should be considered, for the parent has rights that the teacher is bound to respect. The teacher owes a duty to her school, as a whole, which requires absolute, immediate rest from work when school closes. Those teachers who argue that they can not get on without it should remember that any other teacher would take her school and get as good results as she has without such vicious practice, and that if she would only acquire the art she might do it herself. Viewed in the most favorable light, it testifies against a teacher to keep her pupils after school. -Exchange.

FOR PUPILS.

OUR PRESIDENTS.

PERHAPS those having difficulty in remembering the order in which our Presidents come may find assistance in the following lines. The jingle of rhyme is often a great aid to memory, and especially so to many who can not remember hard facts. They are taken from the "Letter Box" in St. Nicholas for July.

FATHER WASHINGTON left us united and free,

And John Adams repelled French aggression at sea;

Boundless Louisiana was Jefferson's crown,

And when Madison's war ships won lasting renown,

And the steam-boat was launched, then Monroe gave the world
His new doctrine; and Quincy his banner unfurled

For protection. Then Jackson with railways and spoils,
Left Van Buren huge bankruptcies, panics, and broils.
Losing Harrison, Tyler by telegraph spoke;

And the Mexican war brought accessions to Polk.
Taylor lived not to wear the reward of ambition,
And Filmore's sad slave law stirred up abolition;
So, compromise failing, Pierce witnessed the throes
Of the trouble in Kansas. Secession arose
Through the halting Buchanan. But Lincoln was sent
To extinguish rebellion. Then some years were spent
Reconstructing by Johnson. Grant lessened our debt;
Hayes resumed specie-payments, and Garfield was set
On reform, which, as Arthur soon found, come to stay.
Now for President Cleveland good citizens pray.

PRIMARY DEPARTMENT.

(This Department is conducted by HowARD SANDISON, Professor of Methods in the State Normal School ]

LESSON IN GEOGRAPHY-THIRD YEAR GRADE.

T

[Stenographic Report.]

HE teacher exhibits a moulding board on which are different forms of islands shaped out of moulding sand.

Teacher. Joe, what do you think I have here? Joe. You have islands.

T.

P.

T.

I mean what kind of land do you think I have?
You have different kinds of islands.

(Pointing to the different islands), What kind of a surface

have I here? P. You have a hilly surface.

T.

I.

What kind have I here? P. A low surface.

Look in the centre of this body of land; what kind of a

surface ? P. You have a high surface.

What will I call it? P. A mountain surface.

T.

T.

Yes. What have I here? P. Two volcanoes.

T. And still you say that these are islands. How many still think they are islands? (All the pupils think so.) Why do you think so?

P. Because they are portions of land surrounded by water on all sides.

T. Can any one give me a different definition for an island? P. An island is a body of land surrounded by water on four sides. An island is a portion of land surrounded by water.

T. Let us see if these bodies of land are all surrounded by water. How many think this body is? (All agree.) Come and show me with your finger that it is.

P. (Pointing.) It has water all around there.

T.

Come and show me that this body of land is surrounded
P. (Pointing.) This is water around it.

by water.

T. How many agree that these bodies of land are islands because they are surrounded by water on all sides? (All agree.)

T. You said a moment ago that some of them had different kinds of surfaces. I wonder if you can tell me anything about

the shape of an island. Would it probably be of a regular shape or of an irregular shape? P. An irregular shape.

T. You said a moment ago that there were different kinds of islands. Come and show me one kind of an island, and tell me what it might be called.

P. (Pointing incorrectly.) This is a reef.

T. Joe, come and show me

J. I would call that an atol.

T.

T.

P.

T.

why you think Arthur is wrong.

This is a reef.

Show why this is not a reef. P. This is a half-circle.
Is it a round wall, or is it one long wall?

It is a round wall.

When we have a round, circular-shaped coral island, we

call it an atol. Now come and show me a reef.

P. (Pointing.) This is a reef.

T.

Tell me another name for this. P. A coral island.

T.

Tell me another name for this. P. A coral reef.

T.

I would like to see another kind of an island.

Which part is the volcano? P. This part.

P. (Pointing.) This is a volcanic island.

T.

T. Tell me another kind of an island. P. An atol.

T.

And another. P. An oceanic island.

T. Why do you call that an oceanic island ?

T. Suppose it was near some continent, what would it be called? P. It would be called a continental island then.

T. Show me another kind of an island.

P.

T.

(Pointing.) Like this.

We have more of those islands than we do of others. What could we call them? P. An island with a low surface. T. I know of other islands that have low surfaces, and they are not that kind. I wonder if we could not call them common islands. Yes, we can call them that. I would like to have some one come and point out all the islands that I call common islands. P. (Pointing.) This one, and this one, and this one. T. Show me all the volcanic islands you can on the board. P. This, and this, and this.

T.

Show me all the coral islands you can on the board. P. This one, and this one.

T. Which part of this one?

T.

Can some one tell me the difference between a volcanic island and an atol?

P. The difference between a volcanic island and an atol is that some volcanic islands are common islands with volcanos on them, and some are volcanos with a circular atol around them. T. Now I want to know the difference between an atol and a common island.

P. An atol is a circular island, and a common island may be any shape.

T. Tell me how coral islands are made.

P. They are made by the coral animals. They go around and bring dirt, and the wind carries dirt and leaves and branches over there, and sometimes when birds fly over they drop seeds and the seeds grow and it makes an atol.

T. Can any one tell me anything else?

P. They do not go around, but they go down into the water and build up until they come to the top, and then sometimes the birds drop seeds on them and they grow and form trees.

T. And the coral animals only make what part of the island?
P. The rough, rocky wall.

I wonder in what kind of water the coral animal builds?
The warm water.

T.

P.

T.

In what bodies of water do we find these atols?

P. In the Indian Ocean.

T.

In any other? P. In the Pacific Ocean.

T.

In what ocean do we find the largest ones?

P. In the Pacific Ocean.

T. I would like to know something about the water on the inside of an atol.

P. The water on the inside of an atol is as smooth and nice as a small pond, and is sometimes called a lagoon. The water on the outside is rough and the waves dash against the outside, but on the inside it is always smooth.

T. Is the water on the inside clear?

Yes, sometimes you can see the fish.

P.

T.

Do the sailors make any use of these lagoons?

P. If there should be a storm on the ocean, they could go

into these lagoons.

T.

There is something about the atol yet that I do not know.

I do not see how the sailors get in.

P. They have little open spaces. times two.

Sometimes one and some

T. Is there anything else you can tell me about the atol? I think if you think real hard, you can tell me something about the surface.

P. Sometimes they have a high surface and sometimes a low surface.

T. What do you think about it, Anna?

A. The surface is almost always low, because the animals can't build up so high, just to the water.

T. And it would take a very long while for them to build up that high, would it not? P. It would.

T. Is an atol ever large enough for cities and towns to be built upon? P. Yes.

I.

Are some of them large enough for a little country to be there by itself? P. Yes.

T. I wonder where we find such a one?

P. It is five hundred miles long and eighty miles wide. Some of them are only a quarter of a mile wide.

T. Yes, they differ, some of them are quite wide, and others are not so wide. Now, I want to talk about the volcanic islands. I wonder how they are made?

P.

T.

P.

A volcano comes up and forms a kind of an island.
Do they ever come up in a very short time?

You said you knew about an island that the people did not notice. It came up in one night, and in a few days it kept going down and down until they could not see any island.

T. I did tell you about a volcanic island coming up in one night, and that the volcano was three times as large as this building, and I said something about how far you could go around that island. How far was it? P. Two or three miles.

T.

Right.

And how long was the island there?

P. Two or three days.

T. Yes, and then it began to gradually sink until finally it