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HERALD announces “The British Navy."


The British Navy really began during the reign of Alfred the Great, but became a great power on the seas when it defeated the

Spanish Armada.

It has steadily increased in size until it has become the greatest navy in the world and has made England “Mistress of the Seas.”

The work of this wonderful navy has been of inestimable
value in the winning of the World War. Truly the eye of the
British Navy never sleeps.

The tumult and the shouting dies-
The captains and the kings depart-
Still stands Thine ancient Sacrifice,
An humble and a contrite heart.
Lord God of Hosts, be with us yet,
Lest we forget-lest we forget!

Far called our navies melt away-
On dune and headland sinks the fire
Lo, all our pomp of yesterday
Is one with Ninevah and Tyre!
Judge of the Nations, spare us yet,
Lest we forget—lest we forget!

For heathen heart that puts her trust
In recking tube and iron shard-
All valiant dust that builds on dust,
And guarding calls not Thee to guard-
For frantic boast and foolish word,
Thy mercy on Thy People, Lord! Amen.


Rule Brittania.

When Britain first at Heaven's command,
Arose from out the azure main
This was the charter, the charter of the land,
And guardian angels sang this strain:
“Rule Brittania! Brittania rule the waves,
Britons never will be slaves !"


Woodland Sand on Cape Cod

Was ever sand more white, more glassy clear,
More free of taint, by sifting breezes blown,
Than this along the paths I hold so dear,
Among the pine trees where I walk alone!
What hand invisible has spread it here!
For long it has not known the lightsome crest
Of ocean wave, nor watched by sailor's bier,
This white, white sand that gathers up sweet rest.
Now is its life among the things of air,
The hum of insects, and the smell of pines;
In quiet shade, apart from heat and glare,
It nourishes some yellow blooms and vines.
So may my troubled spirit find its rest,
May one day know itself as truly blest.



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Developing Leadership as a part of

Vocational Training OLIVE NOLAN, EDWARD EVERETT SCHOOL, Boston. JAMAN O MAMUT HE educational circles of today are agog with the

idea of developing for every child the ability to lead and to follow. This is, of course, along the

lines of group activity and co-operation, which is matrimoni Nume the way mankind works and lives, outside of

school. The school can and should develop this ability in every child. We are apt, especially in

the problem-project, socialized recitation, and other so-called new methods (which are in reality age old but re cently named) to develop still greater power of leadership in those who need it least; if we teach for show and for personal glorification. Thus the slow, diffident, and non-show-off variety of child is left to be, not even a follower, but a mere on-looker who soon loses all interest and ambition.

If, however, we are allowed freedom, and a few unsupervised hours (and it is my good fortune to be in such a place) we, and the children themselves, can find out the interests and the difficulties of those diffident ones, and so, with understanding and sympathy, can emphasize those interests and lessen the difficulties.

None the less important is the task of conforming the officious, lime-light-seeking pupil who is over zealous to lead, into a ready follower. I have in mind an instance which exemplifies both.

A Chinese boy of nineteen years was sent into my fifth grade. He had some education in his own country and was eager for more, here. When he entered, he spoke very little of our language; so must need listen and follow all the time. shrank from asking me questions or from coming to my desk.

I could give him very little individual attention as he was one of a class of forty-seven pupils. However, some willing boys sat

He even

near him and they were instructed to help him on each lesson, (with as little fuss as possible) which they did, splendidly. This Chinese boy was subjected to some ridicule in the yard and on the street, in spite of the master's vigilance, so he shrank even more from being conspicuous.

Our geography was taught by products, as; cotton, silk, tea, woolen etc., instead of countries, as in past years.

As our district is a prosperous one, the children could bring in books, pictures, and samples of many of the products. Some of the children and many of the parents had traveled in the wheat regions, in cotton belts, or through the ranching lands; so we had much interesting data, none of which escaped Walter's attention.

I interviewed him the night preceding our first lesson on “Tea;” and lo, in that lesson, our stolid Oriental became a most enthusiastic teacher!

As his father was in business and he himself had traveled through many parts of China; he from his back corner seatwith a glowing smile told us in understandable (if not perfect) English, a real story of tea. He had pictures and samples which he distributed. He, who had never recited, even, before, conducted the class! He answered their questions and mine, using such words as; suburbs, jassimine, terraces, and fertilize, which were not in the vocabularies of the other fifth grade children. Thus, he came into his own!

It was a revelation to the class. It changed his status. He had become for once a leader! They sensed his superior age, education, and experience and thereafter treated him with more respect. What is more important, he rose in his own estimation. He gained self-confidence, all because he had something to give he knew something that no one else there, knew.

Incidentally, the two most officious and know-it-all little persons in the class were so overwhelmed by Walter's knowledge of something of which they knew so little, that it took them a few days to recover; at which time I deemed it wise to start the sub ject "Silk

The subject brought our Chinese boy forward again, since he had helped gather silk-worms. He brought us almost priceless pieces of embroidered Chinese silk, told us of the wages of the weavers, and gave us a vivid picture of Canton.

Thus every person has some hobby which he will ride, some experience which he will relate, some idea which he will exploit, or some gift which he will develop, if given the proper opportunity. As teachers, we should discover these and furnish the opportunities; because there is a feeling of self-respect and reliance developed just by knowing that one can be a leader even in one thing. It encourages initiative instead of stifling it, as is so often done in our schools.

No person can live his life without needing at some time to become a leader, and the very fact that, at some previous time, he has, even in a small way, led in something, gives him the courage when the need arises.

We must not forget the followers, either, as they, like good listeners, are much to be desired. We should train our boys and girls to put aside their own wills, to work together, and to lend a helping hand. The schools can do these things, and will, by

, so doing, make better citizens.

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