they have not yet learned how to study, and that it is no time to teach the abstruse metaphysics of any subject. The deplorable break between the eighth grade and the high school is due more to an emphatic difference in the kind and amount of mental activity required in the high school than to mere difference in subject matter. High school teachers should be chosen largely in terms of their personality with. the main emphasis on the power to stimulate and inspire. I have seen such teachers develop what is known as the "school spirit" and a desire on the part of pupils to look after the delinquents in their class. and help them in the same way that an altruistic city looks after its unfortunates. It should be the chief aim of teachers to develop moral stamina. The high school "quitter" is usually more of a moral than an intellectual failure. HOW CAN PUPILS BE INDUCED TO FOR years schoolmasters have gathered together and discussed what they should do for the children committed to their charge. They have accomplished much by these discussions, but they should remember that "Charity begins at home," and should sometimes consider the ever present question, What shall they do for themselves? For the success of the school depends mainly upon the schoolmaster, the schoolmaster as a man-not only as a man of learning or of executive ability, but more especially as a man of the world. As his aim is to fit his charges for life. in the world-the world as it is, not as it ought to be-he must know this world. thoroughly. Especially is this true for teachers in secondary schools, many of whose pupils are soon to make their way in the world equipped with what the school has given them. The oldest already know something of the world, and judge their teachers most severely if they show ignorance of it. The mere man of books, the pedant schoolmaster, has been for ages the butt of satire and caricature. This too common literary personage should be supplanted by the schoolmaster in his true part as "guide, counsellor, and friend." The schoolmaster's influence depends more upon what he is than upon what he knows. He should be like those pilots who not only know every reef, but whose barks have never been wrecked. He should be the master, not a slave of the world. He can attain this mastery only by mingling with men of the world and by learning from them. His acquaintances and some of his close friends should be men of very different life from his own. In this way the schoolmaster can learn to understand better the parents of his pupils and so understand better the pupils who are modelling themselves upon their parents. For all his book learning, all his skill in presentation will be of little avail unless his pupils understand him and sympathize with him and vice versa. The schoolmaster must endeavor to be like St. Paul, and "become all things to all men, that he may by all means save some." CORRELATION OF MATHEMATICS AND [SCIENCE C. E. MC CORMICK, BRADLEY POLYTECHNIC INSTITUTE, PEORIA, ILL. MATHEMATICS is a method of science; it is a language used in the expression of scientific scientific thought. It is therefore essential to the study of those sciences which have attained the greatest degree of perfection, such as physics, astronomy and chemistry. A mathematical training which does not fit a student for his subsequent work in science is a misdirected training. It is often a far cry from the mathematics of the schools to the mathe matics of serious life. In school and college the emphasis should be placed upon the efficiency of mathematics, yet even keeping in mind that only through logical reasoning can truth be found. In the college of a hundred years ago mathematics had but little bearing upon the future work of the student. With the development of the study of science there has arisen a field which demands the use of mathematics not only in the college but in the multitudinous pursuits requiring technical training. A knowledge of mathematics, then, becomes essential within a large realm of human activities. There has not been a corresponding change in the courses of mathematics sufficient to meet the new demands that have arisen. How can courses in mathematics be organized to better meet the needs of science, pure and applied? 1. By stripping them of artificial scholastic methods and giving a common sense mathematics. 2. By an early introduction of the results and methods of higher mathematics, especially of analytic geometry and calculus. 3. By the consideration of real scientific problems instead of the manufactured riddles of the books. 4. By the actual handling of physical phenomena through observation and experiment. The position of mathematics as a mental tonic would be strengthened rather than weakened in thus replacing the cold formality of pure mathematical study by the invigorating study of a live mathematics which is seen to be a power. The student who has a taste for pure mathematics will receive inspiration, for, as Fourier says: "The deeper study of nature is the most fruitful source of mathematical study." Work well done is in itself the amplest reward and the amplest`prize.—President Roosevelt. PHYSICAL TRAINING IN THE GRAMMAR SCHOOL MISS REBECCA STONEWOOD, WASHINGTON, D. C. THE true educational value of physical training is that it is a training for life. The department of plays and games holds a higher place in this connection, for in no other form of physical exercise can we get in so short a time those qualities of quick observation, reasoning, decision, nerve and muscular control. The constant playing of a game secures accuracy and quickness of execution generally termed skill, which enables one not only to do this thing well, but all allied movements, thus relating them to the great purpose of education which is the power to do. It is by means of the class exercise that we are enabled to influence each and all of the hundreds of children in a grammar school. The opportunity is given for a personal inspection and individual training in posture and habit. School gymnastics, although an artificial system of exercise, have the advantage over plays and games in our educational scheme on account of their practicability. We can give daily to large masses of children in a short space of time in all seasons and under all conditions of weather, without play-grounds, a certain amount of all round physical exercise based upon physiological principles, calling into play all the muscles of the body and so planned and executed as to be of the greatest educational value. It must be distinctly understood that school gymnastics are not recreation. They are school work. I would never attempt to substitute such work for the play. of recess. Both departments of physical education, the plays and games, and the formal gymnastics are necessary and should go hand in hand in a perfect system of physical training. While retaining the educational pur pose and value of physical training the method of teaching can be one which arouses interest, delight and pleasure. So let us introduce more of the recreative element into what by its very nature could resolve itself into a dreary monotonous drill. The more recreative the educational gymnastics, and the more educational the play, the better will be the system of physical training adapted to grammar schools. THE AIMS OF DRAWING IN THE PRIMARY GRADES MISS EMMA M. CHURCH, DIRECTOR NORMAL ART Dept. CHICAGO ACADEMY OF FINE ARTS THE tendencies that characterize the primary child are those of restless, bodily and mental activity; the latter being of the subjective imaginative kind. It is the time of symbolism and spontaneous play; the time of all times to inculcate the love of artistic creation which will blossom at a later period. He is intensely interested in action, in human and animal life; but not in landscape except as a conventional background for some kind of action. The sources from which we may derive interesting material for illustration are his games which are the most intimately interesting phase of life because they afford him a chance to live them through acting. He will love nature the more for having been introduced to it through nature myths and fairy tales, because he can through them approach nature with a human interest. If he is allowed to dramatize them, so much the better, for he has made them his very own by living them. He will revel in symbolic nature stories of his own, told first in words and then in pictures; stories of home life, industries among which he lives often become true poetry in his hands; if we can but see them from his point of view rather than our own. Clay is the little child's own medium for representing form because he can express it as it appeals to him from his tactile knowledge of it. Only such mediums should be used as are sufficiently plastic to call for little physical effort. The brush, with water-color or ink, charcoal, clay are the mediums for the little ones. The smaller the child the larger he should work and he will naturally work large if he has not been taught to write too young; in which case, he will pinch his brush as he does his pencil, close to the point and fairly write his pictures with his fingers. So much of the primary drawing and industrial work, in our exhibitions, as well as writing and arithmetic and other studies in these grades, is pitifully the work of the teachers-done more for the sake of result, than for the sake of the child, and done at the expense of over-wrought nerves and body. In the primary grades, there should be much less teaching and instruction—much more and better stimulus to live this precious period in a natural way and to express it in a manner that is truly childish. Drawing teachers must know much more than how to draw and to criticize drawings; they must know children and know how to learn from them how to teach. CORRELATION OF MUSIC WITH OTHER BRANCHES OF STUDY MISS ELIZABETH CASTERTON, BAY CITY, MICH. THERE is nothing that touches humanity on as many sides-to develop, to intensify, and to modify-as music. Α proper adjustment of the school curriculum calls for a recognition of the spirit, purposes, and interests that music has in common with other branches. A close re lationship between music and each of the other branches would enhance the value of both. This correlation should be only such as exists in the very nature of the subjects. The subjects that offer the most immediate opportunity for correlation are nature study, geography, history (including biography), and literature. Nature study and music should start hand-in-hand in the kindergarten, and continue throughout the school course. The songs should be planned as the nature work is planned, according to the season, and should relate to the various phenomena of nature as they appear. In connection with geography or history, what could be more interesting than a few folk or national songs of the country being studied? Side by side with the political history of a country runs collateral music, dealing with the home-life, science, ethics, history, literature, or some one of the many things that go to make up its general civilization. So, a song properly studied should give to the child interest and information in regard to some one of the many features of a nation's life. History is closely interwoven with music. How little does the Marseillaise hymn mean to a pupil if he knows nothing of the political history of France, and of the circumstances surrounding the composition of that famous song! Music can be correlated with litera READING IN THE FIRST SCHOOL YEAR MRS. ALICE WOODWORTH COOLEY, UNIVERSITY OF NORTH DAKOTA I. THE vital question of this critical period, the first school year, is, What ideas have become ideals? What habits has the child formed? II. Of the various means used by the teacher, the teaching of reading may be made to exert the most potent influences, the most vital, the most permanent. But reading and teaching reading must be given their full legitimate meaning. III. Reading always and everywhere has its two-fold phase: It is imaging and thinking, with joy in these activities; it is also mastery of the symbols, with joy in this also. Oral reading is always and everywhere (1) seeing, thinking and feeling incited by written words; (2) giving to another in the same words spoken the pictures found in the words written, for the purpose of arousing sympathetic thought and feeling in the listener. The first steps in teaching reading should leave this abiding impression in the mind of the listener. His attitude toward words, toward reading, is more important than the number of words learned per month. IV. To teach oral reading to pupils of any age is: to develop literary taste from its germ, bud or flower; to cultivate the imagination and power to concentrate attention to lead to clearer and more definite thinking; to increase the pleasure in reading; to give increased facility in quick recognition of word forms; to train to distinct, correct pronunciation in well modulated tones. V. The first steps in learning to read must then be: Getting vivid pictures of objects and events worth thinking and reading about; larger, clearer, more definite thoughts; and higher ideals of beauty of form and sound. This can only be done by (1) contact with real things worth while to know; (2) enlarged experience; (3) expression in word and by hand; (4) ear familiarity with literature; (5) increasingly accurate and distinct pronunciation with ever better voice modulation; (6) association of mental pictures with written forms and their sound; (7) increasing ability to instantly, at sight of the written form, give its meaning to others in spoken words. VI. We have often swung too far away from the fundamental first principles of simplicity and naturalness. We have too often built up an elaborate system that is artificial, belittling and smothering. VII. A number of direct practical questions are offered for discussion. All relate to teaching reading in the first school year. The theses stated, hold in solution the key to the answers. These questions relate to essential conditions; the teacher's preparation; the character of the lessons in subject matter and phraseology; their relation to expression by word and hand; phonics; worddrills; independent study by the child; conduct of reading exercises; criticisms; mental discipline; ethical training. of application and review through the study of the scientific phases of typical business organizations. Science should be so taught as to yield. its customary power and training. The commercial school, not being limited by college entrance requirements or by the necessity of preparing for the professions, should aim to make the student broadly intelligent along scientific lines. General and commercial geography in' their scientific aspects afford an excellent introduction and aid to the teaching of science. In addition to the ordinary laboratory equipment, an exhibit of products and processes should parallel and illustrate the work of the classes. Election of subjects by pupils should be limited so that a general rather than a special or partial view of the scientific field is obtained. Science work should be carried on with a clear understanding of its relation to other subjects of the commercial course, and by instructors who are in sympathy with the aims of the school. THE SCIENCE WORK OF A FOUR YEAR COMMERCIAL COURSE PRIN. ALLAN DAVIS, BUSINESS H. S., WASHINGTON, D. C. A KNOWLEDGE of the natural sciences is essential to a good general education and should be a prescribed part of a commercial course. One hour a day throughout the four years, or approximately one-fifth of the student's time, is perhaps an allotment which is sufficient for science and which does not encroach upon the needs of other studies. This would permit elementary biology, combined with the study of commercial products, to be pursued in the first year, followed by chemistry in the second and physics in the third, with a final year THE TEACHING OF APPLIED DESIGN JAMES P. HANEY, DIRECTOR OF ART AND MANUAL TRAINING, NEW YORK CITY PUBLIC SCHOOLS THE moment any space is divided by a line or has introduced into it a spot, masses are formed within it. That moment it becomes a design. Applied design concerns itself with a given space so divided; the term defines the relation which exists between the masses formed. The more harmonious this relation, the better the design. As an element in determining mass, line is of greatest importance. All designs have more or less action or movement. Primarily it is the power which resides in line which controls this movement, which makes it fast or slow, |