socialized recitation. These methods necessitate an organized collection of useful books and other printed matter, in short, a book laboratory. The demand for book laboratories has become so insistent, especially in secondary schools, that definite standards for their administration have developed. These standards are based on five main requirements:

1. Scientific selection and care of books. This is fundamental. Each book should justify its presence in the book laboratory. It should be able to pass the following test:

Does it supply laboratory and classroom needs?

Does it contribute to educational guidance and to local industrial, commercial, and community needs?

Does it fill the demand of the pupils for recreational and cultural needs?

2. To become organized for use the book laboratory should be properly housed and equipped with reference to general reading, reference, and supplementary study. A special room, centrally located and of easy access, is necessary. It should be large enough to seat at least ten per cent of the student body. It must be a place of comfort, refinement, and inspiration. The pupils should have direct access to the bookshelves.

3. A laboratory must be in charge of a technically trained person if it is to function. This is as true of the book as of the science or manual arts laboratory. The librarian in charge of the book laboratory must have a wide knowledge of books, ability to organize library material for efficient service, and successful experience in reference work. She should have had scientific training in classifying and cataloging books and such other technical knowledge as will enable her quickly and accurately to assemble the resources of the library for ready reference. An unskilled novice can soon wreck the best library. A library without a librarian is like an engine without an engineer.

4. The school library should be the laboratory where pupils are taught how to gather facts from the printed page. Systematic instruction in books as tools should be given as a distinct requirement for graduation. Not only should pupils be taught how to use books as sources of information, but their recreational and inspirational reading should be guided and directed while in school, to the end that they shall form right reading habits.

5. A definite annual appropriation should be set aside for the maintenance of the book laboratory. It should not depend upon incidental sources of money such as school entertainments, "socials," book drives, and gifts.

A minimum appropriation per pupil should be determined upon for books, magazines, supplies, binding, visual instruction material, et cetera. A dollar per pupil per year is the generally accepted standard, after the library is adequately stocked with the most essential working tools.

The returns from an investment in a school library cannot be measured in terms of dollars and cents, but it is obvious that no other investment of school funds bears so rich a dividend in providing the means of self-culture and development of character and the things of the spirit. A prominent educator, Mr. Jesse Davis, says: "I believe I am safe in saying that the school library will safe in saying that the school library will be the proof of the educational value of the new curriculum. Our schools are aiming to prepare our boys and girls for the life they must live in a workaday world. The library will be the open door to the opportunity of the present."

The arguments advanced in favor of considering school libraries a vital part of the high-school organization should be advocated with even greater force in providing library books for pupils of the elementary schools. There are many more pupils in the grades than in high school. Most of these pupils never reach the high school. Such training in the use of books as sources of information, recreation, and inspiration as will guide them in the years after they have. left school these pupils will have to get somewhere in the elementary grades.

Certain types of books are suitable and necessary at certain stages of a child's mental development. He is decidedly hampered in so far as he is denied the books which are his heritage. Not to provide children with myths, fables, and legends when they are in the wonder age, not to give them stories of bravery and patriotism when they are in the heroworshipping age, is to deny them their birthright and to curtail their latent possibilities of good citizenship.

The source of the pupils'supply of stimulating reading matter should be the classroom library. It costs comparatively very little to equip and elementary school with classroom libraries graduated according to the varying mental ages of pupils.

The total cost of classroom libraries of from thirty-five to forty books for

each grade from the second through the eighth need not exceed three hundred dollars. With average care those books should last at least five years. The cost per pupil per year, therefore, for this library service is about twenty-six cents. This surely is a small price to pay when we consider that each pupil in his progress through the grades will thus have an opportunity of first-hand contact with characters, scenes, and incidents which have enriched the literature of childhood. Can we afford to deny the pupils in our elementary grades so rare a privilege at so small a price? We cannot justify failure to provide necessary books on the plea of lack of funds. other laboratory equipment is so cheap and fills so wide a need as do books. They are used by all the pupils every day. Science and manual arts equipment require a large initial outlay and are used by some of the pupils for a limited time during school hours. Of course it will cost money adequately to stock the library, just as it costs money to buy microscopes, rheostats, gas plates, bunson burners, and dish pans in sufficient quantity for the pupils' use.

No

Present-day methods of teaching history, social science, art, English, and geography are absolutely dependent upon a well-stocked library. These subjects cannot be taught without a book laboratory. The purpose of expensive science or manual arts apparatus is accomplished when the experiment is performed or the lesson demonstrated. Using the book laboratory as a place where ideals as well as facts are found, is laying the foundation of a habit. which will bring pleasure, profit, and inspiration for the rest of a lifetime. Money spent to stock the book laboratory is money wisely spent. We cannot compute the dividends for they are measured in terms of character building, which makes for intelligent and worthy citizenship.

Sustained ideals and maintained intelligence are the fundamental problems of democracy. Children must be prepared while in school for a continuing contact with the sources of idealism and intelligence when the stimulus of teacher and school shall have been removed.

When we consider what books can do-how they can quicken the imagination, awaken new ideals, bind together distant ages and foreign lands, give joy and pleasure, widen the mental horizon, and open up new visions-shall we not count it a rare privilege to provide our pupils with the books which belong to them?

occasion either to trade or to travel. In these circumstances men could tolerate such a method of acquiring and imparting geographic knowledge. The horizon. of modern man has expanded to embrace the universe, and knowledge of the earth's surface has become so vast and complex as to demand the teaching of geography in far different fashion. Our boys (and girls, too) are now given, at the age of eight or thereabout, conventional designs depicting the earth as a globe, floating in space, and bearing the outlines of the two hemispheres, the five continents, and the seven seas. Before their eyes are unfolded magical devices which, like wishing carpets, transport them at will to strange lands and far-off

THE HISTORICAL SCIENCES

HUMANITY

THE NORM THE NORMATIVE SCIENCES

THE MATERIAL UNIVERSE-THE NATURAL SCIENCES NATURAL

cities. Map in hand, they encircle the globe at a glance, putting to shame poor Puck, who could only "put a girdle 'round about the earth in forty minutes." Here is New York, yonder San Francisco, London, Bagdad, even the far islands of Cathay. Every community indicated by a symbol is a perpetual invitation to journey thither. At the least each is assurance that in such and such directions and at distances so and so strange lands and cities veritably exist.

What the Indian chief with his burnt stick and the cartographer with his conventional symbols have sought to do for the inquiring spirit in respect to the spacial relations of the earth's surface, the accompanying Map of the World of Ideas seeks to accomplish for the adventurous explorer in the spiritual and mental realms.

Than the Map of the World of Ideas, in principle, nothing could be more simple.

The helix spiral, instead of the closed circle, is taken as a symbol because it opens and extends itself into infinity. The spiral also suggests how the great cultural manifold overlaps upon itself and how all branches of knowledge run into one another as parts of an integrated universe. Radiating from its point of origin are twenty-four master sciences, selected upon grounds of practical convenience. These are so grouped as to suggest an evolutionary order or, to change the figure, they represent the stairway of knowledge, each being in some sense a foundation for and stepping stone to its successor.

The raison d'étre of this order may be briefly sketched in this wise. The laws of space and time (mathematics) may be conceived as conditioning all material existence. The dawn of creation itself, when the spirit of God moved over the face of chaos and the sons of God sang together for joy, marks the beginning of the evolutionary order and introduces the mother of sciences (astronomy). Then comes the evolution of our earth (geology), beginning with the throwing off of the earth stuff from the central cosmic mass. The current cross section of the geologic process is geography.

Stars, suns, and planets reveal the manifestation of different forms of energy. What are these forces? Some kinds of energy act between mass and

The presence of the life force creates a distinction in matter as not living or living (inorganic or organic). The science of living things (biology) begins with the origin of life on the earth and traces the evolution of the plant and animal kingdoms. To man, regarded as an animal, the head of the animal kingdom, is assigned a separate science (anthropology). The manifestations of mind in both plants and animals, including man, constitute the highest of the natural sciences (psychology).

Between man regarded only as an animal and man considered as a social and spiritual being, a great gulf is fixed. This chasm is bridged by man's superior ability to express and communicate emotion, thought, and will, more specifically by the power to generalize in thought by means of language. Hence, the science of language (linguistics) is here inserted as the great discipline or key to the humanistic group of knowledges.

The field of the evolution of the human family is broken up in like manner into certain historical sciences. Their order may be briefly explained somewhat on this wise. Man is gregarious. His history begins (it is assumed) with the formation of certain primitive groups. Analysis of these groups discloses certain typical social forms. Among these institutions, those are of primary importance that are designed to maintain order among the members of the group and peace between them and their neighbors. Chief of these are State and Church regarded as agencies for social control. With order and peace, comes plenty leading to trade and the rise of the science of wealth (economics). Trade and commerce lead to disputes and the development of law. With surplus wealth comes leisure, bringing in her train the means of culture, recorded knowledge, literature, and the arts. The means of culture permit of transmitting to posterity with usufruct man's social heritage from his fathers (education).

Thus far man's relation to matter and to other men. Abstracting these aspects of environment, there remain those ideas, or ideals, of the true (logic), the beautifful (æsthetics), and the good (ethics), that man conceives as existing apart from the phenomena of experience and accepts as norms or standards, and which collectively he tends to regard as attributes of Deity. The key to the normative sciences is logic which is devoted to establishing the criteria of truth. Last comes philosophy (metaphysics), queen of the sciences, who takes all knowledge

as her province, her peculiar function being to determine the interrelation of all the branches of knowledge taken as a united whole.

The first lap of the spiral pathway represents the rudiments of knowledge. Next, in terms of educational practice, comes the equivalent of the secondary, or high-school stage. The third is that commonly called higher, or collegiate, education. The fourth includes the applied sciences as taught in technical or professional school. Finally, in the margin or periphery of the chart, set against each of the master sciences respectively, come the manifold activities of life that derive from the several sciences their underlying principles. underlying principles. For these the present diagram has no room.

The subject matter of biology (for example) divides at the high-school stage into the separate branches of botany, zoology, and the doctrine of evolution. In college these are further subdivided into textbooks on plant and animal morphology, histology, et cetera. In schools of agriculture, the application of the principles of biology to plant and animal husbandry is taught.

This chart is designed to exhibit symbolically the totality of things knowable and their relationships with especial reference to three distinct points of view. The first is cultural; it looks at knowledge in relation to the development of human personality. The second is scientific; it regards the interrelations of the several branches of knowledge. The third is vocational; it views the application of knowledge to the practical activities of life. The chart is unique in that nowhere else exists any device by which one can grasp at a glance the totality of knowledge from these three viewpoints.

The Map of the World of Ideas, when rightfully understood and interpreted, affords a simple but sufficient key to at least three of the major problems of education, the choice of books, the election of studies, and the problem of self-culture. This map is the key to all libraries, to all publishers' catalogues, to the curricula of all universities, to the entire social and cultural heritage of mankind. It is a veritable Aladdin's lamp; but-and here's the rub-one must know how to use it.

Some one has aptly said that the atlas is not merely the primer of history; it is the title deed to all the lands and all the cities of earth. Teach a lad to use the Map of the World of Ideas and you will have enriched him with the garnered wisdom of the world.