6. That there is a considerable percentage of subnormal pupils in the regular classes.

7. That the mortality of the average pupil after reaching 7A is very high and in inverse ratio to general mental ability.

8. That the dull normal pupils measured seemed on the whole to be in the proper grade if judged by their mental ages.

9. That if the rate of progress through the grades by dull normal pupils is to be increased, the curriculum should be modified to suit their ability.

School Survey Makes Progress. The survey of the Seattle schools under the direction of Dr. Fred C. Ayer of the University of Washington is one of the most noteworthy enterprises of its kind thus far announced during the past year or more. The survey has already produced six very important reports. They are as follows:

Curriculum making.

Time distribution by subjects and grades.

Organization of the curriculum.
Adaptability of the curriculum.
Progress of pupils.
Promotion and failure.

At the present time Dr. Ayer is mak ing a study of problems of supervision in Seattle from a comparative point of view. This activity involves investigation of work in other large cities. The reports of Dr. Ayer's survey have attracted widespread attention, and the board of education recently decided to publish them in bulletin form. They will be distributed at a price to cover the cost of printing.

The Teacher and the Republic. Closing an inspirational address at Tremont Theatre, Boston, recently, upon "The Future of the Republic," Frank D. Boynton, superintendent of schools, Ithaca, New York, said that there is no calling or profession, save that of parenthood, which offers such opportunities for service as does teaching. Past the teacher's desk, he said, the unending stream of youth must go the authors, statemen, bankers, business and professional men and women, those who are to build or wreck empires-and as they pass give the teacher an opportu nity to touch Destiny. Continuing, Superintendent Boynton pointed out:

A phonograph can hear recitations: but teaching, that process by which one skilled in the things of the heart and brain undertakes the task of enlarging the life of others in all the varying

FRANK D. BOYNTON, Ithaca, N. Y.

possibilities of self-enjoyment and general usefulness, has always called for and had the mightiest hearts and intellects in human history. The only concrete symbol of the kingdom of heaven is a little child. To the teacher of vision, the call to teach, is a revelation of the image of the Infinite in her pupils and an invitation to work in the Master's vineyard. So long as we continue to man our schools, these bulwarks of our liberty, by men and women whose sterling honesty, whose ruggedness of character, whose courage and compelling personalities mark them as leaders civic, social, religious-the Republic is secure; what the teacher is, is today, the nation will be tomorrow. the nation will become; what the school

Participation of Teachers in Curriculum Making. "One of the problems of the administrative forces of the schools is to see that a curric

ulum, or sometimes merely a program of studies, is provided," pointed out Mr. W. Ross Dunn in an address before the Cincinnati Schoolmasters Club. He said that as the teachers should have and do have a share in making or constructing the curriculum, he is sharing in the democratic administration and supervision of the school. He set forth that re-organization of the curricula is a prominent need, and said:

This re-organization is to be done from a new point of view: from the psychologist's point of view of activities, of habits, skills and abilities instead of subject matter and knowledge. Hence the place of the teacher in this new plan may be a pertinent question. In connection with the foregoing foregoing

statement, Mr. Dunn quoted certain educational leaders as follows:

Dr. Bobbitt: Curriculum making for reorganized education must therefore be lead and directed by someone who is not primarily interested in high school subjects or departments; but in education.

Mr. Dunn said that Dr. Bobbitt was speaking to principals when he made the foregoing statement, and that he indicates, elsewhere, that the superintendent is to have his place in direction and giving advice to the work and that, while the principal is to discover objectives and direct, he is not to do the work. In this connection, Dr. Bobbitt says:

He will have his teachers take the objectives and discover the pupil activities and experiences best suited for attaining them. Then he will get things done by specialists; and yet perform his generalized co-ordinating function.

Mr. Dunn quoted Dr. Bonser as follows:

The curriculum for a given school or school system should be the joint product of all of the school staff. Teachers should participate in any revision of a curriculum to such a degree that they feel a large share of authorship in its changes and of responsibility for carrying out the changes. The curriculum should always be in a state of revision and adaptation. The teacher is continuously responsible for making immediate adaptations.

And Dr. Charters is quoted to the following effect:

There is every reason why a faculty should decide for itself what will be the dominant ideals of the institution, after taking into account the individuality of the students and of the members of the faculty.

On the other hand, Mr. Dunn pointed out that Professor Horne of Iowa is convinced that no community has made a superior course of study in all subjects. He would have the curriculum in any particular subject made by a committee of experts consisting of the superintendent, the supervisor, the college professor, the bureau of research member, and the classroom teacher of "insight and artistic technique." Mr. Dunn believes that the problem is not one of getting the teachers to do the work but consists in getting them to see the need of re-organization and that worth while results will follow. If the administrative staff find it possible to lessen other duties while the revision is on, the results will probably show in

the increased amount of time the teacher will give to the extra problem. It is pointed out in this connection that Pittsburg is trying to have many of its committee meetings during school hours, and substitutes are used to take the place of the regular teacher. Mr. Dunn said that it is altogether probable that if the leaders in any school system would get so far behind modern ideas. in the curricula field as to seriously threaten the efficiency of a given school system, it is both conceivable and probable that the teachers, through some organization, would request and secure a revision of the course of study. They did do this, he declared, as quickly as they formed organizations under the stress of financial pressure a few

ago.

years

Character Training. It appears

from activities in the Seattle schools that the administration recognizes character education as a first end to be sought. The purpose of work of this kind is to make specific provision for supplementing the training of the home in the fundamental American virtues, in all grades from the kindergarten through the high school. The following are some of the ways in which character training is carried on as outlined in the Public Schools Bulletin:

1. In the kindergarten and primary grades, the child's idea of right and wrong, his sense of respect for the rights of his fellows and of the importance of obedience to proper authority are progressively developed. Through the story method, such ideals as courage, honesty, service, love of country, and the like are presented.

2. Throughout the upper grades and the high schools, emphasis on the development of American ideals is continued, particularly by means of history, language, and literature.

3. An effort is made, through boys' and girls' clubs and similar organizations, to permit the pupils to practice these ideals by assuming certain definite responsibilities and services to the school and community.

4. A definite outline for teaching patriotism is followed in all grades.

5. An outline for teaching courtesy was supplied to teachers during the year 1923-24.

6. A plan of thrift education which affords opportunity for saving through the school bank was established in March, 1923. One year later, over seventy per cent of the pupils had active savings accounts. Emphasis is placed by the teachers upon the regu

larity of saving, rather than upon the ings of which 40 have been built since amount of the deposit.

Progress in Philadelphia Schools. The schools of Philadelphia are likely to be ranked among best schools in the United States in the near future, if they have not already attained that rank, according to a recent state

March, 1922. The junior high schools enroll 18,076 children, and 23,000 attend evening classes. Last summer more than 15,000 people in Philadelphia attended summer school, and 61,000 are now enrolled in special classes, because their handicaps prevent their

Romance of Building Boyhood

THE ROMANCE OF BUILDING BOYHOOD

MYTH & STORY

BIOGRAPHY HISTORY

LITERATURE MORAL SENSE

EARLY ADOLESCENCE MIDDLE ADOLESCENCE

POWER

ETHICS

RELIGION

LATER ADOLESCENCE

ACHIEVEMENT

INTELLIGENCE JUDGEMENT INVENTION

RESTLESSNESS

EXAMINATION

CRITICISM

BIRTH

ment by Dr. E. C. Broome, the superintendent of those schools. He says that the high school courses have been revised, demonstration schools have been instituted, salaries of teachers have been increased, supervisors have been increased, part-time has been reduced 75 per cent, four building inspectors have been appointed, and intensive building plan has been adopted and approved, and medical inspection in schools has been extended. During 1923, Philadelphia school costs ranked seventeenth in the list of nineteen cities of similar size. The rate per capita was $77.86, while that of the average city's city's per capita was $96.93. Dr. Broome points out that Philadelphia has 275,000 boys and girls, and says that if they were placed in a single line they would reach from Philadelphia to Washington and would take two days to pass a given point. The city has a force of teachers and principals totaling 8000. There are 367 separate build

attendance in regular classes. The Americanization classes for foreign speaking people are attended by upwards of 13,000. This attendance represents, Dr. Broome says, an increase of 120 per cent since 1921. Advancements are made by merit, according to the superintendent's statement, and appointments are made from eligibility lists and determined by merit. Broome believes that one of the most important steps in the advancement of education in Philadelphia has been the introduction of junior high schools which furnish the type of education that makes transition from grade schools to high schools smooth. At present, Philadelphia has twelve junior high schools.

Dr.

Gem Consolidated School a Community Center. Gem, Kansas, is a village of less than 200 population located in the semi-arid region of the western part of the state. The superintendent of the school, Logan Britton, says that sometimes the people get a wheat crop

and sometimes they do not. The loss of a crop, however, has not discouraged them in making provision for better school advantages. The people of Gem are among the pioneers in consolidated schools. This school was organized in 1921 when three rural districts were united with Gem making a total area of 66 sections with a valuation of $1,129,000. Since the consolidation movement began in that locality, nine other schools have been organized. A bond election was held soon after the consolidation was determined upon, and $60,000 was voted to construct the modern school building. The district votes a twenty mill levy to maintain the school. The pupils from the country are transported to school by means of busses and small trucks. Transportation, Mr. Britton says, has been a success. Four years of approved high school work are offered in this community school where before there was none. Special courses in music are given through the entire school. Physical training is given special attention from the grades through the high school, and a health program is carried out with the aid of a county school nurse who has been employed as a result of the newly or ganized consolidated schools in the

interest in the consolidated school which is located in that little community. The school building very properly is made the center of social activities which involve a wide area. It appears that the state offers a bounty for rabbit ears. The principal of the school, Logan Britton, conceived the idea that a community rabbit hunt would be a unique way to get the people together and stimulate interest, indirectly, in the work that he is trying to do to promote community welfare. So he proceeded to organize the hunt on the basis of a contest. Two sides were formed, each having its captain. It was agreed that the losing side should give a dinner to the winners and the community. About 75 men and boys, armed with rifles and shotguns, responded. They left the town about 10:30 in the morning, and the hunt continued through the day. At the roundup it was found that the winning side had 308 rabbits, while the other side had 298. A big community

oyster supper was served at the school building in the evening. It was a day of real sport for the community, and the activities of the day were profitable in that they emphasized the importance of getting the people together for social inter-course.

The

Teachers Survey Schools. governor of New Jersey recommended to the legislature that provision be made for investigation of the public school system. Such provision was not made by the legislature. Now the New Jersey teachers are going to undertake to survey the public school system through their state association. They announce that their work will not be a probe but that it will be in the nature of a study of education. As such it may prove more valuable than any investigation that could have been conducted by any provision made by the legislature. The public schools of New Jersey have high standards, and it is reported that many people feel that they are not in need of an exploring expedition half so much as some other public institutions and projects. It is reported that high school graduates, however, are failing to pass normal school tests. The Oswego, New York, Times, commenting upon that situation

says:

But this may not be the fault of the public school system. It may well be that modernism in present day amusements, deterioration of old fashioned home life, the craze for athletics, the manifold distractions for young people that did not exist before-have something to do with it. Then, too, are normal school examinations just as simple and practicable as they used to be? Or have they been affected by the Edison questionnaire and the senseless tests sometimes put before applicants for automobile licenses?

The officers of the New Jersey State Teachers Association are: President, Supt. William J. Bickett, Trenton; vicepresident, Supt. George J. Smith, Clifton; second vice-president, Josephine Klages, Camden. These officers together with members of the executive committee of the Association will appoint a committee to conduct the survey which will be made during the coming year.

Higher Standards for Normal Schools. The Tennessee State Board of Education voted to make the normal school course four years instead of three. It was decided, also, that all students entering the three state normal schools must show certificates of graduation from a four-year high school, instead of two years, as has been the rule heretofore. These changes are reported to have been made on the recommendation of the presidents of the normal schools. Under this action of

the state board of education, the Tennessee normal schools will rank with the best teachers colleges in the country. A committee consisting of the presidents of the normal schools was appointed to formulate a course of study for the four-year course. It was the expressed view of members of the state board of

education that duplication of high school subjects will be eliminated, and that graduates will be equipped to teach in any public school or standard college in Tennessee. The board approved Tennessee's educational program, outlined by the president of the board, to include a complete revision of all school laws, as follows:

curriculum. The duty of the teacher, he says, is three-fold:

1. To discover the personality of the child.

2. To specialize the child.

3. To give him the tools of an education.

The trouble with curriculums, Supt.

Underwood points out, is that they contain too much and provide more for mass training than individual or group training. The curriculum should first of all furnish the necessary materials for the development of the esthetic, moral, social, and practical phases of life. And then they should be so elaborate and so diversified that they could be applied to groups of children of all degrees of mental, social, and economic status. He points out that many curriculums are merely a con3. Repeal of local legislation, large glomeration of materials for teachers to cities excepted.

1. A more economic and businesslike county administration.

2. An eight-month minimum school term for all counties.

4.

Revision of the elementary course of study, reducing the number of subjects to what is physically possible for teacher and pupil.

5. Better care of school property, with adequate provisions for replacement and improvement.

6. Changes in the requirements for licensing county superintendents and teachers.

7. Salary scale for superintendents and teachers in direct relation to service.

8. Uniform promotion of children in all grades, based on examinations at the close of term.

9. A state school architect for economy and efficiency.

10. Change in the method of distributing text-books to insure a greater saving to the people.

11. A system related to the economic needs of the state, and an equal opportunity for all children.

The resolutions putting in force the students are as follows: new requirements for normal school

That, beginning with the year 192526, graduation from a standard fouryear high school shall be required before entrance to normal school.

That the normal school course shall cover four years of nine months each and shall include courses of instruction of standard teacher college type.

Important Aspects of Education. In a communication to the DIGEST, Supt. C. C. Underwood, Crawfordsville, Indiana, says that the most important education subject now before the people is the selection and construction of the

choose from in a hap-hazard way. The subject matter should be evaluated, and some definite suggestions given as to the proper use for different groups of pupils. In this connection, Supt. Underproperly classified according to native wood makes clear that pupils should be ability, personal application, and home training. Then he says:

More adequate remuneration is demanded for teachers. We cannot expect to get the best minds of the country to teach the boys and girls if we do not pay for them. Better paid teachers will lead to a higher standard of training and to higher standards of the profession of teaching.

appropriation of funds to carry through its suggestions.

The Association adopted a resolution, also, urging the colleges of Texas to "study faithfully" the prison survey which was recently completed. The colleges were asked to do what they can to prevent continued crime in Texas.

Waste through Retardation. It is probable that the cost of retardation in the public schools of Cleveland exceeds a million dollars a year, according to School Topics. The writer declares that this waste may be charged to poor teaching, to indolence and laziness of the pupils, and to indifference and lack of co-operation on the part of the parents. He says that it does not seem likely that standardization of teachers' marks will eliminate the evil, because teachers' marks can no more be standardized than can a course of study be standardized. It is much harder, the writer says, to standardize teachers' estimates of pupils than it is on a course of study. Continuing, the writer points

out:

The course of study certainly should not be standardized. It should be adapted to the aptitudes of the pupils, who, of course, represent every range of human variation. It seems absurd that any pupil should have to repeat a year of school. The curriculum should be flexible. Thanks to intelligence tests and increasingly intelligent administration and teaching, it is becoming more and more flexible.

The writer believes that good teaching is the one thing which will save not only the money wasted by failures of pupils, but which will save the pupils themselves a vast amount of time and insure efficiency in the world.

Teachers Who Achieve Success. According to Dr. Joseph K. Van Denburg, chairman of the board of examiners, New York City, "moderately intelligent" teachers are more likely to attain success than those who possess a high degree of intelligence. This striking fact along with other facts of similar import were developed by the increasing use of intelligence tests administered to a large number of teachers of varying degrees of intelligence, said Dr. Van Denburg in a recent address. He pointed out:

Tests of ability recently administered to a large number of teachers of a varying degree of intelligence have revealed

that there exists a higher correlation between moderate intelligence and a high degree of success in teaching than between the latter and a high degree of intelligence. Quick people make poor teachers. They cannot slow down their mental processes to a speed compatible

with the childish mind.

Dr. Van Denburg then explained th because of the foregoing fact, intclligence tests will not be used the board of examiners for the selection or promotion of teachers. He said that they have been employed by the board of examiners in only two instancesin the examination for attendance of ficers and assistants to principals. The latter group were required to read and interpret difficult passages of English, he pointed out, but the results of this test were merely used as a guide in the oral examination and in no way affected the teachers' grades. Dr. Van Denburg criticized the old "essay type" of examination, because of the large element of chance arising from the limitation of the number of questions, the unfairness to those who do not engage the services of a professional coach, the uncertainty of ratings and the muscular fatigue. Continuing, he observed:

The incisive type of examination, in which one or two hundred questions are There is less writing and more thinking. asked, covers the field completely. From the rating in these tests, which we have used for promotion English, promotion geography, and clerical assistants in high school, there have been very few appeals. Preparation of the new type of examination paper, however, involves a ten-fold increase in cost and labor. These two items will seriously hinder the proposed change.

The application of the tests to pupils was another aspect of the problem which Dr. Van Denburg considered. He rejected the intelligence tests and advocated in its place a test of probable school success, like the Terman test based on matters of common information. He said that no child would be admitted to or continued in school unless he demonstrates his probability of school success in one of these tests.

Mentality Tests at Teachers College. The department of psychology, State College for Teachers, Albany, New York, recently gave mentality tests to 314 members of the freshman class. The president of the college said, in this connection, that mental tests are

still in the experimental stages and those given to the freshman had no bearing on the question of matriculation. The results of the tests are for the use of the psychology department of the college and for the administrative officers. Other members of the faculty, it is pointed out, will not know the mark attained by the pupils in the tests. The test is described as having consisted of 75 questions similar to those devised by Dr. Thorndike for testing mentality of groups. The questions were varied, some dealing with knowledge of history and contemporary events, others with logic, some with the use of English, and others with the application of thought. All were designed to test the ability of the students to adapt themselves to a given set of conditions connected with the solution of a problem. Commenting upon the tests, Dr. Arthur K. Beik, head of the department of psychology,

said:

When more is known of intelligence tests it may be possible to determine accurately the capabilities of any person through this means and also to devise tests that will not only show the proficiency of students in assimilating instruction in any course but, also, will indicate the ability to make practical applications of that knowledge. If one who entered college with a high reshould fail to do his work properly in gents' average and a high mental test college, it would indicate that the student is not properly devoting himself to his studies. If, on the other hand, a student with a low average in the regents' examination and a low mental test were to have low grade work in college, it would indicate inability to do better rather than lack of interest and application.

Dr. Beik pointed out that the tests given were designed for high school graduates. Last year, he said, a similar test was given to the seniors, and it was found that none was able to answer all the questions correctly within the allowed time. The tests were purposely designed so that they cannot be answered in the amount of time. In that manner the speed with which the mind of the pupil works is determined. The number of questions correctly answered shows the mental capabilities of the person being tested. Dr. Beik believes that the time may arrive when mental tests will be as universally used as are scales in a grocery store. He says that they may not be entirely accurate, but they are close enough for practical use.