3. "The Sick Man of Europe." (Refer to the Dictionary of Fiction in the supplement of the International Dictionary, for the origin of this term.)

The anomaly of Turkish rule in Europe.

The despotism of the Turks; their bigotry; polygamy and slavery. The traditional policy of the Russian emperors, who, from Peter the Great, have held steadily in view the seizure of Constantinople for a new capital of the Russian Empire.

The immensely increased naval power which Russia would acquire from the consummation of this scheme.

The reasons why the Turks have been permitted to linger so long in Europe. The jealousy of Russia, exhibited by the Western Powers, and the fear that the apportionment of the evacuated territory would result in a gigantic war among the foremost nations of Europe; the further fact that the overthrow of the Turkish government would jeopardize the payment of vast sums of money borrowed in various states of Europe by the Sultan at different times.

Recent events which seem to indicate that the Turkish Empire in Europe cannot long survive.

The time which can be properly devoted to summaries of current history is necessarily limited. Extended exercises of this nature should be conducted not oftener than once a week. In most cases a monthly review of current history will be found very satisfactory. Sometimes by inviting expressions of opinion from the more advanced pupils in reference to the events considered, the teacher can secure a somewhat general participation in the discussion.

The Importance of Reading well. — Whatever may be the nature of the general exercises at the opening of school, and whoever may participate in them, it is highly important that any and all reading shall be well and properly rendered. Poor reading will spoil the effect of the best selections. The basis of good reading is perfect naturalness in manner, accent, and delivery. Those who read should make a careful study of their selections until they have mastered them. They should fully understand the thought to be conveyed, and should present it with proper expression.

CHAPTER II

BEAUTIFYING THE SCHOOLROOM

Modern Ideas of the Schoolroom.

-There is now a general

subsidence of the surprise and opposition which were awakened among ultra-conservatives in education by the advance guard of those who seek to make the school a pleasant place to be in. It is conceded that the planting of flowers by the pathway of human knowledge will furnish a more inviting prospect, without diminishing the speed or detracting from the welfare of the traveler. The value of embellishment has been appreciated by at least one class of educational workers, the makers of school text-books. The pupil of to-day can learn more of geography from the illustrations in a modern book on the subject than could have been acquired from the entire text which was in use twoscore of years ago. Much remains to be done in the overcoming of prejudices and the practical application of modern ideas to make the schoolroom cheerful and inspiring, but we are advancing.

All the surroundings of childhood should be bright and attractive. Yet how frequently is this fact overlooked, and how carelessly and needlessly is it disregarded. It is not a difficult matter to brighten up a dingy room, as the experience of the true teachers will readily attest. Upon the teacher's individual enterprise it must depend wholly in many cases.

A Country-school Experience. The case of a young girl who assumed the charge of an isolated and neglected

school is an instance in point. She discovered her schoolroom to be a bare and dreary-looking place. The stove had not been polished since it was purchased from the hardware merchant, and was red with rust. It rested upon a platform of bricks that was gray with the infiltrated dust of many winters. The walls were bare, the plastering yellow and cracked. She procured stove polish, and enlisted the older pupils in the work of imparting a shining surface to stove and pipe. With venetian red and milk she prepared a rosy paint for the bricks of the platform. Such unwonted elegance became an inspiration and a contagion. Coöperative effort redeemed the window panes from cobwebs and dust. New and clean curtains soon appeared. Simple vases were procured and were filled with wild flowers by willing hands. Inexpensive pictures came to relieve the dismal monotony of the walls. Within a few weeks the room was so transformed as to be scarcely recognizable. Doubtless this has been the experience of many, with scarcely any variation, but with more of good results where financial means were available to add to the improvement. Even in the best-appointed schoolhouses, and in the most liberal and enlightened communities, much still depends upon the enterprise, taste, and tact of the teacher in the matter of increasing the suitability and attractiveness of the school

room.

Inexpensive Improvements. - Old school furniture may be renovated at little expense, and in general the decorations which will render the room attractive may be procured at a very small outlay, where more considerable expense is found to be impracticable. Where the teacher is left to depend wholly upon his own resources and the voluntary aid of the pupils, there is the more reason for making the most of every opportunity which may suggest itself, and the want of funds for the purpose of equipping and adorning the schoolroom does not remove, but rather increases, his responsibility in the premises.

Care of the Room. Order and neatness are the first requisites of comfort and cheerfulness in the schoolroom. If the desks be littered with books and papers, if the piano or organ be piled with sheet music or song books, if the pupils' contributions to a school exhibit be allowed to litter the room, there will be little use in attempting to add to the number of such treasures, since each addition to them will but increase the confusion and discomfort. A proper care for articles of educational and artistic value is not always inculcated in the homes of pupils, and should be taught always in the school. Globes should not be touched by the fingers, unless with the interposition of a clean handkerchief. Musical instruments should not be meddled with by the unskillful. Pictures should not be exposed to dust and dampness. Cabinets should not be rummaged by careless persons, nor should specimens of school work be roughly handled. Leaves should not be turned down in books. Heavy volumes, such as dictionaries, should be treated with special care. Apparatus is often ruined by thoughtless manipulation. Glass and polished surfaces easily

retain the imprint of finger marks.

When once the pupils are taught the value of neatness, order, and a proper care of articles of value, they will be the more ready to contribute to these, and the more willing to participate in any plan for adding to the attractiveness of the school.

School Decorations. A visitor at the commencement exercises of a village high school near a great city was surprised to note what seemed to him the lavish expense of the decorations of the room. "Why," said he, "these ferns alone must have cost a large sum." "Not a cent," was the reply of a member of the graduating class; "we gathered them ourselves, and arranged them as you see them."

The decorations of the chamber were as tasteful and as rich as those of many a banquet hall in the famous clubs of the city. Festoons of pine, fringes of grasses strung by

knotting upon cords, banks of ferns, trophies of cat-tails and rushes, wreaths, and bouquets of flowers are beautiful adornments of schoolrooms upon notable occasions, and generally it might be well for them to be left longer upon the walls. In some schools the mottoes of successive classes remain upon the side walls from year to year, continuing their lessons of truth, and keeping green the memory of the classes gone. It is a graceful act for a graduating class to leave as a memento also a class photograph or a group of photographs suitably framed or placed in a durable album.

School flags are now common everywhere. When not in use without, they may serve as graceful and beautiful draperies; or, if they be used outside too frequently to admit of this, they may be represented within the schoolhouse by a few pasteboard shields of various shapes bearing the national colors.

Maps, Charts, etc. In most schools the bareness of the walls is relieved by maps, charts, pictures, etc. It is better, however, for most of the maps and charts to be kept in cases when not in use, as they are thus better protected. As for physiological charts, they are not generally æsthetic, and their constant display does not add either to the beauty of the room or to the value of the work. The continuous display of a skeleton, or of any of its parts, is not to be commended in a schoolroom.

The globe, the dictionary, and the Bible upon the teacher's desk should be covered when the room is swept or dusted. Wastebaskets should not become overloaded. The principles of good housekeeping apply strongly to the keeping of the schoolhouse. In the bookcase the volumes should be tidily arranged. If many of these are old and unsightly, they will be made more presentable by new, adjustable covers, which can be easily procured and applied.

Materials and Appliances of Educational Exhibits. — In notable educational exhibits made at the great expositions