a gallon; that a pint measure can be filled twice from a quart measure, or eight times from a gallon measure, the quart measure being filled four times from the gallon; that one pint is of a quart, while one quart is of a gallon, two quarts or of it, and three quarts of it.

When these facts have been mastered, problems applying them are given.

We sometimes play "store," letting pupils take turns at being store-keeper and customer, buying and selling oil, vinegar, molasses, cider, apples, peaches, etc. A variation of this is the game of "Milkman," in which the desired quantity of milk is given in exchange for pint or quart tickets, or toy money.

The relation of inches, feet, and yard to each other is also learned by actual measurement. Things in and about the school-room are measured the length and width of halls, steps, benches, tables, desks, slates, etc., also the height of pupils, blackboards, wainscot, fences, etc., furnishing many exercises in measuring.

Very often one pupil measures a certain distance with a yardstick, giving the results in yards and also in feet. Another tests its accuracy, using the foot rule. In the same way a measurement in feet is converted into yards, and inches into feet.

Having acquired the knowledge that there are twelve inches in a foot and three feet in a yard, he readily sees that if his yard-stick be cut into pieces, each a foot long, one foot will be of the yard, and two feet of it; that six inches are of a foot, four inches of it, and three inches of it. The number of days, school-days, and working days in a week, weeks in a month and months in a year, the penny, nickel, dime, and dozen, together with the measures of quantity and extension, furnish many problems involving the four fundamental principles and fractions already learned, care being taken to vary the expression so that the pupil may learn to grasp the thought in whatever form presented. Exercises in rapid calculation, both oral and written, are frequently given, as they test the proficiency of the pupil and arouse the mental activities which are sometimes prone to slumber.

To cultivate independence in their written work, pupils. are often given cards or leaflets from which to work. These contain tables or problems which, while involving the same principles, differ in form or arrangement.

So far, reference has been made only to the work done in the first term of our first grade, the work of the second term being upon much the same lines, but carried through 20. This limit, however, applies only to the operations in number as, before leaving this grade, pupils are able to recognize and write all the numbers through 100, counting by 1's, 2's, 3's, etc.

Second Grade

In the second grade, more advanced work is given in both concrete and abstract form, involving the four principles, fractions, and tables of denominate numbers previously taught. The table of dry measure is added in this grade and the pupils taught to discriminate between it and liquid measure. Analysis of simple problems is introduced, also notation, numeration, addition, and subtraction, through hundred thousands.

In teaching notation, different devices are used, a favorite one being that of the houses built side by side, and occupied by Mr. Units and Mr. Thousands, each of whom has three children whose given names are Units, Tens, and Hundreds. The increase in value on a scale of ten is nicely illustrated by using United States money, showing that 10 one-cent pieces make 1 ten-cent piece, or dime, 10 dimes one dollar, From this, the pupils readily see that 10 units make one ten, to tens one hundred, etc.; that the number 45 can be separated into 4 tens and 5 units, 145 into 1 hundred 4 tens, and 5 units, and so on. Questions similar to the following are helpful:

etc.

What number is composed of 4 hundreds, 3 tens, and 8 units?

How many units in 7 hundreds, 6 tens, and 9 units? How many units in one thousand? How many tens? Hundreds?

The question, "How many are 10 dogs, 3 cats, and 12 rats?" leads pupils to the discovery that "only like numbers can be added,” and it is but a step farther to the fact that units must be added to units, tens to tens, etc.

For mental work in rapid addition, the wheel diagram is useful. The size of the numbers and the number of circles

4

7

2

+8+

13.

may be increased as pupils progress, the numbers in each section being added to the one in the center. The pupil at first gives each step, as: "8, 15, 24, 27," or "3, 12, 19, 27," and later simply announces results, as: "27," "26," "30," and so on.

"Borrowing" of any kind is never encouraged, and the word is never mentioned in subtraction. Pupils are shown that, if ten units be added to the first figure of the minuend, one ten, which is equivalent to ten units, must be added to the next figure of the subtrahend, and so on through the different orders on the principle. "If the minuend and subtrahend be equally increased, the difference will not be changed."

The multiplication tables, through the ten table, are built and memorized by the pupils, and tables involving the other three signs, fractional parts, and number parts of other numbers are sometimes used for seat work.

Third Grade

In the third grade the multiplication tables are completed, oral and written analysis of examples containing more than one step required, and the work in notation, numeration, addition, and subtraction carried through hundred millions.

Multiplication and division are taught, no divisor being greater than 100. Little difficulty is found in teaching multiplication when the pupils are thoroughly familiar with the tables and addition.

In long division Wentworth's method is preferred, because it takes up less room and is easily pointed off when pupils reach decimals. For practical work in this and the preceding grade, pupils are often sent to the blackboard, being required to work with as great rapidity as is consistent with neatness and accuracy.

Having a race often proves a stimulus, but too much racing frequently leads to carelessness in the making of figures and untidiness of arrangement.

Many and varied problems, involving one or more of the different processes learned, are given, the size of the numbers determining whether the work be oral or written.

In all of the foregoing, an effort has been made to give some idea of how, proceeding slowly and carefully from the very beginning, we endeavor to lay a good foundation in number, as upon the strength of the foundation depends the permanence of the whole structure.

When the lamps of the night are alight overhead,
Departing day gives us your color the red;
The nebulous clouds of luminous light
Another tint adds, and gives us the white;
The glorious stars, in the azure blue vault,

Were the heavenly hints from which you were wrought.

The Salutation of the Flag

The salutation of the national flag in the schools of our country originated in the schools of the Children's Aid Society of the City of New York, through the efforts of Col. George T. Balch, who had in view the education of the children in some of the simpler duties of American citizenship. He devised a plan to awaken and stimulate a spirit of patriotism among the pupils. Prominent among the elementary steps of the process of developing a distinctively American idea, he placed the exercise of the salutation of the national flag. The words of the salute are: We give Our Heads!

and our Hearts!

One Country! Teachers who have visited the Children's Aid Society schools in New York City and have seen the daily exercise of "Saluting the Flag" will agree with us when we state that only those who have been thrilled by such a sight and have caught something of the spirit can realize its full meaning. The order of the exercises is here given:

"You may now salute the flag."

1 At these words, a boy steps forward and takes the American flag, and stands facing the school.

2 The whole school now rises at a given signal, each pupil standing erect and firm.

3 The right arm is extended, pointing toward the flag.

4 The forearm is bent so as to touch the forehead lightly with the tips of the fingers of the right hand. This motion should be quick and graceful. As the fingers touch the forehead these words are uttered in a clear voice: We give our heads "

5 The right hand is carried quickly to the left and placed over the heart, with the words "and our hearts "-said after the movement.

6 The hand falls quickly to the side, and the words come, "to our country."

7 Standing erect, the children exclaim "One Country! One Language!"

8 Suddenly the right hand is extended at full length toward the flag-the pupil in graceful pose reaches toward the flag, exclaiming with force, ONE FLAG!"

The children in all of our schools need this daily reminder of the meaning of the words American Citizen. This salute has a meaning beyond any attaching to the ordinary drills of the school-room. "If the children be made to understand," says Colonel Balch, "that by this act they offer to their country their love, their gratitude, and their devotion, then indeed will the end in view be accomplished."-Old Glory, Dr. Albert E. Maltby

(I speak from personal observation when I say that no words can describe the effect of this salutation by children from other countries.-THE EDITOR)

An Experiment

M. F. C.

One morning Miss C., a primary teacher, passed a group of boys, in the center of which were two small boys fighting. These were urged on by the older ones, who showed great satisfaction in seeing the little fellows hurt each other.

This exhibition of degenerated morals set the primary teacher to thinking. At length, she resolved to buy books containing accounts of the boyhood lives of Washington, Lincoln, Franklin, and any others where manliness was prominent. She gave these to her third grade boys, and was

Then fling from the casement, aloft to the breeze,
Above crowded streets, and beneath leafy trees,
The Stars and the Stripes - let them float overhead
'Till the light of the day dies in purple and red.
Inspirer of Courage, with sunset's bright tints,
Holding Hope in your folds, in the white star's imprints,
From the North to the South, from sea unto sea,
We give thee our homage our heart's loyalty.
-Emeline Tate Walker

surprised at the amount of interest shown. They were glad to read from them at any time and glad to write and talk about them. The reading was done mostly at home, and in many cases where books were scarce in the home, a child would ask to keep the book longer, as his father or mother wanted to read it.

In some of the pupils the effect of this reading was decidedly noticeable. One quarrelsome boy called his teacher's attention to a place in one book where Lincoln was pictured, as a tall boy, with two small boys. The little fellows had been fighting and their peacemaker had picked them up, one under each arm, refusing to put them down till they promised to be friendly. The picture had made a great impression on the quarrelsome pupil, and he afterward showed an improvement in that direction. This was but one many instances.

of

The primary teacher feels that if this kind of reading is encouraged through all the grades, we need have no anxiety about the future of our "Young Americans." Lincoln has said that much of his boyhood ambition was aroused by reading "The Life of Washington." Other great men have made similar statements. These facts should influence parents and teachers strongly to give to our boys and girls plenty of interesting biography.

Franklin's Famous Toast

This is Benjamin Franklin's famous toast given at the Versailles banquet which followed the signing of the treaty of peace. The banquet was given by a French nobleman, and among the guests were several loyal Britishers, about a dozen Frenchmen, and the four American Peace Commissioners. At the close of the feast one of the Britishers rose and, holding a glass aloft and looking intently at Franklin, he said: the sun and

"I wish to propose a toast to England the grandest nation on the globe." Naturally, the Britishers present loudly applauded the toast proposed, whereupon a young Frenchman sprang to his feet and exclaimed.

"To France! Beautiful France!"

And then, bowing gracefully to the Englishman who had proposed the first toast, he added:

"To France - the moon my toast is offered." This caused the Frenchman, Americans, and Englishmen. to rise and join in honoring France. After the glasses had been drained, all the guests, with the exception of Franklin, resumed their seats. This caused all eyes to be turned upon him, and, in a voice broken with emotion, he said:

"Gentlemen, we are told in the Good Book, of Joshua, who commanded the sun and the moon to stand still in the heavens, and they obeyed him. I drink, sirs, to George Washington."

Washington is the purest figure in human history.

-W, E. Gladstone

Teacher "The other day a little boy came to me, and said, ' Will you please cut my apple in two?' What did that tell me about the boy?"

Pupils "He was polite." "He wanted to give somebody a piece." Teacher "When I cut it, one piece was larger than the other. I watched him when he went out. He gave the larger piece to a little boy outside. What hint did that give?"

Pupils "He was good." "He was kind." "He was not selfish." Teacher "I saw some girls make a playhouse of leaves out on the play-ground, and a little boy came along and tore it down. What did that tell me?"

Pupils "He was a bad boy." "He was not kind." mean."

"He was

Teacher "This morning I saw one girl striking another on the back. She struck her ten times, and then stopped. She counted every stroke. What hint is that?"

Pupils "It was the other girl's birthday." "She was ten years old." Teacher "Yesterday I saw a little boy go up to a large dog, and put his arms about the dog's neck. What did that tell me?"

Pupils "The boy loved the dog." "The dog loved the boy." "The boy was kind."

Teacher "When the bell rang at noon, a little boy, instead of falling into line in his order as he came, crowded in ahead of a little girl. What did that tell me?"

Pupils "He wanted to lead." "He was not polite." "He was

selfish."

The second step

In such manner the teacher had been drilling the pupils for several weeks. She had also been asking them to interpret the effects in the stories she had read to them. To-day she had given them a story, but had not asked them to interpret the effects. But when she called them to the language class, she said, "You may tell me any hints that you saw in the story this morning, and you may also tell what the hint means." The following will illustrate what was wanted and obtained :

I "The story said that the mother made the youngest daughter do all the work. She was selfish. She liked the other daughter better." 2 "The story said that the little girl went to the fountain, and a poor old lady came along, and wanted some water to drink. The girl washed out the pitcher, and gave her some. She was neat, for she washed out the pitcher. She was kind, and polite, too."

Teacher "She was restless, and did not know what to do with her

self."

Pupil "I see a boy leaning over the table, with his elbows on the table, and his head on his hands."

Teacher "He is inattentive in class, and I am afraid he is a little lazy."

The teacher next called for hints that tell the kind of person.

Pupil "I heard a boy calling a girl naughty names."
Teacher "He is not kind, not polite, not a gentleman."
Pupil "I saw two boys striking each other."
Teacher "They were playing.'

Pupil "Their faces were red, and they had their teeth shut tight together."

Teacher "They must have been angry, they were probably fighting. I'm afraid they are quarrelsome and naughty boys."

Notice that the teacher purposely interpreted the effect as signifying less than the pupil meant, when she said, "They were playing." The child had not given an effect that was sufficient for the cause he wanted assigned; the teacher saw the faulty statement, and made him see it clearly, too. It was a lesson in precision.

One morning the sun found a little boy sleeping in a pile of brown and yellow leaves by the roadside.

His clothes were ragged and soiled, his little face looked not only dirty, but pale and thin.

A laboring man, carrying a lunch pail, passed on his way to work. He stopped and looked at him, then left half of his lunch in the little ragged cap.

Another man watched the workman until he had passed the corner, and then dropped a quarter in the cap with the lunch.

Soon he

After a while a little boy carrying a slate came running along. He stopped a moment, and then ran back the way he had come. returned and laid a pair of shoes beside the cap.

Presently the boy awoke. When he saw the things that had been given him, he put his face in his hands, and big tears trickled through his fingers. Adapted from Morning Star.

"One morning the sun found a little boy sleeping in a pile of brown and yellow leaves by the roadside."

Teacher "What does that tell you? Does it tell the kind of person, or how some one feels, or that something has happened, or where it happened, or when it happened?"

Pupils "It tells that something has happened." "It tells the time of day and the time of year."

Teacher "What does it tell has happened?"

Pupils "The boy stayed there all night." "He made a pile of leaves because they were soft." "He made a warm bed of leaves." "His clothes were ragged and soiled, his little face looked, not only dirty, but pale and thin."

Teacher "What does that tell?"
Pupil "It tells something about some one."
Teacher "What does it tell about some one?"

"He

Pupils "He is poor, and is so hungry that his face is pale." was so hungry and so weak that he got thin." "He is a little beggar boy, and has no home."

"A laboring man, carrying a lunch pail, passed on his way to work."

Teacher "Does that tell the kind of person, how some one feels, or that something has happened, or the condition t at somebody is in?" Pupil "It tells the last; something about somebody." Teacher "What does it tell you about him?”

Pupils "The man is poor; he has to work to earn money." "He isn't lazy." "He doesn't come home to dinner; it's too far to walk." "He stopped and looked at him,"

Teacher "What does that tell?"
Pupil "That tells how somebody felt."
Teacher "How did he feel?"

Pupils "He is rested now." "He isn't sleepy any more."

"When he saw what had been given him, he put his face in his hands, and big tears trickled through his fingers."

Pupils "How he felt." "He cried because he was happy." "He was so glad." "Because he was thankful." Teacher

"What lesson can we learn from this story?" Pupils "If we see anybody that needs anything, to help them all we can." "If one helps, others will."

The "Necktie Cure"

LILIAN B. INGERSOLL

Some time ago, I read in a newspaper, a sketch describing a plan which a certain teacher originated for reaching and improving the appearance of his school. As I recall the story it was in substance this:

A school was remarkable for its untidy personal appearance. The teacher thought that beautiful thoughts in literature and history were out of place when presented to children with dirty faces and hands.

He conceived an idea and made one rule which was that no boy should be permitted to come to school without a necktie and polished shoes. The teacher had reasoned that in putting on a necktie a boy would look in the glass; that if he there saw a dirty face he would recognize the incongruity and wash his face; that he could not very well do that without washing his hands: that while polishing his shoes he would be pretty sure to brush away mud stains and dust and see that his clothes were in order. It was said that the appearance of that school immediately became all that could be desired. I do not know to whom to credit the above, for the article was not signed, but I have much faith in the "cure." For instance, given a troublesome boy, untidy, and careless. Some particular day he comes to school clean, with a necktie on. He gives no trouble. Why? He has put on new manners, new feelings, and new ideas of living. He is changed. He is clean and has become a "new creature. We are tempted to say " Cleanliness is Godliness." He is good because it isn't natural now to be bad. He doesn't look like a street urchin and he doesn't feel like one, so he grows better on account of his improved condition. The putting on of a necktie has inspired him "to be manly." Culture, courtesy, and refinement depend somewhat upon a liberal use of soap and water. A boy first respects himself, then others. If the best that is in him can be aroused by the wearing of a necktie, may he be taught early to form the habit.

Where the Flag was First Raised

Recently the spot where Washington unfurled the first American flag was marked by the dedication of a small park and an observatory on Prospect Hill, in Somerville, Massachusetts. This eminence occupied the same relation to Boston on the northwest that Bunker Hill occupied on the north, and next to that more famous spot, was the stronghold of Washington's troops. How many Americans could have told where the flag of the United States was first raised?

Olive 172. Long.

Anna and Dorothy are 6 and 5, respectively, and take a lively interest in the short "texts " selected each Sunday for them to commit to memory. At luncheon Anna wanted to know "why the Bible says 'Brethren should dwell in unity.' Why doesn't it say 'sister,' too?" Before any grown up could come to the rescue, Dorothy solved the problem in a truly original way. "Why, don't you know," she said, "It's because girls always are good, anyway, and don't have to be told to live in unity.'