was only a practice game. A dispute arose and the defeated

team demanded that the ball should not be taken from the field. The captain of the victorious nine, holding out the ball, said to the captain of the defeated nine : • If you say you did not agree to play a match game take the ball." Here is a simple situation testing the honor of the defeated captain. He could easily win the favor of his own nine by an evasive reply. But he said: "Keep the ball; "and faced the anger of his companions in a manly way. This is a good illustration of heroic action and such examples can be presented to the child in a much more vivid way than the deeds of ancient heroes.

"

I recollect another game in which several boys from one club were invited to help a neighboring club in a game. They won the game and as they were going home they came to a saloon. The leader of the home club said: "You have done well by us, come in and take a drink with us? We will treat.' The visiting leader said: “No, I don't drink.” Every boy said "No," although there was not a boy who would not have said "Yes" if it were not that the first boy had in a manly way said "No." Here again you have a simple illustration, just as simple as anv thing you can find in past history. The only difficulty in finding such illustrations comes from the fact that teachers do not look into the present for them, but into histories and story-books.

The use by teachers of old illustrations instead of those of today is due to the fact that teachers are more familiar with books than with life. Old examples of virtuous actions are used again and again because it is more easy to recall them or to get them from books than to search for them in the events of to-day. At present we put much emphasis on oral instruction and despise a slavish use of text-books. Text-books, however, are not the only books whose use makes teaching formal. The routine teacher is he who grinds out a series of facts and examples that his teachers used in their day, never imagining that a new world` of events has come into being since they spoke and their authorities wrote. Their stock illustrations become so imbedded in his thought, as types of noble conduct, that he fails to see the value of similar acts under new conditions. The past seems a golden age never to return, while its heroes are giants whose mighty deeds have reached the acme of human possibilities and whose example has raised the actions of common men far higher than their own volitions would have carried them.

The economic concept is more democratic, and its ideal lies not in the past, but in the future. It prophesies a time when the leading virtues will be instilled into every member of society. giving to all their actions those heroic qualities which make individuals worthy and society progressive. The future Utopia of the economist stands opposed to the golden age of the past. The one ideal would elevate mankind through the growth of common qualities and the ejection of discordant elements that lower the tone of society. The other would hold a frail humanity above its natural level by the impressive example of its historic heroes. The latter may succeed for the moment, but the steady evolution of character depends upon the former. Its effects may come more slowly, but they are more abiding. University of Pennsylvania. SIMON N. PATTEN.

Study of the Continents. VII.

By M. IDA Dean.

GERMANY.

"The Land of Song."

If France has been studied aright the children are in a measure familiar with Germany and much of her history. An interest in the many famous cities of Germany may be created by telling the children that you wish them to choose some city or place in Germany to visit. While there you wish them to write to you giving an account of everything of interest that they may find and, if possible they are to bring to school any pictures or articles that pertain to Germany.

Ask the children to find Holstein on their maps, as this was the home of the early Saxon warrior, and just north of Holstein lies Schleswig the home of the Angles, and find out all they can of these barbarians who not only have much to do with Germany but also with England. The history of Germany as a separate kingdom does not begin until the treaty of Vendum 843 when Germany was given to Louis the German. As in France the feudal system wrought much harm and the Crusade movement much good. Ask the children to look up the life of Frederick I. or Barbarossa, Germany's first great king, who perished in the third Crusade; the robber-knights in their homes on the Rhine now the famous ruined castles, and the Truce of God" when for four days in the week the church forbade fighting; of the invention of printing. Great attention should be given to Martin Luther, who threw all Europe into great excitement, and his triumphal procession to Worms to appear before the Diet.

Let the pupils read of the Peasants' war, it will prove of interest, and of Charles V., the greatest monarch since the days of

Charlemagne, ruler not only of Germany but of Spain, Austria, Hungary, and the Netherlands; then of the terrible Thirty Years' war when Germany lost Switzerland and Holland; then of Frederick the Great who placed Prussia on a level with France and England as a first-class power; then of Napoleon in Prussia, the terrible struggles with France, and what William, King of Prussia, and Prince von Bismarck did for this country will prove of interest.

Holland, “the creation of the Rhine,” and Belgium, "the battlefield of Europe," have played important parts in the world's history. But the length of this article forbids any discussion of them here.

Russia. Its vast extent of territory, its climate and productions should receive careful attention. Vladimir, its first Christian sovereign, lifted barbarism off the land. Russia has since become the head of the Greek church, but it was Ivan III. who succeeded in delivering the land from the Mongols who for centuries had overrun it. Children will be greatly interested in Peter the Great, who developed Russia so rapidly, fairly forcing it to become civilized, and his life in Holland and England where he lived that he might learn the ways of civilized people and take home plans for the improvement of his subjects. Russia also advances under the wicked Empress, Catherine II., and although she was a strong and mighty queen, ruling with wisdom, yet as a woman she is not worthy of mention or study.

Let the children learn what they can of Nicholas I. who distinguished himself by his cruelities to the Poles-dying during the Crimean war; of Alexander the First, who had to contend with Napoleon; of Alexander II. who abolished serfdom, the curse of Russia, making nearly 23 millions of people free citizens and his death by the Nihilistic conspirators; and of Alexander III. who made himself famous by his cruelties to the Jews.

Russia is the youngest European power, as it is only since 1740 that she has taken rank among the great nations of Europe, and is constantly growing in power and may justly be considered as the rising power of Europe and had Russia to-day a William the Conqueror or a Peter the Great at its head, Europe might well tremble for the result.

In the study of the countries of Europe, teachers will find the following works of great help :

Hallam's "Middle Ages."

Ridpath's "History of the World." His account of the "French Revolution is spirited and well told, even children can read it with pleasure.

Carlyle's "French Revolution,' rightly called " that great prose poem.

Jewett's "Story of the Normans is fascinating as is also Gould's "Story of Germany."

Three Vassar Girls on the Rhine."

The power whose possessions encircle the globe upon whose territories "the sun never sets." Every sort, condition, and race of mankind, from the most degraded Mongolian, Malay, Negro, and Indian to the most advanced Caucasian, has felt the power of the British empire. And that a class may the better realize, how it extends into every continent and ocean, how in its own domain, it has every sort of climate and production from the icy blasts and mosses and lichens of the Arctic regions, to the burning suns and tropical productions of spice and opium of the Indies, a large map of the world should be drawn, and upon it, the possessions of this the largest, strongest, most progressive and most advanced empire the world has ever known should be marked in some strong, distinctive color that will show at a glance the lands over which the British flag

waves.

British Isles.-As it is to the British Isles that this empire owes its life, strength, and very existence these islands should receive careful and detailed study. Ask the children to notice the favorable position of the British Isles in reference to the civilized and progressive nations of the world. A part of Europe, yet separated. Water, water, water all around and about ! Waters that in time of trouble become a strong and mighty barrier to the enemy. Waters that in time of peace become a most excellent means of communication with the strongest nations of the world.

Notice the position of these islands in reference to North America. How different would have been the history of America, and not only that of the United States but of the world had these islands been located in the broader Pacific instead of in the narrower Atlantic (Query: Would there have been a

United States?) Notice Asia's island empire Japan-compare it with Europe's island empire.

Notice the latitude of the British Isles-a climate like Virginia -yet many miles farther north. Why are not these islands bleak, barren, dreary, and desolate as Labrador? Why is not British Columbia the seat of a vast empire, when it, too, is warmed by a current of water? Ask the children to notice the low plains of Central Europe, how Denmark, Holland, Belgium, and France slip down into the sea and under it, and, then, how the lowlands of southern and eastern England rise out of the sea, on the opposite side, really a continuation of Europe. Norway also sinks under the sea and emerges from it under the name Scotland. The waters that thus divide the British Isles from Europe are very shallow, in some places, it would be necessary to raise the bed of the sea, hardly one hundred feet, and it would become dry land. As figures convey but little idea to children, they will the better understand this, if you tell them, that if any one of our very high buildings, for instance, Trinity church of New York, were placed away out in the strait of Dover, its spire would stick away up out of the water. Notice how the strait of Dover widens into the English channel separating France and England, then northward into the North sea, dividing Norway, Denmark, Holland, and Belgium from Great Britain. At the Strait of Dover how near France is to England, only 21 miles apart-on a clear day, the white cliffs of the opposite shore can easily be seen, and we know that the chalk hills of England are but a continuation of the chalk hills of northern France. How well the sea, aided by nature's forces, has done its work, and assisted in the development of two great nations, who, even though separated, have waged many a bitter war. As France and England were once one land, so Great Britain and Ireland were one, and the North channel-14 miles wide like the strait of Dover, widens into the shallow Irish sea, which at its greatest depth does not exceed 500 feet. This sea separates the two largest islands of Europe, Great Britain and Ireland. About these two main islands are over five thousand smaller ones, varying in size from mere rocks, to islands containing many miles. Let us notice a few of these islands. We find the most northern group to be the Shetland Isles from whence come those hardy little Shetland ponies; then the Orkney Islands the home of countless numbers of sea birds; the stormy Hebrides; the Isle of Man, whose people are called Manx; Anglesey, once the sacred haunts of those strange, weird priests known as Druids; the Scilly Isles with semi-tropical climate, a retreat for invalids; the Isle of Wight with its gay yachting center, Cowes; and lastly the Channel Isles, which came to the British crown with William the Conqueror, and are famous for the Jersey, Alderney, and Guernsey cattle. (Where is New Jersey ?)

Ask the children to imagine ali these many islands joined together as one land, the intervening waters between Ireland and Great Britain to disappear, and the hills of Scotland but a continuation of the hills of Ireland. Sweep away the North sea and we will find Great Britain, Norway, and Denmark one land, and the hills of Norway but a continuation of the Scottish Hills. Likewise brush away the waters of the English channel and Strait of Dover, and we have the British Isles and Europe one solid land just as it was long ago when savage man and beast wandered at will over it.

Give the pupils a glimpse of the bottom of the sea. Do they know that the sea, like the land is diversified by vast plains, plateaus, and mountains, and that beside its animal life, it, too, has a plant life as wonderful and beautiful. And if the land and the sea each has its own distinct life, why may not the stars above us, also, have a plant and animal life as distinct and beautiful? Would you have thinking pupils? Then you must ever be on the alert to stimulate thought.

This beautiful wild flower is very abundant in many parts of the United States. Its abundance, its large size and its perfectly three-parted plan, make it a very desirable flower to study.

As the bitter-cress was taken because it is an exogen (outside grower) so the trillium is selected as a type of endogens (inside growers).

The exogens have net-veined leaves, more or less woody stems, never three-parted flowers.

The endogens have usually parallel-veined leaves, not woody stems, and always three-parted flowers.

The trillium is a perfect endogen with the exception of the fact, that its leaves are netted. It is so perfectly three-parted that it is worth careful observation.

In the study of this plant as well as that of all other plants, the child should have specimens for study. If you live near where trilliums grow, it is well to go out into the woods and gather them with the pupils.

What position does it occupy in the ground? Is it deep down or near the surface?

How does the stem come off from the root? Is it jointed to the root or does it gradually spring from the root?

Is the stem formed of layers or is it spongy? Has it a bark? Is it woody or herbaceous? Compare it with other stems, especially with that of the bitter-cress. What is the position of the stem in the air? Pinch it and smell of it. Does it smell agreeable or disagreeable?

LESSON II. Leaves.- Describe the number, position, size, shape of the leaves. The venation, margin, base, apex, color, and surface. Are both sides colored alike? Are the veins prominent or not so? Are they alike prominent on both sides? When leaves are so placed upon a stem that more than two come from the same point (node) we say that the leaves are whorled. (B. B.) How many leaves are there in a whorl on the trillium? Are these leaves near to or remote from the flower?

Answers here will differ since some trilliums have the flower close down among the leaves (T. sessile) while others have their flowers on long peduncles.

LESSON III. The flower.-Here we have an ideal flower plan, three sepals, three petals, six stamens (one opposite each petal and one opposite each sepal), and three pistils.

Fig. 1 shows the plant as drawn from nature.

Describe the sepals. Compare them with leaves in shape, number, and color. Describe the petals. Compare them in like manner with sepals and leaves.

Note the position of the flower on the plant. Always solitary. Some kinds nodding, some erect. Fig. 5 shows the plan of the flower. Fig. 2 represents a plant having all parts separated and placed in their relative positions. These two figures (2 and 5) will help to show why the plant is called trillium, i. e., because of its perfectly three-parted construction,

LESSON IV. The stamens and pistils.—Study stamens. How long are the anthers and how short are the fiaments. Can you not see how the filament runs up through the anther dividing its cells? Of what color is the pollen? If you have a compound microscope examine the pollen and have the grains drawn upon the board. Next examine the pistils. Note how gracefully they bend over like the neck of a crooked-necked squash" or the neck of a swan.

Fig. 4 shows the androecium (stamens and pistils together) very much enlarged.

LESSON V.-Children should be encouraged to make collections of plants. It is often a good plan to give a lesson on how to prepare plants for such a collection.

Ask children to bring to school plenty of old newspapers. Dry these thoroughly over a stove and spread them upon a table so as to have a great many layers of the dried paper. Lay a plant carefully upon a pile of these papers and cover with a number of other papers. Lay over all some heavy books or better a board upon which are placed some six or eight bricks for weight.

Change these papers two or three times in a week and by the end of that time the plants will be thoroughly dried. When dry, lay it upon a card of bristol-board and fasten with small strips of gummed paper or court-plaster. Each plant studied should be preserved thus for future reference.

LESSON VI.-As with the bitter-cress it is well now to study other members of the "three-sided" family. It is proper now to tell the children that this kind of plant belongs to the lily family.

To this end, some other members of the family may be brought in for study.

(a) Virginia Cucumber (Fig. 6), (Medeola Virginica). Its root resembling that of the trillium, the peculiar cucumber-like taste of the root, the erect, scaly stem, the two whorls of leaves furnish contrasts and likenesses to show that they are cousins but not brothers.

(b) The bell-flower (Fig. 7) in its main features is like medeola on the one hand, and like trillium on the other.

(c) Adder-tongue, dog-tooth violet (Erythronium Americanum) (Fig. 8) is common everywhere. Its bulb is very different from the roots of the preceding plants, but its parallel-veined

leaves and three-parted flowers place it in the great lily family. (d) The tulip (Fig. 9) of the gardens can at least be examined. Its close resemblance to the adder-tongue shows that it also belongs in this great tribe of plants.

Other plants of this kind are:

Solomon's-seal, asparagus, onion, garlic, star-of-Bethlehem, lily-of-the-valley, crocus, hyacynth, grape-hyacynth, tuberose, tiger-lily, meadow-lily. Some of these are in bloom in early spring while others come later in the year.

It is suggested that after the plant has been studied for its own sake (nature study), and after it has been used for language and number lessons, it be made a unit of design in some drawing lesson.

The trillium yields gracefully to such treatment. Tiles, borders, "all-over decorations," and conventional designs may be made, and the blackboards, when so decorated, add much to the appearance of the school-room. Such things do much toward cultivating a love of art in the children.

The better to fix the general characteristics of these two great divisions of plant forms (exogens and endogens), upon the child mind, a comparison of the bitter-cress and trillium will afford excellent drill. After reviewing both plants orally, a sort of tabular scheme may be devised upon the board and the teacher may write what the children tell her to put down. The following is submitted as what might be obtained after a careful study of the two plants:

The foregoing lessons are suggestive. In places where the trillium is not abundant, some other endogenous plant may be used in its stead. Thus the Solomon's-seal will answer equally well in country places where the trillium does not abound, and lily-of-the-valley or some other cultivated liliaceous plant is easily obtained in cities.

Do not make the chart do duty in lieu of the real plant when the latter can be had. The chart may be indispensable in giving a complete idea, but pictures, however good, cannot take the place of the real thing which they represent.

Colorado.

By T. O. BAKER.

(The many inquiries about Colorado prompts the writing of this article. It may serve as a guide to those who go to Denver, and wish to see some of the grand scenery of the Rocky mountains, and may furnish material for lessons in geography.)

Summer is the time to enjoy Colorado; the delightfully cool mountains where there is frost almost every night in the year, and one feels comfortable sleeping under a heavy blanket.

GATEWAY TO THE GARDEN OF THE GODS.

The lightness of the atmosphere causes deep breathing, the best of blood purifiers. Malaria soon leaves the system, the sluggish brain brightens, and the whole being, mental, moral, and physical is renewed.

The N. E. A. over, the question "Where shall we go?" is to be answered. Railroads will hold out all sorts of inducements, and one is at a loss to decide. Permit me to map out one or two routes which will give a splendid opportunity of seeing all phases of Colorado scenery and life.

For route one, which is by far the best in Colorado, buy what is called a "circle trip" ticket. It will cost, perhaps, $20.

On

this ticket one can ride over one thousand miles and never be out of sight of the mountains, and three times during the trip will reach an altitude of very nearly two miles.

From Denver to Pueblo one will have in view the snowy-range with Pike's Peak standing out in bold relief. This is visible from Denver, but one passes almost at its base when Colorado Springs is reached. The beauty of this circle ticket is the privilege of stopping off wherever one desires, so as to make side excursions to places of interest. Going or coming the Garden of the Gods, Manitou, and Pike's Peak should be visited. There is a cogwheel railroad to the top of Pike's Peak, which is over fourteen thousand feet high. By all means go up. The trip will never be regretted. The view is beyond description. The trip will afford material for several "morning lessons" in the school-room next year.

From Colorado Springs to Pueblo and through the Grand Cañon of the Arkansas to Salida is the next run. Just before reaching the Grand Cañon the oil derricks seen in great numbers remind one of portions of the East. The Grand Cañon will be a thing unto itself. The solid rock rises two and three thousand feet on either side. It is like a great tunnel with the top removed so as to afford a view of the sky above.

At Salida two routes are offered, i. e., via., Marshall Pass, or Alamosa. My advice is to go via. Alamosa and return via. Marshall Pass.

From Salida to Durango is the next run, and every mile is full of interest. On the south stands Mount Blanca, the highest mountain in Colorado, while at its base spreads out the beautiful San Luis valley with its beautiful farms, growing fine oats, wheat, potatoes, etc., without a drop of rain. Great irrigating ditches supply the water, and no finer crops are grown in the world.

About forty miles from Alamosa one notices that the valley is growing larger, that is, one is able to see more of it. The labored puffing of the engine, or, if a heavy load, two engines, tells that the ascent of the mountain has begun. Now comes the new experience. The train "wriggles in and wriggles out," and leaves one in great doubt whether the track seen on the right or left is the one just come over or the one just to be passed over. There is a house that is passed three times and at no time is one more than a stone's throw from it; but each time it is passed one has gained in altitude. Two mile-stones, near the top, are but fifty yards apart. Why some of the mile-stones in Colorado are placed but fifty yards apart is a good question to ask the pupils next year.

Before reaching the top of this, the Conejos range, the Toltec gorge, and Phamton curve are passed. I have never beheld any scenery to compare with this on the Conejos, unless it is the Toll" road from Ironton to Ouray.

At Cumbres the top is reached, the engine is given a breathing spell, and without steam, save to start, the descent is begun, and Chama, New Mexico, is reached.

From Chama to Durango, two Indian reservations are passed through, the Apaches in New Mexico, and the Utes in Colorado. This route, as you notice, gives you a ride through the northern part of New Mexico. The wigwams of the Indians, and

ROYAL GORGE.

adobe houses of the Mexicans will be novel compared to the mansions of the East. The wards of Uncle Sam, the Indians, may be seen at many of the stations and on their reservations as

wild as they were, so far as civilization is concerned, one hundred years ago. I bought a bow and quiver of arrows from an Apache on one of my trips through the reservation.

Durango, the Smelter City, is of interest. A fine chance is afforded to visit one of the smelters here at night, and permission to do so can be obtained. The entire plant is lighted by electricity. The work goes on night and day just the same. It is a beautiful sight to watch them dump the slag-pots at night. The liquid rock reminds one of the supposed state of the interior of the earth.

There are two routes from Durango, one by Mancos, where a trip can be made to the home of the ancient cliff dwellers; or through Silverton and Ironton and over the famous Toll road. There is nothing in America to excel the ride in a Colorado stage over the road. Going this way the trip is made down grade and of course is far more exciting. Get a seat on top and if possible beside the driver. Take firm hold, and do not be nervous. Your hair may rise occasionally as a turn is made alarmingly near a precipice, but it will be all right after you reach Ouray. You will be doubly thankful when the trip is ended. First that you are alive and second that you made the trip. It is said that no one makes this trip without desiring to repeat it.

The route from Ouray to Montrose is of no special interest. From Montrose to Salida two points of interest are to be noted. The first is the Black cañon, a rival of the Grand cañon, and by some considered grander on account of the beautiful coloring of its rocks; the other is the world renowned Marshall Pass, which reminds one of the trip over the Conejos. From Salida the route is the same as you came. Another pretty trip is to go from Salida via. Leadville, the city of the clouds, to Glenwood Springs. These springs are thermal and there is a swimming pool over five hundred feet long and two hundred feet wide. The flow of water is so great that the water can be changed twice per day. Being a strong salt water, one can enjoy "ocean bathing" in the

heart of the Rockies.

Those who desire to go to Salt Lake can arrange to go from Montrose or Salida, as they choose, and in this way see the Grand Cañon as well as some of the scenery described above. A very pretty short and inexpensive trip from Denver is to Silverplume. The scenery is grand, and the famous "Loop" is passed over. The railroad curves round and passes over itself, and in this way reaches the desired elevation. The trip can be made in a few hours.

The first route is the route for scenery, and the only one af fording an opportunity to see the Indian as well as the home of

CLIFF DWELLERS.