forward; then, as the locomotive preparing for its flight, I have seen this ripened intellect dash back over the track of history to the foundations of time, and thence spring forward on wings, half of prophecy and half of calculation, blazing away onward for a hundred years into untrod future. Such transformations are the work of the schoolmaster."

And with such transformations being wrought in the school-room, need any one doubt that there will be awakened an increased and constantly increasing interest in the community in school work?

4. Another agency to be employed by the teacher in the awakening of a greater interest in school work is discipline, or management. He should make the great object of his discipline the establishing of approximately correct habits in his pupils. In securing this let him appeal to the highest motives in his pupils capable of moving them; this is their right. And let all the school requirements and management be such as to command, in the main, the approval of the best heart and intelligence of the community. Let accurate records be regularly kept, especially as to attendance, punctuality, approximate conduct and scholarship, and let the patrons be regularly put in possession of the main facts of this record. Those who pay taxes for the support of schools have a right to know what the results of that expenditure are. The tendency of furnishing such information must be to stimulate a greater interest in the work.

5. The teacher may occasionally hold public exercises of his school, to which may be invited the patrons and others. They should not be too frequent, lest they become too cheap in character, or else make too large a draft upon the energies of the school from other equally important work. They should not be made miniature theatres, but should show honest, legitimate school work. Especially may be mentioned gaduating exercises. Here the course of study now being adopted by the common schools may be made to furnish this additional benefit. In all these exercises it should never be forgotten that the primary object of public schools is to make thoughtful citizens. Hence they should be made to show the ability of scholars to think consecutively, and to express those thoughts clearly, tersely, and forcefully. All must admit that the commencement exercises of American colleges have been a most potent agency in awakening the wide-spread popular interest in these institutions. What these commencement exercises have been and are to the colleges, graduating exercises may be made to the public schools.

6. Organizations comprising the graduates of a school may be effected. Let these organizations hold annual public meetings. There

will thus be brought back occasionally those who have gone out from the community. The people will in this way have opportunity to watch the continued growth of those whom they have helped to educate, and in whom they have thus acquired an interest. Permanency of the teacher will greatly aid in this particular.

7. The teacher may personally invite, with reasonable frequency, the patrons to visit the regular sessions of the school, but he is not to be discouraged if his patrons manifest such confidence in his work as to give it but little or no inspection, for even school visitation may be overdone. He should personally converse with the patrons as to school work. This will favor the mutual receiving and imparting of inspiration, and a better balance of mind and purpose. And he should be a reliable citizen; a man among men; should recognize other public interests in the community, and encourage them as heartily as he would have the representatives of those interests recognize and encourage educational affairs.

8. He may arrange for educational meetings, where educational matters may be discussed, provided he take good care as to who shall address them. The speaker should be competent, experienced, and well-balanced. No place should be given to educational cranks. This caution seems all the more needed in these times, when the metropolitan press, to some extent, and many teachers and schoolofficers seem filled with a mania for criticism, apparently vieing with each other for the greatest extreme. We might well believe that if the masses credited only a part of their strictures, criticisms, and cynicisms, they would be justified in desisting from further maintenance of such public schools. Let teachers and school officers take heed how they weaken the confidence in school work. Surely they will be no wiser by efforts to make others appear foolish and weak. If they must criticise, let them do it soberly, and in a manner calculated to improve. If teachers would awaken a greater interest in the community in school work, they must themselves think well and speak well of that work.

9. The press being a great power, the teacher should, if possible, make it an ally in the work. Only let him use it wisely and prudently for profit, and never as a means of pouring upon the public mere maudlin drivel.

10. We conceive these to be the primary channels or fundamental agencies through which the teacher is to work for accomplishing the object proposed. Yet these may exist, and there be a lack of recognized success, or an increased awakening of interest.

There is a subtle and indefinable something in the teacher's contact with the community outside of his school, call it intuition, or instinct, or personality, or magnetism, or what you will, that seems essential to large success. The greatest teachers, as well as the greatest statesman and leaders of whatever kind, have possessed this power. In some it seems born; in others it may be and should be cultivated. It is in that delicacy of contact with others which pleases. It is in the genuine principle of sociability, the essential element of which does not so much consist in efforts to please others, as in a determination to be pleased with others. There is in it no approach to the Ichabod Crane spirit, which is to be deprecated always as derogatory to the profession, and in the end sure to frustrate the object sought. Let the teacher study the manifestation of this characteristic in others, and let him cultivate it in himself.- Wisconsin Journal of Education.

Freedom in Child Training.

Liberty is an element in all right education. Children need guidance more than they need restraint. Self-activity is a fundamental law of human growth. The growing child must be free to exercise its powers. The healthy growth of its body requires the full play of every limb and muscle. It needs some direction, but no repression, of its physical activities. And so, in great measure, with the mental and moral powers.

The great mistake which parents and teachers make is that they use too much restraint and repression in the training of children. They have not the knowledge and skill to give adequate direction to the grand energies with which every healthy child is endowed; and so they bind with the fetters of authority and force that which they do not know how to guide. Teachers cannot be eminently successful until they learn how to control well, and yet give their pupils large liberty. The majority of teachers are so far from this that they cannot believe it possible. It is not only possible; the average teacher may attain it. But he must himself be free. He must be born again, and the swaddling clothes of his own ignorance and conceit must be put off. He must live a new, free and vigorous life.

The highest liberty is attained through the most complete submission. Under a good government, the most loyal, the most lawabiding citizens are the freest. The law does not bind nor molest them. They are a law unto themselves. This seems to be the true

idea of Christian liberty which Paul so glowingly describes in his letters to the early churches. When the soul fully recognizes its true relations, and is filled with the spirit of obedience, it enjoys the largest liberty. It no longer chafes under the restraints of law. It is free with the liberty wherewith the children of God are free. It often happens in school that a child needs to be taught obedience as preliminary to the enjoyment of liberty, and this may require the exercise of authority, of force, perhaps; and the schools in which there are not always some pupils who must be held as with bit and bridle, are exceptional. But the prevailing spirit of every good school is "the trustful spirit of liberty." Freedom is at once the offspring and producer of mutual confidence and love; while the sway of force and repression begets distrust and hate.

When Keate was head-master at Eaton, he ruled as with a rod of iron; and it was a reign of distrust, deceit, and hate. He never took a boy's word, but flogged him on suspicion; and he was the cleverest lad who could most successfully deceive and circumvent the master. How different at Rugby! "It is a shame to tell Arnold a lie-he always believes one," was the prevailing sentiment there. He treated the boys as reasonable beings, and by respecting their rights and feelings he taught them self-respect. His rule was to place implicit confidence in a boy's statement. "If you say so, that is quite enoughof course I believe your word," he would say. But the severest penalties followed the discovery of falsehood. He maintained that freedom and independence in school life under wholesome moral influence and wise guidance make the best preparation for true manhood. He said to his boys on one occasion, "I cannot remain here if all is to be carried on by constraint and force; if I am to be here as a jailer, I will resign my office at once."

We commend this subject to the thoughtful consideration of our readers. There are great heights of attainment in this direction toward which the eyes of teachers should be turned with ineffable longing. Ohio Educational Monthly.

The Teacher's Scrap-Book.

One of the first books towards a teacher's library should be a scrap-book. Let that be a nucleus around which the others are gathered as circumstances allow. It need not cost anything. Take an old "report" book; cut out the alternate leaves, leaving all the

blank ones for the index. Number the pages, and prepare your index. You want it to contain: (1) Choice poetry. This may be divided into (a) pieces for the pupils to recite; (b) pieces to analyze and read in class, and (c) your own favorite poems. (2) Choice stories. This will grow to be a ponderous volume if you do not use much care in selection. Put in this only the stories that are specially valuable, for their bearing upon such habits as the teacher has most frequent occasion to deal with. (3) Gems of thought. This will subdivide into short ones suitable for the children to memorize, and longer ones which you may wish to save for your own pleasure or from which to draw material for talks with your pupils. Some of these may be used to advantage in the reading class. (4) Supplementary geography matter. This will include selections from books of travel, and descriptions of customs and manners of people, as an accompaniment to the geography lessons; also, any interesting geographical facts found outside of text-books. (5) Supplementary historical matter. Interesting incidents of history are often found floating about which will help to clothe with flesh the dry-bone matter in too many of the school histories. (5) Supplementary biographical matter. Arrange a calender for the year chronicling the birthdays of noted persons; under each name have a space to fill up with anecdotes and incidents as they are found. (7) Natural history— curious facts relating to the formation and habits of birds, insects, animals, reptiles and fishes.

This field is so extensive that more than one book will be needed. The work should be sub-divided and indexed for convenient reference. With a small beginning and steady perseverance, such a work would grow to be a valuable cyclopedia.—The Educational Record.

The Relatives Who, Which, and That.

WHO and WHICH are properly the CO-ORDINATING relative pronouns, and THAT is properly the RESTRICTIVE relative pronoun. Whenever a clause restricts, limits, defines, qualifies the antecedent, i. e., whenever it is adjectival-explanatory in its functions—it should be introduced with the relative pronoun THAT, and not with WHICH nor with WHO or WHOM. The indiscriminate use of the relatives sometimes makes it impossible to be certain what the writer would

say.