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There should be no connection between examination and the institute. I have seen the practical workings of a law appointing four stated times during the year for examinations while institutes were held at any time convenient for most of the teachers of the county.

This entire divorce of institutes and the examinations has worked to the advantage of both and to the satisfaction of both teachers and officers.

In that state the requirements for a firstclass certificate have always included English literature, algebra, and physics. The examinations are more severe than ours. No assistance is given the teachers in institutes, or in the shape of summer normals, yet there are plenty of teachers with the necessary certificates.

These certificates have been gained by actual examinations, for a diploma or certificate from another state is of no more worth there than so much blank paper.

Now this simply proves that teachers can take this examination, do their reviewing without any outside help whatever, and gain their certificates, if they must.

Anything else is absurd. A teacher who is not an independent student! His profession is to teach his pupils how to study, and yet he himself is unable to study and master what the law requires.

There is no excuse for our admitting so low an estimate of our own or our co-workers' abilities. Given a reasonable amount of time and there isn't a teacher, who has done successful work in the past, but can prepare himself for examinations, even in all the new, if he must.

The ten dollars' expense of attending institute--and several have told me that it is too low an estimate-will buy all the new textbooks and several classics besides; and then they have something to show for their money. I wonder how many teachers of four years have a hand-full of knowledge that they can show as the fruit of each institute. Knowledge gained is something that you have never known or thought of before, not the reminding you of something that you have known but forgotten.

What matter it if I don't remember how to solve that problem in interest; if I don't remember that grammar definition; that date in history, or the location of that cape in geography? I knew it all once. It is pigeonholed somewhere in my brain, but there is a whole universe of knowledge for us to comprehend, classify and pigeon-hole. The only difference between the instructor and myself is that the pigeon-holes for arithmetic and

grammar he has just been dusting out, while I have been dusting somewhere else. When the examination looms before us we can dust our own pigeon-holes, and there is no need for us to assemble in line of institute and wave our dust cloths to slow music.

But if we have so much against the institute what do we want of it? Should it be dropped as a dead thing that has served its time and is now useless? If such a thing could be done, I believe we would discover a vacuum, unless the place was filled by our associations.

There is an element of life in the institutes that we have entirely ignored. It is strong, could be made stronger, and is of importance to each one of us.

It might be called in one sense the social element. The friendships, the acquaintances among the teaching fraternity of the county, the relations of trials and successes, the pointers in regard to positions, the chances to do one another kindnesses and to appreciate the kindness of a thoughtful superintendent, and the chance to talk shop all we want to without being ill mannered are things worth saving.--Ida A. Baker, in Midland Schools.

INTERPRETATIVE READING IN LITERATURE.

The January meeting of the Principals' Association was addressed by Prof. R. G. Moulton. His subject was "Interpretative Reading as a means of Teaching Literature." The professor had little use for elocution or the elocutionist in teaching literature. Nor did he think the stage very 'effective in imparting an understanding of even dramatic literature. The teacher of literature must do for his pupils what neither the elocutionist nor the stage can do, no matter how artistic their work. They merely present the words with the slight accessory of gesture, emphasis, and scenery. But to the hearer who has not already entered into the real meaning of the literary production and who is of only ordinary caliber, these agencies accomplish something, to be sure, but very little in comparison with what the efficient teacher ought to accomplish.

The speaker also discounted annotation and explanation. They are both a dilution. They tend to weaken the effect. They do not allow the author to come directly to the reader or hearer. He has to work thru a medium. But by interpretative reading on the part of the instructor, if he does his work wisely, the learner is admitted at once into the very spirit of the piece. By interpreta

tive reading Professor Moulton means this: The teacher has become thoroly familiar by most painstaking study, -by means of annotations and like helps, be it remembered, with the piece he is going to teach. Then instead of reading it to the class line by line either with or without explanation, or allowing the class to read it, the teacher makes what might be called an artistic paraphrase of the production. That is, he makes up in as condensed a form as possible his own account of what the piece means, weaving into it as he proceeds the salient sentiments and lines of the production. It is not a commentary. It is really a free translation in condensed form. Its efficiency wholly depends upon the power of the teacher. This was well shown by the illustrations given by Professor Moulton. He first took the impressive scene in Marlowe's Faustus, where the hour of doom has come to the man who has sold his soul to the devil. There is no question but, that the professor's interpretative reading of the passage was much more thrilling and impressive than would have been the reading of the words as given in the play. He put in the connecting and explanatory thots, using the words of the speaker when they came in with most telling effect, so that the ordinary listener got a clearer comprehension of the passage than he would have got from his own reading of it.

Professor Moulton also "interpreted" the sleep-walking scene and the banquet scene from Macbeth. It is impossible to do justice to his effective rendering of these famous passages, and it must have filled every teacher of literature with despair who heard him, to think of being advised to attempt to do that kind of work before his class.

So

While Professor Moulton discounted the elocutionist and the actor he put them both to the most exacting service in his interpretative reading. In fact, his use of the dramatic art made his position in discrediting elocution and acting seem ironical, to say the least. also his renderings made his preliminary position seem wholly illogical, that explanation and annotation should be avoided in the teaching of literature. His whole interpretative reading, as he choose to call it for want of a better term, amounted in real essence to nothing but the very highest form of annotation and explanation. There was no dilution about it. It was more intense than the original. In fact, it took away all excuse for the original existing, excepting for the benefit of the interpretative reader. His listener had a better idea of Lady Macbeth's condition and

character than he would get by reading her part as given by the great dramatist. In fact, there was such a contrast between the professor's theory, as he explained at the beginning of his lecture, and his practice, as shown by his illustrations, that one could hardly believe he had spoken with due comprehension of his own practical advice as to how to teach literature. A literary masterpiece cannot be enjoyed if it is not understood. If it is not understood it must be explained. When explanation is necessary to comprehension, how absurd to talk about its being a dilution.Intelligence.

Henry Holt & Co.

BOOK TABLE.

-ELEMENTS OF RHETORIC, a course in Plain Prose Composition, by Alphonso G. Newcomer (382 pp.; $1.00) attacks the problem of teaching how to write-for that is what the book was written to do-from the common sense standpoint. In order to write, the first necessity is to have something to write about; considerations of language and style are obviously second to this. Prof. Newcomer accordingly begins with the finding of the subject and of material, and the general arrangement of this; then he passes to the paragraph, next to the sentence and its management; next to words and phrases; and finally to such mechanical processes as chirography, punctuation, use of capitals, etc. This practical plan is supported by a very practical treatment, clear and simple in its expositions, copious in its illustrations, supported by useful teaching devices and driven home by interesting and valuable passages from many writers. He has, in short, made a teachable book, and a fresh and interesting book, and we cordially commend it to teachers in our high schools.

-FRENCH LRYICS, selected and edited by Arthur Graves Canfield (382 pp.; $1.00); contains selections from more than sixty French poets, mostly of the present century. Beyond the selection of the poems, the work of the editor has been to furnish helpful information to the reader, thru a general introduction, which traces briefly the development of French poetry and discusses the principles of French versification, thru brief notices of the authors and their works, and thru explanatory and critical notes. The book is very attractive in appearance, and deserves to become a favorite with students of French.

--PAUL ET VIRGINE, par Bernardin St. Pierre, edited by Oscar Kuhns, (160 pp.; 50c.), is everywhere known as a charming ideal creation, a trifle sentimental and lacking in plot and in character painting, but withal entitled to hold that place in popular estimation which it has maintained now for more than a century. It is in many ways well suited for a reading book in French for beginners, and the editor's introduction and notes well equip it for such use.

-THE HUMAN BODY,-briefer course,-by H. Newell Martin, fifth edition, revised by George W. Fitz, (408 pp.: $1.20), has obtained such general use in our high schools that the appearance of a revised condition cannot fail to awaken interest. How much has it been changed? The editor says: "The changes in the first nine chapters are largely verbal; in the tenth and in some succeeding chapters, however, considerable alterations and additions have been made; chapter twenty has been entirely rewritten, and chapters 23 and an Appendix on Emergencies have been added. The chapter on Narcotics, transferred to the Appendix, is retained against the best judgment of the reviser, who believes that the questions involved are ethical and not physiological; it stands as Professor Martin wrote it, except that the paragraphs on certain drugs have been omitted. The directions for demonstrations and and experiments

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have been greatly enlarged and collected into an Appendix."' The twentieth chapter treats of the nervous system, and the twenty-third of growth and nutrition.

American Book Company.

-THE RIGHTS AND DUTIES OF AMERICAN CITIZENSHIP, by W. W. Willoughby (336 pp.), deals rather with the principles of civil government than an interpretation of our constitution, clause by clause. It therefore begins with an account of society and the state, and how government arises among men. This leads to a general view of its duties, forms, and functions and the nature of law. When the constitution of the United States comes to be treated of, an historical view constitutes the introduction, the practical workings of our institutions are kept to the fore, the reasons justifying each power given are brought out and practical problems of the present time are made prominent. The book is therefore not a commentary on the constitution, but a discussion of the principles and practices of our government. It is very clear in arrangement and presentation, practical, stimulating to thotfulness and well devised to teach how.to think out the problems of government. We believe it will prove a valuable text-book in civics.

-A COMPLETE LATIN GRAMMAR, by Albert Harkness (448 pp.; $1.25), has been entirely re-written and re-constructed to represent the present status of Latin scholarship, and is therefore a new book, and not merely a new edition. Not only the advances of scholarship but the changes of aims and methods of instruction make necessary the recasting of texts. Dr. Harkness's books have had a long and extended popularity in this country, which opens the way for the ready introduction of this one, in making which he has had the cooperation of some of the best Latin scholars now living. The book is both a school text and a manual for reference by the advanced student. It has been made as practical as possible to aid the beginner in his efforts to cope with the intricacies of the Latin, and full enough for the uses of graduate students. We believe it will be found a convenient and satisfactory manual.

Silver, Burdette & Co.

-THE ART OF ACCOUNTS, an elementary treatise on Book-keeping and the nature and use of money, by Marshall P. Hall, (120 pp., 4 to.; cloth, introductory price 8oc.), made by an expert accountant who has had a long experience with schools, is a plain and practical treatise adapted to modern methods. It conducts the pupil from easy personal accounts thru enlarging relations to the management of an extensive business. It aims to acquaint thoroly with general principles and teach the pupil to think correctly. A notable feature of the book is the part devoted to money, which treats clearly of the essential problems, as standards, bullion and coin, paper money, depreciations, etc. last part gives an account and illustrations of business forms, correspondence, banking, etc.

The

-PRACTICAL TESTS IN COMMERCIAL AND BUSINESS ARITHMETIC, by Ernest L. Thurston, (68 pp.; cloth, 42c.), gives twenty lessons composed each of mental exercises, discussion of principles, problems for analysis, written exercises and book-keeping work, followed by problems in estimating carpentry, masonry, etc. The book commends itself at once as exceedingly practical and well planned to fit one for actual business experience.

D. Appleton & Co., N. Y.

-OUR COUNTRY'S FLAG AND THE FLAG OF OTHER COUNTRIES, by Edward S. Holden, (165 pp.), presents more that is of interest than its title suggests; for besides the story of the origin and growth of our national emblem-an interesting story-its account of the various flags and pennants of different officers, of signalling by flags, of ancient standards, banners, and emblems, and of the flags of the leading countries of the world and what they mean will be found full of attractiveness and value. The book is abundantly illustrated and many of the illustrations are in colors.

-UNCLE ROBERT'S GEOGRAPHY-PLAY-TIME AND SEEDTIME, by Francis W. Parker and Nellie L. Helm, (152 pp.; 35c.), might appropriately be called nature study, but its charming little stories, in which insects, birds, flowers, and animals are so entertainingly studied, aims to awaken the first conceptions of social organization and the relation of

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SCHOOLS - FIRST

-NATURE STUDY IN ELEMENTARY READER, by Lucy L. W. Wilson (253 pp.; 35c.), makes reading follow upon the nature lesson, and the little pupil from the beginning reads to get the thot; but also the book aims to cultivate his taste and artistic instincts. The lessons are arranged in months from September to June, and accompanied with many useful teaching devices.

-UNITED STATES HISTORY IN ELEMENTARY SCHOOLS, by L. L. W. Wilson (53 pp.; 30c.), is a teacher's manual, outlining a succession of topics, with hints for teaching them and lists of books useful in the preparation of them. Work for one school year is outlined for third or fourth grades. Miscellaneous.

-D. C. Heath & Co. have recently added to their Modern Language Series a charming anonymous French story, LA MAIN MALHEUREUSE (106 pp.; 25c.), edited by H. A. Guerber, full of pathos and humor and capital as a French reading book; and one of Frau Johanna Spyri's little tales, ROSENRESLI, edited by Helen H. Boll, who has chosen it as a means of teaching a German vocabulary, and has arranged her vocabularies for each page separately that they may be the more easily learned.

-SEED DISPERSAL, by W. J. Beal (Ginn & Co.; 87 pp.; 40c.), prepared for teachers and young botanists, will surprise those who have given no attention to this subject by the range and interest of its material. Just the main groups of methods of dispersal are seven, by roots, stems, water, wind, by cattle, and by men, and by shooting off their seeds. The many devices under these are well presented in this attractive volume, which is abundantly illustrated. -TEXT-BOOK OF ANATOMY, PHYSIOLOGY AND HYGIENE, by E. Franklin Smith (William R. Jenkins, 851-853 Sixth Av., N. Y.; 198 pp.; $1.00), has been prepared by a doctor long employed in tutoring young men for examination in this subject. It differs from the common texts most in its condensation, compressing its information into briefest form and rendering it clear and effective by abundant illustrations and thoroly systematic arrangement.

-We are indebted to J. Fischer & Bro., 7 Bible House, N. Y., for a copy of THE JUVENILE ENTERTAINER, a collection of humorous choruses, action and tableaux songs, suitable for class and concert, compiled by G. Burton, (75c.) The collection can be heartily commended to teachers who are looking for interesting numbers for an entertainment by the children. The compositions are simply arranged and have piano accompaniments.

-To the Academy Series of English Classics the publishers, Allyn & Bacon, of Boston, have lately made two interesting additions: THREE NARRATIVE POEMS, edited by George A. Watrous, (107 pp.; 30c.) containing Coleridge's Ancient Mariner, Arnold's Sohrab and Rustum, and Tennyson's Enoch Arden; and, EMERSON; SELECT ESSAYS AND POEMS, edited by Eva M. Tappan, (120 pp.; 30c.) which contains three essays, Compensation, Self-Reliance, and Manners, and nine poems. The questions at the foot of the pages of the essays are an interesting feature of the editor's work. They are in general very stimulating.

-The second volume of the REPORT OF THE COMMISSIONER OF EDUCATION for 1896-7 has come to hand. Some of its topics are: Federal and State Aid to Higher Educa

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tion; The First Common Schools of New England; The Learned Professions and Social Control; Educational Matters of General Interest in Various States; Foreign Univer. sities; The Teaching of Geography in Certain Foreign Countries; Consular Reports on Educational Topics; Current Questions, etc.

-COMMISSIONER HUME, a story of New York Schools, by C. W. Bardeen, (C. W. Bardeen, Syracuse, N. Y.; 210 pp.; cloth, $1.25), makes a lively and entertaining story. It was written, as we learn from the preface, more than twenty years ago, and part of it published serially, but withdrawn to be rewritten. This was never done. It depicts New York schools a quarter of a century ago, and those whom current criticisms of educational work incline to pessimism will be cured by this sketch of the inefficiency, palitics, and humbug of the "good old times."'

LITERARY ITEMS.

From the many interesting announcements of the Macmillan Company we note the following: Charles Egbert Craddock's new book is The Story of Old Fort Loudon, a narrative of the life of the pioneers of Tennessee and their fortunes at the hands of the Cherokees in the spring of 1760.-Prof. Geo. B. Adams for the use of high schools European History, an Outline of its Development, brief and yet full enough to be graphic, with abundant bibliographic references, and fully illustrated.-The Development of Thrift, by Mary Wilcox Brown, general secretary of the Henry Watson Children's Aid Society, Baltimore. - Don Quixote, edited by Clifton Johnson, will contain the famous illustrations by George Cruikshank. - The Evolution of Plants by D. H. Campbell, Professor of Botany in Leland Stanford University, gives a sketch of results of investigations in as untechnical a way as possible, and is prepared for general readers as well as for students.-The Principles of Agriculture, for schools and rural societies by L. H. Bailey, Professor of Horticulture in Cornell University, is a text with references to such literature as teacher and pupils may be able to secure. - Naturalism and Agnosticism will contain the much talked of Gifford Lectures by James Ward, Professor of Mental Philosophy at Cambridge University.—The Dawnof Reason by James Weir, treats of mental traits in lower animals, especially insects.

-Several features of striking interest will be found in the opening numbers of The Living Age for the new year. The number for January 7th contains, among other things, a pungent and wholesome lecture on Art and Morality, by M. Ferdinand Brunetiere, which is translated for the magazine and copyrighted by it; the first instalment of The Etchingham Letters, which are attracting wide notice in The Cornhill by their cleverness; and the beginning of a short serial. The number for January 14th, gives the full

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text of Lord Rosebery's recent address on Literary Statesmen, which has been the subject of general comment; an article from Blackwood's on The Ethics of Conquest, which relates to the Phillippines; and a bright paper on The Madness of Mr. Kipling.

-The February Atlantic contains the first of Prof. James' interesting and valuable "Talks to Teachers on Psychology," defining the relations of the subject and the necessity of approaching it from the point of view of the practical purpose for which man's mind was given him, namely, to adapt him to his terrestrial environment. Jane Addams discusses "The Subtle Problems of Charity" in a sensible and often pathetic paper, enlivened with many quaint and humorous experiences and incidents. Prince Kropotkin narrates his graduation from the Military School of Pages and his five years' experience in Siberia as a Russian military officer.

-D. C. Heath & Co. announce a new text-book in scientific German, Walther's Meereskunde, edited by Miss S. A. Sterling, instructor in German at the University of Wisconsin.-Baumbach's Waldnovellen, six easy little stories, edited by Dr. Wilhelm Bernhardt. Lamartine's famous Jeanne d'Arc will appear in a new edition, with illustrations and maps.-The Young Citizen's Reader, by Charles F. Dole, for children nine to twelve years of age, is a manual of intelligent patriotism.

-Houghton, Mifflin & Company, of Boston, Mass., the publishers of the Atlantic Monthly, announce a special rate to new subscribers of fifty cents for a trial subscription to the Atlantic Monthly for three issues. The Atlantic never was stronger or better than it is to-day, and this offer affords an excellent opportunity for new readers to become acquainted with the magazine.

-Scribner's for February is full of interest. Col. Roosevelt's Rough Riders get to Daiquiré, and their story is finely told; Robert L. Stevenson's Letters are as delightful as in the January number; Senator Hoar writes reminiscences of Four National Conventions; and William C. Scully, whom Kipling vouches for, tells a vigorous African story, The Lepers.

----Henry Holt & Co. will issue an edition of Rossegger's exquisite novel of out-door life, Die Schriften des Waldschulmeister, edited and abridged by Prof. Fossler, who has written ingenious summaries of the omitted portions. —Also an elaborate edition of Lessing's Minna von Barnhelm, with illustrations.

-Ginn & Co's. list of new books to appear soon contains in the Classics for Children Saintine's Picciola-a charming story translated and edited by Abby L. Alger, and a new text on Physics, by Professors C. S. Hastings and F. E. Beach, of Yale.

OUR NEW BOOK OF 144 PAGES, giving Lists of

POSITIONS FILLED THROUGH US.

We have each year from 4,000 to 6,000 vacant positions. Many times more than the number of teachers who register. We place more teachers each year than all Western agencies combined. A careful reading of the above named book will convince you of this fact. Any successful teacher seeking a better position should write at once for this book and our Register blank.

Now is the time to register, and no teacher should be satisfied unless registered in the best and most successful Agency. We have hundreds of testimonials like the following: "I have secured three positions through you the only from $700 to $1000 ($300) because of an offer received agency through which I have gotten a place.' through us,) M. S. WALKER, Teacher of Science, High School, Racine, Wis.

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H. A. SIMONDS,

Supt. of Schools, Stevens Point, Wis.

"I have registered with the Teachers' Co-operative Association three times, and have twice secured positions through it. I have always found the Association both efficient and honorable."' (Salary in Racine just raised CIRCULARS SENT ON APPLICATION.

Address

"I am personally acquainted with Mr. Orville Brewer, and, in my opinion, more teachers get positions through his Agency than through any other. Offers of situations are frequently made on his recommendation alone."

EDGAR J. SWIFT, Stevens Point, Wis.

Teachers' Co-operative Association

101 The Auditorium, CHICAGO

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