usage. In the class city, or the class State, and in the United States Senate, interest will be increased by having the pupils assume the names of the different members of the city council, State legislature or United States Senate, as the case may be. All these different forms of supplementary work, whether conducted within or outside of school hours, should be under the guidance and eye of the teacher, and there should be a constant effort to make them the complete embodiment of ideal forms. In addition to these organizations, visits to the judicial and administrative departments of the city, county, and State governments are found to be both interesting and profitable. It has been truly said that "courage, discipline and loftiness of purpose are the things really necessary for maintaining a free government." But courage, discipline and loftiness of purpose need not be foreign to the Civil Government classroom, when the teacher is a person possessing moral courage, power to discipline and loftiness of purpose. It would be difficult to imagine anything more inconsistent than a class in Civil Government in which disobedience has taken the place of obedience, idleness that of application, and carelessness that of a sense of responsibility. Just as a person who, during his childhood and youth, has lived in a home of beauty, sanitation, and convenience, will (other things being equal) in manhood or womanhood make a better architect and builder, so boys and girls, meeting daily in the classroom where the regulations are clear, definite and enforced, will, as men and women, have a higher standard for the conduct of public affairs, and higher ideals of their rights and duties as citizens. LOFTY IDEALS-AN ALLEGORY. George, Benjamin, Alexander, and James were appointed by the community in which they lived to plan and build a community house. Now George, Benjamin, Alexander and James, besides being great architects, were men of character. They desired to build for posterity no less than for themselves and the community in which they lived. Because they hoped the house would rise to great height in the future, they laid the foundation to the deepest depth and on solid rock. It was a foundation of united columns, so arranged as to admit of other columns, should they be desired in the future. The plan was ample. The material was imperishable. The masonry was without a flaw. At its completion the community came to look upon the work, and after thorough examination and close inspection they pronounced it good. The house began to rise. Each generation added to it to suit its needs. Many times every year the youth of the community repaired to this house to examine the superstructure and the foundation, especially the foundation. They were made familiar with every column, and acquainted with its location, purpose and relation. Year by year the building rose in height to suit the needs of the community, but the superstructure was always in harmony with the foundation. The house was the pride of the community. They were proud of it, because it was a model community house, and because they knew that it was a model, for no member of the community was permitted to grow up in ignorance of the history, the purpose, the conveniences, the advantages, and the requirements of this wonderful piece of architecture. Mary, William, Margaret and Henry all pointed with pride to this beautiful structure; for had not their ancestors planned and laid the foundation and commenced the superstructure? Bruce, Wilhelmina, Marie and Patrick also were proud of it; for although their ancestors may have had nothing to do with planning or laying the foundation, or starting the superstructure, yet, as members of the community they had enjoyed its advantages and had had their lives broadened and bettered by a thorough knowledge of the principles upon which it was built. For, between the community house and the red schoolhouse on the hill, there was a very close relation. Frequent excursions were made by the school children from the latter to the former, and every column in the foundation of the grand model was thoroughly examined by them. They learned the origin, the material, the location, and the purpose of every column of the substructure and its relation to the superstructure. A Jewish rabbi entered the town one day. He was struck with the wonderful symmetry and beauty of the building. He watched and gazed-stopped and admired-again he walked. Coming upon a Scotch stonecutter at his work, he stopped and asked: "Can you tell me the name of that imposing structure?" "The community hoose," said the Scotchman. “And what is its purpose?" asked the rabbi. "Do you know?" "Na, I dinna ken," said Sandy; "for I'm a stranger in these parts. I dinna ken today, but I'll ken tomorrow, for my little Rhoderick goes to the school on the hill, and all the bairns of the school gang to the community hoose today. Rhoderick will tell me tonight, and then I'll ken. Come on the morrow, I'll ken then." "I shall come," said the rabbi, WOOING NATURE THROUGH FISHING. L. M. SNIFF, PRESIDENT TRI-STATE NORMAL COLLEGE, ANGOLA, IND. To write of practical fishing would be as difficult and out of nature's harmony, as to write a treatise on love from the point of psychology. I knew a psychologist, an old bachelor, whom I challenged once to a practical test of psychology, by telling him that with all his psychical profundity, he could not court a girl-and he dared not put his scholarship to the test. I claim to be a fisherman, but it makes me chilly to think of writing in a practical way of my love. Over and over I have resolved to write out some practical suggestions about the gentle art, but I can't get started, and I don't think I will ever try it again. During these cold winter times, when our small-mouthed bass are sandwiched away in the rivers, around big rocks and submerged logs, and our Oswego bass are moving sluggishly about in our ice-bound lakes, I go to my private room most every day, take up the last two rods I have made with my own hands, look them over and love and admire them. Then I get my Frankfort reel, give it a few whirls to admire its grace and power, then attaching it to one of my loved rods, I put the combination to the test. What a rod! What a uniform lure-and how gentle. That rod has never swept across the bow of my boat, nor added the music of its swirl to the music ever present about the chestra, and the players are the waters, Now take me to the lakes. They tell me that in October days the fringed gentian, the lobelias, the bluebells, the fox gloves and the golden rod are everywhere along the banks, nestled among the sedges, are in their bold purity lifting their heads upward-and like the river blossoms, you can not woo them until you are free from the methods of the scholar and the strifes of life. But how may I become free? Give me my boat, my loved rod and reel. I'll go fishing. Listen at the music of that Frankfort reel-hear the singing of the reel and the water, what hills, what woodland, what a sky. Is the orchestra out today? Yes, I hear-but look! see!! What canvas, the sky! An artist is there. He is painting a scene for me! A moving picture against the blue canvas. The World—the Universe! I'm in it. I'm a part of it. I live, I live forever. Take me nearer the shore where I may commune with the flowers. The artist is here, and I'm his invited guest, for he said, "behold the lilies of the field." gentle plash of the landing bait. What DEPARTMENT OF ATHLETICS. EDITED BY SUPERINTENDENT V. W. B. HEDGEPETH, GOSHEN SCHOOLS, FOR THE INDIANA STATE HIGH SCHOOL ATHLETIC ASSOCIATION. Material for publication should be sent to him at Goshen, Indiana, by 8th of month. THE STATE LEAGUE. Organized December 5, 1903, in the office of the State Superintendent of Public Instruction. Organization completed and recognized by the State Teachers' Association December 29, 1903. Annual Meeting for the election of one member of the Board of Control to serve three years, the discussion and revision of the by-laws, and the transaction of general business, at the High School section of the State Teachers' Association. It is not intended to limit the scope of this department to so-called athletics, but to discuss in general all those lines of school endeavor that tend to develop the body as well as the mind of the child. No matter what may be said by those who object to any and all departures from our present Platonic system, physical culture is not a fad. On the contrary it is a more necessary element in education than the book. At the least, the health of the child should receive as much attention as his studies. The following are a few clippings from the May number of the School Board Journal concerning these lines of effort: Indianapolis, Ind. The board of education approved the plan of Supt. Kendall for the introduction into the schools of a modern system of physical training and an able instructor in each of the high and graded schools. Newark, N. J. Physical culture will be introduced in the public schools in September next. It will be tried one year under a competent instructor. OFFICERS OF THE LEAGUE. Geo. W. Benton, Principal Shortridge High School, Indianapolis, President. Lotus D. Coffman, Superintendent Schools, Salem, Treasurer. J. T. Giles, Principal Marion High School, Marion, Secretary. The above constitute the Board of Control, and all questions as to interpretation, policy, settlement of disputes, official information, etc., should be referred to them, as their decision in all matters pertaining to the League is final. Newark, N. J. An effort is being made to introduce physical culture in the public schools. Its promoters say that a fifteen-minute exercise in the morning and ten minutes in the afternoon will break the monotony of study periods and give new life and energy to the pupils. Minnesota. Ability to teach football is to be one of the requirements of men teachers throughout the State next fall. One of the rules in force in many parts of the State is that a football coach must be a regularly hired teacher in the school. Pittsburg, Pa. If the school board of the Sterrett subdistrict has its way, the art of swimming will be added to the curriculum of the public schools of that section. An uncommonly large number of taxpayers are in favor of the proposition. Malden, Mass. Sewing has been made a compulsory study in the public schools. South Bend, Ind. A department of domestic science has been added to the school course. Lewiston, Me. Domestic science is to be introduced in the public schools. Wheeling, W. Va. Manual training is to be introduced in the public schools. Cincinnati, O. It is expected that manual training will be provided for in the city schools the present year. Chicago, Ill. Manual training centers have been established at the Darwin, Drake, Crerar, Stowe and Shields schools. Domestic science centers in the Franklin, Talcott and Medill schools. Savannah, Ga. It is proposed to introduce manual training in the public schools. Charlestown, Mass. Application has been made to the school board for the introduction of a new branch of manual training in the schools, viz., the art of knotting, splicing and hitching of ropes. Peoria, Ill. The plan of introducing domestic science and military training in the public school curriculum has met with the hearty approval of the board. Louisville, Ky. Recommendation adopted that mechanical drawing and woodwork be introduced next September in the high school course. The following is from the course of study for the Boston high schools: "Physical training is regularly given at school by means of gymnastics and military drill, and no class or pupil, during the first three years of the course, is allowed, without good reason, to omit these physical exercises. "Moreover, teachers will guard the health of their pupils, or, better, will instruct them how to obey the laws of life and health, and give them sound advice with regard to diet, ventilation, exercise, rest, dress and regular hours." THE FIRST ANNUAL TRACK AND FIELD MEET. The Board of Control, Saturday, May 7th, met in the office of Principal Geo. W. Benton and submitted the following eligibles from the lists of the eighteen schools entering: Indianapolis, M. T. H. S.—Duggan, Weaver, Quinn, Rhodehamel, McKay, Murr, West, Nutt, Beesner, Ayres, Schmidt, Plummer, Turner, Thomas, King, Wolfe, H. Shideler, Johnston, Cullen, Wheeler. Indianapolis, S. H. S.-Doudican, Steep, Saltmarsh, Weer, Joseph, Cline, Holloway, Lilly, Leathers, De Weese, Boyle, McLaughlin, Merrill. Lafayette-Miller, Kenny, Grady, Brown. Marion-Davis, Anderson, Sprowl, Moore, Scott, Charles, Steffins, Osterle. Salem-Martin, Wilson, Caufle. North Manchester-Calhoun, Ginerick, Heimes. Noblesville Essington, Holopeter, Bradley. Monticello-Gardner, Myers, Kestle. Richmond-Genn, Reller, Manford, Newman, Hill, Rettig. Sheridan Kercheval, Williamson, Higby, Davis, Miller, T. Johnson, H. Johnson, Fritz, Cox, Jay, Scott. They also handed down the important ruling that candidates who are twentyone may contest, provided they were not The League, May 7th, had forty-two twenty-one at the date of their school enhigh schools enrolled. rollment during the current year. MATHEMATICS. ROBERT J. ALEY, BLOOMINGTON, INDIANA UNIVERSITY. A TREATMENT OF COMPOUND NUM- 1 mi. 320 rd. 1 rd. re Invaluable as the equation may be as a mathematical device, yet it may be unnecessarily used. The analysts have almost changed "figuring" into a language study in many schools. In compound numbers pupils are permitted to figure in any careless way that may please them, may throw their figures away, or save them for some weaker pupil, who is usually at least a day behind the brighter pupils, but the form of expression, the analysis, must be correct and neat. The emphasis is thrown on the form and not upon the fundamental processes of duction, combination, separation, and fractions. In any ordinary class at least onethird of the pupils depend upon other pupils or directly upon the teacher for difficult figuring, but when the computations are made, the analysis may be easily arranged by them and intelligent explanations given for every step in the solution. It is in the interest of these cast-away figuring processes that this article is prepared. The old one-column reduction process has been rejected because it is untruthful, and the scattered figures of solutions in addition, subtraction, multiplication, and division present a form that justly frightens a teacher who likes to see work well arranged, and in consequence the equation has become a fixture in compound numbers, and the figuring processes have become more detached and fragmentary than before its adoption. Believing that by elimination of objectionable features in old processes and by the introduction of a few natural devices that forms of figuring can be made as logical and true as the best written analysis, an effort is herein made to illustrate this belief by solution of typical problems. PROBLEM ONE. Reduce 2 mi. 240 rd. 11 ft. 8 in. to inches. 2 |