DOCUMENT RESUME

ED 392 560 RC 020 215

AUTHOR Woofter, Thomas Jackson TITLE Teaching in Rural Schools. PUB DATE 17 NOTE 351p.; Xerox copy of original book, reproduced two pages per landscape pages. This book is cited by Ma:y Phillips Manke in her article "The Rural Teacher in the Early 1900's" (EJ 478 228) as a classic of rural education literature; see also RC 020 216-218, 435, 451-452, 470. PUB TYPE Books (010) Historical Materials (060) Guides Classroom Use Teaching Guides (For Teacher)(052)

EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Child :development; Discipline; Educational Change; Educational History; *Educational Practices; *Educational Principles; Educational Theories; Elementary Education; *Elementary School Curriculum; *Rural Areas; *Rural Education; Rural Schools; Teacher Education; Teacher Role; *TeachirE Mc'Lhods

ABSTRACT Published in 1917, this book over,..jews rural schooling during the early 1900s and was written to address the problems of rural teaching and to serve as an introductory guide for rural teachers. Specifically, the book aimed to bring attention to the needs of rural life and the possible contributions of the rural school, to describe effective educational practices, and to overview educational theory and principles. The first section of the book provides an introduction to rural schooling and rural life and addresses types of rural schools and their functions. Other chapters in this'section co%,er preparation of rural school teachers, orgar:zation and management of the rural school, child development, and guneral principles of teaching and discipline. The second section addresses specific methods for teaching elementary school subjects including reading and literature, English, spelling, penmanship, history and civics, geography, arithmetic, elementary science and agriculture, physiology, hygiene and sanitation, and arts and crafts. Emphasis is placed on the importance of grounding students in the fundamentals of reading, spelling, writitg, and arithmetic along with the values of self-discipline and hard work. Each chapter includes discussion questions, additional resources for teachers, and a list of additional reading materials for students. Contains an index and a list of 20 recommended books concerning teaching jn rural schools. (LP)

Peirnductions supplied by EDRS are the bestthal can be made frnm the origioal document. tn. . . Fa .= .7 1 1 TEACHING IN RURAL BY aE= :a THOMAS JACKSON WOOFTER DEAN OF THE SCHOOL OF EDUCATION SCHOOLSUNIVERSITY OF GEORGIA E. EDUCAT,ONAL U S DEPARTMENT OF EDUCATION R SI NTf P 1_,I.11 PR oko 1PNAA' 0, 00)00,A1,1,,,oo.cune,,g8C11,11,0 ,JOS urrA^I !hp'a,. Pee01as bee, 110,S, ren,w1., ei AS +a' BEST COPY AVAILABLE HOUGHTON MIFFLIN COMPANYBOSTON Xbe eibroibe prt$0 Cambribp NEW YORK CHICAGO " 3 (3 9, /73 ,'"7`7,173 COPYIUGHT, 19I7g BY THOMAS JACKSON ALL RIGHTS RILSZRVED WOOYTKK EDITOR'S INTRODUCTION cf379,0IA) 9/ 2. 3 ruralofOnin townsthe conditionsthis population basis, and according villagesall personsofTHE United States theCensus United Bureau States classifies was ashaving lessto the that census 2500 of 1910, living in the open country classed as rural, 53.7 perinhabitants.living cent under and andCommissionerthat precedingthe date. figures In year, probably the of Education58.4 per last printed report of centhave ofnot the changed children it was stated that, enrolledthe United in schools Statesmaterially sinceenrolled in the during the publicclassifiedwereruralteachers schools communities.enrolled by employed, theof the Census 60 per in these same schools, Approximately Unitedeighteen States million were Bureau as rural, while cent were employed and about 95 per cent of the 600,000 in thesechildren ofthefindas these a population wholethat were in 34in outwas ofWhen we turn from a to a consideration the elementary grades. living, in 1910, theunder 48 conditionsStates more than 50 per consideration of the United of the individual States, we classedcent ofStates exceededasexceeded rural,80the per population 75 cent 80 per per of cent thecent was of ofmore and in 17 of the 48 teachers and children are thethe whole. whole. In In the 11 17 States Statesthan 75 per cent rural, States the number so living working in rural the numberfrom 75 to in which schools.words,areteachersUnited to-day fully employed States one to-day third in all are Still more, approximately$orking in one-teacher publicof the schools teachers in workingthe United alone, with small groups rural schools.215,000 of the 600,000 employed in the In other States viof children, at the EDITOR'S INTRODUCTION difficult problem of rural education and the past decade as to any EDITOR'S INTRODUCTION other phase of community or vii rural-lifeverbiallybeing improvement.drawn low, awaythat the toWhen we recall that the cities, that in many bestsalaries rural for teachers rural teachers are are pro- States but few continuallythat mamy educationalwherecational fourrural service.and fifths education financial of theThe problem, author of this volume infor the twopopulation series, races living presents are classified a as rural, has for years been closely difficult edu- in a State and in ruraler'slowisare poor teachersteaching workebb, and that is thehavealmost adequate for the first time, that community devotion to schoolshad entirelynormal-school absent, training, and thatprofessional the supervision of the the teaching equipment often at a problem teach- byciallyprovementtoucha reasonbook identifiedwith on of ofthe this rural many withhe lifeis themovements teaching in rural schools which particularly well andequipped education. to prepareschool He hasside been of the espe- movement, looking toward the im- will be of practi- and ofprogress.tionruraldifficult rural on education service theone, part we ofhascan see reasons which these teachers face those interested in nationalawakened so much thoughtful atten- why the problem of proper is a large and a educational calruralcf serviceto rural be service, one teachers, to ofteachers. suchlarge both a volume as professional helpfulness. It should beginnersThis andhe has those done, of some and foryears the present one should prove thousands accord-schcJls of generalhasand arisen, a demandbetter especially type in allof Asparts a result of so mucheducationalduring af tention the pastto service the ten problem years,for those a who of the United States for a new somewhat there live inglylationstateand fmdteacher-training reading is preponderatelyan important circles in many of those classesStates iq high schools, as wellrural. asplace for itself in normal ELLWOOD P. CIIBBERLEY. where the popu- in farmthatschoolinthe the children instead teachervillages shall relateof shalland andbeing its the onbe work more schooleducated shall render theaway trainedfarms. fromlarger Theforit, community and intelligent demand that is living on closely to rural-life needs, that the both the helpfulnessshrinkagefluxmanytion of oftli the ourn and foreign-born,int many theservice. size of the of the States, of our rural population, bestthe rural rapid families increaseWith are ofthe tenantry,moving changing to character, in rural schools, and the realiza- due to the in- the withtheresulteducation toN,the bet combined probablynsLer and educationalhas cities been rural-lifeas much brought good that they may provide their advantages,and rural-school the problem problems of rural acutely to the front.thinking has been given to children during As a spentto the in preparationteaching in rural ofTins teachers. schools book isandMany an of outgrowth otherexcellent years ofmanuals given the experience of years PREFACE havebooksrecentlygraphscities been and devoted to havewritten towns.the problems theseto forSometheir teachers peculiar ofof theserural beenin field. manualswell-gradedteachers. recognized This give Notmanual schools a untilby few specialhas quitepara- of not outonlyaretreatmentgraded its keptthe pages folrowing: ruralthe aims therural school teacherto teacher accomplish has of foremostbeen the smallkeptseveral in constantly ungradedthought, things, but amongorin partiallythrough-mind. which The 2.1. To unfoldbring to in attention a clear and the helpfulneedsofeningguiding the of visionwayrural rui principles some alschool of life, rural introductory theto oflife, thisbroad- education. and life. the possible contributions 3.4. To To start direct any such rural a teacher teacher modernon tophaseseducational the roadmost methods of theory of helpful literature the in and bestteaching aids practice. in inconnection and in managing. with the various beenbecomean introductow treated professional briefly, qtudy craftsmen. othersOwingIf for the all book omitted.to rural necessary succeeds teachers Doubtless limitations in whothese errors wish aims, of space, ofto it will some justify topics itself have as it . Xomission and of commission PREFACE may readily be pointed out. Butits withmission. sympathyUzirvEBSITT OP GEOWHA, and good Mums. will this volume goes forth on T. J. W. ORGANIZATION, INSTRUCTION, AND CONTROL CONTENTS PAL I CHAPTER I. lifevelopment of the rural-lifeEarly problem American schools The rural school amid the change -...T.KTRODUCTION Changing home conditions The enrichment of rural The reorganization De- 3 CHAPTER II. THE RURAL SCHOOLahd redirection of the ruralQuestions school. for discussion Some good books for teachers. . 9 II. RURALI. LIFEITS FUNCTION NEEDS. AND SCOPEeningplete IN GENERAL. living view of the rural school.The schoolbodily a life specialized institution Rare opportunity of rural schools The intellectual life Education for com- The iesthetic Broad- III. TYPES OF RURAL SCHOOLS. lifereligiousThe one-teacher life schoolThe consolidated school The industrial life Conclusion. Standard schoolsThe social life Progress of consolidation The moral andThe Missouri CHAPTER III. THE TEACHER score card. Questions for discussion Books for teachers. . 5 THE RURAL-SCHOOLI. NATURAL TEACHER. EQUIPMENT.aginationGood health, well preservedTeaching AppreciationPersonality of rural life Important Pleasing personality Character teacher-qualities: Other Im- II. PREPARATION. salaries.Efficiencyqualities. maintainedScholastic preparation The teacher in service Professional preparation Teachers' Questions fir discussion Books for teachers. 1 3 .4 xli CONTENTS . 80 IV. APPERCEPTION. Definition and illustrations CONTENTS Some applications for xiii CHAPTER IV. ORGANIZATION AND I. THE SCHOOL PLANT. ventilation The school grounds The water supply The schoolhouse BiAxsonaarr Blackboards Heating and School teachers. Questions for discussion Books for teachers. . H. ORGANIZING THZ PLANT. desksliminary pupil orpnizationBefore the opening day Other equipment. ClassifyingAssistance and of seating. pupils Pre- CHAPTER VI. GENERAL PRINCIPLES OFII. TEACHING THE RECT., ATION. deductiverural schools aim Lessons and recitations Varieties of recitationInfluence work of Pestalozzi and Herbart How to handle recitations in The inductive- The . 80 III. ORGANIZING THZ WORK OF THZ schoolpupilsa rural asschool teacher-assistants. of eightThe course of study Alternation of classes grades and one teacher Using older Possible reorganizations of the Smoot..A suggestive program for stepsgradedrillingwork of adesk recitationaim work The study aim Limitations of the process The reviewing aim Desk workQuestioningApplications of the process to school Suggestions for primary-OrderlyThe tasting thinkingThe aimappreciation and aim The IV ORGANIZING RECRZATION. ginningspupils in in play play periods organization.The value of play Supervision Books and play apparatus of play Grouping of Be- CHAPTER VII. DISCIFILNE talking Questions for discussion Plans of lessons. Books for teachers. . 105 V. Ow/L=1Na THZ Comma:Tr.acteristics.tions for community Schooleffort eventa Special-day programs Some rural-communit/ char- Other sugges- III. GENERALII. MORE METHODS SPECIFICI. GENERAL IN PURPOSES. DISCIPLINE. PURPOSE The teacher as monarch The dominating personality CHAPTER V. GENERA.L PRINCIPLES or I. THE CIM.D. Questions for discussion Books for teachers. TaLauxo . . 65 IV. DISCIPLINARY MEASURES. Discipline through interestI . PreventiveDiscipline measures. through awakening higher ambitions. Discipline through self-interest I. PERIODS or GROWTH AND,..:teristicstation of this earlyInfancy period andAdolescent early childhood characteristics The problem Chronological and physiological age Dxviniormirrr. Youth, or adolescence Childhood of adap- Char- Indi- 2. Constructive nieasures.expression.spirit or atmosphereGoodForming organization good habits and instruction Reconstructing a schoolCreating com- a wholesome school Repression vs. II. Tam Cnn.n's OannNAL CAMAL.vidualopment differences of instinctsInstincts and general innate Average weight and height.Individual variations. tendenciesThe S. Corrective measures. munitytance.Methods in moral instructionSome punishment at times necessary Use of incentives Moral forces of impor- Moral Guiding prin- training INTEnreTs.enedterestDewey's by and nature clamification drill. Forcing and arrested development Interesu centering in man How to develop interest Interests awak- Dr.In- punishmenthandleciples in them punishment Questions for discussion ImproperA and school-conduct proper punishments. platform Sonic school faults, and how to Books for teachers. Corporal ziv CONTENTS II. STORY-TELLING. Some values Kinds of storiesCONTENTS - Telling the stories XV CHAPTER VIII.TEACHING INTRODUCTORY THE ELEMENTARYSCHOOL . Child SUBJECTS needs and cycles PART II Fundamental studies of the first six . 135 III. PILfkuitE LESSONS. BooksKinds for of teachers. picture lessonsSchool Suggestions use of pictures Pictures for language lessons of methods Books CHAPTER IX. READING AND LITERATUREclude.years The upper grades What the second part will in- . . . 137 K. GItAMMAR for teachers.tive method Diagramming.QuestionsSome values for discussion Where to be taught Books for teachers. Inductive-deduc- plementalmethod reading needed.FirstImportance Lessons. of readingObjective The sentence method work Child The alphabetic method interests The phonic method Use script The word DrillSup- CHAPTER XI. SPELLING . Two important tool subjects Selection of words . Some faults in teaching spell- Small number . . 187 Secondgestions.andcards sounds Grade. Lengthening thought-getting and giving Phonics Diacritical Ear drills marks Order of teaching the letters Other first-grade sug- ofing andmethodsvocabularieswords spelling needed in teaching andrules spelling spelling needs Needed reforms The "one hundred spelling demons"Written and oral spelling Dictionary work Methods of study Word study Simplified BetterLocal workUpperThird Grade. Grades. Emphasis on silent reading. Building words: voice training. Stories dramatic spelling. Questions for discussion Books for teachers. . 199 OralThe Reading. School Library.ImportanceReading of reading to the childrenaloud Selections for memorizing. Training in thought-getting CHAPTER XII. PENMANSHIP SomeSomement. teaching method faultssuggestions.Qualities of good penmanship Points on which there is general agree- Systems of penmanship CHAPTER X. THE ENGLISH LANGUAGE Questions for discussionA -- good Books rural-school for teachers. library Keeping up the library. . . 163 scaleForm and movementPen OtherQuestions and suggestions pencil for discussion Standards which ought to be attained. Position, penbolding, and movement Books for teachers. Stimui,,s of a writing I. ELEMENTARY LANGUAGE forms.schoolLESSONS. work Qualities to be cultivatedI. Written work in primary grades. First steps ImportanceFormal lessons of language for Written CHAPTER XIII. HISTORY AND CIVICSmary as to purpove.The point of view Fact history and human history . . . Sum-. . 211 2. Written work in upper grades;Bookscompositions composition for teachers. work.FirstSequence year realSecondTypes year of compositions Correcting Third year. compositions Making I. PRIMARY HISTORY. ofthe primitivebiography real historical life personageEarly beginnings Story treatment. Stories from real history Kinds of historical stories Selection of stories Introducing Stories Value IC 41 xvi II. ADVANCED HISTORY. CONTENTS I. ELEMENTARY NATURE STUDY. Methods Guiding principles in selection CONTENTS Methods of xvii III, Civics. a topicalin history method The bookAn outgrowth phase from other studies Reviews The organizationThe of textbooks text and its use Aids Important results. Practical civics. Advantages of Dates II. AGRICULTURE. gestivestudy material The teaching of agriculture Correlating the work with other subjects TypesOutline of clubs of organizedwork. School gardens The general Boys' Sug- ils and teachers Questions for discussion -- Supplemental books for pup- Books for teachers. . 231 III. ADVANCED NATURE AND AGRICULTURALandhibitsorganizationsplan girls' for and clubs these awards. clubs Advantages of the project method Organizing a county STUDIES. Independent Ex- CHAPTER XIV. GEOGRAPHY I.Old PIUMARY andSome new GEOGRAPHY. typesvalues. The story approach The natur&study approach A study of the earth as the home of man Sug- Books for teachers.OutlinesGeneralSupplementaryOther for helps general important for birdteachers topics studiesstudy Good farm lessons. Topics for study, byQuestions months for discussion Outlines for insect study II. ADVANCED GEOGRAPHY. withcitiesgestive nature topics the centerNeed of geography for type studies North America a type continent Primary globe lessons What a type study is References. Map-makingMan's contact Type CHAPTER XVII. PHYSIOLOGY, HYGIENE,rural school should Theteach rural school and health Child hygiene important Physical conditions SANITATION What a The . 296 helps.lineDrawing maps the schoolroomQuestions and forthe discussion locality Filling Imaginary journeys Books for teachers. Ust of pictures 4n out- Other healthveys survey ,Questions for discussion Mental hygiene. The teacher's records Books for teachers. Pupil sanitary sur- . 306 CHAPTER XV. ARITHMETIC How little arithmetic weAnother need necessary tool subject . The fundamentalsSome in reformarith- tendencies . 250 CHAPTER XVIII. ARTS AND CRArrs I. HOME ECONOMICS. Club and home work.I. Cookery. Some general topics for study and club discussion metical instruction.1. SYSTEMS OF PRIMARY METHOD.Systemrural-school Characteristics arithmetic.The of modernold system method Demands on The Grube system The Rational 2. Needlecraft. School lunches SewingSpecial and care of clothes recipes and menus Supplies Conduct of the work.Neatness and taste. Dishwashing II. BRIEF OUTLINE OF THE ARITHMETICin solution COURSE. QuestionsPlan of thefor coursediscussion Miscellaneous problems. Induction Books for teachers. Interpretation Steps II. THE MANUAL ARTS. ising no drawings special, room for it.QuestionsLady grade for workWoodwork dkussion Care of tools Projects How to handle the workBooks if Lhere kr teachers. Work- CHAPTER XVI. ELEMENTARY SCIENCE ANDnature. RecognitionMan's of values racial evolution Moral and religiousA parallel value evolution of science in the study of AGRICULTURE 263 APPENDIX.INDEX A LIST Runia,-ScuomOF TWMTY TEACHERS GoOD BOOKS FOR ...... 39.3 317 1.2. A typetypical of ruralthe consolidated school of the school better class LIST OF FIGURES . . .. 2017 5.4. 6.3.A Amodelrearranged well-arrangedtypical interior present-day interior for rural a one-teacher schoolhouse interior rural schoolhouse ...... 41403837 10. Showing9.8.7. ShowingTheDeskcomparative model too growthhigh, rural proportion and schoolin height,the resultof,fimeat Mayville,and weight North Dakota . . . to be devoted to . . . 664342 11. Showing comparison of amount of oraltrainingthe am1 mechanics of reading and to mental and . . . silent reading. emotional . . . 139 13.12. ShowingAyres Measuring-Scale proper position offor body Ability and advisablein Spelling in the various grades . paper in writing, with . . . 190. 156 15.14. One section from the ThorndikeAyres Handwriting Scalereference Scale to the desk ...... 22003 17.16. ShowingHealth defects some healthin city conditions and country brought childrensurvey of a city school system . . . out by a health . compared . . . 209303299 2 2 1 ORGANIZATION, INSTRUCTION, AND TEACHING IN RURAL PART I SCHOOLS CONTROL TEACHING IN RtiLL CHAPTERINTRODUCTION 1 SCHOOLS group.such.societysary; Children Asandof people, as groups learned thereEarly grew in were the American nofamily schools and schools. andfrom no knowledge accumulated, teachers became neces- larger and more complex, schoolsIn very early days with any people in the teachers as wereschoolteacherdesignedchildren. started wastook as to aauxiliaries the small place community ofof the.the homeparent to prepare and for Thus, from the first, teachers and schools werehelp the home and the community with the thecommunity. time, and The the for life in the strugglethislargerVery same community. little withmission. scholarship the wildernessA mOdernIn was our needed schoolearlierand with forshouldcolonial thisa savage keeppurpose, days, in people were occupied people.in thehencemind prominent.ligion,spelling,toschools provide mainly had a thevery little educationthe Wale tocatechism. teach. arithmetic, thought The The colonies and religious the rudimentsearly aim took was stepsmost best reading, writing. of re- tototionEurope. predominate, the in discipline the The Latin prominent such andof the beingGreekLater mind. aim schoolson,classics, withThis schools theseafter but called later at first the" Latin wasaim Grammarshif Schools " came led to the introduction of ideas of those in educa- ted 5 4algebra,arithmetic, and sinceto a greater these TEACHING IN RURAL nineteenth centuryfurnished the the best matterstress on grammar, SCHOOLS public schoolsspelling, and for disci- tochurch,ently make undesirable. country formq lifely two more great centers INTRODUCTIONThe country school and the country barren, uninteresting, and appar- of community life, were nearly plinarygeography,modifiedsamethese drill. were this physiology, In taughtfurther the methods of drill. mainly as dry book-studiesby gradual additionscivics, and primary language,of some though history, and with the taking To-daystarvedneglected,Very fewtowe losdeath. arerural taking schoolsJust stock have recently as yet have we sight of in the drift of things, and awakened to the real state of affairs. and studying readjustments. been able to change so andplacenecessaries lies,community. in tileand schools,similar of life. Changing home eatables wereAt home first the homeconditions.Milk, butter, conditionseggs, meat, were preserves, changing While all this was producedproducts. nearly all Grains the were in the home jel- aschildren,the toandrealize faultadapt country; ofthat,teachers, to the in for,teachers. the andin long this substance land,run, this the new order of things. The city has been absorbing the cities cannot thrive without a ofis.very the country. bad for We both now city This has not been raisedlinen,inybersand at on leatherandhome,of the the hides farm or family,at atwere a home, and there made and converted intoharnessneighborhood for the watermill. horses,home products, converted into clothingmeal, flour, for mem- and hom- carpets for theWool, cotton, into cloth humanprosperousandtend a to charactermore change cotmtry desirable tocountry around,haveThe existence. a life enrichmentnation to intosay run a tooof rural life. Many recent developmentsBetternothing farm machinery, ofhappier, the effect more on fruitful, far cityward. orfloors,and plantationity girls andand furnishingenteredequipment, acquiring a valuable had its carpenter into all these and thus, withoutfor beds, windows, etc. education outside the activitiesand blacksmith of home productiv- shops. calling it such, they Farm, ranch, schools. Boys factorsandtelephones,Farming the extensioncontributing is rural becoming mail of trolley to delivery, morethe systemsenrichment scientific parcels may andpost, and wider markets for be mentionedof country as life. oductive, andautomobiles, werethesesteammerly industries and were homeThis old order factories a new order have gonehas outproducts largely from mustpassed. now be has developed, and most the home. WhatWith the comingpurchased of at stores indus- for- of histhedesirableness products,farmer than businessesis allgetting going better ofto themakeThe world.prices farm,farming too, can be made one of the most merchandising. It can be made one of the most often a better busi- desirable of andnottrial tomarkets. the thetraining same support in Development of the opportunitiesChildren are as thusofof old the to family.the home, whilst women rural-life problem. In deprived of valuable contributeand as muchchildren have this new order Theplacessary.whichtaste, present inA characterizes whichandlittle barrennessa morelittle to live more so and manyand scientific to poverty bringof our up rural a knowledge of life conditions, a little more knowledge relating to farm- of cultural influencehomesfamily is ofnot children. neces- fromtownsmany country and cities to grew farms were abandoned, (-town and city. up rapidly. an,' alter changes Conimunities thinned out, People drifted rapidly took place ingtions. and home-makingThese the rural could school greatly should supply. change existing condi- To improve 6farming, to help TEACHING IN. make better RURALhomes SCHOOLS and better and happier of the country, with itsINTRODUCTION accompanying is a greater challenge intellectual, esthetic, to the 7 people,thehome,and parents, to theand increase country to is give a largermuch more the teacher than to the pleasures outlook to both the missionof ofthe the textbook country or teachand the the common-school comforts children and the course ofschool the social,directedreformer.service and to religiousthan Howmeet here. canthe poverty,The problem of reorganizing and redirectingconditions?education There be is noreformed higherand call properly for rural educa- ofbranches study.theand countrymore or to valuable ere,The rural school school? City schoolsdrill in the facts amid the change. is dawning for have made great progress, country life, how But, while this new about tionplexrural-lifestand is notof the social, a problemproblem.simple industrial, or must The an easyhistorical one. Those development whostudyrural-life it in its problemrelationsreligious, is to largely and a com- educational wouldand under- a socio- the entire needs. butreadjust untilruralthe vast enthusiasmschool to the has majority of rural changed conditions.lost ground,is gone, many have lost their schoolsthe attendance have not classes have becomecharm, one- the bestIn many instances has dwindledbeen able to teachers the TheseTologicaltional meetway needs setting needs itthese must have whichthenew a rural the rural minister to the needs of the social, industrial, religious,school must redirect itself. teacher ought to understand. people who live on and educa- In a new pupilhaveainterest classes,newprobably been in takengames the talked interest in the school has waned. of and thoughtby town and rural school has sprung city, and theaboutQuite recently,mon to-day forth.community however, philan- thanIt is 4 newthefollow,nevertheless teacherfarm. problem to can set be organizeforth the someaim and of While the teacher whomust read more teach a betterof the school, waysthe by author, which in the pages than this one book, it would understand this and become the rural which will anythropists, toothercountry the rural and life. all sorts educational factor.school as the greatestYet all the laws, of writers are allTeachers, the philanthropies, statesmen, factor in tb a turning their rebuilding of attention all the a more usefulI. What is meant by communityOCESTIONS servant. FOR DISCUSSION isolation of country life? modify this isola- appropriationshousespreparedproblem. and for plants, Teachersof the money, new can must equip fororder. The teacher accomplish little all the enlargement the new order, is the heartwithout of teachers of schooland must the S.2. 4.WhatWhy Wherein aresocial these is gatherings the no countrytion?formerly? longer common? of someschool years oftenago served less valuable to socially than it was ofbelief ten allbe in problemsthe the new of The reorganization missionaries to convert social reform,education. the and redirection fundamental factorrural communitiesof the torural a school. relied In 5. 6.What 8.7.Wherein WhereinWhat improvements are has shouldsome city ofnowthere the SOME GOOD BOOKS FOR influence crippled country beneeds improvement of rural schoolsin teachers to-day? help to modify rural isolation? THE TEACHER schools? for rural schools? reformersuponpoverty, for have and the solution is &gradation of2S our cried out against education, properly large cities.the The slums, sweat directed. Social isolation shops, Carney, Mabel. Rural life A very belpful book for rural and the Rural teachers.School. (Row, Peterson & Co.) 8Cubberley, E. P. Rural Life and Education.Goodpresent for status individual of the readingAnrural-life interesting or problem,group and study. comprehensive TEACHING IN RURAL SCHOOLS presentation of the historicaland what aredevelopment the rural-school and needs of to-day. (Houghton Mifflin Company.) Hart,Foght,Kern, 3 H.K. 0. TheEducationalJ. Among American Rural ResotMacmillan MealSe/Loci-R. roes Company.) School. (The Macmillanof Rural Company.) and Vil(Ginn & Co.) e Communities. (The The school a specialized institution. I. ITS FUNCTION AND SCOPE IN THE RURAL SCHOOLCHAPTER II A true democraticGENERAL havethecommunityschoolchildren knowledge, acquired, is thrifty thedemands institution and culture, and into thatgood activities andallespecially members children which of the experience which its people developed by society toshall be initiated into community.will The make these which,formerlyItaid school.has the had owingfamily Inattended to many to takeand changed other thetoover in community ways thefrom family the time field in or to theof the conditions, must now be left to the giving this education.tilne certain things community,school but is gradu- aoriginally miniaturetrainingand enlarging; itsshould aim and shouldbe tobut keptintroduce as be inits continually mind. work the It increaseschild is toan to supplementenlarged the in larger life of the community with one central interest, the child, complexity, its family andate family community.throughvalue.for the Books communitychild toare the necessary, knowledge,activitiesEducation but we our forculture, find schoolcomplete the and workfirst experience living. approachhas become A modern belief is that of sometooanalyzedcer,au bookish. often of" Education the quotedthe principles We activities must oneis incorporate ofof of complete into living our as follows: preparation for complete living." which is thismodern from Herbertdefinitions Spen- of education, school practices lie 10 TEACHING IN RURAL about direct self-preservation. SCHOOLS school offers probably the best opportunity in the world for THE RURAL SCHOOL 11 Thesegeneral.getting have tofood, do clothing,1.2. Activities Activities centering connected with good health, or the shelter, gaining a livelihood. with indirect self-preservation, bodily life in We may creatingHerereadilyanindependent. ideal vocational utilized school. caste, byandeducation the country school is simpler,life than is can most and be naturalleastthe case in anddanger in cities. most of Here community activities can be more stylethemunity thiseducational phase in living the life. the life3. 4.Activities Activities relatir.g which ,ndustrial life. pertain to the Stateto the and care to andof culturea valuable, worthy of children:citizen: the the com- followingneedsbefore tocities the participate historical and machinery inMandevelopment rural lived appeared activities. tr,rough of onthe the therace earth,pastoral the childand and in agricultural stages These will not trade politicalinnection the recreationaland it social may belife. and emphasizedThese5. Activities will be associated more fullyEesthetic treated life. later on.with leisure, enjoyment, that the best preparation In this con- happiness f r outeducationnarrowAnd in thethus his suburbs inif thedevelopment transportationthe rural city. to schoolschool, as plants wouldthe will stone witha carryrestriction rejected rural city surroundings. children byto thea build- far It would be a great reform in city notlifeworkdevelopingactivity, comesforget has thatinhence placed thethe mainthinkingactivities the powers thought arose out of greatestthrough stress upon life's activities. must be utilized as of children. activity and to guide the intellectual OurWe school should'factors in education.provedindustrialers, should machinery, conditions become communications, the haveBroadening chief been c6rner-stone rapidly view and changing, ofscientific of the the rural while farming school. im- While social and temple of phaseslife,tohear makethe much of acquisition lifeplace discussion are for winning this larger programof knowledge.of vocational education. of life should be neglected.recognition, and just now we Gradually the otherin rural education It remains Itruralhave theis now beenschools"been little being recreating making red have realizedschoolhouse untilmany country recentlythat progressive life,the" or bareand madethe while" rudiments improvements, oldbut fieldthelittle city school progress.taught schools the" in are and mentCountrynoneschools, "of of theseMovement," recent and phasesa years,newRare order opportunity of rural schools. Theandhave the alike broader centered " Rural-Lifeof schools is coming attention on rural "Backinto to existence.the Move- kindlife,structedschool,not sufficient, andas theshould school which city and haveis schoolshall demanded that the be isthe ideal ofas rural itscomplete which of kind. school,complete will .1t and isasbe wrong welliving.extensiveadapted as to anyA to haverecon- ofotherrural itsto nothingInfoundcoming theIt is educational amoreat quickeninginto last inspiring manydawning place rural communities.reforms ofin centuriespublic consciousnessthan the newin every educational State of the This new life has there has beenUnitedthat States. the rural life now sendelementary country orchildren high schools. to the city for the best schools, either 12 TEACHING IN RURAL II. Rum DYE NEEns SCHOOIS Theone forteacher country can schools, make some and the beginnings. teacher must There assist should greatly. be THE RURAL SCHOOL 12 iflife peoplerural in the life we country iswould to bereveals likeEven to a hasty examination made satisfyingfundamental to the type importance andretain are ones onclearly the farm. certain The fundamental of the conditions surrounding followingof young needs calreceiveexpansion,yearindividual estimate to yearattention. positioninspection of theeach. The school,of Eyes, shoulders,teacherof children, should ears, should weight,teeth, aid and tryin nose,records givingandto obtain height throat, instructionkept a shouldphysi- chestfrom standtheit teacherandisout noticeable clearlyease in of a asmotion. ruralthat of cityx. The bodily life. With all the advantages Neither are schoolcountry should people keepyouth as clearly often in have the better of the country freephysiquemind: from thetodeveloplooking approximate school toishis correctionto intellectual assistti e the2. of Thechild defects, capacities. intellecasal to acquire and Thethus knowledgelife. ruralassist childevery and needs child to It has been well recognized that feverssicknesskindredhighneeded area aspercentage evilscommon, herewe have areas elsewhere. widely andin country even as expected of them. Typhoid prevalent.Good health is the first prerequi- tuberculosis claims nearly as in city. Physical education is Indigestion and and other toolsBooksment,the knowledge he and first, must he then needslearn which magazines to use knowwill and serve andbroadly use newspapers, him well. the in Illiteracyworld his arerural as intellectual hisis environ- highest home. sitepracticaltation, to a successful and type. physiology andWhat a(1) to Regularare the new instruction demands? happy life.should beall given children, in hygiene, and this of a very sani- beasandmustin textbooks.thedeveloped the go country, library on in Active asthe must athe conditionconventional bestcomeand abidingsafeguards in to-beas common-schoolanother intellectual corrected. against factor theinterests Bookas narrowing branches,necessary study must preparationpropergeneral. care of of foods, what(2) Especially should the children and invalids, and constitutes well-balancedgirls meals, be taught the scientific home science in should Thetheexcitementtendenciesmuch reflective public routine, ofschools modernruralquiet and isolation. arcof othercity theaccused life,country things genius of over-mechanization,deadening if opportunitycan find toitself originality. is best there. too in Apart from the maddening beexercise, asball, carefully tether such ball,looked as exercise tennis, after(3) (4)croquet, The There plays, should games, be equipment and other physical exercisesbars, slides, handtis are swings, the indoor studies. and many other playground for play and physical much as are school volley ofTheshould.beauty, highest freedom Herevalueyet possible few thefor countryopportunityindividuality. in3. rural The people educationEesthetic is great appreciate offerslife. for development opportunities this as they of Rural surroundings arc full of desks.necessities.well as for city schools.(5) A health inspector These are necessities :Ls 3.1 It willis neededbe more for difficult country to schools secure as values;appreciationvarious of moods color of thein and flowers, birds, adaptations. their fields, colors, The and studywoods; songs, of ofways,pictures nature's and and 3U 14literary classics opens TEACHING IN RURAL additional avenues to SCHOOLS the higher these cities respectively. With this changing order in the THE RURAL SCHOOL 15 enjoyments.ingsandhouses is handicrafts. a with walks, fruitful topic for study Beauty in both childrenThe beautifyingandflower beds, trees, pictures, household architecture in connection of school oldergrounds members with drawingand furnish-etc., should of the and citieseducationbetterso many and education. towns, children in the it great Opportunity isfrom a greatervocationsThe the industries country calamity should of the toof becountry. thanthethe at cityfarm theirever cantodoors send be morefor readily utilized in sehals for bedevelopedcommunity planned,many country and drawn Who has not houses,transferred withoutnoticed to anythe the plain, into it. Interests homes.box-like appearanceattempt at symmetryand taste may the s tuation chosen be thus of so or educationselvesalreadyinterestbeing put educative, both beenthan upon boys pointedcan a scientificthat mostand theyoutgirls of that thosebasis,are in thesemore inand cities. fundamentally activitiesmuch is being are in sodone them- than to many of its activities. It Agriculture is has beauty,bespeakingat largerandomauthor the sanitarium yards was the told when a much lack of estheticthat most of theforbarren, women the insaneand probably better one was near values of life. Visiting ain very one of our inmates were from at hand States, the all onecityworkersthe activities,of very the inbestbest. their and educationThe field that rural theof the tochildrenbusiness equipworld's ofthemare work. farming entitled to ber.ome is to becoming recei've skilled thehomes,in ruralpeople his field, districts.having do, yet said that these lackingsickness, in anytroubles, brooded overThe their superintendent, unfortunates, interests to take and hard times, as conditions until afterquite an authority isolated in farm them away most canceneighborhood,politicaltwo parts of life.the and term eachand the 5.treated Thecommunity social separately life. in the Probably ordinary this signifi- should be divided into The first embraces life in the family," the social." The second treats the child as social life and fromdevelopeda whileature, themselves,and stress.these an appreciation Surely their minds lost would have afforded refuge the testhetic should balance. Hadof values they in nature, not bein omitted the time of storm art,earlier and in liter- life to show from communitystandpointtheablesociety, prospective member and of or lawevery State.of citizen andhis child community.order, of shoulda Statein regulating be orThen, taught community, too, the his there affairspart from asare ofa social valu-thethe Individuals do not exist outside of ourthat ruralofin this modernbrain work centers school programs,4. The industrial educational values, and needs to beginconnected early with hand life. Manual training its aim being the experience goesin the school course.activities. In addition has found a place development likecompanyinstinctsments, ti inwhichof massothers. prompt meetings Plays people and and games political to seek recognize inrallies, many this. and ways Peoplein many the conic together in picnics, in lectures and entertain- it strugglepareis otherschools,being schools ofurged industrialearning more to a high each child for some make skilled livelihood. Citiesand moreare that schools,vocation, continuation and thus workers in the education should pre- organizing tradefit him for the schools,vocations aml of againotherforgoodtainly agreeablewaysbecome ,itizenship it is in in whichthe dutyand social and lovablebound the to centerschool cultivate tocommunity do of may allthe social in aid.community, its members. Thetraitspower school which to andThe train cer-makeart for of may 16 TEACHING IN of being gracious RURAL SCHOOLS and companionable, in cationthe best is is now none the too accepted good for him.ideal, The and broader therefore view we of mustedu- THE RURAL SCHOOL 17 shortmeetinglifeandcapable thein hereinthepeople, art ofcountry of isliving a most enrichment and improvement is often cited as a importanttogether field is the highest of arts. disadvantage,for school endeavor. but along many shouldSocial lines, it is find ways to encompassThe it. consolidated school. To carry on the manifold activi- III. TYPES OF RURAL SCHOOLS beits treatedof origin man's as in lifetwo separate6. The moral and ideas of theand destiny, with his fellow man. religious life. unknown and the supremeones.whilst It ismorality had This topic probably Still, moralitytrue that religion its origin in and reli-control had solidateinties one-teacher of the several rural schools. school schools of The intothe best new one, solution order and where proposed distances is to con- arc, may seem impossible man'sfection,gion sanctiondealingsand have religionand come any eacl offers o 'le immoral ceremonies orcloser together the most effective supplements the in our ideals reinforcement ofpractices other.as We no longer of human per- The moralreligious, moral- ity.andother No the animals,religious and on human life is complete nature distinguis1 es this platform only withoutherein both. Lie things man as higherhas human society of high- than ( beenshouldest possible. importance these things We thereforeboth find for the of highest individual and society. value receive the least at- Why FIG. 1. A TYPE OF TUE CONSOLIDATED, SCHOOL . , 1,1, tentionfree infrom our temptationsIt has oft n been educational schemes? assumed that in the and are naturally country better than children arc urban thebasement,heated, most slate-roofed conspicuous arid four acresCentral building, landmark of ground.Consolidated which of the cost region. aboutSchool, 810,000. Trumbull County, Ohio. It is locto-d five miles from a railroad and is ligh school, elementary sch.s.il, 1'1,1 This isIt hasa brkk, eight steam- rooms and haschildren. characterhasbeen somehow just haveas busy crept been Concrete studies activein, and in spite that ofin the country, have disclosed other factors the apparentthat evil-mindedness that the Devil ruinous to isolation tertainmenthCubberley'skindergarten are are held provided, here. and an annual lect,ire course iind many community en- Rural Life and Education.) It is a community center f,r the townsnip. (From andmoral adaptedschoolimnutnity education course, to the the of conntrysta ge of developmentshould receive materials and the present children. attention throughout In a systematicof way, the child; ation being and all the advantagesfurnishedthus greatly to of lengthened,convey the consolidated children1. A transportation graded toschools andsch(ml from are made the school. following:possible,the high which school. may extend t'irough wagons may be Some educationance. No may equitable be Conclusion. The 0rs L.)fundamentally religious.ruralopportunity child must come should be denied into his inherit- him, and givenA division to respective of labor subjects and better results. among several teachers, hence More; th110 THE RURAL SCHOOL 19 18 S. Specialization in teaching,teachingnewer subjects in general. and TEACHING IN RURAL SCHOOLS rural activities, and more highly in position, giving needed continuitygiving better opportunity for the skilled assomegrades, about central and 1870 the school Massachusetts older, for more higher advanced madegrades. provisions childrenThough asare for far sent trans- back to 4. 6.5.Teachers 7.BetterMore Greater regularschool remain enthusiasm houses, attendance,longer of greaterwork. number of years. in studies,grounds, plays, and games, equipment. and and children remain in school a all school thustogetherratedA.portation L. getting Wade,a graduating several of pupils,ofneighborhoods Monongalia schools andsystem County for County, for commencementtogether countrySuperintendent West for schools, greatVirginia, exercises edu,of bringing Schools inaugu- tional and 10. The8. 9.schoolChildren Good can supervision better be protected is activities.visioneducational gatherings, a ad other mademade a possible,greater community including health center super- going to and from school. gatherings of people young for rallies,oneworkedsolidated county, yet out the schools underwhichgeneral isvarying in movementquite 1919,-18 recent;conditions. replacedover hence the countrythirty-oneits many bur varieties schools con- lississippi reports 11. Often there is much waste andpupils, old.teacher perhaps must be many paid, classcs and the school in a one-teacherConsolidation withschool one savesof pupil few this each, waste. yet the plant maintained about cityapparatus,building'strictlyschoolswith schools. six of consolidated a and mining general fireproof, section schools. equipment withconsolidated glass equal roof, into to modern one,that ofwith sanitarythe a bestnew West Virginia reports ten themsomeuntil more. thecases cost In it hassomewas cost lessSome cases, for people fight consolidationthe same as for thirty pupils. slightly more. But in all cases, all the schools consolidated.consolidation has saved waste for fear that it will cost think In whichspiritthe density areshould factors of thcbe undertaken.population, determiningThe topography and,Sometimes the above type of all, theofonly the consolidationcountry, two community schools the condition of the roads, becauseforhowas the well?much money. it ismore better. Farmers the childrenWhy want not and the thecommunity latestbetter improved schoolsare getting machineryfor the children connectedcanwonderfulthe be Union united, for has pi.ogress consolidation. butconsolidated generally Thein consolidation movement some three schools, or has more has spread and beenare in favorablyuntilsome made. practically States Yet every State in upsomesuchif of made onlyStates combined uptwo the of newthree schools orIn moreare many called instances only two one-teacher schools, and a consolidated school is called a vnion school if made smaller schools. schoolsIn one State have united, andcentralized in schools. school ofholdour the country on new with gospel people a strok! of ,ire the grip.The conservative, better one-teacherTeachers rural school.' andmust school. the be old missionaries Owingorder will to sparsely settled re- eachwagonsthe familyone-teacher are manages echools forProgress its are own kept of consolidation. In some cases provided for the children, and in other eases children.for the first five or six Intransportation some eases, theCompany),gions, possibilities impossible gives of an the excellent roads,consolidatedI Rural chmoterand Life slow-movingrtral and on school. Education, the needs forreforms, by consolidation E. P. Cubberley the one- and (Houghton Mifflin 41 teacher20come.to accomplish schools These, will too, much exist must ofin largetl,e new numbers TEACHING IN RURAL SCHOOLS be redirected, so as to enable them order. Buildings must be for many years to forsuperintendentstheir rural school schools, buildings and in manywhen and States equipment, have formulated state and standards THE RURAL SCHOOL any school fulfills the standard county 21 beginadded into theand one equipment room, and . urnished. arouse interest The teacher must often through the chil- provisions:theSchool."a certificate teachers This tois has bettergiven stimulated things. ratingIn the the school school laws as "of A the Stp.ndard State of Ohio many communities and helped we find these tarythe requirements school of the of first this grade.(a)Each section Clean one-room Such shall buildings requirements be schoolconsidered and in yard. any school district which shall fulfill ONE-TEACHEZit SCEOOLS are as follows: a rural elemen- +.0101=m"me.'111 (d)(c)(b) Maps(e) SeparateBuilding Library of Ohio screenedin of good andnot less Unitedrepair. privies than States. forfifty each volumes. sex, or inside toilets. 01.1....p. .411. (g)(f) A One system hundred of heating square with feet ventilation ofofboard; slate which the board, lower shall margin, be within of not twoless feetthan of twelve the floor. lineal or composition black- minimum, a jack- feet dren's new work untilThis better is a good things esarople are of from one third to onePIG. 2. A TYPICAL RURAL'in the SCROOL United States. OF TRE (From BETTER Cubberley's Rural Life andhalf Education.) of the MAX) rural schools provided. Teachers CLASS (h) Buildings(i) hereafter constructed to haveAgriculturalTeacherthemeted stove.in not with less appaiatus thanat least one a toacrethree-year a value of land of certificate. forat least organized fifteen play. dollars. connection with teacherbroadermustwaitdirection. here for schools view wisolidationbe Nearly preparedof have the all alreadyeducation depends toto solve done on thefor realize as fully as possible the the teacher.problems, We mustmarvelous but not begin things withrural in thislife. Some one- requ;rementssideredwhich shall a consolidated fulfill are as the follows: Eachrequirementselementary consol;dated school of this schoelof the firstin CONSOLIDATED SCHOOLS any village or rural school district section shall he con- grade. Such accomplishmentswhatto broaden may be accomplishedand as adapt sureStandard to come at once, schools. To stimulate 42 their schdol work, and to improve in time.schools and communities looking to the larger (d)(a)(e)(c)(b) CleanA SeparateLibraryBuildingcase building of notof priviesin not lessgood and less thanscreened repair.yard. than six for each one hunched and fifty volumes.maps, including a map of Ohio. sex, or inside toilets. 43 22 (f) One hundred feet board,lower margin,shall be ofwithin not lesstwo thanfeet oftwelve TEACHING IN RURAL SCHOOLS of slate or composition blackboard; the floor. lineal feet of which the (1)(2) The The term teacher must must be at hold least a certificateeightcounty. months higher in length. than a third grade THE RURAL SCHOOL 9-3 (h)(g) Buildings A system hereafter of heating eted andofstove. land school in connection garden purposes. with each school, one constructedwith to ventilation have at least three acres minimum, a jack- for agriculture (6)(5)(4)(3) TheThe stateboardorganizationsalary course must paid have ofthe and study teacher complied classification must must be perwith followed. bemonth. theof at thelibfaryleast school forty law. must dullars be (k)(j)(i) Two AThree course teachers rooms in domestic toand be employedteacherteaching to haveagriculture at least during a thee-year the certificate. three teachers or more on full time,science. one school term andfor toten supervise months each, one (9)(8)(7) The instructionroomschool must buildings, andbe heated discipline grounds, by other mustadequate,definite aud means be outbuildings satisfactory.and cleanly, than systematic. radiation. and must sanitary. be (1) Agricultural and domesticagriculturedomesticat least science duringscienceone hundred duringpart instruction dollars.the school during year part domestic science apparatus to the value of of the vacation. The other to teach of the vacation.and to supervise (10)(12)(11) A AThe totalsatisfactory teacher credit of mustprogram 80 points be aof out regular recitation of a possible attendant and 100studybetownship posted atmust periods be meetings.conspicuously. earned. must county and programs.shrubbery, flowers,Added boys'Superintendents to these should arrange be the and girls' clubs, andlists community for their States, giving the items of pictures, trees, theseteacherbe visited standards, scored, and itsusing and condition, the theTheAfter emulationscore exact these card information conditions have been met the school will as to state demands contained in equipment, organization, and inspired,on have page led 24. to the grounds,itemstheseand togirls' items beequipment, stressedclubs, varying attendance, under as community teachers and teaching, discipline, boys'conditions of sections vary.the Eachimportant factors, buildings, gatherings, etc., betterment of t. Show1. Wherein wherein has thethe ruralcountry school school of aunique few advantages? many rural schools.QUESTIONS FOR DISCUSSION years ago fell short of every canitembea scorc exhibitedmay thebe assignedrequired and a higher "a Standardvalue score of points,School." In some cases, additional items may number of points will thus be adjudged made to give the school the and the school which 5.4. 3.ShouldUnder What what a canone-teacher conditionsthe teacher school i, doa one-teacher School."onetowardsbe a ofone-room the the standardsschool betterment school? justifiable? given of rural under "Broadening View of the Rural schools?. honornumber of the of title,other States,The a scoreMissouri score card. " Superior School." ln Missouri, as wellhas as renderedin acard good for scoringservice. up rural 9.8.7.6. OnShouldExplainWhat what are a the grounds one-teacherthe different advantages will typesschool some claimed of topeople consolidatedall thefor elementaryconsolidation? schools. grades? Should this be regulated attempt high school subjects in addition oppose it? by law? Beforeschoolscomplied being has withbeen considered thedevised following for which approval requirements: I: 4 the school must have 10. Work out the important items undernumbersin eachthe Ohio addrequirement up law, 100. and assign to each a relative4 number 5 su that all the given above 24 TEACHING IN school using the RURALMissouri SCHOOLS score card, and determine its Carney,Cubberley,11. Mabel. Score E. P.up your ratiug. Rural LifeWe and the BOOKS FOR Education. (Houghton Rural School. TEACHERS (Row, Peterson & Mifflin Company.) Co.) CHAPTER III Dewey, John. Schools of To-marrow.Seale (E. of pointa P. Dutton & Co.) Possible score allowedPoints THE RURAL-SCHOOL Ata: E t TEACHER order of CONDITION Light,Inside,Outside,Ventilation, windows walls well plastered,painted, provisions arranged well for OP SCHOOL BUILDING painted or papered,properly, clean and providedloweringpreserved windows at top 20 points with shades 4243 theschool new order,is needed, Too andFOR a new the changed oftenconditions the teacher of rural of life a new type of teacher is necessary the rural school is a touch for APPARATUS AND EQULPIUINTHeating,Floor,Blackboard, tight, by goodsmooth, smooth stove and surface properly jacketed andcleanOP BUILDING - 17of slate, liquidpupil. slating points located, or by furnace.. or painted board, 32 youngwithintroduce personthe rural what needs, rural with city ideals and life demands.and again It is too not often our interests and not in not qualified to disposition Desks,Bookcage,Pictures,Teacher's well preservedcarefully desk well andmade,easily chosen chair, and reached by smallest and well adapted to the andsuitableprovided arranged. to use. with lock and . good coudition.sizes of the children key 1121 theto criticize short terms, indiscriminately the rural low salaries, poor houses and teachers.equipment, Considering of many Library,Charts,Globe,Haps of carefullyadapted county,books chosen especiallyState,eelected, so astionary) United States, and iu and in gooddrinking condition.to beginning tocups, meet etc., grades needs iu of pupils (at least a dic- good condition 114 ruralandare other teacherssuch discouraging are to that only through be highly commended. features, the achievements heroic endeavor can The drawbacks they pre- GROUNDS AND GIITBUILDINOSBroom,Grounds,Outbuildings,Cistern, erasers, -- well-shaded, good Individual walls strongly and built, drained, fenced,top, good with pump and 13 properlypoints situated, convenientlysize, and neatly situated kept nicely painted, aud 544 backspare for must a new be Teaching is a great removedorder, yet as prepare rapidly as profession. Dr. W. H. they must, and the possible. Payne has said, draw- Coma or STUDY ANDNumberGraduation,Course of of study, recitations, uniformity wellstate kept OROANIZATIONand couuty - 25 followednot points exceeding 24 352 of" Teachingciation trades." of isthe the greatness Teachers must never noblest of the of their vocation, even professions, but thefail to rise to the appre- though the sorriest AgricultureQuarterlySystemTardies,Attendance, andof few taught reoords final regular,or none in well the and examination questions used. kept and accurate prompthigher grades ...... 4321 tradelower side than of thatit is ofyet so domestic or street sorry that remunerationlaborers. is oftenHuman lifewho is called to the TRACH1R, TH11- 25 pointsCertificate,Salary,Instruction,Associations, $40 second per carefulmonth gradecounty, orand township more accurate higher and state attended regularly 23682 callingtrainingis the finest in and the thing world. development of human in the world, and he Only those who can so life has the highest profession. appreciate the The ReportsReadingDiscipline, toCircle, districtkind member but clerk firm of, aud t. for present year iiiity superintendent promptly made 100 2 greatnessfrommany the who ofprofessional teachingenter without this appreciation aspects of teachingshould enter the and have made it a have detracted Total points C BEST COPY MORO sorry trade for temporary employment. 26 TEACHING IN RURAL SCHOOLS THE TEACH.ER 27 factorsother generallyis acquired stressed: preparation.In the making of the ideal the first is natural equipment, the teacher there are two sets of These lists, takenPersonalHealth.SenseInterest together, of in humorappearance extra should classroom be activities. 23245017 Thisteacher is anis sometimeselusive term, treatedTeaching which under personality. I. NATUAAL EQUIPMENT The natural equipment of the has been variously analyzed. the term " personality." inborn,pastteachers and this wishingwho list claim is to a knowthatstudy.For the whatthose Doubtless teaching traitswho stillpersonality there belong to the belated to cultivate. very suggestive to few relicsare of thepeople who is entirely InfactorsSchool aconsideredone study hundred ofDiscipline, made teaching the byforty good F. thepersonality L. following qualitiesClapp, ofare their school superintendents, giving what which found placeof Illinois, in lists cited by in Bagley's given as the prominentbest teachers: they attributes,traits.ablebutare irreclaimablythe to improvegreat will majority soon themselves deficient note theirin in one or many oi these attributes, Young teachers, by persistent attention are near enough to the normal to be every ownone ofrapid the improvement.commended to these (a) Address(d)(b)(e)(c) ReservePersonal OptimismEnthusiasm appearance (h)(g)(f) SinceritySympathy(I) Fairness(i) Scholarship Vitality qualities at least partly1.We inborn. Good offer health, a few wellcomments preserved. Good bodily Important teacher-qualities on some personal teacher- conditions Universityprincipalswhichlike to contributedlose, of were Colorado, and asked then toIn the atoanother number selectindicateefficiency study,teachers from of made one by Professor of superintendents andeach teacher selected.W. A. Cook of thetheyto would three qualitiesleast beenacterhourteachingare necessaryestimatedabsolutely is twice draws thatforthat essentialheavily wholesome the to the teaching. qualities Then of mind and per hour of ordinary office work. In addi- on the nerve andnerve vital energy forces. used It has up per teacher- the work of char- waswereAlistaimed suggestive not askedof leadingatplaced native to listadd in traits ofrather to qualities the with than the acquiredwas number sent traits.to of the suggestive list because the list as they wished. Scholarship the timesraters, each who wasFollowing is a study nervousteachersofduetion children to tothe systemjustintellectual school and beginning. of parents. government, the high teacher Thetension, toowith often becomes After some years of service the strain is greatest there is emotional strainfear of unpleasant acts on younga sign of mentioned: SkillEnergySympathyAbility in instruction to maintainand whi.pt discipline SR715558 healthteacheringhis profession profession, should should be ishave dailysuch thatguarded he who no haven for delicate constitutions.a good The body as initial capital, and its and conserved.runs may read. The teach- SOandbe lazy.an exemplary In every one.. TEACHING IN respect the The true,teacher RURAL SCHOOIS teacher's character is an inspirer unto should ruralattaught. least high beTo familiar school.teach a with Torural teach what elementary inshould be school, included in THE TEACHER a high school, one should one should a good 31 truthdidof theand the needy Greatmissionaryan anywhere at almost interpreterTeacher. of The true to thespirit teacher to carry life; one who any in thethe rural gospel ofteacher is alsopersonal sacrifice. shows the way as schools. education to possessed This exceptdemandsubjectshave the in equivalenttaught, morean emergency. than and of this,related a college and subjects. no State Some should States accept already less course for graduation in the appliesjustice,ness,fair especially andinfairness, all dealings6. Other qualities. purity. The common sense,with pupils, fair Corollariesteacher of truth of courseas a candor, in discipline, disrespect. A must be juststraightforward- quality inare marking teacher and ruralsubjectsration, economics, and ofas specialagriculture this must home value includeinScholarship science, toits the various ruralthe and neededmust schools,phases,handicrafts. be familiaritystressed rural especially Insociology, as the withsuch first essential in the one- prepa- whoandgenerally over-severityin is opportunity.vain produces and is Opposite qualities also quicklytoo lenient the oppositePartiality breedsto be avoided are condemnedin trying thusas unjust. to of the desired sarcasm, effect, justcourt as favor, ridicule, properyetInteacherlum. the all consolidatedAshould perspectiveschool teacher possessthe without teacher and school theto a correlationsmust fundamentalsknowledgeteachers have to ofin handle theelementary rural all ofcurricu- may have specialties, necessary to the these. nagging,andthese mustuncontrolled fault-finding,has be no temper. committed a great great gulf between and respectful harshness, " Whoever offense against teacher and pupil.unreasonablefooting strictness, with each offends the least Him." There other,They of orruralappreciationture, history homeconsolidated or economics, literature,of rural school life ruralfor evenand there life values, problems,are rural will applications beand without and as a teacher of mathematics a misfit in a agricul- an shouldcreating be ona sweet familiar interdependence. IL PREPARATION analyzed into schol- modernsubjectsteacherrural values be teacher to a be misfitin taughtall should ofin thesea is 2.rural be stressedProfessional subjects. one-teacher preparation. school. Though scholarship in the more than a retailer of second- as the first essential, the Still more will such a asticwhich andscholar. must Ile be shouldThe1. teacher's Scholastic professional factors. preparationpreparation. taught,is generally the teacher be familiar In the realmswith all the ordinary should be a of knowledge genuine school education.arshipconsciousnessfield.hand academicThere and research has and beencourses; the calling a recognition world-wide he for must ofbe growth of an independent profession of a special fielda thinker of schol- in his own a professional well,subjects,ofedge the one world. andshouldmust know be muchAnd correlative thus in every wider than the and 5;appreciate ) matter. Tobare schoolfield the teacher's much of the literature subjectsteach reading to be knowl- theopmentwhich most concerns in prudent children's itself direction lifewith and the of experience,periodsthis development, of growth the The center of this field is Child Psychology, measures for and devel-the mate- 32rialsgrowingmaterial to be used,up and after the the a spiritual progress TEACHING IN RURAL while to fillsocial his place conditions in in which SCHOOLSof the race, advancing the the child is all of tion.mentsuniversity, should and be atelected least intwenty the School In California the requirements for THE TEACHER per cent of these require- or College of Educa- the highest pro- whichlaw.is aridas leaddifficult by intothe sideasa profession the of thisThe teacLH's psychology task before the student must be placed a hasthe become adequate genetic mastery psychology, of child physiologyof medicine or which here.andadditionfessional entered to thecertificate the above. demand3. Efficiency maintained. Having fairly well Education is great work of the teacher, necessarily a changing, progressive a year of graduate work in one cannot rest prepared societyandwholeconsider school in State. which thehygiene.. community, All of these govern the child is to be adapted. Sociology and ethics the larger neighborhood, in the choice of materialanother field of study. Education mustdeal with the and the uptheto-day,tionprocess, by teacher theis yet a school, orchanging itmust elsemust newbeit anticipate fails order. views to serve Educationmust to-morrow. itsbe time,sought all of because the old progressive. New work must be taken must fit for the life of This means that civiliza- andareandThen development.the lessons the theremethods administrative tois the of field presentation, aspects learn from the educationChild study, or genetic psychology, of school management, organization, of education. Finally there of man as a historical social stagnantwouldgreatnew and teacher, drinkpool." old frommust Matthew abe fresh correlated. Arnold: "We I would running fountain than from commend a saying of rather my pupils a deadwork, a psychology,ourthefessionalcourse courseseducational of knowledgestudyof study, to make educational sociology, selection for thedevelopment, teacher. Skill all must enter method in teaching, and the history the valuable teacher. Some- into a professional be added to pro-of material for of educationbeofalways ruraldiscouraged. soteachers haswell not equipped. If beenthe4. their The But teacher in service. Happy should be the are not so well prepared. These should high-school, normal-school, fortune, they probably the large majority can, by due dili- or college teacher not thingschool,addsdirecting badof skillto wherehabits the experience may teacher's expertand practices supervision on value, beyond be acquired in advance in a practicethe right road, for not all experience since experience may crystallize reclaim.and advice may go far in thecies,isThesegence, to times, assistor areprepa, to becoming Ruralteachers e through summer schools and prepare for new subjects and to keep abreast of supervisors are increasing inalreadymore in service and more to makeefficient, and their aim reading courses. number, rural up deficien- scholarshipschool.and, in addition, equivalent the Forof professional the elementary courses schools, that of a teacherhigh school should graduate. have the scholar-the teacher should have the of a good normal opportunitiesadvertisearesuperintendents helping inbeen the are soimprovement greatimproving for full ofin rural many helps for teachers, and never before have quality,preparat and all ion.of these teachers. Publishers shipments previously for a bachelor'sFor degree the high schools, the outlined -- the equivalent of oin a good standard college or the require- orindustrial pi ofessional pursuits. preparation A teacherGovernments is like are trying to ehminate lacking sufficient scholarship unto an unskilled laborer unskilled labor in all 34 TEACHING IN RURAL SCHOOLS THE TEACHER 35 everyhumanrationwhoseis there schoolroom orwork life? anythinghigher isThere to efficiencyshape which might human should justly than lives. callbe a, forIn more door: " Let no one ignorant of his the work of a builder of legal inscriptionall the over world's work, extended prepa- profes- educationthroughmonthsciation.ries for of daysproperSome ofthe the spentyear. authoritiespreparation public Thesein the up are institutetoare and thehopeful paying progress, proper and signs. teachers appreciationthe and Teachersteachers then for throughtwelve ofmust,asso- the sion enter as master here." Teachers' salaries same, gradually bringR.1. HowHow about maydoes the experience the desired quotatiou be reforms. tofrom the Matthewdetriment Arnold of a teacher? apply to a teacher's QUESTIONS FOR DISCUSSION educationtionconversionto be and converted stillis the must the consolidation schools tooften this Itbe would has the of teacher.been set forth that a change, and the chief factor in this fail to readjust tofundamental rural needs schools.need in ruralBut people have Given the consolida- 5.4.3. 0.WhereinGive What reasons areare difficultiesthedif8culties why services rural insalaries a the Whydailysummer way should arepreparation? of theyschool increasefinished be lower? higher can ofpreparationGeneral rendersalaries? than citypreparation? a teacherto salaries? teach? who thatif teachersteachers the greatest speciallyremain need unprepared trained ofHowever, country and for equipped good teachers will prepare rural schools.schools is a supply of for thisfor high rural calling service. It seems 9.8.7. WhatWhat professionalare are the some different natural similarities ways license?preparation?startedtraits of between getting which in with intotheshould a teacher agood profession? debar preparation? and athe person Why physician? require from One who started with poor talentedprovided.inteaching sufficient men This as numbers anda remunerationlife's women profession.only to when prepare It should be such as to encouragethe proPer remunerationwould seem is that teaching well and to enter upon Cubberley, E.10. P. Discuss Rare/ Life the old-timeand Education. dictum, (Houghton "Teachersteaching? Mifflin are born, Company.) not made." BOOKS FOR TEACL12:' schools.inforcountry, mind the schoolsbestThen and interests wecan should can hope ofexpect bring ruralfor a to life.redirection Still, the of beginningthe rurallarger "school of thc salaries than holdin city good teachers in the Page,Horne, David. H. H. Theory The Teacher and Practice as Artist. of Teaching. (lioughton (American MifflinChapterAn Company.)Book educational XII, Company.) on "A classic New whichTeacher," eloquently forms gooddignifies supplemental the teacher reading. and the profession, solutionteachervotetaxpayersprovide larger must willing mustbetter salaries.be in beto remunerationthe prepareassured better andofpreparation trust for to a The sacrifice must conic from better teachers if they are to the professional teacher of teachers.progressive Many age to the Bryan,Bailey, G.Outlook S. Poems to Nature. of Country (The Life. Macmillan Company.) (Sturgis Si Nialton.) increasethancourses for the in summerpartunprepared ou the completionone. Some schools: Some school boards permit ,r, cities now\ base salaryof certain teachers' sala- ORGANIZATION AND MANAGEMENT 37 CHAPTER IV ofdatedwhileteacher eleven school,from school or threetwelve including this to wouldgrades, five the acres call there elementary for are should desirable. beand the For a minimum of two acres, twenty-five acres high school a consoli- continueslife's activities after school of play, daysEDUCATION pleasure, have passed. and begins industryTheze before are continually themany child enters school, ORGANIZATION AND MANAGEMENT and it of hedgetainorthe more. portions ideal fences Five calls formay acres for exclusive serve a should smallA for nt.at farmdivisions.he fence considered and should The enclosea minimum, the but use of boys and of girls. Good ground,a and home separate for the cer- principal. girls should have at educationalforwhoseworkcational. some for direct othereducation. It agencies. purposefalls main to purpose But the isThe education. theschool teacher schooland to are Allmustbe only theother become incidentallychief agencies organizer an organ- is the only institution existedu- of foryetshodldgames,ground there have forand should some theirthe boys exclusivebeterritory, space also games including both manyizerprecedingand of aoutside thebrief ordinary the of thediscussion essentials workProbably of of the ofthe a school, the teacher'smodern school and plant part plantalso, are inshould here part, given, first activities related to the school. receive attention, in its organiza- of surroundedforbasketvolleyboys girls, andball ball,and girls. byare acroquet, suggested teamGrounds track and for a ball field tion each year. I. THE SCHOOL PLANT theiranddrenfor needs.boys. apparatusshould The have smaller suited ground chil- to Grounds for t 1 nity, and the teacher Themay school not have plant had as any a rule voice is determined by the commu- in creat- petsplanting also areand desirable. for keepingThe schoolhouse. no. S. A TYPICAL PRESENT-DAYINTERIOR ingplantwhere opportunityit. maymay the beteacherbe possible, enlarged.for bettermentmay as be The in influential case teacher of theof consolidation, school shouldfor great plant. embrace good. or A every new However, there will always be opportunities arising the old Thereroomhaveone-teacher shouldmore for boys than schoolbe and one oneshould for girls. There should be a cloak- room. The (From Cubberley'a Education.) Rural Life and a main onetherespacious in theshould rearto permit be and space side a Theyard for for school a inplayground. garden. front grounds. for ornamentation, 5 t; The grounds should always be In the ease of a one- Where possible and orAschoolroom may workshopalcove be usedfor foris a needed forlibrary,general home for work,though economics manual and the latter pnd for trainingan and adjoining a small roomroom which may be providedprimary classes. ss TEACHING IN RURAL SCHOOLS ORGANIZATION AND MANAGEMENT 39 forpleteis in forto one be allplant. built,cornerthe necessary the If the school is a of the main room.teacher should urge school activities should consolidated one, rooms Where aSchoolhouses new buildingthe shouldplan for a com- be provided. thequalitysolight as windowsbottom, comesnot and to castfromgreen The and body the light toor berearolive shadows shouldlowered it inshould color beon from verythecome should the carefully from top be highoradjusted raised regulated, windows, tofrom fit desks. Shades of good losameemiemenuess.,... Dors Entr1Porch be plannedtoodwelling-houses.great often thewith case as It is care as that are alsopupils,so that be norshadowsprovided bright for dolight notin injureaccordance Heatingfall on the the andeyes with books ventilation. of some pupils or workmodern or Heating teacher. of sys-,the and ventilation should RoordFuel haveruralalmost been no built considera- with schoolhouses atem. condemnedjacketed The old-fashioned one system. equipped stovefor ventilation, in the center for itof is the as importantroom is If only a stove can be had, better a ) EDE=C30CIEED lemstionhousesbuilt of of the education. with real aprob..- service-In some have casesbeen theseregulartosivehot-water extract are and heaters rapidlythe can systems impure befor going adjuSted such areair into asnotpurposes it available. toschoolroomsis anyto take have rural inThese been freshschoolhouse. where aredevised, air. notsteam Several expen- and Theor Book ,=,\ DEE]=EShelves ) CIE:E=C1E CIED EE ablea second-storyworkshoptheIn basement, the basement equipment, androcm. are heater and a stupiditylife.conditionsventilation,health of inschool-children ofandpupils the no same. aregood often Purework demands due aircan to is befaulty thean done essentialproper ventilation under heating to improper human ofHeadaches, and the inattention, poor memory, and apparent threeand new windows equipment on the andRemodeled left some along good educationalFIG. 4. A REARRANGED have been made into doors, conveniences added. The andINTERIOR hygienic lines, side. playandweather. sometimes space When for indoor rainy a wa- MOM. The very best results are now being secured in open-air Compareandbe thenection provided,frames with Fig.and with t.sashes and the cloak-rooms. thesemoved may to the beright in the Ir eneral it is not terindoor system toilets can be shouldbasement or in con- advisable had, schools,weather.todirection. shift andreadily Rural the toattention schools practicableThe mightof water the outdoor worldhave supply. movable placesis Theturning openin equipment favorable in bucket that and common drink- toinand havethe the ventilation. leftplay-rooms yard. of the pupils, neverWindows should be Much better is it to in the basement withoutarranged so that the light comes from the right or the have a large play-shed sufficient light front. U from cisternsteachingsandhealth.ing-cup no schoolWater andhave of springsmodern isauthoritiesalso a chief been should science agent condemnedcan bebein on avoided,transmittingexcused this aspoint. menacesfor and notOpendisease sonic heeding to wells type germs,public the orof Jr ORGANIZATION AND MANAGEMENT 41 --=-7 (i. 00 00 00 00 00 00 00 c00000o00000oU bubblingwater-cooler.of these, fountain some Any so should simplecounty be superintendentas provided. to be attached There can to furnishare an several ordinary infor- 00000000 ci °O o0 °O op °O o0 o000 oi mation about these. The best system is one of a more 1 Lfbrary °0 00 4.1 °0 00 o0 1 Platform Heat r Boys' Coat Boom RoomFuel Work Room Girls' Cloak Porch FIG. 6. A WELL-ARRANGED RURAL SCROOLDOUBE Room. Hot Water Buller Watorrsaa. Prealuri 11=1111111111111 pressure-tankKansas;closets,ment cost,can lavatories, be aboutfor put running under$1800 andDesigned water,athe to drinking-fountain $000.entire gasoline by For building,the a faculty engine,total installedtocost andcontainand of studentsplay-room from in a the furnace,$V.500 coat-rooms of for the torainyfuel-room, State 0000, above.days, Normal a base- andpump, School at Emporia, 138111 INT P.1410 permanent nature, consisting of a pressure tank and force training and domestic scienceStill another and FIG.the and basement 5.a better A MODEL planfor an would indoorsINTERIOR be toplay- use FOR the attic A ONE-TEACHER for manual RURAL SCHOOLI1()usE apump bubblingspaces connected around fixture thewith for walls. onea wellBlackboards. orThese ormore There should be blackboards in all available shouldcistern, be and about this fortywill supply inches schoolrooms. lavatorpraoroa.waterroom,room. for Aif curtain thethe lighttoilet+, (Pram or is a slattedtoolavatories, Cubberley's bright. door andThe can Rural drinking-fountains water-preuurebe Lifoused andto close Education.) tank ofT found providesthe plant-in the BEST COPY A AILABLE fromwide, the the floor. lower About edges ten bounded or twelve by feetchalk of troughs this board three should feet childrenextend42step platform as may low useas may two it. be feet made from TEACHING IN RURAL SCHOOLS Where this has not been so built, a about a foot high for small ail- the floor, so that the small bestdoesto colorthe black. eyes, for these and itboards ORGANIZATION AND MANAGEMENT There hasshows been the great chalk-marks as is green, since this color is improvement in distinctly as restful 43 C:1 Domestic Science schoolishing desks number also, of yet theSchool old-time desks. rural-school surveys show an aston- long benches still in use. and eau Menial Trsining Patentloweredsomeposturesto bedesks of bought, theseand ofare the school-children, made it desk-top will in be set adjustable so that the seat may better to get adjustablesizes adapted ones. to various ages, in orand out. long, If patent tiresome desks hours are of be raised or Bad Agriculture F- DE1=iOLDIE=METE=U-TICEE00 Li A Tulle%1341' rorch sitting, are responsible for many FIG. 8. DESK TOO HIGH,(From ANDTerman's ME The Hygiene of the after evils, such as spinal School Child.) RESULT Flu. 7. THEThe ba.sement,MODEL toRURAL whichThe the SCHOOL stairsespedal lend, feature AT is used here for is the arrangement of the Nownt DAK0TA furnace,MAYVILLE, play- main floor. shouldchildcurvature. for not the beThe best thwarted school possible for life,small economy should conserve and develop every and surely physical growth of any kind. muchurallyroom,curriculum betterandcost water more type. can storage to be build taught. for than the the4chool. Emporia school, but In such a school the best of a modern rural This school would nat- it 61 a Theseeqand grades, chairs special forand thechairs special younger areFor made childrenrural with schools a the very best school chairs for the older children. plan is to use smallof probablytables the two low-drawer under the scat workvenientsmalldren totoboards standspaces,remain extending upon wouldsome so time as serveabove to without reach to put up these regular boards, in con- the boards.being One or in twothe way. The the schedule or any ofsurfaces. eachrearranged to hold Chairs or books, removed are moreand forwith comfortable, special occasions. various devices for writing t: and can be quickly lock44 securely. When thereThere are should two or bemore a teacher's grades or desk, groups with several drawers-to TEACHING IN RURAL SCHOOLS ORGANIZATION AND MANAGEMENT II. ORGANIZING THE PLANT 45 forinpurposes.workthe a blackboard room, children of ot.hers.recitation There may and Chairs reciteothershould benches withoutconveniences,may be should servea chair disturbing beeven forconveniently so better the that the teacher, astudyfor portion recitation placed or extra desk of school-btildingment;shouldit, with the beits repairs noted:grounds some neededthe days andBeforo grounds beforeequipment.for fencesthe as the opening to openingand cleaning The other day.following day and Theto arrange-inspect teacher should outbuildings; visit the items referencechairsglobelibrary for books.visitors,and in bookcases a small and one,a deskwhichOther sets or equipment.mayof table wall be for securelymaps, the dictionary a sand-modelinglocked, anda large Every school should have a good athe ndandthe provisions hooks bookcases,arrangementadjustability for hats,for dictionary, wood of ofcoats, seats;windows and the coal;and blackboard, and other the blinds; water books; erasers,the supply; pictures,the andcondition rooms chalk; wire and lunch baskets; the condition caringtable,faces,shouldbuildings; a for clock,and be heating, aconvenient also supply a bell, some lighting, of and rollstoolsarrangements all of neededventilating,for paper yard towelstools forand andbathing and grounds.so cleaning asbuckets to hands avoid forthe and the There schoolroomhangersconsolidatedacleaning, clearing for desks andmayschool school, laying needand work, woodwork thescrubbing, off teacher and other some shouldwindows needed painting, give and athings. memorandum wallsand grounds need for play and beautification. TheIf a dowsshouldandcommon mosquitoes when be towel, used. wire whichareClothis not troublesome, available.nettingis Thereanother mayshould condemnedwindow be betacked wires and article.over dooralong the screens Ifthe win-flies walls at convenient places ofPreliminariesmeettrustees. needs at to the All ecuringthe call the principal, of of teachers organization,community the principal who of the isassistance. thendirectly toconsolidated discuss all shouldresponsible If the it is schoolneeds cooperatea one-teacher toand should the the in school, school.copiesanotherforin hanging the of Theseneedworld choice specimens for pictures of convenientpictures art. A shouldof small bestshould hanging work. representpair adorn of of balance pictures,the the walls best scales, andavailable of everya few with Picture moulding is day,ingchieftheinterest onteacher and trustee, some cooperate them shoulddate should in to this havewithgive agree preliminary ahimthe schoolwith memorandumin invitinghim cleaning-up work. on a people communityWomen of and needs out equipment may so tomeet- as aid the to in clockhalfscoopsshouldand pint, dials,yardsticks and bepint, several othertin quart, money, andequipment weights; gallon, other are allnhmsuresmeasurespeck, good essential. andteachers ofhalffor various use bushel;will in need, capacities,arithmetic; footrules and yet Doubtless there Thecleaningsuchpeoplethoroughly teacher a preliminaryup, are makingmust often aroused be indifferentshades,day the wouldtheymoving and become prove equipp:ngthrough spirit a welcomegreatlyin custom, forall homethis. interested, diversion Countrybut science. when for and modernthere are school many plant. schools without the first essentials of a C, andmany. interest There can will thus he be an organized immense from gain the if beginning. community help 46 TEACHING IN RURAL SCHOOLS ORGANIZATION AND MANAGEMENT 47 becommunitywork.and induced the In teacher oranyto some make event should of certain itsAssistancethe organizepeople larger repairs for boys ofthe this, pupils. should When it is not pupils to andcontinue practicablefurnish the supplies, to get the the trustees should be enlisted to timekeepingthereturned final will and salary withit be returning verythe payMent closing helpful of Especially toall report tobe required talkconditioned atit ifoverthe records.the end withteacher upon of the the the ispreceding session, goingfaithful to a school. for the first buildpostsallycise,races, ato forlarge andadd putbasket-ball makeplay-shedto up the arrangements playground and for use in equipment. for bad high horizontal bars and swinging-rings for exer- volley-ball, make horses for hurdle jumping.weather, Tools and may gradu- They can build teacher.planthepreceding new work And teacher forteacher,it will each to be assistwhenchild veryWith andinpracticable,considerate arrangingsuch each preliminary class, andato conference. beginningcommunicate well-bred records withof on the with hand,the the teacher should betrustees, borrowedinmanualtainments. helping through training. from with donations, home,a A large community andundertaking, and material carpenter may All this may be made most valuable work in through special pay enter- such as framing the secured through be interested Thismanualeveryplanned,very firstshould State prepared day.subject therebe In secured general,to byis necessary athe state and thestate coursefollowed work adjustment.superintendent for of asthe study faithfully session For and of practically shouldteacher'sschools. as prac- be play-shedvolley-ball,workandshrubbery, toits be orequipment. finisheu andan and additional croquet make by the the flowergrounds, boys boys.room plots.and Thetoimprove girls the Aroundgirls should canthe the schoolhouse, the walks, setmake outbe organized tennis,school plant ticable.andshouldmethods. recitation be a guide seats to thefor Classifyingteacherthe first in day. arranging and seating. school desks It will serve as a good guide in subjects and The preliminary information Where additional oneintonotteacher contributinga merely community should a side keep to of issue. the common in mindPreliminary thatinterest all pupilthis and is organization. vitally The register, class-hook, welfare and happiness of all. The endeavor, every educative, greatlydesksopeningchecktfacher and tothis thenhaveprogram, rearrangements up mayand these correct mayhave attended assign ait roll inare a to seatsreadyfewneeded before minutes to for each itthe thewill afterfirstchild first contribute theday. inday, accord-general The may /shouldbeand hejects,teacher secured. othersecured under recordsfor If for thethea departinental the firstschoolof thechildren time. school is a consolidated plan, likely for theeach to preceding comeshould one, tothese caref year ally note If the teachccs have special mb- recordsshould the asday,an'may to .c and createwith be star!, donethe an generaleverybodyexcellent in the planbeginning impression.It at foris work highly all, without regularlymay important assign apparent and lessons thatso promptlysuspicion, the for teacher the assign seats. This a and limy have great influence on future discipline. Some ' officerandsuperintendentthe record blanks, should of and worksupply or whenprincipal done them giving by withshould pupils thesepreceding furnish in oui other thetorecords, subjects.teachers record all to The (St* books this be Troublesomefirm,pupils expressing may demur, children the but intention willthe teacherflock of makingtogether should changes beunless good-naturedly theas needed.teacher C 48is willskillfuldesks help orin the chairsarranging teacher TEACHING IN RURAL should be arranged so to learn thethem. A diagram children at sight.that The thoseSCHOOLS of the same of seats assigned The thatmoretheof the new time rational most about is usefulwasted list as ofin accomplishments. inwordsthe learning old. is Spellingbeing many worked Writingisuseless all-important, out. words.will It is figure claimed Arith- yet in a ORGANIZATION AND MANAGEMENT 49 smallersizepart thoughtschoolare of childrentogether, the day should room. is notspent be a given at should beIn kept the ruralin the desks,small size hence in frontgreat of care a largeto one. the seating school the greater part of the most comfortableof ',he pupils. Some and much the adaptedHistoryselected,onmetic unnecessary also and toand isrural geography morea fundamental, things.needs applications andmust taught butbe made retained,here so inastime farm-life not but has to these bebeen arithmetic. so must wastedbarren be The simpler essentials are to be guidance.good book on III. ORGANIZING THE " School Hygiene " should be read for WORE OF THE SCHOOL further guageretained,andture, wasteful. andart, but muchagriculture, much Language less more to domestic technical and attention grammar science, grammar. should are handicrafts, old beHygiene, givenfriends to andto lan- be the litera- presentedings,course and in ofequipment, the studyThe yet course of study. needsand of thethe scheduleschool plant, of It seemsdifficulties that many fairly bristle work. Reorganization its grounds, build- difficulties are around the socialcultythis presentsand appears moral ain great lifea scheme must difficulty.Possible findof classes larger reorganizations andplace. years. The The how of grouping theof all school. Another diffi- soundertion asvarious to of the the types topic, old studiesof life's are include different studies " Broadening Viewthe ofschool. the Rural These School," wereinterests were presented both demanded. In Chapter and activities, and the physical, thefor representa- redirci:- II, fourassigningwhichisan notyearsunnatural somehow suited eightto high togrouping. years, came the school, child toor begrades,The and in accepted the workfour toseventh yearsofthe in the elementarymost to andelementary college. schools eighth school, This isgrades. school one is tionintellectual, moralininterests thethe andwork old religious.the shouldschool, of cesthetic, findthe place; work narrowedIn organizingdown to a the course the industrial, the social, none should be neglected. schools are stillof study thesesmattering of and the In outterestsThehigh of beginning school schoolmust betoo shall ofmet. rapidly adolescence begin Under fromOne with this proposedthese hasthe old uppersetseventh, system, solutionin elementarythen, thuschildren isand tomaking new dividegrades. drop in- thethese grades so that the thecallingworking ruralintellectual,course forlife within the ofmust study and shape the broadened work. Theandthese the narrow daily schedulelimits. the majority of rural York of the country activities and needs ofThemust present be made age is with school. The chcussedandPlan apter. four six under and plan, six. periods and This the of has underlying child many development, advantages principle inover is a partly following the eight dis- thesefor readingin mind. is the doorwayReading must be C stressed in the new order as to past knowledge, and it is one in the old, elementarymany States, school, in Kansas and Anotherin City, other i nsolutionplaces. the University Owing has been toof theal-.Chicago tooeady put into practice in L 50great length TEACHING INof RURAL the elementary school and the barrenness SCHOOLS of forty-fiveare only minutesfive to fifteen long. Inminutes many rurallong, schools with nearly the periods thirty or ORGANIZATION AND MANAGEMENT 51 elementarythewithfour undereighth arrangement,a year this grade,school gainedplan is a has onlythis gradeseven grades.has whichbeen issix-five forworking the grouping, child. quite A six years betterdiscarded, arrangementThis and gives the a seven- satisfactorily, for the ele- advantagessomoreduce as torecitations the give new to not the subjects, moreeachchildren The day.than and wouldmaking Iftwo to rural include gradesensue. of a schedule allto ofa teacher, the for elementary a ruralgreat school so as to intro- schools would combine Thismorementary groupingyears school, can works out as Elementary school, be added, thesefive will for the high school. first six grades. follows: be Junior College years. Then, when two whichhelpgrades,grades, out, is is alternationvariousthe quite fifth a devicesproblem.and of sixth classes. must Wheremay be be resorted consolidationclassed to,together the does chief in arith-not of If planning for only six Either solution is JuniorAboveSenior college,high highthese school, school, wouldgrades grades gradesbe12 better for rural schools the senior college or university.and 13 (or 13 and107, 14). 8,and and 11 9. (or 10, 11, than the old and 12). grade,metic,alternation.thingsthe work history,so the planned of third Ifone geography, there grade,andthat are fourtheither seventhe reading, next maygrades grades, year be etc. cantaken thetheOne work worksixth first.year togetherandof they the seventh take other by In some ) many,grouping.betterthe seventh suited In grade to and no more should the one-teacher school, even the interests of theis transferred to will then drop out of be assigned to one the high school,children studies may be taken six gradesschool are here. too The teacher. If theeightmayaddition, eighth, combine, grades, andsubtraction, the the combinations fifth multiplication,Inwith arithmetic, the would sixth. be afterdivision, the pupilsseventh and learn simplewith the fundamentals in also the fourth and fifth in part. If there are planup,highextraschool is school, rooms, in a group and not so many flexible for any type if not further.take After on other teachers, of three or more of consolidation. the sixth grade, the pupils rural schools mayand add develop a junior The central halfgeography,Eitherandfractions, takenmensuration, year one first. thecould year's book In bereadinganother workmay taken be mayand first.year divided literature,cover percentage into denominate halves,spelling, and and numbersinterest. agricul- either In advanced history or fromcollegeand, thefor when othermosteach possible, of these Alternation of classes. available. schools should attend groupings, depending upor.after this the senior high The daily schedule the junior high school, will be different whetherschool the and longerplanned.ture, domestic time This to eachwill science, reduceclass.In etc., theevery thenumber State work thereof may classes, is besome similarly and official give course of study, gen- grades.teacherschool. mustThe plan for onlyIn the best high schedule difficulties are schools, the class 7 0 six grades, or for seven or eight lessrecitation in a consolidated periods are Aerally approxinlatelysuppliesState planned Manual suggestive by outlines the statecourseprograms. the superintendent course prescribed, for teachers, andand yethis an,1 helpers.apply often the The teacher can follow 62above principle TEACHING IN RURAL of alternation. Ohio's State Course SCHOOLS of Study A SUGGESTIVE PROGRAM FOR A ORGANIZATION AND MANAGEMENT GRADES AND ONE TEACHER RURAL SCHOOL OF EIGHT 53 years'(1915), work says: can -bcThis course has been'soalternated planned in everythingthat the alternated in everything; except grammar;seventh and eighth the third the 8.55 to 9.05 Time Minute: 1510 Opening, Singing, Scripture, Talks, etc. andfifthstud.y.and fourth and second sixth can years' be grades can be alternatedwork canin all be except alternated arithmetic;in language and the first and nature 10.15 to 10.359.559.409.309.209,05 toto 10.15 9.559.209.409.30 2010201510 Arithmetic,ReadReading, and I.II.Spell, V-VI.VII-VIII. IV.Ill. enthimmaterial and eighth whetherThe Michigan Coursegrade of Study grammar may syntax or etymology is taught (1914) says that the sev- alternate, it being first. 11.0010.5010.35 to 11.1011.0010.50 1015 Recess.Arithmetic,Numbers and IV. Stories, I-II. beingMassachusetts, a practice andAlternation many has been in Michigan, thoroughly tested and other States. Minnesota, Ohio, It shouM be used approved, it Illinois, 1111.3011.2011.10 totu 11.301111.45 20 . tu 12.00 1510 Arithmetic,History,Writing, Geography, Drawing, I V11-';V-VI.to VII toshould reducerural notteacher the be used should number of classes to where it makes classesstudy tooplans for using the least, except it in the making large. Every that it 12.0:.'------_-_-_-_, to 1 .001.10 ;.o tu 1.001.21)1.10 6010 NoonNature,Singing, Recess. Geography, Speaking, Story, IV, etc ofcrowded, the program. and it clearlyThe " Suggestive Program" shown on pageshows that more teachers are needed 53 is too 2.152.001.451.351.'10 toto 2.151.452.252.001.35 1015 Classics,Nature,Reading,History, Language, Lauguage, (Irammar,I audLanguage, II. History,V,V1I-VIII. IV.VI. III. forperiods, so many and grades. shoulil Thehave schedule five minutes, should midway in provideeach of for longep informal 2.25 to 2.40 2015 Recess. theperiod afour drink inparts which of of water, air the room, pupils may move the school day, and do otherabout and whisper,for a rest or such things get to 3 00 15 Avriculture VII-VIII, Monday,Tle.rsday. Weduesday,The Friday. above 20 minutes foliowed,for losson when amil pr huitnIctint icticable, towith be practiceS. limes f ruin (girls), 3 to 4. Maimai Traluing (boys) Tuesday, withoutthere disturbance. will be someUsing older pupils as older pupilsthe younger who can ones. teacher-assistants. Nearly These olderbe pupils quickly shown always 33.00 30153 4..)to 3.153.30tu 4.00 1515 CivicsPhysiology,Hygiene, or GeneralHandicrafts,Story, SpeIlImm, I-II.Science, V-VI. WhenIII-1V. V11-V not out for practice from 3 to 4. shouldhowforother tothem, beassist things.appointed and with will After a permit the teacher tofor this work.teacher has taught a It will be very give more time toreading or num- helpful thenbeofnewer thehad instruction year, tyle,sin this, of and work.should likewiseTffis be programif given forthe Manual seventh in Mown all ofTraining. and thesehow eighth other for home gradesselijeets practice can may be betransferred sit( rnateil to so another as If a small equipment for Dutuestic Science can be secured, It there is a school gardee, agrMultural practice may be If this practice cannot be had at school, school,in club the work time givenorto the give tOlike. more time for then practice may had pat beenber lesson called to tofirst watch or second grade, hs4some the lesson, can carry onI ohler pupil, who has the drill by programtheseabove may shouldprogram. be distributed specifySince work to every the for otherrural reeitations schoolsix grades. requiresand also pupilsfor to spend so much h., Intervening time. time at the desks, every good Complete the showing54 cards for sight work, and by TEAMING IN RURAL SCHOOLS pointing to figures to during the shorter recesses. The timid and the indifferent ORGANIZATION AND MANAGEMENT B5 thespellingbethe combined older school lessons ones into for more and numbera wholesome correct thorough, practice. written working and these duties in turn, thus not making Older pupilsspelling. can Thisconductit will will help makecommunity. to organize Different groundsmustshouldthoughing bein thedrawnand beit should games.apparatustaught, in. Zest be groups soplanned will the beof majority addedandchildren kept by of intheorganized, days. good teacher's Newcondition. and gamesjoin- the This need not be the case every day, itones wespondinga burden. maytake beup work assigned the of the schoolMore when will bewe said come about to the course school subjects one by one. of study and the corre- Part II, where youngerAnCommitteespupilthe older teacher may ones,pupil ofstart must pupilswhomay them remainbeare may doingdetailed sent be in outappointedthings, for each other andday and classe3.keepto dutiesgo a out watchful assigned. with the eye earlier than others, when The older pleasurableportant in exercise the life orof Theemployment. the value of play. Recreation IV. 011oANIZINO RECREATION people. Rural life is somewhat includes any diverting or These are highly im- munity.playtiveover for thethem. theschool Againolder should pupils we insist be Groupingso organized assisting. that this of as pupils a cooperative in play periods. com- will be highlyFor educa- both work andFor the organiza- parespeoplelackingkeptinclude for aliveoften in life opportunities plays, through andrank games,play childhood, along forfestivals, diversion, with youth, pageants, enriches life, and the play spirit should be idleness. But play pre-and age. Recreations and, indeed, ruraldramatics, camp- gradeabouttiontransition 6.of three play groups: peri,dschool-children begins. (1) gradesThe Before may 1,first 2, bethis 3;period. loosely(2) the 4, play About5, grouped 6; is (3) themore above timeinto free a child enters school a ofanding,make living. fishing,the permanentlike. We hunting, Many-sided should investments hiking, begin recreationPlay picnicking,with hasfor joyousmany life values physical, mental, social, and the plays of children towill keep alive the joy mountain climbing,living. petitivewithtion,andinterest unorganized. otherto aand sensein children makingcall of forth Nowskill is things. increasing. variedandthe childpower,Games activity, is awakeningandfor these anda tendency making should to competi- to thingsbe play com- There is a constructive Hencemoral.stressed,as any itIt other shouldmust including necessary enter be thoughtfully ample into theSupervision grounds vital prepared activitiesand of pla, . Teachers must plan activities. Play equipnwnt has been plentiful apparatus. forfor, play as periods, much so of school life. endingandaremayIndian, as hunting be follows: source made and homes, other ofverybean pleasure absorbing.make-believebags, teetering, jumpingto young Someswinging thegames.children, gamesrope, the A tenpins, andforshderings, thisa issand-pile playingchasing aperiod never- andof the choices.supervise time the playchildren and gamesshould systematically,be left to If necessary play should be made compulsory 7 .1 their own freedom though part theseor sand-bin with little is likewise. supervisionBoys Chihiren needed. will willmake play bows continually and arrows, with sailboats, popguns, 56 TEACHING IN RURAL SCHOOLS cals should'be planned and encouraged. All types of ball are ORGANIZATION AND MANAGEMENT 57 Bothkets,orwhistles, tents. dollboys Girlsandhouses, and the willgirls like.weaving like They Into products, the drawwill second dig and andcaves paint. period, with children about ten to Make doll dresses, paper outfits, bas- bead combinations. and build shacks twelve forspelling-bees,culturalnow girls, in unlessplace, clubs, except played schoolbo !. scouts, thatfairs,moderately. literary camp-fire This societies, isgirls, a time musical and for all agri- clubs,those basket-ball is as yet rather severe years,tling,houses,tions, interest leapfrog,ust snow of tools, is forts, heighteningjumping, playing insect racing, musicalnets, dams, throwing instruments, gardens, quoits etc. or in cooperative games, collec- making tree horse-Wres-boys. othervitaltomost this recreationsplays, mere:y promising games, suggestive of andlastingbeginnings, recreationalOut list.value of thesesecure in activitiescommunity possibilities apparatus, may life. andbe the Manyadded organize teacher should select the shoes,girlsbags,Girlsball, willbaseLall, willring-toss, tennis, playstill playcroquet, andacrobatic basket-making, attether-ball. dolls, crokinole, performances jumping They and playground the weaving. pass rope, appeal from tossing ball, to the Boys and slide tovolley- bean- learningin,tirethekept thoughchildrensomewhat at ofa new thesea togame of gameenter shouldthe is first untilintonot not games,interesting, theinterest be plays taken new comes, selected. yetonesup childrentooand may rapidly. itAs bewill children mustbrought come The be in chicken-coops,interestingtocoasting,the both. direction skating, for allmilk-stools, of children. andreal bicycling. life. hammer-handles, Gardening hurdle-horses, is interesting Drawing, coloring, dramatics, and puzzles are Boys Constructivewill make bird-houses, interests are in beanylifeso too ofclosely of "these bossy"play; as true and to on interfereandyet the the triedplayground, playground games. and must should be made not supervise an organic with that spontaneity which is the The teacher should not windmillsflowers,playis the keeping perior!etc. and watermills, house, of transition, make furniture, The usefuldawning third etc.articles period,with pubeto beginning wear, ty raise at about thirteen yJars Girls will cook, and ado- of age, partticalmanualsdescribe of Recreationthe lifeinfor full thisof thei'lese Manualpurpose. school. Booksgames. for An Schools,and Some excellent play of has apparatus.the one, beenStates styled, issued are Space Aissuing byPrac- willthe not permit us to lescence.womanly.socialfondness ideals. Physical for hunting, powers, camping, hero-worship, and visiting love appear. of adventure, There is rapid physical growth and a change toBoys become more manly, and girls more General its Company.Istate fonorable(25 cents.) J.This A. Churchill.is, WhatA small, to Do inexpensive at Recess, G. manual E. Johnson. may be had superintendentfrom Ginn of public instruction of Oregon, andheight.interestties. the Gainesfinerin reading adjustments, and isplay strong, shouhl and and should develop dramatic involve the interest larger social musclesis at The outdoor gymnasium and the indoor workshop quali- Curtis,Bancroft, II. essieS. 11.$ium. (T)ie Macmillan ( ompany.) Play and Iter-rralion, ,Game", for the Playground, Home,OTHER ehool and GOOD Gyrnna- 1M0KS (Ginn & ('u.) charades,should be folk-dances,equipped to attractpageants, boys play and festivals, girls. Parlor and games,theatri- 71; Excellent. ls rural thruugtivut. 4 59 58Johnson,Burchenal, G. E. E. Folk-Dances Education and TEACHING LN RURAL by Plays and Games. Singing Game,. (G. S. Schirmer, SCHOOLS (Ginn 1k Co.) New York.) partialencouragecate how direction easymany itof is school to play. ORGANIZATION AND MANAGEMENT teachers to undertake the make some beginnings, and No teacher should be afraid stimulation and thus to Leland, A. L. and L. H.Page 8.1. Co.) apparatus. It gives measurements,This book,Excellent. vol. t, gives excellent Playpound Technique and diagrams,instruction etc. about laying off grounds Playcraft. (Doubleday, and making dren.ofwise falling It to will frombe bringhad. dignity It about will make a for through engaging in play with delightful cornraderie not other- better lessons, easier disci- chil- ChubbForbush, and others. W. B. ManualYork.) of Outlines many Festivals and Pageants. Festivals and Plays. Play. (American Institute of (Charles Scribner's Sons, New Child Life, Phila- jectgoodPlaypline, can furnishes socialand do a more more?culture, good wholesome, good physical moral culture, symmetrical child development. culture. What school sub- good mental culture, 'Beginningsdelphia.) Theevery inlast play threerural school. booksorganization. arcA morevery full, complete book with expensive, but these shouldplay theoriesbe placed and suggestions, and many The teacher might begin iu the library of play devicei. School events. School recreations often V. ORGANIZING THE COMMUNITY involve the larger schemesshouldwiththat the will be Shouldtwo discussed require small be securedleastbooks more slide. The sandsupervision bin with small by Johnson.in teachers'from The meetings, one another. The should be in the whole subject children are and play devices community,ofthewith the natural the school, school. whichcommunity hence The should schoolthe center.teacher be is' drawn now The should have to do with andfrequently referredteacher isto the asinto organizer these recreations of the com- suntheoughly complainlike.sandpart Thisbinstirred and thatwill and the thekeep freed slide it wears of the day, and now wholesome. Sometimesfrom ruralbits of paper, bread, andout then clothes, it should but if be delight toit is welland the people thor- betion.munity. interestedtheschool Ingrown-ups the Thework firstin school certain are place, turn stimulating can organized outspecial be to Madeinspect. school to movements the a great children, moreThe so celebrationdays when for the of exhibit the of center of recrea- polishedbyusebetakes a it. home-made.few, the Swings care wearwhereas of are isitself. many Teeters can use are good, though these may insignificant, and children also good. Allthe of slidethese andmay the rotation be monopolized ton'slandingandthenish Birthday,best anthe of invitation specimens,Columbus,opportunity Bird toarid asHallowe'en, communityfor wellArbor an as exhibit Day,for a or of membersThanksgiving, to spend speciala Washing- half school program, work collected from Day may fur- makepurposereadilyweight. the instead make board IIorseshoes theof for bags tossingA rope mayfor stretched about seven the net for volley-ball. Boys can easily bebeans. fourul These by the bags boys should vary the bean-bags, and girls can feet high may serve the quickly for the in dayfavorschoolschools with in orthe ofmany agricultural school.a county, states.A come workyearly togetherof school the children, fairfor wherean is several schools, This is a great incentive to better exhilk of theprobably thecoming into Thesepitching items game, are a mentioned game often in a 1. indulged in by men of all ages.supplementary way to indi- school work in every school, and it furnishes such a 7J valuable GO 1 TEACHING Di RURAL SCHOOLS ORGANIZATION AND MANAGEMENT 61 daybeinterestrural f organizedOr school a tocommunity bring can in the thedo school,social muchpeople gatheringto andtogether. furnish general on the A a meetingsliterarymatterslarge societyof may common occa- may scale. Every used,withshouldtime forlights,though be special held lanterns a few atexhibits, night.good lamps If the would may be borrowed, or candles plays, and athletics, while others schoolhouse is not provided be much better. Some may be togetherschoolthesionallystimulated places and be into on heldthe toathe clubneighborhood, endeavorwhen program. organization. older in Ifpeople his there the specialty, Every teacherareis musical assigned mayprobably talent tobring some ina this bandthe member may be of Radiopticons,boisterous.themen part in authority of or instruments may Suggestionsbe asked to reflect to lookhave afteralready been made for any irresponsible outsiders who might want to be pictures on the wall a music evening. good order on commonpracticemusicalorganized, nightsongs interest a quartette madeand to sing bringa rareor on Inglee theoccasion.the such clubcommunityspecial ways developed, At as least these together the andcan school athe special school can furnish the.affairs of school occasions. in a way teacherDifferenthavesofrom common one,ordinary can oneswhich andmake postcards so might collections, low in be price that may bring in postcards or pictures, and the or similar pictures, arecalled now upon for a travelevery evening. communit,y should getting helpfulmadeisolationopportunities tohappier, theof ruralschool for and life.recreation andall The will also people, respond areto the needed young community. more to and overcomereadily old, will to the be More the ChildrenArizona,Lands, Our theand CliffIsland Dwellers, Possessions,Old-time Cities spelling-bees community members can be held several times such as of Children in of themay United tellthe stories GrandStates, of Canyontravel. in duringMany etc. Butbecauseneedslifegrow the willof mainlyinterference thesethe be school. put break out into Manywillin the on notwork theteachers be regularof so the greatoppose school; routine when special also of the the the programs school. commu- of the work of the school, and then more historyofthe a day session,United program. States,sometimes In connection to Itin should with be program. All present should be chosen to easy arid interesting in any community in give an Indian the evenings, sometimes these, stories of pioneerprogram and a local as a partspell. nitymany, phlet,perintendentwill manydevelop Hand ways. Booka M.finer I'. of school Special-dayShawkey, Suggestions spirit of programs. andvalueWest Programs to Virginia, the Under school for athe Com-pam- direction of State Su- in dentthoughwithaddeddays sayings othersand tothis thelater which should local he carefully prepare a mock newspapiT of currentprogress may be given, and spice history evening if the school-children censored to prevent impru- history,may be forpreparedmunityhas use inspired inSocial by tltat manyGatheringsState. to undertake Programsat Rural the Schoolhouses, should movement. be made has accordingbeen to the community Hanifan, state supervisor of rural schools, It is a valuable help to teachers, and shoulda programmembersment notand committee beshouldconduct exclusively take of to Otherassist school suggestionsthe for might givc offen.se.communityplaces on programs, the there should becommunity effort. teacher,programs; and community that is, these In the arrange- interests and conveniences. Some should be held in the day ' Day Play Festival for the entire programs.community A great May is becoming El quite02 an event in some localities. TEACHING IN RURAL SCHOOLS A May Queen may be ORGANIZATION AND MANAGEMENT 63 youngNewher.chosen,awakening It andOrleans. should and old, the something ofbeThe childrennewmade procession life a care-free mayof spring of crown the day shouldseasons herof frolic and supply and dance and the the funjoyous about mainfor in spirit like Mardi Gras days in Listeningpeculiaritiesteachertheseborhood as some toaffairs.the all and teacher this the with bad really valuable They are often quite goes their way. They judicial-mindedness,children the of teacher the things to know about willing to chat about neighborhood.may tell the family bringingforsetting home of workthethe communityoccasion. are valuableAthletic in features touch events, with of modern boys' the school and rural girls' schools,and clubs,the and school credit Acomeperson shouldgoodtalk back or sentiment aboutnever thing again, inthein suchas bad in a the an unguarded momentto adopt is children, the tart way as to feed gossip, for it willstory all of the three black say unkindnotes, things or any or other crows. oldevenanotherschool order alarming in connection oftouch rural to with someschool later ruralThis teachers. onmust life.programin thisgive But book. way forkeep theto the school new, may which seem overpretentious, These will be _reated in in mind that the "There is enoughToThatAnd say of enoughunkindit little becomesof bad in things of the rest of us." good in the worst ofexpressed us anythe in of best theseus of lines: us, life.is outto relate among the people activities of theSomeof the community, rural-communityschool to thethe needs characteristics. of rural In going in and teacher should 1. Draw a plan of the schoolplanteacher if the school lot contained and five QUESTIONS FOR a two-acre lot. grounds as you would have them DISCUSSIONWherein could you improve the for a one- . take an active interest in the affairs of all. This should be a 2. Sketch floor plans for acres? bysympatheticgenuine every 3ympatheticteacher. responses interest, in words It is often difficult to appear impartial andand such coiiperation will soon sobring needed 4.3. WhenWhat theare wells and school?makelibrary forWhat be distraction so kinds placed of uf advantages of chairs instead of as to be watcheda one-teacher by thechairs? schoolhouse.the pupils? the usual desks in teacher and Can the shops and yet not to a rural Countrythanwhenand others. someto bepeople peoplejealousEspecially are are ofinclined theirsois thismuch rights. totrue more in dealing lovable with or congenial children. watch out for partialities, They breathe an air of 7.6. 5.What In what theare difficulties different tion to guide in some good effects of making a scheduleways the may first a new teacher of springsmaking dangerousa schedule a well-planned first day? as sources of drinking water?of dailysecure recitations? the neededday? informa- Where freedomjustshouldchampions as ifandseek making areofways thenatnrally neighbors of doctrine manifesting individualistic, for of life.equality. an impartial democratic,Iknce interest andin all, the teacher 8. What are or placed?placeeight elementarythe most difficult grades.Make a schedule for ways and means of getting the each teacher ofstudies? Where should a four-teacher school ofmost assistance from penmanship nut be seven theytry people inter2st are themselves often gossipy.Anothc.' more minutely warningha ng so aboutmay be petty given neigh- the rural teacher. Coun- S few distractions, 10. What is9. What are the educativelocateplay?in one managing Discuss or rightand a junior high school? It more in your county? teaching? ways and wrong ways of playvalues of play? What the 83may servc what purposes? Where need for supervisedsupervision. pupils 64 TEACHING LN RURAL SCHOOLS the teacher serve the community? What 11.1. In What what advantagesdifferent v ys has may the youdifficultiesceater? overcome The in thetheseconsolidated way difficulties of having school community over school over the church as a communityin your community? for each mouth, to thebe ofone-teacher interest school? programs? How would CHAPTER V 13.14. Make15. Make Make a list, a similar aof program, school list programs,of month programs by one month, inotherasto parentswell teachers. as schooland others children and thus to have leading :;ies. inttrest themwhich in .§chool. other ..mimunity membersof things the pupils are to do Compare lists with I. PERIODS OF GROWTH AND DEVELOPMENTGENERAL PRINCIPLES OF TEACHING I. THE CHILD shrubbery,ways,by way such a additionetc.as building to fence,the plant or BOOKS FOR TEACHERS ma.kiag school chairs, setting trees and of st..aool improvement in other Brieflysistedinfluence uponstated, has what reachedhis doctrine we ONE usmay was was ofterm Rousseau thesomewhat "first child of (1712-78). modernasindividuality." follows: educational He in- reformers whose Carney,Alderman, Mabel. L. R. CountrySchoolpany.) Co.)CrLdit Life and for theHome Country School. (Row, PetersonWork. & (Houghton Mifflin Com- manhoodneeds. Childhood has its place. has its Eachplace periodin the order of life qf hashumanity, its own and peculiardies, rights, and The child must be treated as a child, Chubb,Dresslar,Cubberley, and F.others. E. B. P. School RuralFestivals LifeHygiene. and and Plays. Education. (The and Grounds.Macmillan Bulletin Company,) no. 1 (Charles Scribner's Sons.)(Houghton Mifflin Company.) 1914. intoanddoctoine. thethe manworld Howas of a man.adult can Theconcerns.teachingOne child of themustand great school not beproblems forcedwork beprematurely of adapted education to grows out of this Dresslar,Johnson,Field,McKeever, Jessie. F. G.B. E.Rural W. Educatwn A. School FarmUnited byBoysHouses Plays State? and Girls. Wireau of Education, The L. -n Lady. (A. Flanagan Company, and Games. (Ginn & Co.)Washington. (The Macmillan Company.) Chicago.) tiontheandcharacteristics nature development?here of of some these and thingsMany periods.needs studieswhich of Wethe may havecanvarying helpgive been periodstheonly made teacher. to of discover growth There a brief men- Wray,Unite(1 Angelina. States JeanBureaupany.) Mitchell's ofBulletins Education, on School Buildings and Grounds. School. (Public School Publication ('om- and State Education Department appearingYetreallywh,.n there periodscontinuous, areat different ofcritical life with are shiftsstages, discussednoabvays abrupt with and someseparately. peculiaritbreak is to danger betweenbriag characteristics The attentionof growth undueperiods. toisemphasis on differences offromsomelittle its birthafterof animal, these life.to aboutthat andHerbert the its six customarygrowthInfancy SpenceryearF ofand has periodsage. early said At are childhood.that.first here the discussed. child is as such will condition all phases This is the home period our first duty a 66 TEACHING IN RURAL SCHOOLS THE CHILD 67 toditions theresponds child of ishealthy toto suggestionIn this first stage the senses are make it a strong, healthygrowth should be of first concern. which is manifested in active, and the child early animal. The con- imitation. adolescence.ciousperiod than of the the elementary boy, andThis this school periodwill she be iswillmore one become noticeablenf growth, more inand preco- early the physical child must Childrenabundancevarietysatisfiedgrowing areof bydesireinterestsinnatelyof openingplaythings for tonew up to imaginative, and thkkeep y imaginationexperiences,is therefore and this necessary.them can gradually certain wholesome. An should have a There is aphases of best be childrenstillhousing,thesleep, be older cared and are seatiug, ones exercisemore for. ofProper susceptiblewarming, this outdoors period;food, ventilating, toplentyare hence wrong yet of essential. the andconditionsfresh best exercising air, conditionsThe sunshine, than younger should are in theparentsthisin wideparents rural period, world togetherschools may yet in help throughwhich doesto one not discuss children's another, and be greatlytheyparent-teacher find themselves.have conferences,the care of the calling growth and needs, the helped by thechildThe during teacher bearethe providedinWriting musclesimperfectly blackboard shouldfor of them.finer writingdeveloped therefore adjustment, The and larger beginat with the musclessuch largewith as thecopy,of develop handsfull, since free and first, the motionfingers, and neces- as beginning of this period. teacher.helm 6668 ii1111111.11110.111111'°'sChildhood. This is the period of the elementary covering approximately school, saryisnot growingcontrol yet possible. of and finger plastic, movementsCharacteristics and this in furnishes writing of smallerthis the early great period. oppor- The nervous system letters is 6,606268 11111.111111WW11101111111111MMIMIONIMPUI1111111111111111111111111Millini111111111111111111WASINASS12°111.1111111111111111110111111111111 bits twelve.theandchildhood ages girl, fromgrow period insix weight boysto During, the speech,tunity for cleanliness, forming habits neatness,The which senses obedience, will are benow usefulrespect, alert and etc. keen, and the child is getting habits of 56(462G.) MHO48 101111111Malq:11110:4111Viallailool° theandkeeping same height rate,slightly at thenearly small- girl abundancefoundationslated, guided, of in sense sense made material. knowledge. accurate, Nature Observation and study the has mind mayits placestored be stimu- here. with 4464 MN 6() ersame than age.the boy At twelve of th e PlayImagination is also ais great active, factor. and stories do their best work now, Imitation takes a constructive Age 5 0 7 P.-9 10no. 1211 9.40 12 13 14 riirVilliriall1141:112...... ,UK '1g ini EnninininiaSROWINO GROWTH IN 15 10 11 18 CRUMHEIGHT yearshasboy, grown of butage aheadat fifteen of the the the girl turn,t he and preceding the child life. likes Confinement toThe do, first to make, schoolin the androom year to andmustdraw at things.notset tasiobreak too abruptly with beforerapidly manhood(Fromthan Terman'sthe Loy, in The the IlydieneandAND of theWEIORT OF AMERICANO Schou! (hi!,Iboy ) of thereaches same womanhood age. During a ye; tr or two boy'Ilie passes girl aheadmatures again. more t the drawing,shouldreadmust andat. be first handicrafts,to forced write be for upon this short and year,them. periods. play but activities very Children little should shouldnumber lye learn givenwork to Stories, nature ol,servation, I See table, "Measurements E C of American Children," p. 74. opportunity in the natural development. E 68effectiveto excel, asand a motive.hence AlsoChildren in this period like to TEACHLNG IN RURAL SCHOOLS emulation of the right sort may in this period various instincts do things for themselves, be tobeof habituation,skillsuch havesusceptibility now or suchtheir to readygolden drill adjustmentand hour. discipline, Never to newagain such conditions. willplasticity there THE CHILD 69 theuntilinterests.manifest field this of desirethemselvesCuriosity, nature becomes study, a andgenuine an amay permanent similar way the story instinct mayinterest in natural sciencedesire may tobe know, used mayto establish be used many interest. Using it in arekingdomButdevelopment to reason, become of manhood sentiment, conspicuousis one of are transitionYouth,and only in most the nascent or nextfrom thatadolescence. period, or childhoodpertains embryonic. adolescence. Thisto to themanhood Thesethird true period of growth and bebecomepeople builtby Dr. on permanent.in G.togeneral. Stanleyestablish In Hall aThe in following his great paragraph is history interest and an interest in adapted from the introduction book, Adolescence : Somebeginningpuberty.period,or womanhood. girls and The ofenteradolescence adolescence,age adolescenceYouth of fourteen isto thethe but at familiargreater eleven,isthis often is portion onlynamesome taken a boys appliedofconvenience. as it atthefollowing twelve, to legal this passing,uniquemoreweight, periodvaried the health brain ofthan ishuman hasalmosteverThe acquired life. years at itsThe 1:rst,from acute about eight to before or than it ever will be nearly its adult size and activitytwelve is constitute greater and an stage of teething is again, hood,passoftwelveand life. soi into bodily Somemarks youth andchildren approximately a mentally.little develop earlier. Some themoreSome culminationare rapidly lingerat times longerthan so of othersfar oae in behind child-stage and as late as sixteen. We have noted that the age of onefatigue.andagefor stagethere aof very Everything,maturity ofis lifepeculiarprotracted as endurance,in andshort, suggests in some remote stageif of it thushuman represented what was once, relatively stationary period, the vitality, and resistance to the culmination of evolution, and cence.twelvemajorityas to suggest to of twenty-one children abnormal approximate may or be arrested taken the for development.normal. the period The agesof Yetadoles- from the themselveswhenTheing, inchild fighting,a warm morenow climate revels rowing,independently in the playing young ts tribal, predatory, proclivities. of further parentalof our species aid. shifted for It must not behunting, fish-field, forest, oftenandcommon,a transition the what beginning be is stage.years termed ofof These thetheFrom highlatter" would,junior twelve school, part high in ofto butthe the fifteenschool." in arrangementelementary the may newer be called schoolorder, now " early adolescence," v, bill,canedoutnappedhood the foe from in water, an andthis active, stagetransported flowers, objective from animals, which him. but perpetually incited to visit life, and to know nature and man modernThe very conditions soul and have body kid- crythe true homes of child- tln,periods years of seniormore rapidhighAdolescentFrom schoolgrowth. fifteen and Boys characteristics.college. to andtwenty-one girls b2gin would In to growbe " later adolescence," adolescence there Rik; at tutefirstmanual fundamental hand. training, These education.twomusical technic, S 8 staples, nature and stories, consti- Reading, writing, drawing,numbers, and many kinds vitaltowardmore organs, unlike, womanhoo0 brain, the boy in fact in directionevery organ of ofmanhood, the body theis more girl There arc changes in bones, muscles, 6 (9 SCHOOLS THE CHILD 71 70ornewmorphosis less views of the butterfly. modified. The change of life appear.TEACHING Sex IN RURAL New interests, newhasmanifests been likened itself, to and boys sentiments, the meta- and Transportationforpeculiarwith the theirAspecial six-six, gld. Hereor should some areproblems, beginsuch natural new with and and organization this to fundamental period,enter also ofif notschool this reasons before, more life. Boysgirlsreligiousclinedsider beginorganize tomore quitinstinctsto assumeandteams play more nowjust the problemsfor play, of life butnew girls attitudeswhen areunfold. they need The it youth most. begins toward one another. and vocation. It is often here in- Social and to con- andcourselife othertake of of youth. childrenstudy, necessaiy Not discipline, toonly readjustments a central will men the schoolteachers quality all where recognize ofas educationwell equipment, as thewomen, thus new be theshaping,ambition treatbirthgolden aswhich and areagesuch. reason strengthening, forthe school 'sentimentis andasserting religion. itself. It is a has been slow to recognize character and personality are marvelous newSelfhood and and to sinceperiodsconsummationimproved, the we degree have but devoutly childrenhadof maturity to use Chronologicaltowill oftenbe remainwished. the word io andschool physiological longer, another age, may not correspond to the age " In boundingapproximately," the allChildren periodsrapidly. mayof There transition seem mentallyAll are rapid growth is expensive should be caution in pushing bodily growth needs sluggishtimes ofor nervousdull instability.in consuming energy, assistance. Lungs when growingstud', s with and yearslearningmorethanin years. another often(chronological Athat boyby atthere years atfourteen. seventeen is of oftenage) age We and athan disparity the by real maturity. between maturity We the (physio- are age just in years may not be measure,more mature grade, and classify, suchthrougharestill children,expandingpeculiarly very blood necessary. and andthan the lungs. boys, and new poisons are appearing Since girls develop morethere is Hence outdoor life and play are at first greater dangers to be cast off ,apidly and the passedCity.'ninglogical and At puberty,age). completiontwelve Dr. sixteen Cramptonyears of per pubertyof centage has were amadein very 3835 passing a small studyboys and perinof Neweighty-onethe cent begin- York had threateningdeath-ratethatbook he tooto theirof go thehas far boycritical into is thehigher Thestages. high-school problem of adaptation. health. But later, about nineteen, than thatIt is of not the the girl, intention showing period. Adolescence of this is 1)erperandpernearly cent cent cent;at seventeenseventy-fivenot had at entering. sixteenpassed years, peror years,At were cent;onethirteen nearly hundredpassing;at fifteen years ninety-seven at years,nearly iourteen nearly forty-five per years, ninety cent; per cent. Since girls hereschoolthe introducedferfor time totheto child a forbitroduction new changesto needs. emphasizeschool inThe of new beginning subjects, with new surroundingsattitudes of school work. the problem of adaptation and probablyof forthis trans- new life marks and different It is a time of follows:agematuresame of twelve ageearlier pre-pubescents, in toyears, than catch boys, thirteen theDr. 34.9 tidewe Crampton to mustkilograms;turning fourteen, begin toward found variedpubescents,at least adolescence. that in with weight boys 37.7 the of as approximately the teachers.the cue-teacher It is rather school too to cover much to demand) of the the six years of teach'erchildhood in Americun Phoical EducutionI 'Ferman, licritio, L. March, M. Ilygirne 1908. of Srhool0 1V A. p, 6i, citing Cromptnn, TEACHING LN RURAL SCHOOLS THE CHILD 73 kilograms;means that and boys post-pubescents, 43.9 of fourteen, for example, are heavy or light kilograms. This dull,ward or children indifferent must not always be put down as merely lazy, . In this matter of growth, the race is not height,withholdsasbut they maturity. girlsfor havestrength, .height mature or andscholarship, more strength. rapidly andScholarEhip, than maturity boys. have not reached puberty. 'Fhe sameThe parallelsame correlation between weight, also,holds correlates for girls, strong.alwaysinadequatesome toof thewhich clothing,swift. are The heredity, child slowSlow labor,ones andmalnutrition, defectiveoften lack comeof play growth out opportunity, good may and be due to various causes, insufficient sleep, Boystryingthangiven drop boys chronologicalto keepout of of theup school withsame Dr.age others more age; Crampton'susually rapidlyofmany the make samepupils than dath better may throw light on some chronological age; breakgirls; down girls ofin aschool marks things. andcausesandorin disease.stuntingother the of hookwormobstructions defective Childgrowth. labor Bad growthdisease in and teethnose poverty whichso affectingor prevalent throat may have digestion, be a in markedlocated the South adenoids effectand arere- affecting breathing, inagetrying the ofrather periodfailuresto force than of of all early children adolescence.Individual along according differences. to It would seem that from the real maturitypromotion; brings differences about a high are mostpercent- noticeable chronological be- 4 carefully study the same.ofmoved.variationrecords eveh child,The of from teacherbackward as referredthe should normal children. to getin as other a might fairly places begood indicated in physical this book, by record hered- and Note especially the physical Make such allowance for vidualginningofschooldifferentiate maturity, instruction of years early pre-pubescent,somewhatthere adolescence as will possible, now from therebe pubescent, andthat found educationshouldof boys. boys and be inof ofaspost-pubescent, theall threeearly stageshigh- girls shouldmuch indi- shouldAftermayity,noturity. racial average family be andmade variationslow family. for in otherweight are causes allowedand heightin the for, easeand careful beof normalbackward scrutiny in In other families children will average high. That is, in some families children andvationsboys schoolsimilarly in maturity, againbeginning girls place whoyet about emphasisall are Differences inthe nearly the age sameon oftwo thetwelve. in classes. years maturityneed ahead of These willa separate of beginobser- the to show in the elcnien- children.andweigiltthe,c !leight measurementsand ofheight children is given Averagemayin any for suggest school. comparisonweight a Muchandvariation height. with variation thein The maturity, weight followingfrom table of average wardnessofthetary tnaturity, averagephysiological school. or for Teachersandforwardness the ifages. chronologicalthis should Variationvariathm in learning, study ageinis weightaccompanied childrenmay the raise individualand to theheight determine byquestion back- fromcase chihlrenthebestand records. schooljudgment between work of should sixthe andteacher be sevenThe regulated after teacherand careful compare in accordance should consideration with get measure- with the theheight of and weight of ail shouldGrowth be must carefully have fair observed opportunity and to treated do it s accordingly.work, and back- 9 2 withments opposites Opposite of 7.5;6.5; andbetween so on sevenfor the and whole eight school. to ( 0mpare Ct 75 74MEASUREMENTS OF AMERICANAGE IN YEARS, CHILDREN SHOWING ACCORDING WEIGHT TO IN THEIR POUNDS AND TEACHING Ili RURAL SCHOOLS HEIGHT IN issuestendencies of life. and What interests areInstincts someof the of child, andthese? generalfor out ofinnate these tendencies. are the THE CHILD " Instincts are INCHES Age Weight Hsi& stimuli."definite, complex(Pyle.) forms of inherited response to definite 6.5 Boys 4.51 I Glr1443.4 43.9Boys 43.3Girls withoutproduce previous certain ends,education without" Instinct in the foresight performar...2."is the faculty of the ends, of(James.) acting and in such a way as to 11.510.5 9.58.57.5 70.705.450.654.549.5 57.447.769.5 50.048.846.053.651.9 51.740.747.745.763.8 areagreed inborngiven on by tendenciesa waydefinition of toBiologists, moreof instinct. or psychologists, and sociologists are not yet illustration. All are agreed that instincts less definite modes of action, The above definitions 14.513.510.315.51.5 1i1.0107.4 95184.870.9 106.7 98.388.778.7 64.902.960.057.555.4 6t,t61.660.458.550.1 species.actions,thanunusually some If such the adaptive are statementas willing N inking, in their tostops include.crying, nature at this, coughing, andThere it Willcommon are sneezing,include simple to a more whole reflexvom- Averagecities43,i9s ofweightKirk Boston, in thecalvoisted, St.eith.sAveruce Look .if 1,2. Boston,aul height Milwauket.M. de St. ralrulated, Perrot, Look, Milwa0,,e,from by data onWor,..ester, about 03,000 Toronto, chliren in Or. Franz Boaz, from meninrezw.ntA Of 15,151 boyq ;0,1 and Oakland. the sittingsucking,iting.in acquisitive, There up. clasping, are reflexes constructive, carrying Thea little to responses the fearing,more mouth, complicated, beeomecollecting, shaking morethe such and head, of asmi- a complex of reflexes theseproportionEducation are pad. will as it be moreEducation effmtive must and work nw re II. THE nil In "ye old-timeutilizes the school" native the tendencies natural ten- wherever ()BIGINA L rather than against it. economical in gratoryimitation,acts,instincts. hence tendencies, emulation, Iwcome and still and Generalin more sociability.flight, complex, innate pugnacity, ten(fencies are play,and parental curiosity,which unify a great variety of confinement;dencysivehissense slate, toand physical knowledge hisartistic and curs if:u.tivity cravings.werea child boxed was was slIpprcssed caughtfor his drawing a little used, and the child at °nee iait at, Enjoynwnt yielding to his expres- for long hours (f1LS condemned, picture on above-mentionedvolvereflexstincts acts,a to compound complex and i-sisthum responses,ofThe nthat instincts,tendencies. definition the gene,al would and of innatethat excludeJaynes iday, temhmcies inchnles theimitation, simple in-as instinctive all the Others, limiting in- Allmodernwork this withdid school violence the dr; attempts estto the of originalabstract to connect nature symbols up of thewithalai child. the 9 1 operatlials. native The ptc.,here should whether not we be classclassed generalExcluding as instincts. innate the tendenciessitni)le reflexes, as instincts it makes little difference 9 it, 76 TEACHING IN RURAL SCHOOLS THE CHILD 77 orwithoutinstinctive refuseand of tohaving the all general those to learn innateactivities how. do so. For simplicity we are tendencies is the same. The basis The pedagogythat an of animalthe instincts can perform inclined to call laterasSuch alife. rule, a child anti-social will beCuriosiV, and not an the agreeable child's great desire to find undeveloped, one-sided in nature, and, companion out,in may be furnishesoftendencieschild's alltendency these original the is can strongestacquiredin the becapital directedinherited andforces for life. and nervous system. made definite, not inborn as instinct. of human nature,formedThese and into instinctiveit habit:is the Habit and isinnate This heritage thingsthisLittleinstimulated sort byin until thelittle and world, we guidedmost have our of desireslives havemany fields of science, history, people, and all so as to establish permanentus drop interestsour imperfect interests of to know about only narrowed down to a fewpettygood. HumanInstinctstomayman th:nk thus instincts has notthat a used mangreater when mayis used become masked, so that some people are numberweak of ininstincts instincts. than James any insists we&r.en and nearlycombine disappear. with intelligence and inclined other that throughandtheinterests, everything. proper and exercise. learningThe most migratory instinctproper time the child is interested in learning Natural curiosity should be may be directed into nature studythings has become a bore. At kept strong anything animal.instinctOther shouldinstincts be mature notedThe Some byat developmentlater instincts are of full-fledged instincts. teachers: times as the nervous system when the child is born.Some peculiarities of girls'tageguidedand throughclub geographic into movements channels organized explorations, of inThe natural gregarious, or gang, instinct may be turned to advan- agrgames culture and and clubs. rural The life boys'should and be and thehistory collecting and geography. instinct mature,matures.Asgrowthborn children's imniature, and and the adaptation. instinctslittle and it matae,requires a long In the baby fish practically fish needs no education. The Education becomes a necessity. there is a manifested dispo- period of time forall instincts are child is sipy,TheMusical,utilized. predatory, artistic, or otherandIndividual dramatic undesirable variations. Anothergang tendency should not. be left alone to run into Literary or debating clubs organizations comepeculiarity in here. for the teacher gangs. may be stimulated. gos- sitionhabits.Westructivetell speakto us the when otbehavior or these making to usedispositions prompted instinctive tendency asby " We should strike while the iron is hot." The con- shouldtendencies bechildren's used into manualinterests.fix for good Thesethe respective instincts. dencytimiditybalance.individuals,to reckon to inPugnacityshun others.with accordingothers is theGregariousness tendency to heredity, of instincts may be strongmay appear.in some, and shyness or may be strong,so as toor givea ten- a lack of to vary in different training.skill,Robbody and aThisand child originality mind will of playassistare in and constructivetoPlay maturity,you is rob nature's it method called into action in a stimulating way. of developing the child. Botn of the bestwork. traits of life. and develop interest, ity,Self-respectthetive and fighting tendencies. politeness should Thebeand stressed timidAn attempt andwith those should of be made ones told stories of kindness and of respect for others stressed with the 97to restore a balance in instinc-shy should be encouraged, excessive humil- sympathy. 78 TEACHLNG IN RURAL SCHOOLS Ilerbart (1776-1841) was the first to give us a doctrine of THE CHILD 79 overforward.cautionstrengthened,anced in lifethe isheadlong. a rareThus not all othersCourage checkmated shouldnative by tendencies are achievement but a be instilled in an opposite.good.worthy Some ideal. the fearful, Themust bal- be farinterest,into to createtwo and main hisa science influencegroups, of Interestseach inteaching. this with and awakened three Heother classifiessubordinate theories by nature. interestshas classes. gone The first main group con- properopportunityinto habits, Good teaching native tendencies. and forbuilds use upcauses should stimulate Use strengthenscorrelated these,instincts interests. to weaken. Neglect and give directionof desiraL1(1 instincts fixes themSubstitu toof ofrealmsists things of of interests thein nature,natural awakened thesciences.The variety, subdivisions Theby naturethe empirical, novelty, apart under which andfrom this the includes man,are: chang- the the general attractiveness tionforthe of undesirableleads undesirable.opportunity naturally Instincts and interests tendenciesinto the other. is the in the direction are so closely best method of displacing connected that one nationsseekinging moods. connections,in nature.This is mereThis causes, leadssightseeingThe origins, Speculative,to the interest. laws,fundamentals andwhich such goes expla-of deeperthe than .the empirical, Immediately out " The craving for exercise ofof a therapidly theory grow- of III. INTERESTS instincts comes the doc- art.childwaynatural ahas catsciences. native interests Why can in a Theallsquirrel such. cesthetic, come whichdown aincludes tree in athe beautiful in nature and cannot? How can a fish breathe in water? A. trineingconnected of stinctivecraving,brain interest. or upand feeling, with dependentForcing, upon and center manifests arrested development. which promptsactivities an of the brain itself as an interest." a maturing interest is at first Interests are thus centers. brain center. (Tyler.) The in- theinterests social centerssciences. in man,TheInterests his subdivisionsThe ways, sympathetic, centering history, are: inliterature, which man. concernsThe and second itself main with group individuals, of It brainfollowsnottherethat isonly isnot that such an sufficiently a thing as " arrested development" may aversion formed but until the interest appears, matureforcing to profit the by brain growth hindered, sochildresult. prematurely, We should that part of theexercise, hence andnot sonalArthur,hates.theirand successes interest. othersThis Ivanhoe, is are the and centers Robinfield failures, of ofHood, romance great joys Columbus, stories and and sorrows, becausebiography. Washington, loves of the King and per- crowdNaturethroughingdren with back than has children'sthe higher have we, ways had morematurity experience of the studies into lower gradesand we should not before they reach children. Children and has raised more thwart unwisely. 9 8without reckon- adult ways. must grow chil- tionsnation.societies, are Fraternities, built peoples, on social their clubs, libertyinterests. Theand religioult,socialsocial,or slavery, societies involving which progress or embraces organiza-the or fortunesstag- our interests of nations, in the states, future 9 SO TEACHING IN RURAL SCHOOLS interest around which to organize the many school studies. THE CHILD 81 world,consideredschoolsided, God, that studies theunder all Creator these and Under this showing it was spiritual interests of man.six classesmaterials should be should be selected and ruler over all, and insisted that interest is many- developed, and that all that is for this stinctiveRobinMotherdifficultiesreading Hood Goose, interestsmatter ofappeal Robinsonlearning. could he directly. would be Let Crusoe, selected thewith arithmetical Aladdin, pleasureso as to Hiawatha,appeal overcomeproblems to his andgroup the in- If nearly all of the child's purpose.andof interests courseself-expression of in motorIn this classification study on his outline, these through materialactivities, forms.Herbart in constructing, rather overlooked suchmotor as activities, spelling, as arith- In basing a inventing,the group well througharoundture,ralbe givenapproach and schoolstories, anall enduringnatural to activitiescenters physical sciences. interest.of relatedinterestfeatures Interest Nature toare in the builtgeography, studyin community. up, gives history to the agricul- may natu- people, travel, .nd If meticalasUniversity, the operations, in The mechanics SchoolDr. Dewey's classification. formal, mechanical studies, and Society,interests makesDr. ofJohna childrenof Dewey, reading, which of must be added. Columbia fourfold is phasessuppliesvigor ofof of geography.thought food and and clothing deepensInterest furnishes all and impressions, drill. the approach Interest, can neverto however, other dis- though it inspires ofclassificationthingscommunication,these value fourfoldor to construction, the of school. interests,the in earliestinquiry or and in artistic expression, --we may Hesay says, "Now, keepingthe interest in conversationfinding or out things, in making in mind bepurctuation,tablespensefacile patient withand their drill processes,drill and use. to forin fixThe otherhabituation. thein doctrine languagemechanicsdesirable ofIn forms, possessionsinterest, of learning letter wisely andforms,there applied,render must and spelling, in arithmetical theytheofstudy, areexercise childhood, the to natural giveof which andfirst resources, from place'There to is thus a tendency, depends the active growth these to proceed with the native,supported instinctive by all modernthe uninvested child capital, upon of the child."schocl work interests character,sidedmainentirelywill mitigate pointinterests remove life. must the areThus the terrorsnot developed necessity interestbe oflost drill to is forand involvedsight,many repetition strengthened fold,which both thoughto is, fixas forthat meanshabit. it culture, many-cannot Theand cantoIn include and supply,this acquired. latter the Dr.best IIowDewey interestsIt appears are in this also typical modern discussionwhich history, that interests literature, may is superior to Herbart. industriesdeveloped and social islife. a matter of and science be native interestbranchory,learning,as an and end ofis ofstimulates astudyin attention,motive teaching. or anymentalpower and Asvaluable achievesused vigor,a means, to vigoractivity. arrive the of best atthought, This certain results means of desired in mem- thatany interest promotes all importance.styledlinesciation directof callednative interests, indirectinterests Howand or to develop interest. 100 suggested may be foundderived centers inte'rests.interests derived through asso-Native interests have In the many been of becomethus,nentends. life whetherAs valuable interests,an end, native possessions. the to teachercrowd or acquired, outmust undesirabic seek these to buildinterests interests, up perma- are and to lut TEACHING IN RURAL SCHOOLS by telling them something of THE CHIID Indians making clay pipes to 83 phase" apperception of association " has Definitioncomeof ideas, into so and as Illustrations.to IV. APPERCEPTION wide use,From as acquireapplied Herbart a tonumber athe term of ideas give a very fruitful pipes.smoke,fewdoorswas minutesoneSeveral away,and at askedhis he handstriumphantly was the wentpermitted children up, and to go one house which he could get. As he returned with a joint of three- how many had seen clay after the pipe, and in a boy said that there lived a few emphasisassociatedthroughing new toexperience, ideasthiswith for someby teachers.the and old aid everyApperception idea of We old new has been defined as the process alreadyideas in experience. already in the mind, to idea coming in is at first of acquir- accordinginchtendency sewer to pipe.or his drift idea of of the clayThe mind, use and of the familiar in It was a clay pipe, and he pipes.learning the new is a natural this way of taking in the interpretedlooking at Thisillustratestiontowhich aid was is thethat rather newmemory,this it also withtheis likened aidsidea thebut instoryin theor interpretationolder with new of the which the newidea is associated. stressedpsychology by appercep- ofthree association men passing a tree. of the new. Halleck newthemselvesthegroups, is process the process the ofinto more learning kindred Ourgives groups. ideas through the law of active areof they apperception. in the process This of way of the teacher quite a useful cue. association seemThe to moregroup familiar these taking in Onetheasimpressed commentslikely samesecond toin with alight, ontanner, itthe asshade, quantitysuch and etc.,athe fine ofthird for treebark, a and contain squirrels. The first was a carpenter,all to see, but it made ahunter.for lumber, The another tree was is the third with it Thepresented,thewithapperceiving new. person only And has awith fewthe been masses the groupsuch called greatest centers whichwill by be must the numberHerbart and "variety apperceivingarises of in possible mind mass." when the new is interpretquickest everylearner. new A thingman birds,"anddifferent active and impression in they mind. named onThe each the Indians becausewhite called man's the ships of Columbus of ideas prominent whiskey" white-winged " fire- in intoa limitedthe mindswork way, of of henceteaching the children. Somehe isare(1) applications In teaching for the teachers. new the rightlypertinent: called narrow-minded.If she is goingteacher to depend must relyupon upon ideasThe following applications water."anotheratSeeingstartled that The mannarrow-gauge it by thewriter traveling the man trainwas rather in mule."satinwent Wesi excitedly grunning inTexas. a train Aout on into a seat You may guess that he was a exclaimed, " Look, look, large jack-rabbit the prairie. with Thisthere.certainthe meanscontents They things thatshould inof theirwetheir bemust minds,minds. called know she must Wein cannotplay, in dispense previousforward, with grades, ideas and ormade familiar.children better, especially make sure these are . railroadSheaboutas narrow-gauge? was man,Indians ring for to whoto teach a elsefirst-year the wouldA idea young ofclasshave the teacher inpeace the in pipe. a normal school was interpreted the object teachingpractice a lesson school. She began ingainedationalfull any rich store otherby andvariety children ofcuriosity way. material We at periodhome, must while ofencourage the early years, of apperceiving material. 10 3 children are in the percep- the acquisiLon forof athis will insure 84 TEACHING IN RTYRAL SCHOOLS THE CHILD 85 ofgestive Children's value Mindsto teachers onDr. Entering based G. Stanley on School." studies Hall of has " The written Contents a small pamphlet of sug- Kirkpatrick,Dewey, John. E. School A. Fundamentals and Society. of(University Child 'tudy. Chicago (The Press.)Macmillan BOOKS FOR TEACHERS Com- toilluminating,should the old. be set extending, up for this (2)making purpose, Our clearer.new and knowledge the Proper new firmly association has weldedits effect on the old, often McMurry, Chas. Generalpany.) Method. (The Macmillan Company.)TreatsExcellent interest treatment and apperception. of instincts. est.acquiredold Theand firstfamiliarinterest. headway Whenis but is there(8)another secured This is apperception same phasethrough process of instinctive the there ofdoctrine connecting is inter- of up the new with the Tanner,Rooper, T.Amy G. Apperception,E. The Child. or(Rand, a Pot McNallyof Green Feather..Co.) A goodvery interestingbeginner's manual.story. (C. W. Bardeen.) surroundings,thetoestsests, acquired principle areand multiplied then interests. of through historybeginning and proper extended.with( t)geography This local associations, doctrine Apperception with homeof acquired the and isuse the school inter-of key the familiar emphasizes stories, reading with Tyler,Terman, J. I.M. M. Growth Hygiene and of Education. the School (HoughtonChild. (Houghton MifflinFor periods of growth. Mifflin Company.)Company.) educationstudyfamiliar with with words near-by community and storiesmaterial, life. of instinctiveand connecting interest, up schoolnature QUESTIONS FOR DISCUSSION 2.1. 8.WhyFind What moredo aregirls about reasons at tNelve Rousseau's for tomuch fifteenclassof doctrine individualsimilar teaching?seem age?of to teaching?the be u child.better Whatstudents some than values boys of 8.5.4. CuriosityWhat useare iscanthe strong relationsbe made in children. ofof thethethingsNature collecting instincts Why in study?do later toweinterest teaching? life?growOf the in indifferent teachingownership geography?to interest so many in teaching agriculture? 10. Find out9.8.7. more RecallWhatHow.would about difference cases Herbart. of you unique between treat apperception an stories?the alreadying doctrine the children startedof someof interest interest whenchildren. andreciting? in merely reading interest- trashy passingusetional the criticism,work, and assisting thus time in passing from pupil to THE RECITATION teaching in the full sense of with difficulties, assigning pupil, inspecting work, the word. addi- 87 GENERAL PRINIPLES II. THE RECITATIONCHAPTER VI There is some confusion OF TEACHING in the Thisindividualtimetoo willoften of manybe mechanical sacrificed.an advantage,is wastedThe demand is increasing in its attempt to teach in explanations for a for the customaryfor recitation more individual teaching. in mass,few, andthe the is beinguse" methodmightof usedthe be terms, ofto called themean recitation recitationLessons and recitations. " recitation " and " the same; as, when we " andplans. " lesson When we use during a class period, we lesson," these oftenplans." The latter speak of recitationthe to Formerlygreatlypupilunderto class working enriched, thereguidance, teaching. was along may much andPupils by keptmore may profitably be restored as an himself.fairly well together in classes.be kept workingof it in rural schools, every Individual teaching, individually adjunct children,usemeantionin itAmerica in theof a " lessons.sense study we assignyour This lesson." activities of children different from the use of lessons, andmakes we call the lesson the According to popular usage lessonpupils in for saying a recita- to subject-matter Afterenterandmay aevery beintoday's called suchmember individual a recitation of the forward for the typical exercise at desks, pupilsclass of awillwith be greater betterspirit preparedunderstanding in such to a recitation, and since recitation together, class forspecialclasses, theboards. recitation. benches, each Here class the convenient teacherCustomarily, engages where one has stated times for teacherto has the several teacher grades and or the pupils of this class coming forward to the black- in pupilsprofit.yetBrightmay all willThere keptbepupils feel utilized will in prepared maythe be field morebe givenand of at ease in helping the primary ones, of the same lesson. Advanced additional work to do at desks, to think and to respond. thus f pupils eing recitation.tested,closeing, mental and and In application exercised this contact, exercise in of things learned. Too whichexpression, pupils are guided, habit-formation, the teacher and pupils come chiefly for testing. often this exer- stimulated, think- in attention.theproverbwhoin teacherteaching knight whichThe to willbe giveadditional says,kept be morevaluable marking" Man, work byin time. or time to pupils needing special itself teaehing,for the brighter learns." pupils the assistanceThere rendered is an old Latin ciseschoolstime isMuch held given the to of classesato the narrow each work arc purpose,How doneso many toat handle recitations class for customary the desks should be treatedin rural as schools. for each teacher that the recitation is too short. In rural beennamedvarieties used in by ofaccordance clasSway of exercises. preliminaryVarieties with the of to recitation work. aim or purposesmallThese manual, have of each. generally classifies BettsThis much beenthese of method has suggest that there are lated,classinstead exercises, and ofexercised calling wherein the 1 C; G variously by the teacher.whole On class some forward,the pupils the are guided, tested, stimu-teacher may days, purposesclassin The period Recitation, under may three be an taken excellent up for any one heads, testing, teaching, drilling. 1 0 7 of these purposes, The 88or allTeaching three may Process, a fuller and an excellent book, TEACHING IN RURAL SCHOOLS be used in the one period. Strayer in The discusses Thisparticulars, process of individuals, learning is concretes to THE RECITATION inductive. The movement notions have been obtained, generals and abstracts. is from 89 Q.seventerm,Review4. The Lesson varieties recitation,Inductive Lesson. for which Appreciation. to Lesson.7. the Thehe seventh Recitation 5. type, The Lesson. Study This calls lessons: 1. The Drill Lesson. S. The Deductive Lesson. which is for the purpose Lesson. 6. The limits the thesemayexamplesarise. are be A in given,rule comingturn of used arithmetic under in2. Deduction. it. Amay After genenti the fitting rule to be selected interpreting individual cases miscellaneous lot of examplesbe applied to a number of and applied. which ofand tellingingmaterial. for of whattheorderly Thisword is in holds presentation "the re-cite," book, the term totesting say of somewhat againsuch for facts or to to to say the root mean- facts 4:1r textbook back. How-be learned, Startingproceedingexamplesarithmetic, with definitions,deductively.workedto definitions particulars out rules,under andwhich rules may were come In much of our past teachingthese, little or 110 attempt beingand general statements, and first learned, then under these, is of andever,recitationlesson,tions, the in America,otherunless which, preceding varieties exception as we we have ahave general be shown, ordinarilynoted recitation. may in the bebeen casewed/for have come to use it in a broader sense, Nany times a calledof the recita- study individual studiedstudymemorizedmade ofto and language,develop and,applied through the definitions in rules. parsing, application, The multiplicationpursuedand table rules was through of grammaranalysis, definitions andwere correction of made useful. In the takenpartonequestionsclass or orup all more period.with of anda oftheregular suggestionsIt assignment is important period withas of forto the the how the next whole teacherto lesson, study to it. keep Thus any these seven varieties may be used in the same class should be including in mind andfalseencesuch map syntax. ofis teachingstudy.Pestalozzi Geography This and was learningInfluence was of Pestalozzi and which first brought a change in mostly deductive procedure, andthrough textbooksHerbart. solely. It was the influ- this pro- justofand whichinduction methods purpose andbeing of is somewhatdeduction uppermostTheI. inductive-deductive Induction. determinedmay at any be needed.time, A by little the aim. child A sees few aboutwords theof house the ani- explahationend sought. questions studiesnumberlearncedure,lozzian inductively. in workand reformsgeography insisted with which objects andthat reached history, andat concrete this are countrysome measures, Language lessons preceding grammar, first the child must naturally resultsthrough of Pesta- Horace and local seeingRover.concrete,malgets which theseveralThe individualnotion, henext later dogs dog dog, learns and henotion, as sees learning ato general callhe and is a the likelyhisdog. notion individualname At to firstcallto Rover.he names, has Afterbut a apply to afor class it may be he Manngeneralfromand theand particular truthgreat David hasbody Page.observations once of It thebeen must andbe clear to a thoughtful world's knowledge wereestablished derived it becomes a most experiences,mind that general but when truths a eral,nodons,or group. or classand Through little notions, by his little generalsenses he builds truths, up principles, from the ie and his laws. gen- r he acquires many individual notusefulthe complete proper tool of orderwithout thought. for both the This child, induction and deduction.historical It was procedureand indicates the circle of thought is 0 ,J1 90Herbart who formulated a scientific teaching-method based TEACHING IN RURAL SCHOOLS StepStep 1. 2.How How many many are are 3 3 THE RECITATION pigseights + 5 pigs+ 5 eights + 2 pigs? + 2 eights? 91 onthe thisapperception. formal idea. steps ofThe the.Step mind Therecitation. 1. steps associates of a recitation. the new withThis relatedis generally presented as Preparation. This grows out of his doctrine of HowWhoHowRewriteWhat many canmany will writeare the arethe 2 other thisfourths1sum third lastexamples. be + onenow? 72 thirdssome + fourths + 3 fourths? other way? 1 third? experiencesousinthethe mind oldknowledge lesson. and should already the The mustbenew pupils calledfamiliar. may upmustbe andThatreadily be be thisbrought ready made, connection for tothe service.the ideas properbetween emo- be recalled if it is to be used in learning already Previ- generalwhereinsee that idea. the in everyindividual In this particularStep cases 3. areComparison. case, example the numerators were added In this step the pupils are led to note alike so as to observe the they should be led to but the time,assignmentlesson.throughtional andattitude This making it ofstepmay towards the them of take next preparation conscious themost lesson. new of lesson, Itofawill period.may the often aim andoccupy coincideorthis problem maya very withbe inshort the If pupils are to done commonstatementfractionssolving, ofthisof thethis would kind. beStep a statement4. Generalization. denominator kept. general idea. In the particular This step calls for of the rule for adding summary or problem sionproblemmastermaking of thea involved,new sure former lesson, the andknowledge preparation. theythereA teachershould should needed In know beshouldrural insure the schools, andnot mastery. sendclear where posses-pupils but to a new task without the nature of the deductive,beindUctive,ticular given examplesfor since practicesince it proceedstheycoming inStep proceed 5. Application. from A applying this rule.number This of fifth furtherunder step examplesit. is shouldfrom the generalization to par- particularSteps 2,cases 3, and to the 4 are littlereallybespent carefullytime inbe study isready spent thougb at and thein tordinaryabledesk, of by to the thedo recitationstep theteacher, ofwork. preparation so and that much pupils is timeone may to It is sometimes bethroughgeneralization. inductive-deductive.the above use, hence connection The the fifth complete would stepThe next problem to raise be, " Supposein the fiminds actions isof needed arethe pupils to test in andrecitation to fix unit here would mind.thatatelywell pupils tothe have recitation may a study work period period withStep where in apperceiving 2. a Presentation.subject preparation to followmatter wasThis imme&made, freshstep in soin inductive- teaching puts notthe mayalike, five be whatsteps followed canover we againApplications in its of the process to in teaching many lessons in any do then? " This problem will In geography the work of watertreatment. school work. These steps of the fun- call for addinglearned.beforeto make thefractions. Suppose class clear a the numberthe rule,lesson of definition, concrete, to be learned individual or general is the cases,method idea so to ofas be 1 capes,cases.anddamental of Theponds,weather, school etc., forsubjects. may instance, formation of streams, stream systems, be illustrated in local geography should be noted in concrete 1 i islands, bein92before thestudied book. these in A detail. arefew studied typical in cities generalized and river maps systems or as should defined TEACHING IN RURAL SCHOOLS Children may help to gather facts yetcanby itbe ruralis so largely developed, teachers true that inductive teachingin anything likeTILE its due RECITATION proportion.and the teacher must tell many things, is not attempted 93 withOtherselectedabout the cities theseones to andpresent studied.from river geographical the systemsIn use language of the readers and grammar, and other particular sources. expressions may be brieflypronoun compared for noun; others may be beyetrecitingmust had it mustforbe aim putthe has onrecitation thusbooks Thecome period, testing aim. In ungraded have a prominent place. The use of and other helps. to be used more than it deserves, rural schools less timehence can more dependence The testing, or books is one tionrules;shouldpresentmay to be then, testprecede time,selected andof pastcourse, tothe to fix.time, generalizations illustrate other future sentences thattime. found the Thesegiven verb in forconcretedefinitions may the expressapplica- cases and oflesson,necessarythought thewhen things calledandof thinking. the totraining onbebook tolearned. recite.is in an the The orderly There should be testing for facts in the excellent training in one kind ofteacher Readingmay, as the and quiz analyzing pro- the presentation of these notnecessarygeneraltion makeof such idea. acomparison. summer,"illustrations The illustrationsThe is The toorcritical emphasizeexamples old should saying,part inas thatbe this will sufficient ittype makeis not of clearrecitationgood for the to will be the selec- " one swallow does ceeds,Inthelifeless this lesson, put way onif and they itthe is later, purelyblackboardare learning pupils oneBut of antoin repeating executingorderly this aim, the should make their own outlines. think and to study logically.recitation becomes rather what is in the book. topical outline of veryshouldgeneralizeclass short considerthrough recitationfrom theoneeconomy first case.period. Afour On ofnew time, steps,the topic other more then may hand, especiallyindividual be treated the selections soworkby for the aas- teacher with the whole Thethusfundbeenmay pupils enrichofassigned, be information should the yettextbook, be the heldall teacher around inwhich told where to look up additional matter and bring strict account forshould whatand supplement about hasis the generally lesson, from brief.a and Pupils morals,signednotone everyoften forand application. topictoliterature be lendsused the Limitations initself applicationteaching to this something oftreatment, must the comeprocess. new. and in later theTheHowever, differ- life.plan of the five steps is But in some lessons in history, classandthisaccuracyquestion eachin. to Sometimes profit pupil the by onerequested these reportingtopics reports. toshould report Pupils on of the preparation. In history, geography, civics, and thus test the fullness and be assignel individually, his topic, andthe wholeteacher should orsecurebranches.entlead principle steps thefrom ,.hildren willThe developed.them vary,teacher theirto make as own Aftershould already their wording a while ownnot indicated, tellcomparisons, theof thetoo better rulemuch, in formulation definition,different and should should willofused.wordIt, such beshould Bothstudy, oflessons. invaluable c..-e benature kept Supplementaryand study, inservice,time mind must and asthat agriculturebewillbooks one given some schooland to good anreports encyclopedia magazines. may the assignmentaim should be be in the book may be substituted. Though not every topic 1 preparation for practical needs of life in the use of books, 1 ' *- 94magazines,pointedbines with out and others that out-of-door noand Theuse becomes ofdrilling material. the a doctrine aim. The TEACHING IN RURAL SCHOOLS In the discussion of interest it was teaching aim as well. of interesttesting would aim com- drill.larger wholes, thus betterThe reviewing relatingfirst theaim. the par0 Review lessons to each may take other. beup to a helplargeIt shouldto subject fix, asalso by in bepiecemeal, for organization of knowledge into THE RECITATION 95 meticaleverthingsvoice,with make ease combinationstogether,for drill andknowing unnecessary. accuracy, for correct andthe leadingrules,for letter reading for historicalforms, spelling and dates for punctua- to For facility in the use of arith- with ease and good and writing hang subject,butmaries,throughclearer. in reviewing, and newThrough new the views examples relations theconnections may lesson beand throughout given mayapplications, set upincover betweenreviews. may larger and become seReviews throughpartsveral muchlessons,of should sum-the results,Repetitionbeforetion,must drill thebe repetition isrepeatedpupil, is necessary. the then chief must in repeateddifferent methodThe be resorted proper practice of drill, ideal to will and should form lessons of the primer, black- faithfully. for the above thebe placed habit. Words centralforceedsbe frequentpupils further truths to and summarizeforward. as interesting, they see Writtenand these.reaching to state reviews briefly back are as and essentialthe clearly class inpro- the furn:3hing opportunity Examinations furnish drillboard,goodis chargecharged in andspellers.arithmetical ischart byrightfully manyWeuntil havetables recognition withor wrongfullynot isthe spacerequired. great at here sight made.sin The toof is arguefailure secured.modern to turn out Nevertheless, there whether this schoolMuch yet,soorganizationstimulimade much rightfully forgenuinely in reviewspromof of used, knowledge. helpful ofng examinations, other as has to kinds Examinationspupils been which theoralin learning.case andare shouldin necessarywritten, many Consider not schools,may countto the thembe shouldatandpose length many be or wise attention. inother Partdrill things. inII. Aspelling, boyBut All may repetitionof language this go willover should forms,be considered notletter be blind, more that is, lacking pur- and over words to be forms, examinations;Greattomerely play care athelpful taking should rather reviews, them be have whenTheexercised and them appreciation they even considered beginnot young to to makeaim. childrenwrite useful This bugbearssufficiently. reviews.will aim want is of uppermost when the learned,thenothing.words,not drill. necessary. but HegrammaticalThen if hisshould it attention is worse be errors, brought is than on difficult something waste to appreciate toarithmetical drill else, where theit profiteth object combina- drill of Pick out the stumbling blocks, misspelled is testheticflower,developedarchitecture,appreciation naturefield, an forest,of andappreciationis theto literature. bebeautifulbird developed. and of other inthe nature, various animal pictures, typesworlds, of landscape,sculpture, beauty in In nature there should be It has to do with the tions,untilble,racythese. andofthe Drill habits acthabit becomesto wherever isbreak formed secondup carelessness, through nature. doing and again to form and againaccu- such as the tables of 7's and of 9's, I II needed. IIabit makes skill possi- and drill on fulsky,monysion,greatness creations and theof all plot, choiceout-of-doors;of with the and Creator.language,marvelous other alsoEesthetic In theoi literatureadaptations, appreciation figures qualities the of beautyshould suggesting speech,of the beofwonder- the broughtexpres- the har- 115 96characters,to appreciation; their thoughts TEACHING LN RURAL also the human element, The bad should be and emotions are SCHOOLS the conduct of the condemned, the factors in the ingallnever schools. 's merelylearn toPupils committing gather to memory. study. This aim has been neglected THE RECITATION from common practice that study- It should be much in nearly 97 workgoodsecurethe detailfor approved,masters. appreciation. to make In as story the story or appreciation. This the children think and history this human will be done if there the history graphic, so as again the thoughts of element must is sufficient to thoughtmoreusebement pointed ofthan on andthe the purposeout same. and Theofhabits the topicalthat. Itmethod, should even include, with at best ways of logical thinking formed in suchlesson, thinking. and an Early intelligent com- children'sleast, stories, finding will out the should appealfortwoPictures, appreciation. to larger the mayactive pictures be used mayIn to art, pictures willEven furnish small the pictures, chiefimagination. source be added to the schooladvantage, and each year one or such as the Perry walls. Theseof material memory.developingbebeword a beginning.made should Pupils toa logicalskip be trained about memory, tofrom make rather whoTopical would outlines memorize and and reviews recite will topic to topic, frequentlytopical re- outlines, and should than a rote or verbal word for aid in onesfewshouldthus choice are givingnot onesaccumulate variety added, some may be will makeworked a true artistic up with other with taste. until too many are on taken down for a few years,Probably a system of ex- schools.effect. When new the walls. A At times Thereviewingtimestionary, should topics in encyclopedia, this be for way. special investigation Assignments lessons atlas, and should be given out forcovering pupils the use libraryof the dic- infor general. reports Some- come in here. changetion.theseaboutto Sometime wall maylive a new pictures withbe picture, it may so that picture in daily should be subjects of thatbe thewell pupils to talk may with be admiration and enjoyment. lessons for apprecia- the whole schoolwork inbrought story, really withtowithof find topicalexact thetheir referencesmaturity discussion own sources of well the Thelisted.child. pupils' methods of study should be insisted upon, in accordance of information, and report back should beThoroughness watched by the or fullness everreading, opportunity literature,HowThe toappreciation Study Picture.% by offers, this aim shouldhistory, art,aim and thus nature enters into W .S. Emery (Prang Educationalbecome prominent. Company), study. Wher- teacherdeskhabitssome workwhen of difficulties, study isinspecting assigned. should yet bework The aimed at at, caution should be exercised not to teacher should aid pupils with desks. Proper methods andfrom the very first, when help is excellentevenChicago, study.library willfor use.teachers. beThese very helpful,The aims Art-LiteratureThe study aim. Readers, published by Atkinson,This hasoverlap in view at thetimes, as hasif this series can be had for teaching how to supplementaryMentzer or &been Co., seen in overmuch.totolef overcomemere strugglet to wastehintSelf-reliance difficultieson as time toto the over point must difficulties be too the next step, or a word of encouragement encouraged, yet pupils must notof bediscouragement. Sometimes a developed, and ambition great, nor be allowed undertesting, testing drilling, belongs and Alany pupils pass reviewing; alsothroughunder a11G part theand of study outthe ofaim. our schools and discussion neededgreatestwill be allin importance, itsthat exercise. is necessary. and both Supervision of desk work isfirmness oi and sympathy an 117 98children at work on theDesk fundamental work. The chief object of TEACHING IN RURAL SCHOOLS Work," merely to keep chil- desk work is to keep all lessons of the school. visinghandled,and correctionand the correcting directions must will beclear be done, made and or ample, easier. pupils the THE RECITATION will growBut idle the and oversight work of super- 99 drenIt shouldthroughmake busy. beclearer Itdrawing, more may or thanhave broader, writing, "Busy aims(1) or making,as Anto extension or of lessons already stimulate further expressionfollows: doing.learned or recited, to ones.theslovenly.some advanced suggestions The teacherpupils for may musttheSuggestions be take used time to for for primary-grade it, desk work. primary grades: assist with primary and here againFollowing are something new to follow.(3)(2)(5)(4) DrillTo To awaken workindevelop lessons up apperceptive anhabits recently assigned of study, lesson for report or recited or presented. material,for to bestprepare use of for textbooks. recitation. eachvenientmay child be size kept in for the envelopes individual first and(1) theCigar boxes. second boxes There grades. for supplies. These are with desk work in reading, number, should be a box for light and of con- In these boxes canwithing be the on based regularthe teacher.on textcourse. ThusBut In even upperdesk work should be real and reference books, hence less exact- here the need is for better gradesschool much work desk connected work instrumentsetc.,compassmoney,ber pencils, work, etc.also forsuch pens, Each will manual as be colorchild grains work, box of and corn, other pegs, materials quite useful. Each box should have itsshould have a twelve-inch rule. A brushes, scissors, other sticks, imitation for num- pupilsinstructionrecitationvision may for developin periodsindividual the use logicalin ofclass. instruction books, Inhabits the clearer lower grades the problem of study,of pupils and closerwhoof have materialssuper- short is one which assignments so that placeowner'sboxesLater,purpose, for shouldnamethe each a boys,place box.pasted be in may distributedIf manual thereon be it, areand training, inno there the shelves morning shouldmay or make casesbe and a such. taken The up arranged near the teacher's desk. definitefor this Butwillofsome supply ascausethe the may year. themonthsof be manila goodSome go teacher papei f(by the , and used with different groups at different of duplicator,much or mimeograph, time,othermaterials labor, things anda will thought. already accumulate, mentioned and times ningboxandbefore each duringcollection. dismissal. child the shouldday and be for held(2) careful responsibleEnvelopes. arrangement forThe the teacher beforecare caneve- get a quantity of envel- Monitors may be appointed to do this, of the arevolve necessities.numberillustrativewriting. too muchexercises drawings writing; withThe or deskinobjects, picturesthe work first slips shouldpastedtwo of paper be interesting Drawing, color work, simple compositions and should notgrades in- very littlein, handicrafts, with words with devicestoopeswithdirections go atin words, littleforthe desk envelope thereon,cost sentences, work. by theandwill These drawings, piecesbe convenientcards, of number manillawith forwritten devices, or oak-tag or etc.,printed paper may hundred. Cards just large enough directions and theand desksentences, work arematerials familiar are types well of 1. selectedprimary and 'desk smoothly work. If bechildren put in envelopes that day. fromThere day will to be day envelopes for distribution for reading, to for 1 i the 100separatewillnumber be correlated work,writing for slips language,with may these, and as TEACHING LN RURAL SCHOOLS be used the second year. for handirafts.will writing Drawing at first, but theworded. mind of These the teacher, should thebe(8) adapted Questions to should be carefully THE RECITATION questions are apt to be clearly worded,the age of so the as child. not to 101 forthereon.write charts. and WhenBlackdraw exercises neededcrayon(3) fororon Charts. a use, Large sheets of these, or rubber letters to printrubbermanilla_ pen paper may may bethese usedbe used may to be hung before yesindicateparedness. or no. the answer, These have and, agenerally, large(4) Some place not questions are merely to test memory or in the testing recita-to be answeredprovoke by thought. pre- ingthetoOralong childrento make a a chart clothes-linethe it topby post,stand, meansof withthe maywire ofblackboard, hooks or be used for placingclothes-line thestretched charts clasps, along or thehooks wall, fasten- probablyfor hanging and with floor feet other convenient place. before Othertion.beforehand,from Often questions one these sopoint should asshould to to be bethe be connected, given (5) framednext, The and soquestions orderly, as to to be put to the purely as thought-questions.covering well the lesson.class should be planned moving smoothly strainthebeforeand children. thewill the materials result. opening The chart arranged hour. should(4) All Planning in the work. Each day's work must be planned this may envelopes,take a great on amount thenot chart, be tooetc., far awa, or eye theThewillunexpected into class.young raise account These teacherquestions, things themay should will mental andnot be theblockbe developed attitude skilled out in asked exactly as planned, for of the class. To putteacher asidequestions will always before take calling the'recitation, pupils ofBoston,forthe timeof materialeach such at Massachusetts,first, daymaterial. will butwill accumulate,from become will easy. send month to month, and year to year, and, if well kept, the selection for the asking a catalogueMilton Bradley & Co., pupils'shouldtions.nottions argue plannedquestionsPlanless, be that a few woulda aimless justteacher questions to be continuequestions blind touching should not prepare a series of ques- teaching. And yet this does will alway.without be poor. break There the ques- the most important properly.canguided. develop, yet Questioning. Questioning is an art The young teacherThe should experience must be though experience does not always lazy teacher will be careless which only experienceconstantly strive to tful and well develop it aboutpoints,must ways, notand bc ledthese ignored. by canquestions always(6) from Nearly be always the teacher thereached, class.should evenClass ask by thequestions round- question, This makes for becomehadandwitchcrafwill unmethodicalexperience puta master therein t " ? inenough suchthisin questioning, art. indefinite to Theattempt questions as, " What aboutand even someauthorship who have of textbooks thentliebetterthe namereply. pupil.attention, the The pupil and fault to all give is get mainly(7) thethe Rarely answer.benefit of shouldattention, the question be repeated at request ofof the question and Sometimes, so that only one (1)(2) Questions Clearness should is a goo4tta1ity.be definite good answer can be given. .. and freeIf from the pointsambiguity, are clear in quitehowever, comprehend, the fault is though in the(8) attentive.question, Questions and should the be well distributed over the class to 121 pupil may not thegive102 whole all the class needed attentive opportunity and busy. for expression, and to keep TEACHING El RURAL SCHOOLS forimportance every lesson of orderly every plans day. for The the oldest month, and for best the term,teachers and THE RECITATION 103 fromTheity to lesson leaningkeep upplan on a spiritedthewell book.Questions prepared (9)forward Rarely shouldwill movement. evertend follow should to free one questions the another teacher withbe asked sufficient from therapid- book. sameillustrationscomenever oldceaseinto books. use, to should plan. and Subject-matterfresheach(1) yearmatter The be first bybrought is way stepchanging, of inin planning exampleseven new with books is and theto become familiar with Youngbeteacher,good directed, sentences. teachers but theto it mustattentionThe some answerguard other(10) of against shouldtheThe way, whole pupils thisfornot classneededhabitbe should repeated mayof emphasis. repeating.be at required bytimes the to give answers in correlations.shouldthe lessonsubject be shouldadded to be taught.underthen be each An(2)made outline Suggestivepoint out inas of naturalto the questionsillustrations chief order. points should Notes and in be blocked out, the most trationanswersExperienceIt is a ofcommon arehow alonenecessarily unthoughtful habit, does easy Orderlynot brief. to always fallexperience thinldng into, make and a mayand angood excellent talking.go teacher. wrong. illus-With small children the As pupils grow older, they emphasis.importantexactlyteacher shouldhow of these it seeis to markedthat be thisused.(3) formaterialA This list connecting of will ismaterial ready, include links toand objectsbe andthink used for outforshould be made out. The connectgohabitsisshould chopped through ofbe up orderlyexpected theaup lesson bypoints thinking too to if cover inmanyled an byand orderlymore questions, questions talking. in way,an answer. Itpupils andis much thus doIf the notthinkeasier lesson form the to than if required to assignmentsillustration,numbermain points, work, passages for primaryand the quickfor in other assignmentreading, pupils,(4) books Every charts,nature marked ofplan the nr,ps,study, should nextto be and pictures lesson. considerread, all such.extra for time for summarizing the Full lessonBut,ineachtopical teaching asquestionthrough methodindicated children withoutcan can previously, cover conic to leaning study more in more andquestioningin on scope. toquestionas expressthe This pupils must crutches. willtheir mature,supplement greatly thoughts. The and aid understandtimemustthem, must be and takenbe the directions given aim to mnke ofin assigningthis be clear givenwork, the newfor justaim doing work. whatand to theis arouseexpected work. interest Time of Pupils must totopical inducerepeat reports, luestions toothoughtfulness. close%y to make should the pupils beAndlanguage speared round if a pupil outof at the himthe memorizes books, discussion to jump pointed sohim and as about, to thework.in its next accomplishment. Rarely lesson." ever should The the class assignment may then be he merely,sent to do" Get the QUESTIONS FOR DISCUSSION freelymake the him reproductive think, and tomemory.Plans break of up lessons. his bad Wehabit have of usin4 r too 1 2 2 n and again stressed the I arithmetic.doTake or somesay under topic each to be one taught of the in fivehistory steps. and Likewise write out for what somw you topic would in 1 " 0 104 2. 3.Recall What which are the of objections the teaching towhen repeating aimsafter you pupils?was were a mostlyquestion? in the used elementary To by repeating your school. teachers answers TEACHING IN RURAL SCHOOLS 4. 0.5.When WhyHow should iscan well-planned you the keep work the deskof brighterthe awork recitationpreparatoryhave of pupilstime so great orto at step atmaster work importancethe be beginning? done,awhile lesson? atin the therural dullerWhen close schools? onesmayof this vary? the young teacher onDISCIPLINE is the feature of the CHAPTER VII trial. DISCIPLINE Experience may count for the school which first puts S.7. ToFind what out extent more aboutw4l you IIorace permitanother? Mann. pupils to work in groups and Lusist one BOOKS FOR TEACHERS tiongarnermostadverse there in from matters maycriticism, the be of much for, while not many experience of others. In actualdiscipline, and it is well for all faulty work done without people can judge class instruc- teachers to bringing Hall,Earhart,Earbart,Betts, John. G. UdaLida II. TheB. B. Teaching TypesRecitation. of Children Teaching. (Houghton to (HoughtonStudy. Mifflin (Houghton Company.)Mifflin Mifflin Company.) Company.) The Question as a Factor in Teaching. (Houghton Mifflin schoolteachingdisciplinary discipline. processes, weakness Even nearly theof every a teacher. one teacher on her feetchildren in discipline, will scent quickly the Self-confidencetbinks he is a judge will goof Jones, Olive M. TeachingCompany.) How to Study. (The MacmillanThisEspecially Company.) is good full for treatment desk-work in suggestions. teaching the story. farplesas inof well puttingofthe schoolas peculiarities in a beginningmanagement, of its people of the class instruction. Previous study will help to overcomerecords of tim- the school, and of the princi- Wilsen,McMurry, II. Frank.Chas.B. aad Method HowG. M. la Motivation ofStudy. the Recitation. (Houghton of Sclwol (The Mifflin Work.. Macmillan Company.) (HoughtouAn excellent ('ompany.) Mifflinbook for teachers' use. confidence.idity or hesitancy and contribute to I. GENERAL PURPOSE the firmer grasp of Company.) adjustmentsfinding;hasing for better its it purposeis to findingfor preserve the the andworseDiseipline harmony harmony. developing which ofin life.Disciplinethe may the school has for its purpose haveIt good,is creptmore and intothan substitut- thefault the necessary in the child Therechild'sCreatorentirelyseau isdispositionmaintained much isgood, good, that that butthrough isthat everything nativelyin the heredity hands good fresh uf orin man every the child is born with tendencies from the bands of the early environment.everything degen- child. Rous- erates.106 Earlier theology had insisted that the child is born TEACHING IN RURAL SCHOOLS the best life of the community. This will develop individual DISCIPLINE 107 placeofnaturaltotallyin the every thependulum. depraved,tendencies. happy child's mean Thnatureand These weight thatnearer there theorieswe of to are mustscientiflo the contradictions, representclaimdeny evidence andof Rousseau, thecrush elementsextremes seems out yet all to at withwelfareinitiative,checksindividual, the in forfreedom groupyet theyet inhibit good whenlife. and ofDemocracy tendenciesthe happiness all. exercise The chi standsinconsistent of td others,that is fora freedomnatural freedom there with individual- interferesmut socialof thebe naturalmentswarlike with theinto tendency eachbody harmony other.grows, to grow.with Development inThis an the Mental weirregular good, do know, and theshould war moralkingly thator bringby whatever vigor element.fits these and grows starts.isele- implanted will have a henceoftions,lationsist, the and fromland.its ofmust place the mannersThe graduallysocial as playground a necessary order.and learn customs This again and part includes tobe offersof morality trainedthe opportunityequipmentall intosocial and thethe regula- of regu-here,laws the ciplinethement.SteadinessVariableness highest The is the teacherinstandards developmenthigh must purposesand be of expectedthelife, ofschool andshould ideals the in must behighestcorrespondingevery the set goal growing functionand of exemplify develop- to ofchild. these dis- discipline.school.immediateing one Social is the rather and gradual moral thanAnother development trainingthe remote purpose enter ofat toas firstall stressfactcrs self-control. dominates as in a corollaryschool Thethe under the preced- thestanda, life --Id the reductionic school of these will permic.to practice II.in MOREso far as SPECIFIC PURPOSES allyremotethechild.ure promisedto ofIt the ends wouldthe power moment must thousands rather and be fortheimpressed,take the willingnesssome the higher nickel years the good for childtoahead. sacrifice candyto brought follow, The to-day the value andgradu- pleas- than thusof plinebethatschool hindered. of is good an is somethingincidental Thisorder, view, so apart.Thethatevil, taken commonthe and Good alone, work that order would notion ofthe the ischief implynecessaryofschool the work thatfunction may orthatdisci- notthe theof school discipline is suchofselfcome life for a to be waythe realize found. higher, as to what make spiritual itThis itmeans educative. selfbroader toin sacrificewhich notionThe alone methods the of disciplinecanlower, harmonyof doinglmser calls for its exercise in workemphasizechild.reach of Thecertain the aprecedingschool f unction essentials may topicin commonproceed, Amongin treating the proper withcertain and general all yet development aims,phases discipline purposes one of education.to aims be isof singledto the to out for emphasis is adaptedthis, like to methods the different of instruction, stages of child should growth. be progressively III. GENERAL METHODS IN DISCIPLINE practicalPracticalthe preparation disciplineteaching of maypupils should aim for aim at life successful at in successful organized earning participation adult of society. in C a living; graduallythe race we move should towards beginFollowing ideal with democracy. absolute the order monarchy, of The development first typeand of government in 1 2 108 TEACHING LN RURAL SCHOOLS DISCIPLINE 109 monarch.ofideals.over school the The government harsil, unreasonable thenThe would teacher discipline rest as upon monarch. This school, and it still has its place, modified by modern method long held sway of the past is not the teacher as phaseabsolutemethodsauthority of authorityasthe which the teacher's pupils rather must develop.absoluteThe preventsbe dominatingreasonable Tasks,sway, the substitution due punishments,and personality. to timely. a peculiar of andThere other per- all is probably another schoolantochildren,the beauthorized simplestrepeated, community. and goodstarting-point yet Thethe order teacher absolute must in be grounded community officer of law and order in the disciplineis in loco of parentis, youngauthority school-and also of the teacher is in this authority. .generallysonalityouspossessorinfluence. teachers the easily ones maySuch whogiving boast a personalityare thethat considered teacher "Johnny finds athe "dominating discipline born ones. easy personal They and its gives me no trouble." Such teachers are the terror of previ-' Bcforethepunishedmentdren price expect forthe disobedience.andagefor to anofso be discretionoffense.have told relievedexactly They They or what theirthen to feel that sometimes come and ask rationalto be self-direction, chil- consciences. do and expect punish- they have t)aid theirhaveproducesuseful professionala very power a useful state is sometimespathway. of power hypnotism.But whichthere mere are Hypnotismmaypersonal dangers do much magnetism mayin tothe besmooth use justifi- which of this method. The theformedit childmay seem. asthe he habits grows Some expected older childrenTheIf habits exerciseand of enterbegins them thus of school at thisformedto that method, age. arf- rational,however, they are anchors for is not sothink simple for as himself.without having They may good.tomovediscreditedable pieces in pupilsLike treatment under tyranny,as from dangerous the ofthe extremenextthis spell dominating teacher,in of itscases, this effects teacher, who but personality onitordinarily is andwill very they power. generallymay maymay pre-Re- bego ratherspoiledbedisciplinedschool the strict childrenor habits. neglected authority and Theywho are children, apt havemayuntil to be beentheyturn children libertycatchunder upwho into with havelicense been through over- who must be placed under little restraint, their age in influenceadvance.ventWiselydevelopment the gradual Theareused aptteachers itand substitutiontois be thescorn whoblind mildest otherdepend to of the better formmethods principlesentirely ofmethods absolute thanupon of theircharacter aspersonal swaypupils own. of misconceptiondisobeyhavenecessary formed so willfully toof bad checkschool habits, that suchlife.In speedy addition and behavior, who and to maycondign the defyabove, punishment authority c,ses arise or with children and also necessary for who is self-control.subjectsteacherpline throughover for individualpupils, vitalizing andDiscipline freedom it theshould school and throughgradually work,initiative interest. andemancipate of introducing rationalThis methodits secures disci- extrememunity.goodmaster effect application,Theand on tyrant.danger public Thisasopinionin ofthe will old use in breedwhen theof thisschool thea spirit method and of in lies in its teacher was task- opposition to the com- agriculture,themany introduction valuablested manual studiesand of nature busy.training and study,The activities and doctrine drawing, domestic to ofkeep story,interest science, pupils literature, applies alonginter- here, and 1211 110with the relating of the common TEACHING IN RURAL SCHOOLS branches to rural-life methodwhile, willto be aim somebody to create in athe desire world, to anddo something to contribute worth to the DISCIPLINE 111 needs,manyManyof interestwill a school have wherein isa veryorderly appealsremarkableDiscipline because are through self-interest. disorderly because it is neither. madeit is interestedto the Thisadvantages and is a busy; modifiedeffect phase upon discipline. eratureeralizedshortcomingsthebest world. life and idealsand These history, happiness of and previousambitions the may ideals of be methods.the will used embodied school, furnish to Morality,appeal the thein community,characters antidoteto andwith to itsfor ofdom- and thelit- gen- accruingpointedunrulytages many into out school.the arepupils pupil. the Some following:drop Because ofout(1) these ofThe development of skill. The of school too early or become advantagesfailure which to see maysuch be advan-desire to become skillful productschoolselvesinate the be disciplineof highest brought the school. nature tobe rule made ofIf the theseeach tolower, contributechild.methods imperfect Thus are tomay progressive theselves, the highest better and from first to last, the whichmayciated.poses beillustrate. otherwiseThe ofaroused drill. difference may repelbetween many by the appeal,This appeal if the valuemay be of usefulskill in drill skilled and =skilled workerswho are blind to the pur- is appre- work, tociplinereducedlower realize giving will to the the be away values minimumtruly repeatedly educative. of the and restraints the to Pupils thelast higher, magnified, andwill the thusthe necessityfirst beschool brought method dis- of invent,sessfor a this good and in brain,tothe lead. modern(2) age Mental(8) may Financial be power. or Nearlyindustrial every success. with its accompanying power to think, to shown. Thepupil day will of desiregreat to Thepos- need of education oldenmentscomethe tasks times.toand bein not recognizedthe looked preparation upon as a as forhelper the life. tyrant toward and great taskmaster achieve- of Also the teacher will relateself-madereadilyappeal. itself shownAnd men to the life isby largelymoney resultsso that past. valuescited. the in pupils mayOf appreciate course the this workscientific must farming can be It should be pointed measurescipline, the which following may beanalysisPutting employed together : in a new way our scheme for school dis- IV. DISCIPLINARY MEASURES may show in a better way the this.out substitutehow much for of immediatefuture(4)The The desires.method development Theof self-interest danger of appreciation. sets up more happiness or misery depends upon remote endsin to it lies in the undertives are school good organization, organizationGood goodand organization good equipment, teaching. and instruction. As set forth The 1. Preventive Measures very best preven- proper seating final.dangerdirection will of selfishnessarise if this and methodDiscipline material is thrOugh awakening higher 1_30 unduly stressedwelfare and made as supreme. This ambitions. This forofmoving pupils, work ventilationandabout recreation, the room, and lighting, playand pupilsorganized, drawn naturalness into assistance in 13La well-balanced program 112in teaching and order are TEACHING IN RURAL all factors in preventing cases SCHOOLS of mutualtogether, experiences. for the temptation Interruptions to DISCIPLINE is always strong to talk over ask the teacher some-. 113 discipline.ledgeactivityteaching, of subjects, provoked and the onspiritUnder good teaching may skill or command of the part of the pupils. Pupils of cooperation arousedbe included the teachers' the technique of with self- areknow- in- Thismayanthething openroom whisper isduring a few helpfulshould recitation,minutes not relaxation. be nearly permitted.to get everyThe a hourIt is a and good a plan about lessons and may move about as needed. drink of water, or to leave half-hour, when pupils half between to have ofspiredwill theexecutioner subjects,stopto greater to watch withof the a acommonest sign-painter,Everybody, young or confidence in the teacher fund of contributoryold, admires skill kind of work, if the work a rope-walker, or any in doing. whoPeople is a masterknowledge. is freshTheregularand period air,will recesses will help of justify relaxationto is removetoo good long manywillhabits for severegive distractions. of studyopportunity application between to periods, to study. admit beingofadmirationthing the skillfully connectedschool greatly done.draws topupils with the work of the Thethe teacher aid of discipline.who shows into cooperation in management, school will command disturbance on Thenthe if the work skill in every- is whichthisbethe properly poorestdirection. may includedirected,method Good necessary ofMere schooland discipline. superb suppression organization equipment teaching These of tendenciesfor isisthe a akeeping secfmdnatural must pupilstendencies of first factor of the young factor theypartwhich are of aptone in to turn resent is a any greatFurthermore,Repression vs. good expression. teaching of their number. preventive ininterruption discipline. or Formerly school governmentarouses greater interest, at work. Forming good habits. Among 2. Constructive Measures constructive measures the thevasdrawing windowunderstood"one of picturesrepression. he was now,Absolutely and attempts still " he might wasexpectcalled the toorder. to books summarily, If a pupil was caught looking to force attentionBut child nature is better have his ears boxed. and if caught that way out of Amongformationtolerated.ness theseon of time.Men good the mustmore habits meet important1. of Promptness. working engagements are: and acting and attend stands to first. Children should learn the value of thisIn business in lack of promptness is not busi- izedarewhichcannot supplanted teaching keeps thrive which childrenby busy at with enthusiastic,other well-directed methods, chief of builds permanent interests. profitable work, nor can which is that vital- consideredDisorderteaching order beeveryalling noItt4 matters. shouldlagging,duty, Aar attendance be noReports stressed. straggling everysent The when to day parents classes and or an and practice should forni habit. There should teacher also must be andprompt punctuality in every morn- school is called. honor roll of thriveThetheprevent first teacherwith rule oppositeand mustof remove order. guard Naturallyagainst the attention of children is easily them.conditions. Certain This cronies may be these distractions, both to should not sit distracted. promptnesshabit.va ac ofThe industry, mayopposing be used and 2.vices, Industry. asurged laziness on Pupils and idleness,should be are brought not to to appreciate incentives. 133 to form the industrious the 114be tolerated in school or later TEACHING IN RURAL SCHOOLS life. All pupils must be re- thing else which might be an interference, and train DISCIPLINE pupils 115 quiredpupilstrainedlife to many busy, perform not buttasksto shirk theythe not expected mustduty. so also interesting, henceGenuine they must industry be is to be found facetasks. in school and in after work. The best training Interest will keep tomemberas waitgood-breeding a matter the and, proper of if goodrestrained, time. manifestControl the in temperitof will the tongue appealwill follow andto most thesuit. temper pupils. may be inculcated breeding. The tongue is the unruly The wherechildrenagainin andit willthere the comegenerally ruralschoolis devotion throughschool can get to follow shouldhomeassignment one's own this up with individualtraininghave assign- the in advantage,individual chores,for rural of individual work. Here suredthingsGossiping,tongue as to ill-bred.isor greater tale-bearingabout Has thethan others,it he5.not to Politeness.who causebeen conquereth said, trouble, "He asayingwho ruleth unkind "Politeness 's the virtue of civilizati m," all should be roundly cen- city." his special-daying,mentsneatness agriculture, for anddaily programs, cleanliness homerecitations, manualeconomics,3. Neaineds arts, and order. of person and dress shouldBeginning be with first-year pupils,for school or home garden- schooletc. fairs or exhibits, looked andsionformthe true spirit deepens of politeness politeness of politeness impression, is that the that flowris the outward is outwardunselfishness, of good behavior. actsbreeding. of and politenessSince there expres- There is is the will after.exhibitsworkplace Desks shouldfor may everything. and neverserve books asfind shouldSchoolstrong place work incentives to neatinbe and schoolkept orderly clean exhibits, and in and order, such a must be neat. Slovenly politeaccusedSostrengthento are olderpeople theof people being the Japanese.of truethe excessivelyand world,spirit. people Theand inimpolite, Chinesethey are especially claim admirably to withbe thepolite. respect most The American young people are authority, wherein the Chinese attentionwork.sonsthey for must in children many keep directions. tosilence;4. Self-control. and second, This very valuablelearn: habit first, may that there are times when There are two valuable les- they must respect the receive shrewd,excel.talkingtion inThe but manners,inculcating English that they when opinion haveformsWithout to verysay of Americans"politeness: poor comment,Pardon manners. me," theis that whenfollowing they and are howare mentioned for atten- Table manners, rightssilence.school.ofnaturalness silenceof others.ThisThere not needof may Bothto moving distract notbe are abe necessary about,involved attentionthe pin-drop yet humthereand thus to in keeping silence shouldin beorder aof degree industry of repressed and a interfere with toplaces,treatment give place respect of to visitors, others,for law liftiintroductions,andCreating igthose the ina wholesomeauthority. school spirit or atmosphere. The hat, respect for elders, behavior in public othersenablewhisperingforself-control. asgetting thewell school and asa Letdrink with other tothere doofthemselves. unnecessary water, itsbe work,times for andfor leaving communication askingit is about 13,1 Keeping pupils from the room, foralso any- a training in the lesson, is to spiritfulonistic.settingthere ofof has opportunity the themselvesThe been school teacher too makes much toover was make of policeman,againstfor the mischief. its attitude lifeeach and other Theof theorder. teacher moderv aschildren ratherIn the concep- watch- antag-past 136 and pupils tion116"good calls order, for a courteousnew school behavior, spirit which and aggressive manifests industry."itself in TEACHING IN RURAL SCHOOLS room,gram, havehave somean entertaining work of pupils story ready to tell, to have exhibit pupils about read, the DISCIPLINE 117 aphereUponthe good community, goingwhich spirit, to is happya annewthe inheritance pupils, Thisschool,should subtle and athat teacher from the school teacher teacher past finds spirit sessions.be. aenter spirit Ifis ita as compiex isor If factors.a atmos- thisspirit is product into which comeinginvitations,dosing toitself and contributeout. tellto Ask seeinduce stories, peoplethe to parentsminister aor personally,good do ananything program.or I othersthe and county you doin Then theanythingfind superintendent community sendout theysuggest- special can to ofone.toorteacher indifference, ofdestroy other friendly undesirablethe of old helpfulness, no spirit community factors, through of theteacher-baiting cooperation, the teacher creation must of propensities,of setno the pupil-to workideal sionsandwhatto talk thestir isto ten saidneedsupget or thethe of fifteenof pridetheseparents the school.ofminutesneeds. out,the community.and The on soon aimtheteacher spiritisthere to Repeatmay winofmay co supplementthe bethe respecta occa-com- eration thingoftionschool friendly effected of must the helpfulness plansbe the taken first for hold theday, Themanifested sessionof workteacher with started explainedfirmby must the hand, offfirstteacher, briskly,sogood w:n as and totheorganiza- aappear some- respectspirit of the pupils. The Thisandmustmunity relating willbe spirit vitalized contribute of which all tothrough willruralgreatlyAll yield life, thethis to asintroductionrichthetime has newfruit. frombeen school suggestedthe of verynewspirit subjectsfirst before.by fur-the work of the school torespectButquickly take if the the canattain pupilsteacher's be this attained. into respect; heart confidence.Reconstructing othersis right must aud achievea she school is capable,more community. slowly. this If the surroundings Some teachers can thegroundsandnishing pupils playgroundjoy new inand towork incentives buildings,prepare equipment, and forplay. and and the inspiring theThen, theyearly equipment library, as earnestness,contests it is the possible, generally. beautyand happiness, exhibits, addof Rally the to theareandpartpoor, groundsnot vines,of thesuch a daypupils tidybare, as offto up must the make tothe buildingclean interior,be the interested up pupils unattractive, theand yard, proudmake in righting start things of the their some equipmentthings.comfortable school, flowers Take Inyalty,:schoolbringnamethe county aboutfor spirit earnest their school a ofworking school,rarew, fair, *E, value, unity orandand thea goadwhichspiritthe district tonic will.of will happiness, meet, ofSuch manifest enthusiasm to win obedience, itself willin a school will a good a withlaythemuchaccomplish abeforepupils promise the better. tothe somethingsuggest oftrustees. theThere beautiful. and Makewill of to thishelpbe pupils Ifplenty before makea meeting allies more outopening in a canto listreconstruct be be ofschool, done. hadneeds to Get ing soto campaignthebecome same, almostand the the principalself programs -uiscipliningUseIf and theof for incentives.school teachers special and is days. aplanning consolidatedAmong jointlythe moreone, the the common procedure and is much a joy to the teacher. more the environment and inBy enlisting the end the of trustees.the first month, get up a special-day pro- 1 3 f tioned:easily used incentives to wr..ark and good habits J t; I may be men- 118 TEACHING IN RURAL SCHOOLS DISCIPLINE 119 inofing ascholarships ofcontest prizes. between It oris generanow 1.tilc generallyPrizes. excellencefew best A concededcommon pupils incentive of the past was prizes, which will result only, is not good.that the offering the offer- advantage,the sameschool in into thusspelling campsappealing bees. in4. other Dividing toSchool wholesome work reports. a classmay emulation. intobe used sections to same and Reports sent to parents, monthly or Theresultstheslowersewing, stimulation gifted ones,in poultry-raising,makingpupils and needs prizeswith certain to ease. beof agriculturalappliedhandicraftthe older to sort the articles,activities, are often and It seems that prizes for best inactive and the in cooking, taken bythe like, oftener,markswiselywhatdeportment, children in notingused. themselves. are The arescholarship, necessary doing,danger and has in attendance, these keepingbeen serve in parentsmaking application,as incentives in too touch much andwhen with of grounds.aretheis faireropen loss to byin all others,the alike, opportunity the so thatincentive2. Standards the winning is better of excellence.by for one character When the for all to compete on equal distinction offered will not mean build- doforpreparationmay thoseeverything be inthings the for naturetaught whichsuccess willinof5. in school. appealsAppeal enablelife, and There themtostressing showingpersonal tomay get the beonthe gain. theinnecessity need the appealThe world,in appeals life ofto to personal gain ing.weeklyparthonorup An is of anrolls.honor theand illustration. schoolroom Onemonthly. roll plan for thoseis OppositeThere tofor place whoa mayspecified theconformeach rolls name time, in to some maystandards and be prominentto a black set be weekly and monthly change inandarethem the also for development to theself-improvement be appeal the worthy to of cultivate character.The people in lowerthe those of development the andtraits world. simpler which Theseof will abilitiesincentives enableappeals and must be used with stardisplaysayapplicationred for onestar good offor good resultsattendance.andexcellence work.improvement. of work, Wires of deportment, say or Other eightycords stars alongper and cent might athe blue or walls over,be star used, may afor Another plan is the selection and asyoungersupremecitizens, children children, business anddevelop. morality but of theany Moralislower citizen the foundationshouldtraining. is to moralizebe The of public all his society. school The must aim to train good replaced by higher life and the maps,bespecialclothes-pins. used compositions, for school this Thedisplay,occasions. bestetc., the ofmayIn thesepapers, this be plan,will drawings, be standards used spelling for of display achievement slips, on can be set up as in hung to these by clasps or oneshouldthelifeis, developmentof canwhat his transcenddo state,are are you secondary hence, ofbecoming.intellectual. moral the to chief character. what This Whataim oneinvolves of oneis. the The knowsschool religion great shouldand as whatwell be as Moral development question tionAathletic ispupil trueof those records, mayin games whothus and makerivalwhen ambition himselfthe 3.one Group most sidestimulated for progressrivalry.plays progress. againstto Group canbeat Special be theanother. rivalry made. records. men- is It often is wholesome. This 135 workmorals.moralany hasState Inteaching been France, in the reduced toUnitedEngland, definite toOne States. a andbetter greatprocedure, Japan, systemtrouble this as, than phaseis for that isexample, of foundit schoolis more in in difficult to reduce 13;' 120 TEACHING IN RURAL SCHOOLS Through the hygiene and DISCIPLINE physiology of the bodily life, 121 sciencepractice.organizewhich or seemshistorya system to teaching, be of well moralMethods established yet instruction in moral instruction. Onefar principle more can of beprocedure done tois that this instruction than has been the andliness,morals.There moralthrough istidiness, Propervalues. a talksdirect eating,onOurexercise, relation bodies courage, are various topics, mOrality maydrinking, breathing, sleeping,between good health and temples of the Holy Ghost. and temperance have be taught. clean-sound shouldmethodpreachingthevices, mainlygreat ofwith introducingorstories, be theirinstruction, by rewards ansuch indirect the as as childandfairy in to punishments,tales, is by fables,meansmethod, allegories,arithmetic.of and not and by direct the various virtues and An excellent andthingsare obey, just whose asand wisdom whoseThrough is natural science we binding and as wise as in the laws in the moral and spiritualmanifested, whose laws we study Inface addition a great to Creator the foregoing of physical world. world all gradedlivesinstinctstomethod introduce of systemheroes has and manyandadapted interests heroines advantages.virtues. to as the into ages sink It into It may so appeal to the child'shistory and literature. This will permitof andchildren, suggest and a selected his receptive heart. fieldsphere.sidermoral of because moral influences instructionof their areMoral great play, forces of importance. work,there art, aremoral and forces the influence. wesocial should atmos- Chief con- of these ofswiftdo.It seen.can good It punishmentreachcan It conduct, candepict the leave emotional theofwhereas bad whole conduct life in as and the child to do his own moralizing, and round of conduct,real showing life the theend may notdirect be instruction can never the immediate reward ciationtodevisedIt congregate also of offers torural meet for the children, many bestThe school offers the play, and for the best supervision socialopportunity needs with for the the social larger,best atmosphere opportunity freer asso- for ruraland " school occasions " may childrenof play. be wetheof shouldReligious stories proper not to readingvirtues,tell, and such matter,theTo childrenascarry reverence and out this and method, the moralize too directly with him. teacher must have shoulda series betheir provided reading with directed. faith, can well be atTheence. itsof best. workbest All way is through to bringNot only play but work play and no work will make having them work so as to children to the fullesthas a mostappreciation wholesomethem. This moral spirit of helpfulness Jack a shiftless fellow. contribute influ- yetincluded. ThisGoldeneverything is aMoralRule series Series," sectarian oftraining six 1publishedbooks, One needcan of which the bybe not bestHoughton may be graded bedivorced used Mifflin selections as of most avoided.1 excellent matter is, "The supplementaryCompany, readers of Boston. from religion, helpfullyforlikeis a children superbto do to things the virtue. is lifefound like about grown Children comein toand a periodabout thewhen farm borne folks. The most desirable work and in they authorsspecial-dayalsoin grades assign of threethis stories programs. series, to toeight, children Sneath This and series andfromto tell Hodges, whichshouldto the school,haveteachers be in written the or may toschool an reading-circle discussion. those assembled forselect storiesexcellent and manual library. The connectionhouseholdneeded to withfurnish arts ruralare means especially life. Infor the school, manual training and school educative,gardens are creativevaluable work. forThe the girls. Then forIt teachers, is published which by isthe a samegood company.book for studyThis bookand gives a 1.10 fuller list of stories. the pupils must be held steadilf to the accomplishment ' of 122school work, especially in drill work and in those subjpcts TEACHING IN RURAL SCHOOLS effect on a callous or stubborn one. A little sympathy, DISCIPLINE 123 made,beof studyhome-makingstimulated and not results so and attractive. industries, exhibitedpartly Thusdirected The andat workitschool ofmay in home ofschool, befairs. boys seen agriculture andreports that girls' practically of should clubs, these all school work and understanding,becuffswith no anandsystem, apparently blows noand at guiding trusthome. hardenedGuiding may principles.This go does caseprinciples further notwho meanthan is in accustomed punishment. athat whipping there can to There are first the the"whichschool Formingthis consideration topic, lifehas Goodare gonemoral essentially Habits," before,of education. " Corrective andethicalespecially that in Measures,"which their the truefollows, discussion bearings. are especiallyphases asThat toof tendency.generalcluding aims: the rights of others.(1)(2) The The correction protection of andthe fault preservation and the cure of the of theschool, faulty in- pline,complete some our corrective scheme ofSome discipline preventive punishment must and come constructive at timesin to helpnecessary. disci- the No matter how 3. Corrective measures punishment:quenceswhere practicable, logically flowing beThere the(1) from arenaturalFollowing certain punishment inthings part toHerbert bear of conse- inSpencer's mind in theory, selecting it should, the the fault. asochild smallPunishmentsIt care is over similar forpart hishealth to tomistakes play.may medicine in bebetterJust reducedand so forways bringwith the to that body.the hima decreasing medicineregulation to After a willing a will minimum,while of response. conduct.have we butmay but shouldthe opposite. beseek cautioned to emphasize againIf(2) the theasAlmost tofault virtue neatness isas oneofa corollarywhich ofand littering requested the of fault the the preceding, istofloor about the his correction desk, he Afor trememember,bad theinfection, childpresent cases, sayis aweitwhere adiseased must finger,must it be includemay maymember amputated. threaten be these treated of asthe the corrective school. forwhole a cure, bodyA measures. diseased or with in ex- its Likewise punishment Thisup,else,cleanis sincepartly sharingand up hethehe his shares does litter.of duty responsibility not in to the knowfind responsibility out by is thewhom, the offender. virtue he must to be still stressed. clean itIt If he says it was put there by some one of keeping the school. schoolbeingmentalshould contaminated,is andkeep the moral finalin mind resorthealth. thatexpulsion forEven Despairing itsuch is to to achildren. or greaterbring sentence a cure the eN and childtent to the athan backspecial school teaching, to punishment must theknife.others,abuse privileges The ofsitting the extreme privilege, inof anythe case school,partDeprivation wouldsuch of the which asbe room, playingto of woulddeprive a orprivilege carrying or be thereciting expulsion childis aa pocketnatural ofwith allor consequence of the physician.eachbe individualistic. case forWhat punishment, will We cure must a firstsensitiveand diagnosethen childprescribe the may trouble haveas a wisewithlittle 1 4 2 cannotrmoval always to another be made school.This practicable, punishment yet it of is consequences often good, and has its limitations and lag 124mademakes to a seerational that appealhe to(3) Punishment should not TEACHING IN RURAL brought the punishment on the child. He can often be too severe nor too SCHOOLS himself. thus bemild in Theinterviews.be valueimpressed, to them not ofonly courtesy in general Tattling and gossiping can be treated DISCIPLINE - and gentlelessons manners to all should but in private in the 125 toproportionsevere try taintymild ones measures tothan the upon offense. the severity ItIt must may be here added should be used. first, but if these are not that more depends upon of punishments. If the be effective. It is better effective, more the cer-teacher thingsacter.andsamegood that way. Base report,are it has many ifan there undesirable lessons be any on virtue Impress that speakingtrue, evil of others honest, effectthe on scripture, thejust, speaker's " Whatsoever char- and if there be any praise lure, ---, lovely, is urkind, of otheris forlaxpunishments childrendaysin discipline overlooking will are takeor not theOne most other point may be theirmoody chances therein, on escape. someoffenses, days severe the offenses will added. Formal standards effective. There should be multiply, andand thinkpropertyare soIfon cuttingcommon these must things."or exist defacing inLawlessness the is done with and a vandalism are more with Americans that false ideals as to public mind outside the school. knife, the boy should be serious, yet these public flexibilitythevarieddevising unexpected child and new dispositions,variety yet at times.effective of discipline, not onlybut for to correctionsadaptthe sake toThe of will fertilitythe count rationalof here. the teacher system should not effect of Yetthe bein deprivedcleaneddonebedone, given. can of and,off, thebe The ifor undone, privilegedeemed restitution lesson necessary, ofaof commonmadekeeping in any way, broken window restored, marks additional punishmentresponsibility may for law and the knife. this should be If damage theseofsuchit firmness. isvariations as worth to merit while from any here some toSome school faults, and hue and cry of partiality nor foreca,st some of the commonhow to handle them. show lackProbably faults orderguilty.In andthe laws forA sheriff the of thecare or land, ofofficer public oneThis ofwho is the the lawlesson can needed in the case shields thebound guiltyproperty to is doadjudged so.must When be taught. peo- of shielding the guilty. call on any man to onespectedtoin expect.merely anyalways offenses valuable for to convenience. will way, appear, yet Forewarned is forearmed be expected. It is difficult to and the following there are certain common against these. Unex- grouping is used classify these pleassisttellauthorities here.who thehim, know Theytruth. and and thehaveof Young askedevil man notions doing is peoplequestions duty ofare groupare they apt are called before theloyalty proper and of tattling. to have false ideals duty bound to theor guilty, lack of impudence,1.These Tattling, are gossiping,generally due to ideals. Reproof should first rudenessrudeness. may not be lawlessness, vandalism, faulty training, wrong ideals, be tried. What seems intentionally so, shielding Theydutysibilitytellquestioned should of the ingrown truth. the be byschool people broughtThis the teacher iscommunity, in different tothe or school from community,realize and when their they common are respon- their duty similar tattling.to thecommittee If punishment they should sincetobe be reminded impudencethe offenders of or the know fault, no .1 made conscious of itbetter as a manners. They BEST COPY AVAILABLE should fault. is betternecessary to hold to the get whole a boy group to tell S()responsible, 1 ,; ;-) the truth, it is generally at the same time lows.pointing126 It is out not that fair the play guilty to let should the innocent play fair suffer with TEACHING IN RURAL SCHOOLS forhis fel-the aboutwho do may not be yield kept to back above to walkpractice out ofalone. quietly Leaving moving the DISCIPLINE 127 onlyguilty.hisappearreputation highown Justice to doingsand be is a andhighlyhonorable coward in fair a braveto play or be typemean between valued,way. of to Alsogroup hence pupil in loyalty. playsaand boy andshould A goodgames, not his fellows, but own up to pupil is the hidingsulphur,interviews.room too hats cheese,often or books, should or rubber andbe8. privately thePranks. on like the shouldinvestigatedstove,Such asnotchalk putting be in ontaken personal backs, match too hekls on. the floor, andgive in theschool school work a platform,generally,As early somewhat cheating as practicable isas not follows: fair it play. will be well for the teacher to A SCHOOL-CONDUCT PLATFORM wasTakedesireseriously, not them admirable,to attractcalmly; as they attention. since suggest,are probably a half-wit Neither not sarcastically, due could should to surplusthink they itthat beenergyand theignored. do act it.or a 1. 2.No It personis the duty has of a societyright to to behavedutypupils.proper punish of rights, theso wrong asschool. tohappiness, doers. interfere Such or welfare of others. This is true of is also thewith the plusplayApplyFighting energy.and consequences interesting and lying work whenmust4. areFighting, fairlybe antidotes, handled sure truancy, of withabsorbing offenders. tardiness, caution, the Proper lying.assur- the These are near vices. S. 4.The If amembers member of abuses the school, a privilegein as engaginginghefinding members be with of deprived theand the in ofschool, punishingcompetitions,class, society, of privilege, speakingit is shouldthe proper guilty. orsuch to of thatschoolmates anyas playing privilege with in as school others, the teacher hours, recit- aid oneoftakestoact inherita may fight,boy time not aand andtofighting have root then the beerit whole spiritanother,out. vicious. Boys fromcrowd just seemhis Unfortunately will warliketo to stirjoin like him inancestors, the nagging upmanexcitement to seems andfight first it typifysocial responsibilityany community. andThis social platform duty,may will andadjudge. furnish using athe good school lesson to in civics, teaching willaround,desiresomebody.vised always to play notfight. The brew. promptedwill If excitement boysremedy are and leftthis. of led properat Theto recesses proper fighting play merelywillplay, spirit replace mischief to maystand the be Proper play equipment and super- tionprofitablyinnoisy which and walking. energymoving busy andThese is aboutnot providing properlyare2. quietlyWhispering, school special directed. will disturbances, timeshelp. note-writing, Keeping for communica- bad the leavinghabits, pupils the room too often, Seating pupils notceedingdifficulties.directed necessarily against. to the indicatewinning ChildrenLying a of greatare contests is prone somethingdegree to and lie,of themoral anda teacher mastering the depravity. act must does of evaluate before pro- the-waysistentso as to whispering, separatepart of the those isolation room, given may of to thebe talk, effective.offender and, in Noisy some walkers out-of- 1 4 G in case of per- BEST C(J11 AVAILABLY Stillnotimagination it readily should distinguishbe giving corrected. such between Itvivid may pictures bewhat due he to that imaginesmere the fancy, child and thedoes the 1 4 128 TEACHING IN RURAL SCHOOLS DISCIPLINE 10 reality.shouldof trouble," This be corrected, generally a commonBut one there is the lie which though not punished. leads to gross exaggerationis " the ever-presentin schools;help also the lie in timewhichwhich intheirbe herintobacco considered thepower surroundings. boy or to toprofane stamp naturallytake Ifthese themand a boy's depravedobscene up.out, father yet language, the and Sometimes a boy feels that it when they only reflect childrenolder brothers mu:t not useit is but natural merelyseeksheldhabitin intentionally earlyback. offor lying; lying's youthThese and before sake, areto the create all serious faults,theylie which developand should is intopart moretruth withand which leads on to the wrong impression, or to be serious moral the viciousbesomething checked is thoughtreflectionmanlyany probable to manly. take on the up waysthese things,ofUpon men the which,that slightest such suspicions the teacher offender, yid try to convince him that the when truei is a sadthingsshould slould interview be idealsvicesDr.intue ofStanley what ofin later truth,the to years.Hallrod." say -and, saysor First do at The teacherseek outmustin thisthe persistently motive,connection,when and "necessary, Therethe beginning. supplement this will guide is still vir- hold up these. timesthepracticethe school, offender best is toandbad, take underst that that a he writtenit andmustcannot that and behe is on promise to (I( sist. It is some- signed promise,tolerated then in let and about parole during good parentsorbe ita casemay when of truancy,not Tardinessthe and absences be merely due to the explained by them. If absence provestardiness and absence, yet work of the school mayshould be at be promptly reported to " call of the wild." Parents the teacher fault, to reformbehavior.whiletheare lastrepeated andmoral resort that instructionbeing you expulsion,must mustprotect or strive the to create Give him to understandthey must that be you dealt wish with him in increasingto severity, the reform school. All the school. idealsIf offenses and shouldeliminatechewing, investigatehelp most toobscenity, avoid cases each under case.5. Vices. Such ca lying, cheating, profanity, idleness. The this group. Transportation of pupils will gambling, smoking, isolation of the schoolcausetheynature maysentiment should of bethe due work against to physicalorIf the,uch cheating things. and idleness appear they may then be found and removed. Obscenity may overexactions of the school,defects or of the children. The be due to the countryoftative,tomuch such pervade is fastervices.becomenot sufficient the than It contaminated.remotest is thean corners, truth. These oldvices saying seemto prevent that a lie contagious The school does not and children, being imi- will travel so to bespreading able receive cropwhenhouse,i.three out the in ofThese teacher the besthouses is boys sure should mayof sympathetic be be coM;tantly writings and drawings, especially in the out- confidentially appointed a assistance, two oroffenses. Ainspected, sim- and, itsofHere childrenor the the again moving with the unspoiledcauses.teacher must go indifference and even vicious Sometimes bad habitsminds of and with unformed carefully after information sentiment of the com- the vicesparents.habits. committeewillThesemitteesilar committeebe committees helpful to to assist help toof tointhem.girls can preventplayground bemay Supervised very beor helpfulhelpful.to and punish play all and and t These may be com-outside activities.heir cooperationthe transporta- munityshould are be responsible. tolerated in the i.ib This doesschool. not mean The thatteacher should do all BEST tion of pupils will remove most of the opportunities I : kJ I for prac- IveticeISO mustin many stress of the the very vices best of rural children. Again and TEACHING IN RURAL SCHOOLS in physical environment for the again it should generallynot be entirely be in private, forbidden. sometimes When inadministered, the presence DISCIPLINE 131 school.tothea battle a pendulum rational ground mean. swung of toCorporal extremes, punishment. and now seems For many years this field has been contenders for and against. Naturallyadjusting withofments.withmany a reliable a parole,switch substitutes, Then, witness, asinterviews when the suchnever instrument.a good as, in with theprivate switching presenceparents, The talks, teacher seems ofand writteif the other school,advisable, 4ould promises punish- andtry it cruel.examiningthean Weunwitting applicant have a teacher been boyby waytold who applyingIn ofof yearswas schoolproving to forgone committeesthe hisby school, correctivefitness. wouldwho, The measures when reactioncall were harsh and even be caught and thrashed by in qualities,stressMterentshould attitude thatshould be administered.useage toward be ofcorporal placed the these.matters record onpunishmentChildren appeals of offenses beginwith to is manly the notto with assume ageadvisable, and promises of womanly puberty.a differ- and to biddenwasManyfinallycertain wrong peoplesetits cases, use.in in for tooktoto,However, maintainingmilder theand measures positionmany the bestthat that inwithauthorities dealing corporal younger with now children the favor young. it in school committees have for- punishment it is begun.exceptdonecase.refrain, Ifwrong through Ifsuchand the such andan case resolve offender thatother is persistent there andmeasures can effort is be no orbrought toasreturn flagrant do may better, that toappear andsee hehis that open, can toreform fithe make andtlie,has is house'lastoften resort, very gives sinceeffective. the expulsionfollowing Further,Corporal is paragraph still it punishmentshould more to serious.not the isbe "apoint: ranked relicMiss --of More- as the the dark ages." So are those thethusrecordsevoked, higher one which as and authority evidence. the calls case forof laid theprompt beforetrustees action such or to principal authority protect the shouldwith school, all be the especiallythestimuli.characteristics brutalmentary, So inthose are mankind. may allof whose humanbethe pverned conditionsBut powers nature to assumeby of thattheof our motiveswillthat living allrespond humanthat which at to presentbeings, nokeep gentler alive rationalization are still rudi- only the and briefregarded summary as improper of the formsImproper andI. Improper proper of punishment and for punishments.proper a teacher punishmeuw.which to use:may be Improper punishments are The following is a latemorebeingshensiveeliminated an advanced ideal now, system isof is people ahumana of helpfulQuixotic practical comprehend, relationships and fallacy. control inspiring upon from exercise; it, whichto be to appfled forcebase a mayto compre- human he is utter foolishness. To formu- earnedthese,fromindignities,such asschool deprivingmarks, ridicule, naggingwork any sarcasm,entirely orharsh, theor continual Biblecruel, ofboxing recesses, which or injuriousscolding,the mayears, depriving cause othertreatment, threats, dislike personalof well-tasks and of which may be resortedThough to too often corporal by weak punishment teachers, is yet a dangerous privilege Morehouse, F. M., Discipline of the School, p. 108. 150 school.anywarning, taking too private much individual of2. the Proper teacher's reproof, punishmentg. time public or the General individual time of reproof the or to the school as a 15 group182tion reproof,of damages, isolation, holding deprivation groups responsible, of reports to TEACHING IN RURAL SCHOOLS privilege, restora- sionextremeparents, cases,signed corporal promises, punishment, reasonable suspension, detention, and and, expul- in QUESTIONS FOR DIscussIor II 2.1. 4.3.What What arekind effectmore disadvantages of school ison the a schoolaim will inof givefactors. whenchangingdiscipline least a teacher trouble teachers than ismerely to too frequently?discipline? strict? keeping Too order? lax in disci- Discuss all PART II O.6. WhatMake trait, a list if of any appeals one can whichbeststudy.winpline? be selected,themayadapted Observe respect be made toin of eachapupils teacherpupils?to pupil.self a fewinterest will days go to farthest and promote try to to decide which appeal is TEACHING THE ELEMENTARY-SCHOOL SUBJECTS 8.7. 9.What What areis dangersthe the "punishment moral in prizes effects as of which ofitincentives? consequences"?not the possible?commonmay be produced school Illustrate. branches? through each one Wherein is 10.Bagley, How will W. school C. School fairs Discipline.help discipline? (Macmillan Company.) BOORS FOR TEACHERS Morehouse,Colgrove,Bagley, W. C. C.F. P. M.Classroom The Teacher Managemeni. and the School. (Macmillan (Charles Company.) Scribner'sExcellent. Sons.) Discipline in the Schools. (D. C. Heath & Company.) Page,Perry,White, David. A. C.E. Theory E. andpany.) Practicepany.) of Teaching. DisciplineSchool as a Management. School Problem. (American Book Company.) (Houghton Mifflin Com-(American Book Com- CHAPTER VIII ofbe the kept fundamental in mind: subjectsChild toneeds and cycles. In the INTRODUCTORY be taught, two selectionthings must and arrangement live.been pointed out that2.P. theIn TheAdaptations the first child's brief study% needs to the in ofstages the the periods social order in whichsixof child school he mustdevelopment. years constitute a of child growth it has peculiarthatsecondcycleand the three.cycle sixonesecond school of whichPractice five six yearsmay years,may in wellanotherbesome divided be dividedStates intocalled would periods preadolescent, make of this secondin and three the andcycle, two. the adolescent; also three confrontinggroundingfirstreading, essential thespelling, the teacher childrensubjects writing,Fundamental in the havein andfirstthe been studies of the first six years. elementary arithmetic. Thesepreliminary fundamentals,cyclecalled is that the of tools thoroughly of educa- The first work familiaritytion.modernfundamentalssonic No painsfalling-away school with should theseofhas this been betools, first spared accused cycle and should from the efficiency of the old to give theofskill child some in antheir slackness easy use. here, include ease and cor- school. The The interpretationrectnesscommunity,thethe story history in theof of thetheofuse the thesettlement State,of natural world's and thegreatand Nation, language, spoken and written; some enviroiunent; familiarity with peoples; a briefdevelopment knowledge of the local with something of lifegeographer'sof136tion; the and world,a health, beginning pointits leading surface, ofin handicraftsview; into peoples, practices an introduction for and ofboys, hygieneproducts home to the and fromeconomics laws sanita- of TEACHING IN RURAL SCHOOLS the CHAPTER IX foundciationformentaryfundamentals girls, in which suchand school. agricultureas will indicateart, lead literature, thetofor the subjectsboth; and higher andthe to beautifulpleasuresa be training taught life. in ofin appre- livingThesethe ele- Theimportance, child on since entering it isImportance the key of reading. READING AND LITZRATURE school has reading as his first Reading is the tool ofof greatest approach to other subjects. problem, theinschool.cluded its child junior in into the and fullerelementary seniorThe possession groups. upper school grades.Its of and workhis partlysocialThe should second inheritancein bethe to cyclehigh put is now partly in- It should all be included in the high school period andtothe and muchother teacher to schoolofenjoyment future here. Readingsuccess throughReading has been tersely subjects; it is the great means to is not onlythe thedepends yearsdefined means of upon ofaslife. " thought-gettingthe work done by and knowledgeapproach ruralforofwould human a successfschools, be knowledge included althis life would in in hisand thisWhat be community. achievement, mainlysecond this second agriculturalpart Vocational ofandpart the towill work,education. equip education include. and, him inIn the following chap- tationthought-giving."ofsilentrally the of reading.thought thoughtthe interpretation By asfromBy " thought-gettingthe must interpreted,"thought-giving" which is oralis meant reading. the expression written or printed page, which is precede the expression, and " is meant interpre- Natu- treatmenttersinwork, the elementarysinceelementary often these extends school.grades cycleMost into isare theof seventh-as our oneyet States soin generallyandview, have eighth-grade thoughtheir organized own the manuals of State course teaching,silentThenamingting. readingmechanics As great oftoo words often isstress moreof taught,readingor should meaningless repetitionextensively of sentences. used by all;the hence, stress musthas been first upon be mastered, the merebe put upon the thought get- but the in ofStatetreatment. study, manuals, which The include notaim to in supplant thismore volume or them. less is specific to supplement methods these of spiriteacherthesethoughts. tual in must interpretation. sentences He lead has away quiteto Theexpress a child has acquired fromvocabulary mechanicalideas ofand words, hasreading related and tocan thethese usehis thoughts.into These ideas and thoughts,andsotences.to beas meaning. toassociated Theassociatedbe written This with is spoken recognized by form and related to proper with written and printed wordsand printed forms must firstthe be mechanical side of beginning to words and sentences, are15'i and sen- learned sound READING AND LITERATUliE 139 read.138plishtaught There this thebeginning. are alphabet, several methodsthenThe alphabetic method. TEACHING IN RURAL SCHOOLS combinations of lettersThe into first such method widely used variously used to accom- quencemostalphabetic, sentences pupils butmust are the too'The soundNot long phonic many and sentencesmethod. too can be thus presented, too, give their chief attention to the words. This is somewhat similar to the complex. In conse- because asspelling,intoing ab,the of eb,reading. oldenwords claims days. into have sentences. But been many set up and ib to a spelling of words, Since this method taught reading objections areSooner entered or later against this it.got childrenthat it made better spellers in and finally the build- through aretaught.valuesspeaking taught ofrather The the as theletterslettersthan word, the arec, name a, first cab, b, sounded in spelling.othermethod. method The the child letters is Asgiven Themust a basal words,word method, method. it Thishas is the beenmost discarded, widelyfinally used but be basal with taught any and used in and drilled to their recog- phasisslowlyotheruttered, as withsound the shifting sounds values em- are c-a-b. Similarly are EnloymentInformationMentalInspiration Training nitioning oral separately language. and The inThis sentences.child procedure seems to follow speaksthe wordsunknown, first. from This the method word as the manner of first learn- taughttosymbols. master alorl new with words. their ThisThe gives pupils power READINGPARATIVEBE DEVOTED AND PROPORTION TO TO MENTAL THEPIG. MECHANICS OF10. &ND TIMEDIAGRAM EMCo- TO OF SHOWING COM- aproceeds wholeguage. to from its parts,the known toObjections are entered against it: and it uses the word as the unit of lan- stresse.ciently is toon make letters good suffi- spell- It conduces to good ar- TIONAL(From TRAINING.Kendall and Mirkk's Fundamental Subjects.) Flow to Teach the 2.1. 8.It Itdoesmay does notlead not give tomake wordgreatest good powerously mentioned, the emphasis on naming, thespellers. mechanical reading previ- to recognize new words.words rather than thoughts. withpronunciation.ticulation,line this with method. enunciation, the way Pupils children makeandBut learnallgreat words progress are not phonetic. knguage, hence it may be Neither is this plan in the first year andlogicalsentence the children claims. is the It areunit leads drilled ofThe to easesentence to method. Whole sentences are thought, this plan appears to have and naturalnesstheir of recognition. expression. Since the presented, All uninteresting.moststrengthand popularsentence of one combination methods,to correctIt seems and,the starts weakness in that about a combination three of of these with the use of the word methods brings the the other.weeks The after be- thatThewordsstudy thesentence, ofasword theuttit,s.9f development isthough, the thought. unit, is tooand of the J complexthe to child begin first with.speech isolates of a single child has shown introduceginning, phonics phonics isthe introduced. firstIn selectingday. Many the method to pursue, 1 it will be well to keep excellent teachers 140 TEACHING IN RURAL SCHOOLS READING AND LITERATURE 141 inggetschildren.inand mind to good special walk that Theresults. alone.no teaching simpler elaborate Devices Phonics, devices the system are method, word are ispreliminaries necessary the better, to only crutches for use in learn- drills, diacritical marks, with ordinary the supremeprovided it theythem may oa. Athen story be askedmay Inbe if all readthey studies todo anot classit iswish best of theybeginners, for pupilscould readtoand have a motive to spur First Lessons ofpupilsaccomplishmentheadwayto interesting an can appreciation makeof interest,books headway of pleasurableadapted of pupils the for wonders willto themselves, their reading.make grade, great give progress of literature. As soonand guide as the them them plenty Giventhrough a beginnersthemaboutthemore teacher storiesmaypeople may tell may while who be about engageassured readthe whatteacher at thesethathome they if must beginnerstheyor have elsewhere, hear are heard interested other in conversation read. andclasses. andsome These willOr, of aimtheirThererural of own education. schoolsshould efforts, be is in andthe every thuslackSupplemental school mayof books be a selection for reading the of books needed. Our great accomplished the truest pupils to read. drawback in adapted beforetrywordto every develop themethod day, year animated, they is lackinggone. willFrequent spontaneous, be in taught leading conversations to to readnatural this interestingnatural expression. may expression. be things held The with these children tofewexchangemust eachand primers begrade,these secured among andmay including readers forschoolsbe everyexchanged ofthe are all school. first. excellentgrades at stated may for be times A Travelingwell-stocked libraries library for rural schools. Ain every school, for different thatfullemphasisAtfirst first, thoughts.full, appear sentenceseasy, may in Sentencesnatural be sentences, onshould oneexpression supply orbe and moreput the thebeforeso words,children muchcomplete the tobut beginners.be be these thoughts leddesired to should express The asfor a onesherreadinggoment thefrom district rounds, to matter.other have or county,keeping Ifa librarynothing probablyup year alike forthis she is can found agitate by a schools. In a similar way other books may supply of fresh and stimulating the whole county, in some the move-teacher in willsentencesinterestresult. be Words as at to goodband write are asfor toon anything be thetheObjective taught firstboard. else. lesson, through An work. A orange conversation and the The have anduse teacher someof in sentences. mindabout flowersmust the have some objects of wayandCountylastinteresting to exchanging secureresort, Superintendent a readingthe of teacher these matter can so may as thenin to everybe giveplan able schoolanthe to selection, get at aall collection of books for every school. The abundance cit new, few personal times. As a placing, pupilswillorange,theMary elicit orange. may maythe attention beflowers, say, The called Ichalk hold and orangeout calltheshould to point flower,blossoms,forth then tothe and whatsay sentences and Johnthese the related chalkmay sentences. to say, beinterestssays used. I fo, holdThe copies of two or three primers and first readers. themmaytheJohn, orange, beeach what rewritten time. wherefor Mary.Other for the pupils flower,convenientThey to may wherestate idiomsbe what Ishown hold. forthe The wheresimilarchalk sentences says ituse says into 1 142 TEACHING IN RURAL SCHOOLS READING AND LITERATURE 143 teachingjump,asI see, on read, variousthe I have, table, etc.), This is, in the winter, acrosswordsCan are youthe following:play (ball, tag, etc.). Where is, is made of, the fields, when presented Give me, show me, Can you (walk, Phrases such nurseryfromomyderfullywhich the rhymes,heighten primer.stimulate theMany to interestgood modern expression. in these primers first beginwill be found in using words and sentences familiar stories, and classic fables, all of lessons and won- with the chosen inCare sentences,tionsaswhole wholes should are sentences, separatedare be taken towhole secure phrases, and their recognition as the agencies for teaching for recognition. This stress on the expression of the phraseswholeswhole before stories the is preposi- very the prepositions. wholes, im- print,thereprintmay but asis theno their advantagescript print is, isUseso in thescript. print, and it be in good script. Teachers have tried imitating This preliminary work on board and chart that experienceabout seems as differentto teach that from the book takes much prac- the portantmayofinto toy a numberobjects, ofsuch compartments asA good-sized shalk w box, be a great help. If for final results. balls, flags,several tops, of each kind are about two feet square, and supplied with a variety whistles, coins, ete., number lessons in the collec- divided Rubberthealongticethe print,to script,with become letters' and the but printinmayskillful the the befirstso meanwhile asusedin lessons toit. maketoMany print may children primers on be the entirely chartnow along it easy to pass entirely to learn to write. withhave script. script with tionpupilsalso.methe they thetop,To may will dime. Holdlead be be toup helpful a grasp At othercalled times upon they to dothemay whatflag, Roll the ball, in languageof the and thought in the sentence, Blow the whistle,the Bringchalk says, Spinbe asked to repeat rubberphrasecards may type.may be beThese cut, written and may onDrill inbe each large held cards. card beforescript, Fromsome theor heavyword, printedclass, sentence,white and pupils paper or or light cardboard, with the statements.whattributethought the tochalk interest.Pupils'must says, names careChild interests. be given to a choice In the selection of added tobeing the sentences given to secure of objects of interest. first words, some will con-natural calledmaymayusedtion, to toasrecite savein reading. what time theof These board card cardssays.writing. Themay, Several time after of acopies exposurebebe shortened made to untilgive theto members eye is trained of the to class, quick for recogni- them to few days, be of each Sentencesextended.fables,and sentences. shouldand This familiar beshould These may connectedstories such in stories, as Little gradually Boybe kept in mindNimble, in teaching The Littlebe selected from nursery rhymes, Red lien, and Blue, Hey wordsto be wordswordgivenmatch or themthethan phrase words neededfor theis in written. sobuildingday's thatCards seat choiceCards the with work. sentences mustareoutline given be pictureswithmade. out small with of cards,moreobjects may be bought or On each small card a Diddlecharts.manillaHiawatha. Diddle, paper, Jack The used Belessons as charts, may In rural schools this will be an economybe developed on largethe teacher making her own sheets ofof time, with made.stampply houses. Pupilspad and A boxamay bottle of takefigures ofI These ink, a and picture,such letters, as are selecteach an the word to name may be obtained ensily in almost nny city, and from school sup- used by grocers in printing signs, inch usefulhigh, andin many a rubber forma of chartssince blackboard the blackboard must ll, ) lessons consume time, yet even be used freely. Another econ- primarycan be obtained work. for small cost and will prove very 163 144the object, and then TEACHING IN RURAL draw the picture and SCHOOLS write the name Probably two weeks should be READING AND LITERATURE given entirely to ear train- thoroughly done. 145 underprimers,models. it. and sample setsDrill cards are printed infrom sets tosome accompany publishers many method aims to get the will serve as modern child Thening,theseteaching time the sounds childbeing the shouldand given letters, withOrder of teaching the gradually drilled to their beuntil shown this the work letters is letters and sounds. The their phonetic values, recognition.which stand for order of varies quicklyofindependent,sentences thought. into reading, asIt enableshave must beenandPhonics. be toable toThe sentence-word childrentaught. to recognize But the such child must begin with naturalmaster new words, wordsexpression and andbecome the consonantsprimers.greatlyshortoftener vowels in The thethaneasily weight fortheory others the of firstand in common sounded, such as f, 1, m, n, r, 8, opinionlessons. favors The the Short selection vowelspractice are of many teachers words, and this is the and the of the basisusedand mentphonicthea fewwidely phonicas method daysto theused methodor proper aids ina Germany. in as giving the few weeks. Some are time to begin phonics. only beginningAn enthusiast method. claims this power. There is no agree- ardent advocates of Some say after in his book It is thus ofsonantsshort theshort theory sounds. vowel,by their that Thisthen thesounds with plan would teach graduallyvowels should be learnedphonograrasalong with abringing few phonograms in one first by the''rall the con- by oneof one sandthethatsentence-word first" words"children year of byof school, fairmethodthe it abilityphonic can bemethod. taught Beginningto readfrom three thousandwill beto safe to introduce four thou-and spell,with the phonics soundstheing, othermethod ings, of shortthe givesight, vowels. vowels. ights,preference andWord's to Rational Method Next in order wouldafter thesecome teachesI, 1,the firstf, long /,sounds. m, n,r, One s, d, e, k, 1, etc. This advantage the long a, inbeginners threedrills weeks may should beor givenless. be OnesetEar of thedrills. regular Ear drills come mostly apart fromrecitation the periods given every aside for phonics, so first. Pronounce for the reading. that phonic daypupils, to alphabeticofSoonence thisdifferent whetherisit mustthat names sounds. for be inshownthe nearly It is easyevery to case. the long sound or the short vowels the long soundsthat some give of these letters begin with initial f as in It makes little differ- is taught first. stand foralso the fat. slowlyrow,a slightlypupilsmy, no, so chew, so,recognizeas tolo, etc. separate quickly. explosive sound, such words as day, say, see, she, boy,Do no the sounds,write these, giving but the drill consonants joy, toy, paw, thaw, cow, Joe, go, jay, gay, orally until andtwoPupilswritten theparts, can pupils alone, f-at.be led taught and to thepronounce f aspupils are The word should be written on similarly taught, then a drill on recog- it is sounded. The letter the word drilledseparating on giving it into its sound. the board, is then commandsasInpronounced hat, telling bat, cat, storiesmay thus be some disjointedlygivenFollow these as, with words of fat, mat, vat, sat, vet,16,1 of the words may be so in which some of the three elementary sounds, " John, sh-ut the d-oor."bet, kit, lot, etc. Simple pronounced. words are such Theofisnizing of thusnextthe the consonants andextendedday year. pronouncingI can untilbe should f not all are tamht. The and 1. Day by day the br, taught until the 16,; alphabetic names latter part number 140 Diacritical marks. Another point TEACHING IN RURAL SCHOOLS marks should be used in these long under dispute is first words into reading sentences,There should be a READING AND gradual introduction of after a few of the symbolsLITERATURE One new word at the phonic have 147 lessonswhethermarks.Practicethings tothe The to distinguishhas diacriticalconfuse. method set in Simplicity oughtthe to strongly against much use of these various soundsalwaysreading of any is a page letter.good are presentthing not to marked thekeep least number of followabeen timegoodsuggestive taught themethod order and guides primers of the and sources will be best at first. blended into the words. shouldprimer be securedand first by reader the The order of these wordsof drill material to supplement in use. Some teacher aE should interingdiacritically, mind.introduced, these The words wordsand they the arewithout of pupil butthe Without temporaryis to the marks, pupils can such marks. If such marks are become self-helpful in mas-be taught that helps.f always thefromshould useful.text. a beto ,taught.z, for a TheseBefore the year is over knowledge of this order will the alphabeticshould names finally of be known thealways letters be in order Examplessays g,the and same then will help to guide the two sounds can be taughtthing; so does m, t, p, etc. But s the reader which sound to in the same lesson. , sometimes alongteacher with and reading. the class. ChildrenOther first-grade suggestions. This is the best foundation should tell stories back to theStory work should be used work for togethergivebewilllustrate whendrilled be givensufficient,for he onthe comes asgiving sounds.sounds across athese in of Athe8. the type first one fewor sounds, and words given to il-Similarly a, family letterword a.should These be months.sounds Pupils must It,' q, may be goodtotreatmentofbook. the oral reading reading Storyreading, by the story treatmentof pupilswhich and may the story or fable from with the class by way.;onversation of shouldmust pave always thedo forway be themselves will the chart or thestressed. anticipation heighten Oral containinglearnedproperThishas, for orforcessound. a,thateach he himcity sound.must towould relythink When largely notof athe makepupil uponsense, meetssense He should readily decide the sound hence is not so mechan- the senseif pronounced to give the kitty. with a new word of s in interestbeMifflinpaper read. in Company)cuttings, that reading. is aThis primer also gives and handicrafts good source book for The Hiawathaoutlines Primer and plans for correlated with the Indian stories later to (Houghton drawings, beenicalmuch as called the to commenddiacritical the " Try-another-sound" it.marksTheHowever, othermake letters the diacriticalare taught marksin a must his method of reading.similar way. This hasmethod, and itlater has be taught for readerlegends.besecondaction. encourageduntil year. theCharacters Whereend to ofaccompany the may story be However, this primer the first year or assignedcalls to pupils, for action, andoral the childexpression must withcannot proper well be used as a beginning of the stories dictionaryThefirstbeginning,to decidesuccess year. work how ofand the andmuch how teacher for ofmany written these and of the sounds are to be 1 6 marks are to be taught in the drills on pronunciation.primer in use may help used the givengoodand dramatically.Mirick, for seat the work: followingIn How to Teach the Fundamental Subjects, suggestiveby exercises are given as167 iiendall SortingMatching148 words words or toletters. pictures. TEACHING IN RURAL SCHOOLS inThese print words on the in page. script are to be put together to match those READING AND LITERATURE 149 MatchingArrangingMakingMakingFillingGrouping words blanks wordsoriginalsentences words from in to ellipticalthat sentencestheir letters.from rhyme. initial words sentences. about letters. or letters.some interesting subject or pic- jumpedyear.in advance If theover pupilsthe the day's candlestick,"have workDrawingEnvelopes learned to be thethey toassigned may illustratejingle may be containing,beusedin limitedthetold to story togreat drawtime. may advantage a be begun for in preparing the first "Jack CopyingAnswering verses. questions writtencardboard.ture.The on words the board of ora sentenceon slips of may paper be or written several times jumpingpictureing lesson. ofover. the candlestick,TwoCopying andperiods words then per toldlearned day to may drawmay be come Jackgiven in to every reading day withas a writ- first getherwordswithcopieseach ona madetotogether.card. a build card onThe sentencesruledthe Afterpupil mimeograph, as thisisin like tothe is cut thedone,following onso one asthe he writtento islines supplyillustrations, to putandon each thethem put boardpupil likeand to- naturebeothermonthsgrade, given lessons,things, one the to periodphonic and language, ato drills.fewperiod phonics minutes and may and number. be of spelling, given each After readingover and toabout one writingperiod period three may and to whichor chart. the He teacher should is to finally keepJack forput review all away work. in an envelope the and down his fell SometimesdrilLswork andmay tothus an give olderbe drillsgiven pupilOlder withoftener can pupils the be to sight foundany may of cards. be whothe asked slower can to take pupils.supervise the some of the seat Individual t Jill and hillup went up Jackfell broke and crownbroke Simplebeginnerspupilmay then directionsis to outdoors more cbey freely mayas forhis thus represent earname be drills givenis action,called in forphonics. gainesandas in action f-or-rn Wordswherein indicated. a e-ir-e,e.given each wenthill JackJill hillthe crown and downJack andhis silentlyfromyear thethe a thought-gettingsentenceparagraph, to then theLengthening oneparagraph.and called giving thought-getting upon I, to tell the and others giving. Second grade Pupils are to read In the second lengthened copiesbe written, may be cut made apart, toAll and have the placed anwords envelope in ofan a envelope. story for everyon a Sufficient full pupil. page of the prhner may 1Gb Ifstepwhat the out itthought says.to face This is the incomplete oneclass, may and beortell askedthe what emphasis theto close paragraph wrong, the book, says. the 16'.1 teacher150 should spear a TEACHING IN pointed question at RURAL SCHOOLS the weak point, " rithmetic," "gography,"READING AND and the LITERATURE like, should be corrected. 151 thenandas call relatedbegun for new Phonics, word in the first year.cutting and making bows and arrowsexpression.and sentence Girls may make small shouldbuilding, be extensions drawing, in connection with wigwams, writing,of work the Phonicpostureened,and drills andshouldgood willmusical oral Harsh voices readingbe attended shouldshould be to be softened,help intones all this. encouraged. in all grades. kept in mind as timid Slouchingvoices strength- or carelessGood voice training desirable Hiawathaandtold boysyear. them storiesthe The preparatoryStories: dramatic edition by the Public which they may work. Robinson to their reading School Publishing read this year. Crusoe stories may be the book the third Company aimsStoriesBookStories throughout for Company); of Little Great Some good books AmericansOnes (Publicall the for School grades.LittleFables and Fairy adapted to second Stories (AmericanPublishingAmericans Book Company); (American grade are: Classic is adaptedthird,and the fourth, to next. andActing out some stories with characters the third year. These children may fifth gradestories children may be more adapted to the second take minor partsin acting stories,fully done but this year gradewith OakStoriesCompany); Reader, for Young Grimm's I and Readers (D. C.II (D.Heath C. HeathFairy Tales (Ginn Third grade & Co.). & Co.);& Co.),heart Natureof somechildrentobringsbeenday interest, programs. shouldoutassigned an is voice training, unconsciousDialogue naturalness bereading used with good preparation and school them. where the characters and valuable readingThismaterialof dramatization expression, for special adds have andunitdirected tofrom a whole theto severalEmphasis on silent paragraphliterary to a production. paragraphs,reading. then their Pupils may now combination of paragraphs order of thought inSilent reading may be content given extend the the drill.mayspelling be by letter.Building words: given to building of phonicsThe to readingvoice training. matter words with letters. include all the sounds More attention this year calls for an extension This stresses of each orally,variouspupilsthere notic paragraphs. must is halting be To develop good being taken ofsupplied the withand plenty stumbling in silent reading and reading, simpler matterof readingready matter. expression, If the ofletter. themodulation, knowknowledgesound or is use andin theask, general past, Careful attention real value ofmake short up o. a list of and such words. enunciation. shouldMany be given to words containing It will be valuableA difficult vowel pupils do notarticulation, this usedshouldadopteddance in bethe used.of third, reader, reading Some some there matterAbility to read alone of theshould secondof the be gradeshould thirdfour or innow fivethe be stressed,should be at band. fourth,books etc. should be other similaiBesides thcand abun- forvowel thevowelpLinted teacher sound sounds out andto inand rude a orSlovenly pronunciation, 17 0 drilllist on of it. words made crude, and tube or tendencies to say The difference for drill. cube, should be "goverment,"between the readers,014ture.American 'Stories and many of Life the and Robbison Crusoe, Swiss East (Americaninteresting Book selectionsAdventure from (American 1 7 Family Robinson, Stories o, Company), BookStarie. Company) general litera. 152 TEACHING IN RURAL SCHOOLS READING AND LITERATURE still be kept up as one of the 153 PublicationofBigpany), Indian People Scudder's Children, Company), and Little Verse and PeopleAdveniures of Other of Lands, a Brownie Holbrook's (EducationJingle Book (The Macmillan Com- Prose naturefor Beginners, books may Cinderella, be itsed. Book, higherwork,theThemost adapted treatmentgroup. importantis a fine bookReading illustration of subjects Robinsonreferred should of to throughout the elementary grades.what may beCrusoe donein with bythe Miss asecond classic. McMurry, and third in years' of Nature Myths, and manyIn the first three years Upper grades children are prepared in the these classes. The following is a partial GRADES IV AND V list of books to be used with Mifflin Company.) formechanicsclassicsfully the intogood have ofthe in reading fields literature.a place, of and for literature of all varieties.' CompleteTheyhavethey are come develop ready to toform a venture strong some moreinterest, tastes SixHawthorne'sHeidi,GreekKingsley'sHawthorne's Stories Gods,by from Spyri. WonderGreek TanglewoodHeroes Arabian (Ginn Ikroes. Book. and Nights. & Men. (Ginn Tales.(HoughtonCo.) (Scott, &(Houghton Co.) Foresman (Houghton Mifflin Company.) Mifflin Company.) & Co.) opportunitypresentpictedfull plan characters by orthe for plot whole character inmay life classic; be study; seen; an situations, and thus offer valuableand the /esthetic or moral effect the harmony of the author'sepoch or age is often de- PioneerPratt'sHart'sLivesTen of ColonialHistory History Lincoln,Boys onStories. Children.Stories. theLee, Road Grant, from Jackson. Long Ago Till Now. youngmayciationature, be readers deepertastes of the may wonders be and more permanent. Thus the be guidedformed into the for fields only of the the good, andof literature an appre- may be awakened. footsteps of best liter- SomePaulCountryKingTales Dombey. of ofof these theTroy.Life Golden stories Readers River. should (Silver, be treatedBurdett & Co.) andorally, A Country then assigned Life Reader for reading. ormay partial thus be On the other hand, there selection of the basal readers. Apresented, greater a logical arrangement nar,y be accomplished, and bette.. gradation is yet a place for the short poem varietybe had (Charles Scribn.T's Sons)By are this especially Una, nearly the whole field of GRADES VI AND VII urgedliterature for fifth is available.and sixth grades.Only a few toreaders.or cover adaptation the uims to In rural one-teae?ler schools for regular lessons will be found often the fourth and fifth in these sim- books are suggested here:Sketch-Book.A ntientGrandfather'sMiles Standish.Mariner. Chair. yearbeilarlywould pupilsused the theavoid maysixth first theand year, wide seventh. andjump from be ,-:ombined in one reading class, and other portions Portionsthe next. of each book should third t.o fifth or from fift h This BirdsSnow-Boom!.&StoriesTreasure and Hemof Warrrley. Island. Progress, andtolikewise seventh. fifth readers parts If the ofshould sixth be and used seventh books can be had, parts of several I. 7 '2 each year with one group, readers with the next fourth JungleAulotriographyIvanhoe. Book. of Franklin. 154 TEACHING IN RURAL SCHOOLS READING AND LITERATURE Kenilworth.LadyThe of the Spy. Lake. . thought.get the thought Then itmust has been precede any expression to con mentioned that during SilasHeroEvangeline.TheStorizs Marner: Pilot. Stories from from the American Bible. (Educational History. Publishing(Ginn Company.) & Co.) placereadingmayreadingthe for the thoughtsis oral mostlyteacher will reading make andsilent feelingsmorein rural vivid discover how well the pupil is enter interprqtation. But there is of the author? And gc the impressionlife and in school. on the El discussion.formay home be pointedreading, out: andSomeAfter of these, a classic such hasas Pilgrim's been read brought up in school for general severalProgress, lines of maydiscussion be assigned It writtentheemphasis,tions,will training open to toawaken theand be of way recitedenunciationthe and teacher.for directtheon greatare the Theteacher poetry to ask of suggestilthe and(all important, but tillthinking.occasions, The intA and its theliterature motives found back ofand their appreciated.(2)(1) acts,(3) TheA The study figures historical of theof speech,characters, in the narrative, wherein true,allusions, wherein and the beautiescomparisons. of the parts played by each, sionwouldthroughliteratureinto of the bevarious missedheartdrawing, will kinds oftake without literature, construction, ahelps greater appeal pupils and hold tooral on thus to bring it throughto p the ear. theirenter lives.more correading,Ex retel not eighthtrue or year.exaggerated.The(5)(4) sameSelectionsLife and line other offor work memorizing, works may of the author. belearned extended and recited. through the constantlystory,ityto to dialogue,be read coveted, from aloud theand strivenin beginning dramatization aImportance pleasinl, throughout of reading aloud. Iu all for by any one. In rural li entertaining way is should receive a circles of life all the gra classicsherthemay class.enthusiasm vary may be read will and beIn additionstudiedcontagious, to the regular readers, Ifwith the the teacher tastes thoroughly and interests of in class each year. These appreciatesandtwo orshe the three will classic, complete be more the teacher and someaboutcomfortwholesewing, onethe family. toand familya readsick other Often patientfireside industries nothing than during wouldwill will the the go aloud while others are busy with be a great blessi gentlelongfurther voice winter to (so likelyin the to selectionteach it well. of the Some classics optionIn the to stress we have placed on Oral reading be thus carefullyshould studied. be left the literatureteacher in connection ofbeto thetrained themany reader. family suchfor A itsbut inchoice life everyto workthe readerThe as hunmnmay voice is rich in neighborhood.whole neighborhood, and t' assiduously as is the vo possibilities and it be a blessing phaseswith reading, of expression it may have appear been 17.1 that oralneglected. reading andSilent other reading to throughsinger or the the trainingfingers ofin thephonies. pianist. The beginnini .1. In the upper g 156 TEACHING IN RURAL SCHOOLS READLNG AND LITERATURE 157 vowelcomehenceandlation, thesounds inthis orthoepyconsonantsand training cana softening be and shoulddeveloped into of morebevoice kept into clear-cut,tone up rounder, rhouldor easy receive dictionary work. Enunciation, articu- revived. This may richer tones, precision;attention andgraph,naturallyalways tell then in good. his asof itcallingown Following was words told. oneThe thistothepractice leave acontent pupil of having the pupils his book, glancefacereads the throughthe class, paragraph a para- as of the paragraph is expressionanew. as oral reading, story telling, lesson This may well comeEighth in connection Grade with work ingand indramatization. vocal music alwaysTrain- discussions, in placearemarize read. of the the Older story teacher pupilsor thoughtandIn reading a similarof longer some way new as storythe grades to advance, should have practice in taking the selections before these pupils may sum- the entire SeventhSixth Or e e helpsting. here. Training in thought-get- In addition to the advance,school.ration for and this the reading. pupil should If the give pupil selects This story should be approved by the special thou the story, all the teacher into prepa- a FoFifth th Grade rade thoughtsbevoice the training, training preliminary there to get tomust thethe better.interest and supply aDramatization motive for for special programs will self-conscious, and acting will help wear tijis excellence. Rural children stimulate to great off. a Second Gradehird Grade expression.reading.insteademphasize of As This silentso children much tends reading, oral toad- arebetheSuch often encouraged story children so as intoto ordinarylosethrow sight reading of self, themselves unreservedly into their needand to in be acting imm they must FIG. 11, DIAGRAM SHOWING COM- jiFirst Grade ingthevance emphasisshould through increase. on thesilent grades read-In the assignment of the parts.Readersbook. li a often class advanceseems toOften too be doingrapidly good poorly,expression or are try is hampered by the difficulty of the graded too high. easier reading. PARISONVAIUOLTSSILENT(From OFREADINGKendall GRADES AMOUNT and ADVISABLEMirick's OF ORAL How to ANDIN Teach TIE the class.storylesson, may This something be is giventhe time ofto the to ersHerein will where is whereshow. there theEasy might advantages seem to of be having the supplementary reading may be brought stigma of beLng turned several sets of read- ciationandwords conversation or must meaning. be anticipated Inprepare primary the ingrades, mind previous forthe thenew drills. and Fundamental Subjects.) helpto givethem troublewith words in pronun- liable thoughts to be Questions difficult backday,venientread in tothe readers. them. occasions,teacher On should some sometimesReading Friday read to afternoon,at the the children. opening or onAll hour children like to children. These occa- have others other con- of the proceedfoundhas been in at the wellonce lesson assigned to the to preparation.be in studied. this way, When the pupils a reading will 1. 7 G with zest lesson sions,sionsread may andfor themselves.bethey used will as go privileges, far toward somewhat as By careful selections, teachers can inspiring the children to holiday occa- 158present to pupils many TEACHING IN RURAL of the choice bits of our SCHOOLS English and most need books. The school and the community libraries READING 'AND LITERATURE 159 Americangoodteacher. literature literature. These ale aims aimsTo form to reading habits accomplishedhappiness and the in childrenlife, but theyare and to appreciate the be daily kept in mind qualitieshave tastes of by the not childrengoodbewill done stimulate school theby a habitand teacher better community of reading.home forThe a libraries.community timelibrary,, has No andcome than greater to for buildto buildawork moreinto up canthe vigorous a and persistent onlywhichThisgrade, on awill merithigh children beprotect road mayscattered toshould thembe in all Selectionsagainst the for memorizing.' meniorize passages of greatalong their pathways.artistic sentiment, in Beginningthe vicious, in the veryugly literaturefirst the fine merit. notManyworkplishcampaign care the ofcountry toeducatingbest for spend schoolin people the Luore the teachinglibraries. do children, money not ofappreciateRural reading,on without schoolteachers reading,nor betterequipment, cannotin the libraries.many generalaccom- and do choicetheoftherizing, the poems of finest literature words, beginning are passages or short. forin the youngwith shouldMany Mother moral or other lesson taught.childrenbe picked is in out ofpoetry, theseof reading are excellent Goose melodies. and at firstfor memo-Later on lessonsMuch teacher.tectmanythe a school. schoolhouseslibrary. The school are notmayPrograms in offer condition good have literary alreadyto receive programs been and urged pro- 1.1.0 to bring people out to Th,.;se are difficulties to be attacked by the atshouldandspecial attention, asclassics to be whatselections, occasionally read,different and following thesehad on some cue is called for. This will be a very children are called upon to committed to memory.these Drills when, the whole room given by the teacher valuable general repeat shouldthatchargestudyinstruction the a soand profitsanall be expression, planned inentrance aregood to as literature,go fee andto tobefor in thehelpful each,bringing library.in withsupplying in wholesomegiving theThese understandrng the a programs motive children entertain- for sourcesprogram.contemplation;good 9f influence. Gemspleasure and they become of thought thus storedthrough life; they furnish rich wellsprings of culture and in mind are great food for mentforAlllogues,program, thesetrashy,for songs,all. programs and vulgar, A this goodand may andshouldother short crudebe happy, presentplayaccompa.:--1 literature may, amusing, models be should bythe andartistic recitation, body beform excluded, features. of tastes. the dia- ge problems.problem. In fact thisOne is one of the of greatestthe most of rural-school Rural people are not as great The School Library problems is the library vital of rural readerslire as they to offset the andThissurelythat convinced moneyshould as for :houldbechalk, that done broom,thebe Thefor approdriatedlibrary the board coal, whole is orwhich such any county. each otheraappropriates necessary year prime for necessity.it, factormoney just as should be reached "lonelinessshould be toand find isolation thatI companionshipAn of rulmirable county little necessary book for EE. (Houghton Mifflin Company.) this purpose is life. The country people Poona far M morizing, cals.build These the necessary cases should casesThe lock to larger contain securely. pupils the If books a in special their and roommanual-training periodi- for work niay 1 7 ;) bethe160 open ribrar7 shelves. can be securelyA lockedgood rural-school and barred, library.the cases A mayrural-school library TEACHING IN RURAL SCHOOLS should shouldlibrarian be duringdesignated said hours.to'Keeping assist the up teacher the library. or the &xi school nwy and then the teacher READING AND LITERATURE 101 haveyear.butbeginning notwith The less any books may than start be should five regularmade hundred with additions any appropriate number, should however be r.ade small,every be selected so as to enrich the work volumes. A wisecloth,bediscoverwith replaced aadd andcommittee lossesmaterially paste for andfluffier may should damages, to oftenthe use. go life Theover mendand of agirlsnotingthe muchthe books, with binding, which used needles, taking volume.books and stock thread, shouldother- to literature,majoritychildren,ofture, the entiregeography, of somethough the school. booksto there older,history, Some should should no rural shouldgrade be be life,chosen books beingbe adapted onfor neglected. nature, their to younger agricul- animals, art, or in any merit as The ThemakeIflibrary thelarger, largerexcellent has permanent some libraries begiimings, advantages Thelibraries cannot traveling inand beare bringing had, theyneeded, libra-ies the are a traveling butexcellentchanging thehave traveling libraries alreadyvariety.supple- been mentioned. fromdesirable,fieldCompanion ofweakening peculiar since and interest.these through the LiterarycomeSome lapse oftenergood Digest of periodicalsinterest. and are keepgood the areweeklies, needed. and Good weeklies are The Youth's stimulus ofments new to fiction the larger and otherlibraries, books especially of the year. for the introduction QUESTIONS FOR DISCUSSION monthlies.thepupilnight World's atcan home, be Work made an and libra.;anThe the periodicals Review for a specified of whenReviews time,new are shouldthen good some be kept out only over he new books issued for one week. Some 4.S.I. ExplainGiveTo what plans the extent foruse correlating areof reading the peopleculture. people?Whattheas a libraryof tool the your Why subjectrelations withschool are the theyand ofcommunity different literature asnot an more instrument elementary andso?a reading a library of to learning to read? recordotherPupilsdate in taken,the turn.may name beAdate blankbookgivenof returned, book talks or mayperiodical,on and the be condition arrangement ruled name with when of columns ofborrower, returned.books to on 5. 8.Do Contrast children thefirst "Try-another-sound" learn wholes,ofanalyzeschool (synthe.rcauing?as tree, subjects. these house,.R)method theseinto wagon, withparts, into thewholes?and or methoddothen they Whatlearn offast tobearingfree learn hasparts this and. on constructthe teaching shelveslibrarythat andother to read about work during their is not spargeneralDuring neglected e time, care.the butday for the atreading schoolteacher an pupils should interesting should see have access to the 8.7. O.DiscussWhat Make are the athe list use values of of ten dramatics ofbooks, good cussuse youroralin reading.of this reading? favorites,diacritic with other marks. for eachteachers of the who grades. have favorites. Dis- library,storythe exchangebook. certain hoursof books, of certain Ifand the some library days member should can be of beenlarged thespecified community so asfor to become acommunity 0 BEST COPY AVAILABLE 10. What difficulties in the way of gettingplanovercome libraries for schools? these? in rural What schools? are the How pros at.d eons e: the traveling library S I 162 TEACHING IN RURAL BOOKS FOR TEACHERS SCHOOLS Charters,BriggsKendall and W. andCoffman, W. Mirick. Teaching Reading pany.)Bow thif to TeachCommonin Pub thelit Branches.Schools.Fundamental (Row, (Houghton Subjects. Mifflin Peterson & Co.) (Houghton Com- TI1E ENGLISH LANGUAGE CHAPTER X McKlapper,Colby, Murry, Paul.Rose. Chas. Teaching Literature SpecialmillanMifflin Children and Company.) Company.) to Method in Reading and LifeLiterature. in the School. Read. (D. Appleton & Co.) Olcughton Mifflin Com- (The Mac- yearstraveling ago in SchuylkillQualities to be cultivated. reportedI. ELEMENTARY the following County observed some LANGUAGE LESSONS The Primary School incident: "A gentleman children by the of some Stevenson,McClintock, R. W.L. Chi D. Literatureldr,-n'sCompany.)Chicago Press.) Classics in Dramatic Form. in the Elementary School. (Houghton Mifflin (University of roadsidegirl' Youra-callin' of motherandabout we;a woman ten isus years,don't calling you, children.' belongcalling to from she.' a " near-by turned to him and said, The largest child, a house. He said, ` 11er ain't fortunatelyintended,imitatemodels long thebut nearly bad itbefore would form allThe asnot girl's pass language was entering school, and they children have beenthe exposed good. toIt seemssufficient to conyey the as an accepted that manyjust find as readily model. Un- thought such thecultivated,evil, inelegantthe always first commended and thepresent. moreof these, to forms, some of which were Certain qualitiesattractive, ofthe language teacher. and the Correctness correctness,wrong fluency, and taste are violated by the is a matterform, like must be Schuylkillof usingfiguresiswriter smooth accepted whos ofgirl. speechand ,! Fluency words easy. when come expressiveTaste but rarelyrefers into a otherchoice correct formsis quicklya qualitymight and of whose the ready flow of good taste.of words and have beentalkerlanguage or used.anwithcontact abundance Slang cultured with is veryideals people.In general we may say of new idetus and an in literature, letters, Fluency comes through that taste is cultivated awakened desire to express and conversations possession of through them.104proper Correctness forms and we arriveImportance at through of language a for school work. The TEACHING IN RURAL SCHOOLS practice in their use. knowledge of pupils nec- oraltriesbe andused. life.writteu Stories Nature language. ef and all agriculture kinds From used the supply veryin first THE ENGLISH LANGUAGE reading, literature, rich material for these must 105 essarilysubject.ture.Itinerantbeen In begin uninteresting turn,It isteachers, language alanguage vastly shortlessons importantand correlates terms,unfruitful along schoolmany with in readingclasses, subjectmost ruraland scant library with every other school which has schools. litera- utinghistory,ofagination,lessons enjoyment as nature, theyalso. and do ofnumber, artisticto lasting the developmentnature, andworth. geography and opening of becomeobservation, up a new Pictures are of exceeding great value, contrib language world im- resultsfacilities,these inat anrurallittle early schools.supervision day.In Let the areus first hopefactors grade, for in remediespupils poor havelanguage for been all engaged in conversa- ercises.expression to be freely FormalDrawing,used along lessons. modeling, with Languageoral andcutting, written forms and areex- making arbitrary. are Theymodes can- of has Thisandrecitedtions,tion have is haveof allmemory everythingbuilt good had sentences storieslanguagegems, in thetohave andtell work.first copied storiesand few Yet to weeks, and act,without composedhave ofcards some the committed closein special desk sentences, correla- work. lessons and use.fixednottalkstumbling-blocks, be The of reasoned the emphasis children. out, the butThese incorrect must incorrect be forms presented forms of speech willas custom mostly heard in the u, then made of these drills should be placed on habitualthe through repeated drills in be in inperiodprogramfor manylanguage, itself thingseach ofand nature,dayevery must after given grade.emerge. anda while to number the L, havefirst uguage correlated. grade its specialmust should Abovebe be usedthis grade fur In the one-teacher school one place in the considered thecommonand usesgothave in ; ofsr!,;the saw, certainare sit disagreement seenlikely; and nouns, ; certaindid, to done pronouns, plurals of ; this,subject as that verbs, and; these, and verb. contractions, be with I, me ; is, are ; was, were ; has, mice, feet, etc. The teacher those ; ain't, ain't The most languagea specialthrught-getting,materials. language is correlated and form-getting. withFirst many steps. subjects TheThere first asare is sources thetwo prepara- steps for to keep in mind period should be in the program, though shouldThemaytimes,ties properbe keepoffered and asked make aforms notebook forto opportunitiescorrect must ofbe use. errorspresented for heard and in play or at call forth replies using forms to be corrected drill to correct. Question!. further opportuni . other torynativegenerallyis step. that tendency. Giventhe bubble children something A overreason had with nothing forinterestingThere expression,past isin dullness littlemind to excuseexpress, toso in express. stronglanguage for children the is pupilsworktheir to have nothing to say. over-self-consciousterferest ionNote to shouldcorrect with best abe bad madeexpression, withformAt firstof strained such it isand errors,not attention tends best so to that onstop hisat a languagepupil in a story or conversa used. This mode of correction in make the purl the time se materialThe rural at school hand, haswith exceptional its intimate advantages connection in with the natureindus- 1. asidemust for be drillpersistent these andmay tactful. be brought Good inusage for practice.must 1. 5 be pointe Dri freely,out106 in thethey selections will gradually read. take over TEACHING IN RURAL SCHOOLS When the pupils begin to read the language of favorite thisbut year original will be statements may THE ENGLISHnearly all imitative as be extended fromLANGUAGE in the preceding year, short sen- 107 choicestliterature;andsupplemented exercises classic hence formaterial. the justforming wisdomThe as the languageproper regularof books used will furnish models for study habits,placing but these before must themreaders be the are in reading. tencesalwaysthematerial year. to preparea short in mind for forSome copy sort or of story or paragraph at a timethe writing, so that conversation work should for suggestions toward the endthe of child has his prompting nearly Therecorrectbut to are limit onesmany the of most lessonsoral excellent speech,Written to these forms. The forms with additionalused in ones writing cominglanguage mustwill make bebooks the the now work in lifeless.use, originality.endafter of direct the sentence; address, orPunctuation may be also the comma where extendedbefore it to if thethe usename of comes there are orais- withthe posses- comma at the graphs,wider punctuation, and margins. capitals,First year. Not a great amount 1. Written work in spelling, letterprimary forms, gradespara- of written work is de- sions,siveyear,blunders. andsingulars. using the Simpleapostrophe letterDrills must be continued on only simple address, forms can be withused contractionsto and simple word forms of common as, Dear advantage thisUncle, and sentences,mandedomissionandperiod cards. of shortandchildrenbeing This question rhymes, pointedcopying the first markout year. at should beand exact stories in every for blackboard, detail,for any correction. The place ofthe end of sentences, capital There will be a cepying of chart, the aconcludii.,; fewserved.any with signature,Thfrd year. Tbe work mayabbreviations, now simple the punctuation sentences. If the the body of the letter to work of the school become more original, but of these must be ob- brings in contain letterstowardinpropersentences this at year. names,thethe end beginning shouldThe of expression the be year given.of sentences sonic also the pronoun / Thesewill may nearl be prompted all be imitative, by re- opportunity to write original alland need of toevery be stressed word in but formswithtotheplurals. be must directreaders,extended firstAttention quotations, thenbe to practice should the usepresented of quotation for imitation. and to the apostrophebrougl t inbe through called to examples marks and capitol., Punctuationdictation. is in possessive of these in questssomethingschool,is, are,to whatwrite was, suggested gameswere,statements come,are by liked aIn came, poem elliptical best, sawceen or sentences can and other of what was seen on the way to what seen instory. a picture,drills theor correct use of be impressed this beginning,work.or animal and letters needLetterParagraphing to forms now beginstake in to come descriptions, stories, the address of thebe freely used to report(Ectatioa,in for attention.and other school writer at the Examples plant ofyear. rev,ew of usages taughtSecond year. The work may the Sfirst year. The written be Lake,: lip with exercises work guideareproperly to beto paragraphing,noted for each answer or in the readers. Questions or with instructions to topic treatment, will 1.5 topics given as a begin the line give good practice for beginners. TEACHING IN RURAL Paragraphs are divisions of SCHOOLS thought, liminarythird, and exercise. so on until Topics the story THE ENGLISH LANGUAGE representing the stages may be is completed, is a good pre- 169 originalitythought.and immature Paragraphing in division minds is are mustnotBestSpelling to specimens be must be of watched written workthroughout are to incapable of much analysisbe handled of concretely at first; expected until later. beall hungwritten up, work. carried putstorythe aupon story,teacher has the been essay, boardin selectingheard or or compositionfor guidance. to make Later their onown read. Thenand the arranging pupils may such topics appropriate topics to the divi- pupils may assist be giveuthoughtafter a specialhome to days. show to parents, and 2. Written work in upper grades ; compositionteaching work usuallyrecalled begin withfor exhibition on sions.divisionsSupposean outline, of itthe andor exercise to assignPreparation is to in advance list of points, to be covered for aconsist composition of a description should of some in the composition. call for secondthebutused fourth even tobook good grade, after for advantage the twothe bookThe firstor three textbooks book comesby ayears. in for language teacher with severalplanned grades, for two years, thefor use the independent These books can be ThisWhereperson:eyes, gives hair.and (1) a whenThe setting. was the person seen (3) Mental and social approach mires in for first (2) Physical points: size, traits: disposition for this description? consideration. complexion; cheer- (4) presentnumberlessonsviously lessons stillof mentioned, grades have bringing ato large theand Mteacher place,the second be taug'it below the eighth or ali the varieties of material pre- decrease.which will A increasegood text, as will thebook will contain all the ninth someful,or variety happy,been? appropriate genial,and originality concludinggood-natured,Though in the main part may approach and finishconsistsentences: of faithful What has description, he friendly, popular, etc. should be done grade.grammarthecuracy, upper necessaryfluency, grades. and to These taste,In addition are to the three two qualitiesothers come before in formentioned, stress ac-originality and sequence, or in encouragedSoonofcomposition.topi( the the composition. stopical insteadto detract This outline of outlinethefrom There should not be a the main thouglikbecomes divisions. a requirement" I-take-my-pen-in-handlogically forcomes every at the " multiplicity of beginning Grad-style. orderlyshouldtheto third-yearexpress thought. stimulate what, grade. Both originality, develops Manyof Sequence.these in and Children have a theirtopics own and minds. preparatory lessons tendencypupils tohave must ramble. hadbe encouraged aThis beginning in uallylineappearin subtopics, aplan. topical outlineand later system throughout, the composition divisions of subtopics. will be learned so as to bring in the order of the out- These need to and guid- producesionparagraphing,eventendency ofof aadults. thestory manifests first directinto part, parts, itselfattention another or in stages, untrained, to the thought sequence. Paragraph topics, given to teach second,calling still on another a pupil the to re- untutored mimls, the form of A divi- ingcussionraphy,thought. study or inof Theagricultureall these school points points.The in logical pnwe(hire shouldsubjects be called will contributefor first toin segnenee (Annhictorder mginPupils arecitations lesson need in history,to be trained geog- to 1.S; bei me a dis- pick of 170 TEACHING IN RURAL SCHOOLS How to can tomatoes. THE ENGLISH LANGUAGE 171 theoutfurthercommitting lesson.and arrange in givingThis to memory.theconduces variety pointsTypes to toas the logical aof subject-matter,part compositions. of study the preparationrather the followingthan ofto In order to guide the teacher Making compositions real. The compositions andOughtThe Howletters worstthingsboys to andbeboy I likehappy girls I ever best. to on knew.take the pianofarm. lessons. types are suggested: S.2.1. Narration:Description:Exposition: story, Debatable places, anecdote, persons, questionsnomena. biography. animals, come in plant here. phe- Thenotshouldcanof meanwriting.friendly, correspond now that treat social they largelywith areletter other to the inbe days affairslimited gone of to byreal business was life. often This a doesgem Letter-writing was then a fine art. children in distant parts of the If children dealings. 5.4. Subjects Imagination: for compositions: imaginary journeys,haveofNarration,people, Itthese. is its important personification.opportunityhappenings, Exposition, to inmakeplaces, Description,the This play may of includethe or imagination.a combination imaginary Originality finds pod play, and humor will State,arrangetheoccasionally,ence. direction the AnyNation,with methodofother they compositionor thewillteachers of world, be stimulated as and an exchangeart. Teachersto great compositions endeavor may in keeping the work in touch with real the plans for such correspond- readily ingthe compositiontopics are suggested workThe as bestasreal types: wayas possible. to catch rats.The follow- Boys lifeburdensomenearly t-orewill addofevery their needed thanteacher own it zest, errors,should ofCorrection vitality,English. and be. some Pupils and Theof inspiration.compositions. workshould has be beenled This to more is a great bugbear with pupils may assist greatly find ShouldTheHowHow hired to toacatch boy damrunman, aa a friskyandFord. creek. his horse. work. andAcompositionsin smallcorrecting the pupilcheck-mark tomustthe be work abletry may to ofto discoverbe others.indicate made Teachers thewherethe error.nature an musterror of the appears,read errors. inquiry. Failing to do the HowShouldHow!low to towe1 make raisedkeepa won boy abeeA. the playmyrabbit lndlcorn marbles trap. game. crop. for keeps. checkso,aimothertois he veryone the must ide,poor, compositionst. maketalk the over better the of pupil thefaults, slower checking and ones. encourage it may If a Compositiontake the go to the teacher. 'Better pupils may read and him to write writer iNlyHow room. to getset athe go(xl table. breakfast. t*,) Girls themayand dullerdifferent be assigned ones, topics andtopics assigned all Ifcalling kept pupils profitablyto for theare !Tune groups, arranged employed. the in brighter groups Then onesfor the composition lessons 191 than is expected of THE ENGLISH LANGUAGE 173 172betterand correcting.ones have the extraOccasionally the teacher must TEACHING IN RURAL SCHOOLS work of helping with the reading take time to go around the the work at the cationdevelopmentstorymust experiences. or enter keeping theseif we them realm,go Blind on as ignoring tomerelymust develop we incidental these be children to instruments recreation. of child nature and through joyous edu- We roomdesks.Carelessness, takenetc.,during Cautions may not a tobe untidiness,give pointedmay too be muchout poor composition period to observe timelyfor improvement. given to avoidassistance, Care some errors. yet a hint in time may spelling, faulty arrangement, should be self-expressforbeare read nev...rtheir because heightened Ion.too old osto circumstances, effectsFor best on eflectthe but listener. stories others Everymust are to be be toM rather than read. listen to a good story. Many stories must teacher toldWe developed.preventasany read. reading nine At other errors,At times some papers should other timesby papers the teacher, selected and by comments and a better habit of work may be read to the class prior to the teacher should called out on it be shouldstoriesamongchild practice adapted children;in a most the to she art differentsatisfying of tellingSome ages way. values.stories of childNor andStories isdevelopment. developit the call play into the ofplayart idle the imagination of the should also give time to a study of beforwhose read, next .generally writers time. are the to ones be BOOKS FOR TEACHERS encouraged to have ashowing better paperimprovement or the ones fancy,evilStoriesthe deepest atfor work.depict a story emotions, life,They may giving enlarge be and °made the prompt thechild tovocabulary, astimulate thewide will vision to thinking, widen noble of good intelli-deeds. stir and Charters,Barnes,Kendall W. W. andEnglish W. Miriek. Teaching in the Company.)Bow Country to the CommonTeach Branches. the Fundamental (Houghton Subjects. (HoughtonSchool. (Row, Peterson & Co.) Mifflin effectivelyselectedgence,violators and stories help ofthan moral greatly wewe teachcanlaws in preach impressedmorality them. and through Children humanity story. are far seldom more character building. Through well- Leiper,Klapper,Leonard, M. Paul. A., S. LanguageTheA. TeachingMifflin Work Company.) Excellent for rural schools. Iglish Composition as a Social Problem. of English. (D. Appletonin &El Co.) mentary Schools. (Ginn & Co.) (Houghton onepotenttakes of the possession factor earliest in lessons ofof theSince soulfor most storT-tellingof the vivid, child, natural hasit must been expression. become favored aby the ages, has been childhood's crafts, and so completely Mifflin Company.)Child life has two great realms of joy, II. STORY-TELLING play and story, and aThe helphaveinterest, story toclassic writing, andis not goodstories only results afrom greatKinds in various everyhelp of stories. toschool stages oral Story-telling subject.expression, of development. isit isa world-old art, and we thinking, memory, character, attention, pressedandTheboth underchild of theseby givesthe what arespell himself goes educational of onwholesouled up in tohis factors 190 them consciousness during play or . interestwith complete he is deeply abandon, im-of incalculable value. racialchildhood,Children development. first and like their the tastes primitive develop stories for storiesgiven byin thea race order in itsof 193 174 TEACHING IN RURAL SCHOOLS 175 andingstones, close he believed tostreams, nature. that andPrimitive1. all Primitivetrees nature man stories. dwelt more These came he believed to be the dwelling had personality; even thewhen a people were liv- with animals, inStoriespartway. all sorts mythology;The of of oldKing gods epic Arthur yetwho wonderfully couldand his favor Knights men of THE ENGLISH LANGUAGE tales of Greece and Rome are part history, finished, classic stories. thein a Round supernatural Table placesearlypersonifystories.tales of favorites, ofspirits Rhymesnature Brer of chiefRabbit andfriends and more amongjingle andor especially enemies. stories,Brer which Fox. like aredeal Thesethe are these primitiveStories ones, which thuswith animals are Uncle Remus folk-lore areenoughinof great school,history favorites " stories,ifand not stories before, thus of 5. showingthe historicalStories child hiswillof events. realmaturing begin life. Into These theask interests. are the He stories in this group. of real heroes thirdfor "year sure- makethewondergraph. simplertheir They appealas folk-lore to thebegin to originthe tales to 2.senses. showMythsof described things. more and The legends.in the old The myths are more reflection, especially in Norse myths precedingand para- mature than reallywhowantsholdingminds do comesa things. wonderin sway. the before adolescentSimple story the inand great part, stage interesting epics. but when he romancebiography is of dawning real life or Theseis interested epics inappeal people to typesthoseplays.of types forof The thechildren. described, mythsAmerican and yet legendsonlyIndianS. Fairy believed arewere stories of believed,for the and most fables. These are themake-believe moment as fancy stories the fairy story wholesome thisarefiction. period young Not of people development. until ready theStories age6. Romantic of ofadolescence adventure stories. is areThese nearly of aregreat through the interest romances to childrenof life told in in for the romances of the novel. These justendowing Animalsway,make-believed.havior bringing appeals alland sorts plantsout stronglyThe of thingsare primitive people to and childish peoplemasquerading, interests. the perpetual struggle of good with animism is still present in a supernatural which be- evil. ofment,later.stories different Theywill belong give have ages. in some thelittle Older latter idea placeThis children ofpart brief inthe ofthe stories ofthe elementarywill the high-school kindstolisten select of toschool. stories, for storiesperiod children in andfor order of their develop.. lackmoral.Bunyan'sto reflection,details Some Pilgrim'sto fables makehenceA are them fableProgress,a good,more vivid, is maturebuta kindand andthey of are a squeezed-down so parables,fairy as tale. those Allegories, of thethe as moral is an appeal fairy story with a short that they enableyoungerstory.the child, him ones, to and comprehendbut his a story experiencesTelling the scenes, the must stories. characters, have Inbeen telling etc., such of the asthe story,to the introduction should not be beyond the years of Bible,callingaboutare are illustrations.for menstill older moreas great minds mature heroes. to4. graspstories Hero The thestories. of epic a These are myths Superstitions in those days held to a belief andmeaning. legends crystallizedstories of the ancientskindred nature, yet Aassuredshould andtheteacher story provoke cr. of with tchmoredevelops. the thoughtfulness.a thanclass attention, Thispassive should will and interestmake keep Letthen theusfree theas supposelisteners' theusenarrator storyof questions that minds shouldproceeds. the active story beas is176 whereRobinson Crusoe Crusoe, came to his senses TEACHLNG IN RURAL and that this story has after being washed ashore SCHOOLS advanced to Bailey, C. S. For the Story-Teller. (Milton Bradley TEE ENGLISH LANGUAGEBOOKS FOR TEACHERS Company.) 177 returnedfirst?senselesshe want thanksfrom to find the to outshipwreck. God first? I will tell you what for his deliverance. What wouldHowhe would really he did. try Heto find knelt out andWhat do you think he did Bryant,Cowles, S. J.C. D. How The to Art Tellpany.) of StoriesStory Telling. to Children. (A. C. McClurgStories &Many classified stories and are good included. story programs. Excellent. (Houghton Mifflin Com- Co.) whethersleptchildren'sas the that any story night?companions responses moves These before are the story forward, time being given to escaped? Where do you think he samples of questions to ask proceeds to answer the hear the Forbush, W. B. ManualPhiladelphia.) of Stories. (American InstituteIncludesA complete stories andand valuablenew suggestions. list of stories, story-books, etc. Excellent as a manual to of Child Life, Therequestion are and a few move interesting on furtherWe cannot here go into details manuals for this work named at for another question.of method in telling stories. Hall, John. The QuestionMifflin as aCompany.) Factorstudy. in Thorough treatment of the question method. Teaching Stories. (Houghton inducestorytheing.Bible end telling,These many storiesof this may ruraland maytopic. come it teachersbe is Rural toldfrom in toOld the hoped that the little here schools have been rather shy ofStoriesopeningtake of it the up. exercises East Many (American of valuable a morn- said will of language material, asSchool art use of pictures. Pictures are to III. PICTURE LESSONS studies for the development of be used as sources Bookclassified.pany)seriesBible Company) ofgivesis sixnot These books,a read. large or aresimilar TheForcollection excellent moral sources, source Golden Rule Series (Macmillan of storiesinstruction of merit graded a most and excellent and used even where thebooks for the teacher. Com- theforraphy,appreciation,language languageappreciation nature, training, lessonsand history, ofas justhelpsartshould and may as in thebe teachingbe a many literature. The picturesappreciation chosen ofchoice literature products cor- of art, then correlated purpose with topics in geog- TheinA playgroundbe storythe stressed neighborhood. circle at heremay times beis, mayorganizedwhetherUnder used history more will be be taken oversaid forofin stories.aupper story classes,hour. The point and anotherto for literature, history, na- openingforaimrelates the in developmentartwith to ranks him stories new with inworldsof this languagethePictures aimEesthetic of for nature language lessons. upliftingin literature joy for aslife. of great valuelessons. The appreciation Mention was made in of the child, thus otherture,terial, orpurposes. morals,and it has the merits story for its own is an excellent bit of language ma- sake as well as for all these Partstudiedpicturesschoolroom.veloped I of this forfor in bookappreciation,language connectionWe ofare the lessons.concerned use withand of Thelanguagethis more ones study. on pictures on the walls of the I 5 especially herelessonsBut with many may picturesbe de-the wall should be 178 TEACHING IN RURAL SCHOOLS THE ENGLISH LANGUAGE theme of the 179 shouldindividualto bepictures,be foundexhibitedcontribute use.and in the beforealwaysThese to language the generally shouldlife of be the class for study, some small ones books, readers, magazines, and artisticallythe school,good.should They some be copiesmay largo ofones famous for picture.developmentat infirst paragraphing. be put around on For the final story or the board to direct the central figuredescription, or topics or questions may the order and to guide calendars.ThepricesMalden, one-cent varying SeveralMassachusetts) and from houses five-cent one cent(as make ones to are The Perry Pictureseventy-five Company,artistic cents or copies higher. for sale at excellent for individual in colors are class,turestomake use smaller not in their writingpreviously copies own study,Sometimes, after a the story. Sometimesof it may bestudied given may tolarge be picturegiven to has andbeen write the story or individualsmall copies members of pic- studiedthe by children tellthe it without to shoulddesirable,use.description For not the andinclude of the what onestoo is manyseen usedKinds in for of picture lessons. The smaller children some pictures theobjects. picture; it may include the lessonstudy may with deal these with children mere originalitypromptingspictures and fromto willillustrate the testAnother a very valuable teacher. Thisforthe reproduction, exercise progressstory, poem,of thethen or lesson is one using small penny composition. Thelearners. distribute twowill develop descriptionmayandhence study the it teacherand comesthe imaginary must first.Suggestions lead The story of methods. picture as a work of art. him to relate thesechild to will the seecentral isolatedDescription objects, is the simplest, told by the picture; or it orteacherset threethesedeposit in maythe and ofmargins, tell moneyother a story to related pictures to each materialshould the be teacher requested is to to cover illustrate his written story. child who is to use these, supply when the cost of A small tofigure.ordercentralmust name Observation beof whatfigure madequestioning they willcomplete see.should make will for andThrough thoughtful. questioning, extendRelatingbe testedobservation observation. all by to calling a thoughtfulness, Thisthe children order and a definite expected,needed.lowedthe following or and topics should toPerry guideThe teacher should Pictures andhave use in eithermindin thewrite orderly out questionsin the questioning. Secure studying the illus- development to be fol-copies of mightservationthoroughness.(3) right, call for (4)of objects objectsleft, If orthere in forin the general, areany (1) people the inappearance, name, similar systematic procedure of ackground, (2) foreground, the picture, after ob- acts, trations: 1. Objects seen hi the Illwtration 1. The Pet Birdpicture. (Perry Picture Topic8 No. 792) and outthecharacter present,from maginationthe of and eachchildren suggest person may the the may bereasons called in to tendency of the imagination to run future, care being taken to call depict the past, interpretbe topicsprompting for questions. their state- 3.2. 6.3.4.The CareVahieWhy bird'sfeeling ofthe of birdsfeelings, birdtheof the bird aroundis thine. to us. children for the bird. the children. wild,ments. and There thoughtful will be reasons a 15 0 will curb this, as will also the ( 180 TEACHING IN RURAL SCHOOLS THE ENGLISH LANGUAGE 181 For more advanced children. The Shepherdess,Illustration Le Rolle. 2. The (Perry Shepherdess, Picture Le Rolle (Perry Picture No. 618) advanceofmeaning the lifethey of of eachshould the pictureartist beThese more and as intended the illustrationsfully nature initiated by the are for primary grades. of his pictures should artist. Somethinginto the deeper As 'children usedNo. 618). for the This language is good notebooks.for a wallWhat picture, do you or small, see in individual this picture? copies (Letmay the pupils name all they Topics be ruralofbe arttold schools, is to good the pupilssincein the they ofhigh theThere depict school. upper are farm gracIt?s, many life pictures and which are of peculiar interestand a for brief history outdoor scenes, thinkcanfully.) see. so? Then What question is he driving? forWhatDo more.) you (Horse in allt.he seeor background cm? the Letman? them Whatto thediscuss isright? he this doing? How many What stacks? Are makes you Corot,Landseer,followingandquite help Constable,a listto areMillet, develop of some favorites RosaHerring. artists a fondness Bonheur,with who There children have for areDupre, the given others, can open us country. be selected, some LeRolle,of Troyon, but suchfrom pictures:these The leftlargethese of stack. ofthe hay, trees? (See straw, if(Log they or or discernwhat? fieldWhat roller? Looksomethingtimein the of forWhatbackground day? something like kind How a manof do totrees?) veryonthe a sheep left?donkey.)near What help toon answer the ground this? toWhat the the them large ones in colors for the walls. BOOKS FOR TEACHERS Mentzer Company.) makesstacks,after itthe appearthe rain? leaves, thatWhat theit raineddoes woolCenterWhat the onthe time weathertheattention night sheep,of before?year promise onetc.) is the it?Is it shepherdess,(Evidences warm or cool from eliciting the ploughing, comments theon further? Cyr,GroverHurl!,Horne E. M.,and andE. GradedChutter, M.,Scobey, How Art Art Stories toReaders. Life Company.)Show ofReaders. Great (GinnPictures Artists. (Atkinson,& Co.) to (American Children. Book Company.)(Houghton Mifail dress,horse,etc.the Whatappearance, things stacks, appearances in leaves, the evidences picture clouds, ofNote friendliness?which of that etc.,strength, are theare most manvague, health, distinct? is indefinite.indistinct. work, Which are (Is he white or black?) The(Note sheep in pairs.) What the center disposition, G.ThePerry P. Prang BrownPicture Educational & Company, Co., Beverly, Company, Malden, Massachusetts. Massachusetts.Chicago, New PICTURE DEALERS Some pictures one-half een York. ofone(The these? of artist a What world has the allmade effectat peace.) theShow as shepherdess a whole,Le Rolle's one the By of center, thehurry, River and (Perry the effect Picture is No. 619). The effect bustle, noise? field is the studyeach. of the Somerelations values. of words Grammar is the science of IV. GRAMMAR in sentences. language. It is similar. 3.2.1. A dayyeardescription with with the the of shepherdess. sheep. the picture. What do you like in it? Exercises to?DO follow relationsformsabilitying and are todetermine writing. chooselearned Thecorrect thein childhood. correctstudy forms of forms grammarof As speech. wewe grow 201 shouldshould use ingive speak one thLoose, inaccurat older we thoul, TEACHING IN RURAL SCHOOLS and fifth grades, and the second book to 111E ENGLISH LANGUAGE the sixth and sev- 183 beof ablegatepost,himselfOne grammar to familiar examine whether is are correct, with the critically the standards these and expression, likewise rulesour should for measurement or criticism.formswithbetween ofany speech. expression you The and rules toI andde- the be able to reason for enthprinciplesthesubjects, grades. first language predicates, ofSome grammar simple text. and lnare studiesparts the scattered secondof of speech the text, may throughout the book. kinds of sentences,for upper grades, be included in terminenothinggrammatically.comethat slitits fromillfulmay propriety. theguidein study usIt mayofin grammar.the be art. said If one parsingIf so,and such analyzing, a person and has yet gainednot Here we studythat aa personscience ismay deficient be- in the art almostspeak Thisgrammarof book thesegrammar, asnearly second should rather always books be than arepresentsIt upon builtseems the too as that basis language of texts must be used in given below the high school. Many exclusively on the basis much of technical composition. the rural offorcultureworld speaking an andinterest are correctly,in in social thein grammar. majority. circlesthat Aone studywhere Thisis shouldof the sentence grammatically should lead to discounted in thepeople business of education and be motive enough schools.ordinarytheguagetion, matter Theseletter-writing, materialspeech. for help drills Butandin on the paragraphing,we such economy wish forms to stress ofas and time,punctuation, again and thatthey present lessons should supplement these books grammatical forms of capitaliza-other lan- veyingandrounded,itsand improvement rambling; adverbs the not thought. unbalanced; willand rhetorically. have strongThe placingmuch closely and to of do the forceful,Sentences not weak should in con-be wellknit together,with notthe rhetoricalloose val- phrases, adjectives, aasaloag rigidshouldbefore well lines studyas preferablythe for already ofeighth-year English discussed. be in grammar thegrade, highThese and school. are we needed add Grammar presents 4Tectiveness. And it is largely conceded that should not be undertaken that this year for interest asues, goodclauses,jects, as will taste, predicates, alsoand a agreement modifiers,Thus should it may kinds be abe valuable of seen sentences, that a study of parts thequality choice of of expression. words previously referred to of speech,aid to sub- all good phrases, themindreflection. bedevelopment.logic taught of of a theAchild in study thelanguage, After kills elementary of thisall,interest and thekind amounthenceschool andforced threatens is ofprematurely grammar upon t small. The othercalls work for maturity of with arrested that should e literaturefirstverbal correct expression. the forms strength, areWhere beauty,instilled, to andbe and taught. symmetry in Through language compositionlessons and from the of the sen- theinsavedgrammar, language secondstudies. for language Allonlyisthe the the composition, certain important niceties book portions in of use part nomenclature, literature, contains of elementary too story, complicated and struc- should be selected, and time much technical English. If picture tence,threecretepletetexts the practiceclassicgrades for paragraph, language are thisthe all lessonswork the matterslessons poem, is aim done ofare the atattention. without memory a gem, or 202 generally adapted to the fourthideal expression. In the first Thus, through con-special text. The the coin- forture,tuation,are high and the school othercorrect letter difficultiesstudy. forms, T hand e of important paragraphing.grammar things Thesein a should be orms of everyday speech, 203 should be postponed spelling, punc- formal way 184 TEACHING IN RURAL SCHOOLS 185 thoroughlytionThen is only to be encompasseda yeartaught, of special modernInductive-deductive by study the practice end need of be the seventhmethod. year.Whenever a rule or proceeds inductively. given to grammar. defini- assignWithshowinggramming satisfactory sentences them at the the to boardconstruction blackbo.d pupils sentences tor diagramsspace,and foranalysis the on olderteacher ofthe the board; sentence. can THE ENGLISH LANGUAGE pupils, and thenalso Concretegeneralizationnition.wherein examples they which, are presenteddifferent: formulated,Illustration. and -- gives Compare the rule the or following sentences, noting comparisons lead to a defi- sheremoveteacherhabitsan can advantage watch of canthe work trouble.detect themin seeingare thedevelop Anoticeable, stumbling-block. teacherthe work their can sentences.and, if Probably they There hesitate, a of pupils in this way. Theiralso save time by hearing hint willis quite the R.1. How John,The sky manyclose is overcast thestatements shutters, with forinclouds, each?arain.because storm but Point is the cloudsout the are subject coming from the wrong direction for I do not look for a rain,coming. and forWithsomeopportunitysentence, the otherthe analysis class classother toat ofwhile pupils attentionglance all, waitingthe criticizing. overteacher each the pupil hasIf work there theshould later.advantageis not analyze At the of his nextan for the completed diagrams. enough time predicategrowslowsMake with mekeener of a each age,definition with andstatement? constant Whicha of sharp a clause. areEachuse." tongue the statement clauses is the onlyin is the called edged following a clause.tool ?that " A tart temper mel- sentencesrecitation,fulldivorce analysis pupils pupilsorally of fromsentencesmay without bediagrams,The called diagrams.orally. case upon and is notenableto This analyze unlike maythem onethese to ingive same the the teaching of arithmetic gradually languageformulatcdmemorized. of in the theRepetition book language WhenwhenDiagramming. in of drill thisathe definition will pupils,is better, fix Athenit ordiagram inand rulememory.restated thoroughly has is inabeen graphicthe taught, analysis it should of a sen-be commonmentalandwhereverse explained, problems arithmetic.is one,true andinor grammarmaythey mentalThe maybe solution worked whenbe solved oralwith out in onpencil the the mind boardor chalk as weor is tabletdo the in arithmetic is neglected. The re- analysis is insisted upon dangerstence.cardnearlysometimes Itit. inthirtyis itsa help magnified.use years toofor ago, manyextensively, Theand children laterdiagram though came in cameanalysis. athese movement freely dangers There into to areare dis-use It still holds a place, however, in the teaching of withvivalbuting littlewhengrammar. of interestor introduced no diagramming.Ile in became grammar.The to diagramming, writer quite So remembersproficient we say, there use inhis was theoral experience adiagrams, analysis,great re- when a pupil study- word.andsizesinterestinganalysis. the that The pupil Ita placeteacheristo somethingseeschildren must theshould be diagram than madeconcrete illustrate is forverbal grow everyand this untilanalysis.tangible, word frequently it takesin theand insentence isby everymore dia- 20 4 It enipha- butstate.words do not for fail parsing to have and oralParsing indicates Inanalysis many should much ruralalong follow schoolsof with what analysis. them. too parsing much Analysis will time is partly given sortsto grammar, the 205 shortened,with186more very time meager the given subject toresults. the limited other phases to practical essentials, and TEACHING IN RURAL SCHOOLS It is urged that this time be of language. CHAPTER XI 2.1. CanAn increasing you cite any number ca.se whereof educators diagrammingresults?has nonow place hold has as that leda separate Englishto a weakening study grarnmi in the of r elementary schools. Discuss. QUESTIONS FOR DISCUSSION volves two subordinateTwo though important very importanttool subjects. tool The sub- study of English in- SPELLING 4.S. 6.WhatOutline DiscussHow are theorganize the motivation many mechanical tocorrelations prevent of language facts children of to languagelanguage work.be taught from lessons.of scatteringin the written different tooforms? types?widely in oral jectsiningwe increasingly findand allthese written necessary as language.we advance subordinates Since from written in the the primarylanguage teaching fields isof calledread- of spelling and penmanship. From the very beginning Charters, W. W. Teachingpany.) the Common Branches. (Houghton Muffin Com- BOOKS FOR TEACHERS subordinatelessons.bothlearning, spelling They these functions have and two rejectedpenmanship toolshave areled spelling importantsome as books theorisubjects throughout. and its toforhave abandon separate selected Their KendallChubb, P. and The Mirick. Teaching IlowMifflin of to English. Teach Company.) the (The Fundamental Macmillan Subjects.Company.)Has a chapter (Houghton on Grammar in the Elementary School. furnacesubjects.thoughwords offor Butchanged criticism, spelling the spelling in fromitstrial, content. book, reading,and error, after Spelling history, passinghas beenneeds and through returning, otherto be giventhisdaily Leiper,McMurry, M. A. Chas.Language Special Workpany.) Method in Elementary in Language. Schools. (The (GinnA Macmillan most & CO.)valuable Com-and suggestive book. Good fur rural teachers. construction.sake.somegate specialPenmanship these to timeThe incidental samein has the goneargument program teaching through forthat would attention similarwould eliminate entirely trialsfor its alsoto ownrele- re- the elementaryButnectionmastered,special special lessonswith and lessonsyears, history, reading in reading, even in geography, readingwould though after be are thereadingtaught and valuable primary other incidentally correlates schlolthroughout mechanics subjects. closelyin con- theare 206 ofregularforwith spelling spelling classic schedule. inliterature and rural the schools spellingandSome well-written needs faultsbook to inabe history; specialteaching pointed andplace spelling. out we inin claim thisthe One fault in the teaching 201 andconnection.188 independent Spelling subject, has beenand this has TEACHING LN RURAL SCHOOLS v made..baa-much-of..a special led to giving it a dis- ries.of their The conclusions, superintendent based and on teachers concrete of studies New Orleans of vocabula- stud- SPELLING 189 havetoproportionatetreated itsspelling beenneglect for filled phthisic,monstrosities, inamount otherwith idiosyncrasy, unnecessaryof time when as a the school subjects. The spelling books k incompatibility,special and other diagnosisbranch,words, and should and also the have pupils paper,iedexcellenting the list whichvocabularies for guide eachare forused grade. ofthe astheir study spellingTheseSmall children, of listsnumberlocal books, are andwords. printedofand compiled words they on needed.make asheets spell- an of One of the most inter- schoolsotherpromptedspelling. simple has treatment Some been disorders. ingroup forthe Anothergrammer, qualityof words ofrather phisiology,isteaching designated common is entirely the testing called forth by america,for the and next fault in all estingnewspapers,ofwordsSage four recent Foundation, in studies, the studies andEnglish two one wasto based upon language.'determine that selectionson made the Ayres lettersthe by from Ayres,most combined of standard people,commonly of the the literature.oneRussell results uponused artone.lesson,mentposed of Nostudying andof to thought the bethe lesson.planned themethod words, byofNeeded nothe recitationspelling reforms. book, To no improve the spelling is given to the assignment, which is sup- pedagogical skill in the develop- training in the work in our used.Inwords,matelymost all 368,000Ayres commonly halfand intended ofwords,that, the toused368,000 writtenoriginally obtain words, bywords one to2500 but thousandpick was differenthe out madc. found the words, persons,uptwo that of thousand heonlyapproxi- werehad fifty to schools the following reforms2.1. MoreThe are needed:word attention lists mustfor spelling be givengreaterin must teaching to care. spelling. pedagogicalbe method made up with V. statementofcompileincludeclude Ayres, wordsmanya list givenwe of seldom-used usednow two in butthehavethousand forty-fourSpelling of words. the words one Scale,times These he thousand would inconstitute one 368,000, thousandhave foundation had thewhile to wordsbest in- to made recently to ascertainSelection3. Pupils the ofmust vocabularies Words. be made A number self-helpfulfile of dictionary.careful studies through the use of of children of have been wordshave of the efficiency English language, ofAnother a class instudy,and spellingAyres, the made S.best 2P. by test Professor we now Jones, of the University Meazurement of Spelling Ability. Bulletin, Division of thevariousRusselllists business for school Sagespelling. of life,ages, Foundation, toOne and serve of the theas vocabulariesand guidesfirst published was in themade under by used byselection adults in of word Ayres, of the the title of givencentageall,Education, have at which thebeen Russell top. arranged each For Sage grade example,2 Foundation inThe twenty-sixof words pupils take (1915).on listshould lists,the L. Ayres as be will able Measuring be to seen, spell Scale andcorrectly the for per-Spelling is one thousand in A second-grade class should AnotherauthorsofThe Wisconsin, Spelling was have made recently authors Vocabularies by Cook ofedited The and ofaChild spelling PersonalO'Shea, and book along 20S and BusinessHis Letters. Spelling. These of the University the lines seventy-threebetheythousandis able not ought totoo speh fundamentalmuch to per correctlybe cent, toable demand toand fiftyEnglishspell a seventh-gradethat per all childrenofcentwords them of that these correctly.should class by words, the allbe oftime80 athem. drilledthird-grade they leaveon these classschool one 209 Perhaps it 190 TEACHING IN MEAL SCHOOLS SECOND+.GRADE A 98 96 I) 92 88 I. rj 79 compositionsof North Dakota,' written is also by 1050 interesting. school pupils,He examined and got 75,000 a total 99 ORADE111IRD, 100 9994 FOURTH+98 GRADE 10096 9484 92 onlyof 15,000,000 4532 different words. words TheExamining used. " One Hundredthese he foundSpelling a total Demons." of Jones also col- 99 GRADEFIFTH, 10098 lectedwords, a list which of the he onecalled hundred the "One most Hundred commonly Spelling misspelled Demons todo Soand Wigyoube butofbe law siteatday ofthe the information English Language." of all teachers. These we reproduce below, for 011at LastupanWerny putOutalltins Ofe,makmuhadart e doorbelongboglot theirwhich surecan't saysguess theyhalf 1110usnot todaybiteLetomayWas bandcomesaystreetached MadlollEr. separatethere loseloose justhaving breakbuy redbadnigErtl. Leedidlookboy@is letlateIdahoering lawbollIhetarejg businesimeantdon't FebruarycountryWednesday believedoctorwhether veryigainnone boob coldLandWeismottsm borneWayJustask friendmany couldknow laidknew oftenweek PIA7icechildhatbet loveleadcallmuchthen sincebeensome TuesdaywearBums teartiredchoose won'twholecough 644 alya&f110414sendtO alwaysused twoanswer minutegrammar raisepieceache hethewItsomebaaOne womanwheredone readytoo anybeginningmuch saidread aboutb.s.buymhosthem writeherehear amongtroublehourforty comingthoughblue to-nightshoeshoarse difficulty. All the words In each column are of approximately equal Spelling The steps in spelling difficulty from each column to the thatWasranformen heardwritingoncedoes busycolorbuilt earlyeasyinstead enoughtrulywrote averagecolumnchildrenaboutnext79 are whatper Dente approximatelyBof gent. are perthe for givencentdifferent an of entire as cowed equal agrades. spell*secood steps.spellings test grade The It may numbersmayspelling be be expected expectedthemat the will top among beindicatethat about the For a third grads It Mould be about 92 per tent, for a For example, if 20 words hem layled The above onewould hundred dearmaking words, together everythrough Spellingwith straightsugar the Ayres perthroughfourth throughmeanscent.cent; grade 5479 from permeans80 about per63cent; throughfrom98cent;The 58per 77 88 Maltscent, 69through means per and of cent; 81torthefrom per a73groups fifth87 cent;means through grade 84us from meansas about 00foilows: 70 per from through100 cent; per82 7692 MIAS from SS through 62 per cent; 66 SO means from 46 shouldone thousand, be known which byI Jones, allhe pupils.uses N. Franklin, in his revisedConcrete Inrestigations of the Material (If English Scale,2 00 meansspellinglocatedratemeans groups. 96 from Intest and terms from91 97 through per ofthe cent;grades. Bywords 03means while per offlys column cent;98,99 OfIf athese 94 childand 0 anmeans 100groupings wereI spelled per 94 given ceot and IS a sze words,95child'sa PO persepa- word cent;or'pelting 75 ability may be Spelling, Bulletin, University1 This of scale, North reproduced Dakota (1913). as Figure 1t in this book, 21 0 BEST COPY AVAILARIJ will also be found ASfourthper percent gradecent, of them,he spelling would corn showeh It would Mk grade be properability, andto say so co.that he showed ty. If he 'pilled correctly 17 words, or 211 H I J K L *HVAD M N S a. r I1 7992 8873 8466 5879 5073 66 5879 05073 4"TNI" GRADE 66PQR 58 50 *Ii/grrt" TUV,WIXYZ 10098 9996 OR ADESOUR., 9498 9692 9488 8492 88 84 79 73 66 58 5066 4n 68 60 100 SEVENTH,. 99 GRADE 98 96 EIGICTI4 94 92 88 84 7988 73 73 66 "a 68 50 4=m 100 99 GRADE 98 96 94 92 84 t9 day nth a sem became catch trust sus Ierupt 100 afraideight 99 enjoyspend 98 ...u...... uderivesometimes ...... 96 loserforme& 94 stoppedoften 92 88 imolaithese 84 611M1111011 79 sombellesamogrog 73 01111.1ammersImeofte 68 imillsplatilis 68 omosimi11411111 50 face forget brother Disci1110(132 extra combined= moboa *caw setboalotsat treeridemin thinc000baDDI it Vol(keeprain beganclothingunless headache? print blur orteeth showyou? regularly? double? Do you HaveHave have youyou trouble ever readinghad HaveHave earache headache often often 0 80 40 ao% yourecord.irritated, hear well and inuse Snellen'sThe Doteacher youTest, sometimesshould note: have the appearance school? Is it hard to breathe earache? Do your ears ever run? Do entering the results in each of the eyes, clearthrough or your nose? SoreDefectiveObstrictedDefective throat vision often hearing breathing Bad condition of mouth , throatDoand you theseoften? breathe result- Catch with recorded. coldThe often? watch-tick and tapping tests mouth open? Snore at night? Have sore colds often (two or three times a . of hearing can easily be made DodentistregularYDoHave not not use never have tooth been a toothbrush to abrush hours?month)?for breakfast? When Have do you Howyou everDo eat Domuch you hadbreakfast? you hae tire sore easily? throat What or coffee or adenoidsteawork do youdo or you tonsilsdrink? do removed?outside Have of school What do you generally eat NotMentallyFrequently mentally peculiar. alertill youetc.)(Especially questionnaireever had anynote appliedhere the toThe common chart on the opposite page serious sickness? When did you approximately MON school children diseasedshows of children,the results measles, of such a have sickness? in SometimesDoStutter not breakfast or miss stammer lunchregularly basisone of for our .!omparison better withThe a teacher's records. American cities. This may form an rural school, or county. The teacher should have n interest ing Flu. 17. SHOWING SOME HEALTH CONDITIONS (From the Report re the S,h4,01CHILDREN Survey, 1915.) OF SALT LAKE CITY AMONG THE ScHooL- specialtwoobserveaddedvient given notebook to or general theto insufficient each information for appearance, summarieschild, clothing. from nervous the and observations of the teacher Mental conditionsof these must, records, also child.a page The or teacher should tendencies, and sutii- shouldSelfish?age? beIs lie timid? Something of all this, in a matter of report from one teacher to the Ill at ease? Sulky? Cruel an abbreviated summary of items, to others? next, as bewellphysiological observed.alert, as in size. Compare age, shown the by bright, attentive, answering Is the child backward? Is lie Aronological age with apparent advancemen I questions promptly? in studies as mentally whenhermakingmlichworth pupils anyso while.the as definiteand attendancesurvey. farMuch trouble It of willand it scholarship more helpful in directing their lives. And may be for the benefit ofseems the maketeacher to be herlocated, better acquainted grading. This is adenoids, morewith Does he play spontaneously, 326 and with children ii)f his own eye-strain, deafness, bad teeth, or the like, 327 .the school $04 TEACHING IN RURAL SCHOOLS PHYSIOLOGY, HYGIENE, SANITATION 305 healthcautiousproperat officer other must times or be the generalthe parent food, yet sometimes adviceinstruction about sufficient will be safieient. Olderdirect pupils advice in home needs to should be consulted. Very clothing and economicsbe given, rightterestingmentalItbodily is direction. the health habitsduty school of as and the work,well inschool as and to manual teaching their values. Good to assisthappiness in building and these moral character. activities all help in the play, in- proper andproximityhood reportsagriculture as to of ofhome may surroundings,Pupil sanitary surveys. these may be stableread asor piga pen, flies, make sanitary surveys drainage, slops, dairy hygiene, mosquitos, etc.feature in a special of the neighbor- Some forinrecreation, mental home workhygiene. vocation, have School been andBuilding service for permanent interests in used to good effect.credits for home duties nature,others literature,is a art, great factor a well as schooltopicgoodmaking programof merely discussion of the withas survey a parents school exercise.in mothers' meetings. and its significance pointed invited, or better be In any event, the out will do made a 1. A paradox from Rousseausurveysis this applicable of the children? to time QUESTIOisiS FOR DISCUSSION given to schoolroom ventilationis, " and We gain time by losing it." to healthWherein sanitaryPorto Rico,work thein our sanitaryThis work may be enlarged cities, the cleaning-upfrom common diseases, conditions in the by readings and talks as to of CubaCanal and Zone, " Safety 3. 2.Account Make afor list the (a) bad of healththedies.ofsible backwardness diseases of children; in children. most apparent symptoms (b)of of common nervous disorders;showing of rural children. Indicate common transmis- (c) of causes reme- preventabletheFirst,"the numerous market. etc. mortality Much Health help on Readers and similar these topics can be of hygiene has not as yet come booksobtained now on from 6.4. WhatIn what advantage in mentalcise?overhygiene calisthenics? of children? What can best be ways may a teacher tactfully influence for better hygiene may exercise through accomplished through formal play thehave home exer- onment,toor itsis traits own.fundamental association Habits andMental hygime. This phase do receive som,! of attention,all importantalertness,of ideas, in and its other attention. But the relationsintellectual to health interest,inhabits envir- emotional life 6. What effect in mental site?thetic, Can optimistic, habitual attitudes joyous, of BOOKS FOR TEACHERS hygiene if the teacher iz a cheery, and tactful? What effect if the mind be changed for the person who is sympa- better? oppo- andbodily happiness. health. Many Emotional states have a secretions are influenced by reflex influence on the mental (;uliAc,Dresslar,Allen, W. Luther. F. II. !i. School Gulick Hbal'ene. Hs, ,iene Series. Civics aml Health. (Ginn & (The Mixmillan Company.) k Ginn & Co.)Co.) jealousy,states.Thesehealt The stimulate h,moroseness, asinjurious well poisonous as serve as constantmental distrust states are those activesecretions agents injurious of unhappiness. to of others, grief, etc. of anger, fear, the bodily On iz Ritchie-Caldwell.Rapeer,Hutchinson, L. W. Woods. Educational PreventableHealthCompany.) Hygiene. Series. Diseases. Physiology-LI ygiene-S.anitation Primers. (Houghton Mifflin(Charles Company.) Scribner's Sons.) (Houghton Mifflin ('ompany.) (World nook rathercheer,the other thanlooking hand, evil onjoy, fortuniesr hope, tre the bright side, and trust, sympathy, good mental states conducive to counting blessings will, good Terman,Tanner, A L. my M. E. The The Hygienepany.) Child. (Rand, of the S ,hool Child. (Houghton McNally & Co.) 0 1) k t 4... al Mifflin Com- vegetables,ning.canning The club canningand has also been theof in making ARTS AND CRAFTS other fruits,operation, berries, this has made of jellies are related activi- and garden a begin- 807 CH PTERARTS XVIII AND cRAFTs - raisesgirlsties fortheas corn thisprofit. club. Why Tomatoes or potatoes are for boys, but the canned not a small cannery for making are not often as profitable for article more withhomes,somein very the form evenschools. meager can though The equipment. verysewingTHREE can types of work are be carried on through cooperation little of the practical work is donepossible in rural schools,be done even in the ordinaryHome seats. economics work in with the home,orThebymoney designs,way teacherreporting thanof realizing and through the the pupils peddling the may discuss general topics and special onresults. the overplus Even where of a bountiful there crop? are to complete the lessons at raw articles, especially is a good recipes partForscribe theof the manualbriefly schoolroom, somearts work, types or a of in an outer shed.bench We workshall can be which erected may in besome done in de- b ganizedbeschool added equipment, at to school the work andhome if given it is under tbework auspices is necessary. Often some liberties in choosing and of a club or- zest will ruralwork, schools, and (2) in "(1) Manual " Home Arts." I. HOME ECONOMICS Economics," including needle- directing its doings.Some general topics for 1. Cookery yetschools,excludedmaking, boys often canning, whereif circumstances enter time andHome and areequipment Economics areis considered into suchhouse-planning. projects as bread- Boys or should cake- not be favorable. However, in rural mainly a subject for girls, matters of such mesticbalancedvalues. animals, The food needs whyrations.2.1. Reasons The different for cooking. kinds Different of the humannot more body so for for man?) (If the latter is of foods;study their and club discussion: so important for do- sources and food health. Well- saw,closelemssewing, hammer,economy, of homeartistic boysplans basketry, may and besanitationClub and andpottery. arehome work. Where and forge, while the girls go in for occupied with handicrafts with there is no extra school- for both sexes. The greatest prob- cooking, modelseasoning.and the kitchen methods for each4.3. Planning Fuels and implements in ; its location,a meal. plan, Some utensils, special places article of food.cooking. Leavening The fireless methodsmenus of tocooking, illustrate for utensils. cooker. A and organizeroomotherEconomicson or together. year equipment at least to Club. sewing the One two and year upper basketry, may grades be or The latter is *,q better plan. for domestic science, the teacher 3ou given to cooking, and the these ofmay girls be intocarried a Home If the tomato and should attractivehomes.thewell-balanced meal. Furnishings surroundings. Value of 5. Serving a meal. Rulesmenus, for setting variety, the and table attractiveness. good serving. Faultsfor the dining-room. 33k of serving in rural Value of tasty, and serving 308 TEACHING IN RURAL SCHOOLSteacher does not feel ARTS AND CRAFI'S 309 competenting,withUses, she recipe bycan, to Carpenter, atbooks, least, sheSpecial can recipes demonstrate and to direct and menus. If the withdiscuss some book foods such in aas helpful way; start the children on many all phases of cook- Foods and their things then, tion,regularvessels,oughly and order. orderlinesstheand sanitary Stresscarefully also atdisposal all School done,the times. especial of and lunches.slops, everything care and Asneeded cleanliness, a matter put with milksanita-of hygiene and efficiency, away in tolessons. beloafmaking carriedbread, of white Thisof nutout breads bread,meansbreadat home, from soda a report on and all such, with competition biscuits, beatenthe recipe biscuits, selected,the whole to be treated as the home work in the best brown for the best etc. Corn school the andManyafterdayschool dining-roomsmeals, day citychildren are schools especially not should beneficial where,have inhave establishedcold forto something theaweather. few health regular hotof with lunch-counters their cents, each child may Cold lunchesgrowing day children. noon- breadsencouraged.Causesshould and hatterbeof failuresincluded cakes should cannot in theIn somenus the fall, preserving be soughtfruits out, and and making jellies, well be exhibited, but theyand tried out at home. " try again fruit " served.allgosecure soare far. theto Hot Childrenassistwhole inmeal bring atThe school.their movement lunches foras before, hot lunches except for that rural children does soup, hot chocolate, hot potatoes or apples are some way, that something hot maSr be not butters,hasthe ofexcela recipespecialetc.,the in mothers are one for reputation timely thing,the and children another to try older sisters in this way. activities. Iffor any excelling in the community in anyin one something thing, get else. out. Some neighbor Enlist the aid will forpletritivewillillustrations. thecooking give lesson value the and in olderof The preparationserving. the childrenpreparation lunch, This of furnish hotfoods, of dish the will hot increasearticle for the an opportunity to do some sim- opportunity and motiveand serve to make the lunch nu- Menussimilarly for other desserts fruits areRecipesTheTreat important planning forvarious different of meats, menus ways eggs, and berries should bchtried should be well discussed.of cooking and serving apples; and vegetablesfor full consideration. out. similarly Rural oroneexpensive.meal four-pint eight-quart for all Amixing-bowl,more tWo-burner granite companionableA kettle, small one oil small stoveoneequipment and bowl, and homelike. would be necessary, yet it need not be pan or skillet, one three- an ovenone twelve-quart therefor; nopeople considerationevenand areservice though great are on points plenty, she cannot boil a ham or of balance or dainty the teacher may talk but too often the profusion service. make a cherry pie. for each meal of a with authority, Both balance has aboutmayDovercup,dishpan, tenkitchenbe egg-beater modifieddollars. mixing-spoon, knife The towill and suit older befork, the tablespoon, boys, needs.paring-knife, with The the whole apple-parer, will cost and only a nough to do much with. This list teaspoon, graduated theseweekmenus inbrought summer,for up and andHave anotherDishwashing. pupils make suggestive menus children in school? Stress the importance discussed. 332 for a week in winter. What should be the of this being thor- Have holdcan make, the equipment out of dry-goods andSupplies. supplies. boxes,a cup, Each the saucer, cupboard child shouldplate, of shelves fork, supply and to his spoon. individual Paper napkins will 333 help of the girls, outfit, 810addnapkin to the to spread on TEACHINGvalue of the IN supplies can be his desk and service. Each RURAL SCHOOLS broughtanother from for privatehome. use. child should have a Prob- forif in home the fall cupboards; the canning in theIf nothing winter, more ARTScan be AND done, CRAFTS much will be accomplished club takes care of fruits and practice making breads, jellies 811 thoughablybring anow fewit may ause. regulation be Nearly all the There may be families should practicable andbottle of milk home conditions take turns in sanitarysuch as to the have typical such that some supplying milk, each child dairies chil- things.hibitedpies,can, cakes, and Theat thejelly and study school schoolthe strawberries, lunches; cherries, of the process of digestion fair will stir enthusiasm and in the spring, preserve, etc. Results and the hy-for greater ex- drensupplies.will canlected regulate bring Aa fewlittle days this. Plans must only certain managementahead. If apples on or vegetables,each one can eggs,be made or and the part of potatoes are bring sugar, salt, the dishes se- the teacher needed,special giene of eating and drinkingSewing and care of clothes. The Home Economics R. Needlecraft should be correlated. eachflour,on childbe any, etc., appointed can as Conduct of the and will soon come requested.eachbring week, Allone. ofas Also work. A committee ofto be asmall a committee as this will not be genuine pleasure. housekeepers should burdensome practica- cussedcarriedbecauseshould at take itonschool, requires at home. the work Patterns up sewing activities also. This is no elaborate equipment and to be done mostly at home,and materials may be dis-caneasy also to do, be Club dishes.ble.tion Thisin Otherwashingin due time committee is dishes.to prepare, The helpers may beaccording to thechoose the dishes, committee should named to assist dish to be served.serve, and the teacher begin the prepara- put away thein serving or keeping anThe com- havewaycussionofthough the each make first of girlodd athe things seWingmake hours pattern needed apron, with suitable at school may be used for handwork.a ginghamand one the by stitches hand. used In in making, will be a workbag. Have pockets. a similar a dis- thenOne eyemitteenourishing gruel,to propermay vegetable help soups, The most convenient andsequence. (gumbo),such and as meat cream of suitable dishes are cocoa tomato, cream broths. Other of peas, rice dishes are steamed and them.needpatch. of Discuss Have darning them the from different bring homeMake a model, showing bow torn garmentskinds and ofstockingsand cloths show and them the how to mend a tear or adjust a to mendsources in bakedbledcustard,be potatoes,eggs,quickly baked macaroni prepared, and custard,baked milk andapples, apple with tomato sauce.to have the experience will bread, creamedcoOperation eggs,tapioca of the pudding, Most of these mayextend the list. parents.scram- willscarfs;makingof materials. come workbags, Christmas in here. As Christmastraveling-cases, piesents,Talk with them about the care of garments,daintyapproaches, handkerchiefs, interest them etc. Simple embroidery pressing, aprons, in theIf them,it fall,andis new tobeforeand furnishto theirIt will be necessary them, a meeting daily supplies.the cold weather,cooperation secured to 33.4 of mothers the scheme get shouldthe be called explained to equipment in shopping.qualitiesironing, of folding, cloth, etc., hanging,Some directions for using to help them select intelligently when etc.; also thetbe textiles, sewing machine should 335 weaves, be 312 then one by one TEACHING patternsIN RURAL considered for SCHOOLS the making With bird study there should be ARTS AND CRAFI'S the making and putting 313 given,of garments,cacysmall expense, Neatness in combination and taste.each girl to will make with the dainty of colors, Soon the ideamake oneinteresting topics. and all with materialsaccording for summer to of neatness, Especiallysimplicity may the pattern. style, deli- andand simpleartupbuilt ofin birdbuilding withhomemade houses. an to attract RusticonesWith are the bird inexpensive flybirds. houses study areshould the best, each eye to the habits of certain birds. There is come the making of flytraps. The and generally best. one an thisfall be properdresses, somethingthe case nightdresses, manyTaste in the combinations of trimming ofwomen do color in hats, and underwear. not understand,hats is a ribbons, andwhenvaluable simplicity topic. hence they clothes is dressThewith grainhouse.generallyThese sprouting, should outside bestarting around to catch Simpletomato the the house work flies may before begin with plain boxes for plants, flowers, etc. In this and the chicken house, they enter the corn testing, unbecomingly,teachertasteing wouldcan who often economicaloften give cannothave give added valuablematerials, lessons yet veryat great expense, regular lessons much to the in good taste, stylishin effects. all phasesdesired effects. simple pat- of sew- Loud A theirjointsthere use shouldand and the beuse attention ofCare of tools. Then care. The saw, hammer, plane, chisel, proper nails and screws.some talks should be. given on tools, given to the different kinds of square, andterns, flashy patterns and colors generally is often the more bespeak a becoming and lack of theT-square, essentials. compass, Each brace with bits, and . boy should be provided at home with measuring rule are a truethe gentility. more genteel. The opposite II. THE 111ANTJAL ARTS should sharpencaregetsmall him of set tools, toedged of come tools. showing tools, to the and them school the how to to talk set to and the If there is a good proper use of each tool. carpenter convenient, sharpen the saw,boys about the correlatethereing, is with theand Early grade modeling of the primary cutting, coloring, otherwork. work As previously learn the of the schoolhandling of cardboard construction, grades. indicated, these andraffia home. to makeEarly in the grades At first draw- sim- withshouldtothe scale. theboys be drawing. given Someto learn them, working toEach toWorking drawings. It is valuable interpret and use working models drawn drawingsconstructboy ofshould simple the articlethen things be in given to make early in this work for accordance practice theple children needles,matsoftrays, useful can native qualities. grasses, boxes, and many and baskets. Some beautiful etc.,Laterarticles should the use of artistic effectsbe formay making of raffia, rattan, designs as be bad with baskets, well as pine mayboysorthein makingchicken article. behow correlated ato coopDrawings read will a byworking illustrate for having thethe boys write working drawing for approval before he a ladder, rabbit trap, dog house, drawing. Composition work principle, and teach the makes nativeusefulbe materials.directly at home or Woodwork. In correlated with schoolthe should woodwork, be so 3 3 G other school made. Much far as possible, work. of this will things theworking following: specifications bracket Projects.to Some projects shelf; milking-stool;accompany chicken the drawings.suggested for construction '3 3 up a set of coop; are 814 TEACHING IN RURAL SCHOOLS ARTS AND CRAFTS cabinet;sawhorse; hammer-handle; weather-vane; chicken-brooder; insect-cage; tool chest; sled;axe-handle; ladder; hoe-handle; bee house; medicine rabbit- I. The leading difficultiesagriculture in rural schools QUESTIONS FOR in the way of introducing arts and crafts DISCUSSION and trap;house;gate; rat-trap; summer school play-shed;Some time should house with vine and be given to talks on finishing, stepladder; workbench. flower trellises; chicken scraping, 2. Mothers folks?teachertheseand equipment; difficulties. teaching (c)these may feel a superiority and preparation of teachers.things. Discuss How enlist the are these: (a) Time in the may ridicule the idea of the sympathies of the home schedule; (b) room the removal of young sandpapering,farmwith formleather. one staining, How good totopic;Good work can also be given mix cement,and painting. and its uses how to mend shoes and in cement work, and work about the harness 3. This other tionsdicelearn akin and home to that the practices notions prejudice must often be they naturally learn at home." How meet this?that boys get sufficient overcome: " Girls will exercise in farm Wherein is this naturally occupa- schoolpreju- another.usefuland it knowledgeisVery not simple only asvery equipmentHow to handle the work well. interesting and educativeif there is no special room only is needed for can be had at school,this thework,but very for it. 4. How are school fairs clubstraining aided? here is useless? BOOKS FOR TEACHERS helping us over these difficulties? farming at home, hence How have the If projectsa othereachspecial boylessons, should room of the andwith two good equipment upper be set for regular hours results required. Without this,elementary grades, just as in each week for for any there Hapgood,Dobbs,Carpenter,Alderman, Ella Olive V. L. C.R.D. SchoolFoodspany.) Credit Primary Mndwork. (The and their Uses. (CharlesNeedle Work. (Ginn for Home Work. Macmillan & Co.) Scribner's(Iloteton MifflinSous.) Com- Company.) homeis thecountand projectHandicrafts credit time work, givenused Club in as full reportthis should work, be and madefor when regular to the groupschool work.for Pupils home may project work. the teacher,For all this has ob- Richards,l'ickard,Patton,Newell, Frances. E.A. C.II. E. E. HandbookRural Home Education.(Milton Bradley Constructive Work for Company.) and School of Domestic Science (Webb Publishing&wing. (Newson & Schools without Company.) SpecialCo.) Equipment. tainedschoolholidayIt sufficient is fair. notmay alone be credits enjoyed. for theThis practical work must be looked upon as essentiallyfor this out-of-timeExhibits work, should a be made at things made, and theeducative. practi- half the Sargent,The Delineator, W. Fine forandElementary Schools. (The patterns. (Butterick Industrial Arts in Macmillan Company.) PublishingElementary Company.) Scho,ds. (Ginn and Household Arts & Co.) for calon valueillters the line the throughfarm, of withschool all such truea along workracial with to development, one the but it is also for thecorrelation development of hand and mind 'OE book work of the old order. who is to live his or her and deserves place iu activities. It is of brain cen- life APPENDIX

'kk 3 11 A LIST OF TWENTY GOOD APPENDIX BOOKS FOR compilingbeteacher considered to buy,this list and heThe author is often RURALSCHOOLas fundamental totds for no attempt has been made asked whatherewith submits are good books for TEACHERS a rural-schoola short teacher. list of what In might a rural-school in theomittedtheirhelpfulspecial list buying. is and methods,general other books.books but one which rural-school teachers only to provide While somesubstituted books by others, it a list of a few of the would do well on the listto go might into thebe field of is still felt that to foklow most 2. 1.Bagley, Alderman; NV. C. L.Classroom R. millan(Houghton Company, Mifflin New York,DescribesCompany, work done in Oregon, School Credit for Home Management. SU and how to handle1909.) suchBoston, 1915.) pp. $1.25.Work. (The 181 Mac- credits. pp. $1.00. 3. Betts, G. H. The Mifflin Company, Boston,A veryhelpful helpful little bookmonograph on Recitation.the details of organization 118 pp. Price and on the recitatiou, questioning,1911.) 70 cents.control. (Houghton 4. Carney, Mabel, Country(Itow,lessons. Peterson & Co.,A very practical treatise on the rural-schoolChicago, problem. 1913.) Life and the Country School. 405 and toe &alignment of pp. $1.25. 0. 5.Cubberley, Chaiters, E. W. P. W. Rural ing(Houghton of the common-school Mifflin Company,A helpful book for inexperienced Teaching the Commonsubjects. teachers on theBoston, principles 1913.) Branches. 347 involved in the teach- pp. $1.35. Mifflinproblem,life Company,problem. and howGood Boston, to Ahistorical solve consideration it. of the rural-school Life and Education.introduction, with1914.) good problem R A a phase of the 307 pp. $1.50. (Houghton343presentation of the present much larger rural- APPENDIX Grounds. 162 pp. 43 plates. 18. Terman, L. M. The Teacher's Health. 137 pp. 70 cents. (Houghton APPENDIX 321 7. Dresslar, F. B. Issued50 cents.of a.srural Bulletin(Government schoolhouses. No. 12,A good general treatment Rural Schoolhouses and of the planning, location,Printing1914, Office, U.S. BureauWa.shington, of sanitation, and arrangementsEducation.) D.C., 1914. 19. Wilson, H. B. and G. M. The Motivation$1.35.Mifflin (Houghton ofCompany, School Mifflin !Fork.Boston,A veryCompany, 265 1913.) helpful pp. and Boston, suggestive 1916,) study of the hygiene of an occupation. 8. Earhart, Lida B. (Houghtoncrab,. Mifflin Company,A very simple and sensible Teaching Children to discussion u to how to Boston, 1909.) Study. teach children to study logi- 182 pp. 70 cents. 20. Wray, Angelina. Publishkngjects of the Company,elementary school.ne Bloomingt place of motivation in school work, and the motivation of work in the sub- Jean Mitchell's School. 1902.) $1.00. (Public School 9. Field, Jessie. The pany, Chicago,transforming a rural school.A series of letters from a 1911.) Corn Lady. 107 pp. 50 countryShould teacher be read to by her every cents. (A. Flanaganfather,rural describing teacher. ber The work Appendix Com- in teach-rs could read withA profit. charming story of a country teacher's t rperience, and of a kind which young 10. Freeman, F. contains$1.35. some (Houghton very good N. The Psychology of Mifflin Compaay,farm-arithmetic Boston, problem. of the psychological principlea the Common Branches. 1916.) underlying good instruc- 275 pp. 11. Hart, J. K. 277tion pp. in each$1.00. of the (TheA very capable discussion Educational Resources of common-school branches. Macmillan Company, by different authors, on Village and Rural New York, lois.)different phases of the rural- Communities. 12. Kendall, C. N., Subjects.lif e problem. 329 pp. $1.25.A collectionA very of good sixteen presentation easays, and Mirick, G. A. of methods(Houghton of handling Mifflin the Company, How to Teach the common-school branches, Boston, 1915.)Fundamental 13. McKeever,14. McMurry, millanbased Company,on the best methods NewA good book on rural home Frank.W. A. How Farm lo StudyBoys andand in use in city schoolYork, systems. 1912.) life, and the life interests of young Girls. 320 pp. $1.25. Teaching Ilow to Study. 324 pp. people. (The Mac- 15. Perry, A. C., $1.25. (Houghtonthe art. MifflinA simpleCompany, analysis of the Jr. Discipline, as a Schoolprincipal fac.ors in studying, and Company, Boston, 1909.) Boston, 1915.) Problem. 273 pp. $1.35. how to train children in 10. Smith, W. R. (Houghton MifflinAnalyzes Company,A study discipline of the as organization an Introduction to Educational individual, class, and school problem.of society, as this relates to Boston, 1917.) School Child. 417 pp. Sociology. 412 pp. $1.75. school work. $1.05. 17. Terman, L. (Houghtonwill be ofMifflin much help Company,An to theexcellent treatise on the M. The Hygiene of the 341teacher. hygiene of physical and mental Boston, 1914.) growth, and one that ' ; l)

Adolescence,Activities of living, 68. Spencer, 10. INDEX Community organization,acteristics, 59; char- 62. Agriculture,Age,iEsthetic chronological, life, 263, the, 277; 13. physiological,ersmentaryracial values of, evolution 277;of, nature 263; school study,parallel, gardens, 267; 265; teach- 278; ele- 71, Deskwork,Cubberley,Cook,Consolidated W. 98-100. A., E. cited, school,P., 8, 26. 17, the, ress19, 17; 318.of, 18; Ohio standard of, 21. prog- Apperception,Alternation of classes, naturt of,50.ics,vanced,method,clubs, 82. 288; boys' 283;good282; and month farmnature girls', lessons, by outlines, 279;month 294.project ad- top- DisciplinF,Dewey,Desks, 43. blm, importance 24, SO,corrective,structive,pose 85. of, 105;of, 105-06; 122. measures, con- 113; preventive, 111; pur- Arithmetic,AppreciationApplications of forrural teachers, life,waste,ofature, 28; nature, 83. of 52; 251; liter- 264.of fundamentals pictures, 177, in 181; in- 250; eliminations of FundamentalFreeman,EnglishEarly American F.Language, N., studies, 203. Schools, the, selection 163. S. and AyresArtsArt-Literature and Spelling Crafts, Readers,Scale, 306. 190-91. 256-57,systems,struction,96. 262; 252; plan primary of course, method 2,57. 253; rural arithmetic, Geography, 231; old andapproach,231;years,arrangement some 135; 234;uppervalues nature grades, of, 233; approach, 136. of, 135; new types, first story six BodilyBlackboards,BeforeBack openinglife, to the the, 41. country, day,12. 45. 10. Grammar, 181; some values,tures,aginaryies,235; 241;globe 246. journeys, map lessons, making, 246; 238; type244; stud- use of pic- 181; im- ChangingCharacter,Cary,Broadening C. P., conditions 29. 287. view of in rural the home, school,country, 4; in the rural 11. 4; Hanifan,Hall, G. Stanley, L. J., 60. quoted,184.suggestion,where to be taught, 182; method 184; diagramming, 68. Clapp,Child, F. the,L., 26. periods of78. originalindividualschool,growth, 6. capital of, 74; interests, differences, 72, 77;65; History,Herbart,Heating, 211;39.J. T., the cited, point beginnings,summaryfact79. of history view, of Vs. 213; purpose, human historical history, 213; stories, early 349 212;211; S26 INDEX 821 dates,phase,214;results,raphy, story 221; 226.value treatment, topical of, method,;219; 220; the biog- 222; book reviews, 224; important Palmer method, the, 201.45-48.ofschool the community, work, 48; of 57; recreation, preliminary, 54; Shawkey,SeatingSchool faults,spirit, pupils, M. 115.P.,164. 47. 60. INDEX Terman,TeachingTeacher'sTeacher-qualities,Teacher equipment,L. preparation,to M., study, 71, V.96-98.85, 26-31. 30-34. 320-21. HomeHygiene, economics, 296. 306-, clubcookery,work,theschool and work,306; home 307; lunches, club 310; recipes, study needlecraft, 309; menus,topics, conducting 311.308;307; Page,Penmanship,Payne, David W. P.,H., 199; 35.25. qualitiestions,inteaching teaching, 203; of,, faults, 199;writing ROS; 200; methodscales, fundamentals 206-08. sugges- Spelling,Special days, a tool 60. subject, reforms,187;dred188;192; needed Ayres'sdemons, 188; better Scale,selection 190; teaching 190-91method of of, words,; ofone 193; study, hun- dic- WaterWade,Ventilation, supply,Alexander, 39. 39. L., 19. , Instincts,InfancyIncentives, and definitions 117. childhood, of, 65.75; develop- Physiology,Perkins, Mrs. 296;Lucy rural F.,hygiene,296-99; 230, health, 248. what301; 12, healthto teach, surveys, 298; child 301; Standard schools, 20-24.tionary work, 193; simplified, 196. Woodwork,Weight and 312.height averages, 74. Interests, nature of,relationfication,classification, 78;ment Herbert's of,to 80; drill,76; how 79;variations 81. Dewey'sto develop, of, classi- 77. 80; Play,Plan of value lessons, of, 102.64; supervision54;records,sanitaryratus grouping and302; surveys, of,books, mental piis 304;for,57. hygiene, 55;teachers' appa- 304. Kendall-Mirick,Language lessons, 147, 163; 156,166;formalcultivate, qualities 202, compositions, lessons,230. to 165; written 168; use work, of 163; first steps, 164; Reading,Punishment,Program,Preliminary importance suggestive, organization,122. ningof, 53. 137; methods, 40. begin. 138; supplemental, Lighting,Library,Latin grammar the 38. school, schools, 158.methodstories, S. suggestions,172;:picture 178.lessons, 177; Recitation, the, 86; in86;thegrades,grade,140; rural librari7158.varieties schools,149; third of, grade,87; steps 151; of, 90; first 152; oral reading, 154; lessons, 141; seoand upper MoralMissouriMeasurementsManualMcMurray, training, arts, score Chas., 312; ofcard,16, children, projects119.85, 2e-94. 162,how 74. in,Va.to handle,;i13; 314. Rousseau,Redirection,RuralRecreation, life J. problem, ruralJ., organizing, cited, schools, 4;(35.aims, enrichment 54.0. 88-95. of, Nature study, 203; racialstudies,materialmethods265; evolution, parallels in,273;for 267; grades, in advanced nature correlations, 270; study, studies, outline 266;269; Rural school, changes24;,44;of,portunity5; in,the needs 11; reorganization0; teacher, type of, of, 12-17.of, 10; 25; 17; broadening the of,standards, plant,0-49. 30- view rare op- 20- Organisation,OneOhio teacher standards, school, of21. the the, plant,283. 19. 45; of 350 Schoolhouses,SchoolSanitation,Salaries, habits,events, 34-35. 296, 113.57-42.59. 304. BEST COPY AVAILABLE