cal points; no teacher, beginner or gray-haired, would consider the recognition of a "chiastic" order of words an essential of minutest importance in spelling the doom of a would-be-college youth. The examinations foster the pernicious practice of tutoring. Students who ought to run the gauntlet of a reasonable examination are successful only when tutored, which lends color to the criticism that his regular teacher was not presenting the subject in a thorough and comprehensive manner. On the eventful day the examinations are as a bogy-man to the nervous "tutoree," which appears to him to say: "You have crammed your cranium with Latin lore and your tutor's jaded.. bank-book you have revived; you think that you have covered the wide territory of this subject and are equipped to master the test. I will show you that there are yet some corners of the field that you have left unexplored."

subject. When the parent shares this view, examinations which make the student feel that he is a dunce when he is more than moderately clever are a dangerous thing.

Eastern colleges such as Harvard and Yale lose every year bright young western men who are sidetracked to local institutions because of the unreasonable difficulties of the college entrance examinations. If the Latin departments of our

higher institutions wish to preserve at all their departments, or at least to save themselves from the gibes of the Flexners, they should at once consider what degree of training is possible for the secondary school teacher to provide in the face of the difficulties. presented by our modern life, size up accurately the judgment and capability that is the possession of the average youth of seventeen years, and then set a test that will be a fair measurement of that degree of mentality and training with which the colleges wish entering students to be equipped. If this step is not taken and without delay, the loud-voiced opponents of classical studies will not only clamor that the language "is dead," but will add that "it kills." It is not disastrous to admit that it "is dead," but if "it kills," we teachers of Latin who are at all interested in the

The aim of a high school Latin course is to make the study of Latin practical, profitable, and pleasant. To this end we must enroll all students endowed with a natural language instinct and reject all whose talents in that respect are so small that the futility of their efforts to learn words and forms and to manipulate phrases and clauses impresses their parents that they are misspending their time. If students, even of superior mental ability, fail to pass by more than the narrowest margin, the best intellects will not devote their energies to a subject that appears to net them so little. Not what the training in Latin will mean to them in later years, but what it nets them in the feeling of satisfaction at mastering a difficult subject in the immediate present is the standard by which the student measures the worth of the

progress of education ought to be altruistic enough to recommend its burial, though we have to peddle pencils in the parkways. But it is not "dead," neither does it "kill." Given examiners and readers who understand the frailties of the high school mind and perspective enough to see what fate awaits classical studies if unreasonably high standards are maintained, Latin will continue to play an important part in the education of secondary school youth.

He was

Ide G. Sargeant, principal of Public School No. 10, Paterson, New Jersey, is one of the interesting men in the profession. He is a most successful schoolmaster and he is more. appointed chairman of the Community Farm Committee by the Mayor in March, and his committee has supervised thousands of new gardeners, has put in and cultivated forty acres of potatoes, twenty-five acres of beans, besides cabbages and turnips as a purely city proposition.

The Mayor has appointed him chairman of a committee to handle the matter of buying and selling food supplies, make a list of prices and do such other work as will keep the price of staples on a proper basis. The spirit shown by the big manufacturers and labor organizations, which have heretofore been antagonistic, to pull together and make the plan a success is largely due to confidence of both sides in Mr. Sargeant. No man in Paterson has the confidence of all the people more completely than has he.

Horace M. Rebok, superintendent of Santa Monica, California, in an address on Flag Day at San Bernardino, gave the best patriotic address we have read in all this war time. Our appreciation of Mr. Rebok has been voiced in the Journal of Education more than once. He carries intense purpose, extended vision, and red blood in prop sitions that thrill us with pride.

Miss Lilla E. Severance, East Orrington, Maine, the lighthouse teacher of the Maine coast, is one of the most interesting teachers in the United States, and her experiences are most interesting.

To the insistence and persistence of Dr. Payson Smith when he was state superintendent of Maine, the children of lighthouse islands on the Maine coast owe their educational opportunities, and Miss Severance owes the privilege of being the most daring and individualistic teacher in America.

From time immemorial unbelievable conditions
Continued on page 326.

JOURNAL OF EDUCATION

NEW ENGLAND AND NATIONAL

6 Beacon Street, Boston

A. E. WINSHIP.

Editor

He has expertly disposed of the expert and has magnified the expertness of the every-day worker.

CHARLES HUGHES JOHNSTON

One of the great shocks which has come to us

EXPERIMENTS IN EDUCATIONAL PSYCHOLOGY*

We wish it were as easy to review one of the latter-day books on Experiments in Educational Psychology as it is to enjoy it if you are constructive or to damn it if you are destructive.

We like this book, we appreciate it in vision and in detail, but we know a man whom we like greatly who would shoot it all to pieces.

We have an opinion that it will make no difference whether we commend or our friend condemns, the progressive school men will welcome it heartily and use it ardently.

Dr. Starch makes no boast of originality, but he boosts the whole scheme of Experimentation in Educational Psychology by bringing together in an understandable and usable-by-anybody way all the latest phases of testing Individual Differences, Visual Tests, Auditory Tests, Mental Images, Progress in Learning, Transference, Association, Apperception, Attention, Memory, Work, and Fatigue.

Almost any teacher can use almost anything in these multitudinous experiments.

Dr. Starch eliminates the vague and visionary, and magnifies the clear and direct in presenting the philosophy and practice of the schools.

Experiments in Educational Psychology." By Daniel Starch, Ph. D., University of Wisconsin. New York: The Macmillan Company. Cloth. 204 pages. Price, $1.00.

the instant death in an automobile accident of Charles Hughes Johnston of the Department of Education of the University of Illinois. It was a tragedy of most intense seriousness. Personally we esteemed him highly as a friend and estimated him highly professionally. Few men had a more brilliant future assured than had he. As dean of education of the Kansas State University he won such recognition that he was selected for highly important service in the State University of Illinois, and the transfer of Dr. W. C. Bagley to Teachers College, Columbia University, made the promise of higher opportunity even greater. Dr. Johnston was going by automobile from North Carolina to Urbana, Illinois. When near Baltimore a with another machine meant instant death to him. He leaves a wife and three children under seven years of age. He is mourned by a host of persons in all parts of America. He had already published books of high merit and other were being prepared by him.

collision

THE ADVANCE

Looking back over The Advance for fifty years, or for as many of the fifty as one can recall it, is interesting.

Congregationalism is distinctly a New England product, a child of the Mayflower, and it came near never having Western recognition, and apparently would never have had any respectable standing in the West, except in the Western Reserve in Ohio, which was a distinctly replanting of New England, but for Chicago. There was no Congregationalism of Puritan religious aristocracy in New York, New Jersey, Pennsylvania or Indiana except in a few places which were large enough to indulge in religious curiosity.

This neglect was not accidental, but resulted from a distinct understanding between two religious "trusts," we would say now, the Congregationalists in New England and the Presbyterians of New York, that the latter would not "operate" in New England nor the former out of New England, and this arrangement was lived up to until Chicago became so promising a field for religious dignity and sectarian devotion that the Presbyterians made no attempt to request, even, the continuance of past policy.

For many years the most vitalizing spirit of Congregationalism in action has been in the West. But for the West there would have been numerical decadence. The only cities in which Congregationalism has kept pace with population have been in the West.

The Advance of Chicago deserves in large measure the credit for this notable denominational record. For fifty years, with varying for

tunes, it has led Congregationalism in the West heroically, and under the leadership of Dr. William E. Barton The Advance is every way better, broader, nobler in its leadership than ever.

SAVED THE CALIFORNIA SCHOOLS California's last legislature most unexpectedly and alarmingly passed a law wholly in the interest of economics in defiance of educational interests. Contrary to all her traditions California aimed

as many problems for the government to deal with as it is likely to solve without playing on the side lines, and it is cause for genuine rejoicing that the Playground and Recreation Association of America is organized and fully equipped for such an emergency as this.

UNIVERSITY OF TEXAS

Never has any state university emerged so

schools.

Mark Kepple, superintendent of Los Angeles County, led a campaign in which all superintendents of cities and counties joined, and through a referendum petition of 62,500 names when only 40,000 were needed, put off the evil day two years and probably forever.

SOLDIER PLAYGROUNDS

While we have no patience with the irresponsible talk of the immorality of soldiers, especially of the men who are to make up our new army, we are entirely sure that none, young or old, are in as great need of adequate provision for universal opportunity for recreation that shall be physically valuable and mentally stimulating as are the soldiers.

This is particularly true of men fresh from the activities of American life and side-tracked in a preparation camp.

In the Border Camps last year there was the greatest imaginable difference in the character of the men in various camps. We chanced to know much of the camp at McAllen, Texas. Fifteen thousand men in a community of of two thousand! There was no appreciable immorality.

It was a saloon town, but no soldier entered any saloon; no red light district was permitted. If any house or section was under suspicion guards were stationed there. There

two

Protestant Y. M. C. A. buildings and a Roman Catholic equivalent. One of the churches took out all the pews, put writing shelves on the walls, and made it a soldier-welcome place.

The regimental chaplains were real men, on the job every day. Many of those soldiers had never had as close a looking after before.

There was one great need that was not met. They needed genuine recreation opportunity. This need is to be met in all American Camps at once by the Playground and Recreation Association of America. The social and recreational life of soldiers everywhere will be provided for most skilfully by men of affairs, and not by theorists on the one side nor traditionalists on the other.

A fine example of their purpose is the selection of Superintendent W. A. Wheatley of Middletown, Connecticut, who has also been principal of the high school and leader pre-eminent in socio-educational activities of the city. He is a manly man, a born leader, a skilful organizer, an adaptable as well as a capable man.

Of course the United States government should provide for all such needs, but this time there are

the State University of Texas.

The following resolutions tell the story of the emergence, but the story of the condition that made these resolutions necessary can never be written.

Through the impeachment of the Governor it was possible to have a rejuvenated State Board of Regents, and at the first meeting, September 14, these resolutions were passed:

"Resolved, That the members of the faculty of the university dismissed on July 12, 1917, namely, W. T. Mather, George C. Butte, A. Caswell Ellis, John A. Lomax, Will H. Mayes, Robert E. Cofer, be reinstated, effective September 1, 1917, the date on which their removal became effective.

"That Dr. W. J. Battle be invited to return to the University of Texas if he can do so.

"That salaries in the school of home economics be restored, a reduction of 20 per cent. having been made in July.

"The members of the board desire to express to the people of Texas their confidence, individually and as a body, in the ability, integrity and loyalty of the members of the faculty of the university, and have recorded their appreciation of the services which have been rendered by the faculty to the university.

"The board desires to appeal to the people of Texas for hearty support in its efforts to provide for the young men and women of this state the privileges of a university of the first class, and believes that adequate foundation for such an institution now exists and that a constructive program is being formulated which will in the near future realize this ideal."

equally delighted that we have paid our assessments promptly in all these years.

These are cases in which we win either way. We win by escaping the need of our provision,

and we would have won had we been burned out, been burglarized, or met with an accident.

Until the creation of the Teachers Casualty Underwriters of Lincoln, Nebr., we knew of no

There

NEW YORK SCHOOLS

were 844,000 children in the public Only two other cities in the New World had a schools of New York City on the opening day. population as great as that at the time of the last census. It is unthinkable.

There are 22,000 teachers in the New York

could protect himself against loss in case of accident, quarantine, or sickness. To our thinking, the profession owes much to Mr. Folsom and his associates for the masterly way in which they grappled with an alarming professional situation, and provided an adequate remedy.

Never was there a better illustration of the constant need of protection of the T. C. U. than at Fremont, Nebraska, when on August 26 Miss Gertrude May Armstead, a prominent teacher of Nebraska at Fremont and Grand Island, met her death in the Platte River in the presence of a party of her friends. Long before the body was recovered, with characteristic promptness the claim of $1,000 was paid the beneficiary within forty-eight hours of the accident.

AS AN EDUCATIONAL MISSIONARY A New England superintendent said recently, in renewing the subscription, that the editor of the Journal of Education is an educational missionary.

In the same mail with another renewal was a letter with the following paragraphs:

"I am sure you will rejoice with us in learning of our success in voting bonds for a new $100,000 grade and junior high school to be built on our old Çentral School grounds. We carried this bond election by a nearly three to one vote.

"To a very large degree you are responsible for the success of this undertaking, as your endorsements of the junior high school plan in your talks here a year ago, especially in your talk before the Chamber of Commerce, have enabled me to convince the business men of the city of the necessity and advisability of the new school."

To whatever extent it is true, it is the highest aspiration of the Journal of Education and its editor to have an educational message with a missionary spirit.

SUGGESTIVE SUGGESTION

In a city which we forbear to name, merely remarking that it is a small city, there were fortysix citizens who recently signed a petition asking for the removal of a woman teacher because she wore a woolen slipper in school on account of a sore foot. The petitioners suggested that a sore foot suggested sore feet, and might result in many sore feet through the power of suggestion. One of the women petitioners suggested that a teacher with false teeth was sure to suggest false teeth, which "would surely" cause the teeth of children to decay so that they may have false teeth.

All this is very suggestive, but we forbear to name what it suggests regarding these suggestions.

to a city in itself.

LOS ANGELES HIGH SCHOOLS

In Los Angeles, with a large foreign population nearly 70 per cent. of the children go to the high school. This probably leads all cities of half a million population in the country. There are eighteen high schools, not counting junior high schools, which they call intermediate.

There are five high schools with more than 1,000 students enrolled. There are eight intermediate (junior high) schools, schools, and 4,000 students are in the evening high schools. Is there any other city of 300,000 and more population with any such record?

The fact is that the antecedents, the personnel and the propaganda of the so-called national council of America for democracy and peace make it Such a conspiracy a treasonable conspiracy. ought not, when the nation is battling for its life, to find shelter under a claim of freedom of speech. If we lose this war, real free speech will be lost, and this society which now claims privilege will contribute to that result. A treasonable con

spiracy is none the less a crime because it is staged in public. A crime is not less a crime because

the world is taken into the confidence of those who commit it.

What I have said of this organization applies equally to others which may seek to obstruct the Freegovernment in the prosecution of this war. dom of speech will be respected, but in Illinois will not be permitted as a cloak of treason. The time has come to find out who are for and who are against it. This is the only classification which matters at the present time. If, as some suggest, the people generally are disloyal to their government, let us know it and let us know it now.

That the required high school courses of the future will consist chiefly of those subjects which tend toward vital, moral, civic, and economic efficiency is an acknowledged fact among those in the higher circles of education. Ethics in a practical, though often an elementary manner, is taught from the very first grade, and many of our higher schools teach it with some degree of completeness and detail. Political Economy is an equally practical subject. Many of the political issues of the last three-quarters of a century, especially those of the Reconstruction of the Union, lay entirely in the field of economics. Because of the great natural resources, the growth of our country and its institutions has been so rapid that many of the vital issues now confronting us have not had a chance of solution. Among these we find the controversies between labor and capital are far from being settled. Sooner or later our young, people will become a part of this struggle and they should have at least an elementary knowledge of the conditions and contentions. Almost any problem concerning taxation, rent, money, labor, wages, immigration, and distribution will at some future time touch the individual and he should be prepared to meet the crisis when it does, otherwise his chances for successfully coping with it are meagre. The voter of the coming generations will be in contact with such matters at every turn and eventually will have to decide them with his ballot. It is true that he may then study the issues in the course of events, but more than this is necessary. With the growth of the local community we have a complexity of issues just as important as the national ones demanding our attention. Chief among these are the municipal ownership of public utilities, housing conditions, and civic improvements in various fields. It is unwise that we thrust our young people into all this turmoil without them having some idea of its enormity and probable solution. An

industrial revolution is imminent any time, and socialists tell us that it is an entirely economic problem. In entering the school of issues at hand the citizen and voter will lose much time and energy in the diverse complexing points confronting him, unless he is equipped with some useful knowledge or a guide to show him through the labyrinths. No subject can be more useful for this than an elementary course in political economy.

Nations are industrial as well as political units. Very humble causes have often been the reason for the downfall of a nation, and nations have failed in great national movements because of the lack of attention to material causes. The general misery of such countries as Russia is due to economic arrangements that are not conducive of industry and personal thrift, they are almost never corrective. The blockading of southern ports during the Civil War helped to weaken economic conditions not properly prepared for, and the result was severe upon our southern people. The victor in the present great war will be that nation which is able to control its necessary economic conditions longest. History is only half taught if its economic side is omitted. That there is a vast field of pertinent facts which will be opened to the student's understanding, and which will make history more real to him, is undeniable.

Through the study of economics the student is brought face to face with many useless wastes, formerly unnoticed, and the usual result is a closer attention to conservation in one or more of its fields. Many of the wastes of our natural resources have been corrected because of the study of economics, and many more will be corrected. The reforesting of hilltops and hillsides, especially in the alluvial soils of the South, thus preventing droughts and much erosion, and at the same time making former arid soil tillable and productive, is