their admiring interest than was she, and whoever reads this book—and every teacher should read itwill not wonder at her success with newsboys or with the audience to whom she tells her story.

Although the book has the newsboy as its bait it is a study of various ways and means of transforming street boys into industrious, reliable, worthy, manly citizens. It is a book that no notice can do adequate justice.

It is really a modest presentation of a great series of achievements by a notable woman in connection with one of the best school systems in one of the most interesting cities in the United States. AUTHORS WHO ARE A PRESENT DELIGHT There have been several semi-official patriotic appeals recently for the magnifying of present-day American authors, especially of those who write in a literary vein. As frequently, the Journal of Education was ahead of the demand, for in its columns, as nowhere else in the world, are appearing from week to week most delightful articles on "Authors Who Are a Present Delight," by writers who are a present delight.

America has had a few relatively great authors like Bryant, Hawthorne, Emerson, Longfellow, Holmes and Lowell. Times and conditions greatly

favored those men.

There are men not yet in the Hall of Fame who are likely to go there, like Poe and Whitman. There are several men who might have been great but seem just to have missed it, like John G. Holland, N. P. Willis, Thomas Bailey Aldrich, John T. Trowbridge, Eugene Field.

All of these and many more were eminently delightful in their day. Never were there as many men and women receiving so much money per word as Never now. were there as many persons reading as enthusiastically so many writers of their day as now. Teachers should know something of these writers.

THE BRADY SCHEME

W. L. Hughes of Brady, Texas, has put his high school on a new basis with some most suggestive features.

His statement briefly is as follows:

"The high school is to offer the traditional subjects such as history, mathematics, Latin, English, a modern language or two, household economics, science, etc., and in addition, blacksmithing, salesmanship, shop work, including repairing of automobiles, Sunday school work, music, carpentry, mechanical drawing, telegraphy, stenography. The fact is we are offering credit for any work outside of school provided it has educational value and is leading toward a vocation.

"Now, a great deal of this work is to be done outside of school, in fact nearly all vocational work is done outside of school.

"Stenography is studied in school but no credit is given until the student proves his ability to hold a position and can get a recommendation from his employer.

"The telegraphy students get their actual training at the Western Union office and are given no credit until they show proficiency enough to hold

a position with the Western Union Telegraph Company.

"Cooking and sewing are done at school but must be followed up with home work along the same lines.

"All students must be in school at least half the

time, and all must offer four years' work in English."

As will be readily seen there are several phases of this work that have great possibilities.

EDWIN MARKHAM HOME-LANDMARK Edwin Markham is a graduate of the State Normal School, San Jose, California, and lived in San Jose for twenty years, at 432 South Eighth street, where he wrote "The Man with the Hoe."

Under the lead of Professor Henry Mead Bland of the San Jose Normal School this residence is to be purchased as an Edwin Markham HomeLandmark by money raised on the dollar gifts of the admirers of the poet, essayist, and scholar. Send your dollar to Professor Bland, San Jose.

Dr. James Parton Haney of New York City says: "In the public schools of New York there are over 800,000 children. This army would take more than three full days to pass a reviewing stand, with regiments 1,000 strong passing every six minutes, day and night."

Walter C. Wilson, the new principal of the Pasadena, California, High School, established an innovation this year, which is that students might register by mail. This did away with the long lines of boys and girls awaiting their turn.

Mr. Spaid, who succeeds Dr. Wagner as state superintendent of Delaware, knows the conditions in Delaware as well as any man in the state, and no one could be more devoted to the interests of the state in school or out.

Every schoolhouse architect should be required to swear to a statement that he has no prejudice against the one-story plan of schoolhouses.

Here is a worth-while slogan proposed by the St. Paul Pioneer Press: "St. Paul, the City of Best Schools."

Milwaukee will not reduce the opportunities to learn German in the public schools.

The intense popularity of Colonel Roosevelt is one of the events of the world war.

Department of Superintendence, Atlanta, Febuary 25 to March 2.

THE END OF THE SESSION. The special war session of Congress, which began on April 2 and ended on October 6covering 188 days in its deliberations-was the most memorable in American history. It witnessed the entrance of the United States into the great war, and the enactment of a great mass of war legislation. It provided for raising, lending and spending nearly twenty billion dollars. It instituted the system of the selective draft which will bring millions of Americans into the ranks. It atoned in haste for the reckless unpreparedness of the past by planning for huge fleets, vast numbers of airplanes, and great armies for overseas service. What is perhaps most significant of all, it was attended by a singular absence of partisan feeling, and a general concentration of energy in support of the administration and the effective prosecution of the war. There was, to be sure, a handful of "wilful men" who went to the verge of treason in their opposition to war measures, but they were few in number and feeble in influ

ence.

STRIKING BACK.

With the residential sections of London sub-. ject to almost nightly raids by squadrons of German airplanes, it is not surprising that the demand for reprisals in kind should grow more insistent. Humane sentiments have hitherto restrained England from retaliating; but, as the air raids have intensified in number and frequency, the need of a changed policy has become clearer. It is plain that nothing will check these manifestations of German ferocity short of similar air attacks upon German cities. France has already entered upon a policy of reprisals, and England will have to. Repulsive to all humane minds as is the extension of the horrors of war to undefended cities and helpless women and children, the only possible restraint upon the German policy of "frightfulness" appears to be the knowledge that, if persisted in, it will be turned against German cities and German civilians.

A COMPLETE EMBARGO.

Great Britain has followed the example of the United States in proclaiming a complete embargo upon all shipments to the northern neutrals of Europe, with a view to cutting off supplies from the Central Powers; and it is probable that France, Italy and the other Allies will follow suit. This policy involves the abrogation of existing trade agreements, and will inflict great hardships upon Holland, Sweden, Denmark and Norway. But these countries have been serving as depots of supplies for Germany and Austria, in entire disregard of the obligations of neutrality, and must pay the penalty. There is actually no need of evidence upon this point further than that which is afforded by the trade statistics of the last three years. The one thing essential to an enduring

peace is the complete defeat of the Central Powers; and the Allies cannot afford any longer to tolerate the feeding and munitioning of their enemies by neutral hands, through trickery.

AUSTRIA'S WAR AIMS.

Only a minor interest attaches to the statement of Austria's war aims, made at Budapest by the Austrian Minister of Foreign Affairs, Count Czernin, because it is Berlin and not Vienna which shapes the policy of the Central Powers. Yet, Count Czernin's declaration for peace without annexations or indemnities is encouraging in a way, as indicating an approach to sanity. So, also, is his statement that complete disarmament is the only solution of the present difficulties. While a return to the armament status of 1914 would be a great reduction from present conditions, there would be no meaning, he argues, in not going further and abolishing war fleets and reducing land armies to the level required for maintaining internal order. At present, and probably for years to come, this is only a dream, but if it could be adopted as a definite aim, this would be a different world to live in.

THE SUBMARINE TOLL.

The toll of the submarines varies from week to week, but it is encouraging to notice that, on the average, it is materially less than in the early months of the unrestricted submarine warfare. In February, when the new policy was inaugurated, the German officials confidently predicted that it would "bring England to her knees" in three or four months at the outside; but eight months have passed, and the ratio of British losses is diminishing, and new construction rapidly increasing. The losses for the week ending October 1 were the lightest since the war began--including only eleven ships of more than 1,600 tons and two of less than 1,600 tons. For the month of September the losses were only seventy-four ships, as compared with 153 in the month of April. The extended use of armed convoys accounts, in part, for this improvement; for, in the week ending October 1, sixteen submarine attacks were beaten off.

THE IRISH OUTLOOK.

Both in Ireland and in England there is increasing hopefulness as to the outcome of the Irish convention. The secrecy which is preserved regarding the discussions is annoying to those who would like to know what is said and done from day to day; but it works well in securing a frank expression and comparison of opinions. The most authoritative word regarding the deliberations of the convention is the recent speech of the chairman, Sir Horace Plunkett, at a luncheon at Cork, in which he said that the convention had made him hope as he never had hoped before that he should live to see a

Continued on page 362.

CIVIC PRIDE AND PUBLIC SERVICE [Addison L. Jones, superintendent, West Chester, Pennsylvania, is developing civic pride and public service in pupils in an unusually effective way. The following letter handed to every pupil in the city worked wonders.]

The school board, the superintendent and teachers are very desirous that our city shall have a reputation for good order, beautiful homes, clean streets, and well kept house yards. and alleys. There are more than two thousand in the schools, an earnest, energetic, stirring crowd of young people who can help greatly in making the town more admirable and more healthful. If every one in the schools will do what one person can do there will be two thousand assistants in a project of greatest moment to us all. Such an army working for our best interests will bring about great changes that will make this the cleanest, healthiest and most beautiful place to be found.

Here are some suggestions as to ways in which every one can help the movement to make ours a town beautiful:

If you have paper, fruit skins, or anything else to throw away while on the street, wait until you come to a waste box at the corner of the street, and then put this material into it. The council has placed a few of these receptacles at convenient places, and it will surely purchase more of them if we show that we need them.

Many streets are made attractive by well kept grass plots on each side of the pavement. Help to keep these beautiful by using only the sidewalks.

Spitting on the sidewalks is a menace to the public health, as well as a most disagreeable habit. Cultivate such a strong sentiment against this that every one will observe the law in regard to spitting, as we find it in all comAt the home, help your parents in munities. seeing that all ashes, rubbish and garbage are put into cans, so that the workmen can remove them quickly.

MOTIVATED READING
Continued from page 349

the listener get the thought.
her greatest error."

This seems to me

How strongly this mother reinforces the work of the teacher whose favorite quotation to the class is: "Speech is silvern, but silence is golden."

The pleasure this plan is for both parent and child is voiced in this simple, sincere note: "I enjoyed hearing Sarah read. I think she improves each time. The story is interesting, and she reads it with a great deal of expression. She enjoys it as much as I, and she likes to have me hear her."

The following shows that the parents are humanly curious to know how their comments are received: "Joseph read to me last evening and this morning. He holds the listener's attention and reads with feeling, and changes his voice to suit the characters." And then with charming frankness she added. "I would appreciate your opinion on my criticisms."

"DENATURED HISTORY"

Under the above head, and over my signature, was published in this Journal ten years ago a brief discussion that seemed to meet the approval of numerous teachers. The idea was that History in reality is the essence of life, but as taught it is a body of death.

Since that was written, I have left the schoolroom for the law, but I have continued to enjoy the reading of History. It is as fascinating as any fiction, and a tonic to the mind at any time.

The other day, my eight-year-old son told me that one thing he knew he would enjoy all through school, is History. I was glad to hear him say it, but after deliberating over it, it made me sad.

His idea of History is based on what I have told him of Columbus, Daniel Boone, George Washington, Napoleon, Moses, Joseph, Caesar, and the rest of them. What is he going to think when he faces the usual routine some years hence, and is informed by a teacher that History is a mass of facts and figures, dead, dead, dead? I wish I could do something about it.

Why is this thing as it is? Bacon truly said that History makes men wise, and there is no mental uplift to be compared to it, and yet we literally murder it in the schoolroom. I have been looking lately for some book called History which is an exception to the thing as I see it, but so far I have looked in vain. There is no reason why if History were written as it should be, any boy would leave it for a cheap detective story, but when you cut personality out of it, I do not blame the boy.

The lives of fifty men will tell the History of the world, and tell it in such a way as to make it a fascinating study. Who cares to know the names of the Babylonian kings and the terms of their reigns? It is worthless and useless and hopeless; but to get a fair idea of Babylonian life in the story of Nebuchadnezzar is easy and entertaining and helpful.

What do you think about it?

Trinity, N. C

Bruce Craven.

J. R., West Virginia: I regard the Journal of Education as the one indispensable publication. It is a safe and reli able index to the educational_development of the country.

Save the wheat because Our own wheat harvest is below normal and America must send a larger amount of wheat to our Allies than ever before, since their supplies are less. Their men have been fighting Germany, the fields are less productive and many markets are cut off from them. They are using war bread made of corn, barley, wheat flour and bran, and we must give them enough wheat to form the basis of the loaf. If we can save one pound of flour per week per person we can send them an extra 100,000,000 bushels.

Dairy cows and female calves are being killed today because of the high prices of feed and meat. We are thus imperiling our future, and the price. of meat is now beyond many of our people. We must eat less meat and no meat from young animals.

A saving of an ounce a day each week per person is equal to several million cattle.

Our children, and all of our children, need milk and plenty of it. Our troops and the children of our Allies need condensed milk. We must use every drop and save on cream.

We waste fat-we must save it for export in the form of lard, and for home consumption as butter.

Food fats are now being used for soap and candles. Saved fats and vegetable oils should be enough for this purpose.

We will have less sugar and the price is too great for part of our people. We use three times more of it per person than our Allies. We must save it for jams and jellies to save butter. With care the world's supply will go around and at a reasonable price.

We have fruits and vegetables in abundance. We must eat more of them. We must use our large potato crop freely. Potatoes eaten save bread and thus save wheat.

Use canned foods only when fresh are not available.

If we cannot fight we can avoid waste and eat wisely and in accord with our country's needs. All food served on the table and not eaten is wasted.

Use no wheat bread, crackers or wheat cakes for luncheon or breakfast. Use instead corn bread (baked thin), corn muffins, corn cakes, fried mush, rye bread, oatmeal, oat cakes, buckwheat cakes, rice cakes. Use honey and syrups with cerealstuffs whenever possible as substitutes for cream and sugar.

Use tarts instead of pie.

Avoid entirely use of wheat bread, toasted, to be served under chops, squabs, chickens, entrees, game, etc.

Increase fish and sea food courses and make specialties of them.

Make special dishes of hashes, cooked-over meats, croquettes, etc., to avoid waste.

Eat chickens, eggs, pigeons, squabs, rabbit, fish. Eat no veal, lamb, squab-chickens or squabturkeys.

Eat cottage cheese.

Use no butter in cooking. Fry foods in animal fats or vegetable oils.

Use liberally vegetables and fruits in season. Make a specialty of baked beans and brown bread.

-Albert Shiels, Superintendent, Los Angeles.

1917 SUMMER SCHOOL AT UNIVERSITY OF PENNSYLVANIA

"Bonjour, monsieur !"

With this hearty greeting his pupils (in the model class conducted by Professor Emile B. de Sauze) enthusiastically began their daily study in oral French. The class was a popular special feature of the Demonstration High School of the 1917 Summer School at the University of Pennsylvania, Philadelphia. Scores of high school teachers visited it daily, getting a good accent and points on how to teach first year French orally, which they will use with good effect in their own work elsewhere.

There were other valued classes in French, too, including courses in elementary and intermediate French grammar and reading; in French composition and conversation; outlines of French literature, among the instructors being Dr. Pierre F. Giroud and Dr. W. H. Scheifley. There were also popular

courses in elementary Italian and Spanish, and the usual fine German courses for which the University of Pennsylvania Library has uncommon equipment and in its 25,000 or more German books the proximity of rich historical collections-the Moravians at Bethlehem; the Schwenkfelders at Pennsburg; the Philadelphia Library of the German Society, etc.

This year's summer school at Pennsylvania exceeded, if possible, all preceding it in the richness and variety of its opportunities and the calibre of its teaching force. Besides the university's own able officers of instruction, there were a score of expert college and public school educators, including Dr. Frederick L. Paxson, University of Wisconsin; F. P. Emery of Dartmouth; G. M. Dutcher, Wesleyan; S. W. Fernberger, Clark University; W. H. Gregory, Cleveland Normal School; Principals Mary H. Lewis, Park School, Buffalo; Alma Bancroft Caldwell, School, Minneapolis; Stella Brown, Fullerton School, Baltimore, and Katherine L. Koehler, Hyde Park