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nection with The Werner Company. All communications intended for us must be addressed to the Werner School Book Company and not The Werner Company. Make all your remittances intended for to the Werner School Book Company and not The Werner Company. The similarity in names

of the two companies leads to errors which cause unpleasant and sometimes serious delays. Address us correctly and your communications will reach us promptly." The Werner School Book Company has a general moving day December 1st, headquarters in Chicago going from the Rand-McNally building, 160 Adams St., to the Studebaker building, 378 Wabash Ave., the New York office from 5 & 7 East 16th St., to 78 Fifth Ave., where they should be addresssed in the future.

-We have received the following from the State Board of Control: "We desire to call your attention to the State Public School for Neglected and Dependent Children at Sparta, Wis., and urge your assistance in finding

homes for the children sent to that institution. There are many people in the State who would like to adopt or receive on indenture such children but do not know how to proceed, and in fact many do not know that such an institution exists. The school is intended simply as a clearing house. The children sent there through misfortune or neglect are kept only long enough to find suitable homes for them to enter. They may be adopted or may be indentured until 21 years of age, after a reasonable trial, should it appear that the conditions are favorable to the best interests of both the child and the family. There are now about 250 children, most of whom are ready to be placed in desirable homes. Among them are seventy-five boys from three to eight years of age, who are especially desirable for adoption. Any person desiring to take a child on trial should communicate with the Superintendent of State Public School at Sparta, Wis., who will send an agent to the person applying or will furnish any desired information concerning the children, rules, etc."

SUPERINTENDENTS IN ONTARIO.

The qualifications for a public school inspector are: (a) Five years' successful experience as a teacher, of which at least three years shall have been in a public school; and (b) a specialist's certificate obtained on a university examination, or a degree in arts from the University of Toronto with first-class graduation honors in one or more of the recognized de

partments of the university, or an equivalent standing in any other university of Ontario, with a certificate of having passed the final examination of the provincial School of Pedagogy, now called Normal College.

A high standard of literary qualification has been fixed by the department in order to secure the best men in the profession for inspection purposes. This is all the more important, as the inspector is a member of the Board of Examiners that determines the qualifications. of pupils for admission to high schools and of candidates for teachers' third-class certificates. On account of their standing and experience, inspectors are also selected by the Minister of Education to assist in conducting the normal school examinations, and in determining the teaching power of candidates for second-class certificates.

The qualifications of inspectors of separate schools are the same as those of inspectors for public schools. Inspectors of high schools are selected from the most experienced and successful high school principals, and inspectors of model schools and teachers' institutes from those who have shown special aptitude for that kind of work.

By the instructions of the department the public school inspector is required to visit every school in his district twice during the year, and to spend at least half a day in the school at each visit. Where a school has several departments he is required to devote half a day to each department. If it is considered necessary in the interest of the school that he should extend his visit over a longer period or visit a school more than twice during the year, During his inspeche is expected to do so. tion he is required to make memoranda of the standing of each class and of the proficiency of the pupils in the various subjects of the public school course of study. In order to satisfy himself as to the efficiency of the school, he is to examine the classes himself, either orally or by written work, so as to test thoroughly their attainments and to keep a record of the results of each examination. Where he finds. any subject badly taught as to method, he is expected to illustrate by the teaching of a lesson in that subject how it should be taught for the benefit of the teacher and pupils. Notes are taken of the discipline of the school, and an estimate formed of the teacher's fitness for his position by studying his manner and methods in teaching such subjects as may be assigned to him for that purpose. Where the inspector finds defects in organization or in methods of instruction, he is required to point them out to the teacher at the close of his in

spection, and at the same time to make a record of them for consideration at his next visit. With regard to the equipment of the school, he is to see (a) that the registers and class books are properly and neatly kept, and ascertain whether or not entries are made therein daily; (b) that the maps are suitable and well preserved; (c) that blackboards are in proper repair, and that crayons and brushes are fully supplied; (d) that the furniture is generally adequate; (e) that proper attention is paid to the heating and ventilation of the rooms; (f) that the fences and outhouses are in proper repair; (g) that the school library is properly cared for.-Ross' School System of Ontario.

THE SINGING LESSON.

A nightingale made a mistake;
She sang a few notes out of tune;
Her heart was ready to break,

And she hid away from the moon. She rung her claws, poor thing,

But was far too proud to weep; She tucked her head under her wing, And pretended to be asleep.

A lark, arm in arm with a thrush,
Came sauntering up to the place;
The nightingale felt herself blush,
Though feathers hid her face;
She knew they had heard her song
She felt them snicker and sneer;
She thought that life was too long,
And wished she could skip a year.

"O nightingale!" cooed a dove;

"O nightingale! what's the use? You bird of beauty and love,

Why behave so like a goose? Don't sulk away from our sight, Like a common, contemptible fowl; You bird of joy and delight,

Why behave so like an owl?"

"Only think of all you have done; Only think of all you can do;

A false note is really fun

From such a bird as you! Lift up your proud little crest, Open your musical beak;

Other birds have to do their best, You need only to speak!"'

The nightingale shyly took

Her head from under her wing, And, giving the dove a look,

Straightway began to sing. There was never a bird could pass; The night was divinely calm; And the people stood on the grass To hear that wonderful psalm. The nightingale did not care, She only sang to the skies; Her song ascended there,

And there she fixed her eyes. The people that stood below She knew but little about;

And this tale has a moral, I know, If you'll try to find it out.

-Jean Ingelow.

THE FRIEND OF THE CHILDREN.

When children are playing alone on the green,
In comes the playmate that never was seen;
When children are lonely, but happy and good,
The friend of the children comes out of the wood.
Nobody beard him and nobody saw,

His is the picture you never could draw;
But he's sure to be present, abroad or at home,
When the children are happy and playing alone.

He lies in the laurels, he runs on the grass,
He sings when you tinkle the musical glass;
When'er you are happy and cannot tell why,
The friend of the children is sure to be by.

TONGUE TANGLERS.

If your tongue be in good condition for doing a little acrobatic work, try reading the following word curiosity aloud. It may be familiar to some of you, for it is one of the treasures that we dug up out of an old scrap book:

If you stick a stick across a stick
Or stick a cross across a stick
Or cross a stick across a stick
Or stick a cross across a cross

Or cross a cross across a cross

Or stick a cross stick across a stick

Or stick a crossed stick across a crossed stick
Or cross a crossed stick across a cross

Or cross a crossed stick across a stick

Or cross a crossed stick across a crossed stick
Would that be an acrostic?

CONTRIBUTIONS.

A SATURDAY WITH THE BOYS.

It was at the close of the closed season for prairie-hens, partridges, and grouse that four boys,-three of them under twenty, and one over forty,-loaded a surrey with themselves, two dogs, four guns, and dinner for six, including an overgrown and under ripe watermelon, and started somewhere. The indefiniteness of the somewhere made little difference with the interest taken in the journey, for it was not "to where," but "from where," that was of so much interest. It was getting out of our school clothes, and out from under school restraint, and away from school conventionalities that promised so much for the day. It was a day to be remembered for many rea

sons.

Every thing was shot at, from prairie chickens to barn-yard chickens at fifteen cents apiece, and we fear if our guns had not miscarried, violence had been done to some of our feathered songsters.

To the juveniles of the quartette, it meant an escape from dry-bones, and an outlet for imprisoned nerve energy, coiled up like so many springs, the tiniest fiber of which responded to the occasion. But to the old man it meant this and more, for the school master was a boy again with the boys. He shot away

as much ammunition as any other boy, traveled as far, laughed as boisterously, ate as much watermelon, and paid the penalty as dearly. He told as He told as many stories, sang as many songs, and talks it over now with the others as one of the days.

The excursion was not planned as a cut and dried occasion to "get at the boys," but it seemed to come upon us all as a divine opportunity to cross the gulch grooved deep by a misunderstanding between the master and his pupil. To the boys it dawned as never before that the teacher was mortal; built of bone and muscle, heart and tongue and senses after their own fashion. That the restraints of the school room were left within the school walls; and though so many times irksome, they were not imposed to gratify some whim of the teacher, but as a sort of military necessity that law might be supported and order sustained. To the senior member of the party it appeared for the hundredth time that boys are boys; that.there is within the soul of each a power in embryo; a force irresistible to move something good or bad.

School matters were not discussed. No labored effort to win or lose, but a natural awakening of sympathy that showed the inner working of souls which by the force of circumstances had been estranged from one another. No need of talking over old difficulties now; they are fast settling themselves.

Did the boys smoke? No, though it were far better that they should in the presence of their teacher than to sneak about it.

Did they swear? slightly, which was checked immediately, though meeting no reproof except what might naturally come from the mere presence of the teacher; for we were not afloat that day to reprove, nor discipline either in language or thought. From occasional emphatic assertions, it is well known where the teacher stands upon these questions, and if these, plus the master's presence, are insufficient, then is our work along this line inadequate.

Yes, boys are boys; were boys; will be boys; rollicking boys. And who would have them less or more? They will be men far too soon; while the frolic and glee, and bloom of the cheek will have disappeared, taking with them the supremest joys of life. So we concluded, the teacher who does not appreciate this, and lives less in the "mill," and more upon the ice and in the woods, where laughter, song and shout tell their tales of circulation, respiration, assimilation, and appropriation,-appropriation of food, appropriation of nature, and hence appropriation of power, -throws much of his

ability to teach sadly out of joint. So we concluded, the master who knows no stories to tell; nothing to make boys laugh,-while leaving no stain in their minds, -isn't always more than a shower of ashes.

W. L. MORRISON.

A LOCAL UNION FOR SUPERVISION.

The principal object in school supervision is to secure unity and consistency throughout the entire system. The efficiency of supervision is found not so much in the activity of the supervisor as in the wisdom, skill and tact of the supervising force in exciting the activity of assistants along similar and consistent lines, and at the same time securing such adjustment in all the parts of the intricate and complicated machine as will cause each part to justify with the other units of the system and each joint to work without friction and the whole to move without needless loss of power. The attempt to produce this consistency in the parts of the machine has given rise to such terms as "concentration," "correlation," "apperception," etc.

Unity in the system, however, should not only exist between the different subjects found in the course of study, but should exist between the different grades and portions of the system. When we speak of a system of education, applying Huxley's idea, that no system is worthy the name unless it creates an educational ladder, etc., we should include all the steps in education, from the home through the university. Yet, too frequently there is misfit and lack of proper adjustment between the parts which should connect kindergarten and university education.

Our universities are making commendable effort to secure a state of affairs which will result in more perfect harmony of the parts. Systems of inspection of preparatory and secondary schools, united with the influence of university extension and schoolmasters' clubs, are fast adjusting the parts which are to consistently connect higher and secondary institutions. It yet remains for our high schools to adapt this suggestion found in the practice of our universities and exercise a similar influence over elementary schools. There is too often an unnecessary break or lack of adjustment between the high school and elementary grades. High school teachers are often so much occupied in their own work that they give little or no attention to those schools which are supposed to do their preparatory work. The attention is given too often in the form of uncharitable or unhelpful criticism, which tends to widen the breach rather than

bridge the chasm. The following rule bearing upon this point was recently enacted in one of the cities of this state:

"HIGH SCHOOL TEACHERS AS SUPERVISORS: High school teachers who may have charge of department work, such as music, drawing, physical culture, English, or other special branches, may be called upon by the superintendent of schools to assist in the directing and planning of work in the grades above the primary department. This work shall be accomplished through teachers' meetings, the planning of courses and methods of work, and in such other ways as may be determined by the superintendent and teachers concerned, provided this work does not interfere with the regular high school work of these teachers, but more thoroughly unifies the work of the grades and the high school, and eventually strengthens the work of their departments."

The

Although this rule has been in force for but a short time, it promises to be of great benefit to the system of schools where the plan is in operation. The rule not only promises to be of direct help to the lower grades, but is proving directly helpful to the high school itself. It was at first supposed that the effect upon the high school would not be immediate, but would be shown in time in the better preparation of pupils for high school work. more immediate effect of the rule upon the high school has been found in its influence upon the teachers of the high school. The extension of responsibility and the visiting of grade schools with an object in view has had a wholesome effect upon both teachers and pupils by added interest and enthusiasm in the work. The amount of supervisory influence exerted by any single teacher in the high school through the grades may not be very great, but each doing something, the aggregate is considerable. It is broader, and, upon the whole, of greater benefit to the schools than the same amount of energy expended upon one or two subjects by a single person.

If this idea could be thoroughly developed in connection with our high schools, they would at once have a new lease of life, and an additional reason for existence would be added. If by some act of the state our high schools could be made to extend their influence into all the surrounding country, and thus comprehend the entire elementary work of the state, this supervisory force organized in our high schools might extend its influence to the surrounding rural districts, and all of these schools with fixed standards for elementary work connecting through a consistent system of state high schools would be linked with the work of the university thus connecting the parts of the

educational chain, which as yet are but imperfectly united.

The states of Minnesota and Nebraska have plans whereby pupils prepared for high school entrance in any of their schools, may find a place in the neighboring high school without paying tuition. Should each high school in these states become an efficient supervisory power, and extend its influence into all those districts from which enrolment is recruited, these schools would become great powers for good. This plan would imply that a sufficient number of teachers be furnished in each high school to enable the members of the faculty to spend occasionally a day or portion of a day in the elementary schools, and give certain time and attention to the plan of work, and the meeting and advising with teachers of the elementary grades. This idea, if put into execution, would not interfere with the present system, or any consistent modified system of county and city supervision, but the high school would simply become the local center of education holding a position in the local community not unlike that occupied by the university in the state.

The chasm between the high school and the elementary school is probably the most formidable one existing in our school system at the present time, In many of our cities, however, there is yet a chasm between the home and the school which should be bridged by the establishment of kindergartens, and these in turn should have a consistent and established relation with the grades of the elementary system. This chasm which exists between the kindergarten and the grades can be suitably prevented by the establishment of a supervisor of kindergarten and primary work, whose dominion should be the kindergarten and primary schools, and this supervisor should thoroughly understand the relation of the home to the kindergarten, and that of the kindergarten to the primary school. This person should also possess sufficient skill to unify the work of each of these departments. Where the influence of the primary supervisor closes, the supervisory influence of the high school might very properly begin. This would give our elementary schools in the upper grades the advice and influence of specialists in all branches. By this means the work of the grades would at once become more thorough, systematic and intelligent, and the high school in turn could raise its standard for admission, its teachers would be kept broader and there would be found time for a richer and more liberal course of study throughout the entire system. BUEL T. DAVIS.

Oshkosh, Wis.

THE SUPERINTENDENT IN HIS RELATION TO HIS

TEACHERS.

The relation between the superintendent and his teachers should be one of confidence and mutual helpfulness. The superintendent should not supervise from the standpoint of authority but should take his place beside the teacher as a co-worker. Official authority may be wisely obscured by genuine interest and unity of pur

pose.

As the teacher is responsible for the school, so the superintendent is in a way responsible for both the teacher and the school, and all criticism and suggestion should be prompted by a genuine desire to aid and encourage.

The relation between the superintendent and the poor teacher should be marked by earnest consideration and kindness. Incompetency among teachers is often due to faulty supervision. Many a failure can be traced to a lack of ability on the part of the teacher to comprehend the real ends of education and a consequent want of enthusiasm. In such cases it is the duty of the supervisor to give the teacher a clear and definite understanding of the ends to be sought, and then by every means possible to arouse and awaken, to enthuse and inspire with an honest determination to put into the work his best possible efforts. In many cases teachers who have been rated as incompetent have become strong and efficient instructors under the personal stimulus of a live, competent superintendent.

The relation between the superintendent and the efficient teacher should be such as to encourage growth and progress. The efficient teacher is not the one who has reached perfection, but rather the one who is pushing vigorously for better things. There is no condition quite so hopeless as that of the indifferent, unteachable, self-satisfied teacher; and no system of schools is in quite so hopeless a condition as the one which is satisfied with meager attainments on the part of its teachers. The superintendent may do his work through personal inspection of each teachers' work, through frequent informal interviews with each teacher, and through the teachers' meetings. The grade meetings seem to afford the superintendent the best facilities for bringing the teachers into his confidence and into accord with his own best thought.

The superintendent may stimulate his teachers by giving them broader and higher views of life. The true teacher must come to a realization of the fact that the highest purposes of life are not conserved in the acquirement of wealth, in the holding of positions of honor and notoriety, or even in the attainment of

physical comfort and happiness, but rather in the attainment of spiritual worthiness.

Again the superintendent may aid his teachers by leading them to an appreciation of the true aim of teaching. It is agreed that "education is to aid in living-to further life's interest." It follows that the true aim of teaching is one with the true aim of life, and an appreciation of the higher ends of life become the moving force in the true teacher's work. It is a truism that each recitation must have a definite aim, and as teachers we usually have been satisfied that the highest conditions have been fulfilled when the specific ends have been attained-when a given point of knowledge has been taught and certain mental faculties exercised. Arnold Tompkins tells us, how ever, that each lesson must be seen as a coordinate with every other must be seen in the light of the whole round of the pupil's life; that the teacher must know that each lesson has not only its limited and specific object in knowledge and discipline, but that the real object is life itself. It is in this way that the conscious aim in each school exercise may become a universal aim, definite, inspiring, and worthy.

The true superintendent will not fail to stimulate his teachers to press eagerly toward higher personal attainments-toward a richness and fullness in their own spiritual lives. The teacher who sees nothing in her work beyond the manipulation of mechanical devices and is satisfied with following slavishly the daily routine of duties, is on the lowest possible plane of unskilled labor. To such an one, teaching is indeed the "sorriest of trades," and its duties the worst of drudgery. The teacher who rises to a broad conception of the true purpose of education and appreciates the real needs of the life he seeks to unfold, is on a plane where teaching becomes the "grandest of arts," and its duties the means of inspiration and growth. It is Laurie who brings out the thought vividly that "the work of teaching rightly prepared for, rightly carried out, is not merely the instruction of others; it is the building up of the teacher himself into a man; it is the utilizing of the contents of educational ideas to the teacher's own ethical end. It is losing himself in his work so as to find himself as a man." The superintendent falls far short of meeting the obligations of his office when he fails, by his intelligence, his enthusiasm, and his love, to lead his teachers, and through them the pupils, to a higher plane of life where they may catch visions of truth and feel the inspiration of divine thoughts.

Madison, Wis.

R. B. DUDGEON.

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