and rimes, to assist in word recognition. This innovative educator integrated the skill areas of reading, writing, listening and speaking. Parker advocated many of the current language experience and process writing approach methodologies. He believed that children should write across the content areas on subjects that interested them, for enjoyment and that the proper form would come with practice. All writing should be natural and connected to authentic and meaningful activities, using the child's own vocabulary; in other words, experience based writing. Parker was a teacher, principal and a lecturer, who wanted all children to have their own slate boards, so they could write and draw freely without fear of mistakes. Between 1875 and 1880, Parker was able to put his philosophy into practice, when he served as superintendent of schools in Quincy, Massachusetts. He was offered the job because of his dynamic personality and passion to change the current schooling system. There, he developed the Quincy Method, which eliminated harsh discipline and de-emphasized rote memorization, replacing them with elements of progressive education, such as group activities, the teaching of the arts and sciences, and informal methods of instruction. He rejected tests, grading and ranking systems. The model was hailed as successful, when in 1879, responding to critics of the progressive methods, state-ordered testing showed that Quincy pupils surpassed the scores of other school children in Massachusetts. He continued to implement his theories as superintendent of the Boston Public Schools (1880–83) and principal of the Cook County Normal School, Chicago (1883–99). While Principal of the Cook County Normal School he constantly experimented with the children of Cook County, trying to expand and develop his curriculum. He experimented with new theories and tried to perfect his plan for education. He was not afraid of failure, saying, "The road to success is through constant blundering". With his likeable personality and his progressive theories, he was able to reform the Cook County Normal School. Reading, spelling, and writing became a subject known as communication. Art and physical education were added to the weekly curriculum. He taught science through the study of nature. He even created a band with the children who studied music. During this period of time, Parker published five books on education, including: Talks on Teaching (New York, 1883); The Practical Teacher (1884); Course in Arithmetic (1884); Talks on Pedagogies (1894); and How to Teach Geography (1885). Dartmouth College awarded Parker