1917 January catalog for The Nebraska State Normal School by Peru State College Library

1917

THE NEBRASKA

STATE NORMAL SCHOOL BULLETIN PERU, NEBRASKA

Sem i-Centennial Celebration June 2-6, 1917 Summer School Begins June 11, 1917 t)

Fall Term Begins September

, 1917

PROCEEDINGS RURAL LIFE CONFERENCE, INCLUDING ADDRESSES, DIRECTIONS FOR ORGANIZ ING RURAL LIFE CLUBS, WITH SUGGESTED LIST OF SUITABLE P ROGRAMS

1 91 7

THE NEBRASKA

ST A TE NORMAL SCHOOL BULLETIN

PERU, NEBRASKA

Semi-Centennial Celebration June 2-6, 1917 Summer School Begins June 1

1917

Fall Term Begins September 'K, 1917

PROCEEDINGS RURAL LIFE CONFERENCE, INCLUDING ADDRESSES, DIRECTIONS FOR ORGANIZING RURAL LIFE CLUBS, WITH SUGGESTED LIST OF SUITABLE PROGRAMS

VOL. 3

JANUARY 1, 1917

N0.1

FOREWORD

The permanent development of country life progress is measured by the high ideals objectified in the community life of the dwellers in the open country and by the right living visited upon each other. The people who are living helpful lives in country places and all others in genuine sympathy must unite their energies in a forward movement toward a better and grander day. The basis for this movement must rest upon the means of making a living and the manner of living a life for these factors largely direct and control all human conduct and endeavor. The material and spiritual phases of the country life problem must be solved with the courage of our pioneer ancestors. The permanent conservation of the soil is assured and much larger yields per unit will be garnered from this day forward . The ultimate solution is not an increased earning from the land but a spiritualization of present and future incomes for the purpose of assisting both young and old into a more abundant life. For what will it profit a man whose acres yield one hundred bushels of corn each or whose breed of Berkshires is eligible to head any.herd , if he withholds the best educational opportunities from his own and neighbors' children. A dollar invested in the perfection of a human life is worth more to the world than the wealth of Croesus used for selfish and material gain. Not what you are, nor what your parents have been, bu t what your child shall become is the paramount issue in education.

Many strong men and women a r e giving without reserve their best thought and. action to th e development of .a permanently enjoyable and satisfying life in the open country. Two agencies that have been developed recently are the annual rura l life conference held at a central place and the country life clubs that are organized in many country neighborhoods. A rural life conference is a meeting in which d efinite plans and purposes for co untry life progress ar e presented and inspirational ideas for futur e action are transfused. Country life clubs are fl exible organizations that set in motion community buil ding by directing the social <lisposition of co untry people through t h e application of the principles of scient ific agricult ure and ru ral sociology. Brief extra cts from addr esses a nd pap er s of th ose w h o par ticip ated in t h e Rura l Life Confe r en ce h eld at P eru last Jun e and suggestions for th e organization and direct ion of Count r y Clubs are herewith presented. GEORGE W . BROWN. P eru, Nebraska, January 1917.

ACKN OWLEDGMENTS Th e stud ents w ho compose d th e classes in Rural Soci<>logy during t h e Summer T erm, 1916, fil ed notes on a lmost all t h e addr esses t h at wer e pr esented a t th e Rural Life Conference. Miss Elizabeth H. J oh ansen r educed the personal equations to a comp osite summary for each speaker. Later for want of space these compactions were abridged. Absolute trut h coming in contact w it h so m any

persons could not rem a in spotless. This . will explain all probable err ors. The programs for Country Life Cl ubs are d ependent for suggestions as to presentation upon a similar publication by S. J . H anifan , State Supervisor of Rura l Schools for West Virginia, hosts of faithfu l former co-lab orers in Illinois, an d the m any n ew fo und friends of Nebraska.

PROCEEDINGS OF THE RURAL LIFE CONFERENCE HELD AT PERU STATE NORMAL SCHOOL JUNE 20 TO 23, 1916 BOYS' AND GIRLS' CLUBS A N AID TO CITIZENSHIP 0. H. Benson Specialist in Ch a r ge of Clu b Work, Unite d St a t es Depar t m ent of Agriculture

No a dequate conce pt ion of th is address ca n b e given. A stereopticon was used in its presen t a t ion. More than one hundred a rtisti cally colore d slides w er e used showing the activities of children in various parts of the nation in hom e building projects. The work of the school is to serve th e home. The Âˇefficient school must be a vital factor in h ome building. Our public schools are the distributing points of efficiency 'and more and more must they be articulated with the borne. Three fundamental steps in the education of the child must be observed by every parent and ~eacher. Three imperative "Do's" that must be constantly used in the development of childhood. 1. Give the child a program with an opportunity for leadership. No child or grown up enjoys a task in which he follows a leader blindly. Direct the child in organizing a system of attack upon his work. Encoura g e him to direct himself. Develop his initiative, his tenacity, his will power by being his own leader and master. 2. Give t h e child a manly or womanly job. See that his job has graded problems to be solve d. No live, redblooded boy or girl enjoys wNking at a task w hich has

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no re lationship "to the life of self or friend s. Too much of our school energy has b een devoted to making all children the same size that they might fit th e d ead leve1 course of study. We are training parrots instead of permitting personalities to grow. Heads a r e being crammed with unrelated facts. Reasoning faculties are bled white with machine gun questioning. We should train our children for efficiency by giving them r eal problems that have a concrete anchoring in their physical experiences. 3. Pull the stingers out of work by setting before the child a worthy goal for achievement. Every normal person enjoys the accomplishment which will lure him into another conquest. Nothing succeeds like success is especially true of children. A clul_> member in Utah gave this definition of achievement which has b een helpful. "Achievement is getting into the game, staying in the contest until the job is completed." Let us assist our children t o become self relia nt, self dependent a n d self respecting. For t h ese hon est lab or is beautiful and dignified . This old quotation illustrates m y p oint : "Th er e is no p ow er on earth that can prevent my soul from holding converse with th e a ngels even though with my h ands I feed the pigs." GAGE COUNTY PRIZE FIGHTS T J. Trauernicht, Superintendent of Schools, Gage County, Nebraska. Every rural teacher appreciates the valu e of a community interest in her school. Too often weeks go by

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without a visit or, a nd littl e or nothing is done either to make the teach er a n important m emb er of th e comm unity or .to make the school a leading sp irit in the district activities. There is hardly a better or m ore certain method of arousing interest in school affairs t han contests. Every normal individual likes to win and a goal gives him a decided incentive. In Gage County; spelling contests, within the school and between different schools, have been very successful. Contests in reading have been very interesting and instructive. The old time "ciphering m atch" or "sp ell down" are but forerunners t o t he later cont est s. In regard t o d a ily w ork, th ere are sever a l sma ll devices which ar ouse and maintain interest. Have th e boys in a class work a gainst the girls. Have one class work against another. A graph of percent averages is inte re~tÂ ing and h elps raise the general average. What ever :::cheme is used see that the children exert their own social pressure in raising the aver ages. Contests always arouse enth usiasm and they make the school a powerful community factor.

RELATION OF RURAL SCHOOL TO RURAL CHURCH Rev. H. N. Morse Department of Country Life, Presbyterian Board of Home Missions.

The increase in the material wealth of our country districts has been directly responsible for the decay and

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death of many a rural church. In olden times, "'.'hen neighbors exchanged work and goods and speculation was not so rife as during the last generation, the whple community worked and worshiped in the same church. It may have been very poorly supported but it was supported and it met a very definite need. The problem of the present in our rural communities is social, spiritual and intellectual, and not material. How are the school and church related? The school trains the intellectual w h ile the church trains the spiritual side of our characters. Ministers and teachers uniting can bring people into closer relationship . The country sc}1ool should a lways ta ke fi r st part in a ny community enterprise. T hroug h such enterprises as these, people becom e inter est ed in their community d evelop m ent. And d evelopment m ean s co-operation and growth. Social community gatherings using the school h ouse as a m eeting place are always enj oyable. Almost every school ground can be used as a community recreation center, and teachers and pastor together may well direct these activities. Young people on the farm complain, and justly, that there is "so little doing on the farm". The church and school of the country district can be of inestimable service in meeting this need. The country must develop vigorous young men and women to act as leaders in the world's work. To this noble end the school and church must combine their every e ffort.

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ORGAINIZED PLAY

Miss Frances M. Tuthill, Director Physical Training for Women Nebraska State Normal, P eru.

This part of the program consisted of a lecture on Organized Play as Recreation, followed by a demonstration period in which new games were illustrated. Miss Tuthill said : "Organized play is a sup ervised activity which has as its end recreation. All games and athletic contests, stunts, folk dancing and pageants are recreation. "There is much need of supervised play in the country schools. Country children have fewer companions and less play time than th eir town cousins and they learn fewer games. One of the first requirements for a game to be used in a country school is the possibility of its being played by both boys and girls who are of different ages. The country teacher must teach co-operative games. It is true that her school yard may not be adapted to such games, but much can be done by teacher-and pupils toward improvement. "There are four questions which every teacher should ask herself and b e ab le to answer in the affirmative concerning a n ew game she is planning to teach. So for your convenience I have listed them in order of their importance: "(l) Is the game reasonably safe? (2) Is it good exercise? (3) Does it include both boys and girls of different ages? ( 4) Will pupils play it at home , or when

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their school days are over? Will they p lay it during vacation? "For games requiring no equipment, the fo llowing are excellent and are easily taught: Pull-away, ten-steps, three-deep, work-in, hide and seek, flying Dutchman, dare-base, steal sticks, and many forms of tag, run-sheeprun, ring-around-the-rosy, and follow-the-leader are old favorites. Fox and geese, and games behind snow forts are excellent winter sports. "With a net or light rope volley ball and many forms of hand ball prove popular. "For a large school, where there are suffi cient children of the same size and the cost is not prohibitive, basket ball is a splendid game, and base b all might be considered."

THE TRINITY OF LIFE President W . H. Clemmons, Fremont College and State Superinten dent of Public Schools, Nebraska.

There are three injunctions which I feel that every young person should heed and they are especially applicable to teachers. First: Find yourself. Find who you really are a nd what you like best. Know your weak points and your strong ones. Only by knowl edge of our weaknesses and constant effort can we overcome our failings. Find what you r eally want to be. Determine what you are naturally best adapte d to do. Don't be misled by false glitter or

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another's success in a differ ent occup ation. Find your groove, your tal ent and stick to it. Find yourself! Âˇ Secondly, save yo urse lf . Be careful of y our physical being. Your h ealth is a fortun e and should b e guarded more closely th a n your d ear est possession. Learn economy of st eps, of mot ion, of t ime . Be p h ysically fi t for any r easona bl e d emand on your strength. Then g o a bout your dail y w ork with vigor, w it h . enthusiasm , with pleasure. Save your self. Lastly, give yourself . Give t h e worl d t h e b est th at is in you, eve n if it be a sa crifice on your p a r t . Don't exp ect to give a second-class a rticle and r eceive p ure gold. One's mind gr ows by sh aring as well as do es on e's character. The fami lia r q uotation, "Give th e worl d the best y ou have, an d the best w ill com e b ack to yo u',, is g ospel truth. Give your b est and experien ce your own pleasure in the doing. Give yourself . Three car din a l commands for every youn g per son: "Find yourse lf ." " Save yourself." "Give your self. "

CA NNING FOR BOYS' AND GIRLS' CLUBS Mrs. Nellie J . Snyder, Demonstrator United States Depart ment of Agricultur e.

The America n people nee d edu cation in conser vation of foo d supplies. W e are th e most wast efu l p eople on ear th. VTe should eat less m eats and mor e fruits and vegetabl es which furnish t he n ecessar y m in eral salts. Canning cl ubs for boys an d girls h ave three distin ct aims. F irst, the preser vation of h ealthful foo ds for winter

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use. Second, an increase in the use of vegetables and a decrease in the use of meats. Third, a return to boys and girls of actual profit for work accomplished. Expensive equipment is not necessary. A lard pail or wash boiler, the bottom of which is covered with a wire rack thus permitting the circulation of the boiling water beneath the cans will enable anyone to do satisfactory work. Any standard glass jar may b e used. Rubbers should be teste d for elasticity by stret ching. If it r esumes natural sh ape, use it ; if not, discard. Sterilize both jars a n d ru bbers by pl ac in g in lukewarm w a ter which sh ould be raised to t h e boiling p oint a nd h eld t h er e fo r t wenty min utes. All green vegeta bles sho ul d be b lan ch ed before placing in the can. Put the vegetables in ch eese cloth an d drop in boiling water for a few m inutes. Then drop in cool water. This removes objectionable acids and ,, e1.,::; 1.,1n: ~ulur .

Fill U1t

jar::; alJout three -fourths with the

vegetable closely packed. Pour boiling water on the vegetables, place rubber and lid on tight, then loose backward about one-half turn. Place in lard pail or wash boiler filled with water about three-fourths of the height of the cans and hold to a boiling point for from two to four hours. Jars should cool in the boiler. When cold remove from water and tighten the lids. Examine for leaks for three days, then lab el and place in a cool , dark place . The Depa rtm ent of Agric ultu r e, Washington, D. C., w ill send on pos tal card requ est, a bull etin giving specific dir ections for this canning p r ocess.

PERU, NE BRASKA

COUNTRY SCHOOL PROBLEMS George W. Brown, Department Rural Education, Peru State Normal School.

The home must be recognized at all times by both school and chur ch as the most p otent factor in character building. The school should never thoughtlessly supplant the home, but must thoughtfully suppl ement this ancient institution. The home has ceased to be all sufficient and does not nor cannot exert its one time influence on the morals and ideals of its members. The school question when settled right will preserve and strengthen the influence of th e famil y. The school through the demands of society must me et t he shortcomings of the home. The present country schools are inadequ a te to grapple the probl ems that are b eing pushed forward for solution. Scr.ool improve ment m a y be und er stood th e better if two move m ents t hat h ave contr ibu te d to its decline a r e present ed . F irst, the grow ing syste m of tena ntry which is ov,ershadowing a ll co u ntry lif e . Second , t h e inadequ at e prepar ation of country t each er s for th eir _relucta ntl y a ccepted tasks. The solution of country probl ems must r est upon t h e secure fo un d ation stone of economics a nd not the sands of flu ctuating emotions. Too much of our country population is constantly shift ing. A rolling stone gathers no moss, nor does a one-year ten a nt add any constructive impet us to the ideals of his neighborhood. Too m any

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tenant farmers with no thought of the educational morrow listlessly place their children in the country school, move at the end of the year and annually repeat the process. They can h ave no real interest in the school. Like the wanderers in the w;ilderness they are but dwellers in tents, always dreaming of re aching their promised land-owning a permanent home. While in this enforced wandering t h ey pay but little taxes, rarely attend the school meeting unless coerced into action by t h e sug., gestion of their landlords. Too many residents of t he country can never be continuously interested in better buildings, better teachers, nor better courses of study .. Their children r eceive a patchwork elementary training and have no opportunity for a high school education. The landowner often lives in a distant state or is not in vital connection with the life of the neighborhood in which his farm is located. His chief concern is securing maximum returns from his investment and keeping expenses at the minimum. Intensive scientific farming only can give an adequate return from our rising land values and depleted soils. Each year the wasteful methods of farming d ecreases the stored elements of plant food, thus lowering the productive power, but this depleted soil is constantly rising in price because of a stationary acreage, an increasing population and better metho ds of farming. The last twenty years has witnessed almost two hundred percent increase in value of the older farm lands with an actual decre ase in soil fertility. The new owner or ten ant must be a man edu cated for his task. He will not assume the management and di-

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rection of a farm without the aid of good schools and churches. ÂˇThis is the maelstrom into which society has pushed the frail bark of the average country school teacher who is in h er early twenties fresh from a city high school and with city ideals. She h as no knowl edge of country n eeds and desires to learn less. She dislikes the co untry and uses every opportunity to vantage h er view p oint. She misses the glare of electric lights, the solidity of side walks and th e night ly thrill of the "movies". She despises h er apprenticeship which is her stepping stone to a "higher" position, that is, a te a cher in a villa g e or city school. You can now und er stand why sh e hastens to the city at four p. m . each Frid ay, and assumes a nominal conn ect ion with the monthly payroll at nine a . m. on t h e fo llow ing Monday. H er k nowledge of th e sub ject sh e is teaching is scant and in accura t e. Sh e h as no understan ding of, n or sympathy for children. Why should this condition exist? A partial explanation is that we do not believe in our schools as a grea t community enterprise and that we may re ceive for our children a private education at public expense seems to be our highest ideal. Slowly we are approaching the ideal goal that all the wealth of the state must be used to educate a ll the children of the state . The problem of an increasin g shifting tenant population must b e m et by a n econ omic readj ustme nt . Th e ow n er and t ena nt must b e awak en ed to t heir joint r esponsibility for neighborhood advancement. The preservation of institutional life in the open country d emands t h at the owner live on his farm or that he lease his farm for a long term of years.

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The school units must b e made larger so that more children may b e placed in eac h grade. Consolidation answe r s the d emand for a n eco nomic scientific readjustm ent of t h e country sc hool. To secure this boon for ~ountry children thre e plans m ay be used! Voluntar y, c-0mpulsory and subsidiary: The first h as b een on our statute books from t h e foundation of every state and has been used rarely. The second is not in k eeping with the spirit of democracy. The third offers the transitory process until the worth of consolidation is proven. The consolidated school with its more equitable tax support and its better normal trained teachers offers the best solution of the present educational problems that confront the country child because better grade education may be received and an opportunity fo r a high school education is assured . These given under country surroundings will be the realization of the dream of all interested in the development of country life . The family ties will th us be stre ngthened by holding the child under the influence of home, for in th us securing a secondary education the child may sleep each nigh t under the family roof tree. The immediate contribution which our norma l schools are making to the country school problem is commanding the hearty support of all who are interested in the welfare of country boys and girls. First, we may inspire those teachers who have a natural love for country life and feel the thrill of a call to service to make special preparation for a big task. Second, the scholastic preparation of these teachers must be broader and deeper than the city grade teacher who is daily directed and assisted by the city s up erin~

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tendent. For weeks and sometimes months the country teacher must draw upon the re servoir of enthusiasm which she has secured from a teachers' institute or normal school. Books and her own thoughts are often the only lights that illuminate her pathway. This is no reflection on the county superintendent of schools. Perfect supervision of the sch ools of a co un ty by one person iio a physical impossibility. Third, the new country school teach er must teach a better school by vitalizing th e course of study with the daily activities of the community. The adjoining districts must f eel th e intellectual impa ct of the forc es which she generates in her pupils. From this a chieved summit the direction of the social and spiritua l forces of th e community will b e r eceive d with confidenc e. Scienc e and not sentiment must point t h e w ay to b etter country schools. A vision w ithout a t ask m a k es a dreamer ; a task wit hout a vision makes a drudge. T he n ew co untry teacher must be both dreamer and d r udge, possessing a vision th at a long lif e will find unrealized, yet con stantly and h opefully drudging at the task. May each countr y t ea cher daily close her work with a vision of accomplishment like the following deeply implanted in the lives of her pupils: "Like the Moslem home from Mecca we have seen the sacred shrine and as pilgrims homewar d journey bear we the word divine. We have tiptoed to the a ltar, we nave opened wide the door and this world will never be the same it was before ."

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COUNTRY LIFE CLUBS Suggestions As to Their Organization and Direction.

Men a nd women who are useful to the world must come in contact with the life about th.em. Children never have the un a ided ab ility to self direct their minds into such an atmosphere. P arents and teach er s must take t h eÂˇ initiative in creating an environment t h at w ill grip and control the youth of both farm and village and d irect their energies along usefu l and constructive lines instead of the present means of dissipating recre ation. Within every school district of this state may be found people who have the undevelop ed power of becomingleaders in thought and action. Our schools are su cceeding admir ably in giving information, but home and school both fail in developing clear, concise and convincing speakers. A country life club should develop the social life and foster helpful enjoyment during the year. No m atte r how much a person may know if he is to lead others, h e must have the ability to express his tho ughts in correct and fluent language. He must think standing, aloud and before folks. A country life club will bring farmers and their wives together. Progra ms in which the children w ill have a part will always sec ure the attendance of parents. Farmers have an abundance of experiences that may be exchanged at such m eetings. We are prone to have one sided opinions unless our friends challenge us for the reason for the faith within. This organization will be appreciated by the fami lies of farmers who can not convenient ly attend lectures and entertainments in

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the near villages or cities. The young m en and women will engage a ctively in such m eetings. The country school through this club m ay serve the entire community. The country school house is the logical place for these meetings. The place of holding is incidental. In some localities meeting by turns in the homes will serve the best whil e in others churches may be used. The vital a im is to organiz e an d assist in developing the hidden talents of your district an d incidently developing a wholesome social life . Orderly m ethods prescribed in parliamentary practice must be followed if meetings are to be helpful, as w ell as free from useless and ann oying discussions, which try the patience of all and waste much t ime. A vigorous club maintain ed for a few years will soon make the neighborhood famous for its homes, gardens, orchards, farms, stock, schools, highways, etc . Many similar organizations in eastern parts of the United States have been in continu ous existence for several years. The semi-centennial of such an organization was recently celebrated in central Pennsylvania. These festivities included a home-coming for former residents. An old man journeyed several hundred miles to greet his near friends of other days. He is now a man of influence and power for right and righteousness in hifi adopted state. In responding to the address of welcome he said: "Were I compelled to choose between what I obtained in my college course a nd what I h ave rec eived from participating in this society I would w ithout a moment's h esitation choose the latter. " It is often advisable not to adopt a constitution and by-laws until the club has ha d a few meetings, interest

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is ar oused and co-oper ation secured. A f ew organizations h old sufficient sessions t o a dopt a constit ut ion and by-laws which ofte n proves to be th eir obit ua r y.

CONSTITUTION AND BY-LAWS Name The name of the Club shall be _____ ______________ _ __ ___ ______ _____ Country Life Club. Object Its object shall be to promote sociability, diffuse information and assist in the prosperity of the community and its members. Membership Any person is eligible to membership who is old enough to be interested in such meetings an d young enough to enjoy them, by making application to the secretary and signing the membership roll. Officers The officers shall consist of a president, vice president, secretary, treasurer and a program committee of three (an adult, young person, and a pupil of the school). All shall be elected by ballot for a term of one year. Duties of Officers All officers shall exercise such duties as are delegated to them by custom and law. Within one month after election the program committee shall announce the programs for the remainder of the year. Such programs may be printed and given to each member. Special attention should be directed to the program committee. The entire s uccess of the meetings depend upon these persons.

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The adult represents the mature judgment of the community. The young person should be a graduate of a high school or college. This brings the community into contact with the world outside the neighborhood. The pupil furnishes the teacher with a means of r elating the school to the community. A teacher should accept no office nor position on committees but should help at all times in every way possible. The object is to develop leadership. The club sho uld continue after th e teacher leaves the neighborhood. The teacher should decrease so that resident leadership may increase.

Meetings

The annual meeting shall be the first Friday evening in September. Regular meetings shall be held on the _____ _ and ______ Fridays of each month in the school house or by invitation at the home of a resident of the neighborhood. COUNTRY LIFE CLUB ACTIVITIES 1. Co-operation with other organizations and clubs to secure a county agricultura l a dviser.

2. P urchasing in carload lots limestone, rock, p hosphate or other fertilizers needed. 3. Purchasing in quantity spray material for garden, orchard and fields, and spray machine, as club property. Co-opera ting to combat farm pests of the community. 4. Owning and operating a gasoline engine-driven vacuum carpet and rug cleaner for the benefit of the club members. 5. Purchasing pure bred sires in co-operative livestock improvem ent. 6. Co-operative selling of fruit, grain, hay, animals and other farm products. 7. Organization and management of co-operative stores, elevators and creameries.

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8. Directing a lecture course for the community. (Write President D. W. Hayes for particulars). 9. Co-operat ing with the Extension Department of the College of Agriculture, Lincoln, in organizing short courses in agriculture and dom estic science. 10. Sending delegates to and co-operating with the County Farmer s' Instit ute in working up local interest. 11. Organizing a nd car r ying through boys' agricultural clubs and girls' home building clubs, terminating in a local show of products in th e fall. 12. Having far mers' picnics un der t he a uspices of the club d ur ing th e summ er or a utumn season. 13. Passing r esolutions and taking st ands on questions of local, state or n ational policy t h at affect the interest of far mers. Keep ing close contact w it h local members of the state legislature. 14. Gathering, storing an d distributing ice by an d for t h e m emb ers of the n eighborhood. PROGRAM SUGGESTIONS FOR COUNTRY LIFE CLUBS 1. Should a child's will b e broken or directe d? 2. Why ? 3. W h at ar e ideal socia l privil eg es for th e country? 4. The nee d of rura l r ecr eation. 5. How can every farm in this neighb orhood raise t en m ore bush els per acr e ? 6. School lunches as a means of t eaching cooking. 7. The good t hin gs in our school. 8. The Referendum, Initiative and R ecall. 9. Dut ies of a Country School Board: (a ) m a nd a tory ; (b ) optional; (c ) unwritten but d em and ed by progressive communities. 10. How may p arents live t h eir lives over with t heir

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Âˇchildren? 11. The True Meaning of Socialism. 12. An ideal country community. 13. Why do boys leave th e country? 14. Stories to tell childr en. What? When? How? 15. What are the strong and h elpful agencies in this neighborhood? Those that are bad and harmful? 16. One useful apparatus with which our school is or should be equipped . 17. The high cost of living as affected by the tariff, freight rates, poor farming, trusts, extravagance, poor quality of goods, war. Assign one part to enough speakers so that all- points may be presented in one evening. 18. The house fly; habits, cause and control. 19. How do children educate their parents and teachers? 20 . Who gets the consumer's dollar? Share of each . 21. Why take the boy into partnership on the farm? A father's standpoint. A boy's standpoint. 22. The country boy-does he have sufficient play time? 23. My personal experience in growing alfalfa. 24. Old-time church hymns. 25. The value of the country church. 26. Cooking in paper bags. 27. Plantation melodies. 28. Should people move away from or stay and assist an uninviting :neighborhood? 29. The present parcel post law. 30. Where shall the boys and girls go to school after completing the eighth grade? 31. The girl of eighteen in the country-what shall be done for her by home, school and church? 32. Relation of good roads to cost of living, church, school and social gatherings. 33. Dynamite in farming operations. 34. And incident connected with the early history of our county or neighborhood. 35. Handwork in schools. 36. Men named A to J spell against the women named K to Z. Use Christian names. 37. Define heredity a nd environment. Which is more influentia l in

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childho od ? With the adult? 38. Use of the gasoline engine for, farm or home. 39. What is the next step in agricultural education? 40. Rural recreation through the church. 41. The advantages of a neighborhood to co-operate in growing the same breeds or types of animals and plants. 42. Conundrum Contest. 43. The advant ages of a country life library. 44. An ideal country door-yard-front and back. 45. Co-operative ownership of farm machinery. When? Why? 46 . Give a method of assisting the child with home preparation or school work: (a) The te a cher's p a rt; (b) The parents'. 47. Some noted men and women of today. 48 . How and why test for acid soils? Let this be presented by an adult. Close with two or t hree children giving t h e test. 49 . Rur a l r ecreation through t he country school. 50. F a rm h om e sanitation. 51. What a r e good a nd ba d m anners at th e telephone? 52. A ppar atus now needed in our school. 53. Efforts that ar e being ~ade t o improve hum anity. 54. Does t he education in our high schools unfit a boy or girl for farm life? 55. How cont rol teasing, bullying an d ' boasting? (a ) The teacher's view; (b) The parents'. 56. Instrumental music. 57. For and against using, by farmers, each Saturday for a half holiday. 58. The opportunity of the village high school. 59. How to induce all to take part in the program? 60. Young people discuss the choice between a college education and an automobile. 61. Letters of school children thanking the school board for something purchase d for the school. Each child read his own letter. 62. Men and women draw numbers. Those matched are p artners. Hammer and block furnished. Man must crack nuts for his p artner and himself. 63. Song and

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ll 5

pantomime. 64. Athletics: Discussion by parent, p upil, teacher. 65. Relate the fu nniest incid ent t h at you kn ow. 66. What is the best to()l that I use? By a man and woman. 67. The rural traveling library. 68. Three jokes told by a man. T hree told by a woman. 69. State Song, "Nebraska". 70 Favorite quotations. 71 . Legislation that interests the farmer in Congress or Legislature. 72. Appointment of committee to visit school and r eport. 73. Which should be the more emphasized-oral or written speech ? Why? 74. Reliable disenfectants- recipes and how to use'. 7 5. H ome games for winter evenings. 7 6. Contests in gardening. 77. Making good b utter. 78. What shall be done with the small count r y school ? 79. The title of a favorite song. Re p eat or sing the first sta nza. 80. Using a ÂˇBabcock Milk Tester. 81. Outdoor g am es for country children. 82. What apparatus should be found on a home playground? School? 83. Indoor plays and games. 84. Three anecdotes concerning Lincoln. 85. Corn clubs. 86 . Public affairs in which we are interested; (a ) World Wide; (b) National; (c) State; (d) County. 87. The greatest and most important and Âˇ unsolved political question . 88. A stunt (surprise ) in charge of the young people. 89. Tableaux (Thanksgiving or Christmas scene). 90. Moving picture shows, good and bad. 91. Experiments made this year, and results, with crops, stock, poultry, cooking, home, farm, and school improvements. 92. Review of a favorite magaz ine. 93. Athletics in the country. 94. Hints on the care of the sick. 95. Things worth reading in my favorite p a per. 96. Exhibit and explain a cartoon cut from a recent newspaper. 97. Sketch of a now

STATE NORMAL SCHOOL

illustrious American. 98. What I would look for in buying a farm-discussion led by a man and a woman. 99. Name some animal pets and state how they should be cared for. 100. Exhibit of the childhood photos of all adults of the district (Surprise in charge of the young ladies) . 101. Current Events. 102. Summer baseball. 103. Does the farmer's child need more labcff, more land or more education? (Short response by various members). 104. The requirements of a Standard Sch~ol as fix ed by the State Superintendent of Pubic Instruction. 105. Each member suggest something that would be helpful for the neighborhood. 106. Boy scout activities for country boys. 107. Exhibition and explanation of a master picture. 108. Music as a form of play in rural districts. 109. How may the larger boys be induced to stay at home during evenings? 110. Dramatic play in rura l districts. 111. Nam e of a farm or a name t h at is suitable for a farm. 112. Country parks. 113. Luncheon in charge of the young ladies. 114. The rural play festival. 115. Each member give an instance of cooperation among farmers. 116. The county fair. How to improve it? 117. How can we assist in improving our country school? 118. Rural pageants. 119. Men respond to questions "What have people talked about this year?" Women, "About whom have people talked this year?" 120. The ~essening of sickness in rural districts through more adequate prov1s1on for recreation. 121. An ideal country school, country teacher, country school director. 122. Ways in which recreation may increase economic efficiency in rur a l districts. 123. E ach member tell of the greatest ride he or she ever took. 124. Higher stand a rds of citizenship made possible by

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rural recreation centers. 125. Should provision for rural recreation be made through public taxation? 126. The Farmers' Institute. 127. The soil xieeds of theÂˇ community. 128. Pure-bred versus scrub live stock. 129. Should agriculture and domestic science be taught in our schools? 130. Pure water supply on the farm. 131. Clean milk on the farm . 132 . Preventable diseases. 133 . The Grange. 134. Women's clubs in the country. 135. Girls' clubs. 136. Value of neighborhood entertainments. 137. The function of each of the county and state officers. 138. Direct Primaries. 139. How to revitalize the rural church. 140. The federated church. 141. Value of correspondence courses. 142. The causes of the trend of rural pop ul ation toward the large cities. 143. The effect of tenantfarming on n eighborhood improvements. 144. Consolidation of rura l schools. 145. The larger unit in school organiz a tion. 146. The farm er 's wood lot. 147. Bea utifying country home grounds. 148. Is it good business management to have modern conveniences in the country home? 149. The county agricultural adviser. 150. Home-making as a profession. 151. The house that Jack built. The home. that Jill made 152. Scientific buying; bargains real and fictitious. 153. The ideal kitchen. 154. Canning fruit, vegetables, curing meat. 155. Is hospitality a lost art? 1516. Economy of time; fireless cookers. 157. The standard of life. 159. Evolution of domestic life in America . 159. Methods of cooking meat; chea p cuts; substitutes for meat. 160. Scientific a rt of breadmaking; t he story of a grain of wheat. 161. Personal resp onsibility for one's own health. 162. Emergencies. 163. The winter cellar.

S TA TE NORMAL SCHOOL

164. Christmas presents. animals.

165.

Origin of various farm

SUGGESTED PROGRAMS FOR EACH MONTH

SEPTEMBER

Ye Old Time School Days

Roll Call Response: One incident from the school life of each person. Prepare an exhibit of all the old school books that may be secured in a radius of three or four miles. Secure the oldest residents of the neighborhood for a class and cond uct a short recitation from one of these books. Dramatization of "The Hoosier Schoolmaster." A good edition m ay be obtain ed from A. C. McClurg & Co., Chicago, Ill. This should be given by the young m en and women of the neighborhood who are not a ttending the district school.

Secure the oldest continuous resident of the district to give a history of the first school in th e neighborhood. For music use old time chur ch melodies and close with "Auld Lang Syne." Plan for a school reunion. Secure the presence or a letter of greeting from all who have ever attended this school. Spelling Bee

Roll Call Response : Pronounce and spell a difficult word. Song-"Columbia, the Gem of the Ocean."

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(P upils vs. P atrons.) Contest: (a) "Trapper". Trapper catches the misspelled words. (b) "Sending Runners". One pupil spells against one patron. If patron spells down pupil, choose another pupil; if pupil spells down patron, choose another patron. Piano Solo. Contest: (a) "Initial Challenge". Those having initials from A t o K spell ag ainst those from K t o Z. (b) "Last Letter". Begin new word with last let ter of previous word. Violin Solo. Contest : (a ) "A a nd B". A-pupils ; B-patrons. A contests against B. (Kee p tally ). (b) "Last On e on the Floor". Decision. OCTOBER Columbus Day

Roll Call Response: One incident from the life of Columbus. Song-" America". Life of Columbia-A pupil. Duet or Quartet-"Flag of the Free". (The Academy Song Book.)

STATE NORMAL SCRO()[,

Recitation-"Columbus", Joaquin Miller. (Curry's Literary Readings.) North America before the discovery by Columbus. Instrumental Music-(Patriotic). Some things that prompted Columbus to make his v oyages and the results on the world . .Song-"Columbia, the Gem of the Ocean". Hall owe' en Social

This gathering is to be a social and should provide a j olly good time for all. Decorations: Quantities of gaily tinted autumn leaves, golden rod, and other wild flowers will prove effective and satisfactory. Across top and down the sides of each door and window hang fe stoons of yellow and white corn, the husks turned back to show the firm, glistening kernels. A shock of corn may be placed in one corner with a smiling jack o'lantern peeping out. Festoons of n uts, bunches of wheat or oats and str ings of cranberries may also help to brighten the the wall decorations. Light should be supplied by jack o'lanterns placed about the room.

Roll Call Re sponse : Describe a Hallowe'en prank. Song of welcome. Nine girls dressed in white with red caps on heads. As they sing the chorus, in a close, circle, have them throw handfuls or candy-bits of taffy wrapped first in wax paper and afterwards in bright colored tissue paper , among the audience.

Recitation-"Hallowe'en Cheer". Recitation-"The Enchanted Shirt". Recitation-"Goblins". Recitation-"Grandpa's Hall owe' en". Song. Recitation-"Broomstick Train". Play-"Clever Match-Makers". Song. Visiting the Witch's Scr een. Guests should visit the Witch's Screen and partake of the Witch's brew, hot coffee. The screen is made or some yellow cotton material and is decorated with black cats, bats , stars, cres-

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cents, and the old witch riding her broom. Slits are cut in the screen to allow four coupl es to place their hands through to pass the foll owing articles from one to another : A hot p otato, a raw oyster, ice, a snake made of dough, a potato filled with tooth picks, and a sausage skin filled with air and dipped in ice water. Each article is supposed to come from a distant land and to bring good luck to the one who passes it successfully to his neighbor. Much merriment is caused by trying to guess what each article is.

Severing the Cord of the Cornucopia A large paper co r nucopia is s u s pended from the ceiling. The seve ring of the cord which keeps it in position allows it to sho wer upon the m erry-makers s lips of paper containing conundrums and thei r answers. The following games may be used: Bowls (Luggi es), Touch-Âˇ stone, Guess Who, Raisin Face, Barrel Hoop , Threading a Needle, Needle Game, Apple Paring, Rin g and Goblet, The Four Saucers. The recitations, play and games are in a book entitled "Hallowe'en Festivities," for sal e by the Penn P ublishing Company, 226 South Eleventh Street, Philidelphia, Pennsylvania; price, 35c.

NOVEMBER Harvest Home Program

This program should be used on Thanksgiving or the d3y before and has be en planned for an all-day meeting. Morning

Visitation of school a nd display of work. Noon

Dinner. Afternoon

Roll Call Response :

Reasons for a d ay of Thanks-

giving. Song-"0, the Merry Harvest Time", George Webb. Reading-Proclamation of Governor and President. Early History of Pilgrims-A pupil. Song-"Rock of Liberty", James G. Clark. Reading "And Old Time Thanksgiving", J. G. Holland.

STATE NORMAL SCHOOL

Song-"One Hundredth Psalm". Little girl in spinning costume. Recitation-"The Frost Is On the Pumpkin", James Whitcomb Riley. Harvest of many lands. Papers by pupils in costumes or flags of different countries, followed by simple drill. Dramatization - "Betsey Grandfather's Chair.

Hull's

Wedding",

from

Round table discussion led by pr esident: 1. Why Thanksgiving is held as a l egal holiday and its true meaning. 2. Comparison of pioneer life with that of today. 3. Methods of winter preparation; storage of product, sheltering of farm implements. Song-" America".

COUNTRY LIFE LIBRARY EVENING

Roll Call Response: The advantage of a Country Life library. Song-"Let Us Make a Garden", little folks. Farm problem and its solution. (Chapters 1-5, 7; ChapterVI.) Recitation-"Ode for An Agricultural Celebration", Bryant. Roads and the road problem. (Chapter 6; Bulletin No. 338.) Agricultural history. (Chapter 11; Bulletin 563.) S ong-"The Happy Farmer", Sherman-upper grades.

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Soil:

Conservation, fertility. Bulletins 496 and 257; Chapter III.)

Selected Song-Club. In this program the chapters given in figures refer to Mabel Carn ey's "The Co untry Life a nd the Country School"; those given in Roman numera ls r efer to Carver's "Principles of Rural Economics". The bulletins may be obtained from the U. S. Department of Agricu lture, Washington, D. C.

DECEMBER Local History Evening

Roll Ca ll Response: Something in the community development.

t~at

helps or hinders

Song-"N ebraska". History of Indian tribes which occupied this region before th e w hite m en came-a pupil. F amily history of the first white settler in the community-oldest settler. Origina l School Song. H istory of first school a nd first church in the 1.:omm unity-a citizen. An old time song. The part this community took in the Civil War- An old soldier. Recitation-"Barbara Fritchie". Song- "Mar ching Throug h Georgia". Appointment of special committe e to arra nge for local celebra tion of a ny anniversary of interest to neighborhood. Exhibition of old household articles and Indian relics. Song-"Star Spangled Banner".

ST ATE NORMAL SCHOOL

Addition a l s uggestion s m a y be obta ined from Stat e-Wide Celebrations furn is h ed fr ee by Departm ent of P ublic Instr uction , Lincoln , Neb r ask a, and Nebraska Sem i-Centennial sent postpaid fo r ten cents by Dr J . A. Beattie, 421 South 15th St r ee t , Lincoln, Neb rask a. State H istorical Societ y, Lincoln, Neb r a ska.

Christma s Program

Roll Call Response :

Christma s Quotation.

Music- Christma s Chimes", DeKoven. Song-"Joy to t he W or ld". Recitation-"Why? " Eug ene Field. Recitation-"While Shepherds Watched' ', Margaret Delan d . Recitation- "Little Brooks.

T own

Bethl ehem",

P hillip

Solo-Luther's Cradl e Hymn. Story-"Chr istmas Dickens.

With

T iny

T im",

(England)

Recitation-"God Bless Us", J ames Whitcomb Riley. Re citation-"Shall Night ?" Selected.

Selfi sh

Christmas

Music-"D a n e of the Elis", Edward Holft. Recita t ion-"Piccola" (France), Celia T haxter. Recitation-"The Christmas Sheaf" (Norway) Phoebe Cary. Evergreen Drill-Eight pupils. Story or Recitation Phoebe Cary.

"Little

Gottilieb" ,

(Germany )

Recitation-"Poor Santa Claus' Cake", Selected. Recitation-"Feel in the Christmas Air ", J ames Whitcomb Riley. Recitation-" H a rd Times for Georgie", S. E. Kiser.

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Recitation-"The Child's Reason", Selected. Dialogue-"The Lost Reindeer", School. Music-"The Evening Star", Wagner. Recitation-"How Does Santa Claus Kp.ow?" Selected. Recitation-"The Christmas Tree", Selected. Story-"St. Anthony and the Christ Child" (Italy), Andrea Hoffer. Recitation-"Hang Up the Baby's Stocking". Recitation-"Day After Christmas", Roswell Field. Recitation-"Christmas Everywhere", Phillip Brooks. Recitation-"Merry Christmas", Louisa M. Alcott. Song-"Santa Claus Is Coming". In this program the children might appear in costume representing the different countries mentioned. The selections may be secured from these books: "Christmas Entertainments,'~ published by A. Flanagan Company, Chicago, Illinois; and "Primary Programs", by Marguerite Cook, published by David C. Cook Publishing Company, Chicago, Illinois.

JANUARY

Musical Program Roll Call Response: Each member repeat or sing a stanza of favorite song.

Favorite School Song-Children. Solo-" Abide With Me" (violin obligato). Instrumental Duet-Club members. Why much of our popular music is not good-A club member. Solo-"The Holy City". Quartet. Reading-"Sarah May's First Music Lesson", a pupil. Attractive Motion Song-Primary grade.

STATE NORMAL SCHOOL

Why music should be taught in the public schoolTeacher. Song-"Sweet and Low", Words: Tennyson; music, J. Bran by. If possible, the yo ung peo ple of th e neighborhood should organize a cho rus a nd furni sh the entire evening's program of good musical numbers. Much time must be spent in r ehearsals if s uch a program s ucceeds. A good Victrola and careful selection of high grade r ecords will make an acceptable contribution.

Natural Resources of Nebraska

Roll Call Response: Name a resource or an industry of Nebraska. Music-"Nebraska". Scriptural Re ad ing: Genesis 1-28-3 0. (Any ver sion of the Bible may be used.) Story of Dr. Hopkins' Poorland Farm. (See circular 168, "Bread from Stones'', University of Illinois. Urbana, Illin ois.) The Farmer's Creed "I believe in one h undr ed bushel co rn an d ln fi fty bushel wheat, a nd I shall not be satisfied with anythin g less." "I believe that the only good weed is a dead weed, a nd that a clean farm is as important as a clean conscience." "I believe in -the fa rm boy and in the farm girl, the farme r 'â&#x20AC;˘ best crops and the future's best hope." "I believe in the fa r m woman, and will do all in my power to make her life easier and happier." "I believe in a country school that prepares for country life, and a co untry church that teaches its people to love deeply and live honorably." "I believe in the community s pirit, a pride in hom e and neighbors, an d I wil l do my part to make my community the bes t in the State." "I believe in the farm, I believe in t h e farm life, I believ e in the inspira tion of the open co untry." "I am p r oud to be a farme r and I will t r y earn es tly to be wo rthy of the name." - Frank I. Mann.

" The Passing of Our Forests". (Read pages 54-56, Bulletin 43, 1913, U. S. Bureau of Education, Washington, D. C.)

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Read "The Story of King Corn an d Que en Clover". (Circ ular of Agricultural Experiment Station, Uurban a, Ill.) Talk-The wealth of Nebraska is in her soil, a nd her strength in its intelligent development. Recitation-Whittier's "Corn Song". Report on natural resources of community. Song-"Home, Sweet Home". Write College of Ag r iculture, Lincoln, Nebraska, f or hel pful bulletins.

FEBRUARY Lincoln's Birthday

Roll Call Response : Lincoln quotation. Song-"My Old Kentucky Home". Recitation-"The Story of Lincoln", small boy. (By Eleanor Atkinson, t h e McClure Co., Ne""ÂŁ York City.) Exhibit of pictures of Lincoln and scenes relating to him and any Lincoln relics-Teacher. Song-" Maryland, My Maryland". Personal reminiscences concerning time of LincolnCivil War veterans. Reading-"He Knew Lincoln", adult. (By Ida M. Tarbell, The McClure Co., New York City.) Oration-"Lincoln's Gettysburg Speech", eighth grade pupil. Song-"Tenting Tonight". V alentine Scoial This meeing sho ul d be a rranged as a par ty fo r the school childr en and their mothe r s. The prog ram may be obtain ed from the

STATE NORMAL SCHOOL book "Practical Selection" published by F. A. Owen Publishing Company, Dansville, N. Y.

Roll Call Response: Each person put a valentine in the box. Song-School. Recitation-"His Message", Emma C. Dowd. Recitation-"Funny Valenties", Virginia Baker. Instrumental Solo-"General Hancock's Grand March", Sep. Winner. Recitation-"The Valentine Garden'', Maude Grant. Dialogue-"A Valentine Exchange'', Martha Burr Banks. Recitation-"For Our Day", W. W. Whitelock. Recitation-"Happiness", Emily D. Elton. Vocal Solo-"Let Me Linger Where She's Sleeping", words: J. L. Orr; music: J. F. King. Play-"Our Crossed Hearts", J. T. Trowbridge. Song-"Farewell, Dear Friends", D. W. Christ. A valentine box is an essential feature. After the program the children should form a circle with the tiniest one, blindfolded in the center. They march while music is played and when they stop the child in the center "goes north, south, east and west, to find the ones who can pass the best", giving the first one she touches in each direction a red heart. The four thus selected distribute the valentines from the box.

Washington's Birthday Roll Call Response: Quotation or maxim about Washington. Song-"Hail ! Columbia". (Sung for the first time in public at Washington's inauguration in Ne,vv York in 1789.) .Recitation-"Honor to Washington". (Flannagan's "All the Holidays", thirty cents, Chicago, Ill.) Solo-"My Dream of U. S. A."

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Dialogue-"Washington's Memorial Exercise", one boy and five girls. (A. Flanagan's "All the Holidays".) Song-"Mount Vernon", chorus. (Uncle Sam's School Songs.) Life of Washington---Scout, soldier, farmer, statesman. Dramatization-"Our First Flag", (Primary Education, February, 1913.) Series of historial incidents about Washington-Members of club. Song-"Red, White and Blue". Reading-"Washington's First Inaugural Address". (Wm. J. Bryan's "World's Famous Orations".) Drill-the National Flag Drill (with medley of patriotic marches), four boys and four girls in military costume. (The Twentieth Century Speaker.) Oration-"Washington's Birthday". (The Twentieth Century Speaker.) Song-"The Star Spangled Banner". MARCH Good Roads Evening

Roll Call Response: Each person tell what he can do to improve the roads of the community. Song. Explanation of recent Nebraska highway laws-A citizen. Exhibit a map showing all the public roads of the neighborhood-A pupil. Benefits of improved roads-A citizen.

STATE NORMAL SCHOOL

(Farmers' Bulletin No. 505, U.S. Dept. of Agriculture, Washington, D. C.) Are our roads properly located ?-A citizen. State co-operation with National Government in road building. How much money does this coÂľimunity lose yearly by not having better roads ?-A pupil. Recitation-"Precedent", Walter Foss. (Printed in June 1913, "The Western Teacher", Milwaukee, Wisconsin.) What would it cost to make our roads what they should be? Would it pay ?-A citizen. Song. The use of a road drag-A citizen. Farmer's Bulletin, No. 321 , U. S. Dept. of Agriculture, Washingto, D. C.

When sh ould we begin road improvement?-A citizen. Explanation of government bulletin on road models- Âˇ A pupil. The dependence of churches and schools on good roads -A citizen. Song. Health Night Roll Call Response: The name of a physician or nurse who has done something worth while in the world. Song. Scarlet Fever: pression ..

Its prevention, restriction and sup-

Swat the fly and prevent its reproduction. Bulletin No. 29, Illinois State Food Commission, 1627 Manhattan Building, Chicago, Illinois. Circular on house flies, Cornell University, Ithaca, New York. Rhode Island Extension Circular 1912, No. 3, Kingston.

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The right presentation of Hygiene to pupils. Tuberculosis: Treatment. Directions for care of the sick room-A nurse. Diphtheria: Its prevention and suppression. Music. The enti r e program may be devoted to an addr ess by a local physician.

APRIL Clean-Up-and-Beautify Day Roll Ca ll Respons e: A ver se from one of David's Psalms or Christ's Parables. Music . La ndscape Gardening for Farm Homes. Report on comm unity Survey of t h e Country Beautiful. Talk by local physician on bacteria and cleanliness in relation to health. Modern Farm Homes. Description of some local scene. A picture talk-Use one of Corot's or some other landscape painter's scene, and interpret the picture before the audience . Arbor and Bird Day Roll Call Response : Give a n ative tree of the locality or a bird that should be protected. Song.

The significance of Arbor Day. Recitation-"The First Bluebird", Riley. Instrumental Du et-"The Lot us Flower", Lenecke . Biography of J . Sterling Morton. Some typica l trees of our loca lity.

STATE NORMAL SCHOO!,

Recitation-"A Mental F amily Tree" . Castle's School entertainm ents; A. F lanagan Co., Chicago, Ill.

Music-"Th e Mocking Bird'', Variations. Dia logue-"Mother Nature's Party". Marie Irish's "Pr actical Dialogues, Drills and Marches", A. Flanagan Co., Chicago, Illinois.

Sketch of life and work of "Uncle John Spencer". Recitation-"The Heart of the Tree", Bunner. Motion Song-"Mid-Summer Fairies".

MAY Peace Day

Roll Call Response: What soldiers and statesmen have said about war. Song-''Recessional" , words: Kipling; music: DeKoven. Invocation. Song-"Hear, 0 Ye Nation", words: F. L. Hosmer; music : Lyons. Recitation-"Tubal Cain", Charles Mackay. Readings: (a) "The Dawn of World P eace", Wm. H. Taft. (b) "The Significance of May the Eighteenth", Fannie Fern Andrews. (Sixteen pup ils.) Song-"These Things Shall Be", words: Symonds; tune: Duke Street. Two minute talks: "Heroes of Peace" . "Effects of war between nations". Review of Lucile Gulliver's "The Friendship of Nations". (Published by Ginn a nd Company.)

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Song-"O, Beautiful, My Country", tune : Webb. Debate-Resolved: That the pen is mightier than the sword . Song-Kellar's American Hymn, "Angel of Peace", 0. W. Holmes. Benediction. Material for this program is contained in "Peace Day" by Fannie Fern Andrews and may be obtained from U. S. Bureau of Education, Washington , D. C. It is designated as Bulletin, 1912. No. 8. Other good s uggestions are also included .

Story Life of Great Men

Roll Call Response : An incident from the life of some great man. Song-"The Battle H ymn of the Republic". Luther Burbank's contribution to the world-A farmer. Recitation-"A Great Man'', Owen Meredith. (Edison-Laing Reader, Book Fve.) Personal recollections of a great man-A citizen. The Achievements of Thomas Edison-A mechanic. Recitation-"For A' That and A' That", Robert Burns. Debate-Resolv~d: l hat the president 01 the unnea States should be elected for a term of six years and his reelection prohibited by law. Affirmative, a citizen and a pupil. Negative, a citizen and a pupil. Song-" Onward Christian Soldiers" . . Decision of judges.

JUNE Story Life of Great Women

Roll Call Response: The greatest woman I ever knew. Song-"One Sweetly Solemn Thought".

ST A TE NORMAL SCHOOi,

The service Clara Barton has rendered t h e world-A nurse. Recitation-" A Mother's Boy'', James W hitcomb Riley. The Life of Jane Adams or Dr. Anna Howard Shaw. Soprano Solo-"Love's Old Sweet Son g". Queens who have successfully ruled nations. Recitation-"Child and Mother'', Eugene Field. The accomplishments of Helen Kellar-A young lady. Song-"S~l ver

Threads Among the Gold"-Ch orus of

mothers. A Prayer-"A Mother's Birthday'', H enry Van Dyke. Indian 1Night The stage should be set with two rows of trees. Costumes for Indians may be made of cheap brown mate ria l s with str ips or r ed cloth cu t to r epresen t fring e, with a circle of colored feathers for the head. Music and songs may be ob tain ed at Benjamin's T emple or Music, Danville, Illinois, or Boosey and Company, 9 East 17th St., New York City.

Roll Call Response: An incident from history in which Indians were prominent. Song-"Star of the Desert", words: Lawrence Hope; music: Amy Find en. March or Drill-"Parade of the Tribe" .â&#x20AC;˘ Recitation--Stanzas from "Hiawatha"-primary child in costume. Instrumental Duet-"Arrival of the Guests'', Wagner. Recitation-"The Schoolroom I Love the Best", Kathryn Bates. (F. A. Owen Publishing Company, Dansville, New York.) Song-"The Rice Was Under the Water", from Indian Love Lyrics.

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Three Act Drama-"The Capture of John Smith by Indians'', Lillian H. Campbell. (January 1914 Normal Instructor, F . A . Owens Publishing Company, Dansville, New York.) Song-"You Are All That Is Lovely", Lawrence Hope . Recitations: "When Thomas Takes His Pen'', E lsie Hill. (Castle's "School Entertainments", A. Flanagan Co ., Chicago, Ill.) " The Nature Lover's Creed". (F. A . Owens Publishing Company, Dansvill e, New Yor k .) Tableau-" P enn's Treaty with th e Indians", H arriet D. Castle. (Castle's " School Enterta inments" , A. Flanagan Co ., Chicago, Ill. Song-" Nita ! Juanita!". If program is used for adults, make the central feature a debate upon-Resolved: That the white man was justified in driving the red man from Nebraska. JULY

Fourth of July Celebration Roll Call Response: A l"eason for the celebration of the Fourth of July. Morning Grand parade of school districts with decorated floats illustrating some phase of Nebraska History. These flo ats should r epresent great events in th e history o! Nebraska : Coronado, J esuit Father s , L ewis and Clark, The Indians, The Prairie Schooner, Oregon Trail, Purchase of Louisana, Admiss ion of Nebrask a to Statehood , Pony Express, The Overland Freighters, Founding of Peru Normal, and State Univers ity , et c.

STATE NORMAL SCHOOL

Each float should pause before the reviewing stand while a loud clear-voiced speaker interprets its meaning.

Reading of Declaration of Independence. Short address by a local man or woman. Permanent organization for next year. Dinner for all by all. Afternoon

Grand Competitive Flag Drill by children from various school districts. Address by a speaker who understands country life and its problems. Games and sports under direction of college or high school boys. Intersperse the program with National Hymns. (This program should be given in a country grove.) Dramatic Program

Roll Cali Response: a poem.

Each person recite one stanza of

Welcome Song-"We'll Try and Make You Come Again"-School. Recitation-First grade pupil Playette-"Cinderella", Fourth grade pupils. Costume Song-"The Merry Farmers", Boys of the Third grade. Reading-"The Bear Story", James Whitcomb RileyTo be given by some young person of the community . . Drill-"The Housemaids"-Small girls. Instrumental Music. Reading-"Didn' t We, Charlie?" James Whitcomb Riley-To be given by one of the young people.

PERU, NEBRASKA

Comedy-Drama-"Country Folks"-Young people. The songs a nd plays for t hi s program m ay be s ecured from th e E ldrid ge En ter tain me nt House, F ranklin, Ohio.

AUGUST Agricultural Progress P lan for an a ll-day program w ith a basket di n ner . Thi s program is based on a stu dy of Butterfiel d's "Rural Progress". The Roman numeral at the r ight of t h e topics r efer to chapters in th is book.

Roll Call Response : Each memb er suggest som ethin g that wo uld be helpful for the ne ighborhoo d . Music-"The Corn Song" , J . G. Whittier. ("Elements of Music in Song", P u blic School P ubli shing Co., Bloomington , Illi nois.)

Rea ding- "The Country Boy's Cr eed". "I believe that the country wh ich God m ade is mor e beautiful than the city whi ch ma n m a de; t ha t life out of doors a nd in touch with t he ear th is th e n atura l life of m a n . I believe tha t work is wh er ever I fin d it ; but that wo rk wi t h n atur e is more ins piring than work with th e most intricate ma chin ery. I believe that the dignity of la bor depends no t on wh a t you do , b u t on how you do it: t ha t opportunity com es to a boy -on the fa r m as often as to a boy in th e city; that life is larger and freer and happier on the farm than in th e town; th a t my success depends not upon location but u pon myself- not upon my dreams but up on what I nctu nlly do; n ot upon l uck but upon pluck. I believe in working when yo u work and playing when y ou play, and in giving and demanding a squa r e deal in ever y act of li fe".

A Study of Rural Life (I). Problems of Progress (II). Expansion of Farm Life (III). The New Farmer (IV). Recitation-"Lost Capital". (State Grange Lecturer's Bulletin, Ann Harbor, Michigan, second quarter, 1914.) Education for the Farmer (VI). First Farmers and Farming in your School District-An old patron. The Country Church and Progress (XII).

STATE NORMAL SCHOOL

Song-"The Church in the Wildwood", young people. Recent Progress (XIII). The Social Side of Farm Life (XIV). Federation for Rural Progress (XVII). Solo-"The Happy Farmer's Boy". (Elements of Music in Song.) Travel Program (A steropticon may be used effectively with this program) Roll Call Response: Story of the greatest trip each member ever took. Song-Club. Natural 'beauties of the United States such a Yellowstone Park, Yosemite Valley, Niagara Falls, etc.-A citizen.

Song-"My own United States", School. A trip through Germany (or some other European country), an older patron. (The citizen should be a native of the country he describes.) Instrumental Solo-"The German Rhine" (or the national melody of the country previously described), a club member. Seven Wonders of the World-A pupil. InstrÂˇu mental Solo-"Battle of Waterloo", a club member. The Holy Land of today as compared with former times-A citizen. Vocal Solo-"The Holy City". A trip through Southern United States-A patron. The section of the United States may be chosen to suit the travels of some particular club member.

PERU, NEBRASKA

Drill-Pupils. Pupil s should be dressed in diffe r en t kinds of costumes to repres ent th.e diffe r ent people of the wo rld. These can be made very effective with little cost by usin g cheese cloth or oth er cheap material.

A few days in Italy-A club m emb er. Instrumental Solo-" Burning of Rom e" , or "Carnival of Venice". Interesting places in our own State. -A pupil. Song-"Nebraska", Club m embers.

ST AT E NORMAL SCHOOL

HYMN TO NEBRASKA

Now laud the pr oud treeplanter state Nebraska-free, enlightened, great; Her royal pl ace she has in song ; The n oblest str ains to her belong; Her fame is sure. T h en sing Nebraska through t h e years ; Extol her stalwart pioneers; The days wh en stanch and unafra id, The state's fo undation well they la id, T o long endure. The oothills of the Rockies lie Afar athwart h er western sky; H er rolling prairie, lik e th e sea, H eld long in virgin sanctity, H er f ertile loam. Her wild-life roamed o' er treeless plains, Till came t h e toiling wagon trains, And settlers bold, far westward bound, In broad Nebraska's valley found, Their chosen home. Now o'er h er r ealm and ' n eath her sky, Her golden harvests richly lie; Her corn more vast than Egypt yields; Her grain unmatched in other fields; H er cattle rare. Alfalfa fields , by winding streams; And sunsets, thrilling poets' dreams; These all we sing, and know that time, Has ne'er revealed a fairer clime, Or sweeter air. 0 proud Nebraska, brave and free; Thus sings thy populace to thee. Thy virile strength, thy love of light; Thy civic glory, joined with right, Our hearts elate. Thy manly wisdom, firm to rule; Thy womanhood in church and school; Thy learning, culture, art and peace, Do make thee strong, and ne'er shall cease To keep thee great! -Reverend William H. Buss.

PERU , NEBRASKA

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COUNTRY LIFE LIBRARY

These books sh ould be found in every co un try sch ool library and should be systematicall y distributed by t h e teach er to the adults of th e district. A worthy work fo r a Country Life Club wou ld be the purchase and carefu l reading of these books. All and any part of this list may be sec ured through yo ur local book dealer. "The Ch a ll enge of t h e Co un try" . A study in Co untry Life Opportunity-George Walter Fiske, 75c . "The Country Life Movement in the United States." L. H. Bai ley, 50c. "Chapters in Rural Progress." Kenyon L. Butterfield, $1. "Th e Story of t h e Soil. " From t h e basis of absolute science and real life-Cy ril G . Hopkins, $1. 50. "Th e New Earth". A recital of the triumphs of mod ern agriculture in America-W. S. H arwood, $1.7 5. "The Country Life and the Cou ntry School ". Mabel Carn ey-$ 1.00. "Farm Boys a n d Girls" . W. A. McKeever-$1.25. "Education fo r Efficiency". Eugene Davenport-$ 1.00 .

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