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ONE FOR EACH SCHOOL DAY.

Childhood shows the man; As morning shows the day.

-Milton.

Never stand to doubt; Nothing so hard but search will find it out. Robert Herrick.

Evil is unwrought by want of thought; As well as want of heart.-Hood.

Errors like straws upon the surface flow;

He that would search for pearls must dive below.-Dryden. The toil

Of dropping buckets into empty wells

And growing old in drawing nothing up.-Cowper.
The best laid schemes of mice and men

Gang aft agley

And leave us naught but grief and pain
For promised joy.—Burns.

Tis not in mortals to command success

But we'll do more Sempronius: we'll deserve it.-Addison. No good book or good thing of any sort shows face at first. -Carlyle.

Many would come to wisdom if they did not think themselves already there.-Bacon.

Life is a leaf of paper white

Whereon each one of us may write

His word or two, and then comes night;

Though thou have time

But for a line, be that sublime:

Not failure but low aim is crime.-Lowell.

We must take care of the beautiful for the useful can take care of itself.—Goethe.

I can easier teach twenty what were good to be done than to be one of the twenty to follow my own teaching-Shakespeare.

True ease in writing comes from art not chance.-Pope.
Tis only when they spring to heaven that angels
Reveal themselves to you, they sit all day
Beside you and lie down at night by you,
Who cannot for their presence, muse or sleep.
And all at once they leave you and you know them.
—Robert Browning.
Be fit for more than the thing you are doing.
-James A. Garfield.

There was never yet philosopher
That could endure the toothache patiently.

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There will be dedicated to-day in Philadelphia the Drexel Institute. It is a handsome structure, covering an entire block in West Philadelphia, providing for the instruction of 2,000 pupils daily in the mechanic arts, science, business, physical training and other departments of practical study. It has a library, reading room and museum. It is open to both sexes and it has evening classes for such as may wish to follow their daily occupations while attending its instruction.

Further than this, while its charges are very low for all, one hundred free scholarships are established at the start.

It is not strange that Philadelphians are proud of this enterprise, or that they applaud the wisdom of Mr. Anthony J. Drexel, who has made this possible by doing it while he is yet living to see his plans carried out.

Mr. Drexel has given already a million and a half to the construction, equipment and endowment of this institute.

In this he has done more than by giving ten times that sum in a last will and testament for the heirs-at-law, the courts and the lawyers to set aside.—Boston Post, Dec. 17.

The author of "How to Teach Authography," Prof. W. E. Griffin, is a young Alabamian, educated at the University of Alabama. He is now Superintendent of the city schools of Troy, in his native State.

The University of Heidelberg has forbidden the game of foot-ball.

SOUTHERN WOMANHOOD.

The rather ill written article by Mr. Tillett, of Vanderbilt University, which the November Century printed under the title of "Southern Womanhood as Affected by the War," is a picture of the New South which no one who is interested in that region should pass by. It gathers up the testimony of some half-dozen leading women of the fortunate class of antebellum days, as to the relative merits, from the woman's point of view, of the new ways and the old. It inquires their feeling in regard to education and self-support, "woman's rights" and the servant-girl question, and incidentally, as might be supposed, throws light on many Southern traits. Much of what is told in this article is so like what might have been gleaned in other sections of the country, that we would feel apprehensive lest the South was losing some of those characteristics that endear her to us, but for certain remembrances to the contrary. It is true that from every quarter it is reported that the Southern woman is demanding better educa

tion and wider industrial opportunities, but the Southern girl who declared that she had only read one book in five years and that was "The Quick and the Dead," has many sisters, and her country is still, to quote Henry James "the land of the relaxed." What is most needed in the way of education for Southern girls is not the college of the grade of the best Northern colleges for women, for which Mr. Tillett asks, but a number of excellent secondary schools, doing thorough work in their lines. When it comes to the question of colleges, it would be better for some years to come that the young men and women of the South should find that part of their training away from the traditions and influences of their own section.

As to the decline in chivalry, which one, at least, of the women whom Mr. Tillett, has interviewed notes, we doubt whether it is so much a decline as a change, and a change into something better. The old chivalry was charming, but coercive. The Southern man opened a door for a woman with an air of grace and devotion which was peculiarly his, but he set very stringent bounds to the path wherein she might walk through it. If he is to admit, as we believe he is, her right to go where her own individuality leads her, she can afford to purchase the privilege at the cost of occasionally opening a door for herself."- Boston Transcript.

"To the Editor of the Transcript: I have just read with surprise and sorrow your editorial notice of Mr. Tillett's article in the November Century on Southern Womanhood. I beg leave to say a few words in reply. The young girl who who has read but one book in five years, and that one 'The Quick or the Dead?' is no more a representative girl than is the Boston woman representative who, at Mis. Woolson's lecture last week, asked her neighbor for the spelling of the word 'Cid.' As a teacher of many years experience, I have had intimate association with thousands of the American girls whom you designate as 'Southern,' and I speak with absolute confidence when I say that in all things that make young womanhood beautiful and admirable, they are, as a class, second to none, and that they are eminently worthy of the best in the gfft of any nation. I have in mind now a class of thirty in 'the land of the relaxed' who are studying by way f preparation for the best colleges in this land, and I know

several more within a stone's throw of Boston who are fitting for English University study, the inspiration for which they received in their own homes-in this same 'land of the relaxed.' It may not be generally known that the annual prize offered by the London Shakespeare Society for the best examination paper on a given subject of Shakesperian study, was, for several successive years, won by American girls

whose homes are at the South. For confirmation of this

statement, I refer any one interested in the matter to Hollins Institute, Roanoke County, Va., or to Miss Anna E. Ticknor of this city. And yet you tell us that these young women need 'not the college of the grade of the best Northern colleges for women, but a number of excellent secondary schools doing thorough work in their lines.' Upon what ground and for what reason do you so discriminate? Why shall there be colleges of the highest grades for the American girl at the North, while her sister at the South must be content with secondary schools or go hungry? The 400 earnest young women who make up the busy hive of the Industrial College at Columbus, Miss., have no time for words, but could you look in upon them to-day you would see such an object lesson in energy, industry and enthusiasm as would make 'the land of the relaxed' fade out of the imagination. The first college in America for the higher education of women was founded by the Georgia Legislature two years in advance of Mary Lyon's work at Mt. Holyoke. According to the measure of its means every State has fallen into line, and the work goes on bravely and hopefully. Good schools, public and private, are on every hand, and the great endowed college for women has not yet materialized into stone and mortar, the ideal is in many minds; and the widely open door is near at hand. In the meantime many of these fine American girls from the Southern part of the United States are now at Wellesley, Vassar, The Annex and elsewhere throughout the land. They want the best and they are getting it. Nothing can turn them away from their purpose, let us hope not even the daring of the enterprising men down there who, in order to fill his own ranks, may copy the Transcript editorial in his next catalogue under the startling head-lines 'Why Southern girls should stop at home!' It has been a long time since, on my first visit to this city of treasures, a lady said to me in good faith, 'You are from the South, you say. May I ask where you got your ideas?' 'In the South,' I answered they are indigenous to the soil.' Since that day of my first coming I have learned many lessons-none more valuable than that we are all, first, last and always, Americans; and none so helpful as this: "The responsibiity of tolerance lies with those who have their wider vision.' CLARA CONWAY.

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EDUCATIONAL EXHIBIT AT THE WORLD'S FAIR.

The Public School Officers' Assoc ation of Tennessee at its recent session adopted the following which may offer some suggestions to other educational bodies:

Whereas, At the recent meeting of the State Teachers' Association at Chattanooga, July 8 and 9, 1891, President Wharton S. Jones, in his annual address, recommended that suitable provisions be at once begun to have the great State of Tennessee properly represented at the World's Fair at Chicago in 1893; and

Whereas, The committee having under consideration Prof. Jones' address recommended and the association unanimously approved the President's suggestion, and the sympathy and support of the Association was pledged to co-operate in all measures tending to secure a proper representation of this State in the World's Fair; and

Whereas, The State Board of Education, at its meeting December 8, appointed a committee to represent the Board in co-operating with a committee of the State Teachers' Association, the public school officers and commercial organization in securing for the State of Tennessee an adequate representation of the educational interests at the World's Fair; and

Whereas, The committee's report on county expositions, etc., clearly shows by citing actual experience that creditable exhibits of educational work in county and district schools have been and can be made; therefore, be it

Resolved, That the following committee of five be appoin ted to represent this Association in co.operating with a similar committee of the State Teachers' Association and commercial organizations, to the end that the district and city public schools may be properly represented in the World's Fair: W. R. Garrett, of Nashville; H. D. Huffaker, of Chattanooga; F. M. Smith, of Knoxville; C, S. Douglas, of Galla. tin, and Miss Nellie O'Donnell, of Memphis.

Resolved Further, That this convention of public school officers deems it to be the sense of the educators of Tennes

see

1. That the educators of the state will take pride and pleasure in preparing an educational exhibit for the World's Columbian Exposition at Chicago, in 1893, which shall reflect honor upon the State:

2. That it would be unjust that the pecuniary expense of the transportation and display of the educational exhibit should be thrown upon the teachers and school officers:

3. That it is inexpedient to attempt to raise a fund for defraying tae expenses of the transportation and display of the educational exhibit of Tennessee by voluntary subscriptions from teachers and school officers;

4. That the Committee on Educational Exhibits appointed by this Association be instructed to memorialize the Teunessee Commission for the World's Columbian Exposition, setting forth the willingness of the educators of the State to prepare an educational exhibit, and their unwillingness and inability to provide for defraying the expenses of the transportation and display of the same.

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MR. HOWELLS' NEW WORK.

The announcement that Mr. Howells will leave Harper's Magazine, to take editorial charge of the Cosmopolitan, on March 1st, calls attention to the process of building up the staff of a great magazine. Probably in no monthly has the evolution been so distinctly under the eyes of the public as in the case of the Cosmopolitan. The first step after its editoriai control was assumed by Mr. John Brisben Walker, was to add to it Edward Everett Hale, who took charge of a department called "Social Problems," subjects concerning which the greatest number of people are thinking to day. Mr. Hale, who is a student, a fair minded man, a thorough American and a man of broad sympathies, has filled this position in a way to attract the attention not only of this country, but of leading European journals. Some months later a department was established called "The Review of Current events." To take charge of this, a man was needed who should be familiar not only with the great events of the past thirty years; but who knew personally the leading men of the United States and Europe who could interpret motives and polocies. Murat Halstead accepted this position with the distinct understanding that his monthly review should be philosophical and never partisan. The next step in the history of the Cosmopolitan, was the placing of the review of the intellectual movement of the month in the hands of Mr. Brander Matthews, who for some time has been recognized as one of the two or three ablest critics in the United States. Finally came the acceptance of the editorship conjointly with Mr. Walker, by Mr. Wm. Dean Howells. Mr. Howells who is recognized universally as one of the foremost American men of letters, upon the expiration of his contract with Harper Brothers, on the first of March will take in hand the destinies of a magazine which promises to exercise a share of influence with the reading classes of the United States. His entire service will be given to the Cosmopolitan, and everything he writes will appear in that magazine during the continuance of his editorship.

ACCURACY.

A common fault with all teachers is a failure to demand accuracy and exactness in all work. As a visitor I am more annoyed at this than at any other feature of school work. Too much guessing is permitted. The fault may be in the length or in the careless assignment of the lesson. The teacher should determine before the class is called the length and character of the next lesson and how it is to be assigned. She should not permit a pupil to answer with an interrogorative inflection or with any but a decisive tone. Better have one page of history or other subject mastered than to have two pages skimmed.-N. Y. Journal of Education.

Some one has said: "The impersonal teacher is a misfortune to any school. All great and successful teachers have been those whose opinions and convictions were dominant forces." And he is right, with all the emphasis that can be put into the word. The personal element of the wise teacher is, of all factors, most influential in tha working schoolnot what he knows, but what he is.-Pennsylvania School Journal.

CONFLICTING OPINIONS.

Superintendent Greenwood's "To ten thousand a year" is being variously criticized by the critics.

The School News goes it after this fashion: "In a recent number of the New England Journal of Education Superintendent Greenwood, of Kansas City; has a characteristic article on number work.

He had been interviewing a precocious boy of six and a half years, who, without any teaching, could count money, estimate heights and distances, and reason about things generally, better than the average boy of twice his age.

He was straightway possessed of the idea that all boys were as this boy—at least, that was the impression produced by his article and went off in a tirade against the "exceeding foolishness" of the present number development work.

Now, Supt. Greenwood must have known, when he was

setting all this down, that the boy of whom he was writing was as rare as the superintendent who rides no hobby. If he did not, he would have been wiser after asking some of nis own first wrimary teachers."

But The North Carolina Teacher praises it thus: "Many of our educational exchanges are republishing Professor Greenwood's excellent article, "To ten thousand in a year,” which appeared originally in the New York School Journal. We notice, however, that some of the journals have stricken from the article the most valuable part, consisting of Professor Greenwood's strong and just denunciation of all the shoepeg, splint and tooth-pick nonsense as so-called aids in teachfigures. The article appeared in full in The North Carolina Teacher last month, and it was enjoyed by our readers. The shoe-pegs and tooth-picks must go—yes, they are going-out of all leading North Carolina schools, because such nonsense caunot continue in the face of public sentiment and educational experience."

THE JOURNAL published the article merely because it hed some suggestions which thinking teachers will wisely profit by. And more can rarely be said of any article on "methods."

MECHANICAL TEACHING.

The disposition on the part of many of the younger class of teachers to follow prepared methods and devices is really alarming. Has originality departed from the youth of the present day, that methods must be formulated to aid them in their work of teaching? It would seem so from the constant demand for devices and prepared work. But what must be the fate of the poor children under such instruction? How are we to secure originality on their part when we as teachers set them the vicious example of working by machinery in all we do?

It ought to be one of the chief aims in the work of teach. ing to lead children to be original, to train them to think for themselves. It ought no less to be the constant effort of the teacher to think and plan how he can best arouse thought on the part of the children, but certainly he who depends on the formulated methods prepared for him will meet with but limited success in adopting the methods of others rather than devising his own. -Educationrl News.

COMPULSORY EDUCATION.

The Supreme Court of Connecticut, in a recent decision, has said: "On the simple ground of economy the State cannot afford to permit any child to grow up without being sent to school."

By establishing a great system schools and by supporting them at an annual outlay of about thirteen millions of dollars, Pennsylvania has substantially gone much farther than to say that every child may be educated; her course is justifiable only if every child must be educated.

This conclusion is logically inevitable, and it has been found to be practically inevitable in those states at home and and abroad that are most populous, intelligent, and influential. Ohio requires attendance between the ages of eight and sixteen years. Illinois is said to have gathered twenty thousand into her schools last year, ten thousand in Chicago alone, by her compulsory law. Kansas has had a compulsory law

in force for the last ten years. Massachusetts has for more than twenty years compelled attendance. Every New England State has a compulsory law. Germany boasts a law that has not allowed any in Berlin to escape, a city that has astonished Europe by its recent growth in power and wealth. -Pennsylvania Commissioner of Education.

SOME NEW MUSIC.

We have seen and heard, much to our pleasure, three pieces of new music by that brilliant and successful musical director of New Orleans, Professor George L. O'Connell. The latest-possibly the brightest-is "Smiles and Cares" waltz. The others are "Gracieuse" waltz, and "Golfo Dulce" Mazurka. They are for sale by R. Dorman & Co., this city.

We have also received "The World's Exposition March," by George Maywood, published by S. Brainard's Sons. Chicago; and "Dreaming," by Wellings, same publisher.

TEACHER, NOT PARENT.

There is no more common, or, to our thinking, more mischeivous educational heresy than that which claims that the teacher stands to the child, for the time being, in the relation of parent. The teacher cannot take the place of the parent, and should not attempt to do so. One of many reasons is that the instinctive affection is wanting on both sides, an indispensable factor. The teacher should, in the interest of parent and child, as well as in his own interest, impress upon parents that he or she does not usurp their functions, but relies on the parental training and discipline for those elements in the child's character which alone can make the lattor properly subservient to the the authority of the teacher Canada Educational Journal.

The principle of utilization, turning every acquisition to account and seeking attainments for their uses rather than for themselves, is applied effectively in connection with the oral lesson and is profoundly based in psychology. Child to be aided especially in building up concepts needed for use, as in geography those of distance, configuration. - Professor Newcomb.

ORAL INSTRUCTION.

DR. W. T. HARRIS.

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One great object of the school in our time is to teach the pupil how to use books-how to get out for himself what there is for him in the printed page. The man who cannot use books in our day has not learned the lesson of self-help, and the wisdom of the race is not likely to become his. will not find, in this busy age, people who can afford to stop and tell him by oral instruction what he ought to be able to find out for himself by the use of the library that may be within his reach. Oral instruction except as an auxiliary to the text book-except as an excitement to pupil's interest and a guide to his self-activity and independeut investigation in the preparation of his next lesson-is a great waste of the teacher's energy and an injury to the pupil. The pupil acquires a habit of expecting to be amused rather than a habit of work and a relish for independent investigation. The most important investigation that man ever learns to conduct is the habit of learning by industrious reading what his fellow men have seen and thought. Secondary to this is the originality that adds something to the stock of ideas and experiences of the race. The pupil who has not learned yet what the human race have found to be reasonable is not likely to add anything positive to the sum total of human knowl edge, although he will certainly be likely to increase the negative knowledge by adding a new example of folly and fail

ure.

PROPOSED SCHOOL LAW AMENDMENTS.

At the recent meeting of the Public School Officers of Tennessee Hon. Thos. H. Payne, a former State Superintendent, presented the following report, which was adopted: Resolved, that it is the sense of this convention to recommend the following amendments to the school law:

1. That the county courts of the various counties be prohibited from making school districts without the consent of the County Superintendent.

2. That it shall be the duty of the County Superintendent to approve all warrants for school supplies.

3. That the County Superintendent be required to keep a book of finances, in which shall be recorded all orders signed by him.

4. (a) That a County Board of Education, consisting of five with the County 'Superintendent, an ex-officio member, be established in each county of the State, said board to be appointed by the county court. That it shall be the duty of said Board of Education to audit all accounts of the County Trustee in reference to the receipts and disbursements of the school fund: regularly to inspect the same and to see that all school moneys of the county are properly applied and accounted for, and in case of any misapplication of the school fund by any of its officers, it shall be the duty of the s id board to report the same to the county court.

(b). It shall be the duty of the County Board of Education to regulate all matters pertaining to the question of selecting text books for the county, and they may adopt a uniform series of books which shall be used in the schools of the county. It

shall further be the duty of the Board to prescribe general regulations for the schools of the county not inconsistent with the provisions of the school law. They shall have power to fix the minimum number of pupils to a school, and where the attendance of any school shall fall below said minimum, it shall be the duty of the directors in which said school located to at once stop the school.

5. That the County Court shall set apart in the court house an office for the use of the County Superintendent exclusively, in which shall be kept all records of the County Superintendent; said records to be handed down to succeeding County Superintendents as matters of record.

6. That the State Superintendent be empowered to enforce regulations he may make, as provided by law.

7 That section 45, chapter 25, of acts 1873 be so amended as to require the Trustee to make a financial report to the State Superintendent of all receipts and disbursements of the school fund, said report to be made by September 15th of each year, and in case of his failure to make such report that the State Superintendent shall report the same to the October term of the County Court for investigation.

8. That it is the sense of this convention to recommend that some provision be made sn order ihat all children of the county may receive equal benefiis of the school fund, (that is, equal number of days), as contemplated by the Constitution of the State.

TECHNICAL SCHOOLS IN PARIS.

Technical institutions in Paris cannot be counted, as yet, an unqualified success. It may be said to suffer from too much support. Too many things are taught; there are too many teachers, and the schools cost too much. The results look much better in the reports than they are in reality. At one drawing school, with forty pupils, twelve teachers.

At an

other school L'ecole du livre which is often mentioned as a model school, there are ten teachers for theoretical, and twenty-seven for practical subjects, drawing an agregate salary of 130,000 francs Yet few pupils leave the school thoroughly trained in the art of book-binding. The complaint is general that pupils from the technical schools find the greatest difficulty in getting employment and frequently have to begin their apprenticeship anew. Several, despairing of ever finding employment at the workshops, have taken clerkships, where they can at least utilize their knowledge of reading and writing. The Municipal Council, having seen the error of of their well-meant efforts, are considering a reformed scheme of technical instruction, in which the results shall be more commensurate with the money laid out. The technical schools for girls are giving, on the whole, great satisfaction.

A woman professor in a man's college to which no woman has yet been admitted as a student is a novel spectacie. But this will soon be seen at Harvard. Mrs. Shaw, of Pittsburg, Pa., who desires to commemorate the name of her husband and at the same time to assist the archæological work of Miss Alice Fletcher, has given $30,000 to the trustees of Peabody Museum to endow a chair of archæology, which is to be filled by Miss Fletcher, and the Trustees have accepted the gift.— N. Y. Evening World.

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