Every child wrote a sentence using each word and then drew a picture to illustrate it. So each had two stories 'and two pictures. Several stories are given but only enough pictures to show the idea of the drawing in their illustrations. The first pictures illustrates pair and pear, the second seem and seam and the third right and write.

The sentences using pear are necessarily very much alike. The following are a part of them: The pear grows on a tree. I have seen a pear on a tree. I had a large yellow pear last autumn. We gather pears in autumn, and can them; then we eat them in the winter. My grandma has a pear tree by the chicken-yard. The pear tree grew out in the field. I was in an orchard and there were five pear trees. My grandpa has some pear trees. Did you ever see a pear tree? I will take you upon the hill and show you one.

Sentences illustrating the word pair: I got two pairs of skates and they wouldn't fit. I have a pair of shoes. We have a pair of ducks. I have an old pair of ear-muffs at home. I have a pair of white rabbits. I had a pair of chickens. I went to the shoe store and bought a pair of shoes. I have a pair of mittens. I had a pair of stockings.

Sentences using seem: I seem to be very sick. (This be. longs with the picture of the bed, No. 8.) I seem to know my lesson. (This belongs with the closed reade, No. 7.) I seem to see ten boys in this glass. I seem to see a boy talking. I seem to have the pictures of the chickens playing in our yard. The boys seem to have some fun. Miss seems to say this room is noisy.

Sentences using seam: I have a seam in my shoe. I have

a seam in my coat. (Three like this.)

I have a seam in my pance. John has 7 seams in his coat. (This was given with picture No. 5.) I have a seam on my bants leg. I have a seam in my pants. My shoe has a seam. There is a seam in

my coat. Did you ever have a dress without a seam in it? (This was given with picture, No. 6.) There is a seam in my coat sleeve.

Sentences using right: I got all my spelling right this morning. (This was illustrated by a closed book with the word "speller" on the back.) I saw a large boy hurting a little boy and I said, it is not right. I have a right edge on my desk. (Picture of desk.) Did the man bring you the right paper? Miss said that problem is not right.

(With picture, No. 9.) No. 10.)

Sentences using write: I like to write in my new tablet. (No. 13.) I write with pen and ink. I write my lesson on slate or on paper. I write with a pen and pencil. (Picture No. 12.) I write with a pencil. I write letters to my grand(No. 11.)

ma.

THE SCHOOL ROOM.

HERBARTIAN CONTROVERSIES.

A. J. KINNAMAN, CENTRAL NORMAL, DANVILLE, IND.

Herbartianism is one of the four very live questions in education to-day. The other three are child-study, courses of study and city school management.

This doctrine has for its special tenets: (1) Moral aim in education; (2) A special relative-value estimate upon history, natural science and the "form studies;" (3) Many sidedness of interest; (4) Will, largely determined by knowing and feeling; (5) Concentration; (6) Apperception; (7) Greater prominence for the inductive method; and (8) the rejection of the "faculty" notion in psychology as a basis for instruction.

This system is attacked by its more or less organized philosophical opponent, the Hegelian and Kantian school.

(a) This school affirms that the Herbartians use "moral" in a too low and narrow sense, appealing, also, to mere conscience for guidance; that "ethical" meaning rational, moral and religious life, would represent a higher stroke at the truth. (W. W. Parsons). (S. S. Laurie puts the aim of education, "The ethical as including the prior moral life.") The Herbartians claim to use the word in the higher sense, how

ever.

(b) They are declared to deny the freedom of the will. (Dr. William T. Harris at the Cleveland Convention, 1895.) The Herbartians, however, admit power of choice between conflicting ideas, (Geo. P. Brown, Ill. Sch. Jour., May, 1895), but deny absolute "transcendentalism" of the will, and strike back thus: "The will which is independent of experience except in capacity to control experience, cannot be educated. If we will, we will; if we won't, we won't; and that is the end of the whole matter." "Transcendental or absolute freedom of the will is accordingly inconsistent with the idea of moral education." (Herbart and the Herbartians, P. 42, Chas. De Garmo.)

(c) They are said to advocate a false and unnatural correlation of studies. (Report of the committee of fifteen, Ed. Review, Mar. 1895.) The Herbartians admit that some notions of correlation are false, and join in the denunciation, but stoutly claim a large element of valuable truth in the general idea. (J. M. Rice, June Forum, 1895, De Garmo in Great Educator Series.)

(d) It is urged that the whole system must fall since it is based upon a false fundamental philosophy and psychology. Herbart's theory of the manner in which we arrive at moral judgments may or may not satisfy the mind of the student; yet this is a matter of small consequence, for all ethical systems arrive at substantially the same rules of life, however varied the derivation of these principles may be. So says the great Herbartian disciple, De Garmo.

(e) To the criticism that their rejection of "faculties" is a step backward, they offer a denial.

(f) Mr. Clark, in a recent thesis declares they claim that

the "human ego or the soul, is the summation of conscious activities; or, in other words that the soul is evolved out of the sensations and other activities of consciousness." This accusation they unqualifiedly renounce as bordering Cotton Matherism. (Ill. Sch. Jour., Oct., 1895, Col. F. W. Parker.) In conclusion; we quote a statement from Geo. P. Brown: "In fact, it is probably true that there is not a ‘simon pure' Herbartian in America; nor is there such a Hegelian. But there are those who emphasize unduly the mechanism that is involved in education; while there are others that emphasize unduly, if not unconsciously, the doctrines of transcendental freedom of the will."

The above is submitted as a suggestion to readers of McMurry. The following Bibliography may be helpful to those who wish to study the controversy more carefully.

First Year Book of the Herbart Society. --Chas. McMurry, Normal, Ill. 50 cts.

Herbartianism.-L. H. Jones, Ind. Sch. Jour., Oct., 1895. Herbart and the Herbartians.-De Garmo. Scribner Sons. $1.00.

Herbart's Science of Education.- D. C. Heath.

Herbart's Psychology.-Appleton.

Herbart's Pedagogics.-Ossian H. Lang. Kellogg, 25 cts. Lange's Apperception.-D. C. Heath.

Rooper's Apperception.-Kellogg.

Talks on Pedagogics.-Col. Parker. Kellogg.

Educational Review.-Henry Holt & Co., 35 cts. per copy.
Report of Committee of Fifteen. No. 43.
Concentration.-F. McMurry. No. 41.

Correlation of Science and History.-W. S. Jackman.
No. 45.

Herbart and Pestalozzi. No. 25.
Froebel and Herbart. Oct., 1895.

Herbart's Doctrine of Interest. June, 1895.

Illinois School Journal, Bloomington, Ill.

Herbart, Hegel and the Will.-G. P. Brown. May, 1895.
The Old Pyschology and the New.-W. T. Harris.
June, 1895.

Transcendental Freedom.-G. P. Brown. Sept., 1895.
Transcendental Freedom of the Will.-W. T. Harris.
Oct., 1895.

Concentration.-J. M. Rice. Forum, June, 1895.