high schools of Milwaukee, or those of any of higher grades by omitting studies of the earlier the larger cities. The aim, therefore, of the small high school, while not so broad as that of the large school, is just as deep; the work done is, or may be just as good, a fact well shown in the successful competition of small school graduates with those of larger schools at the state university, and at other institutions of higher learning. The relation of the smaller schools to the university is worthy of a passing thought in this connection. The university still requires a qualification for entrance which, for the want of a better term, we will call "scholastic" rather than the ability of the candidate to pursue the university work successfully, and yet under such hide-bound, mediæval conditions of entrance, the small schools are the springs that supply the institution with its largest contingent of students, and their success bears witness to the thoroughness of the work in them, even in spite of their necessary limitations and weaknesses. It is unfortunate that in most cases small communities cannot offer inducements in way of salaries for the best teaching talent; neither is the tenure of office of assistants and principals as fixed as it should be, yet as time goes on and the west becomes more thickly settled and staid, these conditions will be improved. In all events, all places cannot become large, and the small school as an institution will always be, and the writer has abiding faith in its usefulness and its growth apace with educational development. Waterloo, Wis. G. H. LANDGRAF. THE COURSE AND THE PUPIL. A very large place is being given in current school criticism to what is called the lock step in education. As I understand the term, it means a close adherence to grades about a year apart in advancement, a definite limitation of studies in kind, time, and amount of work, with but little opportunity for individual advancement or promotion. The extreme opposite is found in the plan of giving only individual instruction, and of having neither classes nor set times of promotion. Probably between these two extremes is the proper method to be followed under present conditions. The question in its different forms really is: To what extent shall freedom be allowed to the pupil in the determination of his studies with their order, time, and amount? Shall a pupil be allowed to enter the high school without having taken all the studies of the grades below? Shall he be allowed to pass to the years? It is the beginning of the question of personal freedom, rights and obligations, which enters so largely into our political and social life, and which, when carried to an extreme, leads to anarchy in the school as elsewhere. I fail to see any particular line in the discussion of this question, between the grades and the high school. Possibly a little more freedom may be given to the high school student in the selection of his studies, yet in the early years of his course he is still, as a rule, unsettled as to his plans and future purposes in life, and in some respects is in a most unfit condition to determine for himself. He is notional, changeable, visionary. He wants to leave school and go at work, or he wants to limit his school life to a short period in which he may acquire a little so-called practical knowledge-in short he is at just the period when he needs a steadying influence, something to hold him back in his eagerness until he can look about him. A well balanced school course gives just this influence. It supplies a definite amount of work for a more or less definite time; it gives a purpose, a line of work which shall last until a determination as to the future can be reached. A certain amount of individual choice can be allowed in most schools by a choice of courses. In my experience I have found that, as a rule, it is not wise to go farther than this. One of the greatest values of the high school lies in the fact that it supplies this steadying purpose at this most critical period of life; and the principal who allows his students to pick and choose is doing as much harm to them intellectually and morally, as would be done physically were children to be allowed to select the tid-bits from an extensive bill of fare. Over and over in my own experience has it happened that desirable pupils have wished to modify their work by omission of studies such as algebra, or physical geography or botany, simply because they imagined they should dislike them, or because they or their parents considered them unpractical. By a strict adherence to the course they have entirely outgrown these ideas, and have become intelligent, systematic students. A school, as constituted to-day, is a collection of individuals. This fact implies two classes of rights-the rights of the collection as a whole, and those of the single pupils. We may talk of teaching the single pupils, but while school systems remain as they are the work must be done in classes, and I am not sure that I would have it otherwise. A teacher must, when he is determining the work of any pupil, take into consideration the effect both upon the pupil and upon the school. No individual can be allowed privileges tending to demoralize the school. If what I have said in regard to the steadying influence of a definite course of study is true, then a demoralizing influence is introduced whenever a pupil is allowed to deviate from the course. It may well be that the conditions in certain cases afford a full justification for exceptions to general rules, and that the good effects will overbalance the bad. I should be the last to say that there are no such cases, for I have had them many times. What I mean is that the general rule should be that each pupil is to take the course in its order, and do the work of his class in the high school as he did in the grades. If he enters the high school intending to attend only one year, he should take the first year of work; if he is to attend two years, then the first year of work followed by the second. In other words, special students are not desirable (I am almost ready to say should not be allowed) unless they have completed at least the first two years of the course. Now the question arises as to what shall be done for pupils naturally more capable than others. As many boys and girls are injured by not having enough to do, as there are by overcrowding with work. It is manifestly unjust and injurious to compel the bright pupil to dawdle. He must have freedom of action just so far as the consequences will not conflict with the general good. If he is idle he becomes a source of injury to the whole; and both his own good and the good of the school demand that provision be made for him. In schools. having one grade in a room, and several teachers in the high school, this can be done by sectioning the classes into two or more divisions, with yearly promotions, not from one grade to another, but from room to room. Either the element of time, or the amount of work may vary according to the ability of the classes. Individual promotions should be made whenever work will justify them. the high school not only should this sectioning be done, but the student who has the ability to do more than the work of one year of the course should be allowed to do what he can of the next, that is, the time of the completion of the course in its order should not be considered. We find, however, that in the grades it is not often best to divide the room into more than two sections. This number provides fairly well for the varying ability, and avoids an over-multiplication of classes. Pu In pils should be given all they can do well, but it should be taken in order, and with due regard to the rights of the school as a whole. This idea of sectioning is only what is being carried out with a fair degree of satisfaction. in very many of our larger places. The pass marks generally used allow fairly well for natural inaptitude in certain branches. I fully realize that the problem is quite a different one in schools having more than one grade for each teacher, and in high schools having one or even two teachers. In many such high schools a mistake has been made in the introduction of four-year courses. The classes are small and almost necessarily far apart; this makes individual promotion difficult. The question in such schools is a difficult one, and is well worth all the attention being given it. H. L. TERRY. Waukesha, Nov., 1897. Report of Milwaukee Child Study Association-C. P. Cary, Report of Committee on the Advisability of forming a State Reports of committees and miscellaneous business. Section Programs. For information concerning the places of meeting of the various sections, see the circular for distribution by the secretary and treasurer, This circular contains a diagram that shows the place of meeting of each section. High School and City Superintendents' Section. D. D. MAYNE, Janesville, Chairman. Preliminary report of committee appointed to investigate what changes are necessary to make the Wisconsin High School Courses of Study such as shall lead to Colleges and Universities throughout the country-J, W. Stearns, Madison, Chairman. Literary Readings in High Schools-How to Conduct- "Pot Pourri" of suggestions to be given in three to five minute speeches. a. The local paper as a High School Principal's OrganC. D. Kipp, Elkhorn. b. Greek in Small High Schools-E. H. Cassels, Tomah. c. Manual Training without a Work-shop in High Schools-A. R. Jolley, Mineral Point. d. High School Commencement Exercises-A. B. West, Lake Mills. e. The Method of Discipline in High Schools-R. W. Pringle, Appleton. f. Athletics as a High School Study - L. A. Williams, Fond du Lac. Normal School Section. W. D. PARKER, River Falls, Chairman. Practical Improvements in Wisconsin Normal School Administration. Means for Better Preparation of Students at EntranceDuncan McGregor, Platteville. Need of Uniformity in Standards of Admission and of The Obligation to Develop Experimental Work upon Educa- Continuous Session of Normal Schools-George C. Shutts, Whitewater. Relations of Teachers' Institutes to Normal Schools-J. W. Stearns, Madison. Some Remedies in Practice Work-Mary D. Bradford, Stevens Point. Means of Improvement of Practice Work-Rose C. Swart, Oshkosh. The Influence of the Spirit of the Kindergarten upon the Normal School-Nina C. Vandewalker, Milwaukee. The Relation of the Library to the Laboratory-N. A. Harvey, West Superior. After the delivery of these papers an opportunity will be afforded for any member of the general Association to discuss any topic already introduced, and any other topic that is of interest in normal school administration. Any necessary business can be proposed after the close of the papers and discussions. Drawing Section. MARY E. TANNER, Stevens Point, Chairman. Art Education-Its Needs In the Normal School-Etta A. Mitchell, Milwaukee. In the Graded School-J. E. Riordan, Sheboygan. D. J. CHURCHILL, Platteville, Chairman, The Pedagogics of Music-Ella M. Allen, Platteville. Music in Primary Grades-Lillian Watts, Racine. Clara Oldewelt of the Tenth district school, Milwaukee, will be present with sixty grammar grade voices, and Laura Jones of the Sixth district school No. 1, with thirty primary grade voices to sing and exemplify methods. Library Section. H. B. HUBBELL, Beaver Dam, Chairman. The Fairy Tale and Myth in Early Education-Victoria Plans of the Library Section of the National Educational Grammar and Intermediate Section. J. W. CONGDON, La Crosse, Chairman. The Rational or Logical Element in Teaching vs. the Mechanical-Albert E. Kagel, Milwaukee. Pictorial Representation - Soula Gerka, La Crosse. What the Child-study Movement has done for the Intermediate and Grammar Grades-Kate P. Mavity, White water. The School as a Social Factor-F. H. Fowler, La Crosse. The Use of the Library in the Grammar Grades-Jennie G. Marvin, Oshkosh. Discussion: How to Break the Lock-step of the Grade- W. J. Desmond, Milwaukee, Leader. Woman's School Alliance Section. MRS. L. D. HARVEY, Milwaukee, Chairman. The Hygiene of the Eye-J. A. Bach, Milwaukee. The discussion of these papers will be opened by Mrs. Hannah R. Veddar and Mrs. James B. Estee, both of Milwaukee. County Superintendents' Section. MYRON E. KEATS, Fond du Lac, Chairman. Some Phases of Our Work-David Throne, East District, Rock County. Discussion-Robert A. Havenor, Wood county. Elvira Brickley, Dunn county. Teachers' Institutes and Associations in St. Croix County -Frank W. Bixby, St. Croix county. Discussion-Walter H. Hunt, Green Lake county. Elmer A. Morse, Racine county. Ethics of the Schoolroom-Emma C. Underwood, Iowa county. Discussion-Edwin R. Smith, Manitowoc county. Robert C. Ramsay, Marinette county. One Way to Improve the Common Schools-Oscar E. Pederson, Winnebago county. Discussion-Anna E. Schaffer, Chippewa county. J. P. Peterson, Polk county. School Board Section. PHIL. H. PERKINS, West Superior, Chairman. This section meets Thursday, Dec. 30th, at 10:00 o'clock Some Needed School Reforms-J. Q. Emery, Madison. The Duties of Superintendents. An effort is making to secure a one fare round trip rate to the Association, and present indications are favorable to securing it. Kindergarten Section. MARY H. BARKER, West Superior, Chairman. Music-Ida Patchen. The Kindergarten and Primary Relationship— What Should the Kindergarten Child Know on Entering the Grades?-Miss Morehouse, Milwaukee. What Shall be the Discipline of the Public Kindergarten? -Two minute talks by Misses Wetherby, Walsh, Middlemass and Heitman, Milwaukee. What shall be done to avoid Transition Work-Mary F. Hall, Milwaukee. The Necessity of Stimulating and Utilizing the Child's full Mental Power in Kindergarten Work-W. H. Elson, West Superior. Movement Song-Froebel Union. Interpretation of Child Life-Amelie Hofer, Chicago. Finger Plays-Led by Misses Hutchinson and Harman. New Lights that are Being Thrown upon the Froebelian Method Art in the Kindergarten-Bertha Payne, Chicago. Enlargement of Material and other Changes-Elizabeth A. Brown, Oshkosh. The Kindergarten Materialist - Martha V. Collins, Sheboygan. Higher Standards for Training Schools-Nina C. Vandewalker, Milwaukee. Discussion by members of the Milwaukee Woman's Alli -POLYHYMNIA FOR MALE VOICES, by John W. Tufts (242 pp.; $1.12), contains a large number of representative selections from the works of the great composers. Not only is the music excellent but the words have been chosen with care and correct taste. Part one contains easy pieces arranged in a progressive order; part two miscellaneous music of a wider range; part three occasional songs; part four national and patriotic pieces; and part five sacred music. The collection is rich, varied, musical and full of variety and interest. The publishers have put the book up in a very serviceable and attractive form and it deserves to become at once a popular favorite. -THE PLANT BABY AND ITS FRIENDS, by Kate Louise Brown (155 pp; 48c.), makes a charming nature reader for little folks-delightful to the eye by reason of the handsome print and beautiful pictures, and catching the imagination by its lively descriptions and genuine sympathy with the things of nature. Its information is correct and varied and -READING COURSES IN AMERICAN LITERATURE, by Fred L. Pattee (55 pp.; 36c.), is a reader's guide by the author of the best history of American literature yet published. It presents three courses, one general, which confines itself to the very best works but surveys the whole field; the second on contemporary American fiction, and the third a brief course in American short stories. -THE REVOLT OF THE TARTARS, by Thomas De Quincey, equipped with an introduction, an essay on the art of narrative and a map, belongs to the Silver series of English classics. -ELEMENTS OF CONSTRUCTIVE Geometry, by Wm. Noetling (62 pp.; 36c.), a book for elementary schools, is largely a translation from the German of Stoecker. It aims to furnish a rudimentary experimental and constructive knowledge of the subject as a preparation for high school work. The book is deserving of attention from teachers. American Book Co. -THE STUDENT'S MANUAL OF PHYSICS, by Le Roy C. Cooley, (448 pp.; $1.00) combines text book and laboratory work. The laboratory work has been especially planned to avoid the necessity of expensive apparatus and to keep within the capacity of high school students. The chief laws of physics as now understood are presented clearly and systematically and the book is up to the times in the matter of recent discoveries. It seems to us likely to prove a useful text. -GRAMMAR SCHOOL ARITHMETIC, by E. H. Moore, (352 pp.; 60c.), prepared by the head professor of mathematics in the University of Chicago, represents the inductive method and the somewhat free use of algebraic symbols in arithmetical work. No rules are given, which perhaps is not an advantage, but great pains is taken to develop the insight of the pupil, which certainly is of prime importance. The book commends itself both in plan and execution as well as in its mechanical appearance. -AMERICAN COMPREHENSIVE ARITHMETIC, by M. A. Bailey, (314 pp.; 60c.), is a "one book" text and keeps close to practical affairs, having a chapter of occupations, the lumber dealer, carpet dealer, paper hanger, mason and farmer. It also has a chapter on "literal quantities" which is algebraic. -GEMS OF SCHOOL SONG, selected and edited by Carl Betz, (190 pp.; 70c.), contains some old favorites and very many adaptations from the German school singing books which will be new to American pupils and are very "singable.' The songs are arranged topically, morning, evening, spring, lullabies, forest and stream, home, etc. -THE ADVANCED MUSIC READER, by Frederic H. Ripley, (320 pp.; $1.00), completes the natural course in music. Poems of excellent literary quality joined to fresh, spirited tunes make the book interesting while it furnishes material for instruction in musical principles suited to all grades. The book is an attractive one. D. C. Heath & Co. -THE HERBARTIAN PSYCHOLOGY APPLIED TO EDUCATION, by John Adams, (284 pp.). brings before us the jovial and resourceful school master quite vividly; for Mr. Adams, who is rector of the free church training college at Aberdeen, Scotland, is always talking to a class, surprising them by unexpected analyses, going off on long detours which bring up suddenly in the subject in hand, and always pouring out the rich resources of a well stored mind. No one will call him dull, and after his exposition few will fail to understand even an intricate subject. Some of the main ideas of Herbartianism, its psychology, its doctrine about formal discipline, its doctrine of apperception, its doctrine of interest, and so on are breezily discussed, illuminated and applied in this volume, which teachers will find entertaining and stimulating. —THE NATURAL SYSTEM OF VERTICAL HANDWRITING, by A. F. Newlands and R. K. Row, six books, with teachers' manual, descriptive circular, and monograph on writing, differs from other systems in some interesting particulars. To begin with the first books contain very large copies, and the size gradually diminishes in the series. This is in accord with sound psychology which is now teaching that the larger and grosser movements are attained before the finer and more delicate. Again from the beginning the letters are grouped in words which have some interest for children and are pictorially illustrated. Moreover, in the beginning it is the letter forms and not the connecting lines that are emphasized, because the child's interest is in these, which are obscured and confused by dwelling on the other lines. The proportions are simple, the short letters being exactly half the long ones and capitals, and the vertical, not the semivertical stroke is everywhere used. The beauty, simplicity and teachability of this system at once recommend it as the best which has yet been produced. The Midland Publishing Co. -CIVIL GOVERNMENT IN THE UNITED STATES, by A. O. Wright, Wisconsin edition (350+187 pp.), in the earlier edition gained a strong position not only in the schools of Wisconsin, but in many other states. The revision has somewhat enlarged and greatly improved the work. To begin with, an introductory section has been added which treats of the sources of the constitution in English customs and experience, the events in this country leading up to its formation, the constitutional convention, the ratification of the constitution, and the influence and growth of the constitution. The plan of the original work, which followed in exposition the order of the constitution, has been preserved. The whole has been divided into eight parts, each of which is introduced by some well chosen and appropriate bit of literature. The matter of the old text is retained with modifications suggested by experience or arising from new legislation or court decisions. Many of these are of great interest, but our space does not permit even a partial enumeration of them. The directness, clearness and simplicity of statement which gave the former editions their popularity, will be found to characterize the additions. The printing has been considerably improved by the use of full-faced head lines, and the printing at the head of each section of the clause of the constitution commented on in a small, clear, full-faced letter. In fact, the arrangement of the book for convenience of study leaves little to be desired. The Wisconsin addition retains the chief characteristics of the first part. The additions here growing out of legislation and decisions are even more important. The book in both parts has been brought down to date, and may be safely pronounced the best now accessible for use in our schools. Way & Williams, Chicago. S. -THE ENCHANTED BURRO, stories of New Mexico and South America, by Chas. F. Lummis (277 pp.; $1.50), will take captive the imagination of such as delight in types and ways of life wholly distinct from those which surround them. Here is a little gallery of a dozen pictures out of Spanish America, and that too not of the highly civilized Europeanized Spanish America, but that of the half breed, or the full blooded Indian, or of the peasant, in whom still lives the simplicity, the superstition and the dolce far niente of a primitive race. The stories are short and well told, by one who knows familiarly the life he is describing, and who has acquired the light, sure touch of the true narrator. He gets effects quickly and vividly, whether he would have you see the sun burned plains of New Mexico or the peaks and passes of the Andes. Give yourself into his hands and he will entertain you without psychologic analysis, or society follies, or harrowing tragedy, but with something of the calm and witchery of great Nature herself. done for their self-education for social and practical life by a little help along such lines. Nothing more valuable than this has appeared in the reports of child studies, and we are glad to see it now in separate and convenient form. -CHRISTMAS ENTERTAINMENT (89 pp.; 25c.), containing new songs to old tunes, fancy drills, acrostics, motion songs, tableaux, recitations and short plays, will help to give variety and zest to school studies.-A similar purpose will be served by PRIMARY RECITATIONS (73 pp.; 25c.), containing one hundred selections suitable for special programs, as Thanksgiving, bird day, etc.-MY EDUCATIONAL CREED, by Prof. John Dewey, and The Demands of Sociology upon Pedagogy by Albion W. Small, are issued in a small 36pp. pamphlet (15c.). Miscellaneous. -Around the World, by Stella W. Carroll and Clarence F. Carroll (The Morse Company, N. Y. and Boston; 159 pp.), is a geographical reader, beautifully printed and richly illustrated. The matter aims to familiarize the young reader with different forms of life upon the earth and seems to be skilfully prepared. -LITTLE LESSONS IN PLANT LIFE FOR LITTLE CHILDREN, by Mrs. H. H. Richardson, (B. F. Johnson Publishing Co., Richmond, Va.; 114 pp.; 40c.), reports lessons as given to young children by a wide awake teacher. It is well illusstrated and furnishes material for three years' work. -Stories from THE ARABIAN NIGHTS, (184 pp.; Houghton Mifflin & Co.; cloth 40c), belongs to the Riverside Series and contains ten of the stories with a brief introduction telling something of the history of these tales. -HOW TO READ A PEBBLE, by Fred L. Charles, (published by the author, Austin, Ills.; 50 pp.; 25c.), has the right view of nature study and the skill in selection and arrangement of matter which come of experience in the schoolroom. It is a laboratory guide as well as a magazine of information. It is an interesting and valuable manual. -TEACHING AS A BUSINESS, four addresses by C. W. Bardeen, (C. W. Bardeen, Syracuse, N. Y.; 186 pp.; cloth $1.00), will not leave any reader unstirred it is so direct, vigorous and practical in its treatment of a practical and greatly neglected theme. Not that school m en have no experience and no thots on this theme, but that few of them -we might even venture to say none except Mr. Bardeenhave set them down for the stimulation and guidance of othThe four addresses bound together in this volume treat of The teacher as he sbould be, Teaching as a business for men. The teacher's commercial value, and Fitting teachers to places. ers. -THE STORY OF THE ALAMO, by E. D. Fielder, (Youth's Advocate Publishing Co., Nashville, Tenn.; 43 pp.; paper, 25c.), tells effectively a romantic and stirring event in the struggle of Texas against Santa Anna for independence. An introductory chapter narrates the course of events leading up to the struggle for the Alamo." -THE PRINCESS, by Alfred Tennyson, is issued by Maynard, Merrill & Co., in the handy form of their English classic series, with brief introduction and foot notes, at 40c. per copy. —A BRIEF ITALIAN Grammar, with exercises, by Hjalmar Edgren, (Wm. R. Jenkins, New York; 128 pp.; 90c.), seems to be a direct, compact and practical guide to the Italian language, deserving of favor at the hands of students and teachers. -CARLYLE'S ESSAY ON BURNS, edited by Chas. L. Hanson, comes from Ginn & Co. in very attractive form with board covers, at 35 cents. The same house issue MILTON'S LYCIDOS, edited by John P. Flint, with notes, chiefly questions and good questions, especially noteworthy because in an appendix for purposes of comparison we have Banks' translation of Moschus's Epitaph on Bion, which was Milton's model for his poem. -A MANUAL OF COMPOSITION AND RHETORIC, by John S. Hart, (Eldredge & Brother, Philadelphia; 341 pp.; $1.00), appears in a revised edition of which Prof. J. M. Hart, is editor. The book has held so high a place in the schools for a third of a century that commendation is unnecessary. The first part on style is practically unchanged, while the |