"What shall I do next?" is a question that constantly arises with the young teacher. This and thousands of other questions are answered in the TEACHERS' AND STUDENTS' LIBRARY published by T. S. Denison, Chicago. The day is passing when “anybody can teach school." Teachers must post up. The work referred to covers the entire ground: Common branches, Science, Civil Government, School Law, History, etc. It is the teacher's cyclopedia and constant friend. It should be on the desk of every teacher in the land. It is published in one large octavo volume at the low price of $3.00. The word Falcon, the name of Esterbrook's well known steel pen, is derived from Falx, a reaping hook suggested by the shape of the Falcon's beak. Teachers Wanted OF EVERY KIND, TO FILL SPRING, SUMMER AND FALL Engagements now coming to hand. 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For Easy Algebra, and other works of the University Series, by Profs. Venable, Holmes, or Gildersleeve, address University Publishing Co., 19 Murray St. New York. For Sale by all Stationers. THE ESTERBROOK STEEL PEN CO., Works, Camden, N. J. 26 John St., New York Not a few teachers plume themselves on the unqualified obedience of their pupils; and this may, indeed, be something worthy of self-congratulation. But to our mind the teacher has a much greater cause to congratulate himself if he can feel that he has never given an order which every member of his school ought not to have obeyed with a willing heart. The teacher is almost an absolute monarch in his little domain, and he can, if he chooses, require his pupils to do things which conflict with their natural sense of right and justice. While it is important that children be taught obedience to law, it is more important, in our judgment, that they be led to have respect for it. To compel children to do what they instinctively feel to be wrong; does not either heighten their respect for law itself or for themselves for having been required to obey it. If, as a rule, our scholars are not placed under unnecessary restrictions--restrictions which the better judgment of the majority will not show them are for their real good-they naturally acquire a respect for law, and learn to look upon its violation or evasion as something disreputable; they are on the natural road to good citizenship. But if, on the other hand, rules are made and enforced for the evident annoyance of our scholars,it is certain that they will soon learn to regard law-breakers as heroes in their way,and to look upon evasion as a species of cuteness rather than as a sneaking act of cowardice. Such pupils have already started on the road which tramps are wont to follow. Before establishing any rule the teacher should ask himself, not whether he can enforce it, but whether, if enforced, it will tend to give his pupils a better understanding of their own rights and the rights of others. Unless the rules which he has made are of this nature, he has small cause for congratulating himself that he has been able to enforce them. Once upon a time there was a certain secret order which prided themselves on their discipline. They had passed up into their hall one night in the third story of a building, and had locked the doors behind them. The master of ceremonies, or whatever he was called, stood on the platform at one end of the hall giving orders and putting the company through the various manipulations of the order. At the word of command they rose as one man and at another signal they 'bout faced as though moved by clock-work. The promptness of their obedience so pleased the commander that he straightened himself up with great dignity and threw himself back with the probable feeling that he was a "biger man than old Grant;" but in doing so he lost his balance and fell backward out of an open window and was dashed to pieces on the pavement. Of course none of the company in the hall could commit such a breach of discipline as to look around without orders, and not knowing what had happened all stood there waiting for the next command. The police found the dead dignitary on the pavement the next morning and marveled greatly that they could find none of his craft to bury him. But time passed on and the matter was well nigh forgotten, even by the oldest inhabitant, when one day on removing an old and long disused building the laborers were amazed to come upon a hundred skeletons all dressed in full regalia, standing erect and facing the door! Not one had moved from his place or even turned his head! We have heard of schools in which the discipline was very much like that of this famous secret order-schools in which the children sit in an unnatural position by the hour, scarcely moving hand or foot-schools in which, when a visitor enters, no pupil dares to raise his eyes from his book-schools in which, if a scholar saw a spider crawling up his neighbor's collar, he would not tell him of it. We have heard of such schools, we say, and would advise their teachers to take warning by the sorrowful tale of the master of ceremonies. There is no weak The laws of Nature are just, but terrible. mercy in them. Cause and consequence are inseparable and inevitable.-Longfellow. God hates your sneaking creatures that believe PRACTICAL GRAMMAR. SEVENTH PAPER. Before very much practical work in grammar can be done, the pupil must be made acquainted not only with the sentence as a whole, but also with its elements. In our judgment, a short dril! on the analysis of simple sentences by diagrams is the most practical method of initiating the young learner and giving him a love for the study of language. Explain first of all that in order to convey an idea to some one else, you must say something about something. (Simple as this proposition may seem, it is rather remarkable that many "children of a larger growth" don't seem to comprehend it, and so talk and write too by the hour, not saying anything worth hearing or reading.) Write on the blackboard a number of simple sentences such as "Birds sing," "Dogs bark," "Children play," etc. Then ask what something is said about in each sentence, and explain that this thing about which something is said in any sentence, is called its SUBJECT. Then enquire what is said about the subject in each of these sentences and explain that this is called the PREDICATE. This much being understood, it is well to show the use of diagrams, and we have never found anything better than Clark's. Write two or three simple sentences in diagram on the board, explaining that the subject is enclosed in the first compartment and that the predicate is attached to the right in a similar one. Thus : Lions roar. Then send the entire class to the board, or in case there is not sufficient room, let part of them use slates, and dictate to them a number of sentences having only a subject and a predicate verb, and require each scholar to place them in neatly constructed diagrams. It requires a very short drill to enable a class to distinguish readily between the two principle elements of a sentence of this kind, but be sure they do know this much before attempting anything further. Then proceed, step by step, introducing first adjective modifiers of the subject and then adverbial modifiers of the predicate, with their appropriate diagrams. But little difficulty will be encountered till you attempt to teach the difference between objectives and nouns, pronouns, etc., in predicate. Show that the word in predicate always describes the subject in some way. Thus when we say; "Sugar is sweet," the word sweet describes the subject, sugar; when we say "John became a scholar," the word scholar describes the subject, John; and when we say, |