! fields to which he has turned his ready pen. A glance at his volumes shows him to be an unofficial poet laureate, so many of his poems have graced notable occasions-the dedication of buildings, the opening of a new theatre, anniversaries of towns, of a college, of a famous military organization, a Phi Beta Kappa poem, the ode for the laying of the cornerstone of the great Provincetown Memorial, an ode for the Pierian Sodality of Harvard, poems for many other important gatherings. These poems have for their chief characteristic an easy and melodious grace, for Mr. Dole is essentially a musician. He is at home in all verse forms, and is pleasing in all of them. Among so many poems a selection is difficult, but one of my personal favorites combines many of the poet's excellencies, and especially exhibits this musical charm. It is called "St. Patrick's Day," and with it I must close this hasty sketch: When other lands are parched and dry 'Tis Blarney O, Killarney O, Who loved the folks of Ireland! In other lands roam beasts of prey, In lower land and higher land, Who drove the beasts from Ireland. In India crawl great poisonous snakes 'T was Patrick O did that trick O He was the man that did the job, He drove the snakes from Ireland! So let St. Patrick's name be sung By man or woman, old or young, INDUSTRIAL ART BY DR. JAMES PARTON HANEY Last year the amount of money spent for interior decoration in this country was $500,000,000. This half a billion dollars was spent largely by women, and largely under the direction of a salesman who directed the choice of the buyer toward one pattern rather than another. This salesman thus became a teacher of art. Every clerk in a wall-paper shop, in a carpet or furniture department is perforce a teacher of the customers who come to him. He is in a position to teach, well or ill, as he himself has been taught, well or ill. Those who have the training of children on art lines find two definite phases of the problem present. In the first place, the training of the many; that is, the ninety and ninety-five per cent. of children who have little talent, who are never to be artists, but who have the capacity for gaining in taste. These pupils can be interested in design and in color, they can be brought to see what good pattern and color means in the manufactured products which they wear or which go into their homes. One of the great functions of the schools, therefore, is to train "the many.” This can never be a function expressed in terms of technique. We know the many are never to become skilled, but we know that they can be raised in their standards of taste by practical problems that deal with the art that they see around them. Thus the teaching art has changed much in the last generation. It has come to be recognized in the schools that the art which should be taught is one that touches the individual closely; not that of Greece, or of Rome, or of the Renaissancethat art is the art of history and is to be learned later. The primary teaching is to deal with the clothes we wear, with the colors of those clothes, and with the art that directly touches the home. Thus is defined the first great function of the schools, the training of the many in taste. On the other side is the training of the few. That means the 5 per cent. who have talent, but whose talent is dormant-who are to be caught as they pass through the grades. These few are to have that talent encouraged and developed until they are prepared to enter an industrial art school where it can be carried to a high degree of pefection. Everybody knows that the ability to draw is a valuable asset. Asa Gray said in print that in studying sedges "the student must draw as he analyzes, for unless he draws he will not see.” Agassiz said: "The pencil is one of the best of eyes. Huxley would not receive into his advanced classes a student who could not draw. Dean Shaylor advocated object drawing, and a lot of it," as a preparation for the study of geology. "It is the best training yet to insure thinking in three dimensions." Charles Wellington Furlong, the intrepid investigator of the dark corners of the earth, says he can get on anywhere, with any kind of people with his drawing to supplement his words.-Henry Turner Bailey. A NOTABLE COMMUNITY SERVICE BY F. F. NALDER HOW UNIVERSITY EXTENSION CLASSES SERVE CALIFORNIA PEOPLE. How useful the service that a university can render to the community at large is indicated by what the Extension Division of the University of California accomplished in 1916-17 through extension classes in California cities. outside of Berkeley, the seat of the university. Three hundred and eleven classes, chiefly in intensely practical subjects, were organized and taught in eight cities-Alameda, Los Angeles, Oakland, Sacramento, San Francisco, San Jose, San Rafael and Stockton. For these classes there were upwards of 5,000 enrollments, by grown-up people who were either too much engaged in the business of earning a living, too lacking in academic preparation, too old or too poor to attend classes on the university campus and so satisfy their hunger for learning. University extension's experience proves that even in these times of distraction and tumult this hunger constantly acts as a driving social force. A student of one of these extension courses recently remarked in a letter: "People are more hungry to do, and to know, than you perhaps realize; they also realize the need of impetus and direction. . . . Cruel circumstance is tempered to the ambitious spirit afforded such an opportunity of pressing on to something." These classes were instituted comparatively recently, in response to requests of such "ambitious spirits," and in the faith that through extra-campus teaching a valuable social service could be rendered. Their success is due to the leadership of Dr. I. W. Howerth. director of university extension, and to the indefatigable efforts of Miss Nadine Crump, secretary of the Bureau of Class Instruction, one of the seven bureaus through which the university carries on extension teaching. The majority of these extra-campus classes, 216 of the total 311, were held in San Francisco. Their success suggests in a striking way how extension service may contribute to the intellectual, industrial, social and commercial life of a teeming modern city. That more classes were not organized in other cities was due entirely to the extension division's lack of facilities to supply instructors. It was not due to the want of opportunity. Many requests for the organi zation of classes could not be met. What was done in San Francisco can have its counterpart in every city and town in the state. The extension division has ambitious plans for covering the state of California with this service. Recently a branch office was opened in Los Angeles, through which extension classes are being organized throughout the southern part of the state. In its variety and practical value this form of extension service presents some striking features, Courses were given in nine district com. mercial branches to nearly 2,000 persons; in nine branches of English literature and composition, to almost 600 persons; in four different modern languages-French, German, Spanish and Chinese to just 600 people. It may be of interest to remark that there were over forty enrollments in Chinese. The demand for a knowledge of Oriental tongues is strong and sure to increase with the development of a strong international consciousness in the lands that border on the Pacific. Four courses in mathematics furnished profitable instruction to over 160 people; twelve widely varied courses in practical technology, including art metal work, automobile operation, chemistry, several phases of applied electricity, machine shop work, applied mechanics and reinforced concrete construction, had almost 1,200 enrollments; and there were nearly 500 enrollments in ten miscellaneous courses-how miscellaneous is indicated by the fact that they include such subjects as the birds of California, first aid, defective speech correction and vocational guidance. In their surroundings these classes are sharply contrasted with those of the campus. They were not conducted in places of academic retirement "far from the madding crowd's ignoble strife." They went on right in the midst of that strife. Most of them met in office rooms, surrounded by the city's teeming struggle, where the ceaseless hum of civic industry and traffic and turmoil marks the passing of the minutes day and night. Several classes were held in the San Francisco Ferry Building, that narrow channel of travel which is always flooded with streams of humanity. Eager, busy men found it worth while to stop there on the way east or west to pursue courses in mathematics related to industry and technology. twenty-three instructors in technical subjects, ten were engineers-electrical, mechanical or chemical-engaged in professional or commercial practice. Of Both the practical value and intellectual interest of good extension teaching have been proved by these classes. In several instances business firms found that it was a profitable investment to pay the fees for these courses for their employees. Keen men of trade, who only put money where it will earn dividends, were convinced that the payment of such fees was to their advantage because the instruction invariably increased the efficiency of their salesmen and other employees. In a number of instances successful business men were employed as instructors. Such courses directly enable a university to serve the practical needs of its community. Some practical social service was rendered by classes in speech correction. The instructor of these classes gives training to correct speech defects of children in the San Francisco public schools. It was discovered that there were many grown-ups afflicted with various speechimpediments, who were glad to attend university extension classes. The service rendered them was of direct practical benefit and aptly illustrates how well university extension can act as a clearing-house to bring together social needs and the means of their fulfillment. Again, it was found that there were in this somewhat populous neighborhood many women. who owned or drove automobiles but who knew so little about the mechanism of their machines that they were practically helpless when even the smallest breakdowns occurred. Classes of these ladies were organized under a practical automobile expert, who taught them what they needed to know about their own self-propelling property. The women proved apt pupils. They eagerly delved into the mysteries of carburetors, magnetos, power transmission, floating axles and gear clutches, and learned how to make practical applications of monkey wrenches, screw drivers and oil cans. These classes were held at places and during hours most convenient for the students. They were completely successful. con A similar case was that of classes in household electricity for housewives. These were taught by an electrical engineer employed by a large public service corporation. From the instruction given, groups of wives and homemakers learned much useful knowledge cerning the flow of the dynamic "juice" through electrically-operated devices used in their own. homes. Such mechanisms as electric irons, toasters, coffee percolators and the like, which previously had been useful but mysterious, now yielded their secrets without losing any of their practical value to these modern housewives. Further illustrations could easily be cited, but the foregoing will serve the present purpose. Such instruction brings out an important point in this process of expanding the service of a university. Much of the subject-matter of instruction given in these courses is strictly of university grade. Many of the facts and principles involved are usually taught only in college and university courses. They are facts of profound significance in their varied relations to science and technology, or when seen from the viewpoint of philosophy. Like most great facts, however, they are quite simple in their practical applications. It was fully demonstrated that many scientific facts could, by the process of popular instruction. be detached from their usual academic settings and taught simply and interestingly. It was not necessary in order to learn how to use such information that these students comply with university entrance requirements, or furnish any other prerequisites of learning. Average common sense and intelligence, the desire to learn and the willingness to apply what was taught, these made full cer The same point was brought out in certain classes formed among the men employed by a large public service corporation. This body of men, over eighty in number, formed a club and asked the university extension division to give them instruction in subjects that would aid them in in their work. The writer met with them in their club rooms in San Francisco. Between seventy and eighty men were present on the occasion of our conference. Most of them were in early middle life, heads of households and fathers of families. They were a typical group of fairly intelligent, semi-skilled industrial employees. A census of the group was taken to determine the range of their education. The object was to discover what kind of instruction, and of what grade, they could best obtain from the university. The results of the inquiry were illuminating. Of the entire number, only seven or eight had been through high school and had attended some institution of higher learning. Less than a dozen others had advanced in school beyond the eighth grade. The remainder, a preponderating majority of all, had left school when so many boys do, at from the fifth to the seventh grades. From that point on they had learned what they knew while working at more or less manual labor and against the limitations of the average uneducated workman. Their scholastic limitations did not prevent their being served by the university through the medium of extension teaching, however. Classes were organized among them and they were taught profitable courses in applied mathematics and electricity. The lives of many of those men have been enriched, their efficiency increased and their wages raised, as a direct result of the training given them.. These cases suggest what may be done almost everywhere. In every community there are people who wish to study. Usually groups of persons who have a common interest and who are willing to study the same subject can be formed into classes. This is true in even small towns and rural communities. It will be clearly seen, I think, that the formation of such groups requires among other things a central and authoritative organizing agency. Such an agency is a state university. The scope of its intellectual and civic influence is broad. Its prestige stimulates local interest, and gives to any group to which it gives authoritative recognition an importance in the local community that spontaneously-formed groups are apt to lack. This element of prestige goes far toward making study groups successful. These groups or classes can best be supplied with instructors by the university. Of course the majority of such instructors must come from the resident faculty or the extension teaching staff. They need not always be sent from the university, however. In many instances, especially when the local community is not so far from the university as to make transportation expense prohibitive, instructors can be sent from the university to meet classes at stated times; or competent instructors may be found in the locality where the organization of a class is desired. Often the local man or woman who is competent to render such a service is too modest to take the initiative in organizing the group. By this utilizing of local talent alone, a university can set in motion forces that greatly advance the intellectual interests of a community and at minimum expense. Also, university extension and classes can utilize representatives local accessories of instruction to the cultural advantage of the community. Libraries, high school laboratories laboratories and shops are seldom exhaustively used. Their possibilities in the way of arousing interest by the people are almost never completely realized. Not only is it true that mature people in any community can be interested and profited by courses that use such shops and laboratories. This experience in California shows that there is in any community much eager desire for such instruction. All that is needed is to open the way. People have a desire to learn sound truth and to acquire skill. They will follow intellectual leaders who can demonstrate even solid truths in an interesting manner. That the pubthe sensational, is partly due to the lack of lic taste runs strongly to the cheap and tawdry, means of emphasizing the interesting aspects of great things. By instituting popular instruction in those practical, technical and cultural subjects over which universities tend perhaps unconsciously to exercise a monopoly, these institutions of higher learning can so influence public taste and intelligence as to contribute greatly to social progress. Superintendent of Los Angeles County Schools The war already has taught us several lessons. Perhaps the most urgent one is that the physical development of our children has been neglected. Those of us who favor universal military training argue that the low standard of physical conditions found by the examining boards is proof of the necessity for universal inculcation of tactics and soldierly culture. But that argument ever has applied to boys alone. "Universal military training" has had but one object in view-the physical advancement of the nation's youth. Scientific investigation has revealed as great a lack of physical perfection amongst girls and women as has been found in the men who have been examined for military duty. The scheme is faulty unless it provides training for all boys and girls, indiscriminately. Full long, with their demand for the vote, has rung out the feminine plaint that they are discriminated against because of their sex and that many positions requiring brawn are closed to them. In public schools, according to a recently enacted law requiring well-nigh universal physical instruction in California educational institutions, a cer tain space of time each day is allotted for exercise. Other schools provide much more time for this important function, while some institutions specialize in this branch of education, which should be laid as the very foundation of all education. For a sound mind and an ill body go not together. Our slogan should be "Physical-and mental fit. ness." Every child of eight years and over should be put through exercises designed to efficiently prepare him and her for the battle of life-which demands as much, if not more, of the body than of the mind. The greatest trouble with the schools of California-and this is common, I believe, in all states is the admission and classification of students ac cording to age, instead of according to mental development. It is probably true that children should not be admitted to kindergarten and such institutions until they are four and one-half years of age, and that they should not be taught in higher schools until they attain the age of six. But the mental age of a child should be determined by a scientific investigation, and when that Continued on page 494, It is easy for standpatters, for men who revel in the luxury of "from the tomb a doleful sound," for men who enjoy sitting on the tail of Progress and using a megaphone to ridicule standardization, for it is the cheapest dope any man can administer with voice or pen, but the fact remains that live men in 1917 demand live methods and live principles, and Henry Eastman Bennett of the oldest college in the South, and in a way, the oldest college in the United States, has presented "A Manual of Modern School Management-School Efficiency" that makes these pedagogical jokers look very silly. We know Dr. Bennett and his noble work intimately. He has nothing of the mirage enthusiast in his personal or professional make-up. He is, personally and professionally, efficiency personified, and he gives to his students for a working principle as they go out from the oldest of universities a devotion to the latest demonstration with a caution against kite flyers who have cut the string that holds the kite to earth. There is no flopping and flapping, no diving and cavorting in his idea of efficiency. Results that can be measured, effects that connect up with causes, psychology that eventuates in pedagogy, principles that control and direct methods and devices are in evidence in this book as they are in his classroom in the School of Education, the College of William and Mary in Virginia. No other educational leader in America has had to prove up every proposition of progress quite so definitely and decisively as has Henry Eastman Ben *School Efficiency, a Manual of Modern School Management." By Henry Eastman Bennett, Professor of Education, College of Willlam and Mary. Boston, New York, etc.: Ginn & Company, x+374 pp. Illustrated. Price, $1.25. hett, and as a result we have a most compelling book of educational progress. It is a book to be placed in the hands of any student, of any reading circle member without any suggestion of the soft pedal, without any hint of a dimmer. CONNECTICUT'S LATEST From earliest times Connecticut kept pace with Massachusetts, but of late Connecticut has not received the credit that is her due. Henry Barnard was a professional comrade of Horace Mann, and in many important particulars he was the leader of the two. Connecticut followed closely after Massachusetts in the creation of her State Board of Education. Her state superintendent, like that of Massachusetts, was styled "Secretary of the Board of Education." She followed closely after Massachusetts in establishing a state normal school. So it was for many years. Now Connecticut has taken a long look ahead in the choice of Dr. Henry C. Morrison, state superintendent of New Hampshire, as assistant state superintendent at a salary of $5,000. It is matter of congratulation that Dr. Morrison is willing to take the subordinate position, but it reveals his breadth of vision that he is willing to do this. To be associated with State Superintendent C. D. Hine is an honor to be appreciated, for Mr. Hine has done as much with the money at his disposal and with the help in his department as has any official leader in the country. After the provision for expansion which the last Legislature made we have all wondered how the Board of Education would proceed. We must confess, and confession is good for the soul, that we had not been led to expect a salary of $5,000, nor had we any suspicion that Dr. Morrison was available. We rejoice in our error of judgment in both particulars. The Hine-Morrison leadership with an awakened Legislature will do great things for Connecticut. INSIDIOUS MISCHIEF The daily papers, wittingly or unwittingly, are lending themselves to a most mischievous sort of anti-high school campaigning, which is really an anti-American campaign, an anti-success campaign for boys. The following is a sample of this campaigning. A city daily prints an editorial and thousands of other dailies and weeklies reprint it, and millions upon millions read it. O where are the boys of yesteryear? There used to be a hundred urchins for every job, and when an "ad" had been answered the ninety and nine not chosen would return to the dull pursuits of school, where there was neither liberty nor pay. But now there is a general dearth of boys. The opportunities offered in high |