knights believed in the Holy Grail. -Rev. S. A. Burnett.

If we work for the highest development of the children, and use for that the best means, we shall have results that will bless us. - Parker.

Every man and woman in this Nation should have what Montesquieu commends, the desire to augment the excellence of our nature, and to render an intelligent being more intelligent.-J. H. Vincent.

Education resides not in the mechanical perfection of study and routine, but in the spirit of the teacher working in the heart of the pupil.-Browning.

Let no one imagine that he can become an accomplished teacher by energy or knowledge. The necessary endowments are an uncontrollable desire to educate and to teach children, and a mind ever ready to imbibe new and fresh ideas. -Diesterweg.

The spirit of the teacher is more than his method, and that person is

the most valuable in the schoolroom, who fills it with sweet reasonableness.-James Russell Lowell.

It is an indisputable truth, even with the best endowments, that it requires a life of constant, untiring labor to become a good teacher,and to remain one.-Diesterweg.

The thoughts of the true teacher dwell incessantly with his school. The school is his first thought in the morning, the last thought in the evening. -Diesterweg.

A good school-master ought to be the degraded servant of no one; not ignorant of his rights, but thinking much more of his duties; giving an example to all, serving all as an adviser, above all not desiring to withdraw from his occupation, content with his situation because of the good he is doing in it, resolved. to live and die in the bosom of the school, in the service of commonschool instruction, which is for him the service of God and men.. Guizot.

who will be disorderly, yet may rightfully forbid a teacher to punish with the rod a pupil who fails in his lesson ?

6. What should be the nature of all rules in regulating a school?

7. What tendency in present school administration does the author think needs most to be corrected?

8. Relate in detail some of the authoritative assumptions which school directors in some parts exercise over teachers.

9. In what respect may the superintendent or principal make mistakes so as to hinder the efficiency of the teacher and the progress of his school?

10. What is the most helpful

1. What is the first condition, external to the teacher's personality, necessary to govern and control a school?

2. What do you understand by the inherent authority of the teacher?

3. Why is it so important that the teacher, and particularly the school officers, should know and clearly recognize in detail the matters that pertain to a teacher's authority, both inherent and delegated?

4. What are some of the legal functions of the school board?

5. How can you explain that a school board cannot rightfully make a rule to punish with the rod a pupil

II.

What is the true function of a superintendent ?

12. Name the particulars of instruction and discipline that are frequently questioned by school patrons? 13. What kind of regulations should be enacted by every school, and in every school district, by the board of education?

14. What harm to the teacher and to his school comes when he has not the implicit confidence and cooperation of school officers and patrons ?

15. On what grounds only should a teacher be selected to teach? On what other grounds, however, are teachers often selected?

16. Upon what should the popularity of a teacher be based?

as

17. Why is the teacher's worth

a man of more value than his efficiency as a teacher?

18. Why is the teacher judged by a higher standard as a man than if he were a private citizen?

19.

What is the third condition of easy control ?

20. Describe the relations between physical environment and human conduct.

21. Is public sentiment awake to the importance of the relation between the beauty and propriety of physical surroundings and the moral atmosphere of the school?

22. Who, of all, is the most efficient person to awaken public sentiment when it relates to the morals of children?

23. For what qualities should pictures for the school-room be selected ?

24. What kind of an appearance should blackboards have at all times, regardless of pictures and drawings?

25. What above all in neatness does the author emphasize?

I.

SUGGESTIVE QUESTIONS. What is the difference between inherent and delegated authority of a teacher?

2.

Particularize the delegated

authority.

bility is the teacher in loco parentis?

5. What improvements might be made in our country schools if teachers realized more fully their duties and rights inherent in the teacher's office, and had the courage to exercise them impartially, wisely and fearlessly?

6. What benefits might our schools enjoy, that are now not at all recognized, if school officers, as well as school teachers, studied the principles of school management?

7. How should a teacher act to gain the confidence of his school patrons and school officers?

8. Who and what are the kind of people that, in the presence of their children, talk disrespectfully of the teacher? Is there something in the behavior of children in school that marks the character of parents at home?

9. Is there such a thing as unfelt and unappreciated merit in teaching?

II.

3.

Has a teacher the right to suspend a pupil who attends school regardless of cleanliness and propriety in dress?

13. Why may the culture side, as well as the spirit of enterprise of

a teacher, be known by the pictures on the wall of his school-room?

14. In what respects does the appearance of the blackboard tell

the character of a school?

15. In what respects does a good school differ from a well regulated home?

We employ two auxiliary verbs to express the future, using "shall" for the first person, "will" for the second and third persons. Of these verbs the one implies, more or less obscurely, an obligation, the other a volition, and when using them we do not always have in the mind a perfectly simple notion of futurity; associated ideas are often connected with it which induce shades of meaning in our expressions.

The most closely connected of these associated ideas are those involving the conception of intention on the part of the person speaking; and when this conception, and not merely a simple future is to be expressed, we immediately exchange one auxiliary for the other; that is, "I (or we) shall die," is the expression of a simple future contingency, perfectly paralleled by "he, you, or they, will die;" but "I (or we) will die," conveys a meaning of intention, paralled again by "he, you, or they, shall die." Can anything be clearer than this? Yet how often we hear, "I am afraid I will be late;" "They say I will find the place very dull;" "He tells me we will have leave to do it ;" or "We have decided the baby will go to

morrow.' And frequently also, though not so frequently, such expressions as "I swear I shall repay you;" or "I doubt whether he shall succeed."

In these cases the meaning is made evident by the context, and the mistake of grammar is patent; but in other cases the whole weight of the meaning rests on the verb, and demands the strictest accuracy -a demand frequently unanswered. Yet it is not till the difference, the immense difference, is felt between "I shall be at home to-morrow" and "I will be at home to-morrow" -not till it is involuntarily perceived that the one phrase is only a prophecy and the other a promise, and that he shall be at home to-morrow is, on the contrary, the promise, and he will be," etc., the prophecy-that a man or woman has any right to use the words at all.

The past tenses "should" and "would " follow with regard to the persons, a rule precisely analogous to that which governs "shall" and "will." They are sometimes, in fact, as Sir Edmund Head (the great "Shall and Will" censor) points out, "only hypothetical futures." When one says, "I should have