native of New Jersey), who had lived in Indiana since 1800, and was a life-long champion of public schools. Judge Parke established teachers' examinations and state control over public schools at a time when the common idea was that parents should choose those who were to train their children. At that time illiteracy was prevalent in Indiana, and Congressmen could not read nor write. And as to teachers' qualifications, the story is related of of one Latin teacher who when cornered and asked for the translation of the the well-known maxim "De mortuis nil nisi bonum" ("nothing but good of the dead") wrote: "There is nothing left of the dead but bones."

When the new constitution of 1851 not only proposed, but ordered the establishment of public schools, public sentiment had risen in Indiana (due in a measure to jibes at the "Hoosiers" as ignorant, as ignorant, uncouth and stupid) stupid) stimulating to action. The organized movement began in 1873 with the appointment of county superintendents. Today Indiana has 500,000 children in elementary schools, 50,000 in secondary schools, over 6,000 students in in normal schools and over 10,000 in colleges and universities.

Of the higher educational enrollment the nucleus of public education in Indiana, Vincennes University (1806), has a total of 250 students; Indiana State University at Bloomington (founded in 1824) has nearly 2,500 men and Hanover students: (Presbyterian, founded in 1872) has a thousand enrolled; Wabash College (1832) has 320 students; Franklin (1834), 200; De Pauw University (1837,

women

Methodist) has 1,000; 1,000; Concordia (Lutheran 1839), 300; The University of Notre Dame (1842, Roman Catholic), 1,000; Earlham (Friends, 1847), 400; Butler (Christian, 1855), 400, and Purdue (the second state university, 1874) nearly 2,000 students.

The total expenditure for public schools in Indiana at last report was nearly $19,500,000, or eighty-six cents on each $100 of the assessed valuation of taxable property of about one and a half billion dollars. The estimated value of school property is nearly fifty millions. And the average teacher's salary is $71 per month, about ten dollars a month more than is paid in Ohio and Michigan, and less than Illinois. De Pauw University enjoys the income from a million and a half of endowment funds; Rose Polytechnic Institute, from $800,000; Indiana State University and Wabash College from $750,000 each; and Purdue University leads the state with buildings valued at $1,250,000, the grand total of investment in Indiana colleges and universities being over fifteen million dollars.

Great educational distinction has come recently to Indiana as the scene of operations for the working out of the William Wirt or Gary, Indiana, plan, which has attracted wide attention and considerable emulation as a scheme of practical education.

It is claimed for the Indiana school law that (with its various amendments and additions) it is the best common school law ever given to any state or country. However that may be, it is certain that Indiana since statehood has made a big contribution to the development of the colossal public school system of the nation.

was

In the the school year 1899-1900 the average daily attendance in the schools was 6,809; in the year 1914-1915, 9,562, an increase of forty per cent. in fifteen years. The number of high school students increased from 615 to 1,379, or 124 per cent. The number of teachers increased from 190 to 308, or sixty-two per cent. The average salary of male teachers in 1900 $83.10; in 1915, $131.15, an increase of fiftyeight per cent. The average salary of female teachers during the same period increased from $49.28 to $73.90, or fifty per cent. The total expenditure for schools fifteen years ago was $184,661.83; last year it was $451,036.41, an increase of 144 per cent. The assessed valuation has increased 105 per cent. during this period; the value of school property, now $1,450,000, ninety-four per cent.; the number of school buildings twelve per cent., and the number of schoolrooms sixty-three per cent. The aver

age number of pupils per teacher, based on the total number of teachers, was fifty-one in 1900. as against thirty-seven in 1915, a reduction of twenty-seven per cent.

In November, 1900, manual training for boys was introduced in the Central High School. The work was optional and was taken that year by 140 students. The introduction of this work, the demand for it on the part of the students, and the success of it, led four years later to the establishment of the Technical High School.

was

In 1901, a school for delinquents was organized. A system of physical education. adopted during the same year. In 1902 telephones were installed in all of the principal school buildings. In September, 1903, the present Teachers' Training School was established. with eleven students. In September, 1904, the Technical High School began its work. The total enrollment for the year was eighty-seven

It

During the same year the Camp Curtin School was completed at a cost of $108,000. This is the largest elementary school in the district, containing twenty-four classrooms. was thought by many that the erection of SO large a building on the outskirts of the city was an inexcusable waste of public funds. For several years past, however, the entire plant has been occupied and is at the present time greatly overcrowded with more than 1,000 pupils.

The first high school orchestra was organized in the fall of 1904, as was also the card system of discipline, in present use in that institution.

Since 1900 there has practically been no time when important building construction has not been under way. Twelve new buildings have been erected in practically as many years, at a total cost, not including grounds and equipment, approximating $800,000; and still another, costing $90,000, is under way. More than fifty per

cent. of the entire value of the school buildings of the district is represented by the school construction since 1902.

District supervision was begun in the fall of 1906. Also, night schools for adult colored were organized at this time.

The year 1907 was marked by the equalization of salaries below the high school. An increase in the maximum salary schedule of from seven to fifty per cent. made this important change possible.

A retirement plan for teachers was adopted in 1908. in 1908. As a result of this important action, twenty-two teachers of long service or physically incapacitated are now being cared for by the district, in reward for their faithfulness, and the sum of $45.000 has accumulated in the retirement fund. Harrisburg was the first city in Pennsylvania to take advantage of state legislation on this subject, and one of the first cities in the country to care for its aged and incapacitated teachers.

Medical inspection was also organized officially in the fall of 1908, with the employment of physician and nurse. Here, too, we find Harrisburg in the van of progressive moverents, this city being the second city in the commonwealth to inaugurate medical inspection, and the first city in the state, and one of the first in the country, to include, in connection with this important work, the services of a salaried nurse. At the [resent time two physicians and two nurses are employed.

During this same eventful year, 1908, Patron's Day was inaugurated in the schools, a detention school for delinquent juveniles was opened, and the Vernon School, costing $50,000. was completed and dedicated.

Salaries were again advanced in the year 19091910; half pay, with certain time limitations, for teachers when ill was provided; fire drills were rendered thoroughly efficient in all schools.

In the fall of 1910, a special school for mentally deficient pupils was opened, the city again becoming, by this action, a pioneer in educational progress. At the same time, when only five American cities maintained such schools, two special schools were opened for unusually gifted pupils and were continued with eminent success down to the current year.

In the year 1911 all technical high school courses and the commercial course in the Central High School were extended to four years, departmental work was introduced in some of the grammar schools, model schools were tended in the Teachers' Training School, and a second school for mentally deficient pupils was opened.

ex

In 1912 an important change was made in the matter of conducting the annual transfer of pupils, whereby the various principals were given certain authority and prestige due them, and the work of transferring pupils facilitated. In September of the same year, the first open

ting enough to recognize good qualities as such, but their sense of relative values is very different from that of many teachers. Scholarship does not awe, and pedagogical practices are not unduly

The first contribution to the city library was made in 1913, and annual contributions have been continued to the present. A new and much improved salary schedule for teachers was adopted in the same year, a second open-air school was organized, university extension work begun by the teachers, and parent-teachers' associations formed. A total of eleven parentteachers' organizations are now maintained in various school buildings.

In 1914 district supervision was extended, the number of supervisors being increased from two to five. The Central High School course was completely revised. In this revision a course. in household economy was provided for. An adviser for high school girls was chosen, and a

teacher's knowledge of his subject as the impressive quality. Two others stress the fact that their teachers were "very learned."

On the other hand 130 specify "willingness to help me," as the striking quality; "patience" was named 85 times; "kindness," 80 times; "clear- . ness," 35; "sense of humor," 32; "understanding of students," 24; "firmness," 21; "impartiality," 24; "cheerfulness," 19, and "pleasantness," 19; "ability to make work interesting," 21; "sincerity," 14; "sympathy," 16. In other words, students like teachers for exactly the same reason that men and women are liked by groups of their fellows out in the world in other relations.

No amount of learning and no amount of "professional training," though each is a sine qua non, can atone for a lack of the human touch, and the virtues which endear people to their associates in

guidance.

Dental inspection, with two salaried dentists in charge, was also begun in 1914.

When Burns wrote

"O wad some power the giftie gie us
To see oursel's as ithers see us"

he voiced a universal need. But while the need is universal, perhaps, as teachers we stand in specia need of just such power, and especially the power to see ourselves as our pupils see us. Such a vision would not always be flattering to us, but it might be wholesome.

About 550 of our students replied to the invitation "As you think over the teachers who have been or still are most helpful to you, tell the qualities in them which make the strongest appeal to you."

Almost every conceivable characteristic has made its appeal to some student. Even obvious weaknesses, as measured by adult standards, have in a few cases been the conspicuously pleasing qualities, though this is rare. For example, one student was most favorably impressed with the fact that one of his teachers smokes. Another candidly admits that "one does dislike studying under a paragon of all virtues." But these are exceptions. Nearly all students are discrimina

ers, employing the most skillful methods, measured by coldly intellectual standards, must largely fail to get desired results if they fail to bring or beget the right emotional atmosphere in the school room. Emotional warmth is just as essential to the growth of ideas as physical warmth is to growth of plants. Frost is as much to be avoided in the schoolroom as in the garden.

Dignity, culture, correctness of speech, modesty, politeness, beauty, thoroughness, exactness, quietness-these are other qualities named a few times, but where possessed, even in large degree, they have not impressed the rank and file of students as they have adults generally.

Finally, it may be said that teachers should strive no less for scholarship and skill in the technique of classroom instruction, even if students do tend to minimize the importance of these qualifications; but the large place pupils give in their esteem to the more personal and social qualities of teachers is evidence that we miss our opportunity to be of largest service unless we adjust ourselves to this fact, and become attractive rather than repellent in our relations with our students, to the very largest degree that it is possible for us to attain.

ROCHESTER AND JUNIOR HIGH SCHOOLS A recent article in the Journal of Education is confirmatory as to the abiding character of this new feature of the school system and as to their strength in meeting changing conditions. All innovations in methods of instruction are quickly followed by those who do not comprehend the scope or the reasons involved in such enough for such imitators that superintendents of departures from long-accepted methods. It is high standing have adopted them. That being established it is no longer a question with such imitators whether a measure exactly fits the conditions of their community.

There are others who take no step in educa

Continued on page 381,

with her wealth of grain, cattle and merchandise of all kinds. Now she is ready to take things for granted, and use them for a redirected effort to bring the higher values of life into the education of her young people.

the

"The music school at the university is now on the same professional basis as the schools of law, engineering and medicine. Fifteen credits are allowed for collegiate courses School of Music on the degree of Bachelor of Arts. Through the extension division of the university good music will be carried to the people, and through the community effort they will be stimulated to create a musical atmosphere of their own."

There are 2,571 Kansans taking correspondence courses in these five institutions.

The weak spot in the report is a certain element of boasting that their professors teach for less salary than they could get elsewhere and this while every official Kansan boasts that it is the most prosperous state in the Union. Cheapness and prosperity do not look well as twins.

Kansas makes a good showing in this report and in several paragraphs it calls upon the people of Kansas to higher ideals. It says with heroic frankness that "Kansas has thought too much in the past in terms of the material."

A great vision is suggested to Kansans by this report, and this Board bids fair to place an entirely new halo upon the brow of their state. DEPARTMENT OF EDUCATION OF THE

BOY SCOUTS OF AMERICA

The Department of Education of the Boy Scouts of America will be under the supervision of a committee of five, consisting of Dr. Jeremiah W. Jenks of the New York University, chairman; Dean James E. Russell, Teachers' Teachers' College, Columbia; Dr. Norman E. Richardson of Boston University. These men will add to their number men in universities who have manifested a lively interest in the movement.

It is proposed to definitely delegate to this committee, supervision of all work of an educational character, involving the principles and methods of pedagogy, arising from the development of the Boy Scout scheme. This is to be interpreted as meaning that no matter of this character will be definitely acted upon by the executive board or any of the executive officers without first securing from the active committee on education, a report with a recommendation.

It is proposed to furnish the committee with an executive officer who will be known as the "Director of the Department of Education," whose responsibility will be to promote or give expression to policies and principles of an educational character insofar as have had the specieducation. fic approval of the committee on

This official shall work in co-operation with the executive officer of the Boy Scouts of America and shall be a member of the general staff of the national headquarters. He shall submit, not

less than once a month, a report to each member of his committee, and shall meet with them as frequently as, in the opinion of the committee, is desirable.

It is proposed that the committee on education shall immediately concern itself with the preparation of literature setting forth principles and methods of education as applied to the Boy Scout program. It shall also give immediate attention to the preparation of such literature and other helps as will make available to educational leaders, information concerning the educational aspects of the Boy Scout movement and practical suggestions showing how the Boy Scout movement can be used to supplement the work of general education and utility of the movement as a supplement to the limited schoolroom opportunity for character development.

THE DIXIE HIGHWAY

Over $1,765,200 has been expended in six months on the Dixie highway in fifty counties. This is only a foretaste of what will be accomplished, as these counties are preparing to spend $6,931,000 within the next twelve months. These represent less than a third of the total number of counties. Using a multiple of three you have an estimate of over $5,300,000 spent on the highway to date, and over $20,793,000 to be expended.

The reports by states show that in seven out of eighteen counties in Kentucky there has been expended $135,000. In Ohio eight counties out of twelve and not including Hamilton county, of which Cincinnati is the county seat, there has been expended $388,000. Five counties out of twenty-two in Florida spent $601,000 on the Dixie highway in the last six months. Six counties out of eighteen in Tennessee spent $173,000. Four counties out of five in Illinois, and not including Cook county, spent $252,000 in the last six months, while ten counties out of twenty-four in Georgia spent $95,000. And yet this large expenditure is only a small proportion of the expenditure to be made, as many of the counties have merely made preparations for going to work on their sections of the highway, and their money will not be available until later.

The bond issues which have been voted in the state of Florida alone during alone during the past six months are in excess of $6,000,000.

WOMEN AS SURVEYORS

The Woman's Municipal League, New York City, Mrs. H. A. Stimpson, president, has entered upon municipal surveying in earnest. Miss Agnes de Lima is executive secretary, with offices at 42 West 39th Street, New York, and she is more than willing to answer any questions. regarding their plans and purpose.

The two main purposes are:

To maintain an educational centre where