The Study of Wool Related to other Subjects. 1. Geography and Nature Study. (a) General location of places from which wool is obtained. (1) Climate. (2) Food. (3) Facilities for shipping. (4) Manufacturing states and countries. 2. History. (1) Relation to: (a) Primitive life. (b) Indian life. (2) Shepherd life in connection with Jewish history. 3. English. (a) Descriptions written for the booklet. (b) Oral reproductions of industrial processes. (c) Stories relating to industries. (d) Stories of children's own experiences. (e) Dramatization. (f) Picture study. 4. Arithmetic. 1. Cost of raw and manufactured goods. 2. Cost of raising sheep. 3. Wages for men who care for sheep. 4. Wages of industrial workers concerned in different processes. 5. Problems connected with making of loom. 6. Cost of materials. 5. Fine arts. 1. Design for cover of booklet. 2. Design for rug. 3. Selection of material and making of doll's dress. THE VEGETABLE PARTY If you had been at Roy's house one night before Thanksgiving, and if you had gone down cellar-for they have cellars in country houses-you would have heard the queerest noises. The potatoes were having a party! The potatoes lived in a big box in one corner of the cellar. They had invited the apples who lived in a barrel in another corner. They had also invited the onions from a big basket, the big round yellow pumpkins, and the coal from the coal bin. If you had been at Roy's house you would have seen the queerest things in the middle of the night when the party began. The potatoes were all ready with their eyes wide open and soon the apples went to the party rolling over carefully, so they would not break their soft skins. The onions rolled over quickly as their skins were hard and would not break. The pumpkins rolled slowly and turned over only a few times as they were so large. Then the lumps of coal came, too, trying to roll, which they could not do very well and they left black dust wherever they had been. Then the party began, they had such fun, just as people do at parties, and just before it was time to go home, Mrs. Potato said they would have a little Thanksgiving talk. "Why are we so happy and so thankful?” she said. Each of the apples had some good reason, one big red one because Roy would take her to school; some green ones because they would make good apple pies for dinner; some would be glad to make apple sauce and some would make good roasting apples for Roy and his friends. The pumpkins were happy because they would make the big pies for Thanksgiving and one because he would be made into a Jack-o'-Lantern. The onions said they helped make many things good for Roy's dinner, soup, meats, were good for boiling and frying, and they were glad they were good enough to be used so much. The potatoes thought they should be very happy because they were used every day, boiled, baked and fried and Roy was fond of them. The lumps of coal said they should be thankful because they were so useful. "How would all you vegetables be cooked if I didn't make a fire for you?" they said. Then it was nearly morning and time to go home before Roy's mother came down cellar-so the apples rolled back to their barrel, rolling carefully so they would not break their soft skins. The onions rolled quickly as their skins were hard and would not break. The pumpkins rolled slowly and turned over only a few times as they were so large. Then the lumps of coal went back to the coal bin trying to roll which they could not do very well and leaving black dust behind them. If you had been at Roy's house that morning you never would have known that the vegetables had had a party that night. MARY E. CHACE. MATERIAL: CLASS MANAGEMENT HOW I KEEP MY RECORDS LEO M. HOGAN, UNGRADED CLASS TEACHER PUBLIC SCHOOL 19 MANHATTAN 1. Large sewing envelopes which may be ordered from the supply list. Use one for the records of each child. 2. Two wooden boxes, 12 inches long, 6 inches wide and 6 inches high. 3. One wooden box, 8 inches long, 6 inches wide and 6 inches high. Divide this box into 5 compartments. 4. The boys can make the boxes out of one-half inch stock for a manual training lesson. 5. One small card catalog which may be bought for 45 cents. METHOD: The sewing envelopes if placed in the large boxes with the open side to the top will just fit in the boxes. On the upper left hand corner have the following information which will save the time of the doctor, inspector, and school visitor at the next examination. 1. Date of admission; school and class from which the child came. 2. The date of each medical examination and the name of the doctor. 3. The date of discharge; reason for discharge and where. 4. Take a large cardboard pad back and trim it to fit inside the envelope. Then punch two brass paper fasteners through the top with the points up. On these place the child's medical, observation and pedagogical records, each new one on top of the last and fasten them together. The papers will be retained in correct rotation and will not crumble up and tear when placed in the envelope. 5. Keep the envelopes of children in your present class in one box and the record envelopes of the graduates in the other. When a child is discharged, write the facts on the envelope and place his records in the "graduate" file. Both files should be kept in alphabetical order, last or family name being the key name. 6. Use the small box with the five compartments to keep your official record blanks in; as a. Observation cards b. Admission blank c. Pedagogical records d. Home-visiting blanks e. Discharge blanks. In your card catalog, which will serve as a record of the career of the graduates and their employment, have a card for every boy who has been in your class. As I have had the Ungraded room in this school three and one half years, my catalog records cover that period during which fifty-two boys have been discharged over sixteen years old. On this card have the child's name, date of discharge, vocational work for which he seems best suited, his employment each year after leaving and wages. Also other remarks, as further education or social downfall and names of societies or friends who are interested in the boy. Remember, a little encouragement goes a long way when the boy is doing his best to succeed. This way of keeping the records is very helpful and saves time. The filing boxes can be kept on a shelf in the supply closet. The following illustration will serve to show how simple and accurate the plan. J. S. is an Ungraded Class boy. On his envelope we find the following information: J. S. Examined Oct. 2, 1914. Dr. Isabelle T. Smart. Admitted Ungraded Class P. S. 19 from 4 B2 Oct. 26, 1914. Reexamined Oct. 30, 1915. Discharged Nov. 30, 1916. Dr. J. T. Krause. Dr. J. T. Krause. His envelope is kept in the graduate file. Inside the envelope we find his other records fastened together. On his card in the employment catalog we find the following: S. J. Discharged Nov. 30, 1916. Over age. Vocational-machine work if possible. Employment Nov. 1916, National Biscuit Company, 10th Ave. and 9th St., running errands and stockroom, $7. April 1917, National Biscuit Company, running mixing machine, $12 and overtime. Attends East 16th St. evening trade school-electric wiring class. BOOKS RECEIVED The Advanced Montessori Method in two volumes. Frederick A. Stokes and Co., New York. An Introduction to Special School Work. M. F. Bridie. Longmans, Green and Co., New York. A Psychological Analysis of Stuttering. By Walter B. Swift, M.D. Journal of Abnormal Psychology, October-November 1915. Summary: In very brief form a complete, automatic, visualization process may be developed by vocal drill in cases where previously there was total absence of all these visualization processes during speech. In relation to the stuttering, the symptoms disappeared in proportion as the picturing processes developed. This may therefore be considered as the "new treatment indicated" in the article in the Journal of Abnormal Psychology. I next plan to present a long series of such cases so treated, presenting both the original absence of picturing and its final development. By that time I think I will be ready to give out my system of treatment in final form. Studies in Speech Disorder, No. 5,-The Speech in Athetosis. By Walter B. Swift, M.D. Review of Neurology and Psychiatry, April 1916. Summary: Athetoid speech is a constant variation in vowel form and consonant sound, clear only when correctly struck during the constantly changing contractions, or when, during rare moments of relaxation, the sounds are hit before contractions occur. The Possibility of Voice Inheritance. By Walter B. Swift, M.D. Review of Neurology and Psychiatry, March 1916. (3) The lower aniThus it is proved Summary: (1) Literature on eugenics and cacogenics shows that bone shapes are probably inherited. (2) The noses of the Indians, and the Greeks, and the Jews, prove this pretty conclusively. mals afford data that put this thesis beyond doubt. that bone forms are inherited. Then what is contained in them is also inherited, and therefore the functions that those cavity shapes subserve, such as vocal quality and utterance, are likewise inherited. In brief, I claim abundant evidence to show the possibility of voice inheritance. |