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RECITATION.

Diana is the daughter of Jupiter and Latona, and twin sister to Apollo. She is very fond of hunting and always carries her bow and arrows with her. When she hunts she takes her friends, the Star Maidens, with her, and dresses like a boy. Diana wears a star

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Diana Using her Bow and Arrow.-Katie Williams. II Grade.

black-haired boys.

children.

ldren.

children left in their seats.

POSITIONS.

the room for the palace of the

a chair for a throne surrounded ht and the Star Maidens. stand a little way from Diana

ldren roost about the room. children stoop down, forming their hands.

their seats rest their heads on position.

performers. Children take po

ite, or have recitation in con

and crescent in her hair to spread a light before her.

Her favorite time for hunting is during the harvest moon, in August, then she stays on the earth for almost a month and hunts every night.

Diana lives in the palace of the moon, and is called the moon goddess. She has many friends, Twilight and the Star Maidens.

When Apollo has returned to the palace of the sun and Aurora has closed the western gates and handed her lantern or evening star to Hesperus, then (1) Twilight harnesses Diana's four black horses to her silver chariot. (2) Diana mounts her chariot and away they (3) fly, while she (4) scatters stars on the way to shed light for those who have not reached home. (5) children, and grown people

Birds, (6) flowers, (7) little fall asleep to rest for the next day's work. When Diana has finished her course thru the heavens,

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na takes the four reins in her hands. horses run noiselessly, making circuit of the

na scatters some yellow stars already cut and the purpose.

dren personating birds tuck their heads under is like birds.

dren representing flowers close their flower

little children rest their heads on their arms ng posture.

themes for their commencement subjects in preference to the trite themes which have done duty for, lo. these many years at commencement time.

It is not exactly refreshing to go to a commencement and hear Bella read an essay upon "Change," or "Truth," or "Beyond the Alps lies Italy," or to hear Archibald in oratund accents discourse upon "The Future of the Republic," or "Safeguards of the Nation." How much more interesting because they bear upon them the stamp of originality would it be, were Beila to give a description of some plant and its allies found in the

na returns to the corner of the room repre- school yard or near neighborhood, illustrated by enlarged Dalace of the moon.

formers take their seats.

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Utilizing the Environment.

By FRANK O. PAYNE, New York.

believed by many educators that all language low the sixth grade should be more or less based e pupil's environment. The reason for this is apThe pupil knows little else than what is or has esent to him. The old practice of assigning abubjects to children was not only nonsensical but

writer was told to write a composition when he ht years old. The teacher gave the subject "That he was not able to write upon this subthe style of Audubon is evidenced by the followcopy of what was written upon that memorable n: "There are many kinds of birds, eagle, pelican, dodo, mud hen." The essay breaks off y here. Let us dismiss this personal reference iring how much of the writer's environment had a basis for this effort at composition? He had obins, jays, bluebirds, wrens, and many other r songsters in the orchard over the way. He ave told how the robin hops along, how the blackatters and the "chippy." pecks for crumbs about chen door. But no. It must be an essay, and ay it certainly was.

nce came the profound array-"eagle, ostrich, , dodo, mud hen," not one which he had ever nd one of which (the dodo) is extinct or nearly t all came about as follows: The child of eight write a composition. He must write on "Birds," in the abstract. So he sat down, and began to

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original drawings or mounted, specimens! How much more within the scope of his mind, were Archibald to submit a collection of minerals found by himself during the preceding term, and accompanied by a brief original description of each.

The writer recently heard just such a production at a commencement. The boy had a box made by himself, divided into compartments about three inches square and two inches deep. Each compartment contained a specimen of some mineral found within a half mile of the school-house. These were neatly labeled. As he recited a description of each specimen, he took it from the box, talking about it in a natural way. Certain peculiarities of structure were explained by use of a chart made by the boy himself from the minerals he had collected. The performance was interesting and it showed clearly that it was the boy's own effort. Another boy on the same program had chosen for his subject, "The Needs of Our Village," a practical subject which could not be found in any encyclopedia.

A Western correspondent tells of how one of her pupils prepared a collection of photographs of old landmarks in the town where he lives and accompanied each with a brief history obtained from old people living in town. The descriptions and photos were arranged in book form and presented for a graduating thesis. I might go on in this line indefinitely but refrain lest I weary the reader. It is enough to say that in the environment is a wealth of material, vast, varied, inexhaustible, which is incomparably superior to any other kind of material in use for themes of composition.

In regard to number, little need be said. Measuring of objects in one's neighborhood, measuring of distances about the school yard, weighing soils and various other substances to be found everywhere, give abundant training along lines of great usefulness. An eminent teacher of manual training remarked to the writer that altho the majority of pupils know their tables, very few know how to measure. Very few know the inch and its parts intimately or any other of our common units of weight and measure. Is this not largely due to our failure to give children an opportunity to handle these various units until they are thoroly familiar with them?

Opportunities are constantly occurring whereby we may give pupils practical help along these lines. Nor is this all. Every department of arithmetic admits of unlimited applications of our environment. Yonder they are digging a cellar. How many cubic feet must be removed? How many cubic yards? Etc,, etc., etc Make the things of the actual world of being literally touch the child, and give them "a local habitation and a name" in the mind of every child.

The beauty and value of using environment as a medium for co-ordinating subjects remains to be con sidered; but this subject is too broad to be introduced in this discussion, suffice it to say that there is no way

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Bernard Moses from the Philding the secretaryship of eduaced at last, to take effect on nes F. Smith, of California, who Taft on his recent visit to the ecessor. Gen. Smith is prominLe Catholic church, and is much Os, of whose educational and inChoroly convinced. It is to be ons in the educational departone away with. It may be that be induced to stay. But if his her Supt. Mason S. Stone, of 7S. Townsend, of Mindanao, ucceed him in the arduous work education system of the archi

of genuine anthracite coal, at Is almost like the beginning of s exactly what the city of Eliza. m getting for its schools last Intendent who can bring such ve more than average shrewd

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are glad to. This is only the beginning. We are merely hastening the inevitable. It has been foolish for New England to stay away so long. It is natural for her to come to us; it would be very unnatural for us to go to her. It is annoying to us to have these people so near us and pretend to be by themselves. Boston is much nearer New York than Buffalo. Every important city in New England is nearer than Buffalo and yet they stay off by themselves. We are going to put an end to this, but we cannot say much about it "

ms to be waged between New to prevent the recognition of 1 teachers' diplomas. We don't the trouble. But there is no

If this could have been known earlier we would have had all the New England superintendents there. It is regrettable that very important engagements kept some of the leading superintendents away from Albany.

Of course, the imperial ambition was not widespread and did not enter the mind of any one who really had anything to do with arranging the meeting, which was a joint gathering of two equally important associations, and the New York superintendents will be very glad to come to North Adams, Pittsfield, or Springfield when it is desirable for a second joint meeting, but our imperialistic young friend will be gray, as well as bald, long before he has absorbed all New England.

The fact that a number of poor ressed thereby does not seem to rriors. If New York does not issued by the New Jersey State uld New Jersey pay any attendiploma? Only teachers eduexpense must be chosen. One e other pay for the training of culous these things will look in the recognition of profeses has once become an estabusies will then be buried.

Strange Prognosis.

66

We would like to know who the "New Yorker" is who claims to have been the originator of the scheme." Has somebody imposed upon our honored contemporary again? Dr. Winship might have learned of Mr. Pease, who is associated with him and who represented him at the meeting which voted in favor of a joint convention at Albany, just how the plan originated. Secretary Parsons, of the board of regents, and the writer were the only New Yorkers who took any active part, and the former left several hours before the subject came up for consideration. Hence Brother Winship must have been most shamefully imposed upon if he believes he is quoting the "originator of the scheme."

lection from the editorial page nal of Education of October 9. into print somewhat ahead of ken of as having been held "on session, a week after the issue its purpose is so thoroly mis

RK'S AMBITION.

It is wonderful, too, that Dr. Winship could tell a week in advance of the meeting that "it is regrettable that very important engagements kept some of the leading superintendents away from Albany." What a marvelous guessing power! We might almost be led to conclude that the reported statement of the "New Yorker who claims to have been the originator of the scheme" was inspired by the same genius. Fortunately, the Journal of Education could foresee in only one New Yorker such ridiculous notions as are reported here as having found utterance somewhere, some how. All the other New Yorkers feel differently. They are glad their Massachusetts confrères voted to meet with them. THE SCHOOL JOURNAL hopes that the good beginning will be followed up by holding another joint session at Boston or Springfield in 1904.

ew York and New England held a the 10th. This is every way satcasioned no comment but for the New Yorker who claims to have cheme.

Dr. Edson's Successor.

Charles S. Haskell, the bright, resourceful, pushing, energetic principal of P. S. 2, in Brooklyn, has been nominated by the New York city board of superintendents for the position left vacant by the promotion of Dr. Andrew W. Edson from a d strict to an associate superintendency. Dr. Edward W. Stitt was a close second. Mr. Haskell is a Maine man, with something like twenty five years' experience as teacher and principal in high schools and academies. Five years ago he gave up the principalship of the Jersey City high school to accept the principalship in Brooklyn which he has occupied hitherto. His election was influenced considerably by the understanding there seems to have been that it ought to go to Brooklyn However, be is a man who cannot be kept down. way wherever he is placed.

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Explain "adaptation," "many-sided environment," "efey' (15)

"

Show how the study of your specialty may contribute to adent's education in the respects mentioned in the foreexcerpt. (6)

a) What do you understand by the dictum "Turn to s applied to teaching? (6) (b) What, if any, are its Cions? (6) (c) Illustrate its application in the teaching r specialty. (6)

a) Give reasons for (or against) the dictum "Teach g that is not interesting." (10)

Under what conditions are pupils interested in a subject exercise? (12)

a) Define apperception. (5)

State and illustrate a principle regarding its applicathe teaching of your specialty. (14)

Adolescence is the Elizabethan period of human exe. Rousseau likens it to the Renaissance."

t characteristics of adolescence are here implied? n three tendencies of adolescence that may become lly prominent. Give three principles to guide a teacher wise management of a class of adolescents. (20)

One Effect of Higher Standards. alesman in a New York dry goods store was overtelling a friend that he had found a position for ughter as cash girl in the same establishment im. He said it had been his intention to let his ter continue her education thru the Normal coland then find a position as teacher in the city s. The raising of the standard of requirements owever, impressed him and his daughter as so unable that they decided upon another career. Haughter," he said, "has gone thru the grammar and knows as much as any woman will ever be ed to know. To be sure she will start with less - here in the store than she would get as a teacher st year, but I think she will be about even with orld by the time she is ready to marry. I mean me saving on her education and the money she is g these years will foot up to about the same thing few years of teaching after a long and expensive -ation."

father's information is interesting as giving a f some of the questions that enter into the adopa "life work," and also shows an effect of the demands made upon candicates for positions as

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be done in preparation, to draw out reasons for every thing. As an art study, let the pupils suggest th them feel that the school and the grounds are theirs. forms of the beds and arrangement. Try to mak

In the spring, let them select for píanting and gathe for themselves the shrubs or plants or flowers. Thes will supply a wide field of object lessons, the degree o minutiæ depending on the school. As soon as th pupils realize that all results depend on their ow efforts, attention and care will follow.

The results already proved of this work are the stimu lus to the artistic and moral nature that are impercept bly created and fostered. These affect the most squali homes, and will brighten the school atmosphere. Clean lier children in body and mind will be developed.

Awaken your community to co-operation, arouse th enthusiasm of yourself and your scholars, and th changed spirit that will come over the conduct and live of your pupils will amply repay you.

Economic Research.

A very useful and profitable way in which the oppor tunities of the Carnegie institute could be used is comprehensive investigation of existing economical con ditions. To collaborate the already published informa tion, eliminating all personal bias and co-ordinating the results, would be a work, not only redounding to it credit, but also practically beneficial to humanity.

Educational Meetings.

Secretaries of teachers' organizations are requested to notif the editor of dates of meetings and of election of officers.

NY, Prin. William A. Wheatley, Chester, president.
Oct. 18.-Orange County Teachers' Association, at Gosher
Oct. 18. Chicago Institute of Education, at the John Cre
rar library board rooms, at 10:30 A. M.

Oct, 18.-Brooklyn Principals' Association, Address by Dr J. M. Rice, editor of The Forum.

Oct. 23 25.-Rhode Island Institute of Instruction at Provi dence.

Oct. 23 25.-Vermont State Teachers' Association, at Bel lows Falls E. G. Ham. Montpelier, secretary.

Oct. 23-25.- Northern Illinois Teachers' Association, a Rockford. Supt. R. B. Hayden, Rock Island, chairman of executive committee.

Oct. 23.--Worcester County Teachers' Association, a Worcester, Mass.

Oct. 31.- Plymouth County Teachers' Association, at Hing ham, Mass.

Oct 31.-Franklin County Teachers' Association, at Shel burne Falls, Mass.

Nov. 14 New England Association of School Superinten dents, at Boston, A. J. Jacoby, Milton. secretary.

Nov. 20-22.--Northern California Teachers' Association, at Redding.

Nov. 28-29.- Massachusetts Teachers' Association, at Bos ton, Supt. L. P. Nash, Holyoke, secretary.

Nov 28-29.-Central Association of Physics Teachers, at Chicago, Charles H. Smith, Hyde Park high school, Chicago, president.

LAST WEEK OF DECEMBER.

Indiana State Teachers' Association, at Indianapolis. Southern Association of Elocutionists, at Atlanta, Ga. New York State Associated Academic Principals, Prin James Winne, Poughkeepsie, president.

New York State Association of Grammar School Principals, Orson Warren, Elmira president.

New York State Science Teachers' Association, Dr. William Hallock Columbia university, president.

New York State Training Teachers' Conference, Richard A Searing, Rochester Normal Training School, president. California Teachers' Association, at Los Angeles: A. E.

asunog success by the number s present, or by the amount of pended, or by other material I speak of success rather as e with which we have been able ■ money, industries, books into ving. ttendance.

ents enrolled this year has been O attendance has been 1,218. me from th rty states and terrireign countries. No one has urteen years of age. 1,337 of parded and slept on the grounds. ave given does not include the 's House," which is a primary n the neighborhood, and at the model and training school for ther does it include the 121 chool in town, nor the eighteen a cooking school in the town of ousands of colored men and reached and helped thru the

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he raises for his own consumption. His home and farm are models for other farmers. He not only raises cotton, but also corn and oats, vegetables, fruit, live stock, and fowls. He has a particularly fine peach orchard. Mr. and Mrs. Upshaw are leaders in the county Farmers' institute, and Mrs. Upshaw is also a member of the Mothers meeting which assembles regularly at Tuskegee town. Hundreds of such examples could be cited.

Nearly two years ago three of our graduates went to Africa under the auspices of the German government to teach the raising of cotton to the natives in the German colony of logo. The German officials were so much pleased with the work of these men that this year four more have been added to the colony.

Up to the present time there have grown out of the Tuskegee institute at least twelve schools of considerable size-I mean institutions above the grade of common public schools. One of these, the Snow Hill Industrial institute, at Snow Hill, Alabama, has 300 students, 25 teachers, 14 buildings, and property valued at $30,000.

at our graduates do. Let me giving three examples: A little of our graduates. Mr. Charles small school at Ruston, Louschool owns twenty-five acres of -house costing $1,200 had been school term has been extended nths, with three teachers-all nd 110 pupils. In connection k the students are taught agrig.

Pernaps the most important work that the Tuskegee institute, in connection with Hampton and other schools of similar character has accomplished, has been to find the most effective way to elevate the Negro, and at the same time to make him most useful to the community in which he is to live. This principle which has been demonstrated so thoroly at Tuskegee is capable of indefinite expansion; what is most needed is the means to work with.

All this has been done in a ar with money and labor conboth races in the community. arned the trade of blacksmithile working his way thru school. home in Greensboro, Alabama, 5 which he had borrowed. He bt a neat home containing four lacksmith shop and has all the it can do. Most of the work hite patrons. Mr. Thomas has ct of the people of both races. are a prosperous tailor and a h of whom also learned their nstitute.

t of Mr. Dennis Upshaw, who, e course here a few years ago,

Mr. Hoshaw began farming

Financial.

Since my last report there have been received into our treasury from all sources and for all purposes $341,401.09. Of this amount $1.6,64 29 have been used for current expenses, $46,78 have been added to the permanent endowment fund, and $150,203 95 for the permanent improvement of the plant in the way of new buildings, industrial equipment, improvement of the grounds, etc. The remaining $17,545.05 were given for various special purposes. The present indebtedness of the school is $5,887.52.

The endowment fund at present amounts to $299,759.02. 759.02. The investment of this fund is in the hands of the following named gentlemen as an investment committee: Mr. Wm. H. Baldwin, Jr., 128 Broadway, New York city; Mr. J. G. Phelps Stokes, 47 Cedar street, New York city; Mr. George Foster Peabody, 27 Pine street, New York city, and Mr. Robert C. Ogden, Tenth street and Broad way, New York city.

By following strict business methods and practicing rigid economy we have been able to do the work of the school at a total cost per student of about $72.

It will interest you to know that the year has brought us the largest amount received in the history of the school from white people in the South; $500 have come from Mr Belton Gi reath, of Birmingham, Alabama, and $1,000 from Mr. H. M. Atkinson, of Atlanta, Ga. Another interesting gift is that of $1,000 from Mr. Robert F. Baptist, of Galway, New York, a colored man and at one time a slave. The gift of Mr. Gilreath represents that of an ex-master; the gift of Mr. Baptist that of an ex slave. Our own graduates also remember the school with gifts each year.

I find that in some places the idea prevails that this is a rich institution, and that it is being supported by a few wealthy persons, or by some organization, and that we do not any longer need the small gifts of the many. This is far from true. We need the small gifts

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