Herbert Spencer in an educational classic many years ago discussed with force and clearness the question: "What knowledge is of most worth?" His conclusion was science. As he stated it, "For direct and indirect self-preservation, for the due discharge of parental functions, for the right interpretation of national life, for the right production and highest enjoyment of art in all its forms, and for purposes of discipline, the most efficient study is science." Dr. Nicholas Murray Butler, a few years ago, under the same topic, summed up his idea in the following: "That knowledge is of most worth which stands in closest relation to the highest forms of the activity of that spirit which is created in the image of Him who holds nature and man alike in the hollow of His hand." Paul, the Apostle, with a long look in the future declared: "Prophecies shall fail, tongues shall cease, knowledge shall vanish away, but love never faileth."

As to the value of knowledge, the knowledge that is of most worth, or as to its enduring possibilities, there may be endless discussion. It is at best but one element of an education.

Some of the most illuminating definitions of education are: "A preparation for complete living," Spencer; "To give to the body and soul all the beauty and all the perfection of which they are capable," Plato; "Whatever we do for ourselves and whatever is done for us by others for the express purpose of bringing us nearer the perfection of our nature," Mill; "The fruit of an education is not knowledge or learning, but rather a desire for knowledge and a capacity for learning," a capacity for learning," Eliot.

And yet from the daily work in nearly every classroom and from the tests offered pupils, one would be led to think that teachers and superintendents regard knowledge and information as of prime importance, that a mastery of facts from textbooks, a good memory, is the supreme end of education.

And who is at fault? Without question principals and superintendents who outline courses of study and prepare tests on the work accomplished. It is inevitable that teachers centre their attention on what is expected of them, on the work outlined for them, and on the tests to be given to their pupils-on information, facts, memory.

If perchance any other phases of education are attempted, they are introduced as side-issues, of

minor importance, factors that may be considered or omitted as time or taste dictates. And with a certainty that all tests will centre on the three R's, the traditional studies outlined in the course of study are sure to get practically all of the time and attention of teachers and pupils.

The one thing that makes private schools popular with parents who can afford the expense is the fact that in these schools the personal element has consideration, that attention is here given to other than mere academic subjects, that education in these schools is regarded as in reality "a preparation for complete living," for good citizenship. Why then do teachers and superintendents give attention so largely to things of secondary importance? Pure short-sightedness!

And what then should be considered as of prime importance in the education of young people?

1.

Good Habits. A habit is said to be "a state of body or mind acquired by repeated action." It enables one to think and act quickly and accurately as he has thought and acted in the past. A good habit is a labor-saving machine. It is evidence of a well-trained mind.

Habit formation is of slow growth, and often a good habit is acquired only by effort, but it is worth the cost, many times over. Untiring effort, repetition upon repetition are necessary, until action is automatic. On questions of prompt, exact, and willing obedience, or of honesty and truthfulness, there should never be an exception. Along lines of self-control, thoughtfulness, regard for others, industry, economy, and the like, instruction should be given. And on the application of the laws of health-the control of appetite, questions of food and drink, sleep, exercise, work, rest, open air, and the care of the special sensesthe exercise of good sense must be emphasized. Right habit formation then should be one of the great aims of a teacher's work, and the worth of a teacher should be determined in a large degree by her success in training pupils to good habits.

2. Intellectual Power. "An educated person," as Ex-President Eliot puts it, "has the ability to observe closely, to record correctly, to judge justly, and to express cogently." The power of application, concentration, attention to the work in hand, the habit of thoroughness, accuracy, originality, and self-reliance, are characteristics of a welltrained mind. The ability to think clearly and correctly may not be measured by a yard stick, the gain may not be indicated in percentages, but the

"The world is a looking glass that gives back to every man the reflection of his own image."-Thackeray.

This quotation is strikingly true of the public school. In it the world sees itself. From the very beginning the school has been an agency entrusted by society with a work that parents had not the time or were incompetent to perform. In every stage of its development it has reflected the life and ideals of the time and the community in which it existed. Its function has been to give instruction in the three R's not as an end in itself, but as a means of preparation for life. Education is defined as that training which fits boys and girls for all the duties of life, and its best and severest test is the ability of the individual to adjust himself successfully to his environment.

From the first grade through the high school the goal of the school has been life; the function is to lay a foundation on which to build a structure that will conform to the conditions of the time. The kind of education required by the rugged frontiersman was quite different from that needed by the skilled artisan of today. The former needed a keen eye, a ready ear and a quick hand to wrestle successfully with nature, and combat the enemies that surrounded him. The latter must be equally alert to cope with the opposing forces that meet him on every hand. The education of the former was obtained by hard knocks at home with some help from the school, while the pupil of today too often is nurtured and coddled at school, and then plunged into the cold stream of life to sink or swim. It is because we have not changed our school methods to keep up with the times that there is such a great student mortality along the way. Eighty per cent. of the boys and girls leave school before reaching the high school, and many of them drop into the first occupation that presents itself. As a result many enter the blind alley of life or live a treadmill existence because they did

not know how to start life. Of 381 minors under sixteen who left school in Marlboro in 1916 to go to work in factories 312, or 82%, left before they had reached the high school. In a majority of cases they were not obliged to leave, but got tired of school because it did not appeal to them. War is changing our methods of life, and must exert its influence on the public school. It would be bad enough if the quarrels of nations or individuals could be confined to adults, but unfortunately the young must suffer with the old. It is therefore fitting that we pause long enough to ascertain as far as we may the changes that must be made in our work. President Wilson says: "In these vital tasks of acquiring a broader view of human possibilities the common school must have a large part. I urge that teachers and other school officers increase materially the time and attention devoted to instruction bearing directly on the problems of community and national life." To carry out the request of the President it is necessary to give some thought to the means.

We must teach our pupils something of the intricacy of our modern social life. The pupil should be taught that right living is to be desired not only because of the benefits that may accrue to him, but because of the effect his life will have on the welfare of his town or city, and consequently of his country. Moral standards are needed in the school for the welfare of the community. In setting up these standards, however, a new element should now be emphasized. We are so accustomed to deeds of valor that instead of applauding a single act we look askance at a failure to manifest heroism. We were accustomed to heroic deeds in times of peace. Rescues from drowning, from a burning building, or from other places of peril were so common that they excited little comment. All these were to be applauded, but for the most part they did not greatly affect the com

munity. Now the welfare of the country is to With some degree in the hands of each of us. sorrowful hearts we bid adieu to the brave soldiers who have been called to the colors, and our pulses quicken as we hear their cheerful, hopeful comments on going to the cantonments. We are thrilled when we read a letter from a brave fellow saying that he is "as proud as Punch to die for his country." Our liberty is sweet because dearly bought by these immortal deeds of heroism. But we who are left at home are finding that our part calls for sacrifice. We must learn to deny ourselves luxuries, to do without some things we called essential. In fact sacrifice and self-denial must play an important part in our moral code. In our schools, then, emphasis should be placed on deeds of valor and sacrifice for the public welfare. Heroism in all its aspects, both moral and physical, becomes an essential part of character, and it is the work of the school to foster it as much as possible.

It is necessary to put a new meaning into the word thrift. We have heretofore taught it as a desirable attribute of character, but there must be a systematic endeavor to eliminate all waste and do away with all extravagance. P. G. Holden says: "I should not be content to let any boy or girl pass the age of eight without owning something. Each should have an interest in something productive or be a partner with somebody else in business." We are likely to learn to an emphatic degree the great need of rigid economy. There will probably be a new Liberty loan every few months while the war lasts, and the new tax law will reach us all. We must meet these demands, but they will require sacrifice such as we have not known before. Children should be taught to respect public property and to avoid all unnecessary waste. Too great emphasis cannot be placed on this point. We have been asked to co-operate in preventing waste of school supplies and fuel, and we are heeding the request in a splendid spirit. Let the pupils realize the great necessity of getting the most possible good out of everything placed in

their care.

Heretofore patriotism has been taught as a sort of backward look. It was part of the school curriculum, but we were SO secure in our provincialism that the flag was not displayed in or about our schoolhouses until during the last quarter century. Our holidays were days of release from the burdens of school with no thought of their significance in our national life. We have taught our pupils to love the flag and have been proud to see children of all races pledge allegiance to the Stars and Stripes. But now the flag must have a new meaning. Under it an amalgamated people go forth to fight, not for territory or indemnity, but for the freedom of mankind. The success of the war depends on the solidarity of the people, old and young. Each star and stripe bears a new message as it serves as the symbol of the heroism of our brothers or cousins, or friends. If we get the vision, and I have no doubt we all have it, we will impart it to the school children

young people of the country are able to show. Fortunate will be that young man who as a result of his school training is master of some trade or has the educational foundation on which to form quickly the line of action he chooses to follow. For the most part we are not in position to teach a definite trade, but by a manifestation of interest in the welfare of our pupils we may influence them to stay in school as long as possible. It is therefore very necessary that we get away from routine in our teaching, that we lose all semblance to office practices, and that we put ourselves out, if need be, to get into close relation with our pupils. Children in the school should receive careful training for their responsibility as citizens. They should learn that loyalty is manifest not simply by their readiness to sing a patriotic song, carry the flag or salute it, but by their daily conduct; that a disposition to throw rubbish into the street, violate law or do anything detrimental to the public welfare is indication of bad citizenship, that care of the body and the cultivation of the mind are evidences of a desire to serve their country.

AIM OF VOCATIONAL EDUCATION ACT

BY WILLIAM E. BRIGHAM

Washington Correspondent for the Boston Transcript. No less than $1,700,000 has been placed in the hands of the Federal Board for Vocational Education with which to make the working people of the country more efficient. Of this sum, $200,000 goes for the expenses of the Federal Board and $1,500,000 is divided in three equal parts. This money will be used, first, for co-operating with the states and paying salaries of teachers of agricultural subjects; second, for the payment of teachers of trade, industrial, and home economics subjects, and third, to pay for the training of teachers in all subjects. By the terms of the law the appropriation is so increased for these three groups that by 1925-26 it will reach the $3,000,000 mark. when it will become perpetual. The total amount already authorized for the next nine years is $38,040,000. The board consists of the secretaries of agriculture, commerce and labor; the commissioner of education, and James P. Munroe of Boston, Charles A. Greathouse of Indianapolis, and Arthur E. Holder of Washington, representing respectively manufacture and commerce, agri

culture and labor. The director and executive officer is Dr. Charles A. Prosser, president of Dunwoody Institute.

In its essence, the so-called Smith-Hughes act for the promotion of vocational education establishes a co-operative agreement between the Federal government and the states for the accomplishment of a purpose that is desired by both the Federal government and the states.

The moneys set aside by Congress are appropriated on a graduated scale, the amounts increasing year after year up to 1927, when the maximum amount is reached, to continue annually thereafter. Every dollar of the Federal money appropriated either for the purpose of co-operating with the states in the payment of salaries or the preparation of teachers is to be furnished upon the condition that it be matched by an equal amount

appropriated for the same purpose by the state, local community, or both, in which it is to be spent. In this way and by this means the state and the nation unite for the common purpose in view. The guiding principle of the Vocational Education Aet-and it cannot be too strongly emphasized that this principle applies to every phase and activity under that act-is that the education to be furnished shall be under public supervision and control, and shall be designed to train persons for useful employment, whether in agriculture, trade and industry, or home economics.

For the purpose of representing the interests of the Federal government, the law provides for the appointment by the President of a Federal Board for Vocational Education. This board consists of the secretary of agriculture, the secretary of commerce, the secretary of labor and the commissioner of education, together with three citizens who represent, respectively, the manufacturing and commercial interests of the nation, the agricultural interests and the labor interests. One member is elected annually by the board as chairman. The act further provides that the state boards created through the state legislatures shall consist of not less than three members, and shall work in cooperation with the Federal board. The executive for the Federal board, and appointed by the board, is the director under whom is the educational staff, each department of which is headed in turn by assistant directors, one for agriculture, one for industrial education, one for home economics and one for research. The special or regional agents

employed by the board report directly to the assistant directors in their respective fields.

Before, however, this machinery can fully operate in a state, the legislature of that state must create a state board to co-operate with the Federal board. After the appointment or designation of such a board, any state may accept the benefits of any one or all of the appropriations made by the law. After the year 1920, however, in order to seeure the benefits of the appropriation for the salaries of teachers of agricultural and industrial subjects the state must take advantage of the minimum appropriated for the training of teachers in these subjects. The scheme of education proposed contemplates the submission to the Federal board, which is the agency established by the government to represent it in dealing with the states, of plans prepared by the states outlining the method by which it is proposed to conduct their vocational education activities. These plans the Federal board must carefully examine, and if it finds them to be in accordance with the law, it is then authorized to direct that the moneys apportioned to the various states shall be paid. In other words, partly by the act itself, partly by the Federal board, and partly by the state board in cooperation with the Federal board, standards of vocational education are established meeting the approval of both the state and Federal governments. The state boards and the Federal board are each in their own fields supreme, yet in order to function at all the two must come together on the ground thus briefly described.

ERASMUS WILSON

BY A. E. WINSHIP

Erasmus Wilson, "The Quiet Observer" of the Pittsburgh Gazette-Times, is one of the chums for whom we have, personally, prideful affection. For fifty years or less he has been known by more lovable men, probably, than any other of our acquaintances, so that we have felt as though we knew a lot of men whom we have only known because he has known them, and has passed along little stories such as this about James Whitcomb Riley.

Riley had lectured in Pittsburgh, and the same evening Sol Smith Russell had played there, and before the curtain that evening Russell had read "Take care of yourself, Jim," and at midnight "Ras" Wilson, Riley and Russell were swapping

stories.

Russell said: "I've shed a pint of tears over those lines."

"And I shed a quart before I got them on paper," replied Riley.

Here are samples of the "Quiet Observations" which Wilson has written every day for fortythree years for one daily paper:—

"Worry invites old age with its wrinkles, its shuffling steps, and its dimness of vision, so that the big world narrows down to a barren patch of sand without shading tree, refreshing shrub or cheering flower.

"Philosophy is the most reliable remedy, while common sense, just good horse sense, is a sure preventive. Seek ye, therefore, common sense that you may enjoy life in the fullest sense. But if you have neglected to do this the next best thing is to acquire a philosophic spirit. Philosophy has been well termed the sweet milk of adversity, being wholesome, soothing and pleasing to the taste. The philosopher can readily prove to you that it can in no way mend matters, or bring relief, to worry over that which has happened, or that may happen. On the contrary it so weakens the powers of resistance as to unfit one for the duties of life.

"The great human misery trio consists of worry, envy and jealousy. The songs it sings are the songs of sirens, ill-timed and off key. Prevention is better than cure. Therefore train your children to look for the brightness, the sweetness in life, and to strive for these rather than worry because they find them not.

"Worry is the breeder of ugliness of disposition, and disposition determines the beauty of face and form.