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Classic for Reading or Recitation.

"Strange! to think how the moth-kings lay up treasures for the moth, and the rust-kings, who are to their people's strength as rust to armour, lay up treasures for the rust; and the robber-kings, treasures for the robber; but how few kings have ever laid up treasures that needed no guarding, treasures of which, the more thieves there were, the better! Broidered robe, only to be rent,-helm and sword, only to be dimmed; jewel and gold, only to be scattered, there have been three kinds of kings who have gathered these. Suppose there ever should arise a fourth order of kings, who had read, in some obscure writing of long ago, that there was a fourth kind of treasure, which the jewel and gold could not equal, neither should it be valued with pure gold. A web more fair in the weaving, by Athen's shuttle; an armour, forged in diviner fire by Vulcanian force, -a gold only to be mined in the sun's red heart, where he sets over the Delphian cliffs;-deep-pictured tissue, impenetrable armour, potable gold! the three great Angels of Conduct, Toil and Thought, still calling to us, and waiting at the posts of our doors, to lead us, if we would, with their winged power, and guide us, with their inescapable eyes, by the path which no foot knoweth and which the vulture's eye has not seen. Suppose kings should ever arise, who heard and believed this word, and at last gathered and brought forth treasures of-Wisdom for their people?"-John Ruskin.

Further Suggestions to the Teacher.

It will be understood that this and the following lesson belong together. The subject is divided merely for the sake of convenience. Care should be taken not to enter into any discussion as to the policy of nationalizing industries or enlarging the system of

municipal ownership. This would involve “politics" and have no place in our series of lessons. What we should do would be to deal with facts as they are, using these facts as a means of impressing the minds of the young people with the importance of their country and its government. The poem which has been introduced is not very valuable as literature, but it has a ring to it which may please the class members, and there is a practical suggestion in the sentiment of the closing lines. The points of these two lessons would come out more attractively if pictures could be used from time to time, in order to make the statements more concrete. A blackboard would be especially serviceable in jotting down the points as they are enumerated. The lesson might close with some talk about the "Memory Gem” at the beginning, as we ask, why the phases of the subject presented here should kindle such a sentiment as these lines convey. Emphasize the word "evermore."



MEMORY GEM-"Such is the patriot's boast, where'er we roamHis first, best country ever is at home."



Have you thought anything further about it? I asked you to find out more about what our country does for us.

There is one great institution provided or conducted for us, which we did not mention at all. You know when we speak of our government we mean not only that at Washington, but that of our state and our city. All this, you remember, is the government of our country, which we as citizens establish or carry on.

Now what great institution is there, which our city government provides for us, or, rather, provides for the children?

In the morning, after breakfast, where are you expected to be after nine o'clock, unless it is vacation time? "At school?" Yes, but is it a private school? "It depends on the pupil," you reply.

But what are the largest schools that some of you perhaps belong to? "Public schools?" And what do you mean by that term? What is the difference between a public and a private school? I ask. "Why, a public school is for everybody. It is free to all."

Yes; I quite understand you. But that is not what I have in mind. Who has charge of the public school? "Oh, the teachers!" Yes, but I don't mean

the teachers. Who provides the money? "The citizens, the taxpayers!"

But you do not catch my point yet. Under what general management does our public school system come? Is it a private enterprise like our express companies? "No," you tell me, "it is a public enterprise."

What do you mean by that? "Why, it is managed by the town or the city." Do you imply that the whole city government looks after the public schools? "No," you reply, "there may be a school board or school committee." Yes, you are right; and that school board is a part of the town or city government.

Have you any idea how many public schools there are where you live; what is their number? Do you know how many teachers are employed for these institutions? Have you any idea how many children there are in all these schools?

What do you suppose it costs to carry on the schools of your community just for one day? How much do you think the school board has to spend in one single year?

How many children are there in the public schools of the whole United States? Can you give me any figures as to what it costs in one year to conduct the public schools in our country? How many teachers, do you suppose, are employed?

Note to the Teacher: It would be worth while to get the answer to these various questions through the last local School Board Reports, or through the reports of the National Superintendent of Education. Where the figures cannot be secured otherwise, they might be had through the United States Census. But it is important to work upon the imagination of the pupils on this subject. Proceed from the smaller figures to the larger, little by little, so that the young people shall gradually come to a feeling as to the immensity of the public school system. Then under all those figures write down the words, "Our Country," so that the scholars

shall feel that this is one of the institutions that we get by having a state and a government. As it is a subject which would naturally interest them, we may find it advisable to go quite a good deal into details. Only keep the fact always in mind that this is not a lesson in Civics, but that our purpose here is to arouse a deeper regard for citizenship and its responsibilities.

I fancy by this time you think we are coming pretty nearly to the end of our subject. But I am not sure of that. Is there nothing more?

Sometimes, if we reside in a large city, we may enter a big building there, and meet a lot of young people coming away with books in their hands. Where have they been if it is not a school building? "The public library?"

And who manages that library? The "library board?" Yes, but is that a private enterprise like an express company? "No, it is different." Why is it not the same? "Because," you tell me, “it is managed in another way."

And how is it provided? "As to that, it is conducted by the town or city government." Yes, you are right. Do you think, then, it is our country through its government which gives us our public library?

"Not altogether," you insist. And why not? "Because many of the public libraries in this country have been given in part or in whole through the generosity of private citizens." You assume, do you, that such institutions ought to go under the name of the donor rather than be regarded as public institutions?

"No," you hesitate, “not.exactly." And why not? "For the reason," you continue, "that they are carried on by the town or city government.

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Would the persons serving in that library, including the librarians themselves, be like private citizens as officers of private companies? "No, they would

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