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AMONG THE CANADIANS.

JENNIE THORNLEY CLARKE.

Don't imagine, gentle reader, that I have any intention to catalogue the schools and colleges of the Queen's Dominion. By no means! And when we Georgia teachers say that we attended the National Educational Association in Toronto, don't for a moment suppose that we heard the speeches delivered in the Horticultural Pavilion, or the Mutual Street Rink. I really believe that in the great audiences attracted by the N. E. A., you will find about as few teachers as in any other gathering of equal size. And yet there were twenty thousand "teachers" in Toronto. What were they doing, you ask? Sailing on the lake; driving through the beautiful parks; shopping, some of them; and taking "side trips" to every part of the Dominion.

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They were not wrong, those tired but happy travel

Sight-seeing was better than listening, for the speeches would go into print, but we could not take home with us the blue lake, the daisied parks or the friends that we met. My first knowledge of the N. E. A. was gained in Nashville in 1889, and, verily, I went but once to the Vendome, and not at all to the minor, or department, meetings. The next winter in an easy chair before the fire I read with a great deal of interest the speeches made while I and several other teachers were somewhere else. Is this an argument against large educational associations? It is not meant to be. One great reason for their continued existence is that they give us excursion tickets and an opportunity to forget that we are teachers. It is a glorious opportunity, too, to renew our acquaintances the words "Peabody Normal College" formed a spell to conjure with.

A long railroad journey brought us to beautiful Toronto, looking over the glittering surface of Lake Superior. But we did not yet feel ourselves on foreign soil. It is just like any American city of two hundred thousand inhabitants, Detroit, for instance. I did not hear a French word while there.

We were welcomed with the greatest cordiality; not a few of the charming people I met said they had particular regard for the Southerners. The gamins, however call all people from "the States" by the same name. I was walking one day with half a dozen of my Georgia friends when several little boys about three feet high, jumped up from the curb. stone and called out: "Hello Yankees !" As quick as thought we all exclaimed, "We're not Yankees," and then laughed at our own indignation. I remembered hearing a New Orleans lady say she was often called a Yankee while traveling in Cen tral America.

In July, we could judge only by report of the excellence of the school system in Toronto. But we saw for ourselves the admirable fitting up of the magnificent Normal School, one of whose striking features is its museum-the best educational museum I have ever seen. Inferior in the department of Natural History, to the great Brooks Museum at the University of Virginia, it is, in other respects superior to any in the South, illustrating every branch of Art and Science, and Ancient, Mediaeval and Modern History. To have access to such a collection during one's school years, is itself a lib

eral education. I had but little time to spend there, but must mention the fine copies of the Laoccoon, Venus of Milo and Medusa's Head; the facsimile of the Rosetta Stone, and the yery interesting specimens of ancient armor. I regret to say that I was unable to learn anything of the Normal course of study, or the terms on which students are admitted.

The superb buildings of the University of Toronto are situ ated in the Queen's Park, One of the most striking and pleasant novelties that we found in Canada is that through the parks are scattered public buildings and handsome private residences. On the hills of Rosedale Park are some of the prettiest houses you could desire. We spent hours in driving over the beautiful roads stopping now and then to gather armfuls of daisies. Vegetation was at its freshest then, the middle of July, just what it is here about the middle of May. Strawberries were just ripe in Canada.

But if I dwell too long on my pleasant memories of Toronto, I shall never get to Quebec. We passed down the St. Lawrence, through the lovely panorama of the Thousand Islands, and stopped in Montreal for a few days, spent chiefly in visiting the fine old churches. We heard high mass and a sermon in Nortre Dame, the largest church on this continent. It has two square towers of Notre Dame de Paris, and in one of them is a great bell that weighs 25000 pounds. The interior of the church is a maze of gilding and color, not unlike the Grand Opera House in New Orleans. Montreal is much like New Orleans. It has its English and French quarters with narrow, crooked, streets in the latter, and wide beauti ful thoroughfares in the former. Behind the city, for we think of it as facing the river, is Mount Royal, from which it takes its name. The mountain is not high but exceedingly steep,

on the city side you ascend only by an incline railway, much shorter than that on Lookout Mountain, but so abrupt that we called it "the perpendicular."

Eight hours ride brought us to Quebec, the goal of our hopes, in Canada. I wish I could give you an idea of the remarkable aspect presented by the city as you approach the railway station at Point Levis, on the southern side of the river. At the foot of the great promontory, the Heights of Abraham, on which the fort is built, is a confused mass of buildings, intersected by dark and narrow streets. Behind them is the massive wall of a great terrace on the hill side, named for the late Governor General Lord Dufferin. Beyond the terrace, on the hill top are the superb Government buildings, and the modern part of the city, which has almost 70.000 inhabitants. The upper town is marked by narrow zigzag streets, and by an incline, quite as perpendicular as the one in Montreal.

Toronto is American, Montreal is like New Orleans, but Quebec is sui generis. Here the signs are in French and the English version follows The massive fortifications, the great gateways, the batteries that cover the river and shipping the constant reminders of anti-Revolutionary times, all combine to make Quebec the most interesting place in Canada. "Peace has been victories," but, in Canada, they seem "less renowned than war.' We stood on the lofty bastion, under the heavy folds of the British flag, and, looking round on wide mouthed cannon, piles of spherical shot, Martello towers, and casements, we realized the strength of the empire on which the sun never sets. We gazed down the steep cliff

up which Wolfe led his men, and then upon the noble monument raised to his memory by the British Army with the simple inscription "Here died Wolfe, victorious." And next we sought the quiet chapel,of the convent of the Ursulines, where Montcalm rests in peace and a moral tablet is inscribed with a few words that may be thus translated: "Honor to Montcalm. Fate depriving him of victory, recompensed him a glorious death." Later still in the verdant square called the Governor's Garden, we found a shaft of stone, bearing on one side the name of Wolfe and on the other that of Montcalm. Some day perhaps, we shall see the names of Lee and Grant inserted on an obelisk standing at Gettysburg or Appomat

tox.

Within the walls of the fort, we found a tiny cannon, a six pounder, on which was engraved "Taken at the Battle of Bunker Hill, 1775." One of our party fairly put her arms around it, and declared that she would take it home with her. The gallant soldier who showed us over the fort, and gave us old brass buttons, assured her that the whole British nation would protest if she did. He was so handsome and attentive that we were in no haste to leave, but when we reached the gate on our way out, he gravely remarked, "We generally have something for showing visitors around." We dared not look at each other until we had bestowed upon him some American silver, and hurried out of sight and hearing.

The loyalty of these French speaking Canadians to their English Queen is something remarkable. While trying to rouse the conscience of an extortionate vender of souvenirs, we drew him into conversation about annexation. He promptly expressed himself as preferring that Canada should annex the United States.

I have not time to meetion our visit to the exquisite church of the Basilica, to Montmorenci Falls and the Natural Steps. I must only say that we stayed as long as we could, and sadly left the grand old town hoping some day to breathe once more the delicious air that blows over Quebec.

Milledgeville, Ga.

PRIMARY. GEOGRAPHY.

RHODA LEE.

One of the first ideas to be developed in primary geogra phy is that of direction. This is a very necessary part of the foundation work and may be rendered extremely interesting. The subject can be introduced in a number of ways. One method I have adopted frequently and with never failing interest is an adaptation of the old tale of Hans and Gretchen, who as the story goes. being left in the forest the third time, found themselves hopelessly lost and were forced to remain in the woods all night. They were awakened by what looked like a great ball of fire gleaming through the tall trees. (Your children will be able to explain this and also perhaps to tell you out of which window at home or at school they would look to see this ball of light, thus developing the idea of east.) The poor children in their vain attempts to find the path walk miles and miles until at last the sun disappears in the west and night comes on. They lie down under a tree and Hans wraps his warm coat around the little sister to keep off the

cold north wind that has sprung up and so they sleep until awakened by the loud twittering and singing of the birds overhead. The brave boy tries to cheer little Gretchen by telling her the names of the pretty birds they see and how they found their way back from the warm south where they have been during the winter months.

This is only one of many ways of introducing the subject. As a means of impressing the compass points, let me advise a talk on the winds. The teacher says, "poin' to the North where it is cold and wintry." From there comes a sharp blustering wind. Let us make one. (Hissing, rubbing of hands and gentle shuffling of feet.) Point East, where the sun rises. If we could travel far enough east we would come to a great body of water that we call the Atlantic Ocean. Over it great clouds form and the east wind carries them to us and we have rain. We will try to make an east wind (sound 'f,' tapping lightly with the finger nails on the desks.)

"Point west, whe.e the sun goes at night. From there comes the strong, clear wind, the wind that sometimes rattles the windows, bangs the shutters and bends the trees, but clears away all fog and cloud. We shall make it sound 'sh,' louder (shuffling of feet, allowing one or two to strike the desk

"Point South, where it is almost always summer; where oranges, bananas and cocoanuts grow; where the birds with the gay coats live. From there comes a soft, warm winn, (sound 's,' softly, and rnb hands lightly.") Of course it is necessary that the teacher should control these sounds with certain signals that they may be increased and diminished at her wish.

We might at this point make use of the following verses: This is the east where the sun gets up

And now we call it day

He doesn't stop to yawn or fret

He has no time to play.

This is the west where the sun goes to bed,
Slowly he sinks out of sight,

Then one by one the pretty stars come

And then we call it night.

This is the north where the icebergs float,

And the great fierce white bear prowls,

Where the wind comes down with a sweep and a rush And round the chimney howls.

This is the south, the bright sunny south,

Where the warm breeze softly blows Through the tall date palm, and the cocoanut, And the fig and the orange tree grows.

-Toronto Educational Journal.

THE TRUE DOCTRINE.

A school of mere methods may for a time attract a larger patronage of students; but methods, it should be understood, do not constitute an education. That which will quicken, develop and train the mind of the student in correct thinking; that will create a permanent desire to understand the relation and correct application of principles, is far more to be desired than methods.-Purdy Symposium.

SOUTHERN HOME LIFE.

DR. A. D. MAYO.

But the only thoroughly delightful characteristic about Southern life and society is the abounding kindliness, hopefulness, and irresistible social magnetism of all classes of its people. Ten years ago it seemed to me as if every family owning a comfortable house was giving a home to an equal number of relatives and friends. In Texas, almost every room in the house was a bedroom, even with the remarkable Southern capacity of "rooming together." Thus, while there is a lower average of comfort, there is little of the awful poverty that has already become the horror of Northern cities. There is no reason why any industrious, temperate and healthy negro family should starve, or why, in such a sparse. ly populated, illimitable empire, with its fertile soils, mild climate, and profuse material of life, there should ever be this great affliction of humanity. With all the material disadvantages of the present and the sad recollections of the past, the Southern people appear to me to "have better times" and get more real joy and sunshine out of life than the rest of us.-Christian Register.

DRUDGERY.

The Bishop of Durham says that 99-100 of all good work is drudgery, and that this drudgery cannot be escaped. In his opinion we should concur, though The art of the teacher is seen in it may be easily abused converting drudgery into pleasure. The most interesting subject may be made wearisome by bad teaching, and the most unplatable interesting by good teaching. If more pains were taken to follow the natural taste of children, to make the conditions under which they learn happy, to call into play healthy emotions and to enliven what is instrinsically dull by utilizing adventitous sources of interest, much of what is now called "drudgery" would disappear. Drudgery is joyless labour, and no labour need be joyless if it be set about in the right spirit. The School Guardian.

A GREAT DICTIONARY.

Sys The Literary World: The sixth volume of the Century Dictionary closes this great literary enterprise. The publishers may properly congratulate themselves on the punctuality with which the work has been completed. The preface of the first part was dated May 1, 1889, and the supplementary note to the preface issued with the last part, October 1, 1891; the twenty four parts published between these two dates have made up a dictionary of 7,040 large quarto pages, in three columns, containing two thirds as much matter as the Encyclyclopædia Britanica. The number of words is over 215,000, with 500,000 definitions; besides these, 50.000 phrases have been defined, and there have been inserted 300,000 quotations and 8,000 cuts.

Lead pencils may be softened by placing them in a vessel of linseed oil until the oil soaks through the lead. The lead is softened and at the same time made tough and more durable. This is a recent discovery made by some railroad clerks at Pittsburg.

PRINCE ALBERT VICTOR.

The death of Prince Albert Victor, oldest son of the Prince of Wales, and prospective heir to the English throne, on the morning of the 14th ult., has been much discussed during the past month. The pathetic aspect of it is found in the fac that he was to be married on February 27, to his cousin, Princess Mary of Teck. "All the world loves a lover," and For will sympathize with the betrothed of the dead Prince. the rest, the succession will pass to Prince Ernest George, who is said to be a man of superior ability. The interest which the English people take in this sad event shows how strong a hold the monarchy still has upon their imaginations and their hearts.- Christian Advocate.

MORE ABOUT EXAMINATIONS.

The New England Associaton of School Superintendents have also concluded that too much influence has been given to written examinations in the promotion of pupils from grade to grade. And we have just received an item from the West to the effect that the widow of one of California's late Senators has established five scholarshipsat the University of California for worthy young women; their worth to consist of noble character and high aims. "I desire," she says, "that a school officer shall recommend the applicants for scholarship, the award being made by a vote of the faculty; but I do not wish any scholarship to be given as a prize for honors in entrance examinations." And so the work goes on.-Popular Educa

tor.

TOO MUCH DEVOTED TO SPELLING.

At a recent regular semi-weekly meeting of the New York Anthropological Society the main feature was the reading of a paper entitled "Education as seen by an Anthropologist," by Dr. Duren Ward. The paper aroused considerable debate. Among those taking part in the discussion were Dr. E. V. Wright, Dr. F. C. Welch, Dr. William McLaury, Mrs. Burnz and Dr. Edward C. Mann. Mrs. Burnz said that a third of the time of the children in the lower departments in the public schools was taken up with learning to spell, and she attributed it largely to this fact that the German schools were in advance of American in some respects.

The North Carolina Teacher is responsible so far as we are concerned, for the following: "A list of definitions, written by an old Siamese teacher who was trying to master English, includes the following: Wig-hypocrite hair. Flattery-a Gold-a good kind of curse word. Whisky-sin water. very good thing. Blew-a wind verb. Kiek-a foot verb. Bow-a salute verb. Hop-a frog verb. Liar a bad adjective of boy. Modesty a good adjective of girl. Vinea string tree. Cunning-a good word of philosophy man. a son of a gun. SpongeDaughter-a girl-son. Bullet water foam. Angel-God's boy. Large-an adjective of preacher. Preach-a missionary verb. Comfort-word of mother to crying child. Adulterate a bad adjective of lying Admonition-word of Bible."

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THE FOUR SUNBEAMS,

Four little sunbeams came to earth one day,

Shining and dancing along on their way,

Resolved that their course should be blest

"Let us try," they all whispered, "some kindness to do, Not seek our own pleasuring all the day through,

Then meet in the eve at the west."

One sunbeam ran in at a low cottage door,

And played "hide-and-seek" with a child on the floor,
Till baby laughed loud in his glee,

And chased with delight his strange playmate so bright,
The little hands groping in vain for the light

That ever before him would flee.

One crept to the couch where an invalid lay,

And brought him a dream of the sweet summer day,
It's bird song and beauty and bloom;
Till pain was forgotten, and weary unrest,

And in fancy he roamed through the scenes he loved best,
Far away from the dim, darkened room.

One stole to the heart of a flower that was sad,
And loved and caressed her until she was glad,
And lifted her white face again.

For love brings content to the lowliest lot,
And finds something sweet in the dreariest spot,
And lightens all labor and pain.

And one, where a little blind girl sat alone,
Not sharing the mirth of her playfellows, shone
On hands that were folded and pale,

And kissed the poor eyes that had never known sight,
That never would gaze on the beautiful light

Till the angels had lifted the veil.

At last, when the shadows of evening were falling,
And the sun, their great father, his children was calling,
Four sunbeams sped into the west.

All said: We have found that in seeking the pleasure
Of others, we fill to the full our own measure,'
Then softly they sank to their rest.

-St. Nicholas.

HOW TO ASSIGN A HISTORY LESSON.

1. Assign the lesson by topics, not by pages.

2. Lead each pupil to give in his own language all the information he has been able to obtain on the lesson.

3. In developing a topic as far as possible base each question upon the preceding answer.

4. Connect, systematize, and supplement the matter given in recitation.

5. Talk familiarly, do not lecture.

6. Require each pupil to keep a note-book.

7. Read extracts from books before the class.

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Many readers of THE JOURNAL will be interested in the following information from Prof. A. P. Bourland, General Manager of Monteagle Assembly:

Arrangements are fast being completed for the most successful season Monteagle has ever known. The grounds are being greatly improved, and a new bnsiness office and a building for post-office, telegraph and telephone offices are being erected.

The Manual is being prepared and will be ready for distribution by the middle of April.

Dr. J. I. D. Hinds, the platform manager, has already secured many attactions and is closing engagements for other features of entertainment.

It is intended to have a conference on Southern literature, presided over by Prof. Alcee Fortier, of New Orleans, and a large number of popular writers have signified their intention to be present.

There will be an unusually large number of stereopticon lectures, which have proven so attractive.

Among the lecturers already engaged are Dr. Jehu De Witt Miller, Dr. Nourse, Col. L. F. Copeland and Dr. Alonzo. Monk.

There will be a conference on Womans' Work.

Speaking of the summer schools, Prof. Bourland said he thought that Dr. Payne had secured the best faculty ever known at Monteagle. There will be more departments, and all of these have not yet been filled The following well-known teachers have, however, been employed: Modern languages. Prof. Alcee Fortier, New Orleans; Ancient languages. George F. Nicholassen, Ph. D., Clarksville, Tenn; English, Dr. John P. Fruit, Bethel College, Russellville, Ky, Pedagogics, Dr. W. H. Payne, University of Nashville; Primary methods, Miss Georgia Oliver, city schools, Nashville; Elocution, Miss Annie Alalock, professor in Emerson College of Oratory, Boston; Physical culture, Prof. E. C. Huntington, Peabody Normal College; School of Arts, Prof. J. B. Longman, or Miss Lila Scott (Miss Scott is now in Paris); Mathematic, Prof. A. D. Wharton, Nashville; Writing and Drawing, Prof. A. C. Webb, Nashville.

Prot. Huntington will give a course of instruction in Po

8. Show how the history of a place or a country depends litical Economy. upon its geography.

9. Require each pupil to prepare maps on paper and to re

produce them quickly upon the board.

10. Pay great attention to biography.

11. Call frequent attention to causes and results.

Other instructors will be secured in a few days.

A successful competitor for a prize in a foot race made this graceful temperance speech in accepting it: "Gentlemen, I have won this cup by the use of my legs; I trust that I may never lose the use of my legs by the use of this cup."

GANDERFEATHER'S GIFT.

EUGENE FIELD, Chicago News.

I was such a little thing

When a fairy came and kissed me;
Floating in upon the light
Of a haunted summer night,

Lo! the fairies came to sing
Pretty slumber songs and bring

Certain boons that else had missed me
From a dream I turned to see
What those strangers brought for me,
When that fairy up and kissed me,
Here, upon this cheek, he kissed me.

Simmerdew was there, but she

Did not like me altogether: Daisybright and Turtle dove, Pilfercurds and Honeylove, Thistleblow and Amberglee On that gleaming, ghostly sea

Floated from the misty heather,

And around my trundle bed Frisked and looked and whispering said, Solemn like and altogether: "You shall kiss him, Ganderfeather!" Ganderfeather kissed me then, Ganderfeather, quaint and merry! No attenuate sprite was he, But as buxom as could be; Kissed me twice and once again, And the others shonted when

On my cheek up rose a berry Somewhat like a mole, mayhap, But the kiss-mark of that chap Gander feather, passing merry, Humersome, but kindly, very!

I was but a tiny thing

When the prankish Ganderfeather
Brought this curious gift to me
With her fairy kisses three;
Yet with honest pride I sing
That same gift he chose to bring

Out of yonder haunted heather;
Other charms and friendships fly;
Constant friends this mole and I
Who have been so long together!
Thank little Ganderfeather!

you,

ALTOGETHER CORRECT.

It is stated that Chicago will hereafter give certificates to teachers of reputation without examination. That is right. A teacher who has once become a recognized power in his profession ought not to be cailed an examination. There is There is probably not a Normal School Principal nor a College President in the country who has to undergo this trial, and yet, strange to say, not one of the College presidents or Normal School Principals could step out into the surrounding town

ship and secure a position in even an ungraded rural school without being compelled to take the examination. The Chicago plan is the only one that will secure the best talent. We hope that Philadelphia and other eastern cities will speedily hear of it.-Educational Review.

AN EDUCATOR.

It may be worth while to remark that the point is often misapprehended that education (from educare a frequentive of of educare, to draw forth) is the drawing forth by repeated acts, of the pupils powers, the training of them to their proper work, and that instruction (from instruere, to place materials together for a definite end) is the orderly placing of knowledge in the mind. Hence only an instructor scientifically equipped for his profession is at the same time an edu cator. The teacher who merely gets his pupil to accumulate disconnected bits of information about all sorts of subjects is no instructor, and, therefore, no educator in the true of the terms.-Joseph Payne.

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Prof. A. H. Merrill, of Vanderbilt University, was married on rhe 13th inst., at Harrisonville, Mo., to Miss Pearl Daniels. We offer our heartiest congratulations to the happy pair. Prof. Merrill is to have charge of the department of Elocution at the National Chautauqua during the coming

summer.

FRENCH SCHOOL GIRLS

In a paper on What French Girls Study, in the February Atlantic, the writer, Miss Henrietta Channing Dana, describes a French schoolgirl's life, as follows:

Before we consider the subjects studied in a French private school there are two things to be borne in mind. First, the element of stability in a schoolgirl's life. She enters at five years of age, sometimes at four, the school where she will remain till her education is finished Her teachers know her from earliest childhood; they watch her character develop and her mind unfold. They understand her capacities. Perhaps her mother has been trained in the same school before her, or she may have relatives among the nuns. At any rate, she is their child; they know and love her, and they lay the foundations of her education well, for they are responsible for the whole structure. They have the end in view from the beginning. They lead her up gradually from one thing to another. They calmly lay out for her courses of study embracing five, six, ten, and even twelve years. There is always plenty of time and no hurry. Things are taken quietly and gone into deeply. The school terms are longer and school life is less broken into by vacations than with us. the The girls study more hours a week and more weeks in year than we do. School opens the last week in September, and does not close till the second week in August. There are no spring or winter vacations and no Saturday holidays. Six weeks in the late summer, a few days each at New Year and Easter, all Sundays and the principal church holidays, and usually a half holiday on Thursday are all the breaks made in school life, which goes on almost uninterrupted in slow, healthfuul regularity for ten months and a half out of the twelve.

Another element in French school life in concentration. A girl's time is less broken into by outside interests than with us, and there is less strain upon nerves and imagination. Not

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