concerts until they have paid for their recently purchased Victrola. Why cannot every school adopt weekly programs modelled after the Halifax Chronicle report here quoted;

"The special speaker at the Friday morning session of the Current Events class at the Bloomfield High School will be Alderman Kelly, and he will discuss civic improvement questions. These weekly gatherings are proving particularly successful, a special speaker being obtained every two weeks, while the weeks between the pupils themselves conduct the programme. One week under the direction of Miss Jessie Henry a very clever little play was presented entitled "The Making of the Flag." Each of the things done by Canada in the war was represented by a different girl and went to prove the fact that Canada deserved to be represented on the British Flag. Last week a comic parody of "Julius Caesar" was presented under the direction of Miss Lois Creighton and was splendidly acted. A fortnight from Friday Mr. Henry will speak on the Shipping along the water front."

THE PLAY CORNER.

By Dora M. Baker.

“Plays and Songs have helped make good Soldiers.

Will they not make good citizens?”

Ere March has departed we shall be celebrating once again the Easter season. Probably most of our children learn its significance at Sunday School; but there are many ways to bring it home in our Nature lessons. The dead-looking bulbs we planted last fall are now bringing forth green leaves and fragrant blossoms. The cocoons gathered last fall we now watch eagerly for the first sign of the new life soon to emerge.

For handwork the children may decorate Easter eggs. The younger ones may simply color the eggs; the older ones will probably wish to draw designs on them before coloring. Of course, the contents would have previously been blown out and saved. It is therefore necessary to plan some time ahead, so that the children may be saving the egg-shells every time mother bakes a cake.

"An Egg hunt provides more fun than any other form of entertainment for Easter. The colored eggs are hidden by the teacher or a couple of the older girls. All other children are permitted to take part in the hunt. This is one kind of contest in which the smallest children have equal chances with the larger ones, as their eyes and wits are often keener in hunting for hidden things than their elders." (Oregon Manual).

One teacher sends a request for some indoor games. The blustering days of March are frequently unfit for outdoor play. Games like "beanbags" and "tenpins" may be played in the limited quarters of the school room. If the school

does not already possess either game, perhaps some child will bring it from home and lend it to the school for a month. Or, better still, have the pupils exercise their ingenuity in constructing a home-made substitute. A corn-cob doll has given childhood fully as much pleasure as the finest store beauty; and the crude game make by their own hands will be as much prized by the pupils as the more highly finished machine-made product.

With "Bean-Bags" the bags can be easily made, and the school waste-basket may take the place of the board. Three bags may be tossed at each trial, the child getting the largest number of bags in the basket in a given number of trials, wins. Or, the bags may be tossed at a chair; or at three concentric rings marked with chalk on the floor; or at holes of different sizes sawed in a board which leans slantwise on a stick or chair; or at three square boxes fastened together one inside the other, a margin between the boxes being left according to the size of the bags used. In the three last cases more points are scored by tossing bags in the smaller circle or hole or box than in the larger ones. If the largest counts one, the next may be two, and the smallest one count three. The waste-basket, chair, or chalk rings might be used as schoolroom substitutes; while the board or box equipment is suited to the playground where the distance to throw may be increased." The bags ought to weigh not less than half a pound.

For small children to use indoors "Tenpins" may be nothing but clothespins, rolled at with a hard rubber ball.

"Ringtoss" is another game adaptable to schoolroom use. A board with evenly spaced small hooks screwed into it, and several discarded rubber rings from mother's fruit-jars, make up the equipment needed. Numbers cut from a calendar sheet may be pasted below each hook, indicating the respective values of "ringing" that hook. Pupils throw in turn, playing for an individual score, or by sides. Distance of thrower from the board depends on the size of the children playing. Eight or ten feet is a very good distance to start with, increasing it as proficiency of hand and eye are attained. A board about 15 inches square has about seven hooks in it. The board should be hung on the wall so that the lower hooks are at shoulder level.

Later in the spring an outdoor variation of this game is preferable. A stake is driven in the center of a board 15 or 18 inches square, placed flat on the ground. From 3 to 7 rings are made of rope. The rings increase gradually in size, the smallest being about 8 inches in diameter. The rings are tossed in order beginning with the largest. "Ringing the stake" with it counts one; with the next smallest, two; and so on.

All these games give valuable training in accuracy and co-ordination of hard and eye. They should therefore be encouraged, especially among children from 7 to 12 years of age.

SUBJECTS FOR DEBATES.

Debating is now a part of the regular program in so many schools that frequently the teacher is at a loss to suggest suitable topics. The following selection is taken from a Leaflet prepared by Professor O. J. Stevenson, Ontario Agricultural College.

1 That mixed farming is more profitable than special farming in this community.

2. That steam is of greater value to mankind than electricity.

3. That Eastern Canada offers greater opportunities to the farmer than Western Canada.

4. That Canada is of more importance to Great Britain than Australia. 5. That a course in a business college is of more value to a girl than a course in domestic science.

6. That the country affords better opportunities for the development of the mind than does the city.

7. That exhibits do more to develop agriculture than do agricultural colleges. 8. That the school exerts greater influence in moulding character than does the home.

9. That the Canadian form of government is preferable to that of the United States.

10. That investment in sheep is more profitable than investment in dairy cattle.

11. That a consolidated school should be established in this community. 12. That the farmer with 100 acres of good land is in a better financial position than the city man with a salary of $3,000.

13.

woman.

14.

That one member of each rural board of school trustees should be a

That hardwood floors in the farm house are preferable to rugs or carpets. 15. That the farmer's wife has fewer opportunities to enjoy life than the farmer.

16. That the reading of magazines and newspapers is of more value than the reading of books.

17. That the sale, of patent medicines should be prohibited unless they are prescribed by a physician.

18. That it would be to the advantage of the farming community if a cooperative laundry were established in each municipality.

19. That the Province should supply free text-books to all children in the Public Schools.

20. That the country affords better opportunities for social enjoyment than the city.

21. That weeds are a greater source of loss to the farmer than are insect pests.

22. That a Community Hall should be established in this municipality.

THE RURAL SCHOOL COURSE OF STUDY.

Foregoing articles have emphasized-1, That the rural school course of study should be based on what rural people ought to know, and 2, that the reconstruction of the course of study must be a natural process.

Before real results can be obtained we must eliminate all materials no longer serving a useful purpose; we must freely introduce new materials required to meet the conception of modern rural education; we must readjust whatever is retained of the traditional subject material to meet the new demands.

The first step, then, is to rid the course of study of all useless and cumbersome materials. The test of useful purpose must invariably be applied. In arithmetic, for example,tables of weights and measures belonging to the special trades and professions, complicated problems in percentage, partnership, exchange, and the like can pass no test of present usefulness in rural education, and will accordingly be eliminated. In English, for the same reason, the children will no longer be obliged to struggle with interjections, appositives, conjunctive adverbs, formal parsing, and diagramming. In physiology we will omit the old anatomical catalogue of bones, muscles, and parts of the alimentary canal, suitable only for embryonic medical students. Similar eliminations will occur in spelling, in geography and in history.

The principles promulgated above require that we include definitely in the program of industrial subjects-agriculture, manual training, and home economics. Of these, agriculture, in the sense meant here, is really elementary science combined with practical agriculture, or nature-study agriculture.

The new emphasis on the old subjects has for all practical pusposes given us several new studies. The old arithmetic has become, or is becoming, rural arithmetic and farm accounts; the old physiology is being transformed as rural hygiene and farm home sanitation; and the old civil government is gaining a more practical sphere as rural community civics. The change in these titles is sufficiently suggestive of the new transformation in point of view and content, and does not need any further explanation.

The fundamental principles of the average subject are ordinarily retained as before the elimination began. The local application alone is modified in being the problem within the experience of the pupil's daily activities. In the arithmetic class, for example, it would quicken a pupil's interest and add to his practical knowledge and efficiency to send him with pencil, pad and three-foot rule into the school yard to calculate the cost of erecting a hog-tight fence around the premises, using definitely specified materials; or to give him problems in growing farm crops, dairy problems, poultry problems, and the like. Nature, environment and practical farm activities can furnish him materials and themes without number for for his reading and composition classes. Even the spelling words can be gleaned from the experiences of daily life. Similarly, in his geography class he will begin to spend less time on the location of such places as Timbuktu and Pernambuco, Bankok and Teheran, and more to a study of the land and water forms of the community, the farm as an industrial centre and its commercial relations to the larger community, and other equally suggestive topics. The field of adaption is wonderfully large, even in these old formal subjects.

Since there are not yet many satisfactory text books to aid the teachers in their task of redirection, personal ingenuity must play an important part. Farm life readers have appeared on the market, as have also rural science readers, rural community civics, rural arithmetic and farm accounts, and books on farm shop work. Thus the beginnings have been made.

What better reading materials are there anywhere, for example, than the gleanings from the standard agricultural and other rural periodicals? What better geography text than the school yard and farm place, the hills and valleys, the fields and forests? What finer topics for study of citizenship than country roads and bridges, division-line fences, and school house upkeep and beautification?

Dr. H. W. Foght-in Rural Education.

Rural Science Bulletin.

Vol. VII.

TRURO, 1 APRIL, 1921

No. 8.

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

ARBOR DAY.

Begin now to plan for Arbor Day. Decide what you will plant; how many and what kind of trees, shrubs and flowers your grounds can accommodate; where you will get them, and when you will plant them.

Trees that lose their leaves should be planted in early spring before growth starts. Evergreens-spruce, etc., will do best if planted when the young buds are opening about June 1st. Don't plant only one tree. Plant dozens, including ornamental shrubs. Why not plant a few apple trees? They will afford material for lessons on grafting, budding and spraying, afford beauty and fragrance in the spring; and, by-and-by, they will supply apples for the hungry children at recess.

Include a few berry-bearing trees and shrubs for the birds. Good ones for this purpose are Mountain Ash, Dogwood, Wild Cherry, Indian Pear, Hawthorn, Choke-Cherry and Buckthorn. Plant all these in thick clumps at the back of the school grounds. For greater details see Educational Review, March 1921, Page 238, and Nature Study Hints (by L. A. DeWolfe) Pages 98-103.

WHAT OTHERS ARE DOING.

In September, 1920 began an exchange of male teachers between France and Scotland. Already England and Denmark are exchanging pupils-especially agricultural students. This is an excellent way to make education broader and more sympathetic. To understand the viewpoint of other nations means the establishment of friendly relations which will be of mutual advantage.

Special attention to pupils of unusual ability is one of the means by which Germany is hastening to replace the intellectual men lost in the war. That is a direct blow at the grading system which keeps the slow and the bright pupils in the same grade at least one year.

Northern and Central European countries encourage visiting among different schools. During summer vacation the school buildings are fitted up as pupils' hotels. Visiting pupils may sleep and cook their breakfasts there. Boys and girls travel separately. The present season will bring together pupils from Norway, Sweden, Denmark, Finland, Holland and Germany. Teachers are in charge of these school-hotels. Pupils travel on foot or with bicycle, and thus enjoy a cheap but educative outing.

Bolivia has organized a body of visiting teachers under direction of a general Supervisor, much after the fashion of our Nova Scotia Travelling Rural Science Teachers. New Jersey has done the same.

Argentina has inaugurated a vacation colony for weak children. Instruction is given in deportment, morals, physical culture and gardening.

Many cities in the United States have adopted the Work-Study-Play plan of school organization. Under this system, any individual child gives one-third of his school day to class recitation, one-third to study and one-third to play. Of

course the study and play periods are under the direction of a teacher. Thus each pupil comes under the influence of three teachers daily.

On account of the high cost of paper, London school authorities suggested the return to the old fashioned slate. This, however, met with a storm of protest. It was claimed that anything so unsanitary as the school slate might be the cause of greater loss thru ill-health of the children than the loss occasioned by the high cost of paper.

Wisconsin observed "Good Schools Week", November 14-20. During the week, meetings were held in every school district in the state. School fairs, children's pageants, outside speakers, local clergymen and newspapers all combined in the state-wide drive for better schools. Wisconsin also has a state organizer of parent-teacher clubs.

October 24, was "Education Sunday" in Texas. Last June 27 was Teachers' Sunday"" by state proclamation in Connecticut.. On both occasions every clergyman in the state was asked to make a special plea for better teachers and better schools. THE PLAY CORNER.

By Dora M. Baker.

Teachers, have you caught the "spring" feeling-not that tired feeling, but the thrill of "sap" running up dry bones? It makes us want to run and jump and play in the sunny out-of-doors. Let's do it! But what shall we play? The thing to do is to begin now to plan and practise for a Field Day-a day of sports and games and trials of agility, strength, skill and endurance.

The main object of Field Meets is to create an interest in physical education, to develop good physique in the young bodies, and thru these competitive sports to cultivate school spirit, comradeship and a strong sense of "fair play" and a "square deal." A good sportsman will lose with a good spirit, will never question the decision of the judges, and will participate for the sport and not simply to win at all costs. These are the lessons we must teach thru our play.

A successful Field Day requires weeks of preparation. That is the reason it exists. As the school fair is the culmination of the child's efforts in school work and gardening, so the field day is the "exhibition" of the child's efforts in physical activities. It is the goal which adds zest to his games and sports thruout the year. Those who are using the Athletic Badge Tests in their schools (and we know of at least a few who are) may use this day for the awarding of the badges. (For Badge Tests write "Ilayground Association," 1 Madison Avenue, New York). Arrange and post up your program beforehand so that contestants may be prepared for the order of events. If necessary, rehearse it, so that events will not drag. Do not have it too long. Possibly you could run boys' and girls' contests separately but simultaneously. Vary your items as much as possible, including a folk dance for which the girls are distinctly fitted, and a few snappy games. Basket Ball matches are good. Volley Ball is better. The March number of "The Educational Review" has an article and program on this subject. (Copies, 15 cents each, from Moncton, N. B.).

A unique and pretty race for the program would be a "Hoop Race." Hoops should be of equal sizes, and hoop and stick may be wound with some color chosen by the contestant. If feasible, arrange a circular course. This race, and also a

little singing game, would admit of participation by the smaller children.

A pleasant variation of the game of quoits is known as "Barnyard Golf". Instructions for this game will be given in the May "Play Corner."

Another day we must not forget to celebrate some time the last of this month or the first of May, is Arbor Day. We need to plan our program now and get material ready. Have short essay competitions on Forestry subjects-preservation, conservation and reforestation, as well as those on beautification of grounds, etc. Choose the best to be read. Árbor Day. Wisconsin includes the birds in Arbor Day celebrations-a good idea, for they are inseparably associated with trees. (By the way, the State Supt. of Schools of Wisconsin, Madison, Wis., publishes annually a pamphlet on Arbor Day. Write for it). For handwork get pupils busy at once on bird houses. Those that are stained should be put up as soon as possible, in order that they may be "weathered" and lose their odor before the prospective occupants appear. The best one might be retained and placed in position on Arbor Day with fitting ceremony, to give significance to the "bird" part of the program.