The citizen. (Honesdale, Pa.) 1908-1914, 1910-05-13

duced by Frank X. Dimon. His pa
per fully discussed the subject
Farmers and business men are only
recently awakening to the fact long
known abroad, that the only way
to meet the demands of modern con-
ditions is by eliminating unneces-
sary waste, thus reducing cost and
increasing the quality of the output
The individual and farms are most
successful which devote much time
and effort in avoiding unnecessary
waste There is much waste of ener-
gy and time in education. The busi-
ness man must produce best results
or be forced to the wall by his com
petitors. Everyone in his employ
has some one experimenting his
work. There is every possible in
centive to do good work The only
supervision a teacher has in the un-
graded school is that given by the
yearly visits of the superintendent.
That powerful incentive. the knowl-
edge that someone is watching your
work, is watching your methods, and
is ready to help you improve them,
is almost entirely lacking in the
schools.
Love for the work and desire to
do our best for those in our charge
ought to be incentives to call forth
our best energies. Too much time
/ is used in needless explanations,
which are valueless unless pupils
have previously given thought to the
subject Explanations must be brief
and clear
Lack of definite idea to what
should be accomplished in given
course is one of the most fruitful
sources of waste. Much waste in eff
forts are lost through failing to re-
view. There are many ways of
wasting time that the teacher can
not control. Indifference of pupil and
wrong grading.
The Written Recitation or Writ
ten Work in the School, was a pa
per presented that was carefully pre-
pared by Jacob V. Creveling.
Written work ought to have a
prominent place in the school
Written expressions are demanded,
examined, and criticized both by
teacher and pupil. Written work
comes under three heads, Prepara-
tory, Specified and Written recita-
ton. The Preparatory is voluntary,
it teaches self-reliance and self-con-
troll. The work should not be copied
but put in the pupils own words,
mi. 1 l.
spare times, such as sentence and
composition writing and solving
problems. This work must be neat,
accurate and conform to principles.
Much care should be taken by the
teacher in examining the papers.
The Written recitation is a guide for
the teacher, the reproduction of
work studied. the language used and
spelling ability displayed.
All work must be wisely planned
and carefully criticized. The effort
to discover leading thoughts train
the mind. The pupils learn to spell
by eye and use valuable expressions
inertia Underhill carefully dis
cussed the subject, Modern Litera-
ture-Its Place in the School"
: The growth of literature the past
twenty-five years and its rank were
discussed There is an animity Of
opinion as to the fact that there is
a literature peculiar to this age anC
quite as worthy to be called art as
that of previous ages. To under
stand modern literature we must un
derstand modern life. This is {
transitional age Although science
has repudiated old canons and sophis
tications, and cleared the way by in
stilling a desire at least to see things
in their true light, and is tending tC
break down the false relations be
= tween men, it has not fully develop
ed the ideal of the brotherhood o
man. The achievements of the TWEEN
tieth century have been gained at too
great a cost, at the cost of art. Tha
T genius of originality of character
l the picturesqueness of life and tn,
, illusions of faith have been broker
up by an aggressive and all absorb
ing commercial spirit and by tn,
weight and compleXity of moderI
j society, and its much berated com
mercial spirit by broadening human
$ intercourse, developed a new sensi
bility and responds to new geniu
to a new Interpretation of faith
. We can see no loss in originalit.
: except in such originality as is
d detriment to society There is n,
: loss of picturesqueness of life. TIL,
i modern artist is interested in rea
7 life, not pictures.
y The new literature has banished al
e contention. 1t is neither particular
Il socialistic. democratic, didatic, o