school teacher of the third class, and thereupon legally qualified for employment by public school trustees.

Effects of right conception of the teacher's vocation.-Where there is a right conception of the teacher's vocation and a determination to employ only suitable persons for the work, the appointment of teachers will be secured against political and personal influences. The teacher will be chosen by merit proved by diplomas or examinations and secured in his position so long as he remains worthy of the trust.

Aids to progress.- Constant experience gives a familiarity with details and a skill in their treatment which no amount or kind of preparatory training can impart; hence, in whatever calling one engages, he derives great and peculiar assistance from a knowledge of the proceedings of others similarly employed. This it is that gives value to the conferences of local and national teachers' associations, in which every statement is borne in upon the hearer with the force and fervor of a personal narration.

It is, however, upon educational literature that teachers must depend chiefly for information which will guide in each new experience as it arises.

Fortunately this literature is becoming more and more abundant and valuable, whether regard be had to the discussion of principles and the relation of other sciences to the science of education or to the methods and observations of those who are engaged in the practical work.

I shall hope in the succeeding pages to be able to give some helpful suggestions as to the choice and use of this material, and also to awaken an interest in its use by such selections from the books and periodicals at my disposal as space and the scope of the subject permit.

THE TEACHER AT WORK.

A teacher's first day in the work is one of the most important in its consequences. Children are quick to detect uncertainty and confusion in their elders and woe to the teacher who does not know at the outset what he intends to do with them. Grown up people may make allowances, but children hold you mercilessly to their standard.

The following paper from the pen of Prof. E. C. Hewett, of the Illinois State Normal University, touches almost every point that concerns the first day and gives excellent advice upon all that it touches:

FIRST DAY IN SCHOOL.

It is important that the teacher should go to his first day's work furnished with all the knowledge he can possibly have concerning the house, the neighborhood, the pupils, and their previous progress. He may gain this knowledge by visiting the district, inspecting the school-house, conversing with the previous teacher, the direc tors, and others, and by inspecting the records of the pupils' progress and standing, if any have been kept. It ought to be required of every teacher that he should keep and leave in permanent form such records of his school as would give his successor fairly complete information concerning all pupils. In seeking knowledge concerning

his future school the teacher should not allow himself to be biased by neighborhood quarrels and jealousies, nor should he impress his patrons with the notion that he is overanxious to obtain their views on schools and education. He ought not to lead them to think that he is as pliable as the good natured teacher who was willing to teach that the earth is round or flat, just as his patrons should choose.

DEFINITE PLANS.

It is of great importance that the teacher enter the school-house on the first morning with a complete and definite plan of the work he proposes to do that day and of the order in which the several steps are to be taken. Scarcely anything will so deeply impress his pupils with the idea that he is master of his business.

PROMPTNESS.

The teacher should be on time every day, but it is especially important that he should be very prompt the first day. If he intends to be at the honse fifteen minutes before school on other days, let him be there half an hour before school time this morning. The pupils are usually present on the first day, and the mere presence of the teacher may prevent the organization of mischievous schemes; besides, the furniture will need to be put in order, &c. He should greet his pupils cordially, but not show himself too anxious to become familiar. He should have his eyes wide open without seeming to be specially observant. If he detects some pupil whose look or manner seems to forebode trouble, it may be well to ask such a pupil pleasantly to assist in some of the work of preparation.

At the exact moment the signal for order should be given. If the house is furnished with a large bell a warning signal may be given about ten minutes before the time to begin, to be followed by another slight signal at the exact time to begin. It is not well to give signals by pounding on the house with a ruler or in other uncouth ways;. this is not putting things to their appropriate use. Bells have been used as signals for ages; this is their chief purpose. Let it be remembered also that the slightest signall is the best, provided it is sufficient. A single, sharp tap of the bell means more than a prolonged ringing; it says, “Come now," but the prolonged ringing says, “Come aftera while." A visitor once passed an hour in one of those schools that seem to work like. clockwork without any effort on the part of anybody; no school ever really moves in that way, however. The visitor was especially impressed with the prompt and exact manner in which the classes arose and passed to recitation: there seemed to be no signal. After the session she asked a little girl belonging to one of the classes how the pupils knew when to rise and pass. "Why," says she, "did you not see the master move his thumb?"

ASSIGNING WORK.

As soon as school is in order work should begin. Two minutes or less is time enough for a teacher's inaugural: a few words of greeting, a hope for diligence, good conduct, and success, heartily spoken; this is enough. If devotional exercises are to be had on other mornings during the term, they should begin now. As soon as they are over some work should be given immediately to each pupil, except perhaps the very youngest.

Examples may be put on the board for those who have been through the "ground rules" of arithmetic, another set for those more advanced, a spelling lesson for the younger ones, some exact task for the classes in geography, &c. Let each pupil feeli that a responsibility is put upon him. It makes little difference what the work is, only it must be useful, reasonable, and definite. Fix an exact time when the result will be called for, and do not neglect it when the time comes.

TAKING NAMES.

As soon as all are at work the teacher should proceed to take the names; this should be done with the least demonstration possible. If any of the pupils are work

ing at the board let them write their names beside their work, give the older pu pils slips of paper on which to write their names, pass to the others and take their names in a whisper or low tone of voice. Be sure to spell all the names correctly. It is very essential that the teacher learn to put the names and their owners together as soon as possible. A pupil is impressed very differently when his teacher calls him promptly by name from what he will be if the teacher designates him as the boy on the back seat, the boy with a red necktie, &c. He feels that in the teacher's mind he has passed out of the limbo indicated by "boy" into the field of true personality. Besides, as the pupils are so familiar with their own names, they feel that it is an indication of weakness for a grown man, a teacher, to be ignorant of what is so easy to them.

To assist in learning the names it will be well for the teacher to be supplied with a plan or map of the school room; then, as soon as he ascertains a pupil's name, let him write it in the proper place on his plan. Of course the pupils will have been informed that they are to retain their present seats until they are changed by the teacher's order or permission. Having the plan before bim, with all the names in their proper places, a careful glance from time to time at the name and face which belong together will soon associate them. He is a weak teacher in this respect who cannot learn to call each pupil in a school of forty promptly by name at the close of the third half-day.

TEMPORARY CLASSIFICATION.

It is not wise to attempt to classify completely at first. Adopt the classes of the previous term; put new pupils where they seem to belong, taking care not to class them too high; let the pupils distinctly understand that this is all for the present, and any changes will be made as soon as you think best to make them. Having thus arranged the classes, assign each a regular lesson. In the afternoon of the first day put a temporary program on the board and by the second day the school should be in regular order.

The temporary program to be placed on the blackboard in the afternoon of the first day necessitates a little previous experience in program making. It will be well for the teacher, before the day arrives, to borrow or invent a program that may serve his purpose. He may assume, for instance, the case of a school of thirty scholars, graded in five classes, but capable of being managed collectively in certain branches, and arrange for the same a scheme of study and a daily time table. This will serve him at the outset and form a basis for the final plan of his work.

DISTRIBUTION OF TIME AND SUBJECTS.

It ought to be unnecessary to insist upon programs and time tables as a means of regulating the work of rural schools, but for some reason their use has not become general in our schools. Indifference to the matter would seem to argue something more than ignorance on the part of teachers, but I am aware that many teachers who are only too anxious to avail themselves of all possible helps in their work neglect these particular helps from the feeling that they cannot be carried out.

Experience, however, proves that the very conditions which give rise to this feeling, viz, varying enrolment, irregular attendance, and the unequal attainments of pupils, are most easily corrected by a definite plan of operations. The objection sometimes urged that the use of programs leads to a lifeless routine is not confirmed by experience. The

following extract from the circular of Mr. Van Humbéeck, Belgian minister of education, dated July 20, 1880, is interesting in this connection: Contrary to what has been for a long time the practice in all the countries which have at heart the development of popular education, the Belgian government, according to the law of 1842, did not deem it necessary to decree a plan of studies for the public primary schools. Some large cities, some provincial inspectors, had of their own motion formulated programs of study; but in the majority of the communes the teachers were left to be the sole judges of the manner of interpreting the intentions of the law on that subject. Experience has condemned this system; wherever the schools have followed definite programs, progress has been marked, while for the most part in the schools left to themselves routine has taken firm hold.

There are a few general principles which should be observed in the distribution of time and subjects.

The three rudimentary branches, reading, writing, and arithmetic, stand first in importance. Under ordinary circumstances reading requires most time in the lowest sections, and arithmetic, or some other branch of mathematics, most in the highest.

The length and succession of lessons should be determined by a consideration of the nature of the subjects and the age of the pupils as indicating their ability to bear the strain. Thus, the most exhausting lessons should be placed early in the day or directly after recreation and exercises requiring close thought should be alternated with those needing mechanical dexterity or the easy exercise of memory. From ten to twenty minutes is long enough for lessons with young children, and thirty or thirty-five minutes as a rule for those with older children. It is well to have one longer lesson in each school period for the most advanced classes. It is also necessary in organizing the classes to provide for changes of place and posture, which rest and refresh the body. For the majority of teachers specimen courses of study and time tables will, probably, be more helpful than general directions, and a few are, therefore, inserted which will illustrate very fully those that have thus far been adopted in the United States:

COURSE OF STUDY AND DAILY PROGRAM PREPARED FOR THE COUNTRY SCHOOLS OF MICHIGAN.

FIRST SECTION (Comprising first and second classes).

Reading: First two books of series. Sight readings. Memorizing.

Spelling: Oral and written. Words from reading lessons and in common use.
Writing: On slate and board in connection with reading and spelling.

Numbers: Reading numbers to 1,000. Simple operations in the fundamental processes, written and oral. Roman notation.

Miscellaneous: Oral lessons daily. Home geography: Place, direction, the township and county, the globe. Language: Correct speech, correct forms, capitals, punctuation, &c.

Notes.

1. The work of this section will cover an average period of about two years. 2. Reading: Each class separately. Three exercises daily for first class. for second class. Careful attention should be given to the first lessons.

Two daily Master each

lesson before advancing to another. Review several lessons each day and occasionally require pupils to read new lessons of the same grade at sight. Have pupils memorize choice selections from reader and other books. Teach the use of the diacritical marks as they appear in the lessons.

3. Spelling: Most of the spelling in this section should be in connection with, or preparatory to, the reading lesson and exercises. The spelling exercise of both classes united should be for review and for the purpose of correcting mistakes in spelling of individual pupils in the other exercises of the day.

4. Writing: Prepare slate work for pupils at their seats. Require pupils to practise writing figures as well as letters and words in script. Allow very little printing, and only at the very earliest stage.

5. Numbers: The whole section in one class. Have pupils learn to use the common signs of the arithmetical operations (+, −, X,÷, =) and to write out the simple combinations of numbers on the slate and board. Present clearly the idea of decimal notation as far as 1,000. Practise pupils in reading numbers promptly and accurately. Work rapidly yourself and require rapid work from the pupils. Teach simple tables. 6. Miscellaneous: The whole section in one class. Ten minutes daily. Teach a few things simply and plainly. Do not attempt a wide range. Land, water, plants, animals, location, direction, distance. Common errors of speech. Capitals and marks used in their books.

SECOND SECTION (Comprising third and fourth classes).

Reading: Third and fourth books of the series. Select readings and recitations. Spelling: Oral and written. Words from reading lessons and from spelling books. Writing: Forms of letters. Copy books. Dictation-words and sentences.

Arithmetic: First book, completed. Fundamental processes, fractions, decimals, and compound numbers reviewed in advanced text book.

Geography: First book of series completed. Studies of maps and globes. Map drawing.

Language: Systematic oral lessons. Kinds of sentences. Parts of sentences. Common errors corrected. Written work.

Miscellaneous: Oral lessons daily. History - anecdotes of familiar characters and events. Physiology-health. Other subjects.

Notes.

1. The work of this section will occupy about three years of the course of an average pupil.

2. Reading: One exercise daily for each class, separately. Pay especial attention to catching and expressing the thought of the writer. Secure distinct articulation. Cultivate pleasant tones. Have pupils select from other books and bring to school choice selections to be read in class and memorized.

3. Spelling: The whole section united in one class. Much of the spelling work should be selected from the reading books. The regular spelling exercise should be mainly for test spelling by written reviews. Preserve lists of words commonly misspelled for test reviews.

4. Arithmetic: Each class should have one recitation daily. About one-third of the time of this section should be given to fixing fundamental principles in the first book of the series used, and the remaining two-thirds to mastering the work designated in the advanced book. Do everything thoroughly before it is passed by. Secure accuracy and rapidity in writing numbers from dictation. Practise rapid addition, ffactoring, &c. Teach the common measurements used in papering, carpeting, lumber, masonry, cord-wood, bins, boxes, cisterns, &c.

5. Geography: The whole section united in one class. Pupils should draw maps in outline, with not too full detail. Map drawing is a means rather than the end of