Credit to M. F. S., Granite, Md. 376. Give the names of the Chief Justices of the Supreme Court of the United States in the chronological order of their service.

John Jay, N. Y., 1789-1795, 6 years; John Rutledge, S. C., 1795-1795; Oliver Ellsworth, Conn., 1796-1801, 5 years; John Marshall, Va., 1801-1835, 34 years; Roger B. Taney, Md., 18361861, 24 years; Salmon P. Chase, O., 1864-1873, 9 years; Morrison R. Waite, O., 1874.

MISS M. DAVIS, Luray, Va. 383. Which is the first song recorded in the Bible ? Exodus, 15th chapter. E. E. D., Cedar Rapids, Neb. 3831. In answer to the teacher "who has not had long experience in teaching language," I would say that whether the words living, acts, stratagems, light, etc., are abstract or concrete terms, is not a question of grammar, but of mental science. We are asked to give some test to apply to words in order to distinguish abstract from common nouns. Common and abstract nouns are not coördinate species; abstract nouns (if we insist on using the term in grammar) are a species of common nouns. Thus, friend and friendship are both common nouns, though friend is a concrete and friendship an abstract term. But there is no grammatical difference between the words. Each of them may be used as subject and object, and in the possessive case, of syntax.-ED.

and is amenable to the same rules

386. By what author were the following lines written, and what are the previous lines in the stanza?

66 The swan on still St. Mary's lake
Float double, swan and shadow."

They are found in Yarrow Revisited, by Wordsworth.

"Let beeves and home-bred kine partake
The sweets of Burn-mill meadow;

388. When and under whose administration did the "Know- · nothing" party arise ?

The "Know-nothing" party arose in 1853, under the administration of Pierce. Their chief object was the proscription of foreigners by the repeal of the naturalization laws and the exclusive choice of native Americans to office. In order to preserve the secresy of their movements they were instructed to say, "I don't know," to any question in reference to the party; hence the name.

W. E. LIGHT, Carmel, N. Y. 390. The sum of two numbers added to the sum of their squares is 18, and ten times their product is 60: what are the numbers? Let x = 1st number, y = 2d number.

406. Parse and analyze the following sentence: "In that calm Syrian afternoon, memory, a 'pensive Ruth, went gleaning the silent fields of childhood."

407. Why is our country called "Uncle Sam"? 408. A horse is tied to the corner of a barn 20 ft. square, by a rope 120 ft. long. What is the area over which he can graze? 409. Two beams of equal length are supported at each end; one is 6 in. square, the other 2 by 10 in. Which is the stronger and how much much?

410. Bought a bill of lumber amounting to $3,500, on 6 months credit; two months afterward paid on account $500, and one month later, $1000. Find the present worth of the balance at the time of the second payment, interest at 7 per cent. and explanation.

Give process Ans. $931.20.

411. Why does water upon freezing expand? 412. Given x2+y=7, and x + y2= 11. Solve the equations. 413. What were the so-called Blue Laws of Connecticut ? 414. How can the difference between a clause that is restrictivoW

and one that is not restrictive be explained so that a pupil can the difference with certainty?

415. Should young children be taught to print letters they commence writing script? Explain the advantages ga so doing.

ore than 200

416. Professor Askenasy says the moon always prtus of same side to the earth. Will some reader of the TEACH how two bodies can always present the same surface to when one revolves more than twenty-seven times and. once? Also, what is the reason we have not one full r of the moon's revolutions ?

417. Who was Powhattan's successe

ker

use, N. Y.

n.

THE KINDERGARTEN.

shown that russet, olive, and citrine are produced by an admixture of the secondary colors; as that purple and orange give russet, purple and green give olive, and orange

ONE of the great advantages of the kindergarten is that it enables the teacher to give individual instruction, to study the bent of each child's mind.

THE teacher and pupil must be in sympathy and work together. The learner's mind must be active or there can be no real teaching, however much there may be of telling or talking to the pupil on the part of the teacher.

STORY-TELLING to young pupils is in vogue as a means of interesting them in school work, and has its uses; but care should be taken not to relate the same stories over and over again. They will lose their power.

THE teacher should bear in mind that children acquire knowledge "step by step,"-hence the necessity of wellarranged and graded lessons.

"The mighty pyramids of stone,

That wedge-like cleave the desert airs," When clearer seen and better known Are but gigantic flights of stairs."

COLOR AND FORM.

ESSONS on color and form are essential to enable young children to gain correct impressions of the things that surround them. Color is unquestionably recognized before form by simple sight, but is less serviceable as a means of intellectual training. The design of exercises on color is to enable the children to discriminate readily the common tints and shades, and to cultivate their taste, so as to accustom the eye to those combinations of color that are harmonious. Begin with a lesson on white and black. Light may be represented by white; darkness by black. Illustrate by reference to the light of the day and the darkness of the night. In this way a 2 very correct notion is given of white and black. Then ntroduce a second exercise by reference to the three prinary colors, blue, red, and yellow. Show how all the er colors are produced by composition from these, and they cannot be produced by any combination. For a lesson show that purple, orange, and green, the seccolors, are produced from the admixture of the Oh, rimary colors; for example, show that red and blue Aple; red and yellow, orange; and that blue and ve green. This may be as far as it is wise to go voung pupils, yet it will interest them to be

Se.

chart, giving these colors, hues, and shades. The best color-board is made by the teacher in presence of the children, with the help of a box of paints, on white cardboard. Different colored worsteds made into a sampler serve a good purpose. As soon as the children have observed any color, -red, for instance,-let them select it out of many others, and then require them to name objects which have that color. Write on the blackboard the list of words they give, and make it the means of stimulating their observation and fixing their attention. Finally, keep in mind the importance of cultivating the perception of harmony in color. Show that red and green, yellow and purple, and blue and orange harmonize; while the eye will not tolerate the bringing together of yellow and and orange, blue and purple, or blue and green.

66

'I'm going to the kindergarten," she said.
And may I follow, and learn the way?
Yes, come with us, do, and spend the day,
From the busy street to a pleasant room,
Bright with pictures, and flowers in bloom,
While the cheery faces of darlings small
Beamed brighter than sunshine over it all;
Not a shadow lurked 'mid the dimples fair;
The little home trials have no place there;
When nurse is fretty and things go wrong,
And the wee heart too heavy for smile or song,
They turn to this beautiful garden of rest
As birdlings fly to the dear home nest.
As they enter its portals their griefs take wing;
'Tis winter outside; this is beautiful spring.
If rain is falling, and clouds hang low,
There's never a murmur,-God made it so
For some good purpose; and little ones all
Are merry as larks; so let the rain fall.
And when the gay sunshine does dance o'er the earth
They bubble over with innocent mirth.
The fond, earnest teacher, the dear mother heart,
Has a word for each, and all take a part
In the morning talk, where a lesson lurks
Born of the faith that brings good works.
Then follows a song to the glad new day,
A greeting to all in a cheery way;

The sunshine, the cloud, the flowers, the snow,
Are the gifts of the Father in Heaven they know:
And a beautiful trust is implanted with care
That will gladden the heart, whatever it bear.
The stirring March, in its lively way,

Sets the tiny pulse to the tune of the day,
And with sparkling eyes and faces aglow
They all keep step as around they go
Weaving in and out in a wonderful way
The dear little soldiers called "Company K."
When each youthful mind is awakened and bright
There follows a lesson so hidden from sight
It seems like the spirit of fun in disguise.
As it scatters its seed they grow merry and wise.
Now the fairy balls dance in colors so gay
They are learning the names as if it were play.
As round as the globe they swing in mid air;
Red, yellow, and blue, they can tell anywhere;
Every game has a charm that is wholly its own;
The cubes form a wonderland, gayest e'er known;
They build a broad cottage where grandmamma dwells,
With trees and a garden, and the teacher then tells
Of a visit they make, and each busy bee
Is setting a table with chairs for the tea;

One for Auntie, and Grandma, and every dear one;
The jolliest visit under the sun.

When the clock counts eleven, luncheon is spread,
And each head bows in thanks o'er the daily bread;
Then time fles away on wings of delight
With gifts, occupations, and pictures so bright;
The clay in their hands embodies a thought,
And they proudly survey the wonders thus wrought
In unmixed delight from beginning to end.
Great Father Froebel was the children's best friend.
No pencil could picture this garden so bright;
'Twas a grand inspiration that brought it to light.
We thank the good Father for blessings thus wrought
In a joybell to all, a heaven-born thought.

PEAS IN SCHOOL.*

BY A. E. W.

Material.-Take a dish of dried peas and soak them over night. Have at hand several hundred wooden toothpicks, or in place thereof matches sharpened at either end, or other sticks of about the same length. Have a few sticks nearly twice as long. Small pellets of beeswax the size of peas will answer as well as dried peas, if the peas cannot be had.

Designs. With these have the class make angles, triangles, squares, and a variety of straight-line figures. Directions. To make a square the child places each end of the first stick in a pea, thus: The child holds the stick between thumb and forefinger of the right hand, near the end, holding the soaked pea between the thumb and forefinger of the left hand. If it is desirable to keep the form any length of time, the ends of the stick may be dipped in mu

cilage.

FIG. 2.

FIG, 1.

In placing a second stick at right angles with the first, hold the first in the left hand, with the pea in which the second is to be inserted held between the thumb and forefinger, inserting the second stick with the right thumb and forefinger of the right hand.

* Written after reading Dr. W. N. Hailmann's Primary Methods and Kindergarten Instruction.

C. W. BARDEEN, Publisher, Syracuse,