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prices of all the articles which they can remember, or write an account of their visit, which is dictated by the teacher from the oral accounts the children themselves have given of it.

      The pupils who cannot read will draw a picture of the grocery store or perhaps have a reading lesson in the catalogue the grocer has given them. Later they will study the way the grocer delivers his goods to his patrons, and in a very general way where the things come from. They will bring grocers’ bills from home, compare them, add them up, and discuss the question of economical and nutritious food. Perhaps they will do the same thing with the milk and bakery business, before moving on to the question of the houses in the neighborhood. This and the clothing and recreation of the town will be studied in the same way. Later the class will visit the fire department and the post-office and find out what each is for and how they are conducted. This and the study of local amusements usually come in the third grade. The opportunity for the constant use of reading, writing, and arithmetic, and for drill in the correct use of spoken English, is obvious. Professor Meriam is insistent upon the fact that this study of the community in which the child lives is made for the educational value of the work itself to the pupil, never as a mere cloak for the teaching of “the three R’s,” which must be done only as it contributes directly to the work the children are doing.

      The period devoted to games by the first three grades is of the same educational value. The children are exercising their bodies, learning to control them and to make skillful motions aimed at some immediate result. Much variety and liberty is allowed in this work, and the teacher is only an observer. Most of the games the children play are competitive, for they have found that the element of skill and chance is what the pupils need to make them work hard at the games. Bean bags and nine pins are favorites; any game, in fact, where they can keep score; the teacher acts as scorekeeper for the little children, and when the game is over they copy the score in a folder to refer to and see how they progress. The better they play, the more they enjoy the game; so they watch the best player, studying how he moves and stands, and make drawings. The teacher also writes on the board some of the things the pupils say as they play, and at the end of the game they find a reading lesson which they have made themselves and which gives an account of their game; in copying this into their folders they have a writing lesson. The children are allowed to talk and laugh as much as they please while they are playing, and this is an English lesson. Great variety is introduced into the games so as to encourage the pupils to talk freely, and added stimulus is given by using interesting things to play with, bright colored balls, dolls, and gaily painted “roly-polys.” The new words and phrases the children use are written down in the daily account of the game, and in this way their vocabulary is enlarged in a natural way.

      The hour devoted to stories is no more a reading and writing lesson than all the rest of the day’s work. Children immensely enjoy good stories, therefore they ought to be given plenty of opportunity to become acquainted with them. During this period, the teacher and the children tell stories to each other; not stories they have studied from their primers, but stories that they already know, that they have listened to, or read because they enjoyed them. Every child likes to be listened to, and they soon discover they must tell their story well or they will get no audience. Some stories they tell by acting them out, others by drawing. Soon they want to learn a new group of stories, and then, quite naturally, they go to the school library, pick out a story book and read. It has been found that the first grade pupils read from twelve to thirty books during the year; the second grade pupils from twenty-five to fifty. In this way they learn to read, to read good books—for there is nothing else in the library—and to read them well, for they always have the desire to find a story to tell to their class, or one that they can act. Appreciation of good literature begins very early in this way, or rather, it is never lost. Very small children always enjoy most the best stories—Mother Goose, Hans Andersen, or Kipling’s “Just So Stories.” The dislike of books gained in school turns children from literature to trash. But if children are allowed and encouraged to hear, and read, and act out these stories in school just as they would at home—that is, for the sake of the fun there is in it—they will keep their good taste and enjoyment of good books. Songs, says Professor Meriam, are another sort of story, and little children sing for the fun of it, for the story of the song; so the singing at this school is part of the story work, and the children work and learn to sing better, in order to increase their enjoyment.

      Children are always clamoring to “make something.” Professor Meriam takes this fact as sufficient grounds for making handwork a regular part of the curriculum and having it occupy an hour a day, a period which usually seems so short to the pupils that they take their work home. The youngest children, boys and girls alike, go into the carpenter shop and learn to handle tools and to make things: furniture for their dolls, a boat, or some present to take home. Weaving and sewing interest both boys and girls alike and give scope to the young child for beauty and utility, so they do a lot of it. The youngest begin usually with dolls’ hammocks; then they learn to do coarse cross-stitching and crocheting. An entire class, especially among the youngest children, usually make the same thing at the same time, but they may suggest what they want to make, and the older children are allowed a great deal of liberty. The work naturally increases in variety and complexity as the pupils grow older, and as they acquire skill in the handling of tools. Some of the fifth and sixth grade boys have made excellent pieces of furniture which are in constant use in the school. The handwork furnishes another opportunity for drawing and color work, in the making of drawings for patterns.

      With the fourth grade there is a marked shift in the work, due to the widening interests that are coming to the child. The day is divided then into three periods, which are devoted to industries, stories, and handwork. Organized games no longer appeal to the pupils; they want their play outdoors, or in the freedom of a big gymnasium, where they can play rougher, noisier games, and they are big enough to keep their own scores in their heads. The “industries” period takes the place of the “observation” of the younger children, and continues the same sort of work. The child has learned the meaning of the immediate objects he sees about him, their relation to himself and his friends, and he is ready to go on and enlarge this knowledge so as to take in the things he cannot see, processes and reasons, and relations that embrace the whole community, or more communities, and finally the whole world.

      In the same way that the younger children study their immediate environment, the fourth grade studies the industries that go on in their own neighborhood: the shoe factory, the flour mill, the work in the wheat and corn fields. They go on excursions to the factory and farm, and their work in the classroom is based on what they see on their trips. Their writing and composition are the stories of their trips, which they write; their reading, the books that tell about farming or shoemaking; their arithmetic the practical problems they find the farmer or foreman doing; all done so that it will contribute to the pupils’ understanding of the industry he is studying. Geography too comes from these trips. It answers the questions: Why do they grow wheat? Where will it grow best in the neighborhood and why? etc. This school happens to be situated in a small town where the industries are chiefly agricultural, but obviously such a plan could easily be adapted to any community by substituting the industries that are found in the immediate neighborhood.

      In the fifth and sixth years the study of industries is continued, but the scope is extended to include the principal industries of the world. Here, of course, pupils must learn to substitute more and more the printed page for their former excursions. This includes drill in reading, writing, and mathematics, related to earlier studies, and also more and more geography. The use of the library becomes of great importance, for the pupils are not given one text-book from which they study and recite. Work in geography begins with this question: What becomes of the things made in this town, which we do not use up? The next step is: Where else are these same things made, and are they made in the same way? What else is made in that place and how is it done? Then, where and how are the things made that we get from elsewhere? No one text-book could suffice for this work, and if it did it would contradict the idea of the school that the children should learn by investigation. They must find for themselves from among the books in the library the ones that tell about the particular industry they are studying. Every child does not read the same book, and as far as possible each pupil makes some contribution to the discussion. Just as in the lower grades, the older pupils all make folders where they keep their descriptions

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