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THE CONTENTS.

Supervision as Liberating the Teacher..
The Schools When we are at War.....

Authors Who Are a Present Delight-(XIX.).

Increased Food Production and Music...

Observations of western school Man.

As of Yore!....

Standardization of One-Room Rural Schools in North Dakota 542

Illinois School Survey.

Successful Club work..

Professional Books...

Editorials:

Applied Psychology.

"The Truth About Gary".

Too Much and Too Little Credit.

The Rural Teacher

The Haswell Demonstration.

The Reason Why

Kraft-Fibre

Provincialisms

Can You spell Them?

545

546

546

546

547

047

547

548 548

648

548

549

English Composition in Detroit.

The Week in Review..

Games Based on Froebel's reaching-(IV.)..

550

Must the Public's Employees strike for Justice?..

551

Daily Bible Readings for school and Home-(X.). Book Table....

551

502 554

Educational News..

America First!

APPLIED PSYCHOLOGY* Applied psychology has hitherto meant psychology applied to the science and art of teaching, but now and here it means psychology applied to work and play, to effort and rest, to fatigue and sleep, to a knowledge of the effect of drugs and stimulants, to the workshop and the market place, the bank and the laboratory, to medical and legal practice.

The leading chapters deal with the Influence of Heredity upon Achievement, of the Dependence of Efficiency upon Age and Environment.

The authors have studied closely the value of a knowledge of individual psychology as a means of success. This is the first serious attempt to prepare a general text on applied psychology, presenting its principal aims, types and methods, involved in various fields of endeavor.

It is nothing less than marvelous that without any such textbook applied psychology has produced innumerable men and women who have found a most profitable profession in applying psychology to factories, courts, hospitals, banks, salesmanship and now to the testing of men for official service in the army and navy.

Business management is now regarded as dependent for its success upon a knowledge of psychology in employing, supervising, organizing, and training helpers.

This text is almost limitless in its telescopic outlook, and in its microscopic intensity of detail. When one realizes what they have accomplished by this book he can but wonder how the world has managed to jog along without it. Its flying

"Applied Psychology." By H. L. Hollingworth, Ph. D., and A. T. Poffenberger, both of Columbia University. New York: D. Appleton & Co. Cloth. 336 pp. Price, $2.25 net.

machine speeding up makes one feel as though we had been Darius Greens in our fearful lack of aim and purpose in any line of work, but most of all in education. The old-time-not very old-time -treatment of applied psychology to teaching looks like an ox cart as compared with the latest limousine, like Franklin's kite in comparison with Marconi's wireless telegraph.

We have no idea that this will prove to be the last word, but it is surely the first word by way of a textbook for all classes of students in all phases of applied psychology. The book is almost as wonderful as the science which it reveals and directs.

"THE TRUTH ABOUT GARY"

If there was ever a campaign in which "the truth" was badly mixed it was in the last Mayoralty campaign in New York City. One side swore that the Gary scheme was positively black, and the other side swore that it was positively white. Both gave "facts and figures." It was entirely clear that somebody, possibly everybody, felt that anything is fair in war; that a lie is as virtuous as truth.

The worst of the New York school political campaign was that no victory was possible for the discomfiture of bad men and women, none was for the defeat of the enemies of public schools.

At the very best it was merely that one set of good school men and women were fighting another set of good men and women in education, while the spoils system of the greatest city in the world, with limitless possibilities of chicanery, could alone be benefited.

It is as useless to ask who was to blame as to ask who is to blame for this world war which has ruined Belgium, made a Mexico out of Russia, and done a multitude of other damnable things.

The one good thing that may come out of this war is that there will not be another war for a generation, and the only good thing we can see that may come out of the New York outrage is that good school men and women will not provide the excuse for political deviltry in any city for some years.

The only sure truth about Gary seems to be that it was the cause, wittingly or unwittingly, of more political deviltry than has ever been known before in the educational world.

If education has gained in any respect we would like to know how, when and where.

TOO MUCH AND TOO LITTLE CREDIT In describing the especially good work in any community our purpose is not primarily to boost any person, but the work as a whole. We assume that few of our readers know any one concerned in the achievement, but that many are interested in the achievement, and to make it attractive a strong personal element must be involved. If five persons had a part in a great educational work, and we could elect one of them as decidedly the most conspicuous, we should give the credit

largely to that man. To say that Mr. A. did this, and Mr. B. did that, and Mr. C. another thing would be as tedious as to say that one thing happened at 7.18 a. m., another at 11.22 a. m., and another at 8.16 p. m., instead of saying morning, noon, and evening, when the hour was inconsequential.

So far as specific credit goes we usually give too much credit to one, and too little to six others.

So far as our purpose is concerned we are sure we are right, but if we were writing to parcel out credit justly-well, we would not mention it at all.

We are always sorry when we are misunderstood, especially when, as sometimes happens, two men have been claiming personal credit for the same thing, and we appear to be partisan when the one we do not mention is a long-time friend and the one we boost is an entire stranger.

Once in a while we are deceived as to the real facts, but when we are it is because they have been thus given us. We do not invent them.

When we are misled in some minor detail we do not correct it, when only a few would be interested, and only they noticed the the misplaced emphasis.

THE RURAL TEACHER*

No one has a better right to speak to rural teachers than has Harold Waldstein Foght. From childhood he has known rural life through evil and good report. It was his school. He was its teacher, and for several years he has been the most eminent leader of the country school out of darkness into light. There has been no better book than "The American Rural School," written by him five years ago, and this, its companion, completes worthily and brilliantly the work therein so nobly begun. The two books will equip any rural teacher for intensified work in any rural community.

Not only does Mr. Foght know rural life and the rural school from experience, but he has had the best of opportunity to study them in every state in the Union, and what is of no less significance he has the literary art of the school book maker.

Experience in the rural school, devotion to country life, opportunity to study the latest and best the country over, and skill in the art of putting the truth clearly and forcibly combine to make two great books for the need of the hour.

The Rural Teacher and His Work in Community Leadership, in School Administration and in Mastery of School Subjects." By Harold Waldstein Foght. New York: The Macmillan Company. Cloth. :60 pp. Price, $1.40,

THE HASWELL DEMONSTRATION

In a little Colorado hamlet seventy miles south of Pueblo, Elsie J. Chambers has attracted atten-tion nationally.

When Miss Chambers went to Haswell four years ago it was merely a little conventional little conventional school district, with sixty-seven average aften

dance.

It had always had good teachers, the course of study had always been traditional. No one could

find any fault with the schools. In every respect it was educationally respectable.

Miss Chambers was different. She wanted to be educationally respectable, but she wanted to be something more than that; she was impatient with mere conventionality and traditionality.

She

Miss Chambers wanted the children to live in the second decade of the twentieth century. wanted the children to think through eyes and hands. She did not say "industrial" or "vocational," and asked for no appropriation for tools or materials, but she set the boys to whittling, and the girls to sewing. Both boys and girls modeled and painted.

The school work of the non-conventional and non-traditional variety was so interesting that she sent it to the State Fair, and it brought home blue ribbons and red ribbons and cash prizes.

In four years the little Haswell school district has brought home 157 ribbons of blue and red, and $132 in cash.

Haswell has not grown perceptibly, but the regular school attendance has increased 60 per

cent.

The success of little Haswell at the Colorado State Fair has led to demands for an exhibition of this work in Chicago, in Indianapolis, and in Washington, D. C.

Miss Chambers is in great demand in institutes, where she teaches the teachers how to make all school work alive, and always her classes are crowded.

We have never seen a better exhibit of hand work or one greater in variety than that of the Haswell School.

The jack-knife is still the favorite, but there is a bench in the schoolhouse, and it is well stocked with tools brought from the various homes.

have

Little Haswell and Miss Chambers achieved great things for themselves, but greater things for country life and for village education.

THE REASON WHY

Boston is most disappointed at not being able to entertain the Department of Superintendence. When the invitation was extended at Kansas City we had the right of way on hotels and halls. But there was no reason to suppose that that which happened could happen, and we did not protect either halls or hotels for that week. When the opportunity came, the adequate halls were all otherwise listed.

The annual Automobile Convention will meet in Boston that week, and that alone always fills every hotel to the brim.

The committee of the National Education Association was inclined to make an earlier date, but Boston has no clear week till March 18.

As a matter of fact the hotels of every city in the country are full to the roof practically all the time. This year Kansas City could by no possibility entertain the association. Twice in November with no convention, we were unable to get into either the Muehlebach or Baltimore.

The soldier-officers are everywhere all the time either from camp or en route.

KRAFT-FIBRE

Miss Jennie Cameron, representative of the Milton Bradley Company (Springfield, Massachusetts) for the Pacific Northwest, has demonstrated by elaborate study that Wenatchee, Washington, was the first city in the United States to use Kraft-fibre in the schools. The Milton Bradley Company has published and just issued a booklet on the use of Kraft-fibre, and in this booklet credit is given to the club women of Wenatchee for having originated the idea. It is stated that "The use of Kraft-fibre for basket work originated with the Indians in the Okanogan country in the state of Washington. In the absence of grasses necessary for their basket work, very coarse matting was raveled and the fibre obtained was used in making large baskets, hampers, etc., which were later offered for sale in Wenatchee. The club women of Wenatchee, following ideas gained from the Indians, adopted the fibre basket work in the arts and craft department of their club.

"With the growing scarcity of reed for basketwork, it became apparent that Kraft-fibre could be utilized with success in schools. It was taught several county teachers' institutes, to grade teachers and handwork supervisors, and later it was adopted by public schools, normal schools and night schools, meeting with great success in all grades from the fourth through the high school. It has also proven very practical work for the home, for women's 'clubs, playground associations, and others."

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The material itself, which is called Kraft-fibre, is a grass which grows in the water in Japan. The seed is planted in the coldest season and harvested in the warmest. It is then treated in a way similar to that given to pine needles in their preparation for basket work. Dipped in Dipped in immense vats of boiling water to free the roots and the brown leaves from the base of the fibre, it is then dyed or woven in its natural color, as the case may be.

PROVINCIALISMS

There are people in Boston who are somewhat disturbed because the Journal of Education calls the school committee a "board of education," and a master a "principal."

They used to feel the same because we always spoke of the elementary school as "eight" grades.

We have nationalized ourselves pretty largely on the "eight" grades, but we shall never have principals, nor boards of education, our traditions are too precious. But everyone in New England knows what we mean when we use the national terms, but comparatively few people out of New England would be entirely sure what we meant if we wrote of the school committee and the master.

It is not that we undervalue our sacred traditions, but we want to be understood by all readers when we use official terms.

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Superintendent Charles E. Chadsey of Detroit issues a pamphlet, "English Composition," based on a study of composition work in the elementary schools conducted by Miss Clara Beverly, supervisor of English, and S. A. Curtis, supervisor of Educational Research, using the measurement scales of Hillegas and Thorndike. This is by far the most satisfactory work of the kind of which we have any knowledge. It can but do much to clear the air by eliminating the freakiness of individuality on the part of teachers of English.

If it tends to conventionalization it will be a new conventionalization which is a great improvement on the fossilization and petrifaction of the old standardization.

The benefit derived from this study will depend largely upon the teacher. It affords an opportunity to develop personality in the hands of a live teacher, and one must be sadly fettered by tradition to conventionalize the work.

CAN YOU SPELL THEM?

The following list is not a rival to the Ayres or Buckingham spelling list, but is the examination in spelling placed before the candidates for admission to the public High School in Providence, R. I., in 1876.

Domicile, codicil, utensil, fossil, docile, asperse, amerce, rehearse, lettuce, mortise, tortoise, proboscis, chrystallize, chrysalis, useful, nuisance, patrol, parole, twelfth, trisyllable, solid, volleyed, cheapen, weavels, measles, separate, colonel, fuscia, syzygy, pupillary, capillary, cuneiform, caterpillar, halibut, cocoa, beehives, billion, furlong, firkin, sirloin, surfeit, circuit, cursory, scissors, scythe, calyx, curfew, negotiate, emaciate, tranquillity.

We are not sure that the Gary squabble had any appreciable effect upon the mayoralty squabble in New York, but we are quite sure that the mayoralty-Gary squabble in New York had Titanic effect upon the Gary system in New York.

Every state, county and city educational meeting of which we have any knowledge has been wildly patriotic in resolutions and in demonstrations.

Fowler, who published a book on "Genetics" in
The first professional geneticist was Samuel T.
Philadelphia, in 1882. A copy was recently sold
for $50.

Department of Superintendence, National Education Association, Atlantic City, February 25 to March 2.

It is to be Pittsburgh for the next summer meeting of the National Education Association.

Henry Ford is bringing forth fruits meet for repentance by the wholesale.

January 28, Child Labor Day in Schools.
Do you know what "hoemanry" is?
January 27, Child Labor Sunday.

THE WEEK IN REVIEW

A SMASHING BRITISH ATTACK:

The world was taken completely by surprise by the smashing attack delivered by General Haig's forces against the great Hindenburg defence line on November 21. Starting without the customary artillery fire, and led by monster tanks, which ploughed their way through the wire entangle

ments before the Germans knew that any extensive movement was under way, the British troops made one of the most successful and spectacular drives of the war, forcing the enemy back five or six miles along a thirty-two-mile front, from the Scarpe river to St. Quentin, taking Marcoing and half a dozen other towns, and capturing more than 8,000 prisoners and a considerable number of guns. This drive came upon the Germans like a bolt from the blue. It will effectually halt the withdrawal of Germans from the western front to re-enforce the army which is fighting in Italy; and it will relieve proportionately the hard beset Italian forces which are defending Venice.

THE ALLIES WAR COUNCIL.

Lloyd George's vigorous defence seems to have silenced his critics, for the time at least, and President Wilson's outspoken appeal for a more complete and concentrated co-ordination of the Allied forces has gone far to secure the organization of a permanent war council. But, desirable as it certainly is to bring about, on the side of the Allies, some approach at least to that complete harmony of action which characterizes the Teutonic strategy, there are difficulties in the way which cannot be overlooked. Lloyd George proposes an inter-allied council "that will order the whole field of battle so that the whole resources of the Allies shall be thrown into the conflict in order to bring pressure to bear upon the enemy." The council proposed is to be composed of two statesmen and two military advisers from Great Britain, France, Italy and the United States. But, what is to happen if the statesmen align themselves along one line of policy and the military advisers along another? Wise as the statesmen may be, are they capable of determining intelligently the military problems involved?

ENEMY ALIENS.

The new and rigorous restrictions upon the movements of enemy aliens have been put into effect; and it remains to be seen whether they will be sufficient to prevent spying and the destruction of ships and industrial plants. Docks and piers and sections of the water fronts are made military zones, and will be guarded by soldiers. The District of Columbia also is made a military zone, and no Germans are to be permitted to enter it, and those who are in it will be forced to leave. There is to be a registration of enemy aliens all over the country; all permits given to Germans at the outbreak of the war to live in restricted districts are to be revoked, and these Germans must be registered; and munition plants, government arsenals. and all industries employed upon government work are to have military zones thrown around them

and the protection of a military guard. The weak point in these regulations is that they do not apply to Austrians, Turks or Bulgarians, because, in the absence of a definite declaration of war with those peoples, they are not "enemy aliens," but only the allies of enemy aliens. Yet they are hardly less dangerous or less treacherous than the Germans.

THE Y. M. C. A. "DRIVE."

Americans are becoming used to raising huge sums at short notice for war objects. Like the Liberty Loan drives, and the Red Cross drive for one hundred million dollars, the Y. M. C. A. ninedays drive for thirty-five million dollars was a great success. The goal was more than reached, and there will be a handsome excess beyond the amount in view. The Y. M. C. A. has been doing noble work in every field since the war began. It has 2,000 war work secretaries already in the field, and will soon have 3,000. It has erected from nine to fourteen recreational buildings in each National Army cantonment, and six or more in each National Guard camp, including in each cantonment an auditorium seating 3,000. It has furnished over 150 large tents and 400 special outfits, including pianos, motion-picture machines, phonographs, etc. It publishes a weekly newspaper for each of the camps. It is an invaluable agency for brightening life in the camps and for nullifying evil influences; and whoever contributes to it may be sure that every dollar will be wisely. spent.

CLEMENCEAU COMES BACK.

It is after some years in official retirement, but of journalistic and public activity, during which he has helped to smash and bury a number of cabinets, that Georges Clemenceau comes back to office as the head of the new ministry and as minister of war. Because of their attitude after the resignation of Premier Painleve, no Socialists were invited to join the new ministry, but, with that exception, and the Royalists, all parties are represented, the Radicals and Radical Socialists being dominant. Next to Clemenceau, Stephen Pichon, who accepts the portfolio of foreign affairs, is the best known man in the group. Clemenceau, who is now seventy-five years old, has lost none of his vigor, and may be counted on to deal vehemently with any manifestations of political mutiny. It would seem that, by this time, the French leaders must recognize the importance of pulling all together.

IS IT THE LAST OF KERENSKY? There is a wide-spread impression that the world has heard the last of Kerensky. In the first few weeks of the Russian revolution, it seemed probable that, difficult as the task of bringing order out of chaos in Russia might be, he would be equal to it; and he was hailed as the Lincoln of Russia. But either he was overestimated, or the difficulties which he would have to encounter were underestimated. His forces were defeated by the anarchistic Bolsheviki, and he was deserted by his officers. The last that was known of him,

Continued on page 5'8.

PROFESSIONAL BOOKS

Continued from page 545.

McMurry, Elementary School Standards. U.
Williams, Elementary Course of Study.

by the Ohio Teacher, Columbus.
VII. Principles and Philosophy of Education.

Published

*Betts, Social Principles of Education (1912). L.
Bolton, Principles of Education (1910). L.
Butler, The Meaning of Education. D.
*Cubberley, Changing Conceptions of Education. E
Dewey, Schools of Tomorrow (1915). V.
Dewey, Education and Democracy. D.

Flexner, A Modern School (1915). General Edu-
cation Board.

Hanus, A Modern School. D.

Henderson, Principles of Education. D.
*King, Social Aspects of Education. D.
Klapper, Principles of Educational Practice. A.
**Monroe, Principles of Secondary Education. D.
O'Shea, Dynamic Factors in Education. D.
Scott, Social Education. G.

Welton, Principles and Methods of Teaching. B.
VIII. Rural Education.

Bailey, The Country Life Movement. D.
*Betts and Hall, Better Rural Schools (1914). W.
Butterfield, Chapters in Rural Progress (1908). D.
Butterfield, The Country Church and the Rural
Problem. D.

*Cubberley, Rural Life and Education, E.
Kern, Among Country Schools. G.

IX. Psychology of Adolescence.

Addams, Spirit of Youth. D.

Ames, Psychology of Religious Experience (1910).
E.

Clark, The Adolescent Period. R.

Hall, Adolescence (2 vols.). A.
King, High School Age (1914). W.

Kirkpatrick, Individual in the Making (1911). E.
McKeever, Training the Boy. D.

McKeever, Training the Girl. D.

Puffer, Boy and His Gang (1912). E.
Swift, Youth and the Race (1912). L.

X. History of Education.

Dexter, History of American Education. D.
*Graves, Great Educators of Three Centuries.
A History of Education before the Middle Ages.
A History of Education during the Middle Ages.
A History of Education in Modern Times.
**Monroe, History of Education (1909). D.
**Parker, History of Modern Elementary Educa-
tion (1912). G.

XI. School Administration and Supervision.

D.

Bunker, Reorganization of Public School System.
Bureau of Education. Bulletin, 1916, No. 8.
*Chancellor, Our Schools and Their Administra-
tion. P.

Cleveland School Survey. T.

*Cubberley, Public School Administration. E. Cubberley, State and County Educational Reorganization. D.

*Cubberley, School Organization and Administration. U.

**Dutton and Snedden, Administration of the Pub

lic Schools in United States. D.

Ohio, Vermont and Maryland School Surveys.
Portland (Ore.) School Survey. U.

St. Louis and Salt Lake City School Surveys.

November 29, 1917

Strayer, Some Problems in City School Administration. U.

"

*Strayer and Thorndike, Educational Administra-
tion (1913). D.

A-D. Appleton & Co., New York.
B-Warwick & York, Baltimore.

C-Longmans, Green & Co., New York.
D-Macmillan Company, New York.
E-Houghton Mifflin Company, Boston.
F-Henry Holt & Co., New York.
G-Ginn & Co., Boston.

H-John W. Luce Company, Boston.
J-Columbia University Press, New York.
K-Teachers College Press, New York.
L-Scribner & Co.

M-Row, Peterson & Co., Chicago.
N—A. G. Seiler Company, New York.
O-Psychological Clinic Press, Philadelphia.
P-D. C. Heath & Co.

Q-F. A. Davis Company, Philadelphia.
R-Blakiston Company, Philadelphia.
S-Lippincott, Philadelphia.

T-Cleveland Survey, Russell Sage Foundation, New

York.

U-World Book Company, Yonkers-on-Hudson, New York.

V-E. P. Dutton & Co., New York.

W-Bobbs-Merrill Company, Indianapolis.

GAMES BASED ON FROEBEL'S TEACH-
ING-(IV)

BY LAURA ROUNTREE SMITH
DECEMBER GAME: BASED ON THE "TOYMAN
AND LITTLE BOY."

The children are in a circle. They are given names of toys by the Toyman, who stands or runs round the circle.

[All sing; tune, "Lightly Row."]
Christmas time, Christmas time,
Santa Claus is almost here;
Christmas time, Christmas time,
Bells ring sweet and clear;
Santa loves the girls and boys,
Brings them all the nicest toys,
Christmas time, Christmas time,
Santa Claus is here.

The Toyman says: "I want the sled and drum for my pack." The children he named change places, and he tries to slip into the place of one of them. The child left out becomes the new Toyman, and the game continues.

JANUARY GAME-BASED ON "THE BRIDGE." The children are in their seats. The first two at the back of the room join hands across the aisle and run to the front of the room saying:

Over the bridge, over the bridge,

Go you and I, my dear;

Over the bridge, over the bridge,
Wishing you a Happy New Year.

They run to seats, and the next two go up, etc., until all have been to the front and back as a rest exercise,

Language is as utilitarian with children as with adults. Caroline Pratt, New York,

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