Order Bird Pictures in Colors NOW, for Spring Bird Study TWO CENTS EACH IN MARCH AND APRIL. THREE cents each after MAY 1, 1920 Send 50 cents for 25 pictures of common birds and a very brief description of each. WE WANT EVERY READER of this Journal to have a copy of our BEAUTIFUL 1920 CATALOGUE. It contains 64 pages, 1600 miniature illustrations, 54 pictures, each about 2 x24, a TEN CENT picture, on paper 9 x 12, a colored bird picture, etc. ALL for 15 cents, in coin or stamps. [Please do not send for the Catalogue without sending the 15 cents.] The Perry Pictures Company, Box 1, Malden, Massachusetts SUMMER SCHOOL VALPARAISO UNIVERSITY T Founded 1873 by Henry B. Brown HE Summer School of Valparaiso University will open June 1, 1920, and will continue twelve weeks. An exceptional opportunity is offered the teacher or prospective teacher to combine the summer vacation with study at a most reasonable expense. During the summer session there will be beginning, intermediate and advanced courses offered in the following departments: Preparatory, High School, Arts and The expenses are the lowest. Tuition $20.00 for the term of twelve weeks; board $48.00 for the term, and rooms $10.00 to $15.00 for the term. Bulletin giving complete information concerning HENRY KINSEY BROWN, President SESSION June 28-Aug.7 Normal courses in all branches of physical education under well known and experienced teachers. Games, gymnastics, athletics, dancing as well as theory classes. DANCING-Madeline Burtner School dormitory on Chicago's Hazlitt will be here during the finest boulevard entire session giving all the new work in Interpretative, Classic, Esthetic, Folk and Nature dancing; also Baby Studies in dancing. Two year normal course open in September. Summer Camp in MICHIGAN-June 5-July 3. SCHOOL IS ACCREDITED BY STATE DEPARTMENT OF PUBLIC INSTRUCTION AND CHICAGO BOARD OF EDUCATION. For catalogs of summer and winter work address Registrar: CHICAGO NORMAL SCHOOL OF PHYSICAL EDUCATION 430 South Wabash Ave., Chicago By ETTA AUSTIN BLAISDELL and MARY FRANCES THE RHYME AND STORY PRIMER "Story-approach" method, with emphasis on phrasing. Mother Goose vocabulary. All pictures in colors. Price, 42 cents. RHYME AND STORY FIRST READER "Story-approach" method. Emphasis on phrasing. Profusely illustrated in color. Price, 48 cents. WIDE AWAKE JUNIOR: An Easy Primer Really the easiest primer-and the largest. Carefully graded. All pictures in color. Vocabulary, 200 words. Price, 40 cents. The new book in the series of Wide-Awake Readers. Checks, drafts and money orders should be made payable to the order of the Primary Education Company. CHANGE OF ADDRESS When sending new address, always be sure to give the old address to which the paper has been sent. This is importat, as subscription lists are classified by cities and towns, and your name alone is not sufficient data to enable us to discontinue the copy going to your old address. Volume XXVIII OFFICES 50 Bromfield Street 2457-2459 Prairie Avenue 18 E 17th Street 717 Market Street McClelland & Goodchild, Toronto Educational Supply Co,, Melbourne as The increased cost of production compels us to eliminate the giving of CURRENT issues free sample copies. Current issues are twenty-five cents. A back number will be sent free as a sample. Not "What does it cost?" but "Does it pay me?" golden rule, so long must pestilence, famine and war stalk over the summit of civilization. It seems necessary, therefore, to have prepared Partial List of Contents in This Issue These are what make PRIMARY EDUCATION March Issue, 1920 "The time has come when we shall have to discriminate in the teacher's pay, between the prepared and the unprepared. Too long has a teacher been a teacher regardless of training and ability. Until school officials recognize special preparation in a substantial way there will be a small incentive for our young people to prepare as they should. Until training is encouraged, we shall likewise have a shifting profession. Last year out of 6554 teachers 2014 have normal school educations and 629 are college graduates, mostly found in our high schools. Of these 6554 teachers, 4281 are teaching for the first time in their present positions. Stability likewise is an essential of an efficient system of schools Children's Songs. 144 A Reading Lesson in Hawaii 145 ness in military science. Just now the United States Congress has before it a program for an expenditure of $989,578,757 for the army and $542,031,804 for the navy - making more than $1,500,000,000 for military preparedness, and the government is well able to provide it. "But all of the states of the Union combined are spending less than half that amount on the education of the 24,000,000 on-coming citizens. Only about $400,000,000 is spent on teachers' wages. Few wise people place more money in the casket than they do in the jewel. I would spend more money for education in a democracy than for war. The coming generation will call us to reckoning unless we provide for them the elements of individual success and of national strength. Will the coming generation be worth the cost; is the American democracy worth perpetuating?"-Commissioner of Education for Maine. 190 198 M Children's Songs OST children take to music as readily as a duck to water and should be sung to by their mother or nurse from the earliest age. Really musical people will have no difficulty about finding songs suitable to sing to infants; they can invent them out of their own skulls. I think the majority of people can invent tunes and with a little practice can sing the musical ideas that come into their head. I therefore strongly recommend parents (and I include under this heading fathers, whatever their occupation - unless, indeed, they are on the Stock Exchange and their voices would terrify their children) to make a resolution, and let nothing deter them from it, to sing to their children as soon as they are born. I advise starting at once, because their first efforts are likely to be nervous and self-conscious, and it is well to get the preliminary, the beginner's stage over before the baby's power of resistance develops. Naturally, at first, the parent will get the greater share of the pleasure, and I shall not disguise the fact that what I am advocating will be probably more beneficial to the parents than the child. We all lose an enormous deal of pleasure in life from having lost the habit of singing spontaneously to ourselves. You will occasionally hear a man confess, with that audacity that covers but does not conceal a wild shamefacedness, that he is in the habit of singing in his bath, when, of course, he feels absolutely alone. Now the supreme merit of children - and I speak as one who finds them rather a nuisance is that you can still feel alone when you are with them; and, as a consequence, you can sing to them recklessly. If there is anything in you at all you will find, probably to your great astonishment, that your singing "goes down," that these extraordinary diminutive creatures like it, and that what you would not dare to do in the presence of your friends, who, if you did, would ask you to stop that noise, is considered by them to be great fun. Strange as it may seem, the children are right. There is an extraordinary amount of latent talent in the world, and the wonderful inheritance of folk-song which every country can show, and which is not the work of professional musicians, but of ordinary people with a natural instinct of music just expressing their emotions vocally in a melodic line that frequently in beauty and complexity can bear comparison with the finest songs of the greatest composers, proves that it has always existed, and that the enormous growth of purely professional music in modern times has in some ways had a distinctly repressive and destructive effect. Only a few months ago an Italian lady came to London and sang, among many other beautiful things, the song which she had taken down from the lips of a shepherd in an island in the Mediterranean. This shepherd did not know one note of music from another; he was in this respect a mere child, and a bar of the simplest music put into his hands would have been unintelligible to him, yet he was in the habit of climbing to the upper reaches of the mountains, where he lived, every morning before dawn and singing to the sun as it arose above the sea a song of such strange and indescribable beauty that when it was sung by this lady in that London hall the people sat as if they had been put under a spell. They were transported, magically transported into another world. There is an idea current that music must be simple for children. This is quite a mistake as regards vocal music, always provided the music is expressive and not academic, or merely highly and cleverly wrought. Children, as a rule, learn to appreciate very complex music astonishingly quickly; of course, they cannot read it or sing it without a great deal more practice than it takes to enjoy hearing it; but nowadays the methods of training children in this most njoyable, most social, most satisfying of all the arts have so advanced that children of nine and ten can do feats of sight-reading and part-singing that astound the old-time professional musician, whose valuable years of childhood were absolutely wasted on useless drudgery. The basis of the modern transformation in the methods of teaching music to children is the recognition of the fact that eartraining is the fundamental, the one vital factor. Theory's all dead moonshine, pure but unillumined nonsense. Almost the first step to becoming a musician is to throw all the works that were ever written on harmony and counterpoint into the dustbin. You are only doing what the authors of those superfluous treatises have done themselves, for nearly all of them have contradicted, at one time or another, everything they have said. The great composer has never taken the slightest notice of them, and some of these professors of a dark science have even issued books in which they have gravely and publicly eaten their own words. Therefore the right way to begin musically educating your children is to sing songs to them, preferably your own songs, but in any case not only your own songs. I remember but faintly the songs on which I was brought up. I can remember the entire tunes of those I remember at all, but only a few of the words. I cannot give the music here, but I will give the names and those few words I recollect. There was one about a lady who loved a swine: "There was a lady loved a swine" I have forgotten the rest of the words, but they were to the effect that she called him by various endearing names and he simply said, "Humph!" or something of the sort- at any rate there was a refrain that went: ''Humph,' said he." It must be close on twenty years since I heard this song, but I shall be able to sing the tune at a moment's notice until I die. There was another song of which I was very fond: A frog he would a-wooing go. I had a great partiality for this song but, strangely enough, I have completely forgotten what the objection was to his going "a-wooing," although I have a dim recollection that through his unhappy persistence in going "a-wooing" some dire fate befell him. But perhaps I am mixing this song up with another. By far my greatest favorite of all the songs I knew as a child was one about a miller a jolly miller I seem to remember, but a far from jolly song. To me it seems curious that my impression of this song should be such a profoundly unhappy one, for the words, you will remember, go with what I feel always to be a personal appositeness that to this day still takes my breath away: I care for nobody, no, not I, and nobody cares for me. Perhaps it is common to children to feel that they are extraordinarily isolated and alone; but whatever the reason, and whether a general experience or a personal idiosyncrasy, I always to this day instinctively sing this song to myself when I am uncommonly depressed, and never without bringing tears to my own eyes is an extraordinary fate to befall a Jolly Miller's song. - W. J. Turner in the Athenaum The Wind The wind is sweeping up the clouds O that the wind might sweep my soul - Fredegond Shove - which W A Reading Lesson in Hawaii WE have all nationalities here and thus the method is somewhat different from that used in the "States." The chief aims in teaching a beginner to read are: (1) to give the child a reading vocabulary so he can do outside individual reading for him self; (2) to give him a talking vocabulary large enough for him to express his thoughts clearly; and (3) to arouse an interest in reading to such an extent that the child will endeavor to read whatever books or papers may be in the home. The average child who first comes to school in these Islands cannot talk nor understand the English language very well, if at all, and thus the teacher is required to give him words the meaning of which he can easily learn, and also such words as can easily be said and read. It is well to choose a good primer, and follow it as closely as possible. The material to be taught will depend greatly upon the children, but I shall take what I consider an average class of pupils and give a brief outline of the method used. All the children between the ages of six and ten years are active, and action words will appeal to them more than the others. For this reason I chose the word "run" to begin with. In the first place I had one child run to the door. Nearly all the children will know what it is to "run," but if they do not, the teacher will have to illustrate by running, herself. After several of the children had run to the various things in the room-the door, the window, the desk, the chair and the blackboard - I placed the word "run" on the board in large print and told them that the chalk said "Run." I then placed this sentence on the board: "Akila, run." and told Akila to do what the chalk said. I made sentences, using as many of the names of pupils as were recognized, and then took up the words, "hop," "sing" and "jump" in the same way. I then asked the children what else could run and the words dog, cat, girl and boy were given. One at a time these were taught. Then I said: "I can run," suiting the action to the words. I then wrote the sentence, "I can run," on the board. I gave constant and continued drills on the words each day, making such sentences as "The dog can run," "The cat can run and jump," and "The bird can hop and fly." All action words can be taught in the same way as "Run" was taught. By the end of the first two months most of the class knew all the work covered, so I divided them into A and B and continued the harder work with the A, giving the B Class a repetition of the lessons covered. My class is composed of about seventeen hold-overs, who know a little bit to begin with, and seventeen other children who did not know anything- twelve of them being beginners. I used the spelling words as a word drill, and as soon as the children could recognize the word "to," began on the phrases. In the sentence "Run to the door," to the door should be underlined and special emphasis placed upon the reading of it. Have the children read it silently and then stand and say it all without saying each word disjointedly. In the morning we have phonics and word drill, accompanied by games and stories, to arouse an interest and in the afternoon we have "Reading for Expression," during which time special emphasis is placed upon the phrases. As all teachers have probably noticed, the children here, and especially the Japanese, are inclined to read in a "sing-song" fashion, coming up at the end of each sentence instead of dropping the voice, whether it is a question or not. Sometimes I say the word "Stop short and quick, and the child stops before thinking, thus bringing his voice down. A great deal of drill has to be given to break the children of this habit, which they learn in their own schoolroom and which the other nationalities imitate. After the word "run" has been learned, it can be used as a phonetic word, the R and the UN being separated. Other words as d-og, c-at, c-an, c-ow, h-op and b-oy can be used in the same way. The phonetic drill in connection with the reading should be only on the words of the reading lesson, as time is given in the program for a separate phonetic period. As to the games which can be used for word drill: A game of baseball is always interesting to the children and can be played as follows: Choose about eighteen of the best readers in class and divide them into two nine's. Chose the best reader on one side for pitcher and on the other for first batter. The "pitcher" is given the pointer and is allowed to point to any word on the board (a list will have to be put on previously) and the batter must tell the word. If he misses, it is one "out," but if he tells it correctly, it is a "home run." As soon as there are three "outs" change sides. The side having the most "home runs" at the end wins. Draw a tree. It can be an orange, apple, papaia or banana tree. Place the words on the tree (fruit) and have the different children go to the board and pick fruit, one at a time. Suppose it is a papaia tree. The child misses a word. Say: "Oh, that's too bad, you dropped a papaia and will have to climb down and get it! Mary may go to the tree and pick papaias while you are getting the one you dropped." Draw a picture of a boat, a train, an automobile or an airship and see how many children can go riding (all those who can tell words). At the end of the ride take a walk. (Have the words placed horizontally along the board.) If a child misses say: "Oh, you stubbed your toe and fell! Akila, you will have to help him up." Akila then tells that word and the first child goes on. Draw a tree on the board and tell the following story: "Here is a big apple tree. Now high up in the tree there is a (bird). is a (bird). Under the tree I see a (girl) playing. Along the road toward the tree comes a (boy) whistling. I see a (dog) running along behind the (boy). When the boy comes to the (tree) he climbs up and says to the (girl), 'Come with me.' The (girl) stands up and climbs the (tree). Then the (boy) goes down and says to the (girl), 'Come with me and play.' The (girl) climbs down again. They run home together. The (dog) is chasing the (kitty) which runs to the (tree) and climbs up to the old (cat).' The words in parenthesis, as girl, boy, dog, cat, tree, bird, must be written on the tree as the teacher tells the story. The sentence, "Come with me," must be written at one side when she says it. Pause and have the children supply these words. Many other games can be invented by a wide-awake teacher which will amuse and at the same time, instruct, the children. Friday afternoon I give busy work, in order to impress the phonograms and easier words learned during the week. For this work I have used the following: I hunted up a pile of old magazines and tore out the pages containing the most words which they knew. Sometimes I have them cut these out and place them on the desks. Other times I draw a blue circle around the words and have them tell me what they are. Again I give them the sentence-building phonograms (which can be bought in cards), and have them make all the words which they can. I sometimes typewrite their sentences on a sheet of paper and paste a picture on, representing the sentences, and have these read. I have found with the methods above used that practically all the children have learned some words, and about half the class know more than thirty words. |