naive interpretations, for example "artless" was defined as "unable to draw and paint." However the context in which the word is found may generally be depended upon to check this tendency sufficiently. The child has established a rather valuable habit when of his own initiative he consciously analyzes any new word. The above summary is all too brief to be considered in any sense adequate or complete. No attempt has been made to differentiate the work of the different ages; to consider when and how spelling should be introduced; to discuss oral and written spelling, list and sentence tests, and other varying procedures. Only the more general and more widely applicable phases of spelling method have received attention.

Every phase of the teaching of spelling is in need of careful investigation. Mr. Suzzallo gives a large number of definite problems requiring the attention of experimenters. The following is a partial list of Suzzallo's questions:

1. What should be the size and character of the vocabulary in the elementary school, and how should it be determined?

2. What should be the source of words taught?

3. What is the best motivation?

4. What principles shall determine grading and grouping of words; shall it be meaning, irregularity, rules of spelling, or phonic structure? Shall words be taught only as the child needs them? Will reformed spelling make spelling easier?

5. Should the initial presentation be experimental, oral, or visual? How shall the child get the meaning of the word; from objective experience, telling, word analysis, dictionary, in isolation, or in context? How and in what order shall the three factors of meaning, pronunciation, and spelling be associated?

6. Does contentful spelling decrease the need for drill? 7. Does ability to spell attained in isolated word or column drill give ability to spell in sentences and in composition?

8. Shall the child obtain the pronunciation of a word from another person, by phonetics, or by use of the dictionary?

9. What is the value of learning the order of the letters by sound, visualization, copying, or oral spelling? Should the initial learning be from script or print?

10. In the correction of spelling errors what is the best way to make the child aware of the error? How should he become

aware of the correct form? How far should the child be made independent in the detection of errors and in relearning?

11. When and in what way should the child become independent in his spelling? At what age should he be taught to use the dictionary? What is the value of word analysis and word synthesis? Do rules of spelling aid?

12. What is the most economical number of new words to be learned in each grade? What is the most economical assignment of time for spelling? Is the incidental teaching of spelling as effectual as systematic study during regular periods? With what grade should systematic study begin and end?

The results of the studies made by Wallin and Smedley suggest that perhaps there is a period in the elementary school when spelling can be most easily learned. Standardized tests such as have been worked out for writing and arithmetic are needed for spelling. A point most worthy of careful investigation is the relative value of mass and individual instruction.

BIBLIOGRAPHY.

1. Abbot, Edwina E., Memory Consciousness in Orthography,Psych. Rev. Mon. Suppl. Vol. II, 1909.

2. Burnham, Wm. H., The Hygiene and the Psychology of Spelling, Ped. Sem. Vol. XIII.

3. Cornman, O. P., Spelling in the Elementary School.

4. Foster, W. T., The Spelling of College Students. Jour. of Ed. Psych., Vol. II, pp. 211-215.

5. Gregory, B. C., The Rationale of Spelling. El. Sch. Teach., Vol. VIII, pp. 40-55.

6. Hawkins, C. J., Experiments on Memory Types. Psych. Rev. Vol. IV, 1897, pp. 287-294.

7. Henmon, V. A., The Relation Between the Mode of Presentation and Retention. Psych. Rev. Vol. XIX, 1912, pp. 79-96.

8. Kirkpatrick, Edwin A., An Experimental Study of Memory. Psych. Rev. Vol. I, 1894, pp. 604-609.

9. Kirkpatrick, Edwin A., Genetic psychology.

10. Kuhlman, I., The Present Status of Memory Investigation. Psych. Bul. Vol. V, 1908.

11. Pearson, H. C., Experimental Studies in The Teaching of Spelling. Teach. Col. Rec. Jan. 1912.

12. Rice, T. M., The Futility of the Spelling Grind. Forum,

1897.

13. Riley, Schools of Sixty Years Ago. Ed. Found. Vol. XVII, pp. 363-370.

14. Smedley, F. W., Child Study Report. Report of the Commission of Education. Vol. I, pp. 1137-1138.

15. Suzzallo, H., The Teaching of Spelling. Teach. Col. Rec. Nov. 1911.

16. Suzzallo, H., Experimental Studies in the Teaching of Spelling. Teach. Col. Rec. Jan. 1912.

17. Swift, Edgar T., Mind in the Making.

18. Wallin, J. E. Wallace, Has the Drill Become Obsolescent? Jour. Ed. Psych. 1910.

19. Wallin, J. E. Wallace. Spelling Efficiency in Relation to Age, Grade and Sex, and the Question of Transfer.

Teaching Practical Politics in Our Schools

BY J. MADISON GATHANY, A. M., HEAD OF HISTORY Department, HOPE STREET HIGH SCHOOL, PROVIDENCE, R. I.

H

OW many of the 20,000,000 in our schools can give accurate information as to the meaning of the initiative, the referendum, the recall, tariff, protective tariff, tariff for revenue only, commission government, conservation, states' rights, municipal ownership, insurgent, reactionary, "standpatter", conservative? And how many of these 20,000,000 ........................could discuss intelligently such questions as: What are the absolute differences between the Democratic and Republican parties? The Republican and Progressive parties? On what questions are the three leading parties in agreement? What is the theory of states' rights? Give several reasons for believing or disbelieving in it. What is the conservation problem and its bearing on American history? Should the President be made ineligible for re-election? What are the arguments for a protective tariff? A tariff for revenue only? A competitive tariff? What changes would take place in the nature and administration of our government, were the Socialists in full control?

I.

The need of arousing public interest in political matters at the present time is great. For the lack of political intelligence is astounding. The only thing more astounding is the result of political ignorance. Fundamentally it is the politically ignorant electorate that makes political corruption possible and wide spread. This for the reason that such are apt to be politically conscienceless and to serve as tools in the hands of degenerate politicians. Ignorant, hot-headed, political prejudice is a producer of wickedness.

Our boys and girls are growing up in almost absolute ignorance of our political machinery and its working. They do not even read the newspapers consistently, except the sporting and fashion

sections. To be required to read the editorial pages of our leading dailies would be one of the worst kinds of punishment. Such exceedingly valuable publications as the Outlook, the Literary Digest, the World's Work, and the Independent, receive practically no consideration from the great army of boys and girls in our schools and colleges. To ask them to explain the meaning of political terms that are in constant daily use would produce in the class room the height of embarrassment. We are fast becoming as some one has put it "a nation of educated ignoramuses", and the time has already arrived when it has become a serious question whether we are really educating our children. Are they not being "stuffed full" rather than "lead out?"

Who is the educated man? The one who knows his Homer, his Virgil, has had a conventional training in the Classics, can quote the poets of the past by the page, and give all the important dates of ancient history and the list of the Greek and Roman gods accurately? Suppose this self-same "educated" man were asked, for example, to explain or comment intelligently on the Panama Canal tolls question, the disturbances in Mexico, the conservation question, the granting of exclusive franchises to corporations, the income tax, the revision of the tariff, the direct election of United States senators, the parcels-post, the convict lease system, the reasons for the formation of the Progressive party, and you should discover that he had no significant conception of such things, would you call him an "educated" man? Or suppose again this so-called "educated" man were asked to attend a town meeting, a session of the city council, of the state legislature, or of the Congress of the United States, and offer practical, sensible suggestions as to the solution of problems fundamentally and directly affecting himself and his fellowmen, and you found that he was unable to do so, would you call him an "educated" man? Are the men right after all who maintain that our great educational system is producing only a set of "educated ignoramuses" and that educationally we are fast becoming a race of "White Chinese?" The economic and social welfare of any nation stands in grave danger when its citizens are politically uneducated, because such a people unknowingly allow unjust conditions to arise and become fastened upon them. Then when these conditions become insufferably oppressive, a revolution, either bloodless or bloody,