explained by the teacher showed the meanings of the queer, old-fashioned words. The constant dialogue movement kept up the interest. In a little while the reading hour became one of the events of the day. How the big boys learned quotations and quoted them to the Jessicas of their fancy! And the big girls, how they laughed with pride and amusement at Portia's devices! There was wild excitement the day they read the Trial Scene." When the dear little books were finished, the class eagerly asked for more, and this time the teacher did not have to buy them. They now entered the "Palace Wood" and met Titania in the "Midsummer Night's Dream."

64

By the time that was finished, the three months allowed by law were over. Spring had come, the boys were off to the fields, the girls to the farm kitchens. But the power of the little books still lingered, and the teacher noticed on her spring round of visits, the fainiliar volumes resting in state on parlor tables in many a farmhouse. Surely, she thought, some good had been gained. It had seemed ridiculous at first, a Shakespeare class in Green Meadow school-house. But those boys and girls had felt, even if dimly, the beauty of literature's master. greatest School Journal. CURRENT EVENTS.-When children reach the upper grades, it is time they should take some interest in public affairs. In a few years these boys are to vote-perhaps the girls, too. Shall we let them go from us without knowing what our country has been and is? A few minutes each day can be given to talking over these things. Any time will do, but perhaps the morning, after the opening exercises, is best. They are all fresh then, They are all fresh then, ready to take in all you will give.

Appoint two "editors" to edit a bulletin board. A black-board map, which may be hung on the wall, is best. Each morning let them write the principal news of the day on the map and hang it before the class.

After the opening exercises call for news. Some pupils may know of events which the editors have not seen. Never allow sensational news of any kind.

It is easy from this to question on the political parties. Let them all know the candidatesthat have been on the principal tickets and the results of the election. Fix the first Tuesday after the first Monday in November, intheir minds as Election Day.

Tell them carefully some of the differences between the chief parties, but do not be a partisan.

They should know who is president and vicepresident, the members of the cabinet, and the governor of their State.

Teach the number of members in each house of Congress and the State Legislature, and how long they hold their hold their office.

It would be well in this connection to mention the names of any of our famous men who have distinguished themselves in legislative duties.

Ask them if they know the representative from their district, and, if not, let them inquire. Many of these may be kept for "Friday Afternoon Talks."-Popular Educator.

IN THE STUDY OF SOUNDS-Encourage the children to make lists of the words which rhyme. This makes an enjoyable exercise, and leads to greater accuracy in speaking as well as in distinguishing sounds. servation of "equivalents" will be induced by such an exercise. It should be oral as well as written.

Close ob

ESTIMATING DISTANCES.-Can your pupils estimate distances with any degree of correctness? Pupils who live in the next block to the school house have told me very gravely that they lived half a mile away. It is a matter of much practical importance that they shall

be able to estimate distances with a fair degree of correctness. Suppose you ask your pupils to-morrow morning to tell how far it is from their homes to the school building; let each one tell. Then ask if there is any way of finding out. Some will remember having

Have

seen men "pace off" a lot or a room. them count the number of steps between the school and their house when thay go home at noon. Next, each must know the average length of his steps. By walking on soft ground and measuring the space between footprints this can be found. Now they can determine the exact number of feet, which should be reduced to fractions of a mile. will give each one a unit of measurement with which to determine other distances.

EXERCISE IN SENTENCE WRITING.

This

A pleasant little exercise in sentence writing for primary pupils has appeared in some of our educational journals. According to its directions the teacher is to place on the blackboard a number of words that the children have met in their reading lessons. Then dictate sentences each containing one or more of these words. If any child cannot spell these words, he can search for them on the blackboard, in that way becoming more familiar with them. The exercise has a threefold benefit, helping the child in reading, writing and spelling; and

as it may sometimes require an effort to find at word, it may have a little of the nature of the game of hide-and-go seek. For instance, fancy the following a section of the blackboard: shines, squirrel, brightly, to-day, yesterday, now, to-night, runs, grey, afraid, sun, the, very, fast, rabbit, was, moon, rains, Fancy these the dictated sentences:

The sun shines brightly, to-day. The grey squirrel runs very fast. The rabbit was afraid of me yesterday. The moon shines brightly to-night. If the words are not written in columns, the exercise has a little more of the nature of a game as it requires more searching to find the right word.-American Teacher.

our

A SENSE OF JUSTICE,

cator as Horace Mann did not consider himself above presiding over amusements of this kind, for, we are told by Mr. Root, in his "School Amusements," that at a teachers' institute held under the direction of Mann, in Massachusetts, the following was one of the exercises: "The teachers, ladies and gentlemen, arranged themselves on opposite sides of the room, forming, however, a continuous line, standing with their backs against the wall. At the request of Mr. Mann, the gentleman who stood nearest to him repeated the name of a town and gave its State or country. Perhaps it was "Boston, Mass." The final letter of Boston, n, was the initial letter for the next person, who gave, we will suppose, "Newport, R. I." T came to the third in order, who may have given "Trenton, N. J." Thus it went on." "No one may give a town

which has been given before," said the di

rector.

in "Seven Little Sisters." But the recitation on Direction went on with more than usual interest and we forgot the promise. The next morning we said, "I forgot the story last night, and I think I must make note of it and take twice the time this afternoon." Nearly two weeks afterward, one of the most troublesome boys was asked to wait after the others went home. We had not much confidence in him and were not surprised to see him pass out with the class. We said nothing and waited for the next day's reckoning. Before nine o'clock in came little Louis to say eagerly, "Miss, I forgot all about it last night, so I think I'd better stay twice as long to-night. Will that do?" We said "Yes, that will do just as well," and did not again refer to the matter. At night, Louis sat waiting for the talk we had had ready the day before; but we very soon learned that the mutual understanding of fairness had already done more for him than any words of reproof could do. We said but little about the faults, but allowed him to sit there much longer than was our intention, to satisfy his own ideas of justice.-Iowa Schoot Journal.

FOR UNPLEASANT WEATHER.

The circle or parallelogram of teachers was able to preserve its completeness during the

150 were somewhat puzzled to think of new towns, and others were in momentary difficulty when the letter which came to them was a Y or a K, or a Z. Towns which begin with E also became scarce.

At the conclusion of this round, Mr. Mann remarked that some distinct rules were necessary before entering upon the second round. After saying that towns might be mentioned from any part of the world, he laid down the following rules: Any one repeating the name. of a town; any one failing to give the State or country to which the town belonged; or any one failing to give a correct name, within one minute by the director's watch, must sit down.

He remarked, also, that as the victory would belong to the last one standing, it became all to give such names as ended in a difficult letter for his or her successor.-Western School Journal.

I.

INDUSTRIAL PRIMARY ARITHMETIC.

pound.

2.

Name five things that are sold by the

There are 16 oz. in a pound. Find how many ounces in 2 pounds of sugar; in 2 lbs. of tea; in 3 lbs. of rice; in 5 lbs. of raisins; in 43 lbs. of nails.

3. A hall is 3 yards long and 1 yard wide; how many yards of carpet one yard in width will it take to cover the floor? Another hall is 4 yards long and 2 yards wide; how much carpet a yard wide will it take to cover the floor? How much carpet would it take to cover the

same floor, if a strip is left uncovered yard wide on each side of the hall?

4. A room is 4 yds. long and 4 yds. wide; how much yard-wide carpet will cover the floor? How much carpet that is yd. wide?

5. I have a room 5 yards long and 4 yards wide. I wish to buy a rug 4 yards long and 3 yards wide; how much margin will be left around the rug?

6. There are 160 square rods in 1 acre. How many rods in 9 acres? How many acres in a field 32 rods long and ten rods wide? Give the length and width of another field of a different shape, but having the same area.

7. One-sixth of 240 is how many more than one-ninth of 270?

8 If you go to bed at 9 o'clock and get up at 7 o'clock, how many hours do you lie in bed in one night? How many hours in one week?

9. How many hours are you in school in one day? How many hours are you in school in a week?

PROVERBIAL SAYINGS AND THEIR AUTHORS.

Shakespeare is, of course, the world's greatest coiner of proverbs. All his works abound in sayings which have become current in the speech of modern nations. We are indebted to him for "All is not gold that glitters," "Comparisons are odious," "Make a virtue of necessity," "Count their chickens before they are hatched," "Screw your courage to the sticking place," "They laugh that win," "The short and long of it," "A Daniel come to judgment," "Look before you leap," "Make assurance doubly sure," "Christmas comes but once a year," "As merry as the day is long," and a long list of others almost equally familiar. Dryden has bequeathed to us "Through thick and thin," "Men are but children of a larger growth," and "None but the brave deserve the fair."

To Thomas Tasser, a writer of the sixteenth century, we owe, "It's an ill will that turns no good," (corrupted to "an ill wind that blows no good," "Better late than never," "Look ere thou leap," and "The stone that is rolling can gather no moss"-shortened to "A rolling stone gathers no moss."

Cowper has given us, "Variety's the very spice of life," and "Not much the worse of [usually quoted for] wear. "Man proposes, but God disposes," was first said by Thomas á Kempis. "All cry and no wool," is found in Butler's Hudibras. "No pent-up Utica contracts our power," belongs to Jonathan Sewell.

"Of two evils I have chosen the least," (usually quoted "choose the least,'') and "The end must justify the means," are found in the writings of Matthew Pryor. "Richard is himself again," comes from Colley Cibber. Christopher Marlowe is the author of the sentiment "Love me little, love me long." There was poetry as well as law in Edward Coke's assertion that "A man's house is his castle."

From Milton we have derived the phrases, "Moping melancholy and moonstruck madness," "A wilderness of sweets," and "A paradise of fools."

Edward Young moralized for all succeeding time, when he wrote, "A fool at forty is a fool indeed," "Death loves a shining mark," and "Man wants but little here below nor wants that little long."

Few people know that Washington Irving was the author of the familiar phrase, "The almighty dollar," or that Thomas Morton was the first to propound that momentous question, "What will Mrs. Grundy say?" The oftquoted sentiment, "Millions for defence, but not one cent for tribute," belongs to Charles C. Pinckney; and the immortal characterization of Washington, "First in war, first in peace, and first in the hearts of his fellow-citizens" (not countrymen), appeared in the resolutions presented to the House of Representatives, in December, 1790, by General Henry Lee.

"When Greeks join Greeks then comes the tug of war," was uttered by Nathaniel Lee, in 1692.

The expression "topsy-turvy" originated in an odd way. When turf is used for fuel, it is laid out to dry with the upper side down. Thus arose the phrase, "top-side turf-way,' pronounced "topsy-turvy," and meaning upside-down.

"Every man a brick"- the origin of this phrase is historically interesting. Plutarch tells us that, on a certain occasion, an ambassador from Epirus, on a diplomatic mission, was shown by the King of Sparta over his capital. capital. The ambassador had expected to see massive walls encircling the city, but found as yet nothing but the house-walls of the inhabitants. "Sire," he said, "I find no walls reared. for the defense of your capital city. How is this?''

"Sir Ambassador," replied the King, "Thou canst not have looked carefully! But come with me to-morrow morning, and I will show you the walls of Sparta.'

Accordingly, the following morning, the King led his guest out upon the plain, where his army was drawn up in full battle array, and

pointing proudly to the shining ranks, he said: "There thou beholdest the walls of Spartaten thousand men, and every man a brick!"

HINTS FOR PRIMARY WORK. With children who have been in school four or five months I try what I call the "book-making lessons."

Taking the double-ruled paper on which the children write, I cut it into sheets of uniform size, measuring perhaps five or seven inches. At the close of the day's work these sheets are distributed among the children and they are requested-not permitted to take them home, find the picture of a cat, cut it and paste it neatly at the top of the page, and in the remaining space to write one, two or three things about the cat, as your fancy chooses. On another day they are asked to prepare leaflets about the dog; then about a plant, a house, a man, etc. These papers are brought back to school, the writing and spelling commended when possible and corrected when necessary. You are soon able to ascertain what errors the children seem inclined to make in spelling and writing, and can gauge your work so as to help them to the best possible advantage. Pin the best work upon the wall for a few days as an ideal and stimulus to the weaker children. Ultimately put all the pages together, tie them neatly and make a book for the children's reading table.

I would have this work come from the children by their own glad, free will, and in no case by compulsion.

Do you wish to strengthen a child's power for observation?

Let him make a small book for leaf-drawing. Collect and press as many leaves from trees as is possible. Then let the child trace a leaf upon each page of his book, putting in the veins after the outline has been drawn, by carefully studying the leaf. If the veining is well and plainly done, write the name of the leaf with pen and ink at the bottom of the page. The child will work earnestly and accurately in order to get the "name in real work."

Denominate numbers should be taught during the child's first or second year at school, while he still has à respect for material things. Pupils who have been in school a month have been having lessons in liquid measure. The gill, pint, quart and gallon cups were all introduced at the same time, and were called the members of the Pouring family.

Ask the little ones if they remember the boy and girl who "ran up the hill to fetch a pail of water?" A score of hands and twice

as many bright, laughing eyes tell you they are ready to answer rightly-"Jack and Jill.'

Then tell them you could not bring Jack, but you have a gill for them to see, at the same time introducing your smallest measure. This little introduction, simple and foolish as it may seem, will quickly and firmly fix the name of the measure, which, without some debut, would be remembered with difficulty.

Of course, but little trouble will be experienced in the fixing of the names pint, quart and gallon, since the majority of seven-yearold children are already familiar with these terms. The game of the dairyman supplying his customers with milk will soon lead to the learning of the table. If one child wishes to buy a pint of milk fill his cup by using the gill, and some one will be sure to say: "It takes just four of those gills to fill the pint." -Popular Educator.

CLASS MANAGEMENT.

The particular method of calling a class is, perhaps, of little importance; but be it so, a definite plan should always be adopted. One by which the pupils may rise, pass to the recitation seats and be seated in the least confus

ing manner. But whatever plan is adopted, it should be followed in every class uniformly.

Pupils should be required to rise from their seats when called upon to recite, and this, too, in as graceful a manner as they are capable of assuming. Propping their bodies, as it were, against the seats, should never be allowed. A definite plan should be adopted for calling on the pupil for what he knows.

Rarely have pupils recite in concert. This may be done sometimes to save time. Never permit a pupil to speak without first raising his hand, or in some way being recognized by the teacher, for respect as well as good manners should be shown. Never allow the disgusting habit of snapping the fingers. Do not always call upon those who raise their hands to answer, but frequently call upon those who do not raise their hands.

It is not a good plan always to follow the same routine. Call upon the pupils promiscuously. Usually do not have the class raise their hands for criticism until the pupil has ceased reciting and then not to point out the defects of the recitation entirely, but a few of the good points as well. SUBSCRIBER.

PRIMARY READING.

Teachers who have never seen what is actually done will hardly believe it possible, but in the Cabot Primary School, Brookline, we have seen what has been noted in a lesser de

gree in many other places. The children in the upper primary grade have memorized the whole of Paul Revere's Ride," "The Children's Hour," "The Village Blacksmith," and extensive selections from "Hiawatha."

They recite these individually and in concert with surprising beauty and correctness of inflection, emphasis, expression, and personality. It is better done than it would be by most grammar or high school pupils. Nor is

it mere imitation. They know what it means and can tell in their own language. They know about the connected history and associated geography. They are zealously interested, and it is to them a thing of life. It lifts the language and reading lessons high above all mechanical or routine work. Try it in your own school and see how far it is possible.-American Teacher.

BARGAINS FOR SCHOLARS.

A queer little man kept an alphabet shop,
And out from his counter hippity hop
He danced until he was ready to drop,
Singing and shouting with never a stop:
"Come in little scholars

With your bright silver dollars,
Or if you've not any

Then come with a penny.

I have bumble B's

And marrowfat P's
Some Chinese Q's
And Japanese T's,
A flock of J's,
And lots of E's,

And perfectly beautiful dark blue C's;

This is the place to buy your knowledge

At cheaper rates than are given at college."'

Then he'd draw a long breath and spin like a top, This queer little man in an alphabet shop.

-Anna M. Pratt, in January St. Nicholas.

CONTRIBUTIONS.

COLUMBUS DAY IN WISCONSIN.

In that great national movement which was instituted partly with an idea of paying due homage to the great discoverer of the fifteenth century and partly with the purpose of increasing historical interest and stimulating patriotism in the school children, Wisconsin was not behind her sister states. Indeed, it is to be questioned whether in any other state department more complete records are on file as to the celebration of the day in every corner of its territory.

Wisconsin numbers at present five Normal Schools, five charitable or reformatory institutions, 189 High Schools (and lower departments or wards connected therewith), and 70 county superintendents. Complete records upon blanks mailed from the State department have been returned from all of these excepting the following:

Eau Claire High and City Schools.
Marinette High and City Schools.

Platteville High School.

Wonewoc High School.

Superintendent of Iowa county.

Superintendent of Monroe county.

Superintendent of Oneida county. Superintendent of Pierce county. Superintendent of Sheboygan county. According to the returns already received, 2,724 separate departments in the various city and village schools of Wisconsin engaged in exercises appropriate to the day. The exercises were mainly based upon the official programme furnished by the national committee, and upon the Columbian Circular of fortyeight pages, issued by the State Superintendent. The following plan seems to have been quite generally followed in the graded schools: First Exercises in the separate departments suited to the grade of the pupils and consisting of selections from the Columbian Circular. Second-Parade, salutation of flag and rendering of the official programme by the combined departments or wards. In the first case rooms were generally gaily decorated with American flags, with here and there a sprinkling of the red and orange of Spain; portraits or busts of Columbus occupied prominent places, and occasionally blackboard stencils of fifteenth century scenes served to educate both pupils and patrons. In the sec

ond case there were martial music, G. A. R. veterans, civic societies frequently and long lines of well disciplined children. Appleton and Oshkosh each report **3,000 to 4,000 children in line;" Green Bay, Sheboygan, Mineral