Meets the Demands of the Schools for Supplementary Reading as well as Books for Home Reading The Hawthorne School Library purchased by our school meets every demand for supplementary work in the school, containing books for each grade and on nearly every subject taught in the schools of to-day. It has cultivated a taste for a better class of reading in some of the homes as well as among the pupils. I heartily recommend it to all teachers and school officers. We purchased ours by the certificate plan, selling most of the certificates during vacation in March. The pupils are already planning to buy more of the books. The library case is a little beauty for the price. Mrs. VIOLA FARLOW, Spring Hill, Ill. Without doubt there is a most favorable period in every child's life for the reading of each book. If offered to him at just the right age, it appeals to his nature with peculiar power. There would be a wonderful economy of effort if the books selected for children were given them at this favorable time. Dr. FRANK MCMURRY, Milton Bradley Company's Latest Books For Primary Teachers and Kindergartners Hand Work, by Jane L. Hoxie of New York $0.50 1.50 Industrial-Social Education, by William A. Baldwin of Hyannis, Mass. We are giving special attention to KINDERGARTEN REVIEW To increase the subscription list we are offering as premiums some of our best books. Send for illustrated circular giving particulars. MAKE YOUR PLANS FOR THIS YEAR TO INCLUDE THE UP-TO-DATE TEXT-BOOKS The Augsburg System of Drawing Should receive your first attention. Its special merits are: 1. DIRECTNESS AND SIMPLICITY 2. USABLENESS BY THE AVERAGE TEACHER AND PUPIL 3. A PRACTICAL AND NOT THEORETICAL TREATMENT OF THE SUBJECT You may prepare yourself by studying one of the Teacher's Manuals Second, it will pay you to obtain copies of The Sprague Classic Readers Commendations from Maine to California and from Minnesota to Mississippi And last, but not least, make application now for copies of Home Geography for Primary Grades The Editor of PRIMARY EDUCATION, in June last, well said: "The teacher who begins with this delightful book next September will find she has not left her vacation or the country behind." TH to observe nature, to learn to answer the question "What is it?" as a preparation for the future question "Why is it?" The subjects of the lessons are fruits and vegetables, which can readily and economically be obtained for study. The lessons are so arranged and of such length that they can be handled each in a single recitation, even in classes where the teacher has no special training in science. They are planned to set forth what the child can learn for himself in one hour about the subject of the day's study. Each illustration tells a story, and is a model of arrangement and description, to be followed by the pupils, who are, however, to make their own drawings direct from the object itself. These lessons have been tested in the schoolroom, and will solve successfully the problem of an adequate elementary laboratory training for the lower grades. Staying Power FOR THE TIRED BRAIN Horsford's Acid Phosphate nourishes and strengthens the brain and nerves, improves the appetite and digestion, and gives restful sleep. It restores to the body nature's strengthgiving phosphates needed by the overworked Officeman, Teacher and Student, a deficiency of which means general physical weakness, Dyspepsia, Headache and Nervous ness. Horsford's Acid Phosphate. If your druggist can't supply you, send 25 cents to RUMFORD CHEMICAL WORKS, Provi dence, R. I., for sample bottle, postage paid. WE WANT TO HELP YOU! O do better work easier. To make you feel that you have done the best that could have been done. Note some of our specials. THE PRIMARY PLAN BOOKS-The most popular and successful teacher's publications ever offered. One for each month in the year. Send 25 cents for November. You will want entire set, September to June. 1120 Large pp., $2.25. WEBB & WARE DRAWING BOOKS-For teacher and pupil. Primary Series 1 to 4, each 40 large pp. Price, each,,15c. Now in use by thousands of teachers and in thousands of schools. Remit 30c. for Nos. 1 and 2. If not pleased, return and receive money back. FOR THANKSGIVING READING - Stories of Old New England. 32 pp. Large type. Easy Reading. Illustrated, 6c.; 6oc. per dozen. Number 9 Let Your Light So Shine It is a delicate thing to decide how much one shall keep in the background in this life. Where shall the line be drawn between the personal effort for recognition for one's achievements and the silent waiting to be discovered by a busy and none too generous world? Or, A teacher may do good, conscientious work that makes no show, right on year after year, and yet keep so quiet about it that the community will almost forget she is there. A change of superintendents may take place and the new official with different temperament and ideals may go into this teacher's room, be struck "all wrong" with what he may chance to see at that hour and at once determine on a change. the lightning may strike the unsuspecting teacher, even if it is the old principal or superintendent who sees he must find a place or make it for some urgent applicant blessed with relatives who can control votes. The necessity is upon him. Where shall the vacancy be created? It is wonderful how such a pressure sharpens the eyes to detect flaws which have hitherto escaped notice. The dilemma presses, and he scans. the field. It will never do to remove that one-she has a "pull" with the president of the Board; and the other one-will it be safe to make a change there? Hardly, she has a prominent place in the choir and everybody seems to know her. But over there in that primary school is a quiet teacher who lives out of town and has never been much mixed up with the affairs of the community. To be sure, he has never seen anything especially wrong in her school, neither does he remember anything especially praiseworthy, but she is as good as a half dozen others in his district and has been there five years. Yet somebody must go, and she is liable to make less fuss about it than any other teacher. She has never made friends with the influential people in the town. There is really no one to take issue that will count much if she goes. So he suddenly discovers that she is not in touch with the children, that she is not progressiveand it is the old story-she goes. With an injured reputation, and a heart-break that neither the man nor the world ever see or would worry over if they did, she seeks for another situation with the chances all against her. What means of protection has any teacher under such circumstances? She must provide these means beforehand by erecting defences that will resist underhanded attacks. What are such defences? In the first place, bricks cannot be made without straw. Walls cannot be built without strong material, skillfully fitted together. These walls must be furnished. by the good, strong work of the teacher. Let her do work that deserves recognition and will bear investigation, and then not rest till she secures both while yet the sky is clear. It is not easy after clouds are discernible. It devolves upon every teacher as soon as she enters upon her duties in a new place to see how she can deserve and win the estimation of the best people about her. If she is not in and of herself enough of a woman to win regard, or if she is doing inferior, commonplace work, she will fail to secure the friends that will help, and deserves to fail. But let her see to it, personally and professionally, that she has something worth the attention of the discriminating, then persevere with all the tact she can command to show her faith in herself and good reason for this faith. Recognition will not come at once, but as sure as the incoming ocean tide rolls in, it will come if it is deserved. Nor can teachers afford to be proud, or pettish, or sensitive when no signs of it appear. It must be remembered that education is not fashionable; that intelligent people know more of most other things than they do about their own schools, and that they will not visit these schools unless they are inveigled into it. Now every teacher does some things particularly well. It is possible to manage, in a thoroughly honorable and above board way, to have these things, made prom'nent among the parents and in the sewing ci.cle. If the children can be sent home flourishing their good work in the air and brimful of the spirit of it, the mothers are half woŋ to begin with. Companionable calls from the teacher, reinforced by a Mothers' Meeting, with the subtle stimulant of the cup o' tea, and the beginning is made, but only made. The strengthening must come by the steady building up day after day of the con-. viction that this teacher and her school are "just about right." There can be no sleeping on duty. Fresh ways and means must be constantly devised to keep the doings" of school before the people of the community and to have doings worthy to be promulgated. It must be ever kept in mind that people will give their attention to everything else before they will bestow it on the schools where their children are being trained for life. Why such astonishing neglect of this vital matter? Only Omniscience knows. If any set of workers in this round world need the wisdom of serpents with the harmlessness of dovesand two wisdoms to one harmless-it is the women teachers in our public schools, exposed to every political wind that blows. They have a right to prepare open, honest means of vindication, and to fall back upon them when the evil hour draws nigh. Fighting is not unwomanly when the cause is just, nor useless if there is anything to fight with. It is only the teacher who has drifted along and done as little as she could who need fall back into silence and find her only relief in her pocket handkerchief. Harvest Song (AIR: "America") The God of harvest praise; In loud thanksgiving raise Heart, hand, and voice. The valleys laugh and sing, Forests and mountains ring, The plains their tribute bring, The streams rejoice. Then God of harvest praise, From field to garner throng, Bless ye the Lord.-James Montgomery "The Pilgrims not Puritans? Absurd! I guess I haven't forgotten my colonial history just yet." "But they're not! The All Wise One said to-day, peremptorily, 'Prepare a paper on the COMMON CONFUSION OF THE TERMS PILGRIM AND PURITAN.' And I'm going to do it if I have to tear them apart in the face of all history. I never breathed that I always thought they were the same." The two students separated, and later the Meek One betook herself to the public library and afterward emerged armed to the teeth with facts. What she found was practically as follows: The great awakening of religious thought started by the Reformation was continued even after the establishment of Protestantism in England. There were many who contended for even greater reforms than had been instituted, who felt that the Church still had within it errors which must be cleared away. While still worshipping in the Established Church they stood strongly for the abolishing of certain civil freedom. They remained within the Church, but reforms and practices within it and for a greater religious and fused to conform to the usages which they considered wrong. On this account they were called Non-conformists and were known as such. From their attempt to purify the Church from its errors they received frequently the name of "Puritans." They met for a time with little, if any, success. There soon arose in England another party who, despairing of obtaining religious freedom of thought and worship, and believing the Church to be hopelessly in error on many from the Puritans within it and organized separate or indeadded points, withdrew from the Established Church and pendent bodies. These were called Separatists. The Puritans were one expression of the desire for greater spirituality and religious freedom of worship. This they still hoped to obtain within the Established Church. They did not withdraw from it, but labored strenuously to bring about the desired reforms. The Separatists were the next step in advance and, strictly speaking, they ceased to be Puritans on their withdrawal from the Church of England and the Puritan body within it. The Separatists worshipped in halls or private houses. Now this was against the law, which made it a crime to worship God in assemblies other than the Church of England or according to her form of service. They were arrested, imprisoned, and even put to death. This drove them to worshipping in secret. This continued for a time, but the persecution becoming unendurable, the Separatists finally decided to leave the country. They fled to Holland. With their subsequent history we are familiar; their determination to leave Holland; the decision to find a home in the New World; the voyage, and the landing on the inhospitable Massachusetts coast in 1620. Governor Bradford says of their sorrowful departure from Holland: "They knew they were pilgrims, and looked not much on those things, but lift up their eyes to ye heavens, their dearest countrie, and quieted their spirits." The Puritans remained in England, growing more numerous, but making little headway in their attempt to purify the Church. Some of them, despairing of obtaining civil and religious liberty, decided to emigrate to America. This -small body of Puritans founded the Massachusetts Bay Colony in 1629. They were still adherents to the Church of England. The farewell words of their leader shows the spirit which actuated them: "We will not say as the Separatists were wont to say, Farewell, Babylon; farewell, Rome'; but we will say, Farewell, dear England; farewell, the Church of God in England. We do not go to New England as Separatists from the Church of England, though we cannot but separate from the corruptions of it; but we go to practise the posi tive part of Church reformation and to propagate the Gospel in America." Here then we find the two colonies: the Plymouth Colony, composed of Separatists, to be known in history as the |