the women's dormitory, both of which are promoted by lady managers, to furnish cheap lodgings to women of small means, with some profit to the promoters, the accommodations furnished are correspondingly cheap. Those who wish all the comforts of a hotel or a private family must expect to pay a little higher. Mr. Long is offering in a small temporary building, and Mr. Wright in small permanent buildings, lodgings for one dollar a day and no membership fee extra. Both these are Wisconsin men. As a rule the large temporary buildings, which have been advertised widely, are dangerous to life in case of fire, as the recent disaster to the Harvey temperance hotel shows, and they all require either subscription to stock or a membership fee to be paid in addition to the hotel rates, which Mr. Long and Mr. Wright do not do. Their rates are all one dollar a day for the cheapest, with a higher rate for the more desirable rooms, besides membership fee. Most of these advertise that they are in "walking distance" of the exposition, but few tired tourists will be likely to walk one to three miles. The Bureau of Public Comfort has a list of ten thousand boarding houses and private houses in all parts of the city, which will charge an average rate of one dollar and thirty-five cents a day for lodging. This means two in a bed, and in large rooms, such as parlors, two beds in a room, which will also be the case in all those hotels just spoken of. As it is seven miles from the City hall to the nearest part of Jackson park, and further from the North or West side, and these boarding places are scattered all over the city, the question of distance and of means of transportation is important. It is not likely that your subscribers will care to stop at the first class hotels up town, where rates will be from two to six dollars a day for lodging, and that only one cots or whatever else the hotels can furnish. The "monopoly steamers" expect to furnish cots for men only for one dollar a night. With all this the city will be overcrowded with guests, and it is well for persons from a distance to secure their sleeping places in advance, and thus save themselves much annoyance, if not danger. Board will be universally got at restaurants, of which there is an abundance in Chicago, and it ought not to cost over one dollar to one dollar and a half a day, allowing for the temptation to live better on such a trip than we do at home.

QUIVIS.

BOSTON proposes to give its children arttraining by adorning the school-buildings with fine casts, engravings, replicas, etc.

THE SCHOOL ROOM.

SUGGESTIONS FOR TEACHERS.

THE RECITATION.- No suggestion that I can make is more important than that teachers study how to get more done in the few minutes given to recitation, the purposes of which are to find out whether the work assigned has been done, and, if not, why not; to train the entire class to a more thorough understanding and expression of what they have learned, to apply what they have learned in new directions, and then prepare the way for the work of another day. All this must be done for ten or twenty different pupils with but thirty precious minutes in which to do it. I have often seen a teacher spend most of the time in getting at his work, standing idly by while pupils were at work at the board, or at work with one pupil while a dozen were unemployed and listless, or teaching as if he were helping the pupils learn their lesson, and using other devices apparently to kill time.

The problem of the recitation is, how to lay out work for pupils so that they will bring the necessary material to the recitation, and then for thirty minutes keep every boy and girl intensely busy and interested in listening, thinking and doing, in handling the matter of the lesson. At the close of such a lesson the pupils leave the room like young gymnasts, energized and strengthened intellectually by the vigor of the training. On the other hand, a sluggish recitation not only furnishes no good results, but trains to sluggish habits that make it impossible for a boy to gather himself upon occasion, as at an examination, and work vigorously and with effect.-Superintendent Kiehle.

REAL TEACHERS.- Real teachers are of various magnitudes, and the humblest mistress of a country school who manages to inspire her pupils with a thirst for knowledge and an inspiration for veracity in character is in the class of real teachers as truly as Socrates. Blessed be the humble teacher who, without any chance for the great rewards of fame or money, renders noble service and leaves the impress of a genuine and generous character in one little corner of the world.- Edward Eggleston.

SCOLDING. When scolding words have a tendency to force themselves out, overcome this by substituting words of praise. Scolding represses the youthful mind, praise invigorates and strengthens it. Scolding is as a heavy frost that brings on wither and decay: praise is the cup of cold water to the wearied traveler that refreshes and restores him.

Scolding is weakness--lack of self control. The pupils know this in every instance. Further, there is no more pleasant, healthful shock for a class when they are expecting certain pupils to be scolded than to hear the better pupils praised. This stroke of thoughtfulness will ofttimes reach refractory or lazy pupils more effectively than a direct reprimand. When scolding is frequent it invariably becomes tiresome and commonplace, and pupils will without exception become callous to it and heed it with little attention. As frost kills the premature buds and keeps back the others so scolding kills the tender and represses the better impulses. Praise may also become wearisome if stupidly administered, but it requires more wit and self control to manage it than scolding. Every one can scold -few can praise. In short, if error there must be, let it be on the side of too much praise rather than of too much scolding. Let us be found occasionally taking a thoroughly enjoyable and enjoying look over our room into faces of our pupils and feel running through us a thrill of real joy and thanksgiving that we are placed over such good, bright children. -G. E. Phenis, in Indiana School Journal.

THE CHILD OR KNOWLedge.- President G. Stanley Hall says: "So far have we gone in our idolatry of the material of culture, so far have we forgotten that the dominant motive of the Great Teacher must animate all good and true teaching, that it seems almost like a Copernicus revolution to make the child, and not knowledge, the center of the whole educational system." This is not quoted as a new thought, it has been said often by many,but it is phrased so graphically that it may reach those hitherto unmoved. Beyond that lies another motive. There is a lamentable waste of energy expended in studying about an imaginary child when the demand is for a study of the real child.

It is not a question of "knowledge versus the child" but of the child and knowledge," the earth and the heavens, in their relations. The child without knowledge would be like the earth without the heavens. The teacher is to know the child that he may associate him with the wisdom of the world, he is to master knowledge that he may reveal it to the child. The child and knowledge, knowledge for the child, are the ideals at which the school aims. N Y. Journal of Education.

SUGGESTIVE QUESTIONS.

There is practically no limit to the teacher's demand for questions to place upon the board for use as "busy work" in connection with

language lessons, general exercises, "quick thinking exercises," information lessons, etc.

FOR IMPROMPTU ANSWERS.

What is beef? pork? veal? mutton? tallow? lard? ham? bacon?

What is wool? cotton? silk? linen? leather? kid? wine? raisins?

What is cream? whey? the yolk? wax? Name something made from each of the Willow? birch? beach? rattan? following: cherry? maple? oak? pine? walnut? hickory? ash? straw? flax? goatskin? calfskin? sheepskin? cowskin?

Of what is the whetstone made? wafers? seal

ing-wax? glue? varnish? yeast? bricks?

Name the parts of a carriage wheel? window? door? book? slate? tree? gate? washtub? rake?

Find the number of breadths and the length of each breadth.

A room 14 ft. by 13 ft. is to be carpeted. 1. How many breadths will be required if they run lengthwise? How many if they run crosswise? Ans. 5.

2. If there is no loss in matching, how many yards, 1 yd. wide, should be purchased, the breadths running lengthwise? How many if the breadths run crosswise?

3. How many yards are turned under in each case in Ex. 2?

4. If the same figure is repeated at intervals of 9 in., how many linear inches are wasted on each strip running lengthwise? Explain. Ans. 3 in.

5. If the same figure is repeated at intervals of 9 in., how many linear inches are wasted on each strip running crosswise? Explain. Ans. 6 in.

6. If there are five breadths, on how many is there waste in matching? Explain. Explain. Ans 4. 7. What is the cost at $2 a yard, breadths running lengthwise, the same figures 1 ft. apart, carpetyd. wide? What is the cost, breadths running crosswise?

=

=

8. 14 ft. x 13 ft. 182 sq. ft.; 182 sq. ft. 20 sq. yd. Will 20 yd. of carpet Will 20% yd. of carpet i yd. wide be sufficient? Why?

WITH THE PAPER HANGER.

Wall paper is sold by the double roll, 48 ft. x 1ft., or by the single roll, 24 ft. x 1 ft. It is cut up into strips, matched, and pasted upon the walls or ceiling.

From the distance around the room in feet, deduct 3 ft. for each opening (door or window). The remainder will give the number of strips required for the walls.

The walls and ceiling of an 8 ft. room 20 ft. x 16 ft. are to be papered; there are four windows and a door.

1. How many strips for this wall will a double roll supply? Explain.

Ans. 6 strips. There is a loss in matching, but this need not be considered, because the paper does not extend to the floor, on account of the base board, nor to the ceiling, on account of the border.

2. By the rule, how many double rolls will be needed for the wall? Explain. Ans. 7. 3. If the strips run lengthwise how many strips for the ceiling will a double roll supply? Explain. Ans. 2.

4. If the strips run crosswise, how many strips for the ceiling will a double roll supply? Explain. Ans. 3.

5. How many double rolls will be required for the ceiling, if the strips run lengthwise? 6. How many double rolls will be required for the ceiling, if the strips run crosswise?

7. Do we ever in practice find the exact number of sq. ft. on the walls, deduct for the doors and the windows, and then divide by the number of sq. ft. in a double roll? Why not?-Bailey's American Mental Arithmetic.

THOSE TEST PROBLEMS.

Editor Wisconsin Journal of Education:In the December number of the JOURNAL there are given ten Test Problems in Arithmetic for advanced Grammar Grades." Some of my pupils tried to work them out and came to me saying they could not get all the answers as given. I tried them and likewise failed, but I think I see what the trouble is with some of them.

In ex. I, if the value of the flour were $5.40 instead of $4.40 as given, I get the answer given.

In ex. 2, if $800 instead of $8.00 were the cost of fencing the farm 80 rods square, I get $200 as the difference; but is not $800 a pretty high price?

The answer given for ex. 5, $17.70 seems utterly wrong, and I do not see just where the error is. The answer must be many times as large as this if the dimensions and prices are given as intended.

The answer for ex. 7 is given as 48.00. If this means 48 dollars it must be wrong, it should be $4.80 since $4.80 × 480=$2,304, the sum collected.

I write this at the request of my pupils, who would like to hear from you by letter, or if you prefer, through the JOURNAL, as others may be interested.

Yours very truly,

Merrillan, Wis. A. C. PIPER. [Other letters call attention to the same errors. -ED.]

THE STORMY RECESS AND NOON QUESTION. Every country school teacher, down deep in his heart, feels that herein is one of the most puzzling problems in government and disclipline.

I have tried parlor games and test exercises with dissected maps and other educational devices, each and all of which work well and accomplish good results.

But the crowning success and the one that will wear for ages" is the reading of some good work; the readings diversified with now and then a story or biographical sketch from Harper's Young People, St. Nicholas, Youth's Companion or any current periodical. But I find that the children love these best, and retain them longest. Last winter we read "Black Beauty," with innumerable selections from all the foregoing magazines and from many other sources, the scholars doing a goodly share of the work of reading aloud. It was a most profitable "drill" in that happy So interested did they become, as frequently to beg to "stay in doors and read " when days were fair. This plea was always decidedly negatived. Out of door exercise and robust play being accounted prime factors in the product of healthful development.

art.

"Uncle Ned," "Topsy," etc., as an afternoon opening exercise, regardless of wind or weather.

Thus you see they are getting the whole of the strange, sad drama, which under Providence culminated in the tragedy of civil war. "Nothing succeeds like success." Nothing holds the immature or the adult mind like rehearsals that are built upon and embody the principle of God's omnipotence, and of man's agency in working out the Divine will.

Methods of this kind, will, I think, solve the "rainy day" problem for any country school teacher. They surely have done so for-yours truly, MRS. JENNIE W. DAVIS, in Moderator.

BOTANY STUDIES FOR THE WINTER SEASON.

During the winter occasional observations should be made on plants, and the effects of frost and freezing may be noted. The phenomena of growth are perhaps entirely absent, though in particularly mild winters it is not unusual to find dandelions in full bloom at this time. A very few days of mild weather in midwinter will be sufficient to coax the chickweed, in sheltered places, to spread out its delicate petals. But for the most part, plants seem to understand the treachery of these exceptional periods, and refuse to pay them any heed.

1. Can you find any buds that have been killed by the frost? Collect a large number and get the percentage killed.

2. Where are the living parts of the buds? 3. Do the central parts of the buds freeze? 4. What can you find about the buds that acts as a protection against frost?

5. Do any birds or other animals use the buds for food?

6. In what condition are acorns and other nuts that may be found at this time.

7. Can you find any seeds that have sprouted and afterward have been killed?

8. Have the nuts and seeds that are COVered with fallen leaves been frozen?

In tropical [climbs, climes] many fierce wild animals [clime, climb] trees.

The showman [died, dyed] a cat green, and it [dyed, died] the same day.

[Their, there] were [fore, four] sailors in the [four, fore] part of the ship.

It was very wrong for the boy to [steel, steal] those [steal, steel] pens.

The newsboy [cells, sells] papers to the prisoners in their [sells, cells].

I [prav, prey] that the wild beasts of the jungle may not [pray, prey] upon you.

I told [you, ewe] that the old [you, ewe] [would, wood] [but, butt]; [butt, but] [you, ewe] [would, wood] [clime, climb] over the fence [to, too] [see, sea] the [lamm, lamb]. -Exchange.

CONTRIBUTIONS.

NOTES ON ENRICHING THE GRAMMAR SCHOOL COURSE OF STUDY.

The question of enriching the course of study as we find it in our typical grammar schools is at present properly receiving considerable attention.

It must be apparent to any careful student of pedagogy that our present typical grammar school course is deficient, that it gives but a onesided training, and that it does not make provision for a knowledge of many useful and interesting subjects that should form an essential part of a good elementary education.

The arts of reading, writing, spelling, language and arithmetic, will always retain their place in the first rank of elementary studies. Attention to other studies can never justify a neglect of the mastery of the essentials of these. If rightly taught their chief characteristics are those of arts. They are learned by practice. They are necessary tools; but they themselves involve very limited knowledge.

The knowledge studies properly so called are geography, physiology, history of the United States and civil government.

Except so much as is necessary to teach

the wood?

IO. Is there any moisture in the wood? Does the water in the twig freeze?-From Nature Study by W. S. Jackman.

AN EXERCISE IN THE RIGHT USE OF WORDS THIRD GRADE. Rewrite, retaining the proper words:

The teacher [bad, bade] the [bade, bad] boy go home.

You took the wrong [coarse, course] with that [course, coarse] fellow.

phy as taught in our schools has little value. The knowledge imparted by common school geography consists mainly of an unorganized mass of facts which required no thinking and lead to no thinking. The facts that are useful can mostly better be taught in connection with other branches as physical geography, history and literature.

Physiology, giving useful information about the care of our bodies, properly has a place in the curriculum. But let us not deceive ourselves by calling the study of this branch as

usually pursued a science study. The lessons in physiology are generally merely information lessons. To constitute it a science study would require that the pupils themselves in vestigate, discover, record and compare the facts and from these derive general laws and so forth. Physiology is one of the sciences that is least adapted for a school science study.

United States history and civil government are very good knowledge studies as far as they go; but as elementary studies they are too limited in their range, and hence cannot properly occupy a long period in the course.

There are two classes of studies which now receive too little attention that have places on the program of grammar schools. The first class are the nature studies which may include physics, botany, physical geography, and physiology. The second class includes the study of the doings and thoughts of man as found in history and literature. Besides the history of our own country we should teach what is most important and interesting in the history of England and other countries, ancient and modern, not critically and philosophically, but as biography and narrative and in connection with literature, if possible. We should teach something of the nature of human society, which subject embraces civil. government and political economy. All this, of course, in a manner suited to the young mind.

Such subjects as elementary geometry and drawing should have a regular place on the program.

But to add the studies mentioned would require a considerable modification of the present program, lest the pupils be overburdened with work. Some of the old subjects must give up some of the time now devoted to them, to the new subjects to be introduced. How this may be done is not difficult to point out. Many of the subjects of arithmetic have little value and may be omitted, and in their place may be put objective and inductive geometry with mensuration. By omitting much of what is now taught under geography time is gained for nature lessons. By deferring critical U. S. history and other subjects too difficult for grammar school pupils to the high school a place can be found for English history or general history.

By confining the exercises in the arts of reading, spelling and penmanship to their proper purposes, and by not wasting time with instruction that does little or nothing in securing proficiency in them, more time will be left for reading for information from easy literature.

The grammar school should teach so much

technical grammar only as has a direct bearing on the art of expression. Most of the science of grammar should be deferred until high school is reached. More time than now should be devoted to memorizing good literature, and to composition writing.

Instruction can be made more effective by introducing the principle of the concentration of studies. For example, the daily composition or written reproduction exercise is made the center of other exercises. For a subject an interesting topic that has already been treated in the history or science lesson is taken. In the writing good penmanship and correct spelling is insisted on. In connection with the correction and remodelling practical grammar is taught.

While we are yet in doubt with regard to the advisability of introducing physics, general history and elementary geometry into our grammar schools, in Germany, Switzerland, France and other European countries a broader course has been an established fact already for many years. The following table shows the studies pursued during the 5th, 6th, 7th and 8th school years in a typical German elementary school of the better classes. The numbers in the columns give the number of lessons a week, the first column for the 5th and 6th years, the second for the 7th and 8th.

The time devoted to each lesson or the recitation period is from forty to fifty minutes. In the lower class of schools French is not taught and more time is given to German and religion.

In the schools of France, Switzerland, Austria, and Belgium, a similar program is followed, but in the French schools lessons on morals and civil government take the place of religion. But it is not necessary to go to Europe for schools with a broader program. Many schools of our own country have made a considerable advance in this respect.

In determining school programs two quite opposite practices seem to obtain: the one,