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PRACTICAL FRENCH COURSE

By Léopold Cardon

Trains the pupil to read, speak, and write the every-day French of modern Paris.

Combines the best of the direct or colloquial an 1 the grammatical methods of teaching languages.

Through "actions" or "little scenes" encourages pupils to speak and think French from the beginning.

Re-enforces the necessary grammatical rules by immediate drill and practice, thus making them of practical use to the student.

This book is already in use in

Brookline (Mass.) High School
Dana Hall, Wellesley College
Manchester (Mass.) High School
Colebrook (N. H.) Academy

Coe's Academy, Northwood, N. H.

Send for sample-page circular.

Silver, Burdett & Company

Boston New York Chicago San Francisco

The first book in the
NEW-WORLD GERMAN SERIES

Ein Anfangsbuch

By LAURA B. CRANDON Instructor in German, Horace Mann School, Columbia University book for beginners' classes in German made

Tespecially for the junior high school, although the grammatical

treatment is complete enough for beginners' classes in the senior high school. The book was written by a teacher who has made a special study of teaching German to younger high school pupils. TEN VERY STRONG FEATURES:

1. It has a method in its presentation of grammar and vocabulary and arrangement of difficulties.

2. It forms good, thorough habits in having children think directly

in German.

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During the spring of 1917 were published the two books of a wonderful series

Oral and Written English

By POTTER, JESCHKE, and GILLET

Since their comparatively recent date of publication the books have met with
success that can mean but one thing-that they are supplying a fundamental
need in graded school English work.

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The two books are notable. They emphasize correct oral English as the logical basis for correct written English. They provide fresh and interesting approaches to the subject-above all they give constant and thought impelling drill upon fundamentals.

Your pupils may forget why, they never forget how.

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The World War has not brought adequate opportunity to the schools up to the present time. In various ways it has done something, but nothing compared with what it should have done, nothing like what is now to be done educationally.

Dr. Claxton, commissioner of education, is to have a great opportunity for definite constructive leadership in promoting, with all the energy he possesses, and all the resources he can command, the wonderful education scheme of Dr. Charles H. Judd of Chicago University, under the direction of President Wilbur of Stanford University, and Herbert Hoover, director of food conservation. LESSONS IN COMMUNITY AND NATIONAL LIFE. The following letter from President Wilson is the inspiration of the whole movement:

The White House, Washington, August 23, 1917. To School Officers: The war is bringing to the minds of our people a new appreciation of the problems of national life and a deeper understanding of the meaning and aims of democracy. Matters which heretofore have seemed commonplace and trivial are seen in a truer light. The urgent demand for the production and proper distribution of food and other national resources has made us aware of the close dependence of individual on individual and nation on nation. The effort to keep up social and industrial organizations in spite of the withdrawal of men for the army has revealed the extent to which modern life has become complex and specialized.

These and other lessons of the war must be learned quickly if we are intelligently and successfully to defend our institutions. When the war is over we must apply the wisdom which we have acquired in purging and ennobling the life of the world.

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.

Such a plea is in no way foreign to the spirit of American public education or of existing practices. Nor is it a plea for a temporary enlargement of the school program appropriate merely to the period of the war. It is a plea for a realization in public education of the new emphasis which the war has given to the ideals of democracy and to the broader conceptions of national life.

In order that there may be definite material at hand with which the schools may at once expand their teaching I have asked Mr. Hoover and Commissioner Claxton to organize the proper agencies for the preparation and distribution of suitable lessons for the elementary grades and for the high school classes. Lessons thus suggested will serve the double purpose of illustrating in a concrete way what can be undertaken in the schools and of stimulating teachers in all parts of the country to formulate new

and appropriate materials drawn directly from the com-
munities in which they live.
Sincerely yours,

Woodrow Wilson. Within a week of the date of the President's letter Dr. Judd was on the job, and within forty days thereafter half a million copies of the first of eight monthly installments of a remarkable ninetysix-page booklet, the like of which was never seen before, was off the press.

This means that Dr. Judd had grasped the sig nificance of the opportunity, had clearly outlined in his own mind just how the eight monthly installments of the ninety-six-page bulletins, made in three parts, would cover all possible needs of a course in Community and National Life; just how each was to be written and by whom; found the men and women to write them; successfully promoted their immediate activity in producing copy; had copy in the hands of the government printing office, which delivered him 100,000 copies a day. All this in less than six weeks from the time he entered upon his great war-education.

Each monthly installment of ninety-six pages is in three sections of thirty-two pages each. One section, A, is for the senior high school years; one, B, for junior high school years; and the other, C, for the fourth, fifth and sixth grades.

The page is six by nine inches, and contains about twice as much matter as does a page of an ordinary school reader.

Each section is complete in itself. Each child will have in the year eight sections or a book of 256 pages. The cost per child is one cent per month, or eight cents for the year.

It is a nationalized view of community life.
The lessons for the first month for the senior
high school year are as follows:-

Fundamental Aspects of Social Organization.
The Western Pioneer.

The Co-operation of Specialists in Modern
Society.

The lessons for the first month for the junior high school grade are as follows:

The Effect of War on Commerce in Neutrals.
The Varied Occupations of a Colonial Farm.
A Cotton Factory and the Workers.
Feeding a City.

The lessons for the elementary grades are as follows:

:

The War and Aeroplanes.

Spinning and Dyeing Linen in Colonial Times.
The Water Supply of a Modern Community.
Petroleum and Its Uses.

In eight months in each of the three groups of

lessons the pupil will have been carried through all the changes from individualism to the most highly specialized community activity in an age of

machinery.

It is patriotism raised to the nth power. It is the human touch magnified into the personality of the community. It is conventionality thrilling with social progress.

The material is especially prepared under the editorial guidance of Dr. Judd. It is skilfully graded for the maturity of the children who are to use it. It is all focused for the times in which the children are now living. It is adequate and attractive preparation for the life they are to live when the world will be entirely remade by this World War. Historically, industrially, civically it is a marvel of completeness; a consecration of intelligence; a glorification of democracy for which every American must sacrifice devotedly, for we

are in the birth throes of a New World, whose opportunities and responsibilities the children of today will inherit.

We await the reception this opportunity will receive at the hands of the school people of America. Half a million copies are being issued monthly. The edition will be several millions if the school people do a hundredth as much to magnify its use as have Dr. Judd, Commissioner Claxton, and President Wilson in making its use possible.

Every board of education in the United States should immediately order from Dr. Claxton enough for every child from the fourth to the twelfth grade, inclusive. It will mean but eight cents per child. It is patriotism magnified for all the children as can be done in no other way.

Will the superintendents attend to this, or are they too busy with lesser responsibilities?

A COLLEGE VISION

BY PRESIDENT ERNEST MARTIN HOPKINS
Dartmouth College

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They have merited and won the highest commendation. The liberal colleges, with all other types of educational institutions, owe the technical schools a great debt of gratitude for their insistence upon the scientific method in the approach to scholarship, which has had its effect throughout the educational world. We are a wide-spread people, with numberless needs, and we could not do without that which such types of education have afforded. The realm of higher education, however, is of too great area for any kind of institution to occupy it all, and least of any should the traditional cultural college have ambition to attempt it. The function of the cultural college has proved to be of the utmost importance; its work has been of distinctive service throughout the nation's history; and its future success, in my opinion, will be more marked-if change is to be made-by reverting to a curriculum of fewer subjects better taught, than by spreading its efforts constantly thinner until its attitude takes on unfortunate semblance to a sprawl.

It is not likely to be, at any time, that without loss to itself the world can close its mind to the influences of the past. The intuitions for the beautiful and the understanding of the logical which have come down to us from civilizations which have risen and lived their allotted lives are foundations for that appreciation of philosophy, art and literature without which the world would lose its breadth and depth.

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I am emphasizing certain convictions about the older humanities, not from any lack of confidence

and belief in the sciences, but simply because the sciences will not be subject to attack in the newer movements in education as will be the humanities. And in regard to those essential subjects of the curriculum which we know as the newer humanities, it is simply to be said that they will be open to much the same sort of attack as has been the older group once the agitation against this latter shall prove successful.

There is no law of physical science to which more exact analogy can be found in the realm of movements social, economic, philosophical or religious, than that which states action and react on to be equal and opposite in direction. As one studies the swing of theory from one extreme to another in mental and spiritual realms, he comes to the understanding that the influence of the college on these must be a steadying influence, like the force of gravity on the pendulum, tending constantly to shorten the arc of motion and influencing toward an eventual stable equilibrium. It is for this reason that the college cannot be inherently either radical or conservative, for the same principle. which impels it to pull back from one extreme today will tomorrow lead it to endeavor to correct the overswing of the reaction.

CONSECRATION TO NEEDS OF STATE.

The college exists as means to an end, and the end should be constructive idealism interpreted in terms of service. It well may be added that no particular form of service is so vitally essential today as high-minded consecration to the needs of

the state.

The development of our national life has been shown to be far short of the standard to which it was supposed to have attained, and in many of our attributes we have been proved more a group of peoples than a nation. It remains for. the living of our time as truly as for those of the generation of half a century ago to be dedicated · to the great task remaining before us, of develop

ing unity and forcefulness of conviction of our national life, that, from the heritage of the past and the needs of the future alike, we take increased devotion to the cause for which such sacrifices have been made, and in the success of which we firmly believe humanity to be so much concerned.

To this endeavor the colleges should be committed by their every instinct, and by all the influences which have shaped them; and solemn responsibility rests upon them now that they shall be sensitive to the new note which is beginning to sound in our national affairs as parochialism becomes less and less a characteristic, and as we come to recognize our inevitable responsibility among the nations of the earth.

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A LIMIT ON INDIVIDUALISM.

Democracy is a very precious thing to us who wish to live our own lives with the minimum of outside interference, but it is possible to defeat the very ends for which it exists if we concede the utmost claims of individualism which have been urged to such extremes. It is important for the college at this point to study the type of its accomplishment and to understand the change which the needs of the immediate future must work in its methods if it is to make its vital contribution to meet these needs. In training for leadership its influence in years past, unconsciously perhaps, has been to set college men apart in the communities in which they have lived. The requirement now is emphatically the reverse. At a time when, almost without exception, the college man went into a profession, and when the professional man was inevitably a college man, the leadership of the community gravitated towards its advisers, who were the ministers, lawyers, doctors and teachers-in short, the college men of the community. These men were necessarily individual workers, and it came to be that the stamp of college training, as a matter of course, implied individualism. But whether it be that business and industry began to summon the men from institutions of higher learning, or that college men began to seek careers in the field of production and distribution, the change has been wrought very quickly that the men going into the professions from our colleges are far outnumbered by those seeking the newer career.

Figures prepared at Dartmouth a decade ago show that, for the first twenty-five years of the college, 40 per cent. of its graduates entered the ministry, 25 per cent. entered law, 12 per cent. entered teaching, 7 per cent. entered medicine, 16 per cent. were untraceable. For the first fifty years the legal profess on led, with 36 per cent., the ministry was second with 30 per cent., and only 10 per cent., classed as untraceable, have the possibility of having been outside the professions. In the half decade from 1900 to 1905, 52 per cent. of Dartmouth's graduates went into business and industry, and that figure has increased until, from 1909 to 1913, it runs above 60 per cent. Like changes, in varying degree, have been going on in cther colleges also.

All this requires definite modification of some of the theories about individualism as compared with

group action, for co-operation is the basis of accomplishment outside the professions, and in everincreasing degree within them. Thus individualism that either fails of ability or interest to express itself through helpful influence on group action is, at the best, of restricted worth, and at the worst is positively pernicious. Individual success attained for selfish ends is an unworthy goal for the colleges to set for their men, but the colleges are not entirely free from indictment on this count. The brilliancy of the halo which has been set about the theory of individualism and all that it implies, in some of our college teaching, has been too often responsible for dulling in the student's mind the conception of the beauty of service. The way must be found to stimulate the desire of our student bodies for supreme service within the group rather than outside it.

WE CLAIM TOO MANY RIGHTS. We have as a people specialized so completely in recent years on claiming rights that our senses of obligation and responsibility have become atrophied.. Authority has been weakened, not only in state and church, but in home and school, until it commands. less respect, even, than obedience. Amid all this, somehow the conviction has begun to grow that dilettante philosophizing about rights and claims. to opportunities which have not been earned offer too little compensation in constructive accomplishment for what society is called upon to sacrifice in the character of individuals who compose it, through their being so little called upon acknowledge any authority of any kind what

soever.

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A proper understanding of the needful limits: upon the theory of individualism is important in defining the relations between the college and the undergraduate body. In a large way the college exists for the individual student; but it does not exist as truly for the individual student as for the generation of college men, and it does not exist for either as definitely as for the social group which is the state. It is an easy and a pleasant college what properly interpreted is true,—that the thing to say to an undergraduate member of the institution is established and maintained for his benefit. If, however, application of this statement is interpreted to mean that the college lives to meet his personal convenience or to enhance his personal success as apart from the needs of society and his ability to contribute to them, wrong is done the man, and the college trust has been maladministered.

COLLEGE A CHARACTER BUILDER.

I believe that it is worthy of more emphasis than has sometimes been given that the development of character is distinctly one of the great responsibilities of the college. The introduction of university methods into college teaching, the influence of professionalized scholarship in the chairs of instruction, and the marked disinclination of men of the present generation to consult together con-" cerning the deeper phases of life, have, all together, so altered the once existing relationship between

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teacher and student that the old-time formative influence of the college faculty on student character has too greatly disappeared. It is still, however, not to be forgotten that our colleges were founded and sustained through years of drastic toil by men of religious fervor, who in self-sacrifice literally gave their lives for the perpetuation of institutions designed no less for spiritual inspiration than for intellectual command. Forms of expression change from generation to generation, and manifestations of spiritual instinct differ widely from those of a century and a half ago, but the initial obligation rests upon us to make the college influential in the development of those traits vital to well-proportioned goodness.

Scholarship as a product of the college is incomplete except as it be established on the foundation of character which is not only passively good, but which is of moral fibre definite enough to influence those with whom it is brought into contact. By as much as evil directed by intelligence is more dangerous than brainless badness, by so much is the college liable to the danger of doing the country.

an ill turn if it ignores its responsibility to safeguard and develop character as it undertakes to stimulate mentality.

GO SLOW.

As we approach the demands of the future of the college at this particular stage in the world's history, however, there seems to me a single word of caution which should be uttered. At a period of such violent readjustments, when the values which shall be accorded to things physical, intellectual and spiritual are undergoing so much revision, it is more to be desired that institutions as well as individuals shall safeguard openness of mind than that they shall prejudice future action by the too definite recording of preconceived notions toward which subsequent policies are bound to be bent. We are like travelers over unfamiliar trails, who know the point of the compass along which their way lies, but who are without knowledge as to the exact spot at which they will make their camp. Address.

AUTHORS WHO ARE A PRESENT DELIGHT (XVIII.)

JOHN D. BARRY

BY GEORGE PERRY MORRIS

The journalism of today makes it possible for an author to do what Frank Crane, Walt Mason, John D. Barry and a score of lesser writers are doing, namely live in one community and yet daily shape the thought and feeling of hundreds of thousands of persons thousands of miles away. His For that is literally what Mr. Barry does. home is in San Francisco, but his personal friends. and journalistic admirers in Chicago or Boston. can follow his comment on life as well as his readers in Berkeley or Palo Alto do. Not that they all read the same message the same morning; but they all read something from his brain and heart each day, and come to see the range of his interest in humanity, the clever way in which he alternates reminiscence with prophecy, and criticism of literature or the theatre with interrogation as to the ethics of personal or collective action, and straightway reportorial narrative of something he has seen or heard the day before with a parable of religion or civic idealism. he is a versatile, sensitive, multi-impressionable fellow, with a past that has given him insight into life on its deeper sides, and that has chanced to bring him into touch with some of the choicest men and women of the United States and Europe. Harvard educated him to a certain extent, and her academic degree is not without its value as an asset in the part of the world where he now lives; but he has become a philosopher and critic through the attrition of labor as novelist, playwright, critic of art and literature, and essayist. In this latter role he is building up a constituency of personal friends such as any writer might envy, for as any reader of his books, "Intimations" and "Reactions," will discover, he writes daily that which is

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more enduring than most of the "syndicated" "special feature" journalism of the hour provides. He is contemporary in his texts, but his sermons point both backward and forward. His radicalism, consequently, is tempered by a knowledge of the thought and literature of the past. On the other hand, he is forever sounding the note of "Advance." He sympathizes so much more widely and deeply than most men do with so many kinds of men and women that he ministers to more kinds as an adviser. Hence what he writes is read and liked by the cultivated official of the woman's club, and also by the man clerk in the down-town grocery store. For Barry is a democrat in essence, with a predisposition to help the under dog in any case, be he the felon in prison or the labor agitator inflamed by economic injustice and deprivation, or a conscript forced to fight for autocracy against his will. He also is a lover of peace, else he would not have been invited to go on the Ford peace ship to Europe, nor would he have accepted. He is a man who knows the possibilities of the theatre as an educational agency and who whether playwriting, or acting, or criticising plays stands for a high ideal of histrionic art. a man of letters his forte is not with the long, but with the short story. A pleasing variant which he works with all the skill of Olive Schreiner is the parable or allegory. He knows how to get his message over most subtly in the guise of imaginative narrative when he does not care to be didactically realistic; but the limitations of his canvas (a section of the newspaper page) often force him to abbreviate, and then it is that he makes symbolism and allegorical form count.

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Mr. Barry's life, prior to his advent in San Francisco in 1910, was lived chiefly in Boston and New York, where he had his roots down deep. Called westward as a professional adviser on play produc

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