When a note is payable-"one (or more) years after Statutes, and was no longer in force in that state; and this date," it is nominally due on the anniversary of its date. opinion was affirmed in 1890.||

Thus a note executed on January 15, 1894, payable one year thereafter, will be nominally due January 15, 1895. If it be not entitled to grace it will be legally, as well as nominally, due on that day. Where the word "months" is

used, a calendar month is meant and not a lunar month.

I

This is the rule throughout the United States in all cases of negotiable instruments and mercantile contracts. Thus a bill dated January 1 and payable three months after date is nominally due on April 1, and legally due on April 4. A bill or note payable "one month after date" is nominally due on the corresponding day of the next month, if there be such a day; but if there be no such day, then it is due on the day which most nearly corresponds. Thus bills drawn on January 28, January 29, January 30, and

January 31, each payable "one month from date," may all fall due on the same day that is, on February 28.

"THE DAY OF THE LEAP YEAR."

shall be taken and reckoned of the same month wherein it groweth; and that day, and the day next going before, shall be accounted for one day."

SUNDAYS AND HOLIDAYS.

If a note or bill of exchange fall due on Sunday or on a

legal holiday when must demand and protest be made? This depends on whether the instrument is entitled to grace. If it have no days of grace demand must be made on the

day next succeeding the holiday. But if it be entitled to grace and the last day of grace falls upon Sunday demand must be made on Saturday; or if it falls due on a holiday, demand must be made on the day next preceding. A holiday will not be permitted to shorten the time the debtor can claim as of right, nor to lengthen that which he receives only as a matter of grace or favor. This is the rule of the common law. In Pennsylvania it has been altered by statute. The last of the numerous acts which have plastered over the statute books of this state in reference to holidays is the act of 31 May, 1893. By this act the foilowing days and half days are declared to be legal holidays In the year A. D. 1246, being the twenty-first year of and half-holidays within this commonwealth, viz: New the reign of King Henry III., that sovereign "provided, Year's day, Washington's birthday, Good Friday, Memoand by the counsel of our faithful subjects have ordained, rial day Independence day, Labor day (first Saturday in that the day increasing in the leap year September,) Election day, (the first Tuesday after the first Monday of November,) Christmas, Thanksgiving, and every Saturday after twelve o'clock noon until twelve o'clock midnight. The same act changes the rule of the This statute has been declared in force in several of the common law and provides that all such bills of exchange, American States. It was found by the judges to be in force in Pennsylvania,† but it is doubtful whether it has checks, drafts and notes otherwise presentable for acceptever been actually applied in this state to the computation tance or payment on any of the said days shall be deemed to be payable and be presentable for acceptance or payof time in commercial paper. It has been held to be in force in Indiana, and the Supreme Court of that state dis-ment on the secular or business day next succeeding such tinctly held that it applied to the computation of time in holiday or half holiday, and present, demand, or protest commercial paper. The case arose as follows: Lutz and Leffler made a note, payable to one Kohler, at a bank. The note was dated February 3, 1860, and was payable 120 days after date. Kohler indorsed the note to Mont-Sunday, the following day, Monday, shall be deemed a public holiday; and when May 30 falls on Sunday, the Satgomery, who made demand of payment of the makers on “June 5, 1860,” and on the same day notified the indorser urday preceding it shall be a holiday. All bills, checks, of the non-payment of the note by the makers. On suit by indorsee to recover from his indorser it was held by the Supreme Court that he could not recover for the rea The rule of the common law having thus been altered, and son that his demand of payment and notice of nonpayment were "premature by one day." In this case the negotiable instruments falling due on Sundays or on legal court said, "Commercially, February never has but 28lows that in such cases discounting banks will be entitled holidays being thus given an additional day to run, it fol days. The same court held in 1879, that this old statute to demand interest for an additional day. had been repealed by section 4, chapter 58 of the Revised

See Robert's Digest, p. 209.

See Kohler vs. Montgomery, 17 Ind. 220.

Helphenstine vs. Vincennes National Bank, 66 Ind. 582.

shall then be made.

It is further provided that whenever January 1, February 22, July 4, or December 25 shall any of them occur On

drafts, or notes payable on any of these Mondays or this Saturday, or on any Sunday, are to be payable on the next succeeding secular or business day.

In this series of articles the writer has attempted to present some of the simpler rules governing commercial paper. Brown vs. Jones, 125 Ind. 375.

The series is now ended. If these papers have helped any
If these papers have helped any
of the readers of the NEWS to a clearer presentation of the
business side of education, to their pupils, the work of the
writer is repaid.
JAS. J H. HAMILTON.

Scranton, Pa.

HOW TO KEEP OLDER PUPILS IN SCHOOL.

The educated

and they will find an inspiration there.
man is a recognized leader, and they certainly want to be
more than "hewers of wood and drawers of water." They
in life and an
are not too young to begin to have an aim
object in view and the teacher should provide work and in-
spiration along that line.

Study your pupil and know what there is in him; develop him and make him confident of his own abilities and recent article in the

The tendencies and the faculties of individual pupils are possibilities. Let me read from a just as different as their faces, and supposing it were School Journal. sible, it would be a mistake to educate them all along the same lines, since they enter upon different pursuits in life. But the same general educational foundation should underlie the special training.

"For some years there has been a claim by working men that the advancement of the world has come from labor. The workingmen certainly, and possibly the capitalists, lose sight of the effect of education. The world cannot get along without that any more than it can without labor and capital. It is the trinity of Intelligence, Labor and Capital, that really rules the world.

Take the railroads

The question is, when should this general education end and the special begin? Not until the pupil has thoroughly completed the public school course, which if he does, gives him a solid, practical foundation for whatever characteris- and telegraphs, for example; they need intelligent men; the tic superstructure he may choose to build upon it. The accidents that occur come very largely from ignorance. An small percentage of high school graduates in comparison intelligent or rightly educated man (and the term will be with the enrollment of the lower grades indicates a necessi- used synonymously here) can make money by farming in A graduate ty for some very effectual "hows" for keeping older pupils Kansas, where the populists claim he cannot. in school. Whether it can be done under existing circum- of the Albany school went to Kansas and taught; stances is a question. There are too many doors open to teaching and began to farm; he is worth a good deal of child labor, and the struggle of the masses for bread and money. In a conversation lately he said: 'The great bulk butter so desperate that it must be a power that can keep the boys and girls in school when an opportunity comes to earn wages to help support the family.

By far the greater number of boys and girls of school age, not in the school, are at work somewhere, and not idle. But there are cases, and they are numerous, where it is within the scope of the school and more especially of the teacher, to keep these boys and girls in school till past the school age.

he left

of those who come out with us are ignorant men; they have worked on a farm, but have no head for business; they don't succeed and lay it to the capitalists; they themselves are to blame.' An investigation into the production by labor now with that of fifty years ago (1840) has been published; it appears that the same number of men then that can pro produced a thousand millions of dollars, now In Great Britain it appears that the duce double that. work of 225.000 men produced $600,000,000 in 1800; now This is the rePassing to the question from the teacher's standpoint, their labor produces three times this sum. first of all she must possess the art of teaching. I need sult of education; from improved methods, inventions, not debate upon the art of teaching before this association, knowledge of means of applying capital to produce results. for you are professionals. But I emphasize that essential. It is apparent that the school is at the bottom of the Did our Dodd's teachers from the primary room up, have world's progress. The best way to increase wealth and a good course of study in their hands and the art of teach-happiness is to increase education."

ing in their heads, more of these Dodd's es would find Warm personal interest is one of the strongest factors their way into the senior year of the high school. Teach the teacher can use in getting a hold on her pupils and in your pupils to love knowledge by loving it yourself and by keeping it. Let your pupils know you are interested in making its pursuit attractive. Cultivate in all possible them and want them to keep coming. Keep near their ways a love for the best literature. The reading of good hearts, in short, win them. After all, the human side is literature develops a taste for good literature and a habit larger than the scholar side and children, big or little, deof reading is in itself an education. A good book is always light to go where they are welcome and wanted. So be as the best of companions and in it is an inspiration to self de-attractive in every phase of contact with your pupils as you velopment. Make your pupils familiar with the lives of can. Higher grade teachers may find an example in the the good and the great who have had to struggle upwards, 'kindergarten.- Mrs. R. W. Sloan.

KINGDOMS.

RHODA LEE.

may soon proceed to the more difficult ones. At times dictate a list of these to be arranged in order of kingdoms, as a home exercise. In discussing and comparing answers the lesson will be a commingling of object, observation and

The game of kingdoms which we have generally rele- conversation that cannot but be developing to a high degated to Friday afternoon has perhaps more value than we gree.- The Educational Journal. realize. Certainly a great deal of scientific knowledge, as well as general information, is obtained by means of it and if the exercise be carried on in a brisk and energetic way the thinking powers will receive considerable stimulus.

Every form of matter belongs to one of the three kingdoms, animal, vegetable or mineral. The first includes all animals and everything obtained or manufactured from animal substances, such as wool, fur, silk, feathers, butter, cheese and leather.

The vegetable kingdom comprises all plant life and everything obtained therefrom, as cotton, linen, flour, tea, paper, etc.

ECONOMIC GEOGRAPHY.

While the teaching of geography is undergoing a continuous and most fortunate development in that direction. which exalts the physical characteristics of the earth's surface over its political subdivisions, it appears to me that more attention might profitably be given to what I would term Economic Geography-i. e., a systematic study of the distribution, over the earth's surface, of the various products that supply the wants of civilized man. It is true that an atlas of physical geography usually contains a few charts to show the distribution of flora and fauna; that geological maps often indicate the general trend of carboniferous and serriferous strata; and that statistical publications, such as those of the recent United States Census, After explaining and discussing the three great divisions contain maps and instructive data upon the districts where take up in turn the different objects in the room assigning other valuable ores abound. But all this information is them to the kingdom to which they belong. When any given incidentally, and can only be studied after laborious article has undergone considerable change in the course of consultation of original sources; what we lack is a compila. manufacture, trace the process of transformation as closely tion that would present these facts in a uniform manner for as possible.

The mineral kingdom includes all rocks, minerals, ores and other inorganic bodies. Articles, such as pins, needles, pens, tacks, nails, knives, glass and porcelain will come under this head.

every part of the globe, and maps in which the salient points of this information could be grafted upon the knowledge of the political and physical conformation of the countries.

When the subject is fully understood an exercise may be carried on with both interest and profit in some such way as the following:-Ask each child to write the names of five objects on a slip of paper. Collect the papers and Economic geography differs in this respect from physifrom them make a general list. It is well to have at least cal geography, that the latter treats the aspects of nature five articles named as many of them will be repeated. At as the results of cosmic and terrestrial influences; while the the time arranged for the exercise the teacher mentions former would take these aspects as given causes and exsome article from the list and calls on a pupil to state the amine their influence upon man and his works. In this kingdom to which it belongs, giving only a specified time way, economic geography would connect physical with in which to answer. Close attention and quick thinking political geography. But, though there were geographers are necessary to answering correctly.

The interest in the exercise is increased by choosing sides as for an old-fashioned spelling match. As in the case of the mis-spelt word, the scholar failing to answer within the time allowed takes his seat.

before Humboldt who described the physical characteristics of the lands in whose political subdivisions they were chiefly interested, it becomes evident to the readers of "Cosmos" that the truths of physical geography could never have been reached, had not the observers shifted Occasionally vary the problem by naming the article, their standpoint. To the student of every descriptive giving the kingdom to which it belongs and asking for science, like botany, chemistry, mineralogy, or zoology, a proof. For instance, "paper belongs to the vegetable knowledge of the localities where the various species occur kingdom; show how we know this. My pencil belongs to has ever been deemed essential, even if its chief value lie the vegetable and mineral kingdoms, prove the statement." in the sense of tangible reality which it imparts to the It is necessary to begin with very simple objects, but we study. A limited amount of the material for a work on

economic geography is already contained in such descrip- desert them.-Prof. Loeb, in the Educational Review for tive treatises. To the student of technology, a more serious March.

INDIVIDUAL TEACHINGS.

consideration of geographical conditions will often reveal surprising truths. How obvious is the effect which the accessibility of different fuels has upon the metallurgy of iron! The quality of steel or wrought iron that different localities can produce, depends as much upon the relative The gardener who trims his trees all to one pattern fails ease of obtaining charcoal, anthracite or bituminous coal to produce those pleasing effects which are found where as upon the nature of the iron ores. The fuel question has the peculiarities of each individual are respected. A welldetermined the choice of widely divergent methods of sil- trimmed hedgerow may look well as a whole, but the varver extraction in Europe and America. On the other hand, ied beauties and normal development of the units are engeographical location may largely influence the value of tirely lost. Is it not so in the most of our schools where an accumulation of raw material; the worth of a gold the pupils are dealt with in masses? Every one must be mine on the Yukon River is more affected by its difficult cast in the same mould and subjected to the same treataccess than by the richness of its assay. !ment. The talented become restive and bad or acquire Most interesting of all would be a study of the relations habits of idleness while waiting for the dull, and the dull between the geographical distribution of desirable material become discouraged and hopeless while trying to follow and the course of history. Here, again, there is nothing those naturally bright. We always felt it to be a great innovel in the assertion that greed for material wealth has justice to keep large classes entirely together for sx been more powerful than any intellectual principal in ac-months or a year at a time, to suit the teaching to tuating men, both in their peaceful pursuits, and in their average ability of the class and to ignore the idiosyncrasies quarrels and wars. But the precise way in which the ex- of each pupil. It is contrary to the fundamental principles istence of local resources has influenced the course of of modern pedagogy.

our

events is not often pointed out systematically to the student. We have endeavored in our class teaching to direct of history. It would seem to me to be of more importance attention to the weakest members of the class, allowing than an investigation of methods of diplomacy or strategy, the rest to work by themselves but reserving enough time because the latter depended upon the capacities of individ- to give them some individual assistance, and allowing them ual leaders, while the motives of which I speak must have to advance as rapidly as they were able without regard to been common to the mass of the people. In illustration, I the progress of their classmates. shall not touch upon the fact that nearly all geographical We were therefore much interested in reading a descripdiscovery is due to motives of trade; the ancients found! tion by Mr. Search, Superintendent of the Pueblo Schools, Britain and Prussia in tracing the sources of tin and amber, of a system of "Individual Teaching" adopted there. “The just as Columbus discovered America and Vasco de Gama fundamental characteristic of the plan on which the schools circumnavigated Africa in quest of the gold and spice of are organized is its conservation of the individual." Every Cathay. The fertility of Sicily was alone the reason that pupil carries on a large part of his studies by himself-the Sparta and Athens, Rome and Carthage, Normans and teacher passing from desk to desk, developing self-reliant Saracens, French and Neapolitans, made it their battle-i and independent workers. Love of work caused by sucground. The Iberian silver mines led Hasdrubal and cess soon becomes a more powerful stimulus than competiHannibal to Spain, thence to attack Rome. On our own tion. A careful record is kept of each pupil's advancecontinent, we have the best illustration of the effects which ment. It is found that artificial inducements to study are the discovery of new mineral or agricultural resources has had upon the flow of population and the advance of civil:- not needed-nearly every one developing into an ideal stuzation. And if we choose again to look farther, we find that many forbidding corners of the earth are eagerly sought, for some substance which they alone contain. Discover cryolite elsewhere than off the shores of Greenland, richer guano fields than those near Iquique, ivory and copal outside of Africa, exhaust the diamond fields of the Transvaal region, and the communication of these lands with the dan, superintendent of the Minneapolis schools, delivered more civilized world will cease and their population will the annual address to the class.

dent. We believe that when laboratory methods become more common a modification of this plan will be adopted everywhere. The Educational Review.

The graduating exercises of the Moorhead Normal
School, Minnesota, occurred on May 22.
Dr. C. M. Jor-

EDITORIAL NOTES.

EDUCATIONAL NEWS.

Much complaint is often made that the grade of

A WEEKLY EDUCATIONAL JOURNAL teachers is not sufficiently high in the public schools.

Editer

Where does the fault lie? Sometimes patrons put the blame on the examining superintendent, but we think unjustly so. It is true the superintendent might deny certificates to those who are not fully qualified, but were he to do so only a portion of the schools could be kept open. There would be a lack of teachers to fill them, and this condition of things is likely to con75 tinue so long as teachers do not receive such wages as will enable them to make a comfortable living and lay something by for the future.

$1 50

Let teachers' wages be made adequate to the reasonable wants of those who are engaged in the work and we shall soon have a class of teachers who will devote their life to their calling. Few go into the profession now with any such notion, and they are

We give below the names of twenty-six extra good stand-justifiable in the stand they take. No one who exard books, any one of which will be sent free as a premium to each subscriber to the WEEKLY EDUCATIONAL NEWS who will send $1.50 in advance for the paper for one year and 10 cents to pay postage on the book.

1. Robinson Crusoe.

2. Arabian Nights Entertainments. 3. Swiss Family Robinson.

4: Don Quixote.

5. Vicar of Wakefield.

6. Dickens' Child's History of England.

7. Last Days of Pompeii.

8. Ivanhoe.

9. Tom Brown's School Days at Rugby. 10. Grimm's Popular Tales.

11. Grimm's Household Stories.

12. Pickwick Papers.

13. Speeches of Webster.

14. Life of Daniel Webster

15.

Lifeof Washington.

16. Life of Patrick Henry.

17. Jane Eyre.

18.

Lucile.

19, Anderson's Fairy Tales.

20. Tom Brown at Oxford.

21. John Halifax, Gentleman.

22. Tennyson's Poems.

23. Plain Thoughts on the Art of Living.

24. Esop's Fables.

25. Swineford's Literature for Beginners. 26. Hints and Helps on English Grammar. These books are all bound in cloth and well printed. They will grace any one's library.

Box 1258.

EDUCATIONAL NEWS CO.,
Philadelphia.

pects to have the care of a family in the future has any right to enter a calling which will not yield him sufficient income to rear that family in decency and give them a reasonably liberal education.

When two young men graduate from a normal school or a college, and enter upon a pathway which divides, one branch leading to teaching and respectable poverty and the other to law or business with the prospect of future competence, comfort, and a liberal education, do you blame the young man who takes the latter path? The other who takes the path to poverty may have a proper motive and wemay respect him and praise him for his choice, but really if it is a matter of choice and not compulsion, we incline to doubt his good sense.

Teachers ought to be well paid. Good teachers deserve such treatment for their privations and their work. But independent of this, better pay will secure better work, and the best pay will secure the best work.

Let us apply the same test as we do in law or medicine where we pay the best because we want the best,

For $4.00, we will send the Forum and the weekly and we'll get the best all the time.

EDUCATIONAL NEWS one year, the cash must accompany the order.

For three dollars, we wii send the EDUCATIONAL NEWS weekly for one year, and Macaulay's History of England 5 vols., cloth, worth alone $3.75.

Our neighbor of the Public Ledger says editorially, "The Public Ledger believes that it best honors journalism by maintaining the integrity of journalism,