L'école, un magazine consacré à l'enseignement primaire et secondaire . ont vu que tous les necessaryinstructions a été donné, et que chaque élève était prêt à poursuivre le travail réalisédans. Ils devraient ensuite se sont fait dire qu'ils n'étaient pas à interruptthe lire classe, sauf dans un cas de nécessité absolue. Si un tel cas se leva, l'enseignant doit avoir arrêté le lecteur, andbrought- le travail de toute l'école jusqu'à l'arrêt. L'énormité ofstopping les travaux de l'école pour une autre raison que celle d'absolutenecessity serait impressionné sur les élèves. Bluenose. Un enseignant dans une des écoles defin

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School; a magazine devoted to elementary and secondary education . have seen that all necessaryinstructions was given, and that each pupil was prepared to carry on thework. They should then have been told that they were not to interruptthe reading class, except in a case of absolute necessity. If such a case arose, the teacher should have stopped the reader, andbrought the work of- the entire school to a standstill. The enormity ofstopping the work of the school for any other reason than that of absolutenecessity would be impressed on the pupils. Bluenose. A teacher in one of the schools defined conscience as somethingwithin you that tells you when you have done wrong. Oh, yes, said a little lad at the end of the room. I had it oncelast summer after Id eaten green apples, but they had to send for adoctor.—Ex. The children were studying a lesson in natural history, and theteacher asked for an example of the order of Edentata—that is, animalswithout teeth. I know of one, shouted Tommy, all eagerness. Well, what is it? Grandpa! shouted Tommy again.. Little Journeys to Rural Schools F. H. SPINNEY Principal, Alexandra Public School, Montreal II. THE efficient rural school of the future must be the consolidatedschool. It is only a genius who, in a school of thirteen pupils, cankeep up enthusiasm from September to July. And withoutenthusiasm, education is a cold, dead, useless process. The children would be far better out in the fields—gathering flowers, building camps and making mud pies, than to be under the instructionof a teacher whose spirit has been warped by loneliness, lack of inspiringassociations, and cold indifference on the part of parents and trustees. Not only does the teacher require daily association with othermembers of the profession, but the children require the stimulus, inspira-tion and social training that comes from contact with larger groups. Holding this opinion, it was with pleasurable anticipation that I startedout on Monday morning to visit

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