State Superintendent Greathouse has rearranged the high school districts of Indiana by assigning certain counties to be visited by the members of the State Board of Education as follows:

W. L. Bryan—Boone, Clay, Clinton, Fountain, Hendricks, Knox, Parke, Sullivan, Vanderburg and Vermillion.

R. L. Kelly-Bartholomew, Clark, Floyd, Grant, Hancock, Harrison, Jackson, Johnson, Madison and Scott.

C. N. Kendall-Adams, DeKalb, Allen, Elkhart, LaGrange, Noble, Porter, Steuben, Whitley and Lake.

W. W. Parsons-Benton, Cass, Jasper, LaPorte, Montgomery, Newton, Pulaski, Starke, Warren and White.

W. E. Stone-Carroll, Fulton, Hamilton, Howard, Kosciusko, Marshall, Miami, St. Joseph, Tippecanoe and Tipton.

J. N. Study-Blackford, Delaware, Fayette, Henry, Huntington, Jay, Marion, Randolph, Wabash and Wells.

G. H. Tapy - Brown, Daviess, Greene, Lawrence, Martin, Morgan, Owen, Putnam, Vigo and Washington.

J. H. Tomlin-Crawford, Dubois, Gibson, Monroe, Orange, Perry, Pike, Posey, Spencer and Warrick.

J. C. Webb-Dearborn, Decatur, Franklin, Jefferson, Jennings, Ohio, Ripley, Rush, Shelby, Switzerland, Shelby, Switzerland, Union and Wayne.

Attorney-General Honan is to be commended for his sound opinion per

taining to the commission to be allowed for selling and exchanging books adopted recently for the public schools of Indiana. On the 24th ult. State Superintendent Greathouse gave the following definite instruction to County Superintendent Farnam, Laporte, Ind.:

If

"I am in receipt of an opinion from the Attorney-General in which he holds that the basis for determining a dealer's commission for handling text books is in the actual money consideration involved in the transaction. in settling with dealers for exchanged books the publishers remit an amount sufficient to pay the dealer the initial investment plus 10 per cent on the exchange price of the book they will have met the requirements of their contract.

"To illustrate: A dealer pays the depository merchant 81 cents for the adopted geography. He sells at exchange price of 45 cents. He is entitled to 42 cents commission. In actual cash, then, he will receive 42 cents. The person who bought the book at exchange price gives the dealer 45 cents and an old book. The balance of 401⁄2 cents should come from the publishers whenever the dealer desires to turn in the old book taken in exchange.

"I hope you have a good plan in your county for facilitating the collection of old books taken in exchange. and delivering them to the publishers."

PRIMARY GEOGRAPHY. Each year it is a pleasure to look into the "Uniform Course of Study" for the Elementary Schools of Indiana. When we have a new State Superintendent of Public Instruction, there are always some changes in the course and by observing the ones that the last four State Superintendents of Public Instruction have sent out the changes have always been pleasing. Another thing that makes the new course interesting is the outlines on the new books that have been adopted by the State Board of Education.

This year the interest centers around the course in Geography particularly. We are having new Histories, to be sure, but those of us who studied Montgomery in the Grades have been taking the examinations for the last twenty years, will miss it, but will not a crisp new book be a most welcome change? We liked Montgomery while it was in use, but now we welcome Gordy with enthusiasm. It is the same old story "The king is dead." "Long live the King!" The fact that there is a one-book course to be used in Geography, and that the book is not to be placed in the hands of the children until the sixth year arouses our curiosity.

It is no secret that heretofore much perfunctory work has been done in Primary Geography. Much time has been killed there. So any change was to be welcomed.

When the primary teachers look at the course as it is outlined for the fourth grade for next year they will be pleased. It starts by giving a short history of the work of the State Board in changing from the two-book course and gives the list of topics that should be treated in a Geography. Then follows the outline in Home Geography that can be worked out to the pleasure and profit of every fourth grade child in our state.

When one talks about giving lessons on air, water, soil, plants, or occupations in a given district, some one suggests that these things are so well known to the children that they can not be interested in them.

Are we not inclined to overestimate the child's knowledge of these familiar home things? It is discovered that the teacher's intimate knowledge gained by observation of these common things is also overestimated. In many cases she does not know at all or does not understand and it will be impossible to understand and know the great outside things unless the little common home things are understood. It was none less than Plato who suggested that the study of the greater should come through the study of the smaller. So in the study of little models found in every district, we are to lead the children into an appreciation of the greater. That is a great aim in the study of home Geography, but can that study be carried on without an appre

ciation of the common things about them? There is a question of which of these is the greater aim.

This delightful study of home Geography may become as mechanical as that of naming the capitals of all the states of South America or naming all of the capes of Europe. It may even become stilted and artificial. It will not be the children's fault if it is so and surely it will not be the fault of the material as there is only one other factor to enter into this affair we must be courageous and put the blame where it belongs if the work becomes. mechanical, stilted. or artificial. To plan the lessons will take time and thought on the part of the teacher. This time, thought, and the ideals held for work will make it what those who planned the course of study hope for it.

Excursions.

The fourth point suggests a visit to a market garden. To the young teacher, a word about going for observations or on excursions will not be out of place.

Generally, parents think it would be more profitable for the children to stay in school with their books rather than to go for an excursion. It is difficult for them to understand that it is necessary for the child to see and to understand the things in the world before he can have a clear insight into them. So if in planning an excursion you find some of the parents are inclined to keep the children at home the afternoon of the trip invite other parents to go with you. If you can have a mothers' meeting, present the reasons for excursions, give illustrations showing their value.

Dangers.

The teacher should keep in mind. that in visiting a place with children where there is machinery there there is always danger. One accident would overbalance the good of many such trips. It will be necessary for the teacher to be most watchful and positive in her manner. If possible, have enough parents along so that each person may have charge of only a small group, about twelve. Warn them before going of the danger. Where there is no danger apparent some children become excited, nervous and even afraid. These should be treated most kindly.

Plan.

An excursion should be as well planned as any lesson. as any lesson. Permission should be obtained to inspect the plant, garden or farm. The teacher should go over the ground carefully beforehand. She should know what she expects the children to get from the trip. Before the start is made the children should be told of a few things they are to observe. It is known that children are careless and inaccurate in their observations and descriptions. One purpose of the excursion is to teach them how to observe and describe accurately. Do not fear that you are making the thing "lock step" by giving a few pointers as to what they are to see before you start. There will be a disposition of freedom and playfulness, a tendency to scatter and romp, in spite of the instructions that were given before the start is made. Do not get nervous over this, but act with promptness and decision in cases of real disorder; but do not be "fussy." After returning to the school the discussion should be used to clear the

ideas gained by the children. If they have seen things in a disconnected way, the teacher must connect the parts. If they have failed to see the important thing to be seen by the visit, then through the teacher they must

see.

Values.

Each excursion should be valuable in suggesting to the children the advantage of opening their eyes and seeing what is about them. It should give them a readiness to observe things in their neighborhood and report them.

It will give the teacher an insight into the individuality of her pupils and will promote a bond of closer sympathy with the children. Excursions are certainly worth while if they are properly planned and conducted. Expression.

with these

Children are familiar home things in a vague, loose way. In some cases they have enough knowledge of local topics so that they need no help from the schools and in such cases the teacher should not keep them on a topic that is familiar in detail. In this work we should get accurate knowledge and it should be handled. in such way as to require genuine effort on the pupil's part. When a clear notion has been formed there should be a clear expression of same. This expression may be given in various ways.

Through language some children may be able to give the best expressions of the accurate notions obtained about certain phases of home geography. Some children will be able to express themselves intelligently through drawing and some other child may be able to collect a group of pic

tures and so arrange them that "he who runs may read." There can be no disagreement as to the manner of expression but do see to it that every child has a chance to express his notion of the subject in some way and see that it is an accurate expression.

Pictures.

The outline suggests the use of pictures. Begin to make your collection of pictures at once. Many valuable ones may be obtained from the magazines such as the Century and St. Nicholas, newspapers, farm papers, picture postcards, and pictures cut from guide books. Do you save the guide books which you buy when you visit a strange city? It may be that you do not buy them because of some superficial person who made fun of those who go about with a guide book in hand. Remarks of that character should not interefere with a person who is well-balanced. Rand, McNally & Co., sell a Handy Guide to New York City for twenty-five cents that a teacher cannot afford to be without the pictures. Capt. A. J. Andrews, Odd Fellow Bldg., Philadelphia, sells a little book for fifty cents, "The United States Mint at Philadelphia,” that will furnish valuable pictures. Every teacher has in her possession valuable pictures, but neglects to cut them out of the magazines and books and to keep them where she can lay hands on them at the desired time. Label a box, "Historic and Geographic Pictures," keep it near at hand and you will never be without material for a lesson that will be both interesting. and profitable.

(To be continued.)

ample to the pupil and that the laws of the State should be faithfully carried out. Mr. Freshwater is firmly of the opinion that the immoral teachers should be eliminated from the profession.

In 1900 Mr. Freshwater entered the high school at Delaware, Ohio, and in 1904 he completed both the classical and scientific courses. He next entered Ohio Wesleyan University at Delaware, from which he received his B. A. in 1907. His college course was completed in three years instead of four. This was accomplished by hard work. He was only 22 years old when he graduated. He entered upon his work in teaching in Indiana as Principal of the Poseyville high school in 1907. The next year he accepted the Superintendency of the Parker schools. His next promotion was his selection. as Principal of the Warsaw high school.