particular boy the Gallery comes
first and he should be led to the Abbey by way of the Gallery. In school
work the parties are all personally conducted, but the rule is that a
party is composed of but one person.

=Illustration.=--The girl is not to be condemned because she desires to
visit the Selfridge shop rather than the Museum. The teacher may
rhapsodize upon the Museum to the limit of her strength, but the girl is
thinking of the beautiful fabrics to be seen at the shop, and,
especially, of the delicious American ice cream that can be had nowhere
else in London. It is rather a poor teacher who cannot lead the girl to
the British Museum by way of Selfridge's. If the teacher finds the task
difficult, she would do well to traverse the route a few times in
advance. The ice cream will help rather than hinder when they stand, at
length, before the Rosetta Stone or read the original letter to Mrs.
Bixby. The store and the Museum are both in the picture, and the teacher
must determine which should come first in the itinerary of this girl.
The native dispositions and desires will point out the way to the
teacher.

The old-time schoolmaster was fond of setting as a copy in the
old-fashioned copy book "All work and no play makes Jack a dull boy";
but, later, when he caught Jack playing he gave him a flogging, thus
proving himself both inconsistent and deficient in a knowledge of
psychology and fair play. If we are going to Greenwich we shall save
time by taking the longer journey by way of Hampton Court. As we disport
ourselves amid the beauties and gayeties of the Court we can prolong our
pleasures by anticipating Greenwich, and so make our play the anteroom
of our work.

=Variety in excellence.=--In the vitalized school we shall find each
pupil eager in his quest of food for the hunger he feels, and the
teacher rejoicing in the development of his individuality. She would not
have all her pupils attain the same level even of excellence. They are
different, and she would have them so. Nor would she have her school
exemplify the kind of order that is to be found in a gallery of statues.
Her school is a place of life, eager, yearning, pulsating life, and not
a place of dead and deadening silence. Her pupils have diversified
tastes and desires and, in consequence, diversified activities, but work
is the golden cord that binds them in a healthy and healthful unity.
This is sublime chaos, a busy, happy throng, all working at