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don't have to look for October. It covers a whole hillside. It cloaks the valleys and knows no horizon. A whole grove of maples lights up with the fire of autumn, with every flame color in the spectrum. A valley gleams and shimmers* with gold from swamp wil* low and sycamore, a whole broad valley full and brimming. An upland pasture lined with briars and
blueberries is twenty acres of^ green and forty rods of purple1 and crimson. And when the winds of late October blow, even the wind is full of color. The month is so full of color it can scatter it to tfeeskies and rustle it under- i foot. Even the skies of October, once the rains have cleared September’s dust, are the bluest of all skies, with the whitest of all huge clouds.
October is a long mon'h, as our months run. But few Octobers are long enough to wear out their welcome. Sun-ripe and color-bold, October holds a special place in our affection.—N. Y. Times.
O Wad Some Power
The Gif tie Gie Us
Many pupils at Rappahannock High responded wholeheartedly to a request that they enumerate desirable qualities in a pupil andin a teacher—as they saw it! It was obvious that many regarded this as a long felt need to “tell off’ the teacher, and tell off they did. It was interesting to note that they were evidently sincere for they listed equally rigid criticisms and suggestions for the pupils.
Illuminating definitions usually result from this type assignment. Samples from the recent inquiry are:
Pupil: “A person who wants to learn and understand things.”
Teacher: “A person who understands the problems of the students.”
If nothing else had resulted from this canvass of opinions, the above two definitions from two pupils' papers would have made worthwhile the time spent.
Under the first definition may be included thoughts from other papers. Most of the pupils stated that they thought a good pupil should be attentive and should avoid being noisy in class. The papers reflected that the interested, and even the disinterested,
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