they think of our good faith when they see that a New York paper has come out with the article entire ?"

Under the copyright laws if the violation is proved against the Telegram, its proprietor will be liable in damages to the extent of $1 for every copy of the paper containing the article. In the Telegram's case this would be about $16,500. — N. Y. Sun, Sept. 30.

THE GRAND FALLS OF LABRADOR.

The Grand Falls of Labrador are nearly twice as high as Niagara, and are inferior to that marvelous cataract in breadth and volume of water only. One of their most striking characteristics is the astonishing leap into space which the torrent makes in discharging itself over its rocky barrier. From the description given of the rapid drop in the river-bed and the coincident narrowing of the channel, one can easily understand that the cumulative energy expended in this final leap of the pent-up waters is truly titanic. If a substratum of softer rock existed here, as at Niagara, a similar "Cave of the Winds" would enable one to penetrate a considerable distance beneath the fall. The uniform structure of the rock, however, prevents any unequal disintegration, and thus the overarching sheet of water covers a nearly perpendicular wall, the base of which is washed by the waters of the lower river. In spite of the fact that no creature, except one with wings, could hope to penetrate this subaqueous chamber, the place is inhabited, if we are to believe the traditions of the Labrador Indians. Many years ago, so runs the tale, two Indian maidens gathering firewood near the Falls were enticed to the brink and drawn over by the evil spirit of the place. During the long years since then, these unfortunates have been condemned to dwell beneath the fall, and forced to toil daily, dressing deerskins, until now, no longer young and beautiful, they can be seen betimes through the mist, trailing their white hair behind them and stretching out shriveled arms toward any mortal who ventures to visit the confines of their mystic dwelling-place. The Indian name for the Grand Falls-Patses-che-wan-means "The Narrow Place where the Water Falls. Like the native word Niagara- "Thunder of Waters"-this Indian designation contains a poetic and descriptive quality which it would be hard to improve.

From the point where the river leaves the plateau and plunges into the deep pool below the Falls, its course for twenty-five miles is through one of the most remarkable canons in the world. From the appearance of the sides of this gorge, and the zigzag line of the river, the indications are that the stream has slowly forced a channel through this rocky chasm, cutting its way back, foot by foot, from the edge of the plateau to the present position of the Falls. Recent investigators estimate that a period of six thousand years was required to form the gorge below Niagara Falls; or, in other words, that it has taken that length of time for the Falls to recede from their former position at Queenstown Heights to their present location. If it has taken this length of time for Niagara Falls to recede a distance of seven miles by the erosive power of the water acting on a soft shale rock supporting a stratum of limestone, the immensity of time involved by assuming that the Grand River canon was formed in the same way is so great that the

mind falters in contemplating it, especially when it is recognized that the escarpment of the Grand Falls is of hard gneissic rock. And yet no other explanation of the origin of this gorge is acceptable, unless, indeed, we can assume that at some former time a fissure occurred in the earth's crust as a result of igneous agencies, and that this fissure ran in a line identical with the present course of the river; in which case the drainage of the table-land, emptying into the Grand River, would follow the line of least resistance, and in the course of time excavate the fissure into the present proportions of the gorge.-Henry G. Bryant, in the September Century.

PRESENT DAY HANDWRITING.

The physicians, merchants, and cranks of the continent are making a vigorous protest against the handwriting of the present day. While everything else educational has improved, the handwriting has deteriorated, if anything. It is a rare exception to find any one who can write so that it can be read easily, and not infrequently people write so that it is impossible for any but an expert to know what was intended. It is a great expense to every newspaper office, the delays caused by unintelligible writing. The newspapers rarely refer to the subject, in asmuch as editors are of all men the greatest sinners in this regard.

The schools, however, have no excuse for not sending into the business world good writers. The demand is for a hand that is easily read, for reasonably rapid penmanship, for ease to the penman. The statement has been officially made that in the United States as a whole, or in any section of it, "there is not more than one in a hundred who writes a decent, legible signature." One who was in position to know says that ninety per cent. of the young men who apply for positions write with a slovenliness altogether inexcusable.

As regards the intentionally unintelligible handwriting so fashionable in cultured circles, we have nothing to say other than to express utter disgust at the thought that a fad so infamous can be made the test for social prestige as it practically is in some minds. For that unintelligibility which comes from a life-long habit of carelessness born of over-much writing with the thought upon the thought we have the deepest sympathy. They are helpless.

The bad writing that is wholly inexcusable is that which results from a "good copy-book hand," wrecked by the necessity of writing rapidly when the thought can not be upon the length of the loop, the slant of the stroke, the dilicacy of the hair line, or the intensity of the shading. The schools must teach a hand that is rapid and as easily read as type. This must be applied in work until it shall be second nature to write legibly. No child has been rigidly taught when there is any noticeable difference between the copy-book work and the other school exercise writing and note taking.

The philosopher and expert tell us that the solutiou of all these problems lies in the vertical, or 90° hand. In this the nerve specialist sees the preventive of curvature of the spine, the occulist a preventive of near-sightedness, and the business man legibility. Be this as it may, it is well that public attention has been called to this fact and that teachers are to be taught and inspired to seek health and perfect vision and preserve patience by something better by way of handwriting.— N. E. Journal of Education.

MISS PLANWELL AT THE TEACHERS' MEETING.

BY AGNES STOWELL, PASADENA, CAL.

Fifteen minutes after the close of school saw the teachers assembled in Mrs. Principal's office, ready in body and mind for the meeting.

Just to sit in that office was in itself a means of rest and education. It was no stereotyped "School Office," with its big revolving chair, littered desk, and a row of straight-backed chairs on which the bad boys sent to the office squirmed and kicked, while awaiting an interview with the educational chief. No, the proper furnishing of this room was too good an opportunity to give the pupils an idea of decorative possibilities, for Mrs. Principal to let slip. One really fine etching, a few photogravures, and some photographs of works of art, were hung at proper height and distance on the walls, a few rugs partly covered the floor, light, graceful chairs, pretty, yet cheap, mantle and window draperies, etc., etc., made at little expense (save the etching), a charming, restful room, and one which might be copied in detail by many of the pupils, whose only idea of a parlor was a room furnished by a cheap velvet set, three mantle vases, and a picture of something or other in a gilt frame.

"Now, Miss Planwell," said Mrs. Principal, "tell us how you use poetry in your reading work?"

"O, you saw the reading lesson underneath the curtain," said Miss Planwell. "I wanted to strengthen the impressions the children were getting about the peaceful, drowsy quietness of that old green garden,' of which I had been reading them. I wanted to utilize to the utmost the mental activity aroused by the enjoyment in the poem. So in the supplementary prose reading I have them meet again some of the new words in the poem. In the little lesson which you saw underneath that curtain, was a talk between a brother and sister about the old green garden being a pleasant place for mamma to rest and take her afternoon nap, and how baby might like to sleep there, too."

"Yes, Mrs. Principal, there is great danger in spoiling the poetical flavor by a supplementary prose reading lesson, which is written for the sole purpose of giving additional reading work. Unless I can write a poetical, thoughtful bit of prose to supplement a poem, I do n't write it. The appreciation of the poem will carry all else with it. Seek ye first' the higher things, and the lesser things will be added thereto, applies here.

"After reading a poem I usually consent to place it on the board (my children regard it as a favor) so it may be copied into the books they keep to show their mothers.

"Those blessed Mothers' Books' are such a help in our reading work. You see that, as a usual thing, they are only permitted to write in them when they have finished all the work given by me. Then they write-!!

"I never ask to see those books, but you may be sure they are shown to me, and, as this is entirely a labor of love, you may again be as sure that but little careless work is done. As these books are taken home, read and re-read by their faithful compilers, I am always certain that all the words of any poem copied into a 'Mother Book' will be well learned. "At first they used to copy into them words or sentences,

the writing or the reading of which had been complimented by me, and the first few pages were somewhat as follows: sister catch has

O see the crab!

I can see his peg eyes.

Yes, mamma, I will take good care of brother, etc., etc. "Now, most of the books have quite a literary flavor. As I read them only poems of literary worth, only that which is beautiful appeals to them. As they are very anxious to read the entire poem to mamma, in the majority of the books they are careful to finish one poem before beginning another. Some of my little plodders will use their spare time during an entire week for that purpose.

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"Of course if they were not eager to do this copying, some for the real love of the work, some for the praise, and others -well-to escape being out of fashion (for Mothers' Book' is the fashion with my young people), I would be obliged to give more drill on the new words introduced into our poetry lessons. But now they, like the words introduced in our Science work, take care of themselves, provided the pupils really feel an interest in that which the words represent.

"I am also very careful not to persuade my pupils to appear more interested in my selections, or more refined in their taste, than they really are, but wait for the real honest growth which I am sure will come. For instance, the first of the term I read them The Cow,' by Robert Louis Stevenson. I quote the first stanza :

"The friendly cow all red and white,

I love with all my heart,

She gives me cream with all her might,

To eat with apple tart.'

"They enjoyed that very much, and most all of my class smiled rapturously when I read:

"She gives me cream with all her might,

To eat with apple tart,'

and begged to hear it again and again for the joy of those lines. Now they really prefer Mary Howitt's 'Mabel on a Midsummer Day,' Charlotte Young's 'Evening,' or Hogg's 'A Boy's Song.""

"Have you found any poem, Miss Planwell, so simple that first or second year pupils could read at sight?" said Mrs. Principal.

"Yes, I have found a few. William Blake's 'Little Lamb' is simple and beautiful, and was enjoyed by my young people, as was also a poem that Miss Margaret Schallenberger recommended to us-George Cooper's Only One:'

"Hundreds of stars in the pretty sky;

Hundreds of shells on the shore together; Hundreds of birds that go singing by;

Hundreds of bees in the sunny weather; Hundreds of dew-drops to greet the dawn; Hundreds of lambs in the purple clover; Hundreds of butterflies on the lawn

But only one mother the wide world over!'

"There is much more in that than mere learning to read,"

softly said the gentle, black-robed little substitute.-Popular Educator.

EVIL THINKING.

What if we look this question squarely in the face and speak plainly for once. Is it not true that evil thinking is poisonous to the brain? When a strong imagination once fills itself with the love of abominations and begins to expend itself upon forbidden pleasures, is not the brain tissue subjected to injurious strain? We know very little as yet concerning the action of the brain cells during thought production; but what we do know suggests that conscience in one form or other is the register of the effect which thought has upon what we may call the soul. The higher the nervous organization, the more effective will be this reflex register. Men of lofty genius may assume to eliminate conscience, but it is assumption and nothing more; the index will move with every thought. No enlightened imagination ever gave itself over to lechery and the filth of it without suffering from the recoil when it beheld the record on the dial of conscience. Freedom of thought is demanded. I do not deny this freedom; it is the world's safety; but there is the brerdth of a universe between freedom and the wholesome use of freedom. That which we call soul makes man a divine animal, and he owes to it the same care at least that he owes to his bodyhealthful exercise, pure food, a rich atmosphere. When he finds that certain substances injure and presently destroy his stomach, wisdom leads him to avoid them. Certain imaginings are destructive of the soul and will disintegrate the obscure but essential centres of life as surely as arsenic will irradiate death from the stomach to every cell of the system. We need not go very deep in physiological observation to become aware of a correspondence between the condition of the brain and the thought upon which the brain is fed. The gambler becomes a maniac sooner or later; so does the thief, the robber, the murderer for gain. These may never be violently mad; but in most cases the brain gives way in some serious degree. We say that a certain course of education liberates the mind and insures its health; but is not this too often a mere piece of thoughtless phrasing? Is not moral health usually lost sight of in the consideration ?— Maurice Thompson, in the New Yook Independent.

CONCERNING THE ONE CENT COIN.

Few of the present generation have any knowledge how the present one cent piece came into circulation. An exchange says that prior to the civil war the coin which represented one cent weighed exactly half an ounce. There were plenty in circulation for the population at the time, but when the war broke out it seemed as if coins of all denominations had been swallowed up. Tokens of various kinds were made first of cardboard, then of metal.

A small coin about the size of the present one cent piece was produced, having upon it various devices, such as "Not one cent," "Good enough for defense," "Our country for

ever." From six hundred to one thousand varieties of these tokens were made and issued. As they were taken to represent a cent by every body, those who had copper enough on hand, and could make or procure molds or dies realized a good profit from the making and issuing of these tokens. The size and weight were convenient, and the United States

government saw that the people were better pleased with the smaller piece, although comparatively valueless, than with the old half ounce coin.

As the object was to keep the subsidiary coins in the country, and as the people were content to use the smaller pieces, the experiment was tried in the issue of the "turkey buzzard" mixed nickel cent. They were larger, thicker, and heavier than the present cent, and did not please as well as the tokens had pleased. After trying two or three issues of the nickel coin, some with the flying eagle and others with the Indian's head, the United States government decided upon the present style of coin.-Business Educator.

CO-EDUCATION.

In the October Atlantic Monthly Miss Mary A. Jordan, at the close of her paper on the College for Women, thus speaks of co-education :

Granted that the woman's college has the lead in its freedom of experiment, it cannot hope to keep that for ever, and afterwards what ground is there for its separate existence? A very simple one, and one capable of expression in a single word-taste. Without pressing too far the interpretation of the phrase about the still air of delightful studies, or insisting upon the breathing-space provided by four years of exemption from certain of the experiences more imminent in the companionship of men, it is safe to say that there will always be women who will prefer, if they must study away from home, to do so in the society of women than of men. There are preferences for all sorts of exceptional and possibly inexplicable things. The woman's college is neither markedly exceptional nor inexplicable, and if it Is true to itself its future is assured. In the past, embarrassed as its workings have been. by misunderstanding and misadjustment its history has been most honorable. It has revolutionized the intellectual training of women without making them invalids or blue stockings. It has made them wiser and happier. It remains to complete the work by more adequately providing for the liberal education of the average woman, for the scholarship of the exceptional one.

PERSONALITY IN TEACHING.

It should be the pride of every earnest teacher to have his pupils say in after years, not that they learned so much Greek, or science, or mathematics, from him, but that he inculcated such habits of study as wielded a powerful influence in moulding their very characters. The personal power of a teacher does far more to accomplish this than any so-called methods that he may employ, though methods are not to be ignored. Great is the inspiration that the student receives from the live teacher with whom he comes in close contact.—Extract from a

paper by Rev. W. W. Gist, in Ohio Educational Monthly.

Not enjoyments, and not sorrow

Is our destined end or way; But to act that each to-morrow Find us farther than to-day.

-Longfellow.

GOOD MEN IN NORMANDY.

I like the Norwegians. All travelers here declare them perfectly honest. I certainly have not seen the slightest disposition on the part of any of them to deceive or cheat, and if trustfulness is an evidence of honesty, these people are wonderfully so. They have big keys to their storehouses and granaries-keys big enough to brain a man with. They are nearly always in the keyhole or hanging somewhere within reach of one feloniously inclined. At way-side stations, curiosities-sometimes of small silverware-are exposed in the public room where any one can easily carry them off. Farmhouses are left open when the whole family goes off to cut hay.

In some unfrequented localities the wayfarer goes to the storeroom, helps himself to milk and "flatbroed," and leaves on the table money enough to pay for what he has used. Frequently a post-boy (he is sometimes a man and not infre quently a girl or woman) has taken what I have paid for his dues, putting it in his pocket without counting. He always, however, sees what you give him as a gratuity and shakes you by the hand when he says "tak" (thanks). I gave a servant girl too much for our dinner. She was much amused when she followed me, that I should have made such a blunder. At wayside stations they charge ridiculously low prices, and, as far as I can learn, make no distinction in making charges to foreigners and home people.-Carter Harrison, in Chicago Mail.

BOUNDING THE UNITED STATES.

Among the legends of our Civil War there is a story of a dinner party given by the Americans residing in Paris, at which were propounded sundry toasts, concerning not so much the past and present as the expected glories of the great American nation. In the general character of these toasts geographical considerations were very prominent, and the principal fact which seemed to occupy the minds of the speakers was the unprecedented bigness of our country.

"Here's to the United States!" said the first speaker "bounded on the north by British America, on the south by the Gulf of Mexico, on the east by the Atlantic, on the west by the Pacific Ocean!"

"But," said the second speaker, "this is far too limited a view of the subject, and in assigning our boundaries we must look to the great and glorious future which is prescribed for us by the manifest destiny of the Anglo-Saxon race. Here's to the United States!-bounded on the north by the North Pole, on the south by the South Pole, on the east by the rising, and on the west by the setting sun!"

Emphatic applause greeted the aspiring prophecy. But here arose the third speaker, a very serious gentleman from the far West. "If we are going," said this truly patriotic American, "to lessen the historic past and present, and take our manifest destiny into account, why restrict ourselves within the narrow limits assigned by our fellow-countryman, who has just sat down? I give you the United States!bounded on the north by the Aurora Borealis, on the south by the precession of the Equinoxes, on the east by the primeval chaos, and on the west by the Day of Judgment!" -John Fiske, in The Intelligencer.

THE TWO CLASSES OF STUDENTS IN WOMEN'S COLLEGES.

At

The woman's college is in danger from its own success. Its growth has been unprecedented and unexpected; to a certain extent inexplicable. Among those who have been attracted is the social being. She would naturally find her proper place in the fasionable finished school, it might be thought. But she chooses college, as likewise does her prototype, the business man. They are alike in many points. Both are admirably competent and limited. Because they are competent they succeed in passing examinations for entrance to college and term examinations afterwards; because they are limited the examinations are neccessary; and because they worship their limitations they are a menace to scholarship. Nevertheless they have rights, and rights in the college, and a clear discrimination of these rights is due them. present the entire relation is ill adjusted. The social being is perfectly certain of her ultimate aims, but is quite at sea as regards those of scholars. She does not appreciate the fact that her seventy-five per cent. ambitions are eternally different from intellectual aspiration-in short, that she is a drag; nor indeed has the college appreciated this until a comparatively recent date. It is becoming daily more evident that some adjustment is necessary to secure their rights to the two The distinction between recontrasted types of student. quired and elective work afforded the college adequate protection for a considerable time. But now the better prepararation and the desire to have what anyhody else enjoys combine to make the average student inconveniently experimental. The result reverses St. Paul's dilemma. The weakness is not of the flesh, but of the spirit. The free growth of the scholar is obstructed, she hardly knows why. The mediocre performance of the society girl does not give satisfaction, but she firmly declares the injustice of finding fault with her. By honor divisions, by group systems, or by a compact course of essentials, the needs of one of these classes would be met, and free scope left for the other. The whole course must be subject to the friction from which it suffers at present. Then, again, the college for women has not made the most of its almost autocratic power. It is doubtful whether any other educational movement has had such generous and unquestioning support. In spite of all theoretical opposition, and in spite of a certain air of latent criticism, the colleges for women have had their own way.-Miss M. A. Jordan, in Atlantic Monthly, for October.

WATCH CRYSTALS.

To get the proper curvature for watch crystals, a sphere of glass about one yard in diameter is first blown, and from this the discs are cut by means of a pair of compasses tipped with diamonds. -Ex.

One remedy proposed for handling a fractious horse is to give him his own way as far as possible. For instance, if he insists on turning around, turn him farther around than he wants to go-a half-dozen times if necessary. If he will not turn and backs to the rein, compel him to go backwards in the direction you wish to go. He will soon prefer to move forward. - Our Animal Friends.

USE YOUR OWN METHODS.

You should become as familiar as possible with all approved methods and devices used in the school-room, but not for the purpose of copying them in your own wɔrk. Such an attempt will always result in failure. You must be yourself You must be yourself and devise your own methods if you would succeed. You may properly enough use your knowledge of the methods and devices of others as a help in preparing your own. Thus far you may safely go, but no farther. This doctrine the Teacher has frequently and earnestly urged. But young teachers, and sometimes even older ones, are strongly tempted to use, without modification or change, the cut and dried work that makes up so large a part of some of our educational journals and of the work of some institute instructors, so that it does not seem possible to repeat the caution too often or too strongly. The following extract from the writings of Dr. Stearns states in an impressive and pointed way what we have in mind:

"Good teaching is a direct, economical, and effective effort to accomplish clearly defined purposes with the pupils who are under instruction. Its excellence does not consist in the novelty, nor in its cleverness, nor in its peculiar methods, but in the effectiveness for the specific end in view and in the wisdom with which this end is conceived. This very evident truth is in danger of being lost sight of in the pursuit of new and ingenious methods; and not a few of the aids for teachers published in special journals for their use, serve only to obscure it. They tend to substitute haphazard glitter for substantial and consecutive work. They seem to say, 'Here is a fine thing all in shape for use; take it into your schoolroom to-morrow and see if the pupils will not enjoy it.' Many of them are pernicious in their very orm. Here, for example, is a lesson all worked out in the form of a dialogue between teacher and pupil. If it is used just as it stands it destroys the individuality of the teacher and makes the exercise a mummary for the pupil, since the printed answers must be put into his mouth to make the exercises go off properly. The matter of many of these is thoroughly trivial, and the manner of them characterized by a sickly smartness and goodishness which are very obnoxious. Such helps are pernicious. There is no place in any well-regulated school room for these made-to-order lessons. The best helps for teachers are those which lead them to think upon the purposes of their work and how most effectively to attain them. Those who can not profit by such helps ought not to be found teaching. educational journal can do your planning and thinking for you; and by attempting to do so it misleads you and weakens you If it is judiciously edited it may suggest to you new devices for accomplishing your ends, but you must see how to use them and when. Too many of these even may do harm, since teaching is for the most part straightforward work, not cunning contrivances. Some exercises helpful to teachers may also be proposed--language exercises, arithmetical problems, exercises in reading, geography, and so on. For the most part these are suggestive rather than exhaustive. Ingenious teachers can invent others of the type for their own use as they need them. Endless exercises can be devised in sentence building, false syntax, fractions, etc., but they have only a limited use. They are incidents of teaching, not its main reliance; good if wisely used for definite

No

purposes, but otherwise wasteful and perhaps pernicious. The best helps are always those that help us to help ourselves and this means that the best helps for teachers are not readymade lessons to be gabbled off to classes, but discussions of principles, suggestions to be carried out in your own way, stimulating articles with quicker thought or enthusiasm, and whatever stirs you to think for yourself and put your own best thought and effort into your work."-Ohio Teacher. SOME PROBLEMS WITH THE NINE DIGITS.

1, 2, 3, 4, 5, 6, 7, 8, 9.

1. Find their sum.

2. Find the difference between the sum of all and the product of the last three numbers.

3. Find the product by multiplying together every other number, beginning with 1.

4. The same, beginning with 2.

5. Find the difference between the two products in 3 and 4, and multiply it by their sum.

6. Find the product of all the numbers multiplied together. 7. Divide this product by their sum.

8. Find the difference between each number and 100, and find the sum of the remainders.

9. Multiply each number by itself, and find the sum of the products.

10. Double each number and find the sum.

11. Multiply each number by the last number, find the sum of these products, and divide it by the sum of the nine digits.

12. Find the product of the sum of the first three numbers by the sum of the last three, and divide this by the sum of the second three.

13. Find the difference between each number and each number multiplied by itself, and find the sum of the remainders.

14. Find the sum of the odd numbers, then of the even numbers, then the product of the sum by the other.

15. Find the least common multiple of the nine digits.Winthrop, in Educational Gazette.

WHAT A BOY DID.

This boy's heart ached because of all the children of New York who have to go barefooted, so he started a little paper 'called the Sunny Hour, with the idea of buying boots and stockings for them out of the profits. He canvassed for advertisements, and he canvassed for contributors, and found it all very up-hill work at first, but he did not give in. It is wonderful to think of that one boy's pluck and perseverance. Then he began to succeed, and went on succeeding, and the secret of his success, the young editor thinks, is that he was "working for others and so put his heart into it." The Sunny Hour is now in its fourth year. Kings, Queens, Rulers, etc., have written him permission to put their names on the list of patrons. He has subscribers all over the world. He

has given about three thousand eight hundred pairs of boots and shoes to the New York children, besides clothes and other things. That boy's name is Tello d'Apery. He was twelve years old when he started the Sunny Hour.-The School Newspaper.