during the teacher's absence. I have heard that same teacher lecture his scholars upon truthfulness and other virtues, but how powerless had he rendered himself. Ah! me. In those few moments he had given a lesson in immorality which will never be forgotten. How easily might he have shown the dignity of morality, and how easily might he have given a lifelong lesson in fearless truthfulness by frankly saying, "I beg your pardon, I was wrong."

Opportunities are never wanting to speak a word for Truth, Humanity, Patience, Forgiveness, Faith and Honesty. If Willie loses his marble and Charley finds and appropriates it, tell the school the story of little Susan, who, though in great want and most sorely tempted, could not rest until she had returned the dollar bill accidentally given her. An incident in the life of Christ, or of any good man, woman or child, may serve to illustrate the opposite of almost any sin, and at the same time waken a spirit of emulation in the right direction. Let us first make our lives practical illustrations of what we teach, and then no where than in the school room is it more true that " a word fitly spoken is like apples of gold in pictures of silver." E. L. B.

CHRIST AND THE LITTLE ONES.

BY JULIA GILL.

"THE Master has come over Jordan,"

Said Hannah, the mother, one day

"He is healing the people who throng Him
With a touch of his finger, they say.

And now I shall carry the children,
Little Rachel, and Samuel, and John,
And the youngest, the baby Esther,
For the Lord to look upon."

The father looked at her kindly,

But he shook his head and smiled;

'Now, who but a doting mother

Would think of a thought so wild?

If the children were troubled with demons,
Or dying with fever, 'twere well-
Or had they the taint of the leper,
Like many in Israel."

"Now, do not hinder me, Nathan-
I feel such a burden of care;

If I carry it to the Master,

Perhaps I shall leave it there.

If He lay His hand on the children,
My heart will be lighter, I know,
For a blessing forever and ever,
Will follow them as they go."

So over the hills of Jordan,

Along by the vine-rows green,
With Esther asleep on her bosom,
And Rachel her brothers between,

'Mong the people who hung on His teaching,
Or waited His touch and His word,
Through the rout of proud Pharisees listening,
She pressed to the feet of the Lord.

"Now, why shouldst thou hinder the Master,"
Said Peter, "with children like these?
See'st not how, from morning till evening,
He teacheth and healeth disease?

Then Christ said-"Forbid not the children,
Permit them to come unto me !"

And He took in His arms little Esther,
And Rachel He set on His knee.

And the heavy heart of the mother

Was lifted all earth care above,

As He laid His hand on the brothers,

And blessed them with tenderest love.-Little Pilgrim.

The ground of all our false reasoning is that we seldom look any farther than on one side of the question.

THE INGENUOUS BOY.

"TELL us a story, father, this evening, do."

Mary made this request on behalf of herself and her two brothersHenry, who was twelve years old, and Andrew, who was only seven; her own age being about midway between theirs.

"Well what shall it be, a made-up story, or a true one?"

"Oh, a true one, if you please, we like those the best."

"But if I tell you a true story, it may not be very wonderful, nor near so marvelous as something I could make up; perhaps you will not think it interesting."

"Oh, I know we shall, we always do."

66 Well, then as you have chosen a true story I will give you one that I know was all true. I was a school master once, and twenty years ago this winter, I was teaching a large school in Michigan. As I was passing around the school-room one morning, I saw a notch that had been newly cut in the desk, just before William C--. I pointed to it and asked: "William, do you know who did that?"

“Yes, sir, I did it,” he very frankly replied.

"Did you not know that it was against the rules of the school to whittle the desks or the seats?"

"Yes, sir."

66 Don't y

you think the rule a good one?" "Yes, sir."

"I suppose you must punish me, sir," he said, looking very much troubled.

Now William was about ten years old, was one of my best scholars, a very bright and generally obedient boy. He did not own a pocket knife, but had that morning borrowed one at home, and the temptation to try it on the new desk before him had proved too much for him. But his frankness in confessing his fault and condemning himself, added to his general good character, made me wish, if possible, to avoid punishing him. Yet how could I avoid it without appearing partial to William? The schoolhouse was a new one, and I was anxious to leave it in good order at the end of the term. I turned the matter over a moment in my mind and then said to him:

"William, I can't bear to think of punishing you, for you are one of my best boys. But what can I do? If I let you go unpunished, how can I enforce the rule? And if that rule is disregarded we shall have a sorrylooking school-house when spring comes."

"I know it will be so sir," said he, looking more disconsolate.

"But is there no way that I can let you go and still save the desks?" "I don't think there is, sir."

"You may lay aside your books and think about it for a while, and see if you cannot contrive some way, and I also will see if I cannot find one."

I turned away and engaged in other duties for some time, and then came back to him.

"Well, William, have you thought of any plan to save the necessity of that punishment?"

"No sir, I cannot see how you can do anything else with me?"

"Well, I have devised a plan which may possibly succeed. The boys are now to take their recess; and if, while you are out with them, you can induce them to pledge their word and honor that they will not whittle the seats or desks if you are not punished, I can let you go."

William seemed very little encouraged by this proposition. He evidently doubted whether the boys would give such a pledge. I stated the plan in presence of them all, and then gave them their recess. As I afterwards learned, William had not the courage to ask anybody for the pledge, but one of the older boys gathered them all around him and made a stump speech in William's behalf. "Boys" said he, we don't any of us want to see Will whipped, and we can prevent it by Lonor that we won't whittle the school house. whittle the school-house for? I'd rather have me than one all cut up, and so had any of you. some pride in keeping the house decent as well as the master. In giving this pledge we only promise not to do what we ought not to do any way."

a

just giving our word and Now what do we want to

good smooth desk before Besides we ought to have

"If we don't give it, Will must be whipped, and then if we cut the desks we shall be whipped with bim. For my part, I am for giving the pledge with all my heart-who votes aye? He then put it to vote; and every one shouted "aye."

William came in with the cloud gone from his face, and said that the boys had all given the pledge. Others confirmed this report, so I dismissed him to his seat, and I was as glad as he at the success of the plan.

"But father," interrupted Mary, "did the boys keep their promise?" "Yes, that they did, like real men of honor, I did not have to speak again on the subject during the whole winter, and in the spring you could not find on the desks beside that one notch, anything worse than pin srratches.

"I guess," said Henry, "they obeyed the rule better than if you had whipped William for breaking it."

"Yes, I have no doubt they did; but what do you think made them?"

"I guess," said Mary, "It was because they thought more about the rule, and saw how good and reasonable it was."

"And I guess," said little Andrew, "that they loved you more when they found out that you didn't want to whip them."

"I think, also, said Henry, "they felt glad to have you trust them like men, as you did when you asked William to get from them a pledge on their honor."-Maine Spectator.

A DEVELOPMENT OF THE FUNDAMENTAL NOTIONS OF

GRAMMAR;

BEING AN INTRODUCTION TO BECKER'S SCHOOL GRAMMAR.

No. III.

Translated and Modified for the Wisconsin Journal of Education.

RELATIONS OF NOTIONS TO ONE ANOTHER.

§ 11. The relation of Lotions to one another are either.

A. Relations of notions of activity, e.g., to bloom, to bark, to notions of a being, e.g., tree, dog; or

B. Relations of notions of being, e.g., wine, tree, to notions of an activity, e g., to drink, to bloom.

a.

The relation of an activity to a being is:

(a). A predicative relation, if the activity of the being is predicated at the moment of speaking, and the notions are by the relations joined in one thought. (§ 2.)

Ex.-The tree blooms. The dog barks. The tree is large.

(b). It is an attributive relation, if the general notion of a being is specialized (reduced to a sub-class, or individual) by the activity. (§ 4.) The notions are by this relation joined in one notion, and that the notion of a being. We call the activity referred in this way to the being, an attribute (an activity already ascribed or attributed to it.)

Ex. The blooming tree. The barking dog. The large tree.

Remark. In the predicative relation a thought, e. g., the tree blooms, represents itself as an act of the speaker. (§ 2.) 1n the attributive relation is represented not an act of the speaker-a thought-but a notion which has been formed by such an act,

The predicative relation is expressed in part by the inflection of the re

and in part by the form word to be.