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begun to appreciate that "a comprehensive knowledge of that which we wish to modify," is an important element even in education.

Much remains to be done in the lines indicated. Mental Embryology is yet emphatically an embryo science. History, Philology, Archæology, and Ethnology have each an untold wealth of treasure awaiting some worker who will seek in these fields for help in educational lines. The time is not far distant, however, when we shall possess a physical and mental guide that will enable us to look for the buds of promise, and to cultivate them from the time of their appearance, when they are most plastic; and that will also enable us further to abort those tendencies which Nature has already shown to be no longer needed, and to retard or destroy such buds of personal or inherited variation as we may not wish to see developed in the mature individual. Here we shall find a guide that will revolutionize many of our accepted ideas in both physical and mental development, and enable us to produce results that shall far surpass the highest yet attained. Empiricism on one side and philosophy on the other have multiplied for ages, like the infusoria, by cell-division. At last there has been cell-union and a new birth or lease of life is the result. It is to science, this new life, that we owe the wonderful changes we have recently witnessed in all departments of human activity, and to science we look, as to the sunrise of a new day, for the greater changes which

are to come.

RICH IN POVERTY.

HELEN L. CARY, MEDFORD, MASS.

Man takes no note of me, yet I can still
Be housed with royalty, and share the thought
Of the Most High, and feel his ungrudged love.
Man takes no note of me; yet in God's will

I merge mine own, and sudden gleams have caught
Of his pure heaven, where human feet ne'er move.
He spreads before my soul philosophy-
What if my board be poor, and lacking cheer?
What if my raiment scanty? He draws near,
And clothes me with his own divinity;

No cold, no slight, can pierce its luminous fold.
I smile when I see others count their gold.
Balboa-like, I scale Life's peak and sing,
Possessing all in the name of God, my King.

Materials

Aims

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paper and pencils,
dictionary,

reference books,

no stated text-book,
author's complete poems,
manuals and text-books,
some of his prose works,

copy of "Evening Post" if obtainable,

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his "Homer to compare with other translations, map of (western) Mass.,

wood cuts and pictures (compare),

clippings from papers,

general scrap book for pupils' contributions,

dictionaries

of biography,

of allusions,

of mythology,

of quotations.

to look up references,

to make annotations,

to build up outlines and develop subject,

to fix habits of careful reading,

to write naturally and rapidly,

to criticise,

to get vocabulary,

all to lead to production.

talk and work with pupils,
directions given; little told,
life,

study

Method

character and habits,

his method of work,

oral and written recitations,

pupils refer to notes as one would in lecturing, note books.

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Personal appearance

Facts about his life

long gray hair and beard,
shaggy brows,

deep set eyes,

venerable.

insisted on use of good diction in his newspaper, scrupulous in personal cleanliness,

in diet almost a vegetarian,

regarded as having a strong temper,
careful to revise all manuscripts,
more practical than most poets,
get other facts and anecdotes.

[ Cooper,
Irving,
Hawthorne,

Contemporary authors Longfellow,

Whittier,

Emerson,
Poe.

The presentation of mere facts rarely arouses enthusiasm in our classes. Children enjoy stories and anecdotes relating to the early lives of our authors. They wonder if these great men were human and once young like themselves. Did they play and engage in games as boys do now?

Tell a lad that Washington transformed his playmates into an army, and soon there is another soldier-hero equipped with sword and buckler, and always in the lead.

If Bryant could do so much at ten years of age, may not some of our scholars attempt something they never thought they could do before?

The poor boys need encouragement. Whittier was very poor. Tell his story, and the "barefoot boy" listens, is interested, smiles, reads. He pictures the old N. E. farmhouse, a home comfortless at best; the stove, an open fireplace; the walls, chinky; books few and borrowed ones at that; humiliations and hardships borne in order "to go to school." But to Whittier poverty was no barrier. His power of will, his ambition and intense earnestness looked down at it with contempt. Earnestness with him was the mainspring of life. It conquered everything, even adversity itself. It is at the foundation of every true life. Get it and be a Whittier. The wealthy boy, especially if he live in the city, has many temptations, and unlike Bryant, finds pleasures more attractive

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