prevailing in this country, which, together with his friendly criticisms. from the point of view of an outside observer, render his paper a valuable contribution to the literature of the subject.

Following Mr. La Tour's report is given (pp. 625-630) the translation of another suggestive document proceeding from a foreign source, and tending to show that the movement against the abuse of alcoholic drinks is taking definite shape in other countries. The document referred to is an order issued by the Prussian minister of education, which outlines the character of the instruction to be given in the Prussian elementary and secondary schools regarding "the injurious effects of immoderate indulgence in spirituous beverages" (die Nachteile des übermässigen Genusses geistiger Getränke). So far as appears from the text of the order no attempt is made to prescribe the methods of the instruction, or the frequency or length of the lessons, or the grades in which they are to be given, but the order is confined to a simple statement of such points regarding the nature of alcohol and the evils resulting from its use as are to be impressed upon the attention of the pupils. The injurious effects of overindulgence upon the physical and the moral well-being of the individual, upon the family, and upon the community are successively considered, the statements being reinforced by a few homely illustrations and simple but significant statistics.

Chapter VII closes with a report on temperance instruction in western Massachusetts (pp. 630-632), by G. T. Fletcher, reprinted from the Massachusetts School Report. While not approving in all cases of the text-books in use and methods employed, Mr. Fletcher finds that "much good to the children and to the community has been achieved."

Juvenile criminality in Germany.-Chapter IX (pp. 703-713) contains an account of juvenile criminality in Germany. The statistics on which this discussion is based were collected and published by the Imperial Statistical Bureau, and show that the number of young persons convicted increased annually up to the year 1901; moreover, it increased in greater proportion than the number of convicted adults. The author accounts for this partly through the increasing disposition to place responsibility on children whose ethical judgment is not sufficiently developed. The general opinion of those well qualified to pronounce on the subject is that the criminal code has set the age limit for punishment by law too low, fourteen years. This code assumes that responsibility is incurred at that age, in view of the degree of intellectual development commonly then reached; but the author pleads for education, not punishment by law, because though children may have learned to distinguish between right and wrong, between mine and thine, etc., the moral sense and the will power are

often still lacking to uphold intellectual discrimination, to withstand temptation and subdue desires. It is one thing to know what is wrong, and quite another to resolve to abstain from doing wrong. The author is urgent in favor of establishing courts for children, and the confinement of juvenile apart from adult criminals. He strongly denounces the custom of sentencing children to brief terms in jail, where they come in contact with vicious adult criminals, and pass, so to speak, through a school of crime. He also recommends the postponement of the age of criminal responsibility from 14 or 16 to 18 years of age.

Grammar of the Hlingit language.-In circular No. 2 of this Bureau for 1890, some Eskimo-English and English-Eskimo vocabularies were published which were prepared by Ensign Roger Wells, jr., U. S. Navy, and Interpreter John W. Kelly. These vocabularies were republished as Chapter XXVI of the Report for 1896-97. They were expected to be of use to teachers going to Alaska. It is now possible to continue the work then begun by publishing a grammar and vocabulary of the Hlingit language of southeastern Alaska, which constitutes Chapter X of this present Report. This work is the joint production of Mr. William A. Kelly, the principal of the training school at Sitka, Alaska, and Miss Frances A. Willard, a teacher at that school, and it is believed that it will be of great assistance both to the teachers in that part of Alaska and to the native scholars as well, besides being a contribution of value to students of languages generally.

Mr. Kelly has been among the Alaskan Indians for twenty years, having been at first in charge of the educational work of the Presbyterian Board of Missions in Alaska, and being afterwards appointed district superintendent under the United States Bureau of Education. Miss Willard was born a member of the Hlingit tribe, was rescued while yet an infant from an unpromising future among her own people through the benevolence of the wife of a missionary, was christened with the name she always afterwards bore, and was carefully educated for many years at a well-known private school for girls at Elizabeth, N. J., where she was given, and faithfully improved, all the best advantages, acquired all the refinements of a well-educated young woman, and became remarkable for really unusual literary attainments. Her death in 1904 was not only a calamity to her own people, to whose civilization she had devoted herself, but it was also a loss to science. The present work is therefore especially valuable, from the familiarity of the authors with the Hlingit language and their ability to present the subject in such a manner as their experience has shown to be most serviceable to learners. The student will be struck with the concise yet clear and practical exposition of the grammar of this

Alaskan tongue, which belongs to the Turanian or agglutinated languages and is thoroughly alien in its construction to that of the European family of languages.

University of Paris.-In Chapter V (pp. 519-558) Dr. John W. Hoyt gives a history of the University of Paris during the Middle Ages. The historical antecedents and causes of the movement which resulted in the gathering of teachers and students at Paris are pointed out, including both the civil and ecclesiastical conditions of the time. The organization of the students into "nations" and of the teachers into faculties is traced, together with an account of the scope of the mediæval studies, the scholastic method of teaching, and the influence of the university upon contemporary life and the history of France. The recent interest in Oxford University occasioned by the Rhodes bequest has made the organization and purpose of the great universities of the Middle Ages an object of special study in this country with a view to understand better the survivals found even in our later and latest foundations on the border lands.

Development of the public school system in the South.-In Chapter XVI (pp. 999-1090) Dr. A. D. Mayo gives an historical account of the final establishment of the American common school system in the States of North Carolina, South Carolina, and Georgia, covering the period from the close of the civil war to the beginning of the present century. In all of these States the friends of popular education had to contend not only with the widespread prejudice against educating the negroes at public expense, but also with the more or less active opposition of those who were antagonistic to any system of free public schools for either race. The story of the alternate successes and reverses of those who were waging the campaign in behalf of the schools until success finally rewarded their efforts is graphically told by Doctor Mayo, whose labors in the South in the cause of education, extending over the greater portion of the period included in his narrative, have given him an intimate acquaintance with the course of events in that section, and render him peculiarly qualified to speak upon the subject.

Schools of Alaska.-Chapter XXXVI (pp. 2257-2268) contains an account of the schools in Alaska, which, owing to the delay of the report, has been brought down to the 1st of July, 1905. The historical table, showing the length of school term and enrollment of pupils, begins on page 2263 and includes three pages, giving the months taught and the enrollment for the years beginning 1892-93 and extending to 1903-4. For the years 1903 and 1904 the total enrollment and average attendance are given by months. Owing to the fact that the natives have a winter residence different from the summer residence, the schools vary much from month to month in average attendance, and, as is shown by the comparatively large

number in total enrollment for the year, there must be in many cases sets of children who come to school in the fall and early spring and other sets who come in the summer time or in the winter. As is the case with the rural schools in the States, the number enrolled is the most important item of statistics, for it shows how many different individuals in the population are reached by school influence; nor is it possible to say that some of the older children who attend school in the severe weather of some of the winter months do not learn more in a few days than the young children during a much longer period of school attendance in the summer.

For advancement in higher studies such as are pursued in the grammar school grades of the elementary schools in the States or in our high schools, what is learned by a long session is out of all proportion to a short session. But in the case of the rudiments of reading, writing, arithmetic, and geography the ratio is reversed, and in one week's time the pupil learns more than half as much as he would learn in two weeks' time. Many of the natives are extremely bright, judged by the readiness of their memory for forms and sounds. They pick up words quite fast and learn the alphabetic symbols readily. They do not make so much progress in syntax or in the construction of the white man's sentence. They learn to count readily and to add small numbers, but they do not seize very well the operations of subtraction and multiplication. Multiplication is an abbreviated method of addition based upon a knowledge of units of different orders indicated by the position of the digit, namely, units, tens, hundreds, thousands, etc., each place to the left or right being ten times more or ten times less than its neighbor in value. A bare statement of the operation of multiplication shows that it rests upon the use of reflection as much as memory. From this it may be readily understood why the multiplication of written arithmetic is quite difficult for the natives of any tribal civilization. But if subtraction and multiplication are difficult, division has a higher order of difficulty. For it proceeds by analysis, taking to pieces large numbers which are indicated by digits of different orders a process which requires one more stage of reflection than multiplication or subtraction of written numbers. It requires a reduction of the remainders left to the next lower order of digits and the addition of the same to the digits belonging to that place or order. It is of interest to notice, on page 2260, the report of Joseph Weinlick at the school at the Moravian mission near Bethel. After some years of little result in the attempt to teach his pupils arithmetic he was able to make some progress in teaching addition, subtraction, and multiplication to these children, "but division is yet a mystery to them."

ED 1904 M-IV

On page 2261 in the report of Mrs. Otha Thomas, the teacher at Kotzebue, a hint is given as to the method or device by which a little education at school becomes fruitful to an entire family or to many families through the teaching of bright pupils who instruct younger and older members of the family at home. "One of these particularly bright lads, who lived at a point about 225 miles distant from Kotzebue, took a number of old books from the school and taught his smaller friends their letters."

The reindeer history is epitomized on the three pages, 2266-2268. Nine comparative tables are given, showing the distribution of the deer at the 15 stations and the increase or progress from 1893 to 1905.

Table 1 shows the increase of fawns surviving, those of 1893 being 79, and each successive year showing an increase until the fawns of 1905 numbered almost 3,000.

Table 2 shows the annual importations of deer from Siberia, there being 9 annual importations in the fourteen years from 1892 to 1905, making in the aggregate 1,280 imported deer. From these 1,280 the entire 10,241 deer, reported in the herds on July 1, 1905, were descended.

Table 3 shows the annual mortality of the herd for fourteen years, and includes the numbers that died by disease, by old age, by accident, or males that were slaughtered for food, either by the natives or the missions, or sold to miners or other white immigrants for food. The slaughter or transfer of female deer is strictly prohibited in all the herds in Alaska.

Table 4 shows the sex of the old deer living on July 1, 1905, and the sex of the fawns born in the spring of 1905. There are 7 instances out of the 30 where the sex is not given-3 in the case of adults and 4 in the case of fawns. The report as to sex of fawns is not so important, because the average is 103 males to 100 females. The sex of the adults at Nulato by later returns is known to have been 47 males and 147 females, and that at Bettles 75 males to 225 females. This makes the stations reporting 14 out of the 15, giving 2,584 adult males and 4,504 females, a ratio of 36 per cent of males to 63 per cent of females, the same being a ratio of 4 to 7, or 100 males to 175 females. The previous year, July 1, 1904, the ratio was 38 per cent adult males to 62 per cent adult females, showing a slight increase in the proportion of females in the herds in 1905. The ratio of fawns born in 1904 was 105 males to 100 females, a slightly larger proportion than for 1905, possibly due to a greater severity of the season of 1904. This table, No. 4, settles for all practical purposes the question of the truth of rumors of loose management of the herds in Alaska with regard to the sale or slaughter of female deer in Alaska. A proportion of 4 males to 7 females ought to be considered satisfactory.