is laid upon colonial life considered as an adaptation of already formed social habits to new conditions. The geography, reading, and writing are related to this subject. Number is in part correlated with map drawing. The sewing follows upon the lines of preceding years with more particular reference to colonial times. The only two subjects requiring detailed notice are the art and shop work. (For further details see report on Education and Industry in the United States.)

Art.-Construction: ground plan and superstructure of early pioneer houses of Puritans and Dutch. Representation: buildings, figure posing, landscape. Materials: coloured chalk, charcoal, clay. Aim: visual training.

Shop Work.-More demand for finish in work; on the constructive side, the first principles of house construction; gable, roof, and simple problems in strength of materials (wood). The work is carried on in connection with history, upon such articles as the loom, ferry-boat, and a typical pioneer colonial house.

In the fifth year, which is still occupied with the study of American history (up to 1830) and geography, the courses arranged in science and number are the most suggestive and typical:

Science. In connection with the industrial growth, the beginnings of metallurgy and the invention and development of some typical engine. Digestion of food as a continuation of the process of cooking; circulation and respiration and the general physiology of the muscular system in connection with gymnastic work. Study of a type of invertebrate development. Enough of the laws will be given to explain the principles of perspective which the children have been using in drawing.

Number-Special emphasis laid upon number in connection with the work outlined in science. The decimal system built up on the basis of United States currency, principles of percentage; measurement of circles, solid contents of cubes and cylinders, measurement of angles, introduction of algebraic notation, as each of these is needed in science or shop work.

The amount of time given to writing in both history and science is increased during this year. By this time the children are ten years of age, and it is found that they begin to wish to put a better finish to their work, both in writing and in the shop work,

In the sixth year modern European history is taken up so far as it is involved in the American history studied in the two previous years.

The science includes the history of rock formations, and of plants and animals in a very general way by means of the study of existing types.

Geography-In addition to the physical geography necessitated by the science work, the transportation of the various

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products studied brings in the general transportation routes of America and, to some extent, through American exports, those of the world.

Number.-Constructive geometry formulated in connection with its application in making scientific apparatus and shop work; manipulation of fractions; that is, reduction, addition, subtraction, multiplication, and division of fractions.

Reading and Writing.-Use for reference reading such books as, in history: Story of the Greeks, Guerber; Translation of the Iliad and Odyssey, Plutarch's Lives; in science: Scott's Geology; Shaler's Geology for Beginners. Writing of records of work and of reports for school paper.

The reading work is interesting in that it prepares the way for the history work of the next two years, the elements of Greek and Roman history respectively.

The shop work includes a review of the main principles in construction of dwellings, and the children of the three highest classes (11, 12, and 13 years of age) are co-operating with the Sloyd master to build a club house, the plan of which originated in the social instincts of the children, who had organised themselves into secret societies, and wished for a meeting place of their own, as well as for a place where they could keep their common property.

The science and arithmetic of the last two years are as follows:

SEVENTH YEAR.

Science. Continuation in a more specialised way of animal and plant physiology, working out in some simple ways the relation of the lower forms to light, heat, and electricity. In connection with sensory and motor tests made in the school, some work will be done in the physical analysis of sense-perception.

Continuation of study of the sources and uses of electricity. A beginning of photography will be made in the study of chemistry and physics.

Number.-Social arithmetic, such as taxes and banking; weights and measures and development of the calendar in connection with Roman history. Ratio and proportion formulated; emphasis placed on the convenience of geometrical and trigonometrical methods used in working out constructive work, also involving formulation of angular measurement in connection with problems in physics.

EIGHTH YEAR.

Science.--Continuation of work in animal and plant physiology, along the line of adaptation of special sense organs, with a review of the previous work on the senses, and of the simple forms of the same organs in the lower animals; continuation of study of applications of electricity introducing simple methods of measurement continued work on photography, the general laws of light as applied to the camera.

Number.-Working out the electrical units in problems arising from the science work. Statement in geometrical and trigonoinetrical form of problems arising in the shop and laboratory.

So much has been said and written about this school, and a visit or as is really necessary-visits to it are so full of suggestion in the way of comment and criticism, that a separate report might almost be written concerning its aim and its performance. Setting out with no less an aim than the socialising of elementary education, in the sense of setting up and maintaining throughout a contact with social life, pursuits, and interests, the school is, according to the express statement of its promoters, an experimental rather than a model school. As the former it is likely to be of immense value and influence.

On the ethical side the school is open to most criticism. In this respect, it starts de novo. The school seems to be an endeavour to work out the principles of behaviour independently of its accepted forms. From the point of view of ethical and social training its motto might well be," Nothing by tradition, all by experience." It takes some little time, longer than the writer had at his disposal, to become altogether accustomed to this change of atmosphere. It criticism were to be given in a word, it would be to the effect that the social aim and principle of the school is sufficiently good to influence, probably is already influ encing, American education in valuable ways. Though it starts from an interpretation of the Kindergarten, which, the writer is disposed to regard as the erroneous one (see pages 190-195), it does indicate very suggestively lines along which Kindergarten principles may be applied in the elementary school, and especially the fundamental social principle which, rather than gifts and occupations, is of the essence of the Kindergarten. The school, moreover, furnishes an interesting example of correlated studies in the lower grades, and of the need for differentiation after the second or third year. Again, the health of the children is excellent. This is the most obvious first impression which the school makes upon a visitor. But, surely, in matters of moral and social training it is not possible to start de novo. The race has done more than merely leave a history for us to recapitulate; it has done something for the children of the present generation which they cannot and ought not to be allowed to try to work out for themselves. This needs to be incorporated in any education which is to achieve the results to which the founders and promoters of the Chicago University Elementary School aspire. In a spirit of reaction from mechanical school morals, created, as it were, ad hoc,' the directors of this school have failed to see how many school duties contain in them the elements of life duties, indeed, are in a large measure the life duties at the stage of individual development to which they belong. By ceasing to ask for order and good behaviour, on the ground that they are not real if they do not correspond to what the child, left to himself and moved by the spur of each occasion, desires to do, the school seems to have contrived for itself the paradox of setting the child free from social conditions in order to give a social training. The defect is due to an overstraining of sound principles. The liberty which the best of the public elementary schools allow is right, and it tends to a just view of social relationships, but it is also ample. In the University Elementary

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School the classes are too small to permit of a sufficiently repressive social consciousness as an offset to the excessive freedom. Experience, it is claimed, is the mother of all discipline worthy the name; but one of the most rudimentary functions of the school is to create an experience which shall, to use the words of Dr. Harris, "fit one to live in the civilisation into which he is born." "The children," says Professor Dewey, "begin by imagining present conditions taken away until they are in contact with nature at first hand. That takes them back to a hunting people," and so forth. All perfectly good as a means of training imagination, or of teaching history, or giving an early insight into what belongs to community life; but when a child comes back to his arithmetic or other duties, he should feel that he is in the conditions of modern civilisation, and with these children, unfortunately, this does not always seem to be the case. If "morals" were substituted for "mathematics," in what Dr. James Ward has said, speaking on " Education Values," criticism of the school might be expressed by adopting his words as a formula, "What I am venturing to maintain is that the individual should grow his own mathematics, just as the race has had to do. But I do not propose that he should grow it as if the race had not grown it too." So surely it is with morals. Whereas it is stimulating in a very high degree to see children studying raw materials, devising and constructing simple carding-combs and looms for treating these materials, and acquiring an insight into industrial processes at first hand, and in these and other ways entering into sympathy with various phases of life; one is nonplussed by an effort to set children to work out the principles of behaviour in practical independence of accepted standards. Dr. Dewey and the school which is the exponent of his thought are occupied with most interesting and important problems, but with respect to one of them, in its present form and from the ethical point of view, he seems to require adult children to work it out. It is the fallacy of a too rigid application of the "heuristic method," reappearing in connection with moral education.

*The readiest sources of information relating to this interesting school are Dr. Dewey's book "The School and Society." (P. S. King and Son); "The Elementary School Record," a series of magazines now being issued by the Chicago University Press on the separate departments of the school work: "Art," "Music," "Textiles," etc.; and the printed Course of Study. See also paper on Industry and Education in the United States," in volume XI. of Special Reports, Section I. (end) and Appendix C. Since writing the above, the writer has visited the Hampstead (pioneer) school of the King Alfred School Society, in which the principles of this school and the Ethical Culture School (New York) seem to be combined, with a healthy preponderance of the spirit of the latter. As the experiment grows, and numbers permit of a lower and upper school (for children below and above 14 years of age respectively), some interesting and valuable results will be obtained.

1. METHODS OF MORAL EDUCATION IN THE

SCHOOLS.

CHAPTER VII.

SUBJECTS OF TEACHING AND MORAL EDUCATION.

A brief chapter on subjects of teaching is inserted here in order to maintain the logical connection between the different aspects of school life; subjects of teaching, methods of teaching, and school discipline. The special subjects here spoken of will be more fully dealt with in a later chapter devoted to indirect moral teaching as given in American schools (see pages 142-167.)

The "New Education" is a new spirit in education, not definable, therefore, in terms of any one phase of current pedagogy. It is not a question of school methods, or school subjects, or school discipline; but of all three.

The new school subjects, or subjects so differently presented as to be practically new, are literature, art, music, nature study, and manual work. As each of these will come up for mention later, a single quotation from Dr. Rice will serve in the present connection. Under the new system elements are brought into play which, by reason of their refining nature, can scarcely fail to exert a favourable influence on the moral character of the child. Among these are-first, the bond of sympathy that forms between the child and the teacher who strives to understand him, to interest him, and make him happy; second, the pursuit of studies that tend to develop the sympathetic and esthetic faculties of the child, among which are-(1) nature studies the study of plants when regarded from the sympathetic and poetic sides, and the study of animals from the standpoint of sympathy; (2) the purely artistic studies--namely, music, poetry, drawing and painting from nature, the construction of beautiful forms (designing), and work with beautiful colours." (The Public School System of the United States, pp. 23-24.)

CHAPTER VIII.

METHODS OF TEACHING AND MORAL EDUCATION.

It does not need many words to show that there is a direct connection between teaching methods and the moral influence of school life and work. Looking aside altogether from the teacher's manner and spirit, which are so large a factor in his influence upon his pupils both collectively and individually, method of teaching, in its more technical sense, enters in no slight degree into the moral training which the school affords. One obvious illustration of this is truthfulness in teaching, absolute candour in the confession of ignorance or failure, logical accuracy in the