3-E.-J. all things fair we hear or see; For blue of stream and blue of sky; For guidance, lest we go a - stray; For thy dear ever - last-ing arms, That pleasant shade of branches high; For fragrant air and cooling breeze; For bear us o er all ills and harms; For bless-ed words of long ago, That beauty of the blooming trees, help us now thy will to know, Fa-ther Fa ther in heaven, we thank Thee! in heaven, we thank Thee! Now, what shall we do in our bright happy homes? And what do we say is the very best way To show we are grateful on Thanksgiving Day? The best thing that hearts that are thankful can do Is this: To make thankful other hearts, too; For lives that are grateful and sunny and glad, To carry their sunshine to lives that are sad; For children who have all they want and to spare, Their good things with poor little children to share; For this will bring blessings, and this is the way To show we are thankful on Thanksgiving Day. XII. -Exchange. THANKSGIVING ACROSTIC. T is for Turkey, the biggest in town. A is for apples, the best we could find. K is for kisses for those we love best. S is for salad we serve to each guest. I is for ice cream, that comes with the cakes. V is for verses on peppermint drops. But all the house is blithe and gay Because it is Thanksgiving Day. Our fancies bloom and light the gloom, We bend above the feast, while love While gently we sail pleasure's sea And from our hearts all care departs- While unseen fairies round us play -THE BOY OR THE TURKEY. It may be very jolly not to have to go to school at all, It may be very fine to be always out of doors, It may be very nice just to walk about and gobble, (In either way, I mean) or to fall to in a squabble With another fierce old turkey-cock to settle up old scores; It may be very pleasant not to have to mind a rule at all, And to strut around the barn-yard, the king of all the game; But when about Thanksgiving time, we're thinking of the dinner, Though he were much the fatter, and I very much the thinner, I'd rather be the boy than the turkey, just the same. -Martha Burr Banks. "Please make us some pies and some pudding and jelly, A turkey with stuffing and onions, and then Please don't forget that I like stuffing From your 'fectionate Charlie. And grandma, dear old soul, as she pores o'er the letter, With a smile on her lips and such mist in her eyes That she wipes off her glasses to see through them better, Plans out a whole shelf full of puddings Of tarts and cookies, of custard and jelly; Of sage for the youngest who wrote her, XV. THANKSGIVING HYMN-Tune, "Lyons." We thank Thee, O Father, for all that is bright The gleam of the day and the stars of the night, The flowers of our youth and the fruit of our prime, The blessings that march down the pathway of time. We thank Thee, O Father, for all that is drear,― The sob of the tempest, the flow of the tearFor never in blindness, and never in vain, Thy mercy permitted a sorrow or pain. We thank Thee, O Father of all, for the power Of aiding each other in life's darkest hour; The generous heart and the bountiful hand, And all the soul help that sad souls understand. THANKSGIVING WONDER BALL. A Thanksgiving wonder ball is wound of yellow wool to simulate a pumpkin. Trifling gifts, as tiny dolls, little whistles, lace pins, etc., are wound in it. As it is unwound the gifts fall out. The wool should be rolled up again as it is pulled off. -Ladies' Home Journal. W. C. Barnhart, formerly principal of high school at Rushville, and superintendent at Columbia City, with some friends from Kansas City, will spend the winter and early spring in exploration and study along the lines of archaeology and botany in New Mexico, Arizona and Southern California. Mr. Barnhart expects to resume school work in Indiana next year. His headquarters will be at San Bernardino, California, after December 1st. DEPARTMENT OF SUPERINTENDENCE. Owing to the fact that the educational authorities of New Orleans found themselves unable to provide satisfactory hotel and other accommodations for the Department of Superintendence during the Mardi Gras festival, the executive committee of the department have, by authority of the action of the department at the Minneapolis meeting, changed the meeting to Cincinnati, Ohio, February 24, 25 and 26. The executive committee of the N. E. A. will meet in Boston October 9 to determine the location of the next convention. Prof. L. D. Owens, who has spent the past year in New Mexico and Colorado, has completely regained his former health, and is now teaching in the public schools of Colorado. Prof. Owens was for several years principal of the high school at Elwood, and was last year elected to the superintendency of the Elwood schools, but had to resign on account of ill health. W. H. Senour, superintendent of Franklin county, has resigned. He will go into business. In him we had one of the best school men in the State, and it is to be regretted that he sees fit to give up the work he has done so well. As a member of the Reading Circle board he has done most excellent service. It is with regret that we announce his withdrawal from among us. Superintendent Bonebrake, of Ohio, did some excellent work in the Johnson county institute this year. He has a keen insight into school work, and puts his observations and conclusions in an interesting manner before his audiences. He will be welcomed should he return to this State again. John L. House will direct the affairs of the high school at Wheatland this year. Mr. House is a graduate of the State Normal school and a very successful teacher. It will be remembered that he was declared elected county superintendent of Knox county, but the court decided against him in the contest that followed the election. James A. Fisher, who spent last year as a commercial traveler, has returned to his first love-teaching. He was graduated from the State Normal in 1895 and ranked among the best in his class. He has taught successfully in Daviess, Decatur and Franklin counties. He is at Andersonville as principal this year. TOWNSHIP INSTITUTE, IV. DICKENS AS AN EDUCATOR. GEORGE H. TAPY, SUPERINTENDENT WHITLEY COUNTY SCHOOLS, COLUMBIA CITY. The bearings of this observation lays in the application on it."-Captain Cuttle. Herbart and Froebel were contemporaries. Both were reared amid German influences during a period of social unrest and educational reformation. One was educated at a university famed for its learning throughout the world; the other was trained in the severe school of poverty and hardship. Herbart became a professor in psychology, and for twenty-five years occupied the chair of philosophy made famous before him by Kant. Froebel, meanwhile, devoted himself to the teaching of children and established the kindergarten with its practical methods of child development. Herbart became the founder of the principles of apperception; Froebel, the apostle of self-activity. On the surface these two philosophies do not appear unlike; but at their foundations they are radically different. Froebel's doctrine regards the soul a distinct and unchangeable essence that gives form and meaning to knowledge. It takes no account of the influence of knowledge previously gained. It contemplates that the mind that interprets at the present moment is essentially the same as the mind that interpreted yesterday. Herbart believed that the mind develops through its experiences; that all ideas gained become a part of its power in understanding new things. He held that the character of the mind depends largely upon the knowledge which it has acquired. The duty of the teacher, he believed. is to present to the child only such forms of knowledge as will enable him to apperceive and understand what is desired. With Herbart's gospel of apperception Dickens evidently had but little sympathy. That the mind itself could gain strength from the acquisition of facts he did not believe. He attacked none of the vicious educational principles of his time with more vigor than the mind-storing business in Hard Times. Unlike the brutal Squeers, who had not a single trait that might in a small measure at least save him from utter villainy. Mr. Gradgrind was a kind-hearted, conscientious man with creditable motives. But good intentions did not redeem his system. They only emphasized the fact that a teacher's best, though misguided, efforts may result in disaster. Mr. Gradgrind had supreme contempt for the imagination and feelings. The index to his system is clear:— "Now, what I want is facts. Teach these boys and girls nothing but facts. Facts alone are wanted in life. Plant nothing else and root out everything else. You can only form the minds of reasoning animals on facts; nothing else will be of any service to them." Mr. Gradgrind's system took no account of the fact that what we feel determines life. It excluded the culture of the imagination entirely, and regarded this fac |