cities. All cannot build on the plan of the Braton school down in southeast Nebraska. Some will do much better than they have done, others will build less, but to act on the idea is the job of each community.

The greatest force today for betterment of the rural school is to be found in the farmers themselves, when aroused and organized. The The two

greatest organized forces are The Farmers' Educational and Co-operative Union, and the Grange.

These are truly organizations of country people, and through them the farmers are solving their own great problems. In this work they should have the co-operation of all. The result of the movement will be to restore, for the welfare of all, the educational, social, and economic balance.

-Frank L. Stanton.

The author of the charming story, "Daddy Long-Legs," has told her countless readers that the object of a certain orphan asylum was to make its ninety-seven orphans ninety-seven twins. A similar charge is often laid at the doors of the modern high school. Be that as it may, the real teacher tries to make his ninety-seven charges as many distinct individuals.

Debating is not a panacea for all the ills to which the schools are heirs. It is, however, an important factor in the solution of one of the most difficult of all pedagogical problems, namely, the development of individuality or personality.

What a weary, stale, flat, and unprofitable world this would be if all the people were just alike. On the other hand, what an intensely interesting world it is since all the people are different. But the differences are too slight. Too many children are cast in the same scholastic mould. Too many teachers consciously and otherwise stamp their pupils with a kind of pedagogical trade mark. Some teachers, too, have forgotten that education is a drawing-out process and not a grafting-in process. No one was ever educated from without. Mark Hopkins, on one end of the log, was a university because he knew how to find what was in his pupil at the other end; and having found it, to educo, or unfold, what was latent there or at best only partly developed.

We are making honest attempts to cultivate the power to reason. In many instances the sensibilities and emotions are intensified and refined. Memory and perception have their day. The hand is taught to show its cunning; but where,

or how, or by what methods do we definitely cultivate personality?

Lincoln was one of the greatest men of all the ages, the pride of our land and hearts. If you divide his greatness into all its factors, you will find a match for every one. Wendell Phillips may have loved the slave as well as he. Milton's passion to be free was every whit as strong. Webster's thunder quite out-Webstered him. He was outshone in dignity by Washington, outgeneraled by Grant. There have been and are thousands at whose feet he might have sat to learn of books and men. His matchless sympathy was excelled only by that of the Matchless One.

But these elements were so blended in him that after one has accounted for them all, there still remains an indefinable residuum, which we call personality, a magnetic, dynamic, undying mystery. Because of this unusual blending, he stands out mountainlike against the sky. Because of this same attribute, every interesting, worth while character, every genius, every leader, stands out. Surely this mystic precious power, the gift of heaven, is worth some care.

Argumentation, as I have said, is not a cure-all. It is, however, one of the most potent means to a consummation devoutly to be wished. Not every immortal harangued the million, but doubtless in the secret arenas of their souls they argued pro and con, fearlessly seeking after truth, though it were hid i' the centre.

Just what has argumentation to offer? Literally the word debate signifies to break down, but the derived meaning lays emphasis on the building up of a wall of reason or logic rampart

"Cannon to right of him, Cannon to left of him, Volley and thunder."

Perception, memory, self-control, courtesy, imagination, and all his infinite faculties must be eager to serve, though they only stand and wait. His trend of thought, his opponent's watchful eye, the honor of the school, his reputation among his fellows, the fickle prize, the nausea of defeat, and even welcome victory are tugging at his brain and heart. Then, too, the flood of facts he has gathered struggle for expression, and he must say nay to all the unimportant ones and set off the good with the added emphasis of well chosen phrase and with a vigor and grace of expression. His body, too, must aid his mind by its every gesture, and its buoyant mien.

These qualities are all plus or positive forces, and distinguish the strong personality from the weak. No other exercise so surely as argumentation, not even athletic contests, can so draw out every noble impulse or so test every power. The school boy likes to win. That is the way he is made. He stands on mount of challenge to all the world. He thrives on conquest, revels in victory, laughs at defeat, and longs for another chance to try. Success is always winging just beyond his grasp. These positive traits make youth attractive, life worth while, and crown. humanity with its finest victories.

Such virtues and enigmatic faculties, to be sure, even though they have no tongue, will somehow speak with most miraculous organ. We may say good-bye with tears, and ask for bread with out-stretched palms. We may curl the lip in scorn, or grow eloquent with a sigh. However, the debater must use his tongue.

When I was a boy I got a rather bad impression of the tongue by reading the Book of James, and besides I had a great many personal experiences that led me to think he was right, especially when he wrote: "Behold how great a matter a little fire kindleth." I wonder at the eloquence of his pen when speaking of an evil tongue; and I wish he had tried it on a noble

tongue. There are still tongues set on fire of hell, but I am glad to believe there are tongues of heaven, too, and it is of them I write.

The minister's looks may adorn the venerable place. Webster could control his audience with his face and eyes. The personality and Christlike character of Phillips Brooks was like a benediction. But we are not always able to see the preacher's meek and unaffected grace. Not every orator has an eye like Mars to threaten and command, or a bearing like the herald Mercury, new-lighted on a heaven kissing hill. We are told that secret laughter sometimes tittered around the place when Lincoln began to speak, but the fools who came to scoff were soon lost in wonder and admiration when his thoughts were clothed in words. Even in the case of those who are most goodly to look upon, truth prevails with double sway when it finds a tongue in speech. There are times when silence is golden and words are weak-winged, yet words make schools and reforms possible, and a much larger proportion of this manner of conversation than we think takes some form of debate. Even if debating were narrowed to its strictest limits, its influence on all forms of oral expression would justify its existence in the schools.

What is salesmanship but the practical application of the rules of argumentation to the selling of one's wares? There is not one faculty that I have mentioned in connection with argumentation that would not stand the salesman in good stead. A sermon is a brief to show that right is better than wrong. The average politician under the flattering guise of truth, the teacher in his noisy mansion, the lover underneath the hawthorn's fragrant shade, and the dreamer pleading for reforms before their time, are but debaters all.

Fifteen years ago we were told that the press multiplying Chautauquas and lecture courses, the was robbing the platform of its power; but the increased attention given to debating in colleges and secondary schools would indicate that the press is not the only forin of public utterance.

As long as men live they will like to hear and to be heard. The child's "Tell me a story" and its lullaby sweet and low, maturity's virile bass, age's childish treble and the gentle voice of women will never lose their charm. Every great cause will need its tongue of flame. The mother's "Hush, my babe," the "father's admonition" due, the poet's prophecy of peace, the orator's philippic hurled at wrong, and the patriot's plea, will find response in all the years to come.

There is no faculty beside debating so intimately associated with every phase of our minds. and souls. There is almost no other subject in the schools to which so little consideration is given. The average student's recitation is a kind of shred and patch affair at best. His broken, half formed, imperfect sentences are unintelligent to half the class, and by way of contrast remind one of Shakespeare's "trippingly on the tongue." Perhaps the dean of poets, if

alive now, would write "If you mouth it as many of our players do, I had as lief the high school student spoke my lines."

The so-called exercise in elocution is a kind of beating the air, cut and dried affair. No one comes back at the speaker who merely declaims. Besides, his style is stilted and unnatural. He is at best conning the words of another-words spoken in a setting which it is impossible for him to reproduce unless he has a rare imagination. He is thinking, so to speak, in the tracks of another, and aping a style that may be disastrously foreign to his own. An ape must always be an ape. He can't be anything else. One reason

IN MONTANA

It is as impossible for anyone to have the faintest glimmer of appreciation of one of these new states, who does not know it, as it is for one who does know it to transmit his appreciation by voice, pen or picture.

The part played by the mosquito, East and West, is interesting. The first published account of the Boston of the New World prophesied great things for it as mistress of the New World, because on a peninsula it was easy to defend itself from wolves; having no rocky hills it had no rattlesnakes, and as it was surrounded by salt water there were no "muskeeters."

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The first report made by those who came Montana with the Lewis and Clark expedition

reported grave doubts as to the future of this country, because of the grizzly bears, rattlesnakes and mosquitoes, worst of which were the mosquitoes. "Our party would rather meet a grizzly bear any time than a swarm of mosquitoes."

What would those men say today of Montana in her majesty? Near the point in Montana from which the grizzly bear story was sent out I sat at a banquet beside a man who had 100,000 head of sheep feeding safely on the mountain sides up the valley, as we feasted in the city below.

Readjustments from grizzly bears to lambs are no greater than those social and civic, industrial and financial, moral and educational readjustments which are making Montana one of the best states in the union for home, fame and fortune.

Some months ago, after three remarkable weeks in all parts of the state, we called attention to the superiority of the public schools in many of her cities; now we would emphasize the readjustments in her educational institutions.

It is highly amusing to read certain opinions of men whose life has been in the East when they make a brief survey of conditions with Columbia, Harvard, or Johns Hopkins as a background.

To one who has been studying the university, college, and normal school from their birth, from grizzly bear political days, when life was not worth living even for a week in Montana if one did not declare himself and get into the camp of the universityites, collegians, or normalites, the present conditions seem quite heavenly.

The mere fact that there can be a chancellor of education, who can recommend presidents, faculty members and building programs for all four institutions, is a condition of things as wonderful as the pasturing of 100,000 sheep on the preserves of the grizzly bears.

To insist that the chancellor of education shall satisfy every past, present, and future professor of all four institutions, all architects, contractors, and like complaining because mosquitoes still make a builders, all newspaper and job printing plants, is stampede every August evening of an irrigation day.

Peace is as sure to reign within as prosperity is to come to all these institutions. A political tantrum that would restore the old wrangle-days might please those who profited by the wrangling, but the saloon and the brothel will come back before the educational turmoil will be restored.

A good example of the vigor of Montana educationally is the way in which the educators led all other states when President Wilson suggested activity.

Immediately from the State Agricultural College at Bozeman there went forth in relays the entire faculty and bodily the entire senior class, until there was a demonstration and enlightenment meeting within easy reach of every family in the state. In all, more than 400 meetings and classes were held, in each of which there was a special message for the men, for the women, for the children. And when these details were carefully looked after there was one thoroughly patriotic address for old and young alike, a speech in which the soaring of the eagle led to the roaring of kids.

Dillon and Missoula have had less opportunity

to be spectacular in this emergency than has Bozeman, but their service is no less genuine.

Both the State Normal College and the State University led in the response to the Red Cross appeals. At Dillon the full allotment was raised in three days under the leadership of President J. E. Monroe, who by the way is in all respects, by all the people of Southern Montana, regarded as "the first citizen" of the valley.

At the State University so carefully was the

plan worked out that Germans ard Japanese alike responded.

A university professor went to a Japanese settlement, to men who were tilling land of which they could not own an acre, such are the laws, and yet they joyfully collected $50 for him to take back to the Red Cross officials.

Nowhere between the seas is the dominant influence of educational leadership greater than in Montana.

It has been said, "History enriches literature, it explains civil government, it justifies social institutions, it gives character to art, speech to architecture, and accompaniment to music. It teaches a thousand years of progress in a single arch or column, and unfolds the story of a race in the meaning of a word. It lifts the vision to a mountain top, and there points down upon the moving ages."

School journals and history magazines contain articles on "What history should be taught," "Its place in the school curriculum," and "When to begin the study of history." These are important questions, worthy of consideration and thought, but I wish briefly to consider "Why Study History?"

First-We study history for the pleasure to be derived from it. In travel we have before us an everchanging kaleidoscope of picturesque beauty; so it is with the pleasurable study of history, ever changing and revealing the mysteries of civilization.

Second-We study history for the knowledge obtained by it. Consciousness of one's knowledge and understanding inspires confidence and adds to one's pleasures.

Third-As a means to the better understanding of ourselves, history teaches a man his smallness when compared with those of greater capabilities. Fourth-To broaden and stimulate our interest in humanity. "A touch of nature makes the whole world kin."

Fifth-To develop the ideal of greater efficiency as citizens. President Edwin A. Alderman has said: "Scholarship and knowledge fulfill themselves only in service to men." The study of history should produce intelligent patriotism, judicial caution and obliterate partisan arguments.

The character of the work done, both by teacher and student, depends upon the standard which is adopted and this again depends upon the interest; hence high ideals, the constructive rather than the destructive thought, are essential for successful presentation and accomplishment. Courses in history should tend to establish habits of correct thinking and intensive methods of study.

There are historical problems to be worked out, the same as in mathematics, which require clear thinking, and unless the method of instruction

establishes and makes clear the solution of the problem, the true value of the study of history is not evidenced. Grant, in his military career, solved many serious war problems. His capture of Vicksburg was a problem which he worked out with irresistible determination. The Missouri Compromise and Kansas-Nebraska Bill were attempts at a solution of a great problem.

Securing and holding the attention of a pupil is the history teacher's problem, but the story is one of the easiest solutions.

History story telling should begin in the first grade, gradually increasing in extent and difficulty. These stories told by the teacher, or read and reproduced by the pupil, according to grade, furnish a foundation for successful work, not only in history but in English composition. The average story for little children should be a hero story. It should be simple, not too long, but full of human interest and alive with action. The story teller must picture accurately the details of action, form, feeling, color and word. These are dear to the heart of the little child. For first grade, tell stories of Indian life, given during the Indian Summer period of the school term; Thanksgiving and Christmas stories at the appropriate times, stories of Washington and Lincoln, of Daniel Boone, telling of the primitive life in America. Make the application of these stories through hand work and dramatization. Make a wigwam, weave a mat, make miniature snowshoes, moccasins, bows and arrows, representative of of Indian life, the historical George Washington hatchet, or whatever is suggestive of the story told. Dramatize these stories, letting the imagination of the child have full sway. I have seen these suggestions made applicable and results were a live interest and a basis for future history work.

With older children in beginning the study of history from a textbook, I have aroused their interest by getting them to ask questions at home as to ancestor, father, grandfather, uncle, etc., who has had experience in frontier life or in the Revolution or Civil War. Perhaps there are historical landmarks in the community or relics in possession of families; seek these out, thus bringing the pupil into actual contact with the historical past. Show him that he, himself, is living in a history-making period; that he is a part of a great whole,

The dependence and reliance upon one textbook is severely criticised by the modern and progressive history teacher. Textbooks are written for one age while the pupils live in another.

It is wrong to send pupils forth into the work-aday world without knowledge of American government, of present-day conditions, of the forces that have destroyed monarchies and set up republics, of the powers that make for intelligent and true leadership, so much needed today, with less knowledge of the twentieth century than of the fifteenth. In the words of Lowell: "There is nothing less profitable than scholarship for the mere sake of scholarship, nor anything more wearisome in the attainment."

The enthusiasm of the live teacher, the telling of an illustrative story and the guiding to the right sources for information, cannot fail to arouse the interest of the pupil.

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The biography of men closely identified with early American history cannot be overlooked in class work. George Washington, Samuel Adams, Patrick Henry, Alexander Hamilton, Andrew Jackson, General Grant, Abraham Lincoln names of those concerning whom every student should have specific knowledge. It was their high ideals of justice and their intelligent determination and perseverance which won for America its position today as a world power.

Geography and history naturally correlate, and even if taught as separate subjects should be considered one great whole.

"So much is certain: History lies not near but in nature."

The Atlantic Period of American history was brought about by the maritime movements of England. Fear of Spanish and French ships was the cause of her explorations along higher altitudes, but the harsh climatic conditions prevented

permanent settlements. The distribution of transAlleghany population in 1790 was in close touch with the western highways. Nashville was the result of the Cumberland route; Kentucky was born of the Ohio route. The geographical distribution of the early Kentucky population brings into relief the home-making motive in striking contrast to the purely trading instinct which determined the location of the French settlements across the Ohio to the north.

In Portland, classroom libraries, selected by teacher and librarian, are sent to each building. Branch libraries are located near the outlying districts and pupils are encouraged to use these branches. From aroused interest pupils have used the library sources for reference work, and books and magazines have been brought into classes showing intelligent selection. It has been most gratifying to me to note the growing willingness on the part of librarian, teacher and pupil to work together in bringing the knowledge of good books into the classroom and school. Historical pictures of the periods of history studied are valuable aids and the school department of Portland's library has taken interest in selecting and mounting such pictures which are loaned to individual

teachers.

It seems fitting to speak of the necessity of teaching the youth of today the essential friendship of nations. The younger members of the present generation are the future law-makers of this country, and they should be and can be taught, not merely patriotism, which in its abstract sense means simply love of country, or the achievement of military success or power, but they should be taught humanity, brotherly interest and honor, justice instead of love of self. The horrors of war may well be an illustrative lesson on the benefits of peace and forbearance.-Read before the Departmental Congress of Libraries, N. E. A.

Mrs. Ella Flagg Young has returned to Chicago for the winter and is living at the Parkway Hotel. Her plan is to devote herself to the completion of a book on "The State and the School."

George E. Farrell of the States Relation Service of the United States Department of Agriculture is one of the most efficient leaders of the country in instructing the women in city and country in school and in clubdom, in the best ways and means of conserving foods when prices are low, for use when they are high. He is one of the clearest and most skilful teachers of canning and drying we have heard, and he is as inspiring as he is instructive.

John M. Mills, long-time superintendent of Ogden, who spent last year in the schools of Gary, Indiana, with William Wirt, has accepted the superintendency of the Granite District of Salt Lake County, Utah, succeeding C. H. Skidmore, who has gone to Brigham City. Granite District is virtually a part of Salt Lake City, and Mr. Mills and his intensely progressive spirit will be appreciated.

Miss Anna M. Vaughan of Evanston made the greatest imaginable success of educational games and community games in the Cook County, Illinois, institute this year. In the language of the county superintendent, her work was a "howling success." Miss Vaughan doesn't spend time arguing about the value of games in school or in the community, but she has the teachers play games. She gives enough directions for the teachers to recall them, and then they "play the game." In five days of three demonstration hours a day, in the great gymnasium of Chicago Normal College, she taught sixty games for school or community centres. Many of them were of her own creation, with music written for the games by S. B. Davis of the University of Pennsylvania. We have never seen anything in institute leadership along any line that was a greater success from any standpoint than this work of Miss Vaughan. To one who usually sees the "game program" exhausted at a "sociable" with four or five traditional games, it was a revelation to see teachers actually masters of sixty games covering all the activities, educational and social, of school and community.