order, rudimentary principles of order, are enforced, and individuality and natural emotional expression are consciously cultivated. Except in very rare cases a teacher has neither the time nor the energy to do much personal work with her scholars. She has too many, in the first place, and as a result can not pick out a girl here or a boy there for fear of being charged with having favorites. The settlement worker, on the other hand, because of the small number in an average club, can and does, as a regular part of his or her work, get into the lives of the children. The relationship is personal, in other words.

The child must and should look upon the teacher and the settlement worker as two different kinds of persons, and because of this distinction the settlement is able to supplement the work of the school, and in some instances to undertake work that the school could not. A few instances will suffice:

(1) A principal near me once said that because of the peculiar complexion of our neighborhood, the settlement-and not the school— should form the parents' association of his school.

(2) An ungovernable boy is put in a "special" class. His teacher feels that the prescribed routine is not exactly all that is needed and suggests to me that I might have something for the boy to do at the settlement. I decided to ask him to act as monitor over a large group of children, none of whom he necessarily knew, or none of whom knew him. The effect of this responsibility, under those circumstances, clothed the boy in his right mind, and reports come to me that he is doing splendidly at school.

(3) A little girl is brought into the settlement by another little girl, who introduces her to me thus: "Oh, Mr. Gilman, this girl can't speak English; she has only been here two weeks and she knows only French, Spanish, and Greek." A friendly handshake with my new acquaintance practically makes the 6-year-old child my bosom friend. My directress of clubs speaks-as she herself says-miserable French, but at the first sound of something at least approaching what the child seems to think is French, two dancing eyes and a most contagious smile give evidence of comprehension. The home is visited; the mother speaks a little French and Spanish and the father a little Spanish and Greek. The child tells the parents where "Madame comes from, and the settlement from that time is the guide and friend of that family.

(4) The settlement, through its home visitor, goes into the family circle, and where a pair of shoes, or an equally conspicuous and necessary article of dress is needed, fills the need after ascertaining to complete satisfaction that the family exchequer is depleted. The child, or children, thus fitted out can go to school with a feeling of self-respect. Such aid is often given as a result of truancy, the

truant officer having found out that the real cause of absence from school is lack of proper clothing. Under such circumstances he feels quite justified, and we are glad he does, to ask us to do what our meager means will permit to make it possible for the child to attend school.

As long as children continue to be, there will be legitimate work for both teacher and social worker to do, independent of each other, though cooperating most cordially one with the other.

COORDINATION OF WELFARE AGENCIES.

I. BY MARGARET Knox,

Principal, Manhattan Public School No. 15.

The United States Bureau of Immigration should register the passports or some other evidence of birth of children under 16 with the board of health, in order that the child may have no difficulty in obtaining his work certificate when the time comes. The Census Bureau may already receive this, but the board of health also should have it, as they issue work certificates finally.

Foreign-born children, when there is doubt concerning age, are obliged to write to the country from which they came for proof of age. This is expensive and a tedious process, often without result.

An examining physician at Ellis Island should not only give a clean bill of health, but should certify to correct age of children, for it is not uncommon for parents to misstate the age of a child in order to secure half-fare rate for passage; a 12-year-old child entered on passport as 10 years old meets with difficulties two years. later when he applies for working certificate.

The Ellis Island authorities should demand that immigrants should register their residence within a week after entrance to the country. This information in turn should be transmitted to the census board and through them to the schools, so that we may notify the authorities of children of school age who do not come to school immediately. It so often happens that children have been in the country several months before being registered, and this again causes difficulties when the time comes for taking out employment certificates.

Children between 14 and 16 who enter the country after attending school in Europe should be allowed to go to work if the parents desire it, but attendance at evening school should be enforced, and special classes should be provided for teaching the English language, the duties of citizenship, and how to guard against the dangers of a great city.

I want to make an urgent plea for a visiting teacher or a domestic educator as the connecting link between the home and the school. She should be a very prominent factor in the education of the immigrant population. The board of health should select as far as possible physicians and nurses who speak the language of these immigrants.

It is gratifying that children who are arrested are no longer arraigned for trial in the same courts with the adult criminals, but there should be more juvenile courts, with a sympathetic understanding of school with the court and court with school.

The police department could cooperate with the schools in helping to prevent trunancy, in interfering with games of chance on the street, throwing dice, etc., in supervision of haunts of vice, candy stores where cigarettes are sold and gambling outfits installed, and moving-picture shows where coarse scenes are exhibited.

The street-cleaning department is giving the best sort of cooperation in the education of the children by establishing the juvenile street-cleaning leagues throughout the city.

I would suggest that now and then parents and children be brought together at lectures where cleanliness and prevention of disease, dangers from fire, and clearing of fire escapes, etc., are explained. The ignorance of the immigrant adult is harder to cope with than that of the child.

The cooperation of the public libraries with the schools in the immigrant neighborhood has become so important that it needs no remark in this paper. It is one of the most effective means for the education of both children and adults. We welcome the work of the Playground Association of America, with its great movement toward teaching the children how to play and providing places for them. The school buildings should be thrown open after school hours for all sorts of entertainment and education of all our children along the play side.

True, you hear the pessimist cry out that the new immigration is a menace to America, that the character of the immigrant has changed materially since 1890. Notwithstanding the fact that this is true, and that we are getting to-day a larger percentage of a poorer quality of immigrants than we did a generation ago, yet the immigrant always brings with him some inheritance of the good of the race.

II. BY WARREN C. EBERLE,

North American Civic League for Immigrants.

The schools and the private organizations are and must continue to be complementary agencies. The school is permanent. It has

traditions to support. The private organization is plastic. It is only accountable to that small body constituting its board of directors, and is free to try and prove that which is good, while the school, the public agency, can extend the influence of any new scheme of work only after the test has been made.

One of the best examples of this process is the work of the public education association, with its visiting teachers. At first, working in cooperation with the schools, the association demonstrated conclusively the value of the home visitor in ascertaining and removing obstacles which make for retardation or contribute to the truancy and delinquency of the pupil. Now two of these workers have been added to the regular school force and are assigned to the ungraded department. Another illustration is that of vocational advisor, also developed outside the school, but so obviously needed to round out the intelligent program of education that vocational information departments are now made integral parts of the school systems in a number of the larger cities.

The United States Bureau of Education has shown that 50 per cent of the school children throughout the country do not attend past the sixth grade. Here is an important point in the education of the immigrant child where the private agencies can and should cooperate with the public schools. This tendency to leave school, taking working papers at the age of 14, is very marked with the foreign child, especially among Italian and Slavic immigrants.

In up-State cities and also in New York City, the cooking and other domestic science courses for the girls generally do not begin before the seventh grade. Thousands of girls every year leave school at 14, before this grade is reached. They spend three, four, five, or six years, probably, in factories or shops which do not give them the training for home making. Yet, at the end of that time they marry and become mothers, unfitted though they are to take up the task of home making.

In New York City in 1912, out of 388,000 public-school girls, but 43,500 were in cooking classes. Twenty-two thousand girls leave school each year before the seventh grade is reached. This process continued through six years means that one-third of the girls never have an opportunity to receive proper training in home making.

Although the girl may not start her school education in domestic science before the seventh grade, she begins her home tasks at 6 or 7 years. If she is old enough to do these tasks, she is certainly old enough to learn to do them right. She can begin in the first grade with simple processes which she can learn to do correctly. An opportunity for cooperation in this field, then, is to clearly demonstrate that portion of the field which the public agency is not covering.

III.-By Annie Carroll MOORE,

Supervisor of work with children, New York Public Library.

Since the removal of the age restriction of ten years from our library rules, we are quite unable to supply the spontaneous demand for " easy books," in very simple English. Furthermore, we find that such books are eagerly read by older members of a family, as well as by the children, and that they serve as an introduction to the use of the public library in the home of the child of foreign parentage.

The supply of "easy books" has been steadily and generously increased during the past five years, but the waiting lines of children have grown longer and longer at more than 10 of the 41 branch. libraries of the New York Public Library system.

The more effective the teaching of English in the public schools, the more human and varied the subjects presented, the greater the spontaneous demand for books from the public library on the part of children of all ages, and of the adult readers as well.

The requirement of a system of self-registration, by which every child writes his name in a membership book, has done much to impress upon children and upon library assistants the importance of private care of public property. The membership book bears the following promise at the top of each page:

When I write my name in this book I promise to take good care of the books I use in the library and at home, and to obey the rules of the library.

The selection of books in fine editions, and the inclusion of picture books by the leading artists in foreign countries, have proved an incentive to more careful treatment of books and an effective antidote for the comic supplement order of picture books.

A natural development in considering the reading interests of children in the public library has been the story-telling in English, and to some extent in foreign languages, notably in the German, Bohemian, Italian, and Hungarian languages. Stories heard at the library story hour are repeated again and again in the family. To the children of foreign parentage, the library story hour serves as a link with their native land, strengthening feelings of respect for their parents and for their language, their folklore, and their history, by revealing contributions to books in American libraries. The weekly story hour and reading clubs are as eagerly attended by groups of older boys and girls as by little children, and form a most effective means of guiding their reading by suggestion rather than by direct recommendation.

Familiarity with books and enjoyment in the use of them has been the watchword in the development of the library's work with immigrant children. There is now in every children's room a special