should certainly be a fundamental objective of the present-day elementary school. The horrible statistics of increasing homicides, divorces, and crime are shocking and alarming thoughtful persons. The number of homicides in the United States has trebled in the past 25 years. In 20 years we have had 170,000; of these, 34,000 have since died; 18,000 are still in prison, and 118,000 walk our streets free and unmolested. In 1921, we had 32,844 burglaries, 49,460 robberies and 10,000 murders. In England and Wales during the same year, 211 robberies were reported to the police, and fewer than 100 murders. In all of France about 385 killings and 47 robberies were presented for trial. In 1870 in the United States there was 1 divorce for every 18 marriages. Last year there was one divorce for every eight marriages. The percentage of crime now among boys and girls of high-school age reported by reputable authorities has become almost incredible and I refuse to give any further currency to the statistics on this and other shocking social conditions. We have enough to know that there has been a serious breakdown in character and integrity. No doubt, most of us will readily admit that the social need of character instruction is great, but the difficult problem here is how to teach it.

Education once Confined to Small Group The evolution of purpose in education is traceable with tolerable ease. In ancient times, when citizenship was the right of a few, and most men were slaves or enjoyed only partial rights of citizenship, education was a luxury for a small group. This view was intensified in Europe with the renaissance of Greek and Roman culture, but when, after the Dark Ages, the Roman Church assumed the rôle of bringing order out of chaos as both a temporal and religious power, education became peculiarly the task of the church and the prerogative of the priesthood. This idea persisted in America. Witness, for example, how largely the colleges of our country were religious in origin and purpose.

With the growth of democratic political ideas, education has become secular and not only the privilege of the many, but, in the case of elementary education, a necessity which the state attempts to enforce upon all.

Must Find Way to Produce Character We have wisely separated the functions of church and state, but, in avoiding the Scylla of political interference with religion, we have steered upon the Charybdis of state education without religion. It is doubtful if we can introduce religious instruction in the public school without interference with religious freedom, but

we must find a way to produce character effectively. Just how we are to solve the problem is difficult to suggest. We are making studies at the present time. There are the various plans whereby children are dismissed from the school for religious instruction in the church of their choice, such as are in use at Gary, Ind.; Toledo, Ohio; and other places. Then, too, we are making considerable progress with moral instruction. The Character Education Institution has done a great deal to stimulate research in this field of character training and its efforts have resulted in the Iowa plan. Moral instruction has been tried on a large scale in France and reports are that results are gratifying. The methods can be successfully evolved and lie outside the scope of this discussion, but we are stressing the obvious need of character as a primary purpose of the elementary school.

Statement of Aims Essentially Overlapping

We have offered four fundamental objectives as the end of elementary education-health, mastery of the fundamentals as a basis of culture, personal and social efficiency, and character. These objectives are not exhaustive, nor mutually exclusive. Any statement of aims is essentially overlapping, and, to some extent, artificial. Such terms as recreation, worthy home membership, proper use of leisure time, and other current phrases all intermix as ends of education. Further, we do not pretend to have set down these four objectives in the order of importance.

Let us return, in conclusion, to our figure of the chess game. We have set out four general lines of departure for the elementary school, similar to the conventional openings in the chess game. Do these lines of attack, to be employed by the school, converge as do the openings in the chess game upon a major purpose?

Major Objective is Worthy Citizenship

We have traced the evolution of the

purpose of the school. We have already hinted that the major objective of the school to-day is worthy citizenship. In the medieval period, it was service of the church. To-day, a state-supported system of education implies a system devoted primarily to state service. Our four objectives converge upon the idea of good citizenship. The man in poor health can not make the best citizen and may become a liability to the state; likewise, the illiterate, the ignorant, the inefficient, and the wrong-doer. In the age in which we live, citizenship is the primary function of the school. As the social organism develops, it may be something else at another time, but we are now witnessing the flowering of demo

cratic principles in social organization, which rests upon education as a basis.

Unfortunately the increased diffusion of education in this country has not everywhere been attended by better citizenship. As knowledge has grown, the discharge of civic obligations has not everywhere correspondingly developed. For example, once 80 per cent of the eligible electorate voted in national elections. This has steadily diminished until now scarcely 50 per cent of the eligible voters exercise that privilege and we are among the lowest of the civilized nations in the percentage of voting citizens. Even Germany, so lately established on a democratic political basis, turns out 80 per cent of her voters.

Present Program will Meet Situation

We are all encouraged at the rapid progress we have made toward better methods of teaching citizenship in the school and there is little doubt that the educational program of to-day will meet the situation adequately. We are decidedly optimistic about the school of today and the future. It has shown remarkable aptitude in adapting itself to the need of the hour. It is probably the most flexible institution that we have and has made more progress in the past decade than at any other time in history.

I began this discourse with a picture of the Ark of Education, laboring on the surface of the deluge. I did this because I remembered the words of God to Noah: "Whenever I shall bring a cloud on the earth, the bow shall be upon the cloud." It requires no educational Noah to see spread above the Ark of Education a resplendent rainbow, which is the reflection of the glorious triumph that our present plans for training citizenship shall eventually achieve. I think we can readily detect amid the brilliantly colored bands of that rainbow of worthy citizenship the unmistakable hues of good health, broad culture, economic prosperity, and noble character.

Popular Approval of Enlarged

School Expenditures

Voters of St. Louis, Mo., have approved by an overwhelming majority a school tax rate of 85 cents. It is estimated that the income from this tax, with that from all other sources during the next four years, the period for which the tax is authorized, will be approximately $50,000,000. This election followed closely upon the approval by the board of education of Superintendent Maddox's recommendation to expend more than $6,000,000 in building, and also $95,000 for curriculum revision during the present year.-H. H. Davis, research assistant in charge of financial studies, St. Louis.

Citizens' Military Training Camps
Receive Commendation

Forty-nine Institutions of Learning Offer Scholarships to Training-Camp Students. Physical Directors Indorse Methods of Training. Parents Testify to Benefits, and Boys are Enthusiastic. Government Bears All Expense

C

By MAJOR IRVING J. PHILLIPSON
The Adjutant General's Department, United States Army

ITIZENS' Military Training Camps will enter upon their sixth season of activity with the brightest of prospects and with hearty indorsement from the various components of national life.

One of the outstanding events of last year's procurement campaign was the unsolicited offer of Columbia University to award a scholarship to a worthy training-camp student of the Second Corps Area. Leading colleges and universities had indorsed the training camps movement and recognized it as a factor in the educational development of the Nation, but this was the first tangible expression of scholastic interest. Columbia set the pace and other colleges were quick to fall in line. Unsought but very welcome offers of scholarships came into the War Department from schools in every section of the country, and this year 49 institutions of learning are offering a greater number of scholarships to the young men attending Citizens Military Training Camps. The universities, 17 in number, are scattered over the country from Yale to Southern California; Carnegie Institute is among the 7 technical schools listed; and the remaining number comprises 13 military schools and 12 colleges of good standing.

Usually the scholarship covers tuition and is limited to the corps area in which the school is located. The highest estimated money value is $700, but certain schools will retain the student for the full four years' course if he proves himself worthy. In some, but not all instances, it is specified that the award must be made to a young man who would not otherwise have an opportunity of attending college. Many training-camp students are actively engaged in business, and attendance at college would be impracticable for them, but to this particular class of students, the extension courses and night school scholarships offered by certain business and technical schools afford a means of self-improvement that should make an especial appeal to them.

High-School Credit for Camp Attendance

It is not only by means of college scholarships that educators are showing their interest and cooperation. In many States the public schools, or more especially the high schools, are offering a half, third or a quarter of a unit credit for attendance at the summer training camp. And physical directors laud and indorse the methods of physical development pursued at the camps, and they recom

mend attendance to high school and potential collegiate athletes.

The athletic or physical phase of camp life was a long cherished vision of a devotee of American boyhood who held the interest of the oncoming populace at heart and who knew and understood the needs of the rising generation. Theodore Roosevelt advocated physical training for young men because a healthy body and a clean mind fit a man to grapple with the problems of the future. It was natural that this should be a matter of prime interest to him for he, who had been a sickly boy, by conscientious training in the great outdoors, developed himself into a robust and rugged man. As one having first-hand knowledge, he said, "Next to the public school, the military tentwhere boys sleep side by side-will go down in our history as the greatest agent of health and democracy." The vision of Roosevelt has become an actuality in the Citizens' Military Training Camps.

Training Camps Meet an Urgent Need

What Roosevelt knew both as a man and as a parent is known to thousands of parents, but many of them, although filled with ambitious desires for their sons' development, lack the means for giving them a healthy camp life. To many people living in cities, the park bench represents their only contact with nature. With the opening of the training camps, however, the Government has met an urgent need of the people; it provides facilities for most excellent training in citizenship, physical development, and military tactics, and it is paying all necessary expenses. There is none so poor as to be deprived of these advantages; none so rich that he can afford to miss them.

Possibly it was with uncertainty or doubt that parents first sent their sons to camp, but when the young men returned

Pontoon bridges are built in quick time at Camp Devens, Mass.

clear-eyed, happy, healthy and enthusi- neat, clean, alert, prompt, to stand erect, astic, all fears were put to rest, and parents and how to be courteous, chivalrous, and "who know" became an important factor manly."

in future procurement campaigns. The father of one boy who had attended camp thus expressed his opinion: "I have four other boys who will attend training camp when their ages will permit. One will go next year. Could there be any better recommendation than a man wanting all of his boys to take this training?" Another wrote: "My son having been in your camp the past summer, I want to drop you a brief letter while it is yet on my mind, to express my entire approval of all that the camp meant to the boy. I would want him to go if it meant a real sacrifice and was for the good of the country. But there is no mistaking the fact that the boy is the gainer and that such fathers as I can but admit we are fortunate that Uncle Sam offers American boys such a chance. It was good for my boy physically, morally, and in its general effects. I am most assuredly willing he shall return next year. If I were not, I'd have a hard time keeping him away."

Mothers are Especially Appreciative And what of the boy's best friend, his mother? One mother takes great pleasure in the fact that, "He seems to take hold of whatever presents itself to him with more earnestness. Physically he has developed remarkably since July 1. Of this we feel very proud, because he used to be a frail youngster; and I am especially grateful to notice that he is much more mentally alert. I assure you we are one family that are very glad our boy had this opportunity, not only for the good he received personally but for the moral upbuilding he received in regard to his duty to his country and fellow man." Maternal interest is thus expressed in another letter: "It taught my son what he can never forget-how to be

The need for military training is a thought that we prefer to disregard in an era of peace and national prosperity; but no less a personage than the Father of Our Country has warned us, "To be prepared for war is one of the most effectual means of preserving peace." Samuel Woodfill, whom General Pershing characterized as the outstanding hero of the World War and who was decorated by all the Allied Powers for his gallantry in battle, speaks of the camps from this standpoint: "I wish every young man might realize the value to himself of the course at the citizens' military training camps. Here is acquired the faculty of correct and quick decision and selfreliance in emergency. The young men who take this training will be more effective in their daily duties and will have laid a solid foundation for better citizenship. The training which Uncle Sam gave me certainly saved my life on the field of battle and enabled me, as well, to render a service to my country. The trained man, in all undertakings in life, has a chancethe other, poor fellow, has none."

But as the sine qua non of the training camp is the young man himself, his thoughts on the matter are of the utmost importance. Mary Mehan Moore, a reporter for the St. Louis Journal, gives the following account of an interview with 15 youths who had attended

symbol of right and freedom. And now I understand, what I had never understood before, why men fight and die for such a symbol."

It is the right of every American boy to have such memories as those of Theron Couch. This is an acknowledged fact and

Indians in Commercial and Indus

trial Occupations

Many graduates from the boarding schools of the Indian Service have found employment in various pursuits of life— in commercial and business occupations, in factories, on farms, and as nurses, housekeepers, or teachers. Approximately 2,000 Indians are employed by the Government Indian Service as teachers, matrons, disciplinarians, assistants, and housekeepers and some in the performance of clerical duties in school or agency offices.

In industries outside of the service it appears that their work is generally acceptable and their services are in reasonable demand. The Indian Bureau, through its field employees, endeavors to assist individuals in procuring employment suited to their respective abilities and to encourage them to persevere in some chosen pursuit and to become respected citizens in their communities.

A considerable number of Indian blood have made for themselves an honorable name in American life and several have represented their States in Congress.

Camp Custer: "According to them, work and play was judiciously mixed. As they sat and talked to me, I would ask them about this thing or that and their eyes would gleam. Theron Couch, one of the boys who was made a cadet officer for merit, said that nothing would keep him away from the camp next year. 'I know,' Couch continued, 'that if the fellows knew half of what it means they I would all be like me. The lessons we learned could never be duplicated elsewhere. It was brought so close to us that this was our country and that we were the boys who were to make the men who would make the country. Now I know better than ever why there's something about the flag that stirs me. I know that the flag is my country's flag and that we must always keep it clean and free. And I never realized before,' he went on, 'that the Army officers do not want war. Guess they know too much about it. It is the rest of us, who have never faced the tremendous things war means, who are always talking of war; the man who knows says nothing.'

Brings Understanding of Flag's Meaning

The reaction of the Citizens' Military Training Camp's student to the days begun with the stirring call of reveille and concluded with the throbbing notes of taps is one of vivid memories that were summed up by Theron Couch when he said, "I thought as I watched the flag go down the last time at Custer, that is the flag of my country and I am saluting the

NE would naturally assume that a municipal university is a municipal junior college which has grown up into full maturity, and that there must inevitably be a great many points of similarity between the municipal junior college and the municipal university.

There is substantial truth in this statement. The Detroit Junior College, after a rapid growth in enrollment, recently became a full four-year college with the power to grant degrees. Doubtless there will be other examples of this character in the years to come. A municipal university draws its main financial support from the proceeds of public taxation in the same way that a municipal junior college does. It is entirely natural, too, that a high percentage of the students enrolled at both types of institutions should reside in the city from which each respectively gains its support. Finally, each is likely to be imbued with a common zeal for a great variety of public service.

These are important points of likeness between the municipal university and the municipal junior college, but it is nevertheless clear that the similarity is not so great as might be expected. There are indeed more significant points of differentiation between the two types of institutions, as so far developed, than there are points of similarity.

Some Cities Adopted Private Institutions

The fundamental reason for this situation is the fact that so far they have had little historical connection except, as I have said, in Detroit. The older municipal universities, in New York City, Louisville, Cincinnati, Akron, and Toledo, were founded on other bases-sometimes, as in Cincinnati and Akron, a privately controlled college which was given to a city in return for the promise of financial support. With the growth of municipal junior colleges it may be expected that in the future they will be the foundation on which municipal universities are most frequently based.

There are other obvious points of differentiation between municipal junior

By GEORGE F. ZOOK President Municipal University of Akron colleges and municipal universities. The municipal junior college is usually located in close proximity to, if not in the same building with, a city high school. The students use the same library and occasionally the same laboratories and recitation rooms used by the high-school students. Naturally there is a tendency for the high school and the junior college to give each other the benefit of their respective facilities wherever it is convenient to do so.

Municipal universities, however, are invariably located on a separate campus with separate buildings, including libraries, laboratories, recitation rooms, and lecture halls. In general there are up to the present time infrequent instances of the mutual use of buildings and equipment. Finally, the municipal universities fix their own entrance requirements in substantially the usual way, whereas the municipal junior colleges more liberally adjust their requirements to that which the student has had during the previous four years.

Universities Ordinarily under Separate Control

The difference between the method of control or government of the municipal junior college and that of the municipal university is perhaps most significant. Ordinarily the municipal junior college is controlled by the governing board which has charge of the public schools, and the superintendent of schools is at once the administrative head of the public schools and of the junior college. The dean of the junior college stands in exactly the same relationship to the superintendent as the high-school principal does. Indeed, they are frequently one and the same per

an

should be distinctly to the advantage of the municipal university. It is well known that leading citizens frequently refuse to allow themselves to become candidates for office when they realize that they may be drawn into distasteful political publicity. On the other hand, few civic and business leaders refuse appointment to the governing board of a municipal university. Usually they see excellent opportunity to help raise the standards of the civic and social life of the community through the numerous services offered by the university. Service on the governing board of a municipal university is therefore less spectacular and less in the public press, but it may for that reason attract a more capable and higher type of board. The very nature of the task naturally challenges the mayor of a city to base his appointments upon distinguished service rather than political expediency.

The complexity and the difference in the character of the work of a municipal university from that of the usual municipal junior college appear to offer substantial reasons for a separate board to govern the municipal university. At present few municipal junior colleges attempt more than the first two years of the usual academic work. Inasmuch as this is primarily an extension of the regular high-school program there are very few serious educational problems which may not be considered by the school administration as similar to the problems of secondary education.

Correlation Presents a Complex Problem On the other hand, the first two years of college work is only a small part of the complex program of a municipal university. There is the problem of correlating the first two years of college with the major work of the latter two years, and with graduate work comprising at least the master's degree. There is the teachers college with its variety of curricula for the preparation of teachers in the elementary and secondary schools; engineering with its main branches of civil, electrical, and mechanical; and the home economics course of study as a preparation for home making; and certain specialized work. Occasionally also, where the