• v

February, 1923

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WALTER LIPPMANN Author of Public Opinion, etc., and Associate Editor of The New York World, writes of ENGLISH: THE MAIN INSTRUMENT OF CIVILIZED LIVING

HENRY DEXTER LEARNED Associate Professor of Romance Languages, University of North Carolina, discusses AIMS AND ATTAINMENTS IN MODERN LANGUAGES '■Hi j j V •!. fill REPORT OF SOUTHERN REGIONAL CONFERENCE

ON HOME ECONOMICS EDUCATION hr By Grace Brxnton, Head of Home Economics Department, Harrisonhurg State Normal School •u. i THE RECENT ADOPTION OF TEXTBOOKS FOR i VIRGINIA SCHOOLS Ss ■

Published at the CENTS STATE NORMAL SCHOOL of Harrisonburg, Va. 13 THE VIRGINIA TEACHER

Literature Work Given a Real Plan and a Great Purpose THE JUNIOR HIGH SCHOOL LITERATURES Book One, Elson and Keck, for the seventh year Book Two, Elson and Keck, for the eighth year Book Three, Elson, Keck and Greenlaw, for the ninth year THE LITERATURE AND LIFE SERIES Book One, Greenlaw, Elson and Keck, for first year of high school—now ready Books Two, Three, and Four, for the other high school years soon to follow are built, not around dates, writers, "Periods", but around Ideas. Their primary aim is social, not aesthetic merely—or literary or historical. They "put Literature to work" on the fundamental need of the time for a sharper definition of what it means to be a good citizen. THE GREATEST CONTRIBUTION TO THE TEACHING AND STUDY OF LITERATURE IN A GENERATION Write for full particulars to SCOTT, FCRESMAN & COMPANY 623 So. Wabash Ave. 5 W. 19th Street Chicago, Illinois New York City

High School Adoptions in the State of Virginia on February 8, 1923

Lewis and Hosic's Practical English for High Schools and Place's Beginning Latin Were adopted for exclusive use in the High Schools of Virginia for four years. Oh the record op their previous use in the State the following hooks were RE-ADOPTED for use in the High Schools for four years Clark's Introduction to Science Dryer's High School Geography Andrew's Practical Course in Botany Robbins' Plane Trigonometry New Modern Illustrative Bookkeeping (Rittenhouse) (Introductory Course—Advanced Course—Complete Course)

AMERICAN BOOK COM PA NY New York Cincinnati Chicago Boston Atlanta THE VIRGINIA TEACHER ii

LOYAL CITIZENSHIP BY THOMAS HARRISON REED University of California A textbook designed to meet the needs of any first course in civics and written specifically for grades six to eight. Its purpose is to ground the student in the funda- mentals of good citizenship—in government, economies, sociology, and ethics. The contents is unique and the tone progressive. Price $1.40

FORM AND FUNCTIONS OF AMERICAN GOVERNMENT By the Same Author A high-school textbook in civics notable for solid histori- cal basis, up-to-date point of view (1921 Revision), and clear treatment of difficult phases of the subject. Deals thoroughly with the functions of government. fnce JpjL.OU Yonkers-on-Hudson ■\^r t j r» I — - 2126 PratrieAve New York WOlTd BOOk Company Chicago

Successful Teachers' Books— Hozv to Teach Primary Number By JOHN C. STONE Since most of the arithmetic work of the early grades is independent of a text book, there is need for a definite course of study and manual in the hands of the teacher. The three phases of teaching arithmetic, presentation—drill—application, are carefully treated and many games, devices and motivated drills make this book a real asset for the primary teacher. Speaking and Writing English By BERNARD M. SHERIDAN Sheridan's contribution to the teaching of grade English has been more influential than any book of the decade. Here is a manual that is based on actual results—it is definite, it is constructive, its method is positive and standards are set for measuring the work of each grade of the elementary school. Physical Training for the Elementary Schools By LYDIA CLARK The value of systematic physical exercises is definitely established, and school systems now realize its importance in our elementary grades. Clark's Physical Train- ing for the Elementary Schools is the most complete and practical course yet published for the Elementary Grades. The exercises, games and drills are well graded and nicely illustrated. This book should be on the desk of every teacher in the state. BENJ. H. SANBORN & CO. CHICAGO 15 West 38th Street, New York City BOSTON iii THE VIRGINIA TEACHER

Volume IV February, 1923 Number 2

CONTENTS Page English: the Main Instrument of Civilized Living. .Walter Lippmann 27 Reasonable Aims and Possible Attainments in Modern Language Teaching Henry Dexter Learned 29 Publishers Are Warned Against Use of Bad Type 32 The Playground Movement and Its Development in Virginia Marjorie Bullard 33 Board of Education Adopts Textbooks for State Schools 37 Dramatizing a Hygiene Review Helen Wagstaff 39 Education in Accident Prevention May Noel Arrowsmith 42 Junior Community League Bulletin Now Ready 44 To Stimulate Verse-Writing 44 Southern Conference on Vocational Home Economics Education Grace Brinton 45 Educational Comment 47 Current Educational Publications 5° Notes of the School and Its Alumnae 53

$1.50 a Year Published Monthly 15 Cents a Copy

BOOKS FOR TEACHERS

WILLIAMSON'S PROBLEMS IN AMERICAN DEMOCRACY One of the five books recently adopted for the Teachers' Reading Circle in Virginia.

PRINGLE'S ADOLESCENCE AND HIGH SCHOOL PROBLEMS A comprehensive and informing treatment of the problems of adolescence and their relation to the high school curriculum.

GRAY'S DEFICIENCIES IN BEADING ABILITY Technically accurate discussion of reading difficulties and the latest scientific methods of overcoming them.

D. C. HEATH AND COMPANY 231-245 West 39th Street New York City THE VIRGINIA TEACHER

VOLUME IV FEBRUARY, 1923 NUMBER 2

ENGLISH: THE MAIN learn at home is a second hand and acquired English. It is a language learned by their INSTRUMENT OF CIVILIZED parents rather late in life, if they have learned LIVING it at all; and it is a language learned hastily and wholly for the purpose of a quick adjust- A Letter from Walter Lippmann, author of ment to immigrant conditions. This urban "Public Opinionf etc. immigrant dialect is a kind of convenient sign language rather than an expression of WHEN you asked me the other day to personality and experience. It tends to ab- put on paper ideas about the teach- straction and not to imagery. Its rhythms ing of English in New York public and its idiom draw upon no folklore and no schools, you were aware of course how great folkways, but instead upon the standardized are my disqualifications. I do not know how language of newspapers and advertisements. English is actually taught today, except as You cannot assume in New York City, there- I have had some chance to talk to children fore, as you might still assume in the country who were being taught. Nothing I shall say, districts or in England, that from outside of therefore, is meant as direct criticism, and I school the sap of native English flows through shall have few if any practical suggestions to the pupil's mind. offer. I shall confine myself to sketching the problem as it presents itself to me. Lacking the sense of language, acquiring My impression is that the canons of Eng- the language learned by his parents to express lish teaching were formed in an environment their immediate wants rather than their very unlike that which now exists in New whole sense of life, the child comes to you York City. They assume that the pupil with a pitiably insignificant fund of words. studies English in order to discipline, refine, His words are so colorless and meagre that and enrich his native speech. They assume in the attempt to express himself, the mod- that he already possesses the idiom of the ern city child uses the same words so often language, and that at home and at play he and in so many different meanings that at last is in contact with the living sources of Eng- his speech is a series of ejaculations. Every- lish. But, of course, for a very large part thing is a "thing." "Things" are grand, of the school children of New York such an swell, awful, nice, terrible, pretty, interspersed assumption is untrue. The speech which they with "you know what I mean" and "do you get me." It is not a language that describes This letter addressed by Mr. Lippmann to and communicates experience in a world of Mr. John M. Avent, president of the New York shapes and colors and movement, but a City Association of Teachers of English, was published as a foreword to Bulletin XXIV language of seeking and demanding and giv- (Oct. 1922) of the New York City Association. ing and refusing accompanied by exclama- It is here reprinted through the kind permis- tions of approval and disapproval. sion of Mr. Lippmann and with the approval of Mr. Avent. The bulletin, of which it is a But experience that can't be described part, presents results of a questionnaire sent and communicated in words can not long be to some 75 cities with a population of 100,000 or more, and analyzes the conditions under vividly remembered. For words more than which the English language and literature are any other medium prolong experience in con- taught in urban high schools of the United sciousness. And then because experience can't States be expressed and can't be remembered it soon Copies of the report may be had for 10 cents each by addressing the New York City ceases to be noticed. That is one reason, I Association of Teachers of English at 60 West think, why in a modern city like New York 13th St., New York—Editor. the enduring interests of the race seem so 28 THE VIRGINIA TEACHER [Vol. IV. No. 2 neglected. When you have looked at the opinion in New York City about the farmer's stars once and remarked that they are grand, politics if the whole circumstance of the and then again only in order to say that the farmer's life is hidden and unconceived? Yet heavens are swell, why not look at the Wrig- that is just the difficulty we are facing every ley chewing gum sign on Broadway which is day. equally grand and equally swell? Without As you know I have no belief that this words to give precision to ideas, the ideas underlying problem of our civilization—the themselves soon become indistinguishable. If problem of enabling men to master an un- you go through life as so many city people seen environment—is soluble without a very do, knowing objects only by the general species great development of our machinery of ac- to which they belong, the individuality on counting, analysis, record, and reporting. I which all true judgment and all genuine have dealt with that elsewhere at some length. appreciation depend is soon lost. But nothing is more certain than that the The Book of Genesis is wise in these teaching of English in the public school is a matters. You will remember that the Lord's critical factor in the whole affair. first act after the creation, even before He On the teachers of English our society made Eve, was to bring every living creature depends for the formation of habits of speech, to Adam "to see what he would call them.'' which are in reality habits of thought that But if you ask an ordinary movie audience in will equip the modern citizen to give precision New York City to tell you the name of na- to experience by naming it. Our social life tural objects, you know what the response depends on the presence of enough people would be. How many stars could they rec- who can tell different things apart and dis- ognize and name? How many plants? How cern identities where they exist. It depends, many trees, how many animals, how many therefore, on people who use words without parts of their own bodies? You find, I confusion as to their meaning, to whom the think, that the purely urban person has al- name of this and that is the name of this most no sense of and no words for the main and that, and not of half a dozen vaguely activities by which he is fed, clothed, housed, related things as well. It depends on peo- transported, or even amused. The whole ple, who in language at least are what the cycle of the seasons and the weather, of Mediaeval schoolmen called Nominalists, on ploughing and sowing and reaping, of carry- people who do not mistake general terms for ing to market and distributing is a blur in objective facts, on people who can penetrate his mind. Unless he happens to be in a cer- phrases like Bolshevism, socialism, democracy, tain trade he is shut out of the very rich and liberalism, radicalism, Americanism, and can expressive language of labor, of shipbuilding, arrive at candid vivid understanding of the and carpentry, and plumbing, and tailoring, particular persons, acts, hopes, fears that and cooking. The names of tools, the names these omnibus words are supposed to cover. of structural parts, the names of different A large order, but to be teacher in a re- sorts of joining and cutting and welding are public is in itself a large order. An easy mysteries to him. You search his mind in and inconsequential life is after all a dull one. vain for the sharp aspects of real perceptions. But to teach English in a community like ours The substances with which his imagination is to be dealing every day with the main in- can work are impoverished. strument of civilized living. To give that Yet the business of living in what Graham instrument edge and point and temper is a Wallas calls the Great Society is an ever sacred task. greater tax on the imagination. For the bulk Walter Lippmann of public questions deal with matters that are out of sight, and have, therefore, to be imagined. These questions are reported to THE TEACHER'S RESPONSIBILITY us in the thin and colorless language of the newspapers. We read this language, and The teacher—whether mother, priest, or unless we read it with a mind stored with schoolmaster—is the real maker of history; concrete images, we can come to no true rulers, statesmen, and soldiers do but work realization of what it all meansi. How can out the possibilities of co-operation or con- you hope, for example, to find a sound public flict the teacher creates.—H. G. Wells. February, 1923] THE VIRGINIA TEACHER 29

REASONABLE AIMS AND best teacher with the most scientific method possible to devise, could not do better than POSSIBLE ATTAINMENTS IN halve the time. MODERN LANGUAGE But even so, there remains the vast differ- ence that in the foreign environment the boy TEACHING has a compelling practical necessity which WORK in modern languages is offered does not exist at home. No teacher and no in American schools and colleges with method can overcome that handicap. Instinct two sorts of aims in view, one tells the boy "this is of no use to me," and specific; ability to use the language orally there is an end to "speaking knowledge." and ability to read; the other general: deve- Now the instinct is right, ninety-nine times loping some intelligent conception of language in a hundred. Not one American in a hun- as an accurate medium of expression, acquaint- dred ever, in all his life, has a good chance ance with another literature, understanding to really speak a foreign language, unless he another civilization. Probably most language lives in a foreign community, in which case teachers will average substantially these ideas he has been bilingual from childhood, prob- and about this order of emphasis. ably speaking neither language with true First of all comes "speaking knowledge": precision. The occasions on which ability that is our goal, of course. The common to converse in a foreign language would be a experience that four whole years of French real advantage practically never come to the or German in school does not impart the average American. Our soldiers got along ability to make practical use of the idiom in well enough without it in France. A hand- actual conversation has become a stock joke ful learned a little French; the others taught on our school system. The better informed American to more than willing pupils who among non-professional critics to whom this saw a chance to capitalize all they could get. point strongly appeals make comparisons with The American was not less astute; he simply French and German schools, where, undeni- realized that there was no particular use in ably, far greater progress is made toward exerting himself. really speaking English, for instance. One of "Speaking knowledge" is a specifically two things must be the reason: either the practical thing, requiring long and arduous American schoolboy is less clever or the labor. It would be well to admit this, and American system is wrong. Since the former to postpone serious attempts at handling the proposition is unacceptable, the latter is as- conversational idiom until the majority of sumed to be the fact. students, of whom so-and-so many language Now the American schoolboy-—or girl— credits are "required," have dropped out and can, and does, learn anything he takes a no- only the small specially interested group is iton to learn. Put him by himself in a French left to continue the study beyond this point. or German school, at almost any age up to Meantime we have an important duty— maturity, and in six months you can not tell it may be the most important—to the others. that he is talking a foreign language. He If foreign language study is to continue as will have acquired perfect fluency and prob- an essential element in our curriculum, it ably perfect accent as well. It is advantage- must make its appeal to a much larger group ous, if not indispensable to do this, and he than one composed only of persons who con- does it. He makes more progress in six template some practical application of it to months than he would in more than as many their own lives. years in schools at home. The case is somewhat different for "read- Of course, he has been hearing, and, to ing knowledge," because this can be acquired some extent, using the language at least in a single year without great difficulty. We twelve hours a day, 360 hours a month, 2,160 have insisted for centuries that a really edu- hours in six months; whereas he would have cated person, whatever his mother tongue, only five hours a week thirty-six weeks a year should have such a smattering of at least in a school at home, and at that rate it would three languages, English, French, German, as take him twelve years to amass the linguistic not to be entirely helpless when confronted experience of six months abroad. Even the with a page in one of them. No scientist, 30 TEE VIRGINIA TEACHER [Vol. IV. No. 2

for instance, can take the time and pains to There must be no time wasted on worthless hunt for a translation, or, in the absence of reading matter, beyond the barest minimum one, can afford to ignore an important docu- at the start, for of course something less dif- ment, or wait until someone with the proper ficult must precede Moliere or Balzac or equipment has done a translation for him. Grillparzer, and this in turn must be led up Many find some occasion to use such knowl- to by a little rather predigested prose. But edge. But here again is a specifically prac- if the student is to have something of literary tical thing. Its undeniable utility is not a experience worth keeping from his two or conclusive argument for its presence in a cur- three year course, he must be crowded into riculum designed for general education; else worth-while reading almost immediately. In we might with more justification require a French the one thing he must know, or he couple of years of law or medicine in high may as well know nothing, is the last half school or college. of the seventeenth century; in German, the fifty years ending with the death of Goethe. The modern language problem interests Representative things from these periods are both high school and college. The average not beyond the scope of the second semester course prescribes two years in school and one in college or the second year in high school. in college, or two years in college. Those They are, however, lost on readers who have who fulfill this customary requirement may no idea of the history as a whole, and the be presumed to have learned how, perhaps relation between various periods. At this with the aid of a dictionary, to get the .'sense time, therefore, a broad, general survey of out of a passage in the language they have historical developments is demanded. This been studying. They have read several hun- should emphatically not be the sort of dry dred pages of, usually, quite insignificant specialized literary history that might be stuff; at any rate, they have no background pieced together from the introductions to most against which to See its significance. They have had plenty of grammar. They are now classroom texts. It should above all be in- teresting, as it will be if it is broad enough; "prepared"—to drop it forthwith, as nine- it should show the convergence of political tenths do, and forget every word of it almost immediately, because they have nothing that and economic as well as purely intellectual forces upon certain focal points—just a few ties up with their lives and their thinking. of the most important, to serve as beacons It is hoped then that the general results, afterwards. Long dissertations on "Storm at least, will be more permanent. Training and Stress," elaborate definitions of classicism, in accurate expression is the first of these. the unities, the Alexandrine, kill the student's But by no means every elementary course in interest and dull his understanding at this a modern language gives this training. It stage. Not all in the first three years are must be carefully and wisely directed to this future literary historians; we are dealing with end. "Translation English," mongrel litter a largely indifferent group whose interest out of Dulness, sired by a Handy Dictionary, might possibly be roused, and is certainly hurts the perception of ideas and the faculty worth rousing. Reference must be made con- of expression in both the foreign language stantly to something familiar: proceed from and the mother tongue. There is only one the known to the unknown; and the cheap excuse for translating; that the sense is not magazine story or movie thriller are by no obvious; in which case the sense should be means to be despised as stepping-stones in rendered exactly into as flawless English as teaching literature to a young class. To read the translator can contrive. The ideas are worth-while stuff with real enjoyment, it is before him; he must express them properly. first necessary to read something with enjoy- Thus translation is an exercise, not in the ment. Almost anything will do for a start, foreign language, but in English composition, if the student's interest be not killed in the and as such has great and permanent value. most delicate process of cultivating his taste Acquaintance with another literature is and his critical faculty. a general aim of foreign language study. But for the ninety pereent who pursue it through The more one considers this matter of three years at most, this is practically un- familiarity with another literature as an aim attainable without the most skilful planning. in a foreign language course, limited in prac- 31 Febkuaey, 1923] THE VIRGINIA TEACHER

sage, and not patched together from a voca- tice to two or, at most, three years, the more bulary plus a couple of paradigms; in other skeptical must he become. There is very words, by something approaching the so-called little encouragement in announcements of "direct method." It does not seem possible college courses at that stage of the work, and to apply the direct method as strictly in his recollections of his own course are ^ not French as in German, for several reasons, likely to be brighter. The alluring subjects above all because of the enormous phonetic offered farther on are invariably barricaded difficulties for the beginner in French. It is with prerequisites which will only be taken pedantic and a waste of valuable time to in- by the specially interested group. sist that details such as grammatical explana- Understanding another civilization, and tion be done in the foreign language: effort thereby better understanding our own, would should be concentrated on the expression of seem to be the most generally desirable and really useful ideas and the fluent mastery of most permanent thing to be got from a course really common difficulties in construction. In in a modern language. This is necessarily this way a foundation may be laid that will one of the last attainments, a sort of culmina- prove serviceable if the student later on has tion, impossible without some fair grasp of occasion to learn to speak. language and of literary, political and eco- nomic history. It is coming to be increasingly Oral expression in the foreign language desirable to us in America, not merely as a is so much more difficult than translation into drawing-room ornament, for which it has al- one's own that after a very short time spent ways been sought. We are beginning to need on the former, the latter seems to come al- it seriously wherever votes are cast for inter- most by magic: the passive vocabulary is so national policies. Can the two or three year much larger and easier of acquisition than modern language course make this its busi- the active one. Worth-while reading should ness? be possible after a semester of college work The thing has been done for years, as or a year in high school planned according to everybody knows, in an improper way, by some such scheme. propaganda pro-this or anti-that dictated by The easiest of the classics should be read partisan passion, not interested in training at this stage and just enough broad literary judgment but only in establishing, by any history should be introduced from time to and all means, certain prejudices. time to let the class understand the plan that is being followed and the meaning of essential It is entirely possible, however, to plan terms such as epic, lyric, drama, classicism, a two year college course in a modern langu- romanticism, realism. Constant comparisons age so as to have the class read its greatest masterpieces and really know the most im- must be made drawing together and shaping portant lessons relative to intellectual devel- into a unit conception every available bit of literary knowledge, every bit of reading, and opment and racial characteristics which may all experience of the sort that the class may be drawn from a comparative study of litera- have. tures and peoples. There is one important proviso: we must not stop to try for speaking In the second year, as the reading ad- knowledge, nor allow the acquisition of read- vances in difficulty, the relationships studied may become more complex and the fim broad ing knowledge to become an end; it is only lines of literary history may be filled in and the means to something of which we ought illustrated. The most careful selection of to give our students a glimpse before they fulfil their formal requirement. After that the texts to be read is imperative if all this we can specialize, and classes will be the is to be accomplished, but it is feasible. If it larger for it. were done, and well done, not, as now, by the end of a specialized four-year course taken The matter of method is of course vital by a very few, but in the two or three-year in any such scheme. Although we are not course required of all, the result would prob- attempting to teach conversational command ably stand out as the most conspicuous part of the language, the quickest, soundest, most of the liberal arts training. interesting way to impart the rudiments is by An educational system that may be^ ex- a tremendous amount of oral sentence con- struction in imitation of a connected pas- cellent for European schools must, if it is 32 TEE VIRGINIA TEACHER [Vol. IV. No. 2

to be adapted to American conditions, be PUBLISHERS ARE WARNED modified in points where the conditions differ. The majority of continental Europeans ac- AGAINST THE USE tually need to know the practical use of two OF BAD TYPE languages besides their own; the majority of Americans do not. European children, from A WARNING that the extensive use of the nature of their environment, can and do printing type of smaller dimensions spend much more time on their studies; hence than 10-point is becoming a serious greater condensation and more careful selec- factor among the contributory causes of eye- tion of material are required in America, and fatigue and impairment of vision is contained still we cannot expect to create the same in- in a communication from The National Com- tellectual attitude. Perhaps after all there mittee for the Prevention of Blindness to the are genuine compensations. But in civiliza- various associations of book and periodical tion there are certain things so essential and publishers, advertisers, printers, school boards, so universal that no race, no mind deprived libraries and other large users or producers of of them can be productive, can contribute printed matter. anything worth while. It is a lofty function The statement calls attention to the fact of education in America to break up the that "the use of type smaller than 10-point sterilizing intellectual isolation into which we not only has a harmful effect on the eyesight are prone to settle after the truant officer has of the reader, but often defeats its own pur- let us go. The time may yet come when we pose by repelling the potential reader who can match our intellectual with our material realizes that the reading of such type hurts or citizenship in the larger world. tires his eyes." The amount of money lost Henry Dexter Learned by advertisers and publishers through the waste circulation that results from the use of type faces difficult to read because of small- EDUCATION OF MOTHERS AND ness or design, says the National Committee HOME MAKERS for the Prevention of Blindness, is probably greater than the cost of the extra space and The Virginia Home Economics Association paper stock necessary if larger type is used. composed of all of the workers in the Home Particularly in the case of school books Economics field, Home Demonstration Agents, and other publications read by children is the and home makers who are interested in the use of small type harmful, the committee improvement of all of the homes of Virginia says. Reading matter intended for children have effected an affiliation with the National of any age should never be printed in type Home Economics Association of the United smaller than 10-point. The type sizes recom- States. This association, the first and the mended for children by the National Com- largest of all of the organizations for home mittee for the Prevention of Blindness economics teachers, has affiliated units in follows: practically every state of the Union. Through For children 12 years of age—10-point this organization the cause of home economics For children between 9 and 12 years—12-point has been greatly promoted throughout the For children between S and 9 years—14-point For children between 7 and 8 years—18-point nation. The Virginia Association of which For children under 7 years—24 to 30-point Miss Lula B. Walker of Blacksburg, Va., is president, is trying to interest the schools, The publishers of geography and history women's clubs, and home makers in the maps are among the most flagrant offenders cause of Home Economics Education. In in this respect, the committee reports. A view of the fact that practically 85% iof the special effort to induce publishers of school women of Virginia become home makers at maps to use larger type will be made. some time in their life and that only a very A research recently conducted by the De- few are being reached by definite home mak- partment of Education of the State of Ohio ing training it shows the necessity for a greater showed that certain styles of 24-point type state-wide effort to educate the mothers and were more easily read by young children than home makers of tomorrow while they are in other styles of 36-point type. The ultimate the schools of the state. abolition of the use of all 6-point and smaller February, 1923] THE VIRGINIA TEACHER 33 types of any styles is urged by the committee. WHY HAVE PLAYGROUNDS? Publishers, printers, and advertisers who have The great need for healthful recreation on hand large stocks of such small types are has been shown by some startling statistics: urged to use them only when their use is In a certain restricted area of Chicago in unavoidable, and to scrap such type at the the vicinity of the stock yards play facilities earliest opportunity. were adequately provided and during a two- As an indication of the growing apprecia- year period juvenile delinquency decreased tion of the effect of type sizes on eyesight, the 44%. National Committee for the Prevention of Studies of 23,675 school children in schools Blindness reports that at least two public of different neighborhoods in cities such as libraries, at St. Louis, Mo., and Springfield, Cleveland, Milwaukee, Kansas City, and Mass., have set aside departments of "Books Richmond, show an average of 52% doing for Tired Eyes" in which are included only nothing outside of school hours. Playgrounds books of 14 and 18-point type. These books would not only give them something to do, are proving exceedingly popular with older but would provide that which would be people. beneficial to them physically and morally. The instances just given are only a few out of hundreds collected from year to year. THE PLAYGROUND MOVE- HISTORY OF THE PLAYGROUND MOVEMENT MENT AND ITS DEVEL- The public playground Is a great tool in the hands of the recreation systems and its OPMENT IN VIRGINIA development has taken place in the last thirty "Happy hearts and happy faces years. In 1886 the first playground in the Happy play in grassy places; form of a sand garden was established in Bos- That was how in ancient ages ton at the Children's Mission on Parmenter Children grew to kings and sages." Street. In 1889, the first public gymnasium Robert Louis Stevenson for men and boys was opened in Charlesbank, Massachusetts. Columbus Avenue Play- WHAT is play? It is the "finishing ground in Boston was the first large play- and crowning part of nature's law ground representing the ideals for that type of growth." It is one of the three of playground and was established in IQOO great channels, as numbered by Dr. Richard by Joseph Lee, who paid for its operation G. Cabot, needed for the development of a during its first years. This development of happy, successful life: responsibility, recrea- the Boston playground system is only an ex- tion, and affection; or work, play, and love. ample of early achievement in one city. In Dr. Cabot likens play to art. Their func- New York after struggles with legislation, tions, he says, are recreation and re-creation; financial problems, over-enthusiasm, lack of they are both done for their own sake and space, and prejudice, a remarkable achieve- in each lives beauty, heroism, success, failure, ment had been made by 1903. In Chicago by suspense, and response from an audience. igoi four municipal playgrounds had been How can we better build the bodies of opened. Ten years later there were thirty- young American citizens into fit temples for six Chicago playgrounds famed for their their souls, how can we better teach them the magnificence of equipment and grounds^ The principles of good citizenship—obedience, fair first endowed playground was the Children's play, clear thinking, and honesty, than by Playground and Playhouse in East Fairmount teaching the right use of their leisure time and Park, Philadelphia. Baltimore began its filling it with health-giving happy play? playground work in 1896 and in 1907 Joseph Lee, President of the Playground and five municipal gymnasia. The movement Recreation Association of America, says, "The spread rapidly westward to Cleveland, growth of the individual as of the race is to Minneapolis, Denver, San Francisco, Los a vital extent growth through action." If Angeles and Oakland.1 Recreation continues this is true is not play necessary then to the to grow more popular and Table No. I, con- children of the land? If opportunity for trasting the reports for 1919 and i92Ij shows play is denied, the boy—if he liver and grows a steady increase in figures. —will seek some other avenue for outlet of the force within him which bids him play. iTTie Playground, April 1915. 34 THE VIRGINIA TEACHER [Vol. IV. No. 2

TABLE NO. I her greatest equipment would be some of 1919 1921 the spirit of James Whitcomb Riley when Cities reporting recreation cen- ters under paid leadership.... 428 502 he wrote: Number of centers reported... 3,969 4,584 "I believe all chillun good, Number of workers directing re- creational activities at these If they're only understood. centers 8,043 11,079 Even bad ones 'pears to me Cities reporting playgrounds donated 58 53 Are jest as good as they kin be;" Cities establishing recreational centers for the first time 31 51 for truly she must have an understanding heart, a clear, quick brain, a love for play, METHODS OF ADMINISTRATION and a spirit which does not disdain to go into There have been various methods of ad- the alleys and tenements bordering on her ministration of playgrounds and none has play ground. Experiments and experience seem so superior to all others as to deserve to have proved that a playground not under be universally adopted. In the report of the supervised leadership is a thoughtless extra- Year Boole of the Playground and Recreation vagance. Association of America for 1913, manage- PROGRESS OF VIRGINIA IN RECREATION WORK ment under recreation commissions or depart- ments seemed most popular, as thirty-six The southern states as a whole do not cities reported the use of this method. measure up to the standard set by northern and middle-western states, but Virginia has THE PLAY LEADER made a vigorous start toward systematic re- As to the supervisor or play leader of play- creation activities. I am informed by Mr. grounds, much can be said. It seems to me C. R. Wood of Lynchburg, that Virginia sent

TABLE NO. II No. of centers Average Expenditures under paid No. of paid daily for leadership workers attendance fiscal year Popullation Year r ound Employed year r ound incidentals Summer m onths Other s easons Women Summer months Winter permanent equipment supplies Men centers Land, b uilding, Upkeep, Salaries Total established 1919 22,500 1 2 200 $ 150 Year fi rst center w as Alexandria 1 914 1921 18,060 1 1 1 325 200 $ 600 1919 35,000 2 1 3 5 3 425 175 $ 450 $ 3,300 $3,750 Lynchburg 1 913 1921 29,956 1 2 2 3 1 2 514 324 * 1919 110,000 12 3 9 2,500 $5,810 Norfolk 1 913 1921 115,777 12 5 11 * 1919 158,700 7 5 9 1 6,379 $ 5,337 $7,500 Richmond 1 906 1921 171,667 3 7 2-3 7-1 1-11 2 9,756 630 $9,000 $2,162 $10,500 1919 1 921 Petersburg OO OO O 1921 31,012 6 6 1 1,475 |$1,200

Salaries of these leaders have been small, ranging from $30.00 to $40.00 per month dur- memory of their deceased daughter and bound ing the school session, and from $50.00 to themselves to pay $500 annually for its main- $70.00 per month during vacation. These tenance. This is known as the "Guggen- salaries have been provided for each of the heimer-Milliken Memorial." In 1912 the three years since the establishment of the play- grounds in the regular budget of the city. We Craddock-Terry Company of Lynchburg have never had a dissenting vote on these donated a thirty-one acre island in the James budgets. River to the Y. M. C. A. for a public play- A great deal of interest and some opposi- ground. It was equipped for $30,000 as an tion was aroused when the playgrounds were athletic field. A brief but encouraging report first established. The public, suspicious at of the development of the playground work in first, soon turned whole-heartedly to the pro- Lynchburg has been obtained from Mr. C. R. gram and it has now come to be one of the most popular of the municipal undertakings. Wood of that city: Its scope has greatly widened. For instance, last year we added cement bathing pools and "1913—Several delegates attended the Re- shower baths to two of the playgrounds and creation Congress at Richmond. As a result are planning for three more next year. The of this congress the delegates returned to attendance upon the playgrounds has been re- Lynchburg and organized a playground asso- markable. "We make an effort to provide a program for all ages, and both sexes. In some ciation supported by private subscription. of the playgrounds we find the attendance of Mrs. Max Guggenheimer was the honor of adults to be very gratifying. These grown the first playground and the first and only persons have a part on the daily program. Community Building and was also the first Sometimes it is to come and enjoy a game of volley ball and a shower bath afterwards. president of the assocciation. Sometimes it is in the form of a sewing party for the adults. The children use the apparatus, "1917—The Playground Association turn- but the principal interest is in the games, ed over all work to the school board. pageants, and stories. The story hour is a regular part of the program. Practical patriot- "1920—After a hard fight the city took ism is taught in the form' of organizations, over the playground as a separate and distinct pageants, etc. Many new games are taught; city department. At the present time the re- courtesy, politeness, and consideration for others cultivated. A sense of responsibility in creation department is working under a budget the duties of citizenship is Inculcated. In of $6,700 from the Municipal Treasury and fact, every effort is made to make the play- is not supported in any way by private funds grounds really profitable to the city, not only or subscriptions. in the pleasure and healthful recreation of the children, but in the better citizenship which "1921—The department conducted: results. Four playgrounds—3 white, I colored, In Richmond Mr. E. J. Garmhausen is which are open the year round. the paid director of the Community Recrea- One municipal swimming pool with a tion Association, through the efforts of which capacity of 400,000 gallons. some playgrounds have been maintained in Physical training classes for policemen, addition to those supervised by the city under firemen and nurses. volunteer leadership. (This accounts for the City baseball, football and basketball double figures given in Table No. II in the leagues for men and boys. Richmond report for 1921). The city has a swimming pool known as Shields Lake, No Accident and First Aid weeks. which occupies over an acre of ground and is A municipal band. attended by several thousand daily during the A community center—nine-room colonial summer. There are clubs and leagues for house with club rooms, social lobby for boys in three neighborhood recreation centers. indoor games and dancing, and cooking Motion pictures, band concerts, and water facilities for suppers and other enter- carnivals have also been promoted by the city tainments." recreation movement. Clifton Forge is another Virginia city hav- Lynchburg has been the most fortunate ing recreation facilities. Its playground covers Virginia city in having playgrounds donated. twelve acres of ground and is operated and In June 1911 Mr. and Mrs. Max Guggen- supervised throughout the summer months. heimer donated a four-acre playground in It also has a large swimming pool. February, 1923] THE VIRGINIA TEACHER 37

FURTHER DEVELOPMENTS come after the advance agents, who are the New recreation centers are being started advance man and the field organizer. in various parts of the state: "plans are under- Virginia cities are thus seen to be improv- way for supervised playgrounds at Winches- ing their facilities for public playgrounds, tak- ter, Harrisonburg, Charlottesville, and Cov- ing such steps as seem to accord with the ington. Winchester is building an enormous ideals of a former president of the United stadium in connection with the Handley States, who said: Memorial Schools; there is also a thirty-acre "I do not know anything which will con- tract for playground and playfield in connec- tribute more to the strength and morality of tion with the schools." that generation of boys and girls compelled to remain part of the urban population in this PLAN FOR EFFECTING AN ORGANIZATION country than the institution in their cities of The method of organizing the type of playgrounds where their hours of leisure can recreation system which these cities are at- be occupied by rational and healthful ever- tempting is given in the following outline: cise." First: an advance man from the Recrea- Marjorie Bullard tion Association goes to a community on an invitation from members of the community. He interviews some of the chief business men BOARD OF EDUCATION and gets them to promise their support. Second: when the advance man leaves the ADOPTS TEXTBOOKS community a field organizer comes for a stay FOR STATE SCHOOLS of six weeks. He takes a group of people as a nucleus and forms a board of directors of Following a four-day session during which thirty-five or forty people who represent dif- the State Board of Education met as a com- ferent organizations. He then forms a gov- mittee of the Whole for a consideration of the erning body composed of merits of various textbooks offered for state 1. Five officers of the organization. adoption, announcement was made the even- 2. Four members at large. ing of February 8 that the following list had The next duty of the organizer is to plan been adopted. According to Dr. William T. and put on a program or series of entertain- Sanger, secretary of the Board, there will be ments which will interest and entertain the but few changes in the current price of text- people of the community. books. It is to be noted that books which The field organizer also appoints a finance have given reasonable satisfaction have gen- committee which will raise funds for the erally been retained. maintenance of the system by means of HIGH SCHOOLS English—Basal: 1. Taxation—Some states have laws Lewis-Hoslc, Practical English; American which provide for levying of funds Book Company. for recreation. In other states the Metcalf, English Literature; Johnson Pub- lishing Company. funds must be voted upon. Metcalf, American Literature; Johnson Pub- 2. Subscription—Before the Recreation lishing Company. Association sends directors it must be Social Science—Basal: sure of eight hundred dollars from the Webster, Early European History; D. C. community to match the eight hundred Heath. Webster, Modern European History; D. C. which it furnishes. Of course this Heath. sixteen hundred dollars is not enough Optional—Basal; to begin a recreation system, so there Robinson, Breasted, Smith, General His- must be other funds subscribed. tory of Europe; Ginn & Co. Third; the playground leader and recrea- History—Basal: tion secretary are the ones who carry on the Latane, History of the United States; Allyn & Bacon. work of the recreation system; and upon them Long, Government and the People; Charles is thrown the responsibility of bringing about Scribner. the far reaching effects of a playground. They Towne, Social Problem; Macmillan Co. 38 THE VIRGIEIA TEACHER [Vol. IV. No; 2

Latin—Basal: History; Place, Beginning Latin; American Book Cheyney, English History; Ginn & Co. Company. Munford, Virginia's Attitude Towards Slav- Bennett, Latin Grammar; Allyn & Bacon. ery and Secession; Williams Printing Bennett, A New Latin Composition; Allyn Company. & Bacon. HIGH SCHOOL ENGLISH CLASSICS Walker, Caesar; Scott, Poresman. The following series of classics are sug- Knapp, Virgil; Scott, Poresman. gested, as published by American Book Com- D'Ooge, Cicero; Benjamin H. Sanborn. pany, Houghton Mlffln Co., Johnson Publish- French—Basal; ing Company; Macmillan Company. Praser & Squair, French Grammar (Re- ELEMENTARY SCHOOLS vised); X). C. Heath. Or Fougeray, Mas- Reading—Basal: tery of French, Book 1; Iroquois Publish- Child World Primer; Johnson Publishing ing Company. Company. German—Basal: Optional—Basal: Bagster-Collins, First Book in German; Aldine Primer; Newson & Co. Macmdllan Co. Or Joynes & Wessel- Everyday Classics Primer; Macmillan hoeft, German Lesson Grammar; Heath Company. & Co. The New Howell Primer; Noble & Noble. Spanish—Basal: Playmates Primer (until July 1, 1924); Hills & Ford, First Spanish Course; D. C. Johnson Publishing Company. Heath & Co. Basal: Mathematics—Basal; Child World Reader, first to fifth grades, Wells & Hart, New High School Algebra; inclusive; Johnson Publishing Company. D. C. Heath & Co. New Elson Reader, sixth and seventh Wells & Hart, Plane and Solid Geometry; grades; Scott, Foresman & Co. D. C. Heath & Co. Optional Basal: Wells & Hart, Plane Geometry; D. C. Heath Aldine First Reader; Newson & Co. & Co. Graded Classics, grades 1 to 4, inclusive Wells & Hart, Solid Geometry; D. C. Heath (until July 1, 1924); Johnson Publishing & Co. Robins, Plain Trigonometry; American Company. Book Company. New Howell First Reader; Noble & Noble. Science—Basal: Spelling—Basal: New World Speller (extended to July 1, Ritchie, Human Physiology; World Book 1924); Work Book Company. Company. Elementary School Dictionary; American Hartman, Laboratory Manual for Human Book Company. Physiology; World Book Company. Millikan & Gale, Practical Physics; Ginn Language and Grammar—Basal: & Co. Emersan & Bender, Book 1; Macmillan Manual for Millikan & Gale; Ginn & Co. Company. Black & Conant, Practical Chemistry; Mac- Emerson & Bender, Book 2; Macmillan millan Co. Company. Black, Laboratory Experiments in Chemis- (Both extended to July 1, 1925). try; Macmillan Co. History—Basal; Peabody & Hunt, Elementary Biology; Mac- Our Republic; Richmond Press Company. millan Co. Wayland, History of Virginia (term of adop- Dryer, High School Geography; American tion not expired); Macmillan Company. Book Company. Clark, Introduction to Science; American Civics—Basal: Book Company. Or Hessler, Junior Hughes, Elementary Community Civics; Science; Benjamin H. Sanborn Co. Allyn & Bacon. Bookkeeping—Basal: Geography—Basal: Williams & Rogers; American Book Com- Frye-Atwood, New Geography Book 1; pany. Or The Twentieth Century; Ginn & Co. Southwestern Publishing Company. Frye-Atwood, New Geography Book 2; Commercial Arithmetic—Basal: Ginn & Co. Moore & Miner, Business Arithmetic, Re- Optional Basal: vised Edition; Ginn & Co. Frye, First Course; Ginn & Co.; Frye, HIGH SCHOOL SUPPLEMEXTAKY LIST Higher; Ginn & Co. English: Arithmetic—Basal: Century Handbook of Writing; Century Smith, Modern Primary: Ginn & Co. Company. Or Woolley, Handbook of Smith, Advanced; Ginn & Co. Composition; D. C. Heath & Co. Physiology—Basal: Jones, Junior High School Writing Vocabul- Ritchie, Primer of Hygiene; World Book ary; Hall & McCreary. Company. FEBRUARY, 1923] THE VIRGINIA TEACHER 39

Ritchie, Primer of Sanitation and Physi- Webb, Our Bird Book; Pioneer Publishing ology (with Virginia supplement); World Company. Book Company. Jackson, Life of Booker Washington (for Optional—Basal: colored schools): Macmillan Company. Tyler, Virginia First; Author. Winslow, Healthy Living (with Virginia Jones, Keep-Well Stories: Lipplncott & Co. supplement); Charles E. Merrill & Co. Rosser, Uncle Jim the Fire Chief; Southern Agriculture—Basal; Publishing Company. Duggar, Agriculture for Southern Schools McVenn, Good Manners; D. C. Heath & Co. (revised Virginia edition): Macmillan Hallock & Winslow, Land of Health; Charles Co. E. Merrill & Co. Writing—Basal: Brooks, Story of South America; Johnson Locker Easy Method Writing, grades 1 to 7; Publishing Company. W. C. Locker, Richmond, Va. (Extended to Wayland, History Stories for Primary July 1, 1924). Grades; Macmillan. Drawing—Basal: Supplementary for Third Grade: Industrial and Applied Arts; Mentzer, Bush Robbins & Rowe, Work and Play With & Co. Or Industrial Art Textbooks; Laid- Language: Row, Peterson Company. law Bros. Or Practical Drawing; Prac- Supplementary English: tical Drawing Company. One thousand six hundred Drill Exercises Music—Basal: in Corrective English; Noble & Noble. Hollins Dann Music Series, grades 1 to 7; Supplementary History: American Book Company. Eckenrode, Told in Story; Johnson Publish- Opti on al—B asal: ing Company. Progressive Series; Silver, Burdett & Co. Supplementary Civics: Home Economics—Basal: Binford, Young American Citizen; Johnson Matthews, Home Economics; Little, Brown Publishing Company. & Co. SUPPLEMENTARY LIST, ELEMENTARY SCHOOLS Reading—Supplementary Primers: Barnes Primer; Laidlaw Bros. DRAMATIZING A HYGIENE New Elson Primer; Scott, Foresman & Co. Reading-Literature Primer; Row, Peterson. REVIEW Story Hour Primer; American Book Comf- pany. HOW can a junior high school subject be Wide-Awake Primer; Little, Brown & Co. reviewed with best results to the class Reading—First Supplementary: and with least possible conscious effort Everyday World, grades 1 to 5, inclusive: on their part? This problem was met in the Macmillan Company. Harrisonburg Main Street School in a class Literary World, grades 6 and 7; Johnson which had studied First Aid by working out Publishing Company. a little play. In order that the pupils them- Reading—^Supplementary: selves might initiate this activity, several Story Hour, grades 1 to 5, inclusive; Amer- copies of a hygiene play1 written and acted by ican Book Company. Howe, grades 1 to 5, inclusive; Scribners. another junior high school class were secured. Reading Literature, grades 1 to 5, Inclusive; A number of the students took the parts of Row, Peterson. the characters and read the play to the class. Studies in Reading, grades 1 to 5; inclusive; University Publishing Company. The teacher's hopes were realized when, im- Bolenlus Silent Readers, grades 4 to 5, in- mediately after this reading, several of the clusive: Houghton Mifflin Company. pupils suggested that they write a play them- Wide-Awake, grades 1 to 5, inclusive; Lit- selves. tle, Brown & Co. New Elson, grades 1 to 5, inclusive; Scott, An outline of the work gone over in Foresman & Co. class—of which the play was to be a review— New Barnes, grades 1 to 4; Laidlaw Bros. was made by the teacher. The class of thirty- Edson, Lalng, grades 1 to 5; Benjamin H. Sanbom Co. three was divided into six committees, and Winston Silent Readers, grades 3 to 7, in- a chairman for each was appointed. Each clusive; John C. Winston Co. chairman was given a copy of the outline, Carpenter, Geographical Readers; American and was made responsible for seeing that his Book Company. Sheppard, Geography for Beginners; Rand, committee got together and wrote a play in- McNally Company. Carpenter, Around the World With Child- IFreeland—Modern Elementary School Prac- ren; American Book Company. tice, pp. 165-173. 40 TEE VIRGINIA TEACHER [Vol. IV. No. 2

volving as many as possible of the principles Sam : Going to do that now. We have of First Aid which had been studied. a test on First Aid tomorrow. From the six plays written the best one Jim: That is right! was chosen. The cast practiced after school Sam: Jim, will you explain this thing every afternoon of the week preceding the to me about the course of the blood through presentation of the play. the body? The customing was very simple—a long Jim: (explaining) Well, you see, it's dress for the mother and a high hat and a this way; The blood leaves the left side of kit for the Doctor. The properties consisted the heart through the aorta; then it goes to of a long table at the center of the stage, a the smaller arteries and circulates all through few chairs, and a couch improvised from a the body. It is then carried through capil- camping cot furnished by one of the boys, a laries to the veins, and the veins carry it back cover, and a few sofa pillows. The few stage to the heart. It enters the right side of the properties needed were furnished by the heart, is taken to the lungs to be purified, children. comes back to the left side of the heart, and The class made the programs—small fold- i^ ready to start all over again. ers of white drawing paper with a small Now, Sam, suppose you found me with a picture—a Red Cross nurse, a First Aid kit, deep cut in my arm—how could you tell or a Red Cross bandage—and the name of whether the blood was coming from an artery the play on the first page, and the cast of or a vein? characters on the inner page. Sam: You ask in vain. After the play, the class wrote up instruc- Jim: Well, in bleeding from an artery, tions for the use of the First Aid measures the color of the blood is bright red and it that had been demonstrated—how to give comes out in jets. Now, what is the first artificial respiration, how to treat fainting, thing you would do if you found me with a how to set a broken arm, etc. Thus by writ- cut artery? ing down what they had seen and heard, they fixed the knowledge more firmly in their Sam : I'd call a doctor and keep cool. minds. Jim: Yes, that's important, but— The use of this form of review was an Mother: But suppose you couldn't get a advantage to both teacher and pupils; the doctor ? children's interest was aroused—this furnished Sam : If I couldn't get Dr. Byers, I'd a,n incentive for the children, and by so doing get Dr. Firebaugh—there are always plenty made the teacher's work easier; the pupils of doctors. actually did the things they had studied, Jim: But in case we couldn't get a doc- which is always desirable; they received good tor— training in cooperation and in working with committees; and the summing up in writing Sam : Oh, I know! I'd 'phone for Miss of what they had learned impressed it firmly Hill. upon their mindsu In a word, the children Jim: Aw, don't you know Miss Hill is enjoyed doing the work and at the same time busy looking after scarlet fever patients? The learned more than they wpuld have, had the thing to do would be to press between the work been done in a formal way. wound and the heart. Now, for instance, if this artery were cut—(Jim grasps Sam's SAM LOSES HIS HEAD upper arm) you would press right by this big Scene: Living room in Mrs. Keepclean's muscle; or you could put a tight roll of cloth home; table in center, couch on left, chairs in the bend of the elbow and then bend the near center. arm up as far as possible, like this—(demon- Characters: Bill, Sam, Mother, Joe, states). Ruth, Henry, Jim, Doctor. Mother: Suppose an artery in the tem- (Mother is seated to left, reading. Enter ple were cut, Jim? Jim and Sam, coming from school). Jim: You would press with your thumb Mother (after boys are seated) Have about half an inch in front of the upper part you boys studied your lessons for tomorrow? of the ear, like this—(demonstrates). (Tak- February, 1923] TEE VIRGINIA TEACHER 41 ing up books) Well, Sam, I'd better be go- (Mother bandages head while Bill puts ing. Don't forget to brush your teeth, for, splints and sling on broken arms. General as Miss WagstafE says, a clean tooth never conversation while this is being done. Sam decays! continues to rush around, getting very much Sam: So long, Jim. (Exit Jim). Mother, in the way). Jim always gets the highest grades on First (Enter Ruth). Aid, but I remember the important points. Ruth ; Oh, Mrs. Keepclean—my brother Mother: How's that, Sam? was unloading wood out here and he's dis- located his shoulder! Sam: I call the doctor and keep cool. Mother: Oh, I'll call the doctor again! I remember when Bill got hurt last year I kept cool, all right. I was so scared I was Sam (to himself); Keep cool, keep cool. cold as ice. (Bill and Sam bring in Henry and put Bill (off stage): Oh, Sam! Come help him in chair). me. (Exit Sam). Bill: You say this shoulder has been Mother: How different those two boys dislocated before? are! Jim is so calm and Sam is so excitable! Henry: Yes. See if you can set it. I do wish—Mercy! what has happened? (Bill clears table, then he and Sam lift (Enter Bill and Sam, carrying Joe.) Henry to table). Sam (excitedly) : Bill found Joe with a Sam : Keep cool, keep cool. broken arm and a cut head. (Bill sets shoulder, helps Henry down, Mother: Oh, let me 'phone for a doc- and seats him in chair). tor! Ruth ; Oh, I feel like I'm going to faint! (Exit Mother). (They put her on couch. Sam starts to Sam (rushing around aimlessly—To him- put pillow under her head). self) : Keep cool, keep cool. Mother: No, her feet must be higher Bill; Sam, bring me some water and than her head. Bill, rub her wrists while I my First Aid kit. (Exit Sam). (Bill seats get some ammonia. (Exit Mother). Joe in chair and talks to him soothingly. Sam (Mother enters and gives Ruth am- enters with pan of water, hits arm on chair, monia) . and spills half of it). Sam : What's that for ? Bill; Aw, Sam, don't break your neck. Mother; It's a stimulant. Where's my kit? Sam : What's a stimulant ? Sam: Oh, I forgot that. (To himself) Joe: I know what it is. It's something Keep cool, keep cool. (Rushes out). taken into the body to make the heart beat (Enter Mother). faster. Corn is a stimulant. Mother: What shall we do? I've Sam : Corn ? 'phoned three doctors and they are all out. Joe: Yes, corn whiskey. (Enter Sam with kit). Mother (standing back and looking at Sam (to himself) : Keep cool, keep cool. Joe, Ruth, and Henry) : Well, any one Bill, keep cool! would think we were rehearsing for a play, Bill: Well, I'll have to set that arm we've had so many accidents. temporarily. (Opens kit). (Knock at door. Enter Doctor, followed (Sam seizes pan of water, dips handker- by Jim). chief in it, and starts to squeeze water into Doctor: Good evening, people. My, it wound on Joe's head). looks as if you have a hospital here. Bill : Hey there! don't put Water into Mother: Well, we have, Doctor, almost. that cut. Don't you know pus germs will Bill found Joe with a cut head and a broken form? arm, and before we got him fixed up Ruth Mother: I'll get some iodine and fix came in and said her brother had dislocated it up. his shoulder. Then by the time Bill had set 42 THE VIRGINIA TEACHER [Vol. IV. No. 2

that, Ruth had to go and faint, so here we EDUCATION IN ACCIDENT are with three patients on our hands. PREVENTION (Doctor looks over each patient, talking to them as he does so). EACH year 76,000 people are killed in Doctor: Well, they look like they ought the United States by accident, of whom to get on all right now. twenty-five per cent or nineteen thou- Sam: Yes, Bill fixed 'em all up. sand are children under fifteen years of age. My, but Ruth looks white! She looks For every death there are twenty-six serious like that man who was nearly drowned last injuries—nearly two million people hurt and summer. maimed and crippled. It is not a pleasant picture and it is a shameful one when we Doctor: Sam, what would you do for a realize that this waste of life and limb is person who was nearly drowned? wholly unnecessary. It can be changed, if Sam : I'll call Bill and keep cool. we will. The reason for this appalling loss Mother: Well, if you didn't keep any is largely psychological, for we as a nation cooler than you did today, you wouldn't keep have not learned to think in terms of con- very cool. servation as applied to human life. The Doctor: Bill, can't you give us a demon- secret of preventing accidents lies in teaching stration of artificial respiration? the children of the country to form habits Bill: I can try, Doctor. Get up here, in accordance with the ordinary laws of safety Sam. and common sense. With this in view the Education Section of the National Safety (Puts Sam on table, face downward, Council has been working since 1919 toward Bill kneels on table beside Sam, presses with the development of education in accident pre- palms of hands on Sam's ribs, then releases vention in the public and parochial schools of pressure). the country. The plan of making safety in- Bill; Now, this is the Schaefer method. struction an integral part of all regular curri- Ruth: Namted after Miss Edna Shaefer? culum subjects was worked out and its prac- Bill: Oh, no—named after some man a ticability demonstrated by Dr. E. George long time ago. (Continues explanation). Payne of New York University, at that time This ought to be done about twelve or four- Principal of the Harris Teachers' College in teen times a minute, but if you don't have St. Louis. Other cities felt the need and a watch to time yourself, you can count. We developed similar work along the lines fol- learned a better way than that down at camp, lowed by St. Louis, notably Detroit, Cleve- though; when we press down we say "Out land, Cincinnati, Louisville, Milwaukee and goes the water," and when we let up we say several others, and achieved remarkable re- "In goes the air." That makes it about the sults in the reduction of the death rate of right time. This method is better than the school children. old Sylvester method, because it's so much Briefly the plan is this. The various easier to use. phases of safety in the home, in the school, Doctor: Well, Bill, I hope you will be at play and on the streets are used as themes a doctor when you grow up. for study and discussion in each of the con- Sam (sitting up on edge of table, facing ventional school subjects. For example, Eng- audience) : Bill surely can do the doctoring lish class work offers an unlimited field for till the doctor comes. (Then, nodding his work in accident prevention through reading, composition, speeches, debates, etc. Drawing head slowly) and the next time anything like this happens and I lose my head, I'm going has an equally extensive scope for safety teach- to sit right down till I find it again! ing through posters, construction, sand-table models, scrap books, bulletin-boards, etc., and Helen Wagstaff an arithmetic class can use accident statistics for their city, state or country as a basis for On the diffusion of education among the graphs and problems, learning meanwhile the people rests the preservation and perpetuation value of keeping accurate public record of of our free institutions.—Daniel Webster. accidents so that the extent of the accident February, 1923] THE VIRGINIA TEACHER 43 situation may be known. Civics can include The plans of the Education Section in- the study of municipal and governmental volve a clearing-house for the exchange of agencies for the protection of citizens such as material and information as to methods of the Police, Fire and Health Departments. safety instruction between schools. This Safety may be emphasized in geography will be largely carried on by travelling ex- through the study of U. S. Coast Service, hibits, and safety films showing methods of the fighting of forest fires and protection from safety teaching. We feel very strongly that floods. Science may deal with poisons and the best way to develop education in accident their antidoes. This scheme involves no extra prevention is to make available for all study periods and instead of being a drag on schools which are interested, plans and the teacher it makes her work easier because methods found successful by other schools. the accident theme stimulates the children's The Statistical Bulletin of the Metropoli- interest by relating their school work to tan Life Insurance Company for November their every day experience. 1922 makes a report which is most encourag- This, then, is the plan endorsed and ing to those interested in the development of adopted by the National Safety Council. In safety instruction. It says: November 1922 the Education Section of the "In view of the great and growing Council sent out to school superintendents in seriousness of the automobile situation cities of ten thousand and over a questionnaire as a whole, it is particularly gratifying regarding the teaching of safety in their to be able to report on one phase of the hazard which is actually declining. It schools. This questionnaire met with a most appears from an analysis of the automo- unusual response, and a realization on the bile fatalities among those insured in the part of educators that this problem is a vital Industrial Department of the Metropoli- tan Life Insurance Company that the one for the schools to consider and act on. rate has actually declined since 1919 The following outline is an analysis of the among school boys and young men. answers received: From 1911 until 1919 there was a steadily increasing rise in every age group. The 1. Schools with safety teaching: two years following 1919 have shown a. Introduced as a part of the cur- riculum 142 this change in the situation—a decline 37 apparently concentrated in the ages b. As a special subject between five and fifteen and to a lesser c. Both as a special subject and degree up to age twenty-five. On the a part of the curriculum 40 57 other hand, the rate among children d. Instruction in safety incidental under five and at the ages over twenty- 276 five is increasing. The rate of increase Total is most marked among those over 65. 17 2. Schools without safety teaching... "Does this mean that the propaganda 3. Reply without information on this point 3 carried on in the schools and through the public press has actually borne Total answers to date 296 fruit? It is among the hoys of school 4. Interest of child in school work stimu- age that a very large proportion of the lated by the use of the safety motive : automobile fatalities occurs. If, as the a. Those answering in the affirmative 136 figures indicate, the influence of the b. Those answering in thenegative... 10 police, safety and school authorities has c. No answer 133 taught caution in the play habits of 5. Cities wishing further information in these boys, then a real step forward has regard to plan of safety teaching 258 been taken." 6. Cities not wishing further information It is most significant that the period of in regard to plan of safety teaching.. 2 reduction in automobile accidents to boys of 7. No answer on this point 25 school age should correspond to the campaign 8. Cities wishing to use the education committee as a clearing-house of for education in accident prevention which safety information: began in 1919. A long step forward has a. Affirmative 199 indeed been taken and it is not too much to b. Negative 7 c. Wish further information before hope that the needless loss of life among committing themselves 21 American children will be cut down to a d. No answer on this point 66 minimum in the course of the next ten years. 9. Cities having children's safety organi- zations in at least some of the schools 82 Mary Noel Arrowsmith 44 THE VIRGINIA TEACHER [Vol. .IV. No. 2

JUNIOR COMMUNITY LEAGUE 1. Topics for final essays, orations, and BULLETIN NOW READY compositions. 2. Suggested ways of raising money for /\ NEW bulletin on the work of the league work. 4- Junior Community Leagues has just 3. Special days to celebrate. been issued by the Cooperative Education 4. Where to write for valuable literature. Association. This bulletin contains a Fore- word from Honorable E. Lee Trinkle, Gov- It is the purpose and aim of the Junior ernor of Virginia, and from Honorable Harris Community League to train the boys and Hart, Superintendent of Public Instruction, girls through service to their school and full instructions on organization of Junior neighborhood during school days, to meet Leagues, with constitution and by-laws. The the opportunities and responsibilities of full Obligation follows: citizenship that will be theirs later as men and women. The Junior Community League "On my honor I will seek: should be the relay for the Community To serve this league, this school, and this League. The future citizens of Virginia community; should be the relay now that they may be To prepare myself in body, mind, and ready and eager to take up and develop the spirit for my duty; wise plans and work mapped out by the good citizens of today. There are now 275 Junior To live the truth and to keep faith with Leagues in Virginia; the purpose is to organize knowledge ; a league in every school in the state. Anyone To promote education as the right of every interested may procure copy of the bulletin, child; free of charge by writing Cooperative Educa- To labor for the advancement of Virginia, tion Association, Box 1667, Richmond, Vir- to bring no reproach upon her and to ginia. emulate those who made her great among the nations by their loyalty to honor and to her; TO STIMULATE VERSE-WRITING And finally, to remember that as a citizen d rpHE GLEAA1," a magazine of verse of the United States, I owe allegiance for young people, recently established to the nation, and to freedom, demo- as the official organ of the School and Poetry cracy and progress among men." Association, seems destined to exert a wide The principles of the Junior Community influence on young people of secondary League, as outlined in the bulletin, are: school age, if it continues to live up to the program it has set for itself, one of "provid- I. Citizenship. 2. School Spirit. 3. ing poetry suited to the maturity and life Health. 4. Athletics and Recreation. interest of young people, and of centering the 5. Self-improvement. teaching of this poetry upon the meaning and Dr. Ennion G. Williams, State Health message of the poet—the mood and spirit of Commissioner has a special message for the the work—rather than upon the technical boys and girls on the health phase of the work or formal." and Mr. Geo. W. Koiner, State Commis- Idle magazine appears five times during sioner of Agriculture, has an article on "Our the school year in alternate months, begin- Birds." Suggestions for work under each ning with October. Teachers, librarians, head are enumerated. Special emphasis is poets, and the general public may apply for placed on the Reading Course, for which a membership in the association by writing to certificate is awarded the members comply- Paul S. Nickerson, Editor, Canton, Massa- ing with the requirements. The list of 25 chusetts. The annual dues are one dollar and books for children, as balloted by the Amer- if membership is granted, the applicant will ican Library Association and the National receive the magazine for one year. Pupils Education Association, also appears. Details and young people may obtain The Gleam at for awarding of prizes and pennants are out- ten cents a copy by applying to some mem- lined as well as the following information: ber of the association. Teachers who are Pebruaky, 1923] THE VIRGINIA TEACHER 45 members will receive original poems and 250- SOUTHERN CONFERENCE word poetry essays from their pupils for sub- ON VOCATIONAL HOME mission to the editor. The publication has as its advisory board ECONOMICS EDUCATION Professor Raymond Alden of Leland Stan- THE Southern Regional Conference of ford, Katherine Lee Bates of Wellesley, Grace Vocational Home Economics Education Hazard Conkling of Smith, Professor John met in Richmond, Virginia, January Erskine of Columbia, Percy MacKaye now 9-12. The Honorable Harris Hart, Super- of Miami University, Professor John M. intendent of Public Instruction and Mrs. Ora Manly of Chicago, Josephine Preston Pea- Hart Avery, Supervisor of Home Economics body, and Professor Charles Swain Thomas Education of Virginia, extended a most cordial of Harvard. welcome to the comference and made its mem- Each issue contains the following variety bers feel that they were indeed glad to be in of material: modern poems, selected and re- Virginia and were the recipients of true Vir- written with informal foreword and sugges- ginia hospitality. tions for interpretation; one or two standard Miss Adelaide Baylor, Chief of the Voca- poems with similar foreword and suggestions; tional Education of the Federal Board, pre- a single unpublished poem by a living poet of sided over the meeting. Miss Baylor in her prominence; poems by students; student let- introductory remarks said that it seemed ters or essays about poems; and a short wisest at this meeting to take stock of the editorial. work of the past five years. She then called Of special interest to Virginians will be upon Miss Edith Thomas, Federal Agent for the following poem which appeared in the Home Economics Education, to give a report October number. It w'as written by a 1922 of the Minneapolis Conference. graduate of the Maury High School, Norfolk, The meeting was then divided into two Miss Elizabeth Grinnan; sections and all the State Supervisors met in BEAUTYl a round table Conference on Supervision and the representatives from the Teacher Train- My spirit is wild, untrammeled and free; ing Institutions met together to discuss the The vast blue spaces in the sky value of the vocational experience secured by Sprinkled with stars. the home project method and the home man- And the swaying tops of mountain pines agement cottage. The conclusions drawn Are its playgrounds. were, that the home project which was car- But sometimes when I gather the stars in my arms, ried on during the summer in the girl's own Their shining points tear at my heart; home was the best method of securing voca- tional experience and that the supervised work And the sharp, fragrant odor of the pines of the home management cottage was the best Cuts like a breath of flame. means of providing experience in management The most striking thing about The Gleam and a larger opportunity for training in the is its value in providing a stimulating oppor- social aspects of the home. A discussion of tunity for expression. Already the response Supervised Teaching brought with it the con- from students has been large and the cur- viction that the more varied the experience rent issue includes short poems from widely the more valuable it would be. It was separated parts of the country. Students who thought advisable to use public schools, part are definitely interested in poetry and those time schools, evening schools, or Y. W. C. A. who have never before known the gratifica- classes for securing teaching experience. tion that comes with satisfactory self-expres- There seemed to be a difference of opinion sion in rhythmic form alike show by their concerning the amount of supervision needed. attempts how keen a motive is provided by Some public school superintendents require the possibility of publication in The Gleam. 100% supervision in order that they may be assured that their classes will not suffer at the hands of a weak student-teacher, but it IReprinted by special permission from The Gleam, A Magazine of Verse for Young People. seemed to be the opinion of the majority that Paul S. Nickerson, Canton, Mass., Editor. 100% supervision did not give the girl a 46 THE VIRGINIA TEACHER [Vol. IV. No. '2

chance to express her own initiative or to the home economics departments of the develop self-reliance. various schools. Much consideration was given to a dis- Louisiana reported that they had seventy- cussion of evening school work, based upon two cottages, Texas a few, onq of which cost the organization of the evening school, the $25,000, and Virginia reported but five. The propaganda, the publicity necessary to make value of using the cottage as the headquarters it a success, and the most approved working for the Home Economics Department may be principles. Since attendance is voluntary, the appreciated when one considers that (1) it work must be vital and interesting and the would encourage the girl to take an interest highest compliment that can be paid a part- and pride in her home and surroundings; (2) time teacher is for her pupils to want to1 con- it would give her higher home ideals; (3) the tinue work with her for another course. department would not be intruded upon by The conclusions drawn were that the suc- other departments; (4) business management cess of an evening school depended upon (i) of the home would be more easily taught; a careful registration, (2) a small class of a (5) it would endeavor to reorganize rural definite unit size, not larger than ten, (3) home conditions; (6) by example it would progressive unit-courses, and (4) the grant- be able to teach correct home sanitation; and ing of a certificate after the work had been (7) it would be used as a center for com- completed. The teacher best adapted for munity social gatherings. evening school needs was thought to be the Dr. Mary E. Bryden spoke of the neces- woman with a home economics education, sity of the Home Economics department co- who, after marriage, found that she had time operating with all other agencies that were for extra work outside of her home. The putting on health programs. tradeswoman is not always capable of teach- Then Dr. J. A. C. Chandler followed ing and thei day-teacher is too busy to under- with an excellent talk on "Why Girls Should take night work. Another phase of the Study Home Economics." Dr. Chandler told evening-school which was reported to work of how his own interest had developed in the great benefits in the respective communities practicability of Home Economics education. was the Mother-craft Courses. He cited the case of a girl of 16 who was The interest shown in the discussion of being educated in the "so-called" cultural child care proved conclusively that in taking subjects, when her mother died and she was stock of the past five years the aim of Home compelled because of financial conditions to Economics education had steadily been seek- assume charge of the home and care for her ing its goal and had found it in the heart of four small brothers and sisters. This girl the home—the child. found it necessary to enter some night school The consensus of opinion was that teach- classes in home-making in order that she ers must be trained to give courses in Infant- might learn even the simplest processes in pre- Care, Care of the Mother, Child Feeding, paring foods and the making of clothing. and related courses. One state felt the need He stressed the fact that, because of the of such courses, bcause of their high infant changed economic conditions in the South, a mortality, and another, because there was knowledge of home economics was almost a such a large percentage of under-nourished necessity to the Southern girl. "Amusements children in the schools. and entertainments seem to take young people Mr. France, of the Federal Board, gave a out of the home," he said, "but with a broader very interesting talk, in which he said he home education in which higher ideals and believed that the term "Home Economics" standards are set up, will we not bring them was going to give way and in the future back to the home?" "Home Builders" would be the accepted Dr. Chandler's sympathy and faith in the phraseology. He paid a most eloquent tribute bettered home conditions that will result to the work that had been done by the teach- from the earnest efforts of the home economics ers of Home Economics and prophesied better movement made the conference feel that and bigger results for the future. with such support from the administrative One of the most progressive measures of officers, there would be no limit to their the past five years program has been the accomplishments. establishment of cottages for the housing of Grace Brinton, Secretary FonvARY. 1923] THE VIRGINIA TEACHER 47

the announcement states, "with the result that The Virginia Teacher while this rate is barely maintained by the weakest students, it is very far from keeping Published monthly by the State Normal the ablest employed. These latter, the most School for Women at Harrisonburg, Virginia. valuable assets of the college and of the coun- Entered as second-class matter March 13, trj', are liable either to fall into habits of 1920, at the post offlce at Harrisonburg, Vir- ginia, under the act of March 3, 1879. intellectural loafing or to occupy their too abundant leisure by a disproportionate amount James C. Johnston, Editor Conrad T. Logan, Assistant Editor of non-academic activities. Henry A Converse, Manager "The objection to assuming a uniform Advisory Board pace for all abilities applies also to a uniform John W. Wayland Elizabeth P. Cleveland Ruth K. Paul Katherine M. Anthony method of instruction. Frequent recitations Manuscripts offered for publication from and lectures may be the best means of keep- those interested in our state educational prob- ing the weaker students moving; but for the lems should be addressed to the Editor of The Virginia Teacher, State Normal School, brighter minds they are unnecessary and Harrisonburg, Virginia. wasteful. After a good student has acquired habits of study and vital intellectual interests, EDL CATIONAL COMMENT she needs leisure for thinking and large quan- tities of solid reading rather than hours a day GREATER FREEDOM FOR SUPERIOR of class-room work. STUDENTS "Further, after the large range of sub- Brightest students in girls' college jects required by the curriculum in the first relieved of class tedium two years, she is ready for a more intensive application in some chosen field, so that at the SMITH COLLEGE, one of the leading end of her course she may carry away not girl's colleges in the east, has made a merely a great variety of scraps of knowledge radical change in its curriculum this but power and method for the mastery of a semester in so far as that little group of single department of learning. During the intellectuals—those who have an average at acquisition of this power she should be freed the end of their second year of B or better— from the constant interruption of tests and are concerned. Instead of having to attend examinations and encouraged to take on her classes and take examinations with the more own shoulders the chief responsibility for her backward girls, the star students may, if they mental development. desire, devote all their time and thought in "Recognizing these principles, the faculty their special field, under the guidance of a general director. has approved a scheme by which at the end of the sophomore year students having an aver- The plan is wholly optional, and any stu- age of B or better—that is, about io per cent, dent, however, brilliant, who wishes to fol- of the class—shall be permitted to apply for low the regular course of study may do so candidacy for honors in a special field. If and may obtain general honors as heretofore. approved by the committee in charge and the At Smith these students will have to take a department of their choice, they will be re- wide range of prescribed courses in their lieved during the last two years of the routine first two years, in this way differing from the of class attendance and course examinations. honor schools of the English universities. It Each candidate will come under the guid- differs also from the tutorial system adopted ance of a general director of her course, who in recent years in some American universities will plan for her a series of units of study, in its restriction of the system of individual for each semester, and will arrange the super- guidance to a small picked group, thus avoid- vision of her work in each of these units by ing the danger of bankruptcy, yhich, accord- a special instructor. ing to the announcement of the plan in school life, "is apt to accompany the application of "This supervision will in general be con- costly methods to the whole body of students. ducted by menas of suggested readings, written "The rate of progress aimed at in college reports calculated to train judgment as well courses is determined by a rough averaging of as the power of collecting and organizing the capacity of all the students in them, facts, and conferences, weekly or fortnightly, 48 TEE VIRGINIA TEACHER [Vol. IV. No. 2

in which one report is criticised an dinstruc- ADOPT NEW POLICIES tion given for the preparation of the next. The last semester of the senior year will be THE State Board of Education during devoted to the writing of a long paper and its proceedings this week adopted a policy to a general review preparatory to an exten- which may place upon an entirely different sive examination covering the whole field of plane the problem of school book adoption. study of the last two years." Explained in a few words, the policy is this: That because of the development of scientific technique in education, it is now possible to ITS BEARING WIDER THAN experimentally determine the relative worth of textbooks by their use under standard ECCLESIASTICAL school room conditions. Such being the case, qPHERE is much more in Bishop Man- a small list of textbooks in each subject should first be selected by preliminary examination ning's letter to Dr. Grant than its im- and test and subsequently tested out in the mediate bearing on the utterances which schools for at least one year prior to the time caused it to be written, according to an edi- of adopting textbooks. torial opinion of The New York Times. It constitutes, too, a lesson, much needed, these In acdordancce with the detailed plan days, on the real nature of free speech and formulated, during the next year it is planned the right of everybody, in such a country as to test out the elementary spelling book and this one, to believe what he chooses and to language and grammar books now on the pres- tell the truth as he sees it. ent list and compare the results with several other texts in these subjects which by careful At frequently recurring intervals some study have been found to score high in ex- clergyman, and even oftener some collegiate cellence. This report will be made to the professor or instructor, says something or State Board of Education for consideration teaches something that grieves or offends and will be made the basis for determining those upon whom depends the retention of his what changes shall subsequently be made in place in the church or college. Now and then these subjects. such a person is dismissed, after a controversy more or less bitter and sensational, and all too often he goes away claiming sympathy as a martyr and the victim of oppression. All "POTENTIAL" EXAMINATIONS too often he gets from people who share his beliefs the sympathy he claims—and not in- PRESIDENT Lowell in his annual report frequently he is able to capitalize his well ad- has some interesting comments upon a vertised woes and to become both more fam- type of examination now in vogue at Har- ous and more prosperous than he was before. vard. The ordinary test seeks to discover and appraise the extent to which the student In most of these cases, no rights, of free has possessed himself of a knowledge of the speech or other, have been violated, and specific matters presented in lecture courses there would have been no trouble whatever and in prescribed textbooks. The new style if the clergyman or professor had done what of examination aims to find out the student's he should have done and exactly what Bishop ability to use and apply the knowledge to Manning tells Dr. Grant he must do—recant which the course of study relates. It also or resign. Freedom neither of speech nor apparently tests the student's general ac- of opinion is violated when these alternatives quaintance with a province of scientific in- are presented, and he who does not accept quiry, rather than his familiarity with those and act on one or the other of them has no particular aspects of it which may have been grievance if effective measures are taken to emphasized in the classroom. This "poten- make him seek other scenes for promulgating tial" examination, indicative of the student's doctrines which, with or without reason, are power correctly to apply knowledge to con- viewed with disfavor by those who have been crete situations, must be successfully passed, paying for his services or under whose author- in addition to the informational tests, as a ity he voluntarily had placed himself. prerequisite to a degree. February, 1923] THE VIRGINIA TEACHER 49

The President of Harvard is aware that COMMITTEES the older informational test may, in varying HIGH SCHOOL COURSE OF STUDY REVISION degrees, elicit the ability whose presence or English; J. M. Grainger, Chairman, S. absence is now to be gauged by the "potential" N. S,. Farmville; H. Augustus Miller, Jr., Pet- test. Indeed, in the field of mathematics, the ersburg H. S.; Conrad T. Logan, S. N. S., Har- solution of problems, provided they are prop- risonburg; J. L. Borden, Bedford, H. S. erly framed, will disclose something of this Mathematics: Fred M. Alexander, Chair- adaptive or practical power—a fact which, man, Newport News H. S. Miss Nellie Smlthey, doubtless, accounts in part for "the natural Roanoke H. S.; R. C. Bowton, Supt. of Schools, man's instinctive aversion to mathematics." Clifton Forge. Science: C. K. Holsinger, Chairman, Law- The new plan seems rational and promis- renceville H. S.; R. L. Sweeney, "Woodrow ing. The college student, among other Wilson H. S., Portsmouth; J. M. Shue, Farm- peculiar attributes, is often likely, in a ville H. S. particular subject, to become a victim of "one Agriculture and Home Economics: Dabney book." Nor is the failing one that college S. Lancaster, Chairman, Y. P. I., Blacksburg; J .P. Whitt, S. N. S., Radford; Miss Louisa teachers always escape. During the war a Glassell, Floris Vocational School, Herndon. recently appointed instructor in a Govern- ment seminary, on first meeting his class, Latin: Miss Saliie S. Lovelace, Chairman, Roanoke H. S.; H. L. Sulfridge, Big Stone announced that he knew practically nothing of Gap H. S.; Harrington Waddell, Lexington his subject, but promised the class that he H. S. would endeavor to be a perfectly fair referee Modern Foreign Languages: A. G. Wil- between them and the textbook. Anything liams, Chairman, William and Mary College, that will make for vital knowledge rather Williamsburg; Miss Josephine W. Holt, City than predigested information is in the right Schools, Richmond; Mrs. Nellie Ferguson direction. It ought to help spread the idea Powell, Lynchburg H. S. that lecturers and texts are aids to the ac- History: J. M. Lear, Chairman, S. N. S., quisition of knowledge, not substitutes for Farmville; Mrs. E. M. Marx, City Schools, the real thing. Norfolk; Miss Mary Duncan, Salem H. S. Commercial Branches: Miss Helena Marco, Chairman, S. N. S., Fredericksburg; Miss Nettie Leftwich, Petersburg H. S.; Ira B. Grimes, John Marshall H. S., Richmond. REVISION OF HIGH SCHOOL Physical Education: G. C. Throner, Chair- man, State Supervisor Physical Education, COURSE OF STUDY Richmond; Tucker Jones, William and Mary College, Williamsburg: Harry Baldwin, City THE State Board of Education has Schools, Newport News. authorized the Secondary Education Reviewing Committee: Harris Hart, State Division of the State Department of Superintendent of Public Instruction, Rich- mond; W. R. Smlthey, Professor Secondary Education to undertake a revision of the Education, University of Virginia; K. J. Hoke, Courses of Study for High Schools. The Professor Secondary Education, William and courses now in use in the high schools were Mary College, Williamsburg; W. T. Sanger, adopted by the State Board of Education on Secretary State Board of Education, Richmond; M. L. Combs, Asst. State Supervisor Secondary June 25, 1919, and have been thoroughly Education, Richmond; Henry G. Ellis, State tested out in the high schools for four school Supervisor Secondary Education, Richmond. years. It will be possible, therefore, in re- vising the courses to eliminate the weaknesses The work of revision has already com- which have become apparent and to make menced, and will be completed in time for the additions which the experience of the the new courses to be available for use in past four years indicates as desirable. the high schools at the beginning of the ses- sion of 1923-1924. Persons interested in The following committees have been ap- changes in particular courses will materially pointed to co-operate with the State Super- contribute to the success of the work by writ- visor of Secondary Education in the work of ing to the chairmen of appropriate sub-com- revision; mittees and expressing their views. 50 TEE VIRGINIA TEACHER [Vol. IV, No. 2

CURRENT EDUCATIONAL are largely among the teaching staffs of edu- cational institutions. They call upon them PUBLICATIONS and visit them.; are entertained by them, and WHEN TEXTBOOKS ARE OFFERED entertain them. A general publisher has a large corps of traveling salesmen when he FOR STATE ADOPTION has five or six; but a going educational list ON the heels of numerous book men is likely to be represented by twelve or fifteen who have been visiting teachers of the travelers. state in the interest of their various "The textbook traveler knows thoroughly publications, comes an article in The Bookman the books he handles. He can expound to his for February 1923, entitled "The Romance hearer exactly why the book of which he of Textbooks" by Robert Cortes Holliday. speaks is (in the opinion of the publisher) Mr. Holliday is onq of the authors of a new superior to other books of its kind now cur- volume called "The Business of Writing." rent. He can follow through the book he He points out that today the textbook pub- has in hand page by page, illustrating point lisher "keeps pretty close tab on the whole by point its peculiar features as compared field of potential authors of textbooks: any- with the methods employed by other volumes. one engaged in the work of education who is He is familiar with the machinery of educa- likely to have up his sleeve a book on his tion." subject is finger-printed, so to say, by the educational publishers." JOHN ESTEN GOOKE, VIRGINIAN The publisher and the author, Mr. Holli- day reminds us, work usually very close to- EVEN to well-read Virginians, Dr. John gether in the production of a textbook; and Owen Beaty's book, with the above title, it is hinted that sometimes the book is prac- will be a revelation. All of us have heard tically rewritten by the publishing house. of John Esten Cooke; some of us have read "The rewards from a popular novel are his "Surry of Eagle's Nest" and perhaps all well enough in their way, but the author "Mohun," "Hammer and Rapier," "Vir- of a successful textbook or two has no end of ginia," "Stories of the Old Dominion," and a gold mine. Textbooks are not luxuries but one or two volumes of "The Virginia Come- bread." Mr. Holliday speaks of one textbook dians"; but hardly any of us, even the pro- which has been going for seventeen years and fessors in colleges, could name half of his last year its sale was a hundred thousand. thirty-one books or a tenth of his magazine "Such books," says the author, "have some- articles. Dr. Beaty does not give us a com- thing of the durability of a piece of real plete bibliography of Cooke's magazine estate." articles, but he does catalog nearly one hun- "The ranks of educational book travelers dred and fifty. And they nearly all relate are recruited in some measure from the field to Virginia people, Virginia places, and in- cidents that took place in Virginia. After of teachers. Occasionally it happens that a man who has been a teacher, and has become reading this book and looking over the lists a textbook traveler, later returns to the teach- of Cooke's writings at the end, one is almost inevitably driven to a conclusion and a wish. ing profession. He is in very much the same If Cooke had written as carefully as some atmosphere all the while. Whether or not they have ever been teachers the main body others with perhaps less native talent than of them are, in the fullest meaning of the he possessed have done, Virginia would prob- term, 'college men.' And in their own world ably be as well known today in the world of there is specialization. Among textbook letter as is New England. travelers there are, for instance, 'high school Cooke was a Cavalier, figuratively and mten,' as distinct from the representative of literally. His soul revelled in the romantic college textbooks. the stately, and the spectacular; yet he had capacity for painstaking research and the keen "The business of educational book travel- ers is to circulate around among the schools, John" Estkn Cooke, Virginian, by John 0. colleges, and universities; they have no con- Beaty. New York: Columbia University cern with bookstores. Their personal friends Press. 1922. Pp. 173. ?2.00. February, 1923] THE VIRGINIA TEACHER 51 conscience of a Puritan. The majesty and tribution to the history and the life of the conservatism of the law, the stories and the Old Dominion. It should be in every library glories of olden days, the magic beauty of the and school in the state. . Valley, the dashing exploits of Jeb Stuart and John W. Wayland Turner Ashby, days and nights in the cavalry saddle, love, religion, tragedy, all touched his life and enriched his experience and his im- SKILL IN ACCURATE JUDGMENTS agination. High-toned and courteous, pious Teaching to Think, by Julius Boraas. New York: The MacmlUan Co. 1922. Pp. 289. and introspective almost to a fault, Cooke re- $1.60. veals himself to a degree in his published works but even more in his letters and his "Can a person teach so well that the world diary. The latter, as well as the former, Dr. will remember him for twenty-three hundred Beaty has presented to the reader with re- years?" asks the author in his first chapter markable thoroughness and with admirable of Teaching to Think. He then shows how taste. Dr. Robert P. P. Cooke and Mrs. Socrates made himself famous by helping Charles Lee, children of the novelist, gener- young people to think. ously placed at the author's disposal eight The purpose of this book is "to discover manuscript volumes and hundreds of letters the principal types of thinking which are re- and other papers which belonged to their quired in everyday life, and to indicate father. Cooke's nieces, Miss Mariah P. practical ways and means for their develop- Duval and Mrs. Carter H. Harrison, like- ment in the ordinary school." wise furnished him with manuscripts and in- Each of the fourteen chapters begins with structed him with reminiscences of their a stated problem. For example, in Chapter uncle. Many others, far and near, have aided HI, entitled The Development of Individual the task of love—the bringing again to his Judgment, the problem stated is: How can own people the full-length portrait and the a person develop skill in rendering accurate versatile achievements of this charming Vir- judgments? ginian. "The ability to exercise good judgment The following paragraph, quoted from Dr. in regard to affairs of practical life is an im- Beaty's life of Cooke, will tell us some inter- portant element of successful living and esting facts and will at the same time illu- should be emphasized much more than it has strate the interesting style of the narrative: been in our schools. Who does most of the judging in the ordinary school? But will "Fighting as he did at First Manassas any amount of practice by the teacher develop and surrendering at Appomattox, Cooke al- skill in the pupil? A practical teacher of ways considered it remarkable that he never agriculture today would not expect to develop received a wound. In his diary he checked his students into good judges of corn or off his fallen friends and relatives, and stock by doing all the judging himself." recounted his escapes. Once a bullet struck At the close of each chapter is found a a fence but a few inches from his head; again, he was stunned by a bursting shell and was list of "thought exercises." A casual glance covered by the thrown-up earth. It was, over some of these lists finds many thought however, an old habit to close every entry provoking questions bearing closely on the with an expression of hope in God, and he preceding chapter or amplifying some indi- vidual problem that has been discussed in saw fulfilled his reiterated wish to be allowed to return to his beloved Valley, After Stuart's this chapter. Clyde P. Shorts death at Yellow Tavern, Cooke had been assigned to the staff of General Pendleton FOR EXPRESSION TEACHERS and was his inspector-general of horse artillery when the end came. Paroled at Appomattox, Dialects for Oral Interpretation, by Gertrude he is said to have buried his silver spurs upon E. Johnson. New York: The Century Co. the field to avoid delivering them to his late 1922. pp. 309. $1.75. foes." The lack of selections in dialect both for This is the first definitive study of Cooke study in expression and dramatic literature, and his literary background. It is a fine con- as well as for programs, has been a source of 52 THE VIRGINIA TEACHER [Vol. IV. No. 2

great worry to teachers and readers, and it two books make good use of Japanese prints. The hints for presentation of problems should is with delight that I recommend this volume be generally helpful. of dialects for oral interpretation. One of the most valuable parts of the book, it seems East Experiments In Elementary Science, by Herbert McKay. New York: Oxford Uni- to me, is the five lectures or discussions ex- versity Press, American Branch. 1922. planing dialect in regard to its meaning Pp. 144. 50 cents. and significance, how to study a dialect, the Intended for pupils of any age, "but the younger the better," the author says. Nearly advantage in the interpretative use of dialect, all the apparatus used is home-made. Lessons and the monologue and its interpretation. deal with air, with water, with electrified The author has made a special effort to things, with mechanics, with light and heat, include good selections and to secure variety, and with everyday science In the home. and at the same time has provided practical Sheet-Metal Pattern Drafting and Shop instruction necessary for the interpretation Problems, by James S. Daugherty. Peoria, Illinois: The Manual Arts Press. 1922. of dialect forms. Pp. 173. $2.50. Among the authors will be found the A textbook for students' use, adapted for names of universal favorites—Robert Burns, vocational, trade, technical, and high schools or wherever pattern drafting and shop work T. A. Daly, Paul Lawrence Dunbar, Wil- are taught in a systematic manner. liam D. Drummond, Moira O'Neill, Arthur The Fortunate Days, by Ethel May Gate. Stringer, William F. Kirk, and many others Boston: Silver, Burdett and Co. 1922. of popular appeal. There are more than Pp. 128. eighty selections, also four one-act plays, The Broom Fairies and Other Stories, by valuable lists of books and authors and a Ethel M. Gate. Boston: Silver, Burdett and Co. 1922. Pp. 110. bibliography of 400 selections. Both are charmingly illustrated editions of R. S. Hudson fairy stories, originally published by the Yale University Press, and now for the first time available in inexpensive school editions. RECENT BOOKS OF INTEREST Handbook foe Business Letter Writers, by Junior High School Mathematics, by E. H. Louise E. Bonney and Carolyn Percy Cole. Taylor and Piske Allen. New York: Henry New York: Harcourt, Brace and Co. 1922. Holt & Co. 1919. Book I, 210 pages, 92 Pp. 98. 80 cents. cents. Book II, 251 pages, $1.00. Business letters, printed in fac-smile, with Tkorough grounding in the principles of analysis in the margin, are numerous and well- mathematics for the seventh and eighth grades, selected. Attention is paid to sentences and and not strictly arithmetical. Superior pre- diction. paration, therefore, for algebra in a half-year Composition and Rhetoric, by William M. and plane geometry in a half-year. Tanner. Boston: Ginn and Co. 1922. Selections From Ovid, by Francis W. Kelsey Pp. 549. and Jared W. Scudder. Boston; Allyn and A very complete textbook for high schools, Bacon. 1922. Pp. 196. $1.00. which includes numerous exercises to pro- Professor Kelsey's well-known book adapted mote self-cultivation in English. There are to the new requirements of the College En- twenty-one striking full-page illustrations. The trance Examination Board. In addition to the four parts of the book center around l)an seven prescribed selections, two are added for introduction to oral and written expression, sight reading. 2) the units of composition, 3) the four forms of discourse, and 4)a review of grammar and Life: How It Comes, by Stephen Reid-Hey- spelling. man. New York: Robert M. McBride & Co. 1922. Pp. 174. $1.50. High School English, by William D. Miller An elementary but complete presentation of and Margaret O. Palmer. Chicago: Lyons the reproduction of living organisms. A and Carnahan. 1918. Pp. 502. variety of plant and animal families are ex- This book stresses the importance of the amined. The book is intended for children and card index, the dictionary, the periodical, in the subject matter is admirably presented. teaching pupils correct English expression. Part II consists of over a hundred pages de- Drawing Course, by Charles Lederer and S. voted to technical grammar and punctuation. Lincoln Smith. Chicago: Hall & McCreary Company. Being Good to Bears, and other True Animal A set of eight loose-leaf books in each of Stories, by Enos A. Mills. Boston; Hough- which are thirty lessons. Book One contains ton Mifflin Co. 1919. Pp. 85. 49 cents. strong brush animal sketches, Book Two crea- Five stories, simply and attractively told, tive landscape designs, Book Four good action about animals that live in the Rocky Moun- and movement in children's figures. The last tains. February, 1923] THE VIRGINIA TEACHER 53

NOTES OF THE SCHOOL the Rockingham Teachers' Association. It is good to find teachers' institutes and teachers' AND ITS ALUMNAE meetings devoting more and more of their programs to such practical and informing INKLINGS activities.—G. W. Chappelear gave an in- SOMEONE will have to reorganize the structive talk on "Science and Religion" at Society for the Prevention of the Perpetra- assembly early in February.—Conrad T. tion of Ancient Jokes.—It seems that a speaker Logan read some selections of light verse, from the Normal School recently appeared even including a few of a decidedly saccharine at Linville-Edom and was called on to talk. character, at a recent assembly period.—C. He talked. But first he told the story of W. Wampler, agricultural agent for Rock- the fisherman who was rescued from the ingham County, spoke on February 9 at assem- stream into which he had fallen. "How did bly, recounting the work of the boys' and you came to fall in?" said the rescuer. ' I girls' agricultural clubs in the county schools. didn't come to fall in; I came to fish," replied He also told of his recent trip to Chicago the fisherman.—Now it appears, and further when the representatives of the agricultural than this deponent saith not, that the same clubs in this county were awarded a prize for person within a se'nnight "pulled" the same the best cattle-judging done by any agricul- story at a Kiwanis luncheon. Passed a few tural dub in the United States.—Dr. W. H. days, and a speaker at chapel told again the Lichliter, of Cleveland, was the highly enter- famous I-didn't-come-to-fall-in story, attribut- taining lecturer who addressed students and ing it to the gentleman who had been at Lin- townspeople in the auditorium the evening of ville-Edom. Verily, someone will have to re- February 8. organize the Society for the Prevention of the What an amusing little play that was Perpetration of Ancient Jokes. which students in expression presented the Four scholarships have recently been add- night of February 10! Stuart Walker, with ed to the list available for entering students his Portmanteau Theatre, has nothing on us. of the State Normal School here. Each of There is still some discussion as to whether these is worth $100 and will be granted our temporary stage should be called the Tom through President Duke, so far as possible Thumb or the Hat Box, but certain it is that to students who are members of the denomi- the Saturday night actresses made good use nations offering them. Four Harrisonburg of the space that they had.—"Breezy Point," churches are presenting these scholarships, the once the four summer boarders had arrived, Baptist, Lutheran, Methodist, and Presby- lived up to its name. Laura Lambert, as an terian. awkward servant girl, was a scream; but they The recent adoption of textbooks by the were all good. Others in the play were: State Board of Education has a special inter- Roselyn Brownley, Margaret Moore, Lucy est for Harrisonburgers in that two volumes James, Mary Bell Baer, Mary Warren, Mat- on the list are the work of a local historian, tie Fitzhugh, Mae Burke Fox, Delia Leigh, Dr. John W. Wayland. The "History of Pauline Bowman, Emily Hogge, Edna Rush, Virginia" is a basal history textbook in the and Carrie Dickerson. elementary schools, and his "History Stories for Primary Grades" is on the supplementary Two games of basket ball have been played, list for elementary schools.—Both are pub- at the present writing. The first was with lished by the Macmillan Company. Farmville, February 3, and the second was President S. P. Duke was the convoca- with Radford on February 9. The beatific tion speaker at Bridgewater College early in smiles of Billiken were not for Harrisonburg February, and delivered a striking mes- on either occasion.—In a game tight as wax, sage on "The Spiritual Leadership of College Farmville slipped over a final goal or two and Students."—Dr. W. J. Gifford at the Elkton won by a score of 26 to 22. This score came Methodist Church recently spoke on "The at the end of a perfect nip-and-tuck.—When Business of Being a Parent."—Miss Kath- the southwest Virginians arrived the shadow erine.M. Anthony presented a demonstration of big Anna was cast over the Normal campus lesson in the teaching of history to a sixth shortly after sunrise. The premonition was grade class before the February meeting of correct, for she saw to it that Radford won 54 THE VIRGINIA TEACHER [Vol. IV. No. 2

hy a score of 17 to 10.—On February 16, Names so far selected had honored promi- Harrisonburg's return game at Radford will nent Virginians and it is the plan that the be played. If ingenuity and work will win new buildings shall commemorate the names the game for Harrisonburg, Mrs. Johnston's of persons who have been prominent nationally sextet will surely "bring home the bacon." in the work of teacher training. The Schoolma am has during fifteen years Maury Hall was named at the foundation established so solid a reputation for clever- of the school in honor of Matthew Fontaine ness and charm, for handsomeness and beauty, Maury; Jackson Hall, for General "Stone- that one always expects Harrisonburg's year- wall" Jackson; Harrison Hall, for Gesner book to be a model of perfection. But such A. Harrison, a native of Rockingham County a result is reached only after many a weary and a professor at the University of Virginia hour of labor by the editorial board; and it for many years; Ashby Hall, for General is therefore important in the choice of an Stuart Ashby, a Confederate leader who died editor and staff to see that there are no on the field of battle a few miles from Har- nodders among them. Audrey Chewning risonburg; and, Spottswood Hall, for Gover- and Celia Swecker, as editor and business nor Spottswood who lead over the mountains manager, were chosen last May and are deep the Knights of the Golden Horseshoe into in their w'ork. The staff has now been the fertile valley of the Shenandoah. elected, and at once goes to work. Upon these rests the duty of getting out a 1923 annual equal to all of those that have pre- ALUMNAE NOTES ceded: Marjorie Bullard, Anabel Dodson, HERE is a typical letter from Gertrude Susie Geoghegan, Mary Lees Hardy, Mabel Bowler. Nothing would make our Kirks, Shirley McKinney, Margaret Moore, Alumnae Column more attractive than such Nancy Mosher, Nancy Roane, Blanche Ride- letters as this from those who have carried nour, Alberta Rodes, and Helen Walker.— out into the teaching field the splendid spirit But what we have said about keeping up to that made their stay in school such a pro- the standard of past Schoolma'ams is not really nounced success. Let us have more of them. necessary.—This new staff is well in tune with the best; indeed, it Hardy needs Moore "I am sending a check for one dollar, Chewning. fifty cents ($1.50) for the renewal of my subscription to The Virginia Teacher. presenting two new members of "There are many reasons why I would not the family be without it. Each month, besides bringing, as it does, in an attractive, intimate sort of HELDON HALL" for the new build- way, news of Blue Stone Hill, it has such up- W/ Jng situated between Spottswood and to-date book reviews and alluring advertise- Alumnae Hall, and "The Carter House" for ments of recent textbooks, that help very the old Smythe cottage purchased a year or much in my English work. two ago, were the names chosen and recently "Your article in the December number approved by the Virginia State Normal completely satisfied me. I should like to School Board at its February meeting in see it published, broadcast, in the daily press. Radford. I trust that this year will be a banner Sheldon Hall is so named in memory of one for all Harrisonburg activities. Edward A. Sheldon, Superintendent of schools Gertrude Bowler in Oswego, New York, and later the founder, in 1865, of the first normal school using Two classes are to "reunion" in June! Pestollozzian methods; Carter House is named Think of it—the class of 1918 is to come back in honor of Superintendent James G. Carter, after five years and the class of 1913, after of Boston, the immediate predecessor of ten years! And we do hope that the "grand- Horace Mann as superintendent of schools children" and some of the husbands may be of Massachusetts, and generally regarded as able to come too. the father of normal schools in America, since Elizabeth Kelley (Mrs. Landon L. he was the first to advocate teacher training Davis), president of the class of 1913, has institutions. already written that she is coming. Eliza- February, 1923] THE VIRGINIA TEACHER 55 beth is a host in herself—so come on, now, a very natural thing since there are 102 girls, all the rest of you. We have the organized mills in Baston County. The field Alumnae Hall ready for you, and if it won't for social work, or community work, as it is hold all of you we'll erect a tent on the termed here, is wonderful. I have been in campus—just where, or near where the May this work for three years, and I feel that the Pole stood when you crowned Elizabeth May beginning has just been made. . . . With Queen. the advantages this state has offered its citi- Sarah Shields is coming home to America zens, cotton mill people have made great im- this year too. We hope she will get, to Har- provement in the last five years. The prin- risonburg in time for commencement. She ciples of sociology learned at Harrisonburg will have lots to tell us about her seven years have been a help to me in solving problems in India. that come up daily. "Remember me kindly to those friends Not long ago Margaret Seebert wrote an whom I may have at Harrisonburg." interesting letter to Miss Anthony from Montgomery, Alabama. She says in part: Under date of February 1 Carrie Bishop "The State Teachers' Institute meets in writes as follows; the spring, about Easter, I think, in Birm- "I am teaching in the Churchland High ingham. School, which is about five miles from the "Besse Lay and I went out to the Masonic city of Portsmouth. We are getting a fine Home one afternoon last week. All the high new building, and hope to get into it by the school children from there come to Clover- first of April. dale. It is a wonderful place and well man- "I teach all four years of English and aged, I would say. The children from there first-year Science. And I just wish that you are lovely—most of them above the average. could see the charts, representing the study They appreciate a visit so much I of different trees, that my class in Science went with them in their bus to a ball game have handed in. This was an outside project one afternoon. I enjoyed it thoroughly and —the children worked in groups made up of they are still thanking me for going with four or five pupils to each group. There were them. eight groups in the class, and each group was "We have a county teachers' meeting two responsible for a chart. I am going to make Saturdays each month. We meet at different some pictures of these charts—if the sun schools, so really see the county, other teach- shines soon. ers, and other schools. I haven't seen one "I spend a number of my week-ends in yet that I like as well as ours. They are Norfolk, with my sister, Girtha, and I am wonderful, new buildings, with nice big lots. surely glad that she is down here and near Ours is a ten-acre lot. I have never seen me. I think this country is very pretty, and anything like them in the country before. the water unusually so, but I do miss the hills You know that's where I am in my element. of Albemarle." I want them for Virginia. I guess people We dare say that she misses the moun- will say it looks like it; but I'm coming back tains of the Valley and the sunsets from Blue- sometime. I'm learning how it is done now. Stone Hill, too. The trucks and roads here make it possible. Some of our trucks go fifteen and twenty Lucy Landes writes: I have the nicest miles." little school just two miles from home. . . . I can't see why every girl wouldn't want to Everybody remembers Cliff Bennett, of teach. course; but she is now Mrs. Wilson McArver. From Edna Scribner this interesting news Her home is in Gastonia, N. C. Here is came recently: "This is my second year at part of a recent letter from her. Virginia. . . . Our position is quite unique, "My memories of Harrisonburg are ever but we are truly gaining ground and after fresh, and it is my desire to visit the school several more years the pioneer trouble will sometime this spring. be over with. "I have been married for over two years "When I first came, I was sadly out of —my husband is in the cotton mill business— place. I missed dormitory life horribly; hav- 56 THE VIRGINIA TEACHER [Vol. IV. No. 2 ing no rules or regulations left me with a OUR CONTRIBUTORS desolate feeling WALTER LIPPMANN is the author of Public "May be you've been wondering about my Opinion, The Stakes of Diplomacy, and other degree—Dr. Manahan has too, because it's influential works. He is an editor of The all hanging on trig, solid (geometry) and New York World and a frequent contributor college algebra. You remember my extreme to leading magazines. He has always shown wisdom in math, no doubt. I'm just as wise special interest in problems of education. here. If I can remember enough about those HENRY DEXTER LEARNED is an associate dry figures I'll get ray degree in June. professor in Romance languages in the Uni- versity of North Carolina and has been "I've been majoring in English and zo- an instructor in the universities of Pennsyl- ology. We have graduate zoology under the vania, Michigan, and Chattanooga and also great Dr. Kepner. He's absolutely marvel- in The George Peabody College of Teachers. ous. This term we are all doing original MARJORIE BULLARD will in June be an work. Won't it be lovely if we discover applicant for her bachelor's degree in the something?" Home Economics Department of the Har- risonburg State Normal School. How it cheers our hearts to know that HELEN WAGSTAPE is a senior student in the some of our old girls get homesick for Har- High School Course at the State Normal risonburg, "a habit I seem to be getting into School at Harrisonburg. She has done her of late," writes Josephine Harnsberger from practice teaching in the Junior High School. Floris Vocational High School, Herndon. MARY NOEL ARROWSMITH is secretary of Please don't think I'm, not satisfied with the National Safety Council. Floris. It's a case of not loving Floris less GRACE BRINTON is the head of the Home but Harrisonburg more. I do have the nicest Economics Department at the State Normal patrons and pupils in the world." School at Harrisonburg.

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In its first year of service in the State of Louisiana, Lippincott's Horn-Ashbaugh Spelling Book demonstrated under severely critical conditions the ability to raise the level of spelling in every grade far above the median levels of the country. What it has done in Louisiana it can. do in Vir- ginia. The one outstanding speller is offered you the contents and organization of which are based entirely upon the tangible results of scientific investigation.

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V THE VIRGINIA TEACHER

Architects Contractors Shop at Iseman's W. M. Bucher& Son

or the Latest Contractors for the f Normal School Buildings J sSuits, Coats Telephone 142 Harrisonburg, Va. and Millinery

- UNIVERSITY OF VIRGINIA UNIVERSITY, VA. EDWIN A. ALDERMAN, LL.D., President Following: Departments are Represented! The College The Departmest of Graduate Studies The Department of Law The Department of Medicine The Department of Engineering: The Department of Education The Summer Session Free tuition to Virgdnia students In the Academic Departments. Loan funds available. All other expenses reduced to The Normal Store a minimum. For catalog- or information concerning the University of Virginia, Address the Registrar

OUR NEW GLOBES AND MAPS in'dis-pen'sa-ble " Impossible to be dispensed Show changes the world with or done without: absolutely- over. Johnson's publi- necessary or requisite" cations. Our maps and globes are thoroughly re- This word best describes vised up-to-date in every WEBSTER'S particular. We can fur- NEW t^TEKMATSCMAL nish anything from the DICTIOMARV paper outline maps to in the schoolroom and in the maps ranging upwards in price to $25.00 library of every teacher. each. Get our latest catalog of geog- When questions arise in the history raphy maps A21. Many different kinds recitation, in language work, in spelling, or to select from, also our catalog on his- about noted people, places, foreign words, tory maps, and -on physiology charts, synonyms, pronunciation, new words, flags, natural history and biology. Complete state seals, etc., you will find the answer line of all school furniture, equipment in this "Supreme Authority." There is a need in every class every day, and supplies. Every article for schools WHY not suggest to yout and Colleges. Write us today. principal or superinten- dent that a copy Virginia School Supply Co. be supplied for your school 1 2,700 2000 W. Marshall Street Pages Write for 6,000 Richmond, Va. Specimen Pages, Illus. Terms, etc. W.OOO Words G. & C. MERRIAM CO^Springfield^ass, THE VIRGINIA TEACHER vi

Public Sale Smart We have purchased 132,000 pair U. S. Shoes Army Munson last shoes, sizes 5% to 12, which was the entire surplus stock of a. one of the largest U. S. Government Skillfully molded shoe contractors. over graceful lasts from the most ap- This shoe is guaranteed one hundred per- cent solid leather, color dark tan, bellows proved leathers, tongue, dirt and waterproof. The actual expressing in value of this shoe is $6.00. Owing to every detail the this tremendous buy we can offer same season's latest to the public at $2.95. styles. An exam- Send correct size. Pay postman on de- ination of our new models will de- livery or send money order. If shoes light you. Why not come in today? are not as represented we will cheer- fully refund your money promptly upon X request. NATIONAL BAY STATE William B. Dutrow Company SHOE COMPANY Opposite New Virginia Theatre 296 Broadway New York, N. Y.

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\\7e PROTECT YOU. We are bi v g enough to take care of your wants, ' If you see anything advertised b y any firm in the Valley of Virginia, we believe we can furnish it for the sa me price—or less. Send us the ad- vertisement and we will see that you ^ our Mail Order Department. Write us 'forptic'es B. NEY & SONS and samples. Special prices to the Faculty and No rmal Students HUTr iSOlibUTg, Va.

THE DEAN STUDIO Dr. Walter T. Lineweaver HARRISONBURG, VA. DENTIST PHOTOGRAPHS PBuli3inB/nk HARRISONBURG, VA. Films developed and printed PHONES } 0^-85 M

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Things for Milady's Toilet Day by day in every ivay Our toilet goods are so much superior to The Brunswick Phonographs the ordinary sort that you cannot afford to exchange the certainty of satisfaction you and Records get here for the uncertainty you pay just as much for elsewhere. are getting better and better

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TO TEE STUDENTS AND THE FACULTY OF THE STATE NORMAL: We take great pleasure in announcing that our stock of fall and winter wear- ing apparel for ladies is now complete, consisting of all that is new in millinery, winter dresses and wraps, and shoes. We feel proud of the large assortment and well selected stock that we can show you, and we think that you will agree with us that it la the most complete in this city. We hope to have the pleasure of your visit to our store. THE JOSEPH NEY & SONS COMPANY

Your Prosperity is Important to This Bank

We want every member of this community to prosper.

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

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

You may correctly count us YOUR FRIEND.

The Roekingham National Bank Harrisonburg, Virginia TEE VIRGINIA TEACHER

Harrisonburg Normal School

Harrison burg, Virginia

Summer Quarter Regular Session

1923 1923-1924 Professional Courses Delightful summer climate. for Kindergarten Teachers Beautiful mountain scenery. Primary Teachers Grammar Grade Teachers Faculty of 45 Junior H. S. Teachers High School Teachers Student Body 981 (1922) and for Teachers and specialists in Home Regular Normal and College Courses. Economics. Four Year College Course in Home Elementary courses for graduates of Economics leading to B. S. degree. accredited high schools. Special Courses Dietetics Review courses for first and second Institutional Management grade certificates. Home Demonstration Music Swarthmore Chautauqua program, Expression excursions to caverns and points Student Financial Assistance of historic interest, outdoor sports Student Service Scholarships Denominational Scholarships and moving pictures on campus State Scholarships for recreation of teachers. Student Loan Funds

Early registration for both summer and fall term advised. For catalogue and further information apply to

Samuel P. Duke, President