izing the R. D. Chadwick. -J 1 -] Li _» By i(& ©emu "Sh^fhjfi/Q Head History Department, Emerson School, Gary, Indiana Printed in April, 1915, History Teachers' Magazine Emerson Press, Gary, Ind ^\W CoPVRiGHT, 1915, R, D. Chadwick APR 29 1915 Temple of Jupiter, Juno and Minerva THE attempt has been made to build a model of the above temple. A picture of which is found on page 459 of Botsford, "History of Ancient World." I have made the following changes: The original has Corinthian captials. 1 have Ionic. I have changed the frieze a little, and have left out all figures, such as the horses on the roof and the women on top of the columns on the steps. I have had to use my own ideas in some places, as the picture was not very plain. But I think from this you can get an idea of how a Roman Temple was constructed. L. H. Cowan, '14. SOME FEATURES OF THE HISTORY WORK We have found that if the work can be made of social value, that the interest of the pupils is enlarged, and the greater the interest, the greater is the incentive to work, and to do bet- ter work. If a pupil is led to see that his work will be of value, not only to himself, but to the other pupils, or that his work will be of value to his parents, and to other men and women that he knows, then his desire to do good work is kindled. How we are doing this in history, civics, and geography, is as fol- lows : For several years a sand table has been a part of the reg- ular equipment of the history department. On this, various assigned students of the two upper grammer grades are as- sand Table. slgucd to rcproducc the topography of some local- ity which is being studied in history, or geography, or per- haps both. The latter was the case with a recently constructed relief map of a part of western Europe. Those assigned to do it took great pride in doing the work, and their eyes showed their pride when the sand table was discussed in class. The battlefield of Gettysburg can be made very vivid by showing the various places of interest on that historic field of battle. In the spring of 1912 when we were using our first sand map of the Gettysburg battlefield, the following incident took place. It shows the possibilities of this simple piece of ap- A Sand Map paratus in making some parts of history clear Makes Clear aud real, aud it shows an unsolicited, and an im- pieture. persoual estimate of the value of the results. Two days were taken to describe the incidents leading up to the battle, and the battle itself, basing my talk upon the clear de- scription given in Rhodes' History of the United States, Vol- ume IV. The members of each class taking the work sat or stood around the sand table where they could see it clearly. The day following the completion of the oral description I called upon a little girl near the center of the room to tell the story of the battle. She started out without hesitating at the beginning of the series of events leading up to the battle. Hardly had she begun, when nearly twenty men came into the room and ranged themselves along the front and side. She glanced up, lier voice trembled a little, then her eyes sought mine, and she evidently saw a message there, ''do your best." She did not take her eyes away from mine during the follow- ing minutes, perhaps ten, she did not miss an important point in the narration, it was clear to her, and she made it clear to every one in the room. She sat down. The men filed out, but before the door closed, we heard something that sounded like this, "that is the finest history recitation I ever heard." The youngsters heard it too, so I know that it was not my own thought. We learned later in the day that we were being vis- ited by the superintendents of the city schools in Wisconsin. The parents of this little girl came from Hungary. She is now in my most advanced high school class, and last year as a sophomore she took first prize in the Lake County Inter-Scho- lastic Oratorical Contest. I remember this above all of my ex- periences with the sand table, and never have I been disap- pointed with the results. The Panama Canal can be more readily understood and rememl)ered after it lias been constructed in sand, and others might be mentioned. While the sand table is largely used with the seventh and eighth grade pupils, not so with maps and charts. A few years ago students of the high school classes were assigned special Maps and maps, aud many fine maps were made. They Charts. were too small to be used in the recitation, and could only l)e ])reserved by filing them away out of sight. They aided only the pupil who made them. For several years our high school students have constructed many wall" charts and maps illustrating many phases of Ancient, Medieval, Modern, American and South x\merican history. They last many years the same as do expensive maps and charts which are pub- lished. Usually they are assigned to a student as a special problem, the same as a special report is assigned to be writ- tea from research work in the library. Many students enjoy drawing, and history can attract their interest in this way — and very profitably. The student who has made a creditable map showing the migrations of the Germans will have a more vivid picture of the situation than the student who has worked out a written report, and it will stay with him longer. We are using ma])s that were made three years ago, thus proving that the work was of social value. The idea of making cloth wall maps and charts did not come to me from reading Cliamiing, Hart and Turner's "Guide," or other standard works on "How to teach history," One waT of ^''^^^ rather from the fact that liefore I went to Making a college, and after too, when at home, during the nail Chart. summer vacation, I used to use "sign cloth" in my father's retail store. AVe hought a few yards of sign cloth at eight cents a yard, and tried it out in the history room. I Our first map was "Europe at the height of Napoleon's \ Power. " It was a success. Sign cloth will take drawing ink "Alright, but has its disadvantages when an erasure is necessary. No'w as to the way a map is made, we find that the following is one of the easiest, namely, mark off the map you wish to reproduce in one inch or one-half inch squares, then figure how many times the small map is capable of being enlarged; the only limitation is the size of the material upon which 3"0u are intending to draw the map. Supposing that you find that the large map will be six times as large as the vsmall one, then lay out a rectangle six times as large, and reproduce the squares upon the same enlarged scale. Make the outline with a pen- cil, then ink it, letter it, and color it. This latter work will be improved with each succeeding map. Ordinary drawing cray- ons serve excellently for coloring. The flat card writer's pen is invaluable in making wide lines and large letters. Before coloring the map, it will look better if the squares are erased, and this will be an easy task if they were put on lightly with a hard lead pencil. As I intimated above, sign cloth has its disadvantages. "We discovered that paper companies make a cloth used by the printer or book-binder in plain white and light shades that is Materials Used, in evcry way the superior of sign cloth. By buy- ing it in the bolt it costs twelve or fifteen cents a yard. An- other method is to use a good quality of paper — not too heavy or stiif, and then paste it upon mu«lin. The map or chart is mounted by strips at top and bottom. A series of maps on the same subject may be mounted at the top only. Blue Print If desired charts and maps may be traced on Charts. tracing paper and then a blue print or blue prints made. By printing upon cloth, a ver}^ durable map is the re- sult. A white print is secured by the Vandyke process. Of the same type of work is the Roman Temple which was constructed in 1912 by a student of Eoman history. It is al)oiit five feet in length, and stands in the hall opposite the A Roman hlstoi'v room. It is our "barber sign." It is Temple. r^|gQ j^iore than that. It is invaluable to show the construction of Greek and Roman temples, and the modifica- tions made by the Roman. Many pupils of all grades stop and look at it every day, and they have done so for three years. The boy who constructed it saw a model city of Rome on ex- hibition at Chicago, and upon being asked if he could not re- produce something of the sort, he said that he thought he could, and he did. Recently a class in Modern history studied the history of tlie rise and decline of the Turkish Empire. Then the class wrote accounts of it, and the three best were selected to ap- Newspaper pcar 'u\ tlic three Gary daily papers. By so do- Articies. j,j^.^ their work was of value to the community, and it served as an incentive to get the work well done. Other articles of like type have been written, and printed in the daily papers, history department Inilletins, and the student pu1)li- cation. History work cannot be adequately carried on without numerous written and oral reports. Live subjects are assigned in these classes for oral reports, with the understanding that viiditorium if they are of sufficient merit, that they will l)e KeportN. given in the auditorium liefore four or five hun- dred pupils, many of whom may not be taking history, but who thereby are benefited l)y our work, and perhaps interested in it. The report so given has a marked social value. The audi- torium is an unmitigated blessing to eifective history work. Subjects '^^^* ^^^ more concrete in regard to tlie vitaliz- Discussed In iuir infiuence of the auditorium upon history re- Auditonum. ports aud debates, we will give a few of the sub- jects which have been discussed by history students before the auditorium audience: Debates — Resolved, That Germany was the aggressor in the pres- ent war. (Modern Historj^ Class.) Resolved, That immigrants should be able to read. (An- cient History Class.) Resolved, That Lee was a greater general than Grant. (Eighth year U. S. History Class.) Resolved, That Indiana should have a new constitution. (Civics Class.) Temple of Jupiter, Juno and Minerva THE attempt has been made to build a model of the above temple. A picture of which is found on page 459 of Botsford, "History of Ancient World." I have made the following changes: The original has Corinthian captials. I have Ionic. I have changed the frieze a little, and have left out all figures, such as the horses on the roof and the women on top of the columns on the steps. I have had to use my own ideas in some places, as the picture was not very plain. But I think from this you can get an idea of how a Roman Temple was constructed. L. H. Cowan, '14. Resolved, That Gary should be made a second-class city. (Civics Class.) Oral Reports — (1) The Irish Question. (2) Growth of the British Empire in South Africa. (3) How Japan became a world power. (4) The Balkan War. (5) Recent Social Legislation. (Above from the Modern History Classes.) Oral Reports — ' (1) The Persian Invasion. (2) Architecture of Greece and Rome. (3) Home life of the Ancient Greeks. (4) Sports in Athens and Rome. (5) Hannibal. (Above from the Ancient History Classes.) Special Programs — (1) Washington's Birthday. (Eighth grade.) (2) Lincoln's Birthday. (Eighth grade.) (3) A Newspaper. (Each pupil in a class gave the news of a department.) (4) Illustrated program : The Capitols of the Countries at War. (5) Student Council campaigns. Studies of local civic concern are of marked immediate value to the community, if they can be diffused among the cit- izens. They are ultimately of value to the community, by hav- A Park ing intelligent citizens as the product of the nuiietin. schools. Where you get both immediate and fu- ture results at the same time then the work must be doubly valuable. In connection with study of Modem Europe, one of our classes is working on the problem of municipal betterment. One phase of this is adequate parking facilities. Starting from Gary, this class is studying parks, and will publish its special research reports in a bulletin. Other departments of the school are making their work of intrinsic value to the individual and community, and the history department will not be left out. This is only a beginning of what the history department hopes to do in this practical line of work. Kings and queens may die, but the problems of the American city are going to be in- creasingly of great importance. This work is of the utmost social value. CONTEMPORARY HISTORY. During the past three years there have been disorders, convulsions, and tumult within and among the nations of the world. For example, the Balkan Wars, the Mexican situation Directing the aud tlic prcscut Europeau struggle. We have Interest. fouud that the interest in affairs that has resulted from these conditions has turned the attention of the pupil of the upper grades, and the student of the high school, to the newspaper and magazine without any direction by teachers. The interest so kindled should be directed. It should be di- rected to other subjects than war. It forms the most stimulat- ing basis for studying the causes of war. such as commercial and industrial development, nature of the governments, race jealousies and animosities, and cultural development. In 1912- 1913 my classes in modern history were anxious to study the past of the Balkan peninsula in order to understand the rea- son for the alliance against the Turkish Empire. In 1913-1914 a like interest was kindled in the history of Mexico, and Amer- ican relations with the Spanish-American republics. During the autumn of 1914 the study of the past two centuries of West- ern European history was conducted without effort because of the interest in the Great European War. Pictures from magazines and newspapers have been mounted and are being preserved. One of the Chicago papers lias been issuing a series of (loul)le page maps, full page por- preservation tralts, aud like interesting data, which we have of Data. mounted and will retain in our collection of illus- trative materials. A few newspaper headlines, cartoons and pictures mounted and preserved will be very valuable a few years hence, to sliow that what the manuals describe were real events. There are various methods of handling contemporary his- tory. Bulletin boards are valuable for displaying noteworthy clippings. One of the seventh year classes has kept a bulletin How Bulletin l)oard full of clippings classitied as follows: For- Board iH Used. (>ioji news ; American news: (United States, North and South America); state news; city and county; pic- tures and cartoons. Another liuUetin board is used for edi- torials and news of especial value to a topic being studied, as for example : parks. Special reports from newspapers and magazines have al- ways been a satisfactory method of encouraging magazine and newspaper reading, and directing it into the proper channels. Concrete Duriug the year 1914-1915, the Ancient History Kxampies. class has bccu devoting each Friday to contem- porary history. A weekly digest of ten events is kept in the history notebook. They are arranged as follows : 1. Foreign events. (Three) ; 2. National. (Three) ; 3. Local. (Four). A summary of each event is written together with the reference. Fifteen or twenty minutes of the Friday period is given up to reading notes, and an analysis of what was most noteworthy. The rest of the time is taken up with reports upon assigned magazine articles, especially from the Literary Digest, the Out- look, and the Independent. An occasional debate is assigned upon a current topic of interest. The best of the reports and debates are given in the auditorium. For several months this class subscribed for the Independent, paying five cents for each copy. This magazine has published several pamphlets full of good ideas upon the use of magazines in history classes. One of the most helpful articles upon the subject was published in From the the Outlook for August 26, 1914. It has always been my Maiu;-aziDes. belief that newspapers and magazines try to give the peo- ple what they want, and these magazines have correctly come to the conclusion that there is a growing demand for training in the use of the magazine and newspaper. It follows then, that if we teach a child to prefer the substantial and not the sensational news, that the man and woman of tomorrow will demand and get better and cleaner news- papers and magazines. Am.erican history, civics, modern European history and eco- nomics cannot be adequately studied without constant use of magazines and newspapers. Neither should an Ancient His- j,^„. ^^ tory class be allowed to go through a year upon iinndioap a a dict fi'om five thousand to eight hundred years student. ^^ ^^.^ without somc attention to contemporary men and affairs. Suppose the boy or girl leaves school after liis year of Ancient History, or does not elect history again, he is hopelessly handicapped, if he goes out into the world with- out some instruction in the present and the literature of the present. From what has been said above, it will be seen that we l)elieve that the study of contemporary history is a vitaliz- ing force. HISTORY GAMES. Some time back we discovered that some of the pupils of the grades were carrying around in tlieir pockets soiled packs of cards. The one that we preserved and have on file is the so- A Recent Called game of "Old Maid." This belonged to i^xperiment. ^ scventh ycar youngster. He belonged to a class which met for history work the last hour of the day. Several expedients were used to enliven the period, and the captured pack of cards led to trying out a game of "Explorers." Sev- eral games were devised to be played by the pupil when alone, and two or more may play a game similar to the game of "Authors." The tables in the history room are admirable for this sort of activity, and each youngster enjoyed it from the beginning. One day each week is given to the game. Each pupil made his own pack, and on game-day he always brings it in. The next period that will be vitalized will be the colonial period, 1607 to 1763. The game will be known as the "Game of Colonies." Next will come the "Revolutionary Game"; fol- prosrressive lowcd by "Statcsmcu"; "Treaties"; "Inven- rames. ^^Qj^g M . . ; ^^^^ Tcrritorlcs " ; " Soldiers ' ' ; and the like. The play instinct can thus l)e directed and used in mas- tering much valuable information which every child sliould know. Our experience tends to show that games properly su1)- ordinated and directed increase the interest in history work. THE STUDENT COUNCIL. The Student Council is an institution wliich has helped to vitalize our civics work. It is more than an institution of social value. It is a means of studying some of the most important Teaching by Icssous of good govemmeut by the laboratory Laboratory Uiethod. Method. What the Student Council is, may be gained by quoting from an article written by a boy for the high school paper in March, 1914 : "The object of organizing the Student Council in the Emerson School, was not for the purpose of 'bossing' or ruling the school, for such a thing would be impossible, but the purpose of this body is to look out for the interests of the students. As the constitution of the Stu- stiident Article. dent Council states, 'the object shall be to centralize the activities of the student body, to increase the school spirit, and to encourage high standards in all phases of school endeavor.' "In the first place, the organization of the Student Council gives the students valuable practice in civic training. Voting is a very important act, one which every citizen must do. Many people do not realize its im- portance when they cast their ballots. Another fact which many people do not realize, is that every boy and girl is a citizen. Therefore, it is ex- Emcrsojn ScSiool 2:i!scti®mjU©v. 4, 1913 H v.. BLA>4KENBUK(; Junior S 1 KLINE Jun.or B A. CASPER Sophomore H M. KYLE Sophomore H J KYLE Freshman a L IIALLA'.VAI- Freshman H R. McLENNAN 8Ui Grad. B G. JONES 8th Grade NOTE 1,1 Candidate yc voting a split ttckft ptt The Ballot used in the first Student Council Election, November k 1913 pedient and necessary that every boy and girl should be taught correctly in regard to voting. A voter should know M^hat candidates he wants to vote for as the best representatives of his idea of the public good. He should inquire about them and find out whether they have been honest and The ballot used in the second Student Council Election November 3, 19H. ^ BALLOT Emerson School EecUon. November 3, 1914 PROGRESSIVE D D D D a D' D- D D' D' D' D D* DEMOCRAT efficient, should learn their arguments, and see what policies they sup- port. He should be thoroughly convinced of their qualities himself, and should not depend entirely upon the advice of others. "For these reasons the Student Council campaign and elections give valuable training. Our first election^ was held in November, 1913, on the same day as the municipal election. The two strong parties in the city election were the Citizens' and the Democratic. The same parties were represented in the school election. The followers of these respective par- ties, in the eighth to the twelfth grades, held preliminary meetings, and each class nominated a girl and a boy as candidates. Each party elected a campaign manager, who arranged a program for the campaign, during which the candidates made speeches, telling their views, and giving argu- ments upon their policies. The election offered still more profitable train- ing. It is doubtful if more than a small percentage of the students in the school knew how to cast a ballot. Ballots were printed by the school press, booths erected, judges appointed, and the election was carried on in an orderly manner. This gave the students the actual experience of casting ballots. "The ten students elected to the Student Council, one boy and one girl from the eighth to the twelfth grades, respectively, then elected offi- cers and adopted a constitution. ..." LEWIS STONE, First President of Student Council. NEWSPAPER UPON THE SCHOOL ELECTIONS. "Election of councilmen is taking place at the Emerson School today. Yesterday the candidates made campaign speeches in the Auditorium. Ber- nard Szold, the candidate for the Citizens' party, made one of the strongest speeches of the morning. The 1913 " 'If our side wins as it is sure to do,' he declared, loieotion. 'such matters as have been dangling will be attended to at once. Take for instance the matter of our school mon- ograms. Some of our local sporting stores have been selling the emblem for which we have to work so hard in the field and in the gym to anybody and everybody. Shall we who are ready to give our whole strength and energy, to fight until we are exhausted and ready to drop for the sake ot school victory, stand idly by and see our colors being sold to whomever has the price? I have protested, so have many others who know what it means to fight for our gold and gray, but it has been of no avail. If the Citizens' party is elected, we will act at once upon this and similar issues, and you may be assured of a business-like, progressive administration.' "The purpose of the Council is to HOT ELECTION support athletics, direct social affairs, **■ vf Ji- mj mJ AJXJ M. ^\j X.J and general matters of school life. a»»t r\««'v^r«rM.rkm.-r The election is being supported by A 'I' |rM|rR>in]\I the teacher of civics, it is a part "••■• UiTlUilliOl/il of the school's general plan of supple- menting their regular classses with ' practical work in which the students ^q^ Debates Oil the Vital l^lat' will take an active interest. Returns x- « i. "^jr -^ ""' will be made today, and the pupils tCl* 01 SchOOl Moil" are as eagerly awaiting results as noTflma their elders in the city election. P Og^IaulH. (Gary Daily Tribune, November, 1913.) IN CHARGE OF CHADWIOK "Republicans," The 1914 "d e m o c r a t s"and ttrii*.:^^.^^> "n^.-!., >> nir i • Kieotion. "progressives," all Citizcns Party" Making a attending public school, are lining up Sfcrong* Figfht ill "Bitter" their forces for a battle on election day, #? . .. November 3. UOllteSt. The Card Announcing the Voters' Meeting now TO VOTE That the citizens of Gary may hear all sides of the issues in the campaign now on, a meeting for the citizens of all political faiths will be held FRIDAY EVENING, 7:45. OCT. 30, '14 AT THE EMERSON AUDITORIUM THE PROGRAM: Why Vote the Democratic Ticket? ^'^^^r?w„fe''"''" Why Vote the SociaUst Ticket? ^an white Why Vote the Progressive Ticket? PastorofFir,tco!rJr"Jt,onaichurch Why Vote the Republican Ticket? ^- V.^^ToZy #Each speaker will be given thirty minutes for Jiis speech, and each has been asked to give a clear-cut answer to the question. This meeting is under the auspices of the Student Council of the Emerson School. Its aim is to help the busy citizen of Gary. Women and children are welcome. Remem- ber the time, the place, and the purpo.se: VOTE INTELLIGENTLY Gary Harbor —Arrival of Ore Boat. From "Brief History of the United States", by R' D. Chadwick, Kmerson Press, October 1913. (Price 'M)c postpaid). Blast Furnaces— Gary Works SCHOOLS PLAN FOR ELECTION Although the political struggle will come on the same day as candidates are battling for state and county of- fices, the school politics have noth- ing to do with the big affair, but it means as much at the Emerson school, because the councilmen who *'"nAmnrvrQt«!-" "PnyMiM4r»r,«'e. are to be elected are to administrate democrats, KepUbllCanS ^^^^^^. ^^ ^lie affairs of the school. and Others Have rp^^^ democrats have arranged a Candidates. campaign platform which has noth- ing about tariff and such things, and »m TPT vn^v A f«riTT-NTnTT t^'o candidates from the Eighth lU JCiLiJliUl A trUUJNOlii grade. Freshmen, Sophomore, Jun- ior and Senior classes are seeking ■Platforms Are Drawn for Ad- votes. From nearly every grade .^4^- x„„.. r cf V. 1 there is a girl candidate for coun- miniStratlOn OI bCnOOl cllman. Following are the "demo- AffairS. cratlc" aspirants for office: Eighth Grade — John Knotts. Freshman — Randolph Hancock and Eva Dunlap. Sophomore — John Kyle. Junior — H. Carlton and Madge Kyle. Senior — G. Wilson and Flossie Kilbourne. In the platform of these candidates the following planks are incor- porated: Students' rights. National respect by schools. Stronger athletic support. Student and faculty cooperation. Stronger school organization. Interesting auditorium periods. Better school functions at a minimum cost. The Student Council which will be elected from one of the three "par- ties" will have charge of school entertainments after athletic events, audi- torium periods, supervision of invitations to school dances and other af- fairs, ai^d many ether items of school administration. "Political" meetings are to be held in the auditorium each day this week by the three parties in preparation for election Tuesday. — (Gary Daily Tribune, October 28, 1914.) The students themselves had these articles printed and used them as campaig'n material. Several candidates had the "campaign card" sometimes seen in municipal and other local All >iiist Be elections printed with a half-tone of the candidate Supervised. ^^^f\ g^j^ invitatiou to vote for him. Properly su- pervised, we helieve in this student organization as a vitalizing force for civic instruction. AN OUTGROWTH OF A STUDENT CAMPAIGN. After hearing the arguments of their own candidates given from the auditorium, it was logical that the value of hearing all sides of the political issues at one meeting should occur to The Voters' hoth tcaclicr and students. Accordingly a mass Meeting, 1914 meeting for voters was arranged. The city chair- men of the parties in the Novemher 4, 1914, election promised to send able speakers before this meeting. Ordinary voters v.iao have heard tariff and railroad rates, state ex- penditures, county bond issues, votes for women, new constitutions and scandals concerning the characters of the candidates bandied around until they cannot tell which party is the worst, are going to have a chance to hear the issues of each party stated in a clear and def rite manner, side by side, so they can take their choice, under the direction of the schools. \e^vspap«'r .»<«-oiini A nil on noi HUT the ^[eetins A big mass meeting at the Emerson school auditorium is arran?:ed for next Wednesday evening at which the re- publican, deinocratic, progressive and socialist parties will be represented by one speaker each. The speakers will be given thirty minutes in which to present the case of their parties. Mud siinging will be absolutely barred. The talks will have to do with the party the speaker repre- sents and not with the faults of the others, and it is hoped in this man- ner to give voters who really want to know the issues without plough- ing through tons of muck and mire may find what they are voting for. The plan was worked out by the student council of the Emerson school. This organization is con- ducted on political lines, officers be- ing elected on the same scale as a municipal election. The council is GO TO SCHOOL; LEARN TO VOTE Parties Present Issues Without Mud Slinging at the Emerson* PLAN MASS MEETING Four Speakers Clear Befogged Minds of Voters Wednes- day Night. composted of all the grades from the Eighth to the Twelfth, one boy and one girl being elected to represent each class. Caucuses are held and on November 3 of each year an election to choose a president and other ofR- cei's is held. The council meets each week and has charge of school affairs in general, supervises invitations to school dances, provides entertainment at auditorium periods and other entertainments. Louis Kuss, represent- ing the juniors, is president. His successor and other officers will be elected on November 3. Prof. R. D. Chadwick, who has been assisting the council in the arrange- ments for the voters' meeting next Wednesday, has already received promises of speakers from the democratic and socialist parties and the republican speaker will be secured today. The progressives will be interviewed today, and asked to send a speaker to the meeting. The public will be welcomed to the meeting. — (Gary Daily Tribune, October 22, 1914.) Tlie rosnlts of tins meeting' were all that could be desired. The main floor of the auditorium was filled with an audience of about seven hundred; of this number five hundred were voters. The students had decorated the platform appro])riately with the stars and stripes. The speakers spoke earnestly and with digTiity. At least five hun- dred voters were able to vote more intelligently than would otherwise have been the case. We believe that the voters will welcome meetings of this kind in the future campaig^ns. The students felt that they had done something of social value. Meeting a .'^ueoess. If anybody has not the issues of the four parties in KoivspnptT the field firmly and clearly fixed in his mind as the elec- Acoount of tion approaches, it is his own fault for last night at the :>ieetiug. Emerson school, the claims of the four parties were presented side by side so that all might choose intelligently one of them. The meeting, one of the most VOTERS TAUGHT unique that has ever been held in connection with a heated campaign, iir\m-BTii * f« tn^mw ^jr^m Avas under the auspices of the stu- ^^HllVV A I ^1 HI III 1 dent council of the Emerson school. "v »l £i i Ovll\/\/ Ll They threw open the auditorium, and invited every voter in the city to come and hear the claims of all Nearly 1,000 FlOCk tO EmerSOIl parties presented clearly, concisely and without clouding the main tO Hear Speakers Of issues. ... p . The auditorium was packed and it -^^ irartieS, is estimated that nearly one thousand — voters listened eagerly to all of the MAYOK. IS APPLAUDED exponents of the four parties. , _ Mayor R. O. Johnson Presented ^^ Approval Of Clear Ex- the republican case in a remarkably -^-f^ clear and masterful speech. A storm planation Of Republi- of applause greeted him after he had finished his address. CaUlSUL Dan White, a socialist speaker of Chicago, was an eloquent orator and outlined the socialist views concisely. Rev. Eric I. Lindh told why he believes the progressive party should receive the people's votes and Attorney George B. Hershman, of Crown Point, presented the democratic side in a thorough manner. Teaching voters how to vote by giving them a chance to know what the parties actually stand for has never before been done by a school, but as it vas considered an educative rather than a political meeting it was sanctioned by the school authorities. R. D. Chadwick, the head of the history department, planned the meet- ing and it was carried out by the student council. — (Gary Daily Tribune, October 31, 1914.) STUDENT ESTIMATE OF COUNCIL The Student Council of the Emerson school has been organized now for over a year, and it has established beyond a doubt that it is here to stay. The Council has shown in its different activities and duties that it is worth while, and the students of the school realize (omnieut of an that it is uo longer an experiment, and it is respected «'x-i're.sident of accordingly. It is very important as an instructive organization, as it enables the students, both boys and girls, to learn to vote, which is extremely necessary, as I believe the time is not far ofi when the girls will cast their ballot for the policy of our government as well as the boys, and there are not many citizens of the United States who can vote intelligently, because of the lack of proper instruction. The Student Council eliminates this, and teaches all students to vote intelligently, as the campaign and election of candidates is carried on precisely the same as in municipal elections. The object of the Student Council is to work for the welfare of the school and students, and it has accomplished much in spite of all the obstacles that any new organization must surmount, and has done some very fine and successful work. The Student Council takes charge of the auditorium periods, elects a president and secretary every month for them, and this gives the students elected to these positions a fine training, and especially in the controlling of themselves. For example: A boy who may be a little careless in his conduct, may be elected to the presidency of an auditorium period. He naturally tends to set an example for other students while he occupies the chair, and the feeling of pride in his honorary position will stay with him after his term of ofRce expires. A program for the raising of the flag has been successfully carried out, and it will tend to make the students more enthusiastic patriots. There are ten students elected to the council, one boy and girl from the Eighth to Twelfth grades, inclusive. The council holds meetings every Tuesday in Room 208 at 11:00 a. m., and are presided over by the president, who is elected by the members. He presides according to a regular order of business. During the campaign, great rivalry exists between the respective candidates, speeches are made and answered, each party has a manager and a platform. The interest of the students is very keen. The students hear each platform expounded, and why they should cast their ballot a certain way. They always hear each candidate, and as the candidates are all well known, no one is sure who are the lucky ones until the votes are counted. Each election room is presided over as in the city elections, and everything adds to the students' instruction, both as voters and as election officials. After the votes are counted, and the lucky candidates are congratulated, the old council turns the business over to the new. The old members make little talks, and the new members take their places Good feeling prevails between the defeated candidates and the newly elected. One of the former, 1 can truthfully say that although the defeat is keenly felt, we feel ihat we have done our best. The winners were the choice, of the ma.iority, and we have nothing but the best of wishes toward the success of the lucky candidates and a successful year for the council. The members of the Student Council desire to benefit the school and students, and to do good, earnest, conservative w^ork, and with the co- operation of the faculty, there is not a doubt but that the council of future years will be an indispensable organization of the school. — L. D. Kuss, '16. EQUIPMENT OF THE HISTORY LABORATORY. Tlie history room slionld be a laboratory for the study of liistory as much as the Chemistry room is a laboratory for the study of Cliemistry. The History room of the Emerson School HiHtory is oqulppcd with twenty tables, five feet long, and Tables. from twenty to thirty inches wide. Thus the first thing that is noticed upon entering the room is that the conven- tional desk is missing. A table of this size enables students to make charts and maps as well as if they were in a drafting room. It also gives the greatest flexibility in seating. The front tallies easily seat four or five, and tlie others three, al- though as a ruh^ two sit and work at each table. Should one sTudent want a whole table for his chart, the others may easily go to another taMo. These tallies were designed and built in the Emerson shops. The wall s]jace of the room is usually occupied with illus- trative material — maps, charts, pictures and the like. The rear end of the room is wired so that pictures may be easily hung Is,- of Walls. 11]). The wall space of the halls nejir the history room are likewise utilized. Students often stop and examine maps and pictures when they have leisure as they come through tlie halls. The branch of the public library in the Emerson School i-: near the history room, and this is an invaluable aid in conduct- ing outside readings in source books and the standard man- Aofessibiiity uals. Many standard reference books are placed of Lii.rarj. ^j^ ^l^^ book cabiucts of the room. No history room can be without dictionaries of geography and biography, as well as the usual unabridged dictionary, historical and stand- ard encyclopaedias and atlases. The pupils of the grades are taught how to use them before they take up the high school courses. In the halls near the history room are s(n'eral large ca'- inets in which historical relics are on display. A Jie^itleman of the city loaned us his collection of Indian relics for nearly Cabinets. a ycar, and from this collection many concrete things concerning Indian life and dress have been taught many children. In another cabinet we have a collection of pottery from Central America. As a further piece of illustrative mat*'- rial of this sort are the Babylonian tablets which are frameil lietween glass exposing both sides. Anything of historic valu<' which citizens are willing to loan can thus be taken care of and turned to good use, as well as thereby preserving our own val- ual)le relics. Bulletin boards are used in the history room and in t!u> halls for displaying newspaper pictures, cartoons and articles, post cards and other pictures unmounted. This coiivenient Riiiietin Boards, mcaus of handling current news is worth wliile. In connection with the auditorium we are ena1)led to iis*- the stereopticon machine for throwing pictures on tlie scre(Mi to illustrate history and geography reports. A program in stereopticon. whicli the stcrcopticou or moving picture ma- chine is used is always enjoyed by the students, as well as be- ing profitable. A short quotation from the HISTORY TEACHER'S MAGAZINE * is pertinent at this point : "We are said to be still far behind France, Germany, and England in our estimate of the value of illustrative material and in our willingness to expend money for the same. Nevertheless, interest can be aroused and in almost any community some of the essential features of Ideal History an ideal history room can be evolved. Good working Hoom. desks where the pupils can draw maps, work out the interpretation of pictures, or solve some of the problems offered by source material, directly under the teacher's eye, are a first desideratum. Materials and tools for drawing, colored crayons, and suit- able paper for map work, paste pots and brushes, scissors, heavy card- board, assorted pieces of wood, manila paper, are some of the homely, but useful articles in the history workshop. Maps, charts, pictures, pieces of statuary, models are to be acquired according to the means of com- mand. ... A good lantern, plus a projectoscope for the use of postcards and chance pictures, is certainly most desirable. The educational value of the lantern exhibit is perhaps not equal to that of pictures and models, but it adds a large and vital element to the interest and enjoyment of a class. It should be borne in mind that, while to entertain or to give 'desultory information' is a legitimate purpose in the use of illustrative material, it is always decidedly a secondary one, and the fundamental purposes are: (1) to add definite and concrete knowledge to the pupil's store of historical information; (2) to awaken that lively historical curiosity which stimulates to independent reading and study without the imminent goad of the teacher's injunctions or the whip and spur of the periodical report card sent home to trouble parents. All illustrative material and equipment for the history rooms should be evaluated on this basis and acquired in the sequence suggested by these ends." *The use of Illustrative Material in Secondary Schools, by Maud Hamilton, of the Wisconsin High School of the University of Wisconsin. — History Teacher's Magazine, March, 1914. We like the idea of calling the history room a "Work- shop." We believe that all illustrative materials should aid in the main object in teaching history, and not become an end in themselves. Our experience is that there is too little use of such expedients for enlivening history work than too much. 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All inanimate objects shown here, with the exception of the chairs, were constructed in the Emerson School. The tables were constructed in the Emer- son Cabinet Shop under the supervision of Mr. S. S. Cowan. The mounted Perry pictures in the rear of the room were selected and mounted by several girls, who presented special reports upon Renaissance Art. Nearly all of these pictures have a typewritten explanation pasted on the back of the card. At this time the Balkan war had reached its second stage, and the map of the Balkan Peninsula was relegated to the rear wall. Beneath this is a chart which illustrates some of the leading campaigns of the Civil War with con- siderable detail. This latter was constructed by eighth year pupils. The chart. "The Way a Bill Becomes a Law," was voluntarily constructed by a ooy in the same class. This picture is inserted to show that the history room presents different kinds of illustrative material. The picture was taken during the summer session, and this explains the unconventional appearance of the instructor. LIBRARY OF CONGRESS 018 485 168 4 # ^rices Ten Cent!: