have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth.-Abraham Lincoln. Oct. 24.

HOW A GREAT TEACHER WON A PUPIL.

PROF. ADDISON HOGUE.

'HE teacher was Socrates. The par

THE

ticular pupil in question (and it was "in question" with a vengeance), was named Euthydemus. He was fond of reading, and spent quite a sum in collecting the works of celebrated writers. In fact, he had quite a noted library. But he had one radical defect that was likely to vitiate his good work. He imagined that he knew it all." He was young, and so was not yet able to be a member of the Athenian Ekklesia (“ General Assembly," as we might call it), and to address the people, though he had not the slightest doubt as to his ability to give the very best advice on any subject that might come up. Whether it was a matter of trade or finance; of war, peace, or alliances, he felt perfectly competent to give wise counsel. Socrates saw that there was good in the young fellow, but that the conceit must first be gotten out of him. "Seest thou a man wise in his own conceit? There is more hope of a fool than of him." Socrates did not know this was in the Bible, but he believed in it, all the same; for if ever a man lived who was a mortal foe to all sham and pretence, that man was Socrates.

The first step was to arrest the attention of Euthydemus, and get him interested. Socrates did this one day by directing a conversation not to Euthydemus, but at him. In this conversation Socrates expressed his astonishment at a thing that in our own age is seen in a great many people who ought to know better; and that was, the notion men have that the difficult art of guiding the affairs of a city or a state comes to men of its own accord, although other and far inferior matters have to be learned from competent teachers. Euthydemus took ro part in the conversation, but Socrates saw that his interest was aroused. an opportunity he sought a private interview with Euthydemus. Why so? Because the young fellow had some painful mental surgery to undergo, and no others

So at

were to witness his discomfiture and mortification. But as the patient was to be convinced of the surgeon's kind intention, Socrates began by paying Euthydemus a well-deserved compliment for laying up treasures of wisdom rather than of silver and gold. Socrates thus showed his great common sense and his knowledge of human nature; for merited praise judiciously bestowed is one of the strongest levers a teacher can use when he wants to move a pupil in any given direction.

Of course, Euthydemus was delighted, and the approbation of the great teacher acted as a sort of anodyne for the pain that was to follow. Socrates then began to question him as to his purpose in life, and as to the use he expected to make of his acquired knowledge. At first Euthydemus had no answer ready; but at last, guided by the teacher's questions, he admitted that he wanted to be a leader among men, and this naturally led Socrates to show the need of special training if one is to become expert in any given line of work. One of the prime requisites for leadership, viz., justice, Euthydemus was sure he already possessed in as great a degree as any one else. But when Socrates pressed him to define justice, Euthydemus was chagrined to find that he was utterly unable to give any clear and comprehensive statement of the difference between justice and injustice, or between right and wrong.

They then took up point after point, and each time Euthydemus felt that he now had a subject on which he could maintain his ground. But in every instance, the questions of Socrates proved that Euthydemus had not done any clear and satisfactory thinking on the matter, even though at times Socrates purposely presented a weak and sophistical argument, to see if Euthydemus could not meet it.

At length they part-Euthydemus the most crest-fallen man in all Athens. But he was bent on improvement; and he had the sense to see that his best hope of this lay in association with Socrates. So, with his conceit all gone, he sought out the great teacher, and spent all possible time with him. Now Socrates had a good working basis, and mark his subsequent procedure, as told by Xenophon:

"When Socrates found that Euthydemus felt this way, he would not confuse him in the least; but in the simplest and

HERE is a plausible but canting phrase, which says that the high school provides a training for life, the preparatory school a training for college. The fact is that the secondary school should provide a good training for life,

A

by saying that it was the most optimistic human document he had ever seen. perfect stranger to all the men, and of a different race, he nevertheless appreciated in the older faces the immense improving effect of the experience of life.

It is safe, then, to rely on the development of good mental and moral quality out in the world after leaving school, college, or professional school, provided that the preliminary training has been sound and well directed. Secondary schools need no longer feel that now or never is the time for their pupils to acquire useful information. It will be enough if they teach them how to get trustworthy information, and to desire it.-Atlantic Monthly.

EDUCATION AND IGNORANCE: A CONTRAST.

BY A. E. WINSHIP.

WE have paused long enough on the

a better training for life, beyond twentyone or twenty-two; and the professional school a still better training for life, because the training is prolonged to twentyfive or twenty-six years of age. But the graduate from any one of these three institutions should find, in his own case, that the training which active life affords is the best he has ever had, because more strenuous, more responsible and more productive. Any institution of education may calculate on the prodigious development in mental powers and moral character which the man or woman, well started in youth, will undergo through experience of life in the actual world.

When the class of 1853 graduated at Harvard College, photographs of the whole class were taken and preserved in book form. Forty years after, the photographs, of all the survivors were taken and placed in a similar book, each older photograph opposite the younger photo graph of the same person. The resulting volume was lying on my table at home when a French gentleman, who had been for some years the librarian of the Argentine Republic, called to see me on his way to Paris. As I was obliged to keep him waiting a few minutes, he picked up from the table that book of photographs, and soon became absorbed in examining it. When I joined him he was full of eager inquiries about it, and concluded

athan Edwards. athan Edwards. We have seen the estimate in which he was held by his contemporaries at home and abroad, and by close students of the history of his times. We have seen what he inherited, and by what training, and in what environment he was developed. We have also seen the terrible strain to which his children were subjected in childhood from lack of school privileges and pleasing social conditions. It remains to be seen what kind of men and women these children became with childhood disadvantages, but with a marvelous inheritance and the best of home training.

Mr. Edwards died at fifty-six, and his widow a few weeks later. Both died

away from home. The family was still among the Stockbridge Indians. The oldest son was but twenty. There were five children younger than he. The youngest son was eight, and the other but thirteen.

To make the picture more clear, it must be understood that to these six orphans, under twenty-one, there came at the time of their father's and mother's death, two little orphans, aged four and two respectively, Sarah Burr and her little brother Aaron, whose mother, an elder sister of the Edwards children, had died of small-pox at twenty-six, while caring for her father, who died of the

same disease. Her husband had died a few months earlier. Here was a large family from which father and mother, older sister and brother-in-law had been taken almost at a single blow, leaving also these two little orphans to care for.

And with all this there was no adequate financial inheritance. It is true that the father had been elected President of Princeton College, but there were only about seventy students then, and besides, he had hardly entered upon his official duties when he died. The inventory of his property is interesting. Among the live stock, which includes horse and cows, is a servant upon whom a moderate value is placed. The slave was Titus, and he was under "quick stock" and not "live stock." He was valued at $150. His books were valued at $415. The silver was inventoried as a tankard valued at $60, a can and a porringer at $47, and various other articles valued at $85.

The chief material legacy was his library, which is inventoried as consisting of 301 volumes, 536 pamphlets, fortyeight maps, thirty unpublished manuscripts, and 1,074 manuscript sermons.

If Jonathan Edwards did not leave a large financial legacy, he did impart to his children an intellectual capacity and vigor, moral character and devotion to training which have projected themselves through eight generations without losing the strength and force of their great

ancestor.

Of the three sons and eight daughters of Jonathan Edwards there was not one, nor a husband or wife of one, whose character and ability, whose purpose and achievement were not a credit to this godly man. Of the seventy-five grandchildren, with their husbands and wives, there was but one for whom an apology need be offered, and nearly every one was exceptionally strong in scholarship and moral force.

Remember the size, ages, and financial condition of the family when the father died, the sons being aged eight, thirteen, and twenty, and then consider the fact that the three sons graduated from Princeton, and five of his daughters married college graduates, three of them of Yale and one each of Harvard and Princeton. A man might well die without lands or gold, when eight sons and sons-in-law were to be men of such capacity, character and training as are found in this family.

They were not merely college graduates, but they were eminent men. One was the President of Princeton and one of Union College, four were judges, two were members of the Continental Congress, one was a member of the governor's council in Massachusetts, one was a member of the Massachusetts war commission in the Revolutionary war, one was a state senator, one was president of the Connecticut house of representatives, three were officers in the Revolutionary war, one was a member of the famous constitutional convention out of which the United States was born, one was a famous divine and pastor of the historic North church of New Haven, and one was the first grand master of the Grand Lodge of Masons in Connecticut. This by no means exhausts the official useful and honorable positions occupied by the eight sons and sons-in-law of Jonathan Edwards, for it makes no account of their writings, of noted trials they conducted, but it gives some hint of the pace which Mr. Edwards' children set for the succeeding generations. It should be said that the daughters were every way worthy of distinguished husbands, and it ought also to be said that the wives of the sons were worthy of these men in intellectual force and moral qualities.

Contrast this group of sixteen men and women with the five sons of Max and the women with whom they lived. In this group there was not a strain of industry, virtue, or scholarship. They were licentious, ignorant, profane, lacking ambition to keep them out of poverty and crime. They drifted into whatever it was easiest to do or be. Midday and midnight, heaven and its opposite, present no sharper contrasts than the children and children-inlaw of Jonathan Edwards and Max.

The two men were born in rural communities, they both lived on the frontier, but the one was born in a Christian home, was the son of a clergyman, of a highly educated man, who took the highest honors Harvard could give-taking the degrees of A. B. and A. M. upon the same day-was himself highly educated in home, school, and at Yale College, always associated with pure minded, earnest persons, and devoted his thought and activity to benefiting mankind.

Max was the very opposite of all this. There is no knowledge of his childhood or of his parentage. He was not bad, as bad men go; he was jolly, could tell a

good story, though they were always off color, could trap unwary animals skillfully, was a fairly good shot, but no one was the better for anything that he ever said, thonght or did. Jollity, shiftlessJollity, shiftlessness, and lack of purpose in one man have given to the world a family of 1,200, mostly paupers and criminals; while Edwards, always chaste, earnest,

and noble, has given to the world a family of more than 1,4000 of the world's noblemen, who have magnified strength and beauty all over the land, illustrating grandly these beautiful lines of Lowell:

Be noble and the nobleness that lies
In other men, sleeping, but never dead,
Will rise in majesty to meet thine own.
N. E. Journal of Education.

THE SCHOOL JOURNAL.

LANCASTER, NOVEMBER, 1899.

More people drown in the glass than in the sea.

The bird is the balance in nature, keeping under the insect life, that fruit and grain may ripen and animals and men may live. Do not kill it or disturb its nest.

Ye may be aye sticking in a tree, Jock; it will be growing when ye're sleeping.-Scotch Farmer.

The best of men that ever wore earth about him was a sufferer, a soft, meek, patient, humble, tranquil spirit; the first true gentleman that ever breathed.-Decker.

I expect to pass through this world but once. Any good thing, therefore, that I can do, or any kindness that I can show to a fellow-creature, let me do it now. Let me not defer or neglect it, for I shall not pass this way again. -Edward Courtney: Engraved also upon his tomb. N. C. SCHAEFFER.

J. P. MCCASKEY.

THE thirtieth Arbor Day for Pennsyl

ΤΗ

vania was observed by the planting of trees and in appropriate programmes in many parts of the State. The observance at the Lancaster high school was in the usual interesting fashion. There were about one hundred and seventy-five trees planted. These were distributed at eleven o'clock, after instructions as to how they should be planted and cared for by the boys. After the noon recess both schools assembled in the boys' study hall, on the second floor, for a hearty programme of readings, recitations, and music. The choruses were given with Professor Matz's usual vim and finish, and the orchestra, under the lead of Prof. Thorbahn, did their work well. The Principal of the school, who conducted the exercises of the day, spoke of the good work of him who plants trees, and of the eloquent tribute paid on the preceding Wednesday evening at the Court House, by Lieutenant Colonel Barnett, to one of Lancaster's most noted tree-planters, Dr. Thomas H. Burrowes. Among the finest trees in this city are some of his planting. But Colonel Barnett, in his address, had reference to other planting that means perpetual fruitage. Mr. McCaskey mentioned also the

interesting fact that to-day is the thirtyfirst time the school has planted more trees than there have been pupils enrolled on any such occasion-the school having made one such planting the fall before Dr. Higbee introduced Arbor Day into the State of Pennsylvania. He said that he had just received a letter from Dr. Rothrock, Forestry Commissioner of Pennsylvania, who would have been glad to make an address to the school on this thirtieth Arbor Day if it were not for an engagement which made it necessary for him to be in Monroe county. He writes most hopefully of our Forestry prospect, and says that Governor Stone will leave this important interest of the Commonwealth far in advance of where he finds it.

THE principal of one of the Allentown schools, Miss Ellen T. Gabriel, writes October 18th: "I received the copies of Music and Memory Work Supplement and the beautiful pictures of the Lincoln Art Series in good condition. The teachers using the Supplement are delighted with it. They find their pupils take great pleasure in it. Its chief value is in the selections of prose and poetry, the studying and memorizing of which can not be otherwise than elevating. The scriptural readings are also of great benefit to the pupils, as by frequent repetition some of the most beautiful passages from the Bible are committed without much effort. The Songs and Hymns are first-class. The pictures are excellent, and well suited for the school-room."

Those who are using it speak well of it, and where it is given out to the teachers at Institutes, it is not only satisfactory for its music, but not a few growing teachers think they get more out of it that is of permanent good in their work than from all the rest of the week, for they take it home and read and think,

and are more and more impressed with the value of good memory work, testing it in their schools, and themselves becoming more familiar with gems of literature.

A SYSTEM has been established in Philadelphia whereby teachers are given permission to take their classes for onehalf day, once or twice a year, to Fairmount Park, and to the Zoological Gardens, such visits to be regarded as a part of the regular class duties. In Germany In Germany such an arrangement is a regular part of the programme in many of the schools. Speaking on the subject, Superintendent Brooks said that one of the principal subjects of instruction in the elementary schools is nature study, including lessons on both animals and plants. Through the generosity of the managers of the Zoological gardens, the Superintendent is furnished annually with about 125,000 tickets, which admit both teachers and pupils to the gardens, and, to make the visits of greatest benefit to the children, the teachers, he said, should accompany their pupils, while the information obtained by such visits can be utilized in subsequent instruction in the class-room.

MR. W. H. STEVENS, Secretary of the School Board of Granville Summit, writes: "The members of the Board join with me in heartily thanking you for the picture, 'Christ Blessing Little Children.' It is a very fine thing; I wish it could be placed in all our schools. It would be good for the pupils and would bring to the mind of the teachers the responsibility which rests upon them in the training of the children.

We have little doubt that the sending out of this picture through the State with the current volume of The Journal is the best work we shall be able to do during the present year. It is a silent preacher, teacher, friend, whose influence is everywhere and always for the highest good, and it adds beauty wherever it goes.

DR. A. E. WINSHIP, a gentleman who is well known to the teachers of our state, says in a recent article: "Pennsylvania's grandeur is not to be appreciated in figures nor in adjectives. It is something to be seen to be known, to be enjoyed to be appreciated. Of the many privileges that the past twelve years have brought me through the lecture platform and the opportunities of the city associa

tion and the county institute, few features ar are so highly prized as the opportunity to know the great state of Pennsylvania. There is no section of the state with which I am not well acquainted. In nearly every large county I have been from one to five times, and in most of the other counties for a week or more. There is scarcely a city in which I have not spoken several times, and everywhere the opportunity has been improved to visit mines, industrial plants, historic places, institutions, and points of scenic beauty. No one to whom such privileges have not come can have any idea of the satisfaction derived from such a knowledge as this gives of this majestic state, for which nature has done more than for any other equal area. Eight weeks a year for ten years I have allowed myself for Pennsylvania, which is far more than I have ever been able to set aside for any other state, and it has been an eminently satisfactory use of the time. There is not a county in the state, so far as my experience goes, in which there is to be found a hall or court room large enough for the throng that comes. Every seat and all available standing room is taken. Not infrequently hundreds of people will stand for nearly three hours of an afternoon to listen to educational addresses, staying till the last word is spoken.

PENNSYLVANIA GERMAN.

THE

HE annual meeting of the Pennsylvania-German Society, held in the latter part of October, was unusually interesting, even for this Society noted for its successful meetings. This editorial article from the pen of Mr. Frank R. Diffenderfer, associate editor of the Lancaster New Era, and one of the most earnest and valuable members of the Society, will be of interest to many of our readers. Says Mr. Diffenderfer:

"The annual meeting of the Pennsylvania-German Society in the thriving borough of Ephrata last week was perhaps the most striking event in the history of the place during the past hundred years. It drew to the historic spot men and women from every part of the State, and even from other States, and they were representative men, too-men drawn from every avocation of life, from the highest to the humblest, by fraternity and kindred blood. It was a gathering