The examinations of candidates for positions in high schools are very severe, and even one who desires to teach in a private family must first have a certificate of qualification from an examining commission.

Thus we see that teaching is recognized by the Government of Germany as a profession, in every way as severe in its requirements and as honorable in its character as is either of what we are wont to call the three learned professions.

In the matter of permanence, the German teacher's profession is a chosen career of a lifetime. In the United States the average duration of service of teachers is less than four years. The minds of our children are molded in great part by young women waiting to be married, and young men studying for a profession. What other business would permit such a large "tramp" element to impair its efficiency or lower its standard of effective usefulness?

In Germany the plan of study for schools of all grades is elaborated by the best educational thought of the State. In many parts of the United States the plan is left to a local board, made up of men of no special fitness for the task.

In the matter of attendance, the German law is compulsory and is enforced; the police officers co-operating with the school boards. There are also truant schools provided for incorrigibles. In this country there is gross neglect in enforcing the law and also in providing proper truant schools.

In Germany, again, there is an organized department for school supervision, provided over in each State by an official, who is a member of the Government and has a direct interest in shaping the educational policy of the State. The organization of schools, the examination of teachers, the criticism and direction in methods of teaching are entrusted only to professional educators.

We should do well to follow Germany's example in all these points. Unskilled direction of the schools means poor instruction, a waste of the children's time and of the people's money.-JOHN T. PRINCE, in The Atlantic Monthly, Boston, September.

NATURAL SCIENCE IN PUBLIC SCHOOLS.

Nothing new is meant. No new task to be laid upon the shoulders of the already overworked teacher. But on the contrary, means are sought to lighten a labor which is often wearisome to body and to spirit.

Every teacher of even a little experience knows how hard it is to teach a listless school, and how hard it often is to maintain the interest of the body of the students in their regular work; to feel at all sure that real good is being done the children even after the most earnest efforts. There are a variety of causes for these conditions, but one cause remains constant. School life is to a great extent artificial, and in the subjects taught, the children must secure an artificial interest if they make the teaching pleasant for the instructor.

Natural history assists the teacher, because to nature every child goes naturally. No child in our schools is so stupid but that he delights in stones, plants and minerals; yet, in a great measure, it is at present the work of the school to destroy this natural bent, and to substitute for it an artificial one-that is, the study of books. The present mistake is, that we confine ourselves too much to books and teach too little of nature. Keep the child near nature and you can keep him interested. We teachers all know that when interested progress is

made.

But at once I am met with the objection that there is no time for more studies in our schools. Yes, there is plenty of time. I have demonstrated to my own satisfaction that a class of children will learn to write faster if taught writing two days in the week and free-hand drawing the other three, than if given lessons every day in writing. Here the child learns to write and at the same time learns the almost invaluable art of drawing. Let me point out a few combinations. History can and should be taught with geography. The history can be used as a reading book with profit. I am fully convinced that there should be no reader in our schools above the Third Reader. Entirely too much time is spent upon arithmetic and grammar by children of tender years. This time might all be given to natural history. But we must take conditions as they are. Every teacher can give some daily instruction

The examinations of candidates for positions in high schools are very severe, and even one who desires to teach in a private family must first have a certificate of qualification from an examining com

mission.

Thus we see that teaching is recognized by the Government of Germany as a profession, in every way as severe in its requirements and as honorable in its character as is either of what we are wont to call the three learned professions.

In the matter of permanence, the German teacher's profession is a chosen career of a lifetime. In the United States the average duration of service of teachers is less than four years. The minds of our children are molded in great part by young women waiting to be married, and young men studying for a profession. What other business would permit such a large "tramp" element to impair its efficiency or lower its standard of effective usefulness?

In Germany the plan of study for schools of all grades is elaborated by the best educational thought of the State. In many parts of the United States the plan is left to a local board, made up of men of no special fitness for the task.

In the matter of attendance, the German law is compulsory and is enforced; the police officers co-operating with the school boards. There are also truant schools provided for incorrigibles. In this country there is gross neglect in enforcing the law and also in providing proper truant schools.

In Germany, again, there is an organized department for school supervision, provided over in each State by an official, who is a member of the Government and has a direct interest in shaping the educational policy of the State. The organization of schools, the examination of teachers, the criticism and direction in methods of teaching are entrusted only to professional educators.

We should do well to follow Germany's example in all these points. Unskilled direction of the schools means poor instruction, a waste of the children's time and of the people's money.-JOHN T. PRINCE, in The Atlantic Monthly, Boston, September.

NATURAL SCIENCE IN PUBLIC SCHOOLS.

Nothing new is meant. No new task to be laid upon the shoulders of the already overworked teacher. But on the contrary, means are sought to lighten a labor which is often wearisome to body and to spirit.

Every teacher of even a little experience knows how hard it is to teach a listless school, and how hard it often is to maintain the interest of the body of the students in their regular work; to feel at all sure that real good is being done the children even after the most earnest efforts. There are a variety of causes for these conditions, but one cause remains constant. School life is to a great extent artificial, and in the subjects taught, the children must secure an artificial interest if they make the teaching pleasant for the instructor.

Natural history assists the teacher, because to nature every child goes naturally. No child in our schools is so stupid but that he delights in stones, plants and minerals; yet, in a great measure, it is at present the work of the school to destroy this natural bent, and to substitute for it an artificial one—that is, the study of books. The present mistake is, that we confine ourselves too much to books and teach too little of nature. Keep the child near nature and you can keep him interested.

made.

We teachers all know that when interested progress is

But at once I am met with the objection that there is no time for more studies in our schools. Yes, there is plenty of time. I have demonstrated to my own satisfaction that a class of children will learn to write faster if taught writing two days in the week and free-hand drawing the other three, than if given lessons every day in writing. Here the child learns to write and at the same time learns the almost invaluable art of drawing. Let me point out a few combinations. History can and should be taught with geography. The history can be used as a reading book with profit. I am fully convinced that there should be no reader in our schools above the Third Reader. Entirely too much time is spent upon arithmetic and grammar by children of tender years. This time might all be given to natural history. But we must take conditions as they are. Every teacher can give some daily instruction

at the opening or the closing of the school. I prefer just at the close of school, and then send the children home talking over what they have seen or heard. This I found interested parents and made teaching easier.

As to methods.

Oh, here is the trouble! Natural history cannot be taught from books like arithmetic and grammar, and too many teachers know of no other method. It is certainly not untrue to say that it is worse than useless to try to study minerals, plants or animals from books. We need the object themselves. We need to study them just as the child in the fields pursues his studies, i. e., by actual observation. There is no other way to do it. Hence every one should for a time visit or place himself under one who understands how to teach science in this way. I think all teachers of science feel that it is almost necessary for the young teacher to learn his first methods from the living teacher. Later, he may devise his own plans; but he needs some one to start him aright. To those who are already settled as teachers, the summer school of science offers the needful instruction, while the aspirant to the honors and emoluments of the teacher should not fail to be well equipped in this direction. No teacher can teach a science without having some actual knowledge of the same. Not knowledge from books, but knowledge from objects themselves. It is no serious task to gain a knowledge of the elements of the different departments of Natural History by taking up each year one single science. Some good work can be done by reading to children from a good book and supplementing with personal experience and knowledge. No book known to the writer equals the classic "Natural History" by Dr. Hooker. The teacher can do excellent work by giving familiar talks of a few minutes each, on some interesting topic just as the school is about to be dismissed. When no talk is ready, then he can fall back upon the book and read some interesting topic. It is well to choose topics which may have some present interest. Lecturers may be called in from outside; as intelligent physicians, ministers, farmers, etc. Call upon these whenever you find one who can do you good in the school-room. The delightful books of Dr. Hooper grew from his talks in the schools of New Haven, a labor of love.

The teacher must not fear that science teaching will overwhelm him with extra study and in gathering specimens. As to the specimens, the children, if interested, will soon bring in all that can conveniently be used, while the teacher can give most instruction each year or season on some subject or branch in which he is most interested.