Everywhere there seems to be fear lest schools of all kinds and grades, and especially the public schools, will suffer this year because of conditions growing out of our entrance into the war. On the other hand, both for the present defence and for the future welfare of our country, as well as for the individual benefit of the children, it is of the greatest importance that the schools shall be maintained in their full efficiency, both as to standards of work and attendance of children.

While the war continues there will be many unusual temptations to many kinds of juvenile delinquencies. Prompt and regular attendance at school and proper employment during out-ofschool hours will be the children's surest protection against such temptations.

When the boys and girls now of school age

have reached manhood and womanhood there will be need for a higher standard of intelligence, skill, and wisdom for the work of life and for the duties and responsibilities of citizenship than we have ever yet attained. Our schools must now be so sustained and improved as to enable them better to prepare our boys and girls for life and work in the new age which will follow the close of the war and the coming of peace. No boys and girls must now be neglected or exploited for selfish ends.

In all this probably no others can be quite so helpful as the club women of the country, most of whom are also mothers of children. For this reason I am taking the liberty of suggesting to them that in all women's clubs this should be made a subject of discussion at their first meetings this fall and from time to time throughout the year.Bulletin.

THE BOSTON HYMN

The editor of The Advance-Dr. W. E. Barton-owns the original manuscript of Emerson's "Boston Hymn." It was read in Music Hall, on July 1, 1863, the day when the emancipation proclamation went into effect. That night Mr. Emerson, accompanied by Alcott, went to Medford and spent the night in the home of Major George L. Stearns. There was a great gathering of abolitionists; and Wendell Phillips unveiled Brackett's bust of John Brown, with an eloquent speech. Julia Ward Howe recited her "Battle Hymn of the Republic” “in a weird, penetrating voice," and Emerson reread the poem. Longfellow was there, and asked for a copy of it, and Emerson wrote one for him, and gave one to Mrs. Stearns, who gave it to its present owner.

"God said, 'I am tired of kings!
I suffer them no more;

Up to my ears the morning brings
The outrage of the poor.

""Think ye I made this ball

A field of havoc and war,

Where tirants great and tirants small
Might harry the weak and poor?" "

-Chicago Advance.

HIGH SCHOOL LIBRARIES

BY JUDSON T. JENNINGS
Seattle Librarian

The high school libraries in Seattle have, up to the present, been managed entirely by the School Board, and have had no connection with the public library. This year, with the approval of the School Board and the Library Board, we are try

ing an experiment at the Lincoln High School.

The new librarian, Miss Louise Smith, chosen on our recommendation, is a graduate of the University of Washington library school, and has had previous experience in both public library work ing classified by the Dewey system and a card cataand high school library work. The books are belog is being made by the public library. Several changes recommended for the room have been adopted by the school authorities, books are being lent from the public library collection, books to be purchased by the school are submitted for the approval of the public library, and in various ways the library is being put in shape for efficient service.

We hope through this experiment to demonstrate to both Boards that the high school library can be made a much more vital factor in the high school, and that the most efficient way of bringing this about is through co-operative management.— Report.

A PIONEER IN ACADEMIC RESEARCH IN THE FIELD OF GERMAN-AMERICAN

RELATIONS

It is an interesting fact, apropos of the passing of the scholarly Dr. Marion Dexter Learned (in Philadelphia August 1, 1917), that Kaiser Wilhelm bestowed upon him only six years ago, the insignia of "Knight of the Royal Prussian Order of the Red Eagle." In view of present relations, it is pleasant to note this imperial recognition of Dr. Learned's distinguished services in promoting friendly cultural relations between Germany and the United States.

Dr. Learned's eminent work began nearly four decades ago when he became instructor in languages at Dickinson College, Pa., (his Alma Mater) whence he went to Johns Hopkins as associate professor of German for nine years, and to the University of Pennsylvania as professor of German, a position he held for over twenty years.

Dr. Learned's efficiency as a professor of German was more than matched by his transcendent ability as an historian, ethnologist and investigator. As special envoy in 1909 of the Carnegie Institution, he studied sources of American history in German archives. He attended as a delegate, the jubilee of Berlin University in 1910. He led the Modern Language Association of America and the Deutsch-Amerikanischer Lebrerbund as president, as well as the Vereinigung Alter Deutscher Studenten in America, and the German American Historical Society. His "German Diaries of the American Revolution," "German Grammar," "Guide to Manuscript Sources of American History in the German State Archives," "The Pennsylvania German Dialect," etc., were other links which drew Teutons and Americans together-classical bonds which are not easily dissevered.

THE DREAMER

Back of the beating hammer
By which the steel is wrought,
Back of the workshop's clamor
The seeker may find the Thought-
The Thought that is ever master
Of iron and steam and steel,
That rises above disaster

And tramples it under heel.
The drudge may fret and tinker
Or labor with lusty blows,
But back of him stands the Thinker,
The clear-eyed man who knows.
For into each plow or sabre,

J. A. S.

Each piece and part and whole,
Must go the Brains of Labor
Which gives the work a soul.
Back of the motor's humming,
Back of the belts that sing,
Back of the hammer's drumming,
Back of the cranes that swing,
There is the eye which scans them,
Watching through stress and strain,
There is the Mind which plans them—
Back of the brawn-the Brain.

Might of the roaring boiler,

Force of the engine's thrust,

Strength of the sweating toiler,

Greatly in these we trust.

Back of them stands the Schemer,
The Thinker who drives them through;
Back of the Job the Dreamer,

Who's making the dream come true.

-Berton Braley, in Bindery Talk.

PLAIN TALK BY ONE WHO KNOWS Dear Dr. Winship:—

I have written certain conclusions I have formed after a quite intimate association with Illinois school boards and school officials and close observation of the results of the recent school legislation which had to do with remodeling and equipping the school plant. You may find the article interesting to your readers.

A law was passed in Illinois which provided that school boards should make certain improvements relative to lighting, seating, heating and ventilating, outbuildings, etc., or lose their share in the state apportionment of school funds. The law was passed during the 1915 session of the legislature and gave the boards until March 1, 1917, to comply.

I have had an extremely advantageous opportunity to observe the results of this legislation in operation. Legislation from the top down is inappropriate, unsatisfactory and works great hardship. It is undemocratic; it is distinctly autocratic, ill advised and accomplishes only a minimum of the results sought.

The majority of the people, in my opinion, did not want a law which compelled them to a program of expenditure and remodeling of old schoolhouses. They approve and invite a law directing and requiring certain standards in the construction and equipping of new school buildings or remodeling and equipping old ones.

Communities are progressive educationally and improve the schools in direct proportion to their educational leadership and in such cases the progress is a development from the community heart outwardit is genuine, substantial, self-imposed and thoroughly democratic. The whole process develops a local pride and color-it proposes a wholesome and healthy growth of community spirit—it is the "stir of might" which aspires for better things.

Concretely speaking: Instead of leaving the physical improvement of the schools to a law which requires a definite and defined standard and to the leadership of county superintendents and teachers with vigor and vision (such may be few enough but I vouch for the fact that they do exist) and to outside agencies such as business influences that wage campaigns of education for improved equipment, sanitary appliances and conveniences and solicit the authorities to act of their own volition, the law says: "Thus sayeth the Lord-you must rise and shine"with no thought of the subject's ability to arise or possibility of lustre.

Take the matter of heating and ventilation. The terms of the law made Illinois the most fertile field in the United States for exploitation by heater companies during 1916. This improvement had been proceeding quite as fast as the people understood the .need. A law standardizing the requirements for heating and ventilation, making it mandatory on heating companies to comply, would have been bencficial in results.

What really happened when it became known that the school boards of Illinois must buy heaters or lose their share in the state apportionment of school moneys? Every concern that made a heater of any kind sent agents, or local dealers secured agencies and every school board was attacked by a small army of warm-air "artists," many of whom had no knowledge of the requirements or of proper installation of plants and had less desire for such knowledge but fervent zeal for sales. Many heaters not meeting the stated specifications were thus installed and even reliable companies that specialize on that kind of heat

ing and ventilating systems placed their heaters in buildings the construction of which was so loose and leaky that heating by warm air circulation was impossible.

Many children were provided during the winter of 1917 with comfortable and healthful heat and ventilation that would not have been then so provided but for the law-still there were many, many children who suffered on the very account of improperly installed plants or because of leaky buildings, impossible to heat. In the hurly-burly of a hotly and closely contested sales campaign by the heater agents, there was no time for the proper education of school boards and patrons upon the subject of heating and ventilation-the necessity of tight buildings, etc.

The most noticeable ill result in the compliance with the law was that regarding lighting. Board after board cut new windows on one side of the room only to leave the old windows on the other side to remain, depending upon window shades to shut off the cross lights. Whoever saw a window shade hang contentedly in a country school? Was the lighting result attained? In a great number of schools it was

not.

These are but two items. Autocratic legislation cannot attain its ends in America. Sooner or later

BOOK

ENGLISH COMPOSITION. By Chester Noyes Greenough, professor of English in Harvard University, and Frank Wilson Chenev Hersey, instructor in English in Harvard University. New York: The Macmillan Company. Cloth. Illustrated. 379 pp. Price, $1.40 net.

One of the fundamental ideas on which this book is planned is that a purpose, not a rule, should guide a student to write well. He must not be made to feel that success in English composition comes from avoiding something; he should not look forward to being praised just because he doesn't do something. Consequently, the authors have emphasized a few large, positive constructive principles and have minimized rules, particularly those of the negative sort. Tech. nique, the book tells its students, is not something to be chaffed at; it may be moulded to suit the writer's desire for effect. Flexibility in paragraphs and sentences receives special attention, and the weaving of words to give emphasis, variety and rhythm is a subject explained with uncommon explicitness and fullness. Pictures in a composition text are a surprise, but it seems a wise innovation to have them. They give the stimulation so generally lacking in such texts.

Monthly Models. Edited with introduction and notes by W. M. Tanner, University of Texas. Boston: The Atlantic Monthly Company. Single copies, 85 cents, postpaid. Rate to schools, 68 cents (carriage extra).

Practically all up-to-the-minute teachers of English in secondary schools are using magazines to some extent, and they all regard the Atlantic Monthly as the standard for good English.

For some time the Atlantic Monthly has met this demand by a special "three months' offer for fifty cents," and now it supplements this with a collection of seventy-five short familiar essays selected from the Atlantic Monthly and specially edited for use in advanced high school work, as well as in college English.

Through great variety in subject-matter and originality in the treatment of each subject, the volume is designed to arouse in the student genuine interest in the study of the familiar essay, and to stimulate him to write compositions of this type.

An attempt is made to assist both student and teacher to get away from the rather trite expository composition, or conventional "weekly theme." Ori

it must collapse of its own arrogance and injustice. Democracy demands that a people rise to their own level. It contends that a people will do that however tardily-but certainly. Unencumbered by legislation one can see democracy at work at a country school board meeting. The members are next door to those whom they represent. Condemnation and commendation are delivered to them first hand. They work stolidly, slowly, fear-and-tremblingly, aroundRobin-Hood's-barnly, but as certain as centuries roll they do perform certain accomplishments even if it be only a bit of self-education. Always do I prefer to trust the stalwart, awkward, unshaven, rough and ready will of the people than the refined, gloved, arrogant, conceited, self-imposed, "it-is-for-your-owngood" will of the officer, expert and overlord.

School laws or any laws that fix standards of excellence are wholesome and democratic. Laws that lead the horse to water and make him drink also are impossible for American consumption. Ask the county superintendents in Illinois who hope to be re-elected.

Educational departments thinking of putting through a compulsory law will do well to consider this side of it.

Chicago.

TABLE

George D. Carrington, Jr.

ginality, clearness, simplicity, ease and naturalness of expression are qualities emphasized throughout the book.

PHONETIC SECTION OF DENT'S FIRST FRENCH BOOK. By Walter Rippmann. New York: E. P. Dutton & Co. Boards. 52 pp. Price, 25 cents. Walter Rippmann is known to all phoneticians and to most modern language teachers as a pioneer in phonetics, especially in its application to elementary teaching. In his First French Book, published nearly twenty years ago, he included an appendix containing the early lessons in phonetic transcription, a feature which was surprisingly novel at the time. The appendix appeared in subsequent editions until the 21st, when being no longer needed for propaganda purposes it was dropped to make room for exercises. The material now appears separately in this pamphlet form. The little book contains the first twenty-two lessons of the First French Book (pp. 1-32 of the 21st edition) in a page-for-page phonetic transcription, using the alphabet of the International Phonetic Association. In addition the author has provided a classified list of the words in the twentytwo lessons (in the ordinary spelling), a systematic treatment of the way in which sounds are represented in the ordinary spelling, sentences for practice in the accidence, a list of the words in the first part classified according to the sounds, and a list of proper names, both given and family, in the usual spelling and in phonetic transcription.

PRODUCTIVE PLANT HUSBANDRY. A Textbook for High Schools. By Kary C. Davis. Philadelphia: J. B. Lippincott Company. 312 illustrations. 462 pp. Price, $1.75, net.

This is the initial volume in the Farm Life Text Series, a companion set to the Farm Manual Series, and this volume is by Kary C. Davis, the editor of the Farm Manual Series.

The beginning is made by giving the principles of plant growth and breeding. In this section there is a discussion of seeds and propagation. There follow chapters on the general subjects of Soils and Their Uses; Water and Soils; Conservation and Improvement of Soils; Drainage and Irrigation; Crop Rotations. There are fifteen chapters devoted to the specific crops: Grasses; Leguminous Crops; Corn; Small Grains; Potatoes; Sugar Beets and Other Roots; Vegetables; Cotton; Minor Fibre Crops; Sugar Cane; Fruits, Large and Small; Forest Products; Tobacco. The concluding chapters are

upon Weeds, Economic Insects, Plant Diseases, Methods of Controlling Insects and Plant Diseases, the Business of Farming and the Rural Community.

SELECTIONS, MORAL AND RELIGIOUS, FROM THE WORKS OF JOHN RUSKIN. By Frederick W. Osborn, Adelphi College, Brooklyn. Boston: Richard G. Badger. Cloth. Price, $1.00.

No one can pretend to be well read in modern English literature who does not read John Ruskin admiringly, and yet in these busy times few can take the time to read many of the many volumes which he wrote. Of course the ideal is to have all of his books in your private library and actually read several chapters of this or that book when you can really be at leisure, but the trouble is that one is almost certain to put it off to a more convenient

GRANDMA AND STANDARDITIS. By William V. Casey, Boulder, Colorado. Denver, Col.: The Standard Publishing Company. Cloth.

Mr. Casey has rare skill in being constructive through destructive ridicule. He says emphatically: "Although conservatism may succeed in holding the ground already occupied, it seldom captures any new trenches," which is as strong a statement of the lack of constructive efficiency in conservatism as can be asked of anyone.

While we regret the sacrilegious reference to the "Courtesy-Tests, and the Buenos-Aires Lists," in which there is neither argument nor point, we do appreciate the very general teacher sentiment that we "would like to know some surer, quicker method of helping pupils to grow more honest, upright, loyal, industrious and dependable, day by day,-how to do this without regarding the child as an insensate piece of machinery to be speeded up by some new Test-Pulley."

TROIS CONTES DE THEURIET. Edited, with introduction, notes and vocabulary, by Ralph E. House. University of Chicago, and Earle B. Babcock, New York University. New York: Henry Holt & Co. Cloth. 194 pp.

This is a sensible, eminently useful edition of three of Theuriet's most popular stories: "Le Conte des Rois Mages," "Lilia," and "Frida." The editing has been done in an original and scholarly way. The notes and vocabulary are both in French, the notes being printed at the foot of the page where they belong. The giving of definitions in French in the Vocabulary is a new departure in textbook editing and should be of great value. The editors announce that the text is intended to encourage the student to read rather than translate. This purpose seems readily attainable under their system. There is no excess baggage in the book, for which publishers and editors are to be commended. We shall look forward to other texts of a similar nature from the same

source.

COMPARATIVE ANATOMY OF VERTEBRATES. By J. S. Kingsley, professor of Zoology in Illinois University. Philadelphia: P. Blakiston's Son & Co. Illustrated. Price, $2.50.

A carefully planned scientific presentation comparing the structure of different vertebrates. It is a framework, complete and detailed, around which the facts gathered in laboratory investigations may be grouped so that their bearings may be recognized and a broad conception of vertebrate structure be obtained by comparison and their correlations studied. Beginning with embryology, the skeleton, muscular, nervous, sensory and all other systems and orpans of vertebrates are closely and meticulously followed, with bibliography chanter, definitions of names and technical names and roots following. The book contains 406 largely original illustrations and diagrams. To aid in the discrimination of the broader features and minor details, two sizes of type have been used, the larger for important matter to be learned by the student and the smaller for details to be used in reference.

WHAT A YOUNG MAN OUGHT TO KNOW. By Svlvanus Stall. Philadelphia: The Vir Publishing Company. Price $1.00.

The title tells the whole story, except that it is

focused for army men, at least for mothers, wives and sisters to give their soldier boys who are going into the army.

ESSENTIALS OF MECHANICAL DRAFTING. By Ludwig Frank. Springfield: Milton Bradley Company. With diagrams.

This manual for students and teachers is arranged for reference and study in connection with courses in 'manual training, industrial, high and technical schools. It contains elements, principles and methods with specific applications in working drawings of furniture, machine and sheet metal construction, and purposes to provide the student with a definite, comprehensive text and illustrations comprising the theory and practice of mechanical drafting. The book supplements and gives emphasis to the work of the teacher and presents a progressive series of articles topically arranged with appropriate cross references. It is a splendid aid to both teacher and student.

OLD SETTLER STORIES. Every Child's Series. By Mabel Elizabeth Fletcher. New York: The Macmillan Company. Illustrated. Fifteen of these tales founded on facts are gathered together and each would hold the interest of any child. Full of the courage, endurance, hope and perseverance of the early settlers, they are good reading and make excellent material for composition work as well.

SYSTEMATIC DRILL IN ARITHMETIC. Fundamentals-Book I, Addition and Subtraction. By Amelia Strasburger and Joseph Chankin, principals in New York schools. New York: Longmans, Green & Co. Cloth. Illustrated. Price, 35 cents. We do not recall ever to have seen so much drill in Addition and Subtraction provided for in any other book. To describe it is impossible, but to commend it to anyone seeking abundant material for practice is easy and agreeable.

LONGMANS' ENGLISH LESSONS. By George J. Smith, Ph. D. New York: Longmans, Green & Co. Fifth Year, price 30 cents. Sixth Year, price 30 cents. These two books belong together and serve to aid the weakest point in the elementary schools-composition. The contents are carefully planned, with brief simplicity, for work in sentence-making, compositions from models, topical outlines, and punctuation, while encouragement to creative expression and the interchange of phrases is given. Easy composition writing is combined with the sentence study in leading to correctness and effectiveness of expression. Appendices for the teachers' use contain valuable hints on criticism, and methods of correction.

HAPPY, THE LIFE OF A BEE. By Walter Flavius McCaleb. New York: Harper & Brothers. Illustrated. The wonder and beauty of the life and uses of a little bee are told here by the bee himself. True to facts and with the poetry of a fairy tale, "Happy" will hold the interest of both young and old as well as adding to their store of knowledge and good cheer. Unique in its approach and conception, the story proves the love of the author for his subject in taking all into the wonders of bee life and work.

CHILDREN'S STORIES

AND HOW TO TELL THEM. By J. Berg Essenweiss. Litt. D., and Marietta Stockard, A. B. Springfield: The Home Correspondence School. Price, $1.50.

Experts in their line have here produced a book of 400 pages which answers questions as to choice of and presentation of stories and gives more than fifty complete tales for all seasons and occasions which may be read or told to children or used as models for those desiring to create for themselves. The book is divided into three parts: How to Tell Stories; Fifty Stories to Tell; Reading and Reference Books. The volume is a complete manual for story-tellers.