TWO KINGS. I. One was a king of ruthless power One was a monarch just to all II. The tyrant on a sumptuous couch The king beloved by grateful hearts Died from a murderer's hand! THE AMERICAN STUDENT. The following picture of the "American Student of the Future" was drawn by Mr. James H. Baker, of Denver, in a commencement oration before the graduating class of Denver University: "Shall we venture to characterize the American student of the near future? He will hardly be a recluse, nor will he wholly neglect the body for the culture of the mind. He will be a man of the world, a man of business; on the one hand not disregarding the uses of wealth, and on the other not finding material possessions and sensuous enjoyments the better part of life. He will be an influence in politics and in the solution of all social problems. His ideals will be viewed somewhat in the light of their practicality. He will know the laws of mental growth to use them, and will find the avenues of approach to men's motives. His religion will add more of work to faith. He will secure a high growth of self by regarding the welfare of others, instead of worshiping exclusively at the shrine of his own development. The scientific knowledge of nature's materials and forces, and the skill to use them, .will invite a large class of minds. In brief, the coming student will take on more of the traits of the ideal man of affairs." HINTS ON TEACHING LANGUAGE. Children must think well before they write well. Children should have something to say before they talk. Children talk best about what they see. Children will talk about what they wish more readily than what you wish them to talk about. Children will talk with each other better than with you. Children use all parts of speech of their own account before they are four years of age. A child's vocabulary will grow as fast as he has any desire to use it. A child will talk fast enough if you let him talk as he wants to. When a child can write easily he likes to write. The aim to have the child make perfectly formed letters, by drawing the lines in the letters, makes it practically impossible for them to enjoy writing. Never teach penmanship in connection with early composition writing. A childs attention must be upon this thought rather than his pen. The correct formation of the letters must be established by his penmanship lessons. There must be much and frequent writing before it will be enjoyable. Written language work should be incidental rather than than, formed a luxury instead of a task.-The American Teacher. One of the best satires on the profession of money-getting appeared recently in the Boston Post's Taverner's column: 'Speaking of that immortal work-and, by the way, I have not yet begun it-I mean to devote one chapter to the ad. vantages and disadvantages of gentility. This will proveunless I am much mistaken-a very interesting topic, and I hereby declare "hands off to all other authors and scribblers. The subject is mine, and I have secured it by such copyrights, patents and other legal methods as are provided by the Constitution of these United States. Fifty examples of the good and ill effects of being gentle will at once occur to the Reader, There is for instance, our common acquaintance, Hustler Grabb, esq., whose income is reckoned by conservative calculators to be at ieast $30,000 per annum. Would he be rich, powerful and respected had he been born what used to be called a gentleman? I trow not. Of course I do not mean to say that money-making and gentility are incompatible— far from it. But the opportunities and possibilities of moneymaking are often greatly restricted by gentility. However, I won't pursue the subject here. My really subtle thoughts upon it are reserved for the magnum opus of which I have spoken. This is drawing heavi Dr. Jordan, in making up his faculty for Stanford University, Cal., has selected five from the faculty of Indiana University. In addition he has taken O. P. Jenkins from De Pauw, and Melville B. Anderson, recently of Iowa University, but formerly an Indiana teacher. ly on Indiana, but it can stand it.—Indiana School Journal. Dr. Jordan may be doing what is best for Leland Standford Jr., University, but as a general thing it is not safe to secure such a large proportion of a Uuniversity faculty from one community. It is too much in keeping with the practice pursued by some school boards-"always employ our own graduates." THIS well put sentence from Intelligence is applicable in many situations. Think of it. If a pupil sets out on tweedledee let him canter on; don't set out on tweedledum to head him off. His chance of getting there is quite likely-just as good as yours-provided he understands himself. If he doesn't understand himself give him a regular mental Turkish bath until he discovers and confesses that he has been using words without comprehending them. Teacher: "Now each of you boys give a sentence and turn it into the imperative form." Michael: "The horse draws the cart." Teacher: "There, but it in the imperative." Michael: "G'lang, git." FRIDAY AFTERNOON. GRANDFATHER'S BARN. O don't you remember our grandfather's barn, How we climbed on the beams and the scaffolds high, How we sat in a row on the bundles of straw, And riddles and witch stories told, While the sunshine came in through the cracks of the south, How we played hide and seek in each cranny and nook, Then we made us a couch of a hogshead of rye, And on it to "Boston" we rode; And then we kept store and sold barley and oats, And straw for our sisters to braid into hats, Then we played we were biddies, and cackled and crowed, If the weasels were killing the old speckled hen. How she patted our heads when she saw her mistake, While a tear dimmed her eye as the picture recalled How we tittered and swung, and played meeting and school, While up on the rafters the swallows kept house, How we longed to peep into their curious nests! So we wished we were giants, or winged like the birds, And don't you remember the racket we made And how we wound up with a keel-over leap From the scaffold down into the hay? When we went in to supper, our grandfather said, If he had not once been a boy, He should think that the Hessians were sacking the town, Or an earthquake had come to destroy. WILLIE ELIZABETH ROBIN. This little girl was born in Throckmorton, Texas, in 1884, and was a bright, healthy baby until, at eighteen months old, she had a severe illness, and when she recovered she had lost the power to see, hear, or speak. She grew up very strong in her prairie home, and is called "a child of the sunnature's child, full of her life and force and nerve.” She lived till six years old unconscious of her losses, when the wonderful story of little Helen Kellar reached her parents, and they brought her at once, in 1890, to the kindgarten for the blind at Dorchester, Mass. She was there given a special teacher. The first words taught her were hat, fan and ring. The manner of teaching was by spelling the word in her hand and using the object at the same time. This was followed by mat-weaving, ball and cube stringing, and making chains with paper rings. Molding was a great delight to her and the making of the hat, fan, and ring of her word lesssons. In six months Willie understood more than 200 words: 171 nouns, 12 verbs and 30 or more qualifying words. She does not yet make sentences. She excels her class in gymnastics. She is showing a desire to talk and can say mamma, and the difficult sounds of th and k. There is not noticeable in her manner the uncertain, lost look so distinctive in children who are bereft of one or more senses. They say of her, "She does not walk -she darts, with no sign of fear in face or movement," and again, "she loves play above all things, and usually the more boisterous the better."-School Journal. MANUAL TRAINING. Dr. Curry is doing a great work in behalf of manual training as a factor in the educational system of the South. On. the evening of Tuesday, June 16th, he addressed the two branches of the City Council of Richmond on the subject. His address was characterized by the eloquence and power for which he is so justly distinguished, and created a profound impression. What the outcome will be it is impossible to say just now; but the Councils appointed a committee to confer with him further as to the details of his plans, and we may soon have something definite on the subject.-Virginia Educational Journal. Schoolmistress (advancing furiously)-"You have, eh ?" Robert-"Yes, ma'am. A boy sed yer wuz ugly as homemade sin, an' I jest gave it to him." Schoolmistress-"Well, Bobby, dear, I must pardon you this time, but control your temper the best you can." THE School board that will bounce a teacher for incompetency, the give her a gilt-edged recommend in order to foist her upon some other board, ought to be sent to-to the Legislature.-The Moderator. Order can better be secured by quiet and coolness on the part of the teacher, than by impatience and excitement. THE ENGLAND OF QUEEN ELIZABETH. Commerce was crippled by monopolies, and of the arable land of the country not more than one forth was in a state of cultivation; but large flocks of sheep were kept on account of their wool. Manufactures were only in their fancy. Woollens had been spun and woven only on a small scale throughout the country; Taunton, in Somersetshire, being at that time the most famous for its fabrics of any town in England: and the West of England was the the world's commerce of that day what the North is now. While Liverpool was still a swamp, and Manchester a straggling hamlet, when Leeds was a cluster of mud huts, and the romantic valley of the Calder a desolate gorge, the streets of Taunton, Exeter, and Dunsten resounded wi-h arts and industry, and the merchant ships of Bridgewater and Bristol were going out or coming in from the remotest corners of the globe. Fairest fields, the richest cities, the proudest strongholds lay in this region. The silk manufacture had been established in London upward of two hundred years; but as yet upward of a century and a half must elapse before an adventurous John Lombe erects a silk mill at Derby, and so begins the factory system in England. And that mighty cotton manufacture, upon these prosperity the feeding of so many million of people depends, at the birth of Shakespeare, had no existence in the realm. Our principal foreign transaction then lay with the Netherlands, but already the merchant princes of our island were seeking to bind us in the peaceful links of commerce with all lands. Agriculture was then in the rudest condition; the flower garden was but little cultivated, the parks of then obility and gentry serving them for pleasure grounds, some valuable excellent herbs and fruits had in deed been recently introduced into this country, amongst which were turnips, carrots, salads, apricots, melons, and currants, but potatoes were not yet cultivated in Britain, and even for a hundred years afterwards were scarcely known as an article of food; and peas were in general brought from Holland, so that old Fuller might well observe that they were "fit dainties for ladies, they came so far and cost so dear." The cultivation of flax was not neglected, that of hops had been introduced, but as yet our principal supply was from the Low Countries. The old dungeon like castles of the nobility were giving way to the more commodious halls or mansions, but the houses of the people improved slowly. The art of manufacturing the very coarsest sorts of glass had only been introduced into England seven years, common windowglass and bottles being all that was attempted, the finer articles of glassware being still imported from Venice. Few houses had glass in their windows, and even in towns of importance chimneys were an unknown luxury. the smoke being allowed to escape as best it could from the lattice, from the door, or from openings in the roofs. On a hnmble pallet of straw would the poor husbandman repose his wearied limbs, and wheated bread was not used by more than onehalf of the population.-From "Shakespeare's True Life." By James Walter Longmans. HOW IS THIS? The Berlin tests of what children know, which have been given in such detail by President G. Stanley Hall in his Pedagogical Seminary, a three-times-a-year publication, presented some interesting facts concerning the mental activities of boys and girls. There were some seventy-five questions asked of several thousand children soon after they entered school. Only those records that showed that the test was fair were used, and these amounted to 2,238. It appeared from these tests that boys have clearer religious concepts than girls, while girls excel in fairy tales. This difference was quite marked. More boys could repeat sentences said to them than girls; they could sing musical phases after hearing them easier than girls. Boys knew rivers, lakes, meadows, forests mountains, etc., earlier than girls. Boys knew zoological gardens much more generally than girls, but the girls knew botanical gardens better. Girls knew tempest and hail storms better, or were more impressed by them. Similiar observations have been made by President Hall in Boston and by Supt. J. M. Greewood of Kansas City. From these it appears that more boys knew the beehive, squirrel, robin, sheep, frog, pig, than girls, but more girls knew the butterfly, clover, elbow, wrist, cheek, and throat. Boys knew number more generally than girls.-Boston Journal of Education. A GRACEFUL TRIBUTE. Mr. Whittier's recent gift to his friends of a privately printed volume of his recent verse is inscribed to "The poet and friend of poets, E. C. Stedman," with these lines: Poet and friend of poets, if thy glass A novel condition of affairs exists in Pennsylvania in regard to the State Superintendency. In this state the State Superintendent is not elected, as in most states, but is appointed by the Governor. Upon the death of Dr. Higbee, Gov. Weaver appointed Dr. D. J. Waller, Jr., in Jinuiry, 1895, but the Legislature not being in session the appointment was not confirmed. The new Governor (Pattison) did not only not send in Dr. Waller's name for confirmation, but has recently sent in the name of Dr. Z. X. Snyder. The Senate refuses to confirm the last nomination on the ground that Waller was appointed for four years, and that no vacancy exists.— Indiana School Journal. An Equivocal Puff.—"Did you see the notice I gave you? said the editor to the grocer." "Yes; and I don't want another. The man who says I've got plenty of sand, that the milk I sell is of the first water and that my butter is the strongest in the market, may mean well, but he is not the man I want to flatter me a second time."-Harper's Bazar. It was the intelligent compositor who changed "a miss is as good as a mile" to "a miss is as good as a Mile. ' "There," he said to himslf, with pardonable pride, "that means something.”—Boston Transcript. HE'S GOT IT, MAʼAM. Among the passengers on a Pullman car, a few days ago, was a woman very much over-dressed, accompanied by a bright-looking nurse girl and a self willed, tyrannical boy of about three years. The boy aroused the indignation of the passengers by his continued shreks and screams and his viciousness toward his patient nurse. He tore her bonnet, scratched her hands. and finally spit in her face, without a of remonstrance from the mother. Whenever the nurse manifested any firmness the mother chided her sharply. Finally the mother composed herself for a a nap, and about the time the boy had slapped the nurse for the fifth time, a wasp came sailing in and flew on the window of the nurse's seat. The boy at once tried to catch it. The nurse caugh this hand and said coaxingly, "Harry mustn't touch. Wasp will bite Harry." Harry screamed savagely and began to kick and pound the nurse. The mother, without opening her eyes or lifting her head, cried so, "Mary! Let him have what he wants at once. "But, m'am, it's”—“Let him have it, I say!" Thus encourged, Harry clutched at the wasp and caught it. The scream that followed brought tears of joy to the passengers eyes. The mother awoke again. "Mary," she cried, "let him have it." Mary turned in her seat and said, confusedly, "He's got it, ma'am!" Smooth the few silver threads out of my hair; Over my slumbers your loving watch keep; Rock me to sleep, Mother, rock me to sleep! FLORENCE PERCR. Let us gather up the sunbeams, Lying all around our path; Let us keep the wheat and roses, Casting out the thorns and chaff Let us find the sweetest comfort In the blessings of to-day, With a patient hand removing All the briers from the way. PHOEBE CARY. In the world's broad field of battle, LONGFELLOW. Drawing is valued as a means of exactly expressing ideas in form, of educating the eye and hand, and as an aid to the higher culture of art.-JOHONNOT. ORDER OF THE LONGEST RIVERS. The Amazon, in the South America, falls from the Andes through a course of 2,600 miles; the Mississippi, from the Stony Mountains, runs 2,690 miles; La Plata, from the Andes; the Hoangho, China, from the Tartarian chain of mountains, is 3,260 miles; the Yangtse-Kiang runs from the same mountains and 5,060 miles long; the Nile, from the Jihel Kumri mountains, courses 2,690 miles; the Euphrates, from Ararat, is 2,020 miles long; the Volga, from the Valdais, is 2,100 miles; the Danube, from the Alps is 1,790 miles in length; the Indus, from the Himalays 1.770 miles long; the Ganges runs from the same source and is 1,650 miles long; the Oronoco, from the Andes 1,500 miles in length; the Niger, or Wharia, is 1,900 miles long; the Don, the Dneiper and the Senegal, are each over 1,000 miles in length; the Rhine and the Gambia are 888 miles in extent.-Entertainment. SMALL PAY FOR TEACHERS. Teaching does not seem to be a profitable employment in Germany, according to the statements of the Meckleburg School Gazette. Near Grabow lives an invalid educator seventy-nine years old. He has worked fifty years for an annual salary of $160, and as he has saved nothing is compelled to totter daily to his task. August Weiss, of Butzow, gets $60 a year. He is nearly eighty, and has been in the harness half a century. Another poor old fellow, who lost his place after sixty years of toil at teaching, has gone to work as a day laborer. Steps are being taken to provide these aged matyrs of learning with small pensions.-North Carolina Teacher. Room at the Top.-Ambitious Youth: Do you know of any way by which young writers like myself can make money in literature? Magazine Editor-Um-there is one. "I am delighted to hear that. What would you advise?", "Keep a news-stand.' -Street & Smith's Good News.. TEACH CHILDREN TO TALK. Once upon a time, as noted novelists say, I had an intelligent class of primary children, who had been sent to me from the baby-room because of overcrowding. They had many good points, and were attentive, loving obedient boys and girls. They could write pretty stories, and were eager to read these graphic productions, but somehow when asked to tell anything to us, or to make a little speech for one minute, the faces grew so long, and the eyes looked so pleadingly that there seemed to be no use in pressing the matter then. Of course I had to find remedy for this. These little sixyear-olds must be taught to express themselves just naturally as they used to when they were three and four years old. Froebel says, "If it is true that impression must preceede expression, it is equally true that expression must follow impression." Before the little tot goes to school it receives many wonderful impressions. It is alway seeking to know all it can about the things around it, about its tin soldiers, about its humming top, about its ball, and so on. Why is it that little master "what-for-and-why" has been so suddenly tranformed into master speechles? Just a thought on this line:-Before school life the little child acts for itself in trying to find out the why and the wherefore. In school life the problems are brought to the child who is surfeited with them, and consequently the baneful effects of uninterestedness and self-consciousness are produced. A teacher said to me the other day, "Will you give me some ideas on language lesson? I do find it so hard to teach these." We agree that the main object of these lessons, at first, should be to get the little ones to TALK. After having left the main track for a short time, let us come again to these pupils of mine who failed when asked to talk to us. I made two clubs in my class: the one for the boys, the other for the girls, giving a fanciful name to each. Or, more correctly, I let them choose their own names. Then I told the boys to notice everything alive which they saw when going home; the girls were to notice everything not alive. This prepared the way for the lesson in the afternoon, when every child was asked to name what it had noticed. And particularly let it be noted that full answers were always insisted on, as "I saw a horse." The next morning the different kinds of houses were to be noted. The next the stores; the next the trees, the flowers, the men and women. When answering questions we were able to elicit from the pupils, by degrees, a word or two descriptive of the houses, the stores, the trees, and the flowers, and so on. First gen pupils about This eral ideas, then particulars. In a week or two the were able to talk about the things in the school-room, the things in the kitchen, in the play-room, and so on. was followed by my allowing every child to bring something from home to talk about, while showing us the article. Girls were allowed to bring their dolls, if they would talk about them, telling us their names, what kind of little folks they were and so on. The boys might bring boxes of tools provided they would tell us about every tool. brought a toy cannon and soldiers and of course we had a miniature battle after a while. At thanksgiving time the little people told us about their dinners. And of course, we One even Grad hear about the birthdays. Then, after the Christmas holidays the gifts are brought and we hear about them. ually my class were developed in this power of expression until if they suggested to me subjects they would like to talk about, such as marbles, cows, birds, the night previous, the next day we could spend ten minutes hearing ten pupils give one-minute speeches. And they were able to stand erect, and look at the class, instead of shyly leaning near the teacher, or nervously twitching their clothes. My pupils were ' able to reproduce stories which I had told them, such as "The Three Pigs," "The Three Bears," "Cinderella," and "Little Red Riding Hood." They became eager and anxious to tell them. And some of the boys and girls could tell exceedingly good original stories. We always insisted on correct words, and good pronunciation and endeavored to bring in a new word to express a new idea, so as to widen the vocabulary. The scholars enjoyed the lessons and many could speak very nicely indeed.-Arnold Alcott in Educa. Journal. Illegible writing is considered by many people one of the marks of a superior mind. The influence is that those who are burdened with many great thoughts cannot be expected to take time to put them into sensible, every-day English, and afterward write them out in a clear, plain hand for the benefit of the unfortunate persons who may have to decipher them. Such work is too commonplace for noble intellect. It is not to be denied that illegible writing has some advantages. It is a great convenience to bad spellers. If the word cannot be interpreted at all, no one on earth can say if they are rightly or wrongly spel. It as a boon to people who do not know their own minds. There is no danger that anybody will discover the fact. If the writing is done because of painful duty or still more painful compliment owned, of which the sooner all trace is lost the better, the illegible writing is proof that the compliment or duty was pain, and absolves the writer of all futher responsibility. He cannot be bold by words which no one is able to affirm he ever wrote. But if the writer has been taught to write and spell properly, if he has intelligence enough to know what he wants to say, and ability and energy sufficient to say it, there seems to be no good reason why he should not clothe his ideas in such distinct fashion that they can be understood at a glance, and by the most careless and indifferent reader.-Educational Gazette. SEVEN WONDERS OF THE WORLD. A name given to seven very remarkable objects of the ancient world: The Pyramids of Egypt, Pharos of Alexandra, Walls and Hanging Gardens of Babylon, Temple of Diana at Ephesus, the Statute of the Olympian Jupiter,. Mausoleum of Artemisia, Colossus of Rhodes. The small Boy's View of It.-"Papa," inquired the editor's only son, "what do you call your office?" "Well," was the reply, "the world calls an editor's office the sanctum sanctorum, but I don't." "Then, I guess," and the boy was thoughtful for a moment, "the principal's office is a spanktum spanktorum, isn't it?"- Washington Star. |