LITERARY NOTICES. 



271 



In encouraging the teacher to patience 

 and advising the school board to generosity 

 in regard to this work, Mr. Howe says, " If 

 the children are learning ' to think to a con- 

 clusion,' if they are becoming observant, if 

 they are interested in their school and go 

 home full of the 'things they have seen and 

 done, do not criticise because those ' things ' 

 are ' bugs and weeds,' nor complain because 

 more words are not learned, or arithmetical 

 problems solved. The ' words ' may be mean- 

 ingless and problems mechanical, but active, 

 willing seeing and thinking is in the line of 

 all that is desirable." 



Tknth Annual Report of the Bureau of 

 Ethnology. To the Secretary of the 

 Smithsonian Institution, 1888-'89. Pp. 

 822. Eleventh Annual Report, 1889- 

 '90. Pp. 553. By J. W. Powell, Di- 

 rector. Washington : Government Print- 

 ing Office. 



The work of this bureau is substantially 

 continuous, so that these two noble reports 

 may be treated as one. In this work the 

 lines of investigation which have appeared 

 from time to time the most useful or the 

 most pressing have been confided to persons 

 trained in or known to be specially adapted 

 to their pursuit. During the period covered 

 by these reports, the work of exploring the 

 mounds of the eastern United States was car- 

 ried on under the superintendence of Dr. Cyrus 

 Thomas ; during the latter part of the time 

 Dr. Thomas was engaged in preparing a final 

 report on his work. Colonel Garrick Mallery 

 visited Maine, Nova Scotia, and New Bruns- 

 wick in studying the pictographs of the Ab- 

 naki and Micmac Indians. W. J. Hoffman 

 gave his attention to pictographs, petroglyphs, 

 and birch-bark records in the Noi'thwest, and 

 to the records and ceremonies of the Mide'- 

 wiwin or Grand Medicine Society of the Ojib- 

 was, an order of shamans professing the power 

 to prophesy, to cure disease, and to confer suc- 

 cess in the chase. H. W. Henshaw and Jere- 

 miah Curtin collected vocabularies and myths 

 on the Pacific coast, and did other linguistic 

 work. James Mooney investigated the cus- 

 toms, languages, etc., of the Cherokees at their 

 reservation in North Carolina, made a collec- 

 tion of the plants used by them in medicine, 

 and studied their antiquities. Victor Min- 

 deleff explored ruins and collected potteries in 

 Arizona. The Rev. J. Owen Dorsey prepared 



many papers embodying the results of pre- 

 vious studies. A. S. Gatschett completed his 

 Klamath Grammar, and embodied in literary 

 form the fruits of his other investigations 

 among the Klamath Indians. The illustra- 

 tions for the publications of the bureau were 

 edited by W. H. Holmes, who was also active 

 in his studies of aboriginal archaeology. The 

 publications of the bureau for the two years 

 include the Bibliographies of the Iroquoian 

 and Muskhogean Languages, by J. C. Pilling; 

 The Problem of the Ohio Mounds, by Cyrus 

 Thomas ; Textile Fabrics of Ancient Peru, 

 Ancient Art of the Province of Chiriqui, 

 Colombia, and A Study of the Textile Art 

 and its Relation to the Development of 

 Form and Ornament, by W. H. Holmes ; 

 Aids to the Study of the Maya Codices, 

 and the Circular, Square, and Octagonal 

 Earthworks of Ohio, by Cyrus Thomas ; 

 Osage Traditions, by the Rev. J. Owen Dor- 

 sey ; and the Central Eskimo, by Dr. Franz 

 Boas. The volume containing the tenth re- 

 port is nearly all occupied with the elaborate 

 work, richly illustrated, of Colonel Garrick 

 Mallery, on the Picture Writing of the Amer- 

 ican Indians. The volume of the eleventh 

 report contains papers on The Sia (Pueblo), 

 by Matilda Coxe Stevenson; Ethnology of 

 the Ungava District, by Lucien M. Turner ; 

 and A Study of Siouan Cults, by J. Owen 

 Dorsey. 



School Management. By Emerson E. White, 

 A. M., LL. D. American Book Company. 

 Pp. 320. Price, $1. 



The subject emphasized in this volume 

 is character training. The author considers 

 that the proper end of school government is 

 to prepare pupils for self-control and self- 

 direction in life. Good order and applica- 

 tion in study are essential conditions in 

 attaining this result, but must not be sub- 

 stituted for the goal itself. From this it 

 follows that the well-governed school de- 

 pends more upon what the teacher is than 

 what his method may be. If only one law 

 were written above the door of every Ameri- 

 can schoolroom it ought to be. No man or 

 woman shall enter here as teacher whose 

 life is not a good model for the young to 

 copy. 



The elements of governing power are 

 described as fresh knowledge, skill in in- 



