corner may become sources of pleasure, inspiration, and culture lasting throughout life. Because of the elevating influence which they constantly exert, they constitute a source of expense as legitimate as library or laboratory.

GYMNASIUM

Unfortunately the gymnasium is not yet recognized as a part of the necessary equipment of every high-school building. The importance of physical training as the conservator of physical, mental, and moral health is not yet fully realized by the tax-paying public or even by educators themselves. Those who look to the future will plan for a well-equipped gymnasium in connection with the public high school. The best modern buildings have generous space for this department.

REFERENCES

ARNOLD, E. H. Gymnasia. Proc. N.E.A. 1905 : 842.
BATES, W. H. The library as an aid to school work. Sch.

Rev. 7: 179.

BEEDE, F. H. The public high-school building at New Haven, Connecticut. Sch. Rev. 13: 89.

BISHOP, W. W. Books for teachers in secondary schools. Ed. Rev. 19: 175.

BRIGGS, W. R. Modern American School Buildings. Wiley & Sons, New York. 1899.

BROWN, J. S. High-school building, Joliet, Illinois. Sch. Rev. 9 : 417.

BURRAGE, S., and BAILEY, H. T. School Sanitation and Deco

ration. Heath, 1899.

CLAY, F. Modern School Buildings. Scribner, 1903.

DAVIS, S. Recent progress in school architecture. Proc. N.E.A. 1905: 836.

FORDYCE, E. J. Libraries and schools. Proc. N.E.A. 1902:

805.

GAILLARD, E. W. The difficulty of a high-school library and a suggestion. Sch. Rev. 15: 245.

GREENWOOD, J. M. What the school may properly demand of the library. Proc. N.E.A. 1902 : 811.

HATCH, W. E. A modern high-school building. Sch. Rev. 11: 509.

KENYON, W. J. The interior decorations of schools. Sch. Rev. 14: 625.

KOTELMANN, L. School Hygiene. Bardeen, 1899.

LARKINS, C. D. The manual training high school of Brooklyn.

Sch. Rev. 13: 741.

MACDOWELL, L. I. A public-school library system. Ed. Rev. 34: 374.

MILLER, E. L. Lunch room at the Englewood high school.

Sch. Rev. 13: 201.

MORRISON, G. B. School architecture and hygiene, in Butler's Education in the United States. J. B. Lyon Co., Albany, 1900.

Ventilation and Warming of School Buildings. Appleton, 1887.

PARLIN, C. C. A successful high-school library. Sch. Rev. 15:251.

PARSONS, C. H. The relation of state legislation to modern

school buildings. Proc. N.E.A. 1901:815.

PARSONS, C. H. Schoolhouse architecture. Proc. N.E.A. 1900: 610.

ROBINSON, J. B. The school buildings of New York. Arch.

Record, 7: 359.

RowE, S. H. The Lighting of School Rooms. Longmans,

1904.

SARGENT, W. The evolution of the little red schoolhouse.

Sch. Rev. II: 435.

SEARCH, P. An Ideal School. Appleton, 1901.

SNYDER, C. B. J. Needed legislation in school architecture. Proc. N.E.A. 1905: 843.

TURNBULL, G. B. High school, Colorado Springs, Colorado. Sch. Rev. 1683.

WHARTON, G. W. High-school architecture in the city of New York. Sch. Rev. 11:456.

WHEELRIGHT, E. M. School Architecture. Rogers and

Manson, Boston, 1901.

WICKES, W. K. The new high-school building in Syracuse. Sch. Rev. II: 495.

WOODWARD, C. M. A new era in the public schools of St. Louis. Sch. Rev. 11:486.

WRIGHT, R. H. How to make the library useful to high-school pupils. Proc. N.E.A. 1905: 864.

The high-school library problem. Sch. Rev. 14: 762.
The new English high school at Cambridge, Massachusetts.

Acad. 7:99.

For details concerning laboratory equipment see

SMITH, A., and HALL, E. H. The Teaching of Physics and

Chemistry. Longmans, 1902.

LLOYD, F. E., and BIGELOW, M. A. The Teaching of Biology. Longmans, 1904.

The Journal of Geography, Teachers College, New York. Monthly.

Manual Training Magazine, Peoria, Illinois. Bi-monthly. School Science and Mathematics, Chicago. Monthly.

Among the many dealers in laboratory supplies may be mentioned: Eimer and Amend, New York; Richards & Co., New York; Queen & Co., Philadelphia; Henry Heil Chemical Co., St. Louis; Sargent & Co., Chicago; L. B. Knott Apparatus Co., Boston; Bausch and Lomb, Rochester; Central School Supply Co., Chicago; C. H. Stoelting Co., Chicago.

CHAPTER VI

THE TEACHER

THE teacher is, by all odds, the most influential factor in high-school education. Curriculum, organization, equipment, important as they are, count for little or nothing except as they are vitalized by the living personality of the teacher. Far better a poor equipment with a good teacher, than a good equipment with a poor teacher. President Garfield's famous picture of Mark Hopkins and the pupil on the log in the woods is scarcely overdrawn. "As the teacher, so the school," is a trite saying, but true as it is trite. It is better to sacrifice at any other point than to accept a mediocre or poor teacher. This is especially true during the high-school age, for the teacher has more personal influence upon his pupils during the adolescent years than at any earlier or later period. We may consider his qualifications under the head of general scholarship, professional training, personality, experience, and sex.

ACADEMIC SCHOLARSHIP

College Training. It is now universally conceded by those who have considered the question carefully, that the