are thrifty and show evidence of proper care. Dusty and unhealthy plants are a most depressing sight. Of course in the winter time it is impossible to keep plants in those schoolhouses where the fire is allowed to go down at night and the temperature falls below the freezing point, but in the fall and spring for a long time the teacher may have pretty green plants at a trifling expense. If it is impossible to purchase them, pupils are usually to be found who are glad to bring plants to school. Seek to have quality rather than quantity.

(1) Cut Flowers. In rural schools in the spring and fall there are many wild flowers of great beauty which the pupils will be delighted to bring into the schoolroom, if the teacher shows an appreciation of them and is prepared to keep them in good condition. This means that one or two good vases should be always on hand-one tall vase for flowers with long stems, and one low vase or bowl for shortstemmed flowers. It is well to remember with flowers as with pictures, that to crowd a large number of different kinds together spoils the beauty of all, and that the compact bouquets including many species, which children are so apt to bring, ought to be broken up and put into different receptacles in order to bring out the best effect.

(2) Care of Plants and Flowers. The teacher will have so many details requiring her attention that it may be impossible to look after these decorations which require daily care, but here again is an opportunity to secure the most hearty and loyal co-operation. By a little careful arrangement, interested and active committees may be appointed that will be glad to take care of the flowers each for a week, and a little good-natured rivalry may result in very beautiful effects. The attitude of the children is always to be considered, for only harm will result from forcing work of this sort upon them. Usually if the plan has been carried out successfully for a few weeks by a few interested pupils, it will be found that the others have become attracted by the decorations and are willing to do their share.

It is not infrequently the case that a big, awkward, clumsy boy finds in this sort of thing a happy vent for his shamefaced sentiment.

(f) TEMPORARY DECORATIONS. With the exception of cut flowers and possibly growing plants, the decorations we have spoken of so far have been of a permanent character, but as children lose interest in even the best things if they are kept constantly before their eyes, it is always well to have other beautiful things that may be frequently changed. Small pictures from papers and magazines, photographic reproductions of paintings, or photographs of scenery, persons and things may be placed from time to time where they can be seen and examined. For the purpose of posting pictures, samples of school work and those notices to which the teacher may desire to give a somewhat permanent value, a neat bulletin board may be attached to the wall in some conspicuous place, low enough so that it can be studied by all the children. A pine board covered with dull green cloth and surrounded by a small molding to hold the cloth in position is very satisfactory, for things can be pinned to the cloth or changed at will. The interest in these minor decorations is so fugitive that the teacher must be careful to change at frequent intervals the things displayed.

Cautions. (1) Remember that the first requisite in producing an attractive schoolroom is cleanliness and an orderly, systematic arrangement of books and apparatus.

(2) The second demand is for freedom, space; overcrowding produces a species of mental breathlessness and irritates the nerves.

(3) Harmonious results are produced by proper color schemes, simplicity, pleasing arrangements and appropriateness of decorations.

(4) At least one United States flag should always be in the schoolroom, occupying a place of honor.

If the above specified conditions are complied with, every one connected with the school will be happier. The school

room is of course, really, a workroom, but there should occur on entering it the same subtle sense of refinement, good taste and cheeriness that one feels when entering a wellordered house that is the home of cultured, refined people with high ideals of life.

THE SCHOOL GROUNDS

9. Existing Conditions. In Chapter VII, Sanitation and Hygiene, where ideal conditions are set forth, will be found a plan for laying out school grounds. Here we wish to call attention to such conditions as the teacher may find when she enters upon her work. The grounds of many schools are too small and it is beyond the teacher's power to extend their boundaries. She can, however, find means of making them attractive. If the members of the school board are indifferent, the older pupils, especially the larger boys, will be willing to aid in clearing away rubbish and repairing the fence if it is broken down.

10. Beautifying the School Grounds. Trees and shrubs are always desirable and they can be planted in the fall or spring, although spring is preferable. A fine lawn is also very attractive. Whenever the teacher is sufficiently interested, these features can be secured if they are not already present. In planting trees or shrubs, overcrowding should be avoided; and they should be so placed as to leave as much space as possible for a playground. Flowers add to the attractiveness of the grounds while they last, but their effect is temporary and during the long summer vacation they usually wither and become unsightly. For these reasons it is scarcely worth while to spend time on them. Wild flowers can be set among the shrubs and they will add to the brightness of the grounds in their season, and they require no special care. The hepatica, the claytonia (spring beauty), the adder's-tongue and wild violets are all easily procured, and their beauty will be greatly enjoyed by the children.

11. Outbuildings. If out-of-door closets are a necessity, the two should be entirely separate, as far apart as possible,

and opening away from each other at the rear of the school lot, with a separate walk to each. These outbuildings should be built as well as if for the best private families and should be kept absolutely clean and free from markings or cuttings. If the buildings are whitewashed often and if marks are removed as soon as discovered, sentiment among the

pupils will soon demand neatness. The unsightly appearance of these buildings so common in rural districts can be remedied by planting climbing vines, such as ivy or woodbine about them. The accompanying illustration shows what may be accomplished in beautifying such structures.

12. The Playground. The rear yards should be real playgrounds and the children should be encouraged to play heartily there whenever the weather permits. The grounds should be under the constant supervision of the teacher, who should be there to join in the play, inventing and teaching new games, directing old ones, entering heartily into all the exercise and fun, and yet preventing quarrels and accidents by a kindly watchfulness over all. A spirit of hearty good-fellowship should be instilled into the play time, and dangerous games should be ruled off the list.

13. Care of School Premises. Children must be taught to respect and care for the school premises and property as positively as they are taught to care for their own homes.

When they are led to regard these premises as their schoolhome the pride of pupils is easily roused and prevents littering with papers, bits of food or other undesirable things. Thoughtlessness is common and is always hard to overcome, but with reasonable care malicious harm can be prevented. Unfailing patience, tact and a good-natured firmness will accomplish most anything. The teacher must remember that time is needed for the growth of good habits as well as for the growth of trees. The conscientious teacher will make daily inspection of the grounds and outbuildings to see that everything is neat and in order; such inspection is necessary even when a janitor is employed its moral effect upon the school is very great.

TEST QUESTIONS

1. Why should the teacher possess some knowledge of plans and the construction of schoolhouses?

2. What has the teacher a right to expect of the school officials concerning the care and upkeep of the schoolhouse and grounds? What have the officials a right to expect of the teacher?

3. How should seats of different sizes be arranged in a schoolroom? Why?

4. Why is a thermometer necessary in every schoolroom? 5. How can you ventilate your schoolroom when it is heated by an old-fashioned stove?

6. Think out carefully the injurious effects of foul air. 7. What are the teacher's duties in regard to the lighting of the schoolroom?

8. Why are home-made charts often more useful than those purchased of publishers?

9. Why should the schoolroom have pictures on the walls? What points should be kept in mind in selecting these pictures?

10. Why should the teacher exercise daily supervision of the school grounds and outbuildings?