which he has not seen, it is very essential that most careful work be done in connection with the picture, otherwise the child is apt to get an inadequate or even a totally incorrect conception. The books with many illustrations and the stereopticon may prove a stumbling block, even though they delight the children, unless they are carefully used. It is one thing to see a picture of the Colorado canon and quite another to understand what the picture really represents. To show a child such a picture and to expect him to get any adequate understanding of it simply by looking at it is to expect him to interpret that for which he has no adequate basis in his experience. Questions like the following might properly be asked concerning such a picture:

How might you plan to cross the canon? It is a day's trip for a man on horseback to reach the bottom of the canon from the top and return again. How do you suppose he spends his time? Can you suggest good viewpoints in the picture, and what would you expect to see in such views? And so for any picture questions which involve a correct idea of the thing represented would be. asked in order to correct any misconception which the children may have, and to make the picture mean to them something of the reality which we hope to present.

While we are discussing the use of pictures it may be well to discuss also the use of real objects. Doubtless we all feel that whenever it is possible real objects should be used in the school room, but the value of such objects is to be found not merely in the fact that they are real, but rather because they help to answer some question or to solve some problem which the child feels. Much of the so-called object teaching is uninteresting and mechanical so far as the child is concerned. It is easily possible that the child will after a time positively dislike to hear any more stories about an object which the teacher presents, simply because there is nothing in his present need which calls for any such presentation of facts, however intimately associated with the object at hand. The work with objects is only

concrete for the child when he is interested, or when his problems lead him to inquire concerning the object described. Possibly there is no one direction in which teachers have sinned more frequently or more conscientiously than in the wrong use of objects. Much of the so-called concrete work in arithmetic ought really to be called objective work, and ought to be considered valuable in proportion as it is worth while to present to the senses the reality involved in the number relation to be taught. To suggest that adding with toothpicks or subtracting with beans is concrete work is to imply that the child actually wants to know how many toothpicks he would have if he already has three and someone gives him two more, or that the child cares to know how many beans he would have left if he gave three of his seven to his neighbor. The child probably cares little or nothing about the number of beans or toothpicks which he possesses. There is in such work simply the reality objectively presented. There is no question which the child cares particularly to answer. There is no problem or significance to him. There is no need of his which is to be satisfied. There is no concrete work in the real sense. Real objects are valuable as illustrative material, and objective work in a subject like arithmetic is worth while, but we do not want to deceive ourselves nor to expect more from the use of real objects than we can actually realize.

We have constantly to recur in our discussions to the need for well defined aims or purposes which shall guide the children in their work. In the assignment of lessons the teacher has opportunity to give direction to the work of the pupil, to bring to consciousness and to have stated the problems which the children. are to work on. When such assignments are made, the pupil goes to the text-book not simply to get something that the textbook says and to attempt to remember it, but he goes rather to find out what the book has to give him which bears on the topic under discussion. Still more, under proper direction he may learn how to use other books. He may even come

to understand that his text-book is not infallible, that he needs to question and to seek for proof rather than merely to accept every statement which he finds in print. In this part of the period which is given up to the assignment of the lesson, the teacher may well attempt to teach the children how to study. Surely the greatest thing which the child can learn while in school is not a great number of facts nor a great many rules or other generalizations, but rather he should acquire the power to find for himself the facts which he needs in any situation which he may meet, and the ability to arrive at correct generalizations after he has secured adequate data. The really successful teacher is not the one who is able to cram the children with facts, but rather the one who herself knows how to study, how to attack and to solve a problem, and who also knows how to teach the children how to use their experience, their books, and even their teachers and other friends in the solution of the problems which they wish to solve.

LARGE UNITS OF STUDY. CHARLES A. MCMURRY, STATE NORMAL SCHOOL, CALIFORNIA, PA.

It may be asked reasonably, What prospect have we in our present course of study for the selection of large units of study? Chapter II of the Method of Recitation gives a few such as illustrations, but how far can such a selection be extended into our school studies?

There is a suggestion in the old topical method of this concentration upon leading points, and we have long been familiar with the topical treatment of history and geography. It is largely a more careful and systematic application of the topical method that we have in mind. In the selection of our topics we shall inquire more carefully into the leading idea which the topic embodies and the extent to which it may be a representative idea or general notion. If each important topic which is selected for elaboration contains such an important and comprehensive idea, it becomes the basis for thought

movement, that is, for a progressive and systematic method of treatment. This is exemplified in chapter II.

Turning now to the school studies we find in the literature and reading work of the grades a very strong tendency to adopt complete stories and poems either for the oral lessons of the primary grades or for the reading work of intermediate and grammar schools. Instead of reading fragmentary selections from many authors, we are now accustomed to read the whole of the King of the Golden River, of the Courtship of Miles Standish, or of Rip Van Winkle. Even complete larger works, like The Lady of the Lake, Webster's Bunker Hill Speeches, The Merchant of Venice, and Snowbound, are read continuously in order to work out the entire sequence of thought. A more careful examination into such a poem, story, or masterpiece will usually bring to view a single controlling idea, and this is the important center of thought in the whole treatment. Having worked this out for himself, the teacher will focus his questions and his problems, his reference readings and discussions chiefly upon it. Such a treatment will give an organization and plan to the whole study which are of fundamental value. Snowbound, for example, is the picture of a New England home and the spirit of the New England fireside prevails throughout it. It is, however, a very high type of home, and one that Whittier idealizes. He gives to it great beauty and attractiveness, and it will be very wholesome for every child who can domicile himself in the Whittier household and partake of the joys and interests which prevailed

there.

To bring out this idea of the New England Quaker home should be the main purpose in the reading lessons, and such a definite motive will strengthen the teacher's plans and method of study. Our reading work in all the grades from the third and fourth on through the eighth grade should deal with these complete products of the leading writers. This standpoint is now pretty generally appreciated and our courses of study in reading are being remodeled on this basis.

A somewhat similar improvement has begun in the common school studies, history and geography. But as yet we have not had the writers to work up select topics in these studies.

In history this tendency to select real units of study is apparent in the use of biographical stories in intermediate grades and of larger and more select topics in grammar grades. On this account our school history is coming into much. better shape. It is far more rich and stimulating. The memorizing of long tables of dates and leading events is now seen to be of trifling importance compared with an interesting study of a few strong and commanding biographies, like those of Columbus, La Salle, Robertson, Washington and Franklin.

During the constitutional period we used a still greater concentration upon a few representative men and significant topics like the adoption of the constitution, internal improvements, slavery and immigration.

In geography considerable headway has been made in the selection of important

types or units of study, and much work is yet to be done both in selecting topics and in organizing the sequence of main units of study. But it is only in this way that we can get rid of the vast burden of small details with which history and geography studies have been encumbered.

We need to be liberated from the devotion to small and often meaningless details and to cast our eyes over a larger area to gain a proper view of the commanding objects of study. In working out a proper course of study in elementary science and manual arts, the same difficulty is met and the same mode of progress must be worked out.

In the whole discussion of method we should keep in mind these larger units of study as the basis for the leading processes of thought.

It remains to be seen whether such large units in different branches of knowledge admit or require a common mode of treatment as based upon fundamental principles of the mind's action in acquiring knowledge, and in putting it to use.

sults, we know that the aim of the work was good, and we must confess that the teacher who has interested the children, who has led them to realize for the first time how wonderful our harvest is and how dependent we are on others for our commonest comforts and the absolute necessities of life, has opened a grand new book.

Custom in our country has demanded that we take time to think on our blessings. We are even asked to return thanks for them in a formal way. This alone should give the day a place on our pro

gram.

After the harvest has been gathered and stored, we are given a holiday. Many

of the pleasures of the children are associated with this particular day. Our holidays have been founded on some great principle of truth which has lifted the people to a higher and nobler plane of liv ing. Even when the holiday is the birthday of a great man, the people of the country should be strengthened by looking at a great life well lived.

For these three reasons the thought for November centers around our Thanksgiving day. The celebration should begin with the month and continue through it rather than give a set program on a particular day.

If

The work of this month will interest the pupils of all the grades equally. the grades include all of the upper classes so much greater is the teacher's opportunity.

Arrange the topics of conversation in such a way that the older pupils contribute to the morning talks, allowing the smallest to add their bits of information. When the pupils do talk freely about the subject in hand, the teacher may know that she has not only gained the attention of the school, but that interest has been aroused.

The topics for conversation may be arranged as follows:

1.

2.

Indian Life.

Story of the Pilgrims.

3. The first Thanksgiving.

5.

The President's Proclamation. 6. Our Thanksgiving.

In the last topic the teacher should be at her best; all of the skill she has gained will now be needed in directing the pupils to the thought, "It is more blessed to give than to receive."

It is well enough to talk about the pumpkins and apples and nuts and all of the other good things that appeal so strongly to the pupils, but the real purpose of the teaching should be to have. them realize the great blessings which are so common and to realize the power which they have to pass these on. It is not enough to teach the children gratitude, they should gain a spirit of helpfulness.

Charitableness is a delicate subject to

In

teach, but the thanksgiving time is appropriate for beginning the task. many of the schools the pupils are requested to bring an offering for the poor. This request makes "goody-good prigs" out of some of the children who are at other times fine in their thought and consideration for others. An unhappy result sometimes follows the request, since some of the well-to-do make their offering conspicuous because of its quantity, while many of the children will necessarily be limited in their donation.

A box or barrel, to be filled by the school and to be distributed by the teacher or some other competent person is a good thing provided the children are asked to make a specific donation, as: First section give apples, another section potatoes, etc., until all have contributed, and provided the person who distributes the gifts be one who has learned that the right hand should not know what is being done by the left.

To prevent the work, given in the November outlines, becoming an old story to the school it must have life and spirit put into it by the teacher. The following is given, trusting that it may be suggestive, and from these thoughts many lines of helpful work will follow which will make the work for the month interesting, and that some of the great truths of this American holiday be a force in the lives of the pupils:

SUGGESTIONS.

The manual work will be given to reinforce the topics of conversation given above. For the smallest children make a booklet of butchers' paper 7x5 inches. mount in this specimens of their manual work. The book is to be carried home at the end of the month.

Cut freely an Indian. From an outlined picture, dress a Pilgrim boy and girl.

Cut freely the Mayflower.
Draw pumpkins and color.

From an outlined drawing (made by the teacher) color the blanket and cradle of a Pilgrim baby.

Draw vegetables.

Braid one yard and a half of raffia and

2. A man buys 100 eggs for $1.00 at the following prices: Hen eggs 2 for 1 cent, turkey eggs 1 cent apiece, and duck eggs 3 cents apiece. How many of each kind did he buy?

3. Measured in per cent., what is an investment in 20-year 34 per cent. government bonds worth if they are bought at 108?

Answers to these queries should be sent to Robert J. Aley, Bloomington, Indiana, on or before November 12. We should be pleased to have some good queries.

NOTES.

Charles Haseman, last year teacher of mathematics in the Elwood High School, is now an assistant in the department of mathematics at the State University.

Mr. John J. Wheeler, who had charge of the mathematics in the Bloomington High School last year, is now professor of mathematics in the Wichita University.

Charles A. Isaacs, a former teacher of Jackson county, is instructor in mathematics in the State Agricultural College at Pullman, Washington.

Glenn James, a graduate of the 1905 class in mathematics at Indiana University, is instructor in mathematics in the Michigan Agricultural College.

Otto Geckeler, formerly of Patricksburgh, has recently been promoted to the head professorship of mathematics in the Georgia Institute of Technology, at Atlanta.

The public press recently announced that Dr. Waldo of Purdue had given up teaching and was devoting all his time to the management of the mathematical department.

Miss Arda Knox, formerly of the Bedford High School, is now teaching mathematics in the Covington High School.

J. M. Kinney, who taught mathematics last year at Pendleton, is now one of the mathematical teachers in Shortridge High School.

Dr. E. O. Glenn, formerly of Elwood, is now acting professor of mathematics in Drury College, Springfield, Missouri. He is also editor of the American Mathematical Monthly.

PRACTICAL FUNDAMENTALS. How do you add a column, and how do you teach your students to add? Do you