II. HERBÀRT'S PSYCHOLOGY. PAGES 53–73.

24. Which of the "five senses" seem sufficiently complex in respect to the variety of sensuous impressions to justify the naming of more than five distinct senses.

25. What constitutes the work of the "inner sense?"

26. What analogy as to organ or function can be traced between this "inner sense" and the several outer senses?

27. What test may serve to show a series-form to be distinct from another series-form in which it might otherwise be included?

28. In what matter, especially, has the science of logic tended to obscure the findings of psychology?

29. Is the highest value of the reproduction of concepts to be found along the line of memory or of imagination?

30. What bearing may the determination of this question have upon the methods of good or bad teaching?

III. ADLER'S MORAL INSTRUCTION. PAGES 63-79.

29. In what does the chief value of fairy tales, as educational material, lie?

What are the two useful results of stimulating the imagination by proper fairy tales?

31. What are the reasons for telling fairy tales to children rather than giving them as reading exercises?

32. Would it be better to let the fairy tale "teach its own moral " than to use the tale solely for its moral teaching?

33. Is there any right use with young children for those fairy tales that arouse fear and distrust?

34. Do the conditions of the primary school add any duties of childhood to the four that are specified in this connection by the author?

35. What fairy tales can you add to any of the four classified lists?

IV. FROEBEL'S EDUCATION OF MAN. PAGES 128-139.

31. The purpose of the school and of its work is to give to the child the inner relations and meanings of what was before merely external and unrelated.

32. However inefficient the teacher may be, the child naturally comes to him with a spirit of faith and hope.

33. The intensive power decreases and the extensive power increases in passing from youth to old age.

34. Errors in dealing with these powers result in serious and permanent harm.

35. The essential work of the school is to associate facts into

principles, not to teach isolated facts.

36. The personality and the surroundings of the child constitute the essential subjects of school instruction.

V. PICKARD'S SCHOOL SUPERVISION. PAGES 49-68.

36. The superintendent's ability to lead should be clearly recognized by himself and by others..

37. This ability must be an outgrowth of experience.

38. It requires familiarity with the current work and thought of fellow-laborers in the profession.

39. The wise superintendent must be progressive and at the same time conservative.

40. Care to be exercised in giving and in valuing written recommendations of candidates for positions as teachers.

41. The written examination of candidates as a first test of qualifications.

42. Trial in the school room to be provided for candidates before permanent appointment is made.

43. Inspection of work after appointment the only basis of the superintendent's confidence in the teacher.

44. He should not destroy the freedom of the teacher by dictating detailed modes of procedure.

45. He will need to help some teachers to better work by restraint; others by encouragement.

46. Patience and justice should characterize his dealing with all his teachers under all circumstances.

47. His helpfulness must depend upon the co-operation between his teachers and himself.

48. The appointment and dismissal of teachers should rest primarily upon his recommendation.

VI. LAURIE'S RISE OF UNIVERSITIES. PAGES 106–171.
LECTURE VII.

37. The first specialized schools or universities were the outgrowth of individual zeal in teaching and in learning.

38. Their aim was to minister to the immediate practical needs of society.

39.

The medical school at Salernum was the first to be entitled to the name of university.

40. Its fame originated with the monastery established by Benedict in 528.

41. The body of teachers evidently was organized as a "college" during the eleventh century.

42. The degree conferred at Salernum constituted a license to practise rather than to teach.

43. The schools of law, of theology and of medicine, constituted a university at Naples.

LECTURE VIII.

44. A school of Roman law, established at Bologna, at the beginning of the twelfth century, through the teaching of Irnerius.

45. Out of small beginnings there grew a great university school numbering its students by thousands.

46. Organization of the students for mutual help and for common protection from civic interference lead to special assumed privileges, recognized by the emperor and by the pope.

LECTURE IX.

47. From the impetus of Abelard's teaching in philosophy, Paris became the center of theological study.

48. Disruption of the Paris university in 1229, in consequence of civic interference with assumed privileges of the students.

49. The university as a self-regulating body.

VII.

PREYER'S DEVELOPMENT OF INTELLECT.

PAGES 99-113.

21. The beginnings of speech acquirement are expressive, consisting chiefly of inarticulate sounds.

22. The impressive processes in speech acquirement are manifest at first in look and gesture when a meaning of words is partially recognized.

23. Later, in the imperfectly spoken replies to simple questions, there is manifest a central process uniting the impressive with the expressive functions.

24. The details of speech acquirement must vary with different children, and will be largely determined by surroundings.

25. The earliest vocal utterances in crying consist of vowel sounds. 26. In the case presented a single complex vowel constituted the sole utterance for a period of five weeks.

27. The first consonant heard on the forty-third day.

28. Association of several consonants with the vowels during the period from the sixth week to the sixth month.

29. During this period all utterances of sound are expiratory. 30. Syllables pronounced to the child were first correctly repeated in the eleventh month.

31. At the close of the first year the child but begins to manifest an association of an articulation with an idea.

FOREIGN NOTES.

A FRENCH EXPERT ON THE EXHIBITS OF LIBRARIES AND PUBLISHING HOUSES AT CHICAGO.

One of the most important reports called forth by the Chicago Exposition is that of the exhibits of publishers and book-sellers, by M. Henri le Soudier.

Two tasks were committed to M. Soudier, first, to secure complete information as to the state and future possibilities of the trade in French books in the United States, with suggestions of such reforms as it might seem well to adopt; second, a comparative survey of the French book exhibits and those of other countries. Both subjects are treated in a masterly manner, and the report has scarcely less interest for the general reader than for the book trade.

M. Soudier recognizes that Germany is the only serious competitor against France in our market. The lessons which he draws for his countrymen upon this point need not, however, concern us here; we are interested, rather, to know his impressions of the various exhibits, and especially of the German. It must be remembered that Germany was not represented in the Paris Expositions of 1878 and 1889, and hence the Columbian Exposition afforded the French the first opportunity in twenty years for effective comparisons with their rivals. To the credit of M. Soudier, it must be said that he has been thoroughly impartial in his estimate of the German exhibit, praising both the quality and the method of display. The value of his appreciative criticism is enhanced by the added details as to the rise and progress of the most important German publishing houses.

While placing no exhibit above those of the French publishers, as regards quality or effective arrangement, he notes the keener business instinct that led the German exhibitors to give the public freer access to their treasures. He advises his countrymen to abandon the exclusive use of closed cases; "only works of great value," he says, "should be under lock and key; for the rest, it is necessary to take risks."

He gives a detailed account of the American book exhibits, noting in particular, the excellence of paper and type. The display of literature for children interested him, but most of all, the number, enterprise and equipment of our libraries. It did not escape his attention, that the majority of the patrons are women, and hence their tastes and preferences determine largely the choice of books.

"This intellectual predominance of the feminine element," he says, assures a large place to works of literature and romances in the public libraries."

In summing up his conclusions, after reference to the publishing activity in Germany, he says, "if the United States produce less, they achieve surprising results, thanks to their admirable processes, fine paper and perfected implements."

UNIVERSITY NOTES.

Activity in respect to building, and the increase of general resources, marks the current history of the facultés (University) of Montpellier. The new scientific laboratories are well advanced. Funds for the biological institute have been pledged to the amount of $40,000 from the state, and an equal sum from the city. The zoological station at Cette is in process of construction, the department of Herault having given $2000, the city of Montpellier $10,000, and the town of Cette $15,000 for this purpose. The natural outcome of these increased provisions is an increase in students; the total for 1893 was 1560, exceeding by 143 the total of the previous year; of these, 570 were in the faculty of medicine, and 368 in the faculty of law.

PRUSSIA.

In 1893-94, the budget for the Prussian Universities amounted to $102,225 for administration purposes, and to $1,261,474 for salaries. The latter item has increased by 92 per cent. in 25 years.

The following showing, with respect to salaries, is from a compilation published in Italy, i. e., "Appunti di Statistica comparata circa gli onorari dei professori delle Universita in alcuni Stati d' Europa."

In Bavaria, the salaries of professors range from $1000 to $2850. Twenty professors receive the lowest sum mentioned, one only the highest; the average salary is about $1400.

Outside of Prussia and Bavaria salaries range about as follows:
Strasburg, $475 to $2850.

Erlangen, $1000.

Giessen, $950 to $1425.

Heidelberg, $820 to $2520.

Leipzig, $960 to $3050.

Postock, $830 to $1350.

Tubingen, $960 to $1050.

These salaries are increased, in most instances, by tuition fees. In Austria-Hungary, University salaries range from $640 to $1140. In France, professors of the Paris faculties receive from $2400 to $3000 annually, and of the departmental faculties, from $1200 to