the good work of bringing our schools far as his effort with them goes-is his into system go on. Bedford College. By the time this number of the TEACHER reaches our subscribers the first term of the college year will have commenced. Every effort is being made not only to make this first term of the year pleasant and profitable, but also to make the entire session one of enlarged usefulness to all who may come. In accordance with the plan proposed and the announcement made in the August number, a course fully equal to the wants of those desiring to fit themselves for the highest grade of teaching has been added. By a reference to the announcement it will be seen that we have a course embracing all the studies required by the State Board of Examiners for a certificate of the first-class. It will not be understood that this mention of the Normal department and the work we propose in it will, in any way, detract from the other course of study or from our work in the college proper. On the contrary, every addition to the college, in any form, will be made a source of increased usefulness and advantage. The college expects to do earnest and faithful work in the future as in the past, and hence looks to the year upon which it is entering with con fidence. Special Study. There is nothing more necessary in the teacher's profession than the formation of correct habits of life and of study. The character of the teacher leaves its impress upon his pupils, and for that reason, if for no other, his life ought to be one of uprightness and dignified bearing. As character is a growth and not the result of accident or chance, it is a matter of the highest importance that the material which sustains the life and the growth be of such a kind as to make the growth healthful and keep the life pure. One of the things which exerts a powerful influence on the character of the teacher-and through the teacher the pupils which is the object so habit of private study. By this I do not mean his study to make himself acquainted with the important points or the details of the lessons for the day, but outside of this kind of work, I mean the regular and systematic study or reading of something additional. But, you say in what way will that form character and help to make one a successful teacher? It is of the greatest advantage in more respects than one; yes, I may say it helps in a score of ways of which the teacher who has not tried it has never thought. As this is only one of several articles to appear in the TEACHER on this and kindred subjects, only one or two of the many advantages arising to one's self will be mentioned here. To take a negeative view of the matter first, the habit of regular study of any subject prevents a person from falling behind in the great race of life and from being completely overwhelmed by the accumulations of the years as they pass. The wonderful discoveries in science; the examination of things long since supposed to be understood and settled; the careful review of the statements of historians of the past; the application of forces in new and before untried directions; and the more constant application of one of the fundamental principles of political economy, namely: the division of labor say to each teacher something is doing in the world, and unless he is doing also the world will leave him in its onward march. But again, it prevents us from getting into ruts, as they are called, and from forgetting that each year requires us to make some advancement in the things we undertake. He who neglects to cultivate his mind by the exercise of its powers on some subject, and in a regular, systematic and thorough way, will be but little wiser when he is sixty than when he was twenty-five, and will be wholly unable to adapt himself to the wants and necessities of the times. In our next we will try to show how these things may be made to work to the advantage of the teacher of the common school. To the Teachers of Lawrence cheer. When they meet a neighbor it County. will not be to say "that the teacher ought to be out mauling rails, for he is not fit to teach school." Instead of heaping anathemas upon your head, they will repeat to all their friends: what an excellent teacher we have secured. Thus from friend to friend, from house to house, this interest spreads, until all are aroused from the deep lethargy into which they have fallen and enlisted in the cause of education. Teaching as a Profession, Fellow-Teachers: I am thankful that it was necessary for me to meet with you, in institute assembled, where we could aid one another and receive instruction from those who know more, and who have had more experience in the school-room than we have. I am glad that the State of Indiana has established the county institute, where we, even the poorest of us, can, at a small cost, improve ourselves in the art And now, fellow-teachers, this is the of teaching, and be the better prepared Centennial year. Let us strive to imto instruct the youth of our nation in a prove. Let us strive the harder to teach systematic and scholarly manner; aright, that the next Centennial will thus driving back, step by step, giant still find the United States a free counIgnorance and all his hordes of vice, try, and show to the world that a free superstition and immorality, and assist-government can be sustained by the ing in the "Onward march of a great education of the hearts and minds of Republic." The methods of instruction the people. given during the brief week of the institute, were many and of a high order. It now remains for us to reduce them to One of the great drawbacks to the practice in our schools. "How can we success of the teacher's work in the do this effectually ?" one may ask. I past, has been its non-professional char would say to such a one, grade your acter. He who makes the practice o school and then faithfully sustain it. law, ministry or médicine a stepping Never go back. Draft a programme of stone to something that he regards as daily exercises and follow it out to the higher, is looked upon as a quack; and very letter. Prepare each lesson before the same rule of estimation should be entering school, that you may be able applied to the profession of teaching. to explain every point thoroughly and The relative importance of the teacher's clearly. Be firm in governing, calm work is becoming appreciated, and a amidst difficulties, and kind at all corresponding qualification is demandtimes. Make your school-room attrac-ed. But no person will make the hightive. Hang the walls with pictures, est effort to fit himself for that which he plants, flowers, or anything that will relieve dull sameness, and you will soon see a decided improvement. Those who hated school will now love it. Those who were irregular in their attendance will now become regular. The little boys and girls will hurry home when school is done for the day, to tell their parents how beautiful the school-house is, and how much they love to be there. The result is, the parents will become interested, and instead of keeping aloof as hitherto, they will now frequently drop in to spend an as a permanent life work: hour; and when they take their leave expects to follow only for a short time, and all must admit, that of all professions, extensive qualification and ripe experience are required in the teacher's work. There are, in every community, at all times, those who have come to that point in life in which they are required to consider what of the future-whether they shall turn to this or that trade, avocation or profession. We invite all such to consider the following reasons for selecting the profession of teaching First, It is a profession in which you they will not fail to speak words of can be regular in all your habits of life. study, his garden, his hearth-stone form the larger part of his world, and thus he has the opportunity of making his home a comfort to himself, and a source of happiness to others. Second, The teacher's profession occupies a high rank in influence. We question if it has a superior among all the avocations of life. It is natural for us to desire a position of influence; one where we can exert a power among our fellow men. It is true the power of the teacher is not of that character that meets with recognition by the public voice, as that of the politician, or statesman, but it is of that deep and abiding nature that stands the changes of political life or the revolutions of states. The experience and observation of the actual workings of the school room in fluence, has convinced us that the influence of the professional teacher is second to none other. The value of this, both to ourselves and is so occupied with his sermons, the sick others, cannot be over estimated. There of his flock, and the various duties of is scarcely any human limit to the his pastorate, that he forgets that charamount of labor we can perform, if we ity begins at home, and that his chilare so situated that we can economize dren are neglected. But not so with the all our time. The teacher's profession professional teacher; his school, his stands above all others in this respect. The very fact that his school life is a routine, enables him to be systematic. Entering the school room each day and pursuing a regular programme, only varied by the necessity of the occasion, he acquires, by force of circumstances, a regularity of life that is found in no other calling. The six hours in the week leaves a large margin of time for recuperation, acquisition and enjoyment, which is to a great extent untrammeled by the claims of others. The time of the business man is largely devoted to the wants of others, at any and all times-the lawyer to his clients, the physician to his patients, and the pastor to his flock. So that they have no time that they can call their own. But not so with the teacher; when his day's work is done, he locks the school room door, and it is his privilege to turn his back upon all its cares and annoyances for the rest of the twenty-four Third, The emoluments are sure and hours. His after hours are not taken respectable. The question of dollars up by anxious parents calling to inquire and cents must enter into every decishow their children are progressing, or ion that involves future life. We must why this or that is not that or the other. eat. Beef costs money. Rents are not If he a man of family, he can devote his paid by good will, or raiment bought by time to home interests. We too often respectability. A material value as an lose sight of the obligations we owe to exchange for professional labor must society through the home relations. A form a prominent part in the experience happy home must be an influential of every professional man. The Bible home, and he who has been permitted says, "He is worse than an infidel who to establish a home and gather around will not provide for his own houseit happy souls, has conferred a blessing hold." It is the duty of every man to on the world. The children form the inquire whether there is a fair prospect great part of the interest of such a of material support before he commits home; but how often is the happiness himself to any line of future action. of home blasted by the inability of the There is no disgrace in honest poverty, head of the family, especially if he is a which requires a constant struggle to professional man, to look after the chil- keep the twin sisters cold and want dren. If he is a physician, he may for from the door, is to be shunned. We whole weeks scarcely see his children. claim for the profession of teaching an If he is a lawyer, the weighty cares of honorable position in this respect. his profession, day and night, so wear There is now a disposition to employ him down that he leaves the household well qualified teachers and pay them a affairs to his wife. Even the minister fair compensation. A first class teach er may be compelled to compete, for a 5. Describe the battle between the time, with cheap labor, but true merit Merrimac and the Monitor. In what in our profession will always rise above lay its importance? the surface, and obtain a fair reward. The demand for first-class teachers is always greater than the supply, and even ordinary skill in the profession is fully appreciated. In other professions, it generally takes years of patience and expense to secure a place of emolument, especially in a new community. But the teacher takes his place the first day, with a position and salary the same as the last day. The good teacher can at any time and in almost any community find employment that will gain him a living, which cannot be said of any other profession. GEOGRAPHY. 1. What are the divisions of the subject of Geography? Define each. 2. What are isothermal lines, and why do they not correspond with the parallels of latitude? 3. Define a great circle? 4. What States of the Union have no sea coast? 5. When is the exact position of a place said to be known? 6. What are the trade winds, and what causes them? 7. Where are the rainless regions of the Eastern Continent? 8. Define a mountain range and a mountain system. 9. Mention one lake more than five thousand feet above the level of the sea. 10. Give the political divisions of What we have said is in regard to the teacher who is qualified for his business. Quacks succeed or fail in this as in all other avocations. We recommend the profession as one that holds out peculiar inducements to the consientious, high- South America, and the capital of minded, energetic youth, and we say to each. all such: Consider well the rewards that our profession bestows upon those who are worthy, before you turn aside to some other avocation.- Utah Journal of Education. Questions used in Lawrence County at the Examination, Aug. 26. PHYSIOLOGY. 1. Give the physiology of digestion. 2. What is the function of the capillary system? 3. Explain the process by which the blood is purified in the lungs. 4. Describe the heart. 5. How do bones grow? U. S. HISTORY. 1. State the five objective points of the French and Indian War which the English desired to possess, and why were they objective points? 2. Name the first two battles of the Mexican War, and when were they fought? ARITHMETIC 1. Define the terms Evolution and Involution. Illustrate. 2. Define each of the terms of a fraction. State the use of each. 3. What length of line will reach from the top of a wall 76 feet high to a point 57 feet from its base! 4. Upon what principle does cancellation depend? 5. What is the interest on $35,49 for 1 month 2 days at 7 per cent.? 6. A man purchased an article for 12 cents, and sold it for 12 cents; what per cent: did he lose? 7. What is the difference between the bank discount and the true discount of $975 for 60 days at 8 per cent.? 8. Explain what is called the 6 per cent. method of calculating interest. 9. If 8 men spend $32 in 13 weeks, what will 24 men spend in 52 weeks? By analysis. 10. Extract the cube root of 876,543, 3. Give a brief account of the battle 201. of Gettysburg. 4. Give the name of the Presidents in order from Washington to Grant, and the length of time each served. WRITING. 1. Make the eight principles of penmanship. 2. Name the semi-extended letters, and tell the length of each. David." "Which of that group of men 3. What is the regular slant of writ- is the taller?" "He learned me to ing in degrees? 4. Which of the principles are used in forming common letters? 5. What letter is taken as the standard height of one space in writing, and how many spaces are used upon which to make the letters? READING. spell." 7. In how many different parts of speech may the word "full" be used, and illustrate by examples. 8. Define a simple, complex and compound sentence, and give an example of each. 9. What is the essential difference 1. Give three of the essential qualities between the preposition and conjuncof good reading. tion? Illustrate. 2. What is the difference between accent and emphasis? 10. "Illustrate the use of a word, a phrase, and a clause, as the subject of 3. What is meant by the emphatic a sentence." pause? 4. If the poetical accent conflicts with the common and authorized pronunciation, which should yield? 5. Give a diagram of the following sentence: "Does he read correctly or incorrectly?" THEORY AND PRACTICE. 1. What leading objects should be kept in view in conducting a recitation? 2. What relation does a teacher sustain to his pupils and to their parents? 3. What personal preparation should a teacher make for each recitation? .4. What are the advantages of a daily programme in school? 5. What are the advantages of grading a school? 6. Will you faithfully observe and kaep the rules and regulations of the County Board of Education, and keep your school graded? ORTHOGRAPHY. 1. Anodyne. 20. Psychology. Mark Twain on Spelling. Some time since there was a spelling match at the Asylum Hill Congregrational Church, Hartford, Conn., and . Mr. Samuel L. Clemens (Mark Twain), being called on for a few preliminary remarks, spoke as follows: Ladies and Gentlemen,-I have been honored with the office of introducing these approaching orthographical solemnities with a few remarks. The temperance crusade swept the land some time ago, that is, the vast portion of the land where it was needed, but it skipped Hartford. Now comes this spelling epidemic, and this time we are stricken. So I suppose we needed the affliction. I don't say |