3015 IRLF SB 17 DEPARTMENT OF EDUCATION THE CITY OF NEW YORK DIVISION OF REFERENCE AND RESEARCH Th. School Assembly Tke Sckool Assembly A Handbook for Auditorium Exercises by EUGENE A. NIFENECKER, Assistant Director of Reference and Research. WILLIAM G. WILLCOX, President, Board of Education. 1917 TABLE OF CONTENTS PAGE I. INTRODUCTION 3 II. AIMS AND VALUES - .~ _ _ 5 1. Inspirational functions 6 2. Recreative functions 7 3. Interpretive functions _ 9 4. Instructional functions _ 9 III. MEANS AND METHODS 1 1 1. Visual instruction 11 a. Stereoptican and lantern slides 12 b. Motion picture films . 23 c. Methods of using material 26 2. Lectures _ ~ __.___._-. - _._..... ....- --,-.. ,. ........ 29 a. By teachers in charge of auditorium activities 30 b. By teachers from other departments 30 c. By pupils -,..,... ^..,......i....n..-i.Mi.....i.......i...........ii..u..i,i---...i.,-- 30 d. By outsiders 31 e. The quiz 32 Music 3 2 a. Aims and values 32 b. Means and methods 33 (1) Participation 33 (a) Choral singing 33 (b) Instrumental music 34 (2) Appreciation 34 (a) Use of phonograph, etc 36 (b) Recitals 36 c. References _ 37 4. Bible reading 37 a. List of selections 37 5. Declamations recitations oral readings, etc 39 / a. Aims and values 39 / b. Material _. 40 c. Bibliography 40 eV~Story telling 42 a. Aims and values 42 b. Selection of material 44 c. Suggestions as to method 45 d. Bibliography A. 4 6 7. / Dramatization plays, festivals, etc 49 a. Dram ati zation _'. 4 9 (1) Aims and values 49 (2) Choice of subject matter...... 50 Festivals - 54 (1) Aims and values - !. 55 (2) Choice of subjects 56 The pageant 57 C 1 ) Values 57 Bibliography _ 57 Physical training .. 62 i. Folk-dances _ 63 (1) Values 63 V (2) Bibliography J _-__ '......'.. 64 b. Mimetics 64 e n Debates and contests 65 a. Debates ~ _ 65 (1) Aims and values 65 ( 2 ) Bibliography _ _ 66 b. Contests 6 6 10. Miscellaneous _ 68 a. Forum ... _ _ ~ 6 8 b. Question box. _ 68 ~ / PAGE IV. ORGANIZATION OF SUBJECT MATTER TYPES OF EXERCISES 69 1. Introduction The problem _ 69 2. Life of the school as a social community 70 a. Significant days in the life of the school 71 ( 1 ) Opening day 71 (2) Graduation day, class day 71 (3) Meetings of school city 71 ( 4 ) Field day _ 71 b. Special school activities ., _ 71 (1) The school bank 71 ( 2 ) The school paper. _ _. 7 3 ( 3 ) School athletics J ! "..'....... 73 (4) The School Audubon Society _ ......._ _. 73 c. School entertainments 73 d. Special group activities . 73 ( 1 ) Orchestra 74 ( 2 ) Glee club ~ - 74 (3) Literary and debating societies 74 ( 4 ) Science clubs _ _ 74 (5) Arts and crafts ., 74 (6) Work of various classes _...._ 74 3. Community life outside the school _ _ 75 a. Industries and occupations 75 (1) How we get our food ._ ' (2) How we are sheltered 76 (3) How we are clothed _ 76 (4) New York's industries arid occupations... _ 76 (a) Chief industries _ - 76 (b) Chief occupations _ 77 (c) Additional topics 77 ( d ) Labor Day 77 b. Institutional and civic life 77 ( 1 ) Public Service - - 78 (2) City government 79 ( 3 ) Public institutions 80 c. History of New York City - ...... 8C 4. The World of Nature... 81 Suggested topics. 82 5. The World of Art, Literature and Music 83" Suggested topics - 83 6. The Life of the Nation - - - 86 a. Historical .11...'...'. 87 b. Industrial 89 c. National government 4 V. ADMINISTRATIVE PHASES.... 95 VI. APPENDICES 99 1. Directions for borrowing slides from the University of The State of New York __. 101 2. How to borrow slides from the American Museum of Natural History _ ; 102 3. How to borrow slides from the Metropolitan Museum of Art 103 4. List of manufacturers having motion picture films of educa- tional value - _ 103 5. Typical list of outsiders who have spoken at Public School 42, The Bronx 105 6. Calendar of special days and anniversaries customarily or occasionally observed 105 7. Program sequence of assembly exercises, Public School 64, Manhattan .... .... 10? I. INTRODUCTION . X 1 \ / The School Assembly has always formed a part of the activities j ( of the school. Its educational value has long been recognized./ 'Prior to a very recent date, however, the time schedule in the New York schools allotted but fifteen minutes a day for opening exercises. Under the various forms of the duplicate plan of school organization the assembly period is becoming, in many schools, a more prominent feature than ever before. With the increased time allotment provided, a greater opportunity is afforded for realizing all the possibilities which the assembly may possess. The increased emphasis upon this activity brings with it prob- lems of organization and administration many of which must be . determined on the basis of actual experience. One problem that has always been present is the question of the selection and the organization of subject matter.A As an aid in the solution of this problem this bulletin of information on materials and activities suitable for assembly presentation is issued. While much of it is suggestive only, many of the activities discussed have been more or less tried out in assembly exercises in the past in this city and elsewhere. The experience of successful assembly managers will perhaps develop material for a more serviceable book. A second edition, enriched by actual programs, found especially successful, is contemplated as a composite compiled by teachers actually engaged in the service. To that end principals are requested to keep in durable form the notes and plans of assembly exercises in order that the successes of the various schools may be capitalized for the benefit of the whole city. In the preparation of this first issue, valuable assistance has been given by principals and teachers in various schools, par- ticularly by Mr. ANGELO PATRI, principal, and Mr. WILLIAM JANSEN, teacher, of Public School 45, The Bronx, by Mr. WILLIAM E. GRADY, principal of Public School 64, Manhattan, by Mr. EUGENE B. GARTLAN, principal of Public School 42, The Bronx, and by Mr. LEWIS C. KING, teacher, Public School 53, The Bronx. Acknowledgement must also be made of the assistance received from Miss MINNIE: KEIL, Secretary of this Division, who compiled some of the bibliographies, and from Superin- tendent McANDREw, in charge of duplicate schools, who kindly read the manuscript and made many suggestions which have been incorporated. II. AIMS AND VALUES The functions of any school activity may be training, instruc- tional, inspirational, disciplinary, recreative or interpretive. The training function results in the acquisition of specific habits, the instructional in the acquisition of facts, principles and ideas, in knowledge. The inspirational function aims to instil ideals or emotionalized standards. From the disciplinary function certain ideals of method or procedure result. The recreative function will yield tastes, sentiments and interests, and the interpretive will give attitudes, insights or perspectives. A particular school activity may have any or most of these functions at various times. Thus the assembly exercises may aim on one occasion at .instruction, on another at inspiration, or at discipline, or at interpretation, and the like. Whatever it may be, the aim of the assembly should be kept clearly in mind and should serve as the basis for the selection of material or activity. Superintendent McANDREw makes the following comment on this point: % "Purposes must be planned "The deadly effect of following a mere program of studies has stultified too many children under teachers who are weak in conceiving purposes. The new opportunities of extended assembly exercises will be largely lost if the managers concentrate too much upon what is done and not sufficiently upon what it is done for. Plan something more than merely to occupy the time. Consider what the exercise is for. If the matter planned for the period is not securing the results aimed at, change it. "For this occasion the possible variety of ends to be secured is fascinating in its abundance. You can instruct, amuse, discipline, inspire and train. The opportunities of spirited refreshment are equalled by the dangers of an intensified boredom./ While, with a class of forty a strong-willed teacher can suppress, the signs of listnessness evoked by a dull lesson, in a company of four- hundred the contagion of tedium produces an effect not less than dire. ") Interest, not duty, not forced attention, not polite 6 Aims and Values resignation to wearisome didactics, must be the spirit of the period. Otherwise it would be better to let the children sleep or chatter through the hour. Know what the effect is you are going to produce by each particular assembly." 1. INSPIRATIONAL FUNCTIONS The inspirational function aims to instil ideals. While many school activities may function in this way, the assembly exercises are peculiarly effective. The chief influence of the inspirational function lies in its socializing value. The school assembly emphasizes the social aspect. It recognizes the fact that the school is a social group having a corporate existence of its own. It affords a most effective means by which such corporate life may find expression. The exercises in the assembly are largely group activities. They emphasize the idea of co-operation, of team work, of contribution /to and participation in the work of the whole group. "The chief use of the assembly," according to one educational writer, "is to develop within the children a sense of social solidarity. I The children act together, sing together and move as a body. Addresses, 1 words pi advice, etc., hold equally for all. The school comes to have a meaning as a whole rather than as a collection of classes. Morality as applying to the larger whole is emphasized. The assembly, more- over, forms an excellent social background of response for special actions or work worthy of public commendation."* "The school assembly is a valuable aid in fixing ideals and particu- larly this one of esprit de corps. A few words in the assembly room may strike home with telling effect. The sentiment of the mass sweeps the individual before it."** "The assembly is an opportunity, to be used by conscious plan- ning and purpose, to foster the social virtues, to engender esprit de corps, ideals of integrity, loyalty, friendship, respect for the feeling and rights of others, sympathy with suffering and afflic- tion, generosity, unselfishness, helpfulness, cheerfulness, love of work, courtesy, chivalry, heroism, courage, love of truth, reli- ability, love of right, refinement of thought and heart, and the ^ other ideals which are touched upon if at all only incidentally in courses of study. The inspirational possibilities of the assembly exercises are extraordinary." * Felix Arnold, "School and Class Management." ** A. C. Perry, "Management of a City School." Inspirational and Recreative Functions 7 "If you are going, in a particular program, to arouse a feeling for ideals, the exercise must be planned to play upon the right emotions. The best music must open the period. The speaker cannot be self conscious, timid or hesitating. She must realize that an ideal is "the mental force that controls conduct in virtue of its emotional warmth rather than through its intellectual clearness or its accuracy." We have relied too much upon the principal or upon eminent citizens to furnish inspirational ad dresses to assemblies. Earnest and winsome pupils have this ability. The school should train them in the exercise of this power. The leader must show enthusiasm. It is not enough to talk loudly or to talk slowly. A deep sincerity, a human sym- pathy, a native earnestness, a heartfelt enthusiem these are the essentials of a leader of an assembly exercise designated to create ideals. The presence of large numbers is an aid to the success of such a purpose. They give it the necessary socializing force. Patriotism, public service, duty, school spirit, effort, ex- cellence, fairness, honor, however much they may be developed by personal appeal to an individual boy, do grow in multitudes under the influence of earnest speakers. The ancients had the agora and forum. We moderns have the church and meeting hall." "The natural instinct of teachers is always toward the deeper and better things of life. They often feel hampered from ex- pressing it because of the excessive formal demands of the curriculum. The assembly offers an avenue for this expression. The observant principal learns who the teachers apt for this kind of service are. Through their aid and that of likely pupils, through poetry, music, dramatization, literature, stories, recita- tions, pictures, and the appeal of the living voice, by judicious selection of assembly days, he uses these mass meetings to create an influence tonic to the whole school atmosphere."* 2. RECREATIVE FUNCTIONS These functions aim to give the child "tastes and prejudices." Through such functions the individual "is led to seek pleasure and relaxation upon a plane higher than he would attain without the aid of the educative process." * Superintendent MCANDREW. 8 Aims and Values This factor in education has hitherto failed to receive adequate recognition. The necessityijQl .educating the individual not only for his working hours but also for his leisure time is now appreciated. Of this necessity Professor DEWSY writes : "I sometimes think that recreation Js the most overlooked and neglected of all ethical forces. Our whole Puritan tradition tends to make us slight this side of life, or even condemn it. But the demand for recreation, for enjoyment, is one of the strongest and most fundamental things in human nature. To pass it over is to invite it to find expression in defective and perverted form. . . I believe that there is no force more likely to count in the general reform of social conditions than the practical recognition that in recreation there is a positive moral influence which it is the duty of the community to take hold of and direct."* PERCIVAL CHUBB in the introduction to his suggestive volume on School Festivals and Plays also points out the necessity for emphasizing the "recreational functions" of education. "Present day education," he says, "has failed to recognize sufficiently the need and importance of educating people and especially the young for the humanizing recreations and avocations of life as well as the imperious bread-winning vocations which they must follow." "The greater number of our people," he continues, "are incapable of fruitful leisure, and bankrupt of the recreative, restorative activities of leisure. Visit a church sociable where the good townspeople sit helplessly around; visit a children's pa.rty where the little ones wait restlessly for the ice cream and cake; visit a Fourth-of-July picnic, or roam the streets of a town on the evening of Labor Day, Election Day, or (lowest depth of all) New Year's Eve, and what a pitiful spectacle of recreational ineptitude we have to reckon with !" The school should help in restoring "the lost aptitudes of the humanizing arts of life." Through the assembly exercises it may play an important part. The subjects which contribute largely to such exercises are literature, dramatics, music, art, etc., and these are the chief sources of material through which the recrea- tive functions operate. Superintendent McANDREw adds this statement: The Assembly must be "gone to with delight," as Shakespeare says of a true man's business. The loftiest, purest, finest, presentations of the social virtues may pall upon the children * Dewey Addresses and Proceedings of National Education Association, 1902 p. 373. Interpretive and Instructional Functions 9 if unvaried by provision for other human appetites. Mr. Me ANDREW, writing for the Catholic Educational Monthly, on the subject, "The Devil is a Cheerful Cuss," compares the efforts of schools and of dance halls, saloons and sellers of pleasure to attract youth. "Our competitors know the allurements of bright- ness, liveliness, laughter and enjoyment. We have to pass laws compelling children to come to school. If we were to make our- selves and our schoolhouses as inviting as we know how, we could, in one generation, reverse all the wretched tradition of unwilling school boys like snails creeping reluctantly to us." "The assembly must have liveliness and snap, picturesqueness and laughter, motion and color. Amusing stories told and acted are an essential necessity for the full development of the minds of children. There is a wealth of entertaining talent among teachers and pupils which should be capitalized for making school the alluring place which it ought to be." 3. INTERPRETIVE: FUNCTIONS The interpretive function aims to engender "attitudes and per- spectives." Through the content of the curriculum, particularly the subjects of science, geography, industry, history, civics, hygiene, etc., the school aims to give the pupil some insight into the processes by which society maintains itself, some outlook upon his environment. While such aims are realized effectively in classroom instruction also, the assembly exercises can be made a valuable supplement. Through the illustration of industrial processes, travel, historical events, etc., and through the explana- tions of civic and industrial life by outside speakers, the pupils often obtain a broader point of view upon such phases of human activity than is afforded by regular instruction. 4. INSTRUCTIONAL FUNCTIONS For drill, personal responsibility, and use of the aid of records of advancement, the assembly, with its greater numbers, is less effective than the class. For: individual answers', deliberate thought by pupils, for expression by writing and drawing, for specific correction of errors, it is, of course, inferior. Where teachers have transferred to the assembly the best methods of 10 Aims and Values the classroom, the assembly has failed. Looking and listening must of necessity be the activities of the majority of the children during most of the. informational lessons of the (auditorium. But there is much to be learned by these means. It is probably more economical to use the stereopticon for several hundred spectators at once than for successive groups of forty. The fund of valuable information suitable for assembly presentation is almost illimitable. Current history, municipal, household and personal hygiene, science, art, music and travel, in short all the subjects which combine entertainment with their acquisition belong to assembly programs. References: Arnold, Felix School and Class Management Vol. II, p. 43. Perry, Arthur C. Management of a City School p. 305. Bagley Educational Values. The Francis W. Parker School Year Book, 1913 Vol. III. "Morning Exercises as a Socializing Influence." 11 III. MEANS AND METHODS The means and methods employed in auditorium or assembly exercises must differ in many respects from work in the class- room. The presence of a large group of children from a number of grades prevents the use of ordinary recitation methods. Under the conception, however, which assumes that such exercises are valuable in and for themselves, the impossibility of using ordin- ary or customary class methods may not be considered a limi- tation. It is possible to employ in the auditorium many forms of activity of recognized educational value, such as the use of the stereopticon and moving pictures, lectures, music vocal and instrumental, recitations, readings and story-telling, dramatiza- tions, contests and debates, folk dances and physical training. 1. VISUAL INSTRUCTION The first conditions of clear imagination and exact thinking are, according to SULLY, distinct and sharply defined sense impres- sions. The most important method of gaining such sense impres- sions is through the visual sense. "It is interesting physiologi- cally," writes Professor HORNE, "that the optic nerve is as large as all the other afferent nerves combined, yet teachers rely almost entirely upon the auditory nerve, handling gingerly chalk and things. Books and talk are too exclusively our tools." As aids in getting vivid mental pictures of concrete realities, the value of pictorial reproductions and graphic representation must be recognized more and more. As one writer puts it, "Visual aids that are of good quality and are properly used, arouse interest, give clear, vivid impressions, aid the memory, form the basis of correct judgment, challenge thought and prepare for clear definite expression." The acceptance of visualization as a factor in the educative process is indicated by the presence in the school of the blackboard, of the picture, and by the more recently extended use of the stereopticon and of motion pictures. It is possible to illustrate with projected pictures almost all 12 Means and Methods the subject-matter that forms the content of assembly exercises, such as literature, science, history, geography, civics, hygiene, etc. The possibilities of such aids in school work have not been fully developed as yet but await further extension and experiment and the formulation of a sound methodology. A. STEREOPTICON AND LANTERN SLIDES The material available in lantern slides is plentiful and com- prehensive in range. Co-operation with various public institu- tions will make it possible for schools to command the resources of such institutions and thus will afford facilities which the individual school alone could not possess. (1) In enumerating the sources of such material for New York City schools, it is proper to mention first the Division of Visual Instruction of the University of the State of New York. "New York was the first state to prepare such visual aids in the form of lantern slides and photographic prints for the free and general use of educational institutions. Since 1885 the state has appropriated funds for the extension of visual instruction. The above-mentioned division lends, free of charge, to schools of the state, slides on subjects of an educational character. The con- ditions under which such loans are made are indicated in the appendix, see pages 101-2. NOTE: The Board if Superintendents is endeavoring to arrange an effective method for the distribution of the slides loaned by the State Department. At present, while certain district superintendents have been requested to serve as official distributors, no slides are available inasmuch as the department lacks funds to meet the expenses of expressage. The range of subjects included is quite extensive. Lists and catalogs may be had upon application to the Division of Visual Instruction at Albany or may be consulted at the Division of Reference and Research. It is impossible to give here the titles of all the slides available. The following general headings, however, are given as typical : Excerpt from Handbook 31, Visual Instruction, University of the State of New York Catalogs and lists. The following catalogs and lists have been published since 1911 and represent all the slides and photograp'hs that have been prepared since the Capitol fire. Others will be announced from time to time as they are issued. Visual Instruction Lantern Slides 13 ENGLISH AND AMERICAN LITERATURE (631 titles) List 7, BENJAMIN FRANKLIN. 30 titles, several of which relate to Franklin specifically as a writer and printer. List 14, SHAKESPEARE, His LIFE AND WORKS. 90 titles. Portraits, Strat- ford-on-Avon and neighborhood, in London, return to Strat- ford-on-Avon, memorials, contemporaries and four or five scenes from each of the plays most commonly read. List 15, ROBERT BURNS AND THE BURNS COUNTRY. 24 titles. Portrait, Ayr and vicinity, Mossgiel and Mauchline, outside of Ayr district, monuments. List 16, SIR WALTER SCOTT AND His WORKS. 153 titles. Portraits, Ab- botsford, Melrose, Dryburgh Abbey, monuments, contempor- aries. Illustrations of Ivanhoe : map, Rotherwood forest, order of Knights Templars, Rotherwood grange, Isaac of York, Richard Coeur de Lion, tournament, armor, Ashby-da la-Zouch, costumes, Friar Tuck, Norman castles, medieval warfare, weapons, flight of the Templar, Robin Hood and his band, Comingsburgh Castle, Saxon architecture, chivalry. Lady of the Lake: numerous views of the lake country: characters and scenes of the poem. There are also illustra- tions for the Heart of Midlothian, Kenilworth, Old Mortality, The Pirate and Rob Roy. List 17, ENGLISH LITERATURE. 109 titles, relating to 34 authors. List 18, AMERICAN LITERATURE. 235 titles, relating to 66 authors. A number of these pictures are useful in the elementary grades as well as in the high school. A superior collection of portraits and many attractive views of the homes and sur- roundings of American writers. Some direct illustrations of works. AMERICAN HISTORY (761 titles) Catalog II, Part A: American History to 1763. 392 titles, covering in a systematic way the native Indians, early discoveries and settlements, the English colonies, Intercolonial Wars. (Copies of this catalog not available until reprinted.) Catalog II, Part B: The Struggle for Independence. 277 titles. An unusually good collection of original photographic reproductions, arranged according to an orderly development of the subject. Many page references to sources of information are given, thus adapting the collection to classroom instruction and individual study. (Copies of this catalog not available until reprinted.) List 7, BENJAMIN FRANKLIN. 30 titles, treating Franklin as a printer, writer, publisher, illustrator, public official, public benefactor, scientist, statesman and diplomat. List 8, GEORGE WASHINGTON. 62 titles, quite fully covering his career. GEOGRAPHY AND TRAVEL A relatively large number of slides and photographs for geography are available. The following lists contain 1,484 titles, to which may be added 503 titles of the commercial and industrial lists and 248 of the physical geography list, making a total of 2,235. Many important countries are not yet represented in this collection, but sufficient pictures are now available to enable any school to do a good deal of systematic work with the 14 Means and Methods lantern in this subject. Many fundamental geographic facts are as well illustrated by one country as by another. The aim in the use of the pictures should be to train in the ability to observe and interpret geographic phenomena. If study through pictures is rightly conducted, it is not necessary that there should be pictures for every country. List 10, WASHINGTON AND ENVIRONS. 69 titles. Maps, streets and parks, monuments, the capitol, paintings in the capitol, the White House, United States department buildings, libraries and museums, other buildings including legations, environs. Suitable for a general lecture and for study in geography and civics. List 11, THE BERMUDAS. 68 titles. A new and enlarged edition. Means of reaching the Bermudas views of steamer and the ocean in rough and in calm weather; general topography of the islands and harbor views; coral formations; public roads; typical trees, streets and residences; churches, school and hospital; characteristic vegetation; products; manners and customs of the people, points of historic or literary interest. Type studies for schools and popular lecture material. List 12, PROVINCE OF QUEBEC AND NEWFOUNDLAND. 123 titles. Rapids in the St. Lawrence ; numerous views of Montreal ; full study of the historic city of Quebec maps and general views ; the lower town, the upper town ; environs of Quebec Levis, Montmorency and vicinity; St. Anne de Beaupre; the seign- ioral system of the St. Lawrence; Thetford and its asbestos mines; Bird Rock; Perce Rock; Newfoundland and its fisheries; Labrador with numerous views of Eskimos and icebergs. List 19, PANAMA CANAL ZONE AND VICINITY. 86 titles. Several maps, old Panama, Porto Bello, the French operations in Panama, sea-level approaches to the locks, excavations, slides, the Chagres river, locks, Gatun lake and dam, other canals for comparison, sanitation in the zone, life in the zone, laborers, local transportation facilities, Taboga island, the city of Panama, an American enterprise. List 30, MEXICO. 95 titles. Maps, Quadalajara, Guadalupe, Mazatlan, Mexico City and suburbs, objects of archeological and his- toric interest in the museums of Mexico City, Mitla and its ruins, Monterey, Oaxaca, Puebla, Queretaro, Saltillo, Tampico, Tepic, physical features, races and people, haciendas, homes, manners and customs, industries and products mining, cattle, cotton mills, coffee, pulque, travel and transportation facilities, fauna and flora. List 31, NOVA SCOTIA AND NEW BRUNSWICK. 112 titles. Maps, views at sea, city and harbor of Halifax, the Evangeline country, Old Annapolis (Port Royal), Digby, the French coast and Clare district, Yarmouth and its cotton mills, dikes to keep back the tide, education, industries agriculture, fisheries, sugar refineries, lumbering, coal; St. John and vicinity; tides of the Bay of Fundy. List 32, PALESTINE AND OTHER PARTS OF SYRIA. 253 titles. General maps : Jaffa, the principal gateway to Palestine; Jerusalem and vicinity maps, views within the city, near views of the city wall and gates; environs of Jerusalem east, south and west, north and northwest, Bethany, Rock Tombs, the Great -South Visual Instruction Lantern Slides 15 Road from Jerusalem Bethle'hem and vicinity, Hebron and vicinity, Beersheba; the Jordan depression Sea of Galilee; Haifa, Mount Carmel and the Plain of Esdraelon; district of Galilee Mount Tabor, Nazareth, Cana; eastern Palestine; northern Syria Beirut Lebanon mountains, Damascus, Aleppo, Baalbek; races of people Syrians, Druses, Jews, Arabs, Turks; religions; poor and unfortunate classes; domestic animals; trees and flowers; shepherd life; agricul- ture; orchards and fruits olives, oranges, dates, grapes; manufacturing olive oil, spinning and weaving, skin water- bottles; domestic life, houses, food and food preparation; manners and customs; government; paintings. Of interest not merely to students of the Bible land. The collection contains excellent pictures for the study of ancient history and physiogra- phy. Such pictures as those on Bedouins and primitive life are useful for oral English and other work in primary grades. List 33, BAALBEK. 37 titles. A careful study of the remains of this city of Baal worshipers, the Romans, Christians and Moham- medans. Maps and general views, the temple of Bacchus, the Great Temple, the quarry from which huge stones were taken, ornamental fragments, the temple of Venus, a compara- tive study of architectural features. Of special interest to students of art and of ancient history; a good travel collection. List 34, INDIA AND CEYLON. 268 titles. Part I, India. Map; Bengal Calcutta, along the Ganges, Darjeeling and vicinity, people, fur trade; Bombay province Bombay,, Elephanta caves; Burma Rangoon, rice culture; Punjab Amritsar, Delhi and vicinity, the Durbar, Lahore, Simla, Sutlej valley; United Provinces of Agra and Oudh Agra, Sikandarah, Fatehpur- Sikri, Benares; native States Baroda Kashmir (including maps, Jhelum river road, Srinagar and environs, people and industrial life, museums, government) ; Rajputana, Mt. Aba, - Alwar, Jaipur, Udaipur; native architecture; religious cus- toms; industries and products; mountain scenery; peculiar features of native life; plants and animals. Part 2, Ceylon. Map; Anuradhapura, Colombo; Kandy, Negombo; people, manners and customs; flora; fauna; commercial products gems, cacao, camphor, cinnamon, cocoanut, pepper, rice, rrh- ber, tea, vanilla. A wide range of excellent pictures for both schools and study clubs. List 35, FLORIDA. 195 titles. Maps; physical features the Big Cypress swamp, the everglades; types of land hummock, pine and prairie; formation of new lands beach vines, mangroves, coqnina; fauna birds, fish, insects, mammals, reptiles; flora; Biscayne bay; Duval ; India river; Jacksonville and vicinity; Key West; Miami; Ocklawaha river; Okeechobee lake; Or- lando; Ormond; Palatka; Palm Beach; St. Augustine; San- ford ; Tampa ; people negroes. Seminoles ; sports ; com- mercial products bananas, cocoanuts, cotton, grapefruit, oranges, phosphate, pineapples, sponges, sugar, tobacco, truck gardening celery ; turpentine industry. An exceptionally complete and well balanced collection on a part of the United States that possesses many peculiar and interesting features. List 36, AUSTRALIA. 66 titles. Several excellent maps ; physical features, natural scenery, climate and water supply; sheep industry: 16 Means and Methods cattle raising; life on the frontier; wheat; horses; tobacco; grapes, and other minor products; mining gold and coal; trees and forests; native animals; Sidney and vicinity; Mel- bourne; the army and navy; new seat of government. An excellent study of general aspects of Australia prepared with the co-operation of Australian state governments. List 43, BELGIUM AND THE GRAND-DUCHY OF LUXEMBERG. 113 titles. Maps, Antwerp, Bruges, Brussels, Coutrai, Dinant and vicin- ity, Ghent, Liege, Louvain, Mechlin, Namur, Ostend, Ouden- arde, Tournay, Waterloo, Ypres ; industries coal mining, flax, lace, horse raising; manners and customs; architecture- Romanesque, Gothic, Renaissance, nineteenth century; sculp- ture Qothic, nineteenth century; painting Grand-duchy of Luxemburg. INDUSTRIAL AND COMMERCIAL (503 titles) List 3, IRON AND STEEL. 84 titles. Mines and ores, general aspect of the industry, coke as fuel, pig iron, wrought iron, Bessemer process, open-hearth process, rolling mills, construction steel, foundry practice, physics and chemistry of the industry, ingots and their defects, sociology. List 21, COAL MINING. 42 titles. The Carboniferous age, coal veins, the mine, surface structure and operations, the breaker, homes of workmen, storage, transportation and map. List 22, CLAY AND CLAY PRODUCTS. 54 titles. Common brick, other practical clay products, china clay, processes of pottery mak- ing, aspects of pottery making in other lands, ancient pottery, some artistic articles of pottery enamel ware. List 20, SALT. 18 titles. The solar process, general views of salt works, the grainer process, the vacuum pan process, putting up fine salt for market, rock salt; alkali products. List 9, NATURAL AND ARTIFICIAL ICE. 19 titles. Harvesting natural ice; a simple refrigerator; artificial ice; (a) the ammonia cycle, (b) the water system, storage and map. List 23, FORESTRY AND LUMBERING. 131 titles. The forest, the lumber camp, felling, sawing and skidding, road building, winter hauling, log driving, saw mills, lumber, woodlots, other forest products, forest distinction, effects of forests on flow of water, forest restoration natural seeding, the tree nursery, tree planting, forestry outside New York State. List 5, NAVAL STORES. 14 titles on yellow pine forests, process of manu- facture, sources and distribution of naval stores. List 4, MAPLE SUGAR. 7 titles on gathering sap and converting it into sugar and syrup. List 26, WHALES AND THE WHALE FISHERY. 48 titles on the history and methods of whale fishery, kinds and parts of whales, oil, baleen, by-products, natural enemies, expeditions, decadence of New England whale fishery. BIOLOGY (74 titles) List 25, FLIES. 26 titles. Both biological and health aspects are illus- trated. List 26, WHALES AND THE WHALE FISHERY. 48 titles on an interesting mammal and its special adaptation for life in water. Visual Instruction Lantern Slides 17 PHYSICAL GEOGRAPHY (248 titles) List 24, PHYSICAL GEOGRAPHY. 248 titles. This collection was pre- pared in 1908 with special reference to the high school course. A limited number of sets are still available. (2) Another source of material of this form is the American Museum of Natural History. The following circular issued by the Museum authorities a short time ago tells its own story: Information for the Teachers of the Public Schools of New York City LANTERN SLIDES FOR SCHOOL USE WITHOUT EXPENSE 1. Do you know that the American Museum of Natural History has a collection of more than 20,000 lantern slides suitable for illus- trating lectures in geography, history, natural science and industry? 2. Do you know that the Museum has made special arrangements with the Board of Education whereby you may have the free use of these slides in your classroom, merely for the asking? 3. Do you know that the Museum will deliver the slides that you wish to use at your school, and call for them at the ^nd of the loan period, without expense to you? 4. Do you know that the Museum will be glad to send you a general catalogue of the slides in its collection on request? 5. Do you know that the necessary order blanks will be sent to you on request? 6. Do you know that slides may be reserved for future use? 7. Do you know that there are ten prepared illustrated lectures which you may have on request? 8. Do you know that you may obtain full particulars in regard to the slides which the Museum loans to teachers by addressing George H. Sherwood, Curator Department of Public Education American Museum of Natural History 77th Street and Central Park West, N. Y. C. The conditions under which loans are made are given in full in the Appendix, see page 102. Lists are being prepared giving the call numbers and titles of slides arranged by subjects. For the present, however, teachers desiring to select single slides on any topic may consult the reference file at the Museum. The Museum's collection of slides is probably the best of its kind in the country. The limits of space in this bulletin prevent any extended listing. The following list, however, will give some idea of the wealth of material in this form which, through the kind co-operation of the Museum, is placed at the command of the New York schools for the education of our children :* * See Catalogue No. I. 18 Means and Methods 1. Maps of hemispheres, continents, countries, islands, oceans, etc 437 slides 2. Europe : Scotland 100 " England 273 " Germany . 135 " Austria France 560 " Italy ~... ~~ '308 Spain 4 " Russia _ - 122 " Norway, Sweden and Denmark.. 13 " Iceland 47 " Netherlands . 291 " Belgium 225 Greece 99 " Turkey in Europe 5 " Switzerland _ 88 " 3. Asia : China 7 " Japan 10 " Arabia 1 " India 97 " Persia 1 " Turkey 145 " Siberia 15 " Farther India 6 4. Africa : Egypt 131 North Central A f rica South Central Africa 22 5. North America : Canada Mexico 114 United States Panama 1,737 138 Central America West Indies _ _.... 136 6 South America 239 7. 8 Pacific Islands, Philippine Islands, Australia, etc... Arctic and Antarctic Regions 376 82 9. Natural Sciences: Astronomy 43 Paleontology _ . . Geology 200 Botany _ 300 Zoology . ... . 1,326 10 Public Safety .. . 112 11. Industries : Agriculture ~ 349 Fishing Mining 65 Quarrying- .. Manufacture _ 192 12. History United States -.,.- 163 13. Fine Arts ... 275 Visual Instruction Lantern Slides 19 The pictures show scenic views of the particular countries, lakes, mountains, valleys, glaciers, geysers, water-falls, rivers, harbors views of historic and noted buildings, street scenes, bridges, arches, monuments, temples, life and customs, native types, industrial and animal life. Almost any topic included in the geography or nature study syllabuses may be found represented in this collection of slides. In addition, the Museum's Educational Department has pre- pared a special set of lectures for lending to the public schools. ''Each lecture set contains from 60 to 100 slides and is accom- panied by manuscript notes giving information concerning the slides and data which will serve as the basis for a complete lecture, about an hour in length. Catalogue No. 2 contains the synopsis of these lectures." Ten lectures are now ready and others are in course of preparation. The lecture sets ready are : Call No. Title 1. The War Zone of Western Europe in Time of Peace 2. The Panama Canal 3. Our Forests and Their Uses 4. The Birds of Our Parks 5. A Journey in South America 6. The Wonderful Work of Water 7. Oral Hygiene 8. Minor Industries of New York State 9. Some Sources of Our Food Supply 10. Mexico In the third place the Museum will send lecturers to the schools to give illustrated talks on topics related to natural history or science. (3) A third source of slides material is the Museum of Art. The Museum owns a large collection of lantern slides, num- bering 17,000, covering objects in its own collections, as well as famous works of art in other places, architecture, sculpture, paintings, and objects of minor arts. The Museum is ready and eager to lend its slides to New York public school teachers free of charge for use in the schools. The rules under which the slides are loaned are given in the Appendix, page 103. "The number of slides is increasing so rapidly that it is not feasible to use a printed catalogue. The slides are arranged so as to form a catalogue and may easily be consulted at the Museum." 20 Means and Methods The collection may briefly be described as follows. It embraces four divisions: 1. Antiquities, under which head are included Egyptian and Classical art. 2. Far Eastern Art Chinese and Japanese art. 3. Near oriental art Persian, India and Asia Minor. 4. Western art embracing Italy, Spain, Holland, England, Flanders, France, America, etc. Under each of the above divisions are included slides showing for the given period or place, the architecture, the sculpture, the paintings, manners and customs, travel, history, musical instru- ments, arms and armor, textiles, ceramics, illuminations and manuscripts, prints, etchings, engravings, enamels, mosaics, carpets, laces, tapestry, etc. The Museum authorities are ready to give advice and sugges- tion as to the selection and the use of the slides in the school to any teacher visiting the Museum. The Museum also provides several lecturers who will visit any school upon request of the principal to deliver illustrated lectures on topics relating to art. (4) Dr. WILLIAM T. HORNADAY, Director and General Cur- ator of the Zoological Park, recently agreed to co-operate with the public schools by supplying for use in the schools a set of slides picturing the animals in the Zoological Park. As soon as such slides are prepared, notice will be sent to the schools with full directions for obtaining such material. (5) The Department of Health also has sets of slides which may be borrowed by the public schools. Such slides illustrate the following topics : - "The City's Milk Supply" "The City's Food Supply" "Mosquitoes and Flies" "Patent Medicines" "Child Hygiene" "Tuberculosis" "The Work of the Department of Health" In addition, moving-picture films illustrating health and hygiene are available for use in the schools. Upon request, speakers on public health subjects are supplied. Application should be made to the Bureau of Public Health Education, CHARLES F. BOLDUAN, M.D., Director, Department of Health. Visual Instruction Lantern Slides 21 (6) The Fire Department of the city has about fifty slides on Fire Prevention, showing hazardous conditions in homes and factories and emphasizing the precautions that must be taken to prevent fires. The list is growing. Certain members of the Fire Department will lecture on fire prevention at the schools upon invitation. Applications for material should be sent to the Bureau of Fire Prevention, Fire Department, Municipal Building. The slides must be called for, handled carefully and returned promptly after use. (7) The American Society for the Prevention of Cruelty to Animals, through its Department of Humane Education, has co-operated for some time with the public schools. The Society has on hand a very large number of slides bearing upon the cause of animal protection and illustrating various types of animal life and animal treatment. The Society will be pleased to lend such slides to the public schools. It will also furnish a lecturer, apparatus, and assistant without charge. Application should be made to the Department of Humane Education and Extension, Mr. H. ELMER GILCHRIST, Director, of the A. S. P. C. A., 50 Madison Avenue, New York City. (8) The Stereoptieon Loan Library established by the United States Public Health Service consists of over 2,500 views, the majority of which are original, dealing with the various aspects of public health problems. Some of the subject divisions suitable for school use are as follows : ALASKA. 93 views depicting living conditions in the territory of Alaska, types of villages and the diseases from which the natives suffer. FIRST AID. Incomplete. About two dozen slides showing the course of arteries, where pressure should be applied to check hemmorhage, how fractures should be immobilized, X-ray plates of fractures, etc. INDIANS. Housing and living conditions among the American Indians are shown in a series of fifty odd views. MALARIA. In approximately 200 slides the following are demonstrated: Prevalence of the disease; larval, pupal, and adult development stages of anopheline mosquitoes, breeding places, methods of era- dication, including oiling, drainage and the types of fish destructive to the larvae. Prevention of the disease by screening and the use of quinine. MOUTH HYGIENE. 15 slides showing development of the teeth, and facial appearance of mouth breathers. 22 Means and Methods MILK. 84 views showing tuberculous cows, proper and improper stabling, care and treatment of dairy herds, methods for Pasteurizing milk, spread of milk borne epidemics, and the importance of sanitary measures in securing clean milk. MISCELLANEOUS SUBJECTS. Sewage disposal, fumigation and cleaning of railway cars, and slides relating to occupational diseases, Rocky Mountain spotted fever, etc. over 100 views in all. PHYSIOLOGY. 30 slides demonstrating the brain, heart, lungs, stomach, structure of cells, etc. SERVICE GENERAL. The activities of the United States Public Health Service depicted in 320 views. Photographs of Service Officers, Quarantine stations and vessels, and marine hospitals, including the tuberculosis sanatorium at Fort Stanton, New Mexico, are shown. Also method of fumigating ships, examination of passengers, de- tention barracks and quarantine procedure. The mental and physical examination of immigrants, types of immigrants, and immigration stations are likewise included. TUBERCULOSIS. Over 100 slides showing the economic loss from tuber- culosis, susceptible races, the tubercle bacillus, pathological con- ditions in the lungs, the relation of the disease to improper housing, and the causes predisposing to the infection. Also the precautions to be exercised, methods of care, and the benefits of outdoor schools and sanatorium treatment are illustrated. TYPHOID FEVER. 250 views of great public health interest. Herein are shown the role of flies, filth, infected milk, polluted water and improper sewage disposal in the dissemination of the infection. Methods of prevention, including proper care of milk supplies, avoidance of water pollution and the prevention of fly breeding are also included. The slides are loaned to the schools without cost. "Persons desiring slides should advise the Bureau at Washington, D. C., as to what subjects they are interested in, so that proper catalogs may be forwarded. The slides should be selected by number, and the request made upon the application blank. It is expected that slides broken by careless handling or packing will be re- placed; these to be ordered from the Government contractor by the U. S. Public Health Service and the bill therefor to be paid by the borrower." (9) Railroad Companies. Many of the railway companies have slide material illustrating the work of their systems and the scenery of the country through which the railroads pass. Inquiry by this Division has elicited the response that such slide material may be borrowed by the schools of the city. The New York Central has a set of lantern slides on the topic, "New York to Niagara Falls." The Union Pacific Railroad System has a set of 100 hand- colored slides on Yellowstone National Park, and 155 slides Visual Instruction Motion Picture Films 23 covering the trip from Omaha via Denver and Colorado points, Ogden, Salt Lake City to and through the Yellowstone Park. The latter set is accompanied by prepared lecture. The Canadian Pacific Railway Company will lend its set of lantern slides showing views along the railroad from Halifax to Vancouver. Each set consists of about one hundred slides and is accompanied by a printed lecture. The Northern Pacific Railway has prepared many hand-colored slides, "faithful reproductions of the scenery represented." These slides are arranged in sets on the subjects, "Yellowstone Park" and "Over the Scenic Highway" and are accompanied by care- fully prepared lecture notes. The Delaware, Lackawanna and Western Railroad has sent to this Division about twenty slides illustrating scenes along its route. These slides have been turned over to the Division of Duplicate Schools and may be obtained from that Division. Some schools have been furnished with slides material as part of the school equipment. Such supply, however, is limited in quantity. It is obviously impossible to equip every school to any great extent with slides material. A system of exchange is necessary whereby the resources of all schools within a given district could be made available for each school. Various commercial photographic firms will rent slides at a reasonable rate. The National Geographic Society is prepared to sell slides of pictures which have been published in the differ- ent numbers of its magazine. However, it seems unnecessary for any school to rent or purchase slides when so much material is available without expense. B. MOTION PICTURE; FILMS Up to a recent date the material of this type available for educational purposes has been limited. There has been little demand for it on the part of educational institutions. This has been due in part to the expensive equipment required and, secondly, to the conservatism of the schools in recognizing the motion picture as an educational agency. However, the patent possibilities in the use of the motion picture as an aid to educa- tion have led to the production of smaller and less costly 24 Means and Methods apparatus and to the preparation of films of a character more suited to the needs of the schools. ( 1 ) Most of the film supply concerns have educational depart- ments, while several such companies are confining their attention to the production of educational films. It is impossible to include in this bulletin any detailed descrip tion of material of this type supplied by the many commercial concerns. For this the reader is referred to the detailed catalogs issued by such concerns who rent films usually at the rate of two or three dollars a reel. Films on a wide variety of subjects are now obtainable, i.e., agriculture, aeronautics, architecture, archeology, athletics, applied sciences, ballooning, chemistry, dances, fine arts, fisheries, forestry, geography, geology, history, hydraulics, industries of all types; literature, mechanics, mining, natural sciences, physics, railways, scenic views, and many others. (2) The Bureau of Commercial Economics. An important source for films which are educational in character, is the Bureau of Commercial Economics, Washington, D. C. "The Bureau is an association of the governments, institutions, manufacturers, producers, and transportation lines of America and other countries, to engage in disseminating geographical, commercial, industrial and vocational information by the graphic method of motography, showing how things in common use are made or produced, and under what conditions. The Bureau displays its reels and slides in universities, colleges, technical and agricultural schools, public libraries, state armories, high schools, people's institutes, etc. They are available, however, only when admittance to the public is free. For large audiences the Bureau will provide, without expense, special lecturers on current subjects, travel, industry, and banking." Types of Films Exhibited. "The Bureau aims to disclose the pro- duction and manufacture of articles in common use, to reveal the source of supply, and follow the raw material to the finished products ; as, for instance, sheep on the ranges, washing and shearing, and then following the bale of wool through all the processes to the making of cloth and clothing, and the pelt to the tannery, and thence to the manufacture of shoes and gloves and commercial leather. The flesh of the sheep is shown through the films of the packing houses, until its preparation for the table and all the by-products are disposed of. The same method obtains as to the cattle industry/' "Films show the making of glassware from sand; china in all forms from clay, and linen from the planting of flax, and cotton Visual Instruction Motion Picture Films 25 garments from the sowing of the seed. All fields of human effort, in industrial lines, are thus disclosed through the medium of motion pictures." '.'Geographic, scenic, fish, bird and animal life, forest and bird reservation films are available, likewise films illustrating the customs of people and races of other lands." (3) Many industrial concerns also have prepared films show- ing the processes involved in their particular industries. Such films may be obtained free of charge for a limited period upon application. A list of such concerns has been supplied by Mr. WILLIAM E. GRADY, principal of Public School 64, Manhattan, and is included in the appendix. See pages 103-5. (4) The Police Department of the city has several moving picture films illustrating activities of the Police Department. These films are at present in continuous use but may be obtained by principals if application is made several weeks in advance. (5) The Fire Department will lend to the schools several moving picture films, i.e., "The Locked Door," a three-reel film play on fire prevention in factories ; "The Fire Fighters," a three-reel film illustrating the activities of the department, etc. (6) The Conservation Commission of the State of New York has a number of educational films on the subject of conservation which the schools may borrow from time to time. Some of the films are : > a. "Raising 10,000,000 forest trees annually in the six state nurseries of the Conservation Commission for reforesting denuded land. The various steps are shown from planting the seed beds to re- foresting the land with four year old transplants, and ending with panoramas of plantations of forests ages from eight to twenty-eight years. A particularly interesting and instructive film." b. "Raising ring-neck pheasants on the three state game farms for stocking the covers of the state. The various steps in raising pheasants are shown with live birds in practically all of the scenes. This is a wild life film of considerable interest." c. " 'The Match in the Forest,' which shows the work of protecting the forests from fire by means of observers from the mountain tops and ranges and the detailed system of fighting forest fires after they have developed. Very instructive." d. " 'The Forest Preserve.' A film showing the character of the Forest Preserve, the use that the public makes of it, the reasons for establishing it and the necessity for increasing it. This is very largely a scenic film." e. " 'Liberation of a Car Load of Elk in the Adirondack Mountains' Elk are shown first in the Yellowstone, then in the corrals in 26 Means and Methods which they were captured and afterward as they are being loaded on the car for transportation to the Adirondacks. The unloading and liberation in the Adirondacks is then shown. This is a good wild animal film. It ends with a review of the New York State Game Protectors by Governor Whitman." /. "Another film shows first the work of improving small streams by building dams upon them in order to create stream pools in which fish are planted. The detailed work of planting the fish is also shown. This is then followed by a section showing the pupils of Boonville High School reforesting the slopes of their municipal water shed with white pine trees supplied by the State nurseries of the Conservation Commission. The end of the film shows some tamed bears in the Adirondack mountains. The bear section will be very interesting to children and is rather humorous in its makeup." (7) Railroads The Union Pacific System will lend to the schools its moving picture film on "Estes Park" and on "Yellowstone Park." The Canadian Pacific System, in addition to the lantern slides already mentioned, has several films which are at the disposal of the schools, i.e., "Among The Glaciers" "Through The Canadian Pacific Rockies" The Hudson River Day Line lends reels portraying the scenery and life along New York's historic river. C. METHODS OF USING MATERIAL It seems obvious that the educational value of pictures depends upon their proper selection and upon their proper use. The pictures, slides or films, selected for use must be dis- tinctively suitable in character. The morbid, the sentimental, the melodramatic should be excluded. One of the hindrances in the use of motion pictures in education has been the difficulty of preparing films of scientific topics in such a way that they could be easily understood. Another factor has been that in history and in classical literature the films produced have been rendered useless for educational purposes by the misrepresentation of the facts or by the introduction of sentimentalism in various forms to increase the dramatic value of the picture. The pictures should be seen by the teacher before selection for exhibition to the children. The use of pictures is a form of objective teaching which is Visual Instruction Motion Picture Films 27 subject to the same limitations as other media of indirect educa- tion. The value of pictures as an aid to instruction depends upon the preparation made in preliminary study, the effort and atten- tion put into the observation and the reaction that follows in the pupil in the form of expression, conclusions, generalization or applications. Mere observation will not suffice. Mr. ABRAMS, head of the Division of Visual Instruction, in speaking of the pedagogy of pictures says: "A picture is something to be observed as one would observe the thing itself for which the picture stands. Observation should lead to explanation or description. There should be not only impression on the mind of the pupil but also expression on his part. "Visualization is the formation of a mental picture corresponding to some reality. The eye is only the physical agency through which the mind is impressed. Much has been properly claimed for the educational value of pictures. They may stimulate interest; But this amounts to little unless it leads to effort. Most subjects may be made clearer and more vivid by a graphic or pictorial presentation, but the need still exists of testing the learner's comprehension and fixing the impression in the mind. "The approach to the study of a topic through the aid of pictures should be the same as a laboratory exercise in physics and biology. The exercise should have for its aim the teaching of a certain truth or truths. Particular observations should be made by the pupil and clearly and accurately reported by him. Some conclusion or general- ization should follow. In other words, visual instruction should be reduced to a pedagogical method." The common method of using lantern slides is to accompany such pictures with an explanatory lecture. The lecture method has many limitations. Such limitations operate in its use in the auditorium as potently as in the classroom where it still prevails to some degree as a method of instruction. The projection of motion pictures should also be accompanied by some explanatory discussion depending upon the character of the topic under illustration. It may be found more profitable at times to discuss the pictures immediately before or after, the film is shown rather than during the projection. If some degree of correlation between the assembly exercises and the class instruction may be assumed, the illustrated lecture in the auditorium could be followed up in the class work by recitation or other activities. This would offset to a degree the passivity of the lecture method. Another method used sometimes in classroom work may also be employed in the auditorium as follows: The teacher selects 28 Means and Methods from the lists of slides available such as would illustrate the topics she wishes to present. Each child in a given group, the number depending upon the number of topics, is assigned a topic and is held responsible for a clear and concise presentation of such topic in connection with the projection of the pictures. In preparing such short talk upon the particular topic, the pupil has to consult the materials available in his textbooks, in the reference books in his class or school library. Such exercise has a value from the standpoint of expression, initiative, responsibility, as well as from the viewpoint of control of subject matter. Besides their use for instructional purposes, pictures play an important part in fulfilling other functions of the assembly exercises, i.e., the development of the aesthetic sense. The methods of using pictures for this purpose differ materially from the methods employed in instruction. The aim of art is not to instruct in the narrow didactic sense of the term. Its function is to inspire, to give joy and pleasure, to enlarge the spiritual experience of the individual. To accom- plish this the picture or work of art must impart to the individual something of the spirit that led to its creation. It must be interpreted emotionally. "Yet it is not uncommon to see a 'picture lesson' in the elementary school devoted to bringing out a few facts about the artist, data as to where the picture was painted, where the original is kept, how much it is worth, and numberless other bits of information valuable, no doubt, in a way, but utterly insignificant in comparison with the revelation that the picture has in store for one who can understand and appreciate. "Still more reprehensible is that 'analytic' study of a great picture which merely attempts to enumerate the objects represented. The writer has heard the following questions asked concerning Millet's 'Gleaners': How many women do you find in the picture? How many horses? What else do you see in the picture? etc. In a language book intended for use in the fourth grade, the following questions appear with reference to the same picture: 'In the foreground are three peasant women; what are they doing? Describe their dress and tell how they carry the gathered grain. For what do you think they will use the grain when gathered? How will it be stored? For whom do you think "they are working?' Most of these questions certainly add nothing to one's appreciation of Millet's art, and as ...far as useful information is concerned, they fall far below the standard of the teacher who used this picture to draw a lesson on the superiority of the 'self-binder' of our Western wheat fields over the primitive har- vesting methods of the European peasantry!"* "* Bagley's The Educative Process, p. 283. Lectures 29 Professor STRAYER in his chapter on the Lesson for Apprecia- tion* makes certain suggestions for the guidance of the teacher. They are in general as follows : Do not try to teach any one else to enjoy that which you do not fully appreciate yourself. The fundamental qualification for the teacher is power to appreciate. She must enjoy to the full that which she hopes to make appear beautiful in the eyes of her pupils. Knowledge of technique may either help or hinder one in his actual power of appreciation. We must remember that appreciation is in a large measure a matter of the emotions and that any attempt to over- intellectualize the process will defeat the end we desire to secure. Very frequently for work of this kind the very best preparation is found in placing children directly in contact with that which you hope to have them appreciate. Children should not be forced to give expression to the feelings awakened. The success of work of this kind may be judged more safely by the expression on the faces of the children than by the words you may persuade them to use. In a lesson of this type the teacher does the best work when she acts as interpreter. It is by voice, by gesture, by suggestion and by explanation, in all by providing the most favorable opportunity pos- sible for appreciation, keeping herself as much as possible in the background, that the teacher makes provision for the development of this power by children. References: McMurry, F. W. The World Visualized Underwood & Underwood, 1,915. Head, Mrs. Henry Stokes How to Enjoy Pictures. Haywood, Frank H. The Lesson in Appreciation edited by W. C. Bagley New York Macmillan, 1915. 2. LECTURES The presence of a large group of children in the assembly or auditorium renders unprofitable the employment of methods usually followed in classroom instruction or recitation. Direct instruction in the auditorium period, therefore, takes the form of "lectures." The lecture method whether used in classroom or auditorium work has certain limitations. It emphasizes the "impression" aspect of the learning process and ordinarily makes no provision for expression by the children. To a large extent the pupils are passive listeners. Such limitations, however, do not deprive the lecture method of all value. The recognition of such limitation simply prescribes that the lecture method should not be used exclusively, and secondly that provision be made for expression in some form on the part of the children. * Strayer's Short Course in The Teaching Process, p. 178. 30 Means and Methods A. BY TEACHERS IN CHARGE OF AUDITORIUM ACTIVITIES Lectures in the assembly periods may take the form of talks by the teachers in charge. Such talks may deal with the various subjects in the curriculum, particularly literature, geography, hygiene, history, science, civics, current events, industry, music, art, etc. Whenever possible such talks should be illustrated by pictures or by experimental demonstrations. In the preceding section mention was made of the lecture sets of slides prepared by the Museum of Natural History. Each set of slides is accompanied by notes giving full information on the particular topic to be illustrated. With the aid of such notes and similar material it is easily possible to prepare the lecture. B. BY TEACHERS FROM OTHER DEPARTMENTS The lecturers should mclude not only the auditorium or assembly teachers but also teachers from other departments of the school, especially those engaged in the special activities of the shop, the kitchen, the science laboratory, the music room, etc. In this way all the various activities of the school are brought before all the pupils. The experiences of one group of pupils are shared in a way with the rest of the school. Interest is aroused, curiosity and ambition may be stimulated, and the experience of all the pupils is to some degree widened through the information imparted. c. BY PUPILS The children also may serve as lecturers. An individual pupil or a group of pupils can often give most interesting talks to the whole group. Such talks may be informal and may concern the individual experiences of the particular pupil, experiences which he feels may be of interest to his classmates and which he, there- fore, wishes to share with them. Such participation will be of great value to the student from the standpoint of expression, initiative, etc. More formal talks may concern the school work (special or academic) of the individual pupil or group. For instance, a group that has been taken on an excursion to make some observa- tions could report to the assembly group the results of the trip. Similarly a group from the printing shop or the metal shop or Lectures 31 the science room could present to the assembly particular phases of their respective activities. Such talks could be accompanied by demonstrations or experiments. D. BY OUTSIDERS Outside speakers also may be obtained without difficulty. It is surprising and gratifying to note with what readiness outsiders in the various fields of endeavor accept the invitations of the schools to talk to the pupils. Such lectures by outsiders are of value for several reasons. In the first place, through such co-operation it is often possible to secure as lecturers individuals who are experts or specialists in their respective fields. In the second place, it puts the school in touch with the outside world, with civic or public events and problems. While it is impossible to give in detail all the resources in this respect for any particular school, the following list shows in general the source of outside lecturers. The reader is also re- ferred to a list supplied by Mr. EUGENE B. GARTLAN, Principal ot Public School 42, The Bronx (see Appendix, pages 105-6) : a. The Museum of Natural History has frequently sent speakers to different schools to deliver illustrated lectures on topics related to natural science and kindred subjects. Application should bq made to the Director. b. The Museum of Art also has several lecturers who carry on this form of extension work in the schools. c. The School Art League also has a visiting teacher who will lecture in the schools upon application of the principal to the League offices, 215 W. 57th Street,N. Y. C. d. The Board of Health has frequently co-operated in the past with the schools by supplying speakers on topics related to personal hygiene or public health. Application for such speakers may be made to Dr. Charles Bolduan, Bureau of Public Health, Depart- ment of Health. e. The school doctor and nurse will readily co-operate. /. Representatives from the various city departments, such as the Police, Tenement House, Water Supply, etc. The Fire Depart- ment will be glad to send members of its staff to the schools to lecture on fire prevention. Apply to the Bureau of Fire Pre- vention, Fire Department. g. Local representatives, such as Alderman, Assemblyman, State Senator, Congressman. h. Public Service Corporations, such as the Telephone Co., Brooklyn Rapid Transit, etc. . Individuals in the neighborhood. 32 Means and Methods j. The American Society for the Prevention of Cruelty to Animals, upon application to its Department of Humane Education and Extension, will furnish a lecturer on topics relating to animal protection. E. THE QUIZ No lecture or address or picture should be given without a succeeding rapid-fire quiz upon its important points. "What interested you most?" "What was the most important thing?" are questions essential to secure that practice in listening and in thinking for which such exercises are given. A long lesson should be broken by such questioning. Some of the best assembly work interpolates this questioning every few minutes. To avoid the waste and confusion of concert answers, to escape the narrowness of replying only in volunteer responses, it is a good plan for a teacher or older pupil walking about the assembly to indicate who is to answer the question as it is asked. The brief summary by a pupil following the address of a visitor is one of the most pleasing features of some of our schools. It interests, often amuses and always instructs the one who has made the address. Whatever the method, this reaction on the talk should always be called for. The talk should always be planned, whether by admonition to the visitor or by direction to the member of the school so that there is time for the essential completion of its purpose. 3. Music A. AIMS AND VALUES The chief aim of the assembly exercises, it has been stated,- is the fulfillment of the inspirational and recreative functions of education. Such exercises purpose to instil in the child certain ideals and to give him certain tastes, interests and prejudices which will control or modify his conduct. In such ideals, tastes and predilections, it is the emotional element that predominates and is most essential. Music is one of the most effective agencies available in the assembly for fulfilling the functions mentioned above. It is the expression of emotions. Man's experiences from grief to joy find voice in it. Many of our ideals as products of race experience Music 33 find expression in music better than through any other medium. It inspires, it uplifts. "Music by its very intangible, fleeting, and unmonopolized character, is especially valuable in this connection when properly directed. In its very nature the one who would possess it must give it away, and the more he gives the more he has. It is an ideal example of the fact that only that which one shares can one really have. Moreover, by its nature, it builds, in Keat's words, 'a bower full of sweet dreams and health and quiet breathing/ Music teaches that the satisfactions of life are in the outlook of man, in his spiritual attainments, not in physical possession. Music develops the imagination and immensely widens the experience of its devotees. He who would perform or even listen to music must be able to enter into the soul of the composer in his every mood. He who puts time and effort into the production of music has taken a long step toward the emancipation of himself from the domination of things. He has begun to realize the beauty, power, and never-dying attributes of things spiritual and eternal/'* The teaching of music in the school aims at participation and appreciation. The children are trained to sing, to play and to listen appreciatively. B. MEANS AND METHODS ( 1 ) Participation (a) Choral Singing Choral singing forms a most important part of the assembly exercises. It has an important socializing influence. It unifies the group participating. People who sing together are brought for the time under the influence of one impulse and one thought. The spirit of the whole group can find expression in a single result in no other art so well as in singing. So, in the choral singing of the assembly, we have a vital force for developing the social consciousness, the school spirit. Choral singing enters into the assembly work not only as an end in itself, but as a part of all the important school functions, special days, festivals and celebrations. To such special exercises music contributes a great share. Such participation supplies to the work a social motive which establishes in the children a feeling of responsibility, a spirit of team work on a large scale. "The feeling of doing something toward a large community end stirs them deeply at times and brings about in the chorus singing emotional experiences impossible in small groups working for slighter ends. The child can hardly have a more useful experience than that of throwing himself, body and soul, at some personal * Peter W. DyKema Addresses and Proceeding of the National Education Association, 1914 p. 630. 34 Means and Methods cost of strength and patience into an undertaking in which the spiritual ideals of the community are expressed, and his individual skill brought to its highest point the whole inspired with a common feeling of value and a common joy in the result." Such inspiration motivates the formal work in the classroom instruc- tion from which the assembly choral singing should be an out- growth. In addition to the school singing by the entire assembly, specific class groups should contribute to the assembly exercises such songs as are adapted to the capacity of the particular groups. In one school each class of boys of the 7th and 8th years prepared one of Stephen Foster's songs which it presented at school exer- cises devoted to the memory of this songwriter. Frequently special exercises in music in the assembly may take the form of contributions by the special groups that have de- veloped in the school, glee clubs, choral societies, etc. Such socie-. ties in the schools give the children who are especially talented or interested an opportunity to devote extra time to this subject. Such exercises are valuable not only because they tend to promote the feeling of school unity, but also because they bring out the social possibilities of music work and its value and necessity in the life of the school community. The choice of songs for choral work in the assembly is a matter of importance. In the songs beautiful melody should be combined with expressive words and these should be adapted to the nature, age and capacity of the pupils. The selections should include national, patriotic and representative folk songs. The syllabus gives a list of folk songs which are suitable for the various primary grades from 1A to 4B. (b) Instrumental Music Classes in instrumental music have been organized and are conducted after regular school hours by private instructors under the general supervision of the Director of Music. In addition to this, in many of the schools the students have organized orches- tras. They contribute largely to the value of the assembly. (2) Appreciation The second aim is to develop an appreciation of good music. Music 35 "Music like literature is something to be appreciated and appreciation in both cases may involve a certain mastery of technique. But what seems to be needed in music is not so exclusively training in the technique of singing as is now the case; some of this is probably essential to musical appreciation, just as some acquaintance with the technique of style is essential to literary appreciation, but to attempt to develop an appreciation for the best music through the type of instruction common in the schools is about as futile as to attempt to cultivate literary appreciation through drill courses in composition alone. What is needed in both cases is (to speak in a quasi figurative fashion) a training of the receptive capacities rather than an exclusive training of the expressive capacities. The child should hear the best music over and over again until it has sunk into his soul, and fortified him forever against the seductive wiles of the tin-pot jingles and the sentimental songs of the music halls."* Current methods of teaching music, it is claimed, have failed to give a sufficient place to "appreciation." They have placed the emphasis on technique. This is true not only of methods in music but also of methods of dealing in school with the other arts, as painting and literature. It is only in recent years that the type of lesson aiming at appreciation has been discriminated from the types of lesson which aims at the formation of habits or the acquisition of facts, etc. Proper methods of utilizing material in which the emotional element is the principal element are in demand. You may find a fine field for your talent here. The attempt to carry over to the field of art the methods used in didactic presentation has not been successful in its results. Just how great a control over technique is essential for apprecia- tion seems to be a mooted point. At all events the teaching of technique should take care not to kill the spirit of music. Whether a song is learned by rote or by note, the essential aim should be to keep alive the singing spirit so that the children will always find a joy in music. The assembly period offers many opportunities for the develop- ment of appreciation in music. In the first place there are the choral singing and other forms of participation already discussed. The choral singing and the playing are of value not only for the pleasure and profit derived from actual participation, but also for the effect on appreciation. Such participation, such self activity is an essential basis of appreciation of higher forms of music. * Educational Values Bagley, p. 171. 36 Means and Methods (a) Use of Phonographs, etc. In the second place there is the use of the phonograph or other instruments which are now found in most school auditoriums. Through the phonograph it is possible for the children to hear reproductions of most of the classical selections or compositions. The range of phonographic material is so great that almost every type of musical production is available. Folk songs, cantatas, operas, oratorios, symphonies, and other instrumental composi- tions all offer selections with which the pupil may become familiar and through which his musical taste may be developed. Necessarily the phonographic material must be selected with as great care as the material for other activities. It must be music worth listening to, and it must give pleasure to the pupils. In the second place, such material must be used properly. The aim should be more than entertainment. Endeavor must be made to obtain a thoughtful attitude upon the part of the children toward such exercises. They must be brought to realize that listening involves some effort on their part. It is not so simple a matter as may be supposed to teach the pupils to listen. While the greater part of the time should be devoted to music itself, a great deal of general information about musical matters could be given the children through talks by the music teacher. The history of music, the biographies of famous composers, etc., will yield material of great inteVest. (&) Recitals Another means of developing musical taste in the children is the opportunity to hear good music afforded to children by recitals. First there are the artists' recitals. In the Parker School in Chicago it is the practice to hold recitals from time to time at which prominent artists appear before the school assembly. The cost is borne by the parents. The programme is determined prior to the occasion and copies are placed in the hands of the pupils. This makes possible some preparation in the classroom upon the part of children. Such preparation may take the form of class discussions of themes, form, etc., or it may consist chiefly in playing over the melodies they are to hear, in telling stories of the composer, etc. Frequently during the recitals short explana- Bible Reading 37 tions of the particular number about to be heard are offered by the artist, etc. Another form of preparation is the distribution of music bulletins prior to the recital. Such bulletins contain analytical notes of the program and brief biographical and historical data relating to the composers. These bulletins, if preserved by the children, would form a text in music appreciation. There is no reason why such a plan should not be feasible in New York. The readiness with which outsiders respond to invitations to visit the school and address the assembled children has been noted. Undoubtedly, the same readiness to volunteer will be met in the case of musical artists. In the second place there are the children's recitals. In every school there are numbers of children who have some degree of musical talent and who are receiving special instruction and training. There are the school orchestras and glee clubs already mentioned. From among such children many volunteers may readily be obtained for such recitals. These musical entertain- ments furnish an outlet for the musical studies of the children, and also a potent motive for their work. References: Faulkner, Anne Shaw What We Hear In Music A Laboratory Course of Study in Music History and Appreciation-ontains a very comprehensive bibliography. Camden, N. J Victor Talking Ma- chine Co. Knobbe, Gustav How to Appreciate Music New York Moffat Yard & Co., 1906. Krehbiel, Henry E. How to Listen to Music New York Charles Scribner's Sons. 4. BIBLE READING The following list prepared in Public School 64, Manhattan, for use in its auditorium periods, is here given through the courtesy of the Principal, WILLIAM E. GRADY : A. LIST OF BIBLICAL SELECTIONS Genesis Ch. I. II, III The Creation and Fall IV Cain and Abel VII The Flood VIII The Flight of the Dove IX The Rainbow XI The Tower of Babel XIX Lot's \Vife and Destruction of Sodom and Gomorrah 38 Means and Methods Genesis Ch. XXII " XXVIII " XXXVII Exodus Leviticus Numbers Joshua Judges Ruth Samuel 1 Kings 1 Esther Job II III V VII X XII, 21-28 XIV XV, 1-20 XVI, 9-15 XVII, 1-7 XIX (in parts) XX, 1-18 XXIV, 9-18 XXXI, 12-18 XXXII, 1-8 1 XXXII, 15-20 f XXXIV, 1-10 I XXXIV, 29-35 ( XVI XXIII XXI X, 1-14 XIV XV XVI, 1-20 XVI, 21-31 I XVII XVIII *XIX, 1-10 XIX, 11-18 III X, 1-13 XVII, 1-16 II, 1-11 V IX I XXVIII " XXXVIII " XXXIX The Psalms 1, 8, 19, 23, 39, 42, 67, 92, 95, 96, 97, 100, 103, 104, 107, 121, 137, 144, 150. Proverbs, parts of 3, 10, 13, 15, 22, 27, 28. Ecclesiastes Ch. I " IX " XI " XII Abraham and Isaac Bethel Story of Joseph Birth of Moses Burning Bush Bricks without Straw Moses' Rod Plague of Locusts Passover Flight Through Red Sea Song of Moses Rain of Manna Moses Smites the Rock and Water Flows Giving the Law of Sinai The Ten Commandments Tables of Stone Sabbath The Golden Calf The Tables are Renewed The Scapegoat Hebrew Holidays The Fiery Serpent The Sun and Moon Stand Still The Story of the Lion's Carcass The Burning of the Fields The Downfall of Samson Blindness and Death Ruth and Naomi David and Goliath Jonathan's Love for David Saul's Attempt on David's Life The Stratagem of the Bolster Solomon's Judgment Concerning the Two Mothers and the Child The Queen of Sheba Elijah and the Ravens Elijah is Taken Up Into Heaven Naaman's Leprosy Festival of Purim Established Life of Job "The Fear of the Lord, That is Wisdom" The Wisdom of God God's Power Illustrated "The Preacher Declareth the Vanity of all Human Things" "Wisdom is Better than Strength" An Exhortation to Works of Charity "The Whole Duty of Man" Declamations, Oral Readings, Recitations 39 Isaiah Daniel Ch. II " XI XXIV III, 19-30 V VI New St. Matthew " VI " VII. 1-12 " XIII " XXV, 14-30 St. Luke " XV, 11-32 " X, 33 Acts " V, 1-11 Corinthians 1 " XIII James XV III IV Beat the swords into Ploughshares "The Wolf Shall Dwell with the Lamb" God's Judgment upon the Land for its Iniquities The Fiery Furnace The Handwriting on the Wall Daniel Cast into the Lion's Den Testament The Lillies of the Field The Golden Rule The bower The Story of the Talents The Prodigal Son Good Samaritan Ananias and Sapphira Charity "Death is Swallowed up in Victory" Exhortations to Bridle the Tongue "Speak Not Evil of Another" 5. DECLAMATIONS, ORAL READING, RECITATIONS, ETC. A. AIMS AND VALUES It has generally been held that the chief values of the recitation or declamation are the development in the pupil of self-confi- dence, self-control, earnestness, % the improvement of his voice and expression, etc. To these values are to be added others such as the desire to entertain and the inculcation of an appreciation of good literature. Another important effect is the influence which such recitation or declamation before an audience has upon the oral reading. A most potent factor in the lack of success in oral reading is the lack of motive which characterizes most reading lessons. The child reads from a book of which every one has a copy. He is not telling or imparting any thought which is not before the other children in printed form. The situation does not call for any particular care as to expression or interest. Recitation or reading before the group during the assembly period makes the child realize the necessity for clear enunciation and phrasing. He must make every one hear him. He must read clearly in order that every one will understand what he is presenting. In order to read clearly the reader must understand the thought. The assembly recitations, declamations and oral readings thus have an important influence in motivating the class- 40 Means and Methods room reading work provided the director is alive to the aims of the exercise. B. MATERIAL The material for such exercises will be taken for the larger part from the literature of the grades. This it is assumed possesses real literary worth, and power of appeal to children's interests. First, there are the selections which are prescribed as memory gems. Second, there is the regular work in literature. The children of a given grade having experienced keen enjoyment in their oral reading or literature work may wish to share such pleasure with the rest of the school. An assembly program is arranged, the poems are assigned to different pupils for reading or recitation and the grade or class contributes its offering to the assembly exercises. Third, sometimes the program may center about an author in which the class is interested, as Stevenson or Burns. Such program consisting of selections from his work would be a fitting commemoration of the birthday of the author. Other programs may be built around other centers. For instance, a class learning Paul Revere's Ride may extend their literary interest to include other famous rides "Sheridan's Ride," "The Ride from Ghent to Aix," "John Gilpin's Ride," etc. These may be presented to the assembly. The poems of the Civil War or other periods of the nation's history may also form a center for such an exercise. As an essential of assemblies is interest, the danger of a too liberal use of matter already familiar is apparent. But as a normal person enjoys finding and presenting something good and new the assembly serves as a promotion of that instinct. C. BIBLIOGRAPHY *BALDWIN, JAMES Harper's School Speaker *BELLAMY, B. W. ) ~ ." ,. . GOODWIN, M. W. j ~~ Open Sesame 3 volumes *CARRINGTON, H. B. Columbian Selections BR^GEMAN T C ( Three Minute Declamations for College Men *DAVIS, H. C., ed. Three Minute Readings *ESPENSHADE, A. H. Forensic Declamations *EVARTS, K. J. Speaking Voice * Books starred may be obtained from the Library Bureau of the Depart- ment of Education. Declamations, Oral Readings, Recitations 41 *EVARTS, K. J. Vocal Expression *FOWLE, W. B. Familiar Dialogues and Popular Discussions for Exhibi- tion in Schools and Academies *FOWLE, W. B. Hundred Dialogues Selections *GARRETT, PHINEAS, ed. Speakers' Garland 9 volumes *HYDE, W. D. School Speaker and Reader *LAWRENCE, E. G. Lawrence Reader and Speaker *LE Row, C. B. Pieces for Every Occasion *O'NEiLL, A. T. L. Recitations for Assembly and Classroom *SCHAUFFLER, R. H., ed. Christmas, Its Origin, Celebration, and Signifi- cance as Related in Prose and Verse *SHURTER, E. D. Public Speaking; A Treatise on Delivery with Selec- tions for Declaiming * STEVENSON, B. E. and E. B., Days and Deeds. STEVENSON, AUGUSTA Children's Classics in Dramatic Form Books I, II, III, IV, V Boston, Houghton, Mifflin Co., 1908. (For oral reading or dramatic presentation.) GRANGER, EDITH An Index to Poetry and Recitations A Practical Reference Manual Chicago, A. C. McClurg & Co., 1904. (The Index includes over 30,000 titles from 369 books, arranged by titles, first lines, etc. There is also included a list of poems and recitations for special days.) MACCLINTOCK, PORTER L. Literature in The Elementary Schools *ARNOLD, SARAH LOUISE Reading How To Teach It New York, Silver, Burdett & Co. (Contains "A List of Poems Suitable for Use in the School Room, Ch. XIII.) ALLEN, EZRA Pedagogy of Myth in The Grades Pedagogical Seminary, VIII, No. 2, June 1901. (A study of values with lists and references.) ATHERTON, LEWIS Literary Selections Most Frequently Memorized in The Elementary School Elementary School Teacher, XIV, No. 5, January 1914. BAKER, EMILIE KIPP Cross Reference Classification on Mythology Underwood & Underwood, 1914. (Annotations upon 211 slides or stereographs which may be used to illustrate mythical and legendary stories.) BOBBITT, J. F., BOYCE, A. C., & PERKINS, M. L. Literature in The Elementary Curriculum Elementary School Teacher, XIV, No. 4, December 1913. CHARTERS, W. W. Cross Reference Classification on ^Literature (Similar to Baker above, but contains a longer list.) COLBY, J. ROSE Literature and Life in School Houghton, Mifflin Co., 1906. (A good statement of the social value of literature. The selections recommended are in part too mature and too largely British.) CORSON, HIRAM The Aims of Literary Study Macmillan, 1910. (The best expression of the modern point of view.) Cox, JOHN H. Literature in The Common Schools Little, Brown & Co., 1908. (An excellent study of literary values in general and of selections for each grade in particular.) * Books starred may be obtained from the Library Bureau of the Depart- ment of Education. 42 Means and Methods Hosic, JAMES FLEMING The Elementary Course in English : A Syllabus for Teachers The University of Chicago Press, 1911. (An analysis of values, followed by selected and annotated lists and a key to the sources; has been found to represent the concensus and may be followed both in selection and in grading.) LOWE, ORTON Literature for Children Macmillan, 1914. (Especially valuable in directing the general reading of pupils; contains a good selection of poems.) McMuRRY, CHARLES Special Method in Primary Reading and Oral Work with Stories Macmillan, 1903. (Five of the eight chapters are devoted to a discussion of the stories. Numerous selections for each of the first three grades are evaluated.) ROGERS, HELEN H., and PEET, HARRIET E. Course of Study in Reading and Literature for the Practice Department, State Normal School, Salem, Mass. (Definite aims for the various years are suggested.) SCUDDER, HORACE E. The Place for Literature in School Houghton, Mifflin Co., Riverside Series No. 37. (Literature is pronounced the chief means of feeding the life of the spirit and of uniting all in common ideals and sympathies.) Suggested Course of Study in General Reading for The First Six Grades of Rural Schools Bulletin No. 14, 1912, Massachusetts Board of Education, Boston, Mass. (Prepared by a Committee of Teac'hers from the State Normal Schools.) A list of books on literature, selections for recitations, etc., is in- cluded in the Department of Education list of textbooks, authorized for use in the public elementary sc'hools of the city under "Readers" and under "Supplementary Reading." 6. STORY TKLLING A. AIMS AND VALUES Story telling is of particular value as a means of fulfilling the inspirational and recreative functions of auditorium activities. While it may have certain values for instruction its chief aim is "to give joy and through joy to stir and feed the life of the spirit." It is first and foremost an art of entertainment and as such its primary function is to give pleasure. Miss SARA CONE BRYANT, in her book, "How to Tell Stories 10 Children," which discusses the subject in full, enumerates certain values. "One result obtainable," she states, "is the relaxation of the tense schoolroom atmosphere, valuable for its refreshing, recreative power." A second is the ease with which happy rela- tions between teacher and children are established through story telling. Story telling also is one of the most effective methods of forming in the children the habit of fixed attention. Story Telling 43 The more specific values are more or less peculiar to the particular kind of story of which there are four chief types. The Fairy Story. The distinctive value of the fairy story lies in its power of conveying moral truth and types of common experience through the media of images. The fairy tale presents in poetic form universal ethical truths which are assimilated unconsciously and which form the sources of the moral judg- ments later on. Accordingly in ethical training, in the lower grades particularly, the fairy, story is of great value. Another important value of the fairy story comes from its service in preparing for full appreciation of adult literature. "Leaving out the fairy element in literary culture is a loss on the same lines as the omission of the Bible or of Shakespeare." The Nonsense Tale. Under this type may be classed all the funny tales of childhood, cumulative stories, etc. The value of such tales is to be found in the element of humor that they possess. As Miss BRYANT so well puts it: "It does us all good to laugh if there is no sneer nor smirch in the laugh ; fun sets the blood flowing more freely in the veins, and loosens the strained cords of feeling and thought; the delicious shock of surprise at every 'funny spot' is a kind of electric treatment for the nerves. But it especially does us good to laugh when we are children. Every little body is released from the unconscious control school im- poses upon it and huddles into restful comfort or responds gayly to the joke." "The wisdom which lies behind true humor is found in the nonsense tale of infancy as truly as in mature humor, but in its own kind and degree. 'Just for fun' is the first reason for the humorous story; the wisdom in the fun is the second." The Nature Story. The nature story is extensively used to arouse interest in animal and plant life. For such purpose, however, the teacher is limited in selection of material to such stories as are of unquestioned scientific accuracy. The use of the nature story simply as a story widens extensively the material available. Considerations of scientific validity do not enter here. The value of the story lies in its broadening influence and in the cultivation of a sympathetic attitude toward nature. Historical Story. The historical story is of particular value in stimulating patriotism. "We tell these stories, both to bring the great past into its due rela- tion with the living present, and to arouse that generous admiration \ 44 Means and Methods and desire for emulation which is the source of so much inspiration in childhood. When these stories are tales of the doings and happenings of our own heroes, the strong men and women whose lives are a part of our own country's history, they serve the double demands of hero- worship and patriotism. Stories of wise and honest statesmanship, of struggle with pioneer conditions, of generous love and sacrifice, and in some measure of physical courage, form a subtile and powerful influence for pride in one's people, the intimate sense of kinship with one's own nation, and the desire to serve it in one's own time/'* B. SELECTION OF MATERIAL The following suggestions extracted from Miss MARIE L. SHEDLOCK'S book, "The Art of The Story Teller," indicate ele- ments to avoid in the choice of material : 1. Stories dealing with analysis of motive and feeling. 2. Stories dealing too much with sarcasm and satire. 3. Stories of a sentimental character. 4. Stories containing strong sensational episodes. 5. Stqries presenting matter quite outside the plane of a child's interests unless they are wrapped in mystery. 6. Stories which appeal to fear or priggishness. 7. Stories of exaggerated or coarse fun. 8. Stories of infant piety and deathbed scenes. 9. Stories containing a mixture of fairy tale and science. Positive suggestions as to the selection of stories are given by Miss BRYANT in her book, to which reference has already been made. Miss BRYANT writes : "For these reasons let me urge you, when you are looking for stories to tell little children, to apply this threefold test as a kind of touchstone to the quality or fitness: Are they full of action, in close natural sequence? Are their images simple without being humdrum? Are they repetitive? The last quality is not an absolute requisite; but it is at least very often an attribute of a good child-story." Types of Story Suggested for Certain Grades For Kindergarten and Grade I: Little Rhymed Stories (including the best of the nursery rhymes and the more poetic fragments of Mother Goose) Stories with Rhyme in Parts Nature Stories (in which the element of personification is strong) Nonsense Tales Wonder Tales For Grades II and HI: Nonsense Tales Wonder Tales Fairy and Folk Tales Fables Legends 'How to Tell Stories to Children," by Sara Cone Bryant, p. 27. Story Telling 45 Nature Stories (especially stories of animals) For Grades IV and V : Folk Tales Fables Myths and Allegories Developed Animal Stories Legends : Historic and Heroic Historical Stories Humorous Adventure Stories "True Stories" C. SUGGESTIONS AS TO MKTUOD It is impossible for this bulletin to go into the details of the technique of story telling. Certain suggestions in outline form are offered in the following:* (1) Feel your story. A genuine appreciation of the story is most essential. (2) Know your story. Memorizing is not meant necessarily. (3) Tell it simply, directly, dramatically, with zest. (a) Simplicity of manner and of matter are both essential to the right appeal to children. Simplicity of manner here means without affectation, or pretense, without posing. Do not talk down to the children. Simplicity of matter means the choice and use of short familiar vivid words and simple images. (b) To tell a story directly means to use brevity, close logical sequence, exclusion of foreign matter, unhesitant speech. (c) The dramatic quality of story telling depends closely upon the clearness and power with which the story teller visualizes the events and the characters he describes. (d) To tell a story with zest requires interest and enjoyment upon the part of the story teller. Certain dangers and difficulties to be encountered in story telling are pointed out by Miss SHEDLOCK: Difficulties and Dangers: 1. There is the danger of side issues. 2. Altering the story to suit special occasions is done sometimes from extreme conscientiousness. 3. The danger of introducing unfamiliar words. 4. The danger of claiming co-operation of the class by means of questions. 5. Difficulty of gauging the effect of a story upon the audience rises from lack of observation. 6. The danger of over-illustration. 7. The danger of obscuring the point of the story with too many details. 8. The danger of over-explanation. 9. The danger of lowering the standard of the story in order to appeal to the undeveloped taste of the child. * Taken in substance from Miss Bryant's book. 46 Means and Methods For a fuller treatment of the matter, the reader is referred to the chapters on method in the books from which the above outlines were taken, and to the accompanying bibliography. D. BIBLIOGRAPHY The books listed in many cases not only discuss the question of method, etc., but also include classified lists of stories and additional bibliographies. BRYANT, SARA CONE How To Tell Stories To Children Boston Houghton, Mifflin Co., 1905. Some chapters: I. The Purpose of Story Telling in School II. Selection of Stories To Tell III. Adaptation of Stories For Telling IV. How To Tell The Story V. Some Specific Schoolroom Uses. Contains also thirty-two stories especially selected for kinder- garten and grades I, II, III, IV, V, and also a list of books in which the story teller will find other stories. BRYANT, SARA CONE Stories to Tell To Children Boston Houghton, Mifflin Co., 1907. Contains fifty-one stories with some suggestions for telling. SHEDLOCK, MARIE L. The Art Of The Story Teller New York D. Appleton & Co., 1915. Contains list of stories, books suggested to the story teller, and books referred to in the list of stories. Some chapters: I. The Difficulties of the Story II. The Essentials of the Story III. The Artifices of Story-telling IV. Elements to Avoid in Material V. Elements to Seek in Choice of Material VI. How to Obtain and Maintain the Effect of the Story VII. Questions Asked by Teacher. HORNE, HERMAN HAROLD Story Telling, Questioning and Study New York Macmillan Co., 1916. ABLER, FELIX Moral Instruction of Children New York D. Appleton & Co. (Contains a chapter on "The Use of Fairy Tales") KEYES, ANGELA M. Stories and Story-TellingNew York D. Appleton & Co, 1915. Some chapters: I. Kinds of Stories to Tell II. The Principles of The Art of Telling Stories III. Getting the Story IV. Telling the Story V. The Child's Part in Story-Telling VI. A List of Stories VII. Some Very Short Stories. LYMAN, EDNA Story-Telling What To Tell and How To Tell It- New York A. C. McClurg & Co., 1910. ST. JOHN, EDWARD PORTER Stories and Story-Telling Philadelphia The Westminster Press 1910. Story Telling 47 Some chapters: I. The Use of Idealistic Stories II. Realistic Stories and How to Use Them III. Some Vital Characteristics of Good Stories IV. Learning to Tell a Story, Where to Find Stories. PARTRIDGE, EVELYN NEWCOMB, and PARTRIDGE, GEORGE EVERETT Story- Telling in School and Home New York, Sturgis & Walton Co., 1912. MACCLINTOCK, PORTER L. Literature in the Elementary School Chicago University of Chicago Press. "The book gives a series of detailed studies on the teaching of the various kinds of stories, and includes a list of titles in literature for each of the elementary grades." DICKINSON, ASA DON The Children's Book of Thanksgiving Stories- New York Doubleday, Page & Co., 1915. OLCOTT, FRANCES J. Good Stories for Great Holidays Boston Houghton, Mifflin Co., 1914. Arranged for story-telling and reading aloud and for the children's own reading. "Myths, legends, tales and historic stories suitable to holiday occasions brought together." OLCOTT, FRANCES J. One Hundred Good Stories to Tell and Where to Find Them. In The Children's Reading. Boston Houghton, Mif- flin Co., 1912. POULSSON, EMILIE In the Child's World Springfield, Mass. Milton Bradley Co., 1910. "Morning talks and stories for kindergartens, primary schools and homes." SALISBURY, GRACE E., and BECKWITH, MARIE E. Index to Short Stories Chicago Row, Peterson & Co., 1907. HOLLAND, R. S. Historic Inventions Philadelphia (Washington Square) G. W. Jacobs 1911. TAPPAN, EVA MARCH The Old Old Story-Book Compiled from the Old Testament Boston Houghton, Mifflin Co., 1910. "This book is not an attempt 'to bring down r the Scriptures to children. It is simply a collection of Old Testament stories, given in the words of the Bible, but arranged like other books in paragraphs rather than verse." HOWARD, MARGARET Truly Stories from the Surely Bible Boston Lathrop, Lee & Shepard Co., 1915. BEALE, HARRIET S. ELAINE Stories from the Old Testament for Children New York Duffield'& Co., 1914. BAKER, EMILIE KIP Out of the Northland Stories from Northern Myths New York Macmillan Co., 1914. PALMER, GEORGE H. The Odyssy New York Houghton, Mifflin Co., 1908. MABIE, HAMILTON WRIGHT Famous Stories Every Child Should Know New York Doubleday, Page & Co., 1907. SCUDDER, HORACE Fables and Folk Tales New York Houghton, Mif- flin Co. ARNOLD, SARAH LOUISE Reading How To Teach It New York Silver, Burdett & Co. (Contains "A List of Stories Which Have Been Tested and Found Helpful in the School Room," Ch. XII) 48 Means aiid Methods KIPLING, RUDYARD Jungle Book Second Jungle Book New York Century Co. ROBERTS, C. G. D. Haunters of Silences New York Doubleday, Page & Co., 1907. (Book of animal life.) ROBERTS C. G. D. Kindred of The Wild New York Doubleday, Page & Co., 1902. (Book of animal life.) ROBERTS, C. G. D. Kings in Exile New York Macmillan Co., 1910. (Stories of captive animals.) ROBERTS, C. D. D. Neighbors Unknown New York Macmillan Co., 1911. ROBERTS, C. G. D. Return to The Trails New York Doubleday, Page & Co. (Bear story.) ROBERTS, C. G. D. Watchers of The Trails New York Doubleday, Page & Co., 1904. (Book of animal life.) SETON, ERNEST THOMPSON Wild Animals I Have Known New York Chas. Scribner's Sons, 1898. SETON, ERNEST THOMPSON Krag and Johnny Bear New York Chas. Scribner's Sons, 1902. SETON, ERNEST THOMPSON Trail of The Sandhill Stag New York Chas. Scribner's Sons, 1899. SETON, ERNEST THOMPSON Biography of a Grizzly Bear New York Century Co., 1900. Nature Stories For a very comprehensive bibliography of nature stories "more or less adapted and more or less true," see Frederick L. Holtz's book on "Nature Study.'* P amp hie ts lists. McCuRDY, ROBERT MORRILL A Bibliography of Articles Relating to Holi- daysRevised by Edith M. Coulter Boston The Boston Book Co., 1907 (25c.) POWER, EFFIE L., Ed. Lists of Stories and Programs for Story Hours White Plains, N. Y. H. W. Wilson Co., 1915. Contains stories for little children and for older ones and books about story-telling. HASSLER, HARRIOT E. and SCOTT, CARRIE E. (Compiled by) Graded List of Stories for Reading Aloud Chicago American Library Associa- tion Pub. Board, 1915. PITTSBURGH CARNEGIE LIBRARY Stories to Tell to Childen; A Selected List with Stories and Poems for Holiday Programs, 1916 (25c.) In the list the stories are grouped according to their interest to children of different ages. The stories are characterized as follows : Cumulative Folk-tale, Repetitive Folk-tale, Folk Fairy-tale, Humorous Folk-tale, Fable, Saint Legend, Mediaeval Legend, Japanese Legend, Dutch Legend, etc. ; Myth, Bibli- cal Story, Epic, Ballad, Modern Fairy Story, Modern Realistic Story, American Indian Story, Biographical Story. PITTSBURGH CARNEGIE LIBRARY Story Telling to Children from Norse Mythology and the Nibelungenlied, 1903 (20c.) PITTSBURGH CARNEGIE LIBRARY Stories from the Ballads of Robin Hood with Lists of Other Ballads to Tell and to Read Aloud Outlines for story-telling to children over nine years of age, 1914 (5c.) CABOT, ELLA LYMAN Ethics for Children Boston Houghton, Mifflin Co., 1910. Dramatisations, Plays, Festivals 49 "The purpose of this book is to suggest the best available ethical centers for every year from six to fourteen." 1st year ethical center Helpfulnes 2nd 3rd 4th 5th 6th 7th 8th Home Life Work Golden Deeds Loyalty Friendship Patriotism Choosing a Calling Topics are suggested for every month. All of these books and lists are available for reference in the Children's Room of the New York Public Library at 42nd Street and Fifth Avenue. A list of books on story-telling is also included in the Department of Education list of textbooks authorized to be used in the public elementary schools of the city under "Reference Books for Teachers." See also "Duplicate Schools in the Bronx/' by Dr. Joseph S. Taylor, published by the Department of Education. 7. DRAMATIZATIONS, PLAYS, FESTIVALS, ETC. A. DRAMATIZATIONS, PLAYS, ETC. (1) Aims and Values The value for education of making use of the dramatic instinct, in fact its essential character for the complete development and self-realization of the individual, has been recognized only in recent years. In the Francis W. Parker School of Chicago a great deal of attention has been devoted to this type of educational activity. The following paragraphs taken from the Year Book of the school are a formulation of the values which the experience of the school has shown dramatic expression to possess : "In the first place it is held that while the play is but one means of self-expression, it is one of the most satisfactory for the teacher. It provides a more varied training to the individual than dancing, singing, drawing. It demands graceful and interpretive use of the body, it requires good manipulation of the speech organs and it trains the ear and mind to an appreciation of literary beauty." "Few forms of work produce such joy in the workers as participa- tion in a play." "In addition the drama is of great value as a socializing force. Every child recognizes that the play without the audience is bare. Acting is expression definitely for some one and to some one." "The exercise of the spirit of subordination of self to the group for the unity and good of the whole social body is a valuable training for life and is another aspect of the development of a social consciousness." "The stimulation of human sympathy is another product of the 50 Means and Methods development of the dramatic spirit. The act of striving to appreciate another's point of view and understand his problems in order that we may justly present that person in thought, speech and action tends to widen one's own mental horizon and enlarge one's sympathies in the problems of others. This leads to a deeper insight into hidden depths of human action and develops insight into character." 'Training in moral judgment cannot fail to result from the seeing of life whole as we do in the sound drama. Every-day experience gives us little perspective; we cannot see the inevitable way in which cause and effect are connected. The drama gives us an outlook, so that we can understand human experience and see the results of human conduct, thereby gaining an understanding of life. This helps to establish moral ideals." "The work of preparing and presenting a play gives splendid oppor- tunities for the exercise of initiative." "The development of concentration has been mentioned frequently. The successful portrayal of a character before an audience necessi- tates that the speaker feel the emotion while he speaks. This requires a high degree of concentration." "Dramatization certainly helps in the cultivation of literary feeling and power. The anticipation of presentation which actuates the pupils in the making of a play results in much enthusiasm. The actual work of dramatization, therefore, reaches a higher mark of excellence than is to be obtained in composition work that has a less compelling social motive. Writing of real vigor and power is developed, and the constant reference to the piece of literature that is being made into a play, together with the study of the work of a great dramatist, to find out how he has constructed his play, helps to create a real literary apprecia- tion and feeling." "The acquisition of information is one of the minor accompaniments of the work. The intelligent giving of an historical play, for example, necessitates not a little acquaintance with the habit and customs of the period." "A very practical result is the training of the memory. Therefore, the plays given ought to be worth while, for it is a pity to fill the thought with material that has no literary value." "Improvement in speech follows the work in acting, if properly conducted. The bettering of the speech of most Americans is a 'consummation devoutly to be wished.' I know of no time when young people are so willing to work to improve speech and overcome defects as when they actually find that bad habits of voice production are hampering them in expressing themselves and in getting their thought 'over the footlights.' Pupils are at such time ready to strive patiently to overcome weakness of voice, throatiness, bad articulation, poor enunciation, and the inability to radiate. Voice exercises are now not a bore, but an avenue to desired freedom and beauty of expression." (2) Choice of Subject Matter The chief sources of material for dramatization in the school are to be found for the most part in the subjects of literature and history. Other subjects, such as civics, geography, nature Dramatizations, Plays, Festivals 51 study, etc., also contain in certain phases of their content material more or less suitable for dramatic expression. It is, however, with the first type that we are chiefly concerned. The choice of subject matter for dramatic presentation is a question of prime importance. Such selection depends upon a variety of factors, such as the age, the sex, the grade, the varying abilities and interests of the pupils participating or the character of the occasion. Nevertheless, certain general considerations may be pointed out that should obtain in the selection of subjects or plays for dramatization : 1st The material selected must be suited to the capacity, interests, and needs of the children. 2nd It must possess proper literary form. 3rd It must possess dramatic quality. Everything cannot be presented in dramatic form. Dramatic expression should be employed only when it serves to make clearer the thoughts and images involved. With reference to the selection of a play for reproduction, the following suggestions are made by Miss CONSTANCE D'ARCY MACKAY : "Whatever play you select, be sure of three things : that it has literary quality, dramatic quality, and that it contains an idea. By literary quality is meant that the language should be poetic. There is no benefit in the memorizing of commonplace lines. By dramatic quality is meant that the play should have an interesting plot, with a climax. Lack of climax or culminating point, is the lack of most children's plays. That the play should contain an idea means that it should teach some dominant truth either subtly or openly. It may either be the great lesson of courage in adverse circumstances, or the simple lesson that happiness, like the Blue Bird, can be found at home. "The range of emotion in child-drama is, of course, restricted ; such things as money-lust, power-lust, vice, social ambition, despair, or trickiness do not exist for normal children. They are beyond their range. Neither should children's plays contain love-making or senti- ment. In acting such scenes they are merely aping emotions that they have never felt, and acting for children should be as direct and sincere as it is possible to make it. It should carry with it a distinct atmos- phere of simplicity and candor. There should be no straining after effect, no appeal that does not spring directly from the heart. The child should be expressing his or her inward self not acting, in the adult sense of the word. For this reason the characters which children represent should be those of a common and deep humanity. It would be ideal if children could always act characters of their own years, whose feelings they could at once appreciate. But since this is not always possible the other folk who figure so largely in children's plays quaint fairies, peasants, trolls, woodcutters, and the like should have that artlessness that is akin to the artlessness of children."* * How to Produce Children's Plays, p. 47. 52 Means and Methods In the lower grades the work in dramatization will naturally differ in some respects from that carried on with the older pupils. The difference, however, will be one of form and method rather than of spirit. For the younger children the best source of material is found in their stories the fairy, or folk tales, the myths and fables. Types of such material are The Mother Goose, The Little Red Hen, Three Little Pigs, The Three Billy Goats Gruff, The Elves and The Shoemaker, The Crow and The Fox, etc. Later when the children have developed greater power of expression, the units for dramatization, while still short, may include a greater number of incidents. Examples of suitable material are : Cinderella, Aladdin and The Wonderful Lamp, Sleeping Beauty, Snow White and The Seven Dwarfs. At this stage the children also find pleasure in dramatizing various simple occupations such as the farmer, plowing, sowing, reaping, the gardener, the shoemaker, etc., at work. Symbolic representations of nature such as "The Months," "The Transformation of Winter into Spring," "The Coming of Summer," may also be selected. Another type of subject is the life of different peoples Eskimo life, Indian life, the life of the Pioneers, the Greeks, the Norse- men. This offers interesting material suitable for representation and within the powers of the children of the primary grades. In types of activity the dramatization of the lower grades differs from that of the upper grades. The child's expression in the youngest period is largely pantomimic with but little dialogue. Such pantomime may be accompanied by music. Later we have pantomime combined with dialogue and song and dance. And, finally in the upper grades we have dialogue alone. As a general rule dramatizations in the primary grades contain speech, panto- mime, songs, poems, dance, combined in various ways. Costuming is not essential and for the most part undesirable. Where costuming may serve a purpose such as making an idea more real, suggesting the character or distinguishing the in- dividual, simple articles of dress are effective. In the amount of preparation required primary plays differ from those acted by upper grade children. In the lower grades the spirit of the work and the limitations of the children make it inadvisable to require long preparation. Their plays are more Dramatizations, Plays, Festivals 53 spontaneous in character. "Little children act purely for the fun of acting, older ones think of the audience." At the same time no slipshod work should be passed over. Constructive criticism, incidentally given during a series of per- formances, will develop in the youthful performers greater accuracy in observation and increased faithfulness of expression. In the intermediate grades from 4A to 6B the character of the work in dramatization changes. The children's interests have enlarged. Their fund of experience has increased mater- ially. They are capable of more sustained effort. Their expression is less crude. The play material now used may have a "more sustained plot, some differentiation of character, less hurry in the telling of the story and an attempt at beauty of language." The choice of material is determined in part by the grade work in history and literature. The children, particularly the boys, are interested in adventure, in tales of chivalry and heroism, in pioneer life, etc. Types of plays or material suitable at tfr.s period are : Ali Baba and the Forty Thieves Robin Hood (by Howard Pyle) Tales from Hawthorne's Wonderbook Arabian Nights Alice in Wonderland The Pied Piper Stories of Arthur and His Round Table Hero Tales of Greece, the Norsemen, etc. Charlemagne Hiawatha King of the Golden River The work in American history takes up the periods of coloniza- tion and the Revolution and offers much suitable material for dramatic representation. Such material would include selections from the lives of the nation's heroes, pioneers, etc., as Wash- ington, Nathan Hale, Franklin, Boone, Lewis, Clarke, etc. In the intermediate grades original dramatizations by the children who make selections from their literature and history also provide material of value. In the upper grades with the continued development of the abilities and powers of the children and with the rapid expansion of the range of their interests, more pretentious efforts may be attempted. The work in literature and history still forms the 54 Means and Methods chief source of material. Selections may include passages from : Rip Van Winkle Miles Standish Evangeline Ivanhoe (much material suitable for dramatic presentation) Julius Caesar and such plays as : Yeat's A Pot of Broth The Nativity, by Douglas Hyde The House of the Hearth, by Mackay A Brewing of Brains, by Mackay The preparation for such plays increases in amount in com- parison with that required in the intermediate grades. Since the children are capable of more sustained effort, closer and more conscious study of the play may be demanded. Necessarily in the upper grades where more finished reproductions are attempted there will be fewer plays given by the children. The material equipment, the costumes and properties may be more elaborate in response to the desires of the children at this time for more realistic effects. While the material phase may often receive overemphasis, it has certain values in itself. It provides a means for utilizing the products of the various art departments of the school. The study of costumes, utensils, etc., of a period to be described, is both desirable and valuable in itself and may form part of history work. The drawing and the sewing classes may contribute to the designing and making of the costumes. The shops may, as their share to the common project, construct the properties; i.e., the spears, the helmets, the shields, etc., that the requirements of the play demand. The above discussion touches but lightly upon the problems involved. For a more authoritative and detailed treatment of the various aspects of the subject and for further sources of material, the reader is referred to the bibliography at the end of this section. B. FESTIVALS Akin to the school play is the school festival which also is frequently found to form part of auditorium exercises. One of the pioneers in the movement to "incorporate the school festival as an integral part of the school life and work" is the Ethical Culture School. The experiences of this school in this field are Dramatisations, Plays, Festivals 55 described in a most suggestive volume entitled, "Plays and Festivals," edited by PERCIVAL CHUBB. The book considers not only the theoretical phases of the question, but also takes up the practical difficulties which must be met in making the festival an organic factor in school work. (1) Aims and Values According to Mr. CHUBB, "The festival derives its special significance for education and culture from the fact that it is the meeting ground of the two great impulses which actuate human life, the impulse of work and the impulse of play." Particularly true is this of the school festival. It is on its value as play as a means of preparing the young for refined and recreative leisure that Mr. CHUBB places the emphasis. "From the larger social point of view this emphasis on recreational values is justified by the fact that the minute subdivision and special- ization of industrial labor make it more and more impossible for a man to find adequate self-development through his work, so that he must study more and more to find it in his leisure and recreation. We have, in short, developed an economic and industrial order which involves the ethical bankruptcy of work. Carlyle may thunder forth his heroic gospel of work ; but it falls with an empty sound upon the ears of the millions whose work condemns them to the minute and monotonous processes of the modern factory. "As it is with the adult, so it is with the child : the average child in our large cities has lost the art of recreative play, that large heritage which came down to the children of former times and filled their lives with song and rhyme, the dance and the game, which had been elaborated by generations of children in past centuries. Hence, then, the plea for the festival whether it be the school or the public festival ; it is a plea for the recovery of a type of recreative and educative activity which becomes increasingly absent from the lives of young and old alike. To get it back into the lives of the old, it is desirable to begin to get it back into the lives of the young; and that is why the effort to incorporate the festival in school life may be regarded as the first step toward the recovery of a means of social culture which is more sorely needed today than it has ever been before." Another important value that the school festival has is the moral influence which it exerts. This influence is described in Mr. CHUBB'S book in such well-put words as to warrant quoting in full: "Now, the festival becomes a means of moral education through its promotion of what may be called the three pieties or three forms of reverence to which it may make appeal. The first of these we may name natural piety, meaning thereby a feeling for the ordered and rhythmical life of nature, that sense of universal or cosmic law ruling 56 Means and Methods our lives which is hinted at in the largest way by the sequence of the seasons, the life and death and rebirth of the Power behind our human life. This should carry with it a sense of our human dependence upon the majestic laws which rule Nature, reinforced by the admiring and wondering sense of the beauty and bounty of the earth as an expression of this life and law. It is in this natural piety that the great historical festivals of the past have their origin. "Passing from this to the second form of piety, which we may call human piety, we have a form of moral emotion which is still rudimen- tary in its development. By this human piety is meant primarily man's sense of his indebtedness to man in the past, begotten in him by a recognition of the great drama of man's slow, painful and baffled efforts to advance in the conquest not only of nature, but of truth and justice. It is the idea which should be the underlying conception in our teaching of history, which to be fruitful in its influence must be conceived of as a great epic of human progress. Once so seen, this great drama naturally quickens the sentiments of pride, pity and gratitude an the human heart. "Thirdly, we have what may be distinguished from human piety in general as institutional piety that is to say, intelligent reverence for the means whereby man has expressed his social nature in the insti- tution, customs, and laws of civilized life. Institutional piety means piety toward the home and the family, toward one's town or city and one's state and nation, as well as toward the school, the church, and other organized agencies of social life." Other values of the festival result from its power of effecting correlation between the various subjects of the curriculum, such as literature, composition, art, music, dancing, shopwork, etc., and secondly from its utilization of the dramatic instincts of the child. As a means of accomplishing the purposes assembly exercises should have in view, the festival is very effective. (2) Choice of Subjects The occasions usually selected for celebration through festivals are : first, the seasonal changes in nature spring and autumn, summer and winter, which are commemorated in the Spring Festival during May or on May Day, Thanksgiving or Harvest Festival, and Christmas or Mid Winter Festival ; secondly, the holidays, national and state, such as the birthdays of Washington, and Lincoln, Memorial Day, Independence Day, offer further occasions for festival celebrations. In addition to the above, there are many other holidays or special days of significance to the community and to the school which may be observed, such as Field Day, Commencement, Labor Day, Election Day, Anniversary Day, St. Valentine's Day. Hallowe'en, etc. Dramatizations, Plays, Festivals 57 The bibliographies contained in the accompanying list of books " give the sources for material available for festival purposes. c. THE: PAGEANT The pageant in the common acceptance of the term is the presentation of a series of scenes or episodes connected with the history of the locality or it may be a spectacular and ceremonial procession typifying some period, or event or series of events. (1) Values The chief value of the pageant lies in its power to stimulate patriotism and love of country. It vitalizes the past. It makes vivid and real the lives of the heroes of our history. It presents concrete images of the costumes, the speech, the customs and manners of early times. It brings back something of the spirit that dominated men and women in the early periods of the country's existence. The fortitude, the courage and vigor, the patience, the sacrifices of our forefathers in their struggle against pioneer conditions are vividly illustrated. Through such pictures the pageant serves to arouse in both spectator and participant feelings of national pride and a desire to serve one's country. In common with the festival and the play, the pageant possesses all the values which result from dramatic expression, to which reference has already been made. If properly planned it will stimulate the children to a great deal of extra or outside work; i.e., searching through libraries and museums, looking up costumes and settings, designing and making simple and accurate costumes, collecting other necessary stage properties, etc. In this way it will serve to correlate many of the school's activities. D. BIBLIOGRAPHY The books included in the following list in many cases contain additional bibliographies : *CHUBB, PERCIVAL Festivals and Plays in Schools and Elsewhere New York Harper Bros, 1912. Contents : Part I. The festival and its educational, cultural, and recrea- tional aspects. II. Music in the festival. III. Art in the festival. IV. Costuming in the festival. V. Dancing in the festival. VI. First steps in the development of festival and dramatic activities. 58 Means and Methods Appendix : (A) Specimen programs of festivals held at Ethical Culture School. (B) Diagrams showing the method of working out color schemes for costumes. (C) Details and specimens of dramatization in the 4th, 5th and 6th grades, with outlines and accounts written by the children themselves, and notes on the method of prep- aration, etc. Also bibliography (general, festival music and costume). *FRY, EMMA SHERIDAN Educational Dramatics New York Moffatt, Yard & Co., 1913. Handbook of educational player method. KIMMINS, G. T. The Child of Play Book of Festival and Dance IV parts. London J. Curwen & Sons. MACKAY, CONSTANCE D'ARCY How to Produce Children's Plays New York Henry Holt & Co., 1915. "The author tells how to inspire and care for the young actor, how to make costumes, properties, scenery; where to find designs for them; what music to use, etc. She prefaces it all with an interesting historical sketch of the plays-for- children movement, includes elaborate detailed analysis of performances of Browning's Pied Piper and Rosetti's Pageant of the Months, and concludes with numerous valu- able analytical lists of plays for various grades and occa- sions." *MACKAY, CONSTANCE D'ARCY Costumes and Scenery for Amateurs- New York Henry Holt & Co., 1915. *CRAIG, ANNE A. T. The Dramatic Festival New York G. P. Put- nam's Sons, 1912. A consideration of the Lyrical Method as a Factor in Prepara- tory Education with a List of References for Teachers, and a bibliography of plays and festival material. *NEEDHAM, MARY MASTER Folk Festivals, Their Growth and How to Give Them New York B. W. Huebsch, 1912. Part I. The Pioneer Festival. " II. The Spirit of the Festa. " III. Festal Heritage. ;' IV. Choice of Subject. V. The Use of Festivals in Schools. 1 VI. Psychological Effects of the Festival, Bibliography and 'References. HAMILTON, CLAYTON Studies in Stagecraft New York Henry Holt & Co. HAMILTON, CLAYTON The Theory of the Theatre New York Henry Holt & Co. *HERTS, ALICE MINNIE The Children's Educational Theatre New York Harper Bros., 1911. *BELL, MRS. HUGH Fairy Tale Plays and How to Act Them New York Longmans, Green & Co., 1910. Contains : Ali Baba or The Forty Thieves. Pumpelstiltzkin. Red Riding Hood. Beauty and the Beast Jack and the Bean Stalk. Cinderella. Dramatisations, Plays, Festivals 59 Foolish Jack. The Golden Goose. The Tinder Box. The Three Wishes The Emperor's New Clothes. The Fisherman and His Wife. The Sleeping Beauty. Bluebeard. BLOXAM, E. E Little Pageant Plays for Children London Wells, Gardner, Barton & Co. *GOODLANDER, MABEL R. Fairy Plays for Children New York Rand McNally & Co., 1915. LASELLE, MARY A. Dramatizations of School Classics New York Educational Pub. Co. "A dramatic reader for grammar and secondary schools. These selections can also be used in the ordinary reading lesson." Some of the selections : Hawthorne The Paradise of Children. Hawthorne King Midas. Browning The Pied Piper of Hamelin. Irving Rip Van Winkle. Dickens A Christmas Carol. Goldsmith Moses at the Fair, from the Vicar of Wakefield. Scott The Archery Contest, from Ivanhoe. Bennett Master Skylark. *LINCOLN, JEANNETTE E. C The Festival Book New York A. S. Barnes, 1912. May-day pastime and the May-pole dances, revels, and musical games for the playground, school and college. (Note. Before pupils participate in games and dances, the early May-day customs may be explained in the auditorium.) *LUTKENHAUS, ANNA M., ed. Plays for School Children New York- Century, 1915. Contains also a year's programs for the special days. LANSiNGy MARION FLORENCE Dramatic Readings for Schools Ntew York Macmillan Co. *MACKAY, CONSTANCE D'ARCY The Silver Thread and other folk plays for young people Arranged for use in the grammar grades New York Henry Holt & Co., 1910. "Each play contains some homely truth or a bit of philosophy; for a folk play lacking its attendant moral is the proverbial egg without its salt. The plays contained in this volume are gathered from eight widely different sources: The Cornish mines, Rhinish forests, the Lincolnshire fells, the Russian steppes, the sea-coast of Ireland, the hill-slopes of Italy, the snug fields of Brittany, and the troll-haunted meadows of Norway." *MACKAY, CONSTANCE D'ARCY The House of the Heart and other plays for children New York Henry Holt & Co., 1911. "Each play contains a distinct lesson, whether of courage, gentle manners, or contentment." Several of the plays are espe- cially adapted to holiday seasons. MACKAY, CONSTANCE DfAncY Patriotic Plays and Pageants for Young People New York Henry Holt & Co., 1912. 60 Means and Methods Pageant of Patrtiotism (Outdoor and Indoor Versions) : Princess Pocahontas, Pilgrim Interlude, Ferry Farm Episode, George Washington's Fortune, Daniel Boone, Patriot, Benjamin Franklin Episode, Lincoln Episode, Final Tableau. Hawthorne Pageant (For Outdoor and Indoor Production) : Chorus of Spirits of the Old Manse, Prologue by the Muse of Hawthorne, In Witchcraft Days, Dance Interlude, Merrymount, etc. Each play deals with the youth of some American hero. "Much of the dialogue contains the actual words of Lincoln, Washington, and Franklin, so that in learning their lines the youthful players may grasp something of the hardihood and sagacity of Washington, the perseverance of Franklin, and the honesty and dauntlessness of Lincoln, and of those salient virtues that went to the upbuilding of America." STEVENSON, AUGUSTA Dramatized Scenes from American History Boston Houghton, Mifflin Co., 1916. *STEVENSON, AUGUSTA Children's Classics in Dramatic Form Books I, II, III, IV, V Boston Houghton, Mtifflin Co., 1908. "The series aims to serve three distinct purposes : First, to arouse a greater interest in oral reading; second, to develop an expressive voice sadly lacking in the speech of most Americans ; and third, to give freedom and grace in the bodily attitudes and movements which are involved in reading and speaking. The stories given are for the most part adaptations of favorite tales from the folklore of many countries, from historical tradition, and from standard literature. TUCKER, LOUISE E.. and RYAN, ESTELLE L. Historical Plays of Colonial Days for Fifth Year Pupils New York Longmans, Green & Co., 1912. * WALKER, ALICE JOHNSTONE Little Plays from American History for Y'oung Folks New York Henry Holt & Co. Contains : Hiding the Regicides. Mrs. Murray's Dinner Party. Scenes from Lincoln's Time. "Sources of Information on Recreation," issued by the Russell Sage Foundation, contains references to various publications on dramatics, festivals and pageants (10 cents). All of these books are available for reference in the Children's Room of the New York Public Library at 42d Street and Fifth Avenue. * The books starred may be obtained at the Library of the Department of Education. Dramatizations, Plays, Festivals 61 The accompanying list of plays for children has been compiled by HELEN L. DICKEY, Librarian, Chicago Normal School : ALCOTT, L. M. Comis Tragedies, Century Co. *BELL, LADY FLORENCE Fairy Tale Plays and How to Act Them. Long- mans, Green & Co. BELL, LADY FLORENCE Nursery Comedies. Twelve tiny plays for chil- dren. Longmans, Green & Co. BIRD and STARLING Historical Plays for Children. Macmillan Co. BLACK, CLEMENTINA Kindergarten Plays. Dent. BRISCOE, M. S., and others Harper's Book of Little Plays. Harper's. *BROWNE, H. B. Short Plays from Dickens. Scribner. BRYCE, C. T. Child-lore Dramatic Reader. Scribner. BULLIVANT, C. H., ed. Home Plays : A collection of new and simple and effective plays by various writers with instructions for costumes, scenery, etc. Dodge Pub. Co. *BURRILL, E. W. Master Skylark or Will Shakespeare's Ward. Drama- tized from the story of the same name by John Bennett. Century Co. CAMBELL, A. M. Twelve plays with music for children, with sketches, dialogues and suggestions for costume. Moffatt, Yard. *CHAPMAN, J. J. Four plays for children. Moffatt, Yard. *CARTER, E. H. Christmas Candles; plays for boys and girls. Holt. COM STOCK, F. A. Dramatic version of Greek myths and hero tales. Ginn & Co. COMSTOCK, FANNY Courtship of Miles Standish. Ed. Pub. Co. COM STOCK, F. A. Dickens Dramatic Reader. Ginn & Co. COOKE, M. B. The First Thanksgiving Dinner. Dramatic Pub. Co. COOKE, M. B. A Springtime Fantasy. Dramatic Pub. Co. *DALKEITH, LENA Little Plays Told to the Children. Dutton. DENTON, C. J. Little People's Dialogues. Dix, BEULAH M. Allison's lad and other martial interludes. Holt. DUGAN, C. A. King's Jester. DUNN, F. W. What Shall We Play. Dramatic Reader. Macmillan. FONCHER, L. C. Effie's Christmas Dream. Little, Brown. *FRANK, MAUDE M. Short Plays About Famous Authors. Holt & Co. GARNETT, L. A. Master Will of Stratford. Macmillan. GOULD, E. L. "Little Men," plays. Curtis Pub. Co. (Little Women.) *GUNNISON, B. New Dialogues and Plays. HARDY, T. M. An Evening with Shakespeare. HARRIS, F. H. Eight Plays for the School. Dutton. HARRIS, F. H. Plays for Young People for School Entertainments. Cassell & Co. HARRISON, MRS. BURTON Alice in Wonderland. Dramatic Pub. Co. HOGATE, E. C. Sunbonnets and Overalls. Rand McNally. HOLBROOK, FLORENCE Dramatic Reader for Lower Grades. American Book Co. ISHAM and WEITZEL The Toy. Shop. Samuel French. *JOHNSTONE and BARNUM Books of plays for little actors (primary), American Book Co. KING, G. G. 'Comedies and Legends for Marionettes. Macmillan. LUTKENHAUS, MRS. A. M. L Master Skylark, a dramatization of the book. Century. MACDONNEL, AMICE Historical Plays for Children: Alfred the Great. The Burghers of Calais, The Enterprise of the Mayflower, Magna Carta, Edward III, Robin Hood, Saxon and Norman, The Story of the Armada, The Crusaders. George Allen & Sons, London. 62 Means and Methods *MACKAY, C. D. Plays of the Pioneers. Harper. McFADDEN, E. A. Why the Chimes Rang. French. MERINGTON, MARGUERITE Festival Plays (Holidays). Duffield. *MERINGTON, MARGUERITE Picture Plays. Duffield. MEIGS, CORNELIA The Steadfast Princess. Macmillan. MILES, A. M. Magic Trunk; a play in one act. Drama League of Chicago. NESBET, FRANK Magic Whistle and other plays. Longmans, Green. NIXON, L. E, Fairy Tales a Child Can Read and Act. Doubleday-Page. NOYES and RAY Little Plays for Little People (primary). Ginn & Co. OLCOTT, VIRGINIA Plays for Home, School and Settlement. Moffat, Yard & Co. *PEMBERTON, MAY Christmas Plays for Children. Crowell. PERRY, S. G. S. When Mother Lets Us Act. Moffat, Yard. RICHARDS, MRS. L. E. H. The Pig-Brother Play-Book. Little, Brown. SAINT NICHOLAS Book of Plays and Operettas. Century. SETON, E. T. The Wild Animal Play. Curtis. SHIPTON, HELEN Elsa and the Trolls, and other plays for little people. Wells. SKINNER/ A. M. Dramatic Stories for Reading and Acting. American Book. SKINNER, A. M. Little Dramas for Primary Grades. American Book. SIMON and ORR Dramatization; selections from English Classics. SOWERBY, M. and G. Little Plays for Little People. Henry Frowde, London. SPOFFORD, H. P. The Fairy Changeling; a flower and fairy play. Badger. *STEVENSON, AUGUSTA The Puppett Princess; or The Heart That Squeaked; a Christmas play for children. Hougnlon. *SIDGWICK, ETHEL Four plays for children. Small, Maynard. STOKES PUB. Co. Hansel and Gretel, a play for children adopted from Humperdinck's opera. F. A. Stokes. *SYRETT, NETTA Six fairy plays for children. Lane. WELLS, CAROLYN Jolly Plays for Holidays; a collection of Christmas entertainments. W. H. Baker & Co. WERNER PUB. Co. Aladdin, Juvenile Play for School or Home. Werner Co. WHIDDINGTON, A. A. A play book of history. Blackie. WIGGIN, K. D. Bird's Christmas Carol. Houghton. WILLIAS, A. W. Five short plays for children in one act each. London Year Book Pr. YOUMANS, F. Z. Christmas Festival of Old English Customs and Carols. Atlantic Educational Journal. STONE, MELIMENT The Bankside costume book for children. Saalfield Pub. 8. PHYSICAL TRAINING Another school activity which contributes to assembly exercises is physical training. While this activity generally is limited to the playground and gymnasium, in certain phases (such as folk dances, mimetics, and other drills) it frequently forms part of the various activities of the assembly. * The books starred may be obtained at the Library of the Department of Education. Physical Training 63 A. FOLK DANCES (1) Values With the hygienic or gymnastic values of the dance we are not here concerned. It is as a dramatic mode of expression that the folk dance and other forms of dance contribute to the work of the assembly exercises. ''Dancing is a race heritage from most primitive times ; it is an instinct as real as and, in fact, coincident with the instinct of response to rhythm, hence its wondrous charm. When spontaneous and free, it is expression in terms of those activities in which our forbears uttered most of the energies of their bodies and souls. Because of its instinctive appeal, be- cause of the added power of expression and deepening of feeling it gives, because it is a race heritage dimmed and withheld by so-called civilization and convention, because of all this, should boys and girls, young people and grown-ups, come into their own by practice and appreciation of this mother of arts." It is through these elements of culture and recreation that folk dances subserve the inspirational and recreative functions of assembly exercises. Necessarily, the dancing cannot be taught nor practiced in the auditorium. That is reserved for the gymnasium and play- ground. It is in the school exhibitions, festivals or celebrations that dancing is brought before the school in the assembly. The participation in this way of a special class or group in the ex- ercises of the whole school lends a social motive to the drill and practice necessary. The joy of contributing to the work or the pleasure of the school community, the pride of responsibility rather than that of personal exhibition, are incentives to the children engaged in such dances. In this respect such elements exert a socializing influence. Dancing fulfills two offices in the festival the aesthetic and the practical. Under the former may be placed the "artistic ef- fects produced by massed movement, the display of costume and the blending of color, the emphasis given by the dance to the particular part of the action of the play or pantomime, the element of variety it supplies, and the joy which the sight of dancing as well as the participation in it gives." 64 Means and Methods Under the practical may be mentioned "the large effects ob- tained by comparatively small effort ; the opportunity to use large numbers easily and effectively; the participation of many or all the members of a group instead of the few with particular ability, and the fact that it is a simple and natural way of reaching children because of its primitive appeal." The types of dance that are adapted to school use, particularly for festivals, are: 1. The descriptive or pantomimic; 2. The symbolic (Greek chorus) ; 3. The folk dance Moorish, Scotch, Swedish, etc.; 4. The formal or set dance the minuet, the gavotte, the pavanne. The nature of the festival, the emphasis or the effect desired determine the selection of the type of dance or its adaptation. For a more comprehensive discussion of the subject the reader is referred to the various authorities mentioned in the accom- panying bibliography. (2) Bibliography GULICK, LUTHER H Folk Dancing (Illustrating the educational, civic and moral value of folk dancing) New York Russell Sage Foundation, 5c. *BURCHENAL, ELIZABETH Folk Dances and Singing Games New York Shirmer, 1910. *CRAMPTON, C. WARD The Folk Dance Book New York Barnes, 1910. *CRAWFORD, CAROLINE Folk Dances and Games New York Barnes, 1909. SOURCES OF INFORMATION ON RECREATION (A bulletin issued by the De- partment of Recreation of the Russell Sage Foundation, 130 East 22d Street, New York City, contains references to various publica- tions on games and folk dancing, lOc.) MACKAY How to Produce Children's Plays New York Henry Holt & Co. Chapter VIII Music and Dances with bibliography. CHUBB, PERCIVAL, and Associates Festivals and Plays New York Harper & Brothers, 1912. Part V Dancing in the Festival, by Mary G. Allerton. Appendix D Music, Principally Instrumental, for Dancing, Pantomime, etc. B. MIMETICS Another type of exercise which physical training may con- tribute to the assembly period is the mimetic exercise, or drill. This type of activity is recreative in character and has its place in the gymnasium and playground in the physical training work * Titles starred are found on list of textbooks authorized for use 1n the public elementary schools of the citv under "Reference Books for Teachers' Use." Debates and Contests 65 of every grade. At the same time the presentation of such drills in the auditorium, by selected groups, proves an interesting and valuable contribution to the exercises and serves to arouse interest in physical training upon the part of the children. The syllabus prescribes certain drills for each grade, as/ follows : 5A Driving Stakes p. 52 of syllabus Crouching Start " 52-a Rowing " 54' Batting " 56 Standing Broad Jump " 57 5B Standing Broad Jump "152 ' Hoisting Sail "154 Infielder's Catch and Throw "156 ' 6A Sawing Logs " 62 Standing Broad Jump " 62-a Bowling " 64 Basket Ball Throw "66 ' Batting " 67 The Shot Put "162-a' 6B Throwing the Lasso "162 ' Raising the Anchor "164 ' Hoisting Sail "167 ' 7 A Batting " 72 Crouching Start " 72-a * " Basket Ball Throw " 76 7B Standing Broad Jump "172 Jumping Jack " 174 8A Golf Drive " 82 Batting " 82-a Fencing "84 ' 8B Chopping Wood "182 ' " Shot Put " 182-a Hammer Throw " 186 Batting "187 These drills may be presented in various combinations, such as the Baseball Series, the Occupational Series, etc. Full directions as to method are to be found in the Physical Training Syllabus. 9. DEBATES AND CONTESTS (A) DEBATES (1) Aims and Values Among the activities which may enter into assembly exercises is the debate. It is suited particularly to the upper grades. The debate as an assembly exercise is of value in the first place in the training in expression which the contestants receive. Closely related to this is training in organization of subject-matter. In 66 Means and Methods addition, there is the extension of information on the subject under debate. The pupils preparing for the debate are led to ransack the libraries, to examine closely their reference books, to weigh the data they collect, and to arrange their material in forceful, logical and impressive manner. The subject of debate may be taken from the subject-matter of the course of study or it may be some public question of current interest. The following bibliography includes books which contain references to subjects suitable for debates: (2) Bibliography SHURTER, E. D., and TAYLOR, C. C Both Sides of 100 Public Questions Briefly Debated. New York Hinds, Noble & Eldridge. SHURTER, E. D. Public Speaking. Boston Allyn & Bacon, 1903. SHURTER, E. D. Extempore Speaking for School and College. New York Ginn & Co. PEARSON Briefs of Debates Both Sides. New York Hinds, Noble & Eldridge. CRAIG Pros and Cons. New York Hinds, Noble & Eldridge. HENRY How to Organize and Conduct a Meeting. New York Hinds, Noble & Eldridge. The Abridged Debaters' Handbook Series. White Plains, N. Y. H. W. Wilson Co. Bulletins of the Extension Division of the University of Wisconsin, Madison, Wis. Some titles : Debating and Public Discussion. The Principles of Effective Debating. How to Judge a Debate. Debating Societies Organization and Procedure. General Statement Debates, Themes, Discussions. Suggestions, etc. (B) CONTESTS Contests of various kinds may form part of the assembly ex- ercises at times. They are effective as an assembly activity when they interest the entire group. The contestants should be chosen from the pupils of each class in the assembly, or the subject of the contest should appeal to the interests of the entire group. The type of contest that comes most readily to mind is the spelling match. In Public School 64, Manhattan, contests in composition, history dates, words frequently mispelled, catch problems in arithmetic, etc., have been used. In Public School 45, The Bronx, the list of contests includes one in geography the location of cities. Debates and Contests' 67 The following additional contests are suggested by Super- intendent MCANDREW: Romans and Carthaginians. Choose a pupil as 'Roman General, another as Carthaginian General. Each calls up ten soldiers. The Generals stand at opposite sides of the stage, each with his soldiers grouped around him. The Propounder stands at the rear of the assem- bly hall and gives directions, alternately, to the Roman and to the Carthaginian General. It may be an alphabetical, geographical game as: Locate cities beginning with the required letter. The Roman begins with Charleston, South Carolina. The Carthaginian then shouts Chelsea, Mass., etc. The soldiers are thinking of cities beginning with the designated letter and they whisper these into the ears of their General. The Propounder, as he calls on one general and the other, begins counting aloud: "one," "two," "three," etc., up to ten. If before "ten" is spoken the designated General fails to give and locate a city, or if he gives one which has been spoken before, he loses a soldier, such a one as is selected by the opposing General. This soldier resumes his place in the auditorium seats. When the contest has gone on sufficiently long the score is taken by counting the number of surviving soldiers on each side. The Propounder, when the response is not given with sufficient audibility to be heard clearly throughout the assembly hall, counts it a miss and requires the commander to dismiss a man. This game, a favorite one in English schools for the past several hundred years, is adaptable to a large number of subjects, as: The names of distinguished men and what they have done for mankind; the names of animals, useful to man, and what their use is; the names of distinguished women and what has distinguished them; the names of useful tools ; the names of minerals ; the names of plants. In every case the Propounder gives the initial letter which is used by one side and the other until all the names beginning with that letter have been exhausted. Arithmetic Relay Races. Four or six blackboards are on the plat- form. Four or six lines of pupils with four or six contestants in each are placed at the rear of the assembly. Standing at each of the black- boards is a pupil supplied with a paper on which is written four or six simple examples in addition, subtraction, multiplication, division, per- centage, etc. At a given signal the first boy or girl of each group in the back of the assembly runs up the aisle to the blackboard and takes the paper from the designated pupil. Each contestant begins at once to work the first problem. The papers are identical. As soon as he has worked and proved the first problem he runs to the back of the auditorium and hands the paper to the next pupil in line, who runs to the blackboard and works the second example and proves it. So on until all the examples on the paper have been worked. Teams making any error in results are disqualified from the score. The team solving all the problems correctly in the shortest time wins. Matches in Definition. This is a modification of the old spelling match. The contestants are required to give the proper meanings of the words pronounced. Singing Contest. Two choirs stand on different sides of the stage and sing, each the same tune in succession. The best singers are designated by the audience, either by applause or by showing of hands. Posture and Marching Contests. In charge of class captain the three or four contesting classes march down the aisles and across the 68 Means and Methods auditorium. Their marching is criticised and commented upon by pupils in the audience and the decision made by the vote of the audience. "What Do You Knoinf' Contest. Two teams, as in a spelling match, are lined up on different sides of the stage. The Propounder asks each individual in turn, on alternate sides, such questions as the ordinary bright boy of the age of the contestants ought to be able to answer. 10. MISCELLANEOUS A. FORUM The assembly exercises may include many other minor activi- ties besides those discussed in the preceding paragraphs. Of these, two may briefly be mentioned, viz., the school forum and the auditorium question box. The school forum, as the name implies, provides that the as- sembly period be devoted to open discussion by the pupils on the topic or subject of the day. The discussion is conducted under the leadership of one of the pupils. This forum has been con- ducted in Public School 53, The Bronx, with success. The topics selected for discussion relate to current events or to various subjects of the curriculum, etc. B. QUESTION BOX The auditorium "question box" provides an opportunity for the pupils to bring before the assembly group the questions that have perplexed them during a given interval. The questions are de- posited in a box and are taken up and discussed at the assembly period set aside for such purpose. The questions may relate to current events, to questions of science, or to the application of scientific principles to every-day needs, etc. The teacher in charge selects certain questions for the day and conducts the discussion. He may at times call upon volunteers among the pupils to take up the discussion or supply illustrations, etc. 69 IV. ORGANIZATION OF SUBJECT-MATTERTYPES OF EXERCISES 1. INTRODUCTION THE PROBLEM Almost every subject in the curriculum forms a source of material for assembly exercises. Literature, history, civics, science, nature study, geography, industries, music, art, hygiene, physical training, all contribute to the work of the school assem- bly. The wide range of material available for such exercises permits great freedom in the choice of subject-matter, unre- stricted by any course of study or syllabus. Such desirable latitude gives the teacher in charge greater re- sponsibility and greater pleasure than if the work were subject to prescribed limits for grade or topic. In the selection of material, care must be exercised that the activity fulfills the aims set up for assembly exercises whether inspirational, recrea- tive, interpretive or instructional, etc. ; that it is adapted to audi- torium conditions, where a larger group is present than in the classroom, and that it appeals to the interests of the children in the various assembly groups. Another problem which presents itself is the question of organization. Shall the assembly periods be apportioned among the various subjects of the course of study i. e., one period de- voted to literature, another period to geography or history, an- other to science or nature study, ethics, and so on? The present course of study in the schools consists of isolated divisions of human experience upon which instruction has built up a more or less specialized subject-matter and method. The rigid organi- zation of subject-matter found in the regular grade work cannot be carried over into the assembly activities, inasmuch as the organization of the assembly includes pupils from various grades. Nor is this rigid organization altogether desirable. The flexibility possible in assembly exercises is an element which should be retained. It is possible to base the work of the assembly period on larger units of human experience than is permitted by the subdivisions 70 Types of Exercises of the course of study. Such larger centers can be related more closely to life and to the needs and interests of the children. Through such units the assembly exercises can effect a more vital correlation of the specialized subjects of the course of study, so that the final effects of instruction in such studies would be unified and integrated. To a large extent, therefore, the assembly exercises should grow out of the regular school work. Each particular study should contribute such share of its subject-matter as relates to the larger unit of the assembly exercises. In turn, such exercises may serve as a potent influence in motivating the more intensive learning process in the differentiated subjects of the course of study. As types of the larger centers referred to above, the following are suggested: THE LIFE OF THE SCHOOL AS A SOCIAL COMMUNITY COMMUNITY LIFE OUTSIDE THE SCHOOL THE WORLD OF NATURE THE WORLD OF ART, LITERATURE, Music THE LIFE OF THE NATION 2. LIFE OF THE SCHOOL AS A SOCIAL COMMUNITY Today the school is recognized as a social organization. It is a social community in itself. The children spend a large portion of each day in school and their interests are naturally centered about it. The life of the school then, in its various phases, forms a center about which some of the auditorium exercises may be grouped. The assembly period "is the common meeting ground; it is the family altar of the school, to which each brings his offerings the fruits of his observations and studies, or the music, literature and art that delight him ; a place where all co-operate for the pleasure and well-being of the whole ; where all contribute to and share the intellectual life of the whole; where all bring their best and choicest experiences in the most attractive form at their command." While all assembly exercises tend in effect to emphasize school unity, those that are based on the life of the school aim specific- ally to develop among the pupils social or group consciousness. The following are suggestive of exercises having such motive : Life of the School as a Social Community 71 A. SIGNIFICANT DAYS IN THE LIFE OF THE SCHOOL (1) Opening Day Exercises, welcoming the returning children, calling to mind school aims, standards, ideals, etc. (2) Graduation Day Exercises Class Day The Class day may be fittingly celebrated by a class play, carefully prepared, which would serve as the contribution of the graduating class to the school. The program for graduation exercises may center about some idea or theme, such as social service, citizenship, culture, etc., td which the various numbers would relate. (3) Meetings of the School State or School City or other forms of pupil self-government Such meetings held occasionally, with the upper classes particu- larly, are very influential in fostering school spirit and in stimu- lating a sense of social responsibility. They may be devoted to the election of "school officials" or to their installation, or to a discussion of the common interests and aims of the pupils or of the policies of the school. For example, they may concern them- selves with subjects such as School Rules and Regulations. Conduct of Assembly Exercises. Changing of Classes Passing through the Halls. Dismissals. Keeping the School Premises Clean. (4) Field Day Every school holds a field day. Exercises in the auditorium may .precede the outdoor celebration. The assembly exercises may devote themselves to a consideration of the value of athletic sports, the work of the Public Schools Athletic League, the ideals of sport, or good sportsmanship, fair play, honest rivalry, etc. 1 They may include a brief description of sports in other lands or in our own country in earlier times. This may be illustrated by pictures, if possible, mimetic drills, etc. B. SPECIAL SCHOOL ACTIVITIES At times the assembly exercises may be devoted to discussion or presentation of the various school activities or school projects in which the school as a whole is interested. Such exercises may be conducted by those of the pupils especially interested. As types, the following are suggested : (1) The School .Bank Through talks, dramatization, pictures, the work of the school bank may be presented to show how the bank is operated, what its aims are, how it is similar to a Savings Bank, etc. In the schools of some cities a day has been set aside as 'Thrift Day." This would relate itself to a programme on the School Bank. The following programme taken from the National Education Asso- ciation pamphlet on "Thrift" is suggestive : 72 Types of Exercises THRIFT DAY PROGRAM 1. Opening Hymn. 2. Reading of the Scriptures Proverbs VI, 6, 7, 8, 9, 10, 11; XII, 24 and 27; St. John VI, 12. 3. Song by school. 4. Quotations on "Thrift." First child: "Thrift began with civilization. It began when men found it necessary to provide for tomorrow as well as for today. It began long before money was invented." Samuel Smiles. Second child: "In all conditions and circumstances, well- being is in the power of those who have power over themselves." J. J. Gurney. Third child : "The most vital question in America today is individual preparedness. Not individual preparedness for war, but individual preparedness for anything that may come." S. W. Straus. Fourth child : "Temperance and thrift are virtues which act and react upon each other, strengthening both, and seldom found apart." Andrew Carnegie. Fifth child: "Self-reliance and self-denial will teach a man to drink out of his own cistern, and eat his own sweet bread, and to learn and labor truly to get his own living, and carefully to save and expend the good things committed to his trust." Sixth child: "It is not the aim of thrift nor the duty of men to acquire millions. Hoarding millions is avarice, not thrift." Thirteen children, one following the other quickly. Maxims John Donough: "Remember always that labor is one of the conditions of our existence." "Time is gold; throw not one minute away, but place each one in account." "Do unto all men as you would be done by." "Never put off till tomorrow what can be done today." "Never bid another do what you can do yourself." "Never covet what is not your own." "Never think any matter so trifling as not to deserve notice." "Never give out what does not come in." "Do not spend, but produce." "Let the greatest order regulate the actions of your life." "Study in your course of life to do the greatest amount of good." "Deprive yourself of nothing that is necessary to your comfort, but live in honorable simplicity and frugality." "Labor then to the last moment of your existence." 5. Song "The Cricket and the Ant." 6. "Our School Bank" (written by children). Scene 1. Meeting of Directors. " 2. A new depositor wishes to make a deposit. " 3. Conversation between two children, the one who saves telling the other the advantages to be derived. Life of the School as a Social Community 73 Scene 4. Several children bring to the school bank the pennies they have saved. 5. Several years later. One young man draws his savings to pay his college fee. OR Play "Going to Market." (Written by children after read- ing circulars sent by Mayor's Pure Food Commission.) Scene 1. Mrs. Berg tells Mrs. Klein how to purchase) successfully. Her knowledge has been obtained from the food circulars brought from school by her children. " 2. They visit the meat shop, fish store, push carts, etc., using the knowledge gained. " 3. On arriving home they find their children ready for school. This scene illustrates the training received in the Civic League dean shoes, hands, clothes, etc. 7. Recitation "The Lady Bug and the Ant," by Lydia Huntley. Sigourney (Found in Volume VI of "The Children's Hour." Houghton, Mifflin Co.) 8. Drill by Boys Showing a good daily physical exercise. 9. Thrift resolutions, about eight, written by the children. (They should be very short and concise.) 10. School Song School and orchestra. (2) The School Paper (3) School Athletics (4) The School Audubon Society Talks on kindness to birds, value of birds, birds in our parks, our bird neighbors, songs of birds, illustrated by slides and phonographic music. C. SCHOOL ENTERTAINMENTS The assembly period at times may be devoted solely to enter- tainments, especially with the younger children on occasions such as St. Valentine's Day, Christmas, etc. Parties, song and other music, dance, story-telling, plays, singing games, shadow pictures, pantomime, charades, moving pictures may be selected for the program which may be contributed by various classes on differ- ent days. D. SPECIAL GROUP ACTIVITIES The assembly period offers a splendid .opportunity for special groups to bring before the attention of the whole school and to share with it the special activities in which such special groups are engaged. Such special groups may include: 74 Types of Exercises (1) The School Orchestra (2) The School Glee Club These organizations may give recitals, musical programs, talks on musical topics, etc. (3) Literary and Debating Societies These societies may conduct their meetings in regular fash- ion, may hold debates, contribute literary programs, plays, etc. (4) Science Club or the Science Laboratory Class Such groups could present programs centered around the topics they have taken up in the classroom or around topics of special interest, i.e., aeroplanes, submarines, bridges, the water system of a house, the history of illumination, and other topics illustrating the application of the laws of physics. Such programs will consist of talks illustrated by pictures and demonstrations. (5) Arts and Crafts, Shops, etc. A wide field of interesting and educational material is to be found in the subject matter of the shop activities. Not only are the formal processes that form the actual content of the subject of interest, but to a greater degree the material to be found in the history of the development of such processes down to their present stage presents much of value and cul- ture. The history of pottery, the stages in the development of weaving, printing, woodwork, metal work, etc., the whole history of the textile industry offer much material and should form the cultural background of the formal instruction. It is from such material that selections may be made for the assembly exercises. (6) The Work of the Various Classes in Literature History, Geography, Nature Study, etc. Such regular class work is a source of material from which programs may be selected by the respective classes for presentation to the assembly exercises through song, recita- tion, dramatization or lecture. A class that has experienced particular interest in its study of a particular topic may desire to pass on to the school its experience in a way suitable to assembly conditions. In the selection of such topics care must be taken to choose some subject with which most of the school has had some experience and which is adapted to the means available for presentation to a large group. Such presentation should be more or less informal and of a volunteer character. This sharing of experience with the whole school has a socializing influence upon the contributors. Besides imparting consider- able information, it also stimulates the interest of the hearers in the work of other grades. Community Life Outside the School 75 3. COMMUNITY LIFE OUTSIDE THE SCHOOL* The life of the community outside the school forms another source for topics for assembly exercises. The school reaches out and touches in many ways the life outside. The activities of the community vitally concern the children and greatly interest them. The school should relate its work to such interests. It should aim to give the pupils some comprehension of the basic facts of their complex environment, some insight into the various processes and agencies by which the community maintains itself. It should aim at the development of social and civic conscious- ness. The pupils should obtain some idea of their responsibilities as members of the community. They should develop a sense of civic pride. These should be the immediate aims of the assembly exercises which take their content from such sources. Some of the larger topics which may be selected are as follows : A. INDUSTRIES AND OCCUPATIONS This subject includes a wide range of material which may be drawn upon for topics in the assembly exercises. In the lower grades the treatment will be informal. The children are inter- ested in the persons who contribute to the satisfaction of their needs, such as food, clothing, shelter, fuel, etc. The material selected should be determined on the basis of the children's in- terests and the resources of the local environment. The funda- mental ideas to be developed are ethical the idea of service rendered each to each, the idea of mutual need, and the idea of the duties and obligations arising out of such human relationships. The exercises should aim at an appreciation of the nobility of work and a feeling of respect for all occupations and for the persons engaged in such occupations. The imparting of informa- tion is not the prime purpose. The children probably know all or most of the facts brought out. The following topics are sug- gested : (1) How We Get Our Food In the lower grades this topic would center about the occupa- tions or persons, such as the baker, the butcher, the milkman, the grocer, etc., in which the children are more or less in- terested. Talks by the teacher, by the children, pictures, 'Valuable suggestions on this topic were obtained from the syllabus in Civics of the Philadelphia public schools. 76 Types of Exercises story-telling, readings, accounts of visits, would make up the program. In the higher grades the exercises might consist of illustrated talks or lectures, compositions and readings, re- ports of excursions, talks by outsiders engaged in such pur- suits. Such programs may consider topics such as "Need for Food"; "How the Various Products Are Obtained"; "How Produced"; "How Transported"; "How the City Guards the Food Supply" (Health Department slides); "Pasteurization of Milk" (films from the milk companies), etc. The same topics with reference to colonial times would form a fruitful subject. The co-operation of the domestic science, the geog- raphy and the history departments of the school should be obtained. (2) How We Are Sheltered The occupations of the plumber, carpenter, painter, brick- layer, etc., could be taken up in the same way as with the preceding topic. Such stories as Ab, The Caveman ; Tolmi of the Three Tops; The Cave Dwellers; The Wigwam Indians, and others about log houses, Eskimo igloo, etc., are suitable for the lower grades. Song, story, description, picture and dramatization may be employed with profit. (3) How We Are Clothed (To be treated in a similar manner.) (4) New York Its Industries and Occupations The more formal treatment of this topic with the upper grade children should aim to develop in the child a proper pride in his city because of the important part which it plays in the industrial world. It should aim to give him informa- tion which will help him to select wisely an occupation, and thirdly, it should aim to bring him to see the desirability of continuing his education as long as possible so that he may become a more intelligent worker and a better citizen. (a) Chief Industries Successive exercises could be devoted to a consideration of the various industries for which New York is noted. Such would include : Manufacture of men's clothing Printing and publishing Millinery Manufacture of jewelry Manufacture of drugs and chemicals Manufacture of cigars and other tobacco products Manufacture of structural and architectural iron work Manufacture of automobiles, wagons, etc. Manufacture of pianos, organs, etc. Manufacture of furs and fur goods Manufacture of leather goods Manufacture of soaps, perfumery, cosmetics, etc. Manufacture of paper boxes Manufacture of feathers and artificial flowers Commerce of the city. Community Life Outside the School 77 These exercises may present the topic through reports of visits, pictures, stories, lectures by outsiders, etc. Sources for such illustrated material have been given elsewhere. See pages 12-26; 103. (fc) Chief Occupations The various occupations likewise should be considered at the assembly periods. Such treatment should consist of talks, illustrated by lantern slides or moving pictures and should present the advantages, disadvantages of the work, the amount of training required, the conditions of work, possi- bility of advancement, material returns, possibilities of useful service to the community, etc. An opportunity is presented in such talks to accomplish something along the lines of vocational guidance. Industrial: Carpentry, bricklaying, masonry, painting, plumbing, cabinet-making, machinist's trade, printing, garment work, electrical work, dressmaking, bookbinding, etc. Commercial: Salesmanship, telephone operating, stenography and general clerical work, office and messenger service, etc. Professional : Medicine, dentistry, journalism, nursing, engineering, ministry, etc. Miscellaneous : Civil Service, domestic service, farming, etc. (c) Additional topics under this subject that may be suggested are: How the workers are protected: Safety first. Conditions of work: Compulsory education, employment certificates, etc. Continuation education: Opportunities, etc. The value of continuing one's education as long as possible before going into in- dustry in order to be better fitted for a position of usefulness should be emphasized as well as the value and desirability of continuing at school after going to work. Ethics in business, etc. (d) Labor Day This special day may be commemorated by a festival which would emphasize the significance of labor to the community, and exhibit the various arts and crafts and possibly show their development from the cruder processes of the past. B. INSTITUTIONAL AND CIVIC LIFE Another important phase of the life of the community is its institutional and civic life. Many aspects of this subject lend themselves readily both to the aims and to the conditions of the assembly period. Civic pride, individual responsibility, an insight Types of Exercises into the city's government, and its relation to the individual, in short, good citizenship, are the aims of such exercises. Some of the topics relating to this subject are suggested in the following : (1) Public Service In topics dealing with "public service" the emphasis should be placed primarily upon the idea of service. The aim should be to give the pupils not only a knowledge of the work of the "public servants," but a kindly interest in them and a desire to aid in their service. In the lower grades the work will center around such persons as the policeman, the fireman, the street cleaner, etc. The exer- cises afford opportunity for teaching ethical lessons of obedience, helpfulness, care of property, self-control, courage, fair play, safety, etc. With the older groups these aims should still prevail. The treatment may be more formal, the work correlating closely with that of class instruction in history, civics, community hygiene, etc. Suggested Topics a. The Policeman : What the policeman does for us. How we may aid him. Stories of police heroism. Honor Legion. Home Defense League Junior Police. (Lecturer from Police Department.) (Slides from Police Department.) Stories, lectures, pictures. b. The Fireman : Story of a fire heroic acts. Stories of great fires. Fire Prevention Safety First. Loss through fires, etc. The fire house description of apparatus. Fire department in Colonial days. Pictures, lectures, talks, pageants. Special Day Fire Prevention Day. c. The Street Cleaner: Use of the streets. Carelessness the cause of dirty streets. Cleaning the streets a necessity for health. Methods of cleaning, etc. How children may help to keep streets clean. Anti-Litter League. Colonel Waring's work The White Wings. Snow fighters. d. The Garbage Collector: Garbage can covers, health, flies. City regulations. Disposal of garbage. e. The Water Supply: The house supply uses in house, street, fires. Community Life Outside the School 79 High-pressure system. How the water is brought into the houses service pipe, street main. Where the water comes from water works, reservoirs, pumps. Ashokan dam, etc. How the water is made clean and pure. Where the waste water goes. Water supply in Colonial days river, stream, well, cis- terns, pumps, wooden pipes. Water pumps in country at present. Artesian wells. Importance of water supply. Obligations against waste. Cost of supply, etc. f. Gas: 1. House supply uses. House supply uses. How the gas is brought into houses pipes, house pipes, meter, gas mains, etc. Where the gas comes from gas works, how gas is made, how stored, etc. How the gas companies and employees serve all the people. Care in use of gas danger of explosion, fire^ etc. Comparison of methods of lighting in Colonial days. History of use of gas. g. Electricity: Uses lighting, telephone, telegraph, wireless, street cars, trains, machinery, domestic purposes. How carried comparison with telephone wires and light wires with gas pipes, water pipes, etc.; insulation and inspection. Sources visit to power house. Services rendered by men engaged in such work linemen, perils in time of storm. Dangers Safety First ; touching fallen wires in street. History of Franklin and kite, etc. h. Telephone : Invention of. Usefulness. Operation of How messages are carried. Telephone exchanges, visit to. How we may help those who are rendering this service. Correct method of using the telephone, i. Transportation Lines : Subways, elevated, street lines. Extent of service; rush hours. When built, etc. Dangers, boarding or leaving cars, stealing rides, etc. j. Health Department: How the Health Department guards our food supply. City health regulations quarantine. Special days "Fresh-Air Week," "Clean-Up Week." (2) The City Government a. Form, constitution, officials, functions. b. Meeting of Board of Aldermen. 80 Types of Exercises c. How an ordinance is passed. d. City taxes budgets. e. Work of different departments (already outlined). These topics would correlate closely with the work in civics. (3) Public Institutions The school. Public libraries, Hospitals. Museums Art, Natural History, Aquarium. Opportunities offered for free education, for continuing education after leaving school in evenings, etc. C. HISTORY OF NEW YORK CITY In the history of the community is to be found a splendid source for topics for assembly exercises. Exercises based on such topics will do much to stimulate patriotic pride in the com- munity, in its history, in the deeds of its founders and early settlers, in the place it has occupied in the nation's history. New York has played a large part in the life of the nation. Its history is full of inspiring events, deeds of courage, examples of patriot- ism, self-sacrifice and service. Suggested Topics New York Under the Dutch : Discovery of Hudson River Hendrick Hudson. Purchase and settlement of Manhattan Island. Relations with the Indians. Peter Stuyvesant. Life in New Amsterdam. New York Under the English : Life in Colonial New York. New York During the Revolution : How the Stamp Act was received in New York. The Liberty Boys. Liberty Pole. Marinus Willett. Battle of Long Island. Battle of Harlem Heights. Mrs. Murray's Dinner Party. Evacuation Day. New York Since the Revolution : Alexander Hamilton. Aaron Burr. Inauguration of Washington. Robert Fulton and steamboat. Clinton and Erie Canal. Ericsson and Monitor. Landmarks in New York. New York at Present: Bridges. Transportation railroads, boats. The World of Nature 31 Harbor. Large buildings. Parks. Museums. Many of the above mentioned topics lend themselves to treat- ment suitable for auditorium work. Through dramatic expres- sion in various forms, festival, pageant, play; through stories, compositions, readings, lectures and lantern pictures much can be done to give the pupils a vivid idea of the life of New York in earlier days and a familiarity with the lives of its citizens of the past who reflected the spirit of the times. Such exercises will go far to create a civic pride and consciousness. 4. THE WORLD OF NATURE Another large field of vital interest to the child is the world of nature in which he lives. This field will yield many topics of interest and value upon which to base assembly exercises. In this connection it must be borne in mind that the assembly work in this subject cannot take the place of classroom work in nature study, geography, natural science, etc., or other subjects of the course of study that deal with different aspects of the natural environment or of the more important experience gained through contact with and observation of nature in its manifold forms. As a supplement, the assembly exercises find a valuable place. 1. Inspirational Aesthetic. 'One of the values which may be subserved by assembly exercises centered on nature topics is the aesthetic. Through such exercises the pupil can be led to appre- ciate the beauties of nature. As already stated, such exercises cannot take the place of actual contact and observation, but frequently where actual observation is impossible the assembly exercises, through its lantern pictures, etc., may be the only means available to bring within the experience of the child many of the forms of nature. 2. Ethical. The study of nature leads to a sympathy and love for animal life. "The study of the wonderful things of the world, their beautiful fitness for their existence and functions, the remarkable progressive tendency of all organic life and the unity that prevails in it, create admiration in the beholder and tend to 32 Types of Exercises his spiritual uplifting. He feels a wonderful reverence for the wonderful universe and its mysterious forces." 3. Besides the aesthetic and ethical values already cited, the study of nature gives the individual much information of an economic and social value. It gives him an understanding of human activities in relation to the natural environment. It gives him knowledge of the value of the animal and plant life to man. It gives him a knowledge of those forms of nature which are menaces to human life insect pests, noxious weeds, bacterial diseases, injurious animals. It gives him certain scientific in- formation. He learns the habits of animals, their life histories, etc. SUGGESTED TOPICS Scenery: The Natural Wonders of America Up the Hudson. The Adirondack Mountains. Mount Washington and the White Mountains. Niagara Falls. Yellowstone Park. Yosemite Valley. Pike's Peak. Colorado Canyon, etc. Through British Columbia. The Rhine Valley. The Alps. The Lake District of England. The Scotch Highlands, etc. Haunts of nature. Nature walks in our city parks. Animal Life : Our common birds their life, work and natural enemies. Birds in our city parks. Knowing our wild birds. Bird music songs and calls. Wild birds photographing. The economic value of birds. The protection and preservation of birds. Bird day Audubon Societies, their work, aim, etc. Snakes habits, etc. ; economic importance. Life of the sea fishes, habits, homes, etc. Insect life The house fly, mosquitoes ; insects, beautiful and beneficial; bees, butterflies, etc. Fur-bearing animals. The winter life of animals. Wild life near home. Large animals of North America. The necessity for the preservation of wild life. New York Zoological Garden. Art, Literature, Music 83 Plant Life: Forests and forestry. How to recognize our common trees. The trees of our city. The life history of a tree. Harvesting the forest crop. Night in the forest. The work of the U. S. Forestry Department. Forest fires. Conservation of natural resources. The wild flowers. The common flowers. Strange plant life. Tropical plants. The New York Botanical Gardens. Famous Naturalists : Burroughs, Luther Burbank, Audubon, etc. The City Beautiful: The city's parks. Trees of our city's streets. Physiographic : Erosion. Rivers old and young. Geysers. Glaciers. The continental ice sheet, etc. Seasonal Changes : The solar system. Spring, Summer, Fall, Winter. (The festival offers an effective way of celebrating the days such as May Day, Thanksgiving or Christmas which mark the seasons' changes.) 5. THE: WORLD OF ART, LITERATURE, Music Art, literature, music are media of expression for the ideals of the race. Through such media education fulfills its inspirational and recreative aims. The assembly period may well base many of its exercises on topics chosen from this field. Through the use of such media the assembly exercises may play their part in in- spiring the children with proper ideals, in giving them a love for the beautiful, higher tastes and in enabling them to seek recreation upon a higher plane. SUGGESTED TOPICS Art, Painting, Sculpture, etc. How to enjoy pictures. Picture talks on the work of famous painters i. e., Angelo, Rubens, Rembrandt, Millet, Reynolds, etc. 84 Types of Exercises Famous American painters. The paintings at the Metropolitan Museum. Greek and Roman Sculpture, etc. Biographical talks on "Famous Artists" The lectures or talks should be illustrated. NOTE: As already stated, through co-operation with the Museum of Art and the School Art League, the schools may obtain the services of skilled lecturers on art topics, or assistance in the preparation of illustrated lectures. Music The following programs arranged in Public School 64 are suggestive : TOPIC 1. The Meaning of Mu- sic Another means of expressing emo- tion. 2. Range of the Human Voice Male and female. 3. The Phonograph Me- chanical possibilities, reproducing musical sounds of instru- ments, the human voice and other sounds. 4. National Song Pro- gramme. RECORDS SUGGESTED Sadness, Clegie : Alma Gluck and Zimbalist. Sunshine Song Lucy Marsh. Ase's Tod. to Joy: Tarantella Caruso. Tigaro's Song, from Barber of Seville Amato. Male Adult Tenor : Killarney McCormack. The Trumpeter McCormack. Baritone : Toreador Song Amato. Bass: Air du Tambour Plancon. Major Tambour. Male Juvenile Counter Tenor: Master Wm. Pickel. Female Soprano: Caro Home Melba. Carry Me Back to Old Vir- ginny Alma Gluck. Contralto : I Have Lost My Eurydice, from Orfeo Louise Homer. Violin : Schubert's Serenade Mischa Elman. Cello: Traumerei Victor Sorlin. Trumpet: The Trumpeter McCormack. Cornet : Sousa's cornets, etc. Harp: Gavotte in ! B Minor, and Romance Asa Sasolli. Flute : Andalouse John Lemmone. Piano: Butterfly La Forge. Full Orchestra: Forge in the Forest Pryor's Band. Temple Bells: My Old Kentucky Home Chimes. Irish -Songs : Killarney McCormack. Kathleen Mavourneen Mc- Cormack. Irish Love Song Alma Gluck. Irish Reel: Irish Immigrants McCormack. Art, Literature, Music 85 5. A Game Ten boys are on the platform, each with pencil and pa- per. Part of a rec- ord is played and the boys write its title. Repeat, using eight or ten different rec- ords. Judges count at finish to see which boy has recognized all records. The other children in auditor- ium get pleasure lis- tening to records and watching the players^ The game is practical if records are those with which children are familiar. Any of the familiar records: Killarney, The Blue Danube, Songs of all Nations, Songs of America, Annie Laurie, Salley in Our Alley, Minstrel Boy, Hawaiian Love Song, Marche Slav, Flow Gently Sweet Afton, William Tell, The Arrow and the Song. 6. Vocal Music Famil- iar songs. 7. Instrumental Music Suggested : Traum- erei ; Mendelssohn's Spring Song and Songs Without Words ; Humoresque Dvorak; Anvil Chorus; Beethoven's Sonatas. Vocal and instrumental music might be used in the following manner : For in- stance, take some familiar song; give short account of the composer and author (if noted) and conditions under which words and music were written. Then have a boy or a selected group of boys sing the song. For such songs as The Star Spangled Ban- ner, tell the story of Key seeing the bom- bardment of the fort and the flag flying through smoke, etc. For Killarney, picture the beauties of the lake and the poet's love for his country. For My Old Kentucky Home, tell stories of darky life, etc. Treat instrumental music in the same way. Select some compositions with which people should be familiar. For instance, a simple sonata might be chosen and the different movements illustrated Allegro, Andante or Adagio, Scherzo or Minuet, Rondo. SUGGESTED TOPICS OR EXERCISES Folk songs and ballads of Southern Europe. Folk songs and ballads of Scotland. Famous songs of the British Isles. Folk songs of Northern Europe. Norse legends and folk songs. Songs of Shakespeare. Songs of Burns. Irish and Scotch ballads. 86 Types of Exercises Irish life in song and story. Folk songs of Germany. America in song and story. Our national songs How they came to be written. Patriotic songs and war songs. Stories of the opera and music dramas, with selections. Great classical composers. The violin and violin music. The story of the harp. Literature 1. Literary exercises based upon the work of certain authors i. e., Tennyson, Browning, Scott, Burns, Stevenson, Kipling, Long- fellow, Field, Lanier, Riley, etc. The programme may consist of accounts of the life of the author, illustrated by pictures; or original compositions by pupils, recitation of poems or passages from his work to illustrate traits of character or incidents of his career; dramatization of selected work, etc. Such exercises would be especially suitable upon occasion such as anniversaries of the birthday of the author, etc. 2. Story telling. 3. Favorite books books we have read. 4. Spontaneous stories, or spontaneous poetry exercises (entire school). For such exercises the children make no special preparation. Announcement is made the day before that a "Favorite Poem Exercise" will be held the next day. A great deal of the success of such exercises depends upon the preparation made by the leader. He must familiarize himself with the work in poetry that the children have had in the classroom, etc. At the assembly exercise he may begin a poem, giving the first line, and then call upon the children of the Fifth Grade to finish it. The Fifth Grade pupil arises and perhaps finishes the poem. He may be able to recite only a few lines. Another Fifth Grade pupil will try to continue, and so on. Another selection is started, this time from the "memory gems" of a lower grade. The leader may call for a poem from some poet i. e., Stevenson, Riley, Longfellow, etc. Another phase is for the leader to call for volunteers to begin a poem. The aim is to have the poetry recalled. 5. Dramatizations, plays, etc. The presentation of selected plays or the dramatization of literary selections. 6. THE LIFE OF THE NATION The life of our nation in its various aspects forms another large subject from which topics may be selected for assembly programs. The exercises based upon such topics will serve the aims of the assembly; inspirational, recreative and interpretive. They will serve to arouse a national consciousness, a feeling of national pride and patriotism, a due appreciation of what we owe to those who have gone before us. They will stir up a desire to serve the country. The Life of the Nation 87 A. HISTORICAL One important source of topic is the history of the country. The assembly exercises cannot pretend to take the place of proper history study in the class room. The work in the assembly will, however, supplement the class work to a very great extent. It will deal chiefly with the representative side of the subject. The representative phase of history seeks to give the pupil concrete, vivid pictures of historical events and persons. It appeals to the imagination. It arouses his interest in the acts and actors that history reproduces. It has an ethical influence. The pupil lives over again the scenes portrayed. His sympathies and admiration are aroused for the men who struggled and made sacrifices for a just cause. This phase of history furnishes an essential back- ground for the more formal study of the subject in which the judgment forms the more prominent part. The representative side of the subject lends itself to treatment according to the means at hand in assembly exercises, i.e., story, lecture, pictures, dramatizations. SOME SUGGESTED TOPICS NOTE : The syllabus in history and civics is very suggestive of topics suitable for auditorium exercises. Persons, Events, Customs, Institutions, etc. Columbus and the Finding of America The Boyhood of Columbus; Columbus at the Court of Spain, etc. Champlain and the Father of New France: La Salle. Marquette. Joliet. Henry Hudson and the Half Moon. Sir Francis Drake Who Sailed the Spanish Main. Sir Walter 'Raleigh Who Tried to Plant a Colony. Captain John Smith, the Founder of Jamestown. Pocahontas. The Landing of the Pilgrims. Captain Miles Standish, the Pilgrim Soldier. The First Thanksgiving. Squanto and Samoset, the Good Indians. Roger Williams, the Founder of Rhode Island. King Philip, the Bad Indian. Captain Kidd, the Pirate. Peter Stuyvesant and the Defense of New Amsterdam. William Penn and the Great Treaty. Colonial Life in Virginia. Colonial Life in New York. Colonial Life in New Amsterdam. Types of Exercises Colonial Life in New England. (Food, houses, clothing, games, sports, methods of punishment, schools, etc. Travel, witchcraft.) George Washington. George Washington in the French and Indian War. Evangeline, The Story of. Montcalm, the Defender of Canada. General Wolfe, the Hero of Quebec. Braddock's Defeat. Benjamin Franklin. Samuel Adams, the Firebrand of the Revolution. The Boston Massacre. The Boston Tea Party. Paul Revere, the Courier of the Revolution. The Liberty Boys. Reception of the Stamp Act. Patrick Henry. Lexington and the Minute Men. Nathan Hale. Declaration of Independence. Stark and His Green Mountain Boys. Lafayette, the Friend of America. Daniel Morgan and His Sharpshooters. Francis Marion, the Swamp Fox. Israel Putnam. Light Horse Harry, the Cavalry Captain. Valley Forge. Betsy Ross. Nathaniel Greene. Jennie McCrea and Burgoyne's Allies. Mad Anthony Wayne and the Storming of Stony Point. Benedict Arnold and Andre. Paul Jones and His Great Sea Fight. Yorktown. Thomas Jefferson. Alexander Hamilton. Aaron Burr. Daniel Boone. George Rogers Clark. X Y Z Papers. Lewis & Clark. Annexation of Louisiana. Decatur and the Barbary Pirates. Jackson. Perry. Lawrence. Slavery Slave life, clothing, houses, food, families, recreation, old age, sickness and death, slaves at work, punishment, privileges, sale, auction, fugitives, insurrection. Westward Expansion. Robert Fulton Steamboat. Erie Canal. Means of Transportation. Henry Clay. Daniel Webster Debates. Indian Wars Black Hawk. Seminole. Texas and Annexation. Abolitionist Movement Riots. Wm. Lloyd Garrison; Lovejoy, etc. Life of the Nation 89 "5440 or Fight." Mexican War Taylor, Scott, etc. Discovery of Gold. The Fugitive Slave Act. The Underground Railroad. The Kansas Struggle. John Brown's Raid. Abraham Lincoln. Attack on Fort Sumter. Battles of the Civil War. Heroes of the Civil War Lee, Grant, Sherman, Thomas, Farragut. Ericcson The Monitor and the Merrimac. Battle of Gettysburg. The Gettysburg Address. Sherman's March from Atlanta to the Sea. Lee's Surrender. Heroes of the War with Spain Schley, Sampson, Dewey, Roosevelt, Funston. Our Flag Its Story. (A very suggestive bulletin on Memorial Day and Flag Day, giving sources, typical exercises, etc., has been issued by the Superintendent of Public Instruction, Illinois, Circular No. 119.) B. INDUSTRIAL LIFE The industrial life of the country is another source for many topics for assembly exercises. In part such topics were already considered under "Life of the Community." Exercises based on such topics would supplement the class instruction in giving the pupils a proper perspective toward the industries of the country, an idea of the country's great natural resources, and of the place it occupies in the industrial life of the world. Topics should be selected that will lend themselves to effective treatment with the means at hand in auditorium work. 1. The exercises may take for subjects the various products of industry with which the pupils come into daily contact. For instance, "cotton cloth" may be selected. The exercises based on such topics may follow the causal sequence. First the cultivation of cotton is considered with explanation of the various steps and factors involved (agriculture) ; second, the baling and shipment of the cotton to the mills (commerce) ; third, the processes of spin- ning, weaving, dyeing, etc. (manufacture) ; last, the shipment and sale of the product and its final uses (commerce). This sequence shows a series of steps involving the adapting of means to ends at every step. It emphasizes the causal relation. 90 Types of Exercises TOPICS THAT MAY BE SUGGESTED Cotton 1. Raising and picking Soil, climate, negro labor. The cotton gin, baling, cotton seed, cotton-seed oil. 2. Shipment by rail and steamboat to New England, Europe, etc. New Orleans and Cuba, wharves, levees, etc. 3. Manufacture In New England as a type. Use of water power and steam. Spinning, spinning jenny, etc., weaving; the power loom. Mill operatives, their homes, mode of life. 4. Use of product. 5. History Cotton cultivation, of spinning, weaving. Cotton cul- tivation in other countries. Eli Whitney and cotton gin. Wool Sheep raising. Ranches. Shepherds. Producing areas. Shearing the sheep. Transporting wool to railroads, etc. Shipment to manufacture region. Manufacture, similar to cotton. Final uses. Other wool-producing regions of the world. Shepherds' life. Carpets, rugs, etc. Wheat Wheat raising. Region in the United States. Soil, climate. Ploughing. Threshing. Sowing, reaping. Use of machinery. Storing, shipping, rail, boat. Grain elevators. Centers for shipping. Milling Flour milling ; transportation ; uses. Other wheat areas in the world. Sugar 1. Areas of sugar production in the south. Sugar cane and the cane fields. Planting; harvesting. Sugar mill ; boiling down sap. Refining sugar and shipment 2. Beet sugar Raising beets. Extracting juices, slicing, steaming, diffusion, evaporation, crystallization and refining. Shipment and sale. 3. Maple sugar Tapping trees. Collecting sap. Boiling and refining. 4. Other regions of world producing sugar. Life of the Nation 91 Fruit Growing 1. California and Florida. Orange groves, pineapples, peaches, etc. Dangers from frosts and means of protection. Shipment to markets northern and Eastern. 2. Other fruit-growing regions of the United States. The Oyster Fisheries The processes of growing and gathering oysters. Oyster farms in Long Island Sound and in the Chesapeake Bay. Packing and shipping of oysters. Columbia River and Salmon Fisheries Salmon going up the river. Catching. Canning. Cod Fisheries Regions for. Fishing schooner. The Banks. Methods of catching. Dressing down the fish. Dangers. Drying the fish. Shredded cod fish. Meat 1. Stock raising in the corn-producing states. Pasturing of cattle. Winter feeding. Shipment to packing centers. Centers. 2. Cattle ranching. Regions. The cattle ranch. Cowboys, duties, life, sports. The round-up, branding, etc. Shipment of live stock. 3. Slaughter houses; meat packing. Cattle pens. Abattoirs. Shipment of meat. Refrigerator cars. Tobacco Raising in Virginia and Kentucky Steps in the cultivation of the crop. Soil and effects of tobacco culture on the soil. Shipment. Manufacture. Centers of production in other countries. History of tobacco raising in U. S. Coal Description of coal mine. Sinking the shaft, difficulties and expense. Ventilation of a coal mine necessity for it. Dangers in mining caving in, floods, explosions, fires. Types of Exercises Coal breaker in hard coal regions. Machinery for hoisting, pumping. Location and extent of coal fields in Pennsylvania. Other coal fields in the U. S. Relation of coal production to manufacturing, commerce, domestic use. Shipment by water and rail. Cities as centers of shipment and use. Lumbering The pineries and lumbering on the upper Mississippi. Logging camp in winter. Uses of the snow. Skidding and log piles on the banks of streams. Melting snow and rafting of the spring. Saw mills and planing mills. Forest fire and great losses. Lumber ports, etc. Hardwood forests of the Ohio Valley. The original forests of this region. Labor of the pioneers in clearing game, hardships, log houses. Bad roads. Present forests. Lumber business. Saw mills. Kinds of lumber. Effects of the destruction of the forests. The forests of Washington and the Pacific slope. Lumbering among the big trees. Climatic conditions favorable to forests. Shipment of lumber. Comparison with lumbering in other parts of the U. S. Gold Mining Discovery of gold in California. History. Placer mining. Going down into a gold mine. Machinery. Stamp mills and smelters. Gold producing in Colorado and other western states. Uses of gold at the Mint and in manufacturing. Comparisons with other regions Klondike, Australia, South Africa. Iron and Steel The iron mines of Michigan. Location and description of iron mines. Great ore docks loading of ships, transportation to centers Chicago, Cleveland, Detroit, etc. Relation of iron mines to coal mines. The blast furnace Structure of furnace. Coke, lime, ore. Heating and smelting. Drawing the molten metal pig iron. Uses ^ of pig iron in manufacture for railroad iron, stoves, bridges, guns. Life of the Nation 93 Location of blast furnaces at Pittsburgh, Cleveland, Birming- ham, Chicago, etc. Manufacture of Steel and Wrought Iron Their uses in machine shops, in the manufacture of guns, firearms, cutlery, nails and wire, tools and implements, in bridges, ship- building and house construction. Importance of iron industries and their close relation to all other industries in our modern age. 2. The exercises may take for subjects the industry as a unit rather than the product, i.e., A gricu Iture Methods and machinery used. Work on new farms, clearing the land, blasting tree stumps and rocks with dynamite. Irrigation rainfall. Ploughing. Sowing. Reaping. Thrashing. Modern methods of mowing, haying. Methods of farming in earlier days. Ranching Life on a ranch. Sheep ranching. Cattle ranching. Ranching in different parts of the world. Mining Methods of. Coal. Gold. Silver. Copper. Sat* Commerce Methods of transportation Loading, unloading. Railways, main routes, etc. Rivers and canals Commerce on the Great Lakes, on the Mississippi, etc. The Erie Canal AYelland Canal, etc. Ocean transportation Ocean liners. Harbors seaports. Routes. The Panama Canal. The protection of commerce. Communication The telephone. The telegraph. The cable. Wireless. 94 Types of Exercises 3. The exercises may be based on the region as a center, i.e., The industries of New England. The Mississippi Valley. The industries of the Gulf States. The products of the Rocky Mountain Region. Chicago as a trade center. The Harbor of New York. C. NATIONAL GOVERNMENT Suggested Topics 1. The National Government, branches of, etc. Congress. President. Judiciary. How the President is elected. Disputed elections. 2. The work of the executive departments. The work of the U. S. Foresters. The U. S. Reclamation Service. The U. S. Fisheries Department. The Postal Service. The mails in earlier days. The Lighthouse service Lighthouses. The U. S. Life Saving Corps. How the Weather Bureau serves agriculture, commerce. Life in the U. S. Army Types of service, opportunities, etc. Our Navy at present. Types of vessels. Famous ships of the past. Our naval heroes. West Point and Annapolis Academies. The U. S. Treasury Department. The Indian Service. 3. Our Immigrants Home in Europe Departure for U. S. Passport regulations examination. Quarters on steamer. Quarantine. Ellis Island. The immigrant at work. Naturalization. 95 V. ADMINISTRATIVE PHASES Superintendent WILLIAM MCANDREW, in charge of Duplicate Schools, has made the following suggestions relative to the administrative phases of the assembly period. The March In. In some schools the procession to seats in the auditorium is an inspiring experience. A color-guard leads the way. Spirited march music supplies the processional. Fine posture and carriage are enjoined. Precision, ceremony, busi- ness-like promptness and despatch characterize the gathering. It impresses visitors, teachers and children in a tonic way. Flag Salute. The color-guard, marching to the platform, un- furls the flag. A piano signal brings the audience to standing position. The salute is sung. The national song of the day, indicated not by spoken announcement, but by the musical pre- lude, follows. In this manner the program is begun without interruption and without unnecessary speaking. Waits. The blight of some assemblies is the prevalence of awkward waits at the beginning and between parts of the pro- gram. It is exceedingly amateurish, uncourteous to a large part of the juvenile audience and destructive of the invigorating spirit without which an assembly is dullness incarnate. Speed up. Start something. Be ready and full of resource. A minute's wait by 480 children amounts to a whole working day. Time is money. Tense Discipline. The sight of teachers, like guards in a peni- tentiary, standing with folded arms and sweeping their area with search-light eyes, is enough to make one dislike to enter the assembly. The alert intention to stop all expressions of mirth is a menace to the success of an assembly. This period should afford a decided relief from the traditional requirements of the classroom. Forced attention is worth little here. If the children are listless it's a sign the program is a failure and should be changed. Reprimand and Correction. The spirit, the atmosphere of the 96 Administrative Phases assembly is so valuable that any reprimand or correction for faults committed there ought to be done outside. Mother does not punish John in the presence of company. The same regard for the enjoyment of the company assembled in the auditorium should obtain. , ; Too Much. It is a surprising fact that the assembly program in schools just going upon the duplicate plan is overcrowded. The offerings should be simple, clear and only in such quantities as are intellectually digestible by the audience. Pupil Managers. Those schools which conduct their assem- blies through the medium of pupil chairmen, announcers, etc., widely extend the benefit of the training. The notices, exhorta- tions, announcements, etc., which schoolmasters from time im- memorial have felt they must make in their own proper persons, can be delivered just as effectively by children; sometimes more effectively. A citizen should know how to preside at a meeting, how to put a motion, how to introduce a speaker, how to write and read and dispose of the minutes of a meeting. The way to learn is to practice it. In some assemblies a new pupil chairman and secretary are chosen every day. This means in the course of a year a wide distribution of valuable training. The Comforter. In one school there is in each assembly, seated on the stage, a boy or girl, who serves for several weeks in succes- sion. He appears to have nothing to do, but he is a cool-headed, experienced stager, who has served well as chairman and whose business it is quietly and kindly to prompt any new or nervous participant who needs help. They call him the official comforter. Audible Speaking. Frank Damrosch formulated these four rules for public speaking. They are worth learning by teachers and imparting to children : 1. Think of the lips. 2. Emphasize the consonants. 3. Separate the syllables. 4. Watch the farthest persons in the room and interest them. Reading. No person before an audience with a book or paper in his hand shows half the regard for his hearers as is the case Administrative Phases 97 with a speaker unencumbered or is half so effective. The sooner we realize how boresome the reading of a composition is, the less forlorn school life will be. But the word from a speaker looking into the eyes of his hearers is alive. As a distinguished Irish orator once said, "Never read to an audience, and when you do, look off every second." Distributing Assembly Work. In the auditorium there is a marked tendency to feature the bright/ pupils. They show off better. It is easier to run an auditorium depending upon the reliable children. The exercise thus becomes more important than the result. The visitor is more impressed, but the training is not well distributed. It is an easy matter for the manager to have a set of name cards or a roll book and thus to call on individuals and to check off participants and to call upon the backward. Rehearsals. Teachers and pupils ought not to be burdened by after-school rehearsals. Make the rehearsals a regular class exer- cise. In order to do this the cast of a play needs to be made up from only those children who regularly recite together every day. Assembly Fire Drill. On the first day of every term and at frequent intervals every assembly should be exercised in the essentials of orderly and rapid exit so as to be ready in case of fire. The manager instructs the assembly as to lines of march, she cautions the children as to silence and obedience. Most of these drills need go no farther than to the doors of the assembly room when the command "halt" is given and the children return to seats. Stretching. Some managers wisely give to all the children in the midst of an assembly exercise a short modification of the setting up exercises requiring the pupils to stand in their regular places. VI. APPENDICES Lantern Slides 101 1. LANTERN SLIDES LOANED THROUGH THE UNIVERSITY OF THE STATE OF NEW YORK The following, taken from the booklet of Regulations of the Division of Visual Instruction of the University of the State of New York, indicates the conditions under which slides are loaned: I. PERIOD OF LOAN "One week counting from the time the shipment reaches the borrower, but not including the time required for return ship- ment. Slides should be returned immediately after use." II. TIME REQUIRED TO FILL AN ORDER "One week to ten days." III. HOW TO ORDER "Slides should be ordered by the Call Number as indicated in the catalogs. The application blank has a space for one hundred Call Numbers. Do not order slides by sets or groups." IV. COST "No fee for the use of slides is charged. The borrower shall pay the cost of transportation in both directions." V. METHOD OF SHIPMENT "Each borrower should indicate in the application how a ship- ment of slides is to be sent. If it is desired that the shipment be sent by parcel post, the required postage should accompany the application. Whenever postage is not sent in advance, shipment will be made by express, 'collect.' Do not send check or money order to cover postage. Stamps can only be accepted for this purpose." "Shipments sent by parcel post can be insured against loss and damage for a small fee and the express companies have shown a readiness to pay all claims for breakage. Hence breakage in transit is an item of cost that may be disregarded." TABLE OF WEIGHTS OF SLIDES PRESENT EXPRESS RATES Number Weight * 30 4 Ibs. $0.23 50 8 26 80- 90 15 .30 110120 20 .34 170180 30 275300 50 .55 450500 80 .76 PARCEL POST RATES: For more than 4 ozs. up to 1 pound , 5c For each additional pound or fraction thereof.... Ic Limit of weight of package 50 pounds. PARCEL POST INSURANCE: If slides are to be delivered by parcel post, include suf- ficient postage to cover insurance. 'Includes weight of container, etc. 102 Lantern Slides Rates Value $25 or less 5c Value $25 to $50 lOc Slides should be reckoned at 50c each. VI. PAYMENT FOR LOSS AND BREAKAGE "The borrower shall replace any slides lost or broken while in use or during return shipment. This may be done through the photographer designated by the Visual Instruction Division. Loss will be reported by the Division as soon as the shipment is returned. Later a bill will be sent by the photographer who will give a receipt for each payment made. Charges are as follows : Plain slides 20c Colored slides 75c Coverglass only 3c "The breakage on return shipments is somewhat larger than on outgoing shipments. This, undoubtedly, is due to the failure of some borrowers to pack the slides in the best possible manner. It is decidedly advantageous to have all the packing and unpacking for a given institution done by one person." VII. CONDITIONS "In addition to the above conditions, it is also prescribed that under no circumstaances may any collection or admission fee be taken in connection with the use of these educational aids. Cata- logs and lists of slides available have been published and may be obtained upon application." 2. HOW TO BORROW LANTERN SLIDES FROM THE AMERICAN MUSEUM OF NATURAL HISTORY I. "Applications for the loan of slides should be addressed to the Curator of Public Education." II. "Applications for slides must be made on the blanks which will be supplied by the Museum on request." III. "Applications must be filed with the Curator at least one week before delivery is desired." IV. "Applications will be accepted from individual teachers, but the Museum would prefer to receive them through principals." V. "Not more than 100 slides will be sent to one teacher on one application." VI. "The Museum will deliver the slides free of charge to the prin- cipal's office and will call for them at the end of the loan period, but as its messenger service is very limited the Museum would appreciate it if the teachers, whenever possible, will call for and return the slides themselves." VII. "Slides should not be retained for more than one week." VIII. "The slides are loaned for public school use only. The borrower agrees not to use the slides on any occasion at which a charge of admission is made or a collection of any kind taken, or a fee paid to the lecturer." Lantern Slides 103 3. HOW TO BORROW LANTERN SLIDES FROM THE METROPOLITAN (MUSEUM OF ART I. "Written application for slides should be received by the Museum one week before delivery is desired." II. "Slides will be in readiness at the Museum five days from date of receipt of application." III. ."Whenever circumstances permit, the borrower is advised to visit the Museum and personally select the slides from the files." IV. "No fee is charged for lantern slides used by New York Public school teachers." V. "The borrower pays for loss or breakage which may occur after the slides leave the Museum and also for express charges." 4. LIST OF MANUFACTURERS HAVING MOTION PICTURE FILMS OF EDUCATIONAL VALUE Compiled by Henry Disston & Son, Inc., P. O. Box 1537, Philadelphia, Pa. Crucible Steel, Saws and Files Henry Disston & Sons, Tacony, Pa. Lumber Industry Lamb-Fish Lumber Co., Charleston, Miss. Long-Bell Lumber Co., Kansas City, Mo. Machinists' Tools L. S. Starrett & Co., Athol, Mass. Augur Bits -^Russell-Jennings Mfg. Co., Chester, Conn. "Billiards and Bowling" The Brunswick-Balke Collender Co., 29 W. 32d St., New York City. Horse Shoe Industry Phoenix Horse Shoe Co., Chicago, 111. "Fancy Shooting with Pistol, Winchester Repeating Arms Co., New Rifle and Shotgun." Haven, Conn. "Trinidad Asphalt" Barber Asphalt Co., Philadelphia, Pa. Felt Hats The John B. Stetson Co., Philadelphia, "Walkover Shoes" Walkover Shoe Co. Great Northern Railway, St. Paul, Minn. .United Shoe Machinery Co., Publicity Dept, Albany 'Bldg., Boston, Mass. "Jim's Vocation" Industrial School at Beverly, Mass., and United Shoe Machinery Co.'s Plant. "An American in the Making" United States Steel Co., Bureau of Safety, 71 Broadway, New York City. .American Steel & Wire Co., 30 Church St., New York City. "Open Hearth Steel" National Tube Co., Pittsburgh, Pa. General Electric Co., Schenectady, N. Y. "Spinners of Speech" American Telephone & Telegraph Co., 14 Dey St., New York City. "From Lead Mines to Paint National Lead Co., Ill Broadway, New Pot" York City. .National Cash Register Co., Dayton, Ohio. "All Steel Furniture and Its General Fireproofing Co., Youngstown, Use" Ohio. "Producing The Ladies' Home Curtis Publishing Co., Philadelphia, Pa. Journal and Saturday Even- ing Post" 104 Lantern Slides The Paper Industry Peabody, Houghteling & Co., Chicago, 111. "Making of Typewriter" Remington Typewriter Co., 327 Broad- way, New York City. Coal Tar Products t Barrett Mfg. Co., New York City. The Gypsum Industry in United States Gypsum Co., Chicago, 111. America Silks and Satins "Life His Wm. B. Skinner's Sons, Holyoke, Mass, tory of Silk Worm, etc." "The Beauties of Yellowstone Northern Pacific Railway, St. Paul, Minn. National Park and Industrial Opportunities of the North- west" American Museum of Safety, New York City. "Perfumes, etc." Ed. Pinaud, New York City. "Farming with Dynamite" E. I. DuPont De Nemours Powder Co., Wilmington, Del. "Coal Mining in Southern Peabody Coal Co., Chicago, 111. Illinois" "Fixation of Atmospheric American Cyananid Co., Buffalo, N. Y. Nitrogen" "Why the Fish Failed, Illus German Kali Works, Chicago, 111. trating why potash is neces- sary to soil" "Road Making" Universal Portland Cement Co., Chicago, Lehigh Portland Cement Co., Allentown, Pa. "Heavy Agriculture Machinery Holt Mfg. Co., Stockton, Cal. in Action" "Heavy Agriculture Machinery International Harvester Co., Chicago, 111. in Action" "Liquid Bread Showing How United States Brewers' Assn., Union Beer Is Made" Square, New York City. Oil Industry in Canada Imperial Oil Co., Sarnia, Ontario, Canada. American Tobacco Co., New York City. "Ideal Fountain Pens" L. E. Waterman & Co., New York City. "Showing Precautionary Meth Underwriter's Laboratories, Chicago, 111. ods Used" Belding Brothers Co., 902 Broadway, New York City. Union Pacific Railway, Chicago, 111. Grand Trunk Pacific, Montreal, P. Q., Canada. Ford Motor Car Co., Detroit, Mich. Packard Motor Car Co., Detroit, Mich. "The Clothing Industry from Mayer Bros., Chicago, 111. Sheep to Wearer" "Pea Canning in Wisconsin" Sprague Canning Machinery Co., Chi- cago, 111. "Cocoa and Chocolate from Hershey Chocolate Co., Hershey, Pa. Bean to Cup" "Making of Pure Foods in Postum Cereal Co., Battle Creek, Mich. Battle Creek" "Making Flour and Other Hecker, Jones, Jewel Milling Co., New Farinaceous Products" York City. Outside Speakers 105 "Making of Heinz Pure Food H. J. Heinz Co., Pittsburgh, Pa. Products" "Preparation and Packing of Beech-Nut Packing Co., Canajoharie, Choice Food Products" N. Y. American Sugar Refining Co., New York. "Soaps, Perfumes, etc." Larkih Co., Buffalo, N. Y. "Producers of Educational and Dyer Film Co., Fifth Avenue Bldg., New Industrial Films" York City. "Abrasives" Carborumdum Co., Niagara Falls, N. Y. "Open Hearth Steel" Commonwealth Steel Co., Ganite City, 111. "From Mine to Moulder" Rodgers-Brown Co., Cincinnati, Ohio. "Solvay Process Coke" Pickands-Brown Co., Chicago, 111. "Pharmaceutical Chemists" H. K. Mulford Co., Philadelphia, Pa. Murphy Varnish Co., Detroit, Mich. "Chi-Namel" Ohio Varnish Co., Cleveland, Ohio. "Making Women's Outer Gar The Printzess Garment Co., Cleveland, ments" Ohio. "Penmanship" The A. N. Palmer Co., New York and Chicago. "Sanitary and Scientific Dairy Borden Milk Co., address Dr. W. E. J. ing" Kirk, 108 Hudson St., New York City. "What Is Behind the Electric Westinghouse Electric Co., 165 Broad- Button" way, New York City. "The Workman's Lesson The National Assn. of Manufacturers (Mr. Crime of Carelessness The Keough), 30 Church St., New York Man He Might Have Been" City. "Tannage of Sole Leather" Endicott, Johnson & Co., Endicott, N. Y. "Selling Electric Vehicles" Edison Storage Battery Co. (Mr. An- drews), Orange, N. J. The above list was contributed by Public School 64, Manhattan. 5. NAMES OF OUTSIDERS WHO HAVE SPOKEN IN THE AUDITORIUM OF PUBLIC SCHOOL 42, THE BRONX Miss Fein Piano Player from Metropolitan Opera House. Senator Hamilton Questions in Civics. Assemblyman Fertig How Laws Are Made. Dr. Ogan Dept. of Health Personal Cleanliness. Dr. Ogan Dept. of Health Trip through the Adiron- dacks. Dr. Teiser Dept. of Health The Menace of Flies. Dr. Teiser Patent Medicines. Mrs. Vaughn Museum of Art Ancient Architecture. Dr. Feltman Dentist Oral Hygiene. Dr. Ditmars N. Y. Zoo Snakes and Their Habits. John E. McGeehan Dept. Water, Gas and Electricity CStyt Water Supply. Mrs. Mary E. Sage Audubon Society Birds and Their Varie- ties. Dr. C. Fisher Museum of Natural History Textiles. Miss Greenleaf School Art League Armor. Miss Greenleaf School Art League How Paintings Are Made. 106 Special Days Miss Greenleaf Sargeant Darrell School Art League Sculpture. N. Y. Police Dept City Laws. Miss Florence M. Marshall Prin. Man. Trade School Advantages of Miss Skinner Senator Hamilton Dr. Fertig a Trade School. Supervisor of Sewing "Textiles." The Electoral College. Dept. of Health Care of the Human Body. 6. CALENDAR OF SPECIAL DAYS AND ANNIVERSARIES CUSTOMARILY OR OCCASIONALLY OBSERVED January February March it April May 1 New Year's Day. 6 Twelfth Night. 11 Alexander Hamilton's Birthday. 17 Benjamin Franklin, born 1706. 18 Daniel Webster, born 1782. 19 Robert E. Lee, born 1807. Edgar Allen Poe, born 1809. 25 Robert Burns, born 1759. 29 William McKinley, born 1843. 7 Charles Dickens, born 1812 8 John Ruskin, born 1819. 10 Charles Lamb, born 1775. 12 Abraham Lincoln, born 1809. 14 St. Valentine's Day. 15 Battleship Maine blown up, 1898. 22 Washington's Birthday, born 1732. James Russell Lowell, born 1819. 27 Henry Wadsworth Longfellow, born 1807. 4 Inauguration Day. 5 Boston Massacre, 1770. 15 Andrew Jackson, born 1767. 17 St. Patrick's Day. 18 Grover Cleveland, born 1837. Bird Day (2d Friday). 3 Washington Irving, born 1783. 7 William Wadsworth, born 1770. 12 Fort Sumter fired on, 1861. Henry Clay, born 1777. 13 Thomas Jefferson, born 1743. 19 Patriot's Day. Battle of Lexington. 23 Shakespeare, born 1564. 27 General U. S. Grant, born 1822. May Day. Arbor Day (1st Friday). Mothers' Day (2d Sunday). l^Dewey destroyed the Spanish fleet at Manila, 1898. 13 Society of The Cincinnati, organized by officers of the 'Revolutionary Army, 1783. 18 Peace Day. 25 Ralph Waldo Emerson, born 1803. 30 Memorial Day. Program Sequence 107 June Anniversary Day (1st Thursday in June in Brooklyn). 14 Flag Day in the United States. Harriet Beecher Stowe. 17 Bunker Hill Day (Mass.) July 3 Cervera's fleet destroyed off Santiago, 1898. 4 Independence Day. 15 Stony Point Day. 16 Santiago surrendered, 1898. August 7 General Nathaniel Greene, born 1742. 13 Manila surrendered to Americans, 1898. 24 Battle of Long Island, 1776. September Labor Day (1st Monday in September). 2 Eugene Field. 10 Lake Erie Day. 11 Lake Champlain Day. 14 City of Mexico taken by United States troops, 1847. Anniversary of the Star Spangled Banner. 15 James Fenimore Cooper, born 1789. 24 John Paul Jones Day. October 7 James Whitcomb Riley's Birthday. 9 National Fire Prevention Day. 12 Columbus Day. 17 Battle of Saratoga. 19 Surrender of Yorktown. 27 Theodore Roosevelt, born 1858. 31 Hallowe'en. November Election Day (1st Tuesday after 1st Monday). Thanksgiving. 3 William Cullen Bryant, born 1794. 10 Oliver Goldsmith, born 1728. 13 Robert Louis Stevenson, born 1850. 22 "George Eliot," born 1819. 25 British evacuated New York, 1783. December 9 John Milton, born 1608. 14 Washington died, 1799. 17 John Greenleaf Whittier, born 1807. 25 Christmas. 28 Woodrow Wilson, born 1856. 7. PROGRAM SEQUENCE ASSEMBLY EXERCISES, PUBLIC SCHOOL 64, MANHATTAN I. Salute to the flag. II. Reading of Bible. III. Music practice. IV. Morning inspection. V. Recess (3 minutes). VI. Physical training. VII. Assembly contribution. VIII. Announcements. IX. Victrpla selections. X. Dismissal. (When moving pictures are displayed the above order is not followed.) INDEX Activity, in assembly exercises forms of n Activity of special groups ;. 30-73 Administrative phases 95 Aesthetic sense nature study as an aid in developing _ 81 pictures an aid in developing 28 Aims of assembly e x e rci ses _. 5 American history slides on 13 American literature slides on 13 American Museum of Natural History slides from 17 American Society for Prevention of Cruelty to Animals slides from 21 Analytic study of pictures _ 28 Ancient history slides on _. 15-20 Animal life slides on _ 19 Animal protection lectures on 21 slides on .... 2 1 Anniversaries, calendar of 106 Appreciation lesson for _ 29 of music 34-35 of pictures 28 Arbor Day exercises on _... 82 Arnold on chief use of assembly 6 Art aims of...._ _ 28 classical, far eastern, near Oriental, western slides on 20 exercises on 8.3 League, The School 31 lectures on 20 Museum of slides from 19 Arts, the fine slides on 1 8 Arts and crafts clubs exercises by Assembly exercises types of ~ 69 Attention, games of ~ .. 67 Attitudes 9 Audible speaking 96 Auditorium question box Bible reading list of selections for _ Bibliography for declamations recitations, etc 40 on folk dances ~ sources for material for festivals, etc 57 for story- telling Biographies of composers :. Biology slides on _ ,. Bird day exercises on * 73-82 Bureau of Commercial Economics films from 24 Calendar of special days for assembly observance ....... 106 Canadian Pacific Railway films 26 from 23 Catalogs of slides Centers for organizing subject matter ~ ~ 70 Children as lecturers _ _ 30 Choral singing Choral societies in school Chubb on the importance of recreations 8-55 City government exercises on Civic life of the community exercises on Class day , Clean-up week exercises on 79 "Clothed, how we are" exercises on Comforter, the 96 Commercial Economics, Bureau of films from 24 PAGE Commercial films ... ~ 24-25-103 Commercial subjects slides on - Community life outside the school exercises on 75 Conservation Commission of the State of New York films from Conservation films on 25-26 Contests types of, for assembly ~ 66-67 Contributions in music to assembly exercises. Co-operation with public institutions Correlation through assembly exercises 27-69-70 Correlation of subjects through the festival 56 D Dances bibliography ...._ 64 values 63 Dancing in the assembly 63 in the festival ~ 63 Debates references, etc ~ 66 values of :. 65 Declamations aims and values 39 bibliography on 40-41-42 material for 40 Delaware, Lackawanna & Western Railroad slides 23 Dewey on "Need of Education for Recreation" 8 Discipline, tense _ 95 Distributing assembly work 97 Dramatization aims and values 49 choice of subject-matter 5 in intermediate grades . 53 in lower grades .. 52 in upper grades 53 lists of l..Il.....lZI.H 57-62 E English literature slides on Entertainments school 37-73 Esprit de corps 6 Economic value of nature study Ethical value of nature study Experiences of pupils Expression 28-30-39-49-63 Fairy stories Festival, moral influence of the j> recreative value of the sources of material, etc < Festivals aims and values choice of subjects Field day 00 JJ Films how to borrow or get or AO of educational value loaned by manufacturers 25-10 industrial see also geography 24-103 selection of supply concerns types of 24 Fine arts slides on Fire Department films illustrative of the activities of the 25 slides illustrative of the activities of the Fire drills 97 Fire prevention films on 25 lectures and lecturers en slides on Firms, commercial photographic slides from First Aid, slid es on 2 1 Flag day 89 Flag salute, the Flexibility in organization of subject matter 69 Folk dances 63 "Food, how we get our" exercises on 75 Food Supply, our Slides on 20-21 Forestry films on Forum, the school 68 Freedom in choice of subject-matter 69 PAGE Fresh air week exercises on 7 9 Functions of school activities 5 G Games for assembly period 67 Geographical films 24-25 Geographical subjects slides on Glee clubs exercises by 34-74 Government, city exercises on suggested topics national exercises on suggested topics 95 Graduation day Group activities 73 H Health, department of films from 2 slides from public slides on 20-21 subjects lectures on _ 20-21 Health Service, U. S. Public slides 21 Historical story History, American slides on _ 13-18 ancient slides on ~. _ - 15 Colonial slides on 18 national exercises on suggested topics History of New York exercises on suggested topics 80 Hudson River Day Line films from _ 26 Humane Education, Department of ~ Humane education slides on 21 Hygiene slides on 19-20-21 I Ideals 6-7 Impression 29 Industrial concerns films loaned by 2 5-103-104-105 films see also geography 25 life of the nation exercises on 89 subjects slides on see also geography 16-18 Industries and occupations exercises on 7 5 Inspirational functions _ 6 Instruction, direct, in assembly _. 2 9 Institutional and civic life exercises on 77 Instructional functions 9 Instrumental music 34 classes in 34 Interpretive functions 9 Introduction .. 4 Labor Day exercises on Lantern slides sources for 12-23 Lectures accompanying slides, pictures _ Lectures by children -.. 30 list of available _ 31-105 by outside speakers by teachers in charge of assejnbly by teachers of special activities 30 special sets of slides _ 1 9 from Museum of Art _ from Board of Health _ 3 1 from Museum of Natural History from Public Service Corporation from School Art League 3 1 Life of the school as a social community exercises on 70 Life of the community outside the school exercises on 75 Life of the nation exercises on 86 Listening lessons 36 Literary societies exercises by 74 Literature exercises on 74 slides on 13 M Managers, pupil 96 Manufacturers lending films list of Manufactures films on - 24-25-103 PAGE March-in, the _ 95 Means and methods Chapter III 1 1 Method in story-telling 45 Methods of teaching music ._ 35 of using slides and films - 26-27 Mimetic drills list of _ 65 Motion pictures use of ~ 23 Museum of Natural History slides from 17 of Art slides from 1 9 Music, aims and values of assembly 32 appreciation of 34-35 artists' recitals 36 bulletins 37 children's recitals 37 emphasis on technique 35 history of 36 instrumental 34 means and methods in 3 3 participation in value of- .". 33 programs for recitals _ 36 recitals 36 references 37 suggested topics or exercises on 83-85 type programs _ 84 use of phonographs 36 Musical entertainments _ 74 N Nation, the life of the exercises on 86 National Geographic Society slides from 2 3 National government exercises on 94 National song program 84-86 Natural history lectures on 19 Museum of slides from 1 7 slides on 17 Natural sciences slides on 18 Nature story, the 43 Nature study suggested topics for assembly exercises 82 values of _ 81 Nature the world of exercises on_._ 8 1 Neglect of recreative functions 8 New York Central Lines slides from 22 New York City history of exercises on 80 its industries and occupations exercises rn 76 Nonsense tales _ 43 Northern Pacific Railway slides from _ 23 O Objective teaching 26 Occupations exercises on Oral hygiene slides on _ _ 19-21 Oral readings aims and values _ _ - 3 9 materials for 40-^1-4 Orchestras, school in the assembly _ 34-74 Organi zati on of subject-matter 6 9 Outsiders speaking in school assemblies 31-105 P Pageants and festivals lists of 57-58-59-60-61-62 Pageant, the values of Participation in music Pedagogy of pictures, the Phonographic material selection of..._ Phonograph use of Physical geography slides on 17 Physical training in the assembly Physiography slides on Physiology slides on Picture material selection of Pictures value of as aids to instruction 26-27 Planning of purposes Plays aims and values 49 Play s lists of 57-5 8-59-60-61-62 selection of Police department films illustrating activities of the 25 PAGE Program sequence _ 107 Public Health Education, Bureau of ~ 20 lectures and lecturers on 20 slides on 20-21 Public institutions exercises on _ _ 80 Public safety slides on Public Service Corporation lecturers from exercises on Pupils as lecturers value 30 Pupil managers 96 Pupil self-government _ 71 Q Question box, the 68 Quiz, the .'...'. .'1.ZZZZ."'ZZZ"ZZZZ 32 R Railroad companies films from slides from Reading Readings, etc bibliography Recitals, artists' children's Recitations aims and values bibliography materials for _ Recreative functions Rehearsals _ . Reprimand and correction Revolution, American slides on Rules for borrowing slides S Safety first exercises on Safety,- public slides on Selections from the Bible for reading Selection of films and slides Scenery slides illustrating School Audubon Society - - - bank, the exercises on - entertainments , - forum, the. - ~ glee clubs exercises by the - .. ~ ~ - orchestras exercises by the _ - - paper, the exercises on _ ~ the a social group 70 spirit .- 70 state, the Science club and classes exercises by Sciences, natural slides on Second edition Setting up exercises. Sheltered, how we are exercises on Significant days in the life of the school. Singing, choral _ by special groups Slides how to borrow lists of _ selection of use of. Songs choice of Sources of dramatization, plays, etc for slides- Speaking, audible... Special days- calendar of.. Special school activities assembly exercises on Stereopticon slides sources for Stories sources lists, etc Story-telling aims and values bibliography dangers and difficulties selection of material suggestions as to methods PAGE Stories, types of for certain grades _ 44 Stretching _._ _. _. 97 Subjects on which films are available 24 Table of contents 1-2 Talent among teachers and pupils 7-9 Tastes instilling _ 7 Teachers, assembly as lecturers _ 30 of special subjects as lecturers ~ _ ~ 30 should see projected pictures before exihibition to pupils 26 Technique as a factor in appreciation 29-35 Thrift Day program 72 "Too much" _ 96 Travel slides on .'.." 1.1ZIIZZZZIIIIIIIIZZIIIIZIIZIIII3-2 0-22-23 Types of activity employed in assembly exercises 11 of assembly exercises 69 U Union Pacific Railroad films from 26 slides from 22 United States Public Health Service slides from 21 Use of pictures 26 Visual aids need for.., _ 11 value of _ 11 Visual instruction _. _ _ 11 Division of conditions under which slides are loaned by 101 catalogs of slides from 101 Vocational guidance through assembly exercises 77 Vocational subjects films on . 24-25 Volunteer work in music _ 34-37 W Waits 95 Work of regular classes exercises on 74 7* Zoological Park slides from _ 20 DEPARTMENT OF EDUCATION THE CITY OF NEW YORK DIVISION OF REFERENCE AND RESEARCH Publications Teachers' Year Book of Educational Investigations By Isidor Springer, Ph. D. Bulletin No. 11914. Material for Arithmetical Problems Bulletin No. 21914. The School Lunch Service By Edward F. Brown, Executive Secre- tary, New York School Lunch Committee Bulletin No. 3 1914. Examining, Selecting and Training Teachers Document No. 5, Board of Education 1914. (Edition exhausted.) Semi-Annual Report of the Division of Reference and Research July, 1914 Publication No. 5. (Edition exhausted.) Teachers' Year Book of Educational Investigations By Isidor Springer, Ph. D. Publication No. 61915. Assignment of Assistants to Principals and Clerks in Elementary Schools Publication No. 71915. Assignment of First Assistants in High Schools Publication No. 8 1915. Organization of Classes in Elementary Schools Publication No. 9 1915. Report on the Organization of the Board of Education and Its Committees Publication No. 10 1915. (Edition exhausted.) The School and the Immigrant Publication No. 11 1915. Semi-Annual Report of the Division of Reference and Research- July, 1915 Publication No. 12. (Edition exhausted.) Teaching Elementary Science in Elementary Schools By J. Edward Mayman, Ph. D. Publication No. 13 1916. Teachers' Year Book of Educational Investigations By Isidor Springer, Ph. D. Publication No. 14 1916. Gaylamount Pamphlet Binder Gay lord Bros., Inc. Stockton, Calif. T.M. Reg. U.S. Pat. Off. L& 3 o i THE UNIVERSITY OF CALIFORNIA LIBRARY