side and answered correctly on the other, the side answering correctly chooses one from the side that missed.

The game proceeds until only one remains or one side has chosen all the others.

The questions must be answered in full, all questions passed which would not receive full credit in a written test.

Some questions are asked more than once to give pupils a change to learn what they have failed in from the others. A question is asked but few times before all are ready with the answer.

I know of no more efficient way to prepare the pupils for their promotion tests than this. It also teaches them accuracy of statement and necessitates a close attention for the mistakes of others. Effie L. Walsh.

A SUCCESSFUL SPELLING DEVICE.

An incentive which I have found useful and lasting, is the use of graduated merit cards in spelling.

These can be obtained from any school supply company at an inconsequential sum.

By graduating cards the interest is maintained where by using one kind it is more liable to flag. There are four sets of cards. Each correct lesson earns a "one merit" card. When five of these have been earned, they are exchanged for a "five merit" card of different color and size.

Five of the "five merit" cards entitle the winner to a "twenty-five merit" card, also of different color and size. Four "twenty-five" merit cards earn a "hundred merit" card and also a small "diploma of merit." No cards are exchanged above the "five merit" cards as the winner's name is written on the space found in the others.

Louise Perkins.

THE AMERICAN PRIMARY TEACHER. For the primary or rural teacher, in combination with the Wisconsin Journal of Education, we recommend The American Primary Teacher (Boston). Both for $1.50 (regular price $2.25). New or renewal, to same or separate addresses. Cash with order.

THE PARKER EDUCATIONAL CO.,
Madison, Wis.

1. Counties not having training schools MUST pay the tuition of their residents who attend training schools in other counties.

2. No person, who on July 1, 1910, has not had at least eight months of teaching experience, can secure a certificate without attending a training school or normal school for at least six weeks where certain professional subjects must be successfully pursued.

3. No one can secure more than three third grade certificates after July 1st, 1910.

4. Teachers may have certificates renewed or the standings placed upon higher grade certificates by attending a training school or a normal school for at least six weeks where passing standings have been secured in at least two subjects. This became effective June 11, 1909.

5. After July 1st, 1910, theory and art will not be required for a third grade certificate but school management will; algebra will not be required for a second grade certificate but cataloging books will be; geometry will not be required for a first grade certificate but theory and art and algebra will be.

HER ENEMIES.

A clergyman once asked his Bishop for appointment to a new and larger field on the ground that he had served his present field for five years and hadn't an enemy in the parish. Said the Bishop, "The man for the new field must be one who does things, who brings things to pass. If you have no enemies in your present parish, it is because you have done nothing. You have not moved about or you would have stepped on somebody's toes. Go back to your work and attend to it in the fear of the Lord and get some enemies. Then you may come and ask for promotion."

So the teacher who does her full duty will, in spite of all the tact possible, hurt someone's feelings and ruffle some tempers. It is no discredit to a teacher to have some enemies in the community. They are serviceable as a spur to better effort and keep one from becoming effete and over-well satisfied with himself. Also, they unite the large body of those who are not enemies into a pronounced attitude of good will. Sometimes they feel as the friends of a certain ex-president are said to have felt after the revolt of some questionable scions of Democracy "We love him for the enemies he has made."

LOOK FOR THE PHYSICAL AS WELL AS THE MENTAL DEFECTS.

you

Have in your school a pupil who does not respond to your instruction as readily as the others, who for no apparent reason is restless during the hours he is in his seat or at class, and who does not make as rapid progress as is desirable in the work of the school. Do not condemn the child hastily. Perhaps his senses are not all normal. Possibly his vision is so much affected that he is unable to see the work. Possibly he is hard of hearing and does not know it or is unwilling to acknowledge it even to himself. The eyes and the ears of the dull pupil should be tested by the teacher sufficiently, at least, to know whether they are seriously affect ed. Find out about the seeing and hearing powers of your pupils before you make the mistake of seriously misjudging them.

MRS. MARY D. BRADFORD.

It is a pleasure to present herewith a likeness of Mrs. Mary D. Bradford, who has come to be an intimate friend of every Journal reader, especially of those who make use of the material offered in the schoolroom department. Teachers will be glad to know that she continues her contributions to this publication and also that she is to remain in Wisconsin as the supervisor of practice in the Whitewater state normal school.

MAKE THE RECESS COUNT IN YOUR TEACHING.

On the playground the teacher may, if she will, teach by her own example some very important lessons for all children to learn. She may teach them to play the game with all their might, to keep within the rules and to win or lose with a gracious spirit. These lessons are of wider application than to the games of pussy-wants-a-corner or two-oldcat. They should enter into the life policy of every boy and he is a fortunate youth who has learned on his school play-ground to do the best for himself or his side, to live within the laws of right and justice, to win modestly and to lose with hope and courage. With all due respect for reading, writing and arithmetic, there are no more valuable lessons which the school can impart.

SOME TIMELY SUGGESTIONS FOR THE NEW SCHOOL YEAR.

PRIN. C. B. STANLEY.

During this school year suppose you ask or allow the pupils to help you in your effort to keep the school building and grounds in order. Assign to each pupil who is old enough some little bit of the work to be done and hold him or her responsible for doing it. Your part of the work will be to see that each pupil does the work assigned. This will not only help you but it will help the pupils as well. Our boys and girls need to have some responsibility, need to learn to do the work assigned to them as well as to learn reading and writing.

"Still sits the schoolhouse by the road,
A ragged beggar sunning."

Whittier's description of the New England school house fits too well altogether too many schoolhouses in Wisconsin. What are the teachers going to do this year to make them fit abodes for the temples of the spirit?

Why not start a stamp collection in the school?

I have in mind a school where such a collection has been started and all the people in the community are interested in making contributions to it. Aside from the pleasures which the pupils get from arranging the stamps there is the added value of stimulating study of the various countries which the stamp collection brings before them. Such a collection is thus an incentive to the study of geography and may be made the basis for a great many lessons in that subject.

"Our teacher would be able to do better work if she did not have boys so much on her mind." This fable teaches that two things can not occupy the same space at the same time.

Have a sand table in your school if possible. There is no end to the pleasure and instruction your pupils may receive from it.

Every experience, every new contest with mankind or with the material environment, is a part of our education which begins at the cradle and ends at the grave.

When the air is close and the nerves are tense, when every little disturbance makes more than its due share of noise, when each pupil seems in duty bound to act like all possessed and the entire fabrie of the school seems to be going to smash, just keep patient. The wind is blowing from the east.

Tomorrow the weather conditions will be different and the school may be a little paradise of order and industry.

Before opening the schools this fall, school

boards, or the teacher if they fail to do so, should see that the building, grounds, and equipment are ready for the beginning. The weeds should be cut down and burned, broken window panes replaced, door locks repaired, seats put in order, stove and pipe put in condition, and the water of the well pumped out in a thorough manner so that the stagnant water is removed. These matters should be attended to by the board, but it may be necessary for the teacher to call the attention of the board members to them and to urge their adjustment. It pays to have everything in readiness when school opens, as it indicates a business attitude on the part of teacher and board which does much to give the school a good start.

HELP THE NEW TEACHER, MR. SUPERINTENDENT!

If there is any advice which this Journal would

give to the supervising principal or superintendent, it is to help the new teacher just out of the normal school or college and give her every aid possible in her first year's work as a teacher. Too many supervisors are careless about this matter and leave the new teacher alone in the schoolroom to solve her own problems. Others feel that as bosses it is their duty to harshly criticise anything that does not appear to be strictly according to their pedagogical diet. This is simply destructive criticism and such a supervisor has no place in the educational work. What is needed

are more constructive critics, those who lend ↑ helping hand to the new teacher and guide her through the many difficulties which she is bound to meet the first year she is in the schoolroom. If a teacher is going wrong, either in the schoolroom or outside, it is the duty of the supervisor to give her warning immediately. It is the act of a coward not to do so and when too late to make correction request her resignation. Many a woman with splendid teaching material in her makeup has gone down to failure through this form of cowardly work on the part of a weak superintendent.

Help the new teacher and you will be helping your school and making for yourself a bigger name as an executive.