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One feature of the section was the exhibition of school work sent in by the cities of Sheboygan and Two Rivers. It consisted of work done on a kindergarten basis from the lower grade of the high school.

MISS E. STRICKLAND, Sec'y. School Board Section.

Wm. Meyst, Chairman.

The meeting of delegates from the various school boards of Wisconsin opened at Milwaukee on the morning of December 30th. William Meyst presided and Delos A. Fowle acted as secretary. The attendance was large and the various boards of the state were well represented. State Superintendent Emery opened the meeting with an address of welcome in which he pointed out the importance of school administrative work and the power of organization. He gave statistics showing the enormous amount of money expended in the United States for the maintenance of the public school system, every dollar of which must necessarily pass through the hands of school boards. He commended the members present for their zeal and earnestness, and hoped that their good work would continue in the future as it had in the past.

An invitation extended by the citizens of Milwaukee to attend the National Educational Association meeting was then read and accepted.

An address entitled "How Shall School Boards be Chosen" was delivered by Wm Geo. Bruce. The topic was ably discussed by Mr. P. H. Perkins, of West Superior; Hon. G. D. Jones, Wausau; H. C. Flett, Racine; F. M. Givens, Fond du Lac, and Carl Doerflinger, Milwaukee.

A committee on nominations, consisting of F. M. Givens, E. H. Sprague and W. G. Bruce, was then appointed. At the afternoon session the following officers were elected for the ensuing year:

President-P H Perkins, West Superior.

First Vice-President-F. W. Watson, Fond du Lac. Second Vice-President-A J. Frame, Waukesha. Secretary-Wm Geo. Bruce, Milwaukee Executive Committee-Thomas M. Blackstock, Sheboygan; N. H Snow, Mineral Point; D. H Flett. Racine.

Upon motion the officers of the State Teachers' Association were to be requested to provide for more suitable quarters next year in the main building where all sectional meetings were being held.

Hon. A. J. Lindemann read a paper on "The National School Board Movement," reciting its history and the transactions of its first meeting at Buffalo. The paper was

listened to with interest, and came largely in response to many inquiries as to the full import of the national move

ment.

Hon. G B. Jones then read an exhaustive paper on the "Pensioning of Teachers" He vigorously opposed the idea of granting pensions to teachers; described the conditions under which pensions are granted in Europe; drew a comparison with the schoolmaster of that country and the schoolmistress of the United States. He described the various pensions now in vogue, and held that an injustice is wrought against the young teachers who are compelled to contribute to the maintenance of the older workers.

A vote of thanks was extended to those who delivered addresses and to the retiring officers.

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companies, differing with respect to controlling ideals. one class are those who would have young people educated simply as prospective citizens. They should be prepared for social, political and industrial duties. The state itself is such an educator; and it must of necessity maintain neutrality and indifference with respect to all ideals of education not having exclusive regard to the production of good citizens. In the second company are those educators who say that men stand in relation not only to each other in organized society, but also, and primarily, to God. That is, men are not only political beings, but also, and more, they are religious beings. Ideals ruling in his education should be derived partly from his political relations, but even more from the truths of religion. These ideals should be present and constitute the atmosphere of student life.

These two companies of educators differ after the manner of two overlapping but not concentric circles. They are asunder to what is central and essential but in agreement as to almost everything else. It is the type of character resulting in each that is different. These two classes of educators can not be combined into a single system. Both companies admit this. The state may further secular interests; the church or private initiative must further religious interBy necessity, then, both the church and the state must take a hand in education; the state for its secular purposes, the church for its religious. For the church to abandon its educational function would be to give the field to that secular conception of things which in her mind is, in the long run, mischievous.

ests.

The proper attitude of these two companies is to be that of a friendly, generous, determined rivalry. The contest will be long and severe. Each class of schools needs a strong competitor for its own healthful and useful development. One function of a preparatory school is to select those whom it will advance to the college grade. The Christian seeks for the lad of moral earnestness, for the lad of moral as well as mental "pairts." The youth who comes from such a school is apt to come not only with scholastic training, but also with a strong purpose to be of use, and a feeling of responsibility to God. It is of immense advantage to the colleges to have this kind of material selected and forwarded to them; for there is a need and a demand that the institutions of higher learning become centers of a more strenuous moral and spiritual life.

Normal Section.

Pres. Pray, Chairman.

Chairman Pray opened the meeting with a few introductory remarks, stating the object of the meeting to be a conference of normal teachers for discussion and mutual benefit.

The topic, "Observation in the Model School," was presented by a representative of each of the seven normal schools in a ten minute talk. Each speaker reported upon observation work in his school under the following questions: Observation. What Is It? What is its Object? What are the Results, how Presented or Accomplished in your School?

Prof. Hewitt represented the Oshkosh school. He outlined the professional work of the school as school management, observation, practice, psychology, history and science of education. Observation work lasts about eight weeks. Owing to difficulties in coordination of observation with the program, no observation by the whole class is required. The work of student practice teachers is observed as well as that of the department teacher. Members of the class are given blanks which, when filled out. constitute a report of classes visited. From eight to twenty sketches are required from each student. The object of observation stated to be to present models of good teaching, followed by discussion with supervisor. Observation of practice work defended on the ground of necessity and also of benefits derived.

Pres. Harvey of Milwaukee, outlined the work of that school. The work was reported to be very similar to that of the Oshkosh school, with the addition of observation of the public schools. He reported an experiment tried there of putting five weeks of observation in last quarter of senior year as being highly successful and worth more than five weeks of practice at that time. The observation class accompanies the supervisor to the model department to ob

serve work and then returns to the recitation room to discuss the work. Students are expected to state the purpose of the recitation and how it was carried out. They discuss the methods and means used.

Prof. McGregor of Platteville, spoke from the standpoint of what ought to be, rather than what is. He held that the student who observes is entitled to have his observation di

rected to the best the school affords. This would preclude

observation of fellow students' work.

Pres. Parker of River Falls, explained the seemingly prolonged observation work of that school, thirty weeks being given to it in the first year. The main consideration here is the enormous first year class who will never touch the school again. The inception of the work is physiologicalHow do you see? How do you hear? The purpose being to establish somewhat the power of introspection. The work following is much the same as at Oshkosh, with the exception that there is no observation of practice work. A thesis on some pedagogical subject coming as a result of self-directed individual research and observation is required of each student in fourth year class.

Pres. McNeil reported for Superior normal. Before one can observe with profit, he must know for what to look, and then know what to do with it. He held that the most profitable observation comes after failure in practice. The object of the work is to teach pupils to do the right thing in the right way.

Pres. Salisbury of Whitewater, spoke of the small amount of actual observation work done in that school owing to difficulties of coordination of programs. He doubts the value of lessons given for "show" purposes. The main work of the observation class the first quarter is upon the "Manual" for country schools. Students go to model schools for the purpose of seeing the Manual exemplified. This is merely the objective method of getting an understanding of it. He is very strongly opposed to observation of practice work, sees nothing but evil coming out of it.

Pres. Pray, Stevens Point, reported the Manual to be the basis of the work there as being the one guide which the teacher of the country school has. In other respects his report of work done in Stevens Point coincided in the main with the others given.

The general discussion was participated in by Prof. Harvey of Superior, Mrs. Bloomfield of Milwaukee, Prof. Hewitt of Oshkosh,

Topic-The Normal Department Teacher as an Exemplar of Method. Opened by Prof. Shutts, of Whitewater. The department teacher should not be an exemplar of method except under normal conditions, that is, where subject matter is adapted to maturity and advancement of class. Department teachers' work is twofold-academic and professional. Subject should be studied completely by pupil, that is, so he can present it to another. The department teacher often directs his attention to the one reciting to the neglect of the remainder of the class. Pupils should be trained to follow a recitation closely. Normal schools should not attempt to do the work of the other schools. Academic work may be done, but must be done for professional purposes.

Prof. Harvey, of Superior, objected to the term department teacher, as inharmonious with the idea of the unity of the normal school. The methods which a normal teacher should exemplify are methods adaptable to the public schools. The methods should be based upon a consciousness of the purpose for which the subject is taught and the pedagogical content of the subject taught. He illustrated the thought by an outline of purposes sought in teaching zoology.

Prof. Sims, of River Falls, spoke of the two ends which the normal student has in view--acquisition of knowledge, and of methods. Two things are to be kept in mind-the end to be secured and the means to that end. The teacher may be an exemplar in his own knowledge of the subject and in his economy of energy in presentation and clearness of presentation of essentials of subject taught. The essentials should be presented sometime during pursuance of the subject. Normal schools err in emphasizing too strongly the inductive method. Too much presentation of things in the concrete may exclude activity of the mind in other directions.

Prof. Sanford, Stevens Point, illustrated exemplification of method of department teacher, by his own work in history. He aims to break the bondage of the single textbook. This leads to the library and to comparison of authors' views, also to enlargement of students' views, broadening of students' methods and a cultivation of the spirit of investigation and research.

Prof. Mitchell, Milwaukee, emphasized the thought that the normal teacher must be conscious of psychological principles involved in his work. He must not only teach his subject, but must leave consciously and intentionally with the class the psychological principles exemplified. These principles must not be left to the chance of the student's inference. Every member of the faculty should pick of the threads of the psychology class and weave into a whole.

The general discussion was confined to the question as to whether the student's attention should be consciously directed to the method used. It was participated in by Prof. Shutts, Pres. Albee, Prof. Ewing, Prof. Harvey, and Pres. Parker. The latter asserted that every department teacher is an exemplar whether he will or not, that there was no real difference of opinion or practice in the seven normal schools on this question, all seeming differences were trifling and easily reconciled.

Meeting adjourned.

County Superintendents' Section.

David Throne, Chairman.

The section was called to order by the chairman, Sup't Throne, of Rock county.

Sup't Nye, Grant county, read a paper on "Some needed changes in the Laws Governing the Certification of Teach

ers.

ABSTRACT.

1. The surplus of teachers is caused mainly by the low standard fixed for third grade certificates.

2. Two examinations in each year in each inspection district are unnecessary. One term of examination in the fall by the superintendent then one or more examinations held at the county seat in the spring would give better results. 3. Raise the standard of qualifications for third grade certificates and grant not more than three to the same person. 4. Add school law to the requirements for certificate of any grade.

5. Require six months successful experience for a second grade certificate and one year for first grade.

6. Create a special certificate called primary certificate, requiring one year successful experience in primary work, and special qualifications: issue for three years with privilege of reissue without examination if practicable. Limited to primary and intermediate grades.

7. Fix minimum age of teacher at eighteen years by legislative enactment.

Discussion was opened by Sup't A. J. Smith, Waukesha county. To have the examinations held prior to June 30th in each year would leave the teacher free for summer vacation, and the superintendent for the work of inspection. It would be well to add school law to the requirements. Progressive examinations and credits were recommended.

The discussion was continued by Sup't L. D. Roberts, Shawano county. His paper was read by Sup't Nattrass, La Fayette county.

Sup't Roessler, Sauk county: School boards engage teachers holding third grade certificates in preference to those holding second or first grades, because they can get them cheaper. A bound copy of the school law, the Manual of the Course of Study, and a copy of the Election Laws, should be placed in each district school library.

Sup't Havenor, Wood county: It is wrong to require each teacher to write every year on the subjects he does not use. Primary teachers should be exempt from certain work. The best test in reading is the result achieved in actual school work, and cannot be made in a written or an oral examination.

Sup't Williams, Kewaunee county: Will not excusing from examination increase the number of sluggish temperament in the work?

Sup't Nye, Grant county: The thought was not to excuse teachers from work, but to require additional work in drawing, music and calisthenics.

Sup't G. G. Williams, Douglas county: Let teachers be exempt from reexamination in those subjects in which they have shown themselves proficient, and require instead examination in general and professional literature, the superintendent announcing in time for preparation, the books upon which examination may be had in place of subjects exempted.

Sup't Nye: The county superintendent has no legal right to fix an age limit.

Ex-Sup't Kelly: The personality, the common sense, and the rugged integrity of the county superintendent will accomplish more than can ever be brought about by law.

Paper-Sup't J. F. Shaw, Pierce county: Methods in School Visitation.

Discussion-Sup't Taylor, Waushara county: Visit most often the poorly prepared teachers, and the new ones. Suggest to district boards the things that are needful concerning changes in outbuildings, etc. Give attention to those things which suggest weakness.

Sup't Keeley, Washington county; It is a good plan to call a teachers' meeting in the vicinity where the superintendent has been visiting, and discuss the work seen.

Sup't Havenor, Wood county: Observe what is done and talk the work over quietly with the teacher.

Sup't Maloney, Kenosha county: It is the duty of the superintendent to call attention to the excellent things. Leave with the teachers notes of the things observed.

Sup't Nattrass: Find out whether the teacher is making her influence felt in the community. Compare the attendance with the number of children of school age in the district.

Sup't Throne introduced the following resolution, which was adopted:

Resolved, by the Superintendents' Section of the State Teachers' Association, that we favor fixing the minimum age at which a teachers' certificate may be granted by a county superintendent at eighteen years.

Sup't Keats moved that a committee of three be appointed by the chair to discuss the advisability of forming a Superintendents' Association. Motion carried. Committee Sup'ts Keats, Shaw, and Anna Smith.

Sup't G. G. Williams, Douglas county, moved that a committee be appointed to ask State Sup't Emery to call a County Superintendents' Convention at the time of the next State Teachers' Association. Motion carried. Sup'ts Williams, Hunt, and Underwood were appointed as such committee.

Sup't Havenor, Wood county, offered the following resolution, which was upon motion adopted:

Resolved, by the County Superintendents' Section of the Wisconsin Teachers' Association, that it is the sense of this section that a certificate for primary teachers shall be provided to embrace the subjects usually required to be taught by a primary teacher, together with a knowledge of the elements of vocal music, natural history, and pedagogy.

7:15 o'clock P. M. The committee appointed to consider the advisability of forming a state organization of county superintendents, reported as follows:

Resolved, 1. That an organization be formed to be known as the Wisconsin County Superintendents' Association.

2. That the officers of this association be a president, vice-president and secretary, and an executive committee of three members to be appointed by the president, together with the officers, ex officio, and that the terms of such officers be one year.

3. That a program be prepared annually by the executive committee, such program to consist of papers and addresses upon such matters relating to the superintendent's duties as shall be deemed advantageous and necessary.

4. That the meetings of this Association he held at the same time and place as the meeting of the Wisconsin Teachers' Association.

Upon motion the resolutions were adopted and the following officers elected for the ensuing year:

President-Sup't Myron E. Keats, Fond du Lac county.
Vice-president-Sup't Kate L. Sabin, E Dist., Dane county.
Secretary-Sup't J. H. Nattrass, Lafayette county.
Adjourned.
KATE L. SABIN, Sec'y.

BOOK TABLE.

Houghton, Mifflin & Co.

-THE RIVERSIDE LITERATURE SERIES has won for itself wide acceptance as a most attractive, cheap and convenient form of school classics. Five new numbers have come to our table bound in brown muslin and sold at twenty-five cents each. They are: No. 100, BURKE'S SPEECH ON CONCILIATION WITH THE COLONIES, edited by Robert Anderson, who has provided a biographical sketch of Burke; an analysis of the argument, and a careful and useful statement of the rhetorical principles illustrated by the speech, with such explanatory foot notes as are needed by young students; No. 101, POPE'S ILIAD, books I, VI, XXII, XXIV, with an introduction discussing Pope's translation and the circumstances which made it such as it is, followed by a brief analysis of the whole poem; No. 102, MACAULAY'S JOHNSON AND GOLDSMITH, edited by W. P. Trent, with an introduction discussing Macaulay's life and merits as a writer and considerable foot-notes; No. 103, MACAULAY'S ESSAY ON MILTON, by the same editor and on the same plan; and No. 104, MACAULAY'S ESSAY ON ADDISON, with the same editor.

American Book Company.

-THE STORY OF THE ROMANS, by H. A. Guerber (288 pp.; 60c.), makes an attractive book for young or old. As the title indicates the biographic and anecdotal form of treatment is followed, but the stories, of which there are one hundred and two told with much narrative skill, have been so selected as to represent faithfully the whole course of Roman history down to the fall of the western empire, and leave vivid and on the whole valuable impressions upon the minds of young readers. Like the other volumes of the "Eclectic School Readings," this book is richly illustrated by fine half-tone pictures, taken for the most part from distinguished works of art, and we cannot but regret that the publishers did not add to its value still further by stating at least the name of the artist of each, and we could wish also very brief biographic notes.

-HANDBOOK OF GREEK AND ROMAN HISTORY, by George Castegnier, (110 pp.; 50c.). We have in this compact little volume a cyclopædia of Greek and Roman history which will at once command favor for two qualities-brevity and convenience. The book is a marvel of skillful condensation and contains just the facts in regard to important persons, places and events of ancient history which every scholar ought to know or have at instant command. It is intended primarily to facilitate the work of students in reviewing subjects already studied in larger text-books, and in preparing for college examinations. It will also be found useful for general readers who wish to refresh their minds on classical and historical subjects.

Ginn & Co.

-THE NINTH BOOK OF VIRGIL'S ENEID, edited by Edward H. Cutler, (178 pp.: 50c.) adds another volume to a most satisfactory series of books. This series is to include the Books of the Eneid beyond the sixth, with which preparatory reading now usually terminates. Each of these books is complete in itself, with text, full and scholarly notes and vocabulary. One handles the volume with satisfaction at its convenient form, mechanical attractiveness and the discerning scholarship which everywhere characterizes the editing.

-NAPOLEON, edited by Alcie Forter, (136 pp. 55c.) is a unique and interesting reading book in French. The editor has combined extracts from the histories of Henri Martin, Victor Duruy, Nepoleon's Memorial de Sainte-Helene, Thiers, Chateaubriand, Edgar Quinet and Madam de Remusat, uniting them with a narrative of his own in such a way as to build a complete sketch of the career of this wonderful man. The book is thus a reader in French history and a most interesting story and timely by reason of current interest in its theme.

-EASY LATIN FOR SIGHT READING, for secondary schools, by B. L. D'Ooge, (146 pp.; 45c.) seeks by furnishing suitable material to promote sight reading of Latin in second

ary schools. The selections are easy fables, and selections from Viri Romæ and from the Noctes Atticæ of Aulus Gellius. The book has an introduction dealing with the difficulties of sight reading, and each of the selections has its new unusual words explained by synonyms placed below it.

Allyn & Bacon.

-COMPOSITION-RHETORIC, designed for use in secondary schools, by Fred N. Scott and Joseph V. Denney, (373 PP.: $1.00) makes a new departure in books of this class and one full of promise. The fundamental idea is that rhetoric in secondary schools should be closely allied to practice, and that not in criticism of authors but in determining and guiding the student's own writing. It therefore concerns itself only with really helpful precepts and enforces these with abundant examples. While aiming primarily at construction it also develops critical ability by furnishing abundant interesting and valuable matter illustrative of its teaching, The book is rich in such extracts, indeed our chief fear for it is that in unwise hands this wealth of material will be allowed to usurp too much attention and thus the fundamental aim be thwarted. How practical it is will be clearly indicated by the following titles of its seven chapters: External form of the paragraph, paragraphstructure, what to say, how to say it, in what order to say it, how much to say, what not to say. The exercises presented in each section are very ingeniously contrived and will develop well the pupil's power of expression. In short this is a book to be examined by every high school teacher of English.

Werner Book Co.

-THE WERNER ARITHMETIC, by Frank H. Hall, (Book one, 256 pp.; Book two, 320 pp.) embodies the new doctrines regarding the teaching of this branch which have been gaining ground in the last ten years by reason of our more thorough studies of pedagogy. We read in the pref

ace:

"In the first two books of the series definitions are introduced after the pupils are familiar with the terms defined. Formal rules are omitted entirely, and the uniform direction to the teacher is: If the child cannot solve the problem presented, do not explain, but give him problems that he can solve and so lead up to and over the difficulty." In this book measurement problems appear on pages 43, 53. 63, 73, etc.; a certain class of fraction problems on pages 45, 55, 65, 75, etc; facts of addition, subtraction, multiplication and division on pages 41, 51, 61, 71, etc. This decimal arrangement of subjects makes the books almost as convenient for reference as are the books that are made on the strict classification plan, while the frequent recurrence of similar matter insures thorough review." The general arrangement of the book is determined by the grade, such subjects being presented with suitable problems as he is ready to deal with. Grade teachers will appreciate this feature and also the rich supply of new and progressive problems presented with the entire absence of conundrums and the obsolete subjects which have cumbered our texts so long.

Peter Paul Book Co., Buffalo, N. Y.

-MAMIE BROWN AND EDWARD KENNEDY, by Mildred Rutherford (140 pp., $1.00), sketches in a simple, straightforward way, girl life in Georgia boarding schools, and boy life at college. Of course there is a love story, and several youthful pranks, with glimpses of the Georgia darkie and the "cracker' to give variety and a touch of dialect. The story is rather taking for its very directness, and its author, as principal of the Lucy Cobb institute for girls at Athens, Georgia, and daughter of a professor in the University of Georgia, may be assumed to know well the life which she portrays. She has made two lively sketches which are not likely to lack for readers.

Miscellaneous.

-THE NEW YORK TRIBUNE ALMANAC for 1897 is full of valuable information as to politics, finance, trade, agriculture, education, societies, railroads, telegraph and telephone companies, public debt, government officials, etc.-in fact a perfect mine of information up to date and arranged for convenient reference. Price 25c.

-BEAUTIFUL SONGS AND LIVING FOUNTAIN puts into one volume two of the most popular Sunday School singing

books of S. W. Straub & Co., Auditorium Building, Chicago. The price of the book is 35c.

-THE FIRST Supplement of THE SECOND YEAR BOOK of the National Herbartian Society, contains the essay on Training for Citizenship by Jeremiah W. Jenks, of Cornell University, discussed at the meetings of the club in Indianapolis this year. Charles A. McMurry, Chicago University, secretary, of whom the pamphlet may be obtained for 25c.

-We are indebted to Supt. Henry Sabin, of Iowa, for advanced sheets of his annual report, and a pamphlet containing three interesting addresses of his.

-Prof. W. S. Monroe has kindly sent us a copy of his valuable address on feeble minded children in the public schools, six syllabi on child-study and a bibliography of Henry Barnard. He is professor of pedagogy in the state normal school at Westfield, Mass.

-MODERN BOOK-KEEPING, single and double entry, by J. L. Montgomery (New York; Maynard, Merrill & Co.; 240 pp.. 8oc.), seems to be a thoroughly practical manual, prepared by one with sufficient business and teaching experience. It is not cumbered with useless theories, develops the subject systematically and aims at business and the actual need of the pupil.

LITERARY NOTES.

-The weekly issue of The Living Age, bearing date Feb. 13th, is the monthly supplement number, and including the supplement, contains 96 pages. Among its most striking features are "All Souls' Eve in Lower Brittany," a delightful sketch of the customs and folk-lore of the Breton peasants, translated for The Living Age from the French of Anatole le Braz; the first part of "The Land of Suspense," Mrs. Oliphant's latest story of the seen and unseen; a passage from Mrs. Steel's stirring story of the great mutiny, "On the Face of the Waters;" Herbert Spencer on "The Fallacies of Socialism;" a discussion of Political Ideals and Realities in Spain," by Emilio Castelar, translated for The Living Age; and a paper by W. Holman Hunt on "Religion and Art

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-John Fiske has prepared for the March number of the Atlantic Monthly the most notable contribution that has been made to the discussion of the Arbitration Treaty. He shows by a sweeping historical survey how the progress of industry and the relations between the United States and Great Britain make such a treaty a logical event; and he explains the incalculable benefits that are sure to come from it in the future He points out how nearly all our disputes in the past could have been adjusted under such a treaty, and how the treaty is a natural ally of commerce and industrial advancement for the bringing of a new era in the history of govern

ment.

--The March magazine number of The Outlook contains an editorial entitled "The Story of Jonah," in which Dr. Lyman Abbott gives his views of the two meanings of this Biblical narrative. The newspaper discussion which has been going on concerning Dr. Abbott's recent sermon on this topic, and the wide-spread absurd mis-reporting of his utterances make this article of particular interest.

-Among the announcements of Ginn & Co. we note The Student's American History, by D. H. Montgomery, designed for high schools and colleges. The announcement indicates a fuller treatment than has been common of political and constitutional history and of the nation's development. They also announce Stories from English History or boys and girls ten to twelve years of age.

for

-The March Century is an "Inauguration Number," devoted especially to articles on life in the White House and at the Capital, illustrated with a great number of interesting pictures, including two new portraits of Major McKinley and one of President Cleveland at his desk,-all from photographs taken especially for The Century.

-Mr. Anthony Hope is just finishing a sequel to his popular story "The Prisoner of Zenda" which is to appear in McClure's Magazine.

Journal of Education

Vol. XXVII.

MADISON, WIS., APRIL, 1897.

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life in many families, but also with the new and effective means thus provided of promoting and spreading new knowledge. Improvements in cookery have so far been left to spread as they would, sporadically; but with the creation of cooking schools an agency is produced for the prompt and effective dissemination of new ideas. The teachers will feel the necessity of keeping up with the times; they will constantly apply the knowledge of science and economy which is accumulating; they will seek out new methods and new receipts to give to their classes, and thus progress will be systematically promoted. The effect of all forms of manual training upon the ideals of life must be very great. The silly prejudice which regards useful work as somehow degrading, fostered by exclusively literary training, will disappear under this new departure in public education.

A NORMAL School Teacher makes some "Confessions" in the March Popular Science He tells Monthly which challenge attention. of a lady, graduate of a normal school and with twelve years of experience, who, when seeking a high school position, was told by a Teachers' Agency, "It is not easy for a teacher to obtain a high school engagement unless she is a college graduate." The lady is said to have had culture equivalent to a college course, and when she urged this and her professional training and experience, was told, "but we have to cater to the demand." To the writer of the article this seems to set the case culture versus professional training, the college standing for one and the normals for the other. The only way of combining both which he appears to recognize is to make the scholastic training of the normals equal to that of the college, for he recognizes the importance of the culture. The enormous expense of this solution will stand in the way of its adoption, while the cheaper plan of adding professional training in the university prevails at the west. There can be no question of the desirability of combining both qualifications, and indeed we cannot long be satisfied with either alone. That the degree is at best a sort of rough and ready test of the culture, which sometimes excludes competent persons and sometimes admits in

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