punishments are inhuman in their nature, and they should not be employed in any school.

8. Worrying a Pupil.-The teacher has no right to worry his pupil by irritating or vexatious talk. The kind of grumbling in which some teachers indulge hardly rises to the dignity of scolding. It is rather of the nature of faultfinding, If the child makes a mistake, the teacher is sure to complain. If he is guilty of some trivial offence, the teacher has an unkind remark to thrust at him. His conduct toward the pupil has a constant tendency to vex the child, and make him feel that the teacher glories in his mistakes and shortcomings.

9. Vindictive Punishment.-Here, again, the teacher forgets the object of punishment. The aim of punishment is not to gratify one's ill-temper or revenge, and the teacher must not punish in a spirit of this kind. It is safe, therefore, to say that he should never punish when angry, because all angry punishment is more or less vindictive.

10. Cruel Punishments.-All punishments that exceed the limits of moderation must be avoided. The statutes of most States make cruelty of punihsments a penal offence for which the teacher may be indicted. But cruel punishments do harm also by lessening the respect of both pupils and patrons for the teacher and his methods of govern

ment.

CAUTIONS.

Do not make threats of punishment in advance.
Adapt the punishment to the offence.

Do not try to make pupils learn by whipping for unlearned lessons.

Never inflict a punishment which is likely to make a pupil feel he ought to resent it.

Seek to use the minimum of punishment.

Be patient with the shorthcomings of your pupils.

Do your utmost to prevent faults, so as to avoid the necessity of punishment.

Punish only for wilful misconduct.

Do not reprove those who try but fail.

Do not expect perfect order in the school-room; children are children.

HINTS ON SCHOOL DISCIPLINE.-The routine work of the school-room should be so arranged as to present friction

and disorder, thus avoiding the necessity of reproof or punishment, and leaving the time free for study, instruction and recitation. Lessons should be given in the first days of the term to teach the pupils how to move together, to come and go to and from the recitation, to stand and to work at the board, to go out and in at recess. The prearranged order of movement will prevent collision and disturbance. In the first exercises, when the pupils are practising the movements, the directions should be definitely and quietly given. After the children have become accustomed to the order of movement, a signal may be substituted for the complete direction. This should be slight and quiet. Noise does not command attention. Let the voice be low, clear and decisive, impelling quiet, thoughtful attention to the exercise. All directions, whether by word or signal, should be exactly followed by every pupil. The school should move as a unit. Reiteration of commands makes them meaningless. Many occasions of disorder in the school-room would be prevented by a right apportionment of lessons, adapted to the capacity of the children, and varied from day to day so as to secure interest. The mischief found for idle hands to do" can be banished by work alone. Careful preparation of the day's lessons beforehand makes the teacher ready with task, material and directions. Each pupil knows just what to do, when to do it, and how. The need of questions and comment is obviated by the concise directions. Pupils can be trained to distribute pens, pencils, paper, etc., quietly and expeditiously in some definite order, thus relieving the teacher for more important work, and creating in them the spirit of helpfulness. The teacher's preparation for the teaching exercise or recitation enables her to present her subject in a manner interesting to the pupils, to illustrate vividly, and to be free from all need of reference to the book. Thus she can hold the attention of the pupils. Beyond the careful preparation for her lessons and the details of the school-room work, the teacher needs sympathy with child life, and power to put herself into the child's place. Many an offence against the rules of school is committed thoughtlessly, yet is treated by the teacher as if it were an act deliberately intended. Such an assumption on the part of the teacher leads to wilful disobedience later, for it stirs a sense of injustice, which rankles in the child's

heart long after the teacher has forgotten the offence. She should learn to judge from the child's standpoint, in order to see both sides, and to deal justly. The wise teacher often shuts her eyes to misdemeanors which would be emphasized by open reproof. The attention of the school is attracted by the reprimand to faults which otherwise would never be seen. A quiet word to the offender, a look or sign, a conversation after school, when nobody else knows, are better than the open correction. The teacher's manner, in necessary direction, should assume the intention to obey. not antagonism. Her attitude towards the childs does much to determine his. Rules of action should be decreed only when occasion demands them. The reason for them will then be apparent, and they will not seem to the pupils arbitrary exercise of authority. Once made, they should be carefully followed. Penalties should be in line with the offence when possible. The child who cannot play with his mates without quarelling must take his recess alone. The abuse of a privilege should be followed by its withdrawal. Punishments may and should be slight but certain. The teacher's even and steady persistence in the course she considers right counts for more than undue severity.-Way-marks for Teachers, by Silver Burdett & Co.,

Boston.

PICTURES.-An exchange says there are two main uses for pictures in schools; one to exercise and develop the æsthetic sentiment, or the feeling for beauty-with which object the walls of the class-rooms, halls, and corridors should be hung with pictures; the other to convey information to the mind, to fix it there, and to exercise the faculty of constructive imagination. With regard to the latter use it may be pointed out that it has long been accepted as an axiom that the best explanation of a thing is the sight and study of the thing itself; and the next best is a photograph or exact unembellished picture of the thing. This mode of explaining and conveying information has been largely used from quite early times, but is still capable of considerably greater development-especially in the departments of geography and history. But besides conveying information, pictures may be used, and indeed are almost indispensable, for the cultivation of one of the most valuable of the intellectual faculties-the constructive imagination; both when the mental images constructed

are exact or nearly exact copies of some original which exists or has existed (as in geography and history), and when the constructions are new combinations of material already acquired (as in science and in art, both literary and pictorial); in which latter case-when the combinations. are new-pictures serve the purpose of suggestive models. The use of pictures as aids to the memory is too widely recognized to need more than mention. There is one misuse of them, however, which cannot be too often protested against; and that is in lessons of observation. In such cases pictures can never be properly used except when pictures themselves are the things to be observed. To study a picture instead of the thing itself differs hardly at all from studying a written account of the thing.

BREATHING EXERCISE. -The following breathing exercise, from the Teachers' Institute, will, if properly and persistently used, do much towards strengthening the pupils' chests, and will prevent to a large extent the so common and yet so dangerous contraction of the lungs, which one sees on all sides:

1. Place hands on hips; draw long breath; expel air suddenly. Repeat twice.

2. Draw long breath; raise hands to shoulders; expel suddenly. Repeat twice.

3. D. B. (deep breath). Stretch out arms horizontally; bring hands back to shoulders: expel. Repeat twice.

4. D. B. Send hands straight up in the air; bring back to shoulders; expel. Repeat twice.

5. D. B. Drop hands suddenly, letting arms be straight down at sides; expel at the same time. Repeat twice. 6. D. B. Drawing hands up to shoulders; expel. Repeat twice.

7. D. B. Place hands on hips; bend body forward from the waist; come back to erect position and expel the breath. Repeat twice.

8. D. B. Bend body backward from the waist; come back to erect position and expel. Repeat twice.

9. D. B. Bend body to right with hands still at waist; back to position; expel. Repeat twice.

10. D. B.

Bend body to left in similar manner; position; expel. Repeat twice.

11. D. B. With hands hanging easily at sides, bend forward from waist, then back; expel. Repeat twice.

12. D. B. Bend back from waist, then back; expel. Repeat twice.

13. D. B. 14. D. B.

Bend body to right and expel.
Bend body to left and expel.

Repeat twice.
Repeat twice.

EXAMINATION PAPERS FOR THE SUPERIOR
SCHOOLS.

ENGLISH GRAMMAR (GRADE III. MODEL SCHOOL OR I. ACADEMY).

SECTION I.

1. Write out one after the other, each separate from the other by a line, the clauses of the following passage from "The Deserted Village":-

Thus to relieve the wretched was his pride,

And e'en his failings leaned to virtue's side;
But in his duty, prompt at every call,

He watched and wept, he prayed and felt for all;
And, as a bird each fond endearment tries

To tempt its new-fledged offspring to the skies,
He tried each art, reproved each dull delay,
Allured to brighter worlds and led the way.

2. Give the particular analysis of all the clauses that are not in the last sentence. Underline the predicates of these clauses. 3. Parse the words printed in italics.

SECTION II.

4. "Birds fly." Parse both words in full and explain every grammatical term you have to use in doing so.

5. Write all you know of the Indefinite Pronouns, as they are treated in Meiklejohn's Grammar.

6. What is an auxiliary? Name five auxiliaries and write a note on each of them.

SECTION III.

7. Give the first person plural of the verb "to strike " in all the tenses of the indicative mood passive.

8. Enumerate the various forms of the relative pronoun and write a note in connection with each.