children are quiet-in fact, the least noisy of all-but where they can play a trick unseen and with the presumption of not being found out they do so, and often do very wicked things. Characteristic qualities of these children are deceit, treachery, malignity, and conceit. During recitations they rely upon being prompted, boast of work obtained by deceit, always have a good excuse for whatever infraction of rules they cause, and are quick in shifting their guilt upon the shoulders of others. Outside of school the children grouped under Ic keep aloof from those of other groups and associate only with children of their own "set." Those of group IIc seek intercourse with others, but their friendship is not lasting; they are apt to quarrel, to pry into the affairs of others, and to spoil play. Those of IIIe may be imposed upon, and can be ruled by presenting them with some little thing, as an apple, a toy, or a piece of bread. For a consideration like that, they accept even positions in a game which no other child would take. The children of the three groups d (Id, Id, IIId), are not often. found in school; those of Id because they do not need to learn much (so they and their parents think) and because "the teachers keep school merely for the sake of the salary attached to their positions." Those of II are often absent from school, because regular attendance and hard study are inconvenient, hence they are frequently "quite ill" at the beginning of a school session, but quite lively after the session progresses, and they see that the teacher takes no notice of their fancied indisposition. Those of IIId are rarely found in school because they dislike study. Those of Id walk alone on the street and look with contempt upon the others as a "beggarly pack;" the boys learn to smoke early and like to play the rôle of grandees. Those of IId roam about the streets and spend for candy and toys the pennies given them for school requisites. They are not very scrupulous as to where they get their pennies. Those of III d are the poison of juvenile society. The health of the children in groups II d and III d is indestructible. The children withstand all influences of the weather, are insufficiently clad in winter, and seem not to be susceptible to infectious diseases. As has been said before, the entire three groups a shrink from exercising an influence upon public education, the children of the three groups b are the tormenting spirits on the streets, whose play and noise is harmless but annoying to adults. The children of the three groups care, for purposes of public education, of no appreciable consequence; those of group d are even dangerous, noticeably those of III d. They frequent remote streets, dark alleys, field and wood paths, caves, canals, and appear in crowded streets only like hostile enemies to make sallies and inroads upon civilization. Here they meet children of groups II b and IIIb, and impress themselves forcibly upon them by expressions of brutality and immorality, and by descriptions of the enjoyment they have secured for themselves by defying law and order. Thus they enlist others who, without contact with vice, might become good citizens. These 900 (III d) tempt the 885 of II b and the 3,420 of III b, and draw astray into the slums many who, under other circumstances, might remain good through habit, if not from principle. The children of this group, III d, are dangerous companions at all times. Reviewing the whole matter, we see that the parents of group a of all three classes withhold their children from contact with schoolmates chiefly on account of the 900 of group III d, and that parental induence in group b is often too weak to prevent evil influences from outside. The Government must do something to allay the apprehension of parents of the three groups a, and to protect the children of the three groups b. Home training needs a reinforcement in form of supervision on the streets and play grounds. Public play grounds, well-conducted by skilled and experienced teachers, should be established and maintained by the city authorities, and patronized and attended as regularly as the schools. The statistical matter offered in this article may, as has been said, seem defective by reason of its fragmentary nature, but it may induce others to follow up the idea, and make similar studies and submit the results to the light of criticism, as this is submitted, with all due deference to the opinion of others.-The Translator.] CHAPTER IX. SCHOOL MUSEUMS, EDUCATIONAL LIBRARIES, AND A HISTORICAL AND STATISTICAL REVIEW. The following is a summary of a book, entitled The Pedagogical Libraries, School Museums, and Permanent Exhibition of School Appliances, with special regard to the Pedagogical Central Library (ComeniusFoundation) at Leipzig, by Julius Beeger, director of the Pedagogical Central Library at Leipzig (pp. 84, 1892). This work may be considered the most reliable and most comprehensive report on educational collections. 1.-HISTORY OF EDUCATIONAL COLLECTIONS. School libraries are quite an old institution; they originated at the time when schools were established within, or in connection with convents. But these libraries served exclusively the purposes of the school to which they belonged. Educational or teachers' libraries for entire school or governmental districts, which came into existence during the first half of the Nineteenth Century, were made serviceable to wider cireles. Some schoolmen, like Dr. Ed. Dürre in Weinheim, conceived quite early the necessity of large libraries for far-reaching purposes in educational centers, but such plans found no realization. The beginnings of school museums may be traced back to the exhibitions of school appliances connected with national teachers' associations, and industrial state or world's expositions. With them they appeared, and with them they vanished. The result of minute inquiries establishes the fact that the oldest school museum in the world is the Educational Museum at Toronto (Canada); it was founded in 1853. Then followed in 1857 the Educational Division of the South Kensington Museum. In 1864 the Pedagogical Museum at Petersburg, and in 1865 the Permanent Exhibition of School Appliances at Leipzig were founded. The last-named institution came to an untimely end in consequence of lack of interest on the part of the managers; the objects remaining intact were given over to the Comenius Foundation at Leipzig, which organization had meanwhile assumed large proportions. In 1867-8 the Bureau of Education in Washington began to collect |