to drop all of them, consider it a burden. The time given to this work varies from five minutes a day to an hour a week. One teacher says she gives very little time in school, but the children come five minutes before school-time, gladly, to bring their collections and to talk about them.

If we may draw a safe conclusion from the reports (and they are the most reliable source at command) we must conclude that a large amount of systematic work in elementary science is being done in Plymouth County. I may add that I have visited several towns and observed the work and find the same methods are pursued in the different parts of the county, and I have not found a school that was not doing something.

In conclusion I wish to say that I entered upon this work with some hesitancy. Not because I had any doubts of its value, but because of the effects on the other studies. I had two fears: First, that the over zealous teachers would neglect the regular work, and so I charged all of them to first be sure the other studies did not suffer by the introduction of this. This, of course, did not stimulate them in the work. I have watched carefully but have failed to find that any teacher has, in the slightest degree, neglected the regular work. My second fear was that some teachers would say that they could not do the regular work and this also. My mind was made up to say to such, "then drop the nature study." But, I haven't had a chance to say it. My fears of its practicability having thus been dispelled, I am heartily in support of the work. I believe this study opens new avenues to knowledge and happiness, and will enable the rising generation to read the pages of nature which to too many of our day are a sealed book.

DUTY OF PARENTS TO TEACHERS.

MAN

ALICE HAMILTON RICH.

ANY articles are written, many speeches made on the duty of teachers. Almost superhuman efforts and results are expected of them. The world itself, as in the days of St. Paul at Ephesus, on the subject of religions, seems to have run mad on the subject of education. Institutes, training-schools, and the weekly or monthly teachers' meeting, are made use of to train

teachers in both practice and methods of teaching. The educational journal writes wisely and well upon all subjects that will instruct the teacher how to teach the pupil, and rule in the schoolroom; but how seldom we hear or read of the parents' duty to the teacher.

A teacher may have the wisdom of Solomon, the patience of Job and the loving spirit of the Master himself, and yet fail in accomplishing the best results because hindered, nay, often wholly blocked in his or her efforts by the unwise parent. By one careless speech or worse, by an unkind criticism given by a parent before the child, the patient work of months for the child's good may not only be made ineffective, but future good to that child. be also impossible.

This is a

case where there is less danger to be feared from an ignorant, uncultured and uneducated parent than from one who has had superior advantages. In proportion as the child respects the parent, in that proportion are his words of praise or censure productive of results for good or ill to him. The child of an ignorant parent in time learns that the teacher, in some things, at least, is his parent's superior, and will respect the teacher's words and acts, even when they are found fault with by the parent; while the child of parents who are either the peers, or superiors of the teachers, in culture, intelligence or education, will undoubtedly judge the teacher largely by the estimate made by father and mother. For the child's sake, I plead with fathers and mothers to uphold the teacher, I had almost said, right or wrong; I will modify that statement by saying, unless it be a matter of gravest importance, do not side against the teacher. If there be a matter of principle involved, and after remembering that "Mercy seasons justice," and hearing both sides of the question, an impartial judgment finds a verdict against the teacher, and it seems best that the child should know your decision, take care that it is given in such a way that he will see not only that you regret the matter but believe that the like will not again occur; and show both by words and manner that the teacher still has your confidence. Even a child may be taught not to condemn wholly for one offense. So grave a matter will not often occur. Our teachers in the main rule wisely and well. If they, being human, err, it is much better that the child should not be encouraged either in the knowledge or condemnation of the error. It is

possible, nay, highly probable, that the fault is largely the child's. What parent can say that his or her child is faultless in conduct at home?

I have known parents who complained of their children as being exceedingly difficult to manage at home, yet very indignant with teachers because they had trouble with the same children at school. Indeed, these are the ones most likely to complain.

Others, whose children are comparatively good at home, or even very good under the eye of their parents, are not always models of propriety at school, and this the parents are unwilling to

believe.

Others, and would they were legion - having human children, with the usual characteristics of natural children, are ready to think that a child at school is very likely to occasionally do wrong, and be in the wrong, and that the teacher is not a natural enemy to the child, or desirous to be in open conflict with the wishes of the parent.

There are two views of this subject; duty to the child, which can only be done by supporting the measures of the teacher, as far as possible; and duty to the teacher, because he or she is the teacher of your child, and thus entitled to your respect, consideration, and often, your warmest regard and appreciation. Let me give an illustration of the effect of unwise influence by a mother upon her child.

A bright but pert little girl, with whom the teacher had been long and patiently laboring, hoping to obtain an influence over her which would result in good, finding all devices fail, said, “I will have to write a note, or see your mother, in regard to your conduct." The child replied, "I don't care; she will believe what I say and take my part!" And the child told the truth, as the result proved, and afterward was even more intractable than before, because she had her mother's sympathy and support in the supposed grievances of the child. The teacher was told "that she ought to be careful not to have favorites in school, but treat all the children alike," inferring that injustice had been done her child by favoritism to others, when the fact was that more time, thought, anxiety and care had been given to this child than to any other in school.

Another illustration in the same school, is as follows:

A boy, from being an obedient, respectful boy, became saucy,

inattentive and exceedingly trying to the teacher. She bore with him for a time, hoping it was but restiveness under authority, not open rebellion, and would soon be over, but finding all measures fail with him as with the girl, said, "I will see your mother." Not quite believing she would do so, he continued his troublesome ways, and his teacher called upon his mother, and kindly but frankly told her of her son's conduct. Grieved to hear the report, she yet thanked the teacher for her interest in her boy, and promised to do all in her power to help the teacher, both at home and in school. There was no suggestion that the fault was with the teacher. The boy was dealt with lovingly but strongly at home. Note the difference in results in the conduct of the two children. This one became thereafter respectful and obedient in school. I do not say he became a model of propriety at all times, few children are, except in books; but a crisis in the boy's life was safely passed. He had learned to respect rightful authority at school, and thus through the wisdom of his parents was being fitted to be a good citizen when he became

a man.

What of the future of these two children? Teachers, how many like instances could you give? Parents, to which class do you belong?

Thus far, I have had mainly in mind the child's good. What shall we say of our duty as parents, to the teachers of our children? I believe we owe them the most careful consideration, respect, and unlimited gratitude. They do for our children what we cannot do for them. The father, carrying a load of business cares, Atlaslike, upon his shoulders; the mother, busy care-taker for her household, cannot do for her children, in addition to what she is doing, had she the ability, - what is usually well done for them. by the teacher. Having neither ability nor strength to do this, how can she be other than grateful to the one who is carrying her burdens for her and thus "fulfilling the law of Christ"?

Fathers and mothers, take time and thought for, interest in and speak helpful words to, and for the teacher of your children! If you will not do this, in the name of justice to them, and for the sake of the irreparable injury you may do your children, refrain from thoughtless or unkind criticisms of life, methods or manners of those teachers in the presence of your children!

Teachers, take courage, your faithful work is appreciated by many, if not all, of the parents of your and their children.

THE UNIVERSITY SPIRIT.

JOHN PIERCE, A. M., HARVARD UNIVERSITY.

WHEN men unite in any association or corporation, there

arises in each a new spirit, produced by the mutual stimulation and inhibition; they are no longer what they were in isolation; they have lost some narrow interests and gained some broader ones. The spirit of a university is the ideal of a community of scholars, the unity in thought of many diverse elements, the harmony in aim of widely differing opinions. This spirit is realized in different ways and to different degrees in the members of the university, but certain common features, by their intensity and combination, characterize this community of intellect and give it an individuality which distinguishes it from all other institutions of society. Harvard University is taken to illustrate what is true, in spirit, of any school that educates citizens of the world, - the world of nature and of men.

In viewing the different aspects of the university spirit, let us begin with the most mechanical, where the spirit is least free from the machinery through which it expresses itself.

The Spirit of Business. The beggar student found a congenial environment in an age when learning accepted as a gift what it despised as a base utility, and when the giver expected his reward in another world. In all its dealings with its students, Harvard teaches that fundamental distinction of economics, business versus charity. A gift is made to the University, through which it reaches a student, not because he happens to ask one who happens to be liberal, but because he promises to pay it back in future usefulness, and as security can point to good work already done. The corporation seeks good investments in stocks only that it may be able to make good investments in men.

The profession which is most protected from ordinary competition is the ministry. It is generally believed necessary to offer more inducements of a pecuniary sort to young men to enter this profession than any other. What follows in regard to the Divinity school would hold true much more of other departments of the