for their own teachers. It is impossible to describe the good which has been and is thus to be accomplished. Indeed, I am convinced that our school system can not advance another step except by the aid of the thorough normal training of its teachers. Owing to the expansion of the field of labor for women, and the stimulation of business and general professional life among young men, the material that appears before our boards of examiners is steadily depreciating. It is clearly impossible to carry out our present elaborate system of common school instruction with the utterly undisciplined young people to whom we are now often compelled, by sheer necessity, to give certificates. Our present teachers are faithfully laboring under great difficulties to perform their constantly increasing labors, and by their aid we can carry our schools safely through this period of transition. But it may as well be understood now that henceforth the path to this responsible profession of public instruction in this country is to be a straight and narrow way commanded by the fortress of the normal school, itself covered by a watchful and intelligent public opinion which demands the best ability for the best work that is done in modern society.

ONE WAY OF DOING GOOD.

BY MARY V. LEE.

Duty may pertain to the soul, mind or body. Many seem to fancy that it relates only to the first two.

I have known those who so habitually and shamefully neglected physical law, that it was impossible for them to say "Good morning" in such a manner as to make the morning better for their wishing it "good." The voice was such a revelation of ills, pains, undigested food, uncleanness, bad circulation, that it seemed to nip sweet thoughts and shadow bright hopes. We have all seen others, whose greetings brought strength and renewed good purposes.

In my walks about town I frequently meet a gentleman, so strong, so erect, so free, whose every motion is elastic strength. and grace ! I somehow feel that I have been saluted by a fortu-nate Ponce de Leone, who has actually found the fount of perpetual youth, and yet the silver brush has firmly touched beard.

and hair. I come, too, into daily contact with young women, slender, dark, sallow, solemn paced, who remind me of an underground prison I once visited, the walls of which were cold, dripping moisture that had no chance to sparkle in the sunshine.

We may lack charity, still we can not help putting our acquaintances into one of two classes: those that are vigorous, glowing centers of light and heat, and those that are weak, who make us curb our animal spirits and draw us into their gloom -of course there are some exceptions, but they "prove the rule.”

A good, genial Christian man becomes a little sick, ten chances to one he will grow crabbed, forcing his wife to walk very cautiously before him and his children a great distance from him. We rightly blame the body for the change in spirit. The conclusion is inevitable that there is an intimate connection between them. It is hard to understand the nature of this relation. The body is said to be the casket, the mind or spirit the jewel, but, unlike other caskets and their jewels, the marring or soiling of the one dims and lessens the other. If this be so, it is a duty to care for the body-a crime to neglect it.

But why say this in a teachers' journal? Because only the comparatively young can be taught this truth in such a manner as to have it effect the life. Physical law, like moral law, must be grown into a person, must become a part of him—not worn on the outside like a cloak to be doffed at pleasure. Teachers must make the children wise in these matters; it is a duty; and the more our educational journals say on this point, the better it will be for all.

It ought to make one blush to be compelled to acknowledge that for a woman to obey physiological law, requires moral courage and yet all know that it is so. Few women have the bravery to wear clothing so loose as to cause no pressure, giving the body room to grow to that proportion which is natural and necessary. This cowardice is communicated to the girls, and in early teens we see them no longer wearing the free, simple dress of girlhood, but the restraining garments which are unfit for adults, much more for growing children; so their bodies are made conformable to corsets and their ideas to public opinion. No wonder girlhood, with all its spring and bloom, is so soon lost. It is painful to see the old bodies and faces among young women.

I see little help for this abuse, so long as the multitude is on one side and a few men and women on the other, unless teachers

can create a noble public opinion in their schools, thus getting the start of the evil one.

Not long since I heard a lady say: "I can not tell how I became possessed of the idea that I was uncomfortable in tight dresses. When only eight or ten years old, my mother used to exhort the dress-maker not to be afraid of making my clothes touch me. But I used to swell up' judiciously at that critical moment when the size of the waists was being determined, and unaccountably the dresses were always larger when done than when fitted. By little devices of this kind, I managed to be free for a dozen years.

"At thirteen I studied primary physiology-learned the great laws that should govern us. I reasoned that since God gave me my body as well as soul, I had no more right to abuse or defile one than the other; so I bathed often, never ate between meals, masticated my food thoroughly, breathed fresh air when I could contrive to get it, and never wore tight dresses. I found that the body is an honest, sensitive thing when well treated, honestly reporting all abuses-abhorring them too-in these respects like the conscience which may be kept tender and true, or made hard and false. Tight shoes and dresses seemed to throw my system into a great nettle-my temper into a greater one,-not a pleasant state for self or friends. Thus I grew to womanhood free in body-and bodily freedom goes far towards emancipating the mind. I have followed one profession sixteen years, steadily advancing in it, am never sick, and almost always happy. Whatever of success I have had, is largely due to the ideas of health obtained before I was fourteen."

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I have referred to this lady to show how early impressions remain, influence all the life, make it healthful, joyful, and useful. Of course, baneful ideas are equally adhesive, staining the whole character, poisoning the air breathed by those with whom we habitually associate. I know some teachers are cowards, unwilling to do the right if it be not popular, but I also know that very many are brave, daring to see the truth, and to walk in its light. To such I want to point out a few simple ways (which will offend few, possibly none) by which they can sow seeds in their pupils' minds, which will germinate and grow into strong, settled principles regarding the care of and respect for the body, "the temple of God."

First, be models yourselves-free from the dominion of false, foolish notions,-dress comfortably-be clean-let no garment

fetter the body. Introduce light gymnastics into your school, and be prepared to give every exercise beautifully which you demand of your scholars. This will involve dresses large at the bottom of the waist that they may easily move on the body, and short on the shoulder to allow the arms to play. Have plenty of room over the chest. Carry yourself erect. In standing, let the knee of the supporting limb be firm. Take enough sleep and good food. Give a tithe as much grooming to the surface of the body as any hostler gives the animals in his care. Be thankful you are well, and try to be better. Do not oppress the weak by your strength, but be not afraid to show that you rejoice in it. Thus your simple presence will be a healthful stimulus.

Besides giving the general directions necessary to instruction in gymnastics, a teacher can take advantage of the peculiarly fine points in her pupils, in such a way as to create enthusiasm in the others to become like the more fortunate ones. For example, at recess a group of half a dozen girls may be about the teacher chatting familiarly. She turns to one saying, "Sallie, how nice your new dress is, so loose and comfortable, warm too. I like that." To another, "I see you drive a horse well. I am glad you are fond of being out in the fresh air. Your drives make you have those bright, healthy cheeks. Walking must be almost as good as riding, for here is Jenny, whom I see running all about town for her mother, is just as rosy and well as you are." Of an absent one it may be right to say: "Have you all noticed how perfectly and beautifully Alice takes the hardest exercises in school? I wonder if it is not because she is so strong. She is as straight as an arrow, and has such a fine large waist, and her dress, too, is so loose that it allows her to be quick, exact, and graceful."

In walking with a pupil, these words might be appropriate : "You do not know how much pleasure you are giving me these days. I see that you are getting broader across the chest every week. You are trying to stand erect, and that will certainly fill those naughty hollows in front of your shoulders with good, hard muscle. You are gaining so many victories that I fancy you will soon attack that old fault of turning your toes in when you walk. One victory always paves the way for another."

Besides the quiet little ways that good teachers invent to reach individual pupils, there are those more marked and public. Put a premium on physical perfection and good habits,—make the children strive after these by choosing for leaders in light gym

nastics, the boys and girls that have some one of the following good points, viz.: fine figure (taking the Greek Slave as model), free dress, fine position of feet, personal neatness, regular hours for eating, etc. Call attention of the school to the points which determined the selection. If any desire the position of leader, kindly mention the faults that disqualify them. Never allude to deformities which can not be overcome.

By a thousand devices the teacher who has this matter at heart, will contrive to impress upon the children's minds right ideas regarding the body. But "her practice must be as good as her preaching", else the hypocrite and coward will be seen by the young eyes, in spite of the lion's skin.

A kind, tender, wise, enthusiastic, constant allusion to these matters, can not fail to do lasting good-not to all, but to some bright, brave souls who see duty and cling to it.

I have said this to women, not that they alone need higher standards and better practice, but because they constitute so large a proportion of the teaching force in our land. I believe men might exert an untold influence for good, if they would oftener express admiration for the truly beautiful in women, and less for the artificial and pernicious. Gentlemen teachers should frequently commend the young men and women in their classes who manifest genuine sense in these matters, thus leading them to feel that there is on their side a noble minority, if not a large majority.

ANSON SMYTH.*

Among the citizens of Ohio, few are more worthy of mention than Rev. Anson Smyth. There is not a township in the State in which his influence has not been felt, nor a school district in which his name is not held in honor. He has labored to uplift

There has recently been published a magnificent volume, entitled "Cleveland, Past and Present-its Representative Men." It includes biographical sketches, with photographic likenesses, of many of the most prominent citizens of Cleveland; classified according to their several vocations; such as Commerce, Railroading, Manufactures, Religious, Medical, Law, Educational, Journalism, etc. Among the sketches embraced in the educational department, is found one of the life of Rev. Anson Smyth. Mr. Smyth was formerly editor of the MONTHLY, and for six years held the office of State School Commissioner, and knowing that his thousands of friends throughout the State will be gratified to hear of him, we have obtained permission to republish the article.-ED. MONTHLY.

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