individuality. The school should not only begin where the boy is, but
should begin its work upon what he is. Only so can it direct him toward
what he ought to be. If the boy would alight at the National Gallery in
order to regale himself with the masterpieces of art, why, pray, should
the teacher try to curtail this desire and force him into Westminster
Abbey? If she will accompany him into the Gallery and prove herself his
friend and guide among the treasures of art, she will, doubtless,
experience the joy of hearing him ask her to be his companion through
the Abbey later on. The Abbey is quite right in its way and the boy must
visit it soon or late, but to this 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