LB 1753 A* Ml IB m »"'■■■■■ ■Hi Em Wifl m 11 ■ r J ill Ji " zw- Jl I ill .ill till HI A MANUAL COUNTY INSTITUTE INSTRUCTORS [SSI ED BY THE DEPARTMENT OF EDUCATION MONTf.'OMEnY. ALABAMA HI I ■ f III A MANUAL FOR COUNTY INSTITUTE INSTRUCTORS ISSUED BY THE DEPARTMENT OF EDUCATION MONTGOMERY, ALABAMA 1914 The life, the prosperity, and the perpetuity of this commonwealth inhere in agriculture. The rural school is the institution nearest the soil. It alone can be the apostle of intelligence, of industry, and of thrift for the regeneration of rural life. And yet it has the humblest home, the most wretched equipment, and the most miserly support. Its term is the shortest, its attendance the poorest, and its teachers the most transient and inexperienced. If then the state depends upon agriculture: If agriculture depends upon the intelligence, industry and skill of the tillers of the soil ; If these in turn depend largely upon the rural school ; It is as inexorable as fate that the exodus from the country to the city will never cease until the school is given that economic and social standing in the commu- nity that will make it strong enough and resourceful enough to meet the challenge of rural opportunity and need. J(i - 2 1914 CONTENTS Page 5 7 ..25 ..27 ..28 County Institute Law Foreword " Official Program for county institutes 12 English: 1. Reading ( a ) In primary grades - -- - 17 ( b ) In grammar grades - - - 18 2. Language (a) In primary grades - ^ (b) In grammar grades „_ - - 23 3. Spelling (a) In primary grades „ — — (b) In grammar grades _ — 4. Writing - •■•■- - — Manual and Household Arts _ - --■••- 3 °- 38 The School as a Community Center 39 Special Days: 1 . School Improvement - - - 43 2. Good Roads - - -•-- - - 3. Health 4. Better Farming _ - - Better Health Conditions in the Community -_ - 5 ° Better Economic Conditions in the Community - - 56 Better Social Conditions in the Community — 62 Better Moral Conditions in the Community — 68 Boys' and Girls' clubs - 72 Men's Clubs 79 Women's Clubs - — 83 87 School Improvement _ - — °' State Teachers' Reading Circle - - — - 89 School Credit for Home Work - - — 92 , 94 Bibliography - - Names and addresses of institute workers ~ - 97 46 47 ft % IT THE institute the important thing is to ac- quire the ability to teach so that the pupil WsA will love to go to school, the ability to 6UQi teach so that the pupil will love to study, the ability to teach so that the pupil will love to be at school on time and will not object to staying overtime upon request, the ability to teach so that those pupils who are called bad boys or bad girls will get an inspiration for being good boys and good girls, the ability to teach so that those boys and girls who are careless and thoughtless may become careful and thoughtful, not alone in school but in life, wherever the life of the pupil happens to be for the moment cast, the ability to teach so that in the child there is constantly forming a character which assures a better de- velopment of the race and will make the coming generation better in scholastic ability, better in character, better in everythig that goes to make up the qualities of a great people. u Jl COUNTY INSTITUTE LAW AN ACT To provide for the holding of teachers' institutes for teachers in this State and to make necessary appro- propriations for the same. Section 1. Be it enacted by the Legislature of Ala- bama, That the sum of five thousand dollars ($5,000.00) be appropriated annually out of the general school fund for the purpose of defraying the expenses of holding and conducting institutes for the white teachers of this State, and the further sum of fifteen hundred dollars ($1,- 500.00) be and the same is hereby appropriated out of the educational fund for defraying the expenses of holding institutes for the colored teachers of the state. Sec. 2. Institutes for the white teachers shall be held for a period of one week in each county of the State, at such time as may be determined by the county board of education during the months of July, August, September or October; provided, that the county boards of educa- tion of two or more adjoining counties, may by agree- ment, have conducted a joint institute for the counties participating in the agreement, at such a point as they may determine. Sec. 3. There shall be conducted, for the colored teach- ers of the State, teachers' institutes at such places and times, and under such management and direction as may be determined by the State superintendent of education, and the money appropriated by this act, for the holding of institutes for the colored teachers, shall be so divided among the several places at which colored institutes are held as may, in the judgment of the superintendent of ed- ucation, be fair and equitable, and secure the greatest good to the greatest number. 6 DEPARTMENT OF EDUCATION. Sec. 4. The money appropriated by this act for the holding of institutes for the white teachers of the State, shall be apportioned by the superintendent of education to the several counties of the State in proportion or ap- proximate proportion to the number of white teachers ac- tually employed in the several counties of the State. Sec. 5. It is hereby made the duty of the teachers to attend the institute which may be conducted in their own county for the benefit of teachers of the race to which they belong, unless such teachers are specifically excused from attending by the county superintendent, which excuse must be in writing, and approved by the chairman of the county board. It is made the duty of the State su- perintendent of education to cancel the certificate of any teacher who may fail to attend an insti- tute for a period of not less than four days of each year, unless such a teacher shall secure the written excuse signed by the county superintendent and approved by the chairman of the county board of education or unless such a teacher may convince the State superintendent of education that he has attended for a period of not less than three weeks during the cur- rent year some educational institution during which time he was engaged in the work of professional training, either as a student or as a teacher, or unless he is the holder of a life grade State certificate. Sec. 6. It is made the duty of each county superinten- dent of education to keep an accurate record of the at- tendance of all teachers during the institute, conducted for the teachers of his county, and to report the same to the State superintendent of education, showing the num- ber of whole days which each teacher actually attended, provided that such time attended by each teacher shall not be counted as time taught nor shall any teacher re- ceive any pay or compensation for attending an institute. Sec. 7. Each teacher attending an institute shall pay to the county superintendent a fee of not less than fifty cents (50c) and not more than one dollar ($1.00) which shall be used in that particular county to supplement the State fund appropriated by this act for the maintenance of teachers' institutes. FOREWORD (5 HE aim of all institute work is Better Teaching. The good that comes to the teacher from attendance upon a county institute depends largely upon his own attitude toward it, and upon the attitude of the instructor toward those to be taught. " There is al- ways a danger that the instructor will project the work upon too high a plane for the average teacher before him. The methods and devices are commonplace to him and dispose him to expect too much of his class. Based upon a survey of conditions in representative parts of the State, the instructor, in any rural county where 100 teach- \, ers are present, may expect to find approximately the fol- lowing conditions: 22 have never taught before. 30 have never attended any high school. 34 possess no professional books. 43 subscribe for no teachers' magazines. 45 are strangers in the county where they expect to teach, and therefore, lacking in county spirit, due to their ignorance of local coditions. 51 hold third grade certificates. 65 have never attended a summer school. 70 do not belong to the State Teachers' Reading Circle. 76 are strangers to the community where they will teach. 80 do not belong to the State Educational Association. 80 have never atteded a Normal school, even for a day. Another factor that must be reckoned with, if the in- stitute is to succeed, is the more progressive body of teachers who are ready for something new; to go below the surface of things, to advance into new fields. If the work is grooved to meet the needs of the inexperienced majority, there is a dager that the experienced minority 8 DEPARTMENT OF EDUCATION. will become restive. If, on the other hand, the work is projected on too high a plane, it is quite as likely that a number will not be interested and complain. How to har- monize these elements and set them all to work with a community of spirit and of interest, is a problem that the successful conductor must solve. As a rule, however, the untrained majority requires the maximum of considera- tion, and it also follows, that a method or device so stat- ed, that the beginner or the weaker teacher can grasp it, is equally appreciated by the better trained teacher, pro- vided it is flavored with a sincerity of purpose and a clev- erness that comes from fresh and thorough preparation. If we follow this assumed 100 teachers a little further as they go to the several schools they are to teach with their average of 41 pupils each, we shall find these rather sig- nificant facts : 19 will have a school with only benches and no desks of any kind ; 41 will find only home-made desks, many of which will be occupied by three pupils ; 60 will find unpainted houses ; 65 will teach schools that have no toilet facilities ; 66 will find no sanitary drinking arrangements ; 70 will find bare walls ; 78 will teach without wall maps; 79- will find no school library ; 84 will teach in houses very poorly lighted. However, the most potent factor in the institute is the superintendent. He directs its purpose, and moulds its spirit. If he is present at every meeting on time to en- force punctuality and attendance, to call back to duty the teacher who would shirk or attend less than the full day, to keep in close contact with the instructors, to direct the discussions into such channels as will meet the peculiar needs of his own teachers, to invite and insist upon the presence of patrons and school officials, to welcome vis- itors, and to keep the machinery of the institute friction- less, — good is bound to result. The program this year INSTITUTE MANUAL. has been planned, the instructors selected, and the work projected along rather definite lines and with correspond- ing aims in view. In the first place, it contemplates giv- ing due emphasis to the teaching of English, including reading, language, spelling and writing. Hitherto we have taken practically all the subjects in the curriculum and have tried to give an equitable amount of time to the pre- sentation and discussion of each. It now seems entirely fitting to concentrate upon English, which is certainly the most important and frequently the most poorly taught of all branches. Everybody knows that the ability to get thought and to express it is fundamental in the mastery of any subject. With the teachers of every county in the State stressing this part of the course of study the com- ing year, decided improvement ought to result. Again, the time has come when the country school must assume its responsibility in making country life more livable and likable. The only institution that can hope to enlist every agency for the uplift of the country is the school. It must become the community centre through which a crusade will be begun and carried on that will bring better health, economic, social and moral condi- tions, and it will best be able to do this by throwing open its doors to such organizations as further the common in- terest of the people. All phases of club work, corn clubs, poultry clubs, pig clubs, tomato clubs, as well as those that enlist the adults, should be harnessed up for work through the initiative of the school. It is to be hoped that this matter will be so stressed and enthusiasm so aroused that every county in the State and every commu- nity in every county will be quickened and rejuvenated. A temporary "Country Life Commission" has recently been organized to formulate plans for a state organiza- tion that will promote this work throughout rural Ala- bama. This committee consists of representatives of nu- merous organizations such as the University of Alabama, the Polytechnic Institute, State Health Department, State Bankers' Association, Department of Agriculture, Highway Commission, Federation of Women's Clubs, State School Improvement Association, Farmers' Union, 10 DEPARTMENT OF EDUCATION. and other organizations of like character and standing. This committee is now planning definitely to call a state meeting which will organize this work and make it opera- tive. This movement also suggests four days to be observed throughout the year by every country school in the state. These programs are so general in their reach and so vital in their bearing, that it is hoped that all our schools will heartily co-operate in their observance by all the people. When all shall be thinking the same thoughts about the country community, and shall have united for its uplift, we may be sure that the school will get for itself a re- sponsibility and a dignity which it has heretofore neither merited nor received. It should also be borne in mind that the Legislature will meet in regular quadrennial session before a great many months have elapsed. If Alabama is to anything like keep pace with her possibilities and in hailing dis- tance of her sister commonwealths, certain laws must be enacted. Local taxation for schools, consolidation of schools and transportation of pupils, better supervision, and a modified form of compulsory education, are perfect- ly patent needs. And yet, if they are ever written upon our statute books, it will be because the teachers of Alabama have unitedly and enthusiastically worked for them and set others to work for them. I hope, therefore, that at every institute this summer these mighty matters for which we are to contend will receive due enforcement and encouragement from those who are to go out in the ca- pacity of instructors and to represent the majesty of our corrnron cause. The general program which has been arranged for the institute proper is self-explanatory and should be fol- lowed literally. It should be noted, that it contemplates the division of the institute into sections for the study of English and for vocational subjects. In the forenoon, the elementary and grammar school sections will be given over to work suitable to the needs of teachers in the lower and upper grades. In the afternoon, the last two periods are given to vocational work for boys and vocational work INSTITUTE MANUAL. 11 for girls. It is expected that the conductor will have charge of the section doing work in manual arts, and the assistant will direct the section engaged in domestic arts. Information has been collected from the several superin- tendets of the State as to local teachers who could proba- bly do work in the manual and domestic arts in any coun- ty, and the institute conductors should not fail to secure these lists for the counties in which they are to preside. After all, the county institute this summer will be largely what the conductor makes it. If he will faithfully follow the program outlined here and the suggestions given for its interpretation, there is every reason to be- lieve that the people of our state will be able to live the better, to put more into life, to get more out of it, and to be happier and richer in every way because of his sum- mer's work. WM. F. FEAGIN, Superintendent of Education. PROGRAM FOR THE WEEK. Note: The county superintendent, or some one appointed by him, should be in the building in which the institute is to be held on Monday, the opening day, by eleven o'clock in order that the teach- ers may have ample opportunity to enroll before the regular ses- sion begins at 1:30 in the afternoon. It should also be made clear that no teacher can comply with the law unless that teacher is present for enrollment on the first afternoon before the regular hour for beginning, and answers to roll-call on each and every day and session thereafter. MONDAY AFTERNOON 1:30 Opening Exercises. Music and Devotional. 1:45 Announcement by the superintendent of special plans for the week, such as department meet- ings, evening sessions, appointment of commit- tees, ushers, reporter, secretary, pianist, etc. The superintendent should by all means appoint an official timekeeper with call-bell, for service during the institute. 2:00 Introduction of Instructors : (At this time the conductor and the assistant should make a brief talk on the purpose of the institute, and the conductor should outline a plan for running the institute, insisting upon punctuality, continuous attendance, and the absolute necessity for each teacher to have and use throughout the institute the state manual, a notebook, and such textbooks as may be required.) 2:15 The School as a Community Center; What It Means and How to Make It so. 2:40 Boys' Clubs: Their Place and Purpose in the Com- munity, and Suggestions for Organizing Them. 3:20 Department Meetings: (a) Vocational work for boys. (b) Vocational work for girls. (At this point the institute will divide into two sections, the members of (a) group giving their time to manual arts, and the members of (b) group giving their time to domestic art.) MONDAY EVENING 8:00 Annual Institute Social. (This should be one of the most enjoyable and helpful occasions of the institute. This opportunity comes but once a year and should be used for all it is worth. Keep- ing in mind that the main object is to get acquainted, INSTITUTE MANUAL. 13 three elements should characterize this occasion: First, some method of getting acquainted; second, good music; third, amusement for all. A committee should give to each teacher who enters, a tag to be worn during the evening, on which the wearer's name should be written. The "Get-Acquainted Committee" should have assistants on the lookout to see that strangers and timid teachers are made to feel at home. A resourceful committee can easily plan some form of amusement suited to local con- ditions. Some social games, or special features which will make it impossible for the bashful young men to line up on one side of the house and the self -conscious maidens on the other, should be provided. No one thing will do more to cement the friendship of the teachers of the county and make the socis.1 side of the institute a real pleasure, than the annual institute social, if prop- erly and wisely planned.) TUESDAY FORENOON 8:40 Opening Exercises : (This should be varied each day and should serve as a model for the rural schools in the county. See to it that the institute learns at least one new song each day.) 9:00 Reading Circle Study: Colgrove's "The Teacher and the School." (The teachers are required to bring this book with them and the instructors must assign and conduct regu- lar lessons and not mere quizzes on this book.) 9:40 Department Meeting: (At this time the teachers will separate into at least two sections, the one consisting of teachers in primary grades; the other consisting of teachers in grammar grades, and where conditions justify, a third section should be formed consisting of teachers in high school grades.) English : Elementary Section: Reading in primary grades. Grammar School Section: Reading in gram- mar grades. 10:20 Recess: (The recess time should be used in organized play and such games should be taught as can be played in the ele- mentary schools of the county. Of course time should be given for getting water, and allowance should be made for weather in case of extreme heat.) 10:40 Department Meeting: English : Elementary Section: Spelling in primary grades. Grammar School Section: Spelling in gram- mar grades. 14 DEPARTMENT OF EDUCATION. 11:20 Better Health Conditions in the Community. 12:05 Recess. TUESDAY AFTERNOON 2:00 Music, announcements, etc. 2:15 Men's Clubs: Their Function in the Community and How to Organize Them. 3:00 Department Meeting: (a) Vocational Work for Boys. (b) Vocational Work for Girls. TUESDAY EVENING 7:00 Twilight Story Hour: (Each institute should observe this time as Story Tellers' Evening," in which as many teachers shall par- ticipate as time will permit. The best place to have this meeting is on some lawn where teachers may seat them- selves on the green, if one can be found.) WEDNESDAY FORENOON 8:40 Opening Exercises. 9:00 Reading Circle Study: Colgrove's "The Teacher and the School." 9:40 Department Meeting: English : Elementary Section: Model Reading Lesson, with children. Grammar School Section: Model Reading Lesson, using teachers as pupils. (Teachers are expected to bring such books for this work as they may have been directed.) 10:20 Recess. 10:40 Department Meeting: English : Elementary Section: Language in Primary Grades. Grammar School Section : Language in Gram- mar Grades. 11:20 Better Economic Conditions in the Community. 12:05 Recess. INSTITUTE MANUAL. 15 WEDNESDAY AFTERNOON 2:00 Music, etc. 2:15 School Improvement Work in County. 3:00 Department Meeting: (a) Vocational Work for Boys. (b) Vocational Work for Girls. WEDNESDAY EVENING 8:00 Educational Address : (State Superintendent or some distinguished educator will discuss illiteracy in Alabama and in the county, with some suggestions for its elimination. THURSDAY FORENOON 8:40 Opening Exercises. 9:00 Reading Circle: Organization and plans for work in the county for the coming year. 9:40 Department Meeting: English : Elementary Section: Written work in pri- mary grades. Grammar School Section: Written work in grammar grades. 10:20 Recess. 10:40 Department Meeting: English : Elementary Section : Model Language Lesson. Grammar School Section: Model Language Lesson. 11:20 Better Social Conditions in the Community. 12:05 Recess. THURSDAY AFTERNOON 2:00 Music, etc. 2:15 Girls' Clubs: Their Organization and Work in the School and in the Community. 3:00 Department Meeting: (a) Vocational Work for Boys. (b) Vocational Work for Girls. 16 DEPARTMENT OF EDUCATION. FRIDAY FORENOON 8:30 Opening Exercises. 8:40 Women's Clubs: Their Function in the Com- munity. 9:20 Open period. (This is an opportunity to do such work as may have been crowded out by visitors and other unexpected cir- cumstances.) 10:20 Recess. 10:30 Better Moral Conditions in the Community. 11:00 Superintendent's Round Table. (At this time the superintendent will be expected to outline his plans for the coming year, as, for example, the holding of the uniform county seventh grade exami- nation, standardization of schools, and the like, and he should give such other information as may be desired by members of the institute in regard to blanks, forms, and the like, and answer any and all questions relating to better conditions in the schools of the county. 11:40 Two-minute closing addresses — Instructors. 11:45 Business session. (At this time necessary business matters should be attended to, such as the discussion of resolutions, the organization of a permanent county teachers' associa- tion and the distribution of the certificates of attend- ance.) © ENGLISH HE subject of English, as has already been indicat- ed, is the only one of the academic branches to be presented in the institutes this year. The reasons for this are its practical value, its bearing upon the mastery of other subjects, and the fact that it is often taught in such an indifferent way. Too much emphasis cannot be laid on the character of subject matter and the way in which it should be pre- sented. The following outlines should be adhered to closely : PRIMARY READING (See State Manual, pages 49 to 58.) I. Importance of reading and its relative value to other subjects. II. Methods: (Many better than one.) 1. Word. 2. Sentence. 3. Phonic. A combination of these three makes the best method. III. Two Phases : 1. Mechanical. (a) Word mastery. Sight words. Sound words. (b) Devices for drill, such as cards, charts, blackboard drills, etc. 2. Thought: Suitable subject matter: (a) Subjects for lessons. Interesting objects with which the child is familiar, such as a ball, flowers, fruits, etc. Action Lessons — as running, jumping, hop- ping, playing, etc. 2SM 18 DEPARTMENT OF EDUCATION. Games. Nature study. Stories and poems. (b) Getting and giving thought. (c) Dramatization. IV. Phonics : 1. Ear drills. 2. Ear and lip drills. 3. Associating sounds with symbols. 4. Making out words by sounds. 5. Building up words with sounds. 6. Drill work; sound cards. V. Books: 1. When introduced, and how the work is articulat- ed with lessons previously given. 2. How used; just how a lesson is conducted. 3. Adopted books discussed, as to subject matter and adaptation. 4. Illusl rative lesson given in which children are used if possible. VI. Correlation with other subjects. GRAMMAR GRADE READING (See State Manual, pages 49 to 63.) I. Aim: Thought-getting; a stronger power of interpreta- tion; and a deeper appreciation of good litera- ture. II. Subject matter: It should be such as will inspire a love for good read- ing, create a desire to know; and be of intrinsic value. III. Method: (a) Assignment — Choose selections which seem to be most appropriate for the time. Create a sym- INSTITUTE MANUAL. 19 pathetic atmosphere for the selection to be studied. Assign definite study questions. (b) The recitation — Have much silent reading. Call for reproduction and in this way be sure that children are interpreting correctly. The class is then ready for oral reading. (c) Application — Construction, drawing, painting, composition and dramatization. IV. Illustrative material: Postcards, railroad folders, pictures from magazines and other sources. V. Correlation: (a) Correlate the reading with other subjects as much as possible. For instance, the best time to study "the Legend of Sleepy Hollow" is when the geography work is on New York. (b) Suit selections to seasons and conditions as nearly as possible. VI. Home reading: (a) So conduct your classroom reading as to make children wish to know more of the subjects taught. (b) Show an interest in what children are reading, encourage them to talk to you about it. (c) Read to them such books as will create an in- terest, and make them want to read for them- selves. (d) Encourage them to keep a list of what they read, and report to you. VII. Model lesson: Conduct a lesson just as you would in the school- room. Have children for the lesson if possible, but if this cannot be done, use the teachers. Have books, assign a lesson and teach it. 20 DEPARTMENT OF EDUCATION. PRIMARY LANGUAGE (See State Manual, pages 67 to 74) I. Aim. 1. To secure free expression. 2. To quicken the imagination. 3. To inspire high ideals for forms of speech. 4. To cultivate a taste for good literature. II. Subject matter. 1. Experiences of the child. a. At home. b. In his games. c. At school. 2. Stories. a. Animal stories. b. Nature stories. c. Stories from literature. Nature studies. a. Animal life. (1) Birds. a. Crow. b. Mockingbird. c. Redwinged blackbird (2) Insects. a. Butterflies. b. Bees. c. Wasps. (3) Cat. (4) Hen and chickens. (5) Frogs and tadpoles. b. Vegetable life. (1) Flowers and grasses. a. Fall flowers. b. Spring flowers. (2) Garden work. a. Seed planting. 1. Germination. 2. Growth. INSTITUTE MANUAL. 21 4. Poems. a. Mother Goose rhymes. b. Memory gems. (1) Historical, related to season. (2) Ethical. (3) Aesthetic. 5. Pictures. a. Classical. (1) The Angelus. b. Historical. (1) George Washington. (2) Columbus. c. Geographical. (1) Pictures of countries. a. Dutch landscape. b. English sheep picture. III. Method. 1. Conversational lesson on familiar subject. a. To overcome the child's timidity. b. To secure clear enunciation. c. To insure correct pronunciation. d. To obtain full statements for answers. 2. Narration of experiences. a. To overcome discursiveness. b. To secure sequence of events. c. To gain a command of good English. Note 1. Drill on correct expressions outside the lesson. 3. Stories. Note 2. Teacher must make story her own, so that she can tell it as naturally as if talking. a. Reproduction. (1) In parts by means of questions. (2) As a whole to note impression of child. b. Dramatization. (1) Having parts read from book. (2) Having children memorize parts. Note 3. See end of outline for Model Lesson. 22 DEPARTMENT OF EDUCATION. 4. Nature studies. a. Have objects to be studied. b. Have children give results of observations already made. c. Cultivate the power of observation. 5. Poems. a. Taught by rote to, (1) Bring out jingle in rhymes. (2) Bring out underlying thoughts in gems. 6. Pictures. a. By questioning. (1) To direct attention to important char- acteristics. (2) To discern the artist's thought by : a. Scenery. b. Pose of figures. IV. Written work. 1. Original work. 2. Simple letter-writing. 3. Incidents in lives of great men. 4. Dictation. a. Used as a medium to teach formal English. (1) Capitalization. (2) Punctuation. (3) Kinds of sentences. Model lesson. I. Grade I. 1. Tell story simply. 2. Question. a. To find thought gained. b. To note power of expression. c. To encourage use of full statements. II. Grade II. 1. Tell story using language suited to grade. a. Conversation to bring out characters in story. INSTITUTE MANUAL. 23 b. Questions to emphasize thought sequence. c. Statements written to emphasize (1) and (2). This is a step to written reproduc- tion. III. Grade III. 1. Tell the story in language suited to grade, a. Question to bring out (1) Kinds of sentences. (2) Punctuation marks. GRAMMAR GRADE LANGUAGE (See State Manual, pages 74 to 84.) I. Aim: To arouse a deeper conscience for correct expression, and create a greater love for good literature. II. Subject matter: 1. Adapt the contents of the text to the needs of the class. 2. Continue the study of such words as need con- tinual drill in order to be readily used. 3. Poems of different types showing the practical side of different phases of life. 4. Description of persons, places or things. 5. Narration of experience or incidents. 6. Stories of adventure, heroism, altruism, history, animals and nature. 7. Material from other subjects in the course. 8. Work on imaginative subjects. III. Method. 1. In the word drills do not be content with merely giving the lessons and calling attention to the correct use, but drill until the words are fixed in the minds of the pupils: 2. In teaching a poem: a. First create a sympathy for the central thought before presenting the poem to the class. 24 DEPARTMENT OF EDUCATION. b. Present the poem as a whole, then teach it in detail. c. Have every possible form of expression — reading, oral and written reproduction, dis- cussion of particular parts of the poem, drawing, etc. 3. Stories should be made your own, so as to be able to tell them in the most natural manner. Secure different forms of expression as in teaching a poem. 4. In any oral expression do not hamper the child with constant correction of errors, but note them in your mind, call attention when he has finished and at a convenient time, drill in cor- rect form until a conscience is aroused which will always rebel when the same errors are made. IV. Dictation: Be sure that the children understand the thought in the lesson to be given. V. Written work : 1. Make it a rule never to accept anything which does not represent the child's best effort. 2. Do not give more written work than can be done well. 3. Drill in correct form. 4. Be sure that the subject to be used is of interest to the children, and that they have some knowl- edge of it. 5. The most important phase of written work is let- ter writing. a. Require correct form. b. There must be a genuine interest in the let- ter. Select subjects that touch the chil- dren's lives. Encourage individuality by allowing the children to mail their letters. Preserve work through the year and let them compare their letters at different times, so as to see improvement. INSTITUTE MANUAL. 25 VI. Correction of errors may be done in different ways : (a) Frequently mark errors and have children re- write the papers. (b) When an error seems to be general attack it at the recitation period, discuss the correct form, and drill on it. (c) When possible, give individual criticism. VII. Model lesson on either a poem or a story. SPELLING IN PRIMARY GRADES (See State Manual, pages 42 to 48.) FIRST GRADE Spelling in the first grade taught in connection with other lessons, especially reading and language. Phonics must receive a great deal of attention. Begin early and continue throughout the course. 1. Teach the consonants and long and short vowel sounds. 2. Teach easy phonograms (blending of short vowel and consonant) such as at, et, it, ot, ut, an, en, in, un, etc., and make lists of words containing the endings taught. 3. Give drills upon the blending of two or more conso- nants, such as sh, ch, th, wh, gr, etc. 4. Teach many easy syllables that are found in words of the First Reader, such as er, ing, ow, ack, ick, etc. 5. Teach the effect on the short vowel sound and also upon the c, g and s, when the final e is added. 6. Make drill cards. 7. Review constantly. 8. Visualize new words before trying to write them. 9. Have pupils make easy words and indicate silent let- ters by drawing slanting lines through them. 10. Each pupil should know the letters of the alphabet in their order before leaving this grade. 26 DEPARTMENT OF EDUCATION. 11. Encourage children to write list of families of words that have been learned. 12. Teach all new words in the reader carefully before permitting children to read the lesson silently or orally. 13. Words must be learned by the eye, the ear, the voice, and the hand. 14. Spell easy words that they need. 15. Give easy dictation. SECOND GRADE 1. Thoroughly review all previous work and apply con- stantly the old knowledge in the attainment of the new. 2. Continue the work in phonics as outlined in the first year, giving new vowel sounds, combinations and phono- grams. 3. Drill on syllables, accent and spelling by sound. 4. Oral and written spelling of words used in every day work. 5. Use words learned in sentences, poems, letters, etc. 6. Introduce work in homonyms as the and thee; ant and aunt; see and sea, etc. 7. Drill on capitals as used in writing names of per- sons, days of the week, months, county and town. THIRD GRADE 1. Reed's Primary Speller to page 87 and words taken from language, arithmetic, readers and geography. 2. Continue the drills in phonetics. 3. Drill on marking words and dividing words into syl- lables. 4. Give dictation work in connection with the lan- guage, etc. 5. Oral and written lessons. 6. Words neatly written with ink in Alabama Writing Speller. 7. In this as in all the grades, vary the ways of teach- ing and hearing the spelling lesson. INSTITUTE MANUAL. 27 SPELLING IN GRAMMAR GRADES I. Textbooks: Grades III and IV, Reed's Primary Speller. Grades V, VI, and VII, Reed's Word Lessons. II. How to study spelling. (State Manual, p. 44.) III. Which words to emphasize and which to omit (Slate Manual, page 42.) ductile x communicant accessible amphibious neuralgia infranqibU yrottcis tares trial schedule etymology y buoyancy ' The accompanying cartoon was published in connection with a report of an educational survey of a New York City Elementary School which was made by representatives of the Bureau of Munici- pal Research. It indicates the blunder that is made in thousands of schools. The pupils spend a vast deal of time learning to spell the unusual words when they have never mastered the spelling of the common, every-day words which they will be likely to use in the simplest correspondence. Teachers are invited to study the illustra- tion and take this lesson home to themselves. IV. Training pupils to use the dictionary. (State Man- ual, p. 58.) 28 DEPARTMENT OF EDUCATION. V. Conscience for correct spelling. Power to observe accurately. Incorrect forms to be avoided. Proportion of oral and written work. Opportunities created for use of words taught. VI. What to do for the poor speller: 1. Determine the cause: (a) physical, (b) mental. 2. Remedies (State Manual, p. 44). VII. Interest, how secured. Monotony of method to be avoided. The usual method of recitation. Other methods (State Manual, pp. 44, 45). VIII. Outline of work and suggestions for each grade. (State Manual, pp. 46-48.) WRITING (See Course of Study, page 38.) Writing in primary grades. 1. Recognition of the child in the teaching of writing in primary grades. a. Kind of movements. b. Kind of pencils, papers, crayon, etc. c. Amount of writing required. d. Position at desk. e. Natural way of holding pen and paper. f. Making the writing exercise useful and pleas- ing. 2. Drill in movements and forms. a. Movements to develop freedom — rhythm. b. Principles developed from movement exer- cises. c. Drill in writing from dictation and from copies. INSTITUTE MANUAL. 29 Influence of good example of writing. a. A permanent set of letters on blackboard or chart. b. Teacher's writing. c. Copy in copy-book. d. Pupil should begin to write at bottom of page. e. Display of neat written work in booklets or bulletin boards. Developing writers who can meet the demands of modern business. a. Reasonable speed. b. Accuracy of form. c. Neat general appearance. d. Ability to endure writing for many hours. MANUAL TRAINING y^iHE above expression is but another term for mental \^ training. Manual training through the use of tools gives skill, mental discipline, and practical results. Manual training signifies the expressing of ideas in things by means of tools. Man is essentially a tool-using animal. Without tools he can do nothing, with tools he is all-powerful. The his- tory of mankind is but a history of the tools he has in- vented and used. Given the human hand, a sharp tool and an intelligent brain, man becomes the most wonder- ful, the most powerful creature in the universe. De- prive his hand of these two and he becomes the most helpless. The city boy through manual training in the schools is given this discipline which comes from the use of tools. The country boy should not be deprived of it. Every country teacher, man or woman, should master some tools so that the knowledge may be passed on to the country boy on the farm. The use of tools has not only a disciplinary effect upon the boy, but a utilitarian one as well. For practical re- sults, the country boy should know how to use the saw, the hammer, the chisel, the plane, and other simple tools. From the mending of the front gate to the building of a new barn, the boy in the country will find a world of use to make of this knowledge. TOOLS 1. Tools for Measuring — Tape Chisels — Paring, mortising, line, ruler, yard stick. Planes — Jack, block, smooth- Squares, framing, try. ing. Marking gauge, awl, knife 3. Hammers, mallets, blade. 4. How to read a blue print. 2. Cutting Tools. 5. How to lay out a piece of Saws — Rip, crosscut, back. wood. INSTITUTE MANUAL. 31 SIMPLE OUTFIT OF TOOLS Steel Square, 24 inch. Try Square, 6 inch. Two-foot Rule, Boxwood. Marking Gauge. Dividers, 8 inch wing . Six Chisels, 1/8 to 1 in. Jack Plane, iron, 14 inch. Block Plane, small iron, 6 inch. Hand Saw, cross cut, 10 pt. Back Saw, 10 inch. Brace, ratchet. Four Bits, 1/4 to 1 inch. Gimlet. Screwdriver Bit. Countersink. Hammer, No. 1% Ballface, Maydole. Wooden Mallet. Oilstone, med., mounted. Oil Can. Nail Set. Screw Driver. Bench Brush. Two Wood Hand-Screw Clamps, 12 inch. Three Iron Clamps, 6 inch. One-half quart-can LePage's Liquid Glue. Slim Taper File, 5% inch. Assortment of Nails and Screws. Sand Paper, 00 to 1. For finishing and staining the articles made, there should be paint, brushes, oils and stains in small quan- tities. In a country school, if a small shed could be built on the grounds, a work room could be fitted up, and some of the following tools for general use could be added. Other- wise, make work bench against wall of school room. Ripsaw, 7 point. Bevel, Sliding T. Drawing Knife. Spoke Shave. Cold Chisel. Turning Saw, with four extra blades. Monkey Wrench. Machinist Hammer, 1%. Putty Knife. Bench Axe. Grindstone, 18 inch, mounted. Saw Set. In planning for a small shop, tools benches should consist of the following: for individual One Smoothing Plane, 9 inch. Block Plane, 6 inch. Back Saw, 8 inch. Half-inch Chisel. One Mallet. Boxwood Rule. Try Square, 6 inch. A vise for each pupil. Text recommended for reference work is "Manual Training for Common Schools," by Allen & Cotton — pub- lished by Chas. Scribners' Sons, New York. Price, $1.00. 32 DEPARTMENT OF EDUCATION. MATERIAL FOR WORK BENCH Work bench might be 12 ft. long, 30 inches high, 4 ft. wide, with three vises to a side. Bill of Lumber 6 pieces 2x4x30 inches, for legs. 4 pieces 2x4x12 ft., for sides. 12 pieces 2x4x 4 ft., for cross pieces. Use scrap lumber for braces. Make top of 2x4 or 2x6 lumber.- Use 3 pieces 2x4 lum- ber 28 inches long for vises. Iron screw pins for vises can be bought from ordinary hardware stores at 50 cents each. FOUR SUGGESTIVE LESSONS Lesson I. A work bench for a country school. Sug- gestions as to size, equipment and vise. Lesson II. Explain use of some of the ordinary tools. Give demonstrations before the class of use of each, and then have members try. Make and paint flower boxes for windows. Lesson III.' Explain six steps in laying out and squar- ing up a piece of wood. Teach how to make a half lap joint and fasten with screw and glue. See Chapter II of Textbook. Lesson IV. Complete work begun in former lessons. Call attention of teachers to designs for furniture in text. Teach how to read a blue-print. Discuss making of "Six-in-One" Playground Apparatus in School Improvement Bulletin, 1914, pages 69 to 83. HOUSEHOLD ARTS DOMESTIC SCIENCE, AND DOMESTIC ART. "The true significance of the terms Domestic Art and Domestic Science is not generally understood. Most people think that they are interchangeable and that they are used as enticing cloaks for sewing and cooking, which are generally considered disagreeable subjects. However, this is not the case, although sewing and cook- ing are included under the more general terms. Domestic Art in- cludes those subjects which pertain to clothing and house planning, decorating and furnishing; while Domestic Science includes the study of foods, cookery, sanitation, and household management." DOMESTIC SCIENCE "What we all need to know is how to prepare our everyday food in a wholesome, appetizing manner; and especially should the farmer's daughter learn how to adapt her supplies to the proper nourishment of the family." — Mrs. Walter B. Hill, Athens, Ga., State Federation Women's Clubs. y** HEN one considers that there are practically twen- vX/ ty-five million women and girls over ten years of age in the homes of our country, he can more forcibly realize the necessity of including in our system of education some instruction which has di- rect bearing upon their lives. The home has been the one institution that has continued to exist since man became civilized, and the science of home- making will continue to absorb most of the interests which revolve about family life. It is upon these women and girls who constitute practically one-fourth of our entire population that the burden will fall, and our ideals of social justice demand that they be given some consideration in our plans for popular education. In our scheme for making the rural school a force for vitalizing rural community life, the country school- teacher must make effective her leadership of the women and girls. A knowledge of the scientific values of food, of the simple laws of sanitation, and of the proper care of the home must be imparted by the country teacher. The 3SM 34 DEPARTMENT OF EDUCATION. teacher must give instruction to the girls, and awaken efficient leadership among the mothers of the community. If the school is to be the community center, the teacher must devise some means of giving instruction in domestic science. With present financial conditions in most rural communities it is out of the question to expect that ex- pensive equipment will be provided for teaching this sub- ject. The teacher must exercise ingenuity in introducing the work and leave the community to provide for ade- quate means of instruction. On page 175 of the 1913 State Manual is given a simple outfit for country schools. This consists of a small kerosene stove, an oven, and a few simple utensils. Some girls might bring necessary articles from home. SIMPLE EQUIPMENT COSTING FROM $8.50 TO $10.00 One oil stove, single burner, One can opener, Yankee, with with back or ends enclosed. corkscrew in handle. One oven for same. One measuring cup, tin, half- One stove pan, 8x10. pint size. One butcher knife. One mixing bowl, medium. One egg beater, heavy flat wire. One individual Ramakin baker. One plate, plain white. One paring knife. One soup plate, plain white. One tablespoon, one teaspoon. One cup and saucer, plain white. One individual muffin tin. One flour sifter, tin, quart size. One knife and fork, kitchen, No. One dish pan, onyx, 14 qt. 101. One double boiler, onyx, large One pie pan, tin. size. One small scrubbing brush. One soap dish, white. One bucket, tin, 3 quart. One glass jar, quart size. One sauce pan, onyx. One jelly glass. One tea pot, onyx. One skillet, light steel. The teacher should see that soap, toweling, matches, a box of labels and a few extra jars are provided. Unless the school authorities will pay for the materials used, each member of the club should pay five or ten cents per week to cover the cost of each lesson, or bring the materials from home. If no equipment can be secured for the school, a club might be organized to meet weekly at some convenient home where the kitchen and dining room might be util- ized. In teaching the work the last hour or the noon re- INSTITUTE MANUAL. 35 cess once or twice a week could be used to give the les- sons. Some teachers make it a practice to write a few recipes upon the board and have the girls copy them down and perform the work at home, reporting the re- sults to the teacher or having the parents to do so. The organization of a club, however, is the most satisfactory plan of teaching the work. This manual contains four model lessons dealing with important phases of teaching domestic science. LESSON I. Foods. — Food is any substance that when taken into the body furnishes heat or energy, or is used for building tissue, and does not injure the body. CLASSES OF FOODS AND THEIR USES IN THE BODY: Proteins or nitrogenous foods — used to build new tis- sue and to repair waste. Common protein foods are milk, eggs, lean meat, cheese, peas, beans. Carbohydrates. — Source of heat and energy in the body. Carbohydrates include starches, sugars, and celluloses. Potatoes, rice, corn, wheat, are some of the common starchy foods. Celluloses make up the fibrous parts of plants. They are indigestible but give bulk to the meal. The principal sources of sugar are cane, beets and fruits. Fats. — Source of heat and energy. Examples are but- ter, fat of animals, nuts, oil of plants, as cottonseed oil and olive oil. Minerals. — Used chiefly in bone building and as an aid to digestion. Source. — Mineral waters, green vegetables. Water. — Makes up about two-thirds of the body weight. It is used in the body as a solvent and aids in the digestion and assimilation of food. 36 DEPARTMENT OF EDUCATION. LESSON II Preparation of Foods for Cooking. Methods of cooking: Boiling Roasting Steaming Baking Stewing Frying Broiling Dishwashing: Things children should remember concerning table manners. LESSON III Practical Lesson in Cooking Two Simple Recipes Corn Meal Muffins. — Ingredients: 1 c. flour 1 t. salt 1 c. corn meal 1 egg 4 t. baking powder 2 t. lard or cottolene 2 t. sugar 1 c. milk Method. — Mix and sift the dry ingredients into the liquid. Add fat, mix by vigorous beating, bake 15 to 20 minutes in a hot oven. Creamed Potatoes — Ingredients : 1 medium sized potato 1/4 c. medium white sauce. Method. — Wash and pare potatoes, place boiling water and boil with cover on for 20 minutes, or until tender. Salt when half done. To cream, add potatoes to white sauce. Medium White Sauce: 1 c. milk 2 t. flour 2 t. butter Salt — pepper. INSTITUTE MANUAL. 37 Scald milk, melt the butter and mix in the flour to a smooth paste. Add the hot milk slowly, stirring con- stantly. Boil five minutes ; add salt and pepper. LESSON IV Serving. — Setting of the table," serving of food. Menus. — Menus of balanced meals. Breakfast, lunch, dinner. Best use of home products. Invalid Cooking. — Proper arrangement of tray. Nutri- tious foods that are easily digested. Toast, eggs, soups, tea, etc. References. — Human Physiology, Ritchie, Pub. by World Book Co., Yonkers, N. Y. Household Science and Arts, Morris. Pub. by American Book Co., Cincinnati. Household Chemistry, Dodd. Pub. by American School of Economics. Farmers' Bulletins numbers: 42, 74, 93, 142, 203, 256, 293, 348, 359, 389. Supplies needed for model lesson, for fifteen people. 1 pk. potatoes 1 lb. lard 10 cents worth of flour 1/2 lb. butter 1/4 pk. corn meal 5 pts. milk. 1/2 doz. eggs SEWING Each institute worker should secure a copy of Sewing Tablet, No. 1. This can be had from the state depository for 45 cents, and should be made the basis of work. Teachers might secure a copy from the local depository to use during the institute and for work during the com- ing school year. This work depends largely upon the personality of the institute instructor and of the teacher in the rural school. The sewing tablet gives directions for making simple stitches. Have children do sample work until they can do a stitch well, then let them apply the knowledge in some useful article. For instance, they may make a cook apron and cap as a preparatory step in taking up cooking. Napkins can be hemmed and simple garments can be 38 DEPARTMENT OF EDUCATION. made later on. Each teacher will have to plan details of work to meet her own particular needs. In the rural schools the work can often be done more effectually through clubs. However, if possible, make it a part of the regular program, setting aside one or two periods each week. During the institute it will be well to have a demon- stration lesson on teaching some particular stitch and then have the teacher apply this in making a sewing bag. The time for teaching the work in the institutes will be the first thirty minutes of the period for vocational work each afternoon. Let's give to this work the best we have and the best will come back to us. THE COUNTRY SCHOOL AS A COMMUNITY CENTER Some significant changes came about in Alabama dur- ing the last census decade: 1. The population increased 16.9%. 2. The production of all cereals decreased 9.4%. 3. The production of corn decreased 12.4%. 4. Farm lands increased in value 116.6%. 5. The per cent, of our total population living in the country decreased from 88.1% to 82.7%. These facts are portents of danger, even disaster, un- less we shall find some way to rejuvenate rural life, to stem the tide that is flowing to the cities and to greatly increase the variety and productiveness of our farms. We have wasted too much time on "back to the farm" propaganda. Man is pre-eminently a social animal and so long as the isolation and seclusion of the country con- tinue, the city will go on sucking the best blood from our rural folk. We have no right to expect any "stay on the farm" era until we cease stinting the social instincts and starving the communal activities of those who live in the country. Reacting against the backwardness and selfishness of country life and seeking to meet an instinctive need for social contact and recreation, our boys and girls naturally join the crowd that is ever moving cityward. There is much in the city that is good and much that is bad, but the pity of it is that the country boy newly come to town is prone to the "whims of callow youth," exceed- ingly unsophisticated and especially susceptible to the al- lurements of the inviting bad. Most of our great men have come from the country, to be sure, because in the main there has been nowhere else from whence they could come, but we never rehearse the 40 DEPARTMENT OF EDUCATION. even more remarkable and deplorable statistics of those who succumb to the perils of the city and the charms of its vices. The fundamental problem of this day and generation is one of better health, economic, social and moral condi- tions in the country community and the only agency that can assume the leadership in this work is the country school. It is the common property of all and is the only institution which without any exception whatsoever sus- tains this unique relation to the people of the entire neighborhood. "Schoolhouses have become monuments of neglected opportunity. It is no exaggeration to say that in making the schoolhouse the forum of the people lies the chief hope of perpetuating the republic and its institutions." Country folks are narrow in many ways, it is true; preju- dice, partisanship, selfishness, and sectarianism flourish there in all their primitive freshness and vigor, but de- spite it all there is one thing upon which they are per- fectly agreed, namely, that country life should be as full, as free, as attractive, and as prosperous as human inge- nuity and skill can possibly conceive to make it. There are nearly 7,000 schoolhouses in Alabama which are being used by about one-fifth of the population for one-fourth of the day and for but one-third of the year. The school plant has meant little more to us heretofore than an educational institution for teachers and children, but the time has come when the tremendous importance of the undeveloped resources and potentialities in a wider use of the school plant must be fully comprehended and the school building furnished by the taxpayers of the community must furnish the basis for co-operative ac- tion in neighborhoods, including the whole interest and enlisting the united energy of all the people. The wider use of the school building is feasible in every community. It will require little, if any, additional equip- ment and no extra expense except that of more lighting and heating. This wider use of the school building would result first of all in a better understanding between pa- rents and teachers and in that mutual confidence and co-operation which more than any other defect character- INSTITUTE MANUAL. 41 izes the line of divergence between the home and the school. It is a patent truth that where parents take the greatest interest in the school, its work is most nearly ideal, and where popular interest is low, the work of the school is mediocre. This wide use of the school plant has its economic value also. There are numbers and numbers of people who can never be told of the need for better buildings, better equipment, better teachers, better super- vision, consolidated schools, etc., but these same people when once they have had an ocular demonstration of ac- tual conditions are usually liberal of their means and sympathetic in their attitude in seeking a solution of all the problems that retard the progress of the school. In the second place, the school is being criticized be- cause it fails to relate its work to the everyday experi- ences of life out of school. Community meetings would furnish the point of contact between the old and the young of the community and would give to each the op- portunity for self-expression that would develop on the part of both an intellectual power and the ability to com- municate it that would enable our country people to as- sume the responsibilities of leadership and to formulate a public opinion on issues of the day that would put an end to their primitive fixedness and dogmatism so fre- quently unjustified by reason, experience, and common sense. In the third place, the school as a community center would furnish a convenient medium of exchange of ideas, industrial, political, economic, social and otherwise, that would result in better living conditions in the humblest home of the most remote resident of the neighborhood. In spite of countless conferences and commissions, we are far from the real solution of the problem. A drive into any district remote from a railroad will show that the country church, the country school, and the country house are still univiting places. The farmer's wife is still the slave of inconvenience, and the young folks of the community have no proper outlets for recreational and social activities. The community center plan, however, would make it possible for these activities to be projected and directed by those of broader experience and maturer 42 DEPARTMENT OF EDUCATION. judgment and there would result a social relationship sane in its character, thorough in its reach, and whole- some in its effect. But the community center plan will never work itself. There must be a new school and in it a new teacher; one who is in sympathy with country life, is familiar with all types of rural industries, and in the sciences underlying them ; one who is trained to find beauty in utility and to interpret words in terms of action. In short, one who is skilled to find opportunities or create them, if needs be, out of the extremities of the communtiy, is tireless and tactful in working them out, and makes the domain of the school and of her unselfish service the complete life of all the people. In these and many other ways the school building is a potential agency for the type of co-operation that can easily be brought about if the people of the community can be brought together, become acquainted, and think jointly about those matters that concern the phases of their everyday life and toil as well as their recreations and fellowships. Only in this way can we hope to develop the powers of our country folk, elevate their ideals, en- large their outlook, focus their intelligence on everyday needs, and make their community a place of contentment and a joy forever. SPECIAL DAYS MEETINGS TO BE HELD IN EVERY COUNTRY SCHOOL DURING THE YEAR 1914-15 SN ORDER to give each school and community something definite to do in enkindling an intel- ligent enthusiasm and in awakening a co-opera- tive spirit that will permeate and elevate coun- try life, each public school in the state should be in- spired to observe the special days given below. Noth- ing short of determined and persistent efforts to make the celebration of these days felt and participated in by all the people in the community should be the aim of every teacher in every rural school. A number of other days are also well worth celebrating, but the four have been prescribed because they are so general in their na- ture that no community can afford to neglect to observe them; and local conditions are usually divergent enough to require that the observance of other days be left to the wisdom and discretion of the thoughtful and progressive teacher. Suggestive programs have been arranged for the ob- servance of the special days, and institute workers are urged to do their very best to arouse the teachers to a full sense of what is contemplated by this movement, and with their opportunity to further the work of uplifting country life by the united and purposeful efforts of all the people of all ages in every community. The programs below are intended to be suggestive, rather than binding, and whether they are followed closely or not, the days should be observed by every country teacher, by every country school, by every country community. "SCHOOL IMPROVEMENT DAY," OCTOBER 30, 1914 In order that this day may be thoroughly effective, much preliminary work must be done for at least two weeks in advance. Efforts must be put forth to have the building and grounds in such condition that they will pre- 44 DEPARTMENT OF EDUCATION. sent a creditable appearance on this day. A number of things can be done in any school that will be worth while, both indoors and out. A few of them are suggested : Interior 1. Clean windows, floors and walls. Put in window- panes where necessary. 2. Paper or paint walls. 3. Provide shades for windows. Polish stoves. 4. Put locks on doors and windows. 5. Clean desks, disinfect where possible. 6. Paint blackboards. Provide erasers; make them where necessary. 7. Provide soap, wash-pan and towels; foot-mats, and scrapes. 8. Make and paint window-boxes for flowers. 9. Bring potted plants such as ferns ; also flower vases ; magazines for reading-table. 10. Ask for tools to be contributed as permanent prop- erty of school. 11. See to drinking-water. Supply fountains if possi- ble. If buckets are used, insist upon cleanliness and indi- vidual drinking-cups. 12. Bring pictures. Sometimes good pictures can be borrowed from homes for awhile. 13. Repair steps. Exterior 14. Paint exterior of building. 15. Lattice around building or plant cannas where this is not possible. 16. Clean yard ; rake and burn trash ; trim trees where branches are low. 17. Lay off grounds with view to work which is to con- tinue through year. Plan base ball and basket ball grouds. 18. Playground equipment. (Six-in-one.) (Write Prof. M. Thos. Fullan, Auburn, Ala., for circular on play- INSTITUTE MANUAL. 45 ground equipment. Also see School Improvement Bulle- tin No. 41.) 19. Provide sanitary out-houses. (Write to State Board of Health for bulletin on Sanitary Out- houses. Also see School Improvement Bulletin No. 41.) Note. — Organize in school a Housekeeping Committee; also a Yard Committee. GOOD ROADS DAY January 15, 1915 The first thing to do is to get some good literature on roads and road building. The teacher having become well informed and interested, and havng at hand suitable books and pamphlets, she should endeavor to enthuse her pupils with the desirability and value of improved high- ways. If the teacher manages this material skillfully in connection with geography, language, history and arith- metic, children will become good roads advocates. After the pupils have become interested it would be a good thing if some of them in company with the teacher could combine with an outing a tour of inspection to and over the nearest stretch of properly built road. When the time is ripe a good roads meeting for the community is in order. Program (Suggestive) The teacher and pupils should have a map showing all the public roads of the community drawn on the black- board before the meeting. 1. Song, America, followed by Devotional Exercises. 2. Inconvenience of the roads as they are (by a citi- zen). 3. Are the roads properly located? If not, what changes should be made, and why (By a citizen.) 4. How much does this community lose by not having good roads. (By pupil or other suitable person.) 5. Anecdotes of the bad roads of the past (by older citizens). 46 DEPARTMENT OF EDUCATION. 6. Roll Call, and responses selected from "Good Roads Arbor Day." 7. Effect of good roads upon the school and church life of the community. (By local pastor.) 8. What are the best ways to put our roads in good condition, and what will it cost? (By best available au- thority.) 9. What shall we do? When? (Plans may be formed if thought wise.) 10. Adjournment. List of Available Publications U. S. Department of Agriculture, Washington, D. C, free on request: Bulletins : No. 95 — Good Roads for Farmers ; No. 136— Earth Roads ; No. 505 — Benefits of Improved Roads; No. 311 — Sand Clay and Burnt Clay Roads; No. 321— The Split Log Drag; No. 31 — Mileage and Cost of Public Roads in the United States; No. 39 — Highway Bridges and Culverts; Circular No. 95 — Special Road Problems in the South- ern States. Circular Good Roads Arbor Day, Bulletin No. 26 (1913) Bureau of Ed., is one of the best. Send 10c post- age to Superintendent of Documets, Government Printing Office, Washington, D. C. Further information may be had from State Highway Engineer W. S. Kellar, Montgomery, Ala., or of The Office of Public Roads, Department of Agriculture, Wash- ington, D. C. HEALTH DAY February 12, 1915 The Health Day Exercises should be preceded by prep- aration on the part of pupils and teacher after the man- ner suggested for Good Roads Day. INSTITUTE MANUAL. 47 Program (Suggestive) 1. Song and Devotional Exercises. 2. Health Dont's; Health Do's (one each from several pupils drawing upon what they have learned) . 3. The housefly, enemy of health; how to treat him (by a pupil). 4. The dangers of shallow and improperly located wells (by teacher or citizen. Have good drawing to show properly located well.) 5. The ventilation of a bed room. (5 minutes paper by a girl.) 6. "My Health Creed" (from School Improvement Bul- letin No. 41), by a pupil. 7. Music. 8. Humorous recitation, or other entertainment. 9. The greatest menaces to the health of this com- munity. (By invited physician.) 10. Song and adjournment. Free bulletins may be had of the United States Depart- ment of Agriculture, Washington, D. C, as follows : Farmers' Bulletins: No. 459 — Houseflies. No. 450 — Some facts about malaria. No. 115 — How insects affect health in rural communi- ties. No. 345 — Some common disinfectants. No. 393 — Habit-forming agents (drugs in foods) . No. 377 — Harmfulness of headache mixtures. No. 463— The Sanitary Privy. Valuable bulletins are issued by the State Board of Health, Motgomery, Ala., on such subjects as the House- fly* Typhoid Fever, etc. The teacher should consult either of the above sources for additional help on any special topic. BETTER FARMING DAY March 12, 1915 The problems of life are threefold — production, distri- bution and consumption. The farmer's greatest interest is in the first. The other two are important. 48 DEPARTMENT OF EDUCATION. Ditsribution includes co-operation in handling and dis- posing of products in order that the producer may realize a profit therefrom. Consumption includes not only the consumption of such parts of his own products as are necessary, but the pro- curing of food which cannot be produced at home as well as clothes and manufactured articles that are needed for use by the family. All three problems are given space in the program. While this program is entirely suggestive, two subjects are given under each head so that if either is used, judi- cious selection may be made. More music and recitations may be inserted if thought best. Program (Suggestive) 1. Music. 2. Invocation. 3. (a) How to build up worn-out soils. (b) Fertilization and cultivation of corn (or cotton) . 4. (a) Selection of seed corn. (b) Selection of seed potatoes. 5. Song by the children (Corn Club songs) . 6. (a) Heading off the Boll Weevil. (b) Raising popcorn for home and market. 7. (a) How I made my acre of corn — by a Corn Club boy. (b) What I did with my crop of fruit and vegeta- bles — by a girl. 8. (a) Stockraising (including a demonstration in stock judging), (b) Fruit growing. 9. (a) Use of improved machinery as a labor saver on the farm, (b) Labor saving devices needed by the women in the home. 10. Dinner (on the grounds). 11. (a) Co-operation in buying fertilizers and other ne- cessities on the farm, (b) Co-operation in marketing crops. INSTITUTE MANUAL. 49 12. *Recitations, such as: a. Masque of the Seasons. b. Woodman, Spare that Tree. c. Appleseed John. d. The House by the Side of the Road. e. The Calf Path. 13. (a) How to spend leisure hours, (b) Proper recreation for children. 14. Song, "The Old Oaken Bucket." 15. (a) Shopping problems. (b) A properly balanced ration. 16. (a) The battle with the germ, (b) Prevention better than cure. 17. Song, "God Be With You Till We Meet Again." *These are contained in Bulletin 553, U. S. Bureau of Education, Washington, D. C. This will be sent free of charge, upon applica- tion. 4SM BETTER HEALTH CONDITIONS IN THE COMMUNITY 6 VERY rural community should come to look upon its school as a central factor in determining the health and sanitary conditions surrounding the community's people. The school should ultimately become a vital force in setting up and maintaining a standard for health conditions in a community in much the same sense in which it should represent, its intellec- tual and moral status. Better Health Conditions should be the slogan for every rural school in Alabama. It must be obvious, however, that a requisite for the rural school in taking on this new function as a factor in determining health conditions of the community is, first of all, to set its own house in order. No school can possi- bly succeed in this new role if it sets up to preach a gos- pel of health and sanitation which it does not itself put into practice. Investigations have shown that one of the most urgent needs today is a rigid and systematic medical inspection of our schools. The mental development of the school child depends fundamentally upon a healthy body. This is an adage grown old while thousands of school children have passed on through their generation, reaching ma- turity too often as mental and physical cripples, because the wisdom of the adage was not heeded. The State Health Department has recently found that 8,600 or 30% of the school children representing 429 rural schools in 37 counties in Alabama had physical de- fects of sufficient gravity to retard seriously their devel- opment, and it was further discovered that less than one- fourth of these 429 schools had sanitary arrangements which would meet even minimum requirements, the in- evitable result of this being a heavily polluted soil ac- tually constituting a part of the children's playgrounds. Obviously, such findings, even though meager and lacking in detail, are sufficient to indicate very clearly INSTITUTE MANUAL. 51 certain fundamental defects in our rural schools them- selves which MUST first be remedied before the school will be able to vitalize community life along the lines of health and sanitation. What steps then are necessary in order that a rural school may take its proper place and play its full part in the development of better health conditions throughout the community? First of all, every influence should be exerted to se- cure funds by local taxation. Health and sanitation are purchasable commodities, but they cannot be had for a few dollars — a mere pittance, and part of that donated by the State. Every community should, and ultimately must of itself provide for better health conditions locally, without looking to the commonwealth for any considera- ble support. Make every school building with all its environ- ments a model in sanitation. This does not imply elabo- rate architecture, pleasing landscape surroundings, or costly equipment; but it does mean proper lighting and ventilation, an uncontaminated water-supply, a location of such elevation as to have proper drainage, and ample playgrounds that are absolutely free of soil pollution. It is the lack of these last-mentioned essentials that has wrought havoc with the lives and health of thousands of school children in our rural schools, and that year after year has crippled so many of them in both body and mind. Faulty lighting produces serious defects of vision, which have too often become permanent. Bad ventila- tion is vicious in its indirect effects upon the receptive mental faculties of the child, ultimately resulting, as it does, in actually dulling brain activity. The more direct effects of bad ventilation upon physical development are of course commonly known and need not be detailed here. An uncontaminated water-supply is a matter which de- mands rigid attention. Some recent investigations have brought to light the fact that many rural schools are using drinking-water from heavily polluted wells, and no small number of tragic results from typhoid fever have been traced to such sources. 52 DEPARTMENT OF EDUCATION. Elevated grounds with ample natural drainage should be sought for every school location, so that the forma- tion nearby of pools and ponds may be avoided as far as possible, thus limiting the breeding-places of the mo- squito. This is one of the primary precautions to be car- ried out in the prevention of malaria — a malady that is so very widespread throughout many rural communities. Soil pollution, resulting from the lack of sanitary privies at our rural schools and homes, has been the means of producing more human misery and disability by spreading the scourges of Hookworm Disease and Ty- phoid Fever throughout rural Alabama than any other single factor affecting the lives and health of her people. The heavy toll invariably levied by such a disease as Typhoid Fever is commonly known to all, but the appall- ing cost of Hookworm Disease has not yet been fully real- ized. The enormous loss in mere dollars and cents alone, resulting from our failure to recognize the importance of the sanitary privy, is sufficient in itself actually to cover the cost of every rural school building in Alabama. The value of the lives and health of school children, however, should not be measured by such mercenary considerations and there should be an accounting of the physical disabil- ities which mark the end results of an infection with such a blood-destroying parasite as that which causes Hook- worm Disease. This malady exists and spreads solely by means of soil polluted with the contents of the ordi- nary open-back surface privy — the type to be found in ninety per cent, of our rural schools and homes. In order to appreciate the full significance of the effects of Hook- worm Disease, witness the picture presented by hundreds of little hookworm-infected children. They are pale, weak and anaemic, bloated and ill nourished, crippled in mind and body, existing in utter poverty, often indeed in base illiteracy, utterly incapacitated physically and mentally to receive an education. And yet, many such children as these are actually living today within a stone's throw of hundreds of schools in rural communities in Alabama. In the light of what has just been stated concerning the mode of transmission of this disease, and its effects upon INSTITUTE MANUAL. 53 the sufferer, some idea of the economic loss resulting from this preventable malady may be gained from the records of the State Health Department, which show that within the past three years 38,869 persons in 42 counties have been examined and of this number 16,232, or 41.7% were found to have Hookworm Disease. From the foregoing recital of some of the conditions ac- tually existing which affect many of our schools, it must be clear what the school should, at the outset, accom- plish for itself. Having done this, it should then assume the responsibility of teaching its own practices to every man, woman, and child in the community. Every teacher should feel it his or her duty to make a close study of the fundamental principles of sanitation which govern the health conditions of rural homes and schools. A course of study should be planned such as would provide for sys- tematic instruction of every pupil in the school, young or old, every day of the school term. Moreover, it is abso- lutely essential that such instruction be given just as conscientiously as one would teach reading, or writing, or spelling, or any one of the other elementary branches. Such instruction can be most effectively carried out by means of health exhibits, made up of photographs, illus- trated charts, leaflets, and pamphlets. These exhibits, which can be prepared by the aid of our State and Fed- eral Bureaus of Health should ultimately form a part of the permanent equipment of every school. Let every school have its Health Committees, appoint- ed by the teacher. She should select one group from the boys and one from the girls, and make these committees responsible for the proper sanitation of the school and all of its environments. Their duties should be specific, and well defined, and carried out in all seriousness, and always without any show whatever of false modesty regarding many of its details. Such Health Committees should be given authority commensurate with their duties and re- sponsibilities ; and if these committees are carefully se- lected, and new ones appointed from time to time, it will be found one of the most efficient methods that could be adopted for teaching children along the lines which have already been indicated. 54 DEPARTMENT OF EDUCATION. Lastly, make the community school a center for public instruction, where not only the children themselves are taught, but where also all classes of men and women from the community may come together at regular intervals to learn what community health means, and what steps are necessary to bring about better living conditions. Health Day, as suggested elsewhere in this Manual, should be rigidly observed in every public school in Ala- bama. The special program for the day may be adjusted so as to make it fit the peculiar needs of the locality. While the teacher and pupils, particularly the Health Committees of the school, should at all times take the leading part in this effort to reach the public, and ulti- mately bring them into the spirit of the movement, illus- trated lectures by others on public health questions should be arranged for, and thus outside influences brought in. The County Board of Health should be brought into active co-operation with the school in the health cam- paign for the community. The County Health Officer in his official capacity, and also all the other members of the local County Medical Society should be enlisted in this public service. The health officer of the county particu- larly should frequently visit every school in the county to make practical health talks at the school, and to aid the school in enforcing its sanitary regulations. Other physicians of the county should visit the schools at regu- lar intervals and give lectures and demonstrations on sub- jects of health and sanitation. A definite program of this kind should be settled upon at the beginning of the school term and continued throughout the entire year. The program should be kept thoroughly advertised by the school, and in every instance, when these visits and lec- tures by the physicians are to be given, a special effort should be made by the teacher and the health committees of the school to bring the people of the community out, and at the same time urge them to attend regularly dur- ing the whole course. Prominent citizens and officials of the community, such as school trustees, Probate Judge, the Mayor, banker, or INSTITUTE MANUAL. 55 some prominent lawyer, should from time to time preside over these meetings. These efforts, if entered into in a spirit of loyalty, and persisted in, cannot fail ultimately to produce a very profound effect upon community life. Again, the kind of outside co-operation which has been suggested might also, at times, be given by public health officials of the State Health Department, and, perhaps oc- casionally by lecturers from our National Department of Health. The State Health Department will be glad to communicate with any teacher at any time with refer- ence to these suggestions. Finally, whatever may be the details of the plan which each school shall have to work out for its own communi- ty, the hope is indulged that the general suggestions here offered may serve to emphasize the fact that the school that is permanently to further the development of com- munity life in all its phases must ultimately get a very clear vision of its proper function in determining the health conditions of the people who are its own patrons and upon whom the school vitally depends. BETTER ECONOMIC CONDITIONS IN THE COMMU- NITY—WAYS AND MEANS OF BRINGING THEM ABOUT C5 HE economic conditions of any community should be such as to enable the people to live up to a stan- dard civilization. The standard first must be in the ideals of the people. Right ideals being set up means to attain to the standard most likely will be found. In modern civilization every man should be able to pro- duce enough to supply his wants, and to have a surplus of both time and means. It is the business of education to teach the individual how to live; how to have means to live, and how to spend his surplus so that he and society may profit from it. Stated in terms of rural life the thought may be put more concretely as follows: Every farmer must desire a certain minimum standard of liv- ing. Every farmer in Alabama should have an ambition to own his home and farm, even though- modest — a home attractive, comfortable, sanitary, conveniently arranged, with as many conveniences and labor-saving devices as are possible. He should wish to produce the best live- stock, poultry, corn, cotton, hay, potatoes, fruits and vegetables — so that his labors and plans would enable him to have the desired surplus of time and means for leisure; time to associate and confer with his neighbors; time for recreation and for intellectual improvement through reading, and for other cultural opportunities. He should desire the best school and church facilities, and good roads by which to reach them ; his ideals should re- quire for himself and his family, social contact, recrea- tion, music, literature and lectures — such things as we are accustomed to call cultural. The above-mentioned things are only suggestive, but the position is taken that the people of the country must be taught to look forward to all these things with an optimism born of the belief that they arg right and pos- sible of attainment. The first great requisite to secur- ing better economic conditions in the community is that INSTITUTE MANUAL. 57 education of the people which makes them long for the kind of home and community life about which so much is being said. Our "young men must dream dreams; our old men must see visions." A scheme of civilization must have not only a minimum standard of living, but also methods and organizations for legitimately procuring means for such living. If our country life is to be better, happier, fuller and sweeter, economic conditions must be made better. Economic conditions may be improved: 1. BY INCREASED AND IMPROVED PRODUCTION How may the teacher be of service in this respect ? (a) By teaching scientific agriculture in school and out. By identifying himself with the Farmers' Union and helping its members to educate themselves in such matters as, the use of fertilizers ; the elimination of pests (it is estimated that 795 million dollars were lost to farm- ers in a year by insect ravages) ; intelligent and eco- nomical use of farm implements; co-operative buying of expensive machinery. There is a great deal for us to learn and to teach about labor-saving machinery for the farmer. (b) By helping the farmers to discover and solve their own problems, such as improving breeds of live-stock and poultry; (A study showed that the dairymen of New York State lost on inferior cows in a single year 60 mil- lion dollars) co-operative destruction of pests ; co-operative drainage; use of pastures and cover crops; special dis- eases of animals; conservation of useful birds and the use of the bulletins of the Departments of Agriculture in the solution of these problems. Would it not be a good thing if we could substitute, in the debating society, subjects of the kind indicated above for such as "Resolved, That fire is more destructive than water." (c) Boys' Corn Clubs, Girls' Tomato and Canning Clubs, Farm Demonstration work, Sewing, Cooking, and Good Health will be discussed in other connections; but 58 DEPARTMENT OF EDUCATION. they should be mentioned here as important factors in the making of better economic conditions. 2. BY USING BUSINESS METHODS IN THE MANAGEMENT OF THE FARM Unfortunately here and there is a farmer who ap- parently ignores all the rules of business and yet suc- ceeds. Investigation will show that he does so, not be- cause of his methods (or rather, lack of methods) , but in spite of them. On the other hand we may not take the one example of success and ignore the ninety-nine who either failed or succeeded indifferently. The farmer must become a business man. He will then sit down deliberately and take stock of all his invest- ments and resources, his liabilities and possibilities. He will determine the most profitable course to pursue in regard to the amount and kind of land, amount and kinds of fertilizer; number and kinds of tools or implements, and the amount and kind of labor, that must be used in order to insure the best returns from his investments. In these things he must profit from the experiences of pre- vious years, but this he cannot do unless he has been bus- iness-like in past years. He must determine whether he gains or loses by keep- ing this cow or that ; by raising this pig or that ; by rais- ing poultry and eggs. He must figure out whether it pays to buy from the markets and haul to his plantation certain commodities that might be produced at home. He must decide between giving certain time to further pro- duction or to taking care of what has been produced already. He must learn through these methods where there is waste ; and then he must find ways to utilize the odds and ends to greatest advantage. The mention of waste calls to mind familiar scenes of rotting fruit in a thousand orchards ; gardens full of fine vegetables dying and drying; barn-yards where valuable manures go down the gullies at every rain; horses and mules that eat twelve months a year, but five months they toil not ; fields lying bare all winter where grains or INSTITUTE MANUAL. 59 clover would enrich the soil and the milk pail ; costly farm implements alternately soaking and baking — all this waste because no methods for preventing it have been de- vised and systematically applied. Every school should start a crusade against this sort of wastefulness. An agency that should be utilized more in the preven- ton of waste, and for other ends, is the Rural Free Deliv- ery Parcel Post Service. The uses to which this service may be put; the best methods of buying and marketing by means of the same; how to prepare butter, eggs, fruits, vegetables, etc., for shipment; where to buy car- tons, containers and other special materials for packing; how to find markets, both local and distant; how to ad- vertise farm products — all the foregoing are topics in which the community should become educated, and they suggest to the alert teacher opportunities for a wider service. Perhaps the greatest constructive work the teacher can do in bringing business methods to the farm will be possible only after there is a farm in charge of the prin- cipal of the school — the new type of consolidated school toward which we should strive — where the teacher is not merely teacher in the traditional sense, but is agricultur- ist and a leading citizen as well. In the mean time something may be done. If some farmers could be induced to "keep books" on their cows, mules, chickens, gardens, orchards and fields they would no doubt make some interesting discoveries. The simple weighing of the milk and butter produced and the food consumed by each cow in a community, followed by a cal- culation of values and of investment involved, including time and money, would doubtless be the strongest argu- ment that could be advanced for improving breeds of cattle. If a farm could be platted accurately and from the plats could come plans for each field; and if accounts could be kept for each plat, showing investments and re- turns, all with a view to finding where and why there were gains, or where and why there were losses — even if this were only on a small scale with boys' patches — some valuable things would be learned. 60 DEPARTMENT OF EDUCATION. Cannot the teacher and the older pupils constitute themselves a commission to investigate many of the "profits and losses" of the community and to find the needed remedies ? Cannot the farmers discuss these sub- jects at their meetings? Cannot the teacher have some competent persons to address the farmers on some such topics? The teacher should become familiar with some simple methods of farm accounting which may be taught to the advanced arithmetic classes. If the home can be inter- ested sufficiently this teaching may be conveyed to other members of the family; or the pupil may become "book- keeper" for the home and farm. 3. BY ORGANIZATION AND CO-OPERATION And now abideth Increased Production, Business Meth- ods, and Organization; but the GREATEST of these is ORGANIZATION. Says Sir Horace Plunkett, President of the Irish Agricultural Organization Society, of Dublin, "Civilization, as we understand it in this country, im- plies a certain standard of luxury and comfort; further- more that this comfort and luxury involve a surplus over and above the mere means of subsistence. A scheme of civlization involves to my mind a clearly thought-out plan for making and maintaining and for using that surplus. I say that owing to the fact that those who conduct the oldest and most honorable occupation; those who con- duct what is by far the most important industry are not organized, this surplus is constantly and all the time held away from them by organized interests; and until farm- ers are organized for business purposes that state of af- fairs will continue, and they will have no rural civiliza- tion in the sense of which I use the word. . . . "We have found in Ireland, and my studies in many other countries have convinced me, that the thing to do, neglect of which bars all progress, is the reorganization of the farmers' business. The great change that the farmers have got to make in their business methods is simply this: THEY HAVE GOT TO INTRODUCE INSTITUTE MANUAL. 61 METHODS OF COMBINATION INTO THEIR BUSI- NESS AND WORK TOGETHER." Farmers must avail themselves of the advantages of organized business; of co-operative marketing and buy- ing. Every community ultimately must have its organi- zation and its skilled manager paid to attend to its busi- ness. The local division will be only subsidiary to the larger organization, which will be county-wide, and per- haps state-wide. Products will then be standardized (that is guaranteed to be of certain quality) and the or- ganization will become responsible to the purchaser. Likewise the individuals will be responsible to the organi- zation for their products, with the result that both pro- ducer and consumer will be protected in buying and sell- ing. If each teacher in the state will but inform himself in regard to the work that is being done through organiza- tion in Ireland and Denmark, and in a few sections of the United States they will each become an apostle of busi- ness methods and co-operation for our farmers, and will see that the doctrine is preached from every house-top. They will co-operate with the County Superintendent of Education, the Farm Demonstration Agent, and lead- ing farmers in organizing County Farmers' Co-operative Associations. They will assist the farmers in their re- spective communities in understanding the workings of the associations and the standards and methods required of their membership. They will study to find new ways of being helpful to the most people in the best way. BETTER SOCIAL CONDITIONS IN THE COMMUNITY —WAYS AND MEANS OF BRINGING THEM ABOUT I. Social status of a community is the measure of its un- selfish activities. (a) Old days in Dixie gone. (b) New social life a life of service. (c) The service test as a measure of social efficiency. II. Social life depends on proper division of the hours of the day. (a) Too many hours of work is slavery. (b) Too many hours of socalled leisure the road to discontent and decay. (c) Time for work, time for recreation, time for sleep, all in proportion, essential to social growth. III. Regard for existing conditions essential to social improvement. (a) Must first analyze existing conditions. (b) Elevating influences already existing must be developed. (c) Wrong influences must be eliminated. (d) Keen discrimination needed in analyzing exist- ing conditions. (e) Careful judgment necessary in determining new lines of procedure. IV. The transfer of social influences from the home to the school. (a) Transfer brought about by stagnation in home social life. (b) Transfer further aided by the challenge to serv- ice given to school people. (c) The transfer is often a resurrection. INSTITUTE MANUAL. 63 V. Essentials in social leadership. (a) Must preserve a united people. (b) Must avoid that which divides the community. (c) Religious but not sectarian, patriotic but not partisan. (d) Better health, material development, recreation and rest preserve a united people. VI. Agencies for promoting better health, material de- velopment, and recreation and rest. (a) Better homes, better school houses and equip- ment, better cooking, better farming, better roads, libraries, literary organizations, play apparatus, demonstration schools and demon- stration agents, county fairs and district ex- hibits. VII. Contributing agencies to social development. (a) Railroads, telegraphs, automobiles, rural deliv- ery, etc. VIII. Exaggerated notion of the duty a cause for pent-up anxiety over the actual duty, (a) A little analysis shows the condition, (a) Beginning work opens the way. y^s HE social status of a community is largely the \J measure of its unselfish activities. The status is constantly varying in every community. We fre- quently remark on the wonderful change in our old home as the years go by, whether that home was on the farm or in the village or in a city. Old forms of social life are gone. New forms of activity have taken their places. In some instances it has been an improvement. In many instances, particularly in the country communities, the change has been one of stag- nation and deterioration until little is left of any form of actual community social life. Perhaps as a people of the South we are a bit proud of the old days in Dixie, when, 64 DEPARTMENT OF EDUCATION. with a liberal leisure, social life easily took precedence. I can not believe that these old days were better than the present. Certainly not if measured by the real test of "opportunity for service," and this test which we may call the service test, for want of a better name, is to my mind the real test of social life. I still believe that the people who must work daily, plan intelligently, prosper moderately, live frugally, and worship rightly are much higher in the scale of real social life than any peo- ple burdened with leisure and with no desire to render a full service during the hours of such so-called leisure. Certain hours of the day we need for rest and recrea- tion, certain hours for sleep, and certain hours for work — making a living. It is this period of rest and recrea- tion that should be classed as our leisure hours. It is dur- ing these hours that our greatest opportunities for social service and social activity come. Pitiable indeed is that condition which admits only of work and sleep. It sug- gests slavery. And no American appreciates the sugges- tion of such a condition. Almost as pitiable is that peo- ple who can only rest and sleep. Such a life is not lux- ury. Such a condition surely breeds discontent, and often leads directly to the most selfish of activities, and fre- quently to. debauchery and decay. Any consideration of social activities in Alabama must have regard for all the agencies, avenues, and social con- ditions now existing. It is from this we must work. There is wide variance from county to county, from pre- cinct to precinct, from school to school. He who would aid in better social conditions must first analyze the exist- ing conditions. He must use all the elevating elements of the present. He must eliminate the wrong tendencies. He must establish a goal of high aspiration. He must surmount the barriers to his undertaking. My message to you, first of all, is a plea for the exercising of keen dis- crimination in analyzing the present conditions in your own particular field. And when this is done there is yet needed the most careful judgment in determining along what lines to proceed. Many are the mistakes made in this process of elimination. And many are the mistakes INSTITUTE MANUAL. 65 made in determining on new undertakings. And here let me pause but a minute to say that the problem is alike the problem of city and country. Let us not forget that powerful influences are needed in our cities if social con- ditions become better just as powerful influences are needed in rural communities if conditions are to improve materially. Our first problem then is to find those who are trained to exercise keen discrimination in analyzing present con- ditions, and to exercise careful judgment in determining along what lines to proceed. To no person in the com- munity should we more readily turn expecting to find these elements of leadership than to the teacher. Home life no longer means what it meant in pioneer days when often the home — one home only — was the community. The parent then was necessarily the social leader. Schools and school people have become more and more the clear- ing houses of community social life. They have become so from the lack of growth in community social life so far as the home is concerned, and from the further fact that school people have accepted the challenge to service, and, as the home influences went downward the school influ- ences went upward. Each succeeding year finds new un- dertakings transferred from the home to the school. Sometimes, I may say frequently, it is no transfer at all, but a pure case of resurrection. There has existed a pe- riod of stagnation when we allowed the social activities to slowly die, and the teacher or some other social agent entirely revives the activities in new and improved forms. In undertaking such leadership a very broad policy is essential. A leader must determine on what lines his entire community may unite and follow these. No person who expects great results, or even satisfactory results, can afford to indulge in partisan affairs. In religion he must be broadly tolerant, living and preaching the great truths of all times without indulging in sectarian squab- bles. In politics he must be liberal and patriotic without being partisan and dogmatic. This in no measure denies the right of one's own creed in religion, nor one's personal preference and alignment in politics; it merely antici- 5SM 66 DEPARTMENT OF EDUCATION. pates controversies and differences by acting on broad lines. There is too much to do, too many activities that unite, for a leader to permit any situation to arise that might divide his forces. Again I say, proceed along lines on which the entire community may unite and refrain from those activities that may divide. The opportunities for service along broad lines are many. Not all of them may be undertaken at one time in any community. Some of them may not be needed in one community, all of them may be needed in another commu- nity. Certainly the opportunity for aiding in better moral and religious life should not be neglected. The health of the community can not be separated from its moral and religious life. Someone has said that "cleanliness is next to godliness" and another improved the maxim by saying that "cleanliness is godliness." So better health in the community is imperative. Better home conditions, better school houses and school equipment, greater opportuni- ties for recreation, more time for recreation and rest, bet- ter cooking, better sewing, greater variety of foods of nu- tritive value — all these are exceedingly close to better health. The material development of people inspires good will and confidence. Any agent or any agency that brings this about will surely find a ready and united response from the people who profit by it. Such agents or agencies are Corn Clubs, Tomato Clubs, Poultry Clubs, Good Roads Associations, School Improvement Associations, Demonstration Schools, Horticultural Societies, and other commercial organizations. All of these need leadership. Until the leaders are developed in the community the teacher must assume the responsibility. Closely associated with better health and material de- velopment in a community is the opportunity for recrea- tion already mentioned. Libraries, literary organizations for men and for women, woodwork for pleasure and for profit, playgrounds and play apparatus for young and old, debating societies, county fairs and district exhibits, all contribute to this phase of community life. There are yet other agencies which contribute to the better social life of a community. Such agencies we need INSTITUTE MANUAL. 67 to encourage. Among them may be mentioned the rail- roads, telegraph lines, automobiles, rural free delivery- service, parcel post, daily papers, magazines, telephones. Alabama is rich in her heritage of material things, richer still in her people, and though rich in these she is blessed with an army of men and women in her schools who feel the need of greater development in social life in all the phases, and who are working practically and willingly to bring such about. So of all the agencies that may con- tribute to better social conditions I do not hesitate to pro- nounce the school and the teacher the greatest of all. As is the teacher, so is the school; as is the school, so is the community; and fortunate is that community that has an honorable, hardworking, faithful and efficient man or woman for its leader. The demand for such leaders has always exceeded the supply. The demand will exceed the supply for a long time to come. I am not worried over that small coterie of people who expose the belief that we are making machines and know- it-alls of teachers. In most cases this comes from an ex- aggerated notion of the actual duty. It is a kind of pent- up anxiety. When the way is shown and work has begun many of them become willing workers and efficient lead- ers. The way out toward better social conditions is through the school as the one great socializing agency of the community in which all the people have a common interest. BETTER MORAL CONDITIONS IN THE COMMUNITY —WAYS AND MEANS OF BRINGING THEM ABOUT The following brief discussion of this topic is based upon the subjoined outline: 1. Moral qualifications the correct criterion of good cit- izenship. 2. Is the school doing its part in the work of moral improvement ? 3. The teacher's influence in bettering conditions. 4. The school should teach correct moral values. 5. The lecture plan of giving moral instruction. 6. The use of other community organizations. m ORAL qualifications, rather than educational quali- fications, are the correct criterion of good citi- zenship. An educated citizen, actuated by good moral principles, is a valuable asset to any community. An educated citizen, dominated by immoral principles, is a menace to the welfare of any community. Education is a means of increasing, either for good or evil, the influence of any hu- man life. Therefore, education is of value to the commu- nity only when it is used to promote that which is good, and it is worse than useless when it is used to promote that which is evil. Morality is superior to education. An uneducated moral people are vastly superior to an educat- ed immoral people. If these premises are true, it is evident that any sys- tem of education that does not improve the moral condi- tion of a people is a failure. The question as to whether or not the schools of Alabama are today a potent factor in the moral betterment of the several communities in which they are located is a fair and legitimate one. The school that is not doing this work of moral improvement is worse than wasting the time and money of the people, and had better be closed if it cannot be greatly improved. INSTITUTE MANUAL. 69 The teacher of such a school had better readjust himself to the reasonable demands of duty or seek some other vocation. The impartial critic must admit that our schools, on the whole, are exerting no mean influence for the moral betterment of the communities which they are supposed to serve. As a rule, good educational facilities and good moral conditions go hand in hand. Still we school folks must agree that there is ample room for the school to increase its influence as a moral force in the community. Our problem is not to make the school a moral force but to make it a greater one ; not to be satis- fied with our achievements, however great they may seem to be, but to reach out for larger service and greater usefulness. In discussing ways by which the school may become of larger moral value to the community, perhaps the first thought to suggest itself to most minds is the worth of the teacher's example to the school and to the communi- ty at large. This idea may seem trite, but its triteness should not cause us to lose sight of its fundamental value. Usually the teacher has had wider opportunities for de- velopment along various lines than his patrons and pupils have had. In a large sense he should be, not only an ed- ucational leader, but a moral leader for the community which he serves. In the midst of petty local jealousies and prejudices he should be broad and tolerant. In the face of unfriendly criticism he should cultivate that char- ity which "sufFereth long and is kind." He should not be too harsh in judgment upon the failings of others but should preserve with absolute inflexibility the rectitude of his own conduct. Doubt and distrust should give place to faith; wrath and resentment should be swallowed up in love. The teacher should be pure in heart, clean in life, and, at whatever cost, should achieve a mastery of temper, and of tongue. Such a teacher cannot live in a community without making an impress for good, not only upon the children in the schoolroom, but upon all who come within the range of his influence. The next suggestion is that the school has a wide field of service in trying to give to the community of which it 70 DEPARTMENT OF EDUCATION. is a part a correct idea of right moral values. Sometime ago one of our statesmen coined the expression, "a twi- light zone." In dealing with moral questions there is such a zone in the minds of many people. Many boys and girls have no real conception of the inherent wrong in cheating on recitation or examination, or in unfair playing in their games. Here the seeds of dishonesty are sown. Many boys see nothing wrong in playing marbles for "keeps." Here the seeds of gambling are sown. Sometimes parents or teachers make promises or threats to children with no intention of carrying those promises or threats into execu- tion. Here the seeds of deception and lying are sown. Many boys and young men get the idea that morality and man- liness are incompatible, and that he who keeps straight and clean is a "sissy." Here are sown the seeds of vari- ous kinds of vicious habits and vile sins that often bear a fearful harvest of blighted lives and blasted characters. Let the school illuminate the twilight zone. Let it strive earnestly to inculcate a correct conception of moral val- ues. Let it stand for honesty in all things, for truth in all things, for cleanness in all things. Most young people make the wrong start because they are in that twilight zone where the distinctions between right and wrong are not clear and vivid. It is the business of the school to teach correct moral values, and that school which fails to do so is recreant to high privilege and to sacred duty. The old, set, hard and fast lecture plan of giving moral instruction has not wholly disappeared, perhaps. It may have had its good points, but they were probably out- weighed by the fact that the human mind shows a dispo- sition to reject that which is thrust upon it too obviously and patently. It is a waste of time to hold the whole school to the hearing of a long lecture whose application is often intended for only one or two pupils, and whose conclusions are so axiomatic that none of the listeners is so heterodox as to dispute them or so fascinated as to adopt them. To make our moral teaching effective the teacher needs enough resourcefulness and ingenuity to improve upon the old lecture plan. In these modern days capsules have relieved us of the horrors of the quinine INSTITUTE MANUAL. 71 taste and a sugar coating renders the pill less repulsive than it is in its unadorned state. The efficacy of the medicines is not lessened and the willingness of the pa- tient to take the treatment is greatly increased. The school might find it reciprocally helpful to work in harmony with corn clubs, canning clubs, school improve- ment associations, farmers' unions, and any other such socializing agencies of the community. The school, the church, the Sunday school, the club, — all should join hands for the educational, social, and moral improvement of the community. "One can chase a thousand and two put ten thousand to flight." Doubling the forces gives a tenfold increase of power. How important, then, to en- list all the forces of the community in the fight for com- munity upbuilding, development, and improvement, How important that moral improvement be not relegated to a minor position in the rear line, but that it be given its de- served place of primacy in the onward and upward march of the community's expanding life. BOYS' AND GIRLS' FARM CLUBS AND THEIR RELATION TO COMMUNITY LIFE XF COMMUNITY organization is to accomplish re- sults of greatest good to the home, it must have vital connection with the school. Such organiza- tions as corn clubs, pig clubs and canning clubs, which are now permanently established in Alabama, should be taken advantage of by those teachers who are interested in community organization, Alabama's Funda- mental Need, for such clubs furnish a basis upon which to build an organized community structure. In many schools, club work has fallen short of its pos- sibilities because of the failure of the teachers to appre- ciate their vital relationship to it, as well as to under- stand the fundamental principles underlying it, and to know the essentials for successful management of such clubs. Institute conductors are in a position to present the work to the teachers in an effective manner, provided the presentation is made interesting and instructive. There is no surer, way of interesting the home in the school than for the teacher to take the school to the home. He should visit all club members, and together with the members of their families visit and carefully study the work in progress. In looking at same, the good points should be seen and words of praise spoken con- cerning them. A study of club bulletins should arm the teacher with information to be given as instructions. If the teacher is not sufficiently versed in the science of agriculture to know the good points, he should look about for something that looks good to him. There is no better way to encourage a boy or girl to extra effort than to give words of praise, where praise is deserved. Many teachers, especially women, do not understand the princi- ples of plant culture and animal life. To such, we would say go to the field with the idea of getting lessons in practical agriculture from your club members, and give them to understand that they are teaching you some- thing. The special sphere of the teacher is that of organ- INSTITUTE MANUAL. 73 izer and leader and a lack of knowledge of agricultural methods should not be a source of embarrassment to him, but rather prove a stimulus to learn of plant and animal life from his pupils. The institute conductors should be given specific infor- mation regarding the organization and method of con- ducting clubs, as well as be provided with other informa- tion concerning them. It is the purpose of the following suggestions to provide such information for the conduct- ors. They must draw on their resourcefulness for inspir- ing interest in the work. BOYS' CORN AND PIG CLUBS General Information 1. The work should be organized with the county as the unit, the county superintendent of education being the leader. Local clubs should be organized by school dis- tricts, the teacher being the leader. 2. Names and addresses of boys joining should be for- warded at once to the county superintendent. 3. Boys joining local or district clubs are members of the county club also and are eligible to contest for all gen- eral county and state prizes. 4. It is especially desirable to keep boys enrolled as members from year to year. Secure as many new mem- bers as possible, but by all means keep those already en- rolled. 5. One personal visit to the corn patch or the prize pig of a club member is worth more to the cause than a dozen inquiries. 6. Hold organization meetings and exhibits for decid- ing contests. Invite the public to these meetings. 7. When the club is organized and its members are actively engaged in carrying out the work which has been outlined for them, the question, "How am I to keep up this interest?" may present itself to the teacher. Below are a few of the many methods which have been success- fully employed by teachers who have succeeded admira- bly with the work. 74 DEPARTMENT OF EDUCATION. (a) Talks by the local demonstration agent and any- progressive farmers should be had from time to time. The teacher should extend written invita- tions to them in the name of the club. The teacher should also supply the demonstration agent with a list of the club members and invite him to visit them as he makes his rounds. (b) A corn or pig exhibit sometime during the late fall will prove a decidedly interesting feature of the year's work, and put the boys in a happy frame of mind to begin the work for the next year's con- test. The exhibit should be a public one, to which the entire community is invited. A program may be arranged to consist of short addresses by the county superintendent, the local minister, the dem- onstration agent and possibly some other invited speaker. Such exhibits may be collected at the school and later carried to the County Fair. 8. Keys to successful work are Local Prizes and Per- sonal Visits. BOYS' CORN CLUBS All boys of your school district between the ages of 10 and 18 are eligible to club membership, even if they are not in school. Clubs should be organized in the fall, because fall prep- aration is essential to successful crop growing. As a matter of encouragement to the boys, prizes should be offered to those getting the best results. Where local clubs are organized, the teacher in charge should offer prizes to the members. These same boys, of course, will also have a chance to compete for the state and coun- ty prizes. If you will go about the matter in a systematic man- ner, it will not be difficult to raise funds for club prizes. The most effective ways are by giving a school entertain- ment and by soliciting subscriptions and articles to be awarded as premiums from the business men of the school district. INSTITUTE MANUAL. 75 It is advisable to offer a number of small prizes in- stead of two or three large ones. A beautiful corn club pin can be bought for twelve and a half cents. This is the club emblem and makes a cheap and desirable prize. These may be had by addressing the Christian Finance Association, 80 Maiden Lane, New York. If possible you should offer every boy in the club, who cultivates his acre of corn and makes a report at the end of the season, one of these pins. This should be done in addition to offering two or three other and more valuable prizes. BOYS' PIG CLUBS Any boy between the ages of 10 and 20 may become a member. Each club member must raise at least one pig. Each member must care for his stock in person, keep a record of the feed given and the pasture grazed. He must record the weight of each pig when it came into his possession and at stated intervals, so as to determine the gains. The date of harrowing should also be re- corded. Each member must have owned and kept a record of his pig for at least four months in order to compete for a prize. It will be found best to distribute the prizes into sev- eral classes, in order that a number of the contestants may have a chance to win a prize. Honor and recogni- tion sometimes count for more than money. Badges, cer- tificates, and diplomas given to the club members are often appreciated as much, if not more, than money and other expensive premiums. When liberal amounts are given for prizes in a county, it will be well to give prizes to the winners of the district clubs and offer premiums to the club that makes the highest record with five to a team, dividing this premium into several awards, depend- ing upon the rank. The prizes should be such as will add interest to the work. They may be a trip to the State Fair, a trip to 76 DEPARTMENT OF EDUCATION. the Feeders' and Breeders' Show at Fort Worth or to the International Live Stock Exposition at Chicago, scholar- ships in agricultural schools, the expenses necessary to take a short course in the State Agricultural College, pure-bred pigs, pure-bred chickens, farm tools, books on live stock, etc. CANNING CLUBS General Information This work is officially conducted in those counties where co-operative arrangements have been effected by which a county agent is employed for the supervision of the work, which can not be successfully carried on with- out careful supervision. Before organizing a club the teacher should learn whether the county in which she is teaching has a coun- ty supervisor, who will look after the gardens of the club members during the summer months. If the county has no paid supervisor, clubs should not be organized, unless the teacher plans beforehand for the carrying on of the work during the summer months. The boys' and girls' clubs are so closely related that the institute conductors are referred to General Instruc- tions under Boys' Corn and Pig Clubs for additional in- formation. Organized Counties The following are the counties at present organized : County and Agent. Post Office. Autauga — Miss Zelma Gaines Haynes, Alabama Baldwin — Miss Mary Feminear Bay Minette, Alabama Calhoun — Mr. Frank H. Watson Anniston, Alabama Chilton — Mrs. Nellie D. Shaw Jemison, Alabama Conecuh — Miss Myrtuice Broxton Evergreen, Alabama DeKalb — Miss Iris M. Appleton Collinsville, Alabama Etowah — Miss Dianna Bankson Gallant, Alabama Franklin — Mr. James E. Hester Belgreen, Alabama INSTITUTE MANUAL. 77 Jefferson — Miss Jennie Mae Rosser 1221 North 14th St., Birmingham, Alabama Macon — Miss Ophelia May Notasulga, Alabama Marengo — Miss Ruth Murphree Thomaston, Alabama Marshall — Mr. Samuel J. Chandler Guntersville, Ala. Mobile — Mrs. Jessica E. McGuire Mobile, Box 12, Ala. Monroe — Miss Lucile Carter Monroeville, Alabama Pickens — Miss Margaret Davis Reform, Alabama Pike — Mrs. Florence B. Wilson Troy, Alabama St. Clair — Mrs. B. S. Hodges Odenville, Alabama Tuscaloosa — Mr. D. L. Smith Tuscaloosa, Alabama Walker — Miss Florice Wade Oakman, R. No. 1, Ala. The work will be extended to other counties during the season of 1915. However, it is not advisable to stress the work in any county until co-operative arrangements have been made and a county agent appointed. Literature will be supplied members of any club re- questing same. The failure to have a county supervisor will not interfere with a general supervision of clubs by the state agent. OBJECTS OF THE WORK 1. To teach the best methods of growing tomatoes and to increase interest in home gardening. 2. To teach the best methods of canning and to stimu- late interest and wholesome co-operation among the members of the family in the home. 3. To assist the mothers in always having a supply of vegetables for the table. This makes possible better liv- ing at a lower cost and saves the vegetables often wasted. 4. To provide means, with an educational value, by which girls may earn money. 5. To put the home and school in closer relationship, thus increasing the interest in home life and encouraging girls to think along the line of home-making. Essentials to Success 1. Have a list of prizes ready to announce to the club on the day of organization. 78 DEPARTMENT OF EDUCATION. 2. See to it that every club member is visited in her home and there given encouragement and instruction. 3. Be diligent in seeing that each club member sets out her plants. 4. The teacher should sow seed in order to supply plants to the members who lose theirs. 5. Require the girls to measue the length of the ground to be planted by them and with them calculate its width. 6. Encourage the purchase of canning outfits and ar- range canning parties. 7. The cans that have a commercial value are those that have not only been filled but well packed before sealing. 8. Encourage the club, as an organization, to make an exhibit at the county fair or in the school building. 9. The most essential feature of the work is the secur- ing of reports from each club member, and a faithful teacher will stress this point. 10. Keys to successful work are Local Prizes and Per- sonal Visits. MEN'S CLUBS— THEIR ORGANIZATION AND FUNC- TION IN RURAL COMMUNITIES TAGNATION can be the only outcome where effort toward improvement has ceased. Effort toward improvement, whether social, educational, relig- ious or moral, is most efficient when directed through organization. The individual is lost in most cases who attempts to accomplish things through isolat- ed effort. This is an age of organization. Associations and clubs of various and unlimited kinds for concentrat- ed and co-operative effort are springing up daily. The physician, the lawyer, the teacher — all have organiza- tions for study, improvement and exchange of ideas. Trades, occupations and vocations have organized clear- ing houses of ideas and social intercourse. Labor unions and organized labor are factors which cannot be lightly brushed aside by even organized capital. Not only is occupational and commercial endeavor or- ganized on every hand, but the same is true of social and civic movements and causes as well. Associations for so- cial betterment and moral uplift, associations for com- bating the ravages of disease, and for protecting socie- ty's weaklings, are at every turn. There seems to be no end to organized endeavor. That profit and progress is the outcome of it all cannot be denied. That it accom- plishes what is intended is shown in its increasing ten- dency instead of its cessation. While this tendency toward organized effort is univer- sal in a general way, there remains an amazing exception to it in rural and village communities. Community or- ganization, save that of the Church, is almost unknown in scores of Alabama districts. In the rural sections in Alabama a distinct decline is noted in this respect. Farmers' granges and institutes were at one time more numerous than at the present. As the Church, the only organized factor in communi- ty life in rural Alabama, is very limited in its scope, and the more rural the community the more limited it is, 80 DEPARTMENT OF EDUCATION. there stands an opportunity for some one at every cross roads. Who will answer the call? If the rural teacher does not he is not living up to the standard his profes- sion requires of him, nor taking advantage of the oppor- tunities that are his for the asking. Organizing men into clubs for general betterment, with the school house as the meeting place, is the teacher's opportunity for service. The initiative in getting the men together for organi- zation, the planning to make sure that the organization is accomplished, the many details to insure efficient club work after organization, will all be looked after by the tactful teacher, but in a way to have all these things done rather than by doing them. The mistake is so often made by teachers, and especially young teachers, in making themselves too conspicuous in the public part of the work. The young teacher is so often afraid he will not get the glory for his efforts that he defeats his own plans. If interest is to be maintained or even enlisted, others must be given a chance. It is human nature to show the most interest in things in which the individual himself has a hand in the shaping. We see this every day in the school room by pupils who are indifferent to regulations until they are appointed to monitor duty or some such office in which the responsibility of the work rests partly upon them. We see it in the Sunday school when a pupil is changed immediately from an indifferent and irregular attendant to the extreme opposite by the appointment to some little office, merely because it gives him something to do and be responsible for. Often men and women who have been utterly worthless to the com- munity by their neutrality, have become powers for con- structive good when pressed into service by some cau- tious and tactful leader. Such a leader will plan in ad- vance, have the part taken by others in public, and en- deavor to keep his own mouth shut. Too often the motive for forming clubs is personal glory rather than community service, and in such cases it is very difficult for the young teacher who is responsi- ble for the organization to keep from yielding to the INSTITUTE MANUAL. 81 temptation to advertise himself. By this we do not mean that the organizing teacher will have nothing to do but furnish the school room as a meeting place. The extreme opposite is true. He will probably have everything to do. Nothing can for a certainty be left to others, and no de- tail can be slighted by his supervision if success is as- sured. But he will do all this in advance by scotching others into line. In tactfully attending to all this and en- gineering the plans through, the teacher will have far greater duties to perform than if he made all the mo- tions, presented all the resolutions and made all the pub- lic speeches — and far greater success. This takes a self- sacrificing leader, but what of it? — the service is for others and not for self. No rural or village teacher should allow a season to pass without seeing to it that the men are organized into a community club of some kind. A club of a general na- ture, giving latitude for various interests, is probably more desirable than that of a special nature. If of a spe- cial interest, available program material will soon be worked over and interest will lag. The membership should be open to all who will abide by the club regulations, and agree to take their turn on the programs. Nothing will kill an organization quicker than to allow its membership to fill up with a lot of drones who expect a few to do all the work. Those who are timid and backward can be assigned easy tasks, but all must in turn have some part on the programs if the club is to be a success. No program is quite so good as the one in which we ourselves have a part. After organization, the whole success depends upon the programs, and much responsibility rests upon the program committee — and upon the teacher acting as its sponsor. An additional feature is added to sustain interest if occasionally some one is brought in from the outside, and' ample material is available if we but keep our eyes open. The following list for outside help on programs is only suggestive and by no means complete. This material may be had in most cases without expense to the club if engaged sufficiently in advance and timed with business 6SM 82 DEPARTMENT OF EDUCATION. and professional engagements bringing the men to your neighborhood. (1) The local doctor, available for addresses on gen- eral health and welfare themes, school and home sanita- tion, and the prevention and control of disease. (2) The local lawyer on business and commercial law. (3) Local men who have made successes in some par- ticular line of agriculture, fruit culture or stock raising. (4) The Dean of your state agricultural college or some member of the faculty, on timely agricultural topics. (5) The Experiment Station entomologist on insects injurious and beneficial. (6) The Experiment Station director of animal hus- bandry on themes of the dairy herd. (7) The State Veterinarian on contagious diseases of live stock, prevention of accidents, etc. In his absence a local practicing veterinarian could be substituted, and probably he would be delighted in the advertisement it would give him. (8) An expert on horticulture from the state college, on fruits or berries particularly suited to your own im- mediate vicinity. A probable local substitute would be a practical orchardist or nurseryman on some phase of the home orchard. (9) The presidents or members of the faculties of the various state educational institutions on educational themes. (10) Your State Superintendent of Education if an open date can be had at some time when he is in your ter- ritory on official business. (11) The State Supervisor of Rural Schools on similar conditions. (12) State or county officers of societies of charities and correction. (13) The State officers of the Anti-tuberculosis Asso- ciation. (14) The Rockefeller Institutes lecturers on the hook- worm. WOMEN'S CLUBS, THEIR ORGANIZATION AND FUNCTION IN THE RURAL COMMUNITY w^ HEN the history of this century is written, women Vjy will appear as organizers and leaders of great or- ganized movements among their own sex for the first time in the history of the world. The Woman's Club movement represents a part of the great popular educational movement which is sweeping like a tidal wave over the country, manifesting itself in night schools, boys' clubs, girls' clubs, chautauqua, university extension, etc. Men are doing the material work of the world, build- ing its bridges, feeding its multitudes and bartering in its marts. And women, comparatively free to devote their energies to their children's training, are the natural allies of the professional educator. The states with the highest educational advantages are those in which women's clubs are most active. They have been largely instrumental in bringing about the estab- lishment of ethical and industrial training. The woman's club movement represents the tendency to associated effort — associated effort for the happiness of each other, and moral, as well as intellectual uplift. The philosophy of the great movement is constructive and helpful. Its methods are non-aggressive. Alabama women are awaking to their responsibilities. They have made a step in advance of self. For many years women's clubs have been flourishing in cities and in towns. From the very nature of things, the women of the rural districts have greater need of some kind of organ- ized efforts for the betterment of social, health and ed- ucational interests than do those in the cities. In Ala- bama, where the larger percentage of the population is engaged in agricultural pursuits, it seems doubly meet that there should be some getting together of the impor- tant factors in a rural community — the women. On the farmers of this country and especially of this state, de- 84 DEPARTMENT OF EDUCATION. pends the prosperity, and on the women who feed these farmers and their hordes of help, — on the women who do not only the cleaning, cooking and laundry work of the home, but also care for the by-products of the farm — de- pends the prosperity of the farmers. Women of the ru- ral homes need all of the efficiency they can gain from the knowledge and experience of others whose conditions are the same. Only when women have united to study the business of running a farm home will the drudgery and the hardships be alleviated. The club organization gives something to relieve the monotony of the daily duties of the woman on the farm. It helps her, keeping her in touch with different phases of living. Above all, the sympathies of these great wield- ers of destiny, — the good women, — need to expand. The club organization prevents the narrowing and making in- significant these sympathies. It makes possible the ac- complishment of practical things and furnishes the means of relieving the very practical with a thought of poetry and aesthetic affairs. Through concerted action, gayety may be introduced into neighborhoods, not only to in- crease the happiness and usefulness of the club women, but to make the country more attractive for their boys and girls. How can the women of the rural districts be brought to realize the pleasure and good resulting from social organizations and be given a stimulus and encouragement to express themselves — their needs? The school is becoming more and more the center of social life in the community. The teacher, with a wider experience than the majority of mothers, is the best per- son to start things. She can begin by talking about the advantages of the club to be organized, arousing some interest. The women of the community may be invited to meet on some special occasion. Here the plans may be presented, and, if no leader is found, the teacher as- sumes the leadership until one is trained. "The Progres- sive Farmer" of April 19, 1913, gives minute directions for organizing a woman's club in rural districts.) We all know how much good has been accomplished by the School Improvement Association, organized by teach- INSTITUTE MANUAL. 85 ers, with the school as the common bond between parents, teachers and pupils. This organization is bringing about an enlightened understanding of the value of education; of the needs of the children ; of the teacher and of the school. It has emphasized the dignity and importance of teaching. It has built, cleaned, painted, comfortably seat- ed, blackboarded and beautified many school buildings. All of this is being done by organized women in the com- munity. (Pamphlets with directions for organizing are furnished by the State Department.) There are other clubs for broadening the sympathies, aiding in co-operation, adding to the pleasures of life, kindling enthusiasm, making people know one another bet- ter, creating an atmosphere for the beautiful and the true, and bringing about the unity so devoutly to be de- sired. The wide awake teacher can put any one of these in operation, or cause them to be established as she has the School Improvement Association — "The United Farm Women's Club" is striving to bring all of these into the farm women's life. (Its purpose, constitution and by- laws, also a most helpful program for a year's work are given in "The Progressive Farmer," of February 14, 1914.) There is the Reading Club. The teacher and some one not too timid to assist may do the reading, give all an op- portunity to enjoy several good books, besides a social good time together. Here magazines coming to the vari- ous homes may be exchanged. In a Child Study Club, the sorely needed information on such subjects as feeding infants and children, punish- ments, etc., may be given. Literature and bulletins upon the subject of Child Hygiene may be secured free from Mrs. Anna S. Richardson, Chairman Child Hygiene Com- mittee, 381 Fourth Ave., New York, N. Y. Through "School Beautiful" and "Community Beauti- ful" clubs, the deserts may be made to "blossom like a rose" and waste places be beautified. Another club, "The Housewives' Club." These women discuss practical subjects pertaining to the home. At a recent meeting of the club, the program dealt with "The 86 DEPARTMENT OF EDUCATION. Fly," "How to Keep Milk Vessels Clean," etc. Members exchange recipes. Refreshments often consist of goodies made from the recipe which the hostess wishes to pass on. "Sewing Clubs" and "Crochet Clubs," besides helping in the practical exchange of patterns, ideas, etc., help to enrich the social life. In these, or similar clubs, if a light literary course is desired, such subjects as Alabama his- tory might be instructive as well as entertaining. Cor- nell University, Ithaca, N. Y., issues semi-monthly throughout the year a magazine called, "The Cornell Reading Course," which is addressed to the needs of the women of the farm home. Programs are made and sources of information given, and the subjects range from the tireless cooker to foreign travel. "Cooking Clubs" afford a common meeting bond for any assemblage of housekeepers. How few women know anything about kinds of food, food values, etc., or how to prepare them in the most healthful way! Several books on cooking may be had at small cost, any of which will "open the eyes" of the community when read. There are other helpful clubs, as, "Alabama Educa- tional Needs Club," "Sanitation," "Home Improvement," "Good Roads," and many others, including those which have the church as a center. Roman roads, like great arteries, carried the pulsing heart-throbs from the Eternal City to the finger tips of civilization. In our state, would that the teachers might make good- ness and helpfulness so radiate, finding the way to the farthest limits of its soil, — that all would recognize its influence and feel its throb of sympathy, — that the teach- ers might help us make universal sisterhood something more than theoretical, striving after a fulfilling of that unity in diversity which is God's law of the universe. To that end is the prayer, "Make thy garden as fair as thou canst, Thou workest never alone, Perchance some soul who hath need of it, May see it and mend his own." SCHOOL IMPROVEMENT 1. Take hold of this subject as if you realize its won- derful possibilities and believe that the people are going to enter into it with enthusiasm. 2. Communicate with the county president as soon as you have been assigned to a county and learn what has already been done in this work in that particular county. 3. If the county president has been faithful and effi- cient, try to have her re-elected ; if not, try to find a bet- ter one. 4. If you do nothing else for the cause of school im- provement, try to leave a (/ood, strong organization in each county. This will furnish a basis for work during the next year. A suggested scheme for presenting the work of the Association to the institute follows : 1. Song: ALABAMA. 2. Talk by County School Improvement President or institute worker, on the general work of the School Improvement Association throughout the state. 3. What have you done in school improvement work during the past year? (Report from each teacher present.) 4. Round Table: What are the special needs of this county ? What should we emphasize especially this year? 5. Round Table : Is it practicable for us to hold school improvement meetings at the county seat on the first Saturday in each month in connection with the Reading Circle, thus securing uniformity of effort and making it a time for mutual encouragement ? DEPARTMENT OF EDUCATION. 6. Ask teachers to take pledge: "Resolved, That I will endeavor to have the local minister preach on Education the first Sunday of my school term; to observe as nearly as circum- stances will allow, "School Improvement Day," "Health Day," "Good Roads Day," and "Better Farming Day," and to secure a library for my school." 7. Annual election of officers : If county is large, have district superintendents appointed. Distribute new School Improvement Bulletin (No. 41). Note new constitution adopted at last annual meeting. Note: — Explain importance of keeping accurate and correct rec- ords of work done, and the absolute necessity of sending in reports promptly when called for by county and state presidents. See to it that the teachers in the county are so enthused that they will not fail to follow up the community organization spirit and plan and observe at least the four special days to be stressed uniformly throughout the State. School Improvement Day, being the initial one, should receive the very best efforts of the teacher, for the suc- cess that day will determine the work of the year. ALABAMA TEACHERS AND PUPILS READING CIRCLE I. Origin and History. (See Proceedings of A. E. A., 1909.) II. Purpose: (See Constitution of Reading Circle.) HI. Growth. Year Teachers' Books Pupils' Books 1909-10 1940 2298 | 2477 2143 3377 1910-11 431 1911-12 7584 1912-13 19434 1913-14 (3 quarters only) 25647 Totals 12235 53096 Three reasons for the growth of the movement : I. Graded lists. II. Co-operation of State Department. III. Employment of a secretary. IV. Distribution: 1. Of libraries for pupils. (Use map.) (Special plan in Jefferson County.) 2. Of teachers who are doing the Reading Circle work. (Use map.) 90 DEPARTMENT OF EDUCATION. V. Relation of the A. T. R. C. to work of the State Exam- ining Board. (See bulletin issued by the State Department of Education.) VI. How Procured: 1. Libraries for pupils. (a) The library law. (b) The depositary. 2. Teachers' Books. (a) Through the secretary. (b) Begin early. VII. Organization: 1. State. (a) Officers and their duties. (b) Depository. 2. County. (a) Officers and meetings. (b) Ordinary county plan. (c) District plan. (d) The Jefferson County plan. 3. Certificates and Diplomas. (a) How to secure them. (b) Number issued — 13 first year, 14 second (partial) year. 4. The adoptions for the coming year. VIII. How to get a Rural Library. 1. Library and book "Showers." 2. Private subscription. 3. Library fee or shares. 4. Entertainments. IX. Stories of Success with Circle or Library. 1. Teachers. (a) In the state. (b) In this county. 2. Pupils. (a) In the state. (b) In the county. INSTITUTE MANUAL. 91 X. Suggestions for Improving the Plan in this County. XL Reorganization. XII. The uniform program for the county institutes this summer sets apart a period on Tuesday, Wednesday and Thursday mornings. On Tuesday and Wednes- day mornings the teachers will bring their books with them and the instructors will assign and con- duct regular lessons. On Thursday morning the or- ganization will be perfected and the plans for the work in the county for the coming year will be for- mulated. XIII. The Latest Adoptions. TEACHERS' COURSE, 1914-15 Single $10 List. Cop. Orders 1. History of Modern Elementray Edu- cation—Parker, Ginn & Co $1.50 $1.00 $0.95 2. The Teacher and the School— Col- grove, Chas. Scribner's Sons 1.25 1.00 .95 3. The Work of the Rural School— Eg- gleston & Bruere, Harper & Bros. 1.00 .90 .85 4. School Hygiene — Dresslar, The Mac- millan Co 1.25 1.10 1.05 5. Human Behavior — Colvin & Bagley, The Macmillan Co 1.00 .90 .85 6. The Country School of Tomorrow — Gates Sent Free SCHOOL CREDIT FOR HOME WORK iy^ HE superiority of the home garden over the school |V-^ garden is everywhere conceded. All the lessons of the school upon sanitation, ventilation, care of the sick, cooking of food, water supply, sewing, plant- ing, care of animals, carpentry, etc., will be largely wast- ed, unless tried out in the home laboratory. A healthy way to strengthen the ties between the home and the school as supplementary agencies in the education of the child, is to see that the work he does at home is properly dignified and accredited by the school. Much work done at home that is of especial value in the educational process, should count for credit in the seven grades of the elementary school; and the course of study should be so closely correlated with the home life of the pupil as to make proper recognition of it, an eleva- tion of our standards of progress and promotion, and not a lowering of them. We can place a premium upon the child doing things and at the same time maintain the standard which the school has already set up, by so grading the child that in every perfect grade of 100%, a maximum of 90% shall be possible for school work and a maximum of 10% shall be possible for home work when the proper records are kept, in the first instance by the teacher and in the sec- ond instance by the parents. In planning to allow credit for this work, the teacher should make a careful study of the kinds of home work the pupils in the community have the opportunity to do. Proper forms should be prepared and sent home monthly to be filled by the parents. A number of items should be included for both boys and girls and should be given their relative weight, based both on the quality and on the quantity of work done. In this way a working basis for co-operation between the home and the school may be set up. Accompanying this manual is a sample report which might be adopted by any school or any county and ample INSTITUTE MAM'AL. rf3 provision is made for such changes as local conditions might justify. A supply of these reports will also be sent to each institute in order that each teacher may have a copy should she care to use the same another year. When this plan has been adopted, and pupils measured from the standpoint of twenty-four hours per day rather than the six hours spent in the school-room, we may expect — 1st. A better relationship between the home and the school. 2d. An elevation of home duties to a level with school duties. 3d. A happiness on the part of the country pupils in their own environment. 4th. A new zest for work both at home and at school. A teacher who has tried the scheme puts it this way: "Returning from the Teachers' Institute, I determined to try the home credit work. The following week I ex- plained about the counting of minutes ; the children were enthusiastic about it and went home with the determina- tion to work hard. The parents thought that the children would work hard at first as it was somethng new, and then get tired of it. However, they are just as anxious to get home and work now as they were at first. I find much less lingering and playing on the way home from school, as they were apt to do at first. The chil- dren rise early so as to get more work done, and being in the fresh air are more capable of studying when they get to school. The girls are doing splendid work in sewing, cooking, patching, and darning. They iron clothes, scrub, and although most of them are between the ages of ten and fifteen they can do more and better house work than many girls who hire out doing house work. The boys are tending to the farm work, doing chores, etc., but I have boys here who can wash and wipe dishes, take care of the baby, and sew on buttons and get supper almost as well as their sisters." BIBLIOGRAPHY A list of references for institute workers and others interested in the country life movement. The list of references given below is intended to be suggestive and somewhat comprehensive, but by no means exhaustive. The United States Department of Agriculture issues bulletins giving information on practically every agricul- tural subject and on every phase of country life. Indexes of various kinds showing the publications may be had by writing to the Division of Publications, U. S. Department of Agriculture, Washington, D. C. The Bureau of Education publishes a number of bulle- tins on practically every educational subject and a full bibliography may be had by merely addressing the Com- missioner of Education, Washington, D. C, and inquiring what the bureau has issued on the particular subject. The several departments of our state government at Montgomery issue various publications that are well worth careful study. The departments of Education, Agriculture, Public Health, and Highways, are specially helpful. Bulletins of the Alabama Polytechnic Institute, the Girls' Technical Institute, State Normal Schools, Tuskegee Institute, and other state institutions deserve honorable mention. Various departments of the government of the differ- ent states, including the universities and colleges of agri- culture are recommended. The various book publishing houses and their representatives are prepared to give valuable suggestions. The books given below are a few of the many that deal with country life and related subjects: Bailey — The Country Life Movement — Macmillan Co., At- lanta $1.25 Bailey — The State and the Farmer — Macmillan Co., Atlanta 1.25 INSTITUTE MANUAL. 95 Bailey — The Training of Farmers — Century Co.; N. Y 1.00 Betts — New Ideals in Rural Schools — Houghton, Mifflin Co., Chicago .60 Betts & Hall — Better Rural Schools — Bobbs-Merrill Co., Indi- anapolis Buell — One Woman's Work for Farm Women — Whitcomb & Barrows, Boston Butterfield — Chapters in Rural Progress — University of Chi- cago Press, Chicago 1.00 Butterfield — The Country Church and Rural Problem — Uni- versity of Chicago Press, Chicago 1.00 Carney — Country Life and the Country School — Row, Peter- son & Co., Chicago 1.25 Carver — Principles of Rural Economics — Ginn & Co., Atlanta. 1.30 Coulter — Co-operation Among Farmers — Sturgis & Walton, N. Y Davenport — Possibilities of a Country Home — Bulletin of the University of Illinois, Urbana Dresslar — School Hygiene — Macmillan Co., Atlanta Eggleston & Bruere — The Work of the Rural School — Har- per & Bros., N. Y 1.00 Foght — The American Rural School — Macmillan Co., Atlanta... 1.25 Gillette- — Constructive Rural Sociology — Sturgis & Walton, N. Y 1.60 Harris — Joe, the Book Farmer — Harper & Bros., N. Y King — Education for Social Efficiency — D. Appleton & Co., N. Y 1.50 Plunkett — The Rural Life Problems in the United States — Macmillan Co., Atlanta Powell — Co-operation in Agriculture — Macmillan Co., Atlanta 1.50 Ward— The Social Center— D. Appleton & Co., N. Y 1.50 Wilson — The Church of the Opening Country, Missionary Ed- ucation Movement in the United States and Canada 50 Wilson — The Evolution of a Country Community — The Pil- grim Press, Chicago 1.25 Wray — Jean Mitchell's School — Public School Publishing Co., Bloomington, 111 1.00 A manual for the public schools and a graded set of charts giving supplementary lessons to aid in the nature 96 DEPARTMENT OF EDUCATION. and effects of alcohol and tobacco may be had by each institute conductor upon application to Mrs. F. M. Jack- son, Birmingham, Ala., or to Mrs. Chappell Cory, Birm- ingham, Ala. DEPARTMENT OF EDUCATION, MONTGOMERY, ALABAMA. The following bulletins published by this department will be sent on receipt of the postage indicated: Facts and Figures Relating to Local Taxation $0.01 Grading Rural Schools 01 Rules and Regulations Governing Examination of Teachers 01 Alabama's Country Schools 04 State Manual for Elementary Schools 06 Alabama Library List. ' 05 Alabama School Improvement Association 03 An Educational Survey of Three Counties School Laws of Alabama 05 Annual Report of the Superintendent of Education 06 Education Directory _ _ _ 01 Rules and Regulations Governing the County High Schools 01 Rules and Regulations Governing the Normal Schools 01 Select List of References on Temperance Instruction 01 Washington's Birthday and Arbor Day 03 Thomas Jefferson's Birthday 02 Community Organization, Alabama's Fundamental Need 01 More Revenue for Education in Alabama 01 INSTITUTE WORKERS 1914 WHITE Allgood, R. V Avondale Station, Birmingham Arnold,' Miss Gertrude - E P es Baker, N. R Montgomery Bloodworth, Miss Clutie 419 Johnston St., New Decatur Bradford, Miss Lula 2317 Sixth Ave. N, Birmingham Brown, C. A care Birmingham H. S., Birmingham Brown! J. V Dothan Dimmitt, Roy L care Ensley H. S., Birmingham Dowell, Spright Montgomery Feminear, Miss Delphine Edgewater Fisher, Miss Minnie Carthage, Tenn. Glenn, C. B care Birmingham H. S., Birmingham Gray, Miss Hassie 109 Green St., W. End Sta., B'ham. Griggs, W. C Gadsden James, H. Francis Birmingham Kimball, Miss Maude 50 Rapier Ave., Mobile Murphy, S. S Mobile Ogburn, Miss Nonie Jim 418 Finley Ave., Montgomery Pearson, Miss Cora Montgomery Pitts, Miss Clara Montgomery Smith, E. E 500 Farley Bldg., Birmingham Smith! Miss Inez 714 Peyton St. S., Birmingham Smith, T. W care Y. M. C. A., Montgomery Stevenson, L. M Roanoke Strickland, Miss Rosa V 1327 N. 32d St., Birmingham Taylor, Miss Elberta 823 S. 22d St., Birmingham Thompson, Miss Metta 162 S. Warren St., Mobile Vann, L. L Roanoke Williamson, Miss Ruby 703 S. Broad St., Mobile 7 SM 98 DEPARTMENT OF EDUCATION. COLORED J. W. Beverly 103 Tatum St., Montgomery W. T. Breeding 32 Hutchinson St., Montgomery W. S. Buchanan ...Normal Edith W. Garrott 205 Douglass St., Montgomery. Lilian B. Harris 436 S. Ripley St., Montgomery Orlean D. Kennedy 1130 Seventh Ave., Birmingham Miss M. A. Nance Tuskegee Institute Mary F. Monroe 47 Elmwood St., Montgomery A. H. Parker 620 Mortimer St., Birmingham P. C. Parks Normal G. W. Trenholm Box 126, Tuscumbia Mrs. H. A. Whiting Tuskegee Institute W. R. Wood 1818 Twentieth St., Ensley ISSUED BY DEPARTMENT OF EDUCATION MONTGOMERY, ALABAMA JUNE 10TH. 1914 WM. F. FEAGIN, Supl. of Education. (This sheet is a compilation of statistics from the U. S. census report of 1910. It should be carefully preserved by Insti- tute Workers for use during the County Institute, by teachers for posting in some conspicuous part of the school room, and by all citizens who would like to see intelligent action taken to remove illiteracy in any or all of the counties in Alabama.) i ~ i r~ i " i Total Fopulalion | I Rural | Area I Population Popula'n Population Sq. Miles |" _ 1 Per i Per |10Yrs. old. White ! Colored I Sq. Mile Sq. Mile and over I I I i I I I Illiterates old and lOyeais Male Illiterate Males 21 over Popula'n vears old and over ■A\ r'rs.old ■' * Colored | and ovei White Colored I I Autauga Baldwin Barbour Bibb Blount Bullock Butler Calhoun Chambers Cherokee Chilton Choctaw Clarke Clay Cleburne Coffee Colbert Conecuh Coosa Covington Crenshaw Cullman Dale Dallas DeKalb Elmore Escambia Etowah Fayette Franklin Geneva Greene Hale Henry Houston ... Jackson Jefferson Lamar Lauderdale Lawrence Lee Limestone Lowndes Macon Madison Marengo Marion Marshall Mobile Monroe Montgomery Morgan Perry Pickens Pike Randolph Russell Shelby St. Clair Sumter Talladega Tallapoosa Tuscaloosa Walker Washington Wilcox Winston Totals. 584 1 1,595 912 634 649| 610 763; 630 538| 5771 729 932 1,216| 614| 568 1 678 618| 849| 655 1 1,042 618| 763| 563| 957 786 1 622 1 957| 572| 643| 6471 578| 635 1 646 1 560 579 1 1,140' 1,135 601] 694 700 632 596' 739] 614 811 966! 743' 602] 1,226 1,012] 801] 587 737 875| 671| 590 655 806 645 908 755] 763 1,346 777 1,087 896 630 8 320! 13,0641 12,272; 15,081 20,275| 4,833, 13.654J 23357 17,396j 17,617 18,428] 6,980, 13,665 18,358 12,674 20,333 15,352] 11,353 10,373, 24,003 15,79cJ 27,788 15,797 9,890 2M07' 14,999! 13,15b 32 305! 14,382! 17,527| 21,924] 3,012 5,895 10,793! 22,816] 29,666' 13 3, 339 14,307! 23,840: 15,046' 13,224! 16.625' 3.769] 4,007 28,146' 9,0701 16,975 27,188] 46,111; 11,137' 25,299] 25,581 6,727, 12,104] 16,377] 18,942! 5,7331 19,308 17,083 5,377' 19,654] 19,577 28,533] 30,475| 8,218 6,208 12,801 11,718 5,114 20,456 7,710 1,181 25,363 15,376 10,758 13,660 2,609 4,759 11,503 17,322 2,648] 711] 5,783 9,450 10,080 6,256. 8,121 7,515 533 5.811 43,511 854 13,246 5,733] 6,804! 1,866] 1,842] 4,306] 1 J .705 1 21,988' 10,150| 9,598] 3,2521 90,637 3,180] 7,096 6,938 19,643 10,255 28,125 22,042 18,895] 30,853 520 ! 1.365J 34,743] 16.018 1 56,879: 8,200 24,495 12,951 14,438 5,717 20,204 7,641 3,632 23,322 18,267 11,457 19,026 6,538 6,236 27,602 54 34 11 36 36 33 50 38 62 61 35 32 20 25 34 24 | 38 I 40 25 | 25 31 38 | 37 38 J 56 | 36 | 45 | 20 | 72 25 | 30 45 36 43 | 37 56 ! 29 199 29 45 31 52 45 43 42 58 41 23 47 66 27 103 57 42 29 46 42 40 33 32 32 50 41 35 48 13 38 20 51,309 1,228,8321 909,2611 34 11 31 36 33 43 34 42 55 35 32 20 25 34 24 38 27 25 25 31 38 37 38 41 36 45 20 40 25 30 45 36 43 37 44 29 73 29 35 31 37 45 43 38 49 41 23 47 24 27 55 40 42 29 38 42 33 33 32 32 42 41 29 44 13 38 20 14,497 13,263 23,193 16,030 14,649 21,242 20,618 28,537 25,580 13,924 16,309 12,695 22,088 14,452 9,164 18,122 17,782 15,285 11,529 22,830 16,489 19,581 15,138 40,389 19,422 20,305 13,274 27,995 11,133 13,220 17,927 16,268 19,983 14,306 22,857 22,956 174,724 11,968 21,832 15,324 23,629 18,981 23,040 18,755 34,607 28,845 11,685 19,521 63,959 18,840 63,652 24,621 22,403 17,805 22,004 16,792 18,481 19,093 14,523 20,787 26,777 21,781 34,799 25,780 10,163 24,815 8,557 1,3 ?8 202] 2,283 1,817 1,107 2,582 931 2,832 626 1,722 2,338 2,376 1,145 1,712 1825 124 1,495 1,632 186 15,386 438 646 751 1,034 1,826 123 817 2,172 864 2,086 1,757 437 822 1303 1,3 ! 8 2,283 1,107 931 626 2,338 1,145 1825 1,495 186 2,055 679 1,040 2,985 1,373 1,998 2,386 69 341 841 1.939 .".,521 4,664, 893 1926 1,850] 519 1,449 108] 136, 2,402] 3681 1,548] 2,101 1,1281 571| 366] 1,697 280] 765 1,117 1,712 373 1,696 1,378 74 1,595 1,523 2,475 2,656 548 171 1.060 1 3,372 1,319 6,595 1,655 329 7,493 4,530 2,492 5,095 683 1,159 3,414 5,136 680 202 B17 5S2 s:',2 722 376 712 L24 632 386 183 3,774 1,447 1,575 470 508 1,252 6,965 7,114] 2,769i 2,292 804| 1,846 1,861 6,494 4011 10,280 5,691 5,566 12,267! 116 372! 8,113| 5,292 15,434 2,075 7,642 5,434 4,508 1,175 6,438 2,188 725 8,895 4,763 3,616 5,856 1,528 1,801 8,900 14 1,541,575 86,831 265,879 4,694, 4,933 7,007! 5,9161 4,762] 6,289 6,469 9,335, 7,908' 4,61l| 5,3781 3,835] 7,117] 4,714' 2,925 5,850! 6,010] 4,868| 3,615| 8,243| 5,428' 6,283 4,840] 12,820! 6,250' 6,697 4,411 10,007' 3,575 4.31?| 5,878] 4,942! 6,268] 4,4261 7,4751 7,551] 18,6861 67,962' 802J 3,805| 7.018 4.823' 7,233] 6,142| 7.037] 5,7041 11,130' 9,249] 3,615 6,260| 22,817 5,998! 21,077 8,590 6,943 5,715 7,103 5,338 5,354 6,515 4,805 6,236 8,436 6,868 12,326] 9,272, 3,505] 7,800] 2,779! I 183 259] 276| 390[ 663 i 57 i 312| 723] 322 818| 627| 167 318 486 489] 811] 356] 363 257) 874! 430| 630| 536! 274] 372| 1,152 480] 677 840] 288| 7091 1,184| 1,749 326 672 611 167 541 42 67 892 1451 501 7561 451! 221' 653 106 310 446 651 136 613 530] 26 548 597 985 826, 217 79 352 1,119 494 1,990 716 147 2,392 1,534 910 1,721 252 424 1,010 1,681 245 55 662 886 946 526 944 608 41 500 78| 5,189 749! 70 1,347 571 688 159 202 442 27| 2,472 146] 2,453 879 756 257 8,218 264 615 605 2,093 1.221 3,541 2,037 1910 4,004 38 129 2,990 1,809 122 5,306 808 2,738 1,888 1,568 402 1,896 895 243 2,748 1,687 1,207 2,222 664 635 3,078 6 513,108 31,661 92,833 Syracuse, N. V. PAT, JAN. 21, 1908 Sams ■•'•■.'.. -■.■■-■■, j Amnim IWtWU Hi mWBBMH ■■'■•■■".■,-■.■■■:.■.. erhhrbskp , ■ . , ':'■'"'.■■"■'■■ JHPHS1I$ aMrwiriiBriJTn^Wiirii *ttm 'iiiin ■ iwuh— ran ,■■■'.:■■■■;■■■';■■..■'■.. '.■'."l ..•■■■.■'■•■■■■ - IHHHHfi "■■■ ■■''•:-''■'■■■ '" • '■ .■',■■••.-'■'■ ■'■■• ■ '■.■•'',■'■■. ■.. ■■■■■■,• : ■■' i ■ctYhw'vK5«JC&» ■T-BHHBT ■■I