Arner, Martha.

"Aylward, Sarah Anastasia. "Baily, Louisa.

"Barnard, Mary Jane.

"Blacklock, Mary Elizabeth.
"Case, A. Victoria.
"Clarke, Emmeline.

Hall, Elizabeth Ann. "Hewitt, Mary Ann. Hudson, Celeste. "McArthur, Mary. "McCulloch, Maggie. "McLaughlin, Alice. "Mills, Mary Ann. "Mitchell, Lizzie Bruce. "Rodger, Mary Jane. "Shaw, Kate. "Thompson, Margaret Jane. "Westman, Mary Ann.

order that the arguments he presents on these points may have izes the action of every honest man, whether working for friends or their full weight, we present them below almost entire :

strangers, the resolve to please would then become an important factor in his motives. As a consequence, he makes more friends; his faults are viewed more leniently; and, to the advantage of himself and his pupils, his position becomes as permanent as that of the farmer whose children he educates.

Many of the evils connected with our school system, especially with country schools, arise from the fact that the teacher resorts to that business as a mere temporary expedient, without having any intention of devoting his time and energy to the profession as members of other professions do to theirs. One reason for this is beLet us see how this plan would effect the teachers pecuniarily. We cause it is not so lucrative as other pursuits. In a pecuniary point have supposed that two teachers will save $560 in six months. Out of view, teaching offers but little attraction to single men, and of this they have to pay for their board during the remainder of the scarcely any to married men. In fact, with the determination to year. By the time they secure another engagement they have marry usually comes the determination to seek some other employ- scarcely any money left. But if the teachers lived in their own ment. Owing to the limited accommodations for their own families houses, how different would be the result. For $600 the Directors of many farmers residing in the vicinity of school-houses, a teacher could build a cottage that would afford two teachers much better for a country school finds it very often difficult to obtain an apart-accommodation than they could obtain from the neighbouring ment for himself; and, of course, accommodations for married men farmers. For the remainder of the $1,200 they could purchase, and their families, even if the salary would permit the employment according to locality, from three to ten acres of good land. The of such a one, entirely preclude their employment. In many dis- teacher could work on this land before and after school, on Saturtricts in Lebanon County single teachers only are employed, or if days, and during the vacations. He could keep a cow, hogs, and those married are accepted, they must reside in the towns or vil-poultry; and the profit arising from these, added to the crops raised lages, and travel, morning and evening, miles to their schools, thus by his own labour, would be more than adequate to the support of spending in travelling, through all kinds of weather, the precious himself and wife. The labours of the field would give zest to the hours which they should devote to improvement or recreation. labours of the school-room, afford the necessary bodily exercise to To remedy this, School Directors should engage married teach- keep him in good health, and render him less liable to visit scenes ers, and for their accommodation there should be a cottage and a of dissipation; so that at the end of the year he would not only be few acres of land adjacent to the school. The most obvious, but pecuniarily, but, what is more important, he would be physically, not the most important advantage arising from this plan, would be intellectually, and morally better than he could be under the prethat people residing in the country could get their children edusent system. cated much more cheaply than they could under the present system. Let us see how it can be done.

In marrying, he would choose a wife adapted to his wants, and Many of the country schools have an average attendance of pu- capable of assisting him in the duties of the school-room. As her pils varying from forty to sixty. They are of all degrees of profici- classes would be dismissed about two o'clock, she would have amency, from the child learning the alphabet, to the young man study-ple leisure to attend to household duties also. This would prove ing algebra and geometry. No one will suppose that one teacher, as pleasant and necessary an exercise for her, as the labour in the no matter how well informed and energetic he may be, can do jus- field for the husband.

tice to a school like this. Each of these schools remains open about As a great many branches are required to be taught in public six months annually, and the teachers receive salaries varying from schools, the teacher can not now attain that degree of proficiency in $40 to $70 per month. To meet the requirements of one of these each of them necessary to achieve the best results. Here his own schools, an assistant would be wanted. This would involve an out-knowledge and that of his wife would become supplementary to lay of $250 to $350 more; but an assistant is seldom engaged. each other. In the higher branches he could become better eduNow, a cottage could be built and a few acres of land purchased for cated than can the majority of the country teachers now, and she, the use of the teacher, for say $1,200. If the Directors had to bor- having no occasion to teach these branches, would have opporturow this, the interest would be about $72 yearly. Next, let us nity to perfect herself in sewing, embroidery, music, and drawing. suppose a gentlemen, teaching a first grade country school, receives By doing so, they could retain many pupils who are now sent out $70 per month for six months, and that a lady, receives $40 a of the district in which their parents reside, to receive an educamonth for the same time. For six months their united wages tion. Parents are all well aware that, in addition to the great exwould amount to $660, out of which they would have to pay about pense, numerous evils result from sending their children away $100 for board and lodging, leaving them a balance of $560. There from home at too early an age, and regret the necessity that comwould not be much probability of their teaching longer than six pels this. Yet the children are taught nothing at a boardingmonths annually. Indeed, the average length of time for which school but what they can be taught in a country school, by two the country schools are kept open does not amount to six months. married teachers who would make a proper division of the laWell, these two, married and receiving only the salary of the male bour. teacher, would, if they had a house and land free save more money Again, some parents who possess but a small share of that rethan they could under the present system; while their cost to the finement which can be acquired only by mixing with educated township would be reduced. And even if they did not save so ladies and gentlemen, but who are unwilling to see their children much money, many teachers would prefer the plan here suggested. labour under the same disadvantage, send their boys and girls away As has been said, school teaching, at best, is not a lucrative pur- from home solely on this account. It is nothing uncommon to hear suit. Many of the teachers, and especially those most likely to be them say that their girls have book education enough, but that they successful educators, have not that greed for money which charac- must send them where they can acquire good manners. A refined, terizes the members of most other professions. If they had they educated, lady and gentlemen, who had mixed with the world, and would have chosen some other vocation. What they like better is who were familiar with the manners and customs of the better class a life of retirement, in which they have opportunties for study of society, could, when residing in their own house, do an amount and mental improvement; in which they are, to a great extent, of good that is simply incalculable. They could invite to their free from the rivalry incidental to more active pursuits. Under house not only their older pupils, but the young men and women these circumstances, teaching would, in reality, have much to ren- of the vicinity, and by means of music, recitations, and conversader it attractive. Having a house of his own, the teacher would gradually and at little expense acquire a library, a museum, and tion, all could spend, in a most pleasant and profitable manner, the time that otherwise would be devoted, by some at least, to philosophical instruments, from which both himself and pupils dissipation, or, at best, to frivolous gossip. At these reunions the would derive much benefit and gratification. If there were residteachers would have unparalleled opportunities of inculcating ing in the neighbourhood any persons whose tastes or pursuits were habits of order, neatness, and industry; of cultivating the taste, congenial to his own, he could invite them to his house, to their and even developing the moral faculties of their visitors. mutual pleasure and improvement.

Under the present system, the country teacher is usually a wanWe have taken this view of the subject first, because it is the one derer, coming no one knows whence, and going, at the expiration most easily understood by School Directors; and because it reTo sum up its advantages of the term, no one knows whither. This, of course, is as much quires but little money to carry it out. 1. Where two teachers are engaged, a his own fault as that of any one else; and on that account is likely over the present system: to continue until he is induced to marry and make teaching the saving of several hundred dollars annually. 2. Teaching would beprofession of his life. It is a well-known fact that the length of come a more profitable and permanent pursuit, in consequence of time any person retains a situation depends as much on his social which teachers would direct their best energies to the work of eduqualities as on his ability to perform the duties pertaining to his cation. 3. There being being a proper division of labour between With a family, the teacher is much more apt to cultivate husband and wife, each becomes more proficient in certain branches and practise the social virtues than if he were single. He becomes than if no such division of labour prevailed. 4. Teachers would be more closely identified with the wants and feelings of his neigh-more desirous to retain their schools, and directors would be more bours. In addition to the resolve to do his duty, which character- desirous to retain their teachers.-Penn. School Journal.

office.

COLONIAL GEOGRAPHY AND THE NATIONAL SCHOOLS. nearly eight years since the Dominion of Canada, as at present constituted, was established-since the foundations of what must in time become a great and powerful nation were laid; yet the highest

ENGLISH IDEAS ABOUT THE COLONIES.

To the Editor of the London Hour.

We find the subjoined very sensible and timely letter in the Lon-text-book on colonial geography used in the national schools of don Hour of the 26th May, which, it is generally supposed, is from England is on the subject, and not only silent but wrong and misthe pen of Mr. G. R. Kingsmill of this city, who is at present emigra- leading, in telling that such and such things exist to-day, though tion agent at Bristol, England. Mr. Kingsmill is to be commended they were swept away years ago. The consolidation of British power for bringing the subject matter of the letter before the Imperial auon the American continent under the British North American Act thorities in order that steps may be taken to have the youth of may be said to mark a new era and the introduction of a new system Great Britain better instructed respecting the character of the coin the Government of our colonies. In the whole history of British lonies[Ed. Leader.] colonization we do not find record of a more important event. It is the birth register of a new nation, the title page of a new history. Yet this great political and geographical change and the results which SIR,―The ignorance of the vast majority of the people in the have followed are not mentioned in England's national schools, and heart of the Empire respecting our colonial dependencies is truly never will be mentioned until there is a revision of the text-books lamentable. It is not among the lower classes alone that this igno- of ordinary understanding, and sufficiently advanced, in any public now in use. I will venture to say that there are few boys or girls rance prevails. I have met many otherwise well-informed persons who knew as little about the geographical position, population, re-school in Canada, who could not tell about England, her counties, sources, and territorial extent of the chief colonies to say nothing cities, rivers, population, &c. How many are there in England, Í of the smaller ones-as they did about the geographical peculiari- wonder, who could answer correctly the simplest questions touching ties of the planet Jupiter. If this be not infrequently the case with the greatest colony over which the Union Jack floats? I have men in good social positions, need we wonder at the ignorance of found children well advanced in other subjects, who could not tell the lower classes? Yet in this age of education, when school-houses whether Canada were part of the American continent, or next door and schoolmasters are within the reach of rich and poor alike, why neighbour to China. Who will say that this is right, or that the is it that all sections are not better informed? My experience has system under which such a state of things exists is correct? Should furnished me with the true answer, and it is this: In your national it not be the duty of those who have charge of the education of our schools the colonies are considered deserving of very little attention; youth to afford them every possible means of acquiring proper and and even wherever colonial geography is taught, the text-books are accurate information about our colonies? It may be all very well to so old as to be practically useless. I was recently shown a certificate tell them all about Palestine, but who will say that it would not proreceived by a girl who had spent several years at a public school in duce better and more valuable results to have a little about Palestine a Gloucestershire village. As setting forth her attainments in that and a little more about our mighty Colonial Empire? Those in aubranch of knowledge, the document stated that she was well up in thority should attend to this matter.

cerned.

May 16.

CANADIAN.

II. Papers on Practical Education.

the geography of the British Islands, Palestine, and the rest of I have not gone in detail into the many inaccuracies in Mr. Hethe world." Now I am not prepared to deny that a thorough know-witt's book; it is not necessary to do so. The fact that it is several ledge of "Palestine" is necessary to the present and future hap-years behind the age is sufficient evidence of its uselessness. There piness of the youth of this realm. As they cannot all go on pilgrim- is no good reason for this—at all events, so far as Canada is conages like Mark Twain's "Innocents abroad," it is probably right There is in use in Canada an excellent Canadian school that their masters should endeavour to add to their individual and geography (prepared by Dr. Hodgins, of the Education Department, collective happiness by cramming them with "Palestine." Yet, Toronto,) from which every information down to a recent date can while freely admitting the importance of that interesting portion of be obtained. The book is for sale all over Canada, and could be the earth's surface, it struck me in reading the certificate that "the procured by any respectable bookseller in England. The Governrest of the world" was treated rather summarily and shabbily, and ments of other colonies would, I am certain, readily and gladly give as if it were of very little consequence, indeed, as compared with Mr. Hewitt or anybody else all the facts and figures necessary for a precious Palestine. When great empires are included in this lump- school geography, on application. Let us then, have an entirely ing process, I suppose we colonists have no reason to complain if new work, or revised and improved editions of the text-books at we share their fate. I am afraid, however, that in many instances present in use. If we cannot have an improvement, then by all we do not find a place even with "the rest of the world." Where means banish the ancient and useless books. It is better to teach the schoolmasters are either incompetent or negligent, and the text- nothing than to teach error. Give the children, if you like, full books useless on account of their age, we cannot expect much from doses of "the British Islands, Palestine, and the rest of the world," the children. As a colonist sojourning in England, I have made it (especially Palestine,) but, unless you can give them the truth my business to inquire into this matter, and have found that so far about your colonies, you need not lump us with "the rest of the as the junior divisions of the national schools are concerned, the in-world" in text-books that are as old as some of our cities, and as formation imparted touching the colonies is so meagre as to be not unworthy of trust as a Yankee almanac. worth talking about. Half a continent of British territory is sometimes disposed of in half a dozen lines; and even then the "facts and figures" are in nearly every instance older than the juveniles into whose heads they are so assiduously crammed. In the higher divisions, where accuracy and particulars are of more importance, the system is no better. I have before me as I write, a work entitled "Geography of the British Colonies and Dependencies, Physical, Political, Commercial, and Historical," by James Hewitt, F. R. G. S., late lecturer on Geography at the Training College, Battersea. This, I am informed, is for the use of the most advanced pupils in the national schools. In his preface the author says: "The object of this little work is to give such a sketch of the geography of the British colonies as may fairly be mastered by pupil-teachers and by the upper classes in national and trade schools. * The compiler has endeavoured, as far as possible, to bring the information connected with each colony to the most recent date." The book bears the imprint of the "National Society's Depository, Westminister," and is, therefore, issued by authority. There is no date, but so far as I can make out from the contents, the work must have been compiled twelve or fourteen years ago. And this is the highest text-book on colonial affairs used in the national schools of England to-day. Twelve years in our ever-increasing colonies are, in many respects, as a century in the life of an old-world nation. Take the case of Canada. Twelve years ago her population was barely two millions, and her territory extends over 3,500,000 square miles a country larger than the United States, and but little less than the whole Continent of Europe. She is the fourth (probably the third) mercantile marine power of the world. Her resources are vast, her wealth for a young country great, her population rapidly increasing, and her power strengthening day by day. It is

* *

1. NOT IN VAIN,

"I have laboured in vain," a teacher said,
And her brow was marked with care;
"I have laboured in vain." She bowed her head,
And bitter and sad were the tears she shed
In that moment of dark despair.

"I am weary and worn, and my hands are weak,
And my courage is well-nigh gone,

For none give heed to the words I speak,
And in vain for a promise of fruit I seek,

Where the seed of the word is sown."

And again, with a sorrowful heart she wept,
For her spirit with grief was stirred,
Till the night grew dark, and at last she slept,
And a silent calm o'er her spirit crept,

And a whisper of "Peace" was heard.

And she thought, in her dreams, that her soul took flight
To a blest and bright abode;

She saw a throne of dazzling light,

And harps were ringing, and robes where white-
Made white in a Saviour's blood,

And she rose in joy, and her eye was bright-
Her sorrow and grief had fled-

And her soul was calm, and her heart was light,
For her hands were strong in a Saviour's might,
As forth to her work she sped.

Then rise, fellow-teacher, to labour go!
Wide scatter the precious grain ;
Though the fruit may never be seen below,
Be sure that the seed of the word shall grow ;
Toil on in faith, and thou soon shalt know
"Thy labour is not in vain.'

-Sunday School World.

"Your work is before you. Its results are eternal. Prove yourself worthy."

Supt. Welch, of Calhoun County, Mich., puts the following questions to candidates for certificates, under theory and art of teaching." He says: "The candidates were required to write answers and read them before the class. I have found this exercise to afford variety and amusement, both to the class and spectators. I think a comparison of methods beneficial to the class. It is a departure from the usual course, as far as I know.”

1. How would you organize your school?

2. How do you have scholars enter and leave the school-room?

3. What is your method of regulating whispering?

4. What is your opinion of the "self-reporting system"?

5. What is the extent of the teacher's authority over pupils going

to and from school?

6. How do you teach the alphabet ?

7. How would you conduct an advanced class in spelling?

8. What is your method of conducting reading classes of beginners, and more advanced classes?

9. How do you conduct writing exercises?

you require pupils to observe in writing?

What principles do

10. What educational journal do you take? What works upon teaching have you read? What special training have you had,designed to qualify you for teaching?

Moral question. What do you understand to be the requirements of the law in reference to the moral character of a teacher ?

Under the head, "Decorate your School-rooms," Supt. Linsley, of Allegan County, Mich., publishes the following in his School Journal:-

Teachers, do not forget that you can add much to the interest and success of your school by making your school-room look pleasant and attractive. It is no wonder that children have a dread to attend school regularly, when they leave their own pleasent homes and enter the cold, cheerless school-house with its bare walls, which ever present an external sameness, with nothing to please the eye or make a variety of school-room scenery.

We are pleased to notice that many teachers have taken steps in this direction by hanging or pasting up pictures, maps, bunches of dried grasses, coloured varnished leaves, wreaths of evergreens hung about the room; flower vases placed on the table and filled with water, with a vine trailing from its top downward; little mounds of moss with coloured pebbles at their base, placed on the window-sill or clock-shelf; any or all of these things tastefully arranged in our plain school-rooms will add an irresistible charm to your work, and cause children to love and respect you, which no other incentive can produce. Coloured pictures are the most attractive. They are cheap, and can be found in almost any book-store. Try some of these decorations, fellow teachers, and see what effect

3. HELP THE CHILDREN.

2. HINTS FOR THE SCHOOL-ROOM. We rarely find suggestions for the teacher more valuable than those put forth by the County Superintendents, who, more than any other class of educators, get familiar knowledge of the methods and needs of both graded and ungraded schools; so we string together a number of their circulars, etc., which have accumulated it will produce.-Michigan Teacher. in our pigeon-hole of "Hints." The following is a "Circular to Teachers," issued by Supt. W. Mathews, of Kosciuso County, Ind. :Every year our school work is expected to improve. The work is a laudable one and cannot be postponed. The person who is to do Parents, help the children. Help them to what? To study and this work should be thoroughly qualified. The pay in many instances learn the Sabbath-school lessons. Do not let them go to school is not commensurate with the work performed, yet you get every with no lessons. Perhaps the whole family is studying the same cent which the State has for you. Competency must, in all cases, subject. Talk it over together, and there will be some things you be in advance of compensation. This is the case in teaching. Quali- can tell the little ones, and some ways in which you can help them. fication in teaching must precede compensation. As to your general There will be sure to be some things you can make them underqualifications, you should be able to answer affirmatively the follow-stand. ing questions :

1. Have I made a special preparation for the work? 2. Am I sincere in the work?

3. Am I pure-minded?

4. Am I kind and affectionate?

5. Am I zealous for my cause?

6. Am I patient and forbearing?

7. Am I cheerful and self-possessed?

8. Do I regard my reputation?

9. Am I punctual?

10. Am I mindful of the flight of time?

11. Am I a good citizen?

12. Am I a person of intellectual growth and culture?

13. Do I study human nature?

14. Last, and best of all, do I love the work?

I. In this great work you have the right to demand the co-operation of patrons.

II. To be respected by the scholars as well as the parents. III. To receive the encouragement and earnest support of patrons when in the discharge of your duties.

IV. To enforce obedience to all just rules and regulations of your school.

V. Last of all, to have order and respect in your school, or hand it over to some one who can do the work more successfully.

Older brothers and sisters, help the children. You have no idea, if you have not tried it, how much good you can do in this way. Moreover, you will find your own ideas of a subject much clearer, after you have tried to make it plain to your younger brothers and sisters.

Help them about reading their Sunday-school books. When they say they have read them, talk to them about what they have read. Ask them questions about it. See if they remember it. See if they understand it. I have known children very desirous of a large book to carry home. Do not encourage them to take any larger book than they can read; but rather decidedly discourage such a desire. Make them feel that to read and understand the book is the thing to be sought, not the carrying to and fro of a book more suitable for their fathers and mothers than for themselves.-S. S. Times.

4. KNOW YOUR CHILDREN.

Hundreds of men have no time to get acquainted with their children. They see in a general way that they are clean and wholesome looking, they pay the quarterly school bills, and they grudge no expense in the matter of shoes and overcoats. They dimly reremember that they once courted their wives, and said tender

things in pleasant parlours, where the cheerful gaslight shed its wisdom. There is no subject of which mankind is more deplorably glow, on moonlight evenings under rustling leaves. The time for ignorant than of this code of health. With very few exceptions that has quite gone by, and they would feel as bashful as a school our academies are content to leave hygiene as a mystery of purely boy reciting a piece, were they to essay a compliment now to the medical doctrine, forgetting that the preservation of health is a lady at the other end of the table. They have forgotten that home matter which most exclusively concerns the non-medical public, has its inalienable rights, and among them first and chiefest the whose intercourse with physicians seldom begins until the violation right to their personal presence. Nothing rests a man or woman of sanitary laws has induced actual disease. In fact, unless the who has been busy about set a of things, better than a total change world will adopt the Chinese custom of paying doctors to keep of employment or feeling. A nap on the lounge is all very well, their patients well, and stopping their salaries during sickness, the but after a half hour of it, if the most tired man will shake of dull laity should be better instructed in this respect than their professleep, and have a romp with the children, or a game of bo-peep with sional advisers. It is to the lack of the rudimentary knowledge the baby, he will be rested much more thoroughly than if he which every one should possess that we owe more than half the drowse away the whole evening, as too many business men do.-mortality of the world and a very much larger proportion of its Hearth and Home.

وو

5. MILITARY DRILL AT SCHOOLS.

A lady in the audience then made a vehement protest against laying all the responsibility for the bad physical results of study upon the teacher.

sickness. Surely the knowledge how to employ one's vital energies to the best advantage; how not only to avoid preventable disease, but to maintain the highest standard of health compatible with one's physical organization, is quite as important as an intiThough the Military School, which is in course of organization, mate knowledge with the minor events of the French revolution. seems to have met with the general approval of the public, yet it Of the 37 medical colleges in the United States, I know of only four may be questioned if more real good would not have been accom- that have chairs of hygiene; in the rest, this weighty matter, if plished if arrangements had been made for soldier-drill at the com- touched upon at all, is embraced in two or three lectures interpomon schools. What is peculiarly wanted in this "free and inde- lated in a course on surgery or materia medica. Hygiene, the pendent country in schools is, subordination, and nothing, as is most practically useful of sciences, should be made an essential feawell known, tends so much in that direction as the physical control ture of every grade of education, and taught with thoroughness. incident to the parade ground. And this subordination to authority It should be introduced into all normal schools as an obligatory once inculcated would soon become a valuable element in the na- part of the training of teachers. Objections cannot emanate from tional character. It is that that has made Germany so strong, and physiological considerations, only from ignorance. Dr. C. R. it is that which will strengthen any people. It is the leading defect Agnew, the well-known eye and ear surgeon of this city, opened in the volunteer arrangements as far as they have proceeded that the discussion upon this paper by speaking of the prevalence of Jack is as good as his master, if not a little better. And this is not near-sightedness in the schools. He referred to the researches in because the material in the force is detective, but because the prin- Germany in support of his position. In this country, he said, the ciple of subordination has not been inculcated at the proper period of statistics did not show that scholars were much afflicted in that way, life. If boys were to be put through a short military drill at school but he, as well as other physicians, could bear witness to its grow-lasting three hours a week-many benefits would accrue. The ing frequency. He said he would like to speak also of the dangers boys would not only become more tractable as scholars, but they of cramming and of keeping girls of 13 or 14 years old for many would acquire a manly bearing, a brave and soldier-like disposition, hours at sedentary occupations. There was certainly much to learn which would prove of excellent value in national affairs. Educa- in these respects, and all schools and colleges would be very incomtion in Canada, as we have had before occasion to remark, leans too plete until hygiene was taught in them. much to book learning. The boys come out well up in useful knowledge, but they have not been educated to their coming position as men. That is left to the chance of future accident. And in a country so sparsely populated as Canada is, the necessity of A paper was also read by Dr. D. F. Lincoln, upon "School Hydrill at school is of unusual importance. Here every man should giene." He had been requested to present the leading points in be made to be of double the value of men elsewhere, because there what is commonly called School Hygiene, or all circumstances are, comparatively, so men few among us. To reach such a stand-affecting the health of scholars. The department of health has ard it is necessary to begin at school, so that prompt military habits been paying attention to this subject of late, and has got on so far may be acquired along with simple division and multiplication. The as to have drawn up a list of thirteen topics, which cover or nearly health of the children would also be not less improved than their cover the ground in question. He first read the list of topics, and temper and bearing. Take any one who has gone through drill in then proceeded to remark on them separately:-1. Heating and early life, and see how straight he holds himself. He walks erect Ventilation. 2. Light (and condition of the scholars' eyes). 3. even though carrying a weight of years, whilst most of those whose Seats (and deformities traceable to them). 4. Architectural Plans. backbone has never been set up, whose chests have never been 5. Apparatus employed in Instruction. 6. Gymnastics. 7. Conthrown out, or have been taught to hold their heads erect, too fre- dition of Nervous System. 8. Organ of Hearing. 9. Organs of quently bend before the burden of years comes on. The good Pelvic Cavity. 10. Drinking Water. 11. Sewage. 12. Commishumour which well-calculated drill imparts to the boys is another sions for Scientific Inspection of given School Areas. 13. Project feature which should commend such a system. A sulky scholar of a Law establishing the office of Medical Inspector of Schools, seldom excels, though he may get along tortoise fashion. But when The air furnished for the use of the school-room should be heated good humour prevails, the intellect is always brighter, the task less before it is brought into the room, but should contain sufficient irksome, and the result in every way more satisfactory. If drill moisture. Good ventilation must be expensive for two reasons— should be introduced into the public schools, in the short space of first, because when impure air is expelled we expel with it a great ten years a vast change would be observable among the youth of deal of heat, which is absolutely thrown away; secondly, because that day. While the knowledge to be had from books would be adequate ventilation in a crowded room implies a dangerous theirs, there would be that communicated which books cannot im- amount of draft of air. The only remedy is in placing fewer scholpart, but which is as essential in the formation of manhood. That ars in one room, and if you do this more rooms are necessary. But a very favourable opinion in the direction spoken of exists in the the expence is a good investment if it saves your children headpublic mind there is reason to believe, and all that is necessary is aches, indigestion, sleepless nights, listless days, coughs, the dispo or the class of instruction we advocate to be introduced in order sition to take cold, pale cheeks, and poor appetites. It is well that learning may be made easier, and the youthful population known from foreign sources that school work is bad for scholars' trained in such habits and bearing as would create a marked and eyes. The best-known observations on this point come from Dr. valuable improvement in both morals and manners.-The Daily Cohn, of the Prussian town of Breslau. He has found that nearFree Press. sightedness increases proportionately with the advancement of the pupils in their studies.—Connecticut School Journal.

III. Papers on Lhysical Science.

1. SCHOOL HYGIENE.

2. A COMMITTEE OF THE WHOLE AGAINST DEATH. We need to set our faces against all the mischiefs that sicken At the recent meeting, in New York, of the American Social and destroy our race, and to rally all friends of civilization into s Science Association, among many other interesting papers, one was grand committee of the whole against disease, corruption, and read by Alfred L. Carrol, M.D. Social Science, said he, embraced death. Especially we should guard the germs of life, and discern the systematic study of those elements of human welfare which an what Plato said in his "Laws" so many centuries ago, that life old nurseryrhyme groups together as the results of early going to began before birth, and the mother is the cradle of the unborn bed and early rising, where health is rightly put before wealth or child. The mother should be, as such, a sacred person, and her