These considerations, we are reminded by the partisans of humanity studies, point back to the educative value of history as corrective of the one-sidedness of the method of science. Science seeks explanation in the mechanical conditions of and impulses received from the environment, while history keeps its gaze fixed on human purposes and studies the genesis of national actions through the previous stages of feelings, convictions, and conscious ideas. In history the pupil has for his object self-activity, reaction against environment, instead of mechanism, or activity through another.

The history of English literature is another study of the secondary school. It is very properly placed beyond the elementary school, for as taught it consists largely of the biographies of men of letters. The pupils who have not yet learned any great work of literature should not be pestered with literary biography, for at that stage the greatness of the men of letters can not be seen. Plutarch makes great biographies because he shows heroic struggles and great deeds. The heroism of artists and poets consists in sacrificing all for the sake of their creations. The majority of them come off sadly at the hands of the biographer for the reason that the very sides of their lives are described which they had slighted and neglected for the sake of the Muses. The prophets of Israel did not live in city palaces, but in caves; they did not wear fine raiment nor feed sumptuously nor conform to the codes of polite society. They were not courtiers when they approached the King. They neglected all the other institutions-family, productive industry, and state-for the sake of one, the church, and even that not the established ceremonial of the people, but a higher and more direct communing with Jehovah. So with artists and men of letters it is more or less the case that the institutional side of their lives is neglected or unsymmetrical, or if this is not the case it will be found prosaic and uneventful, throwing no light on their matchless productions. For these reasons should not the present use of literary biography as it exists in secondary schools and is gradually making its way into elementary schools be discouraged and the time now given to it devoted to the study of literary works of art? It will be admitted that the exposure of the foibles of artists has an immoral tendency on youth; for example, one affects to be a poet and justifies laxity and selfindulgence through the example of Byron. Those who support this view hold that we should not dignify the immoral and defective side of life by making it a branch of study in school.

CORRELATION BY SYNTHESIS OF STUDIES.

Your committee would mention another sense in which the expression correlation of studies is sometimes used. It is held by advocates of an artificial center of the course of study. They use, for example, De Foe's Robinson Crusoe for a reading exercise and connect with it. the lessons in geography and arithmetic. It has been pointed out by

critics of this method that there is always danger of covering up the literary features of the reading matter under accessories of mathematics and natural science. If the material for other branches is to be sought for in connection with the literary exercise it will distract the attention from the poetic unity. On the other hand, arithmetic and geography can not be unfolded freely and comprehensively if they are to wait on the opportunities afforded in a poem or novel for their development. A correlation of this kind, instead of being a deeper correlation, such as is found in all parts of human learning by the studies of the college and university, is rather a shallow and uninteresting kind of correlation that reminds one of the system of mnemonics, or artificial memory, which neglects the association of facts and events with their causes and the history of their evolution, and looks for unessential quips, puns, or accidental suggestions with a view to strengthening the memory. The effect of this is to weaken the power of systematic thinking, which deals with essential relations, and substitute for it a chaotic memory that ties together things through false and seeming relations, not of the things and events, but of the words that denote them.

The correlation of geography and arithmetic and history in and through the unity of a work of fiction is at best an artificial correlation, which will stand in the way of the true objective correlation. It is a temporary scaffolding made for school purposes. Instruction should avoid such temporary structures as much as possible, and when used they should be only used for the day and not for the year, because of the danger of building up an apperceptive center in the child's mind that will not harmonize with the true apperceptive center required by the civilization. The story of Robinson Crusoe has intense interest to the child as a lesson in sociology, showing him the helplessness of isolated man and the reenforcement that comes to him through society. It shows the importance of the division of labor. All children should read this book in the later years of the elementary course, and a few profitable discussions may be had in school regarding its significance. But De Foe painted in it only the side of adventure that he found in his countrymen in his epoch, England after the defeat of the Armada having taken up a career of conquest on the seas, ending by colonization and a world commerce. The liking for adventure continues to this day among all Anglo-Saxon peoples, and beyond other nationalities there is in English-speaking populations a delight in building up civilization from the very foundation. This is only, however, one phase of the Anglo-Saxon mind. Consequently the history of Crusoe is not a proper center for a year's study in school. It omits cities, governments, the world commerce, the international process, the church, the newspaper, and the book from view, and they are not even reflected in it.

Your committee would call attention in this connection to the importance of the pedagogical principle of analysis and isolation a

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los poré ste tu qi aps, and tape og jose to some extent is own power 67 676466ung dilutes by brave and persistent attacks unaided by 6 tax, the butt #zi is a hand, of Consuming long hours in the prepa" bm of a lesson that shoud be prepared in thirty minutes, if all the powers of mand are freen and at command. An average child may spend three hours in the preparation of an arithmetic lesson. Indeed, m repeated efforts to solve one of the so-called » conundrums,” a whole Lomoly may spend the entire e.eming. One of the unpleasant results of the next day is that the teacher who conducts the lesson never knows the exact empacity and rate of progress of his pupils; in the recitation he probes the knowledge and preparation of the pupil, plus an unknown amount of preparatory work borrowed from parents and others. He even increases the length of the lessons, and requires more work at home, when the amount already exceeds the unaided espacity of the pupil.

The lessons should be arranged so as to bring in such exercises as furnish relief from intellectual tension between others that make large demands on the thinking powers. Such exercises as singing and calis

thenics, writing and drawing, also reading, are of the nature of a relief from those recitations that tax the memory, critical alertness, and introspection, like arithmetic, grammar, and history.

Your committee has not been able to agree on the question whether pupils who leave school early should have a course of study different from the course of those who are to continue on into secondary and higher work. It is contended, on the one hand, that those who leave early should have a more practical course, and that they should dispense with those studies that seem to be in the nature of preparatory work for secondary and higher education. Such studies as algebra and Latin, for example, should not be taken up unless the pupil expects to pursue the same for a sufficient time to complete the secondary course. It is replied, on the other hand, that it is best to have one course for all, because any school education is at best but an initiation for the pupil into the art of learning, and that wherever he leaves off in his school course he should continue, by the aid of the public library and home study, in the work of mastering science and literature. It is further contended that a brief course in higher studies, like Latin and algebra, instead of being useless, is of more value than any elementary studies that might replace them. The first ten lessons in algebra give the pupil the fundamental idea of the general expression of arithmetical solutions by means of letters and other symbols. Six months' study of it gives him the power to use the method in stating the manifold conditions of a problem in partnership, or in ascertaining a value that depends on several transformations of the data given. It is claimed, indeed, that the first few lessons in any branch are relatively of more educational value than an equal number of subsequent lessons, because the fundamental ideas and principles of the new study are placed at the beginning. In Latin, for instance, the pupil learns in his first week's study the to him strange phenomenon of a language that performs by inflections what his own language performs by the use of prepositions and auxiliaries. He is still more surprised to find that the order of words in a sentence is altogether different in Roman usage from that to which he is accustomed. He further begins to recognize in the Latin words many roots or stems which are employed to denote immediate sensuous objects, while they have been. adopted into his English tongue to signify fine shades of distinction in thought or feeling. By these three things his powers of observation in matters of language are armed, as it were, with new faculties. Nothing that he has hitherto learned in grammar is so radical and far-reaching as what he learns in his first week's study of Latin. The Latin arrangement of words in a sentence indicates a different order of mental arrangement in the process of apprehension and expression of thought. This arrangement is rendered possible by declensions. This amounts to attaching prepositions to the ends of the words, which they thus convert into adjectival or adverbial modifiers; whereas the

separate prepositions of the English must indicate by their position in the sentence their grammatical relation. These observations, and the new insight into the etymology of English words having a Latin derivation, are of the nature of mental seeds which will grow and bear fruit throughout life in the better command of one's native tongue. All this will come from a very brief time devoted to Latin in school.

AMOUNT OF TIME FOR EACH BRANCH.

Your committee recommends that an hour of sixty minutes each week be assigned in the programme for each of the following subjects throughout the eight years: Physical culture, vocal music, oral lessons in natural science (hygiene to be included among the topics under this head), oral lessons in biography and general history, and that the same amount of time each week shall be devoted to drawing from the second year to the eighth, inclusive; to manual training during the seventh and eighth years so as to include sewing and cookery for the girls and work in wood and iron for the boys.

Your committee recommends that reading be given at least one lesson each day for the entire eight years, it being understood, however, that there shall be two or more lessons each day in reading in the first and second years, in which the recitation is necessarily very short, because of the inability of the pupil to give continued close attention, and because he has little power of applying himself to the work of preparing lessons by himself. In the first three years the reading should be limited to pieces in the colloquial style, but selections from the classics of the language in prose and in poetry shall be read to the pupil from time to time, and discussions made of such features of the selections read as may interest the pupil. After the third year your committee believes that the reading lesson should be given to selections from classic authors of English, and that the work of the recitation should be divided between (a) the elocution, (b) the grammatical peculiarities of the language, including spelling, definitions, syntactical construction, punctuation, and figures of prosody, and (c) the literary contents, including the main and accessory ideas, the emotions painted, the deeds described, the devices of style to produce a strong impres sion on the reader. Your committee wishes to lay emphasis on the importance of the last item-that of literary study-which should consume more and more of the time of the recitation from grade to grade in the period from the fourth to the eighth year. In the fourth year and previously the first item-that of elocution, to secure distinct enunciation and correct pronunciation-should be most prominent. In the fifth and sixth years the second item-that of spelling, defining, and punctuation-should predominate slightly over the other two items. In the years from the fifth to the eighth there should be some reading of entire stories, such as Gulliver's Travels, Robinson Crusoe, Rip Van Winkle, The Lady of the Lake, Hiawatha, and similar stories adapted