The Vitalized School, (1918) by Francis B. Pearson, an Ohio educator with progressive leanings. Not quite as engaging as his other books — in fact it’s quite creepy — The Vitalized School presents an idealized view of The Teacher (always female) and her relationship to the administration (always male) and to her students (usually empty vessels thirsty for inspiration).

[T]he teacher elevates patriotism to the rank of a motive and proceeds to organize all the school activities in consonance with this conception. Actuated by this high motive the pupils, in time, come to look upon correct spelling not only as a comfort and a convenience, but also as a form of patriotism in that it is an exponent of intelligent observation and as such wins respect and commendation from people at home and people abroad. Or, to put the case negatively, if we were all deficient in the matter of spelling, the people of other lands would hold us up to ridicule because of this defect; but if we are expert in the art of spelling, they have greater respect for us and for our schools. Hence, such a simple matter as spelling tends to invest the flag of our country with better and fuller significance. Thus spelling becomes woven into the life processes, not as a mere task of the school, but as a privilege vouchsafed to every one who yearns to see his country win distinction.

Division of Words: Rules for the Division of Words at the Ends of Lines, with Remarks on Spelling, Syllabification and Pronunciation, by Frederick W. Hamilton. (TYPOGRAPHIC TECHNICAL SERIES FOR APPRENTICES–PART VI. No. 35) Published 1918; part of a series on printing and typography for apprentices by The Committee on Education, United Typothetae of America (later, the Printing Industry of America).

The most interesting thing about this little book is the large number of typographical errors in it. Other books in the series have more attractive content — they’ll be coming along eventually…

Thanks to Sigal Alon for Post-processing this book!

The teacher’s other self.–As she stands thus in contemplation she sees the child grown to maturity with all her own predilections–physical, mental, spiritual–woven into the pattern of its life. In this child grown up she sees her other self and can thus estimate the qualities of body, mind, and spirit that now constitute herself, as they reveal themselves in another. She thus gains the child’s point of view and so is able to see herself through the child’s eyes. When she is reading a book, she is aware that the child is looking over her shoulder to note the quality of literature that engages her interest. When she is making a purchase at the shop, she finds the child standing at her elbow and duplicating her order. When she is buying a picture, she is careful to see to it that there are two copies, knowing that a second copy must be provided for the child. When she is arranging her personal adornment, she is conscious of the child peeping through the door and absorbing her with languishing eyes.

Everyday Foods in War Time, by Mary Swartz Rose. A few brief essays on why milk is nearly the perfect food, and recipes using grains other than wheat. I may make some of the cookies and puddings…

• Hot mashed potatoes, 1½ cups
• Sugar, 1½ cups
• Beef or mutton fat, 1 cup
• Flour, 1¾ cups
• Baking powder, 2 teaspoons
• Cinnamon, 1 teaspoon
• Cloves, ½ teaspoon
• Nutmeg, ½ teaspoon
• Raisins, chopped, ½ cup
• Nuts, chopped, ¼ cup

Combine the ingredients in the order given and drop the mixture by spoonfuls on a slightly greased tin. Bake the cookies in a moderate oven.

(Originally from: Waste of Meat in the Home, Cornell Reading Course for the Farm Home, Lesson 109)