continuous use of the eyes having these errors of refraction, whether in the school-room or out of it, if not corrected, is sure to have its evil consequences. The importance of a recognition of the existence of these anomalies, of their extreme frequency, and of detecting and correcting them, is obvious enough. We should take into consideration that spasm of accommodation and latent hypermetropia frequently exist, and that these affections often develop into myopia, and if recognized early, and timely treated by rest and glasses, much suffering and irremediable troubles are averted. Cohn and others may have been able twenty years ago to trace the development of myopia to badly appointed school rooms, but here in America our school rooms are so carefully arranged as to light, seats, desks, ventilation, etc., that we can scarcely attribute to the work in the school room the cause of anomalies. In a very great degree these errors of refraction are congenital; frequently they are latent, and if the eyes were not overtaxed by near work they would never become manifest. The evil arising from work in the schoolroom is that these errors of refraction are not perceived, and hence not corrected. If the teacher could be made to understand that the little pupils complaining of headache, pain through the temples, and weakness of the eyes, or dimness of vision, arose neither from stupidity nor desire to avoid study, but that these complaints were symptoms of some defect of the organ of vision, or what would be better still, let a competent oculist carefully examine each child as he enters upon each year of study in the school work, and his anomaly, if he have any, corrected, anomalies would gradually diminish."

SUPPLEMENTARY READING.

With the single exception of industrial training, no innovation has been made in the schools within the last few years for which so much is claimed, and from which such farreaching results are expected by practical educators, as supplementary reading. To form a taste for good reading and thus overcome the evil influences of pernicious, cheap literature is the highest object which it is hoped to secure; but, apart from this, the use of the works of standard authors in connection with the regular readers, furnishes, according to the testimony of many superintendents, an excellent means of testing the pupils' ability to read understandingly, and at the same time imparts an interest to school work which nothing else can. In some cities not only standard books but instructive and entertaining periodicals are provided. This is the case at Canton, Ohio, where the effects are thus described:

"These periodicals were used for class reading supplementary to the text book, thus giving freshness, additional interest and instruction in the reading exercises. Pupils were allowed to take the papers home for evening reading, and were also permitted to use them during school hours, providing they had any spare time after the preparation of their lessons. The teachers find this school literature a valuable help in moral instruction and in the intellectual culture of the pupils. Providing reading matter so elevating in tone, and so attractive, is the best and surest way of overcoming the habit of reading the trashy, demoralizing literature of the day. There is marked improvement in taste for reading noticeable in many instances. Some pupils who were formerly addicted to dime novels and other sensational reading have voluntarily abandoned that since we are furnishing them something better. A knowledge of history, of current events, of familiar facts in science, and language culture are some of the benefits resulting from this work."

At San Francisco, Cal., "the principals as a unit want supplementary reading mat

ter."

The school committee of Southbridge, Mass., say: "Supplementary reading, which has been gradually gaining ground for the past three years, is one of the most advantageous results of the system of free text-books. Its beneficial effects are plainly visible."

From Steubenville, Ohio, comes the following: "Supplementary readers have now been in use long enough to enable us to judge of the results. These are very satisfactory. The children can read in any book of the grade of their reader, and not merely in the one which they have learned by heart from hearing its lessons read over and over, as was so often the case when but one reading book was used in a grade, and the reading is far better in every respect."

In New Haven, Conn., "the method of teaching pursued requires much independent reading by pupils, and so the habit of reading is formed. Moreover, as supplementary to the school reading books, standard authors are being introduced and are read somewhat critically. We can well afford to teach a little less of arithmetic, if by so doing we can insure a love of good books, and a habit of reading that shall be a lifelong benefit."

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The report of the committee on books and supplies at Lowell, Mass., mentions the subject thus: With regard to supplementary reading for the different schools, a very small quantity was purchased, though had your committee acted according to its incli

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nation a generous sum would have been expended in this direction, as it is assured of the good resulting from a plentiful supply of choice and suitable reading matter for all the different classes."

The Washington, D. C., teachers are told that "the supplementary books, to be read at sight, are second in importance only to the text books. They should be used at least for one exercise each week. This part of the reading will show the practical results of the efforts of the teacher and pupils."

The New York City superintendent says: "The good that has been already accomplished by these supplementary readers suggests a more comprehensive application of the same general idea."

A number of titles have been lately added to the list of books authorized for use as supplementary readers in the Boston, Mass., schools.

At Bay City, Mich., a pupil must carefully read at least two books of a prescribed list before he is entitled to promotion to the next higher grade.

The opinion of Mr. George Howland, superintendent of the Chicago schools, is thus expressed: One of the most serviceable aids in the teaching of reading, enriching the pupil's vocabulary, widening the range of his thought, and strengthening his grasp of words and their meaning, is a wise use of the supplementary readers, which to a limited amount have been in use in our schools for four or five years.

"With these books, in which most of the words, though familiar, are employed in other relations, with a few new words interspersed, the forms and meanings of the words are more permanently fixed in the mind, the alertness of thought in seizing upon the new words greatly quickened, and an ever increasing interest and power, both of thought and expression, secured, admitting the pupils to more fruitful fields in the domain of history, literature, and science.

"No outlay of money, I think, can be more usefully incurred than in furnishing a sufficient amount of well selected books for supplementary reading."

MUSIC.

The value of music in the schools has been thoroughly discussed during several years past. That the utility of the study is generally conceded is shown by the fact that it is systematically taught in nearly every city school in the country. Here and there, however, there may still be found cities of importance whose school officers see not enough good in music to permit its study to occupy the time of the scholars.

In denying the request of a number of citizens for the introduction of vocal music, the board of education of Dubuque, Iowa, adopted the report of its committee on course of study, which contained the following:

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"The regular and legitimate work occupies all the time now. mittee is sure that the introduction of special matters to be taught by special teachers would seriously interfere with the regular work, and have the tendency to make such regular work superficial and of secondary importance with many pupils."

A view of the matter not infrequently taken is that of Mr. F. B. Richardson, superHe says: "That there are many advantages to intendent of schools, of Woburn, Mass. be gained by means of the study of music is very evident, but it may be fairly a question whether it is the business of the schools to teach this subject as an art, and measure the progress of the pupils by the amount of pleasing harmony they can produce at a given time. As drawing is taught, not to make a finished draughtsman but to train the judgment and secure attentive observation, so music should be directed toward trainThere is no room in the ing the mind in such a way as to give it more power, not merely in the production of sweet sounds, but in performing the ordinary duties of life. curriculum for musical training; but training in music, properly directed, may be made of great value. If this distinction and the limits of this study are kept clearly in view, the efficiency of your educational system may be increased by devoting an hour a week to this branch, otherwise the time had better be spent on some other phase of mental development."

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That singing is of great value in strengthening the lungs and developing the vocal organs is never denied; that it is of direct educational importance is proved by the results shown in the schools of New York City. In the words of the superintendent, "this subject is steadily gaining ground, not merely as regards proficiency in reading or executing vocal music, but in the improvement it is working in the perception of sounds and in the consequent softness and roundness in uttering ordinary speech."

Words of commendation for music appear in nearly every city report received by the Bureau, but the ground has been so fully covered by previous reports and circulars that further extracts are unnecessary. It must be said, however, that musical instruction is not always satisfactory. Where so many different systems of instruction exist, there must necessarily be degrees of excellence; it is even possible that systems may be found in which defects largely counterbalance the excellencies; causes of local character some

times affect the results; indifference of teachers, which it appears to be impossible to overcome, is occasionally reported. It cannot be expected, therefore, that the most flattering results will be obtained in every instance; but lack of success is not often reported, and never without some substantial reason.

There is a considerable difference of opinion as to the advisability of employing special teachers for music. Mr. John Jasper, city superintendent of the New York schools, recommends:

"Inasmuch as the by-laws now provide that all candidates for a teacher's license shall be examined in music and in drawing, and as the teachers employed before the addition of these qualifications have had sufficient time to prepare themselves to teach these subjects, that the by-laws be so amended as to prohibit the further appointment of special teachers of music and drawing."

At Lowell, Mass., the committee on music of the school board two years ago decided to dispense with the services of the supervisor of music, the results of this work being unsatisfactory. In the year following no better success was achieved, and during the past year a supervisor was again appointed. According to the last report "he has succeeded in the limited time he has been at work in bringing about a marked change for the better."

Superintendent Taylor, of the Saint Paul, Minn., schools, says that "a superintendent of music was employed by the board of education, who continued in service until two years since, when teaching music as a specialty was suspended. Since that time, until the beginning of the last school year, music was a somewhat neglected branch in our public school. Some note singing, some singing without note or system, was attempted. These methods seemed more of a disadvantage than an advantage, as none of the principles which underlie a knowledge of music were understood. It

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seemed wise that so important a matter of culture and refinement should no longer be neglected. Consequently the board of education engaged the services of Mr. C. H. Congdon, as superintendent of music, who entered on his work at the beginning of the year."

ARITHMETIC.

The "simplification" of the study of arithmetic has been a much discussed subject during the year. Boston, Mass., has taken the initiative in action upon the question, while few other cities have done more as yet than discuss it. In April, 1886, the following was introduced in the Boston school board:

"Whereas, The study of so-called arithmetic in the grammar schools of this city covers much ground which does not come within the proper scope of arithmetic, which is the art of numbers, no small part of the time and strength of the pupils being given to merely technical applications of arithmetical rules; and

"Whereas, The exercises prescribed are often difficult beyond the best conditions of mental discipline, the problems set for the pupils being really exercises, not in arithmetic, but in logic, such as pertain to a period of life several years later:

"Resolved, That the committee on examinations are requested to inquire and report whether it is not practicable to reduce and simplify the studies and exercises now prescribed under the head of arithmetic."

The committee designated proceeded with a thorough investigation, obtaining the written opinions of all the principals of the schools concerned. Their conclusions and recommendations were thus stated:

"1. Home lessons in arithmetic should be given out only in exceptional cases.

"2. The mensuration of the trapezoid and of the trapezium, of the prism, pyramid, cone, and sphere; compound interest, cube root and its applications; equation of payments, exchange, similar surfaces, metric system, compound proportion, and compound partnership, should not be included in the required course.

"3. All exercises in fractions, commission, discount, and proportion should be confined to small numbers, and to simple subjects and processes, the main purpose throughout being to secure thoroughness, accuracy, and a reasonable degree of facility in plain, ordinary ciphering.

4. In 'practical problems,' and in examples illustrative of arithmetical principles, all exercises are to be avoided in which a fairly intelligent and attentive child of the age concerned would find any considerable difficulty in making the statement which is preliminary to the performance of the properly arithmetical operations.

"When arithmetical work is put into the form of practical or illustrative problems, it must be for the purpose of interesting and aiding the child in the performance of the arithmetical operations, and with a view to their common utility.

"5. In oral arithmetic no racing should be permitted; but the dictation should be of moderate rapidity.

"6. The average time devoted to arithmetic throughout the primary and grammar school course should be three and a half hours a week; and in the third primary gradə

not more than two hours, and in the first and second primary grades not more than three and a half hours each per week.

"And also all examinations for promotion from primary to grammar schools should be as simple as possible, and strictly confined within the limit of an hour in each subject.”

The course of study was subsequently altered to include and conform to these recommendations. This was not done, however, without considerable opposition, the reduction proposed in the time being the particular feature to which objection was urged. The board of supervisors, in their report for the year ending September 1, 1857, several months after the revision of the course of study, take a hopeful view of the new departure.

In Brooklyn, N. Y., the method of presenting the study has been modified, but the quantity of work remains undisturbed. The lower grade pupils will deal only with small numbers and perform such operations as may be readily understood by them, but the grammar school work has not been lightened.

Syracuse, N. Y., reports more real advancement" by the pupils since a similar plan has been followed. In the revised course of study for the grammar schools of Somerville, Mass., "the requirements in arithmetic have been reduced in all the classes whose work seemed excessive. This reduction was accomplished in the fourth class by the substitution of the brief course for the complete arithmetic; in the third class by the omission of denominate fractions; in the second class by omitting problems in interest; in the first class by omitting or making optional true discount, foreign exchange, compound proportion, cube root, similar surfaces, and similar solids."

CIVICS.

Instruction in civics, or the science of civil government, is eagerly called for in some quarters. Mr. Thomas Tash, superintendent of schools at Portland, Me., says:

"The labor troubles frequently occurring, the financial questions that have arisen since the war of the rebellion, and the many instances of questionable legislation in State and nation, have suggested to thoughtful persons the question whether or not the young may be educated in the public schools preparatory to a better appreciation and performance of their duties as good citizens in a republic. In countries where social distinction exists, such instruction is mainly confined to children of the governing classes; but here, where every man is a sovereign and every woman may soon become such, civic instruction should manifestly be universal."

At Frankfort, Ind., "recognizing that social instability comes from popular ignorance of law, of rights of persons and property, of the sound principles of political economy, the following work has been mapped out, and was done during the last year: 1. A study of local government-officers, institutions, elections, local improvements. 2. A study of State government-officers, educational, benevolent and penal institutions, elections, legislature. 3. A study of National Government-legislative, judicial, executive; comparison of, and relation between State and National Government; process of lawmaking; reasonableness of obedience to authority; national institutions and improvements. 4. A study of business relations, wealth, exchange."

OTHER STUDIES.

In the teaching of geography great changes have been made from the methods of a few years ago. According to the more recent methods many details of doubtful importance are omitted and considerably more attention is paid to local geography.. The use of the moulding board has become quite general.

Nor is grammar now what it once was. Technical rules are usually reserved for the higher grades of the grammar schools, while the younger children are taught to speak correctly by means of "conversation exercises," "language lessons," etc., in which rules as such are seldom, if ever, referred to.

In history, Mr. John Jasper says: "There are still a few classes in which the 'question and answer' method prevails, but these are fortunately the great exception. Still they exist, and in them the legends, of Capt. John Smith and Pocahontas are deemed of vastly more importance than the 'Purchase of Louisiana,' or the struggle of the British and French for the possession of this continent.

"All important in all grades is the constant recurrence to the skeleton outline, which should be the basis of all superstructure."

The elements of geometry have been taught in the higher grammar school classes with success in some cities. Even a little drill in this study has been found to furnish an excellent idea of logical reasoning, and as such is particularly valuable to those pupils whose school lives end with the completion of the grammar school course.

The study of German is much more common in the schools of those Western cities

whose population contains an important Teutonic element, than in the cities of the East. In Milwaukee a "superintendent of German" has recently been appointed, and more systematic, effective arrangements made for instruction in that language than ever.

In 1885-86 St. Louis employed 96 special teachers of German at a cost of $58,000, in addition to 75 German-English teachers who had charge of rooms. There were 21,990 children, 40 per cent. of the total enrolment, who received instruction in that language.' The old methods of learning to spell are beginning to show the evidences of conflict from the attacks of educational reformers. A spelling book " is a thing unknown in several city systems. "Spelling is a means, not an end," is a motto which appears to be gaining in popularity.

EXAMINATIONS AND PROMOTIONS.

The movement against written examinations, begun within the last few years, has constantly gained ground. The tendency at present is undoubtedly in the direction of greatly lessening the scope and importance of these tests. Comparatively few cities now rely implicitly upon them in determining the classification and standing of the pupils. The views of those school officers who are most emphatic in their opposition to the system of percentages, and the reasons given for limiting its importance are generally similar to those set forth by Mr. Charles H. Morss, superintendent of the schools of Portsmouth, N. H., in his report for 1886. The following is an extract:

"The chief end and aim of much of the teaching seems to be to pass examination, and great honor and prestige is accorded to the boy or girl who scores 100 per cent. What does this signify? What is the meaning of 100 per cent. in school work? Does it mean that the pupil knows all there is to be known about the subject? Take two pupils in an examination, one receives 100 per cent. and the other 75 per cent.; does this imply that one has 25 per cent. less intelligence than the other? In another examination this might be reversed, and the perfect (?) one receive only 75 per cent. while the ignoramus (?) might in this case reach 100. A high per cent. means simply that one child has had the good luck to remember certain facts which, from lack of interest or a poorer memory, the other forgot. Examinations, then, are lotteries in which those minds that can be crammed with the most facts draw the prizes. How often do we notice that the ignoramus, so called, develops in after life into the most successful and brilliant man of the class and makes his mark in the world, while the pupil of marks is never again heard from. To attempt to grade the human mind in per cents., to estimate the comparative mental capabilities of pupils by a mathematical calculation, is an absurdity.

"Such considerations lead us to believe that the marking system as practised is an unmitigated evil and should be abolished; that is, abolished as a means of obtaining data from which to make promotions. The good judgment and recommendation of those who know intimately the work of the pupils should be substituted as a basis for promotion. The whole theory of examinations is based on the supposition that pupils are made for the schools, and not the schools for the pupils."

Few superintendents admit the advisability of omitting examinations entirely from the school exercises, and even those whose ideas are as extreme as those of Mr. Morss agree that they exert a strong influence for good when used by teachers merely as written reviews. The principal of the high school of Fall River, Mass., though an advocate of examinations in a narrowed sphere, states the following reasons, founded on his experience, against attaching as much importance to them as formerly:

"(1) The efforts of many pupils are not distributed uniformly over the period intervening between examinations, but are often relaxed at the beginning and middle of the period and intensified near the close.

(2) The great stress laid upon the examinations suggests to the pupil a wrong motive for study. Many pupils-often by the advice of their parents-ask to be allowed to drop a study and to select from another course a substitute, on the ground that they cannot get a high per cent. in the study to be changed. Furthermore, at the beginning of the year pupils change from one course to another, influenced by the same reason.

"(3) It is not uncommon to observe pupils-usually young ladies-who are of a sensitive and nervous temperament, and are, perhaps, morbidly conscientious, so concerned regarding the approaching examination as to be quite seriously affected in health.

"(4) There are certain exercises of the school in which no examination can be given, and these the pupils are inclined to neglect, for the reason, as they frankly say, they don't count.'

"(5) The written examinations fail to make a correct measure of the effort put forth by individual pupils. It is easy to pick out scholars in every class who have not been over-industrious during the month, but who, nevertheless, produce excellent examina

1 Since the close of the year 1886-87 it has been decided by a considerable majority in a popular election to entirely dispense with instruction in German in the city.