judgment of the "mind that circumscribes" instead of the "smaller one"; but really I fear that this professor in a noted university is a type of many who teach English both in our high schools and colleges, who "may compose a new and faultless version of Gray's Elegy or of the Twenty-third Psalm,-just to show what it ought to be."

And yet, isn't it strange, dear Helen, that in spite of this tendency to find fault even with the masters and to measure them with our little measuring tapes, teachers so often resent a remark made on their work by another teacher or a parent, that indicates that anything may be improved in their school management or teaching? Why can we not take kindly suggestions? I do wish I could whisper some words into the ears of at least the young teachers

that would keep them from becoming "touchy." In spite of the fact that the dictionary calls this word "colloquial," I must use it since nothing else expresses so well what I mean.

I have talked so long now on other things that I have no time left to express the patriotic sentiments in accord with the day; but truly I think it is a happy thing to have a day on which to commemorate the memory of the great commander and president who made that country possible which produces such a noble type of citizen as we find in the patriotic bard whose birthday lovers of song even beyond America celebrate to-day. My toast is "Washington and Lowell." Faithfully,

MARGARET.

Individuality which avails anything professionally for the teacher is that which would make him a more efficient instructor. Nearly all pedagogical discussions move in concentric circles about their ultimate topic, the teacher. We will indulge in no circumlocution but. attempt to go directly to the center. In dealing with this subject we may not talk of cranks out of the schools

or in the schools; nor discourse upon the eccentricities of teachers; nor speak of restraining their individuality before we know their professional characteristics.

We would know how the teacher is distinguished from his fellows by natural gifts, and how these have been modified and strengthened by training and experience. We know well, that good teachers may have

widely distinctive traits and separate individualities and yet each may be admirably endowed for the work. Training and experience are most necessary in perfecting the model teacher, but without natural endowments, without a genius for the business, the best work cannot be done. It has been said, that “A few hints from a perfect master are often of more service in developing the capacities of the pupil than the most protracted lessons from an inferior teacher."

But who is the perfect master? We can readily tell who is not. The imitator is never complete master of his business whatever his calling may be. One can never use a borrowed method with a power and skill equal to the ease and naturalness with which he controls his own methods. It is almost invariably true that where the inventor or originator makes small mistakes the imitator makes large ones. One has an interest, too, a pride, and a control of his own progeny which he cannot have over that of another, I whether it be the progeny of his home or of his brain.

One of the revived fads claiming much attention just now is "Interest." As for the teacher, the secret of the deepest interest, in giving instruction, may be found in the consciousness of an original, personal right to the knowledge, or to the method of imparting it. And how contagious this interest is!

This consciousness of a legiti

mate claim upon knowledge accounts in a measure for that aptitude for instruction which distinguishes the expert and skillful teacher from the perfunctory pedagogue.

Those who exhibit marked individuality in their work are, it is true, the rare exceptions. And this is not to be wondered at. Teachers, as a rule, are not original investigators. They take nearly everything at second hand. You may say that this is necessary that they cannot do otherwise. If this were true, yet, it does not lessen its weakening tendency. Thousands of the craft are copyists, and imitators, and some even make of themselves "Borrowed things from dead men's dust and bones."

They have never known the joy and power of one who relies upon himself.

A distinct individuality, when joined to self-reliance, (which springs from a consciousness of worth), has wonderful power to stimulate and to enthuse the young.

Personality in the teacher's chair, which is forceful, means originality of ways and means in contradistinction to the bungling imitations of the movements and methods of others.

If you are not yourself, trained and toned down by experience, you have no positive value.

The lack of original investigation is the chief weakness of our calling. And as the years go by this truth

The teacher is attempting to do the most sacred and influential work in the State and for the State, and when he is prepared to do it in a masterly way, he will command, as he should, the highest respect from his fellow men. Does he complain of the want of recognition? "The fault is not in his stars, but in himself."

One may have good executive ability; he may be a diligent student of borrowed methods; he may be very shrewd in concealing his want of originality, but he may not flatter himself that he is a power in the realm of pedagogy if he has taken his knowledge at second hand. The history of education is not wanting in notable examples of ideal teachers. Louis Agassiz was an original investigator. It is said. "That no other trained so many young and rising naturalists; that he could not only communicate knowledge but could instill the love of it as well; that he was not only a scientific thinker but also a scientific force." He compelled his pupils to investigate for themselves.

Original investigation leads to the most favorable opportunities for the exercise and display of one's individuality.

Some years ago competitive ex

aminations were held in some of the congressional districts of our State to test the scholarship of boys who were seeking appointments to the Military Academy at West Point. The questions were published and also the result of the testing. Nearly all the lads were pupils from the public schools. The inno

cents

were slaughtered. School men were surprised and disappointed. The result led to the mooting of this question: "Do the Public Schools give their students a reasonable mastery of the subjects studied? If not, why not?"

This was put into a circular form and sent to superintendents, principals, and prominent teachers, far and wide. When the replies to these circulars were tabulated, it was found that a majority thought the work of the schools unsatisfactory, and in accounting for this they arraigned the teachers for incompetency

"That they are surface workers; that they are satisfied to use means and appliances made ready for them by others." In short, that they are not original investigators. It is not what one can learn and remember, but what he can create, that develops robust mental power.

A thorough mastery of the subjects taught will suggest methods of instruction suited to the genius of the teacher. Our profession is on too narrow a foundation; many in the ranks have not even a sound common school education. This

would not be so bad if there was growth. The intellectual development of too many is allowed to rest with meager attainments.

This weakness in our system is due no doubt in a measure to our young and growing civilization, and will not be suffered to continue. Our people are continually placing a higher and higher estimate on skillful instruction, and the chief factor in the work will, by no means, escape attention.

The two most essential qualifications of a model teacher are ability to inform and ability to stimulate. John Tyndall said, "There are those who can arouse and energize their pupils and so call forth their strength and the pleasure of its exercise, as to make the hardest work agreeable. With this power I do not know of a higher, nobler, more blessed calling than that of one who

converts the knowledge he imparts into a lever to lift, exercise, and stimulate the growing minds committed to his care."

You have not failed to observe that the most successful teachers that the world has ever known were also masters of oral speaking and that it is in the use of this instrumentality that the personality of the instructor becomes most potent. We have, in these days, far too little studied and skillful oral teaching. In the dreary grind of daily routine, the personality of the teacher is often lost. With more leisure for professional culture than any other salaried class, we amuse ourselves and make a show of progress by toying with fads, exotic and homegrown, to the neglect of the mastery of the more sound and necessary principles of our calling.

To the County Secretaries of the O. T. R. C.:

The end of another Circle year is approaching and I beg your attention to a few hints relative to our common work.

It will greatly help the State Secretary if you will see to it that your report is in his hands by April 20, the date named in the blanks sent you several weeks ago. These

were sent out to every county the name and address of whose secretary I was able to procure; i. e. they went to about eighty counties.

Please notice the rule on page 12 of the bulletin: Neither fees nor reports can be received after the first Saturday in May.

Be so good as to comply with the request-p. 11-about the make-up of your annual report,

write the names of those entitled to diplomas with eloquent plainness.

The reading year should cover about eight months, commencing as early as the first of October, then the county secretary could be able by April to tell with sufficient exactness how many certificates of each kind he will want; and also give the names of persons who will finish their fourth year's reading.

A few encouraging statements are already here. May there be many more of the same kind to follow.

Very truly,
J. J. BURNS,
Secretary.

THE TEACHER AND THE BIRDS.

[In response to a request some time last fall that the author of the Story of the Birds, one of the recommended readings of our teachers' course, would contribute something toward our O. T. R. C. department, Professor Baskett wrote that he had not leisure for a fresh article, but he enclosed one that had already seen the light of day from the pages of the Missouri School Journal. I am glad to make use of a large part of it. It is well adapted to the latitude 'and longitude of Ohio.-J. J. B.]

So important, as an economic measure, does the preservation of our birds appear to our general government that it keeps a corps of scientists employed whose constant duty is to analyze the stomach

contents of all our birds taken from all parts of the country at all seasons of the year. The purpose is to determine their usefulness or injuriousness to juriousness to the agriculturist. From time to time bulletins of the work's progress are published; and when the entire estimate, the country over and the year round, is averaged up, few birds have been found that are not friends to the farmer.

I know of no instance where any ornithologist or other scientific student of any standing has recommended the destruction of any species of bird, except the English sparrow, though there are some admissions that certain individuals of the birds of prey are destructive of poultry, and should be destroyed. But by no means do all chicken hawks catch chickens, nor is their sole diet insect-eating birds; but much of their food is confined to insects and small mammals that are not helpful to man.

Many legislatures have recognized the necessity of preserving the birds, and have enacted laws. accordingly; but they have often erred in ignorance of the food habits of some, and have taken too limited or local a view of the traits of others. Again, when the laws have been founded upon correct ornithological principles in their enumeration, they have failed for good, because of the ignorance of those who have undertaken their execution. Thus, in a certain re