poor teaching forces are by various combinations brought into the school-room, the supervisor's part of the labor is something more than to fret and fume, and leave the candidate to the slow death. induced in the end from her own inabilities. His place is in the breach and fore-front of the battle, and, with his sympathetic cour rage, he may often, perhaps alway, bring at least a negative victory from what seemed total rout. He may ward off harm if he cannot produce unmitigated good. Poor teaching is a less serious evil than poor supervision, and the ridiculous spectacle of scouring a whole country side for so-called good teachers is only matched by the woful lack of judgment displayed in the selections finally made.

The formation of teachers into classes for genuine study is an invaluable agency in exerting a deep and permanent influence. What is chosen is not so important as that something is chosen ; the world of knowledge like its material symbol and representative, is a sphere, and may be circumnavigated from any starting point. Important above all is it that the study shall be in a worthy and mature manner. These classes are not to be fed on the weak and diluted mixtures concocted for immature minds in the ordinary text-books; if literature is selected, the great and permanent productions are to be read and commented on, and no precious privilege thrown away on the lesser and relatively unimportant. When Goethe knocks at the door, we have no time to give even to Bryant or Dickens. The high is not necessarily the difficult; the book on science is easier to read than many a recent realistic novel, and the world of permanent truth throws open its hospitable portals with a music ravishing all souls to the lightest touch of the sincere seeker.

In the end one returns to the beginning. Inspiration, courage, vigor, descend from above. The life of the body is in the soul, and all lower things depend upon the high and the noble. Supervision is the oversight; it has its fountains in a just and lofty understanding, which communicates its fervor and wisdom to all who come within the radius of its influence. To enliven, to fill with ideals, to give wings to thought, and speed to act, belongs of right to those who lead and guide. Confidence in them rests on the fact that they are the mediums for the dissemination of a light which burns in them clearly and radiantly. Their torches must be illumined at the highest of sources, and must be as free

as possible from mere earthly fumes and obscurities. In a school as in any department of life, the most joyous of functions and the most useful of arts is to give strength to hands that would otherwise be weak, to give heart to motives that would otherwise be dull and uncertain, to give light to hopes and imaginings that would otherwise be lampless, depressed, insecure, feelingless.

WE

EDITORIAL.

E have such a press of matter upon our columns this month that the space usually devoted to editorials is much abridged. But, in view of the number of exceptionally choice articles herewith offered to our readers, they will doubtless bear this lessening of editorial utterance with equanimity.

REV

DEV. FRANK H. PALMER, a man of fine literary instincts and with pedagogical and editorial, as well as ministerial experience, will henceforth devote himself to the interests of EDUCATION. His name is now associated with the writer's as a partner in the business, and as associate editor of the magazine. The aim of the editors and publishers of EDUCATION will ever be to make it more and more valuable and helpful to every reader, and to advance the great cause of education. We make no special promises for the future, but will let each issue of the magazine speak for itself. The constituency of EDUCATION is steadily increasing, and we trust this will continue for many years to come. Thanking you for all past assistance and inviting your coöperation in advancing the great interests to which this magazine stands pledged, and bespeaking your kindly interest in Mr. Palmer as he gives himself to the accomplishment of these ends, the present editor bids each reader - Godspeed. And so we go forward.

WE

E begin the publication in this number of EDUCATION of a very valuable series of articles entitled "Notes on the Principles of Education." The author, Rev. M. MacVicar, Ph. D., LL. D., is the accomplished superintendent of the educational department of the American Baptist Home Mission Society in New York city. He writes with the ease and skill of a master, and these notes cover the entire range of principles of teaching and methods of instruction. They are published in the form in which they have been delivered in the lecture room, and are the fruit of patient research and close, logical thinking. After reading much of the manuscript, Dr. William T.

Harris has given it his hearty endorsement. He says: "I think that what Dr. MacVicar writes will prove to be edifying reading to the teachers of this country, East and West, North and South, - not only for the clearness with which he lays down principles, but more especially for the practical wisdom with which he handles the questions of the school-room."

A

VIGOROUS movement has been inaugurated by Col. Albert A. Pope, of the Pope Manufacturing Co., to secure a comprehensive road exhibit at the World's Columbian Exposition. It is proposed to have a separate building devoted to the exhibition of improved roads and road-making machinery, such as stone-crushers, steam rollers, street-sweepers, watering-carts, etc.; and, if possible, to show actual examples of perfect roads and the processes and materials of their construction, in different parts of the Exposition grounds. We thoroughly indorse these efforts in the profound conviction that good roads have a vital relation to the physical, moral and intellectual, as well as commercial welfare of the people. Probably no man has done more than Colonel Pope to educate the public in regard to this subject, and we hope that the proposed exhibit will be all that he desires.

A

VERY important bill is now before Congress which we most earnestly hope will be enacted. It provides for the creation of a board to be known as the Board of Regents of Education of the Indian and Oklahoma territories for the purpose of promoting the industrial and academic education of Indians. It empowers this board to hold property, real and personal, buy, lease and sell land and chattels, receive gifts, etc., and to incorporate industrial, academic and other higher institutions of learning. Certain sections of land are to belong to this board; but the aggregate sum is not to exceed 1,000,000 acres. This land is to be sold for the purposes of Indian education. The bill is wisely and carefully drawn, and if it becomes law, will result in incalculable good. The author of this bill is Dr. MacVicar of New York. It has received the hearty endorsement of General Morgan, General Whittlesey, Dr. Wm. T. Harris, Herbert Welch and other distinguished friends of the Indian and of education.

T is proposed to hold throughout the country a National Columbian

upon Oct. 12, 1892. There are 13,000,000 scholars in our public schools. They are to be called upon to vote that their respective schools shall enter the celebration, and are to appoint local committees composed jointly of citizens, teachers and scholars. This committee will have charge of the local arrangements, but the general committee,

consisting of all the state superintendents of education, will furnish the official programme. Each state superintendent has the responsibility of pushing the plan in his own state. The programme will include an ode, a popular carol and a brief oration. There will be a religious recognition in the programme, in accordance with the spirit of our forefathers, whose first act upon landing was a religious one. The entire plan strikes us as an excellent one. The public school is a characteristic institution linking all neighborhoods into one great chain, and such a celebration will do much to teach the children history, and impress upon them the great lessons of patriotism and gratitude for our wonderful national development.

The Youth's Companion has been very active in bringing about this celebration. An executive committee, of which Francis Bellamy of that paper is chairman, and the other members of which are John W. Dickinson of Massachusetts, Thomas B. Stockwell of Rhode Island, W. R. Garrett of Tennessee, and W. C. Hewitt of Michigan, has published a valuable "message to the public schools of America,” from which we have only space to quote briefly : —

"The 12th of October, 1892, the 400th anniversary of the Discovery of America, ought to be observed everywhere in America. The day will be marked in Chicago by the dedication of the Columbian Exposition grounds. The day also may be signalized in every town and village in the Republic by a local celebration of which the public school is the centre. The public schools of the Republic will form the most fitting centres for all these local celebrations.

On October 12th the stars and stripes should be floating from every schoolhouse in the Republic. It is the hope of the friends of common school education that not one public school in the United States will allow itself to be left out in this most memorable celebration."

CORRESPONDENCE.

Editor of EDUCATION:

In an editorial in the January number of EDUCATION, you state that one of the things that the people of the United States will not do is, "to reconstruct the primary and secondary departments of the public school system to meet the demand of a group of university men." Are your readers to infer from this that you are opposed to the introduction into the grammar schools of the study of geometry, algebra, French, etc.. as recently advocated by a gathering of noted leaders of educational matters? The papers commenting on the report and its

startling innovations, gave for the most part, unqualified approval of the proposed change, and I have heard no serious objections offered against the measure. I have been on the lookout to discover in the educational journals some discussion or attack on the report, expecting that some of the conservative schoolmen would rise to give it a smart rap, but I have seen nothing. I sincerely hope the report and recommendation will receive consideration and extensive comment.

Massachusetts.

Editor EDUCATION:

TEACHER.

I have taught in high schools and academies in New England cities for the past twelve years, and I am desirous of making a change which will bring me nearer the goal of my ambition. I am a college graduate and can furnish gilt-edged testimonials of my ability, scholarship and success. So far, I have received all there is for me in the schools outside of the large cities. I believe I can do satisfactory work in a city. school, and my purpose in writing you is to ask your advice as to the best means of procuring a position in Boston, in one of its high or Latin schools.

Connecticut.

F. J. R.

Your letter bears the stamp of good faith, and it deserves consideration. Places in Boston are not to be had for the asking, and your excellent work in a small school in the country will not make you a very formidable candidate for any of the positions that may be vacant. If you have won success in your calling by honest and hard work, you need have little fear that you will pass unrecognized. School officers are ever on the alert to secure the very best the country affords, and your local reputation, if it is substantial, will secure for you respectful consideration. It does not follow, that because you have succeeded in your school you are the man for any other school. Success depends largely on conditions and immediate influences. In another school you might not secure that unqualified success which has thus far attended your efforts. It is far better for you to bide your time where you are, putting to good advantage the time you have on your hands. for extra study, and then by easy stages move towards the larger cities. The most eminent and successful teachers are by no means to be found in the largest cities. Do not entertain the idea that your life will be but partially a success if you do not round it out with work in Boston or New York. Be assured, however, that when you are fitted for the work which the large schools in the cities require, you will not be passed unnoticed, if your abilities merit your securing any of these positions.