faculties the absence of any real accuracy or originality. But where there are normal children to work with, the change is marvelous, control takes the place of lack of control, stupidity gives place to alertness, awkwardness to dexterity; gradually the hands begin to obey the brain and in a short time the children gain an immense amount of power; if this training is directed in the primary grades the more difficult tasks of manual work in the higher grades are easily performed.

But aside from its adaptability to correlation of almost all branches taught in primary grades, industrial training has an educative value peculiarly its own. It, more than any other phase of education, compels a child to go through life observing and seeing things. It teaches him to see beauty in common things and to find happiness in the things that appeal to the senses, it trains him to stop and listen and observe every time he hears or sees a beautiful thing. In action drawing, it compels him to notice life and action of the human figure, biräs, animals and insects. In the constructive work of making boxes, furniture, etc., it trains him in accuracy and design and develops the creative faculty.

In his landscape drawings, however crude, it takes him out of doors, makes him observe the growth of blossoms, fruits and trees-the shape and color of flowers and plants. A little child stands looking at a beautiful tree, he is told to look at it once, twice, five times. It is a grand old apple tree, full of rose petals of pink and white. At first it is only a tree, but he looks again, and oh, how beautiful and how fragrant it is. Another look-the branches sway, there are patches of light and the blue sky is revealed. Again he looks—there is a bird, the mother bird and the little ones; he hears them sing and fly away. Grace, color and song have added another charm to the picture already beautiful. Strength, color, perfume, life, motion, song, all have appealed to the sensitive soul of the child. He sees again and again the old apple tree and carries the picture of its beauty in his soul for all time. It is well that he did not stop with one look at the tree, for, looking again, he saw, felt and knew more of beauty, more of delight, which filled his soul.

Now, if we can train the child to an appreciation of nature by observing the beauty and wonder of it, how much more inti

mately it is brought home to him when he tries to delineate that beauty himself?

A wise psychologist tells us : "A thing is scarcely our own until we have tried in some way to express it."

And this is why we encourage tree drawing and cutting and other nature studies in paper cutting, in mass and in color in our public schools.

Froebel has said: "The things of nature form a more beautiful ladder between heaven and earth than that seen by Jacobnot a one-sided ladder leading in one direction, but an allsided one, leading in all directions." And that system of education is best, which develops the youth in all directions, thus forming a well rounded character leaving specialization to his later years. And that education is poor which trains and develops only a part of a child.

Thus industrial education though extremely practical in its general aim, becomes an asthetic agent in the child's education since it endeavors to instruct, to develop and to train. It teaches observation, and, through observation, reverence for the beautiful world of nature, the handwork of God, from whom · alone cometh every good and perfect gift.

[ABSTRACT OF PAPER.]

COUNTY SUPERVISION IN SOUTHEAST MISSOURIITS IMPORTANCE AND ITS POSSIBILITIES.

MRS. CLARA EDWARDS GRAHAM.
Superintendent, Mississippi County, Missouri.

THAT County supervision has been a long felt need in our State, all who are familiar with the conditions will testify. But, because of peculiar local conditions in Southeast Missouri, the importance of it has been greater there, perhaps, than in any other part of the country. There we are confronted with problems unknown in other sections-the divided term and the irregular times for beginning the school term.

The divided term exists for two reasons: The boys must help on the farm, or the roads in the bottom lands become impassable. In either case the school will begin in the spring or

early summer months, run for two or three or four months. If cotton picking is the excuse for dividing the term, the school will resume after the crop is saved; if the bad roads is the excuse, the vacation will be shorter, usually not more than two or three weeks, but these short vacations are often used by the uninterested, itinerate teacher, to advantage. He persuades the school board to begin at such time, as will complete three or four months of school by the middle of August. Then he goes away "for a much-needed rest," and writes back that he will be unable to finish the school. He has secured (perhaps months before) another school whose term begins in September. The school he left must find another teacher if they can. There is not quite so much to fear from these interlopers where the term is divided, so that the boys may work in the fields, for in such districts the term opens somewhat later, seldom ever before the middle of July. Then by the time cotton picking comes all other schools are in progress.

Thanks to our wise legislators, we have some good laws now which will protect these unfortunate schools. Here the work of the Superintendent may count. By vigilance and helpful suggestions good may be accomplished.

In our county we have classified the schools into two groups, the one group running regularly and beginning in September; the other group beginning their sessions in May, and running without intermission, if possible for eight months.

The outlook is hopeful; the possibilities are great.

In my round of visiting this fall I have surveyed a vast territory of fertile lands. I have driven for miles along the shore of the Father-of-Waters, and have observed how man, by his ingenunity and industry, has restrained this mighty power with vast levees or embankments of earth. I have traveled through forests primeval in their tangled and unkept condition.

I have driven over some fine roads and some not so good, past splendid farms whose broad acreage pours each year into the lap of the farmer a rich harvest of fruit and grain.

I have breathed into my nostrils some of the finest dust that ever outsailed a flying machine, and have carried upon my buggy wheels and upon my feet some of the stickiest mud that ever stuck; and having surveyed for the first time this great county, and measured its wealth and its possibilities, I am

happy in the visions that come to me daily, and out of these day dreams I trust may come ere long the creature animate— a system of education that shall be inferior to none.

I have visions of a time when farms have grown smaller and school houses have multiplied; when all submerged lands have been reclaimed and yield generously to the touch of industry; when every farmer owns his quarter section, his eighty or forty acres of land and living upon it, and tilling the soil with his own hands, helps to make the ideal rural community.

I see a time when every boy and every girl of school age is attending school for the entire school year; when the school sentiment is so great that it will be a reproach to that man who does not provide for the highest development of his child.

[ABSTRACT OF PAPER.]

COLLEGE FRATERNITIES FROM THE INSTITUTION'S POINT OF VIEW.

PRESIDENT FELL.

President Fell, of St. John's College, Annapolis, Maryland, delivered an address on the above subject. After giving a brief and concise review of the growth and history of college fraternities, and their early relations to the institutions to which they belonged, he took up the question confronting all universities and colleges to-day, and said:,

About twenty-five years ago the Greek letter fraternities passed into the present stage of their development, and their position in the college life is now recognized and powerful. They have met a much-needed want by providing houses and home life for the young student who enters a college community without knowledge of the changed conditions under which he will be expected to conduct himself.

By the growth of the State universities housing of the students, the necessity for keeping alive their social instincts and for the development of their moral character became apparent.

The fraternities then stepped in and supplied houses and homes, but, in many cases, did not realize that home-building

was not home-making, and neglected to provide a suitable form of government or oversight.

Hence arose certain evils which have caused unfavorable comment, and which thoughtful members of the fraternity body generally admit as existing, and desire to have remedied. These may be briefly summarized as follows:

First-Failure to maintain the ideal of high scholarship. Second-The introduction of license in the observance of social fellowship.

Third-The establishment of combinations and cliques, which is contrary to the fundamental principles of a true democracy.

These evils may be eradicated if young people have wise guidance, and a disposition is already manifested on the part of graduate members and also by members of the college faculties to interest themselves in the matter.

But no permanent good can be obtained unless the faculty does more than merely come in contact with the student body. They should feel a personal interest in a student's welfare, and, unless a portion, at least, of the faculty touch the student in a confidential relation, the influence of the fraternity may not be exercised for his best interests.

Every effort, therefore, should be made by the authorities not only to recognize the elemental instincts of students as they tend to form these associations, but should coöperate with them, so that they may become, in reality, a part of organized friendship for the social betterment and general improvement of its members.

In conclusion, he said: Viewed in this light the fraternities must be recognized by the institution as a powerful factor in the cause of education, capable of promoting its best interests and of supplying an interest which the college itself is surrendering, for the protection and comfort of young men at the formative period of life.