rivers and harbors according to the information they derive from references, and map out high and low land. In this way they get an idea of the geography of the world, what people do, and why they do it, to make both ends meet.

CROSS REFERENCE WORK.

The pupils' own ingenuity and the instructions in the outlines are supplemented by a list of references which bear upon the countries studied, in a manner that embraces every phase and activity of the land. There are, for instance, Carpenter's Geographical Readers on the leading countries of the world. They treat of the countries logically, interestingly, accurately, and in a readable fashion, such as is not difficult for the young mind to grasp the contents and find both instruction and pleasure. Above all this, however, is the fact that the writer of these readers is a traveler of note, one who writes from observation and study and not from a perusal of atlases and Baedeckers.

Other references include Dodge's Advanced Geography, Frye's Grammar School Geography, Keystone Stereographs and Lantern Slides, King's advanced Geography, Natural School Geography, Tarbell's Complete Geography, Tarr and Murry's New Geography Second Book, Winslow's Geographical Readers, and others.

Then there is the teacher, with her explanations. This teacher is ever on the alert for new ideas and information that will enlighten the children, and it is through her incessant efforts that interest in the work is continually kept up. Once the children get into the swing of the feature there is no lagging behind; each pupil vies with the others to see who can put out the better notebook, the better maps and outlines. Here is a sample of the outline as employed by the pupils using Mr. Strong's methods:

The country in question is Asia.

Location comes first, with references where to find it on

the map. The zones and its longitude and latitude are then given.

Size comes next. With it is the brief statement that it is the largest grand division. This covers the area. Under the same topic is the population. The children do not have to take the outline's word for it, for they have the references for verification.

Coastline follows. Here are instructions for drawing a map of the country's coast, with references.

Water forms, covering oceans, seas, straits, all of which are briefly explained, come next.

In like fashion there follow in order of importance, the land forms, the surface of the continent in detail, rivers, lakes and inland seas.

STUDY OF CLIMATES.

Of great importance, of course, is the attention placed on the climate. Temperature and rainfall belts are pointed out and explained. Maps are drawn to show the areas where vegetation and rainfall predominate, the arid land is depicted by vari-colored areas.

The attention of the pupil is then riveted on the industry of the country as a whole. For instance, the outline points out that fish, minerals, manufactures and commerce are the chief and important industries of the continent.

All this outline of the continent, of course, is not covered in a day. It takes time. Maps are traced and drawn by the pupils. The compositions are written and names and places memorized and placed in their proper categories.

With the study of the continent as a whole out of the way, the pupils are now ready to take up the various governments and territories in succession. They are then ready further to pursue the outlines previously mastered. They are now in a position to put their knowledge to the test. They have already learned of the climate, the vegetation, the mineral re

sources and the land and water-ways. Putting all this information together, they get a good idea of why Japan, for instance, was shut in away from the rest of the world until Perry forced the Mikado to receive him and his fleet. Modern tendencies and growth in business and trade are studied, and the social and religious features of the countries are reviewed.

PLENTY OF ENTHUSIASM.

In the study of the Japanese Empire, for instance, the pupils show their enthusiasm. One has to have a flag of the nation studied, to put in the notebook. Thanks to the manufacturers of cigarettes, who supply the national emblems as souvenirs with their wares, the youngsters are enabled to get inexpensive little silk emblems with the national colors. Then there is a map of the Japanese archipelago, tastefully colored; scenes of Japan's famous mountain peaks; pictures of Japanese sleeping blocks; rice sticks, and a jinriksha, all of which have been drawn by the pupils from the original.

The outline of study of the Japanese Empire follows in detail the outline of the entire continent, but special attention is given to the dominant features of the country. Stress is laid on the surface and climate, which are responsible for the industries of the country. Being mountainous, the country is not adapted to extensive agriculture, but as the people must raise some of their produce, this condition gives rise to a form of intensive agriculture, where the best and latest scientific methods must be employed. Fishing, mining, manufacturing and commerce are treated in a similar way.

VERY THOROUGH.

Then, from their study of the foregoing, the pupils are ready to trace the effects of the country, the climate and industry on the character of the people. They take up the study of the country, its cities, its people and its government. A leading essay covering the entire history of the people and

their government and its resources plays a prominent part of the pupil's outline. And the same is the treatment for every other country.

The series of outline maps includes Europe, Asia, Africa, Australia and island groups, North America, South America and Mathematical Geography, and the United States. That these outline studies have met with success is evident from the character of the work the pupils in Mr. Strong's district have turned out. They have accepted the task with a vim and an enthusiasm that has far surpassed the expectations of both principal and teachers.

However, Mr. Strong's methods of teaching geography are not confined to Hartford exclusively. Schools in Philadelphia, Los Angeles and Cincinnati are employing the new method of standardized geography. In all, 24 cities and towns are now employing this method. They include the following school departments:

WHERE ALREADY ADOPTED.

Mendon, Medford, Hopedale, Somerville and Bellingham, Mass.; private school in Dedham, Mass.; the Catholic school in Newton, Mass.; school departments in Windsor, Hartford, Manchester and Norwich, Conn.; Burlington, Middlebury, Chelsea, Williamstown, Vt.; Contoocook, N. H.; Isleboro, Belfast, Phillips, Me.; Port Deposit, Md.; Westlake school, Los Angeles, Cal.; Girard college, Philadelphia, and Pursell's school, Cincinnati.*

EDITOR'S NOTE.-This list has been greatly increased since the article above was originally written.

American Notes-Editorial

The value of directed play is no longer denied save by the thoughtless and the uninformed. An instinct that is universal must have been created for some great and good purpose. Only the fanatical zealot, devoid of common sense, real religion and true humanity, will any longer condemn the play instinct as of the Evil One. It is as much a part of a normal life today as eating, breathing, working, sociability, service or worship.

A playless life is a stunted life, a deformed life. For play develops faculties and abilities as well as brawn and muscle. It gives command of self. It steadies the nerves. It trains the judgment. It enables the eye to measure distances. It gives a true perspective of the rights of others. It cures selfishness. It makes the individual a good mixer. It cultivates in him the capacities and qualities of true citizenship. Hence play has come to be regarded by educators as one of the great branches of education. It cannot safely be neglected. It must be recognized, utilized and directed. It is a real educational force and affords a great educational opportunity.

Some one has aptly said that "Work is activity for an end; but play is activity as an end." This definition emphasizes the spontaneity of play. It is not intended, however, to obscure or deny the useful purposes and great ends which are served by play. Every true scholar believes in learning, in scholarship, as an end in itself; but this does not destroy his vision of the usefulness of scholarship, nor does it lessen his sense of duty to employ his own scholarship in a manner to promote the common good.

Those who decry play are quite apt to grow hard, niggardly and selfish. They miss the social impulse that is afforded by play. Play brings the individual into social contact with others in a great variety of wholesome ways. There must be co-operation with those who are "on our side." There must be "give and take." There must be "team play." Self must be subordinated and others exalted who are in more favorable situations upon the field than we, to win. "The greatest good of the greatest number" principle must dominate,-not the survival of the individual "I."

Here is a great and ennobling lesson of sacrifice,-which is the corner-stone of civilization, the foundation of the state,—the master key to Christian living.