create a fund for buildings needed and to have the work on a permanent basis as soon as possible."

PROMINENT RELIGIOUS OF THE SACRED HEART

The late Mother Catherine Digby, who died recently in Brussels, Belgium, had been a member of the Religious of the Sacred Heart for almost sixty years and had filled the office of Superior General of her community since 1895. Mother Digby was a daughter of a distinguished English-Irish family. She became a convert to the Catholic faith at the age of eighteen and entered the religious life shortly afterward. Her career was spent chiefly in France. As Superior General she visited the convents of the Sacred Heart in this country, Canada and Mexico about thirteen years ago. Her remarkable administrative ability was never better shown than at the time of her community's banishment from France. It is said that she succeeded in establishing a new convent outside of France for every one that had been closed during the persecution.

Mother Sarah Jones, until a few years ago Superior of the Sacred Heart Convent, Kenwood, N. Y., died in September. She was the daughter of Judge Samuel Jones, of New York, and had spent sixty-five of her eighty-eight years in religious and educational work.

AMERICAN SEMINARY FOR FOREIGN MISSIONS

The zealous promotors of the American Seminary for Foreign Missions are rejoicing in the blessing and encouragement given to their work by the Holy See. Rev. Thomas F. Price, of North Carolina, and Rev. James A. Walsh, editor of "The Field Afar," who were sent to Rome as delegates of the Catholic Foreign Mission Society to arrange for the establishment of the Seminary, have reported that the Holy Father is deeply interested in the apostolic work, believing that while there are yet in America many pagans to convert, "the development of this work for foreign missions would react most beneficially upon the home needs, strengthening and multiplying vocations in this country."

In answer to many inquiries about the new seminary they have published the following paragraph from the original draft forwarded by His Eminence Cardinal Gibbons to the Archbishops of the United States:

"It is proposed to begin the work on a small scale, near some established house of Catholic philosophy and theology. It would seek its permanent home well removed from the heart of city life, gradually securing its own professors, and developing an exclusively apostolic atmosphere. No definite location is suggested, although a preference has been expressed by the organizers for a center reasonably convenient to the more populous Catholic zones, and, if possible, not too far removed from those states in which a knowledge of foreign missions has already been cultivated. It is expected that apostolic schools will be needed to serve later as feeders to the seminary."

COLLEGE AND SCHOOL NOTES

The newly appointed Rector of the College of Noble Irishmen in Salamanca, Spain, the Rev. Denis J. O'Doherty, D.D., is a brother of the retiring Rector, the Rt. Rev. Michael J. O'Doherty, D.D., Bishop-elect of the diocese of Zamboanga, in Mindanao, P.I. Dr. Doherty was in this country when the news of his appointment as Retcor reached him. He has been lecturing here on educational and sociological questions for almost two years.

Among the college appointments of the new year we note that of Miss Katherine E. Conway to the teaching staff of St. Mary's College, Notre Dame, Ind. For a number of years Miss Conway was assistant editor of "The Pilot." She has lately been managing and literary editor of the "Republic" of Boston. In 1907 the University of Notre Dame conferred on her the Laetare Medal in recognition of her distinguished services as a Catholic writer and lecturer.

Announcement has already been made that the question for a new site for St. Charles' College, which was destroyed by fire on the sixteenth day of last March, was duly submitted

to the Superior General of the Sulpician Fathers, Very Rev. Henry Garriguet, who resides in Parish. Father Garriquet referred the decision of the matter to His Eminence Cardinal Gibbons, and the Cardinal has decided that the college should be rebuilt on the old site.

The Domestic Science and Manual Training Departments of the public schools of Winona, Minn., are to be opened to the children attending the Catholic schools as a result of a recent action of the local School Board. The Board recognized the fact that the parish schools, by providing for the education of 1,200 pupils, considerably lessened the drain on the public school funds and resolved to offer their pupils the same opportunities for instruction in these branches as are enjoyed in the public schools.

PATRICK J. MCCORMICK.

REVIEWS AND NOTICES.

When Should a Child Begin School? An inquiry into the relation between the age of entry and school progress, W. H. Winch, Baltimore, Warwick and York, Inc., 1911; pp. 98.

This monograph, though somewhat difficult to the average teacher in this country, possesses unusual merit. It is a piece of careful research which not only yields valuable results in connection with the problem under investigation but, what is still more valuable to teachers in this country, it is full of suggestiveness and cannot fail to be of assistance to those who are undertaking the study of retardation and elimination in our schools. The general result arrived at by the author will prove a surprise to many. He says in his Preface: "I started the inquiry with an opinion in favor of early entry; but my only regret at the conclusion arrived at is due to the pain, as of wasted effort, felt by more than one excellent infant's mistress to whom the full force of the figures came home."

The investigation is concerned with the school life of children between the ages of three and six. It is shown quite conclusively that children who enter school at the age of five after a few months are fully the equal of children who have spent the previous two years in school. The work has important bearing on the kindergarten, or, rather, on the oft-debated question as to whether the kindergarten is helpful or not to the subsequent progress of the child. The following are some of the conclusions arrived at: "That from the entrance age of three to five, early entrance confers no intellectual advantage on the child either in his infant school work or in his subsequent progress in later school life. That these conclusions are quite independent of the particular form of teaching adopted. The great elasticity of the English elementary educational system, obtaining more especially during the last ten years, has given rise to a number of widely varying schools, divers both in results and methods. I was careful to include schools of different ideals and different methods in the range of my inquiry. Identical results are found in schools in which the

youngest classes did nothing but 'kindergarten' work, and in schools in which no 'kindergarten' work was done. That, even in poor neighborhods, only a small proportion of children now avail themselves of the permission to come to school at three, and many come after five-the compulsory school age-is passed. That no advantage appears to exist in early entry so far as the subsequent attainment of good behavior and the development of attentiveness are concerned."

The infant school in the English sense of the term has not had a wide development in this country. The compulsory age is usually from six to seven in this country, whereas it is five in England. Permission to attend school is usually withheld until the age of five, whereas in England children of three years are accepted in the infant school. Dr. Winch's conclusions, consequently, have not the same practical application here that they possess in England, but the method employed will prove serviceable in a high degree in dealing with many of the problems of our primary grades.

THOMAS EDWARD SHIELDS.

Lessons in Logic, by William Turner, S. T. D., The Catholic Education Press, Washington, D. C., 1911; pp. 302.

This text-book in Logic is the first of the Catholic University series of text-books in Philosophy and is intended for use in Catholic schools and colleges. It aims to present the logic of the scholastics in a form suitable to the requirements of modern philosophical study and by means of a method which will make this study easy and natural for beginners. It is not too much to say that an examination of the book convinces one that the author has succeeded with his plan. He has presented us with a neat and handy volume embodying all that we associate with the logic of the schoolmen and in language well adapted to the needs of our schools. The arrangement and presentation of the various elements of the science and art of logic are so made that their continuity and interrelation are well shown. From the introduction to the end the work has a fullness of expression, and a fund of illustration and example that banished any danger of misunderstanding or confusion. Some terms will be found in it that connote a distinctly different