The arithmetic field lesson requires a brief description because of its significant influence on all teaching which involves measurement.

Each student is assigned to a group of three pupils. She provides a stout cord 1 rod long, marked off in yards. One of the children brings a foot rule. A distance is selected for measurement, and each member of the group records a preliminary estimate. It is then measured and the result recorded. The idea of measuring by pacing the distance is then developed. The length of each one's pace is determined by pacing a measured distance several times and the result recorded. The next distance selected is first estimated, then paced, and lastly exactly measured. In the course of this exercise it is easy to see that several practical examples in multiplication, division, and reduction may arise. The real significance and relation of inches, feet, yards, and rods begin to become matters of interest. In the higher grades the scope of the exercise is extended to include areas. An interesting field of experience is opened up, and the foundation is laid for useful application of facts learned. It not infrequently happens that some of the children are keener than the students themselves in judging distances. The whole exercise stimulates keen interest and attention, and results in definite satisfaction and growth of power.

ACTIVITIES OF THE SCHOOL.

In addition to the activities designed especially for the training of students, it is the purpose of the school to be responsive to a broad range of educational ideas and to work out some practical problems in education each year. It is not an "experimental" school and can not be so under present conditions; nor is it a "model" school in the sense of being a perfect school. In many ways it is difficult to secure more than average results in school work, owing to the location and equipment of the building, the school population, and other conditions outside of administrative control. It is believed, however, that any good school should do some work of an experimental character, that it should have some definite constructive aims, and that its teachers should be animated by a spirit of professional study. In these respects and in others that pertain to progressive school management and practice, the school maintains a standard of effort that may well serve as an example for students in the normal school and others interested in education. Three general lines of effort have characterized the work of the past year:

1. Work in connection with standard measurements of school efficiency. 2. Dramatization in connection with reading and literature.

3. Special projects with classes and groups of children.

1. Standard measurements.

(a) English.-The Courtis tests in English have been given in all grades above the third, largely for the purpose of determining their value for practical use. The nature of these tests, the fact that they were new to teachers and children, and the character and amount of correction and computation required in connection with them, made this a task of really tremendous difficulty to carry on, in addition to the regular work. The tabulations of results from these tests were analyzed, and a report is being prepared for the school department chiefly for the purpose of presenting an estimate of the value of these particular tests and some suggestions as to the kind of English tests that may be wisely undertaken.

(b) Arithmetic.-The Courtis tests in arithmetic have been given for two successive years by normal-school students, under direction of a department in the normal school. This year an attempt has been made by the model school to

improve the performance of pupils in the four fundamental operations in arithmetic by means of practice sheets similar to the Courtis tests, but presented and used in a manner suited to drill rather than simply to testing of ability. These sheets were printed and distributed at cost to other schools in the city and elsewhere. Nearly 350,000 of them were used in Boston, Cambridge, Fall River, Lawrence, Newton, Everett, New Bedford, and other places. The same forms will be issued again next year. They have proved to be valuable for the purpose intended, especially when used as directed in connection with the individual score sheet designed to accompany them. There are 16 sheets of addition combinations and 8 sheets each of subtraction, multiplication, and division. Information concerning these may be had by addressing the director of the model school.

(c) Reading list on standard measurements.-The following books and pamphlets have been added to the school library this year, and a list of them has been distributed to large numbers of teachers and principals with a view to encouraging reading and study of available sources. Some of these books are valuable in this connection only in small part, but all have been found to contain matter of considerable usefulness either of an elementary or advanced character.

READING LIST.

Russell Sage Foundation publications:

Bulletin E 126. The Spelling Vocabularies or Personal and Business Letters.

A Scale for Measuring the Quality of Handwriting of School Children. L. P. Ayres.

Bulletin No. 113. Department of Child Hygiene.

Scientific Management in Education.

Teachers College publications:

Contribution to Education, No. 48.

Handwriting. E. L. Thorndike.

J. M. Rice.

Scale in Handwriting. E. L. Thorndike.

A Scale for the Measurement of Quality in English Composition. M. B. Hillegas.

Arithmetical Abilities and Some Factors Determining Them. C. W. Stone. Spelling Ability. B. R. Buckingham.

Stevens-The Question.

Experimental Studies in Kindergarten Education.

Kindergarten Problems. J. A. MacVannell-Hill.

Teachers College Record.

Educational Surveys and Vocational Guidance.

Teachers College Record. Comparative Experimental Teaching in Spelling. The Curriculum of the Horace Mann Elementary School.

The Speyer School Curriculum.

Special Method in Reading for the Grades. McMurry.

The Third Yearbook of the National Society for the Scientific Study of Education-Part I.

Manual of Mental and Physical Tests. G. M. Whipple.

Report of Committee of National Council of Education on Standard Tests for Measuring Efficiency of Schools or Systems of Schools. U. S. Bureau of Education Bulletin, No. 521. Washington, D. C.

The Binet-Simon Measuring Scale for Intelligence: Some Criticisms and Suggestions. L. P. Ayres.

The Futility of the Spelling Grind. Rice. Forum, April-June, 1897.

Report of Committee on School Inquiry.

1, Section D.

New York City. Part II, Subdivision

Spelling in the Elementary School, 1902. Cornman.

The Effect of Practice in the Case of a Purely Intellectual Function. Thorndyke. American Journal of Psychology, XIX, 374–384.

Spelling. Wallin. Journal of Educational Psychology, 1911–12.

Educational Administration. Strayer and Thorndike.

Published by the Psychological Clinic Press, Philadelphia, Pa.: Some Results of Standard Tests. D. C. Bliss. The Psychological Clinic. March 15, 1912. Vol. VI, No. 1.

Published by Harvard College: Proceedings of the Harvard Teachers' Association, 1913.

Published by Department of Cooperative Research, Detroit, Mich.; Bulletin No. 2, Courtis Standard Tests. Second Annual Accounting, 1912-13.

2. Dramatization.-Dramatizing stories has long been a part of the work in reading in the lower grades. This year an attempt has been made to carry on such work rather freely in all grades in the school. Nearly all the reading matter suited for use in elementary schools ought to stimulate visualization and imagination and arouse a desire for natural and vigorous interpretation. That it does not always tend to do so is due in large part to the fact that so little opportunity is given the child to express himself in the manner most natural for children, i. e., by physical action. When children are encouraged to so express themselves, to create a setting appropriate for the reproduction of a story, and to devise means of carrying out the action and conversation necessary for its proper interpretation, the desire for intelligent and forceful expression is increased. Initiative, resourcefulness, and self-confidence are developed. The spirit of team work and mutual helpfulness is aroused. Opportunities abound for leadership and for cooperation.

The experiments tried in various rooms and in hall exercises have given teachers a good idea of the possibilities and limitations of independent work by the pupils, and have enabled them to make the most of the creative instincts of children without sacrificing the guidance, suggestion, and training that need to come from the teacher.

In the following partial list of stories dramatized this year will be found some that were taken from history work, others from reading books, and still others from dramatic readers and books of plays. Many of these stories have been acted in the hall at Friday afternoon exercises, and out of the practice of "Friday afternoon dramatics" has grown the plan of having one or more rooms furnish a little entertainment each Friday for the rest of the school and for such parents as may come.

In general it is not too much to say that the larger use of dramatization has greatly increased the interest of children in oral reading and in each other. It has helped bring teachers and children into closer and more companionable

relations and has socialized the spirit of the school. Several of the children have written or adapted little plays. It is believed that the influence of this work carries over into the life of all the children to a considerable extent, even when they do not frequently take an active part in it.

Under this head a great variety of activities might be included, but only a few can be referred to here.

(a) Nature study and gardening.-It is believed by the writer that no argument is needed to support the theory that an appreciation of nature and an interest in growing things are vital, practical elements in any complete scheme of education. That they are difficult of accomplishment in a city school should

not prevent some effort being made to at least partly achieve results by suggestion and demonstration, even though every child can not participate largely. A small garden is maintained in both of the school yards in the district, and a considerable number of children plant seeds every year and bring plants from their home gardens. Seeds are started in boxes in the school, and although the results are not very satisfactory, owing to poor conditions, it is surprising to see how many children are encouraged to do some planting at tome, and how interested they are in the process. In addition to the seeds sent from Washington every year for free distribution, several hundred small packets are made up by the children from seed bought at wholesale and sold at cost to pupils.

The most successful form of gardening for city children in school has been found to be bulb growing, both because the results are fairly certain and because the operations are easily arranged anywhere, and may be duplicated successfully in the home.

In accordance with its policy of cooperation, the school extends to all teachers in the city an opportunity to share in the results of its efforts in this direction. Bulbs and pots are furnished at cost to all who want them. In this way about 8,000 bulbs and several hundred pots were distributed last fall.

If the school department would furnish proper potting soil and take charge of the distribution of bulbs and pots, a long step forward would be taken in establishing a permanent interest in indoor gardening of a practical character. As to the educational value of bulb growing, one has only to visit the Martin School when the bulbs are in flower to be convinced of the influence that this enterprise has upon the children individually and upon the school as a whole. About a thousand bulbs are grown at the school each year. All these varieties have been found suitable for indoor use except the Darwin tulips, which are only for outdoor planting. Of the other tulips, Yellow Prince seems to be the best for indoors.

The situation of the school, near the Fenway, makes it possible to encourage bird study. Although no attempt is made to follow any set course of instruction, children are quick to develop an intelligent interest in nature in any form, and it is noticeable how often those who go on a field trip while in a primary grade will refer to it in the following year or two years afterwards. The attitude taken by the teacher on such excursions is not wholly that of an instructor, but rather that of an intelligent parent or companion of the children interested to help the little ones to share in an appreciation of the truly wonderful life that is revealed to the observant mind.

(b) Miscellaneous field trips.-Field work with classes of 40 or 50 children presents some difficulties, but most of them are soon overcome when the teacher and children become accustomed to the changed situation and adjust themselves to it. The most important thing to be assured of is that the teacher has a definite and comprehensive knowledge of what she wants the children to get from the trip. Of course, it is important that the thing should be worth getting and that it will contribute to better comprehesion of social, political, industrial, historical, or commercial facts. Teachers who have done the most in this line of work with children find increasing interest and satisfaction in it. Not a great deal is attempted by any one teacher, but this form of education is encouraged in the school, and its extension is believed to be desirable.

In this account of the activities of the school emphasis has been laid upon several features that are still spoken of by a few people as "fads" and "frills." It should not be supposed that the school believes in sacrificing the intellectual