must be time for recreation, amusement, social intercourse, and intellectual as well as spiritual improvement, and yet most of the people must toil much of the time,

and all of the people, except those physically and mentally deficient, should learn to do so. No one should oppose the proper restriction of working hours. No one will interpose objection to employing more of the time for improvement as machinery and labor-saving devices are introduced for the economy of man's effort. And yet a "machine-made millenium" in which no one would be required to work would be a dire calamity that would wreck society by stifling ambition and deadening effort. It has been predicted that the time will come when farmers will be able to plant, cultivate, and reap their harvests in a few weeks of the year and thus be able to give nearly all their time to leisure, recreation, and intellectual improvement. It is a serious question just how far this process of labor-saving can be carried, even if such ideas prove practical, without undermining character and ambition.

Schools Teach the Lesson of Saving Steady toil and persistent industry are the origin of wealth, but thrift implies likewise a wise husbandry and a prudent conservation of the results of labor. Saving is often more difficult than acquiring. Everywhere to-day our schools are teaching the children the lesson of saving. Banks operated by school children are numerous, and few schools fail to utilize the hoarding instinct in children for the development of habits of saving. Some schools succeed in getting 100 per cent of the pupils to deposit, and nowhere have there been failures where proper methods have been employed.

Primary Teachers' Association Cele

brates Tenth Anniversary

A meeting of the National Council of Primary Education, celebrating its tenth anniversary, will be held in Cincinnati, February, 1925. Organized with only 12 members, the council has grown until its membership now reaches 3,000.

Reports concerning the status of primary education in the United States have been made each year. Among those most in demand are: Time allotment devoted to hand work in the day's program; Bases of promotion from kindergarten and first grade; The best schoolroom equipment necessary for administering an up-to-date primary school program; and, What constitutes an acceptable day's work in a primary school.

Alta Adkins, assistant superintendent of schools, Hammond, Ind., is secretary of the council.

ONE

NE OF the striking results of the introduction of new subjects into the curriculum of the secondary schools is the new life which they arouse in the older fields of instruction. That which is most worth while in the established courses stands forth more strongly than before, and much that has lost its usefulness for the present day is the more rapidly discarded.

Present Day Psychology Affects Latin Teaching

An excellent example of this tendency is given us in the classics. Those who have followed instruction in Latin for the

past decade in the best schools know how vitally present-day psychology has affected the work of teachers of Latin. With the close of the three years of intensive investigation which the Classical League has just finished and the appearance of the first volume of its report, such a definite and strong impetus has been given to the bettering of Latin teaching that we may well thank those who have been responsible for this quickened thought indirectly by introducing into the curriculum the various vocational studies of recent years. The classical investigation illustrates, moreover, the present distinct tendency in American education to progress by careful and extended scientific studies of the

problems under discussion in the fields of content and method. It is most natural, therefore, that close upon the heels of the researches of the teachers of the classics should come "The Modern Foreign Language Study," now in the preliminary months of its work.

Bureau of Education is Cooperating

In a later issue of SCHOOL LIFE an outline will be given of the various problems which this national and international study has set itself to consider. The committee on direction and control, made up of a score of the leading professors and teachers of French, German, Spanish, and Italian, and representing all branches of instruction and all sections of the country, are working under the auspices of the American Council on Education and with the cooperation of the United States Bureau of Education.

The main office of the study has been established at 561 West One hundred and sixteenth Street, New York City, and a second office at Ellis Avenue and Fiftyeighth Street, Chicago. Three special investigators are working under the direction of the committee and it is hoped that all modern language teachers who desire to have a share in this extensive study will get into touch with the work.

Problems

To present new ideas on some of the everyday but difficult problems of grade teachers is the purpose of the Teachers' Association of the State Normal Schools of New Jersey in their plan to issue a series of 10 leaflets in 1924-25. These leaflets, for the most part, are prepared by the faculty of the Montclair State Normal School.

Each number covers one

topic and gives a complete outline of suggestions for carrying out the project.

"Seat Work-a Thinking Process" is the topic of the first leaflet, and the remaining list includes: Economy in Teaching the Primary Number Facts; Poetry Teaching in the Grades; Song Material as Related to Project Teaching; Cultivating Curiosity; Objectives of Geography Teaching in the Intermediate Grades; The Endless Chain within a Tree Bud; The Doll as a Teacher; Around the World in a Classroom; and Growing Professionally, Advertising Our Profession.

Palestine

A technical institute has been established at Haifa, Palestine, and was formally opened in April, 1924, according to a report from George Gregg Fuller, American vice consul at Jerusalem. A large attendance is expected by workers of the lower and middle grades in courses in the building trades and mechanical and electrical engineering. Classes are held both day and evening. Hebrew is the language of instruction.

Plans are also under way for a university at Jerusalem, for which three American physicians are helping to organize the medical college with funds raised in the United States.

A Jewish national library has been started for use in connection with the Hebrew university. This library ha received generous contributions from both the French and Spanish Governments and already has a patronage of more than 3,000 readers monthly.

Latin in
Latin in stand those

C

OURSES in Latin are enrolling more high-school students than courses in all the other foreign languages combined. The average daily time outside the class now given by Latin pupils to the preparation of their lessons is considerably greater than is required for any other subject in the secondary school. Latin students surpass nonLatin students in the mastery of other subjects, and the superiority seems to be due to something gained from the study of Latin rather than to greater initial ability.

The percentage of secondary schools offering Latin is greater than that of such schools offering any or all other foreign languages, and the percentage of those giving four years of Latin is greater than that of those giving three years of French, the foreign language next highest in enrollment. In addition to the 940,000 young people studying Latin in the secondary schools, 40,000 more are pursuing courses in it in the colleges. Of 609 colleges in the continental United States 606 will accept and 214 require Latin for admission to an A B course. Onehalf the State departments of education are distinctly friendly to the study of Latin, 15 are sympathetic, 7 neutral, and only 2 unsympathetic or unfriendly.

Teachers in Small Places Lack Preparation Approximately 22,500 teachers of Latin are employed in the secondary schools, and the demand for well-trained teachers is steadily increasing. In places of fewer than 2,500 population nearly 40 per cent of the teachers of high-school Latin have never gone beyond the secondary school stage in their study of the language. The number of secondary pupils who study Latin is 9.8 per cent fewer than it was in 1914-15, but this is due to the enormous increase in high-school enrollment, and is about equal to the percentage decrease in combined modern foreign language enrollment for the same period.

Greek occupies a much less important place than Latin in secondary and collegiate instruction. About 11,000 highschool and 16,000 college students are studying that language. Only 20 colleges require a knowledge of Greek for admission to an A B course, though 559

will accept it. Eight of the State departments of education are friendly toward the study of Greek, one-half are neutral, and 16 unfriendly.

These are the main facts about the status of Latin and Greek in our secondary schools as they were found in a threeyear investigation carried on under the direction of the American Classical League.

General Cooperation Produced Excellent Results The league, through an advisory committee of 15 members, the General Education Board, 8 regional committees, 48 leading professors of education and psychology, the United States Bureau of Education, the State Department of Education of New York, the College Entrance Examination Board, and 8,595 teachers, mostly of the classics, carried on the work. Educational history re

cords no finer attempt on the part of school people to evaluate fairly some part of their school program and to find ways of bettering it. Interest in the survey has been very keen and the final report eagerly awaited. The first part has recently come from the press. (The Classical Investigation Conducted by the Advisory Committee of the American Classical League. Part 1, General Report. Princeton University Press, Princeton, 1924.)

With nearly a million young people studying Latin, 31 per cent of them for more than two years, it was necessary, of course, to inquire into what good the student may get from a course in that language, what the school should try to give him through it, and how the courses should be planned and carried out to be of the most help to him.

to read and understand Latin and to underelements in English related to Latin; greater ability to read, speak, and write English and to learn other foreign languages; development of correct mental habits, of an historical and cultural background, of right attitudes toward social situations, and of literary appreciation; gaining a knowledge of the simpler principles of language structure; and improvement in the pupil's written English. Mere ability to read new Latin after the student leaves high school or college and increased ability to make formal logical analyses are not considered as proper aims of the course.

To answer the question "What should be taught in Latin in order to benefit the student most in the things set out in the aims?" the committee again made use of a large number of tests and measurements and the opinions of experienced teachers. In the general recommendations as to what the course should be, "reading Latin" is defined as understanding thought directly through Latin as it stands, without translation into English. Much of the time in the first three semesters should be given to reading large quantities of well-graded easy Latin, so selected as to help the pupil gain a power to use and think in the language and at the same time give him a knowledge of the history and life of the Romans. Formal study of the vocabulary and grammar of the language, the committee reports, should be considerably reduced in amount and so arranged as to assist in developing power to read and understand Latin. Practice in writing Latin should be continued throughout the first three Teachers should be years of the course. allowed freedom of choice in the authors to be read, so that they may select the material they think best suited to bring the historical and cultural benefits of Latin to their pupils.

Transfer of Training Fully Discussed Judging the best methods of teaching Latin brought up the old question of formal discipline and of transfer of training. The possibility of transferring good mental habits, right social attitudes, and independent application of facts and processes acquired in the study of one field to achievement in another field is generalIn trying to find out what the aims of ly recognized. Moreover, pupils may be

the Latin course should be the committee gathered objective data by means of scientific studies, including tests and measurements, and subjective data in the form of expert opinion from experienced secondary teachers of Latin, teachers of various other subjects, and professors of education and psychology. The final simplified list of aims that are considered valid, since they express the advantages that students derive from a course in Latin, include: Greater ability

taught to increase the amount of transfer.

The position of the committee is that in teaching Latin both teacher and pupil must have continued practice in developing habits of generalization and consequent transfer, first, by training in a desired habit or trait; second, by putting those habits or traits in their most generally usable form; third, by teaching the pupil to apply them to situations not connected with Latin; and, fourth, by creating strong motives for the transfer

or trait repeatedly applied to other fields may become automatic. The committee

believes that habits of mental work, tendency to neglect distractions, ideals

of thoroughness, accuracy and precision, and right attitudes toward study are

acquired through the study of Latin and transferred to other lines of endeavor. Specific directions as to the teaching methods to be used in attaining these ends are given in the report.

Are secondary students of Latin stronger in other school subjects than those students that do not enroll in the Latin courses? If they are, is the difference due to native ability or to something in the study of Latin itself? The committee gathered a large body of evidence from the reports of classical and nonclassical pupils to determine the answer to these questions.

More Latin Means Greater Superiority The records of 10,000 candidates for college entrance made in the 10-year period 1914-1923, inclusive, show that the Latin students do better by about 13 per cent than the non-Latin students in all subjects outside of Latin and Greek, and in general the greater the amount of Latin studied the greater the superiority. Three tests made to determine the reason for this superiority indicated that of the 13 per cent about 2 per cent or 3 per cent was due to initial ability and 11 per cent or 10 per cent to something in the study of Latin. The advocates of formal discipline seem to have been right about the disciplinary values of Latin.

This report of the Classical League will undoubtedly be a classic in educational investigations. The care, thoroughness,

with broad training and preparation

for the duties and practice of citizenship is the chief object in the specially endowed school of citizenship and public affairs opened at Syracuse this year as an integral part of the liberal arts college. It is the purpose of the founder of the school to impress upon university men and women the responsibility of becoming and producing well-informed and competent leaders in public affairs, to assist in training teachers for the high schools and colleges in modern methods and material of instruction in government, and to prepare selected men and women for careers in civic administration and research and for an intelligent official relation to the general public and modern public organizations, local, State, and national.

To acquaint freshmen in as simple a manner as possible with what government is and the way in which it works, to arouse an interest in public affairs, and develop a sense of responsibility for exercising leadership is the general aim of the basic or fundamental course given in the first year of the school.

Intensive Study of American Government

A more intensive study of American government is arranged for the junior year. Important state papers, the presidential and gubernatorial messages, and the great debates of American history are sources of forum discussions.

West

More technical in character are the courses offered in the junior year. Political parties, European governments and foreign relations, and constitutional and international law are the subjects covered. They are treated in a more intensive way than in the earlier years, but the general method of approach is the case or problem method.

In the senior year an attempt will be made to show the relation between the course of development in political action and the underlying principles of political philosophy. Practical problems of government and psychological aspects of politics are included in this year's work. A seminar will be conducted in the investigation of these problems and the administration of government generally. An original thesis on some practical phase of administration will be expected of students in the seminar and a considerable amount of field work will be required of each majoring student. On completion of the course the regular degree of bachelor of science will be conferred.

Provision has been made for graduate study leading to the degree of master of science. Official surveys in local, State, and National Government will furnish the basis for theses. In graduate work the school at Syracuse will be affiliated with the National Institute of Public Administration of New York City. A fellowship fund has been provided for graduate students of marked ability.

The findings will come as a surprise to many who have thought that the classical languages are fast disappearing and should disappear from our schools. The study of Greek is disappearing, but to find more students of Latin than of all other foreign languages combined giving more hours a day to Latin than to any other high-school subject does not argue any decrease in vital interest in the classics. Neither can one safely say that the subject which attracts the pupils of higher initial ability and the study of which gives them something that greatly increases their superiority should be dropped from the curriculum. The proponents of a study of the classics are in a stronger position now than they have been for many years. 19510°-24-2

A child health demonstration has been arranged by the American Child Health Association in Marion County, Oreg. The county is rural, its population 90 per cent American born, and its crops so varied as to indicate a greater variety and stability of resources than in a onecrop or one-industry community. With the well organized and expanding Extension Division of the University of Oregon, the Oregon Agricultural College and Oregon Normal Schools, it seems reasonable to expect the effective spread of whatever sound standards, methods and procedure the demonstration may develop.

What the American Child Health Association is trying to do is to develop a sound community health program which the average community can carry on permanently. It should provide for health service beginning with the prenatal period

general health measures affecting the health of the community's children. In Marion County it is the purpose to make this program give special consideration to western needs and western conditions.

In some counties in Alabama children receive nine months' schooling in both elementary and high schools, but in other counties in the same State children have only four and a half months in poorly equipped schools, often taught by only one teacher. J. T. McKee, of the State Normal School at Florence, writing for the Alabama School Journal, decries this situation and makes a plea for equal opportunity in education.

Landscape architecture, introduced this year in Kansas State Agricultural College, has attracted a large enrollment. The course leads to the degree of bachelor of science in landscape architecture.

The chief difficulty in getting the Constitution adopted was the fear that the Government created by it might invade the rights of individual citizens, and it was only adopted after it was agreed that certain amendments should be submitted to the First Congress which would preserve these rights. Accordingly, 10 amendments, which are regarded as a part of the original instrument, were adopted at the

HOW

[OW MANY Americans give serious thought to the Constitution of the United States, its significance, and the reasons for its adoption? What did the framers of the Constitution have in mind? There is a widespread belief among many of the uninformed of our citizens that the Constitution of the United States somehow impairs the rights and privileges of individual citizens and transfers them to some group or groups of bureaucrats in Washington.

All students of the Constitution and its formation know that the deepest concern of the framers of that remarkable document was to devise an instrument that would forever protect and preserve the rights of the States and their citizens. The tendency of too much government in the past has been toward tyranny and despotism. The tendency of too little government was always toward mobocracy and anarchy. To find a balance of government which would, above all things, preserve individual and State rights without the possibility of ever becoming autocratic, while at the same moment having sufficient power not to lapse into anarchy, was the task that the framers of the Constitution faced. The old Articles of Confederation vested no power in the central government, with the result that it was only an object of contempt and conditions were little short of anarchy.

The result of the work of the framers of the Constitution was successful beyond any human expectation. It is difficult to account for it except on the postulate that it was inspired by more than earthly wisdom. Aside from the Holy Scriptures themselves, no other written instrument in the history of the race can compare with it in form and excellence. Even though it can not perhaps claim Divine inspiration, it is well known that the convention which framed the Constitution made little progress until the philosophical Franklin suggested that Divine guidance be invoked. No wonder Gladstone called it "the greatest piece of work ever struck off at a given time by the brain and purpose of man," and that Pitt said "It will

"Bill of rights." They include specific sprotection of the natural rights of citizens and hence set up a machinery which protects them from encroachment on these rights by the Government. These rights include freedom of religion, of speech, of the press, the right of petition, and freedom from search and seizure of property without proper warrant, the right of trial by jury, equal protection under the law for all citizens, and compensation for private property taken for public use.

The Constitution of the United States, therefore, not only does not impair the birthright of the citizen, but it is his chief protection against invasion by the Government or any branch of it.

But we can not expect to receive the benefits of our form of Government without fulfilling our obligations and duties as citizens. Ours is not a monarchy where one man rules or a despotism where a small group governs. In this country it

is the business of all the people, men and women, to participate in the Government. The economic and political questions we are asked to express our opinion about to-day are very complex-more complex than ever before in our history. If we place our ballot in the ballot box or otherwise exert our influence on members of the legislature and persons in official positions without basing our opinions on some knowledge and information concerning the questions at issue, we do not act intelligently. We are not helping to solve these questions if we vote and help to formulate public opinion without knowing anything about what we do.

What is the answer to this situation? Some of the privileges which come to us as a result of our Constitution and laws have been emphasized. But equally true is the fact that the success of the Constitution and laws depends on educationupon education sufficiently widespread and thorough as to enable all the people to use the Government established under the Constitution wisely and intelligently. In other words, popular education is the basis, the very foundation stone of a successful democracy. We must educate our citizens or be ready to give up our ideal of popular Government.

In this process of popular education one of the first steps is the study of the Constitution itself in the schools. At the present time, according to the information which has come to the Bureau of Education, 28 States have enacted laws requiring that the Constitution of the United States be taught in the schools. Doubtless in all the other States also the teaching of the provisions and principles of the Constitution is required by local regulation or custom. It is clear, therefore, that the crisis of the World War made us all appreciate more deeply the blessings of our democratic form of government.

And, then, how about those millions of immigrants who have come to this country during the past 20 years? They came to America because it is the land of opportunity; but some of them have not realized that America is the land of opportunity only because our form of government makes it so. We must teach them. We must establish evening classes in the public schools and other places where they may learn their obligations and duties as citizens as well as the benefits which they secure in our country.

There are many other people, perhaps many millions, in the United States who do not know what is in the Constitution. How long is it since the average American has read it? Yet, it would take only a few minutes to do so, and the adult who reads it in the light of the experience of his life will find some meanings in it that he never appreciated before.

Interest in Public Education a
Measure of Patriotism

PATRIOTISM in times of peace finds

its highest expression in America in the support of public education. All that the Nation is and all that it will become depends upon the extent to which knowledge is diffused and upon the character of that knowledge. Zeal for the welfare of the country is, properly, inseparable from zeal for education.

That theory of national education which would give high culture to a favored few and little or nothing to the masses of the people is wholly unsuited to the spirit of the American Republic. Every citizen of the United States bears through his ballot responsibility in the conduct of public affairs equal to that of every other citizen.

Education must be provided for every individual according to his capacity, and that mental training which comes from purely academic study is but the beginning of it. Recognition of the rights of others not only in theory but in practice;

knowledge of the structure of our Government and of the possibilities and proper limitations of governmental action; understanding of the interdependence of each nation upon the others and of every class of our people upon every other class; and, above all, that intangible thing which we call "character"-all these must be included in the objectives in the education of citizens of a democracy if it is to endure.

Equal opportunity must be provided for such training without regard to social condition or any other consideration. Only by the maintenance of a complete system of public education can this equality of opportunity be assured. The crowning glory of the Nation is that every State does maintain such a system. It is in turn the duty of every citizen not only to uphold his State in maintaining its schools, but he must go to the limit of his ability in supporting every reasonable development which will extend the opportunities of his fellow citizens for advancement. To fail in this is to fail in patriotism.

Education offered without cost to the children of all the people, extending from the primary grades through the university, constitutes America's distinctive contribution to civilization. No other country has a system of public education so fully developed. Americans are thoroughly accustomed to it, and the present generation finds difficulty in understanding any other condition.

Yet it has not always been so. In the early days of the Republic it was frequently argued that it was as equitable to take a man's ox to plow another man's field as to tax one man to pay for educating the children of another. Unfortunately that idea has not been entirely When the free textbook system was first advocated, arguments of that sort were freely brought forward. "Why," it was said, "should a taxpayer be required to contribute to the purchase of books for another's children?"

overcome even

now.

Similar objections still arise when it is proposed to provide playgrounds, to build new high schools for the crowding applicants or to establish local junior colleges for avoiding the necessity of sending young people prematurely from home to the State universities, and for enabling those institutions better to attend to the needs of mature students.

All these and more are essential to the scheme of equal opportunity for the children of all the people, and therefore essential to the progress of the Nation. To support them is to support the best interests of the country and to give evidence of patriotism of the most practical and effective sort.

Physical well-being of its citizens is of utmost concern to the State and to the

minds have been in frail bodies, and all about us are men who have overcome physical pain to do their part in the world's affairs. Notwithstanding these exceptions, the strength of any nation depends so far upon the strength of its citizens that it is the patriotic duty of each one of us not only to look to his own health and vigor but to contribute to the maintenance of physical strength in his compatriots.

The time has long gone by when an elementary education was enough to give sufficient mental equipment to meet the duties of life. High-school training is required of artisans, and college education is not too much for clerks. The standards of life steadily rise and men habitually demand for their children greater educational advantages than they themselves enjoyed. Competition between individuals and between nations constantly increases. Our people must be prepared for it and our educational institutions must be extended to meet the need.

Let us avow allegiance to the flag without ceasing; let us recite at every opportunity the glorious achievements of our armies and navies; let us declare to all the world the proud place which the United States of America occupies among the nations of the earth in all that relates to material progress.

School Officers

Cordial and unrestrained cooperation with school officers and teachers is essential to the highest success of parentteacher associations. Even more; without that cooperation the association is likely to produce discord and, consequently, actual harm to the schools whose interests they are designed to promote.

In order to help parent-teacher associations to inform themselves before they begin a campaign in any phase of school betterment, the United States Bureau of Education has planned a series of "home education letters" to be issued monthly for the use of these organizations.

Four of these letters are already in circulation and are entitled: No. 1, Suggestions for Parent-Teacher Associations; No. 2, Ten Questions a Parent-Teacher Association Should Ask Itself Before Beginning a Campaign for the Health of School Children; No. 3, What Parents Should Look for in Visiting the Schools, and No. 4, Ten Questions a State ParentTeacher Association Should Ask Itself Before Beginning a Campaign on School Legislation. The next letter will appear directly and is entitled: No. 5, The Parent-Teacher Association in Rural Communities.

Czechoslovakian Ministry Offers Subvention for Adult Education Renewed encouragement for educational courses for adult women has been

ism that counts for most.

of Education. The program of the courses is expected to comprise: (1) Civics, (2) pedagogy and self education, (3) hygiene, and (4) domestic science. It is provided

nish University

Helsingfors University, Finland, enjoys the following privileges: (1) No taxes, payments, or fees; (2) the free importation for its collections of objects of natural history, art, and antiquity, also ethnographic and other objects; (3) the exclusive right to publish for sale or distribution among the people, directly or indirectly,

almanacs and calendars in Finnish and Swedish; (4) the privilege of keeping a chemist's shop of its own in Helsingfors; (5) the privilege of getting, free of cost, copies of any printed matter appearing in Finland; (6) the privilege of getting, free of cost, one silver and one brass copy of any medal coined in Finland and one copy of any coined money or printed bank note.-Barton Hall, American charge d'affaires, Helsingfors.

hours in all and that they shall be arranged on Sundays in the winter. The lecturers must be experts in the subject matter that they teach and the lessons must be in the form of discussions. The Ministry of Education offers a subvention of 800 Kc for each approved course, provided its organizers do not already receive support for adult education in the community.-Emanuel V. Lippert.