selections were chosen. To German schoolmen accustomed to a plan in the reading matter and an articulation of studies, it was not a satisfactory answer to say that all the selections suggested were masterpieces of English literature. There is a choice. even between masterpieces, for their value in elucidating other subjects of the curriculum,- and there is a choice in the order in which masterpieces may be read. The report was not adopted.

But returning to the course in German in the Cassel School, we find in Quinta, the second year of the course, average age of pupils, 11 5-12 years; 11 poems to be committed to memory; 20 others to be thoroughly studied; 5 prose selections illustrating Greek mythology and 2 illustrating Roman mythology, to be read in connection with history; and 21 other selections to be read in connection with other subjects of the curriculum. In Obersekunda, fifth year of the course, average age, 15 1-2 years; 8 of the 10 selections to be committed to memory are by Schiller, one by Uhland, and one by Goethe. The Goethe selection is the Erl König.

At the close of Obertertia, or in five years from the time the pupil entered, he has committed to memory 59 poems, has read thoroughly 83 other poems and 115 prose selections. Of these prose selections some are by the great historians, Mommsen, Ranke, Curtius. Others are by Freytag, Schiller, Goethe, and other writers of established reputation. And the reading has not been fragmentary and disconnected, but arranged according to a well-digested plan. For example, a portion of the prose reading in history in Quarta, third year students, average age 12 3-4, is the Battle of Marathon, the Athenian Assembly, the Building of the Acropolis at Athens, an Athenian Gymnasium, etc.

In Obersekunda, the third year before graduation, average age 17 1-2, several of Goethe's poems are committed to memory, as well as some portions of his dramas which are read. The reading for this year is: Goethe's Hermann and Dorothea, Götz von Berlichen and Egmont, Herder's Der Cid, and Schiller's Maid of Orleans.

There still remain two years of the course. In the first of these two years portions of the early German literature are read ; selections from the Niebelungenlied, Gudrun, Parzival; some songs of Walter von der Vogelweide; selections from Luther, Hans, Sach, Fischart, Opitz, Fleming, Haller, Klopstock (odes

and a portion of the Messias), Lessing's Minna von Barnhelm and a portion of the Laokoon and the Hamburg Dramaturgie, Shiller's Bride of Messina and Wallenstein. The portions of the above to be committed to memory are indicated.

During the last year Goethe and Schiller are read, and the history of German literature is studied, especial emphasis being placed upon the great names.

EDITORIAL.

HE National Educational Association meeting at Asbury Park,

THE

N. J., July 10-13, was a great success. The members in attendance were considerably above six thousand. A large number of the most eminent men and women in the profession were there. Notwithstanding the great strike, the West was well represented, Chicago notably so. Asbury Park is almost an ideal place for such a gathering, with its miles of hotels and accommodations for more than 50,000 people. The weather was about perfect; the ocean views grand and inspiring. Hon. A. G. Lane, Superintendent of the Chicago schools, made an excellent presiding officer, his voice being easily heard throughout the great auditorium. The indefatigable secretary, Principal Irwin Shepard, of the State Normal School, Winona, Minn., ably seconded by Prof. J. M. Ralston and the local authorities, had everything in readiness and kept all things moving without break or disturbance. The Arion Quartette (four young ladies from Chicago) won the hearty applause of the audience again and again, by their artistic singing and charming personal appearance. Probably the most popular man present was Dr. Wm. T. Harris; his good, gray head seeming like thought solidified. Another man who has become very popular was Nicholas Murray Butler, who was elected president of the Association for the coming year.

The papers and addresses were, with scarcely an exception, admirable in form and content, and full of suggestion, often of inspiration. All were disappointed that pressing public duties prevented the attendance of Hon. Hoke Smith, Secretary of the Interior, and that illness kept Mrs. Alice Freeman Palmer,— a brilliant star in the educational firmament - from being present and delivering an address. Probably no speaker so completely won and held the hearts

The

of his auditors as President Stanley Hall of Clark University. progressive educators of the land look to him in an especial degree for "light and leading." We doubt if any educator in America is conversant in so many tongues, or is so carefully experimenting in the laboratory, on all matters touching "Child Study." His observations on the danger to children's health from the excessive exercise of the minute muscles in their kindergarten exercises, deserves the serious attention of teachers, parents and physicians. In this line we would also call attention to the very surprising statistics presented by Dr. Hartwell of Boston, on the death rate of children between the age limits five to fifteen years, in Boston, Berlin and London. It does not speak well for the sanitary conditions of Boston—and we suppose that, generally speaking, the same thing is true of all our cities that the death rate of these children is nearly twice as high here as in London, a city nearly ten times its size.

One of the notable papers of the meeting was that on "The Ethical Aim in Teaching Literature," by Dr. J. A. McLellan, Toronto, Canada. It contained much vigorous thought, although too long and not delivered in the best possible manner. A most acceptable paper, and given in his masterly way, was that on the "Professional Training of Teachers in Summer Schools," by Dr. Emerson E. White. It was packed with good and sensible advice. Dr. R. G. Boone of Ypsilanti, Mich., discussed this subject as it regards teachers in normal schools, in a bright but very strong and incisive speech. Hon. Henry Sabin of Iowa, read a vigorous, sensible paper on "Horace Mann's Country School," paying a glowing tribute to the great educational pioneer. Dr. Wm. T. Harris held, as he always does, the undivided attention of a great audience on Wednesday evening, while he discussed, in his clear, trenchant way, "The Influence of the Higher Education of a Country upon its Elementary Schools." These are but a few of a great number of papers, addresses and discussions, most of which were of a high order. These meetings are in every way uplifting. We wish that every teacher in the land could be privileged to attend them.

PRESH

RESIDENT Brainerd, of Middlebury College, Vermont, contributes to the Middlebury Register a most interesting Review of the life and work of Mrs. Emma Willard, whose work in that place. made her the pioneer of the movement for the higher education of woman. Mrs. Willard went to Middlebury as Miss Hart, in 1807, to take charge of a female academy. Only the most superficial work was done in the school, although it was located under the very shadow of the college and society was quite cultured in the vicinity. She

at once gave a new impulse to everything; but her work was brought, apparently, to an abrupt end by her marriage to Dr. John Willard in 1809. A divine providence, however, was only preparing her for still larger things. In her husband's library, during his absence on his medical visits, she found abundant means of self culture and with the true instincts of the student, she mastered the principles of physiology and mathematics hitherto almost forbidden to girls; and then she took up in succession Natural Philosophy, Paley's Moral Philosophy and Locke's Essay on the Human Understanding. She completely demonstrated to her own and her husband's satisfaction that the female mind could grasp and comprehend philosophical subjects as well as men. She also showed how much any one who has the taste and the will for it can do in the way of self-education, with only books for teachers. In 1812 reverses came. The Middlebury bank, of which Dr. Willard was a director, was robbed, and the directors were held responsible by the legislature. With the sole object of retrieving her husband's financial fortunes, Mrs. Willard opened a boarding school for girls in 1814. She taught, at first, only the superficial studies prescribed to women by the spirit of the times. But her school being close to Middlebury College, the contrast between the courses for girls and young men of about the same age was continually suggested to her thoughts, and she could see no good reasons for the difference. She formed a class in moral philosophy and another in the philosophy of mind, taking Locke's work as her textbook. The professors of the college looked askance at the experiment. They were interested spectators at her examinations but would not grant her the privilege of attending theirs. She named her school a "female academy," not daring to aspire to the name college. She finally achieved a brilliant success at Troy, N. Y., and gave an impetus to the movement for the higher education of women which is likely never to die out. Her life is a fine illustration of the possibilities of the teacher's profession, and cannot fail of bringing inspiration to everyone who studies it.

THE

HE one hundredth birth-day of an American college is an event of more than ordinary significance. It is the occasion of reminiscences and congratulations which are more than mere sentiment. They bring out and popularize some of the best features of academic life, and, through the reports of the press, call attention to methods and results in a way that is promotive of the best objects for which the college is established. Such an anniversary was held in June at Brunswick, Maine, where for a hundred years Bowdoin College has been doing its noble and world-extensive work. The exercises were

all most interesting and impressive. More than anything else, perhaps, the thought was brought out that the college is the producer of men,― clergymen, teachers, statesmen, lawyers, industrious and intelligent private citizens in time of peace and in time of war, wise leaders and patriotic defenders. Bowdoin has as brilliant a galaxy of distinguished graduates as any college in the land; and her friends have good cause to be proud of such names as Hamlin, Packard, Smyth, Cleveland, Longfellow, Hawthorne, the Abbotts and scores of others who attained fame after, and partly, at least, in consequence of the training which they received within her walls. But when the distinguished names have been told and retold, the best and widest work of such an institution has not been disclosed. It is in the thousands of lives which, in the ordinary routine of daily experience, have been broadened, deepened, enriched and rendered fruitful of good words and works, that any college is most honored. There is a certain advantage along this line in the smaller colleges like Bowdoin, where the contact, between teacher and student is close and personal. The influence of the commanding intellects in the professorships flows out through the lesser channels of the graduate life and irrigates society. Bowdoin has been fortunate in her professors as well as in her students, and her hundred years are the country's felicitous heritage. May she see many more significant anniversaries.

IN

N the death of Professor William D. Whitney, at New Haven, on June 2nd, the world of letters lost one of its brightest lights, and the educational world one of its most learned scholars. Professor Whitney showed the superiority of his mental endowment plainly in his early college life, fifty years ago, where he stood easily at the head of his unusually brilliant class, at the same time giving attention to several branches not included in the regular curriculum, and being popular in social life as well. It was frequently prophesied in those early days that he would be first in whatever department of life he might enter. But so great was the diversity of his talent that no one could forsee what department that would be. He was born in Northampton, Mass., in 1827, and received his early education at the high school of that town. He was graduated at Williams College, in the class of 1845. For the next three years he was a clerk in a Northampton bank. During this time, his attention was called to Sanscrit literature by Professor George Day, then pastor of the church in Northampton, and the next chapter of his life was taken up as a student of that language, under Professor Salisbury, at Yale College. This was the beginning of his distinguished career. Mr. Whitney took an exhaustive course of study in