SHAKESPEARE'S Tempest.-J. A. Joseph, president of the Central Indiana Normal College at Danville, has just published a commentary on the "Tempest Last summer, President Joseph published a com mentary on Henry VIII and the unexpectedly large sale encouraged him to do a like thing for the Tempest. The commentary is comprised in seventy-five pages, with a neat heavy paper cover. To those who have seen President's Joseph's comments on Henry VIII, it is unnecessary to say that his treatment of the Tempest is clear, comprehensive, suggestive and helpful. These little books are sold by the author at 25 cts. each. TO MANY thinking men and women the "institutional church" seems hardly, as yet, an established reality. Its purposes, scope and management are not widely comprehended; and yet the movement is one of the most remarkable activities of the modern philanthropic and religious world. A number of great institutional churches, with all their educational and rescue agencies, may be found b sily at work in the large cities of this country to-day, and the work of several will be described in The Sunday School Times by noted leaders in this field. In the issue of February 22, the Rev. John L. Scudder writes: "The keynote of institutional work is ministering to the entire man, and interesting yourself in every department of his being;" and he proceeds to tell how this is done at the Jersey City Tabernacle, in its five buildings teeming with busy workers and planned to suit the special needs of the community. 1031 Walnut St., Philadelphia, Pa. Nature in VERSE.—Compiled by MARY I. LOVEJOY. Silver, Burdett & Co., Boston. This book is a collection of poems about nature, from the best authors. It contains what the poets have said about trees and birds and flowers and stones and insects. It is a carefully arranged compilation of over 270 charming poems, grouped under Songs of Spring, Summer, etc. Many of these are from our best authors; others are simpler rhymes, such as the very little ones can readily learn to read; but all are pleasing, and give pictures and images that will awaken the children's perception to the true and the eautiful in nature. The book is attractively gotten-up, printed on fine paper in clear, open type, illustrated, and bound in choice colors with a pretty design in fleur-de-lis. Price, 75 cents. Tired Brain Horsford's Acid Phosphate A brain food. It increases the capacity for mental labor, and acts as a general tonic. It rests the tired brain and imparts thereto new life and energy. Dr. O. C. Stout, Syracuse, N. Y., says: "I gave it to one patient who was unable to transact the most ordinary business, because his brain was 'tired and confused' upon the least mental exertion. Immediate relief and ultimate recovery followed." Descriptive pamphlet free on application to Rumford Chemical Works, Providence, R. I. Beware of substitutes and Imitations. For sale by all Druggists. BUSINESS NOTICES. SCHOOL BOARDS contemplating changes can learn the address of the IF YOU WANT to be successful in business life attend the Indianapo- THE MUNGER.-On another page will be found the advertisement of the Munger Cycle Company. There is no doubt, that this company makes the best light wheel in the market. Only the best of material is used and every wheel is "high grade." It always pays to get the best. It is the cheapest in the long run. Call at office or write for descriptive circular. ONE HALF or entire interest in a well established Business College, in Indiana. Good reasons for selling. Well advertised. Splendid opportunity for good man. Address, if you mean business, C. B., care INDIANA SCHOOL JOURNAL. 3-1t. GENTLEMEN who desire to accept profitable employment either during vacation or permanently may find it to their advantage to address the American Collecting and Reporting Association, 41-42 Baldwin Block, Indianapolis. The manager of this agency Bradford A. Bulloch was for several years a teacher in the schools of this state, and will cheerfully furnish particulars to persons enclosing stamp to this address. 3-3t. THE INTERNATIONAL DICTIONARY published by G. & C. Merriam has AGENTS WANTED -Williams Portrait Co, 426 W. Van Buren St, INDIANA KINDERGARTEN AND PRIMARY NORMAL TRAINING SCHOOL.- TEACHERS CO-OPERATIVE 101 The Auditorium Building CHICAGO ESTABLISHED IN 1884. POSITIONS FILLED, 4,000. Seeks Teachers who are ambitious for advancement rather than those without positions. The first chapter in Miss Blow's work is entitled, as has already been noted, Atomism. In the previous article an analysis of the thought of this chapter was presented. It is the intention of the present article to comment briefly upon the salient ideas shown by this previous analysis. The purpose of the comment is partly to call into question the soundness of Rosseau in certain respects and partly to hint the edu. cational application. In some cases the principle advocated by Rosseau is held to be the true one, and its educational bearing is sought. In other cases the opposite of his doctrine seems to be valid and the application of this opposite doctrine is attempted. Again, thoughts advanced by Miss Blow in the course of her treatment of Rosseau's principles are noted in their relation to education. The following is an enumeration of the thoughts touched upon in the chapter which have, apparently, a somewhat important educational bearing: 1. The idea that the dominant thought of an age gives form to all spheres of activity. The word "form" has had a peculiar history. In the present day it is generally used to signify that which is external or superficial. It is used as the opposite of substantial. As a rule, it refers to that which may be Symbolic Education. The International Series; D. Appleton & Co. dispensed with. It names that which is considered to be non-essential. The case was very different, however, with the Greek philosophers. It was a very important word among the philosophic terms employed by Socrates, Plato and Aristotle. With them it signified the creative energy that produced a thing, instead of the transient mode in which the thing existed. It expressed the essential. It named that which was abiding. The word "form" was employed to signify the substantial, the universal. If in Plato's language we find, "God is not formless," the meaning is God is not a being without essential, permanent attributes, such as consciousness, personality. If one accustomed to Plato's terms asserts, "The Hindu God is a formless God," the meaning is that the Hindu God lacks personality, consciousness. The term "form," therefore, employed in its philosophic sense, signifies essence. It means that which is the very nature of the thing. It is doubtless thus used in expressing the thought above referred to. The meaning is, therefore, this: If a certain thought is dominant in any age, the ideal underlying any institution as the family, the school, etc., or any philosophic or scientific investigation, or any art production, is a reflection, repetition of that dominant thought. The domi nant thought of an age gives, therefore, not merely the outer shaping of an institution or work, it gives the creative activity underlying that institution or work Another mode of stating this truth is the following: All of the various things pertaining to any given age, have underlying ideas which find their common source in the one dominant idea of the age. This has a certain relation to education. All actions of the teacher, whether relating to instruction or to discipline, must find their source in a common principle. The doctrine that each branch of study has its central or organizing ideas, is another exhibition of the same thing. The thought that each particular lesson has its own definite purpose, and that every detail in it must be in harmony with this purpose, reveals it again. If one, in attempting to teach. a reading selection, as for example, Snow-Bound, leads the children to seek first the purpose of the writer, and then examines every division and detail of the poem in the light of that purpose, he is recognizing on a small scale the thought that a dominant idea gives form to all the varieties of activity in its given sphere. The same may be shown in composition work. For example, the teacher may begin with the class to work out the description of a certain church. Let it be assumed that the children are led first to discover its purpose. This is obtain ing the dominant idea. If as, one by one, the attributes and parts are discovered, each is viewed in reference to the purpose, such work would disclose the fact that the attributes selected, the parts required, the order of their presentation, the fullness to which they are presented, the variety of emphasis in presentation, the choice of language, etc., are determined by the dominant idea-the purpose. The teacher, therefore, may apply to education the thought that "the dominant idea of an age gives 'form' to all spheres of its activity" by asserting-"The dominant thought in any branch of study, in any lesson, in the treatment of any object, in the discipline of the school, in any phase of school work, however small, gives 'form' to all of the included details." In giving form it gives organization. 2. THE IDEA OF ATOMISM.-This as a doctrine, if accepted in its full bearing, would render impossible any unity of action in the movement of education, whether on the part of school officials, teachers or pupils. By atomism is meant the doctrine that each thing is isolated, that it is independent. A mind controlled by the spirit of atomism would assume everything to be distinct from everything else. Inter-relation by such a mind would not be definitely denied; it would be merely unnoticed. Atomism results from the extreme activity of a function natural to the mind. This is the activity of discovering differences, of analyzing. One element in all mental action is the distinguishing characteristic. If an object presenting a high degree of sameness is exhibited to the mind, the natural effort is to discover distinctions. The first movement of mind is to grasp things as wholes; as undifferentiated. The second movement, and one naturally growing out of this first, is the discovery of differences. If the mind's development is arrested, and this second stage becomes the final stage, the doctrine of atomism prevails. In such case, the individual's attention is always incomplete. |