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Don't be a slacker when Atlanta registration is made out.

HIGH COST OF LIVING

No one is harder hit by the high cost of living than is the publisher. Paper is "out of sight," ink keeps it company, labor discounts them both. Publishers are hit on all sides and in all ways.

We have made an heroic fight to keep the price of the Journal of Education at the traditional figure. Indeed, we fully resolved that we would defy the gods of war and maintain our price, but things have grown worse so fast that it is impossible, and on and after November 1. the price must be three dollars.

All renewals and all new subscriptions prior to November 1 will be $2.50.

Now that we have decided to make the price three dollars we wonder that we ever hesitated, for we give our readers one hundred and twelve pages each month.

We give an educational presentation to be had nowhere else.

No one else has known American education and educators the country over for forty years as has the editor of the Journal of Education.

No one else knows American education and educators today as does the editor of the Journal of Education. No one is more sympathetic with all new phases of education and progressive educators. No one discriminates between the educational mirage and vision, the educational soapbubble and rainbow more clearly than does the

editor of the Journal of Education. There is no similar clearing house for experiences and opinions.

No reader of the Journal of Education is ever ignorant of any important movement of educational men or professional features.

There is never a mean thing or slurring reference to any school man or woman in the Journal of Education.

Nowhere else in book or magazine can one find such a series of articles on "Authors Who Are a Present Delight," by "writers who are a present delight." Read this list of what has been: Sam Walter Foss, Nixon Waterman, Denis McCarthy, William Dean Howells, John Burroughs, James Elroy Flecker, Amos Russell Wells, George Bernard Shaw, Edwin Markham, Samuel Valentine Cole, Samuel McChord Crothers.

And then this list of articles already engaged, and most of which are in hand: Alfred Noyes, Robert Frost, Edwin Arlington Robinson, Frances Hodgson Burnett, Richard Burton, Bliss Carman, Margaret Deland, Anna Hempstead Branch, William Allen White, J. D. Barry, W. S. B. Braithwaite, H. G. Wells, Walter Prichard Eaton, Frank Crane.

IMPORTANT HIGH SCHOOL ACHIEVE

MENT*

There are times when superlatives are mere commonplace and this is the case when one would speak of the book in which the Fairmont, West Virginia, High School seniors of 1916 present the result of the study of Marion County prior to 1852, when the Baltimore and Ohio railroad connected the county with the world be yond.

The only conception one can get of this book without seeing it is to recall the spirit of a university class in the publication of its "Annual” in which the zeal and patronage of the class and its friends make such a publication possible. Then with that achievement in mind imagine a book by a high school class that is more beautiful, more artistic, more classic, more valuable than any such book we have ever seen. There are 362 pages of this rare demonstration of elegant paper, high art typography, artistic illustration and beautiful binding. All this from the materialist standpoint, which is of least impor

tance.

A significant phase of this contribution is the revelation that a county in West Virginia can vie with any county in Pennsylvania, New York or New England in historical and legendary interest and importance.

But that which we would put above all this in real achievement is the fact that a class in a high school has challenged the best university work in the making of a complete study of the history and traditions of the native race, of the pioneers of civilization, of the struggles and tri

"Marion County in the Making." By the James Otis Watson Class of the Fairmont High School, West Virginia.

umphs of early settlers, of the achievements in industrial effort, of the transformation from the crude first things to the welcome of the world beyond which the first railroad brought to them. Highest and best of all to our thinking is the fact that a senior class in a high school has done a man's job, a scholar's job, a real piece of historical and literary work.

The weakness of much high school work, especially of a high school senior's work, is that it is merely "preparatory," that there is no recognition of initiative, of ability to do a real thing in a real way.

Here is a master's work done in such a masterly way that a real contribution is made to scholarship as definitely as any work done under the direction of Beard of Columbia or Channing of Harvard. All honor to West Virginia, to Fairmont, to James Otis Watson, to Dora Lee Newman and to the thirty-four young women and twenty young men who have so nobly achieved this scholastic and artistic result.

AMERICAN ASSOCIATION OF UNIVER

SITY PROFESSORS

The American Association of University Professors promises to be by far the most effective organization of educational protest that has ever been attempted. It is not a question as to the infallibility of the opinions of the special committees of investigation, but it can but be of inestimable value to the academic world that all official acts of boards of trustees of colleges and universities, public and denominational, are liable to be presented to the public in elaborate documentary form.

The latest publication of this association is the most important because it is a complete presentation of the whole case of protesting professors against a board of trustees for its action in discussing the Dean of Women in 1916. The report consists of 136 large pages.

As in some other reports of its investigations it seems unfortunate that the investigators did not confine themselves to the nine issues involved. Here, as in some other cases, the investigating committee seems desirous of championing one wing of the faculty like prosecuting attorneys.

The case against the trustees for discussing the Dean of Women in 1916 seems overwhelming, but the association sadly weakens its case by seeking to convict the board of trustees of various misdemeanors in the choice of the present president.

The committee seems much more anxious to In damn the president than to benefit the dean. this attempt they prove conclusively that the great crime of the trustees, in the eyes of the dean's defenders, was the election of a president whom a majority of the faculty did not wish elected.

The American Association of University Professors has a great opportunity and a noble mission, but it is not likely to carry much weight unless it learns to curb its general animosities and deal with specific cases.

The academic world is in great need of such an organization of protest as this, but the association will have little influence if it tries to use one misdeed as an opportunity to prove all sorts of official crimes against a board of trustees with whom its local members have long been at war.

The case of the Dean of Women at Wooster would have been a terrific arraignment of the board of trustees, but we fear it will have little of the significance because the general irritation. which is revealed:

We fear many people of importance will say that if the faculty opposed the president before he was selected and have camped on his trail in warrior fashion ever since he was selected there should have been eliminations before this:

HARRIS HART IN VIRGINIA

The nomination of Superintendent Harris Hart of Roanoke as state superintendent by a margin of 10,000 is the surprise of the year. The defeat of R. C. Stearnes must be charged up to the prejudice against a third term. Mr. Stearnes has been an exceptionally able educational leader. No one could have been more devoted to the improvement of the schools than he has been. No one could have a broader vision or a nobler spirit than has he. If there was any professional or personal cause for his defeat it must have come from the responsibility of the state superintendent for the selection of superintendents in every county in the state.

Mr. Hart is sure to have the heartiest support of all school men in the state, for it is his due, and he will be welcomed to the fold by national educational leaders. Regrets that Mr. Stearnes was defeated will not influence anyone to antagonism to his successor. The size of the vote would indicate that any opposing candidate would have been nominated.

UNIVERSITY WAR MEASURES

The Educational Division of the National Council of Defence makes these suggestions to colleges and universities:

That each college shall endeavor to induce its students below the military age and those above who have not been selected to remain in school. That each college shall provide for military drill for all its students.

That a course in military science and tactics be provided as a substitute for one of the regular studies for students just below the military age.

That an opportunity shall be given for all young women to take Red Cross work, including home nursing.

That an opportunity shall be given for young women to take home economic studies, including laboratory work in cooking, preservation of food and sewing, with a special emphasis on thrift.

That an opportunity shall be given for young women to prepare themselves to take clerical positions, positions in stores and offices and certain positions where light work is done in manufacturing plants, so that men, especially farmtrained men occupying these positions, may be released temporarily to assist in farm work.

That an opportunity be given to young women intending to teach in the public schools to obtain training in nature study and in practical gardening so that they may give technical instruction in these subjects.

W. F. RUSSELL TO IOWA CITY Dr. William F. Russell of George Peabody College, Nashville, goes to Iowa State University, Iowa City, succeeding President Walter A. Jessup as dean of education.

In

Dr. Russell is the most prominent man of his years in the field of professional education. Colorado College for Teachers and in George Peabody College he has been a leader in thought, masterful in scholarship, and heroic in the championship of his educational convictions. He has already made important contributions to educational literature. He does not need to have it said that he is the son of the most commanding figure in the administration of professional education as dean of the Teachers College in the greatest of American universities, for his personal achievements are adequate.

LOUISIANA'S ASPIRATION

At a conference of the state and county (parish) school officials in Baton Rouge recently, a plan for financing the educational interests of the state was proposed which if enacted into law will put Louisiana absolutely at the head of the educational procession. The plan, which was given the approval of the conference, stated briefly, is as follows:

1. The state government shall be required to bear one-fourth of the expense of public education, this to apply to buildings and equipment as well as to maintenance.

2. The parishes shall bear three-fourths of the expense of public education.

3. The parish funds for building purposes and equipment shall be raised, as now, by bond issues authorized by the qualified property taxpayers living in the districts concerned.

4. The parish school boards shall be given authority to levy the taxes needed for maintenance purposes without authorization by vote of the people.

We recently called attention to the notable record that was being made by the state under the leadership of State Superintendent T. H. Harris, but we did not then know of this latest vision.

PATRIOTIC RECORD

The Rockefeller foundation has appropriated $6,426,872 for war work since January 1, 1917. This included the unconditional gift to the American Red Cross of $5,000,000. An appropriation of $300,000 was made to build and maintain a hospital to teach new methods of war surgery, and a like amount was given to the Y. M. C. A. international committee for foreign military and prisoners of war work. In addition to the income, the principal of the funds of the foundation, to the amount of $10,000,000, may be distributed from time to time as a war measure.

NEW TEXAS NORMAL SCHOOLS Texas has taken a long step forward in professional education by the purchase of the East Texas State Normal College at Commerce and establishing three other state normal schools located as follows:

The Stephen F. Austin State Normal School at Nacogdoches, South Texas State Normal School at Kingsville, and the Sul Ross State Normal School at Alpine.

Hon. C. P. Cary, state superintendent of Wisconsin, and Superintendent John D. Shoop, Chicago, President Harry Pratt Judson of Chicago University and President Hollis Godfrey, Drexel Institute, chairman, are in the edu

cational division of the Council of Defence of the United States.

Preparedness has been demonstrated to the limit by Superintendent Ira I. Cammack of Kansas City, Missouri, in calling all principals to service one full week in advance so that at noon on the opening day everything was running like clock work.

All honor to North Dakota. The last legislature appropriated $200,000 as special state aid to rural schools for the two-year period beginning August 15, 1917. Of this $80,000 is for oneroom schools, and $120,000 for consolidated schools.

The normal schools of Wisconsin have established four-year courses above the high school grade. Thus professional education is becoming more and more higher education.

Mrs. Ella Flagg Young has many sympathizers when she says regarding the taking of German out of the schools: "I don't believe in fighting a language."

It is amazing how pervasive the Gary idea is in all sections of the country. It is suggested by way of relief for congestion in every city in the country.

Those who are not ardently for the United States government are emphatically against it.

A County Fair should always be utilized for the development of a school spirit.

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

The people of the United States of America have again taken up arms to uphold the honor of the nation. After almost three of wonyears derful forbearance, the American people have joined the forces of world democracy battling in Armageddon. Within a few weeks the sons of America will be facing the common foe on the line of battle somewhere in France. Before another May thousands of American soldiers and sailors will have given their lives for America and democracy. We are now engaged in the greatest and fiercest war that the world has ever witnessed a struggle engaging the utmost energies of the world's greatest nations.

Our President has called every American to serve his country. He has said that the issue of battle depends not alone upon the armies on the battlefield but quite as much upon the millions of people who remain at home. We must supply

our soldiers and the soldiers of our allies with arms, ammunition and food. The people of European countries who are fighting with us in a common cause must be fed. To America the world is looking for the things that make vic

tory possible. If we do our part victory seems sure; if we fail in this great world crisis, the battle for freedom and democacy may be lost. The future of the world depends upon America and her resources.

The young people enrolled in the high schools will not fail to answer their country's call. By the thousand they will answer, each in the way best suited to his strength and ability. Many boys will take the places of men who are called to the colors; many will organize parties to go into the country and assist in the harvest. Many girls will help their country by organizing clubs to sew for the Red Cross, by cutting fruit or helping to can fruits and vegetables. Each of us must "do his bit" in this great world conflict in which our nation is battling for the rights of humankind. The help of every man, woman and child in America is needed at this hour. Let us all enlist as helpers in this great war, doing what we can to serve our beloved country. Let us bend all our energies to the end of victory. America expects each one of us to do his duty.

"Alma Patria" has led "Alma Mater" since the war began. The great rank and file of college men enlisted in America is the reply to the challenge of war. Every college and university has placed itself on a war footing. All summer the work of training has been going on.

Haverford College, Pa., (which has a new president in Dr. W. W. Comfort, called from Cornell University) has set a unique and happy example in its form of contribution to the great military campaign for world democracy. This is the organization of the "Friends' (Quakers) Reconstruction Units," to go to in France, Russia and the Balkans, to engage the work of rebuilding destroyed towns and for other constructive measures.

Each unit consists of one hundred men (all of whom make great sacrifices in leaving their businesses and families) required to take intensive training, in the six-weeks course on the college campus, which includes farm work, house building, carpentry, marching and camping.

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Large supplies of knock-down houses, lumber, clothing, tools, etc., are provided each unit, and it is pected that the reconstruction work will continue not only during the war but as long as necessary after peace has been declared.

Intensive courses for war service have been the rule all summer long at the colleges and universities, including Collegiate schools of aviation; balloon schools; signal corps instruction; wireless telegraphy schools; ambulance work; trench warfare training; courses in stores keeping for the ordnance department, in military stores inspection and in cost keeping;

practical work in munition foundries, factories and on farms, etc.

As a result, thousands of men are ready for service at the front in the big conflict to bring permanent peace to the world. And the result has shown in a remarkable way what educators can do to help put a final end to war by supplying trained and efficient

men.

war

Other vital problems before leaders of education to have not been overlooked in the great rush meet the pressing need for men and munitions. During the summer there have been frequent conferences to discuss startling educational problems, borne of the conditions. Almost all the state public school superintendents issued calls for such conferences; the various national defence groups; the national education conventions and teachers' meetings discussed the situation; all uniting in offering their best resources to the nation, and feeling that if this is to be a long war, that education must be conserved, (as well as food,) to strengthen the nation's lines of defence.

President Wilson, United States Commissioner Claxton and other prominent leaders and thinkers have warned against the mistake of taking children from school to do war work. After three years of war, England is recommending, not further exemptions from her compulsory education laws, but a more stringent law than she had before the war.

Dr Claxton's urgent appeal to keep the lamp of eduhas cation burning, issued during the summer, impressed the necessity of the continuation of colleges and schools as usual this fall; as did that of Dr. J. Y, Joyner of North Carolina, and many others,

Provost Smith of the University of Pennsylvania emphasized the need for continuance of university work, to "keep the ranks of educated men well filled." "Schools in caves, with pupils and teachers wearing gas masks, are the extremes to which war-ridden France has gone to ensure for every child that heritage in which alone is the prophecy of an enduring nation," reported New York State Commissioner J. H. Finley, urging attention to "the defences of tomorrow." The summer of 1917 has thus been particularly fruitful of thought, activity and investigation along the lines of education's development during the war.

Teachers and school administrators have been aroused to the highest realization of responsibility, paying more attention than ever before to professional reading and to the important social problems of the day.

"The great war has brought us to a realization of new values in education," said one leader in a Pennsylvania summer school. "The vital efficiency side of education is going to receive more attention in this country than ever before, because the prospects of a great war makes its needs more imperative."

When a teacher devotes fifty-one years of her life to the continuous service of one school instructing the little children who one day are irresponsible little boys and girls, and later the representative men and women of Cambridge, there is due her something more than admiration and respect.

To such service do we now pay a graceful tribute to show the appreciation of what Miss Mattie Allison has done during more than half a century as a teacher in the Cambridge schools. There are but few native homes in the city that have not been represented in Miss Allison's school.

All the trades, professions and all branches of business in this city are represented by her former pupils. Among them are county and city officials, newspaper men, employees and employers in banks, railroad offices, insurance offices, glass plant, steel mill, tin mill, potteries, roofing companies, chair factory, electric plant, coal companies, ministers, attorneys, physicians, teachers and others. In mercantile business her pupils are engaged with groceries, dry-goods, boots and shoes, millinery, dress-making, furniture, hardware and clothing.

Does Cambridge realize that much of the bone and sinew and brain of her little world is the result of her work? How much has one woman contributed to the success of the city's life! Can any word of love or praise repay her?

Her first pupils are the honored parents of those now active in all pursuits. She taught their children who are the "real Cambridge" of today. The third generation has a few times found its place in her school.

Beyond the hills that surround the city there is a great throng, many of whom hold important places in the world's work. From coast to coast. from lakes to gulf, her pupils are scattered. She has her representatives in the United States Congress and at West Point. In Honolulu, Mexico and Canada we find them. Even in far-away İndia a noble woman represents the cause so dear to her teacher.

In almost every state her pupils may be found, and wherever they are they cherish the memory of their first school days. Truly her "children fise tip and call her blessed."

In these fifty-one years of faithful service of the most conscientious order, Miss Allison has witnessed marvelous changes in the schoolroom, reflecting the amazing expansion of the city outside. As the city grew gradually the type of pupils changed and in the later period of service the room once filled by native Cambridgeites became the tutoring place, as well, of new races and nationalities. This duty was met with the same interest and with the same gratifying results.

The new-comers from alien lands soon became imbued with the same Cambridge spirit, and bid fair to attain honor and position in their adopted city.

Such teachers are true patriots of the noblest type. Their labors can never be requited by those they have taught, or by the community which they have served.

THE SCHOOLS IN WAR TIMES

BY P. W. HORN Superintendent, Houston, Texas

What are the specific duties of the public schools of America in times of war?

There are specific points which the public schools of America ought to emphasize in war times even more fully than in times of peace. These may be stated somewhat as follows:

(1) Every dollar spent for public education in war times ought to be so expended that not a cent will be wasted, but that the maximum possible amount of value will be received.

(2) Special emphasis ought to be laid on those things which tend to make Americans out of those who are not already Americans.

(3) Special effort ought to be made to rouse the intelligent patriotism of those who are already

Americans.

(4) Special emphasis ought to be laid upon those subjects which deal immediately with conserving the material supplies of the nation, particularly its supplies of food and clothing.

(5) Special emphasis ought to be laid upon those things which tend to develop the physical fitness and welfare of the community.

(6) Special effort ought to be made for the schools to co-operate intelligently with all other agencies that are working for the welfare of the country, to the end that there may be no overlapping of effort or wasting of energy-Report.