that they dislike work and look with contempt upon labor and those who perform it.

One's work is, or should be, his university. Boys tumble down, tumble over themselves, tumble against others, while learning how to use their powers. Mistakes may be stepping stones to success.

Our civilization and prosperity cost too much if they deprive our young people of the sturdiness that characterized those that lived in a simpler way. We are furnishing so many amusements for the children that they have ceased to be amused. We are giving so much instruction that they are incapable of learning. We do so much work for them that they are losing the desire and capacity to work.

One can easily acquire what man has gathered into cities, because in this acquisition he has to take to himself what others have collected. One must be born in the country to acquire the strength which comes from living close to nature, because it is only here that one comes iu contact with causes and wisdom at first hand.

The boy who is born in the country has the advantage of his disadvantages; he is forced into a place where he must struggle if he wins. The boy who is born in the city suffers from the disadvantages of his advantages; he, in many cases, has simply to push a button to have his wants supplied.

One of the greatest misfortunes that can come to a child

is to feel that he does not need to fit himself for work and, therefore, does not need to work, because his parents have the money which will save him from the necessity of working. To feel that one does not need to engage in any occupation because there is no pressing, immediate need, or to have the ease which money can give without performing the labor necessary to earn it, is to degenerate into a condition that leaves but little hope for the victim.

Poverty and lack of social success save many boys from temptation, drive them in on themselves and urge them to do something worthy. The consciousness that we are failing in certain minor ways often stimulates us to vindicate our ability to win success in larger fields.

It is peculiarly unfortunate for our rural communities that so few of the young men and women who are pursuing courses in our colleges teach during so few of their college days in our common schools. This misfortune affects three interests; the college, the student and the local community. The college is dropping out of touch with the smaller towns and to an extent is losing that interest which came into being through the contact of the students with the people in the relation of teacher and taught. It is an injury to the students because they lose the training which comes from being responsible for devising ways and means of administering the school and the stimulus which comes from being considered of a superior order of beings.

The college student who takes charge of a country school is placed in a position where he is held responsible for dignity of conduct, quality of judgment, extent of reading and capacity for management. All these things go to develop breadth, strength and grasp and hence are peculiarly useful to him in his work in college and his struggles in life. The community, and particularly the children, have lost the inspiration which came from contact with some one who was fresh from college halls and who was eager to impart to others of his knowledge. The older people lived over again their younger days and the young people were stimulated to better conduct, greater effort and a desire to walk the paths which this comely collegian was traveling.

Vile physical surroundings, vicious literature and cigarette smoking are among the great evils from which our school children are suffering.

If we get the physical and intellectual eyes and ears of the children open and can breed in them the desire to know, we have made it possible for them to be educated.

It is noticeable that the teacher tends to become absorbed in his text-book, the preacher in his sermon, the lawyer in his briefs, the business man in his merchandise, and the farmer in his crops. The tendency of the age seems to be in the direction of intense occupation with the special interests which have come to be our life work. All

this is well enough in its way, but it is working great evil both to the people who follow such practices and to general interests which must depend upon the general public. If each knew more about the other and the work of others, each would be better prepared for his own work. It is only by contact, conference and concert of action that the best work can be done by the individual and the best things can be done for all. A man who is not larger than his profession is too small to be large in his work, or helpful to others.

Hints for School Superintendents.

To use these questions to the best advantage you will need to make a careful study of the teacher, the pupils, the work and the questions. This done, you can, in a few minutes, make a record of your decisions and leave them in a form for the teacher to study at her leisure.

It is embarrassing to a teacher to have comments made on discipline or work of the school in the presence of her pupils, although they may not hear what is said. She is frequently so much excited that she does not distinctly hear, or fully understand the suggestions made by the superintendent.

This is sufficient explanation of the fact that teachers frequently do not act on these hints. They do not hear all that is said, they do not understand what it means and they soon forget what they were urged to do.

I would suggest that you do not attempt to mark more than nine or ten questions during any one visit. If possible, mark some that indicate your approval of the work or efforts of the teacher. It is not difficult to find some