well as Union Township High School, were shown at the recent Bargersville Farmers' Institute, and still held their winning ribbons. Also the future corn kings of the county had their prize winning seed corn on exhibit, which, with the agricultural display and mechanical drawing, was of great in

terest.

One of the centers of attraction was the manual training exhibit. It seemed every conceivable article had been wrought out of wood, ranging from book racks, tables, lawn swings, chicken brooders, etc., to a large farm. gate, which had been painted red, and was placed in a prominent place in the hall on the first floor.

The specimens of bookbinding by the pupils of the Franklin city schools were models of neatness, and attracted considerable attention. The children are made familiar with good poetry by means of a series of pictures illustrating the poem, all artistically arranged in booklets. Leaves of trees and flowers were classified and arranged in books, and showed to the visitors what is being done to correlate nature study with other subjects.

The exhibit of the Hopewell schools, Franklin Township, was especially deserving of praise. Every department seemed complete. Interest in vocational work at Hopewell is greatly stimulated by the principal, Prof. Merle Abbott, who, as president of the Teachers' Association of Johnson

County, was largely responsible for the well-arranged exhibit at the insti

tute.

That the children of the county are receiving their share of instruction along musical lines was fully attested at the two days' session. Grammar grade and primary pupils from the Franklin city schools gave a number of selections in music and dramatization, and the glee clubs from Hensley Township and Franklin city schools added to the program with vocal numbers. The programs were further enriched by physical culture drills given by the high school girls of Hopewell, their movements being accompanied by the music from a Victrola, which is the property of the school. The pupils from the rural schools contributed their share of music also, one country boy attending Whiteland High School playing a cornet solo, and a boy from the country playing the accompaniment on the piano.

The annual institutes held in many of the townships are a great stimulus to the pupils, and are a great help toward making the county exhibit a success. At the township institutes prizes are given for the corn and domestic science articles, and this creates an interest among the pupils that is a wonderful help in their school work throughout the year. Because of the high standard of the county exhibit this year, it will be placed on display at the 1915 Johnson County Fair.

School is out for many of you and for the others it is so nearly so that it would be impossible to interest you in "Beginning Reading" or any other beginning work. Just now you are all thinking of one of two things, "Promotion" or "What does it all amount to, anyhow?"

The latter is what I want to talk about. That is the subject that floors us all at times whether we teach school, go to school or get married. The struggle always ends the same way, we think it through, fuss around, cry, knock on somebody a while and then say "I will arise and go." And we do, and we stay until we have reached the end of the limit and then again it is "What does it all amount to, anyhow?"

We are all so alike only so different. I sit in a great many schools and think about how much alike we are and yet how different and how funny we are and I get to wondering why we are.

I visited one school in Northern Indiana. The building had many rooms and as I passed from room to room, a little child came in very quietly and politely gave the teacher a note. After about six such performances I told the teacher that I was enjoying the notes very much and she looked so surprised. Then I told her that I knew it was about me, because I had many times sent a note on telling my friends about the visitor, and she, the dear,

young thing, was so surprised to find out that school teachers then and now were just alike. She gave me the note, which said:

The lady came in. Shook hands. Said she was Miss Walker. Soon I went over and asked her if she was from South Bend. She said: No; from Indianapolis. It's the speaker. Ye Gods.

After I read it and said, "Aren't we all funny?" she said: "Yes, why are we?"

And "why are we" has been ringing in my ears ever since. I believe I know, it is because they (meaning authority, system and society) expect so much of us that momentarily we lose faith. Yes, we lose faith in ourselves, in the system, in the authority, in the children, in our work, in God and that is what makes us say, "What does it all amount to, anyhow?" This is what faith is the substance of things hoped for, the evidence of things not seen.

THEY make us teach so many Primers and tell us we have to put the class through three first readers, we have to teach the children to do the four processes with numbers to ten. We must teach the children to spell two hundred and twelve words, name the days of the week and the months. of the year, that we must teach the nine principles involved in writing and use the number one copy book. Yes, they measure it out to us how much to teach

and how long to teach, they measure time and measure everything else, but when they judge our work they do not take the measurable into account nearly as much as they do the unmeasurable. It is the measurable that makes us say "What does it all amount to, anyhow?" And it is the unmeasurable in our work that makes us say, I will arise and go.

Yes, it is the unmeasurable in our work that is the driving force and it is that same unmeasurable in teaching that writes over our door success or failure.

What kind of habits did the children

in your room form this year? Habits belong to the unmeasurable in education.

Miss Buckland has said: "The first perceptions of the child are beauty. The baby crows with delight at the beauty of the round, silvery moon in the dark sky, and the little child gazes with tender love at the beauty of the daisies in the green grass, long before he concerns himself as to the relation to his physical life of the heavenly. bodies and the production of the earth. Did you nurture this love for the beautiful? Did you use this inborn love of beauty in connective reading so that there was developed in your children. a taste for the pure and the good in literature that will lead them to green pastures and still waters in maturity? This all belongs to the unmeasurable in your work.

Some one has said that, "Life is Art, a very fine Art." If you have lived at school in such a way that the children and patrons and teachers knew that you knew that this was true, then you again touched the unmeasurable. If you have now reached the place where

you are looking off into space saying, what does it all amount to, anyhow, remember that it amounts to much if the unmeasurable that came in in spite of you was on the right side.

And I will trust that he who heeds
The life that hides in mead and wold,
Who hangs yon alder's crimson beads,
And stains these mosses green and
gold,

Will still, as he hath done, incline
His gracious care to me and mine.

-John Greenleaf Whittier.

DON'T FEAR TROUBLE.

Just take Trouble by the hand, Lead him in and close the door; Give him then to understand

He shall trouble you no more. Tell him this, that night and day You have seen his shadow fall

Gloomily across your way—

Then don't talk of him at all. Find some sunshine and a song,

And some laughter ringing free; He'll not tarry very long

Where the song and sunshine be; Anyhow, be brave the while,

There's his shadow on the wall; Look at him and softly smileThen don't talk of him at all. This puts Trouble in a stew, Fills his mind with loads of doubt; Trouble knows not what to do If he isn't talked about. So take Trouble by the hand,

Show him you are not his thrall; Take him in, you understand, Then don't talk of him at all. -Moderator-Topics.

They that will not be counseled can not be helped.-Benjamin Franklin.