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large numbers willing to spend no inconsiderable portion of their summer vacation, and no small part of their scant earnings, in paying board, tuition, and incidentals at some summer watering-place to pursue their studies, brushing up neglected places in their education, and fitting themselves for higher and better work in their profession. Especially is this noticeable when we find them spending several weeks in close attendance upon the teaching and lectures of the most famous experts the country has produced, getting hints, and more than hints—principles—of the best methods of teaching the common-school studies.—Journal of Education.

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TEACHER'S FUNCTION, THE

You look into the face of a mirror, and an image is before you—more truthful, if less flattering, than that which the photographer produces. You pass on, and another comes and looks into the same mirror; but it tells no tales of you, revives no recollection. A thousand persons pass before the glass, and when the day is done, it is just as brilliant and just as vacant as when it made its first reflection. Do we desire a likeness that shall endure. Science must come to our aid with its camera and its chemicals; the image must be caught upon a sensitized plate or film and then fixt so it shall not fade.

In like manner the teacher may hold up a truth before an untrained pupil. It may be beautiful and inspiring, as reflected in the mirror of the pupil's mind. He may understand it, assent to it, even enjoy it; but he may also forget it as he looks upon the next picture. To prevent such loss, it becomes the teacher's function to see that his pupil's mind is not a mere mirror from whose polished surface glide these bright images in swift succession, but a sensitized plate on which truths may be photographed and fixt. (Text.)—, "Proceedings of the Religious Education Association," 1905.

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Teacher's Kindness—See.

Teaching—See.

Teaching Sympathetically—See.

TEACHING VERSUS PRACTISE

A Chinese legend tells of an old sage who sat at a fountain. The three founders of the principal religions of the land met him there looking for an apostle to carry his message to men. Said he in explanation of the reason why he did not go himself and carry his own message: "I can not go because only the upper part of me is flesh and blood—the lower part is stone. I can talk but can not walk. I can teach virtue, but I can not follow its teaching."

The legend seems to be a parabolic way of pointing out the well-known fact that it is far easier to preach than to practise.

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TEARS AND FEELING

The higher the pitch of refinement, the less the fall of tears. This is true of both sexes, but especially of men, and in men in proportion to the fulness of their manhood. Children, of whichever sex, cry at their own cross will, but the schoolboy will hardly shed tears when he is flogged; the young man is ashamed to weep when he is hurt by a fall, except into love; while the full-bearded adult has completely triumphed over feeling. All these statements are true with a difference among nations, due to climatic, historic, or other influences. One of the mysteries of tears is that tho, as the ministers of emotion, they start to assuage sorrow, yet when a mighty grief strikes us they withhold their relief. Petty troubles not only express themselves, but are garrulous; the great are silent from sore amazement. Friends, brothers, sisters and children can weep over the pallid face, but the wife or mother looks on her dead with wild, unmoistened eyes. Niobe is turned into stone; and, most dreadful of all, she is conscious that she has been petrified to her inmost soul.—, Atlantic Monthly.

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TEARS, POWER OF

Boast not of the roaring river, Of the rocks its surges shiver, Nor of torrents over precipices hurled, For a simple little tear-drop, That you can not even hear drop, Is the greatest water-power in all the world.

—Chicago Tribune.

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Technical Education, The Effect of—See .

TECHNICALITIES

Lord Clarendon, in describing the fire in the Temple, London, in 1666, says: "The Lord Mayor, tho a very honest man, was