When I was out in Colorado and Utah, years ago, I used to know of animals removing the bait nicely from dangerous traps without springing the trap. I knew of a dog who went over a mile to call his owner to the aid of a boy who had broken his leg, and who would not be refused till understood. This is brutish "instinct," is it?—something that Dr. Thorndike can't define. Will "instinct" teach a tired, half-starved horse to eat oats if you set them before him? Dr. Thorndike would say "Yes," but Dr. Thorndike would be wrong unless that horse knew from personal past experience what oats were. What animals learn (like the human animal) they learn chiefly by experience. They accumulate facts in their minds and use them.
I served in the cavalry of the Armies of the Tennessee and the Cumberland, and I know that instinct will not cause a hungry horse to touch oats unless he knows from his own experience what oats are. We used to capture horses in Mississippi which had never seen oats. It is all corn down there. We would bring them into camp tired out and hungry, and would pour out our oats for them. Not one of them would touch the oats. You could leave the hungry horses hitched for twenty-four hours before oats, and not one grain would they touch. They would stand there and starve. We had to throw up their heads and fill their mouths full of oats. If we stopped there, they would spit them out. We had to grab their jaws and work them sideways until they had a good taste. Then they understood, and ate oats right along. Plenty of such horses in Mississippi to-day....
If Dr. Thorndike tried his intelligent "Experiment No. 11" with a two-year-old cat, why didn't he try it with a two-year-old human? I guess he would have found an equal amount of ignorance of the mechanism of door fastenings, which comes only with teaching, and would have produced only struggles and screaming.
Editor Popular Science Monthly:Sir: In the article contributed to your magazine for the month of August on Recent Legislation against the Drink Evil, I notice what appears to me to be a misstatement of fact. The writer speaks of the results of prohibition in the State of Maine, and says, "In sixty-three years Maine has seen her commerce disappear and her population dwindle."I have not investigated the matter of Maine's commerce, but I find that her population has not dwindled in any possible sense of the term during the period indicated above.It is, perhaps, a common impression that Maine has had such an exodus of her people to other States of the Union that she has suffered a loss in population. What are the real facts of the case? The census taken by the Government in 1840 gave the State 501,000 people, and that taken in 1890, 661,000, which shows, during the interval between 1840 and 1890, an increase of160,000. The increase in population even during the decade 1880-'90 was 13,000. Whether there has been a decrease since 1890 nobody at present knows, and will not know until the decennial census is taken next year.In view of these facts, I feel justified in challenging the correctness of the gentleman's statement, quoted above.There can be no room for doubt that Maine has sustained considerable losses in population from farm desertion, but no statistics can be presented to show that the State has, during the time stated above, been dwindling in the number of people living within her borders.J. Earle Brown.Woonsocket, R. I.,August 17, 1899.
Editor Popular Science Monthly:
Sir: In the article contributed to your magazine for the month of August on Recent Legislation against the Drink Evil, I notice what appears to me to be a misstatement of fact. The writer speaks of the results of prohibition in the State of Maine, and says, "In sixty-three years Maine has seen her commerce disappear and her population dwindle."
I have not investigated the matter of Maine's commerce, but I find that her population has not dwindled in any possible sense of the term during the period indicated above.
It is, perhaps, a common impression that Maine has had such an exodus of her people to other States of the Union that she has suffered a loss in population. What are the real facts of the case? The census taken by the Government in 1840 gave the State 501,000 people, and that taken in 1890, 661,000, which shows, during the interval between 1840 and 1890, an increase of160,000. The increase in population even during the decade 1880-'90 was 13,000. Whether there has been a decrease since 1890 nobody at present knows, and will not know until the decennial census is taken next year.
In view of these facts, I feel justified in challenging the correctness of the gentleman's statement, quoted above.
There can be no room for doubt that Maine has sustained considerable losses in population from farm desertion, but no statistics can be presented to show that the State has, during the time stated above, been dwindling in the number of people living within her borders.
J. Earle Brown.Woonsocket, R. I.,August 17, 1899.
It is many years ago now since Mr. Spencer, in his Study of Sociology, remarked upon the exaggerated hopes commonly built upon education. With the courage that is characteristic of him, he went counter to a current of opinion which was then running with perhaps its maximum force. He said that the belief in the efficacy of education to remold society had taken so strong a hold of the modern world that nothing but disappointment would avail to modify it. This was in the year 1872; since then the disappointment has in a measure come, and many are prepared to accept his views to-day, who, twenty-seven years ago, thought they proceeded from a mind fundamentally out of sympathy with modern progress. Facts indeed are accumulating from year to year to prove the soundness of the philosopher's contention that "cognition does not produce action," and that a great variety of knowledge may be introduced into the mind without in the least inclining the individual to higher modes of conduct.
We are reminded of Mr. Spencer's line of argument by an article lately published in the London Spectator, entitled Influence on the Young. The writer sees clearly that enthusiastic educationists undertake far more than they can perform. "The character forms itself," he says, "assimilating nutriment or detriment, as it were, from the air, which the parents or teachers, for all their pains, can in no way change." There seems indeed to be in the young, he remarks, a distinct tendency to resist influence. Father and son will be opposed in politics; very pious people too often find, to their sorrow, their children growing up far otherwise than they could wish. The man who is very settled in his habits is as like as not to have a boy who can not be persuaded to take a serious view of life. The most unexceptionable home lessons seem to be of no avail against the attractive power of light companions. Evidently, Nature is at work in ways that men can not control. If there is a law of "recoil," as the writer in the Spectator hints, we may be pretty sure it serves some good purpose. It introduces, we can see at once, a diversity which makes for the progress, and perhaps also for the stability, of society. Two practical questions, however, suggest themselves: (1) What can we reasonably hope from education? and (2) What can we do to make a wholesomemilieufor the rising generation?
With regard to education, it is evident that we can not know the best it can do until it has been reduced to a science—until, that is to say, as a result of the joint laborsof practical educators and psychologists, we can claim to possess a reasonable degree of certainty as to the best arrangement and sequence of studies and the best methods of stimulating the mind and imparting knowledge. Upon these important questions there is still considerable diversity of opinion. Some educators think we should be very sparing of abstractions in the instruction of younger pupils. Others are of a contrary opinion. Professor Baldwin, for example, in his little work on The Mind, says that "grammar is one of the very best of primary-school subjects." He also recommends mathematics. These are questions which, it seems to us, admit of being finally settled. Allowance must of course be made for the varying capacities of individual children, but this need not stand in the way of the establishment of some general doctrine as to the law of development of the human mind. We shall then further require a true theory of method in education, so that we may know by what means the best results in the imparting of knowledge and the development of the capacities of the individual mind may be obtained. Assuming that these vantage points have been gained, education should be for every mind an eminently healthful and invigorating process, which is more than can be said for the forms of education that have prevailed in the past. These, while developing certain faculties, have, to a great extent, stunted others—have indeed, in too many cases, fatally impaired the natural powers of the mind. A notable paper, which appeared in the first number of this magazine, was one by the late Dr. Carpenter on The Artificial Cultivation of Stupidity in Schools. Professor Baldwin, in the work already cited, seems to be of the opinion that the process of cultivating stupidity, or at least mental shiftlessness, is in full blast to-day in many of our secondary schools owing to the prominence given to language studies. The science of education must at least put an end to this, and insure that the youths who are committed to the public schools shall not be subjected to any mind-destroying exercises. We can hope, however, that it will do much more. The mind, like the body, grows by what it feeds upon; and it is hard to conceive that suitable kinds of knowledge could be imparted in a natural manner, so as to awaken interest and develop the perceptive and reasoning powers, without at least preparing the mind for the reception of right sentiments.
So much the science of education, when it is fairly established, may reasonably be expected to do. It will deal with the mind upon true hygienic principles. There remains the more serious question how such a moral atmosphere can be created as will incline the young to take a right view of knowledge and its uses. Knowledge, it is hardly necessary to say, is power, just as money is power; and it is quite as needful that the idea of social service should be associated with the one as with the other. The best social service which, perhaps, any man can render is to give to the world the example of high disinterestedness and general nobility of character; and knowledge should be valued not as conferring individual distinction, but according as it expands and liberalizes the mind. The poet Coleridge has said with some truth that
"Fancy is the powerThat first unsensualizes the dark mind,Giving it new delights; and bids it swellWith wild activity; and peopling air,By obscure fears of beings invisible,Emancipates it from the grosser thrallOf the present impulse, teaching self-control,Till Superstition with unconscious handSeat Reason on her throne."
"Fancy is the powerThat first unsensualizes the dark mind,Giving it new delights; and bids it swellWith wild activity; and peopling air,By obscure fears of beings invisible,Emancipates it from the grosser thrallOf the present impulse, teaching self-control,Till Superstition with unconscious handSeat Reason on her throne."
The mind having been "unsensualized," the next step is to moralizeand humanize it, otherwise Reason on her throne may act not much more wisely than other monarchs have done. The classic example of the worship of reason is not reassuring as to the infallibility of the goddess. The question, then, as to how intellectual education and the education of the moral sentiments may go hand in hand is one that comes home to every member of the community. We all help to make the moral atmosphere and create the moral ideals of our time; and there is no use in looking for high standards in our colleges and other institutions of learning if we have low standards in our homes. The youth who hears nothing talked of at home but money is not likely to take much interest in instruction that does not bear directly on the question of making money. The youth who hears money spoken of in the home circle simply as a means of personal enjoyment and glorification will need something more than a few lectures on political or social economy to make him take a different view of it. We may employ excellent men and women as teachers, but their success from a moral point of view will always be limited by the general tone of the community.
It is evident, then, that no very special directions can be given for solving the problem with which we are concerned. Still, the posing of the problem and the indication of the conditions on which its solution depends may awaken in a few minds a new sense of their responsibility in the matter, and it is a gain for even one to go over to the right side. It would be quite as easy forthe wholeof society to live on a somewhat higher plane as it is for it to live on its present plane. It would simply mean that the average man would treat the average man a little better than he does now: whatever one gave he would thus get in return, and the burdens which are always associated with mutual distrust would be proportionately lightened.
The philosopher whom we began by quoting has indicated ways in which the craze for legislative shortcuts is working against the moral improvement of society. He holds that parental responsibility has been seriously impaired by legislative encroachments in the matter of education and otherwise. Book learning has become to the modern world a kind of fetich; and minds that ought to be in contact with the facts of life are stupefied, and so far prevented from getting their normal moral growth by being drilled in studies that bring no real profit. We can not bear the idea that one of our human brethren should not be able to read and write; but, provided he possesses these accomplishments, we ask no questions as to what use he makes of them. We have before us a police description of a criminal who graduated at one of the most celebrated universities on the Continent, who studied afterward for the Church, who was for several years an elder, and who possesses—so we are distinctly informed—fine literary tastes. The gentleman with all these advantages is a fugitive from justice. With all his knowledge and accomplishments he got no hold of the principles of right conduct, and—there are not a few like him. We need not only a science of education, but a science of government, the most valuable part of which will probably be that which shows us with demonstrative force what things government ought to leave alone. It is quite possible we should find the moral atmosphere materially improving if only the natural reactions between the individual and his environment were not interfered with. The course of Nature, we may feel assured, provides not less for moral than for mental growth, and if either process is defectively carried on we may safelyattribute it to some ill-advised attempt we are making to improve on natural institutions. Science has done much for the world in the past, but it has yet to do much more. It will yet give us a light to our feet in matters educational and political, and will liberate us from many of the yokes and trammels we have foolishly imposed upon ourselves. Mankind will then look into the face of Nature and see in it a new beneficence and brighter promises for the future of the race.
A fairly good attendance, with an unusually large proportion of men prominent in science, and most cordial welcome and painstaking care of the members by the Ohio State University and the citizens of Columbus, combined to make the forty-eighth annual meeting of the American Association for the Advancement of Science a most enjoyable and instructive one. The two features of the meeting which seem to deserve the most attention are: First, the tendency which was shown in every section to direct the papers and discussions to practical subjects, so that all could participate in the proceedings and each member feel justified in having a word to say in them; and, secondly, the perfect cordiality with which the association was received and the assiduous attention with which it was taken care of by the local committee. The smaller and apparently less important details, but at the same time those which so largely determine one's comfort in a strange community, were thoughtfully arranged, and to this alone much of the success of the meeting was due. The numerous excursions were not only exceedingly enjoyable, but were arranged in every case primarily for their instructive and scientific features, and an Easterner, at any rate, could not take any of them without learning something. Another feature of the meeting that was especially satisfactory was the possibility it afforded for the younger workers in science to meet their elders, who had hitherto led the way—who were present, as we have already said, in larger proportion than usual. The importance of this feature, as President Orton pointed out in these pages a few months ago, can not be overestimated. The instruction and encouragement which a new worker in the scientific field gains from a personal acquaintance with the older men who have already achieved success and reputation in his branch of science are obvious enough. With the increasing specialization which modern research is making absolutely unavoidable, the social feature of the annual gathering of such a company of scientists is coming to be its most important function. A slight extension of it might very readily lead to the adoption of a specific policy by the several sections of devoting at least a part of their time to such a general statement of what has been accomplished in their department or to some especially important work of general interest that some of the members have been engaged in as would be most instructive to the members of the other sections. In the earlier meetings of the association the sectional chairmen often made such presentations in their stated addresses, but as times and men have changed, the idea has been departed from and this feature has become an exceptional one. If it could be restored, in a modified if not an identical form, and made a regular part of the programme of at least one of the sections at each meeting, the interest would be greatly enhanced, and in this way the chemist, the geologist, the botanist, and the others could be given regularly an authoritative account ofwhat is being done in the other branches of science, and an important step would be taken toward doing away with the unfortunate narrowing influence which special scientific work is too apt to exercise.
The fixing of the last week in June as the time for holding the next meeting of the association, which is to be in New York, is a departure from recent practice as to date, but, aside from the special reason for it in this particular case—the probability that many of the members will be at the Paris Exposition during the following August—the experiment seems a desirable one because of the almost invariably excessive heat to which August meetings are exposed.
Evidences are apparent in many quarters of a reaction against the headlong rush toward aggression and territorial aggrandizement in which the American people have allowed themselves to be carried away. For a time the lovers of the Constitution of the United States as the fathers of the republic left it and Lincoln glorified it were bewildered, stunned by the revolution suddenly precipitated upon us from Washington, while the people at large seemed to be wild with enthusiasm for they knew not what, and men suffered themselves to be led—they knew not whither. Very slowly the true patriots recovered their voices, and signs appear that the people are at last getting into a mood to listen to reason. PresidentDavid Starr Jordan's Imperial Democracy[49]comes very opportunely, therefore, to call to the minds of those who can be induced to think some of the forgotten principles of American policy, and to depict, in the terse, incisive style of which the author is master, the true nature and bearing of those iniquitous proceedings to which the American people, betrayed by treacherous leaders, have allowed themselves to become a party. President Jordan was one of the first who dared, in this matter, to make a public protest against this scheme of aggression. His first address on the subject—Lest we Forget—delivered to the graduating class of Leland Stanford University, May 25, 1898, was separated only a few days in time from Prof. Charles Eliot Norton's exposure of the reversal of all our most cherished traditions and habits which the precipitation of the war with Spain had brought about. The two men must share the honor of leadership in the awakening movement. In this address President Jordan gives a true definition of patriotism as "the will to serve one's country; to make one's country better worth saving"—not the shrilling of the mob, or trampling on the Spanish flag, or twisting the lion's tail. Even so early he foresaw the darkness of the future we were bringing upon ourselves, and said: "The crisis comes when the war is over. What then? Our question is not what we shall do with Cuba, Puerto Rico, and the Philippines. It is what these prizes will do to us." This, with the wickedness of the whole business, is the burden of most of the other papers in the volume. In the paperon Imperial Expansion we are told of three "world crises" in our history when we were confronted with momentous questions. The first was after the Revolution. The second came through the growth of slavery. The third is upon us now. "It is not the conquest of Spain, not the disposition of the spoils of victory which first concerns us. It is the spirit that lies behind it. Shall our armies go where our institutions can not? Shall territorial expansion take the place of democratic freedom? Shall our invasion of the Orient be merely an incident, an accident of a war of knight-errantry, temporary and exceptional? Or is it to mark a new policy—the reversion from America to Europe, from democracy to imperialism?" President Jordan has an answer to the question, What are we to do in the shape affairs have assumed? The right thing would be "to recognize the independence of the Philippines, under American protection, and to lend them our army and navy and our wisest counselors; not our politicians, but our jurists, our teachers, with foresters, electricians, manufacturers, mining engineers, and experts in the various industries.... The only sensible thing to do would be to pull out some dark night and escape from the great problem of the Orient as suddenly and as dramatically as we got into it." Yet President Jordan recognizes that some great changes in our system are inevitable, and belong to the course of natural progress. They must not be shirked, but should be met manfully, soberly, with open eyes. A paper on Colonial Lessons of Alaska presents as an object lesson the muss we have made with colonial government in that Territory.
Mr.A. H. Keane's Man Past and Present[50]is a part fulfillment of a promise held out in his Ethnology, the first volume of the Cambridge Geographical Series, that it might be followed by another dealing more systematically with the primary divisions of mankind. In it the "four varietal divisions" of man over the globe are treated more in detail, with the primary view of establishing their independent specialization in their several geographical zones, and of elucidating the difficult questions associated with the origins and interrelations of the chief subgroups. The work consequently deals to a large extent with the prehistoric period, when the peoples had already been fully constituted in their primeval homes and had begun their subsequent developments and migratory movements. The author has further sought to elucidate those general principles which are concerned with the psychic unity, the social institutions, and religious ideas of primitive and later peoples. The two principles, already insisted upon in the Ethnology, of the specific unity of all existing varieties of the human family and the dispersion of their generalized precursors over the whole world in Pleistocene times are borne in view throughout. Subsequent to this dispersion, the four primary divisions of man have each had its Pleistocene ancestor, from whom each has sprung independently and divergently by continuous adaptation to their several environments. Great light is believed to have been thrown on the character of the earliest men by the discovery of thePithecanthropus erectus, and this is supplemented as to the earliest acquirements by Dr. Noetling's discovery, in 1894, of the works of Pliocene man in upper Burmah. The deductions made from these discoveries strengthen the view Mr. Keane has always advocated, that man began to spread over the globe after hehad acquired the erect posture, but while in other physical and in mental respects he still did not greatly differ from his nearest of kin. As to the age when this development was taking place, agreement is expressed with Major Powell's remark that the natural history of early man becomes more and more a geological and not merely an anthropological problem. The human varieties are shown to be, like other species, the outcome of their environments, and all sudden changes of those environments are disastrous. In both hemispheres the isocultural bands follow the isothermal lines in all their deflections—temperate regions being favorable, and tropical and severe ones unfavorable, to development. Of the metal ages, the existence of a true copper age has been placed beyond reasonable doubt. The passage from one metal to another was slow and progressive. In art the earliest drawings were natural and vital. The apparent inferiority of the drawings of the metal period to those of the cave dwellers and of the present Bushmen is due to the later art having been reduced to conventions. The development of alphabetical writing from pictographs is briefly sketched. Thus light is sought from all quarters in dealing with the questions of the book, and due weight is given to all available data—physical and mental characters, usages, religion, speech, cultural features, history, and geographical range. The general discussion of these leading principles is brief but clear and comprehensive. The bulk of the volume, following them, is occupied with the detailed and minute studies of the four main groups of mankind—the Negro, Mongol, American Indian, and Caucasic—and their subgroups, the discussion of each being preceded by a conspectus showing its Primeval Home, Present Range, Physical Characters, Mental Characters (Temperament, Speech, Religion, and Culture), and Main Divisions. The text is full, clear, good reading, instructive and suggestive, and in it the author has sought to make the volume a trustworthy book of reference on the multifarious subjects dealt with.
The fact that Mr.Charles A. Danastood in close personal relations with Secretary Stanton and was officially associated with him during a considerable period of the war for the Union, and was also incidentally brought near Mr. Lincoln, gives whatever he may relate concerning the events of that period somewhat the air of a revelation from the inside. Accordingly, we naturally expect to find things narrated in hisRecollections of the Civil War[51]that could not be told as well by any one else. The account given in the book relates to events in which the author was personally concerned. Mr. Dana had been associated with Horace Greeley in the editorial management of the New York Tribune for fifteen years, when, in April, 1862, Mr. Greeley invited him to resign. No reason was given or asked for the separation, and no explicit statement of a reason was needed. Mr. Greeley, having expressed in the beginning his willingness to let the secessionist "wayward-sister" States go in peace, was in favor of peace; Mr. Dana was for vigorous war. A correspondence was opened between him and Mr. Stanton in reference to public matters shortly after Mr. Stanton went into the War Department. Then Mr. Dana was intrusted with special commissions that carried him to the front and brought him in contact with the leaders of the army; and finally, in 1863, was appointed Assistant Secretary of War, an office he filled till the end of the contest. His narrative deals as the story of one having knowledge with questions of policy, with the critical phases of the hard conflict, with the perplexities and anxieties of the men charged withresponsibilities, with stirring scenes in the councils at the Capitol and in battle at the front, and with personal incidents of the men whose names the nation loves and delights to honor. All is related in the straightforward, fluent style, touching only the facts, of a writer who has a story to tell and makes it his business to tell it. The result of the reading of the book is to arouse a new appreciation of the abilities and virtues of those great men in their various walks of civil, political, and military life, who took our country through its supreme trial.
Mrs.Arabella B. Buckley's Fairy-Land of Sciencehas stood the test of about thirty years' publication as one of the simplest, clearest, and best popular introductions to physical science. Originating in a course of lectures delivered to children and their friends, the thought of publishing the book was suggested by the interest taken in the lectures by all the hearers. It was a happy thought, and the carrying of it out is fully justified by the result. But thirty years is a long time in so rapidly advancing a pursuit as the study of science, and makes changes necessary in all books treating of it. The publishers of this work,[52]therefore, with the assistance of the author, have considerably extended the original volume, adding to it notices of the latest scientific discoveries in the departments treated, and amplifying with fuller detail such parts as have grown in importance and interest. A few changes have been made in the interest of American readers, such as the substitution, where it seemed proper, of words familiar here for terms almost exclusively used in England, and the introduction of American instead of English examples to illustrate great scientific truths. The book has also been largely reillustrated.
Some of the essays in MissBadenoch's True Tales of the Insects[53]have already appeared in serials—two of them in the Popular Science Monthly. The essays are not intended to present a view of entomology or of any department of it, but to describe, in an attractive and at the same time an accurate manner, a few special features of insect life and some of what we might call its remarkable curiosities. The author is well qualified for her undertaking, for, while being an entomologist of recognized position, she has those qualities of enthusiasm in her pursuit and literary training that enable her to present her subject in its most attractive aspect. From the great variety of insect forms she has selected only a few for this special presentation, including some of eccentric shape and some of genuine universal interest. She begins with the strange-looking creatures of the family of theMantidæ, or praying insects, or, as the Brazilians call theMantis, more fitly, the author thinks, the devil's riding horse, which is characterized as "the tiger, not the saint, of the insect world." The walking-stick and walking-leaf insects, of equally strange appearance, but peaceful, naturally follow these. Then come the locusts, and grasshoppers, which are more familiar, and the butterflies and moths, which attract the most attention and present such remarkable forms as the case-moths and the hawk and death's-head moths. The insects made subjects of treatment are described with fullness of detail, and the record of their life histories. The book is published in an attractive outer style, on thick paper, with thirty-four illustrations by Margaret J. D. Badenoch.
Prof.Charles C. James, now Deputy Minister of Agriculture for Ontario, defines the purpose of his book,Practical Agriculture[54]to be to aid the reader and student in acquiring a knowledge of the science as distinguished from the art of agriculture—"that is, a knowledge of the 'why,' rather than a knowledge of the 'how.'" The author believes, from his experience of several years' teaching at the Ontario Agricultural College, that the rational teaching of agriculture in public and high schools is possible and would be exceedingly profitable, and that an intelligent knowledge of the science underlying the art would add much interest to the work and greatly increase the pleasure in it. The science of agriculture is understood by him to consistof a mingling of chemistry, geology, botany, entomology, physiology, bacteriology, and other sciences in so far as they have any bearing upon agriculture. He has aimed in this book to include only the first principles of these various sciences, and to show their application to the art of agriculture. The subject is treated as it relates, consecutively, to the plant, the soil, the crops of the field; the garden, orchard, and vineyard; live stock and dairying; and, under the heading of "other subjects," bees and birds, forestry, roads, and the rural home. The appendix contains lists of trees and of weeds, and an article on spraying mixtures. Questions to be answered by the reader are attached to most of the chapters. The illustrations are well chosen and good.
Considerable information about the Philippine Islands and their inhabitants is given by Dr.D. G. Brintonin a pamphlet entitledThe Peoples of the Philippines. Dr. Brinton's point of view is the anthropologist's, and accordingly, after a few paragraphs about the geography, geology, and history of the islands, he takes up their ethnology and describes their various peoples as they have been studied by the masters of the science and by travelers. Much valuable as well as interesting information is given respecting their manners and customs, languages, and literature, for the Tagals have had a written language from the earliest known times, and though their old literature does not amount to much they are to-day exceedingly facile versifiers.
The Open Court Publishing Company (Chicago) publishesThe Lectures on Elementary Mathematics(Leçons élémentaires sur les mathématiques) ofJoseph Louis Lagrange, "the greatest of modern analysts," in a translation from the new edition of the author's collected works by Thomas J. McCormack. These lectures, which were delivered in 1765 at the École Normale, have never before been published in separate form, except in the first printing in the Journal of the Polytechnic School and in the German. "The originality, elegance, and symmetrical character of these lectures have been pointed out by De Morgan, and notably by Dühring, who places them in the front rank of elementary expositions as an example of their kind. They possess, we might say, a unique character as a reading book in mathematics, and are interwoven with helpful historical and philosophical remarks." They present with great clearness the subjects of arithmetic and its operations, algebra, equations of the third and fourth degrees, the evolution of numerical equations, and the employment of curves in the solution of problems. The translator has prefixed a short biographical sketch of Lapouge, and an excellent portrait is given.
A book ofObservation Blanks for Beginners in Mineralogyhas been prepared byHerbert E. Austin, as an aid to the laboratory course, and is published by D. C. Heath & Co. (Boston, 30 cents). The laboratory course is intended to make the pupil familiar with the characteristics of minerals and the terms used in describing them by directing him to observe typical specimens and describe what he sees, and to develop his faculties of observation, conception, reasoning, judgment, comparison, and memory. A description is given of apparatus that may be home-made. The blanks follow, containing spaces for the insertion of notes under the heads of Experiment, Observation, Statement, and Conclusion.
In Volume No. XXX of the International Education Series—Pedagogics of the Kindergarten—a number of Froebel's essays relating more especially to the plays and games were printed from the collection made by Wichard Lange. A new volume of the series,Friedrich Froebel's Education by Development, includes another selection from Lange's publication, in which the gifts are more thoroughly discussed. "Again and again, in the various essays," the editor of the series says, "Froebel goes over his theory of the meaning of the ball, the sphere, the cube, and its various subdivisions. The student of Froebel has great advantage, therefore, in reading this volume, inasmuch as Froebel has cast new light on his thought in each separate exposition that he has made.... The essays on the training school for kindergartners and the method of introducing children's gardens into the kindergarten are very suggestive and useful. In fact, there is no other kindergarten literature that is quite equal invalue to the contents of this volume." The few essays in Lange's volume that still remain untranslated are characterized as being mostly of an ephemeral character. With the publication of the present volume, of which, as of the Pedagogics, Miss Josephine Jarvis is the translator, a complete list of the original works of Froebel in English translations has been provided in the International Education Series of Messrs. D. Appleton and Company.
A useful manual for students in chemistry is theChemical Experimentsof Prof.John F. WoodhullandM. B. Van Arsdale(Henry Holt & Co., New York). It embraces directions for making seventy-five experiments with different substances and chemical properties, including oxygen and the air, hydrogen and water, chlorine and the chlorine family, acids, bases, salts, sulphur, nitrogen, carbon, carbon dioxide and the carbonates, fermentation, potash, and problems to illustrate the law of definite proportions. A title is given to each experiment, suggesting what is to be proved by it; the details of the process are given, and the pupil is left to do the rest, entering his particular observations and conclusions on the blank page opposite the text. Questions are appended, of a nature further to develop the thinking powers of the pupils, and tables or lists are added of the elements concerned in the experiments, weights and measures, apparatus, and chemicals.
The bookDefective Eyesight: the Principles of its Relief by Glasses, of Dr.D. B. St. John Roosa, is the result of an attempt to revise The Determination of the Necessity for Wearing Glasses, published by the same author in 1888. It was found, on undertaking the work of revision, that the advance in our knowledge of the proper prescription of glasses, especially in the matter of simplicity in method, had been so great as to require a complete rewriting. In doing this the book has been very much enlarged, and illustrations have been introduced. The author hopes his manual may prove a reliable guide to the student and practitioner in ophthalmology, and may also be of interest to persons who wish to know the principles on which the prescription of glasses is based. The special subjects treated of are the measurement of visual power, presbyopia, myopia or short-sightedness, hypermetropia, corneal astigmatism, asthenopia, and the qualities of lenses. (Published by the Macmillan Company. Price, $1.)
Agricultural Experiment Stations. Bulletins and Reports. North Carolina State Agricultural Society: Second Annual Report (1896) of the Experimental Farm at Southern Pines. Pp. 90.—Ohio: Press Bulletin No. 195. Stomach Worms in Sheep. Pp. 2; No. 196. Comparison of Varieties of Wheat. Pp. 2; No. 197. Successful Treatment of Stomach Worms in Sheep. Pp. 2; No. 198. Varieties of Wheat and Home-mixed Fertilizers. Pp. 2.—United States Department of Agriculture: Monthly List of Publications (July, 1899). Pp. 4; Report on North American Fauna. No. 14. Natural History of the Tres Marias Islands, Mexico. Pp. 96; No. 15. Revision of the Jumping Mice of the GenusZaphus. By Edward A. Preble. Pp. 34, with one plate; Report of the Puerto Rico Section of the Weather and Crop Service of the Weather Bureau, for May, 1899. Pp. 8.
Baker, M. N. Potable Water and Methods of Detecting Impurities. New York: The Van Nostrand Company. (Van Nostrand Science Series.) Pp. 97. 50 cents.
Beman, W. W., and Smith, D. E. New Plane and Solid Geometry. Boston: Ginn & Co. Pp. 382.
Bulletins, Proceedings, Reports, etc. Boston Society of Natural History: Vol. XXIX. No. 2. Variation and Sexual Selection in Man. By E. T. Brewster. Pp. 16; No. 3. Notes on the Reptiles and Amphibians of Intervale, New Hampshire. By Glover M. Allen. Pp. 16; No. 4. Studies in Diptera Cyclorhapha. By G. & N. Hough. Pp. 8; No. 5. Contributions from the Gray Herbarium of Harvard University. New Series: No. 17. By B. L. Robinson and J. M. Greenman. Pp. 12.—Dominion of Canada: Parliamentary Standing Committee on Agriculture and Colonization. Improvements In Crop Growing. By Prof. James W. Robertson. Pp. 39.—International Correspondence Schools, Scranton, Pa.: General Circular. Pp. 32.—Liberal University, Silverton, Oregon: Announcements. Pp. 18.—Society of American Authors: Bulletin for July, 1899. Pp. 22.—University of Michigan, Department of Medicine and Surgery: Annual Announcement for 1899-1900. Pp. 91.—United States Artillery Journal: Index to Vol. X, 1898. Pp. 12.
Carpenter, George H. Insects, their Structure and Life. A Primer of Entomology. New York: The Macmillan Company. Pp. 404. $1.75.
Daniels, Winthrop Moore. The Elements of Public Finance, including the Monetary System of the United States. New York: Henry Holt & Co. Pp. 383. $1.50.
Grotius, Hugo. Proceedings at the Laying of a wreath on the Tomb of, July 4, 1899, by the Commission of the UnitedStates to the International Peace Conference. Pp. 48.
Howard, John R., editor. Educational Nuggets. New York: Ford, Howard & Hulbert. Pp. 215. 50 cents.
McIlvaine, Charles, and Macadam, R. K. Toadstools, Mushrooms, and Fungi, Edible and Poisonous. (Specimen pages.) Indianapolis. Ind.: The Bowen-Merrill Company. (Author's Edition.) $10.
Massee, George. A Text-Book of Plant Diseases caused by Cryptogamic Parasites. New York. The Macmillan Company. Pp. 458. $1.60.
Mellen, George E. New Pointers for Amateurs (Photography). Published by the author. Times Building, Chicago. Pp. 46, with blanks. 15 cents.
Miller, Prof. Kelly. The Primary Needs of the Negro Race. Washington: Howard University. Pp. 18.
Oregon Short Line Railroad. Where Gush the Geysers. (Guide to Yellowstone National Park.)
Pelley, W. H., Knoxville, Ill. Christian Government. Pp. 44. 10 cents.
Pfungst, Dr. Arthur. Ein Deutscher Buddhist. (A German Buddhist.) Theodor Schultze. Stuttgart. Pp. 51.
Rector, L. E., Translator and Editor. Montaigne on the Education of Children. New York: D. Appleton and Company. (International Education Series.) Pp. 191.
Reprints: Billings, S. A., and Englehardt, H. A. Observations on a New Coal-Tar Product. Pp. 7.—Goldmann, J. A. Prophylactic Treatment of the Uric-acid Diathesis. Pp. 8.—Kingsley, Carl. Methods of Determining the Frequency of Alternating Currents. Pp. 11.—Kunz, George F. The Production of Precious Stones in 1897. Pp. 22.—Shimer, P. W. Carbon Combustions in a Platinum Crucible. Pp. 12.
Sumner, William G. The Conquest of the United States by Spain. Boston: Dana, Estes & Co.
Smithsonian Institution: Doan, Martha. Index to the Literature of Thallium. Pp. 26; Proceedings of the United States National Museum. Index to Vol. XXI.
United States Commission of Labor: Thirteenth Annual Report. Hand and Machine Labor. Two volumes. Pp. 1604.
United States Geological Survey: Nineteenth Annual Report. Part I. Director's Report, including Triangulations and Spirit Levelings. Pp. 422, with map; Part IV. Hydrography. Pp. 814; Part VI. Mineral Resources of the United States. By David T. Day. Two volumes. Pp. 651 and 706.—Monographs: Vol. XXIX. Geology of Old Hampshire County, Massachusetts. By B. K. Emerson. Pp. 790, with maps; Vol. XXXI. Geology of the Aspen Mining District, Colorado. By J. E. Spurr. Pp. 260, with an Atlas of thirty sheets; Vol. XXXV. The Later Extinct Floras of North America. By J. S. Newberry. A posthumous work, edited by Arthur Hollick. Pp. 295, with 68 plates.—Maps and Descriptions of Routes of Exploration in Alaska in 1898. Pp. 138, with envelope containing ten maps.
Young Men's Christian Association, Educational Department: Annual Report for 1899. Pp. 70; Prospectus for 1899 (July 1, 1899 to July 1, 1900). Pp. 112; Fourth International and other Exhibits. Awards of Merit. Pp. 24; The Present Status of Our Educational Work. By Frederic B. Pratt. Pp. 5.
Officers of the American Association for 1900.—The American Association, at Columbus, Ohio, elected as president for the next meeting, which is to be held in New York city, June 25 to 30, 1900, Prof. R. S. Woodward, of Columbia University. The vice-presidents-elect are: Section A (Mathematics and Astronomy), Asaph Hall, Jr., of Ann Arbor, Mich.; Section B (Physics), Ernest Merritt, of Ithaca, N. Y.; Section C (Chemistry), James Lewis Howe, of Lexington, Va.; Section D (Mechanical Science and Engineering), J. A. Brashear, of Pittsburg, Pa.; Section E (Geology and Geography), J. F. Kemp, of New York city; Section F (Zoölogy), C. B. Davenport, of Cambridge, Mass.; Section G (Botany), William Trelease, of St. Louis, Mo.; Section H (Anthropology), A. W. Butler, of Indianapolis, Ind.; Section I (Economic Science and Statistics), C. M. Woodward, of St. Louis. The permanent secretary is L. O. Howard, United States Entomologist, Washington, D. C.; General Secretary, Charles Baskerville, of Chapel Hill, N. C.; Secretary of the Council, William H. Hallock, of New York city. The sectional secretaries are: Section A, W. M. Strong, of New Haven, Conn.; Section B, R. A. Fessenden, of Allegheny, Pa.; Section C, A. A. Noyes, of Boston, Mass.; Section D, W. T. Magruder, of Columbus, Ohio; Section E, J. A. Holmes, of Chapel Hill, N. C.; Section F, C. H. Eigenmann, of Bloomington, Ind.; Section G, D. T. McDougal, of New York Botanical Garden; Section H, Frank Russell, of Cambridge, Mass.; Section I, H. T. Newcombe, of Washington, D. C. Treasurer, R. S. Woodward, of New York city.
Graphite.—An interesting account of the history and manufacture of graphiteis given by E. G. Acheson in the June issue of the Journal of the Franklin Institute. In the year 1779 Karl Wilhelm Scheele, a young apothecary in the town of Köping, Sweden, discovered that graphite was an individual compound. It had up to this time been confounded with molybdenum sulphide. In 1800 Mackenzie definitely added graphite to the carbon group by showing that, on burning, it yielded the same amount of carbon dioxide as an equal amount of charcoal and diamond. Graphite in a more or less pure state is quite freely distributed over the earth, but only in a few places is it found under conditions of purity, quantity, ease of mining, refining, and transportation to market that permit of a profitable business being made of it. Statistics for the last six years (1890-'95) show an average yearly production of 56,994 short tons. The countries contributing to the supply were Austria, Ceylon, Germany, Italy, United States, Canada, Japan, India, Russia, Great Britain, and Spain. Great differences exist in the structure and purity of the graphites furnished from the various mines. There are two general forms—the crystalline and the amorphous. The product of the Ceylon mines is crystalline of great purity, analyzing in some cases over ninety-nine per cent carbon, while that of the Barrowdale mines is amorphous and also very pure. The chief impurity in graphite is iron. It is probable that the first use made of graphite was as a writing substance. The first account we have of its employment for this purpose is contained in the writings of Conrad Gessner on Fossils, published in 1565. Its present uses include the manufacture of pencils, crucibles, stove-polish, foundry-facing, paint, motor and dynamo brushes, anti-friction compounds, electrodes for electro-metallurgical work, conducting surfaces in electrotyping, and covering the surfaces of powder grains. For most of these purposes it is used in the natural impure state. The mining and manufacture of graphite into articles of commerce give employment to thousands of people. The mines of Ceylon alone, when working to their full capacity, employ about twenty-four thousand men, women, and children. The rapid increase in the use of graphite has led to considerable discussion in recent years regarding the possibility of its commercial manufacture. It has been made in a number of different ways in the laboratory, all, however, depending on the same fundamental principle—viz., the liberation of the carbon from some one of its chemical compounds, under conditions which prevent its reassociation with the same or other elements. Mr. Acheson, who has been working for several years in an endeavor to devise a commercially successful process of manufacture, found, somewhere back in 1893, that graphite was formed in the carborundum (electric) furnaces of the Carborundum Company of Niagara Falls. Since then he has been following up this clew, and now believes that "the only commercial way to make graphite is by breaking up a carbide by the action of heat." A building for its manufacture in this way, by the use of the electric furnace, is now in course of erection at Niagara Falls.
Commercial Education in England.[55]—It is only of comparatively late years that the Government has had anything to do with the education of the people. For some centuries back all English education was practically controlled by our two ancient universities—Oxford and Cambridge. They decided what subjects were to be taught, and how they were to be taught. The control they exercised over our English schools was an indirect one, but it was none the less effectual. The schools themselves were, like the universities, independent of Government, or, indeed, of any control. The principal of these are known as "public schools," though the term "public" has of late years also been applied to the public elementary schools. These are nearly all developments of ancient foundations. Winchester, founded in the fourteenth century, and Westminster, in the sixteenth, grew up under the shadows of great religious houses; Eton was established in the fifteenth century by the monarch, close to his own palace at Windsor; Harrow, which dates from the sixteenth century, is the most important example of the most numerous class of all privatelyfounded local schools—grammar schools, as they were generally entitled—which have developed beyond their original founders' intention, and have eventually come to attract boys from all parts of the kingdom. The best boys from all of them went to the universities, and the course of study which was most successful at the university was naturally the course of study which was preferred at the school. Theliteræ humaniores, which were the sum total of university education, included only Greek and Latin language and literature, mathematics, and logic. Science—I have now in my mind the education of but a single generation back—was ignored. The teaching of modern languages was perfunctory in the extreme; the same may be said of history and geography, while even English language and literature were almost entirely neglected. Now an education modeled on these lines was not ill suited for professional men—men who went from the university into law, the Church, or medicine. But it was by no means suited, especially when cut short in its early stages, for boys whose future destination was the counting-house or the shop. We are not met to consider the training of scholars, but the sort of education best adapted to the requirements of the ordinary man of business, and given under the limitations inevitable in the conditions of the case—that is to say, in a very limited period and during the early years of life—intended also not only to train the mind but to provide a means of earning a living. Commercial education must in fact be a compromise between real education and business training. The more it inclines to the former the better. With the growth of modern industry and commerce the necessity for a training better suited for the requirements of modern life became more and more evident, and the place was supplied, or partially supplied, by private-adventure schools, which undertook to provide the essentials of a commercial education. Of late years also some important middle-class schools have been founded by institutions like the Boys' Public Day Schools Company, and the Girls' Public Day Schools Company, the teaching in which is of a modern if not of a commercial character. The growth also of science had its natural and obvious effects on educational methods. Scientific teaching was introduced at the universities—it had been practically ignored at Oxford, and recognized at Cambridge only as a department of mathematics. The more important of our public schools introduced what was known as a "modern side," that is to say, an alternative course which a boy might take, and in which science, modern languages, and mathematics took the place, to a greater or less extent, of the classical languages. Other schools modified their whole curriculum in a like direction; others again almost abandoned the ancient knowledge in favor of the modern. Such, in briefest and baldest summary, is the condition at which our system of secondary education has now arrived. In the meantime, elementary education in England had been organized and systematized. At the beginning of the century elementary education was imparted to the children of the peasants and agricultural laborers in village schools, most of which were sadly inefficient. In the towns there were various charitable institutions for educating the children of those who were unable to provide education for themselves, and there were also what were known as ragged and parochial schools, which were more or less of the same character as the elementary schools of to-day. Early in the century several important societies were established—they were mostly of a religious character—for the improvement of elementary education. By their assistance schools were founded throughout the country. These were maintained by voluntary effort, and so gained their name of voluntary schools, though they received aid from the Government, an annual grant being allotted for the purpose. In 1839 a committee of the Privy Council was created to regulate the administration of Government grants for education, and this committee still remains the governing body of our education department. The Elementary Education Act of 1870, with later acts of 1876 and 1880, laid down the principle that sufficient elementary education should be provided for all children of school age, and established a system of school boards, which boards were to be and were formed in all districts where such sufficient provision for education did not exist. By a later act of 1891education was made gratuitous as well as compulsory. We have, therefore, now two great classes of elementary schools—school-board schools, in which education is free, and voluntary schools, in which a fee may be charged. Both alike receive Government aid under certain conditions. As a rule the voluntary schools are connected with the Church of England or with one or other of the nonconformist bodies. The boards which control the board schools are elected bodies, and the teaching is undenominational.
Genius and Habit.—W. L. Bryan and N. Harter are the authors of an interesting monograph in the Psychological Review for July, from which the following paragraphs are taken: "There is scarcely any difference between one man and another of greater practical importance than that of effective speed. In war, business, scientific work, manual labor, and what not, we have at the one extreme the man who defeats all ordinary calculations by the vast quantity of work he gets done, and at the other extreme the man who no less defeats ordinary calculations by the little all his busyness achieves. The former is always arriving with an unexpected victory, the latter with an unanswerable excuse for failure. It has seemed to many psychologists strongly probable that the swift man should be distinguishable from the slow by reaction time tests. For (a), granting that the performances demanded in practical affairs are far more complicated than those required in the laboratory tests, it seems likely that one who is tuned for a rapid rate in the latter will be tuned for a rapid rate in the former, when he has mastered them. Moreover (b), a rapid rate in elementary processes is favorable to their fusion into higher unitary processes, each including several of the lower. Finally (c), a rapid rate in elementary processes is favorable to prompt voluntary combinations in presence of new emergencies. In face of thesea prioriprobabilities, eleven years' experience in this laboratory (the first three being spent mainly on reaction times) has brought the conviction that no reaction time test will surely show whether a given individual has or has not effective speed in his work. Very slow rates, especially in complicated reactions, are strongly indicative of a mind slow and ineffective at all things. But experience proves that rapid rates by no means show that the subject has effective speed in the ordinary, let alone extraordinary, tasks of life. How is this to be explained? The following answer is proposed: The rate at which one makes practical headway depends partly upon the rate of the mental and nervous processes involved; but far more upon how much is included in each process. If A, B, and C add the same columns of figures, one using readily the method of the lightning adder, another the ordinary addition table, while the third makes each addition by counting on his fingers, the three are presently out of sight of one another, whatever the rates at which the processes involved are performed. The lightning adder may proceed more leisurely than either of the others. He steps a league while they are bustling over furlongs or inches. Now, the ability to take league steps in receiving telegraphic messages, in reading, in addition, in mathematical reasoning, and in many other fields, plainly depends upon the acquisition of league-stepping habits. No possible proficiency and rapidity in elementary processes will serve. The learner must come to do with one stroke of attention what now requires half a dozen, and presently, in one still more inclusive stroke, what now requires thirty-six. He must systematize the work to be done, and must acquire a system of automatic habits corresponding to the system of tasks. When he has done this he is master of the situation in his field. He can, if he chooses, deal accurately with minute details. He can swiftly overlook great areas with an accurate sense of what the details involved amount to—indeed, with far greater justice to details than is possible for one who knows nothing else. Finally, his whole array of habits is swiftly obedient to serve in the solution of new problems. Automatism is not genius, but it is the hands and feet of genius."
"A vague Impression of Beauty."—The following sentences occur in an article on The Real purpose of Universities in a recent issue of the London Spectator. They give so strange apicture of the ideals of the two leading English universities as to seem worthy of reproduction: "However, Dr. Hill made one statement for which we owe him a sincere gratitude. 'The excellence of the classics,' said he, 'lay chiefly in their complete uselessness.' ... In this simple statement is expressed the true value of our old universities. They should be practically useless. They should not teach you to be a good carpenter or a skillful diplomatist. You can not march out of Oxford or Cambridge into any career which will return you an immediate and efficient income.... The other universities of Europe are prepared to cut you to a certain measure, or to render you technically competent. But our English universities have hitherto declined to discharge this humble function, save in rare lapses, from a noble ideal. They at least profess to accomplish a far greater task. There is a strange period dividing the man from the boy, which clamors aloud for intelligent discipline, and this discipline Oxford and Cambridge are anxious to supply. The undergraduate is too young to specialize, and not too old to receive instruction. When his period of training is finished he is asked to assume the heavy burdens of life, to discharge tasks which may be dull, and which are rarely concerned with what were once called the humanities. As he passes through the university he may not have the time nor the wit to become a sound scholar nor a profound mathematician. But he may, if he understand his privilege aright, linger for a while in the groves of 'practically useless' knowledge. He may learn what literature meant in an age when it was concerned only with the essentials of simplicity; he may read the lessons of history when history was still separate from political intrigue. And though he forgets his Greek grammar, though in middle life he can not construe a page of Virgil, yet he carries away from this irrational interlude a vague impression of beauty which no other course of education will ever give him." Even for the schoolmen "a vague impression of beauty," whatever that may mean, seems rather unpractical as an educationalultima Thule.
The Purple of Cassius.—There are few substances in the field of inorganic chemistry on which so much speculation and actual work has been expended as the so-called purple of Cassius. A recent article by Mr. C. L. Reese, in the Chemical News, contains some interesting information regarding this curious compound. Up to the present time there have, it seems, been two views held as to its chemical nature—one that it is a mixture of stannic acid and metallic gold; the other, that of Berzelius, that it is substantially a chemical compound of purple gold oxide with the oxides of tin possibly mixed with an excess of stannic acid. It has seemed very likely that the substance is a chemical compound of acid character, and that the solubility in ammonia is due to the formation of a salt, but it has been found that by oxidation of stannous chloride and by allowing very dilute solutions of stannic chloride to stand, the "hydrogel" of stannic acid separated out, which, on the addition of a few drops of ammonia, liquefied and so became soluble in water, just as the purple of Cassius does. There can therefore be no salt formation here. Some comparatively recent work by Richard Zsigmondy, however, seems to have finally cleared up the chemical nature of this curious substance. Its formation is explained by assuming that when stannous chloride is added to a sufficiently dilute solution of gold chloride the latter is immediately reduced to metallic gold while stannic chloride is formed. Generally after a few seconds the liquid becomes red, but the purple is not precipitated for several days, unless it is heated. The gold is not precipitated as a black powder because the stannic chloride formed is immediately hydrolized into hydrochloric acid and the hydrate of stannic acid. The latter prevents the aggregation of the gold particles, and the stannic acid remains in solution as a colloid, which on standing gradually changes under the influence of the dilute hydrochloric acid to an insoluble form, the "hydrogel" of stannic acid. By heating, this change takes place immediately. The properties of the purple of Cassius depend on the properties and character of the stannic acid present, and the great variety in the properties of the stannic acids, the ortho, the meta, and the colloidal mixtures of the two explain the many contradictions in the literature with reference to the properties of the purple ofCassius. Zsigmondy says, "I look upon the knowledge that a mixture of colloid bodies can behave, under some conditions, as a chemical compound, and that the properties of one body in such mixtures can be hidden by those in another as the most important conclusion to be drawn from this work."
The Abuse of Unskilled Labor.—The number of diseases directly or indirectly due to continued long standing is especially numerous among women. The London Lancet, which nearly twenty years ago attempted to improve matters in this respect in the case of shopgirls, has again taken up the subject, and recently published an editorial urging customers of the shops to boycott those establishments where no sitting accommodations are provided for the clerks. It says: "We, as medical men, maintain that sitting accommodations are absolutely necessary for shopgirls. The only argument having even the semblance of legitimacy which we have heard put forward in defense of the nonprovision of seats is that sitting is conducive to idleness, but in this connection such a premise can not be permitted, for an employee would be bound to come forward when an intending purchaser entered the shop.... The very fact that in many shops she is not allowed to sit down is conducive to idleness—idleness of the worst kind, the idleness of pretending to do something while in reality nothing is being done. Can nothing be done to stop this—as we once called it without the least exaggeration or sensationalism—'cruelty to women'? To the true woman—the woman with feelings for her sisters, the woman of love and sympathy, the true woman in every sense of the word—we appeal for help in this matter. If such women would abstain from purchasing at shops where they see that the employees are compelled to work from morning till night without permission to rest from their labors even when opportunity occurs, we should soon see the end of a practice which ruins the health and shortens the lives of many of our shopgirls." That there is a certain amount of danger for women from long-continued standing, to the point of exhaustion, there is no doubt, and much can be done toward improving the present conditions in this respect and in other hygienic ways in the shops. The large influx of women during recent years into the counting-room and the salesroom gives such questions an increasing importance, especially in the less skilled positions where labor combinations for mutual protection are not possible. There has already been considerable agitation of the question in this country, and there still remains much to be done. But, as Lord Salisbury pointed out in causing the rejection of a bill for remedying present shop conditions in England, it is a question not suitable for legislation, and can only be settled through the indirect action of public opinion on the shopkeeper himself.
The Occurrence of Gold Ores.—The following paragraphs are from an article by H. M. Chance in the Engineering Magazine for July, entitled The Increasing Production of Gold: "Another reason for anticipating further increase in the production of gold is found in our better knowledge of gold ores, and of the conditions under which gold occurs in Nature. Until the discovery of the Cripple Creek district the occurrence of gold as tellurid in deposits of large extent and value was practically unknown. Gold was, of course, known to occur, sparingly in some ores, partially as a tellurid associated with other minerals; but such a mineralized belt as that at Cripple Creek was entirely unknown, and such deposits were not looked for by the prospector. Similarly, we now know of another class of gold ores in which the gold occurs apparently in some form chemically combined in a siliceous matrix, often approaching a true jasper or hornstone, and showing by analysis possibly ninety-five per cent of silica. Such ores show no trace of 'free' or metallic gold, and the presence of gold can be determined only by assay or analysis. A few such discoveries have recently been made, accidentally, by inexperienced persons, who had rock assayed from curiosity. Similarly again, in the last few years gold has been found in most unpromising-looking porphyry dikes—the very rocks prospectors the world over have regarded as necessarily barren because they almost invariably fail to show any 'free' or metallic gold by the miner's quick 'horn' or 'pan'test. But mining engineers and prospectors are learning that in a mineralized region gold may occur in any rock, and hundreds of prospectors are assaying all sorts of most unpromising-looking rock, satisfied that by assay alone can they determine whether a certain rock is gold-bearing or not. This persistent and more or less systematic work now going on in every mining district must result in the discovery of many valuable deposits in unexpected localities, and ultimately promises to add largely to the annual output of gold."
The investigations of F. E. L. Beal of the Food of Cuckoos and S. D. Judd of the Food of Shrikes in their relation to agriculture are published in a single bulletin by the Department of Agriculture. Mr. Beal finds that the food of cuckoos consists almost wholly of insects, of which he has found sixty-five species in their stomachs, and concludes that from an economical point of view they rank among our most useful birds; and, in view of the caterpillars they eat, it seems hardly possible to overestimate the value of their work. Mr. Judd finds, from a very extensive examination, that the food of butcher birds and loggerhead shrikes consists of invertebrates (mainly grasshoppers), birds, and mice. During the colder half of the year the butcher bird eats birds and mice to the extent of sixty per cent, and ekes out the rest of its food with insects. In the loggerhead's food, birds and mice amount to only twenty-four per cent. Its beneficial qualities "outweigh four to one its injurious ones. Instead of being persecuted, it should receive protection."
The Engineering Magazine is authority for the following: "The wrecking of the steamship Paris on the coast of Cornwall and the difficulties encountered in attempting to save her while a number of her compartments forward are filled with water, lead Mr. Richards, in the American Machinist, to suggest the applicability of compressed air. 'There is a means of expelling the water from the filled compartments so obvious, and so certainly effective, that it seems unaccountable that some engineer has not suggested it before this. Close the hatches of the flooded compartments and drive the water out by forcing air in. It would not make the slightest difference how big the holes might be in the bottom, as the water would be expelled and kept out on the same principle as in the old-fashioned diving bell.' This suggestion carries with it a much larger and more important one—namely, the use of air pumps instead of water pumps to save a leaking ship while afloat. As Mr. Richards well remarks, the work of trying to pump out a leaky ship is not only enormously wasted while it is going on, but it is never finished. If, however, the water leaking into a compartment of a ship be expelled by pumping air into the space, the work is done so soon as the compartment is filled with air down to the level of the leak. After that point is reached the ship is safe, no matter how large the hole, and no further pumping is necessary."
Chlorate of potash has always been regarded by manufacturers and chemists as a nonexplosive, and hence there has been little care taken in handling and storing it. A recent explosion, however, at a large chemical works at St. Helens, in England, seems to disprove this view. A storehouse containing about one hundred and fifty tons of chlorate in the form of both powder and crystals took fire, and almost immediately after the falling in of the roof an explosion of terrible violence occurred, the shock being felt over a distance of twenty miles. The chlorate works were entirely demolished. A large gas holder of the city gas works, containing two hundred and fifty thousand cubic feet of gas, was burst and the gas ignited. Eight hundred tons of vitriol was poured into the streets of the town by the wrecking of ten vitriol chambers in a neighboring alkali works. Houses were unroofed, and in the main streets of the town, a quarter of a mile away, nearly every plate-glass window was demolished. A theory accounting for the explosion, advanced by Mr. J. B. C. Kershaw, in the Engineering and Mining Journal, is that it was due to the sudden and practically simultaneous liberation of all the oxygenfrom such a mass of chlorate, combined with the restraining influence of the kegs (the chlorate was packed in kegs of one hundredweight each), and possibly also helped by the presence of much charred wood and the dense volume of smoke. Whatever is the true theory, however, it is evident that our belief in the nonexplosiveness of potassium chlorate must be modified.