II. My ambition has been attained; the rest of my days I want to live so that the state will always remember my deeds and the motives that inspired them.

FOURTH CATALINIAN ORATION.

December 5, 63, B. C.

Senate summoned in the morning. Perhaps the oration was in the afternoon.

Delivered in the Temple of Concord before the Senate in reply to Julius Caesar, who had just spoken in favor of confiscation of property and perpetual imprisonment as a punishment for the conspirators.

I. I realize my peril; but the fates have appointed my consulship for the preservation of the city. II. I am prepared to pay the penalty for my efforts. to serve you well; the situation summarized, appeal to the "patres conscripti."

b. Chapter III.

II.

I. You have virtually decided upon the punishment of the conspirators. (How?)

Yet I am going to take it up as a fresh matter and put it to a formal vote.

I. The two opinions in regard to the punishment of

the conspirators.

II. The stand of Dacius Silanus; that of Caius Caesar. III. My argument in brief, as opposed to Caesar's proposed course.

b. Chapter V.

I. For my welfare you would follow Caesar's plan; but my safety must yield to the public good.

3

C.

II. His opinion is sure proof of his attachment to the

state.

Chapter VI.

I. If Caesar's motion is adopted we can shelter ourselves from the wrath of the multitude behind his popularity: if Silanus' is adopted we have adopted a punishment actually more lenient than Caesar advocated.

B. To the Gods.

Exclamation in VII.

C. To the senate.

d. Chapter VII, VIII.

e.

I. The opinion of the populace as to the punishment to be inflicted.

II. Cicero's appeal to the senators.

Chapters IX, X.

I.

Your country's appeal to you to decide wisely. II. It rests with you whether one false decision shall destroy our dominion, our liberty, and our fortunes.

III.

IV.

As to my own personal danger.

My glory is greater than that of Rome's greatest generals.

I. For my services I seek nought but the remembrance of this occasion.

II. Decide boldly, for I will obey your decrees and shall be able to defend and execute what you decide upon.

A Plea for the Library in Public Schools

FLORENCE M. HOPKINS, LIBRARIAN CENTRAL HIGH SCHOOL, DETROIT, MICHIGAN.

M

¶¶▪▪▪▪▪▪▪÷ODERN life is so tied up with commercial interests that even the progress of so delicate a matter as education can sometimes be measured in material terms, and a fair estimate made of its development by considering the business firms which have been organized because of the pressure of the finer feelings from behind. A survey of commercial exhibits shown at any educational convention could scarcely fail to impress one with the fact that America is putting forth a great effort to make her schools excel in equipment as well as in scholarship, and that she has succeeded to such an extent that the production of this equipment has become an extensive financial investment under the management of business firms of high standing. Such an exhibit visualizes recent progress in an impressive and interesting way. Most of the superintendents and teachers visiting such exhibits would have no memory whatsoever of being required, in their childhood, to use equipments other than a slate, a pencil, a book, and a blackboard. Saws and hammers and carpenter benches and cooking cabinets and gas stoves and sewing machines and laundry tubs would have had no place in an educational exhibit twenty-five years ago, nor would they now have a place were not manual training and domestic science being systematically taught in the regular school curricula. In a relative way, the exhibit of typewriters, duplicating devices, filing cabinets, show the progress of the commercial side of education. Dumb bells, rope-ladders and other apparatus prove that the gymnasium has come to stay. Lanterns, moving picture films, Victor records, indicate that the entertaining feature of education is increasing. Movable partitions, drinking fountains, adjustable desks, reveal the study of physical comforts. School gardens, reproductions of art, decorative lettering, serve to show the interest in the artistic side of school

life. Automobile school coaches prophesy that children from rural communities may have the advantages of a large school plant because of the possibility of eliminating distances.

When one stops to think of what this vast array of school equipment shows, one is apt to wonder if there is anything left to be developed in the field of education. And yet no one is completely satisfied, and we are prone to consider the question put to us by Robert Browning.

Now who shall arbitrate?
Ten men love what I hate,
Shun what I follow,
Slight what I receive;
Ten, who in ears and eyes
Match me: we all surmise,
They this thing, and I that.

Whom shall my soul believe?

The teacher interested in commercial education is likely to shun what the teacher of music follows, and the teacher of art slights what the teacher of science receives. But if any one feature in the whole system could be found to touch upon all other features, verily this should be the one in which the soul of education could believe.

Now is there any one medium of education, except the library, which touches all possible interests? Books are needed at every step of life, from the earliest days of picture books to the declining days of philosphy and reflection. The library is the one means for continuing education after school direction is over; hence the more a student can be made to feel at home among books the stronger his inclinations will be to follow a life of independent study.

Our public libraries have done valiant work in showing what an important place a library holds in the educational life of a community and have proved that education is never finished, that it is largely a matter of self-direction after all, and that one of the most vital needs is to train the self to know how to be a director instead of an imitator. Though the primary work of a public library is to serve the needs of the public, so generous is the library spirit, so confident has it been of its mission, that

it has shared most cordially its equipment, its limited appropriations, and its labors, with the school whose complicated courses of study have been so absorbing that the library interests have been seriously neglected. Our schools, as well as the public, owe a deep and lasting gratitute to our public libraries. Few normal schools have given the systematic study to children's literature that is now given to it by those in training for children's librarians. The work of the "story hour" is a veritable "movement" for the development of a taste for the best literature in our future citizens and therefore, for American national life. Work of this character reveals that the school authorities should do their full share in its furtherance instead of continuing to lean upon the generous help offered by their elder sister, the public library, who sees with single vision because of single interest, the full import of the matter. The school should not allow this sacrifice on the part of the public libraries to be encouraged or to grow unless local conditions make such a sacrifice a matter of expediency. The public libraries have proved to the schools that a great field is white unto the harvest. They have been pioneers and missionaries for the schools. They have done great work in encouraging and in supplying supplementary reading; they are doing a great work in connection with all of the schools all of the time, but the field has grown and is one which is growing, probably more rapidly than any other one field in school life, and, like all other large modern activities, should be divided. The modern library is a laboratory, and like other laboratories should have its material at hand in the school building and under the immediate direction of one trained to handle it. If the school librarian is in every sense a faculty member, one in position, authority, opportunity, compensation, with other teachers of the local system she has a hold upon the situation which could never be gained by one not so connected.

"Go to the library and look it up" is an easy direction for a teacher to give a class but a very difficult one for individual members of a class to follow and for the librarian to fulfil. Take a few concrete examples from actual experience; "Life in a castle," "Description of a storm," "Prominent authors under the reign of three English queens." Each one of these examples