145. Contributions to the annals of medical progress and medical education in the United States before and during the War of Independence. By Joseph M. Toner. pp. 118. 8. Washing. ton, 1874.

146. Historical sketch of Mount Holyoke Seminary. By Mary O. Nutting. Edited by F. B. Hough. pp. 24. 12. Washington, 1876.

147. Historical sketch of Union College. By F. B. Hough. pp. 81. 8. Washington, 1876. 148. Public libraries in the United States of America, their history, condition, and management. Part I. Edited by S. R. Warren and S. N. Clark. pp. xxxv+1187. Rules for a printed dictionary catalogue; Part II. By C. A. Cutter. pp. 83. 82. Washington, 1876.

149. Contributions to the history of medical education and medical institutions in the United States of America, 1770-1876. By S. N. Davis. pp. 60. 8. Washington, 1877.

150. Sketch of the Philadelphia Normal School for Girls. pp. 39. 82. Washington, 1882. 151. Historical sketches of the universities and colleges of the United States. Edited by F. B. Hough. (History of the University of Missouri.) pp. 72. 8. Washington, 1883.

152. Industrial education in the United States. pp. 319. 8. Washington, 1883.

153. Art and industry.-Industrial and high art education in the United States. By I. Edwards Clarke. Part I. Drawing in the public schools. pp. cclix + 842. Washington, 1885.

Note. There are two other editions, with slightly varying titles; one ordered by the Senate, the other by Congress.

154. Outlines for a museum of anatomy. By R. W Shufeldt. pp. 65. 8°. Washington, 1885. 155. Educational exhibits and conventions at the World's Industrial and Cotton Centennial Exposi tion, New Orleans, 1881-85. pp. 962. Foot pagination. 8. Washington, 1886. Contents: Pt. I. Catalogue of exhibits. pp. 240. Pt. II. Proceedings of the International Congress of Educators. pp. 575. Pt. III. Proceedings of the Department of Superintend ence of the National Educational Association, and addresses delivered on Education Days. pp. 148. New Orleans, 1885.

156. Indian education and civilization. Prepared in answer to Senate resolution of February 23, 1885. By Alice C. Fletcher, under direction of the Commissioner of Education. pp. 693. (Senate Ex. Doc. No. 95. Forty-eighth Congress, second session.)

157. Higher education in Wisconsin. By Wm. F. Allen and David E. Spencer. pp. 168. (Circ. inf. 1, 1889.)

158. Rules for a dictionary catalogue. By C. A. Cutter. pp. 33. 1st ed., Pt. II of public libraries in the United States, with corrections and additions. (Spec. rep., 1876.)

159. Indian education. By T. J. Morgan. pp. 28. (Bulletin 1, 1889.)

160. Proceedings of Department of Superintendence of the National Educational Association. ington, March, 1889. pp. 300. (Circ. inf. 2, 1880.)

Wash

Partial contents: Training of teachers: Psychology in its relation to pedagogy, by Nicholas Murray Butler; City training and practice schools, by W. S. Jackman; Purpose and means of city training schools, by S. S. Parr; County institutes, by Albert G. Lane: State teachers' institutes, by John W. Dickinson; Manual training, its relation to body and mind, by C. M. Woodward; The psychology of manual training, by W. T. Harris; Educational value of manual training, by Geo. P. Brown; The work of the city superintendent, by T. M. Balliet; The school principal, by George Holland; Teachers' examinations, by M. A. Newell; The State and higher education, by Fred. M. Campbell, Herbert B. Adams; Education in the South, by W. R. Garrett; National aid to education, by H. W. Blair. 161. History of Federal and State aid to higher education in the United States. By Frank W. Blackpp. 343. (Circ. inf. 1, 1890.)

mar.

162. Rules for a dictionary catalog. By C. A. Cutter. 2d ed. of Pt. II of pub. libs. in the U. S., with corrections. pp. 133. 2d ed. (Spec. rep., 1889.)

163. History of education in Alabama, 1702-1889. By Willis G. Clark. pp. 281. (Circ. inf. 3, 1889.) 164. Honorary degrees as conferred in American colleges. By Charles Foster Smith. No. 1. 1820. pp. 12. (Misc. pub. or bulletin.)

165. English-Eskimo, and Eskimo English vocabularies. Compiled by Roger Wells, jr., and John W. Kelly. pp. 72. (Circ. inf. 2, 1899.)

166. Rules and regulations for the conduct of schools and education in the Dist. of Alaska. pp. 7. (Misc. pub. 1890.)

167. Teaching and history of mathematics in the United States. By Florian Cajori. pp. 403. inf. 3, 1890.)

(Circ.

168. Annual statement of the Commissioner of Education to the Secretary of the Interior. 1890. pp. 17. (Misc. pub. 1890.)

169. Preliminary report of the general agent of education for Alaska to the Commissioner of Education. Introduction of Reindeer into Alaska. By Sheldon Jackson. pp. 15. (Misc. pub. 1820.) 170. Higher education in Indiana. By James Albert Woodburn. pp. 200, (Circ. inf. 1, 1891.) 171. Fourth International Prison Congress, St. Petersburg, Russia. By C. D. Randall. pp. 253. (Circ. 2, 1891.)

172. Rules for a dictionary catalog. By C. A. Cutter. 3d. ed., Pt. II of pub. lbs. in the United States, with corrections and additions, and an alphabetical index. pp. 140. (Spec. rep., 1891.) 173. Sanitary conditions of schoolhouses. By Albert P. Marble. pp. 123.

(Circ. 3, 1891.)

174. History of higher education in Michigan. By Andrew C. McLaughlin. pp. 179. (Circ. inf. 4, 1891.) 175. History of higher education in Ohio. By Geo. W. Knight and John R. Commons. pp. 258. (Circ. inf. 5, 1891.)

176. History of higher education in Massachusetts. By Geo. Gary Bush. pp. 445. (Circ. inf. 6, 1891.) 177. Promotions and examinations in graded schools. By Emerson E. White. pp. 64. (Circ. inf. 7, 1891.)

178. Rise and growth of the normal school idea in the United States. By J. P. Gordy. pp. 145. (Circ. inf. 8, 1891.)

179. Biological teaching in the colleges of the United States. By John P. Campbell. pp. 183. (Circ. inf. 9, 1891.)

180. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1891. pp. 21. (Misc. pub. 1891.)

181. Annual Report of the Commissioner of Education, 1888-89. Vol. I. pp. lix+669.

182. Same. Vol. II. pp. vi÷671-1669.

183. Part I of the Report of the Commissioner of Education for the year 1888-89, with the Commissioner's introduction, and the contents of Parts I, II, and III. Special editions. pp. 274. (Spec. rep. 1891.)

184. Report of the general agent of education in Alaska for the year 1888-89. (Reprinted from Report of Commr. of Ed. for 1888-89. pp. 1245-1300.) (Misc. pub. 1891.)

185. Publications of the U. S. Bureau of Education from 1867-1890, with subject index. (Reprinted from An. Rep. of Commr. of Ed. for 1888-89. pp. 1453-1551.) (Misc. pub. 1891.)

185. Southern women in the recent educational movement in the South. By A. D. Mayo. pp. 300. (Circ. inf. 1, 1892.)

187. Analytical index to Barnard's American Journal of Education. 31 vols. 1855-1881. (Spec. rep. 1832.)

188. Benjamin Franklin and the University of Pennsylvania. By Franklin Newton Thorpe. pp. 450 (Circ. inf. 2, 1892.)

189. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1892. pp. 21. (Misc. pub. 1892.)

190. Report on legal education. Prepared by committee of the American Bar Association, and the U. S. Bureau of Education. pp. 207. (Spec. rep. 1893.)

191. Education in Alaska, 1889-90. By Sheldon Jackson. (Reprint of chapter xvii of the report of the Commissioner of Education for 1889-90. pp. 45-1300.) (Misc. pub. 1893.)

192. Shorthand instruction and practice.

193. History of education in Connecticut. cational history, No. 14. pp. 300.

By Julius E. Rockwell. pp. 206. (Circ. inf. 1, 1893.)

By Bernard C. Steiner. Contributions to American edu(Circ. inf. 2, 1893.)

194. History of education in Delaware. By Lyman P. Powell. pp. 186. (Circ. inf. 3, 1893.) 195. Abnormal man; being essays on education and crime and related subjects, with digests of literature and a bibliography. By Arthur MacDonald. pp. 445. (Circ. inf. 4, 1893.)

196. Higher education in Tennessee. By Lucius Salisbury Merriam. Contributions to American educational history, No. 16. pp. 287. (Circ. inf. 5, 1893.)

197. Higher education in Iowa. By Leonard F. Parker. Contributions to American educational history, No. 17. pp. 190. (Circ. inf. 6, 1893.)

198. Annual Report of Commissioner of Education, 1889-90. Vol. I. xxvii +601.

199. Same. Vol. II. pp. vii +603-1724.

200. Catalog. of A. L. A. Library; 5,000 volumes for a popular library. pp. 592. (Spec. rep. 1893.) 201. Statistics of public libraries in the United States and Canada. By Weston Flint. (Circ. inf. 7, 1893.)

pp. 213.

202. Spelling reform. By Francis A. March. A revision and enlargement of the author's pamphlet, published by the U. S. Bureau of Education, in 1881. pp. 86. (Circ. inf. 8, 1893.)

203. Education in Alaska, 1890-91. By Sheldon Jackson. pp. 923-960. (From An. Rept. Commr. of Education, 1890-91.) (Misc. pub. 1893.)

204. Annual statement of Commissioner of Education to Secretary of the Interior, 1893. By W. T. Harris. pp. 25.

205. Report of the committee on secondary school studies, appointed at the meeting of Nat. Ed. Ass, July 9, 1892, with the reports of the conferences, arranged by this committee, and held Dec. 28-30, 1892. pp. 249. (Spec. rep. 1893.)

206. Education in southwestern Virginia. By A. D. Mayo. (Reprint of chapter xxiv An. Rept. of Com missioner, 1890-91. pp. 881-921.)

207. Annual Report of Commissioner of Education, 1890-91. Vol. I. pp. xxx+654.

208. Same. Vol. II. pp. v 605-1549.

209. History of education in Rhode Island. By William Howe Tolman. pp. 210. Contributions Am. ed'l hist. No. 18. (Circ. inf. 1, 1894.)

210. History of higher education in Maryland. By Bernard C. Steiner. pp. 331. Contributions to Am. ed'l hist. No. 19. (Circ. of inf. 2, 1894.)

211. Annual Report of Commissioner of Education, 1891-92. Vol. I. pp. xxviii+ 636.

212. Same. Vol. II. pp. v-+637-1294.

213. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1894. By W. T. Harris. pp. 29. (Misc. pub. 1894.)

214. Education in Alaska. By Sheldon Jackson. pp. 873-892. (Reprinted from An. Rept. of Commr. of Edu., 1891-92.) (Misc. pub. 1894.)

215. Introduction of domesticated reindeer into Alaska, with maps and illustrations. By Sheldon Jackson. pp. 187. (Reprint of Senate Executive Document No. 70, 53d Congress, second session.) (Misc. pub. 1894.)

216. Art and industry. Education in the industrial and fine arts in the United States. By Isaac Edwards Clarke. Part II. Industrial and manual training in public schools. pp. cxlviii+1338. 8°. Washington, 1892.

217. Annual Report of Commissioner of Education, 1892-93. Vol. I. pp. ix+1224.

218. Same. Vol. II. pp. v+1225–2153.

219. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1895. pp. 27. 220. Education in Alaska, 1892-93. By Sheldon Jackson. (From. An. Rept. of Commissioner of Education, 1892-93. pp. 705-1795.)

221. Annual Report of Commissioner of Education, 1893-94. Vol. I.

222. Same. Vol. II.

223. Education at the World's Columbian Exposition (1893), including reports and comments by American and foreign educators and delegates. (Reprinted from An. Rep. 1892-93. pp. 423-690.) 1896. Ed. by

224. Papers prepared for the World's Library Congress held at the Columbian Exposition. Melvil Dewey. pp. 691-1014. (Reprinted from An. Rep. 1892-93, Chap. IX.) 300. Our schools and our forests. By Franklin H. Hough. Address before Dept. of Superintendence

Nat. Ed. Assoc., 1881. pp. 18. (Reprint from Circ. inf. 3, 1881.) (Miss. pub. 1881.)

301. Manual training. By C. M. Woodward. (Circ. inf. 2, 1889.)

302. Class intervals in city public schools. By James C. Boykin. pp. 3. (Misc. pub. 1893.)

303. What is education? Opinions of eminent men. pp. 16. (Misc. pub. 1870.)

304. Proceedings of the Dept. of Superintendence of the National Educational Association respecting State and city school reports. pp. 26. (Misc. pub. 1874.)

305. Industrial status and needs of the New South. By Robert Bingham. pp. 21. Delivered before the Dept. of Superintendence of the Nat. Ed. Assoc., February, 1884. (Misc. pub. 1884.)

306. Needs of education in the South. By Gustavus G. Orr. pp. 13. Delivered before the Dept. of Superintendence of the Nat'l Ed. Assoc., 1879. (Misc. pub. 1879.)

(Misc. pub. 1879.)

307. National aid to education. By John Eaton. Delivered before the Department of Superintendence of the Nat. Ed. Assoc., 1877. pp. 37. 308. Needs of the Bureau of Education. of Nat'l Ed. Assoc., 1881. pp. 12. 309. Museums illustrative of education.

By John Eaton. Delivered before Dept. of Superintendence (Misc. pub. 1881.)

By John Eaton. Delivered before Dept. of Superintendence of Nat. Ed. Assoc., 1881. pp. 12. (Misc. pub. 1881.) 310. The World's Columbian Exposition, department of liberal arts. Circular No. 2. The educational exhibit at the World's Columbian Exposition. pp. 10. (Misc. pub. --.)

311. World's Columbian Exposition, department of liberal arts. Circ. No. 4. The educational exhibit No. 2. Statistics by graphic methods. Wing frames; State maps. Display of school statistics. pp. 17. (Misc. pub. —.)

312. United States Bureau of Education, an office in the Interior Department, 1867-1888. Commissioners: Henry Barnard, 1867-1870; John Eaton, 1870-1886; Nathaniel H. R. Dawson, 1886-1889. (Misc. pub. -.)

313. Technical education and industrial drawing. By Prof. Walter Smith. Delivered before the Dept. of Superintendence of Nat. Ed. Assoc., 1879. pp. 24. (Misc. pub. 1879.)

314. National schools of science, report on, by D. C. Gilman. pp. 20. (Reprinted from An. Rep. of U. S. Commissioner of Education for 1871. pp. 427-444.) (Misc. pub. 1872.)

315. Colleges and collegiate institutions in the United States. Statistics. pp. 11. (1871.) 316. International Exhibition, Philadelphia, 1876. Collections to illustrate the history of colleges, universities, professional schools, and schools of science. (1875.)

317. Prospectus of report of the Commissioner of Education for 1875. p. 1. 1875.

318. Chilean International Exposition of 1875, to be held at Santiago (educational programme). pp. 9.

1875.

319. Synopsis of proposed centennial; history of American education, 1776 to 1876. pp. 18. 1875.

320. Study of Anglo-Saxon. By F. A. March. pp. 10. (From An. Rep. 1876.)

321. Latin pronunciation. By W. G. Richardson. pp. 484-497. (From An. Rep. 1876.)

322. Pronunciation of Greek in this country. By James R. Boise. pp. 430-483. (From An. Rep. 1876.) 323. Education at the Paris Exposition, 1879. pp. 9. (From Circ. inf. 2, 1879.)

324. Sale of diplomas. pp. 4. 1880.

325. Report on education in Alaska, with maps and illustrations. By Sheldon Jackson. pp. 89. 1886. 326. Bureau of Education. Ohio Valley and Central States Centennial Exposition, July 4 to October 28, 1888. Exhibit of the Bureau. Compiled by John W. Holcombe. (Folding sheet.) pp. 8. 16°. 327. Annual statement of the Commissioner of Education to the Secretary of the Interior; being introductory chapter of the An. Rep. 1888-89. By N. H. R. Dawson. pp. 28.

329. Report of the Commissioner of Education to the Secretary of the Interior, 1887. pp. 26. 1887.

CHAPTER XLVIII.

SCIENTIFIC TEMPERANCE INSTRUCTION IN THE PUBLIC

SCHOOLS.

[Communicated by ALBERT H. PLUMB to the Boston Transcript, May 2, 1896.]

The spring meeting of the New England Conference of Educational Workers in Boston on the 25th instant drew together quite a number of prominent teachers and experts in the science of pedagogy. Superintendent Seaver gave fitting introduction to the speakers. His honor the mayor made an interesting and encouraging address on the way to secure improved sanitation in our schools. Much useful information was imparted by Dr. Durgin, of the board of health, and Dr. Hartwell, who has charge of physical culture in the city schools, and by other speakers. One of these, however, laid down a principle which is violently at war with the enlightened policy and efficient practice of our honored school authorities in this State and through the country. It was a principle which, if carried out according to the obvious intention of the speaker, would sweep away at once the greater part of the scientific temperance instruction now required by law in forty-one States, and in all schools under national control, as at Annapolis and at West Point. The falsity of this principle was at once exposed by a few words from Mrs. Mary H. Hunt, herself an educational authority, and, more than any other person living, personally in touch with educational and legislative authorities on this subject.

As there was no time, however, for any adequate discussion of the topic, it seems desirable that so vicious a principle be held up more definitely to the public view. It was indeed well said, by the speaker referred to, that the moral attitude of the scholar in regard to conduct is the strong factor in securing right living; that the effort should be to raise the child to the plane where he chooses what is right; though it would have been more accurate to say, the moral attitude is the chief constituent of right living, for the moral attitude includes the choice of the right which is the effect, and not the cause concerning which we are inquiring. And to induce a pupil to take the right moral attitude, to choose the right, is a matter of exceeding difficulty and of indefinite progress-a progress which it is hard to mark. It depends largely on the personal character and influence of the teacher. It is not a matter which can be definitely ordered and supervised by the school authorities, and how far in each case the moral attitude of the pupil has yielded to the teacher's moral exhortation is uncertain. This is not the case in the work of imparting information. The school authorities can order that the teacher impart to the scholar certain definite scientific knowledge-truths and facts-and the teacher can so obey this order as to be sure that the pupil has a clear and thorough apprehension of them. They are his permanent possession thenceforth, and an active force necessarily and always in influencing his life. He may resist that influence. As the speaker intimated, information concerning the evil effects of intoxicants may lead boys to try the experiment of using liquor, to see the effects, and therefore he would draw the foolish inference that such information should be withheld. "Where ignorance is bliss it is folly to be wise" is a good motto indeed as to the experimental knowledge of vice, but not at all as to the scientific and theoretic knowledge of it.

So that when the speaker inquires: "Does information guard against wrong conduct?" and in reply lays down the proposition that information is not a strong factor in promoting right living, he plants himself squarely in opposition to the great principles on which the educators and moralists of the land have established what is known and lauded the world over as the "American educational system of prevention of intemperance," viz, the early instruction by law of all pupils in the public schools upon the nature and effects of alcoholic drinks.

There are three manifest reasons why his position is untenable:

(1) It is opposed to the eternal law that truth has an inherent, impelling force. The moral nature of man has been so constituted by the God of truth that it is impos sible to lodge in the human apprehension any proposition, any truth or fact, having any bearing on conduct—and nearly all truth, even philosophical and mathematical truth, has such a bearing, direct or indirect, near or remote-without more or less awakening of the sensibilities in regard to that moral bearing, more or less impulse upon the will toward the choice of the right.

(2) Authority as well as reason is against the position that information is not a strong factor in promoting right conduct. Indeed, the Great Teacher himself is explicitly against this position. "Sanctify them through Thy truth; Thy word is truth." And this affirmation is not limited to religious truth. There are a thousand declarations in God's word which are of the nature of philosophical propositions, or statements of historic fact, or of prudential maxims for worldly success, yet they may have an elevating power, e. g.: "The entrance of Thy words giveth light." "My people are destroyed for lack of knowledge." "He that ruleth his spirit is better than he that taketh a city." "The truth shall make you free." And upon the specific matter under consideration multitudes of educational experts have united in securing the legally enforced instruction precisely because of its moral preventive force. Who is higher authority than Dr. William T. Harris, United States Commissioner of Education? And his opinion was not long ago given in the Pall Mall Gazette, London, in these words:

"Instruction in what is called scientific temperance, conducted as it is under the laws of nearly all the States in the public elementary schools, furnishes a permanent and active means for the dissemination of correct views regarding the effect of intoxicating drinks upon the human body. All pupils will have their attention called to the subject every year, and intelligent pupils will understand with some degree of clearness the results of scientific investigation in this matter. Even the dull pupils who fail to seize the scientific points will carry away an impression in their minds that intoxicating drinks are very dangerous and should not be used even in moderate quantities. ** Such instruction, too, is sure to furnish the greater portion of the intelligent pupils in schools with a correct scientific notion with regard to the investigations which have furnished the evidence for these conclusions.

"The utter destruction to the body and mind which comes from habitual iutemperance, and the danger of moderate drinking in arousing an abnormal appetite for intoxicating liquors, will certainly be seen and understood by the great mass of pupils that attend the public schools. For this reason I do not see how anyone can question the great general usefulness of this scientific temperance instruction, established by law in most of the States of this nation. It may be said that this movement is the most effective one ever devised by the friends of temperance to abate a great evil, perhaps the greatest evil abroad in the land."

(3) Experience joins with reason and authority in condemning this depreciation of the moral effect of early acquaintance with scientific truth. In a number of States the laws requiring this instruction have been in force ten or fifteen years, and there is already a marked superiority in the morality of pupils coming from such teaching to enter collegiate and professional schools, according to the testimony of the faculties of such institutions. Young men have learned why every indulgence in dissipation is calculated to block their path to success, and they are less convivial