TO WHAT EXTENT IS A PUPIL JUSTIFIED IN ASKING, "WHAT IS THE USE OF IT?" Accepting the newer educational theories that the highest aim of training is to adjust the individual to his mental, physical, and social environment; that mental assimilation can only take place when new knowledge is properly related to the old; that character and ideals are based on interests; that no growth is possible without interest of some kind; and that the old doctrine of formal discipline has its limitations; we must admit that pupils are always justified in asking "What is it good for?" In other words, they have the right to see just where the certain bit of work or knowledge is going to function in their lives.

This idea of showing the child why he needs certain knowledge is but another phase of the repudiation of the old idea of formal discipline. The fact that a child is not able to see the "good" in what the teacher, influenced by the course of study, sees fit to offer him should excite suspicion and cause investigation "to ascertain whether the child is lacking in inherent capacity in the direction now demanded; or whether the methods used are not what they should be; or whether, which is the case more frequently, the subject matter is not suitable for the particular epoch in the child's mental development.

In the lower grades, if the subject matter is adapted to the class a good teacher can usually manage to plan her work along lines of children's interests in such a way that the question, "What is the use of it?" never arises. She can make the specific aim so prominent that it is self-evident. (It is not so easy to do this in the more advanced classes under existing conditions. So much of the work there and so many of the methods are the results of prejudice in favor of educational traditions.)

This does not mean, necessarily, that the child has the same specific aim or interest that the teacher may have for him. The teacher may have in mind the importance of the particular bit of work or knowledge as she sees it related to some general or remote end; while the child sees it only as a necessary means to satisfy the demand of some present interest.

The great teacher is the one who can lead the child to see the use of desirable knowledge by as

sociating it with his present interests and at the same time continue to extend those interests while so subordinating herself that the child is led constantly to take the initiative.

In the ideal school the aim of the teacher should be to expand the interests of the children to meet necessary demands as they move along from grade to grade, so that they will see the value of new knowledge and thus have a motivation which will lead them to demand the information required by the course of study.

Some may say, "What about necessary descipline, culture, and information if children are allowed to follow their interests?" I am firmly of the opinion that if we concern ourselves with children's interests and needs, if we let them assert themselves and grow, if we help them "to live" instead of "to learn," that eventually they will discipline themselves and incidentally get the information and culture necessary to an adult life that is worth while.

This theory I am convinced holds equally true from the kindergarten through the university. If it is true, there is something wrong with our teaching or with our courses of study, or with both.

It is easier to advance theories than to put them into practice but admitting the truth and importance of this one it is our duty as educators to attempt the solutions of problems involved in getting it into general practice.

Some of the problems suggesting themselves in this connection are: to train teachers with the new ideals; to secure different organization of subject matter; and to change the demands of the ordinary school curriculum.

This means that supervisors and superintendents must in many cases be converted to a new point of view. Even then they may not be able to take action in right directions unless they have with them the public opinion of their respective communities, and educational traditions are not easy to overthrow.

In conclusion: The child has a right to say, "What is it good for?" and we must get ourselves in readiness to answer his question. We must select right materials of instruction, adapt them to children's interests, and endeavor to enlarge those interests.

Take three squares of tough white or colored paper 7 by 7 inches. Fold each one on a diagonal as in Fig. I. Fold for kite forms as in Fig. II and cut off section "a", use section "b" for a flap in each instance, and paste the three pieces together. Fold outward section "c." This will give a three cornered "cornucopia." Put strings at each corner and it will be ready to hang on the Christmas tree. Fig. III. I have seen very beautiful boxes made in this way from bristol board or tough manilla paper and covered with crepe paper in plain colors and in valentine designs. Some kinds of wall paper bring good results.

CANDY BOX NO. 2.

To make a box 2 by 4 by 5 inches with cover, take two oblongs of paper 8 by 9 inches. Fold over all the edges of both papers in such a way as to have a crease all around two inches from outer edges. See Fig. I. Cut on lines a b. See Fig. II. Cut one of the papers on lines dc d. Fold corner squares over on to small oblongs for ends of box and ends of cover. See Fig. III for box completed.

This box may be made of any tough paper, or of light weight tag board and covered with fancy paper. Made of plain paper and decorated with some valentine emblem, it is effective.

MODERN METHODS.

Once the bad boy was a puzzle
But they quickly solve him now;
Never more will this young rascal
Any head in sorrow bow.

If a parent cannot cure him
Call the modern doctor in,
Give the lad an anaesthetic,
Carve away the seat of sin.
Amputate the bump of mischief,
Trim the naughty brain lobe that
Stimulates the pesky youngster

To torment his sister's cat.

Probe for error's cerebellum,
Faults are in cerebrum too,

White medulla oblongata

May conceal of pranks a few.

Search the brain pan for the lesion
That has made him sass his dad.
When he wakes he'll be delighted
Finding that he can't be bad."

Pennsylvania School Journal.

TEACH PUPILS "HOW TO STUDY."

Teachers have always recognized, more or less, the problems involved in teaching children how to get information out of books, but never before has such an aggressive attack been made upon the solution of the problem as during the past two years.

Children, may when rightly guided, be taught to acquire the useful art of study and there is no question but that the possession of this art would be a valuable asset for any boy or girl.

Let us hope that the next reform movement in the field of education will be along lines of bringing to teachers at large the realization of the importance of the words "teaching how to study."

Recent and epoch making books devoted to this phase of educational method are:

1. "Systematic Study in Elementary Schools," by Miss Lida Earhart. Pub. by Teachers College, New York.

2. "Teaching Children to Study," by Miss Jones. MacMillan Co., N. Y.

3. "How to Study and Teaching How to Study," by Dr. Frank McMurry. Pub. by Houghton, Mifflin Co., Boston.

4. "Teaching Children to Study," by Miss Lida Earhart. Pub. by Houghton, Mifflin Co.

GEOGRAPHY? NO.

Evidences of fatigue noted in ten minutes from 4:00 to 4:10 P. M. during 3rd Grade Geography lesson.

(1) Paper balls; (2) Chewing finger nails; (3) Sighing; (4) Playing with pencil; (5) Twisting rubber band around pencil; (6) Looking at advertisement card; (7) Making faces; (8) Chewing paper; (9) Putting head down on hands; (10) Playing with old watch chain; (11) Sucking handkerchief; (12) Shaking body; (13) Hitting desk with ring to make a slight noise; (14) Swinging arms in aisles; (15) Poking girl with pencil; (16) Scratching with pen; (17) Suppressed noise in throat; (18) Yawning; (19) Red spots on cheeks;

It is needless to say that the value of that geography lesson was absolutely nothing. If the teacher had had her eyes open and been wise, she would have changed the period into one of physical exercise consisting of live play.

ARITHMETIC MATCH.

Choose sides as for a spelling match but take seats. Let first pair pass to blackboard. Give an example in any of the four fundamental operations or a review problem. Let the one getting the correct answer first score for his side. If after a suitable length of time neither side scores, let the second pair work the same example. At the close of the period pronounce the side having the highest score victorious.

RECREATION FOR THE LITTLE ONES.

Tune: "Rig a jig jig."

Form two circles-one within the other, each containing the same number of children. Circles march in opposite directions while all sing.

"As I go walking down the street, heigho, heigho, heigho, heigho. A little friend I chanced to meet, heigho, heigho, heigho."

Lines stop here and take partners from opposite circles. Then skip with partners and sing,"Rigijig jig and away we go"-three times and "Heigho" three times and then, "And we'll all go marching home again." Leave partners, form circles, and begin again.

A QUESTION IN DENOMINATE NUMBERS ANSWRED.

Is it correct to use both the singular and plural forms of abbreviations in denominative numbers? Is it 1 pk. or 1 pks? 3 pk. or 3 pks? Please deal fully with the matter.

It is 1 pk., not 1 pks. It is 3 pk., not 3 pks., and while there can probably be no objection in certain cases to adding s to an abbreviation when preceded by plusal numerals, the rule is that the simple abbreviation is sufficient. Mathematical verbiage of expression and long usage have firmly established the rule that an abbreviation is used in its simplest form in writing denominate numbers. For instance: reduce 340 pk. to bushels; 52 wk. to days; '3684 cu. in. to cubic feet; 182 T. to ounces; 3 yr., 5 mo., 10 da., 3 hr., 19 min., to seconds. The simplest form of the abbreviation is to be used in writing denominate numbers, no matter whether the denomination expressed implies unity or multitude.

DIACRITICAL MARKS.

Teachers, be careful not to waste time teaching too much diacritical marking. There really isn't very much of it that needs to be memorized.

Teach children to look at the bottom of the dictionary page for the word with the "wiggly mark." They do not know how to decide what it stands for and to apply to the word problem n hand.

In the primary grades use very little diacritical marking of words. If pupils can not pronounce words they know by analogy-pronounce them for them. There is more danger in too much mechanical phonics than in too little.

CONCRETE ARITHMETIC.

Are you teaching that "128 cubic feet are one cord?" Have your pupils any idea of what they are talking about?

Have you a pile of wood in the shed or backyard? How would it do to have the class actually measure a cord of it? Wouldn't the experience be worth while?

GEOGRAPHY.

I saw a class of fifth graders in a geography lesson the other day. They were reviewing latitude and studying longitude. In each child's hand was a small globe. They could see the meridian lines and parallel lines in their relation to each other. At the close of the recitation period they made their own definitions. They estimated approximately the latitude and longitude of their own city and of other important places and then turned to the backs of their atlasses to verify their statements. That was good teaching.

NO LATITUDE.

An Irish school inspector was examining a class in geography. He had propounded a question regarding longitude and received a correct answer from the lad undergoing the ordeal.

"And now," he said, "what is latitude?" After a brief silence, a bright youngster with a merry twinkle in his eye said: "Please sir, we have no latitude in Ireland. Father says the British government won't allow us any." Land on Scrap.

OVERWASHED.

"How does it happen you are five minutes late at school this morning?" the teacher asked severely. "Please, ma'am," said Ethel, "I must have overwashed myself." Everybody's Magazine.

FOR OUR INSPIRATION.

"He has achieved success who has lived well, laughed often, and loved much; who has gained the respect of intelligent men and the love of little children; who has filled his niches and accomplished his task; who left the world better than he found it, whether by an improved poppy, a perfect poem, or a rescued soul; who has never lacked appreciation of earth's beauty or failed to express it; who has always looked for the best in others, and given the best he had; whose life was an inspiration; whose memory was a benediction."

What is Wisconsin doing to provide enough play-room for the children? Are we yet awake to the fact that by furnishing proper opportunities for play we are using the best means to prevent truancy and to decrease juvenile crime?

If we haven't play-grounds we should take steps to secure them without delay. The longer we put it off the more difficult will it be to secure the land, this is particularly true in the urban districts.. No matter how much money it will cost for land adjacent to the schoolhouse for this purpose, it will be the best investment any community can make for future generations. Let us profit by the experiences of the large eastern

cities and get ready for the congestion of population that may come in future years.

Every large school should have a play director whose hours should be after school on school days. and all day Saturdays.

Every Normal School in the state should offer a course in play. Teachers should be sent out into the schools of the state knowing how to play and how to lead in play.

Following are some statements by prominent people regarding the value of public play-grounds: "No school is a good school if it has not a good play-ground. There can be no more important reform than to provide adequate play-grounds. ***** Play-grounds are for the development of wholesome citizenship in modern cities.”

Theodore Roosevelt.

"The universal impulse to play is a divinely ordered thing. If God gives the impulse man ought to provide the play-ground." Josiah Strong.

"Juvenile crime in cities is, to the greatest extent a question of a place to play.”

Earl of Meath. Resolution adopted by the International Tuberculosis Congress, Washington, D. C.

"Resolved, that this congress endorses and recommends the establishment of play-grounds as an important means of preventing tuberculosis, through their influence upon health and resistance to disease."

"Rochester play-grounds and the swimming pools in the parks have resulted in a much smaller number of accidental deaths of children during the past year than usual. There was a decrease of 83 per cent. in drowning."

Mayor Edgerton, Rochester, N. Y. Illinois News Bulletin.

"Amusement is stronger than vice, and it alone can stifle lust for it." Jane Addams... "Self government is to be learned as an experience, rather than taught as a theory. Hence, in a permanent democracy adequate play-grounds for all the children are a necessity."