^'Virginia

Teacher

October, 1928

THE SCIENTIST AND EDUCATION Donald W. Davis

GENERAL SCIENCE TEACHING

IN VIRGINIA Fred C. Mabee

DEFICIENCIES IN HIGH SCHOOL LATIN E. Marion Smith

NEGRO EDUCATION IN THE UNITED STATES

THE READING TABLE EDUCATIONAL COMMENT

Published at the CENTS STATE TEACHERS COLLEGE of Harrisonburg, Va, THE VIRGINIA TEACHER

OSOSOSOISO^OSO^O^ESO^OSOSOSOSOSOSq O^OSiCMO^O-SOHiOSOlSSiOSsOSOMOSOgsO^OSSO Si S iln= 105 9 JUST PUBLISHED ATTENTION OF TEACHERS 3 m Fundamentals of Business i o g Practice s AND PRINCIPALS o o Q JS g by o 8 g C. E. Birch, B. S .in Ed., L. L. B., M. Accis. g; Supervisor of Penmanship and Com- Q mercial Work, Lawrence, Kansas sfa . , -r . We carry a complete line of School h O Laboratory materials for use in Junior Furniture, Auditorium Seating, Black- 9 q Business Training Courses. One hundred boards and Accessories. School Sup- g SS practical assignments with all instructions o O and practice material self-contained in the ffi plies, Maps, Globes and Charts, latest g O pad. Intended for use with the text, Fun- o E« publications. Kindergarten Supplies, g Iffii damentals of Business, by the same author, o o 6 as supplementary to other texts, or inde- g g Teachers Supplies, Playground Equip- q pendently of any text. "" ment, Gymnasium and Athletic Goods. NEW, DIFFERENT, EXPLORATORY, o o PRE-V O CAT ION AL g Any special catalog or prices mailed on request. Write us today. LIST PRICES Fundamentals of Business (Text) . .80c o Virginia School Supply Co. Fundamentals of Business Practice Box 1177 (Pad Form) 80c o Write for Samples and Other Information 2000 W. Marshall St. THE GREGG PUBLISHING CO. Richmond :: :: Virginia o New York Chicago Boston San Francisco Toronto SS ES London OSOSiOSO^OSOffiOgOffiliOffiOSOISiOiiOSiO^OiiO oaoaoaoaoaoKoaoaaoaoaoaosoao! soao a OSOSOSiOSiOffiOSO^OS^OffiOSiOSOHfiOa'iOlSiOSO S o s g iUrf a o o O o m ESS A FOOD a o O g o o TOWNS Q AND a o i P 8 o BUS LINE u AN ENERGY BUILDER a o 8 o SERVES a 8 o a s0 o 1 IMPERIAL 1 THE SHENANDOAH VALLEY o o a a THE CREAM of all ICE CREAMS a o o o ffi a o Good Transportation From o a Manufactured § Winchester to Roanoke o 8 o s Harrisonburg, Va. 8 o a SPECIAL RATES FOR PARTIES g 0 1 o 8 O and sold by all leading Ice Cream a a g dealers throughout o Phones 323—636-J g g the Harrisonburg :; :; Virginia g g Slxenandoab Valley ffi oaoaoaosoaoaoaasaoaoaoaoffioaosoffio THE VIRGINIA TEACHER

OSO^OffiOSOiSOffiOSOSSOSOSOSO^OffiOffiOffiO g DR. WALTER T. LINEWEAYER S DENTIST | Foreign Language Text Books Hfi Peoples Bank Building K For High Schools and Colleges g HARRISONBURG, VA. M O Phones : Office, 85; House, 8S-M O UAJfAYETTE SERIES FRENCH GRAMMAR: Bezlat- Dey For fourfold mastery of French $1.64 P^OiSO^OSKOSO^OSOSSO^O^OffiOSOSO^OSQ LB VOYAGE DB MONSIEUR PBRRICHON: N. A. Goodyear Q ARCHITECTS DESIGNERS Q Quick reference guide 48 LATIN SERIES FIRST YEAR LATIN: Poster The Neilsen Construction Co. and Arras 9 An admirable course 1.28 FIRST YEAR LATIN (in prepa- BUILDERS and BUILDERS SUPPLIES ration) AMERICAN-SPANISH SERIES O Harrisonburg, Virginia O NOTRE Y SUR; W. B. Knight Q Phone 142 Office 90 E. Market St. o For beginners 1.38 CUENTOS MEJIGANOS: J. H. Cornyn D^CffiOESOSO^O^O^OlSSOiSOSiOiSOMiiOSiOSOiiiO Second-year 1.28 EL SOMBRERO DE TRES g^O^O^OSOKOSO^O^CHiOffiO^OSO^OSiOBiO PICOS; C. B. Qualia Classroom edition; exercises .... 1.32 LA VIDA DB LAZARILLO DE TORMES: Berkowltz-Wofsy S. BLATT § Modernized version; exercises . . 1 48 ADVANCE SPANISH COMPOSI- FINE MERCHANT TAILOR TION: Castillo and Montgomery o Profitable and thorough 1.48 Cleaning Dyeing Pressing JOHNSON PUBLISHING COMPANY Richmond. Virginia. NEW MODERN MACHINERY g East Marker St. Harrisonburg, Va. S OgiOSSO!SOI!BO^CffiO^OSSiOffiO^OiiOSOSO^O^O i « laB 8 S. BRADLEY & SONS, INC. g q , . 9 ^O^OffiO^OSOKOSOJSSOlSOSO^OiiOgflOgOBiO g Iron Founders and Macninists g ) ATTRACTIVE POSITIONS o 6 240 S. High St. Harrisonburg, Va. o for 1927-'28 are being reported. Q Free registration, four offices. O OSCSOSO^O^O^OESOSSO^O^OSiOSOgiO^O^O Southern Teachers Agency SI pi 8 BECK'S Richmond :; :: Virginia a OSCffiOffiOffiOSOaC®OSSOSiOSHOSOSOSOSC®0 For HEALTH'S SAKE O^CSOSOSOSOiSOISiOSSSOSOSaSiOSOSOSOSC Eat SALLY ANN BREAD D. C. DEYIER'S SONS I § made in the Reliable Jewelers 9 9 Shenandoah Valley—Nature's Picture o Land—We Feed It Si Harrisonburg ;: :: Virginia ^ o si OESOtSOSSOMSiO^OSiOaHSOHHOSHOESOSiOSOSDgiO O^O^ESOffiOSOMHOSfiO^OSOSKIISOSIOSiOEiOSiOSiOOSiOSiOffiOEIiOSO^OSO^OiiOSiOSOgO^OSiOSIOSiO ■Nhi sp Q ENDLESS CAVERNS g O WONDERFUL AND SPECTACULAR NEW MARKET, VIRGINIA g OPEN DAY AND NIGHT THROUGHOUT THE YEAR Si BEGUN—-No man knows when END—No man knows where O Tea Room Service at All Hours Descriptive Booklet Mailed on Request iii THE VIRGINIA TEACHER

Volume IX OCTOBER, 1928 Number 8

CONTENTS

The Scientist and Education Donald W. Davis 231 General Science Teaching in Virginia Today Fred C. Mabee 237 Some Needs of High School Latin Students as Revealed in College Work E. Marion Smith 243 A Historical Pageant Linnie Sipe 245 Pageant of the Shenandoah Valley Elisabeth Knight 249 The Lingering Zest to Persecute 253 Negro Education in the United States 255 Eiducational Comment 258 The Reading Table 261 News of the College and its Alumnae 263

$1.50 a Year Published Monthly except August and September 15 Cents a Copy

LOGAN AND ANTHONY'S

Practice Leaves in Junior English

FORM J

Identical in plan with Practice Leaves in English Fundamentals, Forms A and B, the new Practice Leaves automatically come into a share of the wide popularity and high recommendation already accumulated by the earlier forms. With their use, the younger student enjoys the same economy of labor in practice and the instructor a like economy of time and tedium of correction.

D. C. HEATH and COMPANY 239 West 39th Street :: :: :: :: New York City The Virginia Teacher

VOLUME IX OCTOBER, 1928 NUMBER 8

THE SCIENTIST AND and conceives relations among these ma- terial objects. He reasons with more or less EDUCATION skill, cogency, and completeness concerning THIS title requires some restriction, the world about him. He makes general- since I shall consider the relation to izations more or less profound and applies education of those scientists only, them in his subsequent behavior. For some who are engaged in educational work. The of these scientific processes there is obvious industrial scientist and the research scientist need if not necessity. Others are indulged connected with non-teaching institutions in as a result, let us say of idle curiosity. have very important relations to education, This common human being is an applied but these relations I shall not attempt to scientist, but he is also a pure scientist. Yes, treat. Let us for the moment center our every man stands at some level of scientific attention upon the relation of scientists in advancement. educational institutions to the educational Some men arrive at notions at variance phases of their work and to the educational with yours and mine, notions indeed flatly situation in general. Within this scope let contradictory to those held by great groups us keep in mind especially the social and in- of individuals; these have arrived by faulty dustrial needs of Virginia and the educa- application of scientific methods, at notions tional conditions in the state. There is time that we regard as primitive, fantastic, un- in our program for only a suggestive treat- founded, untrue. Some men, early adopting ment—not for an exhaustive one. I hope a generalization that the masters or profes- it may not prove an exhausting one. sors or writers are the media of all knowl- Let us recognize at the outset that the edge, abandon their progressive scientific professional scientist has no patent upon the endeavor to observe with their own senses, scientific method, no prescriptive right to the to use their own intellects in organizing possession of scientific knowledge, no vested knowledge, and rest in utter dependence interest in its benefits, no exclusive claim upon authority. The level of scientific de- upon the designation of scientist. velopment of this numerous class of men is We are all scientists! In saying this I that characteristic of the Dark Ages. We do not mean to imply that a certain elimina- recall, in contrast with these, men who have tion has been exercised in the admission to made rigorous use of scientific methods. this hall, rejecting all who do not exhibit The seal of our Academy bears the name of the insignia of an exclusive fraternity of Clayton, the pioneer botanist and keen ob- scientific men. On the contrary, all who server of nature, faithfully utilizing every have any interest in our exercises have been opportunity to catalog the plants of the invited and are cordially welcomed. Fur- wilderness; of Jefferson, far-seeing patron thermore, even those who, by reason of in- of science, keenly appreciative of its attrac- difference to the attractions of our program, tions and its benefits; of Maury, skilled remain in outer darkness are also scientists. Pathfinder of the Seas; of Reed, the con- Every man capable of education is to some queror of yellow fever—each in his century degree a scientist. He observes through leading in the applications of the methods his various senses the animate and inanimate of science to the problems of his day. Not objects about him. He perceives processes only in the work of the pioneer or the re- 232 THE VIRGINIA TEACHER [Vol. 9, No. 8 search worker is the scientific method of catalog of facts—a fund of related facts, use. In the multitudinous affairs of every- of ordered facts, facts regarding the physi- day life we are each confronted with situa- cal universe and man in all his aspects. tions involving observation, comparison, With adequate time devoted to studies in judgment, reason; i. e., involving scientific science, including continuous science work analysis, hypothesis, and verification. Who in the secondary years, there is no good rea- is it—farmer, business man, carpenter, son why every pupil should not cover the banker—that is free from such situations! field of the sciences with a fair degree of Whose success or failure is not dependent completeness and possess at graduation to a large extent upon the readiness with from high school a speaking acquaintance which he correctly solves these situations? with the facts and more elementary prin- None, perhaps, unless such as the factory ciples of all sciences. In this age of de- worker who serves monotonously, day by pendence upon controlled physical forces, day, a certain machine. Each, according to chemical processes, biological relationships the degree to which he follows scientific —surely in our age of science this is an methods of analysis and guides his affairs by essential feature of adequate education. scientific knowledge, merits the name of Along with the acquisition of knowledge scientist. by the pupils, should go acquisition of skills Every normal child is a scientist. From of various types—skill in the use of the birth he receives sensory impressions of senses in observation, skill in analysis, skill objects about him and early learns to make in the combination of analysis and observa- practical judgments concerning them and to tion and judgment which we call experi- apply these in his daily affairs. He makes ment, skill in the formation of correct judg- a good start in the development of his sci- ments, skill in carrying out logically a train entific powers. He observes, he eagerly at- of reasoning, skill in bringing available tacks new problems that present themselves, knowledge to bear upon new situations. It he learns as a result of experience, he makes is not to be expected that these skills will fairly effective use of his knowledge. But be perfected in school, in college, or in life. he is still far from being equipped physic- But the beginnings of the early years should ally, mentally, socially, spiritually, for the be continued; there should be constant life and work of a man. Great growth is building on the foundation previously laid. essential if he is to enjoy the satisfaction of The utilization of these skills in the applica- maturity in whatever sphere the future may tion of knowledge to daily affairs should find him. The scientist may well give earn- become a fixed habit. For the acquisition est consideration of the problem as to what of knowledge within the field of the sci- part the study of sciences should play in his ences and the development on the part of development. His progress through school the pupil of the special skills peculiar to and college should see a constant accumul- this field, scientists must have primary re- ation of scientific knowledge, a continuing sponsibility and of this responsibility they development of skill in acquiring and ap- should be keenly aware. plying this knowledge and a growth of ideals In addition to these features of education associated with or derived from study of in which the sciences are almost exclusively sciences. concerned, there are others in which the As the most direct and obvious end to be sciences go hand in hand with other subjects attained in the teaching of sciences we as means to educational objectives. Among should mention the building up in the mind these may be mentioned ideals, apprecia- of the student of a fund of knowledge. I tions, aesthetic and ethical standards. say a fund of knowledge, not merely a Even in the accomplishment of the more October, 1928] THE VIRGINIA TEACHER 233 common objectives of education, objectives school or in college is short in the normal for which the sciences are not regarded as life of a man, short in view of all the knowl- essential elements, the study of the sciences edge that our race has accumulated, all the may be of very great service. I will refer skills we covet, all the vast unknown we for example to training in effective under- would know, the apparently impossible tasks standing and use of language. Words rep- we would do. The period of learning may resentative of material objects or physical be most effectively lengthened if, during the processes known to the child are easily period in school and college, the pupil re- learned and remembered and readily used. tains or develops an inquiring mind. For The use of words to represent relations is the scientist the habit of inquiry is essential. also comparatively easy, provided the child's For the teacher of science no quality is more experience is sufficient for the complexity fundamental. He must feel the challenge of of the relation and this relation is really the unknown. He may be unable to meet clear to his mind. But the further we de- with appropriate action any particular chal- part from material objects and physical lenge. Other interests and duties may take processes in our use of language the more precedence but its appeal must be recog- difficult it becomes for the child. To learn nized, its pull must be felt. The skilled to use language in connection with ideas teacher will lead his pupils to recognize the remote from physical phenomena is at best limitations of their knowledge, recognize the a long and laborious process. In it the present limitations and be unsatisfied. This learner is beset by two dangers. The lesser desire to know is immensely enhanced by one is that he will abandon the attempt and the realization that it can be satisfied by remain satisfied not to think beyond the one's own effort. A demonstration of this immediate range of tangible objects. The fact is valuable in any field; it can be made other danger is that in addition to abandon- with perhaps greater readiness in the sci- ing the attempt to use intellectual processes ences than in any other. I believe that dealing with intangible concepts, the student nothing stimulates so greatly the desire to may acquire the habit of merely imitating know as an experience in the search for the use of words by others without himself knowledge that is new not to the searcher grasping their meaning or possessing the only but new to the experience of mankind. ideas they appear to represent. Every teach- To the cat, as food a mouse is a mouse; er needs to be constantly on guard against and to us knowledge may be equally valu- this very strong tendency. Now for bridg- able new or old. But playing with old ing this gap between objects and abstrac- knowledge, like the cat's toying with a tions, in leading the student to use language caught mouse, cannot bear the zest that at- with precision, the materials of physical taches to the search for the unknown, can- sciences are of utmost value. In other fields not take the place in exercise of the scien- efforts to guard against this danger and to tific habit of the quest of knowledge that keep language significant are made under is brand new. I believe that research has serious handicaps. But in the sciences the not yet attained to its rightful place in edu- objects are constantly at hand and training cation, that we have not yet realized its may be as completely centered about objects wide application and stimulating possibil- as may be desired. Detachment from ob- ities. Under guidance even the embryo sci jects may be accomplished as development entist may experience the joy of discovery of the individual permits. Generalization, and actively contribute to the sum of human safeguarded by adequate checks, may be knowledge or to the devices that transmute accomplished by easy and obvious stages. human knowledge into other human goods. The period of formal instruction in That David Putnam and Deric Nusbaum are 234 THE VIRGINIA TEACHER [Vol. 9, No. 8 making interesting and important discov- these elements are of value alike to persons eries as explorers is not so remarkable as of most diverse prospective occupation. Sci- that we have been so long in discovering the entific knowledge, skill and resourcefulness, possibilities of such work in a boy's educa- accuracy of expression in one's language, tion. Especially in the sciences is there an inquiring and applying mind—these are opportunity for exposing the beginner to of value to the future business man or his- some of the exhilarating experiences of the torian, the philosopher or the artist, the explorer and to utilize these experiences in mechanic or the university professor. This early education. training is not especially for the research One of the most serious needs of our edu- worker but for the pupil of an elementary cational work outside of vocational and school whatever his future career. We professional schools is the need of making should aim to develop in every capable per- connection between knowning and doing. I son, at least such scientific knowledge and should rather say the need of completing skill as will enable him to avail himself of knowledge by making it effective. In the the benefits of scientific discovery and to sciences above all other subjects, problems realize a share in its satisfactions. Famil- are ready at hand. We could improve much iarity with physical objects, understanding of our teaching by more emphasis upon the of the principles of science, ability to exe- application of principles we teach. I am cute logical judgments and to reason cogent- not at this point particularly advocating ap- ly, an investigative attitude, facility in ap- plied science as compared with pure science. plying one's relevant knowledge to a present I am rather advocating the point of view situation, these are advantages we must that a principle is best learned and one's strive to secure for our young people in knowledge is best tested through considera- increasing degree as they progress in our tion of specific cases. The applications I schools. have suggested may be as purely scientific I shall not attempt to catalog, much less as Pasteur's research concerning spontane- to set forth in detail, the respects in which ous generation. They constitute tests of the product of instruction in our schools and the generality of the principle, of our un- colleges falls short of the possibilities sug- derstanding of its scope. Above all they gested. The claim has been made that edu- give us exercise in testing and applying and cation in and through the sciences has been they develop in us the habit of following a failure. I think any fair minded person principles through to their confirmation or at all familiar with the educational situa- contradiction. They develop the habit of tion will recognize that this claim exag- problem solving. Emphasis should be plac- gerates the faults of science teaching. At ed at appropriate times upon distinctly prac- its best it has justified itself in high degree. tical problems and their solution, but any But no claim that education in science has type of problem that strengthens the ten- failed here in Virginia can be substantiated, dency to put principles to work is of value. since it has never been tried. The O'Shea We have briefly considered some of the survey of education in Virginia reports that possible values that may be derived from the in sixteen cities, elementary science occupied study, and for the most part the elementary 3.5% of the pupil's time in school. Certain study, of the sciences. We make no claim elements of science are included in other that these advantages are confined to the categories and certain other allowances must study of the sciences; but surely the study be made in fully considering this figure. of these subjects contributes to education It is, at best, painfully clear that utterly in- elements not secured so readily by means of adequate attention is being given to ma- any other materials. And, let it be noted, terials of science in our elementary schools October, 1928] THE VIRGINIA TEACHER 235 and that, with the lack of proper basis and difficulties our pupils experience in learn- with additional handicaps, the secondary ing; but when due allowance is made for schools are giving inadequate training alike defects in presentation, evidence remains in their science subjects and in tool subjects that, by and large, graduates of our sec- utilized in the sciences. ondary schools do not read, they cannot In place of apt characterizations and neat read. The contact between things and words distinctions expressed in fitting language by has been so completely severed that lan- the product of our schools, we hear "wise guage to them no longer represents ideas— cracks" expressed in monotonous terms that it is empty of meaning. The re-establish- have lost through senseless repetition what ment of connection between words and picturesqueness and vigor might have at- things is often the most pressing necessity in tached to their original use. By the time their education—and a difficult process in- they have completed secondary school, our deed at a level where elementary education pupils have practically abandoned the use of is supposed to be long past. And this pro- their eyes, their ears, and their other senses cess is elementary education whether car- as a means of first-hand knowledge. If ried on in its proper place or in secondary asked what is before their eyes, they wiggle school or college. In the correction of this and squirm, endeavoring to find opening for defect, the work in sciences may well have an inquiry, however ingenuous it may ap- a large place. pear, absolutely unwittingly designed to en- After what I have said it may be super- trap you into an indication as to what you fluous to admit that we do not do in college wish them to see. Again and again, as utter- the grade of work we should do. But let ly deluded as they are honestly convinced, us make no excuses. In one way or an- do they say "I can see but I cannot draw." other the responsibility is ours. On the Test a class in psychology on distinctions of whole we cannot blame our pupils for their taste. Time and again the blindfolded stu- failures-—a more earnest and painstaking dent with salt on his tongue will fail to body cannot be found. Let the scientists name it. If asked what it tastes like, how of the State acknowledge a responsibility often does he fumble about for a suggestion for providing for these young men and as to what you used on the preceding subject women fuller advantages in education, espe- or what your outline may call for. The cially as concerns the sciences, than they Dark Ages of learning are not yet past. have enjoyed. You decide to present a subject chiefly by As one feature in the discharge of this lectures. After a few little tests have been responsibility for education in the sciences given bearing upon the efficacy of your in- I wish to urge research in the teaching struction and the tests have been criticized, phases of our work. If research leading to graded and returned, will not earnest and improvement of teaching in sciences is to conscientious pupils come to you asking for be done, it must be done by the teachers a text to lean upon—"I cannot get your themselves. I want to commend in this con- lectures." Suppose on the contrary that nection the attitude toward taxonomic work you decide to use a text as the chief source attributed to Alfred G. Mayer. He is re- of information for the student and base ported to have maintained that every bi- your class discussion on that. Will not the ologist owes it to his profession to deal with same students, after an estimate of their the systematic classification of some group success has been rendered them, beg you to of organisms. In accordance with this prin- present them information in lectures—"I ciple he produced a magnificent monograph cannot get this text." Let us admit our dealing with the jelly-fishes of the world own responsibility for a large share of the that will long be a standard of immense 236 THE VIRGINIA TEACHER [Vol. 9, No. 8 service to his fellow workers. So each sideration of educational programs and teaching scientist should feel under obliga- policies. tion to his profession to make at least one It is high time that the movement for substantial contribution to the technique of more adequate treatment of the sciences in presentation of his subject or to the adapta- Virginia education should gain momentum. tion of the material in his field to the pro-- Our industrial and economic life is under- cess of education. The scientist is intrigued going a change that places new demands by problems. Let him see in his teaching upon our people and offers to them new op- the scientific problems there encompassed. portunities. New opportunities for skilled Such research would have, as a most valu- and professional work will be open to those able by-product, increased interest on the who are prepared for it. Broader and more part of the teacher in all phases of educa- thorough education is needed as a basis for tion. the quickened life of the new day. Our A word of caution may be given as to the people as a whole need to understand and manner in which improvement in teaching appreciate the place of the sciences in the may be brought about. The favorite meth- economic life of our time. It must almost od, in harmony with a widespread move- make even professional scientists rub their ment of the day, is through the appointment eyes to learn of the constantly tightening of supervisors. Already this movement has ties between science and industry. The attained great momentum in elementary Chairman of the Board of a great electrical schools. It has spread to secondary schools; concern, a captain of industry but a layman and proposals for extending it to higher in science, recently spoke as follows:— education are already heard. It has pos- "There are new explorers at work, bringing sibilities of yielding prompt results of value ; into the area of possible business operation it has also its dangers. Insofar as it sup- fields vastly greater than any geographical plies capable leadership of co-operating in- explorers found. I refer to the research dividual teachers it is well. When and in- workers in pure science, who are pushing sofar as it degenerates into direction of un- back the horizon and vastly enlarging our skilled teachers and removes the incentive fields of knowledge. New materials are to individual initiative and resourcefulness, being put into our hands from the most un- it will dismally fail. In secondary and in expected as well as most commonplace quar- higher education such a method has no ters. New forces, heretofore undreamed, place. Even in elementary grades it is pos- are shown to be available. I can see a pic- sible that methods better adapted to the ture of these adventurers in pure science genius of our people and the principles of moving out into unknown fields as the great democracy may be found. I make bold to geographical explorers set sail for unknown commend to the attention of students of lands. Following them are the applied sci- elementary education the Grade-Leader entists learning how to use the new forces Plan as developed in the elementary schools just as the early settlers followed the old of Lebanon, Pennsylvania, (see Rorem, adventurers. Finally business organizes it- S. O. '27-8-13. School and Soc. 26. p. 205- self to harness those forces and put them to 207). Certainly if the development of edu- work." The movement is on. Will Vir- cation in sciences and utilization of the sci- ginia join in it? We should have this revo- ences in education are to proceed, scientists lutionary development in mind as we deal must give attention to the matter, must in- with students who will shortly be the lead- form themselves more fully and widely upon ers in both science and industry. it and must have a larger voice in the con- I am fully aware that I have said nothing October, 1928] THE VIRGINIA TEACHER 237 new. Since the inspiring example of Hux- propositions will receive such support as ley, at least, scientists have been making they merit and such opposition as they de- contributions to education and have been serve that I lay them before the scientists taking part in its councils. The members and educators included in the Virginia of our Academy and the organization offici- Academy of Science and the Virginia Social ally have indicated active interest in educa- Science Association and those interested in tional matters. Witness the symposium on their concerns. the nature and content of first courses in Donald W. Davis psychology held this afternoon and the pa- pers listed in the Chemical Section for the GENERAL SCIENCE TEACH- Round Table Discussion on Chemical Edu- cation tomorrow morning. Attention to ING IN VIRGINIA TODAY these matters has been increasing. They THIS article considers the following demand still deeper study. topics: 1 The Place of General I have endeavored to call attention par- Science in the Modern School Cur- ticularly to the needs and opportunities of riculum, 2 Survey (partial) of General the present day in education in Virginia and Science Courses given in Virginia in 1927-8, the relation of scientists to it. It is my 3 The Training of General Science Teach- earnest belief that, in view of existing con- ers in the State Teachers Colleges of Vir- ditions, the scientists of Virginia should con- ginia, 4 Survey of Textbooks, 5 Lack of sider most carefully the scientific needs of Equipment, 6 Modern Methods of Teach- the industrial situation; that they should ing, 7 Worth-while Literature. give greater attention to educational prob- The above-mentioned topics constitute lems and opportunities, that they should ex- the high spots in a course on General amine with assiduous care their teaching Science given in the Summer School of the methods and aims, should play an increasing State Teachers College, Harrisonburg, Vir- part in the solution of educational problems ginia, 1928. and should influence more effectively the 1. The Place of General Science in the educational policies of the State. Modern High School Curriculum Believing as I do that scientists should concern themselves with education and ex- General Science is fast winning for itself press themselves freely upon its problems, not only a permanent place in the high I have been impelled to take this occasion school curriculum but also a large place, if to practice, as fully as the occasion and the we may judge from the fact that the en- state of my ignorance permit, what I have rolment in this course in the United States preached. None can be more conscious than is approximately equal to that of all other 1 I of the need for substituting conclusions high school sciences combined. There are rigidly drawn after painstaking observation several reasons why General Science has and experiment for opinions such as I have won this place for itself : The first and most expressed. However, opinions, recognized important reason is that modern General as such, have a real place in the advance- Science courses actually meet the needs of ment of knowledge. If they provoke vigor- the pupils in the first year high school. This ous controversy, all the better so long as it The following members of a Summer School is good tempered and on a basis of mutual (1928) class in the Organization of General Science co-operated in the preparation of this respect, and provided it leads to further in- article : Sarah Hartman, Evelyn Kendrick, Maidie vestigation and to decisions based upon B. Hill, Christine Bolton, Alma Kline, Comena Mattox, Mollie Clark, and Viola Ward. knowledge rather than upon feelings and b Frank—How to Teach General Science, p. prejudice. It is with confidence that these 12. 238 THE VIRGINIA TEACHER [Vol. 9, No. 8 is so because the subject matter has a in the second year, and Physics and Chem- psychological rather than a logical basis, istry, alternately, in the third and fourth i. e., the content is aimed to satisfy the years. The time alloted to General Science actual mental questionings on scientific sub- in most schools is as follows; three recita- jects of pupils of that age without classifi- tion periods per week, and two double lab- cation into the ordinary divisions of science oratory periods, as recommended by the (Chemistry Physics, etc.) state. Another reason for the growing preva- The text used in almost every case is In- lence of General Science is that it offers an troduction to Science, by Bertha M. Clark, opportunity for the alert teacher to help the published in 1915. Just recently a 1928 pupils with the modern scientific pieces of edition of this book has been published. apparatus in their homes, viz., the radio, (See review elsewhere in this issue.) Miss victrola, and automobile. Clark's book is one of the two texts adopted Moreover, General Science can easily be by the state, the other one being Hessler's adapted to meet the needs of a particular Junior Science. community, e. g., agricultural or industrial. It is unfortunate that Virginia, whose And General Science, through the inter- public school system has made decided est it has aroused in the pupils, has served progress in the last twenty years in several to keep a good many pupils in school who lines, should be unpregressive in the matter might otherwise have left too early. of adoption of textbooks. If it is not feas- Then this course has a good deal of vo- ible to leave the adoption of textbooks to cational guidance value, as it touches on the teachers, as poorly prepared as they many sciences, and explores them in a gen- sometimes are at present, at least a longer eral way, assisting the student to discover list of textbooks should be approved. for himself to what extent his interests lie 3. The Training of General Science in that direction. Teachers in the State Teachers Col- The importance of this course in the leges of Virginia. high school is attested by the fact that re- The value of a teacher's work depends a cently the Board of Regents of New York good deal both on the quality and the quan- State have recognized it as a regular high tity of training. Table No. II, on page 240, school science, and by the further fact that shows the natural science courses given by all the large universities except one or two the Virginia State Teachers Colleges. now accept General Science for admission. The two year courses, preparatory to 2. Survey (partial) of General Science teaching in the grades, offer only two Courses given in Virginia in 1927-8. sciences, namely, Nature Study and Hy- Because of the vital importance of Gen- giene. eral Science to the high school pupil, an at- The four year courses preparatory to tempt was made to secure data on the high school teaching offer at least two spec- course as at present given in the state. In- ial sciences, but only one college, Fred- formation was gained through interviews ericksburg, offers a course in General with teachers assembled for the summer Science to high school teachers. session at the State Teachers College, Har- In the judgment of the writer the mini- risonburg, Virginia, in the summer of 1928. mum requirement of twenty-four semester- The data secured is recorded in Table No. T, hours of "content" courses for high school page 239. teachers is decidedly not enough. General From this table one can see that Gen- Science teachers usually have to teach one eral Science is almost always taught in other science, and they should have taken at the eighth grade (first year high school). least two college courses in that science be- This is followed up by a course in Biology fore teaching it, and preferably three. And October, 1928] THE VIRGINIA TEACHER 239 for the teaching of General Science, teach- It may be worth while to add a few ers should have more science than the three thoughts on certain characteristics of the fundamental ones, Physics, Chemistry, and progressive teacher. This teacher will keep Biology. There should be one course in in close touch with modern scientific news, Astronomy, and one in either Geology or both while in college, and in teaching ser- Physical Geography. Such an increased vice. She will call the attention of her emphasis on the subject matter would help students to accounts of modern inventions to raise the scholastic standards of the and experimentations in the newspapers, Teachers Colleges to those of the first-class periodicals, and scientific magazines. The liberal arts colleges. The need for more "dynamic" teacher will not only interest thorough training in subject matter for her pupils in science but will arouse the high school science teachers was empha- community and set the people to thinking sized in the recent conference (April 11, scientifically. The stirring up of the com- 1928) on Natural Science Education, munity will also react in a stimulating way Teachers College, Columbia University, on the pupils. particularly by Professor N. Henry Black 4. Survey of Textbooks. of Harvard, and Professor Victor La Mer As one of the projects in the class, the of Columbia. members reviewed nine modern General TABLE I SURVEY OF GENERAL SCIENCE COURSES IN HIGH SCHOOLS

Grade in Which Course Reciia Lah. Per- Location is Taught tions Per iods Per Other Sciences Taught Week Week Apple Grove .. 4th yr. H. S. S—45 min 2—45 min H. Ec., Agri., and Biology Brandy 8th grade (1st yr. H. S.) 3—45 rain 2—45 min Biology Bridgewater ... 1st yr. H. S, 3—45 min 2—90 min Biology and Chemistry Broadway 1st yr. H. S. 3—45 min 2—45 min Biology and Chemistry Brunswick .... 8th grade 3—40 min 2—40 min Biology and Chemistry Callands 8th grade (1st yr. H. S.) 5—45 min_ 2—45 min Biol., H. Ec., Physics and Chem. Crozet 8th (1st) 3—45 min. 4—45 min Biol., Chem., and H. Ec. Dayton 1st yr. H. S. 3—45 min. 2—90 min, Biology Edom 1st yr. H. S. 3—60 min. 2—60 min. Biology and Chemistry Elkton 1st yr. H. S. 2—45 min. 3—45 min. Biology and Chemistry Front Royal ... 8th grade 3—40 min. 2—40 min. Biology and Chemistry Greenville 8th grade 3-HO min. Biology and Chemistry Halifax not taught Biol., Chem., and Physics Harrisonburg . 8th grade 3—45 min. 2—90 min. Biol., Chem., Phys., and H. Ec. Mt. Jackson ... 8th (1st yr. H. S.) 3—45 min. 2—45 min. Biology and Chemistry Leesburg 1st yr. H. S. 5—45 min. 2—45 min. Biol., Chem., Phys., and H. Ec. Lexington 1st yr. H. S. 5—40 min. 2—80 min. Biology and Chemistry Loudoun 8tli grade Chemistry and Physics Luray 8th grade 2—60 ra 3—60 rain. Biology and Chemistry Manassas 8th (1st yr. H. S.) 1^15 m Biology and Chemistry Matoca 8th grade 3—45 m 2—45 min. Biology McGaheysville . 1st yr. H. S. 3—60 m 2—60 min. Biology and Chemistry New Castle ... 1st yr. H. S. 3—40 m 2—40 min. Biology and Chemistry New Hope .... 1st yr. H. S. 5-40 m 2—40 min. Biology and Chemistry Norfolk 8th grade 4—45 m 2—45 min. Biol., Chem., and Physics Petersburg .... 8th (1st yr. H. S.) 3—45 m 2—45 min. Biology and Chemistry Pleasant Valley 8th grade 3—45 m 2—45 min. Agriculture Richmond 1st yr. H. S. 3—50 m 2—50 min. Chemistry and Physics Rural Retreat . 1st and 2nd yr. H. S. 3—45 m 2—45 min. Bioolgy Salem 8th (1st yr. H. S.) 3—45 m 4—45 min. Biol., Chemistry, and Physics Saltville 1st yr. H. S. 5—40 m 2—40 min. Biology and Chemistry Spottsylvania . Alternate yrs. 3—40 m 2—40 min. Biology Stanley 8th (1st yr. H. S.) Chemistry, Biology, Physics Staunton 8th (1st yr. H. S.) 5—45 min. 1—45 min. Chemistry, Home Economics Timberville ..., 1st yr. H. S. 3—45 rain. 2—90 min. Biology Washington ..., 8th grade Biol., Chem., and Physics 240 THE VIRGINIA TEACHER [Vol. 9, No. 8

Science textbooks for the high school, ac- C. Does it provide a body of additional cording to criteria proposed by Frank. This materials particularly fitted for this specific work was done to give the members experi- locality (local essentials)? (Perfect score ence in rating and selecting their textbooks. equals 6.) The result is a careful estimate of the mar- D. Is all the material socially worth keted textbooks in this subj ect. The scores while and does it lend itself to the accom- for each of the nine books are given in plishment of the aims of secondary educa- Table III, page 241. tion? (Perfect score equals 6.) In order to illustrate the thoroughness E. Is the subject matter adapted to the age and preparation of the pupils of the with which the books were scored, there are grade in which the subject is given in my given below the questions raised under the school? (Perfect score equals 6.) first heading, "Selection of Subject Matter," By Table III one can tell which items of each one of which had to be scored for the books in the opinion of the scorers, each book: reach the standard and which do not. For A. Does the subject matter cover the example, the first, fourth, fifth, seventh, and minimum essentials based on environment, ninth books seem to fall down in their illus- activities, and interests of the pupils in any trations. Each feature of one book can community? (Perfect score equals 6.) easily be compared with the corresponding B. Does it provide a body of very im- feature of the other books. For instance, portant supplementary materials for strong according to Frank's standard, no book is classes (near essentials)? (Perfect score perfect in providing adequate information equals 6.) as to other sources of materials.

TABLE II SCIENCE COURSES PREPARATORY TO SCIENCE TEACHING OFFERED IN THE STATE TEACHERS COLLEGES OF VIRGINIA

For Primary For Grammar Colleges Teachers Grade Teachers For High School Teachers Farmville . Nature Study General Biology Geography General Chemistry General Physics Special course in Zoology, Botany, Entomology, Organic Chemistry, and General Experimental Physics. Fredericksburg Hygiene Hygiene General Science Nature Study Nature Study General Biology General Chemistry General Physics Organic Chemistry Harrisonburg .. School Hygiene School Hygiene School Hygiene Nature Science Elementary Science General Biology General Chemistry General Physics Advanced Physics Organic Chemistry Qualitative Analysis Quantitative Analysis Radford Nature Study Nature Study General Biology General Chemistry Organic Chemistry Analytical Chemistry

N0TE:_ln the above table all courses for primary and grammar grade teachers are compulsory, while those for high school teachers are elective. October, 1928] THE VIRGINIA TEACHER 241

5. The Lack of Equipment Glass jars and bottles of all kinds may serve One of the greatest problems facing the as beakers. Discarded screen trimmings well-prepared General Science teacher con- may be cut and used for wire gauze. cerns equipment. The average school in In many of the schools where the General Virginia is sadly lacking in this respect, due Science equipment is meager or nil, the largely to the fact that principals and school teacher has access to the laboratory equip- boards do not appreciate the importance of ment used in the other science classes. A this course. It should also be borne in better plan, however, is to have some equip- mind that equipment is constantly wearing ment belonging exclusively to the General out and has to be replaced. Science students that they may be proud of In the selection of equipment there are at and responsible for. If the individual lab- least four determining factors, which are oratory method of instruction is to be used as follows ; the present equipment, the num- for a large class, it may be practically im- ber of students in the class, the outstanding possible to have completed sets of appara- method which the teacher will use, and the tus without borrowing from the rest of the amount of money available for new equip- science department. Since, however, recent ment. investigations have shown the lecture dem- The alive and up-to-date teacher will re- onstration method to be superior in some alize that much of the minimum equipment respects to the individual laboratory meth- may, if necessary, be devised by the stu- od, the General Science teacher should have dents in the General Science classes. For at least one complete set of apparatus for example, alcohol lamps have been made by this type of teaching. For the worth-while punching holes in the tin tops of cold cream ndividual laboratory experiments the teach- jars, and inserting a loose round wick. Dis- er should borrow, if necessary, the required carded photographer's boxes have been equipment. The progressive teacher will im- used as receptacles for a school museum. prove the laboratory equipment each year.

TABLE III SCORES MADE BY LEADING GENERAL SCIENCE TEXTS Perfect Textbook Number Criteria Score 1 2 3 4 5 6 7 8 9 T. Selection of subject matter 30 26 18 24 30 30 30 19 27 28 11. Organization of subject matter 20 19 19 20 20 20 20 16 20 20 III. Is the psychological organization of the book based on the learning process ? 10 10 10 4 8 10 10 6 8 8 IV. Does the book provide information as to other sources of material? 10 2 8 8 9 5 7 2 V. Is the book well illustrated 5 4 S 5 4 4 5 4 5 4 VI. Has provision been made for Laboratory Experiments and Projects? 5 314 5 3 3 4 314 314 354 3 VII. Is the material character of the book adapt- ed to the purpose for which it is intended?. 5 5 5 5 5 5 5 4*4 454 5 VIII. Is the book written in good, clear English that is in keeping with the age and prep- aration of the pupils? 5 4 S 5 5 5 5 5 5 5 IX. Is the book no more expensive than other texts of the same type? 5 5 5 4 5 5 5 5 5 5 X. Is the book adapted to the course of study in your school and the needs of your par- ticular community? 5 4 5 5 5 5 5 3 5 5 Total scores 100 82.5 85 83 94 93 95.5 67.5 88 89 242 THE VIRGINIA TEACHER [Vol. 9, No. 8

6. Modern Methods of Teaching year in order to check up on her work and Attention is directed to the following to improve her methods: methods: (1) Range of Information Test (use at I. Lecture Demonstration. The teacher beginning of first semester). 2) True- performs an experiment before the class False Test, (3) Best-Answer or Selection with appropriate questions and explana- Test, (4) Short-Answer Test, (5) The tions. The students observe closely, and Completion Test, (6) Vocabulary Test, record observations. After performing a (7) Label-a-diagram Test. number of experiments at the beginning of IV. The following devices to gain and the course, the teacher gradually transfers hold the interest of pupils may be men- the burden of it to her pupils, who prepare tioned: (1) Science clubs, (2) Science and give the work before the class. Recent plays, (3) Scrap books, (4) Science bul- studies, according to Frank,3 show "that letin boards, (5) Moving pictures, and (6) this method, if properly handled, is the Exhibits. The two latter may be secured most economical and efficient method for from industrial concerns, large universities, imparting many of the understandings and the government. Write the U. S. Bu- which are necessary, and for developing ap- reau of Education in Washington for in- preciations and powers of observation. formation. Much of the laboratory work now done by 7. Worth-While Literature pupils in General Science classes could be Every General Science teacher should al- eliminated, and better results obtained in low several dollars each year in her person- less time and at less cost by the lecture al budget for periodicals and books for the demonstration method." sake of inspiration, and to keep in touch II. Project MethodN 5'6'7 Kilpatrick(4) with the latest methods and materials. A defines a project as a "whole-hearted pur- brief list is given below. For fuller lists poseful act proceeding in a social environ- consult Frank's How to Teach General ment." Frank defines the project as a Science, Chapter XVI, and the Virginia problem, or series of related problems, in State Course of Study in General Science. which the pupil conceives a problematic sit- TEXTS uation, believes it to be worth solving, and Caldwell and Eikenberry—Elements of General believes that he can solve it. Moreover, he Science. Ginn, 1926. $1.60. wants to solve it. Clement, Collister, Thurston—Our Surroundings. Iroquis Publishing Co., 1928. $1.70. The project properly carried out develops Pieper and Beauchamp—Everyday Problems in the pupil's self-reliance, initiative, and re- Science. Scott Foresman, 1925. $1.60. sourcefulness. It also provides a more Wood and Carpenter—Our Environment. Allyn and Bacon, 1927. natural method of procedure, and hence the old idea of training and discipline will GENERAL REFERENCE BOOKS carry over and function in everyday life. Brownlee and others—First Principles of Chem- istry. Allyn and Bacon. $1.60. III. New Type Tests. The teacher will Downing—Our Living World. University of want to use one or more of these tests each Chicago Press. $2.50. Duff and Weed—Elements of Physics. Long- 3Frank, How to Teach General Science, p. mans. $2.20. 80, 81. 4Kilpatrick, General Science Quarterly, 1:67- FOR THE TEACHER 72, 1917. Bulletin—Reorganization of Science in Secondary SFrank, How to Teach General Science, p. 91, Schools. Bureau of Education, 1920, No. 26. 93, 94, 96, 97. 10 cents. fiKilpatrick, Foundations of Method, p. 241, 344-8, 3S4-9. Frank—How to Teach General Science. Blakis- 1 Bowden, G. A., General Science Quarterly, ton, 1926. $2.00. Very valuable. 344-8, 3S4-9. Monahan—Laboratory Layouts for the High October, 1928] THE VIRGINIA TEACHER 243

School Sciences. Bureau of Education Bul- credit. In many instances it is amazing— letin, 1927, No. 22. IS cents. (Excellent.) nay, even appalling—what their three or PERIODICALS four years of preparation in high school Current Science (weekly). Looseleaf Education, have failed to do for them, for to be per- Inc. 1123 Broadway, New York. $1.00. Spec- ial club rates to schools. fectly frank, a large proportion of the stu- General Science Quarterly—W. G. Whitman, Sa- dents who enter college every year come lem, Mass. (Invaluable). $1.50. The Science Classroom—250 Fourth Ave., New atrociously prepared in Latin. I am far York City. 25 cents. from being one who credits everything that Fred C. Mabee and Others. students say, but when a thing happens re- peatedly over a series of years, I do even- NEEDS OF HIGH SCHOOL tually begin to take some stock in it. And LATIN STUDENTS AS in my experience it has been no uncommon REVEALED IN COL- thing for freshmen to explain to me that ponies and trots have been countenanced LEGE WORK throughout their high school course or that IT WAS with considerable reluctance interlinear translations have been recom- that I consented to give this paper mended. Such students usually flounder when your President approached me for a time and then become hopelessly over- on the subject last spring, and as the time whelmed in a sea of difficulties. They have intervening between then and now has gone no fundamentals of grammar. I have hon- by, I have suffered many misgivings and estly had freshmen students who did not qualms of conscience as I realized that I know an adverb from a noun, who had perhaps had little or nothing constructive never heard of the present and historical to offer you in the way of criticism. I do, perfects, to whom sequence of tenses was however, relish the opportunity of putting not even a name, and who persisted in fol- before you some of the absurdities arising lowing up verbs of saying and thinking from high school Latin as it is apparently with ut clauses (which to make matters taught, which I—and my colleagues in your even worse sometimes contained an infini- colleges here in Virginia—are forced an- tive instead of a subjunctive). Yet in spite nually to face. I do this, understand me, of all this, their high schools have passed with no sense of superiority, but only hop- them on to us for college work—often even ing that you may be interested in sharing with straight A records. What are we as with us some of our experiences. college professors to do? It is physically I personally teach in what I believe is one impossible for us in the few scattered hours of the best of the women's colleges in Vir- which we can scrape together outside of the ginia, one which draws students from all classroom to build up a background which a parts of the state—so I may assume, I normal student acquires in no less than think, that my knowledge of Virginia col- three or four years. lege students is pretty typical of the knowl- Every fall as the first freshman Latin edge which other college professors in Vir- quiz approaches, I am greeted on all sides ginia have of them. Our freshman require- by worried students who maintain that they ment is such that the majority of our first have never taken Latin quizzes before and year students take one year of college Latin. that they are therefore at a loss as to how This is a course in Vergil's TEneid, if the to go about studying for them. Or again, student has come on to college with only regarding Latin prose composition, I find three years of high school Latin; Livy and that quite a universal defense of bad prose Horace if she enters with four years to her papers is the statement that during the last 244 THE VIRGINIA TEACHER [Vol. 9, No. 8 year or year and a half of the student's Latin." The titles themselves are a curious high school training no prose composition and illuminating commentary on our mod- has been taught. Of course, these are juve- ern educational tactics. But the contents nile complaints. The more mature student of the papers are still more so. would strive ahead in silence and suffer It develops from these papers that many the consequences. And yet, as I hear these of you are setting up so-called Latin lab- complaints again and again, I am often led oratories, the chief equipment of which, so to wonder what the aim of the high schools far as the uninitiated can determine, ap- at the present time is. It certainly does not pears to be old magazines, cardboard, paste, appear that they are making any very vali- and scissors, and their chief aim seems to ant effort to prepare students for college. be to construct charts. And it appears that In the good old days they used to attempt your students weave stories on these charts, this, at least. And I wonder if it is not still in good or bad Latin, around pictures of their duty. every conceivable nature. I have even seen Sometimes I wonder if you who teach in these charts when they centered around high schools are not devoting too much such idiotically non-classical themes as time to the purely pedagogical side of the George Washington and four snow men matter at the expense of the real meat of seated about a table. Is it any wonder that your subjects. It is a fact constantly to be the Ablative Absolute and cum temporal deplored, that that fad and fancy of mod- clauses are beginning to suffer amid such ern instruction, commonly called under the nonsense as this? misapplied name of "education," has dur- I recently spent a half hour questioning ing the past ten years or so made vast in- some of my freshmen as to their high roads upon the curricula of our secondary school upbringing in Latin and I learned schools. I sometimes think that it does not some remarkable facts. Perhaps the most matter so much any more what we teach, or interesting was the statement advanced by whether we teach anything at all, so long as one of them that it had been a part of her we have a method. And I sadly fear that course in Caesar for each member of the this is the case with Latin. Education so- class to dress a doll properly in a Roman called is not content to let the dear, dead toga. So far so good. But it seems that classics speak for themselves in dignified the day the dolls so dressed were due, dolls fashion as they once did, but it seeks to of all kinds were presented to the teacher relegate them degradingly to the realms of and accepted, including Kewpies! Surely the kindergarten in one sweeping effort to this is verging fast on the farcical. make students of the classics out of mem- And then there are Latin Clubs—a fur- bers of our younger generation who have ther device for interesting the high school not even the proper stamina to imbibe them. student. I for one am decidedly sceptical Those of us who attend the meetings of as to their value, especially when the stu- the Southern Section of the Classical As- dents belonging to them make a point of sociation in the spring of the year, know all celebrating a purely American Thanksgiv- too well that one must each year sit ing in some supposedly fitting Roman fash- through the reading of two or three papers ion and sing "Jingle Bells" in Latin at with titles like the following: "How to Christmas time. Make Latin Interesting to the High School Where is fled the time honoured respect Student," "Some Devices for Making the which has always been shown the classics? Teaching of High School Latin Interest- Surely such absurdities as these can never ing," "Some Detours in the Teaching of be expected to go far to create a classical October, 1928] THE VIRGINIA TEACHER 245 background. But just consider, if you In the early days of my teaching at Hol- please, what the time and energy consumed lins I had a student whom I inherited from in these hollow performances would do for my predecessor, who had failed to pass our the average student if properly utilized in required freshman course the year before I reading Latin itself. I do not say bore your came, and it fell to my lot to carry her students—for there is a wealth of interest through it for a second time. It was no for the youthful mind even in Csesar and agreeable task. She knew no Latin, but Cicero and Vergil, and if it is properly got- finally when June came, out of the kindness ten across to the students it cannot fail to of my heart, T put her through, thinking please. But I do say make them .know that she had suffered long enough. Two thoroughly first hand at least a limited num- years later she graduated with a major in ber of the classics, and don't make a mere science—a mediocre student throughout her farce out of the language in which they course. The following year she came back are written. It is the elements of a classi- to college as an alumna on a visit, and meet- cal background that you ought to be instill- ing me on the campus, she danced gaily up ing, together with a good working under- to me with the greeting: "Dr. Smith, I am standing of the Latin language. sure you can never guess what I am teach- I admit that there are two things which ing." I assured her that I could not. She make the task more difficult than it might informed me that it was Latin. In stunned otherwise be. The first is the vast number surprise I exclaimed, "My dear girl, how of young people whom we are at present can you? You don't know any." "But," trying to educate. Our high schools are she replied, "it was the only vacancy in our much overcrowded, and a great many of high school and I wanted to do something." the teachers (especially in the smaller I am still wondering what her students schools) are handling a far greater number learn, for she is still after several years of students than they should. This no teaching Latin. Fortunately none of her doubt—in a measure, at least—accounts for products have as yet come my way. the seeming lack of discrimination in the T have also the converse of this. The students whom they are sending on for col- best major I have ever turned out is teach- lege work. But it is a condition which ing in a small high school in Virginia and must be remedied and remedied soon if the is teaching every subject in the high school high schools are to succeed in training curriculum, I verily believe, except Latin ! students for college work. E. Marion Smith Secondly, as I am well aware, some of you—perhaps many of you—are decidedly A HISTORICAL PAGEANT out of your chosen field. That, of course, is in no way your fault, but the fault of our THE fourth grade wanted to give system. It is sad, but true that our school some type of dramatization. After boards do not make a more definite effort to reading a number of stories about fill Latin positions with Latin majors. It is early Virginia history, they decided to give hard, I admit, if you have specialized in a historical pageant. chemistry to find that you must teach I. What the Children Did Latin, or vice versa, but I have known all A. They read widely for information too many cases where such is the truth. If and background material. you will permit me in closing I will give the 1. They read history books and two most striking instances of this which stories relating to the settlement have come to my attention. of Virginia. 246 THE VIRGINIA TEACHER [Vol. 9, No. 8

2. They made an outline of their 3, To help Christianize the Indians. history material. 4. To secure land. 3. They located on their maps B. The people who came to Virginia Chesapeake Bay, Cape Charles, 1. The number of people who came Cape Henry, James River. were one hundred and two. 4. They traced the route of the col- 2. The people came to Virginia in onists from the entrance of the three ships, "Susan Constant," Chesapeake Bay to Jamestown "Godspeed," and "Discovery." Island. 3. The people were blacksmiths, 5. They studied a pageant for form. laborers, carpenters, mechanics, B. They wrote the pageant. and noblemen. 1. They selected the episodes from 4. The leaders were Captain John Virginia history that they wanted Smith, Bartholomew Gosnold, to present, taking into considera- and Rev. Robert Hunt. tion the dramatic effects of the C. The hardships of the voyage stories read. 1. The stormy weather made the 2. They made a draft of the pa- voyage long and dangerous. geant. 2. The supply of food became limit- a. They decided upon a name for ed and many people died from the pageant. hunger. b. They wrote the lines for the 3. The dangers of the voyage caused reader. many of the men to become c. They wrote a description of homesick, each of the pantomime epi- D. The landing of the settlers sodes. 1. The settlers landed on Jamestown C. They planned to present the pageant. Island May 13, 1607. 1. They chose the characters. 2. The settlers were very tired from a. They selected those that could best take the major parts. their long voyage. b. They saw that every child had 3. The settlers held a religious ser- a part. vice to thank God for guiding 2. They planned and made their them safely to land. own costumes. 4. The settlers began to build crude 3. They planned and made the homes and churches. scenery for the pageant. E. The early life of Captain John Smith 4. They selected a committee to ex- 1. He was born in Lincolnshire, tend invitations to other grades. England. 5. They invited their parents. 2. He liked adventure. 6. They chose a committee to 3. He ran away from home and be- make posters for advertisement. came a brave soldier. 7. They made programs for the 4. He came to Jamestown with the pageant. settlers in 1607. II. What the Children Learned about the F. The story of Captain John Smith's Settlement of the Jamestown Colony. voyage up the Chickahominy River A. Settlers came to Virginia 1. He set out to explore the river 1. To seek their fortunes. and get food for the colony. 2. For adventure. ^ 2. He was captured by the Indians. October, 1928] THE VIRGINIA TEACHER 247

3. He was taken before Powhatan V. Bibliography and his council for trial. A. Books for the children 4. He was given a death sentence by Blaisdell and Ball—American His- Powhatan. tory For Little Folks. Little, 5. He was saved by Pocahontas. Brown and Company, Boston. G. The coming of the first women to Burger, A. L.—School History of Virginia Virginia. Dulaney - Boatwright 1. They came to be wives for the Company, Lynchburg, Virginia. men. *Cooke, John E.—Stories of the Old 2. They were chosen by the men at Dominion. American Book Com- the ship. pany, New York. 3. They were bought for $80.00 or Magill, Mary T.—First Book in Vir- 120 lbs. of tobacco. ginia History. J. P. Bell Com- HI. Skills and Abilities Strengthened pany, Lynchburg, Virginia. A. They developed the art principles of Maury, Dabney H.—A. History of lettering, spacing, and the use of Virginia and Virginians. B. F. color Johnson Publishing Company, 1. By making posters Richmond. 2. By making programs fOtis, James—Richard of lames- B. They improved their English habits town. American Book Company, 1. By making oral reports New York. 2. By writing well constructed sen- *Perry, Arthur C.—American His- tences for the description of the tory. American Book Company, pageant New York. 3. By making an outline of the sub- Smithey, Royall B.—History of Vir- ject matter. ginia.. American Book Company, C. They gained skill in the manipulation New York. of materials Tappan, Eva March — American 1. By cutting and making costumes Hero Stories. Houghton Mifflin 2. By cutting figures for the posters. Company, Boston. D. They strengthened their oral and sil- Tappan, Eva March—Our Country's ent reading habits History. Houghton Mifflin Com- 1. By reading history stories pany, Boston. 2. By telling history stories. Wayland, John W.—History Stories IV. Attitudes and Appreciations Strength- For Primary Grades. The Mac- ened millan Company, New York. A. They gained a respect for Virginia Welsh, Lucie J).—Colonial Days. and its founders. Educational Publishing Company, B. They developed co-operation through Chicago. working in committees. C. They acquired growth in leadership White, Henry A.—Beginner's His- through being chairmen and giving tory of the United States. Ameri- reports. can Book Company, New York. D. They developed initiative in planning * Williams, Sherman—C/ioicc Litera- episodes and in acting. ture. American Book Company, E. They acquired growth in citizenship New York. by respecting the rights of others in ♦These books were read by the fastest readers. discussion lessons. i'This book was used as a text. 248 THE VIRGINIA TEACHER [Vol. 9, No. 8

B. Books for the teacher for themselves. The Indians gave them a Taft, Linwood—The Technique of friendly greeting. Pageantry. A. S. Barnes, and Pantomime—Enter settlers very tired Co., New York. from their long voyage. They gaze over Virginia Journal of Education. Vol. the strange land. 18, pages 127-135. Richmond, Mr. Hunt, the preacher, signals for pray- Virginia. er. They fall upon their knees. All rise and sing the hymn 'Praise God From Whom VI. The Pageant All Blessings Flow." The settlers then pitch their tents. As a suggestion and help to other During the landing, the Indians may be teachers, the pageant is included in this seen in the distance talking and making unit of work. This pageant is most signs among themselves about the settlers. effective when given out-of-doors. The Indians advance and give a dance. The Settlement of the Jamestown Colony The settlers sit quietly and watch them. EPISODE II CHARACTERS The Story of Captain John Smith and Capt. John Smith Captain of the Ship Pocahontas Pocahontas Indian Guide Herald—Captain John Smith went up Powhatan Settlers the Chickahominy River to discover the Pacific Ocean and was attacked by a band Rev. Robert Hunt Indians of Indians. Like the quick-witted man that Dancers he was, he took out his pocket compass and showed them how to read it. This kept INTRODUCTION the Indians from killing him just then. They Herald—In England there were people bound his hands behind him and took him who were in debt, who wanted adventure, to Powhatan, the Indian chief. Powhatan who wished to get away from work, to and his counsel talked the matter over quiet- seek a fortune. Then, too, the population ly and decided to put Captain John Smith of the country was getting too large. So to death. Two warriors brought stones and the London Company was organized to get his head was laid on them. Just as the people to come to the New World and set- clubs were raised to strike him, Pocahontas tle. On December 19, 1606, three vessels, rushed forward and pleaded for his life. Susan Constant, Godspeed, and Discovery, Thus Captain John Smith was saved. set sail for the New World. This voyage Pantomime—Enter Captain John Smith lasted five months and was full of hardships. and an Indian guide. They walk boldly The sea was stormy and food was scarce. through the woods with bows and arrows. They sailed into the Chesapeake Bay and A band of Indians jump out from behind up a river which they named James after trees. They shoot Captain John Smith's their king. On May 13, 1607, they landed friend, and bind Smith's hands. on what is now Jamestown Island. This The prisoner is taken before Powhatan was the first permanent English settlement and his council for trial. The Indians talk in Virginia. together in secrecy about their prisoner. EPISODE I Powhatan orders the prisoner killed. They The Landing of the English at Jamestown lay Smith's head upon two rocks. Several Herald—As soon as the settlers were on warriors raise their tomahawks to cut off shore they gave thanks to God for a safe his head. The Indians dance madly around trip. Then they set to work to make shelter the prisoner. October, 1928] THE VIRGINIA TEACHER 249

Pocahontas runs forward and drops upon PAGEANT OF THE SHENAN- her knees before Captain John Smith, and DOAH VALLEY pleads for his life. Powhatan gives the signal for the prisoner THIS colorful portrayal of the history to be set free. The Indians unbind the of the Shenandoah Valley inhabi- prisoner's hands. Pocahontas and Captain tants was given by the Choral Club John Smith walk off together. of the Harrisonburg State Teachers College on April 8, 1927. There were approximate- EPISODE III ly two hundred and forty participants. The First White Women Brought to As each epoch was mentioned in the Virginia libretto, which was read by a student in Herald—The governor of the colony and academic gown, the characters, dressed in the London Company thought the men period costumes, ascended the stage for would work better and be happier if they their scene. All of the players entered from had wives. So twelve years after the set- the rear of the auditorium and came for- tlers came, a shipload of women were sent ward as did the actors in the Grecian amphi- to be wives for the settlers. The men went theatre. down to the shore to greet the women. Each scene i. fairies man chose a woman for his wife, and paid The elves dance up the aisle and pose for the Captain of the ship 120 lbs. of tobacco a tableau while soft music is played. The or $80.00 for bringing her across. They leading fairy dances "To a Wild Rose," by had a great feast in honor of their wives and MacDowell and then is joined by the others invited the Indians as their guests. in Grieg's "Morning." Pantomime—Enter white women just off They all scamper off when the Indians the ship. They feel very lonely in a strange enter for the next scene. land. SCENE II. INDIANS The settlers walk down to the shore to As these dark creatures come forward the greet the women. Each settler looks over chorus sings "Whirl-A-Yah!" On the stage the group of women and selects a wife. the braves form a semi-circle and sing a war He calls her aside and she consents to he song. As they retire into the background, his wife. After each man has selected his the maidens join in an Indian com dance. wife he pays the captain of the ship $80.00 The Indians vanish while two members or 120 lbs. of tobacco for her. All the set- of the chorus sing the "Canoe Song," from tlers walk proudly away from the shore the "Feast of the Red Corn" by Bliss. with their wives. SCENE III. KNIGHTS OF THE GOLDEN A feast is given by the settlers in honor HORSESHOE of their wives. The Indians are invited. Spotswood enters with his trusty men. Dances are given during the feast. Linnie Sipe As they stand looking out over the beautiful Valley, he presents the golden horseshoes to them as tokens of their journey. They Thirty-four countries were represented sing "God Save the King." among the places of birth of the 390 grad- SCENE IV. GERMAN PEASANTS uates of eighth-grade evening schools in Representatives of the early German col- Detroit this year. Nineteen countries of onists, dressed in peasant costume, dance Europe were included, Germany coming the "Dutch Couples." first with 65, Poland was next with 36, then SCENE V. SCOTCH-IRISH Russia with 30, and Italy with 12. The Scotch-Irish reveal the pious side of 2S0 THE VIRGINIA TEACHER [Vol. 9. No. 8 the sturdy settlers who wandered down singing, the characters of the entire pageant from the north. A half-dozen players follow in review, joining in the song. pantomime an; early church scene. They These are followed by the chorus of per- sing "Lead, Kindly Light." haps thirty voices, adding much to the SCENE VI. QUAKERS effectiveness of the pageant. The delightful air of the English Quaker After all has vanished, the student reads settlers is given by the simple dance song, her epilogue. "Dost Thou Love Me, Sister Ruth?", in a The words of the pageant follow. little home scene of that time. Elizabeth Knight SCENE VII. REVOLUTIONARY HEROES LIBRETTO: PAGEANT OF THE A church scene of the Revolutionary period and a call to arms show the splendid SHENANDOAH VALLEY spirit of those times. This is followed by PROLOGUE the minuet, after which the characters slip It seems I have been dreaming lightly away. On a high and lonely hill. SCENE VIII. CIVIL WAR HEROES Beneath I see the wide oxbows of the Shen- For the Civil War period a home scene andoah. is given, in which a young soldier returning Drifting down its soft blue waters from battle tells of the death of Ashby. Two Come the inhabitants of the valley old darkies stand by and beat time, while Since the world first began. the other characters join in the Virginia "First is the forest primeval. The mur- Reel as an expression of happiness for the muring pines and the hemlocks, elder son's safe return. Bearded with moss, and in garments green, SCENE IX. (A) OLD SCHOOL indistinct in the twilight, An old-fashioned spelling bee, coupled Stand like Druids of old, with voices sad with the rakish pranks one often hears and prophetic, about, makes this scene one of the most Stand like harpers hoar, with beards that amusing in the pageant. They sing several rest on their bosoms, old songs of which "Jingle Bells" is an Loud from its rocky caverns, the deep voic- example. ed ocean SCENE IX. (B) MODERN SCHOOL Speaks, and in accents disconsolate answers In contrast to the preceding, a modern the wail of the forest."—(Longfellow) lesson in music appreciation is given. Rub- There in this forest primeval, instein's "Melody in F" is the record used. Elf and fay come out to play A very marked progress was shown in the When the moon does shine as bright as day. contrasting methods. Whirling and whirling in circles so light, Dancing and prancing 'neath stars shining SCENE X. COLLEGE GIRLS OF H. T. C. bright. As the closing scene, representatives of Tripping and skipping—Oh! see how they every campus organization sing our school fly! songs. Each girl wears a banner bearing Fairies so airy, so gay, and so spry. the name of her respective organization. These banners are thrown In a pile in the SCENE I. FAIRIES center of the stage, while the girls are sing- But a rustling has startled them from the ing, as a token of the good fellowship har- trees— bored by all. 'Tis an Indian wandering lonely in the As the college girls leave the stage, still breeze. October, 1928] THE VIRGINIA TEACHER 251

Roused by his footsteps, the sprites have Shall bless that land stopped their dancing; and vanished Whom the land shall bless in joy and dis- Into the cold white light of the morning. tress— As the moon, low in the west, shines clear Forever and a day. on the garish hills; SCENE IV. GERMAN PEASANTS The distant valley and the vacant woods And when the bright all-cheering sun Spread round a stalwart figure where he From their contracted views retired stands. Though Folly deems his race is run Whither have fled these sprites of heaven, On other worlds he lights his fires. Who so gaily ushered in this Indian? Cold climes beneath their influence glow, Hark I hear a hill voice calling And frozen rivers learn to flow. "Wait, and we'll come back again!" Then the Scotch and Irish landed here But the Red man holds his ground. With God commander o'er them. SCENE II. INDIANS From out the north with God to fear, Sad it seems that they should vanish, And carry all before them But their legends live forever, With seven hundred men or more Every child will understand them. From State to State with rapid stride. And the heart's right hand of friendship These rugged troops had marched before, Will extend to them in Bookland. To Shenandoah, with a martial pride. Even their faults remembering kindly, SCENE V. SCOTCH-IRISH Sympathizing with their errors. Now hurrying from the busy scene (Canoe song—Duet.) Where their Shenandoah's waters flow, Then come the white! May'st they enjoy their rural reign We thought they slept! the sons who kept And every earthly blessing know. The names of noble sires As they who Rome's proud legions swayed And slumbered while the darkness crept Return and seek their sylvan shade. Around their virgin fires; Then come the persecuted Quakers, But aye the Golden Horseshoe Knights In search of freedom for their worship, Their old dominion keep, For new homes, for place of living, Whose foes have found enchanted ground, Simple living, yet so richly filled But not a Knight asleep. With love, and hearts of longing. SCENE III. KNIGHTS OF THE GOLDEN Answer them, sons of the self same race HORSESHOE And blood of the self same clan. Out thro' the mist and murk of morn Let us speak with each other face to face, Their silent figures vanished. And answer as man to man. And ere the wind's low breath is born And loyally love and trust each other The clash of steel is banished. As none but free men can. These left thru' a mist of air So, here in love and peace and plenty The line of my vision on waters fair. Founded they their homes, which strength- Then the German fathers of the inner-vale ened See the light that shall never fail, This new nation in its starting The beacon light which shines to tell On its way to fame and glory. To all the world—to say SCENE VI. QUAKERS That here they had come Their fame thus spread to distant lands, To make their home, May envy's fiercest blasts endure, In the Shenandoah's winding dell. Like Egypt's pyramids it stands, Whose great command Built on a basis more secure. 252 THE VIRGINIA TEACHER [Vol. 9, No. 8

Time's latest age shall own in them Then the old school comes The patriot and too the statesman. They climb the blue Virginian hills Time pushes on till in 1776 Against embattled foes, I see a group of people at their Sabbath And planted there, in valleys fair, worship The lily and the rose In the little church in Woodstock. These brought to fall the fairest lands Out of the north wild news comes The beauties of the earth- Far flashing on its wings of flame To light the hearths of happy homes Swift as the boreal light that flies With loveliness and worth.—(Ticknor) At midnight through the startled skies SCENE IX. (a) OLD SCHOOL SCENE "And there is tumult in the air (B) MODERN SCHOOL SCENE The fife's shrill note, the drum's loud beat As these did vanish from my sight And through the wild land everywhere I saw the spires of H. T. C. The answering tread of hurrying feet, As they were passing by While the first oath of Freedom's gun The grey blue stones of H. T. C. Comes on the blast from Lexington."—(T. Against a pearl grey sky B. Read) My heart was with those college girls SCENE VII. REVOLUTIONARY HEROES Who start abroad to life. "Twilight and evening bell The years go fast at H. T. C. And after that the dark The golden years and gay And there should be no sadness of farewell The hoary colleges look down As they embark At carefree girls at play. For though from out our bourne of Time But when the bell is sounded! work! and place They put their games away—(Letts) The flood may bear them far SCENE X. COLLEGE GIRLS OF H. T. C. Their names have not fallen from the race Epilogue When they have crossed the bar." —(Tennyson) For States redeemed—our western reign Restor'd by thee to milder sway The rock shone bright the kirk no less Thy conscious glory shall remain That stands above the rock When this great globe is swept away The moonlight steeped in silentness And all is lost that pride admires The steady weather cock And all the pageant scene expires. And the stream was white with silent light When the clear blue waters shine again, Till rising from the same From on my hill top I can gain Full many shapes, these elders, dight A glimpse of what the world may be In somber colors came. A hundred years from now. SCENE VIII. CIVIL WAR HEROES (finish) They pass the fountain and the blasted pine tree, Their footsteps are lagging and weary A New York City school teacher tells Yet onward they go through a broad belt of about a little boy whose coat was so difficult light to fasten that she went to his assistance. As Toward the shade of the forest so dreary, she tugged at the hook, she asked: All's quiet along the Shenandoah this night "Did your mother hook this coat for No sound save the rush of the river, you?" While soft falls the dew on the face of the "No," was the astounding reply, "she dead bought it.—Children, The Magazine for The picket's off duty forever! Parents. October, 1928] THE VIRGINIA TEACHER 253

THE LINGERING ZEST TO choose are the first to denounce and to persecute those who differ from them. PERSECUTE Our own American ancestors went to in- This address, delivered at the 174th commence- credible lengths in their persecutions and ment of Columbia University, June 5, 1928, by President Nicholas Murray Butler, deals with an their cruelties. The Statute Books of the astonishing present condition: 17th and 18th Centuries are filled with as- AT THE close of his monumental His- tounding enactments which contradict at tory of the Inquisition of the Middle every turn the fundamental principles pro- Ages, the historian Henry Charles fessed by those who settled the American Lea offers the reflection that such a review colonies and who began to lay the founda- as he has made of the follies and crimes of tion of what is now the government and the our ancestors is, when rightly estimated, full social system of the United States. The so- of hope and encouragement. Imperfect called Blue Laws, which still clutter the though they be, the human institutions of statute books of several of the older states, today when compared with the past, record and which occasionally lead some belated an improvement and an advance which are fanatic to cry aloud for law enforcement, little short of marvelous. We are tempted are the remaining and the tragic evidences to lose sight of these encouraging facts of habits and customs of mind and conduct when we dwell, as of course from time to that were once dominant in more American time we must, upon the shortcomings of our colonies than one. Happily it is a far cry own generation, and upon what may be from the New York of 1701 when any priest called the vestigial remains of older vices, caught in the colony was doomed to life follies and crimes. imprisonment, with the proviso that should Persecution has a long and squalid his- he seek to escape he should be shot, and tory. It existed under the Christian Em- when any Catholic was absolutely forbidden perors as well as amongst the heathen and either to vote or to hold public office, to the among Protestants as well as under the happier, the freer, the more liberal, and the Papacy and the Inquisition. In fact no form more truly American New York of 1928. of political belief and no form of religious Loudly demanding that they should have faith appear wholly to have escaped its de- freedom to worship God, that freedom was vastating and debasing influence. Today denied time and again by the colonists to it seems incredible that Melancthon soberly those who did not wish to worship God in approved putting Servetus to death for the their particular way. imputed crime of blasphemy, and that he From time to time we have had more or even went so far as to express wonder less significant and temporary revivals of whether any one would dissent from his this 17th and 18th Century bigotry. A hun- judgment and disapprove that severity. A dred years ago there sprang up among us contemporary, Bucer by name, announced the so-called Know Nothing movement, publicly in his pulpit that Servetus should which troubled the public life of the nation have had his bowels pulled out and been until the outbreak of the Civil War. Then, torn to pieces. There would appear to be some forty years ago, there grew up like a no limit to the cruelty and to the fanaticism mushroom the American Protective Asso- of persecution, no matter what the mild and ciation, which was more of a nuisance than gentle professions of the persecutors, and a danger while it lasted. Finally, there has no matter what the fundamental principles come the oddly stupid and unintelligent of their religious faith. It is often the case movement known as the Ku Klux Klan, that those who loudly proclaim their own which stoutly proclaims its belief in the right to think and speak and act as they fatherhood of God and the brotherhood of 254 THE VIRGINIA TEACHER [Vol. 9, No. 8 man, provided there be no children and no some experimentation would be needed to brothers who are either Catholics or Jews settle these questions, but it would be well or Negroes. A sense of humor should have worth undertaking. A crusade on behalf of protected us from this amazing outbreak. temperance, which begins by making temp- Spreading for a time with rapidity among erance a crime is, to say the least, a puzzling the markedly less intelligent elements of the phenomenon. population, particularly in small towns and "Give me the liberty to know, to utter, in rural districts, the Ku Klux Klan de- and to argue freely according to conscience, veloped a commercial and coldly material above all liberties," said John Milton. This side which hastened its undoing. Sarcasm, is the doctrine and the only doctrine upon ridicule and laughter did the rest. which free government and free society can It is distressing, of course, that the zest rest, and which must always and every- to persecute should persist at all. In a so- where be insisted upon in a true democracy. ciety and a state built upon the Bill of Proscriptions, blacklists, demands that indi- Rights, and offering lip service at least to viduals be deprived of posts of honor and the finest principles and ideals of liberalism emolument because of their lack of con- as these have been developing for some formity to some more or less outrageous law three hundred years, persecution is oddly or doctrine, or because of their religious out of place. But it appears that liberalism faith and opinions, are all vestigial remains is a hard lesson to learn. Liberty as a per- of that older and widespread habit of perse- sonal possession may be highly acclaimed, cution which is now so happily on the wane. while liberty as an institution for the pro- The lingering zest to persecute is a chal- tection of all men may at the same moment lenge to the 20th century university. In the be violently, even passionately, attacked. university at least there is freedom to seek Much more than we realize the various out- the truth and to proclaim it as found or be- breaks, legal or other, which aim at uni- lieved, provided only it be done with schol- formities and conformities, at compulsions arly competence, sincerity and good man- and at prohibitions, rest upon the lingering ners. The university becomes in this way zest to persecute. Other reasons and other the ideal community where men and women excuses, quasi-moral or quasi-religious, may move in an atmosphere of freedom, enjoy be offered, but the real reason is the de- the stimulus of difference of opinion and of termination on the part of organized groups view, and gain the inspiration which only to compel their fellow countrymen to act, the honest and earnest seeker after truth and if possible, to speak and to think in ever really knows. It is the discharge of accordance with their own particular prac- this high function which reveals to the pub- tices and preferences. Those who continue lic mind the university as a fundamental to manifest this zest to persecute are out human institution, serving the noblest of of touch with the march of progress, are purposes and resisting with calmness and rejecting the example of the life as well as determination every effort to turn back the the words of Christ, whose followers they often profess to be, and are flying in the hands on the face of the clock which marks face of the fundamental principles of that the passage of that time which measures American political philosophy to which they progress. give such voluble lip service. It would be an interesting bit of scientific inquiry to as- Ninety per cent of all the pupils who certain whether that hypocrisy which is just graduated from the elementary schools of now so widespread among our people is an Dallas, Texas, last year entered high act, an achievement, or a habit. Perhaps schools. October, 1928] THE VIRGINIA TEACHER 255

NEGRO EDUCATION IN THE annual yield of $361,250. Since then, ad- ditions have brought this total up to $20,- UNITED STATES 713,000, the annual yield being $1,071,300. THE number of institutions for the The gain over the period of 10 years in higher education of the Negro race both endowment and annual yield, therefore, in the United States more than has been approximately 185 per cent. doubled, and enrollments have increased The survey of Negro universities and col- over six-fold during the past ten years, ac- leges was conducted at the request of State cording to a report issued by the Bureau of departments of education of 19 States, 79 Education of the Interior Department after Negro institutions, the Association of Col- a comprehensive survey of Negro universi- leges for Negro Youth, the Phelps-Stokes ties and colleges. Fund and the educational boards and foun- In 1917 there were 31 Negro institutions dations of seven church bodies, all of whom offering college work, the report shows, co-operated in arranging the study and in while in 1927, of the 79 institutions includ- furnishing information. Everyone of the ed in the survey, 77 were engaged in college 79 institutions was visited by representatives work. The college enrollments in the 31 of the Bureau. In addition to a general institutions ten years ago amounted to 2,132 review of Negro higher education, the re- Negro students as compared with 13,680 port contains individual chapters dealing in attending the institutions surveyed in 1927, unabridged form with the academic pro- an increase of 550 per cent. The annual in- grams, physical plants, graduation require- come of the Negro universities and colleges ments, admission requirements, enrollments, in the United States has also gained at a training of the faculty, salaries, teaching rapid rate. For 1917 it totaled $2,283,000 loads, educational and scientific equipment while for 1926-27 the annual income was and other functions of each of the institu- $8,560,000, an increase of 275 per cent. The tions. The universities and colleges survey- financial support being accorded Negro ed include: 5 in Alabama, 3 in Arkansas, 1 higher education in the country is nearly in Delaware, 1 in the District of Columbia, four times what it was in 1917. 3 in Florida, 9 in Georgia, 2 in Kentucky, Total capital investment in the real prop- 5 in Louisiana, 2 in Maryland, 5 in Missis- erties of the universities and colleges sur- sippi, 1 in Missouri, 12 in North Carolina, veyed has likewise increased tremendously, 1 in Oklahoma, 1 in Ohio, 2 in Pennsylvania, the report shows. The value of the physical 5 in South Carolina, 8 in Tennessee, 8 in plants of these institutions 10 years ago was Texas, 4 in Virginia, and 1 in West Vir- fixed at $15,720,000. Their present value is ginia. $38,680,000, representing a gain of 146 per While presenting the exceptional progress cent, due principally to the construction of accomplished in Negro higher education modern school buildings and other improve- during the past 10 years, the report also ments in the plants. The most important calls attention to the fact that the immediate advance made by the institutions has been need of the race is more education, better the large increase in their productive en- education and higher education. The latest dowments, indicating the existence of a available figures show that there are ap- growing conviction that Negro higher edu- proximately 48,000 Negro teachers in the cation must be placed on a permanent basis United States, including those teaching in through the provision of stable annual in- elementary schools, high schools, and col- come. In 1917, the productive endowments leges. Of this number 1,050 are teachers in of the universities and colleges making up institutions of higher learning and 46,950 this survey amounted to $7,225,000 with an in elementary and high schools. Upon the 256 THE VIRGINIA TEACHER [Vol. 9, No. 8 latter rests the responsibility of educating safeguard the health of the colored people 5,000,000 Negro youth under the age of 19 and of their neighbors, to instruct them in years, a task far beyond the capacities of hygiene, sanitation and in the measures such a small number. The lack of teachers, necessary to ward off disease, care for those the report points out, is serious. that fall ill, are as essential as intellectual A considerable proportion of the teachers and economic development. There are 3,500 in Negro schools are also reported as being Negro physicians and surgeons in the Unit- deficient in proper training. Many have not ed States, or approximately one colored received more than elementary school prep- physician to every 3,343 Negroes. The aration while the training of a large number white race has a physician to every 553 per- of others has been limited to one or two sons. A serious lack of Negro dentists pre- years work in or graduation from high vails. There is only one to every 10,540 school. A shortage prevails not only in the Negro inhabitants. In technical lines an number of teachers, but also in their quality. even more pronounced shortage of trained The solution of the problem is largely cen- men is revealed. There are in the United tered in higher education. If more teachers States only 50 Negro architects, 184 engi- adequately trained and prepared for the neers, 145 designers, draftsmen and in- overwhelming undertaking of educating 5,- ventors, and 207 chemists. Professional and 000,000 Negro boys and girls are to be pro- technical education can be obtained in in- vided, the task must be done in the institu- stitutions of higher learning only. With re- tions of higher learning. Continuing, the re- gard to Negro clergymen the report states : port asserts: Although the number of Negro clergymen The economic salvation of the Negro is serving as pastors of churches or preachers dependent to a great degree upon his train- of the gospel is approximately 19,600, the ing in the fields of agriculture, mechanic training of a large number is extremely arts and crafts. While 1,000,000 Negroes limited. Many have not had the benefit of own or operate farms, there are 1,178,000 a secondary education and others have never of the race engaged in ordinary farm labor. graduated from college, much less obtained The lack of training in mechanic arts and the advantage of proper training in schools crafts is indicated by the fact that only of theology. The average number of gradu- 56,000 are skilled craftsmen as compared ates from Negro theological seminaries is with 1,371,000 pursuing unskilled occupa- less than 10 a year when the actual demand tions or employed as day laborers. All for qualified Negro ministers is over 100 States have established land-grant colleges annually. The responsibility of providing offering courses in agriculture, mechanic leadership to direct the ethical, the religious, arts and home economics. In these colleges and the spiritual' life of the large Negro members of the race may prepare them- population is one that rests upon higher selves not only to become teachers in these education. fields but also to enter into these vocations A considerable portion of the report is with all the advantages of superior special- devoted to the methods of control and ad- ized knowledge. If continued progress is to ministration of the institutions. Four gen- be made to higher economic levels, the eral types of government were found among Negro youth of the country must take ad- the 79 institutions participating in the sur- vantage of these opportunities. vey. These included 22 publicly supported National social and economic life de- institutions under State government and mands the training of many more Negro control, made up of land-grant colleges, professional and technical leaders. This is normal and teacher-training colleges; 9 uni- also a question of higher education. To versities and colleges owned, governed and October, 1928] THE VIRGINIA TEACHER 257 controlled by independent boards of trustees of endowments reported by schools in 1926 and privately supported; 31 universities and is as follows: colleges and universities, colleges under ownership and control of $987,012,929; teachers colleges and normal Northern white church boards and privately schools, $19,425,113; private high schools supported; and 17 privately supported col- and academies, $67,151,000. This makes a leges owned and governed by Negro church total of $1,073,589,042. organizations and conferences. Of these diflferent types of government, TEACHERS' RIGHTS the report shows that the institutions con- trolled by independent boards of trustees "Teachers will be slaves if they act like have the largest average income per institu- slaves. Weakness always tempts the bully. tion, the amount being $261,082, while col- If they cower, they will be bullied. The leges under control of State authority are tragedy and absurdity of the thing is that second on the list with an average annual they could so easily rally a following if they income per institution of $145,526. The col- had the imagination to realize how strong leges under the control of Negro church they are. If they chose to say that they organizations have the third largest average would not endure the intolerable indignities income per institution with $66,977 and the to which they are subjected, they would institutions having the smallest average in- very soon command a new kind of respect come per institution are those controlled and in the nation. administered from central headquarters of "Nothing can excuse or explain away Northern white church boards, their average spinelessness. But if the educators in the annual income being $61,075. public schools have to lead a double life, it The survey was made under the immedi- is not due wholly to personal timidity. It is ate direction of Dr. Arthur J. Klein, chief due to a confusion of mind. The teaching of the division of higher education of the profession does not fight for its rights part- Bureau of Education, by a committee con- ly because there is great uncertainty as to sisting of Dr. William B. Bizzell, president what its rights are. of the University of Oklahoma; Dr. C. C. "It is not easy to work out a clear prin- McCracken, Ohio State University; Dean ciple which will define the status and the George B. Woods, American University; function of public school teachers. The and from the staff of the Bureau of Edu- fundamental principles which we assume to cation, John H. McNeely, assistant to the be true are capable of being manifested to director; Dr. Walton C. John, and M. M. the most surprising and contradictory re- Proffitt. sults. "It is possible, for example, to derive the ENDOWMENTS Tennessee statute against evolution from Endowments for all types of schools in one of the principles laid down in Jeffer- the United States in 1926 exceeded son's bill for establishing religious freedom. $1,000,000,000 as reported recently by the It is possible to derive justification for an Bureau of Education, Department of the established church from the very argument Interior. used to disestablish a particular church." The total valuation of all school property —Walter Lippmann. in that year, according to the report, was approximately $8,125,085,472 and the grand From a schoolboy's examination paper; total of enrollments in all types of schools "Liberty of conscience means doing wrong was about 31,037,736. The total amount and not worrying about it afterwards." 258 THE VIRGINIA TEACHER [Vol. 9, No, 8

inquiring how they happened to become in- The Virginia Teacher terested in James. Published monthly, except August and September, by "Readers of Sandburg include steno- the State Teachers College at Harrisonburg, Virginia. graphers, typists, a waitress, a beauty par- Entered as second-class matter March 13, 1920, at the lor manager, laborers white and black, a de- postoffice at Harrisonburg, Virginia, under the act of March 3, 1879. partment store salesman, a book agent, a Conrad T. Logan, Editor musician, a painter, a shoe salesman and an Henry A. Converse, Business Manager Clyde P. Shorts, Circulation Manager advertising man. ADVISORY BOARD "It may be noted that a number of the John W. Wayland Elizabeth P. Cleveland Pearl P. Moody Katherine M. Anthony readers said in their letters to me that they Manuscripts offered for publication from those inter; had become interested in Sandburg's poetry ested in our state educational problems should be addressed to the editor of The Virginia Teacher, State Teachers through university extension or night College, Harrisonburg, Virginia. courses. EDUCATIONAL COMMENT "The readers of the Greek Classics in- clude printers, clerks, salesmen, a cabinet WHO READS WHOM maker, a draftsman, stenographers, a mu- Charles H. Compton, assistant librarian sician at a vaudeville theatre, a colored in- of the St. Louis Public Library, in an surance agent, a hairdresser, a chauffeur, a address on "The Outlook for Adult Educa- drug store clerk, a beauty specialist, a tion in the Library" before the American butcher, a telephone operator, and a rail- Library Association, tells of an investiga- road brakeman's wife." tion he made recently. "I took the records of approximately 100 GRADUATE LIBRARY SCHOOL AT readers of William James, 100 readers of CHICAGO Carl Sandburg, and 100 readers of Homer, The new Graduate Library School of Aeschylus, Sophocles, and Euripides in Chicago, which is an outgrowth of a translation. Who were the people that I movement on the part of the library profes- found had been reading them? Strange to sion for an institution devoted exclusively say they represented much the same classes to research and graduate study, will open of society. First of all, there were very with the Autumn Quarter of the University, few, if any, from our so-called intellectuals. October 1, according to an announcement Not a lawyer on the list of James or Sand- by its Dean, George Alan Works. burg or the Greek Classics—a few doctors J. C. M. Hanson, recently Acting Di- —a few ministers, but the bulk came from rector of the University of Chicago Li- what we consider the uncultured and cer- braries and now in charge of the recata- tainly the humble occupations. Readers of loguing of the Vatican Library in Rome, James include a trunk maker, a machinist, will be Professor of Bibliography, Classifi- stenographers, a saleslady, a laundry work- cation, and Cataloguing in the new school; er, a common laborer, a maintenance man Harriet E. Howe, Associate Professor of in a soap factory, a colored salesman. That Library Science; and Douglas Waples, Pro- these readers in part at least really appreci- fessor of Educational Method. ated James and read him, not because they Dr. Pierce Butler, of the Newberry Li- were consciously striving to improve them- brary, Chicago, will be a lecturer for the selves, but because he had captured their Autumn Quarter, and the special lecturers hearts and minds, is indicated by letters already engaged include J. Christian Bay, which I received from a number of them in librarian of the John Crerar Library; The- answer to a letter which I had sent to them, odore W. Koch, librarian of Northwestern October, 1928] THE VIRGINIA TEACHER 259

University; Carl H. Milam, secretary of the schools, since the number of one-room American Library Association; Carl B. schools has decreased approximately 166,- Roden, librarian of the Chicago Public Li- 000 to 161,521 during the year, and 687 brary; and George B. Utley, librarian of consolidated schools have been added. the Newberry Library. The value of school property has in- The kinds of positions for which the new creased correspondingly from $4,252,328,- Library School will give preparation in- 000 to $4,676,603,539 from 1925 to 1926. clude those of administrators of public, col- Of this latter sum $3,567,213,562 is the lege, and university libraries, teachers for value of sites and buildings, while the library schools and of library science in remainder of the total value is in equip- teachers' colleges, and librarians of special ment, such as furniture, apparatus, li- collections such as law, history, medicine, braries, etc. The average value of school science, Americana, manuscripts, etc. property per pupil enrolled is $189. Chicago has many important library in- terests that will be invaluable to the school. AIRPLANE MODELS The American Library Association has its Twenty-six vocational training instruc- headquarters in Chicago, which makes co- tors, Boy Scout leaders, Y. M. C. A. operation in certain types of studies readily boys' secretaries and others in similar work possible; and the library science student went to Detroit late in August to attend the will find unusual facilities for his work in first course in airplane model construction the great libraries for which Chicago is fa- ever offered. The course was given, free mous—the Crerar, Newberry, Public, Uni- of charge, by The American Boy magazine, versity of Chicago, and Northwestern, and sponsor of the Airplane Model League of other notable collections like those of the America. The League, in its one year of Chicago Historical Society, the Chicago existence, has enrolled nearly 200,000 mem- Law Institute, and the Municipal Library. bers and enlisted the aid of hundreds of manual training teachers. NUMBER OF SCHOOL BUILDINGS Merrill Hamburg, airplane model expert, AND VALUE OF PROPERTY was in charge of the course, which lasted The people of the United States con- from August 27 to September 1. The work sider it a privilege and a duty to see was given at the new Jefferson Intermedi- that, as far as possible, their children are ate School, offered by the Detroit Board of educated and trained. With such general Education through its interest in promot- faith in education—a growth of nearly ing model aviation work. The school has three centuries—the question in the United special equipment suited for the actual shop States is not only whether there shall be work done by the students. Mornings and educational facilities for all people but how several afternoons were devoted to lectures those facilities may be best provided and and work at the benches, and all of the at- how the process of education may be con- tendants completed one or more planes. stantly improved. Aram Abgarian, holder of the world's in- In Bureau of Education Bulletin, 1927, door record of 353.6 seconds, assisted Mr. No. 39, of the United States Department of Hamburg. the Interior, it is shown that the total num- Special entertainment features included ber of public school buildings has decreased an inspection trip to Ford Airport and the from 258,859, in 1925, to 256,104 in 1926. Ford Motor Company factory, a luncheon This decrease is caused by the replacement with Captain Eddie Rickenbacker as the of one-room schools by consolidated chief speaker, free tickets to a Detroit- 260 THE VIRGINIA TEACHER [Vol. 9. No. 8

Cleveland ball game and a smoker at which in, are undergraduates of any American airplane model motion pictures and other college. Attention is expressly called to entertainment were offered. the rule that a competitor is not confined to The American Boy magazine arranged topics proposed in the announcements of the course because of the unprecedented in- this committee, but any other subject chosen terest, in this country and Canada, in air- must first be approved by it. As sugges- plane model work, and of the wide demand tions, a few questions are here given, and a for expert instruction in it. The "Cur- brief list of subjects offered in recent years riculum" covered not only actual model are added: building and flying, but also the theory of 1. The Influence of the South on Pro- aeronautics, means of organizing airplane tectionism model clubs and of promoting interest, the 2. The Effect on Commercial Banking holding of contests and other similar mat- of the Growth of Corporation Se- ters. A certificate was awarded to each curities man who completed the course. 3. The Methods of Maintaining Profits It is probably that a similar, though more by Lowering Costs in the Face of extensive, course will be offered next sum- Rising Wage Rates mer. For information, those interested 4. Present and Future Status of the should write to the Short Course Director, Lumber Industry The American Boy, 550 Lafayette Boule- vard, Detroit, Michigan. 5. The Mineral Resources of South America ECONOMIC PRIZES 6. Under Modern Railway Efficiency In order to arouse an interest in the study Can Any Waterway Hold Its Own in of topics relating to commerce and in- Competition ? dustry, to stimulate those who have a col- A first prize of one thousand dollars, and lege training to consider the problems of a a second prize of five hundred dollars are business career, and to aid in constructive offered to contestants in Class A. economic thinking, a committee composed A first prize of three hundred dollars, of Professor J. Laurence Laughlin, Univer- and a second prize of two hundred dollars sity of Chicago, chairman; Professor J. B. are offered to contestants in Class B. No Clark, Columbia University; Professor Ed- prizes will be awarded if, in the judgment win F. Gay, Harvard University; Hon. of the committee, essays of sufficient merit Theodore E. Burton, Washington, and Pro- are not submitted. The committee reserves fessor Wesley C. Mitchell, Columbia Uni- to itself the right to award the two prizes versity, has been enabled, through the gen- of $1,000 and $500 of Class A to under- erosity of Hart Schaflfner & Marx of Chi- graduates in Class B, if the merits of the cago, to offer in 1929 prizes for the best papers demand it. The winner of a prize studies in the economic field to certain shall not receive the amount designated classes of contestants. until he has prepared his manuscript for Classes A and B the printer to the satisfaction of the com- Class A includes any residents of the mittee. United States or Canada, without restric- The ownership of the copyright of tion; the possession of a degree is not re- studies to which the right to print has been quired of any contestant in this class, nor is awarded will vest in the donors, and it is any age limit set. Class B includes only expected that, without precluding the use of those who, at the time the papers are sent these papers as theses for higher degrees, October, 1928] THE VIRGINIA TEACHER 261 they will cause them to be issued in some United States and Europe. A survey of permanent form. the world's cotton situation. The theory Competitors are advised that, hereafter, and practice of ship subsidies. The sales the Committee will give preference to es- tax. What conditions limit the amount of says which do not run beyond 250 to 300 wages that can be paid? printed pages, and which excel in the higher qualities of economic insight, grasp of prin- THE READING TABLE ciples, power of analysis, and style. They BOOK CLUBS should be inscribed with an assumed name, the class in which they are presented, and Ten book clubs have been organized to accompanied by a sealed envelope giving date to select books for the American read- the real name and address of the competi- ing public. The latest is the Book League tor, together with any degrees or distinc- of America, founded by Samuel L. Craig, tions already obtained. No paper is eligible who was the first President of the Literary which shall have been printed or published Guild. The new league will have several in a form to disclose the identity of the novel features to attract the reader. It is author before the award shall have been said that there will be two books per month, made. Contestants are warned that in sub- one new and in magazine form, and one mitting essays in more than one contest standard. The other nine clubs now func- they may disqualify themselves by disclos- tioning are the Book of the Month, which ing their identity. If the competitor is in was the first in the field; the Literary Class B, the sealed envelope should contain Guild, the Religious Book Club, the Poetry the name of the institution in which he is Book Club, the Catholic Book Club, the studying. The papers of Class A should be Free Thought Book of the Month Club, the sent on or before June 1, 1929, and those Crime Club, the Detective Story Club, and of Class B before July 1, 1929, to J. Lau- the Book Selection of the American Book- rence Laughlin, Esq., University of Chi- sellers' Association.—Harry Han sen, in cago, Chicago, 111. the New York World.

SOME SUBJECTS OFFERED IN RECENT YEARS New Introduction to Science. By Bertha M. A study of the policy of the Federal Re- Clark. New York: American Book Co. 1928. Pp. 480. serve Board during the War. The effect of All General Science teachers in Virginia will the European War on the export trade of be glad to see Miss Clark's new General Science text, for her book is one of the two texts pre- Great Britain. Protectionism as affected by scribed by the state. Just as the 1915 edition was the War. The effects of price-fixing by the an improvement over the 1912 edition, so the Government during the War. The function 1928 edition is much better than the 191S. As a matter of fact this new edition is long of capital. A critical examination of the overdue. Professor Frank in his splendid book, How to Teach General Science, says that a Gen- work of the Shipping Board. The Ger- eral Science text which has been printed more man Monetary Experiences, 1914-1925. than five years is out of date. And that statement is true. When it comes to radio, airplanes, tele- Extent and Effects of Installment Selling. vision and automobiles, every General Science The Present Position of, and the Problems teacher wants to use a text which contains the recent discoveries concerning these applications arising from, the Modern Development of of science. Water Power Resources. The present po- Miss Clark has grouped the material into ten main topics, among which "Health" and "Learn- sition and future prospects of unionism in ing to Know the Heavens" are new. Other im- the United States. The effects of a protec- provements in the new edition are; much better illustrations, list of problems at the end of each tive tariff on farm products in the United chapter, and directions for organized review at States. The crisis of 1920 in Japan, the the end of each chapter. Fred C. Mabee 262 THE VIRGINIA TEACHER [Vol. 9, No. 8

Our Environment: Its Relation to Use. By Curtiss Sprague. Pelham, N. Y.: Bridgman, Harry A. Carpenter and George C. Wood. Publishers. 1928. Pp. 64. $1.00. Boston; Allyn and Bacon. 1928. Pp. 304. A thoroughly practical short treatise for those This attractively illustrated book is designed artistically or non-artistically inclined. The usual- for the General Science of the first year of junior ly difficult problems of room illumination and high school (seventh grade). It is the first vol- choice of lamp bases and shades, depending upon ume of a three-volume series; Book III has al- general design principles and color harmony, are ready been published. clear and interesting. Directions for constructing, sewing, materials, and applications are based upon Pilots and Pathfinders. By William L. Nida. a background of much experience. New York: The Macmillan Co. 1928. $1.20. The general appearance is of praiseworthy art This is a new book of history stories for the merit. Illustrations are striking and the paper fourth grade which is written in an interesting and covering are soft and pleasing. style that makes easy reading for grade children. A. M. A. Valuable and suitable references are given at the end of each chapter which will lead the pupil to Topsy Turvy Tales and Peggy Stories. By wider reading on the characters in whom he be- Mildred Batchelder. Illustrated by Eunice comes interested. The historical events and the Holmes Stephenson. New York; Charles people concerned are made vivid and real rather Scribner's Sons. P. 90 and 89, respectively. than mere names in history. We need more such Here we have for the child who is learning to books to enrich the teaching of history in the read, two story books with real story values. The elementary school. E. G. child who loves to read will regard these as an addition to his own library. The child who has The Hygiene of Instruction. By Lawrence Au- difficulty in mastering the intricacies of reading gustus Averill. Boston: Houghton Mifflin will here find the urge which will carry him over. Company 1928. Pp. 386. $2.00. Each story is complete in itself, short enough This volume gives a simple, yet clear, portrayal so as not to tire the child. A glance through the of the different phases of mental hygiene, the table of contents will reveal good titles: Who whys and wherefores for its practice, the urgent Won the Race, A Cooky Chapter, and The Tree need to begin guidance towards right habits—to in the House. As supplementary reading ma- forestall maladjustments, inhibitions, etc., not on- terial for the first grade they are excellent. ly through the school years, but from infancy as M. L. S. well, in order to secure the least possible waste in instruction that living may every day be full An Illustrated Dictionary of Modern Musical and rich. It also lists a very valuable bibli- Instruments. By Welford D. Clark. Chicago : ography in this field. Within its compass, one Hall and McCreary Company. 1928. Pp. 48. finds studies of the most outstanding related 25 cents. problems with emphasis upon the joint responsi- This valuable booklet for any music lover to bility of the teacher and the parent. It gives possess will teach one to listen more understand- evidence of lending itself admirably to use in ingly to all orchestra works. It is so concise and teacher-training classes. B. J. L. simple that it can be used most profitably by chil- dren in their music appreciation study. The Playroad to Health and Health Habits. C. W. C. By S. Weir Newmayer and Edwin C. Broome. American Book Co., N. Y. 1928. Pp. 144 and Higher Book of Songs. By Robert Foresman. New York: American Book Company. 1928. 2071, respectively. Pp. 400. The teaching of health habits is the task of every primary teacher, but one of the biggest This book gives in simple form many of the problems has been the finding of easy, suitable musical classics so valuable for school and col- material for the child to read. The new Health lege choruses. It is well and simply harmonized and Happiness Series by Newmayer and Broome and merits extensive use in the schools. will fill this long felt need for the lower grades. C. W. C. The first book in the series, The Playground to Anniversaries and Holidays; A calendar of days Health, presents the essential health habits and and how to observe them. By Mary E. Hazel- explains the reason for forming these habits in tine. Pp. 308. $6.00. American Library Asso- very enjoyable stories. The illustrations are un- ciation, 86 East Randolph Street, Chicago, usually good. Health plays that will appeal to Illinois. the children are given. The second book in the series, Health Habits, Within the compass of 300 double column pages carries on the ideas begun in the first book but are brought together, in calendar arrangement, presents reading material that is a little more dif- the birthdays of important persons, anniversaries ficult. Health Duties at the end of the chapters of note-worthy events, feast and fast days of the help to build up health habits by giving the child Christian and Jewish calendars. Important days jobs that will interest him in healthy living and are given a brief historical paragraph. Material make a lasting and favorable impression. for appropriate observance of the day is cited and B. M. McC. often there are suggestions for programs, page- ants, theatricals, etc. A separate section of the How to Make Lampshades. By Ruth Collins book is devoted to program making. Aside from Allen, with illustrations by Marian Foster and this the book is a valuable work for quick re- October, 1928] THE VIRGINIA TEACHER 263 ference. It answers hundreds of questions and spiring meetings promoted the spirit of brings to light many sources of material which schools will find useful. helpfulness which was evident on the cam- pus. The picnic supper given in Bacon NEWS OF THE COLLEGE Hollow by the Y. W. was delightful. AND ITS ALUMNAL The Choral Club under the direction of Miss Edna Shaeffer formed the choir for Appointments to the summer faculty for chapel. Trained by a member of the Mas- 1928 included Professor Raus M. Hanson, sanetta Springs School of Music, the Chor- who comes to Harrisonburg to teach Geo- al Club also presented a cantata, "The Holy graphy in the Department of Social City," by Gaul, at Massanetta Springs. Sciences; Mrs. Ellen Wood Worth, who offered courses in Home Economics; Miss One of the big events of the summer was Virginia Turpin, who taught classes in the meeting at Harrisonburg of the Board Physical Education. Mr. Hanson comes of Virginia Teachers Colleges. Mr. W. C. from the University of Nebraska and will Locker, president of the Board, and Mr. continue on the faculty during the coming Harris Hart, state superintendent of session. Mrs. Worth has recently completed schools, spoke in chapel. They expressed work at Teachers College, Columbia Uni- satisfaction regarding the administration versity, prior to which she was a teacher at and congratulated the student body on their Simmons College, Boston. Miss Turpin was scholastic record. a graduate of the class of 1928. Other The chapel programs were varied and members of the summer school faculty who well selected. Ten of the finest speakers have previously taught at Harrisonburg are and singers at the conference held at Mas- Mrs. Florence Lohman, principal of an ele- sanetta Springs were available for chapel mentary school in Richmond, and Mr. B. L. programs by special arrangement. Dr. J. A. Stanley, principal of the Harrisonburg High McLean of Richmond, Dr. L. J. Sherrill, School, both of whom offered courses in Professor of Religious Education of Louis- Education. ville Theological Seminary, Dr. Clovis Due to higher standards for Virginia Chappell of Nashville, Tennessee, Dr. Alex- teachers, the summer school student body ander Allison of Bridgeport, Connecticut, was a more select group than in previous and Dr. Frank Morgan all gave interesting years. A spirit of earnestness and con- and informing talks. Musical programs geniality pervaded the campus. The atmos- were furnished by Mr. and Mrs. McGhee phere seemed charged with vigor and enthu- of Chicago. Mr. McGhee led the singing siasm. Cornelia Carroll led the student at Massanetta Springs conferences. Mr. body as president, Kathleen Watson served Kruger, bass member of the Westminster as vice-president, and Mildred Williamson Sextet, also delighted the college. as secretary-treasurer. Mrs. Elsie Judy, Besides these programs from Massanetta Sarah Hartman, Rebecca Brandon, Mary Springs, other attractive speakers were ob- Pritchard, Virginia Drew, Charlotte De tained for chapel. Some of these were Dr. Hart, Bernadine Knee, Dorothy R. Cox, J. J. Rives, of the Methodist Church of Flossie Rouzier, Mrs. Carey Taylor, and Harrisonburg; Dr. John Price, a missionary Nell Walters comprised the student council. to China, and Mr. J. A. Garber, of Har- The Summer Breeze was published week- risonburg. ly for the first time. In previous summers The lyceum course presented the West- it had appeared but once each fortnight. minister Sextet, whose versatility in singing The Y. W. C. A. functioned well. In- was enjoyed. Miss Margaret McAdory 264 THE VIRGINIA TEACHER [Vol. 9, No. 8 gave an illustrated lecture on the stained cation, Richmond, delivered the commence- glass windows in French cathedrals. She ment address. gave another lecture on the French, Italian, The first B. S. to be conferred on a man and Spanish paintings in the Museum of by the Harrisonburg college went to Ernest the Louvre in Paris. Bowman, who has completed his work here The entertainment committee arranged in summer sessions. that a movie be shown each week, to be Two new buildings are to be completed available to every student. Some of the by the opening of the fall quarter. Har- best of these movies were The Bush Leag- rison Hall will provide a new dining hall to uer, The Dog of the Regiment, A Texas seat two hundred persons and enlarged Steer, and The Love Mart. space for the kitchen as well as additions to Excursion parties visited Massanutten the heating unit. Johnston Hall, a new dor- Caverns, Monticello, Monterey, Luray Cav- mitory, located just north of Sheldon Hall, erns, and Natural Bridge were among the will give living accommodations to one hun- places visited. dred and twenty students. This dormitory Other recreation was afforded by swim- is completely fireproof and is connected ming, track, tennis, and golf. Anne Proc- with Sheldon Hall by an arcade. The foun- tor, Red Cross Life Saving Examiner, gave dation for a new home economics practice the Life Saving Tests to Lillian Penn, house is now under way. Mary Butts Marchant, Dorothy R. Cox, In the basement of Johnston will be a Margaret Burckmeyer, and Lillian Derry. completely equipped physics laboratory. At They successfully passed the tests. The the end of the summer session various im- faculty took pride in the fact that one of its provements were made to the incompleted number, Mr. Mcllwraith, starred in golf, Walter Reed Hall. These include the per- winning the golf championship at the Spots- manent ceiling of the auditorium and gym- wood Country Club. nasium and final interior woodwork through Some members of the winter faculty did the whole of the building. Concrete curb- not teach here. Mr. Conrad Logan taught ing is now being laid along all the drive- at Columbia University, while Mrs. J. C. ways of the campus, and on the completion Johnston and Miss Bertha McCollum of this work all the roadways will be mac- did graduate work there. Mrs. Varner and adamized by the State Highway Commis- Miss Seeger spent the summer in Europe. sion. Miss Boje traveled in the West, Miss Wil- son and Miss Harnsberger to Canada. OUR CONTRIBUTORS Vesper services on Sunday afternoon, DONALD W. DAVIS is professor of zoology in the College of William and Mary. "The Sci- August 26, in Walter Reed Hall, opened entist and Education" was his retiring address Commencement week. Dr. White, who as president of the Virginia Academy of Sci- ence, and was delivered in May, 1928, at the spent ten years doing missionary work in Williamsburg meeting of the Academy. India, was the speaker. Tuesday evening FRED C. MABEE is professor of chemistry in the State Teachers College at Harrisonburg, the President's reception to the graduates where he has recently come after some years was given at Hillcrest. Wednesday the as a chemistry professor in Shanghai, China. E, MARION SMITH is professor of Greek and graduates enjoyed a merry banquet in the Latin at Hollins College. This paper was pre- dining room. sented at the last Richmond meeting of the Virginia Classical Association. On Friday, August 31, forty-nine stu- LINNIE SIPE is a junior in the college at dents received diplomas. Seventeen of Harrisonburg, and prepared this teaching unit under the direction of Miss Emily Goodlett. these were awarded the bachelor of science ELIZABETH KNIGHT is a junior at Harrison- degree. Mr. Thomas D. Mason, Supervisor burg. The pageant of which she writes was a joint project of the members of the Choral of Teacher Training, State Board of Edu- Club. THE VIRGINIA TEACHER iOSOaOSOSOSOffiOffiOSOffiOHOffiOEiO^C^OKOaSODSOffiOSOSOffiOSOffiOffiOKOffiCSOSOffiCaOSOffiO b WE PROTECT YOU. We are big enough to take care of jour wants. If you see anything advertised by any firm in the Valley of Virginia, we be- § lieve we can furnish it for the same price—or less. Send us the advertisement S3 >; and we will see that you get it through our Mail _ itTT^-vr O Q/Y (CJC Q M Order Department. Write us for prices and O. i^H, I Ot D\JtSO b g samples. Special prices to the Faculty and CoT pj^j-jfisonblirg, Va, O 0S0Le0^^0SK^O50«i0ffi0ii0S0S0S0ai0S0Sa0S0S!i0!S0!i0gHC®0S0!5C®0S0S0S0«iii0aF.0S0Ms0 OffiOKOSOKOSOSOSOSiOSro^OSO^OHfiOSiOKOSOC^OaOffiOSiOBiOffiOffiOSiOSOffiOiiO!iOSOS 0...0 ib m gS b!^ -r -W7- -w-i t n O HIN KEL S DR. W. L. BAUGHER Expert Shoe Repairing DENTIST West Market Street at Liberty Harrisonburg ;: ;: Virginia Work of Quality b BURKE & PRICE FOLEY'S SHOE HOSPITAL g 117 E. Market St. Phone 418-W o FIRE INSURANCE WE CALL FOR AND DELIVER g Harrisonburg, Va. ANYWHERE IN THE CITY S National Bank Bldg. Phone 16 FOREST E. PETERS Make a Specialty of Harrisonburg Building and WATCH REPAIRING Supply Co., Inc. E. Market St. ;: Harrisonburg, Va. O Contractors and Builders Harrisonburg, Virginia JOS. NEY & SONS CO. O O. M. Masters, President THE BEST DEPARTMENT STORE O W. E. Fry, Gen'l. Mgr. IN HARRISONBURG. VIRGINIA o ob^O>5iOSO^O«50^0ffiO^OffiOSafiOffiC®OffiO^OSO!O^OSSOSOSOffiOffiO«fiOSOffiOffiOffiOiiOffiOSOaOSO! OSSO! OffiOSOSOffiOSO^C®OgK)SCgiiOaO^OffiOffiOffiOffiOOSOSOffiOffiOffiOSOaOSOiiOffiOSOSOffiOffiOffiOSJO Su O

§ Your Prosperity is Important to This Bank

We want every member of this community to prosper.

Even though you may do no business with us direct, your prosperity is an advantage to the community and consequently to us.

If we can help, with advice or service, please remember that we are cheer- fully at your command.

You may correctly count us YOUR FRIEND.

The Rockingham National Bank Harrisonburg, Virginia osornomsomoso'so'MOsosoff.o&omcMomosoo^omoso^saBomosiosowiososcmMomomo THE VIRGINIA TEACHER ^O^OSOKOSOSOKCffiOKOffiOffiOEfiOffiOTOOBHOffiOKOSDffiafiO^OSOSDSiOffiOSiOSO^OffiOSQ

The State Teachers College |

HARRISONBURG, YA. |

Member American Association of Teachers Colleges °

ys s

PROFESSIONAL ss B. S. graduates accepted as teachers in second- ary schools of Southern Association. Sixty-four holders of B. S. degrees granted col- legiate professional certificate by the State Board q of Education, year ending July 1, 1926. g S During same year 738 students of the college were certified to teach in Virginia. b a 6 CURRICULA $ Two year curricula for primary and grammar ^ grade teachers leading to normal professional o g certificate and diploma. Q Four year curriculum for high school teachers Q leading to the B. S. degree and the Collegiate g Professional Certificate. g S Four year curriculum (B. S. degree) for g Home Economics teachers, dietitians, home dem- ® onstration agents and institutional directors. Four year curriculum (B. S. degree) for ele- mentary teachers, supervisors and principals.

Apply to THE PRESIDENT O^O^OKOiiOKOSOK>SiOSO^O^OSOKO«SOSOSOO^O^OSHOS50ffi(^iO®O^CffiSOSO^OSO!SO^OSiOSO The McClure Co., Inc., Printers, Staunton, Va.