VOLUME X.

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No. 3.

is not saying very much. There are, however, heroes in our midst all the time; but the only heroes we know anything of are those of history and literature. We are torn and swayed by the same passions and fears as actuated the people of ancient Egypt; and a tragedy in a Broadway restaurant is just as much a tragedy, and just as full of the human element necessary for poetry, as if it took place on the banks of the Nile. The engineer who stands in his cab, at the risk of his life, in a railroad crash, is quite as heroic a figure as Columbus threatened by his mutinous sailors. As long as the human drama continues, there will be tragedies and there will be heroes. The critics who say that this age is too pro saic for the production of poets and poetry do not appear to realize that as long as birth and death, and the essential solitariness of every individual existence remain, human life can never become commonplace. The fact is, in reading about our ancestors we accept shadows, continually elongating with the y ars, for men."

HISTORY AND LITERATURE IN GRAMMAR GRADES.

HON. J H. PHILLIPS, SUPT. BIRMINGHAM, ALA.

Only 15 per cent of the pupils in our elementary schools. reach the high school. The masses take their reading in their own hands, and drift unwarned into the dangerous shallows of ephemeral literature. Our most effective instrumentalities of culture should be concentrated into the grammar schools. In the millions of youth now in these schools are centered the hopes and interests of the future. For many years the battle ground of the Republic must be the grammar school, and the instruction here imparted will determine the tendency of American civilization.

All the studies of the elementary school properly co ordi nated should lead to the cultivation of taste for gocd literature. the supplement and complement of all. Instruction in the related subjects-reading, language, grammar, history, and geography-should be organized with direct reference to literary acquirement. History and geography should be corelated throughout the course; association of the elements of time and personality in the one, with the element of place in the other, will aid the memory and facilitate the study of both The revival of historical studies in higher institution has revealed three prominent needs of history teaching in our elementary schools. -better preparation of teachers, improved methods of instruction, and better gradation or the course in history History and biography constitute the doorway to the broader fields of literature, -to the literature of power of in spiration. Numerous methods have been tried with varying success, to cultivate in the schools a taste for wholesome

sense.

reading. Supplementary reading, the celebration of author's days, and the establishment of libraries, have been prolific of good results. These efforts emphasize the conviction that the study of English upon which is spent one half the child's time in school, has failed signally in cultivating the literary Our language teaching is too abstract and technical; the child studies the anatomy of language. but hears not the voice within. Dexterity in verbal analysis brings no corresponding power of synthesis, secures no enlargement of the intellectual life, Technical grammar should be based upon a literature familiar to the pupil. The reading of a few great masterpieces in their integrity, with sole reference to their appreciation as literature, should both precede and accompany verbal drills and grammatical analysis.

THE DAUGHTER OF GLADSTONE.

In person Miss Gladstone is tall and rather ungraceful, a defect which is intensified by her carelessness in the matter of dress a very unimportant item in her busy life; but one forgets her want of grace in the charm of her face, which, without being really handsome, fascinates by its earnest expression, writes Ethel McKenzie McKenna, in the series of "Clever Daughters of Clever Men" in the April Ladies' Home Journal. The spirit of her father's genius shines through her eyes, and causes one to forget that her features are wanting in actual beauty. She wears her hair brushed from her face in rather severe style, and coiled in a knot at the back of her head. Her forehead is low, but well shaped, her mouth rather large, with full, expressive lips. Miss Gladstone is of a very retiring nature, having a great dislike to publicity of any sort, and is by no means the "strongminded' woman whom one would expect to find at the head of a college. Although her views on most subjects are extremely strong, this fact only serves to intensify her individuality, without detracting from her sweet and womanly Many of the qualities which have endeared the "grand old man" to those around him, reproduce themselves in his daughter, who resembles him in character as she does in appearance. His personality has set its stamp upon her; her nature bears the impression of his. No wonder that her strong feelings are usually in accordance with those of her father, and that in his political views his daughter is one of his most ardent followers. Another less important subject on which her ideas coincide with those of Mr. Gladstone is a great belief in the virtues of strong exercise, and though I have never heard of her assisting in his tree cutting operations, she is an indefatigable walker, and endeavors to make her girls follow her example. Although her nature is a reserved one, and she is as a rule rather silent, she is, when interested, a most brilllant talker, and her powers of conversation constitute one of her great charms. Even the most frivolous "don" would feel delighted at being requested to take Miss Gladstone in to dinner.

nature.

EUGENE FIELD'S DREAM.

No one realizes better than Eugene Field himself what Mrs. Field has had to endure by reason of his peculiarities, and he illustrates this by narrating a dream he claims to have aad, writes John Ballentyne in a delightfully gossipy sketch of

"I

Mrs. Eugene Field in the April Ladies' Home Journal. thought," he says, "that I had died and gone to heaven. I had some difficulty in getting past St. Peter, who examined my record closely and regarded me with doubt and suspicion, but finally permitted me to enter the pearly gates. As I walked up the street of the heavenly city I saw a venerable old man, with long gray hair and flowing beard. His benignant face encouraged me to address him. 'I have just ar. rived and I am entirely unacquainted,' I said. 'May I ask your name ?'

"'Oh, yes,' he replied, 'I'm Job.'

"'Indeed,' I exclaimed, "are you that Job whom we were taught to revere as the most patient man in the world?'

“'Yes,' he said, with a show of hesitation, yes, I did have quite a reputation for patience once, but I hear that there is a woman now on earth who has suffered more than I ever did and has endured it with greater resignation.'

"Why,' said I, 'that is curious. I am just from earth and I do not remember to have heard of her case. What is her name?'

"'Mrs. Eugene Field,' was the reply. "Just then I awoke."

WHAT TO READ.

Avoid the habit of promiscuous reading. The indiscriminate devouring of newspapers, magazines and periodicals has much to answer for. It wastes our time; it dissipates our energies; it distracts the attention; it vulgarizes the soul; it weakens the memory; it fills the mind with undigested or half digested scraps and fragments of knowledge, which have little or no relation to each other, and which give the semblance of information without the reality.

In English poetry read Chaucer, Spenser, Shakespeare, Milton, Pope, Gray, Cowper, Burns, Wordsworth, Coleridge, Keats, Shelley, Byron, Longfellow.

In history read Gibbon Macaulay, Freeman, Froude, Lecky, Prescott, Motley.

In oratory read the great speeches of Cromwell, Chatham, Pitt, Fox, Burke.

In general literature the works of Bacon, Sir Thomas Browne, Addison, Dr. Johnson, Charles Lamb, De Quincey, Carlyle.

In fiction the novels of Defoe, Goldsmith, Walter Scott, Miss Austen, George Elliot, Dickens, Thackeray.

In divinity the writings of Hooker, Jeremy Taylor, Barrow, Butler, Tillotson, Robertson.

Nor is there any deficiency of great living writers, whose works we may study with profit and delight. Our age still rejoices in the presence of Tennyson, Browning, Ruskin, Matthew Arnold, Lowell, Whittier, Gladstone, Bright, Lecky, Bancroft, Lightfoot, Westcott, and many more. In studying the thoughts of such men as these you will find delightful and ennobling occupation or the leisure hours of many a year. Canon F. W. Farrar.

COAL SMOKE.

It is said that the recent London fog was more dense and persistent that any other in the history of this great metropolis. Business was greatly eml arassed, in many lines entirely

suspended, the darkness at mid-day being so dense that at noon the hand could scarcely be seen before the face. This fog is not the vapor fog that we so often have in tall and winter, in town and country, but a large precipitation of coal smoke. It is estimated that 100 tons of soot fall upon the roofs, streets and parks of London daily; the unconsumed product of about seven million tons of coal burned in 1890. As factories and dwellings increase, this amount is increasing annually and these dense fogs become more and more frequent. These fogs, especially in cold weather, greatly in crease the death rate, not from accidents simply, which greatly increased, but from sickness induced or aggravated thereby, especially pulmonary diseases.

are

This is a serious condition and one that calls for the most careful consideration. Even Des Moines, and other towns of Iowa. though so small comparatively, suffer severely from this smoke nuisance.

As yet chemical and mechanical ingenuity has not discovered any practical, reliable remedy. Liberal premiums should be offered for the discovery of a method or methods that will effectually abate this great menance to the public health.

Not only are the people deprived by this daily increasing mixture of unconsumed carbon with the atmosphere, of pure healthy air, but there is a fearful waste of fuol, so that economic considerations alike demand relief.

Let inventive genius be stimulated and encouraged until this wasteful nuisance shall cease.-Bulletin Iowa School Board.

COMMON SENSE GEOGRAPHY.

If, instead of teaching the thousand little things in the geography text which nobody remembers, or cares to remember, more attention were given to common sense ques、 tions bringing out the practical points in physical, political and commercial geography, children would be vastly more benefitted by the study of this branch than is possible with the system of teaching so common in the schools.

A grain of coffee will make quite an intercsting lesson. Describe the countries from which the coffee is brought, the route by which it comes to us and the people who are engaged in its production. Indicate on the map the countries which produce coffee. Why it is not cultivated in the United States.

A grain of wheat will serve as a similar lesson. Which States in the Union produce the most wheat? Which in Europe? Why is Africa not a grain-growing country?

Rice, sugar, cotton, wool, all of them objects which can be had in any home, will do for the lessons. Find out why the wool-growing countries do not produce rice and sugar. Why wheat districts do not produce rice. Topics of this kind will make pupils think, reason and inquire, and that is what is needed in our instruction.

Oysters, peanuts, coal oil, tobacco, pepper, salt, and similar objects which children see every day, and yet know precious little about, will form the basis of most interesting discussions in the geography class. Where is the oyster field? Is it cultivated or of natural growth? How many can tell whether it is found in water or on land? Is it a vegetable or an animal? What is the difference between a vegetable

and an animal? Does the oyster breathe, can it move, has it feeling, is it eaten when alive or dead, is it a fish, bird, beast, radiate, insect or what?

International trade or commerce is an interesting and practical subject. What does our country buy from the other countries of the world, and what do they buy from us? Re. ciprocity treaties should be considered in this connection

The different nationalities form excellent lessons in geography-so do the races. Write out the names of the countries inhabited by each race. How are the savages of Europe, Asia and Africa distinguished from those of America? In what countries besides Ireland and America will you place the Irishman? To what countries does the black Caucasian belong? - Pennsylvania School Journal.

THE COUCH.

A room without a couch of some sort is only half furnished Life is full of ups and downs, and all that saves the sanity of the mentally jaded and physically exhausted fortune fighter is the periodical good cry, and the momentary loss of consciousness on the up stairs lounge, or the old sofa in the sitting room. There are times when so many of the things that distract us could be straightened out, and the way made clear, if one only had a long, comfortable couch on whose soft bosom he could throw himself, boots and brains, stretch his weary frame, unmindful of tidies and tapestry, close his tired eyes, relax the tension of his muscles, and give his harassed mind a chance. Ten minutes of this soothing narcotic, when the head throbs, the soul yearns for endless, dreamless, eternal rest, would make the vision clear, the nerves steady, the heart light, and the star of hope shine again.

There isn't a doubt but the longing to die is mistaken for the need of a nap. Instead of the immortality of the soul, business men and women want regular and systematic doses of dozing, and after a mossy bank in the shade of an old oak, that succeeding Junes have converted into a tenement of song birds, there is nothing that can approach a big sofa, or a low, long couch placed in a corner, where tired nature can turn her face to the wail and sleep and doze away the gloom.Med. and Surg. Rep.

PADEREWSKI'S CHILDHOOD.

Our artist passed the early years of childhood in the coun try. He was motherless, but "him by the hand kind Nature took." She showed him her gracious silences, her sounds of forest, field, and brook, her stir of living growth, her various skies and motions. To this first, best music-lesson his imagination owes much of its objective material.

From earliest infancy he could "hear." At three he stole to the piano to touch the keys and to listen. At six he began to study. The teacher was a fiddler who helped out his living by giving lessons on the piano, which he could not play. It did not even occur to him to bestow upon his pupils that peculiar treasure of his own instrument, the power of recognizing tones. But it was not necessary. Young Ignace knew the pitch of every sound he heard. He could identify not only the notes in every chord, but each separate set of vibrations that goes to make up that variable compound we call tone. "I must hear them, because I try to color my