Earlier text: Pacific Press Publishing Company Stockholders’ MeetingDiscipline in Our Schools
By Allen Manry
In all schools, the subject of discipline is one of the most vital questions the teachers have to meet. Not one of them need hope for success unless he can govern well. Yet to do this he must be master of himself, able to control his every action. In other words, he should endeavor at all times to be master of the situation. The first day of school is very important. On this occasion each pupil forms his opinion of the teacher. While this is not always correct by any means, it leaves a strong impression upon the mind which has much to do with the future of the school. It is here that disorder usually begins, and hinders the work more or less. It is essential that the teacher favorably impress the pupils at this time. It is a good plan to have a program made out and placed before the school as soon as the bell rings. This will give each an opportunity of knowing when his classes are to be called, and the time for preparing the lesson. “Idleness is the devil’s workshop,” has an especial application at this period of the school. A neatly dressed teacher with pleasing25ways will do more good than the one who is careless in dress and haughty and stern. The former will draw the pupils toward her, while the latter repels them. As self-government is the object of discipline, the kind of tone a teacher should use is obvious to the reader. Many homes have been ruined by parents’ exercising justice to the exclusion of mercy. A wise teacher tries to gain the confidence of his school by getting so near the young hearts that he is the first to hear of the little trials incident to school life. Go to their homes and be interested in their plans; let them see you are a friend. Love is the power which draws the youth. Remember you are in a position to mold characters for eternity. Let the rules be few, and see that they are obeyed. Just as soon as a rule becomes a dead letter, so to speak, just so soon the teacher loses the respect of his school. It is better to let the pupils help make the laws which govern the school than to require obedience in such a way that the justice is questioned by the school. The second offense should not be punished as the first. Neither should all be punished alike for breaking the same rule. The same offense might be committed under far different circumstances. Suppose a boy, who would not purposely violate a rule, should see a fellow student studying the wrong lesson, and quietly tell him where the right lesson is to be found, and then resume his study. While James, a bad boy, in an impudent way whispers across the aisle. A gentle reproof would be sufficient for one, but of little value to the second. Some good teachers have taken the Bible plan to settle difficulties. When a rule is broken, the teacher talks to the offender privately. If this does not accomplish the desired result, two or three pupils together with the teacher try to show the wrong doer his error. But if this fails, the matter is taken before the school, and harmony is secured, or the pupil requested to leave. It is better to sever a member than allow the whole body to suffer. Jesus gave us many examples of how to govern well. A thorough conversion and daily communion with our blessed Saviour will solve all these knotty questions we have to meet. Learned to Spell Three Times
The following is a good illustration of cases which should not confuse teachers. We are all creatures of habit; but we are not all pathological cases. Let us beware of teaching spelling with so little variety in method and in the cultivation of habits that the child must perform incantations before he can think:— “Think of a man’s learning how to spell three times, and then not being able to spell correctly,” said an observant man who takes an interest in subjects of this sort, “and you will have my case summed up exactly. I am not what you would call a bad speller by any means. But I stumble now and then, and stumble badly. Why is it? It is the simplest thing in the world. I grew up in the country, attended a country school, and my first spelling was under the rule of the old-time school-teacher. I learned how to spell on my feet. It is a curious fact that for a long time I could not spell the simplest words unless I stood up. Standing, I could spell anything, and, in fact, was always the winner in the spelling bee. No one could turn me down, as we used to say in the country. Well, after this, I learned how to spell with my pencil. All my spelling talent went into my pencil. My tongue forgot the art, and whether standing or sitting I could not spell a word unless it belonged to the simplest kind, without using my pencil. Now I began to use the typewriter, and consequently had to learn how to spell again. Ask me how to spell a word now, and I shall have to go to the typewriter unless the word is a very simple one. My tongue won’t spell it, and my pencil will refuse to write it. So I have learned to spell three times, and, as I said before, I am not a good speller yet.”—The Western Journal of Education. Organization of an Intermediate School
By Floyd Bralliar
In any school, organization is very closely related to discipline. In an intermediate school the question is of paramount importance, for the youth of our intermediate schools are mostly at the age when it is difficult to control them by reason. Such organization should begin in the mind of the man who plans the buildings of the school. Too often the architect knows nothing of the work of organizing a school, and does not acquaint himself with what will be best suited to the needs of the school. Very often no one who is experienced in school affairs has anything to do in the matter until one is asked to take charge of the school; and then he finds that the best organization is impossible because of architectural defects that might have been avoided without a cent of additional cost. To illustrate, where there is a single entrance to the dining-room, it will be impossible to prevent some irregularities while waiting for the doors to open, and in passing out after a meal. These things require the teacher’s attention; and this in turn causes the student to feel that he is being unduly restrained. My plan of organization is to have a time for everything, and to have enough things to take all the time. This may be illustrated by a sample daily program. Rise at 5:45, and allow half an hour for making of toilets, etc. At 6:15 all meet in the assembly room for morning worship. As a preventive to carelessness we have it understood that any who are too ill to be present need a half-day’s fast as a health measure. At 6:30 we pass to the dining-room, which is just below the assembly room, for breakfast. From 7 to 7:30 is allowed for room work. At 7:30 rooms are ready for inspection, and a daily record is kept of the condition of every room. At 7:30 all who do not have domestic work meet in the assembly room for an hour’s study, with a teacher in charge. Class work and chapel exercises occupy the remainder of the forenoon. We serve dinner at 1:30. At 2:15 we begin our domestic work. We require two hours from every pupil in the home. At 6:15 the boys meet with the preceptor and the girls with the preceptress, for evening worship. At 6:40 all meet in the assembly room, in charge of a teacher, for two hours and twenty minutes of quiet study. The girls are dismissed to their cottage five minutes before the boys. We have so arranged things that the boys get their drinking water at one well, and the girls at another, more convenient to their cottage. Each cottage has a cistern for toilet water. Saturday nights are generally dreaded in all schools. We arrange to occupy the time in some lecture, entertainment, letter-writing bee, or something of the sort, always planning to have variety, and not to allow things to become uninteresting. Of course the teachers, or at least a teacher, has a part in each entertainment. This, together with proper classification, makes discipline very light. A word might properly be said regarding the organization of labor. Wherever it is possible, the cottages should be so arranged that neither boys nor girls pass the other’s cottage in going to and from their work. Every teacher should have charge of some part of the work, and then work with the students, encouraging and directing in the work so that it may be educational. If this is done, there will be no need of a farmer, and there will be no students who count it a disgrace and a hardship to work. The faculty should meet for at least a few moments every day for prayer and counsel. We find the morning the best time for this, as it interferes least with other duties. Where this is done, the ordinary, tedious, weekly faculty meeting may be omitted with no loss, and sometimes with real profit. Every teacher should be present at the chapel exercises unless sickness or something equally urgent prevents. And above all else, the organizing power of the Holy Spirit must be sought and obtained at all times. Value of Church-Schools
By H. M. Hiatt
“Two of my children were among those who were baptized,” said a brother standing near me on the Salina camp-ground. I was interested at once. “It is the result of our church-school,” he continued. “Then it is not necessary to ask you whether you expect to continue your school this winter,” I observed. “O, no,” he replied, “I have already hired my teacher. We live so far from any other Adventists that we just have a family church-school, and the children are taught at home.” “How much do you find it costs you?” I was curious to know. “From one hundred and twenty-five dollars to one hundred and fifty dollars a term,” was the answer. I passed on, but my mind was much impressed with the earnest determination of this godly man to faithfully educate and rear his family for the Master’s service. This man did not allow a few paltry dollars to stand between him and his children’s salvation. I met two other brethren who were of the same mind,26and whom I endeavored to assist in securing a competent teacher. One of these had only four children, yet, being isolated, had decided to have a family church-school, and was ready to pay a young lady fifteen dollars a month, board and room added, making an expense to him of from twenty-six to twenty-eight dollars a month. Neither of these three brethren is wealthy, and all are doubtless doing this at a sacrifice. I mention these examples that all our brethren may know what some are doing, and taking courage from the lesson, may follow the same course of action. It has been my pleasure and good fortune to assist in the school work at Kansas City, during the past two years, where rents are high and living very expensive, as a rule; but the brethren, all laboring people, and nearly all renting, stood nobly together, and raised several hundred dollars for school purposes. This was expended in building an addition to the church and fitting up two good schoolrooms. One room was built the first year, the other the second year, and the school was kept going all the time. It was accomplished by a steady stream of monthly payments. The Testimony, “Let all share the expense,” was literally carried out. From the minister in the pulpit down to the teacher in the schoolroom, none were slighted. In this the minister and teacher were placed on a common level, and each was allowed to subscribe five dollars a month for the support of the school. Men not of our faith placed their names on the roll of honor for various amounts, some pledging five dollars a month. Each gave according to his ability. Some pledges were as low as ten cents a week. We found that it was the steady monthly flow of money that counted. A monthly tuition was also charged. As a result the first year not only was the schoolroom built and school carried forward, but something was in the treasury for completing the second room. By soliciting business men the amount still needed for the second room was secured. At the beginning of this third year the church was entirely free from debt, and had a few dollars in the treasury. In organizing a church-school I would suggest the following program:— First, call a meeting of the church, and by vote decide to stand as a unit in building and operating the school. “In union is strength,” applies here. Elect a school board. Get a “hustler” for treasurer. Second, take a “pledge paper” around and solicit for large amounts first; better have two pledge lists, one for larger and one for smaller amounts; of course show the larger list first. If any should place a small amount on the large list, cut the name off and paste is on the small list. It might influence some one to give a smaller amount if left on the large list. Solicit your friends and business men. Head the list with most influential names. Third, when you have money enough, build: count up the cost, and erect no larger building than you can pay for. “Shun debt as the leprosy.” Nothing discourages like debt. Fourth, place your school on a permanent financial basis by securing pledges payable monthly, besides the above pledges. “Let all share the expense.” Fifth, in hiring a teacher consult those who know and can give advice. A good Christian is not always a good teacher. A teacher should have a church-school certificate. Have your teacher sign a legal contract; school board sign one also, and give to the teacher. [The superintendent will furnish the blanks.] When the teacher arrives to begin school, do all you can to make her feel at home. Under no circumstances allow your children to hear a word of criticism at any time. Let parents confer their opinions privately. If your child compels the teacher to inflict punishment at school, administer an additional quantity at home. Do not spend all your extra time visiting your neighbors; visit your school and encourage both teacher and pupils by a warm hand-shake, pleasant words, and, whenever possible, show your approval of their work.—H. M. Hiatt, in Kansas Worker. The Support of Church-Schools
By Jessie E. Martin
THAT this subject is a large one, and a live one, surely all will agree; and anything we can say in this article can be only suggestive. Each church or school will, no doubt, need to execute plans according to its own circumstances. But all our plans need to be large enough to carry on our schools without debt, and to give the largest possible number of children the benefits therefrom. One successful school works on the following plan: A low rate of tuition is fixed, so as not to be a serious burden on any, and the children are encouraged and helped to earn their own tuition as far as possible. Each parent is asked to become responsible for enough to send as many children as he may have; but if any can not do this, the children are invited to come just the same. Then other members of the church are asked to become responsible for such sums as they feel able, until the required amount of pledges is secured. When a school board has a president and a secretary who are alive to the interests of the school, and who will give the necessary time to keep the matter constantly before the people, the plan works very well, and about half the church has a share in the school's finances. But why do we have church-schools at all? and why should we support them? Is it not because they are a branch of missionary work? Is it not just as much a missionary work to train the children of Sabbath-keepers into the message, as it is to send workers into foreign fields, to train those people into the message? And the church-schools are not only helping the children to gain their own salvation, but are developing more workers to fill other missionary openings, and thus hasten the spreading of the message. If our people everywhere could realize the need, and the advantages of church-schools, the problem of their support would be largely solved,—would largely solve itself, for when we really want anything, we usually find a way to have it. So then, it would be a generous step in the right direction to continue to educate our people everywhere concerning the value and privileges of our church-schools, and that their support is a true branch of missionary work; not to take the place of other branches, but to go along with them. One objection to most plans, is that comparatively few share in them, while a church-school, to be true to its name, should be supported by the whole church. When the Lord gave instructions concerning the support of his work, he named a definite per cent of income to be used for that purpose. And can we improve upon the Lord's own plan? If we would only follow it, and set aside a certain per cent of income for the support of the church-schools, the burden would be light for all, and evenly distributed. If one had only a small income, there would be but little to pay; while one who had a large income could afford to pay more. Then, too, when a whole conference adopts this plan, and there is a large church with but few children, and perhaps in another part of the same conference is a small church with many children, the surplus of one could be used to help the other, and all the children have the benefits. But whatever plan is used, let us have the schools, and more of them, and let us talk courage that they can be supported, and then let us do it, and let the children be trained, and thus the coming of the kingdom be hastened. Educational Items From the Lake Union Conference
By W. D. Curtis
As the time approaches for the beginning of another year's school work, the intermediate schools, academies, and colleges of this Union seem to arouse from a few weeks of repose, and the management of each is preparing for active work during the year. There are prospects of an unusually large enrolment in these institutions. This is due, to some extent, to the plan adopted in several of the conferences of granting a year's scholarship to every student who has sold one hundred and fifty dollars' worth of books during the summer vacation; another cause of the increasing attendance is, our people are awakening to the importance of training the youth for service. Emmanuel Missionary College is strengthening its faculty, and is prepared to do better work than ever before. Some changes have taken place in the management and faculty of the Mt. Vernon College, and the year's work opened very satisfactorily. The Cedar Lake and Holly Academies have practically fallen in line with the courses of study as recommended at the recent educational convention held at College View, Neb. The Fox River Academy has strengthened its course, and I believe will, with Bethel and Beechwood, soon offer the academic course as outlined by the convention to which I have referred. There has been added to the Emmanuel Missionary College plant a thorough water-system, which is very valuable to the institution, and a sanitarium will soon be opened on its farm. Beechwood and the Fox River Academies, also the intermediate school at Du Quoin, Ill., are erecting new dormitories.27 There have been five institutes held in this Union during the summer for church-school teachers. Primary methods and manual training were made quite a prominent feature in some of them. These institutes were considered a success, and the teachers are entering upon their year's work better prepared to carry the responsibilities that will rest upon them, and filled with a determination to do thorough work for the Master. There will be more than one hundred church-schools in operation in the Lake Union this year. Many more would have been organized if teachers could have been procured. The outlook for the educational work in this field is very encouraging. Our people are awakening to the fact that the Christian educational system is no longer an experiment, but has come to stay. They seem to find encouragement in the fact that a thoroughly organized system is rapidly developing. We hope to have a convention soon, consisting of the presidents of the conferences, some of the leading business men, and the educational people, for the purpose of considering and acting upon the courses of study, list of text-books, and other recommendations passed at the recent convention held at College View, Neb. If such a gathering can agree upon the above-named subjects, it will bring uniformity and great strength into the educational work in the Lake Union. W. D. CURTIS. [Our teachers of reading will be interested to learn what those who have in charge the readers adopted by the educational convention have written for the Pacific Union Recorder regarding their publication. We will make a further announcement regarding these books, their price, etc., next month.—F. G.] THE readers known as the “Christian Educator Reading Series” were adopted by the General Conference at its educational convention held in College View, Neb., June 29 to July 10, 1906, and recommended for use in all our church and primary schools. The first edition of this series of readers has for some months been exhausted. A new edition is now in preparation. It is to be known as the “True Education Reader Series.” The series consists of the following books:— Book One for grade one.
Book Two for grade two.
Book Three for grade three.
Book Four for grade four.
Book Five for grade five.
Book Six for grade six.
Book Seven for grades seven and eight. Books One, Two, Three, Five, and Seven will be ready for delivery by Nov. 1, 1906. On account of the misfortune that has befallen the Pacific Press, as well as some other unexpected delays, this is somewhat later than was at first expected, but we trust that most of our schools will be able to tide over the short period between now and then with books already on hand. In this way a change of books will be avoided, and our schools will have the advantage of the readers during most of the year. Books Four and Six will not be ready until next year. In the meantime most teachers will find that Book Three can be used to advantage for the present year in grades three and four, while Book Five can be used in grades five and six. “Christian Educator Reading Series” is the result of successful experience in teaching. An experimental edition of these books was issued during the year 1904. During the two succeeding years, they have been used quite largely in our schools on the Pacific Coast. In many other conferences they have also been used to some extent. Almost without exception they have been welcomed by teachers as a blessing in their schools. Even from Australia and Africa have come words of the heartiest commendation. These readers are no longer considered an experiment. The call has come for a new and larger edition. In preparing the present edition, the authors have counseled with a large number of our leading educators and our best teachers in different parts of the country. To these they owe many valuable criticisms and suggestions. We feel clear in saying that in every way the present edition greatly surpasses the former. Most careful attention has been given to the subject-matter. No fairy tales or other objectionable matter has been admitted. Readings from the Word of God, readings on the works of God and his dealings with his people, occupy the chief place. All other matter has been measured by this standard. A pleasing variety of prose and poetry on a large number of subjects makes the books a delight to the children. All the books are well illustrated, many of the masterpieces of art having been secured for this purpose. Every teacher knows the value of illustrations in the work of education. Special attention has been given to the correlated work in language, composition, and spelling. The lessons in these subjects, as well as the reading-matter itself, have been carefully graded. It is almost universally conceded by educators that language and spelling are greatly neglected in most schools. Experience has shown that this natural method of presenting these subjects not only saves the time of both teacher and pupil, but insures more thorough work and better results. School Notes—Central Union Conference
Miss Essie Ferguson will teach at Council Bluffs, Iowa, this winter. Miss Ida Brown, one of Nebraska's successful teachers, will teach in Des Moines, Iowa. Miss Anna Didrickson has begun her third year's work in the church-school at St. Joseph, Mo. The Grand Island (Neb.) school has been in session since September 3, taught by Miss Cora Carr. We have received good reports from the school. The College View (Neb.) church-school opened September 10 with an enrolment of nearly one hundred. This is better than last year's opening. Prof. C. R. Kite is acting as principal, with Miss Mary Kinneburgh and Miss Edna Schee as assistants in the lower grades. The church-school at Ottawa, Kan., with Miss Lesta Seaward as teacher, is now in session. This is one of the oldest church-schools in the denomination. H. M. Hiatt, who has for several years had successful experience in public-school and church-school work, was recently elected educational superintendent of the Kansas Conference. I. C. Sultz, who for two years was school superintendent in Kansas, is now teaching the advanced grades in the Kansas City schools. Miss Sophia Blaser is teaching in the primary room at this place. Thoughts on Primary Work
By Mary Kinneburgh
THERE are many persons who think that a primary teacher may have less education and experience than that required for a teacher of higher grades. But those who consider the matter carefully will see that the person to whom we entrust the child in his earliest years, when his mind is most susceptible to good or evil influences, and who will have the first opportunity, outside of the home training, to form his character, should be first of all an earnest, conscientious Christian, a person thoroughly trained in every branch of the work he is to teach. He should also have a love for little children, a disposition which will attract instead of repel, and which acts in sympathy with theirs. In the ungraded school it often happens that the teacher has so many classes that the younger ones do not get the attention they require. Some children may enter late in the term when the classes are well started, and her time is all occupied, so the teacher says, “Let them come and get what they can, but I have no class for them.” So the little ones spend hour after hour in the poorly ventilated schoolroom, forming habits that will cling to them for many years, and which will require much perseverance to overcome, if they are ever overcome. As they have nothing to do, they look around in the hope of finding something with which to amuse themselves. When they are old enough to be given a book, they have succeeded so well in amusing themselves, and find so many interesting things happening around them, that it requires much patience and hard work on the part of the teacher to aid them in forming new and better habits. Often the neglected child is left to assume improper positions in his seat. He pays no attention to the call to position, but instead rests his head upon his hands, with his elbows on his desk, and plays with books and pencils, or tears paper into scraps. All this is a very serious problem to the teacher who is desirous of having the proper discipline in his room. We are told that the Bible and deportment should hold the highest places in our schools, yet how to instil into the minds of the children a love for the Bible and a sincere desire to be good in school because it is right, often causes the teacher much serious thought. Since order is heaven’s first law, it is well to instil into the mind of the child28as early as possible a love for order in the school, as well as order in the home. One of the best ways for laying the foundation of good deportment in the child is to keep the little one busy. If any must be neglected, let it be the older ones, but even they should know enough to go on with the lesson or complete some unfinished work of their own. It is a good plan to have the map drawings in a convenient place, so that they may get them in odd minutes. But for the little ones, the teacher should begin to prepare, even before school begins. The cards and drills and phonics should be ready; simple combinations in numbers should be written on cards, and some colored paper procured for paper cutting. In the school-room such helps as peas, lentils, corn, and toothpicks may often be used to advantage. After the reading lesson, one of the new words may be traced in chalk on the desk, and the children required to cover the lines with lentils or corn. (The same may be done with printed words or simple combinations of numbers.) To teach patience and accuracy have them place all the kernels of corn with ends pointing in the same direction. For a change, toothpicks or colored pegs may be used. The children like to make houses, barns, and fences on their desks with the toothpicks. If you have colored pegs, tell them to make the fence of different colors, as three blue, three yellow, and two red, all the way around. See that they get the right number of pegs in each group. This is an excellent drill for them. A paper may be ruled into squares, and the children be asked to place different numbers of the kernels of corn, the peas, or the different colored pegs in each square, as five yellow pegs in one square, eight red ones in the center, and ten blue ones in the last square. Just now the different leaves may be drawn, painted with water-colors, and cut out. Strips of bright colored papers may be woven into simple designs, and for a small sum a box of sand may be procured, where the children can be taught to illustrate a lake, a peninsula, etc. With the legion of helps that can be had to-day, no little child need spend an idle or unprofitable moment in school, but may be as busy as a bee with useful and interesting work, so that he will ask to have school on Sunday, as some primary children have already begun to ask their teacher. When the primary teacher fully realizes the importance of her work and the help she may be in forming the child’s character for good or evil, and that the faults many teachers of advanced grades find in their pupils are traced to her discipline, she will prepare herself with more diligence, and apply herself more earnestly to her work, feeling content that she has the most important work, and must rely on the wisdom of the Great Teacher to govern all her actions and thoughts. Only when the parents and school boards realize this also, and procure the best teachers possible for the primary grades, as well as for the more advanced, will our schools rise to that position where they will be a pleasure in the sight of the Lord, and can expect his fullest blessing. The Story Circle
By A. W. Spaulding
TIRED of writing stories and descriptions, tired of parts of speech, tired of subjects and predicates, and not able to go further, my fifth grade class were beginning to sigh, “O dear!” when the language class was called. They liked to tell stories and to play guessing games, but their eagerness and my love of lingual accuracy always quarreled, and the value of these exercises as a regular thing seemed doubtful. So I told them how the Indians and the Irish peasants and some other peoples keep their legends and folk-tales pure without the aid of books or writing; how, gathered at night in a circle around the fire, with the oldest story-teller among them, they listen as hard as ears can listen to the tale; how then they, one by one, are given the chance to tell it over word for word, not losing a single part of the story; and how, if any one makes a mistake or leaves out a part, at the end they all join in correcting him. “Let’s us!” “Let us do it!” half of them cried, with flying hands, and the rest nodded vigorously. So we gathered in as much of a round line as we could make with seats and a bench and a stray chair or two, and made a story circle. It took just the time of our language class, and was continued for two or three days, then dropped for other language work, and taken up later. The stories told were principally Bible stories, though, since most of these were familiar to them, there were sprinkled in a few other stories of self-sacrifice and devotion, such as Damon and Pythias, Leonidas, Martyrdom of the Widow and Seven Sons (Maccabean), The Pompeian Guard, A Waldensian Maid, Jerome of Prague, Philip Sydney on the Battle-field, and stories of our most daring and self-sacrificing missionaries. It may not be well to tell any stories of heathen or secular heroes; certainly not if their virtues are only those of human pride and fierce courage. It was remarkable, however, how the children, even some of the more uncontrollable and indifferent, were impressed, for instance, with the difference between Pythias, who had that “greater love” to “lay down his life for his friend,” and Jesus, who gave his life not for his friends only, but for his enemies. Again, the Pass of Thermopylæ was made, not a bloody struggle for glory, but the monument of an unselfish devotion to duty, and our present duty was talked about. But the class of stories in which falls the last one, including tales of the Maccabees and even of some of the Bible heroes, requires great care in the telling, not to arouse the boy’s spirit of adventure and fight. Children who are comparatively unacquainted with Bible stories and the history of our own work, should be given these almost wholly until they are familiar with them. Stories of nature and other science may also well be employed. Points on which the children watched one another in the retelling of the stories were, inclusion of all prominent points, correct order of narration, use of precise and striking terms. Another matter which it is the teacher’s duty to guard by example, is the use of simple language. Points on which the children were helped by the teacher were, clear enunciation, proper grammar, suiting the voice to the narrative and quotations in it, use of the eyes in impressing the story upon the hearers, and some little dramatic interpretation; not all of these piled on at once, mind you, nor all the same day, but bit by bit. Advantages gained by this sort of language exercise, and noted so far in greater or less degree, are, greater accuracy of memory, and consequent greater fluency of speech; a fixing of the mind with greater intensity upon the subject in hand; the gaining of a wider vocabulary; an increasing power to tell a straightforward story without shamefacedness or mumbling; and a power to hold the attention of others. And it is to be noted that the teacher has, as usual, gained more than the pupils, in power of adaptation, dramatic interpretation, school management, and many another thing. The story circle has come to be an established institution in our school, to be used occasionally. Autumn Leaves in the Schoolroom
By Vina M. Sherwood
October, with its rich-colored foliage, will soon be here. I wonder how many of you ever use the autumn leaves to brighten the schoolroom. Perhaps some of you do not understand how to preserve the leaves. There are different methods. The most successful, however, is either to wax or to varnish the leaves. In waxing, each individual leaf will have a more delicate beauty, but for wall decoration the varnished leaves mounted on white cardboard, are more showy, as the bright tints are brought out. Some sunny afternoon, take the children out to gather the leaves. How they enjoy such an excursion in the woods! The very rustle of the leaves is inviting. On returning to the schoolroom let them select the most perfect specimens, placing them in old books to press. After about three days, or when the sap has sufficiently dried, have the older children seated around a long table with small brushes and cups of very thin varnish; then let them varnish the leaves by passing the brush lightly over the surface. The smaller children may help by distributing the leaves, also in placing them on papers after varnishing to dry. Many will be the exclamations of delight as the bright colors appear. Should some of the leaves curl when dry, dampen them on the under side, and place to press again. These leaves are very useful later for drawing, and for busy, language, and nature work. One fall I had an interesting class of beginners. When preparing leaves in the autumn, I made no special effort to teach them the names of the different leaves, thinking to do this about Christmas time, when outdoor material in nature is low; but to my surprise and their pleasure, when the time arrived, they could point out or describe in a simple manner any leaf I mentioned. So I have learned that the mere daily association of the child with things of nature in the schoolroom, even if a teacher never finds time for special instruction in regard to them, is a source of education. Since then I have tried to decorate the schoolroom with autumn products — pumpkins, corn, etc. Seeds form a very interesting collection. It is surprising how many varieties of seeds may be found in just one29locality. At little cost small vials may be purchased. Try to see how large a collection of seeds your school can gather. Select a sample of each variety, place it in a vial, and label with both the name of the seeds and the name of the donor. There are many spiritual lessons that may be learned. For instance, in the gathering of the seeds the children will be led to realize the broadness of the Creator's mind in planning seeds of so many forms and colors.