the power of habit of reflection; the power of growth; and efficiency, or the power to do."

This is excellent, but I believe it falls a little short as the complete characteristics of an educated man. To these five I would add at least one more. This one would be a general knowledge of the general fields of knowledge, with a special knowledge of some one field. This would mean that to be really educated one must possess such knowledge as may be acquired by completing a high school course; a college course or several years of college study; a special study of some one field of knowledge, such as literature, science, history, law, medicine, agriculiure, mechanics, domestic science, business, music, art, expression, etc. It means that the really educated must have a general, also a special educationa training.

This is an age of specialization and specialists. Special educational training can not be successfully pursued except through general. The general education must come first. The world is demanding specialists, the specially trained. If education fails to meet this demand í regardless of our narrow views) then education is a failure.

CHAPTER VI.

1. A man's life work, his trade, calling, or profession, we call his vocation. Also, for recreation or change, a man may have to do with some other calling which other calling he engages in only now and then for a change. This other or secondary calling, trade or industry we call avocation. For example, a teacher may garden some, "on the side, as we say. The lawyer may raise chickens as an avocation. The farmer may take up some literary work. These are avocations. The vocation should be pursued to gain money and leisure for the vacation.

2. "The manual industries as well as the fine and useful arts imply, for their successful prosecution, co-ordination and co-operation of eye and hand, and a certain amount of trained dexterity." "In other words, hand or manual training has an intellectual reaction, if properly planned and interpreted.

These facts mean that certain acts or stages of motor training are useful both as training for vocation and as training for avocation.

In a general way, manual training means hand work, such as elementary basketry, bench work in the shop, etc. Vocational training is a broader term than manual training and includes a certain line or amount goes to make up one's vocational training. One may elect a domestic science course. All the related studies in the course make up and constitute her vocational training. Industrial training is still a broader term than vocational training. It includes both vocational and manual, includes studies and activities having to do with man's physical well being, has to do with the so called "bread and meat” part of education. Agriculture, domestic science, carpentry, etc., are industrial subjects.

3. Vocational training should not begin before the seventh school year. The child is too young to begin before this time and also, his time is better spent on his literary studies. It should be excluded, therefore, from the sixth year elementary course.

There are two forms, generally, of vocational training. "There will be the special secondary schools of two, three, or four years courses for those boys and girls who are able to give their full time to school work and who choose one of these vocational secondary schools in preference to the general secondary school course. And again, "there will also be continuation schools, with evening instruction, for those children who are compelled to become wage-earners as soon as compulsory-education and child-labor laws iwll permit them to do so."

The relative merits of each form can be seen at once. The child works all day, can get very little from a few hours schooling twice or thrice per week. The pupil devoting his whole time during the day, to vocational training progresses rapidly.

4. Early vocational training is dangerous for the following reasons: The child is too young to know its own inclination and too young for the parents or teacher to decide. The young child has not enough foundation in age, experience, or education. Experience has shown that too early rushing into vocational work has led to much harm, failure and inefficiency. Other dangers might be cited.

5. "At the ottom of the educational process lies discipline, and the purpose of discipline is to develop the power of self-discipline." "The patience to be thorough, the concentration to understand, and the persistence to grasp and to apply, are three traits that very clearly mark off the truly educated and disciplined man from his uneducated and undisciplined fellow, and they are precisely the three traits which are most overlooked and neglected in the modern school and college curriculum." Discipline is or should be for the purpose of cultivating self-discipline.

This being true, the child should be taught to do well what it does do, avoid careless and slovenly work; a few things done well is better than many things half done; read good books thoroughly. These lead to selfdiscipline.

6. Thus far, the American people have prospered greatly because of the enormous natural resources spread out before them. This condition is now coming to an end. Hereafter, waste must give way to thrift, and rough guesswork to careful planning. This means that trained industrial (vocational) skill is a factor in the nation's prosperity.

This being true, vocational training must help the community colve its economic and social problems. The community is engaged in vocational work, hence the need for vocational training.

CHAPTER VII.

1. Standards of weight and measurements are determined and urement, the pound weight are standards (an actual yard length and pound weight) kept by the United States government at Philadelphia or Washington, D. C. These standards are kept free from dust, extreme heat and cold so that an exact yard, an exact pound as a standkept, with great care and expense, by governments. The yard measard may be had at all times. All other governments have their standards of weights, measurements, etc., kept similarly.

But we have no fixed standards for intellectual and moral measurements. In a general way each of us has a hazy, vague notion of our standard. We generally judge others acccrding to our imaginary standard, but rarely judge ourselves. We see the mote in the other fellow's eye but fail to see the beam in our own eye.

Education could and should do much to set a fixed moral and intellectual standard. But to do this the teachers themselves would have to have a fixed and universal standard. In a country like ours where there are so many conflicting ideas, customs, beliefs, practices, etc., intellectual and moral standards would have to be stated in general terms. Yet, we should, in this general way, impress the pupils more forcibly with the idea of intellectual and moral standards. The pupil should be taught to measure himself—to set a standard for himself. 2. Also 3, are personal questions.

4. Selfishness vitiates and destroys all standards of conduct. We should watch ourselves and not "do the other fellow before he does us," but act toward others as we would have others act toward us.

5. It is everyone's duty to study self, to examine self, to develop self. This self development which is our first duty, can be secured only by constantly keeping in our "mind's eye" a high and steady standard. And this standard should, as we grow in knowledge, continue to grow toward a more perfect standard. Both ourselves and our standard should steadily grow toward a more perfect standard. This growth can be attained only by continued study, observation, and reflection-think.

"Thought is another name for fate."

Browning-How To Know Him

James R. Jackson.

Pages 132-154.

1. We can best verify this statement by quoting from some of his

poems:

In Evelyn Hope,

"And the sweet white brow is all of her."

In The Last Ride Together,

"My mistress bent that brow of hers."

In By the Fireside,

"Reading by firelight, that great brow
And the spirit-small hand propping it."

In the Statue and the Bust,

"On his steady brow and quiet mouth."

2. Tennyson's rejected lovers whine, rage, and seem astonished that they should be refused. On the other hand Browning's rejected lovers

think only of the woman and love her more than ever. They are chivalrous and good losers.

3. The colors suggested, such as the grey sea, the black land, the yellow moon, and the golden light of morning, as well as the sounds and smells, give the poem its effect. The half-moon could not be scientifically low at dusk and Browning was usually accurate in such matters.

4. The man speaks in "Parting at Morning."

5. He tries to make the situation easier for the girl and promises to treat her only as a friend.

6. That it is better to be rejected by the one girl, than to be accepted by any other. Each is thankful just to have known the woman he loved and proud even to have been refused by her.

.

Pages 154-168.

1. Love is given its place as the supreme fact in human history. Up to the 5th stanza a parallel is maintained between the present peace of the vast solitary plain and its condition years before when it was the center of a great city. From the 5th stanza to the close the contrast is between this civilization and the eternal quality of love.

2. Reckless and disrespectable.

They have just observed an all night dance resort and say to themselves that this is the place for them.

3. His clandestine meetings with the girl he had loved.

4. By showing that love is its own reward; it may be sad not to have love returned but the worst is to lose your capacity for loving.

5. What Browning meant to say in this poem was that love is the greatest thing in the world.

Page 169-189.

1. A dramatic monologue is a series of remarks, usually confessional, addressed to a group of listeners.

2. It is the heroic couplet, yet the rime is scarcely heard at all. This is accomplished by the running on of the sense from one line to another. Browning reveals the Duke's character to us by having him describe his wife. He said that his wife was flirtatious, plebian in her enthusiasm, and not sufficiently careful. She died broken hearted. The last two lines show the way he treated his wife, and the attitude he would be likely to take toward another.

3. He was resolute, unhesitating, and instantly master of the situation. She told her husband that she had been telling about her hawk

as she could not talk of the great event of her life before her children. 4. In not being addressed to a listener. We know Lawrence is not to blame by the way in which his enemy describes him.

Pages 189-203.

1. Because of the gallop of the verse, the change from moonset to sunrise, the scenery rushing by, the splendid spirit of horse and man, and the joy of the rider as he enters Aix. It would be quite easy to see the nostrils anod eyes of the horse as he threw back his head, and the ears are often fixed, one ahead, and one turned back.

2. During this period the church was rampant with power and many of the churchmen were as corrupt as the Bishop of our poem. His life had been one of sensual delight and at death he thought first of the disposition of his body. He has already outwitted Gandolf in securing the woman they both had loved. His tomb was to be in a spacious corner from which the pulpit could be seen, and from which you could also see the choir, and into the dome. Columns of peach blossom marble surrounded his tomb. His shameless cynicism and his confusion of gender in his pronouns showed that his mind was wandering.

3. The lady was small in size while her rival was larger, with masculine eyes. It is a true study in jealousy because she did not think of harming the man, her only hate being against the woman. The lack of smoothness in the first line is due to the fact that she is speaking with compressed lips, her voice convulsed with hatred and a resolution for revenge.

A Modern World Wonder

The following description of the Catskill Aqueduct, New York, taken from the Christian Science Monitor, will be appreciated by the geography teacher and all who are interested in the great things of the present day.

The water-supply system of New York City is one of the wonders of modern times. This might have been said of it truthfully even before the inauguration of the marvelous project in the Catskills, now completed, which adds 250,000,000 gallons daily, to begin with, and is capable of developing twice that amount. The city's daily consumption of water at the present time is 550,000,000 gallons daily, or nearly 100 gallons per day per inhabitant. This supply has been obtained from various sources and in various ways. In the boroughs of Manhattan and Bronx, it has come, heretofore, from the Croton, the Bronx, and Byram watersheds. In these two boroughs approximately 350,000,000 gallons are used every day. In Brooklyn about 80 per cent of the water comes from wells, the remainder from small streams and watersheds having an area of nearly 170 square miles. It requires about 30,000,000 gallons daily to supply a part of the Borough of Queens. In Manhattan, up to this time, Croton water has been used entirely. The Croton system covers an area of 375 square miles, and the water is brought from a number of reservoirs, through more than thirty miles of masonry conduit, to municipal distributing reservoirs.