of the Illinois State Normal University, who delivered a scholarly address on The Religion of Education."

"

Mr. Tompkins did not enter to any extent into the controversy of religious teaching in the public schools, but held that all true education is religious, and that all true teaching is necessarily religious, though far removed from the narrowness of any sect.

"What truly defines the one, defines the other," he said, as one includes the other. Nor does it follow that because sectarianism is shut out of the school, religion is. Rather, because sectarianism is shut out may religion enter, with no one to say nay, for who shall be first to forbid the lesson of the Sermon on the Mount, or the Golden Rule? Who would teach where these, in their practical application to life, could not be taught?

Mr. Tompkins protested, however, that it was not within the province of the subject he had chosen to discuss religious teaching.

"What I wish to show you,'' he said, "is that education is inherently and intrinsically religious and that religion, viewed practically, is education. The two are often put asunder the petty, narrow details of either may go far astray the one from the other, but they are to be viewed in their general application to life. To be viewed, indeed, from the Ferris Wheel of common sense, which is the only way to escape the Midway Plaisance of the profession below. In the old days, we have thought of education as a means of saving us for life, and of religion as a means of preparing us for death. This comes of our habit of classifying sacred and secular things. The poet tells us that "all days are holy days,'' but we will do things on Monday that we may not do on Sunday, though I have yet to hear of any objection being made to doing on Monday the things which are proper on Sunday. Now all things are sacred, all things are holy. Every duty is a sacred task. It is as sacred to dig a ditch as to preach a sermon, if the digging and the preaching are each done in the right spirit.

"Turn it as you will, the definition that includes religion will be the paraphrase of education and the elements that enter into the one are the elements that enter into the other. I know that there is a partial definition of education that makes it consist of shrewdness and intellectual ability, such as would have little to do with religion. But let a teacher beware of so defining that for which he stands. Let him beware of making education appear low or meager. We get poor enough results with the highest ideals."

In illustrating his argument Mr. Tompkins cited the distinguishing differences and the common thing in patriotism and politics, and said that it was the great law of thought to seek out likenesses rather than differences. There was something all creeds, as well as all religions, could find in common. The Parliament of Religions found its common thought in the Fatherhood of God and the Brotherhood of Man principle. Why should there be so much prejudice on the one hand and so little faith on the other? Brought down to the simplest terms, is there any difference in the real religion of a Canon Farrar and a Hottentot? All have contributions to make to life and in time man will be large enough to take the gist of all of them." Then Mr. Tompkins went on to show how the simplest school lessons have their religious meaning, how there is religion back of 2-and2-make-4 and how, when this is properly understood, there will be more of real fervor in teaching.

"Now what is a teacher's opportunity for teaching religion?" said he. "That I have no desire to discuss. There is a mistaken idea that a state school cannot cultivate a religious life. But it does not follow that because sectarianism is shut out, religion is also shut out. Its absence only makes it easier for the perfect teaching of the other. Every truth is moral. Every thought in school should have a high moral worth. Every phase of school activity should show this. The teacher should be so inspired in his profession that the real religious training would come just in perfectly legitimate lines. Why, if a teacher does a thing justly and truly, the whole question is settled right there. I have no fears about taking the Bible out of the school. school may have this broad religious life of which I speak without the Bible. You must teach with all your mind and soul.

"Not all the preaching, O, my friend,
Comes from the pulpit at the end."

A

D. Appleton & Co.

BOOK TABLE.

-THE BOOK Of Knight and BARBARA, being a series of stories told to children, by David Stow Jordan, (265 pp.; -1.50), contains a great variety of stories all of them entertaining and full of curious inventions. Some of them are whims, others extravaganzas, some animal tales and some classical travesties. They were first told to the author's children, afterwards repeated by request to entertain other children. A stenographer took them down on occasions and then wrote them out in full. In this form they were read to many children, who drew illustrative pictures, from which the ones in this book were selected. They are often not less entertaining than the stories. Pres. Jordan tells us: "The scenes in the stories were also subjected to the criticisms of children, and in many cases amended to meet their suggestions." Thus has grown a very unique and interesting book for children. At the end have been placed several of a more serious character, like The Story of Bob, the Chimpanzee and Senior Alcatraz, from the Popular Science Monthly, and How the Commander Sailed, from the Pacific Monthly.

-THE STORY OF ENGLISH KINGS According to SHAKESPEARE, by J. J. Burns, (272 pp; $1.00), has kept close to Shakespeare, weaving into a connected narrative those portions of the drama which contain the chief words and deeds of the kings treated of, so that many whole pages are quotations. But the life and character of the king are thus separated out of the complications of the plot and made easier of study and comprehension. In this way are treated Richard II, Henry IV, Henry V, Henry VI, Edward IV, Richard III, and Henry VIII, and a full chapter is given also to Falstaff. The book belongs to the Home Reading Books series, and will be found very interesting by both young and older readers.

-THE FAMILY OF THE SUN, conversations with a child, by Edward S. Holden (252 pp.: 50c.), continues the instruction begun in the little volume entitled Earth and Sky. The planets are carefully described, and their satellites, so that a child can readily understand about them and even get some notion of how our knowledge of them has been attained. The volume ends with an excellent account of the It is an admirable sample of simple, clear and entertaining exposition. The child who reads it will learn much astronomy and withal how to study the heavens himself.

sun.

-Three volumes in the literature department of the Twentieth Century Text Books have come to our table, viz. :

-THE SIR Roger de CoVERLY PAPERs from the SPECTATOR, edited by Franklin T. Baker and Richard Jones, (217 pp. 40c.), contains in the introduction an excellent study of the times of Addison, of the plan and influence of the Spectator and of the lives of Addison and Steele. The whole of the de Coverly papers are included in the volume. Short explanatory notes are placed at the foot of the pages, and longer explanations and discussions when necessary are found at the close of the book. These are very suggestive and helpful.

-MILTON'S SHORTER POEMS AND SONNETS, edited by Frederick Day Nichols, (153 pp.; 40c.), arranges these shorter poems in the order of their appearance, introduces them with a study of the life and genius of Milton, and provides brief notes at the bottom of the pages and longer ones at the end of the volume.

MACAULAY'S ESSAYS ON MILTON AND ADDISON, edited by George B. Aiton, (188 pp.; 40c.), provides a life of Macaulay and study of his style, a list of reference books and a chronological table, with the few notes which are necessary to the full appreciation of the essays.

Ginn & Co.

-WAYS OF WOOD FOLK, by William J. Long, first series, (205 pp.; 65c.), comes from a thoroly sympathetic student of animal life as it is lived in the woods, who knows by long observation the cunning and curiosity of animals, and who tells of them with a genuine interest and zest which is imparted to the reader, From the opening sketch of the

ways of the fox, who well bears out the popular conception of his resourcefulness, to the closing one of the black bear of the Maine woods, there is not a dull page in this little volume, which is sure to win the hearts not only of the children, but of their elders.

-HEIDE, a story for children and those that love children, by Frau Johanna Spyri, translated from the thirteenth German edition by Helen B. Doyle, (363 pp.: 75c.), has a peculiar charm from the atmosphere of the Swiss mountains and valleys, and the simple naturalness of Swiss life in which it envelops the reader. The author is wellknown in her own country, as the writer of child stories, pleasing alike to old and young, and this is one of her best as shown by the number of editions thru which it has passed. The scenes are varied, the dialogue vivacious and the pictures of life full of interest.

-LITTLE WANDERERS, by Margaret W. Morley, (107 pp.; 45c.), tells for young readers how familiar plants provide for the spreading of their seeds. The classes are those that fly with plumes or down, those that fly with wings, those that are moved by the wind, those that cling, that float, that are eaten by animals and that are shot away. pictures are many and excellent.

The

-STORIES OF INSECT LIFE, second series, Summer and Autumn, by Mary E. Murtfeldt and Clarence M. Weed, (72 pp.; 35c.), does not lack for interesting material in the wide and diversified fields of insect life, and they are well used in an attractive narrative. Mr. Weed is an expert entomologist, and his name is a guarantee of the correctness of the teachings of this little book.

-TWELVE ENGLISH POETS, by Blanche Wilder Bellamy, (513 pp.: 85c.), contains sketches of the lives and selections from the works of twelve representative English poets from Chaucer to Tennyson. They were originally published in The Outlook. The sketches are excellent and the selections are frequently extracts from long poems. The book will serve well to introduce young readers to the marvelous world of English poetry.

Silver, Burdette & Co.

-MUSIC AND THE COMRADE ARTS, by H. A. Clarke (128 pp. 75c.), discusses the interdependence of the fine arts, their place in education, and their relation to science. His discussion is simple and direct offering no technical difficulties to baffle the reader. One regrets that the writer did not deal more fully with music, which is his own field of art, but is thankful for the timely and helpful suggestions, especially of the last two chapters. The book is attractive in form and appearance as well as in content.

-READING: HOW TO TEACH IT, by Sarah L. Arnold (288 pp.; $1.00). is a book for young teachers. It treats of how children learn to read, the study of the lesson, expression in reading, lesson plans, study of pictures, use of the library, and literature in the school. These practical topics are handled by one of large experience in teaching and in training teachers. She has no general theories to urge, only suggestions and helps for making the teaching of this most fundamental of the school arts as effective and useful as possible. The book has been tastefully prepared by the publishers, and will find favor at the hands of those learning to teach.

-LEARNING TO READ, by Sarah L. Arnold (99 pp.: 36c.), may be designated as a primary teachers' reading class manual, containing general suggestions and a series of illustrative lesson plans. Though designed primarily to accompany the "Stepping Stones to Literature" readers, it is equally useful with any other series.

-FIRST STEPS IN ENGLISH for third and fourth grades, by Albert Le Roy Bartlett (173 pp.; 38c.).

-The Essentials of Language and Grammar, by Albert Le Roy Bartlett (318 pp.; 62c:), make up together the Silver Series of language books. The first introduces to the sentence, its kind and parts, with letter writing and composition exercises made interesting and varied with choice literary selections and beautiful pictures, many of them colored. The second enters more fully upon the study of grammar, which is skilfully treated in a way to sustain the interest and assure the progress of the learner.

-THE RATIONAL METHOD IN READING-Third Reader by Edward G. Ward (174 pp.; 48c.), presents stories and poetry as material for sight and phonetic reading.

-FIRST STEPS IN ARITHMETIC, by Ella M. Pierce (160 pp.; 36c.), supposes that the pupil can count to ten, and proceeds to teach him to calculate and to write numbers in progressive and natural order. It is an attractive primary book.

-HAWAII AND ITS PEOPLE, by Alexander S. Twombly, (384 pp.; 68c.), offers mainly a historic sketch of Hawaiian history from the earliest times to the annexation to the United States. The narrative, which is replete with romantic events, is founded upon a careful study of the best authorities, and gives a clear view of the earlier conditions of the islands, with sketches of native myths and legends, the discovery of the islands by Captain Cook, the establishment of a native government for the group by that remarkable savage, Kamehameha I, the development of the islands under his successors for over a century, finally of the overthrow of Liliuakoloni and the establishment of the republic under President Dole, under which the annexation was effected in 1898. The book was written for young readers, but will equally attract older people, who will find in it a good deal of information just now of much interest to American citizens. A little narrative of travel is joined with the history, and the numerous and beautiful pictures, and a good map add materially to the attractions of the volume.

Henry Holt & Co.

-ELEMENTARY ASTRONOMY, a beginner's book by Edward S. Holden, (446 pp.; $1.20), begins with a brief historical sketch of this most ancient of the sciences, proceeds to develop the fundamental conceptions and methods of the science, then to treat of the solar system, and finally of the universe at large. It is an interesting text, because it is well written by one who is a clear and careful thinker, and because, tho elementary, it does not hesitate to deal with difficult processes so far as they can be made clear to the beginner, nor with the large and uncertain problems of cosmography. In treating such themes a scientific conservatism is observed, by stating different views and showing the difficulties in the way of attaining satisfactory conclusions. The book is based on the larger two volume treatise, prepared by Prof. Newcomb and the author. We are impressed with the excellent arrangement of the book, the clear and satisfactory treatment of its topics and the generally interesting character of it, which assure its value as a text book for high schools.

-FRENCH READING FOR BEGINNERS, with notes and vocabulary, by Oscar Kuhns, (310 pp.; 75c.), begins with anecdotes and simple narratives, passes to longer selections from classic prose, and concludes with poetry. The selections are always excellent and the grading of the matter with reference to its difficulty, makes it a very excellent book for beginners in the language.

-MATERIALS FOR GERMAN PROSE COMPOSITION, with notes and vocabulary, vol. II., Narrative and Descriptive, by Max Poll, (132 and 168 pp; 90c.), contains carefully graded English selections for translation into German with suggestions in the form of foot-notes.

American Book Company.

-Outlines of General HISTORY, by Frank Moore Colby, (610 pp.; $1.50), make a clear, readable narrative which presents a conspectus of human development from prehistoric times to the present. This can only be done by the most careful selection of material and the rigid exclusion of what would cumber the narrative with details and side issues. Europe is the center and the Eastern nations of antiquity therefore receive but a passing glance, while the new world is left out of the modern period. The book is well organized, richly and wisely illustrated, and equipped with side heads, synopses and other aids. The treatment

of mediaeval and modern history is especially to be commended because the complexity of these periods makes a connected and luminous narrative especially difficult of construction. It seems to us likely to prove a very acceptable and useful high school text book,

-LA TULIPE NOIRE, by Alexander Dumas, abridged and annotated by Edgar E. Brandon, (156 pp.; 40c.), has been much abridged by eliminating episodes and historical matter and supply summaries in English where necessary. The story is romantic and attractive, and the helps in the notes are sufficient to smooth the learner's way in reading.

Miscellaneous.

-LETTERS FROM QUEER AND OTHER FOLKS, by Helen M. Cleveland, (Book I, 125 pp.; 30c. Book II, 141 pp.; 35c. Book III, 242 pp.; 60c. Macmillan Co., N. Y.), contains letters for children to answer, that they may learn letter writing. The paragraphing and arrangement of a letter, the capitalizing, punctuation, directing, etc., are duly taught, and the different kinds of letters, bills, receipts, while the matter offered is such as will interest children and promote their development in various lines of study. The third volume is a teacher's manual for the work.

-LECTURES ON MEMORY CULTURE, by Edward Pick, (147 pp.; $1.00. E. L. Kellogg & Co., N. Y.), presents the system of training which Dr. Pick has given in lessons all his life, and which he prepared for the press just before his death, The first chapter contains a brief history of memories, ancient and modern. The rules commend themselves to common sense, and tho we cannot judge of the value of the lessons, this circumstance, and the approbation of some persons competent to judge produce a favorable impression of this book.

Be

-The first volume of the REPORT OF THE COMMISSIONER OF EDUCATION for 1897 and '98 has come to hand. sides the studies of foreign school systems, of which those of Australia, New Zealand, and Tasmania, and that of India are of special interest, we note an important history of the German school system which investigates institutions and practices rather than theories; the report on European technical schools; Prof. Paulsen's study of "Examinations;"' Dr. Harlwell on Physical Training; Dr. Hinsdale on the History of Foreign Influence upon Education in the United States; Prof. Holden on the Teaching of Astronomy; and Mr. MacDonald's extended paper on the Experimental Study of Children.

-The last Bulletin of the University of Wisconsin, No. 31, is by Dr. Paul S. Reinsch, on ENGLISH COMMON LAW IN THE EARLY American ColonIES (64 pp.; 50c.).

-A Calendar of Art and Letters-1900 (Prang Educational Co., Chicago), is exceptional in plan, in coloring, and in matter. Each of its twelve tablets is adorned with a border in one of the great historic styles of decorative art, set out in lovely shades of green. Within this border is included, below the calendar for the month, several extracts from the literature of the same nations or the same historic period. The cover sheet, rich in green and gold, has a stately peacock on one side.

LITERARY ITEMS.

-Mrs. Mabel Osgood Wright is engaged upon a book for children which she will call The Dream Fox Story Book, and which the Macmillan Company will publish early in the spring.

-Mrs. Alice Morse Earle's new book on Child Life in Colonial Days has gone into its second edition on the day of its publication. A very large first edition was taken up some days before it was issued by the Macmillan Company.

-Jess, Mr. Jenkin Lloyd Jones' story of his horse and the journeys which they shared together, has just run into a second edition. It was published only a few weeks ago by the Macmillan Co.

-D. C. Heath & Company, Publishers, Boston, will have ready immediately, Publishing a Book: A few practical hints to authors as to the preparation of manuscript, the correction of proof, and arrangement with the publisher, by Charles Welsh,

-D. C. Heath & Co. have in press A History of American Literature, by Professor Walter C. Bronson, of Brown University. The book is unique in its plan, literary in spirit and execution, and promises to be a stimulating guide in the study of literature itself.

The International Monthly (Macmillan Co.; $3.00 per year), judging by the first number, will be a valuable addition to our magazines. It is called "a magazine of contemporary thot," and proposes to publish each month at least five essays by scholars in Europe and America in some of the important fields of modern thot. The number for January contains: Later Evolutions of French Criticism, by Edward Rod; Influence of the Sun upon the formation of the Earth's Surface, by N. S. Shaler; Organization among American Artists, by Charles DeKay; Recent Advance in Physical Science, by John Trowbridge; The Theatrical Syndicate, by Norman Hapgood. A review of recent progress in some one branch of knowledge is to constitute a regular feature of the publication.

-The Atlantic for January gives the leading place to the opening chapters of the autobiography of W. J. Stillman, which depict in frank and pleasing way a boyhood in hard and narrow circumstances. Zitkala-Sa begins her impressions of an Indian Childhood in a winning way. Pres. Hyde's reform in theological education is vigorous and impressive. Recent astronomical discoveries in the southern hemisphere, by T. Z. J. See is full of interest. In fact this first number of the year is exceedingly attractive.

-The Paedogogische Monatshefte is a new sixty-four page pedagogical monthly printed by the Herold Co., Milwaukee. It is the organ of the National German-American Lehrerbund, and seeks to bring about a closer union of German teachers in this country, and especially to improve the teaching of German in our secondary schools.

-The quarterly Journal of Pedagogy (Syracuse, N. Y.; $1.50 per year), contains in its December issue a thirty-five page article by Prof. M. V. O'Shea, of the University, on The Conservation of Mental Energy. The number also contains an interesting article translated from the Russian on Mathematics as a science and its school substitute, and one on The Development of the Social Aim in Education.

-During the fifty-six years of its existence The Living Age has steadily maintained its high standard. It is a thoroughly satisfactory compilation of the most valuable literature of the day, and as such is unrivalled. As periodicals of all sorts continue to multiply, this magazine continues to increase in value; and it has become a necessity to the American reader. By its aid alone he can, with an economy of time, labor, and money otherwise impracticable, keep well abreast with the literary and scientific progress of the age and with the work of the ablest living writers. It is the most comprehensive of magazines, and its prospectus for 1900, which appears in another column, is well worth the attention of all who are selecting their reading matter for the new year. To new subscribers remitting now for the year 1900 the intervening numbers of 1899 are sent gratis. The Living Age Co., are the publishers.

-Appleton's Popular Science Monthly for January opens with a timely and interesting review by Sir Robert Ball, of the Advance of Astronomy in the Nineteenth Century; Prof. Munroe's account of The Applications of Explosives; Mr. Baxter's What Makes the Trolly Car Go; Mr. Serviss' Scenes on the Planets; Mr. Wynkoop's Destructive Effects of Vagrant Electricity; and Mr. Packard's Remarkable Volcanic Eruptions in the Philippines, with other papers make up an instructive and attractive number.

-Among the thirteen strong articles in the January Forum are found the following: "The Tariff a Live Issue, by Congressman Albert J. Hopkins; German Art of To-day, by Ferd. Avenarius; New Crimes and Penalties, by Hon. Samuel J. Barrows, United States Commissioner of the International Prison Commission; A Living Profit and A Living Wage, by Edward J. Smith; Some Defects of the Kindergarten in America, by G. Stanley Hall, president of Clark University; Does Colonization Pay?" by O. P. Austin, Chief of the U. S. Bureau of Statistics, and Wagner's Personality, by Gustav Kobbé,

Vol. XXX.

ADDRESS ALL COMMUNICATIONS TO

No. 2

winter and, say, ten or twelve years ago.

STATISTICS of the Los Angeles meeting of the National Educational Association show the enrollment to have been 2,359 larger than that at any presiding meeting. This is significant at least of the increasing disposition of teachers to summer travel. The enroll ment at the San Francisco meeting in 1888 was but a little more than half that at Los Angeles. Obviously the association has set the teachers to traveling, and to taking long journeys at that. Wisconsin enrolled 287; Michigan 196; Illinois 1,216, and so on. The secretary's tables of active memberships show that of the North Central states Illinois leads, and others come in the following order: Missouri, Iowa, Ohio, Kansas, Indiana, Nebraska, Wisconsin, Minnesota, Michigan, etc. At San Francisco, Wisconsin had but 57, and in 1899 enrolled rather more than half as many as at Madison in 1884. These figures are eloquent as to the mobilization of the teaching forces, and are supported by a comparison of the enrollments in our state association this

Wisconsin is on the whole true of most of the other states of the union. How much such facts signify as to breadth of view, knowledge of the world, community of aims and purposes, elevation of ideals of the work of education and of educational work, every reader will probably be able to judge for himself.

FRANCE has probably for a longer time and more systematically worked at the problem of teaching agriculture in the rural schools than any other modern nation. The governmental efforts began in 1867. The pedagogical questions involved were carefully studied and the matter to be taught determined and arranged with a view to these. Shortly the normal schools for elementary teachers were required to give thoro and systematic instruction in the principals and methods of this branch. In 1882 all the rural schools of France were compelled to introduce the systematic courses in agriculture, arranged for each school year from the age of seven to that of sixteen. This program was revised in 1895 and made more scientific and thoro. In the report of the Commissioner of Education for 1895-6-pages 1202-1213-this plan is given in detail. It is the third program issued for the subject, and embodies the results of the experience acquired in the preceding years. It requires the instruction to be addressed less to the memory than to the intelligence of the children, and from the beginning to be based on observation and experiment. How scientific in character and how practically valuable it is will be apparent on a brief inspection.

That such work can be done and is done effectively in France ought to dispel the questioning of the most sturdy doubter as to its feasibility here. The further fact ought to be

stated that this instruction was started because French statemen recognized the deplorable backwardness of their country in agriculture, and that its results have more than justified the efforts of the government to find thru it a remedy for this backwardness.

TEACHING as a branch of high school instruction has now been in our high school pro

grams for fifteen years. The interpretation of the law which makes it obligatory on all students in all courses to take this subject directs attention again to it, and may well be the occasion for an inquiry as to the character of the work done, what improvements have been made in it, what its value is as a study and in its effects on our rural schools. The pressure upon our high school courses is so great that any branch can retain its place only in consequence of a consensus of intelligent observers that it is better worth while than something else which might be substituted. The tendency towards requiring more extended and deeper work in a few subjects rather than short courses in many subjects, a tendency likely to be greatly increased by the suggestion of year units or norms made by the committee on college entrance requirements, must work either to extend this study or to crowd it out altogether. If county normal schools are successful and multiply among us the specific need for this work in high schools will be taken away-in many cases at least. Evidently a careful investigation of this whole subject with a view to giving a right direction to developments now close at hand will be timely and valuable.

GEOGRAPHY teaching which endeavors to keep in touch with current events finds itself continually working in fresh fields and pastures new. The islands have lately claimed an unusual share of attention. Hawaii and the Philippines crowded into view with Cuba and Porto Rico; then followed Guam and the Ladrones, and the Samoan archipelago, and now the Danish West Indies or Virgin Islands, with Australia and Japan somewhat less prominent. While Siberia, China and Corea were still claiming large attention, together with the remarkable developments in Alaska and vicinity, the crisis in South Africa became acute and now is the center of absorbing interest. It seems probable that before long northern and central Africa will swing into view, while a languid interest gathers around antarctic geography. It is a time of expansion, when the new lands with their undeveloped possibilities become for a while central in interest. We cannot return to the old geography in which the United States and Europe demanded almost exclusive attention. With modern means of communication and the developments of modern commerce, the "new" lands become of equal importance with the old, and our conceptions of geography must be rapidly adjusted to the conditions created by the events of the last two or three years,

CONCERNING EXAMINATIONS.

On the

Principal Schuster's paper and the discussions which have followed upon it in our columns naturally direct attention again to this subject. The question of individual exemptions from examinations because of high ranking is a difficult one. Such a system doubtless exalts again the importance of recitation rankings, and this tends inordinately to mechanicalize class-work, by setting teacher and pupils to estimating the values of replies and working daily to get exemption ranks. In our judgment this is a very great evil. other hand written examinations may be so multiplied, or made so long and severe, or so important in determining advancement as to become exceedingly mischievous both to pupils and to teachers. In the use of any devices for carrying on school work practical good sense is necessary, to which a clear conception of what results are desirable, and what are likely to follow from different lines of policy is indispensable. In general the judgment of the teacher must be the basis of advancement, but this judgment should be carefully formed. Impressions of class work are an important element in forming this, but rightly conducted examinations may also contribute to it. That in some cases the judgment may be sufficiently clear without the examination would be reason enough for dispensing with it, if teachers were always judicially minded, and if the examination served no other purpose.

But it ought to serve other purposes. The daily recitation separates the matter dealt with into tasks or fragments, which even good teaching often fails to bring to unity again; but preparation for examination helps materially to gain the view of topics as a whole. The inclination to acquire for the occasion merely is counteracted in some degree by the prospect of a general examination later. The facile talker, who "stabs" and steers his course by observing the teacher's face, finds a check in the written test. Inaccuracies which escape detection in an oral quiz come to light in the written paper, and many a teacher has been surprised to find by this means how loose the work of an apparently good student really is. The examination has special disciplinary value of its own. It develops self-control, the power to command acquirements when they are needed, the power to work rapidly and effectively, ability to express one's self promptly in writing, and so on. Even the "cram" which so often precedes examination has its practical value, as Jevons has so well