16. What should a teacher know to mark all his class exercises as professional teaching?

17. What do you understand by "the end will determine the means to be employed ?"

18. What was the test of a good school forty years ago?

19. Is good order an end or a condition of good teaching?

20. Explain the difference between end and condition; between means and conditions.

21. What is the true function of school government?

23. What is the guiding end of school discipline?

24. Why must school discipline include moral training?

25. Name the four elements of the mind or soul that must be affected by an efficient moral or character training.

26. What should a practical treatment on school government contain?

27. What is it that now concerns SO much the administration of graded schools?

28. What is professional ability? 29. Give a description of two contrasted school rooms.

32.

Upon what does the efficacy

of a method depend?

33. Why is the qualification of the teacher superior to all external conditions?

34. What does the author say about "personal magnetism?"

35. What is meant by "The child is the potential man?"

36. What is the difference in natural endowments between artists and artisans ?

37. Is the teacher an artist or an artisan? Why?

38. What are the elements of the mind and of the moral character of a teacher, that will inspire the pupils with confidence?

39. Explain how scholarship is a governing power in school.

40. What is attention? Why is it impossible to teach any one without his attention?

41. Speak of the importance of the first day in a strange school. What are the winning qualities? What those that may bring disaster?

42. What kind of knowledge tells in the school-room?

43. What profit is there to a teacher in being a pupil with his scholars ?

44. Does daily preparation prove lack of proper scholarship in the teacher?

46.

Explain how so many teach

ers break down in health from actual want of daily study, when the popular opinion is that "over work" ruins the health of teachers.

47. Should a teacher, in order to preserve health, never think of his work outside of the school?

48. How can a teacher prepare for the succeding day without having his mind on his work?

49. What kind of care invigorates, and what kind of care destroys health?

50. Who was Dr. Arnold? Why was he such a great teacher?

SUGGESTIVE QUESTIONS.

I. Define pedagogy.

2.

Explain the derivation and history of the word pedagogy.

3. In how many particulars may a teacher be aimless? Describe at least five of them.

4. Does aimless teaching impede the growth of the mind of the pupils?

5. How may a wrong end in teaching impede the growth of the mind? How may it demoralize character?

6. What is the true end of education?

7. What is the difference between devices and principles of teaching?

8. Must all branches of study be interesting in order to have educational value?

9. Why are inexperienced teach

ers more interested in devices and methods of teaching than in the principles of teaching?

10. What do you understand by a method being individual and a principle universal ?

II. Where do you find the quotation : "What knowledge is of

most worth ?"

12. Name an objection to technical education in our public schools.

13. What is the difference between instruction and drill?

14. In what respect has the teaching profession improved over that of half a century ago?

15. Can a school without order, under the best teaching, be a good school? Why?

16. What are the tests of a good school, estimated by our present notions of thorough professional teaching?

17. Is there any difference between school government and school discipline?

23. Are devices and methods intuitive or acquired in the case of a natural teacher?

24. Is a natural teacher characterized by his studying principles of education from reading works on

education, or by his depending upon his self acquired ability?

25. To what extent are external conditions responsible for a teacher's success.

At a gathering consisting of the city superintendent, two principals, and two or three assistant teachers, the teacher of music, and one of the board of education, in the room of the first-named, on a Saturday which was the welcome Saturday of the month because it was "pay-day"

-a line of conversation was started that was of the greatest interest to one who was present. A certain Miss Dhad just drawn her pay and had gone out. The board member remarked, "That is the fourth woman we have had from that part of O- county. I wonder why it is they are all good teachers from down there? We got Mr. H (the principal of that school); he spoke of a teacher he knew, we got her, and, as I have said, now we have four, besides H., and all are successes.”

"Our best teachers are from the country; if we get one from a city it will turn out that he started in the country and landed in the city because of higher wages." (This by the city superintendent.) "Does grade teaching tend to make a good teacher? or rather, does not the

teaching in the country school tend to develop the ingenuity that is needed in teaching? I have three country-bred teachers and five citybred teachers, and the first three are much superior. They are scholarly, they are full of self-improvement, they are readers of educational literature. Besides, they seem understand life much better, and that is no unimportant thing." (This by principal No. 1.) "I was brought up in the country; I taught a small district school at five dollars a week; I went to the Oswego normal school; I went into a district school again, this time at twelve dollars a week; then into a village school, and now I am here. All my labor until I came here demanded the exercise of judgment, of planning. I had trouble at every step; I had no apparatus; my pupils were dull and needed stimulus. All this re-acted on me." (This by the brown-haired assistant.)

"It may seem a queer place for a music teacher to come from, but the best I have known started in the country." (This by the music. teacher.)

"To make a teacher you must proceed as you do to make a man of any kind. He must be thrown on his own resources; he must have been a success and have known that he was a success in some small school. He must have felt he had grounds in him for molding and influencing character. I don't doubt a man may feel that he knows a good many things in books, and that is valuable, but the teacher must feel that he is going to mold the little band that look up to him daily with hopeful eyes, into a noble manhood. Now I think the country is the place to arrive at settled convictions, and a teacher without convictions is a nobody." (This by the youngest principal, a new appointee; he was regarded with considerable attention. Meanwhile two or three more teachers had come in and had been paid, and waited to hear what was being said.)

"The teachers of this city, as in any other, divide themselves into two great classes-those who teach as a trade, and those who teach because it is an expression of the force that is in them. Now, in the city, a young man or young woman often loses sight of the one great end of life-there are SO many objects-they come to teaching without convictions. They are told that some influential person will get them a place if they get a certificate; they work accordingly. In the country they begin so low down that the salary is no inducement

whatever. They have to become skillful if they wish to go to another place." (This by the city superintendent.)

"I am constantly turned aside from my old moorings by the attractions in the city. I find few teachers who want to do anything more than run their grades decently and draw their pay. I taught in a country academy and my whole being was stimulated that I might be of benefit to the pupils. I do most certainly think the teaching is better in the country; only the cities draw away the best talent." (This by the black-haired assistant in the corner.)

The teacher The teacher

book.

The

Once upon a time a teacher was sitting at his desk in his home study, when a five-year old child came to him with a box full of wooden discs. His mother had bought them for him to play with. In some mysterious way he had learned to count ten things. She had not tried to teach him. He had not attended school. This teacher was busy studying methods" from a book, when this live boy shoved a chair up to the table and poured out of his box something.less than a peck of these wooden discs. went on studying his boy counted out ten of these discs and placed them in a row, talking to himself all the while. The teacher began to divide his attention between the book on methods and the boy who knew nothing about method. The boy placed another row with ten in it beside the first row and said, "Two tens." The teacher here recalled the fact that when the boy completed the first row he did not say one ten but said ten. The boy made another row and said three tens. He kept this up without a word from the teacher and without being aware that the teacher was watching him. When he had finished the tenth row, he said "Ten tens," and then addressed the teacher as follows: "Ten tens, see! How many is ten tens ?" The teacher, (without correcting the

boy's grammar-just think of it) said, "One hundred." The boy immediately climbed out of his chair and ran to his mamma in great glee and said, "Mamma, mamma, ten tens is a hundred, ten tens is a hundred; I've got 'em on the table; come and see, mamma, come!" Mamma came and the little fellow was delighted. Mamma was, too. So was the teacher. He laid his book down and began to study the boy. He asked him to divide his hundred buttons, as the boy called them, into two equal parts. The boy looked a moment and put his finger down in such a way that there were five tens on either side and said that five tens is one-half of ten tens. Where or how he learned this no one knew. teacher touched two rows of tens, using his thumb and fourth finger, and asked the boy to see how many two tens he could find. He soon reported five. Then the teacher told him that we call two tens a fifth of ten tens. And the boy said, "I know why. It is because it takes five of them to make ten tens." The teacher then touched one row and said, "What is this?" The boy said, "One ten." "Why do you call it a ten ?" asked the teacher. "Because it has ten buttons in it," said the boy. He then added, "Two buttons are one-fifth of ten, and one button is one-tenth of ten."

The