"believe," in the same sense in which grown people "believe" in a man or a woman, is alone the teacher who has the power to make the best of them.

An educator who wishes to impose plausibility for truthfulness, may be successful with conventions and committees, but with chil dren, never. A school is Argus.-The American Teacher.

Drill in Geography.

BY M. P. SMITH, N. Y.

It is one thing to present and unfold a subject for the first time to a class in such a manner as to interest and impress, and it is quite another and much more difficult one to so deepen the impression as to make it lasting, without, at the same time, nauseating the children and yourself by the frequent repetition which must necessarily take place in order to attain this end.

If you can manage to keep all the children employed during the recitation, it will assist greatly in securing their interested attention. We will suppose that you have already familiarized the children somewhat with the small map of North America found in their Geographies. Then go over the same ground in the following ways:

First.-Hang the large map before the class, and teach them the name and location of the different countries, pointing them out, and having the children name and locate as you point. Assign no more than can be fully mastered as to spelling, this being given as part of the lesson. Next day have all the children take slates, and while successive pupils point out and locate the countries, the others write the names as they are given. If preferred, the whole answer may be written, instead of one word. When the lesson is finished, the slates may be exchanged and corrected. For the next lesson take coast waters, then peninsulas, etc.

Second.-Draw an outline map on the board, while the children draw them on slates. Then call on one child after another to go to the board and print names of different localities while the children do the same on their slates. If you cannot draw rapidly or accu rately on the board, buy the perforated paper stencils. They cost but a trifle, and are perfect treasures. Models for the children may be made in the following manner. Saturate writing paper with kero

Trace on it a map Mark out on heavy

sene, which makes it very good tracing paper. of suitable size for the slates, and cut it out. brown paper enough maps for the use of the class, and have the children cut them out. These maps, as also the wall maps, may be used not only for locating places, but also the regions of different productions, occupations, etc

Third. After going over the map systematically once or twice, take each country separately, giving position, boundaries, coast waters, peninsulas, capes, surface, rivers, cities, products, occupations, government, religion and language. I find it well to have the children write this information in a book provided for the purpose, giving them each day, of course, only so much as they can learn for next day's lesson.

Fourth.-Have one-half the class write answers to questions written on the board, while the other half read and spell.

Fifth.-Have a brief composition written, describing a country just studied.

Sixth.-Assign maps, and answers to questions for home work. Seventh.-Prepare a set of cards for each country in the following manner. Several may have at the top the word ALASKA; on one of them write Productions, on another Climate, another Occupations, etc. Distribute these, and let the pupils recite from them.

These methods may be used in rotation for each lesson on succeeding days, or one may be continued for awhile and replaced by another when it grows monotonous.-Popular Educator.

Character-Building.

Organized effort wins in every department of life. Any system by means of which you can touch the currents that flow through every class of society with uniform constancy, has rare possibilities for good. The public school of America has the possibilities of becoming such a system. More than a third of a million of school-rooms in this country are presided over by teachers who, more than all other forces, are to build the character of the next and succeeding generations in honor and honesty, in purity and virtue, in spirit and purpose.

We are not in a speculative mood, and have no disposition to theorize over what might be, but rather in a historic frame of mind we would deal with experiences. At Topeka we referred incidentally to

the method adopted by one of the teachers of the New West Commission in Utah in character-building, and the cordial reception the statement met with, as judged by public and private expressions of approval and interest, leads us to make a much more complete statement in this connection, not only of the work of that special teacher, but grouping what we saw of this work in many of these school rooms, outlining the way in which the teacher may use the school to inculcate and emphasize the principles of patriotism, home love, and everyday virtues.

Memorizing texts, poems, and extracts from orations, was one of the features of school-work that attracted my attention everywhere. It did not occupy much time, but for a few minutes each morning something new helpful in character-building was memorized. The teacher had her thought, not on what she liked and appreciated, but rather on what the child would enjoy and profit by, always having her thought on the rhythm and melody of thought or expression. One point is worthy of special mention;-the teacher always memorizes whatever she asks them to learn, thus appreciating the labor, impressing the fact that she really values the knowledge she seeks to have them acquire through this exercise.

Patriotism, everywhere an important element in the character of youth, is specially valuable in Utah. Once at least, each week, the exercise is upon loyalty, and, avoiding all partisan shading, national events are referred to, from the news standpoint, and selections with the true ring are recited, and something assigned for a memory exercise.

Character texts are most effective, and taught as they should be, no parents will object, whatever their anti-church sentiment. The teacher has one special character text thoroughly learned and frequently repeated each week. I visited the school, and spent the half day. At the opening of the school the teacher said, "What is our text for this week?" "Wisdom is better than rubies; and all the things that may be desired are not to be compared to it. Length of days is in her right hand; and in her left hand riches and honor. Her ways are ways of pleasantness and all her paths are peace."

When they turned to their books, she called for study texts. "Whatsoever thy hand findeth to do, do it with thy might." "Whatsoever ye do, do it heartily, as unto the Lord, and not unto men." "Let us not be weary in well doing; for in due season we shall reap if we faint not."

The recitation was introduced with the texts, "If a man also strive

for masteries, yet is he not crowned except he strive lawfully.". "Quit you, like men.” "Let nothing be done through strife or vain glory."

Let another man praise thee, and not thine own mouth."

They prepared for recess with several texts: "Abstain from all appearance of evil.” 'He that is slow to anger is better than the mighty." Be not overcome of evil, but overcome evil with good." Our space forbids special reference to the texts recited at the close of school with a view to influencing their conduct on the street, their companionship in play, their attitude toward their parents, and their respect for the aged. In this way, in two years, the teacher had taught the best texts, choice stanzas, poems, etc., thus keeping their thought on the best things, and filling their mind with the best sentiment. There is in this experience food for thought for many a teacher, east as well as west.-A. E. W., in the American Teacher.

Twenty Pieces.

BY ANNA C. BRACKETT.

I send you this month twenty pieces of advice, which I made out for two girls just beginning their teaching in a country town. They may be of value to others in the same place. They are made by a practical teacher for young teachers, and, if followed, will save many troublesome days and much weariness.

I. Let nothing prevent you from thoroughly preparing every lesson-no matter how simple-that you are to give next day. Never go into the school-room without knowing exactly, even to details, what you are to do.

II. No matter what happens be sure you keep your temper.

III. Don't omit to visit all the families who send children to your school. Make a friendly call. Don't wait for them-and show your self really interested in them and their children.

IV. If any trouble occurs with any child, or there is danger of any-go and see the parents and get their co-operation.

V. Don't be in a hurry about punishing, if necessary.

to think it over never does any harm.

Waiting

VI. Be sure everything about your dress, desk and school-room is always in perfect order.

VII. Try and make the room attractive, so that the children will

find it pleasant.

VIII. Remember always that it is the best interest of the children and school-not your own-that you are to work for.

IX. Be sure that you carry out exactly all the directions you give. Think well before you give them; but then carry them out.

X. You must be entirely, wholly, and always just. If not you will not command respect—and not to have that, means failure.

XI. Be VERY careful in your dealings with other teachers in the town. Never give them occasion to think that you set yourselves above them. If you are working for the schools, there can be no jealousy-make them welcome in your rooms. Seek to know them. You can both give and get help, if you work in the right spirit.

XII. Dress perfectly-simply. Celluloid collars and cuffs will save washing, and can always be neat and clean. Dress should be plain, without much trimming. If it were not for the washing, I would say, wear white aprons in school.

XIII. For arithmetic classes. Do all the examples yourselves at home before the time; then you will know what you are about, and can tell where the error is. Keep ahead of your class.

XIV. Talk over all your difficulties together.

XV. Don't take any part in any village gossip. Don't allow yourself to talk about any one in the village, unless you have something good to say.

XVI. Try and make the children polite to each other in school. XVII. Try the plan of having a school housekeeper for each day. Try and get the children to feel interested themselves in keeping everything neat and in order.

XVIII. Don't be afraid to say "I don't know," if you don't. XIX. If you have made a false statement about anything in a lesson don't be afraid to acknowledge it.

XX. Correct all errors in English speaking that you notice.American Journal of Education.

THE teacher of a country school has advantages as well as disadvantages, and she who makes the most of her opportunities will develop fastest and rise the highest.