chigan Lumber-Town" contributes another of his lively and graceful articles on different sections of our country. Many other contributions both in prose and poetry make an unusually fine number.

ور

The January "Century" will contain a poem by Rudyard Kipling, "In the Matter of One Compass.' Dr. Mitchell's story, "The Autobiography of a Quack," ends in that issue, but another serial by Dr. Mitchell will begin in the March number. It is called "Dr. North and His Friends," and one who has read the manuscript calls it, "an epitome of the science, culture and common sense of the nineteenth century."

The cradle of the new century is a remote, isolated quarter of the globe where there are few people to hail its birth. In that country the twentieth century will be an infant of quite considerable growth before time can speed its dawning into the next nearest habitation of man. John Ritchie, Jr., will tell "Where the New Century Will Really Begin," in the January "Ladies' Home Journal."

Edward F. Bigelow, editor of "Popular Science," "Popular Science," a well-known specialist in nature-study, is to conduct a department of "Nature and Science for Young Folks" in "St. Nicholas," and will answer all the questions children will ask him. Another new departure is the St. Nicholas League, an organization of young people wherein prizes are offered for the best compositions, drawings, photographs, etc. "St. Nicholas" will give unusual attention to educational subjects in 1900.

The

The cry for state normal schools in Ohio has again been lifted up. The motives of those making the cry need not be questioned, neither should those who keep still or vote "No" be classed as "unprogressive." Let honest motives prevail on both sides, and let the question be discussed in the light of the best interests of the commonwealth. argument that "other states have them" is the argument of the salesman. and not of the schoolman. What we want is the best thing for Chio. Ohio has led the nation in producing men and women of originality and power, and she may well add to her laurels in leading the nation against too much system. "It is the spirit that maketh alive." That Ohio schoolmen, without state normals, have as much professional spirit as the schoolmen of any state in the Union goes without saying. My experience in Ohio and. in another state having thirteen state normals convinced me long

ago that Ohio schoolmen had more professional spirit. Some of the best educators of that normal-ridden state are crying, "Good Lord, deliver us," and are advising Ohio never to make the same mistake. The writer of the excellent article in the November Monthly advocating state normals, called attention to the "unanimous vote" at the last state association, and mentioned. the fact that the attempt to foist state normals upon Ohio some years ago failed because of opposition from the teachers themselves. I was present when that "unanimous vote" was taken, and I assure my readers that things were not as they seemed. I furthermore predict that when the proper time comes the teachers of Ohio will again defeat the state normal idea. It is time for the people of Ohio to begin honestly to discuss this great question. Every educator in the state should study it and speak and write his true sentiments. It

means much to start even one state normal in Ohio. For if one is started, four more will be wanted immediately, and still more later on. Politics will not and cannot be kept out of them, and normal plums will be just as good eating as any other variety.

Permit me to offer a few arguments against state normal schools.

I. As a general rule the state has no right to appropriate public money for the education of its youth beyond the needs of a general education. If the state has the right to give teachers a normal education, it has the right to give ministers a theological education; lawyers, a legal education; physicians, a medical education, etc.

2. There is danger of the state's becoming too paternal. The feeling is too prevalent that we are to receive from the state all we can get. The principle of giving to the state needs to be inculcated. If state normals gain a footing in Ohio, our legislators will be besieged with great importunity for more money, more money; year after year.

3. State normal schools will be given power to issue teachers' certificates. This will be an injustice to private normals, and to colleges and universities having normal departments. Eventually the legislature will remove all restrictions and the state will be flooded with cheap certificates. The present excellent system of city, coun

we

ty, and state examinations will be supplanted, and will lose the influence, interest, and scholarship of the hundreds of examiners who assist largely in keeping the schools in touch with the people.

4. All that is claimed by the advocates of state normals is now and can be obtained, without expense to the state, in our private normals and normal departments of colleges If the state is and universities. determined to support the normal idea, it were far better to endow chairs of pedagogy in present institutions of respectable standing, than to spend thousands of dollars in building and equipping normal schools just because "other states have them."

5. A friend of normal schools writes, "One great normal university in a state, with a thorough sifting of material and a longer course of instruction, would better serve the people than the multiplication of normal schools with careless habits of selection." But to get a great normal university, and to keep it great and free from multiplication is not probable.

6. State normal schools have been in continued existence in this country for sixty years and have had a good chance to show their boasted superiority. Nevertheless an instructor in a state normal, of many years standing, made the following charge against them: "As a rule, they have neither originated