time for play. This should be done. Not only should the school curriculum prescribe a liberal amount of recess time, but should prescribe it for the definite purpose of play, and should suggest games which will help the teacher when necessary to give encouragement to play. The teacher should not be allowed to punish children by keeping them in at recess, for this prevents them from taking part in the very activities that aid most in improving their conduct. It is well to have the play as spontaneous as possible. Restraint and direction by the teacher detracts from the enthusiasm, and yet it is often necessary for the teacher to take an active part in order to get satisfactory results. The teacher should feel the necessity of getting the children to play, and, if he be at all tactful, can generally secure appropriate games and sports by mere suggestion. In some cases it may be necessary for the teacher to direct the play or game as though it were a lesson in gymnastics. But whatever the method used, play should be encouraged for the welfare of the children.

But there is another problem of vital importance to the physical welfare of school children: How shall they be fed at school? It does not seem wise to attempt to do it at public expense alone. The problem will vary much according to local conditions. Perhaps the easy way out of it is for the school authorities to have nothing to do with it, and simply let the children provide for themselves the best they can by bringing lunches when they live too far away to go home to dinner. This means a cold, dry lunch which at best is unpalatable, and at worst is a producer of riots and treasons in the stomach. One difficulty is that many of the mothers do not know how to prepare a wholesome noon-day luncheon for school; some send dry unnutritious food; others send rich nick-nacks ruinous to the most iron-clad stomach. What can the educator do in the next matter? One way of solving the problem is to have the school equipped with cooking ranges so that the children may warm their lunches and prepare under the direction of the teacher one or two wholesome dishes. In this way domestic science may become a practical subject in even the rural schools. Hear what a country school teacher of Michigan says on this subject: "Oh, that dinner pail! Who does not know it with its tempting and nutritious array of pie, cake, pickles,

and tarts, or worse, its yellow 'sody biscuits, dried apple sass and fried fat pork! Yes, cold, greasy, fat prok! Then think of a child who walks from half a mile to two miles to school, rain or shine, snow or sleet, and who is expected to apply himself to the industrious pursuits of knowledge, living on such cold dinners during eight or ten months of the year!" A very little trouble and expense would furnish every district with the necessary cooking utensils, and the work of preparing the dinner and washing the dishes, could, in most instances, be done by the pupils, who, with a little tactful guidance by a sensible teacher, would consider it a privilege to assist in the housekeeping.

Another solution for the city schools, is to provide a lunch counter in the basement at which the children can buy a bowl of hot soup and other substantials at small cost. In some cities the schools have lunch rooms provided with tables at which the children eat their lunches. A lunch counter is frequently available for supplying additional food at cost. It needs to be recognized that any one method will not work equally well in every community. But this fact does not lessen the duty of the educators to plan for the physical welfare of the child in nutrition so far as possible as well as in other needs. It seems that domestic science must inevitably enter the activities of the elementary school. If other argument were not sufficient for putting cooking into the curriculum, its utility for maintaining the health of the children in school ought to be sufficient for its introduction.

In conclusion I would insist upon more attention to the physical welfare of children than is now given to it in school. "In every school there should be direct instruction given to every pupil in hygiene and sanitation. In addition there should be competent supervision of physical exercise to the end that every pupil may leave school stronger than when he entered. Health and growth and strength should be improved by the days which the child spends at school." Every subject and exercise prescribed in a curriculum should be considered from the standpoint of physical welfare to the child. The subjects which relate especially to the physical health and strength should receive greater prominence than they now do in the curriculum. From one-fourth to one-third of the time in the

elementary programme should be devoted to these health-producing activities. Care should be used to have daily programmes alternate subjects so as to avoid having the children under one kind of nervous strain long at a time. The general rule should be to have short periods of concentrated effort and frequent changes, special emphasis being given to this in the primary grades where the mental exercises should not exceed fifteen minutes at a time.

Finally, let me urge that education without health is no education at all. Healthy bodies are the greatest hope of the nation and race. When the cities of Greece neglected physical training decay began. "Health is the soul that animates all the enjoyments of life, which fade and are tasteless without it." "Without health life is not life; it is only a state of languor and suffering-an image of death." Under the heavy responsibility that educators have in directing and supervising the activities of children during such an important part of their life, it behooves each one to give attention to the requirements of nutrition and health in order that we may raise up a race with strong bodies with which to serve their country and their God.

[ABSTRACT OF PAPER.]

CORRELATION OF PRIMARY WORK.

MABEL LEE COOPER, MEMPHIS, TENN.

Mr. Chairman, Ladies and Gentlemen:

In this day, when everything must be taught in the primary grades, it is the primary teacher who must see to it that none of the important branches, so necessary to the development of a well-rounded education of the child, is neglected; for if one is neglected, a warp will surely be detected in the foundation of the child's education.

Now, the question arises: How can the primary teacher develop along all the lines in the short time usually allotted to her?

After many years experience in the primary department of a large public school, I have found no other way save that of correlation. And there must be a center for this correlation.

Again, my experience has been that industrial education forms the best center, since it demands that the child do the thing as well as to see it or try to say it. The industrial center assimilates the best in all the other branches because it is so full of activity and expression. All child-life is overflowing with activity and these activities are only the natural expression of his innate impulses. Activity is necessary to child life and it is the purpose of industrial education to direct this activity into useful channels, so that it will be a pleasure and a future benefit.

Let us enter the vast realm of story telling and consider for a few moments the great classic of childhood-"Mother Goose." The child is nurtured upon these rhymes, they are his share, his undisputed heritage in the great realm of stories and literature. The fortunate child hears, learns, reads, marks and inwardly digests them at a fond parent's knee, and when he enters school, his mind stored with them, how happy he is to meet old friends and how delighted he will be in his paper cutting and drawing, when he is told to cut or draw "Little Boy Blue," "Jenny Wren," "Old Woman in Her Shoe," "Tommy Tucker" and many, many others. How much more real will seem the excited race, when the dish ran away with the spoon, if it is illustrated on the sand table or in a booklet, the result of the child's own handiwork. After thus dramatizing the working out these rhymes, what a part they become of child life and what a pattern in the future study of great classics. And do they not become a very part of our life? For where is the grown up child, who would willingly crowd out from his memory the characters of "Mother Goose?" These names are to us the echoes of a royal past, when our wills were rarely ever disputed, when we ruled with a despotism not tolerated in monarchs of large size, and our imperial mandates were issued from a throne, the foundation of which never trembled a mother's knee.

It must be remembered that in the correlation of story telling and industrial work-the languages, writing and spelling is made a great feature; the child's vocabulary is increased; his memory strengthened, his ingenunity of mind and skill of hand is developed; neatness and accuracy are encouraged and his general information increased. Thus with the aid of the

sand table, paper, scissors, paste, etc., the necessary industrial equipment of the primary grades, story telling is so correlated with industrial training as to become a very serious factor in the education of the child rather than a mere means to amuse him.

The favorite story, "The Leak in the Dyke," can be made a lesson in geography, reading, spelling, language and composition as well as an interesting story and a lesson in courage. In the presentation of this story the peculiarity of the land and water in this strange country, the dykes and their use to the people, the wind mills, the Dutch children with their wooden shoes, the typical home of the brave little boy can be so plainly shown on the sand table. Our boys and girls can see exactly how he stopped the leak and surely the written or spoken reproduction of the story will be more animated and intelligent and the lesson it should teach planted deeply in their hearts.

In the higher primary grades, in the study of geography and history, the possibilities of the sand table are limitless, think of the numbers of things that can be done-stories of primitive life told in miniature pictures in the sand, Puritan life, colonial life, stories from Greek, Roman and English history, Norman castles, building of canals, the desert with its oasis, palm trees, its caravan or camels and Arabs. These little scenes, when worked out by pupils give them an understanding and awaken an interest in far away lands and customs that months of study from their books would not have given them.

Hand work furnishes the best and broadest elementary study of all the past, and there is no better way to open the study of history and all the sciences than through hand work.

Industrial education, rightly directed in the primary grades, is a source of interest and pleasure and profit which is demanded by the modern child and which is now recognized as necessary in his education. In the whole. educational process there is nothing more interesting than to watch the growth of power through the industrial training.

The little craftsmen in the primary grades, who are just beginning their hand work, are so manifestly helpless, it may seem discouraging to see the lack of co-ordination among their