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tention to everything done on the slate, what is awkward can there be so easily pointed out in the form and arrangement, and even by a child can be understood. The training thus given to the eye, in time helps him to reject whatever is awkward and uncouth, and to strive after what is perfect in every effort he makes. When he has received the idea of doing things prettily, an important point is gained, inasmuch as he must first know how to do things correctly.

The earnest teacher looks upon the variety of slow and quiet, or restless and active children before her, and wonders how she is to deal with all these, so that general uniformity of government shall prevail, while the management of each child shall be what he individually needs. She who can gather up and hold steadily the reins formed of so many cords, without making the active to feel continually hampered, and the slow goaded beyond their pace, must have in her own character the strength and harmony which act as a pervading atmosphere upon the susceptibilities of those around her. Children are especially sensitive to such influence. The teacher becomes not only a strong magnet, attracting to herself, but regulating and setting limits for the time being to all other attractions and tendencies. This power cannot be obtained by any course of preparation and remain with us as in a repository. It is constantly spent, and if not renewed is slowly wasted.

We are conscious every day of giving out something of our own life, physical and intellectual, which must be renewed by rest or counter exercise, or by both. For the scholar much variety may be introduced into the school-room, but to the teacher it is only a different way of doing the same thing. Leading children over a certain ground, and returning to pass over the same road every six months, has little in it to keep the mind of the teacher herself fresh and vigorous, and in a few years she finds herself in the danger so much talked of, namely, "running into ruts." She is advised to keep posted on all the new methods, to read educational works, This is all wise and right, is really a part of school duty, but is not sufficient to remedy an evil arising largely from the habit of mind formed by the necessity of constant repetition, as it still keeps the mind occupied with the subjects which, under different

etc.

aspects have occupied it all day. An effort to rest will not always secure the desired end. The mind perhaps reverts again and again to its work, worries, and wears upon itself and seems incapable of rest. Taking up a new course of reading or becoming really interested in a study, without direct reference to the schoolroom, will often furnish the counter exercise which is better than rest, and bring more freshness and elasticity. The mind long strained in one direction needs more than rest to bring it back to its proper poise; it needs some strong influence in another. Nor is this any loss to the school-room, but rather an advantage. All knowledge gained can be used as capital to be drawn upon at pleasure. More than this; we teach as much by what we are as by what we do and say. What truly enriches our own lives will be reflected in the school-room and scatter blessing there.

Teachers complain that they have no strength left after school work for effort in other directions. This arises in part because we are apt to carry home with us and dwell more upon the perplexities of the school-room than upon its pleasures. It is right to dwell on these enough to devise remedies, but not enough to wear seriously upon our strength and happiness. Few of us have such self-control as to dismiss them and command for ourselves rest; while many might be able to put them to flight by opening the mind to other trains of thought or actual pursuit.

We shall sometimes find committee-men who are very suspicious of "outside interests," but these same men value the qualities which outside interests properly pursued always strengthen, and sometimes create. If they are right interests, and never allowed to crowd out school duties, the more they are pursued the better.

In electing a teacher, mental activity, attainment and culture are all in her favor. Why should not the course which will increase these qualities still continue to be in her favor, instead of awakening suspicion and distrust?

I hear the question, "What has all this to do with teaching little children?"

Some one has compared the mind of a child to a pure white tablet ready to receive a succession of impressions from every object which passes before it; then let the reflected image of every

characteristic of the teacher be such that we may never wish it to be effaced.

A writer for the Teacher says truly that "a child is the most beautiful work of God"; then also is a mature, finely developed character his noblest. In the raising of this wonderful structure he employs many workers. It may be our task to lay foundations, it may be, to carry on work already begun, or possibly to bring treasures with which to enrich the more finished fabric; but in any case, if we have the true spirit of teachers, we are working in our humble way with Him and for Him, who is seeking to lead every soul upward out of the bondage of ignorance and sin, into the freedom of wisdom and truth.

M. K.

A CLASS EXERCISE IN GEOGRAPHY.

THE class began the study of Geography under my instruction. The globe was used to illustrate to them the form of the earth and the arrangement of laud and water upon its surface. The names Old and New Worlds, Eastern and Western Hemispheres, Continents and Oceans were applied and their relative positions were noticed. This was followed by the representation and study of North America, Guyot's Primary Geography being used as a reference book. The class were led to associate the mountains, valleys, rivers and lakes which they had seen with those of which they learned and which they had not seen. They are now studying South America. You will best become able to judge what we are doing by accompanying me to the recitation room. They bring maps, which they present for my inspection. A division of the class is sent to the boards; another division rises and names points of the diagram, while those at the boards represent. The diagrams are lightly erased, and points of the outline are fixed, as named by some portion of the class. The last direction, "Finish the outline," having been followed, those at the boards sit; their places are filled by others, and the recitation begins.

Here is a map of South America.

The form of South America is triangular, the coast lines sloping towards each other from north to south.

South America is the fourth continent in size. Asia, Africa and North America are larger. The greatest length of South America is from north to south; its greatest width is from east to west; its area is six million and five hundred and sixty thousand square miles.

South America is in the Western Hemisphere, and forms a part of the New World. It is bounded on the north and east by the Atlantic, on the south by the Southern Ocean, on the west by the Pacific.

The coast line of South America is less irregular than that of North America.

In the western part of South America, are mountain ranges which extend the length of the continent, and form a wall along the Pacific coast. I will represent. The mountains here represented are called the Andes.

In the eastern part of South America is a table-land which is crossed by low mountain ranges, those upon the eastern coast being higher than the others. I will represent. The table-land here represented is called the table-land of Brazil.

In the northern part of South America is mountain land which

I will represent.

Lying between the Andes and the table-land of Brazil is a great plain, which is here represented. Flowing through this plain are rivers. I will represent one which has its source in the Andes, and which flows eastward more than 3,000 miles. The river here represented is called the Amazon.

Having its source in the mountain-land of the north, is a river which I will represent. The river here represented is called the Orinoco.

Flowing through the southern part of the plain, and gathering its waters from the Andes and the table-land of Brazil, is a river here represented, which is called the La Plata.

On each side of the Amazon, near its mouth, are marshes. Beyond the marshes are plains covered with forests; these forest plains are called selvás.

Trees grow upon the banks of the Orinoco; but beyond the banks are plains without trees, which are called the Llanos.

The plains about the mouth of the La Plata are covered with tall grass and thistles; these plains are called Pampas.

Near the source of the La Plata is a plain covered with forests; this plain forms the grand hunting ground of the Indians, and is called the Grand Chaco.

We will now suppose ourselves to cross the Andes from the eastern side.

At the foot of the mountains the weather is warm, like summer; here we find orange trees, palms; and pine apples.

We ride on mules, for the mountain paths are dangerous, and the mules are more sure-footed than we.

Some of the way the path leads us close to the edge of precipices, where a single misstep would send us down hundreds of feet.'

We cross bridges unlike those we have seen; they are made of ropes hung over the chasms, and covered with the boughs of trees.. We fear the mules' will step through and let us fall; but they do not.

As we ascend the slope we come to where the weather is springlike, and here we find maples, elms, and other trees like those found in our own country.

Higher up it is cold, and there are no trees; but there are plants with glossy green leaves and pink blossoms; these plants are called rhododendrons; they like to grow where it is cold.

By and by we come to the top of the mountain; and looking around, we see it is a barren plain with here and there a snowy peak. These peaks send out fire and smoke and are called volcanoes.. One of them, Chimborazo, was long thought to be the highest peak in the world.

Thus they go on; and while talking, their hands have been busy. You see the slope with a tree at the foot, where the oranges grow; another, higher up, where it is spring, and elms are found.

Here is the mule who carries us over dangerous paths. Here is the summit of the range, with its smoking volcano.

We will suppose they have taken you with them down the first range, across the valley, and over the second range to the Pacific coast.

Now I must teach them something in advance.

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