made of many typical classes by means of the age progress sheet revealed the anticipated fact that pupils were grouped without due regard either to their mental or their chronological age. The facts recorded by the age progress sheet were apparently regarded merely as interesting data, to be filed with the Division of Reference and Research, rather than compelling reasons for reorganizing the classes in the grades. A careful study of the school history of exceptional pupils, as revealed by the age progress charts supplemented by simple standardized tests will enable one to substitute a scientific class organization for a crude, empirical one that is wasteful not only from the standpoint of discipline but also from the standpoint of instruction. Furthermore, when so much standardized material is readily available, it is not too much to expect that principals and teachers apply standards of achievement in spelling, penmanship, arithmetic and reading, to determine whether or not pupils, classes, or schools are up to the level of achievement we are entitled to demand.

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Only by the application of scientific standards of measurement as a substitute for the rule-of-thumb estimates of former days can we justify ourselves in claiming that teachers constitute a professional body keenly alert to the scientific develop ments of the day. Let me extend my hearty congratulations to those district superintendents, principals elementary and high and teachers who through careful study have equipped themselves to be the leaders in this progressive movement. Permit me also to express the hope that their example will be an incentive to all to study their problems in the light of scientific research rather than in the light of musty traditions, which although wasteful to an extreme degree, are intolerant of the newer vision born of professional study. I beg you to discourage those antiquarians amongst us who are prone to group pupils according to the length of their legs and who advance pupils on the basis of so-called good behavior which is often synonymous with immobility. In the last analysis, education must be wrought in terms of the individual child. Therefore, our grouping of children must be such as to make certain that we are not inviting them to a Barmecide feast at which their hunger for learning remains unappeased.

I speak in a spirit of optimism because I know of no school

system in which more commendable advances have been made in such matters. Many of our elementary schools have achieved an enviable reputation for an intelligent application of such technique to the problem of grading; our junior high schools also are a notable illustration of a modification of the traditional classification of pupils that promises much by way of an enriched curriculum for adolescent pupils, a longer schooling and vocational guidance. Last, but not least, our high schools have made remarkable progress in the application of technical methods in the classification of pupils.

Let me then urge that you all lend your hearty cooperation to the further development of such plans. Whether the administrative scheme involves a grade, a school, or a district, no thought of personal gain or comfort, no petty rivalry should be allowed to color one's attitude and thereby obstruct the working out of such important problems.

OFFSET WASTE BY GRATUITOUS SERVICE NOBLY RENDERED

To offset the negative tone of some of the foregoing suggestions, let me suggest that in addition to taking such measures as may be necessary to eliminate waste, we all do our utmost to render service over and above that measured by the by-laws and regulations, that we render service without stint in a spirit of loyalty and gratitude. Too often, I fear, we listen to those within our ranks whose desire for personal exploitation and acidulous tongues make them apostles of discontent and radicalism, who challenge not only the amount and the kind of professional service which we should render, but who even scoff at the holy obligations which we owe to the state and to the nation. No doubt such parlous leaders are convinced that they are the salt of the earth and that wisdom will die with them. While it is true that their verbal bludgeons inflict little real damage, we should beware lest the public be misled into the belief that those engaged in educational work are incompetent, ungrateful, pessimistic. We should bear in mind the fact that as a profession we now have a rank and dignity never before attained by those in the teaching service. Admission on the basis of proved competency, adequate compensation for all ranks of the service, permanency of tenure, except for the obviously unfit, supple

mented by assured pension benefits, are features incident to our professional employment that entitle the community to demand exceptional service of the teaching profession. Slipshod performance of duty, quibbling as to the amount of service, questioning obedience to properly constituted authority, and, above all — a characteristic of our weakest brethren — doubtful loyalty to our political institutions, are faults that call for hearty condemnation and should not only be an absolute bar to advancement, but in exceptional cases, the basis of disbarment from the service.

In terms of idealistic devotion to the common good, the teachers of our system have no peers. They exemplify in their daily lives the inspiration which finds expression in the oath taken by the Chief Justice of the Supreme Court:

"I do solemnly swear that I will faithfully and impartially discharge and perform all the duties incumbent on me according to the best of my abilities and understanding, agreeably to the Constitution and laws of the United States, and that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God."

With our minds and bodies refreshed and strengthened by a profitable vacation, let us return to our work determined to prevent waste not only in material things but also in spiritual matters and to offset any wastage due to lack of skillful administration, by a generous enthusiasm and intensity of effort that will arouse the admiration of a critical public. Although I recall the sage advice of Poor Richard that "We may give advice but we cannot give conduct;" yet I am sure these poor suggestions of mine will stir up in your minds a host of fruitful resolutions, the carrying out of which will be the crowning glory of a prosperous school year.-(Reprinted from Bulletin of High Points, Sept., 1921.)

METHODS

A METHOD OF TEACHING "AN INCIDENT OF THE

FRENCH CAMP," by ROBERT BROWNING

Teachers' Preparation.

A good knowledge of the siege of Ratisbon by Napoleon in 1809 and the relation of the siege to the campaign is a necessary preparation by the teacher, so that she may tell to the children just enough for them to get the local color and setting.

Aim.

To stir the imagination through this story of heroism. To read the poem well.

Plan of the Lesson.

I. Preparation.

1. Give a brief talk in order that the children may understand the historical setting and get the atmosphere of the poem.

a. Have the children locate Ratisbon on the Danube. Tell them what a very old city it was and of the many sieges it had withstood in all those hundreds of years. Be sure to tell them that the story told in the poem is a true story, as that will appeal strongly to them.

b. Show pictures of Napoleon, especially ones which will give the characteristic position spoken of in the poem, "with neck out-thrust, legs wide, arms locked behind." The "Napoleon at St. Helena" or "The Farewell to France" on shipboard, both show it, though too sad for the 1809 period. To off set this show the "1807" picture if possible which will show the uniforms of the soldiers and their unbounded admiration and enthusiasm for him.

II. Presentation.

The teacher may read or recite the poem.

III. Intensive study.

Allow time for discussion and for visualizing the many pictures
suggested by the poem. Difficult parts must have extra study.
A few words and expression will need to be explained and illus-
trated—“prone brow," "oppressive battery-smokes," "anon,'
"flag-bird flaps his vans," "Sire," "Lannes." Notice the words
and phrases which give the idea of rapid riding toward Na-
poleon-"flew," "bound on bound," "full galloping," "flung."
Lead the children to see that the poem may be divided into
1. Introduction. First verse.

2. Development of the story.

3. Climax. Last verse.

IV. Study of the poem as a whole.

The children read the whole poem.

It may be dramatized.

V. Application.

The children may tell stories in which other characters show this simple, noble and inspiring patriotism and self-sacrifice.

Teaching a Selection to be Memorized.

To prepare a selection to be memorized the method is much the same as for reading.

(1) The teacher gives a brief preparatory talk if it is necessary and then (2) reads or recites the poem. This is followed by (3) the intensive study for meaning and logical relation between the parts. Use objects and pictures if possible so that the children may understand all the allusions and illustrations. Question carefully to see if they get the meaning. Later, ask questions which require the answer to be given in the words of the poem; this is a help in memorizing it. (4) Then have the poem read to be sure that the children have the correct emphasis and expression. (5) Learn it.

Dr. William L. Ettinger, Superintendent of Schools in New York City, has issued a circular with reference to the administration of outdoor, open air, and open window classes. The ideas embodied and carried out in New York might be beneficially followed by schools and teachers of smaller systems where the need of such classes is not so universally evident, yet where there are undoubtedly numbers of cases noted under the following heads, in which greater physical development would accrue.

Dr. Ettinger makes the following group distinctions:

OUTDOOR CLASSES. The outdoor classes, located on abandoned ferryboats, on the roofs of hospitals, and in sanitariums, as annexes of public schools, are organized for pulmonary tuberculosis cases. In these classes food, rest, and medical treatment are given first consideration. School work is carried on as completely as health will permit.

OPEN AIR CLASSES. Open air classes are organized for contact cases exposed to tuberculosis in their homes, and for arrested cases of pulmonary tuberculosis. Cases referred by physicians should continue to be under their care as to medical treatment and recommendation.

OPEN WINDOW CLASSES. The type of case for open window classes should be diathesis cases-not contact cases-and mal-nourished or socalled anemic cases uncomplicated by tuberculosis. The sources of supply are pupils transferred from open air classes, pupils selected through school surveys, children who are frequently absent from school because of colds, and children referred by physicians.