artists plague themselves and the sitter to poorer purpose. By utmost concentration upon the original drawing, Holbein seems to have omitted all unimportant or merely general traits of his subject, fixing upon the few that were really characteristic. Moreover, he stood upon his first reading of the character.

At any rate, these splendid sketches are the finest flower of Holbein’s genius. Scores of them are preserved at Windsor Castle. I reproduce only the rather vain and weak face of the poet, warrior, and dandy, the Earl of Surrey. I must repeat that Holbein was less of a man but in some ways more of an artist than Dürer, unqualifiedly superior as a mere painter. Dürer was full of profound ideas about religion and life. His work is truly a criticism of the life of his age. Holbein had virtually no ideas, and genially accepted his world as very good to live and paint in. He brought not a great mind to his art, but a tolerant temper, a most discerning eye, and a magnificently sure hand.

HOLBEIN, by himself

SUPPLEMENTARY READING

LIFE OF ALBRECHT DÜRER (Translated from the German.)—By Moritz Thausing. The standard biography.

ALBRECHT DÜRER—(“Classics of Art”). Complete collection of reproductions of Dürer’s works in half tone.

ALBRECHT DÜRER—By Lina Eckstein. (Popular Library of Art.) A concise but readable epitome of the main facts.

ALBRECHT DÜRER—By T. Sturge Moore. (Scribner’s.) Somewhat fuller and of excellent literary quality.

ALBRECHT DÜRER—By Frederick Nüchter. (Macmillan.) Especially recommended as a biography and for excellent cuts of good scale at a moderate price.

HANS HOLBEIN AND HIS TIMES. (Translated from the German)—By A. Woltmann. The standard biography.

HANS HOLBEIN—By G. S. Davies. A recent and thorough work, in folio, with many illustrations.

HANS HOLBEIN—(“Classics of Art”). Useful collection of half tone cuts of all his work at a moderate price.

Editorial

In the letters that we have received from members of The Mentor Association we have had appreciation in full measure from readers of mature minds. The young people were yet to be heard from.

It meant a great deal to us, therefore, to receive a letter from a teacher concerning the work that she was doing with The Mentor. She had under her charge a class in High School, the pupils varying in age from 14 to 18 years. The teacher has been using The Mentor regularly. She distributes the pictures and the pupils read Monday’s Daily Reading on Monday, and so following, day by day throughout the week. On Friday afternoon she gives an hour to The Mentor. The article in The Mentor is read aloud to the class and also the Saturday Daily Reading. The teacher then reviews the subject with the pupils and asks them questions. In this way, she tells us, her class thoroughly absorbs