Daily capital journal. (Salem, Or.) 1896-1899, 1896-06-15

the immediate future. The article Is
written by Fletcher Osgood, and Is ac-
companied by score Of illustrations
Of scenes ut Lake COchituate, Chestnut
Hill Reservoir and the other reservoirs
as we'll as of the great section near
the center of the state which is 10 oe
flooded when the great new reservoir
is completed.
ENGLISH LITERATURE.
1. How do you teach English litera-
ture? 2. why is IT that our favorlte
songs and poems abound In Anglo
Saxon words? 3. Compare the style
Of Louise Alcott with that OF Jane
Porter 4. Give an example of simile.
OF metaphor. or climax. OF apostro-
phe. 5. Give quotation from eacn
of the following: Carleton, Lowell,
Goldsmith, Hood. 8. State briefly
the plot of Hamlet. I. Name five
periodicals of today which you recon-
mend to your pupils. Why do you
recommend each? 8. Name five OBJ
iectional authors and state your OBJ
iectlons to each. 8 Name the
authors of the following: "Othello, "
"Rise Of the Dutch Republic" Lays
of Rome" "Daniel Deronda," and
Little Women" 10 Do you prefer
ancient, or medern authors? Why'
m. What are the principal beauties
of Ruskin's style? II. What is the
subject of "UntO this Last" by Rus
kin. Answer any ten.)
The above questions are prepared
and sent out by the department of
public instruction Of the state or
Washington. They are supposed to
have some bearing on the qualitica-
tion of those who intend to teach" Eng
lish literature" in the public schools
Of the evergreen state.
The extreme righteousness of the
examination that is baseG on the
above style of inquiries Is only sur
passed by the absolute unhtness of the
person who would try to answer them
to teach English literature. For
instance, What have style of Louise
Alcott and Jane Porter to do with
the question, any more than the
works of a watch with the flowers of
spring?
The saddest part OF IL Is t1at the
public school system has at It's aead
i'm each state men who are jI't as
ignorant Of education ITSELF 81 EGny
instances as this state superintendent
is of this topic. We do not blIntt e
man for being ignorant about Eng
lish literature. But we blame the
system that foists upon the public
ignorant persons as educators in aLy
department. The public schools
should be sacred to learning. They
should not be prostituted to politics
and place-seeking.
The application Of civil service
qualifications to persons who wish to
manage or teach our public schools
would be a Godsend and would weed
out Ignorance In a high and sacred
callings. III the A. p. A. would direct
their attention to reform in this
line they would command more respect
than by drawing religious distinc-
tions.
Charles Dudley Warner, the editor
of Harper's Monthly has been draw
ing bead on the question of educa-
tion aud in the June number hits the
bulls-eye when he says education Of
the children Of American people
should be In the hands of expert per-
sons only. Our politics Is dirty and
bad enough, but when public educa-
tion is dragged down: in the mlre Of
the common every day place-seeker,
what is the hope Of good results.
The state superintendent of Wash
lngton evidently does not know that
there is no such study as English
literature. There is English" and
the "hIstory OF English llterat ure. {"
THE INDUSTRIAL ARMY.
This book is by Fayette Stratton
Giles, author Of"A Century Onward, {"
by The Baker & Taylor Co., and I
East Sixteenth street, New York,
price Sl.25.
This book contains a discus.
sion of certain proposed means
OF relieving and eliminating poverty
and crime. These means are intended
to confer upon the individual eco
nomic and lOcatiye freedom, personal
freedom and equality Of opportunity,
and through these TO achieve higher
Utilization and greater human hap
pineSs, consequent upon the attain.
ment OF higher moral, mental, and
physical development OF the individ-
uals. The central idea OF the work.
1.-The Industrial Army" is developed
In chapters VII, VIII, IX., X. and
Nj The nraaadfnu OIL ...- n,