plaint. The complaint is not without reason. The promiscuous gathering of pencils and pens and passing of them at the next time they are used, and scholars getting different pens and pencils, is surely a menace to health. The best medical authorities agree that thorough sterilization is the only absolute efficacious remedy. But sterilizers have been an expensive piece of school apparatus. A simple and unpatented sterilizer for pens and pencils can be made by almost any tinsmith, and in Indiana these sterilizing ovens are furnished the schools. They are simple in construction, made of Russia iron, from two to four feet high and as many inches long or wide as the size of the building would demand. Eighteen to thirty inches long by fifteen inches wide makes a very convenient size. They are made practically air-tight, with doors opening into the inside, so that perforated trays can be placed a few inches apart near the top to hold the pencils and pens, with an ordinary lamp lighted at the bottom, and in two or three minutes the heat can be raised from 275 to 300 degrees Fahrenheit. The perforated The perforated trays provide for the proper circulation of air. If the trays could be made of perforated corrugated iron it would make a more perfect shelf and insure an absolute circulation of air. Such an oven could be constructed by any school board for from five to ten dollars, perhaps less than the lowest named amount, and the pencils and pens of a school could be thoroughly sterilized each day; and as the children are con

stantly passing pencils through their mouth and running them through their hair, it only takes a moment's reflection to see the great need of something of this kind. The experiments show that this sterilizing does not affect the pencils or pens in the least, save that it makes the pencils just a trifle harder.

Disinfecting of books.

The proper disinfecting of books presents a more serious problem. Some of the best medical experts in the country have spent weeks and months studying the problem, and the inventive genius has been brought into play and several forms of sterilizers for books have been patented. There is no doubt but that a sufficient heat can be applied to destroy every possible disease germ, but the condition in which the present methods leave the books is far from desirable. Advance has been made and all improvements are being watched by the adminis tration department of public schools. The queston of what to do with books that might possibly have been exposed to contagious diseases is the absorbing one. Where there has been actual exposure there is no question, for the furnace should take them quickly; but a possible exposure is a serious question, for in the large cities it takes hundreds of dollars' worth of books every year. The school boards would hail with delight the actual discovery of a method for sterilizing that does not destroy the vitality and life of the book.

THE short account of the life of Professor Preyer, by Dr. H. T. Lukens, was intended for our October number, but for some reason the mails did not connect, and now, when we had almost forgotten our disappointment, the letter appears. As the account contains many points of interest we make use of it even at this late date.

The article by Miss Miliscent Shinn on the "Comparative Importance of the Senses in Infancy" is especially interesting and valuable, and I am sure it will be appreciated by the many readers of this department, who have learned to know Miss Shinn through her writ

ings. Her monograph, entitled "Notes on the Development of a Child," has given her an international reputation as a student of childhood.

I believe the present article will stimulate many persons to make closer observations of the early activities of children. If Miss Shinn is correct in her interpretations and conclusions, we have additional reason for insisting on education through motor activity. During the early years of the child's life he gets this activity through play, but what takes its place in the average school? May not hunger and taste play a much larger part in the conscious

ness of the child fed on artificial food? How much of the "baby-talk" bestowed by the affec tionate mother is lost on the desert air?

Mr. Stableton furnishes another interesting chapter on his "Study of Boys Entering the Adolescent Period of Life." The outcome of the boy here described is so sad as to call forth the most serious thought of every teacher and parent. What plan might have saved the boy from the felon's cell in which he is now serving a sentence? Once a bright school boy, once in a happy home, now forever lost to good society. Who is to blame?

AMONG the problems considered at the annual meeting of the Department of Superintendents of the N. E. A., held at Chattanooga, February 22-24, was the question: "What Can Child Study Contribute to the Science of Education?" We are able to give a rather full report of the discussion, and I believe that it will be appreciated by all those who were unable to attend that meeting. The abstract of Professor Gordy's paper is not as complete as we had hoped, and especially so, since his attitude to child study is different from our own. Child study has been found of great value to both parent and teacher, and intelligent criticism will but aid in selecting and continuing that which is good. It is interesting to know that the subject is considered of sufficient importance to receive permanent attention in the National Councils of Education.

The article of Professor Galbreath on "The Study of Children by the Teacher" was suggested in part by views expressed at the Chattanooga meeting, and is therefore of special interest in connection with the above report.

As to the prophesied evil effects of child study upon the teacher or student, I must admit that so far as my experience goes they are more imaginary than real. I believe that in nearly every case the criticism is due to underrating the common sense and judgment of the average teacher.

At least my own experience indicates that those teachers who have become interested in child study are doing the kind of work best adapted to their needs and are becoming much more efficient as teachers.

It is true that the term child study has not yet taken on a definite meaning and many evil practices may be carried on under its name, but the latter is equally true of religion.

The ignorant may assume that child study

represents the whole problem of education, but the true advocates of child study look upon it as but one of several important phases. In reading this department one might be led to believe that the editor makes child study the whole of education, yet nothing is farther from the truth. It is true that this department is given wholly to child study just as other departments of the MONTHLY are given to other phases of education.

Progress in civilization is due to the continual adjustment of individuals to new and nobler conceptions of life. If these changes are sudden and revolutionary, as in the case of Evolution, they are apt to create much innocent opposition, but the truth is not injured thereby.

The program of the Child Study Section of N. E. A., published in another column, will give the reader an idea of the scope of the work in progress. It is to be hoped that some arrangement will be made whereby these papers can be furnished at reasonable rates to the members of the different state organizations for child study.

THERE are but few persons who properly appreciate the educative value of reminiscent or introspective study. To sit down when all is quiet and write out in a systematic way the remaining fragments of past feelings and experiences, strengthens the mind as almost no other kind of exercise. For this reason we publish a couple syllabi, which will explain themselves, one from Dr. Oscar Chrisman, the other from Dr. G. Stanley Hall. The latter was selected from many others on account of its suggestiveness and religious bearing. The reader can be of much assistance if he will forward his answers to the proper parties.

INSTEAD of the anticipatory article on Adolescence and Pubescence, by President A. H. Yoder, of Vincennes University, we have substituted the article of President C. L. Herrick, University of New Mexico, on "The Value of the Dynamic Psychology to the Teacher." President Yoder's article will be all the better for the delay and we may look forward to something good from him in the next number.

The paper of President Herrick is suggestive and I believe will prove of value to teachers. It requires very careful reading and some of the thoughts might be of more service if ex

pressed in simpler language, but the paper contains much accepted truth presented in a new light with many apt illustrations.

MR. LOUIS N. WILSON, librarian at Clark University, contributes to the April issue of the Pedagogical Seminary a bibliography of child study. The number of titles given is 640, arranged under four divisions: I. Books and Magazine articles; II. Journals; III. Memoirs, Studies, and Transactions of Societies; IV. Reference Books on Allied Topics. The ar rangement is alphabetical by authors, but there is an index of subjects at the end which adds greatly to its value. With remarkably few exceptions, the name of the publisher, place of publication, date, and number of pages are given. Mr. Wilson has evidently profited by

Professor Earl Barnes' criticism of the bibliog

raphies of child study. (Studies in Education, pp. 68-71.) In the course of a few preparatory sentences he states that a fuller list may be published later, and for that purpose requests suggestions, titles, books, or pamphlets. The bibliography is issued in reprint form at 50 cents per copy. This pamphlet will be of great assistance to students of child study, and "Mother Clubs."

MOTHERS' MEETINGS.-How can mothers' meetings be made most profitable is the question uppermost in the minds of many. Neither time nor space will allow me to give answer to the question in the present number of the MONTHLY, nevertheless a few suggestions may prove helpful.

For a short time we have been passing through a period of enthusiasm in which both parent and teacher have become more deeply interested in the present and future welfare of the child-i. e., of the race. Organizations have been formed without number, and now the question naturally arises, how can we make these meetings most profitable?

The problem of education naturally divides itself into three particular phases: The ideal or aim in view, the nature of the material or individual to be affected, and the instruments or subjects of study to be used in reaching the desired end. Unless all of these are thoroughly understood and properly related, the teaching will not be the most effective.

The phase that has been most neglected is the nature of the material or the individual

to be taught. The problem is a large one and exceedingly complex, and for this reason is apt to discourage any one not imbued with the student spirit. Besides the tendency of our schools has been to destroy rather than to encourage the real student spirit. We have lived so long on abstractions and generalizations that we have grown dogmatic and are unwilling to follow the slow path of an investigator. Thus our ignorance multiplies.

The mothers' meetings, if rightly conducted, will offer to the members an opportunity of becoming students again. For this purpose each organization should have at least one compe tent leader, whose greatest recommendation should be her ability in discerning and sug gesting the more suitable topics for discussions.

This is no easy matter and requires much skill, leader, but I believe that every community is thought, and originality on the part of the supplied with such leaders. Thus equipped the society is in a fair way to prosperity. Every community has, among others, its local interests, which should receive due appreciation.

The leading subject under consideration is the child (humanity), past, present, and future. Every phase is of importance, yet not of equal importance. The purpose of the meetings should be mutual helpfulness, and this, it seems to me, can best be accomplished by some such plan as the following: First, Take inventory of present knowledge and practices of the class; second, add to this the knowledge to be gained through books and magazine articles, or by lectures; third, try to add to the above new knowl edge acquired through observations made in the home, the school, or the various activities of the community. To illustrate, if the topic for discussion is "The Companionship of Children," a few well-put questions the week before will have brought out much valuable information from the members in the way of experience, ob servations, and practice. This material will open the way for the second step and will also prove valuable to other mothers who have been less observant. In the second place most com munities are apt to have a number of persons whose home duties do not require all their at tention. These persons will usually take pleas ure in reviewing the literature on the subject and in reporting the more valuable conclusions. These reports may well be followed by discussion and questioning. A first-class lecturer

would add to the interest of the occasion. Finally, there will be a number of questions which neither the experience of the mothers nor the information gained from others will have answered. Some of these will be of vital interest and should now receive careful attention by closer observations in the home, or the school, or in both. In the first and third steps all mothers can engage without adding materially to their present duties. The second step I should have performed by that part of the membership having more or less leisure time. In this way the meetings will become helpful to every mother without the necessity of enlarging her burdens. The social feature of the gatherings should not be overlooked, but this and a list of topics for consideration must be reserved for a future number.

To Parents, Teachers, and Others

Is there some one period in the life of the child from birth to manhood which causes more trouble than any other period to parents, to teachers, and to others? If so, when is it?

I am seeking an answer to the above question. I desire to get as many people to answer this as possible people in all the various walks of life. I should like replies from city, from town, and from country. Let everyone who reads this be kind enough to send replies to the questions below. I will acknowledge all letters received, and shall be very grateful.

1. What period in the life of the child from birth to manhood do you find the most trying and least understood by you? Designate by years.

2. Can you give the exact year of a child's life that is most troublesome to you?

3. Is this period the same in the boy as in the girl? If not, designate periods for each separately.

4. What do you find to be the peculiar and striking characteristics of this period?

5. As well as possible give your own feelings at that period as you may recall such.

6. Does this seem a natural period through which the child must pass, or is it caused or aggravated by home treatment, or other environments?

7. Suggest the kind of treatment to be given boys, and to be given girls, of this period.

8. Give other matter on this question that may come in mind.

I do sincerely trust that all who may read this will help. No one is occupying so humble or so exalted a sphere but that has in his own life and in the life of children about him observed such a period, if it really exists. Your replies will be very helpful to me.

Tell what position in life you occupy, whether a parent, and if your observations are upon your own children, upon other children, or upon both. Also your age.

Respectfully,

OSCAR CHRISMAN, Kansas State Normal, Emporia, Kan.

Topical Syllabus

(Series for Academic Year 1897-98.)

I. IMMORTALITY.-You are earnestly requested to co-operate in making a study of one phase of the religious idea, viz., belief in immortality. This work is undertaken with profoundest reverence, in the hope that it may aid in the advancement of religious pedagogy. Please answer in full or in part the following question, giving your own personal experience in the most exact manner. All confidence will be sacredly respected. You need not confine yourself to the syllabus if you can give any other matter bearing on the topic. Be careful to state your present age, and sex, and nationality. All replies will be considered confidential.

I. As a child what were your ideas of the soul? Did it have any material principle or bodily form, i. e., of man,, bird, or beast? Had it any definite location in the body? If so, where? As you grew older did the soul become to you more and more an immaterial principle or reality? When did this clarification take place? Name definite periods of time, if possible. What were the means by which this was brought about? At your present time of life has the soul any definite form? How does it leave the body? How get to heaven? Does it go alone or have company?

II. As a child what were your ideas of heaven? Did it have a definite location? If so, where? Was it like a city or a great palace or what? What and whom did you seem to see there in your moments of reverie? Did you long to go there, or prefer life on earth? Has any experience in life made heaven nearer and dearer? As you grew older did your views of heaven change? Can you state the period of change, and the motive for the change? Do bodily feelings, such as fatigue, joy, depression, failures in life's work, etc., ever influence your views of the after life? Describe fully. How do you conceive heaven and life after death now?

III. Has your belief in immortality been an unfoldment of your nature, or is it the result of parental influences, scriptual teaching, observation of natural phenomena, loss of friends in death or your own inability to conceive your existence as coming to an end? How has the belief been strengthened or weakened as you grew older? Was there any particular period in your life when you felt yourself immortal? If you are now aged, how do you view the teaching? Is your faith therein ever influenced by elation or depression, success or failure, etc.?

IV. Have you ever struggled with annihilation, materialism, spiritualism (intermediary spirits, etc.)? If so, state the time and the result of such conflict. Do you ever find your mind suggesting them to you now? What led you to accept or reject them?

V. What influence has belief in immortality had on your life religiously? Has it acted as an incentive to Christian duty, to divine worship, and faithfulness in your devotions, to devote yourself to the work of

evangelization, or any other self-sacrificing endeavor? Has it been a means of support, or a source of unbelief in your religious life?

2d. Morally? Has it led you to a deeper appreciation of self, (b) of others? Has it spurred you on to right actions? Has it led you to be more careful in deciding problems involving right and wrong? Has life's work been more earnest? Has it created in you the spirit of self-salvation or led you to altruistic endeavors? Do you consider it a moral strength or source of weakness?

3d. In everyday duties? Have you studied or labored the harder? Endeavored to reach higher ideals? Has the hope of a future life lif.ed you over difficult places and enabled you to bear life's wrongs? or has it been a weight about your neck? If it were taken out would life lose any of its inspiration?

VI. What are the grounds on which you rest the hope of immortality or reject the doctrine?

Send returns to

G. STANLEY HALL, or J. RICHARD STREET. Clark University, Worcester, Mass., Sept., 1897.

How May a Mother Co-operate with a
Teacher?

If it is true that "the proper study of mankind is man," it is literally true of the child, and I hail this awakened interest in child study, for it points to more immediate and practical results. Interest a mother in the education of her own child, and her interest will extend to her neighbor's children, and her horizon become enlarged.

It is all too true that we do not visit the schools as we should, yet this may not always be attributed to lack of interest. Teachers recognize intuitively the sympathy of parents as reflected in their children.

It has been wisely said that, "From the moment you leave your little one at the schoolroom door, you have added to the responsibility of the teacher, but you have in nowise lessened your own." This is a point which is not understood or appreciated as it should be by mothers, hence arises, unconsciously perhaps, those little jealous feelings of rivalry, and we hear them complain, "It almost makes me wish I could keep my child a baby, he grows away from me so fast since he began going to school,"

Mothers often are strangers to the teachers and hear only the child's version of school matters. Common interest should at least make them acquainted, and place them on easy terms. Much of the friction which now exists might thus be reduced to nothingness. Mothers have means of learning much that escapes the teachers, as, for instance, the effect of impure language. It is impossible to estimate the farreaching influence of this evil. As one little fellow expressed it, "When I hear a bad word, it gets into my mind, and it is a long time before it gets out of my mind, and I can't study well."

The teacher's position is coming to be more and

more a responsible one. She is expected some way to supply all deficiencies of home training. At least if a good boy goes wrong, she is often blamed. She can do much for the bad boy, but with the aid of not only the boy's mother, but of others, she can do more. Every true mother must realize that her interest cannot be centered on her child alone. His associates have a part in his upbuilding. The most important lessons of life are those not found in the books. In the mad race for the goal, that is the required average, I have wondered if this fact is not sometimes forgotten. The pupil who receives the highest averages often blinds the teacher's eyes to faults which he is woefully apt to fall into on this account. His word of testimony is usually preferred to that of others. A tell-tale is looked upon as a sneak, and rather than be one, others suffer punishment unjustly. The hurt that honor feels is hard to forget, but all this tends to develop character in the one, but what of the effect on the other? The pupil who cheats and escapes detection tempts others to follow his example. Those who triumph are strengthened, but what of those who yield? No oppor.unity should escape of pinning moral truths. "A word fitly spoken is like apples of gold in pictures of silver." "The crown and glory of life is character," and no amount of averaging or counter-averaging is able to measure it. Any culture of intellect, however broad or complete, cannot take the place of goodness. It lacks the firm foundation of that higher and dɛeper culture of the heart.

A mother governs for future, as well as present results; a teacher must necessarily govern more for immediate results. And yet that teacher comes nearest my ideal, who, though she is just, she is compassionate and realizes what is best for the child, and if she administer reproof and punishment, is able to awaken in the pupil an interest in his own betterment. In short, her influence is reflected in the improved morals and manners of her pupils outside of the schoolroom. It may be that her school will not present as mathematically precise a front as some others, yet her pupils in after years will rise up and call her blessed.-Mrs J. B. Adams, to the Teachers' Association, Blair, Neb.

Mother and Teacher

One of the great problems of the nineteenth century which confronts the educational world is the bringing of home and school into closer relationship. All concede that the end and aim of education is the development in the child of all the powers which will make him an honorable, upright, and happy being. In order to do this the combined efforts of both mother and teacher are needed.

We, as mothers, do not appreciate with what interest and anxiety the teacher works with each little one, and with what a happy heart she notes each step, as the mind is being led forth into broader fields of activity, for as you know the child's "pursuit of happi