Bl9;;-121;;..1om BULLETIN OF THE lTNIVERSITY OF TEXAS 1916: No. 1 JANUARY 1 1916 SCHOOLHOUSE MEETING MANUAL Prepared by Members of the Department of Extension of the University of Texas and E dited by A. CASWELL ELLIS Acting Director of the Department of Extension and Professor of the Philosophy of Education in The University of Texas Published by the University six times a month and entered as second-class matter at the postoffice at AUSTIN, T"iXAS The benefits of education and of useful knowledge, generally dU!used through a community, are essential to the preservation of a free gov· ernment. Sam Houston. Oultivated mind is the guardian genius of democracy.•.• It is the only dictator that freemen acknowl· edge and the only security that free­men desire. Mirabeau B. Lamar. The Schoolhouse Meeting Manual ''United here for common things Each finds the might of all.'' "The schoolhouses dotted here and there and everywhere over the great expanse of this nation will some day prove to be the roots of that great tree of liberty which will spread for the sus­tenance and protection of all mankind.'' WOODROW WILSON. Purpose of this Manual.-ln this "Manual,, we shall: (1) Explain the purpose of the Schoolhouse Meeting and the plan proposed for the conduct of such meetings; (2) Point out what help in carrying out the Schoolhouse Meet­ings can be secured from the University and other sources; (3) Give suggestive programs for meetings involving debates, declamations, spelling-bees, field days, farm-work contests, school and community fairs, and for musical and recreational evenings. PLAN AND PURPOSE OF THE SCHOOLHOUSE MEETING The following letter of instructions which was sent out to each teacher, together with the "Directions to the Chairman of the Meeting" will give a clear idea of the plan proposed by the De­partment of Extension of the University for the conduct of Schoolhouse Meetings : THE UNIVERSITY OF TEXAS DEPARTMENT OF EXTENSION AUSTIN TEXAS, October 27, 1915. Fellow Teacher: The present time offers the public school an exceptional oppor­tunity to show the people, at a time when they are looking for light, that the school can be of value to the community not only in educating the children, but also in giving to the grown peo­ple definite and helpful information bearing upon the problems of their daily lives. Last year a plan for Schoolhouse Meetings was devised and tried out with great success in over two hundred rural schools in Texas. So successful were these meetings and so eager are our rural teachers thus to enlarge their usefulness and influence in their communities that over three thousand have already asked that the plan and programs be sent to them so that they may hold these meetings regularly this year. The plan is to hold a community meeting in the schoolhouse every two weeks, generally on Friday afternoon or night. For each meeting, a definite, practical topic for discussion is selected. A series of questions about this topic and answers to these ques­tions are sent out from the University Department of Extension. In preparing these questions and answers the University has the cooperation of the Agricultural and Mechanical College and thO' State Department of Education, so that the expert knowledge at the disposal of the State along nearly all lines will thus be brought directly to bear on our farm and home problems, and this knowl­edge brought directly to the farmer through the rural school. In addition, the programs are so arranged that at each meeting opportunity is provided for those in the community who have knowledge or experience of value on the topic discussed to give this for the benefit of the others. In this way whatever the most successful in the community may know and whatever the experts in colleges and universities may know will be given to everyone free, and in their own home school, where they can discuss it freely. Two copies of the suggested program for the first meeting are being mailed you today under separate cover. For further sug­gestions as to the conduct of the meeting read the suggestions offered ''To the Chairman of the Schoolhouse Meeting'' in the front of the programs sent. In order to bring the meeting to the attention of the patrons and induce them to come, write the following invitation on the board on Wednesday and have all of your children copy this on a fresh sheet of paper as a writing lesson: You are cordially invited to come to the schoolhouse on Friday afternoon at three o'clock t-0 hear and discuss cer­tain definite plans by which it is believed this community can be made more prosperous and a more pleasant place in Schoolkouse Meeting Manual which to live. The plan has been prepared and will be explained by the Department of Extension of the University, and will offer for discussion some very interesting and valu­able information and new ideas. The A. & l\I. College and the State Department of Education will cooperate with the University in the preparation of the plans and programs of these meetings. Ask the children to hand to their parents this invitation and a copy of the list of questions in the program sent. Write this list of questions on the blackboard after the invitation has been copied by the children, and have them copy this also and take home. You should study carefully this program, discuss the matter with your school board, and ask them to come to the meeting. Personally invite leading progressive citizens in the neighborhood to come. When the hour arrives, explain briefly why the meet­ing was called. If you feel it unwise to do this yourself, then ask some patron whom you know to be a good speaker and a real leader in the community to do so. Be sure to see to it that he has the paper several days in advance so as to prepare himself. Do not form any elaborate organization. Merely elect a chair­man to preside, and offer to serve as secretary yourself. The program gives all other necessary directions. Ifanything further is needed, write at once to the Director of Extension, The Uni­versity of Texas, Austin, Texas. Immediately after your first meeting send on the blank printed on the last page of the program a report of the meeting to the Director of Extension, The University of Texas, Austin, Texas, and the program and other material for the second meeting will be sent you. Please let us hear at once that you have joined in this great movement, and have thus shown your willingness to serve your community to the best of your ability. You can increase your influence and the influence of your school by rendering the com­munity this service. You do not have to assume responsibility for this organization. All that is asked is that you call this first meeting and lend such help as you can. The members them­selves, with such aid as we and the other State institutions can give, will carry the work on. To interest the parents, it may Bulletin of the University of 'l'exas be well to have one or two children give a declamation at the opening of the meeting. Each one can decide best for himself or herself whether it is advisable to allow the children to remain at the meeting. We would suggest that during the following week you use the questions and material given in the bulletin in your agriculture -class or other appropriate class, so as to interest both parents and ehildren in these important subjects. Please let us have your cooperation at once. Sincerely yours, A. CASWELL ELLIS, Acting Director, Department of Extension, The University of Texas. To the Chairman of the Schoolhouse Meeting : The discussions of the questions given below have been pre­pared for the meeting to be held at the schoolhouse on Friday afternoon and are for the use of the person who conducts the meeting. Usually it will be best to have the questions written upon the blackboard before the meeting takes place, and when the time for discussion arrives, first have the question read aloud and call for discussion from the members present. Occasionally the chairman should call out someone whom he knows to be well qualified to answer the question. At times it is well to let such person know several days in advance that he or she will be called upon so that special preparation may be made by study of some -of the bulletins referred to in the bibliography or of other litera­ture. As soon as discussion has brought out whatever of interest the members present may know, then have read the discussion of the question that is given below and, if desirable, allow dis­cussion of that. Good judgment must be used by the chairman in calling out discussion and in stopping it before it becomes un­profitable. At times it would be well to omit or pass lightly over certain questions and concentrate on others. Be sure 'to swp before the members are tired and always try to have the ideas that are brought out applied to the local conditions and needs. When a meeting results in a desire to carry out some practical plan, arrange for those interested in this plan to remain after the meeting and take the necessary steps at once. Strike while the iron is hot. Schoolhouse Meeting Manual At the next meeting we shall discuss the fann garden, giving particular attention to what can be done in the fall garden. After this, meetings will be devoted to these topics: Poultry on the Farm; How to Prevent Disease on the Farm ; Insect­borne Diseases ; Feeding the Family for Health and Efficiency; Lahor-saving Devices on the Farm; Labor-saving Devices in the Fann Home; Practical Methods of Increasing Crops by Plant Breeding; Tick Eradication; The Rural School-and-Com­munity Library; What the School Can Do for the Community; What the Community Can Do for the School; Crop Diversifi­cation; The Preservation and Marketing of Diversified Crops; Fann Co-operative Enterprises. In addition, there will be printed in a general manual several programs devoted to pleas­ure and social enjoyment and several to the celebration of spe­cial days, such as Thanksgiving, Christmas. Washington's Birth­day, Arbor Day, Independence Day, and San Jacinto Day. Two debates, two musical programs and a play and athletic pro­gram are also provided. This manual will be mailed out next month. Suggestions from any source are always welcome. We hope that anyone who has a criticism to offer or can suggest a way in which the plan or programs of these meetings may be im­proved will write freely to the undersigned. No one is obliged to follow the programs sent hy us. They are merely offered in a spirit of friendly cooperation. to be used when you think best to do so. These schoolhouse meetings proved so successful last year in over two hundred schools in which they were tried that this year more than three thousand teachers have already personally sent in requests that the programs be sent them in order that they may carry on the meetings in their schools. We hope that many more will yet take up this valuable means of serving their communities and at the same time building up their schools. The programs, manual, and other helps will be sent free from time to time to any teacher desiring them. Let us all join hands in promoting this powerful means of building up our great State and making Texas a better place in which to live. A. CASWELL ELIJIS, Acting Director, Department of Extension, The University of Texas, Austin, Texas. Bulletin of the University of Texas NEED NOT FOLLOW PROGRAM It is, of course, understood that no school is obliged to fol­low this plan. The plan and programs provided are offered merely as suggestions, which the club may take or not as seems best to it. At times it will ·be best to meet at some other time than the one suggested. Sometimes a diff ernt pro­gram or topic will suit better. The club can have its own pro­gram committee and send for only such programs as it desires, or put in entirely different ones if it seems best. In any case, let us come together at the schoolhouse, have a good, social time, and discuss in an intelligent way the great questions now be­fore us to settle. The programs that we offer have been pre­pared by the best experts in the several lines that can be found in the state, and have been found interesting and helpful by many. ADVERTISE MEETINGS We would suggest that the county superintendent have the notice of the meeting and the list of questions to be discussed published in the county papers each time. HOW TO START If unable to get the patrons to make a start with a pro­gram of serious discussion, then have a social program, a de­bate, or a program of performances by the children, and in­vite the patrons. After they are there and the other short exercises have been finished, try out a discussion program with them. We have hardly ever known the meeting to fail when once it was tried. Where practicable, have a little singing each time, and once in a while have simple refreshments. Some­times a school fair or debate will serve to start off the school­house meetings. Don't give up if the neighbors discourage you, and don't stop if only a few attend at first. Ask each one to come back next time and bring one more. The reward which comes from a good meeting well repays serious effort. Oftentimes it is well to discuss the same topic with the chil­dren at one of the schooi periods and occasionally it is well to have at least the older pupils remain to the regular meeting. SchooUww;e Jleetitng Manual A little persistence, with patience and tact, can revolutionize a community in a little while. It is a great opportunity for service in a great cause. SINGLE PROGRAMS AVAILABLE Special programs with lists of questions and answers have been prepared and printed on many important subjects, and other new ones are constantly being added. Below is a list of those that are either ready for distribution now or will be in the near future. When not yet ready the date of its proposed future publication is given. All are sent free upon request to the Department of Extension of the University. Cover Crops. The Farm Garden. Poultry on the Farm. The Family Cow. Pork Production in Texas. How to Diversify Farming. Preservation and Marketing of Diversified Crops. Co-operation on the Farm. The Farm Orchard in Texas (Ready September 1, 1916). Cotton Handling and Marketing (Ready September 1, 1916). Tick Eradication (Ready l\Iarch 1, 1916). How to Increase Farm and Garden Crops by Plant Breed­ ing (Ready March 1, 1916). The School and Community Library (Ready April 1, 1916). The Value of Farm Subjects in the Rural School (Ready June 1, 1916). What the School Can Do for the Community (Ready May 1. 1916). The Financial Value of Education (Ready September 1, 1916). Beautifying the Home and the School Yards (Ready Sep­ tember 1, 1916.) How Recent and Proposed School I..iaws Affect the Farmer (Ready l\larch 1, 1916). Feeding the Family for Health and Efficiency. Conveniences and I..iabor-saving Devices in the Farm Home. The Convenient and Y•1ell Planned Farm Home at Small Cost (Ready March 1, 1916). Bulletin of the University of Texas The Use of the Peanut for Man and Animal on the ]'arm (Ready March 1, 1916). Inexpensive Waterworks in the Farm Home (Ready S<:ptem­ber 1, 1915). How to Grow Better Children on the Farm (Ready February 1, 1916). How to Banish Malaria, Typhoid and Dysentery from the Farm (Ready February 1, 1916). Health on the Farm (Ready September 1, 1916). Insect Borne Diseases and How to Prevent Them (Ready September 1, 1916). How to Have Pure Water on the Farm (Ready September 1, 1916). How to Get Good Country Roads (Ready August 1, 1916). The Industrial Resources of Texas (Ready September 1, 1916). Preparedness : The Cost of War and Peace (Ready Septem­ber 1, 1916). The Federal Reserve Bank and the Land Bank Bill and Their Value for the Farmer (Ready September 1, 1916). ·where Can the Farmer and the Farmer's Wife Get Informa­tion and Help? (Ready September 1, 1916). The Christmas Entertainment. Progl'ams for the Celebration of Special Days (Ready April 1, 1916). The San Jacinto Day Celebration (Ready March 1, 1916). The University of Texas Community Song Book (Ready September 1, 1916). This contains songs suitable for all kinds of meetings. THE UNIVERSITY LOAN J;JBRARY The Department of Extension of the University has estab­lished a Loan Library to aid in the work of the schoolhouse meetings and of the University Interscholastic League, and to assist schools, clubs, and individuals who do not have access to public libraries. No fees are required, nor is a formal regis­tration necessary. The rules are very simple: 1. The borrower pays the postage both ways. 2. Libraries may be kept for two weeks, only. Schoolhouse Meeting Manual 3. More than three libraries on the same subject may not be sent to the same school or club, at the same time. WHAT IS THE LOAN LIBRARY 1 This library consists of packages made up of clippings from magazines, pamphlets, and books all on the same subject. This material is fastened together into a package and filed in readi­ness to be mailed out upon receipt of a request for informa­tion. Whenever the latest and best information on some im­portant topic is wanted, write for a loan library package on this subject. TOPICS NOW READY. Loan libraries are now ready on the following subjects: Agriculture; Alcohol; Alfalfa; Arbitration; Athletics; Banks and Banking; Birds; Boy Problem; Boy Scouts; Canning Clubs; Capital Punishment; Child JJabor; Child Welfare; Cigarette Habit; Civil Service; Co-education; Commission Government; Compulsory Education; Conservation of Resources; Contagion and Contagious Diseases; Convict Labor; Co-operative Mar­ketin·g; Corn; Cost of Living; Cotton; Crime and Criminals; Diplomatic Service; Disarmament; Domestic Science; Euro­pean War; Flies; Gary Schools; Government Ownership of Pub­lic Utilities; Hogs; Hours of Labor; Immigration; Income Tax; Increased Armaments; Indians; Industrial Education; Initia­tive and Referendum; Irrigation; Journalism; Juvenile Courts; Kindergartens; Labor Unions; Land Tenantry; Manual Train­ing; Merchant Marines; Mexico; Military Education; Milk; Mill Tax; Minimum Wage; Monopolies; Monroe Doctrine; Mon­tessori Method; Mother's Clubs; Moving Pictures; Municipal Improvement; Municipal Ownership; Munitions of War; Nature Study; Negro; Nutrition; Old Age Pensions; Open and Closed Shop; Panama Canal; Panama-Pacific E'xposition; Parcel Post; Peace; Pecan Culture; Phillipines; Play and Playgrounds; Poultry; Presidential Term; Programmes, Special Days; Pri­son Reform; Prohibition; Public Health; Railroads; Recall; Recitations and: Readings; Red Cross; Religious Education; Roads; Rural Credit; Rural Life; Rural Schools; Rural and County Libraries; Sanitation; School Gardens; Schoolhouses; Bulletin of the University of Texas School Lunches; Schools, Centralization of; Sewage; Short Story; Single Tax; Social Centers; Socialism; South America; Story Telling; Submarine Warfare ; Suffrage; Tariff; U. S. Army; U.S. Navy; Warehouses; Woman Labor; Woman Suf­frage; "\Vomen 's Clubs. Clippings and miscellaneous material have been collected on various other subjects. Address requests for loan libraries to The Department of Extension, The University of Texas, Austin, Texas. In addition to the package loan libraries, the University Ex­tension Department has prepared and published a large num­ber of valuable bulletins, which are sent free upon request. Below is found a list of these bulletins. No. Name of Bulletin Date Penitentiary Reform (Bibliography) ... . ...... ... ...1910 158 The Tariff and Free Raw Material . . ... ... .........1910 158 Municipal Ownership of Public Utilities ... .... .....1910 152 One-room and Two-room School Buildings ... . ....·. 1910 198 Remodeled Rural School Buildings .......... ......1911 198 Three-room and Four-room School Buildings........1911 256 The Improvement of Home and School Grounds ....1914 284 Intercollegiate Debates on Old Age Insurance, Bank­ ing and Currency Reform ........ . . ....... .. ....1913 286 Texas' Need of the Services of Higher Education. Prize Orations in the State Oratorical Contest, 1913 ........................ ... ..............1913 303 Simple Cooking of Wholesome Food for the Farm Home .... .. ..................................1913 325 The University Home and School League ..........1914 326 Domestic Economy in Schools. Syllabus ... . .......1914 332 Announcement of Correspondence and Group Study Courses . . . .. . .. . .. ..... . ... .. ....... . . . .......1914 333 Principles of Menu Making . .. ......... .... . . ... ..1914 338 The Problem of the School Luncheon, Part I .... .. . 1914 339 The Problem of the School Luncheon, Part II ... . ...1914 334 Cleanliness and Health ....................... ....1914 Schoolhouse illeet-ing Manual No. Name of Bulletin Date 342 Food for Growing Children........... ....... .....1914 344 Cooking Tough Meats........................ ..... 1914 345 The Uses of Food and the Proper Balancing of the Diet ..........................................1914 347 Meat, Its Value as Food and Its Proper Preparation .1914 348 Seasonable Fruits and Their Uses ............... . . 1914 350 The Irish Potato .................................1914 351 Intercollegiate Debates on Immigration and a Six-Year Term for President....................... . 1914 353 An Educational Test for Immigrants...............1914 355 Co-operation in Agriculture, Marketing and Rural Credit ........................................1914 361 Nature )jt·1dy and Agriculture for the Rural Schools of Tcx:as .... ............ ..................... . 1914 364 A Study of Rural Schools in Texas .......... .......1914 366 Nuts and Their Uses as Food ..... .......... ......1914 372 Libraries for Public Schools .. .... . ................1914 37.3 Suggestions for Infant Feeding...................1914 13 Uses of the Peanut on the Home Table ......... ...1915 16 A Selected, Classified List of Free Publications on Agriculture and Allied Subjects for Use in the Home and School..............................1915 29 Constitution and Rules of the University Interscho­lastic League . ....... . .........................1915 30 A Constitutional Tax for the Support of Higher Educational Institutions in Texas................ 1915 31 Woman Suffrage. (Bibliography and Selected Ar­guments) ....... . .... . ............... . ........1915 32 Play and Athletics ............................... 1915 33 Athletic Rules of the Interscholastic League .... .. . 1915 35 School Literary Societies................. ........1915 52 Study Outlnes of Elizabeth Harrison's "Child Na­ture'' ........................................1915 53 Study Outlines of Tyler's "Growth and Education" .1915 54 Study Outlines of Carney's ''Country Life and the Country School" .. ..... . ........ . ..............1915 Ji.l Study Outlines in Home Economics .. ..... . .. . .....1915 59 Schoolhouse )!eeting Discussion of Cover Crop ... .. . 1915 No. Name of Bulletin Date 60 Schoolhouse Meeting Discussion of the Farm Garden 1915 66 Schoolhouse Meeting Discussion of Poultry on the Farm .........................................1915 68 How to Feed the Family for Health and E'fficiency ..1915 69 Care and Preservation of Food in the Home .........1915 70 Schoolhouse Meeting: Program for the Christmas Entertainment ............... . ................1915 Schoolhouse Meeting Manual. ......................1916 Schoolhouse Meeting: Labor-saving Devices in the Farm Home. (Ready Feb. 1, 1916) ..............1916 Schoolhouse Meeting: Insect Borne Diseases. (Ready March 1, 1916) ................ . .. . .............1916 Schoolhouse Meeting: The Well-Planned Farm Home. (Ready March 1, 1916) .........................1916 Schoolhouse Meeting: Practical Methods of Increas­ ing Farm and Garden Crops by Plant Breeding. (Ready April 1, 1916) ..........................1916 Schoolhouse Meeting: Programs for Celebrating Spe-, cial Days ....... . .... . .............. . ..........1916 How to Clothe the Family. (Ready March 1, 1916) ...1916 The University of Texas Community Song Book. (Ready Sept. 1, 1916) ................... . ......1916 The Beautification of the Home Ground. (Ready March 1, 1916) .................................1916 The Planning of Simple Homes. (Ready March 1, 1916) ....... . ................................1916 The Furnishing and Decoration of the Home. (Ready April 1, 1916) ................ .. ...............1916 The Family Budget. (Ready May 1, 1916) ... . .....1916 CIRCULARS. 8 Questions on How to Diversify Farming . .. . ........1915 9 Discussion : How to Diversify Farming...........1915 10 Questions: The Family Cow................ ... ... 1915 11 Discussion: The Family Cow .....................1915 12 Questions: The Pork Production in Texas ... . .....1915 13 Discussion: Pork Production in Texas .... . .......1915 14 Questions: Marketing of Diversified Crops ........1915 15 Discussion: Marketing of Diversified Crops ...... . 1915 Schoolhouse Meeti11g Manual PAMPHLETS. Xo. Name of Bulletin Date The Rural Life Situation in Texas.................1914 Better Babies on Texas Farms..... ......... .......1914 Address requests for bulletins, circulars or pamphlets to The Department of Extension, The University of Texas, Aus­tin, Texas. L....\.NTERN SLIDE LECTURES A delightful and instructive evening may be provided through a lecture illustrated by lantern slide pictures. The University Extension Department has a small number of very interesting typewritten lectures and accompanying sets of lantern slides, which are loaned out for a night or more to schools and clubs free of charge on either of the two plans indicated below. The lanterns can be run by any one who can follow simple directions. The light is produced by gas from a little ''Prestolite '' tank, such as is used on automo­biles and can be secured at any garage or from almost any automobile. The lecture can be read by any one, and re­quires no knowledge of the subject or experience in public speaking. The smallest country school can by this means have lectures and colored lantern slide illustrations of the highest quality. Lanterns, slides, and lectures may be secured on either of two plans: 1. The individual school may have a lecture, lantern and set of slides sent to it for a special date, or, if the school owns a lantern, may have only the lecture and slides sent. In either case, there is no charge for the service, but the school must pay the express charges on the equipment both ways and return it promptly. The demand for lectures and lanterns is so great that we can not always grant individual requests, and urge all to form clubs as indicated below. 2. A group of neighboring schools may co-operate and pur­chase a lantern equipment. A good equipment costs about $40.00, or eight dollars each if bought by a group of five. When Bulletin of the University of Texas such a group is formed, The Extension Department will loan the group as many as eight sets of slides with lectures during the year. Each lecture with slides is passed from one school to the other in the group and finally sent back to the depart­ment, thus dividing the express charges among five and greatly reducing expenses. The schools can use the lantern in other ways also. Vve strongly advise the formation of these lantern clubs among neighboring schools and the use of this method of securing the lantern lectures. The department will give advice by mail, when desired, with regard to the best equipment to buy. SUB.JECTS OF LANTERN LE'CTURES At the present time the Extension Department has lectures and slides to loan on the following topics. As new topics are being added from time to time we suggest that you write for a full list to date when writing about this matter. As the de­mand for these lectures far outruns the available supply it is well to write and engage what you want several weeks in advance. Great Paintings (Colored). The Child in Art (Colored). Masterpieces of Architecture (Colored). Bird Life (Colored). The School as a Social Center. The Needs of the Rural Schools of Texas. The Improvement of School Grounds (Colored). The Fly and Mosquito. The Construction of School Buildings. The Rural Home. The Preparation of Foods in Foreign Countries. Burbank's Plant Creations (Colored). Co-operation in the United States. TRAVELING EXHIBITS The University Department of Extension has a few small traveling exhibits that are available for special programs. One exhibit of fourteen screens, 22"x28", deals with " The Financial Schoolhouse Meeting Manual Value of Education.'' This exhibit shows the value of educa­tion to the individual and to the state. It is pointed out by one screen, for example, and actual figures shown to prove it, that every day spent in school is worth nine dollars to the child. This would be an excellent exhibit to have at an educa­tional rally. Another exhibit that will be of value where baby contests are being held is one on "Baby Welfare." This ex­hibit consists of twelve screens, 22"x28", and shows how to care for and feed the baby. These exhibits may be secured for the payment of express charges both ways. Each exhibit weighs about 125 pounds. Application should usually be made at least six weeks before the time the exhibit is to be used. OTHER HELP AVAILABLE In addition to the help offered by the University, valuable bulletins and visits by lecturers and demonstrators can be secured from the Agricultural and Mechanical College, College Station, Texas; The Agricultural Experiment Station, College Station, Texas; The College of Industrial Arts for Girls, Denton, Texas; The State Department of Agriculture, Austin, Texas; and The State Department of Education, Austin, Texas. A letter sent to each of these will bring full information as to what may be secured from each. From the United States Department of Agriculture, Wash­ington, D. C., a great number of valuable pamphlets con be secured for nominal sums, and over 500 Farmer's Bulletins of the greatest value on all phases of agriculture and home economics may be had free. Write to the department for a list of the literature that they have for distribution. From the United States Public Health Service, the United States Bureau of Education, and the United States Children's Bureau, all in Washington, D. C., many valuable pamphlets and other helps may also be secured for the asking. Bulletin of the University of Texas CONTESTS IN DEBATE, DECLAMATION, AND SPELLING In the schoolhouse meeting teachers have a fine opportunity to entertain and instruct the patrons and at the same time to give the pupils practice in debate, declamation, and spelling. A program for an entire evening may sometimes he made up of such contests. It is well to have a debate now and then among the grown people on the same subject discussed by the pupils, or on some other subject. DEBATE Choose for your subject one of those outlined. below, or some other subject upon which you have sufficient material or can get it. Make your proposition as definite as possible, and give preference to a subject of local interest. Have a clear un­derstanding in advance as to time allowed each speaker, num­ber of affirmative and negative speeches, judges, etc.1 In working up the debate each contestant should first determine the main issues involved ; i. e., the main questions which, if answered in one way, would decide the proposition in favor of the affirmative and, if answered in another way, would decide it in favor of the negative. Then collect the evidence bearing on each issue, and finally strive to present the evidence in the most effective way. Do not fail to consider opposing argu­ments; at all times be ready to refute them. Beware of mere assertion. Adopt the attitude of fairne8s and that of one seek­ing the truth. A subject with only one side is not debatable. Study your question so that you are familiar with the essen­tial points on both sides and the facts that may be used in their support. Depend as little as possible upon your manuscript ' (See University Bulletin on Literary Societies, Debating Clubs, etc., or the Constitution and Rules of the University Interscholastic League, for detailed rules. If one is interested in debate, it would be well to send $1.00 to Professor E. D. Shurter, Austin, Texas, and enroll the school as a member of the Interscholastic League, as this will entitle the school to all of the helpful bulletins on debate, declamation, and spelling sent out to members of the League, and w111 give the school a place in the local, county, and district contests held each year in the state.) Sclwollwuse Meeting Mamwl when you speak. Best of all have your subject so thoroughly mastered that you do not even want to memorize your speech. SUBJECTS AND MATERIAL The subject for this year's debates in the Interscholastic League is ''Resolved, that a constitutional tax is the best plan for supporting the state institutions of higher education in Texas." This subject is briefly outlined below. A number of other subjects for debate are also given, and a few of them outlined. The Extension Department has loan libraries on the first list of subjects, which libraries may be borrowed for two weeks at a time, the only cost being the postage each way. By writing the Extension Department, you may obtain some literature also on a number of subjects in the second list. SUBJECT: Resolved, That a constitutional tax is the best plan of supporting the state institutions of higher education in Texas. Affirmative.-The affirmative maintains: (I) That the present plan of biennial legislative grants is undesirable; (II) That the present plan cannot be adequately improved by revision; (III) That the proposed plan would he an effective remedy for the evils of the presnt plan, and would be better than any other plan that could be offered. The present plan is objectionable because (a) it is inadequate, (b) it is uncertain, (c) it subjects the schools to undue political influence, which is harmful. The constitutional tax would provide adequate support, since by a very small per cent. in tax levy there could be raised an amount which would be sufficient but which would meet with objection if appropriated in a lump sum. Further, the amount would increase from year to year as tax values increased, so as to meet the growing needs of the schools. The authorities, having thus a fixed income to look forward to each year, would be able to plan consistently for the future of the respective schools. The fixed tax would remove the schools from politics, since they would not have to go begging to the legislature or to the governor each time an appropriation is needed. The common schools and high schools are supported by a fixed tax, why not the colleges and universities Y The slight increase in taxes would be easily borne, and would not be complained of Bulletin of the University of Texas as much as the present legislative grants. Finally, the only other suggested plans, the endowment plan and the issuance of bonds, have no merits over the fixed tax plan, and are less in keeping with the ideas of the people. Negative.-The proposed plan is unnecessary and undesirable, for: (I) The plan of legislative grant is not in itself a bad plan, as is shown by the examples of many states, notably that of Illinois; (II) The existing inadequate support is due, not to the system, but to lack of appreciation of the need of better support on the part of the people ; (III) The people will not be willing to give more money under a fixed tax plan than they are willing to give under legislative grant,-possibly not as much; (IV) The proposed plan is less democratic than the present plan; (V) A certain amount of political control of the higher institutions is wholesome rather than harmful. The proper remedy for the present meager support lies (a) in a campaign of education and pressure brought to bear upon the members of the legislature, and (b) in a combination of the fixed tax plan and the plan of legislative grant. The grants of recent legislatures indicate a growing attitude of liberality, which, with a very small fixed tax, would he adequate to meet all necessary demands in the future, while should the fixed tax be substituted for legislative grants, as is proposed, the people would not stand for as high a tax as would be neces­sary. Therefore the proposed plan is unnecessary and un­desirable. Furthermore, an increased endowment of state land, with the privilege of issuing bonds thereon, would be another admirable way of supplementing the present legislative appro­priations, if not a substitute for them. This plan is fully as practicable, as stable, and as desirable, as fixed tax. It is more desirable from one standpoint, since it places some of the burden of education upon future generations that will reap the benefit of it in a more enlightened and a more efficient citizen­ship. SUBJECT: Resolved, That the compulsory school attendance law passed by the last legislature is justifiable. Affirnwtive.-It is agreed that (I) the vital interests of the state require an educated citizenship, (II) that it is the duty as well as the right of the state to give opportunities of edu­ Schoolhouse Meeting Manual cation to all the children of the state, and (III) that one-third of the children of scholastic age did not attend school when this law was not in force. The affirmative holds, therefore, (a) that the law is just, (b) that it is practicable and enforceable, and ( c) that it will improve educational conditions materially, and therefore that it is justifiable. Negative.-The negative agrees that all just and practicable means should be used by the state to improve educational con­ditions in Texas. But we maintain that the good or harm of a law such as was passed must be measured from the standpoint of permanent effect and not that of temporary and superficial results. The law must either remain a dead letter or else our schools already over-crowded and illtaught, must be made doubly inefficient by the forcing of so many thousands of ad­ditional children, who do not want to go to school, into the schoolrooms. Those who do not attend are probably already re­ceiving as good an education as they would receive in school under present conditions. Further, it would be an injustice to those already in school, who are willing and anxious to learn. The present economic condition of our state renders the enforce­ment of the law either out of the question, or unjust to the parents who need the children to help them make a living. SUBJECT: Resolved, That Texas should enact a constitutional amendment providing for state-wide prohibition of the manu­ facture and sale of intoxicating liquors in this state. A.ffirniative.-The proposed law is right in principle, demanded on moral, social, economic, and political grounds, and is prac­ ticable. It does not violate the principle of democratic gov­ ernment, since the people of the whole state have a right to determine a question that affects the welfare of the whole state. Its adoption would remove the greatest corruptor of elections, and also remove from politics a question whose con­ tinual ag-itation has retarded the settlement of many other mat­ ters of Yitnl interest to the people. It is productive of good results. a,« is sbo\Yn by the examples of many states. The prrs­ ent state of public opinion will insure its enforcement. Negative.-The proposed amendment is contrar;-' to sound democratic principle and '"ill be a detriment to our political institutions. It \vould be a step in the direction of socialism. Bulletin of the University of Texas It is inherently unsound because depending upon a temporary state of the public mind for its enforcement. It is imprac­ticable, as is shown by the history of every state that has tried it for any length of time. The thousands who oppose it would not permit the question to rest, and the state would he kept in a continual political turmoil over the subject until the law should be repealed. The proper remedy for the evils of the liquor traffic lies in education. Until people are educated against it they will be either actively opposed to such a law or indifferent to its violation. SUBJECT: Resolved, That Texas should adopt the initiative and the referendum. Affirmative.-The present form of government is not truly representative of the people. It is outworn, cumbersome, and is responsible for the existence of graft and other present­day evils of machine politics. The initiative and the referendum is right in theory because it is not contrary to democratic gov­ernment, but on the other hand is in accord with it. It will remedy the evils of machine politics and eradicate graft and corruption from our state government. It will enable the will of the people to prevail, which is not the case at present. It will be less expensive than the present unhusiness-like system. It is practicable as is shown by the example of many states that have adopted it. It is demanded by the conditions of mod­ern society, which cannot be any longer adequately served by the worn-out system adopted when democratic government was born. It will not lead to socialism, since it will render the people better satisfied with their government, while discontent has been the chief cause of the growth of socialism. Negative.-The proposed law is contrary to the best interests of democratic government, since it places in the hands of the mass the matter of making laws, and this will inevitably lead to the same excesses in legislation as were enacted in Athens and in France, both leading to reactions that destroyed liberty. Truly representative government requires a set of chosen men to make laws after due deliberation. This is required now more than ever, when so many laws are demanded dealing with technicalities about which the mass of the electorate know noth­ing. If the people are not at present served properly by their Legislatures, it is the fault of the people in not electing the ScJwolJwuse Meeting Manual right men, and not the fault of the system. If they cannot elect competent men to make laws, certainly they are incapable of determining what laws are best. The remedy for existing evils is through a revision of our legislature, making it smaller, its proceedings more businesslike, and giving an adequate sal­ary to each member. Such a revision would render the legisla­ture really effective, without destroying its rightful functions. SUBJECT: Resolved, That Texas should enact a constitutional amendment giving women the ballot on equal terms with men. Affirmative.-Women possess inherently a right to the ballot. They are as vitally concerned as to what laws are made as men are. They should therefore be given the ballot. Oppo­sition to this measure must take one of the following posi­tions: (1) That women are not capable of exercising the bal­lot properly; or (2) that their interests and the interests of the state generally will not be any better served than at present; or (3) that exercise of the ballot will render women less wo­manly, thus lessening their influence in the home. We answer (1) with the claim that woman is as capable of exercising the ballot intelligently as men, certainly more capable than negroes and illiterate white men. Women take more interest and have more knowledge of many social and industrial problems affect­ing individual communities than do men. They would there­fore be better able to vote intelligently on them than men. (2) This is a far-fetched assertion, without foundation in fact. But even granting that there would not be much advantage to state or national politics, certainly a great deal of good would result in local politics where questions affecting the school, civic improvements, and home life are settled at elec­tions. (3) The idea that women would become less womanly has basis in the imagination only. This idea is advanced only hy those who still have a mediaeval conception of the true sphere of woman's activity. Negative.-The negative maintains, (1) that the vast majority of women not only do not want the ballot but prefer that it should not be given to them. Until women themselves make it elear that they desire the ballot it would be inopportune to grant it. This is particularly true of Texas, since ev~n the militant type of suffragists have been unable to arouse any enthusiasm for the cause. (2) Woman can and does exert a Bulletin of the University of Texas stronger and more wholesome effect in politics than she could possibly exert through the ballot. Should she be given the bal­lot, a large part of her present helpful influence woud be lost. (3) The ballot does tend to make women more mannish and causes men to have less respect for her. The loss of this re­spect from men would have an incalculably harmful effect not only upon the home life, but upon society in general. ( 4) The results in states that have tried women suffrage do not justify the experiment in Texas. ADDITIONAL SUB.TECTS :B'OR DEBATE ON WHICH PACK­AGE LIBRAHIBS MAY BE OBTAINED Resolved, That Texas should have a minimum wage law for unskilled laborers. Resolved, That the Philippine Islands should be granted self­government. Resolved, That all immigrants to the United States who are 16 years old should be able to read in some language, depend­ents upon duly qualified immigrants being excepted. Resolved, That the issuance of county bonds for the purpose of good roads is good economy. Resolved, That the single tax system should be adopted in Texas. Resolved, That crop diversification is better for the Texas farmer than the one-crop system. Resolved, That the county superintendents in Texas should be appointed by the county school board. Resolved, That this school district should be consolidated with district (or districts). Resolved, That this town should have a monthly clean-up day. Resolved, That capital punishment should be abolished in Texas. Resolved, That agriculture should be regularly taught in all publie schools in Texas. Resolved, That Mr. Bryan's plan of dealing with the nations at war is better than the plan of President Wilson. Resolved, That the United States should establish a protec­torate over Mexico. Sclwollwitse Meeting Manual ADDITIONAL SUBJECTS SUGGESTED FOR DEBATE Resolved, That Texas should provide means for worthy ten­ants to secure loans at six per cent. with which to purchase homes and farms. Resolved, That Texas should provide means for personal loans at eight per cent. to worthy farmers for the purpose of stock­ing and equipping their farms. Resolved, That the Texas legislature should be reduced to one house of thirty members, with a salary of $2000 each. Resolved, That when ten voters of the community petition the school board the schoolhouse and grounds shall be opened for use of non-partisan gatherings for the presentation and discussion of public questions or for other civic, social, o:r recreational activities. Resolved, That it is cheaper to exterminate rats in Texas than to feed them. Resolved, That it is cheaper to exterminate cattle ticks in Texas than to feed them. Resolved, That this county should have a stock law. Resoved, That all school children should have medical super­vision. Resolved, That manual training domestic economy, and agri­culture should be taught in the rural schools. Resolved, That the constitutional tax limit for school pur­poses in common school districts should be raised from 50 cents to $1.00. Resolved, That each family in this community should have its own milch cow. Resolved, That it is as important to feed a balanced ration to the family as it is to feed one to the cows and the hogs. Resolved, That cotton farming as at present carried on in Texas is the greatest enemy of rural progress. Resolved, That lack of recreational opportunities drives more boys and girls to the cities than does hard work. Resolved, That the government should own and control the railroads. Resolved, That Texas should have a state forester and ade­quate laws to protect the forests of the state. Resolved, That Texas should have a pure se,ed law. DECLAMATION CONTESTS Under the rules of the University Interscholastic League girls under 14 and boys under 15 belong in the junior division. Declamation contests among pupils of the school, and later between neighboring schools, make a very interesting and profitable evening's program. Or, if there are no more than four or five speakers, such contest can be included with other features of the program. In the senior division contestants are required to deliver a declamation on the general subject of Peace. A collection of selections can be secured of the Texas Publishing Company, Busch Building, Dallas, price 50 cents. In the boys' junior contest the selection must be prose. In the girls' junior contest the selections must be from the standard poets. Booklets containing selections for junior declamations for girls and for boys are for sale by the Texas Publishing Company, Dallas, price, 50 cents each. For detailed rules of declamation contests, see Constitution and Rules of the Inter­scholastic League. It is, of course, not at all necessary that the declamations be on the above subject. Any good selection from any book may be used. SPELLING MATCHES The rules of the Interscholastic League allow the two best spellers from each school-boys or girls, or one boy and one girl as the case may be-to represent such school in the county meeting of all the schools. The old-fashioned way of "spelling down'' is employed. The words are taken first from the state adopted speller, then from Payne's "Learn to Spell'', commencing on page 45 (University Co-Operative Store, Austin, 25c), and finally from Webster's old blue-back "Speller" (American Book Co., Dallas, lOc). A spelling match can advantageously be in­cluded in a program at any time, and it is a good plan to arrange occasionally tryout contests with neighboring schools, as well as contests between chosen teams within the school. Schoolhouse Meeting Manual MUSIC AND RECREATION Recreation.-It is as necessary for people to play as it is for them to work. The play instincts are an inherent part of human nature and must find expression. It is hopeless to attempt to prevent children or young people participating in the harmful forms of amusement unless we provide them with suitable inno­cent forms of recreation. When boys are not given the right kind of play, they seek the dark corners and plan secret vice; when girls are denied joyous activities, they develop sentimental and morbid tendencies; when men and women cease to play, they become old before their years. Good, wholesome, recreative play is beneficial to young and old. The lack of suitable recreations and amusements in the country is one of the main causes of so many country boys and girls leaving the farm and crowding into the towns, often to their great injury mentally and morally. The following forms of social activities may well be used to promote the spirit of play and recreation in the schoolhouse meetings; box suppers, ice cream socials, out-door picnics, bar­becues, Victrola concerts, lantern slide lectures, special day par­ties, amateur theatricals, charades, tableaux, entertainment fur­nished by school children, as special songs and drills, recitations, ~aines, contests, folk songs, and story telling. With the desire to help furnish a joyful and elevating expression for the play instinct of normal people, both young and old, the following suggestions and programs are offered for use at the schoolhouse meetings. MUSICAL ENTERTAINMENTS A song book called "The University of Texas Song Book" has been arranged especially for these schoolhouse meetings, and will be printed and sent free later on to all those schools holding these meetings. It contains a collection of the best loved songs of our people, written in suitable keys, and can be used at each meeting for choral singing of these well known songs. The talent of the neighborhood should be enlisted to furnish musiC' for the various prof!rams. Soloists, quartets, local bands, Vic­trolas, and those who can play musical instruments should be utilized to add to the enjoyment of the schoolhouse meetings. Bulletin of the University of Texas A VICTROLA CONCERT FOLK SONGS AND NATIONAL AIRS This meeting may be held at the home of some person owning a Victrola or other talking machine. It is better if the person owning the machine will carry it to the schoolhouse, and the meeting is held there. If there are no talking machines in the eommunity a local dealer may be willing to furnish one for such an occasion. Get the following records:'*' "Holy Night,'' Schumann-Heink. ''Marseillaise,'' Victor Military Baud. ''Sally in Our Alley,'' George Hamlin. ''Scot's Wha Hae,'' John McCormack. "It's a Long, Long Way to Tipperary," John McCormack. "May Pole Dance," Victor Military Band. ''Old Black Joe.'' ''Dixie,'' Victor Military Band. ''La Paloma, '' Franchesca. ''La Golondrina. '' ''Stars and Stripes Forever,'' Sousa's Band. "Auld Lang Syne," Farrar. "The Camp bells Are Coming." "The Lorelei,'' Elsie Baker. "''Highland Fling,'' Victor Military Band. Appoint a leader to read the following brief sketches of the several selections. The reading of these will not only give in­formation, but will increase the enjoyment and appreciation of the music itself. SKETCH FOR THE NATIONAL AND FOLK MUSIC PROGRAM The music selected for this evening's program is national and folk music. Every country has developed certain well known songs and *This collection is taken from the Victor records, but a similar collection can be made from the records sold by other companies. Sc1wollwuse Meeting Manual hymns which are constantly sung and especially loved by the people of that nation. Folk or national songs have sprung up from the people, and have been handed down from generation to generation. They express the powerful emotions of the na­tion to which they belong, and appeal most strongly to the feel­ings of that particular people. To study the national and folk songs of each country gives a glimpse of the character and tem­perament of the different races, for they are a faithful ex­pression of their feelings. The reason is easily explained. The shepherd tending his flocks, the soldier on his march, the fisher­man mending his net, the laborer in the cornfield, have no en­thusiasm to sing unless their emotions incite them to do so. The musical effort comes from within and the music that is loved is the music that helps to express the feelings. Music has been sacred to many nations and has been believed to possess a mystic power. People have considered it of divine origin, and in their mythology have had a Goddess of l\'Iusir, who possessed a wonderful control over men. This power at­tributed to music is illustrated in the following Hindu tradition: ''Mia Tonsine, a wonderful musician in the time of King Akber, sang one of the night-songs at mid-day. The power of the music was s.uch that it instantly became night, and the dark­ ness extended in 3 circle around the palace as far as the sound of the voice could be heard.'' There is also a Chineses tradition, according to which, the great Confucius having heard, upon a great occasion, some powerful music was so affected by it that he JSX e oo~ ~,,....."o JALTL l'J:l'P!R.. 0 0 0 00 ° DSAlTS. l'!PP~l!l.S COIT J>.!.hT.E 0 0 JUTJJ;R. PJ.Al.E:. C.1. A.S.S o~S~i Sclwollwuse Meeting Jlanual DIRECTIONS FOR CORRECT TABLE SETTING 1. Place the silence cloth on the table and carefully cover with the table cloth. Be sure the cloth is straight, that the center fold is in the middle of the table, and that the cloth hangs evenly on all sides. 2. The "cover,'' or implements used by each individual, in­cluding knife, fork, plate, glass, etc., should be placed one-half to one inch from the edge of the table. 3. Place knives at right of plate, sharp edge toward plate. 4. Place forks at left of plate, tines up. 5. Place spoons at right of knife in order of their use. 6. Place napkin at left of forks, folded square. 7. Place tumbler at the tip of the knife. 8. Place butter plate or bread and butter plate, at tip of fork, slightly to the left. 9. Place salt and pepper for each two people. Arrange symmetrically. 10. Arrange service dishes and utensils for serving sym­metrically around cover of person serving. (See design.) 11. Plaoo other dishes as bread plate, butter dish, etc., sym­metrically on table to keep a good balance. (See design.) Rules for the Contest.-1. The contest is open to all. The con­ testants are divided into three divisions: Division 1. Girls between the ages of 12 and 18. Division 2. Boys between the ages of 12 and 18. Division 3. Girls 18 and upwards. Have all material needed for the table setting placed in a suitable place. At a given signal, each contestant begins to arrange and set the table. Each contestant is scored on the rapidity and neatness of her work and the correctness of the positions of the several articles. SCORE CARD. Points Rapidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Completeness and correctness of arrangement. . . . . 50 Accuracy and attractiveness. . . . . . . . . . . . . . . . . . . . . 25 Total .....................................100 MILKING CONTEST The milking contest is suitable for either boys or girls, men or women, and is one of the most interesting and most easily ar­ranged. Have two or more equally easy milch cows brought to the school and at the appointed time have each milker wash her hands and properly wash the cow's udder. Then, at a given signal, have all contestants begin and see which can draw the most milk in two minutes. Similar contests may be worked up among the girls or among the girls and boys on the following subjects: Bed making. Window washing. Hem turning. Napkin hemming. Dish washing. Frequently a great deal of fun is produced by holding a con­test among the men in table setting, or biscuit making, and having the ladies as judges. WOOD CHOPPING CONTEST This contest is open to men and boys sixteen years of age and above. Preparation : Bring two green logs of about equal size to the school and set them in the ground like posts. Where trees are plentiful and two of equal size that need to be cut down near the schoolhouse can be found, it will be unnecessary to set the logs. Care, however, should be taken not to destroy valuable trees. Select a timekeeper for the contest. Provide two sharp axes. Rules for the Contest.-Select leaders and let them choose teams of not more than five members. Each leader should ar­ range his team in a definite order. If practicable, teams should be selected beforehand and allowed to practice together and train. At a given signal from the timekeeper, the first man on each Sclwolkouse Meeting Manual team takes the axe and chops on his tree for one minute. 'fhen time is called and the next man on the team chops for one min­ute, and so on until the tree or log is felled. The team that finishes first wins the contest. This contest is especially exciting and furnishes a great deal of amusement, as well as giving an opportunity to show real skill in handling an axe. The contest may be arranged also between two individuals, in­stead of two teams. At times this is the better plan. CORN SHUCKING CONTEST This contest is open to all. The contestants are to enter in three divisions. Division 1. Eight to twelve years. Division 2. Thirteen to eighteen years. Division 3. Nineteen years and upward. The winners in each division may compete for the grand championship if they desire to do so. Rules for the Contest.-Arrange as many piles of corn as there are contestants, placing in each pile ten ears. Have each contestant stand by his pile. and at the given sig­nal have all begin. The one finishing first wins. PLOWING CONTEST First locate a good level tract of ground that will be large enough for all who wish to enter the contest to have uniform conditions. Secure permission from, the owner to have the contest on the land selected and notify the contestants of the conditions of the contest before the day of the meeting. The kind of plow and number of horses to he used should be clearly stated. Whether or not stakes may be used in driving the first furrows, the time to be allowed each contestant, and the points on which the work will be judged should also be stated. It is generally advisable to have a committee of three farmers to act as judges. A SUGGESTED SCORE CARD Points. 1. Straightness of furrow ...... ... .......... . . 15 2. Uniformity of furrow slice ................. . 15 3. Depth and uniformity of depth ............. . 15 4. Finishing of ends and corners .............. . 10 5. Skill with which both plow and team are handled ......... . .............. . ..... . . 15 6. Connecting two lands or back furrowing.... . 10 7. General quality of work ......... ...... ... . 10 8. Amount accomplished per unit of time . ..... . 10 Total ... . ...... . .. . . . . .. ... . ..........100 BRIDLING, SADDI_JING, AND RIDING CONTEST This contest is open to all. The contestants are divided into two divisions. Division 1. Girls and women. Division 2. Boys and men. The winners in each division may compete for the final prize if it is desired. RUles for the Contest.-The contestants choose horses and tie them to a near-by post or tree and arrange saddle and bridle near at hand. The contestants then stand, each an equal distance from his or her horse, and at a given signal, each saddles, bridles, mounts his or her horse, rides a stated distance, ( 50 yards), returns, and ties the horse again. The awards are made on the basis of the time required, skill and grace in riding, and the security of the saddle and bridle on the return. SUGGE'STED SCORE CARD Quickness in bridling and saddling. . . . . . . . . . . . . 35 Ease in mounting and dismounting. . . . . . . . . . . . . . 15 Grace and horsemanship in riding. . . . . . . . . . . . . . 35 Security of saddle, bridle, and tie at end. . . . . . . . 15 Total . . ............................. . .... 100 Schoolhouse Meeting Manual HITCHING CONTEST Following the same plan suggested for the saddling and rid­ing contest, have the contestants harness and hitch up teams of mules or horses to wagons. '!'his contest should be judged on the basis of rapidity and completeness. ROPE TYING CONTEST An interesting as well as a valuable contest may be held in connection with rope tying. To be able to handle a rope with dexterity is a valuable asset to every one, especially to those living on a farm. Rope tying contests can be judged on the basis of the number of knots and splices each contestant is able to manipulate. Boys and girls and men and women should be divided into groups and these groups divided on the basis of age. There may be any number of groups and as much competition between groups as is thought advisable. The knots and splices demanded in the contest shoud be as practical as possible. The following are suggested: 1. The bowline knot. 2. Teamsters' knot. 3. Farmers' loop. 4. Slip knot. 5. Manger knot. 6. Halter tie. 7. Fisherman's eye knot. 8. Hitches: (a) Half hitch. (b) 'l'imber hitch. (c) Manger hitch. 9. Splices. 10. Rope halters. 11. Tackles. 12. Casting. If instructions in tying these knots are needed, the fo­lowing free bulletins may be obtained: U. S. Department of Agriculture Bulletin No. 638, WaBhing­ton, D. C. Extension Bulletin, No. 24, Rope and Its Uses, Agricultural Extension Department, Iowa State College of Agriculture, Ames, Iowa. Bulletin No. 33 and Bulletin No. 136, "Rope and Its Use on the Farm,'' Agricultural Experiment Station, University Farm, St. Paul, Minn. Other features, such as roping a post, a knowledge of the terms used in connection with rope tying, etc., may be added to the contest. Schoolhouse Meeting Manual SCHOOL FAIRS AND SCHOOL EXHIBITS A good way to bring a community together and build up both community and school spirit is to have a school fair or exhibition, in which interesting products of the community and school are shown. It is not best to try to exhibit too many dif­ferent products at one time. A few crops and other articles in which the entire community is interested are usually enough. For example, the boys may have a corn show or a horse show or "baby beef" show and the girls. may have a serving contest or a cooking contest, or both boys and girls may have a poultry show at the school building on Friday afternoon or some other day which has been set apart for that purpose. Specimens of the work done by the pupils in the various classes should be shown each year. One or more of the farm-work contests described in this bulletin will often go well with the school fair. The school fair and these contests are helpful in many ways. In the first place they stimulate an interest in country life and tend to arouse a pride in the work of the farm which is so often mere drudgery. In the second place they give the teacher or the county demonstration agent or other agricultural experts who may be present an opportunity to give valuable instruction not only to the children but also to the parents. In the third place they furnish an opportunity to develop cooperation in such lines as the introduction of new crops, or the breeding of a special kind of crop or breeding of livestock. In the fourth place they afford a pleasant social diversion and give new ideas and inspiration to many. HOW TO CONDUCT THE CONTESTS In the agricultural contests it is not necessary to exhibit large quantities of the product. An effort should be made to have each child who is old enough to do so to bring something to put on exhibit, as it will greatly increase the interest of the child and its parents in the occasion. For corn each student should bring the best ten ears he can find; for kaffir, milo, and feterita ten heads should be selected for each exhibit; for cotton ten bolls, or the best individual stalk may be used for each exhibit. The samples of the threshed grains, such as wheat, oats, barley, rye, and rice, should contain one quart. When the day of the fair has arrived and the children bring in their exhibits the samples should first be carefully numbered and a record kept of which child brought each number. Then the samples should be carefully placed in a good position so that they may be seen and studied by every one. Care should be taken that samples are not handled and mixed before the judges have placed them. Great care must be taken in selecting a judge who is fully capable of judging an agricultural exhibit. This is often a diffi­cult task and where it is impossible to secure a good judge who is not connected with the school, the teacher should judge the samples himself. Wherever there is a county demonstration agent, the matter of securing a good official should offer no difficulty. The students should be given an opportunity to judge the samples and place them in what they think is the proper order, and should be required to write down on paper their reasons for placing the samples as they do. The official judge should then place the samples and decide which student placed them nearest like his placing and gave the best reasons for such placing. Then some recognition of some kind should be given not only to the boy or -girl who exhibits the best sample but also to the one who is the best judge of the samples that are exhibited. There should be some little prize, a banner, a ribbon or button, to give as a recognition of the ability of the student. It need not be anything expensive but there should be something, in order that the student may feel that he has won a prize. Each school can best determine what exhibits would be prac­ticable and helpful for its community. The following are of­fered merely as suggestive of possibilities. PRIMARY EXHIBIT Paper and Card Board: Free hand cuttings; cuttings after tablets used as patterns; pictures, that have been cut out, classi­fied, and pasted into scrap books, or hand-made booklets. In these books may be pasted free cuttings or pictures representing the furnishings of different rooms of the home, or different occu­pations in the home or on the farm; bird pictures; animal pie­ Schoolhouse Meeting Manual tures; means of transportation ; flowers, etc. Pictures for t.he above purpose may be cut out of the back numbers of papers and magazines, flower catalogs, mail order catalogs, and other pamphlets. Freehand drawings with brush and pencil; booklets with original cover designs made by pupils for keeping record of new words or of work in nature study; garden books; leaf books; flower books; and posters on which groups of children have worked; mats; paper furniture; wagons; engines, etc., likewise make interesting exhibit material. Clay.-The products of the clay modeling work also furnish good exhibit material. Sewing.-Sewing cards, mats, baskets, articles of clothing made for the family of dolls will show the sewing work of the beginners. INTERMEDIATE AND HIGH SCHOOL EXHIBIT Agriculture.-Several times during the year fairs can be held at the schoolhouse to exhibit agricultural products and school work in agriculture. The schoolhouse can easily be arranged for holding such fairs. Boards can be laid across the desks and the products laid upon these. Sheafs of grain, corn, and such vegetables as can be tied in bundles can be exhibited by hang­ing on nails on the walls. If the seats can be removed, it is a good deal easier to arrange tables and booths where products can be displayed to good advantage. Grains can be exhibited in peck bags or in small sheafs not more than three inches in diameter. Vegetables can be put in boxes or crates, the larger ones such as beets, pumpkins, etc., do not need containers. Single specimens of cotton, corn, potatoes, peanuts, etc., should not be displayed, but the product of a whole plant or hill, in order to show what a single plant can do. Again, it is a good plan to give a prize for the largest number of both garden and farm products grown on a single farm. Other agricultural products that lend themselves to school exhibits are honey, in comb or extracted, butter and eggs. In connection with vegetable and poultry products the method of packing them for parcels post and express shipments, or for larger shipments, can be exhibited and explained. In all these exhibits the form and manner of display should be kept in mind in order to have a decorative and pleasing display. Where there is a school garden there ought to be a separate exhibit of the products grown in this garden. If the work has been well done these products may be an object lesson to the community. If the exhibits are entered for prizes, it is wise to select com­petent judges, and to make out an entry list before the fair opens. It may be wise to hold the school fairs before the county and big state fairs are held. Obtain a copy of the entry list of these fairs and model the school fair upon these. Of course, it will be necessary to modify them a great deal. Possibly the best product from the school fair can then be sent to the county and state fairs. An entry list is desirable because it will avoid all difficulty of classifying entries and there will be no trouble when the prizes are awarded. It is suggested that a whole afternoon and evening be given to a school fair. In the afternoon the exhibits can be inspected and some athletic contests held. The farm demonstrator or agricul­tural teacher ought to be with the exhibits and talk to the people on the selection of seeds, better crops, etc., using the exhibit itself as a text. Wherever baby beef clubs, pig clubs, or other livestock asso­ciations exist, these organizations ought to exhibit at these fairs, and the farm demonstrator or teacher can make these exhibits the subject for a demonstration or lecture. Manual Training.-Boys ought to be encouraged in the use of tools by allowing them to exhibit their products at the school fair. The articles ought to be practical and, if the object is too la!'ge, a model could be made for fair purposes. These articles will vary with the different parts of the state but the following is a suggestive list : Pig trough, chicken coop, bird house, kitchen shelf, umbrella stand, ironing board, book rack, picture frame, miter box, fiy trap, out building (model), gate latch, seed testing box, self-feeders for poultry and hogs. Domestic Economy.-For the girls, exhibits could be made of cooking, dressmaking, button holes, darning, and other things of like nature. If there is a canning club they can exhibit their canned stuff and the lady agent can make this an occasion for a demonstration or a lecture on canning. Canning utensils and labor-saving devices, especially if made at home, should also be Sclwollwuse Meeting Manual exhibited. Occasionally refreshments might be prepared a.nd served by the cooking class. School W ork.-Note books, maps, specimens of penmanship, drawing and painting by pupils lend themselves to display. The teacher should not have the pupils make special maps, drawings, etc., for exhibition purposes. Too often a lot of time is spent on making pretty things for fairs which have no rela­tion to school work. It is best to say nothing to the pupils about exhibiting their work and then when the fair comes put these different objects on exhibit. This will be a true exhibition of the work done. School work, sewing, drawings, etc., can easily be displayed by tacking on the wall. Oollections.-Collections of woods, leaves, seeds, flowers, in­ sects, or weeds, properly labeled; agricultural seeds; cotton prop­ erly graded, are all excellent for fair purposes. If there are old coins, arrow heads, fossils, or stones that someone has col­ lected, they might be exhibited. Objects of historical interest with appropriate talks are also good. Evening Program.-In the evening a short program may be carried out with appropriate talks on agriculture, domestic science and the like. Music and recitations should enliven the pro­ gram. Many schools have made the fair into a Harvest Home Festival, and have combined the idea of Thanksgiving for abun­ dant harvests with the school fair. The little one-room country school may not be in a position to have all of the exhibits mentioned above, but surely some of these can be carried out. It may be possible to have several fairs dur­ing the year and a part of these suggestions carried out at each fair. There ought by all means to be demonstrations and lec­tures upon the products exhibited, for this is the best place to drive home lessons in agriculture and home economics.