often calls out lively discussion of the subject matter as well as the style. At another time the pupils were asked to write up an account of an imaginary journey. Here is one of those imaginary journeys by a girl of fourteen:

AUSTRALIA.

Leaving Pulaski on the first of December I went to St. Louis, from

meetings. After learning the art and taking a good collection of pictures, the club may give a reception at which the work of members is displayed. Everybody will enjoy the evening. The educational outcome in such a movement is not inconsiderable.

Again, teachers may find much interest and profit in natural

for Australia. I landed at Maryborough, on the east coast, which displays some of the most beautiful scenery in the world. The southern and eastern are the only parts of Australia that have been thoroughly explored.

Along the whole east side of the continent lie mountains of considerable height, sometimes actually touching the coast. The first of the main chains of the east coast, beginning at Cape Wilson, are the highest mountains of the country, the Australian Alps. In the neighborhood of these mountains lie the grandest scenery of the continent. Rugged cliffs of great height crowned with forests, hem in the fertile valley of the Murray river. The brilliant flowers of Australia have little fragrance, but the leaves of several kinds of trees are highly aromatic.

All kinds of garden produce are of superior character, almonds, figs, apricots, melons, quinces, apples, pears and plums are produced in great quantities.

The mineral wealth of Australia, even if we consider only that portion already developed, is remarkable. The quartz is abundant and is formed from minute pebbles worn smooth by attrition to huge blocks of many tons weight, which crop out from the surface in irregular and fantastic forms.

The Australian people are black with some slight variety of shade from brown to jet. They have curly hair, but not the crisp wool of the negro. Their faces are well developed, broad at the base and their lips less protruding than those of the negro.

They seldom build huts or other field dwellings, but content themselves with a strip of bark or a large bough as a shelter from the wind. They frequently eat their food raw, und their cooking is performed by making a hole in the ground, lighting a fire in it, putting in the slain animal and covering it with earth until the fire is out, when is is considered sufficiently cooked.

THE TEACHER'S DIVERSIONS.

T. C. KARNS, KNOXVILLE, TENN.

MAMIE.

from the school or from the young people of the town or neighborhood. Botany is a good subject. Tramps on Saturday will be made and collections formed. By correspondence exchanges may be effected with collectors in distant parts of the country. The mails are very convenient and always ready for use. A very little effort would bring specimens from distant States and far off lands. A herbarium would be formed and a little botanical library collected. Then to think of the good that might be done! Some great Linnaeus might be get his start from the teacher's feeble efforts!

Botany is by no means the only interesting line of study for amateurs. Geology is a rich field. Fossils are to be found everywhere. In some localities a study of shells would be very interesting. Collections could be easily made from creeks and rivers. Minute shells of much interest are found even in springs and small streams. Scientists will be glad to correspond with you and learn of your collections and discoveries. You may be so fortunate as to discover a species not before known. It will be named for you and then you will gain immortality!

In short, no one occupies a position so enviable as that of the teacher always finding out something new and enjoyable ; always advancing; always doing good.

GENERAL INFORMATION.

MISS C. DEMENT, TENNESSEE.

time in vain amusement.

After the day's work is done the teacher may find many ways of relaxation which will be profitable as well as enjoyable.

Reading need not be mentioned in this connection, as it is always understood to be the true teacher's first and greatest source of pleasure, and profit as well. Good books, papers and magazines are always found on his table and on his shelves. When the supper is over and the lamps are lighted, what can be better than a bright book or the latest magazine? History, biography, travels, the latest discoveries in the east, Stanley on the Congo, these all for the time being must crowd out "theory and practice" and the heavy cares of the past day.

Teachers so disposed may find much enjoyment and improvement in amateur photography. This, indeed, has become the popular thing with many people who have a little time on their hands. Ministers, teachers and young people of both sexes, find a portable camera the means of much profitable pastime. An outfit now costs but little and the chemicals are so put up, and the directions so simple that any one can learn. When the school is composed mainly of advanced pupils, the teacher should find no difficulty in forming a camera club, which shall have its regular organization and stated

the next. The subject matter consists of such useful knowledge as may be gleaned from the school journals, news papers and periodicals of various kinds. Ten or fifteen minutes each day is devoted to this study; and the interest manifested is remarkable. It is something out of the general routine of studies, and serves a two-fold purpose, viz.: that of recreating the pupil's mind, and affording a means of obtaining valuable information. The nick-names of States, cities and great men and women, railroads, great inventions, noted colleges, political parties, early congresses, Constitutional amendments, noted periodicals, etc. may be made the subjects of these lessons Try this plan, and in a short time you will be surprised to see how much general knowledge your pupils have obtained. Below we give you subject matter for two lessons:

NICK-NAMES OF THE PRESIDENTS

Washington-The Father of his Country.

Jno. Adams-Colossus of American Independence.
Jefferson-Sage of Monticello.

Madison-The True Republican.

Monroe-The Poor, but Spotless President.

J. Q. Adams-The Old Man Eloquent.
Jackson-Old Hickory.

Van Buren-The Shrewd Statesman.

W. H. Harrison-The Hero of Tippecanoe.
Tyler-The First Accidental President.
Polk-The Young Hickory of Democracy.
Tyler-Old Rough and Ready.

Fillmore-The Second Accidental President.
Pierce-The Yankee President
Buchanan-The Bachelor President.
Lincoln-Father of Emancipation.
Johnson-The Third Accidental President.
Grant-The Silent President.

Hayes-The Policy President
Garfield-The Teacher President

Arthur-The Fourth Accidental President.
Cleveland-

Benj. Harrison

INDIANA STATE BOARD QUESTIONS.

WRITING AND SPELLING.-The penmanship shown in the manuscripts of the whole examination will be graded on a scale of 100, with reference to legibility, (50)regularity of form (30), and neatness (20). The handwriting of each applicant will be considered in itself, rather than with reference to standard models. The orthography of the entire examinations will be graded on a scale of 100, and 1 will be deductǝd for each word incorrectly written.

U. S. HISTORY.- - In what ways did the Missouri Compromise differ in its provisions from the Wilmot Proviso?

2 What relation did the Kansas-Nebraska Bill bear to each of the above?

3 Give the limits of the United States as determined by the war of the Revolution, and the extent and history of the annexation one of the important additions since made to our

area.

4 Show three marked extensions that have been made in the right of suffrage since the first settlements in this country. 5 Trace the influence on legislative enactments of this country of some one statesman.

6 Trace the growth in religious toleration since the founding of the first colonies.

7 State in brief what you would think appropriate and advisable to teach as a biography of Calhoun or Sumner.

8 What different conditions contributed most to the great difference between the Northern and Southern colonies in reference to public education?

9 Trace the influence on the civilization of this country of two important American inventions.

10 Show two advantages of the Constitution over the Articles of Confederation.

ARITHMETIC. - Explain the difference between number and figure. Upon what does the value of a fraction depend? 2 A farmer bought 1003 acres in one farm, 87% acres in another, and sold 62% acres; how much had he remaining? 3 What fraction divided by 2/3 of 12 will give for a quotient?

4 Write decimally, 3 of 1 per cent. of a cent each, and sold at 1⁄2 of a cent gain per cent

Bought apples at

5

each; what was the

15 per cent, and on the other he lost 15 per cent: did he gain or lose on the entire operation, and how much?

6 What is the face of a note at 90 days. the proceeds of which discounted at a bank at 6 per cent. are $2,000 ?

7 Sold $460 Canadian money at per cent. discount; required the discount and market value.

8 The difference between two numbers is 120,7 of the first equals of the second; what are the numbers?

8 A certain bin is 8 feet by 4 feet by 21⁄2 feet, and its capacity 75 bushels; how deep must a bin be to contain 450 bu. if it be 28 feet long by 31⁄2 feet wide?

10 A room is 25 feet long and 30 feet wide; what will the flooring cost at $5 per square, deducting a fire-place 6 ft. by 4 ft. 6 in., and a stairway 8 ft. by 10 ft. 6 in., and allowing for waste?

GRAMMAR.- - How does each of these italicized expression modify?

a The children walked rapidly.

b Shabespeare was fifty two years old the very day of his death.

c One hundred and twenty-three persons died in the Black Hole of Calcutta because the air was so impure. 2 Analyze: Socrates said that he who might be better employed was idle.

3 Parse the italicized words in the following: Half learned lessons slip from the memory, as an icicle from the hand, 4 What part of speech is each italicized word in the following, and how is it used?

a She grows more queenly every day.

b Cæsar having crossed the Rubicon, Pompey preparee for battle.

c Ask somebody else.

5 Analyze Wherefore plucked ye not the tree of life? 6 Correct, giving reasons:

a He laid abed till breakfast was ready.

b I expect it rained here yesterday.

c Let him send her and I.

7 Write correctly: Think you Abel said Paul at last that the storm drove them hither.

8 What are the classes of sentences on the basis of meaning? Give an example of each.

9 What is mode? Name the different modes and give sentences with verbs in each mode.

10 Name the mode auxiliaries; the tense auxiliaries. (Any eight.

SCIENCE OF EDUCATION.-[Five of these questions are based on the Reading Circle work of the current year. The applicant is to answer any five of the ten.]

I What does Compayre consider the object of general education?

2 What are the two grand divisions of the treatise entitled, "Compayre's Lectures on Pedagogy," and what is the scope

of each ?

8 What is the general relation of the power of attention to efficient mental work?

9 On what does the power of attention depend?

10 All knowledge is a converting of the unknown to the known. Explain this statement.

PHYSIOLOGY. 1 Describe the brain, and name the membranes with which it is invested.

2 Explain the digestion of starchy food.

3 What substances are normally excreted by the skin? By the lungs ?

4 State some of the effects of breathing impure air.

5 What are the uses of perspiration?

6 Why should certain kinds of food be cooked?

7 Name two evil effects of tight lacing.

8 By what means are the nutritious portions of the food taken up and carried into the circulation?

9 Describe and explain fully the structure of a muscle. 10 What is the effect of active exercise immediately before or after eating? Give reasons for your answer. (Any eight) GEOGRAPHY.- - To what European ports do passenger steamerssail weekly from New York? What is the usual length (in time) of the trip from America to Europe?

2 Name in order the largest five cities of the United States. 3 Name the capitals of Sweden, Switzerland, Chili, Japan, Georgia,

4 What is the difference of time between Indianapolis (Long. 86° 6' W.) and London? What causes difference in time?

5 What is a glacier ?

6 What is a geyser? What causes its eruptions?

READING.

I sat one evening, watching

A little golden head

That was nodding over a picture book;

And after a while I said:

"Come, darling, you are sleepy;

Don't you want to go to bed?" "No," said she, "I am not sleepy, But I cannot hold up my head.

Just now it feels so heavy,
There isn't any use;

Do let me lay it down to rest

On this picture of Mother Goose!

I will not shut my eys at all,

And so you need not fear;
I'll keep them open all the while
To see this picture here."

Write ten questions such as you would give a pupil in order to bring out the thought in the above selection. 10 points

five each.

2 Read a selection to be marked by the superintendents.

REPRODUCTION.

I Copy simple phrase, "I see ;' same with addition of a noun; substitute several different nouns. Gradually lengthen sentence by introduction of new words, using each word in as many sentences as possible before adding another. Children from first write all sentences learned rather than a single sentence over and over.

2 Copy sentences containing new words of reading lesson. 3 Copy list of all words taught during week or month.

Pin on wall a few objects or pictures of objects named in list-Children tell on slates what they can and cannot see.

5 Pass a few pictures to each child, ask him to tell on slate in full statement what he has, also what he has not. In all this work, children may refer to list of words on board for spelling of words they want to use, Also names may be written on each picture.

6 Copy card stories and spelling sentences.

7 Copy name and address.

8 Copy from print.

9 Copy number sentences, as: One and one are two. 10 Teacher write on board concrete number stories, as; One fan and two fans are three fans. Children copy same, sometimes substituting pictures for the phrases "one fan," "two fans," "three fans," reverse order.

II Similar work with blanks left for children to fill out. 12 Silent reading from supplementary readers, and card stories written by teacher.

13 Reproduce number lessons by stringing beads, laying pegs, writing words, drawing pictures-to correspond with the number taught in class. The different processes are easily indicated by lines drawn about the parts to be taken away, multiplied or divided.

14 Make pictures using only the given number of lines or pegs for each picture. Or design with colored pegs using the given number of colors.

15 Trace forms on slate to correspond with order on form chart, writing in each form the name of its corresponding color.

26 Reproduce the writing lesson by writing the letter taught a specified number on each line.

17 Chi dren may lay pegs in oblique position and connect by drawing curves to form different letters

18 In similar manner combine with reading, writing and number matter taught in all generel exercises.

INDUSTRIAL.

Straw chains made by stringing first a colored paper The square, circle, etc., then an inch straw, and repeat. color of the papers may correspond with the particular color or colors taught in color lesson.

2 Lay pegs or splints in given positions, spacing equal y.

3 Trace geometrical forms, spacing equally

4 Place pins in cushion, spacing equally.

5 Place a limited number of splints in all possible combina

tions, drawing on slates a picture of each,

6 Place tissue paper over simple outlined pictures and trace.

7 Copy from boards or cards outlined pictures of familiar objects, fruits and animals.

8 Make pictures by laying pegs,

9 Draw original pictures or designs, also pictures to comply with some one direction, as: Draw something which may be seen on the street, something which may be of use in a kitchen, schoolroom etc.

10 Put together dissected picture cards.

II Perforate cards for straight embroidery by folding paper lined in squares over cards and perforating all points of intersecting lines Or, one card may be perforated from another.

15 Embroider cards, taking pains to have right and wrong sides equally neat in appearence. Designr may be straight lines, beginning with simple positions and leading to combinations of same. Each design should, as far as possible, grow

out of preceeding one, and be first laid in splints and drawn on slates This work is almost exhaustless.

13 Weave strips of colored paper in simple patterns.

14 Lay geometrical forms to correspond with designs on form chart, pasted designs made by older children, or special copies furnished by teacher.

A TEACHERS' EXAMINATION IN PENNSYLVAΝΙΑ.

Of course, I had already passed the teachers' examination, and had received what is called a provisional certificate. This examination was funny. There were more than a dozen applicants, and, with one or two exceptions, all were Pennsylvania Dutch and "to the manor born." Indeed, I could see with half an eye that most of them belonged to one or another of the many sects which thrive here. We were all crowded within a small, dingy country school-room, anxiously awaiting our fate.

Suddenly a buzz of awe ran through the little assembly. Looking up, I saw that it was created by the entrance of that august official personage, the County Superintendent. He was a tall, commonplace looking man, with a petrified smile, "childlike and bland,” which it is difficult to believe left his lips when he slept.

Seating himself comfortably, he began the examination. All were provided with slips of paper. Glancing at mine I found thereon Bryant's "Thanatopsis." It was printed like prose, and both the name of the poem and its writer were ab

sent.

I could not resist the temptation occasionally of glancing curiously at the other applicants. Shakspere's shepherd has told us long ago that "good manners at the court are as ridiculous in the country as the behavior of the country is most mockable at court," and I naturally found that a city girl was just as mnch of a curiosity to them as they were to her. But since the entrance of the Superintendent, they had ceased staring at me, and were now manifestly very uneasy.

This was not the case,, however, with one stalwart young man, who sat by my side, and had been called upon to distribute the printed strips. He possessed an air of confidence -nay, even of arrogance—which would have been inspiring

to behold in one whose manners exhibited some token of re finement and in whose countenance shone the light of a bright intelligence. As it was, however, I could not help pitying this young man.

I was impressed, upon first entering the room, with a similarity of appearance, manner, and expression observable in a greater or less degree in all present. A certain stolidity characterized them all-heavy forms, short, thick necks, low brows, and a bovine expression. They seemed, as indeed, they were, the children of a people who had lived for generations upon their rich farms, " in a sleek and rural apathy, fullfed with sameness." In this young man-great, tall, lumbering fellow that he was-all these qualities seemed exaggeraBesides this, as my little brother would have said, he was "altogether too fresh."

ted.

"Please read the second paragraph of this selection,” said the Superintendent to this stalwart young man.

He rose, cleared his throat, and began with the lines, "When thoughts of the last bitter hour comes like a blight

upon thy spirit," etc. Heavens! how gayly, with what a confident gladness, he read them! Taking their cue from him, most of the others read with a hop, skip, and a jump that might well have made the poet turn in his grave.

"What kind of composition is this-prose or poetry, for example ?"

"Prose, of course," said the confident yonng man, and to my great surprise this was also the answer of the others. Finally the question came to me.

"This is poetry," I said which was followed by a general titter.

"What d'you say that fer?" whispered the young man. "Don't you know that poetry rhymes, and is writ in lines by their own selves? Every line beginnin' with a capital letter'" he added, quoting from the grammar.

6

66

"This is a poem," I said, "although printed like prose. 'Thanatopsis," I added, in reply to the Superintendent's questions, means a meditation on death. It is one of the earliest of the poems of the late William Cullen Bryant. It is written in blank verse-iambic pentameter.

We were then handed slips containing Poe's "Bells." It had transpired in reading "Thanatopsis" that a grave and solemn tone best suited that poem. The value of this information to the young man at my side was made manifest when he read the first stanza of the "Bells"-"What a world of merriment their melody foretells!" in the most grave and preternaturally solemn manner. This was more than the Superintendent could stand, and he forced the young man to sit down before he had read half a-dozen lines. I was then called upon to read, "Hear the tolling of the bells-iron bells!" When I had taken my seat, with a nod of approval from the Superintendent, I overheard the young man saying, "Tain't fair; I read my verse jess 'zactly like that!"

In the examination in grammar and mathematics I believe I passed well enough, but was woefully deficient in certain. facts in geography-could not name certain capitals, rivers, and deserts, and was found to be terribly ignorant of Mr. Soand-So's "Methods of Instruction," and also his "Theory of Teaching," I forget even now the name of the author of these books, except that it ends in "sham," as I thoroughly beleive the books do also. Nor could I name numberless dates in history-yet, to my surprise, my companions had all these things at their fingers' ends.

But the most amusing part of the examination was that upon "general information."

"Who was Alexander the Great?"

"What was his last name?"

I scarcely believe the Superintendent was able to supply the desired information, for he gracefully waived the point. "Who was the mother of the Gracchi?”-this to the confident young man,

I whispered maliciciously, "Why, old Mrs. Gracchi, of course,"

"Old Mrs. Gracchi, of course!" echoed the young man in his stentorian voice.

"Who was Napoleon Bonaparte?"

This question brought forth some startling information. We learned that Napoleon was "an old French king;" that he was born on the island of St. Helena, and conquered all Europe at the battle of Waterloo." One young lady, however, thought that he had been defeated at the battle of "Sedam," and had died at St. Helena.

I It is the belief of the compiler of these queries that the peculiar, interesting and amusing parts of our lessons should be known as well as the dry and solid facts, that, in reality, these things often assist us in remembering easily what would otherwise require a strong effort.

2 Many a lesson requires slow, laborious, and much hated work on the part of the pupil. If, however, the teacher tells something remarkable or interesting in connection with it, full attention is secured, while the interest felt and the laws of association will aid the student in remembering both with but little effort.

3 Children enjoy working at anything placed before them in the form of a riddle.

4 Queries of this kind will afford a change from routine work and text-book lessons; and a profitable change is but new addition to zeal

5 Very often new matter is noted and remembered while search is being made for answers.

6 Many teachers are too much crowded with work to allow any time for preparing such diversions as these.

Taking these facts into consideration and remembering that the larger pupil's mind is but a child's mind grown older and stronger, yet acted upon by similar impressions, these "Recreations Queries," with the additional suggestions and exercises, have been arranged for the help of the teacher, for the interest of the pupil, and for the benefit of both, to be used for interesting review, for enlivening dull days, as Friday afternoon exercises.

4 What explorer came to America to find a fountain of youth?

5 Who were the "Five Nations ?"

6 What is the story of Sir Walter Raleigh when he was learning to smoke?

7 In what two battles was the same plan formed by the opposing parties?

8 Who wrote "The Star-spangled Banner ?"

9 Who was King of England during the Revolution? 10 How is Napoleon Bonaparte connected with our country?

II What is the "Battle above the Clouds?"- Educational News.

15 What is the opposite of good? 16 What is the opposite of cross.

17 In what season does the farmer gather apples, 18 Name some plants that have leaves good to eat 19 Why would it be bad for us if pumpkins and squashes grew on trees?

20 How much of a poem makes a verse.
21 Of what materials are houses built.
22 What does St. stand for.

23 Ask a question beginning, Would you?

24 Give five words that should always begin with a capital. 25 What does P. O. stand for?

26 Where should the stamp be placed on a letter? Give a reason for your answer.

27 What tools does a blacksmith use?

28 Make up a sentence with Mischievous in it. 29 Give some motto that you like.

30 Ask a question beginning, Can't you, 31 Ask a question beginning, Don't you 32 What is the longest journey you ever made, 33 Name some magazine, or paper, published for children. 34 Name some magazine, or paper, published for grownup people.

35 In what season does the farmer make hay?— Popular Educator.