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THE ATHENAEUM 83 ANNOUCEMENT We are happy to announce the marriage of Miss Lillian Jewett Heard to Mr. Claude B. Dansby on Sunday, the seventh of Septem ber, one thousand nine hundred and twenty-four at the home of the bride’s sister, Miss Harriet G- Heard, at 107 West 138th Street, New York City. They were at home to friends November, 27, 1924 at Morehouse College, Atlanta, Georgia. Mrs. Dansby received her Bachelor’s degree from Spelman in 1923 having done her collegiate work very creditably between the walls of our own “Science” and “Sale.” Mr. Dansby, our professor of Mathematics, who has done postgraduate work at Chicago U., is one of the esteemed sons of Morehouse, beloved by students and teachers alike. We bid them bon voyage on the interesting sea of matrimony. THE PROJECT METHOD IN EDUCATION By F. P. Payne rp HE word “Project,” as applied to teaching, had its origin in con- -*■ nection with the activities introduced into classroom procedure when Manual Training, Home Economics, and Agriculture were ad ded to the school curriculum. It was applied to the planning and completing of same activity which was manual in nature. In recent years of educational development this term has been applied to a teaching procedure. The most genuine definition of the Project Method is that of Prof- Kilpatrick of Columbia: “The pur poseful act in Education”. A project does not necessarily require for its completion the construction or creation of a definite objective field of work for a project may be purely mental in nature. Just what then do we mean by the project method in education? Per haps some examples would best portray the meaning. A class wishes to produce and present a play- The pupils use all of their experience, aid from others, and reasoning in the production of the play, but whether or not the project is a success is determined by whether or not it satisfies the requisites of the students. Is the end or purpose realized? If yes, then it is a success; if not, then it is a failure. The purpose must be realized. The founders of the project must realize their purpose and satisfy the felt need. Reproducing historic scenes, making a dress, making maps, raising funds for a new library con stitute typical projects. Why then does the project method occupy such an important place in our primary and secondary schools? What justifies its exis tence? There are several great educational factors which warrant its existence. 1- The project is a typical unit of the worthy life in a democratic society. American children are living in a democratic community and every principle embodying democratic principles de mands a place in this democratic society. 2. Education based upon the “purposeful act” embodies life itself- Life is education and education is life. We are not preparing to live but we are living. 3.