the county during the year. This report should be sent to the secretary not later thar the middle of June, in order that he may make a full report to the Ohio Teachers' As sociation at the State meeting. Blanks are furnished for this report, as well as for a preliminary report from each county branch or local circle."'

OREGON.

A letter from State Superintendent McElroy says: "Very little has been done so far in this State relative to the establishment of teachers' reading circles.

"The school work of this State is yet in a formative condition, and we have had so much pioneer labor to perform that we have not been able to take many of the advanced steps in education.

"We realize the great importance of reading organizations in this country, and we hope to secure some favorable legislation in this direction at the coming session of the Legislature."

Mr. McElroy then refers to several ladies and gentlemen of the State, but from those addressed nothing has as yet been received.

Rhode Island, though small, does not lack individuality. Its teachers' association is called an Institute of Instruction, and has for its object the improvement of the public schools of the State, and every member of the Rhode Island Institute of Instruction is a member of the Reading Circle. There are no extra fees. It is recommended that each shall read at least one volume in Pedagogy. By reading three pages a day, five days in the week, one can read a volume of four hundred pages before the next annual meeting in October. Those who are teaching history, literature, or any subject in the other departments, will find it helpful to read the books recommended by the directors of those departments. The directors will be glad to answer any inquiries or to give further information to any who desire it, in relation to books, methods of study, or other points of interest in their departments.

The following are the various departments and the books recommended in each:

I. PEDAGOGY.

THOMAS B. STOCKWELL, director.

Rousseau's Émile or Pestalozzi's Leonard and Gertrude. & Co., Boston. Price, 75 cents each.

Published by D. C. Heath

Prince's Courses and Methods. Published by Ginn & Co., Boston. Price, 75 cents. The course of reading recommended for the ensuing year is a double one, combining both theory and practice. In the first two books recommended we have the substance in an attractive form of two educational classics. There is little in modern pedagogy that does not go back to Rousseau and Pestalozzi, and it has seemed to me wise to direct the attention of teachers to these two sources of the present system of educational training,and culture.

Emile is the earlier in point of time and is more thorough in its treatment of the subject, covering the whole province of education from birth to youth. There is but little pretense to a story, although it is called a romance. There are positions taken from which we shall probably dissent, but on the other hand, we shall be surprised to find how much there is with which we shall agree.

Leonard and Gertrude is quite an entertaining story of peasant life in Europe which shows how the introduction of correct principles of life and action, especially in connection with the training of the young, may reform a community and impart to it a new and a higher life.

A careful reading of either or both of these little books will amply repay the cost of time and money in the stimulus they will afford and the opportunity they will give for a re-adjustment and a new settlement of our plans of action.

Prince's Courses and Methods has been chosen--First. In the belief that to a great many teachers its outline of a regular, progressive, and symmetrical order of studies will be of great help. Much good teaching is rendered practically of little value for the lack of just such a basis as this book will furnish.

1

Second. Because its plans for the presentation of the various subjects of Reading, Spelling, Writing, Language, Grammar, Geography, Arithmetic, History, Physiology and Hygiene, Drawing, Singing, Observation Lessons, and Information Lessons are he lieved to be valuable botlr in themselves and as models for the teacher's use in directions. It is essentially a "hand-book" for the school-room.

II. HISTORY.

F. W. TILTON, director.

Nowhere is systematic study more essential than in the department of history. Before attempting to recommend a course of reading and study for the next year, I have deemed it important to inquire what the work of the "Reading Circle" has been in this direction. I find that two years ago the members were advised to read Fisher's Outlines of Universal History, and suggestions of the greatest value were given by Prefessor Andrews as to the method and spirit in which the work should be done. I heartily recommend that these suggestions be again brought, in some convenient form, within reach of every member of the "Reading Circle." A year ago the same book was again recommended, with a suggestion that the members also follow a course of reading upon United States History.

These recommendations are in entire harmony with what I believe to be the true method of historical study: viz, to begin with a general view of the whole field of history, and then to pass on to more minute study of important periods. This method is adopted and carried out almost to perfection in the schools of Germany, and there is little doubt that it will become more prevalent in our own schools than it has been in the past. The medical student does not make a minute study of the heart before he has any idea of the structure of the body as a whole. Critical study of a brief epoch in the history of a single people, with no knowledge of earlier or contemporaneous events, is scarcely more sensible.

I deem it wise to read with great care a good summary of general history every year. An ordinary memory needs this amount of quickering to keep the cardinal events clearly defined. Something is to be gained, doubtless, by occasionally changing the book used for this purpose. Fresh interest is thus awakened, and the facts are presented to the mind in different lights. As special attention has been given to United States history the past year, it seems to me advisable to suggest that a reasonably full work upon English history be now mastered. I accordingly recommend the following courses for the ensuing year:

(4) GENERAL HISTORY.-A careful reading of one or more of the following, observing the suggestions of Professor Andrews regarding abstracts, etc.: Fisher's Outlines of Universal History; Miss Sheldon's General History; Myers' Outlines of Ancient, Meliaval, and Modern History, 2 vols.; Freeman's General Sketch of History; Outlines of the World's History, by Swinton.

(B) ENGLISH HISTORY.-A similar reading of Green's History of the English People, 4 vols. Published at $6; can be bought for about $3.50.

III. LITERATURE.

ELIZABETH C. SHEPLEY, director.

1. Chaucer's Prologue to the Canterbury Tales, with the Knight's Tale. Clarendon Press edition. MacMillan, New York; 60 cents.

2. Mrs. Oliphant's Makers of Florence. MacMillan; $2.25.

3. Romola, in any edition.

For any teachers who wish for text-books on English literature nothing can be better than those proposed in the first year of the Reading Circle: Stopford Brooke's Per and Mrs. Oliphant's Literary History of England. Those who have read these, espe cially if they have added Taine's English Literature, and who wish for any advice in the selection of literature for delight and refreshment, are heartily recommended to the books I have named at the head of my paper. In the first and second they will find an agreeable introduction to the earliest great poet of the English language, and to the sources from which he largely drew his inspiration. In this connection they will readily be reminded to reread George Eliot's story of Florence, Romola.

IV. LANGUAGE.

T. WHITING BANCROFT, director.

I. The Life and Growth of Language, by Prof. W. D. Whitney, in the International Scientific Series, published by D. Appleton & Co., New York; 326 pages.

II. The Philology of the English Tongue, by Prof. John Earle. Oxford, at the Clar endon Press; 700 pages; $1.75; third edition.

III. The English Language, by Prof. J. M. D. Meiklejohn. D. C. Heath & Co., Foston; 388 pages.

These works are suggested as a comprehensive course of reading on the subject of language.

The first is an outline of linguistic science, discussing such topics as how each individual acquires his language, change in the outer form of words, change in the inner content of words, loss of words and forms, production of new words and forms, the name-making process, Indo-European language, other families of language, nature and origin of language, and the science of language.

The second is an elementary philological treatise on the English language, embracing such subjects as a historic sketch of the rise and formation of the English language, the English alphabet, spelling, and pronunciation, the parts of speech, the verbal group, the noun group, the pronoun group, the link-word group, syntax, compounds, and prosody.

In a clear and lucid manner the author treats of the leading philological principles of the English language, so that the whole subject is presented in a most attractive light. The third work recommended is just published. It is a condensed summary of the grammar, history, and literature of the English language. It is divided into four

parts.

Part I is grammatical, considering such topics as etymology, syntax, analysis, wordbuilding and derivation, word branching, etc.

Part II is rhetorical, presenting the subjects of composition, punctuation, figures of speech, paraphrasing, etc.

Part III is historical, with the following order of topics: The English language and the family to which it belongs, the periods of history of the English vocabulary, history of the grammar, specimens of English of different periods, modern English, and land-marks in the history of the English language.

Part IV contains a brief history of English literature with tables of English literature.

V. GEOGRAPHY.

CHARLOTTE E. DEMING, director,

The Earth as Modified by Human Action, by George P. Marsh, published by Charles Scribner's Sons. Price (edition of 1885), $2.70.

This book is valuable for either consecutive or topical reading. The author was a wise observer of nature in both hemispheres, as well of her minutest as of her grandest operations, and his conclusions are those of a scholarly, practical man.

It is difficult to give an idea of the scope of the work by quoting a few of the subjects treated, but perhaps the following may be mentioned:

Natural advantages and physical decay of the Roman Empire, reaction of man on nature, human and brute action on nature compared, limits of human power, physical conservation and restoration, origin of domestic plants, vegetable power of accommodation, influence of animal life on vegetation, origin and transfer of domestic quadrupeds, introduction of fish, birds, and insects, utility and destruction of reptiles, marine and inland waters, sand dunes, projects of physical changes accomplished or proposed by man, as cutting marine isthmuses-Suez Canal, Cape Cod Canal, diversion of the Nile. The author has treated in an interesting manner the subjects-trees and their influence, American and European forests and forestry.

In view of the increasing interest in trees and forests, owing to the observance of Arbor Day by our schools, it may not be out of place to call attention to Vol. 9 of the Tenth Census Report, which embodies the researches of Charles S. Sargent, professor of Arboriculture in Harvard University, and others, with relation to forest trees of North America. The bibliographical list which accompanies Mr. Marsh's book is excellent.

VI. SCIENCE.

GEORGE F. WESTON, director.

Natural science is especially useful in quickening the perceptive powers of pupils; and that teachers may be aided in this line we recommend the following guides for science teaching:

I. About Pebbles. Prof. Alpheus Hyatt.

II. Concerning a Few Common Plants. Prof. George Goodale.

III. First Lessons in Natural History. Mrs. Elizabeth Agassiz.

IV. Hydroids and Coral. Professor Hyatt.

V. Commercial and other Sponges. Professor Hyatt.

VI. First Lessons in Minerals. Miss E. H. Richards.

VII. Common Minerals and Rocks. Prof. W. O. Crosby.

These little volumes are issued by Heath & Co., Boston, Mass.; Nos. 1, 2, and 6 ec ing 10 cents each, mailing price; No. 3, 25 cents; Nos. 4 and 5, 20 cents; No. 7, 25

SOUTH CAROLINA.

Mr. James H. Carlisle, of Spartansburg, to whom the Bureau was referred for information by the State superintendent, reports that the teachers' reading circle has not taken root in this State. Mr. Carlisle says:

"I am sorry that I can give no satisfactory account of the teachers' reading circles in our State. In some of our towns the teachers connected with our public schools are required to meet regularly and to pursue some course of reading. But I know of no regular Chautauqua teachers' circle in operation. There are several Chamauqua literary and scientific circles, but I know of no teachers' circle. The News and Courier of December 7, 1888, speaks of an attempt to organize such circles. I will write to parties mentioned in connection with the enterprise, and will take pleasure in giving you any information I may obtain."

As we have not heard from Mr. Carlisle we assume that his courteous efforts to obtain information for us have been unsuccessful.

TENNESSEE.

"The teachers' reading circle is dead in Tennessee," says State Superintendent Smith.

WEST VIRGINIA.

"It is not possible to give exact information in regard to the teachers' reading circle in West Virginia," says B. S. Morgan, State superintendent. We have no State organization nor officer who has any record of work done in the State.

"I prepared a plan for the organization of circles by counties three years ago, and submitted it to the State Educational Association for its approval. The plan of organization and course of study were adopted, and since that time reading circles have been established in at least twenty-five counties. The work has met with the general approval of the teachers, and will prove an effectual organization in this State. I am now making arrangements to have a State organization established at next meeting of the State Educational Association, which will make the reading circle far more effective than it now is. I regret I cannot give you more information on this subject."

WISCONSIN.

"The history of the movement for teachers' reading circles in this State is not encouraging," says J. W. Stearns, professor of the science and art of teaching in the University of Wisconsin. The organization was first effected in 1885, at the summer meeting of the Wisconsin Teachers' Association. The first board of directors was: J. W. Stearns, J. B. Thayer, Robert Graham, W. H. Beach, C. A. Hutchins, William Jones. "This board organized by electing W. H. Beach chairman and J. W. Stearns secretary. An effort was made to interest the teachers at the fall institute, and a large number of county superintendents took hold of the work. Blanks for reporting were prepared and distributed, and circles organized in many parts of the State.

"The enrolment reached 1,506 members. Few reports were received of work done, and it soon became apparent that the real success of the movement depended upon the constant efforts of county superintendents, together with the ability of the circle teachers as organizers. The elections occurred in 1886, and these displaced from office a considerable number of superintendents who had been active in organizing and carrying on the work, and in almost every such case the work fell to the ground in the county. Others found that success required of them more labor than they could give in addition to the regular work of their office. Thus during the second year there was a great falling off in interest, and the enrolment did not reach above three hundred. The same persons were continued in the board, but the discouragement consequent on the year's experience prevented the inauguration of new efforts. There are now in the State's few circles, but no regular reports are made, and it is impossible to state numbers or work done."

CHAPTER XXII.

OBITUARY LIST OF NOTABLE EDUCATORS.

CONTENTS-Introduction-Number in the list-Other pursuits of the dead-Their ages at deathAmerican list-Foreign list.

The necrological list of one hundred and sixty-three names here presented is confined except in a few cases to the year that ended June 30, 1888. It comprises the names of such persons, American and foreign, whose deaths were noticed during the period in prominent journals, because they had had some real connection with education whether as teachers, writers, or benefactors.

The other pursuits with which their names were associated included astronomy, banking, botany, chemistry, commerce, engineering, geology, journalism, law, library work, literature, mathematics, medicine, mineralogy, music, paleontology, philology, philosophy, physics, political economy, sociology, surgery, teaching, theology, war, and zoology.

The American list comprises one hundred and ten names and the foreign list fiftythree; this difference is explained by the greater facilities existing for obtaining information about natives.

Their ages may be grouped by quinquennial periods as follows:

The aggregate ages of the Americans was 6,759 years, or 64.65 years per capita; of the foreigners, 3,564 years, or 67.24 years per capita. The per capita for Americans and foreigners combined was almost exactly 65.5 years.

AMERICAN.

ABELL, Arunah S., in Baltimore, Md., April 19, 1888, aged eighty-one years; founder and principal owner of the Baltimore daily Sun newspaper; one of the associates of Prof. S. F. B. Morse in establishing the first telegraph lines in this country, etc. AGNEW, Cornelius Rea, A. M., M. D., in New York City, April 14, 1888, aged fiftyseven years; educated at Columbia College and the College of Physicians and Surgeons, New York; clinical professor of eye and ear diseases in the latter; trustee of the city public schools, 1859; trustee of Columbia College, 1874; one of the founders of the U. S. Sanitary Commission, 1861; of the Union League Club of New York an eminent surgeon in his special branches, and a Christian gentleman of the mos lovely character.

ALCOTT, Amos Bronson, in Boston, Mass., March 4, 1888, aged eighty-eight years; widely known as a lecturer, essayist, philosopher, and mystic, and honored by the sincere regard of such men as Longfellow and Emerson.

ALCOTT, Miss Louise M., in Boston, Mass., March 6, 1888, aged fifty-five years; famous as a writer of charming books for young people, notable among which are Women, Little Men, Eight Cousins, etc.