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OFFER NO. 4

We have secured sets of handsome silk flags of the Allies, five of them, American, French, English, Belgian, and Italian. They are each 12 x 18 inches and mounted on staffs with ornaments. You will be glad to use these beautiful flags anywhere. They are rich enough to grace any well appointed home no less than the school room. They recall the glories won by Joffre, Haig, Pershing, and the brave boys on the battle fronts of the Marne and along the Belgian front. You will want the tri-color of glorious France which stood firm against the selfish cruelties of imperialism and saved the civilization of the world. You will want the flag of Britannia's fleet which has kept the German Navy bottled up. For the sale of 50 buttons at 10 cents each we will send the lot - FREE.

OFFER NO. 6

This Giant Pencil Sharpener, not the small kind for standard pencils only, but for every pencil from the smallest to the largest. Does not break the lead and saves time as well. For both hard and soft pencils. For the sale of 25 buttons at 10 cents, we will send you the Pencil Sharpener - FREE.

Twenty years ago we began this plan of giving flags to Schools FREE. We are the oldest company of the kind. Established 1898. Over 50,000 satisfied customers among teachers throughout the United States.

MAIL ORDER FLAG CO. 107 Meridian Street, Anderson, Indiana

MAIL ORDER FLAG CO., 107 Meridian St., Anderson, Ind.

Gentlemen:- Send me post paid

Address City

State

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COPPERHEAD

Founded on the play of the same name by Augustus Thomas, from a story by Frederick Landis

WITH LIONEL BARRYMORE

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Adapted and directed by

Charles Maigne

A Paramount Artcraft Picture

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The way their ideas are formed about our country is one of the biggest things in their education.

The screen has never given a finer example of its power to instil love of country into young hearts than this stirring Paramount Artcraft Picture, "The Copperhead," which had just been made when the above Resolution was passed.

All you have taught about history, good government and good citizenship will be illuminated by the exploits of Milt Shanks.

Milt Shanks loved his country well enough not only to risk dying for it, but to live for it, living for it through all kinds of odium, eating his heart out in secret, not able to tell wife, child or friend.

See "The Copperhead" and you will find

out.

And in the finding out your pupils will realize that the strongest waters of patriotism run deep and silent.

"The Copperhead" is full of stirring, military action and excitement.

You will enjoy it every bit as much as the young folk.

Verify the date it is coming to your theatre and arrange for the whole school to go.

Demonstrate to exhibitors of motion pictures

What was it the President asked Milt that they really have your co-operation when to do?

they show better Motion Pictures.

Song of the Lark Breton

Every teacher who cares for beautiful pictures in her school-
room should read ALL of this advertisement

Schoolroom Decoration Months
January and February

We are calling these two months "Schoolroom Deco-
ration Months." Look about your schoolroom and see
if it does not need some new pictures.

Childhood is the most impressionable period in life. Your pupils will never forget many of the beautiful pictures on the schoolroom walls-if such pictures are there-but will carry them as a beautiful memory throughout life.

It is well worth the cost to surround childhood with beauty. It is one of the privileges and duties of the public schools.

IS YOUR SCHOOLROOM DOING IT? For $1.00 each in lots of two or more, or for $1.25 for a single picture, we furnish really beautiful pictures in a great variety of subjects. Each picture is on paper 22 x 28 inches, and most of the pictures themselves are about 14 x 17 inches. The price of these large pictures will be advanced later. ORDER NOW!

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Among the choicest subjects are:

Sir Galahad, by Watts

The Mill, by Ruysdael

The Shepherdess, by Lerolle
The Gleaners, by Millet
Spring, by Corot

Song of the Lark, by Breton

The Angelus, by Millet

Christ and the Doctors, by Hofmenn
The Lake, by Corot
Saved, by Landseer

If you are not acquainted with these fifteen subjects, for 30 cents we will send you these 15 pictures in the 51⁄2 x 8 size, and from these you can select the ones you like best in the 22 x 28 size. We will send you a list of more than 150 subjects, 22 x 28, for a stamp.

How to Raise the Money

If allowed. let the pupils bring money, perhaps no more than ten cents each in any case. Perhaps a better way is to ask citizens if they will

"Can't You Talk?" by Holmes
A Helping Hand, by Renouf
Stratford-on-Avon, Shakespeare's Home,
England (Unusually beautiful)
Sistine Madonna, by Raphael
Baby Stuart, by Van Dyck

present a beautiful framed picture to the school. You
may find several parents or other citizens who will be
glad to do this. The donor's name may be attached
to the picture by a card or a plate. You may be sur-
prised to see how many friends of the school will gladly
each present a framed picture.

Send to us for the pictures and have them framed in
your home town or city.

But Do It Now, and let the pupils have the pictures to enjoy for several months in this school year.

We Sell 10 of These Choice Pictures, at 95 Cents Each, for $9.50

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One Cent Size.
Two Cent Size. 52x8.
Ten Cent Size. 10x 12. For 5 or more.
In the 10x12 size, send for the above five,
and for President Wilson. The 5 for 50 cents,
postpaid.

Think of Buying Really Beautiful Pictures for Framing at $1.00 Each, in lots of two or more! except Dickens (not published in that size) You may want a very few portraits, as Washington, Lincoln, President Wilson, Longfellow. $1.25 each for any number.

These cost

The Perry Pictures Company, Box 1, Malden, Massachusetts

TEXTS THAT ARE NEW

AND OPPORTUNE

FIRST LESSONS IN BUSINESS

By J. A. Bexell. $.68. The first volume of Lippincott's thrift text series- of vital interest and instruction to pupils of the grammar grades and junior high schools.

AMERICAN LEADERS (Books I and II)

By Walter Lefferts. $.92 each. History story texts, describing the lives of some 40 national leaders, written in consonance with the recommendations of Committee of Eight of the American Historical Association. WATERBOYS AND THEIR COUSINS

By Charles Dickens Lewis. $.60. A new and different nature reader, for grades four and five.

VERSE FOR PATRIOTS

By Jean Broadhurst. $1.12. To encourage good citizenship-splendid contribution to High School

English.

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By ETTA AUSTIN BLAISDELL and MARY FRANCES BLAISDELL

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.

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SIX NEW BOOKS

For Primary Schools

Games and Rhymes for Language Teaching in the First Four Grades (75c)

By Alhambra G. Deming. 128 pages. Cloth. The book contains all together 72 games and endeavors to correct in an interesting way the common everyday errors of spoken English. There is no primary teacher who would not benefit her class by the use of this book.

Primary Seat Work, Sense Training and Games (75c)

By Laurs R. Smith. 160 pages. Cloth. A new book that solves the seat work problem for the primary teacher. It presents simple and definite instructions for carrying out a great variety of interesting educative exercises, with over 300 helpful illustrations.

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VOLUME XXVIII

D

A MONTHLY JOURNAL FOR PRIMARY TEACHERS

FEBRUARY 1920

The Blaming Habit

Jessie Althaus

Primary Teacher, Franklin School, Muscatine, Iowa

you ever have it, the blaming habit? Are you justified in it? Might not some one have the same criticism regarding your work? What shall we do about it?

After the High School has blamed the grammar grades for deficiencies in certain lines; after the higher grades have loaded deficiencies on the lower grades, and so on down to the first grade teacher, who, if there is no kindergarten, has put all shortcomings on the parents and home; what have we done to remedy the evil? The fact that the above criticism is often justly given makes the thoughtful, efficient teacher stop and consider whether each child knows just what he is required to know for her grade; though we as teachers are not responsible for what the child brings to us mentally, we are responsible for the developing of what he brings and for what he has when he leaves us. Just imagine the result if each teacher from the kindergarten and first grades up, knew absolutely that each child had comprehended and mastered, to the best of his ability, the lessons of each and every day. If the teacher were an efficient one she would remember that to-day certain ones were not well grounded in the new subject taught and would make conditions such that those pupils would again have a chance to see the same subject in a new guise. This may sound hard, but it is practical, and no teacher has any right to deprive any child of his right to know certain things as part of his work, neither has she any right to send pupils unprepared to another teacher, who must then be burdened with the work of the grade below when she needs all her time for her own grade.

Think what it would mean to have each child, according to his own ability, rooted and grounded in what he has been taught. The teacher ought to hold each child responsible on every occasion for what he has been taught; e. g., after the use of the comma has been thoroughly taught, everything written by the pupil should use the comma, otherwise it is wrong for the teacher to accept it. Concert work, too often not wisely used, is a good way to hide ignorance of a subject. Who does not remember his own experiences? How glad we were, when not prepared, to have every one in the class "yell" out the answer. My, what a relief! How afraid we were that we might hear our own name! No teacher can be sure that every child knows the table of sevens if day after day the work is given in concert.

Again a teacher may be sure that something is very radically wrong with herself and methods when the greater part of a class fails to grasp the point and the recitation falls flat; too many times teachers do not take time to plan their work, they trust to luck. Have you ever known

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a teacher to sit at a desk, book open in front of her, asking question after question from the book? you ever known teachers to not even have an aim for any one lesson of the day? On the other hand, have you not known teachers who spent time on preparation and were ready to assign certain topics in certain books for a pupil or pupils to look up and report? No teacher can be thinking about her clothes, social engagements, or debts and be doing justice to each pupil, for as sure as she does, the unprepared pupils will slip through to-day's work; neither can these pupils secure by a quick review what was missed, and so these pupils go on with that one thing a weak link in the chain. A certain child got to the eighth grade, where the teacher soon discovered him trying to subtract by beginning at the left. The seventh grade teacher too was aware of this deficiency. Why was he allowed to get as far as the eighth grade with that wrong method? What shall we say about such a condition? Does it not seem probable that some where it may be down in the second grade where this child learned subtraction without "borrowing". though he had the answers correct on paper handed in, or even at the blackboard, he did not know the process? Who knows if this child had been taught the value of units, tens and hundreds, etc? Had this been made definite and plain he would never have tried to take thousands from hundreds and so on. But you ask, "How can a teacher know all these things about every child?" Had each teacher felt that she was responsible for what each child has when he leaves her, this boy would never, never have reached the eighth grade with such results. Here is little John, who did not have as good a start in life either physically or mentally, as William. Shall more time be put upon William because he eagerly absorbs what is taught and makes it part of himself than upon little John? If the fact is true that the test of a teacher's ability is not in teaching bright children, because they will learn in spite of a teacher, then we see that little John needs all he can get. Shall it be taken for granted that those new words presented to-day sank as deeply into John's mind as William's and never an opportunity made to see just how much is part of John? These opportunities are golden for the good teacher, for to-morrow she says, "We will make a garden (Children in circle) and plant some flowers" (words on paper). Different children pick as many flowers as they know: then comes John's turn, who only picks up two words which he knows. To-morrow John must be given a chance to review these two words he knows and also learn a new one. To-day Bernice does not know bed because she does not know the sound of "b." The wise teacher immediately

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