w Question Book. 1. By EDWARD R. SHAW. This is the best question book to teach ever published, for the following reasons: (1) It is The author stands high as teacher and educational is carefully divided into grades-3rd grade, 2nd grade, ■ professional (for state certificate grade. The teacher is Ivance; having studied the 3rd grade questions, the 2nd ally taken up. (3) It contains about three thousand Acid Rests and strengthens the Gives good appetite, perfect digestion and a clear brain. Genuine bears name "Horsford's " on label. EIMER & AMEND 7 com sta som mul min and I a Pro he e big T effici cent into full NEW YORK bette and perio to g creas 205-211 Third Ave., Manufactures and Importers of CHEMICALS NEW YORK ing a are used everywhere. Send to the pub- Complete Catalogue on application. For PAINTBOXES, the 3-Coler Box and all other grades, MATHEMATICAL INSTRUMENTS, and all other Drawing and Painting Materials, Phila answers on 77 different branches of study required in LAING'S PLANETARIUM.. A new edition has just been issued, with and Geographical Maps brought up to School as to the Style of Writing, whether Vertical, Slant, or Modified Slant, HE ESTERBROOK DEN CO. pens specially suited for each and every purpose. em. ESTERBROOK & CUS Works Camden N I For the Week Ending October 11. Copyright, 1902, by E. L. Kellogg & Co No. Better Teachers and Efficient Service. By Supt. J. M. Greenwood, Kansas City, Mo. rst time I crossed the Missouri river was in with four other persons; one of these and I on afoot ahead of the team. After walking ree miles, we met two boys riding a very big d so we stopped and talked with the boys a few They were barefooted, and in shirt-sleeves, mule was barebacked. Among other questions, the older boy, How old is your mule ?" y came the answer, "Four, last spring!" "Will be any bigger?" I inquired. "No, sir, he is as as he will ever be, and a blamed sight bigger!" incident will serve to illustrate what I mean by service in public school work. A large per persons who intentionally or accidentally slip drop into the school-room as teachers, get their wth in three or four years, and never render any ervice thereafter. They stand still after that, n their services begin to depreciate. After this sets in, their best energies are devoted to trying their salaries raised without a corresponding inn the quality of their work. Had I the means, even pay all such as I have described well for aithful, but not highly efficient, service; but I Dase an increase in salary on the improvement of lity of the work from year to year, and to those ng better service and who show marked signs of improvement by pursuing new lines of study. re more deserving of public recognition than the ogressive class who may be classed slightly above ate comers and early goers "--who are continually g short hours, big pay, and abundant holidays. All hings seem to go together. re should be a distinction made in the salaries of stantly growing teachers, those who are enlargd multiplying their powers against the stationary ven after due allowance for ill health and other fluences. The teachers who reach out each year w lines of thought, who take hold of new studies ear, and bring richer treasures to their work are es whose salaries should be gradually increased, e of meritorious and successful teaching. A ixed upon such foundation is a just and proper As to Promotion. ink it eminently proper that there should be some tions from the ranks into the high schools, and to the ward school principals hips. I have never ibed to the doctrine that all good principals must exclusively to this sex or that one. As a matter t, sex has little to do with being at the head of a , or as teacher in school, college, or university. To briefly, it is simply a personal matter, and it is hat of just being a man or a woman; it is, however, of being the man or the woman for that particular m. A school cannot be strong, good, and true, 3 the principal has the necessary qualifications. To ch as desire promotions into the high schools or to school principalship, the first movement should be Is the required examination, and then have your placed on the eligible list of annlicenta When one has passed successfully the examination, that o can come before the board of education, and as a m ter of right, ask that his or her name be considered case of a vacancy. This is far better than for one spend days and evenings trying to secure an appoi ment to a higher position and then eventually pass t examination after great tribulation. It is not credital to scholarship to have the bars let down so low that t lame and the halt may step over after repeated effor Examinations first, and seek positions afterwards. Multiplication of Power. the same theory precisely that a manager or director A principal is selected to take charge of a school chosen to fill a responsible position in which labor c be most effectively directed in order to reduce the was of the workmen to a minimum. Applying this prin ple to the management of a school, it signifies that t principal is constructively present in each room directi thru the teacher the efforts of each pupil. The prin pal multiplies his personal power, it may be a thousa fold, in a large school, and the teacher being reinforc by the principal directly multiplies her power in propo tion to the number of pupils in her room. Therefore is a great art to duplicate one's power many times others by selecting those who have superior qualific tions in special lines of work. Wherever authority h to be multiplied in many directions and over wide area it is always a matter of the highest moment that tho who are chosen to do a particular kind of work at a de inite place in a system, should be eminently fitted f this particular kind of work, and can do it with a hig degree of efficiency. The assignment of assistants wi respect to the kind and distribution of work to be do is a delicate and responsible task, and in each case t assignment should keep in view the fitness of the pers for the special work required, having regard for t welfare of the pupils. Upon this principle all great industries are organiz by the selection of head-managers, so that responsibili can be definitely located and quickly brought to be upon any part of the system. This was the supre principle upon which Napoleon, and every great capta since his time, has acted in selecting his subordina commanders. To pick out the best person for a certa kind of work-one who has judgment, prudence, cautio managing and organizing power,-one who never los his head, no difference how complicated the situation,master in activity, who carries tremendous energy a skill into the whole force under his command, and w knows how to take advantage of the immediate surroun ings as well as those that were more remote, is wha school board attempts to do in choosing a principal of school. To arrange, manage, direct and instruct for or fifty children, and to make the work of each pupil t most effective, also demands of a teacher the qualifi tions herein described. It is sometimes asserted in certain quarters that su superior qualifications are not to be expected in a cl of men and women engaged in the prosy work of tea of vitalizing power, or one who se in a vague sort of way, as if re at long range? Shades of d! By watching those who do nate positions, and who display ndispensable for more advanced ormed out of which must come -f the schools. It often happens umstances, one develops qualiwhen placed in a responsible er hand, it may demonstrate his successfully with complicated the salient features of a comreduce them to simple factors led. Heavy responsibility fallhat one feels that he is being ar, latent talent may manifest situation most completely. are nothing and who do nothing." All praise for the live souls. I would have all of you greater than your work-great as it is. This article concludes the series which began in THE SCHOOL JOURNAL of Sept. 20, under the head of Training of Systematic Arrangement of Ideas and Clear Expression." How We Study History. By E. P. POWELL, Clinton, N. Y. There is but one history, that of man. Whoever undertakes the study of a single nation studies a single limb of an organism. He may be a specialist; he is not a student. I do not mean that we should study the story of all men, or even of all races of men-that is exactly to repeat, on a larger scale, the blunder of those who would set a boy to the task of acquiring a special knowledge of a single nation. On the contrary, I would study humanity-man in the concrete; the rise and flow of human life, and thought, and expression, and execution. Instead of languages, I would study language, as the brain tool; invented by mankind correlative with tools for the hand. The More clearly to express my meaning let me tell you how we have combined in one the study of man and of language. I first led my boys back to a consideration of the fact, as affirmed by Mortillet and Hale, that the earliest race of men, those of the River Drift, lacked the organs of articulative speech, and must have conversed as animals by signs and sounds not distinctively articulate. The cave men, on the contrary, had acquired such organs. This is our starting point. Having articulating power, acquired no doubt after myriads of years of effort, men would sooner or later differentiate into races of competitive progress. communistic races would fall apart into individual differentiation. There would be less and less of animal similarity, and more and more of the dissimilar and particular. About 2000 B. C., appeared the first marked individuality in human history-and with him begins our study of men. study of men. Nothing human before that would have any more history than the operations in a hive of bees or a herd of cattle. History is the story of conflict, of competition, of comparative strength, of heroes above the crowd; and finally of moral heroes. This first individual, 2000 B. C, appears in Western Asia as Abram, in Southern Asia as Brahma. The coincidences of history are the deepest philosophy. They teach that one man or one race never goes to the front alone, and they teach also that there is a Divine or purposive will in all things, and in all events, leading forward. s and for service,-and to give ay to the children of this city. experience, assimilation and avored to qualify ourselves in and the art of education, to disave voluntarily assumed. Not upon the hypothesis that he is dy, should the emergency arise. come mighty thing, but rather, o in the best way the expected acquit himself creditably while I dignity and self respect. Absituations should have been so rehand that when they occur, ate no greater disturbance than of business. Emergencies de-ing issues to a head more rapries of events, and they afford for bringing instantly to the one has, and whether it is in a eeded. Each should feel that I she occupies in these schools, d in teaching, and this feeling east of every true teacher. Be faculties, and of yourself, and you can summon all of them incan put them to work as calmly d happened. Stress periods will ous schooling should have been mergencies. Success or failure upon yourself, and if you master impossible. I shall endeavor to sant and as cheerful as possible. wer of knowledge, there comes to think about the greater ms of the various sciences in erested, and the ability to put rderly whole. The very culture wealth of material, brings also here is all the difference about one works, what one believes, one does. Thoughts of a high Tothing else can. The proper g human will back of it, will acn multiplied a hundred fold lives of others. Keep clearly arlier years of education is the ead souls are sometimes made. n the school teacher, what a children who are the unwilling be, in a few words, the dead soul one whose ambition is centered We stop at this great station, where human history begins, and study first the man or men, and second what they accomplished-more particularly in the way of expression. For it is certain that, no matter how much thinking and doing went on, it was only by the art of speech and words that progress could be noted and preserved. Abram or Abraham is a marvelous character to this day-a grand theme-the father of the "Upward-lookers." Brahma is unquestionably the same person, in the Aryan stock. In studying this character in evolution of individuality, we find out all we can about the Hebrew language, and the Sanscrit language, without entering into a grammatical study of either. History moves in periods of about five hundred years. This I do not undertake to explain; I merely give it as a fact. Five hundred years after the Brahm era occurred the lawgivers' era. Moses in Western Asia, Manu in Southern Asia, and Tschow in Eastern Asia, Here we have a grand field of research. We go to the an coincident, if not co-operating. These two Five hundred more years bring us to Jesus. Hereto fore all history has been the comparative co-operation perhaps confluent, of two or three races. Now a thought, all philosophy, all theology, pours into a littl bowl at the east end of the Mediterranean. There th Egyptian, Phoenician, Indian, Greek, and Roman lif concenter-Lo a Man! The Son of Man! The Son o God! We are not studying theology but history. Ou work is with this great genius of humanity. Jesus i the enthusiastic prophet of the student. If they lear also to love him, all the better. But now we find another language formed; a mor cosmopolitan marvel; it is the base of our Englis speech. Heretofore we have studied languages as ob jects of similar interest with spears and looms. W shall now study Latin as we study English, that is, as part of English; as not a dead language, but a live lan guage. It is the only rational view of Latin. History from Jesus down to the present time follow a similar line of evolution. a similar line of evolution. We stop first at the devel opment of the Papacy, and Mohammedism. The estab lishment of the Hierarchy is consummated about 50 years later; 1500 brings us to Luther and the fulnes of the Reform era. What follows is our own era, look ing forward to a fulfilment yet to come. We have now studied history as the history of man and if it has taken three years we still have lost no time If, hereafter, the boy wishes to make a special study o a period, he is equipped to do it without losing the rela tive bearings of the period. Moreover, languages hav found their proper place as part of the onward tren of humanity. ass-Study Method in English Literature. An Effective Branch of University Extension. rsity extension, as the name implies, is an ex- are the methods effective in meeting the inherculties which confront the non-resident student? feel that in accepting the offer made to him by ty extension he is not making a futile applicahis time and resources, both of which he somemmands only to a limited degree? Undoubtedly tudents who have desired the advantage of leadership in their studies, and who have been to afford the time, or perhaps the money, rey attendance upon regular university work, have t any of the substitutes offered was but a poor nise. And doubtless, too, in some instances ty extension has failed. But a careful examinashow that failure need not be the result of intable inherent difficulties, but rather of an ine handling of possibilities. For the methods of k are effective; they do secure favorable results positive, adequate, and permanent. f the three methods employed, each of which is to the needs of a particula" class of persons. range of needs and to meet successfully a greater num ber of obstacles than either of the other two. It bring the student nearer to the privileges of the universit proper, because it adheres most closely to the method of the university. A quotation from the report o President Harper, of Chicago, gives some indication o this: "The instruction carried on by the universit under the name of class-study resembles very nearly i its scope and method the work given to regular student in residence. Indeed, many of these courses cover ex actly the same ground and by the same methods. From this it will be seen that the class-study method i not a mere addition to the regular university method created and shaped to meet a peculiar class of needs but that it is an actual reaching out of those method to meet the demands of students out of residence. But however important this form of university work may be in its application to all branches of learning in general, it is of peculiar interest to examine its possi bilities in the study of English and more particularly o English literature, for it is in this branch that th method has reached more students than in any other It is a significant suggestion of the effectiveness o class-study work in English that the enrollment therei has grown in six years from seventeen to 339. How far, then, for the student out of residence wh wishes to study English literature will work under class study direction overcome the inherent difficulties of hi situation; how close will it allow him to approach t the advantages of resident university study? Thes advantages it has before been said in substance are d, particularly since the regular requently offer their courses in regard to the other two, it is a altho the student may not have idence, he will nevertheless have ote to supplementary work; and so many books close to his hand, e a number of those most neceshave in the second case almost ges of the first for a large numo inclusive is the range of effecte class-study method that even books outside of the writings of died, and no time outside of the manent results for culture under he nature of the work more speeans study in class. It does not re or less interest to what some signifies-the definition is in acbilities-that a number of interether for the purpose of bringrts and intelligence to bear upon n order to gain a clear insight work and to render themselves of those qualities. And in view sions of the nature of the work hatically stated that class-study the public popular lecture. The the limitations, cannot produce nent results under conditions of at lie within the control of the re, in order to accomplish a deproportionate to the effort it repe supplemented by careful cold be superadded to the already some definiteness and extent. e weakened unless it finds some the listener. It would of itself means of introducing the stu where it is possible-as you read you will make comments by way of interpretation and illumination, but the greater part of the student's time will be spent in actually listening to the work of the poet himself to the reading of which your critical comments will be subordinate. And suppose, further, in order to compare the two methods when they are reduced to their lowest terms of effectiveness, that in neither case the student is able to spend time outside. From which method will he derive the greater culture? Surely from the latter, if, indeed, the true aim of literary study is not to familiarize the student with a body of critical utterances, but to make him know and love the actual work of literary men. The final justification of the critical maxim is that it shall be absorbed into an illuminating ray that falls directly upon the author's page. Until it reaches such assimilation it is liable to be like faith without works-dead. study, on the other hand, even d for its assistance outside work ent, can lead him with success I hold him so closely and so reh the work in hand that he can tivity in the class-room alone a tivating influence which will re al reasons. They may be briefly reason of the informal method ng interruption, challenge, and g opportunities for reiteration, firmer emphasis. There is no 30 in keeping with the nature of Literary study should keep always clearly in view the final result of power-a lasting enthusiasm for literature as the embodiment of human life in letters and a more alert and trustworthy insight into those qualities which make it the inestimably important humanizing instru ment that it is. While an accurate knowledge of writers and their works should by no means be neglected, the acquisition of such knowledge should be made to serve one great final purpose-a knowledge of literature that shall be as wide, as intimate, as clear-seeing and as sympathetic as it can be made to be. It should further emphasize that such acquaintance, in order to be effective, must not be spasmodic and desultory, but unintermittent and increasing. A knowledge of literature cannot be alive and quickening unless it circulates in the consciousness, it must not be a heap but a flow. the student out of the state of a > that of an active thinker. It 3 of individual opinion, and can weighing and sifting these. nost importance, it can place the ntimate contact with the writer's mment only as an instrument at contact appreciative and reing that work to illustrate and I maxims. It throws the accent a literature and not upon things The following rough parallel tial difference: and that you give your student These important points the class-study worker is in a position to enforce. And with the student so directly under his influence and leadership he is in a position to accomplish three immensely important results: to induce the student to read English literature; to help him to read it with sympathy and sane appreciation; to stimulate him to read it without ceasing. Emerson's Essay on Nature. By JOHN D. MEESE, California, Pa. Emerson's mode of expression is at first a little hard for the student of ordinary attainments to get hold of; but if he is willing to persist in faithful study for a day or two, he will be richly rewarded for his pains. An experience extending over some years has shown me that the proper kind of class exercises will lead nearly all pupils to fall in love with Emerson and with his writings. By proper exercises, I mean such analyses and such questions as shall help the student to grasp and hold the deeper meanings of the author. Such exercises must be determined by the ability of the teacher to interpret, and by the degree of interest which the student manifests. The essay on nature contains a profound philosophy, involving the most intricate problems with which the human mind can grapple. "All science," says Emerson, "has one aim, namely, to find a theory of nature. Whenever a true theory appears it will be its own evidence." He defines nature as consisting of essences unchanged by man, and art as the mixture of man's will with nature. The principles involved in the essay may be analyzed as follows: I. Evolution. "A subtle chain of countless rings |