hours in education embracing special courses in school administration and supervision.

In general and in brief it may be said that a teacher to receive more than $950 a year must rank as a head assistant, or as a first assistant, or must present thirty semester hours of college credit in advance of the minimum requirements for eligibility by credentials and must be ranked as a second assistant teacher.

(College credit in these regulations shall be interpreted to mean work beyond high school rank done in any standard college, university or normal school.)

In order to be advanced beyond a salary of $1,050 per year, a teacher must present the minimum requirements for eligibility by credentials, and must be ranked as a head assistant teacher, or must present thirty semester hours of college credit in excess of the minimum requirements for eligibility by credentials, and must be ranked as a first assistant teacher; or must present sixty semester hours of college credit in excess of the minimum requirements for eligibility by credentials and be ranked as a second assistant teacher. In order to advance beyond a salary of $1,150 per year, a teacher must present thirty semester hours of college credit in excess of the minimum requirements for eligibility by credentials, and must be ranked as a head assistant teacher, or must present sixty semester hours of college credit in excess of the minimum requirements for eligibility by credentials and be ranked as a first assistant teacher.

Each thirty semester hours of college, university or normal school credit in excess of the minimum requirements for eligibility by credentials shall be regarded as the equivalent of year's experience in the Kansas City schools.

A teacher who is ranked as a first assistant teacher shall be given credit for one additional year of experience on account of superior teaching, and a teacher who is ranked as a head assis tant teacher shall be given credit for two additional years of experience in the Kansas City schools on account of superior teaching.

No teacher shall be entitled to any advance in salary unless said teacher has attended an approved summer school within four years immediately preceding the time that such advancement is to be made, and has made satisfactory credits in such school or has done in school during the regular school year an equivalent of such summer work, except that any teacher who is a graduate of a full four-year course in a standard college or university may be granted an advance in salary provided she has attended an approved summer school within six years of the time the advancement is to be made, and has made satisfactory credits in such school.

There are ways and means for kindergarten and various special teachers to secure and maintain advance salaries.

This is merely a suggestive statement of the advance salary provisions.

If any one is more specifically interested he should send to Superintendent I. I. Cammack for a full detailed statement which he has issued as a leaflet.

THE GIRLS' SEMINARIES

The public school can never meet the need of all American families. The more it is perfected for the needs of the vast majority, the less is it able to meet the demands of parents who have distinct ideals, aspirations and purposes for their children and pay for what they want.

No college or university that accepts the tyranny of scholastic traditions can any better meet the needs of such families than can the public school. The better the college scholastically and traditionally, the less does it meet the demands of those who insist upon having something that is different.

No educational evolution has been more brilliant or more noble than that of the girls' seminary.

There are many remarkably important, vitalizing and ennobling institutions of this kind, but all of them will agree that the crowning glory of their class is National Park Seminary, Forest Glen, Maryland, just out of range of the city of Washington.

It is a vast forest of hardwood trees, but it is within echo range of the National Capitol. It is beauty born of nature, but enhanced by landscape architecture that is above the human. Nature could not have done more, human skill has never done better.

Famed beyond all others of its class for several years, it now enters upon a new life which utilizes all the prestige, skill, traditions and hallowed associations of the John Irvin Cassedy creation and evolution, and glorifies it all with the genius and mastery of James E. Ament, whose achievement at the Indiana, Pennsylvania, State Normal School revealed a promotive power, an educational initiative, a material prosperity wholly inexpressible.

All that National Park Seminary and the Indiana Normal School have been will now be intensified and extensified with a dynamic energy that will produce an institution that for educational efficiency and service to womanhood patriotically and civically and scholastically will rival the renowned scholastic universities of the land. During this present summer, notwithstanding the general feeling among private school owners that curtailment is a necessity, the new owners of National Park Seminary are spending $150,000 on new buildings and other improve

ments.

SISSON AND MISSOULA

Hon. Edward O. Sisson carries to the presidency of the State University of Montana an unprecedented equipment scholastically and educationally.

He has had the best the universities could give, ending with post-graduate work at Harvard. He has had a most unusual experience,-joint principal with William B. Owen of a preparatory school in Chicago, president of Bradley Industrial Institute at Peoria, dean of education of the State University of Washington, professor in Reed College, and four years as commissioner of education of Idaho, under unprecedented conditions.

Commissioner Edward C. Elliott has studied

Montana conditions patiently and faithfully, and had left the presidency unfilled until Dr. Sisson was free to accept it. Judging from recent experiences of seven colleges and universities in the intermountain region and beyond it is no riding school lope that one has to master, but more nearly the skill and daring of a stampedist to tackle university problems. Fortunately Dr. Sisson has had some rough riding by way of preparation.

TERRE HAUTE'S ADVANCE

The Indiana State Normal School becomes a college, thus getting in line with Cedar Falls, Albany, Ypsilanti, Greeley, Los Angeles, and others. The four-years course of 144 weeks, with four full courses each year, will lead to a regular college degree "Bachelor in Education." The leading state normal schools are rapidly headed toward a normal college.

The departments of education in universities are to be more distinctly for the preparation of professors in universities, colleges and normal schools, for supervision, and for administration.

One of the educational scandals of America is the fact that there has been no opportunity for anyone to get professional training for positions in any of the higher institutions of learning.

A TEACHER'S PERSONAL GROWTH We question if anyone has made a greater contribution to educational vitality than has Dr. Reuben Post Halleck of Louisville in his great lecture on "The Art of Keeping Alive," and in the "Annual Inventory of Personal Growth, Professionally, Socially, Aesthetically, Morally and Religiously."

He gives teachers the information they need for such an inventory, makes it inevitable that they are intensified intellectually, and is a perfect dynamo of inspiration. Who can estimate the dynamic force of such a man in such an hour of the nation's life?

JUSTICE TO THE UPPER THIRD Professor Guy M. Whipple of the department of education, University of Illinois, has made and is making a complete demonstration of the waste of time of the upper third of every class above the third grade. He is showing conclusively that without extra good teaching, without special environment or opportunities these children can do twice as much as the ordinary course of study provides for. He is an expert in such demonstration if anyone is an expert in any of these studies. He is certainly a benefactor of untold value to all children who are in a system in which children count for more than system.

ALSO NEW BEDFORD

The commencement exercises of the New Bedford High School were also "up-to-new," as the boys phrase it. Here are the subjects of essays and music:

"The United States Army," "The Debt of the

United States to France," "Women and the War," "The Stars and Stripes Forever," "America's Duty to the Democracies of the World," "Your Flag and My Flag."

LOYAL TEACHERS

We fail to understand how any public school teacher can expect to remain and draw a salary from the public treasury when there is any chance for question as to unswerving loyalty. The United States government, which means every state, city, town and township, is at war. This being so there is no place in America for anyone to be on any public pay roll who is not heart and soul with America. Teachers are the last persons to remain in service unless ardently loyal.

BAD POLITICS

If it be true, as is asserted, that a survey of Gary by one of the Foundations was reported in detail some months ago, and is not to be printed until after the New York mayoralty election, for fear of its political effect, it is surely very stupid politics. Irresponsible leaky hints as to the contents of the survey are infinitely more damaging than any full publication can possibly be.

PREBLE COUNTY

When we wrote our appreciation of Preble County, Ohio, we did not know that its greatest honor was in being the birthplace of O. T. Corson, editor of the Ohio Educational Monthly; John H. Francis, superintendent of Columbus, Ohio; L. M. Dillman, president of the American Book Company, and a host of other great educators whom lack of space forbids our mentioning.

PRESERVE THE BOYS

We are using, this week, an earnest appeal from a patriotic superintendent for a change of policy from the making of an army of boys to an army of men. We fully realize the significance of the arguments by which the present policy was established, but the presentation by this superintendent deserves the closest consideration.

FROM RIPON TO OCCIDENTAL. Dr. Silas Evans goes from Ripon College after seven years of exceptional success to Occidental College, Los Angeles. Ripon's enrollment has increased forty per cent. and the finances 100 per cent. under his leadership.

The Brookline Survey reveals the fact that the four top-notch cities in the United States, educationally and financially, are Montclair, New Jersey, Pasadena and San Diego, California, and Brookline.

Department of Superintendence, Atlanta, Febuary 25 to March 2.

Let us hope that educational loyalty will match civic loyalty.

Many colleges will not open until October as a

war measure.

[Official.]

At the close of the Portland meeting of the National Education Association, the executive committee, by authorization of the Board of Directors, decided to locate the executive offices of the association permanently in Washington, D. C., in accordance with the provisions of the association's charter. At the same time, the Board of Trustees unanimously elected J. W. Crabtree, president of the State Normal School, River Falls, Wisconsin, as secretary of the association for the coming four years. The matter of locating the headquarters of the association permanently at Washington had been discussed at New York at the time of the last annual meeting. The decision was deferred for a year and the then secretary re-elected for the same period, thus making it possible to discuss and decide the whole matter at once. The unanimous decision at Portland was to locate the headquarters permanently at Washington and to put Mr. Crabtree in charge.

Mr. Crabtree brings to this responsible position many desirable qualities. He is in the prime of a successful educational career. As successively, teacher in the rural

schools, principal of high schools, superintendent of a city school system, university professor, state high school inspector, state superintendent of public instruction, and president of state normal schools, he has had an experience which puts him in touch and in sympathy with educational workers of every rank. He is a man of broad educational ideals, an executive with tact and effectiveness, a leader entirely devoted to the highest ideals of education in a democracy and a constructive educational worker of tireless energy and high integrity. He seems to be in every way fitted for his new task.

With headquarters permanently located at the national capital, the National Education Association, crystallizing as it does the best sentiment of more than six hundred thousand educators, is destined to become a more effective force in our national life. Under such circumstances, the position of secretary becomes one of greatly increased importance. In locating the headquarters permanently in Washington and in selecting Mr. Crabtree as the new executive secretary, the members of the board of trustees have made possible a new era of growth and efficiency for the association.

Of course everyone has tried the fable and short story to teach Latin-English translation. I wonder if their use in teaching English-Latin is as common. At any rate, our experience along that line may be of interest.

We begin the English-Latin story as soon as we have a few nouns and verbs with which to work, and by the end of the sixth week of Latin study we are ready for our first prize story. A picture is posted on the Latin bulletin board and a story of from seventy-five to 100 words suggested by the picture is asked for. Only pupils with a rank of eighty per cent. or over are allowed to compete. This makes the contest seem more desirable and prevents the lower third of the class from attempting work so hard as to be discouraging. The best story is typed or printed; one copy is posted and one given the champion to exhibit at home.

These stories are very simple as the prize winner of 1916-1917 will prove. This story had perhaps three corrections.

In insula Britanniae hic puer feminaque gallinis cibum parant. Gallinae ad casam habitant, Olim agricola gallinas curabat, sed agricola ad bellum properabat, et domina agros et gallinas curat. Filius auxilium dominae dat.

Mox erit nullum bellum et agricola ad domicilium properabit. Domina agricolae cibum dabit et ille erit laetus. Cur erit nullum bellum in Britannia et cur agricola ad domicilium properabit? Quia Germani sunt infirmi inopia cibi. Legionarius Romanus et Britanni venient in terram Germaniae et Germani ex sua patria fugient.

This work is varied by the dictated story which

is at once harder and easier, but is easier on the whole because the beginner if left to himself is very apt to try too ambitious a tale.

The second year we spend most of our prose time on sentences based on Caesar, observing how real Latin is written. We try to do for syntax during the second year what we do for forms the first year, also to learn the common idioms, but the third year finds us back at the story.

This time it appears as a means of correlation of Latin with French and German. One week a Latin anecdote is posted on the bulletin, the next a French, the third a German. Credit is given for the reproduction of the anecdote in any language-English excepted. The pupils are encouraged to turn one translation directly to the other without using English as a medium. To make this possible, all sorts of dictionaries should be provided-English-German, German-English, English-French, etc., etc.

One gets

We find this work very valuable. pretty poor results at first. Eines Tages appears as Unus dies, and many similar atrocities occur, but with patient correction-personal if posslble-a marked improvement soon shows. Here is a sample story:

UN MARCHÉ.

Un vieil harpagon fait venir un médecin pour voir sa femme très malade. Le médecin, qui connaissait son homme, demande à s'arranger d'abord pour ses honoraires. "Soit," dit l'harpagon, "je vous donnerai deux cents francs, que vous tuiez ma femme ou que vous la guérissiez." Le médecin accepté, mais malgré ses soins, la femme meurt. Quelque temps après, il vient réclamer

son argent. "Quel argent?" dit l'harpagon. "Avez-vous guéri ma femme?"-"Non, je ne l'ai pas guérie."-"Alors vous l'avez tuée?"-"Tuée! Quelle horreur! Vous savez bien que non."—"Eh bien, puisque vous ne l'avez ni guérie ni tuée, que demandez-vous?"

CONSENSIO.

Harpago vetus medicum rogabat ut ad videndam aegerrimam uxorem veniret. Medicus qui suum hominem cognoscebat postulabat ut primum de stipendio suo agerent. Harpago, "Igitur," inquit, "tibi sestertium donabo sive uxorem meam interfeceris sive sanaveris." Medicus consentiebat, sed quamquam cura magna usus est, femina mortua est. Post tempus breve ad pecuniam accipiendam venit.

"Quae pecunia!" dixit harpago, "feminamne meam sanavisti?"

"Non eam sanavi."

"Igitur eam interficisti?"

"Quid! noscis me eam non interfecisse."

"Tu igitur cum neque meam uxorem sanaveris neque interfeceris, quid postulas?"

The dictated English story again comes into use with Cicero, and both these varieties will be continued throughout the Virgil year, giving an answer to the perplexing question: "What prose can we use while reading Latin poetry?"

Even a simple story may cover rather intricate questions of Latin syntax. Take this little story just prepared for the Cicero class.

"Oh, dear," said Lesbia to her small brother, "I wish I were you; you do have such good times. Father has you go to the Circus Maximus to see the games, but mother says I must stay home to help. I am fifteen years old; I hope some man or other intends to marry me pretty soon. If I get things into my own hands I will show them." Notice some of the contents of this sugarcoated pill: The separation of inquit from its subject, the wish not fulfilled in the present. the use of curo with the gerundive, two ways of expressing purpose, the active periphrastic for intended action, the periphrastic in indirect discourse, and the future condition; also the idioms for "fifteen years old," "oh dear," "get control of affairs," "marry" from the man's point of view, "some or other." Of course, there are other things, but these are the main points this particular story is meant to cover-points all discussed lately in class, also illustrated by formal Cicero prose.

Now it seems to me that the ability to turn this every-day English into idiomatic Latin shows mastery of the principles involved and that practice on such stories as these is a very real help toward the end for which all Latin prose exists, i. e. the development of ability to read idiomatic Latin into intelligent, every-day English.

Note: Dictionaries for correlation may be found follows:

as

Langerscherdt's Taschen Worterbucher, Lateinisch I and II. 50 cents each. (Ritter & Fleebe, 120 Boylston Street, Boston.)

Dictionnaire Français-Latin and Latin-Français, 5 and 6 fr., respectively. (Librairie Larousse, 58 rue des Ecoles, Paris.)

Hill's Latin-English, English-Latin Dictionary, Pocket Edition, 25 cents. (David McKay, 604-8 S. Washington Square, Philadelphia.)

HIGH SCHOOL OLYMPIC ASSOCIATION

[The Connersville, Indiana, High School, M. S. Hallman, principal, has the following significant organization.]

All students and teachers belonging in the high school building shall be regarded as members of this association.

It is the purpose of this association to aid, direct and encourage all extra-class activities. Among these are oratory, music, dramatics and athletics.

The officers of the association shall be: President (elected from the senior class), vice-president (elected from the freshman class), secretary (elected from the sophomore class), treasurer (elected from the junior class).

The general policy of the association shall be determined and the control of the general funds shall be administered by an executive committee, consisting of the officers of the association, a representative of the eighth grade, the principal, the faculty athletic manager, a third member chosen by the faculty from its own number, and the superintendent of schools, ex-officio. The principal of the high school shall be chairman of this committee. He shall be general manager of the affairs of the association and all questions of disagreement shall be referred to him for settlement. The executive committee shall provide for a general fund which shall be used as a reserve, or for special purposes of the association.

No student who is not in good standing as viewed by the high school faculty, either as to school work or self control, shall be allowed to participate in the contests.

All clubs and subsidiary organizations shall receive their right of organization from the executive committee and shall file names of officers, membership lists, constitutions and by-laws with the principal. It shall be the duty of the respective secretaries to keep this data revised and ac

curate.

Eligibility to hold more than one office shall be based on the point system. Forty-five points at one time shall be the maximum honors carried by one student. The following shall be fortyfive point offices: Editor of school paper: advertising manager of school paper; president of senior class. The following shall be thirty point offices: President of clubs; president of classes excepting senior class; assistant editor of school paper; joke editor of school paper; local editor of school paper; business manager of school paper; circulation manager of school paper. The following shall be fifteen point offices: Vicepresident of classes; vice-president of clubs; secretary of classes; secretary of clubs; treasurer of classes: treasurer of clubs; assistant local editor of school paper; assistant joke editor of school paper; reporters on school paper; all other offices not included in forty-five or thirty point

lists.

These restrictions do not in any way apply to athletic honors or offices.

Olympic letter honors shall be awarded for par

ticipation in contests with commissioned high schools. Candidates for letters must be certified by the coach of their respective teams, and the executive committee of this association.

The executive committee of the association shall make these honors distinctive and see to it that all letters worn have been duly earned by

wearers.

The funds of the association shall be deposited with the superintendent of schools. At all meetings whenever admission is charged, the gate receipts shall be certified by the faculty adviser and the treasurer of the organization concerned, and upon being deposited the superintendent shall give a receipt to the depositing organization. Disbursements from the special funds shall be made only by order signed by the faculty adviser and treasurer of the ordering organization. A bill O. K.ed by the same shall be regarded as an order. No organization shall contract debts or

overdraw its account except by consent of the executive committee.

Disbursements from the general fund shall be by order of the executive committee, signed and O. K.ed by the treasurer of the association and the principal. A bill after favorable consideration may be signed as an order.

Emergency. When school is not in session and unexpected bills are presented, the superintendent may pay the same from general fund. The debtor organization shall repay the amount on the order of the executive committee.

A complete financial summary of the year's business shall be prepared by the treasurer and the same posted at least ten days previous to commencement. This report shall be prepared under the direction of the commercial department and shall include the reports of all treasurers and managers and be so arranged that the financial affairs of the whole school can be readily understood.

Boston, August 25.-Measures which their advocates regard as educational reforms are pending before the Massachusetts constitutional convention. Some highly important amendments promise to come out of that convention, but how many of these educational alleged reforms will be finally referred to the people remains to be seen. Thus far the convention has been unexpectedly conservative, which seems to gratify by far the larger portion of people whom one meets. There was a special committee on education appointed by President John L. Bates of the convention, namely, Arthur H. Wellman of Topsfield, William Wheeler of Concord, Zelotes W. Coombs of Worcester, Guy M. Winslow of Newton, Frank L. Boyden of Deerfield, Herbert E. Cummings of North Brookfield, Fred R. Linke of West Springfield, Isaac F. Hall of North Adams, George H. Foss of Springfield, Eugene P. Whittier of Winthrop, James P. Donnelly of Lawrence, Mial W. Chase of Lynn, Luke L. Kelly of Boston, Albion G. Pierce of Methuen, and John W. Daly of Lowell.

Five different amendments were referred to this committee. First was that by Mr. Michelman of Boston, to strike out the entire section relating to Harvard University. This, it will be remembered, is quite a detailed recognition of the institution, with provision for its support and management, with incidental mention of "our wise and pious ancestors." Second was an amendment by Senator Hobbs of Worcester:

"The school committees of the several municipalities may, in fixing the compensation of the teachers employed by them on permanent tenure for an indefinite period, provide for leave of absence with pay for a term not exceeding one year at a time."

Quite a delegation from Worcester attended the hearing on this amendment and produced instances in various cities and towns where the practice of granting a sabbatical year seems to work successfully.

"As the rights and liberties of the people, the ennoblement of society, and the attainment of security and of happiness are the highest aim of social organization, and as the enjoyment of these blessings is inseparable from the general diffusion among the people of wisdom, knowledge and spiritual impulse, it shall be the duty of the legislature to perpetuate and to protect the interests of the best thought and knowledge in the world, and all those accepted agencies, such as schools, colleges, universities, public libraries, art galleries and museums, that serve this end. It shall also be the duty of the legislature to establish and to encourage institutions in the promotion of all those different departments of knowledge and learning that contribute towards utilitarian and cultural education; to encourage the practice of the humanities; to inculcate the principles of honor and truth; and to develop the application of social amenities. And, further, it shall be the duty of the legislature to render obligatory in all schools and colleges and universities the practice of physical training competent to develop and strengthen the body and perfect the health of the individual. Finally, the legislature shall render compulsory in all grammar schools and high schools of the commonwealth adequate instruction in anatomy, physiology, and personal and public hygiene."

Fourth was the following by Mr. Hall of North Adams:

"The legislature shall have power to determine the organization of the school system, supported in whole or in part by the state, and to raise, by taxation or otherwise, money for the support of the same."

Fifth was a proposition by Mr. Powers of Newton, as follows:

"Each individual of the society has a right to be protected by it in the enjoyment of his life, liberty and property, according to the laws. He is obliged, consequently, to contribute his share to the expense of this protection: to give his personal service, or an equivalent when necessary; to maintain the spirit and attitude of friendliness and co-operation for