should know vastly more than he attempts to teach. For this reason the teacher whose scholarship is low in the beginning should not be content to teach year after year in the same class.

The author points out with emphasis six ways in which scholarship aids the teacher. All of us without exception, can well afford to analyze these six pedagogical truths. Some of them are mentioned below.

No teacher can depend on subjects like manual training and domestic science to create interest if he himself does not have adequate scholarship.

Scholarship prevents disorder. Superintendents who visit schools know that much disorder among pupils has its origin in the teacher who does not properly prepare his own lessons.

Young teachers should study most carefully the statement-Scholarship secures and holds attention in class. The author says that any teacher who fails to secure and hold attention of pupils in recitation is a complete fail

Frequently the beginning, and sometimes the experienced teachers, do not realize the full meaning of this, and go on from day to day, allowing inattention, simply marking time, trying to make themselves believe that they are teaching school.

Scholarship inspires study-is an important truth also. Let superintendents and experienced teachers study the authors illustrations. How quickly we realize that the pictures are true to life. If the teacher does not know what he is doing why should the pupils be expected to study their lessons? On the other hand the teacher who is fully prepared has no difficulty to get his pupils to study.

No one doubts the author's statement that ideals and standards of children must be in concrete form and must be embodied in living persons.

Happy is the teacher and fortunate are the pupils who belong to a school where these six truths are fully observed throughout the school year.

Professional Training and Growth.

In the opinion of the author our great educational waste in the United States lies in the significant fact "that four out of every five teachers still get all their professional education at the expense of the children that they teach -expense that can not be measured in money for its costs time and energy and human life."

President Eliot's startling indictment of popular education in the United States should be studied and discussed. In eight specific charges he sets forth statements of undesirable conditions ranging from the promotion of public happiness to destruction by war, all of which might be attributed to improper teaching

Social, economic and moral changes in modern civilization demand changes in our schools. The "preparation for complete living" has a broader meaning now than it had when Herbert Spencer framed this definition of edu

cation. The teacher who would adjust himself to these changes must necessarily depend more and more upon professional training, which, in turn, will prepare him to cope with these many changes.

The teachers who are meeting this changed order must do more than simply "to hear recitations." Psychology, method, school management and history of education, all have their place in the course of study of the teacher

who would succeed. Read Mr. Tate's analysis of aptitude for teaching then decide for yourself how much of it the teacher must acquire.

The advantages of professional training are apparent: it prevents failure, the teacher's health is saved, correct standards are established, it supplements experience, it prevents costly experimenting on children.

After the teacher has gotten his professional training he should not cease to be a student, for he has ample opportunity to grow-by daily practice in teaching, by studying professional books, by reading current educational papers, by visiting other schools, by attending institutes and associations.

"To insure success, your motives must be right, your ideals must be high, your standards must be correct, your spirit must be worthy."

The Study of Children and Its Results.

School laws and court decisions explain that the relation of the teacher to the pupil is "in loco parentis." He represents the authority of the father and the love of the mother-a love for an unlovable child, if necessary, a love that will not countenance the neglect or abuse of little children. Any teacher can love

"All the little boys and girls

With rosy cheeks and flaxen curls

And sparkling eyes and teeth like pearls."

But there are others the "untidy, poorly clothed, coarse, vulgar, deceitful, sullen, cruel." ful, sullen, cruel." The teacher who succeeds with this latter class must have a face illuminated with sympathy and a heart filled with affection. For "with love all things are possible."

In the study of children all teachers. should be learners. The teacher who succeeds must understand educational aims, must avoid mistakes, must select and use methods and devices intelligently, must consciously shape the the character of the child. Without his study of the child he must necessarily fail in one or more of these phases of his teaching. An attempt to teach without a knowledge of children means failure.

Whether we use the individual or collective method in studying children, many good results are obtained, both directly and indirectly. As a general result we are obtaining modern school buildings with comfortable seats, proper heating, good ventilation and sufficient light. Courses of study are being rearranged and new subjects are being added. Clubs, organizations and legislatures are interested in giving the child the rights that belong to him.

The most unhappy of all men is the man that can not tell what he is going to do, that has no work cut out for him in the world, and does not go into it. For work is the grand cure of all the maladies and miseries that ever beset mankind-honest work which you intend getting done.-Thomas Carlyle.

We should be careful to get out of an experience only the wisdom that is in it, and stop there-lest we be like a cat that sits down on a hot stove lid. She will never sit down on a hot stovelid again—and that is well; but also she will never sit down on a cold one any more-Mark Twain.

F

FACES.

I take it that all Summer you have been away studying. You have taken either Class A, B, or C work or you have been working away towards your degree. This is most commendable, notwithstanding the fact that there are still some persons left in Indiana who complain that there are persons who have never had a college education that teach as well, yes, better than dozens of other persons who have had all the college training that could be heaped upon them. We all know college graduates who are not successful teachers and we all know non-graduates that are successful teachers. Don't forget this "the good teaching of a nongraduate will not be spoiled by the acquisition of a college degree."

You are certainly right in making every effort to meet the high standard of scholarship that is required, but don't forget the material upon which you are to work. Can't you go off by yourself and just think of the children with whom you are to live for the next few months and make a little quiet, extra preparation?

Last year I found, in many of our fine consolidated schools, toilet rooms that had flowing water and paper towels, but no looking-glasses. I asked the girls, who use tiny broken pieces of mirror surreptitiously, why there was no mirror and more than once the reply was that Mr. So-and-So says,

"We girls would look in it too much." How perfectly silly! Women, even schoolma'ams, have and will always use mirrors and some men might not wear the neckties they do if just once they came upon a mirror in a good, clear light and looked at the frayed, old, unpressed, soiled necktie, which they are wearing.

I would like to see mirrors, not only in the toilet rooms of the new school houses, but I would like to see them in the halls and in the class rooms. They should be hung where the teachers would be forced to look into them when they enter in the morning, where at different times in the day a glimpse of the face would be caught. Do you not think it would make a difference in the faces that we wear in school if we could see them occasionally?

Several months ago a teacher friend of mine confided to me that she was to be married in June. When I met her in July I addressed her as Mrs.

and she exclaimed, "O, it didn't happen." I asked "Why?" She said, "Well, when it came to the place where I realized that I had to eat three meals a day at the same table with that man I found that I did not love him."

I can easily imagine, under some circumstances, how trying the above might be, but how about this? For five or six hours for five days a week a score or more children, in their form

ative period, look into the face of the teacher. Will not that become trying unless there is something to see?

When President Wilson entered politics he was cartooned always with such an intellectual looking face. The story goes that Mrs. Wilson was worried because he didn't have a different face and he wrote these lines for her comfort:

"For beauty I am not a star,

There are others more handsome by far,

But my face, I don't mind it,

For I am behind it.

'Tis the fellow in front gets the jar."

them to love children and it has always been a natural happiness to have charge of a group of children. So the children with which we work, being so beautiful, will reflect in the face of every teacher when she takes them into her heart as her own for the hours which they are in her charge.

We think we are leaving a lasting impression upon our pupils by our conduct of the major things in school; but, ten years hence, our pupils will recall most vividly the incidental

things.-Carson.

Others shall

looking, that is, they should look good.

You say you can't be blamed for the face you have. A speaker at the National Superintendence meeting at Cincinnati in February was talking on this same subject. He said: "God gave us our faces, but we make our countenance." I hurried over to my room and took a good, long look. I think it was about the longest I ever did look at myself and I decided that God hadn't done such a bad job, but there were evidences of failure upon my part and from that night for a week I wore a rag tied around my head to try to get out a long impatient line in my forehead, but it wouldn't budge, so I have decided to watch and work each day so that it will not grow worse and so that no new ones appear.

When children look into teachers' faces they should see sensitive lines about the mouth and the love light glimmering in the eyes. They will see these things when teachers take time to look at the children for the joy of looking and when they admit that it is the most natural thing for

and hand

From thy hand and thy heart and thy

brave cheer,

And God's grace fructify through thee to all.

-Elizabeth Barrett Browning.

There is no beautifier of complexion, or form, or behavior, like the wish to scatter joy, and not pain, around us. We must be as courteous to a man as we are to a picture, which we are willing to give the advantage of a good light.-Emerson.

I WILL.

I will start anew this morning with a higher, fairer creed;

I will cease to stand complaining of my ruthless neighbor's greed;

I will cease to sit repining while my duty's call is clear;

I will waste no moment whining and my heart shall know no fear.

I will look sometimes about me for the things that merit praise;