cob, griddle cakes, or tobacco, 2000 years ago could have thought so much straighter than many of our own dear I. W. W.'s, loafers, liars, pedagogues, lawmakers, demagogues, and procrastinators.

Here I must pause. As you have doubtless perceived, I have given you only a series of hasty notes. More my daily tasks have not allowed. I hope that you will pardon their insufficiency. Whether you do or not is, however, of little moment. The important thing is for us, as Latin teachers, to think seriously of these questions that are demanding answers from us, for their right solution is important to us and to our nation.

"A curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and

where observation and information are calculated to develop social insight and interest."-Dewey-Democracy and Education.

A CHRISTMAS PARTY

AT Thanksgiving time the children of

the third grade had given a play in the auditorium. The following Monday a little lad ventured the suggestion, "We ought to be doing something for Christmas now, shouldn't we?"

"What would you like to do?" queried the teacher.

"Have another play in the auditorium," was the response.

"Sorry, but we can't do that," was the disappointing reply. "The sixth grade are going to have a play there at Christmas time."

"Well, we could have some fun here in our own room, couldn't we?" asked another pupil, who had been attracted by the conversation.

"Why, yes, we can do something here if you care to. What would you like to do?” said the teacher.

When the first question was asked a few showed mild interest, but as the conversation proceeded one by one the busy pencils were dropped, eye-lids lifted, and hands held high until the onlooker suddenly became conscious, for the first time, of the entire forty-five animated little beings, who, it seemed, had been aroused by some electrifying disturbance to such an extent that the room seemed veritably filled with wildly waving hands which signified the eagerness of their owners to participate in planning for the Christmas festivities. Many, many suggestions were made and discussed by the pupils and finally the idea of having a Christmas party received the concurrence of opinion. Someone then remarked that it would be more like Christ

mas if another room were invited in to share

their fun.

CHILDREN'S PURPOSE

To give a party to the B first grade. TEACHER'S PURPOSE

To teach much that is required in her course of study.

ACTIVITIES

Visiting the First Grade. The class decided to pay a visit to the first grade room. that they might acquaint themselves with the type of materials and activities in which first-grade children would be apt to take an interest.

Discussing Plans. The language period of two days was devoted to enthusiastic planning for the party. These animated conversations embraced all types of oral English required in the course, involving description, argument, explanation, decision, questioning, and criticism. As a result of these discussions it was decided to make gifts, play games, sing songs, give a Christmas play, and provide animal crackers for refresh

ments.

Writing Letters. To obtain permission to give a party to the first graders, it was found necessary to write a letter to the principal. The children planned what they would say and when all were ready to write the teacher asked if there was anything which they would like to know before writing. Many questions were then asked concerning the correct form. These the teacher an

swered and the children proceeded to write. When they had finished they compared their letters with one on the teacher's desk to ascertain whether or not they had been successful in using the correct form. Many found they had not, and vigorous drill work followed, all of which was initiated by the child himself, because he was desirous of having the principal see only his best work. At various times the need of writing other letters arose. Of course each B-first child must receive an invitation to this lovely party, so one pupil was appointed to ask the first-grade teacher for a list of the names. Each child chose the name of a child to whom he wished to write an invitation, and the letters were written and judged according to the procedure described above. It was also found necessary to write letters to the music and drawing teachers for the purpose of asking their help.

Making Toys. The children decided that toys would be the most acceptable gifts for first graders. Then arose the problem, can't afford to buy them."

"Make them, ourselves," was the answer. "Do you know how to make toys?" asked the teacher. No one did.

"I saw directions for making a jointed Santa Claus in that teacher's magazine which you let me take the other day." volunteered a little girl.

"Perhaps we could get books at the library that would tell us how to make other toys," proffered another.

The next day many children brought library books of this type to school. Among them were What a Girl Can Make and Do. Toys a Boy Can Make, Box Craft, and many others. Clippings from newspapers in which directions were given for making toys, were also brought in. The children read the several sets of directions and each decided upon the particular toy he wished to make. One boy attempted to make his immediately and because he had not fully understood the directions, spoiled it and wasted the materials. The teacher then ventured the remark, "Materials are so cost

ly now, do you think we can afford to waste them? What had we better do about it?" In the discussion that followed, the children. planned to tell the teacher exactly how they proposed to do the work before actually trying it out with materials. (This reproduction gave the teacher a check on their silent reading.) As the child worked he compared his results with the pictures of the toy in the book or magazine from which he was working, thus he had a means of judging of the success or failure of his results.

Finding and Deciding Upon Games. An intense search was made in papers, magazines, and books for suitable games. (More silent reading.) They determined to try them out in school before the party to be sure that they were appropriate. Each child directed the class in playing the game which he considered best. After all had been tried out, they were voted upon and the ones receiving the highest number of votes were selected to be used at the final event.

Making an Illustrated Story Book. Another gift which they planned was a picture. story book for each child. Samples of books which they thought little children might enjoy were brought from the library, that they might get an idea of how to make their books in the most interesting way. The subjects and types of books voted as most interesting were chosen for patterns. Attractive pictures portraying objects familiar in a small child's range of experience, were collected from several magazines and advertisements and neatly mounted upon the backs of pads. (They planned to use the backs of pads because of the shortage in drawing paper.) A title was selected for each picture and a short story was written about it. Before writing the stories the teacher called attention to the paragraph form used in books and said if anyone cared to learn about the paragraph and how to write in paragraph form before putting his story in the gift book, she would be glad to help him. Every child expressed his desire to learn how and voluntarily participated in the drill work which for some

pupils extended over several periods. Each judged of the success or failure of his work by comparing it with paragraphs in their books and with a written paragraph on the teacher's desk. As soon as each had mastered this technique he wrote the stories in his gift book. They displayed great interest in the stories each other had written and one day asked if they might not have a period set aside in which they might hear all of the stories read. The request was granted and herein the need for oral reading arose and was met.

Making Illustrated Rhyme Books. While visiting in the first-grade room they had noticed Aldine Rhyme Cards which the children were using, and to the delight of the teacher it was suggested by a member of the class that they make illustrated rhyme books using the Aldine rhymes, thus being sure that the reading was easy enough for them to comprehend. The class gladly accepted the suggestion, consequently pictures were found to illustrate each rhyme. These were pasted in the book made for them, and the appropriate rhyme was neatly written underneath. It was in this manner that the need arose for learning to copy poetry correctly.

Making Book Covers and Decorations. It was decided that attractive covers would add to the gift books so in response to the letter asking for her help the drawing teacher assisted them in designing their book covers. They also asked her advice about decorations. She gave the help sought, with the result that many periods were devoted to this interesting work, and incidentally all design work required in the third-grade course was taught.

Working Arithmetic Problems. The need for using arithmetic arose when the children were planning the number of pictures, mounting-papers, and covers required for their gift books. Each book contained four pages and some children found it necessary to review the table of fours before proceeding. Calculations were also necessary in finding out the number of fasteners required

for the toys. A box of 100 fasteners cost twenty-five cents. Some children wished to make toys for little brothers and sisters and figured out the number of fasteners they could buy for a cent. Each child found out the total number of fasteners he would need in constructing the particular toys he had elected to make and the entire amount needed for the room was also determined, that, for economy's sake, they might not order more than were absolutely needed. These activities involved all four of the fundamental operations.

Learning Songs. In response to their letters asking for help, the music teacher taught them some Christmas songs which they sang with greater spirit and enthusiasm than usual.

Making Programs. Someone suggested that, on the day of the party, a certain length of time be allotted to each phase of the entertainment, so that no one thing would be carried on to such length that the little ones would tire of it; thus the need for making a program came into prominence, and the correct way of writing titles was another technique put to a real use.

Writing a Play. At Thanksgiving time the class had written an original play and now they asked to write their Christmas play. Divers were the plots written and brought in by the members of the class. These were read and debated upon until finally the majority selected one as being most applicable to their need. A title was chosen and characters decided upon. Then came the task of dividing the plot into acts and suggesting and writing the speeches. Other activities associated with the giving of the play were planning how to stage the performance, designing and making costumes, and rehearsing parts.

Carrying Out Plans. On the afternoon. of December twenty-second forty little firstgrade children marched to the third-grade room with sparkling eyes and hearts beating high with happy anticipation. They were delighted with the prettily decorated room, charmed with the entertainment, and jubilant

over the toys and booklets; but with all their enjoyment, their happiness could in no way equal that of the happy little "doers" who unanimously and spontaneously agreed that they had had "the time of their lives."

As these same little "benefactors" trudged down the stairway with a thought of the glad holiday vacation in their hearts and a Christmas wish upon their lips, one shrill little voice sounded above all the din and these were the words which floated back to the upper hall, "Please, teacher, may we have a valentine party?"

SUMMARY OF PROBABLE RESULTS IN SUBJECT

MATTER

New Abilities Acquired

and begin to provide them with real life experiences which involve childish interests and, incidentally, insure childish happiness, the sooner will we be able to carry back into the school a little of the "Genus Homo" in its early environment. All children derive the keenest pleasure from parties in real life. By allowing this situation to be brought into the school room the teacher not only provided her children with an opportunity in which they had an immediate purpose for learning many of the requirements in the course of study, but she also gave them occasion for learning another lesson more valuable than any contained in their books or listed above: the lesson of service to mankind-that "it is better to

way.

Ability to copy poetry correctly.

Old Abilities Applied and Increased
Ability in writing titles correctly.
Ability in composing original stories.
Marked improvement in oral English.
Added power in punctuating correctly.
Ability in comprehension through silent
reading.

Ability in pleasant oral reading.
Ability in handwork.

Marked improvement in penmanship.
Ability in design work in drawing.
Ability in arithmetic.

Other Probable Gains

Greater self-control.

More power in self-direction.
Increased ability in self-appraisal.
Training in co-operation, group action.
Extended power of organization.
Greater physical and mental poise.

DISCUSSION

Every child is a Dr. Jekyl and Mr. Hyde. He isn't the same person in school that he is out of school. The sooner our teachers learn a little about them as they really are

According to former practice, all too often, the teacher was the only one who felt the purpose for the work that the children were doing. They did whatever she told them to, did it blindly-often grudginglythey knew not why, other than that she had bade them. Not only was it she who felt the full import of the purposing but it was she who planned how the purpose was to be accomplished, and when the children had executed her plans it was she who judged of the success or failure of their work. All that was left for the children to do was to execute her orders. But in the project the child enjoys the benefit derived from actively participating in the purposing, planning, and judging, as well as the executing. Does this part of the theory hold true in the activity described above? Let us see.

The entire project described was composed of several smaller projects all of which were not only permeated with, but controlled by, the one dominant purpose-to give a Christmas party. It was this governing purpose which extended through the entire activity, unifying it into a complete unit of purposeful experience. Was it the teacher alone who experienced this purposefulness? No, indeed! The little lad who remarked, "We ought to be doing something for Christmas, hadn't we?" was the one who