it proved distasteful! We now build our geographical structure upon a few fundamental ideas, such as topography, physiography, concentrated about man's interests, interpret the unseen by the seen, make it a study of relations, chiefly causes and effects, a thought instead of memory study, and presto! it becomes transformed into one of the most interesting studies of the public school curriculum.

United States history ranks third on the list, but since it is only formally studied in seventh and eighth grades, but little can be said about it. History seems to have some strong characteristics, for while it ranks third in teachers' preferences, it ranks second in their dislikes. The boys' preferences exceed the girls' in the ratio of two to one.

The fact that history ranks third in the preferred list, and because it deals with human actions and relations, and possesses, therefore, much rich material for character building, suggests that the present movement introducing history into all the grades,-in the form of sim ple biography in the primaries, has much to

commend it.

Language, including grammar in seventh and eighth grades, is given fourth place by the teachers and girls, but drops to seventh place in the boys' preferences. The teachers' preferences average 16%, the girls' 12%, while the boys drop to 4%. The maximum per cent. of prefer ence is reached by both boys and girls in the eighth grade, or in the study of grammar. the case of the girls there is a gradually in creasing appreciation from the lowest to the highest grade. The teachers' maximum is highest grade. The teachers' maximum is reached in the sixth grade. It is gratifying to note the increasing appreciation of this important subject among the pupils as they approach the higher grades.

Reading comes fifth in the list, but pupils lead the teachers. Boys and girls each attain 8%, while the teachers reach only 6%. What is a matter of some concern is the decreasing per cent. of preference for reading as pupils advance in the grades. Does reading become more and more a perfunctory process? Has familiar ity with the selections driven nearly all inspiration out of them? Do we need fresher selections? Is reading not well taught? We do not wish to make any hasty generalizations, so put these suggestions in the form of questions.

Spelling ranks sixth in pupils' preferences,

with an average of 8% for the boys and 9% for the girls, but preferred by none of the teachers. Physiology holds sixth place in teachers' preferences, and eighth among the pupils. Only 3% of both boys and girls regard this subject with favor. Strange that the study which ought to appeal to the pupils as eminently useful and practical should be regarded with so little favor! It suggests the inquiry whether teachers have tried to impress upon their pupils the practical benefits of this study.

Music, drawing, and writing are last in the list, and preferred by none of the teachers. The pupils preferences run as follows: Music, boys 3%, girls 7%; drawing, boys 2%, girls 3%; writing, boys 1%, girls 1%.

There is internal evidence in the answers that some boys have, unfortunately, dropped into the error of regarding proficiency in music as a feminine accomplishment, and, therefore, unworthy the studious attention of the superior masculine intellect. This fear of descending (?) into woman's sphere, and, in consequence, manifesting feminine characteristics, only alarms, as a rule, the weak, effeminate boy who is in constant fear of betraying his effeminacy, just as the bully, desiring to have courage imputed to terfeit courage by swagger and bluster. him which he does not possess, strives to coun

This

a half year in eighth grade, furnishes but little Civil government, since it occupies less than basis for comparison. The per cents of preferences are, boys 9, girls and teachers none. lack of interest on the part of girls and teachers is not surprising, when we remember that the present unjust disfranchisement of women deprives them of one of the highest incentives to master this subject.

A glance at dislikes discloses the fact that pupils do not follow teachers as closely here as in preferences. Twenty-six per cent. of the teachers dislike drawing, the highest per cent. of dislikes among the teachers, while the pupils reach the highest per cent. of dislikes in arithmetic. It should be recalled, in this connection, that arithmetic also attained the highest per cent. of preferences, which indicates that it must have strong characteristics.

Briefly, the order of dislikes of teachers runs as follows: History, 22%; spelling, 16%; physiology, 16%; music, 11%; writing, 9%; arithmetic, 6%; language, 6%; reading, 3%; geography, 2%. Pupils' dislikes are: Arithmetic, boys 14%, girls 24%; language, boys 19%, girls 14%; spelling,

boys 17%, girls 9%; physiology, boys 8%, girls 16%; music, boys 14%, girls 4%; drawing, boys 9%, girls 9%; geography, boys 6%, girls 124; his tory, boys 3%, girls 10%; reading, boys 6%, girls 4%; writing, boys 4%, girls 4%.

The reasons assigned for likes and dislikes afforded an interesting study, of which only a few results can be given. The most common reason given for liking a study was the one that it was "easy." Twenty-five per cent. of all the pupils gave this reason. It was gratifying, however, to notice that the highest per cent. was in the third grade, the lowest canvassed, where it reached 33%. As a wholesome contrast to this, quite a respectable number assigned as a reason for liking a study that it was "hard," and here the highest per cent was in the highest grades. Twelve per cent. assigned "interesting" as a reason, and 10% "useful." In both cases the highest per cents were found in the highest grades, as would be anticipated. Other general reasons for preference which were quite frequently assigned were "important." "Understand it best." "Makes you think." "Can get a high standing in it," etc.

In the dislikes, prejudices often afforded the foundation for them, as, "No sense in it." "Can't get it." "Have no talent for it." "Can't get it through my head." Such answers as these suggest that a duty may rest upon the teachers in the direction of ascertaining and overcoming, wherever possible, such prejudices of pupils. They certainly block the way to interest and progress.

It re

A few of the characteristic reasons for likes and dislikes are given in connection with the subjects of study for or against which they were urged. One pupil's objection to civil govern ment was voiced in the following manner: "I don't care anything about elections." quires no special power of discernment to conclude that this objection came from a girl. The objections to drawing ran largely in these channels: "I can't draw well." "I don't expect to become an artist." "It will not help me to earn a living." Writing came in for a fair share of criticism. A common lower grade objection was the blots which so offended the youthful mind. Another and more common objection was found in the tediousness of so much writing in connection with other subjects of study. Possibly there is some ground for this criticism. Reading called forth objections like these: "There are so many to read." "I get tired

standing." "You have to keep the place all the time." Physiology was characterized as "disgusting," "horrible." gusting," "horrible." "I do not like to study about people who use narcotics when they ought not." Grammar called forth these comments: "When a person uses correct grammar, you have more respect for him." "I can say what I want to and make people understand me without learning synopsis and conjugation of verbs." "I don't see what good it does to learn all those rules and things." Music: "Brightens my other studies and makes me happy." "My voice is not sweet." "Generally of no good to a boy." History: "Helps to guide people in the future to govern the country." "Has too many dates to remember." Arithmetic: "Don't let you think of anything else." "Pleasant to work for an answer." "Makes my brains stronger." "Makes the blood circulate the most." "I enjoy thinking out a hard problem. It gives me pleasure to find I have solved it correctly, something of the same feeling that one has when standing on the summit of a mountain after having climbed it to get a view."

The likes and dislikes of pupils of work to be done out of school cover a wide field and are hard to summarize. Their chief value lies in revealing to each teacher the possible starting point for more deeply interesting in school work those indifferent pupils who are not interested in their studies. Such a study also affords an interesting glimpse of the trend which modern children's ideas are taking in reference to home duties.

The boys have no very decided preferences for any kinds of work outside of school; however, that is not a discovery of modern Child Study. Eight per cent. like doing chores, and 24 running errands. Among the girls, 15% express preference for various forms of housework, in which sewing, however, heads the list. Tending the baby reaches 4%, and practicing on the piano 7%.

Some of the characteristic replies for liking certain kinds of work are as follows: "I like housework because girls ought to know how to do it." Sensible mother to instill such wholesome ideas into her daughter's mind. "You can't tell when you may be called on to do housework." That's good sense, too. "I like herding, because there's money in it." Presumably, that boy will prove a money-maker, as the business instinet crops out early. "I like to help mamma, because it makes her feel good, and it

makes me feel good, too." This little girl has early learned the secret of happiness. "Getting up early and making the fires makes a man healthy and wise." Why not inspire our boys to perform unpleasant duties cheerfully, because such an attitude, under the law of compensation, will receive its sure reward? "If you do hate anything, you will always have to do it the most." Therefore, don't hate any duty, seems to be the conclusion.

About two-fifths of the boys have a very decided aversion to doing chores, taking care of baby, sawing wood, milking, running errands, and the thousand and one other things for which they are commonly supposed to be specially adapted. One gives utterance to his woes by saying, "I have to chase after my little brother, who runs away two or three times a day." Another sets forth his sad complaint against milking, "You get kicked, and have milk spilled all over you."

The girls do not seem to take kindly to housekeeping. Some varieties of housework, such as cooking, making beds, sweeping, dusting, come in for only a moderate share of criticism, but there is severe and wholesale condemnation of washing dishes. Notice the characteristic expressions: Washing dishes is warm, hot, wet, hard, monotonous, tiresome, disagreeable, not amusing, mussy, sloppy, dirty, greasy work. All kinds of reasons are assigned. Here are a few of them: "Washing dishes makes me tired." "Makes my head ache." "Makes my fingers ache." "Makes my back ache." "Makes my

feet ache." These aches from head to foot as the result of dish-washing are sad to contemplate. But these do not include all the serious ills directly charged to dish-washing. "Makes my hands feel so queer." "Swells my fingers." "Makes my hands tan and enlarges the joints." "Don't like to have my hands in the greasy dish water." "Makes me sick." "Makes me catch cold." "Had rather visit with the company." "I don't seem to take to it." "Washing dishes is always the same thing." "The dishes get muddy again right away." "I have done it ever since I was seven years old. It is very dirty work. If I ever get married, I will have a servant to wash my dishes." "I always did hate washing dishes, and I always will, I guess." This is a dreary outlook for the future of housekeeping.

I wish to state, in conclusion, that this article is written, not so much for the purpose of setting forth results attained in this particular investigation, for these are not peculiar or striking in any sense,-as to induce city superintendents to enter upon such simple investigations as these in their schools, in order to lead their teachers into a better understanding of the individual characteristics of their pupils, and, through these, establish between teachers and pupils closer relations of sympathy and helpfulness. To establish such relations is, after all, the chief end to be attained through Child Study carried on by the average teacher. Sioux City, Ia.

H. E. KRATZ, Superintendent Schools. ***

HAT which may seem to some to be a radical change in this magazine is after all but a gradual and natural evolution. The editorial in No. 1 of Volume 1 of the NORTH WESTERN JOURNAL OF EDUCATION emphasized the idea that the greatest factor in school education is the teacher, and the vital element of a successful teacher is the spirit of growth. Constantly since that month has that idea been made the prominent idea of the NORTH WESTERN JOURNAL OF EDUCATION.

This idea being accepted, it has been easy to take the next step, that of invoking the closer co-operation of parent and school officer. The public complacently considers the school

the sole educational influence in the community. Very far is this from the truth. The school is but one of many educational forces. The press, the church, the Sunday school, the public library, the intellectual and social clubs, music, and art are potent educational forces. Emerson said: "We send our boy to school to be educated, but he is educated by the boys he plays with on the street." Education is neither confined to schoolroom hours nor to school years. So far as we know now, it ends only with life, and begins we know not when. Education is the harmonious development of all the powers and faculties of the human soul. How unwise, then, to think to limit our educa

tion with even the end of a university course. We cannot, even if we would.

The rather ambitious purpose of THE NORTH WESTERN MONTHLY is to contribute in some small way to the correlation of all educational forces. The school must have the co-operation of all that may contribute to the best education of all the children. The teacher and the parent have a common purpose. The teachers, the parents, the school officers, the intellectual leaders of a community, owe it to the children that all the influences that surround them, from the hour of awakening to the hour of rest, shall be helpful.

THE readers of THE NORTH WESTERN MONTHLY are to be congratulated on having such a strong array of teachers. We hope that all who see this number will subscribe and ask their friends to do so. If the cause is a good one you may help make it succeed. It is desired that all individuals, all clubs or circles that decide to take up one or more departments of study as here outlined, write at once to the author or editor of the department. This may be made a great school if you please.

THE Women's clubs may become the most potent outside educational force that America has yet seen. If their great opportunity is seized, that of being the sustaining and guiding power in correlating all the educational forces of the community, in developing and sustaining a spirit of investigation and a spirit of loyalty to the schools, in demanding the overthrow of all influences that counteract the work of the schools, their organizations will lend a glory and honor to the closing of this great century. The strength of the women's clubs is to be measured largely by the strength of the individ

ual members. Large bodies are not necessarily powerful. This is a period that calls for individual strength, in order to gain collective strength. If dangers confront our civilization, they must not be met by ridicule, scorn, or vituperation, but by that warm-hearted spirit of brotherhood that sees a brother in every man, a sister in every woman, God's love in every child.

ONE great opportunity for co-operation is the organization in every village or city in America of an Educational Union-composed of all the teachers and all the thoughtful, earnest parents that can be brought into the organization. This Union might be divided into active and associate members, the former to serve when desired as workers, as speakers, etc., the latter welcome at all meetings and welcome to take part in informal discussions. This Union might meet in sections-one, say the Child Study section, meeting one Friday night, the American history section, the municipal government section or some other, the next week. Once a month, or once in two months, there should be a general public meeting, with several speakers on the program. This might be a part of some general county educational meeting. Such subjects as the Library, Music in School and Home, Art in School and Home, The Teacher and the Parent, Discipline in the Home and School, Opportunities for City Improvement, etc., would be very appropriate. The patrons, through some such influence as the women's clubs, must show an interest in this movement toward closer correlation of all these forces. THE NORTH WESTERN MONTHLY hopes, through its various departments, to contribute much to the success of the movement.

WITHOUT question the great book of the year, in

literature of the lighter sort, is the novel Quo Vadis, by Henry K. Sienkiewicz (pronounced Seen-kee’vitch). Perhaps it is not fair to class this volume among books in the lighter vein, for it contains more history than many works of the same bulk purporting to be historical solely, and it requires closer reading. Not that it is in the least heavy. The translation labors apparently at times, and there is much loss of the intense and visualizing quality so characteristic of this author. Yet the book remains, to the most learned and exacting of English readers, a triumph, a monument, the envy and the despair of ordinary no▾

elists. For Sienkiewicz, even though Tolstoi has not ceased to write, is the strongest among living masters of fiction. Sienkiewicz first attracted the attention of the English public six years ago by a translation of his earliest work, With Fire and Sword. This was followed quickly by The Deluge, and Pan Michael, all three dealing with the deadly struggle through which Russia, Poland, and some bordering nations passed in the middle of the seventeenth century. For while England was settling its troubles with the House of Stuart there raged between the new nations of central Europe a conflict, not much mentioned in our histories, but fierce as a battle of young bulls, and probably the most

bloody and terrible of modern times. Almost the only English means of knowing anything about this period is the trilogy just named. Sienkiewicz has written besides a powerful novel, Without Dogma, of present social tendencies, and two volumes of short stories. He has visited this country, spending most of his time upon the Pacific coast, where the most important of his sketches, Lillian Morris, is laid.

Sienkiewicz is a born historian, and, except for the exceeding vigor of his imagination, might well have given himself to original research. But the loss to universal literature had then been great. Few minds have exhibited such power of synthesizing and unifying from incomplete materials. Few masters have so intimately and completely reproduced the past. Sienkiewicz is no specialist in Roman antiquities, yet there is no sign of cramming. Everything, as in Flaubert's Salammbo, is co-ordinate with all things else. In his native novels Sienkiewicz seems at times romantic, in the present work he is safely and conservatively realistic.

The Quo Vadis is of moment to students of history, and all intelligent readers. It is strong in its conception of the character of Nero, and of his chief favorites and advisors. It is strong in its grasp of the ethical and political situation in the empire. It is acute in its understanding of the spirit of the times, and the failure of that superb civilization of culture and order to ensure security and happiness to society at large. It is strong in its grasp of the influences which made Christianity so speedily mistress of love,―not miracles, or religious sentimentalism, but Christly love. It is not the author's purpose to paint to us the kind of degradation to which the Roman state had sunk,-all the world knows that, but its degree. To do this requires the communication of unutterable things, which the author, by deft suggestion, accomplishes without risk or cost of being offensive to any reader. He is deprecative, refined, and considerate everywhere. An average specimen of the author's style, and of the effectiveness of his work, will be taken from chapter LVII, after the first punishment of the Christians for firing Rome.

"Three days' rain, an exceptional phenomenon in Rome during summer, and hail falling in opposition to the natural order, not only in the day, but even at night, interrupted the spectacles. People were growing alarmed. A failure of grapes was predicted, and when on a certain afternoon a thunderbolt melted the bronze statue of Ceres on the Capitol, sacrifices were ordered in the temple of Jupitor Salvator. The priests of Ceres spread a report that the anger of the gods was turned on the city because of the too hasty punishment of Christians; hence crowds began to insist that the spectacles be given without reference to the weather. Delight seized all Rome when the announcement was made at last that the ludus would begin again after three days' interval.

"Meanwhile beautiful weather returned. The amphitheater was filled at daybreak with thousands of people. Cæsar came early with the vestals and the court. The spectacle was to begin with a battle among the Christians, who to this end were arrayed as gladiators and furnished with all kinds of weapons which served gladiators by profession in offensive and defensive struggles. But here disappointment came in. The Christians threw nets, darts, tridents, and ⚫ swords on the arena, embraced and encouraged one another

to endurance in view of torture and death. At this, deep

indignation and resentment seized the hearts of the multitude. Some reproached the Christians with cowardice and pusillanimity; others asserted that they refused to fight

through hatred of the people, so as to deprive them of that pleasure which the sight of bravery produces. Finally, at command of Cæsar, real gladiators were let out, who despatched in one twinkling the kneeling and defenseless vic

tims.

"When these bodies were removed, the spectacle was a series of mythologic pictures,-Nero's own idea. The audience saw Hercules blazing in living fire on Mount Eta. Vicinius had trembled at the thought that the role of Hercules might be intended for Ursus; but evidently the turn of Lyzia's faithful servant had not come, for on the pile some other Christian was burning,- a man quite unknown to Vicinius. The death of Dædalus was represented, and also that of Icarus. Both were raised aloft with cunning machinery, and then hurled suddenly from an immense height to the arena. Young Quartus, who took the role of Icarus, fell so near Cæsar's podium that he spattered with blood not only the external ornaments, but the purple covering spread over the front of the podium. Chilo did not see the fall, for he closed his eyes; but he heard the dull thump of the body, and when after a time he saw blood there close to him, he came near fainting a second time.

"The pictures changed quickly. The shameful torments of maidens violated before death by gladiators dressed as wild beasts, delighted the hearts of the rabble. They saw priestesses of Cybele and of Ceres, they saw the Danaides, they saw Dirce and Pasiphae; finally they saw young girls, not mature yet, torn asunder by wild horses. Every moment the crowd applauded new ideas of Nero, who, proud of them, and made happy by plaudits, did not take the emerald-held for near-sightedness from his eye for one instant while looking at white bodies torn with iron, and the convulsive quivering of victims."

A passage of greater interest for prepared readers would have perhaps been one of those descriptive of Nero's public singing, with the song included. The book is one of those described by Bacon as not to be merely read, but chewed also and digested. If the student of Roman antiquities will study it page by page, searching out all references and allusions, it will be worth volumes of specific history, with Martial and Juvenal thrown in. (Little, Brown and Company; $2.00.)

A book of value to teachers and club-folk is American and British Authors, by Frank V. Irish, an educator of Ohio. The plan of the work is ingenious and attractive. After the portrait of each author, Professor Irish presents short, sharp excerpts of appreciative criticism, with illustrative quotations from the author's work. Then after some discussion of specific titles, with more quotations, comes full and lively biographic treatment, often with views of birthplace and home. There are then quotations from helpful interpreters, a brief bibliography, a fine-print paragraph of "additional facts." A page or two of "Selections for memorizing" close the chapter, with the exception of a brief resume of chief points in the shape of questions. The book will be helpful to popular readers, who need means to break a path to common authors. It would serve well in many high school classes. To those who have taste, ready to be aroused, the book offers pleasant and effective service; and probably its greatest usefulness. (Frank V. Irish, Columbus, Ohio; $1.35.)

Among workers in the field of American History no one has higher aims or further reaching plans than Edward Eggleston. The Beginners of a Nation somewhat ambiguously names the latest product of this author's industry in his chosen field. As far back as 1880 he began to make studies