gage thought, much to inspire, all good, | nothing evil save my own shortcomings. Yet I wish all days were equally good; but how do we know that our days of weakness, our fallow days, may not be among our best days when seen as they are? The paradoxes of the natural world seem to be the laws of the spiritual, and often when we have seemed to be weak we have found ourselves to have been really strong.-Ohio Teacher. HOW PARENTS MAY HELP. T is one thing to furnish handsome buildings with the best appliances of equipment tell to its utmost in the development of human beings. Unless the school is a recognized part of the community outside, its influence will be slight. The home must everywhere work in harmony with the school. only when one or both of the parents carry on some study with their children. It may not be much so far as time goes, but it will count for much in creating a bond of common interest between parent and children. The discipline of every school must be maintained through the co-operation of parents with teachers. No school can prosper where discipline is lax. No teacher can satisfactorily administer the discipline of the school without the co operation, sympathy and support of the parents. WORLD BEYOND THE SENSES. N before Philanother thing make all this materialosophical society the attrice day, l savant held up a map of the new spectrum constructed by Professor Langley, of the Smithsonian Institution. Somewhere in the middle were the bars of red and green, violet and the rest, but on either side stretched out records of rays invisible to the eye, occupying seventy times the space taken by the familiar colors alone, and representing much more adequately, though still probably far from perfectly, the true influence of the sun's rays. In the first place there must be intelligent appreciation on the part of parents of the true aims and purposes of the school. They must understand that the object of education is not to stuff the pupils' minds full of facts as a doll filled with sawdust. The practical studies are of great importance. It is to the shame of our schools if they do not teach these bread-and-butter subjects effectively. But every parent ought to understand that education has a higher mission than the preparation of young people to be clerks and book-keepers; that true education purposes to bring them to manhood with the judgment corrected, the affections purified, the taste elevated, and the ambition stimulated. Now they have a great duty in the care of the child's body, so that he shall go to the school fit for the performance of his tasks. Parents who permit the consumption of unlimited quantities of tea and coffee; who do not frown upon candy between meals and excessive allowance of pie and cake at meals; who habitually sit down to family breakfasts at which hot bread appears, and to dinners that reek with greasy indigestibles, such parents have themselves to blame if their children do not get what they normally should from the schools. Although the teacher is in a general way supposed to attend to the intellectual development of he child, the best results will be gained. For if you dissolve sunlight through a prism and hold a thermometer just below the red band of the iris, you will get quick evidence of heat there, though there is almost none in the visible spectrum. And if you screen off all the colors and expose a photographic plate just above the violet band, your plate will be affected precisely as if light fell upon it. And you would notice, if you kept on experimenting, much other curious behavior in what to your eye is the darkness beyond the visible field bounded by the red and the violet. The fact is that the human eye is an instrument of exceedingly limited powers, registering the effects of only a narrow range of solar rays. If it were sensitive to the influences below the red ones, the summer night would be as light as day, and we should be able to sit and read by the warmth of the radiator in our unlighted rooms. We could glaze our houses with hard rubber-and, indeed, should be better able to see than by glass and make the lenses of our telescopes of the same advantageous material. If our eyes were keener for the swifter rays, we should have the same ability to see in rooms now dark to us; moreover, we should detect the sun at its curious chemical work-ripening fruits, tanning cheeks, picturing the photographic plate. We should have to invent names for a multitude of new and wonderful colors -rich, glorious, delicate, refined-for all the magical operations of heat and solar chemistry and probably electricity would apparel themselves with visible glory beside which the best pomp of purple and crimson and gold in our summer gardens and our evening skies would be gray monotony. The laboratory and the workshop of nature would be suddenly painted and gilded with chromatic splendors beyond naming or imagining; the white light of day would break into multitudinous tints as it fell a variegated magnificence upon the earth, and the night would glow with unsuspected loveliness. All this that the scientists these days are talking of with their odd air of perplexed wisdom-the discoveries of Crookes and Roentgen and the Curies, with their tubes and their radium-is tremendously interesting, no doubt, as a philosophical problem. But it is more fascinating to the lay mind to speculate upon what the eye would see if all these rays whose activity the scientists are discovering were visible, as some of them are-if the world beyond the senses were laid bare to human gaze. Some In ages to come, perhaps it may be. Nothing is more certain than that the human faculties are cultivable. ears cannot hear a cricket; to others the roar of Niagara is inaudible-the ear can be trained to recognize notes of a wider range. The higher hues of the spectrum at present visible are new in human appreciation. Violet and lilac and heliotrope are modern colors-the purple of Homer was a red. The glory of the universe is laying its increasing spell upon the human mind, beckoned, these later years, from the contemplation of a new wonder to a still newer marvel; perhaps slowly it may steal over the senses, till echoes of that fabled music of the spheres which to Sir Thomas Browne was ever audible in the ear of reason, actually captivate the sensuous perception, and till the beauty that appeals now only to the intellect of the scientist and philosopher may unveil itself to the eye trained to perceive what indeed it must inevitably be struggling to display -a ravishing loveliness, unimaginable in richness and magnificence, of which all that we now see is but the hint and prophecy.-Phila. Ledger. Ma YOUNG MEN'S RECORDS. FREDERICK A. TUPPER. ANY boys imagine that they will be treated just as kindly in the business world as they have been in school, and, consequently, when they come to a realizing sense of the absolute difference, are seriously disappointed and indignant. Perhaps a part of this disappointment might be avoided, if boys knew more exactly the requirements of business in all their details. The following questions, and many others like them, which teachers often have to answer, give some idea of the sort of young men desired by the best business men: 1. a. How long have you known the applicant? b. What is your relationship, if any, to applicant? 2. Have you had recent opportunities of observing the applicant's conduct, habits, etc.? 3. What is the character of the applicant's home and domestic surroundings. 4. Has he ever been dismissed from any situation or engagement, and, if so, under what circumstances? 5. Have you ever known or heard of his having been addicted to gambling? Betting? Speculation? Unfavorable associates? Excessive use of any liquor, drug or opiates? (Note--Many careful business men object not only to "excessive use," but to any use whatever of liquor, drugs, and opiates. Many also object to the use of tobacco, particularly in the form of cigarettes, on the part of would-be employes). 6. Do you regard him as generally economical and living within his means? 7. Have you ever known or heard of any personal or business transaction in which the applicant could be charged with dishonorable conduct? 8. Has he at any time been bankrupt or made an assignment? If so, please give particulars, when and where. 9. Has he been prompt in paying ordinary debts? 10. a. What is the nature and value of the applicant's private property? b. Is it to your knowledge encumbered in any way? II. Are you aware if he has income apart from the earning of this position? If so, please state approximate amount and sources. 12. From your acquaintance with him and his antecedents, do you regard him as entirely trustworthy? 13. Do you cousider him competent and capable of filling the position referred to ? 14. Are you aware of any circumstance affecting the surroundings of the applicant's position or employment, under the bond now applied for, which, in your estimation, would render a risk as his surety in any way undesirable? And all these questions were asked, because a young man was obliged of secure a bond for $200! Yet, after due consideration, who will say that any ot the questions are unnecessary or unfair? -N. E. Journal of Education. EDUCATIONAL EXHIBITS. HE value of an educational exhibit, said Howard J. Rogers, chief of education at the St. Louis Exposition, recently, is precisely of the same nature as a commercial or artistic exhibit. The permanent benefit to be derived from any systematic exhibit lies in the opportunities for comparison which it affords, the investigations which it inspires, and the acquaintances and friendships which it engenders. The unity of the educational system in the United States is due, in large measure, to the annual meetings of the N. E. A., where methods are discussed and theories confirmed or condemned by educational leaders from every section of the country. In a similar way, an international exposition brings together for consideration and discussion the best methods in educational practice from all countries of the globe. Many far-reaching results are directly attributable to educational exhibits. The most notable of these are the development of the Industrial Art department of the South Kensington Museum, which was the direct result of the art exhibit at the Crystal Palace exhibition in England in 1851; the introduction of manual training and industrial drawing into the United States as a result of the exhibit in Philadelphia of the work of the public schools of Boston and the School of Applied Mechanics at St. Petersburg, at St. Petersburg, Russia, and the re-organization of the system of preliminary instruction in France as the result of the unsatisfactory exhibit of the French schools at the exposition of 1878. The steady advance of education as a profession, in the estimation of the people during the last twenty years, has also tended to familiarize the public not only with the idea of an educational exhibit, but with its absolute necessity as a foundation for other exhibits of an exposition. The theory upon which the classification for the universal exposition of Paris, 1900, and the World's Fair of St. Louis, is founded, has for its central idea the inter-relation and dependence of the processes of the brain and hand of man and the application of educational methods to commercial and industrial development. For this reason, education becomes the first group in the classification, inasmuch as it is the source of all progress. This idea has been of slow growth in this country, but was accepted none the less heartily when its importance was realized. At St. Louis it has been taken for granted from the outset that one of the largest buildings of the exposition, in the most accessible locality, must be devoted to educational interests. THE BACH FESTIVAL. THE music very imposing amount of musical critics of the press have given a space to the third Bach festival, produced in Bethlehem, Pa., by local talent, and lasting for an entire week. The festival, which ended Saturday, May 16, was the third given under the same auspices, but was produced on a more ambitious scale than heretofore, and attracted music lovers from many parts of the country. The leader and originator of these festivals, Mr. J. Fred. Wolle, has had a chorus in Bethlehem for fifteen years singing Bach music; but the Bach choir was not organized until 1898, and the first Bach festival was given in 1900; the second, lasting three days, in 1901. This year's festival was produced by a chorus of one hundred and eighteen voices, in addition to a boys' choir of fifty voices, and an orchestra of sixty pieces, most of the latter coming, not from Bethlehem, but Philadelphia. There has been criticism, of course, especially of the orchestra and the soloists; but on the whole the press has treated the festival with many signs of respect and approbation. A general idea of the programme is presented in the following comment written toward the close of the festival by the special correspondent of the Boston Evening Transcript: "In order to enter sympathetically into the spirit of the festival, which is so unlike any other American music festival, let us begin by referring to the daily events not as concerts, but, as they are called locally, sessions. . . . Analysis of the programmes shows that they have been designed to set forth the life of Jesus in its religious significance from the Protestant point of view. The first three sessions dealt with the Saviour's birth, though in no rigidly precise way. Monday evening's session was a prelude to the series considered as a whole, the religious or spiritual significance of the prelude being indicated by the choice of 'Sleepers, Wake!' as the opening cantata. This was associated with a general hymn of praise, the 'Magnificat,' and the two compositions paved the way for the presentation of the Christmas' oratorio at the two sessions of Tuesday. Christ's mission furnished the subject matter for the sessions of Wednesday and Thursday. Again the prelude, or in this instance interlude, idea was manifest in the presentation on Wednesday of two short cantatas whose relation to the subject was more suggestive than direct, 'Strike, oh, strike, long-looked-for hour,' and 'I with my cross-staff gladly wander.' Associ ated with them was the second Brandenburg concerto, the only purely instrumental feature of the festival. These compositions led to the greatest of oratorios, the St. Matthew Passion,' which occupied the two sessions of Thursday. To-day and to-morrow we have to do with the ascension and proclamation of faith, the result, so far as this life is concerned, of Christ's mission. The works chosen for this phase of the subject were an Easter cantata, 'The Heavens laugh,' and an ascension cantata, 'God goeth up with shouting,' to-day, and B-minor mass to-morrow." The village of Bethlehem was settled by Moravians about one hundred and fifty years ago, who brought with them and have retained both a love for music and deep religious sentiment. The latter, rather than an artistic purpose, according to The Transcript critic, is the animating motive of the festival. He writes: "There is one salient feature of the undertaking that not only came down from the first festival, but that preceded it during the many years of Mr. Wolle's conductorship. It was here among the people before he was born, it came with his ancestors who established the village. This may not be defined in a word, for to speak of it as religious fervor would be misleading, but veneration for everything that has to do with religious service is its common manifestation. That is the secret of the festival's design, and it might have been inherited directly from the master composer, whose deeply religious nature was expressed in his life and works alike, and to whom the dedication of his best thought to the church was as natural and unaffected an offering as the prayers of the simplest-minded pastor of a country parish. The spirit of Bach was that of the Moravians who founded this town, and their descendants, little affected by the artificial developments of modern life, have retained it to a remarkable degree. They still give the village its distinctive character, and while the transient stranger may not venture to arrive at a final estimate of the people, it is perfectly apparent that veneration for everything pertaining to the church. lingers as a strong if not dominating impulse of their lives. This perceived, it is a quick step to a perception of the festival's character that precludes such critical attention to it as would be proper and necessary in the case of a secular festival, such as that annually given at Worcester. The Bach festival is not quite a religious observance, but given in an ancient church; limited, with the single exception of the Brandenburg concerts, to religious music, it is viewed by the residents, listeners and performers alike, as much akin to a continuous service. . . . The people sit in reverent silence from beginning to end, save when the chorales are sung, Then all arise, and the audience joins with the choir in giving vocal utterance to the hymn. Applause at any time. would be sacrilege. For the most part the people sit with their backs to the music, facing the shrouded pulpit. Even the solo singers yield to the spirit of the occasion by refraining from festal dress." The verdict passed upon the festival as a whole by the New York Tribune's staff correspondent represents the prevailing view of the critics: "The choir which sang with such splendid spirit and gave distinct utterance to every note in the vast and complicated score." Financially, it is reported, the festival was a success. The nine sessions were attended by 10,000 persons, one-third of whom, probably, came to Bethlehem from the larger cities.-Literary Digest. OLDEST MORAL MAXIMS. HE Presse Papyrus, recently found in THE the tombs of Egypt, has now been translated by the famous French Egyptologist, Philippe Vivey, who gives some interesting data as to its character and contents. The document was originally found in Thebes, and was written about 2600 B. C., being the oldest collection of moral maxims known. The first two pages are the product of the Prefect Kakimna, who lived under the reign of King Senoferus, of the third dynasty (3900 B. C.). The second and larger portion, consisting of sixteen pages, is the work of the Prefect Ptah-ho-tep, who lived in the days of King Assas, of the fifth dynasty (3500 B. C.). This man had attained to all the honors that his royal master could bestow upon him, and in his old age prepared this book of practical wisdom and philosophy, primarily for his own son, but also for readers in general. From the translations as found in the Berlin Zeitung, we reproduce some specimens of this ancient sage's wisdom: Be not proud of your wisdom, but speak to the ignorant man as you do to the learned. For the boundaries of knowledge are never closed, and no savant possesses the fulness of knowledge. But it is more difficult to find wisdom than to discover genius. If you must deal with an antagonist while he is in anger and he is more powerful than you, then bend your neck to him. Since he will not permit you to destroy his language do not interrupt him. This shows that you can keep quiet if you are opposed, and you have the advantage over him if you do not become excited. If you have the position of a leader and must decide the fate of many people, then seek out the best way, that you may not suffer reproach. Do not intimidate people or God will antagonize you also. If you are of a company who are taking a meal in the house of a prominent man, then take what is given you and bend yourself humbly. See what is before you, but do not stare at what is blameworthy. Do not speak more to a great man than he asks you, because you can not know what will displease him. If you carry messages from one great man to another, then do exactly as you are directed. A thousand men have been lost on account of their enjoyment of a moment, which is as brief as a dream, and they reap death as a consequence. Be on your guard against attacks of evil impulses. That is a sad sickness which leads to dissensions between father and mother, brother and sister, and causes husband and wife to despise each other. If you are wise you will make provisious for your house and will preserve a pure love for your wife. Be affectionate to her and satisfy her wishes as long as she is yours; this is friendship on the part of her master. You can manage a wife better by persuasion than by force. Be not brutal. Then she will take good care of your house; but if you cast her aside, all is lost. Rather open to her the arms of your affection; call her with the voice of love. DEFINITIONS WITHOUT DIC TIONARY. ERE are "definitions given without a of the mark, the word, in most cases, seems trian, one who asks questions; eucharist, to suggest the definition given; equesthing belonging to the French; idolater, one who plays euchre; franchise, anya very idle person; mendacious, that which can be mended; plagiarist, a writer of plays; emolument, a headstone to a grave; parasite, a small umbrella; Republican, a sinner often mentioned in the Bible. It is now claimed that we think only in words, and that the range of our thoughts cannot be wider than our vocabulary. Shakespeare uses a greater number of words than any other writer, and it has been said that "Shakespeare's intellectual waves touched all the shores of thought." Teach your pupils the uses and graces of language. Strength and beauty are accomplishments to be coveted, whether they be of form, or face, or style in conversation and writing. There are words that love one another and are waiting to be introduced. Oliver Wendell Holmes says: "True poetry consists of the most beautiful thoughts caught on the wingtangled in the meshes of a few sweet words-words that have always loved one another, but never were wedded before.” These definitions are from an examination in mathematics. Parallel lines are lines that can never meet until they come together; things that are equal to each other are equal to anything else; to find the number of square feet in a room, multiply the room by the number of feet, and the product will be the result; a circle is a round straight line with a hole in the middle. Here are some answers given by the class in geography: Ireland is called the |