holding a ladder on which the child may climb to infinite heights of learning and wisdom. The noblest thoughts of the best minds are spread about us for you and me to use. No learning we can accumu. late will be superfluous. The teacher who has the most learning is the best teacher. Opportunities present themselves from time to time, where we can use all we can ever hope to obtain. Whatever we may accumulate of learning or wisdom, may at last drop its radiance upon these children about us as the dews of night fall upon and fertilize the flowers of June.

Another advantage of our calling is that it stimulates us to find variety and novelty of methods, and so to enlarge our development. Some express sympathy because our work is monotonous. They do not understand that we have great variety in pupils themselves. The teacher should seek to adapt his instruction to the varied tastes and temperaments before him. The great danger lies in the fact that we are apt to handle all pupils alike. God has made these children different. If he had wanted them all alike he would have made them

It is our business never to forget this difference in constitution and make.

A student in college, who had never been successful in satisfying the professors with his work, had a great gift with his pencil, and spent most of his time in illustrating the college catalogue. He made an excellent caricature of one of the professors. The professor sent for him. The young man supposed he was going to meet his doom; but the professor proved to be a sensible one. Instead of reporting him to the faculty, he said to the young man, “You seem to have a gift for art; it does not appear that in the college course you have a gift for anything else. Do not waste your time in college, but go to Europe and study art." The young man took his advice and became a successful artist.

I have spoken of the danger of an undue estimate of our calling. Any well-balanced teacher must learn modesty. One who is compelled to see how short time is for all his opportunities, must learn to put a just estimate upon it. How the simplest questions of our youngest pupils often sound the shallow depths of our knowledge. The longer a man teaches, the more he regrets that he is not equal to the opportunities God has placed within his reach. I think it is, as a general rule, only the inexperienced teacher who is confident of the infallibility of his methods of teaching; the true teacher, who has taught long enough to acquire such confidence, yet a just modesty with regard to his short comings, is the one who is learning day by day, and enlarging for his work. When the day comes that the teacher has done learning, that is the day when he ought to stop teaching. One motto we ought to have is that of a learned German" professor, "I grow old, always learning."

Another advantage of our calling is, that it strengthens some of the most charming virtues of our character. For instance, a wise patience. I mean that which waits for results, which looks beyond temporary disappointments to a fruitage of twenty, fifty, or a hundred fold, sure to come at last. We are constantly in contact with the young, winning their sympathies at their tenderest and lovliest state, are constantly keeping the fountains of our own sympathy welling and overflowing. I call this one of the greatest blessings of our calling. I think it helps to keep us young. I have seen many aged teachers, but hardly ever an old one. I have seen the memories of childhood dancing in their eyes, and the music of childhood ringing in their hearts. This is the teacher's great reward. To be constantly associated with youth is the true elixir of life, the true fountain of youth. He will not consider their bagatelles and escapades as unpardonable sins. No, no. He knows they will come safe and sound through them, as through the measles, chicken pox, and all other childish diseases. [ call it a great source of power in any man to keep this in his heart. It leads us to circumspectness in our lives. We are constantly reminded that even our unconscious acts leave an invisible impression upon the children who are about us. I think, perhaps, this is one reason why the character of the teacher is so high. For I submit to you the question whether in these days of dreadful lapses among all classes of men almost, the metropolitan journals that drag their dirty net through every den of vice, have placed many names of teachers upon their dreadful bulletin of shame? When it is asked whether we teach morals in school — yes; if not in words, in the beautiful character of the men and women standing in the school houses all over the land.

It is unquestionably true that most children are not subject to an atmospheze as friendly to cultivation, truthfulness, and respect to the rights of others, as when seated within the walls of the school. We must recognize the fact that we owe it to the presence of the children themselves. Their upturned faces are constantly pleading to us to live lives of purity.

Finally, I think that our profession has this advantage also, that it induces and enables us to come into fresh sympathy with active life, and to train these pupils with that spirit also. We are to prepare them to seize with a firm and vigorous hand, the active responsibilities and duties of life. But we must see that while many of them have advantages which were denied to their fathers and mothers, we do not train them out of the strength and vigor of their parents. Through many years of arduous toil they produced these beautiful farms which we see about us; every ringing blow of the ax lending vigor not only to their muscles but also to their character. Not one whit less heroic were those brave women, struggling and often seeing their children struggle against the malarial poison arising from every stream; they discharged every duty, and bore every burden, and filled those homes with sunshine and cheerfulness. It is not your vast resources that have made Indiana what she is. What were all these without the efforts of this noble race of men ? Better to have made character than to have dotted prairies with Chicagos, or to be the Garden spot of the World. — From Address by Pres. ANGELL, of Mich. Univ., before Indiana Teachers' Association.

A THOUSAND DAYS IN THE WIDE, WILD LAND.

[We take much pleasure in transferring to our pages, from the Chicago Practical Teacher, an interesting article upon Stanley, the great African explorer, and his achievements. It is ac. companied in the Teacher with a map and some illustrations. By means of such matter, teachers may inspire entusiastic interest in their pupils in the study of geography.- Eds.]

The statement has been made that Mr. Henry M. Stanley, the discoverer of Livingstone and the explorer of the “dark continent," is about to engage in another African expedition. We take pleasure in giving in the present number of our paper some illustrations connected with the journey of a thosand days, during which he explored the greatest lakes in the heart of Africa, and traced the mighty Congo, – henceforth to be known as the Livingstone - down from the centre of the continent to the sea.

Henry M. Stanley was born in the year 1843. He seems to have been designed by nature for an explorer. His disposition was roving, and he commenced his adventures at an early age. He was already something of a traveler by the time the war of the rebellion broke out. At first a volunteer in the army, when his term of service expired he became a newspaper correspondent, in which occupation he continued after the war closed, traveling extensively through the

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western territories. Next we hear of him traveling across Asia, then among the Indians in this country. During the Abyssinian campaign, he followed the British army as correspondent of the New York Herald. Then he was in Spain, then in Crete, then back in Spain again. Then, at a short notice, he set out to find the missionary explorer Livingstone, from whom for several years there had been no tidings. Stanley seemed to know by instinct whither to go, and on the 10th of November, 1871, found the object of his search at Ujiji, on the eastern shore of Lake Tanganika.

He remained until the following spring in company with Dr. Livingstone, and then returned to England. In August, 1874, Mr. Stanley started from England for the further explorations of which we give some brief account in this article. This exploration was at the expense of the London Daily Telegraph and the New York Herald. For convenience of reference, we here summarize his journey: He left England in August, 1874; Bagamoyo, opposite Zanzibar, November 17; reached the south end of the Victoria Nyanza, February 27, 1875; was received by King Mtesa at the north end, April 4; spent a number of months in exploring the Victoria and Albert Nyanza, the surrounding regions, and Lake Tanganika; reached Ujiji in June, 1876, and left at the end of August. Nyangwé, on the Lualaba, was reached the middle of October. From this point, which was left on November 5, Mr. Stanley traversed, in the midst of almost incredible hardships and dangers, region never before, as far as is known, visited by a white man. The expedition, reduced and enfeebled, finally emerged at Embomma, or Boma, near the mouth of the Congo, on August 8, 1877.

It will cause no surprise to those who read the narrative that the young, fresh-faced man who left Zanzibar in the autumn of 1874 was grayheaded by the summer of three years later, when he once again came out into the regions of civilization. The wonder is that, with his three white companions dying one by one, the members of his expedition at times murmuring and rebelling, the dark tropical forests exhaling their miasms, the treacherous rapids and dangerous cataracts ready to engulf all as they did some of his hapless followers, the cruel cannibals along the mid-continental stream attacking him in thirty-two battles, the supply of nourishing food exhausted; and indeed almost all food at last gone, the wonder is that he lived to tell the tale. But not only did he live, but took the surviving members of his expedition - 89 out of the 244 who started - back to Zanzibar, and brought with him notes, sketches, photographs, etc., by means of which he has presented to the world not only one of the most interesting but one of the most valuable records of travels ever published, the two volumes issued by the Harpers of New York, entitled " Through the Dark Continent."

If our readers will carefully examine the map herewith presented in connection with the map in any ordinary atlas, they will see at a a glance what our explorer accomplished. Mr. Stanley's work divided itself into three main parts. He filled up, corrected and extended the researches of preceding explorers in the region of Lake Victoria Nyanza, identifying it as the head waters of the Nile, that wonderful river, that flows over a course of more than 2,300 miles. The second part of Mr. Stanley's work was the circumnavigation of Lake Tanganika, the head of the water supply of the Congo or Livingstone. And the third and greatest part of the explorer's work was the identifying of the Lualaba as the main affluent of this mighty stream, which the expedition followed to the sea.

A very interesting episode in Mr. Stanley's journey was his intercourse with Mtesa, the emperor of Uganda, "an intelligent and dis

, tinguished prince," writes Stanley, “who, if aided in time by virtuous philanthropists, will do more for Central Africa than fifty years of gospel teaching, unaided by such authority, can do. I think I see in him the light that shall lighten the darkness of this benighted region; a prince well worthy the most hearty sympathies that Europe can give him. In this man I see that possible fruition of Livingstone's hopes, for with his aid the civilization of Equatorial Africa becomes feasible.”

Lake Tanganika presents varied scenery. In some places the cliffs along its margin rise in margin rise in massive grandeur; the mountain ranges that skirt it are considerable. “At present," writes Stanley in the year 1875, “there are only a few inches of mud-banks and a frail barrier of papyrus and reeds to interpose anything between the waters of the lake and its destiny, which is now, year by year, steadily approaching. When the Tanganika has risen three feet higher, and its waters are steadily rising, there will be no surf at the mouth of the Lukuga, no sill of sand, no oozing mud-banks, no rush-covered old river course, but the accumulated waters of over a hundred rivers will sweep through the ancient gap with the force of a cataclysm, bearing away on its flood all the deposits of organic debris at present in the Lukuga creek, down the steep incline, to swell the tribute due to the mighty Livingstone."