Now that the stormy days of winter are upon us, we must prepare forms of recreation suitable to the schoolroom. These should never be used when the weather is at all fit for the children to be on the playground. No indoor game could possibly give the benefit which is derived from a brisk chase in the clear frosty air.

When confined to the schoolroom for recess, children frequently attempt to carry on their playground games. Dust and confusion are the result. With our present softwood, dusty floors, no running or tramping should be allowed in the schoolroom. "Guessing games' keep the children quiet and happy, but do not provide the vigorous exercise they need after the forced period of inaction. The following game is one which received honorable mention in a competition for schoolroom games conducted by the Girls' Branch of the Public Schools Athletic League of New York City. It supplies opportunity for physical action without the detrimental results of marching or running.

The "Bend and Stretch Relay" is suitable for 10 to 60 players; equipmenttwo bean bags and two dumb-bells for each horizontal row of seats. (In a school where this game was recently tried, the girls made the bean bags preparatory to the game; the boys supplied smooth pieces of wood about a foot long and a few inches in diameter, to take the place of dumb-bells). The game consists in the sideways passing of the two bean bags and the two dumb-bells alternately. This amount of apparatus should be placed on the floor in the aisle beside each player in one of the outside rows, say that to the left of the pupils.

On the command "Go," each player in this first row picks up a dumb bell, raises it overhead, and there passes it to his own right hand, which is then extended sideways at shoulder level, where the next player takes it. The dumb bells are passed across the room in this manner, each player stretching his arms high overhead, when he passes the bell from his left to his right hand. The last player who receives the bell places it on the floor beside him in the outer aisle.

As soon as the first player has passed the first dumb bell, he picks up a bean bag by bending down to the left, then straightens upward, passes the bag over his head to his own right hand, and then bends deeply to the right and places the bean bag on the floor at his right side. He immediately straightens to an erect position, when the next player bends, takes up the bag, passes it over his head, and bends to place it on the floor at his right side, and so on.

As soon as he has disposed of the first bean bag, the leader of each line reaches for the second dumb bell. This time the bell is passed simply from hand to hand in front of the body instead of overhead.

As soon as the second bell has left his hand, the leader of each line picks up the second bean bag, which is the last piece of apparatus to be passed. The passing of the second bag is different from that of the rest. The pupils face sideways to the left, their feet resting in the aisle, and drop the bag behind them to the floor with both hands, at the same time bending slightly backward. The next player bends forward, picks up the bag with both hands, and then leans backward, with his hands stretched high overhead, and drops the bag in his turn in the aisle behind him. The line wins whose last player first receives the second bean bag. The last player in the line, on receiving this bean bag, stands instantly, holding the bag high overhead; the winning line being selected by this signal.

As can be seen this game involves the arm and trunk movements of certain physical drill exercises. Insist on precision of movement. Do not allow the desire to win to result in rounded shoulders, bent elbows, slovenly passing, or all physical benefit to be derived will be lost. Begin by having all movements done in concert as the teacher counts "1, 2, 3, 4". Put in lots of "snap." Only when the movements have been so thoroly mastered as to become automatic, should

you allow a quickening of the pace, or competition by rows. In fact, it would seem advisable to teach each movement as a separate game, especially in the case of small children. We thus avoid the confusing of the movements in the various parts of the game-something which happens even with adults on their first introduction to this game.

This game presupposes single seats in the schoolroom. If possible, allow only one child in a seat for this game, even tho you have the old double desks. The rest of the pupils may stand to one side, and watch, taking their turns later. If this does not seem advisable or practicable, the teacher can easily work out slight changes of movements adaptable to her conditions.

OUR LIBRARY CORNER.

(By Dora M. Baker.)

Frequently we are asked by teachers to recommend some book which will help make the geography, or history, or other school subject "more interesting". This gave rise to the idea of publishing in the Bulletin a short review of the new books which may come to hand from month to month. Possibly some may find helpful suggestions for the spending of that dollar or two left over from exhibition prizes.

"The Mysteries of the Flowers" by Herbert W. Faulkner, is the life-story of plants told in a simple but fascinating way. It deals with the interesting and unique habits of the various families in the efforts to insure propagation. This book is exceptionally well illustrated, has good paper and clear print, and is nicely bound. The price is $2.00 net. Publishers are Frederick A. Stokes Company, New York.

This book would be especially interesting to vitalize the study of Botany for Grade 9 students, altho the 7th and 8th grades would appreciate a great deal of it. As a book for the school library it is not recommended for the one or twodepartment rural schools; altho for larger libraries it would be very useful.

"Bob and Bill See Canada," by Alfred E. Uren. This is the story of Canada's provinces and cities, her industries, her parks, her rivers and lakes, her historic spots, all seen thru the bright eyes of two rabbits as they journey from Atlantic to Pacific. It is written in amusing style, and in musical verse. Children who have grown up on the "Flopsy Bunny" stories, and "Peter Rabbit" will graduate without difficulty to "Bob and Bill". Civics, geography, history, nature study, are all taught in a most interesting way thru Bob and Bill. Its strongest appeal would be made to the children of Grades 3 to 7. It is an "all Canadian" production which aims to teach young Canadians their "goodly heritage". We need more training in real patriotism for good citizenship. Why not begin at an early age thru "Bob and Bill"?

Published by the Musson Book Company. Toronto; price, $1.25. Recommended for the rural school library as well as the more extensive town school library.

NOTES.

"The Schools”, October, 1919, has a number of exceedingly good articles. Teachers should note particularly pages 80, 92 and 100-102.

In each issue of the Farmer's Advocate the last page is devoted to "Our School Department." These articles are well worth reading.

Rural Science Bulletin.

Vol. VI.

TRURO, 20 JANUARY, 1920.

No. 5.

Editor: L. A. DeWOLFE, M. Sc., Normal College, Truro, Nova Scotia.

SCHOOL IMPROVEMENT.

Reports from travelling teachers relative to school improvement are very gratifying. Extracts from preliminary reports are given in this issue of the Bulletin. Later reports are too long to reproduce. They include, however, such commendable items as, establishing or adding to libraries; establishing a library corner, with table, books and magazines; providing hot noon lunch, sanitary drinking fountains, individual towels and drinking cups; installing such equipment as wash basins, antiseptic soap, dustbane for sweeping, stove polish, window shades and curtains, bulletin board, pictures, stencils, pencil sharpeners, waste baskets and chairs. In one section, windows were made to open from the top.

Besides the foregoing, trustees made many improvements that otherwise would have waited another year or two. Among these were shingling, painting, laying new floors, supplying new blackboards, maps, globes and dictionaries. Doors, windows and walls were repaired and school rooms were generally cleaned. Gardens were planned and fences repaired. Best of all, people became interested in their school.

In a number of cases, the Women's Institutes helped materially. Particularly helpful were they in Upper North Sydney and in Southampton, (Cumberland County).

Thru entertainments and socials one school raised $158, another $116; each of four others $100 and several schools raised sums ranging from $50 to $80. All this goes to show that "where there's a will, there's a way."

UNION BANK LOANS.

To enable school children of Colchester County to become young business people, the Truro branch of the Union Bank will loan any sum up to $25.00 for the purchase of young pigs, sitting of eggs, or other productive farm venture. The child must give reasonable security, and will be expected to pay off the loan when his farm animals or garden crops are marketed at the end of the year.

This offer is in keeping with the general policy of the bank elsewhere. Other banks frequently make similar offers in other localities. It is a business offer, and brings mutual benefits. The bank thus makes new business and the school child gets a business training and a business start that might otherwise be denied. Teachers will do well to bring this matter before their pupils, have it discussed at home and then communicate with the Manager of the Union Bank at Truro.

OUR LIBRARY CORNER.

"Problems of Boyhood," by Franklin W. Johnson, is a book worthy of a place in every library. It is published by the University of Chicago Press. The Price is $1.10.

This book discusses, in a clear style, such problems as cleanliness in body, mind and speech; keeping "square," the sex problem; the importance of forming right habits and how this can be done. The chapters on Honesty, The Rights of Others, Self-Control, Courtesy, Efficiency, Loyalty and Citizenship, are specially good. It is a book for the teacher or leader to read with the boy. Many topics are suggested for discussion, and the answer is left to the boy himself. It is not a book of sermons to be preached at the boy, but a series of problems for the boy to decide. Such a book cannot fail to give any thoughtful boy a sense of his own importance and to supply him with ideals that are immensely worth while.

A FOREWORD TO THE BOY.

Life, as it stretches out before you, offers a glorious field for struggle and adventure. Are you going to win out? No one can tell you just how to do it. Your teacher knows some things which you do not; but do not let him, for this reason, do your thinking for you. You know some things which he does not; perhaps he never knew them or has merely forgotten them. From the discussion of these vital problems together you will help each other. Out of these discussions, you should develop principles for action in your own lives. These will be of small value to you unless you put them to immediate practise in the work and play of your present life as a boy. Life for you is not a thing of the future, but you are already in the midst of it. You will not find it much different ten or twenty years hence, but what you are doing then will depend largely upon what you are making out of life now.

THE IDEALISM OF BOYHOOD.

The

Every boy in his teens has his idea of the kind of man he wants to be and of the work he wants to do when he becomes a man. ideals he sets for himself will vary at different times according to the changes which Nature is making inside him and to the surroundings in which he lives. At a certain period in their development most boys want to live lives of wild adventure, at other times romance makes its appeal, and at still other, the serious pursuits of business or professional life.

Boyhood is a time of hero worship. In a boy's mind there is pretty sure to be enthroned someone who represents the ideal he would like to reach. This may be the captain of the team, or some other great athlete; perhaps it may be his father or teacher; sometimes it may be a character in history or fiction. But whoever his ideal may be, this is a very real factor in the life of the boy. It makes a great difference what sort of a person you have set up as your ideal of attainment, for this ideal affects your present life and conduct profoundly. From Problems of Boyhood, Johnson.

THE PLAY CORNER.

By Dora M. Baker.

"The real life of the child is lived not in the schoolroom, but on the playground."-Dr. Woods Hutchinson.

These days of clear air and bright sunshine should find both pupils and teachers on the playground for the recess period. In order to keep warm, however,

vigorous exercise is necessary. The following game of "Circle Race" provides such exercise for all engaged in it:

The players stand in a circle a considerable distance apart, and face around in single file in the same direction. At a signal all start to run, following the general outline of the circle, but each trying to pass on the outside the runner next in front of him, tagging as he passes. Any player passed in this way drops out of the race. The last player wins. At a signal from a leader or teacher, the circle faces about and runs in the opposite direction. As this reverses the relative position of runners who are gaining or losing ground, it is a feature which may be used by a judicious leader to add much merriment and zest to the game.

Ten to thirty or more players may participate. In general fifteen make a sufficiently large ring. If the number of players exceeds twenty, divide in two or more circles according to the size of the group.

A very good school room game for the primary grades is "Little Johnny Stoop," originated by Robert Krohn, Supervisor of Physical Training in the Schools of Portland, Oregon. The children march lightly around the room while the teacher keeps time by tapping softly on the desk with a stick. When she taps loudly once with the stick, the boys stoop, then stand and the march continues. When the teacher taps twice loudly the girls stoop, and at three taps all stoop. If any child stoops at the wrong signal, or neglects to stoop at the three taps, he must go to his seat. The game continues until half of the children are seated.

This game is fashioned somewhat after the old one of "Giants and Dwarfs,'' but calls for more alertness on the part of the pupils.

EXTRACTS FROM TRAVELLING TEACHERS' LETTERS.

We have organized a Community Club at Leitches Creek, with a membership of over thirty already. The main aim for their future meetings and work is school improvement and child welfare. The children also are organized and doing nicely, especially in club work. Miss Johnson works with us well, correlating her lessons with our "doings." We have had hot cocoa there, and beef and vegetable soup; next day they have planned "Irish Stew," and two boys are in chaige as a "food committee."

The Agricultural Society here voted $10, half for milk testing and essay, and half for garden prizes. I think Bras D'Or will do likewise but I talk to them next week for the same purpose. Mothers are turning out in sections where there are no societies and forming in Mothers' Societies, to aid in school improvement and supplies for club work in their school.-J Aileen Henderson.

On every Friday afternoon we have a business meeting and the children do all the electing of officers. I have acted as chairman so far, but one of my grade VIII pupils will act to-morrow. We have:

4 floor inspectors (1 for each row), to see that no papers, pencils, etc., are on the floor.

1 officer to clean, dust and wipe each window, making 7 officers. 1 to keep library corner neat and pretty.

1 general dust inspector.

1 to keep board under blackboard clean.

4 desk inspectors, to see that desks have no books on them and are neat.

They do all the electing themselves by ballot.

We had quite a talk on this the day of Councillor's election. The Rural Science method is certainly the way to do things. I had two boys whom I apparently couldn't draw into liking arith