"The Arena" for February contains "Social Experiments in Australia," by Rev. Dr. H. T. Burgess; "Strikes, Trusts, Boycotts, and Blacklists," by Francis D. Zandy, and a number of other interesting articles.

In the February "Century" John Morley brings out certain points of resemblance between the experiences of Oliver Cromwell and George Washington; each had the same difficulty in getting a permanent fighting force. He closes this number with an account of the battle of Naseby.

Two Easter solos of exceptional beauty have been secured by "The

Ladies' Home Journal" for publication in the March issue. The date of giving them to the public is timed so as to admit six weeks' rehearsal before their first rendition on Easter Day.

"Harper's Magazine" for February is full of interesting reading.. Julian Ralph tells of "The True Flavor of the Orient" in his charm

ing way. "To-day's Science in Europe," by Henry Smith Williams, M. D.; "Eleanor," the second installment of Mrs. Humphrey Wards new novel, "Tarentelle," a poem, by Joseph Russel Taylor of Ohio State University, are some of the leading numbers.

When such an arraignment of the public school system as that of Edward Bok in the Ladies' Home Journal for January is presented to the public it is only right that those having the management of the schools should defend them or at least show wherein the causes of the defects lie. Permit me to present a few points. It should be borne in mind that school courses are for children of average mental ability and in good health. It is also assumed that the school years from 6 to 18 are to be devoted to education in its best and broadest sense. Further, that there will be only a moderate amount of home duties, and that the child does not actually enter society until the completion of the course of study.

Now in our own schools for this normal child under the assumed conditions the time required for school duties is as follows: In the

primary grades only one-seventh of the child's waking hours in each year; in the grammar grades, onefifth of the waking hours; and in the high school but one-fourth. These figures are based on an allowance of nine hours daily for sleep. Holidays are deducted, but not recess time. For the upper grammar grades one hour of home study is included and two hours of such study for the high school.

We do not think these requirements excessive, but if parents find them so we shall be glad to lessen them as much as desired. The aim is to give the normal child as full and rich an education as possible during the educative period of his life. If a child is defective either in mind or health allowance is made for the case and suitable studies assigned.

To the charge that too many studies are pursued, it is sufficient

to say that teachers of experience find that the added studies give new interest to school work and aid rather than hinder progress in other branches. Most pupils do the work easily and without harming themselves.

We admit that there is over-study in the schools; we greatly deplore the sad fact, but we are powerless to prevent it. Not until we can change human nature and social conditions can we remove this evil. So long as parents take pride in their children's attainments; long as they compare their children's progress with that of their neighbor's children and wish them to do as well; so long will this evil exist in the schools. Over one hundred twenty parents and pupils have appealed to me personally or by note since September for promotion of the children. Many others have asked the same of the teachers. One must be made of stern stuff to resist these requests when he knows that a refusal means a charge of favoritism and prejudice. We do not blame these parents, knowing as we do that parental love is blind and can not judge its own fairly, however good the intention. No plan that Mr. Bok can devise will eliminate this factor from public school work. If it could the great host of teachers and superintendents would rise up and call him blessed. He deserves no credit for recognizing the evil, for does he not know that it has been discussed in

educational circles for decades? It belongs in the category of necessary evils.

How too will Mr. Bok do away with the just pride the pupils themselves take in keeping pace with their schoolmates? So long as ambitious children know the progress made by their fellows, so long will they be anxious to make an equal or faster pace. And often against the advice of parent and teacher they keep up the race until exhausted.

How, again, shall we prevent another class of pupils from hastening through school that they may begin to earn wages? There is a number of such in the schools who are endeavoring to save time but who are doomed to find that they have wasted it in breaking down their health with over-study. The parents in these cases are often the innocent cause; for they need the additional income for the family, yet wish their children to have the advantages of the full course of study. Such conditions we shall always have with us.

Likewise we shall always have the youth who from mere love of study spend too much time over books. In spite of advice of parents and teachers they overwork and finally break down either before or after leaving school.

Another class is the constitutionally weak who ought never to attempt to do what other children do, yet insist upon doing the full work