Exp. 26. To Make a Siphon Spring.

the water you can have the spring flow at regular intervals of from a minute or two to a half hour if you so desire. Use the rubber tube to show pupils the action of a plain siphon.

Exp. 27. To Make a Constant Fountain.

A

glass tube of

Fig.VI.

To illustrate the subject of intermittent springs in geography, arrange apparatus as shown in Fig. VI. Select a good heavy bottle. holding say a pint. With a broken file or brass tube and emery powder bore aor in. hole as indicated in figure. Bend and insert a in. or even larger diameter. A small tube does not succeed well because of capillarity. Place a bucket of water two or three feet above the bottle and by means of a small rubber tube siphon the water into the bottle. By putting a wood plug in the lower end of the rubber tube to regulate the flow of

Fig. VII.

Your pupils will work out No. 27 for you and be delighted with the success of the experiment. If the fittings at A are air tight the fountain will flow until it is empty. Fill A full of water, then fasten to a hook or nail on the wall, mean

time keeping the lower ends of the tubes closed until A is in position. Make the opening of the jet tube in A small so that the vessel does not empty too rapidly. To stop the fountain, plug the lower ends of the tubes.

Exp. 28. Another Lung Test or the Bottle Imp.

fall and rise by placing the mouth to the bottle and condensing and exhausting the air.

In the next number I shall explain how C may be used to make an amusing Lung Test.

(To be Continued.)

It is with sincere regret that we again state that Prof. Mills is quite ill, and therefore unable to prepare his article on Arithmetic.

Fig. VIII.

The Cartesian Diver costing usually $1.00 to $2.50 can be made. in a few minutes and without cost. By reference to Fig. 8, C is a small phial closed by a cork having a slot cut in the side of the cork and weighted down by a small nail or a screw. The delicate part of the experiment is to put just enough water into C that it will barely float. In other words, the specific gravity of C must be a little less than that of water. Drop C into a fruit jar or wide-mouthed bottle of water filled to within inch of the top. Stretch tightly over the top of jar a piece of sheet rubber and tie in place. Then by pressure on rubber the "diver" will descend but ascend with removal of pressure. If you prefer, it may be made to

"FROM THE LAKES TO THE SEA.' To the Editor:

An article with the above caption may be found in the "Review of Reviews" for November, which all teachers of Geography will find fruitful and suggestive in that, directly and incidentally, it gives a clear notion of the Chicago Drainage Canal, the importance, commercially, of Chicago, Cleveland, Buffalo, Detroit River, and the southern coast of Lake Erie, the difficulties in the way of utilizing the Welland Canal as an outlet to the sea, and many other facts with which progressive teachers should be somewhat conversant.

This article might well be substituted for the more formal geography for an entire week, and all pupils as well as the teacher be gainers by the substitution. Indeed it may well be doubted whether the study of Geography ever attains its true importance in any schools where such supple

mentary work, as this article suggests, is not done.

F. B. PEARSON.

Conventional designs and patterns, to teach them to be neat and exact.

to

THE TEACHING OF DRAWING.

[Answers to questions in January MONTHLY. By Ida G. Doute, St. Marys, O.]

1. Because the average teacher does not know what, or how to draw.

2. The special purpose of drawing in primary grades is to teach pupils to see. In the intermediate, to see and put down what they see. In the grammar not only to teach them perception and expression but exactness.

3. The most profitable material is that which they can see and get. Do not have them draw tubs, buckets, elephants, flowers and such. things from memory, as that is teaching drawing with your eyes shut. Let them draw what they can see from the objects.

4. Drawing of types is profitable only as it comes up in their work.

line drawing,

Point and line strengthen the muscles and to teach the eye to see straight. 5. (a) Yes. (b) By overdoing it. (c) Yes.

6. There are very few.

7.

(a) Perspective should be taught by rule in the grammar grades but not in the primary. (b) Shading should not begin until the pupil is able to represent form by outline and that correctly.

8. (a) Where it enables the pupil to put down what he sees and thinks. (b) No. (c) Not necessarily. 9. It should cultivate the imagination also.

10. First have them know a few of the principles of drawing or art. Then practice faithfully and diligently. But it can never be a success unless they have some love for the work. The only way is to go to work and draw.

It was a piece of that good luck which has fallen to, or into, my lot-in small bits to have the chance to attend the annual meeting of Kentucky school superintendents this week at Frankfort. About seventy men were present, county and town, or city, superintendents in about equal numbers; seven ladies, each a county superintendent. Is the political route to a superintendency more readily travelled by our sisters? In each of eighteen counties a woman fills this responsible office; elected thereto upon a party ticket; sometimes her defeated opponent, a

woman.

The discussions were over such subjects as the relation of the office of superintendent of public instruction to the schools, training schools, rural graded schools, the examination and certification of teachers, city school systems, our trustee system, what shall the grades teach, associations district and county, local taxation.

The speakers were plainly in earnest and in the clash of opinions there was frequent and skillful thrust and parry.

Some school legislation was formulated, and the brethren seemed confident that the legislature would lend an open ear to any rational proposition upon which themselves should agree!

They made me an honorary member and gave me the floor to

stand on. At the evening session I talked on A State Reading Circle.

The little capital is old-fashioned to a degree. The country around is wild and picturesque, the Kentucky river winds among hills that are mountains to the eye of one fresh from the plains of the lower Auglaize.

In the afternoon of my second day I paid a visit of respect and curiosity to the grave of Daniel Boone. His monument looks down upon the river from the top of one of those hills. About it a group of sycamore trees stand sentinel. Upon the four faces of the stone are what is left of carvings which once stood for scenes in the old fighter's life; but everything that would break has been carried off by that despicable despoiler, the relic hunter, in whose barbarous eyes there is nothing sacred.

Another of my digressions was a run down to Nashville. The road passes by some deep cuts through the immense limestone ridges which there bound the valley of the Cumberland. Returning, as ours was an inspection train, it ran up a short branch to the county seat of Todd County. One of the things to know about this county is that within its limits Abraham Lincoln and Jefferson Davis were born. At least so people say, but it is likely that an alibi can be proved as to Mr. L.

I observed several flocks of field larks as we passed through northern Tennessee.

mentary work, as this article suggests, is not done.

F. B. PEARSON.

THE TEACHING OF DRAWING.

[Answers to questions in January MONTHLY. By Ida G. Doute, St. Marys, O.]

1. Because the average teacher does not know what, or how to draw.

2. The special purpose of drawing in primary grades is to teach pupils to see. In the intermediate, to see and put down what they see. In the grammar not only to teach them perception and expression but exactness.

3. The most profitable material is that which they can see and get. Do not have them draw tubs, buckets, elephants, flowers and such things from memory, as that is teaching drawing with your eyes shut. Let them draw what they can see from the objects.

4. Drawing of types is profitable only as it comes up in their work.

7.

(a) Perspective should be taught by rule in the grammar grades but not in the primary. (b) Shading should not begin until the pupil is able to represent form by outline and that correctly.

8. (a) Where it enables the pupil to put down what he sees and thinks. (b) No. (c) Not necessarily. 9. It should cultivate the imagination also.

10. First have them know a few of the principles of drawing or art. Then practice faithfully and diligently. But it can never be a success unless they have some love for the work. The only way is to go to work and draw.