WINONA SUMMER SCHOOLS Teachers Should not Decide Where the Vacation of 1906 until they have fully investigated MODEL SCHOOLS Model Schools will be organized for the teachers of the Kindergarten and Primary (first four grades) Departments and they will be taught by thoroughly qualified instructors. Observation of the class work will be made the basis of lectures and round table discussions. MANUAL TRAINING: While it is generally admitted that Manual Training has won a place on our school program, yet there remains much doubt as to what should be given and in what grades certain lines of work should be pursued. The Winona Summer Schools is particularly fortunate in securing the services of Professor Ernest Fenollosa, one of the very few educators who can speak on this subject with authority, discussing it from the sides of psychology, economics and history. The discussion will include the most advanced methods employed by teachers in such institutions as The Pratt Institute, Brooklyn; Teachers' College, Columbia University: The School of Education, Chicago University; The Manual Training High School, Indianapolis; The Dow Art School, Ipswich; The City School Department of Minneapolis, and others. For further details of Professor Fenollosa's plan of work, see the September issue of this School Journal. In addition to these discussions so necessary to a clear understanding of the subject, instruction will be given in all kinds of metal work, weaving, basketry, pottery, bench work, domestic science, clay work, raphia, etc. AGRICULTURE Nature work will be continued under the direction of one who is recognized authority in this field of work. However a new course will be added to this Department-that of Agriculture. Professor E. J. Hollister of the Winona Agricultural Institute will have charge of this subject. The class room will be supplemented by observation and study of the results obtained on the farm connected with the Agricultural Institute. This line of work has found its way into the schools because of its worth, and no other place in the country offers greater advantages for its study than in the Winona Summer Schools. TEACHERS' COURSE The Teachers' Course for the first time will be complete. Along with Psychology, Pedagogy, Methods, Child Study, etc., every branch taught in the Common Schools may be had, giving the teachers not only an opportunity to review these subjects but to get the best methods of teaching the same. OTHER LINES OF WORK Students will also be able to do advanced work in Ancient and Modern Languages, English, Commercial Work, Mathematics, Biology, Expression, Music (vocal and instrumental), Arts and Crafts, Kindergarten and Primary Work. Schools for Librarians, Physical Culture, etc., will be continued. In fact, any subject desired may be had. INFORMATION BUREAU Every aid will be given teachers of worth seeking a position. To that end a Bureau of Information will be located in the Administration Building where the teachers who register may leave their credentials, references, etc., giving superintendents an opportunity to know of their preparation for and experience in teaching. COLLATERAL ADVANTAGES The Winona Assembly has one of the strongest Assembly Programs in the country. This feature with the usual Summer Resort privileges gives the students every opportunity for culture and recreation. ANNOUNCEMENT A preliminary announcement of the work will be made in November. For further information, address S. C. DICKEY, President, Winona Lake, Ind. C. M. MCDANIEL, Principal, Hammond, Ind. To be trusted is a greater compliment than to be loved. Geo. Browning Lockwood 99 INDIANA TEACHERS' READING CIRCLE DEPARTMENT: The New Harmony Movement....... Suggested Topics and Readings Growing out of the Outline for the ENTERED AT THE INDIANAPOLIS POSTOFFICE AS MAIL MATTER OF THE SECOND CLASS MONTGOMERY'S HISTORIES Beginners' American History Characterized by their careful and consistent The books arouse enthusiasm wherever they are used. Their simple, narrative style appeals at once to the pupil who has been, led to believe that history consists of obstinate dates and easily forgotten facts. Their emphasis of the reasons for 'events, of the causes of great movements, of the really important things in a country's history, commends them to careful teachers. They have to do with essentials-the leading facts of the subject: : ::: A descriptive announcement of Montgomery's Histories CINN & COMPANY PUBLISHERS Address:378-388 Wabash Ave., CHICAGO, ILL. VOL. VI. NOVEMBER, 1905. NUMBER 3. COMPOSITION WORK IN THE GRADES. KATE MORAN, PRINCIPAL TRAINING SCHOOL, INDIANA STATE NORMAL SCHOOL, TERRE HAUTE, IND. Although composition should follow grammar, and it does in the high school, it must be of necessity begun in the lower grades. As soon as the child is able to express his thoughts in separate, complete, simple sentences that are fairly accurate he may begin to organize his thoughts upon one subject-for example upon the chipmunk into a simple composition. It is possible to do very successful work as early as the first year. The work may be largely incidental in connection with nature work, reading, geography, etc. Occasional exercises may be strictly composition-"language." This work cannot be begun too soon, since it requires but little more effort for the child to express two or three related thoughts upon one subject than two or three thoughts that are illogical or isolated. Then the returns upon the work are so great. Logical expression is both the result and the cause of clear thinking. In every subject accuracy of thought and expression are of prime importance. To insure the best results the child must begin with the form of composition which is most in harmony with his own nature. In this case the child's insatiable love for stories may be accepted as a trustworthy guide. We may then begin with the narrative form and let the other forms develop in this order-description, exposition and argumentation. Since narrative is by far the most common and the most popular of all four forms, it is not improper to give it the preference in both time and attention. In a previous article upon language the subject of narration in the lower grades was discussed, and here it is only nécessary to reiterate that in these grades. the child should hear and reproduce stories which have the marks of true literature--dignity of purpose, unity, movement and beauty of form. Stories that are amusing should not be excluded-on the contrary, they should be sought out diligently, as artistic stories adapted to cultivate a young child's sense of humor are not so very common. Some good stories for little ones may be drawn from the classics, from the Bible, from the lives of great men and from literature. The best of all are the stories of animals and fairy stories. If the "Just So Stories" of Kipling are told they are very amusing to little folks, and the fairy tales of Andersen are as well beloved by the children we teach as they were by ourselves. "The Discontented Fir Tree" is charmingly simple and artistic. But why specify in speaking of Andersen's stories? Either prose or poetry may be selected. Before the child can read he can hear the selection-and even after he has mastered the printed characters he may hear stories which are too difficult for him to read. If he can have the story before him and so follow the teacher's reading, his reading power will be stimulated. The regular school and the various supplementary readers may be searched for interesting narratives, such as the poem which tells how brave Peter stopped the leak in the dyke; the one which relates how Horatius kept the bridge, and the one in which we learn how Kate Barlass gained her last name. Among the many excellent prose selections may be men |