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Syllabus and Manual of Physical Training

By LAURENCE S. HILL, Director of Physical Training, Albany, and New York State Assistant Inspector of Physical Training

This book contains instruction to teachers, explanation of commands and movements, class-room and gymnasium tactics, explanation of dancing and rhythmical steps, a series of lessons worked out in detail for Grades I-VIII, inclusive, athletic periods for boys and girls, value of play, mimetic exercises, imaginary plays, games for the school-room and playground; in short, furnishes a carefully graded and complete course in PHYSICAL TRAINING covering the entire school course from First Grade through the High School.

covers Requirements of New York State Program of Physical Education No progressive teacher or school can afford to be without this valuable syllabus Cloth Bound, 241 pages, $1.25 postpaid 10 per cent discount on orders for 10 or more copies NEW YORK EDUCATION COMPANY 467 Broadway, Albany, N. Y.


Latin Grammar graphically presented from the standpoint of the eight parts of speech, in a series of charts, so arranged as to make it easily visualized and studied. For instance, Chart I THE NOUN, shows at a glance the characteristics of each case and declension, the general case meaning, and the rules of use for each case together with illustrative examples in both Latin and English. These charts are ideal for review work and preparing for examinations. They are endorsed and used by leading schools. Thousands of copies sold. Price for complete set of charts 50 cents.

A Handbook for the Study of the Drama and the Short Story By MABEL A. GANNETT, A.A., Teacher of English, Medford, Mass., High School

With a sympathetic understanding of the point of view of eager youth, Miss Gannett has given a skillfully simple interpretation of the technique of two forms predominant in the literature of to-day, the drama and the shortstory. The volume is delightfully direct and pleasing in its style, and it contains a fine collection of models, illustrations, comparisons, and questions.

To the magazine reader and to the theatre goer, this presentation of the principles underlying the art of a good story or a good play can not fail to be of interest. To the student and to the teacher of literature this handbook will prove an inspiration.


THE PALMER COMPANY, Publishers, 120 Boylston St., Boston, Mass.

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Horatio M. Pollock, M. S., Ph. D. Author of the American Examination and Review Book and Editor of American



Charles W. Blessing, A. M.

Editor of American Education

The Examination Book in American History and Civics contains five hundred Regents' Questions with answers in American History and Civics and the biographies of one hundred leading Americans and other valuable material such as important dates and associated events. The questions with answers are arranged chronologically and cover the entire history of the United States from the period of discovery to the present time. Every period is fully treated. The answers are authentic and complete.

This volume will be found of great help to teachers for review pur. poses and to pupils who are preparing for examinations.

Cloth Bound, Price Postpaid, 75 Cents
The Book and American Education for one year, $2.oo

New York Education Co., Albany, N. Y.


Reading and Hygiene

(First to Third Years, Inclusive)

This series differs from other readers in the following important features:

(1) The very small number of word-groups and sight words used in the earliest stages of the work; (2) The systematic simplicity of its vocabulary; (3) The sustained charm of its stories and verse; (4) The orderly development of the reading matter in both thought and vocabulary; (5) The complete and elastic system of phonetics; (6) The perfect articulation of the various kinds of work at every stage; (7) The enchanting illustrations, in warm color tones, drawn with a spirited handling of incident and expression; (8) A teachers’ manual so clear and simple that it can be used with entire satisfaction by teachers who have had no experience in the teaching of

* STORY Hour READINGs (Fourth to Eighth Years, Inclusive) By E. C. HARTweli, Superintendent of Schools, Buffalo, N. Y. In the books for the last five years the delightful selections represent the best of both classic and modern writers. They provide the kind of reading material especially needed by schools to-day because it is strong in its training of character and in its ideals of citizenship. Much of the material in these readers is especially suitable for drill in silent reading. Helps are also provided by which the pupil’s appreciation of what he reads is quickened. Every effort has been made to give the child a taste for books, to develop his character, and to teach him to read with reasonable speed and to retain what he has read.

OVERTON'S HYGIENE BOOKS (Personal Hygiene, Revised; General Hygiene, Revised) Overton's Revised Hygiene Books present the latest scientific information concerning the building up of the health of the individual and the betterment of community conditions. “Health chores” for the pupil are given in an interesting manner for the purpose of establishing good health habits. In accordance with the latest scientific knowledge, these books emphasize the subject of disease germs and their carriers, the newer ideas of nutrition, and the detection and correction of physical defects. From his experience both as a physician and as a public health official, Dr. Overton knows how to give practical information with unusual clearness and simplicity.


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HE ninetieth anniversary of the birthday of Dr. Charles William

Eliot, President-emeritus of Harvard University, was observed Dr. Eliot March 20. The occa‘. sion was fittingly celeBirthday brated by a large public

gathering in Sanders Theatre in Cambridge, where prominent speakers brought greetings and the salutations of the American people in honor of Dr. Eliot. Chief Justice William H. Taft was present as the personal representative of President Coolidge and brought greetings in behalf of the American public. Other greetings were presented by President A. Lawrence Lowell in behalf of the corporation of Harvard University; George Wigglesworth for the board of overseers; Dean L. B. B. Briggs for the faculties of the university; Charles T. Greve for the Associated Harvard Clubs; Charlton MacVeagh, senior class orator, for the undergraduates; President James R. Angell of Yale for other colleges, universities and learned societies, and Governor Cox for the commonwealth of Massachusetts. The greetings of the people of Canada were expressed through a letter from Premier W. L. Mackenzie King. Massachusetts has given the nation many eminent educators and statesmen, and high on this list stands the name of Charles W. Eliot, distinguished as a teacher, college president, educational reformer, speaker and author. At the

early age of thirty-five he was called to the presidency of Harvard University and served in that capacity for forty years. During this long period he was the outstanding educational leader of the land. In his inaugural address as president of Harvard in 1869, he advocated the enriching and enlarging of the course of study pursued in all schools from elementary through the college and university. He was an insistent advocate of electives and vigorously championed that cause until not only Harvard University fully adopted it, but other colleges and universities all over the land followed the example of Harvard. He has magnified the place and importance of the natural and physical sciences in the curriculum and has always regarded them as indispensable branches of education. In his inaugural address he said that the sciences should be taught in a rational way with objects and instruments in hand, and should be studied not from books merely, nor through the memory, but by the seeing eye and informing fingers. Scientific studies, Dr. Fliot said, develop and dis

cipline the powers of observation, the

inductive faculty, the sober imagination and the sincere and proportionate judgment. While he has always been an enthusiastic advocate of the sciences he has never lost sight of the other major subjects of the curriculum. Languages, particularly the English language and literature, mathematics, philosophy and all other branches of learning should have a place in the curriculum, and he has insisted that these subjects should be taught according to the most approved scientific methods. Due largely to Dr. Eliot's initiative the higher institutions of learning have witnessed a complete transformation in educational methods.

As president of Harvard, he developed the graduate schools, and recognized the relation of business to education in his approval of the establishment in 1908 of the Harvard Graduate School of Business Administration. Dr. Eliot's aim was to create a modern university which should offer the broadest possible fields of study and which should expand and vary its work in accordance with the needs of the community and the nation.

Public service was the keynote of his work while in active service and he gave freely of his energy and influence in all movements for the betterment of the national life. In this line he has been scarcely less vigorous in the fifteen years since he became presidentemeritus.

Dr. Eliot at ninety is still vigorous in mind and body. At a recent celebration of the Massachusetts Institute of Technology, he was requested to talk on the education of fifty years ago, but he said he much preferred to talk on the education of the future. His advice is, look up, not down; look forward, not backward; look out, not in. He is a confirmed optimist and believes that the world is gradually growing better. He believes that the United States is far better governed to-day then she was when he started life. Throughout his long, fruitful and happy life, he has daily put into practice the advice given to others, namely, to find joy in work.

Chief Justice Taft in tendering the

congratulations of the American people said to Dr. Eliot: “You have wielded greater power with the intelligent democracy of this country than any other unofficial citizen of the times and your long life has been full of constant and eminent usefulness in promoting the welfare of your countrymen.”

HE six-year term of Dr. William L. Ettinger, Superintendent of the New York city schools, expires next month. Although it is conceded that his administration has been unqualifiedly beneficial to the schools, there seems to be a determined purpose on the part of the politicians to supersede him, for the reason that he has put the interest of the schools above political conThe better element of the city is demanding the reëlection of Dr. Ettinger, and it remains to be seen whether the politically controlled members of the Board of Education are willing in the face of this demand to sacrifice the schools to low politics. One member of the board, Arthur S. Somers, is outspoken in his support, but the other members of the board seem to be so subservient to the city administration that there is danger that the good of the schools will not be taken into account in the selection of a superintendent for the next six years. The harm that has come to the New York city schools in the past few years through the domination of politicians is recognized by intelligent people everywhere. All the reputable papers in New York city commend the good work that Superintendent Ettinger has done and are emphatic in their demand for his reelection. The teaching force as a whole


A Crisis in the
New York City

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