Figures Cut from books, magazines etc., with folder at back. Have figures that represent action, if possible. Ladies with parasols, children with kites, dolls, or sitting at lunch, etc., to make the garden seem real. A Japanese parasol or two suspended over the whole is very attractive. Correlated Language Work During the month we took up the study of Japan and the children brought pictures of Japanese for study and language lessons. We had some interesting stories of Japanese children. "The Magic Mirror," "Story of Little Metzu," "Tommy Tucker's Dream." (A visit to Japan.) In the English work the children developed short sen FIG. II Hold fans at right side of face, level with chin, looking sideways at audience over fans; turn to left, dance once around circle, back to places at front of stage. FIG. III Hold fans with both hands below chin; face back of stage, and dance to back of stage. Place fans at back of head, face front and dance to front of stage (keeping line straight across stage). FIG. IV Place fans at left side of face, separate line, half going to right, half to left. Dance around circle to point at center of back, meeting - come down center of circle in twos to front of stage. FIG. V Place fans at chest with both hands. Separate as in Fig. IV. Dance around circle to points marked three fourths around. Cross circle on the diagonal lines, to front of stage. Then all in straight line. FIG. VI Keep fans at chest, separate, half going to right, half to left. Dance across front of stage and back twice, then on to circle, to meeting point at back. HOW TO INTO THE TEACHING OF AGRIC Teach in Terms of the Lives of the People-It Will Put HE world-wide war has taught us that ideas and theories are without value unless translated into action, into results, into accomplishments for humanity. Boys and girls must be taught in terms of their life's work. Public sentiment is demanding that it be done. The coming generation must assume the burden of performing the world's work, and fitness is essential to good work. There must be less bookish work. In the words of Theodore Roosevelt, "There must be more shooting and less shouting;" fewer words and more real work. Words will not plow a field; words will not build a home; words will Developing an Interest in Grammar or A Book Lesson in Love not develop a great humanity, nor build a great nation. Teaching in terms of the lives of the people is the Big Idea in Education. A missionary in India one day gave three native boys this lesson: "Whatsoever ye would that men should do unto you, do ye even so unto them." He told the boys to learn it and when they had done so to report to him. A long time afterwards he met one of the boys who had been in the class and asked him why he had not reported. The boy said, "I have not yet learned the lesson.' The missionary was surprised. "Why," he replied, "the lesson is not difficult" and he repeated: "Whatsoever ye would," etc., but the boy interrupted, "O yes, yes, me can say it but me can't do it yet." This is a doing-things world. We must put action into our work. Schools should deal with home prob lems. The business of the school is to fit for the duties of life. In some schools this is being done. Some states are planning and working to carry this big idea into every school, and especially into the rural schools. Missouri is doing great work. INTERNATIONAL HA HARVESTER BLDG. OF NEW J P. G. HOLD AGRICULTURAL EXT PUT LIFE TURE IN THE RURAL SCHOOLS Into Your School-It Will Make Your Work a Success The Missouri plan is: 1. Teaching in terms of the lives of the people. The study of problems connected with the home-the testing of seed corn, canning of foods, home making, health problems, and right living. 2. The adoption of the Rotation Plan in teaching so that there is a new line of work each year. The first year, crops or growing things; the second year, making things; the third year, animal life; the fourth year, soils and home. The meaning of the word Agriculture in the schools embraces not only subjects directly pertainto farming, but also to everything that concerns the life and lfare of the children and the people of the community-health, nitation, home conveniences, social conditions, and community 1762 EGGS COST $26 LOSS 730 EGGS PEN 3 PROFIT 1625 EGGS de by Pupils from IHC Stencils In order to help those who really want to teach agriculture and home work, we have prepared agricultural charts, lantern slides, stencils, and booklets especially for use in both the rural and the grade schools. The stencils, charts, and lantern slides visualize school work. They make it real; any child can understand it. The children can make their own lecture charts. The Smallest Child Can Understand this Kind of Agriculture Teachers, do not think that because you haven't an agricultural education you cannot teach agriculture. You can teach agriculture. Many are doing it. We will help you by furnishing charts, slides, stencils, and ricultural booklets. Thousands of teachers are using them. If you want to make use of any this material write us. The Harvester Company has published this material at considerable expense, but it is free you. We loan you charts, slides, and stencils on the condition that you pay the express arges from Chicago and return, and you can obtain agricultural booklets on many subjects for e cost of postage and wrapping. |