cash Capital. ......cccccccccccccccccscscscccscecs $500,000 00 Reserve for reinsurance and all other claims. 1,600,466 64 Surplus over all Liabilities...................++ 309,117 89 TOTAL ASSETS, Jan. ist, 1896, $2,409,584 53 THOMAS H. MONTGOMERY, President. 1876. —— 1896. FIDELITY AND CASUALTY CO., Casualty Insurance Specialties, BONDS oF SURETYSHIP, PERSONAL ACCIDENT, — “PLATE G emo STEAM CILEN PLEVATO Policies, | conses PAID SINCE ORGANIZATI¢n 06,391,178.12. (1083) 33 SPARE ANCHORS. SOMETIMES we meet men who do not think they need any insurance. Capital is ample, business is prosperous, and prospects are good. Everything is mov- ing along grandly. Why should they trouble themselves about the future ? Here we are reminded about the great steamship which plows her way so tri- umphantly through the sea. She is fitted out with everything that is requisite for her safety and success. As her gal- lant captain points out her various equip- ments, we draw his attention to huge an- chors that are lying apparently useless upon the forward deck. Other great anchors are in place and ready for use. We ask: ‘‘ Why do you have these un- shackled anchors on the deck?’’ He an- swers: ‘‘ Those are spare anchors. They - have never been used, and we may never need to use them; but it is a source of great satisfaction to have them there. Ships as fine as ours have found them- selves in circumstances when such an- chors have proved their salvation. Storm- driven, with disabled machinery, they have drifted before the tempest, parted their cables, and swept toward the fatal breakers, until the spare anchors have been fitted, and, descending upon their errand of mercy, have saved the ship and crew from destruction.’’ Pointing to the great anchors, he added: ‘‘ Many a cap- tain has been so situated that he would gladly have exchanged the richest freight for a spare anchor like one of these.’’ Our parable is plain. The most prosperous business is not free from failure. Every day we read of great fortunes fading away. In finan- cial panics, large and profitable under- takings often end in bankruptcy. The spare anchor is the liberal insurance pol- icy, secured and cared for in the days of prosperity. Sometimes, like the anchor, it seemed in the way. No direct benefit accrued to the holder, neither did heever expect to be personally benefited by it; but now it holds; it keeps both him and his family from drifting into penury and gives him a chance to reap his fortunes. The Mutual Life Insurance Company, of New York, has such a variety of plans of insurance that the insured has many options with reference to the disposal of his policy and its profits. If no need arises, he may let it go on accumulating for the benefit of his heirs, but if adver- sity should overtake him he has some- thing left that cannot be lost or taken fram him. When the ship is bounding forward on her voyage, it is a satisfaction to her cap- tain to see the great spare anchors on the deck; and when the general is waging battle,even though the fortunes of warare in his favor, he rejoicesto know that the army of reserve is ready to rush to his assistance if needed. Let every man of business, however prosperous he may be at present, remember that storms may come and reverses overtake him, and see to it that he has reserve forces in his bat- tle, and spare anchors in his voyages, in the shape of one or more liberal policies in The Mutual Life Insurance Company, of New York. THIRTY-SIXTH ANNUAL STATEMENT OF THE HO ME Life Insurance Company, No. 256 Broadway, New York, JANUARY Ist, 1896. Total Admitted Assets---------:secercereeeeeeeee $8,961,874 35 Total liabilities, including value of all Dividend Endowment Accumulations and out- standing Policy obligations, as per Certificate of the New York Insurance Depart- $7,947,665 08 aad idabbasaiiniescnuicneceniesiaalonbaine $1,034,209 27 OFFICERS: GEORGE E. IDE, President. WILLIAM M. ST. JOHN, Vice President WILLIAM A. MARSHALL, Actuary. ELLIS W. GLADWIN, Secretary. FRANK W. CHAPIN, Medical Director, WILLIAM G, LOW, Counsel,

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aati Biel ~- 32 (1084) 1850. ; THE INDEPENDENT August 6, 1896 1896 THE UNITED STATES LIFE INSURANCE COMPANY, IN THE CITY OF NEW YORK, OFFICERS: GEORGE -H. C. P. FRALEIGH, A. WHEELWRIGHT, WM. T. STANDEN, ARTHUR C. PERRY, JOHN P. MUNN, BUREFORD, = President. Secretary. Assistant Secretary. Actuary. Cashier. Medical Director. FINANCE COMMITTEE: GEO. G. WILLIAMS, : JOHN J. TUCKER, E. H. PERKINS, Jr., Pres. Chem Nat. Bank. Builder. . . . President Importers’ and Traders’ Nat. Bank. JAMES R. PLUM, ‘ Leather. The two most popular plans of LIFE INSURANCE are the CONTINUABLE TERM POLICY, which gives to the insured the greatest possible amount of indemnity in the event of death, at the lowest possible present cash outlay, and the GUARANTEED INCOME POLICY, which embraces every valuable feature of investment insurance, and which in the event of adversity overtaking the insured may be used as COLLATERAL SECURITY FOR A LOAN, to the extent of the full legal reserve value thereof, in accordance with the terms and conditions of these policies. Good Agents, desiring to represent the Company, are invited to address the LAST YEAR. In 1895 the Metropolitan Life Insurance Com- pany, of New York, wrote more new insur- ance than any other life insurance company in thecountry. The company is a deservedly popular one with insurers; prompt and pro- gressive; low rates; liberal provisions. Write the company for its literature. 1850. 1896. LIFE INSURANCE CoO. IN THE CITY OF NEW YORK. This old and reliable Company has now the eupemienns of forty-six years of practica! Life Insurance, which has taught it that the sine gua non of success is the adop- tion of good plans of insurance, and the pursuit of a lib- eral policy toward both its Insured and its Agents. These essentials it possesses in an eminent degree, but og — tempered by that conservatism which is the est possible safeguard of the policy holder. Its con- tracts are incontestable after two years. They are non- forfeiting, prey iding generally for either paid-up policy or extended insurance, at the option of the policy holder. it gives ten days of grace in payment of all premiums. Its course during the past forty-five years abundantly demonstrates its absolute security. Active and successful Agents, wishing to represent this Company, may communicate with the President, at the Home Office, 261 Broadway, New York. OFFICERS: GEORGE H. BURFORD.. .-President. A> eerie cs: Secretary. Mii 8 aa issistant Secretary. SPL ee SERRE son schebickinenees procs ncnee Actuary. ARTHUR C. > atl SesKkabibebne sb bbeeheesae ieee ushier. JOHN P. MUNN ee -Medical ao tor. GEO. G. WIL IAMS... P "es. Chem. Nat. Bank. SOHN J. TUCKER.. . Builder. kK. H. PERKINS, JR.. Pres. imp. ‘“& Traders Nat. —- eRe. Ses” Leath 1896. President, at STATE MUTUAL LIFE ASSURANCE COMPANY, OF WORCESTER, MASS. A. G. BULLOCK, President. January Ist, 1896. Oo See ..$11,122,983 90 LIABILITIES............. 9,847,252 00 SURPLUS (Mass. Standard).... 81,275,731 90 Cash Surrender values stated in every policy, and guaranteed by the Massachusetts Non-Forfeiture law. NEW YORK OFFICE, 189 Broadwav. ___C. W. ANDERSON, Gen. Avent. J. M. ALLEN, President. W.B. FRANKLIN, Vice President. F. B. ALLEN, 2d Vice President. J. B. PI ERCE, Secretary and Treasurer. NATIONAL 1896. FIRE INSURANCE COMPANY, OF HARTFORD, CONN. Statement January Ist, 1896. CE TE isi wns skiers sacicscccsncens Funds reserved to meet all liabilities: Re- Insurance Reserve, Legal Standard Unsettled Losses and other Claims Net Surplus over Capital and Liabilities JAMES NICHOLS, President. Total Assets, January Ist, 1896............... ik SEIS See. $1,000,000 00 itiebdsbiunakeinanebweeecuupee 1,825,152 38 321,791 61 713,197 75 Sep eccER DS TUFERL CET ERE SUS EANS Sore $3,860,141 74 E. G. RICHARDS, Secretary. B. R. STILLMAN, Assistant Secretary. WESTERN DEPARTMENT. FRED. 8. JAMES, General Agent. GEO. E. BLOSSOM, Assistant General Agent. 174 La Salle Street, Chicago. PACIFIC DEPARTMENT. GEO. D. DORNIN, Manager. GEO. W. DORNIN, Assistant Manager. 409 California Street, San Francisco, Home Office. OFF FICE OF THE Atlantic MUTUAL INSURANCE COMPANY New York, January 2ist, 1896. The Trustees, in Conformity with the Charter of the Company, submit the following statement of its affairs in the 31st of December, 1895: ° Premiums on Marjne Risks from ist Janu- ary, 1895, to 3ist December, 1895.......... . $2,622,872 42 Premiums on Policies not marked off ist PS bcp so Scenes encsmsccscunscceyeois 1,027,151 41 Total Marine Premiums.................... _ $3,650, v3 hing Premiums marked off from 1st January, 1895, to 31st December, 1895. ...............- $2,540,748 88 Losses paid during the same ; —— PEE. «kssnnedyresoeessobeee ss $1,218, 407 S Returns of Premi- ums and Expenses. $608, 415 82 The Company has the following Assets, viz.: United States and City of New York Stock, * City Banks and other Stocks............... $8,059,105 00 Loans secured by Stocks and otherwise..... 1,216,500 00 Real Estate and Claims due the Company, cc ccckL Cosh hawker soseeevaueses 1,000,004 90 Premium Notes and Bills Receivable...... . 896,431 88 III cc nwissaeceases tbebabennpeekenes 212,518 3 AMOURE.......ccccccccccccccccccescccccccseces - $11, iA 560 11 * Six per cent. interest on the outstanding certificates of profits will be paid to the holders thereof, or their legal representatives, on and after Tuesday, the fourth of February next. The outstanding certificates of the issue of 1890 will be redeemed and paid to the holders thereof, or their legal representatives, on and after Tuesday, the fourth of February next, from which date all interest thereon will cease. The certificates to be produced at the time of payment, and cancelled. A dividend of Forty per cent. is declared on the net earned premiums of the Company for the year ending 31st December, 189%, for which certificates will be issued on and after Tuesday, the fifth of May next. By order of the Board. J. H. CHAPMAN, Secretary. TRUSTEES: W. H. H. MOORE N. DENTON SMITH, A. A. RAVEN, CHAS. H. MARSHALL, JOSEPH H. ~uniea AN, CHAS.D: LEVERICH, JAMES L( EDW. FLOYD-JONES, JAMES G.DE FOREST, GEORGE H. MACY, WILLIAM DEG JOT, LAWRENCE TURNURE, LIAM LH. NEB WALDRON P. BROWN, Hor ACE NW.HA RISTIAN St rmouses Tea ac BELL,” CH RLES P. BURDETT, ‘JOSEPH SL rr, HENRY E. HAWLES. VERNON H. BROWN, WILLIAM E. DODGE, LEANDER N. LOVELL, GEORGE BLISS EVERETT FRAZAR OHN R. RIKER, WILLIAM B.BOULTON, C. A. HAND GEORGEW.QUINTARD, JOHN D, HEWLETT, PAUL L. THEBAUD, GUSTAV ANSIMCK, JOHN B. WOODWARD, GEORGE COPPELL. Ww. .' a meee. Pysstieet. “RAVES ice President. F. ALPARSONS. ad Vice President. New - England Mutual LIFE INSURANCE COMPANY, Post Office Square, Boston, Mass. ASSETS, Dec. 81, 1895............0.. ee $25,297,583 62 LIABILITIES. ............0.0scscceeecheseeess 23,165,543 99 $2,132,039 63 All forms of Life and Endowment lizies issued. ANNUAL CaSH distributions are paid uppn all policies. Every Vay has indorsed thereon the ash surrender and pai nsurance values to which tne insured is = ed by Tne Massachusetts Statute. mphlets, rates and v: alues for any age sent on appli- Meation to the Company’s Office. . STEVENS, President. ALFRED D. FOSTER, Vice Pres. S F. TRULL, Secretary. WM. B. TURNER, Asst. S« CONTINENTAL INSURANCE COMPANY OF NEW YORK CITY. Extract from Statement. made om 1, 1896. Cash Capital....................... $1,000,000 00 Reserves for Insurance in MI ciincnsexsacsescncaceeves 4,191,020 12 Net Surplus........................ 2,025,808 13 Policy-holders’ Surplus....... 3,025,808 13 Gross Assets....................005 7,216,828 25 SAFETY FUND POLICIES ISSUED. Main Office, CONTINENTAL BUILDING, 46 Cedar Street, New York. F.C. MOORE, President. HENRY EVANS, Vice President. EDWARD LANNING, Secretary. CYRUS PECK, Treasurer, R. J. TAYLOR, M’g’r Loss Dept. C. H. DUTCHER, Secretary Brooklyn Dept., S.W cor. Court and Montague Streets, Brooklyn, N. Y. J. J. McDONALD, General Manager, GEO. E. KLINE, Ass’t to General Manager, Western De- partment, Rialto Building, Chicago, Ill. RESPONSIBLE AGENTS WANTED. FILES AND BINDERS. We can supply Files or Binders for THE INDEPENDENT, capable of holding 26 numbers, post paid, for $1.00, ex] pri art an nic piz ke] lig’ Po bri are alv Car “ F TH

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August 6, 18096 ONE HUNDRED (100) DOLLARS will be paid the lady who sends us the most useful or most artistic household or family article made out of five yards of Dwight Anchor Cotton, in any width from 36 to go inches. Each article must be accompanied by a Dwight Anchor label. Ask your dealer for the width you desire. If not in stock, write us. Suggestions for articles: Sheets, Pillow-Cases, Shirts, Cradle Cloths, Infants’ Dresses, Nightrobes, etc. Competition closes December Ist, 1896. MINOT, FLASHSKIN IS WOVEN SUNSHINE OWN UP WILLIE - TELL ME WHERE YOUVE HIDDEN MAMAS ag SAINI FLASHSKIN is a new polishing cloth half a yard square which expert judgment has pronounced a success. One enthusiast has appro- priately named it “woven sunshine,” as it quickly polishes any finished article, be it made of wood, metal or glass. It will remove tarnish, stains and dirt-spots magically. Gold, silver, copper, table-ware, plated-ware, nickel, harnesses, carriages, bicycles; black, tan and patent leather shoes; pianos, soldiers’ and sailors’ accoutrements. Everything that needs to be kept clean is made clean by the application of ‘“‘Flashskin.” What day- light“and sunshine are to nature “ Flashskin” is to every home everywhere. Powders, pastes and liquids are still in the dark in comparison with the bright work which it accomplishes. The only marks which it leaves behind are cleanliness and brightness. As effective when black and threadbare as when new. Once adopted always used. Superior to chamois skin at one-quarter the price. If not carried by your dealer send 25 cents in stamps for two Flashskins to “‘ FLASHSKIN,” 98-100 Bleecker Street, New York. J. W. GODDARD & SONS, SELLING AGENTS, 98-100 Bleecker Street, New York. THORNDYKE MANUFACTURING CO. THE INDEPENDENT Old and Young. All in All. BY M. WOOLSEY STRYKER, HE is so near, so far, In whom all parts are whole, Beyond the outmost star, Within the inmost soul. His fingertips Hush sunset skies, And dawn replies With whispering lips, Whatever shines and is Moves in obedient arc; Day’s chariot is His, His torches guide the dark— Effulgent noon, The depths of air, The planets there, And mystic moon. Unfathomable night Declares what day conceals, The wisdom of the light His dewdrop world reveals. Above, below, Reply Amens! And either lens Doth glory show. He makes the Spring to blush, He shines in Summer’s glow, Fires Autumn’s burning bush, Flings Winter’s fleece of snow, And all the Earth Is rocked to rest Upon His breast Who gave it birth. He standeth by the wall— The boundary of sense, Through my dim lattice fall His tender glances thence. My heart is Thine With every breath, Come life, come death, And Thou art mine! Hamitton Coiiece, Crinton, N. Y. Tom, the Rigger. ~BY HERBERT D. WARD. THE twelve-o'’clock whistle blew shrilly. In the sail-loft this seemed to be a signal for a general stampede for the door; but in the rigging-loft above, there was a dignity even in the hurry for dinner that the more important trade demanded. Tom Tomkin inspected his serving mallet lovingly, passed his thumb over the spun-yarn on the reel, and then hung it in a particular place upon the stretch. For afew moments Si Swith- am, the boss, stood chatting with his five men, planning the afternoon’s work. as they all greased their hands, and took off their belts and overalls. Tom stood by without saying a word; he put his fingers into his horn, thoughtfully. When Si Switham appealed to him he merely nodded. The ‘‘ Hannibal Tarr ’”’ had carried away her topmast, and a new one had to be rigged up without delay. Then the new gang of rigging to go on the ‘‘ Hattie E.’’ must be hur- ried through. That was only half fin- ished in the loft beside them. Si Switham looked at it dubiously. - ‘« We ought to have another hand or two, Tom. It’s pretty stormy this spring, and things are rushing us.”’ Tom nodded again while the gang looked at him ‘nquiringly. But Tom was a silent fellow, except when he was busy at his work. He walked over to the middle of the floor where a lot of parceling had been cut in strips for the eyes of the rigging. He took up a rib- bon or two of the cloth and wiped his hands neatly. Then he took off his belt. By this time he was left alone in the loft. Tom Tomkin lived over on the Neck, too far to walk home to dinner every noon; so Mary, his wife, put up a din- (1085) 33 ner-kettle for him. They had only been married a few months. Mary had not been altogether easy to win, and Tom had not been a husband long enough to forget this fact. No wife on the whole coast was better loved than she. So, when Tom took his dinner-kettle off the stove where it had been heating for the last half-hour, a tender look soft- ened his hard face, just as if the hand of God had swept across it, brushing away all the ruts that exposure and poverty and a rough life had cut, leav- ing only the gentle and the beautiful. Tom sat down in his overalls and ate his dinner. It consisted of the remains of his breakfast, with a little slice of cold fried steak added, and a piece of apple-pie, all of which he washed down with his hot tea. He mused over his home, his first real home. He rented the second story of a wooden house. In his tenement there were four living rooms and a spare room. His mind ran happily over his new furniture and carpets; then he began to outline his work for the afternoon; by the time he had finished his pie his glance rested on a New York paper which he had found on a bark where he had been seizing a couple of sheer-poles for an hour or so. Tom was a reader, and a New York paper was a rare treat to him. So he Hurried his tea through, took out a new clay pipe, and lighted it lovingly. Then he threw himself down on a coil of rope and made himself thoroughly comfort- able. He unfolded his paper, but be- fore he began to read, he took a few luxurious puffs and looked about him with a contented expression of owner- ship. His gaze took in the whole huge attic, from the winch to the samson- post. A lot of jib-hanks hung up from a rafter above him; these he looked at lazily. Eight years ago he was not a rigger, but second mate ofa bark. In front of him was the santiana, a wooden * machine for turning in rigging. ‘*God only knows whether it was named after a Mexican general or not,”’ he mused; ‘‘I’ve heard tell it was.” He recalled a tripthat he made to Vera Cruz fifteen years ago. Beside him was a heap of waste, old wire-ends and bits of rope; coils of eight-inch hemp were stored away under the eaves, and a luff- tackle or so hung withstanding the air as it entered in through the scuttle. No; Tom had not always been a rigger. He was now about forty, and there were passages in his previous life that were stoned up in his heart. But Tom the rigger had a position in the seaport town; he was respected and liked. He was a member of the Legion of Honor; and he wasa husband. As he cast his eyes slowly over the imple- ments of his honorable trade, his face lighted with pride and satisfaction; and he thought of what he once was, as he affectionately tapped the ashes out of his pipe on a small coil of wire under his foot. Witha long breath of content he mechanically glanced over the first page of the paper. It was the advertis- ing sheet and of little interest to him. But as he looked the first item, under the column headed Personal, seemed to expand from nonpareil into canon. He read it over and over again in a dazed way: and then, after a glance around the empty loft, as if to assure himself of being alone, he repeated the paragraph aloud: ‘*Tom Tomkins is implored to help Sam Purse, 124 Flagg St., New York. Sam is in great want. You help him.”’ He saved you. Tom stared at the printed summons with fixed, glassy eyes, as if he were watching a ghost dancing on a back- stay in a gale of wind.

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5 adios “te pian By opetincensqacah apa AD RL) ei A mnie 34 (1086) ‘«My God!’’ he ejaculated, when he caught his breath. ‘‘I thought the curse was dead.'’ He meant to say ‘‘cuss,” but the 7 slipped by past his palate, and he found that he had spoken better than he knew. ‘‘ He had that yellow Jack in Rio nine years ago.” Then Tom fell into a reverie pulling on his pipe. What he had resolutely forbidden his thoughts for years now arose and inundated his mind. What a tide of memory! He _ instinctively felt of his neck and put his forefinger into a deep bullet-scar. To curious men he had accounted in different ways for that wound. Only Sam Purse knew why it had nearly cost him his life. Sam Purse—Bloody Sam they called him on the bark ‘‘ Aurora’’—was the only man living, besidesthe respectable rigger himself, who knew the revolting history of the mutiny; and Purse and Tomkin were the only ones of the crew of nine who escaped without a death by murder or hanging. Tom grew hot and he grew cold as the memory became a nightmare of aw- ful daysand cursed nights. For, altho Sam Purse had saved his life at the time, Tom's testimony in his turn, if he chose, might break a neck. Mutiny, barratry, murder, whether proved or not, were no slight matters in which to be impli- cated. The case of the *‘ Aurora” was by no means forgotten in Savannah. Who killed the captain? Whoscuttled the ship and set her afire? ‘«He did save my life,— him,’’ Tom mused. ‘‘ But, by Jingo, if te opens his mouth, I'll go State’s evidence first!” The rigger smoked darkly. ‘If I didn’t stand by him now, tho, and he ever found me—he’d—why, he could do any- thing he wanted with me; and then where would Mary be?’’ It never oc- curred to Tom's direct mind that he could pretend not to have seen this notice in the paper. As he looked at it, to his disordered imagination it occu- pied the entire page. It must be that the whole town knew of it. With one crunch he packed the paper into a ball and threw it through the open door into the stove. As he watched it burn he muttered to himself: ‘It’s got to be done. God! It’s got to go!’ ‘*How would you like to take a boarder?” Tom sprung this question on Mary after the supper dishes had been cleared away, and his pipe lighted. The poor woman had been watching with a quiet terror this new, suspicious, hang-dog expression on her husband's face. Here was not the open-hearted man who had daringly wooed and loved her. ‘* What ?’’ she asked, with a gasp. ‘Didn't you hear?” growled Tom. “Yes, Tom, I hear. I'll take. a boarder as long as you won't be cross!” Tom’s face lighted up with his natu- ral, quizzical expression of fun. ‘‘ That’s a good girl! It’s an old chum of mine, Sam is. He's out of work, and I’m go- ing to take him into the loft. The boss is short. When ye're tired of him, Mary, he shall go.”’ Mary did not concern herself with the future. She was used to work, and an extra mouth at the table was little to her as long as Tom smiled upon her in his dear, old way. What Tom was be- fore he came into her life it never oc- curred to her to inquire. Four days later Tom was seen to be lounging on the steamboat pier. The three tugs that habitually tied abreast to the wharf while they awaited the city steamer, had now cast off and were drifting in the channel. Tom looked at the approaching boat darkly. His compact figure seemed shrunken. His hands were knit together. He looked THE INDEPENDENT like a man on the edge of a whirlpool into which he must leap. His face had the dangerous expression of one at bay before his past. He looked fur- tively here and there as if he were sus picious of an attack. The good effects of eight years of sober life and ofa sober trade seemed to have been blotted out from his bearing. Since that fate- ful noon when he had read his mate’s appeal he had worked feverishly, angri- ly, and had made mistakes. Only this morning, as he expressed it to his mus- tache, ‘‘I made a cussed fool of myself; when I lashed that mast I didn’t give myself drift enough, and it came two blocks before I could get it in the deck, and I had to lower the whole thing away again.” He stamped his foot at the recollec- tion of the suppressed winks and jeers of his men. It was, indeed, a grave mistake for the foreman ofa rigging-loft to make, and one that is inexcusable. If a foreman a second or a third time brought a mast two blocks—as far as it could be hoisted up—betore its step or foot could go into the deck, he might find himself degraded by his boss, and another fellow put into his place. ‘‘Two blocks’’ is the rigger’s phrase signifying that the pulleys no longer can act because the two blocks that with the rope form the tackle have come cheek by jowl, and there is no power. In other words, by miscalculation, the mast was stuck halfway up. Tom had not been so mortified or so angry in years. He kicked against the pier impatiently. He took his knife out from his belt and made a grim hack at a pile. Then he looked up, and above he saw Sam Purse smiling from the deck of the steamer down upon him. There was something so malevolent in the con- scious superiority of that look that an oath was lost out of Tom’s mouth. Before the steamer had warped at the pier Sam had leaped over the rajl on to the piles and was standing beside the rigger. ‘*Put up your sticker!’’ he said, with a hard chuckle. ‘‘ You won't need it on me. Give us your fist, ship- mate, for I’m your best friend.” Tom shoved his knife into his belt and put out his hand before he knew it. Sam Purse towered above him exultingly. He was fully six feet six inches tall; his hair was black, and its coarse curls hid the nape of his neck. His long mus- tache dropped under his jaws. His chin was masterful, bold upon his face as the Rock of Norman’s Woe upon the green coast. His figure was devi- talized and slouching, but full of latent energy. His eyes were dark, half shut, deffant; of the sort that open under provocation or love, and then dazzle. His face and whole appearance gave the immediate impression of an exceed- ingly handsome fellow who had dissi- pated himself to the Devil—the kind of a fellow whose truculent recklessness makes men fear, and compels women to follow. Tom looked up at his old mate and their eyes met. Acloud of recollection swept over the rigger’s heart, and he almost choked. ‘‘Come along,” he said, gruffly— ‘*come along home !” Three weeks passed sullenly. Mary did not sing about the house as she used to. Tom noticed this the more because he no longer whistled. Mary at this time began toshrink a little from - her husband; and when, in the evening, she thought herself unobserved, she regarded him with a great longing in her eyes. Mary was a handsome woman. She was tall, and of fine figure. Her face was beautiful at times. Her hair was dark, her eyebrows heavy and penciled; her nose straight and finely modeled. Her mouth was tempting, and was more so, perhaps, because she had a habit of pursing out her lips a little in order to conceal the loss of two front teeth. Her chin and neck were thosé of a Juno. In repose Mary was a rare picture—a suggestion of the best of Italy trans- planted to our bleak coast. She wasa type not uncommon in the town where she was born, but rare in the interior. When she smiled or laughed, the loss of her two front teeth utterly changed her appearance. Therefore she had ac- quired the habit of smiling or talking with her lips closed, or with a handker- chief before her mouth. She was co- quet enough for that. At any rate Mary’s statuesque beauty was enough to attract any man, and to make the husband madly jealous if the least of it were appropriated by anybody except himself. Sam Purse was a connoisseur of women, having cavaliered them in almost every port of the world; and when he first set his eyes on Mary his heart had been touched as it rarely hap- pens to aman of his dissipated imagina- tion and roving class. Once a week Tom put on his best clothes and spent the evening with his brothers, the members of the Legion. He had only been voted in within a year, and it marked his first recognition in seaport society. To belong was a guaranty of character. Tom had labor- ed for years to accomplish this result. To be respected and have a standing in the town and a position of trust among his neighbors had been his dream since he had begun to be arigger. He was none of your trash that get drunk of Saturday nights and are the flotsam on the back seats of a fishing town. He had tautened uphis mainstay until there was no slouch about him. He was the smartest foreman in town, and might be boss if he chose. There was plenty of friendly money to back him when the time came, and that knowledge gave him an independent bearing that only confidence can beget. So when he won his bride, he stipulated that he should go regularly to the meetings of the Legion, and she did not change her mind after his marriage. But the mornings following the even- ings at the Lodge were torture to Tom and Mary. What meant those red eyes that greeted him next day? Why should his wife cry? Resentment did not overmaster him, but it made him miserable. Suddenly Tom became jeal- ous. What were Sam and Mary doing while he was off? Could it be possible that his wife cou/d look at another man ? These thoughts gradually took shape in Tom’s heart. But he was too proud to question his wife; he dared not question his lodger, and it never occurred to him to surprise the couple before his hour of return was at hand. At these breakfasts Sam Purse, huge, slouching, ate with his head bent to his food, or he ran his eyes restlessly around the room and out of the window. By chance when they rested on Mary they would dance and dilate, or when they passed Tom by they dropped with im- pertinent humility. Tom was quick to question each with a suspicious glance. Sometimes, as he felt himself played upon or duped by his mate, his hand would unconsciously seek for his mar- lin-spike; but the mutual secret of the ‘‘Aurora”’ wound about his tongue like spun-yarn. As the days went by his animosity against Sam Purse grew upon him like an ever-increasing sou’ westerly, until he himself realized that the re- sults of years of honorable struggle. might be shattered at any moment; August 6, 1896 and as he trembled upon the crest of hate he knew not whether he included Mary or not It was the night of the Legion, and Tom made what might be called ob- noxious preparations. He shaved and dressed himself aggressively. He was in a frightful humor, and every motion that Mary made aggravated him beyond his slipping self-control. It had oc- curred to him that evening that Mary might love Sam Purse. This maddened him. It was a new thought, born in his spleen, and nursed by his growing imagination. Then it angered him that he had not yet shown Sam the door. He could now hear the man striking matches in the kitchen and fluttering the Evening Hurricane. ‘* Don’t go to-night, Tom!” It was with great effort that Mary spoke at all. Having broken the silence she nestled up to her husband and tried to put her arms about his neck. ‘‘ Please me to- night, Tom, dear; don’t go, and stay with me.”’ Tom's face, that within the last few days had been tied up in a square knot, tried to relax but could not; it was drawn too hard. ‘You'll have him,’’ he said, bitterly. ‘Ye won't be lonely, girl. He'll please mor’n I do.”’ ‘«Ye’re not yourself, Tom,’’ she said. ‘¢T’ll take my arms down. I thought you loved me. Ye know I'd rather be a minute with you than ten years with him. That ain’t the trouble; it’s’’— she stopped. ‘« What is it ?’’ he stormed. “‘If you can’t stay’’—Mary looked at the ceiling sullenly, while her chin quivered, ‘‘I can’t tell you; there!’’ Tom looked at her long as she violent- ly rocked herself. <‘‘All right,’’ he said, pulling on his black coat; ‘‘you needn’t if you don’t want to.’’ To con- strain his wife in anything, never oc- curred to Tom. ‘‘Let her do as she wants ter,’’ he said to himself, as he put on his hat. ‘‘It’ll all come out sooner or later.’’ ‘‘No, thank you,”’ he turned obsti- nately to Sam, who made ready, as he often did, to walk with Tom to the Lodge. ‘‘Stay with her. I'm late. It’s nearly eight already. I don’t want to gab to-night. D’ye hear?’’ He passed downstairs and slammed the door behind him. Sam whistled softly in surprise, and then went to the front window, and between the smoke of his pipe watched his mate hurry down the street. Mary looked after her husband from her window. She was cry- ing. At eleven o’clock Tom came in. He went straight to his room. Mary un- locked the door and let him in. She had been asleep in her rocking-chair waiting for him. ‘‘Leave the entry door unlocked,’’ said Mary. ‘‘ Purse went out just after you did, and hasn’t come back yet.’’ Then, when the door was closed, she flung her arms around Tom’s neck and burst into a passion of tears. «Come, come, my sweet!’’ The rig- ger took her into his arms and put her head against his heart, as he had not done for weeks. ‘‘Oh, dear, dear!’’ cried Mary, be- tween her sobs. ‘‘Don’t leave me again! It’s awful! Oh, what have I said? What ave I said?” she repeated, hysterically. Tom bit his lips, but did not relax his hold upon his wife. ‘‘ What is it, sweetling?’’ he said, gently, as he drew herclosertohim. ‘I'll never leave you again; youcan put that in your pipe and smoke it.”’ This incongruous simile acted upon Mary like a tonic,

ee a ae a ae ae

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August 6, 1896 ‘«He has been threatening me with awful stories about you. I don’t believe him.” «« Well ?” ‘« He swears that unless I'll—I'll give him a kiss,” here the poor girl hid her face for shame of the words she had ut- tered, ‘‘he’ll tell on you, ‘and you'll be hung. Oh, I hate him! What shall I do?’’ Tom’s face took on its darkest color; but he breathed freer at Mary's last words. ‘‘ Yes, he said you murdered the captain ofthe ‘Aurora’! He says, he—oh, Tom!” The wife looked at her husband steadily. ‘‘ He says he likes me. I darsn’t tell you all he said about you. I don’t believe hima bit! Don’t hurt him, Tom, for he says he'll hang you. What a horrible time I’ve had! Don’t leave me, Tom; don’t go!” Tom stroked his wife’s hair. His rough hand was as tender as a child’s. Then he kissed her upon her wet cheeks; and the harsh lips that could make his men tremble were as soft to her and as sweet as herheartcraved. That he had misunderstood and had been rough to his poor, persecuted wife was more than his honest nature could bear. And what a hard time she had gone through for his sake! Tom saw through the plot now—he understood her altered looks, and the reasons of his suspicion. His heart bled for his innocent wife. ‘«It’s all right, dear. Poor darling, you sha’n’t be bothered with him any more.” ‘You don’t think the worse of me, Tom, do you?”’ she inquired, anxiously. ‘What could Ido? I had to listen to him. You needn’t be afraid, Tom. I can look you in the face—I never did kiss him.”’ ‘You ought to have told me sooner,”’ he answered dryly, and then seeing her wince a little as if hurt by the slightest reproof, so sore was she, he continued: ‘« He sha’n’t spend another night under this roof, I promise ye. It’s all a lie— I did enough, but it wa’n’t murder. It may be tho, before I get through !"" ex- ploded Tom. ‘‘I can’t say what I wouldn't do when I’m drove to it. I'll fix him to-morrow. Now let’s go to bed!’’ He tried to throw the scene off Mary’s mind by laughing careless- ly. He calmed and petted her. His tenderness was her narcotic. Mary slept. But Tom did not sleep for a long while, for he was thinking about what he should do. The situation moved before the simple riggers mind like a vast, spectacular tragedy in which he was chief actor—in which he was afraid that he should miss his part. It was the bark ‘‘ Waterwitch.’’ Tom was in charge of a gang of five riggers, and was sending -up the yards—those vast cross-spars that so readily distin- guish a square rigger from a schooner. The royal yard had already been set, and now the ‘‘top-gallant’’ yard was ready to be sent up to its place. Two men were below on deck making ready to sway up the sparaloft. On the top- mast cross-trees Sam Purse had been stationed by his boss. He was there to bear the yard off and swing it into place as itcame up. The sling by which the yard was sent aloft, was a large rope and made fast in the middle of it. Tom himself made the hitch, and as he bent over to do so a sudden thought dashed through him. Here was his chance, and if it suc. ceeded no one would be the wiser, no one could accuse him of— His lips pressed themselves unconsciously to- gether to forma word for which men better than he had been hanged. He looked furtively aloft; but Sam, care- Jessly whistling ‘‘Sweet Marie,” was watching a dredger stolidly scooping up the harbor mud almost at his feet. That ill-timed melody clenched Tom’s mpulse. His other men were also look- ing at the dredger. No one was watch- ing him, and, with trembling hands, Tom took some spun-yarn from his belt and tied the quarter-stop. As the yard is sent up aloft, it must go up end first, so as to clear the stays of the vessel, and the quarter-stop is a bit of strong line that secures the sling which is made fast at the middle.of the yard to theend of it. Thus the spar will not be sent up square with the mast, but end on. And the quarter- stop must be strong; for, as the yard moves up, and is swayed clear of all ob- structions by the man aloft, a heavy strain comes upon it. So the foreman chose this time to tie this important knot, in order that, presumably, it might be well done. For, if the quarter-stop parted, the man aloft, whose duty was to keep the yard clear by pushing outward with all his power against the sling, might be hurled a hundred feet into his own eternity. Tom trembled as if he had been working fifteen hours on the stretch, while he made fast his criminally weak line. He passed his hand over his wet forehead before he gave his ominous order to hoist away. As the tune of the popular melody filtered down to him through the rigging he cursed to himself: ‘‘I’ll be even with that sucker now or— H_’ist away, I say— H ’ist!’’ with a hoarse ‘‘ Heave O!” the men jumped to their duty, and the yard creaked its way aloft. A nervous con- traction of the throat told Tom that he had thrown away his last chance of re- pentance. This knowledge made him reckless. ‘Look out there, and keep that yard clear!” he shouted up to Sam. To the men his voice seemed perfectly natural; but to himself it seemed as if another demon were speaking. ‘‘ Tend to what you're doing!” Sam growled back an oath, but with both hands bent his whole weight out- ward upon the rope. Fascinated, with eyes and mouth apart, hearing his own heart beat through his throat, Tom watched the spar ascend. What! Had the rope not parted yet from the head of the yard? Another command from his mouth, another instant, might mean murder. ‘«Shove it out! with a dry shriek. The end of the spar had now come to Sam’s hands. He surged outward with the heavy weight. His body hung far over the cross-trees. There was a sud- den snap. Released at the end from its quarter hitch, the yard swung square with a tremendous sweep, and with a call of fright a figure shot into the air, clawing in vain for support. ‘*God! God/I1 didn’t doit! Don’t look at me!” shrieked Tom, covering his face. ‘“‘Tom! Tom! What’s the matter, dear?” Mary shook her husband and bent over him anxiously. She pulled the pillow out from under his head, and thus brought the wretched dreamer to his senses. Perspiring, writhing, trembling, stam- mering, the rigger raised himself in bed and stared about. ‘‘Don’t ask me!” Tom looked around; then, recognizing his wife bending over him with anxious face, he added, with an intonation of intense relief, seizing her hand: ‘‘Mary! You?” The dull dawn shone in at the win- dows. So great was the horror of the murder in his soul, so real the deed, that in order to exorcise the vision Tom got up and lighted his pipe and sat by Hard!” Tom yelled, THE INDEPENDENT the window moodily. At seven he must begin work on the ‘‘ Waterwitch,’’ the bark upon which his dreams had dwelt with ghastly distinctness. And as he smoked and thought he could not put from his mind the plot of the quarter- stop. He felt as if his heart had been corroded by a deadly poison, for whose presence in his system he was not re- sponsible, and which he found it impos- sible to cast out. The Legion cared for the sick, for widows and orphans, bet- ter than any church in town; but it had no antidote for the trouble that was vi- tiating the poor rigger’s life. He felt inmeshed by his dream. Morning came, and Tom, shaken of his courage, decided to put off the in- evitable scene with his enemy as long as possible. He had the feeling that something might happen before the noon hour to break the bond that bound the two survivors of the ‘‘ Au- rora’’ together. It might be a final quarrel—or—or what ? ‘“‘T can’t go no further,” said Tom, between his teeth. ‘‘Him an me hev come two blocks, and there’s no more drift; there ain’t nothing left between us.” Tom was exceedingly nervous that morning before he started out to work; but, withal, he was so tender toward his wife that their lodger looked at them with suspicious amusement. Sam tried to be jocular at breakfast, but was met with such silent scorn that an inkling of final trouble began to dawn upon him. ‘‘Where’s my dinner-kettle?” asked Tom, with pardonable irritation. Sam had already gone with his well filled, as usual, by Mary. ‘«Tom, dear, let me bring it over to- day to you.” His wife put her white arms about his rough, red neck. ‘‘I'll come over on the 11:40 ferry, and you'll have your coffee hot. I can’t bear not seeing you to-day, Tom.” ‘‘Then don’t come to the loft, girl dear.” Tom looked down upon her with his best expression; ‘‘ we're workin’ all day on the .bark next to the landin’. I'll look out for ye.” It was after eleven o'clock. There was one yard left to be sentup. The topsail yard was hanging by the yard- tackle at its place on the mast. Tom had hoped to finish that part of the job by noon, and he had hurried his five men with a degree of nervousness en- tirely new to their experience. In fact, Tom had got himself and his hands pretty thoroughly worked up; and why? He could not clearly formulate this to himself. They were paid by the hour, and what reason to hurry? He had a feeling of resentment that they were ‘cool while he was seething. ‘Get up there—in the topmast cross- trees!’’ he ordered Sam, gruffly, ‘‘and. lash those lifts over the head of the top- mast!”’ Each yard had three sets of ropes which are necessary to its working. First are the two lifts. These are made fast each at the end of the yard, and are hooked in the masthead above the yard. The lifts are the ropes that give the yard the picturesque, triangular ap- pearance, the base of the triangle be- ing the yard itself, the lifts forming the other two sides. These lifts must be securely fastened at the head of their own mast—otherwise the weight of a man furling or making sail at the end of the yard would cause it to turn end for end, or, as the riggers call it, to ‘‘cockbill’’ like a gigantic seesaw. Then each yard has foot-ropes upon which the men walk to furl sail; and, lastly, each yard has two braces. These are fastened at the ends of the yard, and lead to the deck. Like the sheets ofa (1087) 35 mainsail they are used alternately to trim the yards to the wind. At the order of his boss Sam looked for the customary eyes at the heel of the top-gallant mast into which the topsail lifts were to be hooked. ‘‘There ain’t no place to hook ’em in!’’ Sam shouted this information down with the tone of a man scoring one at the expense of his boss. ‘Don’t yer suppose I know that?”’ Tom called back, with asperity. ‘‘ Didn't I tell yer to lash those lifts over the head of the topmast? Do what I tell yer to, and don’t give me so much of yer lip!’ The three men below chuckled a little at their unpopular mate’s discomfiture. ‘‘Got it done? We can’t wait all day!’ shouted Tom, hitting the mast with the butt of his marlin-spike. As no answer came he called again. ‘: Be sure and put something there that will hold yer"’’ ‘Oh, shet up! You don’t need to tell me how!’ Even at that great hight Tom could distinguish peering down into his, lifted above him like a thing of evil omen, dark and threaten- ing, a face distorted with hate and re- venge.. Tom felt of his belt. of old line was there. He had picked it up as if by chance in the loft that morning. It had lain there onthe floor, discarded months ago, and now beck- oned him with an imperiousness that Tom could not withstand. Why did he stoop and pick it up? Then his dream told him why. It might be used for the quarter-stop for the top-gallant yard about to be sent up that morning. He felt that he was impelled by a Niag- ara of fate; and, spent by the exhaus- tion of the night, and harassed by the thought of the scene that must soon be enacted between his old mate and him- self, he allowed himself to be carried passively on the current of his approach- ing opportunity. And now, as Sam looked, he saw up- turned toward him a face as menacing as hisown. Then he knew that Mary had ‘‘told,’’ that the hour of his strug- gle was at hand, and that no longer would even a show of friendliness be tolerated between them. ‘‘Made those lashings fast ?’’ Tom called, gruffly. ae, Pe ‘*« Are they strong ?”’ ‘* Ay, ay! what the ?’’— ‘Send up that starboard brace! Get out there quick now! Hurryup! There ain’t no time for fooling,’’ nagged Tom. Then Sam Purse started for the end of the yard. It was the end that hung over the water, full a hundred feet above the oily harbor. With provok- ing slowness Sam took, his ease. He walked with the practiced steps of an old sailor upon the foot-ropes, leaning with his waist upon the yard. A third of the way to the end he stopped, and fumbled in his pocket for a mutilated rectangle of navy plug. To Tom, watching him below, it seemed a cycle before Sam resumed his slow advance. But Tom did not reprove. He was rigger enough to know that, if at a word of his, a man in such a dangerous place lost his hold, the foreman might be held liable. : Now there came into Tom’s mind a new influence; a power took hold of him stronger for the moment than the authority of God or man, and this held him up short. What was this? Daily, practical, irresistible habit, the fore- man’s instinct to protect his men. Thus there was a tremendous strug- gle in Tom's being that morning. It was a duel between a mechanic’s con- science and a rigger’s revenge—a re A piece

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4 2 ri 3 ny , Jo oe as. ehh tht tate A A AEP LBRO UCONN Rompe 2 SOR eerie | YS sees 4 , 7 , 5 i i : ‘ -! 36 (1088) venge planned so naturally and subtly that neither medical examiner nor the pertinacity of the law could find any pretext against him. The terrible temp- tation consisted in the unique security of his own position. As he watched Sam's progress with an unusual appre- hension due unusual state of mind, his honest workman's heart re- volted at the treason that it had enter- to an tained. The man andthe dream fought it out in these brief moments. Away with the decayed quarter- stop! Yes. No. Yes. A_ thousand times yes! Then Tom threw the frayed rope far out on the water and drew the breath of a conqueror. ‘‘Take care, there!” he shouted, be- cause his heart had changed. But Sam Purse moved as if he en- joyed the view, and were paid by the hour. He hummed his favorite tune, his feet keeping step to the slow swing of ‘‘Sweet Marie.”” To Tom this was an insult, and Sam knew it; but Tom no longer vacillated. The memory of his dream and of the part it seemed to him that he performed, frightened Nevertheless, he ground his teeth in rage and said noth- ing. At last Sam Purse stood at the end of the yard and called for the brace. As he reached over for it the great spar trembled. was the ominous sound of cracking rope. Sam’s own lashing had parted at the head, and the huge yard upon which the unfortu- nate man stood, held in the middle and now free at the end, gave a terrible dive. At that moment the fussy ferry- boat had blown its triple whistle of approach at the landing below. There was a shriek, not like that of a man, but more like’ the cry of a horse in its last agony upona battle-field, un- earthly, never to be forgotten, and arresting the blood. A_ figure shot forth from the stays of the bark in a might have him. There sickening parabola. It grazed the stern of the ferryboat, and sought the putrid water. A beautiful woman, dressed in plain woolen and carrying a tin dinner-pail, was leaning against the rail at the stern of the tugboat. She wore an expectant, happy look, and was gazing eagerly at the bark above her. She was smiling, and now, for the first time, Mary did not think about her missing teeth, nor did her clenched hand seek her mouth. Her smile became congealed upon her lips, and her beauty blighted; for, as the human comet swept past her, her quick eye recognized the man who had tried to molest her, and she uttered a great cry. Almost at her feet her per- secutor dropped. The splash choked her into silence, blinded her at the same time, When she looked ‘again there was noth- ana ing left to mark her lodger’s personality but a pretty vortex of ooze in the water below. There was silence such as rarely falls upon the harbor when the sun shines high and the wind is hushed. The pilot of the ferryboat had happily called ‘* Ho-old!’ and had warped the tug to its ‘drop’; for he and all the. passen- gers ran aft and bent trembling to look at the’ dark Three frightened faces peered over the bulwarks of the ‘*Waterwitch.” spot. Some one of the men had a line ready should the unfortunate one come up. Before the stupefaction passed, and before the general call for help, Mary looked up from the ferryboat and caught her husband's stricken eyes turned upon her. High above her on the deck of the ‘‘ Waterwitch ” he stood, and a cer- tain expression of remorse and fear struck her heart like ice. Could it be? THE INDEPENDENT Preposterous! Impossible! She cried out: ‘‘Oh, come quick, Tom! come and get me!” This appeal struck dully on many ears; but it broke the spell which hor- rified silence had wrought upon the crowd. Then came cries, tumbling into dories, shouts, advice and breathless comment. ‘* He'll come up in a minute!” ‘* Don’t you believe it!” ‘« He’s dead as a dogfish.’’ ‘* They'll have to drag for him.” ‘« They may have to blow for him.’ ‘‘The tide’ll lodge him under the wharves.” But Mary ran up the drop—ran as if she were haunted; ran, blinded, straight into her husband's arms. No one no- ticed the two; everybody was craning over the water to see the dead man float up. The husband and wife looked deep into each other's eyes. Mary's har- bored an interrogation; but Tom’s had the serenity of waters safely past the whirlpool. ‘*No, Mary,”’ he said; ‘‘he brought it on himself. God is my judge. His own lashing broke.’’ The rigger talked with a strange quietness. Then he added these honest words. ‘‘I ain't saying what might have happened; but the deed was his."’ A beautiful smile illumined the wom- an’s face, and in the mirror of it Tom took back his old expression of self- respect and honor. The town clock struck twelve solemnly. Si Switham having bustled up to see how far his men had got on, now learned the fatal news. He looked about for his fore- man, but not seeing him, climbed on the bulwarks of the bark to get a good view. ‘« He ain’t a-comin’ up,” he said. ‘«He’s stun gone.”’ The sun beat down out of the pale zenith, and every drop from the rising poles fell upon a troubled mirror. Op- posite, the hight of the piles was doubled by reflection, and the shipping at anchor on the edge of the channel showed the rigging complete to the highest ratlines in the marvelous reflection. So limpid and calm and brilliant was the harbor that it seemed an impossible thought that only a few moments ago breath should have been stopped within its bosom. But Tom led Mary away silently. Tenderness sat awkwardly but well upon a rough nature that trembled for days and weeks because of its escape from its own possibilities. They went to theirown home. Tom walked about nervously. He looked at their little furniture with a new attention. ‘*Shall I warm up your dinner?’’ asked Mary, perplexed and perturbed. Tom shook his head. ‘It 'ud choke me. ’ He sat down on the edge ot the bed. Mary stood before him. He looked into her beautiful and trustful face. The rigger had kept his cap on up to this moment. He took it off. His head drooped upon his breast. ‘ God!"’ he said, ‘‘ to think how nigh all this come to being capsized.’’ Newton CentER, Mass. The Baby and the Bee. BY ELIZABETH HARMAN, THE honeybee is swinging In morning-glory flowers. Swing—swing! The baby in the hammock Sleeps through the morning hours, Swing—swing! The honeybee at evening Goes to the hive to rest, To Mother’s arms the baby— He likes that cradle best. Fort Myer, Va. The King and His Son. BY EVA LOVETT. IN old, old times—in the times when people existed to illustrate profound truths for other people of to-day—there lived a king who was amiser. He spent his days in contriving schemes to aug- ment his fortune, and he crept away at night to count up his treasure and gloat over his increasing pile. He shut his ears to the cry of poverty and distress; his people were overtaxed and oppressed by the rough taskmasters he put over them. But such matters as this did not trouble the King; for all the while his riches grew so great that his only perplexity was to find a place to keep them. So he had a strong house built, a mammoth safe for his treasure. It was built with thick walls and guarded with iron doors and powerful bolts and locks. Watchmen watched night and day lest the King’s treasure house should be rifled. The King dared trust no one within but himself. There he was ac- customed to go alone, to count his goods, and exult in the possession of them; and always, while he did it, his prayer to his gods was this: ‘¢Grant that I may live long enough to fill to overflowing this great treasure house that I have built! I ask no more of life than this!’ The gods he entreated were kind to this king. They granted his prayer. He lived to be an old man; and every year he grew richer and richer in the possession of money and jewels, and precious things of gold and silver. It was not until the house was so full that it could hold nothing more that the King died. He had never cared to be loved, and no one mourned him. But he had attained the wish of his heart, he had filled his treasure house to over- flowing. Now this King had one son who had been a man of quite another sort. He had spent his youth and thrown away his money on wild and extravagant liv- ing. He had companions who called him ‘‘a good fellow,’’ and ‘‘a jolly dog,’’ for he was carelessand generous; but he had learned nothing, had lived for no good purpose, and had made the lives of all who loved him unhappy by his foolishness. The King had disowned him, and exiled him while he was yet a young man, for he feared that his treas- ure house would be rifled if this way- ward son stayed at home. But after the King’s death the people called the young man back, and ac- cepted his rule over them. Perhaps they were glad to have any change in their ruler, tho it might be to another extreme. The son might be wild and careless; he was not so cruel as the father. So amid much rejoicing he came back to the throne of his ances- tors. After he had taken his place, and succeeded to all the prerogatives of his father, he caused the great treasure house to be opened. And when he saw the quantity of goods it contained, he was astonished. The fame of the King’s treasure house had spread through every land, but the youth never expected to inherit so much wealth as this. When he saw the vastness of it, he cried out: ‘¢Oh, ye gods who watch over the destinies of men, grant me one wish! Grant that I live long enough to ex- haust the riches I have gained!” And it is recorded that again the gods were gracious, and that this man, too, had a favorable answer to his prayer. He did not live to be an old man, for riches are sooner spent than August 6, 1896 acquired, and he had not asked for length of days. But he lived to dissipate the whole of the treasure he had gained, dying only when nothing was left in the treas- ure house but the empty coffers. He threw his money away royally, either on his own pleasures or by giving it reck- lessly to whoever asked. He was an easy ruler, because it was less trouble- some than to be severe. His wealth was so great that he never thought of increasing it by his father’s severe methods. But in his mercy and char- ity there was neither justice nor reason. Such characters are everywhere, and the epitaph of each one is this: ‘‘He was no man’s enemy but his own!”’ He was a profligate and a spend- thrift. But here is a strange thing. We read: ‘‘There were many who wept when he died.”’ ‘« Why should that be so? Is it that sins of the soul are worse even in men’s eyes than sins of the body? Is it that crimes against others are worse than crimes against ourselves? Is it that the greatest of all offenses is a crime against Love, and the most terrible of all pun- ishments—to find none in our extremity ? Is ¢hat the final reading of the King and his Son? Learn by Heart. [For the remainder of the year we shall publish weekly in this department a short selected poem to be learned by heart. These selections will all be well worth the learning. At the end of the year we shall ask from subscribers the names of those who can repeat all the poems then published, that we may give them credit by printing the list.] THE GOOD, GREAT MAN. How seldom, friend, a good, great man inherits Honor and wealth, with al) his worth and pains! It seems a story from the world of spir- its, When any man obtains that which he merits, Or any merits that which he obtains. For shame, my friend, renounce this idle strain! What would’st thou have a good, great man obtain ? Wealth, title, dignity, a golden chain, Or heap of corses which his sword hath slain ? Goodness and greatness are not means, but ends. Hath he not always treasures, always friends, The great, good man? Three treasures— love, and light, Andcalm thoughts, equable as infants’ breath; And three fast friends, more sure than day or night,— Himself, his Maker, and the angel Death. —SAMUEL TAYLOR COLERIDGE. 1772-1834. ‘‘Do they have good singing in chapel?”’ ‘* No.” “‘ Then,why don’t the rechoir it.’’ — Yale Record. ..-»-Hooray for the free coinage of mud at the 16,000,000,000 to 1 ratio! Every man a self-made millionaire in five min- utes! Hooray for free mud!—Mansfeld (Ohio) Mews. ....°* Those sandwiches remind me of my native town,’’ said a Massachusetts man at the railway restaurant. ‘‘ Ded- ham ?’’ asked the girl at the counter. ‘*No, Needham.’’—Commercial Bulletin. ....‘' L can’t see what possessed her to fall in love with him. Hecan’t dance, he can’t sing, he isn’t handsome, he”’— ‘*Why, don’t you know? He made a century run with one pedal.’’—/ndianapo- lis Journal. ....‘‘ A word to the wise,’’ said Socra- tes, gravely, ‘‘is sufficient.’’ Xantippe was evidently annoyed at the interruption, but she continued her remarks for twen- ty-three minutes. Then the great Athe- nian made another observation in the Greek tongue, which may be freely translated thus: ‘‘ Philosopny don’t seem tocut much ice.’ —U -to-Date.

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August 6, 1896 ..:.As an eminent aftet-dinnet ofatot sat down, the thin young mian with thé nose glasses arose and said: ‘‘ Delightful as this occasion is to all of us, to me it is fraught with a higher, holier joy than comes to the rest of you. I have just made the discovery that the eminent speaker is my great-grandfather.” They scanned him critically, but he presented tio évidence of being overcome by pota- tions. He continued: ‘‘ The incident the gentleman has just told as happening in his own expérience is one which I have often heard my grandfather relate as the experience of his father. Knowing, as I do, the perfect veracity of both the emi- tient speaker and mi¥ gfandfather, the statement f have just made I make with full confidence in its correctness.” Arid all were silent.— Exchange. ...-A student of the wheel has collated the following facts: In far away New Zealand the awful word ‘‘cyclodonna”’ has been coined as a substitute for wheel- woman. In many Western towns the fair rider is called a ‘‘ bloomer,’’ without re- gardto her costume. The word ‘“‘ scorch- er,” as indicating a speedy cyclist, is fairly ingrafted upon the language. In Chicago, however, the ‘‘ scorcher”’ is called a ‘‘ scoot.’’ The technicalities of the machine have led to attempts upon the part of young men to coin expres- sions. ‘‘ Your tire is punctured,’ indi- cates that the story you are telling lacks the probable element of truth. Reckless statements are called ‘‘coasting.”” A very ancient yarn is not a ‘‘ chestnut,” but a ‘‘cetitury.”’ A youngcouple show- ing a mutual fondness are “ riding tan- dem.”” A man leading a fast life is ‘* geared too high.”” An old fogy is re- fetred to asa ‘‘ high wheel.’’ A chape- ron is known as a ‘‘pacemaker.”” A cheap bicycle is called a ‘‘ gaspipe " ma- ¢hine. A professional racer is a ‘‘ pro.” —WN. Y. Tribune. ....Wistonsin tsed to be the capital of poets and main storehouse of verse, espe- cially of the copious verse manufactured by the female poets; but Tennessee seems to have become an industrious and a dan- gerous rival. The Chattanooga woman who has lately produced a centennial ode of golden hue and adequate length has equaled or surpassed the choicest poet- ical product of the Badger State: ‘*He was born, however, in the State of Tennessee, Tho was a clerk in a store a while in Mis- sissippi, Where he studied law at night after work- ing all day; Such ambitious boys will succeed any- where, alway. His brother, Judge William Harris, of the Supreme Court, Pursued the same course and became a man of import. Another brother prepared for ministerial work, And was an able preacher in the Metho- dist kirk. Isham G. Harris at twenty-nine had made progress; When six years a lawyer was elected to Congress. Was re-elected, after which declined the office, And in eighteen fifty-three he removed to Memphis. He was on Buchanan's ticket as State elector, And now appears the first West Tennessee Governor. He served with approbation three terms in succession; During the War was aid to Albert Sidney Johnston. He served in the Western Army after Johnston’s death; When the war closed he feared to live on his native heath. He spent one year in Mexico, then re- turned to Memphis, Where until seventy-six he engaged in law practice; Then he was elected to United States Senate— While he desires the office no one else can win it.”

The Second Summer, many mothers believe, is the most precarious in a child’s life; generally it may be true, but you will find that mothers and physicians familiar with the value of the Gail Borden Eagle Brand Condensed Milk do not so regard it.’ THE And while this author desires the office of Laureate of Tennessee no one else can win it.—M. Y. Sun: Puzzles. THE INDEPENDENT invites all readers, whether regular subscribers or not, to contribute puzzles to this department. Every month a fresh set of prizes will be offered. All the puzzles received dur- ing August will be laid aside for special examination. The sender of the best puzzle will promptly receive A FINE CAMERA made by the Eastman Kodak Co. and val- ued at fifteen dollars. Besides the prize of a new book, which is offered weekly in this column, all the monthly prizes have been duly awarded. Answers will be printed two weeks after the puzzles. This will enable solvers living ata distance to forward answers. Address all communications for this de- partment as follows: PuzzLEs, Care of THE INDEPENDENT; 130 Fulton St., New York City. PRIZE ZIGZAG. The zigzag, beginning at the upper, left-hand letter, will spell the name of a new book by Moily Elliot Seawell. A copy of the book will be mailed to the one who sends the best set of answers to this week’s puzzles. Reading across: t, To deck with orna- ments; 2,toattempt; 3, deadly; 4, asun- der; 5, a beverage made from the seeds of the cocoa; 6, a nobleman; 7, a bundle of sticks; 8, intends; 9, to treat with con- tempt; 10, an apolog; 11, presages; 12, an exclamation expressive of sorrow; 13, a mission building, founded in 1744 at San Antonio, Tex.; 14, a mark of punc- tuation; 15, a fraud; 16, a standard or model of perfection; 17, to surrender. S. M. E. DousLe Acrostic. My ptimals spell the name of a poet who was born eighty-seven years ago to- day; my finals spell the name of a famous agitator and orator who was born a hun- dred and twenty-one years ago to-day. Reading across (words of unequal length): 1, Confused by guilt; 2, a South American quadruped; 3, to counterfeit; 4, a mountain near the Lake of Lucerne; 5, an undertaking; 6, to train in the mil- itary art; 7, a celebrated Italian poet; 8, whimsical; 9, a black man; 10, a plane figure having nine sides and nine angles; 11, along Turkish dagger; 12, unruffled; 13, a severe trial; 14, uncommon. P. KANE. RIDDLE. I own an organ, yet ‘tis queer— Altho I havea pupil near— Its flute-like notes you never hear, Nor yet its thunder-crash; So half the time I close the lid, For well I know the pupil’s hid, And will not play, if I should bid, Unless I ply the lash. L. E. JOHNSON. LETTER PUZZLE. By starting at the right letter, and then taking a letter at regular intervals, there

INDEPENDENT can be spelled out the motto which is said to have been given by Longfellow to his classes in college. Wheat, on, tire, street, comically, tiny, vale,shunt, plate, motets, shoves, above, yes, catch, tea, human, attains, slain, annoys, sob, murmur, independent. X Rays. I 3 x . om * F ~ . 4 A big wash looks discouraging. ‘ But when you have the right weapon q to attack the great stack of soiled clothes with, the battle is half won | Soap | is the weapon to nse. Tt will make | > that big wash look like a pile of 4 driven snew. All the sheets and blankets as well 4 as the delicate fabrics will be saved by Sunlight Soap, and there won't be any tearing or ripping, because y you don’t have to rub. : Less Labor @ Greater Comiort 4 Lever Bros., Ltd., Hudson & Harrison Sts., N. ¥ iin os cites ie

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38 (1090) WALTER BAKER & CO., ume Established Dorchester, Mass., 1780. Breakfast Cocoa en A) Walter Beker a ee er Always ask for Walter Baker & Co.’s Breakfast Cocoa Made at DORCHESTER, MASS. It bears their Trade Mark “La Belle Chocolatiere ” on every can. Beware of Imitations. ¢ ” PISO'S CURE FOR al URES WHERE ALL ELSE FAIL on h Syrup. Tastes Good. Use Coug! in time. Sold by druggists. THE INDEPENDENT. Entered at the New York Post Office as Second- Class Mail Matter. TERMS OF SUBSCRIPTION. Payable in Advance One number (one week) 10 cents. One month.......... $ 25 | Six months..........$1 50 Three months....... 75 | Nine months........ 2 25 Four months........ 1 00 | One year........+.++ 3 00 CLUB RATES. 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POSTAGE to any Foreign Country in the Universal Postage Union $1.56 a year additional. SUBSCRIBERS should renew a week or two previous to the expiration of their subscriptions, in order to receive their papers uninterruptedly. Any one wishing to subscribe for other periodicals in connection with THE INDE- PENDENT, Can save money by writing for our Clubbing List. We can supply Files or Binders for THE INDEPENDENT, Capable of holding 26 num- bers, postpaid, for $1.00. ADVERTISING RATES made known oa application. Address THE INDEPENDENT, 130 Fulton Street, New York City. THE INDEPENDENT Work Indoors and Out. Motormen on City Trollies. BY GEORGE J. MANSON, THE man who applies for the position of motorman on any of the city street railway lines is given an application blank, a little larger than a sheet of fools- cap paper, containing a good many ques- tions, as to his age, nationality, employ- ers, etc. The most striking questions are whether he has ever been rejected by a Guarantee Company, i.¢e., a company whose business it is to guarantee the honesty of a person; whether he uses wine, spirits or malt liquor as a beverage; whether his hearing and eyesight are good, whether he is able to distinguish colors, has any nervous disease, and whether he belongs to any labor organi- zation. There are many more questions, but they are of less consequence. These questions having been answered the ap- plicant.signs the paper and swears that the statements made are true. He must also give one or two good references. The company’s agent sees the refer- ences, and inquires of them particularly as to the man’s honesty and his habits, especially in regard to drinking. The ap- plicant must be five feet eight inches in hight, and must weigh at least one hun- dred and fifty pounds. Providing his references are all right he is turned over to the doctor employed by the company, who examines him carefully to see that he is in sound health. Bad eyesight, de- fective hearing, heart trouble or any nervous affection will cause him to be rejected. If he is physically able to do the work he is sent to the depot, where there is a car in charge of two men who are competent electricians, acquainted with the electrical equipment of cars, etc. There may be other applicants on the car. Each one in succession is taught how to handle the different kinds of con- trollers (or brakes) that are used to con- trol the speed of the car; how to stop and how to start the car, the former being the most difficult to learn, and requiring that the car shall be stopped gradually so as not to disturb the passengers. Another difficult part of the work is keeping the car under control at all times, and quick- ness to act with presence of mind on the least intimation of danger. Aman must report for duty ten min- utes before the hour he is to go to work. If he neglects to report he is placed at the foot of the extra list; the first man on this list takes the place of the man who has not reported, until Saturday night, when a new list is made out for all the runs onthe table. For first failure to re- port the man only loses his car for that day, but for the second offense he is placed on the extra list, and loses his run for good, or until he works his way up to it through the extra list. By this process the first man on theextralist has a chance of getting a car which is usually a “* trip- per,’ z. ¢., a car that makes less thana fullday’s work. The pay of a motorman is $2 a day for ten hours’ work. There are several other positions on the railroad which pay some- what better, and to which he may aspire. One is that of inspecter, who receives $2.50 per day. Three inspectors are usually assigned to one line of railroad. It is their duty to see that the cars are kept properly apart on the track, or ‘‘ spaced” evenly. If blockades occur they start up the cars, discovering what the trouble is and remedying it. To obtain the posi- tion of inspector a man must show that he is perfectly familiar with all the electrical apparatus of the cars and the wirework overhead. If a motor gets ‘‘ grounded”’ he must be able to cut that out and get the car started, if the workmen have not arrived and already done so. He must have been fully instructed what to do in all these emergencies. If a wire comes down and the grade is such that the cars can drift along of their own momentum the inspector ties up the end of the wire, so as to keepit from being grounded, and allows the cars to move along, in- structing the conductors to pull down the trolly-pole at the point where the wire is not connected. Another official is the depot master, who receives $2.75 or $3 aday. It is his duty to see that. the depots are kept in order; that cars needing repairs are promptly attended to; and he has charge of the depot force of workmen. When a blockade occurs on the road, on account of fire or from any other cause, he imme- diately goes to the spot and arranges for the cars to be turned back. If the in- spectors report a sudden rush of business he puts on extra cars to meet the in- creased demand. Both motormen and conductors have the chance of being promoted to starters, who receive $2.25 per day. It is their business to start the cars from the differ- ent depots and ferries; to see that the men promptly report in the morning for work, and, if they do not, to see that men from the extra list are put in their places, as already described. Young men from the country who pos- sess the necessary qualifications can nearly always secure positions as motor- men. The superintendents of the city railroads find that the habits of young men from out of town are generally bet- ter than those of the city-bred man; they are more inclined to work regularly and take better care of their money. It is found that men who get in the habit of ‘‘laying off’’ for a day or two every now and then, and who do not care to work regularly, become discontented with the occupation. When they stop work they run in debt; that worries them and they begin to think they haven’t a good job; whereas, if they would work regularly and pay for their living expenses week by week they would be better satisfied, and, besides, would have time after their working hours to enjoy themselves in a rational way. Some railroad companies are quite con- siderate in furnishing relaxation for their employés. The employés of one of the large Brooklyn railroad companies, which employs fifteen hundred motor- men and as many more conductors, have a baseball club, playing the game in the vicinity of the depots when they are off duty, or waiting their turn on the extra list. They have a reading room, hot and cold water baths, shower baths, the com- pany furnishing towels and soap. There are opportunities for playing dominoes and checkers. They can, when off duty, ride free over any lines controlled by the company; and this year the company will give an outing to all its employés and their families, taking them to a pub- lic picnic ground on the outskirts of the city and furnishing some refreshments. Brooktyn, N. Y. Notes Here and There. BY WM. HOYT COLEMAN. Showy Strawberries.—Garden and For- est notes that the showiest strawberries seen in New York City for several years were immense specimens of the Mary, from Essex County, N. J., and a new seedling from Virginia. The former was of a deep, rich color, fairly regular in size, the largest measuring six inches round at the stem end. Twenty of the berries filled a quart box and sold at thirty cents. The Virginia seedling was equally large, perhaps less even in form, lighter and more brilliant in color and less firm. Great American is another beautiful ber- ry; large, remarkably even and regular in form and of arich color. It sold for twenty cents a quart. Organized Growers.—Certain sections of Jefferson County, says the Watertown (N. Y.) Zimes, have long been noted for fine strawberries—chiefly Chestnut Ridge, near Lake Ontario. About ten years ago the growers, tired of individual selling, organized the Jefferson County Berry-Growers’ Association, with agents in the principal towns of Jefferson, St. Lawrence, Lewis and Franklin Counties, and since then the business has been much more satisfactory and profitable. Some years shipments are made to New York. About twenty-five growers are now in the association, with about fifty August 6, 1896 acres in strawberries, and perhaps ten acres with outside growers. The yield has been large this year and acreage of new bedsincreased. The single-row and matted-row systems are employed and beds picked two years. Plantings run from one-half acre to five acres. Marsh hay is used for winter protection. Wil- sons, Warwicks and Crescents are largely grown. First sales this year brought fifteencentsa quart. The yearly average runs from nine and a half cents down to one and a half cents. : Cow Peas and Soja Beans.—Mr.J. H.Hale, of Connecticut, finds an increasing demand for these plants and information thereof, so that a local seedhouse will issue a special circular about them next season. Mr. Hale is sowing both on every vacant lot on the farm. The strawberry fields, after picking ends, will be plowed and cow peas sown in drills three feet apart, about one bushel to the acre. A field of timothy, after the grass is off, will also be turned, and cow peas sown. Seed and labor will not cost over five dollars an acre; and he expects to add before fall at least twenty dollars’ worth of nitrogen caught from the atmosphere. Besides, the root growth and tops, all plowed under later, will greatly improve the condition of the soil and put it in fine shape for hoed crops next season. A Home-Markct Farmer.—A short dis- tance south of Geneva, N. Y., says Zhe Courier, is a 52-acre farm kept in a high state of cultivation by George W. Gasper - and his sons. About forty acres are de- voted to vegetables, most of which are retailed in Geneva. There are two greenhouses for the raising of early vegetables. Poultry now number 400, with a daily yield of 60 to 75 eggs. By the aid of an incubator it is expected to raise 1,500 to 2,000 chicks in the spring. These chickens are on the market early in April. An apiary of 50 swarms sup- plies an excellent quality of honey, vary- ing somewhat as the season is wet or dry, the former being conducive to large pro- duction. Pork is also extensively raised, there being 112 fine head now in the pig- gery. The Gaspers are close observers of the market and find it pays them well. Three years ago, when pork was down to $4.50 to $5, they held for a rise. It came, and they cleared nearly $1,500 more than they would have done had they let the pork go at an earlier date. We remember Mr. Gasper when he cultivated a few acres on the edge of the village and also kept bees. Industrious, painstaking, he there learned the value of a home market and how profitably to increase its demand and supply. With- out expanding too greatly, he now has room to produce whatever can profitably be grown, and to have something to market all through the year. Evidently he has no reason to join in the cry: ‘‘ Farming don’t pay!’’ or in the proces- sion of those who go West or South to find some new spot where conditions may possibly be better. A Georgia Peach Farm.— Between Fort Valley and Atlanta, Ga., is asection 100 miles long and 30 miles wide, once a fine cotton-growing district, but now devoted to fruit, the planting being made by com- panies organized in various Northern States. The largest orchard is at Fort Valley, owned by the Hale Brothers, of Connecticut. It contains g00 acres—6oo in peaches, 100 in nursery and 200 in corn, sweet potatoes and peanuts. The peach orchard contains 101,000 trees in blocks 1,000 feet long and 500 wide, with avenues 30 feet wide, running both ways. The trees were planted in January, 1892, and bore their first crop in 1895. The fruit is picked in half-bushel baskets, which are carried in low spring carts to the avenue, placed on four-mule wagons and taken to the central packing house, which is 100 feet long and 50 wide. Sorters and graders stand on one side of long tables and packers on the other. Three grades are made—one for distant markets, one for near-by, one for canning. Culls are fed to pigs. The best fruit is put in four- quart baskets, six toa crate,eighty crates to a wagon, drawn one and a half miles [om « We a. ~ on a, a ) ry

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August 6, 1896 to station and loaded in refrigerator cars, 500crates to a car. To handle the crop required 100,000 crates, 600,000 baskets,18 four-mule teams, 4 one-mule teams and 350 hands. Colored labor is paid 40 to 60 cents a days, white help 50 to 75 cents. Hours of work are 4 A.M. to 7 p.M., with one hour each for breakfast and supper. : Thus far we have quoted from reports of President Draper, of the Massachu- setts Fruit-Growers Association, in the Worcester Spy. Mr. J. H. Hale, in the Hartford (Conn.) Courant, just at the close of the season, stated that at its hight there were 520 persons on the pay- roll and nearly 25,000 barkets daily pack- ed, about 200 pickers, in gangs of 15 to 20, and 250 graders and packers. Some experienced help came from Florida. There were bright young men and women from nearly every State in the Union, in- cluding many college fellows. To get such a body of untrained help organized for rapid work was noslight task. Eighty per cent. of the workers camped on the place or slept in the canvas-covered wag- ons, which, however, often did not get in till midnight, and were in motion again at4 A.M. Whole neighborhoods of fami- lies came there with teams and outfits; in fact, the place was overrun with workers of all conditions; but they worked hard and willingly and with little clashing. Among the crowd were found, as wanted, a sign painter, an artist (to picture a new peach), and evena preacher for Sunday services. Crates and labor of handling crop cost over $12,000, freight about $25,- 000, icing of refrigerator cars $10,000, incidentals $5,000 more. About one-third of the crop sold at expense cost, the rest gave profit of 25 to 75 cents per crate. On the whole, prices were not high enough to make the venture very profita- We, the market being overloaded in the hight of the season. With more economy —tracks into packing shed, cheaper fruit packages, overripe fruit canned or evap- orated—the savings this year would have paid an eight per cent. dividend on the capital stock of $60,000. Orchard varie- ties are, 55,000 Elberta, 15,000 Crosby, 10,000 Mountain Rose, 5,000 Stump, 5,000 Thinker, 5,000 late Crawford, 3,000 Lady Ingold, 3,000 Tillotson. The crop of 1896 will be considerably reduced by curculio damage. Landmark Trees. —Near Westport, Conn., says a correspondent of the Bridgeport Standard, by the Shercrow schoolhouse, is a great elm which, after withstanding the storms of 120 years, is nearly dead and must soon yield to the ax. Only one limb shows any leaves. By its long life and stateliness it had be- come part of the landscape. In 1776 the owner of the land, Dennis Wright, brought the tree, a sapling, on his shoul- der from Stony Brook and set it where it now stands. In 1800 it had become a greattree. In1830a fierce northeast gale broke down one-quarter of it, tho a stronger blow in 1821 from the southeast had no effect. A vigorous growth re- stored in a measure what was lost, and since then it has shadowed successive generations of school children. Near Greenwich, on Sunset hill, is the old Mead farm of 640 acres, whose barns and outbuildings were the resting-place of cattle drovers on their way to New York market, before Western competition de- stroyed the trade, is an enormous button- ball tree which is a landmark for skippers up-and down the Sound. Col. Thomas A. Mead, third inheritor of the farm,-had a fund of stories of the French and Indian War from his grandfather, and of the Revolution from his father, who was an eyewitness of General Putnam’s ride down the stone steps. Colonel Mead died three years ago, aged 94, and the prop- erty has been divided and much of it sold in building plots. Avsany, N. Y. A Frame for Cuttings. BY AMY WIGHTMAN. A FRAME in which cuttings may be very successfully rooted is made as follows: Take a wooden box about eight inches high, and as large as desired—twenty- two inches long by thirteen broad is a useful size—and remove the topand bot- tom boards. Make a cover frame of four THE INDEPENDENT two-inch-wide strips, lapping the ends over the side strips, and nail together firmly. Finish the cover by tacking on a tightly stretched piece of thin white cotton cloth—tobacco cotton is the right thickness—and fasten this cover to the box by hinges; these may be leather strips, an inch wide and four inches long. Make a smoothly working hinge by lap- ping the first piece well on the outside of the box and the inside of the cover. Lap the next from the inside of the box to the outside of the cover, and so on, alter- nating them till five strips are used. A cord fastened to the cover and side of the box will hold it open at the right angle, and a tongue of leather will serve to lift the cover by. The cover frame not being flat, it is necessary to fill the spaces at the ends with strips slightly shorter, being careful to have the cover open easily. The box may be used from April until the late autumn frosts, its first use being to hold young tomato plants transplanted to thumb pots. In a sheltered, sunny Situation, tomatoes, tho tender plants, may be kent out-of-doors from the mid- dle to the last week of April, according to the season, covering with a board at night when cold, and keeping the cover closed except for a few minutes in the middle of the day. They will makea stout, healthy growth, with hardy, ruddy- looking stems which show knobby pro- jections where new roots will form. In experimenting two seasons I have not known a plant to die or even look weak. As the plants stretch up, earth will need to be dug away from under them, which is better than to start with a higher box. When the tomatoes are removed, pans of delicate seeds not suit- able for the open ground may be substi- tuted. Later it may be filled with geranium cuttings, procured by cutting back the large plants when bedding them out. Such cuttings root readiest in pots of sand, making in six weeks or less, great clusters of roots. These grow thriftily when bedded, and it has sometimes hap- pened that a cutting would bloom before the parent plant. Rose geraniums also root freely in sand. The propagation of choice roses, Teas, Hybrid Teas, and Hybrid Perpetuals, is an easy matter if this frame and a pre- pared sand pot are used. The plants are vigorous, and make a stronger growth and bloom more freely than the usual mailing size of roses, that is, the age of the plants being equal. A Jacqueminot propagated by the following method in sand, and being well cut back every year near the end of June, has this year, when eleven years old, produced one hundred and ninety-five buds and blossoms. The method is recommended by Mrs. Loudon, the English horticultural writer. Fill a ten-inch pot with stones or other drainage till a four-inch pot resting on it will have its rim level with the rim of the large pot. Fill the drainage with dry sand, and then the space between the pots. Wetthe sand thoroughly, and as it settles add more. The drainage hole of the large pot must be left open. Set in a row or double row of slips and water again, leaving the inner pot full. The water by percolating through will help to keep the sand moist. Set the sand pot in the frame, which may be in full sun- shine wherever convenient. Keep the cover closed, and the inner pot full of water, filling till it overflows if the sand seems dry. : It will be seen that little further care is needed. The cuttings are sheltered from rain and wind, and good cuttings are sure to root in about six weeks. Cuttings from grafted or budded stock are much more difficult to root or to keep alive after rooting. Rose cuttings usually form a large white callous growth, from which spring a great bundle of stout white three-to- four-inch-long roots. After potting they may remain in the frame until estab- lished. The sand pot may be used with equal success for rooting the wax plant (Hoya carnosa), the cactus, pink and red, the lemon verbena, the elephant’s ear bego- nia and common verbena. Shrub cuttings are easily rooted. Re- move the frame and, making the soil mel- low for six or eight inches in depth, wet it until it is thick mud, about the consist- ence of mortar. Smooth it with the trowel and set in the cuttings. These should be from ripened wood of this season’s growth —not from the tip of a branch, but pref- erably from sections of the stem, about four inches long and having several leaves. If set two inches apart the frame can be made to hold a great many. The forsythia roots with greatest cer- tainty, and rooted cuttings of a few inches’ length have been known to bloom freely the following spring before re- moval from the propagating bed. The weigelas, the common and the variegated, all kinds of spirea, the single and double deutzia, and the hardy hy- drangea, which makes blooming plants by the second year, are all good subjects for experiment, as they root readily. But the white Virginian fringe tree, strawberry shrub (Calycanthus), and Judas tree will not root in this way. The Judas tree may be raised from seed, tho very slow, sometimes a year in germina- ing. When the shrubs are well rooted, re- move the frame and, before severe frosts, drive in firmly a circle of shingles close- ly lapping around them, about ten inches high. Protect with a covering of dry, sweet-pea vines or other litter, or with excelsior, which does not pack and decay like some coverings. The framed if storee for the winter, will last for several seasons; but it is so use- ful in shading plants just after potting, or to protect an extra tender plant on a frosty night, that it is sure not to be re- tired from use much before the watering pot and garden trowel. Tornadoes and Cyclones. A SHARP distinction should be made in the designation given these phenomena, which are entirely dissimilar in their | manifestations. The terms are now gen- erally used erroneously by the press. The ¢ornado is a sudden outburst of wind in an otherwise quiet, sultry atmos- phere; it is ushered in by a loud, inde- scribable roar, similar to a continuous roll of thunder; its path is very narrow— seldom more than 500 feet wide at great- est destruction; it moves, generally, from southwest to northeast, and rarely ex- tends more than twenty miles; it very often rises in the air, to descend again at (1091) 39 Perfect Cure. - From childhood I was troubled with glandular swelling, and was never free from scrofulous sores on | body. Ayer’s Sarsaparilla effect- e a@ perfect cure.”’— Mrs. KATE Connors, Lowell, Mass. Ayer’s on Sarsaparilla Admitted at the World’s Fair. a point a few miles ahead; it is always accompanied by thunderstorms, with often a bright glow in the cloud; this cloud has usually a funnel shape, which appears to be whirling, tho some observ- ers have described its appearance like that of a huge ball rolling forward. A tornado may be considered as the result of an ex- treme development of conditions which otherwise produce thunderstorms. A cyclone, on the other hand, is a very broad storm, oftentimes 1,000 miles in diameter, and sometimes can be followed half around the world; the winds circu- late about it from right to left; or the way one turns clock hands backward (in the Southern Hemisphere this motion is re- versed). The air pressure always falls as one approaches the center, where, at sea, there is a portentous calm, with clear sky visible at times. The cyclone winds often rise to hurricane force, but are not to be compared with the extreme violence of the tornado, before which the most solid structures are razed. The French term ¢romébe or tourbillon describes almost exactly the tornado, which term was first applied to severe squalls, with funnel-shaped clouds, ex- perienced on the west coast of Africa, and which, to this day, inspire the utmost fear in the minds of the natives.—WILLIs L. Moore, Chief of Weather Bureau. Chicken Food. BonEs are digestible to some extent, no doubt, and thus crushed fresh bones may be an important part of the hen’s food. I have never had a soft egg laid during many years since I have regularly fed the hens with soft fresh bones from the butch- er’s, finely broken and crushed, two or three times a week. It was a lesson to me to see the hens fighting for the frag- ments, as the bones were broken on a block inthe yard by a hammer, and eating a most surprising quantity, until, after a few days, the appetite seemed to be sat- isfied. So we must recognize the neces- sity of such a ration for the hens as will contain this needed substance in some organized condition and as actual digest- ible food.—Country Gentleman. For the Postage---A Sample of Famous I 6 | oe ws a REATH. f liquid Sozopont by mail, provided you mention this putlication and send three cents joo eee. hae the Proprictors be Sozodont, Hath & RuckeL, Wholesale Druggists, New York City. SOME THOROUGHLY PRACTICAL SEPARA- TOR TESTS. Mo has and may be said of the impracticability of many Experiment Station tests. Prof. H. H. Wing, of Cornell University Experiment Station, furnishes a most practical and welcome innovation in this respect, by ublic in Cornell Bulletin No. 105, the results of his official tests of different separators of various makes 7 ty actual use, just as he found them running in their every-day manner, in his personal canvass of cream- eries and dairies in Central New York, from July to October, last year. : This is testing of an official character of more practical, trustworthy interest and guidance to the man who Uses 8 CTR CaO ae ee or oe unacr thelr own prescribed conditions with thelr own especially we wehe al Gone iedeees Sp apenas | and impracticability. The “Alpha” De Laval shows best always under any and all conditions ; but the more strictly practical the conditions the greater the margin of its ear Olle pantie, every-day-use tests showed AVERAGE relative results a8 follows: Capacity. Speed. Skim-Milk. ALPHA DE LAVAL, 2491 Ibs. 5928 06 DAVIS & RANKIN, 1564 ° 6854 23 UNITED STATES, 1883 ‘‘ 6881 30 SHARPLES, 1703 ‘‘ 75890 -31 Such tests as these mean something to practical creamerymen and dairymen. They show facts, not extreme and exceptional ibilities. They are just such tests asa similar canvass of both Hand and Power machines will duplicate in any State or section. Send for new Hand Catalogue No. 246, Separator Comparison Pamphlet, and © Facts From Users,” constituting a complete education in “ separatorology.”’ THE DE LAVAL SEPARATOR CO. WESTERN OFFICES: ELGIN, ILL. GENERAL OFFICES : 74 Cortlandt St., NEW YORK.

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/ Have You Seen "y THE EXxnHIBIT x

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