is that it shall be inductive; i. e., the generalization must follow and grow out of the individual notions upon which it is based. An experiment performed merely for the purpose of illustrating a principle already understood, or for verifying the statement of an author, will awaken little interest and less thought on the part of the pupil, unless he doubts the accuracy of the author's statement. In the book under consideration, the logical method of development is used quite as often as the inductive method, and, in every case, the necessity for thoughtful observation on the part of the pupil is reduced to a minimum by telling him how the experiment will terminate, and what it will prove.

The experiments are also, in the main, the stock experiments of the text-books, and are, consequently, of little aid to teachers who are searching for new ideas as to methods of presenting the subject to their classes.

FERNANDO SANFORD.

STANFORD UNIVERSITY.

Elements of Civil Government.-A text-book for use in public schools, high schools, and normal schools, and a manual of reference for teachers.—By ALEXANDER L. PETERMAN. New York: American Book Company, 1891, pp. 224. The title page informs us that the author of this little book, Mr. Alexander L. Peterman, was formerly principal and professor of civil government in the normal school of the Kentucky State College, and member of the Kentucky State Senate. Both as teacher, therefore, and as legislator, Mr. Peterman has had an experience that must have been of great value in the preparation of a text-book on Civics. He understands his subject thoroughly, and he knows how to present it clearly, cogently, and briefly. Lucidity and brevity are the characteristics of his style. His language may be easily understood by any child who can read intelligently in a Fourth Reader, while the book, so far as length is concerned, will be mastered without difficulty by the average pupil in a term of five months. After glancing over many discursive books on government, it is a relief to come upon an author who can compress so much into so short a space.

Not only is the style good, but the matter, from a pedagogical point of view, is admirably arranged. Beginning with the government of the family, the author treats, in turn, of

the governments of the school and school district, the township, the county, municipal corporations, the State, and the United States. The concept of government is evolved from the familiar facts of the family and the school, and hence the pupil will have little difficulty in comprehending the remote facts and theories, when he reaches them, of state and national government. The book concludes with chapters, somewhat more abstract than those which precede, on government, justice, law and liberty, suffrage and elections, the Australian ballot system, parties and party machinery, legislation, and revenue and taxation. As a rule, no concept is introduced until the material out of which it is to be built has been supplied. The only exceptions I have noted are that the terms, ex post facto law and bill of attainder, are used on page 74, but are not explained until page 118; and that the term organized Territory is used on page 65, while the explanation comes on page 94.

Each chapter is followed by a series of "suggestive questions," not questions directly on the text, but questions that require the student to make practical application of what he has read, and that thus exercise his reflective powers as well as his memory. Had this idea been carried still furtherwere the student required to find illustrations, both in the past history of our country and in current events, of the theories laid down-the questions would have been still more valuable than they are.

Of adverse criticism there is not much to be made. The book might have been enriched by the introduction of more historical matter, but this would have increased its bulk beyond the limitations imposed by its use. The author is sometimes over-bold in his assertions, as when he tells us : "Experience has shown that it is dangerous to the liberties of the people to permit either of the three departments of gov ernment to trespass upon the functions of the others." On the contrary, experience in other countries has shown that a closer union of the executive and legislative powers, as when the members of the cabinet hold places in the Legislature, may sometimes be attended with most positive advantages and become a guarantee, as it certainly is in England, of the liberties of the people. Again, he says: "Our system of government is different from those of all other countries, because part of the political power is vested in the State, and part in the nation;

that is in the United States." He had only to look across our northern border to discover that this statement needs to be strictly limited.

Upon the whole, however, the book is worthy of high commendation.

W. H. M.

Object Lessons From Nature: A FIRST BOOK OF SCIENCE.-By L. C. MIALL, Professor of Biology in the Yorkshire College, Leeds. London and New York: Cassell & Co., 1890, pp. 302.

The plan of this book is briefly stated by the author as follows: "Simple explanations about animals and plants, with very familiar examples, described in some detail, come first. These early lessons are meant to give a small stock of information, to teach the habit of careful examination of all the details of any natural object, and to prompt questions. Then some chemical and physical facts are introduced, and experiment is brought in. Upon this foundation some simple lessons on clouds, rain, rivers, and on the food of plants are based. . . . . The main purpose of the book is to explain the simplest natural phenomena to children who are incapable of continuous and methodical thought. To the child these ought to be no separate sciences at all; and the scientific explanations should be simply ways of throwing light upon certain natural facts about which the child has been led to feel some curiosity."

It may be added that three important conditions are indispensable to success in object-lessons: suitable objects, a proper use of them, and awakened interest on the part of the pupil. The pupil must become the chief actor in seeing and in doing, in order to be a successful learner. The pupil must not only see and do, but also tell what is found or discovered. The teacher should encourage the pupil; lead him to correct mistakes made in seeing and in doing; and also explain what is seen or found out, so far as may be appropriate to the lesson.

Teachers understand the difficulties in the way of presenting natural objects for observation in the schoolroom. They realize, further, that many of the facts appropriate for object lessons relative to the structure and habits of animals, of plants, and of the common phenomena of nature, are not readily accessible to them. In view of these facts, the practi

cal value of a book on object-lessons from nature may be judged by the character and appropriateness of the facts which it supplies for such lessons. An examination of the book under consideration shows that it contains many interesting facts which are overlooked by the ordinary observer; these are simply stated, and many of them plainly illustrated. It may be stated that some of the methods suggested by the author for the use of this book are not in harmony with good object-teaching; but the teacher of tact will find many ways of making it a valuable aid in awakening the interest of his pupils in a careful study of nature.

ASSISTANT SUPERINTENDENT OF SCHOOLS,
NEW YORK.

N. A. CALKINS.

VII.

EDUCATION IN FOREIGN PERIODICALS.

The English Free Education Act.

We are glad to be able to lay before our readers the full text of the English Free Education Act, as it received the Royal Assent.-[ED. EDUCATIONAL REVIEW.]

Elementary Education Act, 1891.

(54 AND 55 VICT. c. 56.)

ARRANGEMENT OF SECTIONS.

1. Fee-grant and conditions thereof.

2. Limit of fees in schools receiving fee-grant.

3. Prohibition of charges in certain schools receiving feegrant.

4. Power to modify limit in certain cases.

5. Provision for free schools, accommodation, etc.

6. Power to contribute from fee-grant to common school fund.

7. Grouping of schools.

8. Explanation of 33 and 34 Vict. c. 75, s. 17.

9. Provision for equality of treatment.

10. Meaning of "school year" and "average attendance." II. Repeal.

12. Commencement of Act.

13. Short title and construction.

Schedule.

An Act to make further provision for assisting Education in Public Elementary Schools in England and Wales.

Be it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows:

Fee-grant and Conditions thereof.

1. (1) After the commencement of this Act, there shall be paid, out of moneys provided by Parliament, and at such