whose parents had milk donated a quart from time to time, in turn for a cup of chocolate. A charge of 3 cents a cup was made to cover expenses. Hot chocolate was served during the winter season, from January until April, except one day when somebody forgot the milk. The first year 1,000 cups were sold. The chocolate shop was self-supporting, with a balance of $2.50 in the treasury at close of the first season. The second season it was equally successful. Sewing. While the boys were having manual training, the girls were learning to sew. They began by hemming dish towels for school use. Then they made curtains for the office. This was followed by hemming towels for their homes. Before the holiday season, each girl dressed a doll to be a gift for a younger child. For mother, they made yarn flowers. Meanwhile they darned their own stockings. A supervisor received an attractive apron for a Christmas present. The girls wanted aprons like it; so that became their next undertaking. This was followed by laundry bags for Christmas gifts to mothers. The most difficult tasks undertaken in the sewing classes were Camp Fire dresses, bungalow aprons, and blouses. Some of the girls also made little sister's dresses. In these lessons all of the problems of plain sewing were mastered, the articles being made when there was occasion for their use. All sewing was handwork, as the district could not afford a machine. The sewing instruction was given by a cadet under supervision. The girls had two 40-minute periods a week for this activity.

Typing. A class in typing was formed at the beginning of the second year. The trustees bought one typewriter. Preference was given to eighth-grade pupils in using the machine. No child practiced longer than 10 minutes daily. Toward the end of the year the pupils of the class wrote creditably, using the touch system.

Preprimary.-A preprimary class was organized the last quarter of each school year. This group was made up of children who had entered late in the term, and who could not speak the English language. Two hours of special group instruction were given every day. A part of the time was used in conversation about objects, the purpose being to build vocabulary. A part was used for plays and games, and the rest was given to drawing, handwork, and music. The class showed marked improvement in English and in interest in the school activities. This preprimary instruction proved helpful to the children when they entered the receiving class. It appeared to be one way of overcoming retardation among children who were handicapped because they did not speak the English language.

Health and sanitation.-In January, 1922, the Santa Clara Tuberculosis Association requested us to weigh and measure the children. The day was stormy, and one-third of the children were absent. The

weighing and measuring was not completed until April. The results showed that, of the 110 children weighed, 37 were under weight. It is interesting to note that all of these undernourished children except 8 had the opportunity of drinking milk at home. Some of the parrents owned dairies. A nutrition class was formed, and at 10.30 daily all of these children drank a pint of milk. They were also encouraged to drink more milk at home. In the fall of the second year the children were weighed and measured again. Three only were below weight.

It was essential for the children to form right habits of living. To develop these the children were encouraged to practice the "health chores" recommended by the State board of health. One hundred and ten children wore buttons showing they had been faithful in

performing these daily tasks and had attained a certain standard of excellence. This work, as well as the nutrition class, was carried on in connection with the hygiene classes, the cadets having charge of it. The biggest problem which the supervisor had to meet in the Milpitas school was that of the sewage. The system installed in the building was known as the Caustine. The pipes had become eaten out by chemicals used, and the effluent from the caustine tanks ran from the building in an open ditch through the playground, joined the open sewage ditch from some near-by houses, and gradually sank into the ground or evaporated. At times the stench became unspeakably bad. The condition had existed for four years, and the opinion prevailed that nothing could be done about it. The story of the effort made to get a septic tank would make a bulletin alone. The county health officer was requested to investigate the insanitary condition. The State board of health was appealed to. That body

visited the school. Finally a public meeting, to which the county supervisor and the county surveyor were invited, was called by the school trustees. Continued agitation and another public meeting resulted in a call for a bond election for school improvements. The election for the bonds carried unanimously. During the summer of 1922 a modern sewage system was installed and the insanitary condition eliminated. The significance of the election was the faith the Milpitas public had in the work done by the San Jose Teachers College in their school.

Athletics. The student teachers did commendable work in promoting the athletic activities of the school. At the beginning of

the first year the neutral attitude toward play was very discouraging, especially the attitude of the older pupils. Some splendid pioneer work by the first cadets resulted later in alert, active interest in girls' volley ball, girls' baseball, boys' basket ball, and boys' baseball. The second year the Milpitas school followed faithfully the course of instruction recommended by the supervisor of physical training of the county. In meets with other schools Milpitas won honors. These contests were of special social value to these boys and girls who previously had little opportunity to mingle with children of other communities.

SCHOOL SPIRIT

The school had not had a reputation for order and good behavior, so from the beginning it was necessary to build up morale. "Do it for the school " became a slogan. The following incident speaks for itself. The Milpitas school yard is low and in winter was like

a duck pond.

There was no money available to buy gravel, or to hire it hauled. The older boys volunteered to do the work if they could get a team. Finally a friend of the school said he would trust his horse with a certain eighth-grade boy. Another friend offered the use of his horse. With this improvised team the sixth, seventh, and eighth grade boys hauled eight loads of gravel and scattered it. Certainly when school spirit takes the form of shoveling gravel, nothing more need be said.

At Thanksgiving time the children of the school collected three boxes of fruit, groceries, and vegetables to provide a Thanksgiving dinner for a destitute old gentleman who resided in the community. The school also did its bit in collecting clothes and provisions for the assistance of the Russian relief workers.

COMMUNITY UNDERTAKINGS

From the beginning an attempt was made to connect the school with the community life. The results have been encouraging. The first effort was the Christmas entertainment of 1921. The children, under the direction of the student teachers and the supervisors, put on an appropriate play called "Children of Many Lands." Every child did his part. One group of children did the singing. Another group put on the dances. The sewing class, assisted by the girls' community club, made the costumes. The industrial-arts class designed the posters and advertised the play. The Camp Fire Girls popped corn, made candy, and sold both to get money to pay their dues. A former pupil furnished horse and wagon, and the older boys brought a tree and greenery from the mountains. These boys also decorated the tree and the building. The children had had little experience in appearing before the public, but their efforts were to be commended. The hall was packed with relatives and friends. The children put on their dress rehearsal in the afternoon for the benefit of the aged men of the county farm. Fifteen came in response to the invitation. Some of the old men liked the performance so well that they came again in the evening.

The Community Girls' Club.-This club consisted of a group of six former graduates who were unable to go to high school. One of the girls asked if she and her girl friends could have a sewing class at the school, as they wanted to do something. Permission was promptly granted. The first undertaking of this club consisted of darning 25 pairs of stockings for the children of the Home of Benevolence in San Jose. Anyone who knows the antipathy of average girls to stocking darning can appreciate the spirit back of the task.

This club helped the Camp Fire Girls with the costumes for the Christmas entertainment, and took part in the candy sale. They also did some embroidery for themselves. The club met weekly until the pea-canning season opened.

Boy Scout Movement.-The spirit of the Boy Scout organization found its way into the hearts of the boys, and was expressed in various scout activities carried on outside of school time.

The interest of the boys was shown in games, kite contests, garden raising, and camping trips. Doubtless it was one of the means which helped to create a better associated group spirit at the school. The principal of the school became the scout master, and the boy scout enthusiasm was in a large measure due to his leadership.

Camp Fire Girls.-This group of sixth, seventh, and eighth grade girls were 14 in number. A supervisor became their first guardian. Camp Fire functioning in the school became the motive of the club. Three lines of activity directed by student teachers were undertaken. These activities were community service, physical education, and basketry. The community-service undertaking was limited to preparing and serving hot chocolate and doing the menial labor connected therewith. Physical education was correlated with and supplemented the required physical education of the course of study. The basketry was carried on a few minutes each day in the court. The showing made for the first year was creditable. It has been mentioned that the Camp Fire dresses and armlets were made in the sewing classes. The girls chose the word Ay-o-ki-ya as a name for their Camp Fire group, which means, "Banded together for a purpose." Each girl chose her own Indian name and designed the symbol for her name, which was placed on her dress. The last un