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 Social Activities for Rural Schools 
 
 Published Quarterly by the Lewiston State Normal School at 
 Lewiston, Idaho. 
 
 Entered as second-class matter, August 5, 1905 , at the Postoffice at 
 Lewiston, Idaho, under Act of Congress of July 16, 1894. 
 
Social Activities for Rural Schools 
 
FOREWORD. 
 
 The report of the Country Life Commission and the 
 results of observations made by students of the social 
 conditions of rural communities have emphasized the need 
 of a more active play spirit throughout the entire rural 
 community. The position of the country school, being as 
 it is an organization non-sectarian and purely democratic 
 in its conception and at the same time actively in contact 
 with most rural homes, through the medium of the chil- 
 dren in the school, seems a very useful but at present lit- 
 tle used, agency for infusing new life and vigor into the 
 social activities of the rural community at large. To as- 
 sist teachers who desire to undertake work of this kind, 
 the rural department presents the material of this bulle- 
 tin. 
 
 Miss Addie M. Ayer, supervisor of Rural Training 
 Schools, has gathered a wealth of material which should 
 enable a progressive teacher to make specific plans for 
 almost any type of community social activity. It is hoped 
 that this bulletin will prove of valuable assistance to coun- 
 try teachers. 
 
 EARL S. WOOSTER, 
 
 Dean of Rural Department. 
 
SOCIAL ACTIVITIES IN RURAL SCHOOLS 
 
 The need of more social life in country communities is ac- 
 knowledged by everyone and particularly by the country people 
 themselves as is shown in the report of the Country Life Commis- 
 sion. It is a recognized fact that the lack of social intercourse 
 is one of the principal causes of the farm owners moving to town 
 in such numbers and the dissatisfaction and and restlessness of 
 the young people of rural dstricts. Because the nature of farm 
 life tends toward routine and because there has been such a lack 
 of neighborhood gatherings, leadership has not been developed as 
 in urban communities. What is everybody’s business is nobody’s 
 business and the slow growth of country life can be traced to that 
 fact rather than to the inferior intelligence of rural population. 
 
 The Teacher’s Responsibility 
 
 Because of the teacher’s position as the leader of children, 
 she is often looked up to by the whole community as the one “to 
 start things” of a social nature. That fact is not appreciated by 
 the young teacher, who as a student and follower most of her life, 
 is suddenly placed into a position of authority. Wherever an en- 
 deavor has been made to bring people together for social life, 
 appreciation of her efforts has been shown by a general and 
 enthusiastic response. If a teacher understands and is in sympa- 
 thy with country life and has a clear vision of what the local dis- 
 trict may become, there is no end of good that will grow from 
 such a leadership. As one teacher said, “We may be pardoned 
 for making mistakes but we cannot be excused for not taking 
 some initiative.” She should have faith as expressed by Miss 
 Carney in the Country Life Creed given in her book Country Life 
 and the Country School. 
 
 “I believe that the great underlying problem of country life is 
 the problem of keeping a standard people upon our farms. 
 
 To solve this problem I believe it is necessary to make coun- 
 try life fully satisfying. 
 
 This satisfaction, I believe farmers will bring to themselves 
 through learning to cooperate in the upbuilding of a complete 
 community life. 
 
 Great agencies are already established and more or less ade- 
 quately furnishing as instruments of cooperation and community 
 building. Chief among these are the home, the country church, 
 the farmers’ organization, and the country school. 
 
2 
 
 Of these I believe the school to be temporarily first in leader- 
 ship and influence because cooperation is a question of education, 
 and education is the special responsibility of the school. 
 
 I believe that in communities where homes are defective, 
 churches closed, and farmers’ organizations wanting, the school 
 may become the agency of progress toward all improvement, even 
 teaching the service of other institutions and leading the service 
 of other institutions and leading to their establishment and re- 
 generation. 
 
 I believe that the school can do yet more ; that it can also 
 teach the necessity of its own redirection and upbuilding. 
 
 But back of this program of action stands the country teacher. 
 For her I believe, in a type of training that will supply this infor- 
 mation, the special adaptability, and, above all, the vision, to 
 make this end attainable. 
 
 In her and in her ability to justify the responsibility thus 
 placed upon her, I also believe. 
 
 Therefore, my conclusion of belief in the leadership of the 
 country teacher and in the teachers office as a chief immediate 
 factor in the solution of the farm problem.” 
 
 Leadership 
 
 It may seem that the organization of social life is one more 
 burden placed on the already over-worked rural teacher but she 
 needs the social contact and recreation as much as the children and 
 patrons and if her initiative is well directed the responsibility will 
 not fall heavily upon anyone. With a little executive ability and 
 a good deal of tact, all the latent capacities of the neighborhood 
 will be employed and new leaders will be discovered. In an ad- 
 dress on the Social Center made by President Wilson he said of 
 this hidden talent for leadership : “Do you look to the ranks of 
 the men already established in authority to contribute sons to 
 lead the next generation ? They may, sometimes they do, but you 
 can’t count on them, and what you are constantly depending on is 
 the rise out of the ranks of unknown men, the discovery of men 
 whom you have passed by, the sudden disclosure of capacity you 
 had not dreamed of, the emergence of somebody from some place 
 of which you had thought the least, of some man unanointed from 
 on high, to do the thing that the generation calls for. Who would 
 have looked to see Lincoln save a nation? Who that knew Lin- 
 coln as a lad and a youth and a young man — but all the while there 
 was springing up in him as if he were connected with the very 
 soil itself, the sap of a nation, the vision of a great people, a 
 sympathy so ingrained and intimate with the common run of men 
 that he was like the people impersonated sublimated, touched yith 
 genuis. And it is to such sources that we must always look.” 
 
3 
 
 Democratic Spirit of Country Life 
 
 Country people are naturally democratic and there is no 
 danger of an organization being the opposite if the leader is tact- 
 ful. In some small towns mistakes have been made in allowing 
 class or sectarian spirit to creep into the social life and those who 
 have needed the neighborhood contact most have been barred from 
 such activities. Nearly everyone likes to have a part in things 
 whether he acknowledges it or not and because that fact has not 
 been recognized there has been a multiplicity of churches and in 
 most sections we are further from church union than ever before. 
 The teacher, as a leader, must appreciate the danger 
 of an undemocratic social organization and try to 
 reach all in the community by appealing to the 
 common interests and diversified talents. There should be a 
 study of local conditions to find what the common interests are 
 before any start is made. The nationality of the people should 
 be taken into consideration. A colonial supper would probably not 
 interest Scandinavians while an evening of Swedish fork dances 
 might meet the hearty support of all. In a district where the ma- 
 jority of patrons are of foreign birth, their best national literature, 
 music and customs should be familiar to the teacher. Talks on 
 Mona Lisa or Literature of the Elizabethian Era would not draw 
 out many country people over rough roads on a cold night while 
 in other communities, programs of intellectual or cultural nature 
 might appeal to the people more than anything else. 
 
 Sources of Suggestions for Entertainments 
 
 There are often good suggestions for unique entertainments 
 and programs in The Ladies’ Home Journal, Woman’s Home 
 Companion, and some educational and farm magazines. It is well 
 to keep a collection of the best ones and from several sources get 
 ideas that can be adapted to the neighborhood gatherings. What 
 a surprise there would be in some districts, if there should be some 
 other form of entertainment than the basket social. Probably 
 curiosity, if nothing else, would bring out the people in a body. 
 If one purpose of a social event is to raise money for needed school 
 improvements, the entertainment should be of such a nature that it 
 will appeal to old and young alike. 
 
 Two Kinds of Social Activities 
 
 The social activities of a neighborhood may come under two 
 heads. Of the first class are single entertainments such as socials 
 and special play programs. Of the second kind are the permanent 
 or continuous organizations such as a Country Life Club, Grange 
 
4 
 
 or Debating Society. The first may be used as an opening wedge 
 for the second. It gives the new teacher an opportunity to get 
 acquainted, to decide on what kind of an organization would ap- 
 peal to the people and to pick out the ones who appear to be 
 leaders or seem to have some talent. It also gives the people a 
 chance to meet the new teacher and if her program has been a 
 success and she is a good “mixer” they will have confidence in 
 her executive ability and leadership. 
 
 Special Day Programs 
 
 Of the single entertainments, one of the most common forms 
 is the celebration of special days such as Hallowe'en, Thanks- 
 giving, Christmas, Arbor Day, etc. One advantage of such enter- 
 tainments is that the work may be correlated with regular school 
 work so that it will not be necessary to take much extra time in 
 its preparation in or out of school hours. If there is no such cor- 
 relation there is no reason for taking school time for rehearsing, 
 which is often carried to excess. If the selections are not worth 
 while educationally or otherwise there is no excuse for them being 
 on the program. Even in some well known teachers’ magazines 
 there are trashy suggestions such as parodies on old folk and pat- 
 riotic songs and poems of questionable value which are usually by 
 anonymous authors. They belong to the same class as the dime 
 novel and rag-time music. As there are enough good stories, 
 poems and songs to fit such occasions, why introduce the other 
 kind ? Most teachers would like to have some new forms of cele- 
 bration but do not know what to put in nor where to get material 
 so the old type of school program goes on — “speaking pieces” 
 and reciting dialogues. 
 
 This is an age of pageants and although the rural school 
 may not be able to realize such an ambitious performance, still the 
 pageant idea can be successfully adapted to country school con- 
 ditions as shown in articles on plays and pageants in some of the 
 recent numbers of Primary Education (See bibliography). The 
 more the play element is brought into the school program the bet- 
 ter and though the recitations of literary value should not be 
 done away with, yet there are other forms of entertainment that 
 have as much merit and are more interesting to both performers 
 and audience. 
 
 Correlation with School Work 
 
 If children have been trained as a part of their regular school 
 work to dramatize their stories and reading lessons, such as The 
 Three Bears, The Little Red Hen, Cinderella, etc., these may 
 be used as a part of the program for the public. Some entertain- 
 
5 
 
 ments may be an outgrowth of the work in geography and history, 
 local or otherwise. In one rural school where such material was 
 utilized, the children of the four upper grades worked out scenes 
 from the term’s work in history so that the tableaux were such 
 subjects as Siegfried, Napoleon at St. Helena, Sir Walter Raleigh 
 and Queen Elizabeth, Pocahontas saving the life of John Smith, 
 Miles Standish and the Indian, Pilgrims going to church, A Col- 
 onial minuet, and Boys of 76. The pupils of the primary grade 
 represented children of other lands — Eskimo, Swiss, Dutch, 
 Scotch, and Japanese. The simple costumes were made by the 
 children and their mothers from ideas which they got from illus- 
 trations in text and library books. Between each tableau, a 
 pupil told a simple account or story of the next picture and in 
 some cases the graphophone played appropriate music. This suc- 
 cessful entertainment was gotten up in less than a week and no 
 time was taken from school hours for rehearsals for it was an 
 outgrowth of the regular school work. 
 
 One of the most effective kinds of tableaux is the represen- 
 tation of famous pictures such as Boughton’s Pilgrim pictures, 
 Breton’s Song of the Lark, Millet’s The Angelus, Millet’s The 
 Gleaners, Whistler’s Portrait of His Mother, Van Dyke’s Baby 
 Stuart and Reynold’s Age of Innocence. These should be posed 
 behind a large frame made for the purpose, over which is stretched 
 very thin black gauze or mosquito netting dyed a violet color to 
 give the picture the effect of an oil-painting. The lights in the 
 room should be turned out and those in back of the scenes should 
 be from the side and out of view of the audience. There should 
 be an evening rehearsal to experiment on posing and lighting. 
 Readings from the poets make a set of lovely pictures. Some- 
 times one poem will provide material for the whole evening and 
 in others, only a few lines should be selected for which an illus- 
 tration may be posed. Tennyson’s The Day Dream, Longfellow’s 
 Hiawatha, Lowell’s The Courtier, Whittier’s Snow-Bound and 
 Dickens’ Christmas Carol furnish good subjects for tableaux. 
 Pictures from Mother Goose are good for children’s tableaux. 
 
 Shadow Pictures, Charades, Etc. 
 
 Shadow pictures are always popular and easily managed. 
 Tennyson’s The Beggar Maid, Lowell’s The Courtin’, Mother 
 Goose rhymes and the children’s song, “Here We Go around the 
 Barberry Bush” are easily illustrated on the shadow screen. 
 
 Charades, travel parties, anagrams, book games and guessing 
 games furnish amusement at informal gatherings. Guests may be 
 asked to come to represent book titles as, When Knighthood was 
 in Flower, The Light that Failed, Old Maids’ Paradise, Little 
 Women, Red Rock, Middle march, and Lavender and Old Lave or 
 
6 
 
 they may be asked to represent popular literary characters. Bar- 
 bara Frietchie and her flag, Rip Van Winkle waking from his 
 sleep, Samantha and Joshia with their carpet bags and Portia in 
 her lawyer’s robes are easily posed. Guests at a children’s party 
 may be asked to represent the characters in Mother Goose. Fairs, 
 lawn fetes and parties of other nationas have not been worn 
 threadbare in the country as in the city. For a Japanese fair 
 decorate with paper wisteria or cherry blossoms. For a Dutfch 
 fair or Kirmiss the decorations should be in Delft blues and tulips. 
 Directions for making paper flowers are found in the Dennison 
 catalog (Dennison Co., Boston, Mass.) 
 
 Amateur Theatricals 
 
 One of the greatest sources of amusement and recreation is 
 amateur theatricals, which may be used as a part of the Literary 
 Society program. The choice of manager is very important as he 
 should possess firmness, good judgment and tact and, if possible, 
 have previous experience. Though excellent results have been 
 obtained in rural communities in such ambitious performances as 
 Shakespeare’s plays, it is usually better to select those within 
 the ordinary range of acting, staging and costuming. Twenty 
 Minutes under an Umbrella, Dinner at Six, What Happened to 
 Jones, Money, A Night Off, The Old Garden and A Scrap of 
 Paper are all within the power of the average amateur abilities. 
 For children, Little Men, Little Women, Hiawatha, Nathan Hale, 
 Man Without a Country, and Rose of Old Plymouth supply good 
 plays that may be correlated with the school work. For foot- 
 lights provide several small tin lamps with reflectors and a wire 
 netting placed around them to protect gowns and stage properties 
 from the danger of catching fire. Carriage-lamps make good side 
 lights which, when covered with colored paper give any necessary 
 color effect. 
 
 One excellent phase of language work for middle anl upper 
 grades is the writing of simple plays for dramatization and if 
 well planned is not beyond the abilities of country school chil- 
 dren. If they are being written with a purpose — to act later — 
 good results will be obtained. The following list of stories for 
 dramatization, which may be used with or without the formal 
 written words, is given by Mrs. Howard Beaucher in Problems 
 of Dramatic Play : 
 
 Cinderella 
 Sleeping Beauty 
 Hansel and Gretel 
 Jack and the Beanstalk 
 Snow-white 
 
 Elves and the Shoemaker 
 
 Eleven Wild Swans 
 Red Shoes 
 
 The Cat and the Parrot 
 The Golden Goose 
 King Arthur and Excalibur 
 The Hole in the Dyke 
 
7 
 
 Special Day Celebrations 
 
 Columbus Day — Much has been written in the last few years 
 about the celebration of Columbus Day. Many October 
 magazines give suggestions. Whether or not this day is 
 celebrated for the benefit of the public, it gives a splendid 
 opportunity to teach history. How much time is wasted in 
 school trying to get children to remember a few facts of 
 Columbus’ life and discoveries, while an understanding and 
 appreciation of the life of the fifteenth century, Columbus’ 
 great courage and the importance of his discoveries would 
 be lasting if taught by means of simple pageants, tableaux 
 or plays as suggested in some of the magazine articles listed 
 in bibliography. 
 
 Halloween — The first special day that is informally celebrated 
 during the school year is Hallowe’en. It gives the new teach- 
 er and opportunity to get acquainted and the combination of 
 harvest festival and the Hallowe’en tricks and games forms 
 an excellent celebration. Guests may be asked to come dres- 
 sed to represent some fruit, vegetable or grain and prizes 
 may be given for the best costume. The school room or 
 hall may be decorated wi'h cornshucks, wreaths of alfalfa, 
 sheaves of wheat, dried grasses, pumpkins, festoons of corn, 
 and black silhouettes of witches and cats. Lights may be 
 furnished by candles in pumpkin Jack-o’-lanterns and in 
 holders of turnips and potatoes. If there is room, the usual 
 Hallawe’en games and tricks may be played or an appro- 
 priate program may be given. 
 
 Thanksgiving — If the children have been studying Indian and 
 Puritan Life and customs, this is a good time to correlate the 
 celebration with the school work. Scenes from Hiawatha, 
 the first Thanksgiving, tableaux of Puritan life in England, 
 Holland and America may be given. School histories, post 
 cards and November magazines will give suggestions for 
 costuming. 
 
 Christmas — It is customary in many districts of the State to 
 have the principal school event of the year at this time. The 
 original meaning of the day is often lost sight of by too much 
 emphasis on Santa Claus. The story of the first Christmas, 
 good Christmas legends such as those by Eugene Field, the 
 old songs, hymns and poems should not be forgotten in plan- 
 ning a program. The origin of Christmas customs may be 
 used to advantage. “The use of mistletoe is a legacy from 
 the Druid of pagan days ; stocking-hanging is said to be of 
 Italian origin ; England contributes the plum pudding ; and 
 
8 
 
 Santa Claus comes from Holland, where the Dutch children 
 place their wooden shoes instead of their stockings as recep- 
 tacles for gifts.” The account of the Christmas celebration 
 in other lands is given in The Plan Book by Marion George, 
 published by A. Flanagan & Co., Chicago. One of the most 
 popular old customs which is being revived is the singing 
 of Christmas carols by children outside the homes of the 
 “shut-ins”. During the last few years the municipal Christ- 
 mas tree has been very popular in the large cities of the 
 country. This would be feasible in some districts and more 
 satisfactory than an indoor program if the school house is 
 very small. It is a beautiful custom that is worth introduc- 
 ing into the country. 
 
 Lincoln's and Washington’s Birthdays — It is only recently that 
 much attention has been paid to Lincoln’s Birthday though 
 there is no other American who appeals to country people as 
 Lincoln. There is little available material to aid in such a 
 celebration. Some have successfully combined the two days 
 in one program and any appropriate patriotic songs, stories, 
 poems, dialogues, and plays were used. Historical tableaux 
 or tableaux representing famous historical pictures could be 
 used to advantage. A fancy dress Washington’s Birthday 
 social or colonial supper is usually successful for an informal 
 evening gathering. This celebration gives occasion to teach 
 our patriotic songs with a real purpose. It is a deplorable 
 fact that Americans do not know their national songs and 
 that seldom can a crowd of old or young people be found 
 who know the words of America and Star Spangled Banner. 
 This is a good season of the year for this generation of 
 teachers to correct that national fault. 
 
 Arbor Day — Of all special days this one should not be neg- 
 lected by the country school. It is a day for doing not sim- 
 ply reciting a lot of sentiment about what should be done. 
 Here is an opportunity to appeal to rural community pride 
 by interesting pupils and patrons in beautifying the school 
 grounds and other public places. We hear so much of civic 
 improvements but as in the case of rural social life, there 
 is no one to lead in improving aestehetic conditions in the 
 country. Let the American teacher pattern after the Euro- 
 pean school-master and be a force in inculcating neighbor- 
 hood responsibility in this phase of the country life move- 
 ment. Plans should be made weeks ahead. Class room in- 
 struction should be given in tree and shrub planting. The in- 
 terest and enthusiasm of the pupils in beautifying the school 
 and home grounds should be aroused to a high pitch. Plans 
 may be made for screening unsightly outbuildings. There 
 
9 
 
 may be discussions on simple landscape gardening. (See 
 farmers’ Bulletins 185, Beautifying the Home Grounds and 
 134, Tree Planting on Rural School Grounds). Plans of the 
 school grounds may be made as a part of the arithmetic 
 and drawing lessons. The neglect of teachers, trustees and 
 patrons in caring for rural school grounds is well summed 
 up in Country Life and the Country School — “Just why 
 trees, shrubs and flowers will not grow on school grounds 
 is something of an agricultural mystery. When land that 
 raises eighty bushels of corn on one side of a fence, refuses 
 to nourish a bed of tulips or a few shrubs on the other side, 
 we must, of force, conclude that something else, or the lack 
 of something else enters into the balance against the school 
 yard.” 
 
 Invite parents and home folks to the work of Arbor 
 Day and make it a community exercise. The men may come 
 in the morning to work and women come with lunch bas- 
 kets at noon and stay till the exercises are over. Plan to 
 have taken pictures of children and parents while the im- 
 provement work is going on. A suggestive program taken 
 from a New Jersey Arbor Day bulletin is given in the ap- 
 pendix. In gathering material, use poems, songs, etc., that 
 are not only nature selections but those that will give country 
 children a special appreciation of farm life. Much of the 
 program should be a summary of the year’s work in nature 
 and agriculture. If the teacher can arouse the spirit of the 
 Country Boy’s Creed by Edwin Osgood Grover she will be 
 a blessing to the community. 
 
 “I believe that the country, which God made, is more 
 
 beautiful than the City, which man made; that life out-of- 
 doors and in touch with the earth is the natural life of man. 
 I believe that work is work wherever we find it, but that 
 work with Nature is more inspiring than work with the most 
 intricate machinery. I believe that the dignity of labor de- 
 pends not on what you do, but on how you do it ; that op- 
 portunity comes to a boy on the farm as often as to a boy in 
 the city; that life is larger and freer and happier on the 
 farm than in the town; that my success depends not upon 
 my location, but upon myself — not upon my dreams, but upon 
 what I actually do — not upon luck, but upon pluck. I believe 
 in working when you work, and in playing when you play, 
 and in giving and demanding a square deal in every act of 
 life.” 
 
 Peace Day, May 18 — This comes about the time of the close 
 of many rural schools and this celebration may be used as a 
 fitting close of the school year. Every teacher should in 
 
10 
 
 some way, cooperate with the American School Peace 
 League in promoting the cause of International Peace. Ma- 
 terial for program may be procured from the International 
 School of Peace, 29a Beacon Street, Boston, Massachusetts. 
 (See bibliography). 
 
 Play Picnic and Spring Festival 
 
 The spring of the year is the time for the out-of-door festi- 
 val and picnic. The country is never more beautiful and more 
 ambitious productions may be undertaken out-of-doors than in 
 a crowded school room. The many imperfections in acting are 
 not as noticeable in the open. Splendid suggestions for such 
 celebrations have been given in recent school and home maga- 
 zines. In a community where the children are of foreign 
 parentage, the play festival is an opportunity to help preserve 
 some of the best old-world customs and tie together the interests 
 of school and home. Experience has proven that a kindlier feel- 
 ing, a broader understanding and a more patriotic spirit has de- 
 veloped among our immigrant population from the revival of 
 the old customs, folk songs, stories and dances. Why shouldn’t 
 a school made up of Norwegian children celebrate their national 
 day, Frihedsday on May 17th? Will the Fourth of July be less 
 highly regarded? The play festival day may be just a commu- 
 nity picnic or more elaborate arrangements may be made by hav- 
 ing a definite program of folk dances, drills, plays and athletic 
 contests in which old and young may take part. (See appendix 
 for programs of Rural School Game Contest and Field Day and 
 Play Picnic for Country Children). If this celebration comes in 
 May, it may be a May Festival with the crowning of the queen 
 and the Maypole dance as the special features. (See appendix 
 for program). Simple costumes are easily made and help to 
 give gay and festive atmosphere to the occasion. In most com- 
 munities a piano or organ may be procured though a grapho- 
 phone is very good for the purpose since the Victor Talking 
 Machine Company has put out so many good machines and folk 
 dance records. In one rural school where it was impossible to 
 procure a musical instrument for a May Fete, the children played 
 on combs as an accompaniment for the folk dances. (A Rural 
 School May Festival, School Arts Book, April, 1912). The 
 program for this occasion may be historical, a phase of Idaho 
 life that has been neglected in the schools and in the homes. 
 Local and State history may be worked up into tableaux or 
 pageant form. Primitive Indian life, scenes from Lewis and 
 Garke’s expedition, Sacajawea, the first settlement of Idaho, 
 and the discovery of gold could be worked up into a picturesque 
 
11 
 
 and instructive program. In one rural school Hiawatha w&s 
 dramatized on the edge of some beautiful woods. One of the 
 best magazine articles that has been published recently on an 
 outdoor entertainment for little people is the Mother Goose’s 
 Moving-Picture Show in the Ladies Home Journal, July, 1913. 
 
 Continuous Organizations 
 
 Now let us consider the organization of permanent socieites 
 or clubs with the school as the social center. With most teach- 
 ers “the spirit is willing but the flesh is weak.” The most 
 successful community work in one county of the state is being 
 done by a teacher whose predecessor said that it was impossible 
 to arouse any interests in clubs in that district. If a teacher does 
 not make the mistake of starting too many lines of new work 
 but instead concentrates her interest and time to make a few 
 progressive movements go through, there is not much danger 
 of failure. Watch for your opportunity and when it comes, 
 seize it. One rural teacher found her chance at a neighborhood 
 prayer meeting while the congregation were waiting for the 
 minister to arrive. She had been looking for a psychological 
 moment in which to propose a plan which she had had in mond 
 for some time and she lost no time in making the most of the 
 minister’s tardiness. For twenty minutes she talked on the bene- 
 fits and need of a Literary and Debating Society and as a result 
 one was organized then and there. 
 
 In planning a young people’s club it is best to keep the 
 sexes separate from twelve to eighteen. Their interests are dif- 
 ferent during the adolescent period and the responsibility of 
 chaperoning them is too great for a young teacher, though a 
 neighborhood organization where old and young take part usually 
 works out successfully. There is a great need for some form of 
 social club life for both children and adults and the teacher, 
 who recognizes this, accepts conditions as they exist, and tries 
 to fit the community needs by taking steps to organize some 
 form of social life, is a big factor in the rural life movement. 
 
 The Boy Scouts 
 
 In rural schools, where men are in charge, there is a big 
 field for them in organizing boys’ or young men’s clubs, such 
 as the Boy Scouts, Athletic Associations, Young Men’s Chris- 
 tian Association or Debating Society. It may be necessary to 
 combine two or more districts to get enough boys who are near 
 of an age. In planning a Boy Scout organization, the leader 
 should become familiar with the history, purpose and rules of the 
 
12 
 
 association. If properly conducted and the leader is a clean, 
 manly fellow whom all the boys respect and obey, there is no end 
 of good that may come from such a movement. Every school 
 should have The Boy Scout Book published by Doubleday, Page 
 & Co., whether there is such an organization or not. Boys who 
 are interested in this movement should read Ernest Thompson- 
 Seton’s Two Little Savages. One or more of Seton’s books 
 should be in every school library. 
 
 Young Men's Christian Association 
 
 During the last few years the Young Men’s Christian As- 
 sociation has become quite popular in many rural or semi-rural 
 communities. In every neighborhood there are young men who 
 are too old to go to the country school and do not have the am- 
 bition or means to attend a high school, which may be several 
 miles away. There are country loafers as well as city loafers 
 and unless there is a purpose in the way young men spend their 
 leisure hours they may become morbid and develop evil tenden- 
 cies. For such, the Young Men’s Christian Association meets a 
 great need. “This whole organization is based upon the princi- 
 ple that what is done for men and communities weakens them 
 but what they do for themselves is sure to strengthen.” Infor- 
 mation in regard to the Country Department and the organiza- 
 tion of a rural branch association may be obtained from the 
 central office which is located at 124 East Twenty-eighth street. 
 New York with Mr. Albert E. Roberts as International Secre- 
 tary. The magazine, Rural Manhood, published by that associa- 
 tion should be in every country home. Such an association 
 may be the outgrowth of an Athletic Club which is one of the 
 easiest means of interesting boys in social activities. In several 
 counties of Idaho, the County Superintendent has dignified the 
 work by making it a county movement. In districts where there 
 is no hall for basket-ball and other games and the climate will 
 not permit outdoor practice during winter months, snow-shoeing, 
 skating and skeeing may take the place of athletic games. If 
 there is no place for skating it may be possible to flood a field 
 to be converted into a skating rink. 
 
 Musical Organizations 
 
 In nearly every community there is quite a good deal of 
 musical talent and many own instruments though few play well as 
 there is no incentive to practice. If the teacher is musical and 
 can lead, the organization of a neighborhood orchestra would 
 meet a need and would be greatly appreciated. Even if the 
 
13 
 
 teacher is unable to act as leader, he may find some one in the 
 neighborhood who can. A great deal has been done in city social 
 centers to develop latent musical talent but as in everything 
 else, the country has been slow in seeing its possibilities. With 
 a little initiative and musical appreciation a girls’ chorus could be 
 formed that would take the place of the old time singing school. 
 If there is no instrument in the school house they might meet 
 in some home where they could be accompanied. Wonderfully 
 good work is being done by Rev. E. C. Knapp of the Inland Em- 
 pire Sunday School Association in organizing Junior Choirs for 
 the practice of standard anthems and selections from the best 
 operas and oratorios. This is a movement that should spread to 
 the country districts and is entirely feasible in many neighbor- 
 hoods. If the young people can not read music the simplest of 
 these selections may be learned by rote. (See appendix for pro- 
 gram of Junior Choir music). What a pleasure it would be to 
 hear American children singing selections from good operas in- 
 stead of trashy popular songs. Cantatas and old folk song con- 
 certs are always popular. 
 
 Camp Fire Girls 
 
 An association which corresponds to the Boy Scout move- 
 ment is the Camp Fire Girls, an international organization for 
 girls of twelve years and over, though younger girls may become 
 “Blue Birds,” an auxiliary association. “With the new conscious- 
 ness of freedom and community obligations that is growing 
 among women, it seems to be imperative and inevitable that there 
 should be more organized work done for and by girls and women. 
 The fundamental purpose of the Camp Fire Girls is to make 
 drudgery romantic, to find some measurement of the work which 
 girls do, to encourage ‘team play,’ and to bring about beautiful 
 social relations in the home and in the community.” The right 
 kind of a teacher would find an appreciative response if such a 
 movement were attempted. The Book of the Camp Fire Girls, 
 published by George H. Doran Company, New York, gives the 
 necessary information. 
 
 Other Girl’s Clubs 
 
 In some rural districts successful girls’ clubs have been 
 formed, sometimes with the teacher as leader but sometimes 
 some other woman can be found. Where the State Sewing or 
 Bread clubs have been formed, it would be a good plan to have 
 one evening of the week or Saturday afternoon for an informal 
 meeting of the club at which time instruction may be given 
 
14 
 
 along domestic science or domestic art lines. There may be a 
 reading or story telling hour. Bread making or sewing contests in 
 one distric t or between neighboring districts add interest. 
 There is such a lack of good literature in the country and so few 
 of the young people have the reading habit, a reading circle 
 would fill a need. Every district should procure a traveling 
 library. Write to the State Library Commission of Boise for 
 information. 
 
 Literary Societies 
 
 Of the social activities of the continuous class the Literary 
 Society is the most common in the country and because it has 
 been so popular for years, it is one of the easiest ways of bring- 
 ing both old and young together for regular weekly or fort- 
 nightly meetings. In some sections of the country Country Life 
 clubs have taken the place of the old-time “Literaries,” about the 
 only difference is that the first considers all phases of country 
 life and its problems and is therefore a little nearer the interests 
 of the people than the literary society. A club naturally 
 takes to parliamentary law. There is not so much danger in the 
 lack of formality in the proceedings as in the waste of time 
 over details of form and business so that the meetings drag 
 and because dull and unintenteresting ( See appendix for constitu- 
 tion and by-laws). It will not do for the club to devote itself to 
 one kind of program but debates, readings, spelling “bees/’ mock 
 trials, amateur theatricals, indoor and outdoor games and enter- 
 tainments should alternate. A diversity of interests and talents 
 makes this rule almost necessary for such a club to hold the peo- 
 ple long. Topics of neighborhood interests, as the good road 
 movement and community improvements, should be discussed. If 
 the district has a traveling library and there is a good collection 
 of farmers’ bulletins in the school and home (see appendix), they 
 will be useful in furnishing reference material. There are usual- 
 ly people in near-by towns and state institutions who are willing 
 to give their services as lecturers on agriculture or other topics. 
 Readers and musicians may sometimes be procured for their 
 expenses. 
 
 There should be debates on subjects of both local and na- 
 tional interest. Of the latter class there is danger of selecting 
 topics that are “over-the-heads” of the debators and that re- 
 quire so much preparation that failure is almost sure to follow. 
 However, most country people of the present day read and think 
 about many live national issues and they should be encouraged 
 to express their opinions in debates. The following topics 
 should be of general interest to city and country folk alike : 
 
15 
 
 1 The Monroe Doctrine should be continued as a part of the permanent 
 
 foreign policy of the United States. 
 
 2 The government should buy and operate the railroads of the United 
 
 States. 
 
 3 The United States should admit the Chinese on equal terms with other 
 
 immigrants. 
 
 4 Suffrage should be restricted by an educational test. 
 
 5 The conditions in Idaho are better because of woman suffrage. 
 
 Subjects of local interest usually prove to be popular and should be 
 given an important place on the program. The following are suggested: 
 
 1 Life in the Country is to be preferred to that of the city. 
 
 2 Diversified farming is more profitable than a one-crop system. 
 
 3 The climate of district is too cold to raise corn. 
 
 4 Birds are more injurious to farm crops than insects. 
 
 5 Poultry raising is more profitable than hogs. 
 
 6 A new school house should be built. 
 
 7 Districts number and should be consolidated. 
 
 8 The housefly is more injurious to the human race than smallpox. 
 
 Woman’s Clubs 
 
 Probably no member of the farm home needs the social life 
 and neighborhood contact as much as the wife and mother, who, 
 because of the nature of her work, is the most shut-in member 
 of the family. “In the past twenty-five years, every bit of farm 
 work has been revolutionized ; not a thing is done on the modem 
 farm as it was twenty-five years ago. But what about the farm 
 home? The home keeper is still cooking her meals and washing 
 her dishes three times a day in about the same way that her 
 grandmother did. The house is lighted and heated in much 
 the same way as in her grandmother’s time. The time is com- 
 ing when the farm women will be relieved from the drudgery 
 and isolation that is sending so many of them to the insane asy- 
 lum.” The neighborhood gatherings in which she takes a promi- 
 nent part is one of the quickest and surest ways of the farm wife 
 coming into her own. 
 
 Mr. O. J. Kern, formerly superintendent of Winnebago 
 County, Illinois, once said, “The two greatest forces in the im- 
 provement of country life are the country home and the country 
 school, the mother and the teacher.” Prof. Bailey in his book, 
 “The Country Life Movement,” calls attention to woman’s work 
 and responsibility in the rural life movement in these words: 
 “On the women depend to a greater degree than we realize the 
 nature and extent of the movement for a better country life, 
 wholly aside from their personal influence as members of fami- 
 lies. Farming is a co-partnership business. It follows, then, 
 that if the farming business is to contribute to the redirection of 
 country life, the woman has responsibilities as well as the man.” 
 The teacher is to be congratulated if she can organize the busy 
 
16 
 
 mothers into some sort of a society that will contribute to their 
 happiness and culture or lighten their burdens. In one small 
 village a Nature Club and a Current Events Club flourished for 
 years. In another small town the women organized a library 
 which was supported by them and in fourteen years they had pur- 
 chased over 1500 books and erected a fine library building. 
 
 An informal Book and Needle Club would appeal to very' 
 busy mothers. The members might take turns reading aloud 
 while others sewed. In Gillette’s Constructive Rural Sociology 
 the following topics are suggested for Woman’s Club programs. 
 The numbers in parenthesis refer to farmers’ bulletins on those 
 subjects. 
 
 1 Economizing time and strength in the arrangement of the house 
 
 and utensils and in organizing household work. (353, 270, 342). 
 
 2 Most economical stoves and lighting devices, their care, etc. 
 
 3 Use of fireless cooker, argument for and against. 
 
 4 Care of drains and garbage disposal. 
 
 5 Removal of dust, proper ventilation, rugs, carpet, sweeping, dusting, 
 
 etc. 
 
 6 Canning and preserving (175, 203, 359). 
 
 7 Principles of nutrition and nutritive value of foods (34,85, 93, 112, 
 
 121, 128, 142, 182, 244, 249, 256, 293, 332, 363, 391). 
 
 8 School lunches. 
 
 9 Household decoration. 
 
 10 Best flowers to raise for interior and outside purposes. 
 
 11 Use of “parlor” and kitchen. 
 
 12 How to keep children at home and interested in farm work. 
 
 13 Food adulterations and sanitation in neighboring states. 
 
 14 School and home sanitation and flies. 
 
 15 Neighborhood beautification and housekeeping. 
 
 16 “The laws of Idaho that pertain to women and children.” 
 
 A Parent-Teacher Association is a national movement and 
 has for its primary object the intelligent cooperation of parent 
 and teacher in the education of the child. Mother’s meetings in 
 which home, school and child welfare problems are informally 
 discussed might lead to a permanent organization. The following 
 topics are suggested for general discussion by mothers and teach- 
 ers : 
 
 1 The sex hygiene problem. When and how is information to be given? 
 
 Books that will be helpful. 
 
 2 Suitable home tasks for children. The purpose of home credit work 
 
 in schools. 
 
 3 Training children in manners. 
 
 4 Games for winter evening and rainy days. 
 
 5 How to deal with children of the adolescent age. 
 
 6 Books for different ages of children. How children are to get the 
 
 reading habit. 
 
 7 Study of children’s diseases — adenoids, catarrh, defective eyesight and 
 hearing. 
 
 8 Home study. How parents can help. Danger of too much help. 
 
 9 Modern methods of teaching primary reading. Why phonics is taught. 
 10 Noon lunches. 
 
17 
 
 The Grange 
 
 Every rural district should ally itself with some national 
 agricultural organization such as the Grange or Farmers’ Union. 
 The educational, social and commercial work of the Grange in the 
 last thirty years has made itself felt as no other country institu- 
 tion. “Wherever it is firmly established, it revelutionizes the life 
 of a community. It stands for improved parcel post, woman suf- 
 frage, stringent forest reserve laws, the improvement of water- 
 ways and federal aid for road building.” The social life brings 
 about a neighborly understanding and a co-operative community 
 spirit. A sample copy of the National Grange Monthly, publish- 
 ed in Westfield, Massachusetts, will give information in regard to 
 the organization of local branches. Organizers sent out by the 
 State Master will be sent to any district that expresses the de- 
 sire for an organization. A teacher may both directly and indi- 
 rectly create a sentiment for some such movement and after the 
 way has been prepared the responsibility of organizing and carry- 
 ing on the work may be left to others. 
 
 Conclusion 
 
 In all work along the social center lines, the more a teacher 
 can get others to do the work which she starts the more success- 
 ful the undertaking wfill be. It is the teacher’s problem to 
 arouse interest in forming an organization and in most cases to 
 take the initiative in the first steps of such an organization. No- 
 where is it more true that he who gives receives twice again that 
 which he gives. 
 
 The need and purpose of country social life is well expressed 
 by Sir Horace Plunkett in his book, The Rural Life Problem 
 of United States: “Once get the farmers and their families all 
 working together at something that concerns them all, and we 
 have the beginning of a more stable and a more sociable commu- 
 nity than is likely to exist amid the constant change and bustle 
 of the large town, where indeed some thinkers tell us that not 
 only the family, but also the social life, is badly breaking down. 
 When people are really interested in each other — and this inter- 
 est comes of habitually working together — the smallest per- 
 sonal traits or events affecting one are of interest to all. The 
 simplest piece of amateur acting or singing, done in the village 
 hall by one of the villagers, will arouse more enthusiasm among 
 his friends and neighbors than can be excited by the most con- 
 summate performance of a professional in a great city, where no 
 one in the audience knows or cares for the performer.” 
 
18 
 
 We want two changes in the rural mind — not omitting the 
 rural teacher’s mind. First, the interest which the physical en- 
 vironment of the farmer provides to followers of almost every 
 branch of science must be communicated to the agricultural clas- 
 ses according to their capacities. Second, that intimacy with and 
 affection for nature, to which Wordsworth has given the high- 
 est expression, must in some way be engendered in the rural 
 mind. In this way alone will the countryman come to realize 
 the beauty of the life around him, as through the teaching of sci- 
 ence he will learn to recognize its truth.” 
 
 It seems to me that making the country school the center 
 for development of appreciation of natural beauty is an oppor- 
 tunity for getting “the farmers and their families all working to- 
 gether at something that concerns them all.” 
 
APPENDIX 
 
 Field Day and Play Picnic for Country Children 
 
 Below is a condensed copy of the program given by 3000 
 country children and adults at the State Normal School, New 
 Paltz, N. Y. Invitations were sent through the Country School 
 Athletic League of Ulster County. Teachers were urged to have 
 the children come prepared to play at least one game. School 
 trustees, pastors of the churches and masters of the granges were 
 invited to help. Type written copies of games and folk dances 
 specially adapted for use in country schools were sent out to 
 country school teachers. 
 
 Among the competitive games, captain’s ball, prisoner’s base, 
 robber barons and relay races were recommended : These games 
 were to be played by opposing teams of eight or more each. 
 Games in which the team element does not enter were also recom- 
 mended, such as fishes swim, hair in the patch, cat and mouse, 
 three deep last pair pass, duck on the rock, statues or steps, etc. 
 In addition to plays and games there were other athletic events, 
 some of which were open only to girls. These were: Potato 
 race, short distance relay race, basket ball throwing. Adults, not 
 connected with schools, took part in other events, as follows: 
 Tug of war; 12-lb. shot put; obstacle race; sack race. It was 
 urged in the circular that there be local teams for these events. 
 Winners were awarded pennants, which were placed as trophies 
 in their respective schools. 
 
 Program 
 
 THE ASSEMBLY— 10:30 A. M. 
 
 Flag raising, with marching, flag salute, and patriotic songs. 
 
 Maypole dances by different schools. 
 
 GROUP I— 11 A. M. 
 
 1 (a) Kindergarten children : 1. Honey pot and other games. 2. Folk 
 
 dances. 
 
 (b) 12-pound shot-put; all over 115-pound class. 
 
 2 Captain ball. Eighth grade girls. 
 
 3 (a) Running high jump; adults. 
 
 (b) Running broad jump; 115-pound class. 
 
 4 (a) 50-yard dash; 80-pound class. Trials. 
 
 (b) 60-yard dash; 95-pourrd class. Trials. 
 
20 
 
 GROUP 11—11:30 
 
 1 (a) Primary children: singing games. 
 
 (b) 12-pound shot-put, adults. 
 
 2 Potato race (for girls only), (a) Girls under 10; 
 
 (b) Girls over 10. 
 
 3 (a) Running broad jump; 80-pound class. 
 
 (b) Running high jump; 95-pound class. 
 
 4 (a) 70-yard dash; 115-pound class. Trials. 
 
 (b) 100-yard dash; all over 115-pound class. Trials. 
 
 5 Potato-spearing race on horseback. Open to all riders. 
 
 Intermission Lunch 
 
 GROUP III— 1 :30 P. M. 
 
 1. (a) Prisoners’ base. Two halves of ten minutes each will be played. 
 
 2 (a) Primary children. (1) Here we come gathering boughs of May. 
 
 (2) Three deep. (3) Miscellaneous games by the younger children 
 of visiting schools. 
 
 3 Baseball throwing; girls. 
 
 4 Tug of war; adults. 
 
 5 (a) 50-yard dash; 80-pound class. Finals. 
 
 (b) 60-yard dash; 95-pound class. Finals. 
 
 (c) 220-yard dash; all over 115 pound class. 
 
 GROUP IV— 2 P. M. 
 
 1 (a) Games for little children: London bridge. 2. The jolly miller. 
 
 3. Fisher swim. 
 
 2 Flag relay races for girls of seventh and eighth grades of all schools. 
 
 3 Running broad jump; adults. 
 
 4 (a) 70-yard dash; 115-pound class. Finals. 
 
 (b) 100-yard dash; all over 115-pound class. Finals. 
 
 GROUP V.— 2:30 P. M. 
 
 1 (a) Prisoners’ base. Two halves of ten minutes each. 
 
 (b) 8-pound shot put; 115-pound class. 
 
 2 (a) Basket-ball relay races. Fifth and sixth grade girls. 
 
 (b) Relay races by teams from visiting schools. 
 
 3 Running high jump; all over 115-pound class. 
 
 4 100-yard dash; adults. 
 
 GROUP VI— 3 P. M. 
 
 1 Miscellaneous games open to all : Valley ball, tether ball, badminton, 
 
 playground ball, quoits, ring toss, archery. 
 
 2 (a) 360-yard relay race; four boys on a team; 80-pound class. 
 
 (b) 440-yard relay race; four boys on a team; 95-pound class. 
 
 (c) 880-yard relay race; four boys on a team; 115-pound class. 
 
 (d) 880-yard relay race; four boys on a team; all over 115-pound class. 
 
 GROUP VII— 3 :45 P. M. 
 
 1 (a) Bicycle race; boys, (b) Bicycle race; girls. 
 
 2 Obstacle race. 
 
21 
 
 Rural School Game Contest 
 
 (As given in the Plays and Games Number of the Kansas State 
 Normal School bulletin, Emporia, Kansas). 
 
 PROGRAM. 
 
 1 Team Race Against Time (fifty yards). 
 
 Boys and girls (equal number) ; any grade. Each team runs, one 
 at a time, from the start to the finish line ; the total time for the 
 team is taken. Two races are run ; if there is a tie a third race is 
 run. Winning two out of three counts five points. 
 
 2 Snatch the Handkerchief. 
 
 Boys and girls; first, second and third grades. Sides even in 
 number. The group first taking three prisoners wins the point. 
 Two out of three trials. Game counts five points. 
 
 3 Leap-Frog Race. 
 
 Boys ; fourth, fifth, sixth, seventh and eighth grades. Two out of 
 three trials. Game counts 5 points. 
 
 4 Eraser Relay Race for Boys. 
 
 Equal number of boys on each side; all grades. Three erasers to 
 be carried from one hole to another, fifty feet apart, by each runner. 
 Two out of three trials. Game counts 5 points. 
 
 5 Eraser Relay Race for Girls. 
 
 Rules the same as for boys’ contest. 
 
 6 Hustle Eraser Race. 
 
 As many as possible from each side to enter; any grade. Head of 
 line to be fifty feet from touching goal. Each one in line to touch 
 each eraser as it passes. Game counts 5 points. 
 
 7 Dodge Ball for Girls. 
 
 Girls ; fourth, fifth, sixth, seventh and eights grades. Equal num- 
 ber on each side. Ball to be thrown to strike below the knee. The 
 side keeping the player in the ring longest, or having the largest num- 
 ber of players in the ring at the end of five minutes, wins. Game 
 counts 5 points. 
 
 8 Dodge Ball for Boys. 
 
 Rules same as for girls, except ball is to be thrown to hit any part 
 of body. 
 
 9 Noncompetitive Games. 
 
 Boys and girls of any grade. Three deep. Whip tag. 
 
 10 Anyway Ball or German Ball. 
 
 Boys and girls ; fourth ; fifth, sixth, seventh and eighth grades. 
 Three innings to be played. (Each side coming to bat three times). 
 Winning the game counts five points in the contest. 
 
 ARBOR DAY PROGRAM. 
 
 The following is taken from suggestive program given in the New 
 Jersey Arbor Day bulletin for 1913. 
 
 1 Remarks by the teacher or a member of the school board on the value 
 of teaching the useful and beautiful as well as the classical and his- 
 torical. 
 
 2 Have a boy who has made a bird box tell how bird boxes are a pro- 
 tection to young birds, and how he made his. 
 
 3 Have some of the best tree planters tell how to plant a tree — prepara- 
 tion of soil, roots, pruning and actual planting. 
 
 4 Announcement of outlines of contests in school or home gardening, 
 corn growing or other work the school may be planning. 
 
 5 Debate, “Are crows more harmful than beneficial to man.” (In 
 place of crows may be substituted blackbirds, or hawks, or English 
 sparrows.) 
 
22 
 
 6 Have a pupil describe how to test seed corn by the individual ear 
 method. 
 
 7 Have two pupils tell of the two types of insect moths, each telling 
 how to control such insects. 
 
 8 Have three pupils stand and each take one part. 
 
 (a) Use of vines to beautify the grounds at school or home, and name 
 some vines to use in certain places. 
 
 (b) Use of trees in same way. 
 
 (c) Use of shrubs in same way. 
 
 Outline of Constitution and By-Laws for a Small Club 
 
 (From Neighborhood Entertainments by Renie B. Stern.) 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 Article 
 
 I. Name. 
 
 II. Object. 
 
 III. a. Officers : Election and duties. 
 
 b. Executive Board: Composition and duties. 
 
 IV. Method of election to membership. 
 
 V. Annual meeting date. 
 
 VI. Method of amendment of constitution. 
 
 BY-LAWS. 
 
 I. Date of regular meetings. 
 
 II. Special meetings. 
 
 III. Committees: Appointment and duties. 
 
 IV. a. Annual dues; b. Date by which dues must be paid; 
 
 c. Forfeiture of membership for non-payment of dues; 
 
 d. Resignations. 
 
 V. Guests. 
 
 VI. Quorum. 
 
 VII. Method of Amendment of By-Laws. 
 
 VIII. Roberts’ Rules of Order shall govern the meetings of the 
 
 Club, where not inconsistent with its laws. 
 
 RURAL SCHOOL MAY FESTIVAL. 
 
 (Briggsville, Mass. See School Arts Book, April, 1912). 
 
 GIVEN IN COSTUME. 
 
 1 Procession — Queen accompanied by attendants, crown-bearer, guards 
 
 and pages. 
 
 2 Crowning the Queen, school singing “We Crown Thee,” at the foot of 
 
 the throne. 
 
 3 Flower Parade — Prizes offered for two most artistically decorated 
 
 vehicles (carts, doll carriages, bicycles, etc). 
 
 4 Winding the May Pole Primary Children 
 
 5 Hopp Mor Annika — Swedish Upper grades 
 
 6 The Chimes of Dunkirk — Scotch Primary children 
 
 7 Reap the Flax — Swedish folk dance Older girls 
 
 8 Blecking — Swedish folk dance Primary children 
 
 9 Oxdansen — Swedish folk dance Older boys 
 
 10 Varsouvienne — Polish folk dance Upper grade girls 
 
 11 I See You— Singing game Little children 
 
 12 Scotch Reel Upper grade girls 
 
 13 Shoemaker’s Dance — Danish folk dance Upper grades 
 
 14 Carrousel — Swedish folk dance Primary children 
 
 15 Highland Fling — Scotch folk-dance Upper grades 
 
 16 Winding the May Pole Upper grades 
 
23 
 
 VICTOR RECORDS (November, 1913). 
 
 Victor Talking Machine Co., (Records in list are 75 cents each). 
 (Send for catalog “The Victor on the Playgrounds). 
 
 FOLK DANCES. 
 
 Ace of Diamonds (Danish) and Tarantella (Italian). 
 
 Blecking (Swedish) and Fjallnaspoleka (Mountain Polka-Swedish). 
 Carrousel (Merry-Go-Round — Swedish) and Morris Dance (English) 
 Country Dance — Pop Goes the Weasel and Norwegian Mountain 
 March. 
 
 Csardas (Hungarian) and Oxdansen (Swedish). 
 
 Dance of Greeting (Danish) and I See You (Swedish Singing Game) 
 Gustafs Skal (Swedish) and Kulldamen (Swedish). 
 
 Highland Fling (Scotch) and Kamarinskaia (Russian). 
 
 Irish Lilt and (2) Highland Schottische and Hopp, Moc Annika (Swe- 
 dish.) 
 
 Kinderpolka (German) and (2) Chimes of Dunkirk and Migarepolska 
 (Swedish). 
 
 Klappdans (Swedish) and Shoemaker’s Dance (Danish). 
 
 May Pole Dance — Bluff King Hal (English) and Minuet — Don Juan 
 by Mozart (English). 
 
 Reap the Flax (Swedish) and St. Patrick’s Day (Irish Jig). 
 
 Ribbon Dance and The Four Dance (Danish). 
 
 MARCHES FOR SCHOOL USE ($1.25 each). 
 
 Battleship Connecticut March and Under the Double Eagle. 
 
 High School Cadets March and Semper Fidelis March. 
 
 King Cotton March and Officers of the Day. 
 
 Washington Post March and Lights Out March. 
 
 Soldiers’ Chorus (from Faust) and Onward Christian Soldiers. 
 
 Our Director March and Royal Trumpeters March. 
 
 (See Victor Catalog for list of records of school songs). 
 
 Christmas Hymns, Carols and Songs 
 
 Most of the hymns and several of the carols and songs are 
 in the Abridged Academy Song Book, published by Ginn & Co. 
 Price 75 cents. “Christmas Carols and Traditional Melodies Ar- 
 ranged for Sunday School, Choir, and General Use,” Sets I and 
 II contain many old favorites. These are published by G. Schir- 
 mer, New York. See Popular Educator, December 1913, for sug- 
 gestion for “Illustrated Christmas Carols and Hymns.” 
 
 Hark the Herald Angels Sing (Mendelssohn) 
 
 Joy to the World (Chesterfield). 
 
 Angels from the Realm of Glory (Regent Square) 
 
 Come Hither, Ye Faithful (Adeste Fideles). 
 
 Sleep, My Savior, Sleep. 
 
 Holy Night, Peaceful Night. 
 
 As with Gladness Men of Old. 
 
 We Three Kings of Orient Are. 
 
 Sing, O Sing This Blessed Morn (Roper). 
 
 O Little Town of Bethlehem (Words by Phillips Brooks). 
 
24 
 
 It Came Upon the Midnight Clear (Willis). 
 
 Once in Royal David’s City (Gauntlett). 
 
 Watchman, Tell Us of the Night. 
 
 While Shepherds Watched Their Flocks by Night. 
 
 Good King Wenceslas. 
 
 As Joseph Was A-Walking. 
 
 The following are from “Songs of the Child World” — Riley and Gay- 
 moe. Suitable for lower grades. 
 
 Book I. 
 
 A Letter to Santa Claus. 
 
 Merry Christmas. 
 
 The Legend of the Christmas Tree. 
 
 Christmas Carol. 
 
 Book II. 
 
 Christmas Carol. 
 
 Christmas Joys. 
 
 Christmas Secrets. 
 
 Christmas Secrets. 
 
 CHRISTMAS PLAYS, CANTATAS, ENTERTAINMENTS, ETC* 
 Holiday Dialogues from Dickens — Walter H. Baker & Co., Boston. 
 
 Contains three short plays — “Christmas Carol,” Price 15 cents. 
 “Cricket on the Hearth” and “The Battle of Life.” 
 
 A Surprised Grumbler — Christmas cantata for intermediate grades. 
 
 The Garden of the Christmas Fairy — Ladies’ Home Journal, December 
 1912 — A cantata for ten children and chorus. 
 
 Christmas Gifts of all Nations — Ladies’ Home Journal, December, 1912. — 
 Fifteen or more necessary for this play. Ambitious but short. 
 What Kind of a Christmas Party Can I Give? — Ladies’ Home Journal, 
 December, 1912. — Pantomime and games. 
 
 The Christ Child in Picture and Song — Ladies’ Home Journal, December, 
 
 1912. — Suggestions for entertainment by use of stereopticon to show 
 religious pictures. 
 
 The Greatest Gift — Ladies’ Home Journal, December, 1913. — Ambitious 
 play for many performers. 
 
 Ten Christmas Parties — Ladies’ Home Journal, December, 1913 — Sugges- 
 tions for entertaining. 
 
 Christmas in the Sunday School — Ladies’ Home Journal, December, 1913. — 
 Program and suggestions for entertaining. 
 
 Christmas in other lands— Plan Book by Marion George, published by A. 
 
 Flanagan Co., Chicago Popular Educator, December, 1913. 
 
 In the Great Walled Country— Popular Educator, December, 1913 — ^ 
 Suggestions for dramatization. 
 
 The Discontented Pine Tree — Popular Educator, December, 1913. — Simple 
 dramatization for little children. 
 
 Illustrated Christmas Carols and Hymns — Popular Educator, December, 
 
 1913. — Songs and hymns illustrated by tableaux. 
 
 PLAYS FOR COLUMBUS DAY. 
 
 Story of Columbus Dramatized — The School Century Magazine, Septem- 
 ber, 1913. — For middle and upper grades. 
 
 The Indians and Columbus — Primary Education, October, 1913. — History 
 dramatized by primary children. — Good ideas for costuming. 
 
 The Landing of Columbus. — Primary Education, October, 1913. — Play 
 for third grade. 
 
25 
 
 HALLOWE’EN ENTERTAINMENTS. 
 
 What Kind of a Party Can I Give? Ladies’ Home Journal, October, 1912 — 
 Suggestions for an informal gathering. 
 
 The Hallowe’en Party Table. — Ladies’ Home Journal, October, 1912. — 
 Suggestions for decorating. 
 
 Brownie Night. — Ladies’ Home Journal, October, 1913. — Hallowe’en enter- 
 tainment for rural schools. 
 
 The Hallowe’en Party — Ladies’ Home Journal, October, 1913. Ideas for 
 an informal party. 
 
 THANKSGIVING. 
 
 A Thanksgiving Festival — Ladies’ Home Journal, November, 1913. — For 
 upper grades and older people. — Illustrations good. 
 
 Hiawatha. — Dramatization by Houghton, Mifflin Co., Price 15 cents. — 
 For upper grades. 
 
 Indian legends in “Wigwam Stories and “Indian Myths.” 
 
 Thanksgiving Entertainment in Picture and Story. — Ladies’ Home Jour- 
 nal, October, 1912. See The Minister’s Social Helper, p. 40. 
 
 Hiawatha — Ladies’ Home Journal, March, 1913. — Dramatization (for 
 rural schools. — Illustrated. 
 
 Rose of Old Plymouth — Play for upper grades — mostly boys — Dramatic 
 Publishing Company, Chicago. 
 
 PICNICS, FESTIVALS, OUT-OF-DOOR ENTERTAINMENTS, ETC. 
 
 A Play Pageant — Primary Education, June, 1913. For young children. 
 
 Health and Play — Primary Plans, 1913. Indian games and dances. 
 
 Closing Day in the Rural School — Ladies’ Home Journal, June, 1913. 
 Suggestions for exhibit and picnic. 
 
 Rural School May Festival — School Arts Book, April, 3912. Folk dances 
 without a musical instrument. 
 
 To Give a Pageant in a Small Town — Ladies’ Home Journal, February, 
 1913. 
 
 Mother Goose’s “Moving-Picture” Show — Ladies’ Home Journal, July, 
 1913. 
 
 When the Children Romp — Ladies’ Home Journal, July, 1913. Social 
 Games for children. 
 
 Our Play Day — Primary Education, June, 1913. Outdoor celebration for 
 little children. 
 
 PATRIOTIC DRILLS, PLAYS, ETC. 
 
 Yankee Doodle March — Primary Education, June, 1913. 
 
 Our First Flag — Primary Education, February, 1913. A short play for 
 three little children. 
 
 Fancy Marches in the class-room — Primary Education, February. 1913. 
 
 Nathan Hale — A play for upper grades. March Bros., Lebanon, Ohio. 
 
 Man Without a Country — A play for middle and upper grades — March 
 Bros., Lebanon, Ohio. 
 
 AMATEUR THEATRICALS. 
 
 Publishers of Plays for Amateurs : Walter H. Baker & Co., Boston ; Sam- 
 uel French, New York; March Bros., Lebanon, Ohio; Dramatic 
 Publishing Co., Chicago; Dick & Fitzgerald, New York; Edgar L. 
 Werner & Co., New York. 
 
 A FEW GOOD PLAYS FOR CHILDREN. 
 
 Book of Plays for Little Actors, American Book Co., 30 cents. 
 
 Little Men, Harper Bros., New York, 50 cents. 
 
26 
 
 Little Women, Harper Bros., New York, 50 cents. 
 
 Hiawatha, Houghton Mifflin & Co., 15 cents. 
 
 Holiday Dialogues from Dickens — The Christmas Carol, Cricket on the 
 Hearth, and the Battle of Life. Walter H. Baker & Co., Boston. 
 Nathan Hale, March Bros., Lebanon, Ohio. 
 
 Man Without a Country, March Bros., Lebanon, Ohio. 
 
 (See list of plays under title, “The Best Plays for Amateur Actors,” 
 Ladies’ Home Journal, October, 1912). 
 
 BULLETINS AND PAMPHLETS ON PLAY GROUNDS ANt> 
 RURAL RECREATION. 
 
 Plays and Games — Bulletin by Wisconsin Department of Education, Madi- 
 son, Wisconsin. 
 
 Plays and Games — Bulletin by State Normal School, Emporia, Kansas. 
 Athletic Handbook for the Philippine Public Schools Bureau of Education. 
 Social Plays, Games, Marches, Old Folk Dances and Rhythmic Move- 
 ments. — Government Printing Office, Washington, D. C. Price 10 
 cents. (Remittance can be made by postal or express money order, 
 Stamps will not be accepted.) 
 
 What to do at Recess — Johnson-Ginn & Co., Chicago. Price 25 cents. 
 Spalding’s Athletic Library — American Sports Publishing Co., New York. 
 Each of the following titles is paper bound and lists at ten cents. 
 A complete list o,f titles in the series can be secured from the pub- 
 lishers. 
 
 No. 1. Spalding’s Official Base Ball Guide. 
 
 No. 202. How to Play Base Ball. 
 
 No. 157. How to Play Lawn Tennis. 
 
 No. 193. How to Play Basket Ball. 
 
 No. 246. Athletic Training for School Boys. 
 
 No. 313. Official Handbook of Public School Athletic League. 
 
 No. 314. Official Handbook of Girls’ Branch of Public School Athletic 
 League. 
 
 No. 331. School yard Athletics. 
 
 Field Day and Play Picnic for Country Children — Charities Publication. 
 Committee, New York, Paper, 10 cents. 
 
 The following list of pamphlets are published by the Play- 
 ground Association of New York, 11 Madison Ave. The prices 
 are usually 5, 10 or 15 cents. 
 
 Some Inexpensive Playground Apparatus. Price 15 cents. 
 
 Course in Play for Grade Teachers. Price 15 cents. 
 
 Report of the Committee on Athletics for Boys. Price 5 cents. 
 
 Report of the Committee on Athletics for Girls. Price 5 cents. 
 
 Report of the Committee on Folk Dancing. Price 5 cents. 
 
 American Field Day — A Field Day of the People, by the people, and 
 for the people. 
 
 Athletics for Country Districts — Athletic work of the Y. M#. C. A. in. 
 Vermont. 
 
 Conference of Rural Community Leaders. 
 
 Country Pastor and Community Recreation — Opportunities and 
 achievements of country pastors. 
 
 A Country Play Picnic. 
 
 County School Fairs. 
 
 Discussion of the Recreational Resources of Rural Communities. 
 
 Farm Demonstration Work and Country School Fairs in Virginia. 
 Hesperia Movement — Meeting for recreation and improvement. 
 
27 
 
 Higher Standards of Citizenship Made Possible by Rural Recreation- 
 Centers. 
 
 Organizer of Rural Recreation. 
 
 Play and Recreation in Our Country Life. 
 
 Recreation Activities of the Country Y. M. C. A. 
 
 Recreation of the Farmer’s Wife. 
 
 Recreation of the Farm Woman. 
 
 Recreational Resources in a Rural Community. 
 
 A Rural Community Center. 
 
 The Rural Pageant. 
 
 Rural Recreation Through the Grange. 
 
 Rural World at Play. 
 
 Solving the Rural Recreation Problem. 
 
 Camp Fire Girls — Gulick. 
 
 Extract from a Letter from a Boy Scout — The “hike” from the boy’s 
 point of view. 
 
 Problems in Dramatic Play — Mrs. Howard Brancher. 
 
 Folk Dancing as a Means of Family Recreation in the Home. 
 
 BOOKS ON GAMES, FOLK DANCING, ATHLETICS, ETC. 
 
 Boy Scouts of America — Seton and Baden-Powell, 
 
 Published by Doubleday, Page & Co., New York, 25 cents. 
 Education by Plays and Games — Johnson. 
 
 Published by Ginn Co., 90 cents. 
 
 Children’s Singing Games — Old and new — Hafer. 
 
 A. Flanagan Co., Chicago. Paper 50 cents. 
 
 Games for the Playground, Home, School and Gymnasium. 
 
 Bancroft-Macmillan Co., $1.65. 
 
 The Folk Dance Book — Crampton. 
 
 The A. S. Barnes Co., New York, $1.25. 
 
 May-Pole Possibilities — Lincoln. 
 
 American Gymnatia Co., Boston, Mass. 
 
 The Festival Book — Lincoln. 
 
 (It can be procured from A. C. McClurg, Chicago or any other 
 large publishing house.) 
 
 The Book of Camp Fire Girls, published by George H. Doran Company,. 
 New York. Paper 25 cents. 
 
 Bulletins of the Bureau of Education 
 
 The following list of bulletins are helpful to rural teachers. 
 Those that are starred are especially recommended. If costs, 
 are not given, they will be sent free of charge upon application 
 to the Commissioner of Education, Washington, D. C. Others 
 may be had of the Superintendent of Documents, Washington, 
 D. C., upon payment of the price stated. 
 
 Course of Study for Rural School Teachers, 5 cents. 
 
 ♦Peace Day — Fannie Fern Andrews, 5 cents. 
 
 The Montessor’s System of Education — Smith, 5 cents. 
 
 ♦Teaching Language through Agriculture and Domestic Science — 
 Leiper, 5 cents. 
 
 Cultivating School Grounds in Wake County, N. C. 
 
 Training Courses for Rural Teachers — Monahan. 
 
 The Status of Rural Education — Monahan. 
 
28 
 
 ♦The Promotion of Peace — Fannie Fern Andrews. 
 
 ♦Good Roads Arbor Day — Lipe, 10 cents. 
 
 The Reorganized School Playground — Curtis. 
 
 ♦♦An Experimental Rural School at Winthrop College. 
 
 ♦♦Agriculture and Rural Life Day. 
 
 BULLETINS OF THE BUREAU OF INDIAN AFFAIRS. 
 These may be had of the Superintendent of Documents, Washington, 
 D. C., upon payment of the price stated. 
 
 Some Things that Girls Should Know How to Do. 5 cents. 
 
 ♦Synopsis of a Course in Sewing. 10 cents. 
 
 ♦Farm and Home Merchanics. 15 cents. 
 
 ♦Social Games, Play, Marches, Old Folk Dances, etc. 10 cents. 
 Outline Course in Housekeeping. 5 cents. 
 
 Literature for Parent Teacher Association 
 
 Literature that will be helpful in its suggestions for organiz- 
 ing a Parent Teacher Association or Mothers’ Club may be ob- 
 tained from the following sources : 
 
 National Congress of Mothers, 806 Loan and Trust Building, Wash- 
 ington, D. C. 
 
 The Home and School League, 112 South Thirteenth St., Philadelphia, 
 Pa. 
 
 The Home and School Association, 405 Marlborough St., Boston, Mass. 
 Two Bulletins that are especially recommended are : 
 
 “How to Organize Parent-Teacher Associations,” published by 
 the National Congress of Mothers. Price 2-cent stamp. 
 
 “How to Conduct Mothers’ Clubs,” published by American Mother- 
 hood, Coopertown, N. Y. Price 8 cents. 
 
 (“The Child Welfare Magazine,” the organ of the National Con- 
 gress of Mothers, is published monthly by J. B. Lippincott 
 Co., 227 South Sixth St., Philadelphia. Price $1.00 per year) 
 
 LITERATURE DEALING WITH INTERNATIONAL PEACEu 
 Peace Day — Fannie Feme Andrews, 5 cents. 
 
 Superintendent of Documents, Washington, D. C. 
 
 The Promotion of Peace — Fannie Feme Andrews. 
 
 Commissioner of Education, Washington, D. C. 
 
 Bethink Yourselves! Leo Tolstoi, 10 cents. 
 
 International School of Peace, 29a Beacon St., Boston, Mass. 
 
 A League of Peace — Andrew Carnegie, 10 cents. 
 
 Same as above. 
 
 The Historic Development of the Peace Idea — Trueblood. 
 
 American Peace Society, 31 Beacon St., Boston. 5 cents. 
 
 A Primer of the Peace Movement — Lucia Ames Mead. 
 
 American Peace Society. 
 
 Lay Down Your Arms — Baroness von Luttnes, 65 cents. 
 
 American Peace Society. 
 
 A Congress of Nations — Elihu Burritt, 5 cents. 
 
 American Peace Society. 
 
 Teaching Peace in the Public Schools, State Normal School, Cheney, Wn. 
 
 LITERATURE ON RURAL SOCIAL CENTER WORK. 
 Neighborhood Entertainments — Renie B. Stern. 
 
 Sturgis & Walton Co., New York, 75 cents. 
 
 Good suggestions for special day celebrations, games and other 
 forms of entertainment for informal gatherings. 
 
29 
 
 The following may be procured from the University Extension Di- 
 visions, University of Wisconsin, Madison, Wisconsin: 
 
 The Rural Awakening. Price 5 cents. 
 
 The Social Center and the Farmer’s Home. Price 5 cents. 
 
 Social Center Work in the Southwest. Price 5 cents. 
 
 (See list of bulletins and pamphlets on Playground and Rural Rec- 
 reation). 
 
 Organizing Country Clubs, Illinois State Normal University, Normal, 
 Illinois. 
 
 Aids to Debaters 
 
 The bulletins listed below are published by the Extension 
 Division of the University of Wisconsin. Copies will be mailed 
 upon receipt of list price. 
 
 Principles of Effective Debating, 15 cents. 
 
 Debating Societies, organization and procedure, 10 cents. 
 
 How to Judge a Debate. 10 cents. 
 
 School Literary Societies. 10 cents. 
 
 Farmers’ Clubs, organization and programs. 5 cents. 
 
 Consolidation of Rural Schools, Free Text Books. 5 cents. 
 
 Restriction of Immigration, with references. 5 cents. 
 
 Simplified Spelling, with references. 5 cents. 
 
 MISCELLANEOUS LIST OF BULLETINS FOR COUNTRY 
 TEACHERS. 
 
 Domestic Science in Rural Schools, Lewiston Normal School. 
 
 Rural School Lunches, University of Idaho. 
 
 Good Lunches for Rural Schools without a Kitchen, by Ellen Richards. 
 
 Whitcomb & Barrows, Boston, Mass. 10 cents. 
 
 Lunches in the Country and Graded Schools, State Normal School, Ma- 
 comb, Illinois. 
 
 Hot Lunches in Country Schools, State Normal School, Cheney, Wash- 
 ington. 
 
 Morning Exercises in Country Schools, State Normal School, Macomb, 
 Illinois. 
 
 School and Home Garden, State Normal School, Cheney, Washington. 
 Spring Bulbs, State Normal School, Cheney, Washington. 
 
 Home Nature Study Leaflets, Cornell University, Ithaca, N. Y. 
 
 Rural School Leaflets, Cornell University, Ithaca, N. Y. 
 
 Farmers’ Reading Course Leaflets, Cornell University, Ithaca, N. Y. 
 Country Teachers’ Association of Illinois, State Normal School, Macomb, 
 Illinois 
 
 Industrial and Social Work in the Elementary School. 
 
 (9 Series of four bulletins) State Normal School, Macomb, Illinois. 
 Possibilities of the Country Home, University of Illinois, Urbana, Illin- 
 ois. 
 
 Centralizated Schools in Ohio. University of Ohio, Columbus. 
 Consolidation of Country Schools, University of Illinois, Urbana. 
 
 SCHOOL BUILDINGS, VENTILATING SYSTEM, ETC. 
 
 The Cornell Rural School House — Descriptive Circular with plans, cost, 
 etc. Cornell University, Ithaca, N. Y. 
 
 Model Rural School of the Missouri State Normal School at Kirksville, 
 Missouri. Bulletin containing diagrams and photographs published 
 by the Normal School. 
 
30 
 
 The One-room and Village Schools of Illinois. Contains plans and cost 
 of a model rural school building. A bulletin issued by the State 
 Department of Education, Springfield, 111. 
 
 Heating and Ventilation of Small School houses. A bulletin issued by 
 the State Department of Education, Springfield, 111. 
 
 (Cardboard model rural \ school houses will be sent to superintend- 
 ents, trustees and teachers on application to the Department of Education, 
 Washington, D. C.) 
 
 BOOKS ON COUNTRY LIFE FOR RURAL TEACHERS. ' 
 Country Life and the Country School, by Miss Mabel Carney. Row, 
 Peterson & Co., Chicago. $1.25. 
 
 One of the best books of its kind. Every country teacher should 
 own this book. 
 
 The Corn Lady, by Jessie Field. A. Flanagan Cp., Chicago. 50 cents. 
 The letters of a country teacher to her father, showing how she 
 adapted all work to fit country conditions. Full of inspiration. 
 Very concrete. 
 
 The Country Life Movement, by L. H. Bailey, Macmillan Co., New York. 
 $1.25. The author is considered one of the leading authorities on 
 the rural life movement. 
 
 Chapters in Rural Progress, by K. L. Butterfield. The University of 
 Chicago Press. $1.00. A statement of conditions and of farm 
 life and progress of the rural life movement. 
 
 Jean Mitchell’s School, by Angelina Weay. Public School Publishing Co., 
 Bloomington, Illinois. $1.00. A helpful book for young teachers. 
 The American Rural School, by Harold W. Foght. 
 
 Macmillan Co., New York. $1.25. Chiefly on Rural School admin- 
 istration. 
 
 Among Country Schools, by O. J. Kern, Ginn & Co., Chicago. $1.25. Pro- 
 fusely illustrated book on country school problems. 
 
 Adventures in Contentment, by David Grayson. 
 
 Doubleday, Page & Co., Garden City, Long Island, N. Y. $1.20. 
 Whitcomb & Barrows, Boston, Mass. 50 cents. 
 
 One Woman’s Work for Farm Women, by Jennie Buell. 
 
 An account of the work of a Rural Worker. 
 
 MISCELLANEOUS BOOKS FOR FARMERS AND RURAL 
 WORKERS. 
 
 Roads, Paths and Bridges, by Logan Waller Page, 
 
 Sturgis & Walton Co., New York. 75 cents. 
 
 The Country Church and the Rural Problem, by K. L. Butterfield. 
 
 University of Chicago Press. $1.00. 
 
 The Church of the Open Country, by Warren H. Wilson. 
 
 Missionary Education Movement of the United States and Canada. 
 50 cents. 
 
 The Rural Life Problems in the United States, by Sir Horace Plunkett. 
 
 Macmillan Co., New York. $1.25. 
 
 The Farmer and the State, by L. H. Bailey. 
 
 Macmillan Co., New York. $1.25. 
 
 The Training of Farmers, by L. H. Bailey. 
 
 The Century Co., New York. $1.00. 
 
 Cooperation Among Farmers, by John Lee Coulter. 
 
 Sturgis & Walton, New York. 75 cents. 
 
 The Healthful Farmhouses, by Mrs. Helen Dodd. 
 
 Whitcomb & Barrows, Boston. 60 cents. 
 
31 
 
 Teachers Bulletins 
 
 The following bulletins, issued by the United States De- 
 partment of Agriculture, will be sent free on request. Send for 
 Circular 94, “Free Publications of the Department of Agricult- 
 ure, Classified for the Use of Teachers.” Under the Department 
 of Agriculture, there are eleven scientific bureaus : public roads, 
 forest service, plant industry, animal husbandry, weather, soils, 
 chemistry, statistics, biological isurvey and; experiment 
 stations. Each of these bureaus issues a list of its publication, 
 both free and play. Every rural school library should have the 
 bulletins as are found useful in the work of the school and homes. 
 
 CORN. 
 
 Bulletin No. 199. 
 
 229. 
 
 253. 
 
 272. 
 
 298. 
 
 303. 
 
 313. 
 
 409. 
 
 Corn growing. 
 
 The production of good seed corn. 
 
 Germination of seed corn. 
 
 A successful seed corn and hog farm. 
 
 Food value of corn and corn products. 
 
 Corn harvesting machinery. 
 
 Harvesting and storing corn. 
 
 School Lessons on corn. (Especially recommended). 
 
 Bulletin No. 
 
 DAIRYING AND THE DAIRY HERD. 
 32. Silos and silage. 
 
 42. Facts about milk. 
 
 55. The dairy herd. 
 
 63. Care of milk on the farm. 
 
 106. Breeds of dairy cattle. 
 
 166. Cheese making on the farm. 
 
 241. Butter making on the farm. 
 
 348. Bacteria in milk. 
 
 Bulletin No. 55. 
 
 96. 
 
 106. 
 
 156. 
 
 170. 
 
 179. 
 
 205. 
 
 Bulletin No. 23. 
 
 29. 
 
 34. 
 
 62. 
 
 74. 
 
 85. 
 
 93. 
 
 112 . 
 
 121 . 
 
 125. 
 
 FARM ANIMALS. 
 
 The dairy herd. 
 
 Raising sheep for mutton. 
 
 Breeds of dairy .cattle. 
 
 Scab in sheep. 
 
 Principles of horse feeding. 
 
 Horseshoeing. 
 
 Pig management. 
 
 FOOD IN THE HOME. 
 
 Canned fruit, reserves and jellies. 
 
 Souring and other changes in milk. 
 
 Meats, composition and cooking. 
 
 Marketing farm produce. 
 
 Milk as food. 
 
 Fish as food. 
 
 Sugar as food. 
 
 Bread and bread making. 
 
 Beans, peas and other legumes as food. 
 
 Protection of food products from injurious tempera- 
 tures. 
 
32 
 
 128. 
 
 142. 
 
 175. 
 
 182. 
 
 200 . 
 
 203. 
 
 220 . 
 
 256. 
 
 289. 
 
 249. 
 
 291. 
 
 295. 
 
 298. 
 
 299. 
 332. 
 359. 
 363. 
 375. 
 389. 
 
 Bulletin No. 468. 
 
 Bulletin No. 44. 
 
 126. 
 
 270. 
 
 317. 
 
 345. 
 
 459. 
 
 Eggs and their uses as foods. 
 
 Principles of nutrition and nutritive value of foods. 
 Home manufacture and use of unfermented grape juice. 
 Poultry as food. 
 
 Cereal foods and their preparation. 
 
 Canned fruits. 
 
 Tomatoes. 
 
 Preparation of vegetables for the table. 
 
 Beans. 
 
 Cereal breakfast foods. 
 
 Economical use of meats. 
 
 Potatoes and other root crops as food. 
 
 Food value of corn and corn products. 
 
 Use of fruit as food. 
 
 Nuts and their uses as food. 
 
 Canning vegetables in the home. 
 
 Uses of milk as food. 
 
 Care of food in the home. 
 
 Bread and bread making. 
 
 FORESTRY. 
 
 Forestry in nature study. 
 
 A primer of forestry — Parts I and II. 
 
 GENERAL. 
 
 Fertilizers. 
 
 Practical suggestions for farm buildings. 
 
 Modern conveniences for the farm home. 
 
 The farm home. 
 
 Some common disinfectants. 
 
 House flies. 
 
 Bulletin No. 41. 
 
 51. 
 
 64. 
 
 141. 
 
 200 . 
 
 287. 
 
 Bulletin No. 87. 
 
 113. 
 
 154. 
 
 181. 
 
 198. 
 
 213. 
 
 283. 
 
 Circular No. 16. 
 
 67. 
 
 73. 
 
 84. 
 
 87. 
 
 92. 
 
 98. 
 
 POULTRY. 
 
 Fowls, care and feeding. 
 
 Standard varieties of chickens. 
 
 Ducks and geese. 
 
 Poultry raising on the farm. 
 
 Turkeys, varieties and management. 
 Poultry management. 
 
 HORTICULTURE. 
 
 Orchards, cover crops and cultivation. 
 The apple and how to grow it. 
 
 The home fruit garden. 
 
 Pruning. 
 
 Strawberries. 
 
 Raspberries. 
 
 Spraying for apple diseases. 
 
 INSECTS ON THE FARM. 
 
 The larger corn stolk borer. 
 
 The clover root borer. 
 
 The plum curculio. 
 
 The grasshopper problem. 
 
 The Colorado beetle (potato bug.) 
 Mites and lice on poultry. 
 
 The apple tree tent caterpillar. 
 
33 
 
 Bulletin No. 99. 
 
 132. 
 
 196. 
 
 275. 
 
 284. 
 
 Bulletin No. 35. 
 56 and 316. 
 91. 
 
 251 and 320. 
 
 Bulletin No. 48. 
 
 311. 
 
 321. 
 
 338. 
 
 505. 
 
 Bulletin No. 94. 
 
 154. 
 
 218. 
 
 255. 
 
 Three insect enemies of shade trees. 
 
 Insect enemies of growing wheat. 
 
 The usefulness of the American toad. 
 
 The gypsy moth. 
 
 Insect enemies of the grape. 
 
 POTATOES. 
 
 Potato culture. 
 
 Potato scab. 
 
 Potato diseases. 
 
 Potato spraying. 
 
 PUBLIC ROADS. 
 
 Repair and maintenance of highways. 
 Sand-clay and burnt-clay roads. 
 
 The use of the split-log drag on earth roads. 
 Macadam roads. 
 
 Benefits of improved roads. 
 
 SCHOOL AND HOME GARDEN. 
 
 The vegetable garden. 
 
 The home fruit garden. 
 
 School gardens. 
 
 The home vegetable garden. 
 
 WEEDS. 
 
 Bulletin No. 28. Weeds and how to kill them. 
 
 86. Thirty poisonous plants. 
 
 LIST OF FIRMS HANDLING INEXPENSIVE REPRODUCTIONS 
 OF FAMOUS PICTURES, CASTS, ETC. 
 
 Perry Picture Co., Malden, Mass. Reproductions of famous pitcures, 
 persons and places. Price, 1 cent each, in lots of 25 and over; 
 120 for $1.00. Large size pictures for framing 75 cents and $1.50 
 each. Illustrated catalog. 
 
 John W. Graham & Co., Spokane, Washington. Large size photogra- 
 vures, carbons and steel engravings. Prices range from $1.00 to 
 $10.00. Frames from $1.50 to $8.00. Illustrated catalog. 
 
 G. P. Brown & Co., 38 Lovett St., Beverly, Mass. Pictures one cent each ; 
 120 for $1.00. Illustrated catalog. 
 
 Cosmos Picture Co., 119 West 25th St., New York. Ten pictures, stand- 
 ard size, for 25 cents; 50 pictures $1.00. 
 
 A. W. Elson & Co., 146 Oliver St., Boston, Mass. Photogravures on etch- 
 ing paper, ten cents each. 
 
 A. W. Mumford & Co., 378 Michigan Ave., Chicago, 111. Colored pictures 
 of birds, mammals, insects and plants, 2 cents each; $1.80 for 100. 
 
 P. P. Caproni & Co., Boston, Mass. Casts and bas-reliefs. Illustrated 
 catalog. 
 
 Singer Sewing Machine Co., Manhattan Borough, New York. Pictures 
 of United States scenery in sets of ten, 18 cents for postage. 
 
 Detroit Publishing Co., Detroit, Mich., Souvenir Postal Cards covering 
 travel in various countries and portraits of famous people. 10 for 
 25 cents. 
 
 C. M. Parker, Publisher Taylorville, Illinois, Pictures and picture study 
 leaflets arranged by grades. Price 15 cents a dozen copies or $1.00 
 a hundred. 
 
34 
 
 Note : In framing pictures it is always in good taste to have the mat 
 about the color of the middle tones of the picture with a plain 
 wooden frame, the same shade or a little darker. If there are only 
 a few figures in the picture and it has a good background as in 
 Corot’s picture or Millet’s The Angelus, no mat is unnecessary. 
 
 RURAL SCHOOL LIBRARY LISTS. 
 
 Rural School Book List — State Normal School, Lewiston, Idaho. 
 
 School Libraries — State Normal School, Lewiston, Idaho. 
 
 List of Books for School Children — State Department of Education, Lan- 
 sing, Michigan. 
 
 First Aid List of Children Books — State Normal School, Cheney, Wash- 
 ington. 
 
 Suggestive List of Children’s Books for a Small Library, Democratic 
 Printing Co., Madison, Wisconsin. Compiled by Helen T. Kennedy. 
 List of Books for Elementary Schools — Oregon Library Commission, 
 Salem, Oregon. 
 
 Illinois Pupils’ Reading Circle Lists. F. A. Kendall, Naperville, Illinois. 
 Free. 
 
 The Use of the School Library in the Homes and Schools of Illinois. 
 Bulletin issued by the State Department of Education, Springfield, 
 Illinois. 
 
 Progressive Purchase List for School Libraries — The H. W. Wilson 
 Company, Minneapolis, Minn. 
 
 Note: John W. Graham & Co., Spokane; A. C. McClurg, Chicago; and 
 Chicago Book Supply Co., keep books of other publishers on hand. 
 
 PUBLISHERS OF SONG BOOKS AND SHEET MUSIC FOR 
 RURAL SCHOOL USE. 
 
 The music for the Junior Choirs organized by Rev. E. C. Knapp of Spo- 
 kane may be purchased in sheets or full set of ten numbers for 25 
 cents from the Sunday School Supply Co., Spokane, Wash. 
 Children’s Singing Games Old and New — Mari Hofer. A. Flanagan Co., 
 Chicago. 30 cents. 
 
 Choice Songs for Intermediate Grades. Orville T. Brewer Publishing 
 Co., Chicago. 15 cents. 
 
 Songs of the Child World, Nos. 1 and 2. Riley and Gaynor. The John 
 Church Co., Chicago. $1.00 each. Excellent for lower grades. 
 Songs in Season. George and Coonley. A. Flanagan Co. Price 15 cents. 
 Favorite Songs and Hymns. J. P. McCaskey. American Book Co., San 
 Francisco. Price 80 cents. 
 
 The Abridged Academy Song Book. Livermore. Ginn & Co., Chicago. 
 Price 75 cents. 
 
 SETS OF MUSIC READERS. 
 
 Modern Music Series — Eleanor Smith, Silver Burdette & Co., Chicago. 
 Primer. Price 25 cents. 
 
 First Book. Price 30 cents. 
 
 Second Book. Price 40 cents. 
 
 Alternate Third Book. 50 cents. 
 
 Fourth Book. Price 75 cents. 
 
 New Educational Music Course — McLaughlin & Gilbert. Gim & Co., 
 Chicago. 
 
 First Reader. Price 30 cents. 
 
 Second Reader. Price 30 cents.