TEACHERS Are You Teaching AGRICULTURE In Your Schools? People everywhere now realize that agriculture is the Big Question in the United States today. It is the fundamental principle in modern education. Many states are teaching it; others are preparing to teach it. Because of this great demand for the teaching of agriculture in the schools, the Agricultural Extension Department of the International Harvester Company has prepared stencils, 32 inches by 38 inches covering 14 different subjects such as Corn, Alfalfa, Poultry, Weeds, Dairying, Live Stock, Soil, Flies, Canning, and other interesting subjects. Nervous Headache indicates that the nerve centres lack phosphatic elements Nervous headache is a definite symptom of nervous exhaustion. It is brought on by a poverty of the vital, phosphatic elements, without which, nerves and brain cannot properly perform their functions. The obvious way to secure relief is to replace the phosphates which have been depleted. For this purpose, Horsford's Acid Phosphate is an efficient preparation. It furnishes the phosphatic salts containing the same elements as those found in the bodily system. Non-alcoholic, free from habit-forming drugs, and immediately beneficial-for Horsford's Acid Phosphate supplies the vital phosphates in a form readily assimilated Sold by Druggists Send for Free Booklet RUMFORD CHEMICAL WORKS, Providence, R. I. 146 6-16 Pr VOLUME XX PRI PRIMARY 50 BR SUSCRIPTIONS may di, constitute th barescos - Checks, Hinary Education C label of the for ial receipt is wa KETON 50 BROMFIELD ICELAND & GOODC Luts-Address a THE OUTDOOR BOOK By ZOE MEYER A nature reader for second grade. Published in October. Illustrated, 40 cents. AMERICAN HISTORY FOR LITTLE FOLKS By BLAISDELL and BALL A history reader for third grade. Published in October. Illustrated, 50 cents. THE EASIEST PRIMER and the largest, is Wide Awake Junior, the new book in the series of Wide Awake Readers. Carefully graded. All pictures in color. Vocabulary of 200 words. Price, 30 cents. THE RHYME AND STORY PRIMER By ETTA AUSTIN BLAISDELL and MARY FRANCES BLAISDELL 66 'Story-approach" method, with emphasis on phrasing. Mother Goose vocabulary. All pictures in colors. Price, 32 cents. Write for list of new books for the primary gradessupplementary readers and dramatic readers. LITTLE, BROWN & COMPANY NUMBER 1 The Parent-Teacher B How to Aid the School Julia G. Straub (All rights reserved) ESIDES the spiritual and moral aid the ParentTeacher Club can give the school, in its fostering of the spirit of understanding between parent and teacher, there are countless types of material and practical aids. In rural districts, especially, the club can work wonders. It can point out all the deficiencies in the school surroundings, such as open wells, poorly-ventilated and badly-lighted buildings, and lack of equipment. It can go farther by interviewing the school trustees, and insisting upon the needed improvements. Then if the trustees feel that it is utterly impossible to supply funds for playground equipment and industrial work, the club can, by means of socials and bazaars, raise enough money to add at least a few swings, a slide, a seesaw, a work-bench, the necessary tools, and a couple of sewing machines to the school's assets. In the city, the Parent-Teacher Clubs can by capable work secure the necessary new buildings with all modern equipment. In smaller towns, where all this cannot be accomplished, the clubs can furnish much which the existing buildings lack. They can furnish "first-aid" cabinets with every facility for accident or emergency cases; bathtubs and showerbaths for the children; sanitary drinking fountains, and well-furnished rest-rooms for the use of the teachers. One club provided tooth-brushes and shoe-cleaning outfits. It also installed some sets of cobbler's tools and had a practical cobbler come to teach the older boys this most useful of manual arts, in these days of the H. C. L. Patterns were also secured, by means of which the older girls learned how to make their own clothes and also those of their smaller sisters — surely a valuable lesson. In the districts where the well-to-do people reside, the schools do not have to face the problem of actually feeding and clothing the children. A club connected with such a school can work wonders for the future morals and ideals of the community by its interest and supervision of the "movies" to which the children go. It is not difficult for an efficient club to secure the use of a neighborhood theatorium for each Saturday afternoon and have the management run films particularly adapted to the children. If this is not possible, the assembly hall of the high school can be used. In many states, now, there is a movement on foot to have general co-operation of the schools with a Juvenile Motion Picture Board which pro 1 of fairs. PRIMARY EDUCATION January 1918 Boys in District School Working with Tools Furnished by Parent-Teacher Club -framed pictures, large victrolas, pianos, and steres, by the various Parent-Teacher Clubs. In many he clubs can provide supplemental reading material primary grades, a true boon to the teacher. der to secure these articles the club can hold "home "sales in the basement of some store in the business during the holiday season. It can have musical gs, combining the newly-bought victrola and records ocal and other instrumental selections. It can hold s" at the homes of the members, where good-fellow ship can be fostered while the club's finances are being increased. By understanding and appreciating the difficulties under which teachers have to labor without proper equipment, the mothers of to-day, through their active participation in Parent-Teacher Clubs, have an entirely new conception of the real civic value of the teacher's work to the community. In every up-to-date community these two most important factors in the life of the child pull together in harmony. Tall Ho IN our P ings, pa listen to a m therefore lead literature in t the make-up tense is the p therefore, kno what means t material into pictures, or st You will ren the conclusion -ight know, e sents the sound in speaking or lows that it als sion either vo from any other will be differen ecumerate the 1 The musi ? It consist 3 These tor to say, the seco first, the third t 4 These eig regular successi rase or the run sound or tone eighbor. The 1 number of tu adders, with eig of the other. ILLUSTRATIONS 1 If t Girls in the Basement Room of District School Working with Cooking Utensils Furnished by Parent-Teacher Club Over our manhood bend the skies; Against our fallen and traitor lives The great winds utter prophecies; Its arms outstretched, the druid wood Waits with its benedicite; And to our age's drowsy blood Tones also di ers, just as in 1 trounced with m LUSTRATIO ious talk, on the Purpose of Music, we at in music the composer can express feela picture, or even tell a story. This time learn something about how music is writto its making, and how the composer works. n this because this knowledge will help us to cal composition with more intelligence and > greater appreciation. Music is just like ; respect. The more we understand about any masterpiece the greater and more insure that we derive from it. We should, something about the material of music, composer uses, and how he shapes this sical forms that convey to us his feelings, ies. mber that in our former lesson we came to hat music was a language. Now, as you ry language has an alphabet which repreby means of which we express our thoughts writing. Since music is a language it fol has an alphabet as a means for its expres lly or on paper. But since music differs anguage it follows again that its alphabet from any other alphabet. We shall then aracteristics of the musical alphabet: 1 alphabet is known as the Musical Scale. of eight sounds called, in music, Tones. s differ from each other in Pitch, that is d tone of the Scale is higher than the an the second, etc. tones follow each other in the Scale in , up or down, like the steps of a stairof a ladder, each step or rung having a ust one step higher or lower than its ight tones of the Scale can be duplicated es just as you could take a number of rungs each and place them one on top ere is a piano at hand the teacher can strate the scale by beginning on any white and playing eight tones in regular suc-ion using white keys only. She can also nt out how the scale may be multiplied lifferent pitches. If possible the teacher ht also to sing a scale for the children have them sing it after her. Record number 55072 consists of illusons of Vocal Scales. en can sing a familiar song like "Old Es at Home" and point out the high and tones. sic also differ from each other in Duraer or shorter than others. hildren point out long and short tones in song as they sing it. A good way is to them clap the length of the tones and to one child draw lines on the blackboard present lengths of tones while the rest of Elass is singing. fer in Intensity, some are louder than nguage some syllables and words are ore emphasis than others. 7 Since tones differ from each other in Pitch there must be a means by which the exact distance of one tone from another may be measured. For this purpose a ladder is used consisting of five parallel lines, known as the Musical Staff. ILLUSTRATION Draw a Staff and show the class how, by placing the first tone of the Scale on any line or space of the Staff the rest of the tones, whether in regular succession or in skips, can be located from this starting point. It would take us a long time to find out much about these various things in music. But for our present purpose, when we are merely trying to get an idea of how music is made, it will be enough for us just to remember these few points. And now we can follow the composer as he makes his music. What do you and I do when we want to write something? We first find out what we are going to write about. Next we spend some time in thinking about our subject to let it soak well into our minds in order to know exactly what we are going to say. We then write down our thoughts on paper for others to read. And it is here that we make use of the alphabet. We combine various letters of the alphabet to form the words that we want. These words are then combined into phrases that have a definite meaning, but in which our thought is but partly completed. In order to complete our thoughts we combine two or more phrases into sentences. Sentences are then combined into paragraphs and paragraphs into completed compositions. Now the composer does almost exactly the same thing. He first gets a musical idea that forms the topic or theme for his musical composition. He then thinks a great deal about this topic and when it has fully developed itself in his mind he begins to write it down. In doing this he uses the tones of the Musical Scale as we use the letters of the alphabet. He combines tones into musical words; phrases, sentences, etc., into complete compositions. Now, since the composer's words are made up of tones that differ from each other in pitch and duration, he writes his music on a Musical Staff which, as we just learned, measures the distance between tones, and he uses notes of different shapes to show the different durations. ILLUSTRATIONS 1 The teacher can very easily show the children these different symbols for tone durations, known as notes, by pointing them out in any song book or by drawing them on the blackboard. 2 To show the class how music is similar to language in its construction let the teacher play or sing a tune like America and point out the musical words, phrases and sentences. In this tune the first six measures, ending on the word "sing" form a phrase consisting of three "musical words" of two measures each. The second part of the tune likewise consists of a phrase of four "musical words" of two measures each. The entire tune thus consists of a musical sentence of two phrases. A number of simple tunes should thus be analyzed by the teacher and class. Good tunes for this purpose which may be had for the phonograph and also sung by the class are: Old Folks at Home. Annie Laurie. All Through the Night. Socialized Recitations VI cialized Recitation in Oral Language nder the Supervision of Gail Calmerton 1 A-2 B Grade, Fort Wayne, Indiana, Teacher, Miss Holland nklin Three children will please go into the cloak nd some one will tell us a story. When the doorr tells them to come in some one will tell them the so they will feel they haven't missed anything. nie Once upon a time there was an old man and d three sons. One day the old man said to his youngn, "Go out in the woods and cut down a tree." So he the son a lunch and he went out in the woods and he met a little dwarf and the dwarf said, "Will you e some of your lunch?" but the boy said, "No, go on way, I have hardly enough for myself," so the little went away and said, "You will see what will happen you cut down the tree." So the man began to chop ree, but at the first stroke of the axe, cut his arm. ext day the father said to his second son, "You go out e woods and cut down a tree." So the second son out in the woods and he met the same dwarf and the said, "Will you give me something to eat?" and the aid, "No, I have only enough for myself," and so the said, "Then you will find out what will happen." e boy made the first stroke and cut his foot and had to me. The next day the youngest son was told to go out forest to cut down a tree and when he met the dwarf d, "Yes, I will share my lunch with you," so they ate a y lunch together, the youngest brother, and when finished their lunch the dwarf said, "When you cut the tree look inside the tree and you may find some-" So when the youngest brother cut down the tree, it was gold all over and the youngest brother took the goose (The children hiding in the cloak hall come out and an- Louise Once upon a time there was a man had three sons and the man had the oldest son to go out to the woods and chop a tree down. He gave him a lunch to go out in the woods and chop a tree down and there was a little man came along and he asked for something to eat and the boy said, "No, you can't have anything," and the dwarf said, "You will find out what will happen," and when he went to strike the first stroke he cut his arm and the boy had to go home. The next day the next to the oldest son went to the woods to chop a tree down and the same little man came along and asked for something to eat and the boy said, "O I have nothing for myself!" and the little |