is called to them. The teacher who practices self-criticism, who seriously studies her own methods, will certainly grow stronger in the work. The following questions have been suggested by observing the work in the county. Are you familiar with any of the errors implied?

Do you apologize for want of training by claiming to be a "good manager?" 2. Have you a closer interest in your salary than in the success of your work? 3. Are you irritable, cross and do you nag and scold?

4. Do you permit tardiness without giving it your serious attention?

5. Do you neglect to impress upon the pupils the importance of regular attendance?

6. Do you encourage absence, tardiness, and the criticism of patrons by your own irregularity in keeping time?

7. Do you evade the responsibility for attendance by thinking it the duty of the truant officer?

9.

8. Are you satisfied with an interesting lesson whether it be profitable or not? Are you content with busy work if it simply keeps the pupil out of mischief?, 10. Are your questions in recitation aimless?

11. Does the conduct of the recitation lack a clear and definite purpose?

12. Do your pupils discourage selfreliance by prompting each other?

13. Do you name the pupil first then ask the question? Why not reverse the order?

14. Do your questions imply the answer?

15. When a pupil has not prepared his work are you satisfied if another can make the recitation?

16. Do you mistake entertaining for teaching?

17. Do you come before the class without knowing the lesson in hand?

18. Do you burden the conscientious pupils with long lessons in your effort to keep the "lazy boy" busy?

19. In your desire to be energetic do you make the recitation yourself?

20. Do you convince yourself that it is better not to prepare outlines when in reality it is easier not prepare them?

Do you repeat pupils' answers, the words in the spelling lesson, or your question? Why?

22. Do you accept poor work and remind the pupil to do better "next time?"

23. Are you so completely absorbed in the recitation that you forget those who should be studying?

24. Do you assign indefinite lessons? 25. Do pupils forget the assignment? Why?

26. Before leaving the class at the close of a recitation do you see that the pupils are busy with the next lesson?

27. Are you satisfied with results that are almost correct?

28. Do you excuse inaccuracy on the ground that the principle involved is correct?

29. Do you permit pupils to be rude and boisterous at recess?

30. While attempting to control pupils do you fail to control yourself?

31. Do you excuse disorder and disobedience with the argument that it encourages "individuality ?"

32. Do you invite the pupils' resentment by being abrupt when a little tact would avert an outbreak?

33. In being "one of the pupils" do you forget your dignity as a teacher?

34. Do you waste part of your energy through failure to organize the work?

35. In your zeal to inspire "high ideals" do you forget that reading, writing and spelling are fundamental?

36. Are you a careless "housekeeper ?" 37. Do you permit pupils to destroy property, deface desks, mutilate books?

38. Do you feel no reponsibility for the moral atmosphere of your school? 39. Are you a stranger among the patrons of your district?

40. Do you rob the taxpayer, set a bad example for the children, and degrade your profession by simply "doing time" at the institute?

Will you kindly read the above questions again, and with your pencil "check" those that might have been taken from your work?

How many have you indicated? To what particular feature of your work do they apply? Do you think of a remedy? Has your school journal made any suggestions on these points? Confident that these questions will be read in the same spirit they are written, I remain, Very truly yours,

GEO. H. TAPY.

With the opening of the Girls Industrial College of Texas, September 23, a new era in education began in this State. All over this broad land the cry is going up that our public school system, while preparing our boys well for entering American business pursuits, is not preparing our girls for their great work in life. The tendency of modern education is largely to train girls away from the home, instead of for and into the home. Too long has it been taken for granted that a woman's intuition will prepare her for the duties of home-making-the most exacting of all professions-demanding as it does a broad intellectual culture, trained business ability, good physique, and well-trained hands and eyes.

Texas is among the first States in the Union to acknowledge woman's special needs in education, both for the home and for earning an independent livelihood outside of the home. Twenty per cent of all wage earners in the United States are women. We do not know the exact number of women wage earners in Texas, but our girls are as independent as others. It can be readily seen that many of our girls must be educated for other pursuits besides that of home-making.

The curriculum of the Girls Industrial College offers our girls the most thorough commercial education to be received in Texas today. The same can be said of the industrial arts, domestic science, domestic arts, and other departments. While thoroughly preparing our young women for independent living, not a single subject in the College curriculum tends to unfit a woman for home-making. Rather do all add to her equipment for the undertaking of her highest work in life. Great care was exercised by the Board of Regents in selecting a faculty of experts. Every student will be well grounded in the English subjects and in sewing and cooking. Special students may enter for short courses in one or more departments if their English education is already sat

isfactory. The college physician cares for the students' health, and the entire faculty has careful supervision of the pupils.

In addition to the apparatus already ordered, fifteen hundred dollars worth of scientific equipment has just been secured from Mr. E. H. R. Green's private laboratory at Terrell. A complete photographic outfit and a fine stereopticon are included in this purchase.

On the last day of September there were 150 students enrolled. The following quotation from the Denton Daily Record and Chronicle of September 24th indicates general interest throughout the State:

"One thing more flattering than all the others about yesterday's event, the opening of the Industrial College for Girls, might pass unnoticed. But when one's attention is called to it, one sees in that more than anything else the State-wide interest that this industrial college has caused. That thing is the fact that almost every section of the State is represented. Beginning on the east:

"Students are here from Longview, not far from the Louisiana line; students are here from Beaumont, in the extreme southeast corner of the State; from Seguin and Austin, in the southern part; from San Antonio in the southwest part, while from far-away Hidalgo, the extremest, excepting one county, southwestern part of Texas, comes a student nearly eight hundred miles from home.

"El Paso, the extreme western city of the State, furnishes the most western representatives, while Iowa Park, Chillicothe and Canyon represent the Panhandle. Every part of North Texas of course has one or more representatives. But in the fact of this attendance from the most widely separated portions of Texas is an augury of wide interest in the most unique, and probably the most interesting of Texas's now complete chain of public schools."

A History Hint.

For teaching the growth of the United States by the addition of new territory, secure a railroad folder with map of the United States. With a sharp knife cut out the original territory extending from Canada on the north to Florida on the south, and from the Atlantic to the Mississippi. When the class has for a lesson the adoption of the Constitution and inauguration of the first president, tack this to the wall, and leave it there. When the purchase of Louisiana is the topic, have the Louisiana territory cut out, and let pupils tack it in place. Proceed in the same way with Florida, Texas, the Mexican cession, the Gadsden purchase. In this way the class will see the United States grow. Such expressions as "Tippecanoe and Tyler too" impress facts and vary the monotony.-M. E. F., in Normal Instructor.

For Pronouncing and Defining Contest.

Quaff, quarantine, recondite, recluse, recess, recusant, regress (noun), regress (verb), reparable, requiem, strategic, precedent (noun), precedent (adjective), premise (noun), premise (verb), plover, piccolo, philologist, pedagogics, pedagogism.—Ex.

Make Pupil Think.

John R. Gregg, the well-known shorthand instructor, at a recent shorthand convention made an observation which might apply to teaching in general, as follows: "I think the great mistake commonly made by young teachers is explaining too much. They are too anxious to help the student instead of making him help himself, and I think the great art in teaching is to draw out the student-to make him depend upon his resources more and more as he advances. The more experience the teacher gets, the less he deals. with the details. He may explain the broad points and principles and emphasize their importance, but he tries to get the student to work out the problem for himself as much as possible."-Pathfinder.