interesting of birds. Herons, storks, snipes, and woodcocks belong to this order.

The marked characteristics of the waders are long legs, long long neck, long bill. They live for the most part in wet places where they can wade in the water from which they can get their food which consists of fish, worms and shellfish.

Wings and Fins-p. 38, "Long Legs for Wading."

VII. Swimmers

Ducks and Geese are the commonest. Characteristics-webbed feet; thick, water-proof plumage; broad, flat bills; ability to swim and dive with great ease.

Wings and Fins-p. 60, "Swimmers of Lake and Sea." p. 65, "Sailors of Ocean and Air."

Feathers

are

What is the shaft of a feather? the vane? the down? the barbs? What is the difference between down, a feather, and a quill? How feathers arranged on the body of a bird? Why? How on the wings? Why? How on the tail? Why? Are the feathers on a bird's head all of the same kind? Are feathers waterproof? Are the feathers of ducks and geese just the same as those of chickens and turkeys? Look through a feather vane at the sun. What do

you see? Of what use is the tail in flying?

The following references you will find sources of much information. Graded Literature Reader-p. 35. "Birds' Bills." p. 61, "Birds' Feet." p. 86, "Birds' Travels."

Graded Literature Reader Book III Baldwin's Reader,

Book III-p. 21, "Birds' Nests." p. 200, "The Mo

tions of Birds."

of

Cared For."

Animal P. 108. "Some Baby Birds."
Life. p. 223. "On Guard."

p. 236. "Their May Moving." Friends (p. 161. "Our Friends, the Birds." and p. 170. "Bird's Homes." Help- p. 195. "The Farmer's Friend,” ers, (owl.)

part p. 207. "What the Birds Do for III. Us." Ways of Wood Folk, p. 69. "An Oriole's Nest."

Graded Liter- (p. 13. "A Bird's Story." p. 22. "The Little Robins" p. 79. "Feathers.'

ature Reader. Book II

་

Lights to Lit- (p. 23. "The Child and the erature, Book Humming Bird."

III.

p. 40. "Robin's Grumble. (p. 69. "Bob White." p. 78. "The Flight of the Birds.'

Lights to Literature, Book (p. 145. II.

p. 156.

"An Educated

Bird." Tommy's Opinion of Crows."

Lights to Literature, Bk. IV, p. 146 "To a Waterfowl" (with notes). Wilderness Ways, p. 88, “Clou Wings, the Eagle."

Prose and Verse for Children, p. 3 "Master Redvest."

Wings and Fins, p. 33, "A Sensiti Spirit."

Wings and Fins, p. 192, "Birds Dawn."

"The Merry Birds of Killingswort

In 1647 Massachusetts by law established a public school system, said schools being supported by direct tax upon people of the colony. These old Puritans believed with Domsie, of "Bonnie Briar Bush" fame, that ilka the scholar is something added to riches of the Commonwealth. Massachusetts idea has become American idea and the public school is the greatest leveler of our social system, but a leveler upwards.

The

the

Thomas Jefferson was the greatest advocate of the public school system in the South. His democracy demanded not only that the whole people govern the country, but that they should be educated. His education scheme embraced, first, the abolishment of slavery; second, the establishment of a primary school free to all for three years; third, the establishment of a college for every county; fourth, the founding of a state university. So

great was the opposition of the clergy and the wealthy planters that only the University of Virginia became a reality.

In 1860 only Missouri, Louisiana and Kentucky of all the Southern States had anything of a public school system and that disappeared during the Civil War.

Our public school system south of the Ohio river is a postbellum idea, and for the next twenty-five years the greatest and most valuable work for the South must be done in the country district school. I feel honored to be in touch with the noble band of young men and women, who are and must be the medium through which the coming generation shall receive the inspiration that shall make them sufficient, as well as efficient in solving the mo mentous problems of the Twentieth Century.

Let us study some of the conditions

we

of success in the country district school. If any of us plan a journey, either for business or pleasure, carefully select our route that it may give to us the greatest comfort, pleasure and advantage, and after buying our tickets, checking our baggage, we seat ourselves comfortably in the coach and trust the management of the railroads to carry us safely and speedily to our destination. If an ordinary journey demand so much forethought, what should be the preparation of the district school teacher, who must be superintendent, train despatcher, conductor, brakeman, porter, engineer, fireman, nay, even newsboy, in his car of progress? His preliminary preparation will be to fit himself physically, morally and intellectually for his work. Health carries with it a buoyancy and cheer that is contagious, and which, coupled with that heart power, which I like to call sanctified common sense, solves the perplexing question of discipline at the outset. Morally, he must be all that he professes. The children will analyze his character the first half day and can point out defects that may startle him, but which he dare not ignore. He should profess and be a pure, clean Christian gentleman and scholar, and no school trustees should dare to place under the care of anv one lacking in these qualities, the future citizen of this Republic. The de mand of the twentieth century is for a consecrated manhcod and womanhood. Such characters must be built up in our public schools. A man who is poisoning his system (and the brain is the controller of that system) by 10bacco or alcoholic drinks is dwarfing his own powers and must deteriorate the minds with which he will come in contact unless the children shall fortunately hold him in contempt.

If he delights in obscene stories and jokes he is a menace to any community or home and should not hold in his power the shaping of the character of the future citizen.

The gum chewing young woman, who expresses herself emphatically by using the slang phrases of the day, who has lost that modest demeanor which is the charm of womanhood, who thinks it brilliant to make light of sacred things, is as great a menace to any community, home or, school. I wish that I had the power to carry conviction to the heart of every school director as I beg him to beware of such a man or woman. A man or woman without well grounded moral and religious principles, is a human vol

cano.

Let us take it for granted that our prospective teacher has gained a sufficient intellectual, physical and moral strength to enter upon his work, has passed a creditable examination, has secured his school. What further preparation is necessary before he enters upon his duties?

Let him be on the ground, at least, a week before the school term opens. He needs to select a comfortable boarding place. Visits among his patrons, if tactfully made, will secure their co-operation and help him to study some of the environments of Johnnie or Susie or Mary, who might otherwise puzzle him. The school house needs his careful supervision and inspection. Repairs may be needed and if after a respectful appeal to his directors, they are refused, don't let him hesitate to make them himself. "God helps those who help themselves." Even school directors will honor the man whose education will find an expression in the skilled hand.

A successful teacher carefully prepares his plan and sticks to it. He organizes his school the first day and without loss of time because he has systematized his work and is ready for earnest, active work on the second day. He has proved himself the master of the situation, has secured the

admiration and co-operation of his pupils and "the work well begun is half done." If the school is large, the district school teacher must economize his time. Let me suggest first that the few well advanced pupils shall not rob the others of time; second that the younger pupils have equal rights in this small Republicthe school-and shall be taught to demand them and also respect the rights of the others. Indeed the question of personal rights and the rights of others should be taught in every school. Don't neglect the younger children; third classes should not be too small fourth utilize the more advanced pupils, especially those who plan to teach, as pupil teachers under your especial care and direction; fifth give at least one hour a week to general exercises, in which the whole school can take part. This direction suggests so many opportunities that I must not take time here to discuss it. Suffice

it to say that some interesting topic taken up enthusiastically and tactfully by the teacher during the first ten minutes each morning, will do more to prevent tardiness than scheme of which I know.

any other

The teacher has a duty to the community. If he is the character he should be, he can not help but make himself felt; he must be a power, not officiously, but because he would be a servant to all in imitation of the great teacher, Jesus Christ. He will make his school room the center of influence. He can organize a literary society. He can give a talk on education once in two weeks. This talk or lecture should be carefully prepared and be so full of good things as to be the herald of the next one. He should teach his pupils to love good reading. They may forget the rules of arithmetic and grammer, but if they love good literature they have a mine which is never exhausted and whose value will ever be above par. To this end, let him establish a library in his school. If the children become interested in this scheme the parents will catch the enthusiasm. Indeed en

thusiasm is more measles. Try it.

contagious than

But a few conditions of the successful teacher have been pointed out, but if you meet these, others equally im portant will suggest themselves and I can assure you that your directors will seek your services for another year and will accede to any request you may make for the improvement of your school.

It has been my privilege in the institutes of last summer to make the acquaintance of a large number of the teachers of West Virginia. Their spirit is admirable. Most of them are young men and women of purpose and character and I know those West Virginia hills must prove themselves the very sinew of this nation as they an swer the call of their country by furnishing men and women of consecration and devotion to high ideals, which have been inspired by the devoted district school teachers, have realized their responsibilities and have been true to their opportunities. Berea, Ky.

Mother Goose Forever

Some people doubt the tale of Pocahontas; Some say we must give up our William

Tell;

What shall we do, should they begin to want us,

To give up our dear Mother Goose as

well?

Give up the dear old lady? No, no, never! The bond between us nothing shall un

loose;

The link that binds her to us nought shall sever;

The children's patron saint is Mother Goose!

Then keep a welcome in the warmest corner Your kind hearts have for Mother Goose

to fill,

Each year with Pringle, Muffet, Prim and Horner,

For Simon, Shaftoe, Trot, and Jack and Jill,

Daffydowndilly, Bo-peep, Pumpkin- eater,

Nan-Etticoat, and him who stole the

tarts,

And Mother Goose herself than all the sweeter,

For Mother Goose herself is Queen of Hearts!

-Chicago Normal School Leaflets.

Aid the man who has his head above the water. Of every thousand dollars given in indiscriminate charity, nine hundred and fifty dollars might as well be thrown into the sea. The submerged class should be the care of the State, not of the individual. Being human they should be housed, clothed, fed and instructed by the State, and the swimming tenth be the chief care of the rich. It is so difficult for individuals to aid the submerged man. Give your aid to the man who is fighting with his head above the water. Take by the hand the struggling man, the man who helps himself. Little use trying to boost a man up a ladder unless he is trying to climb a little himself. It will never do any good in the world to give it to the listless, lazy tramps, the ne'er-do-wells of the world. What you want to do is to take the aspiring and industrious by the hand.-Andrew Carnegie.

The Motives of the Teacher

The candidate for the office of the teacher should look well to his motives. It is easy to enter upon the duties of the teacher without preparation; it is easy to do it without that lofty purpose which an enlightened conscience would ever demand; but it is not so easy to undo the mischief which a single mistake may produce in the mind of the child, at that tender period when mistakes are most likely to be made.-David P. Page.

There was never mystery

But 'tis figured in the flowers; Was never secret history But birds tell it in the bowers. -Emerson.