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CAN YOU PRONOUNCE THEM?

MY BOY.

Here is a list of words which upper class He came of family afflicted with insanity. pupils will meet in library books, also in the Lost mother when quite young. Was sent to newspapers. Can your pupils pronounce them a large school and considered unmanageable. correctly? If not, write half of them on the Came to our school and was in beginning board at one time and drill. No harm will re- grade. Reported to me as incorrigible. I sult if the meaning of some is not quite clear asked to have him sent to me, and when he at present to the pupils.

came his eye said, “Don't trifle with me." I debris 20 debut

This was my opportunity for failure or suc2 address 21 Danish

cess. I decided to win him at any cost. He 3 sine die 22 pumpkin

was restless, boisterous, and something of a 4 vehement 23 camera

pugilist. He was made generally useful, body5 recess 24 chimera

guard if you will, and by noon we were good 6 Wednesday 25 adamantine

friends. As soon as school was dismissed a 7 almond 26 viva voce

complaint came that he had been calling “ugly 8 savant 27 competent

names.” Must I punish him and lose the con9 sacrifice 28 ultimatum

fidence so easily gained? No, that would mean 10 alias

29 oleomargarine months of trouble; nothing would reach him Il cabal 30 heroism

but patience and kindness. We had a little 12 exemplary 31 eclat

talk and decided that our room would never 13 charivari 32 epaulet

call “ugly names.” In a short time he was up 14 juvenile 33 Darius

with first grade in reading and number work. 15 melee 34 derisive

At first his little cramped hand made hiero16 rendezvous 35 irrevocable

glyphics that the Egyptians themselves could 17 precedence 36 apprentice

not have made out, and now his writing is 18 grimace 37 financier

readable, that is all. In reading and number 19 elite 38 posse comitatus work he bids fair to catch the second grade.

He is very often excused from school the last A VICTIM OF CHICAGO SCHOOLS.

half hour; such an impulsive nature must have One of the boys brought home his arithme

change. Where is my scornful, rebellious tic lesson, and his mother, after watching his

boy? Gone, and in his place has come a senstruggles for a time in silence, offered to help

sitive, obedient, and affectionate boy, who him.

loves to caress my hand. Sometimes a look "Oh, no,” said he, with a look of scorn.

of reproach will cause the little head to droop "You can't do it to save you.” As the mother

and the tears to flow copiously. Is “my boy" was a college graduate she naturally felt some

a failure or success?- Midland Schools. what nettled at this, and insisted upon her

THE TORTOISE'S LESSON. ability to solve the problem. She did so to her own satisfaction, but not to the boy's. He "I can't learn to spell that long word,” dedeclared that she did not do it right, though clared Dorothy, crossly. he could not tell what was wrong.

“What word?” asked auntie. “We'll leave it to papa,” said she finally. “Tortoise,"answered Dorothy, “and I know The father, too, was a college graduate and that I shall fail and have to go to the foot of had taken high honors in mathematics. The the class, and I only got up to the head this father said that the mother's method was the very morning.” right one, and indeed the only one. Uncon “ 'I can't' never did anything in this world. vinced, the boy went off to school the next Did you know that Dorthy?" said auntie. morning. At noon he came home triumph- “But 'I can' has done a great deal. Did you ant.

ever hear the story about the tortoise?” “There, I told you so!" he shouted as he en “Yes, indeed," answered Dorothy. “We tered the house. "You did it wrong."

read all about him in school yesterday. He "What was the matter?" both parents ran a race with a hare, and the hare ran very asked.

fast, and then he got tired and went to sleep “Well, you left out two sinces and a hence,” 'cause he thought the slow old tortoise would was the convincing reply.

never get to the end of the race even if he At school No. 3 they are more careful of slept hours and hours. But he did, auntie. their sinces and hences than of genuine ideas. He kept crawling straight along, no matter -Chicago Post.

how tired he felt.'

"And who beat?" asked auntie.

dents or results obtained by his own study. “The tortoise did,” exclaimed Dorothy The society would be very glad to correspond "and I guess that sleepy hare was s'prised as with any teacher who desires to undertake anything, don't you, when he found it out?” work in the subject, but feels that he is un

“I shouldn't wonder,” said auntie. “He able to do definite work without assistance. didn't say. 'I can't,' did he? He persevered and Below is given a syllabus on children's readkept right along, although he knew that the ings, in response to which we hope to receive hare could run very fast, while he could only papers from many schools throughout the crawl very slowly."

state. The requirements are very simple, and "I guess that tortoise said, 'I can,' same as we hope to obtain a large number of papers I'm going to right now," said Dorothy quickly, within a few weeks. We urge all teachers to and she took up her spelling book.

aid us in this simple study. Over and over she spelled t-o-r-t-0-i-s-e,

A Study of Children's Readings. tortoise, until at last she knew it perfectly.

In this study the purpose is to find out what I've learned it, auntie!” she shouted joy

children are actually reading, and something fully as she shut up her book with a clap.

of their tastes in reading. Auntie smiled. “And you have learned the

Incidentally the

study will show whether children are reading tortoise's lesson at the same time, haven't you,

or not, and the kind of books which are being dear? His lesson is perseverance,”- Youth's

given to children. The following questions Companion.

are to be answered by the child: JOHNNIE FRESH, ON EASY WRITING.

1. What books have you read since school

opened? (Sept. , '96.) I don't believe 'twas hard to do,

2. Which one did you like best?
When Homer wrote of Troy;

3. Why did you like that book?
There were no rules for him to watch,
No grammars to annoy:

4. If you had the money which book would He had no slang to guard against,

you buy?
He spelt the easiest way;
The subjects were not threadbare then,

Name, age, sex, and something of the tem-
Because he had first to say.

perament of the child to be given by the And Dante had it easy, too,

teacher or parent. The children should not In Florence when he wrote;

be told the purpose in the questions. We shall He made each phrase as he went on,

be very glad to receive reports from children There were no words to quote. The common talk of every day

throughout the state. Was good enough to use;

Papers should be sent to Mae E. Schriber, "Too trite'' was something never heard,

State Normal School, Milwaukee, Wis.
There were no terms to choose.
Old Chaucer had no task at all;

He wrote what came along;
He put down just what people said,

CONTRIBUTIONS..
And couldn't spell words wrong:
You see no one had tried before
To write this brand new speech,

A NOVEL COMMENCEMENT PROGRAM.
So Chaucer fixed it his own way
For all the schools to teach.

[At our request Principal Ford, of Grand It wasn't bad when Shakspere lived;

Rapids, Wis., has furnished us the following
The right no one could tell;
There were no dictionaries then-

relative to his high school commencement proNo wonder he wrote well.

gram last summer. It is very suggestive for Now it gets harder all the time; Each word must mean just so;

other high schools. -Eds.] The very turn you'd like the best

The high school is certainly the people's Is one that will not go.

college and it is well that those who conduct --Anna C. Murphy, in the N. E. Journal of Ed'n,

it seek to keep it in all its interests as near as

possible to the life of the community in which CHILD-STUDY.

it is situated. No better opportunity is of

fered to vitalize this connection than at the BY THE MILWAUKEE SOCIETY FOR CHILD-STUDY. annual high school commencement. A “good

showing” at that time is a present and future This JOURNAL will publish from month to pleasure to the class and community, and if it month syllabi used by the Milwaukee society. is in any way an honest exhibition of what the We hope that every teacher who is interested school has done for the young people, the in any of the work suggested will co-operate gratified community will listen more readily with us, by sending in papers from the stu- to the requests for needed improvements. No program which excludes the class, no matter Alicting, but each one organized his material how brilliant the lecturer substituted, can well the best he could, with occasional suggestions accomplish the purpose here mentioned. Let as to method from the instructors. It was Herbartian and anti-Herbartian remember original work much more than the average prothat it is conditions as well as theories that gram. confront us at present and that we will never The compositions contained on the average better conditions nor realize our theories un about two thousand words. They could pretil we have made our school in all its interests sent them in the way they thought best. Some a vital part of the life of the community. committed them entire, some spoke from an This policy will accomplish more than spas- outline held in the hand, two read theirs as they modic expenditure with lengthening periods would an essay. The one who dealt with the of complaint about unnecessary taxation. history of the county had several large maps

A thought as to the management of school showing the number and arrangement of the interests has been suggested, a place has been townships at different periods; the one who found in this policy for the high school com- had the topic on Early Routes had planned mencement and I have plainly hinted that the maps to show the location of early military program of that occasion ought to be by, for and logging roads, but these were not prepared and of the school itself.

owing to lack of time. Whether the commencement program is to No high school commencement ever held be wholly made up of the regular stereotyped here excited more general and permanent inorations (?) you, remembering that you wish terest. The papers were all well received and to interest the people and show in a degree for days after the older citizens were discussthe varied work and needs of your school, are ing incidents suggested by the program, critithe best judge. With us, though we have a cizing and disagreeing with the papers more fine literary society, required rhetoricals, three often than they agreed with them probably, years of literary readings, a year of grammar but then they were saying something about and composition, not to mention excellent the program and generally about the school school and city libraries containing lives of and its needs—the latter having been briefly Caesar, Alexander and Napoleon, full accounts presented in the conclusion of the last paper of the battles of Waterloo and Hastings, in on the History of the Local Schools. teresting essays on 'Woman's Sphere,” “True This was the program and this its effect. You Success,” etc., ad nauseam, we have concluded can make your own comparisons of these rethat such strings of orations (?) but partially sults with what was said at first about the purrepresent our work and in no way touch the pose of a high school commencement program. interests of our people. So last spring we You can also develop other benefits not sugtried a variation.

gested—not the least of which is the good it does To a class of seven we suggested that they bookish high school pupils to do something not lived in one of the oldest and most interesting found between the covers of texts, something towns of the state, and that some one ought to that by interviews and letters, brings them in do what was possible to give permanent form contact with people, and people who have made to the recollections of the old traders, trappers history—even though it be but local history. and raftsmen. They accepted the idea readily and went to work.

THE FEDERATION OF GRADUATE CLUBS. Each one took some certain topic in this local history program such as “Rafting in the The Federation of Graduate Clubs is the Early Days," "The History of our Schools," name of an organization which is likely to mark "Early Routes and Methods of Travel," "Pol- an epoch in the development of higher educaitics in the County and Community," "Floods tion in America. Excepting the late convenand Fires in Grand Rapids,” “Early Sawmills,” tion of the presidents of state universities, and "The Importance of Local History.” held in Madison early in January of this year,

The material for these papers was gathered no other single educational movement of the by interviews with old settlers, letters to for- last quarter century embodies greater possimer residents, files of the newspapers, county, bilities and promises to exert a wider influence city and school records. Everybody who than this Federation. However, before enterheard of the plan was interested, everybody ing opon a discussion of the Federation it may who was asked for aid or information gave it be well to say a few words about graduate stureadily.

dents and graduate clubs, without a fair unThis mass of material was not always as derstanding of which an account of the Feddefinite as could be wished, it often was con- eration would be quite impossible.

To define a graduate student is no simple that the Federation of Graduate Clubs is to task. For our purposes we may consider any the local club. But the Federation is somestudent who has successfully completed a reg- thing more. In what that more consists we ular four years course leading to a bachelor's shall now see. degree, (B. A., B. L. or B. S.) in a college of Differences in requirements and lack of unirecognized standing, a graduate student. fication have hitherto perhaps been the greatThat is, after a student has “graduated" from est point of weakness in the graduate work of a college, if he continues his studies in a higher American universities. Some institutions institution of learning, represented by the uni- would grant masters' and doctors' degrees for versity proper, he is supposed to be a gradu- work which in others would not entitle the ate student. As a graduate student he may student to a bachelor's degree. Still otherssimply wish to extend his knowledge along and unfortunately there are not a few of these lines of study begun during his undergraduate in existence—would grant “degrees” with that career, or he may enter upon a regular course same lack of discrimination with which the of advanced work leading to a higher degree western public applies the title “professor" to (M. A., M. L., M. S,, Ph. D., etc.) Gradu- university and college professors, high school ate work does not properly mean work done principals, village school masters, local band after graduation (post graduate), but it means leaders, and jugglers. No graduate student advanced and systematic work along two or objects to such “honorary” degrees, but what three related lines of study. The first mile- he does object to is the granting of the same stone is the master's degree, which can usually degree for different things. If a philanthropic be taken after one year of successful graduate man endows a college, and that college “honwork, while the doctor's degree can, as a rule, ors” him with a “degree,” well and good. not be taken in less than three or four years But it certainly is imposing on the public, and from the time of graduation. Now, students unjust to the student that the same degree pursuing one of these courses are graduate stu- should stand for a sum of money on the one dents, and a graduate club is nothing more hand, and for years of hard study on the other. than an organization of such students. The Every graduate student heartily approves that first graduate club was formed at Harvard in recognition which universities sometimes ac1889. Since then similar clubs have been cord men and women who have performed formed at nearly all the more prominent col- special service in behalf of secondary educaleges and universities in the country. The tion or to men and women who have in some club at the University of Wisconsin has been other way accomplished great things for huin existence since May 22, 1895. These clubs manity. Such acts should be looked upon as pursue various aims, partly literary and partly the rare privileges of great institutions of learnsocial. Our own club is primarily literary, al. ing. But what the Federation insists is that though sociability is not neglected. During these degrees shall be designated as honorary the present collegiate year the club is holding degrees, and sharply distinguished from dea series of ten meetings. Each program con- grees earned by hard and continuous study. sists of three parts. First, an address by the Again, there is still greater diversity in the head professor of some department of the uni- graduate work done by different institutions. versity along the following lines:

It is not always easy for a student to go from (a) The educational value of that particular one university to another without meeting difline of study.

ficulties due to the differences in graduate (6) What constitutes scholarship in that courses. But it is often very desirable that a field of work.

student should be able to go from one univer(c) What forces does that study contribute sity to another to enable him to make the which operate as factors in civilization.

most of his work. To facilitate this migra(d) What is its relation to other branches tion of students, as it is called, is one of the of learning? Second, reminiscences of college chief aims of the Federation. life at home and abroad. And finally, musi- The Federation publishes annually a little cal selections rendered by students of the book called “Graduate Courses,” which is a School of Music under the direction of one of compilation of the graduate courses offered in their professors. The aim of these meetings various universities. The publication of the is clear. Not only will graduate students be- book is controlled by a board of editors, comcome acquainted with one another but they posed of one editor-in-chief and one assistant will also learn to appreciate better the work editor from each institution represented in the done in departments other than their own. book. No institution is allowed to have its

What the individual club is to its university courses inserted in the book "Handbook" —

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Rittenberg

unless it gives satisfactory evidence that the W. T. Anderson,

G. H. Drewey,
J. H. Nattrass,

Howard Miller, work its students do is of recognized quality.

C. H. Nye,

J. S. Roesseler, In this way the Federation hopes to stimulate David Throne,

M L. Bunnell, uniformity of requirements. The Federation T. P. Peterson,

Myron E. Keats,
John Maloney,

G. G. Williams, is now investigating migration of students,

E. E. Roethe,

Dr. E. P. Swift, granting degrees, requirements for theses, and Jessie N. Smith,

J. E. Edwards, other subjects. This work, it is hoped, will

Maggie Ryan,

Otto Gaffron,
F. E. McGovern,

Anna E. Anderson, assist in developing graduate study in Amer- A. R Whitson,

J. F. Conant, ican universities.

W. L. Morrison,

R. L. Cooley,
F. A. Lowell,

J. W. Livingston,
Nothing has as yet been said about the or-

J. H. Derse,

J. E. Riordan, ganization of the Federation. The word itself, G. W. Gehrand, .

A. E. Brainard, federation, is almost sufficient. The Federa. R. H. Barton,

Taylor Frye,
Supt. J. H. Helen,

H. L. Terry, tion of Graduate Clubs is simply a union of cw.

L. E. Amidon, the various local clubs. At present it includes 0. J. Schuster,

W. H. Schultz, about twenty universities. A convention of

M. S. Frawley,

M. H. Jackson,
John Bille,

W. H. Goodall, graduate students, representing sixteen col

H. A. Adrian

G. M. Morrissey, leges, met in New York city April 16, 1895.

J. E. Roets,
W. O. Brown,

H. W. Rood,
This convention issued an Address to Govern-

A. W. Burton,

Frank E. Doty, ing Boards of American Universities, to which E. T. Johnson,

J. E. NeCollins, migration and standards for degrees were dis

Silas B. Tobey,

Leo Williams,
E. C. Wiswall,

D. D. Mayne, cussed, and resolved to call a second con

J. H. Hutchison,

Albert Hardy. vention during the following year. Such a A. H. Fletcher,

R. B. Dudgeon, meeting was held in Philadelphia January 3,

J. E. Hoyt,

Dr. Eaton,
B. T. Davis,

Rufus C. Flagg, 1896. And it was at this convention that the H. A. Simonds,

Prof. Rankin, Federation of Graduate Clubs was permanently E. E. Beckwith,

Prof. 0. C. Merica,

W. H. Elson, organized. The first meeting under the con

Hon. J. H. Stout,
C. F. Viebahn,

J. A. Hutchins, stitution was held at Baltimore, December 29 Supt. Estabrook,

L. E. Gettle. and 30, 1896. This convention showed an Lovilla M. Mosher,

Greetings were received from the Minnesota State Educaincreased growth of the Federation, greater

tional Association in session at St. Paul, declaring that Mininterest in its work, and an extension of the pesota teachers would be in Milwaukee next July, one field of its activity.

B. H. MEYER.

thousand strong. Greetings were also received from the

Iowa State Teachers' Association, in which they asked that University of Wisconsin.

additional room be reserved for them. Other greetings were received as follows: Florida: The Florida Teachers' Association acknowledge your kind invitation and hope to be

well represented at the N. E. A.; Idaho: The Idaho State OFFICIAL DEPARTMENT.

Teachers in enthusiastic convention assembled, accept Wisconsin's cordial invitation to attend the next National Edu

cational meeting and promise a good delegation; Maine: OFFICIAL PROCEEDINGS OF THE FORTY-FOURTH ANNUAL Maine teach-rs return greeting and the Pine Tree State will MEETING OF THE WISCONSIN TEACHERS'

join that of the Wild Rushing River to swell the National

Convention of '97; North Dakota: North Dakota returns ASSOCIATION

hearty greetings; will be in Milwaukee in July; South DaWednesday Evening Session, 7:30 P. M.

kota: 350 enthusiastic teachers of South Dakota send fra

ternal greetings and wish you Godspeed in the great cause From 7:30 to 8:00 o'clock P. M., the Association listened that can alone reform society and lead to better things soto an enjoyable concert by the Apollo Male Chorus, assisted cially and politically; will you not join us in a resolution by Mr. Ernst Ehlman, under the direction of W. A. Ehl for Cuban liberty and autonomy? California: The California man.

Teachers' Association, eleven hundred strong, return greetPresident Burch read a communication from the local ings to Wisconsin, and will send representatives in July; committee of the National Educational Association inviting Missouri: Eight hundred Missouri teachers return your the Wisconsin Teachers' Association to attend the national greeting and ask for an enlargement at headquarters, convention in July next.

President Burch announced the following committee on The president then announced the following committee of "Child Study'': J. J. Jegi, W. J. Brier, Buel T. Davis, J. one hundred to co-operate with State Manager W. J. Brier H. Nattrass, Mrs. Mary Barker. in securing a large attendance at the coming meeting of the President Harvey from the committee appointed to invite N. E, A,:

the N. E. A. to Milwaukee in 1897, reported that they had W. J. Brier, State Manager, Chairman,

been successful in their efforts. He said the committee had J. & Emery, Frank W. Bixby.

pledged Wisconsin to add two thousand new members to Dr. C. K. Adams, John F. Shaw,

the national organization, and urged upon the Association Dr. J. W. Stearns, Stacia Livington,

the necessity of keeping the promise. W. H. Chandler, Oscar Pederson,

Prof. John M. Coulter, of the University of Chicago, was Dancan McGregor, Anna Smith,

then introduced and delivered a masterly address on "Some A J. Hutton, Anna E. Schaffer,

Problems in Education.” He said in part:
W. C. Hewitt,

Emma C. Underwood,
W. H. Cheever,
T. C. Salt,

Prof. Coulter's Address.
C. H. Sylvester,
C. E. Patzer,

That never in the history of education in America had
E. W. Walker,
Gottlieb Ziegler,

there been such a universal movement toward a change as Kate L. Sabin. A. A. Thomas,

at the present time. The act of teaching was quite an indeJohn T. Flavin, E. R. Smith,

pendent matter, and had no reference to the equipment

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