treatment to remove the cause. In the upper grade language we assigned and discussed such subjects as, "Five ways by which we might improve our school grounds," "How we could make our schoolroom more attractive" and a few other similar subjects. Compositions were written and these discussed. I added suggestions and so did the teachers. Then selecting several ideas advanced I took it up in our general exercises in the upper grades.

Among other things one was that it would improve the appearance of the grounds to whitewash the fence, the coal shed, and the trees. Catching them at the proper moment-I asked how many would help to do that. Of course every hand went up. All volunteered to help. Now, I presume I could have had all this done by the janitor for the asking but at present I had a deeper purpose. The attention of the pupils had been centered on tearing down instead of building up. Commands had been "Don't" instead of "Do." I concluded to try the latter.

It took us the rest of the week to collect our pennies and nickles to buy the lime. The whitewash was made by the famous White House Recipe, and this took the next week. By that time brushes began to come in and at last we began the work. So far as I recall, not a boy or girl in any grade but wanted to whitewash at least a plank. To whitewash over twelve hundred feet of board fence, working only at playtime took more than a week. It was nearly two weeks before the finishing touches were placed upon it and the trunks of the dozen great oaks in the yard. I am sure for three weeks longer no one ceased to admire the changed appearance and to talk about it. Pointing with pride, small pupils would show me planks that they had whitewashed. Tom Sawyer's famous scheme of whitewashing was tame to ours. Daily pupils would tell me how nicely it looked from this or that place. Other improvements were made, and the minds of the pupils were changed from one of destruction and vandalism to one of construction and building up.

Probably some of the pupils to this day think my primary object was to whitewash the fence that it might look better. Some teachers might think the same, but to me there was the successful application of a good principle of pedagogy also. That principle is, let your admonition be

when possible "Do;" not "Don't." It has a wide. application both on the side of school management and also on the side of the teaching act.

Thomas E. Sanders,

Principal Washington School, Racine, Wis.

THE BABY'S NAME.

I don't believe I like this world-the people are so queer!

Because a baby doesn't talk, they fancy he can't hear; And just because he smiles at them and doesn't seem to mind,

They call him all the names they choose. Now, do you think that's kind?

If I could just say all I think, the folks would soon find out

There isn't much that's going on that I don't know about;

For when they see me keeping still and looking wondrous wise,

I'm listening with my little ears, and watching with my eyes.

There's one thing, though, that puzzles me: that ever since I came,

The more I hear, the less I know what really is my

name.

I'm "Bouncer" to my Uncle Tom; I'm brother's "Toby Trot";

And Aunt Louisa's "Little Tike," while sister calls me "Dot."

My grandma says I'm "Honey Bunch"; I'm mamma's "Little Lamb";

And grandpa always meets me with "Hello there, Uncle Sam!"

I'm mammy's "Precious Little Coon," and "Darlin' Sugar Pig"

I'll tell her what I think of that, some day, when I am big!

I'm "Roly-Poly," and I'm "Punch," and "Humpty
Dumpty," too;
I'm "Daisy," and I'm "Toddlekins," and sometimes
"Baby Blue."

"Caboozles" is the worst of all-what sort of name is that?

I wouldn't give it, I am sure, to grandma's pussy-cat!

My papa always says "Old Man"; and that provokes me so;

If I am old at just six months, who's young, I'd like to know?

I thought and thought about it till I couldn't sleep last night;

Then, very tired and very cross, I screamed with all my might.

When people wondered what was wrong, of course I couldn't tell,

And so they said, "Poor "Tootsey Woo!' it surely can't be well!"

And never guessed I felt so bad because 'twas such a shame

That nobody would let me know what really was my

name.

-Ellen Manly, in Record-Herald.

LET'S BE SOCIABLE.

I found a little rhyme the other day. It ran in

this way:

"There was a little squirrel

Who lived in a tree He cared for nobody

And nobody cared for he.”

It seemed to me as I read it that we teachers are often too much like that little squirrel. Why did he care for nobody? Why did nobody care for "he"?

If we would just get into the habit of sometimes giving, we would be sure to get inspiration that would make our lives better worth living.

There isn't a teacher that hasn't some original way of doing something and it may be that some little suggestion she might offer would help to smooth the rough road of some struggling sister— perchance even of a brother!

Teachers, respond to the call of the Journal and come forward with your devices and suggestions.

1. READING IN ALL GRADES.

Will some one criticise me for the following? I sincerely believe it is true.

In these days when such an abundance of supplementary reading matter is furnished our pupils they are reading too much. They are reading too extensively without reading intensively enough. As a result of this the standard for oral expression is poor and the pupils are failing to acquire a taste for, or an appreciation of, the beauties of literary composition.

Quite frequently teachers are heard saying, "My pupils have read four (or five or six) books this year," in a tone that would indicate that that was a splendid showing. It may be and it may not be. "How" they have read is far more important than "how much."

CHILDREN'S WORK.

In some schoolrooms for fear of destroying the artistic effects of the rooms no work of the pupils is ever placed on exhibition.

In other rooms so much work is shown and is left in sight so long that the rooms always have a littered appearance.

I have in mind other rooms still where, frequently, whole sets of papers are shown for a short time and removed to make room for others.

Children learn quite as much about many things from each other, as a rule, as from the teacher. Work treated in this third way is a splendid object lesson. The poorer workers are inspired to better things by the work of the others. Even those making the very best showing will frequently get ideas that will be of value to them.

No work should remain long enough to give the impression that it is the standard of excellence in its particular line. In this matter I have had in mind the work in drawing, manual training, language, writing, arithmetic, and geography.

WHEN WE GO VISITING.

Our "visiting day" will be more profitable to us if we start out with certain things definitely in mind for observation.

In visiting a school-room it would be well to

II. PLAYING AND READING.

For years the subject of primary reading has been given the lion's share of consideration. No class of text-books show improvement to the extent that primary readers do. To be thoroughly convinced of this, study the first lesson in the old New England Primer, "In Adam's fall we sinned all." Then pick up anyone of thirty primers published in the past ten years and give it your attention for a few minutes.

These later years we have been trying to meet the child on his own ground. We have tried to base our first work in reading on things and subjects in which he is interested.

Conditions in most primary reading classes have been greatly improved but are still far from ideal. We have still something to learn about getting and holding the child's individual attention.

(Continued in April number.)

I had recently taught my class a poem in which succeeding lines rhymed. I presented a new one for study the other day where alternate lines had the rhyme. Jennie noticed the difference and in her child-like way said, "Those words don't match."

"As the sculptor must dream the statue prisoned in the marble, as the artist must dream the picture to come from the brilliant unmeaning of his pallette, as the musician dreams a song" so must the teacher "have a vision of his finished work" in the morally, physically and intellectually developed man.

PROGRESSIVE METHODS AND FIRST PRIMARY

ARITHMETIC.

Not so very long since it was quite the generally accepted notion that almost any kind of teaching would do for the primary grades, and the thoughts and efforts of the leaders in educational work were bent on planning methods for the teaching of advanced classes. This idea with time is changing and within the past decade great strides in the opposite direction have been made.

Recognition has been given the facts that certain laws govern thought getting processes, and that if they are obeyed in the beginning of a child's school life the later work is easy as a natural consequence. Much time has been given in our educational gatherings to the discussions concerning the best methods of teaching primary reading with the result that it is now being much more intelligently taught all over our state than ever before.

Is it not possible that such a lively interest in the subject of primary arithmetic can be secured that methods, as carefully planned as our methods for primary reading are, can be arranged? That there is a question and a doubt in the minds of many teachers as to the what and the how of primary arithmetic is quite generally admitted.

Next month I shall endeavor to point out some. of the better methods.

I. DRAMATIZATION VS. IMITATION. When I was a child at school it was the fashion to "speak pieces" and "act dialogues" a part of every Friday afternoon. It was quite a sensible fashion and many of its features were of inestimable value to the pupils; nevertheless, it went out of style a long time ago.

In its place came the concert memory gem work which is practiced in nearly all schools at the present time, and the presentation of programs on special occasions. In many high schools the weekly programs of the "Literary Society" take its place.

While memory gem work is valuable it does not do all for the child that the old "Friday afternoon" plan did. Some of our educational leaders have recognized this fact and many discussions under the headings "Plays" and "Dramatization" find their way into the school journals nowadays.

Much of the so-called "Playing" and "Dramatization" practiced in our schools is not dramatization at all in the real sense but "Imitation." Of the good features of the old plan and of dramatization I shall have something to say in coming numbers of the Journal under the heading of this article.

So often that little item you read in the paper is wanted afternoons in geography, history, civics or literature but it is mislaid or lost. Why not save it? A package of strong manilla envelopes is all that is needed. As you read the papers mark the items you wish to save and let a committee of large boys and girls clip and file them. In these days of card cataloguing these items can be so filed as to be ready when needed. Many a desired item that may never come to hand a second time can thus be saved.

C. O. M.

The Primary Builder

(Written for the Journal)

I saw the workers dig trenches deep, And throw the dirt in a rugged heap.

Right well they dug with knock and shock, Till they stood at last on solid rock.

Then came men by the master sent To fill the trench with firm cement.

They fill it up with liquid stone, Till above the earth the walls have grown. Came then the mason with trowel and plumb To finish the work so well begun.

Stone bound to stone by a master's hand, Erect and true the gray walls stand.

Master, thy work hast nobly done; By helper true t'was well begun.

These walls so true and firm and grand, Emblem of thy skill shall stand.

But master great of trowel and plumb, Couldst finish true the false-begun?

Couldst make thy work in grandeur stand On foundation laid by careless hand?

Oh ye who teach, and work alone,
On grander things than earth and stone,

Who work to shape the infant mind,
Will true your work the Master find?

For the highest wall the youth e'er lays, You dig the trench in his infant days.

Fame to the structure, or for it doom, The trench was filled in the primary room. OTTO L. DREYS, Bristol, Wis.

ARE THESE THOUGHTS IN YOUR CREED?

After observing a model class of beginners twice a week for six weeks, the members of the observation class were asked to make a list of ten things they had learned from their observation. The following statements from these papers may be suggestive to young teachers.

1. Be interesting.

2. Have enthusiasm.

3. Do much individual work.

4. Keep your eye on the whole class, not on the one reciting.

5. Be kind when making corrections and giving directions.

6. Be careful to give very definite commands to small children. At times it will be necessary to show them what is wanted.

7. The teacher must be very patient and encourage timid and slow pupils.

8. Recitation periods should be short. 9. Children become drowsy and restless if the room is too warm.

10. Small children should be required to pay strict attention as well as older ones.

11. Holding the pupils through interest is much better than holding them through discipline. 12. In order to keep up with the work, the pupil must pay strict attention from the beginning.

13. Rest periods should be quite frequent.

14. The more content the teacher puts into the new subject, the clearer it will be fixed in the child's mind.

15. If the pupil shows signs of uncertainty regarding a group of words, have him whisper it to you; for, if he gives it wrong, the other children are liable to associate his statement with the words on the board.

16. The teacher should have a definite aim for every lesson and should strive toward perfection along that line.

17. Show your pupils you are one of them. When a surprise comes, or a laughable part in a story, be surprised yourself although you know what is coming.

18. Words and sentences that can be "made true" by the pupils, are more firmly fixed in their minds than those that cannot be made true.

19. Children should not be required to write, especially with pencils, in the lowest grade, because they will cramp their fingers and just draw the letters, thus getting the wrong movement. It is better to have them write on the board at first and emphasize the free movement.

20. Learning to sing the scale helps children to learn new songs much more readily.

FRANC A. WILKINS.

THE 1909 AGENCY BOOKLET. Have you seen our booklet for the present year describing "The Parker Way" of placing teachers and dealing with school boards? It is invaluable to every teacher and will be mailed free upon request. THE PARKER TEACHERS' AGENCY, Madison, Wisconsin.

Awarded Fourth Prize in the January Device Contest.

What is there which appeals more strongly to the child than a game? This is one of the best ways to gain the pupil's attention.

This game is one which the third and fourth grades enjoy especially, although it may be used in older grades. Let the pupils represent frogs and form a semi-circle having the center for a pond. Place upon the board various figures. The teacher or pupils may take the pointer and call on different ones to answer. If the child makes a mistake he must jump into the pond and stay there until some one else is caught. If the one in the center catches the pupil giving the incorrect answer he may take his place in the circle.

Edna G. Livingston, Georgetown, Wis.

A NUMBER GAME.

The following game is much enjoyed by the children and makes ordinary drill more pleasant. One child sits in the centre of a ring of children. He looks at any pupil. The pupil who is looked at must ask the one in the centre a question in numbers. The one in the centre then answers it and looks at another child and so on until five questions have been answered. Then another child goes into the centre. This game secures very good attention and may be used for other work than numbers.

W. E. Godshall, Iron Mountain, Mich.

THE MOST LIBERAL CONTRACT. Look carefully at the contract you sign with a teachers' agency. The Parker Agency contract is the most liberal for candidate of any agency in the country. Write for a copy and enroll this month. THE PARKER TEACHERS' AGENCY, Madison, Wisconsin.