8, 1811, Geo. W. Greene. 9, 1750, Fisher Ames. 9, 1843, Adelina Patti. 10, 1788, W. Hazlitt. II, 1770, Geo. Canning. 11, 1794, Edward Everett. II, 1810, Samuel May. 12, 1777, Henry Clay. 13, 1592, Earl Stafford. 13, 1796, Geo. N. Briggs. 14, 1804, Ellis Gray Loring. 15, 1800, James C. Ross.

15, 1814, John Lathrop Motley.

15, 1815, Henry Highland Garnet.

16, 1786, Sir John Franklin.

16, 1797, Louis Adolph Thiers.

17, 1807, Geo. B. Cheever.

18, 1802, Geo. Wm. Frederick Howard. 18, 1817, G. H. Lewes.

19, 1721, Roger Sherman.

20, 1791, Henry Berden.

20, 1802, Wm. H. Furness.

20, 1813, Henry T. Tuckerman.

21, 1782, F. W. A. Froebel.

21, 1828, M. Taine.

22, 1724, Immanuel Kant.
22, 1759, James Freeman.
22, 1766, Madame de Stæl.
22, 1791, Jas. Buchanan.
23, 1564, Shakespeare.
23, 1775, J. M. W. Turner.
23, 1813, Steven A. Douglas.
23, 1818, J. A. Froude.
24, 1750, John Trumbull.
25, 1533, William the Silent.

25, 1599, Oliver Cromwell.

25, 1792, John Keble.
26, 1711, David Hume.
26, 1820, Alice Carey.
27, 1737, Edward Gibbon.
27, 1791, S F. B. Morse.
27, 1806, Louis Kossuth.
27, 1822, U. S. Grant.
27, 1825, Herbert Spencer.
28, 1663, Cotton Mather.
28, 1758, James Monroe.
28, 1819, Ezra Abbott.
29, 1745, Oliver Ellsworth.

30, 1777, Karl Frederick Gauss.

THE HIGH SCHOOL PROBLEM.

What is a high school? Look at the various courses of study in the Iowa schools that are called "high" and answer who can. Such an examination will establish the fact that, in the ordinary use of the term, a high school is one in which some other than the common branches are taught, rather than one which receives pupils from the grammar school and prepares them for college. This suggests the question: Is the regular preparatory course the most valuable for the army of high school pupils who will never go to college? If it is, there ought to be a greater uniformity in our practice; if it is not, should the good of the many be sacrificed for the few?

It is not my purpose to attempt an answer to these questions, but rather to call attention to some phases of the high school problem which are specially perplexing to me and to many others who have charge of schools in our towns and smaller cities. What should be done? Who will help us?

There are not enough pupils who will go to coilege to warrant us in shaping our work to suit them, unless it is evident that the same work will be the best possible thing for our other pupils. Someway the people have a notion that such is not the case. But the difficulty in carrying out a full preparatory course is greater than is that of convincing the people of its utility. In most schools of less than about 600 pupils, the principal must do most of the teaching in the higher branches in addition to his duties as superintendent. If the school is to prepare for college, this is more work than one teacher or two teachers can do, be the classes ever so small. Shall we take up a regular course and pursue it for one, two or three years, or shall we arrange our high school courses of study without any reference to the college.

It seems barely possible, though I wish to state the possibility in a very modest manner, that some of our smaller schools are too ambitious; that their courses of study are too elaborate: that too much time is given to some very small classes in branches so "high" that they cannot understand them; and that the larger classes of younger pupils are left to the tender mercies of inexperienced, undirected teachers that Johnny B may study geometry and Latin. If there are a few such schools, would it be well for the law to set limits to their soaring?

Is the law providing for county high schools, but not establishing

them or prescribing a course of study for them a good one? It may be that such schools could be made genuine preparatory schools as well as training schools for teachers. It seems to me that this last idea should be incorporated into any high school system which we may finally adopt, in order that the State may be provided with common school teachers, whom it will not be necessary to call together every summer in dog-days for professional instruction. But this problem has more unknown quantities than equations, and we will have to try another statement.

Harlan, Iowa, March 26, 1886.

A. B. WARNER.

INCENTIVES TO STUDY.

Motive is the motor power of every person's thought and action. Motive in the individual becomes visible in exertion. The strength of the motive may be measured by the force of the exertion or effort. A person without a motive can no more accomplish anything than a mill can run without steam or water.

The teacher who awakens in his pupils a strong motive for study, is the successful teacher; the teacher who inspires in his pupils strong motives for study has established good order; much work will be accomplished; development will surely follow.

The teacher must understand the motives that impel mankind to exertion, and apply this knowledge to the work of education.

The teacher should skillfully labor to place before his pupils the proper incentives to study. The teacher should be careful in his. choice of incentives. Incentives might be used which would influence the pupil to dishonesty and to the blunting of moral sensibilities; which might be temporary and not permanent in their influences. Incentives to study should be based upon the positive or absolute qualities of each pupil; they should be natural and continuous in their influences.

None but noble motives can lead to the highest state of human character and development. Such incentives as prizes and meritmarks, are generally rightfully condemned. Rarely can they be used without encouraging dishonesty, deceitfulness and jealousy; likewise awakening simply an artificial motive for study. Even if these objections were overcome, there would remain the objections against prizes that they are not within the reach of all who deserve them, and they are given to natural ability rather than to diligence.

Wickersham classes prizes, merit-marks, emulation, fear of punishment, shame and ridicule, as incentives of doubtful propriety.

The same author gives the following as right incentives to study: I. The approbation of the teacher. 2. The approbation of the parents and friends of the pupil. 3. The approbation of society. 4. The attainment of an honorable position in the school. 5. The pleasure of overcoming difficuities. 6. The gratification of curiosity. 7. The desire of knowledge. 8. The hope of success in life. 9. The enjoyment of pure ideal creations. 10. The duty of self-perfection. 11. The satisfaction of doing right. 12. The prospect of heavenly reward.

All these incentives cannot of course be used at every period of the child's education. For instance the approbation of the teacher is one of the strongest incentives that can be brought to influence the motives of small children. The greater the respect which pupils have for their teacher, the stronger will be the incentive of approbation. In fact the teacher must have the respect of his pupils if he is able to place before them any incentive to study whatever. If the teacher does not enjoy the respect and love of his pupils he scatters seed upon stony ground. In the words of a great educator, "The approbation of a teacher who enjoys the respect and love of his pupils is a strong incentive to them to study." Such pupils will often study day and night-sacrifice comfort and health-to please a teacher; what teacher has not seen every feature of his pupils countenance marked with pleasure,—has not known that every fibre of their being vibrated with delight,-when kind words of approval cheered their triumph over some difficulty?" Parents and friends should show their interest in the education of the child, for the approbation of teacher, parent and friend, uuited, is a continuous incentive to study, one that is true and legitimate, one that is inspiring and ennobling.

Of all the forces to arouse in young people good motives for study, none are more potent than the approbation and esteem of good and intelligent friends. Enter the school of a district where the people are deeply interested in the education of the children, and if there is an average teacher, there will be a studious, industrious lot of pupils in school. On the contrary, if the community has no particular interest in school matters or the education of the children, the fact is plainly to be seen in the character of the school. As a teacher Garfield was a success at inspiring pupils with motives for study, though he was perhaps unskilled in normal meth

ods, and systems of teaching. His pupils received from him an inspiration which never left them. A teacher would better sacrifice methods than fail to inspire pupils with enduring motives for study. With proper incentives to study, the pupil will overcome all difficulties.

IOWA STATE UNIVERSITY.

THE following is a report of the distribution of county tuition, covering the last eight years.

Thus on an average for the last eight years 66 counties have been represented in the collegiate department and the average number of representatives has been 105. During these years only two counties have not had representatives. From the above we can easily conclude that this is in reality a State University.— Vidette Reporter.

CONCERNING TEACHERS' WAGES.

MAURICE BREEN in the Fort Dodge Messenger.

The Badger school board met at the Knudson school house last week Monday, and after organizing (it being the first meeting of the new board) fixed the teachers' wages at $20 per month for this

summer.

Now I would respectfully suggest to the board that $25 per month is not high wages for a teacher-not high enough; that those school ma'ams who are to teach our schools have devoted years in qualifying themselves for this especial work. Their education is their stock and store. It is the capital they have for years accumulating.

It has cost both time and money, and by it they expect to gain a livelihood and lay up something for a rainy day, which I fear if every school board in the county treats them as they have, they will not be able to do. Think of it, honorable sub-directors: that this