LB 
 
 
Class. 
 Book- 
 
 l4_ 
 

 
 1913-1314 
 
 IfiMk STATE DEPARTMENT OF PUBLIC INSTRUCTION 
 CHARLES A. OREATHOUSE, State Superintendent 
 
STATE OF INDIANA 
 
 THE TOWNSHIP 
 INSTITUTE 
 
 ITvv »U > .^ .. Issued by the 
 
 STATE DEPARTMENT OF PUBLIC 
 INSTRUCTION 
 
 1913-1914 
 
 CHARLES A. GREATHOUSE 
 State Superintendent of Public Instruction 
 
 J. I. HOFFMANN 
 
 Assistant Superintendent 
 
 ADELAIDE STEELE BAYLOR 
 General Assistant 
 
 INDIANAPOLIS 
 
 Wm. B. Burfwd. Comiartor for Slaie PrintinB and Binding 
 
 19H 
 
L~S>i7sn 
 
 D. OF D. 
 SEP 4 1913 
 
THE LAW ON TOWNSHIP INSTI- 
 TUTES. 
 
 [18S9, p. 67. Approved March 2, 1889.] 
 
 861. Township Institutes. 9. At least one 
 Saturday in each mouth during which the pub- 
 lic schools may be in progress shall be devoted 
 to township institutes, or model schools for the 
 improvement of teachers ; and two Saturdays 
 may be appropriated, at the discretion of the 
 township trustee of any township. Such insti- 
 tute shall be presided over by a teacher, or 
 other person, designated by the trustee of the 
 township. The township trustee shall specify, 
 in a written contract with each teacher, that 
 such teacher shall attend the full session of 
 each institute contemplated herein, or forfeit 
 one day's wages for every day's absence there- 
 from, unless such absence shall be occasioned 
 by sickness, or such other reason as may be ap- 
 proved by the township trustee, and for each 
 day's attendance at such institute each teacher 
 shall receive the same wages as for one day's 
 teaching: Provided, That no teacher shall re- 
 ceive such wages unless he or she shall attend 
 the full session of such institute and perform 
 the duty or duties assigned. (R. S. 1908, 
 §G637.) 
 
 1. A trustee failing to comply with the above Is 
 subject to prosecution and removal from office. 
 
 2. Teachers must take part. The object of this 
 institute is the improvement of the teachers of the 
 township. It seems to me that the powers necessary 
 to carry out this object are by common law conferred 
 upon the persons managing the institute. The object 
 of the institute will utterly fail unless the teachers 
 attending take part in the exercises. I think, there- 
 fore, the contract which the trustee makes with the 
 teachers, in relation to township Institutes, necessari- 
 ly requires the teachers to perform such reasonable 
 C'.\erciscs and duties as may be assigned to them. In- 
 deed, the statute provides that the trustee may desig- 
 
 3 
 
nate one of the teachers to preside over the town- 
 8hip institute. I am of the opinion that the mere 
 presence of a teacher at a township institute does not 
 fill the requirements of the law. 
 
 License may bk revoked for failure to attend 
 INSTITUTE. Teachers are required to attend town- 
 ship institutes, and for neglect thereof their licenses 
 may be revoked. Stone v. Fritts, 169 Ind. 361. 
 
 To the School Officials and Teachers: 
 
 The purpose of all institute work is to bring 
 about better teaching. The township institute 
 should accomplish more in this direction than 
 all other educational meetings combined. In 
 order that the teachers may reap the desired 
 results they should aid in bringing about the 
 existence of the very best school conditions. 
 The State Department prepares suggestive pro- 
 grams and the Reading Circle Board selects the 
 best books obtainable, but the thoroughness of 
 the work depends entirely upon the teachers. 
 
 One of the most potent factors in the suc- 
 cess of the institute is the township trustee. 
 He should be present at every meeting. He 
 should enforce the rules on punctuality and at- 
 tendance, and when he sees a teacher who 
 shirks his duty or whose attendance is short of 
 the full day, he should call the attention of the 
 teacher to these omissions. In these meetings 
 he learns the needs of his schools, and is 
 brought into close contact with his teachers. 
 He should lose no opportunity to invite and in 
 many instances should insist upon the patrons' 
 attending the township institute. 
 
 The trustee with the advice of the county 
 superintendent should select a competent and 
 experienced teacher as chairman of eacli insti- 
 tute, whose duty it is to take charge of the 
 work in the absence of the county superintend- 
 ent, And to carry out the instructions of the 
 superintendent and trustee. Care should be 
 taken to secure as leaders the strongest and 
 most scholarly teachers available. 
 
 The programs have been arranged to allow 
 two periods of each institute for the discussion 
 of some subjects in agriculture and domestic 
 science. The subjects in agriculture should be 
 discussed by the best farmers in the township, 
 
 4 
 
and the subjects in domestic science should be 
 discussed by persons who have given the sub- 
 jects special attention. The county superin- 
 tendent, township trustee, and teachers should 
 organize for the purpose of encouraging patrons 
 to attend the meetings of the township insti- 
 tute. Much of the indifference to schools is due 
 to ignorance of their methods and aims. The 
 discussions in a good, live institute will be in- 
 structive to the patrons, as well as helpful and 
 inspiriug to the teachers. Patrons should be 
 encouraged not only to attend, but also to par- 
 ticipate in the discussions. They will be espe- 
 cially interested in the subject-matter of Ell- 
 wood's "Sociology and Social Problems," and 
 should be called on to lead in the presentation 
 of .«;ome of these topics. There is no doubt that 
 the patrons will be helped in such discussions 
 and the teachers will accomplish much by get- 
 ting the patrons' point of view. 
 
 I hope the year 191.1-1914 will be the best of 
 all years for the townsliip institute in Indiana. 
 
 To the Patrons: 
 
 The betterment of the rural schools depends 
 upon patrons as well as teachers. 
 
 Every movement to aid the teachers in their 
 work should be encouraged and supiwrted by 
 the patrons. The township institute can be 
 made a very valuable agent in promoting rural 
 schools and rural conditions, but to do this it 
 needs the presence of the patrons. Can you not 
 set aside one day each month to join in the dis- 
 cussion of problems that affect the welfare of 
 your children and the life of your community? 
 
 The township institutes for 1913-1914 have 
 been planned with your presence in mind. There 
 is something in every institute for you. The 
 second institute is given over to the discussion 
 of the moral training of your children both at 
 home and in the school. A consideration of 
 the health of your children and the sanitary 
 conditions of your home and the school will find 
 place in this outline, while every institute has 
 some topics that vitally concern you. 
 
 You will find both the Reading Circle books 
 Interesting and helpful, especially the Sociology, 
 
 5 
 
dealing as it must necessarily, with some mat- 
 ters of great interest to progressive farmers. 
 
 The author of the book writes the following 
 to show its relation to the farmer and his in- 
 terests : 
 
 "A study of sociology demonstrates that 
 the organization of the family on the farm 
 is the most normal, and the most nearly 
 ideal ; at the same time, a historical study 
 of the development of the 'family' (Chap- 
 ter VI) demonstrates the evils for which 
 we must watch, and which we must avoid, 
 if possible. (In this connection, the reasons 
 set forth in this book, for the decadence of 
 Rome's great civilisation, are very interest- 
 ing.) A knowledge of sociology shows how 
 these basal family relations (the sanctity 
 and preservation of which are essential to 
 the continuance of any society) may be ad- 
 justed, progressively, to modem conditions. 
 With a knowledge of those influences and 
 industrial conditions which tend to break 
 up the family as an institution, the farmer 
 will be able to avoid and counteract such 
 conditions, as they increasingly affect farm 
 life. 
 
 "A knowledge of sociology will make plain 
 to the farmer, and his boys and girls, the 
 great dangers involved in the drift of pop- 
 ulation cityward, and Chapter XI, 'The 
 Problem of the City,' will probably help to 
 'keep the boy on the farm,' where in four 
 cases out of five, he will be much better off. 
 
 "The farmer can appreciate especially 
 those sections in this lx)ok which show the 
 bearings of biology and evolution on social 
 problems, for he has already learned in 
 his business the basal facts of these sci- 
 ences. Some (if not all) of the sociologist's 
 most important problems originate in the 
 'struggle for existence,' and 'survival of the 
 fittest,' which apply to human beings, and 
 to economic groups or units, just as inex- 
 orably as to the lower animals. 
 
 "As sociology is concerned also with the 
 commercial and industrial activities of 
 
 6 
 
man, his wealth-getting and his wealth 
 using, the farmer, whose class is the great- 
 est real producer of wealth, should under- 
 stand this subject thoroughly. 
 
 "The farmer needs to know the great 
 signifiance, in many ways, of our decreas- 
 ing birth rate, and the complex and various 
 causes thereof, particularly those resulting 
 from industrial conditions. 
 
 ''The farmer, as our food producer, should 
 certainly understand what is meant by the 
 Malthusian theory, and its modern adapta- 
 tion; and in the same connection, the 
 farmer should know the pros and cons of 
 immigration. 
 
 "The farmer is certainly interested in the 
 only known sure cure for pauperism — farm 
 labor ; for he knows that his supply of the 
 latter is limited, decreasing, and often un- 
 reliable. 
 
 "Many of our greatest philosophers sin- 
 cerely believe that a socialistic rearrange- 
 ment and management of farm work is 
 inevlttible, and the farmer should know 
 what light the study of sociology throws 
 on this topic. 
 
 "The importance of the new vocational 
 laws being passed in nearly every State, 
 and particularly in Indiana, and the in- 
 creased emphasis given to agricultural in- 
 struction, are thoroughly discussed in Ell- 
 wood's Sociology ; also some of the 'social' 
 aspects of farm life. In this connection, 
 the last five pages of the book under the 
 caption, 'The Socialized Education of the 
 Future,' are extremely interesting." 
 
 Will you not come, and by your presence and 
 participation in the discussion of the topics 
 make these institutes the most inspiring and 
 beneficial that Indiana teachers have yet 
 known ? 
 
The status of a community may be 
 measured in terms of the co-operation 
 between teachers and patrons — between 
 school and home. 
 
 EVERY INSTITUTE DAY IS PATRON'S 
 DAY. 
 
FIRST INSTITUTE. 
 
 9 :00 a. m. 
 
 Ojieniiig Exercises. 
 
 Roll Call. Response : How can the teacher 
 manifest special interest ai problems af- 
 fecting the immediate si'luwl community? 
 
 9 :30 a. m. 
 Advice to teachers, and plans for the school 
 
 year. 
 Discuss importance of teachers' outlining 
 their work for at least a week in advance. 
 County Superiuteudeiii. 
 10:00 a. m. 
 Relation of trustee to teachers and schools. 
 
 a. Results to be obtained during the school 
 
 year. Township Trustee. 
 
 b. Relation of teachers to township trustee. 
 
 Teacher. 
 10:.30 a. m. 
 Intermis.siou. 
 
 10:4,5 a. m. 
 
 Every-day Problems in Teaching. 
 
 Chapter I. I'roblenis of School Room 
 
 Government. 
 Discuss the chapter under the following 
 headings : 
 
 1. Earlier day methods of discipline — 
 
 What factors have produced a new 
 regime in school government? 
 
 2. What relation does attention on the 
 
 part of the pupil have to order iu 
 the school room? Name devices for 
 securing this attention. 
 '.]. Relatiou of relaxation to order in the 
 school room : 
 
 a. The pupil's relaxation. 
 
 b. The teacher's relaxation. 
 
 1. What of physical defects in the teacher 
 ami in tlie pn|)il, as causes of dis- 
 order' ? 
 
 9 
 
Answer questions 1, 2, 5, 7, 9, 11, 12, 13, 
 14, 15, 21, 23 and 30 on pages 342-344. 
 
 Leader : 
 
 11 :45 a. m. 
 
 Report of Program Committee on work for 
 the next institute. 
 
 1:30 p. m. 
 How can the district school help the farmer 
 by the teaching of agriculture? 
 
 A farmer : 
 
 2:00 p. m. 
 How can the district school help the farmer's 
 wife by the teaching of domestic science? 
 
 A farmer's wife : 
 
 2 :30 p. m. 
 Intermission. 
 
 2 :45 p. m. 
 Ellwood's Sociology and Modern Social Prob- 
 lems. 
 Chapter I. The Study of Society. 
 Chapter II. The Bearing of the Theory of 
 Evolution upon Social Problems. 
 Questions for Teachers: 
 
 CHAPTER I. 
 
 1. What are the principal problems with 
 
 which sociology deals? 
 
 2. Why should the teacher of history know 
 
 something about sociology? 
 
 3. Why should every teacher who wishes to 
 
 be scientific urfSerstand sociology? 
 
 4. Is there any relation between sociology 
 
 and socialism? 
 
 5. What is the relation of sociology to social 
 
 reform ? 
 
 CHAPTER II. 
 
 1. What is Spencer's theory of universal 
 
 evolution? What are the four phases, 
 or stages, of universal evolution? 
 
 2. What five effects has war had upon so- 
 
 cial evolution? 
 
 3. What is the relation of cooperation and 
 
 competition in social evolution? 
 
 10 
 
4. From the sociological standpoint, what is 
 
 morality ? 
 
 5. Is a mechanical conception of human 
 
 societj^ necessitated by the theory oi 
 evohition through natural selection? 
 Questions for Teachers and Patrons : 
 
 1. What do we mean when we speak of 
 
 "society" ? 
 
 2. What is sociology? 
 
 S. Why should the statesman and every 
 other citizen know something about so- 
 ciology? 
 
 4. What is the relation of sociology to s(v 
 
 clalism? 
 
 5. What is the bearing of sociology upon so- 
 
 cial reforms? 
 
 6. What do you know about evolution? And 
 
 why can the theory of evolution help 
 us to understand present-day social 
 problems? 
 
 7. What is an institution? 
 Questions for Patrons: 
 
 1. Do you want to keep your children on 
 
 the farm? Why? % 
 
 2. Do you believe in the depopulation of 
 
 farm lands? Pages 234-235. 
 
 3 :45 p. m. 
 Miscellaneous. 
 
 11 
 
SECOND INSTITUTE. 
 
 Moral Education. 
 9:00 a. m. 
 Opening Exercises. 
 
 Roll Call. Response : What is the aim of all 
 educalion? Wliy?' 
 
 0:30 a. m. 
 
 1. What may parents unwittingly do that will 
 
 cultivate in their children habits of un- 
 truthfulness? Dishonesty? 
 
 Patron : 
 
 2. What may teachers unwittingly do that 
 
 will cultivate in their pupils habits of 
 untruthfulness ? Dishonesty ? 
 
 Teacher : 
 
 3. Would your attitude toward a six year old 
 
 child who told a falsehood be the same 
 
 as your attitude tow^ard a child of twelve 
 
 or fourteen years, who told a falsehood? 
 
 ratron and Teacher : 
 
 4. Is an unruly child necessarily an immoral 
 
 child ? Explain. 
 
 Teacher : 
 
 10:00 a. m 
 
 1. What effect will the food, cleanliness, and 
 
 general surroundings of the home have 
 uix)n the moral training of a child? 
 
 Patron : 
 
 2. What effect will the cleanliness and gen- 
 
 eral sanitary conditions of the school 
 
 liave upon the moral training of a child? 
 
 Teacher : 
 
 3. What are the regulations of the State 
 
 Board of Health regarding quarantining 
 against disease? Medical inspection? 
 
 Teacher : 
 
 4. Relation of the teacher to unsanitary con- 
 
 ditions in the community. 
 
 Teacher : ■ 
 
 5. Relation of the patron to unsanitary con- 
 
 ditions in and about the school. 
 
 Patron : 
 
 12 
 
10:r.O a, m. 
 Intermission. 
 
 10:45 a.m. 
 
 ycK'iology and Modern .Social Problems. 
 Chapter III. The Function of the Family 
 
 in Social Organization. 
 Chapter IV. The Orisiu of the Family. 
 Chapter V. The Forms of the Family. 
 Chapter VI. The Historical Development 
 of the Family. 
 Questions for Teachers : 
 
 CHAPTER III. 
 1. Upon what two institutions does western 
 civilization rest? 
 
 2. Why may tlie family be regarded as the 
 
 primary social institution? 
 
 3. What are the functions of the family? 
 
 a. Its primary function? 
 
 b. Its function in conserving social i>os- 
 
 sessions ? 
 
 c. Its function in aiding social prog- 
 
 ress. 
 
 4. In what ways may the family life be re- 
 
 garded as a school? 
 
 5. What does this suggest to you as to what 
 
 should be the relation between the 
 school and the family? 
 
 CHAPTER IV. 
 
 1. What two facts constitute the biological 
 
 foundation of the family? 
 
 2. What is the origin, meaning, and influ- 
 
 ence of sex in life, and in society? 
 
 3. What is the influence of parental care in 
 
 organic evolution and in social evolu- 
 tion? 
 
 4. What about the family life of the lower 
 
 human races, and what does this show 
 as to the origin of the family? 
 
 5. Is the family a man-made institution? 
 
 What about human society in general? 
 
 CHAPTER V. 
 
 1. Why do human institutions vary from 
 
 age to age? 
 
 2. What were the paternal and patriarchal 
 
 forms of the family? 
 13 
 
3. If we assume that the primitive form of 
 
 the family was monogamous, how is it 
 that other forms arose? 
 
 4. Why do we find the most advanced peo- 
 
 ples practicing monogamy? 
 
 5. What are the social advantages of 
 
 monogamy? 
 
 CHAPTER VI. 
 
 1. Why is the historical development of the 
 
 family among the Romans of peculiar 
 interest to us? 
 
 2. What were the steps in the decadence, 
 
 or breaking down of the pati'iarchal 
 family ? 
 
 3. What can you say about the decadence 
 
 of the later Roman family life? 
 
 4. What does this show in general about 
 
 the causes of social changes? 
 
 5. What was the influence of early Chris- 
 
 tianity upon the family? 
 Questions for Teachers and Patrons : 
 
 1. Why may the family be regarded as the 
 
 primary social institution? 
 
 2. What are the functions of the family in 
 
 human society? 
 
 3. Should other things in society be subordi- 
 
 nate to the needs and requirements of 
 family life? 
 
 4. Does the family exist in the animal world 
 
 below man? 
 
 5. Is the family a man-made institution? 
 
 6. What would be the effect if "free love" 
 
 were practiced in human society? 
 
 7. What are the social advantages of mo- 
 
 nogamy as a form of the family? Can 
 civilized human society afford to toler- 
 ate any other form? 
 Questions for Patrons: 
 
 1. Is material and economic progress neces- 
 
 sary to the happiness and betterment 
 of the race? Discuss. 
 
 2. Would a just distribution of material 
 
 goods insure the future happiness of 
 manlsind? 
 
 14 
 
11 :45 a. m. 
 Report of Program Committee on work for 
 tlie next institute. 
 
 1 :30 p. m. 
 
 1. Is there any relation between satisfying 
 
 the desire of cbilclren for beautiful sur- 
 roundings and tbeir moral training? 
 Patron and teacher : 
 
 2. What can the home do to satisfy the so- 
 
 cial life of the chUd, that will advance 
 his moral growth? 
 
 Patron : 
 
 3. How may the play grounds be used as an 
 
 agent in moral education? 
 
 Teacher : 
 
 2:00 p. m. 
 
 1. What relation have the teasing and tor- 
 
 menting of children to their moral devel- 
 opment? 
 
 Teacher and patron : 
 
 2. Should the friendships of boys and girls 
 
 be commented upon lightly and regarded 
 with suspicion by the elders? 
 
 Patron : 
 
 3. What relation have habit and clear meth- 
 
 ods of thinking to moral development? 
 
 Teacher : 
 
 2 :30 p. m. 
 Intermission. 
 
 2:45 p. m. 
 Every-day Problems in Teaching. 
 Chapter II. Discipline. 
 
 Discuss this chapter under the following 
 headings : 
 
 1. The spoiled child and his happiness. 
 
 2. Why should children be let alone? 
 
 3. How do new times bring new problems 
 
 in discipline? 
 
 4. Corporal punishment vs. soft methods of 
 
 training. 
 Answer questions 3, 6, 8, 9, 10, 11, 13, 14, 
 15, 10,19, 21, 23, 24, 27, 29, pages 344-347. 
 
 3:45 p. m. 
 Miscellaneous. 
 
 15 
 
THIRD INSTITUTE. 
 
 Reading. 
 1):U0 a. ru. 
 Opening Exercises. 
 
 Roll Call. Resjjouse. Why Is Reatlinji; a 
 fundamental subject? 
 
 9 :30 a. m. 
 
 1. How can the teacher obtain the best re- 
 
 sults in reading-? 
 
 2. Should the teacher do a great deal of oral 
 
 reading before the class? Discuss fully. 
 Leader : 
 
 3. Schemes for correcting errors in reading. 
 
 Leader : 
 
 10:00 a. m. 
 
 Conduct an eighth grade chiss in oral reading. 
 An eighth grade teacher : 
 
 10:30 a. m. 
 Intermission. 
 
 10:45 a. m. 
 
 Every-day Problems in Teaching. 
 Chapter III. Fair Tlay in the School Room. 
 Discuss tliis chapter under the following 
 headings : 
 
 1. How secure the cooperation of pupils in 
 
 cases of discipline? What is group loy- 
 alty? 
 
 2. How may a teacher g-.iin respect of the 
 
 pupils? How lose it? Effect of school 
 room injustice? Illustrate fully. 
 
 3. Should correction of pupils be public or 
 
 private? Reasons for answer. What 
 other quality should characterize school 
 room discipline? Why? 
 
 4. Why do children desire to communicate 
 
 to one another in the school room? 
 Disastrous effects of too much com- 
 munication in scliool room. How cor- 
 rect the tendency to communicate? 
 
 16 
 
Answer questions 1, a, 5, S, 9, 10, 11, 12, 21, 
 24, 2S, 29, 31, 33, pages 348-352. 
 
 Leader : 
 
 11 :45 a. m. 
 Report of Program Committee on work for 
 the next institute. 
 
 1 :30 p. m. 
 The object of teaching Agriculture. Why 
 should the people of Indiana study Agricul- 
 ture? 
 
 Patron or teacher : 
 
 2:00 p. m. 
 
 1. The purpose of teaching the subject of 
 
 cooking. 
 
 2. What knowledge is necessary? 
 o. What utensils are needed? 
 
 Patron or teacher : 
 
 2:30 p. m. 
 Intermission. 
 
 2:45 p. m. 
 
 Sociology and Modern Social Problems. 
 Chapter VII. The Problem of the Modem 
 
 Family. 
 Chapter VIII. The Growth of Population. 
 Questions for Teachers : 
 
 CHAPTER VII. 
 
 1. What is the problem of the modern 
 
 family ? 
 
 2. How far do divorce statistics throw light 
 
 upon this problem? 
 
 3. If vice has not increased, why may we 
 
 still regard the divorce movement as a 
 grave symptom of serious evils? 
 
 4. Why must we regard divorce, or the in- 
 
 stability of the family, as an evil in 
 society ? 
 
 5. Why must we rely upon moral educa 
 
 tion to bring about lasting social re- 
 form? Has the school any duty in this 
 matter of reconstituting our family 
 life? 
 
 17 
 
CHAPTER VIII. 
 
 1. Why is France's population stationary? 
 
 Are all elements in Uie population of 
 tlie United States increasing in num- 
 ber? 
 
 2. What are . the causes of the declining 
 
 birth rate among certain elements of 
 the population of the Unite<l States? 
 Are these causes wliolly voluntary, or 
 involuntary? Wholly economic, or 
 moral ? 
 
 3. What are the causes which influence 
 
 death rate in general? What is the 
 standard death rate for an enlightened 
 American community? 
 
 4. What was Malthus' famous theory of the 
 
 growth of population? What adverse 
 criticism can you bring against Mal- 
 thus' theory? 
 
 5. Can we have laws of social phenomena 
 
 in the same sense in which we can have 
 laws of physical phenomena? Why not? 
 Is sociology', then, a trustworthy sci- 
 ence? 
 Questions for Teachers and Patrons : 
 
 1. What caused the decadence of family life 
 
 and of civilization among the ancient 
 Romans? 
 
 2. How far did early Christianity elevate 
 
 and purify the family life? 
 
 3. Why is the modern American family the 
 
 most unstable since Christianity began? 
 
 4. How far does the United States lead all 
 
 other Christian civilized countries in 
 the matter of divorce? 
 
 5. Is divorce distributed evenly among all 
 
 classes in American society? 
 
 6. What are the causes of the great in- 
 
 crease of divorce in the United States 
 in the last forty years? 
 
 7. How can the divorce evil, or the insta- 
 
 bility of the family, be remedied in 
 American society? 
 
 8. What do the population statistics of lead- 
 
 ing modex'n civilized nations show about 
 the future of those nations? 
 
 18 
 
9. Why should everyone be interested in 
 vital statistics, especially the birth rate 
 and the death rate of his community"? 
 10. What are the causes of the decline of the 
 birth rate among certain elements in 
 American society? 
 Questions for Patrons : 
 
 1. Would it be wise to transfer capital from 
 
 private ownership and management to 
 public ownership and management? 
 Discuss. 
 
 2. Name ten essentials of a normal social 
 
 life. 
 
 3 :45 p. m. 
 Miscellaneous. 
 
 lU 
 
FOURTH INSTITUTE. 
 
 English. 
 9 :00 a. m. 
 Opening Exercises. 
 
 Roll Call. Response: Quotation from an 
 American author. 
 
 9:30 a. m. 
 Metliods by which good results may be ob- 
 tained in teaching letter writing and com- 
 position work in the fourth grade. 
 
 Leader : 
 
 Methods by which good results may be ob- 
 tained in teaching the essentials of a sim- 
 ple, compound and complex sentence. 
 An eighth grade teacher : 
 
 10:00 a, m. 
 With a class of pupils, dramatize a Reading 
 Lesson in the Fourth or Fifth Reader and 
 show" the value of such work in English. 
 
 10:45 a. m. 
 
 Every-day Problems in Teaching. 
 Chapter VII t. Teaching the Arts of Com- 
 munication. 
 Discuss as follows: 
 
 1. Show how a child gets the meaning of 
 
 words, and tlie chief distinction be- 
 tween the child and the adult in attend- 
 ing to objects or situations. 
 
 2. a. When does a child begin to learn 
 
 words effectively ? 
 
 b. What of the dictionary and its defini- 
 
 tions? 
 
 c. How must words be learned? Why? 
 
 3. What is meant by tlie social basis for 
 
 language learning? Why should mo- 
 tives be supplied? 
 
 4. Wliy is tlie young man who insisted upon 
 
 set formal phrases in all his pupils' 
 
 20 
 
expressious referred to ;is the victim 
 of an unsound educational philosopliy? 
 
 Are we agreed upon wbieli words and ex- 
 pressions may l>e called slang? Illus- 
 trate. 
 
 Does our speech change? Illustrate. 
 
 What should be the attitude of the teach- 
 er toward the use of slang? Why? 
 5. Suggest means to enable the child tt> re- 
 tain his naturalness of expression iu the 
 schoolroom. Give illustrations of af- 
 fectation in expression and of natural- 
 ness iu expression. 
 
 0. How may children be taught to memorize 
 
 witliout waste of time? 
 Answer questions 1, 2, G, 7, 9, 10, IG, 17, 18, 
 21. 24, 25, 30, 32, 34, pages 372-375. 
 
 11 :45 a. m. 
 Reixjrt of I'rogram Committee on worli for 
 tlie next institute. 
 
 1 :30 p. m. 
 
 1. A brief discussion of the origin of soils. 
 
 2. The nature and composition of soil, peat, 
 
 muck, clay, loam, sand, and gravel. 
 .'J. Importance of the condition of the soil. 
 
 Leader : 
 
 2 :U0 p. m. 
 
 1. The purpose of teaching the subject of 
 
 sewing. 
 
 2. What knowledge is necessary? 
 ;>. What material is needed? 
 
 Leader : 
 
 2:.'50 p. m. 
 Intermission. 
 
 2 Art p. m. 
 Sociology and Mixlern Social Problems. 
 Chapler IX. The lumiigi-ation Pi'oblem. 
 Chapter X. The Negro Problem. 
 Questions for Teachers : 
 
 CHAPTER IX. 
 
 1. What can you say about immigration as 
 
 a universal social i>henomenon, and its 
 causes in both ancient and modern 
 
 times? 
 
 « 
 
 21 
 
2. What can you say about tlie history of 
 
 immigration into the United States? 
 
 3. Discuss the geographical distribution of 
 
 our immigrants, especially our recent 
 immigrants. 
 Discuss the distribution of these immi- 
 grants in our industries. 
 
 4. Has immigration increased crime? 
 
 Has it increased poverty and pauperism? 
 
 5. What are the arguments for a more 
 
 careful selection of our immigi-ants, or 
 for the reasonable restriction of immi- 
 gration? 
 
 Is it likely that the school can alone 
 solve the immigration problem? 
 
 What positive measures should be 
 adopted to aid in the assimilation of 
 the immigrants admitted? 
 
 What do you think should be done with 
 Asiatic immigrants? And why? 
 
 CHAPTER X. 
 
 1. What is the fundamental factor involved 
 
 in all race problems? 
 What is the influence of racial heredity 
 In social evolution? 
 
 2. What has brought about the peculiar 
 
 racial heredity of the negro? 
 How far is slavery responsible for the 
 negroes' jjresent condition in the United 
 States? 
 
 3. I s the proportion of negroes increasing or 
 
 decreasing in the population of the 
 
 United States? 
 How is the negro population distributed 
 
 geographically? 
 Why is the movement of the negro to the 
 
 cities a bad thing? 
 
 4. Do these vital statistics warrant the con- 
 
 clusion that the negro is destined to die 
 out in our Southern States? If not, 
 what conclusions would you draw? 
 What do industrial conditions among 
 American negroes show as to their 
 power to accuuuilate property and as 
 to their general industrial efficiency? 
 
 22 
 
5. What solutions have been proposed for 
 the negro problem? Why must we rely 
 upon industrial training as a chief ele- 
 ment in the solution? 
 Questions for Teachers and Patrons: 
 
 1. What can you say about the class of im- 
 
 migrants which we are receiving today 
 as compared with those that came 
 thirty years ago? 
 
 2. Where do the immigrants settle in this 
 
 country, and why? 
 
 3. Has immigration added to the population 
 
 of the country? 
 
 4. Are present laws (1913) adequate to se- 
 
 cure a careful selection of immigrants 
 entering the United States? 
 
 5. Why should we exclude Asiatic laborers 
 
 from settling in this country? 
 
 6. What is the cause of the main differences 
 
 between the negro and the white man? 
 
 7. Is the negro population of this country 
 
 increasing or dying out? 
 
 8. How far can industrial training solve the 
 
 negro problem, and what difficulties are 
 there in the way of its application? 
 Questions for Patrons : 
 
 1. Of the four regulative institutions of so- 
 ciety — government, law, religion, and 
 education — which is the more effective 
 in adjusting the individual to the re- 
 quirements of complex social life? 
 Why? 
 
 3:45 p. m. i i | 
 
 Miscellaneous. 
 
 23 
 
FIFTH INSTITUTE. 
 
 Gcoijraphy ami History. 
 0:00 a. m. 
 Opening Exercises. 
 
 Roll Call. Eesponse : In what ways can yon 
 correlate the subjects of Geography and 
 History in your teaching? 
 
 9:30 a. m. 
 E very-day Problems in Teaching. 
 Chai)ters IV and V. Teaching I'upils to 
 
 Think. 
 Discuss the chapters as follows : 
 
 CHAPTER IV. 
 
 1. ll(nv is necessity a spur to clear think- 
 
 ing? 
 
 2. Apply the sui)reme test of a good method, 
 
 to a history lesson. 
 
 0. a. How may historical ideas be applied 
 
 to every-day life? 
 
 b. Illustrate lack of effective thinking in 
 
 Civil Government. 
 
 c. By what method may this be reme- 
 
 died? Illustrate fully. 
 
 d. Studj' the examination questions on 
 
 Civil Government on page 364 and 
 criticize them with reference to 
 their value in creating effective 
 thinking. 
 4. Discuss fully clear thinking in Arithme- 
 tic under these topics : 
 
 a. Verbal reading and study. 
 
 b. Useful problems. 
 
 c. The cure for inaccurate thinking. 
 Answer questions 3, 6, 10, 11, 12, 14, 18, 20, 
 
 21, pages 352-355. 
 
 CHAPTER V. 
 
 1. a. A concrete instance of obscure teach- 
 
 ing. 
 
 b. How remedied? 
 
 c. Illustrate from Geography. 
 
 2. Effect Of teaching facts without binding 
 
 them together in causal relations. 
 
 24 
 
3. Why is gWKi'aphy a good subject for ef- 
 
 fective thiuking? 
 
 4. a. Show how pupils may be taught to be- 
 
 come self-helpful, 
 b. Show how tliis may be neglected. 
 
 5. Discuss Home Study and the typical 
 
 parents' method of helping the child. 
 Illustrate. 
 Answer questions 1, 2, 5, 6, S, 10, 11, 13, 14, 
 
 pages o56-35S. 
 Study and criticize the examination ques- 
 tions in I'hysiology and Agriculture, pages 
 359-3G4. 
 
 10:30 a. m. 
 Intermission. 
 
 10:45 a. m. 
 
 1. Outline and present to the institute the 
 
 \\ork to be completed in geography, the 
 first three years of a child's school life. 
 
 Leader : 
 
 2. Why should teachers correlate with history 
 
 studies such current events as touch the 
 people or countries studied? Illustrate. 
 
 Leader : 
 
 11:15 a. m. 
 
 1. How can you associate local geographical 
 
 conditions with local history? 
 
 Leader : 
 
 2. Show what effect geographical conditions 
 have had upon United States histoi-j'? 
 
 Leader : 
 
 11 :45 a. m. 
 
 Report of Program Committee on work for 
 next institute. 
 
 1:30 p. m. 
 1. a. Some important farm crops. 
 
 b. When and how to plow for corn? 
 
 c. Fitting the land after plowing. 
 
 d. Planting the corn. 
 
 Farmer : 
 
 2. a. How can the teacher's instruction in do- 
 mestic science help in the care of the 
 home? 
 b. How can parents help the teacher in this 
 ^instruction? 
 
 Leader : 
 
 i 25 
 
2:00 p. m. 
 Soil diseases — Tillage of the soil — Improve- 
 ment of the soil. 
 
 Farmer : 
 
 How can the teaching of Domestic Science aid 
 in the sanitation, decoration, and economy 
 of the home? 
 
 Farmer's wife : 
 
 2:30 p. m. 
 Intermission. 
 
 2:45 p. m. 
 Sociologj' and Modern Social Problems. 
 Chapter XI. The Problem of the City. 
 Chapter XII. Poverty and Pauperism. 
 Questions for Teachers : 
 
 CHAPTER XI. 
 
 1. Why may the city be regarded as "the 
 
 greatest of all the problems of modern 
 civilization" ? 
 
 2. What distinguishes the modern city from 
 
 older cities? 
 
 3. What can you say about the growth of 
 
 cities in the United States? 
 
 4. What about the relative increase of the 
 
 urban and rural population of the 
 United States since 1890. 
 
 5. What have been the great social causes 
 
 of the growth of cities since the begin- 
 ning of the 19th century? 
 Why do women and people in the active 
 period of life frequently migrate to the 
 cities? 
 
 CHAPTER XII. 
 
 1. What is the distinction between poverty 
 
 and pauperism? 
 
 2. Are all poverty and all pauperism indica- 
 
 tions of "unfitness" in society? 
 
 3. What are the objective causes of pov- 
 
 erty? 
 What are the subjective causes? 
 Can the subjective causes be reduced to 
 
 objective causes? 
 
 4. What in general must be done in order 
 
 to provide a scientific remedy for pov- 
 erty and pauperism? 
 26 
 
What are the dangers of public outdoor 
 relief, aud how can they be met? 
 5. Is there a place for private charity along- 
 side of public? What should it do? 
 What should be the work of preventive 
 agencies? 
 Questions for teachers and patrons : 
 
 1. Is tlie city population of the United 
 
 States increasing more rapidly than the 
 rural population? 
 
 2. What was the rate of increase for cities 
 
 aud for rural districts of the United 
 States between 1900 and 1910? 
 
 3. How is the rural problem related to the 
 
 city problem? 
 
 4. What made the great growth of cities in 
 
 the 19th century? 
 
 5. Will the "bacli-to-the-farm" movement 
 
 probably check the growth of cities? 
 
 6. What is the difference between poverty 
 
 and pauperism? 
 
 7. About how many dependents are there 
 
 in the United States, and how many 
 people who live below the poverty line? 
 
 8. Is pauperism often hereditary in fami- 
 
 lies? Why? 
 
 9. What is the scientific remedy for poverty 
 
 and pauperism? 
 Questions for Patrons: 
 
 1. Are you interested in the relations be- 
 
 tween the city and rural districts? 
 
 2. Which is the better for the individual — 
 
 city or farm? 
 
 3. Does the immigration problem seriously 
 
 affect you in regard to the hiring of 
 farm hands, etc.? 
 
 4. As a farmer, do you not l>elieve it neces- 
 
 sary to know something in regard to the 
 big things, s-iuch as the immigration 
 problem, problem of the city, education, 
 etc., besides knowing how to raise corn 
 and sweet potatoes? 
 
 3 :45 p. m. 
 Misqpllaueous. 
 
SIXTH INSTITUTE. 
 
 Arithmetic and Iffi Applications. 
 9:00 a. m. 
 Opening Exercises. 
 
 Roll Call. How is tlie truly educated man 
 the one who can apply the principles he 
 has learned, to the everyday problems of 
 life? 
 
 9:30 a. m. 
 
 Sociology and Modern Social Prohlems. 
 
 Chapter XIII. Crime. 
 
 Chapter XIV. Socialism in the light of 
 Sociology. 
 
 Chapter XV. Education and Social Prog- 
 ress. 
 
 Questions for Teachers : 
 
 CHAPTER XIII. 
 
 1. What is crime? 
 
 How would you define the criminal? 
 
 2. What can you say about the extent of 
 
 crime in the United States? 
 
 What can you say al>i)ut the iirobable cost 
 of crime in the United States, as com- 
 pared with the cost of our public school 
 system V 
 
 Is crime increasing in the Unitetl States? 
 
 0. What different institutions should be in- 
 
 cluded in a rational prison system? 
 What substitutes may be employed for 
 imprisonment, and under what condi- 
 tions ? 
 
 4. Row should delinquent children be 
 
 treated. 
 
 5. What evidence is there that there is a 
 
 relation between physical degeneracy 
 and crime? 
 
 CHAPTER XIV. 
 
 1. I»o you think there is any "short-cut" to 
 
 the solution of social problems? 
 
 28 
 
2. What do socialists share with all enlight- 
 
 ened humanitarian workers? 
 
 3. Do sociological criticisms apply to them, 
 
 with tlie same force? 
 
 4. Wliat are the things essential to a nor- 
 
 mal social life, according to Professor 
 Devine? 
 
 5. Is it probable that these can be provided 
 
 through scientific social reform? 
 
 CHAPTER XV. 
 
 1. What are the two general laws which 
 
 underlie social progress? 
 In view of this, what two possible ways 
 are there in bringing about an improve- 
 ment in human society? 
 
 2. What is the function of education in 
 
 human society? 
 I low far has education controlled social 
 development in the past? 
 
 3. What is socialized education? 
 
 Is it simply industrial, and vocational 
 training? 
 
 4. What place must the social sciences oc- 
 
 cupy in a socialized education? 
 Why cannot we have efiicieut social serv- 
 ice without social knowledge? 
 
 5. IIow will social education remove the 
 
 three menacing evils now threatening 
 American society — namely, exaggerated 
 individualism, materialism, and lack of 
 UKiral freedom ? 
 Questions for Teachers and Patrons: 
 
 1. Wliat is the extent and cost of crime in 
 
 the United States? Is crime increas- 
 ing in the United States? 
 
 2. What ai'e the causes of crime? 
 
 3. What is the scientific remedy for crime? 
 
 4. How would you define socialism? 
 
 5. What cnticisms may be brought against 
 
 socialism from the standpoint of sociol- 
 ogy? 
 
 0. What are the conditions essential to a 
 normal social life? 
 
 7. How does social progress depend upon 
 the character of the individual? 
 
 S. What do we mean by social progress? 
 29 
 
9. Wliat is the function of education in so- 
 ciety ? 
 10. now can education aid in bringing about 
 better social progress in the future, and 
 in lielping to solve the social problem? 
 Questions for Patrons : 
 
 1. What is your opinion of the importance 
 
 of the vocation of agriculture, as com- 
 pared with that of other occupations? 
 Page 229. 
 
 2. Is it not to your benefit to know some- 
 
 thing of the problem of the modern 
 family? Note especially pages 126-129. 
 
 3. Are you acquainted with the growth of 
 
 population in comparison with the food 
 supply? In all events you will probably 
 wish to know more concerning this re- 
 lation, especially since you control the 
 output, or more briefly — Is population 
 necessarily limited by the food supply? 
 Why ? 
 
 4. How will the law for industrial educa- 
 
 tion recently passed by the Legislature 
 tend to decrease pauperism? 
 
 10:30 a. m. 
 Intermission. 
 
 10:45 a. m. 
 
 In teaching the number 6, should a teacher 
 do all that is possible to be done with it 
 before beginning any work with any suc- 
 ceeding numbers. If not, why not? 
 
 Leader : — — 
 
 The highest end to be aimed at in number 
 work is absolute accuracy in the application 
 of ideas of number to the realities of life. 
 And after accuracy in importance comes 
 rapidity. Explain. 
 
 Leader : 
 
 11 :15 a. m. 
 
 Using the institute as a class, develop the 
 idea of "decimal fractions" to a class in the 
 grades. 
 
 Teacher : 
 
 11 :45 a. m. 
 
 Report of Program Committee on work for 
 next institute. 
 
 30 
 
1 :30 p. m. 
 
 Drainage of soils. Do all soils require it? Ef- 
 fects of tile drainage during drought. 
 Drainage as a government problem. 
 
 Farmer : 
 
 How does the gasoline engine help in lessen- 
 ing the work of the farm? 
 
 a. Cleaning the house. 
 
 b. Laundry. 
 
 c. Dairying. 
 
 Farmers wife : 
 
 2 :00 p. m. 
 
 Show how Arithmetic may be vitalized 
 through the teaching of such subjects as 
 ^Manual Training, Agriculture, and Domes- 
 tic Science. 
 
 Leader : — — 
 
 2 :30 p. m. 
 Intermission. 
 
 2 :45 p. m. 
 Every-day Problems In Teaching. 
 Chapters VI and VII. Teaching Pupils to 
 Execute. 
 Discuss Cliapters as follows : 
 
 CHAPTER VI. 
 Automatic facility in execution. 
 
 1. Spelling: 
 
 a. Spelling lists. 
 
 b. Choice of words. 
 
 c. Drill. 
 
 d. Syllabication in spelling. 
 
 e. Habits of study. 
 
 f. Auditory familiarity In spelling. 
 
 2. Handwriting : 
 
 a. A lesson from abroad. 
 
 b. Illustrate how technique may be ex- 
 
 alted above context. 
 
 c. Instruction in technique: Result of 
 
 too much emphasis on technique. 
 
 d. How develop ideas of lightness and 
 
 rapidity in the place of power and 
 effect? 
 Answer questions 1, 3, 5, 10, 13, 14, 15, 16, 17, 
 20, 21, 23, 25 on pages 365-368. 
 
 31 
 
CHAPTER VII. 
 
 1. Music: 
 
 a. Illustrate the placing of technique as 
 of first importance in both instrn- 
 niental and vocal music instruction. 
 1). Why should general motor come be- 
 fore special vocal execution V 
 What of the child's interest in 
 
 action songs? 
 Why is singing often formal and 
 mechanical? 
 
 c. What is the relation between lin- 
 
 guistic and musical symbols? 
 
 d. Should emphasis be placed on the 
 
 higher or lower unities in teaching 
 music? Why? 
 .Sliould either be ignored? Reason 
 for answer. 
 
 2. Drawing : 
 
 1. Difference between representation 
 and reproduction, 
 
 3. Arithmetic: 
 
 1. Relation of reasoning to automatic 
 
 facility in Arithmetic. 
 
 2. Danger of overemphasizing analysis. 
 Answer questions 2 3, 4, 5, 6, 9, 10, 11, 12, 17, 
 
 18, 19, pages 369-371. 
 
 3:45 p. m. 
 
 I\Iiscellnnc(»iis. 
 
 32 
 
SEVENTH INSTITUTE. 
 
 R^siim^ of Bchool Year. 
 A School Exhlhit. 
 9:00 a. ra. 
 Opening Exercises. 
 
 Roll Call. Response: How may a careful re- 
 view by the teacher of his work for one 
 school year become a basis on which to 
 make improvements the next school year? 
 
 9:30 a. m. 
 
 1. Name specific instances of pronounced suc- 
 
 cess in some method used by you during 
 the year. Describe the method. 
 
 Leader : — 
 
 2. Name some specific instances of pronounced 
 
 failures in some methods attempted dur- 
 ing the year. Descril>e the methods. 
 
 Leader : 
 
 9:50 a. m. 
 
 1. What plans used by you in any of the 
 
 school work during the past year, do you 
 Intend to modify for this coming year? 
 Why? 
 
 Leader : 
 
 2. Describe the case of at least one pupil in 
 
 your scluK)l during the past year, ui whom 
 you noted decided improvement, morally. 
 How were you an agent in bringing this 
 about? 
 
 Leadei' : 
 
 10:10 a. m. 
 Intermission. 
 
 10:20 a. m. 
 
 Every-day I'rublems in Teaching. 
 
 CHAPTERS TX AND X. 
 Discuss chapters as follows: 
 
 Chapter IX. Tendencies of Novices in 
 Teaching. 
 
 33 
 
1. Name and elaborate upon nine defects 
 
 reported in tlie worli of the secondary 
 school teacher, fresh from college. 
 
 2. a. What do you mean by the dynamic vs. 
 
 the static attitude? Illustrate, 
 b. Illustrate what you mean by appro- 
 priate reaction to what is offered. 
 
 3. a. Must a teacher simply question his 
 
 pupils? 
 
 b. What is the value of effective lectur- 
 
 ing? 
 
 c. Discuss the "Quiz Master." 
 
 4. How many novices fail by making formal 
 
 rules cover too many cases? By lack 
 of authority? By being imperious? By 
 undue haste in the school room? 
 
 5. How does humor aid in school room suc- 
 
 cess? 
 Answer questions 2, 3, 5, 6, 7, 10, 11, 13, 1.5, 
 
 16, 17, 18 on pages 376-385. 
 Chapter X. Education of Girls. 
 
 1. Describe the school in Menomonie, Wis., 
 
 known as Stout Institute. 
 
 2. To what extent has this work spread? 
 
 3. What serious defects in the teaching of 
 
 domestic science? Is this true in other 
 subjects? 
 
 4. Of what practical value is the study of 
 
 Algebra, in the education of girls? For- 
 eign language? 
 
 5. What will be the course of study for the 
 
 girl of tomorrow? 
 Answer questions 1, 2, 4, 5, 6, 8, 10, 11, 13, 15, 
 20 on pages 386-388. 
 
 11:20 a. m. 
 
 Dinner for patrons and teachers. 
 
 If the Domestic Science classes in your town- 
 ship are prepai-ed to do so, the dinner may 
 be served in whole or in part by the stu- 
 dents of those classes. 
 
 1 :30 p. m. 
 Sociology and Modern Social Problems. 
 Questions for Teachers and Patrons : 
 1. Is it reasonable to believe that the devel- 
 opment of the social sciences will show 
 us the way to remove social evils? 
 34 
 
2. What is the prime purpose of education? 
 
 3. What is education? 
 
 4. May not a boy from a mentally short 
 
 family become self-supporting by being 
 taught to be a good cariienter, cabinet 
 maker or iron worker when he could 
 not learn Latin or Mathematics to any 
 proficiency ? Discuss. 
 
 5. Cannot girls from poor and improvident 
 
 families be made good housewives by a 
 practical training in sewing, cooking, 
 milliuerj^ etc.? Discuss. 
 Cannot the number of candidates for the 
 poor farm, from the younger genera- 
 tion, be diminished, and taxes to sup- 
 port this Institution be invested in in- 
 dustrial education for better profits? 
 Discuss. 
 
 6. What economic practical plan can be de- 
 
 vised by which the scarcity of help in 
 the counti'y can be met by transferring 
 to the country the surplus in the city? 
 Could the indigents in our city streets 
 be contracted to the farmer through 
 some scheme of apprenticeship? 
 
 7. Would not compulsory medical inspection 
 
 among the country poor be a profitable 
 investment and tend to prevent the in- 
 crease of pauperism? Should not med- 
 ical supervision and economical restric- 
 tions be instituted against the marriage 
 of paupers? Discuss. 
 
 S. What effect has the advent, into rural 
 communities, of the Italian or Hun- 
 garian farmer? Can these laborers be 
 used to advantage on the farm? 
 
 9. What remedies can be offered for the de- 
 sertion of the farm by the daughter 
 and son? 
 10. Can some of the modern advantages of 
 the cities, such as libraries, amuse- 
 ments, etc., be brought to the rural 
 communities and keep the young peo- 
 ple in the country? Discuss. 
 
 2: 30 p. m. 
 Intermission. 
 
 35 
 
2:45 p. m. 
 
 1. What improvements were made in the san- 
 
 itary conditions of your school building 
 and grounds during the past year? How 
 did you aid to bring tliis about? 
 
 Leader : 
 
 2. How did you aid in improving the appear- 
 
 ance of your school rooms and school 
 grounds during the past year? 
 
 Leader : 
 
 3. How did you aid in bringing about a closer 
 
 co-operation between the home and the 
 school ? 
 
 Leader : 
 
 4. How did you participate in the community 
 
 life? 
 
 Leader : 
 
 3:15 p. m. 
 Inspect school exhibit. 
 
 36 
 
MORAL EDUCATION. 
 
 Tho chief lliiDg in the education of a child 
 is not the acquisition of a certain definite 
 amount of information, or the grasp of certain 
 fundamental principles of knowledge, but the 
 development of proper habits of living, a dis- 
 trust for tlie things that will weaken him 
 physically and mentally, and a clear insight 
 into and desire to follow out those lines of 
 conduct that will make him honest, frank, 
 and fearless, ready and quick to decide on mat- 
 ters of right and wrong living. 
 
 The development of such character is not a 
 matter of instruction at some particular period 
 in the day, for the cultivation of right habits 
 rather than the teaching of morality in the ab- 
 stract has grown to be the recognized method 
 in the training of children, and is identified 
 with every activity at home and in the school. 
 
 The daily example of teacher and parent, 
 theiir sincere attitude toward all affairs no 
 matter how trivial, the methods adopted by 
 them for setniring good work, the terms on 
 which obedience is exacted, are great contrib- 
 uting agencies to this formation of character in 
 the young people. 
 
 Children are imitative and unconsciously 
 choose for ideals the older people whose meth- 
 ods of living satisfy their youthful tastes. 
 These tastes may come from literature, from 
 associations, and from community life In gen- 
 eral. Naturally their ideals are found em- 
 bodied in those with whom they come in daily 
 (ontact— their parents and teachers. The re- 
 sponsibility, then, of furnishing ideals of liv- 
 ing for young people is one of the greatest 
 resting upon i)a rents and teachers. 
 
 It is not an easy matter for a parent to per- 
 suade his sqii that it is unwise for him to fol- 
 low out certain lines of conduct, when he him- 
 37 
 
self contiuiies in the foi-bidden paths, nor is it 
 easy for a teaclier to direct the lives of pupils 
 in moral channels if he habitually violates the 
 laws of proper conduct. 
 
 The frank, honest, clean, straightforward 
 lives of parents and teachers will always prove 
 powerful stimuli in the formation of proper 
 habits of living in the young people. Tlie 
 father who cheats his neighbor in an exchange 
 of goods, or who takes advantage of his 
 strength to push his weaker competitor to the 
 wall in a business deal, need not be surprised 
 if his son cheats himself by copying his lessons 
 from his seat mate, or passes his examination 
 by the aid of concealed papers and note books. 
 
 The teacher who pretends to know what he 
 does not know, who slides tlirough his school 
 work with the smallest margin of knowledge 
 and training, must not be surprised if he 
 turns boys out into the world whose cheapness 
 is not slow in asserting itself. The teacher 
 who attempts to shine before his boys by boast- 
 ing of the things he did in college, of the 
 schemes to which he resorted to hoodwink his 
 professors, must expect to find himself sooner 
 or later a victim of the same schemes from his 
 own pupils. 
 
 Parents and teachers who do not meet their 
 business obligations cannot expect to train 
 boys and girls to feel their business and civic 
 responsibility. 
 
 Not only will parents and teachers by theii* 
 daily lives be great agents in the formation of 
 character, but the attitude they assume, the 
 plans they adopt to inspire the children to 
 improve in their work, will have a pronounced 
 effect upon the future of these young people. 
 The parent and teacher who do not continually 
 look beyond grades, premiums and prizes to 
 the real value of the work cannot expect to 
 find in the boys and girls higher motives for 
 study. 
 
 It is not strange when a mother offers her 
 daughter one dollar if she makes 100% in the 
 spelling lesson that the child is tempted to 
 have the words written out and concealed in 
 her lap, so she can copy them when the hour 
 38 
 
for the lesson comes. Neither the parent r.->r 
 the child sees anything beyond the hii^h gr.uie 
 Flow much better for the mother to have said, 
 "Whenever you know these words In spelling, 
 so you can write them at home for me, or spell 
 them correctly in a letter, I shall give you 
 one dollar." In the one place the prize is offered 
 for a grade, in the other for actual knowledge. 
 Rut better still for the parent, if she can arouse 
 a pride in the daughter that will make her see 
 that there is a social value in being able to 
 spell correctly. 
 
 Parents and teachers must be absolutely 
 honest and square with their children. O'Shea's 
 chapters on "Discipline" and "Fair Play" in 
 "]<]verydny Problems in Teaching" are full of 
 excellent and helpful suggestions on this point. 
 
 Luther Burbank-in the "Training of the Hu- 
 man Plant" says: 
 
 "Tn the successful cultivation of plants 
 there must be absolute honesty. I mean 
 this in no fanciful way, but in the most 
 I)ractical and matter-of-fact fashion. You 
 cannot attemi>t to deceive nature or th\\art 
 her or be dislionest with her in any par- 
 ticular without her knowing it, without 
 the consequences coming back upon your 
 own head. Be honest with your child. Do 
 not give him a colt for his very own, and 
 then, when it is a three-year-old, sell it 
 and pocket tlie proceeds. It does not i>ro- 
 voke a tendency in children to follow the 
 Colden Rule, and seldom enhances their 
 admiration and respect for you. It is not 
 sound business policy or fair treatment; 
 it is not honest. 
 
 "Here let me say that the wave of pub- 
 lic dishonesty which seems to be sweeping 
 up over this country is chiefly due to a lack 
 of proper training — breeding, If you will — 
 in the formative years of life. Be dis- 
 honest with a child, whether it is your 
 child or some other person's child — tlis- 
 honest in word or look or deed, and you 
 have started a grafter. Grafting, or steal- 
 ing — for that is the better word — will 
 never «be taken up by a man whose forma- 
 
the years have been spent in an atmosphere 
 of ahsolnte honesty. Nor can you be dis- 
 honest with your cliild in thonsjht. The 
 rhild reads your motives as no otlier hu- 
 njan being reads tlieni. He sees into your 
 own heart. The child is tlie purest, truest 
 tiling in the world. It is absolute truth : 
 that's why ^ye love children. They l<now 
 instinctively whether you are true or dis- 
 honest witii them in thought as well as in 
 deed ; you cannot escape it. The child may 
 not always show its knowledge, but its 
 .iiidgmont of you is unerring. Its life is 
 stainless, open to receive all impressions, 
 just as is the life of the plant, only far 
 more pliant and responsive to influences, 
 and to influences to which no plant is ca- 
 pable of being responsive. 
 
 "Teach the child self-respect; train it in 
 self-respect, just as you train a plant into 
 better ways. No self-respecting man was 
 ever a grafter. Make the boy understand 
 what money means, too, what its value and 
 importance. Do not deal it out to him 
 lavishly, but teach liim to account for it. 
 Instil better things into him, just as a. 
 plnnt-breeder puts better characteristics 
 into a plant. Above all, bear in mind repe- 
 tition, repetition, the use of an influence 
 over and over again. Keeping everlasting- 
 ly at it, this is what fixes traits in plants 
 — the constant repetition of an influence 
 until at last it is irrevocably fixed and will 
 not change. You cannot afford to get dis- 
 couraged. You are dealing with something 
 far more precious than any plant — the 
 priceless soul of a child." 
 
 Direct study of living characters outside of 
 liome and school may be made by citing chil- 
 dren to the splendid men and women about 
 tliem who are the real citizens of their com- 
 munity, and showing them what kind of living 
 lias developed such types. 
 
 Wonderful aids in the moral training of chil- 
 dren are the lives of the great men and women 
 who are famous in history and literature, but 
 40 
 
not less powerful should be the example of 
 those citizens who arc livnig and whose daily 
 work is an open book to the rising generati<jn. 
 
 From the remote past have come the names 
 and deeds of great personialities, and in the 
 present we can point with pride to men and 
 women who have achieved great things, but of 
 vast importance to these young people will be 
 the lives of the plain, common people, the citi- 
 zens who live simply and devote themselves to 
 the cause of right. 
 
 On the passing of a man, the editor of the 
 Indiana Farmer, we read in one of our city 
 papers the following : "He belonged to that 
 type of citizenship which has helped to give 
 Indiana its high rating in intelligence and 
 moral progress. Earnest, conscientious, re- 
 ligious, active in business, but also in the pro- 
 motion of good causes, this man in his quiet, 
 inconspicuous way, was an influence for good 
 and worthy of emulation. Such men, attending 
 with care to the duties nearest them, yet at the 
 same time finding opportunity for social serv- 
 ice, are strong factors in the general uplift and 
 progress of the community, the largeness of 
 the place they have filled often being scarcely 
 realized until they have passed and left it 
 empty." 
 
 Isn't it worth while for fathers and mothers 
 and teachers to discuss the characters of such 
 people in the home, and in "the school? Call 
 the attention of the children to those in theeir 
 midst who arc, and those who are not socially 
 efficient, and show them how habits may lead 
 to either standard. 
 
 Biography will always be a great incentive 
 to form high ideals. A writer has said "in 
 future, morals will be taught only through 
 biography." A book entitled "Character Les- 
 sons in American Biography for Public School 
 and Home Instruction," has been prepared for 
 this special purpose, with incidents in the lives 
 of great characters! so arranged as to show tho 
 value of obedience, helpfulness, kindness, cheer- 
 fulness, good manners, cleanliness, truthful- 
 ness, patriotism, kindness to animals, self- 
 respect, and self-reliance. 
 41 
 
The recreation periods in school and the so- 
 cial life of the children at home need careful 
 and intelligent superviseion. It is just as im- 
 portant for a teacher to know what is being 
 done on the playground as in the schoolroom. 
 It is in their games that children learn to be 
 laws unto themselves ; it is there that they 
 learn self-restraint and self-reliance, two in- 
 valuable qualities in a moral life. 
 
 Parents must provide, in the home, for the 
 social life of their children. The father who is 
 too busy making money and the mother who is 
 too busy keeping house, to find time to arrange 
 for entertainment in the home need not wonder 
 if their children seek amusement in a question- 
 able manner and with undesirable associates. 
 In the performance of any task moral train- 
 ing finds place. If children in the home and 
 in the school are permitted to present slovenly, 
 inaccurate work, they will perform slovenly 
 and inaccurate work when they are rendering 
 service in the larger social unit of which they 
 will become a part in maturity. 
 
 Careful investigations, diligence in procuring 
 accurate data for class work, clear, logical 
 reasoning with the highest motive — the dis- 
 covery or establishment of true principles will 
 promote habits of truth and honesty. "One who 
 really has confidence in truth — truth alike of 
 science, of philosophy and of history — will de- 
 sire to see truth sought and advanced along all 
 the diverse lines in which it is to be found." 
 
 More attention should be paid everywhere to 
 how all children perform the allotted work and 
 the perfection with which it is done and less 
 to the bare accomplishment of it. Accurate 
 perception, memorizing, thinking and speaking 
 need more and more attention and encourage- 
 ment. "Let a teacher attempt to lighten the 
 task of himself or his pupil by accepting an 
 inexact observation, a slipshod remembrance, 
 a careless statement, or a distorted truth, and 
 he will corrupt the child's character no less 
 than his intelligence." This applies as well in 
 the home as in the school. 
 
 "Showing off," either in school or at home, 
 where the whole exercise is purely superficial, 
 42 
 
Is understood clearly by children, and leads 
 them to distrust parents and teachers, and at 
 the same time to practice deception. lieiwrts 
 of the acts and speeches of children, tinted 
 with the extravagances that the doting elders 
 are bound to attach to them, should not be 
 made in the presence of the children, for the 
 moral effect is not desirable. 
 
 The introduction of vocational work in the 
 scliools will be a great aid in the moral train- 
 ing of children by fostering habits of accuracy, 
 industrjs neatness and perseverance. In the 
 sewing, the girls will form tastes for simple, 
 suitable dresses made by their own hands ; in 
 the cooking, they will learn what nourishing 
 food is and how to prepare it 
 
 Tills work, attended with less classroom re- 
 straint than the more formal subjects of study, 
 will be rich in opportunities for conversation 
 between pupils and teachers where the latter 
 can show the application of this work to the 
 broad realities of life. 
 
 While the old methods of abstract moral iur 
 struction failed of themselves to bring desired 
 results, yet there is today a grave error in the 
 tendency to make all moral training indirect. 
 Some of the most wholesome lessons that can 
 come to boys and girls are those of direct sound 
 advice through friendly conversations between 
 parents and children, teachers and pupils. We 
 are too ready to beg the question and talk in 
 moral riddles, lest we ma.y blunder In some 
 way. The greatest oversight of the century in 
 the education of the children both in the home 
 and in the school is the tendency to always 
 touch moral problems in a roundabout, indirect 
 way. Young people need direction and advice 
 without the mincing of words as to cleanliness, 
 proper nourishment, simple, comfortable cloth- 
 ing and proper exercise, all of which have a 
 large influence on the moral life. Tell them di- 
 rectly that the body is made up of cells whose 
 burning makes possible the various bodily ac- 
 tivities; that every boy and every girl needs to 
 live a well balanced life — just enough rest to 
 balance the energy expended, just enough food 
 to replace what has been burned up. Exposure 
 43 
 
of the bony to great cold or to high temperature 
 results ni wholesale destruction of body cells. 
 
 Boys and girls need simple direct counsel 
 from tlie exiierienced people with whom they 
 are associated. 
 
 Dr. Andrew D. White says : "The great thing 
 needed to be taught in this country is truth, 
 simple ethics, the distinction between right 
 and wrong." 
 
 These questions have, in a way, been evaded 
 in instructing the youth. The school has placed 
 the responsibility on the home and the home on 
 the school and both on the church, and mean- 
 while the children have been losing out. It is 
 time for a common counsel and understanding 
 between the liome and the school, and an as- 
 suming of responsibility for the moral train- 
 ing of these children. 
 
 A report just issued by a voluntary com- 
 mittee of nationally prominent social workers 
 investigating the morals of working girls, men- 
 tions among the most important contributing 
 causes of immorality among girls, lack of re- 
 ligious and ethical training, injurious home in- 
 fluences, lack of industrial efficiency, idleness, 
 and love of finery. These are all evils to be 
 remedied by simple, direct, practical moral 
 teachings. We have swung too far in this age 
 of science and investigation from some of the 
 simple, old-fashioned things like the Bible with 
 its religious instruction in the home. Children 
 are growing up ignorant of some of the oldest 
 and most sacred truths. 
 
 Parents and teachers must face these prob- 
 lems squarely and realize that they, in the rear- 
 ing and educating of children, must always see 
 in every lesson taught, every duty required, 
 every task performed, something above and be- 
 yond the immediate result. 
 
 44 
 
SUGGESTED READING FOR TEACH- 
 ERS AND PATRONS. 
 
 To those who do not have aoresR to local 
 public libraries, the bonks named in the follow- 
 ing lists will be furnished on request by the 
 Public I-ibrary Commission of Indiana, Roon, 
 lOi State House, through the Traveling Li- 
 brary. There is no charge for the use of these 
 books, other than the cost of transportation. 
 
 AGRICULTURE; 
 
 Agee, Alva. Crops and Methods of Soil Im- 
 provement. 
 
 Bailey, Liberty Hyde. Country life movemenl. 
 The state and the farmer. 
 Training of farmers. 
 
 Bricker, Garland Armor. Teaching of Agricul 
 ture in the High School. 
 
 Butterfield, Kenyon Leach. Chapters In Rural 
 Progress. 
 Country School and the Rural Problem. 
 
 Burkett, Stevens & Hill. Agriculture for Be- 
 ginners. 
 
 Carver, Thomas Nixon. Principles of Rural 
 Economics. 
 
 Fisher & Cotton. Agriculture for the Common 
 Schools. 
 
 Fiske, G. Walter. Challenge of the Country. 
 
 Fletcher, Stevenson Whitcomb. Soils, How to 
 Handle and Improve Them. 
 
 Gillette, John M. Constructive Rural Sociologj*. 
 
 Hunt, Thomas Forsythe. How to Choose a 
 Farm. 
 The Young Farmer. 
 
 King, Franklin Hiram. The Soil, Its Nature, 
 Relations, and Fundamental Principles of 
 Management. 
 
 Lipman, Jacob Goodale. Bacteria in Relation 
 to Country Life. 
 
 Mann, Albert Russell. Beginnings in Agricul- 
 ture. 
 
 45 
 
Plunkett, Sir Horace Curzon. Rural Life Prob- 
 lem ill tlie United States. 
 
 Warren, George Frederick. Elements of Agri- 
 culture. 
 
 Wilson, Warren Hugh. Evolution of the Coun- 
 try Community. 
 
 CHILD STUDY AND MORAL TRAINING. 
 
 Bloomfield, Meyer. Vocational Guidance of 
 Youth. 
 
 Cabot, Mrs. Ella (Lyman). Ethics for Chil- 
 dren. 
 
 Dewey, .John. Moral Principles in Education. 
 
 Forbnsh, Wm. Byron. The Boy Problem. 
 The Coming Generation. 
 
 Hall, Granville Stanley. Youth, Its Education, 
 Regimen, and Hygiene. 
 
 Key, Ellen Karoliua Sofia. The Century of the 
 Child. 
 
 McKeever, Wm. Arch. Farm B(jys and Girls. 
 Training the Boy. 
 
 Palmer, George Herbert. Ethical and Moral 
 Instruction in Schools. 
 
 Sisson, Edward Octavius. Essentials of Char- 
 acter. 
 
 Tracy, Frederick, and Stumpfl, Joseph. Psy- 
 chology of Childhood. 
 
 DOMESTIC SCIENCE. 
 
 Barrows, Anna. Principles of Cookery. 
 
 Bevier, Isabel. The House; Its Plan, Decora- 
 tion and Care. 
 
 Carpenter, Frank O. Foods and Their Uses. 
 
 Dodd, Margaret Eliot. Chemistry of the 
 Household. 
 
 Dooley, Wm. II. Textiles. 
 
 Elliott, Sophronia Maria. Household Bacteriol- 
 ogj'. 
 
 Gibbs, Charlotte M. Household Textiles. 
 
 Morris, Josephine. Household Science and Arts 
 for Elementary Schools. 
 
 Norton, Mrs. Alice (Peloubet). Food and Diet- 
 etics. 
 
 Richards, Mrs. E. II. (Swallow). Cost of Food. 
 
 Snyder, Harry. Human Foods and Their Nu- 
 tritive Value. 
 
 46 
 
Ten-ill, Bertha M. Household Management. 
 Watson, Kate Heintz. Textiles and Clothing. 
 Williams and Fisher. Theory and Practice of 
 Cookery for Schools. 
 
 EDUCATION. 
 
 Bas,'ley, Wm. Cliandler. Classroom Manage- 
 ment. 
 
 Bcrle, A. A. The School in the Home. 
 
 Betts, George Herbert. The llecitatiou. 
 
 Brown, John Franklin. The American High 
 School. 
 
 Cubberley, Ellvvood P. Improvement of liural 
 Schools, 
 
 Davenport, Eugene. Education for Effi'.iency. 
 
 Dean, Arthur Davis. Tlie Worker and the 
 State. 
 
 Dewey, John. Moral Principles in Education. 
 
 Dinsmore, John Wirt. Teaching a District 
 School. 
 
 Elior, Charles W. lOducation for Efiicieucy. 
 
 Foght, Harold Waldstein. The American 
 liural School; Its Characteristics, Its Future, 
 and Its Problems. 
 
 Hyde, Wm. DeWitt. The Teacher's Philosophy 
 In and Out of School. 
 
 King, Irving. Social Aspects of Education. 
 
 McMurry, Frank Morton. How to Study and 
 Teaching How to Study. 
 
 Munroe, James Phinney. New Demands iu Ed- 
 ucation. 
 
 Perry, Arthur Cecil. Problems of the Element- 
 ary School. 
 
 Row, Robert Keable. Educational Meaning of 
 Manual Arts and Industries. 
 
 Snedden, David Samuel. Problem of Vocational 
 Education. 
 
 Thorndike, Edward Lee. Principles of Teach- 
 ing Based on Psychology. 
 
 SANITATION AND PUBLIC HEALTH IN 
 AND OUT OF SCHOOL. 
 Allen, W. II. Civics and Health. 
 Bashmore, Harvey Brown. Sanitation of a 
 
 Country House. 
 Johnson. George Ellsworth. Education by Plays 
 and Games. 
 
 47 
 
Ogden, Henry Neely. Rural Hygiene. 
 
 Pyle, Walter I^. Manual of Personal Hygiene. 
 
 Richards, Mrs. E. H. (Swallow). Eugenics. 
 Sanitation in Daily Life. 
 
 Terman, Lewis Madison. The Teacher's Health. 
 
 Woodworth, Robert Sessions. Care of the 
 Body. 
 
 SOCIOLOGY. 
 
 Baker, Ray Staunard. Following the Color 
 Line. 
 
 Commons, John Rogers. Races and Immigrants 
 in America. 
 
 Dealey, James Quayle. The Family in Its So- 
 ciological Aspect. 
 
 Sociology ; Its Simpler Teachings and Appli- 
 cations. 
 
 Elhvood, Charles Abram. Sociology and Mod- 
 ern Social Problems. 
 
 Jenks, Jeremiah Whipple. The Immigration 
 Problem. 
 
 McDougall, William. Introduction to Social 
 Psychology. 
 
 Ross, Edward Alsworth. Foundations of So- 
 ciology. 
 
 48 
 
m^: 
 
 INDIANA YOUNG PEOPLE'S READ- 
 ING CIRCLE BOOKS. 
 
 READ THE FOLLOWING CONDITIONS. 
 
 1. The Mailiac Price most be sent for all order* unoiutiag to 
 less than $3.00, and for all orders to be eent where there is do 
 
 express ofiBee. 
 
 2. Give name of express office to which you wish books sent: 
 If you have no express office in your tow-n, please state name oi 
 town and office to which you wish books sent. 
 
 3. These books will be sent, transportation prepaid, on receipt 
 of prices given below, prior to July 1st, 1915. 
 
 4. Money may be sent by Draft. Money Order or Eecistered 
 Letter. 
 
 ii 
 
 e 3 
 
 List of Tonoc People's Readiac Cirde 
 Books for Year 1913-1914. 
 
 By Ex- 
 press or 
 Freight. 
 
 By 
 Mail. 
 
 SECOND GRADE. 
 
 The Second Brownie Book 
 
 What the Pictures Say 
 
 That's Why Stories 
 
 Live Dolls in Fairyland 
 
 $1.55 
 
 TBIBO GRADE. 
 
 Evenings With Grandma 
 
 Hassan In Egypt 
 
 Around the World, Book Three 
 
 Hollow Tree and Deep Woods Book . 
 $1.60 
 
 rOUBTH GBADE. 
 
 Ji-Shib, The Ojibwa 
 
 The Story of Lumber 
 
 When Sarah Saved the Day 
 
 Honey Sweet 
 
 $2.05 
 
 FIFTH AND BIXTB OBADEB. 
 
 In Oldest England 
 
 Stories of Useful Inventions 
 
 Six Girls and the Seventh One 
 
 With the Flag in Panama 
 
 $2.40 
 
 SEVENTH AND EIGHTH GBADES. 
 
 The Story of Indiana 
 
 Northern Trails 
 
 Anne of Avonlea 
 
 Rolf in the Woods 
 
 52.85 
 Set of twenty books 
 
 $0 25 
 30 
 35 
 65 
 
 $10 45 
 
 $0 30 
 35 
 40 
 80 
 
 70 
 
 80 
 
 85 
 
 1 CO 
 
 $12 1.5 
 
 HIGH SCHOOL OH.\DES. 
 
 Riley Farm-Rhymes ; . 
 
 Deering of Deal 
 
 Miss Billy 
 
 One Way Out 
 
 83 00 
 Complete Set of twenty-four books 
 
 $0 72 
 77 
 79 
 72 
 
 $0 80 
 
 85 
 85 
 80 
 
 $13 45 
 
 $15 45 
 
 All orders for books should bo sent to J. Walter Dunn, 534 
 American Central Lifa^uilding, Indianapolis, Ind. 
 U list price were paidfor these 24 liooka they wonid east $24.03. 
 
 49 
 
Gay lord ]5ros. 
 
 Makers 
 
 Syracuse, N. Y, 
 
 PAT. JAN. 21, 1908 
 
1019747 966 8