by measuring them; also collect seeds from trees if possible.

Give the children their envelopes which they made last month (see seat work for September) and let them put seeds of same kind in each envelope.

Among the seeds are probably some from the milk weed, the thistle, aster, sand-burs, cockleburs, maple seeds, and acorns.

Points to be studied:

1. Color. Why should these seeds be of dull colors? Contrast with fruits studied last

month.

2. Covering. Why should nuts and acorns have a hard shell?

3. Means by which seeds are scattered; (a) wind; milk weed, dandelion, thistle; (b) animal and man; burs, Spanish needle. Why must weeds that have prickly seeds be of the height observed? Why do we not find burs on trees?

All oral discussion upon the subject should aim at definite answers, in good language, based upon the observations of the children themselves.

To the beginners the words seed, weed, fly, wind, prickles, burs, etc., might be presented on the blackboard, the children writing them as answers to questions. For instance: Teacher: "What helps to scatter the milk weed seeds? Write answer on the blackboard. The pupil writes, the wind. Simple sentences which are given in the oral discussion by the children may be written on the blackboard and used as reading lessons. Example:

Here is a seed.

It has wings.

It can fly.

The seed is small.

It is brown.

The wind helps it to fly.

Then it falls to the ground.

It is covered up.

Perhaps a milkweed will grow from it next spring.

As general observations, the children should be led to notice every phase of nature about them, the insects, birds, flowers, trees, stones, etc. Such observations may be given orally during the opening exercises of the day, and will result in a wide-awake attitude towards all surroundings.

The children of all grades ought to be given a chance for written expression along the lines of nature study every day. Such written work may be made the basis for splendid language lessons, work in spelling, and grammar.

NUMBER AND SEAT WORK.

A detailed direction for one new article to be made will be given each month. Painting, drawing, modelling, sand modelling, paper cutting, etc., should be used whenever there is a need for expression through these means. For instance, in the study of the fleshy and dry fruits, the color study will be immensely helped by paintings of the different fruits. When the question as to the form of the fruits is considered, clay modelling of the same will make the points observed more definite.

Books to place seeds and leaves in.

Materials needed: Manilla paper, scissors, needle and thread.

Teacher draws a rectangle eight inches by five inches on the blackboard. Children draw and cut as many rectangles of the given di mensions as they wish leaves in their books. Place the leaves on top of each other so that all edges coincide. Sew along one of the short edges through all the leaves. Write the pupil's name on the outside. On the following pages paste the seeds and parts of the plant on which they were found.

Teach meaning of rectangle. Continue numher work on lines. Through the continued use of the inch and foot the children will learn these units of measurements. They may see six inches as one-half foot; compare lengths by adding and subtracting.

POEMS AND SONGS FOR THE MONTH.

The brown birds are flying like leaves through the sky,
The flowrets are calling, “Dear birdlings, good-bye.
The bird voices falling so soft from the sky

Are answ`ring the flow rets, Dear playmates, good-bye.''
The wee flow'rs are nodding, so sleepy they grow,
They put on their night-caps, to Dreamland they go.
Their playtime is ended, for summer is o'er,

They'll sleep 'neath the snowflakes, till spring comes once

more.

-From Eleanor Smith's Songs for Little Children, Part I.

THE MILKWEED BABIES.

Dainty milkweed babies,
Wrapped in cradles green,
Rocked by mother Nature,
Fed by hands unseen.
Brown coats have the darlings,
Slips of milky white,
And wings, but that's a secret,—
They're folded out of sight.
The cradles grow so narrow,
What will the babies do?
They'll only grow the faster.

And look up towards the blue.
And now they've found the secret
They're flying through the air,
They've left the cradles empty,-
Do milkweed babies care?

-Eleanor Smith's Songs for Little Children, Part II.

THE FOUR WINDS.

FRANK DEMPSTER SHERMAN.

In winter, when the wind I hear,
I know the clouds will disappear:
For 'tis the wind who sweeps the sky
And piles the snow in ridges high.

In spring, when stirs the wind, I know
That soon the crocus buds will show;
For 'tis the wind who bids them wake
And into pretty blossoms break.

In summer, when it softly blows,
Soon red I know will be the rose;
For 'tis the wind to her who speaks,
And brings the blushes to her cheeks.

In autumn, when the wind is up,
I know the acorn 's out its cup;
For 'tis the wind who takes it out
And plants an oak somewhere about

Education in the clubs.

HE General Federation of Women's Clubs builded better than it knew perhaps when, at its biennial meeting in Louisville in 1896, it recommended to the clubs "a study of the science of education and of educational conditions existing in their home cities, to the end that the united influence of women's clubs may be exerted for the betterment of the state system of education from the kindergarten to the university."

At this writing, sixteen months later, we find eighteen State Federations with educational committees, each pursuing its own method, while working in the general lines presented by the Committee of the General Federation. Beside these eighteen committees, eight State Federation presidents are conducting the educational work in their organizations, so that no less than twenty-six great bodies of intelligent

and earnest women are united in the common

purpose set forth in the resolution which has been quoted.

The Committee of the General Federation,

which consists of Miss Margaret J. Evans of Minnesota, Mrs. Electa M. Walton of Massachusetts, Mrs. Alice Bradford Wiles of Illinois, and Mrs. Robert Emory Park of Georgia, has been most practical in its suggestions to the state committees and it has, by making itself the medium of communication between them, secured a degree of unity of method which could hardly have been expected. The general plan has been that which should obtain in all club work, viz. First, learn; second, act. "Visit the schools as learners, not as hostile critics," says the committee. "Observe that which is good, study the science of education." Then, when conditions are understood, "use every in

fluence to remove the schools from political influence, insist on good sanitary conditions in school rooms, enlist the cooperation of the public press," etc. Sessions devoted to educational interests are urged for Federation meetings and stress is laid upon frequent consultation be tween mothers and teachers and the cultivation of a spirit of sympathy and co-operation be tween the club and the teachers.

The last recommendation of the committee, made a few days ago, is that the State Federation's plan to give educational programs in connection with the meetings of State Teachers' Associations, and the educational committees of Illinois, Minnesota, and Nebraska have arranged for such programs. Opportunities."

The Nebraska Club woman is favored at this date with no less than three immediate opportunities to hear home-making affairs discussed

by those who understand them. She may go

to the meeting of the State Federation at Beatrice October 5, where a discussion on household of Topeka, president of the Kansas Federation, economics will be opened by Mrs. McClintock or she may accept her invitation to a confer the study of the subject which is called in ence of clubs and club departments devoted to Omaha the 21st. And the National Household Economic Association holds its annual meeting

in Nashville on the 23d. Scientific home-making.

These items illustrate to a degree the interest which exists among the women's clubs in the subject of scientific home-making. The National Household Economic Association has done much to inspire and conserve this interest, and the reflex action of the clubs upon the association has been valuable to it. Dr. Mary E.

A strong statemen", aude.7. get if one be inclined to qualita ut ne is referred to Dr. Omen e conception of the woope of the object. It ineludes the hoose and its acéeswores entaldeend from the economic and ariete standpoints, as well as from the wag one: the body and its care: clothing, dier. xercise: our foods, their dietetic, nutritive, and economie vaine; and the mental and moral, as well as the physical development of children. Some of the methods for increasing interest in better home life are these: To arrange a department of household economics, with a logical and thorough course of study, in every Woman's Club; where this is not feasible, to organize special clubs for the study of the subject; to form classes in shops. factories, and business houses where working girls congregate; to secure conferences at Chantanqua gatherings and at state and county fairs, and to foster the idea of more scientific methods in reformatory and philanthropic institutions, Dr. Green agrees, however, with a constantly increasing number of other people, that the root of the matter is in "scientific and practical in struction in household science in the public schools." This is in accordance with the motto of the association: "To cure is the voice of the past, to prevent the divine whisper of today," and it is but the constructive method newly ap plied. Hurely it is wiser and easier and cheaper to give to mothers of a generation while they are yet in primary grades higher standards and practical methods and economical principles than it is to fight filth and disease, poverty and crime in their homes twenty years later. Then, too, if we could instill into the minds of the growing citizen a respect for good, wholesome, individual housekeeping, and then multiply him by thousands, it might help when we want cleaner municipal housekeeping.

to wait. Age enres all things in women's elabs.

and what is not anpained in one year may come into possession the n-It.

We have, second. the extera of the community. Everyone believes in as-as an advertising mediam. Everyone wants to sing or play, preach or lecture, conduct classes or found institutions under our anspies, and everybody likes to read of our proceedings in the newspapers. We have, however, in all seriousness, certain characteristic qualities which are growing in our clubs year by year. We are gaining in social power and in facility of adjustment. We learn to pass by the aggrandizement of the few in order to make sure of the welfare of the many. We realize the value of cooperation, and we seek it instinctively. We are conscious of the brightening and sharpening process that goes with the action of one mind upon another, and we enjoy it more and more. Now, with these advantages, what may we fairly expect to see in our clubs this year? Three things, perhaps:

First-A single democratic government. The club should have for its officers its most competent women. No woman should hold a responsible position in club management because it will please her or her friends to have her do 80. Fitness is the only criterion. After that is established comes loyalty of spirit and word to the chosen leaders. These two make the primary strength of the club.

Second-Thorough work in the study classes. The Woman's Club is not a place of entertainment. It stands for intellectual development.

Third-A movement out into the community life with sincerity of purpose and breadth of ideal no less than with practical common sense. An impulse to do something more than to palliate evil and alleviate suffering; a regard for symptoms only as they locate disease; a desire to help to cure the disease itself; an effort to help forward the material, intellectual, and moral welfare of the community; the purpose to help to broaden education, to sweeten home life, to purify public service, to strengthen moral impulses, to beautify life everywhere. Is the vision of the Woman's Club sufficient for these things this year?

* *

THE Bureau of Education of the Trans-Mississippi and International Exposition, in instituting a series of competitions in local history, have had in mind the collecting of important data. They realize that within the comparatively new region immediately tributary to the Exposition there is many a pioneer who has stored away in his mind or in letters, journals, and business documents, well nigh the complete history of his village, township, or county. Or, it may be that the family experiences of a group of neighbors, if brought into combination on such an occasion as this, would show forth "things new and old" of great importance to the future records of history. Such material will grow more valuable as time goes by. It must not be lost. And this is just the time to preserve it. So the oldest inhabitant must yield up his reminis cences and mementos to a younger one. He must help the schoolboy who wishes to win a medal from the Exposition to find original documents and records, to compare and select them, and then he must leave him to formulate his individual history of his town, village, or county for himself. That the boy will undoubtedly find out the value of the "source method" of studying history is an incidental advantage of this competition which teachers have not failed to appreciate. State historical societies have also expressed an interest in a movement which is likely to bring them new and valuable data. In summarizing what may be brought out by the local history competitions of the Bureau, Mrs. A. J. Sawyer of Lincoln, its president, says,

women; colonization, political, military, and constitutional history; reminiscences, legends, and controversies of territorial days; derivation of names; anniversaries and old settlers' meetings; Indian outbreaks and records; experiences of trappers and scouts; expeditions and explanations; history of schools, libraries, journalism, courts, legislatures, and treaties; pioneer social life, etc.

*

* *

THE Convocation of the General Federation of Women's Clubs which occurs in Nashville October 20, 21, and 22, will be occupied with Board and Council meetings, and with programs of great interest. Some of the subjects discussed will be, Mothers' and Child-Study Clubs, Club Methods and Government, University Extension, Traveling Libraries, Journalism, State Federations and Parliamentary Law. Mrs. Alice Ives Breed of Lynn, Mass., the vice-presi dent of the Federation, is chairman of the committee of arrangements.

Mothers' Meetings

Na recent number of the Pedagogical Seminary, Miss Harriet A. Marsh of Detroit describes, in a very interesting and suggestive manner, the movement which has resulted in the Mothers' Meeting and its recognition, in Detroit at least, as a potent educational force. The article, which is entitled "A New Aspect of Child-Study," is especially timely; it not only portrays the salient features of an interesting social experiment, but also points out the way in which similar social experiments elsewhere may be made successful.

One of the school districts of Detroit, some three years ago, was in a state of semi-revolt, although without real grievance; the principal of the school and several assistant teachers were new to the locality; party feeling menaced the usefulness, if not the life, of the school.

In this emergency, when the only hope of harmonious adjustment lay in friendly discussion of the differences of teachers and parents, the mothers were formally invited to meet the teachers of their children and to talk freely with them of each child's needs. The invitation emphasized the fact that parents and teachers, engaged in a common task, can work intelligently only through co-operation. Twenty-four mothers responded to the call; the meeting was organized and it was decided to hold a

second meeting the following month. A few questions on dolls, taken from Dr. Hall's syllabus, were distributed to serve as the basis of study through the month, and of discussion at the next meeting.

At this next meeting forty mothers were present, all interested, but most too timid to talk. The leader's resources were taxed to make the conversation general, but, with a question here and another question there, she conquered the situation.

From this beginning the good work went on. "Children's fears," "Children's superstitions," "What ought the public school to do for the child?" "Necessity of teaching self-control," "Good health necessary to good mentality and morality," "Some ways in which food may lose its nutritive qualities by poor cooking," "Relation of poor food and poor cooking to drunken ness," "How dangerous diseases spread," "How and when should girls be taught to sew?" "How can children be taught to be less selfish, more useful?" These are some of the topics and subtopics discussed at different meetings.

The

discussions were direct and pointed; the principles discovered were capable of immediate application to problems of the home life.

The happy results of these meetings, now continued through three years, show themselves in many ways; the children in this district are better clad and better protected in inclement weather; the relation between teacher and child is less formal and more natural; sympathy with the teacher and appreciation of her efforts constantly increase; the children, better understood both at home and at school, work more successfully; the whole moral atmosphere has changed for the better and minor causes of friction tend to disappear.

Experiments along the same line have been made in other places, notably in some of the smaller towns of Illinois contiguous to Chicago, with results hardly less gratifying than those obtained in Detroit, and it is safe to predict that the movement will gain strength rapidly. How can the schools of Nebraska be brought within its benign influence? GRACE BIBB SUDBOROUGH.

EADING circles may not always find it most profitable to take up all the work offered in the Child Study Department. This will depend much upon the interest of the circle and the amount of time at the disposal of the members. It is very easy to attempt too much and to do nothing well.

THE NORTH WESTERN MONTHLY has become so imbued with the spirit of this new movement that it matters but little where one opens its pages, provided he is interested and reads with intelligence and purpose. The primary teacher may turn with greatest interest for her work in child study to the department conducted by Mrs. Gudrun Thorne-Thomsen, while the teacher of history may turn with greater interest to the columns discussing the source method; and in like manner other departments will claim their share of attention. But through it all there will be found a unity of purpose-the working out of a more scientific pedagogy as a result of a better understanding of the individual to be taught.

As suggested in the September MONTHLY, it

is thought best that reading circles interested in child study spend most of their time during the next few months in a careful study of the physical child as given in the special number for July, supplementing that with the more important articles appearing from month to month.

Our principal work for the year, then, will consist in a study (1) of the physical child, including the effect of heredity and the influence of environment; (2) character-building; moral and religious training; literature for children; Sunday school work; the importance of the home, the street, and the school life in the formation of character; (3) adolescence and accompanying changes. There will also be a number of valuable side lights, but they will only aid in making clearer the above subjects.

There are a few articles in the last number to which I desire to call especial attention. In the first place, every one will be interested in following carefully the series of articles by Dr. Mary Wood-Allen on "Child Study in the Home." No teacher can become too well ac