teaching, the field of the project is to accomplish this review by coordinating the work done, and to promote this attitude by arousing the student's attention to the laws of cause and effect. For these purposes no method is better than the project, especially if given the added socializing feature of collecting information to be presented to the public. Laboratory work thus carried out will prove of value to the pupils; the community is bound to realize that the student and teacher are doing work that is worth while even if no examinations are given or passed. If our teachers can present the case in our university and college circles, it will not be long before they will realize that such methods of teaching are practical and efficient; that such teachers are educators, not simply task masters and parrot trainers. THE RELATION OF THE SECONDARY SCHOOL TEACHER Bowen High School, Chicago. Obviously the secondary school teacher is dependent on the research worker for new developments in his subject. This fact is so evident that it needs hardly to be mentioned. A person who finds secondary school work worth while at all discovers that his interest is first of all in the young people with whom he deals, not so much in his subject. He is teaching boys and girls, not Latin, or mathematics, or English, or geography. If he would, he has little time for investigation. In the large secondary schools, a teacher meets from one hundred to two hundred fifty pupils in his classes every day. Not many teachers meet so few as one hundred pupils. So his dependence on the research worker for new light on his subject is very real. The research worker is the instructor in the normal school, college, or university where the secondary school teacher is prepared for his work. The point of view in these classes is so often that of the specialist that the readjustment of the young person who goes into secondary school teaching is often difficult and long. His college instructors were specialists whose interests were in the subject, and the young teacher carries into his new work something of the same attitude, only to find that a readjustment is necessary if he is to succeed. We hear a great deal of the poor preparation of high school teachers and their lack of training in their particular subjects. There is undoubtedly cause for this criticism. The secondary school teacher may be too much of a specialist. Often much serious difficulty occurs because the methods and subject matter of the college are carried into the secondary school where they ought not to be. Both the college instructor and the student preparing for teaching, must realize that the interest of the secondary school teacher is in his pupils, and the choice of subject matter and methods depends on the pupils' needs and interests. The object is not to give them a logical, comprehensive view of the subject, but to give them facts that they will use, and to train them in solving problems so that they may each take a useful place in society. College and university training without this point of view does not develop the best teachers for the secondary school. We in the high school are somewhat dependent on the research workers for our text books. High school teachers have had the courage to tax their time and strength for the writing of text books. When they do this, some of their university and college friends wonder if their knowledge of their subject is sufficient to warrant the undertaking, forgetting that what the high school pupil needs is a book so simple that he can read and understand it, dealing with phases of the subject which touch life as he knows it, and giving him only the most obvious facts which he will need later on. He does not need a carefully compiled, logically arranged treatise on the subject. The work of investigators in departments of education is becoming increasingly valuable to teachers of all grades. The intelligence tests which are being worked out, are of great assistance in classification of pupils. In the subjects presented in the secondary schools there can not be worked out standardized tests in such detail and definiteness as has been done in silent reading, arithmetic, writing, spelling. There is a certain definite minimum in arithmetic which the experience of civilized man has made desirable to be acquired by everyone. We are all agreed that ability to read with understanding, to write legibly, to spell words in common use, should be acquired by every citizen. But who can say in such definite detail exactly what should be the possession of those who study history, geography, botany, zoology, chemistry? Time was when people thought it desirable to put into spelling books unusual, peculiar, little used words. Now we have careful studies made of the words most commonly used by children in their own activities; studies of words used most commonly in newspaper and magazine articles; of those used by standard authors. These lists are the basis of work in spelling. Those who are writing text books to be used in the secondary schools need to be in close touch with the departments of education in their institutions, in order that they may profit by such studies. An investigation of the geographical facts most often referred to in non-geographical articles in newspapers and magazines, in the routine of the business office, in classes studying botany, zoology, history, would give an excellent basis for the material to be presented in a high school geography text book. Such subjects as geography are useful not only for their information content but for the power they develop in making judgments, and solving problems; and text books should be so written as to develop this power. The research worker who undertakes to write a text book for use in the secondary school, but who does not know the needs of the secondary school pupils, and who is not in touch with the work of some department of education, is making a great mistake, and is losing an opportunity to give us a workable, helpful book. I assume that I am talking to persons who are mostly research workers. We in the secondary school acknowledge our dependence on you, a very real dependence. But when you are preparing young men and women to join our ranks and when you are writing text books which you hope we will use, please remember that our interest must be primarily in the teaching of the child, not in the subject. THIRTY THOUSAND DOLLARS FOR BIRD PICTURES-FREE NATURE MATERIAL FOR TEACHERS. Announcement was recently made that the sum of $30,000 has been placed in the hands of the National Association of Audubon Societies to aid teachers and pupils in the study of wild birds. Children will be taught to build bird boxes, feed birds in winter, to learn the names of the common birds in their communities, and will be instructed in the value of birds to mankind. In making the announcement, Mr. T. Gilbert Pearson, President of the National Audubon Societies, at 1974 Broadway, New York City, made the statement that teachers who form Junior Aubudon Clubs would receive free material to aid in their work of teaching bird study. "Pupils who become Junior Members will receive material that costs us $30,000 more than their nominal fees," said Mr. Pearson, "already more than one million, seven hundred thousand children have been enrolled in these Junior Clubs in the schools of the United States and Canada, and we have colored pictures of birds and other material on hand to supply 200,000 more children during the spring months. Teachers everywhere are invited to write and secure free the Association's plans for bird study." THE PROJECT AND PROJECT METHOD IN BY GARFIELD A. BOWDEN, THE MASTER OF PROJECT METHOD. In Dole, France on Friday, December 27, 1822, at 2:00 in the morning, Louis Pasteur was born. The event was unheralded and quite unknown outside of the usual circle of family relatives and acquaintances of the neighborhood. At Villeneuve l'Etang on Saturday, September 28, 1895, at 4:40 in the afternoon occurred the death of Louis Pasteur. The death of the "First Man of France" was lamented not only by the great civic and scientific circles but by the lonely shepherd on the steeps bordering the foothills of the Urals and the rough caravan trader of the Orient, in short, from the far corners of the earth came expressions of regret mingled with gratitude in memory of a common benefactor. Indeed his name had already become a noun or a verb or both in nearly every written language. This man had become world famous, world honored and world beloved, solely by his own achievements. No army or navy, no inherited kingship or emperorship, no political, industrial or religious revolution brought about his rise to the pinnacle of world recognition-simply the inheritance of an intellect which he willed and purposed to the service of humanity. Rene Vallery-Radot, his son-in-law, records that "he was full of projects, and what he called the 'spirit of invention' daily suggested some new undertaking." The nature of these "undertakings" are suggested in the following statements: 1. To establish the truth or falsity of the so-called "spontaneous generation." 2. To discover causes and effect remedies for the "diseases" in vinegar and wines. 3. To discover causes and effect remedies for "charbon" or splenic fever. 4. To set forth to the world the "germ theory of disease." 5. To establish by public experiment at Pouilly le Fort the success of vaccination as a preventive for splenic fever. 6. To make a study of the hydrophobia problem and to work out a preventive treatment of rabies. The above projects in the order stated, associated with in Rend before the General Science Section of the C. A. S. and M. T., Soldan High School, St. Louis, Missouri, and read before the Parent-Teachers Association, University-School, Cincinnati, Ohio, Dec. 1, 1921. numerable others, presented themselves to the mind of Louis Pasteur in the short space of twenty years. Pasteur's attack and successful conclusion of the above "undertakings" so related to the surety and happiness of life is well known and needs no recounting here, but a resume of Pasteur's method of conducting a research is worthy of serious attention, for, by so doing, we provide an opportunity for examining the "workings of a project method" in the hands of a master workman. THE STATUS OF THE HYDROPHOBIA PROBLEM PREVIOUS TO PASTEUR'S ATTACK. The most interesting of Pasteur's projects in preventive and curative medicine is concerned with his investigation of the dread disease of hydrophobia in man and rabies in animals. Prior to Pasteur's successful combat, hydrophobia remained one of the most mysterious and most fell disease to which man is subject. Homer has a warrior called Hector a mad dog. Aristotle speaks of the transmissions from one animal to another through bites and says that man is not subject to it. Some three centuries later Celsus records, "The patient is tortured at the same time by thirst and by an invincible repulsion towards water." The historical methods of treating this disease were stupid, torturous and criminal. The use of corrosives and various caustics and cauterizing of bites with a red hot iron were advised. As a cure, Pliny the Elder recommended the livers of mad dogs. Galen opposed Pliny's recipe with a compound of cray-fish eyes. During the reign of Louis XIV sea bathing, heretofore unknown in France, became a fashionable cure for hydrophobia. These and many other quack remedies were the vogue. The long period of incubation required for the development of this disease only added misery and desolation to the unfortunate victims of the bites of rabid animals. They were outcasts to whom quarter and comfort were seldom, if ever, given. In many sections it became the custom to shoot, poison, strangle, suffocate or drown persons merely suspected of hydrophobia. As late as 1819 the Paris newspapers related the death by strangling and smothering between mattresses an unfortunate person suspected of hydrophobia. In 1831 Pasteur, a child of nine years, witnessed the terror spread by a rabid wolf and had seen the wounds of a victim cauterized with a red hot iron at the smithy. The cauterized victim lived, but several others after horrible |