The small hoop should be hung so that the lower edge will be about thirty inches from the floor, the next larger on each side and twelve inches distant, and the largest twelve inches above the top of the center hoop and twelve inches apart. The hoops should be fastened so that they will remain flat with the frame, and not be disturbed by frequent battering with the balls The player stands 12 feet distant from the frame and directly in front of it and throws a tennis ball upon the floor so that it will rebound and pass through the frame. Should the ball go through the small hoop the player counts 15, through either of the next larger counts ten and it through either of the largest, 5. Each player has five throws of the ball successively and the first player reaching 60 wins the game The game may be played by two or more and sides may be formed as in tennis. Sometimes a net is stretched in the frame and the hoops are set into it so that balls that count go through and false plays return the ball, but the addition of the net makes the apparatus cumbersome. The frame should be placed against a wall in order that the balls may return to the players.

A PRETTY CLOSET.

C. H. J.

I lately saw a novel and pretty china closet that many would be glad to copy-seven soap boxes formed this unique addition to the room. These boxes were about nine inches high, sixteen inches deep and twenty-two wide; they were piled up against the wall, one upon another, and fastened together with brads. The fronts were removed, and seven nice compartments revealed themselves

How to utilize the space to the best advantage becomes the next consideration. The three upper boxes were neatly lined with dark red canton flannel, and formed a pretty background for the china. curtain of a pale shade of Inda silk was suspended

A

from a brass rod and drawn to either side to display the pretty dishes.

The four lower boxes were devoted to more home ly articles, and needed to be enclosed Ordinary matting was tacked down to each side from the top to the floor, and a flap or curtain of it was also tacked in front of the four lower boxes, whose contents could not be said to be ornamental. This matting can be decorated with painting in some bold design with a very little trouble, and becomes very effective. I you are not a brilliant artist, copy the design upon the matting with charcoal from patterns cut out upon po per of a pretty border or graceful trailing vine; then fill in with suitable colors-you will be surprised wis a good effect you can produce, even without much real talent. If you are used to decorative work, then the task is an easy one, and both yourself and friends will admire the charming addition to your room, never dreaming that seven worthless boxes have produced such an artistic and pleasing result.-Godey's Lady's Book.

SEWING ON BUTTONS.

"When I get a bright idea, I always want to pass it along." said a lady as she sat watching a young girl sewing. "Do your buttons ever come of Lena?"

"Ever? They're always doing it. They are ironed off, washed off, and pulled off until I despair. I seem to shed buttons at every step."

"Make use of two hints when you are sewing them on, then, and see if they make any difference When you begin, before you lay the button on the cloth, pull the thread through, so that the knot will be on the right side. That leaves it under the button and prevents it from being worn or ironed away, and thus beginning the loosening process.

“Then before you begin sewing, lay a large pin across the button, so that all your thread will go over the pin. After you have finished filling the holes with thread, draw out the pin, and wind your thread round and round beneath the button. That makes & compact stem, to sustain the possible pulling and wear of the buttonhole.

"It is no exaggeration to say that my buttons never come off, and I'm sure your's won't if you use my method of sewing."

PICTURES

May be transferred to painted surfaces in the following manner: Cover the ground with an even coat of light color ed carriage varnish, which should be allowed to set, (nearly as dry as if for gilding.) If the print to be transferred as colored, soak it in salt and water; if not colored, use water alone. Remove superfluous water by pressing between blotting pads, and then place the picture face down upon the varnish, pressing it smooth. When the varnish is dry. dampen the paper, and rub it off with the finger. The pieture will be found upon the varnish, and another coat of the latter should be added to bring out the effect.

VOL. III.

No. 12.

THE

HE musician seats himself at the instrument, and in the first chord he strikes you have the key-note, and if my pen shall be able to give true expression to the thoughts that arise, a short prelude to the subject in hand will be attuned to the dignity of labor," having for its keynote "earnest endeavor," love for the work undertaken.

The fact needs no demonstration that the laborers of this world are its life. Busy brains, busy hands, busy feet, plan and execute the works that increase our comfort, beautify the world, and add to our enjoyment.

The hand of toil erects the massive walls of our great cities; the hand of toil lays the rails and builds the cars and drives the engines that carry you in speed on your journey; the hand of toil paints the glowing canvas with scenes that move the hearts of men: the hand of toil pens the books that inspire men to noble efforts.

And not only this, but busy ones who follow the One of whom it was said, "He went about doing good," build up the schools, the homes of refuge, the hospitals, to gather in and care for the needy and friendless among earth's children.

We do not believe this world came by chance, and we know that any cause to be productive of lasting good cannot be carried on in a hap-hazard way. Order, thrift, prosperity, progress, are signs of labor and laborers.

It is not the province of this paper to dwell upon the field of Sunday-school work, but rather upon the workers; but

we know that that work will be effectual when each teacher, each officer, stands faithfully in his allotted place and performs the task assigned him, be it great or small; and the probability with us all is that among our deeds the number of small ones will greatly exceed the great ones. And we reason from this that our Sundayschool teacher stands more in need of a ready, willing disposition than of brilliant talents, while he is doubly blessed who has both.

With what spirit shall a teacher go before his class? In what spirit did the greatest of teachers go forth upon his mission seeking to save?

We have heard sweet voices of children singing out these words:

"'Twas love, 'twas love, 'twas wondrous love, 'Twas God's great love to me

That brought the Savior from above,
To die on Calvary."

And we find here an answer to our inquiries. It was love, a self-sacrificing love that brought to earth the Savior of mankind; it was love that gave him his unfailing patience; it was love that prompted all his deeds; it was love than which "man hath no greater" that led Him to even lay down his life that he might draw all men to himself. In the spirit of love the teacher should assume his work. The cheerful laborer in love with his work will accomplish more than the one who goes to it urged by a sense of duty only.

Love is inspiring; it brightens the intellect; it quickens thought and action; it strengthens mind and body; in the old words, it "lightens labor."

Decidedly, the teacher must be moved by the spirit of love for the work, for the children, for the Master, and they are all

one.

He should be willing to sacrifice his own ease, his own pleasure, for his work's sake. No matter if the quiet Sabbath morning is the very pleasantest time of the week in which to read, he will yield it, and other temptations that often come enticingly near will be put aside in the

same manner.

Slight indispositions will be overcome; invitations calling him away will be respectfully declined; a little snow or rain will be braved; and an important item is they will be done cheerfully.

Teachers should never enter the class with the feeling and face of a martyr. I remember a teacher who used at times to assume such an expression and it had the effect of producing a very rebellious feeling in my youthful breast, and I can assure you that had it been a class in Sabbath-school instead of a day-school I should have been tempted to absent myself. Teachers should be cheerful.

You and I like to meet bright-faced people; we like to hear cheery words; we get tired of people whose faces are always disconsolate and whose words are always fretful; so do the children.

The Savior taught that he who loved Him would do His will. The truest faith and love find expression in deeds, in acts. The teacher who loves his work will as a matter of course be active. He will study his lessons, himself, his pupils.

How blest is he who has a fund of energy; all things give way before it. It is the golden key that unlocks the door to

success.

It is not always the brightest mind that masters the lessons of life; not always do the most highly gifted diffuse the most light among their fellow men; those of greatest ability do not always accomplish the greatest achievements. It is the active, energetic men and women that move forward in every good work, using the talents intrusted to them and proving true the words "Unto him that occupieth shall be given."

Let us grant that the teacher must be active. And we then come face to face with another fact; activity, energy, force, power must be controlled and directed in proper channels; therefore the, teacher

He

must be possessed of wisdom and good judgment, and to this end he will "study to show himself approved, a workman that needeth not to be ashamed.” himself needs to be led by the "Spirit that guides into all truth" if he would point the way to others.

And not only may he point the way, but if he would do any lasting good to himself or any other soul, he must press in that direction himself that his precept may be strengthened by his example.

The educators of to-day are pressing upon us the fact that the great object of all teaching is the developement of character, and this should be especially true of the teaching of the Sunday-school. is not sufficient that our children should know the text of our inspired books; it is not sufficient that they should know the written word; and though they may be taught to understand the "plan of salvation" in all its details, that in itself will not suffice; there must be a willingness to live by the word of the gospel, a willingness to apply its laws to all the acts of life, a willingness to make it the rule of life.

We find much fault with those religions that seem to us a "dead form;" then let us have a care that ours be more than a form, that our lessons be more than words, that the lambs of the flock find the bread of life and the well of living water and go not from the doors of our schools hungering and thirsting.

And this great, this responsible work, who shall do it but earnest men and women of strong, deep characters, from whose hearts the song goes up like a fervent praver, "I love thy church, oh, God!”

Not shallow, not fitful, not wavering, not tossed by every wind may the teacher be; but steady, firm, wise, patient. Oh, we need to be of the spirit of Christ himself! We need to be his disciples, to learn daily at his feet.

Let none shrink because much is required of the teacher. Are we not all teaching daily whether we profess to do so or not? Will it in any degree lessen the responsibility resting upon an individual to refuse to engage in a work? It is required of each of us to do all he can, to make all the progress he can. That is a responsibility we can not evade. It is our duty, our life-work to mount step by step toward perfection. God's love draws