know of the region mapped, as far as practicable. Make this a map full of detail. This is a very important map, as on it and on the manner in which it is made, will depend, in a very great measure, the value of all map-work hereafter. It is the first step from the known to the unknown and it is all-important that the known be made to explain the unknown. Make this work apply especially to your own locality, passing from your island, in case you are located on one of the smaller islands, to your province by such steps as conditions suggest. (B) Extend work as in paragraph (d), adapting it to the province. (C) Historical stories connected with the province. Get such stories from the educated Filipinos and from such books as you find available. (D) Commerce of your province. (E) Provincial officers and their duties and powers. With older and more advanced pupils this work and that indicated in paragraph (f) will serve as a starting point for the study of civil government. In civil government, as in all other studies, try to begin with the near, the known, and proceed from this to the remote, the unknown, by easy steps. Use books as a means, and not as an end. (F) Study the island of Mindanao as a whole-its valleys, rivers, highlands, mountains, people, industries, towns, political divisions, history, and commerce. Constantly try to make the children measure the unseen by the seen. Compare the unseen valleys, mountains, etc., with the seen as to size, etc. In this work, as in much which precedes, sand and clay molding will be found valuable aids to the imaginations of the children whenever it is practicable to use them. (G) Similarly study the islands of Samar, Leyte, Bohol, Cebu, Negros, Panay, and Luzon, in the order of their nearness to the experience of your pupils. Take into account in this commercial relations, migrations, and any other pertinent facts. Enter into less of detail as you get farther and farther from home. (H) Study the Philippine islands as a whole, their relations to one another in position and inter-island commerce. General divisions of population, as pagan, Mohammedan, and Christian, and as Visayan, Tagalog, etc. Largest cities and towns. Industrial divisions, as tobacco regions, hemp regions, sugar regions, etc. Ports of entry and foreign commerce. Inter-island and foreign steamer lines, their routes, and their relations. Latitude and longitude. Variations in climate. Points with which foreign trade is carried on, their distance, latitude, longitude, climate, peoples, population, etc. (To be continued.) diman of noner-cutting bv a pupil of a Minneapolis logical SCHOOL space to some of t in stirrin general pl The pe In every g thirty act center and ing mob or er recently was blown scious of a Yet twe tators, jeeri excitement, the twenty-t out to cheer great game. professional s living within from farther tant Honolulu 1. Love of is no denying 2. College Lo 4. General Love of 5. Worship of Phys 6. Intellectual Stimu lating to consider a few points of psychoegarding football excitement. THE as in the past devoted a great deal of of football; a tentative exposition of logical factors involved may be useful ter and deeper thought as to the hletics in the schools. to be considered are the spectators. e there are only from twenty-two to ipants. These haul and push, buck ids quite without regard for the howleachers. A well-known football playt from the time the referee's whistle e game was called he was never confrom beyond the side lines. usand, perhaps fifty thousand specting, punching each other in their they are quite as much in the game as ing giants below them. "Everybody eam,' is the watchword before the everybody comes, undergraduates and students, four-fifths of the graduates indred miles of the game and some (one Harvard man last year from dishat brings them all together? Spectacular; Mob-Excitement. There attractiveness of a big enthusiastic me with election night. Everybody -The strength of the alma mater nderstood only by those who have an Yale man has a fear that somehow rief if he is not present to cheer her ering, according to the testimony of as little or no effect upon the game; hat no loyal alumnus believes. Emotional Outlet.-Everybody likes an ch and to weep, to feel creeps and n and women who hardly shed a tear bereavement comes, weep copiously hen Harvard's star half-back is carA football contest is not a matter of at least, to the spectators-but they The emotional nature is, for the time on the screen of another existence. no longer John Smith, president of String Company, owner of an estate at New Rochelle, etc. He is for an dea; he is the Harvard spirit, victoriwell, the final score tells that. "I f the big games, every fall," said to ne of the Boston newspapers. "It That is why so many graduates go ter. Outdoor Sport.--Americans have come any game that takes them out into air whether as participants or as otball weather is productive of pneuas of exhilaration; but the enthua perfect afternoon. sical Prowess.-The reaction against as gone far-very far. Most people, have undisguised admiration for -the "Pawnee type" as Mr. E. P. he same instinct leads refined young ins upon columns of gossip about y reprehensible instinct, but it is ure. ulus.-There are men to whom the rs of the football field are as stimuI chess. The uninitiated spectator arme and legs but the knowing He shines forth as a popular hero "a very parfit gentil knight." His play is brilliant, his spirit generous. is never guilty of foul play, never exults over the vanquished. He may not be captain of the team but he is its moral leader. The crowd on the bleachers, to most of whom the other men are a mass, know this one by name and repute, for the newspapers have published stories of his pluck and nobility of character. "I shouldn't have gone to the game but I wanted to see De Saulles play." "It was Poe's work at end that I watched all thru." "Wasn't Shirley Ellis perfectly grand?" This is the kind of remark you hear after the 8. Social Reunion.- -All one's own kind are out at the football game. President Roosevelt is there; Timothy Woodruff is there. Each little man loves to feel that he is in the same crowd with the most prominent fellows of the land. He sees many whom he knows by reputation; others with whom he is personally acquainted. It's a jolly occasion. Psychologically an N. E. A. meeting is not so different. contest. These, I take it, are among the principal reasons why fifty thousand people will turn out to witness twenty-two young men maul and pummel each other. "Mob-Psychology" is a term covering the whole phenomenon. The frantic demonstrations of the spectators are those of a mob. It is the apotheosis of collective selfishness. "Is a man hurt on the other side?" "Thank heaven! it is one of their best men; that gives us a fighting chance." No trace of feeling for the poor fellow's suffering. Even when man is injured on our own side we do not sympathize with him, but with ourselves. "What a shame that he, of all men, should have been kneed! That diminishes our chances. Still we have a pretty good substitute." If the crowd's attitude is one of absolute selfishness, the attitude of the players is one of self-abnegation. They work almost automatically; for this their long training in team play has prepared them. The perpetually self-conscious man has no place in modern football. The player has only to do what he has to do with all his might. If he stops to exult, the other side gets the jump on him. If he breaks thru and catches the ball on a fumble, he may not pause to think of any glory that will be his when he plants it between the goal posts; he must just dodge thru the other side's back field, following the instinct of a cunning wild beast. Hard thinking as he has done before the game, during it he ceases to be a cogitative being. He and his compeers exemplify the dictionary definition of a team: "Two or more animals working together." After the great game self-consciousness returns in a rush. It is the regular thing for the vanquished team to cry like babies, while offering every possible explanation for their defeat. After the hair-raising contest at New Haven in 1900, when Poe made his famous goal from the field, the last thirty seconds of play, the Princeton team solemnly left the field singing the doxology; they wanted to be good because God had been so good to them. Sometimes, it is sad to say, the joy of victory does not induce so religious a frame of mind; tho it is usually the spectators, not the players who rush off to celebrate at the tavern, or the brothel. Now this, I take it, is the psychology of the football contest. Each fall we are bound to witness-thru the newspapers, if not with our own eyes-the sight of two contending armies cheered on by two opposing mobs. But why not put an end to the disgraceful exhibitions?" says the stern moralist. That belongs to the ethics of the question, which the editor of THE SCHOOL JOURNAL every autumn discusses with learning and perspicacity. Among the facts that every educator who tackles this problem- -it concerns the schools vitally--should bear in to supplant them, but it utterly. small part of a tremendous isness of the movement by the influence of thinkers he world-wide vogue of imdecay of theoretical dogma al militantism; in morals in literature by the substir repose. Whoever bucks dency, in whatsoever cause, th before he starts in. thusiasm tend to grow less e great games are now re1 their immediate friends, rial shows, has contributed ectionable features. 1 in this as in every other the function of the eduI to sulk, but to discern an who is entitled to write use he made of the Latin he answered: "None at all. blished in Latin for several = and phrases used in prene so far anglicized that a cessary. When in school I thod of pronouncing Latin, of my study is to make me so that my patrons who believe that I am a college st what use he made of the ess, and he said: "None. are now written in English, part of a druggist's knowlwhat use he made of Latin "Latin! Do you mean the is clique used in quarreling n senate? Yes, I studied it. Good English is good e." bred merchant what use he s; and he said: "Not any. long that my knowledge of dream." y lady what use she found tin is not the language of reign words admissible are why, if she found no use laughter,then in school, to se it is the proper thing to girls of her set are study it is, when properly taught, the most beneficial and practical study in the whole curriculum. I say when properly taught because, as very commonly taught, its practical benefit is very questionable. Some hundreds of years ago English was not written; then all laws, all learning, all books were written in Latin. It was therefore natural when scholars began to write English that they should use not only the Latin letters but the Latin grammar and the spelling which was indicated by Latin pronunciation as English scholars pronounced it. And this was done in every case except when essential differences of construction forbade it. Not only this but when an English word was wanting, those early scholars, and late ones too, transferred pure Latin words into the English tongue or made up Latin derivations by thousands to supply the deficiency, so that to-day nearly one-half of all English words are of Latin origin and nine-tenths of the constructions in English grammar are found in the Latin. So the Latin language may properly be called the mother of English. The benefits derived from Latin properly studied are threefold: 1. The primary meaning of over thirty thousand English words. 2. The mastery of English grammar. 3. The correct dictionary pronunciation of nearly all English words. About thirty thousand English words are either pure Latin transferred into the English or derivations made up from the roots of common Latin words and a few affixes familiar to even a Latinitaster, enabling him to know at once, without consulting a dictionary, the primary meaning of each, tho never seen by him before. It is not necessary for me to prove, since no one denies, that Latin-English and English-Latin translating is the most effective way of teaching English grammar. Indeed most scholars believe that no one can really understand English grammar without studying Latin. Whether the study of Latin benefits or injures one's ability to pronounce English words depends on the pronunciation taught. Since there is no Latin pronunciation known it may be pronounced in Latin compositions in any old way, and no one can say it is either right or wrong from a Latin standpoint; but for hundreds of years English scholars have pronounced it by the English method, which has been recognized and adopted by all authorities and standard English dictionaries whether academic, legal or medical; and any other pronunciation of a Latin word used in an English sentence or a Latin quotation used in an English composition is a mispronunciation and contrary to all authority (see Allen & Greenough's Latin Grammar, page 11, or any dictionary). Not only does the English method give the correct dictionary pronunciation of about thirty thousand words transferred or derived from Latin but it also gives the pronunciation of all English words not Latin except a few from other tongues and some very common words which were mispronounced so long that the mispronunciations became standard. These common words, being in every day use, can easily be learned from usage and the dictionaries; and the uncommon ones, which cannot be so learned may be pronounced by the English rules. Hence the knowledge acquired from pronouncing Latin by the English method is the most practical and valuable of all benefits acquired from the study of Latin, for it is the English method of pronouncing English, as well as the English method of pronouncing Latin and whoever masters it is practically a master of the pronunciation of English words." Yet, notwithstanding these facts, within the last few 1 Wm. T. Carring Thre Latin by the rul 1. It is more 3. It is some public sch colleges. All of which r parison with tho like a waste of ti people take them may like the so many or more lo language that is of commerce and 2. It is undoub pleasantly by the may be just as ea Besides, a knowle to anyone except born, not made, schools. 3. The Italians doubt speak more at all the same. the boys and girls of to-day pronoun must use, than it nounced them nea practical use woul if it could be disc proximate it at su tunity of masterin any additional st pronunciation of I be exchanged on ful ideality? method not only f H lish words, but it thousands of Lati language as well a compositions. words after leaving As pupil who learns o to properly quote This was illustra the high school L Quo V Missouri. Alfred H. Bayliss, Illinois. Orvis Ring, Nevada. tate Superintendents who were re-elected this week by flattering pluralities. being descendants of the Latins no like them than other nations, tho not But, is it not of infinitely more value to of to-day to know how the dictionaries e the thousands of Latin words they ; to know how Caesar (Ki-ser ?) proly two thousand years ago? Of what the ancient pronunciation be to-day vered? Then why try to merely aph a great cost as omitting the opporthe English pronunciation without dy or extra time? Is the correct nglish of so little value that it should ven terms for a mere worthless, harmrmful, I say, because the Roman ils to teach the pronunciation of Engteaches pupils to mispronounce the words transferred into the English ; all Latin quotations used in English these are the only uses made of Latin school, it follows, practically, that any ly the Roman method will be unable or use any Latin word or sentence. ted in my town a few years ago by But kik-er-o or bronchitis bron-ke-tis in like situations. then, the poor girl, tho a college graduate and a teacher of Latin, had never learned the rules for pronouncing English, and the words not being in the English dictionary, how could she comply with her Latin grammar which in effect said (tho teaching the Roman method) that Latin words and quotations in English compositions must be pronounced by the English method? What ought we to say of such a method and such a teacher? (To be continued.) MBER 8, 1902. ed for Schools. plain to every teacher, that the co-operation of the home is needed. The most recent step toward the realization of this idea is the plan of Mr. James Speyer to erect a building at 84 and 86 Lawrence street in New York city at a cost of $150,000. The first floor will contain the on has been widely and office, library, and reading-room; the second and third will have class and recitation rooms; the fourth will be devoted to manual training; the fifth for bed and living rooms for the teachers. Iress before the Connec set forth some of the ol education in this counvas to render his argulabor strikes and other zess in the realization of d by the common school. ations presented in the eater exertion in provid- education. very readily seized upon sufficiently spicy to wars. The intended moral, that might not appeal aders. - Hampshire Association, these columns, received apers. Its purpose was uccesses of popular eduly rejoice in, and thereby ole to greater expenditure enumerated some of the nancial support is absohat the sanitary and esht to be constantly imexpert superintendents ortion of male teachers The number of pupils 1. The teacher having be provided an assistant. retiring allowances are does not permit of the faithful teachers is unof annuities involves inis an absolute need of it. far was that showing the e importance of having a s each year more clearly vision is responsible for he common schools. To vill demand a higher salmoney paid him reprethe pittance doled out to an unwise charity pracpayers and the children. f enough on this point. word of his that emphas that the leaders among pressing upon the people I encouragement. his pleas for an enrichcourse, and the earlier eaching. But of these •hed upon by him Tun The special point will be the work done by the teachers among the parents of the pupils; they are to visit the parents, form clubs, have evening classes, draw in both parents and pupils to social gatherings so as to train in manners. This marks a long step towards the realization of the plan, so earnestly advocated in THE SCHOOL JOURNAL, for making the school the social center of the community. The Speyer school will aim to reach the parents to provide for them as well as for the children. The great mistake of our present school system-leaving the parents out of the account-will, at least in a measure, be overcome. The writer, after listening with great interest to some special exercises in a girls' department, some months since, remarked to the principal that an excellent moral lesson had been impressed upon the children. "There is no telling," was the reply, "how all those fine feelings. will be dispersed as soon as they breathe the home atmosphere.' It was with the hope of conserving in the home the work of the teacher, that THE JOURNAL proposed, several years ago, that there should be a home adjacent to the school building to be used as the residence of the teachers the very idea incorporated with Mr. Speyer's noble benefaction. At the time the proposition met with general disapprobation. Said one principal, who lives not only out of the city but in another state: "I couldn't be hired to live in the vicinity of my school, it's too wicked a place." But the youth he gathered about him each day were compelled to live there and imbibe its wickedness. The erection of the Speyer institute is to be hailed with joy. Such institutions are far more needed in this city, in our opinion, than the numerous libraries for which Mr. Carnegie has made his princely gift of ten million dollars, productive of untold good as those libraries are certain to be. But even with the building and a sustaining fund Mr. Speyer's expectations will fail to be realized unless men and women of just the right caliber are selected for its management. In the early days of the New York public school system some of the teachers received but fifty dollars a year; the great majority undertook the work because they were doing good. Altho the laborer is worthy of his hire the purpose to do good must underlie the efforts of every successful teacher in such a school as the Speyer institute. It is to be hoped that Mr. Speyer's noble example will be followed by many who have money which they wish to employ for the good of others. It is probable that more than one rich man, from the short-sighted conclusion that there were people's schools enough, has given his money to some college or university. Employing a deeper insight Mr. Speyer has seen that the public school is a true beneficence in proportion to its elevating influence on the children and on the parents. སྐྱ The change from the old type to the new gave rise to unforeseen difficulties necessitating the omission from this number of several articles and papers intended for apparent to out not thin of this under they hear them push into a hig requisite know several months That a good but wise ones educate? Som well and don't quence; that is great question machine. The moment its sup not say all its few criminals 1 The increasing ask for a newsp knowing how to |