The authors of the HIGH SCHOOL LABORATORY MANUAL OF PHYSICS had in view, in preparing their book, first the teaching of physics by the inductive method, and second the providing of sufficient laboratory work to meet the entrance requirements of any college. The arrangement of the experiments is by a new plan and will merit approval. Every experiment is carefully marked out and the student must see, learn and draw conclusions for himself. The first part of the manual is elementary enough to warrant its use in the upper grades of the grammar schools. Boston: Ginn & Co.

MY LIFE AND TIMES, by Cyrus Hamlin, Missionary in Turkey, and author of AMONG THE TURKS, etc., will take its place among the notable books of the year. It is a permanent enrichment of the already rich and deeply interesting autobiographical lists of recent times. The author was, and still is, a man of brains and heart, whose life has counted as a positive force on two hemispheres. He has had a marked influence on the development of civilization and Christianity in the Turkish empire, and has described the thrilling scenes and decisive epochs of political and social life through which he has passed, in stirring and almost poetic English. This is a book for thoughtful people to rejoice over as something to put into the hands of the younger generation, to stimulate them to lives of noble usefulness, like the author's. May he be still spared for further years of enjoyment and service. Boston and Chicago, Congregational Sunday School and Publishing Society, $2.50.

In a work of nearly five hundred pages, Robert I. Fulton and Thomas C. Trueblood, professors of elocution, have given everything essential in precept, rule and example pertaining to the science and art of elocution, under the title of PRACTICAL ELEMENTS OF ELOCUTION. It is designed as a text book for the guidance of teachers and students of expression. The work is most abundantly supplied with extracts from the best writers and speakers to illustrate the rules. The teacher and student will find in this manual all that is needed for a thorough comprehension of the science and art of elocution. A valuable feature is the appendix which contains Dr. J. W. Bashford's essay on Truth, Personality and Art in Oratory. Boston: Ginn & Co.

Thirteen members of the Herbart Club made a translation of Dr. Kar. Lange's APPERCEPTION, A Monograph on Psychology and Pedagogy, and it is presented to American teachers under the editorship of Dr. Charles De Garmo. Dr. Lange in his treatise presents what is unquestionably the most striking study of the relation of psychology to pedagogy, and his book has given a new impetus to investigation and research in this field. It was an inspiration that led the Herbart Club to take up the study of Apperception and finally translate Lange's book. It is a boon to teachers to be able to have and read this treatise which is so simple that the cross-road district school teacher may read and understand. It is a book that should be read and studied by every teacher in the Union. We note a serious omission in the absence of either table of contents or index. A later edition will probably remedy this defect. Boston: D. C. Heath & Co.

BORN IN THE WHIRLWIND, by Rev. William Adams, D. D., is a tale of life in the South after the war, and is one of the best novels we have read for a long time. The author's style is very Dickensesque, the influence of the great English novelist being very noticeable, but not disagreeably so, as would be the case if the author were a mere imitator. On the contrary he is a strongly original writer and has a power of analysis of human nature and motives that marks him as a novelist of first rank. We advise everyone who enjoys a good story well told to buy and read this book. Boston: Arena Publishing Co.

46

THE ETHICS OF HEGEL, translated from his Reehtsphilosophie," with an introduction by J. Macbride Sterrett, D. D., of the Columbian University, Washington, D. C., is the second number of a series of small, handy volumes, each of which will be devoted to the clear and brief presentation of a leading system in the history of modern ethics. As this branch of study has made recent rapid strides in our schools and colleges we anticipate that these volumes will find a ready welcome. The one in hand is ably edited and attractively published. Boston: Ginn & Co.

We have received Part One of the Photographic Panorama of the World's Fair, published by Mast, Crowell & Kirkpatrick, Springfield, Ohi o. There are to be four parts, each containing fifty-five distinct photographs. These are excellent and help us to live over again the happy days at the White City. Price, 15 cents a part.

THE PSYCHIC FACTORS OF CIVILIZATION, by Lester F. Ward, author of Dynamic Sociology," is a weighty volume in which the author attempts to make a practical application of the principles laid down in his former book to the practical social problems of the day. His work is careful and thorough and he has produced a book which is calculated to meet the wants, and stimulate as well as deepen the thinking of the profounder students of the science of sociology. His work is of such a nature that his readers will probably be few in number, but influential. Boston: Ginn and Co.

THE BIENNIAL REPORT OF THE RECENT SUPERINTENDENT OF PUBLIC IN. STRUCTION OF THE State of Iowa, J. B. Knoepfler, is an able and interesting volume, abounding in statistics, suggestions and illustrations, helpful alike to those interested in Iowa schools, and to the general educational public. Des Moines, Iowa, 1893.

Rev. M. J. Savage's contribution to the discussion anent Christianity and Evolution consists of five lectures which are published under the title of THE IRREPRESSIBLE Conflict BETWEEN TWO World-THEORIES. Dr. Savage is an evolutionist and a Unitarian, and as such he replies to the Lowell Lectures of Dr. Lyman Abbott. He makes in the clearest of language a strong presentation of his side of the case. It is intensely interesting reading and is an honest, fair-minded contribution to the subject. Boston: Arena Publishing Co.

PERIODICALS.

We acknowledge several copies of The American Pressman, a handsomely printed monthly publication now in its fourth year. P. S. M. Munro, 439 Pacific St., Brooklyn. N. Y. Price $1.00 a year. -Harper's Magazine for March is a notable number. Among the timely and instructive articles special mention may be made of "The Russian and his Jew," by Poultney Bigelow; "A Rodeo at Los Ojos," by Frederic Remington, and "The Welcomes of the Flowers," by William Hamilton Gibson. Dr. Prudden has an able contribution in this number on Tuberculosis and its Prevention."--Harper's Weekly, Bazar and Young People maintain their well-earned reputation of leadership in their several fields of journalistic enterprise.The Popular Science Monthly opens with a severe arraignment of the Prohibitive Liquor Laws, by Appleton Morgan. He maintains that they have done more harm than good to the temperance cause.--The March number of The Forum begins the 17th volume. It contains a sort of symposium on the Income Tax by Hon. Uriel S. Hall, and Mr. David A. Wells.-The February Arena, the "Midwinter "number, contains 164 pages, and is filled with able articles on a great variety of topics. "The New Bible," by Rev. Washington Gladden, is one of the most notable. The February Cosmopolitan has a charmingly fl lustrated story called "A Rejected Manuscript," by Arthur Sherburne Hardy.--We note the change of form in Zion's Herald, from the old to the new shape, which has now been adopted by almost all the weekly religious papers.--Western Reserve University at Cleveland, O., will erect two new buildings this year, a new physical laboratory and a large addition to Guilford Cottage, the dormitory of the College for Women. There is a prospect also of a new Chemical, Biological laboratory, all indications of a deserved prosperity.

EDUCATION

DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND

THE

WILL S. MONROE, STANFORD UNIVERSITY, CALIFORNIA.

HE history of education in the United States is yet unwritten. Young as it is in years, many of the men and movements connected with its beginning are already forgotten or remembered only by a few special students. But when it comes to be written, Joseph Neef and his efforts to introduce Pestalozzianism in America, during the opening years of the present century, will be familiar to teachers generally. Today, scarcely a score of our professional educators know more than his name. Of the character and activities of this remarkable Alsacian-who fought with Napoleon, taught with Pestalozzi, and made the first contribution to a pedagogical literature in America-the present article is to deal. For it, the writer has taken possession of many widely scattered factsthe various accounts of Pestalozzi's work at Burgdorf, Owen's communistic movement at New Harmony, the excellent articles by Mr. Gardette) and Mr. Wood, the printed books of Neef, letters and other documents from his daughter-and these he has endeavored to weave into a continuous sketch. For the benefit of those who may be interested in the further study of this wonderful man, there has been appended a bibliography, to which the numbers in the body of the article refer. While he has admired the work of this pioneer disciple of Pestalozzi and seemed to make the touch of the critical finger somewhat gentle, he has withal, endeavored to indicate the limitations and mistakes of the subject of his memoir.

Francis Joseph Nicholas Neef was born at Soultz, Alsace, on the 6th of December, 1770. His father was a miller and destined his son for the priesthood; but when about twenty-one years old, young Neef gave up the idea of taking orders, and entered the French army under Napoleon. At the famous battle of Arcole, Italy, in 1796, he was severely wounded and forced to retire from the military service. It was then that he turned his attention to education. When he joined Pestalozzi, is nowhere positively stated. In the Plan of Education he says: "About a year after 'Pestalozzi's school was established I became acquainted with him.” 'The school at Burgdorf was opened in 1799, so that Neef must have joined Pestalozzi in 1800. The character of his teaching at Burgdorf is best given by Ramsaner(17) who was a pupil of the school at the time. He says: "Buss had the scholars to sing whilst marching in time two and two, holding each other by the hand, in the large corridors of the castle. This was our chief pleasure; but our joy reached its climax when our gymnastic master Neef, with his peculiar charm, took part in it. This Neef was an old soldier who had fought in all parts of the world. He was a giant with a great beard, a crabbed face, a severe air, a rude exterior, but he was kindness itself. When he marched with the air of a trooper at the head of sixty or eighty children, his great voice thundering a Swiss air, then he enchanted the whole house.

* * * * I should say that Neef, in spite of the rudeness of his exterior, was the pupils' favorite, and for this reason he always lived with them and felt happiest when amongst them. He played, exercised, walked, bathed, climbed, threw stones with the scholars all in a childish spirit: this is how he had such unlimited authority over them. Meanwhile, he was not a pedagogue, he only had the heart of one."

Pestalozzi, having been chosen a member of the Helvetic consulta in 1802, was frequently called to Paris to settle disputes and look after interests involving Helvetia. A philanthropic society in Paris, learning of his method of instruction, induced him to send one of his teachers among them. Neef, because of his familiarity with the French and German languages, was chosen to conduct the Paris school. This school, a sort of orphanage, and not unlike the one that Pestalozzi was at the time conducting at Burgdorf, attracted general attention, and was visited by numerous distinguished educators and philanthropists, not a few of whom were ericans.

Pompée(16) gives this account of Neef's Paris school and a visit to the same made by Napoleon: "Mons. Neef, a teacher of Burgdorf, was sent to Paris, and commenced teaching in the orphanage, where the administration of the benevolent institutions entrusted a certain number of children to him. Napoleon, wishing to see for himself the results, went to the orphanage accompanied by Tallyrand, the embassador from the United States, and a large number of distinguished people; he left well satisfied with what he saw. Whilst all the governments of Europe were thinking of introducing a new system of teaching into the elementary schools, a private individual, Mr. McClure, conferred upon his country, the United States, an establishment that could vie with. the most important schools of Europe. A singular chance led him toward the improvement of his country's instruction. In 1804 he was in Paris, and had a great desire to see Napoleon. He applied to the ambassador from the United States who took him to the meeting where Napoleon had gone to see the results of Neef's teaching of the orphans. During the whole time that the exercises were going on, McClure, absorbed in looking at Napoleon, saw nothing else; but, when going away, he heard Tallyrand say to Napoleon, It is too much for us. This remark struck him; he returned to the room and learned from Neef the object of the meeting; and, as he was deeply interested in the improvement of the condition of the poorer classes, he saw at once all that Pestalozzi's system could do to benefit their condition. He made a very favorable offer to Neef to go to Philadelphia, and later on to New Harmony to found a Pestalozzian Institute."

The circumstances and date of Mr. McClure's visit to Paris, as given by Neeft himself, are as follows: "In the summer of 1805, Mr. William McClure, of Philadelphia, one of Pennsylvania's most enlightened sons, happened to visit Helvetia's interesting mountains and valleys. He was accompanied by Mr. C. Cabell, a brother of the present governor of Virginia. Pestalozzi's school attracted their notice. They repaired thither and to be soon convinced of the solidity, importance and usefulness of the Pestalozzi's method displayed before his eyes, and to form an unalterable wish. of naturalizing it in his own country, were operations succeeding each other with such rapidity, that Mr. McClure took them for one and the same operation. As soon as he had returned to Paris, Mr. McClure sought and sent for me. 'On what terms,' said the