will flourish; and when we realize that a prime function of the school is to furnish Satan competition, crime will decrease. The cry of humanity is for work, a cry unheard by the school. A pathetic illustration of the need for industrial training is seen in the letter of a boy convict to his mother written from the prison to which he had been sentenced for life. He was one of five convicted of the extremely brutal murder of Guelzow, the Chicago truck farmer. This boy was not yet sixteen years old and he had known. his companions only five days before the murder. But he was out of work— and Satan provided employment. The boy held the farmer's horse while the victim was literally butchered. He writes to his broken-hearted mother. I am learning a useful occupation here so I'll have something to work at to help you when I get out. (The optimism of youth! He was sentenced for life.) Oh, if I only had something like this before IT happened.

My readers, the cry of the ages rings out from the heart of that ignorant boy: “Oh, if I only had something like this before it happened." He had capitalized and underscored IT as if to

symbolize in a striking manner his awful crime and his terrible remorse: "Oh, if I only had something like this before IT happened." No claim is made that work will prevent all crime but it is hardly necessary to prove to readers of this Journal that useful labor is a splendid moral corrective that the schools should use with greater frequency.

The teacher with a purely academic attitude is not qualified to render the best service to all of the pupils even in the fifth and sixth grades; but in the seventh and eighth grades where much should be made of the vocational motive this situation is intolerable. In this day of vocational education the pupils certainly deserve that all teachers have a sincere and sympathetic attitude. Many of our so-called commercial and industrial courses today are failing to accomplish the things hoped for because they are in the hands of teachers who are not in sympathy with the work. They are teachers of mathematics, history, and what not, whose business it is to do poorly, lest they be required to continue doing well a thing they do not care to do.

FL

February Birthdays.

This is the busiest and shortest month of the year. Busiest because it holds many of the birthdays of the great and good. We recall these from year to year because they teach us the lessons of truth, honesty, patriotism and love. February is used as the month for teaching patriotism; history always holds a large place because we discuss the lives of our two great Presidents. This is wise, but let us remember the other side of the work that may be given. Do not forget St. Valentine's Day can be made very common and that it is our work to treat this beautiful myth in such way that the lesson of charity and brotherly love may be clearly seen.

February

1-Commodore David Porter, 17801843.

3 Felix Mendelssohn-Bartholdy,

1809-1847.

Horace Greeley, 1811-1872.

5-Sir Robert Peel, 1788-1850. 6-Aaron Burr, 1756-1836.

Sir Henry Irving, 1838-1905.

7-Charles Dickens, 1812-1870.

12-Abraham Lincoln, 1809-1865.

Charles Darwin, 1809-1882. 15 Galileo Galilei, 1564-1642. 16 Ernest Haeckel, 1834. 19-Maurus Jokai, 1825-1904.

David Garrick, 1717-1779. 20-Joseph Jefferson, 1829-1905. 21-John Henry Newman, 1801-1890. 22-George Washington, 1732-1799.

James Russell Lowell, 1819-1891. 23-George Frederick Handel, 16851749.

G. F. Watts, 1817-1904. 24-George William Curtis, 1824-1892. 26 Victor Marie Hugo, 1802-1885. 27-Henry Wadsworth Longfellow,

1807-1882.

To My Valentine.

"I send my love on the wings of a dove, This dear old St. Valentine's Day, And you'll never know who sent this message to you,

Unless you come back the same way."

1891.

John Ruskin, 1819-1900.

Jules Verne, 1828-1905. 9-William Henry Harrison, 1773

1841.

10 Charles Lamb, 1775-1834. 11-Thomas Alva Edison, 1847.

In songs of praise and mighty cheer. Thy fame, O Washington serene,

Leads on, leads on up toward the

sky,

While we through every changing

scene

Thy purple pennants lift on high.

Thy deeds, O Washington benign, Will last, will last as hills of stone, While we like ore the fires refine, Will ring forth praise to thee alone.

Thy sons, O Washington beloved,

Lift up, lift up their heads in pride, By whatsoever sea removed,

To thee their lives in love are tied. -Edmond S. Meany. .

The Company Who Try.

Yes, I love the little winner,

With the medal and the mark; He has gained the prize he sought for,

He is joyous as a lark.

Every one will haste to praise him,

He is on the honor list;
I've a tender thought, my darlings,

For the one who tried and missed.

One? Ah, me! They count by thousands.

Those who have not gained the race, Though they did their best and fairest, Striving for the winner's place. Only few can reach the laurel,

Many see their chance flit by; I've a tender thought, my darlings, For the earnest band who try.

'Tis the trying that is noble;

If you're made of sterner stuff Than the laggards who are daunted When the bit of road is rough, All will praise the happy winners, But, when they have hurried by, I've a song to cheer, my darlings, The great company who try.

-Margaret E. Sangster.

An American Shrine in England. That the celebration soon to be held of a complete century of peace between

their country and our own is marked by no grudging spirit on the part of our British cousins is beautifully evidenced by the gift on the part of the British nation of Sulgrave Manor to the people of the United States. To the British people, also, Sulgrave Manor, the ancestral home of the family of which George Washington was the most famous member, means much, but, most gracefully and without any bitter feeling of regret, they have realized that to us it must mean

more.

A short-sighted view would be that the glorious success won by George Washington in leading the revolt of the colonists against the mother country, in defeating the British arms and establishing American independence, was nothing but a humiliation for Britons. If that feeling ever existed to any great extent in Great Britain it exists no longer. British people have come to see, in the years that have passed since 1776, that it was not George Washington, the rebel, who counted. but George Washington, the agent of a divine providence. The feeling has come to be, perhaps, that, as the separation of the American colonies from the mother country was, after all, but a question of inevitable growth and progress, it is just as well that a man of British birth and family should have been the prime agent in making that separation successful.

Always the British have preserved Sulgrave Manor as a monument to the memory of a great man, just as we, on this side of the water, have preserved Mount Vernon as a shrine of patriotism, and now the British have presented this monument to our people, making the gift in a spirit of entire friend

Size 3x32, One-half cent each for 50 or more. Size 52x8, One cent each for 25 or more.

Mt. Vernon

Washington

BOX

925

MALDEN, MASS.

The Combining of English and History in a Junior High School.

(By E. Annie Wilson, Teacher of History, Garfield Junior H. S., Richmond, Ind.)

As teacher of history I have often had occasion to observe the habit into which pupils seem to fall, of laying aside all thought of rules of composition when preparing a lesson in history. They evidently do not realize that the knowledge gained in the English course is to be applied to all written work. A boy was asked by his history teacher to write a letter to a publishing firm concerning a paper the class wished to use. If his English teacher had asked him to do the same thing the law of association of ideas. would perhaps have operated to produce a letter correctly written. As it was, the communication could not be sent until it had been revised under the supervision of the English teacher, who made it convenient at that time to give some attention to the subject of business letters.

To overcome such defects as these, the English and history departments of the Garfield Junior High School have been trying for a long time to bring the work of the two departments into a closer relation. Several plans have been tried with more or less success. The one which has thus far been most fruitful of good results was tried

several years ago when the two departments joined in preparing two plays contrasting New England and Southern home-life.

This year we decided in the history class (Seventh Grade) to prepare a pageant depicting phases of New England life. The class was divided into four groups with a leader for each. The subjects chosen were the church, the home, the school and the town meeting. Reference books from the library were freely used to secure suitable historical material. This was not difficult as the public library has established a branch department in the school, to which pupils have easy ac

cess.

The English teacher then gave the class lessons in writing conversation. Each member of the group prepared a scene suitable for his subject. These were read in class and criticised as to grammatical construction, choice of words, style, and punctuation. The points relating to historical accuracy were discussed in the history class.

After this work under the supervision of the teachers, the various groups met separately and chose the best composition or combined the best parts of all into one. The leaders then assigned the parts to be taken by the pupils and, as a usual thing, the choice of characters was wisely made.

Little time is needed for rehearsal as the parts are easy and the boys and girls are already acquainted with