strictions and limitations in text-books and methods as a matter of conscience she cannot submit. They strike at the very foundation of her work.

The quantity of work is also prescribed by the circular: "There will be a large beginning class of first-year students, numbering perhaps a hundred and twenty, in German; an advanced class of second-year students, numbering perhaps seventy-five; a higher division, containing those pupils who are to enter courses in college. in which a maximum equivalent of German is required. These will probably number fifteen." This is an inspiring outlook. At the very least she must teach the same lessons in beginning German to three divisions each day; and to do one hundred and twenty pupils any justice they ought to be divided into four divisions. She must correct one hundred and twenty exercises every day. Besides this, she has about a hundred pupils in advanced classes and discipline all day long. The information on the part of the honorable Board that "the department will consume all her time" seems gratuitous. She is fortunate if it doesn't consume her.

"The salary for the first year is likely to be in the vicinity of seven hundred dollars, but this will depend on the experience and qualifications of the ladies secured." "The school year includes forty school weeks, and the price of board is from six to eight dollars a week," says the comprehensive circular. A" lady" with such endowments and experience really ought to have eight-dollar board. Her board and washing for the school year will take half of her salary. She has left three hundred and fifty dollars for clothes, books, traveling expenses, and incidentals. Let us hope that she can live at home in the vacations.

Is the laborer worthy of his hire?

Ideal for Education

J. H. C.

Last winter the Public Education Association of New York maintained its classes in childstudy, and its public lectures for teachers and others on Friday afternoons. The result of this work has been to greatly enlarge the ideas and comprehension of the women of New York as to the possibilities of education. While, theoretically, this work has been intended to develop an ideal for the public schools, the subjects of the lectures have been so wisely chosen that the audience has conceived an ideal for the education of children of all classes. One of the latest speakers has been Dr. William Woods Hutchinson, of Buffalo, on "Instinct and Interest of the Child in Education." Among the many things said by Dr. Hutchinson none were more impressive or worth more to thoughtful parents than this: "Above all, do not judge the child by our own standards. That is the fundamental error of the non-expert in dealing with the minds of children. They are constantly judged from the adult standpoint." Dr. Hutchinson asks, "Why should a child be taught to count in higher numbers than he has any use for?" Which is but a short way of saying, Adapt all education to the needs of the child. This is the fundamental principle of all true education, and parents and teachers alike are slowly coming to comprehend it.

Educational Extension

The Brooklyn Institute, under the able leadership of Professor Hooper, is now establishing branches of what may be called its Lecture

Bureaus in different parts of the city. Feeling that there was no hall large enough to contain all the members, and that distavce and want of quick connection between several parts of the city prevented many people from availing themselves of the educational opportunities afforded by the Institute, its directors have established branches in several sections of the city, to which its best lec

turers are sent.

The Social Contributor

Recently a woman's page of one of the daily papers told of two or three incidents to show that young ladies in society were often cruelly impolite to one another. They did not introduce men to their girl friends, and did nothing to give girls who were strangers to others a good time.

A mother, who had one son, was determined that he should be a gentleman, that he should meet her standards of what constituted good manners in society. When he went to dancing-school, his mother was his attendant. The first lesson she taught him was not to be in a hurry to select his partners, but look to see if any little girl had been forgotten; if one had been, he must ask her to dance. He was taught that social occasions were his opportunity to contribute to the general happiness of all present. It was this same mother who, when her niece announced that she was not going to college, but into society when she left school, asked, "What have you to give society?"-a view entirely new to many far older than the young girl to whom this question was asked. Manners are the blossoms that take form and color from the home training. If each member of a family is made to contribute to the social life of the family, if each child is trained to be a contributor to every social occasion, is taught that the attitude of the receiver is the selfish, the untrained attitude, we shall hear less of the stupid affairs that our fashionable friends so often attend, and shall never hear comments on the bad manners that are the natural expression of selfishness.