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The article reports on the third-grade history work in Francis W. Parker. The children, who study the history of Chicago, were required to write their own histories of Chicago. The work also includes a series of twenty lessons on Pioneer Transportation which aims to construct an image of the life and inventiveness of the early pioneer. The method was to let objects do the speaking and to follow an outline of planned lessons. The outcome of the work was presented with parts given verbatim from the children's dictation and rearranged by the practice teacher.

The article compares the examination results of elementary students from single teacher rural schools and the graded town schools. The examination is divided into three parts, which includes grammar, history and spelling. The author concludes that both pupils and teachers were interested in the given examination since papers were generally well-written and the questionnaires were answered well. The results show that the students from "one teacher" rural schools knew more about the topics covered than the students from grade schools.

The article focuses on encouraging students of elementary schools to make individual assignments for learning a subject better. Usually children are eager to make additions to recitations made by other members of the class. This eagerness for contributing his knowledge is the foundation for his individual work. The child will take great pride in making his contribution worth while. The method of individual assignment can be used in all subjects but is best adapted to geography and history. The teacher must teach certain body of facts which the child must know and leave the child to select other information regarding the topics from a wide range of geographical knowledge available to him, according to his own taste. The child can have a wide range of geographical knowledge from magazines, travel books, geographical stories and even government publications.

The article presents information on a play festival that was held by the students of seventh grade of the New Paltz Training School in New York in 1907. The subject of the festival play consists of various points of view including the historical basis and the scheme pursued in imparting the instruction, the manner in which the play was organized, the general scheme in the preparation for the play and the explanation of the play's phase. The play's phase is divided is two portions called "the tableaux" and "the crusade in the streets." A few lessons of geography, physiography and history of Palestine were offered to children to give them an idea of the magnitude of Crusaders' role. The article presents what children learn from their preparations and studying a Crusader. The play is divided into 6 scenes.

The article focuses on the study made by the third-grader students in the U.S. about the classification of potato vegetables according to their composition, and their significance in the world. Inorder to come up with a better information on the importance of potato vegetables, the third-grader students have studied the compilation of reading materials prepared by the college class. The compilation tackles the history of potato in South America, Ireland and France, and how potato help the lives of many people. It also offers information of where Irish potato got its name.

The article presents a discussion about the teaching of physics in elementary schools. It states that there is a distinction between experimentation in physics in the elementary school and experimentation in physics in high school. In the lower grades, physics activity is part of the cooking and textile work, the shop work, and even history. Children do not generalize much, and their goals are immediate and of pure social nature. However, as the children get into the fifth and sixth grades, there is less social interest in experimental work.

The article discusses the history of vernacular and its role in education. The vernacular was kept alive by certain people after it was threatened to be destructed. In Europe is where the vernacular experienced a revival. Eventhough there are people who do not recognize the vernacular and are against to it, there are still certain people who fight for it to keep it alive. Certain factors also affect the existence of the vernacular. It includes social and political influences, arts and other publications.

The article presents that history can be used as a device for educational experience. It states that history exists for itself and for another, as do all devices and tools. It explains that history primarily exist for the immediate experience, everyday operations, the problems, difficulties, and emotions of present-day experience. History has its origin in the things of today's experience. It mentions that the process of inference which we use in interpreting remains, sources, and documents may be carried to a greater or less distance, and according to each behavior its return to immediate experience differs in time and in richness as one views it from a lay person's point of view.

The article discusses the manual training and its history, present aspects and its association to drawing. Manual training stemmed from both technical school and kindergarten which approached the subject matter in utilitarian and educational ways, respectively. The author provides excerpts of letters from notable men regarding drawing and manual training including C. Hanford Henderson, John S. Clark, Henry T. Bailey and William T. Harris. According to the author, the normal schools should follow New York that put drawing and manual training under one supervision.

The article focuses on the study of primitive textile in laboratory schools in connection with primitive history. The benefit of returning to earlier methods is that it presents an important current industry reduced to its simplest elements. Children realize the conditions of the period by reconstructing themselves with materials used by the people of earlier times. They also see in the progress of their work the artistic impulses of primitive people. The subject-matter relating to primitive forms of spinning and weaving is gained from a study of museum collections, ethnological reports and resources taken from present primitive people.

The article discusses cooking lessons for elementary students in laboratory schools. Cooking has educational value with the younger children in giving opportunity for individual work, initiative and independence and also in calling for group work, which encourages a spirit of helpfulness and adjustment of individual personalities to the work of the group as a whole. The different cooking activities for the children are presented. The children were also asked to take up primitive modes of cooking out of doors in connection with history and the primitive methods used.

The article features the evolution of the choice of food of man. In the choice of foods man was guided by his instincts, by his senses, and by his experiences. Man's sense of taste at that time was a far safer guide than it is at present, since it had not become habituated to the use of artificial flavors. However it was not due so much to taste as to the use of associative memory that man was able to inaugurate a campaign on his natural environment which has been carried on from that day up to the present. Previous to the conquest of fire, it was the vegetable world, rather than the animal, that supplied man with the larger part of his food supplies. Succulent stems and leaves, fruits, berries, buds, blossoms, thin-shelled nuts, all these were made use by man in his most feeble state.

The article presents the outline of the course of study for the seventh and eighth grade students. The outline includes history, mathematics, and oral reading. Following their study of the Cave Men, Britons, and the Romans in Britain, the class will be studying the Normans and their conquest of England. The subject may be called "William the Conqueror." For the mathematics, the school will make a topographic map of at least a part of a certain Lincoln Park. This will be done in the park, with each pupil collecting data and making his or his own map of the south end of the said park. For their oral reading, children will have a paraphrase of two Anglo-Saxon poems.

The article presents an outline on the study of geography in the U.S. Composition of a complete classification of facts will provide thorough learning on the topographical studies. Learning the field of study in geography involves the cognition on history, literature, science, mathematics and arts of the place. Furthermore, gathering of exact geographic facts, considering reading comprehension, writing skills, drawing and painting are demanded. On the other hand, teaching the subject to elementary graders would require special emphasis on history, science, mathematics and arts subjects.

Focuses on the construction of curriculum materials. Reasons for the failure of the classroom to lay stress on the wealth of information to be found in every community; Things that a child should know about his own community in order to be able to interpret the material that he reads about other places; Coverage of the study of the history of the community.

The article reports on the study concerning on the ability of teachers to form authentic and dependable estimates of scores on subjective tests with several variables controlled. Specifically, it ascertains whether they could gauge a uniform judgment of the value of the responses of elementary school pupils in the common essay topics of reading, language, geography, history, and health. Discussions of the results of the study are presented.

The article reports on the study of the records of professional histories of 1,036 teachers who began teaching in Minnesota in the school year 1919-1920. The teachers selected represented a random sampling of almost all countries in the state. The schools were classed into four groups. The results of the study showed that generally, the movement of teachers to other districts have possibly carried with it some improvement in the status of the teachers.

The article presents a case study on the origin and development of the dual system of administrative control in the city school district of Cleveland, Ohio. Under this system, two principal administrative officers appointed by the board of education act as administrators. These officers are the director of schools and the superintendents of schools. The former acts as the business manager of the school system while the latter will serve as the educational or instructional manager.

The cotton industry is the oldest of the power-operated industries and has frequently been investigated. In this article the records are drawn upon to measure the changes in the structure of the cotton industries in the U.S. and Great Britain. The cotton industry, of course, is not representative of industry as a whole. But what has been recounted has some bearing upon theories about industrial structure and growth. So far as the factory is concerned, there is nothing in the history of the cotton industry to suggest that there is a logic of growth, that is to say, a persistent, even if slow, increase in size. The varying importance of spinning/weaving factories as between the two countries and at different times is remarkable and would be more so if other countries had been brought into the picture.

When the 10 percent income tax surcharge was enacted in the summer of 1968, there were many forecasts that this tax increase would significantly dampen economic growth and reduce the rate of increase of prices. There was even some fear that the tax increase coupled with the expenditure ceiling that the U.S. Congress imposed would overkill the inflation and produce a recession. Economic events did not match these predictions. This paper will attempt to identify the reasons why the forecasts for 1968-69 were in error. Conditional forecasts will be derived from simulations obtained from the FRB-MIT econometric model using a variety of assumptions about alternative public policies. The analysis permits to determine whether the forecast errors might have been attributable to inaccurate predictions of public policy. According to authors, the ex ante forecasts of GNP were affected by (1) the failure to predict the mid-1968 easing of monetary policy and (2) the misestimates of federal spending which exceeded the ceiling.

This article examines the outcomes of the Workshop in Early American Life, wherein teachers on U.S. history, curriculum consultants, administrators and school personnel study and live in an eighteenth-century setting in Williamsburg, Virginia for an extended period of time. The study in Williamsburg affected the educational efforts of the participants, with newspaper accounts, articles and first-hand accounts circulating in schools and the community.

The article reports on the responsibility of teachers to search for ways of presenting history that will help children feel what other people must have felt during those periods. The approach requires a thorough study and understanding of the customs and habits of people who lived in other times. The author discusses the project she did with her class on studying Ancient Rome, how they accomplished their objectives and how satisfying it was.

The article discusses the historical development of grades and departments in public schools of Memphis, Tennessee. Public education, which was first established in Memphis in 1848, were housed in rental buildings and could be described as sex-segregated and ungraded. Inadequate housing delayed the introduction of grades within the primary, intermediate, and secondary-school departments. The 7-4 system of grading the schools lasted until 1874 and the 8-4 system was set-up in 1905.

The article presents a list of educational literature. These include "Psychological tests in vocational guidance," by Leonard P. Ayres from the Journal of Education, "Normal school training for the teaching of English in elementary schools," by Alma Blount from the English Journal, "Dramatization in history teaching," by Horace G. Brown from the Elementary School Teacher.

The article reflects on the author's view regarding the teacher's course of study. According to the author, one of the main attributes of a teacher's course of study should be at its sectional elasticity. She adds that when a course of study is fixed, the pupils as well as teachers are likely to consider that its boundaries encompass all of educational and cultural value. The world has become small to teach with the newspapers and magazines becoming the universal text in history, geography and political science, the author noted. The movements of the centers of geographic interest cannot be forecasted and thus any scheme for teaching geography should be elastic enough to consider parts of the world which enter into the area of international interest, suggested the author.

The article presents a list of topics for discussion in primary grades. Though it was conveniently grouped, it is reminded that in actual training, the topics outlined in the last part of the course like reading, seat-work, number and the like will receive equal attention throughout the course with the central subjects of study like geography, history, nature study and literature. Among the suggested topics for discussion are about the essentials of a course of study for the primary grades such as history, literature, domestic science and arts, nature study, number, seat-work, reading, expression, and the final discussion of courses of study for the primary grades.

The article presents a discussion of the relation of the study of nature to clay-modeling. It states that no other basis could be discovered for the study of composition than that offered in the work now being made in history, dramatic art, and literature, and no better opportunity for the close study of natural forms than in the field of natural science. It emphasizes that children need constantly to be brought into a closer and more sympathetic relation with nature, and it is to the educators of the study of nature that people must focus on.

The author journeys into the history of the periodical. The periodical was first entitled "Course of Study" in July 1900 and then changed to "Elementary School Teacher and Course of Study" until it was decided to be "Elementary School Teacher" since it is broad in its application. The periodical presents contributions which are from different type of workers, from those involved in elementary teaching, to the specialist, and superintendents. These contributors will enable the periodical to offer development of power in educational thinking and doing.

The article focuses on the history of Marco Polo and the routes of trade, geography of Eurasia and nature study on the preparation of plants for winter season, designed for sixth grade classes in the U.S. The story on Marco Polo will relate to issues involving China, Venice and Eurasia. Students will study the connection between Europe and China in terms of trading and conquests. Students will identify the mountain regions, lands and coastlines of Eurasia. Preparation of plants for the winter season will also be dealt by the class.

The article presents a list of topics for discussion in grammar grades. The topics include the definition of the school; its order and relation to the ideals of education; self-government, which shows the relation of school democracy to national democracy; the school's responsibility for each and all; its relation of the course of study which includes history and civics, science, geography, literature and reading, mathematics, music, gymnastics and expression; the daily program which is considered as the basis of promotions; the social life of pupils which includes games and play, entertainments, parties and frequency; and the relation of the school to the larger community as well, the teachers being citizens of the community.

A correction to an article about history that was published in the September 1920 issue is presented.

The article presents a list of miscellaneous books including "the Statesman's Year-book: Statistical and Historical Annual of the States of the World for the Year 1959," edited by S. H. Steinberg, "Private Independent Schools: The American Private Schools for Boys and Girls," by James F. Bunting, and "Trading Stamp Practice and Pricing Policy," edited by Albert Haring and Wallace O. Yoder.

The article presents a list of books on method, history, theory and practice from the publishers including "A-V Instruction: Materials and Methods," by James W. Brown, Richard B. Lewis and Fred F. Harcleroad, "Growth through Play," by Albert M. Farina, Sol H. Furth, and Joseph M. Smith, and "Art in Education," by Howard Conant and Arne Randall.