ound me in the ge of this office. because I was he weed pollen o-day there is a done and beauthe unsightly uch needed im è indifference of -They seem to do not seem to ead in changing Children catch at home, other thus a reform er who leads the and see the reen tho you were em yourself and than to leave a anity. Plant a ou say farewell. he next position me most ladylike st gentlemanly bloom. ner. ay? n her way? she missed? fist, kissed? ay? hay. trayed, maid, paid? ? u know? d? pend? ork will end? Sam? jam, et tooth;" forsooth ? rt know? ove flow? hite bed, as shed, d? zil and Express. ways polite, the school-room everything is place; every lesson correctly assigned; a time-table Verily that man is an ideal to his pupils. Think Do not for a moment imagine that there are not great responsibilities on your shoulders simply because you only happen to have a little school of a dozen scholars at cross roads, thirty miles from the city. Our great men have been reared in just such places. They were not different from other boys-just as freckled, dirty, mischievous, and "thick-headed" as any you now have. They contained a spark of genius, however, and some good soul fanned it to a flame. There may be a spark in your little coterie; keep fanning. There are habits of taste to be formed in the schoolroom. These habits will be influenced more or less by the outside environments of the individual pupils, but that does not lessen the responsibility of the teacher. The lower the surroundings of the pupil the higher should be the ideal which the teacher sets before that pupil. The great storehouse of literature should be opened to the pupils, and a taste for reading developed. It is difficult to find any one who has had the blessings of even the most rudimentary education that does not like to read more or less. The choice will depend upon the refinement of taste. Take, for instance, the boy of thirteen or fifteen who will sit for hours thoroly absorbed in some cheap, wild-west, five-cent blood-andthunder novel, and he is only reading what suits his taste. He is at one stage of development. It only needs the right influence to reach that boy, and his taste will respond to the influence. Place biography in his hands at first, then historical fiction, and later true history and pure literature, and the deed is done. It is a crime for any teacher to know that a boy or girl is reading trash and not attempt to elevate the taste of that child. Again, the teacher owes it to his pupils to develop a love for nature. Not that silly, insipid, and affected admiration which denominates every object, tree, or color as "charming," "perfectly lovely,", etc., but a good solid and sensible love. Teach the boy or girl to see the beauty in the bluet by the roadside as well as in the stately oak at the foot of yonder rugged mountain. Teach nature in all her fulness and grandeur. Show the child how much he owes to the hard, unbending laws of that unseen force which we call nature. Teach him to see the beauty in the whole as well as in the arrangement of the parts. In other words, create a synthetic love as well as an analytical love. Too much. of our so-called nature-study savors of the dissecting What, then children that come to thei they may acce gaudy show. But the tea best energies being so it fa the result of c called there sh or two points others. Mista press too many be able to gra but two ideas. confound him t often we find h the teacher con to form those ha Rura By SUPT. A Library legislat in the greater nu commissions appc the rural districts Illinois 5,000 sc. schools have libr: upon their schoo over the school and how to obtain thus giving them years. Library teacher's requirem lect books, to arra pupils how to use This library ins given in the county The rural schoo number of years ag teachers. The lat sented the whole sc of individual rewa collection followed sometimes as prizes assisted the librariwith them other imp training in elementa of knowledge and th *Extracts from a pa Libraries. so it follows that each lesson assigned should be alt of careful preparation. Whenever a class is here should be a definite object in view, and one points should stand free and clear above all Mistakes are often made in attempting to imo many ideas at a time. The average pupil may to grasp one idea at a recitation and handle it, o ideas, unless very closely related, might so ad him that the entire time would be lost. Too we find haphazard work in recitations, and then cher complains that Johnny Smith or Tommy s dull and must be put back. The difficulty is h Smith and Jones, but with the mental pabulum served up to them. They can't digest it, and, sult, in a little while have dyspepsia of the brain familiarly known in high society as ennui, but it unts to the same thing. teacher should insist on neatness, conciseness, ctness. No exercise should be accepted which ot show on its face that it represents the pupil's forts. Why? Not so much on account of the ual recitation, or whatever it may be, but, rather, those habits so necessary to a successful busian. It is not so much what we learn in school as w we learn it and how well we are able to apply it. cram the child with a thousand and one disconfacts, dates, or rules. Teach consistently. Be al. Group ideas about a central thought. Be a pher in your teaching. Rural School Libraries. By SUPT. AGNES ROBERTSON, Cherokee, Iowa. ary legislation has been more or less considered greater number of our states and in many library sions appointed. The demand for libraries in al districts continues. In 1900 there were in 5,000 schools without libraries. Unless the 3 have libraries the pupils must depend for years their school readers for reading matter. Morehe school library teaches the pupils how to read w to obtain knowledge and pleasure from books, iving them a means of self education in after Library instruction becomes a part of the r's requirements. He must be competent to seoks, to arrange them, and above all to teach his how to use the books. library instruction to the teachers should be n the county institutes and teachers' meetings. rural school library movement in Iowa began a r of years ago by the county superintendents and rs. The latter at the close of their terms prethe whole school with one or more books in place ividual reward cards. Ways of increasing the ion followed and gifts were bestowed in due time, mes as prizes. Mr. George Schee, of Primghar, d the libraries in this way. The libraries bring em other improvements: Pictures, reading clubs, g in elementary library methods, and greater love wledge and the searching for it. sphere in which to exercise this virtue. Many persons outside of the teaching ra to me, "I could not teach school. I have tience to endure the mischief of the childre I conclude from this and many similar the general public and, perhaps, very many lieve that the school teacher is called upo much patience with misconduct in the class Now I am certain that we are confront widespread error. Most of the disorder i room lies in the mistake the teacher is mak cising patience in a wrong direction. I teachers to boast of their patience in this claimed to foresee perfect harmony, when me that everything was running to riot; fident that all would terminate well, while eac correct deportment was disregarded rejected. Correct deportment is the natural or school, and the teacher who fails to maint taken in her application of patience, or is to exercise it in the right channel. I have known parents to spoil what mig an orderly and happy family simply becaus too indolent to maintain proper discipline, ing under the mistake that it was their pare be long-suffering with their disobedient offs I believe the majority of teachers are their application of patience. To be patient w order, such as exists in some schools, is surel application of the virtue. True, it is son govern well, but it is greater trouble to g never humor myself when to do so will in rect deportment of the child. Many teachers begin improperly. They commendable deportment at first, fully i correct the errror in a few days. This is a mistake. Begin your work on the same pla you hope to end it, and never lose sig object. More children are injured by indolent parents and teachers than are infected b ent tendency toward anarchy. It is dang lenient toward evil doers in the home and shall sorely regret to see my child fall un ence. It does not matter how often you n straired to excuse a mistake in a child, any with insubordination is the height of folly. But patience if applied in the proper ch most necessary qualification the teach possess. When you have made the most lucid ex which you are capable, and the child says, comprehend," you should have patience to subject again. Over and over, time af every possible presentment, you should hold to view. Your patience may be tried, but channel in which you should exercise it. Patience to review each day. Patience to explain an indefinite numb that which seems clear to you should be cle explanation. Patience to wait upon the dull pupil an your exhaustion seems relief. Patience to prepare again the lessons y often prepared before, that you may be as fi tation as any member of your class. This is the patience it pays the teacher And this is the only channel in which she is Smedley, direc'. MacMillan, asir third year of at time, was deinto the physical en. There were urements of his rength of grip, ght, and endurth and national ful notes on any nent. For tests nvented by Mr. spirometer for ere tested, the the latter with graph, somewhat a test of endure strength. Its entimeters, time ol children were These included ry and two high garten in others. of this work were it, etc., for boys signed to be used he department's d been the whole 'hatever individsease, defects of or teacher, was >rms, the estabring children of he boys with the nt, this was the in the form of the department's ars old, if of orent, could be de 4 ft., 3 in. .2 ft. 4 in. 53 pounds 16 ft. lbs. 36 pounds 34 pounds 97 cu. in. ad type of an In all these retle ahead of the horter, 2 pounds cubic inches less x, her eyes and boy is fourteen nches (the major O; he weighs 94 ubic inches; his ds. 5 ft. 2 ft. 7 in. 94 lbs. 28 ft. lbs. 52 pounds 58 pounds AC The possession of material for such comparison ad libitum, this was the result of the child-study department's first year and a half of work. A labor more satisfactory, perhaps, than that of the next year because the more definite, but more statistical and so less interesting. The latter half of the work, extending approximately over fourteen months' time, may be looked upon as of two sorts: 1. The application to various school problems of the norms gained. 2. The approaching of the more difficult and delicate task of gaining a few psychological norms; these to be employed afterward along with the physical. Of the former, i. e., those of the physical norms, we shall presently speak more fully. Of the latter, the psycho-physical work, only a little can be said. It is both unscientific and uninteresting to dwell on a half finished task. Suffice it to say that the children's power of con- First, data obtained show no sex difference in memory Second, nothing points to the existence of a "memory cess, is another question. Growth of memory power is Third, visual memory is weaker than auditory in very Fourth, among the pupils more of the visualizers are above grade than those who depend on the auditory memory. Is this because in modern life the eye is the more useful sense-organ? Or, because school work is so largely planned for visualizers? The facts which raise these questions are still unsupported by sufficient quantities of data to warrant their discussion. Another psycho-physical test which promises to be most profitable in its outcome is that for quickness of movement, muscular control, this involving, of course, powers of attention. With a metallic pencil the child. taps as fast as possible on a platinum plate one-half inch square. Time allowed is thirty seconds; and the numhow of tona is automatically recorded. The records of Tatavu - example, m manual tra under discu partment w but to use t laboratories problems. To return work which the years 19 norms in cer First in th present cond: children to u. Adjustable de and expensive guess-work c small and med study departm this matter. responded with justable desks the best size fo now followed in The norms h aming special g system. Two school graduates mal school, were tion. This exar sicians appointed by the child-stud weight, strength sight and hearin seriously and irr refused admission amination is regu course and must young woman is child-study depar children in this 1 physical health is fulness as a teach Another group John Worthy scho in connection witl criminal and delin these boys are fou school boys of the averages of t ages from eleven lower than the no grip, endurance, al the even lower. Stren teen year old Joh the ordinary sixtee ing from these exa boys in the new Pa of these same boy: very common condi some of the defects. ticular care be giv much manual traini reside at the Parent the child-study depa in their oversight of But by far the mo possession of the not I at once, as they have been this year, when, for le, methods of teaching spelling and the effect of l training in the elementary school were both discussion. It is to be remembered that the deent was not organized for psychological research, use the means furnished by the psycho-physical tories as an aid in the solution of Chicago's school ms. return now to the other part of this year's work, which logically follows and depends upon that of ars 1900 and 1901, i. e., the using of the physical in certain specific problems. it in the desk problem. Any teacher knows that t conditions in most of the schools compel many en to use desks much too large or small for them. table desks are a comparatively recent innovation pensive. The result in our schools has been a work combination of large and medium size or and medium size non-adjustable desks. The childdepartment was asked for a recommendation in atter. By referring to average-height charts, it ded with a report giving the proportion of adle desks necessary for each school grade, and also st size for regular desks. These instructions are llowed in each new school when built. norms have also been used for reference in ex special groups of individuals in the public school 1. Two years ago for the first time the high graduates, before being allowed to enter the norhool, were required to pass a physical examinaThis examination was conducted in part by phyappointed by the board of education and in part child-study department. Measurements of height, , strength, and lung capacity were taken. Also and hearing were carefully tested and if found sly and irremediably defective, the applicant was admission to the normal school. The same exion is regularly given at the close of the normal and must be satisfactorily passed before the woman is allowed to teach. Physicians and the Eudy department look wholly to the welfare of the m in this matter, and no young woman whose l health is such as necessarily to impair her useas a teacher is recommended. her group examined yearly is the boys of the Worthy school. This is a public school maintained ection with the Bridewell, Chicago's prison for l and delinquent boys. Physically and mentally oys are found to be much inferior to the ordinary boys of the same age. In height and weight erages of the John Worthy boys were for the com eleven to seventeen years from 1 to 23% han the norms for those ages. In strength of durance, and lung capacity the averages were wer. Strength of grip, for example, of the sixar old John Worthy boy was 46% less than for nary sixteen year old high school boy. Resultn these examinations as to the treatment of the the new Parental school which will have many e same boys to deal with. Malnutrition was a mmon condition and was looked on as a cause of the defects. It was therefore advised that parcare be given to provide nourishing food and anual training. In the future a physician will at the Parental school who shall be a member of d-study department and shall aid the examiners oversight of the boys' physical condition. by far the most important work made possible by ion of the norms has been that done in the child measured and the results compared with the normal child of his age. General home and school environment, his conduc nesses, etc., are obtained. This is done and consulting at some length with his teacher. For usually at least one of th either the child's teacher or principal Lastly the child is closely observed thruou is in the room and careful record kept o and developmental defects or abnormali teacher and parent, conditions are then as far as may be, advice is given about ment of the child in school and home. I dren have been examined, 276 boys and great majority (231) of these from seven t old. Most of these might be put into one 1. Dull, but physically well. 2. Dull, and physically defective. 3. Bright, and very well developed physically (These brought in with the false idea that developed and should be held back mentally.) 4. Bright mentally but weak physically. 5. Very defective in sight or hearing. Thru the laboratory the child-study dep in a way as a general adjusting bureau for It is called upon to answer such questions a "For this child with very defective sight, is the ordinary class-room, or the department f "This child does well enough except in drawing suggestions to make ?" "Is there any explana or in arithmetic, and there he absolutely fails. edy for this child's fearful restlessness, making edy for this child's fearful restlessness, making hard to manage in the school-room?" "Is t inert child mentally defective, physically incapa indolent?" Are these ten or twenty pupils, asks, "backward enough mentally to warrant tion in a special room?" 66 All these queries the department answe may. If it recommends a special room, keeps watch of the pupils and often finds enough in a few months to sanction a retu to the graded room. This question of "segregation" remin true reason for the existence of the laborat work which it has in common with all stat institutions, a motive of which it never lo good of the large majority, the norma With their interests chiefly in view, all rea sought for the abnormal, and his segregati That it makes for the normal children's we or remove the seriously defective, no teac That the interest of the two classes genera an indubitable fact, most welcome to a After calling attention to the underlying I laboratory and to the fact that 360 child there examined and in a great many case needless to reiterate the importance of the work. In a word, then, the aim of the childment has been: 1st, A collection of data physical and psy help in solving pedagogical problems. 2nd, The use of those data and all other aid public school management of backward and dren. 3rd (And this work is only just begun), T to the teacher of facts and conclusions to assis hild him, doubtless, by t forth on school's in the revision of in the porch athisper fell on my the school already ins making a first erving of particue prefixed definite he youngest memt in a diminutive ostensibly a moleher, and their welhis part, characwas a woman of d ample scope in > of children, and pite their father's ersed in a tongue , coupled with the delayed the comy a year or two. sed their seventh ed to study, they glimpse of them. were serving their e who entered the a Norfolk jacket, ments by the simne side, and shortbuttons ran down the back had been arked resemblance ⇒ nether garments that in their case des, and the legs ove the knee. The ocks, and encased e resplendent with dcelluloid collar, large round eyes Erikingly like one favorite diversion ir elders. ted developments. nless, awestruck, om in which they at a pinch.) They heir surroundings, ir eyes alone, for Having in the thaw iniund it correct to take his part in the conversation, for he Whereupon their faces rippled into a smile of com- I had not yet uttered a single word, but I now turned round towards Sandy and asked him to tell me his name. The reply rather startled me. "Dod! man, isna he juist dune tellin ye that I'm Sandy? Are ye a wee thing dull o' hearin' ?" Then, seeing that I seemed rather taken aback, and out of the native goodness of his heart desiring to relieve the strain of the situation by giving a turn to the conversation, he dived into the pocket of his jacket and produced a bright red cotton handkerchief, wherewith he began to wipe his forehead, at the same time remarking, 'I'm terrible warm!" At this point an older member of the family appeared, and from him I obtained some facts regarding the exact names and age of the pair. The twins meanwhile retired slowly towards the door and passed into the porch, where they were immediately surrounded by an admiring and interested group of older children. The frequent bursts of laughter which punctuated the conversation led me to infer that the twins were affording surpassing pleasure to their audience. Half past nine had come, and I set about summoning my little band of disciples. The finances of the establishment did not justify the possession of a school bell, but I had in some manner become possessed of a whistle still bearing the stamp of a tramway company. Whether it was honestly come by is no matter here, but it served its purpose, and at the first blast my handful of children ranged themselves in their various classes along the wall, that their entrance might have a semblance of military order. This maneuver was entirely to the liking of the twins, who marched to the head of the highest class, Sandy leading the way with the exhortation, "Come awa' Aundra, my man! they're gaun tae play at sodgers." The rest entered into the spirit of the joke, and permitted the recruits to lead the way. Thus the pair entered on their chequered school career. 66 During the opening prayer they preserved a decorous silence; but no sooner had the Amen" been said, however, than a voice like that of a pilot was heard, "Look, Sandy! see the wee cuddy wi' a foal," and the pair dashed across the room to inspect their asinine acquaintance. I considered the time had come for impressing on them the fact that they had now come to school, and were no longer at liberty to obey the impulse of the passing moment. The difficulty lay in how to set about my task. One thing I felt was advisable-an interview as private as circumstances permitted. I conducted them to the very front of the room, and set the others to learn some spelling, hoping that, in the murmur inseparable from the task, our colloquy would escape those not concerned. Seating myself beside the pair, I enquired of the nearer twin whether he was aware of who I was. "Ken ye! fine I ken ye. Ye're the maister, an' ye hae a muckle black dowg." [Subdued titter from behind, where the murmur sank to the merest whisper.] I found that this mode of expression was characteristic of Andrew. He rarely answered a question without making an addendum of his own. Sandy, on the other hand, rarely answered the anastion at all To him I addrogged my next quorT us doon th tell you th "What did "He said was time w tae get oor their faces evoked whe What recke I straight impression, promising m all-Father By DR. CHARLE Teachers s house is ess houses have ligent use sho purpose. Bef doors and win pose of admi weather permi freely in the o noon, and rece room with fre windows. In free and unres the average sc are all right, b child nature school district school-room air at intervals, an are more unhea Teachers sho school-rooms s from the left o the light to shi window should 1 the whole windo these, school te shading the win Teachers sho and seats provid |