Tr. Now you see when I wrapped the thread around but once it did not hold your fingers tight at all, and you could move them as you pleased and break the thread: even when I had wrapped it around several times you could do the same, but not so easily. But when I had wrapped the thread around a great many times, it held your fingers tight and you could not break the thread at all.

Now I have done this to show you what I mean by forming habits. For instance, I want you to get into a habit of holding your pen right. You hold it right one day, but that doesn't make you do it again, any more than one string holds your fingers in one place. Still you are a little more apt to do it the next day, and then the next, and so on till you are so used to holding it right that you can hardly help it; then we say you are in the habit of doing it. Then it is as hard for you to change and do some other way as it was for you to break the strings and move your fingers as you pleased.

Now we can not help forming habits of some kind. What kind of habits do you think we had better form?

Tr. Can you think of some habits that are good? Very well, to-morrow we will talk about some of them.

M. F.

AFTER SCHOOL.

Few practices of otherwise good teachers are so defenseless as "keeping pupils after school." The habit once acquired is almost as difficult to break as any vicious tendency of life. We have heard no good argument in its favor. All progressive teachers, most supervisors, all normal schools, all pedagogical literature, all physicians, are arrayed against the practice, and yet some teachers cling to it with exasperating tenacity. With rare exceptions it is a failure as a punishment. It is vicious to have the pupils feel that they can afford to be idle, lazy, or playful in school hours, and make up for it at leisure afterward. The air of the school room at such a time is unfit to breathe. The liability to disarrange home plans, to the annoyance of parents,

was trying to impress us with the fact that habits were formed gradually, and that they could not be suddenly changed.

We may break a habit as we made it-by breaking a thread each day.

ON PRONUNCIATION.

A copy of Webster's Unabridged Dictionary was offered at a teachers' institute in Pennsylvania to any teacher who would read the following paragraph and pronounce every word correctly according to Webster. No one succeeded in earning the dictionary, although nine made the attempt. Any one will be surprised upon looking up each of the test words here given to find how many are commonly mispronounced:

"A sacrilegious son of Belial, who suffered from bronchitis, having exhausted his finances, in order to make good the deficit, resolved to ally himself to a comely young lady of the Malay or or Caucasian race. He accordingly purchased a calliope and a coral necklace of a chameleon hue, and securing a suite of rooms at the principal hotel, he engaged the head waiter as his coadjutor. He then dispatched a letter of the most unexceptionable caligraphy extant inviting the young lady to a matinee. She revolted at the idea, refused to consider herself sacrificeable to his desires, and sent a polite note of refusal; on receiving which he procured a carbine and bowie-knifie, said that he would not forge fetters hymeneal with the Queen, went to an isolated spot, seviered his jugular vein, and discharged the contents of his carbine into his abdomen. The debris was removed by the Coroner. " -Center Table.

OPENING EXERCISES.

TEACHER. Come here, Emma,-let me wrap this thread around your fingers. Can you break it? E. Yes ma'am. Tr. Now I'll wrap it around twice. Harry, can you break it now? H. Yes ma'am.

Tr. Now I'll wrap it around a great many times. Now, Willie, can you break it? W. No ma'am.

Tr. Now you see when I wrapped the thread around but once it did not hold your fingers tight at all, and you could move them as you pleased and break the thread: even when I had wrapped it around several times you could do the same, but not so easily. But when I had wrapped the thread around a great many times, it held your fingers tight and you could not break the thread at all.

Now I have done this to show you what I mean by forming habits. For instance, I want you to get into a habit of holding your pen right. You hold it right one day, but that doesn't make you do it again, any more than one string holds your fingers in one place. Still you are a little more apt to do it the next day, and then the next, and so on till you are so used to holding it right that you can hardly help it; then we say you are in the habit of doing it. Then it is as hard for you to change and do some other way as it was for you to break the strings and move your fingers as you pleased.

Now we can not help forming habits of some kind. What kind of habits do you think we had better form?

Tr. Can you think of some habits that are good? Very well, to-morrow we will talk about some of them.

M. F.

AFTER SCHOOL.

Few practices of otherwise good teachers are so defenseless as "keeping pupils after school." The habit once acquired is almost as difficult to break as any vicious tendency of life. We have heard no good argument in its favor. All progressive teachers, most supervisors, all normal schools, all pedagogical literature, all physicians, are arrayed against the practice, and yet some teachers cling to it with exasperating tenacity. With rare exceptions it is a failure as a punishment. It is vicious to have the pupils feel that they can afford to be idle, lazy, or playful in school hours, and make up for it at leisure afterward. The air of the school room at such a time is unfit to breathe. The liability to disarrange home plans, to the annoyance of parents,

was trying to impress us with the fact that habits were formed gradually, and that they could not be suddenly changed.

We may break a habit as we made it-by breaking a thread each day.

ON PRONUNCIATION.

A COPY of Webster's Unabridged Dictionary was offered at a teachers' institute in Pennsylvania to any teacher who would read the following paragraph and pronounce every word correctly according to Webster. No one succeeded in earning the dictionary, although nine made the attempt. Any one will be surprised upon looking up each of the test words here given to find how many are commonly mispronounced:

She re

"A sacrilegious son of Belial, who suffered from bronchitis, having exhausted his finances, in order to make good the deficit, resolved to ally himself to a comely young lady of the Malay or or Caucasian race. He accordingly purchased a calliope and a coral necklace of a chameleon hue, and securing a suite of rooms at the principal hotel, he engaged the head waiter as his coadjutor. He then dispatched a letter of the most unexceptionable caligraphy extant inviting the young lady to a matinee. volted at the idea, refused to consider herself sacrificeable to his desires, and sent a polite note of refusal; on receiving which he procured a carbine and bowie-knifie, said that he would not forge fetters hymeneal with the Queen, went to an isolated spot, seviered his jugular vein, and discharged the contents of his carbine into his abdomen. The debris was removed by the Coroner." -Center Table.

OPENING EXERCISES.

TEACHER. Come here, Emma,-let me wrap this thread around your fingers. Can you break it? E. Yes ma'am.

Tr. Now I'll wrap it around twice.

Harry, can you break

it now? H. Yes ma'am.

Tr. Now I'll wrap it around a great many times. Now, Willie, can you break it? W. No ma'am.

Tr. Now you see when I wrapped the thread around but once it did not hold your fingers tight at all, and you could move them as you pleased and break the thread: even when I had wrapped it around several times you could do the same, but not so easily. But when I had wrapped the thread around a great many times, it held your fingers tight and you could not break the thread at all.

Now I have done this to show you what I mean by forming habits. For instance, I want you to get into a habit of holding your pen right. You hold it right one day, but that doesn't make you do it again, any more than one string holds your fingers in one place. Still you are a little more apt to do it the next day, and then the next, and so on till you are so used to holding it right that you can hardly help it; then we say you are in the habit of doing it. Then it is as hard for you to change and do some other way as it was for you to break the strings and move your fingers as you pleased.

Now we can not help forming habits of some kind. What kind of habits do you think we had better form?

Ch. Good habits.

Tr. Can you think of some habits that are good? Very well, to-morrow we will talk about some of them.

M. F.

AFTER SCHOOL.

Few practices of otherwise good teachers are so defenseless as "keeping pupils after school." The habit once acquired is almost as difficult to break as any vicious tendency of life. We have heard no good argument in its favor. All progressive teachers, most supervisors, all normal schools, all pedagogical literature, all physicians, are arrayed against the practice, and yet some teachers cling to it with exasperating tenacity. With rare exceptions it is a failure as a punishment. It is vicious to have the pupils feel that they can afford to be idle, lazy, or playful in school hours, and make up for it at leisure afterward. The air of the school room at such a time is unfit to breathe. The liability to disarrange home plans, to the annoyance of parents,