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the object; his development is considered. The task must be adapted to his interest and development; his thought and purpose must go into the plans for it; his will into the doing of it. The article is of value only as it trains his powers and helps him to become self- active and creative, or as it points out his faults. The teacher who compels a child to useless repetition in the way of perfecting the work instead of training his will to persist in overcoming, or who attempts to complete or render faultless the task of the pupil, deprives the worker of the very food on which his mental power will grow strong. Modern inventions and social conditions have deprived children of the occu pation which developed character in Colonial days. The homes of those days were busy with necessary hand - work which was truly educative. A necessary part of education is to understand the world's work and to be of direct help in it. The child in the school, as in the home, should live a natural, active life. The manifold work of the household, sewing, repairing, dressmaking with its relation to health, the manufacture, cost and selection of materials, the relation of consumer to manufacturer, and many similar questions afford a basis for interesting and profitable investigation. The child needs to make the articles in which he is interested, and into which he will put his whole soul. The work should be beautiful up to its possibility.

It should be practical, so that the home and the school may be benefited, and it should be put to use, that the worker may early take his place as a help ful member of the community and feel for himself the joy of service.

How to Classify an Ungraded School With One Teacher.

Atlantic Educational Journal.

One of the greatest evils in the country schools is the want of classification and the consequent large number of recitations a day. In many schools with one teacher there are twenty-five or thirty; in some more. This means ten minutes or less for each recitation. I have known schools in which the average time was five minutes twelve recitations to the hour. Of course, this precludes any attempt at teaching, and reduces the teacher to a poor kind of automatic lessonhearer. If any teaching is to be done, the recitations must be fewer and the time for each longer. This should average not less than twenty-five minutes; more for some, less for others. With the usual school day from eight in the morning to four in the afternoon, with an hour and a half for intermissions and fifteen minutes for opening - there should not be more than sixteen recitations. Only a dozen would be better. And still, each child should have four or five a day. To accomplish this has seemed impossible to most teachers.

The following scheme is based on the principle that each subject taught may be divided clearly into two parts; one in which the elementary principles and processes of the subject are learned, and one in which these principles and processes are applied. In the first the order of study is determined by the nature of the subject and may not be changed: in the second there is no necessary order, that of the book being purely accidental, and, therefore, changeable at will.

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I. Children learning to count by ones and by tens and to write numbers.

2. Children learning addition, subtraction and comparison.

3. Children learning multiplication, division, fractions and ratio.

4. All children using these fundamental processes in practical business applications.

GEOGRAPHY: Three Classes

I. Class in the geography of the home and school district. (All children in school, but not in school hours.)

2. Class in the geography of the state or section in which the school is situated.

3. Class in foreign geography.

HISTORY AND CIVICS: Three Classes

1. Stories of adventure and pioneer life; biographies. (All children in school, but no recitations.) 2. Colonial life and the Revolution. (Fifth and sixth school years.)

3. The United States since the Revolution. (All children who have finished the work in the Colonial life and the Revolution.)

ENGLISH COMPOSITION: Three lessons a week for all children who have learned to read and write. ENGLISH GRAMMAR. Two lessons a week for all children above ordinary Fifth Reader grade. WRITING: Two lessons a week for all children.

SPELLING: Three lessons a week for all children who have learned to read and write.

PHYSIOLOGY AND HYGIENE: Two lessons a week for all children above Second Reader grade.

Reading, 4; Arithmetic, 4; Geography, 2; History and Civics, 2; English. Grammar and Composition, 1; writing and Spelling, 1-in all, fourteen recitations a day, and the two lessons a week in Physiology and Hygiene. Thes and whatever else may be required in the schools of any state can be taught the two periods remaining to make up the sixteen periods a day.

A few words of explanation will make the scheme clear. The first class in reading will learn the sounds of the letters from some good drill book, and will learn to read from a First Reader or a book of easy stories. The Second Reader class will master the mechanical part of reading. No Third, Fourth, or Fifth Reader will be used. All the children of the Third and Fourth Reader grades may easily read together Robinson Crusoe, Story of Ulysses, Old Greek stories, Bible stories, Stories of Greek or Norse mythology, King of the Golden River, Hiawatha, etc., reading some of the books one year and others the next. The class will thus contain two sections, the children of one a year longer in school than those of the other. If the more advanced section reads Crusoe one year and Ulysses the next, the less advanced section will read them in the reverse order. One year a given section will read with a more advanced section, the next year with a section less advanced. The same principle will apply to the three or four sections of the fourth class. No great inconvenience will come from this. When a child has learned to translate print into sound he can read any book he can begin to comprehend; and real books do not, like the grade readers, belong to any particular school year to the exclusion of the year before or the year after. Robinson Crusoe can be read equally well in any year from the second to the fifth or sixth; Hiawatha anywhere from the fourth to the eighth. It would be hard to tell the best time for reading any one of these books. It is only the makers of grade Readers that know just what year of a child's life any particular bit of reading matter is best fitted for. Children and good teachers can seldom be so exact.

The fourth class in arithmetic will contain several sections. But after the work of the first three classes is well done it makes little difference in what order

the remainder of the book is studied. One year all sections will study decimal fractions, another year all will study percentage and its applications, another mensuration, etc.

In enumerating the daily recitations only two were counted for geography, while three are given in the plan of classification. The work in home-geography must be done mostly outdoors. The long noon recess offers just the opportunity for this. All the children, from the youngest to the oldest, will enjoy a thirty minutes' walk with the teacher to study a waterfall, a hillside, a corn field, or a country store.

At least a year should be given to the study of the state or section in which the school is located.

While at this the children will incidentally learn a good deal of other parts of the United States and of the world. The class above this will contain three or four sections, all studying the same topics and reciting together. One year they will study North America, the next Europe, the next the remaining continents. The first section will take the topics in this order; the next, beginning a year later, will begin with Europe and end with North America, and so on round the three sets of topics from year to year.

The first class in history should contain all children who can read, especially those who have been in school from two to five years. Their history reading should include good biographies of Daniel Boone, David Crockett, Sam Houston, Francis Marion, George Washington, Abraham Lincoln, Columbus, John Smith, Israel Putnam, Paul Jones, Oliver Hazard Perry, Stonewall Jackson, Robert E. Lee, etc. - pioneers and leaders with little regard to the order in which they are read. All the teacher needs to do is to see that the children have access to the books and to give them an occasional opportunity to talk about the books they are reading. This opportunity can be found at odd moments and on Friday afternoons.

The second class will contain two sections. One year both sections will study Colonial history, the next year both will study the Revolution. The order makes little difference. The third class will probably contain three sections. But the history of the United States should be studied by topics: Territorial Development, Increase of Population, Growth of Cities, The Tariff, Political Parties, etc., etc., and not chronologically. Group the topics into three groups; study one group one year, another the next, and the third the next. With this kind of history study no separate lessons in Civics will be needed.

The English Composition should be based on the reading lessons. So there will be two sections with different work. But this work must be largely individual, and the teacher can direct the work of both sections at the same time.

There will be two sections in English Grammar. One year they will all study parts of speech, the next year the analysis of sentences; one section taking the topics in this order, the next in the reverse order. Good teachers are not agreed as to which order is best.

Because they write at the same time it is not necessary that the children all write from the same copy. All written work should be done neatly, thus making writing lessons of the composition periods.

All sections of the spelling class may recite together. Of course, the composition lessons make the best spelling lessons.

The lessons in Physiology and Hygiene should be given orally by the teacher. A good modern work will enable her to do this.

While this may not be an ideal plan for a school with a sufficient number of teachers to permit complete grading, it is probably the best that can be done in the school with only one teacher. It certainly is much better than attempting to hear thirty recitations a day, or any of the many devices of having pupils hear certain lessons, alternating subjects, etc. The only necessary requirement is uniformity of texts in reading and spelling.

The Passing of McKinley.

Black, black, all black, our open door is closed with ebon bars;

For woe like this there are no creeds, no bonds, no social bourns: Black, black, all black! half-masted hangs Old Glory's stripes and starsThe great republic mourns.

Low, low he lies, so low! the nation's chief, the nation's pride;

So still the careful hands which steered his country's danger past;
So dumb the tongue whose golden speech our faith had justified:
God's seal of rest upon his breast, and peace, and home, at last.

The shot that felled McKinley jarred the round earth's rim;
It aimed at law, all law, it aimed at heaven's high throne,-
For doth the firmament not move by law of Him,
And seed and harvest time from zone to zone?

Calamity stared grimly black the whole world in the face
When anarchy, foul-brooded spawn of slime and mud,

Spat her corroding venom to the highest place

And smeared the down-step to her den with blood.

Not, not alone McKinley's life brave life that bore no stain,
Great statesman, gentlest husband, man of Christian men —
He stood for us, each one, and in him were our brothers slain,
And our dead fathers in his death did die again.

Black, black, all black, our open door is closed with ebon bars;

For woe like this there are no creeds, no bonds, no social bourns: Black, black, all black! half-masted hangs Old Glory's stripes and stars The great republic mourns.

-From Clara Foltz's "Oils and Furnaces."

- Madge Morris.

McKinley.

Dr. C. N. Thomas of Healdsburg, Cal., recently pronounced the following beautiful and eloquent tribute on President McKinley.

President McKinley is not dead, but lives-lives in the hearts of the American people, and will live so long as the Stars and Stripes remain unfurled over this land of the free. Yes, even if this republic of ours should change into a kingdom or monarchy, or even should the American people be swept out of existence, the name of McKinley will remain indelibly inscribed on the pages of history as one of the really great men the world has produced. Of the millions who have lived on this globe of ours, only a few men have stamped their individuality on the pages of history so strongly that they will never be forgotten. In religion there were three such persons-Jesus Christ, Confucius and Mohammed. In art- Raphael and Michael Angelo; in literature, Homer, Robespiere, and Goethe; in music, Beethoven and Wagner; in warfare, Caesar and Napoleon; in statesmanship, Bismark, Gladstone and the three great Americans, Washington, Lincoln and McKinley. There are thousands whose influence is felt in a nation, but those whose influence is and remains world wide are very few. Why, then, will McKinley live as one of the greatest men the world has produced? Is it because he was a brave soldier? No. Because he was a good Christian? No. Because he was a true friend and loving husband? No. Because he was honest and virtuous? No. It was because he developed and put into action certain principles that are going to be world-wide in their political effect. He was the first and only statesman who carried the teachings of Jesus Christ into statesmanship.

Statesmen have always aimed to take from every nation all they could. Napoleon's policy was to crush, then to annex. Bismark's policy when France was defeated was the same. But when Spain was finally at our mercy, and we could have taken the Philippine Islands, McKinley realized that to do so would be unjust, and he granted Spain a fair remuneration for those islands. When Cuba became free it would have been for our interest to add that wonderfully rich island to our territory. But McKinley yielded to the inhabitants of Cuba and granted them a free and independent government. No other nation, no other statesman in the world would have pursued such a policy.

When, finally, the Philippine Islands were ours, his first aim was to help the natives to a higher state of civilization by sending teachers into their midst. A year ago, when China was defeated, when each and every nation aimed to cut up that empire or to extort unreasonable indemnity, it was then that President McKinley showed a policy of fairness and justice which amazed the statesmen of the old world and made the Chinese our friends. He carried into his policy of statesmanship a spirit of humanitarianism before unknown.

The second reason why McKinley will live in history is because he made this nation a world-wide power. The policy of every preceding President was to uphold and enforce the Monroe doctrine: to keep this nation isolated. This policy may have been wise when we were weak and undeveloped. President McKinley as he traveled about to the Sunny South, to the Golden West or to the progressive north, realized and felt that a nation so great, so rich, so progressive, and so essentially Christian, had obligations toward the world at large. President McKinley knew that the policy of every nation - England, Germany, France, Russia was one of self-aggrandizement. To enlarge and enrich themselves at the expense of the small and weaker nations. These nations in their African possessions gave no thought to the rights of the barbarous natives. To supplant them with their own inhabitants was their only aim. But in his policy toward the Porto Ri

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