The Arithmetic, Grammar, and History are indeed all indispensable auxiliaries, the tools, without which we could not do the work. But let not the tool dictate to the brain that directs it.

Granted that our schools are defective in that too much attention is devoted to furnishing and not enough to fortifying the mind, would you turn the school into a college and study any thing, the dryer the better, in order to discipline the mind? Such is the objection. But the problem is capable of a practical solution. Discipline and inform the mind by one and the same process. Tax the thinking powers at the same time you strengthen the memory. Impart to the mind a greater penetration, the ability to fasten itself longer on subjects, and with the power of a strong man's grasp. Enable it to work its way through greater obstacles by imparting to it greater scope and power. And accomplish all these results simply by the application, investigation and comparison of what is learned. We were once present at a recitation where every member of the class was apparently well prepared on the lesson. But when asked severally to give their idea of a "Pronoun," for this lesson was on this topic, about half failed to give an answer at all satisfactory, showing that they had not troubled their heads with the definition of "Pronoun," given in the text committed to memory, and had not put their idea of the same to the test of examples. With similar result when asked to define a "Substantive Pronoun," and still more when directed to write individually the noun whose place the first "Substantive Pronoun" supplies. This drill is true education. The scholars would like to play scholar, but the teacher does his duty and educates the minds entrusted to him.

Each lesson and subject is presented in different lights, compared with kindred subjects, investigated and relieved of its difficulties, the work of which presentation, comparison, investigation, and clearing up you make the scholars do, accustoming their minds to a rapid, energetic exercise of the thinking powers. The scholar, far from being discouraged,

proceeds to the next lesson with fresh zeal, for the preceding one has been mastered and the mental excitement of such training makes him eager to encounter difficulties rather than avoid them.

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THE WAY WE WIN THE CHILDREN.

Most of us who teach the summer schools in rural districts, find ourselves obliged to put forth our best efforts in order so to influence our little ones that they shall at least be willing to attend school. The term usually commences the first of May. The children have already scented the breath of Spring. Some have enjoyed the exquisite pleasure of treading bare feet on nature's carpet of springing grass and budding flowers. They have searched for the "Mayflower" and brought to their mother the first violet; have rambled over the hills for the checkerberry, skipped about with the lambs, frolicked with the kittens in the sunshine, listened with extacy to the song of the bird, clapped their hands with joy at the sight of the nest of tiny birdlings and (unlike many of their elders who would do well to imitate them) have culled sweets from every flower and enjoyed to their fullest capacity the blessings of creation. Free as the mountain air and careless as the butterfly they chase, are these happy children-each the pet of some household or the idol of some fond heart, or should there be a motherless or friendless one, he is not the less precious a one in the sight of Him who has said, “Of such is the kingdom of heaven."

Such is the dear group we meet the first of May. As our duty requires we endeavor to reach the school-room first in order to be prepared to give our "guests" a hearty welcome and kind reception.

We get within a few rods of the house and involuntarily stop to view the surroundings of our new home. Instead of a pleasant yard with shade trees we find it strewn with wood and chips of not only last winter's litter, but perhaps of several previous years collection, instantly depriving us of the

least hope of having the children's only play ground carpeted with nature's gift. Carefully stepping over the rubbish we enter the house. The sensation produced by the first sight is anything but pleasant. By the exterior appearance of the house we were led to expect to see rickety and uncomfortable seats but hoped to find the room decently tidy. Alas! how can we welcome the little ones to such a place?

We look for a broom, 'tis minus a handle, or a brush; the water pail is hopeless-the wash dish never had a place here. To the neighbor's we go for a broom and then commence raising the dust which has laid there since the last day of school frolic. Broken inkstands, slates and paper are strewn around covered with the juice of the filthy weed, which leads us to think that the last school meeting must have been well attended.

We try to look

And such is the But we are not to

While we sweep the children enter. cheerful while preparing a way for them. greeting which our "guests" receive. complain. Fretting to the children for their parent's faults will not help accomplish the first and most important part of our mission among them, that of winning them to love the school-room. The benches and desks can not be made by our hands (though some have undergone a change thereby) yet we can and will effect a change in regard to neatness in and around our school-house. What! teachers go to washing floors and picking up chips! yes, if we can not, or do not wish to, persuade the committee to get it done, or can not afford to hire it done ourselves. We can not afford to leave it undone.

Our tidy dress and pleasant smile we can not long retain in such a place as this; and could we, it may be insufficient to attract every child in the district, which we feel a bounden duty to do.

Then, by example, we wish to teach them lessons in neatness, order and cheerfulness.

With strength that is but weakness, combined with a strong, patient will, much shall be accomplished in two or three weeks, and that without robbing school hours. Our

help shall be the children. We have as yet nothing but a heart of love to attract their attention-it suffices for the present. We tell them of better days, of a neat room, pictured walls, beautiful bouquets of wild flowers gathered by their own tiny hands, and the flowers of our own culture, on the beds each side the door, where shall grow the "morningglory" and scarlet bean to call the humming-bird. Their eyes sparkle with delight. The beauties of nature from which they have drank so much pleasure since the return of spring are to be brought into and around their, yet to be, lovely retreat. They almost forget that they have come to study or learn, and though Charlie can tell his mother the first night how to spell bird, 'tis not till after a long story about the posies and humming-birds, causing her to think that her boy, (if not the teacher) is more taken up with trifles than with learning.

Fifteen minutes a day for the scholars and an hour or two for the teacher, taken at noon and night, suffice to carry the loads of wood and chips to the wood-room or some other place; the flower-beds are completed, the seeds sown, and at the end of the third week we are wonderfully improved.

(The children's play house has not been forgotten. The teacher has laid the corner stone and ordered neatness in all its apartments.)

The school-room itself has undergone no less change, pails of water and old brooms have taken the coating from the floor;-(we wish we had the strength to use the white wash brush that these ugly pictures on the walls might be effaced ere we adorn them with those of our own selection; and that we might plane these desks,) the sweet scented flowers of May perfume and beautify the room-the oaken planks are bedecked with precious living gems, which are now the brightest jewels in the crown of our rejoicing and which we desire shall yet adorn the crown that we hope to cast at the feet of Jesus.

Our happiness exceeds that of any earthly monarch. The countenance being the sure index of the heart, causes us to live in the midst of reflected smiles. With pure love and sublime

dignity we reign without the fear of a rival. Our manual labor has not lowered us in the estimation of our charge. Precision, neatness and order, the children learn to love; and whispering or unnecessary noise, in school, become as odious to them as rubbish around the door or litter upon the floor. Uncombed hair and soiled dresses become "unfashionable; the wash dish and towels have their proper place and use. Rosy cheeks flush with health and happiness, for the room is kept ventilated, though destitute of the latest approved inode of so doing, and the smaller pupils are allowed to work or play out of doors at least one-fourth of the time when the weather is suitable, and often a little one, who has become weary of one (uncomfortable) position, has the pleasure of standing by our side or taking a short walk around the room. Thus we live and labor and usually succeed in winning the truant children to our humble school-room. Not only to the playground, but one stroke of the bell or even the sight of it, in our hand at the door, brings them rushing to our side and gliding softly to their seats; when each one will be seen with book or slate over which will be pouring, for a few minutes, as busy a brain as ever mastered the "Binomial Theorem." They do not get much time for deep study, yet look at those bright eyes, somehow they have caught a new idea, with which they seem as much delighted as with the first bird's nest, or the first flower. We hope they are learning some important lessons. Do call when convenient and see what you think about it. It will please the children, and what is a pleasure to them is so to us. You will find us in most any town in New England. Usually in that part of the town most distant from church or post office, yet some of the identical school-houses, as we first find them, stand within the limits of pleasant villages. The third week of our term is passing and we are prepared to receive company any school day or hour. We intend to keep our house and yard in pefect trim, for though we look in vain for other guests, our little ones are in constant attendance, having chosen this as their summer residence, and we would sooner offend you by neglect than one of these.