must be willing to build a solid and secure foundation, although the time and money thus invested may make no show; the successful lawyer must be able, through the maze of conflicting testimony, to discover the main points of the case, and to present them in the true order of their importance, touching only lightly upon minor points, and dropping entirely all superfluous matter. In our habits of thought, in our conversation, in the use of our time, in the training of our children, we need be careful of our perspectives. It is not so much what we do as why we do it, that determines our character and our influence. When we cling steadfastly and loyally to the good, the true, and the pure, bringing them into the foreground of life, and giving them at all times the place of honor, other things will gradually assume the places they deserve, and we shall realize something of the true perspective of life and char acter. PROF. BOOKS FOR TEACHERS. OROF. B. A. HINSDALE, PH. D., of the University of Michigan, recommends the following list of thirty books relating to teaching. Doctor Hinsdale adds this note : "To meet the frequent applications made by practical teachers for such a list, as well as to assist my own students in the Theory, Art, and History of Teaching, I have prepared the following list of books relating to teaching. I do not claim that it is the best list of thirty titles that can be made, but only that it is a good list. No attempt has been made to arrange the titles so as to make a course of reading. They are given in alphabetical order. With much hesitation I have starred ten titles as the books that I should recommend the average teacher to buy, if he can buy no more." ADAMS: The Elementary School Contest in England. London: Chapman & Hall. ARNOLD: Higher Schools and Universities in Germany. New York: Macmillan & Co. BALDWIN: *Art of School Management. New York: D. Appleton & Co. BLACKIE: Self Culture. New York: Charles Scribner's Sons. BOONE: *Education in the United States. New York: D. Appleton & Co. CLARKE: *Self Culture. Boston: Houghton, Mifflin & Co. WOODWARD: The Manual Training School. Boston: D. C. Heath & Co. WHITE: *Elements of Pedagogy. Cincinnati: Van Antwerp, COMPAYRE: Lectures on Teaching. Boston: D. C. Heath & Co. D. C. Heath & Co. Macmillan & Co. FITCH: *Lectures on Teaching. New York: FLETCHER: *Sonnenschein's Cyclopædia of Education. Syracuse, N. Y.: C. W. Bardeen. London: Swan, Sonnenschein & Co. FROEBEL: The Education of Man. New York: D. Appleton & Co. GILL: *Systems of Education. Boston: D. C. Heath & Co. HILL: True Order of Studies. New York: New York: G. P. Putnam's Sons. LAURIE: The Life of Comenius. London: Kegan, Paul, Trench & Co. LAURIE: The Rise and Constitution of the Universities. New York: D. Appleton & Co. MAHAFFY: Old Greek Education. Brothers. New York: Harper & MANN, MRS.: Life of Horace Mann. Boston: Lee & Shepard. PAGE: *Theory and Practice of Teaching. New York: A. S. Barnes & Co. PAINTER: *History of Education. New York: D. Appleton & Co. PAYNE: Contributions to Educational Science. New York: Harper & Brothers. PEREZ: *The First Three Years of Childhood. Chicago: Marquis & Co. PESTALOZZI: Leonard and Gertrude. Boston: D. C. Heath & Co. & Co. QUICK: Educational Reformers. Cincinnati: Robert Clarke RADESTOCK: Habit. Boston: D. C. Heath & Co. SPENCER: Education. New York: D. Appleton & Co. STANLEY: Life and Correspondence of Thomas Arnold. New York: Charles Scribner's Sons. THWING: American Colleges. New York: G. P. Putnam's Sons. THE EDITORIAL. HE Next Volume- New Series - New Plans - New Features. The September number will begin Vol. XI., and the editor and publishers are planning great things by way of improvement. The sterling character of the magazine will be retained, as well as the services of the foremost educational writers of this country and of Great Britain. New features however will be added and new and well known names will appear as contributors. During the past year several series of copyrighted articles have appeared, such as "The Teaching of the English Language and Literature"; "The Teaching of Mathematics"; "Preparation for Citizenship"; "The Teaching of the Classical Languages," etc. During the past year EDUCATION had about twenty articles from professors in colleges, more than a dozen written by city and state superintendents, about the same number by teachers, half a dozen by editors, twelve or fifteen by literary women, half a dozen by special teachers, several each by clergymen, U. S. officials, business men, professional writers, literary gentlemen, physicians, training teachers, etc. Next year we shall give special attention to physical training, moral culture, historical subjects, the teaching of science, and various current questions. It has not escaped the observation of our readers that the editorial articles treat sharply and incisively the leading topics that are agitating the educational mind. Illustrated articles will form an attractive feature next year. The attention of our readers is particularly called to our regular monthly reviews of current periodical literature. All the leading magazines of Great Britain, Germany, France, and America are examined each month, and a note made of all articles which promise special interest to the teacher. Book reviews cover a wide range, not only of professional but of general literature. In short, it is the effort. of editor and publishers both to make this magazine an absolute necessity for every progressive teacher. May we not ask all our readers to aid in extending its circulation. TH HE hierarchy of the Roman Catholic church are now everywhere plainly outspoken in their denunciation of the public schools. The Boston Pilot of May 17th has the following: "They are mistaken who believe that the School Board's exclusion of the Bible from the public schools of Providence, R. I., will check the progress of the parochial school movement. Catholics want Catholic schools for their children, and are quietly but surely providing them in Providence and elsewhere." The Catholic Review of May 24th, has the following statement: "The one Church utterance on the question of education is, that every Catholic child must be educated in Catholic schools, because the public school is dangerous, unfit, and incompetent to educate the Catholic child properly. To this declaration we must all adhere, and the one trouble is, that too many of us object to the adhering." It is better to have frankness of utterance than secret, or covert attacks. The time was, twenty or thirty years ago, when the leading Catholics urged the exclusion of the Bible from the public schools on the ground that King James's version which was in general use was a Protestant Bible, and therefore sectarian. No sooner, however, have they displaced this Bible than they boldly take the position that the schools are godless, and Catholics want Catholic schools. This, we believe, is bad policy for them as well as for the country. The children should be educated together—each should learn to respect the other. The safety of the republic demands this, and, the indications are that the majority of the Catholic population are of the same way of thinking. In the end the powers that govern this great church, we believe, will find that the policy they are now pursuing will prove a mistaken policy. They cannot carry with them the masses of their people. The influence of foreigners in that church in America is now dominant. It were better for the whole church and the whole people if the governing powers were native Americans. And now what are the facts at Providence? The School Board of that city have been making a general revision of their rules and regulations. They have had heretofore a provision making it obligatory upon every teacher in charge of a school-room to open the school each morning by reading a selection from the Bible. The obligatory provision the School Board have by a unanimous vote stricken out, but they have left the whole matter of how the school shall be opened, and what exercises shall be employed, whether the Bible shall be read, prayer offered, or a hymn sung, whether any or all of these exercises shall be used, they have left wholly to the discretion of the teacher. Superintendent of Public Schools, Mr. Tarbell, says that doubtless the Bible will be read as much as heretofore. This change in the rules is by no means throwing out the Bible, but it is only saying that if any one has any scruples about it, the reading shall not be obligatory. In Providence as elsewhere, there is evidently a spirit of perfect fairness to Catholics and Protestants alike. The |