plan or method and not particularly beneficial. Just how to conduct them in order to awaken this love, and to enable pupils to form some acquaintance with our best authors must depend upon circumstances. But the main idea is to select some one author, as Longfellow, Whittier, or Holmes, and to study his works for some length of time. Where possible for the pupils to gain access to the works of a given author during the week, a reading course could be laid out, and, on Friday, the matter previously read would be a subject of discussion. Then favorite passages could be read, short selections recited, and papers presented bearing upon the author or his works. Where, from lack of time and books, the pupils would be unable to read during the week, the chief object of the Friday exercise should be to present as much matter from the author, and to give as much collateral information as possible, in the given hour. Such work should be systematic, each week being devoted to a special topic. But to enter into further details of such work is here impossible. By keeping in view its purpose, ways of doing it will suggest themselves. To repeat, its purpose are; to cultivate a love of good reading, to gain some acquaintance with our American writers, and to give an impulse toward further reading on the part of the pupils. The number of authors chosen must be limited; and for this reason the principle of association of ideas, should be applied as a means of acquainting the pupil with the names and best works of other writers. The literary friends of an author, and the sources of his inspiration may be links by which such knowledge is added. A brief outline or history of literature, studied some time during the course, would also aid materially in this respect. Such knowledge of authors and their works is valuable, not in itself, but as a guide to the pupil in his selection of reading matter, when school days are over; as such aid it deserves consideration. But it is impossible to enlarge upon this topic here; and I close these remarks by again urging the importance of the study of English-and particularly of that branch of it we call literature, which, if not of practical worth, has value of a nobler sort.

MR. ANAGNOS, Principal of the Perkin's Institution for the Blind, at South Boston, writes: "Our teachers are directed, while giving instructions in physiology and hygiene, as well as in chemistry and political economy, to dwell with great emphasis on the question of temperance in its broadest and most comprehensive meaning, with special reference to the deleterious effects of alcohol. We do this not

only in compliance with the requirements of the law, but also in discharge of a solemn duty, which becomes all the more imperative because of the many terrible object lessons on the results of intemperance through heredity which come to our notice."

THE DRESS OF TEACHERS.

Educational Journal:

To my mind this subject is one of vital importance, not only to our teachers, throughout the land—but to the girls and boys in every school also; and no matter how much book learning our teachers may have no matter how successful in teaching they may becomeunless they understand the laws of hygiene so far as the proper cloth. ing of the body is concerned, and practice it too-their life work is a failure, and their example an injury to the scholars under their care. How many of our Normal School graduates fill an early grave, not so much through over study as from insufficient and improper clothing. Living for years in San Jose, and knowing intimately many students of the Normal School, I feel confident of the truth of my words when I say that not one-quarter of the lady pupils are clothed warmly enough for an evenly balanced circulation to be possible. Overwork and underfeeding are bad enough, but when the feet and hands are kept constantly cold, and the head and brain as constantly hot, it is easy to predict dire results 'ere long, and such results show themselves, in the early dying off of those constitutionally the weakest and the bloodless and nerveless remant left to fill our schools; and set an example of physical degeneracy to our growing boys and girls.

Instead of the robust, hearty, rosy and cheerful teachers, we see delicate, fragile, nervous girls who rarely are able to teach more than a few years when they marry and make sickly wives, and mothers of even more sickly, weak children. Such are the facts in the case, and I ask what good does an education do the masses, if it is not to be of use to them-to teach them how to broaden their days and lengthen their lives and be a living and healthy example of what true education is for and worth to mankind?

Of the half dozen or more teachers who have taught in this district not one lady has been clothed properly in warm thick flannels from head to foot, and been properly provided with rubber overwear, for stormy weather. What does a gossamer and slipper over-shoes amount to in any storm outside of paved city streets?—and why should they dress less warm than a strong man? Dress a man in any woman's clothes, and send him out to breast the storm, and see it even he could keep warm and strong long? Is there any wonder our teachers are invalids though they do not admit it—yet any man teacher who could not walk a mile and a half to school daily, or who had to

wear a wrap about his shoulders all school time-and sit either with cold feet all day, or else keep them at the fire half the time—and who suffered with headache and cold feet nearly all the time-would certainly be thought either very delicate or sick-would he not? My heart warms to the subject as I write and I wish all female teachers who read these words, would take a fresh start and live up to their highest knowledge on this subject, even if it took their last dollar. Buy some warm jersey fitting flannels, covering from feet and hands to neck. Woolen stockings-warm ones-any style of neat fitting waist with no bones, and button on all skirts-thus avoiding any ligatures about the waist. For winter wear, warm wool dresses made short for walking and broad thick soled, low heeled boots-while for wet weather rubber boots and thick rubber coat, like your brothers' is what will give you protection, and the use of your arms and hands in a storm.

I speak feelingly on these subjects, because they effect our children's good, as well as the good of the teachers throughout the land. In our scarce four years of school-one noble, highly educated teacher has passed on, filling an early grave. Two, after leaving were taken sick, and may never be able to teach again and one was under a doctor's care and could not walk. If this is the experience of one district, what would be the report of a universal investigation? Teachers, raise the standard of health among you! Let each strive to report "warm feet, clear head and rosy cheeks." Take an honest pride in "walking boots," and don't let any man teacher boast of showing more good sense in dress, than the pretty school ma'ams do, MRS. L. P. J. HERRING, M. D., Castle Rock School District.

SHORT STOPS.

Stop shirking your duties. Stop neglecting to return borrowed books. Stop indulging in more than one hundred pounds of self-conceit to the square inch. Stop supposing that the world could not get along pretty well without you. Stop looking at the dark side of life. Stop giving way to tault-finding. Stop furnishing your friends with the minute particulars of your bodily ailments. Stop taking pessimistic views of men, things and the theory of the universe. Stop working too hard. Stop working not hard enough. Stop writing to famous people for their autographs. Stop procrastinating. Stop sending to newspapers "something I've just dashed off and haven't stopped to correct." Stop telling a busy man, "I know you're busy, so I'll only keep you a minute," as a prelude to an hour and a half's attempt to talk his arm off--Glasgow Herald.

Q.-If trustees are obliged to close school on account of stormy weather, should teachers lose their salaries?

A. This question, during this exceptionally inclement winter, has arisen in so many places as to threaten the piece of mind, and the pieces in the pocket of a large number of teachers.

I think the teachers are entitled to the salary, providing they were at all times ready for service. Neither teachers nor trustees were responsible for the storm. The suspension was brought about by an "Act of Providence," and it such cause prevented the district from maintaining a full six months school, it would not lose its State appointment. Neither should teachers lose their money. The chief loss falls upon the pupils, who lose their instruction, but this is unavoidable.

MONEYS RECEIVED FOR BENEFIT OF A SCHOOL MUST BE PAID TO COUNTY TREASURER.

Q. What should be done, when trustees give an entertainment for the benefit of the school, and refuse or fail to turn over the proceeds to the County Treasurer ?

A.-In such a case they fail to fulfill the duty which is specifically laid down for them in Section 1617, Sub. 2 of the P. C.

Every willful omission to perform any duty enjoined by law upon any public officer, is punishable as a misdemeanor by imprisonment in a county jail, not exceeding six months, or by a fine not exceeding five hundred dollars or by both, except in cases where a different punishment is prescribed by the Code. Extracts from Penal Code, page 49 of the School Law.

HALF DAY ABSENCES.

Q.-In making out monthly reports, should we count half day absences?

A.-Every half days absence should be noted and counted as such in making out reports.

WHEN DISTRICTS LAPSE.

Q. What is the correct interpretation of the law in regard to districts lapsing?

A.-A district lapses when the average attendance is five or less than five, during three consecutive months.

GRADED AND UNGRADED SCHOOLS.

Q. Will you explain the difference between graded and ungraded schools?

A.--An ungraded school is the various grades or classes are taught by one teacher.

A graded school is one where each teacher has but one grade, or at most two, under his or her charge.

TIME FOR HOLDING COUNTY CERTIFICATES.

Q.--Is the time during which a county certificate must be held, before applying for a State Diploma, a calendar year or a school year? A.-A calendar year.

RECORD OF PUPILS ABSENCES.

Q. When a pupil is absent five consecutive days, should five days absence be recorded against him?

A.-It a pupil has been absent five consecutive days, at the close of the fifth days absence, mark L in the column, representing the last day he was present, and if he returns on the sixth day, mark him reentered and his report will stand: present, 15 days, absent, none.

The Register seems ambiguous on this point and has been so for years. The next edition shall be revised.

RECOGNITION OF STATE N. S. D.

Q.-May a County Board of Education issue a certificate without examination to the holder of a Cal. Normal School Diploma, who is a resident of the county, and refuse to do the same to one who is a nonresident?

A.-County Boards may make such restriction (within the law,) in the matter of issuing certificates, as they deem best; but I think the course referred to would neither be just nor wise, nor productive of the largest benefit to the schools.

The matter of residence should have nothing to do with determining the qualification of a teacher or the issuance of a certificate.