us try to be equally faithful to the bright and the dull pupil; to the boy and also to the girl.

Who is of most importance, the man who shapes and creates public opinion, or the crowd whom he sways? Our work is character-building, not lesson learning. Let us not stint our best children of their proper nourishment because we are are occupied nursing the feebler ones.— Elizabeth M. Neill, in Ohio Ed. Monthly.

How to Govern a School.

A rule is an order of what shall or shall not be done in a certain case. It requires that the pupil compare his conduct with the rule and modify it or not as the rule demands.

The better practice is to have no rule, but to get the pupils' assent to the proposition that every one ought to do right. Then the question of what is right is a matter to be decided when it arises. It is pretty safe to affirm that nothing had better be enforced in the school which does not commend itself to the pupils' sense of right when fully presented.

case.

Some things are prohibited in school, not because they are wrong in themselves, but because they would work harm to the school. It is not difficult to make the child see that the standard of what is right in the school is fixed by what would be permissible for all to do in the given What can not be permitted to every one in a like case can not be permitted to any one. "So act that the rule of your action might be adopted by every other one as his rule of conduct." This is the principle that ought always to be kept before the mind of the pupil. Try it with whispering, for example. Every pupil sees that what is permitted in his case must be permitted in every case. There will be but few cases in which he will be able to say that his act of whispering could be followed by all without injury to the school.

Now it is a much better education for the child that he be encouraged to determine whether his act is right or wrong when compared with this principle of conduct that is of general application to society everywhere, than to require him to follow a definite rule. It may not be so easy, and may take more time, and there may be more acts of disorder resulting from wrong judgment or wrong disposition, but it is better education.

Then there is another motive against whispering. Not only the pupil's duty to the whole school demands that it shall be avoided when it is not right, but he may be led to see that his own education is enhanced by resisting all temptation to whisper. It is a test of his power over his impulses. If this matter is properly presented to children, and the

teacher carries the right atmosphere with him always, a great interest. can be awakened in the pupil in the development of his power of selfcontrol. If he sees every indulgence to be a confession of weakness, he will be constantly bracing up to resist the temptation.

But all this demands that there be a serious, earnest effort on the part of the teacher to make the government of the school a means to the moral education of the child. The teacher who does not see that "school government" is a much more important agency in the education of the child than are the branches of study, needs to revise his conception of the purpose of the school.

case.

But suppose the child knows what is right, but will not do it. What then? Always bear in mind that if the child's conviction of what is right is in accord with your own the battle is more than half won in his But the motive of right often needs to be reinforced by allurements of different kinds. The right must be made attractive. This is what is called persuasion. The legitimate rewards of right doing can be made to strengthen the motive of right. Hence the teacher can make rightdoing attractive by certain privileges that result from it or can be properly attached to it. These are perfectly legitimate influences for the teacher to use. But he must be careful to avoid rewards that are external or foreign to the obedience sought.

When these influences fail, the teacher may make the motive of right relatively attractive and so reinforce it. That is, he may make the opposite road immediately painful. And he may increase the pain of this wrong road until the pupil will choose the right in preference. This is the defence of pain as an element of school government.-Public School Journal.

General Principles.

Have music by all means.
Avoid governing too much.

Be patient with the bunglers.

The school is a true democracy.

Work is the great element of correction.
The better the school the fewer the absences.
Slow and patient work at first-rapid work later.
A successful teacher must be master of his subject.
Memory is loyal, not slavish, to inductive knowledge.
Without maps true geographic teaching is impossible.
Processes before rules. Teach rules through processes.
That method is best which makes the pupil think most.

Always keep pupils busy, for industrious pupils are orderly.
Make language transparent, that the thought may be revealed.
History should be taught from a series of progressive standpoints.
Commending the good is a strong means of preserving a high

standard.

Consistent requirements, with eternal vigilance, yield satisfactory

results.

Repetition must mature into a habit what the learner wishes to

remember.

"Not how much, but how well," should be the motto for successful practice.

Omit minute details that are to be memorized only to be forgotten in a week.

Cultivate the faculties in their natural order: first form the mind, then furnish it.

Impress the mind with the idea before presenting the sign which represents the idea.

The development of the intellect is more important than the acquisition of facts.

Symmetrical development is obtained only by the proper exercise of all the faculties.

Development requires activity. Activity is a law of childhoodaccustom the child to act.

Those who do not learn to spell well when young seldom acquire the ability to do so.

Every plan of culture should excite the interest of the children, and therefore be pleasureable to them.

Different people demand different kinds of government; so do different schools and pupils in the schools.-Educational Gazette.

Training the Imagination.

Miss Jennison had a custom of training her children to read from pictures as from reading books, and after a few months it was difficult for an uninitiated visitor to tell whether the words were before the eyes of the children or not. The teacher found that this weekly practice cultivated language wonderfully, besides training in concentration and imaginative power. She began to see an improvment in their manner. of talking in their other lessons. The hesitating manner and the old habit of giving thought in a disjointed way were dying out since the "picture-talking" had grown familiar.

How did she get the pictures? She found them everywhere, and was careful to choose those that had suggestive points about them to attract the fancy. She had a box full of these pictures pasted on manilla paper, and it would take some time before any of her class would get the same picture twice.

Roy Halstead, about 12 years old, had a picture (two boys carrying a table into a school-room) passed to him one day and after five or six minutes, he stood in the aisle in a manly sort of way and read this:

PICTURE-READING.

"Bert Graham and Edward Lane are taking a table into a country school-house. Miss Reid, their teacher, had been telling the children how nice it would be if they could have a little table of books in one corner of the school-room. She was a very kind teacher that hadn't forgotten how boys and girls feel, and she was always thinking up things that she thought they would like; and she had been reading a book to them ten minutes before school was out every day and not a single scholar would ask to be dismissed at recess for fear of losing the story.

"So one day Miss Reid said that she would find a good many books for them to read for themselves, in the morning before school, if they would get a table for them. The boys were pretty noisy there before school began in the morning and I expect she thought that would be a good way to stop that, too. Edward's mother had a kitchen table she didn't use in the winter and so Edward told Bert if he'd help him they would bring that to school, and they are just carrying it in now."

"Very good," said Miss Jennison. "But I should like to have somebody tell me what happened inside the school house, afterwards. Do you want to try, Ada?"

"Yes, I think I know about what would happen," said Ada. "I will try."

The next morning the children were delighted to see a handsome table cloth on the old table, that the teacher had put on. There were two Harper's Magazines, for there were some big boys and girls in that school that could read such hard books, and everybody liked to see the pictures. And there were other books, too, on the table. Robinson Crusoe and Water Babies and Lady of the Lake and one or two Wide Awakes that were old, you know, but new to the scholars, so they would like them just the same. There was a Chatterbox, too, for the little children on the front seats. Miss Reid said that if any of the children had any books at home that they would be willing to lend, she thought they would be safe there, and then they could change with each other. But she said, too, that it would be very nice if they could all club together and take a fresh magazine that would come every month. The girls

started a subscription paper at the first recess and soon got money enough to get two regular papers. After a good deal of talking that lasted a whole week, before they could settle on the same things they chose Treasure- Trove and St. Nicholas, and then they began to watch the postoffice for them to come.

"Very good selections," said Miss Jennison, "I really begin to see how that little old country school-house looked inside, and I can guess some things that happened there at Christmas."-New York School Journal.

Stories From a Supervisor's Note Book.

PETER.

Such a pleasant school-room and wise and progressive teacher! She is a mother, and knows and loves the children; she is versatile in resource, and yet quiet, with great power of firm, undemonstrative control. She has many of the freshest and best devices for teaching by the best methods; everything she does has a meaning, and is adapted to the wants and development of her class. I take her some knives and scissors, saying: "I don't know that you want these, Mrs. you have so many things, and do so much beautiful work, and keep such good order;" but she replies eagerly: "O, that is just exactly what I want. I have been trying to think of something for Peter; you see him there by the door; he is asleep. He often comes drowsy and stupid and half-intoxicated; he is filthy and profane, and smokes and chews tobacco, and may be underwitted; he does almost nothing. Perhaps he would be waked up by a knife to use." So I give my tools and know they will not be neglected or misused here, and I visit the school again in a week. "How is Peter?" "Why, I cannot tell you how he has improved. I let him take a knife and wood, and we have begun some sloyd-work right in the room. We let boys who have done their work whittle, and a number of things have been made; the boys are delighted with it, and are so good and neat about it! We have saved these things they have made, to show you. And who do you think has done the best piece of work? Peter, bring your stick to Mrs. Hopkins, who gave us the knives." "Why, is this Peter's? How even and smooth it is, and it seems to me Peter has made himself look nicer, too." "Yes, Peter made such a good stick that I set it up for a model, and Peter is so glad to do something that is really good that he has improved ever since, and is getting to be a very good boy. I think he is not going to drink any more, because it makes him so dull."

The next week I go again; the change in Peter is still more striking; he is getting bright, and takes an interest in his studies. He has