we have not reached the bottom on this downward trend.

ers.

The selection and training of teach

The profession is not attracting high class people permanently. The better type is forced into other more remunerative pursuits, and their places are filled by those of less intellectual power, more limited vision, less aspiration, and less outlook. Teacher training institutions can not make a teacher out of a girl with the aspirations of a domestic or shop girl. The superintendent has a limited field from which to select teachers. After having been in close touch with a teacher training institution in my city for four years, it seems to me that results are not commensurate with the cost of production or the amount of educational machinery which is supposed to select and train teachers.

Some means ought to be evolved whereby it would be practically impossible for the average citizen, John Jones, to "get on the board of education." He sometimes has a grievance,

or is obsessed with an idea that something has to be stopped, or that education costs too much, or he may be the idealistic pin-head who wants to reform everything. Most boards of edu

SUPT. C. E. STAILEY, Athens, Ohio

cation are a liability to their community and especially to their superintendent. There should be some way created whereby boards of education could do only three things: (a) Employ educational experts; (b) Approve their policies; (c) Raise the money needed and pay the bills.

Supt. H. G. Clement,
Redlands, California.

To my mind one of the most impor tant duties of public school administrators and teachers generally is the emphasizing of the fact that public schools are not places where children are prepared for life, but are actually places where children may and should live fully and happily.

The public should be taught to recog nize that the vital function of the public school is not the teaching of arithmetic or morals, whether this be taught better or worse than in various private schools, but rather its contribution to democracy in educating all sorts of children from all sorts of homes on an all inclusive basis which is the only guarantee against future misunderstandings and distrusts among our citizens.

a

I suggest a candid examination of the justification of compulsory school attendance up to a given age without regard to the capacities of desires of the individual pupil, so far as the law compels attendance beyond the elementary school.

Teachers Attack Ban on Politics. The St. Paul Federation of Women Teachers recently requested Commissioner of Education L. R. S. Ferguson to modify the ban on political discussion in the schools which, the teachers de clare, nullifies part of their class work. Early in September, Commissioner Ferguson ordered that the teachers refrain in all ways from bringing politics into discussion in the classroom, and the commissioner is said to have threatened to discharge any teacher who broke the rule and mentioned political parties and platforms in any of the St. Paul school classes. The Federation of Teachers set up the claim that the ruling of the commissioner is a direct contradiction to the course of study issued by his department. The resolution adopted by

the Teachers' Federation is as follows:

Whereas, the commissioner of education of the city of St. Paul has issued statements to the effect that, in the schoolrooms of this city:

No mention shall be made of any political candidate.

No study shall be made of any party platform.

No elections shall be held.

That any teacher failing to comply with these definite orders would be im

mediately dismissed from the system; and that the principals would be held equally responsible with the teachers for what is taught in their schools.

That these orders are in direct contradiction to the course of study as issued by the department of education of this city for the teaching of history and civics in the grade and high schools.

And, whereas, courses of study in this state and others provide for the teaching of civics and history as preparation for effective citizenship, with subsequent discussion of current political situations, as well as provisions for the holding of elections under the project method of teaching.

And whereas, the teachers of these subjects feel that the effectiveness of their teaching is nullified by the commands issued; therefore, be it

Resolved, that the members of the Federation of Women Teachers, in meeting assembled, request that the commissioner modify the orders given so that the teaching of these subjects in

Participation of Schools in Civic Service. The board of education, Chicago, recently decided that participation in community service, while an agree able duty, must be foreseen and made a regular part of the year's program. Opportunities to assist in worthy civic education believes, too numerous withmovements have proved, the board of

out serious interference of school work which is supposed "to give an efficient and thorough common school education." The board of education, thereyear the fore, decided that for the schools should participate, to a reasonable extent, in work in the School Children's Aid Society; Red Cross; Hospital Service; Cleanup Week; Cooperation with Boy Scouts; Girl Scouts or Campfire Girls; and a reasonable attention to the celebration of the national and state holidays. This action was taken by the board of education in view of the large number of commendable projects offered to the schools, in

aroused that every child finds his steps leading to the schoolhouse." This is what Superintendent Willis S. Sutton, Atlanta, Georgia, says in regard to the influence of a superintendent. More over, Mr. Sutton declares that a superintendent must go even further and see that the older constituency not only have the opportunity but are aroused to the importance of continued improvement in intellectual, vocational, and moral development. The superintendent's chief contribution to education, Superintend. ent Sutton believes, is to have an aroused conscience on the part of all the people for the cultural development of the entire state, city or community. Superintendent Sutton points out that the school curriculum must be extended beyond the schoolhouse door, and that it must utilize civic, commercial and industrial organizations which may contribute to the education of the child. Continuing this thought, Superintendent Sutton says:

I believe in a general curriculum which shall give sufficient mental training and cultural background to make a boy or girl a good citizen of any community, but I cannot refrain from saying that, since the state and the city are

paying the bill for the education of our people, the superintendent, whether state, county, or municipal should see that the type of curriculum used in his particular city should fit into the life of the people of his section, should develop its natural resources, and should function in its commercial and industrial life. Much of the so-called education now given throughout the country may be of value from the standpoint of purely mental training, but it is of question able value in comparison with the development of the resources of state

and nation.

Referring to college entrance requirements, Superintendent Sutton declares that they have dominated the cause of education. He says that antiquated subjects, too long, have been included in the public school curriculum, and that school officials have too long neglected to incorporate into the schools that type of education which will assist in the development of the country. He points out with considerable emphasis that ideals of education should rise above bread and meat, but they should not rise so high as to neglect the fact that men must have bread and meat before they can possess their souls.

Educational Research for Industry. A board for research in industry has been organized at the Oswego, New York, State Normal School, through the efforts of the printers of the industrial department. This school is recognized as having one of the best courses for the training of industrial teachers. The immediate purpose of the new board, it is pointed out, is to make a study of the printing industry. The work will be carried on by means of experiments tried out in the print shops connected with the high schools and trade schools. The experiments will be worked out through the co-operation of an educational director and the teachers of

printing in several schools. The expenses involved will be met through contributions from the printers' organizations and other interested persons and organizations. The board is organized with a president, secretarytreasurer, and educational director. The educational director is Grover C. Morehart, associate professor of educa tion, Teachers College, Syracuse University.

Analysis of Charts and Tables

These charts and tables show the trend of educational building since 1920, both as to value and as to floor area. The figures are taken from the Survey of Current Business issued by the United States Department of Commerce. They cover the 27 northeastern states excepting the figures prior to March 1921 which cover 25 northeastern states.

The great peak of 1922 is perhaps the first thing in the chart to attract the eye. Since 1920, we find that construction costs reached their lowest average during the year 1922. This favorable condition of the market produced a marked building stimulus which accounts for the great peak in the educational building curve for 1922. The increased activity during this year with its consequent increase in the demand for building materials caused construction costs to rise again. This upward

35822

24346

35037

21923

.....

.....

1923 13906 22108 22550 1924 15927 26735 29567 29998

movement in building costs is a factor in producing the long sharp drop from May to September, 1922.

The seasonal movements in educational building are plainly evident in the charts. Winter weather shows its effect on building activity by the depressions in the curves during the winter months. Engineers and contractors, however, are making pronounced advancement in developing methods of continuing building activities during the cold weather so that we may expect to see in the future a mitigation in the seasonal fluctuations of the building curve.

What of 1924 as an educational building year? A study of the totals in the tables indicates that 1924 will be a big year. Barring an extraordinarily sharp decline between August and December, it seems probable that 1924 will equal or even exceed the record year of 1922 in the value of contracts awarded for educational buildings. In floor area, however, which measures the physical volume, 1924 will probably not equal 1922. It is very likely, though, that it will exceed 1923.

Attendance Laws Strictly Enforced. Dr. Austin P. Finley, assistant superintendent of schools, Memphis, Tennessee, reports that out of 1100 applications for permits for children to leave school to work, less than 300 were honored. He says that only in extreme cases are parents allowed to withdraw children from the schools to help them finance the operation of the home. Children who have older brothers or sisters, who might be married or single, should not be expected to obtain a working permit if father is ill and the family needs money. Parents should not expect the child of school age to be denied his privilege of education when his older brothers and sisters, even though married, can help temporarily. Dr. Finley points out that most of the 300 permits issued last year for working children were for part time. He says that the child after reaching the sixth birthday and until he passes his seventeenth birthday is entirely under

the control of the school board, and he or she can not obtain employment, even in the afternoons, on Saturdays, or holidays, without permission of school authorities. However, if the family really is in want, permits can be obtained more easily than those that would enable the child to remain away during school hours. Eight attendance officers are on duty in Memphis, tracing up absentees from every school, and no child can remain away for two or three consecutive days without running into an investigation of the causes.

A Super Survey. One of the most significant and far reaching surveys of public school work ever undertaken in this country is that which is now in progress in the city of Denver. The survey relates largely to curriculum revision, but its influence upon the administrative organization of the school ministrative organization of the school system is of incalculable value. Mr. A. L. Threlkeld, deputy superintendent of schools, is in charge of the curriculum revision. Some of the most distinguished men in professional education were called to Denver to participate in

1922

19 23

192 4

the survey. In the list of participants are the following:

Dr. Ernest Horn, University of Iowa; Dr. C. E. Seashore, University of Iowa; Dr. F. G. Nichols, Harvard University; Dr. John C. Stone, State Normal School, Upper Montclair, New Jersey; Dr. T. C. Briggs, Teachers College, Columbia University; Dr. Raleigh Schorling, University of Michigan; Dr. R. M. Tryon, University of Chicago; Dr. Mason D. Gray, East High School Rochester, New York; Dr. W. W. Charters, University of Pittsburgh, Pittsburgh, Pennsylvania; Dr. Frederick G. Bonser, Teachers College, Columbia University; Dr. Otis Caldwell, Lincoln School, Teachers College; Dr. W. S. Gray, Chicago University; Dr. H. O. Rugg, Lincoln School, Teachers College.

As a result of the survey, the following courses of study monographs have been issued in book form: Kindergarten; General Science, grades seven and eight; Biology, grade nine; Commerce, grades seven, eight, and nine; Social Science, grades seven, eight and nine; Arithmetic, grades one to six inclusive; Latin, grades seven, eight, and nine.

PHILIP LOVEJOY, Principal of High School, Mount Clemens, Michigan.

of the principal, Philip Lovejoy, and Miss Velda Bogert, teacher of the civics classes. The election was held in order to emphasize the importance of elections. in general, and, moreover to bring to the attention of the students the importance of registering and voting. The high school at Mount Clemens is organized on the six-year basis. On election day, all classes in the school met as differentiated by their hours of credit. A general caucus was held in which two candidates for each office needed were nominated. Scholarship requirements, calling for a C average in all subjects the preceding semester, were set up to insure a better type of leadership. These nominations having been made, students so nominated were checked on the records in the office, and then an official ballot was prepared. Here was where the civic classes began to function. What type of a ballot? What features should it contain? How should they be printed? What instruction measures should be adopted? How should the voting be done? All details were worked out by the class. A short ballot was prepared. Names were placed on the ballot in alphabetical order, and a corner was perforated and numbered. A separate ballot was prepared for each class with

the name of the class at the top and the names of candidates below. A special polling place was estsablished for each of the eleven classes. October first was set for general election day. Specimen printed ballots were posted on the bulletin boards. Members of the civics classes went to each of the class organizations the day before election to give general instructions pertaining to the mechanics of voting.

The registration office of the school prepared the official voting lists. This meant that everyone in school was registered by his own voluntary act of entering school. The voter went to the polls, had his name checked off, received a ballot and handed it to an election officer. There were four election officers at each polling place. The number was torn off, and the vote placed in the official ballot box for that precinct. The polls were open half an hour. Over half of the classes voted 100 per cent, and all of the others voted save those who were necessarily absent. Absentee votes were taken from all where arrangements could be made. The polls closed. The election committee counted the ballots, marked them on specially prepared sheets and forwarded them to the canvassing board composed of the upper classmen of the civics classes. A complete tabulation was made and the final results were

published. The election accomplished a number of things:

Each person was registered.
Nearly everyone voted.

It was done in secret and fairness.

A practical ballot was prepared and general instruction for a general citizen election later was obtained.

The results were made known to every

one.

The school had definite control over the form. procedure which was orderly and uni

A check up on deficient ballots was made and instruction, correcting these defects, was given after the election.

The ballots had the following titles: Official 7 B Ballot, Official 7 A Ballot, Official 8 B Ballot, Official 8 A Ballot, Official 9 B Ballot, Official 9 A Ballot, Official 10 B Ballot, Official 10 A Ballot, Official Junior Class Ballot, Official Senior Ballot, Official Special Class Bal

Ralph Cuyler Edith Taylor

For Vice-President (Vote for One)
Marion Klockow
Harry Weber

The Constitution in the Public Schools. A notable effort is being made by the National Security League to promote the teaching of the Constitu

For Secretary (Vote for One)

Irene Kandt

Mary Niemetta

For Treasurer (Vote for One)
Marion Chafetz
Eliz Noellert

tion of the United States in all public schools, and it is significant that 150 educators are co-operating with the League in this most commendable enter