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10. What connection has this poem with the actual life of Burns? To what extent, in your opinion, does it voice Burns's sentiments and reveal his principles of conduct?

11. "Burns inaugurated a new order of poetry-the natural school." Explain just what is meant by this criticism. 12. To what century does Burns belong? What influence has he had upon the literature of Scotland? upon literature in general.

13. Explain the significance of the felicitous title of this poem.

14. Describe the meter and rhyming plan. Quote from memory the lines which impress you most.

15. Make a list of the Scotch words in the poem which, in modified form, you use colloquially. Write sentences to illustrate their use.

16. Read Whittier's "Snowbound," and compare the two poems.

17. To what literary period does Burns belong? Name some of the noted works produced in this period.

18. Name some writers of Scotch dialect with which you are familiar.

19. From this outline, quote III, 1. Make a list of the subjects to which reference is made in this passage. Designate five scenes which could be used to illustrate the poem. 20. What is the value of such a poem as this in the class room? What effect does it produce upon you, personally?

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3.

Burns the Man.

4. Rewrite in standard English the scenes described in dialect.

5. The Lowland Scotch Language.

6.

Famous Scotch Writers.

7. The Moral Teaching of the Poem.

8. Word Pictures from the Poem.

9. Longfellow's Poem on Burns.

10. The Birthplace of Burns.

11.

Burns's Place in Literature.

12. Analysis of the Conclusion of the Poem.

American Notes-Editorial

The Nations have recently celebrated "Armistice Day," which seems to have assumed a more or less prominent and permanent place in the list of our national holidays. We are quite in sympathy with the sentiments of the day, which has been consecrated by the sacrifices of those who endured hardship "like good soldiers of Jesus Christ,"to save the world for freedom, law and righteousness, many giving their very lives for this sacred cause. But we wish that the sentiments of all the peoples of the earth could be unified on this day and directed into some specific and common channel of good-will and service. With this end in view, we venture to make a suggestion, which we hope will be taken up and discussed by others until it shall have gained a wide publicity and general adoption. The suggestion is that Armistice Day shall be used by people, everywhere, as a day on which all enmities shall be laid aside, all quarrels settled amicably, all grudges and ill-feelings gotten rid of, and forgiveness, good-will, kindness and love shall be expressed in words and deeds, between all people, every

where.

How this would transform the race and illuminate the world! And what more appropriate day for it than Armistice Day! It would make this day not simply one of rejoicing because of the end of the great world-enmity between nations; it would still mean this, but it would demonstrate this meaning in concrete form, when every one on this day of days should lay aside and get over every grouch and jealousy and envy and hatred, and go out of his way to demonstrate the Golden Rule of love and fellowship for his fellow man, as prescribed by the greatest of all teachers and peacemakers. This would be an Armistice Day indeed worth having. Nothing else could make it quite so significant. There could be nothing that would constitute a higher tribute to the heroes who fought for us our strenuous battles at the front to save the world from the domination of selfishness, hatred, and evil ambition. Nothing else could make it so great and worthwhile and enduring a memorial day for all mankind.

If the suggestion seems appropriate, kind reader, adopt it and pass it along.

"I wish it were possible for us to drive home to the whole American people the conviction of needed concern for our educational necessities," said President Harding on October 19, at the inauguration of

the President of the College of William and Mary. To do just this is the aim of American Education Week, which is being held December 4 to 10, 1921, under the auspices of the National Education Association and the American Legion, in co-operation with many other national organizations which recognize the primary importance of education. Details have been worked out by the officers of each cooperating organization and by state and local authorities. The governor of each state was asked to issue a proclamation especially setting aside the days named as American Education Week. This movement is being received with enthusiasm throughout the country, and is perhaps the greatest opportunity yet presented to the friends of public education to win much needed support for public schools, libraries, and other educational institutions. On this subject, President Williams of the National Education Association says:

"The call for volunteers has never been clearer than now. There are important tasks ahead-big, challenging tasks that call for the best effort of the constructive forces of our civilization. The call is to every citizen everywhere. It is primarily a call to service in the army of the friends of education, for there can be no permanent peace or secure world leadership based on democratic ideals without firm foundation in universal education.

"For every American the duty is plain. Adequate elementary education must be made a vital, universal opportunity for every boy and girl. Higher education-general, professional, and technical-must be helped to grow until it is able to meet full and ready-handed the problem of training the leadership of our democracy. Libraries for rural communities as well as urban must be built up to keep alive the high purpose and the spirit of intelligence which schools exist to create. The ideals of educated men and women must more and more be made the ideals of all our people. The influence of America must always be exerted to combat ignorance and to liberate the human spirit. It is for us to join hands and go over the top in the greatest battle that ever was fought the battle for peace and righteousness based on universal intelligence."

We strongly advise all school and college officials and teachers to keep up their interest in educational conventions, National, State, County and local, and to attend such, as opportunity offers. Few professions are so highly favored in this regard as are the educators. Human nature is all too prone to get into grooves and ruts of think

ing, feeling and expression. A "single-track mind" is a great handicap. Dullness is as bad in a teacher as in a carving-knife, and far more likely to produce starvation in those who are waiting to be fed. Not all speakers at educational gatherings are eloquent and inspiring, but at least some of them are; and when you think, "I could have handled that subject far better than the speaker did, it shows that he has sharpened the edge of your own thinking and made you more vividly aware of what you do know. Then there is the sociability, the contact with your fellow-workers, which keeps you alive and alert, preventing you from fossilizing and growing dull and uninteresting in the classroom. Besides, and beyond all this, there is the consideration of what you may give to others. Even if you get no special benefit yourself, your presence at a given gathering is sure to count for added interest and inspiration to others. And some word or thought which you may utter in an offhand participation in the discussion of some subject, or in a private conversation with some other teacher, may start a train of thought or clarify a difficult problem for someone.

We shall only grow musty and stuffy if we always remain in our particular corner. The world is large and full of bright, eager minds. "Get into the swim." Be a good "mixer." Then life will broaden and deepen.

Conditions occasioning the removal of children from their homes and measures by which family care may be preserved are discussed in a report entitled "Children Deprived of Parental Care," recently issued by the U. S. Department of Labor through the Children's Bureau. This report presents the experiences of 513 children taken under care by Delaware agencies and institutions during a two-year period. At least half of these children had both parents living, and only 3 per cent were full orphans. In one case out of every five, delinquency on the part of parents or guardians was the cause of the child's removal. Inability of parents or guardians longer to care for the child occasioned the removal of almost one-fourth. Delinquency on the part of the child was given as the immediate cause for somewhat more than two-fifths of the removals. For 10 per cent of the children studied it appears that the developmental advantages of normal home life might have been preserved had financial assistance in the home been available. Nowhere in the state, at the time of the survey, was suitable care to be had for subnormal children, who constituted 11 per

cent of the group. A beginning toward such provision has subsequently been made. Only 17 per cent of the children were placed in private families, the other 83 per cent being placed in institutions. This circumstance is especially surprising, inasmuch as home-finding agencies of other states have placed large numbers of dependent children in Delaware. Such measures as a state probation system, mothers' pensions, and placing-out and boarding-out under proper supervision, are recommended in the report as means for correcting in part the social wastage originating in child neglect. Delaware has begun a carefully considered forward movement since the inquiry was made. Fundamental improvement can come only in the slow but sure development of standards of family life based upon wise educational, economic, and civic policies.

The Highway Education Committee (Willard Building, Washington, D. C.) says: "The loss of life of school children on our highways has reached such proportions that it now competes with fire as our great national danger. This tragic development which has followed the almost universal use of the motor vehicle for business and for pleasure, lays a responsibility on teachers as well as pupils for the protection of life. The work of educators in cities like Detroit, Cleveland and St. Louis, shows that accidents and death may be reduced fully one-half by teaching the children how to protect themselves. It therefore behooves our teachers and parents to give more attention to the training of boys and girls on how to conduct themselves on the highways. The recently announced contests under the direction of the Highway and Highway Transport Education Committee will serve as an incentive to greater effort on the part of the teachers and pupils in combating this new danger, and it is to be hoped that by these means the lives of many of our children will be saved who otherwise might be maimed and killed. The Bureau of Education also heartily approves of the observance of "Safety Week," with special reference to safety on the highways, as has been planned by the several states."

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